Exponential Functions

6
GO DIGITAL

and Sequences
6.1 Properties of Exponents
6.2 Radicals and Rational Exponents
6.3 Exponential Functions
6.4 Exponential Growth and Decay
6.5 Solving Exponential Equations
6.6 Geometric Sequences
6.7 Recursively Defined Sequences

NATIONAL GEOGRAPHIC EXPLORER

Nathan D. Wolfe
Dr. Nathan Wolfe works to create an early warning system that can
forecast and contain new plagues before they sicken millions of people.
Nathan compares the system to compounding interest. “As you go further
out in time, you save more and more lives. If you compound a chronic
pandemic over decades, you begin to see the enormous impact viral
forecasting could have.”
• A bacterial culture increases by 20 percent each day. Is this an example
of linear growth? Explain.
• A bacterial culture increases by 30 percent each week. Graph the results
over a period of 6 weeks.
• Compare bacterial and viral growth to compound interest.

STEM
The number of people infected by
a virus can grow more and more
quickly if immediate action is not
taken. In the Performance Task,
you will write a report for a health
organization, forecasting the
spread of an Ebola epidemic and
recommending steps that can be
taken to slow its spread.

Bacterial and Viral Growth

hs2022_alg1_se_06op.indd 296 6/22/20 11:53 AM

 GO DIGITAL

Preparing for Chapter

Chapter Learning Target
6
Understand exponential functions and sequences.
Chapter Success Criteria I can identify and use properties of exponents.
I can describe exponential functions.
I can analyze data, a graph, or a context to determine
whether it represents exponential growth or decay.
I can model using an exponential function or a Surface
geometric sequence. Deep

VOCAB Chapter Vocabulary

Work with a partner. Discuss each of the vocabulary terms.

exponential function exponential decay

exponential growth exponential equation

Mathematical Practices
Look for and Make Use of Structure
Mathematically proficient students look closely to discern a pattern or structure.

Work with a partner. The volumes of seven chambers of a chambered

nautilus are shown.

1. Use a graph to estimate the

volume of Chamber 10.
Chamber 7: 1.207 cm3
2. Relate the volume of each
chamber to the volume of
the previous chamber. Chamber 6: 1.135 cm3
What do you notice?
Chamber 5: 1.068 cm3
3. Was your estimate for the
volume of Chamber 10 Chamber 4: 1.005 cm3
reasonable? Explain. Chamber 3: 0.945 cm3
Chamber 2: 0.889 cm3
4. Write an expression that
represents the volume of Chamber 1: 0.836 cm3
the nth chamber. Explain
your reasoning.

297

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 6
GO
GO DIGITAL
DIGITAL

Prepare WITH

Using Order of Operations

WATCH
Example 1 Evaluate 102 ÷ (30 ÷ 3) − 4(3 − 9) + 51.

1. Perform operations in 102 ÷ (30 ÷ 3) − 4(3 − 9) + 51 = 102 ÷ 10 − 4(−6) + 51

grouping symbols.

2. Evaluate numbers with exponents. = 100 ÷ 10 − 4(−6) + 5

3. Multiply and divide from left to right. = 10 + 24 + 5

4. Add and subtract from left to right. = 39

Evaluate the expression.

1. 12 —
2 ( )
14
− 33 + 15 − 92 2. 52 ⋅8 ÷ 2 2
⋅
+ 20 3 − 4 3
3. −—8 + 16 × —4 ()
1 2
+ (14 − 24)

Finding Square Roots

—
Example 2 Find −√81 .
WATCH
— — —
−√81 represents the negative square root. Because 92 = 81, −√ 81 = −√ 92 = −9.

Find the square root(s).

—

√
— — 25 —
4. √ 64 5. −√ 4 6. − — 7. ±√ 121
49

Writing Equations for Arithmetic Sequences

WATCH
Example 3 Write an equation for the nth term of the arithmetic sequence 5, 15, 25, 35, . . ..

The first term is 5, and the common difference is 10.

an = a1 + (n − 1)d Equation for an arithmetic sequence
an = 5 + (n − 1)(10) Substitute 5 for a1 and 10 for d.
an = 10n − 5 Simplify.

Write an equation for the nth term of the arithmetic sequence.

8. 12, 14, 16, 18, . . . 9. 6, 3, 0, −3, . . . 10. 9, 7.25, 5.5, 3.75, . . .

11. NUMBER SENSE Recall that a perfect square is a number with integers as its
square roots. Is the product of two perfect squares always a perfect square? Is the
quotient of two perfect squares always a perfect square? Explain your reasoning.

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 6.1 Properties of Exponents GO DIGITAL

Learning Target Write equivalent expressions involving powers.

Success Criteria • I can explain the meanings of zero and negative exponents.
• I can evaluate and simplify expressions involving zero and
negative exponents.
• I can simplify expressions using properties of exponents.

EXPLORE IT Writing Rules for Properties of Exponents

Work with a partner. Choose several values for the variables to find
a pattern. Then write a general rule.
a. What happens when you multiply two powers
with the same base? Write the product of the ⋅
am an =
REMEMBER two powers as a single power.
Notice that you are using b. What happens when you divide two powers
inductive reasoning to am
with the same base? Write the quotient of —n
=
write your rules. While it a
the two powers as a single power.
does not provide certainty
that your rule is true, it c. What happens when you find a power
provides evidence that it of a power? Write the expression as a (am )n =
may be true. single power.

d. What happens when you find a power

of a product? Write the expression (ab)m =
as the product of two powers.
Math Practice e. What happens when you find a power m
Look for Structure
How can you use what
of a quotient? Write the expression
as the quotient of two powers.
( ba )
— =

you know about a0

am f. What happens when an exponent is 0? a0 =
and — to justify your
an
answer in part (g)? g. What happens when an exponent is
negative? Write the expression in a form a2n =
that contains only positive exponents.

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 Using Zero and Negative Exponents
GO DIGITAL

KEY IDEAS
Zero Exponent
Words For any nonzero number a, a 0 = 1. The power 00 is undefined.
Numbers 40 = 1
Algebra a 0 = 1, where a ≠ 0

Negative Exponents
Words For any integer n and any nonzero number a, a−n is the reciprocal of an.
1
Numbers 4−2 = —2
4
1
Algebra a−n = —n, where a ≠ 0
a

EXAMPLE 1 Using Zero and Negative Exponents

Evaluate each expression.

a. 6.70 b. (−2)−4

SOLUTION
a. 6.70 = 1 Definition of zero exponent
1
b. (−2)−4 = —4 Definition of negative exponent
(−2)
1
=— Simplify.
16

EXAMPLE 2 Simplifying an Expression

4x 0
Simplify the expression — . Write your answer using only positive exponents.
y−3

SOLUTION
4x 0
—
−3
= 4x 0y3 Definition of negative exponent
y
= 4y3 Definition of zero exponent

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Evaluate the expression.

1023 −50
1. (−9)0 2. 3−3 3. —0
4. —
−2
10 2
1
5. REASONING Your friend claims that —
−n
= an. Is your friend correct? Explain your reasoning.
a
Simplify the expression. Write your answer using only positive exponents.
w 3−2x−5 8−2p0
6. m−3 7. —
−2
8. —0
9. —
−3 5
4 y q r

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 Using Properties of Exponents
GO DIGITAL

KEY IDEAS
Product of Powers Property
Let a be a real number, and let m and n be integers.
Words To multiply powers with the same base, add their exponents.

REMEMBER
Numbers ⋅
46 43 = 46 + 3 = 49 Algebra ⋅
am an = am + n

The expression 46 is called a Quotient of Powers Property

power. The base, 4, is used Let a be a nonzero real number, and let m and n be integers.
as a factor 6 times because Words To divide powers with the same base, subtract their exponents.
the exponent is 6.
46 am
Numbers —3 = 46 − 3 = 43 Algebra —n
= am − n, where a ≠ 0
4 a
Power of a Power Property
Let a be a real number, and let m and n be integers.
Words To find a power of a power, multiply the exponents.
Numbers (46 )3 = 46 ⋅ 3 = 418 Algebra (am )n = amn

EXAMPLE 3 Using Properties of Exponents

Simplify each expression. Write your answer using only positive exponents.

⋅
a. 32 36
(−4)2
b. —7
(−4)
c. (z 4 )−3

SOLUTION
⋅
a. 32 36 = 32 + 6 Product of Powers Property
= 38 Simplify.
(−4)2
b. —7 = (−4)2 − 7 Quotient of Powers Property
(−4)
= (−4)−5 Simplify.
1
= —5 Definition of negative exponent
(−4)

c. (z4 )−3 = z 4 ⋅ (−3) Power of a Power Property

= z−12 Simplify.
1
=— Definition of negative exponent
z12

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Simplify the expression. Write your answer using only positive exponents.
−58
10. 104 ⋅ 10−6 11. —4
−5
12. —7
y6
y
13. (w12)5

14. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.

⋅
Simplify 33 36. Simplify 33 + 6. Simplify 36 ⋅ 3. ⋅
Simplify 36 33.

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 KEY IDEAS GO DIGITAL
Power of a Product Property
Let a and b be real numbers, and let m be an integer.
Words To find a power of a product, find the power of each factor and multiply.
Numbers ⋅
(3 2)5 = 35 25 ⋅ Algebra (ab)m = ambm

Power of a Quotient Property

Let a and b be real numbers with b ≠ 0, and let m be an integer.
Words To find the power of a quotient, find the power of the numerator and
the power of the denominator and divide.
5
Numbers ( 32 ) = 23
—
5
—5 Algebra ( ba )
—
m am
=—
bm
, where b ≠ 0

EXAMPLE 4 Using Properties of Exponents

Simplify each expression. Write your answer using only positive exponents.
4 −5
a. (−1.5y)2 b. —
a
( )
−10
3 3d
c. —
2 ( ) 2x
d. —
3 ( )
SOLUTION
a. (−1.5y)2 = (−1.5)2 y2 ⋅ Power of a Product Property
= 2.25y2 Simplify.

a a 3 3
b. —( ) = (−10)
−10
—3 Power of a Quotient Property

a3
= −— Simplify.
1000
ANOTHER WAY 4
Because the exponent is
negative, you could find
( ) = (3d)2
3d
c. —
2
—4
4
Power of a Quotient Property

34d 4
the reciprocal of the base =— Power of a Product Property
first. Then simplify. 24
81d 4
−5 5 =— Simplify.
( 2x3 )
— ( ) = 32x
3
= —
2x
243
—5
−5
16
(2x)−5
d. —
3( )
2x
=—
3−5
Power of a Quotient Property

35
= —5 Definition of negative exponent
(2x)
35
=— Power of a Product Property
25x5
243
= —5 Simplify.
32x

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Simplify the expression. Write your answer using only positive exponents.
5 −2
15. (10y)−3 ( 4n )
16. −—
5
17. ( 2k1 )
—2 18. ( 6c7 )
—

19. REASONING Which definitions or properties would you use to simplify

⋅
(48 4−4)−2? Explain.

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 Solving Real-Life Problems
h GO DIGITAL
2
EXAMPLE 5 Simplifying a Real-Life Expression

h Which of the expressions shown represent the volume of the cylindrical can, where r is
the radius and h is the height?

SOLUTION
Volume = ?
V = πr2h Formula for the volume of a cylinder
2
2πr 3 πh32−2 πh4−1 ()
h
= π — (h)
2
h
Substitute — for r.
2

= π ( )(h)
h 2
πh2 πh3 πh3 —2 Power of a Quotient Property
— — — 2
4 4 2
πh3
=— Simplify.
4
πh3
Any expression equivalent to — represents the volume of the cylinder.
4
πh3
• You can use the properties of exponents to write πh32−2 as —.
4
πh3 π(2r)3
• Note h = 2r. When you substitute 2r for h in —, you can write — as 2πr 3.
4 4
πh3
• None of the other expressions are equivalent to —.
4
πh3
REMEMBER The expressions 2πr , πh 2 , and — represent the volume of the cylinder.
3 3 −2
4
A number is written in
scientific notation when EXAMPLE 6 Modeling Real Life
it is of the form a × 10 b,
where 1 ≤ a < 10 and A jellyfish emits about 1.25 × 108 particles of light, or photons, in
b is an integer. 6.25 × 10−4 second. How many photons does the jellyfish emit each second?
Write your answer in scientific notation and in standard form.

SOLUTION
Divide to find the unit rate in photons per second.

1.25 × 108 photons Divide the number of photons

——−4
6.25 × 10 seconds
by the number of seconds.

1.25 108
=—×— Rewrite.
6.25 10−4
= 0.2 × 1012 Simplify.
= 2 × 1011 Write in scientific notation.

The jellyfish emits 2 × 1011, or 200,000,000,000 photons per second.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

20. Write an expression in terms of h that represents the area of a base of the cylindrical
can in Example 5.
21. It takes the Sun about 2.3 × 108 years to orbit the center of the Milky Way. It takes the
Moon about 7.5 × 1022 year to orbit Earth. About how many times does the Moon orbit
Earth while the Sun completes one orbit around the center of the Milky Way? Write
your answer in scientific notation.

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 6.1 Practice WITH AND
GO DIGITAL

In Exercises 1– 8, evaluate the expression. Example 1 30. MODELING REAL LIFE A seed from an orchid has a
mass of 10−6 gram. The mass of a seed from a double
1. (−7)0 2. 40 coconut palm is 1010 times the mass of the seed from
the orchid. What is the mass of the seed from the
3. 5−4 4. (−2)−5 double coconut palm in kilograms? (1 kg = 103 g)

2−6 5−1
5. — 6. —0 ERROR ANALYSIS In Exercises 31 and 32, describe and
0 4 −9
correct the error in simplifying the expression.
−3−3 (−8)−2
7. — 8. —

✗
−2 6 −4 3 31.
⋅ ⋅
24 25 = (2 2)4 + 5
In Exercises 9–18, simplify the expression. Write your = 49
answer using only positive exponents. Example 2

9. x−7 10. y 0 32.

11. 9x0y−3 12. 15c−8d 0 ✗ —4x

⋅
x5 x3
= —4
x8
x
= x 8/4
2−2m−3 100r−11s
13. —0
14. —2
= x2
n 3
4−3a0 p−8
15. —
−7
16. —
−2 −9
b 7 q In Exercises 33– 40, simplify the expression. Write your
answer using only positive exponents. Example 4
22y−6 13x−5y0
17. —
−1 0 −7
18. —
−3 −10
8 zx 5 z 33. (−5z)3 34. (4x)−4

−2
( n6 ) ( −t3 )
In Exercises 19–28, simplify the expression. Write your 2
35. — 36. —
answer using only positive exponents. Example 3

56 (−6)8 37. (3s8)−5 38. (−8p3)3

19. —2 20. —5
5 (−6)
−2 −6

21. (−9)2 ⋅ (−9)2 22. 4−5 ⋅ 45

39. ( )
w3
−—
9
40. ( 2r1 )
—6

23. ( p6)4 24. (s−5)3 41. COLLEGE PREP Which of the expressions represent

⋅6 ⋅ (−7)
the volume of the square prism, where s is the side
25. 6−10 5 26. −7 −4
length of the base and h is the height of the prism?
z ⋅z
Select all that apply. Example 5
x5
⋅x
8 2
27. —4 28. — 5
x z h3
A —
16
29. MODELING REAL LIFE h3
A microscope magnifies B —
4
h
an object 105 times. The
4−2
length of an object is C —
h−3
10−7 meter. What is its
magnified length?
D (2−2)2h3
h
4
E 16s3

F 4s3

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 42. COLLEGE PREP Which of the expressions represent 53. NUMBER SENSE Without evaluating,
the volume of the square pyramid, where s is the order (7 • 7)5, (7 • 7)−8, and (7 • 7)0 from GO DIGITAL
side length of the base and h is the height of the least to greatest. Explain your reasoning.
pyramid? Select all that apply.
54. STRUCTURE Without evaluating, rewrite
h 310
—
12
⋅ 27 9
as a single power with base 3.
9

55. PROBLEM SOLVING A byte is a unit used to

3h measure a computer’s memory. The table shows the
numbers of bytes in several units of measure.
A h3 B 3h3
Unit kilobyte megabyte gigabyte terabyte
1 1
C — D — Number
3−1h−3 3h−3 210 220 230 240
−3
of bytes
E ( 3s )
— F
s3
—
9 a. How many kilobytes are in 1 terabyte? Write your
answer as a power.
In Exercises 43–46, simplify the expression. Write your
answer using only positive exponents. b. How many megabytes are in 16 gigabytes? Write
your answer as a power.
4 3
43. ( 2x−2y3
—−4
3xy ) 44. ( —
4s5t−7
−2 4
−2s t ) c. Another unit used to measure a computer’s
memory is a bit. There are 8 bits in a byte. How
can you convert the number of bytes in each unit
2 2 4 3
45. ( 3m−5n2
—
−2 0
4m n ) ⋅( )
mn4
—
9n
46. ( ) ⋅( )
3x3y0
—
−2
x
y2x−4
—−8
5xy
of measure given in the table to bits? Can you still
use a base of 2? Explain.

In Exercises 47–50, evaluate the expression. Write your 56. STRUCTURE The probability of rolling a 6
answer in scientific notation and in standard form. on a number cube is —16 . The probability of rolling
2
47. (3 × 102)(1.5 × 10−5) a 6 twice in a row is —16 () =—1
36
.
a. Write an expression that represents the probability
48. (6.1 × 10−3)(8 × 109) of rolling a 6 n times in a row.
b. What is the probability of rolling a 6 four times in
(6.4 × 107) (3.9 × 10−5)
49. — 50. ——−8 a row?
5 (1.6 × 10 ) (7.8 × 10 )
c. What is the probability of flipping heads on a coin
51. MODELING REAL LIFE The human body five times in a row? Explain.
produces about 4.8 × 106 red blood
cells in 4 × 10−2 minute. How many
red blood cells does the body
produce each minute? Write
your answer in scientific
notation and in standard
form. Example 6
In Exercises 57– 60, rewrite the expression as a power of
a product.
52. MODELING REAL LIFE The speed of light is
approximately 3 × 105 kilometers per second. How 57. 8a3b3 58. 16r 2s2
long does it take sunlight to reach Jupiter? Write your
answer in scientific notation and in standard form. 59. 64w18z12 60. 81x4y8

61. STRUCTURE Find the value of each missing

Sun Jupiter exponent.

Average Distance: 7.8 × 10 8 kilometers ( p 5q7r 2

—
−2 6
p qr ) =—
r 12
21
p q

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 62. HOW DO YOU SEE IT? 63. OPEN-ENDED Write an expression that
The shaded part of Figure n represents the portion simplifies to x3y2 using at least three GO DIGITAL
of a piece of paper visible after folding the paper in different properties of exponents. Identify
half n times. the properties used.

64. THOUGHT PROVOKING

Write expressions for the radius and the height
of a cone so that the volume of the cone can be
Figure 1 Figure 2 represented by the expression 27π x 8.

65. Find x and y when

bx
—y = b9 and —
b 3y
⋅
b x b2
= b13.
b
Figure 3 Figure 4
Explain how you found your answer.
a. What fraction of the original piece of paper is
66. ABSTRACT REASONING Compare the values of an and
each shaded part?
a−n when n < 0, when n = 0, and when n > 0 for
b. Rewrite each fraction from part (a) in the form 2x. (a) a > 1 and (b) 0 < a < 1. Explain your reasoning.

REVIEW & REFRESH

In Exercises 67– 70, classify the real number in as 75. Solve ∣ x − 2 ∣ = —3 x + 2 by graphing. Check your
1
many ways as possible. solutions.
65
67. 12 68. — In Exercises 76– 79, find the square root(s).
9
— —
π 15 76. √ 25 77. −√ 100
69. — 70. −—
√
4 3 — —
1
78. ± —
64
79. −√ 1.44
1
71. Graph x < −2—2 in a coordinate plane.
80. STRUCTURE For what value(s) of a does the
72. Determine which of the lines, if any, are parallel system have no solution? infinitely many solutions?
or perpendicular. Explain.
4x − y = −3
Line a passes through (0, 1) and (6, −3).
−20x + 5y = a
Line b passes through (−3, 0) and (3, −2).
Line c passes through (−4, −2) and (2, 7). 81. MODELING REAL LIFE You can spend at most
$21 on fruit. Blueberries cost $4 per pound, and
2
73. Simplify — (
2x0
4x−2y4 )
. Write your answer using only
strawberries cost $3 per pound. You need at least
3 pounds of fruit to make muffins. Write and graph
positive exponents. a system that represents the situation. How many
pounds of each fruit can you buy?
74. Line is a reflection y
in the y-axis of line k. (2, 1) 82. The table shows the high temperatures in a city
Write an equation that −2 2 4 x
over a 10-day period. Find the mean, median,
represents line k in mode, and range of the temperatures.
−2
slope-intercept form.
Temperatures (degrees Fahrenheit)
−4
(0, −4)
51 54 49 48 56
58 62 57 54 61

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 6.2 Radicals and Rational Exponents GO DIGITAL

Learning Target Write and evaluate an nth root of a number.

Success Criteria • I can find nth roots.

• I can evaluate expressions with rational exponents.
• I can solve real-life problems involving rational exponents.

EXPLORE IT Evaluating Rational Exponents

Work with a partner. In the previous section, you worked with integer
exponents. Exponents can be any rational number. Assume that the
properties of integer exponents hold true for all rational exponents.
a. Evaluate each expression.
Math Practice
i. (31/2)2
Use Prior Results
Which property of ii. (51/3)3
exponents did you use to iii. (101/4)4
evaluate the expressions
in part (a)? b. In part (a), 31/2 is a number whose square is 3, 51/3 is a number whose
cube is 5, and 101/4 is a number whose fourth power is 10. How else
can you write these numbers?

c. What is another way you can write a1/n, where n is an integer greater
than 1 and a is a real number?

d. Write the side length of the square cover glass with the
given area two different ways.

Area ≈ 480 mm2

e. Write the edge length of the ice cube with

the given volume two different ways.

Volume ≈ 11 cm3

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 Finding nth Roots
GO DIGITAL
You can extend the concept of a square root to other types of roots. For
Vocabulary example, 2 is a cube root of 8 because 23 = 8, and 3 is a fourth root of 81
n th root of a, p. 308 because 34 = 81. In general, for an integer n greater than 1, if b n = a, then
n—
radical, p. 308
b is an nth root of a. An nth root of a is written as √ a , where the expression
n—
√ a is called a radical and n is the index of the radical.
index of a radical, p. 308
You can also write an nth root of a as a power of a. If you assume the Power of a
Power Property applies to rational exponents, then the following is true.
(a1/2)2 = a(1/2) ⋅ 2 = a1 = a
(a1/3)3 = a(1/3) ⋅ 3 = a1 = a
(a1/4)4 = a(1/4) ⋅ 4 = a1 = a
—
Because a1/2 is a number whose square is a, you can write √a = a1/2. Similarly,
3— 4 — n—
√ a = a1/3 and √ a = a1/4. In general, √ a = a1/n for any integer n greater than 1.

KEY IDEA
Real nth Roots of a
Let n be an integer greater than 1, and let a be a real number.
—
• n
If n is odd, then a has one real nth root: √ a = a1/n
n —
• If n is even and a > 0, then a has two real nth roots: ±√ a = ± a1/n
READING •
n—
If n is even and a = 0, then a has one real nth root: √ 0 = 0
n—
± √ a represents both the • If n is even and a < 0, then a has no real nth roots.
positive and negative nth
roots of a.
The nth roots of a number may be real numbers or imaginary numbers. You will study
imaginary numbers in a future course.

EXAMPLE 1 Finding nth Roots

Find the indicated real nth root(s) of a.

a. n = 3, a = −27 b. n = 4, a = 16

SOLUTION
a. The index n = 3 is odd, so −27 has one real cube root. Because (−3)3 = −27,
the cube root of −27 is
3—
√−27 = −3, or (−27)1/3 = −3.
b. The index n = 4 is even, and a > 0. So, 16 has two real fourth roots. Because
24 = 16 and (−2)4 = 16, the fourth roots of 16 are
4—
±√ 16 = ±2, or ±161/4 = ±2.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

1
1. STRUCTURE What does the exponent —5 mean in the expression 641/5?
Find the indicated real nth root(s) of a.
2. n = 2, a = 400 3. n = 3, a = −125 4. n = 6, a = 64
5. REASONING
—
Write two different expressions involving rational exponents that are
equivalent to √5 .

308 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 308 5/1/20 2:24 PM

 Evaluating Expressions with
Rational Exponents GO DIGITAL
—
Recall that the radical √a indicates the positive square root of a. Similarly,
n—
an nth root of a, √ a , with an even index indicates the positive nth root of a.

EXAMPLE 2 Evaluating nth Root Expressions

Evaluate each expression.

3— 3—
a. √ −8 b. −√ 8 c. 161/4 d. (−16)1/4

SOLUTION
⋅ ⋅
3— 3 ——
a. √ −8 = √ (−2) (−2) (−2) Rewrite the expression showing factors.
= −2 Evaluate the cube root.
b. −√ 8 = −( √ 2 2 2 ) ⋅ ⋅
3— 3—
Rewrite the expression showing factors.
= −(2) Evaluate the cube root.
= −2 Simplify.
4—
c. 161/4 = √16 Rewrite the expression in radical form.

⋅ ⋅ ⋅
4 ——
= √2 2 2 2 Rewrite the expression showing factors.
=2 Evaluate the fourth root.
d. (−16)1/4 is not a real number because there is no real number that can be multiplied
by itself four times to produce −16.

KEY IDEA
Rational Exponents
Let a1/n be an nth root of a, and let m be a positive integer.

Algebra am/n = a(1/n) ⋅ m = (a1/n)m = ( √ am/n = am ⋅ (1/n) = (am)1/n = √ am

n — m n—
a) or

272/3 = 272 ⋅ (1/3) = (272)1/3 = √ 272

3— 2 —
272/3 = 27(1/3) ⋅ 2 = (271/3)2 = ( √ 27 )
3
Numbers or

EXAMPLE 3 Evaluating Expressions with Rational Exponents

Evaluate (a) 163/4 and (b) 274/3.

SOLUTION
a. 163/4 = (161/4)3 Rewrite exponent. b. 274/3 = (271/3)4
= 23 Evaluate the nth root. = 34
=8 Evaluate the power. = 81

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Evaluate the expression.

3—
6. √ −512 7. (−64)2/3 8. 95/2 9. 2563/4
10. WHICH ONE DOESN’T BELONG? The value of which expression does not belong with the
other three? Explain your reasoning.

( √3 —
343 )
2
3432/3 72 ( √2 —
343 )
3

6.2 Radicals and Rational Exponents 309

Algebra 1 Chapter 6.indb 309 5/1/20 2:25 PM

 Solving Real-Life Problems
GO DIGITAL

EXAMPLE 4 Modeling Real Life

3V 1/3
( )
The radius r of a sphere is given by the equation r = — , where V is the volume
4π
of the sphere. Find the radius of the beach ball to the nearest foot. Use 3.14 for π.

SOLUTION
1. Understand the Problem You know the equation that represents the radius of a
sphere in terms of its volume. You are asked to find the radius for a given volume.
2. Make a Plan Substitute the given volume into the equation. Then evaluate to find
the radius.
Volume = 113 cubic feet
3. Solve and Check
1/3
3V
r= —
4π( ) Write the equation.

Check Reasonableness 1/3

To check that your answer is

= —(
3(113)
4(3.14) ) Substitute 113 for V and 3.14 for π.
reasonable, compare the size 1/3
of the ball to the size of the
person. The ball appears to be
= —(
339
12.56 ) Multiply.

slightly taller. So, a radius of ≈3 Use technology.

3 feet, or a diameter of 6 feet,
seems reasonable for the The radius of the beach ball is about 3 feet.
beach ball.

EXAMPLE 5 Modeling Real Life

To calculate the annual inflation rate r (in decimal form) of an item that increases in
F 1/n
value from P to F over a period of n years, you can use the equation r = —
P
− 1. ()
Find the annual inflation rate of a house that increases in value from $200,000 to
$235,000 over a period of 5 years. Round your answer to the nearest tenth of a percent.

SOLUTION
1/n
F
REMEMBER
r= —
P () −1 Write the equation.
1/5
To write a decimal as a
percent, multiply by 100,
≈ —(
235,000
200,000 ) −1 Substitute 235,000 for F, 200,000 for P, and 5 for n.

which moves the decimal = 1.1751/5 − 1 Divide.

point two places to the right.
Then add a percent symbol. ≈ 0.03278 Use technology.

The annual inflation rate is about 3.3%.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

11. The volume of a beach ball is 17,000 cubic inches. How much greater is the radius of the
beach ball in Example 4? Use 3.14 for π.
12. The average tuition cost of a 4-year college increases from $20,125 to $25,900 over a period
of 6 years. The average tuition cost of a 2-year college increases from $8540 to $10,950 over
the same period. Which has a greater annual inflation rate? Explain.

310 Chapter 6 Exponential Functions and Sequences

hs2022_alg1_se_0602.indd 310 6/8/21 1:55 PM

 6.2 Practice WITH AND
GO DIGITAL

In Exercises 1 and 2, rewrite the expression in rational 27. ERROR ANALYSIS Describe and correct the error in
exponent form. rewriting the expression in rational exponent form.
— 5—
1. √ 10 2. √ 34

In Exercises 3 and 4, rewrite the expression in radical

form.
✗ 3— 4
(√ 2 ) = 23/4

3. 151/3 4. 1401/8
28. ERROR ANALYSIS Describe and correct the error in
evaluating the expression.
In Exercises 5–8, find the indicated real nth root(s) of a.
Example 1

5. n = 2, a = 36 6. n = 4, a = 81
✗ (−81)3/4 = [(−81)1/4]3
= (−3)3
7. n = 3, a = 1000 8. n = 9, a = −512 = −27

STRUCTURE In Exercises 9 and 10, find the

dimensions of the cube. Check your answer. In Exercises 29–32, evaluate the expression.
1 1/3 1 1/6
9. Volume = 64 in.3 10. Volume = 216 cm3 29. (—)
1000
30. (—)
64

s s 31. 27−2/3 32. 9−5/2

33. MODELING REAL LIFE The radius r of a cone is given

3V 1/2
s
s
s
s
( )
by the equation r = — , where V is the volume
πh
of the cone and h is the height of the cone. Find the
In Exercises 11–16, evaluate the expression. radius, to the nearest inch, of a paper cup that has a
Example 2 volume of 5 cubic inches and a height of 4 inches.
Use 3.14 for π. Example 4
4— 3—
11. √ 256 12. √ −216
34. MODELING REAL LIFE
3— 5—
13. √ −343 14. −√ 1024 The volume of a sphere is given by the equation
1 3/2
V=— —S , where S is the surface area of the
15. 1281/7 16. (−64)1/2 6√ π
sphere. Find the volume of a water walking ball, to
the nearest cubic meter, that has a surface area of
In Exercises 17 and 18, rewrite the expression in
60 square meters. Use 3.14 for π.
rational exponent form.
F 1/n
17. ( √5 —8 )4 18. √5 —
−216 In Exercises 35 and 36, use the formula r = —
P ( ) −1
to find the annual inflation rate to the nearest tenth of a
In Exercises 19 and 20, rewrite the expression in percent. Example 5
radical form.
35. A farm increases in value from
19. (−4)2/7 20. 95/2 $800,000 to $1,100,000
over a period of
In Exercises 21–26, evaluate the expression. 6 years.
Example 3
36. The cost of a
21. 323/5 22. 1252/3 movie ticket
increases from
23. (−36)3/2 24. (−243)2/5 $6.75 to $9.00
over a period of
25. (−128)5/7 26. 3434/3 10 years.
6.2 Radicals and Rational Exponents 311

Algebra 1 Chapter 6.indb 311 5/1/20 2:26 PM

 37. COMPARING METHODS You are using mental math 45. REASONING For what values of x
to evaluate the expression 165/4. Should you evaluate is x = x1/5? GO DIGITAL
4—
( √4 —
16 ) or √165 ? Explain your reasoning.
5

46. THOUGHT PROVOKING

38. HOW DO YOU SEE IT? To find the arithmetic mean of n numbers, divide the
Write an expression in rational sum of the numbers by n. To find the geometric mean
exponent form that represents Area: of n numbers a1, a2, a3, . . . , an, take the nth root of
the side length of the square. x in.2 the product of the numbers.
geometric mean = √
n ——
⋅ ⋅ ⋅ ⋅
a1 a2 a3 . . . an
Compare the arithmetic mean to the geometric mean
39. WRITING Explain how extending the properties of of n numbers.
integer exponents to rational exponents allows you to
express radicals in terms of rational exponents. 47. MAKING AN ARGUMENT Your friend says that for a
n —
real number a and an integer n > 1, the value of √ a
40. PROBLEM SOLVING n—
is always positive and the value of − √a is always
The formula for the volume negative. Is your friend correct? Explain.
of a regular dodecahedron is
V ≈ 7.66 3, where is the ABSTRACT REASONING In Exercises 48–53, let x be
length of an edge. The volume a nonnegative real number. Determine whether the
of the dodecahedron is statement is always, sometimes, or never true. Justify
20 cubic feet. Estimate the your answer.
edge length.
48. (x1/3)3 = x 49. x1/3 = x−3
In Exercises 41–44, simplify the expression.
—
50. x1/3 = √
3
x 51. x1/3 = x3
41. (y1/6)3 ⋅ √x
—
42. (y ⋅ y1/3)3/2

43. x ⋅ √y +
3—6 y2 ⋅
3—
√x3 44. (x1/3 ⋅ y1/2)9 ⋅ —
√y
52. —
x2/3
1/3
x
=√
3
x
—
53. x = x1/3 ⋅x 3

REVIEW & REFRESH

54. Evaluate the function w(x) = −5x − 1 when In Exercises 59 and 60, simplify the expression. Write
x = −3, 0, and 4 your answer using only positive exponents.
—5 .
6−2
59. — 60. (3z8)2
55. Graph the system y ≥ −—12 x − 3 and −x + y < 1. 4 6

In Exercises 56 and 57, solve the system. Explain your 61. Graph the equations x = 5, x = 2, y = −2, and
choice of method. y = 1. Find the area of the enclosed shape formed
by the lines.
1
56. y = —3 x − 6 57. 2x − 3y = −5
y = −2x + 1 5x + 2y = 16 62. Write a piecewise y
6
function represented
58. MODELING REAL LIFE The table shows the by the graph.
4
earnings y (in dollars) of a food server who works
x hours.
2

x 0 1 2 3 4 5 6
−4 −2 2 x
y 0 18 40 62 77 85 113

a. Write an equation that models the server’s In Exercises 63 and 64, evaluate the expression.
earnings as a function of the number of hours 3—
63. √ −729 64. 2563/4
the server works.
b. Interpret the slope and y-intercept of the line 65. Tell whether (−4, 9) is a solution of 6x − y ≤ 13.
of fit.

312 Chapter 6 Exponential Functions and Sequences

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 6.3 Exponential Functions GO DIGITAL

Learning Target Graph and write exponential functions.

Success Criteria • I can identify an exponential function.

• I can evaluate and graph an exponential function.
• I can write exponential functions.
• I can model real-life problems using exponential functions.

EXPLORE IT Understanding Exponential Functions

Work with a partner. An exponential function is a nonlinear function of
the form y = ab x, where a ≠ 0, b ≠ 1, and b > 0.
a. Consider the exponential function f (x) = 16(2)x. Complete each table.
What do you notice about consecutive values of x in each table? What
do you notice about consecutive values of f (x)?

x f(x) = 16(2)x x f (x) = 16(2)x

0 0

1 2

2 4

3 6

4 8

5 10

x
()
b. Repeat part (a) for the exponential function g(x) = 16 —12 . Do you think the
statement below is true for any exponential function? Explain your reasoning.

“As the independent variable x changes by a constant amount,

the dependent variable y is multiplied by a constant factor.”
Math Practice c. Let f be an exponential function. Show that when a particular x-value, n,
Justify Conclusions increases by a constant c, the following value is always the same
What properties did you no matter the value of n.
use in your justification f (n + c)
—
in part (c)? Is the f(n)
statement true for any
exponential function? d. Sketch the graphs of the functions given in parts (a) and (b). How are
the graphs similar? How are they different?

6.3 Exponential Functions 313

Algebra 1 Chapter 6.indb 313 5/1/20 2:28 PM

 Identifying and Evaluating
GO DIGITAL
Exponential Functions
An exponential function is a nonlinear function of the form y = ab x, where a ≠ 0,
Vocabulary b ≠ 1, and b > 0. As the independent variable x changes by a constant amount, the
exponential function, p. 314 dependent variable y is multiplied by a constant factor, which means consecutive
asymptote, p. 315 y-values form equivalent ratios.

EXAMPLE 1 Identifying Functions

Does each table represent a linear or an exponential function? Explain.

a. b.
x 0 1 2 3 x 0 1 2 3
y 2 4 6 8 y 4 8 16 32

SOLUTION
STUDY TIP a. +1 +1 +1 b. +1 +1 +1
In Example 1(b), consecutive
y-values form equivalent x 0 1 2 3 x 0 1 2 3
ratios. y 2 4 6 8 y 4 8 16 32
8 16 32
— = 2, — = 2, — = 2 +2 +2 +2 ×2 ×2 ×2
4 8 16
As x increases by 1, y increases As x increases by 1, y is
by 2. The rate of change is multiplied by 2. So, the
constant. So, the function function is exponential.
is linear.

EXAMPLE 2 Evaluating Exponential Functions

Evaluate each function for the given value of x.

a. y = −2(5)x; x = 3 b. y = 3(0.5)x; x = −2

SOLUTION
a. y = −2(5)x Write the function. b. y = 3(0.5)x
= −2(5)3 Substitute for x. = 3(0.5)−2
= −2(125) Evaluate the power. = 3(4)
= −250 Multiply. = 12

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Does the table represent a linear or an exponential function? Explain.

1. 2.
x 0 1 2 3 x −4 0 4 8
y 8 4 2 1 y 1 0 −1 −2

Evaluate the function when x = −2, 0, and —12 .

1 x
3. y = 2(9)x 4. y = 1.5(2)x 5. y = −3 —4 ()
6. REASONING For each function in Example 2, what happens to the y-values as
x → +∞? as x → 2∞? Explain.

314 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 314 5/1/20 2:28 PM

 Graphing Exponential Functions
GO DIGITAL
The graph of a function y = abx is a vertical stretch or shrink by a factor
of ∣ a ∣ of the graph of the parent function y = bx. When a < 0, the graph is
also reflected in the x-axis. The y-intercept of the graph of y = abx is a.

KEY IDEA
y = abx, where b > 1 y = abx, where 0 < b < 1
y a>0 a>0 y
An asymptote is a line
that a graph approaches
(0, a)
(0, a) more and more closely.
(0, a) x The x-axis is an asymptote x
(0, a)
of the graph of y = ab x.
a<0 a<0

EXAMPLE 3 Graphing y = ab x
Graph each function. Compare the graph to the graph of the parent function. Identify
the y-intercepts and asymptotes of the graphs. Find the domain and range of f.
x
a. f (x) = 4(2)x ()
b. f (x) = − —12

SOLUTION
y a. Step 1 Make a table of values. −2 −1
16
x 0 1 2
Step 2 Plot the ordered pairs.
f(x) = 4(2)x f (x) 1 2 4 8 16
12 Step 3 Draw a smooth curve
through the points.
8
The parent function is g(x) = 2x. The graph of f is a vertical stretch by a factor
of 4 of the graph of g. The y-intercept of the graph of f, 4, is greater than the
4
y-intercept of the graph of g, 1. The x-axis is an asymptote of both the graphs
g(x) = 2 x
of f and g. From the graph of f, you can see that the domain is all real numbers
−8 −4 4 8 x and the range is y > 0.

y b. Step 1 Make a table of values.

4 x −2 −1 0 1 2
Step 2 Plot the ordered pairs.
2
g(x) = ( )
1 x
2
Step 3 Draw a smooth curve
f (x) −4 −2 −1 −—12 −—14

through the points.

x
−4 −2 4 x ()
The parent function is g(x) = —12 . The graph of f is a reflection in the x-axis
of the graph of g. The y-intercept of the graph of f, −1, is less than the
( 12 )
x
f(x) = − y-intercept of the graph of g, 1. The x-axis is an asymptote of both the graphs
−4
of f and g. From the graph of f, you can see that the domain is all real numbers
and the range is y < 0.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Graph the function. Compare the graph to the graph of the parent function. Identify
the y-intercepts and asymptotes of the graphs. Find the domain and range of f.
1 x
7. f (x) = −3x 8. f (x) = −2(4)x 9. f (x) = 2 —4 ()
10. OPEN-ENDED Sketch an increasing exponential function whose graph has a y-intercept of 2.

6.3 Exponential Functions 315

hs2022_alg1_se_0603.indd 315 5/25/20 3:59 PM

 To graph a function of the form y = abx − h + k, begin by graphing
y = abx. Then translate the graph horizontally h units and vertically k units. GO DIGITAL

EXAMPLE 4 Graphing y = ab x − h + k

y = 4(2) x − 3 + 2 Graph y = 4(2)x − 3 + 2. Identify the asymptote. Find the domain and range.
y
16 SOLUTION
Step 1 Graph y = 4(2)x. This is the same function that is in Example 3, which
12
passes through (0, 4) and (1, 8).
y = 4(2) x
8 Step 2 Translate the graph 3 units right and 2 units up. The graph passes through
(3, 6) and (4, 10).
4
Notice that the graph approaches the line y = 2 but does not intersect it.
So, the graph has an asymptote at y = 2. From the graph, you can see that the
−8 −4 4 8 x
domain is all real numbers and the range is y > 2.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Graph the function. Identify the asymptote. Find the domain and range.

11. f (x) = (0.25)x + 3 12. y = 2x 2 1 − 4 13. y = −2(3) x + 2 − 1

14. REASONING Explain why the graph of an exponential function is not a line.

Solving Real-Life Problems

For an exponential function of the form y = abx, the y-values change by a factor of b
as x increases by 1. You can use this fact to write an exponential function when you
know the y-intercept, a.

EXAMPLE 5 Modeling Real Life

Bacterial Population The graph represents a bacterial population y after x days. Find the population after
y
12 hours and after 5 days.
800
(4, 768) SOLUTION
700
Population

600
One way to find the populations is to write and +1 +1 +1 +1
500
evaluate the function represented by the graph.
400
(0, 3) Use the graph to make a table of values. x 0 1 2 3 4
300
(1, 12)
200 (3, 192) The y-intercept is 3. The y-values increase y 3 12 48 192 768
100
(2, 48) by a factor of 4 as x increases by 1. So, the
0 ×4 ×4 ×4 ×4
0 1 2 3 4 5 6 7 x population can be modeled by y = 3(4)x.
Day Population after 12 hours Population after 5 days
y = 3(4)x Write the function. y = 3(4)x
1
12 hours = day
—2 = 3(4)1/2 Substitute for x. = 3(4)5
= 3(2) Evaluate the power. = 3(1024)
=6 Multiply. = 3072
There are 6 bacteria after 12 hours and 3072 bacteria after 5 days.

316 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 316 5/1/20 2:29 PM

 You have used linear regression to find an equation of the line of best fit.
Similarly, you can use exponential regression to find an exponential
GO DIGITAL
function that best fits a data set.

EXAMPLE 6 Modeling Real Life

The table shows the temperatures y (in degrees Fahrenheit) of coffee x minutes
Time, x Temperature, y
after pouring a cup. Use technology to find a function that fits the data. Predict the
0 175 temperature of the coffee 10 minutes after it is poured.
1 156
SOLUTION
2 142
Step 1 Enter the data from the table into a technology table and make a scatter plot
3 127 of the data.
4 113
x y
5 101
0 175
6 94 1 156
7 84 2 142
100
3 127
8 75 4 113
50
5 101
6 94 2 4 6 8 10

It appears that the data can be modeled by an exponential function.

Step 2 Use exponential regression. The values in the equation can be rounded to
obtain y = 174(0.9)x. Plot the data and graph the equation to check that the
function is reasonable.

y = ab x
PARAMETERS
a = 173.952 b = 0.900318
100
STATISTICS
r 2 = 0.9987 50
r = −0.9994
2 4 6 8 10

After 10 minutes, the temperature of the coffee will be about

y = 174(0.9)10 ≈ 60.7 degrees Fahrenheit.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

15. A bacterial population y after x days can be represented by an exponential function whose
graph passes through (0, 100) and (1, 200). Find the population after 6 days. Does this
bacterial population grow faster than the bacterial population in Example 5? Explain
your reasoning.

16. The table shows the per capita U.S. bottled water consumption y (in gallons) x years
after 2010. Use technology to find a function that fits the data. Estimate the bottled
water consumption in 2022.

Years after 2010, x 0 1 2 3 4 5 6 7

Consumption, y 28.3 29.2 30.9 32.2 34.3 36.7 39.6 42.1

17. REASONING In Example 6, identify and interpret the correlation coefficient

and the y-intercept.

6.3 Exponential Functions 317

Algebra 1 Chapter 6.indb 317 5/1/20 2:30 PM

 6.3 Practice WITH AND
GO DIGITAL

In Exercises 1–6, determine whether the equation 25. y = 5x − 2 + 7 26. y = − —2 (1)x + 1 − 3

represents an exponential function. Explain.
27. y = −8(0.75)x + 2 − 2 28. f (x) = 3(6)x − 1 − 5
1. y = 4(7)x 2. y = −6x

3. y = 2x3 4. y = −3x In Exercises 29–32, compare the graphs. Find the value
of h, k, or a.
1
5. y = 9(−5)x 6. y = —2 (1)x
29. g(x) = a(2) x 30. g(x) = 0.25 x + k
y y
In Exercises 7–10, determine whether the table 6
represents a linear or an exponential function. Explain.
Example 1 4 4
f(x) = 2 x
7. 8. f(x) = 0.25 x
x y x y 1

1 −2 1 6 −2 2 x −2 2 4x

2 0 2 12 31. g(x) = −3 x − h 32. 1

f(x) = 3 (6) x
3 2 3 24 y y
1
4 4 4 48
2 4 x

9. −2
x −1 0 1 2 3
2
y 0.25 1 4 16 64 −4

−2
2 2 x
10. f(x) = −3 x 1
= 3 (6) x − h
x −3 0 3 6 9 g(x)

y 10 1 −8 −17 −26
33. ERROR ANALYSIS Describe and correct the error in
finding the domain and range of g.
In Exercises 11–16, evaluate the function for the given

✗
value of x. Example 2
y
11. y = 3x; x = 2 12. f (x) = 3(2)x; x = −1 −2 2 x

13. y = −4(5)x; x = 2 14. f (x) = 0.5x; x = −3 The domain is all

real numbers, and −4
1 1 3
15. f (x) = —3 (6)x; x=3 16. y = —4 (4)x; x= —2 the range is y < 0. g(x) = −(0.5) x − 1

In Exercises 17–22, graph the function. Compare the

graph to the graph of the parent function. Identify
the y-intercepts and asymptotes of the graphs. Find 34. REASONING Determine whether each situation
the domain and range of f. Example 3 can be represented by a linear or an exponential
function.
17. f (x) = −4x 18. f (x) = −2(7)x
a. A checking account receives a $500 deposit
19. f (x) = 3(0.5)x 20. f (x) = 6 ()
1 x
—3 each month.
b. The number of people infected by a virus triples
1 3
21. f (x) = —2 (8)x 22. f (x) = —2 (0.25)x each week.
c. An unpaid credit card balance accrues 1.75%
In Exercises 23–28, graph the function. Identify the interest each month.
asymptote. Find the domain and range. Example 4
d. A radio station chooses two new game contestants
23. f (x) = 3x −1 24. f (x) = 4x + 3 each day.

318 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 318 5/1/20 2:31 PM

 35. MODELING REAL LIFE The graph represents the 44. MODELING REAL LIFE
number y of computers infected by a virus after x The table shows the coyote GO DIGITAL
hours. Find the number of computers infected after populations y in a national
90 minutes and after 6 hours. Example 5 park after t decades. Use
technology to find a
Computer Virus function that fits the
y data. Predict the coyote
population after 60 years.
Number of (3, 64)
computers
infected
60

Decade, t 0 1 2 3 4
30 (0, 1)
(2, 16) Population, y 15 26 41 72 123
(1, 4)
0
0 2 4 x
Hour 45. WRITING Compare the graph of f (x) = −2x to the
graph of g(x) = −2x − 3. How are the y-intercept,
domain, and range affected by the translation?
36. MODELING REAL LIFE The graph represents the value
y of a boat after x years. Find the value of the boat
46. HOW DO YOU SEE IT?
after 2 years and after 8 years.
The exponential function y = V(x) represents the
Value of a Boat projected value of a stock x weeks after a corporation
loses an important legal battle. The graph of the
y
Value (thousands

30 (0, 30) function is shown.

of dollars)

(1, 24)
20 Stock
(3, 15.36)
y

Stock price (dollars)

10 80
70
0 60
0 2 4 6 x
50
Year 40
30
20
37. REASONING Explain why a is the y-intercept 10
of the graph of y = ab x. 0
0 1 2 3 4 5 6 7 8 9 x
Week
38. STRUCTURE Does the table represent a linear
function, an exponential function, or neither? Explain.
a. After how many weeks will the stock be
x 0 1 3 6 worth $20?
y 2 10 50 250 b. Describe the change in the stock price from
Week 1 to Week 3.
In Exercises 39–42, graph the function. Approximate
when the function is increasing or decreasing. Then 47. OPEN-ENDED Write a function whose graph is a
describe the end behavior of the function. horizontal translation of the graph of h(x) = 4x.
x
39. f(x) = —2 ()1
−3 40. g(x) = 3(1.5)x 48. STRUCTURE The graph of g is a translation
x 4 units up and 3 units right of the graph of f (x) = 5x.
41. c(x) = −2(4) x − 1 + 4 42. d(x) = − —4 − 6 () 3
Write an equation that represents g.

43. MODELING REAL LIFE The table shows the numbers 49. STRUCTURE The y
y of views an online video receives after being online graph represents the 2 4 x
for x days. Use technology to find a function that exponential function f. (0, −1.5)
−2
fits the data. Predict the number of views the video Find f (7).
receives after being online for 7 days. Example 6
−4

Day, x 0 1 2 3 4 5 (2, −6)

−6
Views, y 12 68 613 3996 27,810 205,017

6.3 Exponential Functions 319

Algebra 1 Chapter 6.indb 319 5/1/20 2:32 PM

 50. MAKING AN ARGUMENT Your friend says that the 54. The graphs of the
x−1
y-intercept of the graph of y = −4 —12 () + 3 is −4. functions f(x) = n(2)x and g(x) = m(5) x, GO DIGITAL
Is your friend correct? Explain. where n > 0 and m > 0, are shown.
They intersect at the point ( p, q).
51. REASONING Is an exponential function always
y
increasing or always decreasing over its entire
domain? Explain.
(p, q)
52. THOUGHT PROVOKING
Write an exponential function f so that the slope of
a line from the point (0, f (0)) to the point (2, f (2)) is
equal to 12. x

53. PROBLEM SOLVING A function g models a. Complete the inequality n m. Explain your
a relationship in which the dependent variable is reasoning.
multiplied by 4 for every 2 units the independent b. Determine the value of the ratio of f ( p + 2) to
variable increases. The value of the function at g( p + 2). Justify your answer.
0 is 5. Write an equation that represents g.

REVIEW & REFRESH

In Exercises 55 and 56, write the percent as a decimal. In Exercises 64 and 65, graph the function. Compare
the graph to the graph of the parent function.
55. 4% 56. 128% Identify the y-intercepts and asymptotes of the
graphs. Find the domain and range of f.
57. Write a system of linear y
64. f (x) = −3x + 1 65. f (x) = −—2 (4)x + 2 + 7
8 1
inequalities represented
by the graph.
66. Tell whether (8, −1) is a solution of
−—12 x + 3y > −1.

2 67. MODELING REAL LIFE There are 430 people in a

wave pool. Write an inequality that represents how
−2 2 x many more people can enter the pool.

In Exercises 58 and 59, use the graphs of f and g

to describe the transformation from the graph M
MondayFriday:
Mondaondaday
onday
o nd ay F
ay day
ay10
Friday:
rid
id ay : 10 .M.6 6 P.M.
10 A.M.
A.
A
A.M
.M .M.
P.M
P.
P.M
of f to the graph of g. SaturdaySunday:
Sa
S atttu
a u
Saturda
Sat
Saturdayrrd
da
turday
turd
urd ayy S
Suun
u nd
day
Sunday
Sunday:
daay
a y10
: 10
10 A.M.
A
A.M M.7 7 P.M.
..M P.
..M
P.M
P M.

58. f (x) = −x + 1; g (x) = f (x) − 4 Maximum Capacity: 600

{
1
59. f (x) = —2 x − 3; g (x) = f (x + 2) −—34 x + 2, if x < 4
68. Evaluate f(x) = 3
—2 x − 1,
if x ≥ 4
60. Write an equation in slope-intercept form of the
when (a) x = 4 and (b) x = −8.
line that passes through (−4, 9) and (16, −6).
69. WRITING Describe the effect of a on the graph
In Exercises 61 and 62, evaluate the expression.
⋅
of y = a 2x when a is positive and when a is
negative.
61. ( )
1 1/5
—
32
62. (−27)5/3
In Exercises 70 and 71, simplify the expression. Write
63. Write an inequality that represents the graph. your answer using only positive exponents.

( )
4x−1y3 4

( )
−5d 4 3
5 6 7 8 9 10 11 12 13 14 15 70. — 71. —
9d 0 −8x2y2

320 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 320 5/1/20 2:32 PM

 6.4 Exponential Growth and Decay GO DIGITAL

Learning Target Write and graph exponential growth and decay functions.

Success Criteria • I can determine whether data represent exponential growth

or exponential decay.
• I can write exponential growth functions and exponential
decay functions.
• I can solve real-life problems using exponential growth and
decay functions.

EXPLORE IT Modeling with Exponential Functions

Work with a partner. Decide whether each real-life scenario represents
Math Practice exponential growth, exponential decay, or neither. Explain your reasoning.
Communicate Precisely a. It is estimated that, in 1782, there were about 100,000 nesting pairs of
In your own words, define bald eagles in the United States. By the 1960s, this number had dropped to
exponential growth and about 500 nesting pairs. In 1967, the bald eagle was declared an endangered
exponential decay. species in the United States. With protection, the nesting pair population
began to increase. Finally, in 2007, the bald eagle was removed from the list
of endangered and threatened species.

Bald Eagle Nesting Pairs in Lower 48 States

y
Number of nesting pairs

10,000
9,789

8,000
6,846
6,000 5,094
4,000 3,399
1,875
2,000 1,188
0
1978 1982 1986 1990 1994 1998 2002 2006 x
Year

b. The table shows the battery power y (as a percent) of an electric car x hours
after noon.

x 0 1 2 3 4 5 6
y 100 86 72 56 52 68 96

c. A forensic pathologist was called to estimate the time of death of a person.

At midnight, the body temperature was 80.5°F and the room temperature was
a constant 60°F. One hour later, the body temperature was 78.5°F. Each hour,
the difference of the body temperature and the room temperature changes by
the same percent as in the first hour.

d. Your friend automatically deposits a constant amount of her paycheck into a

checking account. The balance y (in dollars) of the account after x deposits
can be represented by y = 100x + 350.

6.4 Exponential Growth and Decay 321

Algebra 1 Chapter 6.indb 321 5/1/20 2:33 PM

 Exponential Growth and Decay Functions
GO DIGITAL
Exponential growth occurs when a quantity increases by the same factor
Vocabulary over equal intervals.
exponential growth, p. 322
exponential growth function,
p. 322
KEY IDEA
exponential decay, p. 323 Exponential Growth Functions
exponential decay function, An exponential growth function has the form y = ab x, where a > 0 and b > 1.
p. 323 You can write the growth factor, b, as the sum of 1 and the rate of growth, r.
compound interest, p. 324
initial amount rate of growth (in decimal form)

y = a(1 + r)x
STUDY TIP
In real-life situations
involving exponential growth factor
growth, the independent
variable is usually time, t.

EXAMPLE 1 Using an Exponential Growth Function

The inaugural attendance of an annual music festival is 150,000. The attendance y

increases by 8% each year.
a. Write an exponential growth function that represents the
attendance after t years.
b. About how many people will attend the festival in the
fifth year?
SOLUTION
a. The initial amount is 150,000, and the rate of growth is 8%, or 0.08.
y = a(1 + r)t Write the exponential growth function.
= 150,000(1 + 0.08)t Substitute 150,000 for a and 0.08 for r.
= 150,000(1.08)t Add.

The festival attendance can be represented by y = 150,000(1.08)t.

b. The value t = 4 represents the fifth year because t = 0 represents the first year.
y = 150,000(1.08)t Write the exponential growth function.
= 150,000(1.08)4 Substitute 4 for t.
≈ 204,073 Use technology.

About 204,000 people will attend the festival in the fifth year.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

1. A website has 500,000 members in 2020. The number y of members increases by

15% each year.
a. Write an exponential growth function that represents the website membership
t years after 2020.
b. About how many members will there be in 2026?

2. WRITING When does the function y = abx represent exponential growth?

322 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 322 5/1/20 2:33 PM

 Exponential decay occurs when a quantity decreases by the same factor
over equal intervals. GO DIGITAL

KEY IDEA
Exponential Decay Functions
An exponential decay function has the form y = ab x, where a > 0 and
0 < b < 1. You can write the decay factor, b, as the difference of 1 and
the rate of decay, r.

initial amount rate of decay (in decimal form)

y = a(1 − r)x

decay factor

EXAMPLE 2 Identifying Exponential Growth and Decay

Determine whether each table represents an exponential growth function,

an exponential decay function, or neither. Explain.
a. b.
x 0 1 2 3 x 0 1 2 3
y 270 90 30 10 y 5 10 20 40

SOLUTION
a. +1 +1 +1 b. +1 +1 +1

x 0 1 2 3 x 0 1 2 3
y 270 90 30 10 y 5 10 20 40

× —13 × —13 × —13 ×2 ×2 ×2

As x increases by 1, y is As x increases by 1, y is
multiplied by —13 . So, the table multiplied by 2. So, the table
represents an exponential represents an exponential
decay function. growth function.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Determine whether the table represents an exponential growth function, an exponential

decay function, or neither. Explain.
3. 4.
x 0 1 2 3 x 1 3 5 7
y 64 16 4 1 y 4 11 18 25

5. WHICH ONE DOESN’T BELONG? Which function does not belong with the other three?
Explain your reasoning.

y = 5x f (x) = 2(4)x f (x) = 0.3x y = 5(3)x

6.4 Exponential Growth and Decay 323

Algebra 1 Chapter 6.indb 323 5/1/20 2:34 PM

 Interpreting and Rewriting
GO DIGITAL
Exponential Functions

EXAMPLE 3 Interpreting Exponential Functions

Determine whether each function represents exponential growth or exponential decay.

Identify the percent rate of change.
a. y = 5(1.07)t b. f (t) = 0.2(0.98)t

SOLUTION
a. Because 1.07 > 1, the function represents exponential growth. The growth factor
1 + r is equal to 1.07, so you can determine that r = 0.07.
So, the function represents exponential growth and the rate of growth is 7%.

b. Because 0 < 0.98 < 1, the function represents exponential decay. The decay factor
1 − r is equal to 0.98, so you can determine that r = 0.02.
So, the function represents exponential decay and the rate of decay is 2%.

EXAMPLE 4 Rewriting Exponential Functions

Determine whether each function represents exponential growth or exponential decay.

a. y = 100(0.96)t/4 b. f (t) = (1.1)t − 3

SOLUTION
a. Use properties of exponents to rewrite the function in the form y = a(1 ± r)t.
y = 100(0.96)t/4 Write the function.
= 100(0.961/4)t Power of a Power Property
≈ 100(0.99)t Evaluate the power.

So, the function represents exponential decay.

b. Use properties of exponents to rewrite the function in the form y = a(1 ± r)t.
f (t) = (1.1)t − 3 Write the function.
(1.1)t
= —3 Quotient of Powers Property
(1.1)
≈ 0.75(1.1)t Evaluate the power and simplify.
So, the function represents exponential growth.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Determine whether the function represents exponential growth or exponential decay.

Identify the percent rate of change.
6. y = 2(0.92)t 7. f (t) = (1.2)t ( )t
8. f (t) = —12 —32

Determine whether the function represents exponential growth or exponential decay.

9. f (t) = 3(1.02)10t 10. y = (0.8) t − 1 11. y = (0.95) t + 2

324 Chapter 6 Exponential Functions and Sequences

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 Solving Real-Life Problems
GO DIGITAL
Exponential growth functions are used in real-life situations involving
compound interest. Although interest earned is expressed as an annual rate,
the interest is usually compounded more frequently than once per year. So, the
formula y = a(1 + r)t must be modified for compound interest problems.

KEY IDEA
STUDY TIP Compound Interest
For interest compounded Compound interest is the interest earned on the principal and on previously
yearly, you can substitute earned interest. The balance y of an account earning compound interest is
1 for n in the formula to P = principal (initial amount)
get y = P(1 + r)t.
r nt r = annual interest rate (in decimal form)
y=P 1+— .
n ( )
t = time (in years)
n = number of times interest is compounded per year

EXAMPLE 5 Modeling Real Life

You deposit $100 in an investment account that earns 6% annual interest compounded
monthly. You also have a savings account with a constant balance of $200.
a. Write a function m that represents the balance (in dollars) of the investment account
after t years.
b. Write a function B that represents the total balance of the two accounts after t years.
Then find and interpret B(5).

Math Practice SOLUTION

View as Components r nt
Notice that the function a. m(t) = P 1 + —
n ( ) Use the compound interest formula.
consists of the product of
12t
the principal, 100, and a
factor independent of the
= 100 1 + —
12(
0.06
) Substitute 100 for P, 0.06 for r, and 12 for n.

principal, (1.005)12t.
= 100(1.005)12t Simplify.

b. The $200 balance of your savings account can be represented by the constant
function c(t) = 200. Find the total balance B(t) of the two accounts. Then find B(5).
B(t) = m(t) + c(t)
= 100(1.005)12t + 200
B(5) = 100(1.005)12(5) + 200 ≈ 134.89 + 200 = 334.89

So, B(t)= 100(1.005)12t + 200. The value B(5) ≈ 334.89 indicates that the
sum of the balances of the two accounts after 5 years is $334.89.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

12. WHAT IF? Repeat Example 5 when the investment account earns 3% annual interest
compounded monthly.
0.02 12t
13. STRUCTURE The function y = 800 1 + — ( 12 )
represents the balance y
(in dollars) of a savings account after t years. What can you determine about
the account? Explain.

6.4 Exponential Growth and Decay 325

Algebra 1 Chapter 6.indb 325 5/1/20 2:35 PM

 EXAMPLE 6 Modeling Real Life
GO DIGITAL
The value of a car is $21,500. It loses 12% of its value every year.
a. Write a function that represents the value y (in dollars) of the car after t years.
b. Find the approximate monthly percent decrease in value.
c. Use the graph of the function to estimate the value of the car after 6 years.

SOLUTION
1. Understand the Problem You know the value of a car and the annual
percent decrease in value. You are asked to approximate the monthly percent
decrease in value and to estimate the value of the car in the future.
2. Make a Plan Use the initial value and the annual percent decrease in value to write
an exponential decay function. Use the decay factor to approximate the monthly
percent decrease. Then use the graph of the original function to estimate the y-value
Math Practice when the t-value is 6.
Understand Quantities 3. Solve and Check
What are the meanings a. The initial value is $21,500, and the rate of decay is 12%, or 0.12.
of the decay factor and
the rate of decay in this y = a(1 − r)t Write the exponential decay function.
situation? = 21,500(1 − 0.12)t Substitute 21,500 for a and 0.12 for r.
= 21,500(0.88)t Simplify.
The value of the car can be represented by y = 21,500(0.88)t.
1
b. Use the fact that t = —
12
(12t) and the properties of exponents to rewrite the
function in a form that reveals the monthly rate of decay.
Value of a Car
y = 21,500(0.88)t Write the original function.
y
y = 21,500(0.88)t = 21,500(0.88)(1/12)(12t) Rewrite the exponent.
20,000
Value (dollars)

= 21,500(0.881/12)12t Power of a Power Property

15,000
≈ 21,500(0.989)12t Evaluate the power.
10,000
Use the decay factor 1 − r ≈ 0.989 to find the rate of decay r ≈ 0.011.
5,000
So, the monthly percent decrease is about 1.1%.
0
0 2 4 6 8 t c. From the graph, you can see that the y-value is about 10,000 when t = 6.
Year
So, the value of the car is about $10,000 after 6 years.

Check Reasonableness When you evaluate y = 21,500(0.88)t for t = 6,

you get about $9985. So, $10,000 is a reasonable estimate.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

14. WHAT IF? The car loses 9% of its value every year.
a. Write a function that represents the value y (in dollars) of the car after t years.
b. Find the approximate monthly percent decrease in value.
c. Use the graph of the function to estimate the value of the car after 12 years.

15. REASONING In Example 6, when you multiply the monthly percent decrease by the
number of months in a year, the result is greater than the yearly percent decrease. Does this
make sense? Explain your reasoning.

326 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 326 5/1/20 2:36 PM

 6.4 Practice WITH AND
GO DIGITAL

In Exercises 1–8, identify the initial amount a and In Exercises 15–22, identify the initial amount a and
the rate of growth r (as a percent) of the exponential the rate of decay r (as a percent) of the exponential
function. Evaluate the function when t = 5. Round function. Evaluate the function when t = 3. Round
your answer to the nearest tenth. your answer to the nearest tenth.

1. y = 350(1 + 0.75)t 2. y = 10(1 + 0.4)t 15. y = 575(1 − 0.6)t 16. y = 8(1 − 0.15)t

3. y = 25(1.2)t 4. y = 12(1.05)t 17. g(t) = 240(0.75)t 18. f (t) = 475(0.5)t

5. f (t) = 1500(1.074)t 6. h(t) = 175(1.028)t 19. w(t) = 700(0.995)t 20. h(t) = 1250(0.865)t

7. g(t) = 6.72(2)t 8. p(t) = 1.8t 21. y = —8 ()

7 t
()
22. y = 0.5 —4
3 t

In Exercises 9–12, write a function that represents

In Exercises 23– 26, write a function that represents
the situation.
the situation.
9. Sales of $10,000 increase by 65% each year.
23. A college enrollment of 100,000 decreases by 2%
each year.
10. Your starting annual salary of $35,000 increases by
4% each year.
24. A $900 sound system decreases in value by 9%
each year.
11. A population of 210,000 increases by 12.5% each year.
25. A stock valued at $100 decreases in value by 9.5%
12. An item costs $4.50, and its price increases by 3.5%
each year.
each year.
26. A company profit of $20,000 decreases by 13.4%
13. MODELING REAL LIFE The population of Brookfield each year.
increases by 2% annually. The sign shown is from the
year 2010. Example 1
27. ERROR ANALYSIS The growth rate of a bacterial
a. Write an exponential culture is 150% each hour. Initially, there are
growth function CITY LIMIT 10 bacteria. Describe and correct the error in finding
that represents the BROOKFIELD the number of bacteria in the culture after 8 hours.
population t years POP. 315,000

✗
after 2010.
b(t) = 10(1.5)t
b. What will the b(8) = 10(1.5)8 ≈ 256.3
population be in 2030?
After 8 hours, there are about
14. MODELING REAL LIFE A young channel catfish 256 bacteria in the culture.
weighs about 0.1 pound. During the next 8 weeks,
its weight increases by about 23% each week.
28. ERROR ANALYSIS You purchase a car in 2020 for
a. Write an exponential growth function that $25,000. The value of the car decreases by 14%
represents the weight of the catfish after t weeks annually. Describe
Desc and correct the error in finding
during the 8-week period. the value of the
th car in 2025.
b. About how much

✗
does the catfish v(t) = 25,000(1.14)t
weigh after
v(5) = 25,000(1.14)5
4 weeks?
≈ 48,135
The value of the car in
2025 is about $48,000.

6.4 Exponential Growth and Decay 327

Algebra 1 Chapter 6.indb 327 5/1/20 2:37 PM

 In Exercises 29–34, determine whether the table In Exercises 51 and 52, sketch a graph of
represents an exponential growth function, an an exponential function that has the given GO DIGITAL
exponential decay function, or neither. Explain. characteristics.
Example 2
51. y-intercept: 3; asymptote: x-axis; decreasing over its
29. 30. entire domain
x y x y
−1 50 0 32 52. y-intercept: −2; end behavior: y → −3 as x → −∞
and y → +∞ as x → +∞
0 10 1 28
In Exercises 53– 56, write a function that represents the
1 2 2 24
balance y (in dollars) after t years.
2 0.4 3 20
53. $2000 deposit that earns 5% annual interest
compounded quarterly
31. x y 32. x y
54. $1400 deposit that earns 10% annual interest
0 35 1 17 compounded semiannually
1 29 2 51 55. $6200 deposit that earns 8.4% annual interest
2 23 3 153 compounded monthly
3 17 4 459 56. $3500 deposit that earns 9.2% annual interest
compounded quarterly
33. 34. x y
x y
57. MODELING REAL LIFE You deposit $9000 in a
5 2 3 432 savings account that earns 3.6% annual interest
5 72 compounded monthly. You also save $40 per month
10 8 in a checking account. Example 5
15 32 7 12
a. Write a function s that represents the balance
20 128 9 2 (in dollars) of your savings account after t years.
25 512 11 1
—3 b. Write a function B that represents the total amount
saved after t years. Then find and interpret B(3).

In Exercises 35–42, determine whether the function 58. MODELING REAL LIFE Your checking account has a
represents exponential growth or exponential decay. constant balance of $500. Let the function m represent
Identify the percent rate of change. Example 3 the balance of your savings account after t years. The
table shows the total balance of the accounts over time.
35. y = 4(0.8)t 36. y = 15(1.1)t
a. Write a function B that Total
represents the total Year, t
37. y = 30(0.95)t 38. y = 5(1.08)t balance
balance after t years.
0 $2500
39. r(t) = 0.4(1.06)t 40. s(t) = 0.65(0.48)t b. Compare the savings
account to the account 1 $2540
in Exercise 53. 2 $2580.80
41. g(t) = 2 —4 () 5 t
42. m(t) = —5()4 t
3 $2622.42
4 $2664.86
In Exercises 43–50, rewrite the function to determine
5 $2708.16
whether it represents exponential growth or exponential
decay. Example 4
59. PROBLEM SOLVING A city has a population
43. y = (0.9)t − 4 44. y = (1.4)t + 8 of 25,000. The population is expected to increase by
5.5% annually for the next decade. Example 6
45. y = 2(1.06)9t 46. y = 5(0.82)t/5 a. Write a function that represents the population y
after t years.
47. x(t) = (1.45)t/2 48. f (t) = 0.4(1.16)t − 1
b. Find the approximate monthly percent increase
in population.
49. b(t) = 4(0.55)t + 3 50. r(t) = (0.88)4t
c. Use the graph of the function to estimate the
population after 4 years.
328 Chapter 6 Exponential Functions and Sequences

Algebra 1 Chapter 6.indb 328 5/1/20 2:37 PM

 60. PROBLEM SOLVING Plutonium-238 is a 63. NUMBER SENSE During a flu
material that generates steady heat due to decay and epidemic, the number of sick people GO DIGITAL
is used in power systems for some spacecraft. The triples every week. What is the growth rate
function y = a(0.5)t/x represents the amount y of a as a percent? Explain your reasoning.
substance remaining after t years, where a is the initial
amount and x is the length of the half-life (in years). 64. HOW DO YOU SEE IT?
Match each situation with its graph. Explain
your reasoning.
a. A bacterial population doubles each hour.
b. The value of a computer decreases by 18%
each year.
c. A deposit earns 11% annual interest
Plutonium-238
compounded yearly.
Half-life ≈ 88 years
d. A radioactive element decays 5.5% each year.
a. A scientist is studying a 3-gram sample. Write
a function that represents the amount y of A. y B. y
plutonium-238 remaining after t years. 400 400

b. What is the yearly percent decrease of

200 200
plutonium-238?
c. Use the graph of the function to estimate the 0 0
0 8 16 t 0 8 16 t
amount remaining after 12 years.
C. y D. y
61. COMPARING FUNCTIONS Each of the three functions 400 400
describe the amount y of ibuprofen (in milligrams) in
a person’s bloodstream t hours after taking the dosage. 200 200

y ≈ 800(0.71)t
0 0
0 8 16 t
y ≈ 800(0.9943)60t 0 8 16 t

y ≈ 800(0.843)2t
65. MAKING AN ARGUMENT A store is having a sale
a. Show that these expressions are approximately on jeans. On the first day, the prices of the jeans are
equivalent. reduced by 20%. The prices will be reduced another
b. Describe the information given by each of 20% each day until the jeans are sold. Your friend says
the functions. the jeans will be free on the fifth day. Is your friend
correct? Explain.
62. COMPARING FUNCTIONS The graphs of f and g
are shown. 66. PERFORMANCE TASK The
black rhino is a critically
y
8 endangered species with a
current population of about
6 5500. In the late 1900s,
4
the population decreased
g(t) = kf(t) by 98% to about 2500.
2 Create a plan to restore
f(t) = 2t the black rhino
−4 −2 2 4t population. Include the
expected annual growth
a. Explain why f is an exponential growth function. rate and the amount
Identify the rate of growth. of time it will take to
restore the population.
b. Describe the transformation from the graph of f
Explain how you will
to the graph of g. Determine the value of k.
determine whether your
c. The graph of g is the same as the graph of plan is working over time.
h(t) = f (t + r). Find the value of r.

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 67. CONNECTING CONCEPTS The function shown 68. THOUGHT PROVOKING
represents the temperature y (in degrees Celsius) Give an example of an equation in the GO DIGITAL
of a body of water, where x is the depth of the water form y = abx that does not represent an
(in hundreds of meters). exponential growth function or an

{
exponential decay function. Explain
13.5, if 0 < x ≤ 2
y= your reasoning.
18.5(0.76)x + 2.8, if 2 < x ≤ 15

a. Graph the function. Find the domain and range.

69. OPEN-ENDED Describe two account options into
b. Approximate the temperatures of the water which you can deposit $1000 and earn compound
(in degrees Fahrenheit) at depths of 100 meters interest. Write a function that represents the balance
and 1000 meters. of each account after t years. Which account would
you rather use? Explain your reasoning.

REVIEW & REFRESH

In Exercises 70–73, solve the system using any In Exercises 79 and 80, determine whether the
method. Explain your choice of method. function represents exponential growth or exponential
1
decay. Identify the percent rate of change.
70. y = —2 x − 3 71. 4x − 3y = 2
3 t
y= −—13x +2 −5x + 3y = 2
1
79. f (t) = —3 (1.26)t ()
80. f (t) = 80 —5

In Exercises 81 and 82, write an equation of the line

72. 2x + y = 7 73. x = 3y − 5
that passes through the given points.
−4x − 2y = 11 2x + y = 4
81. (0, −3), (2, 5) 82. (6, −7), (−9, 13)
74. MODELING REAL LIFE The function f (t) = 5(4)t
represents the number of frogs in a pond after 83. Determine whether the table represents a linear or
t years. an exponential function. Explain.

a. Does the function represent exponential growth x −3 −1 1 3 5 7

or exponential decay? Explain.
y 15 9 3 −3 −9 −15
b. Graph the function. Find the domain and range.
c. What is the yearly percent change? the In Exercises 84 and 85, find the slope and the
approximate monthly percent change? y-intercept of the graph of the linear equation.
d. How many frogs are in the pond after 4 years?
84. y = —14 x + 7 85. 3y = 6x − 12
75. Describe the relationship y
4 In Exercises 86 and 87, evaluate the expression.
between the data in
the scatter plot. 2 86. (—)
1 1/4
16
87. 5122/3

−2 2 x 88. Tell whether the volume

−2 of the prism is a linear
or nonlinear function of
the missing dimension.
Explain. 3 in.
76. OPEN-ENDED Complete the inequality so that it
4 in.
has no solution.
b
∣ 3x − 1 ∣ + <7
In Exercises 89–92, solve the equation. Check your
In Exercises 77 and 78, simplify the expression. Write solution.
your answer using only positive exponents.
89. 8x + 12 = 4x 90. 5 − t = 7t + 21
77. (k 4)−3 78. ( )
4r2
—5
3s
3

91. 6(r − 2) = 3(2r − 4) 92. −4(5v − 2) = −20v

330 Chapter 6 Exponential Functions and Sequences

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 6.5 Solving Exponential Equations GO DIGITAL

Learning Target Solve exponential equations.

Success Criteria • I can solve exponential equations with the same base.
• I can solve exponential equations with unlike bases.
• I can solve exponential equations by graphing.

EXPLORE IT Solving Exponential Equations

Work with a partner. You open a money market account with $500. The
graph shows the balance y (in dollars) after x years.

Math Practice Account Balance

Use Equations y
800
What does the equation

Balance (dollars)
700
500(1.02)x 5 600
600
represent in this
situation? How can you 500 y = 500(1.02) x
400
find the solution?
300
200
100
0
0 2 4 6 8 10 12 14 16 18 x
Time (years)

a. CHOOSE TOOLS Describe several different ways that you can

approximate the amount of time until the balance is $600.

b. You open a savings account with $450. The balance increases by $10
each year. Determine whether the balances of the two accounts are
ever equal. Explain your method.

c. Suppose the balance of your savings account increases by $15 each

year. Does the balance of your savings account ever equal the
balance of your money market account? If so, determine when the
balances are equal.

d. The solutions in parts (a)–(c) can be found by writing and

solving exponential equations. Use technology to solve each
exponential equation below. Explain your method.
i. 2x 5 —12 ii. 3x 2 1 5 0
iii. 2x 2 2 5 3
—2 x 22 iv. 4x 2 1 5 2x 1 1

e. Can an exponential equation have no solution? more than one solution?

f. Can any of the equations in part (d) be solved algebraically by using

properties of exponents? Explain your reasoning.

6.5 Solving Exponential Equations 331

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 Solving Exponential Equations
GO DIGITAL
with the Same Base
Exponential equations are equations in which variable expressions occur
Vocabulary as exponents.
exponential equation, p. 332
KEY IDEA
Property of Equality for Exponential Equations
Words Two powers with the same positive base b, where b ≠ 1, are equal if
and only if their exponents are equal.
Numbers If 2x = 25, then x = 5. If x = 5, then 2x = 25.
Algebra If b > 0 and b ≠ 1, then bx = by if and only if x = y.

EXAMPLE 1 Solving Exponential Equations with the Same Base

Solve each equation.

a. 3x + 1 = 35 b. 6 = 62x − 3 c. 103x = 102x + 3

SOLUTION
a. 3x + 1 = 35 Write the equation.
x+1=5 Equate the exponents.
x=4 Subtract 1 from each side.

b. 6 = 62x − 3 Write the equation.

1 = 2x − 3 Equate the exponents.
4 = 2x Add 3 to each side.
2=x Divide each side by 2.

c. 103x = 102x + 3 Write the equation. Check

3x = 2x + 3 Equate the exponents. 103x = 102x + 3
x=3 Subtract 2x from each side. ?
103(3) = 102(3) + 3

109 = 109 ✓

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Solve the equation. Check your solution.

1. 22x = 26 2. 52x = 5x + 1 3. 73x + 5 = 7x + 1
4. WHICH ONE DOESN’T BELONG? Which equation does not belong with the other three?
Explain your reasoning.

2x 1 3 = 26 53x + 8 = 52x 34 = x + 32 2x − 7 = 27

5. REASONING Explain why b cannot equal 1 in the Property of Equality for

Exponential Equations.

332 Chapter 6 Exponential Functions and Sequences

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 Solving Exponential Equations
GO DIGITAL
with Unlike Bases
To solve some exponential equations, you can first rewrite each side of the
equation using the same base.

EXAMPLE 2 Solving Exponential Equations with Unlike Bases

Solve (a) 5x = 125, (b) 4x = 2x − 3, and (c) 9x + 2 = 27x.

SOLUTION
a. 5x = 125 Write the equation.
5x = 53 Rewrite 125 as 53.
x=3 Equate the exponents.

Check b. 4x = 2x − 3 Write the equation. c. 9x + 2 = 27x

4x = 2x − 3 (22)x = 2x − 3 Rewrite. (32)x + 2 = (33)x
? 22x = 2x − 3 Power of a Power Property 32x + 4 = 33x
4−3 = 2−3 − 3
—
1
64
=—
64
1
✓ 2x = x − 3 Equate the exponents. 2x + 4 = 3x
x = −3 Simplify. 4=x

EXAMPLE 3 Solving Exponential Equations When 0 < b < 1

x
()
Solve (a) —12 = 4 and (b) 4x + 1 = —
1
64
.

SOLUTION
1 x
a. (—)
2
=4 Write the equation.
(2−1)x = 22 Rewrite —21 as 2−1 and 4 as 22.
2−x = 22 Power of a Power Property
−x = 2 Equate the exponents.
x = −2 Divide each side by −1.

1
Check b. 4x + 1 = — Write the equation.
64
4x + 1 = —
1
64 1
4x + 1 = —3 Rewrite 64 as 43.
? 1 4
4−4 + 1 = —
64

—
64
1
=—
64
1
✓ 4x + 1 = 4−3 Definition of negative exponent
x + 1 = −3 Equate the exponents.
x = −4 Subtract 1 from each side.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Solve the equation. Check your solution.

1 x−1
6. 4x = 256 7. 92x = 3x − 6 8. 43x = 8x + 1 9. (—)
3
= 27

6.5 Solving Exponential Equations 333

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 Solving Exponential Equations by Graphing
GO DIGITAL
Sometimes, it is difficult or impossible to rewrite each side of an
exponential equation using the same base. You can solve these types
of equations by graphing each side and finding the point(s) of intersection.
Exponential equations can have no solution, one solution, or more than
one solution.

EXAMPLE 4 Solving Exponential Equations by Graphing

Solve (a) 2.4 x − 1 = 5.76 and (b) 3x + 2 = x + 1.

SOLUTION
a. Step 1 Write a function to represent each side of the original equation.
y = 2.4 x − 1
y = 5.76

Step 2 Use technology to graph the functions

in a viewing window that shows where
ANOTHER WAY the graphs could intersect. y = 5.76 4

It may be difficult to
2
recognize, but knowing
y = 2.4 x − 1
that 242 = 576 helps you
reason that 2.42 = 5.76. –4 –2 2 4 6

This can be used to solve

part (a) algebraically. Step 3 Find the point of intersection. The
graphs intersect at (3, 5.76). (3, 5.76)
2.4x − 1 = 5.76
y = 5.76 4
2.4x − 1 = 2.42
x−1=2 2

x=3 y = 2.4 x − 1
–4 –2 2 4 6
So, the solution is x = 3.

b. Step 1 Write a function to represent each side of the original equation.

y = 3x + 2
y=x+1

Step 2 Use technology to graph the functions 8

in a viewing window that shows where y = 3x + 2
the graphs could intersect.
y=x+1
–8 –4 4 8
–4
The graphs do not intersect.
–8
So, the equation has no solution.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Solve the equation.

1 x
10. 3.1x + 2 = 9.61 11. 4x − 3 = 3x − 8 12. (—)
4
= −2x − 3

13. PRECISION In Example 4(a), explain why the solution is not (3, 5.76).

334 Chapter 6 Exponential Functions and Sequences

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 6.5 Practice WITH AND GO DIGITAL

In Exercises 1–10, solve the equation. Check your In Exercises 21–30, solve the equation. Example 4
solution. Examples 1 and 2
21. 0.25x + 2 = 16 22. 1.9 x − 4 = 3.61
1. 45x = 410 2. 7x − 4 = 78
23. 2x + 3 = 3x + 8 24. 4x − 3 = 5x − 1
3. 39x = 37x + 8 4. 24x = 2x + 9
2x − 1 19 − 15x
5. 2x = 64 6. 3x = 243
4
25. — x − 1 = —
3 ( 13 ) 26. 2−x + 1 = —
4

27. 5x = −4−x + 4 28. 7x − 2 = 2−x

7. 7x − 5 = 49x 8. 216x = 6x + 10
29. 2−x − 3 = 3x + 1 30. 5−2x + 3 = −6 x + 5
9. 642x + 4 = 165x 10. 27x = 81x + 1
In Exercises 31– 34, solve the equation by using the
In Exercises 11–16, solve the equation. Check your Property of Equality for Exponential Equations.
solution. Example 3
1 x 1 x
31. 30 ⋅5 x+3 = 150 32. 12 ⋅2 x−7 = 24
11. ()
—5 = 125 12. ()
—4 = 256
33. 4(3)−2x − 4 = 36 34. 2(4)2x + 1 = 128
1
13. — = 25x + 3 14. 34x − 9 = —
1
128 243 35. MODELING REAL LIFE A population of
x+1 1 4−x
50 mice is expected to double each
15. 36−3x + 3 = —
216 ( )
1
16. (—)
27
= 92x − 1 year. The number y of mice in
the population after x years is
ERROR ANALYSIS In Exercises 17 and 18, describe and represented by y = 50(2) x.
correct the error in solving the exponential equation. After how many years
will there be 800 mice

✗
17. in the population?
53x + 2 = 25x − 8
3x + 2 = x − 8 36. MODELING REAL LIFE
A bacterial culture
x = −5
quadruples in size
every hour. You begin
observing the number

✗
18. of bacteria 3 hours after
( —18 )5x = 32x + 8 the culture is prepared.
(23)5x = (25)x + 8 The amount y of bacteria
x hours after the culture is
215x = 25x + 40 prepared is represented by
15x = 5x + 40 y = 192(4) x − 3. After how many
hours will there be 200,000 bacteria?
x=4
In Exercises 37–40, solve the equation.

37. 33x + 6 = 27x + 2 38. 34x + 3 = 81x

In Exercises 19 and 20, use the graph to solve
the equation.
39. 4 x + 3 = 22(x + 1) 40. 58(x − 1) = 625 2x − 2
19. 2.1x − 4 = 4.41 20. 4x + 2 = −x + 3
41. NUMBER SENSE Explain how you can use
6
mental math to solve the equation 8x − 4 = 1.

4 4 42. PROBLEM SOLVING There are a total of

128 teams at the start of a citywide 3-on-3 basketball
2 2 tournament. Half the teams are eliminated after each
round. Write and solve an exponential equation to
2 4 6 −4 −2 2 determine after which round there are 16 teams left.

6.5 Solving Exponential Equations 335

Algebra 1 Chapter 6.indb 335 5/1/20 2:41 PM

 43. PROBLEM SOLVING You deposit $500 in 45. COLLEGE PREP What is the value of y
a savings account that earns 6% annual interest when 9x + 3 = 9y − 1 and 8x + 4 = 642x + 5? GO DIGITAL
compounded yearly. After how many years will the A −2 B −1 C 2 D 3
balance of the account be $750?

44. HOW DO YOU SEE IT? 46. THOUGHT PROVOKING

The graph shows the annual attendances at two Write a function g so that the equation 2x − 1 = g(x)
different events over time. has exactly three solutions.

Event Attendance
STRUCTURE In Exercises 47– 52, solve the equation.
y
Number of people

— —
47. 8x − 2 = √ 8 48. √ 5 = 5x + 4
12,000 y= 4000(1.25) x

8,000 y = 12,000(0.87) x
49. ( √5 —7 )x = 72x + 3 50. 122x − 1 = ( √ 12 )
4— x

4,000 Event 1 51. ( √3 —6 )2x = ( √—6 )x + 6 52. ( √5 —3 )5x − 10 = ( √8 —3 )4x

Event 2
0
0 2 4 6 8 x 53. MAKING AN ARGUMENT Consider the equation
x
Years after 2010
( 1a ) = b, where a > 1 and b > 1. Your friend says
—

the value of x will always be negative. Is your friend

a. Estimate when the events had about the
correct? Explain.
same attendance.
b. Explain how you can verify your answer in 54. Solve the equation without graphing.
part (a).
3x + 3x + 1 + 3x + 4 = 61,965

REVIEW & REFRESH

In Exercises 55 and 56, determine whether the 63. Determine whether the y
sequence is arithmetic. If so, find the common graph represents a
6
difference. function. Explain.
4
55. −20, −26, −32, −38, . . .
2
56. 9, 18, 36, 72, . . .
0
0 2 4 6 x
57. Determine whether the table represents an
exponential growth function, an exponential decay 64. REASONING You are stopped in a line
function, or neither. Explain. of traffic that is about 1.5 miles long. Estimate
the number of vehicles in the line. Explain your
x 0 1 2 3 reasoning.
y 7 21 63 189 6— 5
65. Rewrite ( √ 70 ) in rational exponent form.

In Exercises 58 and 59, solve the inequality. Graph In Exercises 66 and 67, write an equation in
the solution, if possible. slope-intercept form of the line that passes through
the given points.
58. 3(2n − 1) < 6n − 4 59. ∣ 5t + 1 ∣ − 10 ≤ −6
66. (1, 7), (3, −3)
In Exercises 60 and 61, solve the equation. Check
your solution. 67. (0, −10), (8, −4)
1 x
60. 11x − 2 = 112x − 7 61. 9x + 3 = ( )
—
81 68. STRUCTURE Complete the equation so that it
has infinitely many solutions.
62. Graph y = 6(2)x − 4 − 1. Identify the asymptote.
Find the domain and range. 7x − 20 + 8x = −5( x+ )

336 Chapter 6 Exponential Functions and Sequences

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 6.6 Geometric Sequences GO DIGITAL

Learning Target Identify, extend, and graph geometric sequences.

Success Criteria • I can determine whether a sequence is arithmetic, geometric,

or neither.
• I can write and graph the terms of geometric sequences.
• I can write geometric sequences as functions.

EXPLORE IT Describing a Pattern

Work with a partner. See the figures below. The branch is 4 units long when
n = 1. When n = 2, the new branches are each 2 units long. When n = 3, the
new branches are each 1 unit long, and so on.

n=1 n=2 n=3 n=4

Math Practice
a. Complete the table. What do you notice?
Use Prior Results
How are the graphs in n 1 2 3 4
part (b) related to the
graphs of exponential Number of new branches added, an 1
growth and decay Length of a new branch added, bn 4
functions?
b. Graph the data in the table. How do the graphs compare to the graphs
of arithmetic sequences? Explain.
an bn

0 1 2 3 4 5 n 0 1 2 3 4 5 n

c. Can you write an equation that represents each graph? Explain.

d. How can you extend the patterns to find the number of new branches added
or the length of a new branch added for greater values of n? Explain
your reasoning.
e. Find the number of new branches added and the length of a
new branch added when n = 8.
f. Complete a table similar to part (a) for each of the following.
Write any observations you make from your table.
i. height of the tree ii. total length of new branches

6.6 Geometric Sequences 337

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 Identifying Geometric Sequences
GO DIGITAL

Vocabulary KEY IDEA

geometric sequence, p. 338 Geometric Sequence
common ratio, p. 338
In a geometric sequence, the ratio between each pair of consecutive terms is the
same. This ratio is called the common ratio. Each term is found by multiplying
the previous term by the common ratio.
1, 5, 25, 125, . . . Terms of a geometric sequence

×5 ×5 ×5 common ratio
READING
a
Although — is the value
b
of the ratio a : b, you
a EXAMPLE 1 Identifying Geometric Sequences
can simply refer to — as
b
the ratio. Determine whether each sequence is arithmetic, geometric, or neither. Explain
your reasoning.
a. 120, 60, 30, 15, . . . b. 2, 6, 11, 17, . . .

SOLUTION
a. Find the ratio between each pair of consecutive terms.
120 60 30 15
The ratios are the same.
—
60
= 1
—2
30
— = 1
—2
15
— = 1
—2 The common ratio is —12.
120 60 30

So, the sequence is geometric.

b. Find the ratio between each pair of consecutive terms.

2 6 11 17
6 11 5 17 6 There is no common ratio, so the
—2 = 3 — = 1—6 — = 1—
6 11 11 sequence is not geometric.

Find the difference between each pair of consecutive terms.

2 6 11 17
There is no common difference,
6 − 2 = 4 11 − 6 = 5 17 − 11 = 6
so the sequence is not arithmetic.

So, the sequence is neither geometric nor arithmetic.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Determine whether the sequence is arithmetic, geometric, or neither. Explain your reasoning.
1. 5, 1, −3, −7, . . . 2. 1024, 128, 16, 2, . . . 3. 2, 6, 10, 16, . . .
4. WRITING Compare the two sequences.
2, 4, 6, 8, 10, . . . 2, 4, 8, 16, 32, . . .

5. REASONING Does the sequence in Example 1(a) eventually reach 0? Explain

your reasoning.
6. OPEN-ENDED Write a geometric sequence with a first term of 3 and a fourth term
that is between 40 and 50. Describe the pattern.

338 Chapter 6 Exponential Functions and Sequences

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 Extending and Graphing Geometric Sequences
GO DIGITAL
EXAMPLE 2 Extending Geometric Sequences

Write the next three terms of each geometric sequence.

a. 3, 6, 12, 24, . . . b. 64, −16, 4, −1, . . .

SOLUTION
Use tables to organize the terms and extend each sequence.
a.
Position 1 2 3 4 5 6 7
Term 3 6 12 24 48 96 192
Multiply a term
Each term is twice the previous ×2 ×2 ×2 ×2 ×2 ×2 by 2 to find the
term. So, the common ratio is 2. next term.

The next three terms are 48, 96, and 192.

b.
Math Practice Position 1 2 3 4 5 6 7
Look for Patterns Term 64 −16 4 −1 1
—4 −—1 1
—
16 64
What do the signs of the
terms of a geometric Multiply a
sequence tell you about ( ) × ( −14 ) × ( −14 ) × ( −14 ) × ( −14 ) × ( −14 )
1
× −—
4
— — — — — term by −—14
the common ratio? to find the
The next three terms are —14 , −—1
16
, and —1
64
. next term.

EXAMPLE 3 Graphing a Geometric Sequence

Graph the geometric sequence 32, 16, 8, 4, 2, . . .. What do you notice?

an
SOLUTION
32 (1, 32)
Make a table. Then plot the ordered pairs (n, an).
STUDY TIP 24

The points of any Position, n 1 2 3 4 5 (2, 16)

16
geometric sequence with Term, an 32 16 8 4 2
a positive common ratio lie (3, 8)
8
on an exponential curve. (4, 4)
The points lie on an exponential curve. (5, 2)
0
0 2 4 n

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

7. REASONING Explain why the points of a geometric sequence lie on an exponential curve
only when the common ratio is positive.

Write the next three terms of the geometric sequence. Then graph the sequence.
8. 1, 4, 16, 64, . . . 9. 2500, 500, 100, 20, . . . 10. 80, −40, 20, −10, . . .
7 7 3 3
11. −2, 4, −8, 16, . . . 12. — , —, 7, 35, . . .
25 5
13. —4 , −—2 , 3, −6, . . .

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 Writing Geometric Sequences as Functions
GO DIGITAL
Because consecutive terms of a geometric sequence have a common ratio,
you can use the first term a1 and the common ratio r to write an exponential
function that describes a geometric sequence. For example, let a1 = 1 and r = 5.
Position, n Term, an Written using a1 and r Numbers
1 first term, a1 a1 1
2 second term, a2 a1r ⋅
1 5=5
3 third term, a3 a1r2 ⋅
1 52 = 25
4 fourth term, a4 a1r3 ⋅
1 53 = 125
⋮ ⋮ ⋮ ⋮
n nth term, an a1r n − 1 ⋅
1 5 −1
n

KEY IDEA
Equation for a Geometric Sequence
Let an be the nth term of a geometric sequence with first term a1 and common
ratio r. The nth term is given by
an = a1r n − 1.
STUDY TIP
Notice that the equation
an = a1 r n − 1 is of the EXAMPLE 4 Finding the nth Term of a Geometric Sequence
form y = ab x.
Write an equation for the nth term of the geometric sequence
2, 12, 72, 432, . . .. Then find a10.

SOLUTION
The first term is 2, and the common ratio is 6.
an = a1r n − 1 Equation for a geometric sequence
an = 2(6)n − 1 Substitute 2 for a1 and 6 for r.
Use the equation to find the 10th term.
an = 2(6)n − 1 Write the equation.
a10 = 2(6)10 − 1 Substitute 10 for n.
= 20,155,392 Simplify.
The 10th term of the geometric sequence is 20,155,392.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

14. STRUCTURE What information do you need to find the nth term of a geometric sequence?

Write an equation for the nth term of the geometric sequence. Then find a7.
15. 1, −5, 25, −125, . . . 16. 13, 26, 52, 104, . . .
17. 432, 72, 12, 2, . . . 18. 4, 10, 25, 62.5, . . .
1
19. 0.2, −1.4, 9.8, −68.6, . . . 20. −—4 , −1, −4,−16, . . .

21. OPEN-ENDED Write a geometric sequence with first term 6, and a2 < a1 < a3.

340 Chapter 6 Exponential Functions and Sequences

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 You can rewrite the equation for a geometric sequence with first term a1
and common ratio r in function notation by replacing an with f (n). GO DIGITAL
f (n) = a1r n − 1
The domain of the function is the set of positive integers.

EXAMPLE 5 Modeling Real Life

Clicking the zoom-out button on a mapping

Zoom-out clicks 1 2 3
website doubles the side length of the square
map. After how many clicks on the zoom-out Map side
5 10 20
button is the side length of the map 640 miles? length (miles)

SOLUTION
1. Understand the Problem You know that the side length of the square map doubles
after each click on the zoom-out button. So, the side lengths of the map represent
the terms of a geometric sequence. You need to find the number of clicks it takes for
the side length of the map to be 640 miles.
2. Make a Plan Begin by writing a function f for the nth term of the geometric
sequence. Then find the value of n for which f (n) = 640.
3. Solve and Check The first term is 5, and the common ratio is 2.
f (n) = a1r n − 1 Function for a geometric sequence
f (n) = 5(2)n − 1 Substitute 5 for a1 and 2 for r.
The function f (n) = 5(2)n − 1 represents the geometric sequence. Use this function
to find the value of n for which f (n) = 640. So, use each side of the equation
640 = 5(2)n − 1 to write a function.
y = 640
y = 5(2)n − 1 800

y = 640 (8, 640)

400
Then use technology to graph the
y = 5(2) n − 1
functions and find the point of intersection. 200
The point of intersection is (8, 640). 2 6 8 10

So, after eight clicks, the side length of the map is 640 miles.

Another Method Find the value of n for which f (n) = 640 algebraically.
640 = 5(2)n − 1 Write the equation.
128 = (2)n − 1 Divide each side by 5.
27 = (2)n − 1 Rewrite 128 as 27.
7=n−1 Equate the exponents.

8=n ✓ Add 1 to each side.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

22. WHAT IF? After how many clicks on the zoom-out button is the side length of
the map 2560 miles?
23. STRUCTURE The sequence 86, 86, 86, 86, . . . represents the temperature (in degrees
Fahrenheit) of a swimming pool over time. Is this sequence arithmetic? Is it geometric?
Explain your reasoning. What can you conclude?

6.6 Geometric Sequences 341

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 6.6 Practice WITH AND
GO DIGITAL

In Exercises 1– 6, find the common ratio of the In Exercises 23–30, write an equation for the
geometric sequence. nth term of the geometric sequence. Then find a6.
1
Example 4
1. 4, 12, 36, 108, . . . 2. 36, 6, 1, —6 , . . .
23. 2, 8, 32, 128, . . . 24. 0.6, −3, 15, −75, . . .
3
3. —8 , −3, 24, −192, . . . 4. 0.1, 1, 10, 100, . . . 1 1 1
25. −—8 , −—4 , −—2 , −1, . . . 26. 0.1, 0.9, 8.1, 72.9, . . .
5. 128, 96, 72, 54, . . . 6. −162, 54, −18, 6, . . .
27. n 1 2 3 4
In Exercises 7–12, determine whether the sequence an 7640 764 76.4 7.64
is arithmetic, geometric, or neither. Explain your
reasoning. Example 1 28.
n 1 2 3 4
7. −8, 0, 8, 16, . . . 8. −1, 4, −7, 10, . . .
an −192 48 −12 3
3 3
9. 9, 14, 20, 27, . . . 10. — , —, 3, 21, . . .
49 7
29. an 30. an
3
(1, 0.5) (3, 18) 240 (1, 224)
11. 192, 24, 3, —8 , ... 12. −25, −18, −11, −4, . . . 0
1 3 5 n
(2, −3) 160
(2, 112)
In Exercises 13–16, determine whether the graph −50
represents an arithmetic sequence, a geometric sequence, 80
(3, 56) (4, 28)
or neither. Explain your reasoning. −100
(4, −108)
0
0 2 4 n
13. an
(4, 250) 14. an
(4, 19)
240 18
(3, 16) 31. ERROR ANALYSIS Describe and correct the
160 12 error in writing the next three terms of the
(2, 11) geometric sequence.
80 6

✗
(1, 2) (3, 50) (1, 4)
(2, 10)
0 0 −8, 4, −2, 1, . . .
0 2 4 n 0 2 4 n
×(−2) ×(−2) ×(−2)
15. an 16. an
(1, 120) The next three terms
120 24 (4, 24)
are −2, 4, and −8.
(3, 15)
80 12
(2, 60)
(2, 6)
40
(3, 20)
0
2 4
32. ERROR ANALYSIS Describe and correct the error
n
(4, 5) (1, −3) in writing an equation for the nth term of the
0 −12 geometric sequence.
0 2 4 n

In Exercises 17–22, write the next three terms of the

geometric sequence. Then graph the sequence.
Examples 2 and 3
✗ −2, −12, −72, −432, . . .
The first term is −2, and
the common ratio is −6.
17. 5, 20, 80, 320, . . . 18. −3, 12, −48, 192, . . . an = a1r n − 1
an = −2(−6)n − 1
19. 81, −27, 9, −3, . . . 20. −375, −75, −15, −3, . . .

1 16 8
21. 32, 8, 2, —2 , . . . 22. — , —, 4, 6, . . .
9 3 33. WRITING Compare the graphs of arithmetic
sequences to the graphs of geometric sequences.

342 Chapter 6 Exponential Functions and Sequences

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 34. REASONING Does the graph of the geometric 40. DRAWING CONCLUSIONS A sheet of
sequence represented by f (n) = 10(4)n − 1 contain the paper is about 0.1 millimeter thick. GO DIGITAL
( )
point —32, 20 ? Explain. a. How thick will it be when
you fold it in half once?
35. MODELING REAL LIFE The distance (in millimeters) twice? three times?
traveled by a swinging pendulum decreases after each b. Take a piece of paper.
swing, as shown in the table. Example 5 What is the greatest
number of times you can
Swing 1 2 3 fold the piece of paper
Distance (in millimeters) 625 500 400 in half? How thick is
the result?
c. Do you agree with the
statement below? Explain
your reasoning.
“If it were possible to fold the paper in half
15 times, it would be taller than you.”

distance 41. MAKING AN ARGUMENT You are given two

consecutive terms of a sequence.
a. Write a function that represents the distance the
. . . , −8, 0, . . .
pendulum swings on its nth swing.
b. On which swing is the distance 256 millimeters? Your friend says that the sequence is not geometric.
A classmate says that is impossible to know given
only two terms. Who is correct? Explain.
36. MODELING REAL LIFE You create a post on a social
media site and tag six friends. In the second round,
42. HOW DO YOU SEE IT?
each of your friends tags six people. The process
continues. Without performing any calculations, match each
equation with its graph. Explain your reasoning.
a. Write a function that represents the number of
n−1 n−1
people who are tagged in the nth round. a. an = 20 —43() b. an = 20 —34()
b. In which round will 1296 people be tagged? 3 n−1 3 n−1
c. an = 20( −— ) 4
d. an = 10( — )4

A. an B. an
REPEATED REASONING In Exercises 37 and 38,
16
a sequence represents the figures. Describe the figure
200
represented by the 10th term of the sequence.
0
4 n
37. 100
−16
0
0 4 8 n

C. an D. an

38. 8 16

4 8

0 0
0 4 8 n 0 4 8 n

39. COLLEGE PREP Which function represents the

10 43. REASONING What is the 9th term of the
sequence 90, −30, 10, −— , . . .?
3 geometric sequence with a3 = 81 and r = 3?
n−1
A
1
f(n) = − —3 (90)n − 1 1
B f (n) = −90 —3 () 44. STRUCTURE The sequence is geometric with a
1 n−1 positive common ratio. Find the missing terms.
C f(n) = 90(−3)n − 1 D f(n) = 90( −— )
3
, , 36, , 2916, ,...

6.6 Geometric Sequences 343

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 6.6
45.
6which option willConsider the two options shown. With
you earn more money? How much
47. NUMBER SENSE Write an
equation for the nth term of each GO DIGITAL
more? Explain your reasoning. geometric sequence shown.

n 1 2 3 4
Option 1 Option 2
Earn $10 the first hour, Earn $0.01 the first hour, an 2 6 18 54
$13 the second hour, $0.03 the second hour,
$16 the third hour, and $0.09 the third hour, and n 1 2 3 4
so on for 10 hours. so on for 10 hours.
bn 1 5 25 125

a. Do the terms a1 − b1, a2 − b2, a3 − b3, . . . form

46. THOUGHT PROVOKING
a geometric sequence? If so, how does the
Find the sum of the terms of the geometric sequence.
common ratio relate to the common ratios of
1 1 1 1 the sequences above?
1, —, —, —, . . . , — ,...
2 4 8 2n − 1 a1 a2 a3
b. Do the terms — , —, —, . . . form a geometric
Explain your reasoning. Write a different geometric b1 b2 b3
sequence that has the same sum. sequence? If so, how does the common ratio relate
to the common ratios of the sequences above?

REVIEW & REFRESH

48. Use residuals to determine whether the model is a In Exercises 58 and 59, write a function that
good fit for the data in the table. Explain. represents the situation.
y = 3x − 8 58. A $750 laptop decreases in value by 20% each year.
x 0 1 2 3 4 5 6
59. An animal population of 8000 increases by 2.5%
y −10 −2 −1 2 1 7 10 each year.

60. Write a system of y

In Exercises 49 and 50, determine whether the 3
linear inequalities
sequence is arithmetic, geometric, or neither. Explain
represented by the graph.
your reasoning. 1
16
49. 18, 12, 8, —
3
,... 50. −15, −2, 11, 24, . . . −2 2 x

In Exercises 51 and 52, graph the equation.

−3

51. x = −6 52. 5x − 7y = 35
In Exercises 61 and 62, solve the equation. Check
53. Write the sentence as an inequality.
your solution.
The quotient of a number n and 8 is
no less than −3.5. 61. 2x − 6 = 23x 62. 125x + 1 = 252x + 1

In Exercises 54 and 55, simplify the expression. Write 63. STRUCTURE The graph of g is a translation
your answer using only positive exponents. 7 units down and 2 units left of the graph of
−2 f (x) = 4x. Write an equation that represents g.
54. (−3n5)4 55. ( 12x )
—3
64. The points represented by the table lie on a line.
56. PRECISION Are the terms of a geometric Find the slope of the line.
sequence independent or dependent? Explain your
reasoning. x −15 −9 −3 3
3
57. Solve —2 x − 2 = 3x + 1 by graphing. Check your y 12 7 2 −3
solution.

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 6.7 Recursively Defined Sequences GO DIGITAL

Learning Target Write terms of recursively defined sequences and write recursive rules
for sequences.

Success Criteria • I can write terms of recursively defined sequences.

• I can write recursive rules for sequences.
• I can translate between recursive rules and explicit rules.

EXPLORE IT Describing a Pattern

Work with a partner. Consider a hypothetical population of rabbits as shown
in the table below. Start with one breeding pair. After each month, each breeding
pair produces another breeding pair. The total number of rabbits each month
follows the exponential pattern 2, 4, 8, 16, 32, . . .. Now suppose that in the
first month after each pair is born, the pair is too young to reproduce. Each pair
produces another pair after it is 2 months old as shown in the diagram below.

Number
Month of pairs
RED pair is
1 too young to 1
reproduce.

RED pair produces

BLUE pair.

RED pair produces

es
GREEN pair.

RED pair produces B

BLUE pair produces
ORANGE pair. PURPLE pair.

a. Complete the “month” column and “number of pairs” column in the table.
Then extend the table for the next month.

b. Describe the pattern shown by the number of pairs.

Math Practice c. How can you write a rule for this sequence? Explain your reasoning.
Check Progress
If the terms in your d. Construct a table that shows the first 8 terms of the sequence represented by the
table in part (d) do not rule you wrote in part (c). Compare the results with the sequence of the number
match the results in the of pairs in the table above.
table above, how can
you modify the rule you
wrote in part (c)? e. How is this sequence different from the sequences you have studied
so far in this book?

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 Writing Terms of Recursively
GO DIGITAL
Defined Sequences
Vocabulary
So far in this book, you have defined arithmetic and geometric sequences explicitly.
explicit rule, p. 346 An explicit rule gives an as a function of the term’s position number n in the
recursive rule, p. 346 sequence. For example, an explicit rule for the arithmetic sequence 3, 5, 7, 9, . . . is
an = 3 + 2(n − 1), or an = 2n + 1.
Now, you will define arithmetic and geometric sequences recursively. A recursive
WORDS AND MATH rule gives the beginning term(s) of a sequence and a recursive equation that tells
The prefix re- often how an is related to one or more preceding terms.
indicates repetition.
KEY IDEAS
Recursive Equation for an Arithmetic Sequence
Math Practice an = an − 1 + d, where d is the common difference
Make Sense of
Quantities Recursive Equation for a Geometric Sequence
When working with ⋅
an = r an − 1, where r is the common ratio
sequences, be sure you
understand which term
is represented by an EXAMPLE 1 Writing Terms of Recursively Defined Sequences
expression such as an − 1
or an + 2. Write the first six terms of each sequence. Then graph each sequence.
a. a1 = 2, an = an − 1 + 3 b. a1 = 1, an = 3an − 1

SOLUTION
You are given the first term. Use the recursive equation to find the next five terms.
a. a1 = 2 b. a1 = 1
a2 = a1 + 3 = 2 + 3 = 5 a2 = 3a1 = 3(1) = 3
a3 = a2 + 3 = 5 + 3 = 8 a3 = 3a2 = 3(3) = 9
a4 = a3 + 3 = 8 + 3 = 11 a4 = 3a3 = 3(9) = 27
a5 = a4 + 3 = 11 + 3 = 14 a5 = 3a4 = 3(27) = 81
a6 = a5 + 3 = 14 + 3 = 17 a6 = 3a5 = 3(81) = 243
an an
STUDY TIP 18 240
A sequence is a discrete
function. So, the points on 12 160
the graph are not connected.
6 80

0 0
0 2 4 6 n 0 2 4 6 n

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Write the first six terms of the sequence. Then graph the sequence.
1. a1 = 0, an = an − 1 − 8 2. a1 = −7.5, an = an − 1 + 2.5
1
3. a1 = −36, an = —2 an − 1 4. a1 = 0.7, an = 10an − 1

5. WRITING Explain the difference between an explicit rule and a recursive rule.

346 Chapter 6 Exponential Functions and Sequences

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 Writing Recursive Rules
GO DIGITAL
EXAMPLE 2 Writing Recursive Rules

Write a recursive rule for each sequence.

a. −30, −18, −6, 6, 18, . . . b. 500, 100, 20, 4, 0.8, . . .

SOLUTION
Use a table to organize the terms and find the pattern.
a.
Position, n 1 2 3 4 5
Term, an −30 −18 −6 6 18
COMMON ERROR
+ 12 + 12 + 12 + 12
When writing a recursive
rule for a sequence, you The sequence is arithmetic, with first term a1 = −30 and common difference d = 12.
need to write both the an = an − 1 + d Recursive equation for an arithmetic sequence
beginning term(s) and
the recursive equation. an = an − 1 + 12 Substitute 12 for d.
So, a recursive rule for the sequence is a1 = −30, an = an − 1 + 12.

b.
Position, n 1 2 3 4 5
Term, an 500 100 20 4 0.8

× —15 × —15 × —15 × —15

The sequence is geometric, with first term a1 = 500 and common ratio r = —15.

⋅
an = r an − 1 Recursive equation for a geometric sequence

an = —15 an − 1 Substitute —15 for r.

So, a recursive rule for the sequence is a1 = 500, an = —15 an − 1.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

6. WHICH ONE DOESN’T BELONG? Which rule does not belong with the other three?
Explain your reasoning.

a1 = −1, an = 5an − 1 an = 6n − 2 a1 = −3, an = an − 1 + 1 a1 = 9, an = 4an − 1

Write a recursive rule for the sequence.

7. 8, 3, −2, −7, −12, . . . 8. 1.3, 2.6, 3.9, 5.2, 6.5, . . .

9. 4, 20, 100, 500, 2500, . . . 10. 128, −32, 8, −2, 0.5, . . .

11. Write a recursive rule for the height of the sunflower over time.

1 month: 2 months: 3 months: 4 months:

2 feet 3.5 feet 5 feet 6.5 feet

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 Translating between Recursive
GO DIGITAL
and Explicit Rules
EXAMPLE 3 Translating from Recursive Rules to Explicit Rules

Write an explicit rule for each recursive rule.

a. a1 = 25, an = an − 1 − 10 b. a1 = 19.6, an = −0.5an − 1

SOLUTION
a. The recursive rule represents an arithmetic sequence, with first term a1 = 25
and common difference d = −10.
an = a1 + (n − 1)d Explicit rule for an arithmetic sequence
an = 25 + (n − 1)(−10) Substitute 25 for a1 and −10 for d.
an = −10n + 35 Simplify.

An explicit rule for the sequence is an = −10n + 35.

b. The recursive rule represents a geometric sequence, with first term a1 = 19.6
and common ratio r = −0.5.
an = a1r n − 1 Explicit rule for a geometric sequence
an = 19.6(−0.5)n − 1 Substitute 19.6 for a1 and −0.5 for r.

An explicit rule for the sequence is an = 19.6(−0.5)n − 1.

EXAMPLE 4 Translating from Explicit Rules to Recursive Rules

Write a recursive rule for each explicit rule.

a. an = −2n + 3 b. an = −3(2)n − 1

SOLUTION
a. The explicit rule represents an arithmetic sequence, with first term
a1 = −2(1) + 3 = 1 and common difference d = −2.
an = an − 1 + d Recursive equation for an arithmetic sequence
an = an − 1 + (−2) Substitute −2 for d.

So, a recursive rule for the sequence is a1 = 1, an = an − 1 − 2.

b. The explicit rule represents a geometric sequence, with first term a1 = −3
and common ratio r = 2.

⋅
an = r an − 1 Recursive equation for a geometric sequence
an = 2an − 1 Substitute 2 for r.

So, a recursive rule for the sequence is a1 = −3, an = 2an − 1.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Write an explicit rule for the recursive rule.

12. a1 = −45, an = an − 1 + 20 13. a1 = 13, an = −3an − 1

Write a recursive rule for the explicit rule.

14. an = −n + 1 15. an = −2.5(4)n − 1

348 Chapter 6 Exponential Functions and Sequences

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 Writing Recursive Rules for Special Sequences
GO DIGITAL
You can write recursive rules for sequences that are neither arithmetic
nor geometric. One way is to look for patterns in the sums of consecutive terms.

EXAMPLE 5 Writing a Recursive Rule for a Special Sequence

Use the sequence shown.

1, 1, 2, 3, 5, 8, . . .

a. Write a recursive rule for the sequence.

b. Write the next three terms of the sequence.

SOLUTION
a. Find the difference and ratio between each pair of consecutive terms.

1 1 2 3 There is no common
difference, so the sequence
1−1=0 2−1=1 3−2=1
is not arithmetic.

1 1 2 3 There is no common ratio,

so the sequence is not
1 2 3 1
—=1 —=2 — = 1— geometric.
1 1 2 2

Find the sum of each pair of consecutive terms.

a1 + a2 = 1 + 1 = 2 2 is the third term.
a2 + a3 = 1 + 2 = 3 3 is the fourth term.
a3 + a4 = 2 + 3 = 5 5 is the fifth term.
a4 + a5 = 3 + 5 = 8 8 is the sixth term.
Beginning with the third term, each term is the sum of the two previous terms.
A recursive equation for the sequence is an = an − 2 + an − 1.

So, a recursive rule for the sequence is a1 = 1, a2 = 1, an = an − 2 + an − 1.

b. Use the recursive equation an = an − 2 + an − 1 to find the next three terms.

The sequence in Example 5 is called a7 = a5 + a6 a8 = a6 + a7 a9 = a7 + a8
the Fibonacci sequence. This pattern is
naturally occurring in many objects, =5+8 = 8 + 13 = 13 + 21
such as flowers.
= 13 = 21 = 34

The next three terms are 13, 21, and 34.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Write a recursive rule for the sequence. Then write the next three terms of the sequence.

16. 5, 6, 11, 17, 28, . . . 17. −3, −4, −7, −11, −18, . . .

18. 1, 1, 0, −1, −1, 0, 1, 1, . . . 19. 4, 3, 1, 2, −1, 3, −4, . . .

20. Find another example of the pattern given by the Fibonacci sequence occurring in nature.

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 6.7 Practice WITH AND
GO DIGITAL

In Exercises 1–4, determine whether the recursive 19. MODELING REAL LIFE Write a recursive rule that
rule represents an arithmetic sequence or a geometric represents the number of bacterial cells over time.
sequence.
1 hour
1. a1 = 18, an = an − 1 + 1

2. a1 = 5, an = an − 1 − 4 2 hours

3. a1 = 2, an = 7an − 1 3 hours

4. a1 = 3, an = −6an − 1
4 hours
In Exercises 5–10, write the first six terms of the
sequence. Then graph the sequence. Example 1
20. MODELING REAL LIFE
5. a1 = 0, an = an − 1 + 2 Write a recursive rule that
represents the length of
6. a1 = 10, an = an − 1 − 5 the deer antler over time.

7. a1 = 2, an = 3an − 1 Length
Day
(inches)
8. a1 = 8, an = 1.5an − 1
1 4—12
1
9. a1 = 80, an = −—2 an − 1 2 4—34
10. a1 = −7, an = −4an − 1 3 5
4 5—14
In Exercises 11–18, write a recursive rule for the
sequence. Example 2
In Exercises 21–26, write an explicit rule
11.
n 1 2 3 4 for the recursive rule. Example 3
an 7 16 25 34 21. a1 = −3, an = an − 1 + 3

12. 22. a1 = 8, an = an − 1 − 12
n 1 2 3 4
an 8 24 72 216 23. a1 = −2, an = 9an − 1

13. 3, 11, 19, 27, 35, . . . 24. a1 = 5, an = −5an − 1

14. 0, −3, −6, −9, −12, . . . 25. a1 = 4, an = an − 1 + 1.75

15. 243, 81, 27, 9, 3, . . . 26. a1 = 16, an = 0.5an − 1

16. 5, −20, 80, −320, 1280, . . . In Exercises 27–34, write a recursive rule for the explicit
rule. Example 4
17. an 18. an
(1, 35) (1, −1)
36 0 27. an = 8(2)n − 1 28. an = 7(3)n − 1
3 5 n
(2, −4)
(2, 24) (3, −16)
24 −24 29. an = 6n − 20 30. an = −4n + 2
(3, 13)
12 −48 31. an = 9n − 1 32. an = (−5)n − 1
(4, 2) (4, −64) 1 n+3 2 n−1
0
0 2 4 n ()
33. an = − —2 ()
34. an = 81 —3

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 In Exercises 35–38, graph the first four terms of the In Exercises 47–50, the function f represents
sequence with the given description. Write a recursive a sequence. Find the 2nd, 5th, and 10th terms GO DIGITAL
rule and an explicit rule for the sequence. of the sequence.

35. The first term of a sequence is 5. Each term of the 47. f (1) = 3, f (n) = f (n − 1) + 7
sequence is 15 more than the preceding term.
48. f (1) = −1, f (n) = 6 f (n − 1)
36. The first term of a sequence is 19. Each term of the
sequence is 13 less than the preceding term. 49. f (1) = 4, f (2) = 5, f (n) = f (n − 2) + f (n − 1)

37. The first term of a sequence is 16. Each term of the 50. f (1) = 10, f (2) = 15, f (n) = f (n − 1) − f (n − 2)
sequence is half the preceding term.
51. REASONING Write the first 5 terms of the
38. The first term of a sequence is −1. Each term of the sequence a1 = 5, an = 3an − 1 + 4. Determine
sequence is −3 times the preceding term. whether the sequence is arithmetic, geometric, or
neither. Explain your reasoning.
In Exercises 39–44, write a recursive rule for the
sequence. Then write the next two terms of the
52. USING TOOLS You can use a spreadsheet to
sequence. Example 5
generate the terms of a sequence.
39. 1, 3, 4, 7, 11, . . . 40. 10, 9, 1, 8, −7, 15, . . .
A2 = =A1+2
41. 2, 4, 2, −2, −4, −2, . . . A B C
1 3
42. 6, 1, 7, 8, 15, 23, . . .
2 5
43. an 44. an 3
(1, 64)
30 60 4
(5, 27)
20 40
a. To generate the terms of the sequence a1 = 3,
(2, 3) (4, 9) (2, 16) (4, 4) an = an − 1 + 2, enter the value of a1, 3, into cell
10 20
(1, 1) (5, 1) A1. Then enter “=A1+2” into cell A2, as shown.
(3, 3) (3, 4) Use the fill down feature to generate the first
0 0
0 2 4 n 0 2 4 n 10 terms of the sequence.
b. Use a spreadsheet to generate the first 10 terms
45. ERROR ANALYSIS Describe and correct the error in of the sequence a1 = 3, an = 4an − 1.
writing an explicit rule for the recursive rule a1 = 6,
c. Use a spreadsheet to generate the first 10 terms of
an = an − 1 − 12.
the sequence a1 = 4, a2 = 7, an = an − 1 − an − 2.

✗ an = a1 + (n − 1)d
an = 6 + (n − 1)(12)
an = 6 + 12n − 12
53. JUSTIFYING STEPS The explicit rule
an = a1 + (n − 1)d defines an arithmetic sequence.
a. Explain why an − 1 = a1 + [(n − 1) − 1]d.
an = −6 + 12n
b. Justify each step in showing that a recursive
equation for the sequence is an = an − 1 + d.
46. ERROR ANALYSIS Describe and correct the error
in writing a recursive rule for the sequence an = a1 + (n − 1)d
2, 4, 6, 10, 16, . . .. = a1 + [(n − 1) + 0]d

✗
= a1 + [(n − 1) − 1 + 1]d
2, 4, 6, . . .
= a1 + [((n − 1) − 1) + 1]d
+2 +2
The sequence is arithmetic, with first term = a1 + [(n − 1) − 1]d + d
a1 = 2 and common difference d = 2.
= an − 1 + d
an = an − 1 + d
a1 = 2, an = an − 1 + 2

6.7 Recursively Defined Sequences 351

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 54. HOW DO YOU SEE IT? 55. MAKING AN ARGUMENT Can the
Consider Squares 1–6 in the diagram. sequence −5, 5, −5, 5, −5, . . . be GO DIGITAL
represented by a recursive rule? Explain.

56. THOUGHT PROVOKING

5 Part of Pascal’s Triangle is shown below. Write
6 a recursive rule that gives the mth number in
the nth row.
2 1
4 1
3
1 1
1 2 1
a. Write a sequence in which each term an is the
1 3 3 1
side length of square n.
1 4 6 4 1
b. What is the name of this sequence? What is the 1 5 10 10 5 1
next term of this sequence?
c. Add another square to the diagram and extend
the spiral. 57. Write a recursive rule for the sequence.
3, 7, 15, 31, 63, . . .

REVIEW & REFRESH

58. Solve the system using any method. Explain your 67. Write a linear function f with the values f (−2) = 0
choice of method. and f (−1) = −3.
1
—5 x − 4y = 3
68. Write the next three terms of the sequence. Then
3x − 60y = 45 graph the sequence.
1 1 3
In Exercises 59 and 60, determine whether the — , —, —, 9, . . .
24 4 2
table represents an exponential growth function,
In Exercises 69 and 70, write a recursive rule for
an exponential decay function, or neither. Explain.
the sequence.
59. 60.
x y x y 69.
n 1 2 3 4
2 19 −2 0.1
an 2 8 32 128
3 13 −1 0.4
4 7 0 1.6 70. n 1 2 3 4
5 1 1 6.4 an 17 14 11 8

61. Write an equation of the line that passes through 71. Solve −9 < 2x + 7 ≤ 5. Graph the solution.
(6, 1) and is (a) parallel and (b) perpendicular to the
line y = —14x + 3. 72. Use the graphs of f and g to describe the
transformation from the graph of f to the
In Exercises 62–65, solve the equation. Check graph of g.
your solution.
y
62. 3−x − 4 = 3x + 2 63. 22x = 8x + 1
4
3
f(x) = x + 1
64. 53x + 3 = —
1
25
65. 2x − 6 = 13 4
2
g(x) = 3x − 8
66. REASONING Can a proportional relationship
be represented by an arithmetic sequence? 2 4 x

a geometric sequence? Explain your reasoning.

352 Chapter 6 Exponential Functions and Sequences

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 6 Chapter Review
Chapter Learning Target
WITH

Understand exponential functions and sequences.

GO DIGITAL

Chapter Success Criteria I can identify and use properties of exponents.

I can describe exponential functions.
I can analyze data, a graph, or a context to determine
whether it represents exponential growth or decay.
I can model using an exponential function or a Surface
geometric sequence. Deep

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

6.1 Properties of Exponents (pp. 299–306)

Learning Target: Write equivalent expressions involving powers.

Simplify the expression. Write your answer using only positive exponents.
−2
1. y3 • y−5
x4
2. —7
x
3. (x 0y 2)3 ( )
2x2
4. —4
5y
5. The table shows several units of mass.

Unit of
kilogram hectogram dekagram decigram centigram milligram microgram nanogram
mass
Mass
(grams)
103 102 101 10−1 10−2 10−3 10−6 10−9

a. One kilogram is how many times one nanogram? Write your answer using only
positive exponents.
b. Which is greater, 10,000 milligrams or 1000 decigrams? Explain your reasoning.

6.2 Radicals and Rational Exponents (pp. 307–312)

Learning Target: Write and evaluate an nth root of a number. Vocabulary
nth root of a
Evaluate the expression. radical
3— 5— index of a radical
6. √ 8 7. √ −243 8. 6253/4 9. (−25)1/2

10. You can use the equation A = — ( 3600

HW
) 1/2
to approximate a person’s body surface

area A (in square meters), where H is height (in centimeters), andd W is weight
(in kilograms). Approximate the body surface area of a person with a height of
160 centimeters and a weight of 64 kilograms.
11. You store blankets in a cedar chest. What is the volume of the
cedar chest? 2431/5 ft

6
163/4 ft 64 ft

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 6.3 Exponential Functions (pp. 313–320)
GO DIGITAL
Learning Target: Graph and write exponential functions.
Vocabulary
Graph the function. Identify the asymptote. Describe the domain and range.
exponential function
12. f (x) = −4 —4 ()
1 x
13. f (x) = 3x + 2 14. f (x) = 2x − 4 − 3 asymptote

15. Write and graph an exponential function f represented

x 0 1 2 3
by the table. Then compare the graph to the graph
of the parent function. y 2 1 0.5 0.25

16. Write an exponential function with an asymptote of y = −2 and a y-intercept of 1.

6.4 Exponential Growth and Decay (pp. 321–330)

Learning Target: Write and graph exponential growth and decay functions. Vocabulary
exponential growth
Determine whether the table represents an exponential growth function, an exponential growth
exponential decay function, or neither. Explain. function
17. 18. exponential decay
x 0 1 2 3 x 1 2 3 4 exponential decay
y 3 6 12 24 y 162 108 72 48 function
compound interest

Determine whether the function represents exponential growth or exponential decay.

Identify the percent rate of change.
19. f (t) = 4(1.25)t + 3 20. y = (1.06)8t 21. f (t) = 6(0.84)t − 4

22. You deposit $750 in a savings account that earns 5% annual interest compounded quarterly.
(a) Write a function that represents the balance y (in dollars) after t years. (b) What is the
balance of the account after 4 years?
23. The value of a TV is $1500. It loses 14% of its value every year. (a) Write a function that
represents the value y (in dollars) of the TV after t years. (b) Find the approximate monthly
percent decrease in value. (c) Use the graph of the function to estimate the value of the TV
after 3 years.

6.5 Solving Exponential Equations (pp. 331–336)

Learning Target: Solve exponential equations. Vocabulary
exponential equation
Solve the equation. Check your solution.
24. 5x = 53x − 2 25. 8x + 4 = 82x − 1 26. 3x − 2 = 1
1 x 1 2x + 3
27. (—)
16
= 4−2x − 3 28. (—)
3
=5 29. 1.8x + 5 = 3.24

30. Consider the equation p x = qx + r, where p, q, and r are real numbers. Determine whether
each statement is always, sometimes, or never true. Explain your reasoning.
a. When p > 0 and q < 0, the equation has no solution.
b. When p > 0 and q > 0, the equation has more than one solution.
c. When p > 0 and 1 < q < r, the equation has more than one solution.

354 Chapter 6 Exponential Functions and Sequences

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 6.6 Geometric Sequences (pp. 337–344)
GO DIGITAL
Learning Target: Identify, extend, and graph geometric sequences.
Vocabulary
Determine whether the sequence is arithmetic, geometric, or neither. Explain your
geometric sequence
reasoning. If the sequence is geometric, write the next three terms and graph
common ratio
the sequence.
31. 3, 12, 48, 192, . . . 32. 9, −18, 27, −36, . . . 33. 375, −75, 15, −3, . . .

Write an equation for the nth term of the geometric sequence. Then find a9.
34. 1, 4, 16, 64, . . . 35. 5, −10, 20, −40, . . . 36. 486, 162, 54, 18, . . .

37. For a geometric sequence, a5 = 9 and a8 = −243. Find a12.

38. Each figure in the sequence is composed of equilateral triangles. What is the perimeter of
the smallest triangle in the 10th figure of the sequence?

128 mm

6.7 Recursively Defined Sequences (pp. 345–352)

Vocabulary
Learning Target: Write terms of recursively defined sequences and write
explicit rule
recursive rules for sequences.
recursive rule

Write the first six terms of the sequence. Then graph the sequence.
1
39. a1 = 4, an = an − 1 + 5 40. a1 = 32, an = 2 —4 an − 1

Write a recursive rule for the sequence.

41. 3, 8, 13, 18, 23, . . . 42. 3, 6, 12, 24, 48, . . . 43. 7, 6, 13, 19, 32, . . .

44. The first term of a sequence is 8. Each term of the sequence is 5 times the preceding term.
Graph the first four terms of the sequence. Write a recursive rule and an explicit rule for
the sequence.

Mathematical Practices
Look for and Make Use of Structure
Mathematically proficient students look closely to discern a pattern or structure.

1. In Exercise 54 on page 336, how did you use structure to rewrite the left side of
the equation?

2. In Exercise 38 on page 343, describe the pattern shown in the figures. How does
identifying the pattern help you write a function for the nth term of the geometric
sequence?

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 6 Practice Test WITH

Simplify the expression. Write your answer using only positive exponents.
GO DIGITAL

−3
b−5
1. z−2 ⋅ z4 2. —
0 −8
ab
3. ( )
2c 4
—
5

Evaluate the expression.

4—
4. −√ 16 5. 7291/6 6. (−32)7/5

7. It costs $850 per month to rent an apartment. The monthly cost increases by 3%
each year. Find the monthly cost in 10 years.

8. Write an explicit rule and a recursive rule for the sequence. Then find a10.

n 1 2 3 4
an 2187 729 243 81

Solve the equation. Check your solution.

1
9. 2x = — 10. 256 x + 2 = 163x − 1
128

11. Atmospheric pressure P (in atmospheres) can be modeled by P = (0.99988)a,

where a is the altitude (in meters).
a. Identify the initial amount, decay factor, and decay rate.
b. Find the atmospheric pressure at an altitude of 5000 feet.

12. Graph f (x) = 2(6)x − 5 + 1. Compare the graph to the graph of the parent
function. Identify the y-intercepts and asymptotes of the graphs. Find the domain
and range of f.

13. For each equation, determine whether a is less than, greater than, or equal to b.
Explain your reasoning.
5a
a. —b = 5−3
5 ⋅
b. 9a 9−b = 1

14. You write a function to represent each side of an exponential equation. Write one
possible exponential equation so that the graphs of the functions intersect at (1,
3) and (2, 12). Justify your answer.

15. You have $500 to deposit in a savings account. Which account would you
choose? Explain your reasoning. Then explain why someone might choose the
other account.

nytown Community Bank Anytown Savings and Loan

356 Chapter 6 Exponential Functions and Sequences

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 6 Performance Task This is you and a
network of friends.
GO DIGITAL

Disease Control
AVERAGE REPRODUCTIVE NUMBER:
A measure of how easily a disease spreads
For contagious diseases, a reproductive number of 6 means that
each sick person will pass the disease to an average of 6 people.

SERIAL INTERVAL:
A measure of how long it takes an infected person to
transmit a disease to the next “round” of people
One person in your
network contracts a
A serial interval of 9 days means that about 9 days pass
disease.
from when a person becomes contagious to when the
next round of people become contagious.
The serial
interval of
Ebola is about
9–15 days.

90%

80%
Ebola
70% An epidemic dies out if
the average reproductive This disease spreads
Average fatality rate

60%
number is less than 1. to some friends of the
50%
infected person.
40%
Smallpox
30%

20%
SARS
10%
Influenza
1% Whooping Cough
0.1% Rubella
Mumps Chicken Pox
0%
0 2 4 6 8 10 12 14 16 18
Average reproductive number

Eventually, the entire

network can be
infected.
EPIDEMIC!
A health organization confirms 200 new cases of Ebola. If no
immunization is available, the virus will spread exponentially
at first. Write a report for the health organization that
details the spread of the virus if an immunization is not made
available. Include equations for the possible numbers of
confirmed cases and fatalities over time, as well as steps that
can be taken to reduce the reproductive number.

357

Algebra 1 Chapter 6.indb 357 5/1/20 2:55 PM

 6 College and Career Readiness
Tutorial videos are available for each exercise.
WITH GO DIGITAL

1. Simplify the expression.

x 5/3 ⋅ x−1 ⋅ x0
——
—
x−2 ⋅ √
3
x
1
A 0 B —
x
1
C — D x7/3
3—
√x

2. Find the y-intercept of the graph of the function represented by the table.

x 2 4 6 8
y 4.5 11.5 18.5 25.5

3. The second term of a sequence is 7. Each term of the sequence is 10 greater than the
preceding term. Write a recursive rule for the sequence.

A an = 10n − 13 B a1 = 7, an = an − 1 + 10
7
C a1 = −3, an = an − 1 + 10 D a1 = —
10
, an = 10an − 1

4. The equation y = 870 − 14.8t represents the height y (in feet) of a hot-air balloon after t
minutes. Interpret the slope and the y-intercept of the graph.

A The initial height of the hot-air balloon is 870 feet. The slope has no
meaning in this context.

B The initial height of the hot-air balloon is 870 feet, and it descends
14.8 feet per minute.

C The initial height of the hot-air balloon is 870 feet, and it ascends
14.8 feet per minute.

D The hot-air balloon descends 14.8 feet per minute. The y-intercept has
no meaning in this context.

5. Identify each property used to solve the equation.

Select all that apply. 3m + 5 = 4
A Addition Property of Equality 3m + 5 − 5 = 4 − 5
B Subtraction Property of Equality 3m = −1
C Multiplication Property of Equality 3m 1
— = −—
3 3
D Division Property of Equality
1
m = −—
3

358 Chapter 6 Exponential Functions and Sequences

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 6. Which of the following functions are exponential growth functions?
x GO DIGITAL
()
I. f (x) = 3 —16 II. f(x) = −2(8)x

III. f (x) = —12(3)x IV. f (x) = 4(1.6)x/10

A I only B II only

C III only D IV only

E II and III only F III and IV only

G II, III, and IV only H I, II, III, and IV

1
7. Which of the following describes the transformations from the graph of f (x) = —4 x − 3
to the graph of g?
A The graph of g is a vertical stretch by a factor of 8, y
followed by a translation 6 units up of the graph of f.
6
B The graph of g is a horizontal stretch by a factor of 8, 4
followed by a translation 6 units up of the graph of f.
1 g(x) = 2x + 3
C The graph of g is a horizontal shrink by a factor of —8
and a translation 6 units up of the graph of f.
−4 2 4x

D The graph of g is a translation 6 units up, followed

by a vertical stretch by a factor of 8 of the graph of f.

8. The graph of the exponential function f is shown. Find f (−7).

4
(−2, 4)
2
(0, 1)

−4 −2 2 4x

9. Complete the inequality with < , ≤ , > , or ≥ so that the system has no solution.

Inequality 1 y − 2x ≤ 4

Inequality 2 6x − 3y −12

10. Determine which absolute value function has a vertex at (−6, 6).

A y = ∣x − 6∣ − 6 B y = ∣x + 6∣ + 6

C y = ∣x + 6∣ − 6 D y = ∣x − 6∣ + 6

Chapter 6 College and Career Readiness 359

hs2022_alg1_se_06ec.indd 359 5/25/20 3:54 PM