Equations Representing Growth and Decay: Rice Legend Interactive

Learning Resource Type

Classroom Resource

Subject Area

Mathematics

Grade(s)

9, 10, 11, 12

Overview

This interactive will model exponential growth using the following scenario:

An ancient legend tells of a wise man who advises a king during a time of famine. As a reward for his help, the man asks the miserly king for grains of rice every day.  He asks the king to put a single grain on the first square of a chessboard on the first day, two grains on the second square on the second day, double that amount on the third square on the third day, and so on. The amount of rice grows exponentially.

In this interactive, students will:

  • move the grains of rice to the squares on the chessboard to show how quickly a single grain of rice can become many grains.

After engaging with this interactive, students should be able to explain the key features of exponential functions. 

Mathematics (2019) Grade(s): 09-12 - Precalculus

MA19.PRE.24

Compare and contrast families of functions and their representations algebraically, graphically, numerically, and verbally in terms of their key features. Note: Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; maximums and minimums; symmetries (including even and odd); end behavior; asymptotes; and periodicity. Families of functions include but are not limited to linear, quadratic, polynomial, exponential, logarithmic, absolute value, radical, rational, piecewise, trigonometric, and their inverses.

UP:MA19.PRE.24

Vocabulary

  • Function
  • Relative Maximum
  • Relative Minimum
  • Symmetry (Even/Odd)
  • End Behavior
  • Asymptotes
  • Intercepts
  • Increasing/Decreasing Intervals
  • Periodicity
  • Absolute Maximum
  • Absolute Minimum

Knowledge

Students know:
  • Properties of functions and make connections between different representations of the same function

Skills

Students are able to:
  • Compare properties of functions when represented in different ways (algebraically, graphically, numerically in tables or by verbal descriptions).

Understanding

Students understand that:
  • Each representation provides a unique perspective of the function.
  • Different representations are most appropriate for revealing certain key features of the function
Mathematics (2019) Grade(s): 09-12 - Precalculus

MA19.PRE.25

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Extend from polynomial, exponential, logarithmic, and radical to rational and all trigonometric functions.

UP:MA19.PRE.25

Vocabulary

  • Average rate of change
  • Specified interval
  • Difference Quotient

Knowledge

Students know:
  • Techniques for graphing.
  • Techniques for finding a rate of change over an interval on a table or graph.
  • Techniques for estimating a rate of change over an interval on a graph.

Skills

Students are able to:
  • Calculate average rate of change on a specified interval when given an equation or table ofa polynomial, exponential, logarithmic, and radical to rational and all trigonometric functions.
  • Interpret the average rate of change of a polynomial, exponential, logarithmic, and radical to rational and all trigonometric functions in the context of a problem when given symbolic representations, tables, graphs, or contextual situations.
  • Estimate the average rate of change for a specific interval of a polynomial, exponential, logarithmic, and radical to rational and all trigonometric functions functions when given agraph.

Understanding

Students understand that:
  • The rate of change is the ratio of the change between the dependent and independent variable.

CR Resource Type

Interactive/Game

Resource Provider

CK-12

License Type

Custom
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