Exponential Functions: A Classroom Guide
with Worked Examples and Assessment Items
Abstract
This guide provides a complete, classroom-ready treatment of exponential functions
with base a and the special case y = e^x. It is written for teachers who want a
coherent set of notes, examples, practice, and an assessment-ready question bank.
The document begins with definitions and graphical properties, explains common
misconceptions, and ends with mixed problems and an answer key. The emphasis is
on concept first, then fluent technique, with multiple representations (table, graph,
algebra, context).
Learning Objectives
By the end of this unit learners will be able to: (1) define an exponential function y =
a^x for a > 0, a ≠ 1; (2) state domain and range, intercepts, and asymptotic
behaviour; (3) compare growth/decay for different values of a; (4) apply
transformations y = k·a^(x−h) + c; (5) model simple contexts (compound interest,
population growth, cooling/decay) and interpret parameters; (6) solve simple
exponential equations using inspection, tables, or technology.
1. Concept and Definition
An exponential function is any function in which the variable appears in the
exponent. The prototypical form is y = a^x with a > 0 and a ≠ 1. The constant a is the
growth (or decay) factor per unit increase of x.
Key facts: The domain is all real numbers. The range is y > 0. The y-intercept is (0,1).
If a > 1 the function is increasing and exhibits multiplicative growth; if 0 < a < 1 it is
decreasing and exhibits multiplicative decay.
Intuition: Moving one step in x multiplies y by the same constant a. This ‘multiply by
the same amount each step’ is what differentiates exponentials from linear (add the
same amount) and quadratic (add an amount that itself changes linearly).
2. Graphical Features and Limits
As x → ∞ and a > 1, a^x → ∞. As x → −∞, a^x → 0 but never becomes negative. The x-
axis is a horizontal asymptote. For 0 < a < 1 the behaviours are mirrored across the
y-axis in the sense of increasing/decreasing, but the asymptote remains y = 0.
For y = e^x, the gradient at each point equals the function value at that point. This
makes e^x the unique exponential that is its own derivative, a property that will
become central in calculus.
3. Transformations
Vertical stretch: y = k·a^x (k > 0) scales outputs. Horizontal shift: y = a^(x−h)
translates the graph right by h. Vertical shift: y = a^x + c moves the graph up by c.
Combined: y = k·a^(x−h) + c. Ask students to link each parameter to a visible change
on the graph.
Diagnostic prompt: Does y = a^(x+2) move left or right? Many students answer
‘right’ because they track the sign; emphasise that inside the bracket it is the
opposite—x+2 means a shift two units LEFT.
4. Worked Examples
Example 1 (table → rule). A population triples every 5 days. On day 0 it is 200. Model
the population P(t). Solution: multiplying every 5 days by 3 gives P(t) = 200·3^(t/5).
Predict day 20: P(20) = 200·3^4 = 200·81 = 16200.
Example 2 (decay). A medicine has a half-life of 6 hours. Dose D(t) = D0·(1/2)^(t/6).
If D0 = 120 mg, after 18 h: D(18)=120·(1/2)^(3)=120/8=15 mg.
Example 3 (transformations). Sketch y = 2·3^(x−1) − 4: shift right 1, stretch by 2,
shift down 4. The asymptote is y = −4. Intercept found by x=0 → y = 2·3^(−1) − 4 =
2/3 − 4 = −3⅓.
5. Common Misconceptions
(i) Confusing a^x with x^a. In a^x the variable is in the exponent; in x^a it is in the
base. Graphs and behaviours differ.
(ii) Believing negative outputs are possible for a^x with positive a—this never
occurs; the range remains positive.
(iii) Treating multiplicative growth as additive. Doubling ‘adds the same amount’
only for one step; subsequent steps add more in absolute terms because they
multiply by 2.
6. Practice Set A (Non-Calculator)
1) State the domain and range of y = 5^x. 2) Decide if each is growth or decay: (a) y
= (0.7)^x, (b) y = 9^x. 3) Write the transformation sequence that maps y = 2^x to y =
6·2^(x+3) − 1. 4) A culture doubles every 8 hours from 60 cells. Write a formula for t
hours and find the population after 24 hours.
7. Practice Set B (Calculator)
5) Evaluate 3^2.7 to 2 d.p. 6) A phone’s value depreciates 18% per year from $900.
Model V(t) and estimate after 4 years. 7) Sketch y = e^(x−2) + 3; mark asymptote
and intercepts.
Answer Key (selected)
1) Domain: all real x; Range: y > 0. 2) (a) decay (b) growth. 3) Stretch by factor 6,
shift LEFT 3, then DOWN 1. 4) P(t)=60·2^(t/8); at 24 h → 60·2^3 = 480. 5) 3^2.7 ≈
19.68. 6) V(t)=900·(0.82)^t; after 4 y ≈ 900·0.82^4 ≈ 900·0.452 = 406.8 (≈$407).
References for Further Study
Any standard secondary mathematics text covering exponential growth/decay;
exam specifications’ formula sheets; teacher-led datasets such as population or
finance sequences to illustrate multiplicative change.
