Main content

## SAT

### Course: SAT > Unit 6

Lesson 5: Problem Solving and Data Analysis: lessons by skill- Ratios, rates, and proportions | Lesson
- Percents | Lesson
- Units | Lesson
- Table data | Lesson
- Scatterplots | Lesson
- Key features of graphs | Lesson
- Linear and exponential growth | Lesson
- Data inferences | Lesson
- Center, spread, and shape of distributions | Lesson
- Data collection and conclusions | Lesson

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# Linear and exponential growth | Lesson

## What are linear and exponential growth problems, and how frequently do they appear on the test?

**Consider the following:**Alphonse and Bekah both have 100 followers on a social media platform. Over the next 12 months:

- Alphonse's number of followers increases by 10 each month.
- Bekah's number of followers increases by 10, percent each month.

Linear and exponential growth problems are all about understanding and comparing scenarios like the ones above.

In this lesson, we'll learn to:

- Determine whether two variables have a linear or exponential relationship based on their values
- Determine whether a real-world scenario exhibits linear or exponential growth

On your official SAT, you'll likely see

**1 question**that tests your ability to distinguish between linear and exponential growth.This lesson builds upon the following skills:

**You can learn anything. Let's do this!**

## How do I choose between linear and exponential equations when modeling a table of values?

### Exponential vs. linear growth

### Writing equations based on tables

When we're given a table of left parenthesis, x, comma, y, right parenthesis values, for a given change in x:

- If the change in y can be represented by
*repeatedly adding the same value*, then the relationship is best modeled by a**linear**equation. - If the change in y can be represented by
*repeatedly multiplying by the same value*, then the relationship is best modeled by an**exponential**equation.

Once we determine the correct type of equation to use, we can write the equation by using our knowledge of linear and exponential equations.

Using y, equals, m, x, plus, b to represent a

**linear**equation:- m is the number repeatedly added, the rate of change, or the slope of the line when the equation is graphed in the x, y-plane.
- b is the initial value, or the y-intercept of the line when the equation is graphed in the x, y-plane.

Using y, equals, a, left parenthesis, b, right parenthesis, start superscript, x, end superscript to represent an

**exponential**equation:- b is the number repeatedly multiplied, or the
**common factor**or**common ratio**. - a is the initial value, or the y-intercept of the curve when the equation is graphed in the x, y-plane.

**Let's look at some examples!**

x | 0 | 1 | 2 | 3 | 4 |

y | 3 | 5 | 7 | 9 | 11 |

x | 0 | 1 | 2 | 3 | 4 |

y | 3 | 6 | 12 | 24 | 48 |

### Try it!

## How do I choose between linear and exponential functions to model real-world scenarios?

### Exponential vs. linear models: verbal

### What are some common phrases to look out for?

On the SAT, all linear and exponential growth questions are multiple choice. We'll be asked to:

- Choose the correct description of a scenario from two linear and two exponential descriptions
- Choose the correct modeling equation for a scenario from two linear and two exponential equations

This means as soon as we figure out whether a relationship is linear or exponential, we can immediately eliminate two of the four choices!

After that:

- If the choices are descriptions, we need to figure out whether the relationship is increasing or decreasing.
- If the choices are models, we need to use our knowledge of linear and exponential word problems to find the equation that includes the right values.

The table below lists some common phrases in linear and exponential growth problems and how to interpret them.

**Note:**c is a constant in the phrases.

Phrase | Linear or exponential relationship? |
---|---|

Changes (i.e., increases or decreases) at a constant rate | Linear |

Changes by c per unit of time | Linear |

Changes by c, percent (of the current value) per unit of time | Exponential ("Of the current value" is often implied.) |

Changes by c, percent of the initial value per unit of time | Linear (Since the initial value is constant, a percent of the initial value is also constant.) |

Changes by a factor of c (e.g., halves, doubles) per unit of time | Exponential |

### Try it!

## Your turn!

## Want to join the conversation?

- I don't really get how the y-intercept of that one problem is 5/2, and the explain didn't really help, could you elaborate more.(14 votes)
- The y value is 5 when x=1, but in order to find the initial value which is the y intercept, x needs to be 0 because a y intercept is at (0,y). You can infer that if y doubles when x increases by 1, y will half when x decreases by 1. 5/2 is the same as 5*1/2 if that helps.(17 votes)

- Why do you subtract 150?(3 votes)
- They first find 50% of 600. Then they divide 300 by 2 which is 50% of 600 because the equation says that the cookies were distributed in 2 hours. Hence you have 150 cookies subtracted from 600 per hour. And that's you answer choice A. I hope it helped!(7 votes)

- Can't an exponential function increase at a constant rate? Is it necessary that if the question mentions "increases or decreases at a constant rate" then that function is linear?(2 votes)
- A linear function increases by a constant value, and an exponential function increases by a constant fraction of the previous value. If the "rate" that sentence is talking about is the ratio between the change in y to change in x (slope), then if it's constant the function is linear. If the "rate" means that the ratio between subsequent values is constant, then the function would be exponential.

So technically, having a constant rate could mean either having a constant rate of change or common ratio, and so it could mean either exponential or linear. I think it's more used for linear functions, though. Just remember to choose an exponential equation if you see something like half-lives, bacterial growth, compound interest, etc.(3 votes)

- how many hours should I study a day if I want to get 1500 sat score in 2 months ?(2 votes)
- A bakery is giving away 500 cookies. The giveaway starts on a busy weekend, and passersby take the free cookies at a constant rate. After 2 hours, the bakery has given away 50% of the cookies. Which of the following equations models the number of cookies, C, remaining h hours after the giveaway starts?(1 vote)
- In the problem, you look for a couple things. One is that the bakery starts with 500 cookies. Another is that it gives these out at a constant rate. And the third is that after 2 hours 50% of the cookies have been given away (or 250 are remaining). With this information, we can create an equation that models this:

Since the bakery gives away cookies at a constant rate, we can use a linear equation. These take the form y = mx + b. We know b because it is our point where x is 0, or before any hours have passed and the bakery has all 500 cookies. To get the slope, we can use rise over run or plug in an (x,y) pair into the equation that we have so far in order to find m. Both are about equally as fast:

y = mx + 500

250 = m(2) + 500

-250 = 2m

m = -125

So now we know that the number of cookies remaining decreases by 125 cookies per hour. That's all we need to create our equation, just the slope and y-intercept:

y = -125x + 500(2 votes)

- why is it f[t]=52+2.5t

isnt 2.5 the number that is added repeatedly?(1 vote)- You're correct. 2.5 is the number of inches that is added repeatedly, and that is why it must be multiplied to t. Since multiplication is repeated addition, every time t (the months that Norman's been alive) increases, you add another 2.5 to the total length.(2 votes)