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Chapter 3 · Functions
Using power-function properties to compare values
Class ______ Name __________________ Date __________
Does a larger positive exponent always produce a larger value?
My prediction and reason
Predict the order of x² and x³ for x = 0.8, 1 and 2. Decide whether one rule can cover all positive inputs.
Evidence and observations
Record x² and x³ at x = 0.5, 0.8, 1 and 2. Group your observations into 0 < x < 1, x = 1 and x > 1.
Factor x² − x³ and record the sign of x² and 1 − x in each of the three regions.
Compare √2.1 with √2.4, and 1/2.1 with 1/2.4 without decimal approximations. Name the function and interval used each time.
Explain or give a counterexample
Transfer
Compare (3/4)² and (3/4)³, then (5/4)² and (5/4)³ without evaluating the powers. Explain why the conclusions reverse.
Exit task
For 0 < x < 1, compare x² and x³ and justify the answer for every such x. State what happens at x = 1 and for x > 1.
Chapter 3 · Functions · Teacher reference
Using power-function properties to compare values
3.3.2(第12課時) · 12_運用冪函數性質比較大小.docx
5 min predict square–cube order; 12 min collect and group evidence; 8 min prove the sign pattern; 12 min paper comparisons; 3 min exit check.
Does a larger positive exponent always produce a larger value?
Predict the order of x² and x³ for x = 0.8, 1 and 2. Decide whether one rule can cover all positive inputs.
Evidence tasks
Record x² and x³ at x = 0.5, 0.8, 1 and 2. Group your observations into 0 < x < 1, x = 1 and x > 1.
Factor x² − x³ and record the sign of x² and 1 − x in each of the three regions.
Compare √2.1 with √2.4, and 1/2.1 with 1/2.4 without decimal approximations. Name the function and interval used each time.
Reference reasoning
For the same increasing function on a valid interval, input order is preserved; for a decreasing function it is reversed. Thus √2.1 < √2.4, while 1/2.1 > 1/2.4 on the positive interval. Comparing different exponents needs a different argument: x² − x³ = x²(1 − x). For positive x, it is positive when 0 < x < 1, zero at 1, and negative when x > 1. Therefore x² > x³, x² = x³, and x² < x³ respectively. Numerical trials locate the pattern; the sign argument proves it throughout the stated regions.
Compare the square roots without calculating approximations.
2.1and2.4
The function √x is increasing on [0, ∞). Both inputs lie in this interval.
Since 2.1 < 2.4, √2.1 < √2.4.
Compare the square and cube of 0.8 using multiplication.
0.82and0.83
0.8³ = 0.8² × 0.8. The quantity 0.8² is positive.
Multiplication of a positive number by 0.8 makes it smaller, so 0.8² > 0.8³.
Transfer and exit task
Compare (3/4)² and (3/4)³, then (5/4)² and (5/4)³ without evaluating the powers. Explain why the conclusions reverse.
For 0 < x < 1, compare x² and x³ and justify the answer for every such x. State what happens at x = 1 and for x > 1.
x² − x³ = x²(1 − x) > 0, so x² > x³. At x = 1 they are equal; for x > 1 the difference is negative, so x² < x³.
Uses a general sign argument with the condition on x.
Reverses the conclusion correctly above 1 and includes equality at 1.
Questions
Are you comparing two inputs to one function, or one input to two functions?
Which factor changes sign when x passes through 1?
Expected responses
Students may say “cube is always larger.” Use a positive input below 1 as a counterexample.
Students may quote monotonicity without the interval. Require the interval before the comparison.
Confusions
Do not compare opposite-sign reciprocal inputs using a single decreasing interval.
The three-region square–cube result stated here assumes x > 0; do not silently extend its wording to all reals.
Board plan
Same function: check the interval, then apply monotonicity.
Different powers: compare their difference x²(1 − x).