Senior High School

General Mathematics
Module 6:
Problem Solving Involving Exponential
Functions, Equations, and Inequalities

AIRs - LM
LU_General Mathematics_Module5
General Mathematics
Module 6: Problem Solving Involving Exponential Functions, Equations, and
Inequalities
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Authors: Vener Dan Apilado

Thelma Joy Bocalbos
Majoy C. Acebes
Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewers: Catherine F. Carbonell
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Language Reviewer: Sherlyn A. De la Peña
Reviewers: Ryan V. Espiritu
Jiezyl Jamaica M. Aquino
Reynan O. Ibay
Illustrator: Ernesto F. Ramos, Jr.
Christian Bautista
Design and Layout: Angela Pauline C. Ganuelas

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
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LU_General Mathematics_Module6
 SHS
General Mathematics
Module 6:
Problem Solving Involving
Exponential Functions, Equations,
and Inequalities

LU_General Mathematics_Module6
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_General Mathematics_Module6
 Target

Based on your lessons during Junior High School Mathematics, exponents are
defined as the number placed on the upper right of a certain number, letter/variable
or an expression indicating how many times it will be multiplied by itself. (e.g.
4𝟑 , 2𝑥 𝟓 , (𝑥 + 3)𝟐 , 𝑥 𝟐 + 𝑦 𝟔 ).

In the previous modules, you dealt with exponential functions. These are
functions that can be written as 𝒇(𝒙) = 𝒃𝒙 or 𝒚 = 𝒃𝒙 , where b is the base (𝑏 ≠ 1 and
𝑏 > 0), and x is the exponent (any real number). Notice that the exponent is not a
number but a variable. It will be a number if it will be substituted with a certain
value/number. Let say, you have 𝑓(𝑥) = 2𝑥 and you will take 3 as the value of x,
then the exponential function will become 𝑓(3) = 23 .

This module will provide you with information and activities that will help you
understand more about Exponential Functions.

After going through this module, you are expected to:

1. represent an exponential function through its: (a) table of values, (b) graph,
and (c) equation (M11GM-If-2),
2. find the domain and range of an exponential function (M11GM-If-3),
3. determine the intercepts, zeroes, and asymptotes of an exponential
function (M11GM-If-4); and
4. solve problems involving exponential functions, equations, and
inequalities (M11GM-Ig-2).

Learning objectives:

1. identify the equation of an exponential function

2. evaluate an exponential function
3. describe the graph of an exponential function
4. determine the domain and range of an exponential function
5. identify the intercepts, zeroes, and asymptotes of exponential functions
6. show step-by-step process on solving exponential functions

Before going on, check how much you know about this topic. Answer the
pretest in a separate sheet of paper.

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Pretest
Directions: Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.
_____1. Given the function, 𝒇(𝒙) = 𝟓𝒙 + 𝟏, find the value of 𝒇(𝟐).
A. 𝑓(2) = 6 B. 𝑓(2) = 26
C. 𝑓(2) = −6 D. 𝑓(2) = −26
_____2. Identify the correct table of values for the exponential function, 𝒇(𝒙) = 𝟑𝒙 .
A. x -1 0 1 2 B. x -1 0 1 2
f(x) 1 1 27 243 f(x) 1 3 27 243
3 3

C. x -1 0 1 2 D. x -1 0 1 2
f(x) 1 0 3 9 f(x) 1 1 3 9
3 3
_____3. Which of the following is an exponential function?
A. 𝑓(𝑥) = 2𝑥 − 𝑥 2 B. 𝑥(𝑡) = 2𝑥 2 − 𝑥 − 3
1
C. 𝑔(𝑥) = 23 + 5𝑥 D. 𝑣(𝑡) = ( ∙ 𝑥 3 ) + 12
3
_____4. Given the graph on the right, identify the equation
that best fits it.
A. 𝑓(𝑥) = 2𝑥
B. 𝑓(𝑥) = 2𝑥+1
C. 𝑓(𝑥) = 2𝑥 + 1
D. 𝑓(𝑥) = 2𝑥+1 + 1
_____5. Which is TRUE about the domain of an exponential
function? The domain is….
A. any positive number.
B. restricted only to negative numbers.
C. the set of all real numbers.
D. the set of negative numbers.
_____6. Which of the following is NOT a characteristic of 𝑓 (𝑥 ) = 𝑏 𝑥 (b ˃ 0 and b ≠ 1)?
A. The domain is (-∞, ∞).
B. The x-axis is a horizontal asymptote
C. The range is (-∞, ∞).
D. The y-intercept is (0,1).
_____7. Which of the following is TRUE about the range of an exponential function?
The range of….
A. an exponential function is a real number.
B. an exponential function is the same as its domain.
C. the exponential function is always a positive number.
D. the exponential function could either be positive or negative.
_____8. What is the horizontal asymptote of the given graph
on the right?
A. y = 0 B. y = 1
C. y = 2 D. y = 4
_____9. Which of the following is TRUE about the intercepts
of the function 𝑓 (𝑥 ) = 𝑏 𝑥 , where b > 0 and b ≠ 1? The
y-intercept….
A. 1 and the x-intercept is 0.
B. and x-intercept are the same.
C. is 1 and there is no x-intercept.
D. is 0 and there is no x-intercept.

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_____10. What is the zero of the exponential function 𝑓 (𝑥 ) = 2𝑥 ?
A. 0 B. 1 C. 2 D. no zero

_____11. What is the x-intercept of the function 𝑔(𝑥 ) = 3𝑥+1 − 9?

A. (1,0) B. (2,0) C. (3,0) D. (-1, 0)

_____12. What is the y-intercept of the exponential function 𝑝(𝑥) = 5𝑥 − 2?

A. (0,0) B. (0,-1) C. (0,1) D. (0, 2)

_____13. You buy a new computer for Php 48,000 for your online class. The computer
decreases by 50% annually. When will the computer have a value of Php
24,000?
A. 1 year B. 2 years C. 3 years D. 4 years

_____14. A certain isotope has a half-life of 3.5 minutes. At present time (t = 0), there
were 𝑦0 grams of that isotope, but only 25 % of this amount remains after
some time. How much time has passed?
A. 5 minutes B. 7 minutes
C. 6 minutes D. 8 minutes

_____15. Cobalt-60 is a substance used in manufacturing. It has a half-life of 5.3

years. If an old sample of 16 grams has now decayed to 2 grams, how much
time has passed?

A. 15.9 years B. 16.9 years

B. 17.9 years D. 18.9 years

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 Jumpstart

For you to understand the lesson well, do the following activities.

Have fun and good luck!

Activity 1: HOW IS IT EXPONENTIALLY DONE?

Directions: Read and understand the given situation below. After reading, answer
the questions based on the given situation. Choose the letter of the correct answer.

Some organizations need to spread accurate information to as many people in

the shortest time possible. One way to do this is by cellphone texting or sending SMS.
The ABCXYZ Club has members of 500 families who jog every Sunday. When it
rains, everyone wants to know if the jogging activity is cancelled. As a Club President,
you make a decision and then send a text message to two families. Each of the family
who received the decision sends a text message to two other families, and so on.

_____1. At the start of the process, only the Club president knows whether the jogging
is cancelled or not. After the Club President texted the decision, there are two
new families get the decision. In the next stage of texting, how many new
families read the decision?
A. Four B. Five C. Six D. Eight

_____2. How will you describe the number of families reading the message grow as
the texting continues? As the number/stage of texting increases the number
of families that reads the message…
A. increases rapidly. B. decreases rapidly.
C. increases slowly. D. decreases slowly.

_____3. Based on the process presented on the situation above, which of the following
table of value represent the number of new families who read the decision.

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_____4. How many stages of texting will be needed to inform the 500 families about
the decision? To inform all 500 families about the decision, the stage of texting
should be ….
A. Eight B. Seven C. Nine D. Six
_____5. Which of the following equation best described the given situation above?
A. 𝑓(𝑥) = 2𝑥 B. 𝑓(𝑥) = 𝑥 2
2
C. 𝑓(𝑥) = 2𝑥 D. 𝑓(𝑥) =
𝑥

For Question 6, Based on the situation, plot the values in the Rectangular
Coordinate/Cartesian plane.

Stage of Texting (x) 0 1 2 3 4 5 6 7 8 9 10

Families Informed
(y)

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 Discover

Representation of Exponential Function in Table of Values, Graph

and Equation
Recall your previous lessons in different functions, you observed that the
functions can be represented in various ways. It can be through its (a) table of
values, (b) graph, and (c) equation.
Since you started dealing with Exponential functions in the previous modules,
how did you visualize or represent this kind of function? Let us have its equation,
table, and graph.

EQUATION
Recall that an exponential function can be written as

𝒇(𝒙) = 𝒃𝒙
where b>0, b ≠ 1, and x is any real number.

Note: reads as greater than (>), not equal to (≠)

In the equation 𝒇(𝒙) = 𝒃𝒙 , b is a constant/number called the base and x is the

variable called the exponent.
Here are some examples of exponential functions.

𝑓(𝑥) = 𝟑𝑥 𝑓(𝑥) = 𝟏𝟎𝑥 ℎ(𝑥) = 𝟐𝑥+1

Base is 3 Base is 10 Base is 2

The following are not exponential function

𝐹(𝑥) = 𝒙2 𝐺(𝑥) = 𝟏𝒙 𝐻(𝑥) = 𝒙𝑥

Variable is the base and not the The base of an exponential Both the base and the exponent
exponent. function must be a positive are variables.
number other than 1

𝑅(𝑥) = (−𝟐)2𝑥−1

The base of an exponential

function must positive and not
negative.

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 The two restrictions on b in the definition are important. First, the definition
does not include b=1 because 1𝑥 has a value of 1 for all values of x. Why? What is
the answer of 12 ? 13 ? 1100 ? Yes, the answer will always be 1 even what exponent you
place in it.

The definition also requires b to be positive so that the function can be defined
for all real numbers x.

TABLE OF VALUES
Exponential functions can be represented also using table of values. But
before we proceed in filling up the table of values of exponential function, let us try
evaluating the following:

Illustrative Example 1:

• 𝒇 ( 𝒙 ) = 𝟐𝒙
𝒙 = −𝟑 𝒙 = −𝟐 𝒙 = −𝟏 𝒙=𝟎 𝒙=𝟏 𝒙=𝟐 𝒙=𝟑

𝑓(−3) = 2−3 𝑓(−2) = 2−2 𝑓(−1) = 2−1 𝑓(0) = 20 𝑓(1) = 21 𝑓(2) = 22 𝑓(3) = 23

1 1 1
𝑓(−3) = 𝑓(−2) = 𝑓(−1) =
23 22 21

𝟏 𝟏 𝟏 𝑓(0) = 𝟏 𝑓(1) = 𝟐 𝑓(2) = 𝟒 𝑓(3) = 𝟖

𝑓(−3) = 𝑓(−2) = 𝑓(−1) =
𝟖 𝟒 𝟐

1
Note: Negative Exponent Rule: 𝑎−𝑛 = 𝑛
𝑎
This rule means that if a base contains a negative exponent the base together
with its exponent moved to the denominator and the negative exponent becomes
positive.
Zero-Exponent Rule: 𝑎0 = 1
This says that any number/expression raised to the zero power is equal to 1.

Summary:
x -3 -2 -1 0 1 2 3
f(x) 1 1 1 1 2 4 8
8 4 2

Any observations about the table of values of 𝒇(𝒙) = 𝟐𝒙 ?

• Observed that as the value of x increases there is also an increase in the
value of f(x) or y.
• Another is that, noticed that there is no negative value of f(x), even there is a
negative value in x.

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Illustrative Example 2:

• 𝒇(𝒙) = 𝟐−𝒙
𝒙 = −𝟑 𝒙 = −𝟐 𝒙 = −𝟏 𝒙=𝟎 𝒙=𝟏 𝒙=𝟐 𝒙=𝟑

𝑓(−3) = 2−(−3) 𝑓(−2) = 2−(−2) 𝑓(−1) = 2−(−1) 𝑓(0) = 2−(0) 𝑓(1) = 2−(1) 𝑓(2) = 2−(2) 𝑓(3) = 2−(3)

𝑓(1) = 2−1 𝑓(2) = 2−2 𝑓(3) = 2−3

𝑓(−3) = 23 𝑓(−2) = 22 𝑓(−1) = 21
1 1 1
𝑓(1) = 𝑓(2) = 𝑓(3) =
21 22 23

𝑓(−3) = 𝟖 𝑓(−2) = 𝟒 𝑓(−1) = 𝟐 𝑓(0) = 𝟏 𝟏 𝟏 𝟏

𝑓(1) = 𝑓(2) = 𝑓(3) =
𝟐 𝟒 𝟖

1
Note: 𝑎−𝑛 = 𝑎0 = 1
𝑎𝑛

Summary:
x -3 -2 -1 0 1 2 3
f(x) 8 4 2 1 1 1 1
2 4 8

Any observations about the table of values of 𝒇(𝒙) = 𝟐−𝒙 ?

• Observed that as the value of x increases there is a corresponding decrease

in the value of f(x) or y.
• Another is that, noticed that there is no negative value of f(x), even there is a
negative value in x.

GRAPH
Graph is the best way to visualize a function. In this part, you are going to
discover how the graph of an exponential function looks like. But before proceeding,
make sure you still remember your ordered pair and how to plot and connect it in
your Cartesian / Rectangular Coordinate Plane.

Illustrative Example 1:

• Let us graph the function 𝒇(𝒙) = 𝟐𝒙

• First, complete the table of values.

x -3 -2 -1 0 1 2 3
f(x) 1 1 1 1 2 4 8
8 4 2
(x, f(x)) 1 1 1 (0,1) (1,2) (2,4) (3,8)
(−3, ) (−2, ) (−1, )
or 8 4 2
(x, y)

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 • Plot the ordered pairs in Cartesian plane.
• Connect the points using a SMOOTH CURVE.

Observed that the graph increases from left to right. It passes through the y-
axis at point (0,1). The graph is asymptotic to x-axis.

Illustrative Example 2:
• Let us graph the function 𝒇(𝒙) = 𝟐−𝒙
• First, complete the table of values.

x -3 -2 -1 0 1 2 3
f(x) 8 4 2 1 1 1 1
2 4 8
(x, f(x)) (−3, 8) (−2, 4) (−1, 2) (0,1) 1 1 1
(1, ) (2, ) (3, )
2 4 8

• Plot the ordered pairs in Cartesian plane.

• Connect the points using a SMOOTH CURVE.

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 Observed that the graph decreases from left to right. It passes through the y-
axis at point (0,1). The graph is asymptotic to the x-axis.
What did you notice about the graph of 𝒇(𝒙) = 𝟐−𝒙 and 𝒇(𝒙) = 𝟐𝒙 ? Yes, the two
graphs are the same, but they are just facing differently. The graph of 𝒇(𝒙) = 𝟐𝒙
increases from left to right while the graph of 𝒇(𝒙) = 𝟐−𝒙 decreases from right to left.

Domain and Range of an Exponential Function

The domain of a function refers to the set of input values for the independent
variable, these are simply the x-values of the given function.
The domain of an exponential function is all real numbers, that is, x can be any
real number.
The range of a function is the set of output values for the dependent variable
(y-values). The range of an exponential function 𝑓(𝑥) = 𝑏 𝑥 is a set of real numbers
above and below the horizontal asymptote (a line that a curve approaches arbitrarily).

Example 1: Find the domain and range of 𝑓(𝑥) = 3𝑥 .

Applying the previous lesson, let us first represent the given exponential
function through its table and graph.

x -4 -3 -2 -1 0 1 2 3 4
1 1 1 1 1 3 9 27 81
y 81 27 9 3
Solutions:

Using the function 𝑓(𝑥) = 3𝑥 , substitute the values of x:

x = -4 x = -3 x = -2
𝑓(−4) = 3−4 𝑓(−3) = 3−3 𝑓(−2) = 3−2
1 1 1
𝑓(−4) = 4 𝑓(−3) = 3 𝑓(−2) = 2
3 3 3
1 1 1 1 1 1
𝑓(−4) = or y = 𝑓(−3) = or y = 𝑓(−2) = or y =
81 81 27 27 9 9

x = -1 x=0 x=1
𝑓(−1) = 3−1 𝑓(0) = 30 𝑓(0) = 31
𝑓(−1) =
1
or y =
1 𝑓(0) = 1 or y = 1 𝑓(0) = 3 𝑜𝑟 y = 3
31 3

x=2 x=3 x=4

𝑓(2) = 32 𝑓(3) = 33 𝑓(4) = 34
𝑓(2) = 9 or y = 9 𝑓(3) = 27 or y = 27 𝑓(4) = 81 or y = 81

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 To identify the domain and range of the
exponential function, look into the value of 𝑥 and 𝑦 on
the given table above. What do you notice about the
value of 𝑥?
Based on the table, the values of x are all real
numbers, meaning, the 𝑥-variable on the equation
𝑓(𝑥) = 3𝑥 can take any values of 𝑥, infinitely. It can
take 100, -100, and others. Therefore, the domain is
the set of all real numbers or in interval notation
(symbol), it could be written as (−∞, ∞).
On the other hand, take a look on the value of
𝑦 in the table. What do you notice? Is there any value
of 𝑦 that is negative?
On the table above, there are no negative values
of 𝑦 even though there are 𝑥-values that are negative.
This may bring us to a conclusion that the range of
the given exponential function is the set of all
positive real numbers or in interval notation
(symbol), it could be written as (𝟎, ∞) Figure 1. Graph of 𝑓(𝑥) = 3𝑥

You can also visualize the domain and range of the given function based on
its graph which is on figure 3. The domain is the horizontal line, which is also the
𝑥-axis, observe that the graph will hit all the values of x as it extends to the left or to
the right. On the other hand, the range is the vertical line, which is the 𝑦-axis, you
can say that the range is only restricted on the values which are above 𝒚 = 𝟎, or all
positive real numbers.

From the given graph, you can also observe that the behavior of the given
exponential function is increasing.

Example 2: Sketch the graph of 𝑓 (𝑥 ) = 3𝑥−2 + 4,then find the domain and range.

Since, the table of values is not present, observe the

graphs of the given function. What can you say about the
domain or the values of 𝑥? Is there any restriction as you
move to the left, or right? If there is none, then you can say
that the domain is still the set of all real numbers.
How about the 𝑦-values or the range? Is the graph
restricted? Yes, it is restricted, but on what part? Yes, the
𝑦-values are restricted on the values above 𝑦 = 4. This
means that the range is the set of all positive numbers
greater than 4 or in interval notation (𝟒, ∞).

Figure 2. Graph of 𝑓(𝑥) = 3𝑥−2 + 4

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Intercepts, Zeroes, and Asymptotes of an Exponential Function

Exponential function is a function with the form 𝑓(𝑥) = 𝑏 𝑥 , where 𝑏 > 0 and
𝑏 ≠ 1. It can be observed that exponential functions possess different characteristics
which can be observed through its graph and can be obtained using the equation.
The following properties are the intercepts (x and y-intercepts), the zeroes,
and the asymptotes. As you continue reading this part of the module, you will
differentiate the three and you will be able to determine where they can be located in
the given graph of the given exponential function or how can they be obtained using
the equation.

INTERCEPTS OF EXPONENTIAL FUNCTIONS

The intercept of a function refers to the points at which it crosses either the
x or y axis. The x-intercept of a function is the point (𝑥, 𝑦) such that the value of 𝑦 =
0. This implies that the graph crosses the 𝑥-axis. Similarly, the 𝑦-intercept of a
function is the point (𝑥, 𝑦) such that the value of 𝑥 = 0. This also implies that the
graph crosses the 𝑦-axis.

Let us take the following examples to illustrate the x-intercept and the y-
intercepts.

Example 1: Sketch the graph and determine the intercepts of 𝑓(𝑥) = 2𝑥 .

As you can see in the given

graph, it crosses the y-axis at (0,1).
Therefore, the y-intercept is (0,1) or
𝑦 = 1.

y-intercept (0,1) or
𝑦 =1

Notice that the function is in the

form 𝑓(𝑥) = 𝑏 𝑥 , and the graph did not
cross the x-axis. Therefore, there is no x-
intercept in this example.

Figure 3. Graph of 𝑓 (𝑥 ) = 2 𝑥

Example 2: Determine the intercepts of then given function 𝑓(𝑥) = 8𝑥 − 2.

Solution:
For x-intercept: Let y = 0 For y-intercept: Let x = 0
𝑥
𝑓(𝑥) = 8 −2 𝑓(𝑥) = 8𝑥 − 2
𝑦= 8𝑥 − 2 𝑓(𝑜) = 80 − 2
0= 8𝑥 − 2 𝑓(𝑜) = 1 − 2
2= 8𝑥 𝑓(𝑜) = −1
21 = 23𝑥 𝒚 = −𝟏
1= 3𝑥
𝟏
𝒙= 𝒐𝒓 𝟎. 𝟑𝟑𝟑
𝟑
Figure 4. Graph of 𝑓(𝑥) = 8𝑥 − 2

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ZEROES OF EXPONENTIAL FUNCTIONS

The zeroes of an exponential function is the value of x that gives 𝑦 = 0. To

find zeros, set y = 0 then solve for x.
Observed that the process of getting the zeroes of the function is the same in
getting the x-intercept which is correct because the zeroes is the value of 𝑥 that will
make the function equal to 0. Note that, not every exponential function has zeroes.

Example 1: Find the zeroes of the exponential function 𝑔(𝑥) = 34𝑥−8 − 1.

Solution:
Let y = 0 To check:
𝑔(𝑥) = 34𝑥−8
−1 𝑔(𝑥) = 34𝑥−8 − 1
𝑦 = 34𝑥−8 − 1 𝑔(2) = 34(2)−8 − 1
0 = 34𝑥−8 − 1 𝑔(2) = 38−8 − 1
1 = 34𝑥−8 𝑔(2) = 30 − 1
30 = 34𝑥−8 𝑔(2) = 1−1
0 = 4𝑥 − 8 𝑔(2) = 0
4𝑥 = 8
4𝑥 8
= Figure 5. Graph of 𝑔(𝑥) = 34𝑥−8 − 1
4 4
𝒙=𝟐

ASYMPTOTES OF AN EXPONENTIAL FUNCTIONS

Asymptote refers to the line that the graph gets closer and closer to, it could
be horizontal or vertical. In the exponential function 𝑓(𝑥) = 𝑏 𝑥 , where b > 0 and b ≠
1, the horizontal asymptote is the line y = 0 (or the x-axis). There is no vertical
asymptote.

Example 1: Determine the horizontal asymptote of the given graph.

The dotted line shows the horizontal

asymptote of the given function which is the x-
axis or y = 0. As you can see,
the graph gets closer and closer to the x-axis.

horizontal
asymptote – x-axis
or y = 0

Figure 6. Graph of the Exponential Function

13
LU_General Mathematics_Module6
Example 2: Sketch the graph of the function 𝑔(𝑥 ) = 2𝑥 − 2. Determine its horizontal
asymptote.

The graph of the function 𝑔(𝑥 ) =

𝑥
2 − 2 gets closer and closer to y = -2.
Therefore, the horizontal asymptote is y =
-2.

horizontal
asymptote 𝑦 = −2

Figure 7. Graph of 𝑔 (𝑥 ) = 2 𝑥 − 2

Example 3: What is the y –intercept and the horizontal asymptote of 𝑔(𝑥 ) = 5𝑥+1 − 6?
Solution:
To solve for the y-intercept, let x = 0 To get the horizontal asymptote, you
𝑔(𝑥)= 5𝑥+1 − 6 may plot the given exponential function
𝑔(0) = 5 0+1 −6 and look for the value of 𝑦 that it may
𝑔(0) = −1 getting closer but does not intersect.

horizontal
asymptote 𝑦 = −6

Hence, the y-intercept is -1 or (0, -1) and the horizontal asymptote is 𝒚 = −𝟔.

Problems Involving Exponential Function and Equation

Exponential function has a variety of real-world phenomena where it can be
modeled to solve certain problems especially when a percent of a quantity changes
by overtime stays constant. In this part, we will discover how to solve a certain
situation that increases as a function of time.

❖ Exponential Models and Population Growth

Suppose a quantity y doubles every T unit of time. If 𝑦𝑜 is the initial
amount, then the quantity 𝑦 after t units of time is given by
𝑡
𝑦 = 𝑦𝑜 (2)𝑇

14
LU_General Mathematics_Module6
 𝒕
Note that that 2 in the formula 𝒚 = 𝒚𝒐 (𝟐)𝑻 refers to the word “doubles” in the
problem/situation. If the problem stated that a certain population or substance is
𝒕
“triples” then the formula becomes 𝒚 = 𝒚𝒐 (𝟑)𝑻 .

In the examples below, the problem is about half-life. Half-life refers to the
time it takes the radioactive substance to decay into half of its original amount or
quantity.

Example 1. A certain isotope with a half-life of 20 hours is present at time t=0 with
32 grams. How much time will have elapsed when only 1 gram remain?

1 𝑡/20
Solution: The amount of the isotope after t hours 32( )
2

1 𝑡/20
32( ) =1 Exponential Equation
2

1 𝑡/20
32( ) =1 Divide both side by 32
2
32 32
1 𝑡/20 1 5 1 1 5
( ) = ( ) Rewrite as as base ( )
2 2 32 2
𝑡
=5 Solve for 𝑡
20

𝒕 = 𝟏𝟎𝟎 Final Answer

Therefore, 100 hours will elapse to have only 1 gram.

Example 2: Cobalt-60 is a substance used in manufacturing. It has a half-life of 5.3

years. If an old sample of 32 grams has now decayed to 2 grams, how much time has
passed?

1 𝑡/5.3
Solution: The amount of the substance after t years 32( )
2

1 𝑡/5.3
32( ) =2 Exponential equation
2

1 𝑡/5.3
32( ) = 2 Divide both sides by 32
2

32 32

1 𝑡/5.3 1 2 1
( ) = ( ) Simplify into
2 16 32 16

1 𝑡/5.3 1 4 1 1
( ) = ( ) Rewrite as the same with
2 2 16 2
𝑡
=4 Solve for 𝑡
5.3

𝒕 = 𝟐𝟏. 𝟐 Thus, 21.2 years have passed since 𝑡 = 0

15
LU_General Mathematics_Module6
 ❖ Exponential Growth
Consider the following:
𝑌 = 𝐴(1 + 𝑟)𝑡 where 𝐴 = 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑎𝑚𝑜𝑢𝑛𝑡
𝑟 = 𝑟𝑎𝑡𝑒 (𝑑𝑒𝑐𝑖𝑚𝑎𝑙 𝑓𝑜𝑟𝑚)
𝑡 = 𝑡𝑖𝑚𝑒

Example 3: Sherry started to have chain of online business that operated 100 stores
𝑆 nationwide since 2018. If the rate of increase is 9% annually, how many online
stores does her business operate in 2027?

Given: A = 100 r = 9% --- 0.09 t = 9 ---- 2027 – 2018 = 9 years

stores A =
100 stores
Solution: 𝑌 = 𝐴(1 + 𝑟)𝑡

𝑆 = 100(1 + 0.09)9

𝑆 = 100(1.09)9

𝑆 = 100(2.17189)
𝑺 = 𝟐𝟏𝟕. 𝟏𝟗 ≈ 𝟐𝟏𝟕 Thus, there will be 217 online stores in year 2027.

Example 4: There is a small town in Region I that has a population of 750 in year
2015 and it increases at an annual rate of 12%. Find the number of population (P)
in the said town in year 2021.
Given: A = 750 r = 12% --- 0.12 t = 9 ---- 2015 – 2021 = 6 years
stores A =
100 stores
Solution: 𝑌 = 𝐴(1 + 𝑟)𝑡

𝑃 = 750(1 + 0.12)6

𝑃 = 750(1.12)6

𝑃 = 750(1.97382)
𝑷 = 𝟏, 𝟒𝟖𝟎. 𝟑𝟕 ≈ 𝟏𝟒𝟖𝟎
Thus, a population of 1480 is present in year 2021.

❖ Exponential Decay
Consider the following:
𝑌 = 𝐴(1 − 𝑟)𝑡 where 𝐴 = 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑎𝑚𝑜𝑢𝑛𝑡
𝑟 = 𝑟𝑎𝑡𝑒 (𝑑𝑒𝑐𝑖𝑚𝑎𝑙 𝑓𝑜𝑟𝑚)
𝑡 = 𝑡𝑖𝑚𝑒

Example 5: A radioactive substance decays at a rate of 2.5 % per hour. What

percent of the substance is left after 8 hours?
Given: A=100 r = 2.5% --- 0.025 t=8
(original amount)

16
LU_General Mathematics_Module6
 Solution: 𝑌 = 𝐴(1 − 𝑟)𝑡

𝐶 = 100(1 − 0.025)8

𝐶 = 100(0.975)5

𝐶 = 100(0.8811)
𝑪 = 𝟖𝟖. 𝟏𝟏 Therefore, 88.11% of the substance is left after 8
hours.
Example 6: You buy a new model of smartphone (C) for Php 52,000.00. Its value
depreciates 7% every 6 months. How much is the smartphone worth after 5 years?

Given: A=52,000 r = 7% --- 0.07 t = 10

Note: (6 months = 1 period)

Solution: 𝑌 = 𝐴(1 − 𝑟)𝑡 Since 1 year = 2 periods
2 years = 4 periods
𝐶 = 52000(1 − 0.07)10 3 years = 6 periods
4 years = 8 periods
𝐶 = 52000(0.93)10
5 year = 10 periods
𝐶 = 52,000(0.48398)
𝑪 = 𝟐𝟓, 𝟏𝟔𝟕. 𝟎𝟖 Therefore, after 5 years the smartphone will
worth Php 25, 167.08

❖ Compound Interest
Consider the following:
𝑟 𝑛𝑡
𝐴 = 𝑃 (1 + ) where 𝐴 = 𝑎𝑚𝑜𝑢𝑛𝑡 𝑎𝑓𝑡𝑒𝑟 𝑡 𝑦𝑒𝑎𝑟𝑠
𝑛
𝑃 = 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 𝑎𝑚𝑜𝑢𝑛𝑡 𝑖𝑛𝑣𝑒𝑠𝑡𝑒𝑑
𝑟 = 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 𝑟𝑎𝑡𝑒
𝑛 = 𝑛𝑜. 𝑜𝑓 𝑐𝑜𝑚𝑝𝑜𝑢𝑛𝑑𝑖𝑛𝑔 𝑝𝑒𝑟𝑖𝑜𝑑𝑠 𝑒𝑎𝑐ℎ 𝑦𝑒𝑎𝑟
𝑡 = 𝑛𝑜. 𝑜𝑓 𝑦𝑒𝑎𝑟

Example 7: Jano puts Php 5,000.00 in a savings account that has 5% annual
interest compounded monthly. At this rate, how much money will be in the account
after 10 years?

Given: A = ? P = 5,000 r = 5% --- 0.05 n = 12 t = 10

𝑟 𝑟𝑡
Solution: 𝐴 = 𝑃 (1 + )
𝑛 Note: n = 12 (monthly)
0.05 (12)(10) n = 4 (quarterly/every 3
𝐴 = 5000 (1 + ) months)
12

𝐴 = 5000(1.00417)(120)

𝐴 = 5000(1.6477)
𝑨 = 𝟖, 𝟐𝟑𝟓. 𝟓 Thus, Jano will have Php 8,235.50 in his account
after 10 years

17
LU_General Mathematics_Module6
Example 8: Mica wants to have a Php 30,000 to buy a brand-new laptop after 3
years. She invested in a bitcoin trading with an average of 9% rate interest each year
compounded quarterly. How much should she deposit in her bitcoin account?

Given: A = 30,000 P = ? r = 9% --- 0.09 n=4 t=3

𝑟 𝑟𝑡
Solution: 𝐴 = 𝑃 (1 + )
𝑛

0.09 (4)(3)
30000 = 𝑃 (1 + )
4

30000 = 𝑃(1.0225)(12)
30000 = 𝑃(1.30605) Divide both side by 1.30605

𝑷 = 𝟐𝟐, 𝟗𝟕𝟎. 𝟎𝟐 Thus, Mica initially deposited Php 22,970.02

in her bitcoin account.

Explore

Activity 1: IDENTIFY ME!

Directions: Identify whether the given equation is an Exponential Function or NOT.
Write EF if it is an exponential function, otherwise NOT.

_____1. 𝑓(𝑥) = 3𝑥 _____3. 𝑓(𝑥) = 6𝑥 − 5 _____5. 𝑓(𝑥) = (3𝑥 − 5)5

3 −𝑥
_____2. 𝑓(𝑥) = (−0.9)5𝑥 _____4. 𝑓(𝑥) = ( )
4

Activity 2: FILL ME OUT!

Directions: Given the exponential function, fill out the missing part of the table of
values. Some parts of the table are already fill out for your guidance. Always simplify
your answer.
𝒇(𝒙) = 𝟐𝒙 + 𝟏
𝒙 = −𝟑 𝒙 = −𝟐 𝒙 = −𝟏 𝒙=𝟎 𝒙=𝟏 𝒙=𝟐 𝒙=𝟑
𝑓(𝑥) = 2𝑥 + 1 𝑓(𝑥) = 2𝑥 + 1
𝑓(−1) = 2−1 + 1 𝑓(3) = 23 + 1
1 𝑓(3) = 8 + 1
𝑓(−1) = 1 + 1
2
1+2
𝑓(−1) =
2
𝟑 𝑓(3) = 𝟗
𝑓(−1) =
𝟐

18
LU_General Mathematics_Module6
 x -3 -2 -1 0 1 2 3

f(x) 𝟑 𝟗
𝟐

Activity 3: Find MY DOMAIN and MY RANGE!

Directions: The figure on the below shows the graph of the different exponential
functions. Study the figure, then identify the domain and range of each function. Use
a separate sheet of paper for your answers.

Figure 8. Graph of the Exponential Functions

1. ℎ(𝑥) = 8𝑥 Domain:_______________ Range:________________

2. 𝑞(𝑥) = 2𝑥 + 2 Domain:_______________ Range:________________

Activity 4: Fill the Missing Link!

Directions: Complete the table below by writing the horizontal asymptote and the y-
intercept of each exponential function. Use a separate sheet of paper for your
answers.

Exponential Functions Horizontal Asymptote y-intercept

𝑓(𝑥) = 5𝑥−1 y=0 (3)

𝑔(𝑥) = 10𝑥 + 3 (1) (0, 4)

ℎ(𝑥) = 7𝑥 − 9 (2) (0, -8)

19
LU_General Mathematics_Module6
Activity 5: Fix Your Problem!
Directions: Read and analyze the following problem and write your solution and final
answer in a separate sheet of paper.
1. The half-life of Silver-42 is 42 seconds. There were 𝑦0 grams at first but only 6.25%
of this amount remains after some time. How much time has passed?

2. Find the number of populations of 450 animals that increases at an annual rate
of 3% after 5 years.

3. Supposed the cost of a smart tablet is worth Php 7,500. Its value depreciates 6%
every 4 months. How much is the tablet cost after 3 years?

Deepen

At this point, create your own design of a brochure about your own online
investment and a certain radioactive substance. The content of your brochures
should contain the information as indicated in the following given.
The scoring rubric is also shown in the next page in assessing your outputs.

What you need:

Construction paper/Oslo Paper, marker, any coloring materials

What you need to do:

1. Using the materials given, design your own brochure that market your two
outputs. You can insert a picture in it and a brief introduction. Indicated also in
your brochure are the following information.
* Brochure 1: Online Investment
Capital = Php 2,000.
Expected increase after 3 years if its interest rate is:
a.) 2% compounded monthly
b.) 3.5 % compounded quarterly
c.) 7% compounded annually
* Brochure 2: Radioactive Substance
A radioactive substance with a half-life of 32 hours at t = 0. Find the
number of time elapsed when:
1
a.) of this amount remains after t = 0
64
b.) Only 17 grams remain, if there are 2176 grams at t = 0
c) Only 23 grams remain, if there are 736 grams at t = 0

20
LU_General Mathematics_Module6
2. Make it creative and resourceful. You must be able to answer the given above to
be able to put that important information in your brochure.

3. Write your solution for the given problem in your brochure.

Rubrics for Scoring the Output

Needs
Excellent Good Satisfactory
Improvement
(5 points) (4 points) (3 points)
(1-2 points)

The brochure The brochure The brochure

The brochure
portrays correct portrays does not
portrays correct
content and some parts demonstrate
Content content and
some parts have that have clear content
organization of
organization of correct with wrong
ideas.
ideas. content solution.

The brochure
Only
The brochure The brochure shows lack of
resourcefulne
Creativity shows creativity shows creativity creativity and
ss/creativity
/Design and and with lack of lack of
is shown in
resourcefulness resourcefulness resourcefulnes
the brochure
s

Final output
required
Final output
Final output more Final output
looks
looks decent and revisions and looks unrefined
Final professional
with the and the
Output with
understandable content/conc content is not
understandable
content. ept were not clearly stated.
content.
clearly
demonstrated

21
LU_General Mathematics_Module6
 Gauge

Directions: Read carefully each item. Write the letter of the best answer for each test
item.
_____1. Which of the following is an exponential function?
A. 𝑓(𝑥) = 2 + 3𝑥 2 B. 𝑥(𝑡) = 𝑥 2 + 2𝑥 + 1
C. 𝑔(𝑥) = 1 − 5
3 𝑥 D. 𝑣(𝑡) = (2 ∙ 𝑥 2 ) − 1
_____2. Identify the correct table of values for the exponential function, 𝒇(𝒙) = 𝟑𝟐𝒙+𝟏 .
A. x -1 0 1 2 B. x -1 0 1 2
f(x) 1 1 27 243 f(x) 1 3 27 243
3 3

C. x -1 0 1 2 D. x -1 0 1 2
f(x) 1 1 9 27 f(x) 1 0 27 81
3 3

_____3. Which of the following is the correct graph of the function, 𝒇(𝒙) = 𝟐𝒙−𝟑 ?

A. B.

C. D.

_____4. Which of the following exponential function has this table of values?
x -3 -2 -1 0 1 2 3
f(x) 126 26 6 2 6 26 126
125 25 5
A. 𝑓(𝑥) = 5𝑥+1 B. 𝑓(𝑥) = 5𝑥 + 1
C. 𝑓(𝑥) = 5𝑥+1 + 1 D. 𝑓(𝑥) = 5𝑥−1
_____5. Given the function, 𝒇(𝒙) = 𝟐(𝟑) , find the value of 𝒇(−𝟏).
𝒙+𝟏

A. 𝑓(−1) = 1 B. 𝑓(−1) = 0
C. 𝑓(−1) = −1 D. 𝑓(−1) = 2

22
LU_General Mathematics_Module6
_____6. Which of the following is correct about the domain of an exponential
function? The domain is…
A. all positive numbers.
B. any real number.
C. all the set of negative number.
D. is the set of numbers including zero.

_____7. What is the x-intercept of the function 𝑔(𝑥 ) = 5𝑥+1 − 25?

A. (1,0) B. (2,0) C. (3,0) D. (-1, 0)

_____8. What is the y-intercept of 𝑝(𝑥 ) = 4𝑥+1 + 1?

A. (0,0) B. (0,3) C. (0,4) D. (0, 5)

_____9. What is the y-intercept of the function 𝑔(𝑥 ) = 7𝑥 ?

A. (0,0) B. (0,1) C. (0,3) D. (0, 7)

_____10. What is the horizontal asymptote of the exponential

functions in the given graph on the right side?
A. y = 0 B. y = 1
C. y = 2 D. y = -1

_____11. The half-life of a certain bacteria is 2.45 minutes. At present there were 𝑦0
1
grams of that bacteria, but only of this amount remains after some time.
128
How much time has passed?
A. 17 minutes B. 17.15 minutes
C. 17.6 minutes D. 20 minutes
_____12. A given 1600 grams of isotope has a half-life of 32 hours. How much time it
will decay to have only 25 grams remain?
A. 24 hours B. 172 hours
C. 56 hours D. 192 hours
_____13. A radioactive substance decays at a rate of 4.5 % per hour. What percent
of the substance is left after 12 hours?
A. 57.549 % B. 58.001%
C. 58.112% D. 60.55%
_____14. Anton purchased a new house for his family worth Php 172,000.00. Its value
increases 2% annually. How much is house worth after 6 years?
A. Php 139,699.05 B. Php 193,699.94
C. Php 159,699.05 D. Php 139,799.05
_____15. You decided to deposit Php 3,000.00 in a savings account for your college
tuition fee that has 6.5% annual interest compounded quarterly. At this rate,
how much money will be in your account after 5 years?
A. Php 4,131.259 B. Php 4,010.00
C. Php 4,141.259 D. Php 4,000.00

23
LU_General Mathematics_Module6
LU_General Mathematics_Module6
24
Pre-Test Activity 5: Fix Your
1. B 6. C 11. A Problem!
2. D 7. C 12. B 1. 210 seconds or
3. C 8. D 13. A 3.5 minutes/ 3
4. A 9. C 14. B minutes and 30
5. C 10. D 15. A seconds
2. [Link] population =
Jumpstart
521
Activity 1: HOW IT IS EXPONENTIALLY DONE?
3. Php 4,297.46
1. A 2. A 3. C 4. C 5. B
Question 6: Deepen
Stage of 0 1 2 3 4 5 6 7 8 9 10
Texting
The answer of learners may
(x) vary, use the rubric to score
Families 1 2 4 8 16 32 64 128 256 512 1024 learner’s work.
Informe
d (y)
The graph for Question 6 is the graph of 𝑓(𝑥) = 2𝑥
Gauge
Explore 1. C 11. B
Activity 1: Identify Me! 2. B 12. D
1. EF 3. NOT 5. NOT 3. B 13. A
2. NOT 4. EF 4. B 14. B
5. D 15. C
Activity 2: Fill Me Out! 6. B
𝒇(𝒙) = 𝟐𝒙 + 𝟏 7. A
x -3 -2 -1 0 1 2 3 8. D
f(x) 𝟗 𝟓 3 𝟐 3 𝟓 9 9. B
𝟖 𝟒 2 10. A
Activity 3: Find My Domain and My Range!
1. D: (-∞, ∞) R: (0, ∞)
2. D: (-∞, ∞) R: (2, ∞)
Activity 4: Fill the Missing Link!
1. y = 3
2. y = -9
1
3. (0, )
5
Answer Key
References

Printed Materials
Debbie Marie B. Verzosa, et. al., General Mathematics Learner’s Material (Pasig City:
Lexicon Press Inc., 2016), 83-87.

Luis Allan B. Melosantos, et. al., Math Connections in the Digital Age: General
Mathematics Grade 11 (Quezon City, Philippines: Sibs Publishing House Inc.,
2016), 30-35.

Orlando A. Oronce, General Mathematics (Manila, Philippines: Rex Book Store Inc.,
2016), 30-37.

Rosita P. Abubo, et. al., General Mathematics (Malanon City, Philippines: Jimczyville
Publications, 2016), 50-53.

Websites
“Exponential and Logarithmic Equations and Models,” Lumen Learning, last
accessed July 25, 2020,
[Link]
nential-growth-and-decay/.

“Exponential Word Problems,” Elizabeth Stapel, last accessed July 25, 2020,
[Link]

“Linear & Exponential Word Problems,” [Link], last accessed July

23, 2020, [Link]
[Link].

“Modeling Exponential Growth,” Joos Korstanje, last accessed July 23, 2020,
[Link]
49a2b6f22e1f.

25
LU_General Mathematics_Module6
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@[Link]
[Link]@[Link]

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LU_General Mathematics_Module6