11 Revision/s: 4 Version: 4 Date: January 5, 2021

General
Mathematics
Quarter 1 – Module 5:
Application of Inverse Function
and
Introduction to Exponential
Function
General Mathematics – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 5: Application of Inverse Function and Introduction to Exponential
Function
First Edition, 2020

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 11

General
Mathematics
Quarter 1 – Module 5:
Application of Inverse Function
and
Introduction to Exponential
Function
Introductory Message
For the facilitator:

Welcome to the General Mathematics 11 Alternative Delivery Mode (ADM)

Module on Application of Inverse Function and Introduction to Exponential
Function!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator
in helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

2
For the learner:

Welcome to the General Mathematics 11 Alternative Delivery Mode (ADM)

Module on Application of Inverse Function and Introduction to Exponential
Function!

The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as
a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you

link the current lesson with the previous
one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

3
 What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which

will help you transfer your new knowledge
or skill into real life situations or
concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to
help you master the concept of Functions. The scope of this module permits it
to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

 Lesson 1 – Problem-Solving Involving Inverse Functions
 Lesson 2 – Real-life Problems on Exponential Function
 Lesson 3– Exponential Function, Exponential Equation, and Exponential
Inequality.

After going through this module, you are expected to:

 solve problems involving inverse function (M11GM-Ie-2);
 represent real-life situations using exponential functions (M11GM-Ie-3);
 distinguish between exponential function, exponential equation, and
exponential inequality (M11GM-Ie-4).

5
 Lesson
Problem-Solving Involving
1 Inverse Functions

What I Know

Multiple Choice. Read each question carefully and choose the best
answer from the given choices. Write the answer on a separate sheet of
paper.
__________1. The following statements are true except ONE.
a. A linear function is a one-to-one function.
b. The domain of 𝑓 (𝑥 ) is the range of 𝑓 −1 (𝑥).
c. The graph of the inverse function is symmetrical to 𝑦 = 𝑥.
d. A function has an inverse if it satisfies the vertical line
test.

___________2. Which shows a one-to-one function?

a. People to their SSS number.
b. People to their chosen career.
c. People to their favorite food.
d. People to their place of residence

____________3. Which pair of functions are inverses of each other?

𝑥+ 4
a. 𝑓(𝑥 ) = 7𝑥 + 4, 𝑓 −1 (𝑥) =
7
−1 ( 2
b. 𝑓(𝑥 ) = √𝑥 + 3, 𝑓 𝑥) = 𝑥 − 3
12𝑥+5 −1 6−5𝑥
c. 𝑓(𝑥 ) = , 𝑓 (𝑥 ) =
6−4𝑥 −12+4𝑥
d. 𝑓(𝑥 ) = √4 − 𝑥, 𝑓 −1 (𝑥 ) = 𝑥 2 − 4

____________4. Given the function 𝑓(𝑥 ) = 𝑥 2 − 6𝑥 + 5, which of the

following is true?

a. Its inverse is 𝑓 −1 (𝑥 ) = −√𝑥 + 4 +3.

b. The range of the function is {𝑦 ∈ ℝ|5 < 𝑦 < −4}.
c. The domain of its inverse is {𝑥 ∈ ℝ|5 < 𝑥 > −4}.
d. It has no inverse since it is a quadratic function.

6
_____________5. Which is the point of intersection in the graph of 𝑓 (𝑥 ) =
2𝑥 − 5 and its inverse?
a. (-15, 5) b. (-2, -9) c. (5, 5) d. (2, -1)

What’s In

Read each sentence carefully and identify whether it is TRUE or FALSE.

If it is false, change the underlined word with the correct term to make
the statement correct. Write your answer on a separate sheet of paper.

________1. If a function is one-to-one, then its inverse exists.

________2. A one-to-one function satisfies the horizontal line test.

________3. Given a one-to-one function and its inverse, then 𝑓(𝑥 ) +

𝑓 −1 (𝑥 ) = 𝑥.

________4. Given a one-to-one function and its inverse, then the domain
of 𝑓 −1 (𝑥 ) is the range of 𝑓(𝑥 ).

________5. The graphs of the function and its inverse is asymmetrical to

y = x.

Notes to the Teacher

This module is intended for the learners to work independently. It
will provide learners with the opportunities to develop the necessary skills
to master the competencies. The learners will use a separate sheet of paper
for their answers in every activity.

7
 What’s New

Math Investigation
A. Consider the following mathematical situation below then supply
the needed answers.

1. a. Adding 25 and 130, the sum is _______.

b. Show mathematical statement to get back 25. ___________
c. What process was involved? __________.

2. a. Multiply: 36 and 5, the product is __________.

b. Show mathematical statement to get back 36. ___________
c. What process was involved? __________.

3. a. Squaring 10 will result to __________.

b. Show mathematical statement to get back 10. ___________
c. What process was involved? __________.

B. Self- Reflection

1. What is your conclusion after the activity?

____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

8
 What is It

Problem-solving is a process of finding answers to an identified

problem using the given information necessary in solving the problem. It
includes analytical and systematic approach and requires critical
thinking skills.

George Polya, a well-known mathematician and the father of

problem-solving, had identified the four basic principles in solving
problems. These are: a.) understand the problem; b.) devise a plan; c.)
carry out the problem; d.) look back.
Further, Polya identified inverse procedures as one of the many
strategies in solving problems. Finding the inverse of a function is an
important technique that mathematicians follow because it allows
mathematical operations to be reversed. It is the ability to undo a process
in order to determine the input of the process.
Example 1. Think of a number. Add four to it. Multiply the result by 2.
Divide the result by 3. If the resulting number is 50, what is the number?
Solution 1: Construct an inverse function. When the resulting number
is given, solve for the number thought at the beginning.
2(𝑥+4)
The equation as translated from the problem: 𝑓 (𝑥 ) = .
3

Solving for the inverse, we have:

2(𝑥 + 4)
𝑦=
3
2(𝑦+4)
𝑥=
3

3𝑥 = 2𝑦 + 8
3𝑥 − 8 = 2𝑦
3𝑥−8 3𝑥−8
= 𝑦 𝑜𝑟 𝑦 =
2 2
3𝑥−8
Therefore, 𝑓 −1 (𝑥 ) = .
2

Given that x=50,

3𝑥−8
𝑓 −1 (50) =
2

9
 3(50)−8
𝑓 −1 (50) =
2
150−8
𝑓 −1 (50) =
2

𝑓 −1 (50) = 71

The number thought at the start is 71. By checking, we have,

2(𝑥+4)
50 ≟ 3
2(71+4)
50 ≟ 3
2(75)
50 ≟ 3
150 Since, it is a true statement, so it is
50 ≟ correct that 50 is the number
3
thought at the beginning.
50 = 50.

Example 2. Engr. Mike found out that a particular bridge can carry a
maximum force t in tons. This force is related to the distance d between
15
its supports and given by the function 𝑡(𝑑 ) = ( )3 . How far should the
𝑑
supports be if the bridge carries 8 tons?
15
Solution 2: From the given function 𝑡(𝑑 ) = ( )3 , interchanging the
𝑑
variables of time and distance is not possible since they represent specific
values. We can just solve for d in terms of t to find its inverse.
15
𝑡 = ( )3
𝑑

3 15 3
3
√𝑡 = √( 𝑑 )
3 15
√𝑡 = 𝑑
15
𝑑= 3
√𝑡
15
So, inverse is 𝑑(𝑡) = 3 .
√𝑡

Given that the load is 8 tons, so, t= 8. Substituting t with 8,

15
𝑑(8) = 3 .
√8

10
 15
𝑑(8) =
2

𝑑(8) = 7.5
Therefore, the supports must have a distance of at most 7.5
meters, so that it could carry a load with an 8 tons weight.

What’s More

Solve the problem below.

9
1. The formula for converting Celsius to Fahrenheit is 𝐹 = 𝐶 + 32
5
where C is the temperature in Celsius and F is the temperature in
Fahrenheit.

a. What does 𝑓 −1 (𝑥 ) represents?

b. What is 𝑓 −1 (𝑥 )?
c. What is 123.5ºF in Celsius?

What I Have Learned

Supply each blank with the missing term. Write your answer on a
separate sheet of paper.

1. __________________ is a process of finding solutions to an identified

problem given the information and needs analytic and mathematical
skills.
2. Finding the inverse of a function is a strategy or technique used by
mathematicians in solving problems that works from the
_______________.
3. _______________ was the Father of solving mathematical problems.
4. The four basic principles in solving problems are ________, _________,
_________, and ________.

11
 What I Can Do

Solve the problem below.

1. Mazey and Maria are siblings and their age difference is given
by the function 𝑓(𝑥 ) = 2𝑥 + 3.

a. What does 𝑓 −1 (𝑥 ) represent if 𝑓(𝑥 ) represents the age of the

older sibling?
b. What is 𝑓 −1 (𝑥 )?
c. If the older sister is 15 years old, how old is the younger
sister?

Assessment

Solve the given problem.

1. Karen is going to celebrate her birthday party at a nearby resort.
She will be charged with an amount of ₱15,000.00 plus
the ₱120.00 per guest.

a. Write the cost that will be charged to Karen as a function of

the number of guest.
b. Find the inverse function.
c. If her mother allocated ₱25,000.00, how many guests can
she invite?

12
 Additional Activities

Do the following activities.

Given:

The length of a rectangle is 2 cm more than twice its width.

a. Express the perimeter in terms of length.

b. Express the perimeter in terms of width.
c. Express the width in terms of perimeter.
d. Express the length in terms of perimeter.
e. What is the length of the rectangle if the perimeter is 22 cm?

13
 Answer Key

What I Know
1. d 2. a 3. b 4. d 5. c

What’s In
1. True 2. True 3. False; 𝑓(𝑓 −1 (𝑥 )) = 𝑥 4. True
5. False; symmetrical

What’s More
1. The inverse function represents the formula for the Celsius.
5
2. 𝐶 = (F-32)
9
3. 50.8ºC

What I Learned
1. Problem Solving
2. Backward
3. George Polya
4. Understand the problem; Devise a plan; Carry out the
problem; Look back

Assessment Additional Activities

a. 𝑃 = 3𝑙 − 2 e. 𝑙 = 8 𝑐𝑚
a. 𝐶 (𝑥 ) = 15,000 + 120𝑥
𝑥−15,000 b. 𝑃 = 4 + 6𝑤
b. 𝑓 −1 (𝑥 ) = 𝑃−4
120 c. 𝑤 =
6
c. 83 𝑃+2
d. 𝑙 =
3

What I Can Do
1. The inverse function represents the age of the younger
sibling.
𝑥−3
2. 𝑓 −1 (𝑥 ) = 2
3. 6 years old

14
 Lesson Real-life Problems
2 Involving Exponential
Function

What I Know

Multiple Choice. Read each question carefully and choose the best
answer from the given choices. Write the answer on a separate piece of
paper.
___________1. Which of the following is an exponential function?
a. 𝑓(𝑥 ) = 3𝑥 c. 𝑓(𝑥 ) = 3 + 𝑥
b. 𝑓(𝑥 ) = 3𝑥 d. 𝑓(𝑥 ) = 3 − 𝑥

___________2. The following situation can be represented by an

exponential function, except ONE.
a. Population growth c. Simple Interest
b. Half-life of a substance d. Compound Interest

___________3. Which of the following exponential function defines the

table of values below?

x -1 0 1 2 3
y 1/4 1 4 16 64
1
a. 𝑦 = 𝑥 4 c. 𝑦 = 4𝑥
b. 𝑦 = 4𝑥 d. 𝑦 = 4𝑥

___________4. Mr. Ken invested ₱5,000.00 at a bank that earns 1.5%

interest compounded annually. How much will his money
be after 2 years?
a. ₱ 5,151.125 c. ₱ 7,151.125
b. ₱ 6,215.125 d. ₱ 8,265.98

___________5. The number of bacteria in a culture triples every hour.

Suppose there are 500 bacteria at present, how many
bacteria will there be after 4 hours?
a. 35,900 c. 45,700
b. 40,500 d. 50,680

15
 What’s In

Read each sentence carefully and identify whether it is TRUE or FALSE. If

it is false, change the correct term in an underlined word to make the
statement correct. Write your answer on a separate sheet of paper.

1. All functions are relations.

2. All relations are functions.
3. A function is one-to-one if for any value of x, there is a unique
value of y.
4. All one-to-one functions satisfy the vertical line test.
5. All functions satisfy the horizontal line test.
6. If a function is one-to-one, then its inverse always exists.
7. The graphs of a function and its inverse are always symmetrical
to y = x.
8. The domain of 𝑓(𝑥) is the range of the 𝑓 −1 (𝑥).
9. To check if 𝑓 −1 (𝑥) is the inverse of 𝑓(𝑥), 𝑓(𝑥)+𝑓 −1 (𝑥) is used.
10. Finding the inverse of a function is a technique used in solving
word problems according to George Polya.

What’s New

Jose wants to buy a cellphone that costs ₱ 16,000.00. His mother

always teaches him the value of saving. She challenges Jose to save first
his ₱1,000.00 instead of buying a new pair of pants. At the end of the week,
she promises to double his money. If Jose still saves his money at the end
of the second week, his mother will again double the amount. This will
continue until Jose will have enough amount to buy the cellphone.

If Jose will save continuously, how much will his money be at the
end of third week? On what week can he afford to buy the cellphone?

16
 What is It

The table below reflects how Jose’s savings grow every week.
WEEK JOSE’S MONEY
1 P1,000•2=P2,000
2 (P1,000•2)•2= P1,000•22 =P4,000
3 (P1,000•2)•2)•2= P1,000•23 =P8,000
4 (P1,000•2)•2)•2)•2= P1,000•24 =P16,000

Notice that in every week, Jose’s money was doubled.

1,000•2•2•2•2=16,000

To show the doubling of amount, exponential form is used which

is the shorthand for repeated multiplication. The number of times the
amount was doubled is represented by a variable x. Thus, the expression
above may be written as,

1,000•2𝑥 =16,000

This illustrates a function whose values are obtained by raising a

fixed positive number to the xth power. This function is called
exponential functions.
An exponential function is in the form 𝑓 (𝑥 ) = 𝑏 𝑥 , where b is any
real number greater than zero but b ≠1. The constant b is called the base
and x is called the exponent. Unlike other functions wherein the variable
term is the base, this time, the variable term is the exponent.
Example 1. A function 𝑓(𝑥) is defined by table of values below:

x -1 0 1 2 3
y 1 1 3 9 27
3

Solution 1: As the value of x increases by 1, the value of y is multiplied

by 3. It means that a number 3 is raised to exponent x.
Hence, the given ordered pairs are points of the exponential
function 𝑦 = 3𝑥 .

17
Example 2: Suppose that cells double every 5 minutes and we assume
that no cell dies during the process. If there is only 1 cell at
the start, there will be two cells after 5 minutes, 4 cells after
10 minutes and so on. Write an exponential function that
will give the number of cells after any number of intervals.
Solution 2: If x be the number of intervals of 5 minutes that have elapsed
after the starting point, then the number of cells present
after a number of x intervals is 2𝑥 . Then the exponential
function 𝑦 = 2𝑥 defines the doubling of cells after any x
interval.
Example 3: The value of a brand new laptop is P80,000 and depreciates
every year by half of the amount of the previous year. The
value of the laptop after x years may be represented by the
1 𝑥
exponential function V(x)=80,000(2) . What would be the
value of the laptop after 4 years?
Solution 3. Given: x= 4. Substituting the value to the exponential
1 𝑥
function: V(x)=80,000( ) ,
2

1 4
V(4)= 80,000( )
2

1
V(4)= 80,000( 4 )
2

1
V(4)= 80,000( )
16

80,000
V(4)=
16

V(4)= 5,000
Thus, the value of the laptop after 4 years is ₱ 5,000.00.

What’s More

Construct a table of values for each exponential function. Use the

values from the domain -3 ≤ x ≤ 3.
2 𝑥
1. 𝑦 = 4𝑥 2. 𝑦 = 3−𝑥 3. 𝑦 = ( )
3

18
 What I Have Learned

Fill in the blank with the correct term to complete the sentence.
1. An _________________ function is raising a fixed positive number to
the nth power.

2. The exponential function in the form 𝑓 (𝑥 ) = 𝑏 𝑥 , 𝑏 is the ______ and

______ is the exponent.

3. In exponential function, the variable x becomes the ___________.

What I Can Do

The number of direct ancestors that a person can have in each

generation is an example of a real- life exponential function. Trace your
own line of direct ancestors as far back as you can and make a family
tree. In each generation, count the number of direct ancestors you have.

19
 Assessment

A. On a separate sheet of paper, identify the function given if it is an

exponential function. Write EF if it is an exponential function.
Otherwise, X if it is not.

1. 𝑓 (𝑥 ) = 2𝑥 + 1 2. 𝑣(𝑥 ) = 52𝑥 3. 𝐶 (𝑥 ) = 10𝑥

B. Given the table of values, define an exponential function.

1. x -3 -2 -1 0 1 2 3
y 1 1 1 1 4 16 64
64 16 4

2. x -3 -2 -1 0 1 2 3
y 27 9 3 1 1 1 1
3 9 27
C. Read the given problem then solve what is asked using exponential
function.

1. The number of bacteria in a culture triples every hour. Suppose

there are 300 bacteria at present.

a. Write the exponential function that represents the number

of bacteria after x hours.

b. How many bacteria will be present after 6 hours?

Additional Activities

Read the given problem and do what is asked.

1. Ms. Joy deposited P20,000 in a bank that earns 5% interest
compounded semiannually. The amount in his account after x years
0.05 2𝑥
is given by 𝑓 (𝑥 ) =20,000(1 + 2 ) . Assuming that no deposits or
withdrawal within x years, how much will her money be after 3 years?

20
 Answer Key

What I Know
1. a 2. c 3. b 4. a 5. b

What’s In
1. TRUE 5. FALSE-VERTICAL 9. FALSE- 𝑓(𝑓 −1 (𝑥)) = 𝑥
2. FALSE- SOME 6. TRUE 10. TRUE
3. TRUE 7. TRUE
4. TRUE 8. TRUE

What’s More What I Have Learned

x -3 -2 -1 0 1 2 3
1. 1. exponential
y 1 1 1 1 4 16 64
2. base; x
64 16 4
3. exponent
x -3 -2 -1 0 1 2 3
2. Y 27 9 3 1 1 1 1
3 9 27
x -3 -2 -1 0 1 2 3
3.
y 27 9 3 1 2 4 8
8 4 2 3 9 27

Assessment
A. 1. X 2. EF 3. EF
1
B. 1. 𝑓(𝑥 ) = 4 𝑥
2. 𝑓(𝑥 ) = (3)𝑥
C. 1. 𝑓(𝑥 ) = 300(3)𝑥 2. 𝑓(𝑥 ) = 300(3)6 = 218 700

Additional Activities
1. She will have P23,193.87 after 3 years.

21
 Lesson Exponential Function,
3 Exponential Equation and
Exponential Inequality

What I Know

On a separate sheet of paper, answer the following items.

A. Identify if the given equation is an exponential function by writing YES
or NO.

1. 𝑦 = 10𝑥
2. 𝑦 = 32𝑥
3. 𝑦 = 6−𝑥
4. 𝑦 = 𝑥2
5. 𝑦 = 4𝑥 3

B. Read and understand the problem then solve.

1.Carla’s savings in a bank was given by the function 𝑆(𝑥 ) =

15,000(1 + 0.25)𝑥 with an annual interest of 25%. If she has an initial
deposit of ₱15,000 with no withdrawal and deposit within 5 years, how
much will her money be?
2. The bacteria in a petri dish triples every 2 hours. How many bacteria
will there be after 8 hours if there are 5 at the start?

22
 What’s In

Match the exponential function in column A with its value in column B

by writing the letter of the correct answer in every number.
COLUMN A COLUMN B

1. 𝑦 = 3𝑥 , x = 5 a. y = 125
2. 𝑦 = 4𝑥 , x = 3 b. y = 243
3. 𝑦 = 2𝑥 , x = 7 c. y = 128
4. 𝑦 = 23𝑥 , x = 3 d. y = 64
5. 𝑦 = 5𝑥 , x = 3 e. y = 512

What’s New

CROSSWORD PUZZLE. Recall the different mathematical terms given

its definition.

23
DOWN

1. It refers to any letter/symbol used in mathematical expression

which represent a certain value.
3. An ________________ variable (often denoted by x) whose variation
does not depend on that of another.
4. It is a statement of equality between two quantities.
ACROSS

2. The symbol > means ________ than.

4. It refers to the number of times a number is multiplied by itself.

5. ________ sign: a symbol stating equality between two quantities

6. A statement in which two quantities that are unequal is

called ____.

7. The symbol < means ________ than.

8. A relation which has a unique output for every input.

9. A variable (often denoted by y) whose value depends on that of

another.

What is It

An exponential expression involves mathematical symbols like

exponents translated from a problem or situation. Mathematical
sentences like function, equation, or inequality are commonly used to
represent these problems and therefore find an answer or solutions. It is
necessary to identify the different forms of an exponential expression so
it can be used effectively in solving problems.

Exponential Function
An exponential function is a relationship between dependent and
independent variables in exponential notation. It is in the form 𝑓 (𝑥 ) = 𝑏 𝑥 ,
where b>0 and b≠1.
Example: 𝑓 (𝑥 ) = 2𝑥 , 𝑓 (𝑥 ) = 2𝑥 , 𝑆(𝑥 ) = 1000(1 + 0.25)𝑥

24
Exponential Equation
An exponential equation is a mathematical statements involving
exponential expressions.
1
Example: 2𝑥 = 83 , 42𝑥−1 = 64, 2𝑥+2 = 32

Exponential Inequality
An exponential inequality is a mathematical statement involving
exponential expressions that are not equal.
Example: 5𝑥 ≥ 25, 52𝑥 − 5𝑥+1 ≤ 0

What’s More

Determine whether the given is an exponential function, exponential

equation, or exponential inequality. Write your answer on a separate
sheet paper.

1. 𝑓 (𝑥 ) = 2𝑥 + 5 _______________________

2. 𝑣(𝑥 ) = 62𝑥 _______________________

3. 162𝑥−3 = 8 _______________________

1
4. 2𝑥+2 = _______________________
32

1 𝑥
5. 3 ≥ ( ) _________________________
2

25
 What I Have Learned

Fill in the space with the correct term.

1. Exponential notation is an expression in which the variable

becomes an ____________________.
2. A mathematical equation which contains exponential notation is
called ________________.
3. An exponential _____________ is a statement of two quantities
which contains exponential notation that are unequal.
4. An exponential __________________ shows the relationship between
variables.

What I Can Do

In a table below, write 5 examples of an exponential function,

exponential equation, and exponential inequality.

Exponential Function Exponential Equation Exponential Inequality

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

26
 Assessment

Determine whether the given is an exponential function, exponential

equation, or exponential inequality. Write your answer on a separate
paper.

1. 4𝑥−1 = 16 ____________________
2. 3𝑥 < 9𝑥−2 ____________________
3. 𝑑 (𝑡 ) = (1.5)𝑥 ____________________
4. 43𝑥+2 < 64 ____________________
5. 53𝑥+8 = 252𝑥 ____________________

Additional Activities

Essay
In your own words, answer the following questions.
1. What is an exponential function?
2. Differentiate exponential equation from exponential inequality.

RUBRICS
POINTS ORGANIZATION CONTENT ACCURACY
5 The work is Substantial, specific 100% of what is
presented in a neat, and/or illustrative stated is correct.
clear, organized content
thoughts that is demonstrating strong
easy to read. development and
sophisticated ideas.
4 The work is Sufficiently developed 80% of what is
presented in a neat content with adequate stated is correct.
and organized elaboration or
thoughts that is explanation.
usually easy to
read.
3 The work is Limited content with 60% of what is
presented in an inadequate stated is correct.
organized thoughts elaboration or
but maybe hard to explanation.
read at times.
2 The work is Content irrelevant to 50% of what is
presented just for the question. stated is correct.
compliance.

27
 Answer Key

What I Know
A. 1. YES 2. YES 3. YES 4. NO 5. NO
B. 1. P45,776.37
2. 𝐵(𝑥 ) = 5 ∙ 3𝑥 = 405. There are 405 bacteria after 8 hours.

What’s In
1. B 2. D 3. C 4. E 5. A

What’s New
DOWN ACROSS

1. Variable 2. greater
2. Independent 4. exponent
3. Equation 5. equal
6. inequality
7. less
8. function
9. dependent

What’s More
1. Exponential Function 4. Exponential Equation
2. Exponential Equation 5. Exponential Inequality
3. Exponential Equation
4.

What I Have Learned

1. exponent 3. exponential inequality
2. exponential equation 4. function

Assessment
1. Exponential Equation 4. Exponential Inequality
2. Exponential Inequality 5. Exponential Equation
3. Exponential Function

28
References

Allan M. Canonigo, May Anne C. Tirado, Real-World Mathematics

Advanced Math and Precalculus, C and E Publishing, Inc., 2011
Department of Education – Bureau of Learning Resources. General
Mathematics: Learner’s Material Pasig City: Department of
Education, 2016
Dr. Leonor A. Ruivivar, Math for Engaged Learning Advanced Algebra,
Trigonometry, and Statistics, Sibs Publishing House, Inc., 2011
Grace Obias – Aoanan, Ma. Lourdes Pidor- Plarizan, Beverly Tabay-
Regidor, Lolly Jean Carupo- Simbulas, General Mathematics for
Senior High School, C and E Publishing, Inc., 2016
Orlando A. Oronce, General Mathematics Quezon City: Rex Book Store,
Inc. (RBSI)., 2016
Ronnie O. Alejan, Guillermo B. Bonghanoy, and Elisa V. Veloria, General
Mathematics for Senior High School Malabon City: MUTYA
Publishing House, Inc., 2016.

29
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