Module Code: Pasay –GENMATH-Q1- W6-D1

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN GENERAL MATHEMATICS

First Quarter / Week 6 / Day 1

OBJECTIVE: Determines the intercepts, zeroes, and asymptotes of an exponential function.

YOUR LESSON FOR TODAY:

In this module, the learners will be able to determine the intercepts, zeroes and asymptotes of an
exponential function.
Unlocking Difficulties: Definition
• Intercepts are x - or y – coordinates of the points at which the graph crosses the x
– axis or y – axis, respectively.
• y – intercept is the y – coordinate of the point where the graph crosses the y –
axis
• x – intercept is the x – coordinate of the point where the graph crosses the x –
axis.
• The zero of a function is any replacement for the variable that will produce an
answer of zero. Graphically, the real zero of a function is where the graph of
the function crosses the x‐axis; that is, the real zero of a function is the x‐
intercept(s) of the graph of the function.
• An asymptote is a straight line associated with a curve such that a point moves along an
infinite branch of the curve, the distance from the point to the line approaches zero and the slope of
the curve at the point approaches zero and the slope of the curve at the point approaches the
slope of a line. Hence, it is a line (or a curve) that the graph of a function gets close but does not
touch.
• The line x = a is a vertical asymptote of the graph if 𝑓(𝑥) → ∞ or 𝑓(𝑥) → −∞, and as 𝑥 → 𝑎,
either from right or from left.
• The line y = b is a horizontal asymptote of the graph if 𝑓(𝑥) → 𝑏 as 𝑥 → ∞ or 𝑥 → −∞.

TRY TO DISCOVER!
Activity 1: Sketch the graph of the following functions in one plane.
1.) 𝑦 = 2𝑥 5.) 𝑦 = −2𝑥
𝑥
2.) 𝑦 = 2 − 1 6.) 𝑦 = 2𝑥 + 1
𝑥−1
3.) 𝑦 = 2 7.) 𝑦 = 2𝑥+1
𝑥−1
4.) 𝑦 = 3 ∙ 2
A. What can be observed from the
transformation of the graphs?
_______________________________
B. Is there any point on the y - axis?____
C. Is there any point on the x - axis?____
D. From which function/s that pass through x –
axis? ________________
E. Is there a particular part of the cartesian
plane where the lines stopped moving
vertically? _________
_______________________________
By the definition listed above, your answers are the intercepts, zero and asymptotes of the exponential
function. Let us explore with more examples.

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 Module Code: Pasay –GENMATH-Q1- W6-D1

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

Example 1:
Compare the graphs 𝑦 = 2𝑥 , 𝑦 = 3𝑥 and 𝑦 = 4𝑥

f (x ) = 4 x
. ➢ Observe that all lines are increasing and there is a common
point which happens to pass through the y – axis. That point
is (0,1).The function passes through the point (0,1) because
𝑓(0) = 𝑏 0 = 1 .
➢ The graph approaches but does not reach the x – axis. The
f (x ) = 3x
x – axis is the horizontal asymptote, y = 0.

f (x ) = 2 x
Example 2:
1 𝑥
Let us see if the graphs of the functions 𝑦 = 𝑓(𝑥) = 2𝑥 and 𝑔(𝑥) = (2) will have the same
characteristics as Example 1.
1 𝑥
𝑓(𝑥) = 2𝑥 𝑔(𝑥) = ( )
x 2

y (x, y) y (x, y)

1 1
−3 (−3, ) 8 (−3,8)
8 8

1 1
−2 (−2, ) 4 (−2,4)
4 4 1 𝑥
𝑔(𝑥) = ( ) 𝑓(𝑥) = 2𝑥
1 1 2
−1 (−1, ) 2 (−1,2)
2 2

0 1 (0,1) 1 (0,1)

1 1
1 2 (1,2) (1, )
2 2

1 1
2 4 (2,4) (2, )
4 4
From the graphs, the said characteristics can be proven for
exponential function where 0 < 𝑏 < 1, 𝑏 > 1.
Example 3:
How about for the graph of 𝑦 = 2𝑥 , 𝑦 = 2𝑥−1 , 𝑦 = 2𝑥−2 ?
𝑦 = 2𝑥 𝑦 = 2𝑥−1 𝑦 = 2𝑥−2
x
y (x, y) y (x, y) y (x, y)

1 1 1 1 1 1
−3 (−3, ) (−3, ) (−3, )
8 8 16 16 32 32
1 1 1 1 1 1
−2 (−2, ) (−2, ) (−2, )
4 4 8 8 16 16
1 1 1 1 1 1
−1 (−1, ) (−1, ) (−1, )
2 2 4 4 8 8
1 1 1 1
0 1 (0,1) (0, ) (0, )
2 2 4 4
1 1 * The graph of 𝑦 = 2𝑥−1 shifts the graph of 𝑦 = 2𝑥
1 2 (1,2) 1 (1, 1) (1, )
2 2 one unit to the right.
* The graph of 𝑦 = 2𝑥−2 shifts the graph of 𝑦 = 2𝑥
2 4 (2,4) 2 (2,2) 1 (2,1)
two units to the right.
3 8 (3,8) 4 (3,4) 2 (3,2) These shifts now gave a different y – intercept as
seen in the graph.

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 Module Code: Pasay –GENMATH-Q1- W6-D1

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

1 1
• The y – intercept of 𝑦 = 2𝑥−1 is 2 while the y – intercept of 𝑦 = 2𝑥−2 is 4. Therefore, the y –
1 𝑐
intercept of 𝑦 = 𝑏 𝑥−𝑐 is ( ) .
𝑏
• The horizontal asymptote is y = 0. This implies that function 𝑦 = 𝑏 𝑥−𝑐 has no zero.
Example 4:
Sketch the graph of 𝑦 = 2𝑥 , 𝑦 = 2𝑥 − 1, 𝑦 = 2𝑥 − 2. 𝑓(𝑥) = 2 𝑥
𝑦 = 2𝑥 𝑦 = 2𝑥 − 1 𝑦 = 2𝑥 − 2
x
y (x, y) y (x, y) y (x, y) 𝑓(𝑥) = 2 𝑥 − 1

1 1 7 7 15 15
−3 (−3, ) − (−3, − ) − (−3, − )
8 8 8 8 8 8
1 1 3 3 7 7
−2 (−2, ) − (−2, − ) − (−2, − )
4 4 4 4 4 4
1 1 1 1 3 3
−1 (−1, ) − (−1, − ) − (−1, − )
2 2 2 2 2 2

0 1 (0,1) 0 (0,0) −1 (0, −1) 𝑓(𝑥) = 2 𝑥 − 2

1 2 (1,2) 1 (1,1) 0 (1,0)

* The graph of 𝑦 = 2𝑥 − 1 shifts the graph of 𝑦 = 2𝑥
2 4 (2,4) 3 (2,3) 2 (2,2) one unit downward.
* The graph of 𝑦 = 2𝑥 − 2 shifts the graph of 𝑦 = 2𝑥
3 8 (3,8) 7 (3,7) 6 (3,6)
two units downward.

• The y – intercept of 𝑦 = 2𝑥 − 1 is 0 while the y – intercept of 𝑦 = 2𝑥 − 2 is −1. Therefore, the y –

intercept of 𝑦 = 𝑏 𝑥 − 𝑐 is 1 − 𝑐.
• The horizontal asymptote is y = -1 for 𝑦 = 2𝑥 − 1 while it is y = -2 for = 2𝑥 − 2 . This implies that
function 𝑦 = 𝑏 𝑥 − 𝑐 has a horizontal asymptote 𝑦 = −𝑐.
• It crosses the x – axis. Therefore, there is an x – intercept.
- The x – intercept for 𝑦 = 2𝑥 − 1 is 0 while the x – intercept for 𝑦 = 2𝑥 − 2 is 1.

Example 5:
Sketch the graph of 𝑦 = 2𝑥 , 𝑦 = −2𝑥 *The graph of 𝑓(𝑥) = −2𝑥 is a
𝑦 = 2𝑥 𝑦 = −2𝑥
reflection of the graph of
x 𝑓(𝑥) = 2𝑥 𝑓(𝑥) = 2𝑥 across the x – axis.
y (x, y) y (x, y)
*The y – intercept of
1 1 3 3 𝑓(𝑥) = −2𝑥 is −20 = −1.
−2 (−2, ) − (−2, − )
4 4 4 4
1 1 1 1
−1 (−1, ) − (−1, − )
2 2 2 2
➢ The y – intercept of
0 1 (0,1) 0 (0,0) 𝑓(𝑥) = −𝑏 𝑥 is −1.
1 2 (1,2) 1 (1,1) ➢ The horizontal
asymptote is the line
2 4 (2,4) 3 (2,3)
𝑓(𝑥) = −2𝑥 y = 0.

Let us Practice!
Identify the intercepts and asymptote of the following functions.
1. 𝑦 = 5𝑥 Observation: graph is increasing
y - int: 1 x – int: none asymptote: y=0

2. 𝑦 = −15𝑥 Observation: graph is decreasing

y - int: -1 x – int: none asymptote: y=0

3. 𝑦 = 3𝑥−4 Observation: shifted 4 units to the right

1
y - int: x – int: none asymptote: y=0
81

4. 𝑦 = 3𝑥+2 Observation: shifted 2 units to the left

y - int: 9 x – int: none asymptote: y=0

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 Module Code: Pasay –GENMATH-Q1- W6-D1

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

5. 𝑦 = 5𝑥 − 25 Observation: shifted 25 units downward

y - int: -24 x – int: 2 asymptote: y=-25
6. 𝑦 = 4𝑥 + 16 Observation: shifted 16 units upward
y - int: 17 x – int: none asymptote: y=16
7. 𝑦 = 7 ∙ 3𝑥 Observation: vertically stretched 7 times
y - int: 7 x – int: none asymptote: y=0

Let’s have a recap!

Intercepts, Zeroes and Asymptotes Graph of an Exponential Function
A.) 𝒇(𝒙) = 𝒃𝒙 where 0<b<1, b > 1
1.) y – intercept is always 1.
2.) There is no x – intercept. Therefore, the function has no zero.
3.) The line y = 0 is the horizontal asymptote of the function.
B.) 𝒇(𝒙) = 𝒂 ∙ 𝒃𝒙 where 0<b<1, b > 1
1.) y – intercept is always 𝒂.
2.) There is no x – intercept. Therefore, the function has no zero.
3.) The line y = 0 is the horizontal asymptote of the function.
C.) 𝒇(𝒙) = 𝒃𝒙−𝒄 where 0<b<1, b > 1
𝟏 𝒄
1.) y – intercept is 𝒃−𝒄 or (𝒃) .
2.) There is no x – intercept. Therefore, the function has no zero.
3.) The line y = 0 is the horizontal asymptote of the function.
D.) 𝒇(𝒙) = 𝒃𝒙 − 𝒄 where 0<b<1, b > 1
1.) y – intercept is 𝟏 − 𝒄.
2.) There is an x – intercept. Therefore, the function has one zero.
3.) The line 𝒚 = −𝒄 is the horizontal asymptote of the function.
E.) 𝒇(𝒙) = −𝒃𝒙 where 0<b<1, b > 1
4.) y – intercept is always -1.
5.) There is no x – intercept. Therefore, the function has no zero.
6.) The line y = 0 is the horizontal asymptote of the function.

PRACTICE EXERCISE 1:
Activity 2: Determine intercepts and asymptotes following functions without graphing it.
1. 𝑦 = 7𝑥 y - int: x – int: asymptote:

1 𝑥
2. 𝑦 = ( ) y - int: x – int: asymptote:
2

3. 𝑦 = 7𝑥 y - int: x – int: asymptote:

4. 𝑦 = 16𝑥 y - int: x – int: asymptote:

5. 𝑦 = 1.25𝑥 y - int: x – int: asymptote:

PRACTICE EXERCISE 2:
Activity 3: Graph each group of functions in one plane. Describe the graphs by stating the intercepts
and asymptotes.
1𝑥
1. 𝑦 = 3𝑥 and 𝑦 = 3 y - int: x – int: asymptote:

2. 𝑦 = 3𝑥 and 𝑦 = −3𝑥 y - int: x – int: asymptote:

3. 𝑦 = 3𝑥−1 and 𝑦 = 3𝑥 − 1 y - int: x – int: asymptote:
4. 𝑦 = 3𝑥−1 and 𝑦 = 3𝑥 − 1 y - int: x – int: asymptote:
5. 𝑦 = 3𝑥+1 and 𝑦 = 3𝑥−1 y - int: x – int: asymptote:

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 Module Code: Pasay –GENMATH-Q1- W6-D1

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

PRACTICE EXERCISE 3:
Activity 4: Observe the behavior of the following functions. Describe the transformation and identify the
intercepts and asymptote.
1. 𝑦 = 4𝑥 Observation:
y - int: x – int: asymptote:

2. 𝑦 = −4𝑥 Observation:
y - int: x – int: asymptote:

3. 𝑦 = 4𝑥−1 Observation:
y - int: x – int: asymptote:

4. 𝑦 = 4𝑥 − 16 Observation:
y - int: x – int: asymptote:

5. 𝑦 = 3 ∙ 4𝑥 Observation:
y - int: x – int: asymptote:

Evaluation
I. True or False. Write T if the statement is true. Otherwise, write N.

______ 1. If 𝑓(𝑥) = 4𝑥 , then 𝑓(0) = 4.

______ 2. The function 𝑓(𝑥) = 3𝑥 + 5 does not have zero.
______ 3. The graph of 𝑓(𝑥) = 3𝑥 − 2 shifts downward giving a horizontal asymptote of y=2.
______ 4. The graph of 𝑓(𝑥) = 31𝑥−2 shifts 2 units to the right giving a y – intercept of 1 and a
horizontal asymptote of y=2.
______ 5. The y – intercept of 𝑓(𝑥) = −3𝑥 is -1.

II. Determine the intercept and asymptote of the following functions.

1. 𝑦 = 81𝑥 y - int: x – int: asymptote:

1 𝑥
2. 𝑦 = (4) y - int: x – int: asymptote:

3. 𝑦 = 3 ∙ 7𝑥 y - int: x – int: asymptote:

4. 𝑦 = 2𝑥−4 y - int: x – int: asymptote:

5. 𝑦 = 2𝑥 − 16 y - int: x – int: asymptote:

Thoughts to ponder…
Is there really such thing as free will? Do you or someone else decide for your fate?
Is there an asymptote in your life that limits you to do the thing that you want to do?
How can you overcome these obstacles to live the way you want to be?

Prepared by: KATRINA J. NALDOZA

SHS Teacher III
References for further Enhancement:
Oronce, O. A. (2016). General Mathematics. Manila: Rex Book Store Inc.General Mathematics Learner's
Module, pages 90 - 98
https://www.math.utah.edu/~wortman/1050-text-ef.pdf

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 Module Code: Pasay –GENMATH-Q1- W6-D2

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN GENERAL MATHEMATICS

First Quarter/ Week 6/ Day 2
OBJECTIVE: Solves real-life problems using exponential function.

YOUR LESSON FOR TODAY:

In this module, students will be able to solve problems involving exponential
functions.

UNLOCKING OF DIFFICULTIES
An exponential function with based b is a function 𝑓(𝑥) = 𝑏 𝑥 or 𝑦 = 𝑏𝑥
where 𝑏 > 0, 𝑏 ≠ 1

REVIEW EXCERCISES:
Complete the table of values for𝑥 = −3, −2, −1, 0, 1, 2, 𝑎𝑛𝑑 3

x -3 -2 -1 0 1 2 3
1 27
𝑦 = ( )𝑥
3
𝑦 = 10𝑥 1
1000

TAKE NOTE!

Some of the common applications in real-life of exponential functions are population

growth, exponential decay, and compound interest
EXPONENTIAL MODELS AND POPULATION GROWTH
The rule for exponential growth can be modeled by
𝑦 = 𝑎𝑏 𝑥
Where a is the starting number, b is the growth factor, and x is the number of intervals
( minutes, years, and so on ).

Example 1. A bacteria grows at the rate of 25% each day. There are 300 bacteria today. How
many will there be
a. tomorrow?
b. two weeks from now?
c. one month from now?
Solution
a. Using the formula 𝑦 = 𝑎𝑏 𝑥 where a = 300, b = 1.25, and x = 1, then
𝑦 = 300(1.25)1
𝑦 = 375 There will be 375 bacteria tomorrow
𝑥
b. Using the formula 𝑦 = 𝑎𝑏 where a = 300, b = 1.25, and x = 14, then
𝑦 = 300(1.25)14
𝑦 = 6,821.2102 There will be 6,821 bacteria two weeks from now
c. Using the formula 𝑦 = 𝑎𝑏 𝑥 where a = 300, b = 1.25, and x = 30, then
𝑦 = 300(1.25)30
𝑦 = 242,338.07 There will be 242,338 bacteria two weeks from now

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 Module Code: Pasay –GENMATH-Q1- W6-D2

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

EXPONENTIAL FUNCTIONS AND HALF LIFE

If the half-life of a substance is T units and 𝑦0 is the amount of the substance
corresponding to t = 0, then the amount y of substance remaining after t units of time is
given by
1 𝑡
𝑦 = 𝑦0 ( )𝑇
2
Example 2. Suppose the half-life of a certain radioactive substance is 10 days and there are
10 g initially, determine the amount of substance remaining after 20 days.
SOLUTION
Given that the mass is half every 10 days and 𝑦0 = 10
1 𝑡
𝑦 = 𝑦0 ( )𝑇
2
1 20
𝑦 = 10( )10
2
1
𝑦 = 10( )2
2
𝑦 = 2.5 The amount of substance after 20 days is 2.5 g.

COMPOUND INTEREST
The compound Interest Formula
𝑟
𝐴 = 𝑃(1 + )𝑛𝑡
𝑛
Is practically the same as the exponential growth formula 𝑦 = 𝑎𝑏 𝑥 when n = 1.

Example 3. Neil deposits P50,000.00 in a savings account. The account pays 6% annual
interest. If he makes no more withdrawals and deposits, what is his new balance?
a. after 5 years
b. after 10 years?

SOLUTION

a. Using the formula 𝑦 = 𝑎𝑏 𝑥 where a = 50,000, b = 1.06, and x = 5, then

𝑦 = 50,000(1.06)5
𝑦 = 66,911.2788 The new balance will be P66,911.28 after 5 years
.
b. Using the formula 𝑦 = 𝑎𝑏 𝑥 where a = 50,000, b = 1.06, and x = 10, then
𝑦 = 50,000(1.06)10
𝑦 = 89,542.3848 The new balance will be P89, 542.38 after 10
years.

Example 4. Dexter invested P60,000.00 at an annual rate of 5% compounded yearly. Find the
total amount in the account after 10 years if no withdrawals and deposits are made.
SOLUTION
The given are P = P60,000, r = 0.05, n = 1, t = 10
𝑟
𝐴 = 𝑃(1 + )𝑛𝑡
𝑛
0.05 1∙10
𝐴 = 60,000(1 + )
1
10
𝐴 = 60,000(1.05)
𝐴 = 97,733.6776 There would be P97,733.68 in the account at the end
of 10 years.

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 Module Code: Pasay –GENMATH-Q1- W6-D2

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

COMPOUNDED CONTINUOUSLY
When the principal P is invested at an annual rate r, compounded continuously, the
amount A accumulated after t years is given by the formula )
𝐴 = 𝑃𝑒 𝑟𝑡
Take note that the value of 𝑒 = 2.71828

Example 5. Determine the amount of money accumulated if P100,000.00 is invested at an

annual rate of 8% compounded continuously after 10 years if no withdrawals are
made? SOLUTION
𝐴 = 𝑃𝑒 𝑟𝑡
𝐴 = 100,000(2.71828)0.08(10)
𝐴 = 100,000(2.2255409)
𝐴 = 222,544.09 There will be P222,554.09 in the account in 10
years

PRACTICE EXERCISES 1

1. Barangay 201 has 1,000 individuals and its population doubles every 60 years.
a. Give an exponential model of the barangay.

b. What is the population of the barangay after 10 years?

2. Metrobank offers a 2% annual interest rate, compounded annually, for a certain fund.
a. Give an exponential model for a sum of P10,000 invested under the scheme.

b. How much money will there be in the account after 20 years?

3. The half-life of a radioactive substance is 1200 years. If the initial amount of the substance
is 300 grams
a. Give the exponential model for the amount remaining after t years.

b. What amount of substance remains after 1000 years?

4. A City has a population of 40,000 that is increasing at the rate of 5% each year.
Approximate the population in 6 years?

5. Suppose a culture of 400 bacteria is put in a petri dish and the culture doubles every hour.
Approximately, how many bacteria will there be after 10 hours?

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 Module Code: Pasay –GENMATH-Q1- W6-D2

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

PRACTICE EXERCISES 2

Solve

1. Marvin invested P30,000 after graduation. If the average interest rate is 5.8% compounded
annually.
a. give an exponential model for the situation.

b. will the money be doubled in 15 years?

2. At 𝑡 = 0, 500 bacteria are in a petri dish, and this amount triples every 15 days. How many
bacteria are in the dish after 40 days?

3. The half-life of a substance is 400 years. How much will remain after 600 years if the initial
amount was 200 grams?

4. A certain bacteria culture has a growth rate of 3% and an initial count of 10,000. Find the
population of the bacteria culture after 4 hours.

5. Suppose a fully inflated balloon loses 7% of its air each day. If the balloon originally
contains 2000 cubic centimeters of air, how many cubic centimeters does it hold after 3
days

PRACTICE EXERCISES 3

1. The initial amount of a certain radioactive substance is 90 grams. The radioactive

substance changes into another element by 30% every year. How many grams is left
in the substance after 5 years?

2. Suppose Christina initially deposited P5000 into her savings account and the bank
offered her 4.7% interest rate on savings account compounded monthly. How much
would her account hold after two years?

3. Gina initially invested P50,000 at a 12.5% annual interest rate, compounded annually
for 10 years. What was the total amount her money accumulated after 10 years. What
was her total amount of money accumulated after 10 years?

4. Calculate the amount yielded by an investment of P120,000 at an interest rate of 5%

compounded continuously after 5 years.

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 Module Code: Pasay –GENMATH-Q1- W6-D2

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

5. If Lance put P500,000 in the bank at 4% compounded continuously, determine the

amount he would have after 10 years.

LET’S SUM IT UP

Exponential growth refers to the pattern of data that shows sharper increases over time. e.g.
Population growth and compound interest.
The half-life of a radioactive substance is the time it takes for half of the substance to decay.
A quantity is subject to exponential decay if it decreases at a rate proportional to its current
value.

EVALUATION

Solve the following problems.

1. Determine the amount of money that will be accumulated if the principal of P100,000 is
invested at an annual rate of 8% compounded:
a. yearly for 10 years.

b. semi-annually for 10 years.

c. monthly for 10 years.

2. Mrs. Cruz bought an antique table for P15,000. She estimates that it will increase in
value by 5% per year

a. Formulate an equation to calculate the value y of Mrs. Cruz’s antique table after x
years.

b. Find the value of the dresser after 9 years?

3. A culture of 10 bacteria in a petri dish doubles every hour How many bacteria will there
be after 3 hours?

4. Barangay Sun Valley has a population 50,000. Its rate increases 9% every 6 months.
What is the population after 6 years?

5. The half-life of a radioactive substance is 10 days and there are 10 grams initially. How
much is the amount of substance left after 20 days?

Prepared by:
DANILO S. OCLARES JR.
Kalayaan National High School

REFERENCES FOR FURTHER ENHANCEMENT:

Versoza D. M.,et al (2016) General Mathematics Learner’s Material, pages 71-82
Oronce O. ,(2016) General Mathematics 206 First Edition Rex Book Store Inc., pages129-138.
Orines F., (2016) Next Century Mathematics (General Mathematics), Phoenix Publishing House, pages 28-36.

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 Module Code: Pasay –GENMATH-Q1- W6-D3

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN GENERAL MATHEMATICS

First Quarter/ Week 6/ Day 3
OBJECTIVE: Represents real-life situations using logarithmic functions and
distinguishes logarithmic function, equation and inequality.
YOUR LESSON FOR TODAY:
In this module, students will be able to represents real-life situations involving
logarithmic functions and distinguishes among logarithmic function, logarithmic equation and
logarithmic inequalities.
UNLOCKING OF DIFFICULTIES
A logarithmic function is defined by 𝑦 = 𝑙𝑜𝑔𝑏 𝑥, 𝑖𝑓 𝑎𝑛𝑑 𝑜𝑛𝑙𝑦 𝑖𝑓 𝑥 = 𝑏 𝑦 for all positive real
numbers x and b, and 𝑏 ≠ 1.

PRACTICE EXERCISES 1
A. Rewrite the following exponential equation in logarithmic form

1. 53 = 125 Answer: __________________

1
2. 7−4 = 49
Answer:__________________
𝑏
3. 7 = 21 Answer:__________________
4. (0.1)−4 = 10000 Answer:__________________
5. (−2)2 = 4 Answer: __________________
B. Rewrite the following logarithmic equations in exponential form.
1.𝑙𝑜𝑔3 81 = 4 Answer: __________________
2. 𝑙𝑜𝑔√5 5 = 2 Answer: __________________
64
3. 𝑙𝑜𝑔3 27 = 4 Answer: __________________
4
1
4. 𝑙𝑜𝑔4 2 = 2 Answer: __________________
5. 𝑙𝑜𝑔10 0.001 = −3 Answer: __________________
C. Find the value of the following logarithmic expression.
1. 𝑙𝑜𝑔7 1 Answer: __________________
2. 𝑙𝑜𝑔2 32 Answer: __________________
3. 𝑙𝑜𝑔5 5 Answer: __________________
4. 𝑙𝑜𝑔1 16 Answer: __________________
2
5. 𝑙𝑜𝑔0.001 Answer: __________________

TAKE NOTE
Some of the most common application of logarithms in real-life are the Richter scale,
sound intensity, and pH level.

Earthquake magnitude in Richter scale

The magnitude R of an earthquake is given by
2 𝐸
𝑅 = 𝑙𝑜𝑔
3 104.40
where E (in joules) is the energy released by the earthquake ( the quantity 104.40 joules is the
energy released by a very small reference earthquake)

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 Module Code: Pasay –GENMATH-Q1- W6-D3

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Name of Teacher : ______________________________ Strand : ________________

Example 1. Suppose an earthquake released approximately 1012 joules of energy.

a. What is its magnitude on a Richter scale?
b. How much more energy does this energy release than the reference earthquake?
Solution:
a. Since 𝐸 = 1012 ,then b. This earthquake releases =
2 𝐸 1012
𝑅 = 3 𝑙𝑜𝑔 104.40 104.40
= 107.6 ≈ 39, 810, 717
2 1012
𝑅 = 𝑙𝑜𝑔 4.40 The earthquake is 39,810,717 times
3 10
2
𝑅 = 3 𝑙𝑜𝑔107.6 more energy than the reference
2
𝑅 = 3 (7.6) earthquake.
𝑅 ≈ 5.1
The magnitude is approximately 5.1

Sound Intensity
𝐼
In acoustics, the decibel (dB) level sound is 𝐷 = 10𝑙𝑜𝑔 where I is the sound
10−12
2 −12 2
intensity in 𝑤𝑎𝑡𝑡𝑠/𝑚 (the quantity 10 𝑤𝑎𝑡𝑡𝑠/𝑚 is the least audible sound a human can
hear).

Example 2. The decibel sound in a quiet office is 10−6 𝑤𝑎𝑡𝑡𝑠/𝑚2

a. What is the corresponding sound intensity in decibels?
b. How much more intense is this sound than the least audible sound a human can
hear?
Solution: Since 𝐼 = 10−6
10−6 10−6
a. 𝐷 = 10𝑙𝑜𝑔 10−12 b. 10−12 = 106 = 100,000
𝐷 = 10𝑙𝑜𝑔106 The sound is 100,000 times intense than
𝐷 = 10(6) than the least audible sound a human
can
𝐷 = 60 hear.
The corresponding sound intensity
Is 60 decibels.
Acidity and the pH scale
In Chemistry, the pH level measures the acidity of a water-based solution that is
measured by the concentration of hydrogen ions (written [𝐻 + ], in moles per liter) in the solution.
It is obtained by
𝑝𝐻 = −𝑙𝑜𝑔[𝐻 + ]
Solutions with a pH level of 7 are defined neutral; 𝑝𝐻 < 7 are acidic and those with
𝑝𝐻 > 7 are basic.

Example 3. A 1-liter solution contains 0.00001 moles of hydrogen ions. Find the pH level.
Solution:
Since there are 0.00001 moles of hydrogen ions in 1 liter, then the concentration of
hydrogen ion is 10−5 moles per liter.
𝑝𝐻 = −𝑙𝑜𝑔[𝐻 + ]
𝑝𝐻 = −𝑙𝑜𝑔[10−5 ]
𝑝𝐻 = −(−5)
𝑝𝐻 = 5 The pH level is 5.

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 Module Code: Pasay –GENMATH-Q1- W6-D3

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

PRACTICE EXERCISES 2
Answer the following:
1. What is the magnitude in Richter scale of an earthquake that released 1014 joules of energy?
How much more of energy does this earthquake release than that of the reference
earthquake?

2. What is the magnitude in the Richter scale of an earthquake that released 1010 joules of
energy?

3. A 1-liter solution contains 10−8 moles of hydrogen ions. Determine whether the solution is
acidic, neutral or basic.

4. A 1-liter solution contains 0.000001 moles of hydrogen ions. Find the pH level.

5. Suppose the intensity of a sound of a jet during takeoff is 100 𝑤𝑎𝑡𝑡𝑠/𝑚2 . What is the
corresponding sound intensity in decibels? How much more intense is this sound than the
least audible sound a human can hear?

DEFINITION
Logarithmic function is a function of the form 𝑓(𝑥) = 𝑙𝑜𝑔𝑏 𝑥 (𝑏 > 0, 𝑏 ≠ 1 e.g. 𝑔(𝑥) = 𝑙𝑜𝑔3 𝑥
Logarithmic equation is an equation involving logarithm. e.g. 𝑙𝑜𝑔2 = 4
Logarithmic Inequality is an inequality involving logarithm. e.g. 𝑙𝑛𝑥 2 > (ln 𝑥)2

PRACTICE EXCERCISES 3
Determine whether the given is a logarithmic function, logarithmic equation or logarithmic
inequality or neither

1. 𝑙𝑜𝑔𝑥(𝑥 − 3) = 𝑙𝑜𝑔4 Answer: ____________________________

2. 𝑦 = 3𝑙𝑜𝑔4 𝑥 Answer: ____________________________

3. log(4𝑥) = −log (3𝑥 + 5) Answer: ____________________________

4. 𝑥𝑙𝑜𝑔2 (𝑥) − 1 > 0 Answer: ____________________________

5. 𝑓(𝑥) = 𝑙𝑜𝑔5 𝑥 Answer: ____________________________

PRACTICE EXERCISES 4
Determine whether the given is a logarithmic function, logarithmic equation or logarithmic
inequality or neither. Encircle the letter of the best answer.

1. 𝑦 + 2 = 𝑙𝑜𝑔3 𝑥

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Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

a. logarithmic equation c. logarithmic inequality

b. logarithmic function d. neither

2. 2 = 𝑙𝑜𝑔𝑥 2
a. logarithmic equation c. logarithmic inequality
b. logarithmic function d. neither

3. 𝑙𝑜𝑔3 (2𝑥 − 1) = 2
a. logarithmic equation c. logarithmic inequality
b. logarithmic function d. neither

4. 𝑔(𝑥) = 𝑙𝑜𝑔0.25 𝑥
a. logarithmic equation c. logarithmic inequality
b. logarithmic function d. neither

5. 𝑙𝑜𝑔3 𝑥 + 2 < 𝑙𝑜𝑔3 (2𝑥 − 1)

a. logarithmic equation c. logarithmic inequality
b. logarithmic function d. neither

LET’S SUM IT UP
A logarithmic equation is an equation containing variable in a logarithmic expression
A logarithmic Inequality is an inequality that involves logarithm
A logarithmic function is a function involving logarithm

___________________________________________________________________________
Integrated the Development of the following Learning Skills
1. Communication Skills 2. Critical Thinking 3. Character
a. Understanding words a. Observation a. Patience
b. Following Instruction b. Analysis b. Perseverance
c. Accuracy

EVALUATION

A. Determine whether the given is a logarithmic function, logarithmic equation or logarithmic

inequality.
1. 𝑙𝑜𝑔5 (𝑥 + 8) = 3 6. 𝑙𝑜𝑔4 (3𝑥 + 2) < 𝑙𝑜𝑔4 (𝑥 + 5)

2. 𝑙𝑜𝑔5 𝑥 > 4 7. 𝑙𝑜𝑔4 𝑥 ≤ 6

3. 𝑙𝑜𝑔3 (𝑥 + 4) = 6 8. 𝑙𝑜𝑔6 (𝑥 + 8) ≤ 2

4. 𝑙𝑜𝑔3 ≤ 5 9. 𝑙𝑜𝑔5 (𝑥 + 8) = 𝑦

5. 𝑙𝑜𝑔2 𝑥 + 𝑙𝑜𝑔2 (𝑥 − 6) = 4 10. ℎ(𝑥) = 𝑙𝑜𝑔5 5

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 Module Code: Pasay –GENMATH-Q1- W6-D3

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

B. Solve:
1. What is the magnitude in Richter scale of an earthquake that released 1016 joules of energy?
How much more of energy does this earthquake release than that of the reference
earthquake?

2. What is the magnitude in the Richter scale of an earthquake that released 1013 joules of
energy?

3. A 1-liter solution contains 10−12 moles of hydrogen ions. Determine whether the solution is
acidic, neutral or basic.

4. A 1-liter solution contains 0.00000001 moles of hydrogen ions. Find the pH level.

5. Suppose the intensity of a sound of a jet during takeoff is 250 𝑤𝑎𝑡𝑡𝑠/𝑚2 . What is the
corresponding sound intensity in decibels? How much more intense is this sound than the
least audible sound a human can hear?

Prepared by:

DANILO S. OCLARES JR. - Kalayaan National High School

REFERENCES FOR FURTHER ENHANCEMENT

Versoza D. M.,et al (2016) General Mathematics Learner’s Material, pages 99-103
Oronce O. ,(2016) General Mathematics 206 First Edition Rex Book Store Inc., pages171-184.
Orines F., (2016) Next Century Mathematics (General Mathematics), Phoenix Publishing House,
pages 2-18.

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 Module Code: Pasay –GENMATH-Q1- W6-D4

Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

1. MODULE IN GENERAL MATHEMATICS

First Quarter/ Week 6/ Day 4
OBJECTIVE: Solves logarithmic equation and logarithmic inequalities.

YOUR LESSON FOR TODAY:

In this module, students will be able to solve logarithmic equations and

logarithmic inequalities

RECALL
logarithmic equation in one variable is an equation involving variable in
logarithms of expression containing the variable expression.

Take note that the logarithm of a number to a certain base is merely the
exponent of the base used to raise that base to produce a number.

𝑙𝑜𝑔𝑏 𝑁 = 𝑥 in exponential form is 𝑏 𝑥 = 𝑁

EXERCISES
Express the following exponential equation in its equivalent logarithm
1. 50 = 1 Answer: 𝑙𝑜𝑔5 1 = 0
5
2. 2 = 32 Answer:_________________________
3
3. 10 = 1000 Answer: ________________________
1
4. 252 = 5 Answer: ________________________
5. 𝑓 𝑥 = 𝑝 Answer: ________________________

PROPERTY OF EQUALITY FOR LOGARITHMIC EQUATION

Let b a positive real number and 𝑏 ≠ 1. Then

𝑙𝑜𝑔𝑏 𝑀 = 𝑙𝑜𝑔𝑏 𝑁 if and only if 𝑀 = 𝑁
Example 1. Solve: 𝑙𝑜𝑔5 (𝑥 + 8) = 3
Solution
𝑙𝑜𝑔5 (𝑥 + 8) = 3 This is the give equation
3
𝑥+8=5 Equivalent exponential equation
𝑥 + 8 = 125
53 = 125
𝑥 = 117 Subtract 8 from both sides

Example 2. Solve: 𝑙𝑜𝑔2 𝑥 + 𝑙𝑜𝑔2 (𝑥 − 6) = 4

Solution
𝑙𝑜𝑔2 𝑥 + 𝑙𝑜𝑔2 (𝑥 − 6) = 4 This is the given
𝑙𝑜𝑔2 𝑥(𝑥 − 6) = 4 Express as a single logarithm
𝑥(𝑥 − 6) = 42 Equivalent exponential equation
16 = 𝑥 2 − 6𝑥 42 = 16. Distributive property
2
0 = 𝑥 − 6𝑥 − 16 Subtract 16 from both sides
0 = (𝑥 − 8)(𝑥 + 2) Factor
𝑥 − 8 = 0 𝑜𝑟 𝑥 + 2 = 0 Set each factor to 0
𝑥 = 8 𝑜𝑟 𝑥 = −2
Which solution will make the logarithm defined? Why?

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Name of Teacher : ______________________________ Strand : ________________

Example 3. Solve: 𝑙𝑜𝑔2 (𝑥 + 1) + 𝑙𝑜𝑔2 (𝑥 − 1) = 3

Solution
𝑙𝑜𝑔2 (𝑥 + 1) + 𝑙𝑜𝑔2 (𝑥 − 1) = 3 This is the given
𝑙𝑜𝑔2 [(𝑥 + 1)(𝑥 − 1)] = 3 Express as a single logarithm
[(𝑥 + 1)(𝑥 − 1)] = 23 Equivalent exponential equation
𝑥2 − 1 = 8 23 = 8. Multiplying two binomials
𝑥2 − 9 = 0 Subtract 8 to both sides
(𝑥 + 3)(𝑥 − 3) = 0 Factor
𝑥 + 3 = 0 𝑜𝑟 𝑥 − 3 = 0 Set each factor to zero
𝑥 = −3 𝑜𝑟 𝑥 = 3

Which solution will make the logarithm defined? Why?

LOGARITHMIC INEQUALITY

An inequality involving logarithmic expression is called logarithmic inequality.

Take note that logarithmic inequality can often be solve by using the fact that
𝑙𝑜𝑔𝑎 𝑥 > 𝑦 𝑖𝑠 𝑠𝑎𝑚𝑒 𝑎𝑠 𝑥 > 𝑎 𝑦 𝑜𝑟 𝑙𝑜𝑔𝑎 𝑥 < 𝑦 𝑖𝑠 𝑠𝑎𝑚𝑒 𝑎𝑠 𝑥 < 𝑎 𝑦
𝐼𝑓 𝑙𝑜𝑔𝑎 𝑐 > 𝑙𝑜𝑔𝑎 𝑑 𝑡ℎ𝑒𝑛 𝑐 > 𝑑

Example 1. Solve: 𝑙𝑜𝑔3 𝑥 ≤ 5

𝑙𝑜𝑔3 𝑥 ≤ 5 This is the given
𝑥 ≤ 35 Convert the logarithm to exponential form
𝑥 ≤ 243 Evaluate the power
0 ≤ 𝑥 ≤ 243 Exclude zero and all the negative numbers

[0,243] Answer in interval notation

Example 2 Solve : 𝑙𝑜𝑔4 𝑥 ≥ 3

𝑙𝑜𝑔4 𝑥 ≥ 3 This is the given
𝑥 ≥ 43 Convert the logarithm to exponential form
𝑥 ≥ 64 Evaluate the power
[64, ∞] Answer in interval notation

Example 3 Solve : 𝑙𝑜𝑔6 (𝑥 + 8) ≤ 2

𝑙𝑜𝑔6 (𝑥 + 8) ≤ 2 This is the given
𝑥 + 8 ≥ 62 Convert the logarithm to exponential form
𝑥 + 8 ≥ 36 Evaluate the power. Since the original
inequality was
𝑙𝑜𝑔6 (𝑥 + 8) ≤ 2. Because the only logarithm of
a
positive number can be found, 𝑥 + 8 > 0.
−8 < 𝑥 ≤ 28 Combine the solutions
(−8, 28] Answer in interval notation

PRACTICE EXERCISES 1
Solve each logarithmic equation.

1. 𝑙𝑜𝑔4 (2𝑥) = 𝑙𝑜𝑔4 10

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2. 𝑙𝑜𝑔3 𝑥 = 5

3. 𝑙𝑜𝑔3 (2𝑥 − 1) = 2

4. 𝑙𝑜𝑔2 (2𝑥 + 1) = 3

5 . 𝑙𝑜𝑔𝑥 16 = 2

PRACTICE EXERCISES 2

Solve each logarithmic equation.

1. 𝑙𝑜𝑔4 (𝑥 + 1) = 2

2. log 𝑥 2 = 2

3. 𝑙𝑜𝑔5 (2𝑥 − 1) = 2

4. (𝑙𝑜𝑔𝑥)2 + 2𝑙𝑜𝑔𝑥 = 3

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Name:__________________________________________ Grade : ________________

Name of Teacher : ______________________________ Strand : ________________

5. 𝑙𝑜𝑔2 (𝑥 + 5) − 𝑙𝑜𝑔2 (𝑥 − 2) = 3

PRACTICE EXERCISES 3
Write the solution to each of the following inequalities.

1. 𝑙𝑜𝑔8 (3𝑥 − 5) < 2 6. 𝑙𝑜𝑔4 (𝑥 + 1) < 𝑙𝑜𝑔4 2𝑥

2. 𝑙𝑜𝑔4 (2𝑥 + 7) > 3 7. 𝑙𝑜𝑔4 (3𝑥 − 5) > 1

3. 𝑙𝑜𝑔2 (𝑥 + 18) ≥ 4 8. 𝑙𝑜𝑔6 (2𝑥 − 3) ≥ 2

4. 𝑙𝑜𝑔3 (3𝑥 − 2) < 2 9. 𝑙𝑜𝑔12 (𝑥 − 1) < 2

5. 𝑙𝑜𝑔3 (𝑥 − 1)2 > 2 10. 𝑙𝑜𝑔3 𝑥 + 𝑙𝑜𝑔3 6 ≥ 2

LET’S SUM IT UP
To solve logarithmic equations and inequalities
1. Isolate the logarithmic term on one side of the equation or inequality
2. Write the equation or inequality in exponential form.
3.Solve for the variable.
4. Check to make sure you do not have extraneous solutions.

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Name of Teacher : ______________________________ Strand : ________________

EVALUATION
Solve each logarithmic equation and logarithmic inequalities.

1. 𝑙𝑜𝑔5 (𝑥 + 8) = 3 6. 2. 𝑙𝑜𝑔5 𝑥 > 4

2. 𝑙𝑜𝑔3 (𝑥 + 4) = 6 7. 𝑙𝑜𝑔4 𝑥 ≤ 6

3. 𝑙𝑜𝑔3 (3𝑥 + 4) = 𝑙𝑜𝑔3 (5𝑥 − 7) 8. 𝑙𝑜𝑔6 (𝑥 + 8) ≤ 2

4. 𝑙𝑜𝑔2 (2𝑥 − 1) = 𝑙𝑜𝑔2 (3𝑥 − 2) 9. 𝑙𝑜𝑔2 𝑥 + 𝑙𝑜𝑔2 (𝑥 + 4) < 5

5. 𝑙𝑜𝑔2 𝑥 + 𝑙𝑜𝑔2 (𝑥 − 6) = 4 10. 𝑙𝑜𝑔4 (3𝑥 + 2) < 𝑙𝑜𝑔4 (𝑥 + 5)

Writer: DANILO S. OCLARES JR. - Kalayaan National High School

REFERENCES FOR FURTHER ENHANCEMENT

Versoza D. M.,et al (2016) General Mathematics Learner’s Material, pages 111-123
Oronce O. ,(2016) General Mathematics 206 First Edition Rex Book Store Inc., pages 173-184.
Orines F., (2016) Next Century Mathematics (General Mathematics), Phoenix Publishing House,
pages 9-40.

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