General

Mathematics

PY
Learner’s Material

O
C
D
This learning resource was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
E

universities. We encourage teachers and other education stakeholders

to email their feedback, comments and recommendations to the
Department of Education at [email protected].
EP

We value your feedback and recommendations.

D

Department of Education
Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
General Mathematics
Learner’s Material
First Edition 2016

Republic Act 8293. Section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this learning resource are owned by their respective copyright
holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc.
in seeking permission to use these materials from their respective copyright owners. All
means have been exhausted in seeking permission to use these materials. The publisher

PY
and authors do not represent nor claim ownership over them.

Only institutions and companies which have entered an agreement with FILCOLS
and only within the agreed framework may copy from this Learner’s Material. Those who
have not entered in an agreement with FILCOLS must, if they wish to copy, contact the
publishers and authors directly.

O
Authors and publishers may email or contact FILCOLS at [email protected] or (02)
435-5258, respectively.

Published by the Department of Education

C
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
D
Development Team of the General Mathematics Learner’s Material
Dr. Debbie Marie B. Verzosa Francis Nelson M. Infante
E

Paolo Luis Apolinario Jose Lorenzo M. Sin

Regina M. Tresvalles Len Patrick Dominic M. Garces
Reviewers
EP

Leo Andrei A. Crisologo Lester C. Hao

Shirlee R. Ocampo Eden Delight P. Miro
Jude Buot Eleanor Villanueva

Layout Artist Cover Art Illustrator

D

Mary Ann A. Mindaña Quincy D. Gonzales

Management Team of the General Mathematics Learner’s Material

Bureau of Curriculum Development
Bureau of Learning Resources

Printed in the Philippines by Lexicon Press Inc.

Department of Education-Bureau of Learning Resources (DepEd-BLR)

Office Address: Ground Floor Bonifacio Building, DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: [email protected]

ii

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 TABLE OF CONTENTS

I. Functions
Lesson 1: Functions............................................................................................. 1
Lesson 2: Evaluating Functions ......................................................................... 10
Lesson 3: Operations on Functions ................................................................... 13

II. Rational Functions

Lesson 4: Representing Real-Life Situations Using Rational Functions ............. 21
Lesson 5: Rational Functions, Equations, and Inequalities ................................ 24

PY
Lesson 6: Solving Rational Equations and Inequalities ...................................... 25
Lesson 7: Representations of Rational Functions .............................................. 35
Lesson 8: Graphing Rational Functions ............................................................. 44

III. One-to-One Functions

O
Lesson 9: One-to-One functions ........................................................................ 60
Lesson 10: Inverse of One-to-One Functions..................................................... 62
C
Lesson 11: Graphs of Inverse Functions............................................................ 67

IV. Exponential Functions

Lesson 12: Representing Real-Life Situations Using Exponential Functions ...... 77
D
Lesson 13: Exponential Functions, Equations, and Inequalities ......................... 82
Lesson 14: Solving Exponential Equations and Inequalities............................... 83
E

Lesson 15: Graphing Exponential Functions ...................................................... 88

Lesson 16: Graphing Transformations of Exponential Functions ....................... 92
EP

V. Logarithmic Functions
Lesson 17: Introduction to Logarithms ............................................................... 99
Lesson 18: Logarithmic Functions, Equations, and Inequalities ....................... 103
Lesson 19: Basic Properties of Logarithms ...................................................... 104
D

Lesson 20: Laws of Logarithms ....................................................................... 106

Lesson 21: Solving Logarithmic Equations and Inequalities ............................. 111
Lesson 22: Graphing Logarithmic Functions .................................................... 124
Lesson 23: Illustrating Simple and Compound Interest ................................... 135

iii

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 VI. Simple and Compound Interest
Lesson 24: Simple Interest .............................................................................. 137
Lesson 25: Compound Interest ....................................................................... 144
Lesson 26: Compounding More than Once a Year .......................................... 150
Lesson 27: Finding Interest Rate and Time in Compound Interest .................. 158

VII. Annuities:
Lesson 28: Simple Annuity .............................................................................. 168

PY
Lesson 29: General Annuity ............................................................................ 183
Lesson 30: Deferred Annuity ........................................................................... 199

VIII. Basic Concepts of Stocks and Bonds

O
Lesson 31: Stocks and Bonds ......................................................................... 208
Lesson 32: Market Indices for Stocks and Bonds ............................................ 217
Lesson 33: Theory of Efficient Markets............................................................ 222
C
IX. Basic Concepts of Loans
Lesson 34: Business and Consumer Loans .................................................... 225
Lesson 35: Solving Problems on Business and Consumer Loans .................. 226
D

X. Logic
E

Lesson 36: Propositions .................................................................................. 240

Lesson 37: Logical Operators.......................................................................... 246
EP

Lesson 38: Truth Tables .................................................................................. 257

Lesson 39: Logical Equivalence and Conditional Propositions ........................ 263
Lesson 40: Valid Arguments and Fallacies ...................................................... 270
Lesson 41: Methods of Proof ........................................................................... 283
D

iv

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Lesson 12: Representing Real-Life Situations Using
Exponential Functions
Learning Outcome(s): At the end of the lesson, the learner is able to represent real-
life situations using exponential functions.
Lesson Outline:
1. Exponential functions
2. Population, half-life, compound interest
3. Natural exponential function

PY
Definition: An exponential function with base b is a function of the form
f(x) = bx or y = bx(b > 0, b ≠ 1).

Example 1. Complete a table of values for x = –3, –2, –1, 0, 1, 2, and 3 for the
exponential functions y = (1/3)x, y = 10x, and y = (0.8)x.

O
Solution.
x –3 –2 –1
C 0 1 2 3
y = (1/3)x 27 9 3 1 1/3 1/9 1/27
y = 10x 1/1000 1/100 1/10 1 10 100 1000
x
y = (0.8) 1.953125 1.5625 1.25 1 0.8 0.64 0.512
D
Example 2. If f(x) = 3x, evaluate f(2), f(–2), f(1/2), f(0.4), and f().
E

Solution.
f(2) = 32 = 9
EP

f(–2) = 3–2 =
f(1/2) = 31/2 =
f(0.4) = 30.4 =32/5 =
Since  = 3.14159… is irrational, the rules for rational exponents are not applicable.
D

We define 3 using rational numbers: f() = 3 can be approximated by 33.14. A better

approximation is 33.14159. Intuitively, one can obtain any level of accuracy for 3 by
considering sufficiently more decimal places of . Mathematically, it can be proved
that these approximations approach a unique value, which we define to be 3.
Definition. Let b be a positive number not equal to 1. A transformation of an
exponential function with base b is a function of the form

g(x) = abx – c + d,
where a, c, and d are real numbers.

77

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Some of the most common applications in real-life of exponential functions and their
transformations are population growth, exponential decay, and compound interest.
Example 3. At t = 0, there were initially 20 bacteria. Suppose that the bacteria
doubles every 100 hours. Give an exponential model for the bacteria as a function of
t.
Solution.
Initially, at t=0 Number of bacteria = 20
at t = 100 Number of bacteria = 20(2)
at t = 200 Number of bacteria = 20(2)2
at t = 300 Number of bacteria = 20(2)3
at t = 400 Number of bacteria = 20(2)4

PY
An exponential model for this situation is y = 20(2)t/100.

Exponential Models and Population Growth

O
Suppose a quantity y doubles every T units of time. If y0 is the initial amount,
then the quantity y after t units of time is given by y = y0(2)t/T.
C
The half-life of a radioactive substance is the time it takes for half of the substance
to decay.
Example 4. Suppose that the half-life of a certain radioactive substance is 10 days
D
and there are 10g initially, determine the amount of substance remaining after 30
days, and give an exponential model for the amount of remaining substance.
E

Solution. We use the fact that the mass is halved every 10 days (from definition of
half-life).
EP

Let t = time in days. Thus, we have:

Initially, at t= 0 Amount of Substance = 10g
at t=10 days Amount of Substance = 5g
at t=20 days Amount of Substance = 2.5g
at t=30 days Amount of Substance = 1.25g
D

An exponential model for this situation is y = 10(1/2)t/10.

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 y = y0(1/2)t/T.

A starting amount of money (called the principal) can be invested at a certain

interest rate that is earned at the end of a given period of time (such as one year). If
the interest rate is compounded, the interest earned at the end of the period is

78

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 added to the principal, and this new amount will earn interest in the next period. The
same process is repeated for each succeeding period: interest previously earned will
also earn interest in the next period.
Example 5. Mrs. De la Cruz invested P100,000.00 in a company that offers 6%
interest compounded annually. Define an exponential model for this situation. How
much will this investment be worth at the end of each year for the next five years?
Solution.

Initially, at t = 0 Investment = P100,000

at t = 1 Investment = P100,000(1.06) = P106,000
at t = 2 Investment = P106,000(1.06) = P112,360
at t = 3 Investment = P112,360(1.06)  P119,101.60

PY
at t = 4 Investment = P119,101.60(1.06)  P126,247.70
at t = 5 Investment = P 26,247.70(1.06)  P133,822.56

An exponential model for this situation is y = 100,000(1.06)t. The investment is worth

O
P133,822.56.
Compound Interest.
If a principal P is invested at an annual rate of r, compounded annually, then the
C
amount after t years is given by A = P(1 + r)t.
Example 6. Referring to Example 5, is it possible for Mrs. De la Cruz to double her
money in 8 years? in 10 years?
D
Solution. Using the model y = 100,000(1.06)t, substitute t = 8 and t = 10:

If t = 8, y = P100,000(1.06)8 P159,384.81
E

If t = 10, y = P100,000(1.06)10 P179,084.77

EP

Since her money still has not reached P200,000 after 10 years, then she has not
doubled her money during this time.
The Natural Exponential Function
D

While an exponential function may have various bases, a frequently used based is
the irrational number e, whose value is approximately 2.71828. The enrichment in
Lesson 27 will show how the number e arises from the concept of compound
interest. Because e is a commonly used based, the natural exponential function is
defined having e as the base.

Definition
The natural exponential function is the function f(x) = ex.

79

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Example 7. A large slab of meat is taken from the refrigerator and placed in a pre-
heated oven. The temperature T of the slab t minutes after being placed in the oven
is given by T = 170 – 165e–0.006t degrees Celsius. Construct a table of values for the
following values of t: 0, 10, 20, 30, 40, 50, 60, and interpret your results. Round off
values to the nearest integer.
Solution.

t 0 10 20 30 40 50 60
T 5 15 24 32 40 47 54

The slab of meat is increasing in temperature at roughly the same rate.

PY
Solved Examples
1. Robert invested P30,000 after graduation. If the average interest rate is 5.8%
compounded annually, (a) give an exponential model for the situation, and (b) will
the money be doubled in 15 years?

O
Solution.
(a) At t = 0, the amount is P30,000.
At t = 1, the amount is P30,000(1.058) = P31,740.
C
At t = 2, the amount is P30,000(1.058)2 = P33,580.92
At t = 3, the amount is P30,000(1.058)3 = P35,528.61.
An exponential model for this situation is y = 30000 (1.058)t.
D
(b) If t = 15, then y = 69,888.59. The money has more than doubled in 15 years.
E

2. At time t = 0, 500 bacteria are in a petri dish, and this amount triples every 15
days. (a) Give an exponential model for the situation. (b) How many bacteria are in
the dish after 40 days?
EP

Solution.
(a) Let y be the number of bacteria.
At t = 0, y = 500.
At t = 15, y = 500(3) = 1,500.
D

At t = 30, y = 500(3)2 = 4,500.

At t = 45, y = 500(3)3 = 13,500.
At t = 60, y = 500(3)4 = 40,500.
An exponential model for this situation is y = 500(3)t/15.

(b) If t = 40, then y = 500(3)40/15 9360. There will be 9360 bacteria after 40 days.
3. The half-life of a substance is 400 years. (a) Give an exponential model for
the situation. (b) How much will remain after 600 years if the initial amount
was 200 grams?

80

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Solution.
(a) At t = 0, the amount is 200 grams.
At t = 400, the amount is 200(1/2) = 100.
At t = 800, the amount is 200(1/2)2 = 50
At t = 1200, the amount is 200(1/2)3 = 25
Thus, an exponential model for this situation is y = 200(1/2)t/400.
(b) If t = 600, then y = 70.71 grams.
4. The population of the Philippines can be approximated by the function P(x) =
20000000e0.0251x (0  x  40) where x is the number of years since 1955 (e.g. x = 0
at 1955). Use this model to approximate the Philippine population during the years
1955, 1965, 1975, and 1985. Round of answers to the nearest thousand.

PY
Solution.

t 0 10 20 30
T 20,000,000 25,706,000 33,040,000 42,467,211

O
Lesson 12 Supplementary Exercises
C
1. A barangay has 1,000 individuals and its population doubles every 60 years. Give
an exponential model for the barangay. What is the barangay’s population in 10
D
years?

2. A bank offers a 2% annual interest rate, compounded annually, for a certain fund.
E

Give an exponential model for a sum of P10,000 invested under this scheme. How
much money will there be in the account after 20 years?
EP

4. The half-life of a radioactive substance is 1200 years. If the initial amount of the
substance is 300 grams, give an exponential model for the amount remaining
after t years. What amount of substance remains after 1000 years?
D

81

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Lesson 13: Exponential Functions, Equations, and
Inequalities
Learning Outcome(s): At the end of the lesson, the learner is able to distinguish
among exponential functions, exponential equations and exponential inequality.
Lesson Outline:
1. Exponential functions, exponential equations and exponential inequalities

Definition: An exponential expression is an expression of the form abx-c + d,

where (b > 0, b ≠ 1).

PY
The definitions of exponential equations, inequalities and functions are shown below.
Exponential Equation Exponential Inequality Exponential Function

Definition An equation involving An inequality Function of the form

exponential involving exponential f(x) = bx (b > 0, b ≠ 1)

O
expressions expressions

Example
C or

An exponential equation or inequality can be solved for all x values that satisfy the
D
equation or inequality (Lesson 13).An exponential function expresses a relationship
between two variables (such as x and y), and can be represented by a table of
values or a graph (Lessons 14 and 15).
E

Solved Examples
EP

Determine whether the given is an exponential function, an exponential equation, an

exponential inequality, or none of these.
1. f(x) = 5x2 (Answer: None of these)
x
2. 2 ≥ (1/2) (Answer: Exponential inequality)
4x
3. 7 = y (Answer: Exponential function)
D

4. 4(10x - 2) = 500 (Answer: Exponential equation)

5. 7 < 14x + 3 (Answer: Exponential inequality)
x
6. y = 0.5 (Answer: Exponential function)

Lesson 13 Supplementary Exercises

Determine whether the given is an exponential function, an exponential equation, an
exponential inequality or none of these.
1. 49x = 72 4. 3(15x) = 45
2. 3 < 9x 5. 3 ≥ 9x -1
3. y = 81x 6. y = 1.25x

82

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Lesson 14: Solving Exponential Equations and
Inequalities
Learning Outcome(s): At the end of the lesson, the learner is able to solve
exponential equations and inequalities, and solve problems involving exponential
equations and inequalities
Lesson Outline:

1. Solve exponential equations

2. Solve exponential inequalities

PY
One-to-one Property of Exponential Functions
If x1 x2, then . Conversely, if then x1 = x2.

Example 1. Solve the equation 4x – 1 = 16.

Solution. Write both sides with 4 as the base.

O
4x – 1 = 16
4x – 1 = 42
C
x–1=2
x=2+1
D
x=3
E

Alternate Solution. Write both sides with 2 as the base.

4 x – 1 = 16
EP

(22)x – 1 = 24
22(x – 1) = 24
2(x – 1) = 4
D

2x – 2 = 4
2x = 6
x=3
Example 2. Solve the equation 125x–1 = 25x+3.
Solution. Both 125 and 25 can be written using 5 as the base.
125x–1 = 25x+3
(53)x–1 = (52)x+3

83

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 53(x – 1) = 52(x+3)
3(x – 1) = 2(x + 3)
3x – 3 = 2x + 6
x=9

Example 3. Solve the equation .

Solution. Both 9 and 3 can be written using 3 as the base.

PY
2x2 = x + 3
2x2 – x – 3 = 0
(2x – 3)(x + 1) = 0

O
2x – 3 = 0 or x + 1 = 0
x = 3/2 or x = –1
Property of Exponential Inequalities
C
If b > 1, then the exponential function y = bx is increasing for all x. This means
D
that bx< by if and only if x < y.
If 0 < b < 1, then the exponential function y = bx is decreasing for all x. This
means that bx> by if and only if x < y.
E
EP

Example 4. Solve the inequality 3x< 9x–2.

Solution. Both 9 and 3 can be written using 3 as the base.
3x< (32)x–2
D

3x< 32(x–2)
3x< 32x–4
Since the base 3 > 1, then this inequality is equivalent to
x < 2x – 4 (the direction of the inequality is retained)
4 < 2x – x
4<x
The solution set to the inequality is .

84

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Example 5. Solve the inequality x+5
 3x
.

2
Solution. Since = , then we write both sides of the inequality with as the
base.
x+5
 3x

x+5
 3x

x+5
 6x

Since the base < 1, then this inequality is equivalent to

PY
x + 5  6x (the direction of the inequality is reversed)

5  6x – x

5  5x

O
1x C
The solution set is .

Example 6. The half-life of Zn-71 is 2.45 minutes.2 At t = 0, there were y0 grams of

D
Zn-71, but only of this amount remains after some time. How much time has
passed?
E

Solution. Using exponential models in Lesson 12, we can determine that after t
EP

minutes, the amount of Zn-71 in the substance is .

We solve the equation .

D

 t = 19.6
Thus, 19.6 minutes have passed since t = 0.

2
http://www.periodictable.com/Isotopes/030.71/index.p.full.html

85

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Solved Examples
Solve for x in the following equations or inequalities.
1. 3x = 81 3. ≥
Solution.
Solution.
3x = 34
x=4 ≥

PY
≥

O
2. 57-x = 125 4. 5x > 25x+1
Solution.
Solution.
C 5x > (52)x+1
57-x = 53
7- x = 3 5x > 52x+2
D
-x = 3 – 7 x > 2x + 2

-x = -4 x – 2x > 2
E

x=4 -x > 2
EP

5. At time t = 0, 480 grams of an isotope with a half life of 30 hours is present. How
much time will have elapsed when only 15 grams remain?
D

Solution. The amount of substance after t hours .

We solve the equation

 t = 150
Thus, 150 hours have passed since t = 0.

86

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Lesson 14 Supplementary Exercises
In Exercises 1-10, solve for x.
1. 169x = 13x 6. 4x+1 =

2. 7x =
7. 53x+8 = 252x

3. = 8. 45x-13 =

4. 43x+2 < 64
9. 10x> 100-2x – 5

PY
5. 10. 49x = 3432x-3

11. How much time is needed for a sample of Pd-100 to lose 93.75% of its original
amount? Pd-100 has a half-life of 3.634 days.3

O
12. A researcher is investigating a specimen of bacteria. She finds that the original
1000 bacteria grew to 2,048,000 in 60 hours. How fast does the bacteria (a)
double? (b) quadruple?
C
E D
EP
D

3
http://www.periodictable.com/Isotopes/046.100/index.html

87

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Lesson 15: Graphing Exponential Functions
Learning Outcome(s): At the end of the lesson, the learner is able to represent an
exponential function through its (a) table of values, (b) graph, and (c) equation, find
the domain and range of an exponential function, determine the intercepts, zeroes,
and asymptotes of an exponential function, and graph exponential functions
Lesson Outline:
1. Graphs of f(x) = bx for b > 1 and for 0 < b < 1
2. Domain, range, intercepts, zeroes, and asymptotes.

In the following examples, the graph is obtained by first plotting a few points. Results

PY
will be generalized later on.
Example 1. Sketch the graph of f(x) = 2x.
Solution.

O
Step 1: Construct a table of values of ordered pairs for the given function. The table
of values for f(x) = 2x is as follows: C
x -4 -3 -2 -1 0 1 2 3
f(x) 1/16 1/8 1/4 1/2 1 2 4 8
D
Step 2: Plot the points found in the table, and connect them using a smooth curve.
y y
E

8 8
7 7
EP

6 6
5 5
4 4
3 3
D

2 2
1 1
−4 −3 −2 −1 O 1 2 3 4 x −4 −3 −2 −1 O 1 2 3 4 x

Plotting of−1points for f(x) = 2 −1f(x) = 2

x x
Graph of

It can be observed that the function is defined for all values of x, is strictly increasing,
and attains only positive y-values. As x decreases without bound, the function
approaches 0, i.e., the line y = 0 is a horizontal asymptote.

88

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Example 2. g(x) = (1/2)x
Step 1: The corresponding table of values of x and y for g(x) = (1/2)x is as follows:

x -3 -2 -1 0 1 2 3 4
g(x) 8 4 2 1 1/2 1/4 1/8 1/16

Step 2: Plot the points found in the table and connect them using a smooth curve.
y y
8 8
7 7
6 6

PY
5 5
4 4
3 3
2 2

O
1 1
−4 −3 −2 −1 O 1 2 3 4 x −4 −3 −2 −1 O 1 2 3 4 x

Plotting of points for−1

g(x) = (1/2)
x
C Graph of −1
g(x) = (1/2)
x

It can be observed that the function is defined for all values of x, is strictly
D
decreasing, and attains only positive values. As x increases without bound, the
function approaches 0, i.e., the line y = 0 is a horizontal asymptote.
In general, depending on the value of b, the graph of f(x) = bxhas the following grap
E

b>1 0<b<1
EP

y y
D

O x O x

89

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
PROPERTIES OF EXPONENTIAL FUNCTIONS:
1. The domain is the set of all real numbers.
2. The range is the set of all positive real numbers.
3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The y-intercept is 1. There is no x-intercept.
5. The horizontal asymptote is the line y = 0 (or the x-axis). There is no vertical
asymptote.
6. The function is increasing if b > 1, and is decreasing if 0 < b < 1.

Solved Examples

PY
1. Graph the functions f(x) = 3x and g(x) = 4x in the same coordinate plane. Indicate
the domain, range, y-intercept, and horizontal asymptote. Compare the two graphs.
Solution. For both these functions, the base is greater than 1. Thus, both functions
are increasing. The following table of values will help complete the sketch.

O
x -2 -1 0 1
f(x) 1/9 1/3 1 3
g(x) 1/16
C 1/4 1 4
E D
EP
D

For both functions:

Domain: Set of all real numbers
Range: Set of all positive real numbers
y-intercept: 1. There is no x-intercept
Horizontal Asymptote: y = 0

The two graphs have the same domain, range, y-intercept, and horizontal asymptote.
However, the graph of g(x) = 4x rises faster than does f(x) = 3x as x increases, and is
closer to the x-axis if x < 0.

90

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 -x
2. g(x) = 4

Solution. The function g(x) = 4-x can be written as g(x) = . This is an exponential
function with base b < 1. Thus, the function is decreasing. The following table of
values will help complete the sketch.

x -1 0 1 2
f(x) 4 1 1/4 1/16

PY
O
C
D

Domain: Set of all real numbers

E

Range: Set of all positive real numbers

y-intercept: 1. There is no x-intercept
Horizontal Asymptote: y = 0
EP

Lesson 15 Supplementary Exercises

Construct a table of values for the given functions below using (a) the values of
D

x = -2, -1, 0, 1, 2. (b) Sketch their graphs on a coordinate plane. (c) For each
function, label the domain, range, y-intercept and horizontal asymptote.

1. f(x) = 2. f(x) = 6x 3. f(x) = 3-x

91

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Lesson 16: Graphing Transformations of Exponential
Functions
Learning Outcome(s): At the end of the lesson, the learner is able to graph
exponential functions.
Lesson Outline:
1. Vertical and horizontal reflection
2. Stretching and shrinking
3. Vertical and horizontal shifts

PY
Reflecting Graphs
Example 1. Use the graph of y = 2x to graph the functions y = –2x and y = 2–x.
Solution. Some y-values are shown on the following table.

O
x –3 –2 –1 0 1 2 3
y = 2x 0.125 0.25 0.5 C 1 2 4 8
y = –2x –0.125 –0.25 –0.5 –1 –2 –4 –8
y = 2–x 8 4 2 1 0.5 0.25 0.125
D
The y-coordinate of each point on the graph of y = –2x the negative of the y-
coordinate of the graph of y = 2x. Thus, the graph of y = –2x is the reflection of the
E

graph of y = 2x about the x-axis.

The value of y = 2–x at x is the same as the value of y = 2x at –x. Thus, the graph of
EP

y = 2–x is the reflection of the graph of y = 2x about the y-axis.

The corresponding graphs are shown below.
D

92

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 The results in Example 1can be generalized as follows:
Reflection
The graph of y = –f(x) is the reflection about the x-axis of the graph of y = f(x).
The graph of y = f(–x) is the reflection about the y-axis of the graph of y = f(x).

Example 2.Use the graph of y = 2x to graph the functions y = 3(2x) and y = 0.4(2x).
Solution. Some y-values are shown on the following table.

x –3 –2 –1 0 1 2 3

PY
y = 2x 0.125 0.25 0.5 1 2 4 8
y = 3(2x) 0.375 0.75 1.5 3 6 12 24
y = 0.4(2x) 0.05 0.1 0.2 0.4 0.8 1.6 3.2

O
The y-coordinate of each point on the graph of y = 3(2x) is 3 times the y-coordinate of
each point on y = 2x. Similarly, the y-coordinate of each point on the graph of y =
C
0.4(2x) is 0.4 times the y-coordinate of each point on y = 2x.
The graphs of these functions are shown below.
E D
EP
D

Observations.
1. The domain for all three graphs is the set of all real numbers.
2. The y-intercepts were also multiplied correspondingly. The y-intercept of y = 3(2x)
is 3, and the y-intercept of y = 0.4(2x) is 0.4.
3. All three graphs have the same horizontal asymptote: y = 0.
4. The range of all three graphs is the set of all y > 0.

93

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
The results of Example 2 can be generalized as follows.
Vertical Stretching or Shrinking
Let c be a positive constant. The graph of y = cf(x) can be obtained from the graph of
y = f(x) by multiplying each y-coordinate by c. The effect is a vertical stretching (if c >
1) or shrinking (if c < 1) of the graph of y = f(x).

Example 3. Use the graph of y = 2x to graph y = 2x – 3 and y = 2x + 1.

Solution. Some y-values are shown on the following table.

x –3 –2 –1 0 1 2 3

PY
x
y=2 0.125 0.25 0.5 1 2 4 8
y = 2x – 3 –2.875 –2.75 –2.5 –2 –1 1 5
y = 2x + 1 1.125 1.25 1.5 2 3 5 9

The graphs of these functions are shown below.

O
C
E D
EP

Observations.
1. The domain for all three graphs is the set of all real numbers.
D

2. The y-intercepts and horizontal asymptotes were also vertically translated from the
y-intercept and horizontal asymptote of y = 2x.
3. The horizontal asymptote of y = 2x is y = 0. Shift this 1 unit up to get the horizontal
asymptote of y = 2x + 1 which is y = 1, and 3 units down to get the horizontal
asymptote of y = 2x – 3 which is y = – 3.
4. The range of y = 2x + 1 is all y > 1, and the range of y = 2x – 3 is all y > –3.

94

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 The results of Example 3 can be generalized as follows.
Vertical Shifts
Let k be a real number. The graph of y = f(x) + k is a vertical shift of k units up (if k >
0) or k units down (if k < 0) of the graph of y = f(x).

Example 4. Use the graph of y = 2x to graph y = 2x–2and y = 2x+4

Solution. Some y-values are shown on the following table.

x –3 –2 –1 0 1 2 3
y = 2x

PY
0.125 0.25 0.5 1 2 4 8
y = 2x–2 0.031 0.063 0.125 0.25 0.5 1 2
y = 2x+4 2 4 8 16 32 64 128

O
The graphs of these functions are shown below.
C
E D
EP
D

Observations. 1. The domain for all three graphs is the set of all real numbers.
2. The y-intercepts changed. To find them, substitute x = 0 in the function. Thus, the
y-intercept of y = 2x+4 is 24 = 16 and the y-intercept of y = 2x–2 is 2–2 = .25.
3. The horizontal asymptotes of all three graphs are the same (y = 0). Translating a
graph horizontally does not change the horizontal asymptote.
4. The range of all three graphs is the set of all y > 0.

95

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
The results of Example 4 can be generalized as follows.
Horizontal Shifts
Let k be a real number. The graph of y = f(x – k) is a horizontal shift of k units to the
right (if k > 0) or k units to the left (if k < 0) of the graph of y = f(x).

Solved Examples
1. Sketch the graph of F(x) = 3x+1 – 2, then state the domain, range, y-intercept, and
horizontal asymptote.
Solution.
Transformation: The base function f(x) = 3x will be shifted 1 unit to the left and 2 units

PY
down.

Steps in Graph Sketching:

Step 1: Base function: f(x) = 3x ; y-intercept: (0,1) ; horizontal asymptote: y = 0
Step 2: The graph of F(x) is found by shifting the graph of the function f left one unit

O
and down two units.
Step 3: The y-intercept of f(x) (0,1) will shift to the left by one unit and down two units
towards (–1, –1). This is not the y-intercept of F(x).
C
Step 4: The horizontal asymptote will be shifted down two units, which is y = –2.
Step 5: Find additional points on the graph; F(0) = 30+1 – 2 = 1 and F(1) =31+1 – 2 = 7.
[(0,1) and (1,7)]
D
Step 6: Connect the points using a smooth curve.

Domain: All real numbers

E

Range: (–2, ∞)
EP

y-intercept: (0,1)

Horizontal Asymptote: y = –2
D

2. Sketch the graph of G(x) = 4 , then state the domain, range, y-intercept,
and horizontal asymptote.

96

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Solution.
Transformation: The base function g(x) = (1/2)x will be stretched 4 units (that is,
every y-value will be multiplied by 4), then will be shifted 1 unit upward.
Steps in Graph Sketching:
Step 1: Base function: g(x) = ; y-intercept: (0,1) ; horizontal asymptote: y = 0
Step 2: The graph of G(x) is obtained by stretching the graph of g by four units then
shifting the graph upward by one unit.
Step 3: Since the graph will be stretched by 4 units, the y-intercept of g(x) (0,1) will
be at (0,4), then will be shifted again by 1 unit upward to get (0, 5). This is the
y-intercept of G(x).
Step 4: The horizontal asymptote will be shifted 1 unit upward, which is y = 1.

PY
Step 5: Find additional points in the graph: G(-1) = 4(1/2)-1 + 1 = 9 and
G(3) = 4(1/2)3 + 1 = 3/2. [(–1,1/2) and (3, 3/2)]
Step 6: Connect the points using a smooth curve.

O
Domain: All real numbers C
Range: (1, ∞)

y-intercept: (0,5)
D
Horizontal Asymptote: y = 1
E
EP

Lesson 16 Supplementary Exercises

D

In Exercises 1-3, (a) use transformations to describe how the graph is related to its
base exponential function y = bx, (b) sketch the graph, (c)
identify its domain, range, y-intercept, and horizontal asymptote.

1. F(x) = 2·3x 2. G(x) = (1/4)x+1 – 4 3. H(x) = –2(3x–1)

4. Find an exponential function of the form f(x) = abx + c such that the y-intercept is
–5, the horizontal asymptote is y = –10, and f(2) = 35.

5. Give the range of the function y = 3x for –10  x  10.

97

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Lessons 12 – 16 Topic Test 1
1. Solve for x. [10]

a. 3-x = 27x+2 b.

2. Solve the inequality 5x> . [10]

3. The population of a certain city doubles every 50 years. [15]

(a) Give an exponential model for this situation.
(b) By what factor does the population increase after 30 years?

PY
(c) If the city’s population is currently 100,000, how long will it take for the
population to exceed 400,000?
4. Graph the following functions. Label all intercepts and asymptotes. Indicate the
domain and range. [15]

O
a. f(x) = 3x-2 + 1 b. h(x) = (0.1)x+2 – 1
C
Lessons 12 – 16 Topic Test 2
D
1. Solve for x in the following equations. [10]

a. b. 81-2x = 162x-1
E

2. Solve the inequality [10]

EP

3. Maine decides to participate in an investment that yields 3.75% interest annually.

If she invests ₱12,500, how much will her investment be after 5 years? [10]
4. The population of a certain bacteria colony is modeled by the function
P(x) = 500e0.05t, where P(x) is the bacteria population after t minutes. Find the
D

bacteria population after half an hour. [10]

5. Graph the function f(x) = 2(1/2)x-1 . Label all intercepts and asymptotes. Indicate
the domain and range. [10]

98

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.