General Mathematics

Quarter 1 - Module 5:
Inverse Functions,
Exponential Functions
General Mathematics
Alternative Delivery Mode
Quarter 1 - Module 5: Inverse Functions, Exponential Functions
First Edition, 2020

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General Mathematics
Quarter 1 - Module 5:
Inverse Functions,
Exponential Functions
Introductory Message
For the facilitator:

Welcome to the General Mathematics Alternative Delivery Mode (ADM) Module on

Inverse Functions, Exponential Functions!

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.

ii
For the learner:

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

Inverse Functions, Exponential Functions!

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 Know This will give you an idea of the skills or
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.

What I Have Learned This includes questions or blank

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.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be 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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Inverse Functions and Exponential 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 two lessons, namely:

 Lesson 1 – Solving Problems Involving Inverse Functions
 Lesson 2 – Representing Real-Life Situations Using Exponential Functions
And Distinguishing Exponential Functions, Equations and Inequalities

After going through this module, you are expected to:

1. solve problems involving inverse functions;
2. represent real-life situations using exponential functions; and
3. distinguish among exponential functions, exponential equations, and
exponential inequalities.

1
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

For numbers 1–2. The number of bottled drinking water y consumed in a day is
directly related to the number of workers in a company. Suppose this is represented
by y=3x.

1. Which of the following is the inverse function model?

1 𝑥
A. 𝑓 −1 (𝑥) = 3𝑥 C. b. 𝑓 −1 (𝑥) = (3)
1
B. 𝑓 −1 (𝑥) = 𝑥 3 D. 𝑓 −1 (𝑥) = (3) 𝑥

2. How many workers are there if 450 bottles were consumed?

A. 1350 workers B. 450 workers C. 150 workers D. 50 workers

3. Which of the following is an example of an exponential function?

1 𝑥
A. y=( ) B. y=1x C. y=x3 D. y=(-3)x
2

4. Which of the following is an example of an exponential equation?

1
A. 𝑦 = 5𝑥 B. =5𝑥 C. 5𝑥 > 2x D. f(x)=2x
125

For numbers 5–6. Suppose that the half-life of a certain radioactive substance is 3
days and there are 60 grams initially.

5. Give an exponential model for the situation.

60 𝑡
1 𝑇 1 3
𝐴. 𝑦 = 3 (2) C. 𝑦 = 60 (2)
3 𝑡
1 𝑡
B. 𝑦 = 60 (2) D. 𝑦 = 60(3) 2

6. What is the amount of substance remaining after 9 days?

A. 30 grams B. 15 grams C. 7.5 grams D. 3.75 grams

2
 Lesson
Solving Problems Involving
1 Inverse Functions

In the previous lessons, we were able to grasp the idea of an inverse function.
We have learned how to represent real-life situations using one-to-one functions,
how to determine the inverse of one-to-one functions, and how to represent an
inverse function through its table of values and graphs.

This time will be more exciting as we will find out how we can apply all these
concepts in solving problems involving Inverse Functions! Let’s get started!

What’s In

 Definition of an Inverse Function Let f be a one-to-one function with

domain A and range B. Then the inverse of f, denoted by 𝒇−𝟏 , is a function
with domain B and range A defined by 𝑓 −1 (𝑦) = 𝑥 if and only if 𝑓(𝑥) = y for
any y in B.
 A function has an inverse function if and only if it is one-to-one.
 Suggested Steps in finding the inverse of a one-to-one function
“Variable Interchange Technique”
Step 1. Write the function in the form of y=f(x)
Step 2. Interchange the x and y variables
Step 3. Solve for y in terms of x

Notes to the Teacher

Students should have mastered the basic concepts of One-
to-One and Inverse Functions, including their
representations thru table of values and graphs. These
concepts will help the learners to solve problems involving
inverse functions.

3
 What’s New

We can apply the concepts of inverse functions in solving word problems involving
reversible processes.
Let’s think of the following scenarios:

Scenario 1: Suppose, you asked your friend to think of a non-negative number, add
two to the number, square the resulting number, multiply the result by 3 and divide
the result by 2. If the result is 54, what do you think is the original number that your
friend thought of? Construct an inverse function that will provide the original
number if the result is given.
Before we proceed constructing the inverse function, let us try to imagine the
scenario using two machines. The first machine will have input of that non-negative
number, say x, and will output a certain number, say 54 as given.
The second machine will act as reversing the process in the first machine, its input
will be the numbers that will come out from the first machine, say 54, as given, and
its output will be the input in the first machine. By doing so, we can intuitively find
x, the original number.

Input x Machine 1

add two to the number

square the resulting number
multiply the result by 3
divide the result by 2

NOTE:
Output 54

Notice that in Machine

2, the original
Input 54 Machine 2
operations are reversed
multiply the number by 2 together with the
divide the result by 3 direction of the flow
get the square root of (this time, from bottom
the resulting number to top). Refer to our
subtract two from the number color coding that
marks inverse
Output x operations.

So, what do you think is the original number, x?

Note: Try to solve this mentally! You can do it!

4
If you have answered x = 4 as the original number, then you are correct! If not, it’s
ok, you may go back and figure it out. You can do it!

Let’s check together. Note that the second machine “undoes” what the first machine
does. Following the rule inside the second machine, we have:

Input 54 Machine 2

multiply the number by 2 54 × 2 = 108

divide the result by 3 108 ÷ 3 = 36
get the square root of √36 = 6
the resulting number
subtract two from the number 6-2=4
Output x X=4

Hence, the original number, x, that your friend thought of, is 4.

Remember that this is how inverse function works. In general, no matter what input
you enter in the first machine (original function), it is returned as the output in the
second machine (inverse function of the original function).

What is It

There are different approaches in solving a problem involving inverse

functions. For simpler problems, one may opt to do mental computation. However,
some cases would require algebraic computation. In doing so, we need to keep in
mind that inverse functions are just like machines that undo the processes of each
other. And whatever the input is in the first machine will be the output in the second
machine, and vice versa.

In the given scenario, we have tried to solve the problem using mental computation
thru visualizing inverse functions as machines. Let us go back to the problem and
this time, we will solve it algebraically and use “variable interchange technique” in
constructing the inverse function.

We are asked to construct an inverse function that will provide the original number
if the result is given.

Solution: First, let us construct the original function (this acts as the first machine)
that will compute the final number (output) based on the original number (input).
Following the instructions, we can come up with this function: f(x) =(x + 2)2 ·3÷2 or
3(x + 2)2
f(x)= 2
. Note that the graph of this function, as shown below, on the left is not a
one-to-one function because it does not satisfy the horizontal line test. But, since the
instruction indicated that the original number (input) must be non-negative, then we
can say that domain of the function must be restricted to x ≥ 0, and its graph is
shown on the right, below.

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 NOTE
A one-to-one
function
guarantees us of
the existence of
an inverse
function.

The function with restricted domain x ≥ 0 is then a one-to-one function, and this
guarantees us that an inverse function exists.
We can now construct the inverse function by following the “variable interchange
technique” that we have learned from the past lesson.
3(𝑥 + 2)2
STEP 1. Write f(x) as y 𝑦= 2
,𝑥 ≥ 0

3(𝑦 + 2)2
STEP 2. Interchange x and y 𝑥= 2
,𝑦 ≥ 0

STEP 3. Solve for y in terms of x

3(𝑦 + 2)2
𝑥=
2

3(𝑦 + 2)2
2•𝑥 =2• Multiply both sides by 2 which is
2
the Least Common Denominator (LCD)
2𝑥 = 3(𝑦 + 2)2
2𝑥 3(𝑦 + 2)2
3
= 3
Divide both sides by 3
2𝑥
= (𝑦 + 2)2
3

2𝑥
√
3
= √(𝑦 + 2)2 Get the square root of both sides
2𝑥
Note: Since 𝑦 ≥ 0, we do not consider -√
3
2𝑥
√ = 𝑦 + 2
3

2𝑥
√ −2 = 𝑦 Subtract 2 on both sides
3

2𝑥
𝑦 =√3 −2 By Symmetric Property of Equality

2𝑥
STEP 4. Write y as 𝑓 −1 (𝑥) 𝑓 −1 (𝑥) = √ 3 − 2

2𝑥
The inverse function of f(x) then is 𝑓 −1 (𝑥) = √ − 2.
3
Finally, we evaluate the inverse function at 𝑥 = 54 to determine the original number.

6
 2(54)
𝑓 −1 (54) = √ −2
3

108
=√ −2
3

= √36 − 2

=6−2
𝑓 −1 (54) = 4
Therefore, the original number is 4.
The “variable interchange technique” that we have utilized in constructing inverse
function may not always be applicable in other types of problems, specially, if the
variables denote specific meaning and value. In that case, we will opt to “solve for the
other variable” instead to find the inverse function. To illustrate, let us check
Scenario 2:

Scenario 2. Engineers have determined that the maximum force t in tons that a
particular bridge can carry is related to the distance d in meters between its supports
12.5 3
by the following function: 𝑡(𝑑)=( 𝑑
)

How far should the supports be if the bridge is to support 6.5 tons? Construct an
inverse function to determine the result.
12.5 3
Solution. The equation of the function is 𝑡=( 𝑑 ) . Note that d denotes distance in
meters and t denotes maximum force t in tons. To lessen confusion in this case, let
us not interchange d and t as they denote specific values. We solve instead for d in
12.5 3
terms of t: 𝑡= ( 𝑑
)
3 12.5
√𝑡 = 𝑑 Get the cube root of both sides

3 12.5
𝑑 • √𝑡 = d• 𝑑
Multiply both sides by d which is the LCD
3
𝑑 √𝑡 = 12.5
3
𝑑 √𝑡 12.5 3
3 = 3 Divide both sides by √𝑡
√𝑡 √𝑡
12.5
𝑑= 3
√𝑡

12.5
The inverse function is 𝑑(𝑡) = 3 .
√𝑡

Let us now evaluate the inverse function at t = 6.5

12.5
𝑑(6.5) = 3
√6.5
12.5
= 3
√6.5

𝑑(6.5) ≈ 6.70
We can now conclude that the supports should be placed at most 6.70 meters
apart.

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 What’s More

Activity: The relationship between the age of a man and his son is given by f(x)=4x+5.
a. What does 𝑓 −1 (𝑥) represent if f(x) is the age of the father?
b. What is 𝑓 −1 (𝑥)?
c. Find 𝑓 −1 (45).

What I Have Learned

1. We can apply the concepts of inverse functions in solving word problems

involving reversible processes.
2. It is essential for us to understand the problem and to know what is being
asked for us to be able to construct a mathematical model.
3. It would be helpful if we can also visualize inverse functions as two machines
that undo each other.
4. In constructing inverse functions in problem solving, one may opt to use the
“variable interchange technique”, but, in other cases where variables denote
specific meaning and values, we may just “solve for the other variable” to avoid
confusion.

What I Can Do

1. A particular breed of tilapia has its weight w (in kilograms) related to its
length l (in cm) modelled by the function w = (3.24×10−3)𝑙 2
a. Explain why the function is one-to-one, even if it is a quadratic function.
b. Find the inverse of this function
c. Find the approximate length of a single fish if its weight is 400 grams.

8
 Assessment

For numbers 1–4. A “number” is 2O more than three times another number.

1. If f(x) is the “number”, what is the function model f(x) for this problem?
2. What does 𝑓 −1 (𝑥) represent?
3. What is the equation for 𝑓 −1 (𝑥)?
4. What is the value of the other number if the “number” has a value of 110?

Additional Activities

Suppose a particular real estate agent’s monthly earnings include a monthly

salary of ₱15,000 and a commission of 5% on total sales.

a. What is the best model function for this scenario, assuming y is his monthly
earnings and x is his total sales?

b. What would be the sales function for this problem?

c. How much should be the total sales if the real estate agent’s earnings for the month
is ₱20,000?

9
 Lesson Representing Real-Life
2 Situations Using
Exponential Functions

In the previous lessons, we were able to represent real-life situations using

one-to-one functions and to learn about the concept of inverse functions.

This time, we will learn how to represent real-life situations using Exponential
Functions. We will also learn how to distinguish among Exponential Functions,
Equations, and Inequalities. Let’s get started!

What’s In

 A function is a relation where each element in the domain is related

to only one value in the range by some rule.

The elements of the domain can be

imagined as input to a machine that
applies a rule so that each input
corresponds to only 1 output.

 Function notation y=f(x)

Notes to the Teacher

Students should have mastered the basic concepts of Functions,
including their representations thru table of values, equations, and
graphs. These concepts will help the learners to be able to represent
real-life situations of exponential functions.

10
 What’s New

Activity 1:

The spread of a pandemic, such as COVID-19, would normally resemble “exponential

growth” in the early stages, according to a research institute in the University the
Philippines (UP). What do you think this means? How can we picture this out?

Figure 1 below shows a forecast of COVID-19 in the Philippines based on some

information that the research institute in UP have initially gathered (Full details may be
read from April 13, 2020 released report of UP OCTA Research Institute https://www.up.edu.ph/covid-19-
forecasts-in-the-philippines-insights-for-policy-making/). The basic reproduction number 𝑅0 which
indicates the rate of spread of the pandemic is 1.40 by the time this study was
conducted. According to them, a reproduction number R >1 indicates that the
pandemic is spreading and the number of new COVID-19 is increasing. They added
that the higher the reproduction number, the faster the epidemic will spread. On the
other hand, having R < 1 is what we want to achieve, as this will indicate that the
number of new COVID-19 is decreasing.

Figure 1: Forecast of Covid-19 in the Philippines using 𝑅0 = 1. 40

As of April 13, 2020 released report of UP OCTA Research Institute
https://www.up.edu.ph/covid-19-forecasts-in-the-philippines-insights-for-policy-making/)

How do you think were they able to forecast such trend? How were they able to
come up with a mathematical model that can represent the whole scenario?

As a responsible citizen, how can you be a part of the mitigation and eradication of
the pandemic?

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Activity 2: This activity will help introduce the concept of an exponential function.
Have a 2-meter string and a pair of scissors. Follow the instructions below. (You may
do this alone or you may ask help from your family members to accomplish this.)

Instructions:
1. At Step 0, there is 1 string.
2. At Step 1, fold the string into two equal parts and then cut at the middle. How
many strings of equal length do you have? On a piece of paper, copy the table below
and enter your answer.
3. At Step 2, again fold each of the strings equally and then cut. How many strings
of equal length do you have? Enter your answer.
4. Continue the process until the table is completely filled-up.
Step 0 1 2 3 4 5 6 7
Number of Strings 1

Questions:
1. What have you observed with the results found in the table? Is there a pattern?
2. What formula best describes the relationship between the “Step” and the “Number
of strings”? You may let x as the “step number” and y as the “number of strings”.

Answers:
Step 0 1 2 3 4 5 6 7
Number of Strings 1 2 4 8 16 32 64 128

1. Yes, there is a pattern! It can be observed that as the “step number” increases by
one, the “number of strings” doubles.
2. If x is the “step number” and y is the “number of strings”, then, the relationship
can be described by the function y = 𝟐𝒙 .

Step (x) 0 1 2 3 4 5 6 7 x
Number of Strings (y) 1 2 4 8 16 32 64 128 y
       
20 21 22 23 24 25 26 27 𝟐𝒙

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 What is It

Exponential functions occur in various in real-world situations. Exponential

functions are used to model real-life situations, such as population growth,
radioactive decay, carbon dating, growth of an epidemic, loan interest rates, and
investments.

Let us have the formal definition of an exponential function.

Definition: An exponential function with base b is a function of the form 𝑦 = 𝑏 𝑥

or f(x)=𝑏 𝑥 , where b>0, b1, and the variable x can be any real number, x ε ℜ.

In the activity that we had, y=2𝑥 is an example of an exponential function with a base
b=2 and a variable exponent x. (Take note that in all cases the base b is always
constant that is positive and not equal to 1 and the exponent x is the one that varies.)

Going back to the table were we derived y=2𝑥 , we can observe that there is a drastic
or rapid increase of y values as x increases by 1. This illustrates an exponential
growth (increase).

How about this table below? What is the equation of the function that best describes
the relationship between x and y? Do you think this is an exponential function?
x 0 1 2 3 4 5 6 7 8 …
y 1 1 1 1 1 1 1 1 1 …
2 4 8 16 32 64 128 256

Let us try to analyze the emerging pattern from the table so we can come up with an
equation of a function describing the relationship between x and y.
x 0 1 2 3 4 5 6 7 8 … x
y 1 1 1 1 1 1 1 1 1 … y
2 4 8 16 32 64 128 256
         …
1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 𝟏 𝒙
( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
2 2 2 2 2 2 2 2 2 𝟐

1 𝑥
From the emerging pattern, we can say that the equation of the function is y = (2)

1 𝑥 1
or 𝑓(𝑥) = (2) . Note that the base b is 2. Since b> 0 𝑎𝑛𝑑 𝑏 ≠ 1 and the exponent x is
1 𝑥
a variable, then we can say that 𝑓(𝑥) = (2) is an exponential function.

13
Further, by analyzing the table, we can observe that there is a drastic or rapid
decrease of values of y as x increases by 1. This illustrates an exponential decay
(decrease) which we will understand better as we deal with real-life situations as we
go along.

Note that although exponential functions are defined to be of the form y=𝑏 𝑥 or f(x)=𝑏 𝑥 ,
where b>0, b1, and x ε ℜ, many applications involve transformation of
exponential function such as g(x)= 𝑎 ∗ 𝑏 𝑥 .

Can you think of an example of a real-life situation that can be modeled by an

exponential function? Hint: activities or situations that involve rapid increase or
decrease.

Some of the most common applications in real-life situations and their

transformations are population growth (illustrates exponential growth),
exponential decay, and compound interest.
We will try to represent these real-life situations using an exponential function. Bear
in mind that we need to pay attention to the emerging pattern so we can generate
our mathematical model. Let’s get started!
A. Population Growth. On several instances, scientists start with a certain number
of bacteria or animals and watch how the population grow. For example, if the
population doubles every 3 days, this can be represented as an exponential function.

Example 1 Let t = time in hours. At t=0, there were initially 25 bacteria. Suppose
that the bacteria double every 100 hours. Give an exponential model for the number
of bacteria as a function of t.

Solution:
Initially, at t=0
0
Number of bacteria =25 →can be written as 25(2)0 = 25(2)100
at t=100 Number of bacteria =25(2)
100
→can be written as 25(2)1 = 25(2)100
at t=200 Number of bacteria =25(2)2
200
= 25(2)100
at t=300 Number of bacteria =25(2)3
300
= 25(2)100
at t=400 Number of bacteria =25(2)4
400
= 25(2)100

Looking at the emerging pattern, we can say that this population growth situation
𝑡 𝑡
is best modelled by the exponential function y=25(2)100 or f(t)= 25(2)100 .

Exponential Models and Population Growth.

Suppose a quantity y doubles every T units of time. If 𝑦0 is the initial amount,
𝑡
then the quantity y after t units of time is given by y = 𝑦0 (2)𝑇 .

B. Exponential Decay. Let us see how we can use exponential functions to model
radioactive decay.
Definition
Radioactive substances are atoms that decay naturally.
The half-life of a radioactive substance is the time it takes for half of the substance
decay.

14
Example 2. The half-life of a radioactive substance is the amount of the time it takes
for half of the substance to decay. Suppose the half-life of a certain radioactive
substance is 10 days, and there are 100 grams initially.
a) Give an exponential model for the Amount of radioactive substance as a function
of t.
b) Determine the amount of substance remaining after 30 days.

Solution:
a) Let t be the time in days. We use the fact that the mass is halved every 10 days
(from definition of half-life)
0
Initially, at t=0 1 0 1 10
Amount of substance=100 g =100( ) = 100( )
2 2
10
at t=10 1 1 1 10
Amount of substance =50 g =100(2) = 100(2)
20
at t=20 1 2 1 10
Amount of substance =25 g = 100(2) = 100(2)
30
at t=30 1 3 1 10
Amount of substance =12.5 g = 100(2) = 100(2)
40
at t=40 1 4 1 10
Amount of substance =6.25 g = 100(2) = 100(2)

Looking at the emerging pattern, we can say that this radioactive decay (exponential
𝑡
1 10
decay) situation is best modelled by the exponential function y=100( ) or
2
𝑡
1 10
f(t)= 100(2) .

b. If we look at the table, we could easily see that the amount of substance remaining
after 30 days is 12.5 grams. We may also substitute t=30 in our derived formula or
model to find the amount of substance remaining, i.e.:
30
1 10 1 3 1
f(30)= 100(2) =100(2) =100(8)=12.5 grams

C) Compound Interest. Note: Compound interest will be discussed in more depth in

the later module of Grade 11 covering Business Mathematics. For now, let us have
in mind that an amount that a principal that earns an interest compounded annually
means that it earns interest every year.

Example 3: Mrs. De la Cruz invested P100, 000.00 in a company that offers 6%

interest compounded annually. a) Construct an exponential model for the worth of
Investment as a function of t.

Solution a) Let t be the time in years. We want to construct a pattern that would give
us a model of the situation.
Initially, at t=0 Investment = P100, 000 = 100,000(1.06)0
at t=1 Investment = P100, 000(1.06) = P 106, 000 = 100,000(1.06)1
at t=2 Investment = P 106, 000 (1.06) = P 112, 360 = 100,000(1.06)2
at t=3 Investment = P 112, 360 (1.06) ≈ P 119, 101.60 = 100,000(1.06)3
at t=4 Investment = P 119, 101.60(1.06) ≈ P 126, 247.70 = 100,000(1.06)4

15
An exponential model for this compound interest situation is y =100,000(1.06)𝑡 or
f(t)=100,000(1.06)𝑡

Compound Interest
If a principal P is invested at an annual rate of r, compounded annually, then the
amount after t years is given by A = P (1 + r)𝑡 .

EXPONENTIAL FUNCTIONS, EQUATIONS, AND INEQUALITIES

Moving on, we will now distinguish among exponential functions, exponential

equations, and exponential inequalities. Consider a, b, c. What can you say about
these? How are they similar? How are they different?

a) 4𝑥−1 = 16x b) y = 2𝑥 c) 3𝑥 = 24

Possible Answers: Items (a), (b), and (c) all involve expressions with a variable in the
exponent. Items (a) and (c) involve only one variable, but (b) expresses a relationship
between two variables. Items (a) and (b) involve inequality, but c) involves an
inequality.

Definition
An exponential expression is an expression of the form a• 𝑏 𝑥−𝑐 + d, where b>0,
b≠ 1.

The definitions of exponential equations, inequalities, and functions are shown

below:

Exponential Exponential Exponential

Equation Inequality Function
Definition An equation An inequality Function of the
involving involving form f(x)= 𝑏 𝑥 ,
exponential exponential where b>0, b≠ 1
expressions expressions
Example 4𝑥−1 = 16 32𝑥 − 3𝑥+1 ≤ 0 f(x)= 3𝑥 or y= 3𝑥

16
 What’s More

Activity: Exponential Function or Not?

On a piece of paper, write EF if it displays an exponential function, and NEF if not.

Reason out your answer.
𝑥
1. 𝑓(𝑥) = 𝑥 2 4. 𝑓(𝑥) = 3
2. 𝑓(𝑥) = 1𝑥 5. 𝑓(𝑥) = 32𝑥
3. 𝑓(𝑥) = (−4)𝑥 1 2𝑥+1
6. 𝑓(𝑥) = (3)
Answers
1. 𝑦 = 𝑥 2 NEF 4. 𝑦 = 3𝑥 EF
This is a quadratic function. Since b>0, b≠ 1, and exponent x is a
The base should be a constant positive variable, then, this is an exponential
number not equal to 1 and it should be the function.
exponent that varies for this to be an
exponential function.
2. 𝑦 = 1𝑥 NEF 5. 𝑦 = 32𝑥 EF
This is just a constant function. The base Since b>0, b≠ 1, and exponent 2x varies,
cannot be equal to 1 for an exponential then, this is an exponential function. Note
function. that even if the variable x has 2 beside it, it’s
ok, the whole 2x will still vary as we input
any real number x.
3. 𝑦 = (−4)𝑥 NEF 1 2𝑥+1
6. 𝑦 = ( ) EF
The base cannot be negative for an 3
exponential function. Notice if, say for Since b>0, b≠ 1, and exponent 2x+1 varies,
1 then, this is an exponential function. Same
example, 𝑥 = , y will be undefined, so in
2 idea with number 5 the whole 2x+1 will vary
general, the base of an E.F. cannot be as we input any real number to x.
negative

Activity 2: Exponential Function, Exponential Equation, Exponential

Inequality
Identify whether the following is an Exponential Function (EF), Exponential Equation
(EE), Exponential Inequality (EI), or Neither of the three (Neither)

1. f(x)=2𝑥 3 4. f(x)= 5𝑥
2. 5𝑥+1 =500 5. 2𝑥 = 163𝑥−4
3. 625>5𝑥+8 1 2𝑥+1 1 𝑥
6. (3)  (3)

17
 What I Have Learned

1. Exponential functions are used to model real-life situations, such as population

growth, radioactive decay, carbon dating, growth of an epidemic, loan interest rates,
and investments. It illustrates rapid increase or decrease of a certain variable.

2. In representing real-life situations using exponential functions, it is important for

us to check emerging patterns for us to construct the model that represents the
relationship between the two variables involved.

Exponential Exponential Exponential

Equation Inequality Function
Definition An equation An inequality Function of the
involving involving form f(x)= 𝑏 𝑥 ,
exponential exponential where b>0, b≠ 1
expressions expressions
Example 4𝑥−1 = 16 32𝑥 − 3𝑥+1 ≤ 0 f(x)= 3𝑥 or y= 3𝑥

What I Can Do

1. Mrs. Dela Cruz invested ₱100, 000.00 in a company that offers 6% interest
compounded annually. Is it possible for Mrs. Cruz to double her money in 8 years?
In 10 years? (Refer to example 3)

2. A population starts with 1000 individuals and triples every 80 years.

a) Give an exponential model for the situation.
b) What is the size of the population after 100 years?

18
 Assessment

For numbers 1–2. A population starts with 500 individuals and triples every 2
years.

1. Which among the following functions is the best exponential model for the
situation?
3 𝑡
A. 𝑦 = 500(2) 𝑇 C. 𝑦 = 500(3) 2
𝑡 2
B. 𝑦 = 500(2) 3
D. 𝑦 = 500(3) 𝑇

2. What is the size of the population after 6 years?

A. 40,500 B. 13,500 C. 4,500 D. 1,500

3. Which of the following is an example of an exponential function?

A. y=(1.8)x B. y=1x C. y=x2 D. y=(-3)x

4. Which of the following is an example of an exponential equation?

7
A. 𝑦 = 4𝑥 B. f(x)=4x C. 4𝑥 > 2x D. =4𝑥
125

Additional Activities

1. Suppose that the half-life of a substance is 250 years. If there were initially 100 g
of the substance, (a) give an exponential model for the situation, and (b) how much
will remain after 500 years?

19
 20
What I Know What's More Assessment
Items 3-6 in Lesson 1 1. Neither 1. C
2. EE 2. B
3. EI 3. A
4. EF 4. D
5. EE
6. EI
LESSON 2
What I Know What's More Assessment
1. D a. 𝑓 −1 (𝑥) represesents 1. 𝑓(𝑥) = 3𝑥 + 20
2. C the age of the son. 2. 𝑓 −1 (𝑥) repsesents
𝑥−5 the other number
3. A b. 𝑓 −1 (𝑥) =
4 𝑥−20
4. B c. 10 years old 3. 𝑓 −1 (𝑥) =
3
5. C
4. 30
6. C
LESSON 1
Answer Key
References
Aoanan et al, (2016). General Mathematics for SHS. C & E Publishing, South
Triangle Quezon City

Blunt J. & Balchin N, (2002), Health and Safety in Welding and Allied Processes
(Fifth Edition), Retrieved from
https://www.sciencedirect.com/topics/chemistry/radioactive-
substance#:~:text=Radioactive%20substances%20are%20atoms%20that,thei
r%20control%20is%20more%20difficult.

Crisologo et al, (2016), General Mathematics Teaching Guide. Department of

Education, Meralco Avenue, Pasig City

Sirug, Winston S. (2016), General Mathematics for Senior High School.

Mindsahapers Co., Intramuros Manila

https://drive.google.com/drive/folders/1ALYMx1rmVmPXYbmrLgAYQQ_Isf5wWM
Gt folder shared by Mr. Charleston Chavez

21
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