4

EXPONENTIAL FUNCTIONS
for General Mathematics
Senior High School (CORE)
Quarter 1 / Week 6

i
 FOREWORD

This Self-Learning Kit for General Mathematics is designed specifically for

Grade 11 students in the Senior High School. Thus, a modest background in grade
school mathematics is important, written in a precise, readable, and conventional
manner to facilitate students’ understanding of the subject.
It is aligned with the BEC of the Department of Education following the
prescribed MELCs (Most Essential Learning Competencies. It has the following
features proven to be valuable aids to learning Mathematics even at home.
What Happened
In this section you can see the pre-activities like review of the prior
knowledge and a pre-test on what the learners have learned in their previous
discussions.
What I Need To Know (Discussion)
This section contains discussions on how exponential functions can be
represented by table of values and graphs and how the domain, range, intercepts,
zeroes and asymptotes of exponential functions can be determined.. It also
discusses sample problems involving exponential functions, equations, and
inequalities with their corresponding solutions that clearly illustrate the
applicability of a mathematical concept.
What I have Learned (Evaluation/Post Test)
The exercises contained in this section are guaranteed to build
mathematical comprehension, skills, and competence. These serve as a diagnostic
tool to identify the learners’ areas of strengths and difficulties
 OBJECTIVES
At the end of the lesson, the learners are expected to:
K: represent exponential functions through table of values, graphs and
equations;
S: find the domain and range, intercepts, zeroes, asymptotes of an
exponential function, solves problems involving exponential function;
and
A: develop perseverance in representing exponential function through
table of values, graph and equation.

LESSON 1 SOLVING EXPONENTIAL EQUATIONS

AND INEQUALITIES
I. WHAT HAPPENED
The graph of exponential function is a necessary tool in describing its behaviour and
characteristics –its intercepts, asymptotes and zeros. A graph can also provide insights as to real-
life situations that can be modelled by exponential functions.

PRE-TEST
Given the equation of the exponential function y=3x

X -2 -1 0 1 2
y

a. Sketch the graph.

II. WHAT I NEED TO KNOW

Properties of the Graphs of Exponential Functions
Let us now generalize the properties of the graph of the
exponential function 𝑦 = 𝑏 𝑥 for b> 1 𝑜𝑟 0 < 𝑏 < 1. These are as follows:
1. The graph of y = 𝑏 𝑥 lies above the x-axis, that is, the exponential function is positive-
valued.

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2. The graph is asymptotic to the x-axis: from the right to the left, if b> 1, and from the left
to the right, if 0 < 𝑏 < 1.
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3. The graph passes through the three points (0,1), (1, b), and (-1,𝑏).
4. If b> 1, then the entire is increasing.
If 0 < 𝑏 < 1, then the entire graph is decreasing.
If b = 1, then the exponential function becomes the constant function y=1, the graph of
which is a horizontal line one unit above the x-axis.
Using these properties, we can now sketch the graph of the exponential function y = 𝑏 𝑥 ,
for any base b, b> 1 𝑜𝑟 0 < 𝑏 < 1.

Examples in representing exponential functions through table of values and graph.

Examp1e 1. Sketch the graph of 𝑓 (𝑥 ) = 2𝑥

Step 1. Construct a table of values of ordered pairs the given function.

The table of value for 𝑓(𝑥) is as follows:

Step 2. Plot the points found in the table and connect them using a smooth curve.

(a) Plotting of points for 𝑓 (𝑥 ) = 2𝑥 . (b) Graph of 𝑓 (𝑥 ) = 2𝑥 . 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. That is, the line 𝑦 =
0 is a horizontal asymptote.

a. The table of values for f(x) is as follows:

 Example 2. Represent the graph of an exponential function below, .

It can be observed that the function is defined for all values of x, is strictly decreasing,
and attains only positive values. As x increases without
bound, the function approaches 0. That is, the line 𝑦 = 0 is a horizontal
asymptote.
In general, depending on whether 𝑏 > 1 𝑜𝑟 0 < 𝑏 < 1, the graph of
𝑓 (𝑥 ) = 𝑏 𝑥 has the following behavior:

(a) b > 1 (b) 0

Example 3. Sketch the graph of this pair of exponential functions, 𝑓 (𝑥 ) = 2𝑥 and 𝑔(𝑥 ) = 3𝑥 on
the same plain and compare them. Consider x to be any real number.
Solution:
Assigning values for x and solving for the corresponding values of y, and then graphing, we
obtain the following table and graphs.
 x -3 -2 -1 0 1 2 3
𝑓 (𝑥 ) = 2 𝑥 0.125 0.25 0.50 1 2 4 8
𝑔 (𝑥 ) = 3 𝑥 0.04 0.11 0.33 1 3 9 27

Both graphs pass through (0,1) but the graph of f(x)=2 x is wider than the graph of
f(x)=3x..

III. WHAT I HAVE LEARNED

Post test
1
1. Complete the following table of values for f(x) = 4x and g(x) = (4)x

a.

x -3 -2 -1 0 1 2 3

f (x)

g (x)

b. Then sketch the graph.

 LESSON 2 DETERMINING THE INTERCEPTS,
ZEROES, AND ASYMPTOTES OF AN
EXPONENTIAL FUNCTION

I. WHAT HAPPENED
PRE-TEST
Complete the table below. Write your answer in your notebook.

Exponential Function x-intercept y-intercept Asymptote

1. f(x)=4x
2. f(x)=4x+2
3. f(x)=4x +1
4. f(x)=2x -2
1
5. f(x)=(4)x

II. WHAT I NEED TO KNOW

The domain of a function is the set of input or x -values for which the function is
defined, while the range is the set of all the output or y -values that the function takes. The
domain of exponential functions is a set of real numbers or {𝑹}. The range is also a set of real
numbers greater than zero or (0, + ∞).

Determining the domain and range

A simple exponential function like f(x)= 𝟐𝑿 . Has its domain the whole real line. But its range
is only the positive real numbers, y >0 :f(x) never takes a negative value.
Example 1. Find the domain and range of the function y = 3x + 2 .

.
With reference to the graph above, it can be observed that the graph
y = 3x is translated 2 units to the left. The function is defined for all real numbers. So, the
domain of the function is set of real numbers.

As x tends to ∞, the value of the function also tends to ∞ and as x tends to −∞, the function
approaches the x -axis but never touches it. Therefore, the range of the function is set of real
positive numbers or {y ∈ R | y > 0}.

1 2x
Example 2. Find the domain and range of the function 𝑓 (x) = ( 4 ) .
 1 x
The graph above is nothing but the graph y = ( 4 ) compressed by a factor of 2. The function
is defined for all real numbers. So, the domain of the function is set of real numbers. As x tends
to ∞, the value of the function tends to zero and the graph approaches x -axis but never touches
it. As x tends to −∞, the function also tends to ∞. Therefore, the range of the function is set of
real positive numbers or {y ∈ R | y > 0}.
Determining the Intercepts of an Exponential Function
1. Find the x-intercept by setting y=0 and solving for x.
2. Find the y-intercept by setting x=0 and solving for y.

Example 1. Find the x-intercept and y-intercept of exponential functions from an equation y=3x+1
Solution:
a. x-intercept
3x+1 = 0 (set both sides of the equation to equal bases)
Since, the range of ann exponential function is greater than 0, hence, y=3x+1 has no x-
intercept or zero.

b. y-intercept
set x=0, therefore
y=30+1
y=31
y=3

Therefore, (0,3) is the y-intercept.

Example 2. Find the x-intercept and y-intercept of exponential functions from a graph.

a. b.
Horizontal and Vertical Asymptotes of Exponential Functions
A horizontal asymptote for a function is a horizontal line that the graph of the function
approaches as x approaches ∞ (infinity) or -∞ (negative infinity). In other words, if y = k is a
horizontal asymptote for the function y = f(x), then the values (y-coordinates) of f(x) get closer
and closer to k as you trace the curve to the right (x→ ∞) or to the left (x → -∞).
 The method of highest order term analysis is quick and easy but only applies to rational
functions. What if you are given a different kind of function? Certain functions, such
as exponential functions, always have a horizontal asymptote. A function of the form f(x) = a(bx)
+ c always has a horizontal asymptote at y = c.
Example 3. Find the horizontal asymptote of

a. y=30e-6x-4 Answer: y=-4

x
b. y=5(2 ) Answer: y=0
Example 4. Find the intercepts and asymptotes of the graphs of f(x)=3(2)x and f(x)=(2)x.

Table of Values

The graphs

Checking the table of values, you will notice the values of f(x)=3(2)x is 3 times the values
of f(x)=(2)x. The graph of f(x)=3(2)x is translated 3 units vertically upwards from the graph of
f(x)=(2)x. In this case, the y-intercepts of f(x)=3(2)x is 3.

Zero
FUNCTION y-intercept Asymptote
(x-intercept)
f(x)=(2)x none (0,1) y=0 or x-axis
f(x)=3(2)x none (0,3) y=0 or x-axis

If a constant c is added to f(x)=(a)x to be transformed into f(x) = a +c, what will happen
to the function? You can find out by doing the same procedure as we did in the first procedure.
Example 5. f(x) = (2)𝑥 and f(x) = (2)𝑥 -3.

Check the table of values, you

The graphs
 Checking the table of values, will notice that the values of f(x)=(2)x -3 is 3 units less than
the values f(x)=(2)x. The graph of f(x)=(2)x -3 is translated 3 units vertically downwards from
x
the graph of f(x)=(2) . In this case, the asymptote of f(x)=(2)x -3 is -3. Let’s summarize the
properties.

Zero
FUNCTION y-intercept Asymptote
(x-intercept)
f(x)=(2)x none (0,1) y=0 or x-axis
f(x)=2x -3 none (0,-2) y=-3

Think About This!

They'll never hit zero, so this function has no x-intercepts, but they get very, very close.
So close that when we try to draw the graph, it'll look like the function is hitting the x-axis. ...
Any exponential function will also have an asymptote—a value that the function gets really
close to, but never quite hits.

III. WHAT I HAVE LEARNED

POST TEST
A. Read and analyze each item carefully. Write your answer in your notebook.
1. The graph of a function of the form y=ax passes through which of the following points?
a. (-1,0) b. (1,0) c. (0,1) d. (0,-1)
2. Given the function y=3(4x )-2, what is the :
a. y-intercept
b. asymptote
3. Which of the following functions has a steeper graph?
1 x
a. y=2x b. y=-2x c. y=( 2 ) d.y=3x

4. Which of the following has a decreasing function?

4 x 1 x
a. y=4x +2 b. y=(3)2x c. y=3( 3 ) d. y=2( 3 )
 LESSON 3 SOLVING PROBLEMS INVOLVING
EXPONENTIAL FUNCTIONS,
EQUATIONS AND INEQUALITIES

I. WHAT HAPPENED
PRE-TEST
Solve the following equations. Write your answer in your notebook.
1. 2x+3 = 32 A. 2 B. 3 C. -2 D. -3
2. 3x-3 = 243 A. 3 B. 5 C. 8 D. 9
3. Find the solution set of the inequality, 3x-1 > 9x
A. { x Є Ɽ | x < -1} C. { x Є Ɽ | x > -1}
B. { x Є Ɽ | x ≤ -1} D. { x Є Ɽ | x ≥ -1}
4. Find the solution set of the inequality, (1/5)2x+1 > 1/25
A. The solution set is { x Є Ɽ | x < 1/25 }
B. The solution set is { x Є Ɽ | x < ½ }
C. The solution set is { x Є Ɽ | x < 1/3 }
D. The solution set is { x Є Ɽ | x < 1/5 }
5. It is formed by adding the specified per cent increase to 100% and then changing
to its decimal form and population growth can be often be modelled by an
exponential function.
A. Exponential Growth/Exponential Decay
B. Population Growth/Growth Factor
C. Compound Interest
D. All of the above
6. It refers to an interest when the interest due at the end of a certain period is added
to the principal and that sum earns interest for the next period.
A. Exponential Growth/Exponential Decay
B. Population Growth/Growth Factor
C. Compound Interest
D. All of the above

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II. WHAT I NEED TO KNOW
DISCUSSION
Exponential Functions and Equations
Compound Interest
It is an interest when the interest due at the end of a certain period is added to
the principal and that sum earns interest for the next period. In general, when interest is
compounded annually for n years, the amount (or future value) A is
A = P(1+ r/n)nt
Population Growth/ Growth factor
It is formed by adding the specified percent increase to 100% and then changing to its
decimal form and population growth can be often be modeled by an exponential function.
Exponential Growth/Exponential Decay
The rule for exponential growth can be modeled by Y = abˣ where a is the starting
number, b is the growth factor, and x is the number of intervals (minutes, years, and so on).
A. Compound Interest
The formula for interest that is compounded is A = P (1 + r/n ) nt where
• A represents the amount of money after a certain amount of time
• P represents the principal or the amount of money you start with
• r represents the interest rate and is always represented as a decimal
• n is the number of times interest is compounded in one year
If the interest is compounded annually then n = 1
If interest is compounded quarterly then n = 4
If interest is compounded monthly then n = 12,
• t represents the amount of time in years
Example 1
You put Pp3,800 pesos in a savings account. The bank will provide 1.8% interest on
the money in the account every year.
Write an expression that describes how much money will be in the account in 15 years.
Calculate this amount after 15 years.
Solution
You put Pp3,800 in the savings account. The bank will provide 1.8% interest on the
money in the account every year. Another way of saying this is your money will grow by

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1.8% per year. Now we want to generate an expression that describes how much money is in
the account in 15 years.

Let’s think of the starting amount. So, in start we will put Pp3,800. We could view this as
year 0

Start/Year 0: Pp3,800

Now, let’s think about year 1. How much money will we have after 1 year? We would
have the original amount that we put Pp3,800 and then we get the amount that we get the
interest that is 1.8%, that is,

Start/Year 0: Pp3,800
Year 1: Pp3,800 + 1.8% times Pp3,800
We could also write this as decimal,
Start/Year 0: Pp3,800
Year 1: Pp3,800 + 1.8% times Pp3,800
3,800 + 3,800 (.018)
Factoring out 3800 out of each term we have,
Start/Year 0: Pp3,800
Year 1: 3,800 + 3,800 (.018)
3,800 (1+.018)

Adding 1 and .018, we have 3,800 (1.018)

Notice that if the money is growing by 1.8% or by .018 each year, we would have the
original amount Pp3,800 plus the amount that you grew by, Pp3,800(.018) or the total amount
is equivalent to 3,800 (1.018) at the end of 1 year.
Now, if the total amount at the end of year 1 is 3,800 (1.018) How about year 2? We
are going to start with whatever we finished year1 with, that is we start with the amount
3,800 (1.018). But this amount will grow again by .018, so we multiply this amount 3,800
(1.018) with 1.018 and the resulting expression is Year 2: 3,800 (1.018)
(1.018)
or this is equivalent to 3,800 (1.018)2

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 Now this time, you see where this is going. Every time we grow by1.8% or .018, we
multiply the original amount 3,800 by 1.018. Thinking about 15 years in the future, we are
going to do that 15 times.
So, one year in the future, the exponent is essentially 1, two years in the future, the
exponent is 2, three years in the future, the exponent is, so 15 years in the future, we are
going to multiply 3,800 by the value 1.018 fifteen (15) times to get the final amount in 15
years. So, the amount that we would have in 15 years is
Year 15: 3,800(1.018)15
The idea in which the value of money grows in this manner is called compound
growth. Therefore, the expression that describes the final amount when Pp3,800 is invested at
1.8% is
A = 3,800(1.018)15
where A = final amount
3,800 = original amount invested or principal
1.8% or .018 = rate of interest
15 = time in years
The total amount after 15 years is F = 3,800(1.018)15 = Pp4,965.93
The formula for compound interest as
A = P(1+ i)nt
where A = amount of money accumulated after n years.
P = original amount invested or principal
r = annual rate of interest
i = r/n = rate of interest
n = number of times the interest is compounded per year
t = number of years the amount is deposited or borrowed

Example 2

Sheila is 22 years old and she wants to invest her first salary worth Pp 20,000. Help
her find the amount at the end of 5 years with the interest rate of 10%
a. compounded quarterly
Solution:
There are 4 conversion period in a year, so n = 4. Therefore,
A = 20,000 ( 1 + 0.10/4 )4(5)
= 20,000 (1.025)20
≈ Pp 32,772.33
b. compounded monthly
Solution to Example 3
There are 12 conversion period in a year, so n = 12. Therefore,
A = 20,000 ( 1 + 0.10/12 )12(5)
= 20,000 (1.008333)60
≈ Pp 32,906.18
B. Population Growth/ Growth Factor

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 Many times scientists will start with a certain number of bacteria or animals and
watch how the population grows. For example, if the population doubles every 5 days, this
can be represented as an exponential function. Population models can occur in two ways.
One way is if there is a given exponential function. The second way involves with an
exponential equation based on the information given.

Example 1

Determine the growth factor of the quantity that increases by the given percent.
A. 50% B. 75% C. 10% D. 12.5%

Solution to Example 1
A. For 50%: 100% + 50% = 150% = 1.50
B. For 75%: 100% + 75% = 175% = 1.75
C. For 10%: 100% + 10% = 110% = 1.10
D. For 12.5%: 100% + 12.5% = 112.5% = 1.125
E. When a quantity increases by a specified percent, it’s new value can be
obtained by multiplying the original value by the corresponding growth
factor. That is,

Original value ∙ growth factor = new value

Example 2
The population of a certain city can be approximated by the function
P(t) = e0.012t where t is the number of years since 2000.
Find the population of the city in the year 2015.

Solution to Example 2

To find the population in the year 2015, we need to let t = 15.

P(15) = e0.012(15) = 250,342

P(15) = e0.18 = 299,713.80 rounded off to the nearest whole number P(15)
= e0.18 = 299, 714 people

C. Exponential Growth/Exponential Decay

Solving an exponential decay problem is very similar to working with population

growth. In fact, certain population may decrease instead of increase and we could still
use the general formula we used for growth.
But in case of decrease or decay, the value of k will be negative.

Example 1

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 A bacterium grows at a rate of 25% each day. There are 500 bacteria today.
How many will there be?
a. tomorrow?
b. one week from now?
c. one month from now?
Solution
a. Using the formula y = abˣ where a = 500, b = 1.25, and x = 1 then,
y = 500(1.25) ¹
Substitute 500 for a, 1.25 for b, and 1 for x.
= 625
There will be 625 bacteria tomorrow.
b. Using the formula y = abˣ where a = 500, b = 1.25, and x = 7, then y =
7
500(1.25) Substitute 500 for a, 1.25 for b, and 7 for x.
= 2 384.19
There will be 2,384 bacteria one week from now.

c. Using the formula y = abˣ where a = 500, b = 1.25, and x = 30, then
30
y = 500(1.25) Substitute 500 for a, 1.25 for b, and 30 for x.

= 403,896.78
There will be 403,897 bacteria one month from now.
Example 2
The number of milligrams of a drug in a person’s system after t hours is given by
the function
D = 20e-0.4t.
a. Find the amount of the drug after 2 hours.
Solution to Example 2(a)
To solve the problem, we let t = 2 in the original equation.
D = 20e-0.4(2) = 20e-0.8 = 8.987
After 2 hours, 8.987 milligrams of the drug are left in the system.
a. Find the amount of the drug after 5 hours.
Solution to Example 2(b)
Replace t with 5 in the equation to get
D = 20e-0.4(5) = 20e-2.0 = 2.707
After 5 hours, 2.707 milligrams remain in the body.

I. Exponential Inequalities

Example 1
Solve the exponential inequality 3x < 9x–2.
Solution to Example 2

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 Both 9 and 3 can be written using 3 as the base
3x < (32)x–2
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 { x Є Ɽ | x > 4 }
Example 2
Solve the inequality (1/10)x+5 ≥ (1/100)3x
Solution to Example 3
Since 1/100 = (1/10)2, then we write both sides of the
inequality with 1/10 as the base.
(1/10)x+5 ≥ (1/100)3x
(1/10)x+5 ≥ ((1/10)2)3x
(1/10)x+5 ≥ (1/10)6x
Since the base 1/10 < 1, then this inequality is equivalent to
x + 5 ≤ 6x the direction of the inequality is reversed
5 ≤ 6x – x
5 ≤ 5x
1≤x
The solution set is { x Є Ɽ | x ≥ 1}

III. WHAT I HAVE LEARNED

POST TEST

A. Multiple Choice. Solve the following problems and write the letter of the correct
answer. Do this in your notebook.
1. A certain culture of bacteria doubles its number every hour.
If initially, there are 8 bacteria, how many will there be in 5 hours?
How long will it take for the bacteria to grow to 1,000?
A. 256 bacteria in 5 hours

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 B. 265 bacteria in 5 hours
C. 260 bacteria in 5 hours
D. 266 bacteria in 5 hours
2. Radium has a half-life of 1 620 years. How many grams of radium
will be left after 100 years if there are 3 grams of radium at present?
A. A ≈ 2.87 g C. A ≈ 4.87 g
B. A ≈ 3.87 g D. A ≈ 5.87 g
3. The population of a certain town is 25,000. If it is growing at a rate
of 3.7% each year according to exponential law (natural growth),
what will be the population after 20 years?
A. A ≈ 50,390 C. A ≈ 52,398
B. A ≈ 50,398 D. A ≈ 52,390
4. Ellaine invested ₱50,000.00 at an annual rate of 6% compound yearly.
Find the total amount in the account after 10 years if no withdrawals
and no additional deposits are made.
A. ₱98 542.38 C. ₱89 425.38
B. ₱98 532.38 D. ₱89 542.38
5. Solve the inequalities (4/6) x ≥ 36/16
A. {x Є Ɽ | x ≤ 1} C. {x Є Ɽ | x ≤ -1}
B. {x Є Ɽ | x ≤ -2} D. {x Є Ɽ | x ≤ 2}

REFERENCES
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 Books
Agbayani, M. F., et.al. 2018. Advance Algebra, Trigonometry and Statistics for
Fourth Year. Quezon City: Phoenix Publishing House.
Albay, E. M. et al. 2016. General Mathematics: Graphs and Properties of
Logarithmic Functions. 72-73. Makati City: Diwa Learning Systems, Inc.
Lapinid, M. R. C. et al. 2007. “Advanced Algebra, Trigonometry and
Statistics: Solving Exponential Equations. 158-159. Pasig City:
Salesiana Books by Don Bosco Press.
Sarmiento, A. A., et al.2007. “Advanced Algebra, Trigonometry and
Statistics: Exponential Equation.” 208-209. Calamba City: Lightquest
Publications, Inc.
Tan, F. B., et.al. 2018. General Mathematics for Senior High School. Manila:
Vicarish Publications and Trading: Inc.
Website
Applications of Exponential Functions. Retrieved from
http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_ExponentsApps.xml#:~:
text=The%20best%20thing%20about%20exponential,well%20as%20many%20other
%20applications.
Example 2 Emerson Deposits 50000 in a Savings Account. Retrieved from
https://www.coursehero.com/file/p57hnpnd/Example-2-Emerson-deposits-50000-in-
a-savings-account-The-account-pays-6-annual/
Solving Inequality Word Questions. Retrieved from
https://www.mathsisfun.com/algebra/inequality-questions-solving.html

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 SYNOPSIS

This Self Learning Kit (SLK) is about Exponential Functions. Here you
learn how to represent an exponential function through its table of values,
graphs, and equation, determine the domain range, intercepts, zeroes, and
asymptotes of an exponential function.

You also develop skills in graphing different types of exponential

functions. As you go over the discussion and exercises, you can appreciate the
importance of this function.

Find enjoyment in learning this SLK and go over the discussion and
examples if you have not yet mastered a concept.

WRITERS
MERCYDITHA D. ENOLPE received her undergraduate degree and
master’s degree from Negros Oriental State University (NORSU). She
is currently pursuing her Ph.D. Math Education degree of that same
University. Mrs. Enolpe is presently the Teacher In-Charge of the SHS
Department of Jose Marie Locsin MHS, Zamboanguita. She is at the
same time, handling General Mathematics and Statistics and
Probability subjects of the school. She has contributed significantly in
the crafting of the Daily Lesson Log for teachers in the Division of
Neg. Oriental, specifically General Mathematics subject. She is also
the District Planning Coordinator-SHS of the District of
Zamboanguita.

Evangeline Kinilitan Ije is currently the Teacher-In-Charge of the

Senior High School of Maloh Provincial Community High School.
She finished a bachelor’s degree in Education major in
Mathematics from Colegio de Santa Catalina de Alejandria.
Meanwhile, she has completed all her academic requirements for
the degree Master of Arts in Mathematics Teaching in Negros
Oriental State University.

Mae Sherida Ogarte Magalso is currently teaching in Maria

Macahig National High School as the Teacher-In-Charge of the
Senior High School. She finished her master’s degree (MAED-Math)
in Foundation University and has completed all her academic
requirements for the Doctor of Philosophy major in Mathematics
Education (Ph.D.- Math Ed.) in University of St. La Salle – Bacolod
City. 10
 11
PRE-TEST
Zero
y-
FUNCTION (x- Asymptote
intercept
intercept)
x y=0 or x-
y=(4) none (0,1)
axis
y=0 or x-
y=4x+2 none (0,16)
axis
y=4x + 1 none (0,1) y=1
y=2x − 1 none (0,-1) y=-2
1 x y=0 or x-
y=( ) none (0,1)
4 axis
PRE-TEST EVALUATION
1. A 1. c
2. C
3. A 2. a. y=1 or (0,1)
4. B
5. B b. y=-2
6. C 3. d. y=33
POST TEST
4. a. y=4𝑥 +2
1. A
2. A b. y=-3
3. C
Lesson 3.
Lesson 2.
Lesson 1.
ANSWER KEY
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

NAME OF WRITERS
Mercyditha D. Enolpe
Mae Sherida O. Magalso
Evangeline K. Ije

NAME OF ILLUSTRATOR/LAY-OUT ARTIST/TYPESETTER

Illustrator/Lay-out Artist

_________________________________

ALPHA QA TEAM
Name
Name

BETA QA TEAM
Name
DISCLAIMER
Name
The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright
and may not be reproduced in any form without expressed written consent from the division.