General Mathematics

Quarter 1 – Module 5:
Inverse Functions,
Exponential Functions
 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.

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

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

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

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 ( ) D. 𝑦 = 60(3) 2
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

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 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

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.

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

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

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

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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.

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= ,𝑦 ≥ 0
2

STEP 3. Solve for y in terms of x

3(𝑦 + 2)2
𝑥= 2

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

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

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

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

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

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

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 terms
12.5 3
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.

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?

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 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?

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)

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 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?

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

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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

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.

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 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 a
1 𝑥
variable, then we can say that 𝑓(𝑥) = (2) is an exponential function.

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) →can be written as 25(2)1 = 25(2)100
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 is
𝑡 𝑡
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 .

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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.

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(2) = 100(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(2) or
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

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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

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.

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 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)

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

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 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?

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?

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

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?

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