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Exponential and Logarithmic Functions
Exponential and Logarithmic Functions
2015 - 2016
The learner demonstrates understanding of the key The learner is able to investigate thoroughly
concepts of exponential and logarithmic equations. mathematical relationships in various situations and
formulates real-life problems involving exponential and
logarithmic equations and solves these using a variety
of strategies with utmost accuracy.
✔ LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.
LGP 3:Are dynamic and encourage differentiation, diversity and synergy amongst learners that are
friendly, caring and respectful.
✔ LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the
betterment of society.
✔ LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and
church.
TRANSFER GOALS:
show their own understanding on the basic concepts of exponential and logarithmic equations in a product or
performance where they will write a report or proposal for the best investment option for their money, in
consideration of the following factors: 1) interest rate, 2) compounding periods (quarterly, monthly, or daily) and,
3) length of contract (1 year, 2 year, etc.) that the different banks offer.
ENDURING UNDERSTANDING:
Logarithms can be used to solve exponential equations; and conversely, exponents can be used to solve
logarithmic equations.
Exponential functions are widely used in real world, such as situations modeled by exponential growth
(appreciation) or decay (depreciation), in finance and banking (investments, credit cards, loans and their use of
compound interest), to the study of biological populations and their rates of growth (half-life), and even in
archaeology and paleontology and carbon dating.
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
Logarithms occur in the physical and biological sciences, in education, in statistics, and economics, to name a
few. Logarithms are extremely useful for computational purposes and can allow one to find the value of an
unknown exponent, previously only attainable through guess-work.
ESSENTIAL QUESTIONS:
How can exponential and logarithmic functions be used to simplify solutions to real-life problems?
ACQUISITION GOALS:
Competencies (DepEd Code):
Students will write a report or proposal for the best investment option for their money, in consideration of the
following factors: 1) interest rate, 2) compounding periods (quarterly, monthly, or daily) and, 3) length of contract
(1 year, 2 year, etc.) that the different banks offer.
Introduction
Someone has been diligently saving money for the past few years and has accumulated Php100, 000 in cash.
The goal has been to save up enough money to buy a used car. He determines that it would be better to invest
the money in a bank and collect interest until he is ready to make his big purchase. After speaking with you, a
bank representative, he is given several different savings options. You will use your ability to work with
exponential and logarithmic functions to determine the best savings plan you can offer.
Task
In this project you will play the role of a bank representative to help someone seeking to invest money in a savings
account or a certificate of deposit (CD). When considering different investment options there are several factors to
consider: 1) interest rate 2) compounding periods (quarterly, monthly, or daily) and 3) length of contract (1 year, 2
year, etc.). Working together with your group, you will analyze data and make calculations to determine the best
investment option for your client’s money.
Instructions
Solve each problem in order and save your work along the way, as you will create a report or proposal at the
conclusion of the project. Your output will be presented for approval to the bank client. The proposal will be
approved based on the following criteria: Content, and Presentation/Communication
Reference: http://www.montereyinstitute.org/courses/DevelopmentalMath/PD25_RESOURCE/pdu18.pdf
Using Desmos, students The students will be The students (in groups of Students will
will be asked to graph the grouped into 4. Each three) will be asked to independently use their
exponential and group will be asked to answer Activity Sheet learning to show their own
logarithmic functions. They identify at least 5 real-life #10 about solving real-life
understanding on the basic
will also be asked to situations where situations using
identify their properties exponential and exponential and concepts of exponential
using Guide Questions. logarithmic functions are logarithmic functions. and logarithmic equations
applied or used. They will There will also be sharing in a product or
They will also be shown be required to prepare a of solutions and final performance where they
examples to see how Laws presentation using any answers. will write a report or
of Exponents and medium (PowerPoint, proposal for the best
Properties of Logarithms collage, etc.).
investment option for their
can be used and applied in
solving exponential and Real-life problems about money, in consideration of
logarithmic equations. compound interest and the following factors: 1)
half-life will be presented interest rate, 2)
Worksheets will be to the students. Students compounding periods
provided to be will be asked to analyze (quarterly, monthly, or
accomplished either and solve them as the daily) and, 3) length of
individually, in pairs, or in teacher guides them.
contract (1 year, 2 year,
groups for them to practice
the mathematical skills. etc.) that the different
banks offer.
Self-Assessment Performance
Task Reflection
BLENDED ACTIVITIES/TOOLS
COLLABORATIVE Pair-work and Group work activities Use of Google Classroom and
Schoology as Learning Management
Systems where students and
teachers can collaborate, and
exchange ideas.
AUTHENTIC Writing of a report or proposal for the Use of any medium (PowerPoint,
best investment option for their money, collage, etc.) to prepare a written
in consideration of the following report or proposal and (Imovie, etc)
factors: 1) interest rate, 2) to document the interviews and
compounding periods (quarterly, research done.
monthly, or daily) and, 3) length of
contract (1 year, 2 year, etc.) that the
different banks offer.
LESSON PROPER
I. INTRODUCTION
OBJECTIVES: At the end of the period, the students are expected to:
1. Answer the 15-item pre test on the basic concepts about exponents, exponential equations, logarithms and
its properties, and logarithmic equations.
A. Daily Classroom Routine: Opening prayer, Greetings, Checking of attendance, Classroom upkeep
B. Discussion
At the start of the unit, the teacher will hook the students by saying that the end goal of the unit is that students
will find the answer to the questions…
How can exponential and logarithmic functions be used to simplify solutions to real-life problems?
They will also be informed that if they will understand the basic concepts of exponential and logarithmic functions,
then they will show their understanding on their own in a product or performance where they will write a report or
proposal for the best investment option for their money, in consideration of the following factors: 1) interest rate,
2) compounding periods (quarterly, monthly, or daily) and, 3) length of contract (1 year, 2 year, etc.) that the
different banks offer.
II. INTERACTION
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
1. Using kahoot.it, the students will be shown several functions and they will be asked to identify if the given
function is linear, quadratic or exponential. After which, the students will be asked to differentiate one function
from the other.
y = 2x
1. y = x + 3
2. y = x2 – 3x + 2
3. y = 4x+ 1
4. y = 3x – 1
5. y = 52x-3
Guide Questions:
a. Which of the given are linear functions? Quadratic functions? Exponential functions?
b. How is linear function different from a quadratic function?
c. What is an exponential function? How is it different from linear and quadratic functions?
Suppose a culture of bacteria is put in a Petri dish and it doubles every minute. How many bacteria will
there be after 5 minutes?
Amount of Time 1 2 3 4
(in minutes)
Number of Bacteria 2 4 8 16
The amount of time is the independent variable while the number of bacteria being produced is the
dependent variable.
This example is exponential in nature and is said to be an increasing function or an exponential growth .
3. The students (in pairs) will be asked to draw the graph of the function y = 2 x using Desmos.
x -3 -2 -1 0 1 2 3
For y = (1/2)x
x -3 -2 -1 0 1 2 3
4. VALUES INTEGRATION: The students will be asked if they believe in the saying, THE MORE, THE
MERRIER. After which, they will be asked to watch this video, https://www.youtube.com/watch?v=pdlKVfk7_iQ
. The world’s population is growing exponentially, as Lasallians, how can you contribute in your own way to
help address this problem?
5. The students will be given a teacher-made worksheet, Activity Sheet 1, for their assignment.
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
1. In pairs, the students will be asked to answer Activity Sheet 2, where they need to simplify expressions
involving laws of exponents. This is to assess if students still remember laws of exponents. After 10
minutes, students will be asked to discuss their answers with another pair.
4. The students will be given a teacher-made worksheet, Activity Sheet 3, for their assignment.
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
1. The students (in groups of 4) will be provided with Activity Sheet 4, where they will asked to solve the
given exponential equations by using the following given information:
An exponential equation in one variable is an equation where the exponent is the variable. In solving
exponential equations, the Property of Equality for Exponential Equation is used. It is stated as
2. After the allotted time the students’ answers will be checked, asking them to explain how they applied the
given property to solve the given exponential equations.
3. VALUES INTEGRATION: Aristotle said that “The worst form of inequality is to make unequal things equal.”
How does this apply to the present times? As Lasallians, how would you contribute to equality among
everyone?
OBJECTIVES: At the end of the period, the students are expected to:
1. Answer the 17-item (33 points) summative assessment about exponential function, its graph and
properties; laws of exponents.
B. The students will be given a 10-15 minute review before they take the summative assessment.
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
DAY 1/WEEK 3 (Date: February 1-5, 2016)
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
a. A function is a special kind of a relation between two sets, X and Y, such that for every element in set X
there is exactly one element associated in set Y.
b. The inverse of a function (denoted by f-1) is a function/ relation whose domain is the range of the given
function and whose range is the domain. To solve for the inverse of a function/relation, interchange the
variables x and y in the defining equation y = f(x), then solve for y in terms of x.
c. To find the inverse of the exponential function, y = a x
You will notice that the inverse of the exponential function shows that “y is the exponent to which the
base a is raised in order to obtain the power x”.
The inverse of the exponential function above is called logarithmic function. The function is defined
by the equation
The equation of a logarithmic function is read as “y is the logarithm of x to the base a”. Take note
that in the notation, a is the base, x is the power and y is the exponent to which a is raised in order to
obtain x.
To draw the graph of y = log2x, recall the graph of y = 2x. Flip the graph of y = 2x about the line y = x, which
is the axis of symmetry. You should be able to observe that the two graphs contain the following integral
a. The properties of the first graph illustrates the properties of logarithmic functions in the form y = a x, a >
1. The domain is the set of all positive real numbers and the range are all real numbers.
2. The x-intercept is (1. 0) and its asymptote is the y-axis.
3. The function is positive for all x greater than 1 and negative for all x less than 1.
4. The function is increasing.
b. The properties of the second graph illustrates the following properties of logarithmic functions in the form
y = ax, 0 < a < 1.
1. The domain is the set of all positive real numbers and the range are all real numbers.
2. The x-intercept is (1. 0) and its asymptote is the y-axis
3. The function is negative for all x greater than 1 and positive for all x less than 1.
4. The function is decreasing.
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
3. The students will be shown an IPad application (MathToonsMedia), showing how to convert exponential form
to logarithmic form.
The students will be reminded that it is often helpful to know how to convert an exponential equation to a
logarithmic equation and vice versa. However, they have to note that the domain of the logarithmic
function is restricted to values greater than zero, therefore, exponential equations with a negative base
cannot be converted into a logarithmic equation.
4. The students will be asked to answer one of the essential questions by filling out the given graphic organizer.
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
N = ay ↔ logaN = y, and
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
MN = ax + y ↔ logaMN = x + y.
From the derivation, the logarithm of the product of two numbers is the sum of the
logarithms of the two factors.
M ax x− y
Use the given in A and the Law of Exponents for Quotients, = y =a
N a
N = ay ↔ logaN = y, and
M M
N
=ax− y ↔ log a
N( )
=x− y
By substitution,
From the derivation, the logarithm of the quotient of two numbers is the difference of the
logarithms of the dividend and the divisor.
Let M = ax.
By the Law of Exponents for a Power, Mk = (ax)k.
From the derivation, the logarithm of the k th power of a number is k times the logarithm of
the number.
2. The students will be given Activity Sheet 7, where they will simplify expressions using the different
properties of logarithms.
OBJECTIVES: At the end of the period, the students are expected to:
1. Answer the 22-item (32 points) summative assessment about logarithmic function, its graph and properties;
laws of logarithms.
B. The students will be given a 10-15 minute review before they take the summative assessment.
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
DAY 1/WEEK 4 (Date: February 8-12, 2016)
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
2. The following examples will be presented and discussed with the students.
Solve the missing terms in the following logarithmic equations.
1. log6 216 = x
Check:
If x = 3, then 63 = 216.
∴log6 216 = 3 and x = 3.
2.
2
x 3 =81
x = 36
x = 729
Check:
If x = 729, then 7292/3 = (36)2/3 = 34 = 81
∴ x = 729.
3. log4 (5x + 4) = 3
5x + 4 = 43
5x + 4 = 64
5x = 64 – 4
5x = 60
x= 60/5
x = 12
Check:
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
If x = 5, then log4 [5(12) + 4] = log4 (60 + 4) = log4 64 = 3.
∴ x=5
Check:
If x = - 5, then log (2x2 - 7x – 9) = log [2(-5)2 - 7(-5) – 9]
= log [2(25) + 35 – 9]
= log (50 + 35 – 9)
= log 76
Hence, x = - 5 is a solution
Hence, x = 3 is not a root since logarithms is defined only for positive number.
Notice that to solve problems 1 to 3 the logarithmic equations were first transformed into exponential
equations.
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
1. The students will be grouped into 4. Each group will be asked to identify at least 5 real-life situations where
exponential and logarithmic functions are applied or used. They will be required to prepare a presentation
using any medium (PowerPoint, collage, etc.). This will be presented to the class the following meeting.
OBJECTIVES: At the end of the period, the students are expected to:
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
B. Discussion
Problem: Examine the two common investment schemes below. Which scheme gives a higher yield in a span of 3
years if I = Prt?
Allow the students to exchange ideas and opinions and support their answers using mathematical
computations like this one.
2. The students will be informed that compound interest is an example of an exponential function.
where
P is the principal
A is the amount after t years
r is the interest rate
n is the number of times interest is compounded in a year
(n = 2 if semi-annually; n = 4 if quarterly, n = 12 if monthly.)
Example 1: Suppose Php 4,000 principal is invested at 6% interest and yield Php 5353. For how many years
was it invested?
5353=4000 ¿
Then we solve for t.
log 5353=[4000 ( 1.06 )t ]
5≈t
3. Exponential functions can also be applied in determining the half-life of a radioactive substance; it is the
length of time for one-half of the substance to decay.
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
The half-life amount A of a substance remaining after time t is given by the exponential equation
t
1
A=A 0 ()
2
n
Example 2. Suppose that the half-life of a certain radioactive substance is 4 days. Initially, there are 20
grams present in a container.
Use the half-life formula to compute the amount of substance left after 32 days.
4. The students will be asked to answer the other Essential Question using any of the two graphic organizers
below.
How can exponential and logarithmic functions be used to simplify solutions to real-life problems?
OBJECTIVES: At the end of the period, the students are expected to:
B. Discussion
1. The students (in groups of three) will be asked to answer Activity Sheet #10 about solving real-life situations
using exponential and logarithmic functions.
2. The discussion and checking of solutions and answers will be done the following meeting.
OBJECTIVES:
1. Answer the _-item (_points) summative assessment about solving logarithmic equations and solving real-life
UNIT: MATHEMATICS DEPARTMENT: HIGH SCHOOL A.Y. 2015 - 2016
situations involving exponential and logarithmic functions.
B .The students will be given a 10-15 minute review before they take the summative assessment.
OBJECTIVES:
1. Answer the 20-item (20 points) posttest about exponential and logarithmic functions.
B .The students will be given a 10-15 minute review before they take the posttest.
III. INTEGRATION
B. Discussion
2. Brainstorming
The students brainstorm for the project. The teacher entertains questions raised by the students
about the project.
B. Discussion
1. Project Making
The students work on the project. The teacher guides the students while working on the project.
B. Discussion
1. Project Presentation
The students present their output. The teacher and students ask questions related to the presentation.
REFERENCES:
Algebra 2 with Trigonometry, Smith, Charles, Dossey, Bittinger, Prentice Hall, 2003, pages 514-563
Advanced Algebra, Trigonometry, and Statistics, Ruivivar, Sibs Publishing House, 2014, pages
180-236
e-math Advanced Algebra and Trigonometry Teacher’s Manual, Oronce, Mendoza, Rex
Bookstore, pages 16-24