Department of Education

GENERAL MATHEMATICS
EXPONENTIAL FUNCTIONS

Module 4

ELIZABETH J. GABUTAN
WRITER
FELISA G. BASIJAN EdD
Editor
EMELITA D. BAUTISTA EdD
VALIDATOR

Schools Division Office – Muntinlupa City

Student Center for Life Skills Bldg., Centennial Ave., Brgy. Tunasan, Muntinlupa City
(02) 8805-9935 / (02) 8805-9940
SHS
General
Mathematics
Module 4:
Exponential Functions
General Mathematics– Senior High School
ADM Modules
Quarter 1, Module 4: Exponential Functions
First Edition, 2020

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Published by Schools Division Office of Muntinlupa City

Schools Division Superintendent: Dr. Dominico C. Idanan, EdD
Assistant schools Division Superintendent: Mr. Noel D. Bagano
Chief, Curriculum Implementation Division: Mrs. Madeline Ann L. Diaz

Development Team of the Module

Author: Elizabeth J. Gabutan

Editors/Reviewers: FELISA G. BASIJAN, EdD
Validator: EMELITA D. BAUTISTA, EdD
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i
 SHS
General
Mathematics
First Quarter – Module 4:
Exponential Functions

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.

We value your feedback and recommendations.

ii
Introductory Message
For the facilitator:
This module is intended to ensure learning continuity under the new ‘normal’ in
education amidst the COVID-19 pandemic. It is designed to foster the fundamental
skills in solving exponential functions. The spread of covid 19 in the whole world is said
to grow exponentially. What does it mean? We will try to analyze that as we go along the
lessons involving exponential functions through activities that were carefully developed
to ensure that our learners are properly assisted towards achieving the best learning
outcomes.

As the learning facilitator, you are requested to orient your learners on the proper
use of this module and assist para-teachers such as parents, elder siblings and other
significant adults to understand their potent role in optimizing this learning material
towards developing mutual responsibility for children’s success under the distant
learning set up.

Finally, please do not forget to remind the learners to use separate sheets in
answering the pre-test, self-check exercises, and post-test.

For the learner:

This module is intended to help you continue learning Mathematics at home. It
is designed to provide you with meaningful and engaging learning experiences that will
help you enhance your skills in General Mathematics.

In the beginning of each lesson, you will review related concepts. Then, you will
discover what the learning episode is about. After the presentation of concepts, you will
do self-check exercises that will lead you to an application task. Finally, you will be
guided in managing your takeaways.

The following are the standard symbols (icons) used to represent some parts of
the module:

1
This part contains the learning objectives covered
by the material. It also introduces the
topic/content of the module briefly.

This is the pre-assessment. It is given to

to check what you know about the lesson you
are about to take.

This part connects the current lesson with the

previous lesson by allowing you to go over
concepts that you learned previously.

It is in this part that the new lesson is

introduced through a story, a poem, song,
situation or an activity.

This part provides a brief discussion of the

lesson.

In this part, you will be asked to do enrichment

activities that are designed to reinforce or refine
your understanding.

This part offers a question, fill in the blank

sentence/paragraph to enable you to process
what you have learned from the lesson.

This part presents an activity that will allow you

to transfer the skills/knowledge you gained or
learned into real-life concerns/situations.

This evaluates your level of mastery in achieving

the learning objectives, validates the concepts
and provides more opportunities to deepen the
learning.

This part provides an activity in any form that

can increase the strength of your responses and
encourages repetitions of actions/learning .

2
 Since the module highlight a specific theme, it will also help you appreciate
the use of what you learn in daily life and expand your understanding of the
community you live in and beyond.

Please handle this module with utmost care and use separate sheets in
answering the activities.

Happy learning!

This module was designed and written with you in mind. It is here to help
you accurately construct mathematical models to represent real-life situations
using functions. After going through this module, you are expected to:

1. represents real-life situations using exponential functions;

2. distinguishes exponential function, exponential equation, and
exponential inequality;
3. solves exponential equations and inequalities;
4. represents an exponential function through its: (a) table of values, (b)
graph, and (c) equation
5. finds the domain and range of an exponential function;
6. determines the: (a) intercepts (b) zeroes; and (c) asymptotes of an
exponential functions;
7. solves problems involving exponential functions, equations, and
inequalities.

I. Draw ☺if the given represents an exponential function , ☼. if

exponential inequality, and ↔ if exponential equation and O if neither

1. A = r2 _______ 6. f(x) = (3/2)x

2. 4𝑥 − 1 < 0 _______ 7. 𝑦 = 2𝑥 − 1
3. 5(4𝑥 ) ≥ 28 _______ 8. 3𝑥 < 27
3
 4. 𝑦 = 5(22𝑥 ) _______ 9. 𝑓(𝑥) = – 3 (3𝑥 )
1 𝑥
5. 3 = 2 (1.5)t _______10. 92 = ( )
3

II. Simplify. (Use non negative exponents).

1. x(x2)(x3) 6. 01(10)

2. 
 2x 

5

7.
(3)(10 )(4)(10 )
−3 5

2 
y  2(10) 4
3. (a-3b2)-2 8. (27 )−3 / 2
4.
(x ) x
−3 2 5
 5 xy3
9.  5 2


3

x −1  2x y 
5. (-5xy)3 10. 10 + 20 + 30 + . . . + n0

III. Find the value of x:

1. 3 = 27x 3. ( 27 )
x
=
1
81
4. 4x + 42x + 2 =

43x

2. 25x < 125 5. 492x + 3 > 10

IV. Find the zeros (x-intercepts) of the following exponential functions:

8x
x ( x )+1 1
1. f(x) = 64 – 4x-3 x+1
4. f(x) = 16 − 
2
x
1
2. f ( x) =   − 8 5. f(x) = 5(49)x – 35
2
3. 72x=1/7

4
LT
Exponential Functions
4
Exponential functions are used to model populations growth, , compute
investments, as well as many other applications like the increase of Covid-19 in
the Philippines. Experts from University of the Philippines predicted, using
mathematical applications, that by the end of June, 2020, there will be 40, 000
cases of covid-19 in the country, while more than 90,000 cases by the end of
July, 2020.

During this pandemic, let us analyze how many people will be infected if
we do not follow the minimum health protocols set by the government.
Suppose, there is one person in the community with Covid 19, without his
knowledge he continuously mingle with other people and while doing so, 2
people got infected by the virus, Later these 2 people passed the virus to 2
different sets of people, and so on. Imagine how many people will be affected
after few months.

An exponent is a number or letter written above and to the right of a

mathematical expression called the base, which indicates how many times the
base is to be multiplied to itself.

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 In the expression 𝑏 𝑥 , x is the exponent while b is called the base
which is used as a factor.

Examples: Find the value of the following:

1. 25 Answer: 32
2. 106 Answer: 1,000,000

3. (–3)4 Answer: 81
4. –34 Answer: –81
−5 3 −125
5. ( ) Answer:
4 64

Laws of Exponents

Let us discuss briefly some laws of exponents. We will not

discuss this thoroughly since exponents were discussed
intensive in Junior High School

Laws of Exponents Rule Examples

𝑥2 ∙ 𝑥4 = 𝑥6
Product Rule 𝑎𝑛 ∙ 𝑎𝑚 = 𝑎𝑛+𝑚
23 ∙ 24 ∙ 22 = 29 = 512
(𝑎4 )3 = 𝑎12
Power Rule (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
(32 )3 = 36 = 729
𝑚
𝑎 𝑥 10
Quotient Rule = 𝑎𝑚−𝑛 = 𝑥7
𝑎𝑛 𝑥3
Zero Rule
From Quotient Rule
𝑥 10
Any number (except = 𝑥0 = 1
𝑎𝑚 𝑥 10
0) raised to zero is = 𝑎𝑚−𝑛 , if m = n, then m – n =0
𝑎𝑛
equal to one
120 = 1
𝑎0 =1

From Quotient Rule

𝑥3
𝑎𝑚 = 𝑥 3−10 = 𝑥 −7
= 𝑎𝑚−𝑛 , if m < n, then m – n < 0 𝑥 10
Negative Exponents 𝑎𝑛
𝑥3 1
1 or simply: =
𝑥 10 𝑥7
𝑎−𝑛 = 𝑛
𝑎

6
 Exercises: Evaluate and simplify (remove negative and fractional exponents)

1. (x2y)(x3y2) 11. (5x)–1

2. 3x · 5x3 · 8x3 12, 3x0

3. (2𝑥)4 13. 3∙25 ∙ x– 3 ∙ 3–2 ∙2

4. −𝟑𝟒 14. 2−3 ∙ 28 ∙ 20

2
12 x 7  3x 
5. 15.  
− 3x 3  2y 

6. (–4c2)2 (–3c3)2 16. (2x4)–3

3 −1
7. 17. 3(x + y)0
3 −3

125a 4 b 2 𝟓 −𝟒
8. 18. ( )
25a 5 b 2 𝟑
−1
 2 −3 a −2 m 
9. 32 · 33 19.  −1 
−2 
 4 am 

10. (x + y)0 20. (3x1/2)(2x3/2)

An exponential function with the base b is a function of the form

𝑓(𝑥) = 𝑏 𝑥 𝑜𝑟 𝑦 = 𝑏 𝑥 where 𝑏 > 0 𝑎𝑛𝑑 𝑏 ≠ 1

1
Example 1: If (𝑥) = 2𝑥 , find 𝑓(2), 𝑓(−2), 𝑓 ( )
2

Solution:

𝑓(2) = 22 = 4
1
𝑓(−2) = 2−2 =
4
1
1
𝑓 ( ) = (2)2 = √2
2

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 Example 2: Exponential Decay

A chemist has 960 grams of a radioactive kind of yttrium. How much will be left
after 30 hours if its half-life is 10 hours?

Time (in hours) 0 10 20 30

Weight of yttrium 960 480 240 120
This is an example of exponential decay, which can be written as:

1 𝑡 ⁄10
𝑓(𝑥) = 960 ( )
2

1 30⁄10 1 3 1
𝑓(30) = 960 ( ) = 960 ( ) = 960 ( ) = 120
2 2 8

Answer: 120 grams of yttrium will be left after 30 hours

Example 3: Population Growth

Suppose a population of bacteria doubles every week, and there were initially
50 bacteria, how many bacteria will there be after 4 weeks.
Solution:

Formula: 𝑦 = 50(2)𝑡

Let t = 4, then 𝑦 = 50(2)4 = 50(16) = 800

Answer: There will be 800 bacteria at the end of 4 weeks.

Example 4: Compound Interest

Mr. Reyes invested P100,000.00 in a company that offers 5 % interest

compounded annually. How much will the investment be worth at the end of each year
for the next five years?

Solution: Let t be the time in years

Initially: t = 0 Investment = P100,000
t=1 Investment = P100,000(1.05)= P105,000
t=2 Investment = P105,000(1.05)= P110,250
t=3 Investment = P110,250(1.05)= P115,762.50
t=4 Investment = P115,762.50(1.05)= P121,550.625
t=5 Investment = P121,550.625 (1.05)= P127,628.16

An exponential model in this situation is:

𝑦 = 100,000 (1.05)𝑡

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Exponential Function, Exponential Equation and Exponential Inequality

Recall: An exponential expression is an expression of the form

𝑎 ∙ 𝑏 𝑥−𝑐 + 𝑑 , where b > 0 and 𝑏 ≠ 1

Definition Examples
An exponential equation is an
equation involving exponential
3𝑥+1 = 729
expressions
An exponential inequality is an
1
inequality involving exponential 52𝑥 ≤
expressions 25

An exponential function is a function 𝑓(𝑥) = 4𝑥 − 1

that can be written in the form 1 𝑥
𝑓(𝑥) = 𝑏 𝑥 , where b > 0 and 𝑏 ≠ 1 𝑓(𝑥) = ( )
3

Exercises: Determine whether the given is an exponential expression, an exponential

function, an exponential equation, exponential inequality or none of these

1. 𝑦 = 100(1.2)𝑡 6. 𝑓(𝑥) = 2 + 3−𝑥

2. 8𝑥+3 < 0 7. 103𝑥+2 = (2)𝑥 (5)𝑥
4 2 2𝑥
3. = ( ) 8. 23𝑥 ≥ 16𝑥
9 3

4. (0.2)2𝑥 ≤ 1 9. 10(3𝑥 ) − 7(3𝑥 )

1 𝑥+1
5. 𝑦 = 2𝑥 3 + 4 10. 𝑓(𝑥) = ( ) −3
2

Solving Exponential Equations

The steps to solve a rational equation are:

1. Rewrite the equation with the same base on both sides.

2. Since the bases are the same, equate the exponents and solve for the resulting
equation.

Example 4: Solve the following equations:

4.1) 125𝑥−1 = 25𝑥+3

(53 )𝑥−1 = (52 )𝑥+3 write 125 and 25 as powers of 5

(5)3𝑥−3 = (5)2𝑥+6 apply laws of exponents, power rule

3x – 3 = 2x = 6 equate the exponents

3x – 2x = 6 + 3 solve for x
9
 2
4.2) 9𝑥 = 3𝑥+3

2
(32 )𝑥 = (3)𝑥+3 write 9 as a power of 3

2
(3)2𝑥 = (3)𝑥+3 apply laws of exponents, power rule

2𝑥 2 = 𝑥 + 3 equate the exponents

2𝑥 2 − 𝑥 − 3 = 0 solve for x

(2x – 3)(x + 1) = 0
3
x = − or x = –1
2

Solving Exponential Inequality

Properties of Exponential Inequalities

If b > 1, then the exponential function 𝑦 = 𝑏 𝑥 is increasing for all values of x.
This means that 𝑏 𝑥 < 𝑏 𝑦 if and only if x < y.

If 0 < b < 1, then the exponential function 𝑦 = 𝑏 𝑥 is decreasing for all values of
x. This means that 𝑏 𝑥 > 𝑏 𝑦 if and only if x < y.

Example 5: Solve the following inequalities

5.1) 3𝑥 < 9𝑥−2

3𝑥 < (32 )𝑥−2

3𝑥 < (3)2𝑥−4
Since the base 3 > 1, then we can write the exponents as:
x < 2x – 4 retain the direction of the symbol of inequality
4 < 2x – x

4<x this can also be written as x > 4

Thus, the solution set is (4, ∞ )
Note: You can verify that x =5 and 6 are solutions, but x = 4 and 3 are not solutions

1 𝑥+5 1 3𝑥
5.2) ( ) ≥ ( )
10 100

1 𝑥+5 1 3𝑥
( ) ≥ ( 2)
10 10

1 𝑥+5 1 6𝑥
( ) ≥ ( )
10 10

10
 1
Since the base < 1, then we can write the exponents as:
10

x + 5 < 6x reverse the direction of the symbol of inequality

5 < 6x – x

5 ≤ 5𝑥
1 ≤𝑥
Thus, the solution set is [1, ∞ )
Note: You can verify that x =2 and 3 are solutions, but x = 0 and 1 are not solutions

Exercises: Solve for x:

1. 6𝑥 = 216

1 2𝑋
2. (2) = 23−𝑋 , Hint: write
1
2
𝑎𝑠 2−1

3. 42𝑥+7 ≤ 322𝑥−3
4. 812𝑥+7 = 3𝑥+8

2 5𝑥−1 25
5. (5) > 4

The Domain, x – intercept, y – intercept, Vertical Asymptote, Horizontal

Asymptote and Range of Exponential Functions

Example 6: Consider the function: 𝑓(𝑥) = 2𝑥

Table of Values:

x –4 –3 –2 –1 0 1 2 3
1 1 1 1
f(x) 1 1 4 8
16 9 4 2

Plot the points and observe the characteristics of the graph.

11
 y

-5 -4 -3 -2 -1 O 1 2 3 4 x

-1

-2

It can be observed that the function is defined for all values of x, and is strictly
increasing, and attains only positive y values. As x decreases, without bound, the
function approaches 0. We can conclude that :

The domain is the set of all real numbers.

The range is the set of all positive values, thus R = {y > 0)

The y-intercept is y, since any number raised to 0 equals 1, so the graph
intersects the y-axis at (0,1).

There is no x – intercept.
The horizontal asymptote is the line y = 0, or the x-axis.
There is no vertical asymptote.
1 𝑥
Example 7: Consider the function: 𝑓(𝑥) = ( )
2

Table of Values:

x –3 –2 –1 0 1 2 3 4
1 1 1 1 1 1 1
f(x) 1
9 4 2 2 4 9 16

Plot the points and observe the characteristics of the graph.

12
 y

-5 -4 -3 -2 -1 O 1 2 3 4 x

-1

-2

It can be observed that the function is defined for all values of x, and is strictly
decreasing, and attains only positive y values. As x increases, without bound, the
function approaches 0. We can conclude that :

The domain is the set of all real numbers.

The range is the set of all positive values, thus R = {y > 0)

The y-intercept is y, since any number raised to 0 equals 1, so the graph

intersects the y-axis at (0,1).
There is no x – intercept.

The horizontal asymptote is the line y = 0, or the x-axis.

There is no vertical asymptote.

Solving Problems Involving Exponential Function, Exponential Equation and

Exponential Inequality.

Let us now apply what you have

learned in solving word problems

Exponential Growth

As discussed in the previous lesson, we can write the mathematical model

using exponential function.

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 𝑓(𝑥) = 𝐴0 (1 + 𝑟)𝑡 𝑜𝑟 𝑦 = 𝐴0 (1 + 𝑟)𝑡

where A0 = initial population, amount, quantity

r = rate of increase
t = time

Solve the following problems

Example 8: The population in a certain town is estimated to grow by 7% every year. In

2010, there were 40,000 people in the town, what will be the expected population by
2025?

Solution: The mathematical model for this problem will be:

𝑦 = 𝐴0 (1 + 𝑟)𝑡 = 40,000(1 + 0.07)15 = 110,361

Answer: The expected population by 2015 is 110,361.

Compound Interest is a also an example of exponential growth. The formula

𝑦 = 𝐴0 (1 + 𝑟)𝑡 can be written as 𝐹 = 𝑃(1 + 𝑟)𝑡 , where F is the Future value, P as the
Present value or the Principal, r is the rate of interest and t represents time. More
examples of compound interest will be discussed in the second quarter.

Exponential Decay

We can write the mathematical model using exponential function.

𝑓(𝑥) = 𝐴0 (1 − 𝑟)𝑡 𝑜𝑟 𝑦 = 𝐴0 (1 − 𝑟)𝑡

where A0 = initial population, amount, quantity

r = rate of decrease
t = time

Example 9: Suppose a radioactive substance decays at the rate of 4% per hour. What
percent of the substance is left after 6 hours?

𝑦 = 𝐴0 (1 − 𝑟)𝑡 = 100(1 − 0.04)6 = 78.28

Answer: 78.28% of the radioactive substance will remain after 6 hours.

Example 10. Mr. Gonzales bought a brand new car in 2019 that cost P1,200,000.00.
The car’s value depreciates by 7 % each year. How much will the car be worth at the
end of 2023?
14
 The mathematical model for this problem is.

𝑦 = 𝐴0 (1 − 𝑟)𝑡 = 1,200,000(1 − 0.07) 4 = 897,662.412

Answer: The car will worth P 897,662.412 by 2023.

Exercises: Solve the following problems:

1. A certain type of bacteria doubles in population every 12 hours. if there were

approximately 100 bacteria to start with, how many bacteria will there be in
2 days?
2. A newly-wed couple borrowed P500,000, at 8% compounded annually. to buy a
house and lot. How much is the house worth in 10 years?
3. How much of a radioactive kind of iodine will be left after 39 hours if you
start with 64 grams and the half-life is 13 hours?

An exponential function with the base b is a function of the form

𝑓(𝑥) = 𝑏 𝑥 𝑜𝑟 𝑦 = 𝑏 𝑥 where 𝑏 > 0 𝑎𝑛𝑑 𝑏 ≠ 1

Solving Exponential Equations

The steps to solve a rational equation are:

1. Rewrite the equation with the same base on both sides.

2. Since the bases are the same, equate the exponents and solve for the
resulting equation.

Properties of Exponential Inequalities

If b > 1, then the exponential function 𝑦 = 𝑏 𝑥 is increasing for all values of x.

This means that 𝑏 𝑥 < 𝑏 𝑦 if and only if x < y.

If 0 < b < 1, then the exponential function 𝑦 = 𝑏 𝑥 is decreasing for all values of
x. This means that 𝑏 𝑥 > 𝑏 𝑦 if and only if x < y.

Properties of Exponential Functions

The following properties of exponential function 𝑦 = 𝑏 𝑥 ,

where 𝑏 > 0 𝑎𝑛𝑑 𝑏 ≠ 1, can be observed from the graph:

➢ The domain is the set of real numbers.

15
 ➢ The range is the set ( 0, +∞ ).
➢ It is a one-to-one function, it satisfies the Horizontal Line test.
➢ The y-intercept is 1. There is no x-intercept.
➢ The horizontal asymptote is the line y =0 (or the x-axis).
➢ There is no vertical asymptote.

The mathematical model for exponential growth and compound interst

𝒇(𝒙) = 𝑨𝟎 (𝟏 + 𝒓)𝒕 𝒐𝒓 𝒚 = 𝑨𝟎 (𝟏 + 𝒓)𝒕

The mathematical model for exponential decay:

𝑓(𝑥) = 𝐴0 (1 − 𝑟)𝑡 𝑜𝑟 𝑦 = 𝐴0 (1 − 𝑟)𝑡

ENRICHMENT

A. Sketch the graph of the following functions and compare the domain, range,
x-intercept, y-intercept, horizontal and vertical asymptote.

SET A SET B

➢ 𝑦 = 2𝑥
➢ 𝑦 = 2𝑥
➢ 𝑦 = 2𝑥+2
➢ 𝑦 = 2𝑥 + 2
➢ 𝑦 = 2𝑥−2
➢ 𝑦 = 2𝑥 + 2

B. Solve the following problems:

1. During the exponential phase, E. coli bacteria in a culture increase in number at

a rate proportional to the current population. If the growth rate is 1.9% per
minute and the current population is 172.0 million, what will the population be
7.2 minutes from now?

16
2. The half-life of a radioactive kind of bismuth is 5 days. How much will be left after
10 days, if you start with 32 grams of it?
3. How much of a radioactive kind of iodine will be left after 39 hours if you start
with 64 grams and the half-life is 13 hours?

Congratulations on making it this far!

Let us now see what you have learned in this
journey.
Fill out the table below.

Reflect!
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17
 On July 14, 2020, the World Health Organization’s (WHO) Philippine
representative said that the increase in the country’s COVID-19 positivity rate is
“worrying” since the uptick suggests a continuing transmission of the virus. He noted
that the positivity rate of coronavirus cases in the Philippines increased to up to 7.8
percent from the 6.5 percent. If the rate of 7.8 percent will continue, and there are
already 120,000 cases, how many will be the expected number of positive covid-19
cases after15 days?

What do you think can you contribute as a Senior High School student and as a
citizen of our country, in order to help the government and our family?

A. Identify the following as (a) exponential expression, (b) exponential

function, (c) exponential equation, and (d) exponential inequality. Write the
letter that corresponds to your answer.

1. 2𝑛 = 32 6. 72𝑥 + 3 ∙ 7𝑥
1 𝑥
2. 𝑦 = ( ) 7. 52𝑥 + 3 ∙ 5𝑥 + 2 = 0
4
3. 𝑓 (𝑥) = 3𝑥 − 4 8. 𝑦 = 22𝑥−1

4. 3 ∙ 43𝑡 = 12 ∙ 4𝑡+3 9. 𝑓(𝑥) = 200(1 + 0.04)𝑡

2 𝑥 3 𝑥 16
5. ( ) > 1 10. ( ) ≤
5 2 81

B. Multiple Choice:

1. Which of the following is not true about the base exponential function 𝑦 = 𝑏 𝑥 ?
a. b ∈ ℝ c. b > 0
b. 0 < b < 1 d. b ≠ 1

2 𝑥
2. If 𝑓(𝑥) = ( ) , find (−3) .
5
8 125 8 125
a. b. c. − d. −
125 8 125 8

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 3. If 𝑓(𝑥) = (5)𝑥 , find (−3) .
1 1
a. 125 b. −125 c. d. −
125 125

4. The domain of an exponential function is _____________ .

a. x ∈ ℝ b. 0 < x< 1 c. x > 0 d. x ≠ 1

5. The range of an exponential function is _____________

a. y ∈ ℝ b. 0 < y < 1 c. y > 0 d. y ≠ 1

6. In 𝑦 = 𝑏 𝑥 , the function is increasing if ________.

a. b > 0 b. b < 0 c. b = 1 d. 0 < b < 1

7. In 𝑦 = 𝑏 𝑥 , the function is decreasing if ________.

a. b > 0 b. b < 0 c. b = 1 d. 0 < b < 1

8. What is the value of x in 2𝑥 = 128 ?

a. 5 b. 6 c. 7 d. 8

9. What is the value of x in 3 ∙ 33𝑥 = 9𝑥 ?

1
a. 1 b. c. 0 d. −1
3

10. What is the value of x in 5𝑥 > 125 ?

a. x > 25 b. x > 5 c. x > 3 d. x < 3

C. Solve the following equations and inequalities:

1
1. 9𝑥−1 = 6. 16𝑥−1 > 22𝑥+2
81

2. 4𝑥+3 = 25𝑥 7. 62𝑥+3 < 1

1 2𝑥+3
3. ( ) = 0.5 8. 23𝑥+1 ≤ 83𝑥
2

3 4𝑥 9 2𝑥
4. 33−𝑥 = 243 9. ( ) < ( )
5 25

1 𝑥+4 1 1 2𝑥
5. ( ) = 10. ( ) ≥ 9−𝑥
5 625 3

D. Solve the following problem:

1. A certain municipality has a population with growth rate of 3.8% per year and
the current population is 35,000, what will the population be 5 years from
now?
2. The half-life of a radioactive kind of bismuth is 5 days. How much will be left
after 10 days, if you start with 32 grams of it?

19
 What’s In 1. Assessment

References
1. Teaching Guide for Senior High School, General Mathematics, Published by the
Commission on Higher Education, 2016
2. Exponents, n.d, Retrieved from,
https://www.mathsisfun.com/algebra/exponent-laws.html
3. Laws of Exponents, n.d, Retrieved from,
http://www.math.com/school/subject2/lessons/S2U2L2DP.html
4. Exponential decay, n.d., Retrieved from, https://www.ixl.com/math/algebra-
1/exponential-growth-and-decay-word-problems
5. Exponential decay, (n.d), Retrieved from,
https://www.khanacademy.org/math/algebra-home/alg-exp-and-log/alg-intro-
to-rate-of-exponential-growth-and-decay/v/word-problem-solving-exponential-
growth-and-decay
6. Ramos, Christia Marie, July 14, 2020, Retrieved from
https://newsinfo.inquirer.net/1306674/who-worries-over-very-slowly-
increasing-rate-of-phs-covid-19-cases#ixzz6UEHaFH19
7. Exponential Growth, (n.d), Retrieved from,
https://cdn.kutasoftware.com/Worksheets/Calc/08%20-
%20Exponential%20Growth%20and%20Decay.pdf
8. Exponential Equation and Inequalities, (n.d.) Retrieved from:
http://glencoe.com/sites/common_assets/mathematics/alg2_2010/other_cal_
keystrokes/TI-Nspire/Nspire_483_484_C08_L02A_888482.pdf

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