School Emilia Ambalada Poblete Integrated High Grade Level 11

School
Practice Ericka Lalaine S. Patawe Learning Area General Mathematics
Teacher
Teaching Date Week 7 – October 10-14, 2022 Quarter First
DLP

Month of October DAY 1 DAY 2

Section and Time October 10, 2022 October 11, 2022
HE1 & ICT3: 8:00 – 9:00 am HE1 & ICT3: 8:00 – 9:00 am
October 11, 2022
ABM1: 9:15 – 10:15 am October 12, 2022
ABM1: 9:15 – 10:15 am
DATE October 10-11, 2022 October 11-12, 2022
MELCs Represents real-life situations using exponential functions. Solves exponential equations and inequalities.

Distinguishes between exponential function, exponential

equation, and exponential inequalities.
ENABLING
COMPETENCIES
I.OBJECTIVES 1. Define exponential functions; 1. Explain how to apply the properties in solving exponential
2. Distinguish exponential function, exponential equation, and equations and inequalities; and
exponential inequality;
3. Show illustrations of exponential functions that represent real- 2. Solve exponential equations and inequalities.
life situations;
4. Represent real-life situations using the exponential functions;
5. Solve problems involving real-life situations using the
exponential functions; and
6. Formulate own examples of exponential functions, equations,
and inequalities.
II.CONTENT Real-life Situation Using Exponential Function; Solving Exponential Equations and Inequalities
Exponential Function, Exponential Equation and Exponential
Inequalities
III.LEARNING RESOURCE
A. References
1. Teacher’s Guide K to 12 Senior High School Core Curriculum – General K to 12 Senior High School Core Curriculum – General
Pages Mathematics May 2016 Mathematics May 2016
CLMD4A Budget of Work v3.0 2021 Edition in General CLMD4A Budget of Work v3.0 2021 Edition in General
Mathematics. Mathematics.
2. Learner’s Materials General Mathematics Quarter 1 Module 16 General Mathematics Quarter 1 Module 18
Pages General Mathematics Quarter 1 Module 17
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV.PROCEDURE Preliminaries Preliminaries
Teacher’s Activity Student’s Response Teacher’s Activity Student’s Response
A. Introduction Good morning, class! Good morning, Grade 11.
Good morning, Ms. Ericka Good morning, Miss Ericka.
Please all stand for a prayer.
Let us have a short prayer.
(The student will lead the [student’s name], kindly lead
Before you take your seats prayer) us in prayer.
please arrange your chair
properly and see to it that there Okay, before taking your seats,
is no trash under your chair. arrange it properly and see to it
that there is no trash or piece
of paper under your chair.
You may now take your seats. (The students will arrange their
Is everyone present today? chairs and pick up pieces of
trash)
Great! That’s good to hear. You may now be seated.

Let me remind you that we Kindly get your assignment, let

have class rule. us check it.

A – Actively participate in class Yes, ma’am. A.

R – Respect each other 1. f ( x )=2 x 3
N – Name before you recite None of these

Are we clear? 2. f ( x )=2 x

Exponential Function
Let's take a moment to recap
the last topic we talked about 3. y=e
x

at our last meeting before we Exponential Function

properly begin our lesson.
4. 22 ( 5x +1) =500
What was our lesson last
Exponential Equation
meeting, class? Yes, ma’am.
5. 625 ≥ 5x+ 8
Exponential Inequality
That’s right. Can you define B.
what inverse function is? PROBLEM #1
t
80
y=1000 (3)
100
80
kay, very good. y=1000 (3)
So, what about the steps y ≈ 3948.222
when we are Therefore, the size of the
solving inverse function Last meeting ma’am, we talked population after 100 years
Okay, very good. about function as well as its is 3948.222 or 3948.
So, what about the steps inverse.
when we are PROBLEM #2
solving inverse function? A=P(1+r )t
Okay, very good. So, what A=10,000(1+0.02)12
about the steps when we An inverse function is a
A=10,000(1.02)12
are solving inverse function? function that undoes the action
A=¿12,682. 42
of another function ma’am.
Okay, let us give a round of Therefore, the amount
applause. will be ₱ 12,682. 42 after
Excellent! 12 years.
So, class as I can see you Last time, we represent real-
understood life situations using what?
our last topic and you are now
ready for
our next topic.
Excellent! Now that you
understood our last topic, you
are now ready for our next
topic. But before that, let’s
have a game first.
Are you familiar with the game
NAME IT?
where you should figure
out what
mathematical words can
you formed by
adding or instruction. Name it
is a picture analysis
classwhere you should
figure out whatmathematical
words can you formed
byadding or subtracting the
names of the givenpicture.
If that’s the case, let me read
first the instruction.
NAME IT is a picture analysis
where you should figure
out what mathematical
words can you formed by
adding or subtracting the
names of the given picture.
For example:
First, we will replace f(x) with y.
Then we will interchange x
and y. After that we will
solve for y. Lastly, we will
replace y with f (x)− 1.
No, ma’am
Very good. How can we
distinguish an exponential
expression? What is the clue Exponential functions
for us to determine if an
expression is an exponential
function?
Very good, what are the
restrictions in function?
When it forms f(x)=bx
Our base should be greater
Okay, excellent. How about the than 0 but not equal to 1.
clue for exponential equation?
What is the clue to determine
it’s an exponential equation?
Indeed, what about in Miss, if there is an equal sign
inequalities? between the two expressions.
Miss, if there is an inequality
symbol between the two
Alright, before we dig in to our expressions.
next lesson, I have here a
chart divided into 3 columns.
All you have to do is to pick an
expression then you will
determine if it is Exponential
function, equation or inequality.
Who wants to volunteer?
Additional points for the activity
 later.

- WIN

(The students raised their

FOUR + MULA Yes, ma’am. hands and answer on the
STICK it to WIN it! chart)
So the answer is formula. Exponential Exonential Exponential
functions equations inequalities

Do you get it, class?

Now, it’s your turn. EQUATION,ma’am

What is the mathematical word
being depict in
the screen
What is the mathematical word
being depict in the screen?
Given expressions:
1. 4x = 2x+1
Very Good! You are correct. BASE ma’am
2. 100 > 10x-2
3. f(x) = 5x-4
4. y = ex
5. 27 < 3x
How EXPONENTIAL ma’am
Are you done?
about this one?
Alright, let us check your
answers
EXPONENT
Alright, let us give two claps for
-
everyone.
UP
For today’s lesson we are
going to discuss about, kindly
read everybody.

Solving Exponential Equations

and Inequalities
Very good. It seems like you
are good at picture analysis.
Those mathematical word
presented have a
connection to our topic today
and I hope it
energized you all.
Those mathematical word
presented have a connection
to our topic today and I hope it
energized you all.
Thank you for actively
participating on our activity.
Based on our game, do
you have any idea on what will
be our lesson for today?
Thank You for actively
participating on our
activity. Based on our
game class, do you
have any idea on what will be
our lesson for
today?
Okay. So, our topic for today is
all about distinguishing
exponential function,
exponential equation and
exponential inequalities as well
as representing real-life
situation using exponential
function
The mathematical words that
we found out are all connected
to exponential function and
equation.
(The student will read the
objectives of the lesson)
Objectives:
1. Distinguish exponential
function, exponential equation,
and exponential inequality;
2. Show illustrations of
exponential functions that
(The students read the title)
For this lesson’s objectives,
kindly read, everybody.
(Present the MELCs/
Objectives)
(The students read the
MELC/s and Objectives)
At the end of the lesson, the
learner should be able to:
1. Explain how to apply the
properties in solving
exponential equations and
Alright, last lesson we define inequalities; and
and distinguish exponential 2. Solve exponential equations
functions, equations, and and inequalities.
inequalities.
We also tried to solve real-life
problems using exponential
functions, right?
Now, let us find out first how to
solve Exponential Equations.
Kindly read it, everybody. Yes, miss.

Please read the objectives of
our lesson today.
(Presentation of MELC/s and
objectives of the lesson)
represent real-life situations;
3. Represent real-life situations
using the exponential
functions; and
4. Solve problems involving
real-life situations using the
exponential functions;

Yes, ma’am

In this lesson, you will

familiarize yourself more with
the exponential function,
exponential equation,
exponential inequalities and
how the concept of an
exponential function is utilized
in our daily life.

Are we clear?
B. Development Please read the definition of SOLVING EXPONENTIAL
exponential equation. EQUATIONS
 (the student will read the
definition) The one-to-one Property of
An exponential equation is an Exponential Functions states
equation involving exponential that in 𝑓(𝑥) = 𝑏𝑥, if 𝑥1 ≠ 𝑥2,
expression that can be solved then 𝑏𝑥1 ≠ 𝑏𝑥2. Conversely, if
for all x values satisfying the 𝑏𝑥1 = 𝑏𝑥2, then 𝑥1 = 𝑥2. This
equation. property paves the way for
understanding how to solve an
Example: exponential equation.
1. 121=11 x
2. 3 x =9 x+2. Let us have an example.

How about the exponential EXAMPLE:

function? Please read. 1. 4 x+1=64

An exponential inequality is an In order for us to solve for the

inequality involving exponential Exponential Equation, we have
expression that can be solved to follow some steps.
for all x values satisfying the
inequality. First, let us express 64 as 43,
in order for both sides of the
Example: equation to have same bases.
1. 64 1/ 3> 2x
x+1
2. (0.9) x ≤ 0.81 4 =64
x+1 3
4 =4
Can you follow?
Next is will be based on the
Lastly, an exponential function definition earlier which is the
is a function involving one-to-one Property of
exponential expression Exponential Functions states
Yes, ma’am that if 𝑏𝑥1 = 𝑏𝑥2, then 𝑥1 = 𝑥2.
showing a relationship
between the independent Therefore,
variable x and dependent x+1
4 =4
3

variable y or f(x). It is in the x +1=3

form f(x) = bx or y = bx, where b
is the base, b > 0 and b ≠ 1. Let us just transpose positive 1
 to the right side so we can
Why is it not applicable to have leave x alone.
a base like 0 and 1? Because
if our base is 0 or 1, we will just x+1
4 =4
3

get a constant function. x=3 −1

Example: Just simplify the given

1. 02 =0 equation and combine like
2. 0 4=0 terms. Therefore, we will get:
3. 12=1 x=2
4. 110=1
Can still follow? Grade 11?
Do you get it, class?
Alright, copy the solution first.
Do you have any question?
Example no. 2

Okay, so You can also try it on your

notes.

for you Yes, ma’am 4x

3 =9
x+1
Yes, ma’am.

to What are we going to do first? (The students copy lecture)

None, ma’am
Very good, what will be our

understan base? What is the square root

of 9?

d really Alright, therefore we have

4x
3 =9
x+1

well what
4x 2(x+1 )
3 =(3)
(the student will read the
direction) What is next? Do the One-to- Express 9 x+1

an One what?

Very good, that will give us 3, miss.

exponenti
4 x=2(x +1)

Just simplify the equation.

al 4 x=2 x +2

function RAWR, ma’am

x
Next is do the Addition
property or simply transpose
The function f ( x )=8 is an 2x to what?
One-to-One Property
Exponential Function
of

class is, exponential function because it

follows the rules. As we can And that will become?

let’s have
see, our base is 8 that is
greater than 0 and have the Very good.
exponent x which is stated in

some the definition. 4 x −2 x=2

Simplify the equation for us to

examples. UWU,ma’am.
get,

Very good. Then divide both

Okay, so for you to
understand well what an
exponential function is, let’s
have some examples.
Kindly, read the direction.
Because the base of the side by 2 to eliminate the 2
exponential function x 5 is x beside x. To the left side.
which is a variable.
So, our final answer is? -2x, miss
UWU, ma’am. It is because the
base -4 is less than 0 and Understand?
according to the definition, the

determine
base should be greater than 0.
Okay, copy the lecture.
2 x=2
Alright, let us move forward to
the given Solving Exponential inequality.

whether it
Again, how can we distinguish
if a given is an exponential x=2
inequality? What is the
symbol?
is an Yes, ma’am. Yes, miss.

exponenti Okay, very good. Now let us

define Exponential inequality
(The students copy the lecture)

al further more. Everybody, read.

The key to solving exponential

function inequality is the fact that if 𝑏 >
1 and 𝑥1 > 𝑥2, then b x > b x .
1 2

or not. If
Otherwise, if 0 < 𝑏 < 1, then
x x
b >b .
1 2

Miss, greater than, less than,

the given Copy the lecture first before we greater than or equal and less
proceed to examples. than or equal.

is an Okay, let us have example.

5 x >125 x+8
example The process or steps are same
(The students read)

of an goes
equation.
with Exponential

exponenti Who wants to try on the

board?

al
function
then
Okay, kindly explain.
state
RAWR 5 x >125 x+8

but if not x
5 >5
3(x +8)

x >3 x+24
x − x − 24>3 x+ 24 − x −24
state −24 >2 x
−12> x

UWU Alright, let us give a round of

Determine the given whether it
is an exponential function or
not. If the given is an example
of an exponential function then
state RAWR but if not state
UWU.
1. f ( x)=8x
Why do you say so?
applause for the clear First, we express 125 x+8 for us
explanation. to have similar base, therefore
we have
Next example. 5 x >5 3(x +8). Then we perform
Addition property where we
() ( )
1 2 x+9
7
≤
1 x −5
343
both put -x-24 both side to
transpose all x on the other
Who wants to try? side. Then we combine like
terms to get −24 >2 x since
the answer is still divisible by
2, we divide both sides by 2 to
cancel out 2 beside x. And that
will give us −12> x .

Okay, explain it for others to

understand.

Alright, very good.

2. f (x)= x5

() ( )
2 x+9 x −5
1 1
Why? ≤
7 343
 () ()
2 x+9 3( x− 5)
1 1
≤
7 7
2 x+ 9≥ 3 x − 15
3. f ( x)=−4 x 15+9 ≥ 3 x −2 x
24 ≥ x

Okay, let us give a round of

( )
x− 5
1
applause. Express as
343

()
3 (x −5)
Class, remember that in 1
Good job! Always remember then follow the
Exponential inequality the 7
that when we are talking 1
about exponential functions, symbol will interchange if we definition, if 𝑏 = . It is a fact
follow the rules where in 7
our “b” or base should be
greater than 0 except 1, and 0<b<1. If your b does not that if 0 < 𝑏 < 1 and b x < b x , 1 2

our exponent should not be a satisfy that rule, you don’t have then 𝑥1 > 𝑥2. Therefore, the
fixed number. to interchange the symbol. symbol change. Then use
Understand? Addition property to transpose
Can you follow? terms. Combine like terms for
Last example. us to have
So, to differentiate the three 24 ≥ x .
functions, let’s take a look a ( 0.5 ) x− 1 > ( 0.25 )− x −2
this table
Exponential
Equation
Exponential
Inequality
Exponential Function
Who wants to try?
Defin An An Function in the
ition equation inequality x,
involving involving form f(x) =
b
exponenti exponenti where b > 0, b ≠ 1
al al
expressio expressio
n ns

52 x- f(x) = (1.8)x
Exam
ple
2
2 x− x x+1
7 5 ≤ 0or y = (1.8)x Explain it.
=

1
343
Yes, ma’am.
Now, let’s apply the
exponential function in real-life
situation.
Do you know that the
exponential function can be
use in real-life situations?
Some of the most common
applications in real-life of
exponential functions and their
transformations are population
growth, exponential decay, and
compound interest.
Example 1:
Let t = time in days. At t = ,
there were initially 20 bacteria.
Suppose the bacteria doubles
every 100 hours. Give an
exponential model for the
bacteria as a function of t.
Initially, at t = 0
Number of bacteria = 20
at t = 100
Number of bacteria = 20(2)
at t = 200
Number of bacteria = 20(2)2
at t = 300
Number of bacteria = 20(2)3
at t = 400
Number of bacteria = 20(2)4
Suppose a quantity y doubles
every T units of time. If y 0 is
the initial amount, then the
( 0.5 ) x− 1 > ( 0.25 )− x −2
( 0.5 ) x− 1 > ( 0.5 )2(− x −2)
x − 1<−2 x − 4
x +2 x <1 − 4
3 x< −3
x <−1
Alright, very well said. Let us
give a round of applause. We express ( 0.25 )− x −2 as
We can solve Equation and
( 0.5 )2 (− x −2 ) since the square
Inequalities if we remember root of 0.25 is 0.5. then, follow
the rules and restrictions. the rules in inequality, since
Clear? 0.5 is greater than 0 but less
than 1, we are going to
Questions? interchange the symbol,
therefore, we have
Okay if none let us have an x − 1<−2 x − 4 then simplify
activity. Are you ready? by combining like terms then
divide both sides by 3 to have
x <−1
Yes, ma’am.
None, ma’am.
Yes, ma’am
quantity y after t units of time is
t
given by y = y (2) T
0

So, the exponential model for

t
this situation is y = 20(2) 100 .

Example 2:

Mrs. Dela Cruz invested

₱100,000, in a company that
offers 6% interest compounded
annually. How much will this
investment be worth at the end
of each year for the next five
years?

Let t be the time in years. Then

we have:

Initially, at t = 0
Investment = ₱100,000
at t = 1
Investment = ₱100,000(1.06) =
₱106,000
at t = 2
Investment = ₱106,000(1.06) =
₱112,360
at t = 3
 Investment = ₱112,360(1.06) =
₱119,101.60
at t = 4
Investment = ₱119,101.60(1.06)
= ₱126,247.70

at t = 5
Investment = ₱126,247.70(1.06)
= ₱133,822.56

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

An exponential model for this

situation is

y=100,000 (1.06)t
C. Engagement Activity: Activity # __
A. Determine whether the
given is an exponential Finding my X!
function, an exponential
equation, exponential Solve for the values of x for
inequality or none of these. each of the following
exponential equations and
6. f ( x )=2 x 3 Inequalities.

7. f ( x )=2 x None of these 1. 82 − x =2

()
x
1 1
Exponential Function 2. <
8. y=e
x
2 8
Exponential Function
9. 22 ( 5x +1) =500 Are you done?
Exponential Equation Alright, let us answer. Yes, ma’am.
10. 625 ≥ 5x+ 8
B. Solve the given problem: Exponential Inequality 2−x
8 =2
23 (2 − x)=2
1. A population starts with −3 x=2 −6
1,000 individuals and triples −3 x=− 4
every 80 years. Give an 4
exponential model for the x=
3
situation. What is the size of
the population after 100 years? Just express the 82 − x just get
the cube root 8 for us to have 2
as base. Then apply One-To-
t
One Property. Then combine
y=1000 (3) 80 like terms to get
2. ₱10,000 is invested at 2% 100 −3 x=− 4 then divide both
compounded annually. Give an y=1000 (3) 80 side with -3 to cancel it out
exponential model for the beside x. Therefore, the
y ≈ 3948.222
situation, what is the amount 4
after 12 years? answer is x= .
3
Okay, let us give 3 claps.

What about number 2?

()
1 x 1
2
<
8

() ()
x 3
A=P(1+r )t 1 1
>
A=10,000(1+0.02)
12 2 2
12 x >3
A=10,000(1.02)
A=¿12,682. 42
1
First, we express we just get
8
the cube root of it for us to get
1
since ½ is greater than 0 but
2
less than 1, we need to
interchange the symbol.
Therefore, we have

() ()
x 3
1 1
> Then get the
2 2
 exponents to have x>3.
Very good, give him/her 3
claps.
D. Assimilation To summarize the lesson, Activity: How Did you get me?
differentiate exponential
function, exponential equation Solve each of the following
and exponential inequalities equations and inequalities.
using your own words and give Your task is to show the step-
at least two examples of each. by-step process on how it
Use the table below.
1. 2.
x− 1
625 =25
x+5
1 2x
( ) =216 x− 5
Exponential Function Exponential Equation Exponential
Inequalities 6

Answer: x
=7 Answer: x
=3
3. 4.
3 x+2 3 −2 x 3 x −3
0.4 >0.064 1 x+2
( ) ≤ 343
49

Answer: x
7 Answer:
¿
9 x≥0
arrive with the given answer.

V.ADDITIONAL
ACTIVITIES FOR
APPLICATION OR
REMEDIATION
VI.REFLECTION
 A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared By: Checked By:

Franz Clarence O. Lagajino
Practice Teacher Cooperating Teacher
 Month of October DAY 3 DAY 4

Section and Time October 14, 2022

HE1 & ICT3: 8:00 – 9:00 am
ABM1: 9:15 – 10:15 am
DATE October 14, 2022

MELCs Represents an exponential function through its: (a) table of

values, (b) graph, and (c) equation.
ENABLING
COMPETENCIES
I.OBJECTIVES 1. 1. Define exponential functions;
2. 2. Demonstrate how to represent exponential function using
3. table of values, graphs, and equations..
II.CONTENT Representation of Exponential Function

III.LEARNING RESOURCE

A. References

5. 6. Teacher’s Guide K to 12 Senior High School Core Curriculum – General

Pages Mathematics May 2016
CLMD4A Budget of Work v3.0 2021 Edition in General
Mathematics.
7. 8. Learner’s Materials General Mathematics Quarter 1 Module 18
Pages
9. 10. Textbook Pages
11. 12. Additional Materials Chalk
from Learning Whiteboard marker
Resource (LR) Manila paper (optional)
portal Calculator (optional)
PowerPoint presentation
B. Other Learning
Resources
IV.PROCEDURE Preliminaries Preliminaries

Teacher’s Activity Student’s Response Teacher’s Activity Student’s Response

A. Introduction Good morning, Grade 11.

Good morning, Miss Ericka.

Alright, so before taking your

seats kindly arrange your
chairs properly, see to it that
there is no trash or piece of
paper under your chair.
(The students arrange their
chairs and pick up pieces of
trash)
You may now take your seat,
please sit properly.

Does anybody want to help me

recall our last topic?
Ma’am, it is about solving
exponential equation and
And what about the inequalities.
exponential function? Can you
still remember how to perform
the table of values?

Can you still remember the

definition of exponential Yes, ma’am
function?
Okay, so, what is the form of
exponential function? This is Yes, ma’am.
just a review.

Yes, very good. Anyone has Ma’am, the form of exponential

an idea what is our next topic? function is f(x)=bx or y=bx
Based on our recall session.

Okay, it is related to
Exponential function. Because Ma’am, it is related to
today’s lesson is about the exponential function.
representation of exponential
function.

But before we dig in to our next

topic let us have first a short
review activity, where we need
to complete a table of values.

YOU COMPLETE ME!

f(x) = 3x

x -2 -1 0 1 2
y 1 1 1 3 9
9 3

Let us answer the first one. If

our x is -2

f ( − 2 )=3− 2
1
f ( − 2 )= 2
3
 1
f ( − 2 )=
9

Do you have any questions,

class?

Are you done?

Alright, kindly answer on the

board.
None, ma’am.

Yes, ma’am
−1
f ( − 1 )=3
Okay, what about x=0? 1
f ( − 1 )= 1
3
1
Okay as simple as that, what f ( − 1 )= 3
about x = 1

f ( 0 )=30
What about the last one?
f ( 0 )=1

Alright, let us give an UWU 1

clap for everyone. Do you f ( 1 ) =3
know what is UWU clap? f ( 1 ) =3

2
All you have to do is clap 3 f ( 2 ) =3
times and then stamp 3 times f ( 2 ) =9
then say uwu. Do you
understand?

Alright, let us give a uwu clap

for everyone. No, ma’am.
Now, my question is, what
have you observe with our
activity? When the x increases
into 1 unit what happen to y? Yes, ma’am.

1,2,3 (clap), 1,2,3 (stamp)

UWU!
Okay, very good. Now, let us
move to our next topic.

Our topic for today is about?

When the x increases into 1
Alright, and our objective is, unit the y values or f(x)
kindly read anyone? doubles its values.

(Presents of MELC/s and

Objectives)
Representation of Exponential
Function.

(The student read the MELC/s

and Objectives)

Copy the title only, no need to At the end of the lesson, the
copy the objectives. learner should be able to:
1. Define exponential
functions; and
In this lesson you will recall the 2. Demonstrate how to
definition of exponential represent exponential function
 function and you are going to using table of values, graphs,
demonstrate how to represent and equations.
exponential function with the
use of table of values, graphs
and equation.
(The students copy the lecture)

B. Development Let us define again the

exponential function especially
for those who can’t remember.

Everyone kindly read.

(Students read the definition)

EXPONENTIAL FUNCTION
An exponential function with a
base b is a function of the form
f(x) = b x or y = b x , where b > 0
and b ≠ 1.

Alright, we can determine if an

expression is function if the
form is?

Okay, very good. Do you need

to copy the lecture? f (x) = b x or y = bx

Alright, we have 3 ways to

represent exponential equation No, ma’am
they are:
3 WAYS TO REPRESENT
EXPONENTIAL FUNCTION
1. Table of values
2. Graph
3. Equation

On inverse function you also

deal with those three, right?

Meaning, we don’t need to

elaborate it.

Copy the lecture first before we

proceed to example. Yes, ma’am.

Now let us have an example

where we are going to
complete table of values and
graph it.
(The students copy the lecture)
EXAMPLE 1:

X -2 -1 0 1 2
y 4 2 1 1 1
2 4
1x
1. f(x) =
2

What is the answer if our x is -

2?

Okay yes, 4. What if x= -1?

What about the next one?

4, ma’am.
What about x = 1?
2, ma’am.
What is the answer on last
one?

Okay, very good, everyone.

Now let us graph the given 1, ma’am.
points. Since it is in fraction
form, just estimate when you’re 1/2, ma’am.
going to plot it.
1/4, ma’am.
Who wants to plot the points?

Okay, let us give him/her Wow

clap.

Do you have any questions, so 1, 2,

far? 3

EXAMPLE 2:
(clap), 1, 2, 3 (stamp) Wow!
f (x)=2x+1
x -2 -1 0 1 2
y 1 1 2 4 8 None, so far, ma’am.
2

What is the answer if our x is -

2?

Okay yes, 4. What if x= -1?

 What about the next one?
1/2, ma’am
What about x = 1?

What is the answer on last 1, ma;am

one?

Okay, very good, everyone. 3, ma’am

Now let us graph the given
points. Who wants to graph it 4, ma’am
on the board.
8 ma’am

C. Engagement Activity/Seatwork #_

Bring out your graphing paper.

If you don’t have one you will
get 0 score.

Complete the table of values of

the given function, and plot the
points.

1. f(x) = 3x
X -2 -1 0 1 2
y 1 1 1 3 9
9 3

Are you done, class?

Exchange notebook with your Yes, ma’am.

seatmate.

What is the answer for -2?

What about -1?

1/9, ma’am.
What if x = 0
1/3, ma’am
What if our x is 1?
1 only, ma’am
What about the last one?
3, ma’am
Okay very good, everyone.
Who wants to plot it? 9, ma’am

Alright, do you get the same

Yes, ma’am
answer, class?

For the scoring, 5 points for the

table and 5 points for the
 graph. A total of? 10 points.

Alright, do you any other

questions? None, ma’am.

Okay so before we end this

day.
D. Assimilation ASSIGNMENT #6
For your assignment
1. Create your own or similar
real-life situation where
exponential function is applied.
2. In a bond paper, present the
problem from Field of
application up to Presentation
as illustrated above.
3. You can use graphing
paper, MS Excel, Desmos or
any graphing app to graph the
function. You can also use
calculators to solve the table of
values.
4. Your grade will be according
to these criteria: Clarity of
Presentation 60%,
Organization and Accuracy,
30%, and Applicability to
Current Situations,10% with a
total of 100%.

V.ADDITIONAL
ACTIVITIES FOR
APPLICATION OR
REMEDIATION
VI.REFLECTION
H. I. No. of learners who
earned 80% in the
evaluation
J. K. No. of learners who
require additional
activities for remediation
L. M. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
N. O. No. of learners who
continue to require
remediation
P. Q. Which of my teaching
strategies work well?
Why did these work?
R. S. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
T. U. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared By: Checked By:
Franz Clarence O. Lagajino
Practice Teacher Cooperating Teacher