QUARTER 2- MODULE 3

POLYNOMIALS AND POLYNOMIAL FUNCTIONS

OBJECTIVES: At the end of the chapter, the learners are expected to:
1. Classify the algebraic expressions whether a polynomial or not.
2. Refresh their ideas on performing division of polynomials using long division and
having a concrete idea on synthetic division.
3. Prove and apply the possible theorems involve in the chapter.
4. Illustrate polynomial equations, and Polynomial Functions.
5. Solve the problem in real life situation that involves polynomials.

2.1. Review related on Polynomials

2.2.1 Terminologies
 A polynomial of degree in is an algebraic expression with a specific number of
terms , where is a real number and is a whole number.
 The degree of a term in a polynomial in refers to the exponent of . The degree of a
polynomial refers to the highest degree to the degrees of the terms in a polynomial.

Activity 1
Identify all the polynomials for the following algebraic expressions. Determine the degree of the
term and degree of a polynomial.

1. √ 10.
2. 11.
3. 12. ( )
4. 13.
5.
14. √
6.
15.
7.
8. 16.
9.

Question: How did you find the activity 1? Dis you find easily the polynomial as well as the
degree? What is your appreciation related to the activity?

Activity 2
Perform the indicated operations
1. Add ( ) and ( )
2. Subtract:( ) ( )
3. Give the product:
a. ( )( ) e. ( )
b. ( )( ) f. ( )
c. ( )( ) g. ( )
d. ( )( )

*Recall: Special Products

 Square of Binomial: ( )
 Product of the sum and difference of two terms: ( )( )
 Square of Trinomial: ( )
 Product of the form ( )( ): ( )( )
 Cube of Binomial: ( )
 The FOIL method: ( )( ) .

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 QUARTER 2- MODULE 3

4. Divide using long division

a. ( ) ( )
b. ( ) ( )
*Recall: Rewrite the given problem in the form, DIVISOR DIVIDEND

In the Activity 2, you just done. You already refreshed your minds/ideas about post lessons
of the previous levels. Do you have still difficulties encountered in the activity? Now, we
will discover the new ideas to get the quotient of long division.

2.1.2 SYNTHETIC DIVISION

The process of long division is tedious due to repetitive steps. Thus, synthetic division is a
short-cut for dividing long division.

Synthetic Division Rules

To divide a polynomial (written in descending order) by , where is a constant called
the divider, follow these steps:

1. In the first row, write the coefficient of the dividend with zero as the coefficient of any
missing term.
2. Write the divider to the left of the first row in step 1.
3. Bring the first coefficient in the top row down to the third row.
4. Multiply the divider by the new entry in the bottom row and place the result in the
second row of the next column.
5. Add the number in the same column and write the result underneath in the third row.
6. Repeat steps 4 and 5 until the bottom row is completely filled.
7. The bottom row gives the coefficient of the quotient. And the last number in the third row
is the remainder. The degree of the quotient will be one less than the degree of the
dividend.

Example 1. ( ) ( )
Solution:
Arrange both the dividend and divisor into descending power of the variable, .
Find from the divisor. That is, . Thus, .

Write the divider 3 and coefficients of the dividend.

Bring down the first number in the top row to the bottom row.
3

Multiply the first number 3 in the bottom row by the divider 3 to

3 obtain 6, the first number in the middle row.

Add and to obtain the second number in the bottom row.

Repeat step 3. The product will be the last number in the middle
row.

Repeat step 4. The sum will be the last number in the last row.

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 QUARTER 2- MODULE 3

The entries in the bottom row are the coefficients of the quotient and the remainder.
Thus, the quotient is ( ) and the remainder is .

Example 2. ( ) ( )
Solution:
The divisor must be written as ( ) with . The numerical coefficients of
are n , respectively. The computation
is as follows:

Thus, the quotient is ( ) .

Example 3. ( ) ( )
Solution:
Note that the divisor must be with .

Thus, the quotient is .

Divide. (Use Synthetic Division)

*Note: Synthetic Division can be extended further. That means, we can use it even if the
divisor is a polynomial other that the binomial of the form or a quadratic
polynomial of the form . Discover by performing the division below.
1. ( ) ( )
2. ( ) ( )
3. ( ) ( )

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 QUARTER 2- MODULE 3

Lesson 2.2 The Remainder Theorem and the Factor Theorem

Definition: The Remainder Theorem

If a Polynomial ( ) is divided by , then the remainder is equal to ( ).

Example 1. Determine the remainder of the polynomial ( ) .

a. ( )
Solution:

( )
( ) ( ) ( ) ( )

( ) (remainder)

b. ( )
Solution:

( ) ( ) ( ) ( )

(remainder)

Example 2: Find the value of so that when ( ) is divided by ( ), the

remainder is 3.
Solution:
Let ( ) and , then .
( )
( ) ( ) ( )

or

2.1.3. The Factor Theorem and its converse

Definition: If ( ) then is a factor of polynomial ( ) Conversely, if is a factor of

polynomial ( ), then ( ) .

Example 3. Determine whether the binomials are factors of ( ) .

a.
Solution:

( ) ( ) ( ) ( )

Since ( ) , hence, is not a factor of ( ).

b.
Solution:

./ ./ ./ ./

( ) ( )

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 QUARTER 2- MODULE 3

Since . / , is a factor of ( ).
*Note: The statement ( ) implies that ( ) is divisible by .

A. Use the remainder theorem to find the remainder.

1. ( )

2. ( )

B. Determine if the given binomial is a factor of the given polynomial ( ).

3. ( )

C. Determine if the polynomial ( ) is divisible by the given binomial .

4. ( )

D. Find the values of so that when ( ) is divided by the given ( ), the remainder is .
5. ( ) ;( ) .

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 QUARTER 2- MODULE 3

Lesson 2.3: FACTORING POLYNOMIALS

Recall: The detailed discussion of factoring different types of polynomials, required a
review lesson on factoring.

Activity 3

Factor the following polynomials completely.

1.
2.
3.
4.

How did you find the activity? Did you recall some methods of factoring? Did you
use these as an idea for factoring polynomials specifically multinomial?

Activity 4

Study ad complete the following table to find the missing prime factors:

LEADING CONSTANT DEGREE OF

POLYNOMIAL FACTORED FORM
COEFFICIENT TERM POLYNOMIAL
( )( )( )( )
( )( )( )( )
( )( )( )
( )( )( )

Have you noticed the leading numerical coefficient? What about the degree
of every given polynomial? What is your conclusion for leading coefficient
of 𝑥-terms in the factored form?

*Note: The observations, and the idea of the factor theorem will be used for finding the polynomial
Factors.

Example 1. Factor each polynomial completely. Show how did you complete the missing factor of
some polynomial in activity 4.
a. ( )
Solution:
Since the leading coefficient is 1. Find only all the possible factors of a constant .
Possible Factors of :
Factor. Assumption: ( )( )( )
Nearest possible Factors: ( )( )( )( )( )( )
Using the factor theorem for Factorability Testing:
Test for ( ) ( ) ( ) ( ) ( )

Since ( ) ,( ) is not a factor of ( ).

Test for ( ) ( ) ( ) ( ) ( )

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 QUARTER 2- MODULE 3

Since ( ) ,( ) is a factor of ( ).

Test for ( ) ( ) ( ) ( ) ( )

Since ( ) ,( ) is not a factor of ( ).

Test for ( ) ( ) ( ) ( ) ( )

Since ( ) ,( ) is a factor of ( ).

Test for ( ) ( ) ( ) ( ) ( )

Since ( ) ,( ) is a factor of ( ).

Hence, ( )( )( ).

*Note: Other polynomials in the activity 4 will be verified by the learners to concretize their ideas
about the factored Forms.

Example 2: ( )
Solution:
Possible Factors of leading coefficient, : (4 factors)
Possible Factors of a constant, : (6 factors)

Since 2 and 9 are relatively prime, There are ( )( ) possible factors.

Test for ( ) ( ) ( ) ( ) ( ) ( ) ( )

Test for ( ) ( ) ( ) ( ) ( ) ( ) ( )

The two of factors: ( )( ) .

To find the other factors, we can use Synthesis Division:

Thus,
Factor by grouping:
( ) ( ) ( )( ).
Therefore, ( )( )( )( ).

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 QUARTER 2- MODULE 3

A. Factor completely the following.

1. ( )

2. ( )

3. ( )

B. Find the value of .

4. The polynomial is divisible by ( ).

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Lesson 2.4: POLYNOMIAL EQUATIONS

Definition: A polynomial equation of the degree in one variable is an equation that can be
written in the form

Where are real numbers.

Activity 5

Determine if the given value of is a root of the equation using factor theorem of lesson 2.3.
a. ;
b. ;
c. ;

How was the value of 𝑐 relates to the polynomial equation? Do you have any idea
on finding the other roots of polynomial equation?

Activity 6

Form the polynomial equation with integral coefficients whose only roots are given:
a. √ √
b.
c.
Solution:
a. Let ( ) whose roots are √ √ .
Thus, √ √
If ( ) then ( √ )( √ )( )
( )( )
( )

Example 1: Solve each polynomial equation.

a.
b.

Solution:

a. Note can be written as ( )

Let , then
( )( )
or
or
or
Since ,
or

√ √ or √ √
or √
Therefore, the roots of equation are , √ and √ .

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 QUARTER 2- MODULE 3

b.

Trial 1: Using synthetic division and try:

Determine if is a root

Thus, is not a root.

Trial 2:
( ) ( ) ( ) ( )

Thus, is not a root.

Trial 3:
( ) ( ) ( ) ( )

Since ( ) ,
is a factor of .
( )( )
( )( )( )
Hence, ( )( )( )
( ) o ( ) o ( )
or or
Therefore, the roots are and .

Definition 2: Rational Root Theorem

If a rational number , in lowest term is a root of the polynomial equation

Where are all integers, then is a factor of and is a factor of .

Example 2. Solve the polynomial .

Solution:
Factors of :
Factors of :

Let ( )
If ; ( ) ( ) ( ) ( )

since ( ) , then is not a root of the equation.

If ; ( ) ( ) ( ) ( )

since ( ) , then is a root of the equation.

To find the other roots:

Then, is a depressed equation.

( )( )
or
or
Therefore, the roots are and .

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Definition 3: Quadratic surd Roots Theorem

If the Quadratic Surd √ is a root of a polynomial equation, where and are
rational
Number, then √ is also a root of a polynomial equation.

Example 3. One of the roots of is √ . Find the roots of the

equation.
Solution:
Let ( )
*Note: If , then
( )
or is a depressed equation.

Since √ is one of the root of the equation, √ must be a root by Quadratic

Surd Root Theorem.
Hence, [ ( √ )], ( √ )-
[( ) √ ][( ) √ ]
( )

Dividing ( ) by using Synthetic Division

Thus, .

Solving using quadratic formula,

√ ( )( )
( )

√ .

Therefore, the roots of are , √ , √ ,

√ and √ .

Definition 4. Complex Conjugate Roots Theorem

If the complex number is a root of a polynomial equation with real coefficient,
then the complex conjugate is also a root of the polynomial equation.

Example 4. One of the roots of the equation is

√ .
Find the other roots.
Solution:
Let ; is of the 4th degree; has four roots.
If √ is a root of √ is also a root.

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 QUARTER 2- MODULE 3

[ ( √ )][ ( √ )]
[( ) √ ][( ) √ ]
( ) (√ )

( )

Use this polynomial to find the other roots of the given equation. Dividing by using
synthetic division.

Thus, .

Solving,

Therefore, the other roots are √ √ and √

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 QUARTER 2- MODULE 3

A. Determine if the given value of is a root of the given equation.

1. ;

2. ;

B. Form the polynomial equation with integral coefficients whose only roots are given.
3. √ √

4.

C. Solve each polynomial equation

5.

6.

D. One of the roots of the polynomial equation is given. Find the other roots.
7.

8. √

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 QUARTER 2- MODULE 3

Lesson 2.5: POLYNOMIAL FUNCTIONS

Activity 7

Tell whether the given expression is a polynomial function or not. Give the degree and the number
of terms to complete the table.

Degree
Number Polynomial
Function of the
of terms or not
function
1. ( )
2. √
3. ( )( )
4.
5. √

What have you noticed the activity regarding classifying polynomial or not? Can you
provide a practical definition of a polynomial function? How can you relate the degree
and the variable of the polynomial function?

Definition: A Polynomial Function is defined by

( )
Where are real numbers, and is a nonnegative integer.

The following are some examples of a Polynomial Function.

( )
( )

2.5.1 Evaluating Polynomial Function

Example 1. Find ( ) and ( ) for each of the following.

a. ( )
b. ( )
c. ( )
d. ( )
Solution:
a. ( ) ( ) ( ) ( )

( ) ( ) ( ) ( )

Example 2: Use synthetic division to compute for ( ) if ( ) .

Solution:

The remainder is is ( ).

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2.5.2. Zeroes of Polynomial Functions

Definition:
 The polynomial function ( ) This implies that if ( ) , then is a zero of
( ).
 Every Polynomial Function has at least one zero, real, or Imaginary.
 The number of zeroes theorem state that every polynomial function of degree
has exactly zeroes.

Example 3. Determine the number of zeroes of each polynomial Function.

a. ( )
b. ( ) ( ) ( ) ( )
c. ( ) ( ) ( )

Solution:
a. ( ) is of the 31st degree. Hence, ( ) has 31 zeroes.
b. ( ) is of the th degree. Hence, it has 11 zeroes.

c. Stu ents’ wo k

Example 4. Find the zeroes of ( ) if is a zero of multiplicity 2.

Solution:
Since 3 is a zero of multiplicity 2, depressed equation applying synthetic division twice.

The depressed equation is

( )( )
or

Therefore, the zeroes of ( ) are , , and .

Example 5. Find all the zeroes of each function.

a. ( )
b. ( )
c. ( )

Solution:
a. ( )
Note: The zeroes of polynomial Function are the roots.
The possible Rational roots of are and

Test 1:
( ) ( ) ( ) ( )

( ) ( ) ( ) ( )

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 QUARTER 2- MODULE 3

Thus, both and are roots.

To find the other roots:

We have,

The depressed equation:

Therefore, the zeroes of ( ) are , , .

*Note: Letter and will ssigne s le ne ’s t sk fo mo e et ils.

Example 6. Write polynomial function ( ) in standard form which has zeroes and .
Solution:
or or
( ) ( )( )( )
( )( )

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 QUARTER 2- MODULE 3

A. Find ( ) and ( ) for each polynomial Function.

1. ( )

B. Given Polynomial Function ( ), find each function value.

2. ( ) ; ( )

3. ( ) . /

C. Find the other zeroes of each polynomial Function

4. ( ) if one zero is .

D. Find all the zeroes of each polynomial Function

5. ( )

6. ( )

E. Write a Polynomial Function with the given zeroes.

7.

8.

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 QUARTER 2- MODULE 3

Lesson 2.6: GRAPHING POLYNOMIAL FUNCTIONS

Activity 8

Observe the graph of the functions. Complete the table to answer the questions.
a. ( ) ( ) ( ) . /. /

b. ( ) ( ) ( )

c. ( ) ( )( )( )

d. ( ) ( ) ( )( )

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 QUARTER 2- MODULE 3

Table
Value where
Value
Number of the graph
where the Degree of
distinct touches but
Function graph the
zeroes of the does not
crosses the polynomial
function cross the -
-axis
axis
a. ( ) ( ) ( ) . /. /
b. ( ) ( ) ( )
c. ( ) ( )( )( )
d. ( ) ( ) ( )( )
* Suppose that the number obtained in a polynomial divided by is zero. How is the division
related to the graph of the dividend? How are the zeroes of a polynomial function related to
the factors of a polynomial function?
*How does the exponent in each factor in the factored form of the polynomial function affect its
graph?
*Observe each graph. What does the degree of the polynomial function tell you about the end of
its graph?
*Write the factored form of a polynomial function crosses the -axis at and and
touches (but does not cross) the -axis at . Which of the zeroes of the function must have
a multiple greater than 1? Why?

Steps in Graphing Polynomial Functions

1. Use the leading term test to determine the end behavior.
2. Determine the and intercepts of the function.
3. Use the intercept to divide the axis into intervals and chose a test point in each interval
to determine the sign of all function values in the intervals.
4. Find additional function values, if necessary, to determine the general shape of the graph and
draw the graph.
5. Make sure that the graph satisfies the maximum number of turning points and the maximum
number of times the graph crosses the axis.

Example 1. Graph the polynomial Functions ( )

Solution:
Step 1: Since the leading coefficient is negative and the degree of the function is odd
number, then the left end of the graph is going up while the right end is going down.
Step 2: Solving for the intercepts
intercept:
when ( ) , then
( )( )( )
or or
or or
Thus, the intercepts of ( ) are ( ) ( ) and ( ).
intercept:
When , then ( ) ( ) ( ) ( )
Thus, the intercept of ( ) is ( ).
Step 3: Divide the axis into the intervals: ( )( )( ) n ( )
Location of
Function value
Interval Testing value Testing point Sign of ( ) point on the
( )
graph
Above the
( ) ( )
axis
Below the
( ) ( )
axis
Above the
( ) ( )
axis
Below the -
( ) ( )
axis

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 QUARTER 2- MODULE 3

Step 4: Plot the points ( )( )( ) and ( ) and the testing points

( )( )( )( ).

Step 5: Since the degree of ( ) is 3, the graph has 3 possible intercepts and 2 turning
points. The graph crosses the axis at .

Graph of ( )

Activity 9

WORK AT HOME/ Graph the following polynomial functions.

Example: 2. ( )
3. ( )

Problem 4. The velocity in feet per second ( ⁄ ) of a rocket seconds after launching is

given by the polynomial Function ( ) . What is the velocity

of the rocket after 5, 10, and 15 seconds of launching? For what value of does
the rocket have a zero velocity?

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 QUARTER 2- MODULE 3

CHAPTER 1. EXPONENTIAL FUNCTIONS

Lesson 1.1 Definition of Exponential Functions

An exponential function is a function defined by

𝑓 (𝑥 ) 𝑎 𝑥
where 𝑎 and 𝑎

Since and , then there would be no value of x that will make ( ) . It does not matter
what value of ( ) will always be positive. Moreover, the function is also defined for irrational numbers of x.
Hence, the range of the exponential function is the set of all positive real numbers.

Example 1
The laboratory findings show that the SARS-causing corona virus, upon reaching maturity, divides itself
into two after every hour. How many cells of the virus will be present after 1 day if it started with just one
cell?
Solution
Let t = number of hours elapsed
f (t) = number of corona virus present after t hours elapsed
T 0 1 2 3 4 5 6
0 1 2 3 4 5
f (t) 1=2 2=2 4=2 8=2 16 = 2 32 = 2 64 = 26

The table shows a pattern: as t increases by 1, f (t) increases rapidly by 21, in symbols, f (t) = 2t.
Hence, if t = 24 hours (1 day), f (24) = 224 = 16,777,216.
In a matter of 1 day, a virus that started as a single cell can increase to millions of cells each of which
has the same ability to reproduce exponentially.

Example 2
Determine whether the given function represents an exponential function or not.
1. ( ) 3. ( ) 5. ( )
2. ( ) 4. ( ) ( ) 6. ( )
Solution
The functions described in 1, 2 and 6 are all exponential functions, while the functions described in 3, 4
and 5 are not exponential functions.

For a better understanding of exponential function, a comparison with other functions discussed in your
previous years is presented in the table given below.
Points of Comparison Linear Function Quadratic Function Exponential Function
General Form of the
Equation where where
Domain {x|x is real} {x|x is real} {x|x is real}
Range * +, if a > 0
or
{y|y is real} {y|y > 0}
* +, if a < 0
Graphical Model Y y y

x x x

Trend Increasing if m > 0 If a > 0, Increasing all throughout

Decreasing if m < 0 Decreasing at ( ) if a > 1.
Increasing at ( )
Decreasing all
If a < 0, throughout if 0 < a < 1.
Increasing at ( )
Decreasing at ( )

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 QUARTER 2- MODULE 3

The table of ordered pairs is also an interesting point of difference between these functions.
Remember that in a linear function, there is equal first differences in the function values over equal differences
in the independent variable. In a quadratic function, there is equal second differences in the function values
over equal differences in the independent variable. On the other hand, in an exponential function, there is a
common ratio in the function values.

Example 3
Given the following tables of ordered pairs, identify those who exhibit an exponential trend.
a.
x 3 4 5 6 7
y 11 12 13 14 15
x values are consecutive but there is no common ratio. Hence, the table does not exhibit exponential
trend. (The table actually suggests a linear trend. You may verify using first difference test.)
b.
x 0 1 2 3 4
y 1 3 9 27 81
x values are consecutive and there is no common ratio. Hence, the table exhibits exponential trend.

c.
x 1 2 3 4 5
y 81 54 36 24 16
x values are consecutive and there is no common ratio. Hence, the table exhibits exponential trend.
d.
x 0 1 2 3 4
y 0 1 4 9 16
x values are consecutive but there is no common ratio. Hence, the table does not exhibit exponential
trend. (The table actually suggests a quadratic trend. You may verify using second difference test.)

Example 4
Construct a table of ordered pairs for the exponential function ( ) .
Solution
If x = 1, ( )
If x = 2, ( )
If x = 3, ( )
If x = 4, ( )
If x = 5, ( )
Hence, the table of values will be
x 1 2 3 4 5
y 1 2

MATH FYI
In 1790, Thomas Robert Malthus, an English economist, argued
that the standard of living of the masses cannot be improved because the
population growth is exponential while food production is linear. He
asserted that population, if not balanced by other factors, would increase
by a geometric ratio but subsistence only by an arithmetic one.

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 QUARTER 2- MODULE 3

EXERCISES: (Do not submit these exercises.)

A. Tell whether the given equation represents an exponential function or not.

1.
2.
3.
4.
5. ( )( )

B. Determine whether the following table of values exhibit an exponential function or not.

1.
x 1 2 3 4 5
y 5 25 125 625 3125

2.
x –4 –3 –2 –1 0
y 8 6 4 2 0

3.
x 1 2 3 4 5
y 6 18 54 162 486

C. Construct a table of values for each exponential function.

1. ( )
2. ( )
3.
4.
5. ( )

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 QUARTER 2- MODULE 3

Lesson 1.2 Graphing Exponential Functions

The graph of exponential function is the primary too to use in describing its behavior and
characteristics.

Example 1
Sketch the graph of ( ) .
Solution
Consider the table of values shown below for the given function.
X –4 –3 –2 –1 0 1 2 3 4
f (x) 1 2 4 8 16

The graph is shown below.

The graph shows the following properties of ( ) .

 The domain is the set of all real numbers.
 The range is the set of all positive real numbers.
 The y-intercept is 1.
 The graph is asymptomatic to the x-axis; there is no x-intercept.
 As x increases, f (x) also increases.
 As x decreases, f (x) also decreases.
These properties do not hold only for ( ) but also for other functions of the form
( ) , where a > 1.

The effect of the factor a can be illustrated in the graph below.

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 QUARTER 2- MODULE 3

Note that as the value of a increases, the part of the graph on the right side of the y-axis gets
closer and closer the y-axis, while the part of the graph on the left side of the y-axis gets closer and
closer to the x-axis. The intersection of the family of curves ( ) , where a > 1 is (0,1)

Example 2
Let us consider the graphs of the following functions:
( ) , ( ) , ( )
x –4 –3 –2 –1 0 1 2 3 4
16 8 4 2 1
( )
81 27 9 3 1
( )
256 64 16 4 1
( )

The graph of the function ( ) shows the following properties.

 The domain is the set of all real numbers.
 The range is the set of all positive real numbers.
 The graph is asymptotic to the x-axis, there is no x-intercept.
 As x increases, f (x) decreases.
 As x decreases, f (x) increases.
These properties do not hold only for ( ) but also for other functions of the from ( ) ,
where 0 < a < 1 as can be seen from the graph above.

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 QUARTER 2- MODULE 3

Note from the graph that as the value of a decreases, the part of the graph on the left side of the
y-axis gets closer and closer to it, while the part of the graph on the right side of the y-axis gets closer and
closer to the x-axis. The intersection of the family of curves ( ) , where 0 < a < 1 is (0,1).

Example 3
In one Cartesian coordinate plane, sketch the graph of the following:
a. c.
b. ( ) d. ( )
Solution
Construct a table of values for x and y.

x –3 –2 –1 0 1 2 3
1 2 4 8

8 4 2 1

( ) 1 –2 –4 –8

–8 –4 –2 1
( )

NOTE: The graphs of , ( ), , and ( ) are mere reflections of one another about
the axes.

Example 4
In one Cartesian coordinate plane, sketch the graph of the following:
a. b. c.
Solution

x –3 –2 –1 0 1 2 3
1 2 4 8

1 2 4 8 16

1 2 4

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 QUARTER 2- MODULE 3

The graph moves 1 unit to the left when added 1 to its exponent and moves 1 unit to the right when
subtracted 1 to its exponent. The movement of the graph depends on what is added or subtracted to its
exponent.

The functions of the form denotes that as c decreases, the y-intercept also decreases by c.
no part of the graph crosses the x-axis. Therefore, there is no x-intercept.

Example 5
In one Cartesian coordinate plane, sketch the graph of the following:
a. b. c.
Solution

x –3 –2 –1 0 1 2 3
1 2 4 8

2 3 5 9

0 1 3 7

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 QUARTER 2- MODULE 3

The graph moves 1 unit downward when the function is subtracted with 1 and moves 1 unit upward
when the function is added with 1. The movement of the graph depends on what is subtracted or added to the
function.

The functions of the form denotes that as d increases, the y-intercept also decreases by
d. if d < 0, the graph crosses the x-axis.

MATH FYI
In La Geometrie, a famous work of Rene Descartes, which was published in 1637, he
introduced our present system of indices (such as a 3, a4, etc) which is a great improvement over
Francois Viete’s way of designating powers.

EXERCISES: (Do not submit these exercises.)

A. Without graphing, tell whether each function is increasing or decreasing.

1. ________________
2. ( ) ________________
3. ________________
4. ________________
5. ( ) ________________

B. Give the y-intercept of each function.

1. ________________
2. ________________
3. ( ) ________________
4. ________________
5. ( ) ________________

C. Sketch the graph of the following.

1.
2. ( )
3.
4. ( )
5.

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 QUARTER 2- MODULE 3

Lesson 1.3 Exponential Equations

An exponential equation in one variable is an equation with the variable in the exponent. In solving
exponential equations, the equating-exponent property is used.

The Property of Equality for Exponential Equations

Let a, b and c be real numbers and 𝑎 . Then if
and only if b = c.
𝑎𝑏 𝑎𝑐

WARNING: REVIEW THE LAWS OF EXPONENTS!!!

Example 1
Solve each exponential equation.
a.

Solution
( ) ( )
( )
Note that the bases, both left and right, are equal. Thus the exponents
must also be equal (or vice versa) according to Equating-Exponents
Property.

Therefore, the solution set is { }.

b.

Solution

( )
( ) This time, the exponents are equal. It follows that the bases are equal.
( ) √ (simplify using radicals)
√

Therefore, the solution set is { √ }.

c.

Solution
( )
( ) ( )

(use quadratic formula)

√
Therefore, the solution set is { √ √ }.

d. ( )

Solution
( ) ( )
( ) ( )

Therefore, the solution set is * +.

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 QUARTER 2- MODULE 3

Example 2
Find the zeros of each exponential function.
a.

Solution
(to find zeros of a function, equate y to 0 and solve for x)
The function has no zero since no real value of x will make the statement a
true statement.

b. ( )

Solution
( )
( ) (no value of will give as an answer when is raised to .
Thus, the function has no zero.

c.

Solution

(note that any number or variable raised to the power

of zero is always equal to 1)

Therefore, the zero of the function y is 0. This implies that if x = 0, y = 0, the graph crosses
the x – axis at (0,0).

MATH FYI
John Wallis, born in 1616, was first to explain the significance of zero, negative and
fractional exponents. Wallis was also the first to use our present symbol for infinity.

EXERCISES: (Do not submit these exercises.)

A. solve each equation.

1.
2.
3. ( )
4.
5.

B. Find the zeros of each function.

1. ( )
2. ( )
3. ( )

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 QUARTER 2- MODULE 3

Lesson 1.4 Inverse Functions

According to the definition from Math Insight ( http://mathinsight.org/definition/inverse_function ), an

inverse function is a function that undoes the action of another function. A function g is the inverse of a
function f if whenever ( ) then ( ). In other words, applying f and then g is the same thing as
doing nothing. We can write this in terms of the composition of f and g as ( ( )) .

A function has an inverse function if and only if for every y in its range there is only one value of x in
its domain for which ( ) . This inverse function is unique and is frequently denoted by and called “f
inverse”.
Consider the relations, P and Q:
*( )( )( )+
*( )( )( )+
One relation is said to be the inverse of the other if each ordered pair of one is the corresponding
ordered pair of the other with the abscissas and ordinates interchanged. Thus, in the given relations, P and Q
are inverse functions.

Graphically, two relations are inverses of each other if one is the reflection of the other with respect
to the line .

Example 1

Find the inverse of the following.

1. ( )
Solution
Step 1: Interchange x and y
Step 2: Solve for y

Step 3: Replace y with

Therefore, the inverse of the function ( ) is .

2. ( )
Solution
Step 1: Interchange x and y
Step 2: Solve for y ( )

( ) ( )

Step 3: Replace y with

Therefore, the inverse of ( ) is .

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 QUARTER 2- MODULE 3

The Horizontal Line Test

A graph of a function has an inverse function if any
horizontal line drawn through it intersects the graph at only
one point.

Example 2

State whether each function whose graph is given has an inverse function.

Solution

a. Any horizontal line that passes through the graph of the given function V(x) may intersect at two
points on it. Hence, the function represented by the graph has no inverse function.
b. When a horizontal line is to pass through the graph of H(x), it will pass through all its points. Thus
the function has no inverse function.
c. The graph of C(x) and a horizontal line will intersect only at one point. Therefore, it has an inverse
function.
d. The line L(x) and a horizontal line will intersect at only one point. Hence, L(x) has an inverse
function.

A Property of Inverse Function

Two functions f and g are inverse functions if
f (g(x))= x for all x in the domain of g and
g (f(x))= x for all x in the domain of f.

Example 3

Determine whether the given pairs are inverse functions.

1. ( ) , ( )

Solution
First, find ( ( )) and ( ( )).
( ( )) . / . / (the process involved replacing the
( )
( ( )) ( ) value of x with the function)

Since, . / ( ) , then f(x) and g(x) are inverse functions.

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 QUARTER 2- MODULE 3

2. ( ) , ( )

Solution
First, find ( ( )) and ( ( )).
( ( )) ( ) ( )
( ( )) . / . /

Since, . / ( ) , then f(x) and g(x) are not inverse functions.

MATH FYI
The notation 𝑓 (x) for inverse of a function should not be interpreted
as reciprocal of f.

EXERCISES: (Do not submit these exercises.)

A. Find the inverse of each relation.

1. 2. 3.

B. State whether f and g are inverse of one another.

1. ( ) 2. ( ) 3. ( )
( ) ( ) ( )

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 QUARTER 2- MODULE 3

CHAPTER 2. LOGARITHMIC FUNCTIONS

Lesson 2.1 Definition of Logarithmic Function

The Logarithm of a Number

The logarithm x of a number N to the base a is the
exponent of the power to which is raised to obtain N. in
symbols,

𝑎 𝑁 𝑥 if 𝑎𝑥 𝑁.

Exponential Form Logarithmic Form

Example 1
A. Express each in logarithmic form.

a.
b.
c.

d.

B. Express each in exponential form.

a.
b.
c.

d.

Example 2
A. Find the value of the unknown.
a.
Solution

To find the unknown variable, transform/express the given logarithm into exponential. That is;

b.
Solution
Apply the same process with number 1.

( )

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 QUARTER 2- MODULE 3

c.
Solution

( )

B. Evaluate the following.

a.
Solution
To evaluate a logarithmic expression, let the value be equal to x. that is;

(Then solve for the unknown using the same process in A.)

Therefore, .

b. √
Solution
Apply the same process with problem 1.
√ √

Therefore, √ .

c.
Solution

( )

Therefore, .

MATH FYI
The word logarithm was coined by John Napier, a Scottish mathematician, from two Greek words
“logos” which means ratio, and “arithmos” which means number. Logarithm, which was invented by Napier
during the advent of the Industrial Revolution, is a great labor-saving device during the time when the
demands for numerical calculations needed to be performed more quickly and were accurately high.

EXERCISES: (Do not submit these exercises.)

A. Express the following in logarithmic/exponential form.

1. 4.
2. 5.
3. 6.
B. Solve for the unknown variable/evaluate the following.
1. 3.
2. 4.

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