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First Quarter
Week 1: Functions
Week 2: Rational and One-to-one Functions
Week 3: Exponential Functions
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FOREWORD:

Hello learners! Welcome to your Self-Regulated Learning Unit in General

Mathematics. Each module contains three (3) units, which makes up one quarter.
This course, as specified in the curriculum guide, aims to accurately construct
mathematical models to represent real-life situations using functions. The correlation
amongst two quantities – how the value of one quantity influences on the value of
another quantity – is the significant idea behind the concept of a function. This vital
concept is now the pillar of advanced mathematics and is necessary in every field of
science. In this unit, we will study about the general characteristics and properties of
functions. We will reflect the operations on functions, the composite of the functions as
well as the domain and range of the said functions.
We begin with a brief consideration of rational functions, simplifying these
rational functions, classify and eventually introduce method in solving polynomials and
rational equations and inequalities.

Josel P. Jalon, LPT

Course Instructor
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Gen. Vicente Alvarez St., Zamboanga City

Senior High School Department
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

General Mathematics
SY 2021 - 2022

UNIT 1: FUNCTIONS (Pre-Test)

Name: _________________________________________ Score: /10

Grade-Strand-Section: __________________________ Date: _________

Read each question carefully and choose the correct answer. Write the letter of your answer on the space
provided before each number.

______ 1. What is the domain of this relation (2,5), (3,8), (−1,4), (0,−2), (3,6)?
a. (−1,0,2,3 b. − 2,4,5,6,8 c. − 1,2,3,6,8 d. 0,−1,5,6,8

______ 2. What is the sum of f + g if f ( x) = 3 x − 2 and g ( x) = 4 x + 1 ?

a. f + g = x + 1 b. f + g = 7 x − 1 c. f + g = 3 x + 1 d. f + g = 4 x − 1

______ 3. Which among the graphs is not a function?

a. c.

b. d.

_______ 4. What is the inverse of the function f ( x) = 2 x − 3 ?

x+2 x+3 x−3
a. f −1 ( x) = 2 x + 3 b. f −1 ( x ) = c. f −1 ( x) = d. f −1 ( x) =
3 2 2

_______ 5. What is the value of log 8 4 ?

a. 1/2 b. 2 c. 3/2 d. 2/3

_______ 6. Which set of ordered pairs does not represents a function?

a. (−3,−8), (−1,−6), (−2,5), (0,7) c. (4,6), (5,−7), (7,9), (8,−10)
b. (7,0), (4,−1), (−6,5), (−8,0) d. (2,5), (3,8), (4,11), (2,−1)

_______ 7. If f ( x) = 3 x + 1 and g ( x) = 4 x − 2 , what is f + g ?

a. 7 x − 1 b. 4x + 1 c. 3x + 1 d. 7 x + 1

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_______ 8. If f ( x) = x + 4 and g ( x ) = , What is the simplified expression of g  f ?
x
x+4 x x+4 2
a. b. c. d.
x x+4 2 x+4

_______ 9. What is the value of log 8 4 ?

a. 1/2 b. 2/3 c. 2 d. 3/2

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_______ 10. Which solution set best describe the domain of the function f ( x) = ?
4x − 1
  1    3 
a.  x / x    b.  x / x    c. x / x  (3) d. x / x  (4)
  4    4 

_______ 11. What is the range of the function f ( x) = x + 6 ?

a. y / y  −6 b. y / y   c. y / y  0 d. y / y  0

3 x −1 f
_______ 12. If f ( x) = and g ( x) = what is the simplified expression of ?
x−5 x−5 g
3 x −1 x −1 x−5
a. b. c. d.
x −1 3 x−5 x −1

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_______ 13. What is the value of x in the equation 36 x = ?
6
1
a. x=6 b. x = 2 c. x = −2 d. x = −
2

_______ 14. If 5  4 x = 40 , then what is the value of x to make the equation true?
a. 2 b. 3/2 c. 2/3 d. 3

2x + 3
_______ 15. What is the domain of f ( x ) = ?
5x − 4
 4  3  4  3
a.  x / x   b.  x / x  −  c.  x / x   d.  x / x  − 
 5  4  5  4

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Gen. Vicente Alvarez St., Zamboanga City

Senior High School Department
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Subject Area General Mathematics Teacher Josel P. Jalon, LPT

Grade Level & Strand STEM 11 Consultation Schedule
Week Number 1 Topic Functions

LEARNING TARGETS
At the end of the week, you are expected to:
a. represent real-life situations using functions, including piece-wise functions. [M11GM-Ia-1]
b. evaluate a function. [M11GM-Ia-2]
c. perform addition, subtraction, multiplication, division, and composition of functions. [M11GM-Ia-3]
d. solve problems involving functions. [M11GM-Ia-4]

I. PRIMING ACTIVITY

The concept of functions were introduced to you during Grade 8. Let us find out how much
you have learned.

Consider the following machines below. Which of these machines, if you know the input, can you determine a
single or unique output?

The answers to the question should be machines a and b. Notice that whatever letter/number we use for machines
a and b, there will always be a unique result. However, for machine c, we don’t know the output that we will
have – the number itself or its negative form. In this lesson, we will represent relations as machines with an input
and output, and that the output is related to the input by some rules.

II. GUIDED INSTRUCTION

A. Concept Digest

Lesson1:1:Relations
Lesson Relationsvs.
vs.Functions
Functions

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EXAMPLE 1. Which of the following relations are functions?

a. f = {(1, 2), (2, 2), (3, 5), (4, 5)}
b. g = {(1, 3), (1, 4), (2, 5), (2, 6), (3, 7)}
c. h = {(1, 3), (2, 6), (3, 9),..., (n, 3n),...}

Solution. The relations f and h are functions because no two ordered pairs have the same x-value but
different y-values, while g is not a function because (1, 3) and (1, 4) are ordered pairs with the same
x-value but different y-value.

EXAMPLE 2. Which of the following mapping diagrams represent functions?

Solution. The relations f and g are functions because each x X corresponds to a unique y  Y . The
relation h is not a function because there is at least one element in X for which there is more than one
corresponding y-value. For example, x = 7 corresponds to y = 11 or y = 13 . Similarly, x = 2
corresponds to both y = 17 or y = 19 .

EXAMPLE 3. Which of the following graphs can be graphs of functions?

Solution. Graphs a, b, and c are graphs of functions while d and e are not because they don’t pass the
vertical line test.

In case you have forgotten, remember that the Vertical line test will determine whether the graph is a
function or not. When a vertical line is drawn on the graph and there is only one point of intersection,
then the graph of a relation is a function.

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EXAMPLE 4. List down the domain and range of the following relations. Tell whether the given relation is
a function or not.

A. B. C.

D. (1, 2), (0, 3), (-1, 4), (-2, 5) E. (2, -3), (2, -1), (1, -3) F. f(x) = 3x + 5 G. f(x) = X2 + 4X – 5

H. I. J.

x 0 1 2 3
y -1 0 1 2

Solution. As observed, A, B and E are relations but not functions; while C, D, F, G, H, I, and I are relations
and at the same time functions. In other words, not all relations are functions but all functions are relations.
However, G is a function provided that the curve should not touch the vertical asymptote. For domain: A.
{x ≤ 15}; B. {2, 4, 3}, C. {x is an element of real number}, D. {1, 0, -1, -2}, E. {2, 1}, F. {x is an element
of real number}, G. {x is an element of real number}, H. {x is an element of real number}, I. {x is an
element of real number except 1}, and J. {0, 1, 2, 3}. For the range: A. {y is an element of real number}, B.
{20,30, 40}, C. {y ≥ 3}, D. {2, 3, 4, 5}, E. {-3, -1}, F. {y is an element of real number}, G. {y ≥ -9}, H. {y
is an element of real number}, I. {y is an element of real number}, and J. {-1, 0, 1, 2}.

EXAMPLE 5. Give a function C that can represent the cost of buying x meals, if one meal costs ₱40.

Solution. Since each meal costs ₱40, then the cost function is C(x) = 40x.

EXAMPLE 6. One hundred m of fencing is available to enclose a rectangular area next to a river (see
figure). Give a function A that can represent the area that can be enclosed, in terms of x.

Solution. The area of the rectangular enclosure is A = xy . We

will write this as a function of x. Since only 100 m of fencing is
100 − x
available, then x + 2 y = 100 or y = = 50 − 0.5 x . Thus,
2
A = x(50 − 0.5x) = 50 x − 0.5x 2 .

EXAMPLE 7. A user is charged ₱300 monthly for a particular mobile plan, which includes 100 free
text messages. Messages in excess of 100 are charge ₱1 each. Represent the amount a consumer
pays each month as a function of the number of messages m sent in a month

Solution. Let t(m) represent the amount paid by the consumer each month. It can be expressed by the
piecewise function
300 if 0  m  100
t (m) = 
300 + m if m  100

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Lesson2:2:Evaluating
Lesson EvaluatingFunctions
Functions

Hi there! In this part of the module we will learn how to evaluate a function. To do this, we have to
replace the variable in the function from the function’s domain and compute for the result. Let us try
to work with the examples below.

EXAMPLE. Evaluate the following functions at x = 1.5 :

Solution. Substituting 1.5 for x in the functions above, we have

Lesson
Lesson3:
3:Operations
Operationsand
andComposition
Compositionof
ofFunctions
Functions
Operations on Functions

Composition of Function

EXAMPLE 1. Determine the following functions.

Solution.

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EXAMPLE 2. If q(x ) = x 2 − 2 x + 2 and f (x) = 2x + 1 , find and simplify (q  f )(x ) .

Is it the same with ( f  q )(x ) ?

Solution.

Hence, the functions (q  f )(x ) and ( f  q )(x ) are not the same.

B. Checking for Understanding

Let us assess what you have learned. Relations are shown below. State whether each of the relations is a
function or not by writing the answer on the space provided ion each figure and list down the domain and
range.

1. 2.

________________________ ________________________

3. 4.

__________________________ __________________________

5. f(x) = x2 – 3x + 2 6. f(x) = 5x + 6

___________________________ ___________________________

C. Productive Collaboration

Hello there! You can work with a partner in answering these questions.

Your answer: _________________________________________________________________

Your answer: _________________________________________________________________

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D. Analysis Question
1. In your own words, how would you know that a relation is a function or not?

2. Explain the statement, “All functions are relations but not all relations are functions”.

E. Synthesis
Give at least two (2) examples of a relation and two (2) examples of a function and list their respective
domain and range.

F. Independent Practice

A. State whether each of the following relations is a function or not, and list down the domain and range
by writing them on the space provided after each item.

1. 2. (0, - 1), (2, 0), (4, -2), (6, -3), (2, 2)

x 0 1 2 3
y -1 0 1 2

________________________________ ____________________________

3. f(x) = 6x - 1 4. f(x) = 3X2 - 4X – 4

_________________________________ ____________________________

B. Perform the indicated operations.

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If f ( x) = 3x + 7 and g ( x) = , then evaluate the following.
x+4

1. f +g 2. f − g 3. fg

5. ( f  g )(x) 6. (g  f )(x)
f
4.
g

Congratulations for completing the activities this week! I hope that you had fun accomplishing this
module.

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Gen. Vicente Alvarez St., Zamboanga City

Senior High School Department
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Subject Area General Mathematics Teacher Josel P. Jalon, LPT

Grade Level & Strand STEM 11 Consultation Schedule
Week Number 2 Topic Rational and
One-to-one Functions

LEARNING TARGETS
At the end of the week, you are expected to:
a. distinguishes rational function, rational equation, and rational inequality. [M11GM-Ib-1-2]
b. solves rational equations and inequalities [M11GM-Ib-3]
c. finds the domain and range of a rational function. [M11GM-Ib-5]
d. determines the inverse of a one-to-one function.. [M11GM-Id-2]
e. represents an inverse function through its: (a) table of values, and (b) graph.. [M11GM-Id-3]

Lesson
Lesson 1:
2: Rational Functions
One-to-one Functions
I. PRIMING ACTIVITY
Think of 2 words that are related to the terms below.

RATIO FUNCTION

I hope that this simple activity refreshed your knowledge about ratios and last week’s topic. In
this topic, we will talk about the integration of ratios in functions. I hope that you will learn and
enjoy working with the activities I prepared for you.

II. GUIDED INSTRUCTION

A. Concept Digest

The domain of a rational function is the set of all numbers except the x-values that make the denominator
zero. For example, the domain of the rational function
x2 + 7x + 9 p ( x)
f ( x) =
x( x − 2)( x + 5) q ( x)
is the set of real numbers except 0, 2, and -5. In symbol, s.s.x  (0, 2, − 5).

EXAMPLE 1.
3x 2 − 2
(a) The domain of f ( x) = is the set of real numbers x except 5, that is; x | x  (5)or x | x  5
x −5
2
(b) The domain of f ( x) = 2 is the set of real numbers x except  5 , that is; x | x  5
x − 25
x3
(c) The domain of f ( x) = 2 is the set of all real numbers x.
x +4
x2 −1
(d) The domain of f ( x) = is the set of all real numbers x except 1, that is; x | x  1
x −1
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EXAMPLE 2. Classify each as Rational Equation, Rational Function, or Rational Inequality.

3x 2x − 3 6x −1 2x
(a) f ( x ) = (b) = (c) 1
2x + 1 3x + 1 x + 4 x−4

Solution. (a) Rational Function (b) Rational Equation (c) Rational Inequality

EXAMPLE 3. Solve the following equations

5 1 1 1 5 7 x
(a) − = (b) −2= (c) =
x 2 x x 4x x+3 4

Solution.
5 1 1 5 1 1
(a) − =  2 x −  =   2 x multiply both sides by 2x
x 2 x  x 2  x
5 1 1
 2x  − 2x  = 2x  distribution property
x 2 x
 10 − x = 2 simplifying terms
 −x = 2 −10 addition property of equality
 x =8 combining like terms

1 5 1   5 
(b) −2=  4 x − 2  = 4 x  multiply both sides by 4x
x 4x x   4x 
1 5
 4x  − 4x  2 = 4x  distribution property
x 4x
 4 − 8x = 5 simplifying terms
 −8x = 5 − 4 addition property of equality
 −8x = 1 combining like terms
1
x=− multiplication property of equality
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7 x  7   x
(c) =  4( x + 3)  =  4( x + 3) multiply both sides by 4(x+3)
x+3 4  x +3  4 
 4  7 = x( x + 3) combining like terms
 28 = x + 3x
2
distribution property
 x 2 + 3 x − 28 = 0 addition property of equality
 ( x + 7)( x − 4) = 0 zero product property
 x + 7 = 0, x − 4 = 0 addition property of equality
x1 = −7, x2 = 4

INTERVAL and SET NOTATION

An inequality may have infinitely many solutions. The set of all solutions can be expressed using set
notation or interval notation. These notations are presented below.

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2x
EXAMPLE 4. Solve the inequality  1.
x +1
Solution.

B. Checking for Understanding

Solve the following rational equations and inequalities
1 2 6x + 1 3
1. = 2. −2=
x − 1 3x + 4 x 4

3 7x
3. 1 4. 2
2x + 5 3x − 1

C. Productive Collaboration

Hello there! You can work with a partner in answering this challenge question.

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D. Analysis Question
Why is it important to always take into consideration the denominator of a rational function?

E. Synthesis
1. How would you find the domain of a rational function? What is/are the rules to follow when finding
the domain?

2. In solving rational inequalities, what are the rules to remember when finding the solution set?

F. Independent Practice
Solve the following equations and inequalities.

1. Find the solutions for each rational equation below.

2. Find the solution set for each rational inequality below.

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Lesson
Lesson 2:
2: One-to-one
One-to-one Functions
Functions

I. PRIMING ACTIVITY

You are now familiar with the basic concepts of functions and rational inequalities. In this lesson,
you will be learning a different type of function—the one-to-one functions. Have fun learning!

Look at the function given below. What do you observe?

f = ( Anthony, January 20), ( Bert , February 5), (Christian, March12)

The example shown is a function f that relates the three (3) individuals ( x ) and their birthdays ( y ). That
is, Anthony corresponds to January 20, Bert corresponds to February 5, and Christian corresponds to
March 12. Interchanging the order, we have
( January 20, Anthony), (February 5, Bert ), (March12, Christian)
The latter set is called the inverse of a function. In this lesson we will be exploring the concepts of one-to-
one functions and its inverses.

II. GUIDED INSTRUCTION

A. Concept Digest

Inverse of a Function
If the function f is a set of ordered pairs ( x, y ) , then the inverse of f is the set of ordered pairs ( y , x )

EXAMPLE 1. State the inverse of the following functions

1. (−1,7), (0,2), (1,−1), (2,−2), (3,−1), (4,2), (5,7)
2. (−3,9), (−2,4), (−1,1), (0,0), (1,1), (2,4), (3,9)

Solution.
1. By interchanging the ordered pairs, it will result to its inverse.
(7,−1), (2,0), (−1,1), (−2,2), (−1,3), (2,4), (7,5)
2. The inverse of the given function
(9,−3), (4,−2), (1,−1), (0,0), (1,1), (4,2), (9,3)
One – to – one Function

A necessary condition for a function f to have an inverse function is that no two ordered pairs in f have
different x-coordinates and the same y-coordinate. A function that satisfies this condition is called one – to
– one function. The function relating the individual to his/her birthday is a one – to – one function. However,
consider the function g defined by

g = (1,4), (2,3), (−2,4)

Different x
Same y

This function is not one–to–one because the range 4 has two different x–coordinates, 1 and -2. Interchanging
the x-value and y-value produces a relation but not a function.
g = (4,1), (3,2), (4,−2)
Same x
Different y

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EXAMPLE 2. Is the function f ( x) = 2 x − 3 one – to – one?

Solution. To show that f is one – to – one, we show that if f ( a ) = f (b) , then a = b . Clearly, when
substituting 2a − 3 = 2b − 3 and it follows a = b , thus its shows that f is one – to – one.

The Inverse Function

EXAMPLE 3. Find the inverse of f ( x) = 3 x + 1 .

Solution.

EXAMPLE 4. Find the inverse of g ( x) = x 3 − 2 .

Solution.

B. Checking for Understanding

Find the inverse of the following functions. Tell whether the function has its inverse. Write down the
solution and sketch the graph if the function has its inverse.

1. f (x) = 6x − 1 2. f (x ) = x − 2 x − 63 3. f (x ) = x − 27
2 3

C. Productive Collaboration

Think-Pair-Share
Explain the statement, “All one-to-one functions satisfy both vertical and horizontal
line test”.

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D. Analysis Question
What are the restrictions when finding the inverse of the functions? Name a few steps when solving for
the inverse of the functions.

E. Synthesis
Complete the 3-2-1 Chart below:
3 FACTS YOU LEARNED
_______________________________________________________
_______________________________________________________
_______________________________________________________

2 QUESTIONS YOU STILL HAVE

_______________________________________________________
_______________________________________________________

1 REALIZATION YOU HAVE

_______________________________________________________

F. Independent Practice
Find the inverse of the following functions and sketch the graph. If the function has no inverse, then
indicate in the solution that it has no inverse.

2x − 7 8x 3 + 4
1. f ( x ) = 2. f ( x ) = 3. f (x ) = x + 6 x − 18
2

4 9

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Gen. Vicente Alvarez St., Zamboanga City

Senior High School Department
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Subject Area General Mathematics Teacher Josel P. Jalon, LPT

Grade Level & Strand STEM 11 Consultation Schedule
Week Number 3 Topic Exponential Functions

LEARNING TARGETS
At the end of the week, you are expected to:
a. distinguishes between exponential function, exponential equation, and exponential inequality.
[M11GM-Ie-4]
b. solves exponential equations and inequalities. [M11GM-Ie-f-4]
c. solves problems involving exponential functions, equations, and inequalities. [M11GM-Ig-2]

Lesson
Lesson 1:
2: Exponential
One-to-one Functions
Functions
I. PRIMING ACTIVITY

Cheers for making it to the 3rd week. Now, let us take a minute to think about the simple
puzzle I prepared for you. Answers will be revealed in our synchronous class.

Abstract reasoning tests are much alike to inductive reasoning and diagrammatic reasoning tests. It
attempt to measure your lateral thinking and fluid intelligence with the objective of finding the accuracy
and speed in which you can identify and interpret the relationship between a collection of shapes
and patterns.
a. Which figure completes the series?

b. Which figure completes the series?

puzzle from www.assessmentday.co.uk

II. GUIDED INSTRUCTION
A. Concept Digest

Recall that if b = b ; then X = Y while if a = b ; then a = b

X Y x x

EXAMPLE 1.
1. 2 = 8 2 x = 23
x

x = 3
2. x 5 = 32 x 5 = 25

EXAMPLE 2. Classify each of the following as exponential function, exponential equations, or exponential
inequalities
x −1
1. 2 = 32 2. 27 = 81 3. f ( x) = 2 + 5
x x

x −1
4. g ( x) = 4 −3 5. 3  27 6. 2 − 3  2 + 2  0
x 2x x

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Numbers 1 & 2 are called exponential equations while numbers 3 & 4 are called exponential functions and
numbers 5 & 6 are called exponential inequalities.

The function f is defined by f ( x) = b where b  0, b  1

x

The exponent x is any real number , and is defined by any exponential function for each constant b , called
the base. The domain of f is the set of all real numbers, and the range of f is the set of all real numbers.

The Exponential Functions

y
y =b x
y = bx
0  b 1 b 1

x
−x
Comparing the graphs of f ( x) = 2 and f ( x) = 2 with the graphs of f ( x) = b where b  1 and
x x

f ( x) = b x where 0  b  1 look very much the same. Note that in both cases, the x − axis is a horizontal
asymptote for the graphs.

Basic Properties of the Exponential Function f ( x) = b , b  0, b  1.

x

1. The domain of any exponential function is (−, ) .

The range of any exponential function is (0, ) .
2. The graph of f ( x) = b has y - intercept (0, 1). There is no x - intercept.
x

3. If b  1, the graph rises from left to right.

If 0  b  1 , the graph falls from left to right.
4. The x − axis is a horizontal asymptote.
If b  1, the graph approaches the x - axis as x becomes more and more negative.
If 0  b  1 , the graph approaches the x - axis as x becomes more and more positive.
−x
1
EXAMPLE 3. Sketch the graph of f ( x) =  
2
Solution. By plotting points and connecting them, we obtain the graph below.
x y y

-2 0.25
-1 0.5
0 1
1 2
2 4 x

In general, the graph of an exponential function has one of the two shapes, depending on the value of the
base b . By the vertical line test, it is clear that the graph could only have one point of intersection. Thus,
all exponential functions are one – to – one.

EXAMPLE 4. Using the graph of f ( x) = 2 x to plot f ( x) = 2 x − 3

Solution. The function has the form f ( x) − c where f ( x) = 2 and c = 3 . So, the graph of f ( x) = 2
x x

obtained will shift 3 units downward.

y
f ( x) = 2 x

f ( x) = 2 x − 3
x

-3
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EXAMPLE 5. The projected population P of a city is given by P = 100,000e 0.05t where t is the number of
years after 2010. Predict the population for the year 2030.

Solution. The number of years from 2010 to 2030 is 20, so t = 20.

P = 100,000e 0.05t = 100,000e 0.05t  271,828

Laws of Exponents

EXAMPLE 6.

Solution.

Solving Exponential Inequalities

EXAMPLE 7. Find the solution sets of the following inequalities.

1. 3 x  9 2. 5 x −1  125 3. 2 2 x − 3  2 x + 2  0

Solution.
1. 3  9 3 x  32
x

x  2 answer
x −1
2. 5  125 5 x −1  53
x − 1 3
x  4 answer
3. 2 − 3  2 + 2  0 (2 x ) 2 − 3  2 x + 2  0
2x x

Let a = 2 ; a − 3a + 2  0
x 2

(a − 1)( a − 2)  0 ; critical points (1, 2)

a  1 or a  2
2 x  1 or 2 x  2
2 x  2 0 or 2 x  2
x  0 or x  1 answer

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EXAMPLE 8. Solve the equation 9 x 2 = 3x + 3 .

Solution. Both 9 and 3 can be written using 3 as the base.

B. Checking for Understanding

Solve the following exponential equations and inequalities.
2 x −3
1. 3  4 = 24
x
2. 4 = 32 x + 2
x −2
3. 9  27 4. 3 + 3 − 12  0
2 2x x

C. Productive Collaboration

Hello there! You can work with a partner in answering these questions.

In 1910, the population of a city was 120, 000. Since then, the population has increased by 1.5% per year. If the
population continues to grow at this rate, what will the population be in 2010 given the exponential growth
formula y = a(1 + r ) where a is the initial amount and r is the percent of increase expressed as a decimal?
t

1. What is the range of years that you need to consider in this problem?
2. What is the value of t in the formula?
3. What is the value of a in the formula?
4. How do you solve for y?
5. Show your solution.
D. Analysis Question
What is the domain and range of the exponential function? What is the rule in listing down the range of
an exponential function?

E. Synthesis
Complete the 3-2-1 Chart below:
3 FACTS YOU LEARNED
_______________________________________________________
_______________________________________________________
_______________________________________________________
2 QUESTIONS YOU STILL HAVE
_______________________________________________________
_______________________________________________________
1 REALIZATION YOU HAVE
_______________________________________________________

F. Independent Practice
A. Solve the following exponential equations and inequalities
x+2
1. 6 = 1296 2. 81 = 9
2x x

3. 8  1024 4. 4 − 15  4  16
2x 2x x

B. Draw the graph of the functions

x+2
1. f ( x) = 3 − 1 2. g ( x) = 5
x

Congratulations for completing the activities this quarter! I hope that you have learned something that
is essential in our everyday lives. See you after midterms!
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References:

Chua, et al. 2018. Soarning 21st Century Mathematics. General Mathematics. Phoenix Publishing House INC. 927 Quezon
Avenue, Quezon City

Verzosa, S. (2021, August 1) TEACHING GUIDE FOR SENIOR HIGH SCHOOL General Mathematics.
https://www.teacherph.com/general-mathematics-senior-high-school-shs-teaching-guide/

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