Diocese of Bayombong Educational System (DBES)

Saint Louis School of Solano, Inc.

Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS
Subject Teacher_______________________

Name of Student: __________________________ Year and Sec. ______________________

Week Number: 1 Inclusive Dates: _____________________

Content Standard The learner demonstrates understanding of key concepts functions

Performance Standard The learner is able to accurately construct mathematical models to represent
real-life situations using functions
Most Essential The learner…
Learning - Represents real-life situations using functions, including piece-wise
Competencies functions
(MELCs) - Evaluates functions
- Perform addition, subtraction, multiplication, and division of
functions
- Determines composite function of the given function
- Solves problems involving functions
21st Century Skill Critical thinking skill
Core Values Patience and perseverance, nationalism

MODULE 1: FUNCTIONS

Week 1 Most Essential Learning Competencies (MELCs) Remarks Activity Score

Day 1  Define relation, domain range of a function
Day 2  Evaluate the given function

Day 3  Performs the four fundamental operations on

functions
Day 4  Solves problems involving functions
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp 1-52
General Mathematics by Chan, et. Al pp 2-27
General Mathematics by Durwin C. santos, et al pp1-14

Day 1: Representation of Function

ENTRY CARD
Directions: Determine whether or not each relation is a function. Put a check ( ) on the space
that corresponds your answer.
RELATION Function Not a Function
1. {(1,2),(2,5), (3,10),(4,17)
Input Output
1 2
2 4
3 6
2.
3. x2 + y2 – 4 = 0

1
 4. y

5.

Definition:
A relation is a set of ordered pairs.
The domain (set of x values) of a relation is the set of first coordinates.
The range (set of y values) is the set of second coordinates
The list and set of ordered pairs below show the same relation. Each letter is paired with a number.
Letter Number
I 4
L 5
O 6
V 8
E 3
M 6
A 2
T 8
H 4
{(I, 4), (L, 5), (O, 6), (V, 8), (E, 3), (M, 6), (A, 2), (T, 8), (H, 4)}

The DOMAIN is {I, L, O, V, E, M, A, T, H} and the RANGE is {2, 3, 4, 6, 8}.Note that for each letter
there corresponds exactly one number. This is a special kind of relation called function
Definition
Function
- is a relation in which each element of the domain corresponds to exactly one element of the
range.
- A type of relation between two sets of elements in which for each element in the first set,
there corresponds one and only one element in the second set
- A special type of input-output relation that expresses how one quantity depends on another
quantity. It is a rule that assigns to each input quantity one and only one output quantity
o The members of the domain can be called inputs and the member of the range can be
called outputs. Arrows can be used to describe correspondence in the function.

Domain Range
I 2

2
 L 3
O 4
V 5
E 6
M 8
A
T
H

{(I, 4), (L, 5), (V, 8), (E, 3), (M, 6), (A, 2), (T, 8), (H, 4)}
The given relation is a function, since each element in the domain {I, L, O, V, E, M, A, T, H} is
assigned to one element in the range. Even though the range element 4 is assigned to two elements of the
domain, I and H, it is still a function since each element of the domain is assigned to only one element of
the range.
On the other hand, relation H and I below are not functions. Relation H, the number 23 is assigned to
two letters, C and A. In relation I, 3 is assigned to two letters, F and E, and 2 is assigned to two letters, B
and A

Relation H Relation I
Domain Range Domain Range
4 G 4 I
3 E 3 F
8 T 8 U
2 C 2 B
5 A 5 A
K K
E
Go back to the entry card, item no.1 each element in the domain {1, 2, 3, 4}, is assigned to no more than
one value in the range; 1 is assigned only to 2; 2 is assigned only to 5; 3 is assigned only to 10; and 4 is
assigned only to 17. Therefore, it is a function
In item no.2, each input value matches to only one output value. So, this relationship is a function. The
domain is {1, 2, 3}, and the range is {2, 4, 6}
 If we are given a set of ordered pairs, we can easily determine whether the relation is a function
or not by simply looking if each first element is used only once in the given set.

Characteristics of a function
1. Each Element of the domain X must be matched with exactly one element in range Y.
2. Some elements in Y may not be matched with any element in X
3. Two or more elements in X may be matched with the same element in Y.

Representing a Function
Functions may be represented or described in…
1. Set of ordered pairs; example; The function in entry card no.1
2. Using a table of values. Example; entry card no. 2
3. Using a graph; Example; Entry Card no. 4
4. Using rule or correspondence, Example: f: x→x2 +1; x = 1,2,3,4
Notice that the set of ordered pairs of numbers, the mapping diagram, the table of values, and the
graph clearly show that each value of y is obtained by adding 1 to square of x. Hence, this rule or
correspondence, expressed in words for the said relation.
5. Equation, a written rule; Example: y = x2+1

In Entry Card no.3, when the equation is solved for y, we have…

x2 + y2- 4 = 0
x2 + y2 = 4 (adding both sides of the equation by 4)
y = 4- x
2 2
(subtract x2 from both sides of the equation/ transpose x2)
y = ± √ (4−x )2
(apply square root method)

3
  The symbol± in the last equation shows that for all values of x between -2 and 2, there are two
values for y. for example; if x=1, then y = ±√ (4−12) = ±√ 3. Hence, the equation does not define
y as a function of x.
 Note:
When finding the domain and range of a function involving:
1. A radical with an even index: Radicand must be no-negative. Hence, the radicand must be
greater than or equal to zero.
2. A fraction: denominator must not be equal to zero.
* Not every graph in the x-y plane represents a function. The vertical line test is the simplest way of
determining whether or not a graph represents a function.
Vertical Line test
A graph represents a function if and only if no vertical line intersects the graph in
more than one point
Using the vertical line test in Entry card no.4, we have….

Since the vertical line intersects the graph in one and only one
point, does y is a function of x

Like wise in Entry Card no.5, we have…

The vertical line intersects the graph at two points, thus y is not a
function of x. Two values of y correspond to a value of x.

Types of Functions:
1. Polynomial Function
- It is defined by the equation f(x) = anxn + an-1xn-1 + an-2xn-2+…+ a1x + a0, where n is a non-
negative integer and a0, a1, … an are real numbers.
- The symbol f(x) is read as “the function of x”
Kinds of Polynomial Function:
a. Linear function
o defined by f(x) =mx + b, a polynomial in the first degree whose graph is a line
b. Quadratic function
o A polynomial function defined by f(x) = ax2 + bx + c, also known as a polynomial
function in the second degree whose graph is a parabola

a) b)

Graph a represents a linear function, and graph b represents a quadratic function

2. Constant function

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 - Is a special polynomial function and defined by the equation bf(x) =c, where c . In this
function, each x value corresponds to one and only one y value. The graph of which is a
horizontal line

3. Rational Function:
g(x )
- it is defined by the equation f ( x )= wherein g(x) and h(x) are both polynomial functions.
h(x)
x +2
The function f ( x )= is an example of a rational function
x−2

4. Radical function
- It is defined by the equation f ( x )= √n g(x ) wherein g(x) is a polynomial function and n is a
non-negative integer greater than 1. The equation f ( x )= √2 x+ 4 is an example of a radical
function

5. Exponential Function
- it is defined by the equation f ( x )=ax , where a≥ 0∧a ≠1. The relation f(x) = 2x is an example of
a exponential function

6. Logarithmic function
- It is an inverse of an exponential function and is defined bythe equation f ( x )=log a x , where a
≥ 0 and a ≠ 1. The function f ( x )=log 2 x is an example of a logarithmic function

7. Piecewise- Defined Function

5
 - A piecewise - defined function is a function whose definitions involve more than one
formula. An absolute value function is an example of a piecewise-defined function
- Consider the function f ( x )=| x|. This function can be defined using the definition of absolute
value

-x if x < 0
f ( x )=| x|=
x if x ≥0

graph of f(x) = /x/

The symbol f(x) can be replaced by “y”. example, the function f(x) = /x/ can be written as y = /x/

Exercises:
A. Determine whether the given equations can be considered as function or not. If it is a function,
classify the type of function.
1. y2 = x+2
2. √ x+ y = 10
1
3. y=
√x
4. y=x 3−2 x−5
5. y=|1−x 2|
6. 2x-y = 3x-y
7. 3y-5x=-2y-5x
8. x=( y +2)2
9. 2 x=| y−1|
10. y−3=2 y−4 x
B. Identify whether the given graph represents a function or not.
1. 3.

2. 4.

5. 6.

Day 2. Evaluation of Functions

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 With the prior knowledge of what the graph of a function looks like, one way to sketch
the graph of a function is to determine a set of few points satisfying the function. This process is called
evaluation of function

Examples
Evaluate the following
1. f ( x )=2 x−1; x= -2, -1, 0, 1, 2
Solution:
a. Substitute the given values of x to the given function then solve for f(x) =y
a.1. x=-2
f(-2) = 2(-2)-1 = -5
a.2. x=-1
f(-1) = 2(-1)-1 = -3
a.3. x = 0
f(0) = 2(0)-1 = -1
a.4. x = 1
f(1) = 2(1)-1 = 1
a.5. x = 2
f(2) = 2(2) -1 = 3
b. Put the values in a table called table of values
x -2 -1 0 1 2
f(x) = y -5 -3 -1 1 3

2. f ( x )=x 2−4 ; x={1, 3 , 5}

a. Substitute the values of x to the equation then solve for f(x) = y
x=1: f ( 1 ) =12−4 = -3, the first ordered pair is (1, -3)
x=3: f ( 3 )=32−4=5, the second ordered pair is (3, 5)
x=5: f ( 5 )=52−4=21, the third ordered pair is (5, 21)
b. Put the coordinates or ordered pairs in the table of values

x 1 3 5
f(x) = y -3 5 21
8
3. g ( x )= ; x ={-4, -2, 2}
x +2
a. Substitute the values of x to the equation and solve for g(x)
8
x= -4: g ( x )= =−4 , the coordinates of the point: (-4, -4)
−4+ 2
8 8
x = -2: g ( x )= = ,since the denominator is 0, the function is not defined when
−2+ 2 0
x =-2. Hence, -2 is not in the domain of g(x)
8
x = 2: g ( x )= =2, the coordinates of the point: (2,2)
2+2
4. h ( x )=√ 4 x −8, x = {1, 2, 3}
h ( 1 )= √ 4 ( 1 )−8 = √ 4−8=√ −4 not a real number ,
 since the radicand is negative, the function is not defined when x = 1. Hence, 1 is not in
the domain of h(x)
h ( 2 )= √ 4 ( 2 )−8=√ 8−8 = √ 0 = 0
Coordinates of the point: (2,0)
h ( 3 )= √ 4 ( 3 )−8= √ 12−8=√ 4 = 2
Coordinates of the point: (3,2)
5. If f(x) = x+8, evaluate each
a. f(4) b. f(-2) c. f(-x) d. f(x+3)
Solutions:
a. f(4) = 4+8 = 12 c. f(-x) = -x+8
b. f(-2) = -2+8 = 6 d. f(x+3) = (x+3)+8 = x+11

x2+2, if x<0 and

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 6. If f ( x )=¿
5x+2, if x ≥ 0,
find
a. f(-4) b. f(3)
Solutions:
a. f(-4) = since -4 is less than 0, then use the first line of the function, thus
f(-4) = (-4)2 +2 = 16+2 = 18
b. f(3) = since 3 > 0, then we use the second line of the function, thus
f(3) = 5(3)+2 = 9+2 = 11
7. To sell more T-shirts, the class needs to charge a lower price as indicated in the table:
Target No. Of Shirt Price per T-shirt
Sales
500 P540
900 P460
1300 P380
1700 P300
2100 P220
2500 P140
What must be the price of the t-shirt for the first 3 entries if the price function is given by:
p(x) = 640- 0.2x?

Solutions:
The given table is shown below
Target No. of Shirt Sales 500 900 1300 1700 2100 2500
Price per Shirt P540 P46 P380 P300 P220 P140
0
This means we have to find p(500), p(900), and p(1300)
For p(500) : 640-0.2(500) =640- 100 = 540
The price of the shirt is P540.00
Note: This is the same price indicated in the table.
For p(900): 640 -0.2(900) = 640- 180 = 460
The price of the shirt is P460.00
Note: This is the same price indicated in the table
For p(1300) = 640 -0.2(1300) = 640- 260 = 380
The price of the T-shirt is P380.00
Note: This is the same price indicated in the table

Since the same price as indicated in the table, this shows that the price function;
p(x) = 640-0.2x fits each data point in the given table
Even and Odd Functions
Definition: The function f is an even function if and only if
f(-x) = f(x) for all x in the domain of f
The right-hand side of the equation of an even function does not change even
if x is replaced with -x
The function f is an odd function if and only if
f(-x) = -f(x), for all x in the domain of f
Every term in the right-hand side of the equation of an odd function changes
sign if x is replaced by -x
Examples: Identify each function as even or odd
a. f(x) x5 b. g(x) =3x4-2x2

Solution:
a. f(x) = x5
f(-x) = (-x)5 = (-x)(-x)(-x)(-x)(-x) = -x5
There is only one term on the right side of the equation f(x) = x5, the term
changed sign when x was replaced by -x. since f(-x) = -f(x) , f is an odd function
b. g(x) =3x4 – 2x2
g(-x) = 3(-x)4 -2(-x)2 = 3(-x)(-x)(-x)(-x)- 2(-x)(-x) = 3x4-2x2

8
 since the right-hand side of the equation did not change when x was replaced by -
x. Since g(-x) = g(x), g is an even function.

Exercises:
A. Evaluate each function at the indicated values of the independent variable and simplify the
result.
1. f(x) =9-6x a. f(-1) b. f(1) c. f(-3+x)
2. g(x) = x2 -4x a. g(2) b. g(a+b) c. g(2-x)
3. h ( x )=2
x
a. h(3) b. h(5) c. h
1
2 ()
2
3 x +4
4. f ( x )= a. f(2) b f(-3) c. f(0)
x
| x|
5. g ( x )= a. g(-3) b.g(1/2) c. g(a-1)
x
B. Determine whether or not each function is even, odd or neither
1. f(x) = x3-1
2. f(x) = x2-x
3. g(x) = 2x6+4x2
4. g(x) = 3x2 -x4 +1
5. h(x) = 3x3-4x2
Day 3: Operation of Function
Recall: Operations involving Polynomials
Examples:
Perform the indicated operation
1. (3x+4)+(7x-8) = (3x+7x) +(4+(-8))
=10x – 4
2. (5x+4)-(7x+2) = (5x+4)+(-7x-2)
= (5x-7x) +(4-2)
= -2x + 2
The rules may also be applied to functions;
For any real number a and b, then
(f +g)(x) = f(x)+g(x)
(f-g)(x) = f(x)-g(x)
For their respective domain, we have;
 Domain of (f+g)(x) = {x/x is an element of domain of f and domain of g}
 Domain of (f-g)(x) = {x/x is an element of domain of f and domain of g}
Examples:
1. Given that f(x)= 4x3+x-5 and g(x) = √ x , find
a. (f+g)(x) b. (f -g)(x)
Solutions:
a. (f+g)(x) = (4x3+x-5) + √ x ; since there are no similar terms, then the sum could be written on
as it is.
b. (f-g)(x) = (4x3+x-5) - √ x ; since there are no similar terms, then the final answer could be left
as it is.
Domain of f ={x/x is a real number}, domain of g ={x/x is a real number, x≥0}
Domain of (f+g) = {x/x is a real number, x≥0}
Domain of (f-g) ={x/x is a real number, x≥0}
2. Let f(x) = x2 +x+1 and g(x) = 3x-2, find
a. (f+g)(x) b. (f-g)(x) c.(g-f)(x)
Solutions:
a. (f+g)(x) = (x2+x+1) + (3x-2)
= x2+(x+3x) +(1-2) Combining similar terms
= x +4x -2
2
Simplify
b. (f-g)(x) = (x2+x+1)-(3x-2)
= (x2+x+1) +(-3x+2) Add the negative of the subtrahend
= x -2x +3
2
simplify
c. (g-f)(x) = (3x-2)-(x2+x+1)
= (3x -2)+(-x2-x-1) Add the negative of the subtrahend
= (3x+(-x))+(-x2)+ (-2+-1) Combine similar terms

9
 = 2x -x2 -3 Simplify
= -x +2x-3
2
arrange term in descending power
Dom(f+g) = {x/x is a real number}
Dom(f-g) = {x/x is a real number}
Dom (g-f) = {x/x is a real number}

Multiplication, division, and composition of functions

Recall: Multiplication and division of Polynomials
When multiplying polynomials, you will often use the following laws of exponents;

Examples:
1. Simplify the following using the Laws of Exponents
a. (x2y3)(x4y5) = (x2.x4)(y3.y5) = x2+4. y3+5 = x6y8
b. (m ) m
3 2 7
= (m3x2 . m7 = m6.m7 =m6+7 = m13
2. 5x(x+4)
to find the product of 5x and x+4, multiply each term of the polynomial (x+4) by the
monomial 5x
= 5x(x) +5x(4) = 5x2 +20x
3. Multiply (x+3) by (x+5)
To multiply binomial by another binomial, apply the FOIL method.
(a+b)(c+d) = ac+ad+bc+bd, thus
(x+3)(x+5) = (x)(x) +(x)(5)+(3)(x) +(3)(5) FOIL
=x2 +5x +3x +15 Laws of Exponent
= x2 +8x + 15 Combine similar terms
4. (x+y)2 In simplifying such expression, apply the square of a binomial
X2 +2xy +y2
 The square of a binomial is the square of the first term plus (or minus) twice the
product of the first and second terms plus the square of the last term.
(x-y)2 = x2-2xy+y2
5. (x+y)3 In simplifying such expression, apply the cube of binomial
 The cube of a binomial is the cube of the first term plus(or minus) three times the
product of the square of the first term and td second term plus 3 times the product
of the square of the last term and the first term plus (or minus) the
cube of the last term, that is,
(x+y)3 = x3+3x2y+3xy2 +y3
(x-y)3 =x3-3x2y+3xy2-y3
6. (x-y)(x+y)
 To simplify such expression, simply apply the sum and difference of a binomial,
that is equal to the difference of the squares of the first term and the second term
(x+y)(x-y) = x - y2
2

Division Law of exponents

am m−n
1. n =a
a
2. ¿
3. ¿
4. a 0=1 (zero exponent)
−n 1
5. a = n (negative exponent)
a
Examples.
1. If f(x) = x2 +x+1 and g(x) = 3x-2, find
a. (f.g)(x) b. (f/g)(x) c.(fog)(x)
f (x )
Note: (f.g)(x) = f(g) .g(x), (f/g)(x) = , x ≠0 ,∧( fog ) ( x )=f (g ( x ) )
g ( x)
Domain of (f.g) =dom(f.g) = {x/x is an element of domain of f and domain of g}
Domain of (f/g) =dom(f/g) ={ x/x is an element domain of f and domain of g, g(x)≠ 0

Solutions
a. (f.g)(x) = (x2+x+1)(3x-2)
=3x3+3x2+3x-2x2-2x-2
= 3x3+x2+x-2

10
 Domain: {x/x is a real number}
b. () f ( ) x 2 + x +1
g
x=
3 x−2
Domain: {x/x is a real number, x≠ 0}
c. (fog)(x)= f(g(x))
= f(3x-2)
= (3x-2)2+(3x-2)+1
=9x2-12x+4+3x-2+1
=9x2-9x +3
Domain: {x/x is a real number}
2. If f(x) = 3x+1 and g(x) = x2-3, then find,
a. (f.g)(x) b. (f/g)(x) c. (fog)(x)
SOLUTIONS:
a. (f.g)(x) = f(x) . g(x)
= (3x+1)(x2-3)
= 3x3-3x+x2-3 FOIL
= 3x3+x2-3x-3 Arrange terms in descending power
Domain: {x/x is a real number}
b. ()f
g
3 x +1
( x )= 2
x −3
Domain={x/x is a real number}

c. (fog)(x) = f(g(x)
= f(x2-3)
= 3(x2-3)+1 = 3x2-8
Domain: {x/x is a real number}

Activity.
A. Perform the indicated operation
1. Given f(x) = 3x-2 and g(x) =x2+2x-3, find
a. (f+g)(x) b. (f-g)(x) c. (f.g)(x) d. ( fg ) ( x )
2. Given: f(x)= 4x-5 and g(x) = x2+4, find
a. (fog)(x) b. (gof)(x)
5
3. The function C(x) = ( x−32 ) , converts temperatures from x degrees in Fahrenheit into y degree
9
in Celsius. Complete the table below.
x=Degrees Fahrenheit -4 32 95 212
C(x) = degrees Celsius
B. Determine whether or not each statement is TRUE or FALSE
1. If f(x) = x-3 and g(x) = x+4, then (f-g)(x) = -7
2. If f(x) = x+6 and g(x) = 3x, then ()f
g
( 3 )=1

3. If f(x)= 4x-12, and g(x) = x-3, then (f+g)(2) = 5

4. If f(x) = x+3, and g(x) =4x then (f.g)(2) = 40
5. If f(x) = 3x+2, and g(x) = 4x-1, then (f-g)(-3) = 0

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 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS
Subject Teacher_____________________

Name of Student: __________________________ Year and Sec: ______ _______________

Week Number : 2 Inclusive Dates: ____________________

Content Standard The learner demonstrates understanding of key concepts of rational functions
Performance Standard The learner is able to accurately formulate and solve real-life problems
involving rational functions
Most Essential The learner…
Learning  Represents real-life situations using rational functions
Competencies  Distinguishes rational function, rational equation, and rational
(MELCs) inequality
 Solves rational equations and inequalities
 Represents a rational function through its: (a) table of values, (b)
graph, and (c) equation
 Finds the domain and range of a rational function
21st Century Skills Critical Thinking
Core Values Patience and Perseverance

MODULE 2: Rational Functions

Week 2 Most Essential Learning Competencies (MELCs) Remarks Activity Score

Day 1  Solves real-life problem involving functions
Day 2  Solves rational equations and inequalities
Day 3  Solves problems involving functions
Day 4  Finds the domain and range of a rational
function
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp 53-106
General Mathematics by Chan, et. Al pp 15-32
General Mathematics by Durwin C. santos, et al pp40-71
Day 1: Intro to Rational Function:
Activity
Carlos lives about 20 km from office. For 1 week, Carlos keeps track of the time it takes
him to get to the office as shown in the given table. He wanted to figure out his average
speed based on the time he recorded. Can you help Carlos?

Carlos’ trip to the office

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 Day Time Speed (kph)
Monday 0.5 40kph
Tuesday 0.6 33.33 kph
Wednesday 0.75 26.67 kph
Thursday 0.7 28.57 kph
Friday 1 20 kph
Any day n 20/n kph
a. Write a formula relating speed, time, and distance
The product of speed and time represent distance. If r is the speed, t is the time, and d is the
distance, then
r.t = d
d
r=
t
d
t=
r
b. Use the formula in (a) to determine Carlos’ average speed each day. Record the result in the
table
20
Since Carlos is 20 km from the office then we can write the function, r = ;
t
Thus,
20
Monday: r = =40 kph
0.5
Tuesday: r = 20/0.6 = 33.33 kph
Wednesday: r = 20/0.75 = 26.67 kph
Thursday : r = 20/ 0.7 = 28.57 kph
Friday: r = 20/ 1 = 20 kph
At any day: r = 20/n
20
The function r = is an example of rational function because we are dividing a constant
t
function y=20 by the linear function y = t.
Because, dividing zero is not allowed, makes the result undefined, then the domain of the
20
function r = is any real number except zero. However, in this particular situation (Carlos’
t
time to drive to the office), the input can neither be negative. Hence, the graph of the function
described by the activity should be limited to the first quadrant only, since there is no negative
time.

In general; the domain of any rational function is the set of all real numbers except those
that will make the denominator 0.

Definition:
A rational function can be written in the form
h( x )
f ( x )= ;where h ( x ) andg ( x ) are polynomials∧¿
g(x)
g ( x ) is not the zero polynomial
h( x )
The Domain of a rational function f ( x )=
g(x)
is all values of x that will not make h ( x )=0
Note: The range of a rational function is sometimes easier to find by first finding the
inverse of the function and determining its domain. If this does not work, the best way is
to graph the rational function. To do that, locate all asymptotes
Examples
The following are examples of Rational Functions
2 2
( ) 1 ( ) x ( ) x +1 ( ) 3 x −5 x−2
f x = ,g x = 2 ,h x = ,∧i x = 2
x x −9 x −1 3 x +7 x +2
The form of the function:
f is a constant divided by a linear function
g is a linear function divided by a quadratic function
h is a quadratic function divided by a linear function
i is a quadratic function divided by another quadratic function
13
 Notice that the domain of most rational functions of y includes all real numbers except x values
that make the denominator zero. In order to get the values of x to exclude from the
domain, set the denominator equal to zero and solve for x.

The following are not rational function

f ( x )=
√ x , g ( x )=
x +1
x +1
1
1+ x −4 x2
2
,∧h ( x )=
√ x+1
x−2

Reasons:
 The numerator of f is not a polynomial a radical
 The denominator of g is not also a polynomial, because fractions are not allowed as
exponents
 In h, although the radicand is a rational function, the square root prevents h to be a
rational function

Exercises:
Identify which of the following are rational functions, defend your answers
2+ x
a. f ( x )=
x +1
2
x −4 x−5
b. g ( x )=
x +3
√ x +2
c. h ( x )= 2
x −4
1
2
d. i ( x )= 2+ x −3 x
x 2 +2 x+1

Day 2. Rational Equation

In this lesson, we are going to solve equations involving rational expressions.

Steps in Solving Rational Equations

1. Find the least common Denominator (LCD). The LCD is the least common multiple (LCM)
of the denominator
2. Multiply both sides of the equation by the LCD
3. Solve the equation
4. Check the solution

Examples.
Solve the following equations:
1. 2x +4 = 0
2. x 2−9=0
3 x −9
3. =0
x+4
SOLUTIONS
1. 2x +4 = 0 is a linear equation. It means that there is at most one solution to the equation. In
solving such equation, we simply apply the needed property of equations.
2x + 4 =0
2x = -4 Addition Property of Equality (Adding both sides by -4)
x = -2 Division Property of Equality (Dividing both sides by 2)
Therefore, the solution to the given linear equation is -2.
2. x 2−9=0 is a quadratic equation since the degree of the equation is 2. It means that there are
at most two solutions to the equation. To solve such equation, we can apply either using
quadratic formula or by factoring method whenever applicable.
2
x −9=0 the first and second terms are both perfect squares so we can use factoring
(x+3)(x-3) factoring

14
 x+3 = 0 x-3 =0 equate each factor to 0
x = -3 x=3 Addition Property of equality
Therefore, the solution to the given quadratic equation are -3 and 3
3 x −9
3. =0 , it is a rational equation. In this equation, the number of solutions depends on its
x+4
numerator and denominator, we have to determine first the restriction in the denominator.
Since the equation is already equated to 0, the numerator must be equal to 0, but the
denominator should not be equal to 0.
3 x −9
=0
x+4
Denominator: x+4 ≠0
x ≠ -4
Numerator : 3x-9 = 0
3x = 9
x=3
Therefore, the solution to the given rational equation is 3.
The result obtained from solving a rational equation may not always satisfy the original equation
since there is a restriction in the denominator. In such case, we call the solution an
extraneous solution. It is always important to check whether the solution is true solution or
extraneous solution

Examples. Solve each rational equation:

2
x −16
1. =0
4−x

Solution
To solve the equation, determine the restriction in the denominator, then determine the solution/s
of the equation when the numerator is equated to 0.
Denominator: 4-x ≠ 0
-x ≠−4
x ≠4
2
Numerator: x −16=0
(x+4)(x-4) factoring
x+4 = 0 x-4 = 0 equate both factors to 0
x = -4 x = 4 APE
Therefore, the solution to the given rational equation is -4, since 4 is an extraneous root.
2 3
2. + =0
x x +1
Solution:
Since there are two terms in the given equation, we have to combine these terms first to form one
fraction
2 3
+ =0
x x +1
2 ( x +1 ) +3 x
multiply the fraction by x(x+1) LCD
x (x +1)
2 x +2+3 x
=0 distribute 2 in 2(x+1)
x ( x +1)
5 x +2
=0 Combine similar terms
x( x +1)
Denominator: x(x+1) ≠ 0
x ≠ 0 x+1 ≠ 0 , x ≠−1
Numerator 5x +2 = 0
5x = -2 APE
−2
x=
5
−2
Therefore, the solution to the given equation is
5
2
3. 2 =1, in this equation, we have to equate it to 0
x +3 x +2

15
 2
2
−1=0
x +3 x +2
2−( x2 +3 x+ 2)
2
=0 LCD
x +3 x +2
−x 2−3 x
=0 combining similar terms in the numerator, the factoring in the
( x +1)(x +2)
denominator
Denominator: (x+1) ≠ 0 ,∧x +2 ≠ 0
x≠−1 and x ≠−2
2
Numerator: −x −3 x=0
-x(x+3) =0
-x =0 x+3 = 0
x=0 x = -3
Therefore, the solutions to the equation are 0, and -3.
5
4. =0
x−3

Notice that the numerator is constant so there is no way that the numerator will be equal to 0, in
this case the equation has no solution.

RATIONAL INEQUALITIES

Solving Rational Inequalities

Rational Inequality composes of rational expressions combined with a ≤ , ≥,< ,∨¿ sign
Examples of Rational inequalities
1 x+ 2 1 2 ,∧5
≤7 , ≤ 0, + 2 >1 2 ≥0
x x−3 2 x x −4 x−5

Rules in solving Rational Inequality

1. Write the inequality with a single rational expression on the left-hand side of the
inequality and zero on the right-hand side of the inequality.
2. Determine the meaningful numbers by setting the numerator equal to zero and
setting the denominator equal to zero
3. Use the meaningful numbers to separate the number line into intervals
4. Test for the meaningful numbers if they make the inequality true or false. If
true, then they are part of the solution. If false, then they are not part of the
solution.
- Get the values in each interval and substitute these into the inequality
- If the test value makes the inequality true, then the entire interval is a
solution to the inequality.
- If the test value makes the inequality false, then the entire interval is not a
solution to the inequality.
5. Express the answer in interval notation.

Examples.
x+ 2
1. Solve ≤0
x−3
SOLUTION:
x+ 2
a. ≤0
x−3
b. Numerator: x+2 = 0
x = -2
−2+2
Test -2 : =0≤ 0 , true , Thus−2 is a solution
−2−3
Denominator: x-3 = 0
x=3
3+2 6
Test 3: = isundefined , False , thus3 is not a solution
3−3 0
c. Separate number line into intervals using -2, and 3

16
 d. Get test values for A, B, and C
For A, test -3
−3+2
=0
−3−3
−1
=0
−6
1
=0 , false
6
thus A ,is not a solution
For B: test 1:

1+2
=0
1−3
3
=0 , False , thus B is nota solution
−2
4 +2
For C ,Test 4 : =0 , 6=0 , False, thus Cis not a solution
4−3
e. {-2}U(-2,3)= [-2,3)
2 x−5
2. ≤3
x−5
2 x−5
Step1. −3≤ 0
x−5
2 x−5−3( x−5)
≤0
x−5
2 x−5−3 x+ 15
≤0
x−5
−x+10
≤0
x −5
Step 2.
Numerator : -x +10 = 0
-x = -10
x = 10
2(10)−5
Test x=10 ≤3
10−5
20−5
≤3
5
15
≤3
3
3 ≤ 3, true, thus 10 is a solution
Denominator: x-5 = 0
x=5
Test x=5:
−5+10
≤0
5−5
5
≤ 0 , Undefined ,thus , 5 isnot a solution
0
Step 3.

Step 4.
For A, Test x = 4

17
 2 x−5
≤3
x−5
2 ( 4 ) −5 3
≤ 3= ≤ 3 ,True , thus 4 A is a solution
4−5 −1
For B, Test x = 6
2 ( 6 )−5
≤ 3 , 8 ≤3 , False ,Therefore B isnot a solution
6−5
For C, test x = 11
2 ( 11 )−5 17
≤ 3 , ≤ 3, True, thus C is a solution
11−5 6
Step 5. {10}U(- ∞ , 5) U (10, ∞ ¿= (−∞ ,5 ) U ¿

Zeros of Rational functions

N
In the fraction , D must not be equal ¿ 0 since divisionby zerois not allowed . However, in the same
D
N
fraction , if N=0∧D ≠ 0 ,then the fraction
D
is equal ¿ zero (0)

In general, when dealing with rational functions, whatever value of x that will make the numerator
zero without simultaneously making the denominator equal to zero will be a zero of the said rational
function

Finding zeros of rational functions

1. Factor the numerator and the denominator of the rational function f if possible
2. Identify the restrictions of the rational function.
3. Identify the values of the independent variable that make the numerator equal
to zero
4. The zeros of the rational function f are the values of the independent variable
that make the numerator zero but are not restrictions of the rational function f

Exercises
Identify the a) intercepts, b) zeros, and asymptotes of the following functions
2x
1. f ( x )=
x−3

x −4
2. g ( x )= 2
x

2
x +4
3. h ( x )=
4−x 2

3
x +2
4. f ( x )=
x−1

18
 5
5. g ( x )= 2
x +1

Day 3: Solving Problems involving Rational functions

There are problems that we apply the concepts of rational function.
Examples
1. Find two consecutive integers such that the sum of one-third of the first atone-fourth of the
second is 9.
Solution:
Let n – the first integer
n+1 – the second integer
1 1
Equation: n+ ( n+ 1 )=9
3 4
n n 1
+ + =9
3 4 4

12 ( n3 + n4 + 14 )=12 ( 9) multiply both side of the equation by the LCD

4n +3n+3 = 108 Distributive Property
7n +3 =108 Combining similar terms
7n = 108-3 APE
7n = 105
n = 15 The first integer
n+1 = 15+1 =16 the second integer
therefore, the two integers are 15 and 16.
2. The denominator of a fraction is 2 more than the numerator. If 1 is subtracted from both
numerator and denominator, the resulting fraction has a value of ½. Find the original fraction.
Solution:
Let x -be the denominator
x+2 – numerator, and
x
– original fraction
x+2
Equation; 1 is subtracted from both numerator and denominator
x−1 1
=
x+2−1 2
x−1 1
=
x+ 1 2
2 ( x+1 )
x−1
( )
x +1
=2 ( x +1 )
1
2() Multiply both sides by the LCD
2(x-1) = x+1 Distributive Property
2x-2 = x+1
2x-x = 1+2 APE
x=3
x 3 3
the original fraction is = =
x+2 3+2 5
3. An express train travels 150 km in the same time that a freight train travels 100km. if the express
train goes 20 km per hour faster than the freight train, find the rate of each train.
Solution:
Let r – rate of the freight train
r+20- express train
to help us visualize the problem, we need to construct a table
d r t
Freight Train 100 r 100
r
Express train 150 r+20 150
r +20

Equation: Both trains travel at the same time, so

100 150
=
r r + 20
100 ( r +20 )=r ( 150 ) Cross multiply

19
 100r +2000 = 150r Distributive property
100r-150r = -2000 Transposition
-50r = -2000
r = 40 Divide both side by -50
r+20 = 40+20 = 60 rate of the Express train
Therefore, the rate of the freight train is 40kph, while the Express train is 60kph
4. A large pipe can empty a pool in 6 hours and a small pipe can empty the same pool in9 hours.
How long will it take for both pipes to empty the pool?
Solution:
Let t- number of hours for both pipes to empty the pool

Construct a table
Part of the pool emptied in (Time) Part of the pool emptied by
an hour t each pipe
Large pipe 1 t 1
t
6 6
Small pipe 1 t 1
t
9 9

Equation: they work together

( work done by the large pipe )+ ( workdone by thesmall pipe ) =1
t t
+ =1
6 9
18 () ()
t
6
+ 18
t
9
=18(1) Multiply both sides by the LCD
3 t+ 2t=18
5t = 18 Combine similar terms
18 3
t = ∨3 Divide both sides by 5
5 5

3
Therefore, the pool will be emptied by the two pipes in 3 hours (3 hours and 36 mins)
5

Exercises:
Solve the following problems completely
1. Chelle can finish a certain job in 10 days. Flor can finish the same job in 14 days. If they will
work together, how long will it take them to finish the job?
2. A fraction is equivalent to ½. If both the numerator and the denominator are increased by 2,
5
the resulting fraction will be equivalent to . What is the original fraction?
9

Day 4: DOMAIN AND X-INTERCEPTS OF A RATIONAL FUNCTION

Examples.
1. Find the domain and the x-intercept of the given functions
2
x + 7 x +10
a. f ( x )=
x +2
1
b. g ( x )=
x
Solutions
x 2+ 7 x +10
a. f ( x )=
x +2
( x+2 ) ( x+ 5 )
= , factor the numerator ,since x+2 is a common factor of both the
x +2
numerator and denominator then we can reduce the function by cancelling x+2
= x+5, x≠−2, because ∈the original function , x=−2is a restriction∈its domain
= the domain of the function is {x/x is a real number, except-2}, because -2 makes
the denominator zero.
= the x-intercept of the graph is -5

20
 The graph of the function is a line equivalent to y=x+5 but there is a hole formed when x
=-2

x 2+ 7 x +10
Graph of f ( x )=
x +2

1
b. g ( x )= since it is already in the simplest form
x
Domain {x/x is a real number except 0}, since zero makes the function
undefined
Since the numerator is constant, the function has no x-intercept

1
The graph of g ( x )= , shows the following behavior;
x
A. When x approaches 0 from right,
1 1
increases without bound ; that is →∞
x x
B. When x approaches 0 from the left,
1 1
increases without bound ; that is →−∞
x x
 Take note that the symbol ∞ does not represent any real number, it is only used to indicate that the
1
value of is increasing without bound
x
C. When x increases infinitely,
1 1
approaches 0 ¿ above but ≠ 0
x x
D. When x decreases infinitely
1 1
approaches 0 ¿ above but ≠ 0
x x
 You will notice, in the graph, that the x and y-axes serve as the horizontal and vertical asymptotes of the
graph, respectively. The vertical asymptote of the graph is the line x=0, and its horizontal asymptote is
the line y = 0
 Asymptote is a line such that the distance of the curve of the graph and the line approaches zero as they
tend to infinity
Theorem on the horizontal asymptote of rational functions
Let f be a rational function defined by the quotient of two polynomials as follows:
m
a m x +…+ a1 x +a 0
f ( x )= m
b m x +…+ b1 x +b 0

21
 i . For m< n ,the line y=0∨the x−axis isthe horizontal asymptote
am
ii . For m=n , the line y= ,is the horizontal asypmtote .
bn
iii . For m>n , the graph will increase∨decrease without bound depending on
m , n , am ,∧b n . there areno horizontal asypmtotes∈thiscase

g(x )
STEPS IN GRAPHING RATIONAL FUNCTIONS f ( x )= .
h(x)
1. Find the value of the intercepts. The x-intercepts are determined when g(x) =0 but h(x) ≠0. On
the other hand, the y-intercept is determined when x=0 or when you evaluate f(0). Once you
identify the intercepts, plot these points on the graph and observe the behavior of the graphs the
value of x approaches these points. Take note that the rational function may not have x and y-
intercepts.
2. Sketch the vertical asymptotes. A vertical asymptote is a line represented by the equation x=a,
where h(a) =0, and g(a) ≠ 0. These vertical asymptotes also denote the discontinuity of the graph.
Draw broken lines only on the Cartesian plane to represent the vertical asymptotes.
3. Construct a sign chart for f, and use it to determine the behavior of the graph near each vertical
asymptote. (for example, if x=2 is the vertical asymptote, assign value for x when x is
approaching 2 from the right {e.g. 3, 2.5, 2.1, …}and left {e.g. 1, 1.5, 1.9, …}
4. Determine the horizontal asymptote, if there is any, using the theorem. Draw broken line only on
the Cartesian plane to represent the horizontal asymptote.
5. Complete the sketch of the graph by plotting additional points and drawing the curves
approaching the asymptotes. Take note that the graph should not intersect the identified vertical
asymptotes and the points of discontinuity
Examples
5x
1. Sketch the graph of f f ( x )=
2 x−8
Solution:
5x
Let f ( x )= ,∧g ( x )=5 x ,∧h ( x ) =2 x−8
2 x−8
Step 1. Identify the intercepts. Find the real zeros of g(x)=5x and find f(0).
5x = 0
x=0 x-intercept
5(0)
f(0) = =0 y-intercept
2 ( 0 )−8
o The graph crosses only the coordinate axes only at the origin. Plot this point in the Cartesian
plane

Step 2. Sketch the vertical asymptote. Find the real zeros of h(x) = 2x-8.
2x-8 =0
2x = 8
x=4

Note that g(4) =20 ≠ 0.the domain off is (-

∞ , 4 ¿ U ( 4 , ∞ ) ,∧f is discontinuous at x=4.the vertical asymptote is x=4. sketchthis asymptote

Vertical asymptote

22
Step 3. Construct a sign chart. Assign values for x as it approaches 4 from the right and left

Step 4. Determine the horizontal asymptote. Since the numerator and the denominator have the same
degree, we apply the second part of the theorem which says that the horizontal asymptote is y=
am 5
,if m=n .therefore the horizontal asymptoteis y= =2.5 . Sketch the horizontal asymptote.
bn 2

Horizontal asymptote

Step 5. Complete the sketch by using the points we obtained from step 3. Make sure that the graph will
not intersect the asymptotes at any point.

5x
Graph of the f ( x )=
2 x−8

23
 2
x +4 x+ 4
2. Sketch the graph of p ( x ) = 2
x + x−6
Solutions:
2
x +4 x+ 4 ( x +2 )2
p ( x) = 2 =
x + x−6 ( x+ 3 )( x−2 )
x-intercept: x = -2
−2
y-intercept: y = p(0) = ≈−0.67
3
Domain: (−∞ ,−3 ) U (−3,2 ) U (2 , ∞)
Vertical asymptotes: x = -3, x = 2
Horizontal asymptote: y=1

Sign Charts:
x -4 -3.1 -3.001 -3.00001 X approaches -3 from the left
p(x) 0.67 2.37 200.36 20,000.4 P(x) increases without bound
Sign + + + +

x -2.5 -2 -1 0 1 1.5 -3>x>2

p(x) -0.11 0 -0.17 -0.67 -2.25 -5.44 P(x) decreases without bound as x
approaches 3 from the and as x
approaches 2 from the left.
Sign - - - - -

x 2.1 2.01 2.001 2.0001 x approaches2 from the left

p(x) 32.9 320.96 3200.96 32001.6 P(x) increases without bound
6
Sign + + + +

2
x +4 x+ 4
Graph of p ( x ) = 2
x + x−6

Note: The graph of a rational function should not intersect any of the vertical asymptotes.
However, this is not true for the horizontal asymptote as you have observed in the previous
−2
graph. But the graph is still “asymptotic” to the line y = as x approaches ∞∨−∞
3
Theorem on Oblique asymptotes of rational functions

g(x)
If f ( x )= , where g ( x )∧h ( x ) are polynomials∧the degree of
f (x)
g ( x ) is 1 orethan thedegree of h ( x ) ,then f ( x ) can be expressed ∈the form f ( x )=mx+ b
r (x)
+ , where the degreeof r ( x ) isless than the degree of h ( x ) .The line y =mx+b
h ( x)

is an oblique asymptote for the graph of f . that is , [ f ( x )− ( mx+b ) ] → 0 as x →−∞∨x → ∞

24
 2 x2 −5 x−3
3. Sketch the graph of f ( x )=
x−2
SOLUTION
2 x2 −5 x−3 (2 x +1)(x−3)
(
f x=) = factor the numerator
x−2 x−2
−1
x−intercept : x= ∧x=3
2
3
y-intercept: y = f ( 0 )=
2
Domain: (-∞ , 2¿ U (2, ∞)
Vertical asymptote: x=2
Horizontal asymptote:none
Sign Charts

x 1.9 1.99 1.999 x approaches 2 from the left

f (x) 52.8 502.98 5002.99 f(x) increases without bound
8
Sign + + +

x 2.1 2.01 2.001 x approaches 2 from the right

f (x) -46.8 -496.98 -4996.998 f(x) decreases without bound
Sign - - -

x 10 100 1000 x approaches ∞

f (x) 18.3765 -200.95 -2000.995 f(x) increases without bound
Sign + - -

x -10 100 1000 x approaches ∞

f (x) -20.58 -200.95 -2000.995 f(x) increases without bound
Sign - - -

Oblique asymptote
2 X 2−5 X −3 5
f ( x )= =2 X−1−
X −2 X−2
The oblique asymptote is y = 2x-1.
2
2 X −5 X −3
The graph of f ( x )= is y = 2x-1
X −2

Exercises
Sketch the graph of the following rational functions, identify the Domain and Range.
x −4
1. f ( x )=
2 x−9
10
2. g ( x )= 2
x −9
x−6
3. h ( x )= 2
x −7 x+6
use the provided cartesian plane

25
26
 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS
Subject teacher: ________________________

Name of Student: __________________________ Year and Section: ____________________

Week Number: 3 Inclusive Dates ____________________

Content Standard The learner demonstrates understanding of key concepts of rational functions
Performance Standard The learner is able to accurately formulate and solve real-life problems
involving rational functions
Most Essential The learner…
Learning  Determines the
Competencies (a) Intercepts;
(b) Zeroes; and
(c) Asymptotes of rational functions
 Solves problems involving rational functions, equations, and
inequalities
21st Century Skills Critical Thinking
Core Value Excellence

MODULE 3: RATIONAL FUNCTIONS

Week 3 Most Essential Learning Competencies (MELCs) Remarks Activity Score

 Defines intercepts, Zeroes, and asymptotes of
Day 1 rational function

Day 2  Identifies the intercepts, zeroes, and

asymptotes of a rational function

Day 3  Sketch the graph of rational functions

Day 4.  Applies the concepts learned in solving
problems involving rational functions,
equations, and inequalities
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp 71-106
General Mathematics by Chan, et. Al pp 15-32
General Mathematics by Durwin C. santos, et al pp40-71
Day 1: Definition of terms
 Domain
o It refers to the set of the first coordinates in a relation
 Intercepts
o These are the x or y coordinates of the points at which a graph crosses the
x or y axes.

27
  y-intercept
o it refers to the y-coordinate of the point where the graph crosses the y-
axis
 x-intercept
o it refers to the x-coordinate of the point where the graph crosses the x-
axis
 asymptote
o it is a straight line associated with a curve such that as a point moves
along an infinite branch of the curve, the distance from the point to the
line approaches zero and the slope of the curve at the point approaches
the slope of the line
o it is a line (or a curve) that the graph of a function gets close but does not
touch.
1. On Vertical asymptotes
- There restrictions of the domain of a reduced rational function. To find the
restrictions, equate the denominator to 0 and solve for x.

Note: the factors that are cancelled when a rational function is reduced
represent holes in the graph
2. On Horizontal Asymptotes
The horizontal asymptote is determined by comparing the degrees of g(x) and
n n−1
h( x) a n x +a n−1 x + …+a1 x+ a0
h(x) in f ( x )= =
g( x ) b m x m +b m−1 b m−1+ …+b1 x+ b0
a. If n < m, the line y=0 is the horizontal asymptote
an
b. If n=m, the line y= is the horizontal asymptote, where an and bn or the
bn
leading coefficients of the numerator and denominator, respectively
c. If n>m, the graph has no horizontal asymptote
3. On Oblique or slant asymptote
- Oblique asymptote occurs when the numerator of f(x) has a degree that
is one higher than the degree of the denominator. If you have this
situation, simply divide the numerator by the denominator by either
using long division or synthetic division. The oblique asymptote is the
quotient with the remainder ignored and set equal to y.
o The line x=a is a vertical asymptote of the graph if f ( x ) →−∞∨¿
f ( x ) → ∞ as x → a ,either ¿ ¿∨¿
o The line y=b is a horizontal asymptote of the graph if f ( x ) →b as
x → ∞∨x →−∞
20
The graph of r = has a vertical asymptote
t
x=0∧horizontal asypmtote y=0

Note that y → ∞∧ y →−∞ as x → 0. also y → 0 as x → ∞∨x →−∞

EXAMPLES

28
 1
1. Find the Domain of the rational function f ( x )= 2
4−x
SOLUTION:
1
The function f ( x )= is not defined for x =-2, and x =2
4−x 2
Domain: all real numbers, except x=-2, and x=2
x
2. f ( x )= 2
x −1
SOLUTION:
x
The function f ( x )= 2 is not defined for x =1, and x = -1
x −1
Domain: All real numbers, except x=1, and x=-1
x +2
3. f ( x )=
x−1
x +2
the function f ( x ) = ,is not defined for x=1
x−1
Domain: all real numbers except x=1

Day 2. Vertical asymptote and Horizontal asymptotes

h( x )
A rational function defined by f ( x )= , where g ( x )∧h ( x )
g(x)
are bothpolynomials . Ifthere is a real number such that h ( a ) =0 ,
provided thatg ( a ) ≠ 0 ; thenthe line x=a is vertical asymptote
of the graph of f ( x )
Horizontal asymptotes of rational functions can be determined by looking at the degree of the
polynomials (highest exponent among terms) in the numerator and denominator of the rational
function.
g(x )
If f ( x )= , thenthere arethree possible cases
h(x)
a. If the degree of the denominator is greater the numerator, then the line y= 0 is the
horizontal asymptote
b. If the degree of numerator is equal to the degree of the denominator, then the horizontal
asymptote is the quotient of the leading coefficients (coefficient of the term containing
the highest degree) of the numerator and the denominator
c. If the degree of the numerator is one more than the denominator, the graph will have an
oblique asymptote.
EXAMPLES
Determine the Vertical and Horizontal asymptotes of the given rational functions
7 x +2
1. f ( x )=
21 x−3
VA: 21x-3 =0
1 1
x= , the vertical asymptote is the line x=
7 7
HA: Since the highest degree of the numerator is equal to the degree of the denominator, then the
1
Horizontal Asymptote is y=
3
x+ 9
2. f ( x )= 2
x −x−42
VA: x2 -x-42 = 0
(x-7)(x+6) =0
x =7, x = -6
therefore the vertical asymptotes are lines x=7, and x =-6

Day3. Graphing Rational functions

EXAMPLES
9 x+ 2
1. Sketch the graph of f ( x )=
3 x+ 12
SOLUTION:
Find the Vertical asymptote
3x+12=0

29
 3x=-12
x=-4
Sketch the vertical asymptote in the cartesian plane
VA
Find the Horizontal Asymptote
9
y=
3
y=3
Sketch the HA

HA
Find the intercepts
To find the x-intercept, set y=0, and solve for x
9 x +2
=0
3 x +12
9x+2 =0 y-intercept
9x = -2
−2
x= ∨−0.22
9
Find the y-intercept, set x=0 and solve for y
90 ( 0 ) +2 2 1
y= = = =.017
30 ( 0 ) +12 12 6
Plot the intercepts

x-intercept
Make the table of values. Provide additional points to determine the behavior of the curve for
specified values near the intercepts and asymptotes. Take note that the curve will not cross the
asymptotes

x -20 -5 -3 5 20
y 3.71 14.33 -8.33 1.74 2.53

EXERCISES:
( ) x 2−2 x+1
Sketch the graph of f x =
x−3

Day 4. Solving Problems involving Rational functions

There are problems that we apply the concepts of rational function.
Examples.
5. Find two consecutive integers such that the sum of one-third of the first atone-fourth of the
second is 9.

30
 Solution:
Let n – the first integer
n+1 – the second integer
1 1
Equation: n+ ( n+ 1 )=9
3 4
n n 1
+ + =9
3 4 4

12 ( n3 + n4 + 14 )=12 ( 9) multiply both side of the equation by the LCD

4n +3n+3 = 108 Distributive Property
7n +3 =108 Combining similar terms
7n = 108-3 APE
7n = 105
n = 15 The first integer
n+1 = 15+1 =16 the second integer

therefore, the two integers are 15 and 16.

6. The denominator of a fraction is 2 more than the numerator. If 1 is subtracted from both
numerator and denominator, the resulting fraction has a value of ½. Find the original fraction.
Solution:
Let x -be the denominator
x+2 – numerator, and
x
– original fraction
x+2
Equation; 1 is subtracted from both numerator and denominator
x−1 1
=
x+2−1 2
x−1 1
=
x+ 1 2
2 ( x+1 )( )
x−1
x +1 ()
=2 ( x +1 )
1
2
Multiply both sides by the LCD
2(x-1) = x+1 Distributive Property
2x-2 = x+1
2x-x = 1+2 APE
x=3
x 3 3
the original fraction is = =
x+2 3+2 5
7. An express train travels 150 km in the same time that a freight train travels 100km. if the express
train goes 20 km per hour faster than the freight train, find the rate of each train.
Solution:
Let r – rate of the freight train
r+20- express train
to help us visualize the problem, we need to construct a table
d r t
Freight Train 100 r 100
r
Express train 150 r+20 150
r +20
Equation: Both trains travel at the same time, so
100 150
=
r r + 20
100 ( r +20 )=r ( 150 ) Cross multiply
100r +2000 = 150r Distributive property
100r-150r = -2000 Transposition
-50r = -2000
r = 40 Divide both side by -50
r+20 = 40+20 = 60 rate of the Express train
Therefore, the rate of the freight train is 40kph, while the Express train is 60kph

31
 8. A large pipe can empty a pool in 6 hours and a small pipe can empty the same pool in9 hours.
How long will it take for both pipes to empty the pool?
Solution:
Let t- number of hours for both pipes to empty the pool
Construct a table
Part of the pool emptied in (Time) Part of the pool emptied by
an hour t each pipe
Large pipe 1 t 1
t
6 6
Small pipe 1 t 1
t
9 9
Equation: they work together
( work done by the large pipe )+ ( workdone by thesmall pipe ) =1
t t
+ =1
6 9
18 () ()
t
6
+ 18
t
9
=18(1) Multiply both sides by the LCD
3 t+ 2t=18
5t = 18 Combine similar terms
18 3
t = ∨3 Divide both sides by 5
5 5
3
Therefore, the pool will be emptied by the two pipes in 3 hours (3 hours and 36 mins)
5
EXERCISES
Solve the given problems completely
63
1. The difference of a whole number and its reciprocal is . What is the number?
8
2. A sprinter runs 9km/h faster than the other runner. When the faster sprinter travelled a
distance of 93 km, the other one has gone 66 km. What is the speed of both sprinters?

Diocese of Bayombong Educational System (DBES)

Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS
Subject Teacher: ________________

Name of Student: __________________________ Year and Sec: _______________

Week Number 4 Inclusive Dates____________________

Content Standard The learner demonstrates understanding of key concepts of rational functions
Performance Standard The learner is able to accurately formulate and solve real-life problems
involving rational functions.
Most Essential The learner…
Learning  Represents real-life situations using one-to-one function
Competencies  Determines the inverse of a one-to-one function
(MELCs)  Represents an inverse function through its:
a. Table of values
b. Graph
 finds the domain and range of an inverse function
21st Century Critical thinking/ creating
Core Values Patience and perseverance

32
 MODULE 4: EXPONENTIAL FUNCTIONS

Week 4 Most Essential Learning Competencies (MELCs) Remarks Activity Score

 Represents real-life situations using one-to-
Day 1 one function

Day 2  Determines the inverse of a one-to-one

function
Day 3  Represents an inverse function through its:
c. Table of values
d. graph
Day 4  finds the domain and range of an inverse
function
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp 108-138
General Mathematics by Chan, et. Al pp 33-45
General Mathematics by Durwin C. santos, et al pp 72-87
Day 1: Definition of a one-to-one Function
 A function f is 1 -to- 1 if no two elements in the domain of f correspond to the same element
in the range of f. In other words, each x in the domain has exactly one image in the range.
And, no y in the range is the image of more than one x in the domain.
 A one-to-one function is a function in which for each value of y in the range of f, there is just
one value x in the domain of f such that y= f(x).
 f is one-to-one if f(x1) = f(x2) implies x1=x2

How do we know if the given function is a one-to-one?

 If the graph of a function f is known, it is easy to determine if the function is 1 -to- 1 .
Use the Horizontal Line Test. If no horizontal line intersects the graph of the function f in
more than point, then the function is 1 -to- 1 .

(a) (b)

In the given example, which do you think is a one-to-one function? Why did you say so?
Answer: figure a is a one-to-one function while figure b is not a one-to-one function, because if we draw a
horizontal line through the graphs, the horizontal line crosses the graph in a once, while the horizontal line
crosses the second graph at two points

Are linear functions one-to-one? Why did you say so?

ANSWER: Because for every value of x, there exists one and only one value for the function f(x)

In life, can you cite a situation where one-to-one function is observed?

Answers:
1. A car and its plate number
2. A person and his/her finger print.
3. A professional with his professional license number
4. A car and its registration number.
5. For us Christians, every man should have only one wife

Exercises:
A. Tell which of the following is a one-to-one function.
1. {(1, 2), (3, 4), (5, 6), (7, 8)} 4. 5.
2. {(1, 1), (2, 1), (2, 2), 3, 2)}

33
 3.

B. Tell whether the given situation is a one-to-one function or not

1. Teachers to students
2. Mother and her child
3. Student with his school ID
4. A person with his cellular phone
5. A cellular phone and sim card
Day 2. Inverse Functions
Definition:
If f is a one-to-one function, then the inverse of f is denoted by f-1is the function formed by
reversing all the ordered pairs in f. Thus

f-1 = {(y, x)/(x, y) is in f

A relation reversing the process performed by any function f(x) is called

inverse of f(x).

This means that the domain of the inverse is the range of the original function and that
the range of the function is the domain of the original function.

Examples:
Original function Inverse Function
x 20 30 50 100 x 68 86 122 212
y 68 86 122 212 y 20 30 50 100

From the definition, the following properties of an inverse function follows

Properties of an Inverse function

If f-1 inverse function exists,
1. f-1 is a one-to-one function; f is also one-to-one
2. Domain of f-1 = Range of f
3. Range of f-1 = Domain of f
Examples:
1. Find the inverse of the function described by the set of ordered pairs {(0, -2), (1, 0), (2, 2), (3, 4),
(4, 6)}
Solution: Which/ interchange the coordinates of each ordered pair.
{(0, -2), (1, 0), (2, 2), (3, 4), (4, 6)} original function
{(-2, 0), (0, 1), (2, 2), (4, 3), (6, 4)} Inverse function
2. Find the inverse of the function f(x) = 3x +6
Solution:
To find the inverse of a function defined by an equation, we interchange the independent variable
x and the dependent variable y. We know that f(x) = y; hence,
f(x) = 3x + 6
y = 3x + 6 substitute y to f(x)
x = 3y + 6 interchanging x and y
3y = x-6 solve the new equation in terms of y
1
y = x−2 Divide both sides of the equation by 3
3
−1 1
f = x−2 Replace y to f-1(x)
3
3. Find the inverse of the function f = {(3, 2), (-3, -1), (-6, 3), (6, -1)}

34
 Solution:
Interchange the coordinates of each ordered pair, we have
f-1(x) = {(3, 2), (-1, -3), (3, -6), (-1, 6)}
Note: f is not a function, why? Because the first element (-1) is paired/ matched to two second
-1

elements (-3) and (6)

Rules if Writing the inverse of Functions

1. Replace f(x) with y
2. Interchange x and y
3. Solve for the new y from the equation in step 2
4. Replace the new y with f-1(x) if the inverse is a function
Exercises:

Find the inverse of the following functions

1
1. f(x) = 3x+5 =_____________ 6. f ( x )= x +3= ___________________
2
−1
2. f ( x )=2 x +5 =_____________ 7. f ( x )= x -5 = ___________________
2
3. f ( x )=5 x−2 = ____________ 8. f ( x )=x 3 = ______________________
1
4. f ( x )= x = ____________ 9. f ( x )=x 5 = _______________________
2
−1
5. f ( x )= x =____________ 10. f ( x )= √ 2 x+ 1 = ________________
3

Day 3. Domain and Range of inverse function

Examples.
−1 x +6
1. Find the range and the domain of the inverse function f ( x )=
5
Solution
To find the range and domain of the inverse function, go back to the original function
and then interchange the domain and range of the original function

−1 x +6 x +6
f ( x )= ; y=
5 5
5 y=x +6 multiply both side of the equation by 5
5x = y +6 interchange y and x
5x – 6 = y Add both sides of the equation by -6
y = 5x – 6
f(x) = 5x – 6 Original function
 The Domain of f(x) =5x -6 is the set of all real numbers and the range is also the set of all
−1 x +6
real numbers. Thus, the domain and range of f ( x )= is the set of all real numbers .
5
−1 1−x
2. Find the Domain and Range of the function f ( x )=
2
Solution:
Go back to the original function
−1 1−x
f ( x )=
2
1−x
y=
2
2y = 1-x
2x = 1-y
y = -2x +1
Domain: {x/x is real number}
Range : {x/x is real number}
3. g ( x )=4 x 2
g ( x )=4 x 2is a quadratic function, therefore it is not a one-to-one function, so it has no inverse,
but restricting its domain where it is one-to-one gives the inverse.
We first identify a restriction of its domain for itto become one−¿−one
function

35
 One restriction of the domain of g(x) is {x/x ≥ 0}; this means that the range of g-1(x)= {y/y≥ 0}.
Then,
g(x) = 4x2
y = 4x2 change g(x) with y
x = 4y2 interchange x and y
x
y2 = divide both sides by 4
4
y=
√x extract the square root to both sides
2
−1 √x
therefore, g ( x )= , for x ≥ 0
2

Another restriction of the domain of g(x) = 4x2 is {x/x ≤ 0}, if we chose this then the inverse of
−1 −√ x
the function g(x) is g ( x )= , for x ≥ 0∧ y ≤ 0
2
x
4. h ( x )=
x+2
x
h ( x )= is a rational function it is a one-to-one function and is define for all real numbers
x+2
except -2
¿ find theinverse , just follow thegiven steps

x
y=
x +2
y
x=
y +2
x ( y +2 ) = y
xy+2x = y
y – xy = 2x
y(1-x) = 2x
2x
y=
1−x
−1 2x
h ( x )= , for x ∈R except 1
1−x
EXERCISES:
Determine the domain and range of the following inverse functions
−1 x +6
1. f ( x )= 6. f −1 ( x )=x −1
4
Domain: Domain:
Range: Range:
2. f −1 ( x )=x +3 7. f −1=√3 x−1
Domain: Domain:
Range: Range:
3. f −1 ( x )= y 8. f −1 ( x )= √ x
Domain: Domain:
Range: Range:
−1 x−10
4. f ( x )= 9. g−1 ( x )=−xh
2
Domain: Domain:
Range: Range:
−1 x +6
5. f ( x )= 10. f −1 ( x )= √ x−2
3
Domain: Domain:
Range: Range:

Day 4. Graph of an Inverse function

The graph of the inverse is the reflection of the graph of the original function. The axis of
symmetry is the line y = x

The graph of {(6, 4), (4, 3), (2, 2), (0, 1), (-2, 0)} are a reflection of {(6, 4), (3, 4), (2, 2), (1, 0), (0, -2)}

36
 −1 x−1
Graph f(x) = 3x+1 and its inverse f ( x )=
3
x−1
f(x) = 3x +1 f −1 ( x )=
3
x 0 1 x 1 4
f(x)= y 1 4 y 0 1

1
Graph f ( x )=2 x +5∧g ( x )= (x −5)
2
1
f ( x )=2 x +5 g ( x )= ( x−5)
2
x 0 1 x 5 7
f(x) 5 7 g(x) 0 1
The figure below,
1
shows the graph of f ( x )=2 x +5∧g ( x )= ( x−5 ) . The graphs appear to be the mirror images of each
2
other with respect to the line y =x

f(x)= 2x+5

In general, if f(a) = b, thenf-1(b) =a. Thus, the point (a, b) belongs to the graph of f(x), and the point (b,
a) belongs to f-1(x). The line segment connecting (a, b) and (b, a) is perpendicular to and
cut in halfway by the line y=x. The points (a, b) and (b, a) are mirror images of each other
with respect to the line y=x. See figure below

37
EXERCISES:
1. In a Cartesian plane, graph the function f(x) = x2 and its inverse. Give the equation for the
inverse.

2. Given the graph of f. Sketch the graph of f-1.

EXERCISES
Graph the given function f. then determine whether the inverse of f is a function or not. Use the space
below.
a. f(x) = -x+2 d. f(x) = -2x2
b. f(x) = x+5 e. f(x) = 3+x
c. f(x) = x2 + 2

38
 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS

Name of Student: __________________________ Year and Sec: ____________________

Week Number: 5 Inclusive Dates: _________________

Content Standard The learner demonstrates understanding of key concepts of inverse

functions, exponential functions, and logarithmic functions
Performance Standard The learner is able to apply the concepts of inverse functions, exponential
functions, and logarithmic functions to formulate and solve real-life

39
 problems with precision and accuracy.
Most Essential The learner…
Learning  Solves problems involving inverse functions
Competencies  Represents real-life situations using exponential function

21st Century Skills Critical thinking

Core Values Patience /perseverance

MODULE 5: PROBLEMS INVOLVING EXPONENTIAL FUNCTIONS

Week 5 Most Essential Learning Competencies (MELCs) Remarks Activity Score

Day 1  Solves problems involving inverse function
Day 2  Defines exponential function
Day 3  Applies the rules in solving exponential
equation and exponential inequalities
Day 4  Solves logarithmic functions
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp pp 108-138
General Mathematics by Chan, et. Al pp 33-45
General Mathematics by Durwin C. santos, et al pp 72-87

Day 1: Problems involving Inverse Functions

You might wonder why do we need to study functions specially the inverse functions.
What do you think is the reason/s why do we study inverse function?

Inverse function is very important in our lives specially in currencies, we use inverse function to
convert Philippine money to US dollar and vise versa. We also use inverse function to convert
measurements like in temperature (Celsius to Fahrenheit and vise versa).

Examples
1. The function f(C) =1.8C +32 is use to convert degree Fahrenheit to degree Celsius. A
thermometer reads 680F. What is its equivalent reading in degree Celsius?
SOLUTION:
In the function f(C)=1.8C+32 is the same as y =1.8x+32
x =1.8y +32 interchange x and y
x-32 = 1.8y Solve the equation in terms of y
x−32
y= divide both side of the equation by 1.8
1.8
x−32
f −1 ( C )=
1.8
68−32 0
Therfore ,C= =20
1.8
Thus, 680F = 200C
2. The boiling point of freshwater is 1000C. What is the equivalent boiling point in degree
Fahrenheit?
Solution:
5 5
C = ( F−32 ) isthe same as y= ( x−32)
9 9
5
x= ( y−32) interchanging x and y
9
9 5 9 9
( x )=( ( y−32 ) )( ) multiply both sides by
5 9 5 5
9
x= y −32
5
9
y= x+32 solve the equation in terms of y
5

40
 9
f −1 ( F )= (100 )+ 32
5
(−1)
f ( F )=180+32=2120F
therefore , fresh water boils at 2120F

EXERCISES
Answer the problem completely
1. You are buying imported books from USA. As a result, you need to mail the payment.
Recently, the exchange rate was $1.00 =Ᵽ44.00. Let p represent the number of
Philippine peso and d represent the number of Dollar. How much will you mail as a
payment if the book costs $25.00?
2. The function defined by v(x) = 3.8x converts a volume of x gallons into v(x) liters.
a. Find the equivalent volume in liters of 20 gallons of water.
b. Find the equivalent volume in gallons of a 50-liter gasoline.
3. Arnold and Tina are playing a number-guessing game. Arnold asks Tina to think of a
number, triple the number, square the result, and then add 7. If Tina’s answer is 43.
What was the original number? Use the concept of inverse function in your solution.

Day2: Exponential Function

Definition:
An exponential function can be written as
x
f ( x )=b , where b>0 , b ≠ 1,∧x is any real number

In the equation f ( x )=bx , b is a constant called base∧¿

x is an independent variable called exponent
Examples: f ( x )=3 x g ( x )=10 x h ( x )=2 x+1

The domain of an exponential function is the set of real numbers and the range is the set of all
positive real numbers.

Can you cite instances where we can apply exponential function in our life?
1. Population growth
2. Growth and decay
3. Increase of prices of commodities
4. The value of brand-new cars
Examples
1. The number of pupils at Exponent Primary School has increased by 40 each of the past five
years. If the population was 500 five years ago, what is the present population?
SOLUTION:
The number of pupils increased by the same amount each year, so this represents a linear
function. Because the pupils’ population increased by 40 per year, in five years it will grew by 5
x 40 =200 pupils, from 500 it will become 700. If P represents the number of pupils in t years,
the function would be P = 500+40t

2. The initial population at Brgy 127 is 10,000 people. Brgy 127 grows at a constant rate of 10%
per year. What would be the population of this barangay after 4 years?
SOLUTION:
If P represents the total population and t represents time then
P=initial population times (rate)t, thus
P = 10000 +(1.10)4 = 14641 population of Brgy 127 after 4 years.
1.10 – the growth factor – 100% +10% = 110% = 1.10

3. Determine the growth factor of the quantity that increases by the given percent.
a. 50% 100% +50% = 150% = 1.50
b. 75% 100% +75% = 175% = 1.75
c. 10% 100% +10% = 110% = 1.10
d. 12.5% 100% + 12.5% = 112.5% = 1.125
4. Emerson deposits P50000 in a savings account. The account pays 6% annual interest. If he
makes no more deposits and no withdrawals, calculate his new balance after 10 years.
41
 Solution:
6% the interest rate per year
Growth factor would be: 100% +6% = 106% = 1.06
Equation would be
y = P50000 (1.06)10, where y represents the new balance
y = P89542.38 New balance after 10 years

The rule for exponential growth can be modeled by y=abx, where a is the starting number, b is the
growth factor, and x is the number of intervals

5. A bacteria grows at a rate of 25% each day. There are 500 bacteria today.how manybacteria will
be
a. Tomorrow?
SOLUTION:
y=abx , a=500, b= 1.25, x=1
y = 500(1.25)1
y = 625 bacteria
therefore there will be 625 bacteria tomorrow
b. One week from now?
SOLUTION:
y= abx
a= 500
b = 1.25
x=7
y = 500(1.25)7
y = 2384.19 bacteria after 7days
EXERCISES
1. Mrs Lacap bought an antique dresser for P15,000. She estimates that it will increases in
value by 5% per year.
a. Formulate an equation to calculate the value of y of Mrs. Lcap’s dresser after x years.
b. Find the value of the dresser after 8 years.
2. When you use credit card to purchase an item, you are actually making a loan. A constant
percent interest is added to the balance. Maricar buys a microwave oven worth P7,500
with her credit card. The balance then grows 3% each month. How much will she owe if
she makes no payments in 6 months?

Day 3. Solving Exponential equation

Exponential equations are equations in which variables occur as exponents. For

example, exponential equations are in the form ax=by. To solve exponential equations with
same base, use the property of equality of exponential functions. If b is a positive number other
than 1, then bx=by if and only if x=y.

Examples of exponential equations

a. 2x =128 c. 2x-2 = 64 e. 52x-1=625
b. 32x=243 d. 32x+1=729 f. 3x = 48

Exponential functions can be solved by the principle of making the base common.

Property of Equality for exponential function

One-to-one property Inverse Property

logb x x
bx=by if and only if x=y b =x∧log b b =x

Examples:
1. Solve a. 5x = 625 b. ¿ c. 92x-1=38x
SOLUTIONS
x
1
a. 5x =625 b. ( ) =34 c. 32(2x-1) = 38x
3
5x = 54 (3)-x = 34 2(2x-1) = 8x

42
 x=4 (one-to-one property) -x = 4 4x-2 = 8x
x = -4 4x-8x = 2
-4x = 2
x = -1/2
Solving Exponential Inequality
An inequality involving exponential functions
Property of Inequality for Exponential Function
Let b>1, then bx > by, if and only if x>y, and
EXAMPLES:
x y
Solve the following Exponential b < inequalities
b , if and only if x<y
a. 25 ≥5 2 x+1

52(2) ≥ 5x+1 rewrite 25 as power of 2

2(2) ≥ x+1 Property of Inequality for exponential form
4 ≥ x+1
4-1 ≥ x Addition Property
x≤3
b. 105x+2>10000
105x+2 > 104 express 10000 as 104
5x+2 > 4 Property of inequality for exponential function
5x > 4-2 Addition Property
5x> 2
2
x> Division Property
5
c. ¿
¿ rewrite 9 as 32 and 243 as 35
3-2(3x+5) ≤ 3-5(x-6) negative law of exponents
-2(3x+5) ≤ -5(x-6)
-6x-10 ≤ -5x +30 Distributive property
-6x +5x ≤ 30 +10 Put similar terms on the same side
-x ≤ 40
x ≥-40 simplify(multiplying -number to both sides reverse the
inequality symbol)
EXERCISES
Simplify the give exponential equations and inequalities
1. 49x =343 4. 8x ● 3 = 12
2. ¿ 5. 5 = 125
-x

3. 8 = 16
x-2

Day 4. Logarithmic Equation:

An equation containing a variable in a logarithmic expression
Examples of logarithmic equation
log 3 ( x+ 4 )=3 ,∧ln 3 x =2
Any logarithmic equation in the form log b x =c can be solved by rewriting it in its equivalent
exponential form bc = x

Examples:
1. Solve log 5 ( x+ 8 )=3 Checking
5 = x+8
3
log 5 ( 117+8 )=3 ?
x+8 = 5 3 log 5 125= 3? = 53 = 125
x = 125-8 3=3
x = 117
2. log 2 x+ log 2 ( x −6 )=4
log 2 x ( x−6 )=4 log b x +log b y=log b ( x + y)
4
x ( x−6 )=2
x ( x−6 )=16
2
x −6 x=16 distributive property
2
x −6 x−16=0 Subtraction Property
(x-8)(x+2) = 0 Factoring

43
 x-8 =0 x+2=0 Equate the factors to zero
x=8 x =-2

3. 4ln2x = 12
ln2x = 3 divide both sides by 4
ln 2 x 3
e =e Exponentiate both sides
2x = e 3 lnx
e =x , inverse property
3
e
x= divide both sides by 2
2
x ≈ 10.04277
EXERCISES
1. Solve log x +log(x+15) =2
2. Solve 2log x= log 2 +log(3x-4)
1
1
3. Solve log x 64 3 =
2

Diocese of Bayombong Educational System (DBES)

Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS
Subject Teacher: ________________

Name of Student: ________________________ Year and Sec: ___________________

Week Number: 6 Inclusive Date: ____________________

Content Standard The learner demonstrates understanding of key concepts of inverse

44
 functions, exponential functions, and logarithmic functions
Performance Standard The learner is able to apply the concepts of inverse functions, exponential
functions, and logarithmic functions to formulate and solve real-life
problems with precision and accuracy.
Most Essential The learner…
Learning - Solves exponential equations and inequalities
Competencies - Represents an exponential function through its: (a) table of values,
(MELCs) (b) graphs, and (c) equation
- Find the domain and range of an exponential function
- Determines the intercepts, zeros, and asymptotes of an exponential
function
21st Century Skill Critical Thinking
Core Value Patience leading to excellence

MODULE 6: Solving Exponential Equations

Week 6 Most Essential Learning Competencies (MELCs) Remarks Activity Score

 Solves exponential equations
Day 1

Day 2  Solves exponential Inequalities

Day 3  Represents an exponential function through
its: (a) table of values, (b) graphs, (c)
equation
Day 4  Finds the Domain and range of exponential
functions
Day 5  Determines the intercepts, zeros, and
asymptotes of an exponential function
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp 113-137
General Mathematics by Durwin C. santos, et al pp82-87

Day 1. Solving Exponential equation

Exponential equations are equations in which variables occur as exponents. For
example, exponential equations are in the form ax=by. To solve exponential equations with
same base, use the property of equality of exponential functions. If b is a positive number other
than 1, then bx=by if and only if x=y.

Examples of exponential equations

c. 2x =128 c. 2x-2 = 64 e. 52x-1=625
d. 3 =243
2x
d. 32x+1=729 f. 3x = 48

Exponential functions can be solved by the principle of making the base common.

Property of Equality for exponential function

One-to-one property Inverse Property

logb x x
bx=by if and only if x=y b =x∧log b b =x

Examples:
2. Solve a. 5x = 625 b. ¿ c. 92x-1=38x
SOLUTIONS
x
1
b. 5x =625 b. ( ) =34 c. 32(2x-1) = 38x
3
5x = 54 (3)-x = 34 2(2x-1) = 8x

45
 x=4 (one-to-one property) -x = 4 4x-2 = 8x
x = -4 4x-8x = 2
-4x = 2
x = -1/2
EXERCISES:
Solve the following Exponential Equations Completely
1. 25x-3=625 4. 6-2X = 62-3x

2. 32a = 3-a 5. 8x-1=2x+2

3. 42p=4-2p-1

Day 2. Solving Exponential Inequality

An inequality involving exponential functions
Property of Inequality for Exponential Function
Let b>1, then bx > by, if and only if x>y, and
EXAMPLES:
x y
Solve the following Exponential b < inequalities
b , if and only if x<y
d. 25 ≥5
2 x+1

52(2) ≥ 5x+1 rewrite 25 as power of 2

2(2) ≥ x+1 Property of Inequality for exponential form
4 ≥ x+1
4-1 ≥ x Addition Property
x≤3
e. 105x+2>10000
105x+2 > 104 express 10000 as 104
5x+2 > 4 Property of inequality for exponential function
5x > 4-2 Addition Property
5x> 2
2
x> Division Property
5
f. ¿
¿ rewrite 9 as 32 and 243 as 35
3-2(3x+5) ≤ 3-5(x-6) negative law of exponents
-2(3x+5) ≤ -5(x-6)
-6x-10 ≤ -5x +30 Distributive property
-6x +5x ≤ 30 +10 Put similar terms on the same side
-x ≤ 40
x ≥-40 simplify(multiplying -number to both sides reverse the
inequality symbol)
EXERCISES
Simplify the given inequalities
4. 27x-6 ¿ 25 x +2 4. 2 x−2 ≥2 x+10

46
5. 3 x ≤ 27 x−4 5. 5x+3≤ 2x+ 4

6. 4 3 x <2 x+10

Day 3. Domain and Range of Exponential Function

Properties of exponential function and their graph

Let f(x) = bx, b>0, and b≠ 1.
1. The domain is the set of real numbers (-∞ , ∞ ¿
2. The range is the set of positive real numbers (0, ∞ ¿
3. If b>1, f is an increasing exponential function
4. The function passes through the point (0, 1) because f(t0) = b0 = 1
5. The graph approaches but does not reach the x-axis. The x-axis a horizontal asymptote

From property number 3, we know that y=2x is an increasing exponential function because b>1,
1 x
and g(x)= ¿ is a decreasing exponential function because 0 < b < 1.
2
Number 5 implies that the function has no zero because no real value of x will make bx = 0

Examples
1. Graph y =2x and g(x) = ¿
x f(x) (x, f(x) g(x) (x, g(x)
-3 1/8 (-3, 1/8) 8 (-3, 8)
-2 ¼ (-2, ¼) 4 (-2, 4)
-1 ½ (-1, ½) 2 (-1, 2)
0 1 (0, 1) 1 (0, 1)
1 2 (1, 2) ½ (1, ½)
2 4 (2, 4) ¼ (2, ¼)
3 8 (3, 8) 1/8 (3, 1/8)

For f(x) =2x

Domain: {x/x ∈}
Range : {y/ y>0}

For g(x) = ¿
Domain : {x/x }
Range: {y/ y > 0}

47
 y- intercepts : (0,1)
x-intercept: NA

Notice that the two graphs are symmetrical with respect to the y-axis, intersecting at (0, 1). The base of
each function is the reciprocal of the other.

2. Graph f(x) = 2x and k(x) = -2x

x f(x) (x, f(x) g(x) (x, g(x)
-3 1/8 (-3, 1/8) -1/8 (-3, -1/8)
-2 ¼ (-2, ¼) -1/4 (-2, -1/4)
-1 ½ (-1, ½) -1/2 (-1, -1/2)
0 1 (0, 1) -1 (0, -1)
1 2 (1, 2) -2 (1, -2)
2 4 (2, 4) -4 (2, -4)
3 8 (3, 8) -8 (3, -8)

For h(x) = 2x
Domain: {x/x}
Range: {y/y > 0}
y-intercept: (0,1)

For k(x) = -2x

Domain: {x/x }
Range : {y/ y < 0}
y-intercept: (0, -1)

In the graph, we can see that the graphs are symmetrical to the x-axis, hence one function is exactly the
negative of the other

3. Graph p(x) = 5x and q(x) = 5x + 2

x p(x) (x, p(x) q(x) (x, q(x)

-3 1/8 (-3, 1/8) -1/8 (-3, -1/8)
-2 ¼ (-2, ¼) -1/4 (-2, -1/4)
-1 ½ (-1, ½) -1/2 (-1, -1/2)
0 1 (0, 1) -1 (0, -1)
1 2 (1, 2) -2 (1, -2)
2 4 (2, 4) -4 (2, -4)
3 8 (3, 8) -8 (3, -8)

For p(x) = 5x
Domain: {x / x }
Range: {y/y>0}
y-intercept: (0,1)

For q(x) = 5x+2

Domain: {x /x}
Range: {y / y > 0}
Intercept: (0, 3)

48
EXERCISES.
Graph each set of functions on one Cartesian plane. Identify the domain, range, and y-intercept
SET A.
a. f ( x )=4 x
b. g ( x )=4 x +5
c. h ( x )=4 x −5
SET B.
a. f ( x )=¿
b. g ( x )=¿
c. h ( x )=¿

Day 4: Solving Problems involving Exponential Function

Exponential functions have many applications in science, business, economics, and other
fields
EXAMPLES:
A skydiver jumps from a reasonable height above the ground. The air resistance that he
experiences is proportional to his velocity, and the constant of proportionality is 0.2. It can
be shown that downward velocity of the sky diver at time t is given by v( t)=80 ¿ ,where t is
measured in seconds and v(t) is measured in feet per second (ft/s)
1. What is the initial velocity of the sky diver?
2. What is the velocity after 5 seconds? After 10 seconds?
SOLUTION
Step 1. The initial velocity of the sky diver is found by substituting t=0 in the equation or
formula
Substitute t=0 in the equation
v(t) = 80(1-e-0.2t)
v(0) =80(1-e-0.2(0))
v(0) = 80(1-e0)
v(0) = 80(1-1)
v(0) = 0
Step 2. The velocity of the sky diver after 5 seconds is found by substituting t=5 in the equation
or formula.
Substitute t=5 in the equation or formula
v(t) =80(1-e-0.2t)
v(5) = 80(1-e-0.2(5))
v(5) = 80(1-e-1)
v(5) = 50.57

The velocity of the sky diver is 50.57

Step 3. The velocity of the sky diver after 10 seconds is found by substituting t=10 in the
equation or formula.
v(t) = 80(1-e-0.2t)
v(10) = 80(1-e-0.2(10)
v(10) = 80(1-e-2)
v(10) = 69.17
The velocity of the sky diver is 69.17 ft/s

EXERCISES:
Solve the given problem completely
1. The amount in grams of a radioactive substance present at a time t is
y=250¿
a. What is the amount present initially?
b. What is the amount after 100 days?

49
 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS
Subject Teacher: ________________________

Name of Student: __________________________Year and Sec: _______________

Week Number: 7 Inclusive Date:____________________

Content Standard The learner demonstrates understanding of key concepts of inverse

functions, exponential functions, and logarithmic functions
Performance Standard The learner is able to apply the concepts of inverse functions, exponential
functions, and logarithmic functions to formulate and solve real-life
problems with precision and accuracy.
Most Essential The learner…
Learning - Represent real-life situations using logarithmic function
Competencies - Distinguishes logarithmic function, logarithmic equation, and
(MELCs) logarithmic inequality

50
 - Solves logarithmic equations and inequalities
21 century Skills
st
Critical Thinking/ mathematical ability
Core Value Patience and Perseverance

MODULE 7: LOGARITHMIC FUNCTION

Week 7 Most Essential Learning Competencies (MELCs) Remarks Activity Score

 Represents real-life situations using
Day 1 logarithmic function

Day 2  Illustrate the laws of logarithm

Day 3  Evaluate logarithms using the laws of
logarithm
Day 4  Solves logarithmic equations
Day 5  Solves logarithmic inequalities
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp 139170
General Mathematics by Chan, et. Al pp 47-58
General Mathematics by Durwin C. santos, et al pp72-96

Day1. Logarithmic Function

 Is the inverse of an exponential equation
o The inverse of y= 2x is log 2 x
(read as logarithm of x ¿thebase 2)
x
 log b y =x , if ∧only if b = y for b>0 ,∧b ≠1
 Logarithm is an exponent which b (base) must have to produce y

 Much of the power of logarithms is their usefulness in solving exponential equations. Some
examples of this include sound (decibel measures), earthquakes (Richter scale), the
brightness of stars, and chemistry (pH balance, a measure of acidity and alkalinity).

 Let’s look at the Richter scale, a logarithmic function that is used to measure the
magnitude of earthquakes. The magnitude of an earthquake is related to how much
energy is released by the quake. Instruments called seismographs detect movement in
the earth; the smallest movement that can be detected shows on a seismograph as a
wave with amplitude A0.
o A – the measure of the amplitude of the earthquake wave
o A0 – the amplitude of the smallest detectable wave (or standard wave)
 From this you can find R, the Richter scale measure of the magnitude of the
earthquake using the formula:

Example
Problem An earthquake is measured with a wave amplitude 392 times as great
as A0. What is the magnitude of this earthquake using the Richter
scale, to the nearest tenth?
  Use the Richter scale equation.
 
Since A is 392 times as large as A0, A =
  392A0. Substitute this expression in for A.
 

    Simplify the expression

 
R = log 392

51
 R = 2.5932…
R   2.6
.
 
Use a calculator to evaluate the logarithm.
Answer The magnitude of this earthquake is 2.6 on the Richter scale.
 

Sound is measured in a logarithmic scale using a unit called a decibel. The formula looks similar to the
Richter scale:

 
where P is the power or intensity of the sound and P0 is the weakest sound that the human ear can hear.

Example
Problem One hot water pump has a noise rating of 50 decibels. One dishwasher,
however, has a noise rating of 62 decibels. The dishwasher noise is how
many times more intense than the hot water pump noise?
  You can’t easily compare the two noises using
the formula, but you can compare them to P0.
Start by finding the intensity of noise for the hot
water pump. Use h for the intensity of the hot
water pump’s noise.
  Divide the equations by 10 to get the log by
itself.

  Rewrite the equation as an exponential equation.

  h = 105P0 Multiply by P0 to get h  by itself.

 
  Repeat the same process to find the intensity of
the noise for the dishwasher.

  To compare d to h, you can divide. (Think: if the

dishwasher’s noise is twice as intense as the

pump’s, then d should be 2h—that is,   should

  be 2.)
  Use the laws of exponents to simplify the
quotient.
 
Answer The dishwasher’s noise is 101.2 (or about 15.85) times as intense as the hot
water pump.
 
Here’s one more example of logarithms used in scientific contexts. The measure of acidity of a liquid is
called the pH of the liquid. This is based on the amount of hydrogen ions (H+) in the liquid. The formula
for pH is:

52
  pH = −log[H+]
where [H+] is the concentration of hydrogen ions, given in a unit called mol/L (“moles per liter”; one
mole is 6.022 x 1023 molecules or atoms).
 
Liquids with a low pH (down to 0) are more acidic than those with a high pH. Water, which is neutral
(neither acidic nor alkaline, the opposite of acidic) has a pH of 7.0.
 
Example
Problem If lime juice has a pH of 1.7, what is the concentration of
hydrogen ions (in mol/L) in lime juice, to the nearest
hundredth?
  pH = −log[H+] Use the formula for pH.
  1.7 = −log x Substitute the known pH into the
formula, and represent H+ with the
variable x.
  −1.7 = log x If 1.7 = −log x, then log x = −1.7.
  x = 10-1.7 Solve for x.
x = 0.02.  
Answer The concentration of hydrogen ions in lime juice is 0.02.
 
Seatwork/drill
Answer the given problem. Show complete solution
1. An earthquake monitoring station measured the amplitude of the waves during a recent tremor.
It measured the waves as being 100,000 times as large as A0, the smallest detectable wave.
How high did this earthquake measure on the Richter scale?
 

2. A particular bacterial colony doubles its population every 15 hours. A scientist running an
experiment is starting with 100 bacteria cells. She expects the number of cells to be given by the

formula  , where t is the number of hours since the experiment started. After how
many hours would the scientist expect to have 300 bacteria cells? Give your answer to the
nearest hour.
Day 2. Properties and Laws of Logarithm
Let b be a positive number not equal to 1. Let x and y be any positive number and n be
any real number. Then,
Law 1. log b xy=log b x+ logb y
x
Law 2. log b y =log b x−log b y
Law 3. log b x n=nlog b x

Examples:
Expand the following logarithms
1. log 3 (7 ∙ 5) = log 3 7+ log 3 5
2. log 7 x=log 7+logx
3. log 5 ()
8
x
=log 5 8−log 5 x

4. log 4 93=3 log 4 9

1
5. log√ x= log x
3

Exercises.
Evaluate the following logarithms
1. log 2 128−log 2 8 3. log 6 4+ log 6 54

53
 ()
8
2. log 2 4 4. log 3 ( x+ 2 )+ log 3 x−log 3 243=1

Day 3. Common logarithm and Natural logarithm

Logarithm with base 10
To simplify the notation, if there is no base written, it is understood that the base is 10
log 10 y = log y
Common logarithms of the powers of 10 are easily determined by using the rule, log b b x =x
Examples
Log 1000 = log 103 =3
Log 100 = log 10 2
=2
Log 10 = log 101 =1
Log 1 = log 10 0
=0
Log 0.1 = log 10-1 = -1
Log 0.01 = log 10-2 = -2
Log 0.001 = log 10 -3
= -3
Most real numbers are not powers of 10.in determining the common logarithms of these numbers,
a table of logarithms or a calculator can be use. However, we concentrate with the use of
calculator
Examples
Find log 75 using your calculator
SOLUTION:
Log 10 <log 75<log 100 or 1<log 75< 2
Using your calculator, press the following keys on the calculator
7 5 log = 1.875061
To check whether log 75 = 1.875061 is correct, show that 101.875061 =75. To do this, press 1 0
xy 1.875061 = 74.999955
Note: this true for those scientific calculators that have incomplete functions or those
calculators that were not in base 10
Antilogarithm-
o it is the inverse of logarithm
o If x =y, then x is the antilogarithm of y. in symbol, x =antilog y
o This will be used in finding the number when its logarithm is given

Examples
1. Find the value of in log x = 4.32
SOLUTION:
We can find x in two ways
First, using the inverse of the log function (antilog)
We have, 4.32 INV log = 20892.96
Second by using the exponential equation 104-.32 = x, we have,
Press 1 0 xy 4.32 = 20892.96
2. Find the product of 23.4 and 0.5683 using logarithm
SOLUTION
Let x = (23.4)(0.5683)
Log x = log 23.4 + log 0.5683
Log x= 1.369216 +(-0.245422)
Log x = 1.123794
x = 13.29822

Natural Logarithm
- A logarithmic function with base logarithm e and is denoted by the special symbol ln x, read as
“the natural logarithm of x”
Natural logarithmic function
- A function defined by f(x) =loge x = ln x, x>0
 The properties of logarithm are also applicable for common and natural logarithms
54
 Common Logarithm Natural logarithm
log 1 =0 ln 1 = 0 because e0 =1
log 10 = 1 ln e = 1 because e1 = e
log 10x = x ln ex = x because eln x = x
If log x = log y, then x=y If ln x = ln y, then x=y
log xy = log x +log y ln xy = ln x +ln y
log ()
x
y
=logx−log y
x
ln (¿ )=ln x−ln y ¿
y
log xn = n log x ln xn = n ln x

Examples
Evaluate the following:
1. ln e7 = 7 2.eln 8 = 8 3. ln e – ln1 = 1-0 = 1 4. ln e + ln 1= 0+1 =1
Expand the following logarithm
a. ln
√ x −3
4
x
ln √ x−3−ln 4 ln (¿ )=ln x−ln y ¿
y

√ x−¿=(x−3) ¿
1 1
2
ln (x−3) −ln 4 2

1
ln ( x−3 ) −ln 4 ln xn = n ln x
2
b. 2 ln 3 x √ x+ 4
2
ln ( 〖 3 x √ x+ 4 ) 〗 n ln x = lnx
ln ⁡[9 x ¿¿ 2(x +4 )]¿ square 3x(√ x+ 4
ln 9+ln x2+ ln (x+4) ln xy= ln x + ln y
ln 9 +2ln x + ln(x+4) ln x2 = 2ln x
4
e
c. ln ⁡( )
8
x
ln e4 – ln 8 ln =ln x−ln y
y
4ln e – ln 8 ln e4 = 4lne

EXERCISES
Apply the laws of logarithm in each of the following
1. 7(ln(x+3) – ln x 4.log 8()
8
x

x2 y2
2. log 9 ( 9 x ) 5. log b 2
z

√x
3. log b 2
( yx )

Day 4. Logarithmic Equation:

 An equation containing a variable in a logarithmic expression

Examples of logarithmic equation

log 3 ( x+ 4 )=3 ,∧ln 3 x =2
Any logarithmic equation in the form log b x =c can be solved by rewriting it in its equivalent
exponential form bc = x

55
 Guidelines in solving logarithmic equation

1. Isolate the logarithmic term on one side of the equation

2. Write the equation in exponential form
3. Solve for the variable
4. Check to make sure you do not have extraneous solutions

Examples:
4. Solve log 5 ( x+ 8 )=3 Checking
5 = x+8
3
log 5 ( 117+8 )=3 ?
x+8 = 5 3 log 5 125= 3? = 53 = 125
x = 125-8 3=3
x = 117
5. log 2 x+ log 2 ( x −6 )=4
log 2 x ( x−6 )=4 log b x +log b y=log b ( x + y)
4
x ( x−6 )=2
x ( x−6 )=16
2
x −6 x=16 distributive property
2
x −6 x−16=0 Subtraction Property
(x-8)(x+2) = 0 Factoring
x-8 =0 x+2=0 Equate the factors to zero
x=8 x =-2

6. 4ln2x = 12
ln2x = 3 divide both sides by 4
ln 2 x 3
e =e Exponentiate both sides
2x = e 3 lnx
e =x , inverse property
e3
x= divide both sides by 2
2
x ≈ 10.04277

EXERCISES:
Solve each logarithmic equation
1. log 3 x=5 4.log 2 ( 2 x +1 )=3

1
1
2. log 6 x 2=4 5. log 2 x 2 =
2

3. ln x =1

Logarithmic Inequality
It is an inequality that involves logarithm

Examples of logarithmic Inequality

log 5 x >4 , log 3 x ≤5 , log 4 ( 3 x +2 ) <log 4 (x+5)
Logarithmic inequalities can often be solved just by using the fact that
y x y
 log a x > y is same as x >a ∨log a > y issame as x >a
 If log a c > log a d , thenc > d
These two statements hold true regardless of the inequality sign. It is also important to note that
it is only possible to take the logarithm of positive number. The solution to a logarithmic inequality can
be written in interval notation

Examples.
Solve each logarithmic inequality
1. log 3 x ≤ 5
x ≤ 35 write logarithm into exponential form

56
 x ≤ 243 evaluate the power
0 ≤ x ≤ 243 exclude 0 and all negative numbers
2. log 4 x ≥3
3
x≥ 4 write logarithm into exponential form
x ≥ 64 evaluate the power
3. log 6 ( x +8 ) ≤2
2
x +8 ≤6 write logarithm into exponential form
x +8 ≤36 The original inequality was log (x+8) ≤ 2. Because only the
logarithm of a positive number can be found, the
expression x+8 must be greater than 0
−8< x ≤ 28 Combine the solutions. Since x
≤ 28 ( 36−8 )∧x−8 ( 0 ,−8 ) must be true ,
then only values of x that are greater than−8∧less than∨equal ¿ 28 satisfy both x ≤ 28 ,∧x >−8
(-8, 28] interval solution
4. log 5 ( 3 x+ 2 )< log 5 (2 x +5 )
(3x+2) < (2x+5) log b x <log b y = x<y
x<3 simplify the inequality
3x+2 >0 and 2x+5>0 find the values that are not included by setting each side of
the inequality greater than 0
−2 −5
x> ,∧x> solve the inequalities
3 2
−2
< x <3 Combine the inequalities. Get the intersection of the three
3
inequalities
EXERCISES
Write the solution to each of the following inequalities
1. log 4 (x +7)> 3 4. log 4 (3 x−5 )> 1

2. log 2 ( x+ 18 ) ≥ 4 5. log 12 ( x−1 )< 2

3. log 6 ( 2 x−3)≥2

Diocese of Bayombong Educational System (DBES)

Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: [email protected]

SELF-PACED LEARNING MODULE

GENERAL MATHEMATICS
Subject Teacher: _______________________

Name of Student: __________________________ Year and Sec: ___________________

Week Number: 8 Inclusive dates: ________________

57
 Content Standard The learner demonstrates understanding of key concepts of inverse
functions, exponential functions, and logarithmic functions
Performance Standard The learner is able to apply the concepts of inverse functions, exponential
functions, and logarithmic functions to formulate and solve real-life
problems with precision and accuracy.
Most Essential The learner…
Learning - Represent a logarithmic function through its: (a)table of values, (b)
Competencies graph, and (c)equation
(MELCs) - Solves logarithmic equations and inequalities
- Determines the intercepts, zeroes, and asymptotes of logarithmic
functions
21st Century Skills Critical Thinking
Core Values Patience and perseverance

MODULE 8: Graph of Logarithmic Functions

Week 8 Most Essential Learning Competencies (MELCs) Remarks Activity Score

 Represent a logarithmic function through its
Day 1- (a)table of values, (b) graph, and equation
2
Day 3  Solves logarithmic equations and inequalities
Day 4  Determines the intercepts, zeroes, and
asymptotes of logarithmic functions
TOTAL

REFERENCES: (Book/s, Author/s, Page/s)

General Mathematics by Orlando Oronce pp 171-184
General Mathematics by Chan, et. Al pp 88-107
General Mathematics by Durwin C. santos, et al pp 47
Math and Beyond(Gen Math) by Alvin Barcelona et al pp96-118

Day1. Graphs of Logarithmic Functions

 The x-intercept is 1. There is no-intercept

 The y-axis the vertical asymptote
 If b>1, the function is increasing. If 0<b<1, the function is decreasing
 The graph is smooth and continuous. It has no sharp corners or gaps.

The graphs of logarithmic functions can be translated vertically or horizontally, reflected, stretched or
shrunk.

EXAMPLES
1. Graph f(x) = log 2 x in
SOLUTION
Step 1. Express the logarithm in exponential form
y
f ( x )=log 2 x=2 =x

Step 2. Setup a table of coordinates

58
St ep 3. Plot the Points on the Cartesian Plane then connect the point using a smooth curve

2. Graph f(x) =log 1 x

2
Step 1. Express the function in exponential form
y
1
f(x) =log 1 x y = log 1 x =x
2 2 2
Step 2. Make the table of Values

Step 3. Plot the point on the Cartesian Plane and join them with smooth curve

EXERCISES.
1. Graph the following functions
a. f(x) = log 4 x
b. g ( x )=log 1 x
4
c. h ( x )=ln x

59
Day 2. Solving logarithmic Equations
Logarithmic equation is one in which a logarithm of the variable occurs. The laws of
logarithms are used in solving logarithmic equations

Steps in solving logarithmic equations

EXAMPLES
1. Solve log 10 ( x 2+36 )=log 10 100
SOLUTION
log 10 ( x 2+36 )=log 10 100
x 2+ 36=100
x2 = 100-36
x2 = 64
x = √ 64
x = ±8
Therefore, the solutions of the equation are; x= 8, and x= 8
2. Solve log 5 ( x+ 1 )−log 5 ( x−1 )=2
x +1
log 5 ( )=2 second law
x−1
2 x +1
5= Step 3
x−1
x +1
25=
x−1
25 ( x−1 )=x +1 cross multiply
25 x−25=x+1
25x-x=1+25
24x = 26

26 13
x= =
24 12
Checking is ¿ the student ¿ verify
Day 3. Solving logarithmic Inequalities
Properties of logarithmic Inequalities

ILLUSTRATIVE EXAMPLES
1. Solve log(x+36)> log 100

60
 x+36>100
x>100-36
x> 64
Apply the property that x>0 and y>0 because logarithm is defined for positive real numbers only,
so
x+36>0
x> -36
Combine the solutions x>64 and x>-36 to determine the intersection
The common solution for x>64 and x>36 is x>64
Thus the solution of log(x+36)>log 100 is x>64
2. Solve log(x+36) < log 100
x+36 < 100
x < 100-36
x < 64
Apply the property that x>0 and y>0 because logarithm is defined for positive real numbers only,
so
x+36>0
x> -36
The common solution for x<64 and x>-36 is -36 < x < 64

EXERCISES:
Solve the following
1. log 10 ( 3 x+5 )=2
2. log 2 ( x 2−x−2 ) =2
3. log 3 ( 2−x )=3
4. log x< -2
5. log 3 ( 2−x)=3

Day 4. Solving Problems Involving Logarithmic Functions(Exponential growth)

There are many real -life problems which can be solved using logarithmic functions. In this topic we
shall solve applied problems involving logarithmic functions

Examples.
1. In 2005, it was estimated that for the succeeding 20 years the population of a particular town was
expected to be f(t) people in t years from 2005, where f(t) = C∙ 10kt , and C and k are constants. If
the actual population in 2005 was 1000 and in 2010 it was 4000, what is the expected population
in 2020?
SOLUTION:
Step 1. Find the value of c in the equation f(t) = C●10kt
If the population in 2005was1000, then at t=0, f(t) = 1000
Substitute these values in the equation
f(t) = C●10kt 1000 =C●1
1000 = C●10k(0) C = 1000
If C=1000, then the equation be f(t) = 1000●10 kt

Step 2. Find the value of k in f(t) = 1000●10kt

If the population in 2010 was 4000, then t=5, f(t) = 4000
Substitute 5 and 1000 in the equation we have,
4000 5k
f(t) = 1000●10kt =10
1000
4000 = 1000●105k 4 = 105k

Take the logarithm of both sides log 4 = log 105k

Log 4 = 5k log 10
log 4
=5k, log 10 =1
log 10
log 4 = 5k
log 4
k= ,
5
So the equation for predicting the population becomes
f(t) = 1000●10( )
log 4
t
5

Step 3. Find the expected population in 2020

61
 In the year 2020, t =15, substitute 15 in the equation
f(t) = 1000●10( )
log 4
15
5

f(t) = 1000● 103 log 4

f(t) = 1000● 64
f(15) =64000
2. The approximate population of a certain city in South America was 460000 in 1970. In 1980, it
was 630000
a. Determine the formula describing the population growth
b. Estimate the population in 2020
SOLUTION
Step 1. Identify the given information.
At t=0, A0 = 460 000
At t = 10, A10= 630 000
Step 2. Substitute the given information in the formula A(t) = A0ekt
A(t) = A0ekt
630, 000 = 460, 000e10k
Step 3. Find the value of k in the formula A(t) = A0ekt. ( Law of Exponential Growth)
Use natural logarithm because natural exponent is involved (e)
63
A(t) = A0ekt ln ( )= 10k ln e
46
63
630, 000 = 460, 000e10k ln ( )= 10k
46
63
630,000 10 k ln( )
=e 46 = k
460,000
10
63 10 k
=e k = 0.0314
46
63
ln ( )= ln e10k
46
Step 4. Substitute the value of k in the formula A(t) = A0ekt
A(t) = 460,000 e0.0314t
Step 5. Substitute t=50 to estimate the population in 2020
A(50) = 460,000e50(0.0314)
A(50) = 2,211,058.17 ≈ 2,211,058
Half - life of a substance
The half-life of a substance is the time it takes for half of it to decompose
EXAMPLES
1. A radioactive isotope decays according to the formula A=Pe-0.35t, where P is the initial amount of
the isotope and A is the amount present t months later. What is the half-life of this isotope?
SOLUTION:
Step 1. Identify the given information
Since the half-life of substance is the time it takes for half of it to decompose, we let A
=0.5P
Step 2. Substitute the given information in the formula A = Pe-0.35t
0.5P =Pe -0.35t (1) ln 0.5 = -0.35t ln e
ln 0.5
Step 3. Solve for t in Equation 1 =t
−0.35
0.5P = Pe-0.35t t = 1.98
0.5 = e-0.35t so, the half-life of the radioactive
ln 0.5= ln e-0.35t isotope is 1.98 months
2. The Radioactive substance is decaying according to the formula, y =Aekx, where x is the time in
years. The initial amount A = 10 grams, and 8 grams remain after 5 years.
a. Find k. leave the answer in terms of natural logarithm
b. Estimate the amount remaining after 10 years
c. Find the half-life to the nearest tenth of the year.
SOLUTION
Step 1. Identify the given information
A=10 y =8 x=5
Step 2. Substitute the given information in the formula y = Aekx
8 = 10e5k
Step 3. Solve for k

62
 8 = 10e5k
8 5k
=e
10
4 5k
ln =ln e
5
4 ❑
ln =5 k ln e
5
4
ln =5 k , ln e=1
5
4
ln
5
=k
5
1 4 1 4
k = ln substitute A=10 and, k = ln to y = Aekx, we have
5 5 5 5

y= 10 e( 5 ln 5 ) x y= 10 e( 5 ln 5 )
1 4 x 4

x 4
Step 4. y= 10e 5 ln 5
10 4
ln
y= 10e 5 5

y = 6.40
SUMMARY:

1. The formula for describing exponential growth of a population is given by A(t) = A0ekt,
where A(t) - population at time t t – time
A0 - Population at time t=0 k- constant
2. The formula for describing exponential decay of a population is given by B(t) = B0e-kt where
B(t) - population at time t t- time
B0 - population at time t=0 k- constant
3. Steps to follow in solving problems involving logarithmic functions
a. Identify the given information or quantities
b. Determine the equation that describes the situation
c. Substitute the given quantities in the equation
d. Solve for the unknown quantity
4. The half-life of a substance is the time it takes for half of it to decompose.

EXERCISES
Solve the following problems completely.
1. After t years, there is one milligram of radium left, where y=ke-0.0004t and k is constant. If 60
milligrams of radium are present now,
a. How much radium will be present 100 years from now?
b. How long will it take until there are only 50 mg of radium present?

63