Republic of the Philippines

Department of Education
Region IX Zamboanga Peninsula
Division of Zamboanga del Sur
BOBUAN NATIONAL HIGH SCHOOL
Bobuan, Bayog, Zamboanga del Sur

General Mathematics- Grade 11, Quarter 1, Week 7

SOLVING PROBLEMS INVOLVING EXPONENTIAL FUNCTIONS,

EQUATIONS AND INEQUALITIES

I. INTRODUCTORY
CONCEPT
Many real-world phenomena can be modelled by exponential functions that
describe how things grow or decay as time passes. Some examples of such
phenomena are the studies of populations, bacteria, AIDS virus, radioactive
substances, loan interest rates and investments. Exponential model is commonly used
in solving problems involving exponential equations and inequalities such as real-life or
word problems.
In this Learner’s Packet, you will learn how to solve some problems involving
exponential equations and inequalities.

II. LEARNING SKILLS FROM THE

MELCS
After going through this Learner’s Packet, you are expected to solve
problems involving exponential functions, equations and inequalities. (M11GM-
Ig-2)

III. LEARNING
ACTIVITIES

Lesson 1: SOLVING PROBLEMS INVOLVING EXPONENTIAL FUNCTIONS

In this part, you will learn how to solve problems involving exponential functions
in simplest way. The step-by-step discussion in solving real-life problems involving
exponential growth and decay functions are presented in this learning activity.
Read…Explore…And understanD
*READ*
Directions: Read, explore and understand the concept in solving problems
involving exponential functions.

A. Exponential Growth Functions

RO_GeneralMathematics_Grade11_Q1_LP 7
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 A function of the form y = a(1+r)t, where a > 0 and r > 0, is an exponential growth
function. Exponential growth occurs when a quantity increases by the same rate r in
each period t. When this happens, the value of the quantity at any given time can be
calculated as a function of the rate and the original amount.

Example [Link] inaugural attendance of an annual music festival in a certain country is

120,000. The attendance y increases by 6% each year.
a. Write an exponential growth function that represents the attendance after
t years.
b. How many people will attend the festival in the fourth year? Round your
answer to the nearest thousand.
Solution:

a. The initial amount is 120,000 and the rate of growth is 6% or 0.06

y = a(1 + r)t Write the exponential growth function.
t
= 120,000(1 + 0.06) Substitute 120,000 for a and 0.06 for r.
= 120,000(1.06)t Add.
The festival attendance can be represented by y = 120,000(1.06)t.

b. The value t = 3 represents the fourth year because t = 0 represents the first
year.
y = 120,000(1.06)t Write the exponential growth function.
= 120,000(1.06)3 Substitute 3 for t.
≈ 142,922 Use a calculator.
About 143,000 people will attend the music festival in the fourth year.
B. Exponential Decay Functions
A function of the form y = a(1 − r)t, where a > 0 and 0 < r < 1, is an exponential
decay function. An exponential decay occurs when a quantity decreases by the same
rate r in each period t. Similar with the exponential growth, the value of the quantity at
any given time can be calculated by using the rate and the original amount.

Example [Link] yearly profits of a certain company in the Philippines is P1,250,[Link]

profits have been decreasing by 5% per year.
a. Write an exponential decay function to represent this situation.
b. What will be the profits in 6 years? Round your answer to the nearest
pesos.
Solution
a. The initial amount is 1,250,000, and the rate of decay is 5%, or 0.05
.
y = a(1 –r)t Write the exponential decay function.
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 = 1,250,000(1 –0.05)t Substitute 1,250,000 for a and 0.05 for r.
= 1,250,000 (0.95)t Subtract.

The exponential decay function representing this situation is

y = 1,250,000(0.95)t

b. The value t = 6 represents the time in the given exponential decay situation.

y = 1,250,000(0.95)t Write the exponential decay function.

= 1,250,000(0.95)6 Substitute 6 for t.
≈ 918,865 Use a calculator.

About P918,865 will be the profit in 6 years.

C. Exponential Growth Functions involving Compound Interest

Exponential growth functions are used in real-life situations such as problems
involving compound interest. Although interest earned is expressed as an annual rate,
the interest is usually compounded more frequently than once per year. So, the formula
y = a(1 + r)t must be modified for compound interest problems.
Compound interest is the interest earned on the principal and on previously
earned interest. The balance y of an account earning compound interest is:

Note:
Annually once a year Monthly 12 times a year
Semi-annually twice a year Weekly 52 times a year
Quarterly 4 times a year Daily 365 times a year

Example 3. Ms. Everything deposits P5000 in a savings account that earns 6% annual
interest compounded quarterly.
a. Write a function that represents the balance after t years.
b. How much money does Ms. Everything have at the end of 7 years? Round
your answer to the nearest pesos.

Solution

a. The principal (initial) amount is P5,000 and the annual interest rate is 6% or
0.06 compounded quarterly (4 times a year).

nt
r
y = P(1+ ) Write the compound interest formula.
n
4t
0.06
y = 5000(1+ ) Substitute 5000 for P, 0.06 for r, and 4 for n.
4
y = 5000(1.015)4 t Simplify.
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 The function that represents the balance after t years is
y = 5000(1.015)4 t .

b. The value t = 7 represents the time (in years) in the given exponential growth
function involving compound interest.
y = 5000(1.015)4 t Write the exponential growth function.
= 5000(1.015)4 (7) Substitute 7 for t.
≈ 7,586 Use a calculator.

Ms. Everything has P7,586 in her savings account at the end of 7 years.

ACTIVITY
1.1
Solve the following problems. Show your complete solutions.
For numbers 1 and 2.
The population of a certain animal in an area is represented by the equation
y = 750(0.95)t where t is the number of years since year 2000.
1. In the given equation,
a. What does 750 represent?
b. What does 0.95 represent?
2. Compute the predicted population of a certain animal in the year
2010. Round your answer to nearest whole number.
For numbers 3 and 4.
A computer valued P150,000 depreciates at the rate of 12.3% per year.
3. Write a function that models the value of the computer.
4. Find the value of the computer after four years.

ACTIVITY 1.2

Solve the following problems. Show your complete solutions.

1. The first year of a charity walk event in a certain city had an attendance
of 200 people. The attendance y increases by 5% each year.
a. Write an exponential growth function to represent this situation.
b. How many people will attend in the sixth year? Round your answer
to the nearest person.

2. The yearly profits of a certain small company is 500,000. The profits have
been decreasing by 4% per year.
a. Write an exponential decay function to represent this situation.
b. What will be the profits in 5 years? Round your answer to the
nearest pesos.

3. You deposit P10,000 in a savings account that earns 3% annual interest

compounded once a year.

a. Write a function that represents the balance after t years.

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 b. How much money do you have at the end of 6 years?
Round your answer to the nearest pesos.

ACTIVITY
1.3
Solve the problem below.
You decided to put P25,000 into a bank account. You are told that you will
get an annual interest rate of 2.5% compounded monthly.

1. How much money will you have after 12 years?

[Link] you invest in an account compounded daily or monthly if the
bank offers 2.5% compounded daily and 2.5% compounded monthly,
respectively for 12 years? Justify your answer.

Lesson 2: SOLVING PROBLEMS INVOLVING EXPONENTIAL

EQUATIONS AND INEQUALITIES

In this part, you will learn how to solve problems involving exponential equations
and inequalities in simplest way. The step-by-step discussion in solving real-life or
worded problems involving exponential equations and inequalities are presented in this
learning activity.
Before you explore and understand the concept on solving problems involving
exponential equations and inequalities, read and familiarize first the notes on math
operator and inequality vocabulary for you to be guided in the learning activities.

Notes on Math Operator and Inequality Vocabulary

Math Operator Vocabulary (Recall):
 Addition-sum, altogether, all, in all, together, total, total number, add,
increase, increased by, more than.
 Subtraction-minus, greater than, take away, fewer than, less than, subtract,
decreased by.
 Multiplication-product, multiply, multiplied by, times.
 Division-quotient, dividend, divide, divided by, each, per, average, divided
equally.
 Equal-the same, equals, the same as, equivalent, is equal to.

Inequality Vocabulary (Recall):

< (is less than)- is less than, is below, is lower than, fewer than
> (is greater than) – is more than, is above, is larger than, is higher than
≤ (is less than or equal to) – is at most, is maximum, is not more than
≥ (is greater than or equal to) – is at least, is minimum, is not less than

In the previous lessons, you solved problems involving exponential functions

using algebraic representations or models. You also considered the general steps in
solving the problems.
Algebraic representations, particularly exponential models, will also be used in
solving problems involving exponential equations and inequalities. As you explore this
lesson, the general steps in solving real-life or word problems will also be considered.
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 General Steps in Solving Real-life or Word Problems:
1. Read and understand the problem.
-Understand all the words used in stating the problem.
-Think of a model/picture/ diagram that might help to understand the problem.
-Underline what you are looking for
2. Devise a plan.
-Consider reasonable way(s) to solve the problem.
-Find the connection between the given and the unknown.
-If an equation or inequality is missing, write one.
**You may need to find the rate first!**
3. Carry out the plan.
-Carrying out your plan of the solution, check each step
-Use the function to find the answer.
4. Look back.
-Examining the solution and answer obtained by taking time to reflect and look
back at what you have done.
-Does your answer makes sense? Check units if necessary.

A. Exponential Equations
 Solving problems involving exponential equations is a valuable tool for
finding variables such as growth rate, decay rate, the amount of time that
has passed, or an amount of something at a given time.
 Exponential growth and decay are both common processes and
exponential equations that can be used to model and predict in many
disciplines.

Recall:
 Exponential Model and Population Growth
Suppose a quantity y doubles every T units of time. If y0is the initial
amount, then the quantity y after t units of time is given by:
t
y = y0(2) T

Note:The base of the equation (growth factor) above is 2 for doubles, 3 for
triples, and so on.

 Exponential Model and Half-life

If the half-life of a substance is T units, and y0 is the amount of the
substance corresponding to t = 0, then the amount y of substance remaining after
t units of time is given by:
t
1
y = y0( ) T
2

Example 1. A certain bacteria can multiply at an alarming rate when each bacteria splits
into two new cells, thus doubling. If we start with only one bacteria which can double
every 20 minutes, after how many minutes will the bacteria grow up to 64?

Given: Growth Factor: 2 Unknown: t

y = 64
y0 = 1
T = 20
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 Solution:
t
y = y0(2) T Write the formula/exponential model.
t
64 = 1(2) 20 Substitute 64 for y, 1 for y0 and 20 for T

64 = 2t/20 Simplify.

26 = 2t/20 Make the bases equal. (26 = 64)

Since the bases are equal, we can say that:

t
6= Equate the exponents of both sides.
20

t = 6(20) ---- 20(6)=t Multiply both sides by 20.

t = 120 Simplify.

Answer: After 120 minutes, the bacteria grew up to 64.

Example [Link] half-life of Zn-71 is 2 minutes. At t=0 there were y0 grams of Zn-71, but
1
only of this amount remains after some time. How much time has passed?
32
1
Given: T = 2 Growth Factor: Unknown: t
2
t
1 T
Using the exponential model y = y0( ) , we can determine that after
2
t
1 2
t minutes, the amount of Zn-71 is y0( )
2

Solution:
t
1 1
y0( ) 2 = y0 Write the exponential equation.
2 32
t
1 1
( )2 =
2 32
t 5 5
1 1 1 1
( )2 = ( ) Make the bases equal. (( ) = )
2 2 2 32

t
=5 Equate the exponents of both sides.
2

t = (5)(2) Multiply both sides by 2.

t = 10 Simplify.

Answer: 10 minutes

Example 3. At time t = 0, 192 grams of an isotope with half-life of 10 hours is present.

How much time will elapse when only 3 grams remain?

RO_GeneralMathematics_Grade11_Q1_LP 7
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 1
Given: Growth Factor: Unknown: t
2
y=3
y0 = 192
T = 10
Solution:
t
1
y = y0( ) T Write the formula/exponential model.
2
t
1
3 = 192( ) 10 Substitute 3 for y, 192 for y0 and 10 for T
2

()
t /10
1
3 192
= 2 Eliminate 192 by dividing both sides with
192
192
192
t
1 1 3 1
= ( ) 10 Lowest term of is .
64 2 192 64
6 t 6
1 1 1 1
( ) = ( ) 10 Make the bases equal. (( ) = )
2 2 2 64

t
6= Equate the exponents of both sides.
10

t = 6(10) Multiply both sides by 10.

t = 60 Simplify.

Answer: 60 minutes
B. Exponential Inequalities
 In solving problems involving exponential inequality, consider its basic
property:
x
 If b > 1, then the exponential function y = b is increasing for all
x. This means that bx< by if and only if x < y.
x
 If 0 < b < 1, then the exponential function y = b is decreasing
for all x. This means that bx> by if and only if x <y.

Recall:
Algebra: Translating Words into Math
 Addition
 sum: "The sum of a number and 5" means "x + 5"
 increased: “A number increased by 7” means “x + 7”
 added: “A number added to 10” means “x + 10”
 Subtraction
 less: "17 less a number" means "17 – x"
 difference: "The difference of a number and 6" means "x - 6"
 diminished: “A number diminished by 2” means “x – 2”
 Multiplication
 product: "The product of a number and 4 means "x • 4", also
written "4x" (since multiplication is commutative, the order in
which the number is written doesn't matter)
 of: "Half of 10" means " ½ • 10"
 times: “Three times a number” means “3•x” or “3x”.
RO_GeneralMathematics_Grade11_Q1_LP
 Division 7
 quotient: "The quotient of 2 and a number" means "2 ÷ x" or 8
{2} over {x}
 fractions: Remember, any expression written as a fraction is
technically a division problem in disguise.
Example 4. The exponent of the base 3 is two times a number increased by 1. Find the
set of all possible values of the number if the given exponential expression is less than
27.

Let x be the number.

Given: base is 3
“two times a number increased by 1” means “2x + 1”
“is less than 27” means “< 27”
Unknown: x
Solution:
32x + 1 < 27 Express as an exponential inequality.

32x + 1 < 33 Make the bases equal. (33 = 27).

2x + 1 < 3 Property of inequality for exponential

functions

2x < 3 – 1 Add –1 to each side.

2x < 2
2
x< Divide each side by 2.
2
x< 1

Answer: x < 1 The set of all possible values of the number.

Example 5. Five is raised to twice a number decreased by one is at least one over one
hundred twenty-five. Find the set of all possible values of the number.

Let x be the number.

Given: base is 5
“twice a number decreased by 1” means “2x – 1”
1
one over one hundred twenty-five
125
“is at least” means “≥”
Unknown: x
Solution:
1
52x – 1≥ Express as an exponential inequality.
125

1 1
52x – 1≥ 5–3 Make the bases equal (Rewrite as 3 =5–3)
125 5

2x – 1 ≥ –3 Property of inequality for exponential functions

2x ≥ –3 + 1 Add 1 to each side.

2x ≥ –2
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 x≥–1 Divide each side by 2.

Answer: x ≥–1 The set of all possible values of the number.

1
Example 6. The base of the left side of the exponential inequality is , and its
100
exponent is three times a number while the base of the right side of the
1
exponential inequality is , and its exponent is the sum of a number and 5. The
10
given exponential expression on the left side is at most of the right side. What is
the set of all possible values of a number that would satisfy the given exponential
inequality?

Let x be the number.

1 1
Given: left side base is ; right side base is
100 10
“three times a number” means “3x”
“the sum of a number and 5” means “x + 5”
“is at most” ≤
Unknown: x

Solution:
1 3x 1
( ) ≤ ( )x+5 Express as an exponential inequality.
100 10

1 3x 1 x+5 1 1
( 2
) ≤ ( ) Rewrite as 3
10 10 100 10

1 6x 1 x+5 1 3x
( ) ≤ ( ) Simplify ( 2
) to( 1 )6x
10 10 10 10

6x ≥ x + 5 Property of inequality for exponential functions

(The direction of the inequality is reversed
1
since the base <1 ¿
10
6x – x ≥ 5 Add each side with –x.
5x≥ 5
x≥ 1 Divide each side by 5

Answer: x ≥ 1 The set of all possible values of the number.

ACTIVITY 2.1

Solve the following problems. Show your solutions.

1. A bacteria in a petri dish can multiply at an alarming rate when each bacteria
splits into two new cells, thus doubling. If we start with only one bacteria which can
double every 15 minutes, after how many minutes will the bacteria grew up to 128?

2. The half-life of N-13 is approximately 10 minutes. At t=0 there were y 0 grams

1
of N-13, but only of this amount remains after some time. How much time has
32
passed?

3. Four raised to thrice a number decreased by eight is at least one over sixteen.
Find the set of all possible values of the number.
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 ACTIVITY 2.2

Solve the following problems. Show your solutions.

1. The half-life of a certain radioactive substance is 4.25 minutes. At t=0 there
1
were y0 grams of radioactive substance, but only of this amount remains after
1024
some time. How much time has passed?

2. At time t = 0, 1408 grams of an isotope with half-life of 37.5 hours is present.

How much time will elapse when only 2.75 grams remain?
3. Thirty-two raised to the quantity three times a number diminished by four is
greater than one hundred twenty-eight raised to the quantity four times a number added
to three. What is the set of all possible values of a number that would satisfy the given
exponential inequality?

1
4. The left side of an exponential inequality is raised to the difference of a
2
1
number and 3. The right side of the exponential inequality is raised to twice a
8
number. What is the set of all possible values of a number if the left side of an
exponential inequality is greater than the right side?

ACTIVITY
2.3
Solve the following problems. Show your solutions.
1. You enlarged an ID photo on a computer at three times its original size. You
continue to increase its size repeatedly by 100%. The new size of the ID photo y in
comparison to its original size after x enlargements on the computer is represented by y
= 2x + 1. How many times must the ID photo be enlarged on the computer so the new
photo is 16 times the original size?

2. A certain bacterial culture quadruples in size every hour. You begin observing
the number of bacteria 2 hours after the culture is prepared. The amount y of bacteria x
hours after the culture is prepared is represented by y = 175(4 x − 2).When will there be
179,200 bacteria?
3. The exponent of a number is the sum of thrice a number and three. The given
expression is larger than a number raised to the sum of a number and 31. Find the
possible values of a number.

LESSON 1
Activities 1 point for every correct answer
1.1 & 1.2
Activity 1.3
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 Category Weigh 5 points 3 points 1 point
t
Presentation 40% All steps in 3 to 4 steps 1 to 2 steps
problem in problem in problem
solving are solving are solving are
followed followed followed
correctly correctly correctly
Correctness 50% All steps in 3 to 4 steps 1 to 2 steps
of Solution the in the in the
computation computatio computation
are correct n are are correct
correct
Neatness 10% The work is The work is The work
and presented presented appears
Organization in a neat, in an sloppy and
clear and organized unorganized.
organized way but
way that is may be
easy to hard to
read read.

LESSON 2
Activities 1 point for every correct answer
2.1,2.2 & 2.3

IV. RUBRIC FOR

SCORING

V.
REFLECTION
1. In what real-life situation/s you find the application of solving problems
involving exponential equations useful?
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
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______________________________________________________

VI. ANSWER KEY

LESSON 1
ACTIVITY 1.1 ACTIVITY 1.2 ACTIVITY 1.3
1. a) initial population 1. a) y = 200(1.05)t 1. y = 33,736
b) decay factor b) 268
2. a) y = 500,00(0.96)t 2. I would invest in an account with a
2. y = 449
b) y = 407,686 rate of 2.5% compounded daily rather
3. y = 150,000(0.877)t
3. a) y = 10,000(1.03)t than in an account at 2.5%
RO_GeneralMathematics_Grade11_Q1_LP 7
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4. y = 88,734 b) y = 11,941 compounded monthly if they are
invested for the same length of time.
3. Justification:
For an account invested at 2.5%
compounded daily, the amount after 12
years is y = 33,746 while for an
account invested at 2.5% compounded
monthly, the amount will be y = 33,736.
Hence, the future amount of the
investment invested at a rate of 2.5%
compounded daily is higher than that
invested at 2.5% compounded monthly
supposing that the length of time of
investment is the same.

LESSON 2
ACTIVITY 2.1 ACTIVITY 2.2 ACTIVITY 2.3
1. t = 105 1. t = 42.5 1. x = 3
Note: The inequality symbol will
2. t = 50 2. t = 337.5 2. x = 7
be reversed when the inequality
3. x ≥ 2 −41 is divided or multiplied by 3. x > 14
3. x < negative numbers.
13
−3
4. x <
5

VII.
REFERENCES
General Mathematics Learner’s Material (DEPED e-Copy).Pages 77-81
[Link]

DEVELOPMENT TEAM OF THE LEARNER’S PACKET

Writers : PATERNO P. MAPULA, JR. – Bolo Norte HS
GENARO R. DE MESA, JR. – Ocampo NHS
Reviewer : JOHN JERIC M. SENDICO- Pili NHS
Language Editor : LIEZL G. PELAGIO-Bolo Norte HS
Content Editor : DESIREE R. EUSTE- Milaor NHS
Illustrator : PATERNO P. MAPULA, JR. – Bolo Norte HS
Lay-out Artist : JHOMAR B. JARAVATA- Bula NHS
Validator : ARTHUR LAWRENCE T. YEE- Nabua NHS

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