Lesson 13: Solving Problems Involving Rational

Equations
Learning Outcome(s): At the end of the lesson, you will be able to solve problems involving
rational equations.

In our previous lesson, we already discussed about rational equations. Though you may seem
to think that you don’t need rational equations in your life, know that it is a very important tool in
problem solving. Now let us try to solve problems involving rational equations. Your knowledge
of its concepts which you learned from the previous lesson will surely help you here. So, let’s
begin!
Example 1:
In an inter-school volleyball competition, the team from the Institute of Education has won 12 out
of 25 games, a winning percentage of 48%. How many games should they win in a row to
improve their winning percentage to 60%?
Solution:
We want to know the number of games they should win in a row to improve their winning
percentage to 60%, so

Let v=¿ the number of games that they need to win to raise their winning percentage to
60%.
Take note that the team of Institute of Education has already won 12 out of their 25 games,
which is a winning percentage of 48% , in equation form we have
12
=0.48
25
Note: When using percent in computations, we change them to their decimal form.

If they win v games in a row to increase their percentage to 60%, then they would have played
9+ v out of 12+v games. Then, the equation is
12+ v
=0.6 (1)
25+v
Note: Sometimes when we solve problems, we may come up with several equations. To prevent
confusions, we number the equations accordingly. The above equation is numbered (1).
Observe that the resulting equation is a rational equation. All that remains to be done is to solve
the resulting equation. Lucky for you, because you already learned how to solve rational
equations in Lesson 6. In case you need to recall something, go back to page 17.
First off, we clear the fractions by multiplying the equation with the LCD of all fractions which is
25+ v , then simplify, we have the summary of the steps below:

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 12+ v
( 25+ v ) ( 25+ v)
=( 25+v ) ( 0.6)

12+v =( 25+ v ) ( 0.6 )

12+v =25 ( 0.6 ) + v ( 0.6 )
12+v =15+0.6 v
Now, we solve the resulting linear equation.
v−0.6 v =15−12
0.4 v=3
v=7.5

Let us verify if our solution is correct by substituting it to equation (1):

12+ v
=0.6
25+v
12+ 7.5
=0.6
25+7.5
19.5
=0.6
32.5
0.6=0.6 which is a true statement.
Therefore, the solution v=7.5 is correct.
Since v represents the number of games, this number should be an integer. Therefore, the
Institute of Education needs to win 8 games in a row to raise their winning percentage to 60%.

Important: If you have questions regarding the details of this example, or for anything in our
lesson at all, don’t hesitate to text or pm me. You may also leave your questions at the
evaluation page (last page) of the module or you can leave a message in the school’s FB page.

Example 2:
Davie and Sally play badminton every weekend. So far, Sally has won 12 out of 20 games. How
many games will Sally have to win in a row to improve her winning percentage to 75%?

Solution:
Suppose that Sally has already won 12 of 20 games, and let n represents the number of
additional games she must win to raise her winning percentage to 75%.
After playing and winning all of those additional n games, she has won 12+n games out
of a total of 20+n games played.
12+ n
Her winning percentage is then , and we want to find the value of n that solves the
20+n
equation, so we have:
12+ n
=0.75
20+n
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a) Since 20+n is our denominator, we multiply both side of the equation by 20+n .
12+ n
20+n ( 20+ n)
=20+n(0.75)

b) Simplify the resulting equation by using distributive property and combining like terms.
12+n=20 ( 0.75 ) +n(0.75)
12+n=15+0.75 n
n−0.75 n=15−12
0.25 n=3
c) Solve the simplified equation to find the solution.
n=12
d) Check the solution by substituting it to the given equation.
12+ n
=0.75
20+n
12+ 12
=0.75
20+12
24
=0.75
32
0.75=0.75 which is a true statement.
Therefore, the solution n=12 is correct.
So, Sally would need to win 12 games in a row in order to improve her winning percentage to
75%.

Solving Work Problems

Work problems have direct real-life applications. We often need to determine how many people
are needed to complete a task within a given time. Alternatively, given a limited number of
workers, we often need to determine how long it takes to finish a project.
However, in dealing with work problems, in many cases, we end up working with rational
equations. Let us discuss an example below.
The formula for “Work” Problems comes from the formula of rate of work which is amount of
work per amount of time worked. In symbols, we have,
amount of work done
rate of work =¿
amount timeworked

The general formula would be

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This formula can be extended for more than two persons. It can also be used in problems that
involve pipes filling up a tank.

Example 3:

Peter can clean the room in 40 minutes and John can clean the room in 60 minutes. How long
will it take for them to clean the room together?

Solution:

a) We assign variables:
t 1=¿ time taken by Peter to clean the room
t 2=¿ time taken by John to clean the room
t 3=¿ time it will take for them to clean the room together

b) We identify what are given and what is unknown:

t 1=40
t 2=60
t 3=x

c) Use the formula:

1 1 1
+ =
t1 t 2 t 3

d) Solve the equation:

The LCD of all fractions is the LCM of 40 ,60 and x is 120 x , so we have

120 x ( 401 + 601 )=120 x( 1x )

3 x+ 2 x=120
x=24
e) We check with our equation:
1 1 1
+ =
t1 t 2 t 3
1 1 1
+ =
40 60 24

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 3 2 1
+ =
120 120 24
5 1
=
120 24
1 1
= which is a true statement.
24 24
Answer: The time taken for both of them to clean the room together is 24 minutes.

Let’s Practice!
Solve the following problems completely. Write your answer in a short bond paper.

1. You have 10 liters of a juice blend that is 60% juice.

a. How many liters of pure juice need to be added in order to make a blend that is 75%
juice?
b. Suppose that you have added 15 liters of juice to the original 10 liters. What is the
percentage of juice in this blend?
2. Lloyd can paint a fence in 5 hours, and working with Kim, the two of them painted a
fence in 2 hours. How long would it have taken Kim to paint the fence alone?
3. Joe has a solution containing 10% acid and a solution containing 30% acid. How much
of the 30% solution must you add to 1 liter of the 10% solution to create a mixture that is
22% acid?

Lesson 14: Solve Problems Involving Rational

Inequalities
Learning Outcome(s): At the end of the lesson, you will be able to solve problems involving
rational inequalities.
Now, we are done in solving problems involving rational equations. Since, you already know
what is rational inequalities it will be easy for you to go along with our topic. So, let’s begin
learning!
Example 1: DJ has PHP500,000.00 in her bank account. Every week, she withdraws
PHP40,000.00 for expenses. Without making any deposits, how many weeks can she withdraw
this money if she wants to maintain a balance of at least PHP200,000.00?
Solution:
Let w represent the number of weeks DJ withdraws money

So we have, startingaccount balance – money withdrawn ≥ PHP 200,000.00 .

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Note: Don’t forget to reverse the inequality sign when dividing by a negative…
Therefore, DJ can withdraw PHP40,000.00 from the account for 7.5 full weeks and still have at
least PHP200,000.00 in the account.
Example 2: John went to the carnival with PHP22.50. He bought a hot dog and a drink for
PHP3.75, and he wanted to spend the rest of his money on ride tickets which cost PHP1.25
each. What is the maximum number of ride tickets that he can buy?
Solution:

Let r represented the number of ride tickets he can buy

So, we have, st of food +cost of rides ≤ PHP 22.50.

PHP 3.75+ PHP 1.25 r ≤ PHP 22.50

−PHP 3.75−PHP 3.75

PHP 1.25 r ≤ PHP 18.75

PHP 1.25 PHP 1.25
r ≤15 tickets

Therefore, John can buy a maximum of 15 ride tickets.

Example 3:

A school group wants to rent a function hall in an inland resort to hold their acquaintance party.
The function hall costs PHP5,000.00 to rent, plus an additional charge of PHP100.00 per
student to swim in the pool. The group doesn’t want any student to pay more
than PHP150.00 total to attend this party.
 
a) What is an inequality that could represent this situation?
b) How many students would need to attend so each student would pay at
most PHP150.00?

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Since there is a one-time cost in addition to a per-person cost, the cost per person will depend
on the number of students attending the party: the more students, the lower the cost.
 
For x students attending, each would have to pay 500x for the bowling alley rent; try it with real
numbers! In addition, each student needs to pay their $5 to bowl.
 
Therefore, each student will need to pay 500x+5, and since we don’t want any student to pay
more than $15, the inequality that represents this situation is 500x+5≤15.
To see how many students would have to attend to keep the cost at $15 per person, solve for x:
 
500x+5≤15; 500x≤10; 500≤10x; x≥50. At least 50 students would have to attend.

Let’s Practice!
Do what is asked. Write your answer in a ½ sheet of paper.
1. Stan earned PHP7.55 per hour plus an additional PHP100.00 in tips waiting tables on
Saturday evening. He earned PHP160.00 in all. To the nearest hour, what is the least
number of hours Stan would have to work to earn this much money?
2. In order to get a bonus this month, Leon must sell at least 120 newspaper subscriptions.
He sold 85 subscriptions in the first three weeks of the month. How many subscriptions
must Leon sell in the last week of the month?
3. Virenas Scout troop is trying to raise at least $650 this spring. How many boxes of
cookies must they sell at $4.50 per box in order to reach their goal?

Lesson 15: Solve Problems Involving Inverse

Functions
Learning Outcome(s): At the end of the lesson, you will be able to solve problems involving
inverse functions.
In the previous lesson, we discussed about inverse functions, you can now apply the concepts
of inverse functions in solving word problems involving reversible processes. Let’s try this
example.
Example 1:
You asked your mother to think of a nonnegative number, add two to the number,
square the result, multiply the result by 3 and divide the result by 2. If the result is 54 , what is
the original number? Construct an inverse function that will provide the original number if the
result is given.
Solution:
a) First we assign variables:
Let n=¿ the original nonnegative number
f ( n )=¿ the final number
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b) Then we construct the function that will compute the final number from the original number
by following the instructions given in the problem.

Add two to the number: n+2 , where n ≥ 0 (because n is a nonnegative number

Square the new number: ( n+2 )2
Multiply the result by 3: ( n+2 )2 ∙ 3

( n+2 )2 ∙ 3
Divide the result by 2: , which is the final number, where n ≥ 0
2
3 ( n+ 2 )2
Simplifying and using function notation, we write, ( n ) = , where n ≥ 0 .
2

Observe that the function f ( n ) with restricted domain n ≥ 0 is a one-to-one function, therefore we
can find its inverse.

3 ( m+2 )2
n= , m≥ 0 Interchange the n and m variables
2
Solve for m in terms of n :

3 ( m+2 )2
n= 2n
2n
=( m+2 )2
2 (Since m ≥2 we do not need to consider −

to solve m squared both sides

√ 3
)

3
2n
√3
2n
=m+2

2n 2n
√ 3
−2=m⇒
3 √
−2⇒ f −1 ( m )=
3
−2
√
Finally, you evaluate the inverse function at n=54 to determine the original number:

2 ( 54 )
f −1 ( 54 )=

108
√ 3
−2

¿
√ 3
¿ √ 36−2
−2 Simplify the resulting numerical expression.

¿ 6−2
f −1 ( 54 )=4

The original number is 4.

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 Let’s Practice!
Do what is asked. Write your answer in a ½ sheet of paper.

1. Engineers have determined that the maximum force t in tons that a particular bridge can
carry is related to the distance d in meters between it supports by the following function:
3
12.5
t ( d)=( ) d
How far should the supports be if the bridge is to support 6.5 tons? Construct an inverse
function to determine the result.
2. A painter charges a flat fee of PHP500.00 plus PHP250.00 per hour for his services.
a. Express a function that models the problem
b. Find the amount of money made in 8 hours of work
c. Express the inverse, M −1, of the original function.

Lesson 16: Representing Real-Life Situations Using

Exponential Functions
Learning Outcome(s): At the end of the lesson, the learner is able to represent real-life
situations using exponential functions.

Exponential functions occur in various real-world situations. Exponential functions are

used to represents real-life situations like population growth, loan interest rate and
investments. Let’s start learning!
Definition: An exponential function with base b is a function of the form f (x)=b x or
y=b x (b >0 , b ≠1).
To understand further the definition of exponential functions let us try the example
below.
Take Note. Try to solve the given example below in your scratch paper to check if the
given answer is correct. You can use your scientific calculator for the difficult equation.
Example 1. Complete a table of values for x=−3 ,−2 ,−1 , 0 ,1 , 2, and 3 for the exponential
1 x
functions y= ()
3
, y=10 x , and y= ( 0.8 )x .

Solutions:

All you need to do is to substitute the value of x to each exponential function given that shown
in the table below. Always keep in mind the definition of exponential function.

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 x -3 -2 -1 0 1 2 3
x
y= ( 13 ) 27 9 3 1 1/3 1/9 1/27

y=10 x 1/1000 1/100 1/10 1 10 100 1000

x
y= ( 0.8 ) 1.953125 1.5625 1.25 1 0.8 0.64 0.512

Example 2. If f (x)=4 x , evaluate f (2).

Solutions:

f (x)=4 x Substitute the value of x which is 2.

f (2)=4 2 Simplify.

f (2)=16
Definition: Let b be a positive number not equal to 1. A transformation of an exponential
function with base b is a function of the form
g ( x )=a . b x−c +d ,
where a , c and d are real numbers.
Some of the most common applications in real-life of exponential functions and their
transformation are population growth, exponential decay, and compound interest.

Exponential Models and Population Growth

Suppose a quantity y doubles every T units of time. If y 0 is the initial amount, then the
quantity y after t units of time is given by y= y 0(2)t / T .

On several instances, scientists will start with a certain number of bacteria or animals and watch
how the population grows. For example, if the population doubles every 4 days, this can be
represented as an exponential function.

Example 1.
At t=0 , there were initially 20 fungi. Suppose that the fungus doubles every 50 hours.
Give an exponential model for the fungus as function of t .

Solution:
Initially, at t=0 Number of fungus = 20
at t=50 Number of fungus = 20(2)
at t=100 Number of fungus = 20 (2)2
at t=150 Number of fungus = 20 (2)3
at t=200 Number of fungus = 20 (2)4
t
An exponential model for this situation is y=20(2) 50 .

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If the half-life of a substance is T units, and yD0 is
i sthe
t a amount
n c e L eofathe
r n substance
i n g M o dcorresponding
u l e | W e e k 3to
t=0 , then the amount y of substance remaining after t units of time is given by y= y 0(1/2)t / T .
The half-life of a radioactive substance is the time it takes for half of the substance to decay.

Example 2. Suppose that the half-life of a certain radioactive substance is 10 days and there
are 10g initially, determine the amount of substance remaining after 30 days, and give an
exponential model for the amount of remaining substance.
Solution:
We use the fact that the mass is halved every 10 days (from definition of half-life).
Let t=¿ time in days. Thus, we have:
Initially, at t¿ 0 Amount of Substance = 10g
at t=10 days Amount of Substance = 5g
at t=20 days Amount of Substance =2.5g
at t=30 days Amount of Substance =1.25g
t
1
An exponential model for this situation is y=10 ( )10 .
2
The rule for exponential growth can be modeled by
y=ab x
where a is the starting number, b is the growth factor, and x is the number of intervals
(minutes, years, and so on).

Example 4. COVID-19 grows at a rate of 50% each day. There are 500 COVID-19 confirmed
cases today in the Philippines. How many will there be
(a) tomorrow? (b) one week from now? (c) one month from now?
Solution:
The COVID-19 cases represent at 50% rate of growth each day, so the growth factor or
constant multiplied is 100% + 50% = 150% or 1.50. To find an equation that can be used to find
the growth of COVID-19 cases each day by considering the days, we have:

(a) Using the formula y=ab x where a=500, b=1.50, and x=1, then
y=ab x
y=500 (1.50)1 Substitute 500 for a , 1.50 for b , and 1 for x .
y=750

Therefore, there will be 750 COVID-19 cases tomorrow.

(b) Using the formula y=ab x where a=500, b=1.50, and x=7 , then

y=ab x
y=500 (1.50)7 Substitute 500 for a , 1.50 for b , and 7 for x .
y=8,542.97

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 Therefore, there will be 8,542.97 COVID-19 cases one week from now.

(c) Using the formula y=ab x where a=500, b=1.50, and x=30, then

y=ab x
y=500 (1.50)30 Substitute 500 for a , 1.50 for b , and 30 for x .
y=95,875,529.62

Therefore, there will be 95, 875, 529.62 COVID-19 cases one from now.
Example 1: Growth Models
Using Exponential
Dave invested Php 60 000.00 at an annual rate of 10% compounded yearly. Find the
If a certain
total quantity
amount inincreases by aafter
the account fixed percent
5 years each
if no year (or any
withdrawals and other time period),
no additional the are
deposits made.y of that
amount
quantity after t years can be modeled by the equation:
Solutions: 1
y=a(1+r )
where Use
a is the compound interest
initial amount and rformula with P=Php
is the percent 60 000.00
increased , r =.10as
expressed ,n=1 , and t=5
decimal. . case, the quantity
In this
1+r is called the growth factor.
r nt
A real-life application of exponential growth occurs
compound interest is:
A=P ( )
in the
1+ computation of compound interest. The formula for
n
1(5)
r 000 1+ .10
nt
A=P 1+( )
A=60
n ( 1 )
5
A=¿ compound
Where A=60 000(1.10) amount t=¿ time in years and
P=¿ principal
A=96 , 630.6 n=¿ period per year (semi-annually, quarterly, …)
r =¿ interest rate
There would be Php 96, 630.6 in the account at the end of 5 years.

Let’s Practice…
Solve the following and write your answer in a ½ sheet of paper.
1) Determine the amount of money that will be accumulated if a principal of PHP 200,
000.00 is invested at an annual rate of 5% compounded:
a. yearly for 5 years b. semi-annually for 5 years c. monthly for 5 years

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 2) Form a problem that could be modeled by the equation y=5 000 ( 1+0.4 )x .
3) A population starts with 1,000 individuals and triples every 80 years.
a. Give an exponential model for the situation.
b. What is the size of the population after 100 years?

Lesson 17: Exponential Equations,

Inequalities and Functions

Learning Outcome(s): At the end of the lesson, the learner is able to distinguish among
exponential equations, exponential inequalities and exponential function.
We are done with the rational functions, equations and inequalities. And now, we will discuss
about exponential functions, equations and inequalities. So, we are going to know what is
exponential expression.

Definition: An exponential expression is an expression of the form a ∙ b x−c + d, where

(b> 0 , b ≠1).
The definitions of exponential equations, inequalities and functions are shown below.

Exponential Equation Exponential Inequality Exponential Function

An equation involving An inequality involving Function of the form

Definition
exponential expressions exponential expressions f (x)=b x ( b>0 , b ≠ 1)
2
1 f ( x )=( 1.8 )x
Example 72 x−x = 52 x −5x +1 ≤ 0 x
343 ¿ y=( 1.8 )

An exponential equation or inequality can be solved for all x values that satisfy the equation or
inequality. An exponential function expresses a relationship between two variables (such as x
and y ), and can be represented by a table of values or a graph.

Examples:
Determine whether the given is an exponential function, an exponential equation, an
exponential inequality or none of these.

1. f (x)=5 x 2 None of these

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 x
1
2. 2 ≥ ()
2
Exponential Inequality

3. 74 x = y Exponential Function

4. 4 (10 x−2)=500 Exponential Equation

5. 7<14 x +3 Exponential Inequality

Let’s Practice…
Determine whether the given is an exponential function, an exponential equation, an
exponential inequality or none of these.

1. 49 x =7 2

2. 6<10 x

3. y=0.5x

4. 3(15 x )=45

5. 3 ≥ 9x−1

Lesson 18: Solving Exponential Equations and

Inequalities
Learning Outcome(s): At the end of the lesson, the learner is able to solve exponential
equations and inequalities

In your ¼ sheet of paper write the letter of the correct answer.

I. Which of the following are the exponential equations?
a. 49=7 x+1
b. 7=2 x +3
c. 3 x =32 x−1
d. 5 x−1 =125
e. 8 x=x 2−9
If you are done, answering check your answer by looking at the answer key below.

Answer Key.

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 Only (a), (b), and (d) are exponential equations.

Some exponential equations can be solved by using the fact that exponential functions are one-
to-one.

One-to-One Property of Exponential Functions

If x 1 ≠ x 2, then b x ≠ b x . Conversely, if b x =b x then x 1 ≠ x 2.
1 2 1 2

To understand more about the definition of One-to-One Property of Exponential Functions.

Study the example below.
Example 1:

Solve the equation 5 x−3 =25.

Solution:
Write both sides with 5 as the base.

5 x−3 =25
5 x−3 =52
x−3=2
x=2+3
x=5
Example 2.

Solve the equation 125 x−1 =25x +3.

Solution:
Both 125 and 25 can be written using 5 as the base.

125 x−1 =25x +3

One-to-one Property of Exponential
3 x−1 x+3 Functions (see the definition above)
(5 ) =(5¿¿ 2) ¿.
3(x−1)=2( x+3)
3 x−3=2 x +6
3 x – 2 x=6 +3
x=9
Definition:
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 An exponential inequality is an inequality involving exponential functions.
To solve exponential inequality, we use this property:
Property of Exponential Inequalities

If b> 1, then the exponential function y=b x is increasing for all x . This means that b x <b y if and
only if x < y .

If 0< b<1, then the exponential function y=b x is decreasing for all x . This means that b x <b y if
and only if x < y .

Note: You should be careful when solving exponential inequalities such as b m< bn. The resulting
direction of the inequality (m<n∨m> n) is based on whether the base b is greater than 1 or less
than 1.
Example 1:
Solve the exponential inequalities:

a) 252 ≥5 x+1
Solutions:
(a) 252 ≥5 x+1

(52 )2 ≥ 5 x+1 Rewrite 25 as 52

54 ≥ 5 x+1 Power Rule of Exponents

4 ≥x + 1 Property of Inequality for Exponential Form

x ≥3 Subtract 1 from each side

Example 2: Solve the inequality 3 x < 9x−2.

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

3 x< ¿

3 x < 32(x−2)

3 x < 32 x−4
Since the base 3>1, then this inequality is equivalent to

x <2 x −4 (the direction of the inequality is retained)

4 <2 x−x

4<x
Thus, the solution set to the inequality is {x ∈ R∨x> 4 }.

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 Let’s Practice…
Solve the following exponential equations and inequalities. Write your answer in a ½ sheet of
paper.

1. 3 x =243
4 x 36
2. ()
6
≥
16
x x+1
3. 5 > 25
4. 57− x =125
5. 5 x > 25x+1

Lesson 19: Exponential Functions

Learning Outcome(s): At the end of the lesson, you will be able to

1) represent an exponential function through its (a) table of values, (b) graph, and (c)
equation
2) find the domain and range of an exponential function
3) determine the: (a) intercept; (b) zeroes; and (c) asymptote of an exponential function
Now, let us learn about exponential functions. Study the examples below.

The graph of an exponential function is a necessary tool in describing its behavior and
characteristics – its intercepts, asymptotes, and zeros. A graph can also provide insights as to
real-life situations that can be modeled by exponential functions.

We will graph first by plotting a few points. Result will be generalized later on. Study the
examples below.

Example 1: Sketch the graph of f ( x )=2 x .

Solution:

Step 1. Construct a table of values of ordered pairs for the given function. The table of values
for f (x) is as follows:
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 x -4 -3 -2 -1 0 1 2 3
f (x)
1 1 1 1
1 2 4 8
16 8 4 2

Step 2. Plot the points found in the table and connect them using a smooth curve.

It can be observed that the function is defined for all values of x , is strictly decreasing, and
attains only positive values. As x increases without bound, the function approaches 0. That is,
the line y=0 is a horizontal asymptote.

We have properties of exponential functions and their graphs:

Let f (x)=b x, b> 1, and b ≠ 1.

1. The domain is the set of real numbers, (−∞ , ∞ ).

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

Example 2: Graph the functions f ( x )=3 x and g ( x )=4 x in the same coordinate plane.
Indicate the: (a) domain, (b) range, (c) y−¿ intercept, and (d) horizontal asymptote. Compare
the two graphs.

Solution: For both these functions, the base is greater than 1. Thus, both functions are
increasing. The following table of values will help to complete the sketch.
x −2 −1 0 1

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 f (x) 1/9 1/3 1 3
g( x ) 1/16 1/4 1 4

For both functions:

Domain: Set of all real numbers
Range: Set of all positive real numbers
y−¿intercept: 1
x−¿ intercept: none
Horizontal asymptote: y=0

the two graphs have the same domain,

range, y−¿intercept, and horizontal asymptote.
However, the graph of g ( x )=4 x rises faster
than does f ( x )=3 x as x increases, and is
closer to the x−¿ axis if x <0.

Let’s Practice!
Answer the following questions or do what is asked and write your answer in a short bond
paper. For your graph use graphing paper.

1. Complete the following table of values for f ( x )=2 x and g ( x )=3 x.

x −4 −3 −2 −1 0 1 2 3
f (x)
g( x )

a. Construct a coordinate plane showing x from -4 to 4 and y from -1 to 30. Sketch the
graphs of f (x) and g( x ) on this coordinate plane. Compare both graphs.
b. For each function, identity the domain, range, y−¿intercept, and horizontal asymptote.
x
1 1 x
2. Complete the following table of values for f ( x )= ()
2 ()
and g ( x )=
3
.

x −4 −3 −2 −1 0 1 2 3
f (x)
g( x )

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 a. Construct a coordinate plane showing x from -4 to 4 and y from -1 to 30. Sketch the
graphs of f (x) and g( x ) on this coordinate plane. Compare both graphs.
b. For each function, identity the domain, range, y−¿intercept, and horizontal
asymptote.

Reference/s:
algebra-ii-m1-topic-c-lesson-27-teacher%20(1).pdf
General Math CHED fre.pdf
Gen.Math LM SHS v.1
https://www.khanacademy.org/math/algebra2/x2ec2f6f830c9fb89:logs/x2ec2f6f830c9fb89:exp-
models/e/exponential-models-word-problems

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