4

PROBLEMS INVOLVING
LOGARITHMIC FUNCTIONS,
EQUATIONS & INEQUALITITES
for General Mathematics
Senior High School (CORE)
Quarter 1 / Week 8

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 FOREWORD

This Self Learning Kit for General Mathematics is designed

specifically for Grade 11 students in the Senior High School. Thus, a
modest background in grade school mathematics is important, written
in a precise, readable, and conventional manner to facilitate students’
understanding of the subject.
It is aligned with the BEC of the Department of Education
following the prescribed MELCs (Most Essential Learning
Competencies).
It has the following features proven to be valuable aids to
learning Mathematics even at home.
What Happened?
This section contains pre-activities like review of the prior
knowledge and a pre-test on what the learners have learned in their
previous discussions.
What I Need To Know? (Discussion)
This section contains definition of terms, properties of
logarithmic functions, examples and the corresponding solutions that
clearly illustrate the applicability of a mathematical concept.
What I have Learned? (Evaluation/Post Test)
The exercises contained in this section are guaranteed to build
mathematical comprehension, skills, and competence. These serve as
a diagnostic tool to identify the learners’ areas of strengths and
difficulties.

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OBJECTIVES
At the end of the lesson, the learners are expected to:
K: represent logarithmic functions through table of values, graphs and
equations;
S: find the domain and range, intercepts, zeroes, asymptotes of an
logarithmic function, solves problems involving logarithmic function;
and
A: develop perseverance in representing exponential function through
table of values, graph and equation.

LESSON 1 REPRESENTING LOGARITHMIC

FUNCTIONS

I. WHAT HAPPENED
Quick Recall:

In order to graph logarithmic functions, first learn what an exponential function looks
like. This is important because the two functions are inversely related. This means
knowing how exponential functions behave is a prerequisite for understanding
logarithmic functions.

Before proceeding with the following sections, it is strongly recommended that you
first review these lessons.

A. Properties of Logarithm
Property Reason
1. log 𝑎 1 = 0 We must raise a to the power 0 to get 1.
2. log 𝑎 𝑎 = 1 We must raise a to the power 1 to get a.
3. log 𝑎 𝑎𝑥 =x We must raise a to the power x to get 𝑎𝑥 .
4. 𝑎log𝑎 𝑥 = x log 𝑎 𝑥 is the power to which a must be raised to get x.

PRE-TEST
Do this activity and write your answer in your notebook.
Represent a logarithmic function through its table of values, graph,
and equation:
f(x) = log2 x

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 From a previous SLK, you have learned about the graphs of inverse
functions, that is, the graphs of inverse functions are reflections of each other
and that they are symmetrical about the line y = x. That the graphs of two
inverse functions are mirror images of each other with respect to the line y=x.
Thus, the graph of the logarithmic function y = log 𝑎 𝑥 can be obtained from the
graph of the exponential function y = 𝑎𝑥 . To do this, simply flip the graph of y =
𝑎𝑥 along the line y = x.

You also saw how creating a graphical representation of an exponential

model gives us another layer of insight for predicting future events. How do
logarithmic graphs give us insight into situations? Because every logarithmic
function is the inverse function of an exponential function, we can think of
every output on a logarithmic graph as the input for the corresponding inverse
exponential equation. In other words, logarithms give the cause for an effect.

II. WHAT YOU NEED TO KNOW

DISCUSSION

Characteristics of Graphs of Logarithmic Functions

Before working with graphs, we will take a look at the domain (the set of input values)
for which the logarithmic function is defined.

Recall that the exponential function is defined as y = 𝑏 for any real number x and
constant b > 0, b≠1, where

• The domain of y is (−∞, ∞).

• The range of y is (0, ∞).

Representing a Logarithmic Function Through Table of Values, Graph and

Equation

We begin with the parent function y= log 𝑏 𝑥. Because every logarithmic function of
this form is the inverse of an exponential function of the form y = 𝑏 𝑥 , their graphs will be
reflections of each other across the line y=x. To illustrate this, we can observe the

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relationship between the input and output values of y = 2𝑥 and its equivalent logarithmic
form x=log 2 (𝑦) in the table below.

x -3 -2 -1 0 1 2 3
𝟐𝒙 =y 1/8 1/4 1/2 1 2 4 8
𝐥𝐨𝐠 𝟐 𝒚 = 𝒙 -3 -2 -1 0 1 2 3

Using the inputs and outputs from the table above, we can build another table to
observe the relationship between points on the graphs of the inverse functions f(x) = 2𝑥 and
g(x) = log 2 (𝑥)

Equation Ordered Pairs

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

As we would expect, the x and y-coordinates are reversed for the inverse functions. The
figure below shows the graphs of f and g.

Notice that the graphs of 𝑓 (𝑥 ) = 2𝑥 and 𝑔(𝑥) = log 2 𝑥 are reflections about the line y = x
since they are inverses of each other.

Observe the following from the graph:

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 • 𝑓 (𝑥 ) = 2𝑥 has a y-intercept at (0,1) and g(x) = log 2 𝑥 has an x-intercept at (1,0).
• The domain of 𝑓 (𝑥 ) = 2𝑥 , (-∞, ∞), is the same as the range of 𝑔(𝑥)= log 2 𝑥.
• The range of 𝑓(𝑥 ) = 2𝑥 , (0,∞) is the same as the domain of 𝑔(𝑥 ) = log 2 (𝑥).

The figure below shows the graphs of the family of logarithmic functions with bases 2,3,5,
and 10. These graphs are drawn by reflecting the graphs of 𝑦 = 2𝑥 ,
𝑦 = 3𝑥 ,𝑦 = 5𝑥 and 𝑦 = 10𝑥 . In the line y=x. We can also plot points as an aid to sketching
these graphs.

Illustrative Example
Consider the function with the equation To make the calculations
y = log3x easier, first make this a logarithmic
equation in y. Then convert the
logarithm into an exponential
This is the same as 3y = x. equation.

Represent the function

through a table of values.
With logarithmic functions,
it’s usually easier to choose the y
values instead of the x values. Be
sure to include some negative
values for y.

Be careful with the

negative exponents!
Use the table as ordered
pairs. Remember that the graph of
the function will show all x-y
correspondences, so any pair that
could be in the table must be on
the graph.
6

Plot the points.
Since the
points are not on a
line, you can’t use
straightedge.
Connect the points as
best you can, using a
smooth curve (not a
series of straight
lines).
Remember
that logarithmic
The answer. functions get close to
the y-axis (but won’t
touch or cross it).

Represent the following situation on logarithmic function with an equation.

Example Problem:

An earthquake is measured with a wave amplitude 392 times as great as A 0. What is the
magnitude of this earthquake using the Richter scale, to the nearest tenth?
𝐴
𝑅 = log( )
𝐴0

392𝐴0
𝑅 = log
𝐴0

The logarithmic equation

Use the Richter scale equation.

Since A is 392 times as large as A0, A = 392A0. Substitute this expression in for A.

R = log 392
R = 2.5932…
R 2.6

Simplify the expression

392𝐴0
( ) = 392
𝐴0

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Use a calculator to evaluate the logarithm.

Answer : The magnitude of this earthquake is 2.6 on the Richter scale.

III. WHAT HAVE I LEARNED

POST TEST:

I. Represent each of the equation of logarithmic functions through table of values

and graph. Do it in your activity notebook.
1. 𝑓 (𝑥 ) = 𝑙𝑜𝑔3 𝑥
2. 𝑓 (𝑥 ) = 𝑙𝑜𝑔1 𝑥
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II. Represent each of the following situation on logarithmic function with an

equation.

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 A 0, the
smallest detectable wave. Express in a logarithmic function that shows how high did
this earthquake measure on the Richter scale.
2. One hot water pump has a noise rating of 50 decibels. One dishwasher, however, has
a noise rating of 62 decibels. Express in a logarithmic function that shows the
dishwasher noise is how many times more intense than the hot water pump noise?

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 LESSON 2 FINDING THE DOMAIN AND RANGE
OF LOGARITHMIC FUNCTIONS
I. WHAT HAPPENED

PRE-TEST

Identify the domain and range of each then sketch the graph. Write your answer in your
notebook.
1) y = log6 (x-1) -5 2) y = log5 (x-1) +3

II. WHAT YOU NEED TO KNOW

DISCUSSION

In this section, you will learn how to find domain and range of logarithmic functions. The
table shown below gives the domain and range of different logarithmic functions.

Function Domain Range

y = log10(x) {𝑥 |𝑥 > 0} All Real Numbers
y = loge(x) {𝑥 |𝑥 > 0} All Real Numbers
y = log(any base) (x) {𝑥 |𝑥 > 0} All Real Numbers
y = log10(x+a) {𝑥 |𝑥 > −𝑎} All Real Numbers
y = log10(x-a) {𝑥 |𝑥 > 𝑎} All Real Numbers

y = log10(kx) {𝑥|𝑥 > 0} All Real Numbers

“k” is constant

y = log10(kx+a) {𝑥 |𝑥 > −𝑎/𝑘 } All Real Numbers

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 y = log10(kx-a) {𝑥 |𝑥 > 𝑎/𝑘 } All Real Numbers

Domain of logarithm functions

A very important fact that we have to know about the domain of a logarithm to any
base is, "A logarithmic function is defined only for positive values of argument".
For example, if the logarithmic function is y = log10x,
Then the domain is x>0 or (0, +∞)
a) Domain of y = log₁₀ (x)
In the logarithmic function, y = log10(x), the argument is 'x'. From the fact explained
above, argument must always be a positive value. So, the values of x must be greater than
zero. Therefore, the domain of the above logarithmic function is x > 0 or (0, +∞)
b) Domain of y = log₁₀ (x+a)
In the logarithmic function y = log10(x+a), the argument is 'x+a'. From the fact
explained above, argument must always be a positive value. So, the values of 'x-a' must be
greater than zero. Then, x-a > 0 Add 'a' to each side. x > a Therefore, the
domain of the above logarithmic function is
x>a or (a, +∞)
c) Domain of y = log₁₀ (kx)
In the logarithmic function y = log10(kx), the argument is 'kx'. From the fact
explained above, argument must always be a positive value. So, the values of 'kx' must be
greater than zero. Then, kx > 0. Divide each side by 'k'. x > 0 Therefore, the domain
of the above logarithmic function is
x>0 or (0, +∞)
d) Domain of y = log₁₀ (kx+a)
In the logarithmic function y = log10(kx+a), the argument is 'kx+a'. From the fact
explained above, argument must always be a positive value. So, the values of 'kx+a' must be
greater than zero. Then, kx + a > 0 Subtract 'a' from each side. kx > -a. Divide each
side by k.
x > -a/k
Therefore, the the domain of the above logarithmic function is
x > -a/k or (-a/k, +∞)
e) Domain of y = log₁₀ (kx-a)

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 In the logarithmic function y = log10(kx-a), the argument is 'kx-a'. From the fact
explained above, argument must always be a positive value. So, the values of 'kx-a' must be
greater than zero. Then, kx - a > 0. Add 'a' to each side. kx > a. Divide each side by
k. x > a/k Therefore, the domain of the above logarithmic function is:
x > a/k or (a/k, +∞)

Range of Logarithmic Functions

The table shown below explains the range of y = log10(x).
That is, "All Real Numbers".

Function: y = log10 (x)

Domain = {(𝑥|𝑥 > 0} Range = {𝑦|𝑦 ∈ 𝐴𝑙𝑙 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠}

3̅. 6990
0.005 (or)
-3 + 0.6990 = 2.3010

2̅. 6990
0.05 (or)
-2 + 0.6990 = -1.3010

1̅. 6990
0.05 (or)
-1 + 0.6990 = -0.3010

5 0.6990
10 1
100 2
1000 3
10000 4
100000 5

Here, we may think that if the base is not 10, what could be the range of the
logarithmic functions?
Whatever base we have for the logarithmic function, the range is always
"All Real Numbers"
For the base other than '10', we can define the range of a logarithmic function in the
same way as explained above for base '10'.

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Finding the Domain and Range of Logarithmic Functions

Notice that the graph of

x -3 -2 -1 0 1 2 3
𝟐𝒙 =y 1/8 1/4 1/2 1 2 4 8
𝐥𝐨𝐠 𝟐 𝒚 = 𝒙 -3 -2 -1 0 1 2 3
are reflections about the line y= x since they are inverses of each other.

What have you observed of the graphs?

The figure below shows the graphs of the family of logarithmic functions with bases
2,3,5, and 10. These graphs are drawn by reflecting the graphs of 𝑦 = 2𝑥 , 𝑦 = 3𝑥 , 𝑦 = 5𝑥 and
𝑦 = 10𝑥 . In the line y=x. We can also plot points as an aid to sketching these graphs.

y = log2 x
y = log3 x
y = log2 x
y = log5 x
y = log10 x

Before working with graphs, we will take a look at the domain (the set of input values) for
which the logarithmic function is defined.

Recall that the exponential function is defined as 𝑦 = 𝑏 𝑥 for b>0, b≠1, where

• The domain of y is (−∞,∞).

• The range of y is (0,∞).

Example 1. How to identify the domain, given a logarithmic function?

1. Set up an inequality showing the argument greater than zero.

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 2. Solve for x.
3. Write the domain in interval notation.

Example 1: What is the domain of 𝑓 (𝑥 ) = 𝑙𝑜𝑔2 (𝑥 + 3)?

Solution:
The logarithmic function is defined only when the input is positive, so this function is defined
when x+3> 0. Solving this inequality,
x+3 > 0 The input must be positive
x > −3 Subtract 3.
The domain of 𝑓 (𝑥 ) = 𝑙𝑜𝑔2 (𝑥 + 3) is (-3,∞).

Example 2.
Using the graph 𝑓 (𝑥 ) = 𝑙𝑜𝑔5 (𝑥 ), State the domain and range.

Solution:

• The domain is (0,∞, ∞), the range is (−∞, ∞) and the vertical asymptote is x=0.
Example 3.
In the graph of 𝑓 (𝑥 ) = 𝑙𝑜𝑔1 (𝑥 ). State the domain and range.
5

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The domain is (0,∞), the range is (-∞,∞), and the vertical asymptote is x=0.

III. WHAT HAVE I LEARNED

Post Test

State the domain and range of the following logarithmic functions. You may graph the
function. Write your answer in your notebook.

1. 𝑓 (𝑥 ) = 𝑙𝑜𝑔7 (𝑥 ),
2. 𝑓 (𝑥 ) = 𝑙𝑜𝑔1 (𝑥 ).
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LESSON 3 DETERMINING THE INTERCEPTS,

ZEROES, AND ASYMPTOTES OF
LOGARITHMIC FUNCTIONS

I.WHAT HAPPENED
Quick Recall
The properties of logarithmic functions in the form 𝑦 = 𝑙𝑜𝑔𝑏 x, b > 1.
1. The domain consists of all positive numbers.
2. The function is an increasing function.
3. The curve is concave downward for b > 1.
4. The x-intercept of the graph is 1 at point, (1, 0). There is no y-intercept.
5. The y-axis is a vertical asymptote to the curve in the downward direction for b > 1.
6. As x increases 𝑙𝑜𝑔𝑏 x also increases.
The properties of logarithmic function y = 𝑙𝑜𝑔𝑏 x, when 0 < b < 1
1. The domain consists of all positive numbers.
2. The range consists of all real numbers.
3. The function is a decreasing function since 0 < b < 1.
4. The curve is concave upward.
5. The x-intercept of the graph is 1. There is no y-intercept. This means that the graph
always passes through (1,0).
6. The y-axis is a vertical asymptote to the curve in the upward direction.
7. As x increases, the function decreases also.

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 PRE-TEST

Choose the letter of the correct answer and write it in your notebook.
1. The graph of y=log 5 𝑥 is asymptotic with which of the following lines?
a. y = x b. x-axis c. y-axis d. y = 1
2. The graphs of y = 10𝑥 and y =log10 𝑥 are symmetric with respect to what line?
a. y = x + 1 b. y = 2x c. y = x d. y =2𝑥
3. What is the point common to the graphs of functions in the form y = log 𝑎 𝑥?
a. (0, 0) b. (1, 1) c. (0, 1) d. (1, 0)

4. At what point does the graph of y = log 2 𝑥 intersect the x-axis?

a. (0, 1) b. (0, 0) c. (0, 1) d. (1,0)
5. The graphs of y=4𝑥 and y = log 4 𝑥 are symmetric with respect to what line?
a. y = x + 1 b. y = 4x c. y = x d. y = 4𝑥
6. What is the point common to the graphs of functions y = log 3 𝑥 and y = log10 𝑥?
a. (0, 0) b. (1, 1) c. (0, 1) d. (1,0)

II.WHAT I NEED TO KNOW

DISCUSSION
Graphing Logarithmic Functions
Previously, we were able to sketch the graph of 𝑦 = 2𝑙𝑜𝑔2 𝑥 and determine the domain
and range. This time let us analyze the graph and determine the domain, range, vertical
asymptote, x-intercept, and zero.
Example 1.

Example 1. Given the table and graph 𝑦 = 2𝑙𝑜𝑔2 𝑥 below:

x 𝟏 𝟏 𝟏 𝟏 1 2 4 8
𝟏𝟔 𝟖 𝟒 𝟐
𝑦 = 2𝑙𝑜𝑔2 𝑥 -8 -6 -4 -2 0 2 4 6

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Solution: The graph of 𝑦 = 2𝑙𝑜𝑔2 𝑥 can be obtained from the graph of 𝑦 = 2𝑙𝑜𝑔2 𝑥 by
multiplying each y-coordinate by 2, as given in the table above.

Analysis: Determine the intercepts, zeroes, and asymptotes of the graph of

𝑦 = 2log 2 𝑥.

Answer:

a) x- intercept: 1
b) y-intercept: There is no y-intercept.
c) Zero: 1
d) Vertical asymptote: x = 0

Example 2.

Looking at the graph of the basic function 𝑦 = 𝑙𝑜𝑔3 𝑥. We notice that the base 3 >1. The “-1”
means vertical shift downwards by 1 unit. Some point on the graph of 𝑦 = 𝑙𝑜𝑔3 𝑥 are (1,0),
(3,1) and (9,2). Shift these points 1 unit down to obtain (1, -1), (3,0), and (9,1). That is in the
graph of 𝑦 = (log 3 𝑥) − 1.

Analysis: Determine the intercepts, zeroes, and asymptotes

Answer:

a. x- intercept: 3 (x-intercept can be obtained graphically. Likewise, we can

solve for the x-intercept algebraically by setting y=0.)
b. y-intercept: There is no y-intercept.

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 c. Zero: 3
d. Vertical asymptote: x = 0
e. Horizontal asymptote: None
Example 3.
Determine the intercepts, zeroes, and asymptotes of y=𝑙𝑜𝑔1 (x+2).
4

Solution:
To find the x-intercept, substitute in 0 for y and solve for x. To find the y-intercept, substitute
in 0 for x and solve for y.
a. x- intercept: -1 (x-intercept can be obtained graphically. Likewise, we can solve for
the x-intercept algebraically by setting y=0.)
b. y-intercept: -1/2
The roots (zeroes) are the x values where the graph intersects the x –axis. To find the
roots (zeroes), replace y with 0 and solve for x.
c. Zero: -1
d. Vertical asymptote: x =-2
An asymptote is a line that a curve approaches, but never touches.
e. Horizontal asymptote: None

III. WHAT HAVE I LEARNED

POSTTEST

For each of the following functions, and identify the y-intercept, x- intercept, and
vertical asymptote. Do it in your notebook.
(a) 𝒚 = 𝒍𝒐𝒈𝟏 (𝒙 − 𝟏)
𝟑

(b) 𝑦 = (𝑙𝑜𝑔5 𝑥) + 6

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 LESSON 4 SOLVING PROBLEM INVOLVING
LOGARITHMIC FUNCTIONS,
EQUATIONS AND INEQUALITIES

I. WHAT HAPPENED

Review on Logarithmic Function, Equation, and Inequality

The definition of exponential equations, inequalities and functions are shown below
(Crisologo, et al., 2016, 128-129).
Definition Example
Logarithmic Equation An equation involving Logx 2 = 4
logarithms
Logarithmic Inequality An inequality involving ln x² > (ln x)²
logarithms
Logarithmic Functions Function of the form f(x) = g(x)=log3 x
logb x
where x&b are real numbers,
x>0 & b>0 but b≠1, & Df =
{X R/X>0}, Rf=R
A logarithmic equation or inequality can be solved for all x values that satisfy the
equation or inequality. A logarithmic function expresses a relationship between two variables
(such as x and y),and can be represented by a table of values or a graph.

PRE-TEST
A. Use the definition of logarithms to solve the following equations. (Reyes and
Sulit, 2016, 96-97).
1. log3 (1/27) = x 2. log6 216 = y
B. Solve the given logarithmic inequality
-2 < log x < 2
C. Find the values of y using the definition of logarithms.
1. y = log ½ (1/128) 2. y = log1/3 243

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II. WHAT YOU NEED TO KNOW

DISCUSSION

Tip:
This lesson briefly informs the students on the practical application of logarithms in
some real-life events that are familiar to them.

Logarithms permit us to handle very large numbers in much easier way. For
example, 1031, a very large number, may be difficult to work with. But its common logarithm
log1031 = 31 is easier to grasp (Crisologo, et al., 2016, 121). Since logarithms can help in the
understanding of very large numbers (or positive numbers very close to zero), it has a
significant practical use in various situations.
A. Sample Application: The Richter Scale.
In 1935, Charles Richter proposed a logarithmic scale to measure the intensity
of an earthquake. He defined the magnitude of an earthquake as a function of
its amplitude on a standard seismograph. The following
formula produces the same results, but is based on the energy released by an
earthquake (Crisologo, et al., 2016, 121).

Earthquake Magnitude on a Richter scale

The magnitude R of an earthquake is given by
R = 2/3 log E___
104.40
where E (in joules) is the energy released by the earthquake (the quantity10 4.40 is the energy
released by a very small reference earthquake ).

The formula mentioned above shows that the extent of an earthquake is based on the
logarithm of the ratio between the energy it releases and the energy released by the reference
earthquake.

Example 1. Suppose that an earthquake released approximately 10 12 joules of energy

(Crisologo, et al., 2016, 121-122).

(a) What is its magnitude on a Richter scale?

(b) How much more energy does this earthquake release than that by the reference
earthquake?
Solution:

(a) Since E = 1012 , then R = 2/3 log 1012 _ = 2/3 log107.6

104.40

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 Since by definition, log107.6 = 7.6 is the exponent by which 10 must
be raised to obtain 107.6 , then log107.6 = 7.6.

Thus, R = 2/3 (7.6) ≈ 5.1.

(b) This earthquake releases 1012 _ =107.6 ≈ 39810717 times more

104.40
energy than that by the reference earthquake.

B. Sample application: The Decibel

Tip:
While intensity is an objective measure of sound with respect to energy and area (measured in Watts
per square meter), loudness is a subjective measure; it depends on how the listener perceives the
sound. (Crisologo, et al., 2016, 124).

Sound Intensity
In acoustics, the decibel (dB) level of a sound is
D = 10 log I__
10-12
where I is the sound intensity in watts/m² (the quantity 10 -12 watts/m² is least audible sound a human
can hear).

With the use of decibels, a rock concert measuring 60dB is 10 6 (1000000) times as
loud as a normal conversation that is 10dB.

Example 2. The decibel level of sound in a quiet office is 10-6 watts/m².

(a) What is the corresponding sound intensity in decibels?
(b) How much more intense is this sound than the least audible
sound a human can hear?
Solution:
a.
D = log 10-6 = 10 log 106 Hence by definition, log 106 is the exponent by
10-12
which 10 must be raised to obtain 106 , then log106 = 6.

Thus, D = 10(6) = 60 decibels.

(a) This sound is 10-6 = 106 = 100,000 times more intense than the least
10-12
audible sound a human can hear.

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C. Sample Application. Compound Interest
Mrs. De la Cruz invested P100,000 in a company that offers 6% interest compounded
annually. How much will this investment be worth at the end of each year for the next
five years?
Using the formula A= P(1+r)n where A is the future value of the investment, P is the
principal, r is the fixed annual interest rate, and n is the number of years, how many
years will it take an investment to double if the interest rate per annum is 2.5%?
(Crisologo, et al., 2016, 147).
Solution:
Doubling the principal P, we get A = 2P, r = 2.5% = 0.025,
A = P(1+r)n
2P = P(1+0.025)n
2 = (1.025)n
log 2 = log(1.025)n
log 2 = nlog(1.025)
n = log 2_____
log(1.025)
ln2
n ≈ 28.07 yearsln1.025
Answer: It will take approximately 28 years for the investment to double.
D. Sample Application: Population Growth
The population of the Philippines can be modeled by the function P(x) = 20,000,000e
0.0251x
, where x is the number of years since 1955 (e.g. x = 0 at 1955). Assuming that
this model is accurate, in what year will the population reach 200 million? (Crisologo,
et al., 2016, 147-148).
Solution: Given P(x) = 200,000,000
200,000,000 = 20,000,000e 0.0251x
10 = e 0.0251x
ln10 = ln e 0.0251x
ln10 = 0.0251x(ln e)
ln10 = 0.0251x
x = ln10__≈ 91 years
0.0251
1955+91 = 2046

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Answer: Around the year 2046, the Philippine population will reach 200 million.
Trivia: Based on this model, we will reach 100 million in the year 2019.
But last July 2014, the Philippine officially welcomed its 100 millionth baby.
Hence mathematical models must always be reviewed and verified against new data.

E. Sample Application. Energy Released by an Earthquake

The 2013 earthquake in Bohol and Cebu has a magnitude of 7.2, while the
2012 earthquake that occurred in Negros Oriental recorded a 6.7 magnitude. How
much more energy was released by the 2013 Bohol/Cebu earthquake compared to that
by the Negros Oriental earthquake?
Solution:
Let EB and EN be the energy released by the Bohol/Cebu and Negros Oriental
earthquakes, respectively. We will determine EB/EN.
Based on the given magnitudes, 7.2 = 2/3 log EB/104.4 and
6.7 = 2/3 log EN/104.4.
Solving for EB: 7.2(3/2) = log EB/104.4
10.8 = log EB/104.4
1010.8 = EB/104.4
EB = (1010.8 ) (104.4)
EB = 1015.2

Solving for EN: 6.7(3/2) = log EN/104.4

10.05 = log EN/104.4
1010.05 = EN/104.4
EN = (1010.05 ) (104.4)
EB = 1014.45
Thus, EB/EN = 1015.2 / 1014.45
= 100.75 ≈ 5.62
The Bohol/Cebu earthquake released 5.62 times more energy than the Negros Oriental
earthquake.

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II. WHAT HAVE I LEARNED

POST TEST

A. Answer the following in your notebook:

1. Population growth of microbes
The growth of a colony of bacteria is described by the function:
f(x) = Qoe0.19t
where Qo is the initial size of the population and t is time in hours. The function f gives
the size of the colony of bacteria after t hours. If the initial population is 500, how many
hours must pass before the population reaches 10000?
2. Finding time t in compound interest
Nicole inherited 1.5 million pesos from her grandparents. She plans to put her inheritance
in a time-deposit that earns 2.7% a year compounded annually. How many years must
pass before her investment reaches 2.0 million pesos?

23
 REFERENCES

Books
Abramson, J., et. al. Graphing Transformations of Logarithmic Functions.
Retrieved from: https://courses.lumenlearning.com/ivytech-
collegealgebra/chapter/graphing-transformations-of-logarithmic-functions/ on July 10,
2020.
Crisologo, Leo Andrie A., et al. 2013. General Mathematics Teacher’s Guide. Pp.
98-100. Department of Education-Bureau of Learning Resources

Faylogna, Frelie T., Lanilyn L. Calamiong, and Rowena C. Reyes. 2018. General
Mathematics. Sta. Ana, Manila: Vicarish Publications and Trading, Inc.

Orines, Fernando B. 2016. Next Century Mathematics 11. Quezon City: Phoenix
Publishing House, Inc.

Sarmiento, A. A., et al. 2007. Advanced Algebra, Trigonometry and Statistics:

Graphs of Logarithmic Functions. 216-219. Calamba City: Lightquest
Publications, Inc.

Website
“Logarithmic Function”. Retrieved from
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_RESOUR
CE/U18_L4_T2_text_final.html

24
 SYNOPSIS

This Self Learning Kit (SLK) discusses on how to represent a

logarithmic function through it table of values, graph, and equation. It shows
how to determine the domain and range, intercepts, zeros, and asymptotes of
logarithmic function. It also gives examples in solving problems involving
logarithmic functions, equations and inequalities.
The learners are expected to assess their skills and apply what they have
learned in their everyday life. It also enhances their skills and utilizes what they
have learned.
Bring it on and let us discover jointly in this wonderful journey of
learning how to perform operations on functions including composition of
functions.
WRITERS

Carmelita I. Carlos is a faculty member of the Senior High

Department of San Miguel National High School, Bacong, Negros
Oriental. She earned her master’s degree in Teaching Mathematics
from Foundation University and a former faculty member of the said
University. She is presently pursuing a doctor’s degree in
Mathematics Education, from Negros Oriental State University.

MERCYDITHA D. ENOLPE received her undergraduate degree

and master’s degree from Negros Oriental State University
(NORSU). She is currently pursuing her Ph.D. Math Education
degree of that same University. Mrs. Enolpe is presently the Teacher
In-Charge-SHS Department of Jose Marie Locsin MHS,
Zamboanguita District. At the same time, handling mathematics
subjects of the school. She has contributed significantly in the
crafting of the Daily Lesson Log for teachers in the Division of Neg.
Or, specifically General Mathematics subject. She is also the
District Planning Coordinator-SHS of the District of Zamboanguita.

25
 DIDITH TORRES YAP. Finished Bachelor of Science in Civil
Engineering at Silliman University in 2000. She graduated Master
of Arts in Education major in Mathematics at Foundation
University, Dumaguete City in 2019. Currently pursuing Doctor of
Philosophy in Mathematics Education at Negros Oriental State
University Dumaguete City Campus. She is teaching at Manjuyod
National Senior High School, the ABM Department Head and the
Senior High School District Planning Coordinator of Manjuyod 2
District, Manjuyod Negros Oriental.

ANSWER KEY

LESSON 2

LESSON 1.

26
 LESSON 3 . LESSON 3 .
Pre-test Pre-test
1. c 2. c 3. c 4. d
5. c 6. d
Posttest

Posttest
Posttest

Pre-test
LESSON 2 .

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

NAME OF WRITER
Carmelita I. Carlos
Mercyditha D. Enolpe
Didith T. Yap

NAME OF ILLUSTRATOR/LAY-OUT ARTIST/TYPESETTER

Illustrator/Lay-out Artist

______________________________
ALPHA QA TEAM
Name
Name
BETA QA TEAM
Name
Name

DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright
and may not be reproduced in any form without expressed written consent from the division.