SHS

General
Mathematics
Quarter 1 Module 23b:
Solving Problems Involving
Exponential Equations and
Inequalities
General Mathematics – SHS
Quarter 1 – Week 7, Module 23b: Solving Problems Involving Exponential
Equations and Inequalities.

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Genaro N. de Mesa, Jr.

Editor: Desiree R. Euste
Reviewers: Sarah Christine P. Godoy
Simeon D. Brillantes
Illustrator: Genaro N. de Mesa, Jr.
Layout Artist: Jhomar B. Jaravata

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 SOLVING PROBLEMS INVOLVING EXPONENTIAL
EQUATIONS AND INEQUALITIES

Introduction

Exponential model is commonly used in solving problems involving

exponential equations and inequalities such as real-life or worded problems. In this
module, you will learn how to solve some problems involving exponential equations
and inequalities.

Objectives

At the end of the self-directed module’s learning activities, you will be able to
solve problems involving exponential equations and inequalities. (M11GM-Ig-2)

Vocabulary List

In exploring and answering this module, you will encounter the following
terms and concepts to help you use them appropriately in context:

• Exponential Equation– an equation involving exponential expressions in

which the unknown variable/variables is/are in the exponent of a power.
The exponential equations use basic knowledge of exponentials
functions.
• Exponential Inequality – an inequality involving exponential expressions
in which one (or both) sides contain a variable exponent. The exponential
inequalities are useful in situations involving repeated multiplication,
especially when being compared to a constant value.

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 Pre-Test

Directions: This test will evaluate your knowledge and skills prior to starting this
module. Read each question/item and circle the letter that corresponds to your answer.

(Please use basic/scientific calculator if necessary)

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 30 minutes, after how many minutes will the bacteria grow up to
256?
A. 240 minutes C. 300 minutes

B. 270 minutes D. 330 minutes

2. The half-life of Zn-71 is 2 minutes. At t = 0 there were y0 grams of Zn-71, but

1
only 64 of this amount remains after some time. Home much time has passed?

A. 18 minutes C. 14 minutes

B. 16 minutes D. 12 minutes
3. At time t = 0, 128 grams of an isotope with half-life of 20 hours is present.
How much time have elapsed when only 2 grams remain?

A. 100 hours C. 140 hours

B. 120 hours D. 160 hours

4. The exponent of the base 4 is three times a number increased by 2. Find the
set of all possible values of the number if the given exponential expression is
less than 64.
1 1
A. x > C. x >
2 3

1 1
B. x < D. x <
3 2

5. Ten raised to a number is greater than 100. Find the set of all possible values of a
number if the exponent of 100 is twice a number decreased by 5?
3 10
A. x < C. x <
10 3

10 3
B. x > D. x >
3 10

- End of Pre-Test-

2
 Learning Activities

In this part, you will learn how to solve problems involving exponential
equations and inequalities in simplest way. The step-by-step discussion on solving
real-life or word problems involving exponential equations and inequalities is
presented in this learning activity.

Read…Explore…And understanD
*READ*

Directions: Read, explore and understand the concept on solving problems

involving exponential equations and inequalities.

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 module/lesson, you solved problems involving exponential

functions using algebraic representations or models. You also considered the general
steps in solving the problems.

In this lesson, 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 worded problems will
also be considered.

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

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 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 looking
back at what you have done.
-Does your answer make sense? Check units if necessary.

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 process and exponential
equations 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 y0 is the
initial amount, then the quantity y after t units of time is given by:
𝐭𝐭
y = y0(𝟐𝟐)𝐓𝐓
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:
𝟏𝟏 𝐭𝐭
y = y0( )𝐓𝐓
𝟐𝟐
Examples:

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 1(2)𝑡𝑡/20
= Eliminate 1 by dividing both sides with 1
1 1

64 = 2t/20

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

𝑡𝑡
6= Equate the exponents of both sides.
20

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

t = 120 Simplify.

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

2. The half-life of Zn-71 is 2 minutes. At t = 0 there were y0 grams of Zn-71, but

1
only 32 of this amount remains after some time. How much time has passed?

1
Given: Growth Factor: T=2 Unknown: t
2
1 t
Using the exponential model y = y0( )T , we can determine that
2
1 t
after t minutes, the amount of Zn-71 is y0( )2
2

Solution:

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

𝑡𝑡
=5 Equate the exponents of both sides.
2

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

t = 10 Simplify.
Answer: 10 minutes

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

How much time have elapsed when only 3 grams remain?
1
Given: Growth Factor: Unknown: t
2
y=3
y0 = 192
T = 10

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Solution:
1 t
y = y0( )T Write the formula/exponential model.
2
1 𝑡𝑡
3= 192( )10 Substitute 3 for y, 192 for y0 and 10 for T
2

1 𝑡𝑡/10
3 192� �
2
= Eliminate 192 by dividing both sides with 192
192 192

1 1 𝑡𝑡 3 1
= ( )10 Lowest term of is .
64 2 192 64

1 1 𝑡𝑡 1 1
( )6 = ( )10 Make the bases equal. (( )6 = )
2 2 2 64

𝑡𝑡
6= Equate the exponents of both sides.
10

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

t = 60 Simplify.

Answer: 60 minutes

Exponential Inequalities
• Solving problems involving exponential inequality considers its basic property:
 If b > 1, then the exponential function y = bx is increasing for all x.
This means that bx < by if and only if x < y.
 If 0 < b < 1, then the exponential function y = bx 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”.
• Division
2
 quotient: "The quotient of 2 and a number" means "2 ÷ x" or " "
𝑥𝑥
 fractions: Remember, any expression written as a fraction is
technically a division problem in disguise.

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Examples:

1. 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.

2. Five 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
125
as 53 = 5–3)

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

2x ≥ –3 + 1 Add 1 to each side.

2x ≥ –2
x ≥ –1 Divide each side by 2.

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

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 1
3. The base of the left side of the exponential inequality is 100, and its exponent is
three times a number while the base of the right side of the exponential
1
inequality is 10, and its exponent is the sum of a number and 5. The 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 1
(100)3x ≤ (10)x + 5 Express as an exponential inequality

1 1 1 1
(102 )3x ≤ (10)x + 5 Rewrite
100
as 103

1 1 1 3x 1
( )6x ≤ ( )x + 5 Simplify ( ) to ( )6x
10 10 102 10

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

(The direction of the inequality is reversed
1
since the base 10 < 1)
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.

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 Let’s check your understanding!

Practice Task 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 cells, thus doubling. If we start with only one bacterium which doubles
every 15 minutes, after how many minutes will it grow up to 128?

2. The half-life of N-13 is approximately 10 minutes. At t=0, there were y0 grams

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

3. At time t=0, 320 grams of Na-24 with half-life of 8 hours is present. How
much time have elapsed when only 10 grams remain?

4. 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.
1
5. The base of the left side of the exponential inequality is 27, and its exponent is
two times a number while the base of the right side of the exponential
1
inequality is 3, and its exponent is the sum of a number and 15. The 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?

Practice Task 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 1024 of this amount remains
after 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 have elapsed 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

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 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 the number if the left side of an
exponential inequality is greater than the right side?

Practice Task 3

Solve the following problems. Show your solutions.

1. You scanned an ID photo into a computer at three times its original size. You
continued to increase its size repeatedly by 100% using the computer. 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 that 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(4x − 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 the number raised to the sum of a number and 31.
Find the possible values of the number.

- End of Practice Tasks

10
 Post-Test

Directions: This test will evaluate your knowledge and skills after completing this
module. Read each question/item and circle the letter that corresponds to your answer.
Show your complete solutions.
(Please use ordinary/scientific calculator if necessary)
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 hour, after how many hours will the bacteria grew up to 1024?
A. 6 hours C. 10 hours
B. 8 hours D. 12 hours

2. The half-life of Zn-71 is 3 minutes. At t = 0 there were y0 grams of Zn-71, but

1
only 256 of this amount remains after some time. Home much time has passed?

A. 26 minutes C. 22 minutes
B. 24 minutes D. 20 minutes
3. At time t = 0, 480 grams of an isotope with half-life of 30 hours is present.
How much time have elapsed when only 15 grams remain?

A. 135 hours C. 165 hours

B. 150 hours D. 180 hours

4. The exponent of the base 7 is the sum of thrice a number and 4. Find the set
of all possible values of a number if the given exponential expression is less
than the exponential expression 49 raised to the sum of twice a number and 1.
A. x > 2 C. x > 1
B. x < 1 D. x < 2

5. I am a set of possible values of a number. The base of the right side of the
1
exponential inequality is , and its exponent is thrice a number decreased by
243
1
2 while the base of the left side of the exponential inequality is 27, and its
exponent is twice a number increased by 1. The given exponential expression
on the left side is at most of the right side. What is the number?
13 9
A. x ≥ C. x ≥
9 13
9 13
B. x ≤ 13 D. x ≤
9

- End of Post-Test-

11
 Assignment
1. Create one worded problem involving:

a) exponential equations; and

b) exponential inequalities.

2. Solve the problems you’ve created by:

a) identifying the given and unknown;

b) writing the equation/model/inequality; and

c) showing the step-by-step solutions to the problems created.

Rubrics:

3 2 1
Accuracy/Content Very Accurate Accurate Somewhat Accurate
Presentation Very Good Good Fair
Creativity Very Creative Creative Slightly Creative

References:
General Mathematics Learner’s Material (DEPED e-Copy) Pages 77-81
Exponential Functions and Sequences
http://rchs.rccu1.net/common/pages/DisplayFile.aspx?itemId=30479969

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 Answer Key

PRE-TEST
1. A
2. D
3. B
4. B
5. C
PRACTICE TASK 1
1. t = 105
2. t = 50
3. t = 40
4. x≥2
5. x≥3

PRACTICE TASK 2
Note: The inequality symbol will turn to its opposite when the inequality is
divided or multiplied by negative numbers.
1. t = 42.5
2. t = 337.5
41
3. x < −
13
3
4. x < −
5

PRACTICE TASK 3
1. x = 3
2. x = 7
3. x > 14
POST TEST
1. C
2. B
3. B
4. A
5. D
ASSIGNMENT
(Students’ answers will vary)

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