Exponential and Logarithmic Functions

UNIT: MATHEMATICS
DEPARTMENT: HIGH SCHOOL
A.Y. 2015 - 2016
LASALLIAN NxGEN BLENDED LEARNING MODULE

Teachers: Sofia T. Paclarin
Grade/Year Level: Juniors
Mark Joseph L. Mendoza
Albert Morris Pagilagan
Subject: Mathematics
Term: 3
Time Frame: 22 days
Unit Topic: Exponential and

Logarithmic Fuctions
CONTENT STANDARDS
PERFORMANCE STANDARDS
The learner demonstrates understanding of the key

concepts of exponential and logarithmic equations.
The learner is able to investigate thoroughly

mathematical relationships in various situations and
formulates real-life problems involving exponential and
logarithmic equations and solves these using a variety
of strategies with utmost accuracy.
LASALLIAN GUIDING PRINCIPLES

Check applicable LGPs
LGP 1: Challenge learners to realize their full potential.
LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.
LGP 3:Are dynamic and encourage differentiation, diversity and synergy amongst learners that are
friendly, caring and respectful.
LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the
betterment of society.
LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and
church.
STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:
Students will independently use their learning to
show their own understanding on the basic concepts of exponential and logarithmic equations in a product or
performance where they will write a report or proposal for the best investment option for their money, in
consideration of the following factors: 1) interest rate, 2) compounding periods (quarterly, monthly, or daily) and,
3) length of contract (1 year, 2 year, etc.) that the different banks offer.
ENDURING UNDERSTANDING:
Students will understand that ...
Exponential and logarithmic functions have corresponding properties.
Logarithms can be used to solve exponential equations; and conversely, exponents can be used to solve
logarithmic equations.
Exponential functions are widely used in real world, such as situations modeled by exponential growth
(appreciation) or decay (depreciation), in finance and banking (investments, credit cards, loans and their use of
compound interest), to the study of biological populations and their rates of growth (half-life), and even in
archaeology and paleontology and carbon dating.
UNIT: MATHEMATICS
A.Y. 2015 - 2016
Logarithms occur in the physical and biological sciences, in education, in statistics, and economics, to name a
few. Logarithms are extremely useful for computational purposes and can allow one to find the value of an
unknown exponent, previously only attainable through guess-work.
ESSENTIAL QUESTIONS:
Students will find the answer to the question
How are exponential and logarithmic functions related?
How can exponential and logarithmic functions be used to simplify solutions to real-life problems?
ACQUISITION GOALS:
Competencies (DepEd Code):
KNOWLEDGE
PROCESS
A. Exponential Functions: Definition

; Graph; Properties; Laws of
Exponents; Exponential
Equations
B. Exponential Functions: Definition

; Graph; Properties; Laws of
Exponents; Exponential
Equations
Define verbally and in writing

an exponential function.
Illustrate in writing the graphs
of exponential functions.
Identify verbally and in writing
the properties of an
exponential function.
the laws of exponents.
Simplify in writing expressions
using laws of exponents.
B. Logarithmic Functions:
Definition ; Graph; Properties;
Laws of Logarithms; Conversion;
Logarithmic Equations; Common
and Natural Logarithms;
Logarithms to Other Bases
Define verbally and in writing

a logarithmic function.
Illustrate in writing the graphs
of logarithmic functions.
the properties of a logarithmic
function.
Convert in writing exponential
and logarithmic equations.
Identify in writing and verbally
the properties or laws of
logarithms.
Simplify in writing expressions
using properties or laws of
logarithms.
Solve in writing exponential

equations using laws of
exponents.
B. Logarithmic Functions:
Definition ; Graph; Properties;
Laws of Logarithms; Conversion;
Logarithmic Equations; Common
and Natural Logarithms;
Logarithms to Other Bases
Solve in writing logarithmic

equations.
UNDERSTANDING
C. Applications: Solve Word
Problems
Create in writing real-life

situations involving exponential
and logarithmic equations.
Solve in writing real-life
situations/ problems involving
exponential and logarithmic
equations.
UNIT: MATHEMATICS
A.Y. 2015 - 2016
STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING & TRANSFER
Students will write a report or proposal for the best investment option for their money, in consideration of the
following factors: 1) interest rate, 2) compounding periods (quarterly, monthly, or daily) and, 3) length of contract (1
year, 2 year, etc.) that the different banks offer.
GRASPS NARRATIVE OF TRANSFER TASK

Introduction
Someone has been diligently saving money for the past few years and has accumulated Php100, 000 in cash. The
goal has been to save up enough money to buy a used car. He determines that it would be better to invest the
money in a bank and collect interest until he is ready to make his big purchase. After speaking with you, a bank
representative, he is given several different savings options. You will use your ability to work with exponential and
logarithmic functions to determine the best savings plan you can offer.
Task
In this project you will play the role of a bank representative to help someone seeking to invest money in a savings
account or a certificate of deposit (CD). When considering different investment options there are several factors to
consider: 1) interest rate 2) compounding periods (quarterly, monthly, or daily) and 3) length of contract (1 year, 2
year, etc.). Working together with your group, you will analyze data and make calculations to determine the best
investment option for your clients money.
Instructions
Solve each problem in order and save your work along the way, as you will create a report or proposal at the
conclusion of the project. Your output will be presented for approval to the bank client. The proposal will be
approved based on the following criteria: Content, and Presentation/Communication
Reference: http://www.montereyinstitute.org/courses/DevelopmentalMath/PD25_RESOURCE/pdu18.pdf
SCAFFOLD FOR TRANSFER

LEVEL 1
Directed Prompt
LEVEL 2
Open Prompt
Using Desmos, students

will be asked to graph the
exponential and
logarithmic functions. They
will also be asked to
identify their properties
using Guide Questions.
They will also be shown
examples to see how Laws
of Exponents and
Properties of Logarithms
can be used and applied in
solving exponential and
logarithmic equations.
Worksheets will be
provided to be
accomplished either
individually, in pairs, or in
groups for them to practice
the mathematical skills.
The students will be

grouped into 4. Each
group will be asked to
identify at least 5 real-life
situations where
exponential and
logarithmic functions are
applied or used. They will
be required to prepare a
presentation using any
medium (PowerPoint,
collage, etc.).
LEVEL 3
Guided Transfer
LEVEL 4
Independent Transfer
The students (in groups of

three) will be asked to
answer Activity Sheet
#10 about solving real-life
situations using
exponential and
logarithmic functions.
There will also be sharing
of solutions and final
answers.
Students will
independently use their
learning to show their own
understanding on the basic
concepts of exponential
and logarithmic equations
in a product or
performance where they
will write a report or
proposal for the best
investment option for their
money, in consideration of
the following factors: 1)
interest rate, 2)
compounding periods
(quarterly, monthly, or
daily) and, 3) length of
contract (1 year, 2 year,
etc.) that the different
banks offer.
Real-life problems about

compound interest and
half-life will be presented
to the students. Students
will be asked to analyze
and solve them as the
teacher guides them.
ASSESSMENT TOOLS (Unit Assessment Map)

TYPE
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/
UNIT: MATHEMATICS
A.Y. 2015 - 2016

PERFORMANCE
Pre
Assessment/Diagnos
tic
Online Pre-test
(Google forms)
Teacher-made
Worksheets
Teacher-made
Worksheets
Formative
Mental Drills
Teacher-made
Worksheets
Graphic Organizer
Teacher-made
Worksheets
Teacher-made
worksheets
Summative
Assessment
Online Posttest
(Google Forms)
Assessments
Assessment
Self-Assessment
A written report or
proposal for the best
investment option for
their money, in
consideration of the
following factors: 1)
interest rate, 2)
compounding
periods (quarterly,
monthly, or daily)
and, 3) length of
contract (1 year, 2
year, etc.) that the
different banks offer.
Performance
Task Reflection
RELATED FACETS OF UNDERSTANDING
Apply formulas to solve word problems.

Explain how to use and manipulate formulas to solve various real-life problems on investment, population
growth or decay, half-life, radioactive materials, and atmospheric pressure.
Interpret results derived at in using or manipulating formulas.
BLENDED ACTIVITIES/TOOLS
ENVIRONMENT
ATTRIBUTES
ACTIVE
FACE-TO-FACE
Class Discussion and Evaluation

Problem Solving
Oral Recitation
E-LEARNING
COLLABORATIVE
Pair-work and Group work activities
CONSTRUCTIVE
Preparation of a presentation of at
Mental Computation and Review of

concepts using kahoot.it
Use of Desmos to graph functions
Use of (MathToonsMedia) to know
how to convert exponential form to
logarithmic form and vice-versa.
https://www.youtube.com/watch?
v=A1wKTiBTsfk review of the Laws
of Exponents
https://www.youtube.com/watch?
v=K_PiPfYxtao, shows how the
graphs of exponential function and
logarithmic functions are related
Use of Google Classroom and
Schoology as Learning Management
Systems where students and
teachers can collaborate, and
exchange ideas.
Use of any medium (PowerPoint,
UNIT: MATHEMATICS
A.Y. 2015 - 2016
least 5 real-life situations where

exponential and logarithmic functions
are applied or used.
collage, etc.) to prepare a

presentation.
Use of any medium (PowerPoint,
collage, etc.) to prepare a written
report or proposal and (Imovie, etc)
to document the interviews and
research done.
AUTHENTIC
Writing of a report or proposal for the
best investment option for their money,

in consideration of the following
factors: 1) interest rate, 2)
compounding periods (quarterly,
monthly, or daily) and, 3) length of
contract (1 year, 2 year, etc.) that the
GOAL-DIRECTED
Use of Graphic Organizers

Use of Performance Task Reflection
STAGE 3: LEARNING PLAN FLOW

LESSON PROPER
INTRODUCTION
DAY 1/WEEK 1 (Date: January 19-22, 2016)
OBJECTIVES: At the end of the period, the students are expected to:
1. Answer the 15-item pre test on the basic concepts about exponents, exponential equations, logarithms and
its properties, and logarithmic equations.
2. Identify the essential questions for the learning module.
3. Identify the performance task for the learning module.
A.
Daily Classroom Routine: Opening prayer, Greetings, Checking of attendance, Classroom
B.
Discussion
upkeep
At the start of the unit, the teacher will hook the students by saying that the end goal of the unit is that students
will find the answer to the questions
They will also be informed that if they will understand the basic concepts of exponential and logarithmic functions,
then they will show their understanding on their own in a product or performance where they will write a report or
proposal for the best investment option for their money, in consideration of the following factors: 1) interest rate,
2) compounding periods (quarterly, monthly, or daily) and, 3) length of contract (1 year, 2 year, etc.) that the
II. INTERACTION
1. Define an exponential function.
2. Illustrate the graphs of exponential functions.
3. Identify the properties of an exponential function.
UNIT: MATHEMATICS
A.Y. 2015 - 2016
A. Classroom Routine: Opening prayer, Greetings, Checking of attendance, Classroom upkeep

B. Discussion
1. Using kahoot.it, the students will be shown several functions and they will be asked to identify if the given
function is linear, quadratic or exponential. After which, the students will be asked to differentiate one function
from the other.
y = 2x
1. y = x + 3
2. y = x2 3x + 2
3. y = 4x+ 1
4. y = 3x 1
5. y = 52x-3
Guide Questions:
a. Which of the given are linear functions? Quadratic functions? Exponential functions?
b. How is linear function different from a quadratic function?
c. What is an exponential function? How is it different from linear and quadratic functions?
The teacher will listen to the students varying answers.
The following key concepts will be processed:
a. A linear function can be written as y = ax + b, where a, b ; a 0.
b. A function that can be written as y = a2x + bx + c, where a, b and c ; a 0.
c. An exponential function can be written as y = ax, where a > 0 but a 1.
d. In the given functions, 2 and 5 are linear; 3 is quadratic; and 1, 4 and 6 are exponential functions.
2. The students will be presented with this situation:
Suppose a culture of bacteria is put in a Petri dish and it doubles every minute. How many bacteria will
there be after 5 minutes?
The students (in pairs) will be asked to do the following:
1. Complete the table for the amount of time and the number of bacteria produced. Analyze the table.
2. Identify which is the independent variable and which is the dependent variable.
3. Formulate an equation in two variables that may represent the given situation.
4. Describe the relationship between the amount of time with the number of bacteria being produced.
They should be able to come up with the following answers:
Amount of Time
(in minutes)
Number of Bacteria
16
The amount of time is the independent variable while the number of bacteria being produced is the
dependent variable.
A function y = 2x can represent the given situation.
This example is exponential in nature and is said to be an increasing function or an exponential growth .
3. The students (in pairs) will be asked to draw the graph of the function y = 2 x using Desmos.
-3
-2
-1
1/8
1/4
1/2
They will be asked to answer the following:
UNIT: MATHEMATICS
A.Y. 2015 - 2016
1. What are the possible values for x?

2. What are the possible values for y?
3. What is the behaviour of the graph from left to right?
4. Does the graph pass through the negative y-axis?
5. What is the x-intercept? Y-interxcept?
6. Graph the function y =
1
2
()
, how do you compare it
with the graph of y = 2x?

The following key concepts should be discussed:
PROPERTIES OF EXPONENTIAL FUNCTION:
1. Domain: all real numbers
Range: all positive numbers
2. Behavior when a > 1: Increasing from left to right
Behavior when 0 < a < 1: Decreasing from left to right
3. Asymptote: Asymptotic to the x-axis
4. Intercepts: x intercept = none
y intercept = 1
For y = (1/2)x
-3
-2
-1
1/2
1/4
1/8
4. VALUES INTEGRATION: The students will be asked if they believe in the saying, THE MORE, THE
MERRIER. After which, they will be asked to watch this video, https://www.youtube.com/watch?
v=pdlKVfk7_iQ . The worlds population is growing exponentially, as Lasallians, how can you contribute in your
own way to help address this problem?
5. The students will be given a teacher-made worksheet, Activity Sheet 1, for their assignment.
1. Identify the laws of exponents.
2. Simplify expressions using laws of exponents.
B. Discussion
UNIT: MATHEMATICS
A.Y. 2015 - 2016
1. In pairs, the students will be asked to answer Activity Sheet 2, where they need to simplify expressions
involving laws of exponents. This is to assess if students still remember laws of exponents. After 10
minutes, students will be asked to discuss their answers with another pair.
2. The students will be asked to watch a video, https://www.youtube.com/watch?v=A1wKTiBTsfk , about Laws
of Exponents. They will be asked to countercheck their work with the given examples.
3. The class will be guided in summarizing the different laws of exponents.
4. The students will be given a teacher-made worksheet, Activity Sheet 3, for their assignment.

1. Define exponential equation.
2. Identify The Property of Equality for Exponential Equation.
3. Solve exponential equations using laws of exponents.
B. Discussion
1. The students (in groups of 4) will be provided with Activity Sheet 4, where they will asked to solve the
given exponential equations by using the following given information:
UNIT: MATHEMATICS
A.Y. 2015 - 2016
The Property of Equality for Exponential Equation

An exponential equation in one variable is an equation where the exponent is the variable. In solving
exponential equations, the Property of Equality for Exponential Equation is used. It is stated as
If a, b, and c are real numbers and a 0, then, ab = ac if and only if b = c.
2. After the allotted time the students answers will be checked, asking them to explain how they applied the
given property to solve the given exponential equations.
3. VALUES INTEGRATION: Aristotle said that The worst form of inequality is to make unequal things equal.
How does this apply to the present times? As Lasallians, how would you contribute to equality among
everyone?
4. A teacher-made activity sheet, Activity Sheet 5, will be given as an assignment.
1. Answer the 17-item (33 points) summative assessment about exponential function, its graph and
properties; laws of exponents.
A.
Classroom Routine: Opening prayer, Greetings, Attendance checking, Classroom upkeep
B. The students will be given a 10-15 minute review before they take the summative assessment.
DAY 1/WEEK 3 (Date: February 1-5, 2016)
1. Define a logarithmic function.
2. Illustrate the graphs of logarithmic functions.
3. Identify the properties of a logarithmic function.
4. Convert exponential and logarithmic equations.
A. Classroom Routine: Opening prayer, Greetings, Attendance checking, Classroom upkeep
B. Discussion
1. The following concepts should be discussed:
a. A function is a special kind of a relation between two sets, X and Y, such that for every element in set X
there is exactly one element associated in set Y.
b. The inverse of a function (denoted by f-1) is a function/ relation whose domain is the range of the given
function and whose range is the domain. To solve for the inverse of a function/relation, interchange the
variables x and y in the defining equation y = f(x), then solve for y in terms of x.
c. To find the inverse of the exponential function, y = a x
Exponential Function
y=
Inverse function
ax
x = ay
You will notice that
exponential function
exponent to which
order to obtain the
the inverse of the

shows that y is the
the base a is raised in
power x.
UNIT: MATHEMATICS
A.Y. 2015 - 2016
The inverse of the exponential function above is called logarithmic function. The function is defined
by the equation
The equation of a logarithmic function is read as y is the logarithm of x to the base a. Take note
that in the notation, a is the base, x is the power and y is the exponent to which a is raised in order to
obtain x.
2. The students will be asked to watch a video, https://www.youtube.com/watch?v=K_PiPfYxtao, showing how
the graphs of exponential function and logarithmic functions are related. After watching the video the
students will be asked to share the important concepts they learned.
To draw the graph of y = log2x, recall the graph of y = 2x. Flip the graph of y = 2x about the line y = x, which is
the axis of symmetry. You should be able to observe that the two graphs contain the following integral
-3
-2
-1
1/8
1/4
1/2
y = 2x
1/8
1/4
1/2
y = log2x
-3
-2
-1
UNIT: MATHEMATICS
A.Y. 2015 - 2016
a. The properties of the first graph illustrates the properties of logarithmic functions in the form y = a x, a >
1. The domain is the set of all positive real numbers and the range are all real numbers.
2. The x-intercept is (1. 0) and its asymptote is the y-axis.
3. The function is positive for all x greater than 1 and negative for all x less than 1.
4. The function is increasing.
b. The properties of the second graph illustrates the following properties of logarithmic functions in the form
y = ax, 0 < a < 1.
1. The domain is the set of all positive real numbers and the range are all real numbers.
2. The x-intercept is (1. 0) and its asymptote is the y-axis
3. The function is negative for all x greater than 1 and positive for all x less than 1.
4. The function is decreasing.
3. The students will be shown an IPad application (MathToonsMedia), showing how to convert exponential form
to logarithmic form.
The students will be reminded that it is often helpful to know how to convert an exponential equation to a
logarithmic equation and vice versa. However, they have to note that the domain of the logarithmic
function is restricted to values greater than zero, therefore, exponential equations with a negative base
cannot be converted into a logarithmic equation.
4. The students will be asked to answer one of the essential questions by filling out the given graphic organizer.
UNIT: MATHEMATICS
A.Y. 2015 - 2016
5. The students will be given a teacher-made worksheet an assignment, Activity Sheet 6.

1. Identify the properties or laws of logarithms.
2. Simplify expressions using properties or laws of logarithms.
B. Discussion
1. The students will be presented with the following information.
A. The Logarithm of a Product
Let M = ax and N = ay.
By Law of Exponents for Products, MN = axay = ax + y.
By definition of logarithmic function,
M = ax logaM = x,
N = ay logaN = y, and
MN = ax + y logaMN = x + y.
By substitution, logaMN = logaM + logaN.
From the derivation, the logarithm of the product of two numbers is the sum of the
logarithms of the two factors.
B. The Logarithm of a Quotient
Use the given in A and the Law of Exponents for Quotients,
M ax
x y
= =a
N ay
UNIT: MATHEMATICS
A.Y. 2015 - 2016

M = ax logaM = x,
N = ay logaN = y, and
M
M
=a x y log a
=x y
N
N
( )
By substitution,
From the derivation, the logarithm of the quotient of two numbers is the difference of the
logarithms of the dividend and the divisor.
C. The Logarithm of a Power
Let M = ax.
By the Law of Exponents for a Power, Mk = (ax)k.
M = ax logaM = x, and
Mk = (ax)k logaMk = xk.
By substitution, logaMk = klogaM
From the derivation, the logarithm of the k th power of a number is k times the logarithm of
the number.
2. The students will be given Activity Sheet 7, where they will simplify expressions using the different
properties of logarithms.
3. They will be given Activity Sheet 8 as their assignment.
1. Answer the 22-item (32 points) summative assessment about logarithmic function, its graph and properties;
laws of logarithms.
The students will be given a 10-15 minute review before they take the summative assessment.
1. Define logarithmic equations.
2. Solve logarithmic equations.
Discussion
UNIT: MATHEMATICS
A.Y. 2015 - 2016
1. The student will be asked to answer verbally the following questions:

a. What is logarithmic equation? How does it differ from an exponential equation?
b. How can we solve a logarithmic equation?
The following key concepts should be discussed:
a. Equations that contain logarithmic expressions are logarithmic equations.
b. To solve logarithmic equations, first obtain a single logarithmic expression on one side of the
equation and then write an equivalent exponential equation.
2. The following examples will be presented and discussed with the students.
Solve the missing terms in the following logarithmic equations.
1. log6 216 = x
Transform log6216 = x in exponential form, then solve for x.
6x = 216
6x = 63
x=3
Check:
If x = 3, then 63 = 216.
log6 216 = 3 and x = 3.
2.
2
x 3 =81
x = 36
x = 729
Check:
If x = 729, then 7292/3 = (36)2/3 = 34 = 81
x = 729.
3. log4 (5x + 4) = 3
5x + 4 = 43
5x + 4 = 64
5x = 64 4
5x = 60
x= 60/5
x = 12
Check:
If x = 5, then log4 [5(12) + 4] = log4 (60 + 4) = log4 64 = 3.
x=5
4. log (2x2 - 7x 9) = log (x2 - 9x + 6)

Since both sides of the equation are in base 10, then
2x2 - 7x 9 = x2 - 9x + 6
2x2 - 7x 9 (x2 - 9x + 6) = 0
Addition Property of Equality
x2 + 2x - 15 = 0
Simplify
(x + 5)(x - 3) = 0
Factoring
x + 5 = 0 or x - 3 = 0
UNIT: MATHEMATICS
A.Y. 2015 - 2016
x = - 5 or x = 3
Check:
If x = - 5, then log (2x2 - 7x 9) = log [2(-5)2 - 7(-5) 9]
= log [2(25) + 35 9]
= log (50 + 35 9)
= log 76
and log (x2 - 9x + 6) = log [(-5)2 - 9(-5) + 6]
= log (25 + 45 + 6)
= log 76.
Hence, x = - 5 is a solution
If x = 3, then log (2x2 - 7x 9) = log [2(3)2 - 7(3) 9]
= log [2(9) 21 9]
= log (18 21 9)
= log (-12)
Hence, x = 3 is not a root since logarithms is defined only for positive number.
x = -5 is the only solution.
Notice that to solve problems 1 to 3 the logarithmic equations were first transformed into exponential
equations.
3. The students will be given Activity Sheet # 9 as assignment.
DAY 2 and 3/WEEK 4 (Date: February 8-12, 2016)
1. Identify real-life situations using exponential and logarithmic functions.
Discussion
1. The students will be grouped into 4. Each group will be asked to identify at least 5 real-life situations where
exponential and logarithmic functions are applied or used. They will be required to prepare a presentation
using any medium (PowerPoint, collage, etc.). This will be presented to the class the following meeting.
The students work will be graded using a rubric.
UNIT: MATHEMATICS
A.Y. 2015 - 2016

1. Solve problems involving exponential and logarithmic equations.
B. Discussion
1. This problem will be presented to the students:
Problem: Examine the two common investment schemes below. Which scheme gives a higher yield in a span of 3
years if I = Prt?
A: P10,000 deposited at 1.5% simple interest
B: P10,000 deposited at 1.5% compounded annually
Allow the students to exchange ideas and opinions and support their answers using mathematical
computations like this one.
Year 1
Year 2
Year 3
Scheme A
10,150
10,300
10,450
Scheme B
10,150
10,302.25
10,456.78
2. The students will be informed that compound interest is an example of an exponential function.
The compound interest is given by:
A=P( 1+r)t
where
P is the principal
A is the amount after t years
r is the interest rate
n is the number of times interest is compounded in a year
(n = 2 if semi-annually; n = 4 if quarterly, n = 12 if monthly.)
Example 1: Suppose Php 4,000 principal is invested at 6% interest and yield Php 5353. For how many years
was it invested?
We use the formula
A=P(1+r)t .
1+ 0.06
5353=4000
Then we solve for t.
log 5353=[4000 ( 1.06 )t ]

log 5353=log 4000+t log1.06
log 5353log 4000
=t
log 1.06
3.72863.6021
t
0.0253
5t
UNIT: MATHEMATICS
A.Y. 2015 - 2016
The money was invested for approximately 5 years.

3. Exponential functions can also be applied in determining the half-life of a radioactive substance; it is the
length of time for one-half of the substance to decay.
The half-life amount A of a substance remaining after time t is given by the exponential equation
A= A 0
where
1
2
()
t
n
A0 is the original amount,

n is the half-life of a substance.
Example 2. Suppose that the half-life of a certain radioactive substance is 4 days. Initially, there are 20
grams present in a container.
Use the half-life formula to compute the amount of substance left after 32 days.
4. The students will be asked to answer the other Essential Question using any of the two graphic organizers
below.
DAY 2-3/WEEK 4 (Date: February 15-19, 2016)

1. Solve problems involving exponential and logarithmic equations.
B. Discussion
1. The students (in groups of three) will be asked to answer Activity Sheet #10 about solving real-life situations
using exponential and logarithmic functions.
2. The discussion and checking of solutions and answers will be done the following meeting.
UNIT: MATHEMATICS
A.Y. 2015 - 2016
OBJECTIVES:
1. Answer the _-item (_points) summative assessment about solving logarithmic equations and solving real-life
situations involving exponential and logarithmic functions.
B .The students will be given a 10-15 minute review before they take the summative assessment.
OBJECTIVES:
1. Answer the 20-item (20 points) posttest about exponential and logarithmic functions.
B .The students will be given a 10-15 minute review before they take the posttest.
III.
INTEGRATION

B. Discussion
1. Groupings and Presentation of Project Specifications
The students are given the mechanics of the project which they need to accomplish for the
project making days. The rubric will also be presented in class.
2. Brainstorming
The students brainstorm for the project. The teacher entertains questions raised by the
students
about the project.
DAY 1-3/WEEK 5 (Date: February 29-March 4, 2016)
B. Discussion
1. Project Making
The students work on the project. The teacher guides the students while working on the project.
DAY 1-3/WEEK 6 (Date: March 14-18, 2016)

B. Discussion
1. Project Presentation
The students present their output. The teacher and students ask questions related to the presentation.
REFERENCES:
UNIT: MATHEMATICS
A.Y. 2015 - 2016
https://www.youtube.com/watch?v=A1wKTiBTsfk review of the Laws of Exponents
https://www.youtube.com/watch?v=K_PiPfYxtao, shows how the graphs of exponential function and

logarithmic functions are related
https://www.youtube.com/watch?v=pdlKVfk7_iQ, shows how the worlds population is growing exponentially

but the earth and its resources do not
http://www.montereyinstitute.org/courses/DevelopmentalMath/PD25_RESOURCE/pdu18.pdf source for

performance task
Algebra 2 with Trigonometry, Smith, Charles, Dossey, Bittinger, Prentice Hall, 2003, pages 514-563
Advanced Algebra, Trigonometry, and Statistics, Ruivivar, Sibs Publishing House, 2014, pages
180-236
e-math Advanced Algebra and Trigonometry Teachers Manual, Oronce, Mendoza, Rex
Bookstore, pages 16-24

Exponential and Logarithmic Functions

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UNIT: MATHEMATICS

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

LASALLIAN NxGEN BLENDED LEARNING MODULE

Time Frame: 22 days

Unit Topic: Exponential and

The learner demonstrates understanding of the key

The learner is able to investigate thoroughly

LASALLIAN GUIDING PRINCIPLES

LGP 1: Challenge learners to realize their full potential.

STAGE 1: ESTABLISHED DESIRED RESULTS

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

A. Exponential Functions: Definition

B. Exponential Functions: Definition

Define verbally and in writing

Define verbally and in writing

Solve in writing exponential

Solve in writing logarithmic

Create in writing real-life

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

GRASPS NARRATIVE OF TRANSFER TASK

SCAFFOLD FOR TRANSFER

Using Desmos, students

The students will be

The students (in groups of

Real-life problems about

ASSESSMENT TOOLS (Unit Assessment Map)

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

RELATED FACETS OF UNDERSTANDING

Apply formulas to solve word problems.

Class Discussion and Evaluation

Pair-work and Group work activities

Mental Computation and Review of

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

least 5 real-life situations where

collage, etc.) to prepare a

Writing of a report or proposal for the

best investment option for their money,

Use of Graphic Organizers

STAGE 3: LEARNING PLAN FLOW

Daily Classroom Routine: Opening prayer, Greetings, Checking of attendance, Classroom

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

A. Classroom Routine: Opening prayer, Greetings, Checking of attendance, Classroom upkeep

They will be asked to answer the following:

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

1. What are the possible values for x?

, how do you compare it

with the graph of y = 2x?

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

DAY 2/WEEK 2 (Date: January 25-29, 2016)

DEPARTMENT: HIGH SCHOOL

A.Y. 2015 - 2016

The Property of Equality for Exponential Equation

Classroom Routine: Opening prayer, Greetings, Attendance checking, Classroom upkeep