11

General Mathematics
Quarter 1 – Module 5:
Logarithmic Functions

Department of Education ⦁ Republic of the Philippines

i
General Mathematics – Grade 11
Alternative Delivery Mode
Quarter 1 Week 8- Module 5: Logarithmic Functions
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Jesus L. R. Mateo and Annalyn M. Sevilla
Assistant Secretary: Alma Ruby C. Torio and Ramon Fiel G. Abcede

Development Team of the Module

Author: Ma. Rozela B. Espina

Evaluator: Agnes B. Rosell

Editor:

Reviewers:
Illustrator:

Layout Artist:

Management Team:

Printed in the Philippines by _____________________________

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Office Address: ______________________________________

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ii
 11
General Mathematics
Quarter 1 – Module 5:
Logarithmic Functions

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
Activityion@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ⦁ Republic of the Philippines

iii
 Introductory Message

For the Learner

Logarithms are essential in our day to day living. Its application into the real world is

innumerable. To name some, it is used in determining the intensity of earthquakes and sounds,

calculating compound interests, computing population growth and decay, measuring pH levels,

and carbon dating.

This module will tackle logarithms. It requires students to understand the key concepts of

logarithmic functions and apply these concepts to formulate and solve real-life problems with

precision and accuracy.

The lessons found in this module are presented according to the major component areas.

Each lesson is preceded by an introduction or exploration Activity, followed by the lesson proper.

It also contains several Activities for skills mastery and application. Lastly, it allows generalization

and reflection. Moreover, self-check questions and answer keys will serve as a guide all

throughout this module. A post-assessment portion will be used as a measure of how well a student

have learned from this module.

So explore, learn, apply and appreciate logarithms and its application in our daily lives.

For the Facilitators

You are the guide and facilitator of this module. You shall lead the Activities by giving

clear instructions, supervising the entire procedures, monitoring progress, and evaluating outputs.

This module has Activities which provide relevant, valuable, and appropriate information for the

topic at hand. Yet, you are encouraged to update its Activities if necessary.

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 Table of Contents
Cover Page i
Copyright Page ii
Title Page iii
Introductory Message iv

Page
Pre-Assessment
What I Need to Know 1
What I Know
Pre-Test 2

Lesson 1: Introduction to Logarithms

What’s In
Activity 1.1: Find my Pair 4
What’s New 4
What Is It 5
What’s More 5
What I Have Learned ` 8
What I Can Do
Activity 1.2: Rewrite Me 9
Additional Activities
Activity 1.3: Prepare to Prepare 9
Activity 1.4: Think-Pair-Share 10

Lesson 2: Logarithmic Functions, Equations, and Inequalities Page

What’s In 11
What’s New
Activity 2.1: Which is Which? 11
What Is It 11
What’s More
Activity 2.2: Classify Me 12
What I Have Learned 13
What I Can Do
Activity 2.3: Logarithms Concept Map 14

v
Lesson 3: The Logarithmic Equation and Inequality Page

What’s In
Activity 3.1: 3 – 2 – 1 Chart 15

I. Solving Logarithmic Equations

What’s New
Activity 3.2: The Secret Message 16
What Is It 19
What’s More 19
What I Have Learned 19

II. Solving Logarithmic Inequalities

What’s New
Activity 3.3: Track the Trend 20
What Is It 20
What’s More 21
What I Have Learned 22

What I Can Do
Activity 3.4: Logarithmic Equation and Inequalities Maze 22
Additional Activities 23

Lesson 4: Logarithmic Function and its Graph Page

What’s In 24
What’s New
Activity 4.1: Help me Graph! 24
What Is It 25
What’s More
Activity 4.2: Sketch to Compare! 25
Activity 4.3: Back in Time 31

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Lesson 4: Logarithmic Function and its Graph (Continuation) Page

What I Have Learned 32

What I Can Do 33

Post-Assessment
What I Know
Post- Test 35

References 37

Answer Key 38

vii
 Module
LOGARITHMIC FUNCTIONS
5

What I Need to Know

For the Learners:

In the previous module, we have learned about exponential functions and its applications
in real life. Logarithmic function is simply the inverse of an exponential function. It is mainly
used, but not limited to, earthquake intensity measurement, acidic measurement of solutions (pH
value), sound intensity measurement and expressing larger values.

This module will help you understand the key concepts of logarithmic functions and apply
these concepts to formulate and solve real-life problems with precision and accuracy.

At the end of the module, you would be able to:

a. distinguish logarithmic functions, equations, and inequalities;
b. graph logarithmic functions using its intercepts, zeroes and asymptotes; and
c. solve problems related to logarithmic functions, equations, and inequalities.

You will find that this module is composed of the following lessons:
Lesson 1: Introduction to Logarithms
Lesson 2: Logarithmic Functions, Equations, and Inequalities
Lesson 3: The Logarithmic Equation and Inequality
Lesson 4: The Logarithmic Function and its Graph

Find out what you already know about this module by taking the pre-test.

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 What I Know

Direction: Write the letter that corresponds to the best answer on your answer sheet.

1
1. Express 27 ⁄3 = 3 in logarithmic form.
A. log 3 27 = 3 B. log 1 3 = 27 1 D. log 3 3 = 27
C. log 27 3 = 3
3

2. Solve for x given the equation, log 𝑥 81 = 4.

A. 3 B. 9 C. 20.25 D. 324

3. Evaluate log 𝑚 𝑚2𝑛 .

A. n B. 𝑛2 C. mn D. 2𝑛

4. Evaluate log 2 45 .
A. 4 B. 5 C. 7 D. 10

1
5. Solve for x given the equation 52−𝑥 = 125.
A. −1 5 C. 5 7
B. D. 3
3

6. Solve for x given the equation log (3x +1) = 5.

4 B. 8 C. 300 D. 33, 333
A. 3

1
7. Solve for x given the equation log 𝑥 8 = − 2
A. −64 B. −16 1 D. 4
C. 64

8. Graph 𝑦 = log (x +1) + 7

A. C.

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 B. D.

9. Solve for x given the inequality log 3 (2𝑥 − 1) > log 3 (𝑥 + 2)

A. (−3, +∞) B. (3, +∞) C. (−∞, −3) D. (−∞, 3)

10. Solve for x given the inequality −2 < log 𝑥 < 2

A. (−125, 0) B. (0, 125) C. [−125, 0] D. [0, 125]

11. What is the domain of the function, 𝑦 = log 0.25(𝑥 + 2)?

A. {𝑥 ∈ 𝑅 } B. {𝑥 |𝑥 > 0} C. {𝑥 |𝑥 > 2} D. {𝑥 |𝑥 > −2}

12. What is the range of the function, 𝑦 = log 0.25(𝑥 + 2)?

A. {𝑦 ∈ 𝑅 } B. {𝑦|𝑦 > 0} C. {𝑦|𝑦 > 2} D. {𝑦|𝑦 > −2}

13. Which of the following statements is true?

A. The domain of a transformed logarithmic function is always {𝑥 ∈ 𝑅}
B. A transformed logarithmic function always has a horizontal asymptote.
C. The vertical asymptote changes when a horizontal translation is applied.
D. Vertical and horizontal translations must be performed before horizontal and vertical
stretches/compressions.

14. Which of the following is NOT a strategy that is often used to solve logarithmic equations?
A. Represent the sums or differences of logs as single logarithms.
B. B. Simplify the expressions in the equation by using the laws of logarithms.
C. Square all logarithmic expressions and solve the resulting quadratic equation.
D. Express the equation in exponential form and solve the resulting exponential equation.

15. Which of the following does NOT describe the graph of a function in the form 𝑦 = 𝑎 ∗
log 𝑏 (𝑥 − 𝑐 ) + 𝑑?
A. The value of a determines the stretch or shrinking of the graph.
B. The value of b determines whether the graph is small or big
C. The value of c determines the horizontal shift of 𝑦 = 𝑎 ∗ log 𝑏 𝑥
D. The value of d determines the vertical shift of 𝑦 = 𝑎 ∗ log 𝑏 𝑥

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 Lesson
Introduction to Logarithmic Functions
1

What’s In

Since the previous module is closely related to this module, let’s start this lesson by
reviewing exponents. “How is exponential function related to logarithmic function?” As you
go through this module, keep in mind this question.

Activity 1.1: FIND MY PAIR

Description: This Activity will enable you to recall exponents.

Directions: Match the exponential expressions in Column A to its corresponding value of x in
Column B. Write the letter that corresponds to your answer in your answer sheet.

Column A Column B
_____1. 52 = 𝑥 A. 27
_____2. 33 = 𝑥 B. −2
_____3. 61 = 𝑥 C. 25
_____4. 7−2 = 𝑥 D. 5
1
_____5. 9−2 = 𝑥 E. 81
1
_____6. 8𝑥 = 64 F. 2
_____7. 11𝑥 = 121 G. 0
_____8. 4𝑥 = 1,024 H. 6
_____9. 2𝑥 = 1 I. 3
1
_____10. 10𝑥 = 1,000 J. 49

What’s New

Direction: Answer the following questions. Write your answers on a separate sheet.
1. What is the main function of the exponents?
2. What have you observed in items 1 to 5 and 6 to 10 in terms of x?
3. How did you answer items 6 to 10? Explain your answer.

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 What Is It

In Activity 1, items 6 to 10 have missing exponents. Aside from observation, there a

mathematical way to present (rewrite) the expressions through logarithms, the inverse process of
exponentiation.

Think of a logarithm of x to the base b and power p. That is, if 𝒃𝒑 = 𝒙 then 𝐥𝐨𝐠𝒃 𝒙 = 𝒑

For example,
(a) 52 = 25 is written as log 5 25 = 2.
1 1
(b) 7−2 = 49 is written as log 7 64 = − 2
(c) 33 = 27 is written as log 3 27 = 8

Common logarithms are logarithms with base 10, the base is usually omitted when
writing common logarithms. This means that 101 = 10 is written as log 10 = 1 and 102 = 100
is written as log 100 = 2 and so on.

Natural logarithms are logarithms with base e (which is approximately 2.71828 as

mentioned in the previous module). This means that log 𝑒 𝑥 can be written as ln 𝑥.

What’s More

Logarithms Real-Life Situations

Your goal in this section is to take a closer look at the real-life applications and problems
involving logarithmic functions.

I. Earthquake Magnitude on a Richter Scale

The magnitude R of an earthquake is given by:
2 𝐸
𝑅 = log 4.40
3 10

where E (in joules) is the energy released by the earthquake (the quantity 104.40 is the energy
released by a very small reference earthquake)

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 Understanding the Ritcher Scale

Magnitude Description
1.0 – 1.99 Scarcely Perceptible – Perceptible to people under favourable circumstances.

2.0 – 2.99 Slightly Felt – Hanging objects swing slightly

3.0 – 3.99 Weak – Vibration is felt like one passing of a light truck. Hanging objects
swing moderately.
4.0– 4.99 Moderately Strong – Felt generally by people indoors and by some people
outdoors.
5.0– 5.99 Strong – Strong shaking and rocking felt throughout building. Hanging objects
swing violently.
6.0– 6.99 Very Strong – Some people lose their balance. Heavy objects or furniture move
or mat be shifted.
7.0– 7.99 Destructive – People find it difficult to stand in upper floors. Some cracks may
appear. Limited liquefaction, lateral spreading and landslides are observed.
Trees are shaken strongly.
8.0– 8.99 Very Destructive – Many well-built buildings are considerably damaged.
Liquefaction and lateral spreading cause man-made structure to sink, tilt or
topple. Fissures and faults rapture may be observed.
9.0– 9.99 Devastating – Most buildings are totally damaged. Bridges and elevated
concrete structures are toppled or destroyed. Landslides and liquefActivityions
with lateral spreading and sand boil are widespread.
10.0 and above Completely Devastating – Practically all man-made structures are destroyed.
Massive landslides and liquefaction, large scale subsidence and uplifting of land
forms and many ground fissures are observed. Changes in river courses occur.

Example:
Suppose that an earthquake released approximately 1012 joules of energy. (a)
What is its magnitude? (b) How much more energy does this earthquake release than by
the reference earthquake?

Solution:
(a)
2 𝐸
𝑹= log 4.40
3 10
2 1012
𝑹 = log 4.40
3 10
𝑹 ≈ 𝟓. 𝟏

Magnitude 5 is described as STRONG

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 (b)

1012
4.40
= 107.6 ≈ 𝟑𝟗𝟖𝟏𝟎𝟕𝟏𝟕
10

The earthquake released 39810717 times more energy than the reference earthquake.

II. Sound Intensity

In acoustics, the decibel (dB) level of a sound is
𝐼
𝑫 = 10 log
10−12

where I is the sound intensity in watts/𝑚2 (the quantity 10−12 watts/𝑚2 is the least
audible sound a human can hear.

Understanding Sound Intensity

Magnitude Description Examples

Under 60 dB Comfortable hearing levels Normal breathing, whisper, quiet

office, normal conversation
60-85 dB Intrusive and Interferes with Vacuum cleaners, washing
conversation machine, average city traffic,
television
85 dB Haring damage begins (unprotected Lawnmower, food blender,
exposure for 8 hours) recreational Activities
90-100 dB No more than 15 minutes of Motorcycle, newspaper press,
unprotected exposure recommended garbage truck
Over 100 dB Regular exposure of more than one Jet flyover (1000 ft.), jackhammer,
minutes risks permanent damage chainsaw, orchestra, stereos, boom
box
125 dB and Threshold of pain begins Rock concerts, jet take off (100-
above 200 ft.), shotgun firing jet engines
(near)

Example:

The decibel level of sound in an 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?

7
Solution:
a.

𝐼
𝑫 = 10 log
10−12
10−6
𝑫 = 10 log −12
10
𝑫 = 𝟔𝟎 𝒅𝑩

60-85 dB is described as Intrusive.

Examples are vacuum cleaner, washing machine, average city traffic and television.

b.

10−6
= 106 ≈ 𝟏𝟎𝟎, 𝟎𝟎𝟎
10−12

The sound is 100, 000 times more intense than the least audible sound a human can hear.

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 What I Can Do

Activity 1.2: REWRITE ME!

Description: This Activity will enable you to rewrite exponential expressions to logarithmic
expressions and vice versa.
Directions: Write the letter that corresponds to your answer in your answer sheet (2 pts each)

A. Rewrite the following exponential B. Rewrite the following logarithmic

expressions to logarithmic expressions. expressions to exponential expressions.

1. 53 = 25 1. log 1000 = 3
1
2. 9 = 3
2 2. log 4 16 = 2
1 3. 4 = log 2 16
3. 2−2 = 4
4. 105 = 100,000 4. ln 20 ≈ 3
5. 𝑒 4 ≈ 54.598 5. log 4 64 = 3

Additional Activityivities

Activity 1.3: PREPARE TO PREPARE!

Description: This Activity will enable you to make a plan whenever an earthquake occurs.
Directions: List down all of the things that you will do before, during and after an earthquake.
(1 pt each)
EARTHQUAKE RISK REDUCTION AND RECOVERY
Before an Earthquake During an Earthquake After an Earthquake
  
  
  
  
  

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Activity 1.4: THINK- PAIR- SHARE

I. Direction: Answer the following questions. If yes, given an example of an answer. If no, explain
why not. (2 pts each)

1. Is it possible for the base of a logarithm to equal a negative number?

2. Is it possible for the base of a logarithm to equal zero?
3. Does log 𝑥 0 have an answer?
4. Does log 𝑥 1 have an answer?
5. Does log 𝑥 𝑥 5 have an answer?

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________

II. Direction: Answer the following problems. Show a neat and complete solution. (5 pts each)

1. An earthquake in Albay released approximately 1018 joules of energy. (a) What is its
magnitude? (b) How much more energy does this earthquake release than by the reference
earthquake?

2. Suppose you have seats to a concert featuring your favorite musical artist. Calculate the
approximate decibel level associated if a typical concerts’ sound intensity is 10−2 W/𝑚2 .

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 Lesson
Logarithmic Functions, Equations & Inequalities
2

What’s In

We shall begin the day by reviewing and discussing your answers in Activity 1.4.

What’s New

Activity 2.1: WHICH IS WHICH?

Description: This Activity will enable you to distinguish functions, equations and inequalities.
Directions: In your answer sheet, identify if the given is a function, equation or inequality by
writing F for function, E for equation and I for inequality.

1. 𝑦 = 𝑥2 + 1 6. log 2 𝑥 ≤ 5
2. 2𝑥 − 10 > 𝑥 + 3 7. ln 𝑥 = 𝑦
3. 𝑥2 + 𝑦2 = 1 8. 5 + log 3 9 = 7
4. 3𝑥 − 4 = 𝑥 + 10 9. log 𝑒 𝑥 + 1 = 2
5. 5𝑥 4 + 3 = 5 − 𝑥 10 10. 𝑦 = 2 log 4 𝑥

What Is It

Direction: Answer the following questions. Write your answers on a separate sheet.
1. How were you able to identify which given is a function? An equation? An inequality?
2. What indicators or symbols have you noticed that helped you in your identification in
number 1?
3. What difficulties have you encountered in doing this Activity?

In the previous Activity, you have encountered familiar mathematical terms namely
function, equation and inequality. Now let us define these terms with logarithms.

Logarithmic Function Logarithmic Equation Logarithmic Inequality

Definition A function involving An equation involving An inequality
logarithms logarithms involving logarithms

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 Example 𝑔(𝑥 ) = log 3 𝑥 log 𝑥 2 = 4 ln 𝑥 2 > (ln 𝑥)2

What’s More

Activity 2.2: CLASSIFY ME!

Direction: Group the given by writing them under their corresponding columns: logarithmic
functions, equations or inequalities. (1 pt each)

log 9 1 = log 9 (1 − 4𝑥) 𝑙𝑜𝑔(3𝑥 − 2) ≤ 2 −ln(1 − 2x) + 1 = g(x)

𝑦 = log 𝑥 3 + 5 𝑙𝑜𝑔𝑥 + 𝑙𝑜𝑔(𝑥 − 3) = 1 𝑙𝑜𝑔 32 > 5
𝑙𝑜𝑔9 𝑦 + 5 < 20 𝑓(𝑥) = 𝑙𝑜𝑔 − 𝑥 12 = log(𝑥 + 1) + 7
log 4 16 = 2 log 𝑥 2𝑥 ≤ log 𝑥 3𝑥 + 1 𝑙𝑜𝑔 𝑥 − 5 = 10
25 > log 2 4 𝑙𝑜𝑔 𝑥 = 𝑟(𝑥) ℎ(𝑥 ) = log 5 3 + 𝑥

Logarithmic Function Logarithmic Equation Logarithmic Inequality

12
13
 What I Can Do

Activity 2.3: LOGARITHMS CONCEPT MAP

Description: This Activity will enable you to apply the skill of distinguishing logarithmic
functions, equations and inequalities.
Directions: In your answer sheet, create a concept map of the types of logarithms. This concept
map should show the definition of each type along with 5 examples of each.

LOGARITHMS

FUNCTIONS EQUATIONS INEQUALITIES

Definition: Definition: Definition:

Examples: Examples: Examples:

Now that you know the important ideas about the forms of logarithms, let’s go deeper
by moving on to the next section.

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 Lesson
The Logarithmic Equation & Inequality
3

What’s In

Activity 3.1: 3-2-1 CHART

Before we begin today’s lesson, let us have a simple knowledge check-up.

Description: Complete the 3-2-1 Chart as you recall the previous lesson on distinguishing
logarithmic functions, equations and inequalities.

3-2-1 CHART
Three things I found out:
1.
2.
3.
Two interesting things:
1.
2.
One question I still have:
1.

What’s New

Activity 3.2: THE SECRET MESSAGE

Description: This Activity will enable you to solve logarithmic equation.

Directions: Decode the secret message by solving for the value of x in each given below. Write
the corresponding letter of the computed value of x inside to the boxes to reveal the
secret message.

15
 T A ! I U
𝑥
log 4 𝑥 = 2 log 𝑥 27 = 3 log 2 = 4 log 3 𝑥 = 4 ln 𝑥 = 3
3
N S M F H
1
log 2 𝑥 = 5 log 𝑥 16 = 4 log 3 𝑥 = −2 log 𝑥 = 3 log16 𝑥 =
2

The secret message:

𝟏
3 16 4 81 2 1,000 20.09 32 48
𝟗

What Is It

Direction: Answer the following questions. Write your answers on a separate sheet.
1. What were the steps you applied in answering each item?
2. What are the difficulties you have encountered? Explain?

I. SOLVING LOGARITHMIC EQUATIONS

Recall that a logarithm of x to the base b and power p written as 𝐥𝐨𝐠𝒃 𝒙 = 𝒑 is an inverse
of the exponential function 𝒃𝒑 = 𝒙 or 𝒙 = 𝒃𝒑 . To solve for any logarithmic equation, start with
rewriting logarithmic form to exponential form.

Examples:
(By Rewriting to Exponential Form)

1. log 4 𝑥 = 2
If log 4 𝑥 = 2 then, 𝑥 = 42
𝒙 = 𝟏𝟔

1
2. log 9 𝑥 = 2
1
1
If log 9 𝑥 = 2 then, 𝑥 = 92

𝑥 = √9
𝒙=𝟑

16
 𝑦
3. log 2 3 = 4
𝑦 𝑦
If log 2 3 = 4 then, = 24
3
𝑦
= 16
3

𝑦 = 16 ∗ 3
𝒚 = 𝟒𝟖

4. log (2𝑥 + 1) = 2
If log (2𝑥 + 1) = 2 then, 2𝑥 + 1 = 102
2𝑥 + 1 = 100
2𝑥 = 100 − 1
2𝑥 = 99
𝟗𝟗
𝒙=
𝟐

(By Using One-to-One Property)

One-to-One Property of Logarithmic Function
For any logarithmic function 𝑓(𝑥 ) = log 𝑏 𝑥, if 𝐥𝐨𝐠𝒃 𝒖 = 𝐥𝐨𝐠𝒃 𝒗 then 𝒖 = 𝒗

5. log 4 (2x) = log 4 10

If log 4 (2x) = log 4 10 then, 2x = 10
10
x= 2

𝐱=𝟓
6. log e (3x + 1) = log e (10)
If log e (3x + 1) = log e (10) then, 3x + 1 = 10
3x = 10 − 1
3x = 9
𝐱=𝟑
7. log (4x − 3) = log (2x + 5)
If log (4x − 3) = log (2x + 5) then, 4x − 3 = 2x + 5
4x − 2x = 5 + 3
2x = 8
8
x=2

𝐱=𝟒

17
(By Using the Laws of Logarithms)

Laws of Logarithmic Equations

Law Examples

log 𝑏 (𝑢𝑣) = log 𝑏 𝑢 + log 𝑏 𝑣 log 7 (73 ∙ 78 ) = log 7 73 + log 7 78

𝑢 45
log 𝑏 ( ) = log 𝑏 𝑢 − log 𝑏 𝑣 log 7 ( ) = log 7 45 − log 7 7
𝑣 7

log 𝑏 (𝑢𝑛 ) = 𝑛 log 𝑏 𝑢 log 7 (75 ) = 5 log 7 7

8. log x + log(x − 3) = 1
If log x + log(x − 3) = 1 then, log (x)(x − 3) = 1
log (x)(x − 3) = 1
log (x 2 − 3𝑥) = 1
x 2 − 3𝑥 = 101
x 2 − 3𝑥 − 10 = 0
(𝑥 − 5)(𝑥 + 2) = 0
𝒙 = −𝟐, 𝟓

9. log 3 (x + 25) − log 3 (x − 1) = 3

(x + 25)
If log 3 (x + 25) − log 3 (x − 1) = 3 then, log 3 =3
(𝑥−1)
(x + 25)
= 33
(𝑥−1)
(x + 25)
= 27
(𝑥−1)
x + 25 = 27𝑥 − 27
x − 27x = −27 − 25
−26x = −52
𝐱=𝟐

10. 2logx = log 2 + log(3x − 4)

If 2logx = log 2 + log(3x − 4)then, log x 2 = log (2) (3x − 4)
x 2 = (2) (3x − 4)
x 2 = 6x − 8
x 2 − 6x + 8 = 0
(𝑥 − 4)(𝑥 − 2) = 0
𝒙 = 𝟐, 𝟒

18
 What’s More

Exercises on Logarithmic Equation

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
equations. (3 pts each)
1. log 2 𝑥 = 5
2. log 3 (𝑥 2 + 2) = 3
3. log 7 (3𝑥 ) = log 7 (5𝑥 − 8)
4. log 2 (4𝑥 ) − log 2 (𝑥 − 5) = log 2 8
5. log(𝑥 2 − 2) + 2 log 6 = log 6𝑥

19
II. SOLVING LOGARITHMIC INEQUALITIES

The second half of this lesson is all about logarithmic inequalities. But before jumping into
solving logarithmic inequalities, let us first have this Activity.

What’s New

Activity 3.3: TRACK THE TREND!

Description: This Activity will enable you to complete a table of a given and observe its trend.

Directions: Complete the table below mentally.

1 1 1
x 1 2 4 8
8 4 2
log 1 𝑥
2

1 1 1
x 1 2 4 8
8 4 2
log 2 𝑥

What Is It

Direction: Answer the following questions. Write your answers on a separate sheet.
1. The base of the first logarithm expression is ½ which is in between 0 and 1. What do you
notice with the value log 1 𝑥 of as x increases?
2
2. The base of the second logarithm expression is 2 which is greater than 1. What do you
notice with the value log 2 𝑥 of as x increases?

We can generalize the observations we made:

The direction of the inequality is based on whether the base b is greater than 1 or lesser than 1.
So, given the logarithmic expression log 𝑏 𝑥;
 If 𝟎 < 𝒃 < 𝟏, then 𝑥1 < 𝑥2 if and only if log 𝑏 𝑥1 > log 𝑏 𝑥2
 If 𝒃 > 𝟏, then 𝑥1 < 𝑥2 if and only if log 𝑏 𝑥1 < log 𝑏 𝑥2

Simply means that if the base b is greater than 1, we will retain the inequality symbol of the given.
Otherwise, we will use the opposite symbol.

20
Examples:
1. log 5 (3𝑥 − 1) ≤ 1
Since 𝑏 > 1, then log 5 (3𝑥 − 1) ≤ 1 Retain the symbol
3𝑥 − 1 ≤ 51 Rewrite into exponential form
3𝑥 ≤ 5 + 1
3𝑥 ≤ 6
𝒙≤𝟐
Hence, the solution is, [2, +∞)

2. log 3 (2𝑥 − 1) > log 3 (𝑥 + 2)

Since 𝑏 > 1, then log 3 (2𝑥 − 1) > log 3 (𝑥 + 2) Retain the symbol
2𝑥 − 1 > 𝑥 + 2 One to One Property
2𝑥 − 𝑥 > 2 + 1
𝒙>𝟑
Hence, the solution is, (3, +∞)

3. log 1 (2x + 3) > log 1 (3x)

2 2
Since 0 < 𝑏 < 1, then log 1 (2x + 3) < log 1 (3x) Change the symbol
2 2
2x + 3 < 3x One to One Property
2x − 3x < −3
−x < −3
𝐱<𝟑

Hence, the solution is, (0, 3) since all logarithms must be positive.

What’s More

Exercises on Logarithmic Inequality

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
inequalities. (5 pts each)

1. log 4 𝑥 < 3
2. log 0.5 (4𝑥 + 1) < log 0.5(1 − 4𝑥)
3. log 3 (1 − 𝑥 ) ≥ log 3 (𝑥 + 16 − 𝑥 2 )

21
 What I Can Do

Activity 3.4: LOGARITHMIC EQUATION AND INEQUALITY MAZE

Description: This Activity will enable you to independently solve logarithmic equations.

Directions: Finish the maze by solving the first logarithmic problem and then taking the path
where its answer is written. Do this until you reach the ending point. (3 pts each)

22
 Additional Activities

Exercises on Logarithmic Equation

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
equations. (3 pts each)

1. log 8 (𝑥 − 5) + log 8 (𝑥 + 2) = 1
2. 2 log(2𝑥) = 4
3. log11(−2𝑥 − 6) = log11 (𝑥 + 9)
4. log 3 𝑥 = 3
5. log 5 (𝑥 − 10) + 2 = log 5 3

Exercises on Logarithmic Inequality

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
inequalities. (5 pts each)

1. log 5 (3𝑥 − 1) < 1

2. log11(3𝑥 − 24) ≥ log11 (−5𝑥 − 8)
3. log 1 𝑥 2 + log 1 𝑥 − 2 ≤ 0
2 2

23
 Lesson
The Logarithmic Function & its Graph
4

What’s In

Before we proceed with the last lesson of this module, let us check what we have learned
so far through a question and answer Activity.

Questions:
1. What are some applications of logarithms in real life?
2. How can we distinguish logarithm functions, equations and inequalities?
3. In what ways can we solve logarithmic equations?
4. What is the first thing that we need to consider in solving logarithmic inequalities?

What’s New

Activity 4.1: HELP ME GRAPH!

Description: We have learned from the previous lessons that logarithms can be rewritten in
exponential form. We shall attempt to show that the inverse of exponential
functions is the logarithmic through a graph functions.

Directions: With a pair, graph the following functions on the same Cartesian plane.

𝒚 = 𝟐𝒙
1 1 1 1
x 1 2 4 8
16 8 4 2
y

𝒚 = 𝐥𝐨𝐠𝟐 𝒙
1 1 1 1
x 1 2 4 8
16 8 4 2
y

24
 What Is It

Direction: Answer the following questions. Write your answers on a separate sheet.
1. What is the trend of the graph of 𝑦 = 2𝑥 ?
2. What is the trend of the graph of 𝑦 = log 2 𝑥?
3. Compare the two graphs and state your observations.

What’s More

Activity 4.2: SKETCH TO COMPARE!

Description: This Activity will enable you to come up with a generalization about the
properties of a logarithmic function.

Directions: With the same pair, graph the logarithmic function and the questions that follows.

25
 𝒚 = 𝐥𝐨𝐠 𝟏 𝒙
𝟐
1 1 1 1
x 1 2 4 8
16 8 4 2
y

1. What is the trend of the graph of 𝑦 = log 1 𝑥?

2
2. Compare the graph of 𝑦 = log 1 𝑥 from the previously graphed logarithmic
2
function 𝑦 = log 2 𝑥. State your observations.
3. What can we conclude based on the graph of the two functions in terms of their
base?

Properties of a Logarithmic Function:

i. The domain is the set of all positive numbers; or {𝑥 ∈ 𝑅| 𝑥 > 0}. Recall that these
precisely the permitted values of x in the expression log 𝑏 𝑥.
ii. The range is the set of all positive real numbers.
iii. It is a one-to-one function. It satisfies the Horizontal Line Test.
iv. The x-intercept is 1. There is no y-intercept.
v. The vertical asymptote is the line 𝑥 = 0 (or the y-axis). There is no horizontal asymptote

26
Relationship Between the Graphs of Logarithmic and Exponential Functions

Since logarithmic and exponential functions are inverses of each other, their graphs are
reflections of each other about the line 𝑦 = 𝑥 as shown below.

Graphing Logarithmic Function in the Form 𝒚 = 𝒂 𝐥𝐨𝐠𝒃 (𝒙 − 𝒄) + 𝒅

The following examples are given to illustrate graphs of transformations of logarithmic functions.

The 𝒂 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃 (𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠𝟐 𝒙 and 𝒚 = 𝟐 𝐥𝐨𝐠𝟐 𝒙 on the same Cartesian plane and state your
observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.

Solution:
Since we already have the graph of the 𝑦 = log 2 𝑥 from the first Activity, let us focus on the other
function.

𝒚 = 𝟐 𝐥𝐨𝐠 𝟐 𝒙
1 1 1 1
x 1 2 4 8
16 8 4 2
y −8 −6 −4 −2 0 2 4 6

27
The graphs are shown below:

Analysis of the Graphs of Both Functions

a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 1
e) zero: 1

Graphing Transformation:
The two functions have the properties. However the graph of 𝑦 = 2 log 2 𝑥 is stretched
compared to the graph of 𝑦 = log 2 𝑥.

The 𝒃 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃 (𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠𝟐 𝒙 and 𝒚 = 𝐥𝐨𝐠 𝟏 𝒙 on the same Cartesian plane and state your
𝟐
observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.
Solution:
We already have a table of values and graphs of both functions. (See Activity 2)

Analysis of the Graphs of Both Functions:

a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 1
e) zero: 1

Graphing Transformation:

28
 The two functions have the properties. However the graph of 𝑦 = log 2 𝑥 is increasing
while the graph of 𝑦 = log 1 𝑥 is decreasing.
2
The 𝒄 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃 (𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠 𝟏 𝒙 and 𝒚 = 𝐥𝐨𝐠 𝟏 (𝒙 + 𝟐) on the same Cartesian plane and state your
𝟒 𝟒
observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.

Solution:
𝒚 = 𝐥𝐨𝐠 𝟏 𝒙 𝒚 = 𝐥𝐨𝐠 𝟏 (𝒙 + 𝟐)
𝟒 𝟒
1 3
x 1 4 x −1 -1 2
4 4
y 1 0 -1 y 1 0 -1

The graphs are shown below:

Analysis of the Graphs:

𝑦 = 𝑙𝑜𝑔1 𝑥: 𝑦 = 𝑙𝑜𝑔1 (𝑥 + 2):
4 4
a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}. a) Domain: {𝑥 ∈ 𝑅| 𝑥 > −2}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}. b) Range: {𝑦| 𝑦 ∈ 𝑅 }.
c) Vertical Asymptote: 𝑥 = 0 c) Vertical Asymptote: 𝑥 = −2
d) x-intercept: 1 d) x-intercept: -1
e) zero: 1 e) zero: -1

Graphing Transformation:

29
 The two graphs are example Activities with the same in shape and direction. However the
graph of 𝑦 = log 1 (𝑥 + 2) is shifted to the left by 2 units.
4

The 𝒅 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃 (𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠𝟑 𝒙 and 𝒚 = 𝐥𝐨𝐠𝟑 𝒙 − 𝟏 on the same Cartesian plane and state your
observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.

Solution:
𝒚 = 𝐥𝐨𝐠𝟑 𝒙 𝒚 = 𝐥𝐨𝐠𝟑 𝒙 − 𝟏
x 1 3 9 x 1 3 9
y 0 1 2 y -1 0 1

The graphs are shown below:

Analysis of the Graphs:

𝑦 = 𝑙𝑜𝑔3 𝑥: 𝑦 = 𝑙𝑜𝑔3 𝑥 − 1:
a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}. a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}. b) Range: {𝑦| 𝑦 ∈ 𝑅 }.
c) Vertical Asymptote: 𝑥 = 0 c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 1 d) x-intercept: 3
e) zero: 1 e) zero: 3

30
Graphing Transformation:

The two graphs are example Activity with the same in shape and direction. However the
graph of 𝑦 = log 3 𝑥 − 1 is shift downwards by 1 unit.

Graph of 𝒚 = 𝒂 𝐥𝐨𝐠𝒃 (𝒙 − 𝒄) + 𝒅

 The value of a determines the stretch or shrinking of the graph. Further, is a is negative,
there is a reflection of the graph about the x-axis.

 The value of b determines whether the graph is increasing or decreasing.

 The value of c determines whether the graph shifts to the left or to the right.

 The value of d determines whether the graph shifts upward or downward.

Activity 4.3: BACK IN TIME!

Direction: Work with a pair and do what is asked in the given below.

Before calculators were invented, people used a table of logarithms to compute for certain
numbers.

Table of Logarithms
log 1 = 0 log 2 ≈ 0.3010 log 3 ≈ 0.4771 log 4 ≈ 0.6021 log 5 ≈ 0.6990
log 6 ≈ 0.7782 log 7 ≈ 0.8451 log 8 ≈ 0.9031 log 9 ≈ 0.9542 log 10 ≈ 1

Brainstorm as a pair and decide how exponents and logarithms can be used to approximate the
21/3
value of .
51/4

Your solution…

31
 What I Can Do

Exercises on Logarithmic Functions

Direction: For each of the following functions; (a) use transformations to describe how the graph
is related to an logarithmic function 𝑦 = log 𝑏 𝑥 ; (b) sketch the graph, and (c) identify the domain,
range, vertical asymptote, y-intercept, zero.
1. 𝑦 = log 𝑥 (𝑥 + 3) 6. 𝑦 = log 6 ( 𝑥 + 1) + 5
(
2. 𝑦 = log 1 𝑥 − 1 )
3
3. 𝑦 = log 5 𝑥 + 6
4. 𝑦 = log 0.1 𝑥 − 2
5. 𝑦 = log 2 ( 𝑥 − 4) + 2
5

32
1. (a) ________________________________ (c) Domain
(b) Range:
Vertical Asymptote: 𝑥 =
x-intercept:
zero:

2. (a) ________________________________ (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-intercept:
zero:

3. (a) ________________________________ (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-intercept:
zero:

33
4. (a) ________________________________ (c) Domain
(b) Range:
Vertical Asymptote: 𝑥 =
x-intercept:
zero:

5. (a) ________________________________ (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-intercept:
zero:

6. (a) ________________________________ (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-intercept:
zero:

34
 What I Know (Post-Assessment)

Direction: Write the letter that corresponds to the best answer on your answer sheet.

1
1. Express 27 ⁄3 = 3 in logarithmic form.
A. log 3 27 = 3 B. log 1 3 = 27 1 D. log 3 3 = 27
C. log 27 3 = 3
3

2. Solve for x given the equation, log 𝑥 81 = 4.

A. 3 B. 9 C. 20.25 D. 324

3. Evaluate log 𝑚 𝑚2𝑛 .

A. n B. 𝑛2 C. mn D. 2𝑛

4. Evaluate log 2 45 .
A. 4 B. 5 C. 7 D. 10

1
5. Solve for x given the equation 52−𝑥 = 125.
A. −1 5 C. 5 7
B. D. 3
3

6. Solve for x given the equation log (3x +1) = 5.

4 B. 8 C. 300 D. 33, 333
A. 3

1
7. Solve for x given the equation log 𝑥 8 = −
2
A. −64 B. −16 1 D. 4
C. 64

8. Graph 𝑦 = log (x +1) + 7

A. C.

35
 B. D.

9. Solve for x given the inequality log 3 (2𝑥 − 1) > log 3 (𝑥 + 2)

A. (−3, +∞) B. (3, +∞) C. (−∞, −3) D. (−∞, 3)

10. Solve for x given the inequality −2 < log 𝑥 < 2

A. (−125, 0) B. (0, 125) C. [−125, 0] D. [0, 125]

11. What is the domain of the function, 𝑦 = log 0.25(𝑥 + 2)?

A. {𝑥 ∈ 𝑅 } B. {𝑥 |𝑥 > 0} C. {𝑥 |𝑥 > 2} D. {𝑥 |𝑥 > −2}

12. What is the range of the function, 𝑦 = log 0.25(𝑥 + 2)?

A. {𝑦 ∈ 𝑅 } B. {𝑦|𝑦 > 0} C. {𝑦|𝑦 > 2} D. {𝑦|𝑦 > −2}

13. Which of the following statements is true?

A. The domain of a transformed logarithmic function is always {𝑥 ∈ 𝑅}
B. A transformed logarithmic function always has a horizontal asymptote.
C. The vertical asymptote changes when a horizontal translation is applied.
D. Vertical and horizontal translations must be performed before horizontal and vertical
stretches/compressions.

14. Which of the following is NOT a strategy that is often used to solve logarithmic equations?
A. Represent the sums or differences of logs as single logarithms.
B. B. Simplify the expressions in the equation by using the laws of logarithms.
C. Square all logarithmic expressions and solve the resulting quadratic equation.
D. Express the equation in exponential form and solve the resulting exponential equation.

15. Which of the following does NOT describe the graph of a function in the form 𝑦 = 𝑎 ∗
log 𝑏 (𝑥 − 𝑐 ) + 𝑑?
A. The value of a determines the stretch or shrinking of the graph.
B. The value of b determines whether the graph is small or big
C. The value of c determines the horizontal shift of 𝑦 = 𝑎 ∗ log 𝑏 𝑥
D. The value of d determines the vertical shift of 𝑦 = 𝑎 ∗ log 𝑏 𝑥

36
References

Commission on Higher Education & Philippine Normal University, Republic of the Philippines,
Senior High School General Mathematics Teaching Guide. Logarithmic functions. Quezon
City: EC-TEC Commercial Publishing House Inc., 2016.

Hendrickson, S. et al. “Logarithmic Functions”. 2018. http://www.mathematicsvisionproject.org

/uploads/1/1/6/3/11636986/sec3mod2tnh718.pdf

Hendrickson, S. et al. “Secondary Mathematics III: An Integrated Approach. Module 2

Logarithmic Functions. 2014. https://1.cdn.edl.io/fkJUjSVfklY6552aaosSkorqhr8y
koKoyf6MhiL88LTWOmiX.pdf

Macquarie University. “Worksheet 2.7: Logarithms and Exponentials”.

https://maths.mq.edu.au/numeracy/web_mums/module2/Worksheet27/module2.pdf

Math Colorado Education. “Logarithmic Functions Worksheets. https://math.colorado.edu/math

1300/resources/Exercises_LogarithmicFunction.pdf

Traverse Bay Area Intermediate School District Moodle. “Exponential/Logs Multiple Choice Pre-
Test”. http://moodle.tbaisd.org/pluginfile.php/68285/mod_resource/content/0/Assess
ments/ExponentialsLogsMCPreTest.pdf

University of Kentucky. “Exponential and Logarithmic Worksheets”.

https://www.ms.uky.edu/ma109/fall_2016/Activityivities/10_exponential_worksheet_solut
ion.pdf

University of New Mexico. “Review Sheets: Exponential and Logarithmic Functions.

http://www.unm.edu/~efryer/Review%20Files/Worksheets/Exponential%20and%20Logor
ithmic%20Functions.pdf

University of Southern Queensland. “Module B5 Exponential and Logarithmic Functions”. January

14, 2000. https://lor.usq.edu.au/usq/file/5a256444-7623-49199b14c8f288ef5b60/1/B5
_Exponential_ and_Logarithmic_Functions_Jan14.pdf

www.misternolfi.com. “Logarithms PrActivityice Test”.

http://misternolfi.com/Courses/Mhf4u0/Logarithms%20PrActivityice%20Test.pdf

www.mathexercises.com. “Math Exercises & Math Problems: Logarithmic Equation and

Inequalities”. https://www.math-exercises.com/equations-and-inequalities/logarithmic-
equations-and-inequalities

37
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