Lesson Plan For Exponential Equation Using Same Base

Detailed Lesson Plan in General Mathematics Grade 11
Prepared by: Dhon Angelo J. Damasig
I. Objectives
At the end of the lesson, the students are expected to:
a. Define what is an Exponential Equation;
b. Solve for the value of x involving exponential equations with same base; and
c. Cite real life application of exponential equations.
II. Subject-matter
a. Topic: Solving Exponential Equations with same base
b. Reference:
General Mathematics Learner’s Material pp. 83
http://www.mesacc.edu/~scotz47781/mat120/notes/exponential/solving/solving_exp_eqns_intro.pdf
c. Materials: Projector, laptop, chalk, blackboard and calculator
III. Procedure
TEACHER’S ACTIVITY STUDENT ACTIVITY

1. Preparation
Good morning class! Good morning sir!
Let us all stand and let us pray.

Mister A, kindly lead the prayer. In the name of the Father… Amen.
Pick up the pieces of trash under your chair before
you take your seat.
Is someone absent today? None sir.
Okay. Thank you!
Before start, let us first conduct a simple activity.
MOTIVATION: (4 PICS 1 WORD)
2. Presentation (listens attentively in the delivery of the lesson

As we go with our lesson, we are expected to accomplish objectives)
today’s objectives.
Our objectives are as follows:

a. Define what is an Exponential Equation;
b. Solve for the value of x involving exponential
equations with same base; and
c. Cite real life application of exponential
equations.
3. Discussion
Sir, when we say equations, they involve
What comes in your mind when you see the word mathematical problems and uses the equal symbol
Equation?
Sir, exponents tells us how many times a number is
How about exponents? How do you define exponents in multiplied by itself.
your previous years?
Very Good!
Here are some examples that uses the concept of
equations and exponents,
1. 72x+1 = 73x-2 (observes the different examples)
2. 32x-1 = 27x
3. 53x-8 = 252x
These examples are what we called Exponential

equations.
Exponential Equations are equations that involves (listens and understand the concepts being
exponential expressions such as 𝒂 ∗ 𝒃𝒙−𝒄 + 𝒅 where a, c introduced during discussions)
and d are real numbers and b > 0 and b ≠ 1. Also the
variable is in the exponent and not in the base.
Some Exponential equations can be written using same

base. And to solve an exponential equation which can be
written with same base, we need to follow these simple
steps:
1. Rewrite the Equation so that the BASES are the (Familiarize the steps)
same number.
a. If the base is a number, just break it
down with a factor tree.
b. If the base is a fraction, FIRST write as a
whole number by using negative
exponents.
2. Once the bases are the same, you can set the
exponents equal to each other and solve for x.
3. Check your solution!
And now I’m going to show you how to solve exponential

equations using these steps.
Example1: 𝟕𝟐𝐱+𝟏 = 𝟕𝟑𝐱−𝟐
Observe that the bases are the same, therefore we (observes and comprehends the solving process)
can start at step 2.
Step 2: Once the bases are the same, you can set the
exponents equal to each other and solve for x.
72x+1 = 73x−2
2x + 1 = 3x − 2
−3x[2x + 1 = 3x − 2] − 3𝑥
−1[2x − 3x + 1 = −2] − 1
2x − 3x = −2 − 1
− −3
x=
−1 −1
𝐱=𝟑
To check if our solution is correct, we now proceed to

step 3.
72x+1 = 73x−2
72(3)+1 = 73(3)−2
76+1 = 79−2 (observes the formula and learn the concepts)
𝟕𝟕 = 𝟕𝟕 
Now, with your help, let us try to solve the problem: (solves the problem with the teacher’s assistance)
Exercise 1: 𝟐𝟒𝐱−𝟐 = 𝟐𝟑𝐱−𝟏 24x−2 = 23x−1
4x − 2 = 3x − 1
−3x[4x − 2 = 3x − 1] − 3x
+2[4x − 3x − 2 = −1] + 2
𝐱= 𝟏
Let use check if our solution satisfies the equation.
24x−2 = 23x−1
24(1)−2 = 23(1)−1
24−2 = 23−1 (listens and pays attention to every detail)
𝟐𝟐 = 𝟐𝟐 
Some equations with different bases can be expressed

using common base, for example 32x-1 = 27x
The base 27 can be written as 33 that’s why we got the
new equation, (Example 2)
32x-1 = (33)x
Now the bases are the same, we can now form an

equation using the exponents, that is,
2x-1 = 3x
What are we do now to isolate the x variable in the (helps in solving the problem)
equation? Sir, we must group together all the constants in one
side of the equation and all the terms that has the x
That is exactly correct! variable on the opposite side of the equation.
-2x[2x-1 = 3x]-2x
-1 = 3x-2x
-1 = x
Next is about equations involving fractions.
𝟏
Example 3: 𝟑𝒙+𝟐 = 𝟐𝟕
The FIRST thing we need to do is to rewrite the fraction (listens to the key notes to remember)
as a whole number using negative exponents.
Step 1: Rewrite the Equation so that the BASES are the

same number.
𝟏
𝟑𝒙+𝟐 =
𝟐𝟕
𝟑𝒙+𝟐 = 𝟐𝟕−𝟏
−𝟏
𝟑𝒙+𝟐 = (𝟑𝟑 )
Step 2: Now the bases are the same, we can set the
exponents equal to each other to solve for x.
𝒙 + 𝟐 = 𝟑(−𝟏)
−𝟐[𝒙 + 𝟐 = −𝟑] − 𝟐
𝒙 = −𝟓
Can anyone from the class check if our value for x Sir to check we simply substitute the value of x in the
satisfies the equation? equation;
𝟑𝒙+𝟐 = 𝟑−𝟑 𝒘𝒉𝒆𝒓𝒆 𝒙 = −𝟓
𝟑−𝟓+𝟐 = 𝟑−𝟑
𝟑−𝟑 = 𝟑−𝟑 
Exponential Equations can also be used to model real-life

situations, for example in Science, to find the half-life of a
radioactive substance we use the concept of exponential
decay.
Example 4: At time t = 0, 480 grams of an isotope with a

half-life of 30 hours is present. How much time will have
elapsed when only 15 grams remain?
Solution:
𝑡
1 30
480 ∗ ( ) = 15
2
𝑡
1 30
480 ∗ ( ) 15
2 =
480 480
𝑡
1 30 1
( ) =
2 32
𝑡
(2−1 )30 = 32−1
𝑡
(2−1 )30 = (25 )−1
𝑡
−1 ( ) = −1(5)
30
𝑡
− = −5
30
−𝑡 = −5(30)
−𝑡 −150
=
−1 −1
𝒕 = 𝟏𝟓𝟎
a. ACTIVITY (Think, Pair and Share)

Based on the discussions earlier, I want you to form a (the student forms a group and discuss the activity)
group consisting of 4 members and help each other on
how to solve the equations. Select 1 representative to
show and explain to the class their answers.
Instructions: Solve the following exponential equations.

1. 115x+4 = 114x+2
1. 115x+4 = 114x+2
5x + 4 = 4x + 2
−4x[5x + 4 = 4x + 2] − 4𝑥
−4[5x − 4x + 4 = 2] − 4
5x − 4x = 2 − 4
𝐱 = −𝟐
2. 4x−3 = 16𝑥 2. 4x−3 = 16𝑥

4x−3 = (42 )𝑥
x − 3 = 2x
−x[x − 3 = 2x] − x
−3 = 2x − x
−3 = x
𝑥 1 𝑥
1
3. 56𝑥−18 = (125) 3. 56𝑥−18 = (125)
56𝑥−18 = (125−1 )𝑥
56𝑥−18 = ((53 )−1 )𝑥
56𝑥−18 = 5−3
6𝑥 − 18 = −3𝑥
−6𝑥[6𝑥 − 18 = −3𝑥] − 6𝑥
−18 = −3𝑥 − 6𝑥
−18 −9
= 𝑥
−9 −9
2=𝑥
(A representative from each group will present their

output)
Give a round of applause to all the presenters for a Job

(claps their hands and congratulates the presenter)
well done in explaining their outputs
b. ANALYSIS
Based on the activity, how do you set the exponents Sir, we drop the bases if they are the same.
equal to each other?
Very Good! If we have a fraction as base, what is the first Sir, first we rewrite the fraction as a whole number
thing we need to do? using negative exponents.
And lastly, how did you solve for the value of x? Sir, we can solve the value of x by putting all terms
with x variable in one side of the equation and all the
constants on the opposite side.
That’s it! If you know how to group the terms according

to their similarities you can easily solve the value of x.
c. ABSTRACTION
In solving an Exponential equation with same bases, Sir, the most confusing part is the isolation of x,
what part did you find to be the most confusing? Why? because when you transpose a value to the other
side of the equation its sign changes with its
opposite.
How about the easiest part? Why? Sir, for me, the easiest part is rewriting the bases with
their common bases.
Very well said, at least now we know how to solve an

exponential equation using same base and the conditions
to consider in writing the bases.
d. APPLICATION
Direction: On a ½ piece of paper answer the following (the learners work on the activities diligently)
problem.
1. At time t = 0, 100 kg of Tritium with a half-life of 𝑡

1 12
12 years is present. How much time will have 100 ∗ ( ) = 25
elapsed when only 25 kg remain? ̂ 2
𝑡
1 12
100 ∗ (2) 25
=
100 100
𝑡
1 12 1
( ) =
2 4
𝑡
(2−1 )12 = 4−1
𝑡
(2−1 )12 = (22 )−1
𝑡
−1 ( ) = −1(2)
12
𝑡
− = −2
12
−𝑡 = −2(12)
−𝑡 −24
=
−1 −1
𝒕 = 𝟐𝟒
(After 10 minutes…)
Okay! Time is up, please pass your papers.
IV. EVALUATION
Direction: On a one-fourth sheet of paper, answer the following.
1. ____________ is an equation that involves the exponential expressions and the variable is in the exponent not in
the base.
2. ____________ is an expression in the form of 𝑎 ∗ 𝑏 𝑥−𝑐 + 𝑑 where a, c and d are all real numbers and b > 0 but ≠
1.
3. To write a fraction as a whole number, we must use ____________ number.
4-5. solve the equation:
22x = 24
V. ASSIGNMENT
1. Research about how to solve Exponential Equations that can’t be written using same bases.

Lesson Plan For Exponential Equation Using Same Base

Uploaded by

Copyright:

Available Formats

Lesson Plan For Exponential Equation Using Same Base

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan For Exponential Equation Using Same Base

Uploaded by

Copyright:

Available Formats

Detailed Lesson Plan in General Mathematics Grade 11

Prepared by: Dhon Angelo J. Damasig

TEACHER’S ACTIVITY STUDENT ACTIVITY

Let us all stand and let us pray.

Is someone absent today? None sir.

Okay. Thank you!

Before start, let us first conduct a simple activity.

MOTIVATION: (4 PICS 1 WORD)

2. Presentation (listens attentively in the delivery of the lesson

Our objectives are as follows:

These examples are what we called Exponential

Some Exponential equations can be written using same

And now I’m going to show you how to solve exponential

Example1: 𝟕𝟐𝐱+𝟏 = 𝟕𝟑𝐱−𝟐

To check if our solution is correct, we now proceed to

Some equations with different bases can be expressed

Now the bases are the same, we can now form an

Next is about equations involving fractions.

Step 1: Rewrite the Equation so that the BASES are the

Exponential Equations can also be used to model real-life

Example 4: At time t = 0, 480 grams of an isotope with a

a. ACTIVITY (Think, Pair and Share)

Instructions: Solve the following exponential equations.

2. 4x−3 = 16𝑥 2. 4x−3 = 16𝑥

(A representative from each group will present their

Give a round of applause to all the presenters for a Job

That’s it! If you know how to group the terms according

Very well said, at least now we know how to solve an

1. At time t = 0, 100 kg of Tritium with a half-life of 𝑡

Okay! Time is up, please pass your papers.

Direction: On a one-fourth sheet of paper, answer the following.

4-5. solve the equation:

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.