If you need to look back to Q1: Gen Math Quarter 1 Notes

Dont mind this, its a checklist of the stuff im done with

Rational Functions
Domain / Range
x- interccepts(zeros)
Horizontal and Vertical Asymptotes
One-to-One Functions
Inverse of a Function
Exponential Functions
Domain/ Range
Asymptote
y intercept
zeroes
Word Problems
*Equations and Inequalities
Logarithmic Functions

Stuff to Note
Try these with a calculator to prove if they’re correct or wrong. Note that this tackles only two numbers
Adding with Negative Numbers
❖ When you’re adding and only one number is negative,
➢ Take note of the sign of the bigger number
➢ Then ignore the signs for now.
➢ Subtract normally as if they are both positive numbers (bigger number – smaller number)
➢ Take the bigger number’s sign from step 1 and apply it to your answer
■ If the bigger no. was positive, the answer is positive.
■ If the bigger no. was negative, the answer is negative.
❖ When you’re adding and both numbers are negative
➢ The sign of the answer will be negative no matter what.
➢ Ignore the signs for now.
➢ Add normally as if they are both positive numbers
➢ Take your answer and make it negative.
■ The answer to the addition of two negative numbers will never be positive.
Subtracting with Negative Numbers

Minuend – Subtrahend = Difference

● First no. is always the minuend, no matter if its the bigger or smaller then the other no.
● Second no. is the subtrahend cus it subtracts from the minuend. Doesnt matter if its more/less
than the other no.
● The answer is called the difference

❖ When minuend is negative and subtrahend is positive, (its the same as adding two negative
numbers)
 The sign of the answer will be negative no matter what.
➢
Ignore the signs for now.
➢
Add normally as if they are both positive numbers
➢
Take your answer and make it negative.
➢
■ The answer to the addition of two negative numbers will never be positive.
❖ When subtrahend is negative and minuend is positive
➢ Two minus signs next to each other cancel each other out and turns it positive
➢ Add like normal because both numbers are now positive
➢ The answer you get should be positive
❖ When both numbers are negative
➢ Two minus signs next to each other cancel each other out and turns it positive.
➢ That means we’re now adding a negative and a positive so we follow the first rule
mentioned above.
➢ Take note of the sign of the bigger number of this new addition form.
➢ Then ignore the signs for now.
➢ Subtract normally as if they are both positive numbers (bigger number – smaller number)
➢ Take the bigger number’s sign from step 1 and apply it to your answer
■ If the bigger no. was positive, the answer is positive.
■ If the bigger no. was negative, the answer is negative.
➢ Note that -8 – (-5) is different from -5 – (-8) because you cannot switch around the
numbers in subtraction like you can in addition. Doing so changes the meaning of the
equation
Multiplying and Dividing (they follow the same rules)
❖ If one number is negative, the final answer is negative.
❖ If both numbers are negative, the final answer is positive
❖ For multiple numbers, count how many negative numbers there are
➢ If there is an even amount of negatives, the final answer is positive
➢ If there is an odd amount of negative no., the final answer is negative

Rational Functions
A function written as a quotient of functions. A function in a fraction form.
● Quotient is the answer of division (and division can be written as a fraction hence the use of
quotient)
● Rational comes from the root word ratio. Ratio is the stuff that are like (4:6 or 72:85) which can be
represented by fractions.
● Note that the denominator should never result in zero (0) because the expression results in
undefined. This is because you cannot divide anything by 0.
● Zero (0) can be in the numerator tho. This just results in your answer being 0, no matter what the
denominator is

Rational Function Form

Remember
Rules of if it’s a rational function
 The numerator and denominator must be polynomials.
Note that a single constant or variable counts as a polynomial because it's a monomial. If the
denominator or numerator of a function is a monomial, it is still a function.
If either the numerator or denominator contains a radical (√), it is not a rational function because
expressions that have the root symbol are not polynomials.
If there is a negative exponent, it is not a rational function because a polynomial cannot have a
negative exponent.
A fraction in either the numerator or denominator is still a rational function as long as there’s no
radical or negative exponent.
Denominator cannot be equal to 0. You cannot divide any number by 0 so it can’t be a
polynomial.

Graphing Rational Functions

Domain
● We only need to look at the denominator because you’re trying to find the value of x that does
not equal to zero.
● Why? Because having the denominator be equal to 0 leads to undefined which we don’t like bc it
doesn't mean anything. Bc you can’t divide the numerator by 0.
● To do this, we equate the denominator to 0 and solve. The answer to that gives us the number(s)
that the domain cannot be.
● You can’t do this with the numerator because that part doesn't have a rule and you cant equate it
to anything cus we have no cause to unlike the denominator where we have to find what number
to avoid so that we have a proper fraction that doesn’t give us undefined

Steps for not a quadratic:

1. Take your denominator and equate it to 0.
a. ex: x/(x-5). Then you get x-5 = 0
2. Transpose to isolate x on one side of the equals sign
3. Solve for x. This gives the restriction. Why? Bc you cant divide a numerator by 0 and we have to
avoid any x value that results in that.
a. ex: x-5=0 turns into x = 5
4. For the set notation, follow the following and replace the blank with the answer you found above:
{x|x ∈ R, x ≠ _} or {x∈R | x ≠ _}, they mean the same thing so use whichever you like. This reads
as: "x is a set of all real numbers such that x is not equal to _"
● x is x, the domain
● ∈ means contains or includes x
● R = set of real numbers
● so x∈R means: x is an element of a set of real numbers
● | this straight line means "such that"
● ≠ means not equal
ex: {x∈R | x ≠ 5}, or you could also use: {x|x ∈ R, x ≠ 5}

Steps for Quadratic Function:

1. Equate your denominator to 0.
(ex: 3x/(2x2 - 5x - 3). We then get: 2x2 - 5x - 3 = 0)
2. If possible, factor your quadratic. If not, make use of the quadratic formula.
 a. How to factor:
i. Remember the standard form of quadratics ax2 + bx + c = 0. Pair your non-x
variables to the values in your equation.
(a = 2 from 2x2. b = -5 from -5x. c = -3)
ii. Multiply a and c. Set that number to the side.
(2x-3 = -6)
iii. Find two numbers that multiply and give the value of ac (the answer from the
previous step) AND add to b.
(Numbers chosen: 1 and -6. 1*-6 = -6 and 1+(-6) = -5.)
iv. Divide these two numbers by a and simplify. If your a = 1, skip this step.
(½ and -6/2. -6/2 simplifies to -3)
v. Convert to (x+_)(x+_) format. The denominator is the coefficient of x and the
numerator is constant. The smaller number goes first iirc
(2x+1)(x-3) = 0
3. Find your roots.
2x+1 = 0 | x-3 = 0
x = -½ | x = 3
4. Convert to set notation. Make sure the smaller number is first and follow: {x|x ∈ R, x ≠ _,_} or
{x∈R | x ≠ _,_}
{x∈R | x ≠ -½ ,3} or you could also use: {x|x ∈ R, x ≠ -½ , 3}

Example:
Non-quadratic

Quadratic:

Range
● The range of a rational function can be found by finding the domain of the inverse of the rational
function
 ● Inverse means the opposite. So we have to apply the opposite operations on the original function
● Domain of regular function = Range of inverse function
● Range of regular function = Domain of inverse function

Steps:
1. Change f(x) into y if it’s not already y. (This makes it so you have the variable y. They mean the
same thing anyway so you’re not changing anything significant)
f(x) = (x–5)/2 turns into y = (x–5)/2
2. Change all instances of x into y and change the y [which was previously f(x)] into x. You
should now have the numbers and stuff on y. This step makes it so this is now the inverse function
so we just have to simplify next.
y = (x–5)/2 turns into x = (y–5)/2
3. Transpose to isolate y. Use the opposite operations to move numbers around to x’s side
x = (y–5)/2
2x = y–5
2x + 5 = y
4. Make sure x and stuff are on the right side. If it’s on the left side, switch the places of y and
x&co so that x&co is on the right side and y is on the left side. This isn’t transposing, it’s just
switching sides. This would still mean the same thing as the other version
2x+5 = y turns into y = 2x+5
5. Replace y with f-1(x).
y = 2x+5 turns into f-1(x) = 2x+5

Asymptotes
There are three types of asymptotes
❖ Vertical Asymptote
➢ This is the dotted line that goes up and down (vertical). This affects the part of the graph
that moves left to right. The asymptote sits on a certain x value and the graph will go closer
and closer to that x value but never touches it no matter how close it looks.
➢ We get this from equating the denominator to 0 so that we know what x value to avoid.
➢ Look to Domain for steps cus its the same thing. Just stop before you get to the set
notation.
➢ Once you have your number, that is your vertical asymptote. You can show this as “The
vertical asymptote is the line x = __”
❖ Horizontal Asymptote
➢ This is the dotted line that goes left and right (horizontal). This affects the part of the graph
that goes up and down. This asymptote sits on a certain y value. The graph will get closer
to the y value but never touches it.
➢ This is more complicated. Look at Horizontal Asymptote. The hyperlink doesnt take you out
of the doc, it just leads you to the horizontal asymptote part of this doc
❖ Oblique/Slant Asymptote
➢ This happens when the degree of the numerator is one more than the degree of the
denominator. [x2/(2x+2). Degree of numerator is 2 while denominator is 1]
➢ You have to divide the fraction which you can use synthetic division for.
➢ Luckily, this isn’t part of the exam
Horizontal Asymptote
❖ Look at the degrees of your numerator and denominator and compare.
➢ dN(x) is the degree of the Numerator. (the value of the highest exponent in numerator)
➢ dD(x) is the degree of the Denominator (value of highest exponent in denominator)
❖ dN(x) < dD(x) where the numerator’s degree is less than denominator’s degree.
➢ Automatically, horizontal asymptote is line y = 0
❖ dN(x) > dD(x) where the numerator’s degree is more than denominator’s degree
➢ Does not have a horizontal asymptote. Write “There is no horizontal asymptote”
❖ dN(x) = dD(x) where the degrees are equal,
➢ The asymptote is equal to the fraction of the leading coefficients (the coefficients attached
to the variable with the highest exponent).
➢ So for the horizontal asymptote of this:
■ Numerator: leading coefficient of numerator
■ Denominator: leading coefficient of denominator
■ Divide

Intercepts
❖ X-intercept
➢ This is the point(s) in which the graph touches the x axis (the solid line going left to right at
y=0)
➢ To get this, you equate the function to 0.
■ ex: x+4/2 = 0
x+4 = (2)(0)
x = -4
➢ X-intercepts are written as (x,0) where you replace x with the value you got
■ X-intercept is at point (-4,0)
❖ Y-intercept
➢ This is the point(s) in which the graph touches the y axis (the solid line that goes up and
down at x=0)
➢ To get this, you replace every instance of x with 0
■ ex: y = 2x+5/7x–9
y = (2)(0)+5/(7)(0)–9
■ y = 5/–9 which is – 5/9
➢ Y-intercepts are written as (0,y) where you replace y with the value you got
■ Y-intercept is at point (0, –5/9)

Remember
● NOTE: For y-intercept, if your left value is not the same as your right value then there is no
y-intercept. Basically, if the value you get after simplifying your value is not a 0, it doesnt have a
y-intercept
● The places in which your value is written is very important. If you’re writing the x intercept, the
value you got must ALWAYS be in the first slot. And the second slot for y-intercept. The other slot
will ALWAYS be 0 because they sit on their respective axes.
● Why is the other slot 0? For x-intercept, it’s because these points sit on the x-axis which is on y=0.
So all x-intercepts automatically have the y value = 0. So any coordinate gotten from this will
always have 0 on the second slot
● This is the same for y-intercepts. These points sit on the y-axis which is on x=0. All y-intercepts
have x value = 0. The first slot of y-intercept coordinates are always 0.
 Rational Functions, Equations and Inequalities
Differences b/w Rational Expression/Equation/Inequality/Function
Rational Expression
- A combination of numbers, variables or functions where at least one of those terms is a fraction.
- Basically, whenever you don’t see an equals sign or any of the inequality signs, you have yourself an
expression.

- Ex: and
Rational Equation
- It’s an equation if there is an equals sign (=) and a fraction somewhere in there. If there’s no fraction, it’s
just a regular equation.
- Only has to have at least one fraction for it to count as a rational equation.

- Ex:
Rational Inequality
- The relationship between two expressions where at least one expression has a fraction and they are not
equal, meaning that instead of =, you see > or < or ≤ or ≥

- Ex:
Rational Function
- A function that has at least one rational expression somewhere in it.
- If it has f(x) or y on one side of the equals sign, it is a function.
- Note that the letters in f(x) can be exchanged for any letter. As long as it looks something like f(x)
where one letter is outside and one is inside the parentheses, it’s a function.

- Ex:

Solving Rational Equations

Steps:
1. Find the Least Common Denominator (LCD)
a. LCD is basically the least common multiple (LCM) of the denominators of your equation. Note that
multiple means the number you get after multiplying. How do you find the LCM?
i. List your denominators
1. [ex1: 3, 6, 12] [ex2: 2, 4, 18]
ii. See if your biggest denominator is a multiple of the other denominators.
1. [ex1: yes] [ex2: 18 is not a multiple of 4, but yes to 2.]
iii. If it is a multiple of the other denominators, skip to the next step. If not, get another multiple
of your biggest denominator and go back to step ii. (By this I mean, multiply your
denominator by 2 and get that multiple. If that doesn’t work, multiply by 3 and so on) Repeat
ii and iii until it’s a multiple of your other denominators.
 iv. If the multiple you’re left with is a multiple of your other denominators then that is your
LCM.
1. [ex1: LCM of 3,6,12 is 12] [ex2: LCM of 2,4,18 is 36]
b. If a denominator is a fraction, just multiply that with the LCD of the constants.
2. Multiply the LCD to both sides of the equation so you get rid of the fractions.

3. Simplify using the distributive property and combine all like terms
a. 30 - 5x = 10x
b. 30 = 10x + 5x
c. 30 = 15x
d. 30/15 = x
e. 2 = x
4. Check the solution by replacing the x in the original equation with the answer you just got. If both
sides are equal, problem solved!

Solving Rational Inequalities

Steps:
1. If one side of your inequality is not 0, transpose it to the other side to change that. (Transposing works
the same as when you’re working with equations.)
a. If you have to combine a fraction with a constant, turn the constant into a fraction by giving it the
same denominator as your given fraction and multiply the constant with that denominator

i. Ex: 3 is a constant being combined with a rational so this happens:

b. After you’ve converted the constant(s) into similar fractions, combine and simplify into one singular
fraction.

i. Ex:
2. Identify the Critical Values.
a. Take the numerator and denominator separately and equate them to 0.

i. Numerator:

ii. Denominator:
3. These critical values give us the points that separate the intervals on a number line. The critical values
determine the boundaries of the intervals on a number line.
a. The intervals below are shown by I, II and III. There can be more than 3. The number of intervals are
determined by how many instances of x there are in your most simplified answer from the previous
steps.
b. An interval means the range of numbers between two points. So Interval I is the range of numbers
from negative infinity to 5. Interval II are the numbers between 5 and 10. And Interval III contains
the terms from 10 to positiveinfinity.
 i.
4. Test your critical values by substituting them in the original inequality. Use the rational inequality given
in the question before you simplified it.
a. After substituting, if your answer follows the inequality, fill the circle in. If your answer doesn’t
follow, leave it as a hole/open dot.

i.
5. Use test points to check if each interval is part of the solution set.
a. You will need to pick as many numbers as there are intervals on your number line. If there are three
intervals, you need to pick 3 test points. Note: When picking test points, it’s advisable to use either 0
or 1 whenever you can because they’re the easiest numbers to calculate with. Also, pick a number
closest to your critical value while filling the requirements needed for each interval to make things
easier for yourself.
b. Interval I - Pick a test point less than your first critical value (the crit value closest to the left).
Replace the all instances of x in your original inequality with this test point. If your answer follows
the rule, you may shade that part of the number line. If not, leave it be.
c. Interval II - Pick a test point greater than your first critical value but less than your next crit value.
Substitute for x and check if it follows the rule. If yes, shade that part.
d. Interval III - Pick a test point greater than your last critical value. Substitute for x, check if it
follows the rule. Yes? Shade. No? Leave it alone.

i.
How to write solution set notation

Thank you to Nikki from ABM for this pic

- {} curly brackets shows the solution set

- [] brackets with corners like these is used when the number is included in the solution set
- () rounded brackets like these are used when the number is not included.
- If more than one part of the number line is shaded and they’re separated with an unshaded part, use ∪ the
union symbol. This indicates that both intervals are included in the solution set.

Example:

- The circle on point 5 is a hole so it is not included in the solution set so we must use the rounded bracket: 5)
- The other side of this interval (opposite of 5), is an arrow meaning it extends infinitely so we must
use ∞

One-to-One Function
Reminder that this isn’t necessarily rational functions. Just functions in general.
● Functions where each element of the domain is uniquely paired with an element of the range.
Basically, think of the elements of domain and range as married couples who are very committed
to each other. If two elements of domain and range are paired together, neither element can be
paired with a different element
● Ex: (4,9). The element of domain, 4 cannot be paired 5 so you can’t have (4,5). And the element of
range, 9, cannot be paired with 3 so you cant have (3,9)
● One specific value of x cannot be paired with more than two y-values
● One specific value of y cannot be paired with more than two x-values
● No element of domain nor range repeats
● One-to-One Functions pass the Horizontal Line Test
Horizontal Line Test
- Draw horizontal lines (lines that go left to right like when you’re lying down) on a graph.
- If the horizontal line hits the graph only once, like there’s only one intersection, the graph passes
the horizontal line test and is indeed a one-to-one function
- If the horizontal line touches the graph twice or more, the graph fails the horizontal line test and is
not a one-to-one function
- If you’re not sure, don’t be afraid to draw more than one horizontal line

On the left is a one-to-one function cus the horizontal line only touches the graph once as you can see by
that circle.
On the right, it is not a one-to-one function cus it touches the graph more than once as you can see by
the three circles.

Inverse of One-to-One Functions

● To find the inverse of a one-to-one function, you apply the opposite arithmetic operations used on
the original function on the function.
● A relation reversing the process performed by any function
Steps:
1. Change f(x) into y if it’s not already y. (This makes it so you have the variable y. They mean the
same thing anyway so you’re not changing anything significant)
f(x) = (x–5)/2 turns into y = (x–5)/2
2. Change all instances of x into y and change the y [which was previously f(x)] into x. You
should now have the numbers and stuff on y. This step makes it so this is now the inverse function
so we just have to simplify next.
y = (x–5)/2 turns into x = (y–5)/2
3. Transpose to isolate y. Use the opposite operations to move numbers around to x’s side
x = (y–5)/2
2x = y–5
2x + 5 = y
4. Make sure x and stuff are on the right side. If it’s on the left side, switch the places of y and
x&co so that x&co is on the right side and y is on the left side. This isn’t transposing, it’s just
switching sides. This would still mean the same thing as the other version
2x+5 = y turns into y = 2x+5
5. Replace y with f-1(x).
y = 2x+5 turns into f-1(x) = 2x+5
 Exponential Functions
● Exponential functions are functions where the exponent is a variable
● The base of the function must be greater than 1.
● Comes in forms:
○ f(x) = bx
○ y = b2

Real Life Application

❖ Population Growth
➢ When something grows exponentially. Like when bacteria doubles with each interval
❖ Exponential Decay
➢ .When something reduces gradually. Like when half of organisms die with each interval
➢ Formula: y = y0(½ )t/T
➢ y = f(x), the answer
➢ yo = the initial number
➢ t = small letter t. You can also exchange this for x for less confusion. This represents the
time that passed at which we want to find out how much has decayed. The time that has
passed since initial decay.
➢ T = capital letter T. The time it takes for the quantity to decay.
■ Ex: A coffee sits at 90 C. It cools down to half of its temperature every 10 minutes.
How cold is it in 30 mins?
■ y0 = 90 C. This is the initial number
■ t = small t is 30 minutes because we want to find how much its decayed in this
amount of time
■ T = capital T is 10 minutes. Keyword is every and it is attached to 90 C. This shows
us the amount of time it takes for smth to decrease
❖ Compound Interest
➢ If principal P (initial amount of money) is invested at an annual rate of r ; compounded
annually, then the amount after t years is given by
➢ A = P(1+r)t
➢ A = final amount, the answer you’re looking for.
➢ P = principal amount. The initial amount before investing
➢ r = [Link] percentage. Always divide this number by 100 before computing anything.
➢ t = how many years

Exponential Functions, Equations, and Inequalities

Note to qualify as exponential, there must be at least one variable in the exponent.

Power Rules
Powers = exponents
If your exponent has an exponent, multiply those exponents. Remember, this is only for
exponents of exponents
- ex: ((r2)4) = r8
Below are the general rules of exponents provided by ALEKS: (for this lesson, the only important part
is the power of a power rule)
 - Product Rule: If like terms are multiplied together, you add the exponents
- Quotient Rule: If like terms are being divided, you subtract the exponents
- Power of a power: If your term that already has an exponent is being raised to another power,
you multiply those exponents.
- Power of a product: If your variables within parentheses are being raised to an exponent, you
can distribute the exponent to each variable and remove the parentheses, it’ll mean the same
thing
- Power of a quotient: If you have a fraction (which is just division, hence the name quotient),
and it is being raised to an exponent, you can distribute the exponent
- Negative exponent: If there is a negative exponent on your term, turn it into a fraction and get
the reciprocal (basically, switch the denominator and numerator). Keep the exponent of the
base and remove the negative symbol
- All numbers that are not already fractions can be turned into fractions by giving it the
denominator of 1
3 𝑥𝑦
- ex: 3 = 1
, xy = 1
- Getting the reciprocal means you flip the fraction upside down and switch the places of
the numerator and denominator
1 1
- ex: reciprocal of 3 = 3
, reciprocal of xy = 𝑥𝑦
1
- Example of the rule: h-7 = 7
ℎ
- Zero exponent: If the exponent of your term is 0, the answer will always be 1. No matter what
the number or variable is, it will always equal 1.

Exponential Equation
This kind of requires you to know the squares and cubes of at least 1-10 buuuuut you can just trial and
error it in a calculator. If the number you have is even, the base is even. If the number is odd, your base
is [Link] the multiples of 1-10 helps a bunch too
1. Turn the bases into the same number.
2. Now that you have the same number, figure out what exponent is used on this new number to
make it become the bigger number it was originally. Multiply that number to its other exponents if it
has other exponents.
a. 32x+12 = 812x 3 is the smallest form so we can’t change it. 81 can be changed however,
and it’s a multiple of 3. It can also be reduced to 3.
 What is used on base 3 to make it 81? The exponent is 4. We multiply 4 to 81’s other
exponents: 2x
b. 32x+12 = 34(2x)
c. 32x+12 = 38x
3. Cancel out the bases. Since the bases are the same, canceling them out turns them into 1s and
we can now focus on the exponents. Like we’re zooming into the powers of the numbers
a. 3x+12 = 38x
b. 2x+12 = 8x
4. Transpose to isolate terms with x variable one side and the constants on the other
a. 12 = 8x–2x
b. 12 = 6x
5. Solve for x
a. 12/6 = x
b. ½ = x

Exponential Inequalities
● Base must be greater than 1
● These represent th exponents of bases: x1 > x2
○ x1 is the exponent of the term on the left side of the inequality symbol. This is the first
instance of x
○ x2 is the exponent on the term on the right side of the symbol. This is the second instance of
x.
● The first instance of exponent x must be greater than the second instance
○ First instance is talking about the first time you see the variable x when reading left to right.
○ Second instance is the other variable x

IMPORTANT NOTE:
- If the first instance of x is less than the second instance, change the inequality symbol to its
opposite.
- Less than turns into greater than
- Greater than turns into less than
- If there’s a line under it, dont forget to write the line again when changing the inequality sign

Look to the steps above in exponential equations for guidance if you that helps
1. Make the bases the same
2. Dont forget to multiply the exponent that gives the original number that you changed into other
exponents of that number if it exists
3. Cancel out the bases
4. Transpose to isolate the variables on one side and constants on the other side.
a. Try to have it so your x’s are on the left side BUT if keeping the x on the left side means it
becomes negative, let it go to the right side.
5. Once simplified, see if x is on left or right. If on left, skip this. If on right:
a. Move x to the left side and the constant right side
b. Change inequality sign to its opposite sign
i. Less than turns into greater than
ii. Greater than turns into less than
iii. If there’s a line under it, dont forget to write the line again when changing the
inequality sign
 6. No set notation, thats the end thank goodness

Representations of Exponential Functions

Domain and Range
In a typical exponential function where there is no constant adding or subtracting,
- Domain: all real numbers, no restrictions
- Range: all positive numbers greater than 0

Now, specifically with the form: f(x) = a*bP(x) + h where P(x) is linear
- Linear means that P(x) = a + bx. So a constant plus a coefficient multiplying to a variable
Domain: all real numbers: R [cus there’s no restriction]

Range =
- This means that if a is greater than 0, the range is (h and all positive numbers greater than h)
- If a is less than 0, the range is (all negative numbers less than h and h)

Zeroes/Roots/Solutions of Exponential Function

- No exponent results in 0. If you get smth like: 5x=0, it is not possible. So the proper answer to this
is “there is no solution”
- Any number raised to 0 gives us 1.
- 680= 1
1. Equate the exponential function to 0
2. If you have a constant, transpose it to where 0 is.
3. Make the bases the same
4. Dont forget to multiply the exponent that gives the original number that you changed into other
exponents of that number if it exists
5. Cancel out the bases
6. Transpose to isolate the variables on one side and constants on the other side.
7. Solve for x

Intercepts
❖ Y-intercept
➢ Replace all instances of x with 0. Solve from then on
❖ X-intercept
➢ Equate the function to 0 and solve from then.
➢ If you cannot make the bases the same, there is no x-intercept

Asymptotes:
❖ When x > 0 (x is greater than 0)
➢ When the domain (or x) increases, f(x) or y increases but is never equivalent to the
constant in the function
➢ Form: f(x) = bx + h
f(x) = y or the range
 b = base of the exponent
x = the exponent
h = constant
➢ When the domain is more than zero, the asymptote is y = h
❖ When x < 0 (x is less than 0)
➢ When domain (or x) decreases, f(x) or y decreases but is never equivalent to 0 (bc there is
no exponent that results in 0)
➢ When the domain is less than zero, the asymptote is y = 0.

Graphing Exponential Functions

Graphing
Asymptote is the dotted line that doesn't ever touch the drawn graph no matter how close it looks like it
is. (in the picture shown, its the red dotted lines) There are two graphs in Picture 1, one that goes down
and one that goes up.

Picture 1 Picture 2

● These graphs infinitely extend left to right so you can say that the set of domains are all real
numbers.
○ you can assume line graphs go on forever if they exit the coordinate plane (unless
explicitly said so in the question itself or smth)
○ If the end points of the line graph has arrows like the second picture, it means
that the lines extend to that direction forever.
○ If the graph visibly has an end, I think you can say its an empty set but im not
really sure. ALEKS didnt really give me an example of that.

● To find the set of range, you look at the y level of the asymptote. (the dotted line). Look at the
first picture with the two graphs again.
○ If the graph is going down like the one on the left (graph A), then the set of range will
be less than the y level of the asymptote.[ex: horizontal asymptote is at y level 1. So
you can say range: y < 1]
 ○ If the graph is going up like graph B on the right, then the set of range will be
greater than the y level of the horizontal asymptote[ex: horizontal asymptote
is at y level 1. So you can say range: y > 1]

Solving Real-Life Problems Involving Exponential

Functions, Equations, and Inequalities

Logarithm

● Exponential Functions and Logarithmic Functions are related like how Multiplication and Division
are related or Addition and Subtraction are related.
● Exponential Functions and Logarithmic Functions are the inverse of each other. They are the
opposite of one another. This means they can hold the same values but moved around and still
mean the same thing (Note that the values have to be placed in specific positions to be equivalent
to each other)

Make note of the names of the position of each form (the underlined stuff)
That is what I’ll be using to refer to in steps later
In the exponential form:
- a = the base of an exponent (the number that is being raised to a power)
- x = the exponent (or power) itself
- N = the output/answer

In logarithmic form,
- a: The little subscript next to “log” is the base.
- N: The term after the subscript is the argument.
- x: The term on the opposite side of the equals sign is the exponent/power itself.

Converting Exponential to Logarithmic

As you can see, the only difference is x and N being switched around.
 ● The a is always the first value. So when you convert from one form to the other, you just switch the
places of x and N.

Steps if you need them: Skip if you don’t

1. Exponential to Logarithmic
a. Identify if it’s exponential by seeing if there’s an absence of the word “log”
b. Take note of the values of the exponent and the answer of the exponential form
c. To become logarithmic, write log first
d. There will be a subscript attached to the log. This will have the same value as the base of
the exponential form.
e. The argument is the same value as the answer of the exponential form
f. The term on the other side of the equal sign is the same value as the exponent of the
exponential form
2. Logarithmic to Exponential
a. Identify if its logarithmic by if “log” is present
b. Take note of the values of argument and exponent of the logarithmic form
c. To become exponential, the value of the base is the same as the base of the logarithmic
form
d. The exponent of the exponential form is the same as the exponent of the logarithmic form
e. The answer is the same as the argument of the logarithmic form

Examples of

turns into

turns into