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Course: Pure Mathematics — Second Secondary
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Curriculum

Pure Mathematics — Second Secondary

Text lesson

Solving Exponential Equations

Pure Mathematics — Second Secondary

Solving Exponential Equations

Worked examples

Worked examples

Example 1: a simple common base

  • Solve 2x + 1 = 32.
  • Solution 32 = 25, so 2x + 1 = 25. Equating the exponents gives x + 1 = 5, so x = 4.

Example 2: two different bases that share a common base

  • Solve 9x = 27.
  • Solution 9 = 32 and 27 = 33. So 32x = 33, which gives 2x = 3 and x = 3/2.

Example 3: a base that needs a linear exponent

Comparison aspectMain ideaKeywords
•Solve 52x − 1 = 125x.Solve125x
Solution125 = 53, so the right side is 53x. Equating the exponents gives 2x − 1 = 3x, so x = −1.rightsideEquatingexponents
CheckThe left side is 5−3 = 1/125, and the right side is 125−1 = 1/125. The solution is correct.leftsiderightsolution

Example 4: taking out a common factor

  • Solve 3x + 2 + 3x = 90.
  • Solution Write 3x + 2 = 9 × 3x. The equation becomes 9 × 3x + 3x = 90, that is 10 × 3x = 90. So 3x = 9 = 32, and x = 2.

Example 5: a quadratic in an exponential function

Comparison aspectMain ideaKeywords
•Solve 4x − 2x − 2 = 0.Solve
SolutionWrite 4x = (2x)2 and let y = 2x. The equation becomes y2 − y − 2 = 0, so (y − 2)(y + 1) = 0, and y = 2 or y = −1. The value y = −1 is rejected because 2x > 0. For y = 2 we get 2x = 2, so x = 1.Writeequationbecomesvalue
Check4 − 2 − 2 = 0. The solution is correctsolutioncorrect

Example 6: a more demanding quadratic

  • Solve 22x − 5 × 2x + 4 = 0.
  • Solution Let y = 2x. Then y2 − 5y + 4 = 0, so (y − 1)(y − 4) = 0, and y = 1 or y = 4.
  • If 2x = 1 then x = 0. If 2x = 4 then x = 2. The solution set is {0, 2}.

Example 7: an equation with no solution

  • Solve 2x × 4x + 1 = 8x − 1.
  • Solution Write every side with base 2: the left side is 2x × 22x + 2 = 23x + 2, and the right side is 23(x − 1) = 23x − 3. Equating the exponents gives 3x + 2 = 3x − 3, that is 2 = −3. This is false for every x, so the equation has no solution.
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