11

General
Mathematics
Quarter 1 – Module 1:
Functions
General Mathematics – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Functions
First Edition, 2020

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Basilio P. Mana-ay Jr., CESE
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E-mail Address: [email protected]
 11

General
Mathematics
Quarter 1 – Module 1:
Functions
Introductory Message
For the facilitator:

Welcome to the General Mathematics 11 Alternative Delivery Mode (ADM) Module on

Functions!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the learner:

Welcome to the General Mathematics 11 Alternative Delivery Mode (ADM) Module on

Functions!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concept of Functions. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module focuses on:

• Lesson 1 – Mathematical Modeling Using Functions
• Lesson 2 – Evaluating Functions
• Lesson 3 – Operations on Functions.
• Lesson 4 – Problem Solving Involving Functions.

After going through this module, you are expected to:

• represents real life situations using functions including piecewise

function (M11GM-Ia-1);
• evaluates a function (M11GM-Ia-2);
• performs addition, subtraction, multiplication, division and
composition of functions (M11GM-Ia-3);
• solves problems involving functions (M11GM-Ia-4).

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Lesson
Mathematical Modeling
1 Using Functions

What I Know

I. Write the letter of the correct answer on the space provided before
the number.

________1. Which is the simplified form of 5𝑥 2 + 7𝑥 − 2𝑥 2 - 10x + 5?

a.3𝑥 2 +3x+5 c. 3𝑥 2 -3x+5

b. 3𝑥 2 +2x+5 d. 2𝑥 2 +3x+5

________2. What is the degree of the expression 5𝑥 2 + 7𝑥 − 2𝑥 2 - 10x + 5?

a. 0 b. 1 c. 2 d. 3

________3. Which statement is true?

a. 7𝑥 3 - 9𝑥 6 is a polynomial expression of degree 9.
b. 7𝑥 3 - 9𝑥 6 is a polynomial expression of degree 6.
c. 7𝑥 3 - 9𝑥 6 is a polynomial expression of degree 3.
d. 7𝑥 3 - 9𝑥 6 is a polynomial expression of degree 2.

________4. What kind of function is 2𝑎3 + 𝑎2 + 𝛼 + 4?

a. linear b. quadratic c. cubic d. quartic

________5. Which of the following is the factored form of 𝑥 2 – 8x – 20?

a. (𝑥 − 2)(𝑥 + 10) c. (𝑥 + 5)(𝑥 − 4)
b. (𝑥 − 2)(𝑥 + 4) d. (𝑥 − 10)(𝑥 + 2)

________6. What is the sum of −2𝑥 2 +7x+1 and -3x – 7?

a. −2𝑥 2 + 4x – 6 c. 2𝑥 2 + 4x – 6
b. −2𝑥 2 - 4x + 6 d. 2𝑥 2 - 4x + 6

________7. What is the remainder when 𝑥 4 + 3𝑥 2 − 5𝑥 2 + 6x – 3 is divided by

x -2?
a. 28 b. 29 c. 30 d. 31

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________8. What are the zeroes of the polynomial function f(𝑥 ) =
𝑥 2 (2𝑥 + 1)(𝑥 − 1)?
1 1
a. 𝑥 = 0; 𝑥 = 1; 𝑥 = − 2 c. 𝑥 = 0; 𝑥 = −1; 𝑥 = − 2
1 1
b. 𝑥 = 0; 𝑥 = 1; 𝑥 = d. 𝑥 = 0; 𝑥 = 1; 𝑥 = 2
2

________9. Which of the following has a y- intercept of (0,6)?

a. y = 6(x – 1) (x – 2) c. y = 12- (x – 2) (x – 3)
b. y = 6 + (x – 1) (x – 2) d. y = 6(x – 3) (x – 2)

________ 10. Which best describes the graph of the polynomial function
f(𝑥 ) = 𝑥 2 + 2x – 15?

a. a parabola that is opened upward with vertex at (2, -15)

b. a parabola that is opened upward with vertex at (-2, -15)
c. a parabola that is opened downward with vertex at (-2, -15)
d. a parabola that is opened downward with vertex at (2, -15)

In the real world, we can always observe relationships that exist

between two or more things or variables. It simply means that for one to
survive, he is dependent on the other. The relationship illustrates how one
quantity affects the other inevitably. In Mathematics, the concept of function
can be very helpful to better understand these relationships.

What’s In

Remembering Functions

A relation is a relationship
from a set of values (domain) to a second set of values (range). It is a set of
ordered pairs in the form (x, y).

A function is a relation where each element in the x (domain) is related

to only one value in the y (range) by some rule. The y coordinate represents
the dependent variable, in which its value depends upon the value of the
variable x.

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 A function can be expressed as an equation, such that f(x) = y; where f
represents the function name; (x) represents the input or independent
variable; and y is the output or the dependent variable.

A function is represented by a function machine that emphasizes the

rule that explains how the input and output are related. For example, the
function triples the value of the input (x) and subtracts 1 from it. If 2 is fed
into the machine, 3(2)−1 = 5 comes out.

Input (x)

Output (y)

The domain of the function is the set of real numbers that the variable
x assumed to get the range or the set of y-values. However, there can be
instances where some real numbers can be excluded in the set of domains.
Those values of x that when substituted to the variable x in the function, the
denominator of f(x) becomes zero; and if radicand of a square root becomes
zero or a negative number.

Functions can be illustrated through a mapping diagram where the

elements of the domain are mapped to the elements of the range using arrows.
A vertical line test is used when checking if the graph is a function. If a
vertical line intersects the graph at most once, then the graph is a function.

What’s New

Rules’ Matter
State a rule that will yield to a given number. Let x be a number.
x OUTCOME RULE
4 11
5 13
6 34

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 What is It

Functions as Mathematical Model

A function relates each element in the domain to only one value in the
range. It indicates a relationship between two quantities by some rule.
Modeling means constructing a set of mathematical equations that describes
a situation, solving the equations, and using them to understand the real-life
problem. Mathematical modeling is a process by which we start with real-life
problems and apply a quantitative solution using the tools of mathematics.
Functions as mathematical models can be written in the form y = f(x).
For whatever acceptable value(s) of the independent variable x, a
corresponding value of y is derived. It can also be used to predict what a
system will do for different values of the independent variable. To construct
an appropriate functional model will lead to a better understanding of various
phenomena.

Example 1: A function C represents the cost of buying x value meals, if one

value meal costs ₱45.
Answer: C(x) = 45x.
Example 2: Construct a mathematical model that describes the trend in the
relationship of x and f(x).
x f(x)
1 -4
2 -1
3 4
4 11
5 20

Answer: The pattern shows the relationship for every value of x.

x f(x) Relationship
1 -4 -4 = 12- 5
2 -1 -1 = 22 - 5
3 4 4 = 32 - 5
4 11 11 = 42 - 5
5 20 20 = 52 - 5

Hence, the mathematical model is f(x) = x2 - 5.

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Example 3. A rectangular lot next to a building is to be enclosed by a 300-
meter fence (see figure). Create a function A that represents the
area that can be enclosed, in terms of x.

Answer: The area of a rectangular lot to be enclosed is A = xy. This will be

written as a function of x. Since only 300m of fencing is available,
300−x
then x + 2y = 300 or y = 2 = 150 – 0.5x. Thus, A(x) = x(150 – 0.5x)
= 150x – 0.5x 2 .

Piecewise Functions

There are some instances in which more than one formula defines a
particular situation.
Example 4. A bus ride costs ₱9.00 for the first 5 kilometers, and each
additional integer kilometer adds ₱1.00 to the fare. Use a piecewise function
to represent the bus fare in terms of the distance (d) in kilometers.
Answer: Distance(d) is the input and the output is the cost of the bus fare. If
B(d) illustrates the fare as a function of distance, so
9.00 𝑖𝑓 0 < 𝑑 ≤ 5
B(d) = {
9.00 + (𝑑 − 5) 𝑖𝑓 𝑑 > 5
Example 5: A cellphone owner is charged ₱300 monthly for a particular
mobile plan, which includes 150 free text messages. Messages in excess of
150 are charged ₱1 each. Represent the monthly cost for test messaging using
the function t(m), where m is the number of messages sent in a month.
Answer: The cost of a text message can be expressed by the piecewise
function:
300 , 𝑖𝑓 0 < 𝑚 ≤ 150
t(m) = {
300 + (𝑚 − 150) , 𝑖𝑓 𝑚 > 150

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 What’s More

Answer the given question correctly.

1. Is the relation {(1, 2), (2,3), (3, 4), (4,1) } a function?
2. Which diagram represents a function?

Domain Range Domain Range Domain Range

B.
A C
.

3. A set of consecutive integers where the difference between any

consecutive terms is always 2. Express as a function using the variable
x.
4. A vegetable vendor earns ₱2.00 as profit for each kilo of eggplant sold.
Each time he sells a kilo, he also gets a tip of ₱5.00. How much will the
vegetable vendor earn after selling x kilos of eggplant? What
mathematical model is appropriate to predict her profit?
5. An ice cream cup costs ₱35.00 per piece. However, if you buy more than
10 pieces, they will be marked down to a price of ₱32.00 per piece. Use
a piecewise function to represent the cost in terms of the number of ice
cream cups bought.

What I Have Learned

• Function indicates relationship between the set of domains to a

set of range.
• Domain is the set x-values of a function.
• Range is the set y-values of a function.
• A Vertical Line Test is used to check if the graph is a function.
• A piecewise function is defined by different equations on
different domain.

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 What I Can Do

Name It
We can always relate our daily activities in real- life to functions. In
which one quantity depends on the other. Complete the sentence below
by naming it.
1. Happiness is a function of correct choices in life.
2. Success is a function of ___________________.
3. Good grade is a function of ________________.
4. Good health is a function of ________________.
5. Savings is a function of _________________.

Assessment

A. Multiple Choice. Choose the letter of the correct answer.

1. Which set of relations is a function?

a. {(−1,2), (−2,0), (−1, 3)}
b. {(8, 3), (8, 4), (8, 5)}
c. {(0, 2), (2, 4), (4, 6), (6, 8)}
d. {(1,5), (2,7), (1,6), (2,5)}

2. Which of the following statements does not represent a function?

a. Children and their favorite food.
b. Mobile owners to cellphone numbers.
c. Students enrolling in the first semester subjects.
d. Grades of each student in a General Mathematics class.

3. Which of the following is a graph of a function?

a. b. c. d.

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 1
4. Which is the domain of y = in set builder notation?
√𝑥 2 −4
a. {𝑥 |𝑥 𝜖 ℝ, }
b. {𝑥 |𝑥 𝜖 ℝ, 𝑥 < −2}
c. {𝑥 |𝑥 𝜖 ℝ, 𝑥 < 2}
d. {𝑥 |𝑥 𝜖 ℝ, 𝑥 > 2}

5. Tommy earns ₱450.00 per day in a welding shop. Which function

expresses his total salary T of the number of n days that the he works?

a. T = 450n
b. T = 450 + n
c. T = 450 - n
d. T = n – 450

Additional Activities

Construct a mathematical model for each given situation.

1. f(x) = {(0,2), (1,5), (2,8), (3,11), (4,14)}

2. You have a part-time job that pays ₱320 for 8 hours of work a day.
Beyond 8 hours, you are also paid 1.5 times your hourly rate.

3. An internet café has a flat rate of ₱15 for the first hour of playing,
surfing and the like. An additional ₱5 is charged for every hour excess
afterward.

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 14
Additional Activities Assessment
1. f(𝑥) = 3𝑥 + 2 1. c
320 , 𝑖𝑓 𝑥 = 8 2. a
2. f(𝑥) = { 3. a
320 + 1.5(40)(𝑥 − 8) , 𝑖𝑓 𝑥 > 8
15 , 𝑖𝑓 𝑥 = 1 4. d
3. f(𝑥) = { 5. a
15 + 5(𝑥 − 1) , 𝑖𝑓 𝑥 > 1
What I Can Do What's More What I Know
Answers may vary. 1. Yes 1. c
2. C 2. c
2. hard work 3. y = 2x + 5 3. b
4. y = 7x 4. c
3. study habits 35𝑛 , 𝑖𝑓 0 < 𝑛 ≤ 10 5. d
5. 𝑓(𝑥) = { 6. a
32𝑛 , 𝑖𝑓 𝑛 > 10
4. eating healthy foods 7. b
8. a
5. thriftiness 9. c
10. b
Answer Key
 Lesson

2 Evaluating Functions

What I Know

Complete the table.

No. INPUT FUNCTION OUTPUT
1 4 𝑓 (𝑥 ) = 3𝑥 + 4
2 5 𝑓 (𝑥 ) = 5𝑥 − 2
3 8 𝑓 (𝑥 ) = 2𝑥 2 + 3𝑥 − 1
4 9 𝑓(𝑥 ) = 5𝑥 2 − 10𝑥 + 2
5 10 𝑓 (𝑥 ) = −4𝑥 2 + 3𝑥 + 6

To understand the behavior of the relationships between variables in the real-

world, the concept of functions plays an important role in it. For example, in
business, the function can be used in predicting potential profit or earnings based
on the pattern of income recorded. It can also be used in forecasting possible
outcomes to a decision of a certain company or planning possible actions to a certain
phenomenon based on the observed pattern of outcomes.

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 What’s In

Remembering Functions

A function is a relation between domain and range for some rule. When
defining a function, it is usual to say what kind of numbers the domain (x)
and range (f(x)) values can be. For a certain function, there will be some real
numbers that are included in the set of its domain (x) and range (f(x). While
the real numbers excluded in the set of the domains are the numbers being
restricted. The type of function defines the restricted values.

Two main reasons why domains are restricted.

• Division by zero is not allowed.
• Square root of a negative number is not a real number.

Set- Builder Notation

A set- builder notation is used to write sets with an infinite number of

elements.

Example:

a. The notation {𝑥: 𝑥 > 0} 𝑜𝑟 {x | x > 0} , is read as “the set of all x such that x
is greater than 0,” which means that any value greater than 0.
b. The notation {x | x > 3 } “ ” means "a member of" or simply "in"; is
the special symbol for Real Numbers. So x means "all x in ". Thus,
{x | x > 3 } means "the set of all x in such that x is any number
greater than 3." In other words, x is all real numbers greater than 3.

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 What’s New

Activity

Follow the steps and fill out the table.

Step 1: Fold the paper in two.

Step 2. Cut the folded paper once.
Step 3. Count the number of cut papers then write it on the table.
Step 4. Take another paper and repeat step 1.
Step 5. Cut the folded paper making 2, 3, 4, … n cuts.
Step 6. Repeat step 3.

Number of Cuts 0 1 2 3 4 5
Number of
Pieces

Question:

1. What did you notice to the values on the table?

What is It

Evaluating Functions
A function is a set of ordered pairs (x,y) where there is a set of domain
and range. To evaluate a function is to replace the variable x with a value from
the domain of the function and compute for the resulting value or the y
(range).

17
Example 1: Evaluate the following functions at x = 2.
1. f (x) = 5x + 3
Answer: f (x) = 5(2) + 3 = 10 + 3 = 13

2. r (x) = 3𝑥 2 – 2x + 1
Answer: r (x) = 3(2)2 – 2(2) + 1 = 12 – 4 + 1 = 9

3. ℎ (𝑥) = √𝑥 + 2
Answer: ℎ(𝑥) = √2 + 2 = √4 = 2

2𝑥+3
4. 𝑚 (𝑥) =
𝑥−1
2 (2)+3 7
𝐴𝑛𝑠𝑤𝑒𝑟: 𝑚(𝑥) = = =7
2−1 1

Example 2: Find h(-6) and m(1) where h and m are as defined in the previous
example.

Answer: This is not possible. When x is replaced by -6, the resulting

number is -4 and square root of a negative number is not a real
number. So, -6 is not in the domain of ℎ (𝑥). m(1) is not defined
since denominator becomes 0. So, 1 is not in the domain of the
function.

Example 3: Evaluate the following functions, where f and r are as defined in

Example 1.

a. 𝑓(2𝑥 + 1) b. r(3x - 2)

Answer: a. Substitute (2x + 1) to the variable x in f (x) = 5x + 3. So,

. f (2𝑥 + 1)= 5(2𝑥 + 1)+ 3

= 10x + 5 + 3
f (2𝑥 + 1)= 10x + 8.

b. Substitute (3x - 2) to the variable x in r(x) = 3𝑥 2 – 2x + 1. So,

r(3x - 2) = 3(3𝑥 − 2)2 – 2(3x - 2) + 1

= 3(9𝑥2 - 12x + 4) – 6x + 4 + 1
= 27𝑥 2 − 36𝑥 + 12 − 6𝑥 + 4 + 1
r(3x - 2) = 27𝑥 2 - 42x + 17.

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 What’s More

Exercises A. Evaluate the following functions at x =4.

1. f (x) = x + 4
2. g (x) = 𝑥 2 + 3x - 2
3. ℎ(𝑥 ) = √𝑥 2 − 𝑥 + 3
3
4. 𝑝 (𝑥) = √𝑥 + 4
𝑥 3 +1
5. r (x) = 𝑥−2
𝑥3 + 1
6. For what values of x can we not evaluate the function f (x) = ?
𝑥 2 −4

What I Have Learned

When evaluating function, replace the variable x with a value from the
domain and compute the y-value.

What I Can Do

Predicting Outcomes

Suppose the f(x) = 5(x) + 30 represents Maria’s daily income as she sells
burgers at the park where x is the number of burgers sold and a tip of ₱30
from her mom a day. How much does she earn when she sold 20 pieces? 35
pieces? 100 pieces?

19
 Assessment

Evaluate the functions with the given values from the domain.

A. f(x) = 2𝑥 2 − 2𝑥 + 1

1. x = 2 2. x = a 3. x = - a 4. x = a + b

B. f(x) = 𝑥 4 + 2𝑥 3 − 𝑥 2 + 3𝑥 + 1

5. x=2 6. x = 1 7. x = 0 8. x = -2

C. f(x) = 5𝑥 2 + 2𝑥 – 2

9. f(10) 10. f(x + 1)

Additional Activities

Evaluate the given piecewise function.

𝑥 − 5, 𝑖𝑓 𝑥 < −1
2𝑥 + 1, 𝑖𝑓 − 1 ≤ 𝑥 ≤ 7
1. f(x) = {
𝑥 2 + 1, 𝑖𝑓 𝑥 > 7

Find: a. f(-2) b. f(0) c. f(10)

2. A mobile plan costs ₱400 a month. The plan includes 450 free
minutes of calls and charges ₱5 for an additional minute of usage. The
monthly charges according to the number of minutes used is given by

400, 𝑖𝑓 0 ≤ 𝑥 ≤ 450
{
400 + 5(𝑥 − 450), 𝑖𝑓 𝑥 > 450.

Find the total charges for

a. 150 minutes b. 450 minutes c. 560 minutes

20
 21
What’s More
1. 𝑓(4) = 4 + 4 = 8
2. 𝑔(4) = 42 + 3(4) – 2 = 16 + 12 – 2 = 26
3. ℎ(4) = √42 − 4 − 3 = √16 − 4 − 3 = √12 − 3 = √9 = 3
3 3
4. 𝑝(4) = √4 + 4 = √8 = 2
43 +1 65
5. r(4) = =
4−2 2
6. x ≠ 2 and -2
Additional Activities
1. a. In f(-2), x = -2 belongs to the interval x < -1. Hence, f(-2) = -2-5 = -7.
b. In f(0), x = 0, belongs to the interval-1≤ x ≤ 7. Hence, f(0) = 2(0) + 1 = 1.
c. In f(10), x = 10, belongs to the interval x >7. Hence, f(10) = 102 + 1 = 101.
2. a. 150 minutes belong to the interval 0≤ x ≤ 450, hence, the total charges for 150 150 minutes is C(150)
= 400. This means the total charges is ₱400.00.
b. 450 minutes belong to the interval 0≤ x ≤ 450, hence, the total charges for 150 450 minutes is C(450)
= 400. This means the total charges is ₱400.00.
c. 560 minutes is outside of the interval 0≤ x ≤ 450, hence, we use C(x)=
400 + 5(x – 450) = 1,170. This means that the total charges is ₱950.00.
What I Know
1. 16
2. 23
3. 151
4. 317
5. - 364
Answer Key
 22
What I Can Do
Given: f(x) = 5x + 30
f(20) = 5(20) + 30
= 130
f(35) = 5(35) + 30
= 175 + 30
= 205
f(100) = 5(100) + 30
= 500 + 30
= 530
Assessment
A.
1. 𝑓(2) = 2(2)2 – 2(2) + 1= 2(4) – 4 + 1= 8 – 4 + 1= 5
2. 𝑓(𝑎) = 2𝑎2 - 2a + 1
3. 𝑓(−𝑎) = 2(−𝑎)2 - 2(-a) + 1= 2𝑎2 + 2a + 1
4. 𝑓(𝑎 + 𝑏) = 2(𝑎 + 𝑏)2 − 2(𝑎 + 𝑏) + 1 = 2(𝑎2 + 2ab + 𝑏2 ) – 2a + 2b + 1
= 2𝑎2 + 4ab + 2𝑏2 – 2a + 2b + 1 = 2𝑎2 + 2𝑏2 + 4ab – 2a + 2b +1
B.
5. 𝑓(2) = 24 + 2(2)3- 22 + 3(2) + 1 = 16 + 16 – 4 + 6 + 1 = 35
6. 𝑓(1) = 14 + 2(1)3- 12 + 3(1) + 1 = 1 + 2 – 1+ 3 + 1 = 6
7. 𝑓(0) = 04 + 2(0)3- 02 + 3(0) + 1 = 1
8. 𝑓(−2) = (−2)4 + 2(−2)3- (−2)2 + 3(-2) + 1 = 16 - 16 - 4 - 6 + 1 = -9
C.
9. 𝑓(10) = 5(10)2 + 2(10) − 2 = 500 + 20 − 2 = 518
10. 𝑓(𝑥 + 1) = 5(𝑥 + 1)2 + 2(𝑥 + 1) − 2 = 5(𝑥 2 + 2𝑥 + 1) + 2𝑥 + 2 − 2
=5𝑥 2 + 12𝑥 + 5
 Lesson

3 Operations on Functions

What I Know

Evaluate the following functions at x = - 4.

1. f(x) = x3 – 64
2. r(x) = √5 − 𝑥

𝑥+3
3. q(x) = 𝑥 2 +7𝑥+12

4. (x) = |𝑥 3 − 3𝑥 2 + 3𝑥 − 1|

Given f(x) = 𝑥 2 − 4x + 4, solve for:

5. f(3)

6. f(x + 3)

We have understood how two or more variables function as one as we have

observed in our day to day living. These variables appear similarly or differently from
each other. Thus, the concept of operations of functions help us to manipulate,
create, or construct mathematical models, and solved problems that involved
functions.

23
 What’s In

Remembering Operations on Algebraic Expressions

Algebraic expression is made up of terms that has constants and

variables connected by signs of fundamental operations (+, -, ×, ÷).

Kinds of algebraic expressions according to the number of terms:

Monomial: An algebraic expression containing only one term like

3x, -7, a²bc.
Binomial: An algebraic expression containing two terms like x – 7, 5x
+ 9y, ab + st.
Trinomial: An algebraic expression containing three terms like x – y +
7, 3x + 4y – 5z, a³ + b² + c⁴.
Multinomial: An algebraic expression containing two or more terms
like x³ y² + 2x²y – 3xy + 7, a² + b² - 4c² - d², l + m + n – p.
Polynomial: An algebraic expression whose exponent of the variable is
a non-negative integer like 3x² + 4x + 7
3
while x² + is not a polynomial.
𝑥

Operations on Algebraic Expressions

Addition and Subtraction

a. Look for the Least Common Denominator (LCD) of the fractions.

b. Generate the equivalent fractions of the given fractions using the
LCD.
c. Add or Subtract the numerators and copy the LCD as the
denominator.

Multiplication

a. Simplify the fraction.

b. Use cancelation process for common factors in the numerator and
denominator.
c. Multiply the numerators and denominators.
d. Express the product in lowest term.

24
 Division

a. Get the reciprocal of the divisor.

b. Rewrite the division with the reciprocated divisor and proceed to
multiplication.

What’s New

On Sale

It’s an anniversary sale of a mall and it offers lower prices for

selected items. You went to a school supplies section and used your ₱50-
off coupon. Then you used the 20%- off coupon to purchase your favorite
bag.

Question: How can you apply the concept of operations on functions to the
given problem?

What is It

Operations on Functions
The operations on functions use the properties of the operations on
algebraic expressions. It applies the rules on combining similar terms and
simplifying the resulting expression.
Let f(x) and g(x) be functions defined by set of domains.
1. Addition: (f + g) (x) = f(x) + g(x)
2. Subtraction: (f - g) (x) = f(x) - g(x)
3. Multiplication: (f ∙ g) (x) = f(x) ∙ g(x).
𝑓 𝑓(𝑥)
4. Division: (𝑔) (x) = 𝑔(𝑥), excluding the values of x where g(x) = 0.

25
Example 1. Perform the indicated operation. Use the functions given below.
f(x) = x + 5 p(x) = 2x - 3

v(x) = x2 - 2x + 1 g(x) = x2 + x – 4

1. (v + g) (x) 2. (f ∙ p) (x)

3. (p - f) (x) 4. (v / g) (x)

Answers:
1. (v + g) (x) = (x2 - 2x + 1) + (g(x) = x2 - 2x + 1 + x2 + x – 4 = 2𝑥 2 – x - 3
2. (f ∙ p) (x) = (x + 5)( 2x – 3) = 2x2 + 7x – 15
3. (p - f) (x) = (2x – 3)- (x + 5) = 2x – 3 – x - 5 = x - 8
𝑣 𝑥2 − 2𝑥 + 1
4. (𝑔) (𝑥) = (x2 - 2x + 1) ÷ (x2 + x – 4) = 𝑥2 + 𝑥 – 4

Composition of Functions

Another way of combining two functions is the so- called composition

of functions. In this form, one of the functions must be in the domain of the
other function. Let f(x) and g(x) be functions, the composite function of f(x) and
g(x) defined and denoted by:

( f ° g ) (x) = f (𝑔(𝑥)) and ( g ° f ) (x) = g (𝑓(𝑥)).

Example 2. Use the given below and find the composition as required.

f(x) = x + 1 g(x) = √𝑥 + 1 h(x) = 2x2 - x + 1

Find and simplify the following:
1. ( g ° f ) (x) 2. ( h ° f ) (x) 3. ( f ° g ) (x)
Answers:

1. ( g ° f ) (x) = g (f(x) ) = √𝑓(𝑥) + 1 = √ (𝑥 + 1) + 1 = √𝑥 + 2

2. ( h ° f ) (x) = h (f(x) ) = 2[𝑓(𝑥)]2 - [𝑓(𝑥)] + 1 = 2(𝑥 + 1)2 - (x+1) + 1
= 2(x2 + 2x + 1) – (x + 1) + 1 = 2x2 + 4x + 2 – x – 1 + 1
= 2x2 + 3x + 2
3. ( f ° g ) (x) = f (g(x) ) = ( g(x) + 1= (√𝑥 + 1 ) + 1= √𝑥 + 1 + 1

26
 What’s More

Let f (x) = 2𝑥 2 + x – 1, h(x) = 𝑥 2 + 1, 𝑝(𝑥 ) = 3𝑥 + 1, 𝑎𝑛𝑑 g(x) = f(x) + h(x). Find:

1. (f – h)(x)
2. f(-1) ∙ g (2) ∙ h (0)
𝑝 (𝑥)
3. 𝑔 (𝑥)
4. h (x -1)
5. f (3) + p(2)
6. (h ° p)(x)
7. ( f ° 𝑝 ) (x)

What I Have Learned

Operations on functions use the properties of the operations on

algebraic expressions. It applies the rules on combining similar terms and
simplifying the resulting expression.

In composition of functions, one of the functions must be in the domain

of the other function.

What I Can Do

Perform Operations on Functions

Suppose that B(x) = x denotes the number of books sold in a bookshop,

and the selling price per book is given by p(x) = 350 – 3x, for 0 ≤ 𝑥 ≤ 20. Find
(B ∙ p)(x) and describe what it represents.

27
 Assessment

Evaluate the following expressions according to the given conditions.

A. Let f (x) = x – 2 and g(x) = x3 – 1. Find:

1. f + g 2. g – f 3. f ∙ g 4. f/g 5. g/f

B. Let f(x) = 2𝑥 2 + 2x + 1, h(x) = 10𝑥 2 + 5x and g(x) =5x. Find:

6.(f °g )(x) 7. (g ° f )(x) 8. (g ° f )(-1) 9. (h/ g)(x) 10. (g/ h)(x)

Additional Activities

On Sale

It’s an anniversary sale of a mall and it offers lower prices for selected
items. You went to a school supplies section and use your ₱50- off coupon.
Then you used the 20%- off coupon to purchase your favorite bag.

Questions:
1. What is the function for the total amount you spent given that you
bought items that regularly cost ₱200 at each store?

2. What if you have two coupons for your favorite shoe store: one that is
a 30% discount and another one that is ₱60 off. If the store allows you
to use both of the coupons in any order, which do you think gives you
the better deal if the shoes you wish to buy costs ₱500?

28
 29
Additional Activities
1. Formulate the two functions:
Amount spent for the school supply: f (x) = x – 50
Amount spent for the shoe store: g (x) = 0.80x
Add the two functions to formulate the new function and then evaluate.
f (x) + g (x) = (x – 50) + (0.80x) = 1.80x – 50
f (200) + g (200) = 1.80(200) – 50 = 310
2. Let x = 500
Situation (a): 30% discount first then ₱60 off
f (x) =0.7x, f (500) =0.7(500) = 350; g (x) = x – 60, g (500) = 350 – 60 = 290
Composite Function Notation: g (f (x)) = x – 60=(0.7x) – 60 = 350 – 60 = 290
Situation (b): ₱60 off first then 30% discount
g (x) = x – 60, g (x) = 500 – 60= 440, f (x) =0.7x=0.7(440) = 308
Composite Function Notation: f (g (x)) = f (x - 60) = 0.7(x- 60) = 308
Conclusion The first rule is better than the second since it gives a smaller price.
What I Can Do
(B ∙ 𝑝) (𝑥) = B(x) ∙ 𝑝(𝑥) = 𝑥 (350 – 3x) = 350x – 3x2 (0 ≤ x ≤ 20). Since this function is the product of
the quantity sold and the selling price, then (B ∙ 𝑝) (𝑥) represents the revenue earned by the
bookshop.
Assessment What's More What I Know
1. x3 + x - 3 1. x2 + x -2 1. -128
2. x3 - x + 3 2. 0 2. 3
1 3. undefined
3. x4- 2x3 –x + 2 3.
𝑥
𝑥−2 4. 125
4. 4. x2 – 2x + 2
𝑥 3 −1 5. 1
5. 27
𝑥 3 −1 6. x2 + 2x + 1
5. 6. 3𝑥 + 2
𝑥−2
7. 18x2 - 15x + 2
6. 10x2 + 10x + 1
7. 10x2 + 10x + 5
8. 5
9. 2x + 1
1
10.
2𝑥+1
Answer Key
 Lesson
Problem Solving Involving
4 Functions

What I Know

A. Perform the indicated operations. Use the functions f(x) = 5x – 3

and g(x) = 1 – x2.

1. f(10) + g(-5) 2. g(0) - f(1) 3. f(-2) ∙ g(-0)

𝑓(5)
4. f(g(4)) 5. 𝑓(−5)
2 𝑥
B. Given the functions f(x) = , g(x) = , find
𝑥 𝑥−2

6.(f ° 𝑔) 7. ( g ° 𝑓)

C. Given the functions f(x) = x2 , g(x) = 3x - 2 , find

8. (f ° 𝑔) 9. ( g ° 𝑓)

Numerous real–world situations can be captured by word problems

involving relations and functions. Solving word problems are a great way to
exercise mathematical skills and simulate practical situations where
mathematics is applied. Ultimately it paves way to develop the heart of a true
mathematician.

30
 What’s In

Recall the definition of a polynomial function.

A polynomial function p of degree n is written in the form:

𝑝(𝑥 ) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0

where 𝑎0 , 𝑎1 , … , 𝑎𝑛 𝜖 ℝ, 𝑎𝑛 ≠ 0 and n is a positive integer. It is the sum of the

terms in which 𝑎0 , 𝑎1 , 𝑎2,…, 𝑎𝑛 are the constants of the coefficients. 𝑎𝑛 is the
leading coefficient, 𝑎𝑛 𝑥 𝑛 is the leading term and 𝑎0 is the constant term.
𝑝 (𝑥 )
A function that is rational is of the form 𝑓 (𝑥 ) = where 𝑝 (𝑥 ) and
𝑞 (𝑥)
𝑞 (𝑥) are polynomial functions and 𝑞 (𝑥) is not the zero function. The domain
of 𝑓 (𝑥 ) is the set of all values of x where 𝑞 (𝑥) ≠ 0.

What’s New

Part – time Job

Dani, is a senior high school student at the same time do a part-

time job to help his family. He makes ₱40 per hour doing an extra job at
a laundry shop and ₱60 per hour after 8 p.m. He starts his job at 1 p.m.
How does he earn in 7 hours work? If he is paid P60 after 8 p.m., how
much does he get in ten hours?

31
 What is It

Problem Solving

Problem-solving is essential in the application of concepts in learning

mathematics. It trains every learner to be critical thinkers. It involves the
translation of word statements into mathematical expressions or equations.

Example 1. The owner of a small restaurant can prepare a particular meal at

a cost of ₱100. He estimates the menu price to be ₱150. If we let
x be the number of customers and ¾ of them ordered that meal,
express his day revenue, total cost, and profit on this meal as
functions of x.

Answer: Given:
Cost price of the meal = ₱100
Selling price = P150
Number of customers = x
Number of customers who ordered the meal = 0.75x
Mathematical Equations:
1 day revenue= customers who ordered the meal ⋅ selling price
= (0.75x)(150)= 112.5x
Total cost = meal costs ⋅ customers who ordered the meal
= 100 ⋅ 0.75x
= 75x
Profit = 1 day revenue - Total cost
= [112.5x]- [75𝑥 ] , therefore,

𝑷 (𝒙 ) = [112.5x]- [75𝑥 ]

Example 2. If Davao City to Cagayan de Oro is around 259 kilometers,

a. how long will it take you to get to Cagayan de Oro if your average
speed is 40 kilometers per hour?
b. construct a function (v), where v is the speed of travel, that describes
the time it takes to drive from Davao City to Cagayan de Oro.

32
Answer:
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 259
a. Distance is equal to speed times time. So time t = = = 6.475.
𝑠𝑝𝑒𝑒𝑑 40
It is approximately 6 hours to travel from Davao City to Cagayan de
Oro at an average speed of 40 kilometers per hour.

b. Since time is the quotient of distance and speed, we can write out
𝑑
the function as 𝑡 (𝑠) = 𝑠 . The distance is fixed at 259 km so the final
𝟐𝟓𝟗
function we have is 𝒕 (𝒔) = .
𝒔

What’s More

Read and analyze the given problems. Solve for what is required.

1. The budget of a company is split evenly among its various departments.

If they have an annual budget of ₱600,000.00,

(a) construct a function 𝑀 (𝑛) which would show the amount of

money each of the n number of departments would receive;

(b) if there are eight departments, how much is the share of each?

5𝑡
2. Let 𝐶 (𝑡) = 𝑡 2 +4 be the function that describes the concentration of a
certain medicine to a mixture over time t.

(a) What is C(0)?

(b) Construct a table of values when t is equal to 0, 1, 2, 3, 4, and

5.

33
 What I Have Learned

Solving word problems is the application of concepts in learning

mathematics. It involves the translation of word statements into
mathematical expressions or equations. It is a manipulation of mathematical
operations and symbols in solving problems.

What I Can Do

Solve Real World Problems

Miss Yasmin has money in a bank amounting to ₱250,000.00. She plans

to withdraw the amount and invest it. Now she has to choose from the three options:
A. With a 15% return of investment
B. With a12.5% return of investment
C. With a 7% return of investment

If she has decided to invest half of her money to option B, how much of the
remaining amount will be invested in options A and C to realize a projected
return of ₱30,375 from these three options?

34
 Assessment

Solve each given problem. Show your complete solution.

1. In a piano, the relationship between the frequency f of vibration of
air is inversely proportional to the length L of the pipe. Suppose that
the frequency of vibration in an 18-foot pipe is 48 vibrations per
second. Express f as a function of L.
2𝑡
2. Suppose that 𝐶 (𝑡) = ( in mg/mL) represents the concentration
𝑡 2 +2
of a solution in a cylinder t hours after it was mixed with water.
Construct a table of values for 𝐶 (𝑡) for t = 1, 3, 6, 10.

Additional Activities

Simple Interest Problem

1. Mrs. John deposited ₱50,000 in a bank that paid her ₱1,750 simple
interest for one year. What is the rate of interest for this deposit?

2. How much should Ma’am Mazey deposit in 5% simple interest

paying bank to earn ₱24,500 for one year?

35
 36
Additional Activities Assessment
1. Since f is inversely proportional to L,
𝑘
𝐼 1,750 then 𝑓 = , where k is the constant
1. I = Prt, r = , r= 𝐿
𝑃𝑡 (50,000)(1) of proportionality. If L = 18 then f =
= 0.035 or 3.5%, the rate of interest 𝑘
48. Thus, 48 = ,k = 864. Thus, the
18
864
𝐼 24,500 function 𝑓 (𝐿) = represents f as a
2. I = Prt, P = ,P= 𝐿
𝑟𝑡 (0.05)(1) function of L.
= 490,000
2.
She should invest P490,000.
1 3 6 10
2 6 6 10
3 11 19 51
What's More What I Know
600,000
1. a. 𝑀 (𝑛) = 1. 29
𝑛
2. -1
600,000 3. -13
𝑏. 𝑀 (8) = = 75,000, each department’s share
8 4. -78
11
5. -
14
5(0) 2𝑥−4
2. 𝑎. 𝑐 (0) = =0 6.
02 +5 𝑥
1
b. 7.
1−𝑥
8. 9x2 - 12x + 4
0 1 2 3 4 5 9. 3x2- 2
0 1 5 15 1 25
4 13 29
Answer Key
 37
What I Can Do
Answer:
Let x be the amount invested in option A. So,
1
(250,000) – 125,000 amount invested at option B;
2
125,000 – x amount invested in option C.
Option Amount Invested Projected Returns
A x 0.15x
B 125,000 0.125 (125,000)= 15,625
C 125,000 - x 0.07(125,000 – x) = 8,750- 0.07x
Total Returns 30,375
15, 625 + 0.15x + (8,750 – 0.07x) = 30, 375
0.15x – 0.07x = 30, 375 - 15, 625 - 8,750
0.08x = 6,000
x = 75,000
Hence, the amount invested at each of the three options is as follows:
A. ₱75,000 with a return of ₱11,250.
B. ₱125,000 with a return of ₱15,625.
C. ₱50,000 with a return of ₱8,750.
References

Verzosa, Debbie Marie B.; Apolinario, Paolo Luis; Tresvalles, Regina M.;
Infante, Francis Nelson M.; Sin, Jose Lorenzo M.; Garces, Len Patrick
M.; General Mathematics Learner’s Material, Functions, First Edition,
2016

Obias – Aoanan, Grace; Pidor- Plarizan, Ma. Lourdes; Tabay- Regidor, Beverly;
Carupo- Simbulas, Lolly Jean, “General Mathematics for Senior High
School”,Functions and their Graphs, 2016

https://www.math-only-math.com/algebraic-expression.html

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39