General Mathematics

Lesson 1: Functions
References:
[1] Aoanan, et. al (2019). General Mathematics for Senior High School. C&E Publishing, Inc.
[2] Verzosa, et. al. General Mathematics. CHED, 2016.
Objectives
You will learn how to
1. represent real-life situations using functions, including piece-wise
functions;
2. evaluate a function;
3. perform addition, subtraction, multiplication, division, and
composition of functions;
4. solve problems involving functions.
In Grade 8, you learned about functions and relations:
Relations Functions
A relation is any set of ordered pairs. A function is a special relation such that every first element
𝐴 = { 𝑥1 , 𝑦1 , 𝑥2 , 𝑦2 , 𝑥3 , 𝑦3 , ⋯ , 𝑥𝑛 , 𝑦𝑛 } is paired to a unique second element.

The first elements (or the 𝑥-values) of the ordered pairs in A function is a set of ordered pairs 𝑥, 𝑦 such that no two
a relation may repeat and may have different second ordered pairs have the same 𝑥-value but different 𝑦-values.
elements (or 𝑦-values).
All functions are relations. But, not all relations are functions. If a set of ordered pairs has ordered pairs with the same
𝑥-values but different 𝑦-values, that set is just a relation, not a function.
Encircle the items below that contain a function. Box the items that contain mere relations. Some items are done for you.
1. { 𝑎, 1 , 𝑏, 1 , 𝑐, 2 , 𝑑, 2 , 𝑒, 3 } 5. {(-1, 0), (1, 0), (-2, 0), (2, 0), (-3, 0), (3, 0)}
2. {(Gerald, Kim), (Gerald, Maja), (Gerald, Bea)} 6. {(Tagbilaran, Bohol), (Legazpi, Albay), (Tiwi, Albay)}
3. {(Joy, Natoy), (Jane, Natoy), (Jake, Natoy)} 7. {(-1/3, 1/3), (-2, 2), (0, 0), (-1, 1), (-2/3, 2/3)}
4. {(2, 4), (3, 6), (4, 8), (5, 10), (6, 12)} 8. {(4, 2), (25, -5), (0, 0), (4, -2), (25, 5)}
**The set in Item 1 is a function because none of the first elements in each ordered pair repeats. It does not matter if the
second elements repeat.
**The set in Item 8 is a mere relation since 4 is repeated as a first element and is paired with 2 and -2.
Also, 25 is paired with 5 and -5.
 Relations can be represented as mappings. The domain (set of the first elements or x-values) is contained in the first
oval while the range (set of second elements or y-values) is contained in the second oval. Arrows are drawn from each x-value
towards a particular y-value, depending on how the elements are paired.
Draw the mapping of the relations described in the previous slide. If the mapping describes a function, write “function”
below the mapping. Otherwise, write “mere relation”. Items 1 and 8 are done for you.
1. 2. 3. 4.

Function
5. 6. 7. 8.

Mere Relation
Graphs of relations vs. Graphs of functions
We use the Vertical Line Test to check if a graph is that of a function or a mere relation. The graph of a relation
intersects with a vertical line at more than one point; the graph of a function intersects with any vertical line at only one point;

Relation Function
Functions as Mathematical Models
Function Graph
Polynomial
𝑓 𝑥 = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎3 𝑥 3 + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 Explore in desmos.com
function

Constant 𝑓 𝑥 = 𝑎0 ;
function Ex. 𝑓 𝑥 = 10; 𝑔 𝑥 = −3; ℎ 𝑥 = 2𝜋; 𝑗 𝑥 = −2 2

Linear 𝑓 𝑥 = 𝑎1 𝑥 + 𝑎0 (You know this better as 𝑦 = 𝑚𝑥 + 𝑏)

2 𝑥
function Ex. 𝑓 𝑥 = 2𝑥 − 1; 𝑔 𝑥 = − 3 𝑥 + 𝜋; ℎ 𝑥 = −4
2 2
Quadratic 𝑓 𝑥 = 𝑎2 𝑥 + 𝑎1 𝑥 + 𝑎0 (You know this better as 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐)
1
function Ex. 𝑓 𝑥 = 2𝑥 2 + 3𝑥 − 2; 𝑔 𝑥 = −3𝑥 2 + 2 𝑥 − 5; ℎ 𝑥 = 𝑥2 − 1

Cubic 𝑓 𝑥 = 𝑎3 𝑥 3 + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 (or 𝑦 = 𝑎𝑥 3 + 𝑏𝑥 2 + 𝑐𝑥 + 𝑑)
function Ex. 𝑓 𝑥 = −𝑥 3 + 3𝑥 2 − 5𝑥 + 10𝑥 − 1; 𝑔 𝑥 = 2𝑥 3 ; ℎ 𝑥 = 8𝑥 3 − 27

𝑓1 (𝑥) for a particular interval

0 if 𝑥 ≤ −1
Piecewise 𝑓 𝑥 for a particular interval
𝑓 𝑥 = 2 Ex. 𝑓 𝑥 = 1 ቐ𝑥 3 if − 1 < 𝑥 ≤ 3
function ⋮
7𝑥 − 1 if 𝑥 > 3
𝑓3 𝑥 for a particular interval
Functions as Mathematical Models
Function Graph
𝑓 𝑥 = any expression in terms of 𝑥
Radical Explore in Desmos
function 𝑥2 (desmos.com)
Ex: 𝑓 𝑥 = 𝑥 − 1; 𝑔 𝑥 = 16 − 𝑥 2 ; ℎ 𝑥 =
1−𝑥

𝑝(𝑥) 𝑥−2 𝑥−1

Rational 𝑓 𝑥 = Ex: 𝑓 𝑥 = ; 𝑔 𝑥 = 2 Explore in Desmos
function 𝑞(𝑥) 2𝑥+1 𝑥
where 𝑝(𝑥) and 𝑞(𝑥) are polynomial functions; and 𝑞 𝑥 ≠ 0.

Exponential 𝑓 𝑥 = 𝑏𝑥 Ex. 𝑓 𝑥 = 3𝑥 ; 𝑔 𝑥 = 𝑒 𝑥 Explore in Desmos

function where 𝑏 is any positive real number except 1.

Logarithmic 𝑓 𝑥 = log 𝑏 𝑥 Ex. 𝑓 𝑥 = log 4 𝑥; 𝑔 𝑥 = ln 𝑥 Explore in Desmos

function where 𝑏 is any positive real number except 1 and 𝑥 > 0.

Trigonometric 𝑓 𝑥 = sin 𝑥 ; 𝑔 𝑥 = cos 𝑥 ; ℎ 𝑥 = tan 𝑥; Explore in Desmos

function 𝑗 𝑥 = cot 𝑥 ; 𝑘 𝑥 = sec 𝑥 ; 𝑚 𝑥 = csc 𝑥
Evaluation of Functions (pp. 31-32)
Functions can be evaluated at particular values of 𝑥. Evaluation is done
through direct substitution.
1. Evaluate 𝑓 𝑥 = 2𝑥 4 + 𝑥 3 − 2𝑥 2 + 5𝑥 − 7 at the following values of 𝑥:
𝑥 = −1 𝑥=0 𝑥=2 𝑥 = −2
𝑓 −1 = 2 −1 4 + −1 3 𝑓 0 =2 0 4+ 0 3 𝑓 2 =2 2 4+ 2 3 𝑓 −2 = 2 −2 4 + −2 3
−2 −1 2 + 5 −1 − 7 −2 0 2 + 5 0 − 7 −2 2 2 + 5 2 − 7 −2 −2 2 + 5 −2 − 7
= −𝟏𝟑 = −𝟕 = 𝟑𝟓 = −𝟏

2. Evaluate 𝑓 𝑥 = 𝑥 2 + 2𝑥 − 1 at the following values of 𝑥:

𝑥=2 𝑥 = −2 𝑥 = −𝑎 𝑥 =𝑎+ℎ
2 2
𝑓 2 = 2 +2 2 −1 𝑓 −2 = −2 + 2 −2 − 1 𝑓 −𝑎 = −𝑎 2 + 2 −𝑎 − 1 𝑓 𝑎 + ℎ = 𝑎 + ℎ 2
=𝟕 = −𝟏 = 𝒂𝟐 − 𝟐𝒂 − 𝟏 +2 𝑎 + ℎ − 1
= 𝒂 + 𝟐𝒂𝒉 + 𝒉𝟐
𝟐

+𝟐𝒂 + 𝟐𝒉 − 𝟏
Evaluation of Functions
For piecewise functions, identify first the interval of the domain where the
value of 𝑥 belongs. Then, evaluate the function using the piece of the function that
corresponds to the interval where it is found.

𝑥 + 3 if 𝑥 < −3
3. Evaluate 𝑓 𝑥 = ቐ2𝑥 − 1 if − 3 ≤ 𝑥 ≤ 5 at the following values of 𝑥:
𝑥 2 − 1 if 𝑥 > 5

𝑥 = −4 𝑥=0 𝑥=6 𝑥 = −3
Since −4 < −3, Since −3 ≤ 0 ≤ 5, Since 6 > 5, 𝑥 = −3 is found in the
𝑥 = −4 belongs to the first 𝑥 = 0 belongs to the second 𝑥 = 6 belongs to the third second interval because of
interval. We shall use 𝑥 + 3 interval. We shall use 2𝑥 − 1 interval. We shall use 𝑥 2 − 1 the ≤ symbol. We shall use
in finding 𝑓 −4 . in finding 𝑓 0 . in finding 𝑓 6 . 2𝑥 − 1 in finding 𝑓 −3 .
𝑓 −4 = −4 + 3 = −𝟏 𝑓 0 = 2 0 − 1 = −𝟏 𝑓 6 = 6 2 − 1 = 𝟑𝟓 𝑓 −3 = 2 −3 − 1 = −𝟕
Practice
Evaluate the following according to the given conditions (pp. 33-36)
1. 𝑓 𝑥 = 3𝑥 − 5 1 when 𝑥 = 2
when 𝑥 = 3

2. 𝑔 𝑥 = 𝑥(𝑥 + 1)(𝑥 − 3)(𝑥 + 5) when 𝑥 = 2 when 𝑥 = −1

3. ℎ 𝑥 = 𝑥 3 − 2𝑥 2 + 6𝑥 − 8 when 𝑥 = −1 1
when 𝑥 = 4

3𝑥 + 2 if 𝑥 < 2 when 𝑥 = 2 when 𝑥 = 10

4. 𝑘 𝑥 = ቐ 5 if 2 ≤ 𝑥 < 7
3
𝑥 − 1 if 𝑥 ≥ 7

25 if 𝑥 < 5 when 𝑥 = 0 when 𝑥 = 5

5. 𝑘 𝑥 = ቊ
3𝑥 − 25 if 𝑥 ≥ 5
Operations on Functions (pp.39-44)
We can add, subtract, multiply, divide two or more functions.
We can also compose functions. This is a new operation that you’ll learn.
Let 𝑓(𝑥) and 𝑔(𝑥) be two functions defined in their respective domains.
These functions can be combined to form a new function defined as follows:

Addition: (𝑓 + 𝑔)(𝑥) = 𝑓 𝑥 + 𝑔(𝑥), for all 𝑥 in the domain of 𝑓 and 𝑔.

Subtraction: (𝑓 − 𝑔)(𝑥) = 𝑓 𝑥 − 𝑔(𝑥), for all 𝑥 in the domain of 𝑓 and 𝑔.
Multiplication: (𝑓𝑔)(𝑥) = 𝑓 𝑥 𝑔(𝑥), for all 𝑥 in the domain of 𝑓 and 𝑔.
𝑓 𝑓 𝑥
Division: (𝑥) = , for all 𝑥 in the domain of 𝑓 and 𝑔; and 𝑔 𝑥 ≠ 0.
𝑔 𝑔(𝑥)
Composition: 𝑓 ∘ 𝑔 𝑥 = 𝑓(𝑔 𝑥 ).
We compose the function 𝑓 with 𝑔 of 𝑥.
Here, the output of function 𝑔 becomes the input for function 𝑓.
Operations on Functions (pp.39-44)
Given the functions 𝑓 𝑥 = 𝑥 − 1 and 𝑔 𝑥 = 𝑥 2 + 𝑥 − 2, find:

𝑓
(𝑓 + 𝑔)(𝑥) (𝑓 − 𝑔)(𝑥) (𝑓𝑔)(𝑥) (𝑥) (𝑓 ∘ 𝑔)(𝑥)
𝑔
𝑓+𝑔 𝑥 𝑓−𝑔 𝑥 =𝑓 𝑥 −𝑔 𝑥 𝑓𝑔 𝑥 = 𝑓 𝑥 𝑔 𝑥 𝑓 𝑓 𝑥 𝑓 ∘ 𝑔 𝑥 = 𝑓(𝑔 𝑥 )
=𝑓 𝑥 +𝑔 𝑥 = 𝑥 − 1 − 𝑥2 + 𝑥 − 2 = 𝑥 − 1 𝑥2 + 𝑥 − 2 𝑥 = The input for the function
𝑔 𝑔(𝑥)
= 𝑥 − 1 + 𝑥2 + 𝑥 − 2 Distribute the negative sign: Multiply term by term: 𝑥−1 𝑓 is 𝑔 𝑥 . So, 𝑥 − 1
Combine like terms to get: = 𝑥 − 1 − 𝑥2 − 𝑥 + 2 = 𝑥 3 + 𝑥 2 − 2𝑥 = 2 becomes:
𝑥 +𝑥−2
= 𝒙𝟐 + 𝟐𝒙 − 𝟑 Combine like terms: −𝑥 2 − 𝑥 + 2 Factor the denominator: = 𝑔(𝑥) − 1
= −𝒙𝟐 + 𝟏 Combine like terms: 𝑥−1 Replace 𝑔(𝑥) with its
= 𝒙𝟑 − 𝟑𝒙 + 𝟐 = equivalent expression:
(𝑥 − 1)(𝑥 + 2)
Cancel common factors: = 𝑥2 + 𝑥 − 2 − 1
𝟏 Combine like terms:
= = 𝒙𝟐 + 𝒙 − 𝟑
𝒙−𝟐

Note:
While 𝑓 + 𝑔 𝑥 = 𝑔 + 𝑓 𝑥 and 𝑓𝑔 𝑥 = 𝑔𝑓 𝑥 , it may not always be true for
the other operations. That is,
𝑓 𝑔
𝑓 − 𝑔 𝑥 ≠ (𝑔 − 𝑓)(𝑥), 𝑥 ≠ (𝑥), and 𝑓 ∘ 𝑔 𝑥 ≠ (𝑔 ∘ 𝑓)(𝑥).
𝑔 𝑓
Operations on Functions (pp.39-44)
Given the functions 𝑓 𝑥 = 𝑥 − 1 and 𝑔 𝑥 = 𝑥 2 + 𝑥 − 2, find:
𝑔
(𝑔 − 𝑓)(𝑥) (𝑥) (𝑔 ∘ 𝑓)(𝑥)
𝑓 Notice that we got different
𝑔−𝑓 𝑥 𝑔 𝑔 𝑥 𝑔∘𝑓 𝑥 =𝑔 𝑓 𝑥 answers compared to the ones
=𝑔 𝑥 −𝑓 𝑥 (𝑥) =
𝑓 𝑓 𝑥 The input for the function we have in the previous slide.
= 𝑥 2 + 𝑥 − 2 − (𝑥 − 1) 2
𝑥 +𝑥−2 𝑔 is 𝑓 𝑥 . So, 𝑥 2 + 𝑥 − 2 becomes:
Distribute the negative sign: = = 𝑓(𝑥) 2 + 𝑓(𝑥) − 2
𝑥−1 So, be extra careful. Write the
= 𝑥2 + 𝑥 − 2 − 𝑥 − 1 Factor the numerator: Replace𝑓(𝑥) with its equivalent
Combine like terms to get: (𝑥 + 2)(𝑥 − 1) expression: definition properly at the start
= 𝒙𝟐 − 𝟑 = = 𝑥−1 2+ 𝑥−1 −2 of your solutions so that you
𝑥−1
Cancel common factors: Expand and combine like terms: won’t get confused.
=𝒙+𝟐 = 𝑥 2 − 2𝑥 + 1 + 𝑥 − 1 − 2
= 𝒙𝟐 − 𝒙 − 𝟐
Practice
Given the functions 𝑓 𝑥 = 5𝑥 + 1, 𝑔 𝑥 = 5𝑥 − 1, and
ℎ 𝑥 = 10𝑥 2 + 13𝑥 − 3, find:

1. (𝑓 + 𝑔)(𝑥)

2. (ℎ − 𝑔)(𝑥)

3. (𝑓𝑔)(𝑥)

ℎ
4. 𝑥
𝑔

𝑔
5. (𝑥)
ℎ
Practice
Given the functions 𝑓 𝑥 = 𝑥 2 − 2𝑥, 𝑔 𝑥 = 5𝑥 − 2, and
ℎ 𝑥 = 𝑥 + 2, find:

1. (𝑓 ∘ 𝑔)(𝑥)

2. (𝑔 ∘ 𝑓)(𝑥)

3. (𝑓 ∘ ℎ)(𝑥)

4. ℎ ∘ 𝑔 𝑥

5. ℎ ∘ 𝑓 (𝑥)
Evaluation of Functions (pp.47-48)
Given the functions 𝑓 𝑥 = 𝑥 2 − 3𝑥 − 4, 𝑔 𝑥 = 2𝑥 2 + 5𝑥 + 2,
and ℎ 𝑥 = 2𝑥 2 − 5𝑥 − 3, find:

1. (𝑓 + 𝑔)(−1) = 𝑓 −1 + 𝑔(−1) = −1 2 − 3 −1 − 4 + [2 −1 2 + 5(−1) + 2] = −1

2. (𝑔 − 𝑓)(4)

3. (𝑓𝑔)(4)
2 2
1 1 1 1 1 1 1
4. 𝑔ℎ =𝑔 ℎ = 2 +5 +2 2 −5 −3 = −25
2 2 2 2 2 2 2
ℎ
5. (3)
𝑔
Evaluation of Functions (pp.47-48)
2
Given the functions 𝑓 𝑥 = 3𝑥 − 5, 𝑔 𝑥 = 𝑥 2, and ℎ 𝑥 = , find:
𝑥

6. (𝑓 ∘ 𝑔)(−1)

1 1
1 1 Note: 𝑓 =3 − 5 = −4
7. 𝑔 ∘ 𝑓 =𝑔 𝑓 3 3 = 16
3 3 = 𝑔 −4 = −4 2
1
8. 𝑓 ∘ ℎ
6

1
9. ℎ ∘ 𝑔 2

2 2
2 Note: 𝑓 =3 − 5 = −3
2 3 3 2
10. ℎ ∘ 𝑓 =ℎ 𝑓 2 =−
3 3 = ℎ −3 = 3
(−3)
Problem Solving (pp.49-54)

Mathematical models allow us to understand things that happen around us more

deeply. Our world is filled with patterns, repeating numbers, and predictable motions,
behavior, or phenomena that scientists and experts meticulously study. The results of these
studies serve as a guide for decision-makers.
A very apt example of this is the effort that our experts from UP and the Ateneo
exert just to provide sound predictions of the number of COVID cases. We may not fully
understand how they arrive at such numbers since they employ highly advanced
mathematics in their computations, it suffices to realize for now that the heart of it all is the
idea of functions.
It is in the predictive power of functions - the idea of a variable that is dependent on
one or more factors or parameters - that makes “functions” a concept worth studying.
Let’s look into a few simple scenarios where the idea of functions can be applied.
1. Mae sews face masks that she sells for Php 35 each. She did her costing
and she found out that she actually shells out Php15 to produce one
mask. Can you help her set up a function that computes her net profit
when she sells 𝑥 pieces of face masks? Call this function 𝑃(𝑥). If her goal
is to earn Php 5,000 net profit, how many face masks should she sell?

Solution:
Since she sells each mask for Php35 but Php15 is considered capital,
𝑃 𝑥 = 20𝑥 then her net profit apiece is Php20.

To answer the second question, let 𝑃 𝑥 = 5,000. Then, solve for 𝑥.

5000 = 20𝑥
5000 𝑥
=
20 20
250 = 𝑥 Mae must be able to sell 250 face masks to reach her goal.
2. One hundred meters of fencing is available to
enclose a rectangular area next to a river as
shown in the figure. Give a function 𝐴(𝑥)
that can represent the area that can be
enclosed, in terms of 𝑥.
Solution:
We need to rewrite 𝑦 in terms of 𝑥.
𝐴𝑟𝑒𝑎 = 𝑥𝑦
Since 100m of fencing is available, we know that this goes
2𝑥 + 𝑦 = 100 around the enclosure which implies that 100m is the
𝑦 = 100 − 2𝑥 perimeter. But, one side is right next to the river. So, the
perimeter is just 2𝑥 + 𝑦 instead of 2𝑥 + 2𝑦.

𝐴𝑟𝑒𝑎 = 𝑥 100 − 2𝑥 Substitute 𝑦 with the equivalent expression in 𝑥.

= 100𝑥 − 2𝑥 2
3. A user is charged Php 300 monthly for a particular mobile plan, which
includes 100 free text messages. Messages in excess of 100 are charged
Php 1 each. Represent the amount a consumer pays each month as a
function of the number of messages 𝑚 sent in a month. How much will a
consumer pay if s/he exceeds twice the allotment for text messages?
Solution:
Let 𝑡 𝑚 represent the amount paid by the consumer each month. It can
be expressed by the piecewise function
Note that one still pays Php 300 even if no message
300 if 0 ≤ 𝑚 ≤ 100 is sent. The charge is constant at Php300 as long
𝑡 𝑚 =൜ as one doesn’t go beyond 100.
300 + (𝑚 − 100) if 𝑚 > 100
The second piece represents the amount one pays
when one sends more than 100 messages. The
excess number of texts is 𝑚 − 100.

𝑡 300 = 300 + 200

= 500 The number of excess text messages is 200. This implies that 𝑚 − 100 = 200.
We evaluate the function using the second piece, with 𝑚 = 300.