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@ ©
General
Mathematics General Mathematics
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the govemment agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties,
Borrowed materials (.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from th
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them,
Published by the Department of Education
Secretary: Leonor Magiolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Rey Mark R. Queario
Editors: Elizabeth B. Dizon, Anicia J, Villaruel, Roy O. Natividad
Reviewers: Fritz A. Caturay, Necitas F. Constante, Dexter M, Valle
Illustrator: Dianne C. Jupiter
Layout Artist: Noe! Rey T. Estuita
Management Team: Wifredo E. Cabral, Job S. Zape Jr. Elaine T.
Balaogan, Hermogenes M. Panganiban, Babylyn M. Pambid,
Josephine T. Natividad, Anicia J. Villaruel, Dexter M. Valle
Department of Education - Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: _regionda@deped.gov.ph Senior High School
General Mathematics
Functions Introductory Message
For the facilitator:
Welcome to Grade 11 General Mathematics Alternative Delivery Mode (ADM) Module
on Functionst
‘This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the learners to meet the standards set by the K to
12 Curriculum while overcoming the learners’ 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
cquire the needed 21st century skills while taking into consideration their
needs and circumstances.
them
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.
For the learner:
Welcome to Grade 11 General Mathematics 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
What I Know
What's In
What's New
What is It
What's More
What I Have Learned
What I Can Do
Assessment
Additional Activities
‘This will give you an idea of the skills or
competencies you are expected to lear in the
module.
‘This part includes an activity that aims to check
what you already know about the lesson to take.
Ifyou get all the answers correct (100%), you may
decide to skip this module.
‘This is a brief drill or review to help you link the
current lesson with the previous one.
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.
‘This section provides a brief discussion of the
lesson. Tais aims to help you discover and
understand new concepts and skills.
‘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.
‘This includes questions or_—_blank
sentence paragraph to be filled in to process what
you learned from the lesson,
This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.
‘This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
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.
‘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.
Observe honesty and integrity in doing the tasks and checking your answers.
Finish the task at hand before proceeding to the next.
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! &) What I Need to Know
This module was designed and written with you in mind. It is he
to help you master
the key concepts of functions specifically on representing functions in real life
situations. The scope of this module permits it to be used in many different learning
‘uations. 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,
After going through this module, you are expected to:
1, recall the concepts of relations and functions;
2. define and explain functional relationship as a mathematical model of
situation; and
represent real-life situations using functions, including piece-wise function,
(4) What I Know
Before you proceed with this module, let’s assess what you have already know about
the lesson.
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
Paper.
1, What do you calll a relation where each element in the domain is related to only
one value in the range by some rules?
a. Function c. Domain
b. Range d. Independent
2. Which of the following relations is/are function/s?
a. x= {(1,2), (3,4), (1,7), (519
b. g = (3,2), (2,1), (8,2), (5,7)}
c. h= (4,1), (2,3), (2, 6), (7, 2)
dy = {(2,9}, (3,4), (9,2), (6,7)}
Md In a relation, what do you call the set of x values or the input?
a. Piecewise c. Domain
b. Range d. Dependent
What is the range of the function shown by the diagram?
a. Rs, 2, 1)
b. Rif, b}
c. Ri, 2, 1, a, b}
4. Ryall real numbers}
. Which of the following tables represent a function?
T T 0
¥ 4 5 6 7
» x 1 1 3 0
¥ 0 3 0 z
« = T 2 T 2
¥ 2 2 a
4 x o “T 3 2
y 3 4 5
. Which of the following real-life relationships represent a function?
a. The rule which assigns to each person the name of his aunt.
b. The rule which assigns to each person the name of his father.
c. The rule which assigns to each cellular phone unit to its phone number.
d. The rule which assigns to each person a name of his pet.
Which of the following relations is NOT a function?
a. The rule which assigns a capital city to each province.
b. The rule which assigns a President to each country
c. The rule which assigns religion to each person.
d. The rule which assigns tourist spot to each province.
A person is earning P500.00 per day for doing a certain job. Which of the following
expresses the total salary Sas a function of the number n of days that the person
works?
a, S(n) = 500 +n
b. Sqn) = 2
©. (7) = 500n
4. S(n) = 500 -n For number 9 - 10 use the problem below.
Johnny was paid a fixed rate of P 100 a day for working in a Computer Shop and an
additional P5.00 for every typing job he made.
9. How much would he pay for a 5 typing job he made for a day?
a. P55.00
b. PI75.50
©. P125.00
4. P170.00
10.Find the fare function ffx) where x represents the number of typing job he made
for the day.
a. f(x) = 100 + 5x
b. f(x) = 100 - 5x
©. F(x) = 100x
100
4. f@) =
For number 11 - 12 use the problem below.
A jeepney ride in Lucena costs P 9.00 for the first 4 kilometers, and each additional
kilometers adds P0.75 to the fare. Use a piecewise function to represent the
jeepney fare F in terms of the distance d in kilometers.
v= (¢———
ul
a. F(d)=(9if0>d<4
(9if0zd>4
a. F(d)=(if0d<4
b. Fd) = (@ +075) if d>4
{Q+O7S)ifd<4
{9 +0.75(n) if d>4
For number 13 - 15 use the problem below.
Under a certain Law, the first P30,000.00 of earnings are subjected to 12% tax,
earning greater than 30,000.00 and up to P50,000.00 are subjected to 15% tax, and
earnings greater than P50,000.00 are taxed at 20%, Write a piecewise function that
models this situation.
13.
t@) = 414.
15. 13.
14.
poege poop
eoge
- (2) = 0.12x if x < 30,000
tx) = 0.42x if x < 30,000
(2) = 0.128 if x > 30,000
t(x) = 0.128 if x > 30,000
t(x) = 0.15x if 30,000 < x > 50,000
t(2) = 0.15x if 30,000 < x < 50,000
t(a) = 0.15x if 30,000 < x 2 50,000
t(2) = 0.15x if 30,000 x = 50,000
t(x) = 0.20r if x > 50,000
0G) = 0.20r if x < 50,000
tx) = 0.20% if x > 50,000
(G) = 0.208 if x < 50,000 Representing Real-Life
sf Situations Using Functions
Welcome to the first lesson of your General Mathematics. This lesson will give
you the practical application of functions in a real-life scenario including the piece-
wise function. When you are in Grade 8, you already encountered relation and
function. But in this module, let's take into a deeper sense on how this topic can be
usefull in our daily life. Are you all ready?
What’s In
Before we proceed in representing real-life scenario using function, let’s go back to
where we start. What have you remembered about relations and functions?
A relation is any set of ordered pairs. The set of all first elements of the ordered
pairs is called the domain of the relation, and the set of all second elements is called
the range.
A function is a relation or rule of correspondence between two elements (domain
and range) such that each element in the domain corresponds to exactly one element
in the range.
To further understand function, let’s study the following,
Given the following ordered pairs, which relations are functions?
A= {(1,2), (2,3), (8,4), (4,5)
B=(3
C= {(1,0), (0, 1, 1,0), (0,-1)}
D= {a,b}, (b, ©}, (c,d), (a,d}}
3), (4,4), (5,5), (6,6)
You are right! The relations A and B are functions because each element in the
domain corresponds to a unique element in the range. Me
are not functions because they contain ordered pairs with the same domain (
and (0,-1), D = (a,b) and (a,d)}
awhile, relations C and D
0,1) How about from the given table of values, which relation shows a function?
x I 2 3 4 5 6
y 2 4 6 8 10 12
B,
x a 3 T 2 5
[ys
c,
x o =I 4
[sa oT
‘That's right! A and B are functions since all the values of x corresponds to exactly
one value of y. Unlike table C, where -1 corresponds to two values, 4 and 1
We can also identify a function given a diagram. On the following mapping
diagrams, which do you think represent functions?
Domain Range
| : - a
B. : 3
c. You are correct! The relations A and C are functions because each element in the
domain corresponds to a unique element in the range. However, B is a mere relation
and not function because there is a domain which corresponds to more than one
range,
How about if the given are graphs of relations, can you identify which are functions?
Do you still remember the vertical line test? Let's recall.
A relation between two sets of numbers can be illustrated by graph in the
Cartesian plane, and that a function passes the vertical line test.
A graph of a relation is a function if any vertical line drawn passing through the
graph intersects it at exactly one point.
Using the vertical line test, can you identify the graph/s of function?
ran ¢
Ty
B D.
Yes, that’s right! A and C are graphs of functions while B and D are not because
they do not pass the vertical line test.
In Mathematics, we can represent functions in different ways. It can be
represented through words, tables, mappings, equations and graphs.
10 Z) What’s New
We said that for a relation to become a function, the value of the domain must
correspond to a single value of the range. Let’s read some of the conversations and
determine if they can be classified as function or not
Scenario
: June and Mae are in a long-time relationship until June realized
that he wants to marry Mae.
last 7 years and
believe you are my
forever. Will you marry
Hove you too and twill,
{ promise to love you
forever, to be fathful
and loyal to you unt
‘my lest breath
Scenario 2: Kim is a naturally born Filipino but because of her eyes, many
people confused if she is a Chinese. Let’s see how she responds to her new
classmates who are asking if she’s a Chinese.
No classmate [was
born Filipino and my
parenta were also pare
iipina,
Hey classmat
5 Gra, many bave
~ said that. But my
; veins ran a pure
Hey Kim, can you teaeh HE Filipin blood
sme same Chinese
language? A
Tove Chinese, but tim
eae sory leant teach you
A because I am Filipino
Twaa born Filipino
1 ‘and wil die aa
© Filipino
4 Scenario 3: As part of their requirements in Statistics class, Andrei made a
survey on the religion of his classmates and here’s what he found out.
Andrei: Good morning classmates, as our requirement in Statistics may | know
your religion, This data will be part of my input in the survey that I am doing.
‘Ana 1: | am a Catholic.
Kevin: I am also a Catholic.
Sam: I am a member of the Iglesia ni Cristo.
Joey: lam a Born Again Christian.
Lanie: My family is a Muslim,
Jen: We are sacred a Catholic Family.
Andrei: Thank you classmates for your responses.
Reflect on thist
1. From the above conversations, which scenario/s do you think can be classified
as function?
2. State the
.on/s why or why not the above scenarios a function.
Scenario 1
Scenario 2:
Scenario 3:
What is It
Functions as representations of real-life situations
Functions can often be used to model real-life situations. Identifying an appropriate
functional model will lead to a better understanding of various phenomena
The above scenarios are all examples of relations that show function. Monogamous
marriage (e.g. Christian countries) is an example of function when there is faith and
loyalty. Let say, June is the domain and Mae is the range, when there is faithfulness
in their marriage, there will be one-to-one relationship - one domain to one range.
12 Nationality could also illustrate a function. We expect that at least a person has one
nationality. Let say Kim is the domain and her nationality is the range, therefore
there is a one-to-one relationship. Since Kim was born and live in the Philippines,
she can never have multiple nationalities except Filipino. (Remember: Under RA 9225
only those naturally-born Filipinos who have become naturalized citizens of another
country can have dual citizenship. This is not applicable to Kim since she was born
in the Philippines and never a citizen of other country.)
Religion is also an example of function because a person can never have two religions.
Inside the classroom, three classmates said that they are Catholic. This shows a
many-to-one relationship. Classmates being the domain and religion being the range
indicate that different values of domain can have one value of range. One-to-one
relationship was also illustrated by the classmates who said that they are Born
Again, Muslim and Iglesia ni Cristo - one student to one religion.
Can you cite other real-life situations that show functions?
The Function Machine
Function can be illustrated as a machine where there is the input and the output.
When you put an object into a machine, you expect a product as output after the
process being done by the machine. For example, when you put an orange fruit into
a juicer, you expect an orange juice as the output and not a grape juice. Or you will
never expect to have two kinds of juices - orange and grapes.
INPUTS
OUPUTS
13 You have learned that function can be represented by equation. Since output {y) is
dependent on input (x), we can say that y is a function of x. For example, if function
machine always adds three (3) to whatever you put in it. Therefore, we can derive an
equation of x + 3 = y or f(x) = xt 3 where f(x) = y.
Let's try the following real-life situation.
A. If height (H) is a function of age (a), give a function H that can represent the
height of a person in age, if every year the height is added by 2 inches.
Solution:
Since every year the height is added by 2 inches, then the height
function is H(a) =2 +a
B. If distance (Dj is a function of time (9, give a function D that can represent
the distance a
r travels in ¢ time, if every hour the car travels 60
kilometers.
Solution:
Since every hour, the car travels 60 kilometers, therefore the distance
function is given by D(t) = 60¢
C. Give a function B that can represent the amount of battery charge of a
cellular phone in h hour, if 12% of battery was loss every hour.
Solution:
Since every hour losses 12% of the battery, then the amount of
battery function is B(R) = 100 - 0.12h
D. Squares of side x are cut from each corner of a 10 in x 8 in rectangle, so that
its sides can be folded to make a box with no top. Define a function in terms
of x that can represent the volume of the box.
Solution:
‘The length and width of the box are 10 - 2x and 8 - 2x, respectively. Its
height is x. Thus, the volume of the box can be represented by the function,
V(x) = (10 — 2x)(8 — 2x)(x) = 80x — 36x? + 4x3
14 Piecewise Functions
‘There are functions that requires more than one formula in order to obtain the given
output. There are instances when we need to describe situations in which a rule or
relationship changes as the input value crosses certain boundaries. In this case, we
need to apply the piecewise function,
A piecewise function is a function in which more than one formula is used to define
the output. Each formula has its own domain, and the domain of the function is the
union of all these smaller domains. We notate this idea like this:
(formula 1 ifx is in domain 1
10) = fa 2 in domain 2
{formula 3 ifx is in domain 3
Look at these examples!
A.A user is charged P250.00 monthly for a particular mobile plan, which
includes 200 free text messages. Messages in excess of 200 are charged ?1.00
each. Represent the monthly cost for text messaging using the function t(m),
where m is the number of messages sent in a month.
Answer:
J For senting messages of not exceeding 200
coy = {250 1f 0 = 200
~~ (250 + m) if m > 200 In case the messages sent were more than 200
B. Acertain chocolate bar costs P50.00 per piece. However, if you buy more than
5 pieces they will mark down the price to P48.00 per piece. Use a piecewise
function to represent the cost in terms of the number of chocolate bars bought.
Answer: For buying 5 chocolate bars or less
if 0 5 For buying more than 5 chocolate bars
C. The cost of hiring a catering service to serve food for a party is 250.00 per
head for 50 persons or less, P200.00 per head for 51 to 100 persons, and
P150.00 per head for more than 100. Represent the total cost as a piecewise
function of the number of attendees to the party. Answer:
J Cost for a service to at least 50 persons
250 ifn <50
©) What’s More
Read each situation carefully to solve each problem. Write your answer on a
separate sheet of your paper.
Independent Practice 1
1. A person is earning 750.00 per day to do a certain job. Express the total salary
Sas a function of the number n of days that the person works.
Answer:
S(n) = (Hint: Think of the operation needed in order to
obtain the total salary?)
2, Xandria rides through a jeepney which charges P 8.00 for the first 4 kilometers.
and additional P0.50 for each additional kilometer. Express the jeepney fare (F)
as function of the number of kilometers (d) that Xandria pays for the ride.
Answer:
F(a) (Hint: Aside from the usual fare charge, don't
forget to include in the equation the additional
fare charge for the exceeding distance)
Independent Assessment 1
1. Acomputer shop charges P15.00 in every hour of computer rental. Represent your
computer rental fee (R) using the function R(t) where t is the number of hours you
spent on the computer.
Answer:
2. Squares of side a are cut from each corner of a 8 in x 6 in rectangle, so that its
sides can be folded to make a box with no top. Represent a function in terms of a
that can define the volume of the box.
Answer:
16 Independent Practice 2
1. Atricycle ride costs P10.00 for the first 2 kilometers, and each additional kilometer
adds P8.00 to the fare. Use a piecewise function to represent the tricycle fare in
terms of the distance d in kilometers.
Answer:
cm ={ Paes (Fill in the missing terms to show the
piecewise function of the problem)
3. A parking fee at SM Laicena costs P25.00 for the first two hours and an extra PS.00
for each hour of extension. If you park for more than twelve hours, you instead
pay a flat rate of P100.00. Represent your parking fee using the function p(t)
where t is the number of hours you parked in the mall.
Answer:
25 if.
p(t) =} (25 + St) if__ (Fill in the missing terms to show the
ift> 12
ise function of the problem)
Independent Assessment 2
1. A van rental charges P5,500.00 flat rate for a whole-day tour in CALABARZON of
5 passengers and each additional passenger added P500.00 to the tour fare.
Express a piecewise function to show to represent the van rental in terms number
of passenger n.
Answer:
2. An internet company charges 500.00 for the first 30 GB used in a month. Every
exceeding GB will then cost P30,00 But if the costumer reach a total of 50 GB and
above, a flat rate of P1,000.00 will be charged instead. Write a piecewise function
C(g) that represents the charge according to GB used?
Answer
17 Qe What I Have Learned
Ry
A. Read and analyze the following statements. If you think the statement suggests
an incorrect idea, rewrite it on the given space, otherwise leave it blank.
1, A relation is a set of ordered pairs where the first element is called the range while
the second element is the domain.
2.A function can be classified as one-to-one correspondence, one-to-many
correspondence and many-to-one corresponden
3. In a function machine, the input represents the independent variable while the
output is the dependent variable.
B. In three to five sentences, write the significance of function in showing real-life
situations,
C. In your own words, discuss when a piecewise function is being used.
18 What I Can Do
At home or in your community, look for the at least three (3) situations that could
represent functions, From the identified situations, write a sample problem and its
corresponding function equation.
Example:
Situation: The budget for food is a function of the number of family members.
Problem: Reyes farnily has Php ?1,500.00 food budget for each member of their family
in a month. Express the total food budget (B) as a function of number of family
members (n) in one month.
Function: B(x) = 1500x
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is not true about function?
a. Function is composed of two quantities where one depends on the other.
b. One-to-one correspondence is a function,
. Many-to-one correspondence is a function,
. One-to-many correspondence is a function.
2. Ina relation, what do you call the y values or the output?
a. Piecewise
b. Range
c, Domain
d. Independent
3. Which of the following tables is NOT a representation of functions?
% 2 T 0 T
3 6 7 2
“<
19 x 2 3 4
T 2 3 +
4
x 2 6
¥ 5 +
In this table, what is the domain of the function?
a. D: (2, 4, 6, 8, 10}
b. D: fa, b, ¢, d, €}
©. D: {1, 2, 3, 4, 5)
d.y=(,2,3,4,5,a,b, c,d
Which of the following relations is/are function/s?
a. x= 11,2), (3,4), (1,7), 6.1
b. B= (3,2), 3,1), (3.2), (5.7)
©. h= (6,1), (2,3), 2, 6), (7, 2)"
4. ¥ = (2,3), (3,2), (2,3), (3,2)
Which of the following relations is/are function/s?
a. the rule which assigns to each person the name of his brother
b. the rule which assigns the name of teachers you have
c. the rule which assigns a pen and the color of its ink
. the rule which assigns each person a surname
A person can encode 1000 words in every hour of typing job. Which of the
following expresses the total words W as a function of the number n of hours
that the person can encode?
W(n) = 1000 +n
won) =
Wn) = 1000n
pegs
|. W(n) = 1000 —n
20 8. Judy is earning P300.00 per day for cleaning the house of Mrs. Perez and
additional P25.00 for an hour of taking care Mrs. Perez’s child. Express the
total salary (S) of Judy including the time (h) spent for taking care the child.
a. S(t) = 300 + 25h
b. S(A) = 300 — 25h
c. S(H) = 300(25%)
4. sh) = 2
9. Which of the following functions define the volume of a cube?
10.
ave
bv
s, where s is the length of the edge
3, where s is the length of the edge
s?, where s is the length of the edge
d. V = 4, where s is the length of the edge
Eighty meters of fencing is available to enclose the rectangular garden of Mang
Gustin. Give a function A that can represent the area that can be enclosed in
terms of x.
a. AG) =40x—2?
b. A)
ce. A)
a. AG)
For number 11 - 12 use the problem below.
Avuser is charged P400.00 monthly for a Sun and Text mobile plan which include
500 free texts messages. Messages in excess of 500 is charged P1.00. Represent a
monthly cost for the mobile plan using s(t) where t is the number of messages sent
in a month.
ul
12.
(
sO ty
a. s(t) = (400,if 0<¢ $500
b. s(t) = (400,if 0< t= 500
c. s(t) = (400,if 0 << 500
a. s(t) = (400,if 0 > > 500
a. s@= 4004+ Gif ¢> 500
b. s(t) = 40044, ift < 500
ce. s() = 400+ 2t,if > 500
a. s(t) = 400 + 2t, ft < 500
21 For number 13 - 15 use the problem below.
Cotta National High School GPTA officers want to give t-shirts to all the students for
the foundation day. They found a supplier that sells t-shirt for P200.00 per piece but
can charge to P 18,000.00 for a bulk order of 100 shirts and P175.00 for each excess
t-shirt after that. Use a piecewise function to express the cost in terms of the number
of t shirt purchase
13,
©) fis
15.
13.
a. t(s) = (200s, if 05<99
ec. t(s) = (200s, if 0> 5 < 100
a. t(s) = (200s, if 0 100
ec. t(s) = {18,000,if s = 100
a. t(s) = (18,000,if s < 100
15
a. t(s) = (18,000 + 175(s — 100), if s > 100
b. t(s) = {18,000 + 175(s— 100), if s = 100
ec. t(s) = {18,000 + 175s, if s > 100
d. t(s) = (18,000 + 175s, if s < 100
22 (a) Additional Activities
Sy
Ifyou believe that you learned a lot from the module and you feel that you need more
activities, well this part is for you.
Read and analyze each situation carefully and apply your learnings on representing
real-life situations involving functions including piecewise.
1, Contaminated water is subjected to a cleaning process. The concentration of the
pollutants is initially 5 mg per liter of water. If the cleaning process can reduce the
pollutant by 10% each hour, define a function that can represent the concentration
of pollutants in the water in terms of the number of hours that the cleaning process
has taken place.
2. During typhoon Ambo, PAGASA tracks the amount of accumulating rainfall. For
the first three hours of typhoon, the rain fell at a constant rate of 25mm per hour.
‘The typhoon slows down for an hour and started again at a constant rate of 20 mm.
per hour for the next two hours. Write a piecewise function that models the amount
of rainfall as function of time.
23 =) Answer Key
a4
yuourssossy
6 = 8 Sr'0001
1€28-< 05 J1°608 + 005} = (89%
0&5 8 >0 f'008
§
z5P Hor Jor
% sonoeig jwepuedapuy
AT
Qut
Ph + Paz — Pay
3ST
T uowssossy jwopuodopyy
poso+e= (4 “%
use = (Ws °T
| son9eig quapuedopuy
ar0W S38
170m
24 References
Books:
CHED. General Mathematics Learner's Materials. Pasig City: Department of
Education - Bureau of Learning Resources, 2016.
Orines, Fernando B. Next Cantury Mathematics 11. Quezon City: Phoenix
Publishing House, 2016.
Oronce, Orlando A. General Mathematics, Ist Ed. Quezon City: Rex Book Store Inc.,
2016,
Online Sources:
https: / /courses.lumenlearning.com /waymakercollegealgebra/chapter/piecewise-
defined-functions/ For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bidg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985,
Email Address: blr.Irqad@deped.gov.ph * bir.lrpd@deped.gov.ph
26 @ ©
General
Mathematics General Mathematics
Evaluating Functions
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the govemment agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from th
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Rey Mark R. Queafio
Editors: Elizabeth B, Dizon, Anicia J, Villaruel, Roy O. Natividad
Reviewers: Fritz A, Caturay, Necitas F. Constante, Dexter M, Valle
Mlustrator: Dianne C, Jupiter
Layout Artist: Noel Rey T. Estuita
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T.
Balaogan, Hermogenes M. Panganiban, Babylyn M. Pambid,
Josephine T. Natividad, Anicia J. Villaruel, Dexter M. Valle
Department of Education — Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-491 4/8647-7487
E-mail Address: __region4a@deped.gov.ph
28 General Mathematics
Evaluating Functions Introductory Message
For the facilitator:
Welcome to Grade 11 General Mathematics Alternative Delivery Mode (ADM) Module
on Evaluating Functions!
This module was collaboratively designed, developed and reviewed by educators from
public 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.
For the learner:
Welcome to the General Mathematics Grade 11 Alternative Delivery Mode (ADM)
Module on Evaluating 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.
30 ‘This module has the following parts and corresponding icons:
What I Need to Know
What I Know
What's In
What's New
What is It
What's More
What I Have Learned
What I Can Do
Assessment
Additional Activities
‘This will give you an idea of the skills or
competencies you are expected to lear in the
module.
‘This part includes an activity that aims to check
what you already know about the lesson to take.
Ifyou get all the answers correct (100%), you may
decide to skip this module.
‘This is a brief drill or review to help you link the
current lesson with the previous one.
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.
‘This section provides a brief discussion of the
lesson. Tais aims to help you discover and
understand new concepts and skills,
‘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.
‘This includes questions or_—_blank
sentence paragraph to be filled in to process what
you learned from the lesson,
This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.
‘This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
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.
‘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,
31 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.
Don't forget to answer What I Know before moving on to the other activities
included in the module.
Read the instruction carefully before doing each task.
Observe honesty and integrity in doing the tasks and checking your answers.
Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
vee
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!
32 M4
]
&) What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the key concepts of functions specifically on evaluating 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
After going through this module, you are expected to:
1. recall the process of substitution;
2. identify the various types of functions; and
3. evaluate functions
33 (4) What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of,
paper.
1. Which of the following is a polynomial function?
a. f(x)=2x*-10r+7 «. pla) =f =]
b. g(x) "1
4 =
2. What kind of function is being illustrated by f(x) = 2x" —3x|+5?
a. Rational Function c. Greatest Integer Function
b. Constant Function d. Absolute Value Function
3. Find the function value given h(x) =174+8x of x=4d
a, 17-32 c. 174324
b. 17-32d? a, 17+32d
4. Which of the following shows a logarithmic function?
a. fla)=80 +8 < fl)
b. f(x) =log, 81 , feo=he-I-8
5. Find the function value given h(x) =7x—-11, if x=8m+3.
a. 56m +10 oc. 56m? +10
b. 56m—10 , 56m? -10
6. Which of the following is the value of the function (x
[3x? -15x+5]+3 given
x= 3?
a. 25 19
b. 16 10
7. Evaluate the function h(x) =|x|+31 given x = 2.5.
a. 34 ©. -33
b. -34 4.33
8. Give the value of the of the function ¢(x) =5x*-18 at c(3)
a. 117 ©. 153
b. 27 d. 63
34 9. Evaluate: h(x) = 5x? —8x +12 given x= 5.
a. 22 97
b. 145 4-3
10.Find the value of the function A(x) = 5x" —4 if x
a. vB0 co, VI6
b. 219 a4
11.Evaluate the function f(x) = 3x? -5x+2 given x=2x+5.
a. 12x? +50x +52 ¢, 12x? -50x +52
b. 12x? +65x+77 . 12x? 65x +77
, determine h(S).
6.15
5
a3
2
13. Evaluate the function (x) =5" if x=
a V5 oS
b, V25 a, V5
2x? -3x+7
14.Given g(x)= > —**" determine g(2!
a 1 2)
9 8
al &
2 «7
vb. -2 8
2 a7
15.For what values of x can we not evaluate the function f(x)
a. i4 42.
b. #3 a1 1 Evaluating Functions
Finding the value of “x” for most of the students is what Mathematics is all about.
Sometimes, it seems to be a joke for the students to evaluate an expression, like
what is shown by the illustration.
x a Here itis!
Find x.
Ifyou want to learn how to find the value of “y’, well then, you are in the right
page. WELCOME to your second module!
=
Ze What’s In
G
Before we begin, let’s go back to the time when you first encounter how to evaluate
expressions.
Do you still remember?
Given the following expressions, find its value if x = 3.
1. x-9
2. 3x47
3. x2 44-10
4. 2x? 6x +26
36 nn, letters can stand for numbers.
We have learned that, in an algebraic expres:
And to find the value of the expression, there are two things that you have to do,
1, Replace each letter in the expression with the assigned value.
First, replace each letter in the expression with the value that has been
assigned to it. To make your calculations clear and avoid mistakes, always
enclose the numbers you're substituting inside parentheses. The value that's
given to a variable stays the same throughout the entire problem, even if the
letter occurs more than once in the expression.
However, since variables "vary", the value assigned to a particular variable can
change from problem to problem, just not within a single problem.
2, Perform the operations in the expression using the correct order of
operations.
Once you've substituted the value for the letter, do the operations to find the
value of the expression. Don't forget to use the correct order of operations: first
do any operations involving exponents, then do multiplication and division, and
finally do addition and subtraction!
in order to arrive with these answer:
If in the activity above, you do the same proces:
then, this module seems to be very easy to you.
Solutions:
Given the following expressions, find its value if x = 3.
1. x-9
Since x = 3, we just replaced
x by 3 in the expression,
then subtract by 9.
Following the steps, we just
replace x by 3, multiply it by the
numerical coefficient 3, then add
7
37 3. x7 44x10
After replacing x by 3, we
get the squared of 3 which
is 9, add it to the product
of 4 and 3, then lastly, we
subtracted 10 from its
=x? 44x10
3)? +4(3)-10
=9+12-10
=
4. 2x? 6x +26
Simply each term inside
the parenthesis in order to
arrive with 18 subtracted
by 18 plus 26
= 2x? 6x +26
(3)? -6(3) +2
=18-18+26
Get the cubed of 3 which is
27, then multiply it to 3 to.
=303)'-6 get 81 then subtract 6
=3(27)-6
=81-6
=15
What’s New
‘Types of Functions
Before you proceed to this module, try to look and analyze some of the common types
of functions that you might encounter as you go on with this module.
“Types of Description Example
Function
Constant ‘A constant function is a function that has ya7
Function the same output value no matter what
your input value is. Because of thi
constant function has the form f(x)
where bis a constant (a single value that
does not change).
38 Tdentity Function] The identity function is a function which FQ=2
returns the same value, which was used
as its argument, In other words, the
identity function is the function f(x) =x,
for all values of x.
Polynomial ‘A polynomial function is defined by
Function yea’ +a'xta’x’ +..4a°x", where nis a
non-negative integer and a", a', a*
yuu ER,
VY Linear The polynomial function with degree one. De+5
Funetion Itis in the form y=mr+b
7 Quadratic | Ifthe degree of the polynomial function is |_y—3," 42x45
Function two, then it is a quadratic function. It is
expressed as y=ax’ +hr+c, where a#0
and a, b, care constant and xis a
variable
¥ Cubic ‘A cubic polynomial function is a pase eax bone
Function polynomial of degree three and can be
denoted by f(x)=ar' +bx° +ex+d, where
a#Oand a, b,c, and d are constant & x
is a variable.
Power Function
‘A power function is a function in the form
y =ax° where b is any real constant
number. Many of our parent functions
such as linear functions and quadratic
funetions are in fact power functions.
Fa) = ee
Rational Function
‘A rational fanction is any function which
can be represented by a rational fraction
P(X) |
say, 7 in which numerator, p(x) and
qe)
denominator, q(x) are polynomial
functions of x, where q(x) # 0
Exponential
function
These are functions of the form:
yeab*,
where x is in an exponent and a and b are
constants. (Note that only b is raised to
the power x; not a.) If the base b is greater
than I then the result is exponential
growth.
Logarithmic
Function
Logarithmic functions are the inverses of
exponential functions, and any
exponential function can be expressed in
logarithmic form. Logarithms are very
useful in permitting us to work with very
large numbers while manipulating
numbers of a much more manageable
size. It is written in the form
yelog,x —_x>0, where b>0 and b#1
log, 49
39 ‘Absolute Value _ | The absolute value of any number, cis
Function represented in the form of |c|. If any
function f: R> Ris defined by f(x) =|x[, it
ya[r—a]e2
is known as absolute value function. For
each non-negative value of x, f(x) = x and
for each negative value of x, f(x) = -x, ie,
fix) = fx, ifx 2 0; -x, fx <6
Greatest Integer] Ifa fanction F R> Ris defined by fe) = | 7@ =P]
Function [x], x € X. It round-off to the real number
to the integer less than the number.
Suppose, the given interval is in the form | greatest integer
of (k, k+i), the value of greatest integer _| function
function is k which is an integer.
where Isis the
) What is It
Evaluating function is the process of determining the value of the function at the
number assigned to a given variable. Just like in evaluating algebraic expression:
to evaluate function you just need to a.) replace each letter in the expression with
the assigned value and b.) perform the operations in the expression using the correct
order of operations.
Look at these examples!
Example 1: Given f(x)=2x—4, find the value of the function ifx = 3
Solution
FQ) =28)—4 ¥ Substitute 3 for x in the function.
fG)=6-4 “Simplify the expression on the right
f@)=2 side of the equation.
Answer: Given f(x)=2x-4, f(3)=2
40 Example 2: Given g(x)=3x' +7, find g(-3)
Solution:
8-3) = 3-3)" +7 ¥ Substitute -3 for x in the function,
g(-3)=39)+7 Y Simplify the expression on the
g(-3)=2747 right side of the equation.
g(-3)=34
Answer: Given g(x) =3x7 +7, g(-3)=34
Example 3: Given p(x)=3x" +5x-2, find p(0) and p(-l)
Solution:
(0) = HO)? +5(0)-2
p(0) =3(0) + 0-2
Treat each of these like two
separate problems. In each
case, you substitute the value
in for xand simplify. Start with
x= 0, then x=-1
p(0)=040-2
p(0)=-2
p(0)=3(-1)? + 5(-1)-2
p(0) = (1) 5-2
p(0)=3-5-2
PO)=—4
Answer: Given p(x)=3x° +5x-2, p(0)=-2, p(-l)=-4
Example 4: Given /(x)=Sx+l, find (+1)
Y This time, you substitute (h +
1) into the equation for x.
shel) =e) +1 ¥ Use the distributive property
on the right side, and then
Sr =Sh+5+1 combine like terms to simplify.
S(h+l)=Sh+6
Solution:
Answer: Given f(x)=Sr+l, f(h+1) =5h+6
Example 5: Given g(x) = V3x-2, find g(9).
Solution:
(9) = 3) —2 Y Substitute 9 for x in the function
g0)=V27-2 ¥ Simplify the expression on the
40) =VB right side of the equation.
g()=5
Answer: Given g(x) = g(9)=5
41 Example 6: Given (x) = * + < , find the
Solution:
value of function if x
Y Substitute -5 for x in the function.
¥ Simplify the expression on the right
side of the equation. (recall the
concepts of integers and simplifying
fractions)
Ax4+8 6
Answer: Given h(x) = 77, W(-5)=2
Example 7: Evaluate f(x)=2" if x 3
Solution:
fate 2
Substitute > for x in the function,
¥ Simplify the expression on the right
side of the equation. (get the cubed
of 2 which is 8, then simplify]
Answer: Given f(x)=2", f|
42 Example 8: Evaluate the function A(x
function given x= 2.4
Jx|+2where |x Jis the greatest integer
Solution: Y Substitute 2.4 for x in the function,
12.4)=[2.4]+2 | ¥ Simplify the expression on the right
W24)=242 side of the equation. (remember that
in greatest integer function, value
2A) =4 was rounded-off to the real number
to the integer less than the number)
Answer: Given A(x)=[x]+2, h(2.4)=4
=| means the absolute
Example 9:Evaluate the function f(x) =
value of x-8 if x=3
| where
Solution: ¥ Substitute 3 for x in the function.
JG)=B-8| |v simplify the expression on the right
7)=b5 side of the equation. (remember that
any number in the absolute value
fB)=5 y
sign is always positive)
Answer: Given f(x) =|r—8] , f3)=5
? 2x42 at f(2x-3)
Example 10: Evaluate the function f(x)
Solution:
f(2x-3) = (2x3)? -2(2x-3) 42
f(2x-3)= (4x? -12x+9)—4x +642
f(2x-3)= 4x? ~12x49- 404642
Y Substitute 2x—3 for x in the
function,
nee ¥ Simplify the expression on the
FQx-3)= 4x? ~12x— 4x 494642 right side of the equation,
F(2x-3)= 4x7 -16x417
43 What’s More
Your Turn!
Independent Practice 1: Fill Me
Evaluate the following functions by filling up the missing parts of the solution,
1. f@)=3x-5, find (2)
Solution:
fQ)=
S(2)=6-5
fQ)=
2. g(x) =3)2s4, find 9/6)
Solution
8O=
(6) = 312]
8(6)=
3. k(a)=|a)-2, find k(-9)
Solution:
k(-9) =
K(-9)=9-2
k(-9) =
4, pla)=—4a-2, find p(2a)
Solution:
p(2a)=
(2a) =
5. g() =F -2, find g(-2)
Solution:
g(-2)=
g(-2)
a(-2)=
44 Independent Assessment 1: Evaluate!
Evaluate the following functions. Write your answer and complete solution on
separate paper.
1. Given W1)=n-I, find the value of the function if w = -1
2. Given f(a) =[p]-3, find (9.3)
3, Evaluate the function w(x) =[-2x +3] ifx
4, Evaluate: f(x)=—x-I, find f(a*)
5. Given f(x)=4x-5, find f(2x+3)
Independent Practice 2: TRUE or SOLVE!
Analyze the following functions by evaluating its value. Write TRUE of the indicated
answer and solution is correct, if not, rewrite the solution to arrive with the correct
answer on the space provided.
1. Bvaluate f()=21-3; f°)
Solution:
SO) = 20)
AO) =20 -3
Answer:
2. Given the function g(x) = V5x-13, find g(9)
Solution:
(9) = 59) -13 Answer:
g(9) = V45—13
g(9)= 32
g(9) =16V2 Sx-7
3. Given the function f(x) = , find the value of the function if x =—3
3x-2
Solution:
Answer:
4. Bvaluate the function f(x)=x° -3x+5 at f(3x—1)
Solution: z
fGx=1) = @x-1)? -3x45
fBx=1) =9x* —6x +1-3x45
f(Bx=1) = 9x? -9x+6
5. Evaluate: g(x)=3" if
Solution:
Answer:
Independent Assessment 2: Find my Value!
Evaluate the following functions. Write your solution on a separate paper.
1. gQ)=5x=75 g(x? +1)
Answer:
2, W)= vx? + 2x44; h(2)
Answer:
46 3x7 -1
3. Ra) = Gs HS)
Answer:
2x? +5x-9; f(Sx-2)
Answer:
5. gin) =4%s x=
Answer:
Qe What I Have Learned
A. Complete the following statements to show how you understood the different types
of functions. Answer using your own words,
1. A polynomial function is
2. An exponential function
3. A rational function
4. An absolute value function
5. A greatest integer function
B. Fill in the blanks to show how we evaluate functions
Evaluating function is the process of of the function at
the assigned to a given variable. Just like in evaluating algebraic
expressions, to evaluate function you just need to
in the expression with the assigned value, then in
the expression using the correct order of operations. Don't forget to
—____________ your answer,
47 What I Can Do
In this part of the module, you will apply your knowledge on evaluating functions in
solving real-life situations. Write your complete answer on the given space,
1. Mark charges P100.00 for an encoding work. In addition, he charges P5.00 per
page of printed output.
a, Find a function f(x) where x represents the number page of printed out.
b. How much will Mark charge for 55-page encoding and printing work?
2. Under certain circumstances, a virus spreads according to the function:
PO 1+15(2.1)°*
Where where P(t) is the proportion of the population that has the virus (t) days
after the acquisition of virus started. Find p(4) and p(10}, and interpret the results.
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is net a polynomial function?
a. f(x)=2x-10
&. s(x) =Br-4]-9
2. What kind of function is being illustrated by f(x)
a. Rational Function
b. Constant Function
48, ¢, Greatest Integer Function
4. Absolute Value Function
Find the function value given h(x) =9—5x of x=3m
a 915m
b. 915m?
©. 94 15m
a. 94+15m*
Which of the following shows an exponential function?
a, f(x)=3x48
b. fisy=2x'-7
ce. f(x)=3 -6
&. foo =hhI-8
. Find the function value given h(x)=3x-8, if x=9a 11.
a. 27a+5
b. 274-5
. I8a+11
@. 18a-11
Which of the following is the value of the function f(x) =|4x? -8|+2 given x = 2?
a8
b.9
©. 10
au
evaluate the function (x) =[pf=11 given x = 3.5
a8
b 8
8
ag
49 8. Give the value of the of the function ¢(x) = 3x" -36 at c(5)
a -21
b. 14
out
4.39
9. Evaluate: h(x) =5x -3x +9 given x = 3.
a. 45
b. 63
©. 135
4. 153
10. Find the value of the function f(x) =V2x" +3 if x=6
a. V5
b. v3
ce. VIS
4. 2y3
11. Evaluate the function f(x) = 2x? -3x+1 given x=3x-5
a. fGr—5)= 18x? - 692+ 66
b. fGx—-5)=18x? -63x451
fe. fBx-5)=18x? + 69x-66
4. fGx-5)=18e? 463x-51
12, Given gtx) = “>, determine gf5
eo) = =, (9)
au
vt
2
a-2
2
50 13. Evaluate the function g(x) =3"if x= 5
a. Y243
5 determine g(4)
15. For what values of x can we not evaluate the function /(xy= +4 9
ass
b.33
«22
ati (a) Additional Activities
Sy
Difference Quotient
Lor W=Sey me SC) this quantity is called difference quotient. Specifically, the difference
quotient is used in the discussion of the rate of change, a fundamental concept,
in calculus.
Example: Find the difference quotient for each of the following function.
A. fis) = 42-2
B. fis) = x2
Solution
A. fl) = 4-2
f(t h)=A(x+h)—2= 4x4 4h-2
focth)— f(x) _ 4x44h-2~(4x-2)
i A
4x+4h-2-4x+2)
h
4h
i
=4
B. fix) = x2
frei Ps Dherh?
SOe+h)= fo) _8 + 2herh Ce
7 i
_ 8 42hx+h? —(0)
i
_ dhe ht
“hk
=2x+h
YOUR TURN!
Find the value of FEL» 4 0 for each of the following function.
4. fy=3n+4
2. g@)=x243 (c=) Answer Key
Ry
es
I1-351- 20s *%
ere
v yuowssosey quopuodopuy
z sopioesg smepuadopay
A< Rules for adding, subtracting, multiplying and dividing fractions and algebraic
expressions, real numbers (especially fractions and integers)
> Evaluating a function,
A short activity was provided here for you to help in r
you feel that you are able to perform those, you may skip the activity below. Enjoy!
What’s In
SECRET MESSAGE
Direction. Answer each question by matching column A with column B. Write the
letter of the correct answer at the blank before each number. Decode the secret
message below using the letters of the answers.
Column A Column B
Find the LCD of and 3 A +43)
2, Find the LCD of 3; and+ co ee
3, Find the sum of 3 and 2 D.
4, Find the sum of 2+! E.
5. Find the product of 2 and os
6. Find the sum of and HGH Da-6)
For numbers 7-14, find the factors.
7 xtax-12 2
8.x 5x6 L. 4-3)
9.x? 46x45 M.-5 10. x2 47x412 N. 21
Txt 7412 0.6 -3)@-3)
12. x2 ~5x—14 R44) +3)
13. x8 8x +15 S. (#75)
14, x? 124435 ne
15. Find the product of U.@- 742)
16. Divide = by. w.Z
17. In the function f() =4—x2, find f(-3)-Y. (&+5)(@41)
Secret Message:
4 2 11 6 13 17 2 5 13 142 1 3 13 10
8 3 1 8 146 8 13 1311 3 17
16 11 7 15 9 1312 7 10 2 8 2 10 2
‘Thru inspiration instilled by their parents and realization brought by Covid-19
pandemic experience, Neah and Neoh, both Senior High School students decided to
save money for a charity cause. Neah has a piggy bank with P10.00 initial coins
inside. She then decided to save 5.00 daily out of her allowance. Meanwhile, Neoh
who also has a piggy bank with P5.00 initial coin inside decided to save P3.00 daily.
What’s New
SAVE FOR A CAUSE
Given the above situation, answer the following questions:
a. How much money will be saved by Neah and Neah after 30 days? after 365,
days or 1 year? their combined savings for one year?
b. Is the combined savings enough for a charity
donation? Why?
c. What values were manifested by the two senior high school students?
d. Will you do the same thing these students did? What are the other ways
that you can help less fortunate people?
¢. Do you agree with the statement of Pope John Paul II said that “Nobody is
0 poor he has nothing to give, and nobody is so rich he has nothing
to receive"? Justify your answer.
f. What functions can represent the amount of their savings in terms of
number of days?
66 What is It
In the previous modules, you learned to represent real life situations to
functions and evaluate a function at a certain value. The scenario presented above
is an example of real world problems involving functions. This involves two functions
representing the savings of the two senior high school students.
Below is the representation of two functions represented by a piggy bank:
Neah Neoh Combined
f(a) =Sx 410 g(x) = 3x45 AG.) = 8x +15
oN
ey)
Suppose that we combine the piggy banks of the two students, the resulting is
another piggy bank. It’s just like adding two functions will result to another function,
Definition. Let and g be functions.
1, Their sum, denoted by f + g, is the function denoted by
(f+ 9@) = f@) +4@).
2. Their difference, denoted by f - g, is the function denoted by
F-9@) = Fe) - 4).
3. Their product, denoted by f +g, is the function denoted by
(f+ a) =F) +a)
4. Their quotient, denoted by f/g, is the function denoted by
(F/9)() = F(@)/9(2), excluding the values of x where g(x
5. The composite function denoted by ([°9)(x)=f(g(@). The process of
obtaining a composite function is called function composition.
Example 1. Given the functions:
PG) = x5 GQ) =2x-1 AG) = 2x? +9x-5
Determine the following functions:
a F+9)Q) ef + 93)
b F-9@) 1-9)
& FN@) go. +g)
4 Qe A, ro)
67 Solution:
(f+ 9) =f) +9)
= @+5)+@r-0)
= 3x44
&. F- 9G) =f@)-9@
(+5) - (2-1)
x+5-2r4+1
x46
© Fa) =F) +90)
=(x+5)*(Qx-1)
= 2x? + 9x
—Me
« Qe
e. (f +9)3) = fG) + 9G)
definition of addition of functions
replace f{x) and g(x) by the given values
combine like terms
definition of subtraction of functions
replace f{x) and g(x) by the given values
distribute the negative sign
combine like terms
definition of multiplication of functions
replace f(x) and g(x) by the given values
multiply the binomials
definition of division of functions
replace h(x) and g(x) by the given values
factor the numerator
cancel out common factors
Solve for f(3) and g(3) separately:
9) =2e-1
(3)
+ f@) + g@)=8+5=13
Alternative solution:
We know that (f + g)(3) means evaluating the function (f + g) at 3.
(f+ Q@) = 3x44
(+9) = 3)+4
=944
13
resulted function from item a
replace x by 3
multiply
add
For item f to h we will use the values of f(3) = 8 and (3) = 5
£ F-N@
£3) -g@)
definition of subtraction of functions
replace (3) and g(3) by the given values
subtract
68 Alternative solution:
=x+6 resulted function from item b
-3+6 replace x by 3
3 simplify
g& (f+ 9)@) = FG) +9) definition of multiplication of functions
=8e5 replace f{3) and g(3) by the given values
0 multiply
Alternative solution:
(F+9)@) = 2x7 +9x—5 resulted function from item ¢
(f +9) =2G)+9G)-5 replace x by 3
= 209) +27 - square and multiply
=18+27- multiply
= 40 simplify
oy
» Qo-%
Solve for h(3) and g(3) separately:
Gs) = 2x? + 9x —5 (2) = 2x
h(3) = 2)? + 93) -5 9@)=2@)—
8 +27 = 5
=40
hy _hG3) _ 40
Qo-ra"s
Alternative solution:
(S)co=x4+5 resulted function from item a
Cens+s replace dy
=8 simplify
Can you follow with what has been discussed from the above examples? Notice that
addition, subtraction, multiplication, and division can be both performs on real
numbers and functions.
‘The illustrations below might help you to better understand the concepts on function
operations.
In the illustrations, the numbers above are the inputs which are all 3 while below
the function machine are the outputs. The first two functions are the functions to be
added, subtracted, multiplied and divided while the rightmost function is the
resulting function.
69 Addition
riez+ otig = (ftg)(3)=13
13)=8 93-6
Subtraction
‘ ti _otig= (ox)
13)-8 9(3)= 5
Multiplication
3
feg)(3)=40
eg = §
a(3)=
Division.
rey age 5
93)"5
Notes to the Teacher
Give emphasis to the students that performing operations on
two or more functions results to a new function. The function
(f +9)(@) is a new function resulted from adding f(x) and g(x),
‘The new function can now be used to evaluate (f + 9)(3) and it
will be the same as adding f(3) and 9(3).
70 Composition of functions:
In composition of functions, we will have a lot of substitutions. You learned in
previous lesson that to evaluate a function, you will just substitute a certain number
in all of the variables in the given function. Similarly, if a function is substituted to
all variables in another function, you are performing a composition of functions to
create another function, Some authors call this operation as “function of functions”.
Example 2. Given f(x) Sx +6, and h(x) =x 42
Find the following:
a. (fo ny(x)
b. (fe h)(4)
ce. (he fix)
Solution,
a. (f oA)(x) = f(A) definition of function composition
= fe +2) replace hx) by x+2
Since f(x) = x? + 5x +6 given
f@+2) = (lw? + Sm) +6 replace x by x+2
axt+4xt4+5x +1046 perform the operations
x? 49x 420 combine similar terms
Composition of function is putting a function inside another function. See below
figure for illustration,
[Substitute x+2 in all x of x7+5x+6
rd (x2)? +5(x42)46
xP 8axt4 4X4 1046
7 b. (fe h)(4) = F(R)
Step 1. Evaluate A(4) Step 2. Evaluate f(6)
hQ) = x42 FQ) =x? 45x46
nh) =442 FO) = 6 +5(6) +6
6 = 3643046
=n
Fem = fA)
=16)
72
‘To evaluate composition of function, always start with the inside function (from right
to left). In this case, we first evaluated h(4) and then substituted the resulted value
to f@).
Alternative solution:
(FAY) = FRG) definition of function composition
F(h@)) =x? +9x+20, — fromitema
(Fehy(@)) = 42 +9(4)+20 replace all x’s by 4
16+36+20 perform the indicated operations
=n simplify
h
n(aj=
f(h(4))=1(6)=72
Amapping diagram can also help you to visualize the concept of evaluating a function
composition.
R(x) =x+2 fda x? +5x+6
30
»
w
S
a
72 From the definition of function composition, (f © h)(4) = f(h((A)). Looking at the
mapping diagram for values and working from right to left, A(4) = 6. Substituting 6
to h(4) we have f(6). From the diagram, f(6) is equal to 72. Therefore, (f « h)(4)
s(h((A)) = 72. In the diagram, the first function h(x) served as the inside function
while the second function f(x) is the outside function.
A table of values is another way to represent a function. The mapping diagram above
has a corresponding table of values below:
h@) = x42
x T
Tey 3
7) 2
(Fema) = FA) definition of composition of functions
sO) substitute h(4) by 6
=72 from the table
ce he f= hF@) definition of composition of functions
AG? + Sx +6), substitute flx) by x2 + 5x +6, given
Since h(x) =x +2 given
AG? + 5x +6) = REESE + 2 substitute xbyx? + 5x +6
x +Sx48 combine similar terms
Notes to the Teacher
‘The functions (f © h)(x) and (h»N(%) are generally not the same as
we see in the previous examples. It only means that order of
functions counts in composition of function operation, There are
special cases where they will be the same; this is when the two
functions are inverses. Graphing and finding the domain and range
of algebraic operations is not covered by this module but this is an
interesting activity that can be used as enrichment once this module
was mastered.
73 ‘ What’s More
Activity 1
MATCHING FUNCTIONS
Direction: Match column A with column B by writing the letter of the correct
answer on the blank before each number
Given:
a(x) =x42
Column A Column B
1. @+b)(x) as
2. (a+b)(x) b. £3
3. dea)(x) ©. -7
—4.()@ a-t
5. (¢-e)() eo. VeFT
6. (a+ b)(-1) ee
7. (a+b)(0) g. 6x-1
8. (dea)(2) hel
9. ()-2) i. -6
10. (¢ ~ e)(2) j.5x? + 7x6
Activity 2:
LET'S SIMPLIFY
A. Let pe) = 2x? + Sx —3,m(x) = 2x — Land h(x) =
1. (m—p)@)
2 pS) +m(3) - AC)
3.
4
5
mex)
7
pat)
. pG) = 3(n(2)
74 B, Given the following
+ m(x) =5x-3
+ n@axts
© cx) = Sx? + 17x12
+
Determine the following functions.
(m+n@)
Gn -n)(x)
@-9@)
(c/m)(x)
(meon)(x)
(nec)(—3)
nom(m(2)))
Nogpeone
C. Given the functions g(x) = x* — 4 and h(x) = x +2, Express the following as
the sum, difference, product, or quotient of the functions above.
1. pe) =x-2
2.
3.
4.
D. Answer the following:
1. Given h(x) = 3x? + 2x — 4, what is AG — 3)?
2, Given n(x) =x +5 and p(x) = x? + 3x — 10, find:
a (n= Pye) + 3G)
». Pa)
c. enya)
Let m(x) = i n(x) = 23 —4, and p(x) = 9x — 5, find (me (n - p))(3).
Given w(x) = 3x — 2, v(x) = 2x +7 and k(x) = -6x —7, find (w — v — k)(2)
If s(x) = 3x —2 and r(x) = 4, find 26 + r)@)
Given a(x) = 4x + 2,b(x) = 3x,and c(x) = x5, find (a+b +(e)
ase Qe What I Have Learned
Complete the worksheet below with what have you learned regarding
operations on functions. Write your own definition and steps on performing
each functions operation. You may give your own example to better illustrate
your point.
‘Addition Subtraction | Multiplication] Division Composition
What I Can Do
Direction: Read and understand the situation below, then answer the questions that
follow.
The outbreak of coronavirus disease 2019 (COVID-19) has created a global health
crisis that has had a deep impact on the way we perceive our world and our everyday
lives, (https: //www.frontiersin.org). Philippines, one of the high-risk countries of this,
pandemic has recorded high cases of the disease. As a student, you realize that
Mathematics can be a tool to better assess the situation and formulate strategic plan
to control the disease.
‘Suppose that in a certain part of the country, the following data have been recorded.
@]0;i);2)3),)4)]s5s|,6]7)] 8
7 [3,5 | 9 | 12 | 18 | 25 | 35 | 47 | 82
Where /(d) is the function of the number of people who got infected in d days
76 ‘The number of recoveries was also recorded in the following table as the
function R() where R as the number of recoveries is dependent to number of infected
a
Tl3s [5 |9 |) 8) 8) 6 | 7]
rm oTt{[2{[s [7 [9 [2 [7 | 2s
a. Evaluate the following and then interpret your answer.
1. RAG)
2 Rae)
3. 18)
b. The number of deaths (M) was also dependent on the number of infected
(). Complete the table with your own number of deaths values for the given.
number of infected
T [38 [3] 218 [23547] 2
molto fof} i [2 3 4 Te
Evaluate the following and then interpret your answer.
1. MG)
2. Mca)
3.1(M(12))
©. What can you conclude about the data presented?
d. What can you suggest to the government to solve the problem?
17 Assessment
Direction. Write the letter of the correct answer on a separate answer sheet.
1. The following are notations for composite functions EXCEPT,
a. h@)) b. f@dg@) c. (5 #t)) 4. (9G)
Find h(3) + d(2) if h(x) = x—1and d(x) = 7x +3
b. 2 b.S c14 a9
3. te) = =x? + 7x1 andr) = Sx?-2x +8, find (C- N@)
a. 18 b. -18 c.-13 ais
4. f(@) = 4x +2and g(x) = 3x—1, find (f — 9)(4).
a0 b.-9 e7 a8
5. If g(x) = x— 4 and f(x) = x-+ SFind f(2) + g@)
atx t20 ext 2-20
b. x? x +20 dix? +x - 20
6. and pO) =r, Find *00),
b.n-8 ok dn+8
7. Ife) = 18x? and ¢(x) = Bx, find £ (yy
ae be cs as
8. When f(x) = 3x—5 and g(x) = 2x*—5 , find f(g(2)).
a xt42rt3 db. 6x*—20 ©. 6x? +20 daxt+o
9. r(x) = x45 and q(x) = 2x? —5, Find g(r(-2))
a 8 b.-8 13 d.-13
10.Let f(x) = 3x +8 and g(x) =
a. 2x43 bax
2. Find f(g())
c4xt1 3x42
78 For numbers 11-13, refer to the figure below:
22-5
re) =
7
six)
11.Evaluate r(2)
a.-11 b.-3 5
12.Find s(r(7))
a7 b.1
13.Find (s¢r)(1)
a.-3 b.3 5 4-5
For numbers 14-15, refer to the table of values below
tx) = 2x41 k(x) = 2x? — 7x —5
z)OTt, 2, s)*[s ,e),;7 8
wept ps ps) 7) epi) isis [a7
Rap Ss [ao pat 8 [1 | to] 25 [44 | 67
14.Find (k 9 (4)
as b.-8 10 d.-10
15.Find (© 2)(2)
a. 10 b.-10 5
79 Additional Activities
PUNCH D LINE
Direction: Find out some of favorite punch lines by answering operations on
functions problems below. Phrases of punch lines were coded by the letters of the
correct answers. Write the punch lines on the lines provided.
Given:
s@)
r(x)
Column A
1.F() =
____2. 93) =
3. s(-1) =
___4. h(0) =
5. (fF +n@)=
6. F HN) =
a er
8. (r—f)@) =
9. (fF +1) =
10. Fa =
11.2) =
12.34) =
13, (ro) =
4. © o N@=
15. ge) =
Code:
AG)
0.4
tingnan mo ako
ang laman ng utak ko?
para may attachment lagi tayo
‘buhay nga pero patay
‘ang parents ko
Hindi lahat ng buhay ay buhay
ale|o
na ako sa'yo
Di mo pa nga ako binabato
‘Masasabi mo bang bobo ako?
na patay naman sayo
Kasi, botong-boto sayo
Tatakbo ka ba sa eleksyon?
ofola}a
‘Kung ikaw lamang
pero Gnamaan
Sana naging email na lang ako
z]>]z]olo|s}e}a
Punch lines:
(4)
(6-7)
(8-10)
(11-3)
(14-15)
80 Answer Key
s+xe- (8
Ort xg = ()s
yoon
Jo sSuraes Jo yunoure = (x)6
wean
Jo sBuraes Jo junoure = (x)
skep Jo saquinu = x 39]
Area Keur siomsuy
Area Seur siamsuy
Area Keur sramsuy
Area omsuy
sddéu:
seotd
St1PaK | 409 sBurARs pautquios 119KLL
OT Lek Se4 YOON pur segiad SEY YeAN
sfeaf [ 10 sKep cog Joy
S6e S41 YOON PUP OTs SEY YEON
sskep of Joyy “e
men S70UM
SMGH AI NOK
V19 WI TOOHOS HOIH
YOINAS OL SWOOTIM,
raflessoyy la19g
ast aor 4's
S7¢T A6 Mb
oel He re
Wet VL 4%
ool TIL o9 ONT
ur saoum
a'st POT B's
B°bT Pe qb
o-eL ee ee
Par ak Pz
oT a9 at
moux 17um
81
D8 — (xy
XSL 2XL2 ~ @X99
ea
a
(x) “>
@y+@6= Os “€
(4
24 Lama
ZL
9
s
@)Qu/2) “be
9T + X9L — 2xS— = (2)Q—U) 'E
2 XLT + 2X5 = (2)(U- Wl)
T+x9 = (x) + UT
a
12 = (Zw) — (€)d *¢
H+XGt T= (TL +4)d “y
fxd
7 Tau ©
6L = (1)Y - (eu + (S)d -T
Z+xE- At- = (dw) “1
v
Amdung $397: Ganoy
Por us
16 Bb
ae ae
rh fe
29 at
suonjouny
Suryovew <1 Ayanoy
SION SAEUA ode) 1e] juouryoeNTe Keur ered oye Sue] eu yew Suieu vues
coy sen Su weure] Sue Sueurey mex Suny oye oqog Bureq our qeseseyy
v6
‘of.es oye eu UeeUTeUN ord oreqeUtG oe eHU ed OU IC]
cid
‘oy squared Sue ofes ojoq-Buoj0q ‘Isey cuOksya|O ws Bq BY OGIPTEL
kes weureu Keyed wu
Avyed oad e8u Aeyng ‘ome our ueusun ‘Aeyng Se Aeyng Bu eye] PUI “1
sau] young
ST
“ol
el
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I
°
A5
3. f(x) =x +6, evaluate: a. (4) ba sh2) ©. Sex)
Solution: a. f(x) =x+6 b. f@®)=x4+6 c.f) =x+6
fa) =4+ 6 F-D=C]+6 flex =-x+6
faj=10 F(-2)=4
96 4.Le f(@) =x + 3t and g(x) 2. Find a. (3) + g(-2) b. (4) — 9)
cf@)-9@) afb
Solution:
a. fx)=x+3 9)
fQ)=343 g(-2)
fGB)=6 g(-2)
£@) +. 9(-2) = 6+ (-4)
FQ) + g-2) =2
b. f@)=x43 g(x) =x-2
fA=443 g(0)
fQ)=7 90)
£4) — 90) =7-(-2)
fA -gO
ce. f@)axt3 g(x) =
F(X) go) = (e+ 3) - 2)
F)-g@) =x? +x-6
a. fy=x+3
FO =9+3
709) =12
1)
98)
At this point you may now proceed to the next section of this module!
Notes to the Teacher
‘The teacher may also point out the importance of the concept of
zero of linear function in solving problems involving functions. The
‘0 of a linear function f(x) is the real number a such that fla}=0.
(is suggest that the zero of linear function is found by equating
it to zero and then solving the resulting equation for x. This will be
used in the latter example in the module.
97 What’s New
JEEPNEY OR TRICYCLE?
Read and analyze the problem below.
Miguel is a senior high school student who commutes from home to school which is
15 km apart. There are two modes of transportation the first one is through jeep and
the other one is through tricycle. In riding a jeepney the fare charge P9.00 for the
first 4 km travel and P0.75 for each additional kilometer. Meanwhile in riding a
tricycle the fare would be P10.00 for the first km travel and P1 for each additional
kilometer.
Will you help Miguel analyze his situation?
Questions
Ifyou are Miguel and decided to ride in a jeepney, how much will be your
fare?
Hint: You may use the table below to compute the fare
3.
No. of km O45 6 7 [8 9 |10|15
‘Amount charge [9 oF O75
0.75 [0.75
If you decided to ride in a tricycle how much will be your fare?
Hint: You may use the strategy in no. 2
What characteristics does Miguel possess if he chose to ride a jeepney?
Is there any advantage in riding a jeepney instead of tricycle? Or riding a
tricycle instead of jeepney? What would it be?
If you are Miguel which between the two modes of transportation will you
choose? Why?
98, ) What is It
Decision making is always part of our lives, from the moment we wake- up we start
to decide the proper action to undertake be it minor or major decisions. In the
problem presented one of the factors that Miguel can use in making decision about
the dilemma he is facing is the cost of the fare in jeepney and in tricycle. If he will
ride a jeepney he will only pay P17.25 however if he will ride a tricycle, he needs to
pay P24,00 So it will be more economical if he chose to ride a jeepney. However, the
cost of the fare is just one of the factors. There are times that convenience is also
considered in choosing the mode of transportation since it is not crowded and you
can reach your destination faster. Therefore, in deciding the mode of transportation
the priority of the commuters whether to be more economical or to meet convenience
is considered.
In the previous problem we determine the cost of the fare by using a table wherein
we repeatedly add the fare charge per kilometer. Thus, this type of problem can be
solved using functions, and at this point let us determine how we are going to do
that.
Example no. 1
LET’S TRAVEL
A proposed Light Rail Transit System Line 1 (LRT-1) fare would charge P18.00 for
the first four stations and P5.00 for each additional station over the proposed fare.
a. Find the fare function fix) where x represents the number of stations traveled
b, Find the proposed fare for 15 stations
c. Find the proposed fare for 20 stations
To solve problems that involve functions you can employ George Polya’s 4-step rule.
George Polya’s 4 - Step Rule
1. Explore. This step involves carefull reading, analyzing, identifying the given
and unknown facts in the problem and expressing the unknown in terms
of variables,
Plan. In this step writing an equation that describes the relationships
between or among the variables is involve.
Solve. This step requires working out with the written equation and other
number relations to determine the required quantities that answer the
question in the problem.
Check. The final step that employ the use of other approaches to examine
the appropriateness of the answer.
99 Solution
a. Explore. Since the first step involves analysis and proper labeling of the
known and unknown facts we will let x= number of stations traveled. There
are also some conditions that was set in the problem such as the cost of fare
which is set up to 4 stations only thus we can represent x ~ 4 = number of
stations traveled over and above 4 stations
Plan. In writing an equation that will represent the relationship between the
known and unknown quantities, since we know that if we travelled up to 4
stations we must pay P18, we can represent it as
(fix) = 18 for 0
