Senior High School

General Mathematics
Module 1:
Functions

AIRs - LM
LU_General Mathematics_Module1
GENERAL MATHEMATICS
Module 1: Functions
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Authors: Catalina M. Estalilla

Abelaine Joy B. Abaquita
Alexander Randy C. Estrada
Carla E. Collado
Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewers: Catherine F. Carbonell
Lovely G. Tadije
Ryan V. Espiritu
Language Reviewer: Jiezyl Jamaica M. Aquino
Reviewers: Sherlyn A. De la Peña
Reynan O. Ibay
Illustrator: Ernesto F. Ramos, Jr.
Christian Bautista
Design and Layout: Angela Pauline C. Ganuelas

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Erlinda M. Dela Peña, Ed.D, EPS in Charge of Mathematics
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LU_General Mathematics_Module1
 SHS
General Mathematics
Module 1:
Functions

LU_General Mathematics_Module1
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_General Mathematics_Module1
 Target

A focal concept of extreme importance in modern mathematics is the idea of

functions. Functions which deal with corresponding relationship between the
elements of two sets, are useful concepts throughout the mathematics curriculum.

Functions explain the input and output effect. Knowing the input means
having an output. In this case, you will revisit and apply some basic concepts and
ideas about functions, and also learn to represent real life situations using functions
including piecewise functions.

In this module, you will be familiarized in evaluating functions and in

performing addition, subtraction, multiplication, division and composition of
functions. The concept on the operations on algebraic expression are applied in order
to perform the said operations. These operations on functions are fully appreciated
in solving problems involving functions. This module will also help you visualize the
problems in terms of the information given and the data to be found and help you
solve problems involving functions.

After going through this module, you are expected to:

1. represent real-life situations using functions including piecewise functions
(M11GM-Ia-1),
2. evaluate a function (M11GM-Ia-2),
3. perform addition, subtraction, multiplication, division, and composition of
functions (M11GM-Ia-3); and
4. solve problems involving functions (M11GM-Ia-4).

Learning Objectives:
1. recall the concepts of function and relation
2. represent real-life situations using functions including piecewise functions
3. apply the law of substitution in evaluating functions
4. find the sum, difference, product, quotient and composition of functions
5. solve real-life problems involving functions

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 Jumpstart

Function VS Not Function

The table below shows how relations and functions are the same and how they
are different.
Examples Relation Function Reason
1. 𝑅 = {(2, 𝑎), (9, 𝑏), (2, 𝑐)} It is a relation but not a
function because a
function is a set of ordered
pairs (𝑥, 𝑦) where no two
ordered pairs have the
same 𝑥 −value but different
𝑦 −values. In the example
we have two ordered pairs
specifically (2, a) and (2, c)
that have the same x-value
which is 2 but different
y-values which are a and c.
2. F = {(1,2), (2,7),(3,8),(4,2)} It is a function because no
two ordered pairs have the
same x-value though they
have the same y-values.
It is also a relation because
all functions are relation.
3. It is a function because no
one value in the year is
paired to two values in the
expenses.

It is a relation since if it is
a function then
automatically it is a
relation.

4. It is a function since every

domain is mapped to a
value in the range.
Since it is a function, it is
also a relation.
5. It is not a function because
through the vertical line
test the line intersects the
graph in more than one
point.

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 Discover

Representation of Functions

Functions can be represented in five (5) ways:

1. Functions and relations as a set of ordered pairs
A function can be represented by a machine with an “input” and an
“output”. But we can also represent these input and output values as a set of
ordered pairs. For example, if the input value -1 correspond to output 3, then
(-1, 3) is its ordered pairs representation.

Example 1: Which of the following relations are functions?

(a) ƒ = {(1, 4), (4, 4), (3, 6), (6, 7)}

(b) 𝑔 = {(4, 6), (4, 7), (9, 8), (2, 9), (6, 10)}
(c) h = {(1, 3), (2, 6), (3, 9), . . . , (n, 3n),(n+1, 3n+3) . . .}
Solution: The relations ƒ and h are functions because no two ordered pairs have
the same x-value but different y-values, while ɡ is not a function because (4, 6)
and (4, 7) are ordered pairs with same x-value but different y-values.
2. Functions and relations as a table of values

In a function, we can use the notation ƒ(x) = y for each ordered pair, (x, y)
in ƒ. We can also organize these ordered pair as a table. Thus, a function ƒ can
be represented by table of values below:

x -2 -1 3 6

ƒ (x) -2 -2 6 7

Example 2: The table relates a school (x) to the School Number of

number of delegates in the IRAA (y) in the year Delegates
2020. Does this relation define a one-to-one (X) (Y)
function?
CNHS 32

Solution: The table relating a school (x) to the number SJNHS 10

of delegates (y), does not defined a one-to-one function SSIS 15
because for the value 10 in the range of ƒ, there are two
values in the domain namely SJNHS and SGNHS. SGNHS 10

WNHS 25

Note: The table represents function but not one-to-one function. One-to-one function is another type
of function where each element of the domain corresponds to exactly one element of the range or vice
versa.

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3. Functions and relations as a mapping diagram

Aside from the table of values, a mapping diagram may also be used to
represent the ordered pairs in a relation or function. In this case, the relation or
function is represented to the set of all the connections by the arrows.

Example 3: Which of the following mapping diagrams represent function/s?

f g h
x y x y x y
-4 2 1 0 7 0
2
-3 5 2
3 4
2 17 3 2 6
1
1 33 4 8

Solution: The relations ƒ and ɡ are functions because each 𝑥 ∈ 𝑋 corresponds to

a unique 𝑦 ∈ 𝑌. The relation h is not a function because there is at least one
element in 𝑋 for which there is more than one corresponding 𝑦-value. For
example, 𝑥 = 7 corresponds to 𝑦 = 0 and 2. Similarly, 𝑥 = 1 corresponds to both
𝑦 = 6 and 8.
4. Functions as a graph in the Cartesian plane

As shown above, ordered pairs can be represented by a table of values or

a mapping diagram. A graph in a Cartesian plane is another representation of a
relation or function. A quick way to determine whether a given graph represents a
function is through the vertical line test.

The Vertical Line Test

A graph represents a function if and only if each vertical line intersects the graph
at most once.
If a vertical line x = a intersects a graph twice, say at (a, b) and at (a, c),
then the graph cannot represent a function because two different y-values
correspond to x = a.
Example 4: Which of the following graphs represent functions?

a. b. c. d.

Solution: Graphs (a), (b), (c) are graphs of functions while (d) is not because the
graph did not pass the vertical line test. Each vertical line intersects the graphs
at two points.

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5. Functions and relations as an equation

Example 5: Which of the following represents a function?

a. y = 2x + 3 b. 𝑦 = 𝑥 2 − 3𝑥 + 4 c. 𝑥 2 + 𝑦 2 = 1 d. y = √𝑥 + 1

Solution: All are relations but not all are functions. Equation (c) is not a function
because we can find an x-value that corresponds to more than one y-values (ex. If
x = 0, then y can be + 1 or -1.

Functions as Representations of Real-Life Situations

Functions can often be used to model real life situations. If you can identify
an appropriate functional model then it will lead you to a better understanding of
various phenomena.

Definition.
1. A linear function is a function of the form ƒ(𝑥) = 𝑎𝑥 + 𝑏, where a ≠ 0.
2. A quadratic function is a function of the form ƒ(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where
𝑎 ≠ 0.
3. A polynomial function of degree n is a function of the form.
𝑓(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎1 𝑥 1 + 𝑎0 where 𝑛 ≠ 0

Below are examples of functions in real life situations:

Example 1: One hundred meters of fencing is available to enclose a rectangular
area next to a river (see figure). Give a function A that can represent the area
that can be enclosed in terms of x.

Figure 1. Representation of rectangular area next to a river

Solution: The area of the rectangular enclosure is A = xy. We will write this as a
function of x. Since only 100 m of fencing is available, then x + 2y =
100−𝑥
100 or y = = 50 – 0.5x. Thus,
2

A(x) = x(50 – 0.5x)

A(x) = 50x – 0.5𝒙𝟐

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LU_General Mathematics_Module1
 DEFINITION
A piecewise function or a compound function is a function built from
pieces of different functions over different intervals. It is a function composed
of multiple subfunctions where each subfunction applies to a certain interval
of the main function domain. We can represent a piecewise function as
follows:
function 1 𝑖𝑓 𝑥 is in the domain 1
𝐹(𝑥) = {function 2 𝑖𝑓 𝑥 is in the domain 2
function 3 𝑖𝑓 𝑥 is in the domain 3
Example 2: A slice of cassava cake costs ₱30. However, if you buy more than 10
slices of cassava cake, it will be ₱25 per slice. Use a piecewise function to
represent the cost in terms of the slices of cassava cake bought.
Solution: If you bought at most 10 slices of cassava cake, you will pay ₱30 per
slice. But if you will buy more than 10, you will pay ₱25 per slice of
cassava cake, Therefore
25𝑥, 𝑖𝑓 𝑥 > 10
𝑓(𝑥) = {
30𝑥, 𝑖𝑓 0 < 𝑥 ≤ 10
Example 3: A user is charged P 500 monthly for a particular mobile plan,
which includes 200 free text messages. Messages in excess of 200 are charged
P1 each. Represent the monthly cost for text messaging using the function t(m),
where m is the number of messages sent in a month.
500 if 0 < m ≤ 200
Solution: t(m) = {
500 + (𝑚 − 200) if m > 200

Evaluating Functions
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
expressions, to evaluate function you just need to:
a. replace each letter in the expression with the assigned value,
b. perform the operations in the expression using the correct order of
operations, and
c. simplify the resulting numerical expression.

Example1: Evaluate the function 𝑓(𝑥) = 𝑥 2 + 3𝑥 − 5 for each replacement value

of 𝑥.
a. -3 b. 0 c. 2 d. 5
Solution: To evaluate the function, simply replace x in f(x) with the given
replacement value, then simplify.
a. If 𝑥 = −3 then, b. If 𝑥 = 0 then,
2
𝑓(−3) = (−3) + 3(−3) − 5 𝑓(0) = (0)2 + 3(0) − 5
= 9−9−5 = 0−0−5
= −𝟓 = −𝟓
c. If 𝑥 = 2 then, d. If 𝑥 = 5 then,
2
𝑓(2) = (2) + 3(2) − 5 𝑓(5) = (5)2 + 3(5) − 5
= 4+6−5 = 25 + 15 − 5
=𝟓 = 𝟑𝟓

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 Example 2: If 𝑥 = −4, evaluate the following functions:

a. 𝑓(𝑥) = 2𝑥 − 3 b. 𝑔(𝑥) = 2𝑥 + 1
c. ℎ(𝑥) = √25 − 𝑥 2 d. 𝑘(𝑥) = 2𝑥 2 − 5𝑥 + 1

Solution: To evaluate the function, simply replace x in f(x) with the given
replacement value, then simplify.

𝑎. 𝑓(−4) = 2𝑥 − 3 𝑏. 𝑔(−4) = 2𝑥 + 1
= 2(−4) − 3 = 2(−4) + 1

= −8 − 3 = −𝟏𝟏 = −8 + 1 = −𝟕

𝑐. ℎ(−4) = √25 − 𝑥 2 𝑑. 𝑘(−4) = 2𝑥 2 − 5𝑥 + 1

= √25 − (−4)2 = 2(−4)2 − 5(−4) + 1

= 2(16) + 20 + 1 = 𝟓𝟑
= √25 − 16 = √9 = ±𝟑
Example 3: Mark has 280 pesos in his saving account and adding 40 pesos each
week. Write an equation relating T (total amount saved) and n (number of weeks
Mark has been adding money) and find the total amount Mark saves after 12
weeks.

Solution:
Equation: 𝑇(𝑛) = 280 + 40𝑛
Total savings: 𝑇(𝑛) = 280 + 40𝑛
= 280 + 40(12)
= 280 + 480
= ₱𝟕𝟔𝟎. 𝟎𝟎

Operations on Functions
Sum, Difference, Product and Quotient of Functions
Let 𝑓 and 𝑔 be any two functions, the sum (𝑓 + 𝑔), difference(𝑓 − 𝑔),
𝑓
product(𝑓 ∙ 𝑔), and quotient( ), are functions whose domains are set of real numbers
𝑔
common to 𝐷𝑓 and 𝐷𝑔 (𝐷𝑓 ∩ 𝐷𝑔 ) and defined as follows:
1. Sum: (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
2. Difference: (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥)
3. Product: (𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)
𝑓 𝑓(𝑥)
4. Quotient: ( ) (𝑥) = , where 𝑔(𝑥) ≠ 0.
𝑔 𝑔(𝑥)

Example 1: Let 𝑓(𝑥 ) = 2𝑥 3 − 5𝑥 2 − 𝑥 + 6 and 𝑔(𝑥 ) = 2𝑥 2 − 13𝑥 + 15.

𝑓
Find a. (𝑓 + 𝑔)(𝑥) b. (𝑓 − 𝑔)(𝑥) c. (𝑓 ∙ 𝑔)(𝑥) d. ( ) (𝑥)
𝑔

Solution:
a. (𝑓 + 𝑔)(𝑥) = (2𝑥 3 − 5𝑥 2 − 𝑥 + 6) + (2𝑥 2 − 13𝑥 + 15) Apply Sum of a Function
= 2𝑥 3 − 5𝑥 2 − 𝑥 + 6 + 2𝑥 2 − 13𝑥 + 15
= 2𝑥 3 − 5𝑥 2 + 2𝑥 2 − 𝑥 − 13𝑥 + 6 + 15 Arrange terms in descending order
= 𝟐𝒙𝟑 − 𝟑𝒙𝟐 − 𝟏𝟒𝒙 + 𝟐𝟏 and simplify

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b. (𝑓 − 𝑔)(𝑥) = (2𝑥 3 − 5𝑥 2 − 𝑥 + 6) − (2𝑥 2 − 13𝑥 + 15) Apply Subtraction of a
= 2𝑥 3 − 5𝑥 2 − 𝑥 + 6 − 2𝑥 2 + 13𝑥 − 15 Function
= 2𝑥 3 − 5𝑥 2 − 2𝑥 2 − 𝑥 + +13𝑥 + 6 − 15 Arrange terms in descending
= 𝟐𝒙𝟑 − 𝟕𝒙𝟐 + 𝟏𝟐𝒙 − 𝟗 order and simplify

c. (𝑓 ∙ 𝑔)(𝑥) = (2𝑥 3 − 5𝑥 2 − 𝑥 + 6) ∙ (2𝑥 2 − 13𝑥 + 15) Apply Product of a Function

= 2𝑥 3 (2𝑥 2 − 13𝑥 + 15) − 5𝑥 2 (2𝑥 2 − 13𝑥 + 15) − Apply Distributive
𝑥(2𝑥 2 − 13𝑥 + 15) + 6(2𝑥 2 − 13𝑥 + 15) Property
= 4𝑥 − 26𝑥 4 + 30𝑥 3 − 10𝑥 4 + 65𝑥 3 − 75𝑥 2 − 2𝑥 3 +
5

13𝑥 2 − 15𝑥 + 12𝑥 2 − 78𝑥 + 90

= 4𝑥 − 26𝑥 4 − 10𝑥 4 + 30𝑥 3 + 65𝑥 3 − 2𝑥 3 − 75𝑥 2 +
5
Arrange terms in
13𝑥 2 + 12𝑥 2 − 15𝑥 − 78𝑥 + 90 descending order and
= 𝟒𝒙𝟓 − 𝟑𝟔𝒙𝟒 + 𝟗𝟑𝒙𝟑 − 𝟓𝟎𝒙𝟐 − 𝟗𝟑𝒙 + 𝟗𝟎 simplify
𝑓 (2𝑥 3 −5𝑥 2 −𝑥+6)
d. ( ) (𝑥) =
𝑔 (2𝑥 2 −13𝑥+15)

(2𝑥−3)(𝑥+1)(𝑥−2)
= (2𝑥−3)(𝑥−5)

(𝒙+𝟏)(𝒙−𝟐) 𝒙𝟐 −𝒙−𝟐
= or
(𝒙−𝟓) (𝒙−𝟓)

Example 2: Let 𝑓(𝑥) = 2𝑥 3 − 5𝑥 2 − 𝑥 + 6 and 𝑔(𝑥) = 2𝑥 2 − 13𝑥 + 15.

𝑓
Find a. (𝑓 + 𝑔)(2) b. (𝑓 − 𝑔)(−3) c. (𝑓 ∙ 𝑔)(2) d. ( ) (7)
𝑔
Solution:
a. (𝑓 + 𝑔)(𝑥) = (2𝑥 3 − 5𝑥 2 − 𝑥 + 6) + (2𝑥 2 − 13𝑥 + 15)

= 𝟐𝒙𝟑 − 𝟑𝒙𝟐 − 𝟏𝟒𝒙 + 𝟐𝟏

(𝑓 + 𝑔)(2) = 2(2)3 − 3(2)2 − 14(2) + 21
= 2(8) − 3(4) − 14(2) + 21
= 16 − 12 − 28 + 21
= −𝟑
b. (𝑓 − 𝑔)(𝑥) = (2𝑥 3 − 5𝑥 2 − 𝑥 + 6) − (2𝑥 2 − 13𝑥 + 15)
= 𝟐𝒙𝟑 − 𝟕𝒙𝟐 + 𝟏𝟐𝒙 − 𝟗
(𝑓 − 𝑔)(−3) = 2(−3)3 − 7(−3)2 + 12(−3) − 9
= 2(−27) − 7(9) + 12(−3) − 9
= −54 − 63 − 36 − 9
= −𝟏𝟔𝟐
c. (𝑓 ∙ 𝑔)(𝑥) = (2𝑥 3 − 5𝑥 2 − 𝑥 + 6) ∙ (2𝑥 2 − 13𝑥 + 15)
= 𝟒𝒙𝟓 − 𝟑𝟔𝒙𝟒 + 𝟗𝟑𝒙𝟑 − 𝟓𝟎𝒙𝟐 − 𝟗𝟑𝒙 + 𝟗𝟎
(𝑓 ∙ 𝑔)(2) = 4(2)5 − 36(2)4 + 93(2)3 − 50(2)2 − 93(2) + 90
= 4(32) − 36(16) + 93(8) − 50(4) − 93(2) + 90
= 128 − 576 + 744 − 200 − 186 + 90
= 0
𝑓 (𝑥+1)(𝑥−2) 𝑓 𝒙𝟐 −𝒙−𝟐
d. ( ) (𝑥) = or ( ) (𝑥) =
𝑔 (𝑥−5) 𝑔 (𝒙−𝟓)

2
(7) −(7)−2
𝑓
( ) (7) =
𝑔
(7+1)(7−2)
(7−5)
=
8(5)
2
=
40
2
= 𝟐𝟎
𝑓
( ) (7) =
𝑔 (7−5)
= 49−7−2
2
= 40
2
= 𝟐𝟎

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Composition of Functions
The composition of the function 𝒇 with 𝒈 is denoted by (𝑓 o 𝑔) and is
defined by the equation: (𝑓o 𝑔)(𝑥) = 𝑓(𝑔(𝑥))
The domain of the composition function 𝑓o 𝑔 is the set of all x such that
1. x is in the domain of g and
2. g(x) is in the domain of f

Example 1: Given 𝑓(𝑥) = 4𝑥 − 5 and 𝑔(𝑥) = 𝑥 2 + 4

Find a. (𝑓o 𝑔)(𝑥) b. (𝑔 o 𝑓)(𝑥)

Solution:
a. (𝑓o 𝑔)(𝑥) = 𝑓(𝑔(𝑥)) = 4(𝑔(𝑥)) − 5
= 4(𝑥 2 + 4) − 5
= 4𝑥 2 + 16 − 5
= 𝟒𝒙𝟐 + 𝟏𝟏

2
b. (𝑔 o 𝑓)(𝑥) = 𝑔(𝑓(𝑥)) = (𝑓(𝑥)) + 4
= (4𝑥 − 5 )2 + 4
= 16𝑥 2 − 40𝑥 + 25 + 4
= 𝟏𝟔𝒙𝟐 − 𝟒𝟎𝒙 + 𝟐𝟗

Problem Involving Functions

In solving problems involving functions, George Polya identifies four basic
principles of problem solving.

1. Understand the problem: Students are often

stymied in their efforts to solve problems simply
because they don’t understand it fully or even in part.
In order to show an understanding of the problem,
you, of course, need to read the problem
carefully. Once the problem is read, you need to list
all the components and data that are involved. This
is where you will be assigning your variable.
2. Devise a plan (translate): There are many ways to
solve problems. The skill at choosing an appropriate
George Polya
strategy is best learned by solving many problems.
Setting up an equation, drawing a diagram, and making a chart are some ways
you can go about solving your problem.
3. Carry out the plan (solve): This is where you solve the equation you came
up with in your ‘devise a plan’ step.
4. Look back (check and interpret): Check if you used all your information and
that the answer makes sense.

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 Modeling real world problems especially those that require optimization is one
of the important applications of the study of functions.

Guidelines in Making Models of Functions:

1. Read the problem carefully. Be sure to understand the problem
very well. Write down the given information in the problem in the
context that you understand.
2. Determine the independent and dependent variables respectively
3. Write the equation for the relation.
4. Solve the problem, using the equation
5. Check the answer, based on the given information.
6. Make a conclusion.

Example 1: Nicole and Michael drive away from their house. Nicole went North
and Michael went East. Nicole’s speed is 40 kph and Michael’s speed is 75 kph.
Express the distance between the cars as a function of time.

Solution:
a. Every hour, Nicole travels 40 km away from their house while Michael travels
75 km. At any time t from the time they started, Nicole and Michael will be
40t km and 75t km away from their house, respectively. Since their respective
directions are at right angles with each other, then the distance between them
can be computed using the Pythagorean Theorem as shown below.

[𝑑(𝑡)]2 = (40𝑡)2 + (75𝑡)2

𝑑(𝑡) = √1600𝑡 2 + 5625𝑡 2
𝑑(𝑡) = √7225𝑡 2
𝑑(𝑡) = 85𝑡

The distance between them at any time t is given by 𝑑(𝑡) = 85𝑡. Note that you
only consider the positive root of the equation since distance cannot be negative

Example 2: Silangan Network charges ₱500 monthly cable connection fee plus
₱125 for each hour of pay-per-view (PPV) event regardless of a full hour or a
fraction of an hour.

a. Construct table of values that will show a mode of payment for consumers
who may spend 𝑥 number of hours in watching PPV events.
b. What is the monthly bill of a customer who watched 1/4 hours of PPV events?
c. What is the monthly bill of a customer who watched 7.3 hours of PPV events?
d. What is the monthly bill of a customer who watched 23 hours of PPV events?

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 Solution:
a. The table of values that shows the mode of payment for customers who may
spend 𝑥 number of hours in watching PPV events is given below.

Number of Hours Total Payment

Monthly Cable
Spent in PPV Amount of PPV f(x)
Connection Fee
Event (x)
0<𝑥≤1 ₱500 (₱125)(1) ₱625
1<𝑥≤2 ₱500 (₱125)(2) ₱750
2<𝑥≤3 ₱500 (₱125)(3) ₱875
3<𝑥≤4 ₱500 (₱125)(4) ₱1000
4<𝑥≤5 ₱500 (₱125)(5) ₱1125
𝑛−1<𝑥 ≤𝑛 ₱500 (₱125)(n) ₱500 + ₱125(n)
a. The monthly bill of a customer who watched 1/4 hours of PPV events can be
represented by 0 < 𝑥 ≤ 1. The total payment is ₱500 + ₱125(1) = ₱500 + ₱125
= ₱625

b. The monthly bill of a customer who watched 7.3 hours of PPV events can be
represented by 7 < 𝑥 ≤ 8. The total payment is ₱500 + ₱125(8) = ₱500 + ₱1,000
= ₱1,500.

c. The monthly bill of a customer who watched 23 hours of PPV events can be
represented by 22 < 𝑥 ≤ 23. The total payment is ₱500 + ₱125(23) = ₱500 +
₱2,875 = ₱3,375.

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References
Printed Materials
Darwin C. Santos, et. al., MATH ACTIVATED: Engage yourself and Our World (Makati
City: Philippines. Don Bosco Press Inc., 2016), 1-8.

Debbie Marie B. Verzosa, et. al., General Mathematics Learner’s Material (Pasig City:
Lexicon Press Inc., 2016), 1-9.

Debbie Marie B. Verzosa, et. al., Teaching For Senior High School General Mathematics
(Pasig City: Lexicon Press Inc., 2016), 2-12.

Fernando B. Orines, Next Century Mathematics 11 General Mathematics (Quezon

City, Philippines: Phoenix Publishing House, Inc., 2016), 1-9.

Luis Allan B. Melosantos, et. al., Math Connections in the Digital Age: General
Mathematics Grade 11 (Quezon City, Philippines: Sibs Publishing House Inc.,
2016), 2-9.

Lynie Dimasuay, et al., General Mathematics (Quezon City, Philippines: C & E

Publishing, Inc., 2016), 2-12.

Orlando A. Oronce, General Mathematics (Manila, Philippines: Rex Book Store Inc.,
2016), 1-8.

Websites
“Difference between Relations and Function,” BYJU’S, last accessed July 23, 2020,
from https://byjus.com/maths/difference-between-relation-and-function/.

“Piecewise Functions,” HWH, last accessed July 22, 2020,

https://www.classzone.com/eservices/home/pdf/student/LA202GAD.pdf.

“Piecewise Functions,” She Loves Math, last accessed July 23, 2020,
https://www.shelovesmath.com/algebra/advanced-algebra/piecewise-
functions/.

“Relations vs Function,” CK-12, last accessed July 23, 2020,

https://www.ck12.org/book/ck-12-algebra-i-honors/section/3.1/.

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 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

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