GENERAL MATHEMATICS

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 NOTRE DAME OF DADIANGAS UNIVERSITY
Integrated Basic Education Department
Senior High School
Lagao, General Santos City

General Mathematics

University Vision

Notre Dame of Dadiangas University is a Catholic, Filipino institution of Academic Excellence

established by the Marist Brothers (FMS – Fratres Maristae a Scholis) characterized by St. Marcellin
Champagnat’s ideals of simplicity, humility, and quiet zeal of God’s work as inspired by the Blessed
Virgin Mary. The school is dedicated to the formation of persons in all levels of learning who as:

• Christian Leaders
• Competent Professionals
• Community-Oriented citizens, and
• Culture-Sensitive Individuals

will actively participate in building a peaceful and progressive nation.

University Mission

As a Catholic Educational Institution, NDDU shares in the Church’s mission of evangelization by

integrating life and faith;
As a Filipino Institution, NDDU seeks to preserve Filipino Culture and propagate love of country and
its people;
As an institution of Quality Education, NDDU aims leadership in Curricular Programs, Multi-
Disciplinary Programs, Research, and Community Service;
As a Marist Institution, NDDU promotes the core values of Family Spirit, Marian Spirit, Simplicity,
Presence for the Least Favored, Love of Work, and Integrity of Creation; and
As a Community-Oriented institution, NDDU aims to respond the challenges of the locality
(SOCSKSARGEN Area) it is serving.

Institutional Objectives

NDDU is a Catholic Institution, which seeks to develop the spiritual, intellectual, social, aesthetic,
and physical abilities of the students through systematic instruction and practice.
NDDU is concerned with creating a Christian Community among its members, therefore, NDDU
offers religious instruction and provides opportunities for apostolic zeal and witness.
NDDU is committed to further national development. Students are made aware of their rights and
responsibilities as citizens and are given opportunities to participate in institutional and community
development.
NDDU contributes to improving the quality of education in the region of SOCSKSARGEN. As an
institution of higher learning, NDDU seeks to foster cooperation and innovation among the
educational institution in the region.

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 And as a Marist school, NDDU lives in the spirit of Saint Marcellin Champagnat, dedicated to the
Christian education in accordance with the Marist motto, “ALL TO JESUS THROUGH MARY: ALL
TO MARY FOR JESUS.”

Academic Unit Objectives

The ultimate goal of NDD IBED is the integral development and formation of the whole person.
The school aims to incorporate absolute values into culture and life. In brief, it is committed to the
human, academic and Christian development of the students in the Philippines’ mileu

1. Human Growth. By graduation, the high school students will mature as persons-spiritually,
emotionally, physically and socially.
2. Academic Growth. By graduation, the high school students will display appropriate Mastery
of the fundamental concepts and skills, and will develop attitudes basic to personal
development.
3. Christian Growth. By graduation, the high school students will possess desirable values
through basic religious instruction and spiritual experiences to respond to any life’s situation.
4. Committed to Community Awareness. By graduation, the high school students will have
knowledge and experience of the local communities adequate enough to be competent and
responsible citizens.

Course/Subject Description
The learner demonstrates understanding of key concepts of functions, rational functions, inverse
functions, exponential functions, and logarithmic functions, key concepts of simple and compound
interests, and simple and general annuities; basic concept of stocks and bonds, and business and
consumer loans; key concepts of propositional logic, syllogism, and fallacies; and key methods of
proof and disproof.
Grade Level Standard
The learner is able to accurately construct mathematical models to represent real-life situations using
functions, formulate and solve real-life problems involving rational functions, and apply the concepts
of inverse functions, exponential functions, and logarithmic functions to formulate and solve real-life
problems with precision and accuracy. The learner is also able to investigate, analyze and solve
problems involving simple and compound interests and simple and general annuities using
appropriate business and financial instruments; use appropriate financial instruments involving
stocks and bonds in formulating conclusions and making decisions; and decide wisely on the
appropriateness of business or consumer loan and its proper utilization. Moreover, the learner is able
to judiciously apply logic in real-life arguments; and appropriately apply a method of proof and
disproof in real-life situations.
Work Instruction

Welcome Marista!

One of the most challenging systems today is the delivery of education since students and
teachers have no face-to-face interaction. Yet, here at NDDU-IBED Lagao Senior High School
Department, the institution continues to provide quality education and live with our Vision-Mission in
our ongoing quest to deliver academic excellence.

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 We have prepared this module which intends to develop your life skills even during these most
challenging times. Our learning resources are set for the new normal of learning delivery that ensures
effective and efficient delivery of lessons.

Our Learning Modality comes in two parts:

1) Online Class – This is where your teachers hold lectures and discussions using different
online platforms. Furthermore, you are expected to receive the instructions for your
synchronous learning. The schedule for the online classes will be Monday & Tuesday for Set
A subjects and Thursday & Friday for Set B subjects. If you cannot attend the online class due
to valid reasons, your teachers will provide you with instructions to suffice your missed classes.
2) Module – This modality is intended for your independent learning. Each subject teacher
provides you with a module that contains intensive discussion of the lesson for a specific week.
You are given different activities that you need to accomplish on a weekly basis. Since this is
a synchronous learning, you are expected to comply the task on your own.
Components of the Module:
1) Topic – This includes the specific subject matter to be discussed on a particular week. This
will guide you on what you are expected to learn in the scheduled session.
2) Learning Targets – These are the objectives that you need to attain and do at the end of
each lesson.
3) Introduction/Review/Content – This contains the overview of the lesson and brief summary
of the previous discussion. Moreover, you are expected to read and comprehend the
supplementary information written in this part to be able to achieve the learning targets
intended for the lesson.
4) Check your Understanding – This part contains drill/s that aim/s to test the level of your
understanding on the topic.
5) Enrichment – This contains activities that will help you develop your critical thinking and
problem-solving skills essential for your learning to be more meaningful and valuable.
Attached in your module is/are separated activity sheet/s intended for your answers. The
accomplished activity sheets will then be submitted to your Subject Matter Expert for checking
on the announced date of submission through the assigned online platform/s.
6) References and Materials – These are the sources and tools used for the delivery of the
lesson.

Should there be questions and clarifications, please contact your Subject Matter Expert or subject
teacher on your scheduled day and time for consultation.

Remember that learning should never stop. As we are all challenged with the uncertainties
brought by the new normal, please know that we are with you in this journey of achieving your dreams.

Soar high, Senior High! Laban Marista!

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 Quarter Content Standards
MIDTERM Key concepts of functions.
Key concepts of rational functions.
Key concepts of inverse functions,
exponential functions, and logarithmic exponential functions, and logarithmic
functions.
FINALS Key concepts of simple and compound
interests, and simple and general
annuities.
Basic concepts of stocks and bonds.
Basic concepts of business and consumer Decide wisely on the appropriateness of
loans.
Key concepts of propositional logic;
syllogisms and fallacies.
Key methods of proof and disproof.
Performance Standards
Accurately construct mathematical models
to represent real-life situations using
functions.
Accurately formulate and solve real-life
problems involving rational functions.
Apply the concepts of inverse functions,
functions to formulate and solve real-life
problems with precision and accuracy.
Investigate, analyze and solve problems
involving simple and compound interests
and simple and general annuities using
appropriate business and financial
instruments.
Use appropriate financial instruments
involving stocks and bonds in formulating
conclusions and making decisions.
business or consumer loan and its proper
utilization.
Judiciously apply logic in real-life
arguments.
Appropriately apply a method of proof and
disproof in real-life situations.

Course/Topic Outline
MIDTERM :
Functions, Rational Functions, Inverse Function, Exponential Function, and Logarithmic Function
FINALS :
Simple and Compound Interest, Simple and General Annuities, Stocks and Bonds, Business and
Consumer loans, Propositional Logic; syllogisms and fallacies, Methods of proof and disproof.

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 NOTRE DAME OF DADIANGAS UNIVERSITY
Integrated Basic Education Department
Senior High School
Lagao, General Santos City

General Mathematics

Quarter: Midterm Date: 2020.08.24 – 2020.08.28

Week No.: 1 21st Century Skills:
Damean’s Beat: Family Spirit  Critical Thinking
NDDU’s 4Cs: ☐ Christian Leaders  Computing/ICT Literacy
 Competent Professionals ☐ Communication
☐ Community-Oriented Citizens ☐ Creativity
☐ Culture-Sensitive Individuals ☐ Collaboration
Teacher/s: Arvin Eric A. Caga ☐ Cross Cultural Understanding
Ever Joy P. Hinampas ☐ Career and Learning Self Reliance
Rachel Lou P. Paranga
Click or tap here to enter text.

Module No.: 1
I. Topic: Key Concepts of Functions
II. Learning Targets:
At the end of the lesson, I can:
Cognitive:
1. represent real-life situations using functions, including piecewise functions
2. evaluate a function
3. perform addition, subtraction, multiplication, division, and composition of functions
4. solve problems involving functions
Affective:
5. relate the operations of functions in real life scenario
Psychomotor:
6. write solutions in solving problems involving functions on the answer sheet legibly
III. Introduction/Review/Content:

Consider the following figures:

Figure 1.2
Figure 1.1
https://www.google.com/search?q=function+machine&tbm=is

How can you relate Figure 1.1 to Figure 1.2?

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 The value of the domain or input is 4 (𝑥 = 4). This value is used to evaluate the
function 𝑓(𝑥) = 3𝑥 − 2. You take the input 4, multiply it by 3 then, subtract 2 which
results to 10. In function notation, we have 𝑓(4) = 3(4) − 2 = 10. The result 10
serves as the output.

Definition
The function machine (as shown in Figure 1.1) defines the relationship
between the input and the output. The machine accepts the member of the domain
which is the INPUT and releases the member of the range which is the OUTPUT.

Definition
A function is defined as a relation in which each member of the domain (x)
corresponds to exactly one member of the range (y).

Many processes studied in the physical and social sciences involve understanding how one quantity
is related to another quantity. Here are some examples which shows mathematical modeling of
functions including the piecewise function.

Example 1.1
a) A rectangle has a perimeter of 90 ft. Express its area A as a function of the length x.

*Before you proceed to its solution, draw its diagram first with variables and its corresponding
definition.
Let x be the length of the rectangle.
Let w be the width of the rectangle.
Let P be the perimeter of the rectangle.
Let A be the area of the rectangle.

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 Solution:
The perimeter 𝑃 of a rectangle is computed as 𝑃 = 2(length) + 2(width) which can be written as
𝑃 = 2𝑥 + 2𝑤

Using the equation above, solve w in terms of x. Then,

2𝑥 + 2𝑤 = 90 (substitute the value of P which is 90)

2𝑥 + 2𝑤
= 90 (divide both sides by 2)
2
𝑥 + 𝑤 = 45
𝑥 + 𝑤 − 𝒙 = 45 − 𝒙 (use the addition property of equality)
𝒘 = 𝟒𝟓 − 𝒙 (simplify)

Since the area A of a rectangle is obtained by multiplying the length and the width,
𝐴 = 𝑥𝑤
= 𝑥(45 − 𝑥) (substitute the value of w)
𝐴(𝑥) = 𝑥(45 − 𝑥) (express the area as a function)
𝟐
𝑨(𝒙) = 𝟒𝟓𝒙 − 𝒙 (simplify the expression using the distributive property
of multiplication under subtraction)

Some situations can only be described by more than one formula, depending on the value of the
independent variable that is why piecewise function is utilized.

Definition
Piecewise-defined functions are functions defined by more than one sub-functions
where each sub function has a particular domain.

b) An online seller sells a certain round chocolate cake which costs 350 pesos. However, if you
buy at least five pieces, they will be sold to a price of 330 pesos per piece. Use a piecewise
function to represent the cost in terms of the number of chocolate cakes bought.
Solution:
Let p be the number of chocolate cakes bought.
𝟑𝟓𝟎𝒑 ; 𝒊𝒇 𝒑 < 𝟓
f(p) = {
𝟑𝟑𝟎𝒑 ; 𝒊𝒇 𝒑 ≥ 𝟓

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 Note
On one hand, the sub function f(p) = 𝟑𝟓𝟎𝒑 ; 𝒊𝒇 𝒑 < 𝟓 represents the condition that you
will pay 350 pesos per piece of cake if you are going to buy less than 5 pieces. On the other
hand, the sub function f(p) = 𝟑𝟑𝟎𝒑 ; 𝒊𝒇 𝒑 ≥ 𝟓 states that you will pay 330 pesos per piece if
you are going to buy 5 or more cakes.

Definition

Evaluating a function means finding the value of 𝑓(𝑥). To evaluate 𝑓(𝑥) at x = a,

simply substitute a for x then, simplify.

Example 1.2
Evaluate the following:
𝑎) 𝑓(𝑥) = −4𝑥 + 3, 𝑎𝑡 𝑥 = 2
𝑏) 𝑓(𝑥) = 2𝑥 2 − 𝑥 + 1, 𝑎𝑡 𝑥 = −4
𝑐) 𝑓(𝑥) = √3𝑥 + 4, 𝑎𝑡 𝑥 = 2
2

Solution:
a) 𝑓(𝑥) = −4𝑥 + 3, 𝑎𝑡 𝑥 = 2
𝑓(2) = −4(2) + 3 (substitute the value of x which is 2 in the function)
𝒇(𝟐) = −𝟓 (simplify)

b) 𝑓(𝑥) = 2𝑥 2 − 𝑥 + 1, 𝑎𝑡 𝑥 = −4
𝑓 (−4) = 2(−4)2 − (−4) + 1 (substitute the value of x in the function)
𝑓(−4) = 2(16) + 4 + 1 (perform the operations)
𝒇(−𝟒) = 𝟑𝟕 (simplify)

c) 𝑓(𝑥) = √3𝑥 2 + 4, 𝑎𝑡 𝑥 = 2
𝑓(2) = √3(2)2 + 4 (substitute the value of x which is 2 in the function)
𝑓(2) = √3(4) + 4 (perform the operations)
𝑓(2) = √16 (extract the square root)
𝒇 (𝟐) = 𝟒 (final answer)

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 Definition
OPERATIONS ON FUNCTIONS
Given two points f and g, we define the sum, difference, product and quotient of functions as follows:
a) (𝑓 + 𝑔) (𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
b) (𝑓 − 𝑔) (𝑥) = 𝑓(𝑥) − 𝑔(𝑥)
c) (𝑓 ∙ 𝑔) (𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)
𝑓 𝑓(𝑥)
d) (𝑔) (𝑥 ) = 𝑔(𝑥) , 𝑔(𝑥) ≠ 0

Example 1.3
Let f, g and h be three functions defined as 𝑓(𝑥) = 𝑥 2 − 4; 𝑔(𝑥) = 𝑥 + 2; and ℎ(𝑥) = 2𝑥 − 5.
Find the following:
𝑓
𝑎) (𝑓 + 𝑔) (𝑥) 𝑏) (𝑔 − ℎ) (𝑥) 𝑐) (ℎ ∙ 𝑔) (𝑥) 𝑑) ( )(𝑥)
𝑔
𝑔
𝑒) (ℎ + 𝑓) (2) 𝑓) (𝑔 − 𝑓) (5) 𝑔) (𝑓 ∙ ℎ) (3) ℎ) ( )(4)
ℎ

Solutions:
a) (𝑓 + 𝑔) (𝑥) = 𝑓(𝑥) + 𝑔(𝑥) (sum of functions)
= (𝑥 2 − 4) + (𝑥 + 2) (substitute the value of 𝑓(𝑥) and 𝑔(𝑥) )
= 𝒙𝟐 + 𝒙 − 𝟐 (simplify by combining like terms)

b) (𝑔 − ℎ) (𝑥) = 𝑔(𝑥) − ℎ(𝑥) (difference of functions)

= (𝑥 + 2) − (2𝑥 − 5) (substitute the value of 𝑔(𝑥) and ℎ(𝑥) )
= 𝑥 + 2 − 2𝑥 + 5 (distribute the negative sign outside the parenthesis)
= −𝒙 + 𝟕 (simplify)

c) (ℎ ∙ 𝑔)(𝑥 ) = ℎ(𝑥 ) ∙ 𝑔(𝑥) (product of functions)

= (2𝑥 − 5) (𝑥 + 2) (substitute the value of ℎ(𝑥) and 𝑔(𝑥) )
= [(2𝑥) (𝑥)] + [2𝑥 (2)] + [(−5) (𝑥)] + [(−5) (2)] (use the FOIL method)
= 2𝑥 2 + 4𝑥 − 5𝑥 − 10 (simplify by combining like terms)
𝟐
= 𝟐𝒙 − 𝒙 − 𝟏𝟎

𝑓 𝒇(𝒙)
d) (𝑔)(𝑥) = (quotient of functions)
𝒈(𝒙)
𝒙𝟐 − 𝟒
= (substitute the value of 𝑓(𝑥) and 𝑔(𝑥) )
𝒙+𝟐
(𝐱+𝟐)(𝒙−𝟐)
= (factor out 𝑥 2 − 4)
𝒙+𝟐
(𝐱+𝟐)(𝒙−𝟐)
= (simplify by cancelling common factors)
𝒙+𝟐
= 𝒙 − 𝟐

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 e) ℎ(2) = 2(2)– 5 = −1 (evaluate ℎ(2) and 𝑓(2) first)
𝑓 (2) = 22 – 4 = 0

(ℎ + 𝑓 )(2) = ℎ(2) + 𝑓(2) (sum of functions where 𝑥 = 2)

= −1 + 0 (substitute the answer of ℎ(2) and 𝑓(2), then simplify)
= −𝟏

f) 𝑔(5) = (5 + 2) = 7 (evaluate 𝑔(5) and 𝑓(5) first)

𝑓 (5) = (52 − 4) = 25 − 4 = 1

(𝑔 − 𝑓) (5) = 𝑔(5) − 𝑓(5) (difference of functions where 𝑥 = 5)

= 7 − 21 (substitute the answer 𝑔(5) and 𝑓(5), then simplify)
= −𝟏𝟒

g) 𝑓 (3) = (32 − 4) = 9 − 4 = 5 (evaluate 𝑓(3) and ℎ(3) first)

ℎ(3) = 2(3) − 5 = 6 − 5 = 1

(𝑓 ∙ ℎ) (3) = 𝑓(3) ∙ ℎ(3) (product of functions where 𝑥 = 3)

= (5) (1) (substitute the answer 𝑓(3) and ℎ(3) , then simplify)
= 𝟓

h) 𝑔(4) = 4 + 2 = 6 (evaluate 𝑔(4) and ℎ(4) first)

ℎ(4) = 2(4) − 5 = 8 − 5 = 3

𝒈 𝑔(4)
(𝒉) (𝟒) = ℎ(4) (quotient of functions where 𝑥 = 4)
6
= (substitute the answer 𝑔(4) and ℎ(4), then simplify)
3
= 𝟐

Definition
COMPOSITION of FUNCTIONS
The composition of functions f and g is defined by
(𝑓  𝑔) (𝑥) = 𝒇[𝑔(𝑥)]
such that x is the domain of g and g(x) is in the domain of f.

Example 1.4
Suppose that 𝑓(𝑥) = 3𝑥 − 4 and 𝑔(𝑥) = 2𝑥 + 3. Find:
a) (𝑓 ○ 𝑔) (𝑥) b) (𝑔 ○ 𝑓) (𝑥) c) (𝑓 ○ 𝑓) (𝑥)

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Solutions:
a) (𝑓 ○ 𝑔) (𝑥) = 𝑓[𝑔(𝑥)] (𝑔(𝑥) is the domain of f)
𝒇(𝒙) = 𝟑𝒙 − 𝟒
𝑓[𝑔(𝑥)] = 3(𝑔(𝑥)) − 4 (substitute 𝑔(𝑥) to every x)
= 3(2𝑥 + 3) − 4 (substitute the value of 𝑔(𝑥))
= 6𝑥 + 9 − 4 (use the distributive property, then simplify)
= 𝟔𝒙 + 𝟓

b) (𝑔 ○ 𝑓) (𝑥) = 𝑔[𝑓(𝑥)] (𝑓(𝑥) is the domain of g)

𝒈(𝒙) = 𝟐𝒙 + 𝟑
𝑔[𝑓 (𝑥 )] = 2(𝑓 (𝑥 )) + 3 (substitute 𝑓(𝑥) to every x)
= 2(3𝑥 − 4) + 3 (substitute the value of 𝑓(𝑥) )
= 6𝑥 − 8 + 3 (use the distributive property, then simplify)
= 𝟔𝒙 − 𝟓

c) (𝑓 ○ 𝑓) (𝑥) = 𝑓[𝑓(𝑥)] (𝑓(𝑥) is the domain of f)

𝒇(𝒙) = 𝟑𝒙 − 𝟒
𝑓[𝑓 (𝑥 )] = 3(𝑓(𝑥)) − 4 (substitute 𝑓(𝑥) to every 𝑥)
= 3(3𝑥 − 4) – 4 (substitute 𝑓(𝑥) for every 𝑥 in 𝑔(𝑥) )
= 9𝑥 − 12 − 4 (use the distributive property, then simplify)
= 𝟗𝒙 − 𝟏𝟔

Solve the given problem. Apply all the concepts learned in this lesson.
Example 1.5
a) The grade 11 students of STEM 1, wants to get a caterer for their Christmas party. The
caterer’s price was express in the piecewise function below:

350𝑥 𝑖𝑓 𝑥 < 20
𝑓 (𝑥 ) = { 300𝑥 𝑖𝑓 20 ≤ 𝑥 < 30
200𝑥 + 300 𝑖𝑓 30 ≤ 𝑥

How much will be paid if there are: i) 35 attendees; ii)19 attendees; iii)20 attendees?

Solution:
i) x = 35
Use the 3rd sub function since its domain states that x is greater than or equal to 30.
𝑓(𝑥) = 200𝑥 + 300
𝑓(35) = 200(35) + 300 (substitute the value of 𝑥)
= 7000 + 300 (perform the necessary operation)
= 𝟕, 𝟑𝟎𝟎

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 ii) x = 19
Use the 1st sub function since its domain states that x is less than 20.
𝑓(𝑥) = 350𝑥
𝑓(19) = 350(19) (substitute the value of 𝑥 and perform the necessary operation)
= 𝟔, 𝟔𝟓𝟎
iii) x = 20
Use the 2nd sub function since its domain states that x is greater than or equal to 20 but
less than 30.
𝑓(𝑥) = 300𝑥
𝑓(20) = 300(20) (substitute the value of 𝑥 perform the necessary operation)
= 𝟔, 𝟎𝟎𝟎

Integration
In this time of pandemic, most of us wants to add positivity in life, subtract negativity, and
multiply our ability to help.
In your answer sheet, list down things that you want to add, subtract, and multiply in
your life.

IV. Check your Understanding:

For items 1-2, let f, g and h be three functions defined as 𝑓(𝑥) = 3𝑥 2 + 𝑥 − 2; 𝑔(𝑥) = 𝑥 + 1; and
ℎ(𝑥) = 𝑥 − 1.
𝑔
1) Find the following: a) (𝑓 + ℎ) (𝑥) b) (𝑓 − ℎ) (𝑥) c) (ℎ ∙ 𝑔) (𝑥) d) ( ) (𝑥) e) (ℎ ○ ℎ) (𝑥)
𝑓
𝑔
2) Evaluate the following: a) (𝑓 + ℎ) (−2) b) (𝑔 − ℎ) (3) c) (ℎ ∙ 𝑓) (4) d) (𝑓 ) (1)

3) Four and Ever jogs with different directions. Four went North and Ever went East. Four’s speed
is 60 kph and Ever’s speed is 25 kph. a) Express distance between cars as a function of
time.(Hint: Use Pythagorean Theorem)

3) d(t) = 65t
d) 1 c) 150 b) 2 2) a) 5
3𝑥−2
e) x - 2 d) c) x2 -1 b) 3x2 - 1 1) a) 3x2 + 2x -3
1
Answer Key:

V. Enrichment:
3
For items 1-2, let f, g and h be three functions defined as f(x) = √125𝑥 12 + 8𝑥 9 ;
g(x) =√4𝑥 2 − 4𝑥 + 1 ; and ℎ(𝑥) = 2𝑥 − 1.
1) Find the following:
𝑎) (𝑓 + 𝑔) (𝑥) 𝑏) (ℎ ∙ 𝑓) (𝑥) 𝑐) (ℎ ○ 𝑓) (𝑥)

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 ℎ
2) Evaluate the following: 𝑎) (𝑔 − ℎ) (1) 𝑏) (𝑔) (1)
3) A buko pie store can produce buko pie at ₱99. It is estimated that if selling price of the buko pie is
x pesos, then the number of buko pie sold each day is 500 − 𝑥. a) Express the daily profit of the
store as function of x; and b) use the result in a to determine the daily profit, given that the selling
price is ₱160.
VI. References/Materials:
Week 1 module
Flores, M., Gagani, R. F., Ypanto, Q., (2016). Worktext in general mathematics. Philippines: C& E
Publishing pp. 2-26
Sirug, S. (2016). General mathematics for senior high school. Philippines: Mindshoppers Co, Inc
pp 8-24

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 NOTRE DAME OF DADIANGAS UNIVERSITY
Integrated Basic Education Department
Senior High School
Lagao, General Santos City

General Mathematics

Student’s Name: ________________________________ Date Submitted: __________________

Grade & Section: ________________________________
Quarter: Midterm Week No.: 1
Teacher: Click or tap here to enter text.

CHECK YOUR UNDERSTANDING

List down things that you want to add, subtract, and multiply in your life. Write your answer in complete
sentence.

For items 1-2, let f, g and h be three functions defined as 𝑓(𝑥) = 3𝑥 2 + 𝑥 − 2; 𝑔(𝑥) = 𝑥 + 1; and
ℎ(𝑥) = 𝑥 − 1.
1) Find the following:
a) (𝑓 + ℎ) (𝑥) b) (𝑓 − ℎ) (𝑥)

𝑔
c) (ℎ ∙ 𝑔) (𝑥) d) (𝑓 ) (𝑥)

e) (ℎ ○ ℎ) (𝑥)

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 2) Evaluate the following:
a) (𝑓 + ℎ) (−2) b) (𝑔 − ℎ) (3)

𝑔
c) (ℎ ∙ 𝑓) (4) 𝑑) (𝑓 ) (1)

3) Four and Ever jogs with different directions. Four went North and Ever went East. Four’s speed is
60 kph and Ever’s speed is 25 kph. a) Express distance between cars as a function of time.(Hint: Use
Pythagorean Theorem)

2020.08.24 10:01:25 AM
 NOTRE DAME OF DADIANGAS UNIVERSITY
Integrated Basic Education Department
Senior High School
Lagao, General Santos City

General Mathematics

Student’s Name: ________________________________ Date Submitted: __________________

Grade & Section: ________________________________
Quarter: Midterm Week No.: 1
Teacher: Click or tap here to enter text.

ENRICHMENT
3
For items 1-2, let f, g and h be three functions defined as f(x) =√125𝑥 12 + 8𝑥 9 ;
g(x) =√4𝑥 2 − 4𝑥 + 1 ; and ℎ(𝑥) = 2𝑥 − 1.
1) Find the following:
𝑎) (𝑓 + 𝑔)(𝑥 ) 𝑏) (ℎ ∙ 𝑓) (𝑥)

𝑐) (ℎ ○ 𝑓) (𝑥)

2) Evaluate the following:

ℎ
𝑎) (𝑔 − ℎ) (1) 𝑏) (𝑔) (1)

3) A buko pie store can produce buko pie at ₱99. It is estimated that if selling price of the buko pie is
𝑥 pesos, then the number of buko pie sold each day is 500 − 𝑥. A) Express the daily profit of the store
as function of 𝑥; and B) use the result in A to determine the daily profit, given that the selling price is
₱160.

_________________________________
Parent’s/Guardian’s Name & Signature
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