1st semester

Grade 11
Quarter 1/Week 1

Handout No. 1
FUNCTIONS IN REAL-LIFE

Relation and Function

RELATION
 rule that relates values from a set of
values (called the domain) to a
second set of values (called the
range)
 a relation is also a set of ordered
pairs (x, y)
FUNCTION
 a relation where each element in the
domain is related to only one value
in the range by some rule
 a function is a set of ordered pairs
(x, y) such that no two ordered pairs
have the same x-value but different
y-values

Function and Relation as Set of Ordered Pairs

The values of the domain and range can be represented by a set of ordered pairs. Say, if
the domain value 2 corresponds to range value 4, then it is represented by the ordered pair
(2, 4).

EXAMPLE: Which of the following relations are functions? .

1. f ={(1,2),(2,3) ,(3,4),( 4,5)} FUNCTION

2. h={(1,2) ,(2,2),(3,4) ,(4,4) } FUNCTION
3. g={(1,3),(1,4) ,(2,5),(2,6) ,(3,7)} NOT FUNCTION
4.i={(1,3),(2,6),(3,9) , … ,(n , 3 n),… } FUNCTION

Functions and Relations as Table of Values

The set of ordered pairs can also be represented by a table of values. There must be no x-
values that have two different corresponding y-values.

x 1 2 3 4 x 6 7 8 9

y 2 3 4 5 y 12 14 16 18

Functions and Relations as Mapping Diagram

In mapping diagrams, the relation or function is represented by the set of all

connections represented by the arrows.

EXAMPLE:
f x y g x y

1 4 5
2 6 6 0
3 10 7
4 18 8 5
5 35 9 1
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Functions as a Graph in the Cartesian plane

Vertical Line Test

A graph represents a function if and only if each vertical line that passes through the graph
intersects the graph at most once.

If a vertical line x = a intersects a graph twice, for example, at (a, b) and at (a, c), then the
graph cannot represent a function because there are two different y-values that correspond
to the same x = a

EXAMPLE: Which of the following graphs represent a function?

a) NOT FUNCTION b) FUNCTION

c) FUNCTION d) FUNCTION

If a relation is a function, then y can be replaced with f(x) to denote that the value of y
depends on some value of x.

DOMAIN: The domain of a function is the set of all possible values that the variable x can
take.

EXAMPLE: Give the domain for the following functions using set builder notation.

x
(a) f (x)= 2 {x : x ∈ R , x ≠ 1 , x ≠−1 }
x −1
(b) h(x )=3 x 2−2 x−2 {x : x ∈ R }
(c) p(x )=√ x+1 {x : x ∈ R , x ≥−1 }

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Functions as Representations of Real-Life Situations

EXAMPLE 1: Give a function C that can represent the cost of buying x meals, if one meal
costs P55.

Solution. Since each meal costs P55, then the cost function is:

C (x)=55 x

EXAMPLE 2: Two hundred meters of fencing is available to enclose a rectangular area next
to a river. Give a function A that can represent the area that can be enclosed, in terms of x.

Solution. The area of the rectangular enclosure is A=xy . Write this as a function in terms of
x. Since only 200 meters of fencing is available, then

x +2 y =200or y=(200−x)/2=100−0.5 x

Thus, A ( x )=x ( 100−0.5 x )=100 x−0.5 x2

Piecewise Functions

Some real-life situations can be described by more than one formula, depending on the
value of the independent variable.

EXAMPLE 3: A user is charged P300 monthly for a particular mobile plan, which includes
100 free text messages. Messages in excess of 100 are charged P1 each. Represent the
amount a consumer pays each month as a function of the number of messages (m) sent in a
month.

Solution. Let t ¿ ) represent the amount paid by the consumer each month. It can be
expressed by the piecewise function

t ( m )= 300 if 0< m≤ 100

{ 300+m if m>100

EXAMPLE 4: A certain chocolate bar costs P35 per piece. However, if you buy more than
15 pieces, they will be marked down to a price of P32 per piece. Use a piecewise function to
represent the cost in terms of the number of chocolate bars bought.

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Solution.

f ( n )= 35 nif 0<n ≤ 15
{ 32 n if n>15

Handout No. 2:
Evaluating Functions

Evaluating a function means replacing the variable in the function (in this case x) with a
value from the function’s domain and computing the result.
How to Evaluate Functions
To denote that we are evaluating f at a, we write f(a).
EXAMPLES: Evaluate the following functions at x=5

3 x 3 +2 x−1
1. f (x)=2 x +5 4. h ( x )=
x+ 2
2. g ( x )=x 2−3 x+1

3. q( x)=√ x+6
SOLUTION:
1. f ( x )=2 x +5=2 ( 5 ) +5=10+5=15

2. g ( x )=x 2−3 x+1=( 5 )2−3 ( 5 ) +1=25−15+1=11

3. q( x )=√ x+ 6= √ 5+6=√ 11

3 x 3 +2 x−1
4. h ( x )= =3 ¿ ¿
x+ 2
3 x 3 +2 x−1
EXAMPLE: Given q ( x )= √ x +6 and h ( x )= . Find the value of q (−8)and h(−2).
x+ 2
SOLUTION: q (−8)and h (−2 ) are not possible because −8 is not in the domain of
3 x3 +2 x−1
q ( x)= √ x +6 and −2 is not in the domain of h(x )=
x +2
EXAMPLE: Given f (x)=2 x +5 and q ( x)=x 2−3 x +1, evaluate the following functions.

1. f ( 3 x−1 ) 2. q ( 2 x+ 3 )
SOLUTION:
1. To evaluate f ( 3 x−1 ) , replace all the x in f (x)=2 x +5 by 3 x−1.

f ( 3 x−1 ) =2 ( 3 x−1 ) +5=6 x−2+5

¿ 6 x+ 3
2. To evaluate q ( 2 x+ 3 ), replace all the x in q ( x)=x 2−3 x +1by 2 x+3 .

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q ( 2 x+ 3 )=(2 x +3)2−3 ( 2 x+3 )+1

¿ ( 4 x 2+12 x+ 9 )−6 x−9+1
¿ 4 x2 +6 x +1
Word Problems
1. Jake started selling snacks in the nearby school. In one day he spends P150 for rent and
P30 for each snack item he prepares. His expenses in a single day can be expressed as the
function C ( x )=30 x +150, where x is the no. of snack items and C(x) is his daily expenses.
How much are his expenses if he prepares 100 snack items? 150 snack items?

Let x=¿ number of snack items

C ( x )=25 x +200
a. x = 100
C ( 100 ) =25 (100 )+ 200=2500+200=P 2700
a. b. x = 150
C ( 150 ) =25 (150 )+ 200=3750+200=P 3950
The function for the height of an object dropped from a 100-meter tall platform at time t
seconds is approximated by s ( t ) =−5 t 2 +100. What is the height of the object after 2
seconds? After 4 seconds?
Let t=¿ time in seconds
s ( t ) =−5 t 2 +100
a. t = 2 seconds
s( 2 )=−5 ( 2 )2 +100=−5 ( 4 )+100=−20+100=80 m
b. t = 4 seconds
s( 4 )=−5 ( 4 )2 +100=−5 ( 16 ) +100=−80+100=20 m

Handout No. 3
Operations on Functions

If numbers and algebraic expressions can be operated by the four mathematical operations
then same as true with functions. A new operation, called composition, can also be done to
two or more functions.
Let f and g be two functions of the same independent variable. The operations of a function
can be defined as follows:

Addition : ( f + g )( x )=f ( x )+ g ( x ) or ( g+ f )( x )=g ( x ) +f ( x )

Subtraction : ( f −g ) ( x )=f ( x )−g ( x ) or ( g−f ) ( x )=g ( x ) + f ( x )
Multiplication : ( f ∙ g ) ( x ) =f (x )∙ g(x ) or ( g ∙ f ) ( x ) =g (x) ∙ f (x )

Division : ( fg ) ( x )= gf ((x)x) or ( gf ) ( x )= gf (x)

(x)

Composition
ADDITION : ( f o g )( x )=f ( g ( x )) or ( g o f )( x )=g(f ( x ))

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-The sum of two functions f (x) and g ¿):

 denoted by ( f + g)¿), is given by ( f + g )( x )=f ( x )+ g ( x )

 denoted by ( g+ f )( x)is given by ( g+ f )( x )=g ( x ) +f ( x )

-The sum of two functions can be obtained by simply adding the equivalent expressions of
the two functions. Consider the rule of adding integers and algebraic expressions when
combining common terms.

REMINDER:

(a) COMMON TERMS or LIKED TERMS are same constants or expressions having the
same variable and the same exponents of the variable.

(b) In combining algebraic expressions, we only add the numerical coefficient and copy
the same literal coefficient/s of the common terms

Example 1: Let f ( x )=x +1 and g ( x )=2 x 2 . Find ( f + g)¿).

Solution:

( f + g)¿) = f ( x ) + g ( x )=( x+1 )+2 x 2=2 x2 + x +1

2 x+1 3x
Example 2: If f ( x )= and h ( x )= , find ( f +h)¿ ).
x−2 x−2
Solution:

( f +h)¿ ) = f ( x ) + f ( h )
2 x +1 3 x 2 x +1+3 x 5 x +1
= + = =
x−2 x−2 x−2 x−2

SUBTRACTION

-The difference of two functions f (x) and g ¿):

 denoted by ( f −g)¿), is given by ( f −g ) ( x )=f ( x )−g ( x )

 denoted by ( g−f )( x) is given by ( g−f ) ( x )=g ( x ) −f ( x )

-The difference of two functions can be obtained by simply subtracting the equivalent
expressions of the two functions. Consider the rule of subtracting integers and algebraic
expressions when combining common terms.

REMINDER:
Example 4:
In subtracting algebraic expressions ALWAYS change the sign of the
subtrahend, the terms after the minus sign, first, before combining the common
terms

Example 3: Let f ( x )=x +1 and g ( x )=2 x 2 . Find ( f −g)¿).

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Solution:

( f −g)¿) = f ( x )−g ( x )=( x +1 )−2 x 2=−2 x2 + x +1

2 x+1 3x
Example 4: If f ( x )= and h ( x )= , find ( f −h) ¿).
x−2 x−2
Solution:

( f −h) ¿) = f ( x )−f ( h )
2 x +1 3 x 2 x+ 1−3 x 1−x
= − = =
x−2 x −2 x−2 x−2

MULTIPLICATION

-The product of two functions f (x) and g ¿):

 denoted by ( f ∙ g)¿ ), is given by ( f ∙ g ) ( x ) =f ( x ) ∙ g ( x )

 denoted by ( g ∙ f )(x)is given by ( g ∙ f ) ( x ) =g ( x ) ∙ f ( x )

-Either from ( f ∙ g)¿ ),( fg)( x )or ( f∗g)( x) notations can be used to determine the product of
two functions.
-The product of two functions can be obtained by simply multiplying the equivalent
expressions of the two functions. Consider the rule of signs for integers and laws of
exponents in the algebraic expressions when multiplying the terms.

REMINDER:
(a) In multiplying/ dividing integers or numerical coefficients, same sign will result
to POSITIVE while unlike sign will result to NEGATIVE.
(b) In multiplying algebraic expressions or literal coefficients, we copy the same
variable and ADD the exponents of the same variable.
(c) Special products can be used to easily obtain the product of the functions.
(d) The degree of the function is the highest exponent of its terms.

Example 5 : Let f ( x )=x +1 and g ( x )=2 x 2 . Find ( f ⋅ g) ¿).

Solution:

( f ⋅ g) ¿) = f ( x ) ⋅g ( x )= ( x +1 ) (2 x 2)=2 x 3+ 2 x 2

2 x+1 3x
Example 6: If f ( x )= and h ( x )= , find ( f ⋅ h) ¿).
x−2 x−2
Solution:

( f ⋅ h) ¿) = f ( x )−f ( h )

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2 x +1 3x 3 x (2 x+ 1) 6 x 2 +3 x
= ( x−2 )( )
x−2
=
( x−2 )2
= 2
x −4 x +4

Example 7:

Let f ( x )=x 2 +5 x−2 and g ( x )=3 x+1. Find ( f ∙ g)(x) .

Solution:

( f ∙ g ) ( x ) =f ( x ) ∙ g(x)

¿( x 2 +5 x−2)(3 x +1)

¿ 3 x 3+ x 2 +15 x 2+5 x−6 x−2

( f∗g ) ( x )=3 x 3+16 x 2−x−2

Long Method of Multiplying Algebraic Expressions:

x 2+ 5 x−2
×3 x +1

3 x 3+15 x 2−6 x
+¿ x 2+ 5 x−2

3 x 3+16 x 2−x−2
DIVISION

-The quotient of two functions f (x) and g ¿):

f
 denoted by ( ) ¿), is given by
g ( fg ) ( x )= gf (( xx))
g g g(x)
 denoted by ( )(x) is given by
f ( f ) f (x )
( x ) =

-The quotient of two functions can be obtained by simply dividing the equivalent expressions
of the two functions. Consider the cancellation of common factors in both numerator and
denominator when simplifying the quotient.

REMINDER:
(a)In dividing the algebraic expressions or literal coefficients, we copy the same
variable and SUBTRACT the exponents of the same variable.
(e) Factoring, the opposite of Special Products, can be used to easily obtain the
quotient of the functions.

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Example 8 : Let f ( x )=x +1 and g ( x )=2 x 2 . Find ( f ÷ g)¿).

Solution:

( x+1 )
( f ÷ g)¿) = f ( x ) ÷ g ( x )= ; g ( x) ≠ 0
2 x2

2 x+1 3x f
Example 9: If f ( x )=
x−2
and h ( x )=
x−2
, find
h ()
( x ) ; h (x) ≠ 0

f (x) 2 x +1 3 x 2 x+ 1 x−2 2 x+1

Solution: ( hf ) ( x )= h(x) =¿ ÷ =
x−2 x −2 x−2 3 x
⋅ =
3x

COMPOSITION

-Given the two functions f (x) and g ¿), the composite function:

 denoted by ( f o g)( x ) is given by ( f o g )( x )=f ( g ( x ))

 denoted by ( g o f )( x )is given by ( g o f )( x )=g( f ( x ))

-The notation ( f o g)( x ) is read as “ f is composed with g of x ”. The function f is the main
function and the function g is the subordinate function.
Consider the illustration below:

x=a In the composite function

( f o g)( x ) , g is the subordinate function
and f is the main function. If a domain x=a
f (x) serves as an input in the function g(x),
g( x ) then it will generate an output g(a). Then,
f (g(a)) the output g(a) will serve as an input in
the main function f(x), to generate an
output f(g(a)).
Example 7:

Let f ( x )=3 x 2−4 x and g ( x )=x+ 1. Find ( fog ) ( x ) and g( f ( x))

Solution:
(a)

( fog ) ( x )=f ( g ( x) )

¿ f ( x+1) replace the independent variable x with the

equivalent expression of the subordinate function
g

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¿ 3 ( x+1 )2 −4 (x+ 1) substitute the same expression to all independent

variables of the main function f

¿ 3 ( x 2+ 2 x +1 )−4( x+1) simplify

¿ 3 x 2+6 x +3−4 x−4 combine like terms

( fog ) ( x )=3 x 2+2 x−1

(b)

g( f ( x ) )=g ( 3 x 2−4 x ) replace the independent variable x with the equivalent

expression of the subordinate function f

¿(3 x 2−4 x)+1 substitute the same expression to all independent

variables of the main function g

g( f ( x ) )=3 x 2−4 x+1 simplify

Challenge!!! Find (f o f )( x) andg( g ( x )) .

Handout No. 4
RATIONAL FUNCTIONS IN REAL-LIFE
Objective:
At the end of the lesson you should be able to represent real-life situations using rational
functions.
Review of Polynomial Functions

Definition.
A polynomial function f(x) of degree n is written in the form
f (x)=an xn + an−1−x n−1+ an−2 x n−2 +⋯ +a2 x2 + a1 x +a0
such that a 0 , a1 , ⋯ , a n ∈ R , a n ≠ 0, and n is a positive integer.
Term – refers to each addend of the sum
Coefficients – refers to the constants a 0 , a1 , ⋯ , a n
Leading Coefficient – refers to a n
Leading Term – refers to a n x n
Constant Term – refers to a 0
Degree – refers to n; the largest exponent in the polynomial

Rational Functions and Real-Life Situations

Definition.

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p( x )
A rational function is a function of the form f ( x )= such that p(x ) and q ( x) are
q( x )
polynomial functions and q ( x) is not the zero function (q ( x) ≠ 0¿ . The domain of a rational
function is the set of all values of x such that q ( x) ≠ 0.

There are real-world relationships that can be modelled by rational functions. Unlike
polynomial functions, rational functions may contain a variable in the denominator.

EXAMPLE 1:
The local barangay received a budget of P100,000 to provide medical check-ups for the
children in the barangay. The amount is to be allotted equally among all the children in the
barangay.
Write an equation representing the relationship of the allotted amount per child (y-variable)
versus the total number of children (x-variable).
SOLUTION: Fill up the table with the different allotment amounts for different values for the
number of children:

No. of children (x) 10 50 100 500 1000

Allocated amount (y) 10,000 2,000 1,000 200 100

100,000
y=
x
EXAMPLE 2:

An object is to travel a distance of 10 meters. Express velocity v as a function v(t) of travel

time t , in seconds.

SOLUTION: The following table of values show 𝑣 for various values of 𝑡.

t (seconds) 1 2 4 5 10
v (m/s) 10 5 2.5 2 1

The function (𝑡)=10/𝑡 can represent 𝑣 as a function of 𝑡.

EXAMPLE 3:
The distance from Location A to Location B is estimated to be 300 kilometers.
a) How long will it take from Location A to Location B if your average speed is 25
kilometers per hour?
b) Construct a function s(t) where s is speed that describes the time it takes to travel
from Location A to Location B.

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SOLUTION:
a) Distance is computed as the product of speed and time. We can solve for the time
by dividing distance by speed.
300 km
=12hours
25 km/hr
d
b) Time is the quotient of distance and speed, the function can be written as t ( s ) =
s
but since the distance is constant to be 300 km, the final function is
300
t ( s) =
s
EXAMPLE 4: A businessman prepared to have a budget of P550,000 to be split equally
among his various businesses. His hotel business receives twice as much the amount of
money than his other businesses.
a) Given x as the number of businesses, construct a function B(x) which would give
the amount of money each of the non-hotel businesses would receive.
550,000
Answer: B ( x ) =
x +1
b) If the businessman had ten businesses, how much would the hotel business
receive? How much would each of the non-hotel business receive?
550,000 550,000
Answer: B (10 )= = =50,000
10+1 11
The hotel business gets twice that amount which is P100,000 while the other
business are allotted P50,000 each.

Handout No. 5
Rational Functions, Equations, and Inequalities
Objectives:
At the end of the lesson you should be able to distinguish among rational functions,
equations, and Inequalities
Rational Expressions

Definition.
A rational expression is an expression that is a ratio of two polynomials and can be
described as one where either the numerator, the denominator, or both have a variable on
it.

EXAMPLE: Determine whether the following is rational expression or not.

x2 +2 x−1 RATIONAL EXPRESSION

1.
x+ 3

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1 RATIONAL EXPRESSION
2.
3 x2
3 x 2−5 x +3 RATIONAL EXPRESSION
3.
5
4 √2 x+1 NOT RATIONAL EXPRESSION
4. (because the numerator is not a polynomial)
x 2−1
15 NOT RATIONAL EXPRESSION
5. (because the numerator is not a polynomial)
√ x−1

Distinguishing Rational Functions, Equations, and Inequalities

Rational Function Rational Equation Rational Inequality

Definition A function of the An equation An inequality
form of f(x) = p(x)/ involving rational involving rational
q(x) where p(x) and expressions. expressions
q(x) are
polynomials, and
q(x) is not the zero
function
Example 7 x 2+ 2 x +3 2 3 1 5 2
f ( x )= − = >
5 x−4 3 x 6 x 30 x−3 x

A rational equation or inequality can be solved for all x values that satisfy the equation or
inequality. Whereas we solve an equation or inequality, we do not solve functions. Rather, a
function (and in particular, a rational function) expresses a relationship between two
variables (such as x and y), and can be represented by a table of values or a graph.

EXAMPLE: Determine whether the following is a rational function, rational equation, rational
inequality, or none of these.

5 x 3−2 x+1 RATIONAL FUNCTION

1. f (x)=
3 x−1
8 x RATIONAL EQUATION
2. −8=
x 2 x−1
7 x 3−4 √ x+1 NONE OF THESE
3. f (x)=
x 2 +3
5 RATIONAL INEQUALITY
4. 6 x− ≥0
x+ 3
x−1 3 RATIONAL EQUATION
5. =x
x+ 1

Handout No. 6
Solving Rational Equations and Inequalities
Objectives:

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At the end of the lesson you should be able to solve rational equations and inequalities.
To solve rational equations:
1. Eliminate denominators by multiplying each term of the equation by the least
common denominator.
2. Note that eliminating denominators may introduce may introduce extraneous
solutions. Check the solutions of the transformed equations with the original
equation.

2 3 1
EXAMPLE 1: Solve for x: − = .
x 2x 5
Solution: The LCD of all denominators is 10 x . Multiply both sides of the equation by 10x
and solve the resulting equation.

EXAMPLE 2: Solve for x: .

Solution: Factor each denominator in the fraction.

The LCD is ( x−2 ) ( x+2 ) .Multiply the LCD to both sides of the equation to remove the
denominators.

Upon reaching this step, we can use strategies for solving polynomial equations.

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Check for extraneous solutions by substituting the answers back into the original equation.
Since x = 2 will make the original equation undefined, it is an extraneous solution. Since x =
5 satisfies the original equation, it is the only equation.

Let us apply the concepts we learned in solving rational equations to solving word problems.
Rational equations can be applied to problems with variables in the denominator.

EXAMPLE 3. In an inter-barangay basketball league, the team from Barangay Dagum has
won 12 out of 25 games, a winning percentage of 48%. How many games should they win in
a row to improve their win percentage to 60%?

SOLUTION: Let x represent the number of games that they need to win to raise their
percentage to 60%. The team has already won 12 out of their 25 games . if they win x
games in a row to increase their percentage to 60%, then they would have played 12 + x
games out of 25 + x games. The equation is
12+ x
=0.6
25+ x

The equation is a rational equation. Solve the equation using the techniques previously
demonstrated. Since 25 + x is the only denominator, we multiply it to both sides of the
equation the solve the resulting equation:
12+ x
=0.6
25+ x
12+ x=0.6 (25+ x)
12+ x=0.6 ( 25 ) +0.6 x
x−0.6 x=15−12
0.4 x=3
x=¿ 7.5
Since x represents the number of games, this number should be an integer. Therefore,
Barangay Dagum needs to win 8 games in a row to raise their winning percentage to 60%.
Interval and Set Notation
An inequality may have infinitely many solutions. The set of all solutions can be expressed
using set notation or interval notation. These notations are presented in the table below:

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PROCEDURE FOR SOLVING RATIONAL INEQUALITIES

1. Use addition or subtraction to rewrite the inequality as a single fraction on one side of
the inequality symbol and 0 on the other side. This step is explained more fully in the
box below.
2. Determine over what intervals the fraction takes on positive and negative values.
(i.) Locate the x-values for which the rational expression is zero or undefined
(factoring the numerator and denominator is a useful strategy).
(ii) Mark the numbers found in (i) on a number line. Use a shaded circle to
indicate that the value is included in the solution set, and a hollow circle to indicate
that the value is excluded. These numbers partition the number line into intervals.
(iii) Select a test point within the interior of each interval in (ii). The sign of the
rational expression at this test point is also the sign of the rational expression
at each interior point in the aforementioned interval.
(iv) Summarize the intervals containing the solutions.

2x
EXAMPLE 4: Solve the inequality: ≥1.
x+1
SOLUTION:
(a) Rewrite the inequality as a single fraction on one side, and 0 on the other side.
2x
−1 ≥ 0
x+1
2 x−(x+ 1)
≥0
x +1
x−1
≥0
x+ 1
(b) The value x=1is included in the solution since it makes the fraction equal to zero while
x=−1makes the fraction undefined. Mark these on a number line. Use a shaded circle for
x=1 (a solution) and an unshaded circle for x=−1 (not a solution).

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(c) Choose convenient test points in the intervals determined by −1 and 1 to determine the

x−1
sign of in these intervals. Construct a table of signs as shown below.
x+ 1

(d) Since we are looking for the intervals where the fraction is positive or zero, we determine
the solution intervals to be
x <−1and x ≥ 1. Plot these intervals on the number line.

The solution set is {𝑥 ∈ 𝑅┤|𝑥 < −1 𝑜𝑟 𝑥 ≥ 1}. It can also be written using interval notation:(−∞,
−1)∪[1,∞).

3 1
EXAMPLE 5: Solve the inequality: < .
x−2 x
SOLUTION:
(a) The fraction will be zero for x=−1 and undefined for 0 and 2. Plot on a number line.
Use hollow circles since these values are not part of the solutions.

(b) Construct a table of signs to determine the sign of the function in each interval
determined by -1, 0, and 2.
(c)Summarize the intervals satisfying the inequality. Plot these intervals on the number
line.

interval x <−1 −1< x <0 0< x <2 x >2

test point x=−2 −1 x=1 x=3
x=
2
2 ( x+1 ) −¿ +¿ +¿ +¿
x −¿ −¿ + +¿
x−2 −¿ −¿ −¿ +

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2( x +1) ⊖ ⊕ ⊖ ⊕
x(x −2)

EXAMPLE: A box with a square base is to have a volume of 8 cubic meters. Let x be the
length of the side of the square base and h be the height of the box. What are the possible
measurement of a side of the square base if the height should be longer than a side of the
square base?
SOLUTION: The volume of a rectangular box is the product of its width, length, and height.
Since the base of the box is square, its width and length are equal.

The variable x is the length of a side of the box, while h is its height. The equation relating h
and x is
8=x 2 h
Express h in terms of x:
8
h=
x2

Since the height is greater than the width. h > x and our inequality is
8
> x.
x2
(a). To solve this inequality, we rewrite with zero on one side:

(b) The rational expression will be zero for x = 16 and x = 28 and undefined for x = 0
and x = 4. Plot on a number line and use the hollow circles since these values are
not part of the solution set.
(c) Construct a table of signs to determine the sign of the function in each interval
determined by 0 and 2.

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(d) Since the rational expression is positive in the interval 0 < x < 2, this is the solution
set of the inequality. We reject the interval x < 0 even if the expression is positive
here since we only consider positive values of x for this problem.
Therefore the height of the box should be less than 2 meters.

Handout No. 7
Representations of Rational Functions
Rational Functions can be expressed as follows:

 Table of Values
 Graph
 Equation

Rational Function as Table of Values

Consider a 100-meter track utilized for races. Your speed can be calculated by taking the
time it will take you to run the track and applying it to the formula of average speed which is
d 100
s= . Since the distance is constant at 80 meters, it will become s= .
t t
EXAMPLE 1:
Represent your speed as a function of time (t) it takes you to run 100 meters in the track and
construct a table of values for the speed against different running times.
SOLUTION:
Since your speed depends on the time it takes you to run 100 meters, your speed can then
be represented as a function of time (t).
Let x represent the time (t) it takes you to run 100 meters. You speed can be represented as
a function s(x).
100
s ( x )=
x
Let x be the running time and s(x) be your speed in meters per second (m/s) where
100
s ( x )= . Make a table of values for running times starting, say, from 10 seconds to 20
x
seconds.

x 10 12 14 16 18 20

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s(x) 10 8.33 7.14 6.25 5.56 5

From this table, you will notice that the speed decreases as time increases. A graph can be
used afterwards to see if the points on this function follow a straight line or a smooth curve.

Rational Function as a Graph

EXAMPLE 2:
Plot the points given on the previous table of values on a Cartesian plane. Do the points on
100
the function s ( x )= follow a straight line or a smooth curve?
x
SOLUTION:
Assign point on the Cartesian plane for each ordered pair from the table of values as follows:
A (10,10) B (12,8.33) C (14,7.14) D (16,6.25) E (18,5.56) F (20,5)
Plot and connect the points on the
Cartesian plane.

From the graph, the points follow a

descending smooth curve.
Based on this real-world example,
we have represented a
rational function such as s ( x )= 100
x
using a table of values and a graph.
Remember that there are considerations to be wary of when dealing with real-life examples.
For example, you cannot have a negative running time nor exceed the limits of human
physical limits. The table of values and graph are some ways to observe the behaviour of
rational functions.

Rational Function as Equation

EXAMPLE 3:
In an inter-school basketball tournament, the CCNHS team has won 17 out of 25 games
earning them a winning percentage of 68%. What will be their winning percentage if they win
a) 10 games in a row?
b) 15? 20? 25? 30? 50? 100 games in a row?

SOLUTION:
Let x be the number of consecutive wins CCNHS Team needs to reach a certain winning
percentage. Then the percentage p(x) is a function in terms of the number of wins the team
needs to win. The rational function can be written in the form:

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17+ x
p ( x) =
25+ x

Construct a table of values for p(x):

x 10 15 20 25 30 50 100
p(x) 0.77 0.80 0.82 0.84 0.85 0.89 0.94

We interpret this as:

Number of consecutive wins Winning Percentage

10 77%
15 80%
20 82%
25 84%
30 85%
50 89%
100 94%

Handout No. 8
Finding the Domain and Range, Intercepts, Zeroes and Asymptotes of Rational
Functions
In sketching the graph of a rational function, you will make use of the x and y-intercepts of
the function. In addition, you will observe how the function behaves near the values where
the function is undefined, as well as in the extreme values of x.
Take a look at the steps in graphing a simple rational function and develop a process
for graphing other rational function.
x−2
Example: Consider the function f ( x )= .
x +2
(a) Find its domain (b) intercepts (c) sketch its graph and (d) determine its range.
Solution: (a) The domain of f(x) is {x ∈ R |x ≠ 2}. Observe that the function is undefined at x
=−2. This means that x =−2 is not part of the domain of f(x). In addition, no other values of x
will make the function undefined.
(b) The x-intercept of f(x) is 2 and its y-intercept is -1. Recall that the x-intercepts of a
rational function are the values of x that will make the function zero. A rational function will
be zero if its numerator is zero. Therefore the zeroes of a rational function are the zeroes of
its numerator.
The numerator x−2 will be zero at x = 2. Therefore x = 2 is a zero of f(x). Since it is a real
zero, it is also an x-intercept. The y-intercept of a function is equal to f(0). In this case, f(0) =
−2/2 =−1.
(c) To sketch the graph of f(x), let us look at what happens to the graph near the values of x
which make the denominator undefined. Recall that in the previous lesson, we simply

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skipped connecting the points at integer values. Let us see what happens when x takes on
values that take the denominator closer to zero.
The denominator is zero when x =−2. Let us look at values of x close to −2 on its left side
(i.e. x <−2, denoted −2−) and values of x close to −2 on its right side (i.e. x >−2, denoted
−2+).
i. Table of values for x approaching 2−.

x -3 -2.5 -2.1 -2.01 -2.001 -2.0001 As x approaches −2−

f(x) 5 9 41 401 4001 40001 f(x) increases without bound

Notation: We use the notation `f(x) → +∞ as x → −2− to indicate that f(x) increases without
bound as x approaches −2 from the left.
ii. Table of values for x approaching −2+.

x -1 -1.5 -1.9 -1.99 -1.999 -1.9999 As x approaches −2+

f(x) -3 7 39 -399 -3999 -39999 f(x) decreases without bound

Notation: We use the notation f(x) →−∞ as x →−2+ to indicate that f(x) decreases without
bound as x approaches −2 from the right.
After plotting the points corresponding to these values on the Cartesian plane, we obtain:

Observe that as x approaches −2 from the left and from the right, the graph gets closer and
closer to the line x = −2, indicated in the figure with a dashed line. We call this line a vertical
asymptote, which we formally dene as follows.

The vertical line x = a is a vertical asymptote of a function f if the

graph of f either increases or decreases without bound as the x-
values approach a from the right or left.
Note: You may use Geogebra Graphing Calculator to trace the direction of all points fast and
easy.

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Finding the Vertical Asymptotes of a Rational Function

(a) Reduce the rational function to lowest terms by cancelling out the
common factor/s in the numerator and denominator.
(b) Find the values a that will make the denominator of the reduced
rational function equal to zero.
(c) The line x = a is a vertical asymptote.
We will also look how the function behaves as x increases or decreases without bound. We
first construct a table of values for f(x) as x increases without bound, or in symbols, as
x→+∞.
iii. Table of values for f(x) as x→+∞.

x 5 10 100 1000 10000 As x  +∞

f(x) 0.43 0.67 0.96 0.9960 0.9996 f(x) approaches 1−
0

Next, construct a table of values for f(x) as x decreases without bound, or in symbols, as
x→−∞. iv. Table of values for f(x) as x −∞.

x -5 -10 -100 -1000 -10000 As x  −∞

f(x) 2.33 1.5 1.041 1.00401 1.0004001 f(x) approaches 1+

After plotting the points corresponding to these values on the Cartesian plane, we obtain:

Observe that as x increases or decreases without bound, f(x) gets closer and closer to 1.
The line y = 1 is indicated in the figure with a dashed line. We call this line a horizontal
asymptote.

The horizontal line y = b is a horizontal asymptote of the function f if

f(x) gets closer to b as x increases or decreases without bound (x+
∞∨x −∞).

Finding the Horizontal Asymptotes of a Rational Function

Let n be the degree of the numerator and m be the degree of the
denominator:
• If n < m, the horizontal asymptote is y = 0. 23
a
• If n = m, the horizontal asymptote is y = , where a is the leading
b
coefficient of the numerator and b is the leading coefficient of the
 1st semester
Grade 11
Quarter 1/Week 1

A rational function may or may not cross its horizontal asymptote. If the function does not
cross the horizontal asymptote y = b, then b is not part of the range of the rational function.
Now that we know the behavior of the function as x approaches−2 (where the function is
undefined), and also as x→+∞ or x→−∞, we can complete the sketch of the graph by looking
at the behavior of the graph at the zeroes.
Construct a table of signs to determine the sign of the function on the intervals determined
by the zeroes and the vertical asymptotes. That is, construct a table of signs using the
values of x that make either the numerator or denominator 0 as boundaries. In this example,
the boundaries are x = −2 and x = 2.

Interval x <− 2 − 2<x<2 x>2

Test point x=−3 x=0 x=3
x−2 − − +
x+2 − + +
x−2 + − +
x+ 2
Graph above the x-axis below the x-axis above the x-axis

Plot the zeroes, the y-intercept, and the asymptotes. From the table of signs and the
previous graphs, we know that f(x) < 1 as x → +∞ and f(x) > 1 as x →−∞. Draw a short
segment across (2,0) to indicate that the function transitions from negative to positive at this
point.
We also know that f(x) increases without bound as x →−2− and f(x) decreases without
bound as x→−2+. Sketch some arrows near the asymptotes to indicate this information.
This graph show the correct behavior of the function, but it may not show the correct heights.
To do so, one would need to plot more points. The actual graph is shown below. This graph
was obtained through the use of graphing software.
(d) From the graph of the rational function, we observe that the function does not cross the
horizontal asymptote. We also observe that the function increases and decreases without
bound, and is asymptotic to the line y = 1. Therefore only the value 1 is not included in the
range of f(x). The range of f(x) is (−∞,1)∪(1,+∞).
Finally the table below provides a summary how to find the following:

How to find the: Do the following:

domain Find all x values which do not make the denominator 0.

y-intercept If 0 is not in the domain, then there is no y-intercept. If 0 is in the

domain, the y-intercept is the value of the function at x = 0.

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x-intercept Find the values of x where the numerator is zero but the denominator
is non-zero.
vertical asymptotes Find the values of x where the denominator of the reduced rational
function is zero.
horizontal asymptote Use the degree of the polynomial in the numerator and denominator,
as indicated above.
range Graph the function. (However, there may be rational functions where
more advanced techniques like calculus are needed)

Name: ____________________ Grade & Section: ________________

Subject: ___________________ Teacher: ______________________

Worksheet No. 1
Quarter: 1 Week: 1 Day: 1

Competency:

 Represent real-life situations using functions, including piece-wise functions

(M11GM-Ia-1)
 Evaluate a function (M11GM-Ia-2)
 Solve problems involving functions (M11GM-Ia-4)

Activity I. Give the correct answer to the following problems.

1. Is the relation {(0,0},(1,1),(2,8),(3,27),(4,64),…(n , n3),…} a function? Why or why not?

2. Which of the following diagram represents a relation that is NOT a function?

A. B.
1 4 1 10
11 25
2 5 2
12
3 6 3 13
 1st semester
Grade 11
Quarter 1/Week 1

C. D.
1 5 3 7
2
6 4 8
3
4 7 5 9

3. For which values of n is the set of ordered pairs {(3,6),(n,8),(5,n),(6,12)} not considered a
function?
4. Determine whether each given statement represents a function or not.
a) Students to their current age
b) A store to its merchandise
c) Writers to their novels
d) Countries to its capital
5. Give the domain of y=5 / √ x 2 +5 x+6

Activity II. Solve the given problems below.

6. Give a function C(x) that can represent the cost of buying x meals, if one meal costs P50
for 10 meals or less, and P30 for 11 to 20 meals, and P10 for more than 20 meals. How
much will you pay if you bought 25 meals?
7. A worker is earning P500 a day to do a certain task. Express the total salary S as a
function of the number n of days that the person works. How much will a worker earn if he
worked for 7 days?
8. A start up company wants to sell caps for an entrepreneurial event. They found a supplier
that sells caps at a price of P245 per piece but can charge P35000 for a bulk order of 150
caps and P220 for each extra cap after that. Use a piecewise function f(c) to represent the
cost in terms of the number of caps purchased. How much will it cost if the company ordered
275 caps from the supplier?
9. A room can be rented for P5000 for three days, but for the fourth day onwards, an
additional cost of P3500 per day is added. Represent the cost of renting the room as a
piecewise function r(d) in terms of the number of days (d) it was rented.
10. The cost of a catering service for an event is P230 per head for 35 persons or less, P185
per head for 36 to 60 persons, and P150 per head for 61 to 100 persons. For 100 or more
persons, the cost is at P115 per head. Represent the total cost C(a) as a piecewise function
of the number of attendees (a) of the party.

Activity III. Given g ( x )=−4 x2 −3 x −7and f ( x )=−2 x 2 +6 x−4 , find:

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 1st semester
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11. f (3)

12. g(3 x)

13. g(−4)

14. f (2 x +1)

15. f (x−3)

Name: ____________________ Grade & Section: ________________

Subject: ___________________ Teacher: ______________________

Worksheet No. 2
Quarter: 1 Week: 1 Day: 2

Competency:

 Perform addition, subtraction, multiplication, division, and composition of functions

(M11GM-Ia-3)
 Solve problems involving functions (M11GM-Ia-4)

Activity I. Encircle the letter that corresponds to your answer.

Given that f (x)=6 x+7 , g( x )=x 2+ 2 x−3 , and hh(x )=x +3, find:

1. ( f +g ¿ x ¿

A. 7 x +10 C. x 2+ 3 x
B. x 2+ 8 x+ 4 D. x 2−4 x−10

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2. (h−f )( x )

A. 10+ 4 x−x 2 C. x 2+ 2 x−6

B. 5 x+ 4 D. – 5 x−4

3. ( f∗g)(x)

A. 6 x 3+ 19 x 2−4 x−21 C. x 3+ 5 x 2 +3 x−9

B. 6 x 2+ 25 x +21 D. 6 x 2+ 12 x−11

4. ( hg ) ( x )
6 x+7 x2 +2 x−3
A. C.
x+3 x+ 3
x+ 3 1
B. 2 D.
x +2 x−3 x−1

5. (h o g)( x )

A. 6 x +25 C. 6 x 2+ 12 x−11
B. x 2+ 2 x D. x 2+ 8 x+12

Activity II. Write T if the statement is true and F if the statement is false on the space
provided before the number.

______6. If m ( x ) =3 x 2−7 x +5 and n ( x )=x 2+ 2 x−10 , then

( m+n ) ( x )=2 x 2−9 x −15.

______7. Given that g( a)=a2 +2 and h(a)=√ a−2 , thus,

h(g (a))=a .
______8. (q∗r )(x )=( r∗q)(x ), if q ( x)=5 x +3 and r ( x )=x 2−2 x+ 4 .

______9. If b (a)=a 2−4 and c (a)=a2−5 a+ 6, then ( cb ) ( a )= a−3

a+2

______10. (V −U)(x )=x 3−2 x 2−9 x−3 and U ( x )=2 x2 +12 x−5 if

and only if V (x )=x 3+ 3 x +2.

Activity III. Solve the following problems.

Katniss went to a bookstore to shop for some school supplies. The price list is
shown below.

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Notebook: ₱23.00 Pen: ₱12.00 Folder: ₱8.00

1. How much will he spend if he buys 8 notebooks, 4 pens and 3 folders?
_____________________.

2. If x represents the number of supply that he buys, form a function that

represents the amount to be paid in buying:
a. Notebook (N): _____________
b. Pen (P) :_____________
c. Folder (F) :______________

3. If he buys equal number of supplies (x), what function represents the difference
of the amount that he paid in pens and folders? __________________.

4. If he buys equal number of supplies (x), what function represents his total
amount to be paid? _____________.

5. Using the function you had formed in #4, what is the total amount to be paid if
he buys 15 each item? _____________.

29