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General
Mathematics
Quarter 1 – Module 1:
Key Concepts of Functions
General Mathematics – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Key Concepts of Functions
First Edition, 2020

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over them.

Development Team of the Module

Writers: Jacqueline C. Marcos
Editors: Hyacinth M. Endab
Reviewers: Hyacinth M. Endab
Illustrator:
Layout Artist: Maylene F. Grigana
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Gildo G. Mosqueda, CEO VI – Schools Division Superintendent
Diosdado F. Ablanido, CPA – Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar – REPS, Mathematics
Donna S. Panes – Chief, CID
Elizabeth G. Torres – EPS, LRMS
Judith B. Alba – EPS, ADM
Reynaldo C. Tagala – EPS, Mathematics

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
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General
Mathematics
Quarter 1 – Module 1:
Key Concepts of Functions
Introductory Message
For the facilitator:

Welcome to the Grade 11 General Mathematics Self-Learning Module (SLM) on Key

Concepts of Functions!

This module was collaboratively designed, developed and reviewed by educators both
from public and private 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.

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For the learner:

Welcome to the Grade 11 General Mathematics Self-Learning Module (SLM) on Key

Concepts of 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 This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New 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.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More 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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities 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.

Answer Key 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.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. 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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Evaluation of a Function. 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.

The module is comprised of only one lesson:

• Evaluating Functions

After going through this module, you are expected to:

1. evaluate a function (M11GM-Ia-2)

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 What I Know

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. If f(x) = -2x2 -3, find f(0).

A. -5
B. -3
C. 0
D. 3

2. If g(x) = -8x + 1, find g(-2).

A. -7
B. 1
C. 10
D. 17

3. To evaluate a function is to ______________ the variable in the function with a

value from the function’s domain and compute the result.
A. omit
B. simplify
C. skip
D. substitute

4. If h(x) = 3x2 + 2x – 1, find h(-1).

A. -5
B. -3
C. 0
D. 3
5. Find f(-4) for f(x) = √x 2 – 2x + 1.
A. ± 4
B. ± 3
C. ± 2
D. ± 1

6. Given q(x) = |𝑥 2 − 9|. Find q(2).

A. -5
B. -4
C. 4
D. 5

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 (7𝑥−1)
7. If p(x) = (𝑥 2+ 1), find p(-2).
A. -3
B. -1
C. 1
D. 3
8. Given h(x) = ⌊𝑥 ⌋ − 7, where ⌊𝑥 ⌋ is the greatest integer function. Find h(5.3).
A. -3
B. -2
C. 0
D. 2
(𝑥+3)
9. Given p(x) = (𝑥 2−4), for what values of x will be the evaluation of function NOT
possible?
A. ± 5
B. ± 4
C. ± 3
D. ± 2
4 − 𝑥2, 𝑥<3
10. Given the piecewise function f(x) = {√𝑥 + 7, 3 ≤ 𝑥 < 11 . Find f(9).
|𝑥 − 4|, 𝑥 ≥ 11
A. ± 4
B. ± 3
C. ± 2
D. ± 1

Solving. Evaluate the following functions.

(𝑥+5)
1. If p(x) = , find p(-1).
2

2. Given g(x) = -9x2 + 2, find g(2a).

3. Given f(x) = 4x – 3, find f(-1).

√𝑥 2 + 9
4. If h(x) = , find h(4).
−𝑥−1

𝑥 2 + 2, 𝑥≤1
5. Find q(-2) for q(x) = { .
|𝑥 − 3|, 𝑥>1

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 Lesson

2 Evaluating Functions

In the previous lesson, we have reviewed the functions and relations, and how
their set of ordered pairs, table of values, mapping, graphs, and equations differ.
Representing real-life situations using functions and piecewise functions was also
discussed.

This section will discuss the evaluation of different functions.

What’s In

To do this, let us recall first some of the useful properties of equality. Consider
these examples.
a. If x + y = 8 and x = 3, what will be the value of y?
b. If a – b = 2 and b = 5, what will be the value of a?

What property of equality is/are used in the given examples?

To solve for the missing values, we need to use the Substitution Property of
Equality and Addition Property of Equality (APE). With this,

a. If x + y = 8 and x = 3,

3+y=8 By substitution, x is replaced by the given

value which is 3

y=5■ Addition Property of Equality

b. If a – b = 2 and b = 5,

a–5=2 By substitution, b is replaced by the given

value which is 5

a=7■ Addition Property of Equality

Remember:

Substitution Property of Equality

For any real numbers a and b: If a = b, then a may be replaced by b, or b may
be replaced by a, in any mathematical sentence without changing its meaning.

Addition Property of Equality

For all real numbers a, b, and c, a = b if and only if a + c = b + c.

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 What’s New

Activity 1. Basketball Substitution

Do the activity below and answer the questions that follow.

Procedure:

1. Observe/think of a basketball game whether in real-life or in television.

2. Observe the game rules.

Guide Questions:

1. What have you observed during the game?

2. Name some of the rules of the said game.
3. Have you observed a time when one player on the court is being replaced by
another player from the bench?
4. How do you call this game rule?

This basketball game rule is also called substitution. This is the same with
evaluating functions. Let us discover and learn the skill!

What is It

Evaluating a function means replacing the variable in the function, in this

case x, with a value from the function’s domain and computing for the result. To
denote that we are evaluating f at a for some a in the domain of f, we write f(a).
If one thinks of the function machine, evaluating a function is similar to
providing our machines with a valid input.
To evaluate a function, we should:
• directly replace the indicated value to the given function;
• perform the indicated operation; and
• simplify the answer.

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Example 1. Evaluate the following functions at x = 1.5.
(a) f(x) = 4x + 1

Solution:

• directly replace the value of x by 1.5 → f(1.5) = 2(1.5) + 1

• perform indicated operation and simplify → f(1.5) = 6 + 1

f(1.5) = 7 ■
(b) q(x) = x2 + 2x – 2

Solution:
• substitute the value of x by 1.5 → q(1.5) = (1.5)2 + 2(1.5) – 2
• perform indicated operation and simplify → q(1.5) = 2.25 + 3 - 2

q(1.5) = 3.25 ■
(c) g(x) = √𝑥 + 2.5

Solution:

g(1.5) = √(1.5) + 2.5

g(1.5) = √4
g(1.5) = ± 2 ■
2𝑥+1
(d) r(x) =
𝑥−1

Solution:
2(1.5)+ 1
r(1.5) = (1.5)− 1
3+1
r(1.5) =
0.5
r(1.5) = 8 ■

(e) F(x) = ⌊𝑥 ⌋ + 1, where ⌊𝑥 ⌋ is the greatest integer function

Solution:
F(1.5) = ⌊1.5⌋ + 1
F(1.5) = 1 + 1
F(1.5) = 2 ■

Example 2. Find g(-4) and r(1), where g and r are as defined in the previous
example.

Solution:
This is not possible because -4 is not in the domain of g(x) and
1 is not in the domain of r(x).

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Example 3. Evaluate the following functions, where f and q are as defined in
Example 1.
(a) f(3x – 1)

Solution:
To evaluate f(3x – 1), we need to replace all the x in f(x) = 4x +1
by (3x – 1).

f(3x – 1) = 4(3x – 1) + 1
f(3x – 1) = 12x – 4 + 1
f(3x – 1) = 12x – 3 ■
(b) q(2x + 3)

Solution:
To evaluate q(3x + 3), replace all the x in q(x) = x2 + 2x – 2
by (2x +3).

q(2x + 3) = (2x + 3)2 + 2(2x + 3) – 2

q(2x + 3) = (4x2 + 12x + 9) + 4x + 6 – 2
q(2x + 3) = 4x2 + 16x + 13 ■

𝑥 2 + 2, 𝑥≤1
Example 4. Given q(x) = { . Evaluate the following:
|𝑥 − 3|, 𝑥>1

(a) f(-5)
Solution:
To evaluate the piecewise function, we should identify first to which
condition the given value belongs. Since -5 belongs to the condition
𝑥 ≤ 1, we will be using the first function, 𝑥 2 + 2.

f(-5) = (-5)2 + 2
f(-5) = 25 + 2
f(-5) = 27 ■

(b) f(5)
Solution:
With this value, 5 belongs to the condition 𝑥 > 1. Hence, we will be
using the second function,|𝑥 − 3|.

f(5) = |5 − 3|
f(5) = 2 ■

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 What’s More

Activity 2. More Evaluation!

1. Evaluate the following functions at x = -2.
(a) f(x) = x – 3
(b) g(x) = x3 – 2x + 5
3
(c) h(x) = √𝑥 2 + 𝑥 + 3
𝑥2 + 1
(d) p(x) =
𝑥−4

(e) q(x) = |𝑥 − 3|, where |𝑥 − 3| means the absolute value of x – 3

2. Evaluate F(x) = ⌊𝑥 ⌋ – 5 at x = -2.8, where ⌊𝑥 ⌋ is the greatest integer function.

3. Given f(x) = x – 2, find f(𝜋).

4. Evaluate f(2a + b), where f(x) = 4x2 – 3x.

9 − 𝑥2, 𝑥<2
5. Given f(x) = {√𝑥 + 7, 2 ≤ 𝑥 < 10 , give the values of the following:
|𝑥 − 4|, 𝑥 ≥ 10

(a) f(2)
(b) f(12.5)
(c) f(-3)
(d) f(5)
(e) f(1.5)

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 What I Have Learned

Based on the skills you learned in this module, fill in words and/or
phrases to complete the following sentences.

1. Evaluating functions means _______________________ the variable in the

function, in this case x, with a value from the function’s domain and
computing for the result.

2. Evaluating a function is similar to providing our machines with a

______________________.

To evaluate functions, we simply:

3. _______________________ the indicated value to the given function;

4. _______________________ the indicated operation; and
5. _______________________ the answer.

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 What I Can Do

This section involves real-life application of evaluating functions. Read and

understand the given situation and solve the given problem by showing your
complete solution.

A computer shop charges ₱15.00 per hour (or a fraction of an

hour) for the first two hour and an additional ₱10.00 per hour for each
succeeding hour. Find how much you would pay if you used one of
their computers for:
(a) 45 minutes
(b) 5 hours
(c) 170 minutes

Solution:

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. To evaluate a function is to ______________ the variable in the function with a

value from the function’s domain and compute the result.
A. omit
B. simplify
C. skip
D. substitute

2. If f(x) = -2x2 -3, find f(0).

A. -5
B. -3
C. 0
D. 3

3. If g(x) = -8x + 1, find g(-2).

A. -7
B. 1
C. 10
D. 17

4. Given q(x) = |𝑥 2 − 9|. Find q(2).

A. -5
B. -4
C. 4
D. 5

5. If h(x) = 3x2 + 2x – 1, find h(-1).

A. -5
B. -3
C. 0
D. 3
6. Find f(-4) for f(x) = √x 2 – 2x + 1.
A. ± 4
B. ± 3
C. ± 2
D. ± 1

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 (7𝑥−1)
7. If p(x) = (𝑥 2+ 1), find p(-2).
A. -3
B. -1
C. 1
D. 3
(𝑥+3)
8. Given p(x) = (𝑥 2−4), for what values of x will be the evaluation of function NOT
possible?
A. ± 5
B. ± 4
C. ± 3
D. ± 2

9. Given h(x) = ⌊𝑥⌋ − 7, where ⌊𝑥⌋ is the greatest integer function. Find h(5.3).
A. -3
B. -2
C. 0
D. 2
4 − 𝑥2, 𝑥<3
10. Given the piecewise function f(x) = {√𝑥 + 7, 3 ≤ 𝑥 < 11 . Find f(9).
|𝑥 − 4|, 𝑥 ≥ 11
A. ± 4
B. ± 3
C. ± 2
D. ± 1

Solving. Evaluate the following functions.

1. Given f(x) = 4x – 3, find f(-1).

(𝑥+5)
2. If p(x) = , find p(-1).
2

3. Given g(x) = -9x2 + 2, find g(2a).

√𝑥 2 + 9
4. If h(x) = , find h(4).
−𝑥−1

𝑥 2 + 2, 𝑥≤1
5. Find q(-2) for q(x) = { .
|𝑥 − 3|, 𝑥>1

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 Additional Activities

This section includes supplementary activities related to evaluation of

functions.

Activity 3. Investigate and Answer!

1. Given f(x) = x2 – 4x + 4. Solve for:

(a) f(3)
(b) f(x + 3)

2. Considering the function given in the previous number, is f(x + 3) the same as
f(x) + f(3)?

𝑥+1
3. Given f(x) = , for what values of x will be the evaluation of function NOT
𝑥 2 −9
possible?

4. Choose a real-life scenario where we can apply evaluation of functions and/or

piecewise functions. Explain why do we need the skill in evaluating functions.

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 18
What's In
Activity 1. Basketball
Substitution
Allow learners to observe
game details like number of
players in the court, game
rules, etc. This section should
activate prior knowledge and
What I Have skills in substitution. Assessment
Learned
Multiple Choice
What's More
1. replacing/
substituting 1. B
Activity 2. More Evaluation!
2. valid input 2. D
3. replace/ substitute 1. (a) -5 3. D
4. perform (b) -9 4. C
5. simplify 3 5. B
(c) √5 6. D
5
(d) − 7. A
6
8. B
(e) 5
Additional 9. D
2. -7 10.A
Activities 3. 𝜋 − 2
Activity 3. Investigate 4. 16a2 +16ab+ b2 –6a –6b Solving
5. (a) ± 3
and Answer!
(b) 8.5 1. 2
1. (a) 1 (c) 0 2. -36a2 + 2
(b) x2 + 2x +1 3. -7
(d) 2√3
2. No 4. ±1
3. x = -3,3 (e) 6.75 5. 6
Answer Key
References

Bernabe, Julieta. 2006. Advanced Algebra, Trigonometry and Statistics Textbook. SD

Publication Inc., Philippines

Department of Education – Bureau of Learning Resources (DepEd-BLR) (2016)

General Mathematics Learner’s Material. Lexicon Press Inc., Philippines

Department of Education – Bureau of Learning Resources (DepEd-BLR) (2016)

General Mathematics Teacher’s Material. Lexicon Press Inc., Philippines

Department of Education – Instructional Materials Council Secretariat (DepEd-

IMCS) (2013) Mathematics – Grade 7 Learner’s Material. Accessed June 9,
2020.
https://www.coursehero.com/file/25207620/Gr-7-Math-LM-Q1-to-4pdf/

Department of Education – Instructional Materials Council Secretariat (DepEd-

IMCS) (2013) Mathematics – Grade 8 Learner’s Module. Book Media Press,
Inc., Philippines

Ikenaga, Bruce. 2019. The Greatest Integer Function. Accessed June 10, 2020
http://sites.millersville.edu/bikenaga/number-theory/greatest-integer-
function/greatest-integer-function.pdf

Roberts, Donna. Function Notation and Evaluation-MathBitsNotebook(A1 - CCSS

Math). Accessed June 10, 2020.
https://mathbitsnotebook.com/Algebra1/Functions/FNNotationEvaluation.
html

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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