PEAC

PRIVATE EDUCATION ASSISTANCE COMMITTEE

Trustee of the Fund for Assistance to Private Education

TEACHING THE ESSENTIAL TOPICS OF

GENERAL MATHEMATICS
TABLE OF CONTENTS
Teaching Guides of Essential Topics------------------------------------------------------- 16
1. Modeling Approaches to Common Function
2. Solving Situational Word Problems Using Functions
3. Simple and Compound Interest
4. Annuities
5. Amortization
6. Introduction to logic
7. Establishing the Validity and Falsity of Arguments
8. Methods of Proof and Disproof

Primary Skills to Hone in Learners through the General Mathematics

K to 12 Curriculum Exit Primary Skills to Hone in Learners
Across 4 Exits
Academics 1. Problem Solving Skills
Entrepreneurship 2. Thinking Skills
Employment (Systematic, Logical, Reflective,
Midlevel Skills Creative and Innovative)
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)
Grade: 11/12 Semester: 1st /2nd
Core Subject Title: General Mathematics No. of Hours/Semester: 80
Core Subject Description:

Students must know how to solve problems involving rational, exponential and logarithmic
functions; to solve business -related problems; and to apply logic to real-life situations

Culminating Performance Standard:

The learners are able to apply their knowledge of Functions, Business Mathematics, and Logic
in dealing with the intricacies of mathematical and scientific concepts in higher education,
entrepreneurial demands, middle-level skills development, and employment through the use
of their critical and analytical thinking skills and appropriate mathematical and financial tools
to make sound and justifiable decisions.

Performance Task:

The Department of Science and Technology (DOST) is conducting a competition among the
member of the community. This competition involves the use of the learners’ analytical and
critical thinking skills to showcase innovations, technologies, strategies and procedures which
can help in solving the present issues of your community. Moreover, the solutions to the
issues must involve the use of the concepts of Functions, Business Mathematics and Logic of
the General Mathematics

With this, the learners will assume the rule of community developer to determines a problem
and persists in their own community and present a solution to this problem through the use
of the aforementioned mathematical concepts. Do a survey of the problem, the learners are
expected to document, create, and make a pitch of their presentation of the problem
identification solving process which will be submitted to their community leaders.

The following are the specifics outputs that are needed from the learners:

- A description of the problem

- A description of how the community problem is identified
- A powerpoint presentation of how the problem is solved using the concepts of
functions, business mathematics and logic

The project proposal will be evaluated according to the following criteria:

Mathematical Content (45%), Presentation (30%), and Creativity and Novelty (25%).
Lesson 1: A Survey of Modeling Approaches to Common Functions
I. Learning Competencies: At the end of the lesson the students must be able to;
 Model real-world function involving piecewise, rational, exponential and logarithmic
functions;
 Perform computations involving these various function models.
Performance Standard: The learner is able to accurately construct mathematical
models to represent real-life situations using functions.
II. Introduction
 Function describe situations where one quantity determines another. For
example, a population in a given city is determined through its relationship with
time; the relationship of the number of prey eaten by a predator and the prey
present per unit; the dimensions of a solid figure and its surface area; and etc.
Since we continually make theories about dependencies between quantities in
nature and society, functions are important tools in the construction of
mathematical models
III. Discussion 1
 Suppose that due to the inflation rate hike, the monthly sales of the gasoline
retailers in Philippines dramatically declined. In order to address the situation,
major gasoline manufacturers devised a new pricing scheme for the Philippine
market so that it may be able to continue to serve its customers better. The table
shows the new gasoline pricing scheme of the manufacturers:

Quantity (in liters)

Price (in peso)
0-5,000 46.40/liter
Over 5,000-10,000 46.40/liter less % of the excess over 5,000 liters
Over 10,000-15,000 46.40/liter less 250 php and 10% of the excess over
10,000 liters
Over 15,000-20,000 46.40/liter less 750 php and 15% of the excess over
15,000 liters
Over 20,000-25,000 46.40/liter less 1,500 php and 20% of the excess over
20,000 liters
Over 25,000 46.40/liter less 2,500 php and 25% of the excess over
25,000 liters

Gasoline retailers will be charged accordingly based on the schemes provided

above. According to the manufacturers, this pricing schemes will enable the
gasoline retailers to have a stable profit despite the changes of oil price due to
inflation
  Questions/Tasks
a. Construct a piecewise function G(x ) that gives the total amount
of gasoline based on the manufacturers pricing scheme.

¿ 46.40 x if 0< x ≤ 5,000

{ }
46.40 x−0.05 ( x−5,000 ) if 5,000< x ≤ 10,000
46.40 x−250−0.10 ( x−10,000 ) if 10,000< x ≤ 15,000
Answers: G ( x ) =¿
46.40 x−750−0.15 ( x −15,000 ) if 15,000< x ≤ 20,000
46.40 x−1,500−0.20 ( x−20,000 ) if 20,000< x ≤ 25,000
46.40 x−2,500−0.25 ( x−25,000 ) if x>25,000

b. Solve the following:

G ( 5,000 ) ,G ( 17 ,500 ) , G ( 25 ,500 ) ,∧G ( 75,000 ) .
 G ( 5,000 )=46.40 ( 5,000 ) =232,000 php
 G ( 17,500 )=46.40 ( 17,500 ) −750−0.15 ( 17,500−15,000 )=810 , 875 php
 G ( 25,000 )=46.40 ( 25,000 )−1,500−0.20 ( 25,000−20,000 )=1,157,500 php
 G ( 75,000 )=46.40 ( 75,000 ) −2,500−0.25 ( 75,000−25,000 )=3 , 465 , 000 php

c. Suppose the average of retail price of gasoline to motorists is 48

php per liter, how much would a gasoline earn selling 50,000 liters
bought at the price which has the most discount?
 Answer: Selling 50,000 liters of gasoline at the cheapest price according to the
scheme is
G ( 50,000 )=46.40 ( 50,000 ) −2,500−0.25 ( 50,000−25,000 )=2,311,250 php. Thus,
if the average retail price of gasoline is 48, then a retailer will earn
( 50,000 ( 48 ) )−2,311,250=88,750 php .

d. A onetime payment of 1, 111, 300 php is given by the retailer to

the manufacturer, how many liters did retailer purchase?
 1,111,300=46.40 x −1,500−0.20 ( x−20,000 )
x=24,000 liters

Practice Problem (for students)

 the table below is the approved tax policy reform program set by the current
Philippines administration. According to them, this simplifies tax system will
increase the take-home pay of most individuals, thereby, putting money in
people’s pockets, and would make the system fairer and more equitable (0f.
house Bill 4774, House of Representative).

Proposed Tax Table for Individual Compensation Income (Implementation

Year 1
INCOME BRACKET TAX RATE
 0 – 250,000 0%
Over 250,000 – 400,000 20% of the excess over 250,000
Over 400,000 – 800,000 30, 000 + (25% of the excess over 250,000)
Over 800,000 – 2,000,000 130, 000 + (30% of the excess over 800,000)
Over 2,000,000 – 5,000,000 490, 000 + (32% of the excess over 2,000,000)
Over 5,000,000 1,450, 000 + (35% of the excess over
5,000,000)
 Construct a function T which gives the total annual tax for an income x of an
individual in implementation year 1.
0 if 0< x ≤ 25 0 , 000

0.20 ( x−2 5 0 , 000 ) if 2 5 0 , 000< x ≤ 40 0,000

30,000+0.25 ( x−40 0,000 ) if 40 0,000< x ≤ 800 , 000

Answer: T(x)=130,000+0.3 0 ( x−800 , 000 ) if 800 , 000< x ≤ 2,000 , 000

490,000+ 0.32 ( x−2,000 , 000 ) if 2,000 , 000< x ≤ 5,000 , 000
1,4 50 , 000+0.35 ( x−5,000 , 000 ) if x>5 , 000 , 000

IV. Discussion 2
 Suppose the volume of a regular Selected Corneto is 14 cubic inches

Construct a function S which expresses

surface are of the Cornetto as a function
of the base radius (assume that a regular
Cornetto follows a right inverted cone).
In addition, answer questions a to d.

2 h
 Solution: Since the volume of the cone is 14 cubic inches, then 14=π r . this
3
42
implies that h= . Also, recall that surface area of a cone is defined by the
π r2
formula
42
S=π r 2 + πr ( √ r 2+ h2 ). Note that substituting h= to the formula for the
π r2
surface area of the cone yields to a function S(r ) that represents the total
surface area of a cone with a volume of 14 cubic inches. Therefore,

2
2
S(r )=π r + πr
(√ ( ) )
2 42
r + 2
πr
 a) What is the domain of the function?
Answer: Clearly the theoretical domain is ℝ/{ 0 } . However, the practical domain is
{ r ∨r >0 }.
b) Using a graphing calculator solve for the base radius r of the can which will give
the least surface area.
Answer: The graphing calculator shows as the base radius that gives the least
surface area is 1.86 inches (the least surface area is 35.39 inches squared).
c) What is the measure of the height of the cone given the base radius that gives
the east surface area?
42
Answer: h= 2
≈ 4.74 ∈¿2 ¿
π ( 1.68 )
d) Explain why the concept of the least surface area is important in the context of
this problem.
Answer: It is important to know the least surface area because it will minimize
the production cost of the product.

Practical Problem (for Students)

 In Biomathematics, Holling’s functional response curve describe the feeding habits of a

predator in terms of the density of the prey. An example of such is given by the rational
function.
16 x
N ( x )= , x≥0
1+2 x
Here x is the density