Ateneo de Davao University

Senior High School

Km. 7, MacArthur Highway Bangkal, Talomo, Davao City
A.Y: 2021-2022

Welcome to General Mathematics Subject!

Subject: General Mathematics

Year level: Grade 11
Semester/Grading Period: 1st Sem
Lecture Note no.: 1-2 Week/Session: Week 1-2

Topic: Intro on Functions and Operations of Functions

Lecture/Examples

A relation is a set of ordered pairs. The domain of a relation is the set of first coordinates. The
range is the set of second coordinates.
A function is a relation in which each element of the domain corresponds to exactly one element
of the range.

1. Concept of a Function
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. Using functional notation, we can write f(x) = y, read as “f of x is
equal to y.” In particular, if (1, 2) is an ordered pair associated with the function f, then we say
that f(2)=1. On the other hand, the vertical line test can be used to identify if the graph is a
function. A graph represents a function if and only if each vertical line intersects the graph at
most once.
Here are some real life examples of function:
 Person’s salary depends on the number of hours worked
 The total production at a factory may depend on the number of machines used.
 Buying rice in the market and its price per quantity
 Internet Surfing fee and its hourly surfing rate

2. Function Rule
A function can be thought of as a rule, which operates on an input and produces an output.

This is often illustrated pictorially in two ways. The first way is by using a block diagram,
which consists of a box showing the input, output and the rule which, is often written inside the
box. The second way is to use two sets, one to represent the input and one to represent the output
with an arrow showing the relationship between them.

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In general, a function is a rule which operates on an input (also called as the argument) and
produces a single output from that input. Emphasize that more precisely; a rule is a function if it
produces only a single output for any given input.

3. Piecewise Function
A function having different values at different intervals and it composed of more than one equation.
Real-life Applications/Situations:
 The price of airline tickets 5 months before the flight is constantly changing until such
time as the flight schedule comes nearer.
 Prices of utilities like water, electricity are differently charge per interval.
 Schools offer discounts depending on the number of sibling enrolling in the same school.
4. Operation of Function
Definition: Let f and g be functions.
 Their sum, denoted by f + g, is the function defined by (f + g)(x) = f(x) + g(x)
 Their difference, denoted by f − g, is the function defined by (f − g)(x) = f(x) − g(x)
 Their product, denoted by f ∙ g, is the function defined by (f ∙g)(x) = f(x) ∙g(x)
 Their quotient, denoted by f/ g, is the function defined by (f /g)(x) = f(x) / g(x), excluding
the values of x where g(x) = 0
 The composite function, denoted by(𝑓 ∘ 𝑔), is defined by(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥)). The
process of obtaining a composite function is called function composition.

Guess the equation! Give data of various phenomena in table form. Then have the students come
up with an equation that models the function represented by the table. X is the input and Y is the
output.
EXAMPLE 1: APPLICATION OF FUNCTION RULE

x 0 1 2 3 4 5
y 1 3 5 7 9 11

The function is f(x) = y = 2x + 1.

Several different notations are being used to describe functions. This indicates that with an
input x, the function, f, produces an output of 2x+1. The input to the functions is placed in the
parenthesis after the f. f(x) is read as f as a function of x, or simply f of x, meaning that the value
of the output from the function depends upon the value of the input . The value of the output is
often called the value of the function.
If x=15, what is the value of y?

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EXAMPLE 2: APPLICATION OF FUNCTION RULE
X 0 1 2 3 4 5
Y 10 11 14 19 26 35

The function is f(x) = x2+10

EXAMPLE 3: APPLICATION OF FUNCTION RULE

Suppose Garry wants to determine the relationship of the price of NFA rice per kilo in the
market and the following information are given;
 One kilo of rice costs PHP 40.00
 He wants to buy 3 kilos of rice.
 He wants to determine the amount of rice he can purchase with PHP 200.00 in his
pocket.

Number of kilos of Rice Cost (y) Computations

(x)
1 PHP 40.00 40(1) = 40
2 PHP 80.00 40(2) = 80
3 PHP 120.00 40(3) = 120
4 PHP 160.00 40(4) = 160
5 PHP 200.00 40(5) = 200
6 PHP 240.00 40(6) = 240
Mathematically, we have y = 40x. (This indicates that the total cost (y) is equal to 40 times the
number of kilos (x) of rice.)

EXAMPLE 4: FUNCTION REAL LIFE SITUATION

If the width of a rectangle is 2 cm more than one-half its length and its perimeter is 40 cm, what
are the dimensions?
The length of the rectangle is 12 cm and its width is 8 cm.

EXAMPLE 5: FUNCTION REAL LIFE SITUATION

A clock manufacturer can produce a particular clock at a cost of 15 pesos per clock. It is
estimated that if the selling price of the clock is x pesos, then the number of clocks sold per week
is 125-x.
a. Express the number of pesos in the manufacturer’s weekly profit as a function of x.
The profit can be obtained by subtracting the total cost from the total revenue.
Let R(x) pesos be the weekly revenue. Because the revenue is the product of the selling price of
each clock and the number of clock sold, R(x) = x (125-x).
Let C(x) pesos be the total cost of the clocks that are sold per week. The total cost is the product of
the cost of each clock and the number of clocks sold, C(x) = 15(125-x).
If P(x) pesos is the weekly profit, then P(x) = -x2 + 140x-1875

b. Use the result of part (a) to determine the weekly profit if the selling price is 45 pesos per
clock
The weekly profit is 2400 pesos when the clocks are sold at 45 pesos each.

EXAMPLE 6: PIECEWISE FUNCTION

A school’s fair committee wants to sell t-shirts for their school fair. They found a supplier that
sells t-shirts at a price of P175.00 a piece but can charge P15, 000 for a bulk order of 100 shirts and

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P125.00 for each excess t-shirt after that. Use a piecewise function to represent the cost in terms of
the number of t-shirts purchased.
175𝑥 , 𝑖𝑓 0 < 𝑥 ≤ 99
𝑓(𝑥) = { 15,000 , 𝑖𝑓 𝑥 = 100
15000 + 125(𝑥 − 100), , 𝑖𝑓 𝑥 > 100
EXAMPLE 7: PIECEWISE FUNCTION
The fee to park in the parking lot of a shopping mall costs P40.00 for the first two hours and an
extra P10.00 for each hour (or a fraction of it) after that. If you park for more than twelve hours,
you instead pay a flat rate of P200.00. Represent your parking fee using the function p (t) where t
is the number of hours you parked in the mall.
a. Write the piecewise function
40 , 𝑖𝑓 0 < 𝑡 ≤ 2
p (t)={40 + 10(𝑡 − 2) , 𝑖𝑓 2 < 𝑡 ≤ 12
200 , 𝑖𝑓 𝑡 > 12
b. Find p (3) and p (13)
p (3) = 40 +10(3-2) p(13) = 200
=40+10
p (3) =50

EXAMPLE 8: EVALUATING FUNCTION

Evaluate the following functions at x=-4
3 𝑥 2 +1
a. f(x) = x-10 b. g(x) = -2x2-9x+21 c. h(x) = √ 𝑥 2 + 𝑥 + 15 d. p(x) = 𝑥−4
f (-4) = -4-10 2
g (-4) = -2(-4) -9(- h (-4) = (−4)2 +1
3 p (-4) =
f (-4) = -14 4)+21 √ (−4)2 − 4 + 15 −4−4

3 𝟏𝟕
g (-4) = 25 h (-4) = √ 27 p (-4) = − 𝟖

h (-4) = 3

EXAMPLE 9: EVALUATING FUNCTION

Given 𝑝(𝑡) = −8𝑡 − 5, evaluate the function 𝑝(3𝑡 − 1) if (t = 3t – 1)
Solution: 𝑝(3𝑡 − 1) = −8(3𝑡 − 1) − 5 = −24𝑡 + 8 − 5 = −𝟐𝟒𝒕 + 𝟑

EXAMPLE 10: OPERATIONS ON FUNCTIONS

Given: 𝑓(𝑥) = 3𝑥 − 2, and 𝑔(𝑥) = 𝑥 2 + 2𝑥 − 3.
Find: (𝑓 + 𝑔)(𝑥), (𝑓 − 𝑔)(𝑥), (𝑓 ∙ 𝑔)(𝑥) and (𝑓/𝑔)(𝑥).

Solutions:
(𝒇 + 𝒈)(𝒙) = 𝒇(𝒙) + 𝒈(𝒙)
=(3𝑥 − 2) + (𝑥 2 + 2𝑥 − 3)
=𝑥 2 + 3𝑥 + 2𝑥 − 2 − 3
=𝒙𝟐 + 𝟓𝒙 − 𝟓

(𝒇 − 𝒈)(𝒙) = 𝒇(𝒙) − 𝒈(𝒙)

=(3𝑥 − 2) − (𝑥 2 + 2𝑥 − 3)
=3𝑥 − 2 − 𝑥 2 − 2𝑥 + 3
=−𝑥 2 + 3𝑥 − 2𝑥 − 2 + 3
=−𝒙𝟐 + 𝒙 +1

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(𝒇 • 𝒈)(𝒙) = 𝒇(𝒙) • 𝒈(𝒙)
=(3𝑥 − 2)(𝑥 2 + 2𝑥 − 3)
=3𝑥 3 +6𝑥 2 − 9𝑥 − 2𝑥 2 − 4𝑥 + 6
=𝟑𝒙𝟑 +4𝒙𝟐 − 𝟏𝟑𝒙 + 𝟔

𝒇(𝒙)
(𝒇/𝒈)(𝒙) =
𝒈(𝒙)
3𝑥−2
=𝑥 2 +2𝑥−3
𝟑𝒙 − 𝟐
=
(𝒙 + 𝟑)(𝒙 − 𝟏)

EXAMPLE 11: OPERATION ON FUNCTIONS

Given: 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3, and 𝑔(𝑥) = 3𝑥 − 1.

Find: (𝑓 ∘ 𝑔)(𝑥) and (𝑔 ∘ 𝑓)(𝑥).

Solutions:
(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))
= 𝑓(3𝑥 − 1)
=(3𝑥 − 1)2 − 4(3𝑥 − 1) + 3
=9𝑥 2 − 3𝑥 − 3𝑥 + 1 − 12𝑥 + 4 + 3
=𝟗𝒙𝟐 − 𝟏𝟖𝒙 + 𝟖

(𝑔 ∘ 𝑓)(𝑥)= 𝑔(𝑓(𝑥))
= 𝑔(𝑥 2 − 4𝑥 + 3)
=3(𝑥 2 − 4𝑥 + 3) − 1

Materials and Sources

 Santos, D.,& Biason, M. (2016). Math Activated: Engage Yourself and Our World, General
Mathematics
 Regacho, C., Benjamin, B., & Oryan, S. (2017). Mathematics Skills For Life
 Ulpina, J., & Pilar, A. (2017). General Mathematics for Senior High School

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Subject: General Mathematics
Year level: Grade 11
Semester/Grading Period: 1st Sem
Lecture Note no.: 3 Week/Session: Week 3

Topic: Rational Functions and its Graph

Lecture/Examples

Definition:

A rational number is a number that can be written as a ratio. It can be written as a fraction.
𝑝
• Can be represented as {𝑞 | 𝑝 and 𝑞 are integers and 𝑞 is not equal to 0}
• can be represented by a terminating decimal or by a repeating decimal.
• It is rational if it can be expressed as the ratio of two integers

Rational Functions
Definition:

• is a function whose equation is a fraction, given that the denominator and its degree is not
equal to 0.
• A Rational Function is a function in the form of
𝑝(𝑥)
f(x) = y = 𝑞(𝑥)

where: p(x) and q(x) are polynomial functions and q(x) ≠ 0.

the domain of f(x) is all values of x where q(x) ≠ 0.

Domain and Range of Rational Functions

Domain: is the set of all real numbers except those that make the denominator q(x) equal to
zero or are all values of x for which the function is defined.

Range: set of all real numbers that satisfy that rational function, f(x) or are all values of y
for which the function is defined.
Steps in Graphing Rational Functions
Step 1: Find the intercepts, if there are any. ...
Step 2: Find the Zeros of Rational Functions
Step 3: Find the vertical asymptotes (VA) and the horizontal asymptote (HA), and the
intersection in HA, if there is any…
Step 4: Find the holes.
Step 5: Sketch the graph.
Definitions
Intercepts - are the points at which a graph crosses either the x or y axis.
Zeroes of Rational Functions – x value/s that makes the function equal to zero.
Asymptotes - is a line(s) that graph keeps approaching but never touches it.
1. Vertical Asymptote – the vertical line(s) (x value/s)
2. Horizontal Asymptote – the horizontal line(s) (y value/s)
Holes - a single point at which the function has no value or when a value of x sets both the
denominator and the numerator of a rational function equal to 0.

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 Instruction: Find the domain and range of the rational function.

𝟐𝒙
1. 𝒇(𝒙) = 𝒙−𝟏.
DOMAIN SOLUTION
1. Determine which value of x in the denominator 𝑥−1=0
makes the whole function undefined by equating the 𝑥=1
denominator into zero.
2. Write the answer in words or in interval or set Domain: All real number except 1 or
notation. (−∞, 𝟏) ∪
(𝟏, ∞) 𝒐𝒓 {𝒙 ∈ 𝑹|𝒙 ≠ 𝟏}

RANGE SOLUTION
1. Solve for the equation of x in the function. 2𝑥
2. Identify which among the values of y in the y=
𝑥−1
denominator make the function undefined by 𝑥𝑦 − 𝑦 = 2𝑥
equating the denominator into zero. 𝑥𝑦 − 2𝑥 = 𝑦
𝑥(𝑦−2) 𝑦
=
𝑦−2 𝑦−2
𝑦
3.Write the answer in words or in interval or set 𝑥 = 𝑦−2
notation. Equate the denominator:
𝒚−𝟐=𝟎
Note: (However, for some rational functions, we 𝒚=𝟐
can only determine the range using more advanced
mathematics like calculus.) or you can use the Range: All real number except 2 or
Rules ( THEOREM 7.2) when finding the value of y (−∞,
𝟐)(𝟐, ∞)
that doesn’t satisfy the function.
CASE 1: 𝒐𝒓 {𝒚 ∈ 𝑹|𝒚 ≠ 𝟐}
degree of numerator < degree of denominator y=0
CASE 2: Case 3: a= 2 ,b=1
degree of numerator > degree of denominator none 2
𝑦=
CASE 3: 1
degree of numerator = degree of denominator
y=a/b 𝒚=𝟐
(where, a & b is the coefficient of the term that has
the highest degree)

 Introduce to the learners the process/steps in graphing rational functions.

The graph of the rational functions contains the intercepts, the asymptotes, the
intersection in HA and holes if any.
 Discuss the definition of terms to the learners and let them locate the following in
the given graph or illustration.

 Find the intercepts, asymptotes, intersection in HA and holes if any and graph the
following rational functions.

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 𝟐𝒙
Example 1: 𝒇(𝒙) =
𝒙−𝟏

Steps Process Solution

1. x and y x- intercept: 2𝑥
𝑦=
intercepts  Simplify/Factor out 𝑥−1
 Let y=o 2𝑥
0=
 Solve for x 𝑥−1
 Write the ordered pair(answer) 0 = 2𝑥
x=0
x-intercepts: (0,0)
y- intercept: 2(0)
𝑦=
 Simplify/Factor out (0) − 1
 Let x =o 0
𝑦=
 Solve for y −1
 Write the ordered pair(answer) 𝑦=0
y-intercepts: (0,0)
2. Zeroes  Simplify or factor out Let, 2x=0
 Let f(x)=y=0 or equate the
𝟐𝒙 𝟎
numerator to zero. =𝟐
𝟐
 Solve for x x=0
Note: What would be your x value
in your x-intercepts that will be
your zeroes as well.
3. Vertical and Vertical Asymptote (VA) x–1=0
Horizontal x=1
Asymptotes  Factor out but don’t simplify (if VA : x = 1
and necessary)
intersection  Equate the denominator into
in HA. zero
 Solve for x (the value of x will
be the vertical asymptote) Case 3: Degree of
numerator = degree
Horizontal Asymptote (HA) of denominator
 Use the Cases in range. a= 2 , b=1
𝒂
𝒚=𝒃
𝟐
y= 𝟏
HA: y=2

Let y=2
𝟐𝒙
𝟐=
Intersection in HA: 𝒙−𝟏
𝟐𝒙 − 𝟐 = 𝟐𝒙
 Simplify or factor out, if
necessary. 𝟐𝒙 − 𝟐𝒙 =
𝟐
 Substitute the value of HA (y
𝟎≠𝟐
value).
NO
 Write your answer in ordered
INTERSECTION
pair.

4. Holes  Equate both the numerator and Numerator:

the denominator to zero 2x=0

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 separately. If they have at least x=0
one same root, then a hole
exists. The common root is the Denominator:
x-coordinate. x-1=0
 To find the y-coordinate, x=1
simplify the given function and NO HOLES
substitute the x-coordinate.

5. Complete the X -6 -4 -2 0 2 4 6
table and y 1.7 1.6 1.3 0 4 2.7 2.4
graph

𝒙+𝟑
Example 2: 𝒇(𝒙) = 𝒙−𝟏

Domain Range
Sol. Solution: Solution: CASE 3
𝑥−1=0 y=1
𝑥=1
Domain: ALL real number except 1 or Range: ALL real number except 1.
(−∞, 1) ∪ (1, +∞) 𝑜𝑟 {𝑥 ∈ 𝑅|𝑥 ≠ 1} (−∞, 1) ∪ (1, +∞) 𝑜𝑟 {𝑥 ∈ 𝑅|𝑥 ≠ 1}

Step 1: Intercept x-intercepts: y-intercepts:

Sol. Sol.
𝑳𝒆𝒕 𝒚 = 𝟎 𝑳𝒆𝒕 𝒙 = 𝟎
𝒙+𝟑 𝒚 = 𝟎+𝟑
𝟎= 𝟎−𝟏
𝒙−𝟏
𝟎=𝒙+𝟑 𝒚 = −𝟑
𝒙=−𝟑
(0, -3)
(-3, 0)
Step 2: Zeroes Sol.
𝒙 + 𝟑 = 𝟎
𝒙 =−𝟑

Step 3: Vertical asymptote: Horizontal Intersection in HA:

Asymptotes and Sol. asymptote: Sol.
Intersection VA: x -1 = 0 Sol. 𝒙+𝟑
HA: Case 3: a=1 , 𝟏 =
x=1 𝒙−𝟏
b=1 𝒙−𝟏 = 𝒙−𝟑
𝑎 1
𝑦=𝑏=1 𝑿−𝒙 = −𝟑 +𝟏
𝒚=𝟏 𝟎≠ −𝟐
NO INTERSECTION
Step 4: HOLES Solution:
Numerator
Denominator
𝒙+𝟑=𝟎 𝒙−𝟏
=𝟎
𝒙 = −𝟑 𝒙= 𝟏
No Holes

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Step 5: Complete the table below and graph.
X -4 -3 -2 -1 0 1 2 3 4
f(x) 0.2 0 -0.33 -1 -3 DNE 5 3 2.33

𝒙𝟐 −𝟑𝒙+𝟐
Example 3: 𝒇(𝒙) = 𝒙𝟐 −𝟓𝒙+𝟔
Answer:
Domain: All real number except 2 & 3 or (−∞, 2) ∪ (2, 3) ∪ (3, +∞) 𝑜𝑟
{𝑥 ∈ 𝑅|𝑥 ≠ 2 & 3}
Range: All real number except 1 or (−∞, 1) ∪ (1, +∞) 𝑜𝑟 {𝑥 ∈ 𝑅|𝑥 ≠ 1}
x-intercept: (1,0)
y-intercept: (0, 1/3)
VA: x=3
HA: y= 1
Hole: (2,-1)

Example 4: Give what is being asked based on the given graph.

Domain: _____________________
Range: ________________________
x-intercepts: ______________
y-intercepts: ______________
VA: ______________________
HA: ______________________

Example 5: Word Problem: A cell phone provider offers a new phone for Php 15,000 with a
$1,750 monthly plan.
a. How much will it cost you monthly to use the phone, including the purchase price using
the rational function below? Complete the table below and graph.
1750𝑥 + 15,000
𝑓(𝑥) =
𝑥
Let f(x): average cost per month
x : be the number of months
x (months) 0 1 2 3 4 5
y (average Undefined 16,750 9,250 6,750 5,500 4,750
cost)

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Materials and Sources
Crauder, B., Evans, B., & Noell, A. (2008). Functions and change: A modeling approach to
college algebra and trigonometry

Ronnie Alejon, Guillermo B. Bonghanoy, Elisa V. Veloria. (2016). General Mathematics for
Senior High School. Malabon City: Mutya Publishing House, Inc.

Aoanan, G., Plarizan, M., Regidor, B., & Simbulas, L. (2016). General Mathematics for Senior
High School. Quezon City C&E Publishing, Inc.
https://www.geogebra.org/m/vshhaugy and do the task/

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Subject: General Mathematics
Year level: Grade 11
Semester/Grading Period: 1st Sem
Lecture Note no: 4 Week/Session: Week 4

Topic: Rational Equations and Inequalities

Lecture/Examples
Definition:

𝑝(𝑥)
A rational function is a function in the form 𝑓(𝑥) = where p(x) and q(x) are
𝑞(𝑥)
polynomial functions, and q(x) ≠ 0. The domain of f(x) is all values of x where q(x) ≠ 0.

Rational Equation:
Definition:

A rational equation is an equation involving a rational function.

To solve rational equation:

1. Eliminate denominator by multiplying each term of the equation by least common
denominator.
2. Note that the eliminating denominators may introduce extraneous solutions. Check the
solutions of the transformed equations with the original equation.

Examples:
4 6 1
1. Solve for x : 𝑥 − 2𝑥 = 5
Solution: The LCD of all the denominator is 10x. Multiply both sides of the equation by
10x and solve the resolving equation.
4 6 1
10x (𝑥) − 10x(2𝑥) =10x (5)
40 – 30 = 2x (Do the operations)
10 = 2x
5=x (Divide both sides by 2)
Answer : x = 5
𝑥+3
2. =5
2𝑥

Steps: Solution:
𝑥+3
Multiply both sides by the LCD, which in this 2𝑥 ( 2𝑥 ) = 5 (2𝑥)
case is 2x. 𝑥 + 3 = 10𝑥

Simplify by combining like terms 10𝑥 − 𝑥 = 3

9𝑥 = 3
3 1
𝑥= =
9 3

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 2𝑥−5
3. =7
𝑥−3

Steps: Solution:
2𝑥−5
Multiply both sides by the LCD, which in this 𝑥 − 3 ( 𝑥−3 ) = 7 (𝑥 − 3)
Case is x – 3

Simplify by combining like terms 2𝑥 − 5 = 7𝑥 − 21

−5 + 21 = −2𝑥 + 7𝑥
1 1
(5) 16 = 5𝑥 (5)
16
𝑥= 5

Word problem using Rational Equation

1. The owner of the house wants to complete painting of his room for a short period of time.
He knew that it takes Alfred 6 hours to paint a room and it takes Andrew 10 hours to paint
the same room.

Question:
a. In how many hours will they complete the painting if they work together?

Solution:
This problem will use the formula:

Definition:

Formula for work-related problems using Rational Equations

1 1 1
+𝑡 =𝑡
𝑡1 2 𝑇

WHERE 𝑡1 is the time taken by first person/group.

𝑡2 is the time taken by the second person/group.
𝑡𝑇 is the time taken by both working together.

Let t1 be the time Alfred finishes painting.

t2 be the time Andrew finishes painting.
x be the time if they work together.

1 1 1
+ =
6 10 𝑥
1 1 1
30𝑥 ( + ) = ( ) 30𝑥
6 10 𝑥

5𝑥 + 3𝑥 = 30

8𝑥 = 30

𝑥 = 3.75 ℎ𝑜𝑢𝑟𝑠

AdDU Senior High School | General Mathematics| Page 13 of 40

 Hence, if Alfred and Andrew work together, it will take them 3.75 hours or 3 hours and
45 minutes to finish painting the room.

2. Ed can cook in 4 hours, while Ian can cook for 3 hours. If they cook together, how long
will they take?

Solution:
1 1 1
Ed = 4 Ian = 3 together = 𝑥
1 1 1
+ =
4 3 𝑥
1 1 1
(12𝑥)( + ) = (12𝑥)
4 3 𝑥

3𝑥 + 4𝑥 = 12

7𝑥 = 12

12
𝑥=
7

𝑥 = 1.71 ℎ𝑜𝑢𝑟𝑠
3. Cleo can sweep for entire building for 11 hours straight while Fe can do it for 8 hours. If
they sweep together, how long will it take for them to finish?

Solution:
1 1 1
Cleo = Fe = together =
11 8 𝑥

1 1 1
+ =
11 8 𝑥
1 1 1
(88𝑥)( + ) = (88𝑥)
11 8 𝑥

8𝑥 + 11𝑥 = 88

19𝑥 = 88

19𝑥 88
=
19 19

𝑥 = 4.63 ℎ𝑜𝑢𝑟𝑠

Rational Inequality

Definition:

A rational inequality is composed of rational expressions combined with a ≤, ≥, <,

or > sign.

Steps in Solving Rational Inequalities

1. Write the inequality with a single rational expression on the left-hand side of the inequality
and zero on the right hand side of the inequality.
2. Determine the meaningful numbers (critical values) by setting the numerator and
denominator equal to zero.

AdDU Senior High School | General Mathematics| Page 14 of 40

 3. Use the meaningful numbers to separate the number line into intervals.
4. Test the meaningful numbers if they make the inequality true or false.
5. Test a value in between the meaningful numbers if it makes the inequality true or false.
6. Express the answer in interval notation.

EXAMPLE 1:
𝑥+1
Find the values of x that will satisfy > 0.
𝑥 −4

STEP SOLUTION
Step 1: The
inequality is 𝑥+1
already in >0
𝑥 −4
simplified form.
All nonzero terms
are on the left side.
Step 2: Find the Numerator: Denominator:
points of interest 𝑥+1=0 𝑥−4=0
by equating the 𝑥 = −1 𝑥=4
numerator to 0 and The rational inequality is zero when x=-1 and undefined when x=4.
the denominator to
0.
Step 3: use the (−∞, −1) (−1,4)
meaningful (4, ∞)
numbers to
-1
separate the 𝑥 < −1 −1 < 𝑥 < 4 4 𝑥>4
number lines.
Step 4 & 5: test the
meaningful x=-2 x=-1 x=0 x=4 x=5
numbers if they −𝟐 + 𝟏 −1 + 1 0+1 4+1 5+1
make the inequality =6
−𝟐 − 𝟒 −1 − 4 0−4 4−4 5−4
true or false & pick 𝟏 =0 −1 = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
a test point for = =
𝟐 4
every region and T F F F T
test it also.
𝑭 𝑭
𝑻 𝑭 𝑻

-1 4

) (
−𝟏 𝟒
Step 6: Express the Therefore, the solution to the inequality is
answer in interval
notation. (−∞, −1) ∪ (4, +∞)

AdDU Senior High School | General Mathematics| Page 15 of 40

EXAMPLE 2:
𝑥−4
Solve 𝑥 −5 ≤ 2. Critical Values: x = 6, 5
The critical values and the test points will be substituted to
𝑥−4 the original inequality.
−2 ≤0
𝑥−5
𝑥−4−2(𝑥−5) 𝑭
≤0 𝑻
𝑥−5
𝑥−4−2𝑥+10 𝑻 𝑭 𝑭
≤0
𝑥−5
−𝑥+6 (−∞, 5) 5 (5,6)
≤0 6 (6, +∞)
𝑥−5
𝑥<5 5<𝑥<6 𝑥>6

) [
5 6

The solution to the inequality is (−∞, 5) ∪ [6, ∞).

EXAMPLE 3:
3𝑥−1
Solve > 5. Critical Values: x = 3, 7
𝑥−3

3𝑥−1
−5>0 𝑭 𝑭
𝑥−3
3𝑥−1−5(𝑥−3) 𝑭 𝑻 𝑭
>0
𝑥−3 (−∞, 3) 3 (3,7)
3𝑥−1−5𝑥+15 7 (7, +∞ )
>0
𝑥−3 𝑥<3
−2𝑥+14 3<𝑥<7 𝑥>7
>0
𝑥−3

( )
3 7

The solution to the inequality is (3,7).

EXAMPLE 4:

(𝑥−5)(𝑥 −2)
Solve (𝑥+3)(𝑥 −1) > 0 Critical Values: x = - 3, - 2, 1, 2
.

) ( ) [
-3 -2 1 2

The solution to the inequality is (−∞, 3) ∪ (−2,1) ∪ [2, ∞).

AdDU Senior High School | General Mathematics| Page 16 of 40

Materials and Sources
Benjamin, J., Oryan, S., & Regacho, C. (2017). Mathematics Skills for Life. Quezon City, Manila,
Philippines: Abiva Publishing House Inc.
Oronce, O. (2016). General Mathematics. Sampaloc, Manila, Philippines: Rex Book Store, Inc.
Pilar, A., & Ulpina, J. (2017). General Mathematics for Senior High School. Quezon City, Manila,
Philippines: Sunshine Interlinks Publishing House, Inc.
Piramide, J., Bareja, M., & Loquias, C. (2017). Functions, Investment & Logic: Keys to the Real
World. Talamban, Cebu City: ClintKAMMS Corp.
Ronnie Alejon, Guillermo B. Bonghanoy, Elisa V. Veloria. (2016). General Mathematics for
Senior High School. Malabon City: Mutya Publishing House, Inc.

Aoanan, G., Plarizan, M., Regidor, B., & Simbulas, L. (2016). General Mathematics for Senior
High School. Quezon City C&E Publishing, Inc.

AdDU Senior High School | General Mathematics| Page 17 of 40

Subject: General Mathematics
Year level: Grade 11
Semester/Grading Period: 1st Sem
Lecture Note no: 5 Week/Session: Week 5

Topic: One to One and Inverse Functions

Lecture/Examples

Definition:
One-to-One Function:
A function is said to be one-to-one if and only if for each value of x, there is at most one
value of y and vice versa.
In graphing
A one-to-one function should satisfy both the vertical line test and the horizontal line test.
1. Give examples of real-life situations that can be represented by one-to-one functions.
Example 1: Deoxyribonucleic acid is a molecule that carries most of the genetic structures
used in the development and functioning of all known living organisms and
microorganisms. It is the hereditary material in humans and almost all other organisms.
Every human being has a unique DNA molecule, and every existing DNA molecule is
unique to a human being. In other words, no two individual has exactly the same DNA
molecule.

Example 2: DepEd is developing a system of identification for all learners of the Philippine
public schools. This is the Learner’s Identification Number (LIS) System that aims to
provide a unique LIS to every public school learner. Its aim is to ensure that no two LIS is
assigned to a Filipino learner, and that no to Filipino learners have the same LIS number.

Example 3: Refer to the tabular presentation of birthdates (not one-to-one)

Vertical Line Test

Definition:

A test used to determine if a relation is a function. A relation is a FUNCTION if there are NO

vertical lines that intersect the graph at more than one point.

a. Identify whether each relation whose graphs are given is a function or not using vertical line
test.

1. 2.

AdDU Senior High School | General Mathematics| Page 18 of 40

3. 4.

5. Answers:
1. Function
2. Function
3. Not a function
4. Function
5. Not a function

Horizontal Line Test

Definition:

A function f is one-to-one if and only if no horizontal line drawn through the graph of f intersect
it more than once.

b. Identify whether each function whose graphs are given is a one-to-one or not using horizontal
line test.

1. 2.

AdDU Senior High School | General Mathematics| Page 19 of 40

3. 4.

5.

Answers:
1. One-to-one function
2. Not one-to-one function
3. One-to-one RELATION (since it’s not a function)
4. One-to-one function
5. Not one-to-one relation

Example 3: Show tables that represent and does not represent a one-to-one
functions.
Table 1 : 𝑓(𝑥) = 𝑥 + 1
X -2 -1 0 1 2
y -1 0 1 2 3

For each y in the range, there is only one corresponding x. The graph passed horizontal line test.
Therefore, the function is a one-to-one function.

Example 4: 𝑓(𝑥) = |𝑥|

X -2 -1 0 1 2
y 2 1 0 1 2

The graph passed the vertical line test, however, it did not pass the horizontal line test. Therefore,
the function is not a one-to-one function.

AdDU Senior High School | General Mathematics| Page 20 of 40

I Real Life Scenario

Ana was a daughter of an overseas Filipino worker. Every month her mother sends her $200. The
first time she received the money she had a hard time knowing the amount in Peso. All she knew
was that 1 US dollar is approximately worth 52 Philippine pesos.

Instruction: Suppose that you are a money changer. You need to help her to convert money either
way easily by using function. So in the next time she could be able to convert US dollar to
Philippine Peso and vice-versa easily.

Given:

Let y= amount in pesos; x = amount in US dollar

1 US dollar = 51 Philippine peso

Guide Questions:
1. What is the function rule needed to convert her money into Philippine peso? 𝒇(𝒙) = 𝟓𝟐𝒙
2. In every month how much will Anna receives in Philippine Peso? 𝒇(𝟐𝟎𝟎) = 𝟓𝟐(𝟐𝟎𝟎) =
𝑷𝟏𝟎, 𝟒𝟎𝟎
3. If her mother gives her $ 250, $350 or $450, how much would it be in Philippine peso? Present
it using the table of values and what are the domains and ranges of the function.
X (in US dollar)

X (in US dollar) $ 200 $250 $350 $450

Y (in Phil. Peso) P10,400

4. What if Anna wants to go to US and she needs to convert her 10,400 peso to US dollar, how
much she will have? What should be the function in order to convert back her money to US dollar?
GIVEN:
Let, y= amount in US dollar x = amount in Phil peso
𝑓(𝑥) = 52𝑥

Solve for x:
𝑓(𝑥) = 52𝑥
𝒚
𝒙=
𝟓𝟐

𝑥
𝑔(𝑥) =
52
10,400
𝑔(10,400) = = $200
52

AdDU Senior High School | General Mathematics| Page 21 of 40

5. Complete the table below by converting the money back to US dollar using the formula. Give
the domain and range of the function g(x).

Inverse Function

Note:
Let the learners compare the x and y values of f(x) and g(x)

Expected answer:

The domain of a function is the range of the inverse, and the domain of the inverse is the range
of the function.

Inverse Function

Definition:
The inverse of a one-to-one function 𝒇 is a one-to-one function 𝒇−𝟏 (read as 𝒇 inverse), that consists
of a set of all ordered pairs (𝑦, 𝑥), 𝑤ℎ𝑒𝑟𝑒 (𝑥, 𝑦) belong to 𝒇.

Inverting the x and y values in tables 1 and 2, Identify whether the result is still a function.

Example 3.1 -2 -1 0 1 2
X
Y -1 0 1 2 3

X -1 0 1 1 2
Y -1 0 1 2 3

Yes, the result is still a function.

Example 4.1: X 4 1 0 1 4
Y -2 -1 0 1 2

No, the result is not a function.

X -2 -1 0 1 2
Y 4 1 0 1 4

AdDU Senior High School | General Mathematics| Page 22 of 40

“The domain of a function is the range of the inverse, and the domain of the inverse is the range
of the function.”

1. Finds the domain and range of each function and its inverse. Then, determine whether
the inverse is also a function or not.
Example 5:
a. 𝑔(𝑥) = {(1,17), (2,11), (3,5), (4, −1), (5, −7)}
b. 𝑓(𝑥) = {(0, −1), (2,5), (−5,1), (−4,5)}
Solution:
a. 𝑔(𝑥) = {(17,1), (11,2), (5,3), (−1,4), (−7,5)} . The inverse of the function is still
a function.
b. 𝑓(𝑥) = {(−1,0), (5,2), (1, −5), (5, −4)}. The inverse of the function is not a
function.

2. Finding the inverse of a function.

Example 6: find the inverse of the function 𝑓(𝑥) = 2𝑥 + 1
Solution: Step 1: we know that 𝑓(𝑥) = 𝑦 𝑦 = 2𝑥 + 1
Step 2: interchange 𝑥 𝑎𝑛𝑑 𝑦 to find 𝑓 −1 𝑥 = 2𝑦 + 1
Step 3: solve for the new 𝑦 2𝑦 = 𝑥 − 1
𝑥−1
𝑦= 2
𝑥−1
Step 4: your new 𝑦 = 𝑓 −1 (𝑥) 𝑓 −1 (𝑥) =
2

3. Graph the function and its inverse.

𝑥−1
Example 7: 𝑓(𝑥) = 2𝑥 + 1 inverse: 𝑓(𝑥) = 2

Function: (ordered pairs)

X 1 2 3 4 5
Y 3 5 7 9 11

Inverse of the function: (ordered pairs)

X 3 5 7 9 11
Y 1 2 3 4 5

The graph of 𝑓 and 𝑓 −1 are reflection of each other. They are symmetrical about line y=x.

AdDU Senior High School | General Mathematics| Page 23 of 40

Example 8: Verify whether the two are one-to-one and inverse function.

𝑓(𝑥) = 𝑥 2 inverse: 𝑓(𝑥) = ±√𝑥

Function: (ordered pairs)

X -2 -1 0 1 2 3
Y 4 1 0 1 4 9

Inverse: (ordered pairs)

X 4 1 0 1 4 9
Y -2 -1 0 1 2 3

Notice that although the original graph is a graph of a function, the resulting graph is NOT A
FUNCTION. That is why the one-to-one condition should be satisfied before the inverse of a
function can be obtained.

Materials and Sources

Crauder, B., Evans, B., & Noell, A. (2008). Functions and change: A modeling approach to college
algebra and trigonometry

Orines, F. (2016). Next Century Mathematics: General Mathematics.927 Quezon Ave., Quezon
City, Philippines. Phoenix Publishing House.

Pilar, J. & Ulpina, A. (2017). General Mathematics for Senior high School. Brgy. South Triangle,
Quezon City, Philippines. Sunshine Interlinks Publishing House Incorporated.

Bareja, M.,Loquias, C., & Piramide, J. (2017). Functions, Investment & Logic: Keys to the Real
World. Nasipit, Talamban, Cebu City. University of San Carlos Press.

AdDU Senior High School | General Mathematics| Page 24 of 40

Subject: General Mathematics
Year level: Grade 11
Semester/Grading Period: 1st Sem
Lecture Note no: 6-7 Week/Session: Week 6-7 (August 3-7 & 10-14)

Topic: Laws of Exponents and Logarithm/ Graph of Exponential and Logarithmic Functions

Lectures/Examples

Definition

Let x > 0 and b > 0 and b ≠ 1. The logarithmic function to the base b (denoted by logbx) is a
function of the form f(x) = logbx, such that y = logbx if and only if x = by.

From the definition, a logarithmic function defines a relationship between x and y. Once we
know x, then y can be obtained using the formula y = logbx.

Laws of Logarithms

Let m, n, b be a positive real number, such that b≠1 and let x be any real number, then

(1) log 𝑏 𝑚𝑛 = log 𝑏 𝑚 + log 𝑏 𝑛

𝑚
(2) log 𝑏 𝑛
= log 𝑏 𝑚 − log 𝑏 𝑛

(3) log 𝑏 𝑚 𝑥 = 𝑥log 𝑏 𝑚

(4) log 𝑏 𝑏 𝑥 = 𝑥
(5) 𝑏 log𝑏 𝑥 = 𝑥

Identity Property of Logarithm

Let b be a positive real number, such that b≠1, then

log 𝑏 1 = 0 since 𝑏 0 = 1
log 𝑏 𝑏 = 1 since 𝑏1 = 𝑏

Change of Base Formula

Let a, b, and x be positive real numbers, such that a≠1 and b≠1, then

log 𝑎 𝑥
log 𝑏 𝑥 =
log 𝑎 𝑏

AdDU Senior High School | General Mathematics| Page 25 of 40

Common Logarithms
 Logarithmic functions with base 10 – the base of our real number system.
 Hence, it is customary to omit the base when writing a logarithm to base 10.
Natural Logarithms
 Logarithms with base e
 𝐥𝐧 𝒚 = 𝐥𝐨𝐠 𝒆 𝒚
 𝒙 = 𝐥𝐧 𝒚
 𝒆𝒙 = 𝒚
1. Present the definition of Logarithm

Logarithms are the "inverse" of exponentials

y = bx
x = by

Logarithm can be written in the form of:

For x > 0 and b > 0 b≠ 1, y = logb x is equivalent to x = by

2. Give examples of an exponential form to logarithmic form through completing the

following table.

Exponential Form Logarithmic Form

𝟐𝟒=𝟏6 𝒍𝒐𝒈𝟐(𝟏𝟔)=𝟒
𝟒𝟑=𝟔𝟒 𝒍𝒐𝒈𝟒(𝟔𝟒)=𝟑
𝟑𝟑=𝟐7 𝒍𝒐𝒈𝟑(27)=3

3. Present the properties of exponents and logarithms

Let m, n, be a positive real number, such that b≠1 and let x be any real
number, then

Properties of Exponent
b0 = 1 70 = 1
b1 = b 61 = 6
-1
b = 1/b 4-1 = 1/4
b-n = 1/bn b-3 = 1/b3

AdDU Senior High School | General Mathematics| Page 26 of 40

 Properties of Logarithms
𝒍𝒐𝒈𝒃 𝟏 = 𝟎 𝒍𝒐𝒈𝟐 𝟏 = 0
𝒍𝒐𝒈𝒃 𝒃 = 𝟏 𝒍𝒐𝒈𝟐 𝟐 = 𝟏
4. Discuss the laws of exponents. 𝐥𝐨𝐠𝒃 𝒃𝒙
= 𝐱 𝐥𝐨𝐠𝒃 𝒃 𝒍𝒐𝒈𝟐 𝟐𝟑 = 𝟑
=𝒙
Law I. Multiplication Rule 𝒃𝐥𝐨𝐠𝒃𝒙 = 𝒙 2𝒍𝒐𝒈𝟐𝟑 = 𝟑

For any real number b, and positive integers m and n:

 When the factors have the same base, copy the base and add the exponents.

(b𝒎)(b𝒏)= b𝒎+𝒏
Evaluate:

a. (22)(23) = 𝟐𝟐+𝟑 = 𝟐5 = 𝟔𝟒
b. (x5)(x2) = 𝒙𝟓+𝟐 = 𝒙7

Law II. Quotient Rule

For any real number a, and positive integers m and n:

 When the factors have the same base, copy the base and SUBTRACT the
exponents.

𝑎𝑚
= (𝒎−𝒏) , where an ≠ 0
𝑎𝑛

Evaluate:

𝟑𝟔 𝟐𝟖
1. = 𝟑𝟔−𝟑 = 𝟑𝟑 = 𝟐𝟕 3. =
𝟑𝟑 𝟐−𝟑

𝒚𝟓 𝒙𝟑
2. = 4. =
𝒚𝟒 𝒙𝟔

Law III: Power Rule

For any real number a, and positive integers m and n:

 Multiply the exponents

(𝒂𝒎)𝒏 = 𝒂𝒎𝒏 𝒂 𝒎 𝒂𝒎
(𝒂b)m = 𝒂𝒎bm ( ) = 𝒎
𝒃 𝒃
Evaluate:

1. (𝟐𝟑 )𝟐 = 𝟐𝟑(𝟐) = 𝟐𝟔 = 𝟔𝟒 3. (𝑥𝑦)6 =

𝟏 𝟑
2. (𝒈𝟒 )𝒚 = 4. (𝟐) =
TRY THIS! Laws of Exponents

Evaluate and express all answers in positive exponents.

𝟐
𝟐𝟓𝒂𝟏𝟏 𝒃−𝟒 𝒄𝟓 𝒅 −𝟑𝒙𝟒 𝒚𝟑 (𝟒𝒛𝟔 )
1. 2. 𝟐 ∙
𝟓𝒂𝟔 𝒃−𝟐 𝒄𝟓 (𝟐𝒛−𝟑 ) 𝟑𝒙𝒚𝟔

AdDU Senior High School | General Mathematics| Page 27 of 40

 5. Discuss the laws of logarithms

Let 𝒎, 𝒏, 𝒃 be a positive real numbers such that 𝒃≠𝟏, and let 𝒙 be any real number.
Then,

 Law 1. log 𝑏 𝑚𝑛 = log 𝑏 𝑚 + log 𝑏 𝑛

𝑚
 Law 2. log 𝑏 𝑛 = log 𝑏 𝑚 − log 𝑏 𝑛
 Law 3. log 𝑏 𝑚 𝑥 = 𝑥 log 𝑏 𝑚

The Product Rule:

logbMN = logbM + logbN
(The logarithm of a product is the sum of the logarithms)

Example: log4(7x) = log47 + log4x

You do: Simplify y = log 2 4 + log 2 8 into one logarithm (Answer: 𝑦 = log 2 32)
You do: Expand y= log7(7 • 9) (Answer: 𝑦 = log 7 7 + log 7 9)

The Quotient Rule

𝑚
𝑙𝑜𝑔𝑏 = 𝑙𝑜𝑔𝑏 𝑚 − 𝑙𝑜𝑔𝑏 𝑛
𝑛

(The logarithm of a quotient is the difference of the logs)

𝒙
Example: log(𝟐) = log 𝒙 − log 𝟐
You do: Simplify 𝑦 = log 4 64 − log 4 16 into a single logarithm function. (Answer: 𝑦 =
log 4 4)
𝟖 8
You do: Expand y= log5(𝒙). (Answer: log(𝑥) = log 8 − log 𝑥

The Power Rule:

logbMx = x logbM

(The log of a number with an exponent is the product of the exponent and the log
of that number)
Example: log x2 = 2 log x
1
1
You do: log 3 √𝑥. (Answer: log 3 √𝑥 = log 3 𝑥 2 = 2 log 3 𝑥)

6.Discuss common logarithms, which are logarithms to the base 10. If no base is indicated, the
logarithm is assumed to be a common logarithm. That is, log x is a shorter way of writing log10x.

7. Discuss natural logarithms, denoted by ln, which are logarithms to the base e. That is, ln x is a
shorter way of writing logex.

EXAMPLE 1: Find the values of each logarithm without using a calculator.

(a) log 25 125 Answer: 3/2
(b) log1/2 8 Answer: -3
(c) log 10000 Answer: 4
(d) ln √𝑒 Answer: 1/2

8. Emphasize that log 𝑏 𝑟𝑛 is not the same as (log 𝑏 𝑟) 𝑛. Thus, it is correct to say that log 𝑏 (𝑟 𝑛 ) =
𝑛 log 𝑏 𝑟, but it is not correct to say that (log 𝑏 𝑟)𝑛 = 𝑛 log 𝑏 𝑟.

9. Apply the laws of logarithms to rewrite logarithmic expressions.

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 𝑥3
EXAMPLE 2: Expand log 5 √𝑦 2 as a sum, difference, or constant multiple of
logarithms.
Solution:
𝑥3 1 𝑥3
log 5 √𝑦 2 = log 5 (𝑦 2 )
2
1
= (log 5 𝑥 3 − log 5 𝑦 2 )
2
1
= (3log 5 𝑥 − 2log 5 𝑦)
2
𝟑
= 𝐥𝐨𝐠 𝟓 𝒙 − 𝐥𝐨𝐠 𝟓 𝒚
𝟐

EXAMPLE 3: Write 5 ln 𝑥 + 3 ln 𝑦 − ln 𝑧 as a single logarithm.

Solution:
𝒙 𝟓 𝒚𝟑
5 ln 𝑥 + 3 ln 𝑦 − ln 𝑧 = ln 𝑥 5 + ln 𝑦 3 − ln 𝑧 = 𝐥𝐧
𝒛

10. Present the Change of Base formula, as indicated in the Learning Content.

11. Show how the Change of Base formula can be used to make computations easier.

EXAMPLE 4: Find the value of log 25 125.

Solution:
The reason that it is not too easy to find the value of log 25 125 is because 25 raised to an
integer cannot give 125. It would be easier to express the logarithm to one with base 5.
Note that the Change of Base formula can be used to change a logarithm to any base of
your choice (in this case, we choose 5). Apply the change of base formula:

log 5 125 log 5 53 3

log 25 125 = = =
log 5 25 log 5 52 2

Exponential and Logarithmic Functions and its Graphs

 Review the definition of an exponential function.

Definition:
The exponential function to the base b is a function of the form f(x) = bx where, b > 0 and b ≠ 1.

Emphasize that there are two broad possibilities for the base: either 𝑏 > 1 𝑜𝑟 0 < 𝑏 < 1.
 Review the Laws of Exponents.

x1 = x 61 = 6

x0 = 1 70 = 1

x-1 = 1/x 4-1 = 1/4

(am)n = amn (2-2)x-1 = 2-2(x-1)= 2-2x+1

 Property of Exponential Equations:

If 𝒃𝒙𝟏 = 𝒃𝒙𝟐 , then 𝒙𝟏 = 𝒙𝟐

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 They will be given a graphical presentation of an exponential growth with the existing
covid problem.

Definition
Let 𝑏 > 0 and 𝑏 ≠ 1. The exponential function to the base b is a function of the form 𝑓(𝑥) = 𝑎𝑏 𝑥 ,

Graphs of Exponential functions have the following behaviour.

Exponential Growth Exponential Decay

Properties of exponential growth
Properties of exponential decay
 𝑏>1
 0<𝑏<1
 The graph is increasing
 The domain is all real numbers
 The domain is all real numbers  The graph is decreasing
 The graph increases without bound  The graph increases without bound
as x approaches positive infinity as x approaches negative infinity
 The graph is continuous
 The graph is continuous
 The graph is smooth
 The graph is smooth

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 Determine the Domain, Range, Zeros, Intercepts, and Asymptotes
of Exponential Functions

Functional information Procedure for identifying the information

Domain DOMAIN
Dom(f) = ALL R
Range RANGE
Rng(f)=(h,+∞),if a>0
Rng(f)=(- ∞, h),if a<0
Zeros Let y=0. Substitutes. Apply the property of exponential equation
( If 𝒃𝒙𝟏 = 𝒃𝒙𝟐 , then 𝒙𝟏 = 𝒙𝟐 ) and solve for x if applicable.
y-intercept Evaluate the function at x = 0.
x-intercept Let y=0. Substitutes. Apply the property of exponential equation
( If 𝒃𝒙𝟏 = 𝒃𝒙𝟐 , then 𝒙𝟏 = 𝒙𝟐 ) and solve for x if applicable.
Vertical asymptotes (VA) Given: f(x)=a.b x
Vertical asymptote: NONE

Given: f(x)=a.b x +h
Vertical asymptote: NONE

Horizontal asymptote Given: f(x)=a.b x

(HA) Horizontal Asymptote: always y=0

Given: f(x)=a.b x +h
Horizontal Asymptote: always y=h

Definition

Let b > 0 and b ≠ 1. The logarithmic function to the base b (denoted by logbx) is a function
of the form f(x) = logbx, such that y = logbx if and only if x = by.

Logarithmic functions have the following graph:

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 Logarithmic functions have the following properties.

1. The domain is the set of all positive real numbers.

2. The range is the set of all real numbers.
3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The x-intercept is 1.
5. There is no y-intercept.
6. The vertical asymptote is the line x = 0 (or the y-axis).
7. There is no horizontal asymptote.

Discuss the examples of rational functions and how to find its domain and range and its (a)
intercepts, (b) zeroes, and (c) asymptotes.
Example 1: Construct a table of values and sketch the graph of the following functions.

𝒂. 𝒇(𝒙) = 𝟐𝒙
x -4 -3 -2 -1 0 1 2 3
f(x) 0.06 0.13 0.25 0.5 1 2 4 8

Properties of the Graph Exponential Function:

 Dom: all R
 Range: (0,∞)
 Zeros: NONE
 x-intercept: NONE
 y-intercepts: (0,1)
 VA= NONE
 HA=Y=0
 Exponential Growth(graph is increasing)

1 𝑥
𝒃. 𝒇(𝒙) = ( )
2

x -3 -2 -1 0 1 2 3 4
f(x) 8 4 2 1 0.5 0.25 0.13 0.06

Properties of the Graph Exponential Function:

 Dom: all R
 Range: (0,∞)
 Zeros: NONE
 x-intercept: NONE
 y-intercepts: (0,1)
 VA= NONE
 HA=Y=0
 Exponential Decay( graph is decreasing)

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Example 2: The learners will be asked to identify the graph of each function from the lesson
content. The properties of each graph will be discussed. The graphs are shown below:

X 𝟏 𝟏 𝟏 𝟏
1 2 4 8 16
𝟏𝟔 𝟖 𝟒 𝟐
𝑓(𝑥) = log 2 𝑥 -4 -3 -2 -1 0 1 2 3 4
𝑔(𝑥) = log1/2 𝑥

𝑓(𝑥) = log 2 𝑥 𝑔(𝑥) = log 1 𝑥

2

Domain: {x l x ≥ 0} Domain: {x l x ≥ 0}

Range: {y l y ∈ 𝑅} Range: {y l y ∈ 𝑅}

x –intercept: 1 at (1,0) x –intercept: 1 at (1,0)

y-intercept: None y-intercept: None

The students will be asked to compare and contrast the properties of each graph.
VA: x=0 VA: x=0
Examples 3: Find the properties of the given exponential functions.
HA: None HA: None
1 1−𝑥
𝑎. 𝑓(𝑥) = 2𝑥 𝑐. 𝑓(𝑥) = 1 − 2 ( )
2

𝑏. 𝑓(𝑥) = 3𝑥+1 − 1 d. 𝑓(𝑥) = −5𝑥

From the definition, a logarithmic function defines a relationship between x and y. Once we know
x, they y can be obtained using the formula 𝑦 = 𝑙𝑜𝑔𝑏 x.

Write each exponential form in logarithmic equation.

1. 54 = 𝑥 Answer: 𝑙𝑜𝑔5 𝑥 = 4
2. 26 = 64 Answer: 𝑙𝑜𝑔2 64 = 6
3. 𝑎7 = 𝑀 Answer: 𝑙𝑜𝑔𝑎 𝑀 = 7

Write each logarithmic equation in exponential form.

1. 𝑙𝑜𝑔3 81 = 𝑥 Answer: 81 = 3𝑥
2. 𝑙𝑜𝑔10 0.01 = −2 Answer:10−2 = 0.01
3. 𝑙𝑜𝑔𝑒 9 = 𝑦 Answer: 𝑒 𝑦 = 9

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 EXAMPLE 4: What happens to the graph of f(x) = log 𝑏 𝑥 when it is changed to 𝑔(𝑥) =
𝑘 log 𝑏 𝑥?
The students will be asked to complete the table below. They will be asked on the
difference of the graphs of the two functions.

X 𝟏 𝟏 𝟏 𝟏
1 2 4 8 16
𝟏𝟔 𝟖 𝟒 𝟐
𝑓(𝑥) = log 2 𝑥 -4 -3 -2 -1 0 1 2 3 4
𝑔(𝑥) = 2log 2 𝑥

In the graph of y = k logb x, the y-coordinate can be obtained by multiplying each y-value
in the graph of y = logb x by k. The effect is a stretch in the graph.

Additional Information:

Supply the properties of 𝑔(𝑥) = 2log 2 𝑥 leading to compare the properties with the
properties of the original function.

Domain: {x l x ∈ 𝑅 +}

Range: {y l y ∈ 𝑅}

x –intercept: 1 at (1,0)

y-intercept: None

VA: x=0
EXAMPLE 5: What happens to the graph of f(x) = log 𝑏 𝑥 when it is changed to g(𝑥) =
log 𝑏 (𝑥 − 𝑘)? HA: None

The learners will be asked to complete the table below. They will be asked on the difference
of the graphs of the two functions.
𝟏 𝟏 𝟏 𝟏
X 1 2 4 8 16
𝟏𝟔 𝟖 𝟒 𝟐
𝑓(𝑥)
= 𝑙𝑜𝑔0.25 𝑥
𝑔(𝑥)
= 𝑙𝑜𝑔0.25(𝑥
+ 2)

The graphs are horizontal shifts of the graph of y = log0.25 x. If x is replaced by x + k, then
the horizontal shift is either k units to the left (if k < 0) or k units to the right (if k > 0). The
vertical asymptote and x-intercept are also shifted the same number of units in the same
direction.

It is possible for the graph of y = logb(x + k) to have a y-intercept. To find the y-intercept
(if any), substitute x = 0.

After which, the students will be asked to supply the properties of 𝑔(𝑥) = 𝑙𝑜𝑔0.25(𝑥 + 2).
They will be lead to compare the properties with the properties of the original function.

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 Domain: {x l x > − 2}

Range: {y l y ∈ 𝑅}

x –intercept: -1 at (-1,0)

1 1
y-intercept: − 2 at (0, − 2)

VA: x = -2

HA: None
EXAMPLE 6: What happens to the graph of f(x) = log 𝑏 𝑥 when it is changed to 𝑔(𝑥) =
log 𝑏 𝑥 + 𝑘?

The students will be asked to complete the table below. They will be asked on the
difference of the graphs of the two functions.
𝟏 𝟏 𝟏 𝟏
X 1 2 4 8 16
𝟏𝟔 𝟖 𝟒 𝟐
𝑓(𝑥) = 𝑙𝑜𝑔3 𝑥
𝑔(𝑥)
= 𝑙𝑜𝑔3 𝑥 − 1

The graphs are vertical shifts of the graph of y = log3 x. Based on the graph of y = logb x,
the graph of y = logb x + k is a vertical shift of k units up (if k > 0) or k units down (if k < 0).

After which, the students will be asked to supply the properties of 𝑔(𝑥) = 𝑙𝑜𝑔3 𝑥 −
1. They will be lead to compare the properties with the properties of the original function.

Domain: {x l x ∈ 𝑅 +}
Range: {y l y ∈ 𝑅}
x –intercept: 3 at (3,0)
y-intercept: None
VA: x=0
HA: None

EXAMPLE 7: A man bought a cargo truck that costs PHP 350,000.00. The car depreciates at a
rate of 10% per year. What is the estimated value of the cargo truck after 3 years? (Depreciation
is an income tax deduction that allows a taxpayer to recover the cost or other basis of certain
property.)

Given: a = PHP 350,000 r = 10% = 0.10 t = 3 years

i. To determine the decay factor, b, there is need to determine the decreasing value
of the cargo truck in the first year.
Year Depreciation
0 PHP 350,000.00
1 350,000 – 0.10 (350,000)

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Taking into account the depreciation after the first year,
350,000 – 0.10 (350,000) = 350,000 (1- 0.10)
= 350,000 (0.90)
Let y= total cost of the cargo truck
a= 350,000/cargo truck b= 1-.10= .90 or 90% x = number of year

ii. The equation of this decay model will be

𝑦
𝑙𝑜𝑔𝑏 = 𝑥
𝑎
𝑦
𝑙𝑜𝑔.90 =3
350000
𝑦 = 350,000(.90)3
y = 255,150.00
This is the salvage value (estimated value) of the cargo truck after 3 years.
Processing:
 What will be the value of the cargo truck in 2 years, 3 years and in 4 years? Present
your answer in a table and graph. Complete the table below.
X 0 1 2 3 4
Y 350,000 255,150

1. The number e ≈ 2.71828 occurs frequently in mathematics, and emerges from a

wide range of applications. One such application relates to exponential growth.

A =is the ending amount of whatever you're dealing with

(money, bacteria growing in a petri dish, radioactive decay of an element highlighting your
X-ray)
P =is the beginning amount of that same "whatever”
r =is the growth or decay rate
t = is time

Materials and Sources

Stewart, J., Redlin, L., & Watson, S. (2010) Precalculus (6th ed.). Belmont, CA: Brooks/Cole.
Crauder, B., Evans, B., & Noell, A. (2008). Functions and change: A modeling approach to
college algebra and trigonometry

AdDU Senior High School | General Mathematics| Page 36 of 40

Subject: General Mathematics
Year level: Grade 11
Semester/Grading Period: 1st Sem
Lecture Note no: 8 Week/Session: Week 8

Topic: Exponential and Logarithmic Equations and Inequalities

Lecture/Examples
1. This lesson involves exponential functions, exponential equations and exponential
inequalities.

Definition

Let b > 0 and b ≠ 1. The exponential function to the base b is a function of the form f(x) =
abx.

From the definition, an exponential function defines the relationship between x and y. Once we
know the value of x, then y can be obtained using the formula y = bx.

2. This lesson involves techniques in solving logarithmic equations and inequalities.

 A logarithmic equation is an equation involving a logarithmic function

 A logarithmic inequality is an inequality involving a logarithmic expression.

Property of Logarithmic Equation

Let b and x be positive real numbers, such that b≠1, then

If log 𝑏 𝑥1 = log 𝑏 𝑥2 , then 𝑥1 = 𝑥2

Property of Logarithmic Inequalities

Let b and x be positive real numbers, such that b≠1, then

(a) Suppose b > 0: if log 𝑏 𝑥1 > log 𝑏 𝑥2 then 𝑥1 > 𝑥2

(b) Suppose 0 < b < 1: if log 𝑏 𝑥1 > log 𝑏 𝑥2 then 𝑥1 < 𝑥2

The same holds if < is replaced by ≤ and > is replaced by ≥.

1. Among the examples, what are exponential functions?

1.)f(x) = 3x
2.) g(x) = (10)x
3.) h(x) = 2x+1
4.) f(x)= 𝑥 2
5.) h(x) = 2-x
6.) g(x)= 𝑥 𝑥
7.) q(x) = (-2)x
8.) r(x) = 1x

AdDU Senior High School | General Mathematics| Page 37 of 40

 2. Solve the equation 22𝑥−1 = 43𝑥+2 .
(2)2x - 1 = (22)3x + 2
21(2x – 1) = 22(3x + 2)
22x – 1 = 26x + 4
22x – 1 = 26x + 4
2x-1 = 6x+
𝟓
x= - 𝟒

2. Present examples of exponential & logarithmic equalities and show how these can be solved.

EXAMPLE 1: Solve the Equation 22 (5)𝑥+1 = 500

22 (5)𝑥+1 = 500
22 (5)𝑥+1 = 4(125)
22 (5)𝑥+1 = 4(53 )
𝑥+1=3
𝒙=𝟐

EXAMPLE 2: Solve the inequality252 ≥ 5𝑋+1 .

52(2) ≥ 5𝑋+1 .
54 ≥ 5𝑋+1
4≥ 𝑥+1
3≥ 𝑥

The solution set to this inequality is [-∞, 2). You can verify this by substitution and the values 1,
0, -1 are solutions while 4 and 5 are not.

EXAMPLE 3: Solve the inequality

2 2
( )2𝑥 > ( )−2(𝑥+3)
3 3
2
since the base 3 < 1, then 2x > -2(x + 3) will become

2x < -2(x + 3)
2x < -2x - 6
4x < -6
3
x<-2
3
The solution set to this inequality is (-∞, - 2 ). You can verify by substitution and the values -3, -2
are solutions while -1, 0, and 1 are not.

EXAMPLE 4: Solve the equation 7𝑥 = 3

Solution: log 7𝑥 = log 3 Taking logarithm of both sides and use properties of logarithm
𝑥 log 7 = log 3
𝐥𝐨𝐠 𝟑
𝒙 = 𝐥𝐨𝐠 𝟕

EXAMPLE 5: Solve the equation 2𝑥 = 12

Solution: log 2𝑥 = 𝑙𝑜𝑔12 take 𝑙𝑜𝑔2 of each side.
𝑥(𝑙𝑜𝑔 2) = 𝑙𝑜𝑔 12
𝑙𝑜𝑔12
𝑥 = 𝑙𝑜𝑔2
𝒙 ≈ 𝟑. 𝟓𝟖𝟓

AdDU Senior High School | General Mathematics| Page 38 of 40

EXAMPLE 6: Solve the equation log 5 (𝑥 + 10) = 3.
Solution: log 5 (𝑥 + 10) = 3 This is the given equation.
𝑥 + 10 = 53 Equivalent exponential equation
𝑥 + 10 = 125 53 =125
𝒙 = 𝟏𝟏𝟓

EXAMPLE 7: Solve the equation log 2 𝑥 + log 2 (𝑥 − 6) = 4.

Solution: log 2 𝑥(𝑥 − 6) = 4
𝑥(𝑥 − 6) = 4
𝑥(𝑥 − 6) = 24
16 = 𝑥 2 − 6𝑥
0 = 𝑥 2 − 6𝑥 − 16
0 = (𝑥 − 8)(𝑥 + 2)
𝒙 = 𝟖, 𝒙 = −𝟐

EXAMPLE 8: Solve the equation log 3 (𝑥 + 4) = log 9 𝑥.

Solution: Use the change of base formula. Change log 9 𝑥 to base 3.
log 3 𝑥 log 3 𝑥 log 3 𝑥
log 9 𝑥 = = 2
=
log 3 9 log 3 3 2

log 3 𝑥
log 3 (𝑥 + 4) =
2
log 3 (𝑥 + 4)2 = log 3 𝑥 Use logarithmic property
(𝑥 + 4)2 = 𝑥 the value of x is imaginary
Answer: No Solution

3. Present the property of logarithmic inequalities. This property is based on the fact that a
logarithmic function is one-to-one.

4. Present examples of logarithmic inequalities and show how these can be solved using
the Property of Logarithmic Inequalities.

EXAMPLE 9: Solve the inequality log 5 (3𝑥 + 2) ≥ log 5 (1 − 𝑥)

Solution:
3𝑥 + 2 ≥ 1 − 𝑥 Use property of logarithmic inequality
4𝑥 ≥ −1 Since b = 5, b > 1, the sign will not change
1
𝑥≥−
4

Find the value of x that will not make the logarithm undefined or negative.

3𝑥 + 2 > 0 1−𝑥 > 0

2
𝑥 > −3 𝑥<1

The solution set that will satisfy the inequality is [-1/4, 1).

AdDU Senior High School | General Mathematics| Page 39 of 40

EXAMPLE 10: Solve the inequality log 2 (3𝑥 + 2) < log 2 (2𝑥 + 5)

3𝑥 + 2 <2x+5 Use property of logarithmic inequality

𝒙<𝟑 b = 2, b > 1, the sign will not change

Find the value of x that will not make the logarithm undefined or negative.

3𝑥 + 2 > 0 2𝑥 + 5 > 0
2 5
𝑥 > −3 𝑥 > −2

2
The solution set that will satisfy the inequality is - 3 < 𝑥 < 3.

5. Introduce some real-life applications of logarithms.

EXAMPLE 11: Suppose that the population of the Philippines can be modeled by the function
P(x) = 20000000e0.0251x, where x is the number of years since 1955. What is the doubling time
of population, assuming that this function continues to be a good model for the population?
Answer: 27.6 years or approximately 28 years

EXAMPLE 12: Use the model 𝑸 = 𝒂 𝒆−𝟎.𝟎𝟖𝟔𝟔𝟒𝟑𝟑𝟗𝟕𝒕 to calculate the amount of iodine-131: (a)
remaining sixteen days after purchase and (b) twenty-four days after purchase.

a. Answer: Q= 10.00000009
b. Answer: Q= 5 g

Materials and Sources

Crauder, B., Evans, B., &Noell, A. (2008). Functions and change: A modeling approach to
college algebra and trigonometry

Oronce, O. (2016). General Mathematics for Senior high School.

Orines, F. B. (2016). Next Century Mathematics. Quezon City, Philippines: Phoenix Publishing
House.

Alejan, R. O., Bonghanay, G., & Veloria. (2016). General Mathematics for Senior High.
Malabon City: Mutya Publishing House.

Aonan, G. O., Plarizan, L. P., Regidor, B. T., & Simbulas, L. C. (2016). General Mathematics.
Quezon City: C & E Publishing Inc.

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