MTH 518

(ICT IN MATHEMATICS EDUCATION)

EXPECTED
OUTPUT
Instructional Model
(with assessment)
using MS PowerPoint
 General Mathematics (Core Subject)
Senior High School

CHAPTER I
(FUNCTIONS)
 General Mathematics (Core Subject)
Senior High School

Lesson 1
FUNCTIONS AS MODELS
 The learner demonstrates
CONTENT understanding of key
STANDARD concepts of functions.
 The learner is able to
accurately construct
PERFORMANCE mathematical models to
STANDARD represent real-life
situations using
functions.
 The learner represents
real-life situations using
functions, including
LEARNING piece-wise functions, and
COMPETENCIES solves problems involving
functions. (M11GM-Ia-1
and M11GM-Ia-4)
 At the end of the lesson, the
learners should be able to:
1. Represent real-life situations
SPECIFIC using functions;
OBJECTIVES 2. Define piece-wise function;
and
3. Represent real-life situations
using a piece-wise function.
 Review

LESSON Activity I:
Function or Not
OUTLINE Functions
and Real Life
 Lesson 1:
Functions as Models
Examples
LESSON Piecewise
OUTLINE Functions
Activity II:
Groupings
 Lesson 1:
Functions as Models

Questions
LESSON to Ponder
OUTLINE Generalization
Performance
Task
 Quiz Time
LESSON
Assignment
OUTLINE
References
 REVIEW
Relations and Functions
REVIEW: Relations vs Functions

RELATIONS FUNCTIONS
A relation is a rule that
A function is a relation
relates values from a
where each element in
set of values (called the
the domain is related to
domain) to a second set
only one value in the
of values (called the
range by some rule.
range).
REVIEW: Relations vs Functions

RELATIONS FUNCTIONS

The elements of the The elements of the

domain can be imagined domain can be imagined
as input to a machine that as input to a machine that
applies a rule to these applies a rule so that each
inputs to generate one or input corresponds to only
more outputs. one output.
REVIEW: Relations vs Functions

RELATIONS FUNCTIONS
A function is a set of
ordered pairs (𝑥, 𝑦) such
A relation is also a set that no two ordered
of ordered pairs (x, y). pairs have the same 𝑥-
value but different 𝑦-
values.
 S U M M A RY
R E L AT I O N S
A relation is a rule that relates
values from a set of values
(called the domain) to a second
set of values (called the range).
The elements of the domain can
be imagined as input to a
machine that applies a rule to
these inputs to generate one or
more outputs.
A relation is also a set of ordered pairs (𝑥, 𝑦) such that no two
pairs (x, y).
FUNCTIONS
A function is a relation where
each element in the domain is
related to only one value in the
range by some rule.
The elements of the domain can
be imagined as input to a
machine that applies a rule so
that each input corresponds to
only one output.
A function is a set of ordered
ordered pairs have the same 𝑥-
value but different 𝑦-values.
AC T I V I T Y I
Function or Not?
AC T I V I T Y I
Function or Not?

A. Given the following set of ordered

pairs which of these are function/s?

1. f = { 1, 2 , 2, 2 , 3, 5 , (4, 5)}
2. g = { 1, 3 , 1, 4 , 2, 5 , 2, 6 , (3, 7)}
3. h = { 1, 3 , 2, 6 , 3, 9 , … , n, 3n , … }

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?

A. Given the following set of ordered

pairs which of these are function/s?

1. f = { 1, 2 , 2, 2 , 3, 5 , (4, 5)}
2. g = { 1, 3 , 1, 4 , 2, 5 , 2, 6 , (3, 7)}
3. h = { 1, 3 , 2, 6 , 3, 9 , … , n, 3n , … }

Solution: The relations 𝑓 and ℎ are functions.

AC T I V I T Y I
Function or Not?
B. Given the following table of values,
which of these are function/s?
𝑥 1 2 3 4
1. 𝑓(𝑥) 2 2 5 5

𝑥 1 1 2 2 3
2. 𝑔(𝑥) 3 4 5 6 7

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
B. Given the following table of values,
which of these are function/s?
𝑥 1 2 3 4
1. 𝑓(𝑥) 2 2 5 5

𝑥 1 1 2 2 3
2. 𝑔(𝑥) 3 4 5 6 7

Solution: Only the table of values in (1)

represents a function.
AC T I V I T Y I
Function or Not?
C. Which of the following mapping diagrams represent a
function?
x y x y x y
𝒇 𝒉
1 3 5 𝒈 7 11
2 5 6 13
9 7 0 2
3 17
4 1 8 1
1 19
5 7 9 23

1. 2. 3.

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
C. Which of the following mapping diagrams represent
functions?
x y x y x y
𝒇 𝒉
1 3 5 𝒈 7 11
2 5 6 13
9 7 0 2
3 17
4 1 8 1
1 19
5 7 9 23

1. 2. 3.

Solution: The relations 𝑓 and 𝑔 are functions.

AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

1.

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

1.

FUNCTION
AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

2.

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

2.

FUNCTION
AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

3.

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

3.

FUNCTION
AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

4.

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

4.

NOT A FUNCTION
AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

5.

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
D. Which of the following graphs can be
graphs of functions?

5.

NOT A FUNCTION
AC T I V I T Y I
Function or Not?
E. Which of the following represents a
function?

1. 𝑦 = 2𝑥 + 1

2. 𝑦 = 𝑥 2 − 2𝑥 + 2

3. 𝑥 2 + 𝑦 2 = 1

2𝑥 + 1
4. 𝑦 =
𝑥−1

Press the “?” to see the correct answer.

AC T I V I T Y I
Function or Not?
E. Which of the following represents a
function?

1. 𝑦 = 2𝑥 + 1 
2. 𝑦 = 𝑥 2 − 2𝑥 + 2

3. 𝑥 2 + 𝑦 2 = 1

2𝑥 + 1
4. 𝑦 =
𝑥−1 
FUNCTIONS AND
REAL LIFE
 FUNCTIONS IN REAL LIFE
CIRCUMFERENCE OF A CIRCLE
Circumference of a circle is a function of diameter.
 FUNCTIONS IN REAL LIFE
ARM LENGTH
Arm length is a function of height.
 FUNCTIONS IN REAL LIFE
SHADOW
The length of a shadow
is a function of its
height and the time of
day.
 FUNCTIONS IN REAL LIFE
SUPPLY AND DEMAND
Supply and demand: As price goes up,
demand goes down.
 General Mathematics (Core Subject)
Senior High School

Lesson 1
FUNCTIONS AS MODELS
JUNIOR A linear function is a
function of the form
HIGH 𝑓 𝑥 = 𝑎𝑥 + 𝑏, where
𝑎 ≠ 0.
SCHOOL
A quadratic function is
a function of the form
𝑓 𝑥 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐,
where
𝑎 ≠ 0.

A polynomial function
of degree 𝑛 is a function
of the form 𝑓 𝑥 =
𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 +
𝑎1 𝑥 + 𝑎0 , where 𝑛 ≠ 0.
 FUNCTIONS
EXAMPLES AS MODELS
EXAMPLE 1

Give a function 𝐶 that can represent the cost of

buying 𝑥 meals, if one meal costs ₱ 40.
 Give a function 𝐶 that can
represent the cost of
EXAMPLE 1

SOLUTION
buying 𝑥 meals, if one
meal costs ₱ 40.

Since each meal costs ₱ 40,

then the cost function is
𝐶 𝑥 = 40𝑥.
 One hundred meters of fencing is
available to enclose a rectangular
EXAMPLE 2 area next to a river (see figure). Give
a function 𝐴 that can represent the
area that can be enclosed, in terms of
𝑥.

River

𝒙
One hundred meters of fencing
is available to enclose a River
rectangular area next to a river
(see figure). Give a function 𝐴 𝒚
that can represent the area

SOLUTION
that can be enclosed, in terms 𝒙

of 𝑥.

The area of the rectangular enclosure is

𝐴 = 𝑥𝑦. We will write this as a function of 𝑥.

Since only 100 m of fencing is available,

100−𝑥
then 𝑥 + 2𝑦 = 100 or 𝑦 = = 50 − 0.5𝑥 .
2

Thus, 𝐴 𝑥 = 𝑥 50 − 0.5𝑥 = 50𝑥 − 0.5𝑥 2 .

PIECEWISE Definition and
Examples
FUNCTION
 A piecewise –defined
function is one which is
PIECEWISE defined not by a single
equation, but by two or
FUNCTION more. Each equation is
valid for some interval.
 EXAMPLE

A user is charged ₱ 300 monthly for a particular

mobile plan which include 100 free text messages.
Messages in excess of 100 are charged ₱ 1 each.
Represent the amount a consumer pays each month
as a function of the number of messages 𝑚 sent in a
month.
A user is charged ₱ 300 monthly for a particular
mobile plan which include 100 free text
messages. Messages in excess of 100 are
charged ₱ 1 each. Represent the amount a
consumer pays each month as a function of the

SOLUTION
number of messages 𝑚 sent in a month.

Let 𝑡(𝑚) represent the amount paid by the consumer

each month. It can be expressed by the piecewise
function

300 𝑖𝑓 0 < 𝑚 ≤ 100

𝑡 𝑚 = 300 + 𝑚 𝑖𝑓 𝑚 > 100
ACTIVITY II By Group
 1. Form three (3)
groups.
2. Next, rearrange
your chairs in a
circular manner.
3. Then choose a
representative to
pick your
situation inside
the box which the
teacher is
holding.
4. Finally, help one
INSTRUCTION another in order
to give what is
asked in each
situation.
 Provide a real-world
example or scenario
that can be expressed
SITUATION 1 as a relation only, not
a function.
Provide a real-world
scenario that can be
modeled by a linear SITUATION 2
function.
SITUATION 3
The cost of hiring a catering service to serve food for a
party is ₱ 150 per head for 20 persons or less, ₱ 130 per
head for 21 to 50 persons, and ₱ 110 per head for 51 to
100 persons. For more than 100 persons, the cost is at
₱ 100 per head. Represent the total cost as a piecewise
function of the number of attendees of the party.
QUESTIONS
TO PONDER
QUESTIONS TO
PONDER
How do you find
the activity?

For situation 1, why

do you think your
scenario can be
considered as a
relation only and not a
function?
QUESTIONS TO
PONDER For situation 2, do you
think your situation
can be modeled by a
linear function? Why
do you think so?

For situation 3, how

did you come up with
that given piecewise
function? Explain what
you have done.
GENERALIZATION
GENERALIZATION
Give your own real-life situation
that can be represented by a
function then create a function
for it.

What is a piecewise function?

GENERALIZATION
Given a real-life scenario that
can be modeled using a
piecewise function, what are
the techniques in order for
you to come up with a correct
piecewise function that could
represent the given real-life
scenario?
PERFORMANCE By Group
TASK
Students will be grouped into 3. Then,
they need to research about the tax
rates in the Philippines. (e.g., if you

P E R F O R M A N C E TA S K
earn a certain income level, then your
tax rate is such).

Based on the existing tax structure,

students should define a piecewise
function that models the given situation
by giving (a) the function’s equation,
(b) a table showing some function
values, and (c) a graph.
The students will use the piecewise

P E R F O R M A N C E TA S K
function representing the tax structure
in the Philippines as a basis for
discussing whether they think the tax
rate is fair. For example, they can
compare the amount of tax deducted
from taxpayers with various levels of
income. Students may present their
work or make a report.
QUIZ TIME
Prepare your ¼ sheet
of paper.
Direction: On a ¼ sheet of
paper answer the following.

QUIZ
1. A mobile user is charged ₱ 500 monthly
for a particular mobile plan, which
includes 200 free text messages.
Messages in excess of 200 are charged ₱ 1
each. Represent the amount a consumer
pays each month as a function of the
number of messages 𝑚 sent in a month.
Direction: On a ¼ sheet of
paper answer the following.

QUIZ
2. A store charges ₱ 80 per t-shirt for
orders of 50 or fewer t-shirts, ₱ 78.50 per
t-shirt for orders of 75 or fewer but more
than 50 t-shirts, and ₱ 76.50 per t-shirt
for orders of more than 75 t-shirts.
Represent the printing cost 𝐶 for 𝑥
number of t-shirts.
SOLUTION
1. Let 𝑡(𝑚) represent the amount paid by the
consumer each month. It can be expressed by
the piecewise function
𝟓𝟎𝟎 𝒊𝒇 𝟎 < 𝒎 ≤ 𝟐𝟎𝟎
𝒕 𝒎 =
𝟓𝟎𝟎 + 𝒎 𝒊𝒇 𝒎 > 𝟐𝟎𝟎

2.
𝟖𝟎𝒙 𝒊𝒇 𝟎 < 𝒙 ≤ 𝟓𝟎

𝑪 𝒙 = 𝟕𝟖. 𝟓𝟎𝒙 𝒊𝒇 𝟓𝟎 < 𝒙 ≤ 𝟕𝟓

𝟕𝟔. 𝟓𝟎𝒙 𝒊𝒇 𝒙 > 𝟕𝟓

ASSIGNMENT
Read in advance about
how to evaluate
functions.
REFERENCES
REFERENCES
Definition of Piecewise Function. https://www.varsitytutors.com

Department of Education. (2016, May). K to 12 Senior High School Core

Curriculum – General Mathematics

Petti, W. (2007). Functions in the real world. Exploring Math with

MicroWorlds EX.
https://www.educationworld.com/a_curr/mathchat/mathch
at010.shtml

https://www.wikihow.com/Measure-Arm-Length

https://www.google.com/search?q=BUYING+MEALS&rlz=1C1SQJL_enPH77
6PH776&sxsrf=ALeKk01bzEsMeFeevydQbPl7kS_S1zAlMQ:15971983
56317&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiD1qfFy5TrAh
VMy4sBHbHCD9YQ_AUoAXoECAwQAw&biw=1422&bih=624#imgrc=
uctfYXleDu-QGM
REFERENCES
https://www.google.com/search?q=cellphone+&tbm=isch&ved=2ahUKEwi
e39zGy5TrAhVCUpQKHYeXAl0Q2-
cCegQIABAA&oq=cellphone+&gs_lcp=CgNpbWcQAzICCAAyAggAMgI
IADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAA6BAgjECc6BQgAELE
DOggIABCxAxCDAToECAAQHjoGCAAQChAYUMngHFiLhx1guJodaAJw
AHgAgAHgAYgB4w6SAQYwLjEwLjKYAQCgAQGqAQtnd3Mtd2l6LWltZ
8ABAQ&sclient=img&ei=F1AzX973EMKk0QSHr4roBQ&bih=624&biw
=1422&rlz=1C1SQJL_enPH776PH776#imgrc=rOEr7Raz1jRGiM&img
dii=FTgx6OtzxPkKWM

https://www.google.com/search?q=beautiful+WOMAN+THINKING+PNG&tb
m=isch&ved=2ahUKEwjIgoHP0JTrAhVPEKYKHSi5CQsQ2-
cCegQIABAA&oq=beautiful+WOMAN+THINKING+PNG&gs_lcp=CgNp
bWcQA1D9DFj9DGDNDmgAcAB4AIABgAGIAYABkgEDMC4xmAEAoAE
BqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=ZlUzX8i3Ms-
gmAWo8qZY&bih=624&biw=1404&hl=fil&hl=fil#imgrc=P5nqFAJtfJ
OqcM
REFERENCES
https://www.google.com/search?q=teen+MAN+thumbs+up+PNG&tbm=isch
&ved=2ahUKEwjX6duG0ZTrAhUZKqYKHRaqDr8Q2-
cCegQIABAA&oq=teen+MAN+thumbs+up+PNG&gs_lcp=CgNpbWcQ
A1D4fFjbjAFg_I8BaABwAHgAgAGwAYgBvgmSAQMwLjmYAQCgAQGq
AQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=21UzX5eQKJnUmAWW
1Lr4Cw&bih=624&biw=1404&hl=fil&hl=fil#imgrc=YyUmIgwJfo42g
M&imgdii=FMeA1hAK6nVvbM
 MTH 518
(ICT IN MATHEMATICS EXPECTED
EDUCATION)
OUTPUT
Instructional Model
(with assessment)
using MS PowerPoint

Submitted by:
MYRHELLE D. GRECIA
MA Ed. Mathematics

Submitted to:
DOLLY ROSE F. TEMELO, PhD
Course Professor