General Mathematics: Senior High School: Grade 11 1 Quarter: Module 1 Teacher: Mr. John Japhet C. Gacias

GENERAL MATHEMATICS
SENIOR HIGH SCHOOL: GRADE 11

1st QUARTER: MODULE 1
Teacher: Mr. John Japhet C. Gacias
Name: ________________________________________ Section: ________________________

Parent Signature: ______________________________ Date Submitted: ________________
COURSE OUTLINE: General Mathematics
WEEK TOPICS LEARNING OBJECTIVES REFERENCES

NO.
Lesson 1: Relation and Its Types Represents real – life situations using functions, including
Piece – Wise Functions.
Evaluates a Function.
1 Lesson 2: Definition of Functions Performs addition, subtraction, division, and
composition of functions.
Solve problems involving functions.
Lesson 3: Operations on Functions
Lesson 1: Rational Functions (1)

Solves rational equations and inequalities.
2 Lesson 2: Rational Equations Distinguishes rational function, rational equations,
and rational inequality.
Lesson 3: Rational Inequalities
Lesson 1: Rational Functions (2) Represents real – life situations using rational functions
Solves rational equations and inequalities.
3 Lesson 2: Graphing Rational Determines the: (a) intercepts; (b) zeroes; and (c)
Functions asymptotes of rational functions
Graph rational functions.
Lesson 1: Review on One to One Represents real-life situations using one-to one function.
Functions
Determines the inverse of a one-to-one function.
4 Lesson 2: Definition of Inverse Graph inverse functions
Function
Solves problems involving inverse functions.
Lesson 3: Graph of Inverse Function
NOTE TO STUDENT AND PARENTS/GUARDIANS:
English
The main purpose of this module is for students to learn and understand important
learning skills. Activities on this module are focused on developing 5Cs skills:
communication; Collaboration; creative (Creativity); critical thinking (Critical Thinking);
and character development (Character Building). There are video lectures available
online for all the lessons contained herein. They can be used as a supplementary study
aid if need be. As facilitator of this module, it is expected that:
1. Conduct a thorough monitoring of students' progress in each activity.

2. Provide monthly feedback on student work or as needed.
3. Ensurethat student interaction to be able to complete the tasks set out in the
module.
4. Carry out tasks well as a facilitator by providing clear learning instructions.
Filipino
Pangunahing layunin ng modyul na ito na matutuhan at maunawaan ng mga mag-

aaral ang mahahalagang kasanayan sa pagkatuto. Binibigyang pansin sa mga
gawaing nakapaloob ditto ang paglinang sa 5Cs na kasanayan: pakikipagtalastasan
(Communication); pagtutulungan (Collaboration); pagkamalikhain (Creativity);
mapanuringpag-iisip (Critical Thinking); at paglinang ng pagkatao (Character Building).
May mga lektura na matatagpuan online para sa mga araling nakapaloob dito.
Maaaring gamitin ang mga iyon bilang karagdagang pantulong sa pag-aaral kung
kakailanganin. Bilang tagapagpadaloy ng modyul na ito inaasahang:
1. Nakapagsasagawa ng masusing pagsubaybay sa progreso ng mag-aaral sa

bawat gawain.
2. Nakapagbibigay ng buwanang balik-tugon (feedback) sa gawa ng mag-aaral o
kung kinakailangan.
3. Nasisiguro ang pakikipag-ugnayan sa mag-aaral upang maisagawa at
makumpleto ang mga gawaing nakalagay sa modyul.
4. Naisasakatuparan nang maayos ang pagiging tagapagpadaloy sa
pamamagitan ng pagbibigay ng malinaw na instruksiyon o panuto sa pagkatuto
ng mag-aaral.
1|GARDNER COLLEGE wwww.gardner.edu.ph

WEEK 1
INTRODUCTION
TO
FUNCTIONS
The learner should be able to:
represents real – life situations using functions, including piece – wise functions
evaluates a function
performs addition, subtraction, multiplication, division, and composition of functions
solve problems involving functions

1.
Week 1 – LESSON 1: Relation and Its Types
Definition of Relation
Relation is one of the most fundamental knowledge on Math that we should have before
digging up towards deeper parts of this subject. We say that it is fundamental because every
single thing that Math can offer you starts with this. Relation is a common term that is used
fairly in everyday living. It may sound farfetched that it has Math counterpart because we know
that relation is just something about your connection with others.
Math define relation as
“correspondence between two sets”
The definition may not be sound amusing to you but we will break it down in this book.
The key Terms for the definition were CORRESPONDENCE and SETS. What are those?
SETS in math simply means any collection of objects. It may appear as “Collection of
Colors”, “Collection of Names”, etc. Sounds pretty cool right? Look on the example below for you
to identify a set.
A. Set of Girl Names: {Alice, Angela, Lesley, Nana…}

B. Set of Colors: {Green, Blue, Red, Violet, Pink, Yellow…}
C. Set of Numbers from 1 to 10: {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
But of course, numbers were used on Math.
CORRESPONDENCE on the other hand, simply mean CONNECTION. Correspondence is

a RULE that MUST connect the two sets. Let’s take examples for you deeper understanding of
that.
Ex. 1: Let’s have two Sets; Set of Wives and their Husbands
Set A: Name of Wives (wife) Set B: Name of Husbands
Joanna Bert
Alexa Michael
Joyce Manny
Maria Jose

This is an example of Relation. By just looking at the illustration, we can say that Joanna’s
husband is Michael; Alexa’s husband is Jose, Joyce’s is Manny. Maria’s is Bert. But what is the
rule that connects them? The rule is Marriage. In our society, in order to be a husband and
wife, partners must undergo marriage rites. So that’s how we identify a relation.
Relation in Math is therefore same as the Relation that we know. For understanding
Mathematical relations, the Rules are called Operations (Addition, Subtraction,
Multiplication, Division, Exponent etc.).
In math, the First Set is called INPUT and the Second Set is called OUTPUT. Most of the
time, Input is called DOMAIN and the output is called RANGE. Range is always dependent on
the whatever value you will use for Domain. Hence, the Domain is a manipulated value. This
means that you can decide whatever number you will use to it.
Let’s take another example,
Ex. 2:
A B
2 4
-2 16
This relation is more mathematical than the previous one because it consists of numbers.
The rule that is existing in this relation is that the First Set must be Multiplied by Itself (Squared)
in order to get through the Second Set.
In math, we say that the first set is X and the second set is Y. Well, you can use any
letters or symbol you want but, in this book, we will stay to the conventional symbols.
Mathematicians tend to translate the figure above to equations in order for them to easily
understand what is happening on the relation besides from the connecting arrows.
From the example above, you need to multiply X to itself to get its corresponding y.
Therefore,
(𝑥)(𝑥) = 𝑦
𝑜𝑟
𝑥2 = 𝑦

You can even try each x to the equation and check if it is getting its corresponding y.
Trying 𝒙 = 𝟐
𝑥2 = 𝑦
(2)2 = 𝑦
4=𝑦
That’s how equation changes the direction of simple mathematics. So, the rule from our
example above is Exponent or could be Multiplication. Hence, mathematical relations are best
shown using equations that we will be dealing on this subject.
Illustrating Relations
Relations can be written into different form.
1. Mapping Diagram
Mapping diagram uses FIGURES or SHAPES to show the relationship between two sets.
For Example,
X Y
14 4
10 0
On the example above, you can see that the relation is shown using boxes. The first box
is the input while the second box is where the output has been written.
2. Ordered Pairs
Ordered pairs on the other hand, show relation by using parentheses. These parentheses
are points on the graph. Take a look at the example below,
𝑅𝑒𝑙𝑎𝑡𝑖𝑜𝑛 𝐴: (14,4); (10,0)
As you can notice, there’s no Set title anymore. But you must understand that in each
parenthesis, the 1st number is a Domain and the 2nd number is a Range. For instance,
(14 , 4)
Domain Range
So, in this type of illustration, you will not separate X to Y. Instead, you will include every
X to its corresponding Y.

3. Equation
Equation, among all ways of illustrating relations, is the most mathematical. It is because
it used mathematical symbols to show the Relation of two sets in GENERAL. Explore the
example below,
𝑥 − 10 = 𝑦
The example shows an equation because of the symbol “equal sign”. The equation itself is
the Rule that connects the SET of X’s to Set of Y’s. Since X is a domain, you can change it to any
number you want. If you substitute a value over X, the resulting value is Y. So, by this, you are
generalizing the Relation by not listing all the possible X’s or possible Y’s.
4. Graph
Graphs are just representation of the ordered pairs or the equation itself. This way of
illustration makes us see the behavior of the relation is. This mode of writing is the reason why
we can study and infer (hulaan) the possible events or what’s happening inside a relation.
Example of a graph is:
The graph is a path that follows the position of every point inside a relation. It can come
on different shapes: lines or curves.

Types of Relation
Relation comes in 4 different types. These are: One to One, Many to One, One to Many,
and Many to Many.
1. One to One Relation
This relation simply means “in every one X there is one Y”. Here are the signs on how we
can identify a One to One Relation on different modes of illustration.
a. Mapping
-there should no two or more arrows coming from X towards one Y.
One to One Not One to One
X Y X Y
5 8 5 8
6 9 6 9
7 10 7 10
As you can see on the 2nd example, two arrows emerge from the X so it is not considered
to be One to One.
b. Ordered Pairs
- there should no repeating X and Y.
(5,8); (6, 9); (7,10) (5, 8); (5, 9); (6, 9); (7, 10)
As you can see on the 2nd example, the number 5 which is on X is repeated twice so it is
not considered to be One to One.
c. Equation
- there should no exponent greater than 1 on X and Y.
𝒙+𝟑=𝒚 𝒙𝟐 + 𝟑 = 𝒚𝟓
As you can see on the 2nd example, there is an exponent on the X so therefore, it is not
considered to be one to one.

d. Graph
- the graph should pass both the so-called VERTICAL LINE TEST and
HORIZONTAL LINE TEST.
Vertical Line Test (VLT) – is a test in which an imaginary vertical (standing, nakatayo)
line is drawn through the graph. If there’s only ONE intersection anywhere on the graph, the
test is said to be PASSED.
Horizontal Line Test (HLT) – is a test in which an imaginary horizontal (lying – down,
nakahiga) line is drawn through the graph. If there’s only ONE intersection anywhere on the
graph, the test is said to be PASSED.
Look at the example below.
*Graph is Colored RED
VLT PASSED (green line) VLT PASSED, HLT FAILED

HLT PASSED (yellow line)
As you can notice, the 2nd example is not one to one because it failed HLT. If you
observe clearly, the second graph failed HLT because the yellow line intersects the graph
in more than two points.

2. One to Many
This relation simply means “in every one X there’s many Y”. Here are the signs on
how we can identify a One to Many Relation on different modes of illustration.
a. Mapping
- there should be two or more arrows coming from X towards different Y.
One to Many Not One to Many
X Y X Y
5 8 5 8
6 9 6 9
10 7 10
As you can see on the 1st example, there’s two arrows coming from X (from 5) pointing
towards different Y (8 and 9) therefore, it is one to many relation. While the example on the
right, has two arrows from X (from 6) pointing towards different Y (8 and 9) but the 8 on the Y
receives two arrows from X (5 and 6). This not satisfies the definition because we only need two
arrows coming from X pointing towards different Y.
b. Ordered Pairs
- X should be repeated but not Y.
(5, 8); (5, 9); (6, 10) (5,8); (6,8); (6,9); (7,10)
from the given example, we can perceive that on the second example the X is repeated
(6), but also the Y (8). This relation doesn’t satisfy the definition given that’s why this is not one
to many.
c. Equations
- Y should have Exponent greater than 1 while X doesn’t have exponent other than
1.
𝑥 + 1 = 𝑦2 𝑥2 + 1 = 𝑦2

The 2nd example is not One to Many because as you can see, the X got exponent of 2
which negates our definition given above. Remember that, it is ok to have exponent on Y as long
as the X have only 1 (invisible 1, check the 1st example); it is still considered one to many.
d. Graphs
- the graph must pass HLT but not VLT.
VLT FAILED (green line) VLT PASSED, HLT FAILED

3. Many to One
This type of relation means “many X yielding one Y”. To identify Many to One on different
modes of illustrating relations, we should reverse what is being defined on the “One to Many”.
For instance, on Mapping,
One to Many: there should be two or more arrows coming from X towards different Y.
Many to One: there should be two or more arrows pointing Y from different X.
On Ordered Pairs,
One to Many: X should be repeated but not Y.
Many to One: Y should be repeated but not X.
On Equations,
One to Many: Y should have Exponent greater than 1 while X doesn’t have exponent
other than 1.
Many to One: X should have Exponent greater than 1 while Y doesn’t have exponent
other than 1

On Graphs,
One to Many: the graph must pass HLT but not VLT
Many to One: the graph must pass VLT but not HLT
4. Many to Many
This type of relation is defined as “many X results to many Y”. To identify Many to Many
on different modes of illustrating relations, we should combine what is being defined on the “One
to Many” and “Many to One”.
For instance, on Mapping,
One to Many: there should be two or more arrows coming from X towards different Y.
Many to One: there should be two or more arrows pointing Y from different X.
Many to Many: there should be two or more arrows coming from X and two or more
arrows pointing Y.
On Ordered Pairs,
One to Many: X should be repeated but not Y.
Many to One: Y should be repeated but not X.
Many to Many: X and Y should be repeated
On Equations,
One to Many: Y should have Exponent greater than 1 while X doesn’t have exponent
other than 1.
Many to One: X should have Exponent greater than 1 while Y doesn’t have exponent
other than 1.
Many to Many: X and Y should have exponent greater than 1
On Graphs,
One to Many: the graph must pass HLT but not VLT
Many to One: the graph must pass VLT but not HLT
Many to Many: the graph must fail both HLT and VLT

ACTIVITY 1: Week 1
Instruction: Can you Spot which of the following is One to Many, Many to One, or Many
to Many? Explain your answer into minimum of two sentences
1. (3, 5); (3, 3); (4,1) 4. (5,6); (6,2); (1,2)
2. X Y 5. (𝑥 − 1)2 + (𝑦 − 2)2 = 1
5 6
7 8
10
3.
Answer:
1. ________________________________________________________________
________________________________________________________________
______________________________.
2. ________________________________________________________________
________________________________________________________________
______________________________.
3. ________________________________________________________________
________________________________________________________________
______________________________.
4. ________________________________________________________________
________________________________________________________________
______________________________.
5. ________________________________________________________________
________________________________________________________________
______________________________.

Week 1 – LESSON 2: Definition of Function
Definition of a Function
Function is a type of Relation. Well actually, it is a special kind of Relation. Function is

defined as;
“a kind of relation in which in every input there’s only one output”
What makes the function special? Well, this type of relation produces one output during
the process. The definition here doesn’t talk about on similar output or same output. As long
as, an X yields only to one output, irrespective with on how many Same output those
different inputs will have, it is still a Function.
For instance, from the equation,
𝑥2 = 𝑦
Let’s try an input of 2 and – 2,
If you substitute 2 to the equation, it will become
(2)2 = 𝑦
4=𝑦
So, from our input of 2, the output is 4
What if we tried -2
Hence,
(−2)2 = 𝑦
4=𝑦
The output is the same,
But you can see that the input we used produced only one output. This means that the 2
could only produce none other than 4. Still the situation given above is still a function because it
followed the definition given.
Subsequently, the simplest term for a function would be,
𝐴 𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛 𝑖𝑛 𝑤ℎ𝑖𝑐ℎ 𝑎𝑛 𝑖𝑛𝑝𝑢𝑡 𝑐𝑜𝑢𝑙𝑑 𝑝𝑟𝑜𝑑𝑢𝑐𝑒 𝑜𝑛𝑒 𝑜𝑢𝑡𝑝𝑢𝑡, 𝑟𝑒𝑔𝑎𝑟𝑑𝑙𝑒𝑠𝑠 𝑜𝑓 𝑠𝑖𝑚𝑖𝑙𝑎𝑟𝑖𝑡𝑦.

Functions has a notation of 𝑓(𝑥) read as “f of x”. This notation is used instead of “y”
𝑓(𝑥) = 𝑥 + 1
Remember that, we have 4 types of Relations namely: One to One, Many to One, One to
Many, and Many to Many. Among these 4 types, One to One and Many to One were the only
Functions. Therefore, if you want to identify a Function from a Relation, you should only
find One to One and Many to One Relations.
Types of Functions
There different types of functions that we can face on studying math and every type has
its own unique attributes. Types of function is subdivided into two Kinds: According to Number of
Term and According to Degree.
Types According to Number of Terms
What is a term? – a term in a function is the part of it that is being separated by the
symbols “+” and “- “.
1. Monomial
- from the prefix “Mono” that means “one”. So, this function is a function that is
composed only of ONE TERM. But make sure that the output Y or f(x) is placed on the other
side of equation.
𝑓(𝑥) = 4𝑥 2
You can see there’s no + or – sign showed on the function.
2. Binomial
- from the prefix “Bi” that means “Two”. So, this function is a function that is
composed of TWO TERMS. Again, make sure that the output f(x) is placed on the other side of
equation.
𝑓(𝑥) = 4𝑥 2 + 3
As you can see, there are two terms that were separated by the symbol “+”.
3. Trinomial
- from the prefix “Tri” that means “Three”. So, this function is a function that is
composed of THREE TERMS.
𝑓(𝑥) = 5𝑥 2 + 3𝑥 + 1

4. Polynomial
- from the prefix “Poly” that means many. So, this function is a function that is
composed of FOUR OR MORE TERMS.
𝑓(𝑥) = 5𝑥 2 + 𝑥 3 + 4𝑥 + 4𝑥 4 + 1
Types According to Degree
What is a degree? – degree is defined as the highest exponent present in a function.
1. Linear
- a linear function is a function whose degree is 1 or the highest exponent of the
input variable is 1. Please note that, the exponent of 1 is not written anymore on the upper right
part of the variable.
𝑓(𝑥) = 4𝑥 + 1
Observe that the X on the example has no exponent written. It is understood that
there’s an invisible 1 on it. Since 1 is the only exponent present on the input variable, then it is
considered to be a Linear Function.
Linear Function has a graph of a LINE hence its name Linear comes into place.
The graph shown here is the graph of our example above (pink line)

2. Quadratic
- a quadratic function is a function whose degree is 2
𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1
Quadratic functions have a graph called Parabola. It is a bell shaped curved over
the y – axis of a cartesian plane. The graph can somehow be opened downward or upward.
The graph shown below is a graph of a Quadratic Function.
The point where it curved is called vertex
3. Cubic
- a cubic function is a function whose degree is 3
𝑓(𝑥) = 𝑥 3 + 2𝑥 2 + 𝑥 + 1
this is a graph of a cubic function.

Special Types of Functions
There are types of functions that you can’t grouped according to degree or according to
number of terms. These functions have its own unique characteristics compared to the
uncomplicated types above.
1. Trigonometric Functions
- these functions are based on the behavior of a triangle. These are developed
based on the ratio of the parts of a right triangle on a unit circle. Studying these functions has a
separate branch of Mathematics namely Trigonometry; here are some examples of Six
Trigonometric functions and their graphs
𝑓(𝑥) = 𝑠𝑖𝑛𝑥
𝑓(𝑥) = 𝑐𝑜𝑠𝑥
𝑓(𝑥) = 𝑡𝑎𝑛𝑥
𝑓(𝑥) = 𝑐𝑠𝑐𝑥

𝑓(𝑥) = 𝑠𝑒𝑐𝑥
𝑓(𝑥) = 𝑐𝑜𝑡𝑥
2. Piece – Wise Function

- Piece – wise function is a tricky one because unlike any other function, piece –
wise is a function made up of two or more different type of function bounded by different
domains. Since it was made up of different functions, its graph looks like puzzle pieces.
Therefore, the graph of piece – wise function has no definite shape.
𝑥−2 𝑥>4
𝑓(𝑥) = { 3𝑥 + 5 −5≤ 𝑥 <4
4𝑥 2 − 9𝑥 + 4 𝑥 < −5
Expressions Restrictions
As you can see, there’s a specific expression in every given restriction. That’s the
reason why it is called Piece – wise. The expressions on the right side of the function
(restriction) are called domains. These are the limitations on where the graph should be before
switching into another form. For instance, expression 𝑥 − 2 should only be graphed along the
collection of numbers of restriction 𝑥 > 4. Meaning, the Line Graph (because 𝑥 − 2 is linear) must
be drawn across the X greater than 4.

Graph of a piece wise function looks like this
The graph is made up of curves and lines and resembles cross – cuts of the graphs
of different type of Functions.
Graphing Piece – Wise Function
Graphing Piece – Wise Function is a little bit awkward to do. This must need all your
knowledge on how we graph ALL functions because again, it is composed of two or more
different functions. In this section we will try to do it with easiest way possible.
Let’s take for example a function given as,

𝑥−5 𝑥>3
𝑓(𝑥) = { 2
𝑥 𝑥≤3
The function given above is composed of two functions namely; Linear and Quadratic
Functions. So before graphing, you must review our lessons on what the graphs looks like for
different type of functions.

Since our example is composed of Linear and Quadratic, the graph must look like a blend
or combination of a Line and a Parabola. Follow the steps below for your better
understanding on how to graph the piece – wise function given.
𝑥−5 𝑥>3
𝑓(𝑥) = { 2
𝑥 𝑥≤3
Observing our example, notice that there is an expression in every restriction. The
restriction itself holds an important number called CRITICAL NUMBER. For graphing this type
of function, we need to do it part by part.
Step 1: Get a Part,

𝑥−5 ; 𝑥>3
Step 2: Identify the Critical Number
Since the restriction is 𝑥 > 3, We say that the critical number is 3
Step 3: Construct a Table of Values
For constructing a table, we need three columns and name it as X, Y, and point.
While for Rows, you need at least three. Note that more rows mean more accurate graph.
For this example, we will use three.
x y Point
Remember that, X is a domain; therefore, it is manipulated. Definitely, we can

decide what ever number we want for X. But we must be bounded or limited by the restriction
given by each part.
So, since our restriction is 𝑥 > 3, we should pick numbers GREATER than 3 like 4,
5, 6, 7, …. Do number 3 is included? YES. The inequality sign doesn’t affect the numbers that
we are going to use on the graph. 3 is our critical number so that is our limitations on the graph
hence, it was important to use it as our first number.
x y Point
3
4 Here, I used 3, 4 and 5 for our X
5

For the Y, you need to substitute the X on our expression used and get the result then
write it on the table.
x y Point
3 -2
4 -1
5 0
NOTE: PAY ATTENTION TO THE COLOR-CODED ANSWERS.
(solutions below)
For x = 3 For x = 4 For x = 5

𝑓(𝑥) = 𝑥 − 5 𝑓(𝑥) = 𝑥 − 5 𝑓(𝑥) = 𝑥 − 5
𝑓(3) = 3 − 5 𝑓(4) = 4 − 5 𝑓(5) = 5 − 5
𝑓(3) = −2 𝑓(4) = −1 𝑓(5) = 0
After completing X and Y, you need to combine those two values to create a point like
this,
x y Point
3 -2 (3, -2)
4 -1 (4, -1)
5 0 (5, 0)
Step 4: Repeat Steps 1 – 3 for the remaining Expressions
TRY IT NOW!
Try Steps 1 – 3 onto the second expression of our example above! See if your results were same
as mine!
You can use Domains as 3, 0 and – 1 because the 2nd restriction showed 𝑥 ≤ 3. So
definitely, those numbers must be LESS THAN 3.

My result:
x y Point
3 9 (3, 9)
0 0 (0, 0)
-1 1 (-1, 1)
Step 5: Plot the points collected on each table.
NOTE: PAY ATTENTION TO THE COLOR-CODED PLOTS.
Table 1: RED POINTS

Table 2: BLUE POINTS
(3,9)
9
(-1, 1) 1
(5, 0)
(0,0) As you can see, the critical number 3
The arrow head is being directed by -1 3 4 5
has hollow (hole) point on the red
the restriction given, Red graph has -1 (4, - 1) graph while solid point on the blue
a restriction of > or greater than
-2 graph. It is because the Restriction
that’s why the arrow points to the
(3, - 2) for the red graph has only the
right while the blue graph has a
symbol >, while the restriction on
restriction of ≤ or less than that’s
the blue graph has ≤. In general, for
why the arrow point towards left
critical numbers,
𝑖𝑓 𝑡ℎ𝑒 𝑠𝑦𝑚𝑏𝑜𝑙 𝑖𝑠 > 𝑜𝑟 <, 𝑢𝑠𝑒 ℎ𝑜𝑙𝑙𝑜𝑤 𝑝𝑜𝑖𝑛𝑡
𝑖𝑓 𝑡ℎ𝑒 𝑠𝑦𝑚𝑏𝑜𝑙 𝑖𝑠 ≥ 𝑜𝑟 ≤, 𝑢𝑠𝑒 𝑠𝑜𝑙𝑖𝑑 𝑝𝑜𝑖𝑛𝑡
Why blue is a curve while Red is a line? Check on how graphs look like in every
type of function.
How will I trace the Graph? Just connect the points. If it is a curve do not
connect then with a straight line.

ACTIVITY 2: Week 1
A. Instruction: List down structures on Nature, Buildings, Houses, Objects, etc. that
bear a resemblance (kamukha) of the graphs of Functions. Name it and what graph
it looks like
1. Banana - Quadratic
2. 7.
3. 8.
4. 9.
5. 10.
6. 11.
B. Instruction: Graph the following Piece – Wise Functions
𝑥 − 1; 𝑥>3
1. 𝑓(𝑥) = { √𝑥 + 1; −1 ≤ 𝑥 ≤ 3
𝑥2 𝑥 < −1
6𝑥 − 2; 𝑥>0
2. 𝑓(𝑥) = {
3𝑥 − 2; 𝑥≤0
C. Instruction: Identify which of the following is a Function or a mere Relation.

Identify also if what type of relation are the following.
1. (9,0); (3,1); (4,2) 6. 𝑦 = 𝑥 2 + 2𝑥 + 1
2. (0,1); (2,1); (4,1) 7. 𝑦 2 = 4𝑥 − 2
3. (6,1); (2,6); (6,6) 8. 𝑦 2 = 𝑥 4 − 𝑥 2 − 2𝑥 − 1
4. 9. 𝑥 2 − 2𝑥 + 1 = 𝑦
5. 10.

Week 1 – LESSON 3: Operations on Functions
Evaluation of Functions
Evaluation is process of getting a certain result(output) of a function from a given input.

Remember that input of a function depends only on what the Domain is. Therefore, you cannot
input any number outside from the given Domain as your x or input.
How to evaluate a function
“Just substitute the given domain or input to its corresponding variable”
EXAMPLE
1. EVALUATE the function 𝑓(𝑥) = 3𝑥 − 2 𝑖𝑓 𝑥 = 5
Solution
𝑓(𝑥) = 3𝑥 − 2 Given
𝑓(5) = 3(5) − 2 Substitute x
𝑓(5) = 15 − 2 Simplify
𝑓(5) = 13 Answer
NOTE: you should be able to follow the GEMDAS on solving Evaluation.
Evaluating functions becomes a little bit complicated when it comes to Piece – Wise
function.
Let’s take for example,
3𝑥 − 1 𝑥>4
𝑓(𝑥) = { 2
𝑥 +1 𝑥 ≤4
Find
a. f (7) b. f (4)
before substituting the value given, you must pay attention to the restriction that the piece
– wise function has.

Let’s say for 𝑓(7), you should choose the right expression before you substitute. So,
in choosing the right expression, recognize carefully the restrictions that is being shown in
the function
𝑥 > 4 𝑎𝑛𝑑 𝑥 ≤ 4
Between these two restrictions, determine where does 7 𝑜𝑓 𝑓(7) be located in. Since
restriction 𝑥 > 4 offers numbers GREATER THAN 4, we can say that 7 belongs here. The
numbers greater than 4 could be; 5, 6, 7, 8, 9, 10, ….
Thus, for 𝑓(7) you can use the expression 3𝑥 − 1 because it was restricted by 𝑥 > 4.
You can now substitute

𝑓(𝑥) = 3𝑥 − 1
𝑓(7) = 3(7) − 1
𝑓(7) = 21 − 1
𝑓(7) = 20
THINK ABOUT IT
Try letter b of the example which is 𝒇(𝟒) and answer the following questions:
1. The result must be 17, do our results were same?

2. If yes, what expression have you used? If no, what do you think the mistake?
3. Why did you used that expression instead of the other one?

Operations on Functions
A. ADDITION/SUBTRACTION
𝑓(𝑥) + 𝑔(𝑥) = (𝑓 + 𝑔)(𝑥)
𝑓(𝑥) − 𝑔(𝑥) = (𝑓 − 𝑔)(𝑥)
Example
Given: 𝑓(𝑥) = 𝑥 − 2 𝑔(𝑥) = 𝑥 2 − 6𝑥 + 8
ADD: (𝑓 + 𝑔)(𝑥)
Solution.
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
(𝑥 − 2) + (𝑥 2 − 6𝑥 + 8) Substitute the given
𝑥 2 − 5𝑥 + 6 Combine ALL SIMILAR TERMS
NOTE: FOR SUBTRACTION, ALWAYS DISTRIBUTE THE NEGATIVE SIGN TO THE

2ND FUNCTION
B. MULTIPLICATION
𝑓(𝑥) ∗ 𝑔(𝑥) = (𝑓 ∗ 𝑔)(𝑥)
Example
Given: 𝑓(𝑥) = 𝑥 − 2 𝑔(𝑥) = 𝑥 − 4
Multiply: (𝑓 ∗ 𝑔)(𝑥)
Solution:
𝑓(𝑥) ∗ 𝑔(𝑥)
(𝑥 − 2)(𝑥 − 4) Substitute the given
(𝑥 − 2)(𝑥 − 4) Use Distributive Multiplication
(Multiply each term of the 1st expression to all the
Terms of the 2nd expression)
𝑥 2 − 4𝑥 − 2𝑥 + 8 Simplify and combine similar terms

𝑥 2 − 6𝑥 + 8 Answer
C. DIVISION
𝑓 𝑓(𝑥)
(𝑔) (𝑥) = 𝑔(𝑥)
Example
1. If 𝑓(𝑥) = 𝑥 − 2 𝑔(𝑥) = 𝑥 2 − 6𝑥 + 8
𝑔
divide: (𝑓 ) (𝑥)
Dividing functions comes up with different ways. Factor-Cancel and Long Division
Solution: By Factor – Cancel Method
This method is not applicable on all givens. This will only apply if the givens were
factorable.
𝑔(𝑥) 𝑥 2 −6𝑥+8
= Substitute the given
𝑓(𝑥) 𝑥−2
(𝑥−2)(𝑥−4)
Factor if possible
(𝑥−2)
(𝑥−2)(𝑥−4)
Cancel common factor
(𝑥−2)
𝑥−4 Answer
Solution: By Long Division
Long division is the general way of dividing functions. It is applicable on any possible
expression that will be given to you; factorable or not. Make sure you had carefully identified
which is the dividend and the divisor.
𝑔
Upon looking on the given, (𝑓 ) (𝑥) it means the 𝑓(𝑥) is the divisor while 𝑔(𝑥) is the
dividend. Long Division uses division box to solve, dividend is written inside while divisor is
written outside the box. ALWAYS make sure that the degree of the dividend is arranged

from highest to lowest. In the event of Missing degrees, you can input 0𝑥 𝑎 in the dividend
in which 𝑎 stands for the missing degree.
For instance, (Look at the given above)
𝑥−2 𝑥 2 − 6𝑥 + 8
Step 1: Divide the first term of dividend to first term of divisor. Then put your answer
above the first term of the dividend
𝑥
𝑥−2 𝑥 2 − 6𝑥 + 8
Step 2: Multiply the answer on Step 1 to each of the terms of divisor. Then put your
answers below the dividend and must be arranged respective to the degrees of the
dividend.
𝑥 2 − 2𝑥
Step 3: Change the signs of the answers on Step 2 then subtract it to the corresponding
expressions above it. Bring down all remaining dividend.
−𝑥 2 + 2𝑥
−4𝑥 + 8

Step 4: Repeat Steps 1 to 3 using the answers on Step 3 until there’s no expression
or unable to divide.
−4
4𝑥 2 − 8
The expression above the division box is the ANSWER
Composite Functions
Composite functions are functions inside a function. These are functions that were seen
under the rule of another function. Look at the examples below on how it is simplified.
EXAMPLE
1. 𝑓(𝑥) = 3𝑥 + 5 𝑎𝑛𝑑 𝑔(𝑥) = 2𝑥 − 1
Find the expression for 𝑓(𝑔(𝑥)) this is called “Composite”
because g(x) is inside f(x).
Solution:
𝑓(𝑥) = 3𝑥 + 5 𝑎𝑛𝑑 𝑔(𝑥) = 2𝑥 − 1 given
𝑓(𝑔(𝑥)) = 3(2𝑥 − 1) + 5 put the whole g(x) inside the

“x” of f(x)
𝑓(𝑔(𝑥)) = 6𝑥 − 3 + 5 Distribute 3
𝑓(𝑔(𝑥)) = 6𝑥 + 2 Simplify

2. Using the same given above, find 𝑓(𝑔(𝑓(𝑥)))
Solution:
𝑓(𝑥) = 3𝑥 + 5 𝑎𝑛𝑑 𝑔(𝑥) = 2𝑥 − 1 Given
For solving this problem, you must start at the innermost functions,
𝑓(𝑔(𝑓(𝑥))) get this highlighted function first
𝑔(𝑓(𝑥)) = 2(3𝑥 + 5) − 1 again, insert the inner function to the

x of the outer one.
𝑔(𝑓(𝑥)) = 6𝑥 + 10 − 1 Distribute 2
𝑔(𝑓(𝑥)) = 6𝑥 + 9 Simplify
Now use the solved expression to move on the next outside function,
𝒇 (𝑔(𝑓(𝑥))) the outside function is the f
𝑓 (𝑔(𝑓(𝑥))) = 3(6𝑥 + 9) + 5 input the answer above to the x of f(x)
𝑓 (𝑔(𝑓(𝑥))) = 18𝑥 + 27 + 5 distribute 3
𝑓 (𝑔(𝑓(𝑥))) = 18𝑥 + 32 Simplify
Word Problems Involving Functions
Solving word problems always make you scratch your heads. Some people find it difficult
to comprehend so that they couldn’t solve it well. But afar from all of its complexity, word
problems are the most important part on studying Math. It connects an individual to real – life
applications of the concepts discussed during your math class.
Solving word problems has no definite technique. It just really needs you reading
comprehension and visualization of the situation. For this subject we will use a 4 – step problem
solving approach; Understand the Problem, Create a Plan, Apply the Plan, Look Back. This way
could make you solve a problem systematically.

Understanding the problem involves grasping the situation given, listing down all
the important values involved.
Creating a plan involves what concept you will be using to solve the problem. It can
be Addition, Subtraction, Multiplication, or Division. Sometimes it involves graphing,
evaluating and composite functions.
Applying the plan comprises the solution itself and finding for the answer.
Looking Back includes checking your solution from the first step up to solving
process.
Let’s take some examples.
1. In a research done by Asia – Pacific Economic Forum (APEC), Philippine economy

tend to increase by a function of 𝑓(𝑥) = 0.5𝑥 + 1 percent every year in which x is the fraction of
time. How much growth will the Philippines have in continuing economic growth for 8 years?
Solution
U. the problem is pretty much straight forward because it already gives the function that
will be used.
𝑓(𝑥) = 0.5𝑥 + 1
As you can see on the problem, wants to find out the growth for 8 years. So, our problem
must run to the time fraction of 8 years since the given growth above runs “every year”.
C. We can use Evaluation of function since the problem stated that 𝑥 is a fraction of
time. We can directly substitute the given year to 𝑥 to find the growth.
A. so now, we can apply the evaluation of function to our given.
𝑓(𝑥) = 0.5𝑥 + 1
𝑓(8) = 0.5(8) + 1
𝑓(8) = 4 + 1
𝑓(8) = 5
𝑆𝑜, 𝑡ℎ𝑒 𝑃ℎ𝑖𝑙𝑖𝑝𝑝𝑖𝑛𝑒𝑠 𝑖𝑠 𝑒𝑥𝑝𝑒𝑐𝑡𝑒𝑑 𝑡𝑜 𝑟𝑖𝑠𝑒 𝑎 5% 𝑒𝑐𝑜𝑛𝑜𝑚𝑖𝑐 𝑔𝑟𝑜𝑤𝑡ℎ 𝑎𝑓𝑡𝑒𝑟 8 𝑦𝑒𝑎𝑟𝑠.

You can Look back to check whether we follow and comprehend the problem well.
2. A bookstore charges 60 php for membership. The first book is free and any book
after the 1 will cost 70 php. How much will a student will pay if he bought 8 books and became
st
a member of the bookstore?
Solution
U. The problem doesn’t give the function that will be used so we need to devise our own.
If we break down the problem,

The student bought 8 books. Since the first book is free therefore, minus 1 must be
included to the expression that we will be making. We can use 𝑥 − 1 wherein, x is the number of
books.
Now, the price of the book was 70 php, we can therefore use the expression 70(𝑥 − 1) for
the payment. (you should always multiply the price to the number of objects to be bought
that’s a basic life principle)
Additional charge of 60 php must be included because the student became a member of
the bookstore. So, our expression will become 60 + 70(𝑥 − 1).
The final function will be,

𝑓(𝑥) = 60 + 70(𝑥 − 1)
C. We can use evaluation of function to solve this problem since we can substitute the
number of books the student bought on 𝑥
A. so now, we can apply the evaluation of function to our given.
𝑓(𝑥) = 60 + 70(𝑥 − 1)
𝑓(8) = 60 + 70(8 − 1)
𝑓(8) = 60 + 70(7)
𝑓(8) = 60 + 490
𝑓(8) = 550
You can always Look back to check whether we follow and comprehend the problem well.

ACTIVITY 3: Week 1
A. Instruction. Evaluate the following Functions
1. 𝑓(−2); 𝑓(𝑥) = 2𝑥 2 − 6𝑥 + 5
2. 𝑓(−6); 𝑓(𝑥) = √3𝑥 − 5

8𝑥 − 1
3. 𝑓(4); 𝑓(𝑥) = 3
7𝑥 − 5; 𝑥>5
4. 𝑓(−1); 𝑓(𝑥) = { 3𝑥 − 2; −5 ≤ 𝑥 ≤ 5
𝑥2 𝑥 < −5
6𝑥 − 2; 𝑥>0
5. 𝑓(0); 𝑓(𝑥) = {
3𝑥 − 2; 𝑥≤0
B. Instruction. Perform the indicated operations
𝒙−𝟏
Given: 𝒇(𝒙) = 𝟗𝒙 − 𝟏𝟓 𝒈(𝒙) = 𝟐𝒙𝟐 𝒉(𝒙) =
𝟒
Find:
1. 𝑓(𝑥) + 𝑔(𝑥) 4. 𝑔(𝑥) + 𝑓(ℎ(𝑥))
2. 𝑔(𝑥) − 𝑓(𝑥)
3. 𝑔(ℎ(𝑥)) 5. 𝑔(5) + 𝑔(𝑓(ℎ(0)))
Given: 𝒇(𝒙) = 𝒙 − 𝟓 𝒈(𝒙) = 𝟐𝒙 − 𝟏 𝒉(𝒙) = 𝟐𝒙𝟐 − 𝟏𝟏𝒙 + 𝟓
Find:
ℎ(𝑥)
1. (𝑓 + 𝑔)(𝑥) 3.
𝑔(𝑥)
ℎ(𝑥)
2. 𝑓(𝑥) ∗ 𝑔(𝑥) 4. 𝑓(𝑥)

C. Instruction. Solve the following word problems.
1. 2020 pandemic involves a virus that emerges from Wuhan, China called SARS – COV
2. The virus causes the disease called COVID – 19. Upon researches, the infection
grows at the function of 𝑓(𝑥) = 10.3𝑥 + 5000 cases every month. Find the expected
growth in number of cases for the next 5 months.
2. On an online market, the buyer could avail 200 pesos discount every 1000 pesos
worth of items. If he upgraded to premium, a permanent 100 pesos discount will be
added. How much will the buyer will pay if he bought 20,000 worth of items and he
upgraded to premium?
D. Instruction. Answer the following questions. Give a brief explanation about it (at
least 5 sentences)
1. How functions are applied in real – life situations?

2. Do you think functions are related with your future field of work? Why or Why not?

WEEK 2
RATIONAL
FUNCTIONS
(1)
distinguishes rational function, rational equation, and rational inequality.

solves rational equations and inequalities.

Week 2 – LESSON 1: Rational Functions (1)
Review on Fractions
Fractions are numbers that can be represented as quotient of integers.
These are written using two numbers above and under a bar
Some of these are:
1 1 5
, , , 𝑒𝑡𝑐
4 6 9
Fractions are simplified in lowest term (lowest term means, lowest possible representation of a
fraction using smallest possible numbers).
We can simplify fractions by dividing numerator and denominator with their greatest
common factor.
For example,
24
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 ∶
36
24 and 36 has a GCF of 12 so, divide both of them by 12 to obtain the simplest
fraction of
2
3
If you cannot think of their GCF, you can also try divide them by small number (as long as
same) continuously up until you obtain its lowest term.
Fractions like integers have OPERATIONS. Meaning, you can add/subtract/multiply/divide

fractions.
OPERATIONS ON FRACTIONS
A. ADDITION/SUBTRACTION
Fraction has two pair types; SIMILAR whose denominators were same and
DISSIMILAR whose denominators were not same.
Adding/Subtracting SIMILAR fractions is easy because you only need to

add/subtract its numerator and then copy the denominators

For instance,
2 2 4
+ =
5 5 5
DISSIMILAR fractions were the thorn for every student. Since this material aims
to lessen your time of solving, let’s use an easy and understandable means.
For example,
4 3
5
+ 7
4 3 28+15
5
+ 7
➔ 35
use Cross Multiplication as indicated by the color codes, and just
copy the sign on the middle.
43
35
then operate the fraction. Simplify if possible
This way will be applicable on any fraction especially when there’s large numbers
involved
B. MULTIPLICATION AND DIVISION
Unlike the previous operation, multiplication and division were easy to solve.
In this, you will just use cancellation technique to simplify the fraction
CANCELLATION - a process of reducing fraction to lowest term. It is done by just

dividing a number from numerator and denominator by their same factor.
For example,
9 21
14
× 12
93 213
142
× 124
Observe the color-coded cancellation, 9 and 12 cancels to 3 and 4
because they were both divisible by 3.
3𝑥3
After cancellation, multiply Numerator to Numerator, and
2𝑥4
Denominator to Denominator.
9
8

NOTE: FOR DIVISION, YOU MUST FIRST GET THE “RECIPROCAL” OF THE DIVISOR(2ND)
BEFORE PROCEEDING TO MULTIPLICATION PROCESS.
For example,
7 8
𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 → 𝑟𝑒𝑐𝑖𝑝𝑟𝑜𝑐𝑎𝑙
8 7
Rational Expressions
RATIONAL EXPRESSIONS on the other hand was same as fraction; the only difference is
that rational expressions are made up of variables(letters) and numbers.
Such as,
𝑥 2 − 2𝑥 + 1
𝑥−1
Definitely, like fraction; rational expressions are also bound for simplification.
Rational fractions can be simplified by reducing numerator and denominator in factored
form.
A. FACTORING
FACTORING – is a process of extracting expressions from a given expressions in which the

extracted must result a product equal to the given.
In simpler words, factoring is a way of getting smaller expressions from a complex one.
This may ease your simplifications of any expressions or simply root why the given expressions
became a complex one.

FACTORING TECHNIQUES
Here are some factoring techniques taught in school
𝐺𝑅𝐸𝐴𝑇𝐸𝑆𝑇 𝐶𝑂𝑀𝑀𝑂𝑁 𝑀𝑂𝑁𝑂𝑀𝐼𝐴𝐿 𝐹𝐴𝐶𝑇𝑂𝑅𝐼𝑁𝐺 ∶ 𝐶𝑋 + 𝐶𝑌 = 𝐶 (𝑋 + 𝑌)
𝐷𝐼𝐹𝐹𝐸𝑅𝐸𝑁𝐶𝐸 𝑂𝐹 𝑇𝑊𝑂 𝑆𝑄𝑈𝐴𝑅𝐸𝑆 ∶ 𝑋 2 − 𝑌 2 = (𝑋 + 𝑌)(𝑋 − 𝑌)
𝑆𝑈𝑀 𝐴𝑁𝐷 𝐷𝐼𝐹𝐹𝐸𝑅𝐸𝑁𝐶𝐸 𝑂𝐹 𝑇𝑊𝑂 𝐶𝑈𝐵𝐸𝑆: 𝑋 3 − 𝑌 3 = (𝑋 − 𝑌)(𝑋 2 + 2𝑋𝑌 + 𝑌 2 )

𝑋 3 + 𝑌 3 = (𝑋 + 𝑌)(𝑋 2 − 2𝑋𝑌 + 𝑌 2 )
FACTORING GQT
The real deal with factoring is the GENERAL QUADRATIC TRINOMIAL
A GQT has two forms, the one with 𝑡𝑦𝑝𝑒 1: 𝑥 2 + 𝑏𝑥 + 𝑐 and 𝑡𝑦𝑝𝑒 2 ∶ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
The one without number with the leading term (Type1) and the other with number on the
leading term (Type 2).
Factoring TYPE 1 GQT is easy. (without number on the leading term)
Example 1,
𝑥 2 − 5𝑥 + 6
B C
To factor this, just think of the number that if you multiply will result to the “C”
And if you add will result to the “B”

Since,
(− 3)(−2) = 6 → 𝐶
−3 + (−2) = −5 → 𝐵
Then the factors are

(𝑥 − 3)(𝑥 − 2)
Example 2,
𝑓𝑎𝑐𝑡𝑜𝑟: 𝑥 2 + 8𝑥 + 12
Since,
(6)(2) = 12 → 𝐶
6+2=8→𝐵
Then the factors are,

(𝑥 + 2)(𝑥 + 6)
NOW, the TYPE 2 GQT is not easy to factor (with number on the leading term)
In school, several ways have been offered to factor this, by LATTICE, by TRIAL and ERROR,
etc.
But I will give an easy way to factor this out.
Example, A B C
6𝑥 2 + 7𝑥 + 2
To factor this, multiply the A to C.
6𝑥 2 + 7𝑥 + 2
12
Then rewrite the expression, and put the product of A and C to the last term
𝑥 2 + 7𝑥 + 12

Then proceed to the factoring technique for TYPE 1 GQT. Think of the numbers that if you
multiply is C and if you add is B
3 𝑥 4 = 12 → 𝐶
3+4=7→𝐵
So, the UNOFFICIAL factors are
(𝑥 + 3)(𝑥 + 4)
Since we Multiply the A to C a while ago, we should get it back to the proper place. In order
to do so, DIVIDE each constant of the factors by A (which is 6)
3 4
(𝑥 + ) (𝑥 + )
6 6
Simplify,
1 2
(𝑥 + ) (𝑥 + )
2 3
If there’s denominator, bring it up beside the variable (x).
So, the OFFICIAL factors are

(2𝑥 + 1)(3𝑥 + 2)
B. SIMPLIFYING RATIONAL EXPRESSIONS
Rational expressions, like fractions, can be simplified into its easier form.
For simplifying rational expressions,
Factor the numerator and the denominator

Cancel common factors from numerator and denominator
NOTE: do not cancel factors that were located on both numerators, or on both
denominators.

Example 1.
Simplify
𝑥 2 + 3𝑥 − 10
𝑥 2 − 5𝑥 + 6
Solution
𝑥 2 +3𝑥−10
given
𝑥 2 −5𝑥+6
(𝑥−2)(𝑥+5)
(𝑥−2)(𝑥−3)
factor numerator and denominator
(𝑥−2)(𝑥+5)
cancel common factors
(𝑥−2)(𝑥−3)
(𝑥+5)
answer
(𝑥−3)
Example 2,
Simplify
3𝑥 2 − 5𝑥 + 2
2𝑥 2 − 𝑥 − 1
Solution,
3𝑥 2 −5𝑥+2
2𝑥 2 −𝑥−1
given
(𝑥−1)(3𝑥−2)
(𝑥−1)(2𝑥+1)
factor the numerator and the denominator
(𝑥−1)(3𝑥−2)
(𝑥−1)(2𝑥+1)
3𝑥−2
2𝑥+1
answer

ACTIVITY 1: Week 2
A. Instruction. Simplify the following fractions
9 55
1. 36
4. 90
15
2. 45
108 100
3. 5.
316 300
B. Instruction. Determine the factors of the following
1. 𝑦 2 − 121 6. 𝑥 2 − 6𝑥 + 9
2. 𝑥 2 − 16𝑦 2 7. 9𝑥 2 + 24𝑥 + 16
3. 𝑥 2 + 4𝑥 − 12 8. 3𝑥 2 + 𝑥 − 4
4. 𝑥 2 − 4𝑥 − 45 9. 6𝑥 2 − 7𝑥 − 5
5. 2𝑥 2 + 3𝑥 − 5 10. 9𝑥 2 + 3𝑥 − 2
C. Instruction. Express the following expressions into simplest form
3𝑥 2 −5𝑥+2 2𝑦 2 −25𝑦−8
1. 4.
2𝑥 2 −𝑥−1 4𝑦 2 −4𝑦−3
3𝑥 2 −𝑥−2
2. 𝑥 2 +5𝑥−6
𝑥 2 +2𝑥−35 𝑥+6
3. 5.
3𝑥 2 +20𝑥−7 𝑥 2 −36

Week 2 – LESSON 2: Rational Equations
Rational Equations
Rational equations are just equations made up of rational expressions. This means that
you can see an equation made up of fraction and variables.
This may sound hard but if you follow the steps that will be shown on the examples later
this will be a piece cake for you.
Examples
5 1 1
1. 𝑥
−3 = 𝑥
Solution
5 1 1
− = given
𝑥 3 𝑥
5 1 1
3𝑥 (𝑥 − 3) = (𝑥) 3𝑥 multiply each side by the LCD.
NOTE: How to get the LCD,

The rational expressions must be in simplest form
Get all the denominators of each rational expression
Do not repeat same factors (denominators)
In the example above the denominators are 3, 𝑥, 𝑥; so, we get 3x not 3xx because
we should not repeat denominators.
5 1 1
3𝑥 ( − ) = ( ) 3𝑥 distribute the LCD
𝑥 3 𝑥
3𝑥(5) 3𝑥(1) 3𝑥(1)

𝑥
− 3 = 𝑥

3𝑥(5) 3𝑥(1) 3𝑥(1)
𝑥
− 3 = 𝑥
15 − 𝑥 = 3 then simplify
− 𝑥 = 3 − 15 transpose 15
− 𝑥 = −12 simplify
−𝑥 −12
−1
= −1
𝑥 = 12 ANSWER
𝑥 2 5
2. 𝑥+2
+ 𝑥 2 +5𝑥+6 = 𝑥+3
Solution:
𝑥 2 5
𝑥+2
+ 𝑥 2 +5𝑥+6 = 𝑥+3 given
𝑥 2 5
𝑥+2
+ (𝑥+2)(𝑥+3) = 𝑥+3 factor all possible expressions
𝑥 2 5
𝑥+2
+ (𝑥+2)(𝑥+3) = 𝑥+3
𝑥 2 5
(𝑥 + 2)(𝑥 + 3) (𝑥+2 + (𝑥+2)(𝑥+3)) = (𝑥+3) (𝑥 + 2)(𝑥 + 3) multiply each side by the LCD
𝑥 2 5
(𝑥 + 2)(𝑥 + 3) (𝑥+2 + (𝑥+2)(𝑥+3)) = (𝑥+3) (𝑥 + 2)(𝑥 + 3) distribute the LCD
(𝑥+2)(𝑥+3)(𝑥) (𝑥+2)(𝑥+3)(2) (𝑥+2)(𝑥+3)(5)

(𝑥+2)
+ (𝑥+2)(𝑥+3)
= (𝑥+3)
(𝑥+2)(𝑥+3)(𝑥) (𝑥+2)(𝑥+3)(2) (𝑥+2)(𝑥+3)(5)

+ = cancel common factors
(𝑥+2) (𝑥+2)(𝑥+3) (𝑥+3)
(𝑥 + 3)(𝑥) + 2 = (𝑥 + 2)(5) simplify the expressions

(𝑥 + 3)(𝑥) + 2 = (𝑥 + 2)(5) distribute possible expressions
𝑥 2 + 3𝑥 + 2 = 5𝑥 + 10
𝑥 2 + 3𝑥 − 5𝑥 + 2 − 10 = 0 transpose all to left side and simplify
𝑥 2 − 2𝑥 − 8 = 0 solve the quadratic equation.
NOTE: Quadratic Equations can be solved by many means but the simplest you can use
−𝑏 ±√𝑏2 −4𝑎𝑐
is the Quadratic Formula 𝑥 = 2𝑎
What is a, b, and c? go back to the factoring review.
− (−𝟐)± √(−𝟐)𝟐 −𝟒(𝟏)(−𝟖)

𝒙= 𝟐(𝟏)
𝟐 ± √𝟒+𝟑𝟐
𝒙= 𝟐
𝟐 ± √𝟑𝟔
𝒙= 𝟐
𝟐±𝟔
𝒙= 𝟐
± only means that the expression must be divided into
two solutions
𝟐+𝟔 𝟐− 𝟔
𝒙= and 𝒙 =
𝟐 𝟐
𝟖 −𝟒
𝒙= 𝒙=
𝟐 𝟐
𝑥=4 𝑥 = −2
NOTE: - 2 couldn’t be an answer because if you substitute it to the expression it will

make the expression undefined. It is called extraneous solution. Extraneous solutions can be
identified by looking at the constants of the denominator (x+2). By just changing the sign it will
become – 2.
It looks hard maybe for you but, that is just because of my side explanations. If you
follow my steps and solve on your own it will be easy for you.

ACTIVITY 2: Week 2
A. Instruction. Solve for the missing variables
𝑎+1 1 𝑛−2 3
1. −𝑎=1 3. 1= +
5𝑎 𝑛−1 𝑛2 +3𝑛−4
𝑥 2 +3𝑥+2 𝑥 2 +4𝑥+4 3
2. − = −
𝑥 2 +7𝑥+6 𝑥 2 +5𝑥+6 10
3. Week 2 – LESSON 3: Rational Inequalities
Rational Inequalities
Solving Rational Inequality is same as equation; you need to simplify the inequality first
before solving.
Solving Rational Inequalities has 3parts,
PART A → SIMPLIFYING, PART B → TABLE OF SIGNS, PART C → DECISION
Examples
𝑥 2 +8𝑥+12
1. >0
𝑥 2 +6𝑥+8
SOLUTION: PART A: FACTORING
𝒙𝟐 +𝟖𝒙+𝟏𝟐
>𝟎 given
𝒙𝟐 +𝟔𝒙+𝟖
𝑥 2 +8𝑥+12
>0 make sure the other side is
𝑥 2 +6𝑥+8
0

(𝑥+2)(𝑥+6)
>0 factor the expressions and do not cancel
(𝑥+2)(𝑥+4)
SOLUTION: PART B: TABLE OF SIGNS
After simplifying the inequality
You have to list down all the denominators,
𝑥 = −6
(𝑥+2)(𝑥+6)
>0 get the denominator/s and numerator/s.
(𝑥+2)(𝑥+4) 𝑥 = −4, 𝑥 = −2
Do not repeat numerator if it has same on
denominator
− 6 ➔ Critical Number
− 4 , − 2➔ Critical Numbers change the sign of the constants (numbers)
Note: the denominators must be highlighted.
Then construct TABLE OF SIGNS like this
- 6 -4 -2
(X+2)(X+6)
(X+2)(X+4)
ANSWER
(𝒙+𝟐)(𝒙+𝟔)
(𝒙+𝟐)(𝒙+𝟒)
STEPS ON CONSTRUCTING TABLE OF SIGNS
1. Each factor of the rational inequality must be written on the 1st column of the table
2. The next columns were written according to the number of critical numbers.
3. the critical numbers must be written on the edge of each column.
HOW TO USE THE TABLE OF SIGNS.
1. You will choose an input number on the left and on the right of each critical
number. The numbers on the left are lesser than the right.

2. After choosing input, substitute (evaluate) the chosen number to each of the
factors.
3. The sign of the answers in substitution will be written on the box under the column
of the chosen number.
4. After all the signs were completed, follow the operations of the rational expression
on your given and put the sign of your answer on the last column.
5. Writing critical number must be in order, lesser number will be placed on the left.
6. Critical number of the denominator must be clearly indicated. You can use color
shades for it
- 6 -4 -2
-7 -5 -3 0
(X+2)(X+6)
(X+2)(X+4)
ANSWER
(𝒙+𝟐)(𝒙+𝟔)
(𝒙+𝟐)(𝒙+𝟒)
Choose numbers (input) on each column. Make sure that the numbers
must not pass or get above/below the critical numbers on the edge.
Substitute all inputs, and get the sign of the output.
for (𝑥 + 2)(𝑥 + 6)
𝑥 = −7 𝑥 = −5 𝑥 = −3
(𝑥 + 2)(𝑥 + 6) (𝑥 + 2)(𝑥 + 6) (𝑥 + 2)(𝑥 + 6)
(−7 + 2)(− 7 + 6) → (−5)(−1) (−5 + 2)(− 5 + 6) → (−3)(1) (−3 + 2)(−3 + 6) → (−1)(3)
+5 −3 −3
+ − −
𝑥=0
(𝑥 + 2)(𝑥 + 6)
(0 + 2)(0 + 6) → (2)(6)
+12
+
*get only the signs

for (𝑥 + 2)(𝑥 + 4)
𝑥 = −7 𝑥 = −5 𝑥 = −3
(𝑥 + 2)(𝑥 + 6) (𝑥 + 2)(𝑥 + 4) (𝑥 + 2)(𝑥 + 4)
(−7 + 2)(− 7 + 4) → (−5)(−3) (−5 + 2)(− 5 + 4) → (−3)(−1) (−3 + 2)(−3 + 4) → (−1)(1)
+15 +3 −1
+ + −
𝑥=0
(𝑥 + 2)(𝑥 + 4)
(0 + 2)(0 + 4) → (2)(4)
+8
+
Now, put all the signs of the outputs on the corresponding column.
- 6 -4 -2
-7 -5 -3 0
(X+2)(X+6) + − − +
(X+2)(X+4) + + − +
ANSWER
(𝒙+𝟐)(𝒙+𝟔)
(𝒙+𝟐)(𝒙+𝟒)
(𝒙+𝟐)(𝒙+𝟔)
For the last row, just follow the operation on the given, ➔ DIVISION
(𝒙+𝟐)(𝒙+𝟒)
𝑥 = −7 𝑥 = −5 𝑥 = −3 𝑥=0
(+) (−) (−) (+)
(+) (+) (−) (+)
+ − + +

Then write the signs on the table, (better to use color codes to easily identify and
understand your work)
- 6 -4 -2
-7 -5 -3 0
(X+2)(X+6) + − − +
(X+2)(X+4) + + − +
ANSWER + − + +
(𝒙+𝟐)(𝒙+𝟔)
(𝒙+𝟐)(𝒙+𝟒)
After completing the table of values, you can now move on the part C of the solution.
SOLUTION: PART C: DECISION MAKING
- 6 -4 -2
-7 -5 -3 0
(X+2)(X+6) + − − +
(X+2)(X+4) + + − +
ANSWER + − + +
(𝒙+𝟐)(𝒙+𝟔)
(𝒙+𝟐)(𝒙+𝟒)
For decision making, you must check back the given
𝑥 2 + 8𝑥 + 12
>0
𝑥 2 + 6𝑥 + 8
You can notice that the given needs solution GREATER THAN 0.
So, for decision, you must take all the columns that has + answers.
Looking at the table of signs, the 1st ,3rd and 4th column has the answer of +,
Therefore, these columns were the answer to the inequality.
The 1st column, started from the LEFT (−∞) to −6, so it will have a notation of (−∞, −6)
the 3rd column starts from −4 to−2, so it will have a notation of (4, −2)
the 4th column goes from −2 up to the RIGHT (∞), so it will have a notation of (−2, ∞)

How to know if you will use ( ) or [ ] ? Read the boxes below.
you must write Union between these notations so,
The notation for the answer on our example is,
(−∞, −6) ∪ (−4, −2) ∪ (−2, ∞)
Critical numbers that came from

NUMERATORS must follow:
> OR < ( ) INFINITY must always use ( )
≥ OR ≤ [ ] Critical numbers that came from

denominators must always use ( )
(𝑥+1)(𝑥−2)
2. <0
(𝑥−3)(𝑥+4)
By looking at the given, you can notice that this is already in factored form. If the given is
already in factored form, you can skip Part A of your solutions and move on Part B.
SOLUTION PART A. SKIP
SOLUTION PART B: TABLE OF SIGNS
(𝑥+1)(𝑥−2)
(𝑥−3)(𝑥+4)
≤0
Since the given is already in factored form, we will move on the next PART which is
constructing the table of signs.
𝑥 = −1 𝑎𝑛𝑑 𝑥 = 2
(𝑥+1)(𝑥−2)
≤0 get the denominator/s and numerator/s.
(𝑥−4)(𝑥+4)
𝑥 = 4 𝑎𝑛𝑑 𝑥 = −4
And change the signs of the constants.

You will now complete the table like this. (Check the solutions with color codes below)
-4 -1 2 4
-5 -2 0 3 5
(𝑥 + 1)(𝑥 − 2) + + − + +
(𝑥 − 4)(𝑥 + 4) + − − − +
(𝑥 + 1)(𝑥 − 2)
𝐴𝑛𝑠𝑤𝑒𝑟: + − + − +
(𝑥 − 4)(𝑥 + 4)
𝑓𝑜𝑟 (x + 1)(x − 2)
𝑥 = −5 𝑥 = −2 𝑥=0 𝑥=3
(𝑥 + 1)(𝑥 − 2) (𝑥 + 1)(𝑥 − 2) (𝑥 + 1)(𝑥 − 2) (𝑥 + 1)(𝑥 − 2)
(−5 + 1)(−5 − 2) (−2 + 1)(−2 − 2) (0 + 1)(0 − 2) (3 + 1)(3 − 2)
( −4)( −7) ( −1)( −4) ( +1)( −2) ( +4)(+ 1)
+ 28 +4 −2 +4
+ + − +
𝑥=5
(𝑥 + 1)(𝑥 − 2)
(5 + 1)(5 − 2)
( +6)(+ 3)
+ 18
+
𝑓𝑜𝑟 (𝑥 − 4)(𝑥 + 4)
𝑥 = −5 𝑥 = −2 𝑥=0 𝑥=3
(𝑥 − 4)(𝑥 + 4) (𝑥 − 4)(𝑥 + 4) (𝑥 − 4)(𝑥 + 4) (𝑥 − 4)(𝑥 + 4)
(−5 − 4)(−5 + 4) (−2 − 4)(−2 + 4) (0 − 4)(0 + 4) (3 − 4)(3 + 4)
( −9)( −1) ( −6)( 2) ( −4)( +4) ( −1)(+7)
+9 −12 − 16 −7
+ − − −

𝑥=5
(𝑥 − 4)(𝑥 + 4)
(5 − 4)(5 + 4)
( +1)(+ 9)
+9
+
(𝑥+1)(𝑥−2)
𝑓𝑜𝑟 𝑙𝑎𝑠𝑡 𝑟𝑜𝑤:
(𝑥−4)(𝑥+4)
𝑥 = −5 𝑥 = −2 𝑥=0 𝑥=3 𝑥=5

(+) (+) (−) (+) (+)
(+) (−) (−) (−) (+)
(+) (−) (+) (−) (+)
SOLUTION PART C: DECISION MAKING
Since the given needs “LESS THAN 0”
(𝑥+1)(𝑥−2)
(𝑥−3)(𝑥+4)
≤0
We will choose “NEGATIVE SIGNS” on the last row
-4 -1 2 4
(𝑥 + 1)(𝑥 − 2)
𝐴𝑛𝑠𝑤𝑒𝑟: + − + − +
(𝑥 − 4)(𝑥 + 4)

Therefore, the solution is
(−4, −1] 𝑈 [2 , 4)
Critical numbers that came from

denominators must always use ( ) > OR < ( )
Critical numbers that came from ≥ OR ≤ [ ]

NUMERATORS must follow:
Unlike example no. 1, this example has an answer without infinity. It is because our
solution lies in between columns not on the edges.
ACTIVITY 3: Week 2
A. Instruction. Solve for the following Inequalities
𝑥+1 𝑥 2 −5𝑥+6
1. >0 3. ≤0
𝑥+6 𝑥−7
𝑥 2 +3𝑥+2 (𝑥−2)(+5)
2. ≥0 4. (𝑥−1)(𝑥−3)
≥0
𝑥+5

Week 3
RATIONAL
FUNCTIONS
(2)
represents a rational function through its: (a) table of values, (b) graph, and (c) equation.
determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions

4. Week 3 – LESSON 1: Definition of Rational Function
Definition of Rational Function
A rational function is a function made up of Rational Expressions.
𝑔(𝑥)
It is denoted on the form 𝑓(𝑥) = ℎ(𝑥), in which 𝑔(𝑥) and ℎ(𝑥) were also functions.
Rational function has a graph that looks like this:
Vertical Asymptote
Horizontal Asymptote
x – intercept
and
y - intercept
The graph here are the Red Curves
Vertical Asymptote – is an imaginary vertical line in which the graph gets closer and
closer but will never intersect.
Horizontal Asymptote – is an imaginary horizontal line in which the graph gets closer and
closer but will never intersect. On our example above, the horizontal asymptote lies on the x –
axis. Horizontal asymptote is not always on that position as it could travel through the y – axis.
Intercepts – there are two kinds of intercepts; X and Y. These are points of the graph that
directly lies on the axis. In our case above, x and y intercepts are both 0 that’s why it looks like
they were on the middle of the cartesian plane.

Asymptotes are also being expressed into Equation Form. It is done by tracing the
intersection of each to the corresponding Axis.
Looking at the example above, you can clearly see that Vertical Asymptotes intersect at the
x – axis on −2 and 3. That is why those asymptotes are expressed as 𝒙 = −𝟐 and 𝒙 = 𝟑.
This graph above, has its Horizontal Asymptote connected to y – axis at 1. That is why it
was expressed at 𝒚 = 𝟏
Intercepts on the other hand, are expressed into Ordered Pairs. It is done by tracing the
intersection of the Graph and the axis.
Look at the Graph on the next page.

You can see that the graph intersects the x – axis at − 2 and 3 that’s why it has intercepts
at (−2, 0) and (3,0), (Check out the blue Points)
It also intersects the y – axis at −2 which translated at a point of (0, −2) (check out the
Red Point)
Also, if the intercept is X, the ordered pair has 0 on the y while if the intercept is Y, the
ordered pair has 0 on the x.
Graphing Rational Functions
The following were the necessities on graphing rational functions:
FACTORED FORM
RESTRICTED AND CRITICAL NUMBERS
X AND Y INTERCEPTS
VERTICAL AND HORIZONTAL ASYMPTOTES
TABLE OF SIGNS

𝑥+8
EXAMPLE 1. GRAPH THE FUNCTION 𝑓(𝑥) = 𝑥 2 −16
SOLUTION:
A. FACTORED FORM
The 1st step on graphing rational function is getting its factored form,
You just need to factor the numerator and the denominator of the function.
𝑥 + 8
𝑓(𝑥) =
𝑥 2 − 16
𝑥+8
Factored form: 𝑓(𝑥) = (𝑥+4)(𝑥−4)
B. RESTRICTED AND CRITICAL NUMBERS
Restricted numbers are numbers that will make the function undefined.
To obtain these numbers, just take the constants on the denominator of the factored form
of the given and change the sign of each.
𝑥 + 8
𝑓(𝑥) =
(𝑥 + 4)(𝑥 − 4)
𝑥 = −4
𝑥=4
Therefore, the RESTRICTED NUMBERS are
−4 𝑎𝑛𝑑 4

Critical Numbers are just constants of the factors of the numerators
Same as restricted, to obtain these, just get the constants on the numerator and change
the sign of each
𝑥 + 8
𝑓(𝑥) =
(𝑥 + 4)(𝑥 − 4)
𝑥 = −8
Therefore, the CRITICAL NUMBER is −8
C. X AND Y INTERCEPTS
Intercepts – are points on a graph in which intersect the x and y axis
On getting y – intercept,
From the function, remove all the “x” and solve for y.
𝑥 + 8
𝑓(𝑥) =
(𝑥 + 4)(𝑥 − 4)
8
𝑦=
(4)(−4)
8
𝑦=
−16
1 1
𝑦= −
2
(0, − )
2
On getting x – intercept
Just copy the critical number/s.

𝑥 = −8 (−8, 0)

D. ASYMPTOTES
Asymptotes – are imaginary line in which the graph moves closer and closer but will
never intersect or pass through.
Vertical Asymptotes
To find the vertical asymptotes,
Just get the restricted numbers

𝑥=4 𝑎𝑛𝑑 𝑥 = −4
Horizontal Asymptotes
Horizontal asymptotes of rational function have rules to follow.
𝑯𝑶𝑹𝑰𝒁𝑶𝑵𝑻𝑨𝑳 𝑨𝑺𝒀𝑴𝑷𝑻𝑶𝑻𝑬𝑺 𝑶𝑭 𝑹𝑨𝑻𝑰𝑶𝑵𝑨𝑳 𝑭𝑼𝑵𝑪𝑻𝑰𝑶𝑵𝑺
𝑨. 𝑰𝒇 𝒕𝒉𝒆 𝒅𝒆𝒈𝒓𝒆𝒆 𝒐𝒇 𝒕𝒉𝒆 𝒏𝒖𝒎𝒆𝒓𝒂𝒕𝒐𝒓 𝒂𝒏𝒅 𝒕𝒉𝒆 𝒅𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓 𝒊𝒔 𝒆𝒒𝒖𝒂𝒍,

𝑑𝑖𝑣𝑖𝑑𝑒 𝑡ℎ𝑒 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑒𝑎𝑑𝑖𝑛𝑔 𝑡𝑒𝑟𝑚𝑠
𝑩. 𝑰𝒇 𝒕𝒉𝒆 𝒅𝒆𝒈𝒓𝒆𝒆 𝒐𝒇 𝒕𝒉𝒆 𝒏𝒖𝒎𝒆𝒓𝒂𝒕𝒐𝒓 𝒊𝒔 𝒍𝒆𝒔𝒔 𝒕𝒉𝒂𝒏 𝒕𝒉𝒆 𝒅𝒆𝒈𝒓𝒆𝒆 𝒐𝒇 𝒕𝒉𝒆 𝒅𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓,
𝑡ℎ𝑒 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑎𝑠𝑦𝑚𝑝𝑡𝑜𝑡𝑒 𝑖𝑠 𝑗𝑢𝑠𝑡 𝑡ℎ𝑒 𝑥 − 𝑎𝑥𝑖𝑠 𝑜𝑟 𝑦 = 0
𝑪. 𝑰𝒇 𝒕𝒉𝒆 𝒅𝒆𝒈𝒓𝒆𝒆 𝒐𝒇 𝒕𝒉𝒆 𝒏𝒖𝒎𝒆𝒓𝒂𝒕𝒐𝒓 𝒊𝒔 𝒈𝒓𝒆𝒂𝒕𝒆𝒓 𝒕𝒉𝒂𝒏 𝒕𝒉𝒆 𝒅𝒆𝒈𝒓𝒆𝒆 𝒐𝒇 𝒕𝒉𝒆 𝒅𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓,
𝑡ℎ𝑒𝑟𝑒 𝑖𝑠 𝑛𝑜 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑎𝑠𝑦𝑚𝑝𝑡𝑜𝑡𝑒, 𝑜𝑛𝑙𝑦 𝑆𝐿𝐴𝑁𝑇 𝑎𝑠𝑦𝑚𝑝𝑡𝑜𝑡𝑒.
𝑡ℎ𝑒 𝑎𝑠𝑦𝑚𝑝𝑡𝑜𝑡𝑒 𝑖𝑠 𝑡ℎ𝑒 𝑞𝑢𝑜𝑡𝑖𝑒𝑛𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 ÷ 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟
To find the horizontal asymptote, identify first the degree of the numerator and the
denominator.
Degree of 1
𝑥 + 8
𝑓(𝑥) =
𝑥 2 − 16
Degree of 2

By looking at the original given,
The degree of the numerator is less than the degree of the denominator. So,
we will follow the rule B for the horizontal asymptote.
Therefore, the Horizontal Asymptote of our given is:

𝑦=0
E. TABLE OF SIGNS
We already know how to make a table of signs. But in addition to this, you
must highlight your Restricted Numbers for you to have a guide where the Asymptotes are.
- 8 -4 4
-9 -5 0 5
(𝑥 + 8)
(𝑥 − 4)(𝑥 + 4)
(𝑥 + 8)
𝐴𝑛𝑠𝑤𝑒𝑟:
(𝑥 − 4)(𝑥 + 4)
(𝑥 + 8)
𝑥 = −9 𝑥 = −5 𝑥=0 𝑥=5
(𝑥 + 8) (𝑥 + 8) (𝑥 + 8) (𝑥 + 8)
−9 + 8 −5+8 0+8 5+8
−1 +3 +8 + 13
− + + +

(x − 4)(x + 4)
𝑥 = −9 𝑥 = −5 𝑥=0 𝑥=5
(𝑥 − 4)(𝑥 + 4) (𝑥 − 4)(𝑥 + 4) (𝑥 − 4)(𝑥 + 4) (𝑥 − 4)(𝑥 + 4)
(−9 − 4)(−9 + 4) (−5 − 4)(−5 + 4) (0 − 4)(0 + 4) (5 − 4)(5 + 4)
( −13)( −5) ( −9)(− 1) ( −4)( +4) ( 1)(+9)
+ 65 +9 − 16 +9
+ + − +
(𝑥+8)
Answer:
(x−4)(x+4)
𝑥 = −9 𝑥 = −5 𝑥=0 𝑥=5
(−) (+) (+) (+)
(+) (+) (−) (+)
− + − +
- 8 -4 4
-9 -5 0 5
(𝑥 + 8) – + + +
(𝑥 − 4)(𝑥 + 4) + + – +
(𝑥 + 8)
𝐴𝑛𝑠𝑤𝑒𝑟: – + – +
(𝑥 − 4)(𝑥 + 4)

After getting the necessities, you can now plot the graph
(x+8)
A. Factored Form: 𝑓(𝑥) = (x−4)(x+4)
B. Restricted: 𝑥 = −4 𝑎𝑛𝑑 𝑥 = 4 Critical: 𝑥 = −8

1
C. Intercepts: 𝒙 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕( 𝑥 = −8) 𝒚 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕 (𝑦 = − )
2
D. Asymptotes: 𝑽𝒆𝒓𝒕𝒊𝒄𝒂𝒍 𝑨𝒔𝒚𝒎𝒑𝒕𝒐𝒕𝒆 𝑎𝑡 𝑥 = −4 𝑎𝑛𝑑 𝑥 = 4
𝑯𝒐𝒓𝒊𝒛𝒐𝒏𝒕𝒂𝒍 𝑨𝒔𝒚𝒎𝒑𝒕𝒐𝒕𝒆 𝑎𝑡 𝑦 = 0
GRAPH:
Plot the Intercepts, Critical and Restricted Numbers. (restricted must be hollow or open point)
Plot the vertical and horizontal asymptotes. (lines must be broken)
x=-4 x=4
y=0

Next, plot the graph and follow the table of signs,
For negative answers, put the curve under the horizontal asymptotes
For positive answers, put the curve above the horizontal asymptotes
There are cases that the Graph can pass through the Horizontal Asymptote like
what happened on our graph above. It will only happen on the following conditions,
a. If the horizontal asymptote is 𝑦 = 0 and was required to pass through
b. If the Factored Form of the Given has Same Factors from Numerator
and Denominator. Take a look on the graph below.
that hollow point is called

discontinuity. It is a point where in a vertical asymptote should be
placed but because of common factors between numerator and
denominator, it hasn’t been drawn

ACTIVITY 1: Week 3
A. Instruction. Determine the Intercepts and Asymptotes of the following

Graphs
1. 2.
x – intercept: _______ x – intercept: _______
y – intercept: _______ y – intercept: _______
Horizontal Asymptote: __________ Horizontal Asymptote: __________
Vertical Asymptote: ____________ Vertical Asymptote: ____________
B. Instruction. Graph the following Functions

𝑥+6
1. 𝑓(𝑥) =
(𝑥− 2)(𝑥 + 3)
𝑥2 + 𝑥 − 6
2. 𝑓(𝑥) =
𝑥2 − 𝑥 − 2
C. Instruction. Answer the following questions with a 5 – 15 sentence paragraph.
1. Why do you think, you need to study RATIONAL Functions? Is it related to your
dream course/profession?
2. Construct a step by step explanation on how to
a. Simplify RATIONAL EXPRESSIONS
b. Solve RATIONAL EQUATIONS
c. Solve RATIONAL INEQUALITY
d. Graph RATIONAL FUNCTIONS

Week 4
INVERSE
FUNCTIONS
(1)
represents real-life situations using one-to one function.

determines the inverse of a one-to-one function.
represents an inverse function through its: (a) table of values, and (b) graph.
solves problems involving inverse functions.

5. Week 4 – LESSON 1: Review of One to One Function
Review: Identifying One to One Function
This function/relation simply means “in every one X there is one Y”. Here are the signs on
how we can identify a One to One Relation on different modes of illustration.
a. Mapping
-there should no two or more arrows coming from X towards one Y.
X Y X Y
5 8 5 8
6 9 6 9
7 10 7 10
As you can see on the 2nd example, two arrows emerge from the X so it is not considered
to be One to One.
b. Ordered Pairs
- there should no repeating X regardless of the Y.
(5,8); (6, 9); (7,10) (5, 8); (5, 9); (6, 9); (7, 10)
As you can see on the 2nd example, the number 5 which is on X is repeated twice so it is
not considered to be One to One.
c. Equation
- there should no exponent greater than 1 on X regardless of the Y.
𝒙+𝟑=𝒚 𝒙𝟐 + 𝟑 = 𝒚𝟓
As you can see on the 2nd example, there is an exponent on the X so therefore, it is not
considered to be one to one.

d. Graph
- the graph should pass the so-called VERTICAL LINE TEST and HORIZONTAL
LINE TEST.
Vertical Line Test (VLT) – is a test in which an imaginary vertical (standing, nakatayo)
line is drawn through the graph. If there’s only ONE intersection anywhere on the graph,
the test is said to be PASSED.
Horizontal Line Test (HLT) – is a test in which an imaginary horizontal (lying – down,
nakahiga) line is drawn through the graph. If there’s only ONE intersection anywhere on
the graph, the test is said to be PASSED.
Look at the example below.
VLT PASSED (green line) VLT PASSED, HLT FAILED

As you can notice, the 2nd example is not one to one because it failed HLT. If you
observe clearly, the second graph failed HLT because the yellow line intersects the graph
in more than two points.

Verifying One to One Functions on Equations
Equations are set of symbols involving x and y. determining one to one from this
kind of representation will be harder than the previous ones. For determining one to
one function from equations, we will follow,
➔ 𝐴 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑓(𝑥)𝑖𝑠 one to one 𝑖𝑓 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑖𝑛𝑝𝑢𝑡𝑠 ℎ𝑎𝑣𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑜𝑢𝑡𝑝𝑢𝑡𝑠, 𝑠𝑢𝑐ℎ 𝑡ℎ𝑎𝑡
𝑖𝑓 𝑎 ≠ 𝑏, 𝑡ℎ𝑒𝑛 𝑓(𝑎) ≠ 𝑓(𝑏)
𝑖𝑛 𝑤ℎ𝑖𝑐ℎ, 𝑎 𝑎𝑛𝑑 𝑏 𝑎𝑟𝑒 𝑖𝑛𝑝𝑢𝑡𝑠, 𝑓(𝑎) 𝑎𝑛𝑑 𝑓(𝑏) 𝑎𝑟𝑒 𝑜𝑢𝑡𝑝𝑢𝑡𝑠
➔ 𝐴𝑙𝑠𝑜, 𝑎 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑓(𝑥) 𝑖𝑠 𝑜𝑛𝑒 𝑡𝑜 𝑜𝑛𝑒 𝑖𝑓 𝑤ℎ𝑒𝑛 𝑡ℎ𝑒 𝑜𝑢𝑡𝑝𝑢𝑡𝑠 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒, 𝑡ℎ𝑒 𝑖𝑛𝑝𝑢𝑡𝑠
𝑚𝑢𝑠𝑡 𝑏𝑒 𝑠𝑎𝑚𝑒 𝑠𝑢𝑐ℎ 𝑡ℎ𝑎𝑡,
𝑖𝑓 𝑓(𝑎) = 𝑓(𝑏), 𝑡ℎ𝑒𝑛 𝑎 = 𝑏
𝑖𝑛 𝑤ℎ𝑖𝑐ℎ, 𝑎 𝑎𝑛𝑑 𝑏 𝑎𝑟𝑒 𝑖𝑛𝑝𝑢𝑡𝑠 , 𝑓(𝑎) 𝑎𝑛𝑑 𝑓(𝑏) 𝑎𝑟𝑒 𝑜𝑢𝑡𝑝𝑢𝑡𝑠
Example,
1. Show that the function 𝑓(𝑥) = 2𝑥 − 3 is one to one.
Solution
To show that 𝑓(𝑥) is one to one, we have to prove that 𝑓(𝑎) = 𝑓(𝑏), will result to 𝑎 =
𝑏.
𝑓(𝑎) = 𝑓(𝑏)
2𝑎 − 3 = 2𝑏 − 3
Avoid Transposition when Proving,
2𝑎 − 3 = 2𝑏 − 3
+3 +3 Better to use Inverse Property or just
change the sign of the constant
2𝑎 = 2𝑏
2𝑎 2𝑏
=
2 2
2𝑎 2𝑏
=
2 2
𝑎=𝑏
So since it satisfied the condition above, therefore our given is one to one

Aside from a and b, you can also use numbers to verify a one to one function.
2. Verify if 𝑓(𝑥) = √𝑥 is one to one. In this case I’ll use 4. Remember that you can
always use any number you want.
𝑓(4) = 𝑓(4)
√4 = √4
2 = −2
The result means that even the inputs were same (4), the outputs will be different (2
and – 2). Therefore, 𝑓(𝑥) = √𝑥 is not One to One.
ACTIVITY 1: Week 4
A. Instruction. Determine if the following are One to One or Not. If the given
is an equation, Show your verification processs.
1. (0,1); (1,2); (3,0) 6.
2. (0,0); (1,1); (2,2)
3. (4, 𝑎); (5, 𝑏), (5, 𝑐) 7.
4. 𝑦 = 3𝑥 + 1
5. 𝑦 = 𝑧 2 8.
10
9. 𝑦 = √4𝑥 − 1 10. 1
11

1. Week 4 – LESSON 2: Definition of Inverse Function
Definition of Inverse Function

Inverse functions are functions that are like reflection of each other. In math, two
functions are inverse of each if
𝑔𝑖𝑣𝑒𝑛 𝑡𝑤𝑜 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛𝑠; 𝑓(𝑥)𝑎𝑛𝑑 𝑔(𝑥),

𝑡ℎ𝑒 𝑡𝑤𝑜 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛𝑠 𝑎𝑟𝑒 𝑖𝑛𝑣𝑒𝑟𝑠𝑒 𝑜𝑓 𝑒𝑎𝑐ℎ 𝑖𝑓:
𝒇(𝒈(𝒙)) = 𝒙 𝑎𝑛𝑑 𝒈(𝒇(𝒙)) = 𝒙
Inverse has a notation of 𝒇−𝟏 (𝒙)
This only means that, two functions will be inverse of each if their composition
operation will result to “x” only. Let’s do some examples to fully visualize what is being
explained on the definition.
EXAMPLES
1. Verify if 𝑓(𝑥) = 𝑥 + 1 and 𝑔(𝑥) = 𝑥 − 1 are inverse to each.
Solution,
To verify if they were inverse to each, you must get 𝑓(𝑔(𝑥)) 𝑎𝑛𝑑 𝑔(𝑓(𝑥)) and see if
the result will be 𝑥. If you are having trouble with doing this check our lesson for Operations
on Functions.
A. 𝑓(𝑔(𝑥))
𝑓(𝑔(𝑥))
𝑥+1 𝑓(𝑥)
(𝑥 + 1) − 1 substitute 𝑔(𝑥) to 𝑓(𝑥)
𝑥+1−1 remove grouping symbol
𝑥 Answer
B. 𝑔(𝑓(𝑥))
𝑔(𝑓(𝑥))
𝑥−1 𝑔(𝑥)
(𝑥 + 1) − 1 substitute 𝑓(𝑥) to 𝑔(𝑥)
𝑥+1−1 remove grouping symbol
𝑥 Answer
Since, both 𝒇(𝒈(𝒙)) 𝑎𝑛𝑑 𝒈(𝒇(𝒙)) result to 𝑥, then the given functions were
inverse of each other.

How to Find the Inverse of a Function?
EXAMPLE 1.
1. Find the inverse of 𝑓(𝑥) = 𝑥 + 1
SOLUTION:
𝑓(𝑥) = 𝑥 + 1 Given
𝑦 =𝑥+1 Change 𝑓(𝑥) to 𝑦
𝑥 =𝑦+1 Interchange 𝑦 to 𝑥.
Just replace all 𝑥 to 𝑦 and vice versa.
𝑥−1=𝑦 Solve for 𝑦
𝑦 =𝑥−1 Answer
2. Find the inverse of 𝑓(𝑥) = 𝑥 2 + 1
SOLUTION:
𝑓(𝑥) = 𝑥 2 + 1 Given
𝑦 = 𝑥2 + 1 Change 𝑓(𝑥) to 𝑦
𝑥 = 𝑦2 + 1 Interchange 𝑦 to 𝑥
𝑥 − 1 = 𝑦2 Solve for 𝑦
√𝑥 − 1 = √𝑦 2 Get the Square root of both sides
√𝑥 − 1 = √𝑦 2 Cancel Square root on y
√𝑥 − 1 = 𝑦 or

𝑦 = √𝑥 − 1 Answer
3𝑥−1
3. Find the inverse of 𝑓(𝑥) =
2𝑥−5
SOLUTION:
3𝑥−1
𝑓(𝑥) = Given
2𝑥−5
3𝑥−1
𝑦= Change 𝑓(𝑥) to 𝑦
2𝑥−5
3𝑦−1
𝑥= Interchange 𝑦 to 𝑥
2𝑦−5
𝑥 (2𝑦 − 5) = 3𝑦 − 1 Cross Multiply
2𝑥𝑦 − 5𝑥 = 3𝑦 − 1 Distribute 𝑥
2𝑥𝑦 − 3𝑦 = 5𝑥 − 1 Combine all 𝑦 𝑡𝑒𝑟𝑚𝑠 to one side.
𝑦 (2𝑥 − 3) = 5𝑥 − 1 Factor out 𝑦

𝑦 (2𝑥−3) 5𝑥−1
= divide 2x – 3 to isolate y
(2𝑥−3) 2𝑥−3
𝑦 (2𝑥−3) 5𝑥−1
=
(2𝑥−3) 2𝑥−3
5𝑥−1
𝑦= Answer
2𝑥−3
Shortcut on Finding the Inverse of a Function

The word inverse literally means opposite of something. So definitely, you
just need to reverse everything to get the inverse.
Examples
1. 𝑦 = 𝑥 + 1 𝑦 =𝑥−1
From “+” it becomes “– “

𝑥−1
2. 𝑦 = 2𝑥 + 1 𝑦=
2
From + to – and
From times 2 to divide 2
3. 𝑦 = 𝑥 2 + 1 𝑦 = √𝑥 − 1
From squared to square root
2𝑥+1 −5𝑥+1
4. 𝑦 = 𝑦=
3𝑥+5 3𝑥−2
For this kind of given, just interchange the position of “2”

and “5” but change the signs.
ACTIVITY 2: Week 4
A. Instruction. Verify if the following are Inverse of each or NOT.
1. 𝑓(𝑥) = 7𝑥 − 6 ; 𝑔(𝑥) = 7𝑥 + 6
2. 𝑓(𝑥) = 𝑥 2 − 6 ; 𝑓(𝑥) = √𝑥 + 6
𝑥−5
3. 𝑓(𝑥) = 2𝑥 + 5 ; 𝑓(𝑥) = 2
4. 𝑓(𝑥) = 1 ; 𝑔(𝑥) = −1
√𝑥+2
5. 𝑓(𝑥) = 9𝑥 2 − 2 ; 𝑔(𝑥) =
3
B. Instruction. Find the Inverse of each Function.
2𝑥+7
1. 𝑓(𝑥) = 2𝑥 + 9 5. 𝑓(𝑥) =
7𝑥−2
2. 𝑓(𝑥) = 7𝑥 − 5
3. 𝑓(𝑥) = 𝑥 2 + 7
4. 𝑓(𝑥) = 2𝑥 2 − 3

5. Week 4 – LESSON 3: Graph of Inverse Function
Graphing Inverse Functions

Graphing inverse functions is same as on how you graph different kind of functions. If
you graph an inverse of a certain function, you can do so by just remembering the fact that
the function and its inverse are basically reflection of each.
The graphs of the function and its inverse is being reflected at the line 𝑦 = 𝑥 . 𝑦 = 𝑥 is
a line that passes through the origin(0, 0) of the Cartesian Plane. This line serves as the
mirror for the reflection of the graphs of the function and its inverse. Look at the line below:
The dashed line is 𝑦 = 𝑥. Any graph
of a function and its Inverse must be
reflected on this line.
Let’s graph an example,
1. Graph 𝑓(𝑥) = 𝑥 + 1 and 𝑔(𝑥) = 𝑥 − 1
Back on your high school days; On graphing a line, you just need at least two
points to connect.
So basically, you just need to create a table of values for each Graph.

Table of Values of 𝑓(𝑥) = 𝑥 + 1
For completing table of value, you just need to choose numbers on the X.
then substitute each chosen x to the function to get the y. (You may also check
back our lesson on Graphing Piece – Wise Function to have an idea)
X Y Point
1
0
For x = 1 For x = 0
𝑓(𝑥) = 𝑥 + 1 𝑓(𝑥) = 𝑥 + 1
𝑦 =𝑥+1 𝑦 =𝑥+1
𝑦 =1+1 𝑦 =0+1
𝑦=2 𝑦=1
Write your answers on the table then combine to get the points
X Y Point
1 2 (1, 2)
0 1 (0, 1)
Table of Values of 𝑔(𝑥) = 𝑥 − 1
Choose again the Inputs or the X. you can always use any number allowed by the
domain. But here I chose same 1 and 0 because they were convenient to solve
X Y Point
1
0
For x = 1 For x = 0
𝑓(𝑥) = 𝑥 − 1 𝑓(𝑥) = 𝑥 − 1
𝑦 =𝑥−1 𝑦 =𝑥−1
𝑦 =1−1 𝑦 =0−1
𝑦=0 𝑦 = −1
Write again you answers on the table then combine to have your points.
X Y Point
1 2 (1, 0)
0 1 (0, − 1)
you can now plot your points on the Graph.

Make sure that you included the dashed line on the middle to observe the reflection
of the graph
For Plotting your points, you must plot the points of FIRST graph and connect it
before moving on the 2nd one.
Graph of 𝑓(𝑥) = 𝑥 + 1 𝑖𝑠 𝑅𝑒𝑑 Graph of 𝑔(𝑥) = 𝑥 − 1 𝑖𝑠 𝐺𝑟𝑒𝑒𝑛
f(x) = x + 1
g(x) = x – 1
(1,2)
(0,1)
(1,0)
(0, -1)
Shortcut on Graphing Inverse Functions

You can graph a function and its inverse without knowing the expression of
the inverse was. It is just by interchanging the Points you had collected on the
Original Function and Applying it to the inverse.
For instance, Use the given above and check if we will have same graph.

1. Graph 𝑓(𝑥) = 𝑥 + 1 and 𝑔(𝑥) = 𝑥 − 1
The Table of Values of 𝑓(𝑥) is
X Y Point
1 2 (1, 2)
0 1 (0, 1)
(we already did this, check the solution above)
Now, for the inverse, you don’t need to create table of signs for it. Instead, you will
just interchange the X and Y of the points.
𝑓(𝑥) 𝑔(𝑥)
(𝟏, 𝟐) → (𝟐, 𝟏)
(𝟎, 𝟏) → (𝟏, 𝟎)
After reversing, plot now the points
Graph of 𝑓(𝑥) = 𝑥 + 1 𝑖𝑠 𝑅𝑒𝑑 Graph of 𝑔(𝑥) = 𝑥 − 1 𝑖𝑠 𝐺𝑟𝑒𝑒𝑛
f(x) = x + 1
You can clearly see that g(x) = x – 1
the graph is same on
what we had drawn
above, despite of
different methods we
used
(1,2)
(0,1) (2, 1)
(1,0)

Actually, this shortcut method is being supported by a concept within Inverse Functions.
The shortcut method is possible because,
𝑇ℎ𝑒 𝐷𝑜𝑚𝑎𝑖𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐹𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑓(𝑥) 𝑖𝑠 𝑡ℎ𝑒 𝑅𝑎𝑛𝑔𝑒 𝑜𝑓 𝑡ℎ𝑒 𝐼𝑛𝑣𝑒𝑟𝑠𝑒 𝑓 −1 (𝑥)
𝑇ℎ𝑒 𝑅𝑎𝑛𝑔𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐹𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑓(𝑥) 𝑖𝑠 𝑡ℎ𝑒 𝐷𝑜𝑚𝑎𝑖𝑛 𝑜𝑓 𝑡ℎ𝑒 𝐼𝑛𝑣𝑒𝑟𝑠𝑒 𝑓 −1 (𝑥)
Remember that Domain is the input or X while Range is the output or Y. The concept
above is the reason why that you can interchange domain and range of Original Function and
its Inverse.
ACTIVITY 3: Week 4
A. Instruction. Graph the following Function and its Inverse.
𝑥−3
1. 𝑓(𝑥) = 2𝑥 + 3 ; 𝑓 −1 (𝑥) =
2
2. 𝑓(𝑥) = 𝑥 + 6 ; 𝑓 −1 (𝑥) = 𝑥 − 6
3. 𝑔(𝑥) = 𝑥 2 ; 𝑔−1 (𝑥) = √𝑥

General Mathematics: Senior High School: Grade 11 1 Quarter: Module 1 Teacher: Mr. John Japhet C. Gacias

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General Mathematics: Senior High School: Grade 11 1 Quarter: Module 1 Teacher: Mr. John Japhet C. Gacias

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GENERAL MATHEMATICS

SENIOR HIGH SCHOOL: GRADE 11

Name: ________________________________________ Section: ________________________

WEEK TOPICS LEARNING OBJECTIVES REFERENCES

Lesson 1: Rational Functions (1)

1. Conduct a thorough monitoring of students' progress in each activity.

Pangunahing layunin ng modyul na ito na matutuhan at maunawaan ng mga mag-

1. Nakapagsasagawa ng masusing pagsubaybay sa progreso ng mag-aaral sa

1|GARDNER COLLEGE wwww.gardner.edu.ph

The learner should be able to:

2|GARDNER COLLEGE wwww.gardner.edu.ph

Math define relation as

“correspondence between two sets”

A. Set of Girl Names: {Alice, Angela, Lesley, Nana…}

But of course, numbers were used on Math.

CORRESPONDENCE on the other hand, simply mean CONNECTION. Correspondence is

Set A: Name of Wives (wife) Set B: Name of Husbands

3|GARDNER COLLEGE wwww.gardner.edu.ph

Let’s take another example,

4|GARDNER COLLEGE wwww.gardner.edu.ph

Relations can be written into different form.

𝑅𝑒𝑙𝑎𝑡𝑖𝑜𝑛 𝐴: (14,4); (10,0)

5|GARDNER COLLEGE wwww.gardner.edu.ph

6|GARDNER COLLEGE wwww.gardner.edu.ph

1. One to One Relation

One to One Not One to One

One to One Not One to One

One to One Not One to One

7|GARDNER COLLEGE wwww.gardner.edu.ph

Look at the example below.

One to One Not One to One

*Graph is Colored RED

VLT PASSED (green line) VLT PASSED, HLT FAILED

8|GARDNER COLLEGE wwww.gardner.edu.ph

- there should be two or more arrows coming from X towards different Y.

One to Many Not One to Many

One to Many Not One to Many

One to Many Not One to Many

9|GARDNER COLLEGE wwww.gardner.edu.ph

One to Many Not One to Many

*Graph is Colored RED

VLT FAILED (green line) VLT PASSED, HLT FAILED

For instance, on Mapping,

One to Many: X should be repeated but not Y.

Many to One: Y should be repeated but not X.

10|GARDNER COLLEGE wwww.gardner.edu.ph

For instance, on Mapping,

One to Many: X should be repeated but not Y.

Many to One: Y should be repeated but not X.

Many to Many: X and Y should be repeated

Many to Many: X and Y should have exponent greater than 1

11|GARDNER COLLEGE wwww.gardner.edu.ph

1. (3, 5); (3, 3); (4,1) 4. (5,6); (6,2); (1,2)

12|GARDNER COLLEGE wwww.gardner.edu.ph

Function is a type of Relation. Well actually, it is a special kind of Relation. Function is

“a kind of relation in which in every input there’s only one output”

For instance, from the equation,

Let’s try an input of 2 and – 2,

If you substitute 2 to the equation, it will become

So, from our input of 2, the output is 4

The output is the same,

Subsequently, the simplest term for a function would be,

𝐴 𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛 𝑖𝑛 𝑤ℎ𝑖𝑐ℎ 𝑎𝑛 𝑖𝑛𝑝𝑢𝑡 𝑐𝑜𝑢𝑙𝑑 𝑝𝑟𝑜𝑑𝑢𝑐𝑒 𝑜𝑛𝑒 𝑜𝑢𝑡𝑝𝑢𝑡, 𝑟𝑒𝑔𝑎𝑟𝑑𝑙𝑒𝑠𝑠 𝑜𝑓 𝑠𝑖𝑚𝑖𝑙𝑎𝑟𝑖𝑡𝑦.

Name: ________________ Section: