11

General Mathematics
Quarter I - Module 4
Inverse Functions

CONTEXTUALIZED LEARNING-INSTRUCTION KIT

SCHOOLS DIVISION OF PUERTO PRINCESA CITY

General Mathematics – Grade 11
Contextualized Learning-Instruction Kit (CLIK)
Quarter I - Module 4: Inverse Functions
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Schools Division of Puerto Princesa City

Development Team of the Module

Writer: Annie S. Auditor-Colobong (Palawan National School)

Content Editor: Marie Vic M. Velasco, PhD, EPS-Mathematics

Rebecca G. Santos (Palawan National School)
Christian Dave M. Balatero (Palawan National School)

Language Editor: Imelda O. Legaspi (Langogan National High School)

Reviewer: Marie Vic M. Velasco, PhD, EPS-Mathematics

Illustrator: Catherine S. Legarde (Inagawan National High School)

Layout Artist: Catherine S. Legarde (Inagawan National High School)

Joseph D. Aurello (Palawan National School)

Management Team:

Servillano A. Arzaga, CESO V, SDS

Mabel F. Musa, PhD. OIC-ASDS
Cyril C. Serador, PhD. CID Chief
Ronald S. Brillantes, EPS-LRMS Manager
Marie Vic C. Velasco, PhD, EPS-Mathematics
Eva Joyce C. Presto, PDO II
Rhea Ann A. Navilla, Librarian II

Division of Puerto Princesa City-Learning Resource Management Section (LRMS)

Sta. Monica Heights, Bgy Sta. Monica, Puerto Princesa City
Tel. Phone No.(048) 434 9438
Email Address: puertoprincesa@deped.gov.ph
 11

General Mathematics
Quarter I - Module 4
Inverse Functions

This module was collaboratively developed and reviewed by

educators and program supervisors from public schools of the Division of
Puerto Princesa City. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations
to the Department of Education, Division of Puerto Princesa City at
puertoprincesa@deped.gov.ph.

We value your feedback and recommendations.

 Introductory Message

For the Teachers:

This learning material was designed to help learners enrich their learning
experiences by answering activities that are meaningful to their lives which they
themselves will do. A variety of enjoyable tasks are presented.
Activities are provided as formative assessments to check from time to time
learner’s understanding of the lesson. Given the range of learning activities in this
package, teachers are encouraged to freely adapt them and suit according to their
school’s contexts, learners’ needs, interests and abilities.

For the Learner:

This Learning Resource Inverse Functions was developed for you to enjoy
while learning. There are various activities and check-up tests you need to take.
Take note of the instructions as you journey through this module to have a solid
understanding of what you are expected to accomplish. Carefully read and follow the
instructions and see what you are expected to do.
Answer keys are provided where you can refer to when checking your answers.
Record your score at the Learner’s Progress Chart and inform your teacher of your
development.
Feel free to use this material and if progress will not be evident, you can make
use of it again until the desired passing mark is achieved.

As you read through this module, you will notice the following icons. They will
help you find your way around the module more quickly.

This will give you an idea of the skills or

What I Need
competencies you are expected to learn in the
to Know module.

What I Know This part includes activity that aims to check

what you already know about the lesson to take.

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

current lesson with the previous one.

In this portion, the new lesson will be introduced

to you in various ways such as a story, a song,
What’s New a poem, a problem opener, an activity, or a
situation.
 This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and skills
What’s More of the topic. You may check the answers to the
exercises using the Answer Key at the end of
the module.

What I Have This includes questions or blank sentences /

Learned paragraphs to be filled in to process what you
learned from the lesson.

This section provides activity which will help you

What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

Additional In this portion, another activity will be given to

Activities you to enrich your knowledge or skill of the
lesson learned.

This is a task which aims to evaluate your level

Assessment of mastery in achieving the learning
competency.

Answer Key This contains answers to all activities in the

module.

References This is a list of all sources used in developing

this module.

Just remember, this module is not intended to replace textbooks and other
existing learning resources but rather to provide an additional alternative that is
contextualized and resilient to education systems that address the challenges of the
current pandemic.

-The Development Team

 This module was packed with notes and essential information covering everything you
need to know about the representations of inverse functions in real-life situations.

There are warm-up and exam-style practice questions for every part that will give you
idea on how well you have already grasped the lesson. This also contains topic-based
questions for focused skills to test your understanding of the concepts of the lessons under the
Most Essential Learning Competencies.

Content Standard

The learner demonstrates understanding of key concepts of

inverse functions, exponential functions, and logarithmic functions.

Performance Standard
The learner can able to apply the concepts of inverse functions,
exponential functions, and logarithmic functions to and solve real-life
problems with precision and accuracy.

Most Essential Learning Competency

 Represents real-life situations using one-to-one functions.
M11GM-Id-1
 Determines the inverse of a one-to-one function. M11GM-Id-2
 Represents an inverse function through its; (a) table of values,
and (b) graph M11GM-Id-3
 Find the domain and range of an inverse function. M11GM-Id-4


By the end of this module, you should be able to cover the following lessons:

Lesson 1 – One-to-One Functions

Learning Objectives:
 Describe the inverse of one-to-one function;
 Represents real-life situations using one-to-one functions; and
 Determine the inverse of one-to-one functions.

Lesson 2 –. Inverse Functions and Their Graphs

Learning Objectives:
 Represents an inverse function through its table of values and
graph;
 Find the domain and range of an inverse function; and
 Graphs of an inverse function.

1111
Directions: These questions will help you think about the lesson you are about to learn.
Choose the letter of the best answer. Circle the letter of your choice.

1. What do you call the rule that relates values from a set of values (domain) to a
second set of values (range)?
A. One-to-many relation C. Function
B. One-to-one function D. Relation

2. What do you call a line test used to determine if the given function is a one-to-one
function?
A. Curve line test C. Horizontal line test
B. Line bar test D. Vertical line test

3. What type of functions do not certain the same y-values to be paired in different
two x-values?
A. One-to-one function C. Linear function
B. One-to-many relation D. Rational function
1
4. What is the inverse of 𝑓(𝑥 ) = 𝑥 ?
1 1 𝑥
A. 𝑓 −1 (𝑥) = 𝑦 B. 𝑓 −1 (𝑥) = 𝑥 C. 𝑓 −1 (𝑥) =1 D. 𝑓 −1 (𝑥) = 1

5. The graph of the inverse of a function can be obtained by reflecting the graph of
the function along its______.
A. Origin B. 𝑥-axis C. 𝑦-axis D. y=x
7𝑥+2
For numbers 6 to 11. Given the function of 𝑔(𝑥 ) = 3𝑥−4

6. Which of the following is the range of a function?

3 4
A. {𝑦 ∈ ℝ|𝑦 ≠ − 4} C. {𝑦 ∈ ℝ|𝑦 ≠ 3}
3 7
B. {𝑦 ∈ ℝ|𝑦 ≠ 7} D. {𝑦 ∈ ℝ|𝑦 ≠ 3}

7. Find the domain of the function.

3 4
A. {𝑥 ∈ ℝ|𝑥 ≠ − 4} C. {𝑥 ∈ ℝ|𝑥 ≠ 3}
3 7
B. {𝑥 ∈ ℝ|𝑥 ≠ 7} D. {𝑥 ∈ ℝ|𝑥 ≠ 3}

8. Find the domain of an inverse function.

3 4
A. {𝑥 ∈ ℝ|𝑥 ≠ − 4} C. {𝑥 ∈ ℝ|𝑥 ≠ 3}
3 7
B. {𝑥 ∈ ℝ|𝑥 ≠ 7} D. {𝑥 ∈ ℝ|𝑥 ≠ 3}

2
9. Find the range of an inverse function.
3 4
A. {𝑦 ∈ ℝ|𝑦 ≠ − 4} C. {𝑦 ∈ ℝ|𝑦 ≠ 3}
3 7
B. {𝑦 ∈ ℝ|𝑦 ≠ 7} D. {𝑦 ∈ ℝ|𝑦 ≠ 3}

10. Find the vertical asymptotes of an inverse function.

3 3 4 7
A. B. C. D.
4 7 3 3

11. Find the horizontal asymptotes of an inverse function.

3 3 4 7
A. B. C. D.
4 7 3 3

12. Find the inverse of 𝑔(𝑥 ) = 3𝑥 + 6.

1 3
A. 𝑓 −1 (𝑥 ) = 𝑥 + 2 C. 𝑓 −1 (𝑥 ) = − 2
3 𝑥
1 𝑥
B. 𝑓 −1 (𝑥 ) = 3 𝑥 − 2 D. 𝑓 −1 (𝑥 ) = 3 − 2

13. Which of the following is NOT a one-to-one function?

A. {(0, 0), (1, 1), (2, 8), (3, 27), (4, 64)}
B. {(-2, 6), (-1, 3), (0, 2), (1, 5), (2, 8)}
C. {(-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4)}
D. {(0, 4), (1, 5), (2, 6), (3, 7), … (n, n+4), …)}

14. Which of the following graphs can be one-to-one function?

A. a,b & c B. a,c & e C. a,b & e D. a,d & e

15. The set 𝐴 = {(−4,4), (−3,2), (−2,1), (0, −1), (1, −3), (2, −5)} of ordered pairs from
a function. What is the inverse of this function?
A. 𝐴−1 (𝑥) = {(4, −4), (3, −2), (2, −1), (0, −1), (−1,3), (−2,5)
B. 𝐴−1 (𝑥) = {(−4,4), (−3,2), (−2,1), (0, −1), (1, −3), (2, −5)
C. 𝐴−1 (𝑥) = {(4, −4), (2, −3), (1, −2), (−1,0), (−3,1), (−5,2)
D. 𝐴−1 (𝑥) = {(4 − ,4), (3, −2), (2, −1), (0,1), (−1,3), (−2,5)

3
 Lesson
One-to-One Functions
1
The concept of an inverse relation or function is imperative within the next units,
especially within the exponential and logarithmic functions and their properties. In Set
Theory and Calculus, the concept of inverse may be a principal idea.

In Layman’s term, an inverse function is “reverses” another relation, may be

regarded as the “do” and “undo” relations which results in a new function.

One-to-one function, is a closely related concept that has numerous real-life

practical applications.

A relation is one-to-one if only and only if each element of its domain

corresponds to a unique element in its range, and each element of its range
corresponds to a unique element in its domain
Are you holding this printed module now? Or by chance reading this through
your cellphone or tablet? Why can you hold this module? Are you holding a pen or
pencil? What do they have in common?

Activity: Match Me
Directions: Match the definitions that best describes each statement. Write the letter
of the correct answer on the space provided.
Column A Column B
____1. Is the set of all values that the a. 𝑦 −intercepts
variables 𝑥 can take. b. 𝑥 −intercepts
____2. The real numbered zeroes of the c. vertical asymptote
graph of the function. d. horizontal asymptote
____3. It is the function value when 𝑥 = 0. e. domain
____4. The graph of a function f if 𝑓(𝑥 )
approaches 𝑏 as 𝑥 increases or
decreases without bound.
____5. It is the 𝑦- axis or = 0

4
Activity: Match Me
Directions: Find each definition from column A to column B. Write the letter of the
correct answer on the space provided before each number.

A B

____1. One-to-one function a. is the range of the original

____2. Horizontal line test b. it goes the other way
____3. Inverse functions c. it is a line that checks if a function is one-to-one
____4. Domain of an inverse d. it is the domain of the original

____5. Range of an inverse e. if any x1 , x2 in the domain of f, then

𝑓(𝑥1 ) ≠ 𝑓(𝑥2 ).

5
 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). 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.
The domain of a relation is the set of first coordinates and the range is the set of
second coordinates.

Functions are described as mapping of its domain to its range. Recall that a
relation is one-to-one if and only if each element of its domain corresponds to a unique
element in its range, and each element of its range corresponds to a unique element
of its domain. The following real-life situations illustrate important type of function the
one-to-one function.

One-to-One Function
Definition: The function in which for each value of 𝑦 in the range of
𝑓, there is just one value of 𝑥 in the domain of 𝑓 such that 𝑦 = 𝑓(𝑥).
For example, 𝑓 is one-to-one if 𝑓(𝑥1) ≠ 𝑓(𝑥2) implies 𝑥1 = 𝑥2 . In
general,
 𝑓(𝑥) = 𝑎𝑥 − 𝑏, 𝑎 ≠ 0, is one-to-one.
 𝑓 (𝑥 ) = 𝑥 𝑛 , if 𝑛 is even, it is not one-to-one.
 𝑓 (𝑥 ) = 𝑥 𝑛 , if 𝑛 is odd, it is one-to-one.
 𝑓 (𝑥 ) = 𝑥 −𝑛 , if n is odd, it is one-to-one.
Example 1. DepEd is developing a system of identification for all learners of the
Philippines. This is the Learner’s Identification Number (LIS) System that aims
to provide a unique LIS to every learner. Its aim is to ensure that no two LIS is
assigned to a Filipino learner, and that no two Filipinos learners have the same LIS.
Example 2. One of the primary moral values that is advocated and taught by the
Catholic Church is the blessedness of marriage vow. It’s aims to promote happy
marriage between a Living Catholic man and a Catholic woman who have entered
into a marriage contract, that is, one-man-one-woman relationship. These are just
some of the situations that use the concept of one-to-one relationships.

The arrow diagrams below shown an example and non-example of one-to-one function.
Domain Range Domain Range

g
2
f 1 -5
1
4 3 0
4
6 5 8 9
8 7 15

One-to-one Function Not One-to-one Function

6
 Relation f is one-to-one because there are no two distinct inputs that
correspond to the same output. Relation g is not one-to-one because two different
inputs, 0 and 8, have the same output of 4.

Example 3. Identify whether the given situation represents one-to-one function.

1. The relation pairing the LRN to students
2. The relation pairing a real number to its square.
3. {(3,1), (4,2), (3,2), (1,2), (5,4)}
4. {(2,2), (4,4), (3,2), (5,7), (1,4)}
5. {(1,2), (3,4), (5,6), (7,8), (9,10)}

Answers. Item numbers 1 and 5 represents a one-to-one function since each student
has a unique LRN and in item number 5, there is no y – value which is paired with the
same x – values.
Item numbers 2 to 4 does not represent a one-to-one function. In item number 3, the
value of domain is repeated (3,1) and (3,2). Also in number 4, it has a y-value that
are paired up with two different x-values; ( 2,2 ) and ( 3,2 ).
Note:
Another way to determine whether a graph represents a one-to-one function is
by using the Horizontal Line Test and Vertical Line Test.

Horizontal Line Test

A function is one-to-one if each horizontal line does not intersect the graph at
more than one point.

(a) (b) (c)

one-to-one not one-to-one one-to-one

Inverse of One-to-one Function

A relation reversing the process performed by any function 𝑓(𝑥) is called
inverse of 𝒇(𝒙). This means that the domain of the inverse is the range of the original
function and that the range of the inverse is the domain of the original function.

Original Function: 𝑦 = 3𝑥 − 1
𝑥 −4 −3 −2 −1 0 1 2 3 4
𝑦 −13 −10 −7 −4 −1 2 5 8 11

Inverse Relation:
𝑥 −13 −10 −7 −4 −1 2 5 8 11
𝑦 −4 −3 −2 −1 0 1 2 3 4

7
 Inverse of a One-to-One Function
Definition: Let 𝑓 be a one-to-one function with domain A and a range B. The inverse
of 𝑓, denoted by 𝑓 −1 , is a function with a domain B and a range A defined
by 𝑓 −1 (𝑦) = 𝑥, if and only if 𝑓(𝑥) = 𝑦 , for any y in B.
A function has an inverse if and only if it is a one-to-one. Inverting the x- and y-
values of a function results in a function if and only if the original function is one-to-
one.
Example 4. Find the inverse of the function described by the set of ordered pairs.

{(2, 1), (3, 2), (4, 3), (5, 4), (6, 5)}.

Solution.
Switch the coordinates of each ordered pair.
Original Function: {(2, 1), (3, 2), (4, 3), (5, 4), (6, 5)}
Inverse Function: {(1, 2), (2, 3), (3, 4), (4, 5), (5, 6)}
How to Find the Inverse of One-to-one Function
Intuitively, the inverse of a function may be known by the principle of “undo”.
That is, by considering the inverse of operations performed, the inverse of a function
may be computed easily.
Steps in finding the inverse of a function
Step 1. Write the function in the form of 𝑦 = 𝑓(𝑥)
Step 2. Interchange the 𝑥 and 𝑦 variables
Step 3. Solve for 𝑦 in terms of 𝑥
Step 4. Replace 𝑦 by 𝑓 −1 (𝑥 ).
Example 5. Find the inverse of 𝑓(𝑥) = 2𝑥 + 1
Solution.
Original function: 𝑓(𝑥) = 2𝑥 + 1
Interchange the 𝑥 and 𝑦 variables: 𝑥 = 2𝑦 + 1
Solve for 𝑦 in terms of 𝑥: 𝑥 − 1 = 2𝑦
𝑥−1
=𝑦
2
𝑥−1
Therefore, the inverse of 𝑓(𝑥) = 2𝑥 + 1 is 𝑓 −1 (𝑥 ) = .
2
Example 6. Find the inverse of the one-to-one function 𝑓 (𝑥 ) = √𝑥 − 3.
Solution.
Original function: 𝑓 (𝑥 ) = √𝑥 − 3
Interchange the 𝑥 and 𝑦 variables: 𝑦 = √𝑥 − 3
Solve for 𝑦 in terms of 𝑥: 𝑥 = √𝑦 − 3
√𝑦 = 𝑥 + 3
𝑦 = (𝑥 + 3)2
Therefore, the inverse of 𝑓 (𝑥 ) = √𝑥 − 3 is 𝑓 −1 (𝑥 ) = (𝑥 + 3)2 .

8
 2𝑥+1
Example 7: Find the inverse of the rational function 𝑓(𝑥 ) = 3𝑥−4.
Solution.
2𝑥+1
Original function: 𝑓(𝑥 ) = 3𝑥−4
2𝑦+1
Interchange the 𝑥 and 𝑦 variables: 𝑥 = 3𝑦−4
2𝑦+1
Solve for 𝑦 in terms of 𝑥: 𝑥 = 3𝑦−4
𝑥 (3𝑦 − 4) = 2𝑦 + 1
3𝑥𝑦 − 4𝑥 = 2𝑦 + 1
3𝑥𝑦 − 2𝑦 = 4𝑥 + 1
𝑦(3𝑥 − 2) = 4𝑥 + 1
𝑦(3𝑥 − 2) 4𝑥 + 1
=
3𝑥 − 2 3𝑥 − 2

4𝑥 + 1
𝑦=
3𝑥 − 2
2𝑥+1 4𝑥+1
Therefore, the inverse of 𝑓 (𝑥 ) = 3𝑥−4 is 𝑓 −1 (𝑥 ) = 3𝑥−2.

Example 8. Find the inverse of 𝑓(𝑥 ) = 𝑥 2 + 4𝑥 − 2, if it exists.

Solution:
The given function is quadratic with a graph of a parabola that opens upwards.
It is not a one-to-one function as it fails the horizontal line test.

Property of an Inverse of a One-to-One Function

Given a one-to-one function 𝑓(𝑥) and its inverse 𝑓 −1 (𝑥 ), then the following are
true:
a) The inverse of 𝑓 −1 (𝑥 ) is 𝑓(𝑥)’
b) 𝑓(𝑓 −1 (𝑥 )) = 𝑥 for all 𝑥 in the domain of 𝑓 −1 .
c) 𝑓 −1 (𝑓(𝑥)) = 𝑥 for all 𝑥 in the domain of 𝑓.
For the second and third properties above, it can be imagined that evaluating
a function and its inverse in succession is like reversing the effect of the function. For
example, the inverse of a function that multiplies 3 to a number and adds 1 is a function
that subtracts 1 and then divides the result by 3.
𝑥−4
Example 9. a) (𝑥) = 2𝑥 + 4 ; 𝑓 −1 = 2
3𝑥+4 −1 2𝑥−4
b) 𝑓(𝑥) = ; 𝑓 =
2 3
3𝑥+4 −1 2𝑥+4
c) 𝑓(𝑥) = 2𝑥−2 ; 𝑓 = 2𝑥−3

Composition of a Functions and Its Inverse

A one-to-one function f and its inverse 𝑓 −1 have the following properties:
i. (𝑓 −1 𝑜𝑓)(𝑥 ) = 𝑥 for all 𝑥 in the domain of 𝑓, and
ii. (𝑓𝑜𝑓 −1 )(𝑥 ) = 𝑥 for all 𝑥 in the domain of 𝑓 −1 .

9
Example 10. Use composition to verify if the given pairs are inverses of each other.
𝑥
a) 𝑓 (𝑥 ) = −3𝑥 , 𝑔(𝑥 ) = − 3
Solution.
First, find (𝑓 𝑜 𝑔)(𝑥) and (𝑔 𝑜 𝑓)(𝑥).
𝑥
(𝑓 𝑜 𝑔)(𝑥 ) = 𝑓 (− 3)
𝑥
(𝑓 𝑜 𝑔)(𝑥 ) = −3 (− )
3
(𝑓 𝑜 𝑔)(𝑥 ) = 𝑥
( 𝑔 𝑜 𝑓)(𝑥 ) = 𝑔(−3𝑥)
−3𝑥
(𝑔 𝑜 𝑓)(𝑥 ) = −
3
(𝑔 𝑜 𝑓)(𝑥 ) = 𝑥
𝑥
Since (− 3) = 𝑔(−3𝑥 ) = 𝑥 , then 𝑓(𝑥) and 𝑔(𝑥) are inverses of each other.

1
b) 𝐹 (𝑥 ) = 𝑥 − 4 , 𝐺 (𝑥 ) = 3𝑥 + 4
3
Solution.
Evaluate 𝐹[𝐺(𝑥) and 𝐺[(𝑥)].
𝐹[𝐺 (𝑥 )] = 𝐹(3𝑥 + 4)
1
𝐹[𝐺 (𝑥 )] = (3𝑥 + 4) − 4
3
4
𝐹[𝐺 (𝑥 )] = 𝑥 + − 4
3
1
𝐺 [𝐹(𝑥 )] = 𝐺(3 𝑥 − 4)
1
𝐺 [𝐹(𝑥 )] = 3 (3 𝑥 − 4) + 4
𝐺 [𝐹(𝑥 )] = 𝑥 − 12 + 4
𝐺 [𝐹(𝑥 )] = 𝑥 − 8
1
Since both 𝐹(3𝑥 + 4) and 𝐺(3 𝑥 − 4) are not equal to x, they are not inversing of
each other.
Example 11. To convert from degrees Fahrenheit to kelvin, the function is (𝑡) =
5
(𝑡 − 32) + 273.15 , where t is the temperature in Fahrenheit (Kelvin is the SI unit of
9
temperature). Find the inverse function converting the temperature in Kelvin to degrees
Fahrenheit.

Solution.
5
𝑘(𝑡) = 9 (𝑡 − 32) + 273.15
5
𝑘 = 9 (𝑡 − 32) + 273.15
5
𝑘 − 273.15 = 9 (𝑡 − 32)
9
(𝑘 − 273.15) = 𝑡 − 32
5
9
(𝑘 − 273.15) + 32 = 𝑡
5
9
Therefore, the inverse function is 𝑡 (𝑘) = 5 (𝑘 − 273.15) + 32.

Source: Leo Andrei A Crisologo et al., General Mathematics Teacher’s

Guide. Pasig City: Department of Education-Vibal Publishing House, Inc.,
2016,50-62

10
Activity 1: Find My Inverse
Directions: Find the inverse of the function if it exists. Write the answer on the space
provided before the letter.
2𝑥+1
_____ a. 𝑓(𝑥) = _____ b.𝑓(𝑥 ) = 4𝑥 + 2 _____ c. 𝑔(𝑥 ) = 𝑥 2 − 4
3𝑥+4

Activity 2: Apply Me
Directions: Apply the steps in solving the inverse of a one-to-one functions. Write your
answer on the space provided.
1
a. 𝑓 (𝑥 ) = 𝑥 + 1
3

Step 1:

Step 2:

Step 3:

Step 4:

b. 𝑓 (𝑥 ) = 2𝑥 − 1
Step 1:

Step 2:

Step 3:

Step 4:
3𝑥−1
c. 𝑓(𝑥) =
2𝑥+3

Step 1:

Step 2:

Step 3:

Step 4:

11
Activity 3: Horizontal and Vertical Line Test
Directions: Determine whether each graph represents a one-to-one function using the
horizontal and vertical line test. Write your answer on the space provided

1. ____________________ 2. ____________________

3. __________________________ 4. ___________________

Activity: Fact or Bluff

Directions: Determine whether each statement is fact or bluff. Write fact if the
statement is correct and bluff if it is wrong. Write your answer on space provided.

________ 1. The inverse of the function 𝑓(𝑥) = 𝑥 + 3 is the function 𝑔(𝑥) = 𝑥 − 3.

________ 2. The product of two inverse function is always 1.
________ 3. The inverse of the relation 𝑅 = {(0,1), (, −2), (0,3)} is a function.
________ 4. The inverse of the function 𝑓(𝑥) = 2𝑥 is 𝑓 −1 (𝑥 ) = −2𝑥.
1
________ 5. The functions 𝑓(𝑥 ) = 4𝑥 2 and 𝑔(𝑥 ) = 𝑥 are inverses each other.
2

12
Activity: Solve Me
Directions: Read, analyze and solve the given problem. (Apply EPSC)

Jaycob will celebrate his 7th birthday this coming March. His parents are planning to have
a swimming party for him. The rent to the place is Php 10,000 plus 250 per guest inclusive
of lunch and drinks. How many guests they can invite if their budget is Php 25,000?

Explore:

Plan:

Solve:

Check:

RUBRICS FOR PROBLEM SOLVING IN

INVERSE FUNCTIONS

1
4 3 2
Criteria Needs
Exemplary Superior Satisfactory
improvement
Problem Fully showed Mostly showed Little evidence of No attempt to show
Solving Skills the process and the process at the process at process at arriving
applying skills at arriving arriving in arriving at an at an answer.
ESPC. in answer. answer. answer. There is no answer
Answer is Answer and to the problem.
Answer is closed correct. solutions require
correct. revisions.

4 3 2 1
Comment/s:

Score: Rating:

13
Activity: Verify My Inverse Function
Directions: Verify that 𝑓 and 𝑔 are inverse function by showing that (𝑓 𝑜 𝑔)(𝑥) = 𝑥
and (𝑔 𝑜 𝑓)(𝑥) = 𝑥. Write your answer on the space provided.
1. 𝑓(𝑥) = 𝑥 + 5 ∶ 𝑔(𝑥) = 𝑥 − 5
_____________________________________

𝑥+5
2. 𝑓(𝑥) = 3𝑥 − 5 : 𝑔(𝑥) = 3

_____________________________________

1 1−𝑥
3. 𝑓(𝑥) = : 𝑔(𝑥) =
𝑥+1 𝑥

_____________________________________

14
 Lesson Inverse Functions and Their
2 Graphs

Let’s have some review on our last topic. We learned that a function has an
inverse function if and only if the function is one-to-one.

Activity: Match Me
Directions: Find the inverse of each of the following one-to-one function and write the
letter of the answer in the box below corresponding to each item number
Column A Column B
𝑥+8
1. 𝑓 (𝑥 ) = 2𝑥 + 1 N. 𝑓 −1 (𝑥) = 3
−1 𝑥−1
I. 𝑓 (𝑥) =
2. 𝑓 (𝑥 ) = 3𝑥 − 8 2

𝑥−1
2𝑥+5 E. 𝑓 −1 (𝑥) =
3. 𝑓 (𝑥 ) = 3
3𝑥−1
4𝑥+1
R. 𝑓 −1 (𝑥) = 3𝑥−2
4. 𝑓 (𝑥 ) = 3𝑥 + 1
3𝑥+5
2𝑥+1 V. 𝑓 −1 (𝑥) = 3𝑥−2
5. 𝑓 (𝑥 ) = 3𝑥−4
3
S. 𝑓 −1 (𝑥) = √𝑥 + 2
3
6. 𝑓 (𝑥 ) = 𝑥 − 2
2𝑥+1 𝑥+1
7. 𝑓 (𝑥 ) = 4𝑥−1 E. 𝑓 −1 (𝑥) = 4𝑥−2

𝑥+8
Example 1. 𝑓 (𝑥 ) = 3𝑥 − 8 =𝑦
3
𝑥+8
𝑥 = 3𝑦 − 8 𝑓 −1 (𝑥) = 3

1 2 3 4 5 6 7

FUNCTION

15
Activity: Determine My Domain and Range
Directions: Given are the one-to-one functions and its graph. Beside it, is the inverse
of its function.Sketch the graph of its corresponding inverse function and determine the
domain and range.

Function Inverse Function

𝑥−1
1. 𝑓(𝑥) = 2𝑥 + 1 ; 𝑓 −1 (𝑥 ) = 2

Insert Cartessian

Domain of 𝑓 −1 (𝑥 ) ;___________________________
Range of 𝑓 −1 (𝑥 ) ; ___________________________

2. 𝑔(𝑥) = ; 𝑔−1 (𝑥 ) = 𝑥 3 − 1

insert cartessian they will plot the

inverse

Domain of 𝑔−1 (𝑥 ) ;___________________________

Range of 𝑔−1 (𝑥 ) ; ___________________________

16
Graphing of Inverse Functions
The inverse of a function has all the same points as the original function,
except that the X’s and Y’s have been reversed or swapped. For instance, supposing
your function is made up of points: {(6, −1), (9, −2), (11, −7)}. Then the inverse is given
by this set of points: {(−1, 6), (−2, 9), (−7, 11)}. Then using these points, you can now
draw the graph and its inverse.

Given the graph of a one-to-one function, the graph of its inverse can be obtained by
reflecting the graph about the line 𝑦 = 𝑥. The line 𝑦 = 𝑥 is like two-sided mirror and
you could “see” the inverse reflected in the mirror. This “reflection property can help
you draw the inverse.

Example 1. Suppose you are given this graph: Now draw the reflection line (y = x)

Now, trace the graph, and draw the diagonals from known points
on the graph to their “reflection” on the other side of the line y = x.

Note that the points actually on the line 𝑦 = 𝑥 don’t move; that is
where the function crosses the diagonal, the inverse will cross too.

Now draw in same plot- points and connect the dots.

Now, let’s try more examples.

17
Example 2. Graph 𝑦 − (𝑥) if the graph of 𝑦 = 𝑓(𝑥 ) = 2𝑥 + 1
is restricted in the domain {𝑥| − 2 ≤ 𝑥 ≤ 1.5} is given below.
What is the range of the function? What is the domain and
range of its inverse?
Take the reflection of the restricted graph of 𝑦 = 2𝑥 + 1
across the line 𝑦 = 𝑥.
The range of the original function can be determined by the
inspection of the graph. The range is
{𝑓 (𝑥 ) ∈ ℝ|−3 ≤ 𝑓 (𝑥 ) ≤ 4}.
Verify using techniques in an earlier lesson that the inverse
function is given by
𝑥−1
𝑓 −1 (𝑥 ) =
2
The domain and range of the inverse function can be
determined by inspection of the graph:

Domain of 𝑓 −1 (𝑥 ) = {𝑥 ∈ ℝ| − 3 ≤ 𝑥 ≤ 4}

Range of 𝑓 −1 (𝑥 ) = {𝑦 ∈ ℝ| − 2 ≤ 𝑦 ≤ 1.5}

In summary
𝑓𝑓(𝑥𝑥) 𝑓𝑓−1(𝑥𝑥)
Domain {𝑥𝑥 ∈ ℝ | − 2 ≤ 𝑥𝑥 ≤ 1.5} {𝑥𝑥 ∈ ℝ | − 3 ≤ 𝑥𝑥 ≤ 4}
Range {𝑦𝑦 ∈ ℝ | − 3 ≤ 𝑦𝑦 ≤ 4} {𝑦𝑦 ∈ ℝ | − 2 ≤ 𝑦𝑦 ≤ 1.5}
Observe that the domain of the inverse is the range of the original function, and
that the range of the inverse is the domain of the original function.
1
Example 3. Find the inverse of 𝑓 (𝑥 ) = using its given graph.
𝑥
Solution.
Applying the horizontal line test, we verify that the function is
1
one-to-one. Since the graph of 𝑓 (𝑥 ) = is symmetric with
𝑥
respect to the line 𝑦 = 𝑥 (indicated by the dashed line), its
reflection across the line 𝑦 = 𝑥 is itself. Therefore, the inverse of 𝑓(𝑥) is itself or
𝑓 −1 = 𝑓(𝑥).
1
Verify that 𝑓 −1 = 𝑓(𝑥) = 𝑥 using the techniques used in the previous lesson.

18
 3
Example 4. Find the inverse of 𝑓(𝑥 ) = √𝑥 + 1 using the given
graph.
Solution.
Applying the horizontal line test, we confirm that the
function is one-to-one.
Reflect the graph of 𝑓(𝑥) across the line 𝑦 = 𝑥 to get the
plot of the inverse function.
3
The result of the reflection of the graph of 𝑓 (𝑥 ) = √𝑥 + 1
is the graph of 𝑦 = 𝑥 3 − 1. Therefore, 𝑓 −1 = 𝑥 3 − 1.

5𝑥−1
Example 5. Consider the rational function 𝑓(𝑥 ) = −𝑥+2 whose
graph is shown below.

(a) Find its domain and range.

(b) Find the equation of its asymptotes.
(c) Find the graph of its inverse.
(d) Find the domain and range of its inverse.
Solution.
(a) From our lessons on rational functions, we get the following results:
Domain of 𝑓 (𝑥 ) = {𝑥 ∈ ℝ|𝑥 ≠ 2}
Range of 𝑓 (𝑥 ) = {𝑦 ∈ ℝ|𝑦 ≠ −5}
(b) Using techniques from the lesson on rational functions, the equations of the
asymptotes are
Vertical asymptote: 𝒙 = 𝟐
Horizontal asymptote: 𝒚 = −𝟓

(c) The inverse can be graphed by taking the reflection of the graph across y = x.
Observe that the new asymptotes are the old asymptotes with the x and y values
interchanged. In fact, the asymptotes could also be obtained by reflecting the
original asymptotes about the line 𝑦 = 𝑥.
(d) The domain and range of the functions and its inverse are as follows: Vertical
asymptote: 𝑥 = −5

Horizontal asymptote: 𝑦 = 2
f(x) 𝑓𝑓−1(𝑥𝑥)

Domain {𝑥𝑥 ∈ ℝ |𝑥 ≠ 2} {𝑥𝑥 ∈ ℝ |𝑥 ≠

−5}
Range {𝑦𝑦 ∈ ℝ |𝑦 ≠ −5} {𝑦𝑦 ∈ ℝ |𝑦 ≠ 2}

19
 We can make the observation that the domain of the inverse is the range
of the original function and the range of the inverse is the domain of the original
function.

(Source: Leo Andrei A Crisologo et al., General Mathematics Teacher’s

Guide. Pasig City: Department of Education-Vibal Publishing House, Inc.,
2016,28-62

Activity 1: Construct Me
Directions: Construct a table of values for the function 𝑓 (𝑥 ) = 𝑥 2 + 1 in the restricted
domain {0, 0.5, 1, 1.5, 2, 2.5, 3}. Is this a one-to-one function? If it is a one-to-one
function, construct the table of values of the inverse.

Activity 2: Plotting the Inverse

Directions: Given the ordered pairs of Set A, find the inverse of this function and plot
the inverse in Cartesian plane.
Given:
Set 𝐴 = {(−4,4), (−3,2), (−2,1), (0, −1), (1, −3), (2, −5)}

20
Activity 3: One-to-One or Not One-to-One?
Directions: Identify the following graphs whether it is a one-to-one functions or not.
Write your answer on the space provided.

(a) (b) (c)

_________________ __________________ __________________

(d) (e)
__________________ __________________

Activity: Fact or Bluff

Directions: Determine whether each statement is fact or bluff. Write fact if the
statement is correct and bluff if it is wrong. Write your answer on the space provided.

_______ 1. A linear function is a one-to-one function.

_______ 2. The graph of the inverse of a function can be obtained by reflecting the
graph of the function along 𝑦 = 𝑥.
_______ 3. We use the horizontal line test to know if the graph is function or not.
_______ 4. The inverse of a function has some the same points as the original
function.
_______ 5. The line 𝑦 = 𝑥 is like one side mirror and could see the inverse reflected.

21
Activity: Calculate Me
Directions: Read, analyze and solve the given problem. (Apply EPSC).

Jay asked his brother Dave to think a nonnegative number, add two to the
number, square the number, multiply the result by 3 and divide the result by 2. If the
result is 54, what is the original number? Construct an inverse function that will provide
the original number if the result is given.
Explore:
Plan:

Solve:

Check:

22
Activity: Plot My Graph
Directions: Plot the given function and find its domain and range.

The function 𝑓 (𝑥 ) = 2√𝑥 − 2+3 is a one-to-one function.

a) What its domain and range?

b) Plot the graph of this function and its inverse.

c) What is the domain and range of its inverse?

Congratulations for trying your best in accomplishing this lesson, try to share
the things you have learned with your classmate and friends.

23
Directions: These questions will help assess about the lesson you have learned.
Choose the letter of the best answer. Circle the letter of your choice.

1. What do you call the rule that relates values from a set of values (domain) to a
second set of values (range)?
A. One-to-many relation C. Relation
B. One-to-one function D. Function

2. What do you call a line test used to determine if the given function is a one-to-one
function?
A. Curve line test C. Vertical line test
B. Line bar test D. Horizontal line test

3. What type of functions do not certain the same y-values to be paired in different
two x-values?
A. One-to-many relation C. Linear function
B. One-to-one function D. Rational function
1
4. What is the inverse of 𝑓(𝑥 ) = 𝑥 ?
1 1 𝑥
A. 𝑓 −1 (𝑥) = 𝑦 B. 𝑓 −1 (𝑥) =1 C. 𝑓 −1 (𝑥) = 𝑥 D. 𝑓 −1 (𝑥) = 1

5. The graph of the inverse of a function can be obtained by reflecting the graph of
the function along its______.
A. Origin B. 𝑥-axis C. 𝑦 = 𝑥 D. 𝑦-axis
7𝑥+2
For numbers 6 to 11. Given the function of 𝑔(𝑥 ) = 3𝑥−4

6. Which of the following is the range of a function?

3 7
A. {𝑦 ∈ ℝ|𝑦 ≠ − 4} C. {𝑦 ∈ ℝ|𝑦 ≠ 3}
3 4
B. {𝑦 ∈ ℝ|𝑦 ≠ 7} D. {𝑦 ∈ ℝ|𝑦 ≠ 3}

7. Find the domain of the function.

3 3
A. {𝑥 ∈ ℝ|𝑥 ≠ − 4} C. {𝑥 ∈ ℝ|𝑥 ≠ 7}
4 7
B. {𝑥 ∈ ℝ|𝑥 ≠ 3} D. {𝑥 ∈ ℝ|𝑥 ≠ 3}

8. Find the domain of an inverse function.

3 7
A. {𝑥 ∈ ℝ|𝑥 ≠ − 4} C. {𝑥 ∈ ℝ|𝑥 ≠ 3}
3 4
B. {𝑥 ∈ ℝ|𝑥 ≠ 7} D. {𝑥 ∈ ℝ|𝑥 ≠ 3}

24
9. Find the range of an inverse function.
3 7
A. {𝑦 ∈ ℝ|𝑦 ≠ − 4} C. {𝑦 ∈ ℝ|𝑦 ≠ 3}
3 4
B. {𝑦 ∈ ℝ|𝑦 ≠ 7} D. {𝑦 ∈ ℝ|𝑦 ≠ 3}

10. Find the vertical asymptotes of an inverse function.

3 3 7 4
A. B. C. D.
4 7 3 3

11. Find the horizontal asymptotes of an inverse function.

3 7 4 3
A. B. C. D.
4 3 3 7

12. Find the inverse of 𝑔(𝑥 ) = 3𝑥 + 6.

1 1
A. 𝑓 −1 (𝑥 ) = 3 𝑥 + 2 C. 𝑓 −1 (𝑥 ) = 3 𝑥 − 2
3 𝑥
B. 𝑓 −1 (𝑥 ) = 𝑥 − 2 D. 𝑓 −1 (𝑥 ) = 3 − 2

13. Which of the following is NOT a one-to-one function?

A. {(0, 0), (1, 1), (2, 8), (3, 27), (4, 64)}
B. {(-2, 6), (-1, 3), (0, 2), (1, 5), (2, 8)}
C. {(0, 4), (1, 5), (2, 6), (3, 7), … (n, n+4), …)}
D. {(-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4)}

14. Which of the following graphs can be one-to-one function?

A. a, b & c B. a,b & e C. a,c & e D. a,d & e

15. The set 𝐴 = {(−4,4), (−3,2), (−2,1), (0, −1), (1, −3), (2, −5)} of ordered pairs from
a function. What is the inverse of this function?
A. 𝐴−1 (𝑥) = {(4, −4), (3, −2), (2, −1), (0, −1), (−1,3), (−2,5)
B. 𝐴−1 (𝑥) = {(−4,4), (−3,2), (−2,1), (0, −1), (1, −3), (2, −5)
C. 𝐴−1 (𝑥) = {(4, −4), (2, −3), (1, −2), (−1,0), (−3,1), (−5,2)
D. 𝐴−1 (𝑥) = {(4 − ,4), (3, −2), (2, −1), (0,1), (−1,3), (−2,5)

25
 26
WHAT I KNOW
1. D 6. D 11. D
2. C 7. C 12. B
3. A 8. D 13. C
4. B 9. C 14. C
5. D 10. C 15. C
LESSON 1: GRAPHING RATIONAL FUNCTION
WHAT’S IN
Activity: Match Me
1. E
2. B
3. A
4. D
5. C
WHAT’S NEW
Activity: Match Me.
1. E
2. C
3. B
4. A
5. D
WHAT’S MORE
Activity 1: Find My Inverse
𝟒𝒙+𝟏
a. 𝒇−𝟏 (𝒙) = 𝟑𝒙−𝟐
𝒙−𝟐
b. 𝒇−𝟏 (𝒙) =
𝟒
c. 𝒈−𝟏 (𝒙) = √𝒙 + 𝟒
Activity 2: Apply Me
𝟏
a)Step 1: 𝒇(𝒙) = 𝟑 𝒙 + 𝟏
𝟏
Step 2: 𝒙 = 𝒚 + 𝟏
𝟑
𝟏
Step 3: 𝒙 − 𝟏 = 𝒚
𝟑
𝟑𝒙 − 𝟑 = 𝒚
𝒚 = 𝟑𝒙 − 𝟑
Step 4: 𝒇−𝟏 (𝒙) = 𝟑𝒙 − 𝟑
b)Step 1: 𝒇(𝒙) = 𝟐𝒙 − 𝟏
Step 2: 𝒚 = 𝟐𝒙 − 𝟏
𝒙 = 𝟐𝒚 − 𝟏
𝒙+𝟏
Step 3: =𝒚
𝟐
𝒙+𝟏
Step 4: 𝒇−𝟏 (𝒙) = 𝟐
 27
𝟑𝒙−𝟏
c. Step 1: 𝒚 = 𝟐𝒙+𝟑
𝟑𝒚−𝟏
Step 2: 𝒙 = 𝟐𝒚+𝟑
Step 3: 𝒙(𝟐𝒚 + 𝟑) = 𝟑𝒚 − 𝟏
𝟐𝒙𝒚 + 𝟑𝒙 = 𝟑𝒚 − 𝟏
𝒚(𝟐𝒙−𝟑) −𝟑𝒙−𝟏 −𝟑𝒙−𝟏
𝟐𝒙𝒚 − 𝟑𝒚 = −𝟑𝒙 − 𝟏 ; 𝟐𝒙−𝟑
= 𝟐𝒙−𝟑
; 𝒚= 𝟐𝒙−𝟑
−𝟑𝒙−𝟏
Step 4: 𝒇−𝟏 (𝒙) = 𝟐𝒙−𝟑
Activity 3: Horizontal and Vertical Line Testing
1. Not One-to-one
2. One-to-One
3. Not One-to-One
4. Not One-to-One
What I Have Learned
1. Fact
2. Bluff
3. Bluff
4. Bluff
5. Bluff
What I Can Do
Explore:Read and understand the given problem.
Plan: Let x represents the number of guests.
Let y represent the total cost
Solve: 𝑦 = 10,000 + 250𝑥
𝑥 = 10,000 + 250𝑦
𝑥−10,000 250𝑦 𝑥−10,000 𝑥−10,000
250
= 250 ; 250
=𝑦 ; 𝑓 −1 (𝑥) = 250
If 𝑥 = 25,000
𝑥−10,000 25,000−10,000 15,000
𝑓 −1 (𝑥) = 250 ; 𝑓 −1 (𝑥) = 250
; 𝑓 −1 (𝑥) = 250 60 guests
Additional Activities
1. The two functions 𝑓(𝑥) angd 𝑔(𝑥) are inverse of each other.
2. The two functions 𝑓(𝑥) angd 𝑔(𝑥) are inverse of each other.
3. The two functions 𝑓(𝑥) angd 𝑔(𝑥) are inverse of each other.
Lesson 2
What’s In
Activity: Match Me
1. I
2. N
3. V
4. E
5. R
6. S
7. E
What’s New
1) D: {𝒙 ∈ ℝ| − 𝟑 ≤ 𝒙 ≤ 𝟒} 2) D: {𝒙| − 𝟐 ≥ 𝒙 ≥ 𝟐}
R: {𝒚 ∈ ℝ| − 𝟐 ≤ 𝒙 ≤ 𝟏. 𝟓} R: {𝒚|𝒚 ∈ ℝ}
 28
What’s More
Activity 1: Construct Me
Yes
𝑿 𝟏 𝟏. 𝟐𝟓 𝟐 𝟑. 𝟐𝟓 𝟓 𝟕. 𝟐𝟓 𝟏𝟎
𝒇−𝟏 (𝒙) 𝟎 𝟎. 𝟓 𝟏 𝟏. 𝟓 𝟐 𝟐. 𝟓 𝟑
Activity 2: Plotting the Inverse
𝑨−𝟏 (𝒙) = {(𝟒, −𝟒), (𝟐, −𝟑), (𝟏, −𝟐), (−𝟏, 𝟎), (−𝟑, 𝟏), (−𝟓, 𝟐)}
Insert po the graph
Activity 3: One-to-One or Not One-to-One?
1. One-to-One
2. One-to-One
3. Not One-to-One
4. Not One-to-One
5. One-to-One
What I Have Learned
1. Fact
2. Fact
3. Bluff
4. Bluff
5. Bluff
What I Can Do
Explore: The given problem
𝟑 𝟑(𝒙+𝟐)𝟐
Plan: 𝒇(𝒙) = (𝒙 + 𝟐). 𝟐 = 𝟐
𝟑(𝒚+𝟐)𝟐
Solve: 𝒙 = 𝟐
,𝒚 ≥ 𝟎
𝟑(𝒚+𝟐)𝟐 𝟐𝒙 𝟐𝒙
𝒙= 𝟐
⇒ 𝟑
= (𝒚 + 𝟐)𝟐 ⇒ 𝟑
=𝒚+𝟐
𝟐𝒙 𝟐𝒙 𝟐𝒙
𝟑
−𝟐 = 𝒚 ⇒𝒚 = 𝟑
− 𝟐 ⇒ 𝒇−𝟏 (𝒙) = 𝟑
−𝟐
At 𝒙 = 𝟓𝟒
𝟐(𝟓𝟒) 𝟏𝟎𝟖
f 𝒇−𝟏 (𝟓𝟒) = −𝟐 = − 𝟐 ⇒ √𝟑𝟔 − 𝟐 = 𝟔 − 𝟐 = 𝟒
𝟑 𝟑
The original number is 𝟒.
ADDITIONAL ACTIVITIES
Plot My Graph
a) D: (𝟐, ∞), 𝐑: (𝟑, ∞)
Plot My Graph
 Know
/ 15 What I Need to
% X 100 =
/ 15 Assessment

Your improvement index:

References

Module 15. C 10. D 5. C

14. B 9. D 4. C
Versoza, Debbie Marie B., Francis Nelson M. Infarte, Paolo Luis Apolinario, Jose Lorenzo M.
Sin, Regina M. Trevalles, and Len Patrick Dominic M. Garces. General Mathematics
13. D 8. C 3. B

Learner’s Guide. City: Department of Education-Vibal Publishing House, Inc.,

12. C 7. B 2. D
2016.1-20 11. B 6. C 1. C

Crisologo, Leo Andrei A., Shirl R. Ocampo, Eden Delight P. Miro, PhD, Lester C. Hao, ReginaASSESSMENT
M. Tresvalles, Emellie G. Palomo, PhD. General Mathematics Teacher’s Guide. City:
Department of Education-Vibal Publishing House, Inc., 2016.1-22 ; 𝑹: (𝟐, ∞) D: (3,∞) c)

29
 References

Modules

Versoza, Debbie Marie B., Francis Nelson M. Infarte, Paolo Luis Apolinario, Jose Lorenzo M.
Sin, Regina M. Trevalles, and Len Patrick Dominic M. Garces. General Mathematics
Learner’s Guide. Pasig City: Department of Education-Vibal Publishing House,
Inc., 2016.64-75

Crisologo, Leo Andrei A., Shirl R. Ocampo, Eden Delight P. Miro, PhD, Lester C. Hao, Regina
M. Tresvalles, Emellie G. Palomo, PhD. General Mathematics Teacher’s Guide. Pasig
City: Department of Education-Vibal Publishing House, Inc., 2016.75-86

30
 FEEDBACK SLIP

A. FOR THE LEARNER

Thank you very much for using this Module. This learner’s
material is aimed at ensuring your worthwhile learning through the
help of your family members. For feedback purposes, kindly answer
the following questions: YES NO
1. Are you happy about and contented of your learning
experiences using this module?

2. Were you able to follow the processes and procedures that

were indicated in the different learning activities?

3. Were you guided by anybody from your family while studying

using this module?

4. Was there any part of this module that you found difficult? If
yes, please specify what it was and why.

B. FOR THE PARENTS / GUARDIANS

Do you have any suggestions or recommendations on how we
can make improvements to this module to better serve the learners?

Yes (Please indicate what this/these is/are?)

None

Contact Number: __________________________________

NAME OF LEARNER:

Parent’s / Guardian’s Signature:

Date Received:

Date Returned:
Teacher’s Signature:

31
For inquiries or feedback, please write or call:

Division of Puerto Princesa City

Sta. Monica Heights, Bgy. Sta. Monica, Puerto Princesa City
(02) 634-1054 o 634-1072
puertoprincesa@deped.gov.ph

32