11

General Mathematics
Quarter I - Module 1
Functions

CONTEXTUALIZED LEARNING-INSTRUCTION KIT

SCHOOLS DIVISION OF PUERTO PRINCESA CITY

General Mathematics – Grade 11
Contextualized Learning-Instruction Kit (CLIK)
Quarter I - Module 1: Functions
First Edition, 2020

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Published by the Schools Division of Puerto Princesa City

Development Team of the Module

Writer: Christian Dave M. Balatero (Palawan National School)

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

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)

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 1
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 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 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 the key concepts of

functions.

Performance Standard

The learner is able to accurately construct mathematical models to

represent real-life situations using functions.

Most Essential Learning Competency

➢ Represent real-life situations using functions, including piecewise

functions. M11GM-Ia-1
➢ Evaluate a function. M11GM-Ia-2
➢ Perform addition, subtraction, multiplication, division, and
composition of functions. M11GM-Ia-3
➢ Solve problems involving functions. M11GM-Ia-4

By the end of this module, you should be able to cover the following lessons:
Lesson 1 – Functions as Models
Learning Objectives:
▪ Identify the relations of function through set of ordered pairs, mapping
diagram and graphing;
▪ Determine the domain and range of each of the functions; and
▪ Represent real-life situations using functions, including piecewise
function.
Lesson 2 – Evaluation of Functions
Learning Objectives:
▪ Describe evaluation of functions;
▪ Evaluate of functions; and
▪ Solve problems involving functions.
Lesson 3 – Operations on Functions
Learning Objectives:
▪ Identify the fundamental operations of functions;
▪ Perform addition, subtraction, multiplication, division, and composition
of functions; and
▪ Solve problems involving functions.

1
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 is the relation defining a set of ordered pairs (x, y) where no two or more distinct
ordered pairs have the same first element (x)?
A. Relation B. Function C. Domain D. Range

2. What is the domain for this function f(x) = 2x + 1?

A. {𝑥|𝑥 𝜖 𝑅} B. {𝑥|𝑥 ≤ 1} C. {𝑥|𝑥 ≠ 1} D. {𝑥|𝑥 > 1}

3. The fruit vendor generates revenue of R pesos by selling n boxes of plums at P80.00
each. The independent variable is:
A. R B. n C. P80.00 D. Both R and n.

4. A speed walker walks with a speed of 6 km/hour. If the distance walked is d, and the
elapsed time is t, what is the function that relates the variables? How long does it take
for the speed walker to walk for 15.6 km?
A. 𝑑(𝑡) = 15.6𝑡, and it takes 93.6 hours to walk 15.6 km.
B. 𝑑(𝑡) = 15.6𝑡, and it takes 1 hour to walk 15.6 km.
C. 𝑑(𝑡) = 6𝑡, and it takes 93.6 hours to walk 15.6 km.
D. 𝑑(𝑡) = 6𝑡, and it takes 2.6 hours to walk 15.6 km.

5. A user is charged P300 monthly for a particular mobile plan, which includes 100 free
text messages. Messages in excess of 100 are charged P1 each. Represent the
monthly cost for text messaging using the function t(m), where m is the number of
messages sent in a month.

A. 𝑡(𝑚) = 300, 𝑖𝑓 0 < 𝑚 ≤ 100

300𝑚, 𝑖𝑓 𝑚 > 100
B. 𝑡(𝑚) = 300, 𝑖𝑓 0 < 𝑚 ≤ 100
300 − 𝑚, 𝑖𝑓 𝑚 > 100
C. 𝑡(𝑚) = 300, 𝑖𝑓 0 > 𝑚 ≤ 100
300𝑚, 𝑖𝑓 𝑚 > 100
D. 𝑡(𝑚) = 300, 𝑖𝑓 0 < 𝑚 ≤ 100
300 − 𝑚, 𝑖𝑓 𝑚 < 100

6. Evaluate the function 𝑓(𝑥) = 𝑥 2 – 3𝑥 + 5 𝑎𝑡 𝑥 = 3.

A. 5 B. – 5 C. 6 D. – 6
𝑥+3
7. For what values of x can we not evaluate the function 𝑓(𝑥) =
𝑥 2 −4
A. 𝑥 = −4,4 B. 𝑥 = −2,2 C. 𝑥 = −3,3 D. 𝑥 = −1,1

8. Evaluate 𝑓(𝑎 + 𝑏) where 𝑓(𝑥) = 4𝑥 2 – 3𝑥.

A. 4𝑎2 – 3𝑎 + 8𝑎𝑏– 3𝑏 + 4𝑏 2 C. 4𝑎2 – 3𝑎 + 8𝑎𝑏 + 3𝑏 + 4𝑏 2
B. 4𝑎2 + 3𝑎 + 8𝑎𝑏– 3𝑏 + 4𝑏 2 D. 4𝑎2 – 3𝑎 + 8𝑎𝑏– 3𝑏 − 4𝑏 2

2
9. The velocity V (in m/s) of a ball thrown upward t seconds after the ball was thrown is
given by 𝑉(𝑡) = 20 – 9.8𝑡. Calculate 𝑉 (0) and 𝑉 (1).
A. 𝑉 (0) = 20 𝑎𝑛𝑑 𝑉 (1) = − 10.2
B. 𝑉 (0) = − 20 𝑎𝑛𝑑 𝑉 (1) = − 10.2
C. 𝑉 (0) = 20 𝑎𝑛𝑑 𝑉 (1) = 10.2
D. 𝑉 (0) = −20 𝑎𝑛𝑑 𝑉 (1) = 10.2

10. Given 𝑓(𝑥) = 𝑥 2 + 2𝑥– 1, 𝑖𝑓 𝑥 < 2

5𝑥– 3, 𝑖𝑓 2 ≤ 𝑥 ≤ 20

and 𝑔(𝑥) = 3𝑥– 2, 𝑖𝑓 – 4 ≤ 𝑥 ≤ − 2

𝑥 + 3, 𝑖𝑓 – 2 ≤ 𝑥 ≤ 1
𝑥2, 𝑖𝑓 𝑥 > 1

find 𝑓(0) + 𝑔(𝜋).

A. 𝑓(0) + 𝑔(𝜋) = − 1 + 𝜋 2 C. 𝑓(0) + 𝑔(𝜋) = −1 − 𝜋 2
B. 𝑓(0) + 𝑔(𝜋) = 1 + 𝜋 2 D. 𝑓(0) + 𝑔(𝜋) = −1 + 𝜋 2

11. Given the functions 𝑓(𝑥) = 𝑥 2 – 9 and 𝑔(𝑥) = 2– 𝑥 . Determine the equation for the
combined function 𝑦 = 𝑓(𝑥)– 𝑔(𝑥).
A. 𝑦 = 𝑥 2 + 13 C. 𝑦 = 𝑥 2 + 𝑥– 7
B. 𝑦 = 𝑥 2 + 𝑥– 11 D. 𝑦 = 𝑥 2 – 18𝑥– 11

12. Let 𝑓(𝑥) = 2𝑥 3 – 5𝑥 + 4 and 𝑔(𝑥) = 3𝑥 2 + 2𝑥– 6. Find (𝑓 + 𝑔)(𝑥).

A. 2𝑥 3 + 3𝑥 2 – 3𝑥– 2 C. 2𝑥 3 + 3𝑥 2 + 3𝑥– 2
3 2
B. 2𝑥 − 3𝑥 – 3𝑥– 2 D. 2𝑥 3 + 3𝑥 2 – 3𝑥 + 2

13. A spherical balloon is being inflated. Let 𝑟(𝑡) = 3𝑡 cm represent its radius at time t
4
seconds, and let 𝑔(𝑟) = 𝜋𝑟 3 be the volume of the same balloon if its radius is r. Write
3
(𝑔 ∘ 𝑟) in terms of t.
A. (𝑔 ∘ 𝑟) = 36𝜋𝑡 3 C. (𝑔 ∘ 𝑟) = 6𝜋𝑡 3
B. (𝑔 ∘ 𝑟) = −36𝜋𝑡 3 D. (𝑔 ∘ 𝑟) = −6𝜋𝑡 3
1
14. Let 𝑓(𝑥) = , and 𝑔(𝑥) = √𝑥, find the (𝑓 ° 𝑔)(𝑥).
𝑥
√𝑥 √𝑥
A. B. − C. 2√𝑥 D. −2√𝑥
𝑥 𝑥

15. Let 𝑔(𝑥) = √𝑥 and ℎ(𝑥) = 𝑥 4 – 2𝑥 2 + 1.Determine the domain of (𝑔 ∘ ℎ)(𝑥).

A. {𝑥|𝑥 ≥ 1 𝑜𝑟 𝑥 ≤ −1} C. {𝑥|𝑥 ≥ −1 𝑜𝑟 𝑥 ≤ −1}
B. {𝑥|𝑥 ≥ 1 𝑜𝑟 𝑥 ≤ 1} D. {𝑥|𝑥 ≥ 1 𝑜𝑟 𝑥 > −1}

3
 Lesson
Functions as Models
1
This lesson will give you the practical application of functions in a real-life scenario
including the piecewise function. When you are in Grade 8, you already encountered relation
and function. But in this module, let’s take into a deeper sense on how this topic can be useful
in our daily life.
Further, this lesson will give you more details about the functions. You will also be asked
to analyze and identify relations of functions through set of order pairs, mapping diagram, and
graphing. Furthermore, you are required to represent real-life situations using functions,
including piecewise function.

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?

Let’s have a quick review about Functions. Please analyze the following diagrams and
identify whether it is a function or not. Good luck!

Activity: Do you remember me?

Directions: Which of the following diagrams represent a function? Write your answer on the
space provided.

Teacher Learners

4
 Palawan
Puerto Princesa
Subterranean River National
Park

Cellphones
User

Note:
One is to One relation – Function
Many is to One relation – Function
One is to Many – Not Function

We said that for a relation to become a function, the value of the domain must correspond
to a single value of the range. Let’s read and analyze the following statements and determine
if they can be classified as function or not.
Activity: Am I a Function or Not Function?
Directions: Identify which statements represent a function? Put a check (/) on the box per
each statement wether it is a function or not function.
Not
Statements Function
Function

1. The number of COVID-19 cases increase the graph

significantly rises.
2. The length of a shadow is a function of its height and the
time of day.
3. The spike in COVID-19 cases is due to the decreased
capacity of the country to test suspected patients.
4. A weekly salary is a function of the number of hours worked
and hourly pay rate.
5. A senior high school student can have more than two
Learner’s Reference Number (LRN).

5
Definition: 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 relation is a set of ordered pairs (𝑥, 𝑦).

Definition: A Function is a relation where each element in the domain is related to only one
value in the range by some rule.

A function is a set of ordered pairs (𝑥, 𝑦) such that no two ordered pairs have the same x-
value but different y-values. Using functional notation, we can write 𝑓(𝑥) = 𝑦, read as “f of x
is equal to y.” In particular, if (1, 2) is an ordered pair associated with the function f, then we
say that 𝑓(2) = 1.

Function Notation. The notation 𝑦 = 𝑓(𝑥) defines a function named f. This is read as “y
is a function of x.” The letter x represents the input value, or independent variable. The
letter 𝑦, or 𝑓(𝑥), represents the output value, or dependent variable.

Using Function Notation for Days in a Month

Use function notation to represent a function whose input is the name of a month and output is
the number of days in that month.
The number of days in a month is a function of the name of the month, so if we name the
function f, we write 𝑑𝑎𝑦𝑠 = 𝑓 (𝑚𝑜𝑛𝑡ℎ) or 𝑑 = 𝑓(𝑚). The name of the month is the input to a
“rule” that associates a specific number (the output) with each input.
𝟑𝟏 = 𝒇(𝑱𝒂𝒏𝒖𝒂𝒓𝒚)
31 as the output, f is the function rule, and January is the input. For example, 𝑓(𝑀𝑎𝑟𝑐ℎ) = 31,
because March has 31 days. The notation 𝑑 = 𝑓(𝑚) reminds us that the number of days, d
(the output), is dependent on the name of the month, m (the input).
Analysis. Note that the inputs to a function do not have to be numbers; function inputs can be
names of people, labels of geometric objects, or any other element that determines some kind
of output. However, most of the functions we will work with in this book will have numbers as
inputs and outputs.

The function as a machine

Mathematical relations as machines with an input and an output, and that the output is related
to the input by some rule.
A. B.
Input Input
Machine Machine

INPUT: A 2- dimensional INPUT: Any letter from the

image alphabet

OUTPUT: The image OUTPUT: Any real number

rotated 30o clockwise

Output Output

6
 A. Which of these machines represent a function? Ans. A
B. Which of these machines, if you know the input, can you determine a single or
unique output? Ans. A
C. Which of these machines, if you know the input, can you determine a no single
or no unique output? Ans. B

A function may be described as a non-empty set of ordered pairs such that no two ordered
pairs have the same first element.

Example 1. Which of the following sets of ordered pairs are functions?

a. 𝐴 = {(1, 2), (2, 3), (3, 4), (4, 5)}

b. 𝐵 = {(1, 1), (2, 2), (3, 3), (4, 4)}
c. 𝐶 = {(1, 0), (0, 1), (−1, 0), (0, −1)}
d. 𝐷 = {(−2, 4), (−1, 1), (0, 0), (1, 1), (2, 4)}
e. 𝑌 = {(1, 3), (2, 6), (3, 9), (𝑛, 3𝑛), … }

Solution.
In a set of ordered pairs, if each first coordinate is paired with a unique second coordinate,
then, the set is a function.

a. A is a function.
b. B is a function.
c. C is not a function. There are two elements in the set with the same first element:
(0, 1) and (0, -1).
d. D is a function.
e. Y s a function.
Functions are often described as mapping or diagraming of its domain onto its range. This is
illustrated in the arrow diagram:

Domain Range
𝒀 = 𝒇(𝒙)

𝑥1
𝑦1
𝑥2
𝑦2
𝑥3
𝑦3
𝑥4

In the mapping, the value of the function f at x is called image of x in the mapping f. Specifically,
the image of 𝑥1 is 𝑦1 , the image of 𝑥2 is 𝑦3 , the image of 𝑥3 is 𝑦2 , and the image of 𝑥4 is 𝑦3 .
This paves the way for the setting of a set of ordered pairs: {(𝑥1 , 𝑦1 ), (𝑥2 , 𝑦3 ), (𝑥3 , 𝑦2 ), (𝑥4 , 𝑦3 )}.

7
Example 2. Which of the following mapping diagrams represent functions?

a. X Y b. X Y

f g
1
4
1 4
2 5
2 5
3 6
3 6
7

Solution.

a. The relation f is a function because each value of y in Y is unique for a specific value of
x.
b. The relation g is not a function because there is at least one element in X for which
there are more than one corresponding y-value.

GRAPH OF A FUNCTION
If a given mathematical relation is presented in a graphical form, one can easily determine
whether it is a graph of a function by using the Vertical Line Test.

Vertical Line Test

A graph of a mathematical relation is a function if any vertical line drawn passing

through the graph intersects the graph at exactly one point.

Example 3. Identify which of the given graph represents a function.

a. b.

Solution.
Draw an imaginary vertical line passing through the given graph in as many possible points of
intersections. If the line intersects the graph in exactly one point, the mathematical relation it
represents is a function. Otherwise, it is a mere relation.
a. 𝐹(𝑥) is a function.
b. 𝐸(𝑥) is not a function, A circle will fail a vertical line test.

Example 4. Which of the following statements represents a function?

a. Student to his Learner Reference Number
b. Books to its author
c. Teacher to her students

8
Solution.
a. Function, because it represents one is to one relation.
b. Function, because it represents many is to one relation.
c. Not Function, because it represents one is to many relation.

Note:
d. One is to One relation – Function
Many is to One relation – Function
One is to Many – Not Function

DOMAIN AND RANGE OF FUNCTION

The definition of function does not allow an element of its domain to have two or more
corresponding elements in the range. The definition, however, does not restrict to two or more
elements in the domain to correspond to the same element in the range.
If the domain of a function is not stated and restricted, it is understood that the domain is
the set of all real numbers, R which makes the values of the function real.
Below is a suggested procedure in finding the domain and range of a function expressed
as an equation.

Finding the domain:

Solve the equation for y in terms of x.
i. If y is a polynomial, the domain is the set of real numbers.
ii. If y is a rational expression and contains an expression 𝑑(𝑥) in the
denominator, the domain is the set of real numbers, except those
values of x that make 𝑑(𝑥) equal to 0.
iii. If y contains a radical expression 𝑛√𝑟(𝑥) where n is an even natural
number, the domain is the set of real numbers that make 𝑟(𝑥) greater
than or equal to 0.

Finding the range:

Solve the equation for x in terms of y.
i. If x is a polynomial, the range is the set of real numbers. Exclude all
restrictions in the defining equation (where y is in terms of x), if there
is any.
ii. If x is a rational expression and contains an expression 𝑑(𝑦) in the
denominator, the range is the set of real numbers, except those
values of y that make 𝑑(𝑦) equal to 0.
iii. If y contains a radical expression 𝑛√𝑟(𝑦) where n is an even natural
number, the domain is the set of real numbers that make 𝑟(𝑦)
greater than or equal to 0.

9
Example 5. Determine the domain and range of each of the following functions:
1
a. 𝑦1 = 𝑥 b. 𝑦2 = c. 𝑦3 = 𝑥 2 d. 𝑦4 = √𝑥
𝑥

Solution.
a. For 𝑦1 = 𝑥, the independent variable x can take any value in the set of real numbers
which makes the values of the dependent variable y 1 real. Hence, the domain of y1 is
the set of real numbers, and its range is also the set of real numbers. In set notation:
𝐷 = {{𝑥|𝑥 𝜖 𝑅}
𝑅 = {𝑦|𝑦 𝜖 𝑅}
b. For 𝑦2 = 𝑥 2 , its domain is the set of real numbers. Note that for any real number x,
𝑥2 ≥ 0. Hence, the range of 𝑦2 , is the set of real numbers greater than or equal to 0.
In set notation:
𝐷 = {{𝑥|𝑥 𝜖 𝑅}
𝑅 = {𝑦|𝑦 ≥ 0}
2
c. For 𝑦3 = , the domain is restricted to only those values of x that make 𝑦3 real, that
𝑥
is, 𝑥 ≠ 0. Since, the denominator x cannot take a value 0, 𝑦3 ≠ 0. Hence,
𝐷 = {{𝑥|𝑥 ≠ 0}
𝑅 = {𝑦|𝑦 ≠ 0}
d. For 𝑦4 = √𝑥, the domain is restricted to only those values of x that make 𝑦4
nonnegative real numbers. The domain and range respectively, are:
𝐷 = {{𝑥|𝑥 ≥ 0}
𝑅 = {𝑦|𝑦 ≥ 0}

FUNCTIONS AS REPRESENTATIONS OF REAL-LIFE SITUATIONS

In mathematics and other disciplines, functions occur repeatedly in different forms. Here are
some real-life situations that make use of functions.

Example 6. Functions as representations of real-life situations.

a. The area A of a circle is a function of its radius r.

𝐴 = 𝜋𝑟 2
b. Squares of side x are cut from each corner of an 8 in x 5 in rectangle, so that its sides
can be folded to make a box with no top. Define a function in terms of x that can
represent the volume of this box.

Solution. The length and width of the box are 8– 2𝑥 and 5– 2𝑥, respectively. Its height
is 𝑥. Thus, the volume of the box can be represented by the function:

𝑉(𝑥) = (8 – 2𝑥)(5 – 2𝑥) = 40𝑥– 26𝑥 2 + 4𝑥 3

These real-life situations show that the quantity depends on, or corresponds to, or maps
onto another quantity. Moreover, these situations incorporate three elements- a set of inputs,
a function rule or rule of correspondence, and a set of outputs. These are summarized in the
table follows:
Set of Input Function Rule Set of Output
2
a. Area of Circe All radii r 𝐴 = 𝜋𝑟 All area A
b. Volume of All side x 𝑉(𝑥) All volume V
box = (8 – 2𝑥) (5 – 2𝑥)
= 40𝑥 – 26𝑥 2
+ 4𝑥 3

Note that for every element in the set of inputs (domain), there corresponds one and
only one element in the set of outputs (range) based on the function rule. However,
different elements in the set of inputs may produce the same element in the set of
outputs. 10
PIECEWISE FUNCTIONS
Some situations can only be described by more than one formula, depending on the value of
the independent variable.
Example 7. A user is charged P300 monthly for a particular mobile plan, which includes 100
free text messages. Messages in excess of 100 are charged P1 each. Represent the monthly
cost for text messaging using the function t(m), where m is the number of messages sent in a
month.

Solution. The cost of text messaging can be

expressed by the piecewise function:
𝑡(𝑚) = 300, 𝑖𝑓 0 < 𝑚 ≤ 100

300 + 𝑚 , 𝑖𝑓 𝑚 > 100

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

Guide, city: Department of Education-Vibal Publishing House, Inc.,
2016,1-11

Activity 1: Function or Not Function?

Directions: Which of the following ordered pairs are functions? Write your answer on the space
provided.
a. 𝐶 = {(5, 𝜋), (3, 𝜋), (1, 𝜋), … } _________

b. 𝐷 = {(0, 0), (1, 1), (2, 4), (3, 9), … (𝑛, 𝑛2 )} __________

c. d.

1 5 1 4

2 6 2 5

3 7 3 6

____________ ____________

11
 e. f.

___________
__________
Activity 2: Determine My Domain and Range
Directions: Determine the domain and range of each of the following functions. Write your
answer on the space provided.

a. 3𝑥– 𝑦 = 4; Domain__________________Range_____________________
1
b. 𝐻(𝑥) = ; Domain__________________Range_____________________
𝑥−1

Activity 3: Represent My Piecewise Fuction

Directions: Represent the piecewise function of the given situation. Write your answer on the
space provided.
A certain chocolate bar costs P35.00 per piece. However, if you buy more than 10 pieces, they
will be marked down to a price of P32.00 per piece. Use a piecewise function to represent the
cost in terms of the number of chocolate bars bought.

Activity: Complete Me
Directions: Complete the sentences by filling in the blanks with the correct answer. Choose
your answer from the box.
Function relation one zero independent

1. _________is a rule that relates values from a set of values (called the domain) to a
second set of values (called the range).
2. Every function is a relation, but not all relations are _________.
3. A graph of a mathematical relation is a function if any vertical line drawn passing through
the graph intersects the graph at exactly ________ point.
4. In finding the domain of function, if y contains a radical expression 𝑛√𝑟(𝑥) where 𝑛 is
an even natural number, the domain is the set of real numbers that make 𝑟(𝑥) greater
than or equal to ______.
5. In piecewise function, some situations can only be described by more than one formula,
depending on the value of the ___________variable.

12
Activity: Supply my Machine
Directions: These machines represent mathematical relations with input and output as
function and not function. Fill in the blank by writing the appropriate input and output for each
machine. Choose your answer in the box.

A. FUNCTION B. NOT FUNCTION

Input Input
Machine Machine

INPUT: ____________________ INPUT: ______________________

OUTPUT: __________________ OUTPUT: ____________________

Output Output

a. 3- dimensional image. c. The image rotated 15o clockwise.

b. COVID-19 cases are increasing d. The graph is decreasing.

Activity: Represent the Piecewise Function

Directions: Represent the piecewise function of the given situation. Write your answer on the
space provided.

A jeepney ride SM PPC to San Jose New Market costs P12.00 for the first 4 kilometers, and
each additional integer kilometre adds P1.50 to the fare. Use a piecewise function to
represent the jeepney fare in terms of the distance (d) in kilometres.

13
Activity: Construct Me a Functional-Machine
Directions: Illustrate a (1) “Functional-Machine”, which represents real-life application of
functions. This is a functional machine that represents mathematical relations as machines with
input and output. Write your answer on the box below.
Here are some sample of Functional – Machine:

Input Machine g(x) Input

Machine f(x)

INPUT: Real Numbers INPUT: Better Reading Comprehension

OUTPUT: Integers OUTPUT: Better Problem-Solving Skills

Output Output

14
 Rubrics for Functional – Machine

Needs
Exemplary Satisfactory Good Fair
Criteria improvement
(5) (4) (3) (2)
(1)
Shows Shows Shows Shows Application is
concrete substantial some complete but unclear and
application of application of application lack of doesn’t show
Application mathematical mathematical of input application concrete
of Function
ideas and ideas and and for input and understandings.
processes processes output. output.
about input about input
and output. and output.
Task was Task was All tasks Fewer than Tasks were
Task done with done with were done half of tasks done but some
(Machine) outstanding high quality. with were done; objectives were
quality; work acceptable or most met but need
exceeds quality. objectives improvement.
expectations. were met but
need
improvement.
Submission Submitted Submitted on Submitted Submitted Submitted three
before the the deadline. a day after two days days or more
deadline. the after the after the
deadline. deadline. deadline.
Score:

Lesson
Evaluating a Functions
2
In the previous lesson, you have reviewed and learned the functions and relations, and
how their set of ordered pairs, mapping diagram, graphs, and equations differ. Representing
real-life situations using functions, including piecewise functions was also discussed.

For today’s lesson, you will think how to evaluate a function and problem-solving
involving functions.

15
Activity: Classify Me
Directions: Classify the following mathematical concepts according to each definition. Write
your answer on the box corresponding to its related concepts and definitions.

independent variable Evaluation dependent variable

▪ Input
▪ Any element of the
domain can be chosen
as the value of the input.
▪ Evaluate
▪ The value of the
dependent variable y =
▪ Output
f(x) that corresponds to
▪ The resulting value
a specific value of an
determines the
independent variable x
corresponding value of
is found by substituting x
the output.
into the function rule,
then, simplifying the
resulting expression.

Activity: Match Me
Directions: Evaluate the following funcions at 𝑥 = 2.5, then find the value for each function in
Column A from Column B. Write the letter of the answer in the box below corresponding to
each item number.

Column A Column B

1. 𝑓(𝑥) = 2𝑥 + 1 A.√3.5 or
√14
2. 𝑞(𝑥) = 𝑥 2 – 2𝑥 + 2 2
L. 4
3. 𝑔(𝑥) = √𝑥 + 1 1
2𝑥+1 T.
4. 𝑟(𝑥) = 11
𝑥−1 A. 5.5
5. 𝐹(𝑥) = ⌊𝑥 ⌋ + 1 where ⌊𝑥 ⌋ is the
E. 6
greatest integer function.
E. −2
6. ℎ(𝑥) = 𝑥 + 3
𝑥−2 V. 3.25
7. 𝑣(𝑥) = U. 3
𝑥+3
8. 𝑝(𝑥) = 2𝑥 – 7

Example: for number 1

𝑓(𝑥) = 2𝑥 + 1

𝑓(2.5) = 2(2.5) + 1
= 6 (The answer is letter E)

E
1 2 3 4 5 6 7 8

16
 When a function f is defined by 𝑦 = 𝑓(𝑥), then x is called the independent variable. Any
element of the domain can be chosen as a value of the independent variable. The resulting
value determines the corresponding value of the dependent variable y.

The value of the dependent variable 𝑦 = 𝑓(𝑥) that corresponds to a specific value of an
independent variable x is found by substituting x into the function rule, then, simplifying the
resulting expression. Such process is called evaluating function.

Rule in Evaluating a Function

Replace every x in the function rule 𝑓(𝑥) with the given replacement value, then,
simplify the resulting numerical expression.

Example 1. Evaluate the function 𝑓(𝑥) = 𝑥 2 + 3𝑥– 2 for each replacement value of 𝑥.
1. -3 2. 0 3. 2 4. 3
Solution.
To evaluate the function, simply replace x in f(x) with the given replacement value then,
simplify the result.

a. If 𝑥 = − 3, then c. If 𝑥 = 2, then
𝑓(−3) = (−3)2 + 3(−3) – 2 𝑓(2) = (2)2 + 3(2) – 2
= 9 + (−9) – 2 = 4 + 6– 2
= −2 = 8

b. If x = 0, then d. If 𝑥 = 3, then
𝑓(0) = (0)2 + 3(0) – 2 𝑓(3) = (3)2 + 3(3) – 2
= 0 + 0– 2 = 9 + 9– 2
= −2 = 16

Example 2. Given 𝑓(𝑥) = 𝑥 2 + 2𝑥– 1, 𝑖𝑓 𝑥 < 2

5𝑥– 3, 𝑖𝑓 2 ≤ 𝑥 ≤ 20

and 𝑔(𝑥) = 3𝑥– 2, 𝑖𝑓 – 4 ≤ 𝑥 ≤ − 2

𝑥 + 3, 𝑖𝑓 – 2 ≤ 𝑥 ≤ 1
2
𝑥 , 𝑖𝑓 𝑥 > 1
5
a. find 𝑓(0) + 𝑔(𝜋). b. 𝑓(√5)– 𝑔 [ ]
6

Solution.

a. Since 0 < 0, 𝑓(0) = (0)2 + 2(0) – 1 = 0 + 0 – 1 = −1

Since 𝜋 > 1, 𝑔(𝜋) = 𝜋 2
Therefore, 𝑓(0) + 𝑔(𝜋) = − 1 + 𝜋 2

17
 b. Since 2 ≤ √5 ≤ 20, 𝑓(√5) = 5(√5) – 3 = 5√5 – 3 .
5 5 5 23
Since – 2 ≤ ≤ 1, 𝑔( ) = + 3 =
6 6 6 6
5 23 5
Therefore, 𝑓(√5) – 𝑔 ( ) = 5√5 – 3 + = 5√5
6 6 6

Example 3. A proposed train fare would charge P20.00 for the first 5 km of travel and P0.75
for each additional kilometer over the proposed fare.
a. Find the fare function 𝑓(𝑥) where 𝑥 represents the number of kilometers traveled.
b. Find the proposed fare for a distance of 45 km.

In solving problems involving functions, we can use George Polya’s 4-step rule
to facilitate our solution. First, we explore the problem carefully and choose a variable
for an unknown quantity. If possible, express other unknown variables in terms of this
variable in the problem. Then, we plan the solution. Write equations (thought
processes) that describe the relationships. Next, we solve the equations and other
number relations, determine the required quantities, and answer the questions in the
problem. Finally, we check the solution using other approaches and examine the
appropriateness of the answers. Use this Mnemonics EPSC.

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

Guide, city: Department of Education-Vibal Publishing House, Inc.,
2016,12-14

Explore: (Understand and identify the given of the problem)

P20.00 for the first 5 km of travel
P0.75 for each additional kilometer over the proposed fare
Plan:
a. 𝑓(𝑥) = 20 𝑓𝑜𝑟 0 < 𝑥 ≤ 5
Let 𝑥 = number of kilometers traveled
𝑥– 5 = number of kilometers traveled over and above 5km

Solve:
𝑓(𝑥) = 20 + 0.75 (𝑥 – 5)
= 20 + 0.75𝑥 – 3.75
= 16.25 + 0.75𝑥 𝑓𝑜𝑟 𝑥 > 5
The fare function is 𝑓(𝑥) = 𝑃16.25 + 𝑃0.75𝑥.

18
 b. 𝑓(45) = 16.25 + 0.75 (45) = 16.25 + 33.75
𝑓(45) = 50

Check: (Optional)

Thus, the proposed fare for 45-km travel is P50.00.

Activity 1: Evaluate My Function

Directions: Evaluate the given function. Write your answer on the space provided.
2𝑥−1
If the functions 𝑓(𝑥) = 2𝑥 2 + 𝑥– 3, and 𝑔(𝑥) = , find the following function values. Write
3
your answer on the space provided.
2
a. 𝑓(− ) _________.
3

b. 𝑔(0.5) _________.

c. 𝑔(−7) _________.

Activity 2: Evaluate My Piecewise Function

Directions: Evaluate the given function. Write your answer on the space provided.
𝐺𝑖𝑣𝑒𝑛 𝑓(𝑥) = 9 – 𝑥 2 , 𝑖𝑓 𝑥 < 2

√𝑥 + 7, 𝑖𝑓 2 ≤ 𝑥 < 10

⌈𝑥 − 4⌉, 𝑖𝑓 𝑥 ≥ 10

a.𝑓(−3) __________.

b. 𝑓(5) __________.

Activity 3: Calculate Me
Directions: Read, analyze and solve the given problem. (Apply EPSC)

A proposed Jeepney fare would charge P12.00 for the first 4 km of travel and P1.50 for each
additional kilometer over the proposed fare.
a. Find the fare function 𝑓(𝑥) where x represents the number of kilometers traveled.
b. Find the proposed fare for a distance of 50 km.
Explore:

Plan:

Solve:

Check:

19
 RUBRICS FOR PROBLEM SOLVING IN
FUNCTIONS
1
4 3 2
Criteria Needs
Exemplary Superior Satisfactory
improvement
Problem Solving Fully showed the Mostly showed Little evidence of No attempt to
Skills applying process and skills the process at the process at show process at
ESPC. at arriving in arriving in arriving at an arriving at an
answer. answer. answer. answer.
Answer is closed Answer and There is no
Answer is correct. correct. solutions require answer to the
revisions. problem.

4 3 2 1
Comment/s:

Score: Rating:

Activity: True or False

Directions: Write True if the statement is correct and False if it is wrong. Write your answer
on the space provided before each number.

________1. Any element of the domain can be chosen as a value of the dependent variable.
________2. The value of the dependent variable y = f(x) that corresponds to a specific value
of an independent variable x is found by substituting x into the function rule, then,
simplifying the resulting expression. Such process is called composite function.
________3. When a function f is defined by y = f(x), then x is called the independent variable.
________4. The resulting value determines the corresponding value of the dependent variable
y.
________5. In the rule in evaluating a function, replace every x in the function rule 𝑓(𝑥) with
the given replacement value, then, simplify the resulting numerical expression.

20
Activity: Calculate Me
Directions: Read, analyze and solve the given problem. (Apply EPSC).

Khaiden, a Grade 11 SHS student started selling snacks in the nearby school. In one day, he
spends ₱ 250 for rent and ₱ 40 for each snack item he prepares. His expenses in a single day
can be expressed as the function 𝐶(𝑥) = 40𝑥 + 250, where x is the number of items and 𝐶(𝑥)
is his daily expenses in pesos. How much are his expenses if he prepares 100 snacks items?
150 snack items?

Explore:

Plan:

Solve:

Check:

Activity: Evaluate
2x−1
Directions: If the functions 𝑓(𝑥) = 2𝑥 2 + 𝑥– 3 , and 𝑔(𝑥)= , find the following function
3
values. Write your answer on the space provided.

a. 𝑓(0) _________.

b. 𝑓(−2) _________.

21
 Lesson
Operations on Functions
3
In the previous lesson, you have learned how to evaluate function and problem-solving
involving functions. Like numbers, functions can be added, subtracted, multiplied or divided.
The result is a new function. This lesson will discuss further how these can be done including
composition, and problem-solving involving functions.

For today’s lesson, you will learn how to operate functions.

Activity: Classify Me
Directions: Classify the following definitions by its category. Write your answer in the box.

(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥) (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥)– 𝑔(𝑥)

(𝑓. 𝑔)(𝑥) = 𝑓(𝑥). 𝑔(𝑥) (𝑓/𝑔)(𝑥) = 𝑓(𝑥)/𝑔(𝑥)

Category Definition
Sum of Functions
Difference of Functions
Product of Functions
Quotient of Functions

Activity: Match Me
Directions: Determine the following functions and use the given functions. Find the
value for each function in Column A from column B. Write the letter of the answer in the
box corresponding to each item number.

𝑓(𝑥) = 𝑥 + 3 𝑔(𝑥) = 𝑥 2 + 2𝑥– 8

𝑥+7
𝑝(𝑥) = 2𝑥– 7 ℎ(𝑥) = 2−𝑥
𝑣(𝑥) = 𝑥 2 + 5𝑥 + 4 𝑡(𝑥) =
𝑥−2
𝑥+3

22
 Column A Column B

1. (𝑣 + 𝑔)(𝑥) E. 𝑥 2 + 11𝑥 + 28
2. (𝑓 . 𝑝)(𝑥) T. 2𝑥– 1
3. (𝑓 + ℎ)(𝑥) 𝑥 2 +5𝑥+4
A. 2
4. (𝑝 – 𝑓)(𝑥) 𝑥 +2𝑥−8
5. (𝑣 / 𝑔)(𝑥) R. 𝑥 − 10
O. 2𝑥 2 + 7𝑥– 4
6. (𝑝 ° 𝑓)(𝑥)
P. 2𝑥 2 – 𝑥– 21
7. (𝑣 ° 𝑓)(𝑥) 𝑥 2 −13
E.
𝑥−2
Example: for number 4.

(𝑝 – 𝑓)(𝑥) = 𝑝(𝑥) − 𝑓(𝑥)

= 2𝑥 – 7 – (𝑥 + 3)
= 2𝑥 – 7 – 𝑥 − 3
= 𝑥 – 10 (The answer is letter R)
R
1 2 3 4 5 6 7

When a fundamental operation is applied to two or more given functions, a new function can
be formed.

Sum and Difference of Functions

If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , respectively, their sum is the
function defined as
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
and their difference is the function defined as
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥).
The domain of (𝑓 + 𝑔)(𝑥) and (𝑓 − 𝑔)(𝑥) is 𝐷𝑓 ∩ 𝐷𝑔 .

Example 1. Let 𝑓(𝑥) = 2𝑥 3 – 5𝑥 + 4 and 𝑔(𝑥) = 3𝑥 2 + 2𝑥– 6. Find (𝑓 + 𝑔)(𝑥) and determine
its domain.
Solution.
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)

= (2𝑥 3 – 5𝑥 + 4) + (3𝑥 2 + 2𝑥– 6)

= 2𝑥 3 – 5𝑥 + 4 + 3𝑥 2 + 2𝑥– 6

= 2𝑥 3 + 3𝑥 2 – 3𝑥– 2

The domain of f and g is the set of real numbers. Thus, the domain of (𝑓 + 𝑔)(𝑥) is
𝐷𝑓+𝑔 = 𝐷𝑓 ∩ 𝐷𝑔

= {𝑥|𝑥 𝜖 𝑅} ∩ {𝑥|𝑥 𝜖 𝑅}
= {𝑥|𝑥 𝜖 𝑅}

23
 5𝑥−2 −7𝑥+3
Example 2. Let 𝑓(𝑥) = , 𝑔(𝑥) = . Find (𝑓– 𝑔)(𝑥) and determine its domain.
3 4

Solution.
(𝑓– 𝑔)(𝑥) = 𝑓(𝑥)– 𝑔(𝑥)
5𝑥−2 −7𝑥+3
= -
3 4

4(5𝑥−2)−3 (−7𝑥+3)
=
12
20𝑥−8+21𝑥−9
=
12
41𝑥−17
=
12

The domain of f and g is the set of real numbers. Thus, the domain of (𝑓– 𝑔)(𝑥) 𝑖𝑠 {𝑥|𝑥 𝜖 𝑅}

Product and Quotient of Functions

If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , respectively, their product is the
function defined as
(𝑓. 𝑔)(𝑥) = 𝑓(𝑥). 𝑔(𝑥)
The domain of (𝑓. 𝑔)(𝑥) is 𝐷𝑓 ∩ 𝐷𝑔
If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , respectively, excluding the values of
𝐷𝑔 that will make 𝑔(𝑥) zero then, their quotient is the function defined as
(𝑓 /𝑔)(𝑥) = 𝑓(𝑥)/𝑔(𝑥)
The domain of (𝑓/𝑔)(𝑥) is 𝐷𝑓 ∩ 𝐷𝑔 , excluding those values of x that will make (𝑓/𝑔)(𝑥)
undefined.

Example 3. Let 𝑓(𝑥) = 3𝑥 2 – 7𝑥– 6/9𝑥 2 – 4 and 𝑔(𝑥) = 3𝑥 2 + 𝑥 + 2/𝑥 2 − 2𝑥– 3.

Find (𝑓. 𝑔)(𝑥) and determine its domain.

Solution.
Observe how factoring techniques help facilitate the multiplication process.
(𝑓. 𝑔)(𝑥) = 𝑓(𝑥). 𝑔(𝑥)

= 3𝑥 2 – 7𝑥– 6/9𝑥 2 – 4. 3𝑥 2 + 𝑥 + 2/𝑥 2 − 2𝑥– 3

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

=1
The domain of (𝑓. 𝑔)(𝑥) is 𝐷𝑓 ∩ 𝐷𝑔 , that is

𝐷𝑓 ∩ 𝐷𝑔 = { 𝑥|𝑥 ≠ − 2/3 𝑎𝑛𝑑 𝑥 ≠ 2/3} ∩ { 𝑥|𝑥 ≠ 3 𝑎𝑛𝑑 𝑥 ≠ 1}

= {𝑥|𝑥 ≠ −1, 𝑥 ≠ − 2/3, 𝑥 ≠ 2/3 𝑎𝑛𝑑 𝑥 ≠ 3}.

24
Example 4. Let 𝑓(𝑥) = √2𝑥 and 𝑔(𝑥) = √𝑥 − 1 . Find (𝑓/𝑔)(𝑥) and determine its domain.
Solution.

(𝑓/𝑔)(𝑥) = 𝑓(𝑥)/𝑔(𝑥)
√2𝑥
=
𝑥−1

√2𝑥 √𝑥−1
= .
𝑥−1 √𝑥−1

=√(2𝑥)(𝑥 − 1) /√(𝑥 − 1)2

=√2𝑥 2 −2𝑥/𝑥 − 1

The domain of (𝑓/𝑔)(𝑥) is Df ∩ Dg, that is

𝐷𝑓 ∩ 𝐷𝑔 = {𝑥|2𝑥 ≥ 0} ∩ {𝑥|(𝑥 – 1) ≥ 0}

= {𝑥|𝑥 ≥ 0} ∩ {𝑥|𝑥 ≥ 1}

= {𝑥|𝑥 ≥ 1}

Composition of Functions
If f and g are functions with domains Df and Dg, the composite function f and g
defined as
(𝑓 ° 𝑔)(𝑥) = 𝑓[𝑔(𝑥)].
The domain of (𝑓 ° 𝑔)(𝑥) consists of all real numbers f in the domain of g for which
𝑔(𝑥) is in the domain of 𝑓.

The symbol 𝑓 ° 𝑔 is read as “𝑓 𝑐𝑖𝑟𝑐𝑙𝑒 𝑔”. In computing for ( 𝑓 ° 𝑔)(𝑥), simply replace all 𝑥 in
𝑓 with 𝑔(𝑥).

Example 5. Let 𝑓(𝑥) = 1/𝑥, 𝑔(𝑥) = √𝑥 and ℎ(𝑥) = 𝑥 4 – 2𝑥 2 + 1 . Find the following and
determine each domain.

a. (𝑓 ° 𝑔)(𝑥) b. (𝑔 ° ℎ)(𝑥)
Solution.
To find (𝑓 ° 𝑔)(𝑥), replace 𝑥 in 𝑓 with 𝑔(𝑥).
1
a. (𝑓 ° 𝑔)(𝑥) =
𝑔(𝑥)

1
=
√𝑥

1 √𝑥
= .
√𝑥 √𝑥

= √𝑥/ √𝑥 2
√𝑥
=
𝑥

25
 b. (𝑔 ° ℎ)(𝑥) = √ℎ(𝑥)
ℎ(𝑥) ≥ 0
4 2
𝑥 – 2𝑥 + 1 ≥ 0

𝑥2 – 1 ≥ 0

𝑥2 ≥ 1

𝑥 ≥ 1 𝑜𝑟 𝑥 ≤ − 1
Hence, the domain of (𝑔 ° ℎ)(𝑥) is {𝑥|𝑥 ≥ 1 𝑜𝑟 𝑥 ≤ −1}
Source: Leo Andrei A Crisologo et al., General Mathematics Teacher’s
Guide, city: Department of Education-Vibal Publishing House, Inc.,
2016,14-19

Activity 1: Operate My Functions

Directions: Perform the following fundamental operations of the given function. Write your
answer on the space provided.
𝑓(𝑥) = 𝑥 + 1
𝑔(𝑥) = 2𝑥– 3

a. (𝑓 + 𝑔)(𝑥) = ______________
b. (𝑓 − 𝑔)(𝑥) = ______________
c. (𝑓. 𝑔)(𝑥) = ______________
d. (𝑓/𝑔)(𝑥) = ______________

Activity 2: Operate My Functions Level Up

Directions: Determine the value of the following functions. Write your answer on the space
provided.

a. (𝑣 + 𝑔)(𝑥) = __________. c. (𝑝– 𝑓)(𝑥) = __________.

b. (𝑓. 𝑝)(𝑥) = ___________. d. (𝑣/𝑔)(𝑥) = __________.
Use the following functions:

• 𝑓(𝑥) = 𝑥 + 3

• 𝑝(𝑥) = 2𝑥– 7

• 𝑣(𝑥) = 𝑥 2 + 5𝑥 + 4

• 𝑔(𝑥) = 𝑥 2 + 2𝑥– 8
𝑥+7
• ℎ(𝑥) =
2−𝑥

𝑥−2
• 𝑡(𝑥) =
𝑥+3

26
Activity 3: Find the Values of My Composite Functions
Directions: Given the following functions: 𝑓(𝑥) = 2𝑥 + 1, 𝑔(𝑥) = √𝑥 + 1 , 𝑝(𝑥) = 2𝑥 + 1/𝑥 −
1, 𝑞(𝑥) = 𝑥 2 – 2𝑥 + 2, 𝐹(𝑥) ⌊𝑥 ⌋ + 1. Find the values of composite functions. Write your answer
on the space provided.
a. (𝑔 ° 𝑓)(𝑥) = __________.

b. (𝑞 ° 𝑓)(𝑥) = __________.

Activity: True or False

Directions: Write True if the statement is correct and False if it is wrong. Write your answer
on the space provided before each number.

________1. If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , respectively, their sum is the
function defined as (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥).
________2. If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , respectively, excluding the values
of 𝐷𝑔 that will make 𝑔(𝑥) zero then, their quotient is the function defined as
(𝑓 𝑔)(𝑥) = 𝑓(𝑥)/𝑔(𝑥).
________3. If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , the evaluation of function f and
g defined as (𝑓 ° 𝑔)(𝑥) = 𝑓[𝑔(𝑥)].
________4. If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , respectively, their difference is
the function defined as (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥).
________5. If f and g are functions with domains 𝐷𝑓 and 𝐷𝑔 , respectively, their product is the
function defined as (𝑓. 𝑔)(𝑥) = 𝑓(𝑥). 𝑔(𝑥).

Activity: Calculate Me
Directions: Read, analyze and solve the given problem. (Apply EPSC)
The function for the height of an object dropped from a 100-meter tall platform at time t seconds
is approximated by 𝑠(𝑡) = − 5𝑡 2 + 100 (This formula is based on an approximated value for
the acceleration 𝑔 = 10𝑚/𝑠 2 due to gravity). What is the height of the object after 3 seconds?
After 4 seconds?

Explore:

Plan:

Solve:

Check:

27
 Activity: Calculate Me
Directions: Read, analyze and solve the given problem. (Apply EPSC)
1. Suppose that 𝑠(𝑇) is the top speed (in km per hour) of a runner when the temperature
is T degrees Celcius. Explain what the statements 𝑠(15) = 12 and 𝑠(30) = 10 mean.

RUBRICS FOR PROBLEM SOLVING IN

FUNCTIONS

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

28
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 answer.

1. What relation is defining as a set of ordered pairs (𝑥, 𝑦) where no two or more distinct
ordered pairs have the same first element (x)?
A. function B. relation C. domain D. range

2. What is the domain for this function 𝑓(𝑥) = 2𝑥 + 1?

A. {𝑥|𝑥 𝜖 𝑅} B. {𝑥|𝑥 ≤ 1} C. {𝑥|𝑥 ≠ 1} D. {𝑥|𝑥 > 1}

3. The fruit vendor generates revenue of R pesos by selling n boxes of plums at P80.00
each. The independent variable is:
A. n B. R C. P80.00 D. Both R and n.

4. A speed walker walks with a speed of 6 km/hour. If the distance walked is d, and the
elapsed time is t, write a function that relates the variables. Also, how long it takes for
the speed walker to walk for 15.6 km?
A. 𝑑(𝑡) = 15.6𝑡, and it takes 93.6 hours to walk 15.6 km.
B. 𝑑(𝑡) = 15.6𝑡, and it takes 1 hour to walk 15.6 km.
C. 𝑑(𝑡) = 6𝑡, and it takes 2.6 hours to walk 15.6 km.
D. 𝑑(𝑡) = 6𝑡, and it takes 93.6 hours to walk 15.6 km.

5. A user is charged P300 monthly for a particular mobile plan, which includes 100 free
text messages. Messages in excess of 100 are charged P1 each. Represent the
monthly cost for text messaging using the function t(m), where m is the number of
messages sent in a month.

A. 𝑡(𝑚) = 300, 𝑖𝑓 0 < 𝑚 ≤ 100

300 + 𝑚, 𝑖𝑓 𝑚 > 100
B. 𝑡(𝑚) = 300, 𝑖𝑓 0 < 𝑚 ≤ 100
300 − 𝑚, 𝑖𝑓 𝑚 > 100
C. 𝑡(𝑚) = 300, 𝑖𝑓 0 > 𝑚 ≤ 100
300 + 𝑚, 𝑖𝑓 𝑚 > 100
D. 𝑡(𝑚) = 300, if 0 < m ≤ 100
300 - m, if m < 100

6. Evaluate the function 𝑓(𝑥) = 𝑥 2 – 3𝑥 + 5 at 𝑥 = 3.

A. -6 B. 6 C. 5 D. – 5
𝑥+3
7. For what values of x can we not evaluate the function 𝑓(𝑥) = 2
𝑥 −4
A. 𝑥 = −4,4 B. 𝑥 = −3,3 C. 𝑥 = −2,2 D. 𝑥 = −1,1

8. Evaluate 𝑓(𝑎 + 𝑏) where 𝑓(𝑥) = 4𝑥 2 – 3𝑥.

A. 4𝑎2 – 3𝑎 + 8𝑎𝑏– 3𝑏 + 4𝑏 2 C.4𝑎2 – 3𝑎 + 8𝑎𝑏 + 3𝑏 + 4𝑏 2
B. 4𝑎2 + 3𝑎 + 8𝑎𝑏– 3𝑏 + 4𝑏 2 D. 4𝑎2 – 3𝑎 + 8𝑎𝑏– 3𝑏 − 4𝑏 2

29
9. The velocity 𝑉 (in m/s) of a ball thrown upward t seconds after the ball was thrown is
given by 𝑉(𝑡) = 20– 9.8𝑡. Calculate 𝑉(0) and 𝑉(1).
A. 𝑉(0) = 20 𝑎𝑛𝑑 𝑉(1) = − 10.2
B. 𝑉(0) = −20 𝑎𝑛𝑑 𝑉(1) = − 10.2
C. 𝑉(0) = − 20 𝑎𝑛𝑑 𝑉(1) = 10.2
D. 𝑉(0) = 20 𝑎𝑛𝑑 𝑉(1) = 10.2

10. Given 𝑓(𝑥) = 𝑥 2 + 2𝑥 – 1, 𝑖𝑓 𝑥 < 2

5𝑥 – 3, 𝑖𝑓 2 ≤ 𝑥 ≤ 20

and 𝑔 (𝑥) = 3𝑥 – 2, 𝑖𝑓 – 4 ≤ 𝑥 ≤ − 2
𝑥 + 3, 𝑖𝑓 – 2 ≤ 𝑥 ≤ 1
𝑥 2 , 𝑖𝑓 𝑥 > 1
find 𝑓(0) + 𝑔(𝜋).

A. 𝑓(0) + 𝑔(𝜋) = −1 + 𝜋 2 C. 𝑓(0) + 𝑔(𝜋) = −1 − 𝜋 2

B. 𝑓(0) + 𝑔(𝜋) = 1 + 𝜋 2 D. 𝑓(0) + 𝑔(𝜋) = −1 + 𝜋 2

11. Given the functions 𝑓(𝑥) = 𝑥 2 – 9 and 𝑔(𝑥) = 2– 𝑥 . Determine the equation for the
combined function 𝑦 = 𝑓(𝑥)– 𝑔(𝑥).
A. 𝑦 = 𝑥 2 + 13 C. 𝑦 = 𝑥 2 + 𝑥– 11
2
B. 𝑦 = 𝑥 + 𝑥– 7 D. 𝑦 = 𝑥 2 – 18𝑥– 11

12. Let 𝑓(𝑥) = 2𝑥 3 – 5𝑥 + 4 and 𝑔(𝑥) = 3𝑥 2 + 2𝑥– 6. Find (𝑓 + 𝑔)(𝑥).

A. 2𝑥 3 + 3𝑥 2 – 3𝑥– 2 C. 2𝑥 3 + 3𝑥 2 + 3𝑥– 2
B. 2𝑥 3 − 3𝑥 2 – 3𝑥– 2 D. 2𝑥 3 + 3𝑥 2 – 3𝑥 + 2

13. A spherical balloon is being inflated. Let 𝑟(𝑡) = 3𝑡 cm represent its radius at time t
4
seconds, and let 𝑔(𝑟) = 𝜋𝑟 3 be the volume of the same balloon if its radius is r. Write
3
(𝑔° 𝑟) in terms of t.
A. (𝑔° 𝑟) = −36𝜋𝑡 3 C. (𝑔° 𝑟) = 6𝜋𝑡 3
3
B. (𝑔° 𝑟) = 36𝜋𝑡 D. (𝑔° 𝑟) = −6𝜋𝑡 3
1
14. Let f(x) = , and g(x) = √𝑥, find the (f ° g) (x).
𝑥
√𝑥 √𝑥
A. - B. C. 2√𝑥 D. -2√𝑥
𝑥 𝑥

15. Let g(x) = √𝑥 and h(x) = x4 – 2x2 +1. Determine the domain of (g ° ℎ) (x).

A. {𝑥|𝑥 ≥ 1 𝑜𝑟 𝑥 ≤ 1} C. {𝑥|𝑥 ≥ −1 𝑜𝑟 𝑥 ≤ −1}

B. {𝑥|𝑥 ≥ 1 𝑜𝑟 𝑥 ≤ −1} D. {𝑥|𝑥 ≥ 1 𝑜𝑟 𝑥 > −1}

30
 31
WHAT I KNOW
1. B 6. A 11. B
2. A 7. B 12. A
3. B 8. A 13. A
4. D 9. C 14. B
5. A 10. B 15. B
LESSON 1: FUNCTION AS MODELS
WHAT’S IN
Activity: Do you remember me?
1. Not Function 2. Function 3. Function
WHAT’S NEW
Activity: Am I a Function or Not Function?
1. (/) Function
2. (/) Function
3. (/) Function
4. (/) Function
5. (/) Not Function
WHAT’S MORE
Activity 1: Function or Not Function?
a. Function c. Function e. Not Function
b. Function d. Not Function f. Not Function
Activity 2: Determine my Domain and Range
a. 𝐷 = {𝑥|𝑥 𝜖 𝑅} ; 𝑅 = {𝑦|𝑦 𝜖 𝑅}
b. 𝐷 = {𝑥|𝑥 ≠ −1} ; 𝑅 = {𝑦|𝑦 ≠ 0}
Activity 3: Represent my Piecewise Function
WHAT I HAVE LEARNED
Activity: Complete Me!
1. Relation
2. Function
3. one
4. zero
5. independent
 32
WHAT I CAN DO
Activity: Supply my Machine
Activity: Represent the Piecewise Function
ADDITIONAL ACTIVITIES
Activity: Construct Me a Functional-Machine
Functional- Function– Construction of Functional-machine may vary
LESSON 2: Evaluation of Functions
WHAT’S IN
Activity: Classify Me
Independent Variable Dependent Variable Evaluation
▪ Evaluate
▪ The value of the
dependent variable y =
▪ Input ▪ Output
f(x) that corresponds to a
▪ Any element of the ▪ The resulting value
specific value of an
domain can be chosen as determines the
independent variable x is
the value of the input. corresponding value of
found by substituting x
the output.
into the function rule,
then, simplifying the
resulting expression.
WHAT’S NEW
Activity: Match Me
E V A L U A T E
1 2 3 4 5 6 7 8
WHAT’S MORE
Activity 1: Evaluate My Function
a. -5
b. 0
c. -5
 33
Activity 2. Evaluate my Piecewise function
a. 0
b. 2√3
Activity 3. Calculate Me
Explore the problem.
Plan:
a. 𝑓(𝑥) = 12 for 0 < 𝑥 ≤ 4
Let 𝑥 = number of kilometers traveled
𝑥 – 4 = number of kilometers traveled over and above 4km
Solve:
𝑓(𝑥) = 12 + 1.50(𝑥– 4)
=12 + 1.50𝑥– 6
= 6 + 1.50𝑥 𝑓𝑜𝑟 𝑥 > 4
The fare function is 𝑓(𝑥) = 𝑃6 + 1.50𝑥.
b. 𝑓(50) = 6 + 1.50(50) = 6 + 1.50(50)
𝑓(50) = 𝑃81
WHAT I HAVE LEARNED
ACTIVITY 5: Is it true of false?
1. False
2. False
3. True
4. True
5. True
WHAT I CAN DO
Activity: Calculate Me
₱ 4, 250, ₱ 6, 250, respectively
ADDITIONAL ACTIVITIES:
Evaluate!
a. -3
b. 3
 34
LESSON 3: Operations on Functions
WHAT’S IN
Activity : Classify Me
Sum of Functions (𝑓 + 𝑔) (𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
Difference of Functions (𝑓 − 𝑔) (𝑥) = 𝑓(𝑥) – 𝑔(𝑥)
Product of Functions (𝑓 . 𝑔) (𝑥) = 𝑓(𝑥) . 𝑔(𝑥)
Quotient of Functions (𝑓 / 𝑔) (𝑥) = 𝑓(𝑥) / 𝑔(𝑥)
WHAT’S NEW!
Activity : Match Me
O P E R A T E
1 2 3 4 5 6 7
WHAT’S MORE
Activity 1: Operate My Function.
a. 3𝑥 − 2
b. –𝑥 +4
c. 2𝑥 2 – 𝑥– 3
𝑥+1
d.
2𝑥−3
Activity 2: Operate My Functions Level Up
a. 2𝑥 2 + 7𝑥 − 4
b. 2𝑥 2 – 𝑥– 21
c. 𝑥– 10
d. 𝑥 2 + 5𝑥 + 4/𝑥 2 + 2𝑥– 8
Activity 3: Find the Values of My Composite Function
a. √2𝑥 + 2
b. 4𝑥 2 + 1
WHAT I HAVE LEARNED
Activity: Is it true of false?
1. True
2. True
3. False
4. True
5. True
WHAT I CAN DO!
Activity : Calculate Me
55 and 20 meters, respectively
ADDITIONAL ACTIVITIES
Activity 7: Calculate Me
The first equation means that when the temperature is 15℃, then the top speed of a runner is 12km per hour.
However, when temperature rises to 30℃, the top speed is reduced to 10km per hour.
 15. A 10. B 5. A

14. A 9. D 4. C

13. B 8. A 3. A

12. A 7. C 2. A

11. C 6. C 1. A

ASSESSMENT

Know
/ 15 What I Need to
% X 100 =
/ 15 Assessment

Your improvement index:

References

Module

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. City: Department of Education-Vibal Publishing House, Inc.,
2016.1-20

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. City:
Department of Education-Vibal Publishing House, Inc., 2016.1-22

35
 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:

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Date Returned:
Teacher’s Signature:

36
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

37