Name of Learner: ______________________________________ Section: ________________

LEARNING ACTIVITY SHEETS #5

General Mathematics

Learning Competency
M11GM-Id-1 – represents real-life situations using one-to-one functions.
M11GM-Id-2 – determines the inverse of a one-to-one function.
M11GM-Id-3 – represents an inverse function through its: (a) table of values, (b) graph, and (c) equation.
M11GM-Id-4 – finds the domain and range of an inverse function.

Discussion: Real World Application of One-to-One Function

Recall: Relation is a rule that relates values from a set of values (called domain) to another set of values (called range).
While a function can be defined as a set of ordered pairs in which no two ordered pairs have the same first component but
different second components.
A relation is one-to-one function if and only if each element of its range corresponds to a unique element of its domain.
One-to-one function describes a relationship in which one item can be paired with another item. But the relationship can be
flipped so that it’s true both ways. The following are some real-life situations of one-to-one function.
1. One-to-One Function in your Household  One person has one name, and that name belongs to one person.
 On legally married couples, one husband has one wife and that wife has one husband.
2. One-to-One Function in Education
 Each student must complete one quarterly exam and the quarterly exam can only be completed by one student.
 Each student has its own Learner Reference Number, and that Learner Reference Number must be assigned to one
student only.
3. One-to-One Function in Business
 A CEO hires only one secretary, and that secretary only works with the CEO.
 A company has one unique name, and that name belongs to one company.
4. One-to-One Function in Nature
 Humans have unique fingerprints, therefore a fingerprints belongs to one human being.
 A hermit crab can only live in one shell at a time, and that shell can only house one hermit crab at a time.

One-to-One Function
A function f is said to be one-to-one (1-1) if and only if whenever and are two numbers in the domain of f and a ≠ b ,
then f(a) ≠ f(b). Equivalently, f is one-to-one if and only whenever f(a) = f(b), then a=b.
 In other words, in a one-to-one function, every two distinct numbers in the domain correspond to two distinct values of
the function.
 In a one-to-one function, given any there is only one that can be paired with the given.
 A function is one-to-one if no two ordered pairs in the function have the same second component and different first
components.
 Such functions are also called injective.

The following is an example and non-example of one-to-one function.

The relation f is one-to-one because there are no two distinct inputs that correspond to the same output. The relation g is not
one-to-one because two different inputs, b and c, have the same output of 2.
The function f(x =3x-7 is one-to-one because if a and b are real numbers such that f(a )=f (b ), then

Hence, f is one-to-one.
The function can be shown to be one-to-one in the following manner:

Let a and b are elements in the domain g of and let g(a)=g (b ). Then,
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 Then 2a-b = 2ab —a.
It follows that a = b.
Hence, g is one-to-one.

Functions like x2 and x10 are not one-to-one because f(1 )=(1 )2 =1= (-1 )2 = f (-1 ) and f(1 ) =(1 )10 =1 =(-1)10 . In general, if
f(x )=xn and n is even, f is not one-to-one.
Graphically, you could determine whether a function is one-to-one using a horizontal line test. A function is one-to-one if and
only if every horizontal line intersects the graph of the function in at most one point.

Exercise#1: Determine whether the given functions are one-to-one using the horizontal line test.

Inverse Function
If is a function consisting of ordered pairs (x, y), then there is a relation called the inverse of f, whose elements are the
ordered pairs (x,y ).
If is one-to-one with domain A and range B, then the inverse of f is called the inverse function of f denoted by f-1 with
domain B and range A defined by f-1(y) = x if and only if f(x) = y for any y in B.

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ACTIVITIES
Activity 1: Identify whether the given situation represents an one-to-one function or not. Write ONE-TO-
ONE if it is a one-to-one function and NOT ONE-TO-ONE if it is not an one-to-one function

Activity 2: Determine whether each statement is true or false.

Activity 3: Match the functions in Column A with their inverse functions in Column B. Write the letter of
your choice

Activity 4: Read the questions carefully. Write the letter of the correct answer.

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 PERFORMANCE TASK

What I Can Do
Now that you have deeper understanding of the topic, you are ready to solve the problems
below.
Find several round containers or lids and record the diameter and circumference in a table. (at
least 5)
If diameter is the input and circumference is the output, what's the function rule?
As you divide each container's circumference by its diameter to find that rule, you should notice
a constant ratio -- a rough approximation of pi.

Rubrics for the task:

Categories Excellent Satisfactory Developing Beginning
(10) (8) (5) (3)
Representation Shows a Shows a partial Shows limited Not evident
complete understanding of understanding of
understanding of the concept of the concept of
the concept of one-to-one one-to-one
one-to-one function function
function
Computation Computation is Computation is Computation is Not evident
and Solution correct and leads correct but does incorrect and
to the correct not lead to the does not relate to
answer correct answer the task.
Communication Explained the Explained the Explained the Not evident
steps clearly and steps clearly. steps, but there
accurately. some parts
which are not
clear.

Prepared by SUBJECT TEACHERS:

JOY D. ANTONIO MARK R. MAGLAQUE MIKE HENSON T. DIZON GIFT PAULENE L. GOMEZ

Checked by: Approved by:

MARK R. MAGLAQUE RONNIE G. CASTRO

Teacher III Master Teacher I
MATHEMATICS LAS/SLM Validator LAS/SLM Validator/ Overall Chaiman

Noted by:

ARIEL V. SICAL PhD

Principal II

References:
General Mathematics Teacher's Guide
General Mathematics Learner's Material
General Mathematics for SHS, Aoanan, G., et. Al., C&E Publishing, Inc.

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Name of Learner: ______________________________________ Section: ________________

LEARNING ACTIVITY SHEETS #6

General Mathematics
Background Information: The inverse of a function is a rule that acts on the output of the function and produces the
corresponding input. So the inverse “undoes” or reverses what the function has done. Not all functions have inverses;
those that do are called one-to-one.
Learning Competency:
M11GM-Ie-2 – solves problems involving inverse functions
M11GM-Ie-3 – represents real-life situations using exponential functions
M11GM-Ie-4 – distinguishes between exponential function, exponential equation, and exponential inequality

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ACTIVITIES

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 PERFORMANCE TASK

Read and understand the situation below, then answer the questions or perform the tasks that follow.
Wise Decision and Friendship Goal
You have a best friend, and she is also an 18-year old senior high school student and asking for your advice as to
which between the two “25th birthday gift options” posted by her parents she should choose for her 25th birthday.

Option A: Her parents will give her ₱3,000.00 each year starting from her 19th
birthday until her 25th birthday.

Option B: Her parents will give her ₱400.00 on her 19th birthday, ₱800.00 on her 20th birthday, ₱1,600.00 on her
next birthday, and the amount will be doubled each year until she reaches 25.

Task:
You need to prepare a written report highlighting the amount of money (y) your best friend gets each year (x) starting
from her 19th birthday using options A and B in tabular form. Write equations that represent the two options with a
complete set of solutions. At the end of your report, write a conclusion stating the option you will choose and the
explanation of your decision.

Written Report:

Conclusion:

Score Descriptors
20 The situation is correctly modeled with an exponential function, appropriate mathematical concepts
are fully used in the solution and the correct final answer is obtained.
15 The situation is correctly modeled with an exponential function, appropriate mathematical concepts
are partially used in the solution and the correct final answer is obtained.
10 The situation is not modeled with an exponential function, other alternative mathematical concepts
are used in the solution and the correct final answer is obtained.
5 The situation does not model an exponential function, a solution is presented but has an incorrect
final answer

The additional 5 points will be determined from the conclusions or justifications made.
5-States a conclusion with complete and appropriate justification based on a reasonable interpretation of the data.
4-States a conclusion with enough justification, based on a reasonable interpretation
of the data.
3-States a conclusion with some justification, based on a reasonable interpretation
of the data.
2-States a conclusion on a reasonable interpretation of the data.
1-The conclusion is based on an unreasonable interpretation of the data.

Prepared by SUBJECT TEACHERS:

JOY D. ANTONIO MARK R. MAGLAQUE MIKE HENSON T. DIZON GIFT PAULENE L. GOMEZ

Checked by: Approved by:

MARK R. MAGLAQUE RONNIE G. CASTRO
Teacher III Master Teacher I
MATHEMATICS LAS/SLM Validator LAS/SLM Validator/ Overall Chaiman

Noted by:

ARIEL V. SICAL PhD

Principal II
References:
General Mathematics Teacher's Guide
General Mathematics Learner's Material
General Mathematics for SHS, Aoanan, G., et. Al., C&E Publishing, Inc.

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