WLP Week 3 GenMath

Republic of the Philippines
Department of Education
CARAGA REGION XIII
SCHOOLS DIVISION OF SURIGAO DEL NORTE
SURIGAO DEL NORTE NATIONAL HIGH SCHOOL
SURIGAO CITY
WEEKLY LEARNING PLAN

Grade 11- VILLAR (ABM)
September 5-9, 2022
Quarter: 1 Grade Level: Grade 11
Week 3 Learning Area: General Mathematics
Day Objective Topic/s Classroom-based Activities

1  Illustrate Represen Begin with a classroom routine:
Monday real- life ts real-life a. Prayer
11:20- situations b. Reminder of the classroom health and safety protocols
situations
12:00 using c. Checking of attendance
using d. Presentation of Classroom Rules
functions,
functions, e. Discussion of Class Program, Learning Modality, etc.
including
including piece- A. Recall
piecewise wise Give at least one example of a function being applied in real life situation.
functions. functions
 Show B. Activity 1: Outfit of the Day
awareness Do you have a different outfit that you wear each day of the week? If so,
on the you might be surprised to learn that the relationship between the day of the week
and your outfit represents a mathematical concept called a function. Fill-in the
importance
table the different outfit that you possibly wear each day. Sunday, Monday and
of using Tuesday is done for you
functions Day Outfit
to solve Sunday Plaid Skirt, Brown Blouse
real-life Monday Blue Pants, White Blouse
problems. Tuesday White Pants, Grey Blouse
 Apply Wednesday
concepts of
Thursday
functions to
solve real- Friday
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life Saturday
problems.
C. Analysis
Based on the activity:
If it’s Sunday, what outfit will you wear?
Well, we look to see what outfit to which Sunday is mapped, and we see
that you will be wearing your plaid skirt with your brown blouse.
How about on Monday? Tuesday? Wednesday? Thursday? Friday? and
Saturday?
Represent your outfit of the day through a Mapping Diagram
D. Abstraction
What is a Relation?
A relation is a set of ordered pairs. The domain of a relation is the set of first
coordinates. The range is the set of second coordinates.
Example of Relations
1. {(1, 4), (2, 5), (3, 6), (4, 8)}
2. {(4, 2), (4, -2), (9, 3), (9,3)}
3. {(1, a), (1, b), (1, c), (1,d)}
What is a Function?
A function is a relation in which each element of the domain corresponds to exactly
one element of the range.
Examples of Functions
1. {(1, 4), (2, 5), (3, 6), (4, 8)}
2. {(2, 1), (3, 1), (4, 1), (5,1)}
Let’s consider a couple more examples.

Example 1.
Give a function C that can represent the cost of buying x meals, if one meal
costs P40.
Solution: Since each meal costs P40, then the cost function is (𝑥) = 40𝑥.
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Example 2.
Functions relate an input to an output
Functions in real life:

Output: Score in the test
Input: No. of hours studied
Note: as the number of hours in studying increases the chance of obtaining a high
score also increases
Piecewise Functions.
Some situations can only be described by more than one formula,
depending on the value of the independent variable.
Example 3.
A jeepney ride costs P8.00 for the first 4 kilometers, and each additional
integer kilometer adds P1.50 to the fare. Use a piecewise function to represent the
jeepney fare in terms of the distance (d) in kilometers.
Solution.
The input value is distance and the output is the cost of the jeepney fare. If
(𝑑) represents the fare as a function of distance, the function can be represented
as follows:
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{
t (m) 8.00 ,if 0<d ≤ 4
8+1 ( d ) , if m> 4
Note that ⌊𝑑⌋ is the floor function applied to d. The floor function gives the largest
integer less than or equal to d, e.g. ⌊4.1⌋ = ⌊4.9⌋ = ⌊4⌋
E. Application
Answer the following problems:
1. For which values of k is the set of order pairs ¿ a function?
2. Which of the following statements represents a function?
a. Students to their current age.
b. Countries to its capital.
c. A store to its merchandise.
3. A person is earning P600 per day to do a certain job. Express the total
salary S as a function of the number n of days that the person works.
4. A taxi ride costs Ᵽ40.00 for the first 500 meters, and each additional 300
meters (or a fraction thereof) adds Ᵽ3.50 to the fare. Use a piecewise
function to represent the taxi fare in terms of the distance d in meters.
5. Maria needs to order shirts for the 8th grade class at Malinao National High
School. The company she hires to print the shirts charges a Ᵽ35.00 design
fee and Ᵽ80.00 for each shirt ordered. How much will Maria pay if she
orders 5 shirts? 10 shirts? 50 shirts? x shirts?
F. Evaluation
Answer Me: Is this relation a function?
1. {(1,3),(2,3),(3,3)}
2. {(2,3),(2,3),(4,3)}
3. {(-3,3),(-2,3),(- 5,3)}
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4. {(1,4),(2,4),(3,4)}
2  Evaluate Evaluating Begin with a classroom routine:
Tuesday functions a Function a. Prayer
11:20 – given the b. Reminder of the classroom health and safety protocols, and Classroom Rules
12:00 number or c. Checking of attendance
expression d. Presentation of Phrase of the Day
for the
function’s A. Recall
variable. Based on our discussion yesterday what is the difference between function
 Solve and relation? And when can we use a piece-wise function?
functions in
algebraic B. Activity
form.
“KNOW MY USE”
Each picture is an example of a vending machine which can be seen
anywhere in our community. Name each vending machine and discuss the
purpose and how these machines are being used.
A. B. C. D.
C. Analysis
Based on the previous activity, answer the following questions:
When you insert (input) coin in any of the vending machine the result
(output) will be the instances of availing the services it offers.
1. How do you know when to insert?
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2. Do you know how to avail these machines?

3. What is your experience of using it?
D. Abstraction
 We're going to go back to that visual as we begin evaluating functions. We are
going to "input" a number and our "output" is the answer.
 If one thinks of functions as a function machine, evaluating a function is
analogous to providing our machines with a valid input.
 Evaluating a function means replacing the variable in the function, with a value
from the function's domain and computing for the result. To denote that we are
evaluating f at a for some a in the domain of f , we write f (a).
(To evaluate a function is to replace (substitute) its variable with a given
number or expression.)
 If you can substitute and evaluate a simple equation, then you can evaluate
functions. Remember, a function is basically the same as an equation. The
only difference is that we use that fancy function notation (such as " f ( x)")
instead of using the variable y .
 Pay close attention in each example to where a number is substituted into the
function. I promise you will have no trouble evaluating function if you follow
along. Take a look
f ( x )=6 x −1 Note
Find f (5)
f ( x )=6 x −1 Notice how 5 replaces the x in the function notation
f ( 5 )=6 ( 5 )−1 Substitute 5for x in the original function
f ( 5 )=29 Evaluate! This is your answer!
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This answer means that if you substitute 5 for x , into this function, you
will get an answer of 29!
NOTE: (The 5 can be replaced with whatever number you substitute into the
equation.)
Let’s consider a couple more examples.

Example 1.
Evaluate the following functions at 𝑥 = 1.5:
a. f ( x )=3 x−2
b. g ( x )=3 x2 −4 x
c. h ( x )=√ x+ 4
2 x +1
d. r ( x )=
x−1
e. t ( x )=⌊ x ⌋ +1, where is the greatest integer function
Solution.
a. f ( x )=3 x−2
f (1.5)=3 ( 1.5 )−2 rewrite the equation with the given value of x;
¿ 4.5−2 evaluate the given equation;
f (1.5)=2.5 This is your answer!
b. g ( x )=3 x2 −4 x
g ( 1.5 )=3 ( 1.5 )2−4 ( 1.5 ) substitute the equation with the given value of x;
¿ 3 ( 2.25 )−6 evaluate the given equation
¿ 6.75−6
g(1.5)=0.75 This is your answer!
c. h ( x )=√ x+ 4
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h ( 1.5 )= √1.5+ 4 substitute the equation with the given value of x;

¿ √ 5.5 evaluate the given equation
h(1.5)=2.34 This is your answer!
2 x +1
d. r ( x )=
x−1
2 (1.5 )+ 1
r ( 1.5 )= substitute the equation with the given value of x;
1.5−1
3+1
¿ evaluate the given equation
0.5
4
¿
0.5
r (1.5)=8 This is your answer!
e. t ( x )=| x|+1
t ( 1.5 ) =|1.5|+1 substitute the equation with the given value of x;
¿ 1+1 evaluate the given equation
t (1.5)=2 This is your answer!
Example 2.
Evaluate the following functions, where f and q are as defined in Example 1.
a) f ( 2 x+ 1 ) b) g ( 4 x−3 )
Solution.
a) f ( 2 x+ 1 )=3 ( 2 x +1 )−2 substitute the equation with the given value of x;
¿ 6 x +3−2 evaluate the given equation
f (2 x +1)=6 x +1 This is your answer!
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b) g ( 4 x−3 )=3 ( 4 x−3 )2−4 ( 4 x −3 )

¿ 3(16 x ¿¿ 2−24 x +9)−16 x +12 ¿
2
¿ 48 x −72 x+ 27−16 x +12
g ( 4 x−3 )=48 x 2−88 x +39
Example 3.
Evaluate f ( a+b ) where f ( x )=4 x 2−3 x
Solution.
2
f ( a+b ) =4 ( a+b ) −3 ( a+b )
¿4 ¿
2 2
f ( a+b ) =4 a −3 a+ 8 ab−3 b +4 b
E. Application
Direction: Evaluate the following functions
1. Given f ( x)= x−2, find the following values:
a. f (0)
b. f (3)
c. f (−1)
d. f ( 2 )
e. f (−5)
2. Given f ( x )= √ x−3 , find the following values:
a. f ( 3 )
b. f (4 )
c. f (12)
d. f ( x−3)
e. f ( ) 1
1−x
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3. Find the functional values f (−2), and f (3) for the function; f ( x )=x 2 +1
4. Evaluate the function f ( x )=2 x +4 for x=5
5. Mark started selling snacks in the nearby school. In one day he spends
Ᵽ 200for rent and Ᵽ 25for each snack item he prepares. His expenses in a
single day can be expressed as the function C ( x)=25 x +200 , where x is the
number of items and C ( x) is his daily expenses in pesos. How much are his
expenses if he prepares 100snack items? 150 snack items?
F. Evaluation
Substitute the given value/s and do the indicated operations and solve.
Let x = 3, y = 5, z = – 2
1. 2x – (– 3xy2)
2. – (xyz)
3. 3z – 2y + 3x
4x
4. + 2z
5y
4x
5. (3 z)2 – 5y +
6z
3  Define the Operations Begin with a classroom routine:
Wednesday rules on e. Prayer
11:20 – involving Functions f. Reminder of the classroom health and safety protocols, and Classroom Rules
12:00 operations & g. Checking of attendance
on functions. h. Presentation of Phrase of the Day
Compositio
 Solve
problems n of
A. Recall
involving Function You have learned from the previous module that evaluating a function
operations means replacing the variable in the function, with a value from the function's
on functions domain and computing for the result. To denote that we are evaluating f at a for
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and some a in the domain of f, we write f(a)

composition B. Activity
of functions. “Try it yourself”
 Relate
Base on your previous knowledge about function try solving the functions
functions in
real world below base on the given operation.
application.
ENTRY CARD
Perform the indicated operations.
a. ( 4 x+3 )+(3 x−2)
b. ( 2 x 2−3 x−2 )−(4 x2 +5 x+ 3)
c. (2 x−3)(x+ 4)
d. ( x 2+ 10 x +25) ÷(x+ 5)
C. Analysis
1. When you are trying to solve the items above what did you
feel?
2. Who did you find the activity is it hard or easy?
3. What is your experience of solving it?
D. Abstraction
Like integers/numbers, functions can be added, subtracted, multiplied, and
divided. We conduct these operations on algebraic expressions that appear
on the right-hand side of the equations since functions are frequently given
in equation form.
Sum, Difference, Product, and Quotient of Functions
 Let f and g be any two functions.
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f
 The sum f +g , difference f −g, product fg, and quotient are functions
g
whose domains are the set of all real numbers common to the domain
of f and g, and defined as follows:
1. Sum: (f + g)( x)=f ( x)+ g ( x)
2. Difference: (f −g)( x)=f ( x )−g( x )
3. Product: ( fg ) ( x )=f ( x ) ∙ g(x )
f f (x)
4. Quotient: ( x )= , where g(x )≠ 0.
g g (x)
To further discuss the following operations the following examples will be
presented
Example 1.
The Sum of two Functions
Definition. Given two functions f and g, the sum of two functions, f + g, is defined
by the equation, (f + g) (x) = f(x) + g(x)
Find the sum of the given functions given the following:
Given: f(x) = 6x – 1.
g(x) = x + 5
p(x) = x² + 3x + 2
h(x) = x²- 5x + 4
Solution.
a. f + g
Equation: (f + g) (x) = f(x) + g(x)
Substitute the given functions to the equation: (f + g) (x) = 6x – 1 +x + 5
Simplify: (f + g) (x) = 7x + 4
Therefore, the sum of the functions f and g is 7x + 4.
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b. g + p
Equation: (g + p) (x) = g(x) + p(x)
Solution the given functions to the equation: (g + p) (x) = x + 5 + x²+ 3x + 2
Simplify: (g + p) (x) = x² + 4x + 7
Therefore, the sum of the functions g and p is x² + 4x + 7.
c. f + h
Equation: (f + h) (x) = f(x) + h(x)
Substitute the given functions to the equation: (f + h) = 6x – 1 + x² - 5x + 4
Simplify: (f + h) (x) = x² + x + 3
Therefore, the sum of the functions f and h is x² + x + 3.
Remember: In finding the sum of the functions, the following steps will be applied:
1. Write the equation based on the given functions.
2. Substitute the given values of the functions to the equation.
3. Simplify the values to get the final answer.
The Difference of two Functions
Definition: Given two functions, f and g the difference of two functions, f – g, is
defined by the equation, (f – g) (x) = f(x) – g(x)
Example 2.
Find the difference of the given functions given the following:
Given: f(x) = 6x – 1.
g(x) = x + 5
p(x) = x² + 3x + 2
h(x) = x²- 5x + 4
Solution.
a. f – g
Equation: (f – g) (x) = f(x) –g(x)
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Substitute the given functions to the equation: (f – g) (x) = 6x – 1 – (x + 5)

Distribute the negative sign to the quantities in the parenthesis: (f – g) (x) =
6x – 1 – x – 5
Simplify: (f – g) (x) = 5x – 6
Therefore, the difference of the functions f and g is 5x – 6.
b. g – p
Equation: (g – p) (x) = g(x) – p(x)
Substitute the given functions to the equation: (g – p) (x) = x + 5 – (x² + 3x
+ 2) Distribute the negative sign to the quantities in the parenthesis: (g – p)
(x) = x + 5 – x² – 3x – 2
Simplify: (g – p) (x) = -x² – 2x + 3
Therefore, the difference of the functions g and p is –x² – 2x + 3.
c. f – h
Equation: (f – h) (x) = f(x) – h(x)
Substitute the given functions to the equation: (f – h) (x) = 6x – 1 – (x² -5x +
4)
Distribute the negative signs to the quantities in the parenthesis: (f – h) (x)
= 6x – 1 – x² + 5x – 4
Simplify: (f – h) (x) = -x² + 11x – 5
Therefore, the difference of the functions f and h is –x² + 11x – 5.
Remember: In finding the difference of two functions, the following steps will be
applied:
3. Distribute the negative or minus sign on the quantities inside the
parenthesis.
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The Product of two Functions
Definition: Given two functions, f and g, the product of two functions, f and g, is
defined by the equation, (fg) (x) = f(x) . g(x)
Example 3.
Find the products of the following functions given:
Given: f(x) = x – 1
g(x) = x + 5
p(x) = x² + 3x + 2
h(x) = x² – 5x + 4
j(x) = 2x
Solution.
a. jf
Equation: (jf) (x) = j(x) . f(x)
Substitute the given functions to the equation: (jf) (x) = 2x (x – 1)
Multiply the quantities by applying the Law of Exponents: (jf) (x) = 2x² – 2x
Therefore, the product of the functions j and f is 2x² – 2x.
b. fg
Equation: (fg) (x) = f(x) . g(x)
Substitute the given functions to the equations: (fg) (x) = (x – 1) (x + 5)
Multiply the quantities by applying the Laws of Exponents horizontally or
vertically: (fg) (x) = x² + 5x – x – 5
Simplify (fg) (x) = x² + 4x – 5
Therefore, the product of the functions g and f is x² + 4x – 5.
c. gh
Equation: (gh) (x) = g(x) . h(x)
Substitute the given functions to the equation: (gh) (x) = (x + 5) (x² -5x + 4)
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vertically: (gh) (x) = x3 - 5x² + 4x +5x² - 25x + 20
Simplify: (gh) (x) = x3 - 21x + 20
Therefore, the product of the functions g and h is x 3 - 21x + 20
d. ph
Equation: (ph) (x) = p(x) . h(x)
Substitute the given functions to the equation: (ph)(x) = (x² + 3x + 2) (x² –
5x + 4)
vertically: (ph) (x) = x⁴ – 5x³ + 4x² + 3x – 15x² + 12x + 2x – 10x + 8x – 2x² –
9x² = 2x = 8
Simplify: (ph) (x) = x⁴ – 2x³ – 9x² + 2x + 8
Therefore, the product of the functions p and h is x⁴ – 2x³ – 9x² + 2x + 8.
Remember: In finding the product of two functions, the following steps will be
applied:
3. Multiply the given functions horizontally and vertically by applying the laws
of exponents.
The Quotient of two Functions

Definition: Given two functions, f and g, the quotient of two functions, f/g, is
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defined y the equation, (f/g) (x) = f(x)/g(x)

Example 4.
Given: f(x) = x – 1
g(x) = x + 5
p(x) = x² + 2x + 1
h(x) = x² – 10x + 25
j(x) = 2x – 2
Solution.
a. f/g
Equation: (f/g) (x) = f(x) / g(x)
Substitute the given functions to the equation: (f/g) (x) = x – 1 / x – 5
Since x – 1 is not divisible by x + 5, the quotient of f and g is x – 1 / x + 5
b. j/f
Equation: (j/f) (x) = j(x) / f(x)
Substitute the given functions to the equation: (j/f) (x) = 2x – 2 / x – 1
Divide the numerator by the denominator or apply the different kinds of
factoring: (j/f) (x) = 2(x – 1) / x – 1
Simplify: (j/f) (x) = 2
Therefore the quotient of the functions j and f is 2.
c. g/h
Equation: (g/h) (x) = g(x) / h(x)
Substitute the given functions to the equation (g/h) (x) = x + 5 / x + 10x + 25
Divide the numerator by the denominator or apply the different kinds of
factoring: (g/h) (x) = x + 5 / ( x + 5 ) ( x + 5 )
Simplify: (g/h) (x) = 1 / x + 5
Therefore, the quotient of the functions g and h is 1 / x + 5.
Remember: In finding the quotient of two functions, the following steps will be
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applied:
3. Divide the numerator by the denominator or apply the different kinds of
factoring.
4. Simplify the value to get the final answer.
The composition of Functions

The composition of the function f with g is denoted by f o g and is defined
by the equation: ( f ° g ) ( x ) =f ( g ( x )) , this expression can be read “the f of g of x”
The domain of the composition function f o g is the set of all x such that
1. x is in the domain of g; and
2. g( x ) is in the domain of f .
Note: in this topic I will be using f(g(x)) and vice versa
For the examples 5 to 7, use the following functions:

f ( x )=2 x +1 g ( x )=√ x+1
2
q ( x )=x +2 x+2 2 x +1
p ( x) =
x−1
Example 5.
Find and simplify g ( f ( x ) )
g ( f (x) )= √ x +1=g ( 2 x+1 ) =√ 2 x +1+1=√ 2 x +2
Therefore g ( f ( x ) )= √2 x+ 2
Example 6.
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Find and simplify q ( f ( x ))

q( f ( x ) ) =x2 +2 x+ 2=q ( 2 x+ 1 )=¿
q( 2 x+1 ) =4 x 2 +4 x+1−4 x−2+ 2
q( 2 x+1 ) =4 x 2 +1
Therefore q( 2 x+1 ) =4 x 2 +1
Example 7.
Find and simplify f ( p ( x ) )
f ( p( x) )=2 x +1=f ( 2x−1

x +1
)=2( 2x−1
x +1
)+1
( 2x−1
f )= x −1 + x−1 = x−1 = x−1
x +1 4 x+ 2 x−1 ( 4 x +2 ) +( x−1) 5 x +1
Therefore f (
x−1 ) x−1
2 x +1 5 x+ 1
=
E. Application
I. Let f and g be defined as (𝑥) = 𝑥 − 5 and (𝑥) = 𝑥 2 − 1. Find,
1. f +g
2. f −g
3. fg
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f
4.
g
g
5.
f
1
II. Let f ( x )=x 2−1 and g ( x )= , find
x
1. f ( g ( x ) )
2. g ( f (−1 ) )
3. f ( f ( x ))
4. g ( g ( 5 ) )
F. Evaluation
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Determine whether or not each statement is True or False. Explain your answer
1. If f ( x )=x−3 and g ( x )=x+ 4 , then ( f −g ) ( x )=−7
()
2. If f ( x )=x +6 and g ( x )=3 x , then
f
g
( 3 )=1.
3. If f ( x )=4 x−12 and g ( x )=x−3, then ( f + g )( 2 ) =−5

4. If f ( x )=x +3 and g ( x )=4 x , then ( f ∙ g ) ( 2 )=40
5. If f ( x )=3 x +2 and g ( x )=4 x −1, then ( f −g ) (−3 )=6
6. The functions f ° g and f ∙ g are always the same
If f ( x )= √ x and g ( x )=x−4 , then g ( f ( x ) )=f (g ( x )) for every x
4  Identify what Solving BeginThe
withFunction
a classroom
Gameroutine:
Thursday are given Real- Life i. The
Prayer
goal of this activity is for you to create your own function
11:20 – and what is Problems j. rules!
Reminder of the classroom health and safety protocols, and Classroom Rules
12:00 asked in the Involving k. Checking of attendance
Write a one-operation rule and a two-operation rule on a
problem l. Presentation of Phrase of the Day
Functions separate piece of paper. I am going to figure out your rule and
 Solve
problems you can try to make it as difficult as you like. Use each rule to
A. Recall
involving fill in the
AsInputs and Outputs
you learned fromfor
theone of the tables
previous below.
module, the guidelines, procedures,
functions and process in solving problems. Your knowledge in the previous lesson helps
 Demonstrat you a lot in learning this module.
e B. Activity
cooperation
“The Function Game”
in group
activity Great! You are doing a great job working on all the different functions
you’ve thrown at them and now it is their turn. Now you are going to have an
opportunity to create your own function rules and tables. Write a one-operation
rule and a two-operation rule on a piece of paper.
https://www.youtube.com/watch?v=1w0HMJoYM9s
The link above is a short video explanation on how the game works
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C. Analysis
1. How did you find the activity?
2. Did you learn something from it? What is it?
 A function is a relationship in which an output value depends upon
an input value.
 A function table is often referred to as an Input/ Output table.
 A rule tells how one number (input) is related to another number
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(output).
D. Abstraction
Decision making is always part of our lives, from the moment we wake- up
we start to decide the proper action to undertake be it minor or major decisions. In
the problem presented one of the factors that Miguel can use in making decision
about the dilemma he is facing is the cost of the fare in jeepney and in tricycle. If
he will ride a jeepney he will only pay ₱17.25 however if he will ride a tricycle, he
needs to pay ₱24.00 So it will be more economical if he chose to ride a jeepney.
However, the cost of the fare is just one of the factors. There are times that
convenience is also considered in choosing the mode of transportation since it is
not crowded and you can reach your destination faster. Therefore, in deciding the
mode of transportation the priority of the commuters whether to be more
economical or to meet convenience is considered.
In the previous problem we determine the cost of the fare by using a table
wherein we repeatedly add the fare charge per kilometer. Thus, this type of
problem can be solved using functions, and at this point let us determine how we
are going to do that.
Example no. 1
LET’S TRAVEL
A proposed Light Rail Transit System Line 1 (LRT-1) fare would charge ₱18.00 for
the first four stations and ₱5.00 for each additional station over the proposed fare.
a. Find the fare function f(x) where x represents the number of stations traveled
b. Find the proposed fare for 15 stations
c. Find the proposed fare for 20 stations
To solve problems that involve functions you can employ George Polya’s 4-step
rule
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SURIGAO CITY
Solution
a. Explore. Since the first step involves analysis and proper labeling of the known
and unknown facts, we will let x = number of stations traveled. There are also
some conditions that was set in the problem such as the cost of fare which is set
up to 4 stations only thus we can represent x – 4 = number of stations traveled
over and above 4 stations
b. Plan. In writing an equation that will represent the relationship between the
known and unknown quantities, since we know that if we travelled up to 4 stations
we must pay P18, we can represent it as
f(x) = 18 for 0 < 𝑥 ≤ 4
However, if we travelled more than 4 stations the cost of the fare have different
method of computation so we need to consider it. Since the cost of every station
after the 4th station is ₱5.00 we will now obtain
f(x) = 18 + 5(x – 4)
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Now simplifying the equation will lead us to:

f(x) = 18 + 5x – 20
f(x) = 5x – 2
At this point we can say that the fare function is f(x) = 5x - 2
c. Solve. To find the fare charge for 15 stations the fare function f(x) = 5x -2 will
be used and 15 will be substituted to the function
f(15) = 5(15) – 2
= 73
By evaluating the function we obtained f(15) = 73
d. Check. To check whether we arrived at the correct solution you can use table
or graph.
Thus. the proposed fare for 15-station travel is ₱73.00
c. f(20) = 5 (20) – 2
= 98
The proposed fare for 20 – station travel is ₱98
E. Application
According to Alice Hoffman every problem has a solution. In finding the
solution one important aspect to consider is the “how” or the process of finding it.
In solving problems involving functions there are different process that we can
employ to attain the solution. In three to five sentences write the process that you
follow in solving problems involving functions.
_________________________________________________________
_________________________________________________________
_________________________________________________________
F. Evaluation
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SURIGAO CITY

5  To address the Remediatio Begin with a classroom routine:
Friday needs of the n m. Prayer
11:20 – learners n. Reminder of the classroom health and safety protocols, and Classroom Rules
12:00 especially those o. Checking of attendance
who are lagging p. Presentation of Phrase of the Day
behind the
subject. A. Recall
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SURIGAO CITY
 To apply the Based on our learnings, what is the most important use of function in our
concepts of lives?
function to real B. Activity
life situation JEEPNEY OR TRICYCLE?
Read and analyze the problem below.
Miguel is a senior high school student who commutes from home to school which
is 15 km apart. There are two modes of transportation the first one is through jeep
and the other one is through tricycle. In riding a jeepney the fare charge ₱9.00 for
the first 4 km travel and ₱0.75 for each additional kilometer. Meanwhile in riding a
tricycle the fare would be ₱10.00 for the first km travel and ₱1 for each additional
kilometer. Will you help Miguel analyze his situation?
Questions
C. Analysis
Decision making is always part of our lives, from the moment we wake-
up we start to decide the proper action to undertake be it minor or major
decisions. In the problem presented one of the factors that Miguel can use in
making decision about the dilemma he is facing is the cost of the fare in jeepney
and in tricycle. If he will ride a jeepney he will only pay ₱17.25 however if he will
ride a tricycle, he needs to pay ₱24.00 So it will be more economical if he chose
to ride a jeepney. However, the cost of the fare is just one of the factors. There
CARAGA REGION XIII
SURIGAO CITY
are times that convenience is also considered in choosing the mode of

transportation since it is not crowded and you can reach your destination faster.
Therefore, in deciding the mode of transportation the priority of the commuters
whether to be more economical or to meet convenience is considered.
In the previous problem we determine the cost of the fare by using a
table wherein we repeatedly add the fare charge per kilometer. Thus, this type of
problem can be solved using functions, and at this point let us determine how we
are going to do that.
D. Abstraction
Remediation may vary depending on the needs of the learners
E. Application
F. Evaluation
Prepared by: Checked by:

AIZA B. GENANIBAN EMELIA G. REAMBONANZA
Class Adviser Grade 11 Coordinator – Master Teacher I
Approved by:
JULIET A. TAN, PhD
OIC-Master Teacher II

WLP Week 3 GenMath

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Republic of the Philippines

WEEKLY LEARNING PLAN

Day Objective Topic/s Classroom-based Activities

Let’s consider a couple more examples.

Functions in real life:

2. Do you know how to avail these machines?

Let’s consider a couple more examples.

h ( 1.5 )= √1.5+ 4 substitute the equation with the given value of x;

b) g ( 4 x−3 )=3 ( 4 x−3 )2−4 ( 4 x −3 )

and some a in the domain of f, we write f(a)

Substitute the given functions to the equation: (f – g) (x) = 6x – 1 – (x + 5)

4. Simplify the values to get the final answer.

Multiply the quantities by applying the Laws of Exponents horizontally or

The Quotient of two Functions

defined y the equation, (f/g) (x) = f(x)/g(x)

The composition of Functions

For the examples 5 to 7, use the following functions:

Find and simplify q ( f ( x ))

f ( p( x) )=2 x +1=f ( 2x−1

3. If f ( x )=4 x−12 and g ( x )=x−3, then ( f + g )( 2 ) =−5

Now simplifying the equation will lead us to:

Day Objective Topic/s Classroom-based Activities

are times that convenience is also considered in choosing the mode of

Prepared by: Checked by:

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