General

Mathematics

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Learner’s Material

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This learning resource was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
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universities. We encourage teachers and other education stakeholders

to email their feedback, comments and recommendations to the
Department of Education at [email protected].
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We value your feedback and recommendations.

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Department of Education
Republic of the Philippines

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General Mathematics
Learner’s Material
First Edition 2016

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Published by the Department of Education

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Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the General Mathematics Learner’s Material
Dr. Debbie Marie B. Verzosa Francis Nelson M. Infante
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Paolo Luis Apolinario Jose Lorenzo M. Sin

Regina M. Tresvalles Len Patrick Dominic M. Garces
Reviewers
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Leo Andrei A. Crisologo Lester C. Hao

Shirlee R. Ocampo Eden Delight P. Miro
Jude Buot Eleanor Villanueva

Layout Artist Cover Art Illustrator

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Mary Ann A. Mindaña Quincy D. Gonzales

Management Team of the General Mathematics Learner’s Material

Bureau of Curriculum Development
Bureau of Learning Resources

Printed in the Philippines by Lexicon Press Inc.

Department of Education-Bureau of Learning Resources (DepEd-BLR)

Office Address: Ground Floor Bonifacio Building, DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: [email protected]

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 TABLE OF CONTENTS

I. Functions
Lesson 1: Functions............................................................................................. 1
Lesson 2: Evaluating Functions ......................................................................... 10
Lesson 3: Operations on Functions ................................................................... 13

II. Rational Functions

Lesson 4: Representing Real-Life Situations Using Rational Functions ............. 21
Lesson 5: Rational Functions, Equations, and Inequalities ................................ 24

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Lesson 6: Solving Rational Equations and Inequalities ...................................... 25
Lesson 7: Representations of Rational Functions .............................................. 35
Lesson 8: Graphing Rational Functions ............................................................. 44

III. One-to-One Functions

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Lesson 9: One-to-One functions ........................................................................ 60
Lesson 10: Inverse of One-to-One Functions..................................................... 62
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Lesson 11: Graphs of Inverse Functions............................................................ 67

IV. Exponential Functions

Lesson 12: Representing Real-Life Situations Using Exponential Functions ...... 77
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Lesson 13: Exponential Functions, Equations, and Inequalities ......................... 82
Lesson 14: Solving Exponential Equations and Inequalities............................... 83
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Lesson 15: Graphing Exponential Functions ...................................................... 88

Lesson 16: Graphing Transformations of Exponential Functions ....................... 92
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V. Logarithmic Functions
Lesson 17: Introduction to Logarithms ............................................................... 99
Lesson 18: Logarithmic Functions, Equations, and Inequalities ....................... 103
Lesson 19: Basic Properties of Logarithms ...................................................... 104
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Lesson 20: Laws of Logarithms ....................................................................... 106

Lesson 21: Solving Logarithmic Equations and Inequalities ............................. 111
Lesson 22: Graphing Logarithmic Functions .................................................... 124
Lesson 23: Illustrating Simple and Compound Interest ................................... 135

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 VI. Simple and Compound Interest
Lesson 24: Simple Interest .............................................................................. 137
Lesson 25: Compound Interest ....................................................................... 144
Lesson 26: Compounding More than Once a Year .......................................... 150
Lesson 27: Finding Interest Rate and Time in Compound Interest .................. 158

VII. Annuities:
Lesson 28: Simple Annuity .............................................................................. 168

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Lesson 29: General Annuity ............................................................................ 183
Lesson 30: Deferred Annuity ........................................................................... 199

VIII. Basic Concepts of Stocks and Bonds

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Lesson 31: Stocks and Bonds ......................................................................... 208
Lesson 32: Market Indices for Stocks and Bonds ............................................ 217
Lesson 33: Theory of Efficient Markets............................................................ 222
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IX. Basic Concepts of Loans
Lesson 34: Business and Consumer Loans .................................................... 225
Lesson 35: Solving Problems on Business and Consumer Loans .................. 226
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X. Logic
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Lesson 36: Propositions .................................................................................. 240

Lesson 37: Logical Operators.......................................................................... 246
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Lesson 38: Truth Tables .................................................................................. 257

Lesson 39: Logical Equivalence and Conditional Propositions ........................ 263
Lesson 40: Valid Arguments and Fallacies ...................................................... 270
Lesson 41: Methods of Proof ........................................................................... 283
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 Lesson 1: Functions
Learning Outcome(s): At the end of the lesson, the learner is able to represent real-
life situations using functions, including piecewise functions.
Lesson Outline:
1. Functions and Relations
2. Vertical Line Test
3. Representing real-life situations using functions, including piecewise functions.

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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

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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
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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.
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Example 1. Which of the following relations are functions?
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Solution.
The relations f and h are functions because no two ordered pairs have the
same x-value but different y-values. Meanwhile, g is not a function because (1,3) and
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(1,4) are ordered pairs with the same x-value but different y-values.

Relations and functions can be represented by mapping diagrams where the

elements of the domain are mapped to the elements of the range using arrows. In
this case, the relation or function is represented by the set of all the connections
represented by the arrows.

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

X Y

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C
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Solution.
The relations f and g are functions because each value y in Y is unique for a specific
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value of x. The relation h is not a function because there is at least one element in X
for which there is more than one corresponding y-value. For example, x=7
corresponds to y = 11 or 13. Similarly, x=2 corresponds to both y=17 or 19.
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A relation between two sets of numbers can be illustrated by a graph in the Cartesian
plane, and that a function passes the vertical line test.
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The Vertical Line Test

A graph represents a function if and only if each vertical line intersects the graph at
most once.

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 Example 3. Which of the following can be graphs of functions?
a.)

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b.)
e.)

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E D

c.)
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d.)
Solution.
Graphs a.), b.), c.) are graphs of functions while d.) and e.) are not because they
do not pass the vertical line test.

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Important Concepts.

 Relations are rules that relate two values, one from a set of inputs and
the second from the set of outputs.
 Functions are rules that relate only one value from the set of outputs to a
value from the set of inputs.

Definition: The domain of a relation is the set of all possible values that the
variable x can take.
Example 4. Identify the domain for each relation using set builder notation.
(a)
(b)

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(c)
(d)
(e)
(f) where is the greatest integer function.

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Solution. The domains for the relations are as follows:
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(a) (d)
(b) (e)
(c) (f)
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Functions as representations of real-life situations.
Functions can often be used to model real situations. Identifying an appropriate
functional model will lead to a better understanding of various phenomena.
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Example 5. Give a function C that can represent the cost of buying x meals, if
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one meal costs P40.

Solution. Since each meal costs P40, then the cost function is C(x) = 40x.
Example 6. One hundred meters of fencing is available to enclose a rectangular
area next to a river (see figure). Give a function A that can represent the area
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that can be enclosed, in terms of x.

RIVER

x
Solution. The area of the rectangular enclosure is A = xy. We will write this as a
function of x. Since only 100 m of fencing is available, then x + 2y = 100 or
y = (100 – x)/2 = 50 – 0.5x. Thus, A(x) = x(50 – 0.5x) = 50x – 0.5x2.

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 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:

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Example 8. A jeepney ride costs P8.00 for the first 4 kilometers, and each

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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.
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Solution. The input value is distance and the output is the cost of the jeepney
fare. If F(d) represents the fare as a function of distance, the function can be
represented as follows:
E D

Note that is the floor function applied to d. The floor function gives the largest
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integer less than or equal to d, e.g. .

Example 9. Water can exist in three states: solid ice, liquid water, and gaseous
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water vapor. As ice is heated, its temperature rises until it hits the melting point of
0°C and stays constant until the ice melts. The temperature then rises until it hits
the boiling point of 100°C and stays constant until the water evaporates. When
the water is in a gaseous state, its temperature can rise above 100°C (This is
why steam can cause third degree burns!).

A solid block of ice is at -25°C and heat is added until it completely turns into
water vapor. Sketch the graph of the function representing the temperature of
water as a function of the amount of heat added in Joules given the following
information:
 The ice reaches 0°C after applying 940 J.
 The ice completely melts into liquid water after applying a total of 6,950 J.

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  The water starts to boil (100°C) after a total of 14,470 J.
 The water completely evaporates into steam after a total of 55,260 J.
Assume that rising temperature is linear. Explain why this is a piecewise function.

Solution. Let T(x) represent the temperature of the water in degrees Celsius as
a function of cumulative heat added in Joules. The function T(x) can be graphed
as follows:

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This is a piecewise function because the temperature rise can be expressed as a
linear function with positive slope until the temperature hits 0°C, then it becomes
a constant function until the total heat reaches 6,950K J. It then becomes linear
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again until the temperature reaches 100°C, and becomes a constant function
again until the total heat reaches 55,260 J.
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Solved Examples
1. Is the relation {(0,0), (1,1), (2,4), (3,9), … ( ), …} a function?
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Solution.
Yes, it is a function.

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 2. Which of the following diagram represents a relation that is NOT a function?

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Solution.
C. All diagrams, except for C, represent a function.
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3. Can the graph of a circle be considered a function?
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Solution.
No, it cannot. A circle will fail the vertical line test.
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4. Give the domain of using set builder notation.

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Solution.
D

5. Contaminated water is subjected to a cleaning process. The concentration of

pollutants is initially 10 mg per liter of water. If the cleaning process can reduce
the pollutant by 5% each hour, define a function that can represent the
concentration of pollutants in the water in terms of the number of hours that the
cleaning process has taken place.

Solution. After 1 hour, the concentration of pollutants is (10)*(0.95). After 2

hours, it is this value, times 0.95, or [(10)*(0.95)](0.95) = 10(0.95) 2. In general,
after t hours, the concentration is C(t) = (10)(0.95)t mg per liter of water.

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6. Squares of side x are cut from each corner of an 8 in x 5 in rectangle (see
figure), 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.

8 inches
x

5 inches

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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)x = 40x – 26x2 + 4x3.

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7. A certain chocolate bar costs P35.00 per piece. However, if you buy more than
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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.
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Solution.
E
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8. A school’s fair committee wants to sell t-shirts for their school fair. They found
a supplier that sells t-shirts at a price of P175.00 a piece but can charge
P15,000 for a bulk order of 100 shirts and P125.00 for each excess t-shirt after
that. Use a piecewise function to represent the cost in terms of the number of t-
shirts purchased.
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Solution.

9. The fee to park in the parking lot of a shopping mall costs P40.00 for the first
two hours and an extra P10.00 for each hour (or a fraction of it) after that. If you
park for more than twelve hours, you instead pay a flat rate of P200.00.
Represent your parking fee using the function p(t) where t is the number of
hours you parked in the mall.

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 Solution.

Here is the ceiling function applied to t – 2. The ceiling function of a

number x gives the smallest integer greater than or equal to x,
e.g.

Lesson 1 Supplementary Exercises

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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.

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3. Which of the following letters will pass the vertical line test? V W X Y Z
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4. Give the domain of in set builder notation.

5. A person is earning P600 per day to do a certain job. Express the total salary
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S as a function of the number n of days that the person works.

6. A canned drink will be made using 40 in2 of aluminum. Let r be the radius of
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the can and let h be the height. Define a function in terms of r that can
represent the volume of the can.
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7. A computer shop charges 20 pesos per hour (or a fraction of an hour) for the
first two hours and an additional 10 pesos per hour for each succeeding hour.
Represent your computer rental fee using the function R(t) where t is the
number of hours you spent on the computer.
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8. A taxi ride costs P40.00 for the first 500 meters, and each additional 300
meters (or a fraction thereof) adds P3.50 to the fare. Use a piecewise function
to represent the taxi fare in terms of the distance d in meters.

9. Temperature readings T (in ⁰ C) were recorded every three hours from

midnight until 6 PM. The time t was measured in hours from midnight.
T 0 3 6 9 12 15 18
T 24 26 28 30 32 30 28

(a) Use the data to sketch a rough graph of T as a function of t.

(b) Assuming that the peak temperature was recorded during 12 noon, what
do you think is the temperature by 9 PM?

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Lesson 2: Evaluating Functions
Learning Outcome(s): At the end of the lesson, the learner is able to evaluate
functions and solve problems involving functions.
.
Lesson Outline:
1. Evaluating functions

Evaluating a function means replacing the variable in the function, in this case
x, with a value from the function's domain and computing for the result. To

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denote that we are evaluating f at a for some a in the domain of f, we write f(a).

Example 1. Evaluate the following functions at x = 1.5:

(g)
(h)

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(i)
(j)
(k) , where
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is the greatest integer function.

Solution. Substituting 1.5 for x in the functions above, we have

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(a)
(b)
(c)
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(d)
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(e)

Example 2. Find g( 4) and r(1) where g and r are as defined in the previous
example.
Solution. This is not possible because 4 is not in the domain of g(x) and 1 is
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not in the domain of r(x).

Example 3. Evaluate the following functions, where f and q are as defined in

Example 1.

Solution.

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 Solved Examples
1. Evaluate the following functions at x=3.
(a)
(b)
(c)
(d)
(e) where |x – 5| means the absolute value of x – 5.

Solution.
(a)

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(b)
(c)
(d)

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(e)

2. For what values of x can we not evaluate the function ?

Solution.
C
The domain of the function is given by . Since 2 and -2 are
not in the domain, we cannot evaluate the function at x = -2,2.
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3. Evaluate where .
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Solution.
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4. Suppose that s(T) is the top speed (in km per hour) of a runner when the
temperature is T degrees Celsius. Explain what the statements s(15) = 12
and s(30) = 10 mean.
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Solution. The first equation means that when the temperature is 15C, then the
top speed of a runner is 12 km per hour. However, when temperature rises to
30C, the top speed is reduced to 10 km per hour.
5. 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), and explain what
these results mean.
Solution. V(0) = 20 – 9.8(0) = 20 and V(1) = 20 – 9.8(1) = 10.2. These results
indicate that the initial velocity of the ball is 20 m/s. After 1 second, the ball is
traveling more slowly, at 10.2 m/s.

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Lesson 2 Supplementary Exercises
1. Evaluate the following functions at .
(a)
(b)
(c)
(d)

2. Given , give the values of the following:

(a)

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(b)
(c)
(d)
(e)

3. Given . Solve for

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(a)
(b)
Is the same as ?
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4. A computer shop charges P20.00 per hour (or a fraction of an hour) for the first
two hours and an additional P10.00 per hour for each succeeding hour. Find
how much you would pay if you used one of their computers for:
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(a) 40 minutes
(b) 3 hours
(c) 150 minutes
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5. Under certain circumstances, a rumor spreads according to the equation

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where p(t) is the proportion of the population that knows the rumor (t) days
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after the rumor started. Find p(4) and p(10), and interpret the results.

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 Lesson 3: Operations on Functions
Learning Outcome(s): At the end of the lesson, the learner is able to perform
addition, subtraction, multiplication, division, composition of functions, and solve
problems involving functions.

Lesson Outline:
1. Review: Operations on algebraic expressions
2. Addition, subtraction, multiplication, and division of functions
3. Function composition

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Addition and Subtraction:
(a) Find the least common denominator (LCD) of both fractions.
(b) Rewrite the fractions as equivalent fractions with the same LCD.
(c) The LCD is the denominator of the resulting fraction.
(d) The sum or difference of the numerators is the numerator of the resulting

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fraction.

Example 1. Find the sum of and .

C
Solution. The LCD of the two fractions is 15.
D

Example 2. Find the sum of and .

E

Solution. The LCD of the two fractions is or .

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D

Multiplication:
(a) Rewrite the numerator and denominator in terms of its prime factors.
(b) Common factors in the numerator and denominator can be simplified as “1”
(this is often called “cancelling”).
(c) Multiply the numerators together to get the new numerator.
(d) Multiply the denominators together to get the new denominator.

Example 3. Find the product of and . Use cancellation of factors when

convenient.

Solution. Express the numerators and denominators of the two fractions into
their prime factors. Multiply and cancel out common factors in the numerator and
the denominator to reduce the final answer to lowest terms.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Example 4. Find the product of and .

Solution. Express the numerators and denominators of the two rational

expressions into their prime factors. Multiply and cancel out common factors in
the numerator and the denominator to reduce the final answer to lowest terms.
Note the similarity in the process between this example and the previous one on
fractions.

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.

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Division:
C
To divide two fractions or rational expressions, multiply the dividend with the
reciprocal of the divisor.
D
Example 5. Divide by .
E
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D

Definition. Let f and g be functions.

1. Their sum, denoted by , is the function denoted by
.
2. Their difference, denoted by , is the function denoted by
.
3. Their product, denoted by , is the function denoted by
.
4. Their quotient, denoted by , is the function denoted by
, excluding the values of x where

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 Use the following functions below for Example 5.








Example 5. Determine the following functions.

(a)

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(b)
(c)
(d)
(e)

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Solution.
(a)
C
(b)
(c)
D

(d)
E

(e)
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Use the following functions for Examples 6-12:




D

Example 6. Express the function as a sum or difference of the

functions above.
Solution.
The solution can involve some trial and error. Add and and check if the
sum is

Thus .

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Example 7. Express the function as the sum or difference of
the given functions.
Solution.
Again, the solution can involve trial and error. Check if gives
.

Thus .

Example 8. Express the function as a sum or difference of the

given functions.

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Solution.

Because has as a denominator, then must be one of

the functions in our solution. Let us try to add and :

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C +

Example 9. Write down the answers from the previous items in the notation
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denoted in the definitions.
Solution.
E

(a)
(b)
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(c)

Example 10. Express the function as a product or

quotient of the given functions.
Solution.
D

Since is cubic, then it is possibly the product of and

.

Thus, .

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 Example 11. Express the function as a product or quotient of the
given functions.
Solution.

The function involves . The goal is to “get rid” of . This

can be done by dividing by :

Thus, .

Example 12. Express the function as a product or quotient of the

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given functions.
Solution.

The function is very similar to . The goal is to “get rid” of

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. This can be done by dividing by .
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Thus, .
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Definition. Let f and g be functions. The composite function denoted by
is defined by . The process of obtaining a
composite function is called function composition.
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For examples 13 to 16, use the following functions:

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.
D

Example 13. Find and simplify .

Solution.

Example 14. Find and simplify .

Solution.

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Example 15. Find and simplify .
Solution.

Example 16. Find and simplify .

Solution.

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Solved Examples
1. Let , , and . Find:
(a)

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(b)
(c) C
(d)
(e)

Solution.
D
(a)
(b)
E
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(c)
(d)

(e)
D

2. Let . Find:
(a)
(b)
(c)

Solution.

(a) (

18

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
 (b)

(c)

3. Express the following functions as the sum, difference, quotient, or product of

and .

(a)
(b)
(c)
(d)

PY
Solution.
(a)
(b)

(c

(d)

O
C
4. Suppose that N(x) = x denotes the number of shirts sold by a shop, and the
selling price per shirt is given by p(x) = 250 – 5x, for 0  x  20. Find (N  p)(x)
and describe what it represents.
D
Solution. (N  p)(x) = N(x)  p(x) = x(250 – 5x) = 250x – 5x2 (0  x  20). Since
this function is the product of the quantity sold and the selling price, then
E

(N  p)(x) represents the revenue earned by the company.

5. A spherical balloon is being inflated. Let r(t) = 3t cm represent its radius at time
EP

t seconds, and let g(r) = be the volume of the same balloon if its radius is
r. Write (g r) in terms of t, and describe what it represents.

Solution. (g r) = g(r(t)) = This function represents the volume

D

of the balloon at time t seconds.

Lesson 3 Supplementary Exercises

1. Let f and g be defined as and . Find
(a)
(b)
(c)
(d)
(e)

19

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
2. Let f and g be defined as in the previous example. Express the following
functions as the sum, difference, quotient, or product of f and g.
(a)
(b)
(c)
(d)
(e)
3. Let and . Find
(a)
(b)
(c)

PY
(d)

4. Given the following, find .

(a)
(b)

O
(c)
(d) C
5. Suppose that N(x) = x denotes the number of bags sold by a shop, and the
selling price per bag is given by p(x) = 320 – 8x, for 0  x  10. Suppose
further that the cost of producing x bags is given by C(x) = 200x.
Find (a) (N  p)(x) and (b) (N  p – C)(x). What do these functions represent?
D
6. Let x represent the regular price of a book.
E

a) Give a function f that represents the price of the book if a P100 price
reduction applies.
EP

b) Give a function g that represents the price of the book if a 10% discount
applies.
c) Compute (f g)(x) and (g f)(x). Describe what these mean. Which of these
give a better deal for the customer?
D

20

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.