Module Info Attachments Pages Others Qty: Mode of Submission (/)

Grade Level: 10 1: Module 5 Answer Key 1 1: None Hard copy / Output

Subject: Math 2: 2: Through Flash Drive/USB
Module no.: 5 3: 3 Online /
Date: 08/23-08/27 4: 4: SUBJECT TEACHER: Rodriguez
No. of Pages: 12 5 5 and San Jose

Target Week: Aug 23 – Aug 27, 2021

Teaching Modality Used: Synchronous (Days 2 & 4) and Asynchronous (Days 1 & 3) Distance Learning

Learning Management System Used: Aralinks CLE, Google Classroom

Materials Used: Reference Book: Algebra and Trigonometry (Fourth Edition) by Stewart, et. al.

Content Standards: The learner demonstrates understanding of key concepts of relations and functions.

Performance Standards: The learner formulates and finds solutions involving relations and functions and other
related terms of different disciplines through appropriate and accurate
representations.

Day 1: Graphs of Piecewise Functions

Learning Targets: At the end of this module, you should be able to represent graphs as piecewise functions.

Target Skills/Competencies: Represents graphs as piecewise functions (Additional Competency)

Target Values: Understand the whole picture to arrive with a fair judgment (Soft Skills)
Synergize (Seven Habits of Highly Effective People)
Communication, Critical Thinking (21st Century Lifelong Skills/7Cs)

LESSON FLOW:

As discussed previously, understanding yourself better paves a more efficient way of living out
your purpose and mission. But it must also be noted that challenges will surely come along your
way and might derail you in the process. Living life is like solving a puzzle. There are times that
5 mins
you might already know the picture you want for yourself. But there are also instances where it is
a series of trial-and-error. Graphing piecewise functions is like solving puzzles. You must connect
each corresponding part to the given domain. It requires knowledge on other types of functions
as well. The solver needs to have a clear perspective of the whole puzzle for her to be able to
place the pieces on their rightful places. To start our session, I would like you to solve the puzzle
below such that all the horizontally aligned pieces are equivalents of each other. There should be
three tiles per horizontal line. If you have printed the module, feel free to cut the pieces and solve
the puzzle.

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 absolute quadratic
value function
function

greatest
integer linear
function
𝑦 = 𝑥2 function

𝑦 = ȁ𝑥ȁ
𝑦 = ۤ𝑥 ‫ۥ‬ 𝑦=𝑥

Graphing piecewise functions can be quite challenging. It needs your deep understanding of the
whole concept of graphing since you will be dealing with (may or may not be continuous) pieces
of graphs. To limit our discussions, I want you to focus on linear and quadratic parts. An example
10 mins
on how to graph piecewise functions has already been given in Module4 Day3. Hence, the
discussion for today will be focusing on meaning-making; on understanding why and how graphs
are looking like they should be rather than prescribing how to graph.

Observe the following graph:

The graph on Figure 1 is a piecewise function containing
two pieces of linear functions. If your goal is to properly
identify the function representing the graph, then it is
essential to first identify the domain per piece. Note that
the domain of this function is (−∞, 0) ∪ (0, +∞) or in
inequalities, 𝑥 < 0 𝑜𝑟 𝑥 > 0. You can see that 𝑥 < 0
corresponds to the first piece on the left and 𝑥 > 0
corresponds to that of on the right. Take note that the
partition of the domain does NOT always correspond to the
partition of the rules/function. You will see another
example later.
Figure 1
Now that you have the domain correspondence, you may now start identifying the equation
corresponding to the domain. Let us start with 𝑥 < 0. Since the piece is coming from a line, you
can use different formula/techniques in linear equations to formulate the equation. Let us use the
two-point form:
𝑦2 − 𝑦1
𝑦 − 𝑦1 = ( ) (𝑥 − 𝑥1 )
𝑥2 − 𝑥1

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 Refer to Figure 2 for the zoomed version of the first piece.
If you get two points from the graph, say P1(-2, 4), encircled
in red, and P2(-1, 3), encircled in blue, you can use these red
blue
coordinates to find the equation of the original line.

3−4
𝑦−4=( ) (𝑥 − (−2))
−1 − (−2)
−1
𝑦−4=( ) (𝑥 + 2) = −1(𝑥 + 2)
−1 + 2
𝑦 = −𝑥 + 2 Figure 2

The equation 𝑦 = −𝑥 + 2 represents the whole original line. However, you are only interested with
the part presented in the graph which is restricted to 𝑥 < 0. Thus, you can say that the first piece
is represented by 𝑦 = −𝑥 + 2, 𝑥 < 0. You are to do the same for the other piece. You may try it on
your own. You should come up with the equation 𝑦 = 3𝑥 − 3, 𝑥 > 0. Combining the two equations,
you write
−𝑥 + 2, 𝑥<0
𝑓(𝑥) = {
3𝑥 − 3 , 𝑥>0

Always remember that the opening bracket is to denote that the following equations are all equal
to 𝑦. Think of it as a funnel. Thus, it is unnecessary to put a “closing” bracket.

You may check page 104-108 of your textbook to refresh your memory on how to find the equation
of the line using different linear equation forms/formula. You may also check pages 282-283 to
recall how quadratic equations are formulated as you will use that on our next example.

Let’s consider another graph. Going back to Module4

Day2, you know that the domain of the function is (−∞, 6].
Take note that this graph, as shown in Figure 3, explicitly
10 mins
shows that the partition of the domain does NOT always
correspond to the partition of the rules/function. One
continuous domain corresponds to three different pieces of
functions. Thus, you need to do the partition yourself.

You may observe that the domain of the parabolic graph is

Figure 3 from (−∞, 2) or in inequality 𝑥 < 2. The dot/point is solely
for 𝑥 = 2. Lastly, the segment is for (2, 6] or 2 < 𝑥 ≤ 6.

The formulation for the quadratic part is quite challenging as it involves testing of assumptions.
Note that the vertex form of parabola is 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘, where 𝑉(ℎ, 𝑘) is the vertex of the graph.
You are lucky to have the vertex already observable on the given graph as it is not always the
case. However, for this grade level, the discussion will be limited to those examples with
observable vertex, and 𝑎 = 1. Otherwise, no graph-to-equation problem will be asked.

Upon observation, you can say that the vertex of the parabola is (0, 0). Hence, you can assume
that 𝑦 = 𝑎(𝑥)2 . Suppose 𝑎 = 1, check if it will satisfy any point on the parabola. Take any arbitrary
point such as 𝑃(−2, 4). Upon subjecting the point to our assumed equation 𝑦 = 𝑥 2 , it will result to
4 = 22 . You can use other points for verification. Then you can see that indeed 𝑦 = 𝑥 2 , 𝑥 < 2 is
the representation of the parabolic piece in this piecewise function.

The second piece can be assumed to be coming from a constant function. You can see that
𝑦 = 6, when 𝑥 = 2. That’s already the equation you need.

The linear part would just follow the procedure discussed in the previous example. You may try it
on your own. Observe that 𝑦 = −𝑥 + 10, 2 < 𝑥 ≤ 6. Combining all the three equations will result
to the piecewise function:

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 𝑥2, 𝑥<2
𝑓(𝑥) = { 6, 𝑥=2
10 − 𝑥, 2<𝑥 ≤6
It is now the time to check your understanding. To check if you got the answer correctly, refer to
the answer key uploaded in the GClassroom or the one included in your learning kit.

5 mins
Represent the piecewise graph below as a function of 𝑥.

To arrive with a fair and just conclusion, you should look onto the whole scenario. Objectivity
requires complete understanding. In understanding the graphs of piecewise functions, you have
seen how all the concepts from previous grade levels and current level come together to weave
5 mins this whole concept. This further strengthen the claim that your previous lessons serve as your
stepping stones in understanding more complex concepts in algebra. It would be unfair to judge
the importance of these topics without looking beyond what is here and now. Complete picture
begs the understanding of how these current events affect the outcome in the future.

Here are some additional resources if you want to know more about operations on functions:

You may read example 3 on page 189 and example 7 on page 199 in your
textbook.

You may watch these videos:

“Graphing Piecewise Defined Functions
https://www.youtube.com/watch?v=-gwffMEr8i8
“Find the Formula for a Piecewise Function from Graph”
https://www.youtube.com/watch?v=eWo8tWuaGfU

Day 2: Formulating Piecewise Function from a Given Situation

Learning Target: At the end of this module, you should be able to represent real-life situations using
piecewise functions.

Target Skills/Competencies: Represents real-life situations using functions, including piece-wise functions
(DepEd Code: M11GML-Ia-1; for Senior High School)

Target Values: Appreciate the role of Mathematics in everyday life.

Critical Thinking (21st Century Lifelong Skills/7Cs)

LESSON FLOW:

Do you have any idea how much your parents are paying for their income taxes? Do all people
pay the same amount or the same percentage of their income? Today’s lesson would give you a
5 mins glimpse on how income taxes work. You can see on the next page the income tax table from the
TRAIN Law for the year 2018 – 2022 which you have discussed from your Economics class.
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 Annual Income Tax Rate
P250,000 and below None (0%)
> P250,000 to P400000 20% of excess over P250,000
> P400,000 to P800000 P30000 + 25% of excess over P400,000
> P800,000 to P2,000,000 P130000 + 30% of excess over P800,000
> P2,000,000 to P8,000,000 P490000 + 32% of excess over P2,000,000
Above P8,000,000 P2.41 million + 35% of excess over P8 million

Can you identify which bracket your parents fall into? Would you be able to know how much are
their income taxes? Why does it have different “rules” per bracket? Does it really change per
bracket?

The tricky thing about income tax table is understanding what are the measures employed to
make the taxation a bit fair for everyone. Just looking at the wording used and the numbers
emphasized would make you think that it just goes higher and higher when your annual income
15 mins
goes higher as well. But is that really the case? To answer this question, you have to put these
numbers not only in context but also in a language that is easier to compare and understand ---
and that is Mathematics.

To translate the table into a mathematical expression, you need first to identify your input and
output. And then, to make the translation brief and concise, you can let variables represent your
input and output. Clearly, the annual income dictates your income tax. This means that the
input is your annual income which you may represent as “𝒂” and represent your output income
tax as “𝒕”.

Now that you are ready with the variables, you can start translating per bracket. Let us start with
the lowest income bracket. It is stated that the lowest income bracket is “P250,000 and below.”
This means that your annual income, 𝒂, is P250,000 and below. But it doesn’t make sense.
Equality denotes a specific outcome. “250,000 and below” is not a specific outcome but an
interval, and when you talk about intervals, you use inequalities. In inequalities, you need to
consider the following:

1. What is the lowest and highest possible values?

2. Are the boundaries included in the interval?

It is clear that P250,000 is the highest value in this interval, but do you think it is included in the
interval? The answer is yes. It does not simply state “below 250,000” which denotes exclusion of
250,000 but “250,000” and “below”. But how low is “below”? Can you have a negative value for
annual income? Take note that debts are not included in the computation of annual income. Thus,
it is safe to assume that the lower bound of our interval is 0. Therefore, 0 ≤ 𝑎 ≤ 250,000. Zero is
included as it denotes “no income.”

That is only just the bracket. How about the “rule”? For this income bracket, the rule is “None.”
This means that people in this income bracket are “tax exempt.” In general,
𝑡 = 0, 0 ≤ 𝑎 ≤ 250,000

Let us now look at the next bracket, “Annual Income > P250,000 to P400,000.” In inequality,
250,000 < 𝑎 ≤ 400,000. Note that the exact 250,000 belongs to the previous bracket. The
translation of the income bracket gets easy at this point since the interval and inclusions are
explicitly stated. The challenge starts with the rules per bracket.

“20% of excess over P250,000,” the corresponding rule states. It is easier to understand this rule
if you assume an arbitrary example, say 300,000 (which is within the income bracket). What would
be the excess of 300,000 over 250,000? 50,000. And how do you get that? 300,000-250,000.

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 Suppose our annual income is “𝑎” which falls within the bracket. How do you get its excess over
250,000?
“𝑎 − 250,000” or you must subtract 250,000 from the annual income. Afterwards, you need to get
the 20% of it, Thus, you just need to multiply the difference that you have got by 0.2 and that will
result to our income tax “𝑡”.
𝑡 = 0.2(𝑎 − 250,000), 250,000 < 𝑎 ≤ 400,000

For the third bracket, 400,000 < 𝑎 ≤ 800,000. Again, 400,000 is excluded as it belongs to the
previous bracket. The rule then is “P30,000 + 25% of excess over P400,000.” As you may notice,
this format repeats after this bracket. Thus, understanding this part paves way for understanding
the other brackets. You have already established from the previous bracket that “25% of excess
over P400,000” is just 0.25(𝑎 − 400,000). The only difference here is the addition of 30,000.
Hence,
𝑡 = 0.25(𝑎 − 250,000) + 30,000, 400,000 < 𝑎 ≤ 800,000

Same pattern is to be followed for the other brackets.

CHALLENGE: Where are the “additions” coming from? What is the basis of adding 30,000 to the
income tax on the third bracket? How about the 490,000 addition to the fifth bracket? Why does it
not just follow the two previous bracket rules where “no” addition is applied?

In conclusion, all these equations pertain to only one “𝑡" that is computed from a specific “𝑎". You
can combine all these rules to arrive with one piecewise function.

0, 0 ≤ 𝑎 ≤ 250,000
0.2(𝑎 − 250,000), 250,000 < 𝑎 ≤ 400,000
0.25(𝑎 − 250,000) + 30,000, 400,000 < 𝑎 ≤ 800,000
𝑡=
0.30(𝑎 − 800,000) + 130,000, 800,000 < 𝑎 ≤ 2,000,000
0.32(𝑎 − 2,000,000) + 490,000, 2,000,000 < 𝑎 ≤ 8,000,000
{ 0.35(𝑎 − 8,000,000) + 2, 410,000, 𝑎 > 8,000,000

Now that you have already translated the table into a piecewise function, it is now easy to compute
for the income tax.

Suppose your mother’s annual income is P1,000,000, how much should she pay for the income
tax? 1,000,000 falls into the 4th bracket 800,000 < 𝑎 ≤ 2,000,000. Thus, you use the fourth rule as
well. 0.30(1,000,000 − 800,000) + 130,000 = 190,000. Your mother should pay P190,000 income
tax.

Answer the following question. To check if you got the answer correctly, refer to the answer key
uploaded in the GClassroom or the one included in your learning kit.

10 mins
Formulate the piecewise function that represents the situation:

Rental car charges flat fee of P300.00 plus an additional P5.00 per kilometer when the
number of kilometers driven is less than or equal to 100 kilometers. For each kilometer over
100, the company reduces the price to P3.00.

Word problems are some of the ways where we can appreciate mathematics on its practicality.
There are just some situations wherein numbers make the context and interpretation easier to
understand. Even at this pandemic, understanding the data gives us an overview how effective
5 mins the government’s plans and actions are. Let us use mathematics to always search for what is true
and what is right. May the numbers guide us specially our government to ease our pains and
frustrations.

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 Here are some additional resources if you want to know more about operations on functions:

You may read page 199 example 7 of your textbook.

You may watch these videos:

“Lesson 6 Application of Piecewise Functions”
https://www.youtube.com/watch?v=pFxdzM3tlEA
“Piecewise Function For Three Different Tax Rates”
https://www.youtube.com/watch?v=0LMjoZ1fO08

Day 3: Written Assessment No.1 Discussion

Learning Targets: At the end of this module, you should be able to:
a. define what a function is;
b. identify the domain and range of a given function;
c. formulate function notation to model relationships;
d. perform addition, subtraction, multiplication and division of functions;
e. perform composition of functions;
f. apply the concept of composition of functions in real life situation;
g. write the domain and range of functions in interval notation; and
h. exhibit honesty, integrity, and perseverance in answering the quiz.

Target Skills/Competencies: Verifies if a given relation is a function (DepEd Code: M8AL-IIc-2)

Finds the domain and range of a function (DepEd Code: M8AL-IId-1)
Formulate function notation to model relationships (Additional Competency)
Evaluates a function (DepEd Code: M11GML-Ia-2; for Senior High)
Perform addition, subtraction, multiplication and division of functions
(DepEd Code: M11GML-Ia-2; for Senior High)
Evaluates a function (DepEd Code: M11GML-Ia-2; for Senior High)
Write the domain and range of functions in interval notation
(Additional Competency)
Perform composition of functions
(DepEd Code: M11GML-Ia-2; for Senior High)
Apply the concept of composition of functions in real life situation
(Additional Competency)

Target Values: Critical Thinking, Communication (21st Century Lifelong Skills/7Cs)

Be Proactive. (Seven Habits of Highly Effective People)
Sharpen The Saw. (Seven Habits of Highly Effective People)

LESSON FLOW:

Please proceed to the synchronous discussion for the WA Discussion. For those who cannot go
online during this time, you may start working on your Simple Transfer Task, and schedule a
separate conference (via GMeet or Phone Call) for the discussion. Thank you!
45 mins

Day 4: Solving Problems Involving Piecewise Functions

Learning Targets: At the end of this module, you should be able to solve problems involving piecewise
functions.

Target Skills/Competencies: Solves problems involving functions

(DepEd Code: M11GML-Ia-4; for Senior High School)
Represents real-life situations using functions, including piece-wise functions
(DepEd Code: M11GML-Ia-1; for Senior High School)

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Target Values: Appreciate the role of Mathematics in real-life problem solving.
Communication, Critical Thinking (21st Century Lifelong Skills/7Cs)
Begin with the End in Mind. (Seven Habits of Highly Effective People)

LESSON FLOW:

During the lockdown, one of the trends that flooded our Facebook Timeline is the proliferation of
Math Solving Puzzles. For today’s opening activity, I encourage you to try solving the puzzle
below.
5 mins

+ + =

x x =

< < <

What are the numbers represented by the shapes?

Were you able to solve the puzzle above? What did you do to solve these puzzles? Would it be
easier if you use variables as substitute for these shapes? After all, you were trained to use
variables since the start of high school. Just like the other puzzles in Facebook, our topic for today
10 mins becomes easier to understand if you use Mathematics to quantify the words being stated. Let us
have some examples:

1.) In Punta Isla Lake Resort, a boat ride costs P500.00 intended for 10 passengers only.
Additional passengers are charged P50.00 per head.
a. Formulate a piecewise function to represent the boat ride fare.
b. How much is the total boat ride for 15 passengers?

Solution:
You should always start your solution with identifying the variables in your problem. Take note
that in this problem, the number of passengers dictate the cost of the ride.
Thus, you may let:
𝑥 be the number of passengers in a boat ride, and
𝑓(𝑥) be the cost of the ride.

“A boat ride costs P500.00 intended for 10 passengers only” means that there is a flat rate of
P500 for the ride whether there is a passenger or none. Hence, you write:
𝑓(𝑥) = 500, 0 ≤ 𝑥 ≤ 10

However, exceeding 10 passengers would mean that there will be ADDITIONAL charges, which
is stated in the problem to be P50 per head. In other words, the P50 per exceeding passenger
will be added to the flat rate P500. Hence, you write:
𝑓(𝑥) = 500 + 50(𝑥 − 10), 𝑥 > 10

You might wonder why you need to subtract 10 from 𝑥. Take note that the P50 additional will only
be for the number of passengers exceeding 10. If you have 12 passengers, only 12 − 10 = 2
passengers will be paying the P50 each.
Combining the two equations will give you the piecewise function:
500, 0 ≤ 𝑥 ≤ 10
𝑓(𝑥) = {
500 + 50(𝑥 − 10), 𝑥 > 10

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 This function will help you in solving the second question. Note that 15 = 𝑥 > 10 passengers.
Thus, we use the second rule:
𝑓(15) = 500 + 50(15 − 10) = P750

2.) An online shop based in Manila charges a fee for shipping services within or outside Manila.
They charge an initial shipping fee of P100.00 for orders with a total value of P400.00 and
under, and an additional P50.00 shipping fee for orders with a total value between P400.00
and P800.00. A doubled initial shipping fee is charged for orders with a total value P800.00
and above.
a. Write a piecewise function 𝒔 representing the shipping fee charge in pesos for 𝒗 total
value of orders.
b. How much shipping fee will they charge if the total value of orders is P500.00?

Solution:
The nice thing about this problem is that the variables are already defined. You just have to
understand that the shipping charge 𝑠 is a FUNCTION OF total value of orders 𝑣.
Let 𝑣 be the total value of orders, and
𝑠(𝑣) be the shipping fee charge.

“They charge an initial shipping fee of P100.00 for orders with a total value of P400.00 and under”
gives you an idea that there is a flat rate for a certain range of values, which usually starts with
zero (in real-life problems, there is usually NO negative values) all the way to the specified limit
which in this case is P400. The trouble in this problem is discerning whether the boundaries for
that range are included or not. It requires critical thinking and deep understanding of the context
involved. The problem is clear in including P400 in the first range. Now with the P0, you have to
understand what a P0 total value means for shipping. What are the things you can ship with P0
total value? Or perhaps can you declare an item to have no value? The answer is yes. This may
also speak from experience as the declaration of value (and addition of shipping charge) is
stemmed from the additional insurance coverage for the item. Hence, our equation will be:
𝑠(𝑣) = 100, 0 ≤ 𝑣 ≤ 400

The next line is almost similar to the previous example. “An additional P50.00 shipping fee for
orders with a total value between P400.00 and P800.00” gives the equation:
𝑠(𝑣) = 100 + 50 = 150, 400 < 𝑣 < 800

Take note that 400 is NOT between 400 and 800. In general, the bounds of range with connector
“between” are not included in the range. Lastly, doubling the initial shipping fee, which in this case
is P100, means paying P200. The equation is:
𝑠(𝑣) = 200, 𝑣 ≥ 800

In conclusion, the piecewise function formed is a combination of three constant functions.

100, 0 ≤ 𝑣 < 400
𝑠(𝑣) = {150, 400 < 𝑣 < 800
200, 𝑣 ≥ 800

To answer the second question, you have to identify where P500 falls under. The answer is the
second equation so you may conclude that the shipping charge for a total value of P500 is
P150.

Now that you understand how to solve problems involving a single piecewise function, you are
now ready to learn how to compare multiple piecewise functions from each other. Let us take a
look at this example:
15 mins
3.) You are vacationing abroad and you wish to rent a car for a six – day trip. You are comparing
two rental options. The first plan charges USD50 per day, allows 500 miles free, and charges 25
cents for each additional mile. The second plan charges $30 per day, allows 200 miles for free,
and charges 35 cents for each additional mile.

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 a. If you are going to drive 300 miles over the course of the six – day trip, which plan would
you choose? Why?
b. How much money (in peso) do you need for this trip?
c. If you are going to drive 800 miles over the course of the six – day trip, which plan would
you choose? Why?
d. How much money (in peso) do you need for this trip?
e. After how many miles does Plan 1 becomes cheaper?

Solution:
Observe that despite many factors involved in this problem, it is the number of miles travelled that
is constantly changing independently. A change in number of miles travelled would affect the
pricing of the rent. Also, take note that the number of days despite being also “changeable” in the
car rent fee function is already fixed at six days (see the first sentence in the problem).

Let 𝑚 be the number of miles travelled, and

𝑐(𝑚) be the charge for the rent of the car.

It must also be clear that you are dealing with two different plans for the car rent. And with that,
you must work with each plan independently.
Let us start with the first plan:
“The first plan charges $50 per day, allows 500 miles free, and
charges 25 cents for each additional mile.”

For the six-day trip, there is automatically a 6 𝑥 50 = 300 USD to pay initially, which is technically
our pay for the first 500 miles you may take. This goes without saying that whether you do not
consume all the 500 miles is out of the question. It is a fixed charge. Thus, the equation is:
𝑐(𝑚) = 300, 0 ≤ 𝑚 ≤ 500

Take note again that whether you drive the car or not is your prerogative, you have to pay the
fixed charge regardless. Once you drive the car and it goes beyond the 500 miles consumable
allotment, the pricing for each additional mile is now applicable. You should take note that it is the
“additional” miles that are being charged. So, if you travel 600 miles, you shall deduct the free 500
miles before applying the per-mile charge. In mathematical equation, this can be stated as:
𝑐(𝑚) = 300 + 0.25(𝑚 − 500), 𝑚 > 500

Combining both equations will give you the piecewise function:

300, 0 ≤ 𝑚 ≤ 500
𝑐1 (𝑚) = {
300 + 0.25(𝑚 − 500), 𝑚 > 500

You may notice that a subscript of 1 is written on the name of the function. It will be necessary to
label the function as that since you are dealing with two plans which connect the same variables.
Label the second plan with subscript 2.
“The second plan charges $30 per day, allows 200 miles for free,
and charges 35 cents for each additional mile.”

The same process as to the first equation will be followed for the second equation (2nd plan). I will
leave that as an exercise for you. The resulting piecewise function should be:
180, 0 ≤ 𝑚 ≤ 200
𝑐2 (𝑚) = {
180 + 0.35(𝑚 − 200), 𝑚 > 200

Now that you have both plans as piecewise functions, you may then address each question above.
a. If you are going to drive 300 miles over the course of the six – day trip, which plan would
you choose? Why?

This is a question of function evaluation where 𝑚 = 300.

𝑐1 (300) = 300, while 𝑐2 (300) = 180 + 0.35(300 − 200) = 215

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 Clearly, the second plan, with 215 USD car rent charge, is cheaper than the 300 USD car rent
charge of the first plan when the number of miles travelled is 300 miles. Thus, the second plan is
the best option if you are going to drive 300 miles.

b. How much money (in peso) do you need for this trip?

The second question is in direct relation with the first. Take note that you are now dealing with
two different currencies. Thus, it is needed to identify the current foreign exchange rate. As of this
writing, August 10, 2021, the exchange rate is 1 USD = 50.37 PHP. This question also emphasizes
the importance of being certain and consistent with your labels. Note that the answer from the
previous question is answered with complete labels to not confuse the readers on which currency
is being talked about. After conversion, 215 USD is 10,829.55 PHP which is the amount you will
be needing for this specific trip.

Questions c and d will be left as exercises for you.

Let us now answer the last question, “After how many miles does Plan 1 becomes cheaper?”
This question somehow begs the comparison between the two plans. It would be too taxing and
inefficient to list every possible mile and their corresponding price for both plans. Instead, a
mathematical instrument can show you all the possible values involved and the behavior of the
price change without really computing for all the values – this is the perfect time to use the graph
of the functions. As previously discussed in Module1 sessions, functions are basically devices
that predict outcome and behavior of entities. There are many ways to represent these
relationships, but equations and graphs are the two instruments that gives the complete picture
of the function. And between these two, graph is the more tangible option.

Using GeoGebra, you may easily graph both piecewise functions. But if GeoGebra or any
graphing calculator is not available, then you may use the regular procedures on graphing
(specifically linear functions on this problem) to manually project the graph.

You may watch this video if you would like to learn how to graph piecewise functions using
GeoGebra: https://youtu.be/l-Rr7dZB7Ow Offline learners may opt to check the “Help” button tab
of their GeoGebra app.

blue

red
Figure 1

Figure 1 shows the graph of Plan 1(blue) and Plan 2(red) in one Cartesian Plane. Before you
proceed, take note of the following:
1.) The arrowheads were just edited to make it clear that the graphs are extending.
2.) Different names for each part were used (i.e. f, g, h, and j) as to not confuse the system.
GeoGebra graphs each piece of the function independently.
3.) The hollow points of the excluded boundaries coincide with the included points. In this case,
you define the point as shaded. Think of it as an empty space eventually occupied.
4.) In graphs of real-life situations, you would most likely deal with large numbers. It is advised if
you zoom out the graph so you would see the whole picture for better understanding. The
scaling of the axes would depend on the values being dealt with. In this case, you are dealing
with hundreds thus the scaling is made by hundreds.

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 Using GeoGebra’s intersect tool, it is easy to identify the “breakeven” point. This is the point
where the two graphs meet and where the prices for the same number of miles are the same.
This breakeven point most of the time denotes a change in the comparison of two graphs, usually
a graph taking over another. Be wary of other cases, though, wherein there would be more than
one intersection. The critical discernment of the mathematician is highly encouraged. In the
presence of this breakeven point, you can see when Plan 1 becomes cheaper than Plan 2.
Another challenge is for you to make sense of the intersection point. In this case, the intersection
point is (650, 337.5). The understanding of the variables becomes much more essential at this
point. Note that at the start of the solution, we let our independent variable, or the input, be the
number of miles travelled 𝑚, and the output be the charge for the rent of the car, 𝑐(𝑚). Thus, it is
after 650 miles that Plan 1 becomes cheaper than Plan 2.

I would always smile at my classmates’ remarks on how our Math classes are more difficult than
it should be. “Who would even eat 20 watermelons in one sitting?” they would usually ask. But at
the back of my mind, I know in my heart that Math isn’t just like that. It is not made to solve petty
5 mins problems. It is far from the “hugot”-inspired interpretation of asymptotes and parallel lines. I
sometimes try to reason out, but I know one day I would be able to prove them how important
Math is in their lives. And just like how I have also proven how addicting KPop can be when one-
by-one my former classmates who would usually make fun of me became even much more fervent
in supporting KPop, I also heard they come into realization how helpful our high school Math is
for them in College and eventually use Math in their everyday endeavor in their chosen fields.
Perhaps, to see is really to believe. You’ll never know the worth of a thing until you badly need it.
I hope that one day you will be able to realize how beautiful Math can be and how helpful it has
become to everyone.

Seen/Checked By: ____________________

Parent/Guardian Signature Subject-Teacher Signature
over Printed Name over Printed Name

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