SENIOR HIGH SCHOOL DEPARTMENT

A.Y. 2021 – 2022

FIRST SEMESTER

A LEARNING MODULE
IN GENERAL
MATHEMATICS
Grade 11 (Core Subject)

(Based on K-12 Most Essential Learning Competencies)

Prepared by:

Mhartin Stephen M. Santiago

 General Mathematics Module 1: Functions

COURSE DESCRIPTION
These learning modules are intended as the primary learning material for the General
Mathematics course in senior high school. It contains the main definitions, theorems,
operations, formulas and techniques for the course. The material includes numerous
worked-out examples to help you understand the different principles and gain proficiency
in the various problem-solving skills and techniques.

At the end of these modules, the students must know how to solve problems involving
rational, exponential and logarithmic functions; to solve business-related problems and to
apply logic to real-life situations.

The chapters on functions are an extension of the functions learned in Junior High School,
where the focus was primarily on linear, quadratic, and polynomial functions. In Grade 11,
learners will be exposed to other types of functions such as piecewise, rational, exponential,
and logarithmic functions. Related topics such as solving equations and inequalities, as well
as identifying the domain, range, intercepts, and asymptotes are also included.

The chapters on business mathematics in Grade 11 may be learners' first opportunity to

be exposed to topics related to financial literacy. Here, they learn about simple and
compound interest, annuities, loans, stocks, and bonds. These lessons can hopefully prepare
learners to analyze business-related problems and make sound financial decisions.

The final chapter on logic exposes learners to symbolic forms of propositions (or
statements) and arguments. Through the use of symbolic logic, learners should be able to
recognize equivalent propositions, identify fallacies, and judge the validity of arguments. The
culminating lesson is an application of the rules of symbolic logic, as learners are taught to
write their own justifications to mathematical and real-life statements.

The best way to master the concepts is to study very well, and not just read, these
modules. By studying, it means that you should take your pen and paper, and work carefully
through the examples, and solve the exercises given in learning modules until you are
comfortable with the ideas and techniques. This is the best way to learn mathematics.

The General Mathematics course will require many concepts and skills that you have
already learned in previous math courses, such as equations, functions, polynomials and
their graphs. However, there will be some new ideas that you will encounter for the first
time. Some of these ideas may appear abstract and complicated, but all students are expected
to appreciate and learn how to use them. Because senior high school is a transition to college,
mastering this course will prepare you for a higher level of academic rigor and precision.

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 General Mathematics Module 1: Functions

FIRST SEMESTER
INTRODUCTION
At the end of the course, the students must know how to solve problems involving
rational, exponential and logarithmic functions; to solve business-related problems; and to
apply logic to real-life situations.

The learner demonstrates understanding of…

1. Key concepts of functions.
2. Key concepts of rational functions.
3. Key concepts of inverse functions, exponential functions, and
logarithmic functions.
CONTENT
4. Key concepts of simple and compound interests, and simple and
STANDARD/S general annuities.
5. Basic concepts of stocks and bonds.
6. Basic concepts of business and consumer loans.
7. Key concepts of propositional logic; syllogisms and fallacies.
8. Key methods of proof and disproof.

The learner is able to…

1. Accurately construct mathematical models to represent real-life
situations using functions.
2. Accurately formulate and solve real-life problems involving
rational functions.
3. Apply the concepts of inverse functions, exponential functions,
and logarithmic function to formulate and solve real-life
problems with precision and accuracy.
PERFORMANCE 4. Investigate, analyze and solve problems involving simple and
STANDARD/S compound interests, and simple and general annuities using
appropriate business and financial instruments.
5. Use appropriate financial instruments involving stocks and
bonds in formulating conclusions and making decisions.
6. Decide wisely on the appropriateness of business or consumer
loan and its proper utilization.
7. Judiciously apply logic in real-life arguments
8. Appropriately apply a method of proof and disproof in real-life
situations.

Written Work Performance Task

1. Online Article/Infographics
1. Quizzes 2. Financial Literacy Plan
3. College Essay Application

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 General Mathematics Module 1: Functions

MODULE TOPICS TARGET DATES

1 • Functions August 8–14, 2021

2 • Rational Functions August 16–28, 2021

3 • Inverse Functions August 30 – September 4, 2021

4 • Exponential Functions September 6–25, 2021

5 • Logarithmic Functions September 27 – October 16, 2021

6 • Interests October 18–30, 2021

7 • Annuities November 1–13, 2021

8 • Stocks and Bonds November 15–20, 2021

9 • Loans November 22–27, 2021

10 • Logic November 29 – December 18, 2021

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 General Mathematics Module 1: Functions

MODULE 1

The relationship between two quantities — how the value of one quantity depends on
the value of another quantity — is the key behind the concept of a function. This important
concept is now the backbone of advanced mathematics and is indispensable in every field of
science. In this module, we will study some general characteristics and properties of
functions.

FUNCTIONS

The learner…
1. Represents real-life using functions, including piece-wise
functions.
LEARNING
2. Evaluates a function
COMPETENCIES 3. Performs addition, subtraction, multiplication, division, and
composition of functions.
4. Solves problems involving functions.

LOVE OF NEIGHBOR (Universal Brotherhood, Collective

Consciousness-culture)
• SERVIRE ECCLESIAM (Apostolic Service)
VALUE FOCUS
o Interior life and apostolic service, as expressions of love
to the church.
o Industry, Perseverance, Diligence

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 General Mathematics Module 1: Functions

DAY 1

ACTIVITY 1: What’s Ahead?

Answer the following.

1. True or False: A function is a set of ordered pairs (𝑥, 𝑦) such that no two ordered
pairs have the same 𝑦-value but different 𝑥-values.
2. Give the domain of 𝑦 = √4 − 𝑥 2 using set builder notation.
3. Given 𝑓(𝑥) = 2𝑥 2 − 𝑥 − 6, what is 𝑓(2 − 𝑥)?
4. Given 𝑓(𝑥) = 𝑥 − 4 and 𝑔(𝑥) = 3𝑥 2 − 8𝑥 − 16, find:
a. (𝑔 − 𝑓)(𝑥) − (𝑓 + 𝑔)(𝑥) c. (𝑔 ○ 𝑓)(𝑥)
𝑔(𝑥)
b. 𝑓(𝑥)

Functions as Models

At the end of this day, you must be able to:

• Review on relations and functions.
SPECIFIC • Review functions as a table of values and as a graph in the
OBJECTIVES FOR Cartesian plane.
THIS TOPIC • Review on Vertical Line Test.
• Represent functions in real life situations.
• Illustrate piecewise functions.

1. Relation
2. Function
KEY TERMS/ 3. The Vertical Line Test
CONCEPTS 4. Domain
5. Range
6. Piecewise Functions

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 General Mathematics Module 1: Functions

ACTIVITY 2: Function and Relations

Definition
A relation is a rule that relates values from a set of values (called the domain) to a
second set of values (called the range).
A relation is a set of ordered pairs (𝑥, 𝑦).

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

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

Example 1. Which of the following relations are functions?

𝑓 = {(1, 2), (2, 3), (3, 5), (4, 7)}
𝑔 = {(1, 3), (1, 4), (2, 5), (2, 6), (3, 7)}
ℎ = {(1, 3), (2, 6), (3, 9), … , (𝑛, 3𝑛), … }
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
(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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 General Mathematics Module 1: Functions

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

Solution: The relations 𝑓 and 𝑔 are functions because each value 𝑦 in 𝑌 is unique for a
specific 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.

A relation between two sets of numbers can be illustrated by a graph in the Cartesian
plane, and that function passes the vertical line test.

Definition: The Vertical Line Test

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

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

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 General Mathematics Module 1: Functions

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

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. 𝑦 = 2𝑥 + 1
b. 𝑦 = 𝑥 2 − 2𝑥 + 2
c. 𝑥 2 + 𝑦 2 = 1
d. 𝑦 = √𝑥 + 1
2𝑥+1
e. 𝑦 = 𝑥−1
f. 𝑦 = ⌊𝑥⌋ + 1 where ⌊𝑥⌋ is the greatest integer function.
Solution: All are relations. All are functions except (c). Equation (c) is not a function
because we can find an 𝑥-value that corresponds to more than one 𝑦-value (ex. If 𝑥 =
0, then 𝑦 can be ±1.)

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 General Mathematics Module 1: Functions

ACTIVITY 3: Functions in Real-Life Situations

Functions can be often be used to model real situations. Identifying an appropriate functional
model will lead to a better understanding of various phenomena.

Example 5. Give a function 𝐶 that can be represent the cost of buying 𝑥 meals, if one meal
costs ₱40.
Solution: Since each meal costs ₱40, 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 that can be enclosed, in
terms of 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)
= 50 − 0.5𝑥. Thus, 𝐴(𝑥) = 𝑥(50 − 0.5𝑥) = 50𝑥 − 0.5𝑥 2 .
2

ACTIVITY 4: 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 ₱300 monthly for a particular mobile plan, which includes 100
free text messages. Messages in excess of 100 are charged ₱1 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:
300, 0 < 𝑚 ≤ 100
𝑡(𝑚) = {
200 + 𝑚, 𝑚 > 100

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 General Mathematics Module 1: Functions

Example 8. A jeepney ride costs ₱8.00 for the first 4 kilometers, and each additional integer
kilometer adds ₱1.50 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
𝐹(𝑑) represents the fare as a function of distance, the function can be represented as
follows:
8, 0<𝑑≤4
𝐹(𝑑) = {
2 + 1.5⌊𝑑⌋, 𝑑>4

Example 9. Water can exist in three states: solid ice, liquid water, and gaseous 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 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.
• 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:

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, it becomes a constant
function until the total heat reaches 6,950 J. It then becomes linear again until the
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 General Mathematics Module 1: Functions

temperature reaches 100°𝐶, and becomes a constant function again until the total
heat reaches 55,260 J.

ACTIVITY 4: Practice, Practice, Practice

1. Is the relation {(0, 0), (1, 1), (2, 4), (3, 9), … (𝑛, 𝑛2 ), … } a function?

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

3. Can the graph of a circle be considered a function?

4. Give the domain of 𝑦 = √2 − 𝑥 using set builder notation.

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.

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

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 General Mathematics Module 1: Functions

7. A certain chocolate bar costs ₱35.00 per piece. However, if you buy more than 10
pieces, they will be marked down to a price of ₱32.00 per piece. Use a piecewise
function to represent the cost in terms of the number of chocolate bars bought.

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 ₱175.00 a piece but can charge ₱15,000 for
a bulk order of 100 shirts and ₱125.00 for each excess t-shirt after that. Use a
piecewise function to represent the cost in terms of the number of t-shirts
purchased.

9. The fee to park in the parking lot of a shopping mall costs ₱40.00 for the first two
hours and an extra ₱10.00 for each hour (or a fraction of it) after that. If you park
more than twelve hours, you instead pay a flat rate of ₱200.00. Represent your
parking fee using the function 𝑝(𝑡) where 𝑡 is the number of hours you parked in
the mall.

ACTIVITY 5: Functions as Models

1. Provide a real-world example or scenario that can be expressed as a relation that

is not a function.

2. Provide a real-world scenario that can be modeled by a linear function.

3. A videoke machine can be rented for ₱1,000 for three days, but for the fourth day
onwards, an additional cost of ₱400 per day is added. Represent the cost of renting
a videoke machine as a piecewise function of the number of days it is rented and
plot its graph.

4. The fee for hiring a guide to explore a cave is ₱700. A guide can only take care of a
maximum of 4 persons, and additional guides can be hired as needed. Represent
the cost of hiring guides as a function of the number of tourists who wish to
explore the cave and plot its graph.

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 General Mathematics Module 1: Functions

5. The cost of hiring a catering service food for a party is ₱150 per head for 20
persons or less, ₱130 per head for 21 to 50 persons, and ₱110 per head for 51 to
100 persons. For 100 or more persons, the cost is at ₱100 per head. Represent the
total cost as a piecewise function of the number of attendees of the party.

ACTIVITY 6: More Practice

1. For which values of 𝑘 is the set of order pairs {(2, 4), (𝑘, 6), (4, 𝑘)} 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. Which of the following letter will pass the vertical line test? V W X Y Z

1
4. Give the domain of 𝑦 = √𝑥 2 in set builder notation.
−4

5. A person is earning ₱600 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.

6. A canned drink will be made using 40 in2 of aluminum. Let 𝑟 be the radius of the
can and let ℎ be the height. Define a function in terms of 𝑟 that can represent the
volume of the can.

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.

8. A taxi ride costs ₱40.00 for the first 500 meters, and each additional 300
meter0.0.0000.00s (or a fraction thereof) adds ₱3.50 to the fare. Use a piecewise
function to represent the taxi fare in terms of the distance 𝑑 in meters.

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 General Mathematics Module 1: Functions

9. Temperature readings 𝑇 (in °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 for 12 noon, what do
you think is the temperature by 9 PM?

Evaluating Functions

SPECIFIC
At the end of this day, you must be able to:
OBJECTIVES FOR
• Evaluate functions
THIS TOPIC
KEY TERMS/
1. Evaluating Functions
CONCEPTS

ACTIVITY 7: How to Evaluate 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 denote that we are
evaluating 𝑓 at 𝑎 in the domain of 𝑓, we write 𝑓(𝑎).

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

a. 𝑓(𝑥) = 2𝑥 + 1 c. 𝑔(𝑥) = √𝑥 + 1
b. 𝑞(𝑥) = 𝑥 − 2𝑥 + 2
2 2𝑥+1
d. 𝑟(𝑥) = 𝑥−1

e. 𝐹(𝑥) = ⌊𝑥⌋ + 1 where ⌊𝑥⌋ is the greatest integer function.

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 General Mathematics Module 1: Functions

Solution: Substituting 1.5 for 𝑥 in the functions, we have

a. 𝑓(1.5) = 2(1.5) + 1 = 4
b. 𝑞(1.5) = (1.5)2 − 2(1.5) + 2 = 2.25 − 3 + 2 = 1.25
c. 𝑔(1.5) = √1.5 + 1 = √2.5
2(1.5)+1 3+1
d. 𝑟(1.5) = = =8
(1.5)−1 0.5
e. 𝐹(𝑥) = ⌊𝑥⌋ + 1 = ⌊1.5⌋ + 1 = 1 + 1 = 2

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 not in
the domain of 𝑟(𝑥).

Example 3. Evaluate the following functions, where 𝑓 and 𝑞 are defined in Example 1

a. 𝑓(3𝑥 − 1)
Solution: 𝑓(3𝑥 − 1) = 2(3𝑥 − 1) + 1 = 6𝑥 − 2 + 1 = 6𝑥 − 1

b. 𝑞(2𝑥 + 3)
Solution: 𝑞(2𝑥 + 3) = (2𝑥 + 3)2 − 2(2𝑥 + 3) + 2 = (4𝑥 2 + 12𝑥 + 9) − 4𝑥 − 6 + 2
= 4𝑥 2 + 8𝑥 + 5

ACTIVITY 8: Practice, Practice, Practice

1. Evaluate the following functions at 𝑥 = 3.

a. 𝑓(𝑥) = 𝑥 − 3
b. 𝑔(𝑥) = 𝑥 2 − 3𝑥 + 5
3
c. ℎ(𝑥) = √𝑥 3 + 𝑥 + 3
𝑥 2 +1
d. 𝑝(𝑥) = 𝑥−4
e. 𝑓(𝑥) = |𝑥 − 5| where |𝑥 − 5| means the absolute value of 𝑥 − 5.
𝑥+3
2. For what value of 𝑥 can we not evaluate the function 𝑓(𝑥) = 𝑥 2 −4?
3. Evaluate 𝑓(𝑎 + 𝑏) where 𝑓(𝑥) = 4𝑥 2 − 3𝑥.
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.
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.

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 General Mathematics Module 1: Functions

ACTIVITY 9: Evaluating Functions

1. Given 𝑓(𝑥) = 𝑥 − 2, find the following values:

a. 𝑓(0) c. 𝑓(−1) e. 𝑓(𝑥 + 1)
b. 𝑓(3) d. 𝑓(𝜋) f. 𝑓(3𝑥)

4
2. Given 𝑓(𝑥) = 𝑥, find the following values:
a. 𝑓(1) d. 𝑓(√2) f. 𝑓(2𝑥)
b. 𝑓(2) 1
e. 𝑓 (𝑥)
c. 𝑓(−1)

3. Given 𝑓(𝑥) = √𝑥 − 3, find the following values:

a. 𝑓(3) d. 𝑓(𝑥 − 3) f. 𝑓(𝑥 2 + 4𝑥 + 7)
b. 𝑓(4) 1
e. 𝑓 (1−𝑥)
c. 𝑓(12)

4. Mark started selling snacks in the nearby school. In one day, he spends ₱200 for
rent and ₱25 for each snack item he prepares. His expenses in a single day can be
expressed as the function 𝐶(𝑥) = 25𝑥 + 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 100
snack items? 150 snack items?

5. The function for the height of an object dropped from a 100-meter tall platform at
time 𝑡 seconds is approximated by 𝑠(𝑡) = −5𝑡 2 + 100. (This formula is based on
an approximated value for the acceleration 𝑔 = 100 m/s2 due to gravity.) What is
the height of the object after 2 seconds? After 4 seconds?

ACTIVITY 10: More Practice

1. Evaluate the following functions at 𝑥 = −4.

a. 𝑓(𝑥) = 𝑥 3 − 64 c. 𝑟(𝑥) = √5 − 𝑥
b. 𝑔(𝑥) = |𝑥 3 − 3𝑥 2 + 3𝑥 − 1| d. 𝑞(𝑥) =
𝑥+3
𝑥 2 +7𝑥+12

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 General Mathematics Module 1: Functions

9 − 𝑥2, 𝑥<2
2. Given 𝑓(𝑥) = {√𝑥 + 7, 2 ≤ 𝑥 < 10, give the values of the following:
⌈𝑥 − 4⌉, 𝑥 ≥ 10
a. 𝑓(2) d. 𝑓(5)
b. 𝑓(12.5) e. 𝑓(1.5)
c. 𝑓(−3)

3. Given 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 4. Solve for:

a. 𝑓(3) b. 𝑓(𝑥 + 3) Is 𝑓(𝑥 + 3) the same as 𝑓(𝑥) + 𝑓(3)?

4. A computer shop charges ₱20.00 per hour (or a fraction of an hour) for the first
two hours and an additional ₱10.00 per hour for each succeeding hour. Find how
much you would pay if you used one of their computers for:
a. 40 minutes b. 3 hours c. 150 minutes

5. Under certain circumstances, a rumor spreads according to the equation

1
𝑝(𝑡) =
1 + 15(2.1)−0.3𝑡
where 𝑝(𝑡) is the proportion of the population that knows the rumor (𝑡) days after
the rumor started. Find 𝑝(4) and 𝑝(10), and interpret the results.

DAY 2

Operations on Functions

At the end of this day, you must be able to:

SPECIFIC
• Review of the operations on algebraic expressions.
OBJECTIVES FOR
• Add, subtract, multiply, and divide functions.
THIS TOPIC • Illustrate composition of functions.

1. Addition
2. Subtraction
KEY TERMS/
3. Multiplication
CONCEPTS 4. Division
5. Composite Functions

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 General Mathematics Module 1: Functions

ACTIVITY 11: Add, Subtract, Multiply, and Divide

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 fraction.

1 2
Example 1. Find the sum of 3 and 5.
Solution: The LCD of the two fractions is 15.
1 2 5 6 5 + 6 11
+ = + = =
3 5 15 15 15 15

1 2
Example 2. Find the sum of 𝑥−3 and 𝑥−5.
Solution: The LCD of the two fractions is (𝑥 − 3)(𝑥 − 5) or 𝑥 2 − 8𝑥 + 15.
1 2 𝑥−5 2(𝑥 − 3) 𝑥 − 5 + 2𝑥 − 6 3𝑥 − 11
+ = 2 + 2 = 2 = 2
𝑥 − 3 𝑥 − 5 𝑥 − 8𝑥 + 15 𝑥 − 8𝑥 + 15 𝑥 − 8𝑥 + 15 𝑥 − 8𝑥 + 15

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.

10 15
Example 3. Find the product of 21 and . Use cancellation of factors when convenient.
8
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.
10 15 2 ∙ 5 3 ∙ 5 2∙5∙3∙5 25
∙ = ∙ = =
21 8 3 ∙ 7 2 ∙ 2 ∙ 2 3 ∙ 7 ∙ 2 ∙ 2 ∙ 2 28

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 General Mathematics Module 1: Functions

𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6
Example 4. Find the product of 𝑥 2 −3𝑥+2 and 𝑥 2−3𝑥−10.
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.
𝑥 2 − 4𝑥 − 5 𝑥 2 − 5𝑥 + 6 (𝑥 + 1)(𝑥 − 5) (𝑥 − 2)(𝑥 − 3) (𝑥 + 1)(𝑥 − 3)
2
∙ 2 = ∙ =
𝑥 − 3𝑥 + 2 𝑥 − 3𝑥 − 10 (𝑥 − 2)(𝑥 − 1) (𝑥 − 5)(𝑥 + 2) (𝑥 − 1)(𝑥 + 2)
𝑥 2 − 2𝑥 − 3
= 2
𝑥 +𝑥−2

Division:
To divide two fractions or rational expressions, multiply the dividend with the reciprocal of
the divisor.

2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8
Example 5. Divide 2𝑥 2+7𝑥+5 by 2𝑥 2 −3𝑥−20.
Solution:
2𝑥 2 + 𝑥 − 6 𝑥 2 − 2𝑥 − 8 2𝑥 2 + 𝑥 − 6 2𝑥 2 − 3𝑥 − 20
÷ = ÷ 2
2𝑥 2 + 7𝑥 + 5 2𝑥 2 − 3𝑥 − 20 2𝑥 2 + 7𝑥 + 5 𝑥 − 2𝑥 − 8
(2𝑥 − 3)(𝑥 + 2) (𝑥 − 4)(2𝑥 + 5) 2𝑥 − 3
= ∙ =
(2𝑥 + 5)(𝑥 + 1) (𝑥 + 2)(𝑥 − 4) 𝑥+1

Definition: Let 𝑓 and 𝑔 be functions.

1. Their sum, denoted by 𝑓 + 𝑔, is the function denoted by (𝑓 + 𝑔)(𝑥) =
𝑓(𝑥) + 𝑔(𝑥).
2. Their difference, denoted by 𝑓 − 𝑔, is the function denoted by (𝑓 −
𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥).
3. Their product, denoted by 𝑓 ∙ 𝑔, is the function denoted by (𝑓 ∙ 𝑔)(𝑥) =
𝑓(𝑥) ∙ 𝑔(𝑥).
𝑓 𝑓 𝑓(𝑥)
4. Their quotient, denoted by 𝑔, is the function denoted by (𝑔) (𝑥) = 𝑔(𝑥),
excluding the values of 𝑥 where 𝑔(𝑥) = 0.

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 General Mathematics Module 1: Functions

Use the following functions below for Example 5:

• 𝑓(𝑥) = 𝑥 + 3 •
𝑥+7
ℎ(𝑥) = 2−𝑥
• 𝑝(𝑥) = 2𝑥 − 7 𝑥−2
• 𝑡(𝑥) = 𝑥+3
• 𝑣(𝑥) = 𝑥 2 + 5𝑥 + 4
• 𝑔(𝑥) = 𝑥 2 + 2𝑥 − 8

Example 5. Determine the following functions.

a. (𝑣 + 𝑔)(𝑥)
Solution: (𝑣 + 𝑔)(𝑥) = (𝑥 2 + 5𝑥 + 4) + (𝑥 2 + 2𝑥 − 8)
= 𝑥 2 + 5𝑥 + 4 + 𝑥 2 + 2𝑥 − 8 = 2𝑥 2 + 7𝑥 − 4

b. (𝑓 ∙ 𝑝)(𝑥)
Solution: (𝑓 ∙ 𝑝)(𝑥) = (𝑥 + 3)(2𝑥 − 7) = 2𝑥 2 − 𝑥 − 21

c. (𝑓 + ℎ)(𝑥)
𝑥+7 2−𝑥 𝑥+7 (𝑥+3)(2−𝑥)+(𝑥+7)
Solution: (𝑓 + ℎ)(𝑥) = (𝑥 + 3) + 2−𝑥 = (𝑥 + 3) ∙ 2−𝑥 + 2−𝑥 = 2−𝑥
6−𝑥−𝑥 2 +𝑥+7 13−𝑥 2 𝑥 2 −13
= = =
2−𝑥 2−𝑥 𝑥−2

d. (𝑝 − 𝑓)(𝑥)
Solution: (𝑝 − 𝑓)(𝑥) = (2𝑥 − 7) − (𝑥 + 3) = 2𝑥 − 7 − 3 = 𝑥 − 10

𝑣
e. (𝑔) (𝑥)
𝑣 𝑥 2 +5𝑥+4
Solution: (𝑔) (𝑥) = (𝑥 2 + 5𝑥 + 4) ÷ (𝑥 2 + 2𝑥 − 8) = 𝑥 2 +2𝑥−8

Use the following functions for Example 6-12:

• 𝑓(𝑥) = 2𝑥 + 1
• 𝑞(𝑥) = 𝑥 2 − 2𝑥 + 2
2𝑥+1
• 𝑟(𝑥) = 𝑥−1

Example 6. Express the function 𝑓1 (𝑥) = 𝑥 2 + 3 as a sum or difference of the functions above.
Solution: The solution can involve some trial and error. Add 𝑞(𝑥) and 𝑓(𝑥) and check
if the sum is 𝑥 2 + 3.
𝑞(𝑥) + 𝑓(𝑥) = (𝑥 2 − 2𝑥 + 2) + (2𝑥 + 1) = 𝑥 2 + 3 = 𝑓1 (𝑥)
Thus, 𝑓1 (𝑥) = 𝑞(𝑥) + 𝑓(𝑥)
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 General Mathematics Module 1: Functions

Example 7. Express the function 𝑓2 (𝑥) = 𝑥 2 − 4𝑥 + 1 as a sum or difference of the given

functions.
Solution: Again, the solution can involve trial and error. Check if 𝑞(𝑥) − 𝑓(𝑥) gives
𝑥 2 − 4𝑥 + 1.
𝑞(𝑥) − 𝑓(𝑥) = (𝑥 2 − 2𝑥 + 2) − (2𝑥 + 1) = 𝑥 2 − 4𝑥 + 1 = 𝑓2 (𝑥)
Thus, 𝑓2 (𝑥) = 𝑞(𝑥) − 𝑓(𝑥)

2𝑥 2 +𝑥
Example 8. Express the function 𝑓3 (𝑥) = as a sum or difference of the given functions.
𝑥−1
2𝑥 2 +𝑥 2𝑥+1
Solution: Because has (𝑥 − 1) as a denominator, then 𝑟(𝑥) = must be one
𝑥−1 𝑥−1
of the functions in our solution. Let us try to add 𝑓(𝑥) and 𝑟(𝑥).
2𝑥 + 1 (2𝑥 + 1)(𝑥 − 1) 2𝑥 + 1
𝑓(𝑥) + 𝑟(𝑥) = 2𝑥 + 1 + = +
𝑥−1 𝑥−1 𝑥−1
2
(2𝑥 + 1)(𝑥 − 1) + (2𝑥 + 1) (2𝑥 − 𝑥 − 1) + (2𝑥 − 1)
= =
𝑥−1 𝑥−1
2𝑥 2 + 𝑥
= = 𝑓3 (𝑥)
𝑥−1

Example 9. Write down the answers from the previous items in the notation denoted in the
definitions.
a. 𝑓1 (𝑥) = 𝑞(𝑥) + 𝑓(𝑥) = (𝑞 + 𝑓)(𝑥)
b. 𝑓2 (𝑥) = 𝑞(𝑥) − 𝑓(𝑥) = (𝑞 − 𝑓)(𝑥)
c. 𝑓3 (𝑥) = 𝑓(𝑥) + 𝑟(𝑥) = (𝑓 + 𝑟)(𝑥)

Example 10. Express the function 𝑔1 (𝑥) = 2𝑥 2 − 3𝑥 2 + 2𝑥 + 2 as a product or quotient of

the given functions.
Solution: Since 2𝑥 2 − 3𝑥 2 + 2𝑥 + 2 is cubic, then it is possibly the product of 𝑓(𝑥) and
𝑞(𝑥).
𝑓(𝑥) ∙ 𝑞(𝑥) = (2𝑥 + 1)(𝑥 2 − 2𝑥 + 2) = (2𝑥)(𝑥 2 − 2𝑥 + 2) + (𝑥 2 − 2𝑥 + 2)
= (2𝑥 3 − 4𝑥 2 + 4𝑥) + (𝑥 2 − 2𝑥 + 2) = 2𝑥 3 − 3𝑥 2 + 2𝑥 + 2 = 𝑔1 (𝑥)
Thus, 𝑔1 (𝑥) = 𝑓(𝑥) ∙ 𝑞(𝑥)

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 General Mathematics Module 1: Functions

Example 11. Express the function 𝑔2 (𝑥) = 𝑥 − 1 as a product or quotient of the given
functions.
2𝑥+1
Solution: The function 𝑟(𝑥) = involves 𝑥 − 1. The goal is to “get rid” of 2𝑥 + 1.
𝑥−1
This can be done by dividing 𝑓(𝑥) by 𝑟(𝑥):
𝑓(𝑥) 2𝑥+1 𝑥−1 2𝑥+1
= (2𝑥 + 1) ÷ = (2𝑥 + 1) ∙ 2𝑥+1 = 2𝑥+1 ∙ (𝑥 − 1) = 𝑥 − 1 = 𝑔2 (𝑥)
𝑟(𝑥) 𝑥−1

𝑓(𝑥)
Thus, 𝑔2 (𝑥) = .
𝑟(𝑥)

1
Example 12. Express the function 𝑔3 (𝑥) = 𝑥−1 as a product or quotient of the given functions.
1 2𝑥+1
Solution: The function 𝑔3 (𝑥) = 𝑥−1 is very similar to 𝑟(𝑥) = . The goal is to “get
𝑥−1
rid” of 2𝑥 + 1. This can be done by dividing 𝑟(𝑥) by 𝑓(𝑥) = 2𝑥 + 1.
𝑟(𝑥) 2𝑥+1 2𝑥+1 1 1
= ÷ (2𝑥 + 1) = ∙ 2𝑥+1 = 𝑥−1 = 𝑔3 (𝑥)
𝑓(𝑥) 𝑥−1 𝑥−1

𝑟(𝑥)
Thus, 𝑔3 (𝑥) = 𝑓(𝑥).

ACTIVITY 12: Composite Functions

Definition: Let 𝑓 and 𝑔 be functions.

The composite function denoted by (𝑓 ○ 𝑔) is defined by (𝑓 ○ 𝑔)(𝑥) = 𝑓(𝑔(𝑥)). The
process of obtaining a composite function is called function composition.

For examples 13 to 16, use the following functions:

• 𝑓(𝑥) = 2𝑥 + 1 • 𝑝(𝑥) =
2𝑥+1
𝑥−1
• 𝑞(𝑥) = 𝑥 2 − 2𝑥 + 2 • 𝐹(𝑥) = ⌊𝑥⌋ + 1
• 𝑔(𝑥) = √𝑥 + 1

Example 13. Find and simplify (𝑔 ○ 𝑓)(𝑥).

Solution: (𝑔 ○ 𝑓)(𝑥) = 𝑔(𝑓(𝑥)) = √𝑓(𝑥) + 1 = √(2𝑥 + 1) + 1 = √2𝑥 + 2

Example 14. Find and simplify (𝑞 ○ 𝑓)(𝑥).

Solution:
(𝑞 ○ 𝑓)(𝑥) = 𝑞(𝑓(𝑥)) = [𝑓(𝑥)]2 − 2[𝑓(𝑥)] + 2 = (2𝑥 + 1)2 − 2(2𝑥 + 1) + 2
= (4𝑥 2 + 4𝑥 + 1) − (4𝑥 + 2) + 2 = 4𝑥 2 + 1
Mhartin Stephen M. Santiago 23
 General Mathematics Module 1: Functions

Example 15. Find and simplify (𝑓 ○ 𝑝)(𝑥).

Solution:
2𝑥 + 1 4𝑥 + 2
(𝑓 ○ 𝑝)(𝑥) = 𝑓(𝑝(𝑥)) = 2(𝑝(𝑥)) + 1 = 2 [ ]+1= +1
𝑥−1 𝑥−1
(4𝑥 + 2) + (𝑥 − 1) 5𝑥 + 1
= =
𝑥−1 𝑥−1

Example 16. Find and simplify (𝐹 ○ 𝑝)(5).

Solution:
2(5) + 1 11
(𝐹 ○ 𝑝)(5) = 𝐹(𝑝(5)) = ⌊𝑝(5)⌋ + 1 = ⌊ ⌋+1=⌊ ⌋+1+2+1= 3
5−1 4

ACTIVITY 13: Practice, Practice, Practice

1. Let 𝑓(𝑥) = 3𝑥 2 − 2𝑥 − 1, 𝑔(𝑥) = 𝑥 2 − 1, and ℎ(𝑥) = 𝑓(𝑥) + 𝑔(𝑥). Find:

a. (𝑓 − 𝑔)(𝑥) d. ℎ(𝑥 − 1)
b. 𝑓(−1) ∙ 𝑔(2) ∙ ℎ(0) e. 𝑓(3) + 𝑔(2)
𝑔(𝑥)
c. 𝑓(𝑥)

2. Let 𝑓(𝑥) = 2𝑥 − 15, 𝑔(𝑥) = 𝑥 2 + 19𝑥 + 90, ℎ(𝑥) = √𝑥 + 6. Find:

a. (𝑔 ○ 𝑓)(𝑥) c. 𝑓 (𝑓 (𝑓(𝑓(15))))
b. (ℎ ○ 𝑔)(−4)

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

𝑓(𝑥) = 3𝑥 2 − 2𝑥 − 1 and 𝑔(𝑥) = 𝑥 2 − 1.
a. 𝑡(𝑥) = −2𝑥 2 + 2𝑥 −3𝑥−1
d. 𝑤(𝑥) = 𝑥+1
b. 𝑢(𝑥) = 8𝑥 2 − 4𝑥 − 4
c. 𝑣(𝑥) = 2𝑥 − 2

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.

5. A spherical balloon is being inflated. Let 𝑟(𝑡) = 3𝑡 cm represent its radius at time
4
𝑡 seconds, and let 𝑔(𝑟) = 3 𝜋𝑟 3 be the volume of the same balloon if its radius is 𝑟.
Write (𝑔 ○ 𝑟) in terms of 𝑡, and describe what it represents.

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 General Mathematics Module 1: Functions

ACTIVITY 14: Operations on Functions

1. Given functions 𝑓 and 𝑔 below, find and simplify the following functions:
𝑓 𝑔
𝑓 + 𝑔; 𝑓 − 𝑔; 𝑓 ∙ 𝑔; 𝑔; 𝑓 .
a. (𝑥) = 𝑥 + 2; 𝑔(𝑥) = 𝑥 2 − 4 𝑥−2
c. 𝑓(𝑥) = 𝑥+2; 𝑔(𝑥) = 𝑥
1

b. 𝑓(𝑥) = √𝑥 − 1; 𝑔(𝑥) = 1 𝑥−2

d. 𝑓(𝑥) = 𝑥+2; 𝑔(𝑥) =
𝑥2 − 4 𝑥
1
e. 𝑓(𝑥) = 𝑥 2 ; 𝑔(𝑥) = √𝑥

2. If 𝑓(𝑥) = 𝑥 2 + 3𝑥 and 𝑔(𝑥) = 𝑥 − 2, find and simplify the following composite

functions: 𝑓 ○ 𝑔; 𝑔 ○ 𝑓; 𝑓 ○ 𝑓; 𝑔 ○ 𝑔.

3. Each pair of functions below have a special relationship because (𝑓 ○ 𝑔) = 𝑥 and

(𝑔 ○ 𝑓) = 𝑥, Verify these.
1
a. 𝑓(𝑥) = 3𝑥 − 2; 𝑔(𝑥) = 3 (𝑥 + 2)
𝑥 2𝑥
b. 𝑓(𝑥) = 2−𝑥; 𝑔(𝑥) = 𝑥−1
3
c. 𝑓(𝑥) = (𝑥 − 1)3 + 2; 𝑔(𝑥) = √𝑥 − 2 + 1

ACTIVITY 15: More Practice

1. Let 𝑓 and 𝑔 be defined as 𝑓(𝑥) = 𝑥 − 5 and 𝑔(𝑥) = 𝑥 2 − 1. Find

a. 𝑓 + 𝑔 d. 𝑔
𝑓

b. 𝑓 − 𝑔 𝑔
e. 𝑓
c. 𝑓 ∙ 𝑔

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. 𝑃(𝑥) = 𝑥 2 − 𝑥 − 4 𝑥 2 −𝑥+4
d. 𝑆(𝑥) = 𝑥−5
b. 𝑄(𝑥) = −𝑥 2 + 2𝑥 − 9 𝑥 3 −4𝑥 2 −11𝑥+30
𝑥−5 e. 𝑇(𝑥) =
c. 𝑅(𝑥) = 2𝑥 2 −2 𝑥 2 −1

1
3. Let 𝑓(𝑥) = 𝑥 2 − 1 and 𝑔(𝑥) = 𝑥. Find
a. (𝑓 ○ 𝑔)(𝑥) c. (𝑓 ○ 𝑓)(𝑥)
b. (𝑔 ○ 𝑓)(−1) d. (𝑔 ○ 𝑔)(5)
Mhartin Stephen M. Santiago 25
 General Mathematics Module 1: Functions

4. Given the following, find 𝑓(𝑥).

a. (𝑓 + 𝑔)(𝑥) = 2𝑥 2 − 5𝑥 + 6, 𝑔(𝑥) = 𝑥 2 + 8𝑥 − 7
b. (𝑓 ∙ 𝑔)(𝑥) = 𝑥 4 + 16𝑥 2 + 256, 𝑔(𝑥) = 𝑥 2 + 4𝑥 + 16
c. (𝑓 ○ 𝑔)(𝑥) = (3𝑥 − 2)4 , 𝑔(𝑥) = 3𝑥 − 2
d. (𝑔 ○ 𝑓)(𝑥) = 18𝑥 − 25, 𝑔(𝑥) = 6𝑥 − 7

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) = 220𝑥. Find:
a. (𝑁 ∙ 𝑝)(𝑥) b. (𝑁 ∙ 𝑝 − 𝐶)(𝑥) What do these functions represent?

6. Let 𝑥 represent the regular price of a book.

a. Give a function 𝑓 that represents the price of the book if a ₱100 price reduction
applies.
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 means. Which of
these give a better deal for the customer?

ACTIVITY 16: Let’s Sum it Up!

Answer the following.

1. A part-time job gives you an hourly wage of ₱50.00. If you work for more than 40
hours per week, you get an overtime pay that is 1.5 times your normal hourly
wage. Write a piecewise function 𝑃(ℎ) that gives your weekly pay in terms of the
number of hours ℎ you worked that week.
2 − 𝑥, 𝑥 < −3
2. Given the piecewise function 𝑓(𝑥) = { √9 − 𝑥 , −3 ≤ 𝑥 < 3 , evaluate the function
2

𝑥 2 − 7, 𝑥≥3
at the following values of 𝑥:
a. 𝑥 = −2 c. 𝑥 = 0
b. 𝑥 = 3 d. 𝑥 = −5
3. Let 𝑓(𝑥) = √𝑥 + 5, 𝑔(𝑥) = 𝑥 3 − 4, and ℎ(𝑥) = 2𝑥 − 7, find (𝑔 ○ (𝑓 + ℎ))(4).

Mhartin Stephen M. Santiago 26

 General Mathematics Module 1: Functions

REFLECTION N/A
/ REMARKS

MATERIALS
• Pen and paper
• Computer/Laptop, PowerPoint presentation

REFERENCES
• Verzosa, Debbie Marie B., et’al (2016). General Mathematics, Teaching
Guide for SHS. Quezon City: CHED.
LEARNING
• Verzosa, Debbie Marie B., et’al (2016). Basic Calculus, Learner’s Material.
RESOURCES
Pasig City: DepEd.
• MELC / DepEd Curriculum guides
• Chua, Simon L., et’ al (2016). Soaring 21st Century Mathematics: General
Mathematics. Phoenix Publishing House, Inc.

ONLINE SOURCES
• Khan Academy
o https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions

Mhartin Stephen M. Santiago 27