GENERAL MATHEMATICS

MODULE NUMBER 1: REVIEW ON FUNCTIONS

Objectives:
a. Define and illustrate functions using ordered pairs, table of values, graphs, equations, and real life situations;
b. Evaluate functions;
c. Perform addition, subtraction, multiplication, division, and composition of functions
d. Solve real- life problems involving functions

What I Know
Let us check how much you know about functions and their graphs.
Direction: Choose the letter of the best answer and write this on your answer sheet.
1) Given 𝑓(𝑥) = 2𝑥 − 5 & 𝑔(𝑥) = 3𝑥 + 4, solve for (𝑔 ○ 𝑓)(𝑥).
a. 11 − 6𝑥 c. 6𝑥 – 11
b. 6𝑥2 − 7𝑥 − 20 d. 6𝑥2 − 23𝑥 − 20
2) Given 𝑦 = 3𝑥 + 7, what is 𝑓(−2)?
a. 1 c. -13
b. -1 d. 13
3) The composite function denoted by 𝑓 ○ 𝑔 is defined as _____________.
a. (𝑓 ○ 𝑔) (𝑥) = 𝑓(𝑔(𝑥)) c. (𝑓 ○ 𝑔)(𝑥) = 𝑓(𝑥)●𝑔(𝑥)
b. (𝑓 ○ 𝑔)(𝑥) = 𝑔(𝑓(𝑥)) d. (𝑓 ○ 𝑔)(𝑥) = 𝑔(𝑥)●𝑓(𝑥)
4) It is a set of ordered pairs (𝑥, 𝑦) such that no two ordered pairs have the same x value but different y-values.
a. relation c. domain
b. function d. range
5) What is the domain of the equation 𝑦 = 3𝑥2 − 4𝑥?
a. {𝒙:𝒙 ∈ 𝑹,𝒙 < −𝟏} c. {𝒙:𝒙 ∈ 𝑹}
b. {𝒙:𝒙 ∈ 𝑹,𝒙 ≠ 𝟏} d. {𝒙:𝒙 ∈ 𝑹,𝒙 ≥ 𝟒}

LESSON 1
REPRESENTATIONS OF FUNCTIONS AND RELATIONS
Here you’ll learn how to interpret situations that occur in everyday life and use functions to represent them. You’ll also use these
functions to answer questions that come up.
What if your bank charged a monthly fee of $15 for your checking account and also charged $0.10 for each check written? How
would you represent this scenario with a function? Also, what if you could only afford to spend $20 a month on fees? Could you use
your function to find out how many checks you could write per month? In this Concept, you’ll learn how to handle situations like
these by using functions.
How can challenging problems involving functions be analyzed and solved? Let’s answer these question by doing the activities
below.
Activity 1: Pictures Analysis (eliciting prior knowledge, Motivation, Hook) Observe the pictures below and answer the questions
1. What concepts of functions can you associate with the pictures? ____________________________________________________
2. How these concepts are used indifferent situations?
____________________________________________________
3. Can you determine any purpose why these concepts are present in the pictures? Please specify.
____________________________________________________
4. Can you cite any problem which can be answered through these concepts? Describe at least one.
____________________________________________________
5. How can challenging problems involving functions be analyzed and solved?
____________________________________________________

Write a Function Rule

In many situations, data is collected by conducting a survey or an experiment. To visualize the data, it is arranged into a table. Most
often, a function rule is needed to predict additional values of the independent variable.
Example
Try to notice the trend of each variable.

Solution:
You pay Php 24 for 2 CDs, Php 48 for 4 CDs, and Php 120 for 10 CDs. That means that each CD costs Php 12.
We can write the function rule.
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𝐶𝑜𝑠𝑡 = 𝑃ℎ𝑝 12 × 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐶𝐷𝑠 or 𝒇(𝒙) = 𝟏𝟐𝒙
Represent a Real-World Situation with a Function.
Let’s look at a real-world situation that can be represented by a function.
Example
Maya has an internet service that currently has a monthly access fee of $11.95 and a connection fee of $0.50 per hour. Represent her
monthly cost as a function of connection time.
Solution:
Let 𝑥 = the number of hours Maya spends on the internet in one month. 𝑦 = Maya’s monthly cost. The monthly fee is $11.95
with an hourly charge of $0.50. The total cost = flat fee + hourly fee × number of hours. The function is
𝒚 = 𝒇(𝒙) = 𝟏𝟏.𝟗𝟓 + 𝟎.𝟓𝟎𝒙.
What’s More
Relations can be represented by using ordered pairs, graph, table of values, mapping diagram and rule or equations. Determine which
of the following represents functions.
Ordered Pairs Example 1
1.Which of the following relations are functions?
𝑓 = (1,3),(4,1),(2,0),(7,2)
𝑔 = (3,2),(4,4),(3,3),(8,9)
ℎ = (1,2),(2,3),(3,4),(4,5)
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 (3,2) and (3,3) 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.
Table of values
Example 2

Answer: Function. This is a many-to- one correspondence.

Answer: mere relation. This is a one- to- many correspondence. Looking at the table, there is duplication in the domain. The element
“1” in x is matched to three elements in y.

Mapping Diagrams Example 3.

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 = 2 corresponds to 𝑦 = 20 or 40.
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.
Example 4. Which of the following can be graphs of functions?

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Solution.
Graphs 2, 3, 4 are graphs of functions while 1 and 5 are not because they do not pass the vertical line test.
Example 5.
Identify the domain for each relation using set builder notation.
a. 𝑦 = 3𝑥 − 2 b. 𝑦 = 3𝑥2 − 4𝑥 c. 𝑥2 + 𝑦2 = 1 d. 𝑦 = √𝑥 − 4 e. 𝑦 = 2𝑥+1 𝑥−1
f. 𝑦 = ⌊𝑥⌋ + 1 where is the greatest integer function.
Solution. The domains for the relations are as follows:
a. {𝒙:𝒙 ∈ 𝑹} d. {𝒙:𝒙 ∈ 𝑹,𝒙 ≥ 𝟒}
b. {𝒙:𝒙 ∈ 𝑹} e. {𝒙:𝒙 ∈ 𝑹,𝒙 ≠ 𝟏}
c. {𝒙:𝒙 ∈ 𝑹,−𝟏 ≤ 𝒙 ≤ 𝟏} f. {𝒙:𝒙 ∈ 𝑹}
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.
Example 6.
Give a function C that can represent the cost of buying x meals, if one meal costs P40.
Solution: Since each meal costs P40, then the cost function is 𝐶(𝑥) = 40𝑥.
Example 7.
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.

Piecewise Functions.
Some situations can only be described by more than one formula, depending on the value of the independent variable.
Example 8. 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

Evaluating Functions
The number assigned to a given variable determines the value of the function at that number. This process is
known as evaluating functions. When you evaluate a function, it means that you are going to solve for the
function value given a particular value of the variable used in the equation.
Example: let f be a function defined by f(x) = 5x -3. Find the following:
a. f = (-2) solution: f = (-2) = 5 – (-2) – 3
= -13
1 1 1
b. f ( )= f ( ) = 5( ) – 3
2 2 2
5
= –3
2
1
=-
2

Operations on functions
Several functions can work together in one larger function. There are 5 common operations that can be performed on functions. The
four basic operations on functions are adding, subtracting, multiplying, and dividing. The notation for these functions is as follows.
Addition (f + g)(x)= f(x)+ g(x)
Subtraction (f − g)(x)= f(x) − g(x)

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Multiplication (f · g)(x)= f(x)g(x)
Division f g(x)= f(x) g(x)

ACTIVITIES:
When we do one of these four basic operations we can simply evaluate the two functions at the value and then do the operation with
both solutions
Example 1.
f(x)=x2 − x − 2 g(x)=x+1 find(f + g)( − 3)
Evaluate f and g at − 3
f( − 3)=( − 3)2 − ( − 3) − 2 Evaluate f at − 3 f( − 3)=9+3 − 2 f( − 3)=10
g( − 3)=( − 3)+1 Evaluate g at − 3 g( − 3)= − 2
f( − 3)+ g( − 3) Add the two functions together (10)+( − 2) Add 8 Our Solution

Example 2.
h(x)=2x − 4 k(x)= − 3x+1 Find(h · k)(5)
Evaluate h and k at5
h(5)=2(5) − 4 Evaluatehat5
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h(5)=10 − 4 h(5)=6
k(5)= − 3(5)+1 Evaluate k at5 k(5)= − 15+1 k(5)= − 14
h(5)k(5) Multiply the two results together (6)( − 14) Multiply − 84 Our Solution

Example 3.
f(x)=x2 − 4x − 5 g(x)=x − 5 Findf g(x)
Write division problem of functions
f(x) g(x)
Replace f(x) with (x2 − 4x − 5) and g(x) with (x − 5)
(x2 − 4x − 5) (x − 5)
To simplify the fraction, we must first factor2
(x − 5) (x+1) (x − 5)
Divide out common factor of x − 5
x+1 Our Solution
The fifth operation of functions is called composition of functions. A composition of functions is a function inside of a function. The
notation used for composition of functions is:
(f ◦ g)(x)= f(g(x))
To calculate a composition of function we will evaluate the inner function and substitute the answer into the outer function. This is
shown in the following example.
Example: a(x)=x2 − 2x+1 b(x)=x − 5 Rewrite as a function in function Find (a ◦ b)(3)
a(b(3)) Evaluate the inner function first, b(3) b(3)=(3) − 5= − 2 This solution is put into a, a( − 2) a( − 2)=( − 2)2 − 2( − 2)+1
Evaluate a( − 2)=4+4+1 Add a( − 2)=9 Our Solution
We can also evaluate a composition of functions at a variable. In these problems
we will take the inside function and substitute into the outside function.
Example:
f(x)=x2 − x g(x)=x+3 Find (g ◦ f)(x)
Rewrite as a function in function
g(f(x)) Replace f(x)withx2 − x g(x2 − x) Replace the variable in g with(x2 − x) (x2 − x)+3 Here the parenthesis don′t change the
expression x2 − x+3 Our Solution
What’s New?
Answer the following item as instructed. Write your answer on a separate sheet. Justify your answer.
Activity 1: RELATION-ships
1. For which values of k is the set of order pairs (2,4),(𝑘,6),(4,0 ) a function?

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

3. Give the domain of 𝑦 = √6 − 𝑥 using set builder notation.

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

5. 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

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6. A certain chocolate bar costs P35.00 per piece. However, if you buy more than 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.

Activity 2: Check it out

a) Evaluate the following functions at 𝑥 = −3
1. 𝑓(𝑥) = 𝑥3 − 64
2. 𝑔(𝑥) = |𝑥3 − 3𝑥2 + 3𝑥 − 1|
3. 𝑟(𝑥) = √3 − 2𝑥
4. 𝑞(𝑥) = 3𝑥+1 𝑥2+7𝑥+10

b) Given 𝑓(𝑥) = 𝑥2 − 4𝑥 + 4, solve for: 1. 𝑓(3) 2. 𝑓(𝑥 + 3)

c) 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:
1) 40 minutes 2) 3 hours 3) 150 minutes

What I Learned…
1. What did you discover from the activity? _____________________________________________________________

2. What conjecture or conclusion can you give from what you have learned?
_____________________________________________________________

3. How will you validate your answer? _____________________________________________________________

4. Be ready to share what you discovered? _____________________________________________________________

You encountered a lot of concepts related to functions. Now it’s time to pause for a while and reflect to your learning process by
doing the 3-2-1 Chart.

MODULE NUMBER 2: RATIONAL FUNCTIONS

Objectives:
a. represent real-life situations rational functions,
b. distinguish among rational functions, rational equations, and rational inequalities,
c. solve rational equations and inequalities, and solve problems involving rational equations and inequalities,
d. represent a rational function through its table of values, graphs and equation, and solve problems involving rational
functions,
e. Find the domain and range, intercepts, zeroes, asymptotes of rational functions, graph rational functions, and solve
problems involving rational functions.
In this module, you will examine the aforementioned task when you study the following lessons:
Lesson 1: Representing Real- Life Situations Using Rational Functions
Lesson 2: Rational Functions, Equations and Inequalities
Lesson 3: Solving Rational Equations and Inequalities
Lesson 4: Representations of Rational Functions
Lesson 5: Graphing Rational Functions

What I Know (Pre-Assessment)

Direction: Write the letter that corresponds to the best answer on your answer sheet.
____ 1. Which of the following functions is not rational?

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____ 2. Solve the equation for

____ 3. Solve the equation for

____ 4. Determine the horizontal asymptote of the function.

____5.

Lesson 1
Representing Real- Life Situations Using Rational Functions

What’s In

Learning Outcome(s): At the end of the lesson, the learner is able to represent real-life situations rational functions.
Lesson Outline:
1. Review: Polynomial functions
2. Rational functions and real-life situations

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What Is It

Example 1. An object is to travel a distance of 10 meters. Express velocity v as a function of travel time t, in seconds.
Solution. The following table of values show v for various values of t.

Example 2. The distance from Manila to Baguio is around 250 kilometers.

(a) How long will it take you to get to Baguio if your average speed is 25 kilometers per hour? 40 kilometers per hour? 50 kilometers
per hour?
(b) Construct a function , where is the speed of travel, that describes the time it takes to drive from Manila to Baguio.
Solution.
(a) Distance is calculated as the product of speed and time. So we can get the time by dividing distance by the speed.
250 kilometers/ 25 kilometers per hour = 10 hours
250 kilometers/ 40 kilometers per hour = 6.25 hours
250 kilometers/ 50 kilometers per hour = 5 hours
(b) Since time is the quotient of distance and speed, we can write out the function as

Try these!
1. The budget of a university organization is split evenly among its various committees. If they have a budget of P60,000:
(a) Construct a function which would give the amount of money each of the number of committees would receive.
(b). If the organization has eight committees, how much would each committee have?
2. A company has a budget of P90, 000 to be split evenly among its various offices. The marketing office of the company receives
twice the amount of money than the other offices.
(a) Given as the number of offices in the company, construct a function which would give the amount of money each of the non-
marketing offices would receive.
(b). If the company had five offices, how much would the marketing office receive? How much would each of the non-marketing
offices receive?
Application

a. What is C(0)? Why is that so?

b. Construct a table of values for when t is equal to 0,1,2,3,4, and 5.
c. Interpret your answers in relation to drug concentration.

Generalization
In this lesson, I have learned that _______________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Lesson 2
Rational Functions, Equations, and Inequalities

Learning Outcome(s): At the end of the lesson, the learner is able to distinguish among rational functions, rational equations,
and rational inequalities
Lesson Outline: Rational functions, rational equations, and rational inequalities

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What Is It
Solved Examples
Determine whether the given is a rational function, a rational equation, a rational inequality or none of these

Try these!
Determine whether the given is a rational function, a rational equation, a rational inequality or none of these.

Generalization
In this lesson, I have learned that
____________________________________________________________________________________________________________
_______________________________ ____________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Lesson3
Solving Rational Equations and Inequalities
Learning Outcome(s): At the end of the lesson, the learner is able to solve rational equations and
inequalities, and solve problems involving rational equations and inequalities.
Lesson Outline:
1. Solving rational equations.
2. Solving rational inequalities.
3. Solving word problems involving rational equations or inequalities.

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What’s New
To solve rational inequalities:

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 EXTEND YOUR KNOWLEDGE
To simplify rational equations, apply the CRAM method:
C – Clear all fractions by multiplying both sides of the equation by the LCD of the terms.
R – Remove all grouping symbols, if there is any.
A – Add or subtract similar terms.
M – Multiply or divide both sides

𝑥+5 3
Example: Solve for x in the equation =
2𝑥 4

Solution: Clear all fractions by multiplying both sides of the equation by the LCD of the terms, 4x.
𝑥+5 3
4x( ) = ( )4x
2𝑥 4
2(x + 5) = 3x
2x + 10 = 3x Removing the grouping symbols
2x – 3x = -10 Combining similar terms
-x = -10 Adding similar terms
X = 10 Dividing both sides by -1
What Have I Learned so Far?
I. Find the solutions to each rational equations.

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 3 2
a. =
𝑥 +1 𝑥−3
2𝑥 5
b. = =2
𝑥 +1 2𝑥

II. You have 6 liters of pineapple juice blend that is 50% pineapple juice. How many liters of pure pine apple juice needs to
be added to make a juice blend that is 75% pineapple juice?
3+𝑥
Hint: if x is the amount of pure pineapple juice to be added, the percentage can be written as .
6+𝑥

Lesson 4
Representations of Rational Functions
Learning Outcome(s): At the end of the lesson, the learner is able to represent a rational function through its table of values,
graphs and equation, and solve problems involving rational functions.
Lesson Outline:
1. Table of values, graphs and equations as representations of a rational function.
2. Rational functions as representations of real-life situations
A rational function is a function that is a fraction and has the property that both its numerator and denominator are polynomials. In
other words, R(x) is a rational function if R(x) = p(x) / q(x) where p(x) and q(x) are both polynomials.

Example 2. Continuing the scenario above, construct a table of values for the speed of a runner against different run times.

Solution. A table of values can help us determine the behavior of a function as the variable changes. The current world record (as of
October 2015) for the 100-meter dash is 9.58 seconds set by the Jamaican Usain Bolt in 2009. We start our table of values at 10
seconds.

Try these!

Generalization
In this lesson, I have learned that ____________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Lesson5
Graphing Rational Functions
Learning Outcome(s): At the end of the lesson, the learner is able to find the domain and range, intercepts, zeroes, asymptotes
of rational functions, graph rational functions, and solve problems involving rational functions.
Lesson Outline:
1. Domain and range of rational functions.
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2. Intercepts and zeroes of rational functions.
3. Vertical and horizontal asymptotes of rational functions.
4. Graphs of rational functions
Recall:
1. The domain of a function is the set of all values that the variable x can take.
2. The range of the function is the set of all values that f(x) will take.
3. The zeroes of a function are the values of x which make the function zero. The real numbered zeroes are also x-intercepts of the
graph of the function.
4. The y-intercept is the function value when x=0.

How to find the Do the following:

Domain Find all x values which do not make the denominator 0
y- intercept If 0 is not in the domain, then there is no y- intercept. If 0 is in the domain,
the y- intercept is the value of the function at x = 0
x- intercept Find the values of x where the numerator is zero but the denominator is
non-zero.
Vertical asymptotes Find the values of x where the denominator of the reduced rational
function is zero.
Horizontal asymptote Use the degree of the polynomial in the numerator and denominator, as
indicated above.
range Graph the function. (However, there may be rational functions where more
advanced techniques like calculus are needed)

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Example:

To graph a rational function

Mark its vertical asymptotes (if any). Mark its x-intercepts (if any). Determine whether the function is positive or negative in between
x-intercepts and vertical asymptotes. Replace p(x) with its leading term, replace q(x) with its leading term, and then graph the resulting
fraction of leading terms to the right and left of everything you’ve drawn so far in your graph. Now draw a reasonable looking graph
that fits with everything you’ve drawn so far, remembering that the graph has to climb up or slide down the sides of vertical asymptotes,
and that the graph can only touch the x-axis at the x-intercepts that you already marked.
Example. Let’s graph

First we mark its vertical asymptotes, which are at x = 4 and x = 6, and its x-intercept, which is at x = 2

Then we plot points that represent what we had checked earlier for what happens in between consecutive pairs of x-intercepts and
vertical asymptotes: that r(3) < 0 and r(5) > 0.

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 −7
To the left and right of what we’ve graphed so far, we draw the graph of
8𝑥

Now we connect what we’ve drawn so far, making sure our graph climbs up or slides down the vertical asymptotes, and that it only
touches the x-axis at the previously labelled x-intercept.

What Have I Learned so Far?

Generalization
In this lesson, I have learned that _______________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

MODULE NUMBER 3: ONE TO ONE AND INVERSE FUNCTIONS

What I know
Multiple Choice. Write the letter of your answer on a separate sheet of paper.
1. It is a relation where each element in the domain is related to only one value in the range by some rule.
A. One-to-one function C. Function
B . Relation D. Many-to-one function
2. What do call the rule that relates values from a set of values (called the domain) to a second set of values (called the range)?
A. One-to-one function C. Function
B. Relation D. One-to-many relation
3. What do you call a line test used to determine if the given function is a one to-one function?
A. Line bar test C. Curve line test
B. Horizontal line test D. Vertical line test
4. The graph of the inverse of a function can be obtained by reflecting the graph of the function along ___.
A. y=x C. X-axis

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B. y-axis D. origin
5. What type of functions do not contain the same y-values to be paired in different two x-values.
A. Rational Function C. one-to-one function
B. Linear function D. One-to-many

Lesson 1
One-to-One Function

Objectives:
At the end of the lesson, the learner will be able to:
• Represent real life situation using one-to-one
• Illustrate one-to-one functions
• Identify one-to-one functions
• Illustrate horizontal line test

What’s in…
Activity 1.
Identify whether each relation represents a function or not?
1. {(1,2), (3,4), (5,6), (7,8), (9,10)}
2. {(3,2), (2,4), (1,6), (5,3), (6,3)}
3. {(2,2), (4,4), (3,2), (3,7), (1,4)}
For 4 & 5 evaluate the following functions at x = 3.
4. f = 5x + 3

5.
What’s new…
Activity 2. Identify whether the given situation represents one-to-one function. Justify your answer. Write your answer on a separate
sheet of paper.
1. The relation pairing the LRN to students
2. The relation pairing a real number to its square.
3. {(3,1), (4,2), (3,2), (1,2), (5,4)}
4. {(2,2), (4,4), (3,2), (5,7), (1,4)}
5. {(1,2), (3,4), (5,6), (7,8), (9,10)}
Questions:
1. How did you find the activity?
2. How are you able to connect this activity in your daily life?
What is it
In the preceding activity, item numbers 1 and 5 represents a one-to-one function since each student has a unique LRN and in item
number 5, there is no y – value which is paired with the same x – values.
Item numbers 2 to 4 does not represent a one-to-one function. In item number 3, the value of domain is repeated (3,1) and (3,2). Also
in number 4, it has a y-value that are paired up with two different x-values;
( 2,2 ) and ( 3,2 ).

BIG IDEA!

i
A function f is one-to-one function if and only if every value in the range corresponds to exactly one value in the
IDEA domain.

The horizontal line test is used to determine whether a function is a one-to-one function when its graph is given.
In this test, a function f is one-to-one when every horizontal line drawn intersects the graph of f at exactly one
point.

Example:
a. The relation pairing an SSS member to his or her SSS number.
Solution: Each SSS member assigned a unique SSS number. Thus, the relation is a function. However, two different
members cannot be assigned the same SSS number. Thus, the function is not one-to-one.
b. The relation pairing a real number to its square.
Solution: each real number has a unique perfect square. Thus, the relation is a function. However, two different real numbers
such as 2 and -2 may have the same square. Thus, the function is not one-to-one.
Another way to determine whether a graph represents a one-to-one function is by using the Horizontal Line Test and Vertical Line
Test.
Horizontal Line Test is a test used to determine a one-to-one function. All one to-one functions satisfy both the vertical and horizontal
line tests. A graph showing the plot of y= x2 + 2 fails the horizontal line test If any vertical line and horizontal line intersects the graph
at most 1 point, then the graph is a graph of a one to-one function. The graph of y = x3 passes the horizontal line test.

15
Graph of one-to-one function. Using the horizontal line test, the graph shows that each horizontal line does not intersect the graph at
more than one point.

What’s more…
Activity 3.
Which of the following relation is a one-to-one function? Write your answers on a separate sheet of paper. (a)
{(0,0)(1.1),(2,8),(3,27),(4,64)}
(b) {(-2,4)(-1,1),(0,0),(1,1),(2,4)}
(c) {(0,4),(1,5),(2,6),(3,7),..(n,n+4),…}
(d) Height to student
(e) Person to telephone number
(f) Height to age
(g) Birthdate of a family member
Activity 4: Question and Answer
Directions: Answer the questions briefly. Write your answers on a separate sheet of paper.
1. What is a One-to-One Function?
2. How to identify a one-to-one function?
3. What is horizontal line test?
4. What is vertical line test?
5. How will we know that a given graph is a graph of a one-to-one function?

Lesson 2
Inverse of one-to-one functions

Objectives:
• Illustrate the inverse of a one-to-one functions
• Solve the inverse of a one-to-one functions
• State the properties of inverse functions

What’s in…
Activity 1.
Identify whether the given situation represents one-to-one function or Not.

1. Sim cards to cellphone numbers

2. Pairing of airports to airport code
3. The function of f (x)= x2
4. {(1,2),(1/2,3),(1/3,4),(1/4,5),(1/5,6)}
5. {(2,1),(1,3),(4,8),(5,7),(6,9)}

16
 Property of an inverse of a one-to-one function
Given a one-to-one function f(x) and its inverse f-1(x). Then the following are true:
(a) The inverse of f-1(x) is f(x).
(b) f(f-1(x)) = x foe all x in the domain f-1.
(c) f-1 (f(x)) = x for all x in the domain of f.
(d)
2𝑥+1
Example: Find the inverse of the rational function f(x) = .
3𝑥−4
2𝑥+1 2𝑦+1
Solution: the equation of the function is y = . Interchange the x and y variables: x = . Solve for y in terms of x:
3𝑥−4 3𝑦−4

2𝑦+1
x=
3𝑦−4
x (3y – 4) = 2y + 1
3xy – 4x = 2y + 1
3xy – 2y = 4x + 1 ( place all terms with y on one side and those without y on the other side.)
y (3x -2) = 4x + 1
4𝑥+1
y=
3𝑥−2

4𝑥+1
Therefore the inverse of f(x) is f-1(x) =
3𝑥−2

What’s more…

What Have I Learned so Far?

Activity 4: Question and Answer
Directions: Answer the questions briefly. Write your answers in a separate sheet of paper.
1. What is an inverse function?
2. How to identify an inverse of a one-to-one function?
3. What are the steps in solving the inverse of a one-to-one function?
4. State the properties of an inverse function.

17
Lesson 3
Graph of inverse functions.

Objectives:
• Represent an inverse function through its table of values and graph
• Find the domain and range of an inverse function
• Solve problems involving inverse functions

Review:

What’s new…
Activity 2.
Represent the following inverse functions in table of values with the specified domain.
1. f-1 (x) = 𝑥−1 2; {x|-2 ≤ x ≤ 1.5}
2. f-1 (x) = x – 4; {x|-2 ≤ x ≤ 2}

Activity 3.
Using the resulting table of values represented in the preceding activity, (Activity 1), determine the domain and the range.

1. f-1 (x) = 𝑥−1 2; domain: _______________ Range: ________________

2. f-1 (x) = x – 4; domain: _______________ Range: ________________

Activity 4.
Given are the one-to-one functions and its graph. Beside, is the inverse of each function. Sketch the graph of the corresponding inverse
function and determine the domain and range.

Graphs of an inverse function

If you’re asked to graph the inverse of a function, you can do so by remembering one fact: a function and its inverse are reflected over
the line y = x. This line passes through the origin and has a slope of 1.
When you’re asked to draw a function and its inverse, you may choose to draw this line in as a dotted line; this way, it acts like a big
mirror, and you can literally see the points of the function reflecting over the line to become the inverse function points. Reflecting
over that line switches the x and the y and gives you a graphical way to find the inverse without plotting tons of points.
The best way to understand this concept is to see it in action. For instance, say that you know these two functions are inverses of each
other:

a. Take a number (any that you want) and plug it into the first given function. Say you pick –4. When you evaluate f(–4), you get
–11. As a point, this is written (–4, –11).
b. Take the value from Step 1 and plug it into the other function.
In this case, you need to find g(–11). When you do, you get –4 back again. As a point, this is (–11, –4)
This works with any number and with any function and its inverse: The point (a, b) in the function
becomes the point (b, a) in its inverse.
So if you’re asked to graph a function and its inverse, all you have to do is graph the function and then switch all x and y values in each
point to graph the inverse. Just look at all those values switching places from the f(x) function to its inverse g(x) (and back again),
reflected over the line y = x.

18
You can now graph the function f(x) = 3x – 2 and its inverse without even knowing what its inverse is. Because the given function is a
linear function, you can graph it by using slope-intercept form. First, graph y = x. The slope-intercept form gives you the y-intercept at
(0, –2). Since the slope is 3=3/1, you move up 3 units and over 1 unit to arrive at the point (1, 1). If you move again up 3 units and over
1 unit, you get the point (2, 4). The inverse function, therefore, moves through (–2, 0), (1, 1), and (4, 2). Both the function and its inverse
are shown here.

Solving Problems Involving Inverse Function

We can apply the concepts of inverse functions in solving word problems involving reversible processes.

Example:
You asked a friend to think of a nonnegative number, add two to the number, square the number, multiply the result by 3 and divide
the result by 2. If the result is 54, what is the original number?
Construct an inverse function that will provide the original number if the result is given.
https://www.scribd.com/document/413943141/Gen-Math-Pre-Test
Questions:
1. What are your ideas in solving this problem?
2. In what part of the problem makes you difficult in arriving the answer?
3. Is the problem easy? Why?

The graph is shown below, on the left. This is not a one-to-one function because the graph does not satisfy the horizontal line test.
However, the instruction indicated that the original number must be nonnegative. The domain of the function must thus be restricted to
x ≥ 0, and its graph is shown on the right, below.

19
What’s more…

What have I learned so far?

Activity 5:
Answer the questions briefly. Write your answers in a separate sheet of paper.
1. What is the graph of inverse function?
2. How to identify the domain and range of the graph of inverse function?

Solve the problem.

(a) Solve its inverse

(b) Determine the asymptotes

(c) Sketch the graph of its inverse

(d) Find the domain and range of its inverse.

MODULE NUMBER 4: EXPONENTIAL FUNCTIONS

What I Need to Know

20
 In addition to linear, quadratic, rational, and radical functions, there are exponential functions. Exponential functions have the
form 𝑓(𝑥) = 𝑏𝑥, where 𝑏 > 0 and 𝑏 ≠ 1. Just as in any exponential expression, b is called the base and x is called the exponent. Exponential
functions occur in various real world situations. Exponential functions are used to model real-life situations such as population growth,
radioactive decay, carbon dating, growth of an epidemic, loan interest rates, and investments.

After finishing the module, you should be able to answer the following questions:
a. How to distinguish between exponential function, exponential equation, and exponential inequality?
b. How to represent exponential function through: table of values, graph, and equation?
c. How to find the domain and range of an exponential function?
d. How to graph exponential functions using its intercepts, zeroes and asymptotes?
e. How to solve problems related to exponential functions, equations, and inequalities?

Objectives:
a. Define exponential function;
b. Determine exponential functions through an equation or table of values;
c. Solve exponential equations and inequalities
d. Sketch the graphs of exponential function;
e. Determine the domain, range, intercepts, zeros and asymptotes of exponential functions.

In this module, you will examine the aforementioned questions when you study the following lessons:

Lesson 1: Introduction to Exponential Functions

Lesson 2: Exponential Functions, Equations, and Inequalities
Lesson 3: Solving Exponential Equation and Inequality
Lesson 4: The Exponential Function and its Graph
Lesson 5: Graphing Transformations of Exponential Functions
Lesson 6: Representing Real-life Situations Using Exponential Functions

Lesson 1:
Introduction to Exponential Functions

Objectives:
Understand the key concepts of exponential functions and communicate mathematics through writing, modeling, and visualizing,
using precise mathematical language and symbolic notation.

Review:
Description: This activity will enable you to recall laws of exponents.
Directions: Tell whether each statement is TRUE or FALSE. Mark the box (✓) if the statement is true, otherwise mark the box (X) if
the statement is false.

Discussion:

News stories spread rapidly in modern society. With broadcasts over televisions and radios, millions of people hear about
important events within hours. In many problems, key variables are related to linear models. But, there are many other important
situations in which variables are related to non-linear patterns. Examples include spread of diseases, change in population, temperatures,
bank savings, and radioactivity. These real-life situations can be described and expressed by exponential functions.

Consider the growth y of a certain type of bacteria in x minutes as shown in the table of values below.

X 0 1 2 3 4 5
y 1 2 4 8 16 32

Before the bacteria started to grow, there had been only 1 bacterium present. The number of bacteria was doubled every minute.
In just 5 minutes, the number had grown to 32, and it will continue to grow rapidly as the time (in minutes) increases.

21
 By inspection, the growth of the bacteria can be stated mathematically as y = 2 x.
Such equation defines an exponential function, where 2 is the base number. A clearer idea of the behavior of the growth of the bacteria
can be obtained graphically as shown in the figure above. It can be noted from the graph that the function is increasing and the trace of
the graph is concave up.

ACTIVITY 1 Some organizations need to spread accurate information to as many people in the shortest time possible. One way to do
this efficiently is by a cell phone texting tree.

The Exponent National High School with 1,500 populations, including the teaching and nonteaching staff, is located in one of
the flooded areas of the metropolis. During heavy rains, everyone wants to know if classes are suspended. The school principal makes
a decision and sends a text message to the assistant principal and to the prefect of activities. These two members of the community each
send the text message to two other members of the community, and so on.

Directions: Answer the following questions. Write your answers on a separate sheet.

1. What do the smart phones of this tree diagram represent? What do the segments represent?

2. Based on the tree diagram, the number of persons receiving the message is increasing.

a) Complete the table below to show the number of persons receiving the message at a given stage. Then, make a graph.

22
b) Describe how the number of persons receiving the messages increases as the texting stage progresses. Use the graph to validate your
answer.

c) What is the required number of texting stages needed to form 1,500 persons?

The pattern of change in the smart phone tree given in the Activity 1 can be modelled using rules involving exponents. The number of
members informed: 1, 2, 4, 16, 32,…,can be expressed exponentially as 20,21,22,23,24,25,…, respectively.

The table below shows a number of members of the community who were informed whether the class is cancelled or not. It will take 9
stages to inform 1,000 people, because after the 9th stage: 1+2+4+8+16+32+64+128+256+512=1, 023 people already knew the decision.

where x is the
independent variable and y is the dependent variable. Note that in the equation formed, the variable x appears as an exponent. We call
this equation an exponential equation.

In general, the situation describe in the smart phone tree can be modelled by a type of function different from the ones you have studied
so far. The key variables in each situation are often expressed by a function rule having the form

𝑓(𝑥) = 𝑏x

where b is the constant determined by the situation being modelled. A function of this form is called exponential function because the
input variable x used as an exponent in determining the value of the output variable.

Having defined rational exponents, we know that the expression 2 x is defined for all rational numbers. Although the details are beyond
the details of this module, the expression 2𝑥 can also be defined for any irrational number. Thus, the function 𝑓(𝑥) = 2x id defined
for all real numbers.

An exponential function is a function that can be expressed mathematically as f(x) = b x, where b is

any positive real number not equal to 1. Since b > 0, and b ≠ 1, then the value of f(x) is always a
positive real number.

23
What’s More…

ACTIVITY 2

What is It…

24
Activity 3:

Lesson 2

Exponential Functions, Equations & Inequalities

Objectives:

At the end of this lesson, you will be able to distinguish among exponential functions, exponential equations, and exponential
inequalities.

Discussion:
25
An exponential equation or inequality can be solved for all x values that satisfy the equation or inequality. An exponential is not ‘solved’
rather, it expresses the relationship between two variables (such as x and y), and can be represented by a table of values or a graph.

Try this!
Activity 1:
Description: This activity will enable you to to distinguish among exponential functions, exponential equations, and exponential
inequalities.
Directions: In your answer sheet, write your ideas about how A, B, and C are
similar, and how they are different.

Here’s More
Activity 2:
Direction: In your answer sheet, determine whether each given is an exponential
function, exponential equation or exponential inequality or none of these.

Math Journal
In this lesson, I have learned that … ____________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

Lesson 3
Solving Exponential Equations and Inequality

Objectives:
At the end of the lesson, you will be able to solve exponential equations and inequality.

Activity 1: QUICK DRILL

Direction: Examine which of the following are Exponential functions.

What’s More
EXPRESS YOUR THOUGHTS
Direction: Answer the questions below. Write your answers on a separate sheet.

1. How do we solve equations with exponential expressions?

2. How do we check solutions of exponential equations?
3. What are the difficulties you have encountered? Explain?

Solving exponential equations and inequalities

26
 Your knowledge on the different laws of exponents is very useful in solving exponential equations. Recall that for any positive
numbers, a and b, the following rules hold for all real number x and y:
a. Product rules: ax ▪ ay = ax + y
ax ▪ by = (ab)x
ax a ax
b. Quotient rules: = ax – y ( ) x =
ay b bx

c. Power rule: (ax)y = axy

d. Zero rule: a0 = 1
1
e. Negative exponent rule: a0 = 1 a-x =
𝑎𝑥

The property of equality for exponential equations states that if bx = by, where b is a positive number other than 1, and x and y are
real numbers, then x = y.

Example: Solve 42n = 8.

Solution: to solve the given equation, express both sides of the equation in exponential form using the same base. Then, solve for n
using the properties stated above. Thus, we have:

22n(2n) = 23
24n = 23 power rule
4n =3 dividing both sides by 4
3
n=
4

27
Lesson 4
Graphing Exponential Functions
28
Objectives:
At the end of the lesson, the learner is able to represent an exponential function through its table of values, graph, and equation,
find the domain, range, intercepts, zeroes, and asymptotes of an exponential function, and graph exponential functions.

Example: sketch the graph of f(x) = 2x and determine its properties such as the domain and range, asymptote, behavior of the graph, and
y-intercept.
Solution: the values of the function for some x-values are presented in the table below.

X -2 -1 0 1 2 3
F(x) 1/4 1/2 1 2 4 8

The graph of f(x) = 2x is shown in the figure above. The domain is the set of real numbers.
Note that the function values are all greater than 0 for all x – values. Thus, the range is the set of positive real numbers. The graph is
concave up and the function is increasing. Observe further that as x decreases, the graph of the function approaches the negative
x-axis. Thus, the graph is asymptotic to the x- axis. Moreover, the graph has no x-intercept. The graph of f(x) = 2x intersects the y-
axis at point (0,1). Therefore, the y-intercept is 1.

The following presents the summary of the properties of exponential functions of the form f(x) = b x,
where 0 < b < 1.
1. The domain consists of all real numbers.
2. The range consists of positive real numbers.
3. The function is decreasing.
4. The graph passes through the point (0, 1).
5. There is no x-intercept. The y-intercept is 1.
6. The graph is asymptotic to the x-axis.
What’s More
Activity 1: SKETCH IT OUT!
Description: This activity will enable you to come up with a generalization about the properties of an exponential function.
Directions: Graph the exponential function and provide what is being asked on each item.

29
What Have I Learned so Far?

a. Complete the following table of values for f(x) = 2 x and g(x) = 3x

X -4 -3 -2 -1 0 1 2 3
F(x)
G(x)

b. Construct a coordinate plane showing x from -4 to 4 and y from -1 to 30. Sketch the graphs of f(x) and g(x) on this coordinate
plane. Compare both graphs.

c. For each function, identify the domain, range, y –intercept, and horizontal asymptote.

Math Journal

In this lesson, I have learned that … __________________________________________________________

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

Lesson 5
Graphing Transformations of Exponential Functions

Objectives:
At the end of the lesson, the learner is able to represent a transformation of an exponential function through its table of values, graph,
and equation, and graph transformations of exponential functions.

30
31
32
Try this!

Math Journal

In this lesson, I have learned that … __________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________

Lesson 6
Representing Real-life Situations Using Exponential Functions

33
Objectives:
At the end of the lesson, the learner is able to represent real-life situations using exponential functions.

Activity 1:
Direction: Read carefully and follow the instructions given on this activity. Then, answer the following questions in a separate paper.

34
35
36
What have I learned so far…
Directions: Solve what is asked in each item. Write your complete solutions and answers in a 1 whole sheet of paper.

MATH JOURNAL
In this lesson, I have learned that … ________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

MODULE NUMBER 5: LOGARITHMIC FUNCTIONS

This module will help you understand the key concepts of logarithmic functions and apply these concepts to formulate and
solve real-life problems with precision and accuracy.
Objectives:
a. How to distinguish logarithmic functions, equations, and inequalities?
b. How to graph logarithmic functions using its intercepts, zeroes and asymptotes?
c. How to solve problems related to logarithmic functions, equations, and inequalities?

In this module, you will examine the aforementioned questions when you study the following lessons:
Lesson 1: Introduction to Logarithms
Lesson 2: Logarithmic Functions, Equations, and Inequalities
Lesson 3: The Logarithmic Equation and Inequality
Lesson 4: The Logarithmic Function and its Graph

Pre-Assessment:

37
In this module, you will have the following targets:
• Demonstrate understanding on the key concepts of logarithmic functions.
• Formulate and solve real-life problems involving logarithmic functions with precision and accuracy.
Lesson 1
Introduction to Logarithmic Functions
As you go through this module, keep in mind this question: How is exponential function related to logarithmic function?
Activity 1:

Activity 2:
Direction: Answer the following questions. Write your answers on a separate sheet.
1. What is the main function of the exponents?
2. What have you observed in items 1 to 5 and 6 to 10 in terms of x?
3. How did you answer items 6 to 10? Explain your answer.

Discussion:

Activity 3:

38
Application
Logarithms Real-Life Situations
I. Earthquake Magnitude on a Richter Scale
The magnitude R of an earthquake is given by:

where E (in joules) is the energy released by the earthquake (the quantity 10 4.40 is the energy released by a very small
reference earthquake)

Example: Suppose that an earthquake released approximately 1012 joules of energy.

(a) What is its magnitude? (b) How much more energy does this earthquake release than by the reference earthquake?

Magnitude 5 is described as STRONG. Strong shaking and rocking felt throughout building. Hanging objects swing violently.

Activity 4:

Enrichment

39
Lesson 2
Logarithmic Functions, Equations & Inequalities

Activity 1:

Activity 2:

Generalization:

In this lesson, I have learned that:

Enrichment: Description: This activity will enable you to master the skill of distinguishing logarithmic functions, equations and
inequalities.
Directions: In your answer sheet, create a concept map of the types of logarithms. This concept map should show the definition of
each type along with 5 examples of each.
Lesson 3
The Logarithmic Equation & Inequality

Activity 1: 3-2-1 CHART

Before we begin this lesson, let us begin with a simple knowledge check-up.

40
Description: In this activity, you will be asked to complete the 3-2-1 Chart regarding the previous lesson on distinguishing logarithmic
functions, equations and inequalities.

Activity 2:

Description: This activity will enable you to solve logarithmic equation.

Directions: Decode the secret message by solving for the value of x in each given below. Write the corresponding letter of the given
to the blank which contain its answer.

41
42
Exercises on Logarithmic Equation

Activity 3:
Description: This activity will enable you to complete a table of a given and observe its trend.
Directions: Complete the table below mentally.

43
Exercises on Logarithmic Inequality
Direction: In your answer sheet, provide the solution and the answer to the following logarithmic inequalities.

Generalization:
In this lesson, I have learned that:

Enrichment:
LOGARITHMIC EQUATION AND INEQUALITY MAZE

Description: This activity will enable you to independently solve logarithmic equations.

Directions: Finish the maze by solving the first logarithmic problem and then taking the path where its answer is written. Do this until
you reach the ending point.

44
Lesson 4
The Logarithmic Function & its Graph

Activity 1:
Description: We have learned from the preceded lessons that logarithms can be rewritten in exponential form. We shall attempt to show
that the inverse of exponential functions is the logarithmic through a graph functions
Directions: With a pair, graph the following functions on the same Cartesian plane.

Activity 2:

Description: This activity will enable you to come up with a generalization about the properties of a logarithmic function.
Directions: With the same pair, graph the logarithmic function and the questions that follows.

Properties of a Logarithmic Function:

i. The domain is the set of all positive numbers; or {𝑥 ∈ 𝑅| 𝑥 > 0}. Recall that these precisely the permitted values of
x in the expression log𝑏 𝑥.
ii. The range is the set of all positive real numbers.
iii. It is a one-to-one function. It satisfies the Horizontal Line Test. iv. The x-intercept is 1. There is no y-intercept. v.
The vertical asymptote is the line 𝑥 = 0 (or the y-axis). There is no horizontal asymptote

For any base b > 0 and b ≠ 1,

a. Log b x = log by, if and only if x = y
b. Log bb = 1
c. Log b1 = 0
d. Log bb x = x

45
46
47
Generalization:
In this lesson, I have learned that

Application:

Post Assessment

48
49
MODULE NUMBER 6: Simple and Compound Interest
Objectives:
a. Illustrate simple and compound interest
b. Distinguish between simple and compound interest
c. Compute the interest, maturity value, and present value in simple and compound interest
environment; and
d. Solve problems involving simple and compound interest
Discussion:

Simple Interest
Simple interest is calculated using the following formula:
Simple Interest=P × r × n
where: P=Principal amount
r=Annual interest rate
n=Term of loan, in years
Generally, simple interest paid or received over a certain period is a fixed percentage of the principal amount
that was borrowed or lent. For example, say a student obtains a simple-interest loan to pay one year of college
tuition, which costs $18,000, and the annual interest rate on the loan is 6%. The student repays the loan over
three years. The amount of simple interest paid is:
$3,240=$18,000×0.06×3
and the total amount paid is:
$21,240=$18,000+$3,240

Compound Interest
Compound interest accrues and is added to the accumulated interest of previous periods; it includes interest
on interest, in other words. The formula for compound interest is:

50
it is calculated by multiplying the principal amount by one plus the annual interest rate raised to the number
of compound periods, and then minus the reduction in the principal for that year. With compound interest,
borrowers must pay interest on the interest as well as the principal.
Simple Interest vs. Compound Interest Examples
Below are some examples of simple and compound interest.
Example 1
Suppose you plunk $5,000 into a one-year certificate of deposit (CD) that pays simple interest at 3% per
annum. The interest you earn after one year would be $150:
$5,000×3%×1

Example 2
Continuing with the above example, suppose your certificate of deposit is cashable at any time, with interest
payable to you on a prorated basis. If you cash the CD after four months, how much would you earn in
interest? You would receive $50:
4
$5,000×3%×
12

Example 3
Suppose Bob borrows $500,000 for three years from his rich uncle, who agrees to charge Bob simple interest
at 5% annually. How much would Bob have to pay in interest charges every year, and what would his total
interest charges be after three years? (Assume the principal amount remains the same throughout the three
years, i.e., the full loan amount is repaid after three years.) Bob would have to pay $25,000 in interest
charges every year:
$500,000×5%×1
or $75,000 in total interest charges after three years:
$25,000×3

Example 4
Continuing with the above example, Bob needs to borrow an additional $500,000 for three years.
Unfortunately, his rich uncle is tapped out. So, he takes a loan from the bank at an interest rate of 5% per
year compounded annually, with the full loan amount and interest payable after three years. What would be
the total interest paid by Bob?
Since compound interest is calculated on the principal and accumulated interest, here's how it adds up:

Try this!

51
52
INVESTMENT The owners of a company want to invest $12,000 for 4 years. a. Which account should they
choose? Explain. ● Account A earns 5% simple interest per year. ● Account B earns 5% interest compounded
annually. b. How much more do they earn by choosing the better account?

GAMES After 7 years at 3% simple interest per year, your savings account earns $63. a. What is the
principal? b. How much money do you have left after buying the video game system?

CRITICAL THINKING You want to deposit $600 in a savings account. Account A earns 3.5% simple interest
per year. Account B earns 3.3% interest compounded annually. a. Which account should you choose if you
invest your money for 3 years? 6 years? Explain. b. After how many years is the balance in Account B greater
than the balance in Account A? c. After how many years is the difference between the account balances
greater than $5?

53