SHS GRADE

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General Mathematics
Quarter 1 – Module 3:
Operations on Functions:Week 3

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 What I Need to Know

In this module, the different operations on functions were discussed. Examples were provided for you
to be able to learn the five (5) operations: addition, subtraction, multiplication, division and
composition of functions. Aside from algebraic solutions, these examples were illustrated, represented
in tables and/or mapping diagram for better understanding of the concepts. Activities were provided to
enhance your learning. Finally, your task is to answer a guided real-world example that involves
operations on functions.
After going through this module, you are expected to:

1. define operations on functions

2. identify the different operations on functions.
3. perform addition, subtraction, multiplication, division, and composition of functions

Lesson Operation on
1 Functions
Operations on functions are similar to operations on numbers. Adding, subtracting and multiplying
two or more functions together will result in another function. Dividing two functions together will
also result in another function if the denominator or divisor is not the zero function. Lastly, composing
two or more functions will also produce another function.

The following are prerequisite skills before moving through this module:

➢ Rules for adding, subtracting, multiplying and dividing fractions and algebraic expressions,
real numbers (especially fractions and integers). ➢ Evaluating a function.

A short activity was provided here for you to help in recalling these competencies. If you feel that you
are able to perform those, you may skip the activity below. Enjoy!

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 What’s New

SAVE FOR A CAUSE

Thru inspiration instilled by their parents and realization brought by Covid-19 pandemic experience,
Neah and Neoh, both Senior High School students decided to save money for a charity cause. Neah
has a piggy bank with ₱10.00 initial coins inside. She then decided to save ₱5.00 daily out of her
allowance. Meanwhile, Neoh who also has a piggy bank with ₱5.00 initial coin inside decided to save
₱3.00 daily. Given the above situation, answer the following questions:

a. How much money will be saved by Neah and Neah after 30 days? after 365 days or 1
year? their combined savings for one year?
b. Is the combined savings enough for a charity donation? Why?
c. What values were manifested by the two senior high school students?
d. Will you do the same thing these students did? What are the other ways that you can
help less fortunate people?
e. Do you agree with the statement of Pope John Paul II said that “Nobody is so poor he
has nothing to give, and nobody is so rich he has nothing to receive"? Justify your
answer.
f. What functions can represent the amount of their savings in terms of number of
days?
What is It

In the previous modules, you learned to represent real life situations to functions and evaluate
a function at a certain value. The scenario presented above is an example of real world problems
Neah Neoh Combined involving
𝑓(𝑥) = 5𝑥 + 10 𝑔(𝑥) = 3𝑥 + 5 ℎ(𝑥) = 8𝑥 + 15 functions.
This

involves
two functions

representing the savings of the two senior high school students.

Below is the representation of two functions represented by a piggy bank:

+ =

Suppose that we combine the piggy banks of the two students, the resulting is another piggy bank. It’s
just like adding two functions will result to another function.

Definition. Let f and g be functions.

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 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).
4. Their quotient, denoted by 𝑓/𝑔, is the function denoted by (𝑓/𝑔)(𝑥) =
𝑓(𝑥)/𝑔(𝑥), excluding the values of x where 𝑔(𝑥) = 0.
5. The composite function denoted by (𝑓 ° 𝑔)(𝑥) = 𝑓(𝑔(𝑥)). The process of
obtaining a composite function is called function composition.

Example 1. Given the functions:

(𝑥) = 𝑥 + 5 (𝑥) = 2𝑥 − 1 ℎ(𝑥) = 2𝑥2 + 9𝑥 − 5

Determine the following functions:

a. (𝑓 + 𝑔)(𝑥) 𝑒. (𝑓 + 𝑔)(3)
b. (𝑓 − 𝑔)(𝑥) 𝑓. (𝑓 − 𝑔)(3)
c. (𝑓 • 𝑔)(𝑥) 𝑔. (𝑓 • 𝑔)(3)
d. (ℎ)(𝑥) ℎ
𝑔
𝑔 ℎ. ( )(3) Solution:

𝑎. (𝑓 + 𝑔)(𝑥) = (𝑥) + (𝑥) definition of addition of functions

= (𝑥 + 5) + (2𝑥 − 1) replace f(x) and g(x) by the given values
= 3𝑥 + 4 combine like terms

b. (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥) definition of subtraction of functions

= (𝑥 + 5) − (2𝑥 − 1) replace f(x) and g(x) by the given values
= + 5 − 2𝑥 + 1 distribute the negative sign
= −𝑥 + 6 combine like terms

c. (𝑓 • 𝑔)(𝑥) = 𝑓(𝑥) • 𝑔(𝑥) definition of multiplication of functions

= (𝑥 + 5) • (2𝑥 − 1) replace f(x) and g(x) by the given values
= 2𝑥2 + 9𝑥 − 5 multiply the binomials

ℎ(𝑥)
d. (ℎ)(𝑥) = 𝑔(𝑥)
definition of division of functions
𝑔 2𝑥 2 +9𝑥−5
2𝑥−1
= (𝑥+5)(2𝑥−1) replace h(x) and g(x) by the given values
2𝑥−1
= (𝑥+5)(2𝑥−1) factor the numerator
2𝑥−1
= cancel out common factors
=𝑥+5

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e. (𝑓 + 𝑔)(3) = 𝑓(3) + 𝑔(3)
Solve for (3) and (3) separately:
(𝑥) = 𝑥 + 5 (𝑥) = 2𝑥 − 1
(3) = 3 + 5 (3) = 2(3) − 1
=8 =5

∴ (3) + (3) = 8 + 5 = 13

Alternative solution:
We know that (𝑓 + 𝑔)(3) means evaluating the function (𝑓 + 𝑔) at 3.

(𝑓 + 𝑔)(𝑥) = 3𝑥 + 4 resulted function from item a

(𝑓 + 𝑔)(3) = 3(3) + 4 replace x by 3
=9+4 multiply
= 13 add

For item 𝑓 𝑡𝑜 ℎ we will use the values of (3) = 8 𝑎𝑛𝑑 (3) = 5

f. (𝑓 − 𝑔)(3) = 𝑓(3) − 𝑔(3) definition of subtraction of functions

=8−5 replace f(3) and g(3) by the given values
=3 subtract

Alternative solution:
(𝑓 − 𝑔)(𝑥) = −𝑥 + 6 resulted function from item b
(𝑓 − 𝑔)(3) = −3 + 6 replace x by 3
=3 simplify

g. (𝑓 • 𝑔)(3) = 𝑓(3) • 𝑔(3) definition of multiplication of functions

=8•5 replace f(3) and g(3) by the given values
= 40 multiply

Alternative solution:
(𝑓 • 𝑔)(𝑥) = 2𝑥2 + 9𝑥 − 5 resulted function from item c
(𝑓 • 𝑔)(3) = 2(3)2 + 9(3) − 5 replace x by 3
= 2(9) + 27 − 5 square and multiply
= 18 + 27 − 5 multiply
= 40 simplify

h. (ℎ)(3) = ℎ (3)
𝑔 (3)

Solve for ℎ(3) and 𝑔(3) separately:

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 ℎ(𝑥) = 2𝑥2 + 9𝑥 − 5 𝑔(𝑥) = 2𝑥 − 1 ℎ(3) = 2(3)2 +
9(3) − 5 𝑔(3) = 2(3) − 1
= 18 + 27 − 5 =5
= 40
ℎ ℎ(3) 40
∴ ( ) (3) = = =8
𝑔 𝑔(3) 5

Alternative solution:

(ℎ)(𝑥) = 𝑥 + 5 resulted function from item d

𝑔

(h)(x) = 3 + 5 replace x by 3 g
=8 simplify

Can you follow with what has been discussed from the above examples? Notice that addition,
subtraction, multiplication, and division can be both performs on real numbers and functions.
The illustrations below might help you to better understand the concepts on function operations.
In the illustrations, the numbers above are the inputs which are all 3 while below the function machine
are the outputs. The first two functions are the functions to be added, subtracted, multiplied and
divided while the rightmost function is the resulting function.

Addition

Subtraction

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 Multiplication

Division

Notes to the Teacher

Give emphasis to the students that p erforming operations on

two or more functions results to a new function. The function
(𝑓 + 𝑔)(𝑥) is a new function resulted from adding 𝑓(𝑥) and 𝑔(𝑥).
The new function can now be used to evaluate (𝑓 + 𝑔)(3) and it
will be the same as adding 𝑓(3) and 𝑔(3).

Composition of functions:

In composition of functions, we will have a lot of substitutions. You learned in previous lesson that to
evaluate a function, you will just substitute a certain number in all of the variables in the given
function. Similarly, if a function is substituted to all variables in another function, you are performing
a composition of functions to create another function. Some authors call this operation as “function of
functions”.

Example 2. Given 𝑓(𝑥) = 𝑥2 + 5𝑥 + 6, and ℎ(𝑥) = 𝑥 + 2

Find the following:

a. (𝑓 ∘ ℎ)(𝑥)
b. (𝑓 ∘ ℎ)(4)
c. (ℎ ∘ 𝑓)(𝑥)

Solution.
a. (𝑓 ∘ ℎ)(𝑥) = 𝑓(ℎ(𝑥)) definition of function composition

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 = 𝑓(𝑥 + 2) replace h(x) by x+2
Since 𝑓(𝑥) = 𝑥2 + 5𝑥 + 6 given
(𝑥 + 2) = ()2 𝑥 + 2 + 5(𝑥 + 2) + 6 replace x by x+2
= 𝑥2 + 4𝑥 + 4 + 5𝑥 + 10 + 6 perform the operations
= 𝑥2 + 9𝑥 + 20 combine similar terms

Composition of function is putting a function inside another function. See below figure for illustration.

b. (𝑓 ∘ ℎ)(4) = 𝑓(ℎ(4))
Step 1. Evaluate ℎ(4) Step 2. Evaluate (6) ℎ(𝑥) = 𝑥 + 2 𝑓(𝑥) = 𝑥2 + 5𝑥 +
6 ℎ(4) = 4 + 2 𝑓(6) = 62 + 5(6) + 6
=6 = 36 + 30 + 6
= 72

To evaluate composition of function, always start with the inside function (from right to left). In this
case, we first evaluated ℎ(4) and then substituted the resulted value to 𝑓(𝑥).

Alternative solution:

definition of function composition

𝑓 , from item a
replace all x’s by 4
perform the indicated operations
simplify

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A mapping diagram can also help you to visualize the concept of evaluating a function composition.

From the definition of function composition, . Looking at the mapping

diagram for values and working from right to left, . Substituting 6 to ℎ(4) we have 𝑓(6).
From the diagram, (6) is equal to 72. Therefore, (𝑓 ∘ ℎ)(4) = 𝑓(ℎ((4)) = 72. In the diagram, the first
function ℎ(𝑥) served as the inside function while the second function 𝑓(𝑥) is the outside function.

A table of values is another way to represent a function. The mapping diagram above has a
corresponding table of values below:

ℎ(𝑥) = 𝑥 + 2 𝑓(𝑥) = 𝑥2 + 5𝑥 + 6
𝑥 1 3 4 6
ℎ(𝑥) 3 5 6 8
𝑓(𝑥) 12 30 42 72

(𝑓 ∘ ℎ)(4) = 𝑓(ℎ((4)) definition of composition of functions

= 𝑓(6) substitute h(4) by 6
= 72 from the table
c. (ℎ ∘ 𝑓)(𝑥) = ℎ(𝑓(𝑥)) definition of composition of functions

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 = ℎ(𝑥2 + 5𝑥 + 6), substitute f(x) by x2 + 5x + 6, given
Since to
Notes ℎ(𝑥)
the= 𝑥 + 2 given Teacher
ℎ(𝑥2 + 5𝑥 + 6) =+ 𝑥2 + 5𝑥 + 6 2 substitute x by x2 + 5x + 6
The functions (𝑓 ∘ ℎ)(𝑥) and (h ∘ f)(x) are generally not the same as we see in the previous
examples. It only means that order of

functions counts in composition of function operation. There are special cases

where they will be the same; this is when the two functions are inverses. Graphing and
finding the domain and range

of algebraic operations is not covered by this module but this is an interesting

activity that can be used as enrichment once this module was mastered.

What’s More

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 Activity
MATCHING FUNCTIONS
Direction: Match column A with column B by writing the letter of the correct answer on the blank
before each number

Given:
𝑎
𝑏

𝑐
𝑑

Column A Column B
______1. a.𝑥
______2. (𝑎 • 𝑏) b.
______3. c.

______4. d.
______5. e. 𝑥
______6. f. 𝑥
______7. (𝑎 • 𝑏) g.
______8. h. 1
𝑒

______9. i. −6

______10. j. 5𝑥2 + 7𝑥 − 6

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What I Have Learned

Complete the worksheet below with what have you learned regarding operations on functions.
Write your own definition and steps on performing each functions operation. You may give
your own example to better illustrate your point.

Addition Subtraction Multiplication Division Composition

What I Can Do

Direction: Read and understand the situation below, then answer the questions that follow.

The outbreak of coronavirus disease 2019 (COVID-19) has created a global health crisis that has had a
deep impact on the way we perceive our world and our everyday lives, (https://www.frontiersin.org).
Philippines, one of the high-risk countries of this pandemic has recorded high cases of the disease. As
a student, you realize that Mathematics can be a tool to better assess the situation and formulate
strategic plan to control the disease.

Suppose that in a certain part of the country, the following data have been recorded.
𝑑 0 1 2 3 4 5 6 7 8
𝐼(𝑑) 3 5 9 12 18 25 35 47 82
Where I(d) is the function of the number of people who got infected in d days
The number of recoveries was also recorded in the following table as the function (𝑖) where R
as the number of recoveries is dependent to number of infected
(I).

𝐼 3 5 9 12 18 25 35 47 82
𝑅(𝐼) 0 1 2 5 7 9 12 18 25

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 a. Evaluate the following and then interpret your answer.
1. 𝑅(𝐼(3))
2. 𝑅(𝐼(8))
3. 𝐼(𝑅(18))

b. The number of deaths (M) was also dependent on the number of infected (I). Complete
the table with your own number of deaths values for the given number of infected.
𝐼 3 5 9 12 18 25 35 47 82
𝑀(𝐼) 0 0 1 1 1 2 3 4 6
Evaluate the following and then interpret your answer.
1. 𝑀(𝐼(1))
2. 𝑀(𝐼(4))
3. 𝐼(𝑀(12))
c. What can you conclude about the data presented?
d. What can you suggest to the government to solve the problem?

Additional Activities

PUNCH D LINE
Direction: Find out some of favorite punch lines by answering operations on functions problems
below. Phrases of punch lines were coded by the letters of the correct answers. Write the punch lines
on the lines provided. Given:
(𝑥) = 2𝑥 − 1 (𝑥) = |3𝑥 − 4| ℎ(𝑥) = 𝑥
2
(𝑥) = 𝑥 + 3 (𝑥) = 𝑥2 − 4𝑥 − 21
Column A Column B
_______1.(0) = A. −11
_______2. (3) = B. 2
_______3. (−1) = C. 3𝑥 + 2
_______4. ℎ(0) = D. 𝑥 − 7
_______5. (𝑓 + 𝑟)(𝑥) = E. −𝑥 + 4
_______6. (𝑓 + 𝑟)(3) = F. 0
_______7. (𝑟 − 𝑓)(𝑥) = G. 2𝑥2 + 5𝑥 − 3
_______8. (𝑟 − 𝑓)(2) = H. 6
_______9. (𝑓 • 𝑟)(𝑥) = I. −16
_______10. (𝑓 • 𝑟)(1) = J. 2𝑥 + 2
𝑠
_______11. (𝑥) = K. 5
𝑟
𝑠
_______12. (−4) = L. 1

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 𝑟
_______13. (𝑟 ○ 𝑓)(𝑥) = M. 11
_______14. (𝑟 ○ 𝑓)(2) = N. −1
_______15. (𝑔 ○ 𝑓)(1) = O. 4

Code:
tingnan mo ako K ang laman ng utak ko? J
para may attachment lagi tayo L buhay nga pero patay I
ang parents ko E Hindi lahat ng buhay ay buhay N
na ako sa’yo O Di mo pa nga ako binabato B
Masasabi mo bang bobo ako? D na patay naman sa’yo F
Kasi, botong-boto sayo M Tatakbo ka ba sa eleksyon? C
Kung ikaw lamang A pero tinamaan G
Sana naging email na lang ako H

Punch lines:
(1-4) ___________________________________________________________
(5-7) ___________________________________________________________ (8-10)
___________________________________________________________ (11-13)
___________________________________________________________ (14-15)
___________________________________________________________

References

Department of Education. "General Mathematics Learner's Material." In General Mathematics

Learner's Material, by Debbie Marie B. Verzosa, Paolo L. Apolinario, Regina M. Tresvalles,
Francis Nelson M. Infante, Jose Lorenzo M. Sin and Len Patrick Dominic M. Garces, edited
by Leo Andrei A. Crisologo, Shirlee R. Ocampo, Jude Buot, Lester C. Hao, Eden Delight P.
Miro and Eleanor Villanueva, 13-20. Meralco Avenue, Pasig City, Philippines 1600: Lexicon
Pres Inc., 2016.
Department of education. "General Mathematics Teacher's Guide." In General Mathematics Teacher's
Guide, by Leo Andrei A. Crisologo, Shirlee R. Ocampo, Eden Delight P. Miro, Regina M.
Tresvalles, Lester C. Hao and Emellie G.

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 Palomo, edited by Christian Paul O. Chan Shio and Mark L. Loyola, 14-22. Meralco Avenue,
Pasig City, Philippines 1600: Lexicon Press Inc., 2016.

coronatracker.com. COVID-19 Corona Tracker. n.d.

https://www.coronatracker.com/country/philippines/ (accessed May 20, 2020).
engageny.org. n.d. https://www.engageny.org/file/128826/download/precalculusm3-topic-b-lesson-
16-teacher.pdf?token=pvy6pn0x (accessed May 20, 2020).
quizizz.com. n.d.
https://quizizz.com/admin/search/operations%20on%20functions (accessed May 22, 2020).

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