Subject Code: MATH 5 Differential Calculus

Module Code: 2.0 Review of Functions and Introduction to Limits

Lesson Code: 2.3.2 Functions as Models (Session 2 of 3)
Time Limit: 30 minutes

Components Tasks TAa ATAb

Target After completing this module, you will have been able to: 1
● Write a cubic, square root or piecewise function to represent a
situation.
● Interpret and represent relationships between two types of quantities
with cubic or piecewise functions.

Hook In advanced algebra, we encountered a situation about the piece of 1

cardboard that was made into a box with an open top by cutting equal
squares from each corner. How does a change in squares’ size that are cut
out change the shape and volume of the box? To answer this kind of
problem, we need to have enough knowledge modeling polynomial
functions or other functions other than the linear and quadratic models that
we had in the last meeting.

Ignite Cubic models 16

Example 1
Norie wants to make a box with an open top from a rectangular piece of
cardboard with dimensions 16 inches by 12 inches. She cuts equal squares
from each corner of the cardboard. Write a function that models the
volume of the box.
Solution:
Draw a diagram.

In Figure 1 above, x is the length of the side of the squares cut from each
corner of the cardboard. We can now write the volume of the box as a
function of x.
𝑉(𝑥) = (𝑥)(16 − 2𝑥)(12 − 2𝑥) → (1)
Since it is a third - degree function, then it is called a cubic function. Using
GeoGebra, the graph is shown below.

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We only consider a portion of the graph in the interval (0, 6) because the
original height of the box is 12 inches. So, we can only cut squares from
the corners of length between 0 and 6 inches. We notice that in the interval
(0, 6), the curve is rising and then falling. This means that the volume of
the box increases, and then decreases.

Example 2
A semicircle has a radius of 4 cm. If a rectangle is inscribed in it, write a
function that models the area of the rectangle.

Solution:
Let r be the radius of the semicircle, x is one half of the base of the
rectangle, and y the height of the rectangle.
Use GeoGebra to illustrate a diagram.

Let A be the area of the rectangle. From Figure 3 above, we write

𝐴 = (2𝑥)(𝑦) = 2𝑥𝑦 → (2)
and
𝑥 2 + 𝑦 2 = 𝑟 2 ⇒ 𝑦 = √𝑟 2 − 𝑥 2 → (3)
But the radius of the semicircle is 4 cm, so
𝑦 = /42 − 𝑥 2 = √16 − 𝑥 2 → (4)
Therefore, the area of the rectangle inscribed in the semicircle is
𝐴(𝑥) = (2𝑥)0√16 − 𝑥 2 1 = 2𝑥√16 − 𝑥 2 → (5).

Example 3
In preparation for the online classes for school year 2020-2021, Bardelas'
family has subscribed to an internet provider with a 40GB data plan that

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 costs a monthly payment of ₱2500. The company charges an additional of
₱100 per gigabyte for every gigabyte in excess of the data capacity
inclusion in the plan. Write an equation that represents the monthly bill
of Bardelas’ family.

Solution:
Let C be the monthly cost and m be the number of megabytes used in
excess of the data plan.
Thus, the equation is
𝐶(𝑚) = 2500; 0 ≤ 𝑚 ≤ 40, 2500 + 100(𝑚 − 40); 40 < 𝑚 → (6)

Using GeoGebra, a graphical representation of the function is shown

below.

Figure 4 tells us that the graph consists of a horizontal line which stands
for the constant function, 𝐶 = 2500, that is when the data usage is within
the 40GB data plan. The other line is oblique which stands for the linear
function, 𝐶 = 2500 + 100(𝑚 − 40), this is where the data usage is greater
than 40GB.

Navigate Answer the following exercises. Write your answer in your activity 6
notebook.
1. Police use the function 𝑓(𝑥) = √20𝑥 to estimate the speed of a
car, 𝑓(𝑥), in kilometers per hour, based on the length, x, in feet,
of its skid marks upon sudden braking on a dry
asphalt road. Suppose that a motorist is involved in an accident.
A police officer measures the car’s skid marks to be 245 feet long.
Estimate the speed at which the motorist was traveling before
braking. If the posted speed limit is 50 kilometers per hour and
the motorist tells the officer he was not speeding, should the
officer believe him? Explain. (Blitzer, 2007).
2. The length of a rectangular trash bin is 1 m more than the height
and the width is 1 m less than the height. Write a function that
models the volume of the trash bin. How high is the trash bin if
its volume is 120𝑚3 ?

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 Knot For today, the following activities were observed: 1
● Reviewed some examples of mathematical models
● Write cubic, square root, or piecewise function that represents the
given situation.
● Find maximum and minimum values of the function.
● Analyze function from graphs.

Quiz
1. The length of the box is 6 inches less than its width and the height 5
is 2 inches less than the width.
a. Write the function that models the volume of the box.
b. Graph the function.
2. The speed of a tsunami s (in meters per second) is approximated
by 𝑠 = /𝑔𝑑, where g is the acceleration due to gravity09.8 𝑚/𝑠 2 1
and d is the depth of the water (in meters). If the speed of a
tsunami is 190 m/s, about how deep is the water? (Charles et al,
2015)
a
Time Allocation, in minutes, set by the teacher
b
Actual Time Allocation, in minutes, spent by the student (for information purposes only)

References/Internet Materials:

Blitzer, R. (2007). Introductory & Intermediate Algebra for College Students(4th ed.). Upper Saddle
River, New Jersey. Pearson Education, Inc.

Charles, R., et. al. (2015). Algebra 2 - Common Core. Boston, Massachusetts: Pearson Education, Inc.

Leithold, L. (1996). The calculus 7. New York: HarperCollins Publishers, Inc.

Ong, A. (2001). Modules in Differential Calculus. Manila

CK-12 Foundation. (n.d.). Functions and Mathematical Models. Retrieved from

https://www.ck12.org/section/functions-and-mathematical-models-of-analyzing-functions/

1 Functions as Models-Faculty. (n.d.). Retrieved from

https://faculty.nps.edu/rgera/current_classes/MA1113/Chapter1.pdf

Mueller, W. (n.d.). Functions as Models. Retrieved from

http://wmueller.com/precalculus/models/3.html

Prepared by: Joseph L. Guadayo Reviewed by: Frederick F. Faz

Position: Special Science Teacher IV Position: Special Science Teacher II
Campus: PSHS-EVC Campus: PSHS-MRC

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