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General Mathematics
First Quarter
Module 1: Represents Real-life
Situations using
Functions, Including
Piece-wise Functions
 11
General Mathematics
First Quarter
Module 1: Represents Real-
life Situations using
Functions, Including
Piece-wise Functions
 Introduction
This module is written in support of the K to 12 Basic Education
Program to ensure attainment of standards expected of you as a learner.
This aims to equip you with essential knowledge on Representing
Real-life Situations Using Functions, Including Piece-wise Functions.

This includes the following activities/tasks:

■ Expected Learning Outcome — This lays out the learning outcome
that you are expected to have accomplished at the end of the module.
■ Pre-test — This determines your prior learning on the particular
lesson you are about to take.
■ Discussion of the Lesson —This provides you with the important
knowledge, principles and attitude that will help you meet the expected
learning outcome.
■ Learning Activities — These provide you with the application of the
knowledge and principles you have gained from the lesson and enable you to
further enhance your skills as you carry out prescribed tasks.
■ Post-test — This evaluates your overall understanding about the
module.
With the different activities provided in this module, may you find this
material engaging and challenging as it develops your critical thinking skills.

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 What I Need to Know

At the end of this lesson, you will be able to:

 represent real-life situations using functions, including
piecewise functions

What I Know

Directions: Answer the following based on what you have learned

about functions.

A. Determine whether each of the following represent a function or

not. Answer YES if it represents a function and NO if it does not.

1.

2.

3. A = {(-2,-3), (-1,-2), (0,-1), (1,0), (2,1), (3,2)}

4. B = {(0,-3), (2,-2), (1,-1), (1,0), (2,0), (3,-1)}
5. C = {(Edna,48), (Charlie, 52), (Edna, 53), (Annie, 49),(Emma, 47)}

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6.
Number of
0 1 2 3 4
pencils (n)
Cost of
0 5 10 15 20
pencil (C)

7.
x -1 0 1 2 3
y 0 -1 0 3 8

8.
Side of the
0 1 2 4 5
square (s)
Perimeter
of the 0 4 8 12 16
square (P)

9.

10.

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11.

12.

13. y–x+1=0
14. y2 + 1 = x
15. x2 + y2 = 1
16. xy – y – x + 2 = 0

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 What`s In

Concepts about functions that relate to inputs and outputs have been
introduced to you in your Grade 8 Math. Before we start, let us have a
review of the terms and concepts that you might need to better understand
what this module will be all about.
A relation is just a relationship between sets of information. Consider
the heights of your classmates and pair it with their ages. The pairing of the
height and age is a relation. Hence, we simply define relation as a set of
ordered pairs.
When we pair quantities we always see to it that they must be in
correct order. In pairing of heights and ages, one quantity must come first.
We could set a pairing so that either the first components of the ordered
pairs are the height and the second components are the ages or you can
have it the other way around.
Examples:
A = {(1.2,15), (1.3,15), (1.5,14), (1.5,16)}.
This example shows the relation of the height with the age. We
start
with the weight and end it with the age.

B = {(15,1.2), (15,1.3), (14,1.5), (16,1.5)}.

While in this example, we start with the age and end it with the
height. This shows the relation of age and height.

The set of the first components of the ordered pairs (x,y) is called the
domain, and the set of the second components is called the range. In other
words, the domain is the set of all x-values and the range is the set of all y-
values in a set of ordered pairs.
From the given examples A and B, could you list down the values of
the domain? How about the range?
Functions on the other hand, is a sub-classification of relation. This
means that all functions are relations but not all relations are functions. A
relation is a function if and only if each first component in the ordered pairs
corresponds to exactly one second component.

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Activity 1: Arrow Diagram
Tell whether the following is either a function or not.

1. 2.
Domain Range Domain Range
(x) (y) (x) (y)
-4 2 -3
-3 3 -2
-2 0 -1 6
-1 1 0
0 4 1

3. 4.

Domain Range Domain Range

(x) (y) (x) (y)
-4 -8 -4 -8
-3 -6 -3 -6
-2 -4 -2 -4
-1 -2 -1 -2
0 -1 0 -1
1

Activity 2: Ordered Pairs

Tell whether the following sets of ordered pairs is either a function or
not.
1. f = { (1,2), (2,2), (3,5), (4,5) }
2. g = { (1,3), (1,4), (2,5), (2,6), (3,7) }
3. h = { (1,3), (2,6), (3,9), …, (n,3n),…}

Activity 3: Equations
Tell whether the following equations is either a function or not.
1. y=2 x +1
2. y=x 2−2 x +2
3. x 2+ y 2=1
4. y= √ x +1
2 x+1
5. y=
x−1

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The Vertical Line Test
A vertical line is used to determine if a graph is a function or not. If
a vertical line will intersect the graph in one and only one point, then the
graph represents a function.

Activity 4: Graphs
Tell whether each of the following graphs represent a function or
not.
1. 2.

3. 4.

5.

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 What`s New

Functions are actually used in our everyday lives to understand different

situations only that we only failed to recognize that we are already using
them. This time, try to write a function that represents the following
situations.
1. Give a function C that can represent the cost of buying x meals if one
meal costs ₱75.00.
2. Aya has an internet service that currently has a monthly access fee of
₱599.00 and a connection fee of ₱25.00 per hour. Represent her
monthly cost as a function of connection time.
3. A plumber charges ₱350.00 flat rate and ₱50.00 per hour to repair a
leaky pipe. Write a function that represents the total service fee
charged as a function of hours worked.

What Is It

Functions as Representations of Real – life Situations

One of the most important concepts that occupies a central importance
in mathematics is that of a function. In everyday situations, there are
instances that we can represent them through the use of functions. Here are
some examples of situations that can be represented through the use of
functions.
Examples:
1. Give a function C that can represent the cost of buying x kilos of
banana, if a kilo costs ₱25.00.

Solution:
Since a kilo of banana costs ₱25.00, then the cost function is
C(x) = 25x.

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 2. 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 meters of fencing is available,
then
( 100−x )
x + 2y = 100 or y= = 50 – 0.5x.
2
Thus, A ( x )=x (50−0.5 x )=50 x−0.5 x 2.

Piecewise Functions
“A function can be in pieces.” A piecewise function is one which is
defined not by a single equation, but by two or more. Each equation is valid
for some interval.
Some situations can only be described by more than one formula,
depending on the value of the independent variable.
Examples:
1. A user is charged ₱300.00 monthly for a particular mobile plan, which
includes 100 free text messages. Messages in excess of 100 are
charged ₱1.00 each. Represent the amount a consumer pays each
month as a function of the number of messages m sent in a month.

Solution:

Let t(m) represent the amount paid by the consumer each month.
It can be expressed by the piecewise function.

300 if 0< m ≤ 100

t(m) =

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 300m if m > 100

2. A jeepney ride costs ₱10.00 for the first 4 kilometers, and each
additional integer kilometer adds ₱2.00 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:

10 if 0< d ≤ 4
F(d) =
10 +2 if d > 100

The symbol denotes the greatest integer or floor function

applied to d. the floor function gives the largest integer less than or
equal to d, e.g.

3. An artist’s fee is based on the following lengths of time:

-Up to 6 minutes costs ₱150.00
-Over 6 and up to 15 minutes costs ₱200.00
-Over 15 minutes costs ₱200.00 plus ₱50.00 per minute above 15
minutes.
Use a piecewise function to represent the artist’s talent fee in terms of
t minutes.

Solution:

Express the situation using a function.

150 if t ≤ 6
f(t) 200 if t > 6 and t ≤ 15
200 + 50 (t – 15) if t > 15

This is a piecewise function. It behaves differently across a sequence

of intervals.

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 What`s More

 Independent Activity 1

Provide 5 real-world examples or scenarios that can be

expressed as a function.

 Independent Activity 2

Answer the following by representing each situation using

functions.

1. A videoke machine can be rented for ₱1,000.00 for three

days, but for the fourth day onwards, an additional cost of
₱400.00 per day is added. Represent the cost of renting a
videoke machine as a piecewise function of the number of
days it is rented.
2. The fee for hiring a guide to explore a cave is ₱700.00. 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.
3. The cost of hiring a catering service to serve food for a party
is ₱150.00 per head for 20 persons or less, ₱130.00 per head
for 21 to 50 persons, and ₱110.00 per head for 51 to 100
persons. For 100 more persons, the cost is at ₱100.00 per
head. Represent the total cost as a piecewise function of the
number of attendees of the party.

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 What I Have Learned

I learned that:

 function is a relation in which each first

component in the ordered pairs
corresponds exactly to one second
components.
 some real-life situations can be
represented by functions.
 a piecewise function is one which is
defined not by a single equation, but by
two or more.

What I Can Do

Based on what you have learned in this module, try to list down all the
things that you encounter everyday that can be represented through
functions (such as cost of ingredients in every meal, temperature and
others) and try to represent them through an equation.

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 Assessment

Directions: Read each item carefully and answer the following test items
based on the concepts about functions that you have learned in this
module.
A. Determine whether each the following sets of ordered pairs, equations
and table of values represent a function or not.

1. A = {(-4, 2), (0,9), (-4, -8), (4, 5), (-1, -10), (11, -5)}
2. B = {(math, science), (math, english), (math, economics), (math,
history)}
3. f(x) = x4
4. f(x) = |2x + 9|
5. x = y2
6. y = √ 3 x
6
7. y =
x+3
8. f(x) = -x
9.
x 2 4 6 8
f(x) 4 16 36 64

10.

X 2 6 2 8
f(x) 4 8 9 10

B. Represent the following situations using functions.

1. Give a function P that can represent the daily income of a barber

that does haircuts having x number of costumers, if a haircut can
cost ₱75.00 per costumer.

2. Give a function A that can represent the cost of buying x number of

books to be distributed to the ALS learners if a math book costs
₱850.00 each.

3. A merchant sells rice at ₱45.00 a kilo. If, however, a buyer buys

more than 150 kilos of rice, the merchant gives a 10% discount.
a. If x represents the number of kilos of rice purchased, express
the
amount to be paid by f(x).
b. How much should be paid for 100 kilos of rice?
c. How much should be paid for 200 kilos of rice?

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4. A convention center is available to be rented for events and other
special occasions. The owner sets the rates for the rental of the
center which is on hourly basis. For the first 3 hours, the rate
would be ₱25,000.00. An additional of ₱5,000.00 per hour will be
charged for the next remaining hours of use. Represent the cost of
renting the center as a piecewise function.

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 Answer Key

What I know
1. Function
2. Function
3. Function
4. Not a function
5. Not a function
6. Function
7. Function
8. Function
9. Function
10.Function
11. Not a Function
12. Function
13. Function
14. Not a Function
15. Not a function
16. Function

What’s In
Activity 1
1. Function
2. Function
3. Not a function
4. Not a function

Activity 2
1. Function
2. Not a function
3. Function
Activity 3
All are functions except C.
Activity 4
All are functions except D and E.

What’s More

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 Independent Activity 1– All answers that fall to the given
conditions are considered correct.

Independent Activity 2

1.

2.

i
f
3.

Assessment
A. Determine if the following sets of ordered pairs, table of
values, and equations represent a function.
1. Not a function
2. Not a function
3. Function
4. Not a function
5. Not a function
6. Function
7. Function
8. Function
9. Function
10.Not a function
B. Represent the following situations using functions.
1. P(x) = 75x
2. A(x) = 850x
3.a.f(x) = 45x (if the number of kilos of purchased rice does
not exceed 150)
f(x) = 40.50x + 675
(if the number of kilos of purchased rice exceeds 150 )
b. f(100) = 45(100)
c. f(200) = 40.50 (200) + 675
4. f(x) = 25,000 (if x is less than or equal to 3)
f(x) = 25,000 + 5,000x (if x is greater than but not less
than 3)

References:
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Adrao, Eugenio, Raquel Avante, and Elvin Ulpina. Advanced Algebra,
Trigonometry and Statistics. Quezon City: Neo Asia Publishing
Incorporated, 2010.

Barcelona, Alvin, Rene Belecina, and John Llenord Villanueva. Senior High
Conceptual Math & Beyond General Mathematics. Quezon City:
Brilliant Creations Publishing, Inc., 2016.

Barcelona, Alvin, Rene Belecina, and John Llenord Villanueva. Senior High
Conceptual Math & Beyond General Mathematics (Teacher’s Guide).
Quezon City: Brilliant Creations Publishing, Inc., 2016.

Oronce, Orlando, Gil Nonato Santos, and Marie Ona. Interactive

Mathematics II: Concepts, Structures, and Methods for High School.
Manila: Rex Bookstore, 2002.

Rees, Paul, Fred Sparks, and Charles Sparks Rees. College Algebra. Tenth
Edition. New York: McGraw-Hill Education, 2013.

“Piecewise-Defined Function,” Varsity Tutors, accessed June 10, 2020,

https://www.varsitytutors.com/hotmath/hotmathhelp/topics/
piecewise-defined-function-.

Commission on Higher Education, Teaching Guide for Senior High School:

General Mathematics (Quezon City, Philippines: EC-TECT Commercial,
2016).

Written by:
ANGELICA MARIAE T. TAN-AWON
Senior High School Teacher II
Candaping National High School

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