11

General
Mathematics
Module 1:
INTRODUCTION TO
FUNCTIONS

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
 comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

ii
General Mathematics – Grade 11
Alternative Delivery Mode Module 1:
Introduction to Functions First Edition,
2019

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Published by the Department of Education– Region X – Northern Mindanao.

Printed in the Philippines by ______________________________________
Department of Education – Bureau of Learning Resources (DepEd-BLR) Office
Address: Telefax: E-mail Address:
DEVELOPMENT TEAM OF THE MODULE
Authors: Edward C. Reyes Jr.

Editors:

Illustrator:

Layout Artist:

Management Team

Chairperson: Dr. Arturo B. Bayocot, CESO III

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Schools Division Superintendent

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Mala Epra B. Magnaong, Chief ES, CLMD

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Regional Evaluator: Maria Jocelyn Y. Aguiman

Camiguin Division
 iii

TABLE OF CONTENTS

Overview .............................................................................................1

Module Content .........................................................................................1

Objectives .............................................................................................1

General Instructions ....................................................................................2

Pretest......................................................................................................3

Lesson 1: Representations of Functions and Relations .................................4

Activity 1.............................................................................. 14

Lesson 2: Evaluating Function ....................................................................16

Activity 2................................................................................18

Lesson 3: Operations on Function ...............................................................20

Composition of Functions ............................................................ 24

Problems involving Functions .......................................................25

Activity 3...............................................................................25

Summary/Generalizations...........................................................................27

Posttest...................................................................................................28

References..............................................................................................
 iv
What I need to Know

Dear learner,

Welcome to Module 1 for General Mathematics!

In this module, the competencies expected that you will learn are found in the
Module Content. You will see how relations and functions are represented and what piece-
wise functions are. You will also learn how to evaluate perform operations with functions and
composite functions. Plus, you will need critical thinking skills as you solve problems with
functions.

However, can you do the PRE-TEST?

You may then start this module. Try to understand the Lesson 1 and Lesson 2, learn
from the illustrative and solved examples, and do the activities (Activity 1 to Activity 6).
Take the challenge in the Posttest. Then, check your work. Answers are provided in the
ANSWER KEY. Read the Summary and generalizations.

For sure, you will enjoy learning how to represent relations and functions. Do not
hesitate to ask help from your teacher if there are difficulties that you have encountered.
Good Luck!

Module Content

In this module, you will learn to:

1. represent real-life situations using functions, including piece-wise functions;

2. evaluate a function;

3. performs addition, subtraction, multiplication, division and composition of functions;

and

4. solves problems involving functions.

 1

General Directions

To help you attain the objectives of this module, you may try following the steps
below.

❖ First, read carefully each lesson on this module. Should there be times that
you need to read again parts of the lesson, go ahead! ❖ Second, answer the pre-
assessment test. It is expected that some parts may
be unfamiliar to you as new lessons will be learned in this module. ❖ Third, read
and follow instructions honestly. ❖ Fourth, do not hesitate to answer all the
activities set for you. Your teacher
will be glad to answer your queries. ❖ Then, you may check answers to each
activity. An Answer Key is provided. ❖ And lastly, read the Summary carefully so
you will not miss out important
concepts in this module.

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}

2
6) Given f(x) = 2x − 5 & g(x) = 3x + 4, find (f●g)(x). a. 6x2 +
23x − 20 c. 6x2 − 20 b. 6x2 − 23x − 20 d. 6x2 − 7x − 20

7) If f(x) = x + 7 & g(x) = 2x − 3, what is (f − g)(x)?

a. −x + 4 c. x − 4 b. 10 − x d. 10 + 3x

8) When dividing two fractions or rational expressions, multiply the dividend with
the ________ of the divisor.
a. reciprocal c. abscissa b. addend d. Theorem

9) What is the set of all possible values that the variable x can take in a relation?
a. domain c. equation b. range d. function

10) Which of the following set of ordered pairs in NOT a function?

a. (1,2),(2,3),(3,4),(4,5) c. (1, 1), (2, 2), (3, 3), (4, 4) b.
(1,2),(1,3),(3,6),(4,8 d. (3, 2), (4, 2), (5, 2), (6, 2)
 3
Answer key on page 31
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?

4
____________________________________________________ 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?

____________________________________________________

Activity 2: IRF- Initial, Revised, Final

How can challenging problems involving functions be analyzed and solved?

Initial Answer Revised Answer Final Answer

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.

Number of CDs 2 4 6 8 10

Cost (Php) 24 48 72 96 120

Solution:

5
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.

Cost = Php 12 × number of CDs or f(x) = 12x

Example

Write a

x −2 0 2 −3 −1 1 3

y2023113

function rule for the table.

Solution:

The values of the dependent variable are always the corresponding positive outcomes of
the input values. This relationship has a special name, the absolute value. The function
rule looks like this: f(x) = |x|.

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.

6
When diving in the ocean, you must consider how much pressure you will experience
from diving a certain depth. From the atmosphere, we experience 14.7 pounds per square
inch (psi) and for every foot we dive down into the ocean, we experience another 0.44 psi
in pressure.
a. Write a function expressing how pressure changes depending on depth
underwater. b. How far can you dive without experiencing more than 58.7 psi of
pressure on your
body?
Definition
A relation is a rule that relates values from a set of values (called the domain) to a
second set of values (called the range).
A relation is a set of ordered pairs (x,y).
A function is a relation where each element in the domain is related to only one value
in the range by some rule.
A function is a set of ordered pairs (x,y) such that no two ordered pairs have the same
x-value but different y-values. Using functional notation, we can write f(x) = y, read as “f
of x is equal to y.” In particular, if (1,2) is an ordered pair associated with the function f,
then we say that f(2) = 1.
Here is a video to introduce functions https://www.youtube.com/watch?v=tAoe4xjUZQk
Process Questions: 1. How did you answer the problem above?
2. What concept did you use to solve the problem? 3. What might happen if you can’t be
able to respond to the given situation?
4. How can challenging problems involving geometric figures be analyzed and solved?
Write your answers here:
.
7
 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.

1. Ordered Pairs
Example 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.

2. Table of values
Example 2

10134

y 10 5 2 1 2 5 6
A.

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

x11124
 8
Inspecting the y 1 2 3 4 5
abscissas in the table,
B.
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.
3. Mapping Diagrams
Example 3. Which of the following mapping diagrams represent
functions? f g
h

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?
The Vertical Line Test
A graph represents a function if and only if each vertical line intersects the
graph at most once.
9
1. 2.

3. 4.
5. Solution. Graphs 2, 3, 4 are graphs of functions while 1 and 5 are not

because they

Important Concepts.

Relations are rules that relate two values, one from a set of inputs and the second from
the set of outputs.

Functions are rules that relate only one value from the set of outputs to a value from
the set of inputs.

The domain of a relation is the set of all possible values that the variable x can
take.

10
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.

11
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. The area of the rectangular enclosure is A = xy. We will write this as a
function of x. Since only 100 m of fencing is available, then x + 2y = 100 or y = 100−x
= 50 – 0.5x. Thus, A = x(50 – 0.5x) = 50x – 0.5x2
2 .
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
300 ,if 0 < m ≤ 100
t(m) = {
300 + m ,if m > 100
Example 9.
A jeepney ride costs P8.00 for the first 4 kilometers, and each additional integer kilometer
adds P1.50 to the fare. Use a piecewise function to represent the jeepney fare in terms
of the distance (d) in kilometers.
Solution.
12
The input value is distance and the output is the cost of the jeepney fare. If F(d) represents
the fare as a function of distance, the function can be represented as follows :
8.00 ,if 0 < d ≤ 4
F(d) = {
8 + 1⌊d⌋ ,if d > 4
Note that ⌊d⌋ is the floor function applied to d. The floor function gives the largest integer
less than or equal to d, e.g. ⌊4.1⌋ = ⌊4.9⌋ = ⌊4⌋
Example 10.
Water can exist in three states: solid ice, liquid water, and gaseous water vapor. As ice is
heated, its temperature rises until it hits the melting point of 0°C and stays constant until
the ice melts. The temperature then rises until it hits the boiling point of 100°C and stays
constant until the water evaporates. When the water is in a gaseous state, its temperature
can rise above 100°C (This is why steam can cause third degree burns!).
A solid block of ice is at -25°C and heat is added until it completely turns into water vapor.
Sketch the graph of the function representing the temperature of water as a function of
the amount of heat added in Joules given the following information:
➢ The ice reaches 0°C after applying 940 J. ➢ The ice completely melts into liquid
water after applying a total of 6,950 J. ➢ The water starts to boil (100°C) after a total of
14,470 J. ➢ The water completely evaporates into steam after a total of 55,260 J.
Assume that rising temperature is linear. Explain why this is a piecewise function.
Solution. Let T(x) represent the temperature of the water in degrees Celsius as a function
of cumulative heat added in Joules. The function T(x) can be graphed as follows:
13

This is a piecewise function because the temperature rise can be expressed as a linear
function with positive slope until the temperature hits 0°C, then it becomes a constant
function until the total heat reaches 6,950K J. It then becomes linear again until the
temperature reaches 100°C, and becomes a constant function again until the total heat
reaches 55,260 J.

Are you ready to take the test? Right on the next page...
 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?

Congratulations! You have finished the whole lesson.
 14

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

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.

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?

_____________________________________________________________

Answer key on page 30

15
LESSON

2 EVALUATING FUNCTIONS
PRE-REQUISITE SKILLS:
You need a good grasp of GEMDAS. GEMDAS is an acronym for the words Grouping
symbols, Exponents, Multiplication, Division, Addition, Subtraction. When asked to simplify
two or more operations in one algebraic/numerical expression, the order of the letters in
GEMDAS indicates what to calculate first, second, third and so on, until a simplified
expression is achieved.
What’s More
Example 1. Evaluate the following functions at x = 1.5:
a. f(x) = 3x − 2 b. g(x) = 3x2 − 4x c. h(x) = √x + 4 d. r(x) = 2x+1 x−1 e. t(x) = ⌊x⌋ + 1 where is

the greatest integer function

Solution:
a. y = 3x − 2 = 3(1.5) − 2 = 4.5 − 2 = 2.5 b. y = 3x2 − 4x = 3(1.5)2 − 4(1.5) = 3(2.25) − 6 =
6.75 − 6 = 0.75 c. y = √x + 4 = √1.5 + 4 = √5.5 = 2.34 d. y = 2x+1
= 2(1.5)+1
x−1

= 3+1
1.5−1

=4 =8
0.5 0.5 e. y = ⌊x⌋ + 1 = ⌊1.5⌋ + 1 = 1 + 1 = 2
Example 2.
Evaluating a function means replacing the variable in the function, in this case x, with a
value from the function's domain and computing for the result. To denote that we are
evaluating f at a for some a in the domain of f, we write f(a).
Check this link for more examples:
https://www.mathsisfun.com/algebra/functions-evaluating.html
16
Evaluate the following functions, where f and q are as defined in Example 1.
a) f(2x + 1) b) g(4x − 3)

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

b. g(4x − 3) = 3(4x − 3)2 − 4(4x − 3)
= 3(16x2 − 24x + 9) − 16x + 12

= 48x2 − 72x + 27 − 16x + 12

= 48x2 − 88x + 39

Example 3

Evaluate f(a + b) where f(x) = 4x2 − 3x .

Solution. f(a + b) = 4(a + b)2 − 3(a + b) = 4(a2 + 2ab + b2) − 3a − 3b

= 4a2 − 3a + 8ab − 3b + 4b2

Example 4

Suppose that s (T) is the top speed (in km per hour) of a runner when the temperature is T
degrees Celsius. Explain what the statements s(15) = 12 and s(30) = 10 mean.

Solution.

The first equation means that when the temperature is 15°C, then the top speed of a runner
is 12 km per hour. However, when temperature rises to 30°C, the top speed is reduced to 10
km per hour.

Example 5

The velocity V (in m/s) of a ball thrown upward t seconds after the ball was thrown is given
by V(t) = 20 – 9.8t. Calculate V(0) and V(1), and explain what these results mean.

Solution.
17
V(0) = 20 – 9.8(0) = 20 and V(1) = 20 – 9.8(1) = 10.2. These results indicate that the initial
velocity of the ball is 20 m/s. After 1 second, the ball is traveling more slowly, at 10.2 m/s.
Activity 2 : IRF- Initial, Revised, Final (revised)
How can challenging problems involving functions be analyzed and solved?
Initial Answer Revised Answer Final Answer
What’s New
Try to solve the following Exercises.
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 d) Under certain circumstances, a rumor spreads
according to the
18
equation
1
p(t) = 1 + 15(2.1)
−0.3t

where p(t) is the proportion of the population that knows the rumor (t) days after the rumor
started. Find p(4) and p(10), and interpret the results.
What I Learned...
You encountered a lot of concepts related to functions. Now it’s time to pause for
What are the 3 most important things you learned?
What are the two things you are not sure about?
What is 1 thing you want to clarify immediately?
a while and reflect to your learning process by doing the 3-2-1 Chart.
19
Answer key on page 30
LESSON

3 Operations on Functions & Composition of Functions

PRE-REQUISITE SKILLS:
Basic knowledge of algebra is required such as simplifying expressions, factoring and the
like. Source: https://study.com/academy/lesson/what-is-pemdas-definition-rule-examples.html
Learning Outcome(s): At the end of the lesson, the learner is able to perform addition,
subtraction, multiplication, division, composition of functions, and solve problems involving
functions. Lesson Outline:
1. Review: Operations on algebraic expressions 2. Addition, subtraction, multiplication, and
division of functions
RECALL: Addition and Subtraction
a. Find the least common denominator (LCD) of both fractions. b. Rewrite the fractions as
equivalent fractions with the same LCD. c. The LCD is the denominator of the resulting
fraction. d. The sum or difference of the numerators is the numerator of the resulting
fraction.
3. Function composition
and 2
Example 1. Find the sum of 13 5

Solution. The LCD of the two fractions is 15.

= 5+ 6= 5+6
13 + 25 15 15

= 11
15 15

and 2
Example 2. Find the sum of 1x−3 x−5

Solution. The LCD of the two fractions is (x − 3)(x − 5) = x2 − 8x + 15

x−1
+ 2
3 x−
= 1(x − 5)
5 x2 − 8x +
+ 2(x − 3)
15 x2 − 8x +
=x −2 5+ 2x − 6
15 x − 8x + 15
= 3x − 11
x2 − 8x
+ 15
20
RECALL: Multiplication
a. Rewrite the numerator and denominator in terms of its prime factors. b. Common factors
in the numerator and denominator can be simplified as “1”. c. Multiply the numerators
together to get the new numerator. d. Multiply the denominators together to get the new
denominator.
and 15 .
Example 3. Find the product of 1021 8

Solution.
Express the numerators and denominators of the two fractions into their prime factors. Multiply
and simplify out common factors in the numerator and the denominator to reduce the final
answer to lowest terms.
15 = 2 ● 5
1021● 8
●3 ● 5
3●7
= 25
2●4 28
Example 4. Find the product of x2−4x−5
and x2
x2−3x+2 −5x+6

.
x2−3x−10

Solution.
Express the numerators and denominators of the two rational expressions into their prime
factors. Multiply and simplify out common factors in the numerator and the denominator to
reduce the final answer to lowest terms. Note the similarity in the process between this
example and the previous one on fractions.
● x2
x2 − 4x − 5 x2 − 3x + 2 − 5x + 6
= (x + 1)(x − 5)
x2 − 3x − 10
● (x − 2)(x − 3)
(x − 1)(x − 2) (x − 5)(x + 2)
(x + 1)
=
● (x − 3)
(x − 1) (x + 2)
x2
= − 2x − 3 x2 + x − 2
21
RECALL: Division
To divide two fractions or rational expressions, multiply the dividend with the reciprocal of
the divisor.
Example 5. Divide 2x2x22+7x+5 +x−6
and x
2x 22−2x−8
−3x−20
Solution:
÷ x2
2x2 + x − 6 2x2 + 7x + 5 2x2 − − 2x 3x − − 8
= 2x2 2
20 2x + + 7x x − + 6
● 2x
5 x2 2 − − 3x 2x − − 20
8
(2x − 3)(x + 2)
= (2x + 5)(x +
● (2x + 5)(x − 4)
1) (x + 2)(x − 4)
(2x − 3)
= (x + 1)
Definition.
Let f and g be functions.
1. Their sum, denoted by f + g , is the function denoted by
(f + g)(x) = f(x) + g(x)
2. Their difference, denoted by f − g , is the function denoted by
(f − g)(x) = f(x) − g(x)
3. Their product, denoted by f●g , is the function denoted by
(f●g)(x) = f(x)●g(x)
, is the function denoted by
4. Their quotient, denoted by fg
)(x) =
(gf g(x)
f(x)

, excluding the values of x where g(x) = 0.

22
Use the following functions below for Example 5
❖ f(x) = x + 3 ❖ p(x) = 2x − 7 ❖ v(x) = x2 + 5x + 4 ❖ g(x) = x2 + 2x − 8 ❖ h(x) = x+7 2−x ❖ t(x)
= x+2 x+3
Example 6. Determine the following functions.
)(x)
a) (v + g)(x) b) (f ● p)(x) c) (f + h)(x) d) (p − f)(x) e) (vg

Solution: a. (v + g)(x) = (x2 + 5x + 4) + (x2 + 2x − 8)

= x2 + 5x + 4 + x2 + 2x − 8 = 2x2 + 7x − 4
b. (f ● p)(x) = (x + 3)(2x − 7) = 2x2 − x − 21
(x + 3)(2 − x)
c. (f + h)(x) = (x + 3) + x+7 2−x =
+x+7
2−x
= (x + 3)(2 − x) + x + 7
2−x
2−x
6 − x − x2
= +x+7
= 13 − x2
2−x
= x2
2−x − 13
x−2
d. (p − f)(x) = (2x − 7) − (x + 3) = 2x − 7 − x − 3 = x − 10
)(x) = x2
e. (vg +5x+4

2 = (x+1)(x+4)
x +2x−8

= (x+1)
(x−2)(x+4) (x−2)

Applying operations on functions may be quite confusing but as soon as you fully learn the
concept, you can derive strategies to simplify functions easily.
For further understanding on this lesson, watch the video using the link below,
23
https://www.youtube.com/watch?v=lIbAiPUrtvQ

Definition.

Let f and g be functions.

The composite function denoted by f ○ g is defined by

f ○ g (x) = f(g(x)).

The process of obtaining a composite function is called function composition.

For examples 7 to 10, use the following functions:

f(x) = 2x + 1 g(x) = √x + 1 p(x) = 2x+1 x−1

q(x) = x2 − 2x + 2 F(x) = ⌊x⌋ + 1

Example 7: Find and simplify g ○ f (x)

Solution:

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

Example 8: Find and simplify q ○ f (x)

Solution:

q ○ f (x) = (2x + 1)2 − 2(2x + 1) + 2

= 4x2 + 4x + 1 − 4x − 2 + 2

= 4x2 + 1

Example 9: Find and simplify f ○ p (x)

Solution:

2x + 1
f ○ p (x) = 2( x− 1
)+1

(4x + 2) + (x − 1)
= x− 1
= 5x + 1
x− 1

Example 10: Find and simplify F ○ p (5)

Solution:

24
2(5) + 1
F ○ p (5) = ⌊
⌋ + 1 = 11 + 1 = 2 + 1 = 3
5−1 4

PROBLEMS INVOLVING FUNCTIONS

Example 11
Suppose that N(x) = x denotes the number of shirts sold by a shop, and the selling price per
shirt is given by p(x) = 250 – 5x, for 0 ≤ x ≤ 20. Find (N ● p)(x) and describe what it represents.
Solution: (N ● p)(x) = N(x)●p(x) = x (250 – 5x) = 250x − 5x2, 0 ≤ x ≤ 20. Since this
function is the product of the quantity sold and the selling price, then (N ● p)(x) represents the
revenue earned by the company.
Example 12
A spherical balloon is being inflated. Let r(t) = 3t cm represent its radius at time t seconds,
4 πr3
and let g(r) = 3 be the volume of the same balloon if its radius is r. Write (g ○ r) in terms
of t, and describe what it represents.
Solution:
πr(3t)3 π(27t3
(g ○ r) = g(r(t) = 43 = 43 ) = 36πt3. This function represents the volume of the
balloon at time t seconds.
What’s More
Activity 3: We Co-Operate
a) Let f and g be defined as f(x) = x − 5 and g(x) = x2 − 1 . Find,
1. f + g 4. fg 2. f − g 5. gf 3. f●g
, find
b) Let f(x) = x2 − 1 and g(x) = 1x
1. f ○ g (x) 2. g ○ f(−1) 3. f ○ f(x)
25
 4. g ○ g(5)

c) Evaluate the following composition of functions.

Given : f(x) = 2x + 1

g(x) = 5x2

h(x) = x + 3

1. (f ∘ g)(x)

2. (g ∘ f)(x)

3. (h ∘ g)(x)

4. (f ∘ h)(x)

d) Suppose that N(x) = x denotes the number of bags sold by a shop, and the selling price per bag is given
by p(x) = 320 – 8x, for 0 ≤ x ≤ 10. Suppose further that the cost of producing x bags is given by C(x) = 200x.
Find
1. (N ● p)(x) and 2. (N ● p – C)(x).

What do these functions represent?

Application

Let x represent the regular price of a book.

1. Give a function f that represents the price of the book if a P100 price
duction applies. 2. Give a function g that represents the price of the book if a 10% discount
pplies. 3. Compute (f ○ g)(x) and (g ○ f)(x). Describe what these mean. Which of
these give a better deal for the customer?

Process questions:

1. What information would help you solve the given problem? 2. What property can be used to solve the
problem and why? 3. Show your solution and justification. 4. How can challenging problems involving
functions be analyzed and solved?

Answer key on page 31

26

Generalization

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.

Let us summarize...

Key Concepts

•A function is a set of ordered pairs (x,y) such that no two ordered pairs have the same x-value but different
y-values. Using functional notation, we can write f(x) = y, read as “f of x is equal to y.”

•A function can be presented in the following ways: as a set of ordered pairs, as a rule or equation, as
a table of values, as a mapping diagram (one -to- one, many-to-one), and through graphs.

• To check whether a graph represents a function, the vertical-line test is applied.

•A piece-wise function is a function that contains several expressions depending on restrictions of

values the unknown variable will take on in a certain situation
What are the 3 most important things you learned?
What are the two things you are not sure about?

What is 1 thing you want to clarify immediately?

27
• To evaluate a function means to substitute/replace the variable with a given value or an expression. f(a)
denotes that f will be computed by replacing all the variables in the functions with a.
• Operations on functions is denoted by the following:
Let f and g be functions.
Their sum, denoted by f + g, is the function denoted by
(f + g)(x) = f(x) + g(x).
Their difference, denoted by f - g, is the function denoted by
(f − g)(x) = f(x) − g(x). .
Their product, denoted by f • g, is the function denoted by
(f•g)(x) = f(x)• (x).
Their quotient, denoted by f ÷g, is the function denoted by (f ÷ g)(x) = f(x)
, excluding the values of x where g(x)=0.
g(x)

• The composition of the function “ f of g ” is defined as follows:

(f g)(x) = f(g(x)). This means that f(x) is composed of the function g(x). In other words, the variable x in
f(x) will take on the value of g(x).
• In solving composite functions, it is important to apply the GEMDAS principle.
• Real-life problems/scenarios could be represented by functions.
POSTTEST
Let us check how much you have learned about functions.
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 by.
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?
28
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} 6. Given f(x) = 2x − 5 & g(x) = 3x + 4,
solve for f●g(x)
a. 6x + 23x − 20 c. 6x − 20 b. 6x − 23x − 20 d. 6x2 − 7x − 20
2 2 2

7. If f(x) = x + 7 & g(x) = 2x − 3, what is f − g(x) a. −x + 4 c. x − 4 b. 10 − x d. 10 + 3x

8. To divide two fractions or rational expressions, multiply the dividend with the
________ of the divisor.
a. reciprocal c. abscissa b. addend d. Theorem
9. The ___ of a relation is the set of all possible values that the variable x can take.
a. domain c. equation b. range d. function
10. Which of the following set of ordered pairs in NOT a function?
a. (1,2),(2,3),(3,4),(4,5) c. (1, 1), (2, 2), (3, 3), (4, 4) b. (1,2),(1,3),(3,6),(4,8 d. (3, 2), (4, 2), (5, 2), (6, 2)
11. A graph represents a function if and only if each vertical line intersects the graph
at most _____.
a. once c. twice b. thrice d. all of the these
12. What is the domain of the function y = √x − 5 ?
a. {x:x ∈ R,x ≥ −5} c. {x:x ∈ R,x ≥ 5} b. {x:x ∈ R,x ≤ −5} d. {x:x ∈ R,x ≤ 5}
13. The composite function denoted by f ○ g is defined by ___________.
a. f ○ g (x) = g(x) c. f ○ g (x) = g(f(x)) b. f ○ g (x) = f(g(x)) d. f ○ g (x) = f(x)
14. Given f(x) = 4x2 − 3x, what is f(−2)?
a. −22 c. 22 b. −10 d. 10
, is the function denoted by (f )(x) = f(x)
15. The quotient, denoted by fg g
 ,
g(x)

29
excluding the values of x where g(x) = _________.
a. 0 c. 1 b. Both a and c d. None of these
11
 General Mathematics
Quarter 1 – Module 2:
Rational Functions

Module
RATIONAL FUNCTIONS
2
 What I Need to Know

In the previous module, we have learned about functions, its definitions and the operations
involving it. This time, you will be dealing with Rational Functions and its applications in real-life
situations.

This module will help you understand the key concepts of rational functions and apply these
concepts to formulate and solve real-life problems with precision and accuracy.

After finishing the module, you should be able to:

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

Find out what you already know about this module by taking the pre-test

1
 What I Know (Pre-Assessment)

Direction: Write the letter that corresponds to the best answer on your answer sheet.

1 What is the representation of the function defined by converting x pounds to f(x) kilograms?

A f(x) = 2.2 C f(x) = x

x 2.2
2
B f(x) = x D f(x) = 2.2
2.2 x2

2 Which of the following functions is not rational?

𝟏 √3𝑋
A 𝑓 (𝑥 ) = C 𝑓 (𝑥 ) =
𝒙 𝑥+5
𝑥−4 𝑥 2 −1
B 𝑓 (𝑥 ) = D 𝑓(𝑥 ) =
𝑥+8 𝑥 2 +2𝑥+1

3 Which of the following describes the expression below?

2+ x
=8
x −1
A rational equation C polynomial function

B rational inequality D rational function .

−2 4
4 What is the solution of the equation = ?
𝑥+4 𝑥+3

−13 −8
A C
6 3

3 −11
B D
− 11 3
2
 5 1
5 What is the solution of the equation + = −4?
6𝑤 𝑤

−13 −11
A C
14 24

11 31
B D − 24
6

6 What is the solution set of the rational inequality below?

x+ 2
0
x− 3
A {x ϵ R/x < -2 or x > 3} C {x ϵ R/x ≤ -2 or x ≥ 3}
B {x ϵ R/x ≤ -2 or x > 3} D {x ϵ R/x ≤ -2 or -2 <x <3}

7 What x values make the inequality (x+ 3)(x− 5)  0 true?

(x− 1)(x− 7)
A 3&5 C -3&5
B 1&7 D -1 & -7

8 If R is the total resistance for a parallel circuit with two resistors of resistances 𝑟1 and 𝑟2 ,
1 1 1
then = + . What is the resistance 𝑟1 if the total resistance R is 20 ohms and 𝑟2 is
𝑅 𝑟1 𝑟2
75 ohms .Round your answer to the nearest ohm if necessary.

A 16 ohms C 27 ohms

B 1405 ohms D 102 ohms

9 Which of the following rational functions represents the table of values below?

x -2 -1 0 1 2
f(x) - 0.5 0 0.5 1 1.5

𝑥 +1 2
A 𝑓( 𝑥) = C 𝑓( 𝑥) =
2 𝑥+1
2 2
B 𝑓( 𝑥) = D 𝑓( 𝑥) =
𝑥 −1 𝑥+1
 3

4
10 Which family of functions does 𝑓(𝑥) = belongs to?
𝑥2

A Trigonometric C Exponential
B Logarithmic D Rational

1
11 Which of the following represents the behavior of the graph of the function 𝑓(𝑥) = 𝑥 2
given
below as x approaches infinity?

A approaches negative infinity C approaches positive infinity

B approaches zero D approaches one

12 What is the vertical asymptote and hole for the graph of the function 𝑔(𝑥) =
(𝑥−5)(𝑥−2)
?
(𝑥−2)(𝑥+4)

A asymptote: x = –4 and hole: x = 2 C asymptote: x = –5 and hole: x =

–4
 B asymptotes: x = –4 and x = 2 D asymptote: x = 4 and hole: x =
–2

6𝑥 2 +1
13 What is the horizontal asymptote of the function ℎ(𝑥) = ?
2𝑥 2 −3

1
A y=3 C 𝑦=3

1
B 𝑦 = −3 D y = −3

4
14 A group of high school students are volunteering for Habitat for Humanity during their summer
break.They are putting the finishing touches on a house they built. Working alone, Kendra can
paint a
certain room in 7 hours.Joe can paint the same room in 6 hours. Write an equation that can be
used to
find how long it will take them working together to paint the room. How many hours will it take
them
to paint the room? If necessary, round your answer to the nearest tenth.

7 16 1 1 1
A + = 1; 13 hours C
7
+ 6
= 𝑥
; 6.5 hours
𝑥 𝑥

𝑥 𝑥 𝑥 𝑥
B + = 1; 3.2 hours D
6
+ 7
= 1; 6.5 hours
7 6

𝑥+2
15 Which graph represents the asymptotes of the function 𝑟(𝑥 ) = 3𝑥 −6 ?

A C

B D
5
How was your performance in the pre-assessment? Were you able to answer all the
problems? Did you find difficulties in answering them? Are there questions familiar to
you?

In this module, you will have the following targets:

• Demonstrate understanding on the key concepts of rational functions.

• Formulate and solve real-life problems involving rational functions with
precision and accuracy.
6
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

Review:

What’s New

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.

7
The graph indicates that the maximum drug concentration occurs around 1 hour after
the drug was administered (calculus can be used to determine the exact value at which
the maximum occurs). After 1 hour, the graph suggests that drug concentration
decreases until it is almost zero.

Example 3. 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
8
 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?

Applicatio
n

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.
9
 Generalization
In this lesson, I have learned that

_
Lesson
2
 Rational Functions, Equations, and
Inequalities

What’s In

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

What’s New
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.

Generalizatio
n
In this lesson, I have learned that
Lesson
3
Solving Rational Equations and Inequalities

What’s In

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 .

What’s New

The steps to solve a rational equation are:

1. Find the common denominator.

2. Multiply everything by the common denominator.
3. Simplify.
4. Check the answer(s) to make sure there isn't an extraneous solution.
Example 1.
Example 2
What’s
New
To solve rational inequalities:

(a) Rewrite the inequality as a single rational expression on one side of the
inequality symbol and 0 on the other side.

(b) Determine over what intervals the rational expression takes on positive and
negative values.

i. Locate the x values for which the rational expression is zero or undefined
(factoring the numerator and denominator is a useful strategy).

ii. Mark the numbers found in (i) on a number line. Use a shaded circle to indicate
that the value is included in the solution set, and a hollow circle to indicate that
the value is excluded. These numbers partition the number line into intervals.

iii. Select a test point within the interior of each interval in (ii). The sign of the
rational expression at this test point is also the sign of the rational
expression at each interior point in the aforementioned interval.

iv. Summarize the intervals containing the solutions.

What’s
New
To solve rational inequalities:

16
What is it?
17
18
 Try these!

Generalization
In this lesson, I have learned that

_
19
Lesson
4
Representations of Rational Functions

What’s In

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

What’s New

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.

What Is It
20
 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 behaviour 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!

Supplemental Activity
 Generalization
In this lesson, I have learned that
 Lesso
22
5

Graphing Rational Functions

What’s In

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.
2. Intercepts and zeroes of rational functions.
3. Vertical and horizontal asymptotes of rational functions.
4. Graphs of rational functions

What’s New
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.
23
What Is It
24
25
26
27
28
 Try these!

Generalization
In this lesson, I have learned that

_
 SENIOR HIGH SCHOOL

General
Mathematics
Quarter 1 – Module 3
Week 4:One-to-One and
Inverse Functions

1
 General
Mathematics
Quarter 1 – Module 3
Week 4:One-to-One and
Inverse Functions

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We This instructional material was collaboratively developed and
reviewed encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education at
[email protected] value your feedback and recommendations..

2
 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 relatiom

1
3. What is the inverse of f(x)=𝑥 ?
1
A. 𝑦
C. 1
1 𝑥
B. B. 𝑥 D. 1

4. 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

5. 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
B. y-axis D. origin

6. 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

7. Which of the following is NOT a one-to-one Function?

A. {(1,2),(3,4),(5,6),(7,8)} C. {(1/2,1),(1/3,2),(2/3,3),(1/4,4)
B. {(-1,1),(-2,2),(-3,3),(-4,4)} D. {(1,1),(2,2),(3,3),(4,4)}

1
 8. All x values or inputs are called what?
A. Range C. Domain
B. Relation D. Function

9. All y values or outputs are called what?

A. Range C. Domain
B. . Relation D. Function

10. Which of the following ordered pair is NOT a function?

A. {(1,2),(2,1),(3,4),(4,3)} C. {(1,2),(1,1),(5,4),(4,3)}
B. {(1,1),(2,2),(3,3),(4,4)} D. {(-1,1),(1,2),(-3,3),(-4,4)}

4𝑥+3
For numbers 11 to 15. Given the function f(x)= .
2𝑥−1
11. Find the domain of a function.
1 1
A. {x є R | x ≠ - 2} B. {x є R | x ≠ 2}
C.{x є R | x ≠ - 2} D. {x є R | x ≠ 2}

12. Find the range of a function.

1 1
A. {y є R | y ≠ - } B. {y є R | y ≠ }
2 2
C. {y є R | y ≠ - 2} D. {y є R | y ≠ 2}

13. Find the inverse of a function.

𝑥−3 2𝑥−4
A. f-1 = C. f-1 =
2𝑥−4 𝑥−3
𝑥+3 𝑥+3
B. f-1 = D. f-1 =
2𝑥−4 2𝑥+4

14. Find the domain of the inverse function.

1 1
A. {x є R | x ≠ - } B. {x є R | x ≠ }
2 2
C.{x є R | x ≠ - 2} D. {x є R | x ≠ 2}

15. Find the range of the inverse function.

1
A. {y є R | y ≠ - 2} C. {y є R | y ≠ - 2}
1
B. {y є R | y ≠ 2} D. {y є R | y ≠ 2}

2
 Lesson One-to-One Function
1 What
I need to know

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
2𝑥−1
5. g =
𝑥+2

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?

3
 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 ).

One-to-One Function
The function is one-to-one if for any x1 , x2 in the domain of f, then f(x1)
≠ f(x2) . That is, the same y – value is never paired with two different x – values.
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 a 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.

y = x3 y = x2 + 2

One-to-one function Not a one-to-one function

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),…}
4
 (d) Height to student
(e) Person to telephone number
(f) Height to age
(g) Birthdate of a family member

What have I have learned..

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-onee function?

What I can do

Activity 5.

1. Give real life situations that represents one-to-one function.

2. How can we apply the concept of one-to-one function in daily life?

Additional Activities

Activity 6.

Answer as indicated. Write your answers on a separate sheet of paper.

1. Write your own example of a one-to-one function and represent in terms of ordered pairs, graph, and
table of values.
2. Why do we need to study about one-to-one function?

5
 Lesson Inverse of a One-to-One What I
need to know
2 Function
At the end of the
lesson, the learner will be able to:
• 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.

6
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)}
6.
y

7.
y

What’s new…

Activity 2.
Match the following one-to-one function to its inverse. Write your answers on a separate sheet of paper.

A B

1. f(x) = 3x+1 a. y=

2. g(x) = x3-2 b. y=

3. f(x) = c. y=3√(𝑥 + 2)

𝑥−1
4. f(x) = x2+4x-2 d. y=
3

Questions:
1. How did you get your answer?
2. Is it easy to evaluate inverse of one-to-one function?
3. What makes you difficult in answering functions?

What is it

7
Inverse of a One-to-One Function

Let f be a one-to-one function with domain A and a range B. The inverse of f denoted by f-1 is a function with
a domain B and a range A defined by f-1(y) = x, if and only if f(x) = y , for any y in B.
Only one-to-one function has an inverse . If a function f is not one-to-one, properly defining an inverse
function f-1 will be problematic. For example, suppose that f(1) = 5 and f(3) = 5. If f-1 exists, then f-1 (5) has to be both
1 and 3, and this prevents f-1 from being a valid function. This is the reason why the inverse is only defined for one-
to-one functions.

In the previous activity, we can find the inverse of a function by following the given steps.
(a) Write the function in the form y = f(x);
(b) Interchange the x and y variables;
(c) Solve for y in terms of x

In Item number 1, to find the inverse of f(x) = 3x+1, we have these step by step solutions:
(a) The equation of the function is y=3x+1
(b) Interchange the x and y variables: x=3y+1
(c) Solve for y in terms of x: x=3y+1
x-1=3y
𝑥−1
3
=𝑦
𝑥−1
Therefore, the inverse of f(x)= 3x+1 is f-1 = 3
In item number 2, the given is g(x) = x3-2, solving for its inverse, we have

y= x3-2.
x= y3 – 2
x= y3-2
x+2=y3
3
𝑦 = √𝑥 + 2
Therefore, the inverse of g(x)= x3-2 is g-

2𝑥+1 4𝑥+1
Using the same steps, the resulting inverse of y = is is f-1 (x) =
3𝑥−4 3𝑥−2
In item number 4, the given function y=x2+4x-2 is not one-to one since it is a quadratic function and the graph
is a parabola that opens upward. This implies that these function fails the horizontal line test. Thus, it has no inverse.

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: For the second
(a) The inverse of f-1(x) is f(x). and third properties
above, it can be
(b) f(f-1(x))=x for all x in the domain of f-1. imagined that evaluating
(c) f -1(f(x))=x for all x in the domain of f. a function and its
inverse in succession is
like reversing the effect
of the function. For example, the inverse of a function that multiplies 3 to a number and adds 1 is a function that
subtracts 1 and then divides the result by 3.

𝑥−4
Examples: 1. 𝑓 = 2𝑥 + 4 ; 𝑓 −1 =
2

8
 3𝑥+4 2𝑥−4
2. 𝑓= ; 𝑓 −1 =
2 3

3𝑥+4 2𝑥+4
3. 𝑓= ; 𝑓 −1 =
2𝑥−2 2𝑥−3

What’s more

Activity 3.

Apply the steps in solving the inverse of a one-to-one function? Write your answers in a separate sheet of paper.
1
1. f(x)=- 3 𝑥 + 1

2. f(x)= 2x-1
3𝑥−1
3. g(x)= 2𝑥+3

What have I have learned

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. Write your answers on a separate sheet of paper.

What I can Do

Activity 5.

Give the inverse of the following functions if it exists? Write your answers in a separate sheet of paper.
1. f(x)=|5x|

2. f(x)=x2-4

9
 3. g(x)=

Additional Activities

Answer the following problem. State the properties of inverse function in every steps. Write your
answers in a separate sheet of paper.

1. Find the inverse of f(x)= 4x+2

2. Find the inverse of h(x)= x2-4

𝑥+5
3. Find the inverse of g(x)=𝑥−5

−2𝑥+7
4. Find the inverse of f(x)= 𝑥

10
 Lesson Graphs of an Inverse
3 Function
What I need to know

At the end of the lesson, the learner will be able to:

• 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

What’s in

Activity 1.
A. Make a table of values representing the following functions when x ranges from -2 to 3. Draw the
graph .
1. y = x + 3
2. f(x)=2x+1
1
3. ƒ(x)=
𝑥

B. Give the inverse of the functions in A.

He follow
What’s new…

Activity 1.
Represent the following inverse functions in table of values with the specified domain.

𝑥−1
1. f-1 (x) = ; {x|-2 ≤ x ≤ 1.5}
2
2. f-1 (x) = x – 4 ; {x|-2 ≤ x ≤ 2}

Activity 2.
Using the resulting table of values represented in the preceding activity, (Activity 1),
determine the domain and the range.

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

11
 2. f-1 (x) = x – 4 ; domain:_______________
Range:________________

Activity 3.
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.

Function Inverse Function

-1 𝑥−1
1. f(x)=2x+1 ; f (x) = 2

Domain of f-1 (x) ;__________________________

Range of f-1 (x) ; ___________________________

3
2. g(x) = √𝑥 + 1 ; g-1 (x) = x3 – 1

Domain of g-1 (x) ;__________________________

Range of g-1 (x) ; ___________________________

What is it

Graphs of an inverse function

First, we need to ascertain that the given graph corresponds to a one-to-one function by applying the
horizontal line test. If it passes the test, the corresponding function is one-to-one.

In the preceding activity, the graph of the inverse of f(x)=2x+1 is shown below.

12
 f(x)=2x+1

𝑥−1
f-1 (x) = 2

Domain of f-1 (x) ; D ={ x є R |-3≤ x ≤ 4}

Range of f-1 (x) ; R = { y є R |-2≤ y ≤ 1.5}

In the same manner, the graph of the inverse of g-1 (x) = x3 – 1 is shown below.

x3 – 1

3
√𝑥 + 1

Domain of g-1 (x) ; D = {x/-2 ≥ x ≥ 2}

Range of g -1 (x) ; R = all real numbers

Given the graph of a one-to-one function, the graph of its inverse can be
obtained by reflecting the graph about the line y = x.
The domain and range of the inverse function can be determined by
inspection of the graph.

Table summary,
ƒ(x) ƒ-1(x)

Domain {x є R |-2 ≤ x ≤ 1.5} { x є R |-3≤ x ≤ 4}

Range { y є R |-3≤ y ≤ 4} { y є R |-2≤ y ≤ 1.5}

g(x) g -1(x)

13
 Domain All real numbers {x/-2 ≥ x ≥ 2}

Range {y/-2 ≥ y ≥ 2} All real numbers

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?

We first construct the function that will compute the final number based on the original number. Following the
instructions, we come up with this function:
3(𝑥+2)2
2
ƒ(x) = (x+2)2 ▪ 3 ÷ 2

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.

14
 The function with restricted domain x ≥ 0 is then a one-to-one function, and we can find its inverse.

Interchange the x and y variables: x =

Solve for y in terms of x:
3(𝑦+2)2
x=
2

2𝑥
√ = y+2
3

2𝑥
(Since y ≥ 2, we do not need to consider the negative value of √ 3 )

2=y→ y= 2 → ƒ-

Finally, we evaluate the inverse function at x = 54 to determine the original number

ƒ- 2=6–2=4
the original number is 4.

What’s more..

Activity 4.

1
1. Find the inverse of ƒ(x)= 𝑥 using its given graph.

2. Consider the rational function ƒ(x)= whose graph is shown below:

15
(a) Find its domain and range.
(b) Find the graph of its inverse.
(c) Find the domain and range of its inverse.

What have I have learned..

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?

What I can do

Activity 6.

Solve the problem .

−4𝑥−1
Given ƒ(x)=
3𝑥−2

(a) Solve its inverse

(b) Determine the asymptotes
(b) Sketch the graph of its inverse
(c) Find the domain and range of its inverse.

16
 Assessment…

Read the problem carefully and write your answer on the separate sheet of paper.

1. A function is said to be a one-to-one function if __________.

A. The function ƒ is one-to-one if for any x1, x2 in the domain of f, then f(x1) = f(x2)
B. the y-value is paired with two different x-values
C. The function ƒ is one-to-one if for any x1, x2 in the domain of f, then f(x1) ≠ f(x2)
D. Two x-values are paired with 2 y-values

2. Which of the following belong to one-to-one function?

A. People to their birthdays
B. People to their place of residence
C. People to their GSIS number
D. People to their first name

3. Determine which of the graph describe a one-to-one function?

A. C.

B. D.

4. What is the collection of input values in a function called?

A. Ordered pair C. Domain
B. Range D. Y-values

5. Which of the following map describe a one-to-one function?

A. C.

B. D.

2
6. What is the inverse of f(x)= 3x + 1

3𝑥−3 2
A. 2
C. 3𝑥−3
17
 3𝑥+3 3𝑥−2
B. D.
2 3

7𝑥+2
For numbers 7 to 12. Given the function of 𝑔(𝑥) =
3𝑥−4

7. Find the domain of a function.

A. {x є R | x ≠ -3/4 } C.{x є R | x ≠ 7/3}

B. {x є R | x ≠ 4/3 } D. {x є R | x ≠ 3/7}

8. Find the range of a function.

A. {y є R | y ≠ -3/4 } C.{y є R | y ≠ 7/3}
B. {y є R | y ≠ 4/3 } D. {y є R | y ≠ 3/7}
9. Find the domain of an inverse function.
A. {x є R | x ≠ -3/4 } C.{x є R | x ≠ 7/3}
B. {x є R | x ≠ 4/3 } D. {x є R | x ≠ 3/7}

10. Find the range of an inverse function.

A. {y є R | y ≠ -3/4 } C.{y є R | y ≠ 7/3}
B. {y є R | y ≠ 4/3 } D. {y є R | y ≠ 3/7}

11. Find the vertical asymptotes of inverse function.

A. ¾ C. 7/3
B. 4/3 D. 3/7

12. Find the horizontal asymptotes of inverse function.

A. ¾ C. 7/3
B. 4/3 D. 3/7

13. Find the inverse of h(x)= 3x + 6.

1 3
A. 𝑥 + 2 C. − 2
3 𝑥
1 𝑥
B. 3
𝑥 −2 D.3 −2

14. Which of the graph illustrate a one-to-one .

A. C.

B. D.

15. Which of the graph illustrate a one-to-one function using horizontal line test?

A. C.

18
 B. D.

Additional Activities

Activity 7.

Answer the problem. Write your answer in a separate sheet of paper.

Find the domain and range of the inverse of ƒ(x) = x2 – 6x + 5 with domain restriction {x є R | 0 < x < 3}.

19
20
11

General Mathematics
Quarter 1 – Module 4:

Exponential Functions

21
22
 Module
EXPONENTIAL FUNCTIONS
4

What I Need to Know

In addition to linear, quadratic, rational, and radical functions, there are exponential
functions. Exponential functions have the form 𝑓(𝑥) = 𝑏 𝑥 , 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?

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

Find out what you already know about this module by taking the pre-test.

23
What I Know (Pre-Assessment)

Direction: Write the letter that corresponds to the best answer on your answer sheet.

24
 How was your performance in the pre-assessment? Were you able to answer all the
problems? Did you find difficulties in answering them? Are there questions familiar to you?

In this module, you will have the following targets:

• Demonstrate understanding on the key concepts of exponential functions.

• Formulate and solve real-life problems involving exponential functions with -
precision and accuracy.

25
Lesson
Introduction to Exponential Functions
1

What I Need to Know

At the end of the lesson, the learners should be able to:

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

What’s In
The best thing about exponential functions is that they are so useful in real world
situations. Exponential functions are used to model populations, help coroners
determine time of death, compute investments, as well as many other applications.
Moreover, exponential function requires your good knowledge in mathematics
especially on graphing ordered pairs, basic properties of exponents, and be able to
recognize function notation.

26
REVIEW:

27
Review Activity
ENTRY CARD

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.
Statements TRUE FALSE
1. There is an integer x that will make 𝑥2 equal to 2𝑥.
2. The expression (2 ∙ 4)6 is equal to 26 ∙ 26.
3. In the expression 𝑎𝑥, x is called the base.
1
4. The exponential form of is 3−1.
3
5. Any real number raise to the power of 0 is always
equal to 0.

What’s New
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.

28
29
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
non teaching 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.

Grade 7
Coordinator

Assistant
Principal

Grade 8
Coordinator

Principal

Grade 9
Coordinator

Prefect of
Activities

Grade 10
Coordinator

What Is It
Direction
s:
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
30
message at a given stage. Then, make a graph.

31
 Stage of Members
Texting Tree Informed (𝑥, 𝑦)
(𝑥) (𝑦)
0 1 (0, 1)
1 2 (1, 2)
2 4 (2, 4)
3
4
5
6
7
8
9
10
11

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.

Stage of Texting Tree 0 1 2 3 4 5 6 7 8 9 10 11

No. of Members Informed 1 2 4 8 16 32 64 128 256 512 1,024 2,048

An equation can be formed and can be used to calculate the number of members
that will be informed without starting from the stage. If we let y represent the
number of families informed and x the stages in the texting tree, our equation will
be
𝑦 = 2𝑥
32
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 2𝑥 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.

DEFINITION
An exponential function can be written as
𝒇(𝒙) = 𝒃𝒙
where 𝑏 > 0, 𝑏 ≠ 1, and x is any real

In the function 𝑓(𝑥) = 𝑏 𝑥 , b is a constant called the base and x is an

independent variable called the exponent.

Here are some examples of exponential functions.

𝑓(𝑥) = 3𝑥 𝑔(𝑥) = 10𝑥 ℎ(𝑥) = 2𝑥+1

The following are NOT exponential functions.

𝐹(𝑥) = 𝑥2 𝐺(𝑥) = 1𝑥 𝐻(𝑥) = 𝑋𝑥
Variable is the base The base of an exponential Both the base and the
and not the exponent. function must be a positive exponent are variables.
constant other than 1.

The two restrictions on b in the definition are important. First, the definition does not include
𝑏 = 1 because 1𝑥 has a value of 1 for all values of 𝑥 and the function would simply be the
constant function 𝑓(𝑥) = 1.

The definition also requires 𝑏 to be positive so that the function can be defined for all real
1
numbers 𝑥. For example, if 𝑏 = −9 and 𝑥 = , then evaluating the function would result in
2
1
finding the values of (−9) , which is not a real number.
2

Thus, the domain of an exponential function is the set of all real numbers and the range is the set
of all positive real numbers.

33
What’s More

ACTIVITY 2

What is It

34
35
36
What I Can Do
Activity 3: WHAT FUNCTION AM I?

37
What I Have
Learned

Math Journal
In this lesson, I have learned
that …

38
Lesson
Exponential Functions, Equations & Inequalities
2

What I Need to Know

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

What’s In

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.

39
What’s New

Activity 1: IDEA WAVE

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.

What’s More

Activity 2: CLASSIFY ME!

Direction: In your answer sheet, determine whether each given is an exponential
function, exponential equation or exponential inequality or none of these.

40
Math
Journal

In this lesson, I have learned

that …

41
Lesson
Solving Exponential Equations and Inequality
3

What I Need to Know

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

What’s
In

What’s New

Activity 1: QUICK DRILL

Direction: Examine which of the following are Exponential functions.

42
43
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?

What is It

I. SOLVING EXPONENTIAL EQUATIONS

44
You can verify that 𝑥 = 3 is a solution by substituting it back to the original equation:
43−1 = 42 = 16.

45
46
STUDENT TIP:
You should be careful in solving exponential inequalities such as 𝑏𝑚 < 𝑏𝑛. The resulting direction
of the inequality (𝑚 < 𝑛 𝑜𝑟 𝑚 > 𝑛) is based on whether the base b is greater than 1 or less than 1.

47
What’s More
SEAT WORK
Direction: In your answer sheet, provide a legible solution on the following items.

48
Math Journal

In this lesson, I have learned that …

49
Lesson
Graphing Exponential Functions
4

What’s In
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.

What’s New

50
51
52
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.

1.

2.

3.

53
Math
Journal
In this lesson, I have learned
that …

54
Lesson Graphing Transformations of
5 Exponential Functions

What’s In
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.

What’s New
Activity 1: COLLABORATIVE LEARNING

Direction: Each group will be assigned to one of the functions below.

In a group consists of five members, the group should do the following:

55
56
57
58
59
60
61
What’s More
Activity 2: THE TRANSFORMATIONS

Directions:

62
Math
Journal
In this lesson, I have learned
that …

63
Lesson Representing Real-life Situations Using
6 Exponential Functions

What’s In
At the end of the lesson, the learner is able to represent real-life situations using
exponential functions.

What’s New

Activity 1: LEARNING BY DOING

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

64
65
66
67
68
69
 What’s More

ACTIVITY 2: Problem Set

Directions: Solve what is asked in each item. Write your complete solutions and
answers in a 1 whole sheet of paper.

2.

3.

4.

5.

70
What I Can Do
MATH JOURNAL

In this lesson, I have learned that …

71
 11
General Mathematics
Quarter 1 – Module 5:

Logarithmic Functions

72
 Introductory
Message

For the Learner

Logarithms are essential in our day to day living. Its application into the real world is

innumerable. To name some, it is used in determining the intensity of earthquakes and sounds,

calculating compound interests, computing population growth and decay, measuring pH levels,

and carbon dating.

This module will tackle logarithms. It requires students to understand the key concepts of

logarithmic functions and apply these concepts to formulate and solve real-life problems with

precision and accuracy.

The lessons found in this module are presented according to the major component areas.

Each lesson is preceded by an introduction or exploration Activity, followed by the lesson proper.

It also contains several Activities for skills mastery and application. Lastly, it allows generalization

and reflection. Moreover, self-check questions and answer keys will serve as a guide all throughout

this module. A post-assessment portion will be used as a measure of how well a student have learned

from this module.

So explore, learn, apply and appreciate logarithms and its application in our daily lives.

For the Facilitators

You are the guide and facilitator of this module. You shall lead the Activities by giving

clear instructions, supervising the entire procedures, monitoring progress, and evaluating outputs.

This module has Activities which provide relevant, valuable, and appropriate information for the

topic at hand. Yet, you are encouraged to update its Activities if necessary.
73
 Table of Contents

Cover Page i
Copyright Page ii
Title Page iii
Introductory Message iv

Pre-Assessment

74
Page
What I Need to Know 1
What I Know
Pre-Test 2

Lesson 1: Introduction to Logarithms

What’s In
Activity 1.1: Find my Pair 4
What’s New 4
What Is It 5
What’s More 5
What I Have Learned ` 8
What I Can Do
Activity 1.2: Rewrite Me 9
Additional Activities
Activity 1.3: Prepare to Prepare 9
Activity 1.4: Think-Pair-Share 10

Lesson 2: Logarithmic Functions, Equations, and Inequalities Page

What’s In 11
What’s New
Activity 2.1: Which is Which? 11
What Is It 11
What’s More
Activity 2.2: Classify Me 12
What I Have Learned 13
What I Can Do
Activity 2.3: Logarithms Concept Map 14

75
Lesson 3: The Logarithmic Equation and Inequality Page

What’s In
Activity 3.1: 3 – 2 – 1 Chart 15

I. Solving Logarithmic Equations

What’s New
Activity 3.2: The Secret Message 16
What Is It 19
What’s More 19
What I Have Learned 19

II. Solving Logarithmic Inequalities

What’s New
Activity 3.3: Track the Trend 20
What Is It 20
What’s More 21
What I Have Learned 22

What I Can Do
Activity 3.4: Logarithmic Equation and Inequalities Maze 22
Additional Activities 23

Lesson 4: Logarithmic Function and its Graph Page

What’s In 24
What’s New
Activity 4.1: Help me Graph! 24
What Is It 25
What’s More
Activity 4.2: Sketch to Compare! 25
Activity 4.3: Back in Time 31
76
Lesson 4: Logarithmic Function and its Graph (Continuation) Page

What I Have Learned 32

What I Can Do 33

Post-Assessment
What I Know
Post- Test 35

References 37

Answer Key 38

77
 Module
LOGARITHMIC FUNCTIONS
5

What I Need to Know

For the Learners:

In the previous module, we have learned about exponential functions and its applications
in real life. Logarithmic function is simply the inverse of an exponential function. It is mainly
used, but not limited to, earthquake intensity measurement, acidic measurement of solutions (pH
value), sound intensity measurement and expressing larger values.

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.

At the end of the module, you would be able to:

a. distinguish logarithmic functions, equations, and inequalities;
b. graph logarithmic functions using its intercepts, zeroes and asymptotes; and
c. solve problems related to logarithmic functions, equations, and inequalities.

You will find that this module is composed of 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

Find out what you already know about this module by taking the pre-test.

1
 What I Know
Direction: Write the letter that corresponds to the best answer on your answer sheet.

1
1. Express 27 ⁄3 = 3 in logarithmic form.
1
A. log3 27 = 3 B. log1 3 = 27 C. log 3= D. log3 3 = 27
3 27 3

2. Solve for x given the equation, log𝑥 81 = 4.

A. 3 B. 9 C. 20.25 D. 324

3. Evaluate log𝑚 𝑚2𝑛.

A. n B. 𝑛2 C. mn D. 2𝑛

4. Evaluate log2 45.

A. 4 B. 5 C. 7 D. 10

1
5. Solve for x given the equation 52−𝑥 = .
125
A. −1 B. 5 C. 5 D. 7
3 3

6. Solve for x given the equation log (3x +1) = 5.

A. 4 B. 8 C. 300 D. 33, 333
3

7. Solve for x given the equation log𝑥

2
 1
8=−
2
A. −64 B. −16 C. 1 D. 4
64

8. Graph 𝑦 = log (x +1) + 7

A. C.

3
 B. D.

9. Solve for x given the inequality log3(2𝑥 − 1) > log3(𝑥 + 2)

A. (−3, +∞) B. (3, +∞) C. (−∞, −3) D. (−∞, 3)

10. Solve for x given the inequality −2 < log 𝑥 < 2

A. (−125, 0) B. (0, 125) C. [−125, 0] D. [0, 125]

11. What is the domain of the function, 𝑦 = log0.25(𝑥 + 2)?

A. {𝑥 ∈ 𝑅} B. {𝑥|𝑥 > 0} C. {𝑥|𝑥 > 2} D. {𝑥|𝑥 > −2}

12. What is the range of the function, 𝑦 = log0.25(𝑥 + 2)?

A. {𝑦 ∈ 𝑅} B. {𝑦|𝑦 > 0} C. {𝑦|𝑦 > 2} D. {𝑦|𝑦 > −2}

13. Which of the following statements is true?

A. The domain of a transformed logarithmic function is always {𝑥 ∈ 𝑅}
B. A transformed logarithmic function always has a horizontal asymptote.
C. The vertical asymptote changes when a horizontal translation is applied.
D. Vertical and horizontal translations must be performed before horizontal and vertical
stretches/compressions.

14. Which of the following is NOT a strategy that is often used to solve logarithmic equations?
A. Represent the sums or differences of logs as single logarithms.
B. Simplify the expressions in the equation by using the laws of logarithms.
C. Square all logarithmic expressions and solve the resulting quadratic equation.
D. Express the equation in exponential form and solve the resulting exponential equation.

15. Which of the following does NOT describe the graph of a function in the form 𝑦 = 𝑎 ∗
log𝑏(𝑥 − 𝑐) + 𝑑?
A. The value of a determines the stretch or shrinking of the graph.
B. The value of b determines whether the graph is small or big
C. The value of c determines the horizontal shift of 𝑦 = 𝑎 ∗ log𝑏 𝑥
D. The value of d determines the vertical shift of 𝑦 = 𝑎 ∗ log𝑏 𝑥

4
 Lesson
Introduction to Logarithmic Functions
1

What’s In

Since the previous module is closely related to this module, let’s start this lesson
by reviewing exponents. “How is exponential function related to logarithmic
function?” As you go through this module, keep in mind this question.

Activity 1.1: FIND MY PAIR

Description: This Activity will enable you to recall exponents.

Directions: Match the exponential expressions in Column A to its corresponding value of x in
Column B. Write the letter that corresponds to your answer in your answer sheet.

Column A Column B
1. 52 = 𝑥 A. 27
2. 33 = 𝑥 B. −2
3. 61 = 𝑥 C. 25
4. 7−2 = 𝑥 D. 5
5. 9−2 = 𝑥 E. 1
1 81
6. 8𝑥 = F. 2
64
7. 11𝑥 = 121 G. 0
8. 4𝑥 = 1,024 H. 6
9. 2𝑥 = 1 I. 3
10. 10𝑥 = 1,000 J. 1
49

What’s New

Direction: Answer the following questions. Write your answers on a separate sheet.
1. What is the main function of the exponents?
5
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.

6
What Is It

In Activity 1, items 6 to 10 have missing exponents. Aside from observation, there a

mathematical way to present (rewrite) the expressions through logarithms, the inverse process of
exponentiation.

Think of a logarithm of x to the base b and power p. That is, if 𝒃𝒑 = 𝒙 then 𝐥𝐨𝐠𝒃 𝒙 = 𝒑

For example,
(a) 52 = 25 is written as log5 25 = 2.
1
(b) 7−2 =
49

7
is written as log

8
 1
7 64

9
=−2
(c) 33 = 27 is written as log3 27 = 8

Common logarithms are logarithms with base 10, the base is usually omitted when
writing common logarithms. This means that 101 = 10 is written as log 10 = 1 and 102 = 100
is written as log 100 = 2 and so on.

Natural logarithms are logarithms with base e (which is approximately 2.71828 as

mentioned in the previous module). This means that log𝑒 𝑥 can be written as ln 𝑥.

What’s More

Logarithms Real-Life Situations

Your goal in this section is to take a closer look at the real-life applications and problems
involving logarithmic functions.

I. Earthquake Magnitude on a Richter

Scale
The magnitude R of an earthquake is given by:
2 𝐸
𝑅 = log 4.40
3 10

where E (in joules) is the energy released by the earthquake (the quantity 104.40 is the energy
released by a very small reference earthquake)

10
 Understanding the Ritcher Scale

Magnitude Description
1.0 – 1.99 Scarcely Perceptible – Perceptible to people under favourable circumstances.

2.0 – 2.99 Slightly Felt – Hanging objects swing slightly

3.0 – 3.99 Weak – Vibration is felt like one passing of a light truck. Hanging objects
swing moderately.
4.0– 4.99 Moderately Strong – Felt generally by people indoors and by some people
outdoors.
5.0– 5.99 Strong – Strong shaking and rocking felt throughout building. Hanging objects
swing violently.
6.0– 6.99 Very Strong – Some people lose their balance. Heavy objects or furniture move
or mat be shifted.
7.0– 7.99 Destructive – People find it difficult to stand in upper floors. Some cracks may
appear. Limited liquefaction, lateral spreading and landslides are observed.
Trees are shaken strongly.
8.0– 8.99 Very Destructive – Many well-built buildings are considerably damaged.
Liquefaction and lateral spreading cause man-made structure to sink, tilt or
topple. Fissures and faults rapture may be observed.
9.0– 9.99 Devastating – Most buildings are totally damaged. Bridges and elevated
concrete structures are toppled or destroyed. Landslides and liquefActivityions
with lateral spreading and sand boil are widespread.
10.0 and above Completely Devastating – Practically all man-made structures are destroyed.
Massive landslides and liquefaction, large scale subsidence and uplifting of land
forms and many ground fissures are observed. Changes in river courses occur.

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?

Solution:
(a)
2 𝐸
𝑹 = log 4.40
3 10
2 1012
𝑹 = log 4.40
3 10
𝑹 ≈ 𝟓. 𝟏

Magnitude 5 is described as STRONG

11
(b)

1012
104.40

12
= 107.6 ≈ 𝟑𝟗𝟖𝟏𝟎𝟕𝟏𝟕

The earthquake released 39810717 times more energy than the reference earthquake.

II. Sound Intensity

In acoustics, the decibel (dB) level of a sound is
𝐼
𝑫 = 10 log
10−12

where I is the sound intensity in watts/𝑚2 (the quantity 10−12 watts/𝑚2 is the
least audible sound a human can hear.

Understanding Sound Intensity

Magnitude Description Examples

Under 60 dB Comfortable hearing levels Normal breathing, whisper, quiet

office, normal conversation
60-85 dB Intrusive and Interferes with Vacuum cleaners, washing
conversation machine, average city traffic,
television
85 dB Haring damage begins (unprotected Lawnmower, food blender,
exposure for 8 hours) recreational Activities
90-100 dB No more than 15 minutes of Motorcycle, newspaper press,
unprotected exposure recommended garbage truck
Over 100 dB Regular exposure of more than one Jet flyover (1000 ft.), jackhammer,
minutes risks permanent damage chainsaw, orchestra, stereos, boom
box
125 dB and Threshold of pain begins Rock concerts, jet take off (100-
above 200 ft.), shotgun firing jet engines
(near)

Example:

The decibel level of sound in an office is 10−6 watts/𝑚2. (a) What is the
corresponding sound intensity in decibels? (b) How much more intense is
this sound than the least audible sound a human can hear?

13
Solution:
a.

𝐼
𝑫 = 10 log
10−12
10−6
𝑫 = 10 log
10−12
𝑫 = 𝟔𝟎 𝒅𝑩

60-85 dB is described as Intrusive.

Examples are vacuum cleaner, washing machine, average city traffic and television.

b.

10−6
10−12
= 106 ≈ 𝟏𝟎𝟎, 𝟎𝟎𝟎

The sound is 100, 000 times more intense than the least audible sound a human can hear.

8
 What I Can Do

Activity 1.2: REWRITE ME!

Description: This Activity will enable you to rewrite exponential expressions to logarithmic
expressions and vice versa.
Directions: Write the letter that corresponds to your answer in your answer sheet (2 pts each)

A. Rewrite the following exponential B. Rewrite the following logarithmic

expressions to logarithmic expressions. expressions to exponential expressions.

1. 53 = 25 1. log 1000 = 3
1
2. 9 = 3
2 2. log4 16 = 2
1
3. 2−2 = 3. 4 = log2 16
4
4. 105 = 100,000 4. ln 20 ≈ 3
5. 𝑒4 ≈ 54.598 5. log4 64 = 3

Additional Activityivities

Activity 1.3: PREPARE TO PREPARE!

Description: This Activity will enable you to make a plan whenever an earthquake occurs.
Directions: List down all of the things that you will do before, during and after an earthquake.
(1 pt each)
EARTHQUAKE RISK REDUCTION AND RECOVERY
Before an Earthquake During an Earthquake After an Earthquake
• • •
• • •
9
• • •
• • •
• • •

10
Activity 1.4: THINK- PAIR- SHARE

I. Direction: Answer the following questions. If yes, given an example of an answer. If no, explain
why not. (2 pts each)

1. Is it possible for the base of a logarithm to equal a negative number?

2. Is it possible for the base of a logarithm to equal zero?
3. Does log𝑥 0 have an answer?
4. Does log𝑥 1 have an answer?
5. Does log𝑥 𝑥5 have an answer?

1.
2.
3.
4.
5.

II. Direction: Answer the following problems. Show a neat and complete solution. (5 pts each)

1. An earthquake in Albay released approximately 1018 joules of energy. (a) What is its
magnitude? (b) How much more energy does this earthquake release than by the reference
earthquake?

2. Suppose you have seats to a concert featuring your favorite musical artist. Calculate the
approximate decibel level associated if a typical concerts’ sound intensity is 10−2 W/𝑚2.

11
 Lesson
Logarithmic Functions, Equations & Inequalities
2

What’s In
We shall begin the day by reviewing and discussing your answers in Activity 1.4.

What’s New

Activity 2.1: WHICH IS WHICH?

Description: This Activity will enable you to distinguish functions, equations and inequalities.
Directions: In your answer sheet, identify if the given is a function, equation or inequality by
writing F for function, E for equation and I for inequality.

1. 𝑦 = 𝑥2 + 1
2. 2𝑥 − 10 > 𝑥 + 3
3. 𝑥2 + 𝑦2 = 1
4. 3𝑥 − 4 = 𝑥 + 10
5. 5𝑥4 + 3 = 5 − 𝑥10

What Is It

12
 6. log2 𝑥 ≤ 5
7. ln 𝑥 = 𝑦
8. 5 + log3 9 = 7
9. log𝑒 𝑥 + 1 = 2
10. 𝑦 = 2 log4 𝑥

Direction: Answer the following questions. Write your answers on a separate sheet.
1. How were you able to identify which given is a function? An equation? An inequality?
2. What indicators or symbols have you noticed that helped you in your identification in
number 1?
3. What difficulties have you encountered in doing this Activity?

In the previous Activity, you have encountered familiar mathematical terms namely
function, equation and inequality. Now let us define these terms with logarithms.

Logarithmic Function Logarithmic Equation Logarithmic Inequality

Definition A function involving An equation involving An inequality
logarithms logarithms involving logarithms

Example 𝑔(𝑥) = log3 𝑥 log𝑥 2 = 4 ln 𝑥2 > (ln 𝑥)2

What’s More

Activity 2.2: CLASSIFY ME!

Direction: Group the given by writing them under their corresponding columns: logarithmic
functions, equations or inequalities. (1 pt each)

log9 1 = log9(1 − 4𝑥) 𝑙𝑜𝑔(3𝑥 − 2) ≤ 2 −ln(1 − 2x) + 1 = g(x)

𝑦 = log𝑥 3 + 5 𝑙𝑜𝑔𝑥 + 𝑙𝑜𝑔(𝑥 − 3) = 1 𝑙𝑜𝑔 32 > 5
𝑙𝑜𝑔9 𝑦 + 5 < 20 𝑓(𝑥) = 𝑙𝑜𝑔 − 𝑥 12 = log(𝑥 + 1) + 7
log4 16 = 2 log𝑥 2𝑥 ≤ log𝑥 3𝑥 + 1 𝑙𝑜𝑔 𝑥 − 5 = 10
25 > log2 4 𝑙𝑜𝑔 𝑥 = 𝑟(𝑥) ℎ(𝑥) = log5 3 + 𝑥

Logarithmic Function Logarithmic Equation Logarithmic Inequality

13
14
15
 What I Can Do

Activity 2.3: LOGARITHMS CONCEPT MAP

Description: This Activity will enable you to apply 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.

LOGARITHMS

FUNCTIONS EQUATIONS INEQUALITIES

Definition: Definition: Definition:

Examples: Examples: Examples:

Now that you know the important ideas about the forms of logarithms, let’s go
deeper by moving on to the next section.

16
 Lesson
The Logarithmic Equation & Inequality
3

What’s In

Activity 3.1: 3-2-1 CHART

Before we begin today’s lesson, let us have a simple knowledge check-up.

Description: Complete the 3-2-1 Chart as you recall the previous lesson on distinguishing
logarithmic functions, equations and inequalities.

3-2-1 CHART
Three things I found out:
1.
2.
3.
Two interesting things:
1.
2.
One question I still have:
1.

What’s New

Activity 3.2: THE SECRET MESSAGE

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

17
Directions: Decode the secret message by solving for the value of x in each given below. Write
the corresponding letter of the computed value of x inside to the boxes to reveal the
secret message.

18
 T A ! I U
𝑥
log4 𝑥 = 2 log𝑥 27 = 3 log2 =4 log3 𝑥 = 4 ln 𝑥 = 3
3
N S M F H
1
log2 𝑥 = 5 log𝑥 16 = 4 log3 𝑥 = −2 log 𝑥 = 3 log16 𝑥 =
2

The secret message:

𝟏
3 16 4 81 2 1,000 20.09 32 48
𝟗

What Is It
Direction: Answer the following questions. Write your answers on a separate sheet.
1. What were the steps you applied in answering each item?
2. What are the difficulties you have encountered? Explain?

I. SOLVING LOGARITHMIC EQUATIONS

Recall that a logarithm of x to the base b and power p written as 𝐥𝐨𝐠𝒃 𝒙 = 𝒑 is an inverse
of the exponential function 𝒃𝒑 = 𝒙 or 𝒙 = 𝒃𝒑. To solve for any logarithmic equation, start with
rewriting logarithmic form to exponential form.

Examples:
(By Rewriting to Exponential Form)

1. log4 𝑥 = 2
If log4 𝑥 = 2 then, 𝑥 = 42
𝒙 = 𝟏𝟔

2. log9

19
 1
𝑥=
2
1 1
If log9 𝑥 =

20
 then, 𝑥 = 92
2

𝑥 = √9
𝒙=𝟑

21
3. log

22
𝑦 =4 2
3
If log

23
𝑦 = 4 then, 𝑦 = 24
23 3
𝑦 = 16
3

𝑦 = 16 ∗ 3
𝒚 = 𝟒𝟖

4. log (2𝑥 + 1) = 2
If log (2𝑥 + 1) = 2 then, 2𝑥 + 1 = 102
2𝑥 + 1 = 100
2𝑥 = 100 − 1
2𝑥 = 99
𝟗𝟗
𝒙=
𝟐

(By Using One-to-One Property)

One-to-One Property of Logarithmic Function

For any logarithmic function 𝑓(𝑥) = log𝑏 𝑥, if 𝐥𝐨𝐠𝒃 𝒖 = 𝐥𝐨𝐠𝒃 𝒗 then 𝒖 = 𝒗

5. log4(2x) = log4 10
If log4(2x) = log4 10 then, 2x = 10
10
x=
2

𝐱=𝟓
6. loge(3x + 1) = loge(10)
If loge(3x + 1) = loge(10) then, 3x + 1 = 10
3x = 10 − 1
3x = 9
𝐱=𝟑
7. log (4x − 3) = log (2x + 5)
If log (4x − 3) = log (2x + 5) then, 4x − 3 = 2x + 5
4x − 2x = 5 + 3
2x = 8
8
x=
2

𝐱=𝟒

24
(By Using the Laws of Logarithms)

Laws of Logarithmic Equations

Law Examples

log𝑏(𝑢𝑣) = log𝑏 𝑢 + log𝑏 𝑣 log7(73 ∙ 78) = log7 73 + log7 78

𝑢 45
log𝑏 ( ) = log𝑏 𝑢 − log𝑏 𝑣 log7 ( ) = log7 45 − log7 7
𝑣 7
log𝑏(𝑢𝑛) = 𝑛 log𝑏 𝑢 log7(75) = 5 log7 7

8. log x + log(x − 3) = 1
If log x + log(x − 3) = 1 then, log (x)(x − 3) = 1
log (x)(x − 3) = 1
log (x2 − 3𝑥) = 1
x2 − 3𝑥 = 101
x2 − 3𝑥 − 10 = 0
(𝑥 − 5)(𝑥 + 2) = 0
𝒙 = −𝟐, 𝟓

9. log3(x + 25) − log3(x − 1) = 3

If log

25
3(x + 25) − log

26
3(x − 1) = 3 then, log3

27
(x + 25)
=3
(𝑥−1)
(x + 25)
= 33
(𝑥−1)
(x + 25)
= 27
(𝑥−1)
x + 25 = 27𝑥 − 27
x − 27x = −27 − 25
−26x = −52
𝐱=𝟐

10. 2logx = log 2 + log(3x − 4)

If 2logx = log 2 + log(3x − 4)then, log x 2 = log (2) (3x − 4)
x 2 = (2) (3x − 4)
x 2 = 6x − 8
x 2 − 6x + 8 = 0
(𝑥 − 4)(𝑥 − 2) = 0
𝒙 = 𝟐, 𝟒

28
 What’s More

Exercises on Logarithmic Equation

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
equations. (3 pts each)
1. log2 𝑥 = 5
2. log3(𝑥2 + 2) = 3
3. log7(3𝑥) = log7(5𝑥 − 8)
4. log2(4𝑥) − log2(𝑥 − 5) = log2 8
5. log(𝑥2 − 2) + 2 log 6 = log 6𝑥

29
II. SOLVING LOGARITHMIC INEQUALITIES
The second half of this lesson is all about logarithmic inequalities. But before jumping into
solving logarithmic inequalities, let us first have this Activity.

What’s New

Activity 3.3: TRACK

THE TREND!

Description: This Activity will enable you to complete a table of a given and observe its trend.

Directions: Complete the table below mentally.

1 1 1
x 1 2 4 8
8 4 2
log1 𝑥
2

1 1 1
x 1 2 4 8
8 4 2
log2 𝑥

What Is It
Direction: Answer the following questions. Write your answers on a separate sheet.
1. The base of the first logarithm expression is ½ which is in between 0 and 1. What do you
notice with the value log1 𝑥 of as x increases?
2
2. The base of the second logarithm expression is 2 which is greater than 1. What do you
notice with the value log2 𝑥 of as x increases?

30
We can generalize the observations we made:

The direction of the inequality is based on whether the base b is greater than 1 or lesser than 1.
So, given the logarithmic expression log𝑏 𝑥;
• If 𝟎 < 𝒃 < 𝟏, then 𝑥1 < 𝑥2 if and only if log𝑏 𝑥1 > log𝑏 𝑥2
• If 𝒃 > 𝟏, then 𝑥1 < 𝑥2 if and only if log𝑏 𝑥1 < log𝑏 𝑥2

Simply means that if the base b is greater than 1, we will retain the inequality symbol of the given.
Otherwise, we will use the opposite symbol.

31
Examples:
1. log5(3𝑥 − 1) ≤ 1
Since 𝑏 > 1, then log5(3𝑥 − 1) ≤ 1 Retain the symbol
3𝑥 − 1 ≤ 51 Rewrite into exponential form
3𝑥 ≤ 5 + 1
3𝑥 ≤ 6
𝒙≤𝟐
Hence, the solution is, [2, +∞)

2. log3(2𝑥 − 1) > log3(𝑥 + 2)

Since 𝑏 > 1, then log3(2𝑥 − 1) > log3(𝑥 + 2) Retain the symbol
2𝑥 − 1 > 𝑥 + 2 One to One Property
2𝑥 − 𝑥 > 2 + 1
𝒙>𝟑
Hence, the solution is, (3, +∞)

3. log1(2x + 3) > log1(3x)

2 2

Since 0 < 𝑏 < 1, then

32
 log1(2x + 3) < log1(3x) Change the
symbol
2x + 3 < 3x
2x − 3x < −3
−x < −3
𝐱<𝟑

33
 One to One Property

Hence, the solution is, (0, 3) since all logarithms must be positive.

What’s More

Exercises on Logarithmic Inequality

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
inequalities. (5 pts each)

1. log4 𝑥 < 3
2. log0.5(4𝑥 + 1) < log0.5(1 − 4𝑥)
3. log3(1 − 𝑥) ≥ log3(𝑥 + 16 − 𝑥2)

34
 What I Can Do

Activity 3.4: 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. (3 pts each)

35
 Additional Activities

Exercises on Logarithmic Equation

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
equations. (3 pts each)

1. log8(𝑥 − 5) + log8(𝑥 + 2) = 1
2. 2 log(2𝑥) = 4
3. log11(−2𝑥 − 6) = log11(𝑥 + 9)
4. log3 𝑥 = 3
5. log5(𝑥 − 10) + 2 = log5 3

Exercises on Logarithmic Inequality

Direction: In your answer sheet, provide the solution and the answer to the following logarithmic
inequalities. (5 pts each)

1. log5(3𝑥 − 1) < 1
2. log11(3𝑥 − 24) ≥ log11(−5𝑥 − 8)
36
3. log1 𝑥2 + log1 𝑥 − 2 ≤ 0
2 2

37
 Lesson
The Logarithmic Function & its Graph
4

What’s In
Before we proceed with the last lesson of this module, let us check what we have learned
so far through a question and answer Activity.

Questions:
1. What are some applications of logarithms in real life?
2. How can we distinguish logarithm functions, equations and inequalities?
3. In what ways can we solve logarithmic equations?
4. What is the first thing that we need to consider in solving logarithmic inequalities?

What’s New

Activity 4.1: HELP ME GRAPH!

Description: We have learned from the previous 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.

𝒚 = 𝟐𝒙
1 1 1 1
x 1 2 4 8
16 8 4 2
y

𝒚 = 𝐥𝐨𝐠𝟐 𝒙

38
 1 1 1 1
x 1 2 4 8
16 8 4 2
y

39
What Is It
Direction: Answer the following questions. Write your answers on a separate sheet.
1. What is the trend of the graph of 𝑦 = 2𝑥?
2. What is the trend of the graph of 𝑦 = log2 𝑥?
3. Compare the two graphs and state your observations.

What’s More

Activity 4.2: SKETCH TO COMPARE!

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.
40
 𝒚 = 𝐥𝐨𝐠𝟏 𝒙
𝟐
1 1 1 1
x 1 2 4 8
16 8 4 2
y

1. What is the trend of the graph of 𝑦 = log1 𝑥?

2
2. Compare the graph of 𝑦 = log1 𝑥 from the previously graphed logarithmic
2
function 𝑦 = log2 𝑥. State your observations.
3. What can we conclude based on the graph of the two functions in terms of their
base?

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.
41
v. The vertical asymptote is the line 𝑥 = 0 (or the y-axis). There is no horizontal asymptote

42
Relationship Between the Graphs of
Logarithmic and Exponential Functions

Since logarithmic and exponential functions are inverses of each other, their graphs are
reflections of each other about the line 𝑦 = 𝑥 as shown below.

Graphing Logarithmic Function in the Form 𝒚 = 𝒂 𝐥𝐨𝐠𝒃(𝒙 − 𝒄) + 𝒅

The following examples are given to illustrate graphs of transformations of logarithmic functions.

The 𝒂 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃(𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠𝟐 𝒙 and 𝒚 = 𝟐 𝐥𝐨𝐠𝟐 𝒙 on the same Cartesian plane and state your
observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.

Solution:
Since we already have the graph of the 𝑦 = log2 𝑥 from the first Activity, let us focus on the other
function.

𝒚 = 𝟐 𝐥𝐨𝐠𝟐 𝒙
1 1 1 1
x 1 2 4 8
16 8 4 2
y −8 −6 −4 −2 0 2 4 6

43
The graphs are shown below:

Analysis of the Graphs of Both Functions

a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 1
e) zero: 1

Graphing Transformation:
The two functions have the properties. However the graph of 𝑦 = 2 log2 𝑥 is stretched
compared to the graph of 𝑦 = log2 𝑥.

The 𝒃 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃(𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠𝟐 𝒙 and 𝒚 = 𝐥𝐨𝐠𝟏 𝒙 on the same Cartesian plane and state your
𝟐

observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.
Solution:
We already have a table of values and graphs of both functions. (See Activity 2)

Analysis of the Graphs of Both Functions:

a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 1
e) zero: 1

Graphing Transformation:

44
 The two functions have the properties. However the graph of 𝑦 = log2 𝑥 is increasing
while the graph of 𝑦 = log1 𝑥 is decreasing.
2
The 𝒄 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃(𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠𝟏 𝒙 and 𝒚 = 𝐥𝐨𝐠𝟏(𝒙 + 𝟐) on the same Cartesian plane and state your
𝟒 𝟒

observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.

Solution:
𝒚 = 𝐥𝐨𝐠𝟏 𝒙
𝟒
1
x 1 4
4
y 1 0 -1

The graphs are shown below:

Analysis of the Graphs:

𝑦 = 𝑙𝑜𝑔1 𝑥:
4
a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 1
e) zero: 1

45
 𝒚 = 𝐥𝐨𝐠𝟏(𝒙 + 𝟐)
𝟒
3
x −1 -1 2
4
y 1 0 -1

𝑦 = 𝑙𝑜𝑔1(𝑥 + 2):
4
a) Domain: {𝑥 ∈ 𝑅| 𝑥 > −2}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = −2
d) x-intercept: -1
e) zero: -1

Graphing Transformation:

46
 The two graphs are example Activities with the same in shape and direction. However the
graph of 𝑦 = log1(𝑥 + 2) is shifted to the left by 2 units.
4

The 𝒅 in 𝒚 = 𝒂 𝐥𝐨𝐠𝒃(𝒙 − 𝒄) + 𝒅

Example:
Sketch the graphs of 𝒚 = 𝐥𝐨𝐠𝟑 𝒙 and 𝒚 = 𝐥𝐨𝐠𝟑 𝒙 − 𝟏 on the same Cartesian plane and state your
observation. Also, determine the domain, range, vertical asymptote, x-intercept and zero.

Solution:
𝒚 = 𝐥𝐨𝐠𝟑 𝒙
x 1 3 9
y 0 1 2

The graphs are shown below:

Analysis of the Graphs:

𝑦 = 𝑙𝑜𝑔3 𝑥:
a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 1
e) zero: 1

47
𝒚 = 𝐥𝐨𝐠𝟑 𝒙 − 𝟏
x 1 3 9
y -1 0 1

𝑦 = 𝑙𝑜𝑔3 𝑥 − 1:
a) Domain: {𝑥 ∈ 𝑅| 𝑥 > 0}.
b) Range: {𝑦| 𝑦 ∈ 𝑅}.
c) Vertical Asymptote: 𝑥 = 0
d) x-intercept: 3
e) zero: 3

48
Graphing Transformation:

The two graphs are example Activity with the same in shape and direction. However the
graph of 𝑦 = log3 𝑥 − 1 is shift downwards by 1 unit.

Graph of 𝒚 = 𝒂 𝐥𝐨𝐠𝒃(𝒙 − 𝒄) + 𝒅

• The value of a determines the stretch or shrinking of the graph. Further, is a is negative,
there is a reflection of the graph about the x-axis.

• The value of b determines whether the graph is increasing or decreasing.

• The value of c determines whether the graph shifts to the left or to the right.

• The value of d determines whether the graph shifts upward or downward.

Activity 4.3: BACK IN TIME!

Direction: Work with a pair and do what is asked in the given below.

Before calculators were invented, people used a table of logarithms to compute for certain
numbers.

Table of Logarithms
log 1 = 0 log 2 ≈ 0.3010 log 3 ≈ 0.4771 log 4 ≈ 0.6021 log 5 ≈ 0.6990
log 6 ≈ 0.7782 log 7 ≈ 0.8451 log 8 ≈ 0.9031 log 9 ≈ 0.9542 log 10 ≈ 1

Brainstorm as a pair and decide how exponents and logarithms can be used to approximate the
1/3
value of 2 .
51/4

49
Your
solution…

50
 What I Can Do

Exercises on Logarithmic Functions

Direction: For each of the following functions; (a) use transformations to describe how the graph
is related to an logarithmic function 𝑦 = log𝑏 𝑥 ; (b) sketch the graph, and (c) identify the domain,
range, vertical asymptote, y-intercept, zero.
1. 𝑦 = log𝑥(𝑥 + 3)
2. 𝑦 = log1(𝑥 − 1)
3
3. 𝑦 = log5 𝑥 + 6
4. 𝑦 = log0.1 𝑥 − 2
51
5. 𝑦 = log2( 𝑥 − 4) + 2
5

52
6. 𝑦 = log6( 𝑥 + 1) + 5

53
1. (a) (c) Domain
(b) Range:
Vertical Asymptote: 𝑥 =
x-
intercept:
zero:

2. (a) (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-
intercept:
zero:

3. (a) (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-
intercept:
zero:

54
4. (a) (c) Domain
(b) Range:
Vertical Asymptote: 𝑥 =
x-
intercept:
zero:

5. (a) (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-
intercept:
zero:

6. (a) (c) Domain

(b) Range:
Vertical Asymptote: 𝑥 =
x-
intercept:
zero:

55
 What I Know (Post-Assessment)
Direction: Write the letter that corresponds to the best answer on your answer sheet.

1
1. Express 27 ⁄3 = 3 in logarithmic form.
1
A. log3 27 = 3 B. log1 3 = 27 C. log 3= D. log3 3 = 27
3 27 3

2. Solve for x given the equation, log𝑥 81 = 4.

A. 3 B. 9 C. 20.25 D. 324

3. Evaluate log𝑚 𝑚2𝑛.

A. n B. 𝑛2 C. mn D. 2𝑛

4. Evaluate log2 45.

A. 4 B. 5 C. 7 D. 10

1
5. Solve for x given the equation 52−𝑥 = .
125
A. −1 B. 5 C. 5 D. 7
3 3

6. Solve for x given the equation log (3x +1) = 5.

A. 4 B. 8 C. 300 D. 33, 333
3

7. Solve for x given the equation log𝑥

56
 1
8=−
2
A. −64 B. −16 C. 1 D. 4
64

8. Graph 𝑦 = log (x +1) + 7

A. C.

57
 B. D.

9. Solve for x given the inequality log3(2𝑥 − 1) > log3(𝑥 + 2)

A. (−3, +∞) B. (3, +∞) C. (−∞, −3) D. (−∞, 3)

10. Solve for x given the inequality −2 < log 𝑥 < 2

A. (−125, 0) B. (0, 125) C. [−125, 0] D. [0, 125]

11. What is the domain of the function, 𝑦 = log0.25(𝑥 + 2)?

A. {𝑥 ∈ 𝑅} B. {𝑥|𝑥 > 0} C. {𝑥|𝑥 > 2} D. {𝑥|𝑥 > −2}

12. What is the range of the function, 𝑦 = log0.25(𝑥 + 2)?

A. {𝑦 ∈ 𝑅} B. {𝑦|𝑦 > 0} C. {𝑦|𝑦 > 2} D. {𝑦|𝑦 > −2}

13. Which of the following statements is true?

A. The domain of a transformed logarithmic function is always {𝑥 ∈ 𝑅}
B. A transformed logarithmic function always has a horizontal asymptote.
C. The vertical asymptote changes when a horizontal translation is applied.
D. Vertical and horizontal translations must be performed before horizontal and vertical
stretches/compressions.

14. Which of the following is NOT a strategy that is often used to solve logarithmic
equations?
A. Represent the sums or differences of logs as single logarithms.
B. Simplify the expressions in the equation by using the laws of logarithms.
C. Square all logarithmic expressions and solve the resulting quadratic equation.
D. Express the equation in exponential form and solve the resulting exponential equation.

15. Which of the following does NOT describe the graph of a function in the form
𝑦 = 𝑎 ∗ log𝑏(𝑥 − 𝑐) + 𝑑?
A. The value of a determines the stretch or shrinking of the graph.

58
B. The value of b determines whether the graph is small or big
C. The value of c determines the horizontal shift of 𝑦 = 𝑎 ∗ log𝑏 𝑥
D. The value of d determines the vertical shift of 𝑦 = 𝑎 ∗ log𝑏 𝑥

59