PHILIPPINE CHRISTIAN UNIVERSITY

1648 Taft Avenue cor Pedro Gil St. Manila

SENIOR HIGH SCHOOL

Grade 11

GENERAL
MATHEMATICS
Self-Learning Module

Estrelvira C. Francisco, LPT

 PREFACE

This self-learning module is presented to the Senior High School students who

chose to undergo modular type of learning. The topics in this module were carefully

planned and written by levels wherein the learners can easily understand. Providing real-

life examples is also considered for learners to be able to easily relate with the

discussion. Moreover, this module can be used in regular Mathematics classes, as the

lessons were organized as suggested in the DepEd Curriculum Guide for General

Mathematics including topics about Functions, Business Mathematics, and Logic.

There are different parts of this self-learning module, which are (1) the pretest, in

every start of the lesson, (2) activities as a review of prior knowledge, (3) discussions of

the lessons with various examples, (4) variety of exercises and problem sets for mastery,

and (5) a posttest, at the end of each lesson to determine if the objectives have been

met by the learners.

As part of our goal to enhance the affective state of the learners, they are tasked

to write creatively and reflect on how they can apply in real-life the values integrated in

the lessons. And lastly, this module aims to make every student a critical thinker and a

life-long learner.

E.C.Francisco, LPT
 CHAPTER I - FUNCTIONS
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Introduction
In this chapter, learners are expected to demonstrate understanding the key concepts of
functions specifically on representing functions in real life situations, evaluating and solving
operations on functions.
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Pretest
Read and analyze each of the following statements then choose the letter of the correct
answer in the provided space.

_____ 1. Add the polynomials −2𝑥 + 7𝑥 + 1 and −3𝑥 − 7

A. −2𝑥 + 4𝑥 − 6 C. −2𝑥 + 4𝑥 + 6
B. −2𝑥 − 4𝑥 − 6 D. −2𝑥 − 4𝑥 + 6

_____ 2. Which of the following relations is a function?

A. A = {(1,2), (3,4), (1,7), (5,1)}
B. B = {(3,2), (2,1), (8,2), (3,7)}
C. C = {(4,1), (2,3), (2, 6), (7, 2)}
D. D = {(2,9), (3,4), (9,2), (6,7)}

_____ 3. Which if the following is a true statement?

A. 7𝑥 − 9𝑥 is a polynomial expression of degree 9.
B. 7𝑥 − 9𝑥 is a polynomial expression of degree 6.
C. 7𝑥 − 9𝑥 is a polynomial expression of degree 3.
D. 7𝑥 − 9𝑥 is a polynomial expression of degree 2.

_____ 4. Simplify the given expression: 7 + 3𝑥 − 5𝑥 + 6𝑥 − 2𝑥

A. 7 − 5𝑥 + 3𝑥 − 2𝑥 C. 7 − 5𝑥 + 9𝑥 − 2𝑥
B. 7 + 5𝑥 + 3𝑥 − 2𝑥 D. 7 + 5𝑥 + 9𝑥 − 2𝑥

_____ 5. Determine the domain and range of the function 3x - y = 4.

A. D = {x/x є Ɽ} and R = {y/y є Ɽ}
B. D = {x/x > 3} and R = {y/y є Ɽ}
C. D = {x/x є Ɽ} and R = {y/y < 4}
D. D = {x/x > 3} and R = {y/y < 4}

_____ 6. Which of the following is a polynomial function?

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

_____ 7. Find the zeroes of the given polynomial function: 𝑓 (𝑥) = 𝑥 (2𝑥 + 1)(𝑥 − 1)
A. 𝑥 = 0; 𝑥 = 1; 𝑥 = C.𝑥 = 0; 𝑥 = 1; 𝑥 =
B. 𝑥 = 0; 𝑥 = 1; 𝑥 = − D. 𝑥 = 0; 𝑥 = −1; 𝑥 = −

_____ 8. Which of the following has a y-intercept of (0,6)?

A. 𝑦 = 4(𝑥 − 1)(𝑥 − 2) C.𝑦 = 4 − (𝑥 − 1)(𝑥 − 2)
B. 𝑦 = 4 + (𝑥 − 1)(𝑥 − 2) D. 𝑦 = 4(𝑥 − 3)(𝑥 − 2)
 CHAPTER I - FUNCTIONS
Lesson 1: Representing Functions

Competency
Represents real-life situations using functions, including piece-wise functions.

Objectives
At the end of the lesson, the learners are expected to:
1. Understand and classify functions.
2. Represent real-life situations using functions, including piece-wise function.
3. Provide illustrations or pictures showing functions.
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Definition
Relation is a rule that relates values from a set of values (called the domain) to a
second set of values (called the range). It is a set of ordered pairs (x,y).

Function is a relation defined as a set of ordered pairs (x,y) where no two or distinct
ordered pairs have the same first element (x). It has a special relationship where
each input has a single output.
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Example 1:
Which of the following relations are functions?
A = {(1,2), (2,3), (3,4), (4,5)}
B = {(3,3), (4,4), (5,5), (6,6)}
C = {(1,0), (0, 1, (-1,0), (0,-1)}
D = {(a,b), (b, c), (c,d), (a,d)}

Solution:
The relations A and B are functions because each element in the domain
corresponds to a unique element in the range. Meanwhile, relations C and D are not
functions because they contain ordered pairs with the same domain
[C = (0,1) and (0,-1), D = (a,b) and (a,d)].

Example 2:
Given some real-life relationships, identify those which are functions and those
which are mere relations.
A. The rule which assigns to each person the name of his father.
B. The rule which assigns a chemical element to its chemical symbol.
C. The rule which assigns to each cellular phone unit to its phone number.
D. The rule which assigns a capital city to each province.

Solution:
A. FUNCTION. Every person has one father.
B. FUNCTION. To each chemical element, a unique chemical symbol is assigned.
No chemical element has more than one chemical symbol.
C. RELATION. There are cellular phone owners who use more than one SIM
card.
D. FUNCTION. Each province has one capital city.
Example 3:
Which of the following mapping diagrams represent functions?
Domain Range

x
#1 A
y
B
z

ABM STEM
#2
HUMSS
STEM
ICT

Samson Solomon
#3 Shadrach Salome
Samuel Sarah

Solution:
The relations #1 and #3 are functions because each element in the domain
corresponds to a unique element in the range. However, #2 is just a relation/not
function because there is a domain which corresponds to more than one range.

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Vertical Line Test
It is a visual way to determine if a curve is a graph of a function or not. A graph
of a relation is a function if any vertical line drawn passing through the graph intersects
it at exactly one point. A function using the Vertical Line Test can only have one
output, y, for each unique input of x.

Example 4:
Which of the following can be the graphs of function?

A B
FUNCTION FUNCTION

C D
NOT A FUNCTION NOT A FUNCTION
Domain and Range of Functions
The definition of function does not allow an element of its domain to have two or
more corresponding elements in the range. The definition however, does not restrict two
or more elements in the domain to correspond to the same element in the range.
If the domain of a function is not stated and restricted, it is understood that the
domain is the set of all real numbers, Ɽ which makes the values of the function real.
(Orines, 2016)
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Example 5:
Determine the domain and range of each of the following functions.
A. 𝑦 = 𝑥 B. 𝑦 = 𝑥 C. 𝑦 = D. 𝑦 = √𝑥

Solution:
A. For 𝑦 = 𝑥, the independent variable x can take any value in the set of real numbers
which makes the values of the dependent variable y real. Hence, the domain of y is
the set of real numbers and its range is also the set of real numbers. In set notation:
D = {x/x є Ɽ} R = {y/y є Ɽ}

B. For 𝑦 = 𝑥 , its domain is the set of real numbers. Note that for any real number x,
x2 ≥ 0. Hence, the range of y is the set of real numbers greater than or equal to 0.
In set notation:
D = {x/x є Ɽ} R = {y/y ≥ 0}

C. For 𝑦 = , the domain is restricted to only those values of x that make y real, that
is, x ≠ 0. Since the denominator x cannot take a value of 0, y ≠ 0. In set notation:
D = {x/x ≠ 0} R = {y/y ≠ 0}

D. For 𝑦 = √𝑥 , the domain is restricted to only those values of x that make y

nonnegative real numbers. The domain and range respectively are:
D = {x/x ≥ 0} R = {y/y ≥ 0}
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Functions as representations of real-life situations
Example 6:
A. Give a function S that represents the cost of buying x pair of shoes. If one pair of
shoes costs P 1,500.00.
B. Two hundred meter of fencing is available to enclose a rectangular vacant lot in
Quezon City. Give a function Q that can represent the are that can be enclosed, in terms
of x.
Vacant Lot in Quezon City

x
C. Give a function B that can represent the amount of battery charge of a cellular phone
in h hour, if 12% of battery was lost every hour.
Solution:
A. Since each pair of shoes costs P 1,500.00, then the cost function is 𝑯(𝒙) = 𝟏, 𝟓𝟎𝟎𝒙
B. The area of the rectangular vacant lot enclosure is 𝑸 = 𝒙𝒚. We will write this as a
function of x. Since only 200 meters of fencing is available, then,
𝑥 + 2𝑦 = 200 2𝑦 = 200 − 𝑥 𝑦= 𝑦 = 100 − 𝑥
𝟏 𝟏
Thus, 𝑸 = 𝒙𝒚 , 𝑸(𝒙) = 𝒙(𝟏𝟎𝟎 − 𝒙) = 𝑸(𝒙) = 𝟏𝟎𝟎𝒙 − 𝒙𝟐
𝟐 𝟐

C. Since every hour losses 12% of the battery, then the amount of battery function is
𝑩(𝒉) = 𝟏𝟎𝟎 − 𝟎. 𝟏𝟐𝒉

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Piecewise Functions
These functions are defined compositely using several expressions and different
interval domains.

Example 7:
A. A user is charged Php 199.00 monthly for a particular mobile plan, which includes
200 free text messages. Messages in excess of 200 are charged Php 1.00 each.
Represent the monthly cost for text messaging using the function t(m), where m is
the number of messages sent in a month.
B. A certain chocolate bar costs Php 85.00 per piece. However, if you buy more than 5
pieces, they will mark down to a price of Php 80.00 per piece. Use a piecewise
function to represent the cost in terms of the number of chocolate bars bought.

Solution:

199 𝑖𝑓 0 < 𝑚 ≤ 200

A. 𝑡(𝑚) =
199 + (𝑚 − 200) 𝑖𝑓 𝑚 > 200

85𝑛 𝑖𝑓 0<𝑛≤5
B. 𝑓(𝑛) =
80𝑛 𝑖𝑓 𝑛 > 5
 CHAPTER I - FUNCTIONS
Lesson 2: Evaluating Functions

Competencies
1. Evaluates a function.
2. Solves problems involving functions.

Objectives
At the end of the lesson, the learners are expected to:
1. Evaluate functions.
2. Understand and analyze problems involving functions.
3. Solve problems involving functions.
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Definition
Evaluating a function means substituting the variable in the function, in the case 𝑥,
with a value from the function’s domain and computing for the result. It is the process
of determining the value of the function at the number assigned to a given variable.
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Rule in Evaluating a Function
Replace every variable (𝑥) in the function rule 𝑓(𝑥) with the given replacement value,
then, simplify the resulting numerical expression.

Example 1:
Evaluate the function 𝑓 (𝑥) = 𝑥 − 2𝑥 + 3 for each given value of 𝒙.
A. 𝑥 = 1 B. 𝑥 = −2 C. 𝑥 = 0 D. 𝑥 =

Solution:
A. If 𝑥 = 1, then 𝑓 (1) = (1) − 2(1) + 3
= 1−2+3
=2

B. If 𝑥 = −2, then 𝑓 (−2) = (−2) − 2(−2) + 3

= 4+4+3
= 11

C. If 𝑥 = 0, then 𝑓(0) = (0) − 2(0) + 3

= 0+0+3
=3

D. If 𝑥 = , then 𝑓 = −2 +3
1
= −1+3
4
9
=
4
Example 2:
Evaluate the following functions at 𝒙 = −𝟐.
A. 𝑓 (𝑥) = 3𝑥 − 19
B. 𝑔(𝑥) = 4𝑥 − 8𝑥 − 24
C. ℎ(𝑥) = −6𝑥 + 10𝑥 − 5𝑥 − 23
D. 𝑖 (𝑥) = |𝑥 − 8|

Solution:
A. If 𝑥 = −2, then 𝑓 (−2) = 3(−2) − 19
= −6 − 19
= −25

B. If 𝑥 = −2, then 𝑔(−2) = 4(−2) − 8(−2) − 24

= 4(4) + 16 − 24
= 16 + 16 − 24
= 32 − 24
=8

C. If 𝑥 = −2, then ℎ(−2) = −6(−2) + 10(−2) − 5(−2) − 23

= −6(−8) + 10(4) + 10 − 23
= 48 + 40 + 10 − 23
= 98 − 23
= 75

D. If 𝑥 = −2, then 𝑖(−2) = |−2 − 8|

= |−10|
= 10

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Problems Involving Functions

In solving problems involving functions, George Polya’s 4-step rule can
facilitate its solution. First, EXPLORE the problem carefully and choose a variable for
an unknown quantity. Then, PLAN the solution. Write equations that describe the
relationship. Next, SOLVE the equations and other number relations, determine the
required quantities, and answer the questions in the problem. Finally, CHECK the
solution using other approaches and examine the appropriateness of the answers
(Orines, 2016).
Example 3:
Manila Network charges Php 450 monthly cable connection fee plus Php 130 for each
hour of Pay-Per-View (PPV) event regardless of a full hour or a fraction of an hour.
a. Find payment 𝑓(𝑥) where 𝑥 represents the number of PPV hours.
b. What is the monthly bill of a customer who watched 25 hours of PPV events?
c. What is the monthly bill of a customer who watched 0.5 hour of PPV events?

Solution:
a. Php 450.00 is fixed monthly cable connection fee.
Let 𝑥 = number of PPV hours in a month
Php 130(𝑥) = amount of PPV payment in a specific hour
The payment function is 𝒇(𝒙) = 𝑷𝒉𝒑 𝟒𝟓𝟎. 𝟎𝟎 + 𝑷𝒉𝒑 𝟏𝟑𝟎. 𝟎𝟎(𝒙)

b. The monthly bill of a customer who watched 25 hours PPV events can be
represented by 24 < x ≤ 25.
𝑓(𝑥) = 𝑃ℎ𝑝 450.00 + 𝑃ℎ𝑝 130.00(𝑥)
𝑓(25) = 𝑃ℎ𝑝 450.00 + 𝑃ℎ𝑝 130.00(25)
= 𝑃ℎ𝑝 450.00 + 𝑃ℎ𝑝 3,250.00
= 𝑷𝒉𝒑 𝟑, 𝟕𝟎𝟎. 𝟎𝟎

c. The monthly bill of a customer who watched 0.5-hour PPV events can be
represented by 0 < x ≤ 1.
𝑓(𝑥) = 𝑃ℎ𝑝 450.00 + 𝑃ℎ𝑝 130.00(𝑥)
𝑓(1) = 𝑃ℎ𝑝 450.00 + 𝑃ℎ𝑝 130.00(1)
= 𝑃ℎ𝑝 450.00 + 𝑃ℎ𝑝 130.00
= 𝑷𝒉𝒑 𝟓𝟖𝟎. 𝟎𝟎

Example 4:
A proposed train fare would charge Php 50.00 for the first 10 km or less of travel and
Php 1.25 for each additional kilometer over the proposed fare.
a. Find the fare function 𝑓(𝑥) where 𝑥 represents the number of kilometers
traveled.
b. Find the proposed fare for a distance of 11 km.
c. Find the proposed fare for a distance of 35 km.

Solution:
a. 𝑓(𝑥) = 50 for 0 < 𝑥 ≤ 10
𝑓(𝑥) = 50 + 1.25(𝑥 − 10)
𝑓(𝑥) = 50 + 1.25𝑥 − 12.5
𝒇(𝒙) = 𝟑𝟕. 𝟓 + 𝟏. 𝟐𝟓𝒙 for 𝑥 > 10

b. 𝑓(𝑥) = 37.50 + 1.25𝑥

𝑓(11) = 37.50 + 1.25(11)
𝒇(𝟏𝟏) = 𝟓𝟏. 𝟐𝟓

c. 𝑓(𝑥) = 37.50 + 1.25𝑥

𝑓(35) = 37.50 + 1.25(35)
𝒇(𝟑𝟓) = 𝟖𝟏. 𝟐𝟓
 CHAPTER I - FUNCTIONS
Lesson 3: Operations on Functions

Competencies
Performs addition, subtraction, multiplication, division, and composition of functions.

Objectives
At the end of the lesson, the learners are expected to:
1. Perform operations & composition of functions.

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Definition
Operations on Functions
If f and g are functions, then:
 (𝑓 + 𝑔) = 𝑓 (𝑥) + 𝑔(𝑥)
 (𝑓 − 𝑔) = 𝑓 (𝑥) − 𝑔(𝑥)
 (𝑓 ∙ 𝑔) = 𝑓 (𝑥) ∙ 𝑔(𝑥)
( )
 = where 𝑔(𝑥) ≠ 0
( )

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The SUM of Functions
The addition of function involves the creation of a new function through the addition of
two other functions.

Example 1:
Let 𝑓(𝑥) = 9𝑥 − 5 and 𝑔(𝑥) = 4𝑥 + 12. Find (𝑓 + 𝑔)(𝑥).

Solution:
(𝑓 + 𝑔)(𝑥) = (9𝑥 − 5) + (4𝑥 + 12)
(𝑓 + 𝑔)(𝑥) = 9𝑥 + 4𝑥 − 5 + 12
(𝑓 + 𝑔)(𝑥) = 13𝑥 + 17

Example 2:
Let 𝑓(𝑥) = 2𝑥 − 4𝑥 + 5 and 𝑔(𝑥) = 2𝑥 + 4𝑥 − 2. Find (𝑓 + 𝑔)(𝑥).

Solution:
(𝑓 + 𝑔)(𝑥) = (2𝑥 − 4𝑥 + 5) + (2𝑥 + 4𝑥 − 2)
(𝑓 + 𝑔)(𝑥) = 2𝑥 + 2𝑥 − 4𝑥 + 4𝑥 + 5 − 2
(𝑓 + 𝑔)(𝑥) = 2𝑥 + 2𝑥 + 3
The DIFFERENCE of Functions
The subtraction of function involves the creation of a new function through the
subtraction of two other functions.

Example 3:

Let 𝑓(𝑥) = and 𝑔(𝑥) = . Find (𝑓 − 𝑔)(𝑥).

Solution:
(𝑓 − 𝑔)(𝑥) = −
4(2𝑥 − 5) − 3(6𝑥 + 9)
(𝑓 + 𝑔)(𝑥) =
12
8𝑥 − 20 − 18𝑥 − 27
(𝑓 + 𝑔)(𝑥) =
12
−10𝑥 − 47
(𝑓 + 𝑔)(𝑥) =
12

Example 4:
Let 𝑓(𝑥) = 25𝑥 − 47𝑥 + 42 and 𝑔(𝑥) = 15𝑥 + 62. Find (𝑓 − 𝑔)(𝑥).

Solution:
(𝑓 − 𝑔)(𝑥) = (25𝑥 − 47𝑥 + 42) − (15𝑥 + 62)
(𝑓 + 𝑔)(𝑥) = 25𝑥 − 47𝑥 + 42 − 15𝑥 − 62
(𝑓 + 𝑔)(𝑥) = 25𝑥 − 62𝑥 − 20
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The PRODUCT of Functions
The multiplication of function involves the creation of a new function through the
multiplication of two other functions.

Example 5:
Let 𝑓(𝑥) = 15𝑥 + 8 and 𝑔(𝑥) = 6𝑥 − 9. Find (𝑓 ∙ 𝑔)(𝑥).

Solution:
(𝑓 ∙ 𝑔)(𝑥) = (15𝑥 + 8) ∙ (6𝑥 − 9)
(𝑓 + 𝑔)(𝑥) = 90𝑥 − 135𝑥 + 48𝑥 − 72
(𝑓 + 𝑔)(𝑥) = 90𝑥 − 87𝑥 − 72

Example 6:

Let 𝑓(𝑥) = and 𝑔(𝑥) = . Find (𝑓 ∙ 𝑔)(𝑥).

Solution:
(𝑓 ∙ 𝑔)(𝑥) = ∙
(2𝑥 − 1)(2𝑥 + 1) (𝑥 − 1)(𝑥 + 1)
(𝑓 + 𝑔)(𝑥) = ∙
(2𝑥 + 1)(𝑥 + 1) (𝑥 − 1)(2𝑥 − 1)
(𝑓 + 𝑔)(𝑥) = 1
The QUOTIENT of Functions
When you divide two such functions together, you get what is called a rational
expression. A rational expression is the division of two polynomials. If they divide
evenly, your answer will become a polynomial.

Example 7:

Let 𝑓(𝑥) = 12𝑥 + 15𝑥 − 6𝑥 and 𝑔(𝑥) = 3𝑥. Find (𝑥 ) .

Solution:
(𝑥 ) = ,𝑥 ≠ 0
3𝑥(4𝑥 + 5𝑥 − 2)
(𝑓 + 𝑔)(𝑥) =
3𝑥
(𝑓 + 𝑔)(𝑥) = 1 ∙ (4𝑥 + 5𝑥 − 2)
(𝑓 + 𝑔)(𝑥) = 4𝑥 + 5𝑥 − 2

Example 8:

Let 𝑓(𝑥) = 2𝑥 − 𝑥 − 1 and 𝑔(𝑥) = 4𝑥 − 1. Find (𝑥 ) .

Solution:
(𝑥 ) = ,𝑥 ≠ 0
(2𝑥 + 1)(𝑥 − 1)
(𝑓 + 𝑔)(𝑥) =
(2𝑥 + 1)(2𝑥 − 1)
𝑥−1
(𝑓 + 𝑔)(𝑥) =
2𝑥 − 1
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The COMPOSITION of Functions
Given two functions 𝑓 and 𝑔, the composite function is defined as 𝑓 ∘ 𝑔. The symbol
𝑓 ∘ 𝑔 is read as “f circle g”. The idea suggests that in computing for (𝑓 ∘ 𝑔)(𝑥), first
apply the function of g to x and then the function f to g(x).

Example 9:
Let 𝑓(𝑥) = 3𝑥 − 5𝑥 and 𝑔(𝑥) = 𝑥 − 1. Find the following:
a. (𝑓 ∘ 𝑔)(𝑥) b. (𝑔 ∘ 𝑓)(𝑥)
Solution:
a. (𝑓 ∘ 𝑔)(𝑥) = 3(𝑥 − 1) − 5(𝑥 − 1)
(𝑓 + 𝑔)(𝑥) = 3(𝑥 − 2𝑥 + 1) − 5𝑥 + 5
(𝑓 + 𝑔)(𝑥) = 3𝑥 − 6𝑥 + 3 − 5𝑥 + 5
(𝑓 + 𝑔)(𝑥) = 3𝑥 − 11𝑥 + 8

b. (𝑔 ∘ 𝑓)(𝑥) = (3𝑥 − 5𝑥) − 1

(𝑓 + 𝑔)(𝑥) = 3𝑥 − 5𝑥 − 1