General Mathematics

Quarter 1 – Module 1
Functions

SDO_SC_Q1_GenMath11_SLM1of1
General Mathematics
Alternative Delivery Mode: Self-Learning Module (SLM)
Quarter 1 – Module 1: Functions
Second Edition, 2021

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General Mathematics
Quarter 1 – Module 1
Functions
Introductory Message
For the facilitator:

Welcome to the General Mathematics Alternative Delivery Mode (ADM): Self-learning

Module (SLM) on Functions!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

ii
For the learner:

Welcome to the General Mathematics Alternative Delivery Mode (ADM): Self-learning

Module (SLM) on Functions!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you

link the current lesson with the previous
one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as
a story, a song, a poem, a problem
opener, an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.

iii
 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be

given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

iv
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it.

v
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master key
concepts of functions. The scope of this module permits it to be used in many different
learning situations.

The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

Lesson 1 – Functions as Representations of Real-Life Situations

Lesson 2 – Evaluating Functions
Lesson 3 – Operations on Functions

After going through this module, you are expected to:

1. Determine whether a relation is a function or not;
2. Construct equations to represent real-life situations involving functions, including
piecewise functions;
3. Evaluate functions;
4. Perform addition, subtraction, multiplication, division, and composition of functions;
and
5. Solve problems involving functions.

1 SDO_SC_Q1_GenMath11_SLM1of1
 What I Know

Directions: Find out how much you already know about this module. In your activity
notebook, write the letter of the correct answer. Please answer all items. Take
note of the items that you were not able to answer correctly and find the right
answer as you go through this lesson.

1. Which of the following statements is true? 𝐴 → 𝐵 is a function if:

A. Each element in A is matched with a unique element in B.
B. Each element in B is matched with a unique element in A.
C. Some elements in A are not matched with any element in B.
D. Two or more elements in B may be matched with the same element in A.

2. Which of the following set of ordered pairs represent a function?

A. {(0,5), (0,4), (0,3), (0,2)} C. {(5,8), (6,9), (6,8), (7,9)}
B. {(-3,4), (-2,5), (-1,5), (0,6)} D. {(-4,1), (-3,2), (-4,3), (-5,4)}

3. Consider the diagrams below. Which of the following does NOT represents a function?
A. B. C. D.

5 a 5 a 5 a 5 a
e e e e
6 i 6 6 i 6 i
i
7 o o 7 o 7 o
7
u u u u

4. Which of the following graphs represents a function?

A. B. C. D.

5. Evaluate 𝑓(𝑥) = 9 − 6𝑥 at 𝑓(0).

A. -3 B. 3 C. 9 D. 15

6. Given f(x) = 2x 2 − 5x – 8 and 𝑔(𝑥) = 10𝑥 + 7. Find (f + g)(x).

A. 2x 2 + 5 x + 15 C. 2x 2 + 5 x – 1
B. 2x - 5 x – 1
2
D. 2x 2 - 5 x + 1

7. Given f(x) = 5 x 2 – 6 x + 15 and g(x) = 8 x + 7. Find (f – g)( x).

A. 2x 2 – 12 x + 8 C. 5x 2 – 2 x + 8
B. 5x 2 – 2 x + 9 D. 5x 2 – 14 x + 8

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 𝑓
8. If 𝑓(𝑥) = 7𝑥 and 𝑔(𝑥) = 𝑥 2 , find ( )(𝑥).
𝑔
7
A. 7𝑥 3 B. C. 7𝑥 D. 𝑥 2
𝑥

9. Evaluate 𝑓(0) + 𝑔(0) − ℎ(0), if 𝑓(𝑥) = 7𝑥 + 9, 𝑔(𝑥) = 12𝑥 − 3 and

ℎ(𝑥) = 9𝑥 2 − 5𝑥 + 5.
A. 1 B. 7 C. 11 D. 17

10. If f(x) = 3x + 2 and 𝑔(𝑥) = 2𝑥 + 5. Find (f ∘ g)(5).

A. 15 B. 39 C. 47 D. 74

11. If f(x) = 3x + 2 and g(x) = 2x + 5. Find g (f(5)).

A. 17 B. 39 C. 47 D. 36

12. Joshua resides in a certain city, but he starts a new job in the neighboring city. Every
Monday, he drives his new car 90 kilometers from his residence to the office and
spends the week in a company apartment. He drives back home every Friday. After 4
weeks of this routinary activity, his car’s odometer shows that he has travelled 870
kilometers since he bought the car. Write a linear model which gives the distance y
covered by the car as a function of x number of weeks since he used the car.
A. y = 180x + 150 C. y = 180x + 510
B. y = 90x + 510 D. y = 90x + 150

13. You plan to sell t-shirts as a fundraiser. The wholesale t-shirt store charges you
PhP150 a shirt for the first 25 shirts. After the first 25 shirts you purchase up to 50
shirts, the store will lower its price to PhP140 per shirt. After you purchase 50 shirts,
the price will decrease to PhP120 per shirt. Write a function that models this
situation.

A. 150𝑛 , if 𝑛 ≤ 25 C. 150𝑛 , if 𝑛 ≤ 25
𝑓(𝑛) = 140𝑛 , if 25 < 𝑛 ≤ 50 𝑓(𝑛) = 250 + 140𝑛 , if 25 < 𝑛 ≤ 50
120𝑛 , if 𝑛 > 50 1500 + 120𝑛, if 𝑛 > 50

B. 150𝑛 , if 1 ≤ 𝑛 ≤ 25 D. 150𝑛 , if 1 ≤ 𝑛 ≤ 25
𝑓(𝑛) = 250 + 140𝑛 , if 25 < 𝑛 ≤ 50 𝑓(𝑛) = 250 + 140𝑛 , if 25 < 𝑛 ≤ 50
1250 + 120𝑛, if 𝑛 > 50 1500 + 120𝑛, if 𝑛 > 50

14. Three kilos of squid can be purchased at the market for PhP 180. What will be the
cost of 15 kilos of squid?
A. PhP900.00 B. PhP450.00 C. PhP2700.00 D. PhP1350.00

15. A proposed train fare would charge PhP20.00 for the first 5 km of travel and PhP0.75
for each additional kilometer over the proposed fare. Find the proposed fair for 45km
travel.
A. PhP40.00 B. PhP45.00 C. PhP50.00 D. PhP55.00

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Lesson
Functions as Representations of
1 Real-Life Situations

Have you ever asked yourself how your final grade is affected by your raw scores? Or how
does your data consumption affect the cost of your internet bill? Or how is your weight
affected by your food consumption?

All of these pertain to a relationship in mathematics called function. Numerous real–world

situations can be captured involving functions. So before you start dealing with word
problems, let us review the basics on functions which you had taken up when you were in
Grade 8.

What’s In

A function is a relation where each element in the domain is related to only one element 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 simpler way, 𝑓(𝑥) denotes the y-value (element of the range) that the
function f associates with x-value (element of the domain). Thus, f(1) denotes the value of y
at x = 1. Note that f(1) does not mean f times 1. The letters such as 𝑔, ℎ and the like can
also denote functions.
You can think of a function like a machine with an input and an output, and that the output is
related to the input by some rule.
Example 1.
The machine on the right represents a function.
Each input relates to a single or unique output. For
1
instance, when 5 is the input, the output is .
5

Similarities and Differences between Relations and Function

Relations Functions

A relation is a rule that relates values from A function is a relation where each
a set of values (called the domain) to a element in the domain is related to only
second set of values (called the range). one value in the range by some rule.

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The elements of the domain can be The elements of the domain can be
imagined as input to a machine that imagined as input to a machine that
applies a rule to these inputs to generate applied a rule so that each input
one or more outputs. corresponds to only one output.

A relation is also a set of ordered pairs A function is a set of ordered pairs (𝑥, 𝑦)
(𝑥, 𝑦). such that no two ordered pairs have the
same 𝑥-value but different 𝑦-values.

Determining Whether a Relation Represents a Function

The definition of a function provides that a function is a relation when each element in the
domain is related to only one element in the range by some rule. These give you two
important things that you should remember:
1. “…each element…” means that every element in the domain (or values of 𝑋) is
related to an element in the range (or values of 𝑌)
2. “…only one…” means that a function is single valued. It will not give two or more
results for the same value of 𝑋.

When a relationship does not follow those two rules then it is not a function. It is still a
relation but not a function.
Keep this rule in mind as you encounter relations and functions presented in different ways.

Functions as a Set of Ordered Pairs

Relations and functions can be defined as a set of ordered pairs. To be a function means no
two ordered pairs of the set can have the same first coordinate and different second
coordinates.

Example 2. 𝑓 = {(2,4), (3,5), (7,3)} is a function that says "2 is related to 4", "3 is related to
5" and "7 is related 3".

Also, notice that the domain (the input values) is {2,3,7} and the range (the output values) is
{4,5,3}. It is a function because each element in the domain relates only to one element in
the range. No two ordered pairs have the same x-value but different y-values.

Example 3. 𝑔 = {(2,4), (2,5), (7,3)} is not a function because {2,4} and {2,5} means that 2
could be related to 4 or 5.

Example 4. Which of the following relations are functions?

(a) 𝑓 = {(1,2), (2,3), (3,5), (4,7)}
(b) 𝑔 = {(1,3), (1,4), (2,5), (3,7)}
(c) ℎ = {(1,3), (2,6), (3,9), … (𝑛, 3𝑛), . . }

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Solution:
(a) 𝑓 is a function because no two ordered pairs have the same x-value but different y-
values.
(b) 𝑔 is not a function because (1,3) and (1,4) are ordered pairs with the same x-value
but different y-values.
(c) 𝑓 is a function because no two ordered pairs have the same x-value but different y-
values.

Functions as a Table of Values

Another common method of representing functions is in the form of a table. The table rows
or columns display the corresponding input and output values.
Example 5: The mapping diagram in Example 2 can be represented by the table of values
below.

𝑋 2 3 7
𝑌 4 5 3

Functions as a Mapping Diagram

Relations and functions can also 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 connections represented by the arrows.
Example 6. The relation 𝑥 → 2𝑥 represented by the diagram below.
This mapping diagram takes an input value and multiplies it by 2.
Such that if you enter the number 1, the relation multiples it by 2 and
gives 2 as the output value. If you enter 2, you get 4 out. If you
enter in 3, you get 6 as the output value.
This relation is a function because each element in X relates to only
one value in Y.

Take note that in determining whether a relation is a function, each element in the domain
must correspond to only one value in the domain. Hence, “One to one” and “many to one” is
allowed but “one to many” is not.

Function Function Not a Function

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Example 7. Which of the following mapping diagrams represents a function?
(a) (b)

(c) (d)

Solution:
(a) It is a function because every element in X relates to a unique element in Y.
(b) It is a function because every element in X relates to a unique element in Y. The fact
that “3” in Y has no correspondence does not matter.
(c) It is not a function because there is one element in X which did not relate to a value
in Y. The value “7”in X has no relation or did not correspond to an element in Y.
(d) It is not a function because there is an element in X for which there is more than one
corresponding y-value. The value “5” in X relates to values “-3”, “-1” and “-2” in Y.
Also, there are values in X which did not correspond in Y. The values “3” and “4” in X
have no relation to any element in Y.

Functions as a Graph in the Cartesian Plane

A graph in the Cartesian Plane is another representation of a relation or function. A quick
way to determine whether a given graph represents a function is through the vertical line
test:
The Vertical Line Test
A graph represents a function if and only if each vertical line intersects the
graph at most once.

If a vertical line 𝑥 = 𝑎 intersects a graph twice, say at (𝑎, 𝑏) and at (𝑎, 𝑐), then the graph
cannot represent a function because two different y-values correspond to 𝑥 = 𝑎.

Example 8. Use the Vertical Line Test to determine

whether the graph at the right represents a function.
Solution: Notice that the vertical line intersects the graph
at two points. Hence, the graph does not represent a
function.

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Example 9. Which of the following can be graphs of functions?

(a) (c)

(b) (d)

Solution: Graphs (a), (b), and (c) are graphs of functions while (d) is not because it does not
pass the vertical line test.

Functions as an Equation
A function is an equation that has only one answer for 𝑦 for every 𝑥. A function assigns
exactly one output to each input of a specified type.
Example 10. If a value is assigned to 𝑥 in the equation 𝑦 = 𝑥 + 2, the equation will give us a
value for 𝑦. That is,
𝑦 = 𝑥+2

If 𝑥 is 5, then
𝑦 = 5+2 =7
If you would assign a different value for x, the equation will give us another value for y. If an
x-value would give two or more y-values, then the equation is not a function.
Example 11: Which of the following equation is a function?
(a) 𝑦 = 2𝑥 + 5 (b) 𝑦 = 4𝑥 2 (c) 𝑥 + 𝑦 2 = 10

Solution:
(a) Function. Any x-value will give a unique y-value.
(b) Function. Any x-value will give a unique y-value.
(c) Not a function. You can prove that this is not a function by solving y in terms of x.
That is,
𝑥 + 𝑦 2 = 10
𝑥 − 𝑥 + 𝑦 2 = 10 − 𝑥 Addition Property of Equality
2
y = 10 − x Resulting Equation
2
√y = √10 − x Extracting Square Roots
y = ±√10 − x Resulting Equation

Notice that for any value assigned to x, there will be two resulting y-values. For instance, if x
= 1, then

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 𝑦 = ±√10 − 𝑥
𝑦 = ±√10 − 1 Substitute the 1 to x
𝑦 = ±√9 Simplify
𝑦 = ±3 Extracting square roots

Hence, if 𝑥 = 1, then 𝑦 = −3 and 3. Therefore, 𝑥 + 𝑦 2 = 10 is not a function.

What’s New

Activity 1.1: Classify Me!

Directions: In a piece of paper, tell whether the following relationships are functions or not
by placing a check (√) on the appropriate column. Provide reasons for your
answers.

Relationship Function Not a Reason

Function
1. a student to his/her LRN
2. vehicle to its plate number
3. number of hours spent in studying to the
scores obtained in a test
4. number of cars to the total number of tires in
the parking lot
5. house address to the number of people who
live in it
6. number of subjects enrolled to the tuition fee
7. name of a course to the number of students
enrolled in that course
8. the height of a person to his/her shadow
9. number of hours worked to the salary
10. energy consumption to the electric bill

Guide Questions:

1. How did you find the activity?

2. Was it easy for you to determine which relationship represents a function?
If yes, how did you do it? If no, what makes it difficult for you to determine?

The preceding activity might have puzzled your thoughts. That is a good sign of learning.
Now, read and understand the discussion before doing the activities that follow.

9 SDO_SC_Q1_GenMath11_SLM1of1
 What is It

Real-life Examples of Functions

Functions can often be used to model real situations. Identifying an appropriate functional
model or equation will lead to a better understanding of various phenomena. Some
situations can only be described by a single formula while others may consist of many,
depending on the value of the variables. Variables may be dependent and independent.
Dependent variable depends on the independent variable while the independent variable
controls the dependent variable.
Dependent and Independent Variable
The variable x is considered the independent variable because any value could be
assigned to it. However, the variable y is the dependent variable because its value
depends on the value of x.

Example 12. Below are functions in real-life with its corresponding independent and
dependent variables:
(a) A salary is a function of the hourly pay rate and the number of hours worked.

In this example, the salary of a worker depends on the hours of work. So, the number
of hours worked is the independent variable while the salary is the dependent
variable.

(b) A college student’s tuition fee is a function of the number of units and the cost per
unit.

Here, the independent variable is the number of units enrolled by a student. The
dependent variable is his tuition fee.

(c) The final grade of a student is a function of his or her raw score.

In this case, the independent variable is the raw score while the dependent variable
is the student’s grade.

(d) A bus fare is a function of the distance travelled by a passenger.

Here, the independent variable is the distance travelled by a passenger while the
dependent variable is the bus fare.

Example 13. Due to the COVID 19 pandemic, citizens are required to stay at home and are
advised to secure basic needs for the whole family. If Juan buys 10 kilos of rice at P50.00
per kilo, he will pay P500.00. Write an equation that will represent the cost of the rice
purchased by Juan.

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Solution: The cost is a function of the kilos of rice bought. If we let x as the number of kilos
of rice and C(x) as the amount to be paid, then the equation that will represent the cost of
the rice purchased is C(x) = 50x.

Example 14. Maria is a famous dressmaker and owns the biggest atelier in Surigao City.
She wanted to help the frontliners by providing them with face masks. She can sew a face
mask for 15 minutes. If she maintains this rate, express the number of minutes Maria can
make any number of face masks.
Solution: Assume that x is the number of face masks and f(x) is the number of minutes to
finish any number of face masks. If Maria can sew a facemask in 15 minutes, then the total
number of minutes to finish any number of face masks can be calculated by multiplying the
amount of time which Maria can finish a face mask (15 minutes per face mask) by the
number of facemasks to be sewed. Hence, the resulting function is 𝑓(𝑥) = 15𝑥.

Piecewise Functions

A piecewise function is a function built from pieces of different functions over different
intervals.

Example 15. 𝑓 is a piecewise function which tells that :

• When x is less than 2, it gives 4𝑥;

• When x is exactly 2, it gives 5; and
• When x is greater than 2, it gives 𝑥 − 1

Example 16. 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.

Solution: Let 𝑛 be the number of chocolate bars and 𝑓(𝑛) be the cost in terms of the
number of chocolate bars bought. If the number of chocolate bars does not exceed 10
pieces, then the cost is computed by multiplying the price (P35.00 per piece) and the
number of chocolate bars. That is if 0 < 𝑛 ≤ 10, then 𝑓(𝑛) = 35𝑛. However, if the number of
chocolate bars bought is greater than 10, then the cost is calculated by multiplying the
marked down price (P32.00 per piece) and the number of chocolate bars bought. That is, if
𝑛 > 10, then 𝑓(𝑛) = 32𝑛.

35𝑛 , 𝑖𝑓 0 < 𝑛 ≤ 10
𝑓 (𝑛 ) = 32𝑛 , 𝑖𝑓 𝑛 > 10

Example 17. A school’s fair committee wants to sell t-shirts for their school fair. They found
a supplier that sells t-shirts at a price of P175.00 a piece but can charge P15,000.00 for a
bulk order of 100 t-shirts and P125.00 for each excess t-shirt after that. Use a piecewise
function to represent the cost in terms of the number of t-shirts purchased.

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Solution: Let x be the number of t-shirts and C(x) be the cost of the purchased t-shirts. Note
that:
- If the number of t-shirts is less than 100, then the cost can be calculated by
multiplying the price (P175.00 per t-shirt) and the number of t-shirts purchased. That
is, if 0 < 𝑥 < 100, then 𝐶(𝑥) = 175𝑛.
- If 100 t-shirts are purchased, the committee will pay P15,000.00. That is, if 𝑥 = 100,
then 𝐶(𝑥) = 15,000.
- If the number of t-shirts is greater than 100, the cost can be computed by multiplying
the price (P125.00 per t-shirt) and the excess of the 100 plus P15,000.00. That is, if
𝑥 > 100, then 15000 + 125(𝑥 − 100).

Hence, the cost of the t-shirts in terms of the number of purchase can be expressed by the
piecewise function:
175𝑥 , 𝑖𝑓 0 < 𝑥 < 100
𝐶 (𝑥 ) = 15000 , 𝑖𝑓 𝑥 = 100
15000 + 125(𝑥 − 100) , 𝑖𝑓 𝑥 > 100

or when the last sub-function is simplified: To simplify:

15000 + 125(𝑥 − 100)
175𝑥 , 𝑖𝑓 0 < 𝑥 < 100
• Distribute 125 to (𝑥 − 100)
𝐶 (𝑥 ) = 15000 , 𝑖𝑓 𝑥 = 100
= 15000 + 125𝑥 − 12500
12500 + 125𝑥 , 𝑖𝑓 𝑥 > 100
• Combine like terms (15000 – 12500)
= 12500 + 125𝑥

What’s More

Activity 1.2 Give My Variables!

Directions: For each item, classify the variables as independent or dependent. Write your
answers in a piece of paper.
1. the number of hours boiling and the number of ounces of water in pot
Independent variable: __________ Dependent variable: __________

2. the distance covered and the amount of gasoline

Independent variable: __________ Dependent variable: __________

3. a worker’s salary and number of hours worked

Independent variable: __________ Dependent variable: __________

4. height of a plant and the number of months grown

Independent variable: __________ Dependent variable: __________

5. the data consumption and the internet bill in a postpaid plan

Independent variable: __________ Dependent variable: __________

12 SDO_SC_Q1_GenMath11_SLM1of1
Activity 1.3 What’s the Rule?
Directions: Determine the appropriate equation that would represent the following
situations. Match the scenarios in Column A with the equations provided in
Column B. Write the letter of your answer in a piece of paper.

A B
1. Jayson bought candies at P12.00 each. C. 𝑓(𝑥) = 12 + 𝑥
The cost of the candies that he bought is a
function of its price. D. 𝑓(𝑥) = 12𝑥
2. It has been observed that a particular
plant’s growth is directed proportionally to time. A. 𝑓(𝑥) = 3𝑥 + 5
It measured 5cm when it arrived at the nursery
and 8cm exactly one week later. If the plant B. 𝑓(𝑥) = 8𝑥 + 5
continues to grow at this rate, determine the
function that represents the plant’s growth.
3. A sales person is paid a weekly salary of
P1500, plus a commission of 5% of all her sales A. 𝑓(𝑥) = 1500 + 0.5𝑥
for the week. Her weekly income is a function of
the weekly sales amount. B. 𝑓(𝑥) = 1500 + 0.05𝑥

4. At Joe's pizzeria a pizza costs P150

with the first topping, and then an additional P20 A. 𝑓(𝑥) = 150 + 20𝑥
for each additional topping. If x represents the
number of toppings on a pizza, what function B. 𝑓(𝑥) = 130 + 20𝑥
represents the cost of a pizza with at least one
topping?
5. A user charged P300 monthly for a
particular mobile plan, which includes 100 free A. 𝑓(𝑥) = 300 , if 1 ≤ 𝑥 ≤ 100
text messages. Messages in excess of 100 are 200 + 𝑚 , if 𝑥 > 100
charged P1 each. The monthly cost for text
messaging is a function of the number of B. 𝑓(𝑥) = 300 , if 1 ≤ 𝑥 ≤ 100
messages sent in a month. 300 + 𝑚 , if 𝑥 > 100

What I Have Learned

Activity 1.4: Reflect!

Directions: You’re almost done but before proceeding to the assessment, reflect all the
things that you learned from this lesson. Write your answers in your activity
notebook.

THINGS YOU THINGS THAT QUESTIONS YOU

FOUND OUT INTEREST YOU STILL HAVE

13 SDO_SC_Q1_GenMath11_SLM1of1
 What I Can Do

With the many examples you’ve encountered in this lesson that represents real-life
applications of functions, let’s turn the table around this time.

Activity 1.5: Formulate Your Own!

Directions: In a piece of paper, formulate a word problem involving functions then
determine the independent and dependent variables and the appropriate
equation. Be guided by the rubric given below.
Points Indicators
5 The problem is clear, detailed & organized; No grammatical issues; All
variables and equation are correctly identified.
4 The problem is clear and detailed; A few grammatical issues; Committed
some errors in identifying the variables and equation.
3 The problem is not clear, not detailed and not organized; Lots of grammatical
issues; The variables and equation are incorrect.

Additional Activities

Activity 1.6: Let’s Take It Further!

If you want to practice more with constructing models to represent real-life situations using
functions, here are some situations for you to work on.
1. One hundred meters of fencing is available to enclose a rectangular area next to a river.
Give a function A that can represent the area that can be enclosed, in terms of x.

2. 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.

3. Contaminated water is subjected to a cleaning process. The concentration of pollutants

is initially 10mg per liter of water. If the cleaning process can reduce the pollutant by 5%
each hour, define a function that can represent the concentration of pollutants in the
water in terms of the number of hours that the cleaning process has taken.

4. Squares of side x are cut from each corner of an 8 inches x 5 inches rectangle, so that
its sides can be folded to make a box with no top. Define a function in terms of x that can
represent the volume of this box.

14 SDO_SC_Q1_GenMath11_SLM1of1
Lesson
Evaluating Functions
2
You have learned previously that a function is like a machine with a corresponding input and
output, where a rule connects the output to the input. This rule is represented by a functional
notation which tells us how a function is written. The most commonly used functional
notation is 𝑓(𝑥) read as “f of x”.
This lesson deals with evaluating functions. It is aimed that by the end of this lesson, you will
master the skill in evaluating functions. Your journey to Lesson 2 begins now.

What’s New

Activity 2.1: Let It In, Take It Out!

Directions: State the output for each of the machines below in terms of the presented input
and rule. The first one is already done for you. Do this in a piece of paper.

1. 3 3. -2
2𝑥 + 4 𝑥 2 + 5𝑥 + 6

10
2. 4.
-1 4
𝑥+5
𝑥2 + 4 𝑥−1

15 SDO_SC_Q1_GenMath11_SLM1of1
 What is It

Evaluating a function means replacing (substituting) the variable in the function with a value
from the function’s domain and computing for the resulting value in the range. To denote that
we are evaluating 𝑓 at 𝑥 = 𝑎 in the domain of 𝑓, we write 𝑓(𝑎).
Example 1: Evaluate 𝑓(𝑥) = 2𝑥 + 1 at 𝑥 = 5.

Solution: To evaluate 𝑓, substitute 𝑥 with 5:

𝑓(𝑥) = 2𝑥 + 1
𝑓(5) = 2(5) + 1
𝑓(5) = 10 + 1
𝑓(5) = 11

Example 2: Evaluate 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 2 at 𝑥 = −4.

Solution: To evaluate 𝑓, replace all 𝑥 with -4.

𝑓(𝑥) = 𝑥 2 − 2𝑥 + 2
𝑓(−4) = (−4)2 − 2(−4) + 2
𝑓(−4) = 16 + 8 + 2
𝑓(−4) = 26

2𝑥+1
Example 3: Evaluate 𝑓 (𝑥 ) = at 𝑥 = 3 and 𝑥 = 1.
𝑥−1

Solution: To evaluate 𝑓, substitute all 𝑥 with 𝑥 = 3 and 𝑥 = 1.

2𝑥 + 1
𝑓(𝑥) =
𝑥−1

2(3) + 1
𝑓(3) =
3−1
6+1
𝑓(3) =
3−1
7
𝑓(3) =
2

Notice that when 𝑥 = 1, the denominator will become 0. The function becomes impossible
since division by zero is undefined. Hence, 1 is not in the domain of 𝑓. Since 1 is not in the
domain, we cannot evaluate the function at 𝑥 = 1.

16 SDO_SC_Q1_GenMath11_SLM1of1
 𝑥+3
Example 4: Consider 𝑓 (𝑥) = 𝑥 2 −4 .
(a) Evaluate 𝑓 at 𝑥 = 1.
(b) What value(s) of 𝑥 will make the denominator 0?

𝑥+3
Solution: (a) To evaluate 𝑓 (𝑥 ) = replace x with 1.
𝑥 2 −4

𝑥+3
𝑓(𝑥) =
𝑥2 − 4
1+3
𝑓(1) = 2
1 −4
4
𝑓(𝑥) =
1−4
4
𝑓(𝑥) =
−3
4
𝑓(𝑥) = −
3

(b) Notice that when 𝑥 = 2 and 𝑥 = −2, the denominator becomes 0. The function
becomes impossible since division by zero is undefined. Hence, 2 and -2 are not in
the domain of the function. We cannot evaluate the function at these values.

Example 5: A kilo of pork can be purchased at the Surigao City Public Market for P180.00. If
May bought 4.5 kilos, how much will she pay?
Solution: Since a kilo of pork costs P180.00, the total amount to be paid in buying any kilos
of pork can be calculated by multiplying the price (P180.00 per kilo) and the number of kilos
bought. In symbols, 𝑓(𝑥) = 180𝑥.
𝑓(𝑥) = 180𝑥
𝑓(4.5) = 180(4.5)
𝑓(4.5) = 810

Hence, May must pay P810.00 for the 4.5 kilos of pork.

Example 6: A cupcake costs P15.00 each. However, if you buy more than 20 pieces, they
will be marked down to a price of P12.00 per piece. Use a piecewise function to represent
the cost in terms of the number of cupcakes bought. How much will you pay if you bought (a)
17 cupcakes? (b) 25 cupcakes?

Solution: Let x be the number of cupcakes and f(x) be the cost in terms of the number of
cupcakes bought. If the number of cupcakes does not exceed 20 pieces, then the cost is
computed by multiplying the price (P15.00 per piece) and the cupcakes bought. That is if 0 <
𝑥 ≤ 20, then 𝑓(𝑥) = 15𝑥. However, if the number of cupcakes bought is greater than 20,
then the cost is calculated by multiplying the marked down price (P12.00 per piece) and the
number of cupcakes bought. That is, if 𝑥 > 20, then 𝑓(𝑥) = 12𝑥. Hence, the piecewise
function that would represent the cost is defined as

15𝑥 , 𝑖𝑓 0 < 𝑥 ≤ 20
𝑓 (𝑥 ) = 12𝑥 , 𝑖𝑓 𝑥 > 20

17 SDO_SC_Q1_GenMath11_SLM1of1
 (a) 17 cupcakes

Since 𝑥 = 17 falls in the interval 0 < 𝑥 ≤ 20, we will use 𝑓(𝑥) = 15𝑥. That is,

𝑓(17) = 15(17) = 255

Hence, you will pay P255.00.

(b) 25 cupcakes

Since 𝑥 = 25 falls in the interval 𝑥 > 20, we will use 𝑓(𝑥) = 12𝑥. That is,

𝑓(25) = 12(25) = 300

Hence, you will pay P300.00.

What’s More

Activity 2.2: Evaluate My Value!

Directions: Evaluate the following functions given the x-value. Show your complete solution.
Do this in a piece of paper.
1. 𝑓(𝑥) = 𝑥 − 15 at 𝑥 = 1

2. 𝑓(𝑥) = 𝑥 3 − 25 at 𝑥 = −3

3. 𝑓(𝑥) = |2𝑥 − 8| at 𝑥 = 36

𝑥+3
4. 𝑓 (𝑥 ) = at 𝑥 = −1
𝑥 2 +7𝑥+12

5. Given 175𝑛 , 𝑖𝑓 0 < 𝑛 < 100 what is 𝑓(150)?

𝑓 (𝑛 ) = 15000 , 𝑖𝑓 𝑛 = 100
12500 + 125𝑛 , 𝑖𝑓 𝑛 > 100

What I Have Learned

Activity 2.3 Reflect!

You’re almost done with this lesson but before proceeding to the assessment, reflect all
the things that you learned from this lesson. Do this in a piece of paper.

18 SDO_SC_Q1_GenMath11_SLM1of1
 What I Can Do

Activity 2.4 Think About It!

Directions: Read and analyze the situation below. Answer the questions that follow in your
activity notebook.

Kapitan Basilio of Barangay Damaso wanted to have a list of the number of COVID-19
patients in the locality. From January 2020, the number of patients was tallied on a weekly
basis and was observed to increase at a constant rate as shown in the table below.

Week 1 2 3 4 5
Number of COVID-19 Patients 3 10 19 30 43

1. If the number of weeks is represented by x, which mathematical model represents

the data above?
A. 𝑓(𝑥) = 5𝑥 − 2 C. 𝑓(𝑥) = 𝑥 2 + 3𝑥 − 1
2
B. 𝑓(𝑥) = 𝑥 + 2 D. 𝑓(𝑥) = 𝑥 2 + 4𝑥 − 2

2. If the pattern continues, make a table from week 6 to week 15.

Week 6 7 8 9 10 11 12 13 14 15
Number of COVID-19
Patients

3. The number of COVID-19 patients of Barangay Damaso has continued to increase. If

you were Kapitan Basilio, what actions will you take to prevent the spread of the
disease?

19 SDO_SC_Q1_GenMath11_SLM1of1
 Additional Activities

Activity 2.5 Let’s Take It Further!

Directions: If you want to practice more with evaluating functions, here are some problems
for you to work on.

1. Consider 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 4. Is 𝑓(𝑥 + 3) the same as 𝑓(𝑥) + 𝑓(3)?

2. Evaluate 𝑓(𝑎 + 𝑏) where 𝑓(𝑥) = 4𝑥 2 − 3𝑥.

3. 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.

4. Under the circumstances, a rumor spreads according to the equation

1
𝑓(𝑥) =
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).

20 SDO_SC_Q1_GenMath11_SLM1of1
Lesson
Operations on Functions
3
Hello there! Are you excited for another fun-filled journey to the world of functions? This
lesson deals with the different operations on functions. Just like numbers, functions can be
added, subtracted, multiplied and divided. Applying these operations to functions would
create another function.

See you at the end of this lesson. Enjoy!

What’s In

Activity 3.1: Find My Pair!

Directions: This activity will enable you to recall operations on algebraic expressions. Match
the expressions in Column A to its simplest form in Column B. Do this in a piece
of paper.
Column A Column B

2 5 7
1. +3 A G −3𝑥
3 6

1 2 11
2. +5 B 25𝑥 2 H
3 15

3. 3
5𝑥 − 8𝑥 C 8
I 9𝑥 6

7
4. 3𝑥 2 ∙ 3𝑥 3 D 3𝑥 J 3

5𝑥
5. (5𝑥)2 E 9𝑥 5 K 3

𝑥2 3𝑥
6.
4
÷ 20 F 15𝑥 L 10𝑥 2

Now, consider these questions:

1. Were you able to connect the expressions to its simplest forms?
2. Was it easy for you to simplify the given expressions?

If your answer to both questions above is YES, then you are ready to proceed to the next
activity. If not, please take time to read the review on operations on algebraic expressions.

21 SDO_SC_Q1_GenMath11_SLM1of1
Addition and Subtraction of Rational Algebraic Expressions
Addition and subtraction of fractions depend on whether they are similar (same denominator)
or dissimilar (different denominators). To add/subtract similar fractions, we simply
add/subtract the numerators and copy the common denominator.
8𝑥 5𝑥
Example 1: Add and .
3 3
Solution:
8𝑥 5𝑥 8𝑥+5𝑥 13𝑥
+ = =
3 3 3 3
On the other hand, to add/subtract dissimilar fractions, the following rules must be
followed:
1. Find the least common denominator (LCD) of both fractions.
2. Rewrite fractions as equivalent fractions with the same denominator.
3. The LCD is the denominator of the resulting fraction.
4. The sum or difference of the numerators is the numerator of the resulting fraction.
5. Simplify if necessary.
𝑥 2𝑥
Example 2: Subtract and .
4 5
𝑥 2𝑥
Solution: and are dissimilar fractions. We need to make them similar before we can
4 5
add them. The LCD of the two fractions is (4)(5) = 20 .
To rewrite the fractions as equivalent fractions with the same denominator, we multiply
𝑥 5 𝑥 5 5𝑥 2𝑥 4 2𝑥 4 8𝑥
by ∙ = and by ∙ =
4 5 4 5 20 5 4 5 4 20

𝑥 2𝑥 5𝑥 8𝑥 5𝑥−8𝑥 −3𝑥
Thus, + = 20 − 20 = = .
4 5 20 20

Multiplication and Division of Rational Algebraic Expressions

To multiply rational algebraic expression, the following rules must be followed:
1. Rewrite the numerator and denominator in terms of its prime factors.
2. Reduce all common factors.
3. Multiply the numerators and denominators.
2𝑥 15
Example 3: Find the product of and .
21 7𝑥

Solution:
Step 1: Factor the numerators and denominators.
(2)(𝑥) (5)(3)
∙
(3)(7) (7)(𝑥)

Step 2: Reduce all common factors.

(2)(𝑥) (5)(3)
∙
(3)(7) (7)(𝑥)

22 SDO_SC_Q1_GenMath11_SLM1of1
 Step 3: Multiply the numerators and denominators.
2 5 (2)(5) 10
∙ = (7)(7) = 49
7 7

2𝑥 15 10
Thus, the product of and is .
21 7𝑥 49

To divide rational algebraic expression, we multiply the dividend (first fraction) by the
reciprocal of the divisor (second fraction).
𝑥 3
Example 4: Find the quotient of and .
2 𝑥
3 𝑥
Solution: Note that the reciprocal of is .
𝑥 3

𝑥 3 𝑥 𝑥 (𝑥)(𝑥) 𝑥2
÷𝑥 =2∙3= (2)(3)
=
2 6
𝑥 3 𝑥2
Thus, the quotient of and is .
2 𝑥 6

What’s New

Activity 3.2: Agree or Disagree!

Directions: There are sets of expressions in the table below. Check the column Agree if the
entry in column I is equal to the entry in column II and check the column
Disagree if the entries in the two columns are not equivalent.

I II Agree Disagree
1. (𝑥 + 5) + (2𝑥) 3𝑥 + 5
2. (𝑥 2 + 5𝑥 + 4) + (𝑥 2 + 2𝑥 − 8) 2𝑥 2 + 7𝑥 + 4
3. (𝑥 + 3)(2𝑥 − 7) 2𝑥 2 − 10𝑥 − 21
4. (2𝑥 − 7) − (𝑥 + 3) 𝑥 − 10
𝑥 2 +𝑥−2 𝑥−1
5. 𝑥−2
𝑥 2 −4

The preceding activity might have puzzled your thoughts. That is a good sign of learning.
Now, read and understand the discussion before doing the activities that follow.

23 SDO_SC_Q1_GenMath11_SLM1of1
 What is It

Addition of Functions
Let 𝑓 and 𝑔 functions, then their sum, denoted by 𝑓 + 𝑔, is a function defined by

(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)

Example 1: If 𝑓(𝑥) = 2𝑥 and 𝑔(𝑥) = 𝑥 + 7, find (𝑓 + 𝑔)(𝑥).

Solution:
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
= 2𝑥 + 𝑥 + 7 Substitution
= 3𝑥 + 7 Combine like terms

Thus, (𝑓 + 𝑔)(𝑥) = 3𝑥 + 7.

Example 2: If 𝑓(𝑥) = 𝑥 2 + 6𝑥 − 3 and 𝑔(𝑥) = 2𝑥 2 − 15, find (𝑓 + 𝑔)(𝑥).

Solution:
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
= 𝑥 2 + 6𝑥 − 3 + 2𝑥 2 − 15 Substitution

= 3𝑥 2 + 6𝑥 − 18 Combine like terms

So, (𝑓 + 𝑔)(𝑥) = 3𝑥 2 + 6𝑥 − 18.

2 3
Example 3: If 𝑓(𝑥) = and 𝑔(𝑥) = , find (𝑓 + 𝑔)(𝑥).
𝑥−3 𝑥−5

Solution: Since the functions involved dissimilar fractions (different denominators), we need
to make them the same by finding their Lest Common Multiple (LCM) that will serve as their
Least Common Denominator (LCD).
Recall:
In this case, the LCD is (𝑥 − 3)(𝑥 − 5) or 𝑥 2 − 8𝑥 + 15. F-O-I-L Method
−5𝑥 −3𝑥
(𝑥 − 3)(𝑥 − 5)
𝑥 2 15
2
= 𝑥 − 5𝑥 − 3𝑥 + 15
= 𝑥 2 − 8𝑥 + 15

24 SDO_SC_Q1_GenMath11_SLM1of1
 Note:
Using (𝑥 − 3)(𝑥 − 5), our goal is to rewrite
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥) the given fractions as fractions having the
same denominator. To do that we multiply
2 3
= 𝑥−3 + 𝑥−5 2 𝑥−5 2(𝑥−5)
by → , and
𝑥−3 𝑥−5 𝑥 2 −8𝑥+15
2(𝑥 − 5) 3(𝑥 − 3)
= + 2 3 𝑥−3 3(𝑥−3)
𝑥2− 8𝑥 + 15 𝑥 − 8𝑥 + 15 by → 𝑥2 −8𝑥+15
𝑥−5 𝑥−3
2𝑥−10 3𝑥−9
= 𝑥 2 −8𝑥+15 + 𝑥 2 −8𝑥+15 Distributive Property of Multiplication

2𝑥−10+3𝑥−9
= Combining two similar fractions
𝑥 2 −8𝑥+15

2𝑥+3𝑥−10−9
= 𝑥 2 −8𝑥+15

5𝑥−19 Combine like terms

= 𝑥 2 −8𝑥+15

5𝑥−19
Thus, (𝑓 + 𝑔)(𝑥) = 2 .
𝑥 −8𝑥+15

Subtraction of Functions
Let 𝑓 and 𝑔 functions, then their difference, denoted by 𝑓 − 𝑔, is a function defined by
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥)

Example 4: If 𝑓(𝑥) = 5𝑥 − 2 and 𝑔(𝑥) = 12 − 3𝑥, find (𝑓 − 𝑔)(𝑥).

Solution:
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥)
= 5𝑥 − 2 − (12 − 3𝑥) Substitution

= 5𝑥 − 2 − 12 + 3𝑥 Distribute the negative sign

= 8𝑥 − 14 Combine like terms

Thus, (𝑓 − 𝑔)(𝑥) = 8𝑥 − 14.

Example 5: If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 2 and 𝑔(𝑥) = −3𝑥 + 1, find (𝑓 − 𝑔)(𝑥).

Solution:
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥)
= 𝑥 2 − 2𝑥 + 2 − (−3𝑥 + 1) Substitution

= 𝑥 2 − 2𝑥 + 2 + 3𝑥 − 1 Distribute the negative sign

= 𝑥2 + 𝑥 + 1 Combine like terms

Thus, (𝑓 − 𝑔)(𝑥) = 𝑥 2 + 𝑥 + 1.

25 SDO_SC_Q1_GenMath11_SLM1of1
 𝑥−2 2
Example 6: If 𝑓(𝑥) = 𝑥+1 and 𝑔(𝑥) = 2𝑥−5, find (𝑓 − 𝑔)(𝑥).

Solution: Since the functions involved dissimilar fractions (different denominators), we need
to make them the same by finding their Lest Common Multiple (LCM) that will serve as their
Least Common Denominator (LCD).
Recall:
In this case, the LCD is (𝑥 + 1)(2𝑥 − 5) or 2𝑥 2 − 3𝑥 − 5. F-O-I-L Method
−5𝑥 2𝑥
(𝑥 + 1)(2𝑥 − 5)
2𝑥 2 −5
2
= 2𝑥 − 5𝑥 + 2𝑥 − 5
= 2𝑥 2 − 3𝑥 − 5

Note:
Using (𝑥 + 1)(2𝑥 − 5), our goal is to
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥) rewrite the given fractions as fractions
having the same denominator. To do that
𝑥−2 2 we multiply
= 𝑥+1 + 2𝑥−5 x−2 2𝑥−5 (x−2)(𝑥−5)
𝑥+1
by
2𝑥−5
→ 2𝑥 2 −3𝑥−5
, and
(𝑥 − 2)(𝑥 − 5) 2(𝑥 + 1)
= − 2 2 𝑥+1 2(𝑥+1)
2𝑥 2 − 3𝑥 − 5 2𝑥 − 3𝑥 − 5 by →
2𝑥−5 𝑥+1 2𝑥 2 −3𝑥−5
𝑥 2 −7𝑥+10 2𝑥+2
= 2𝑥 2 −3𝑥−5 − 2𝑥 2 −3𝑥−5 Simplify the numerators

𝑥 2 −7𝑥+10−(2𝑥+2)
= Combine two similar fractions
2𝑥 2 −3𝑥−5

𝑥 2 −7𝑥+10−2𝑥−2
= Distribute the negative sign
2𝑥 2 −3𝑥−5

𝑥 2 −7𝑥−2𝑥+10−2
= 2𝑥 2 −3𝑥−5
Combine like terms
𝑥 2 −9𝑥+8
= 2𝑥 2 −3𝑥−5

𝑥 2 −9𝑥+8
Thus, (𝑓 − 𝑔)(𝑥) = .
2𝑥 2 −3𝑥−5

Multiplication of Functions

Let 𝑓 and 𝑔 be functions, then their product, denoted by 𝑓 ∙ 𝑔, is a function defined by

(𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)

26 SDO_SC_Q1_GenMath11_SLM1of1
Example 7: If 𝑓(𝑥) = 3𝑥 2 and 𝑔(𝑥) = 𝑥 + 1, find (𝑓 ∙ 𝑔)(𝑥).

Solution:
(𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)
= (3𝑥 2 ) (𝑥 + 1) Substitution

= 3𝑥 3 + 3𝑥 2 Multiply by Distribution

Thus, (𝑓 ∙ 𝑔)(𝑥) = 3𝑥 3 + 3𝑥 2 .

Example 8: If 𝑓(𝑥) = 𝑥 2 + 2𝑥 and 𝑔(𝑥) = 𝑥 + 4, find (𝑓 ∙ 𝑔)(𝑥).

Solution:
(𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)
= (𝑥 2 + 2𝑥) (𝑥 + 4) Substitution

= 𝑥 3 + 4𝑥 2 + 2𝑥 2 + 8𝑥 Multiply by FOIL

= 𝑥 3 + 6𝑥 2 + 8𝑥 Combine like terms

Thus, (𝑓 ∙ 𝑔)(𝑥) = 𝑥 3 + 6𝑥 2 + 8𝑥.

2𝑥−3 5+8𝑥
Example 9: If 𝑓(𝑥) = and 𝑔(𝑥) = , find (𝑓 ∙ 𝑔)(𝑥).
2 𝑥−2

Solution:
(𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)

2𝑥−3 5+8𝑥
=( ) ( 𝑥−2 ) Substitution
2

(2𝑥−3)(5+8𝑥)
= 2(𝑥−2)

10𝑥+16𝑥 2 −15−24𝑥
= 2𝑥−4
Multiply by FOIL and Distribution

16𝑥 2 +10𝑥−24𝑥−15
= 2𝑥−4
Combine like terms
16𝑥 2 −14𝑥−15
= 2𝑥−4

16𝑥 2 −14𝑥−15
Thus, (𝑓 ∙ 𝑔)(𝑥) = .
2𝑥−4

27 SDO_SC_Q1_GenMath11_SLM1of1
Division of Functions
𝑓
Let 𝑓 and be 𝑔 functions, then their quotient, denoted by , is a function defined by
𝑔
𝑓 𝑓(𝑥)
( ) (𝑥) =
𝑔 𝑔(𝑥)

𝑓
Example 10: If 𝑓(𝑥) = 𝑥 + 4 and 𝑔(𝑥) = 𝑥 − 2 find ( ) (𝑥).
𝑔

Solution:
𝑓 𝑓(𝑥)
(𝑔) (𝑥) = 𝑔(𝑥)
𝑥+4
= Substitution
𝑥−2
𝑥+4 𝑓 𝑥+4
Since is in simplest form, ( ) (𝑥) = .
𝑥−2 𝑔 𝑥−2

𝑓
Example 11: If 𝑓(𝑥) = 𝑥 2 + 8𝑥 + 15 and 𝑔(𝑥) = 𝑥 2 − 9 find ( ) (𝑥).
𝑔

Solution:
𝑓 𝑓(𝑥)
(𝑔) (𝑥 ) = 𝑔(𝑥)
𝑥 2 +8𝑥+15
= Substitution
𝑥 2 −9
(𝑥+5)(𝑥+3)
= Factoring
(𝑥+3)(𝑥−3)
(𝑥+5)(𝑥+3)
= Cancel the common term
(𝑥+3)(𝑥−3)
𝑥+5
= 𝑥−3

𝑥+5 𝑓 𝑥+5
Since is in simplest form, ( ) (𝑥 ) = .
𝑥−3 𝑔 𝑥−3

Composition of Functions
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.

Example 12: If 𝑓(𝑥) = 𝑥 + 5 and 𝑔(𝑥) = 4𝑥 find (𝑓 ∘ 𝑔)(𝑥).

Note:
Solution:
(𝑓 ∘ 𝑔)(𝑥) means we evaluate 𝑓 at
(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))
𝑔. To do this, we replace 𝑥 in 𝑓(𝑥)
= 𝑓(4𝑥)
with 𝑔(𝑥). Thus, replacing 𝑥 in 𝑓(𝑥)
= 4𝑥 + 5
with 4𝑥:
Thus, (𝑓 ∘ 𝑔)(𝑥) = 4𝑥 + 5.
𝑓(𝑥) = 𝑥 + 5 𝑔(𝑥) = 4𝑥

𝑓(𝑔(𝑥)) = 4𝑥 + 5

28 SDO_SC_Q1_GenMath11_SLM1of1
Example 13: If 𝑓(𝑥) = 2𝑥 − 3 and 𝑔(𝑥) = 3𝑥 + 1 find (𝑔 ∘ 𝑓)(𝑥).

Solution: Note:
(𝑔 ∘ 𝑓)(𝑥) = 𝑔(𝑓(𝑥)) (𝑔 ∘ 𝑓)(𝑥) means we evaluate 𝑔 at 𝑓.
= 𝑔(𝑓(𝑥)) To do this, we replace 𝑥 in 𝑔(𝑥) with
= 3(2𝑥 − 3) + 1 𝑓(𝑥). Thus, substitute 2𝑥 − 3 to 𝑔(𝑥):
= 6𝑥 − 9 + 1 𝑔(𝑥) = 3𝑥 + 1 𝑓(𝑥) = 2𝑥 − 3
= 6𝑥 − 8
Thus, (𝑓 ∘ 𝑔)(𝑥) = 6𝑥 − 8.
𝑔(𝑓(𝑥)) = 3(2𝑥 − 3) + 1

Example 14: Use 𝑓(𝑥) = 𝑥 2 − 9𝑥 + 20, 𝑔(𝑥) = 23 − 5𝑥, ℎ(𝑥) = 𝑥 − 5 to find the following:

(a) (𝑓 + 𝑔)(𝑥) (c) (𝑔 ∙ ℎ)(𝑥) (e) 𝑓(ℎ(𝑥))

𝑓
(b) (ℎ − 𝑓)(𝑥) (d) ( ) (𝑥)
ℎ
Solution:
(a) (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
= 𝑥 2 − 9𝑥 + 20 + 23 − 5𝑥 Substitution

= 𝑥 2 − 14𝑥 + 43 Combine like terms

Thus, (𝑓 + 𝑔)(𝑥) = 𝑥 2 − 14𝑥 + 43.

(b) (ℎ − 𝑓)(𝑥) = ℎ(𝑥) − 𝑓(𝑥)

= 𝑥 − 5 − (𝑥 2 − 9𝑥 + 20) Substitution

= 𝑥 − 5 − 𝑥 2 + 9𝑥 − 20 Distribute the negative sign

= −𝑥 2 + 10𝑥 − 25 Combine like terms

Thus, (ℎ − 𝑓)(𝑥) = −𝑥 2 + 10𝑥 − 25.

(c) (𝑔 ∙ ℎ)(𝑥) = 𝑔(𝑥) ∙ ℎ(𝑥)

= (23 − 5𝑥)(𝑥 − 5) Substitution

= 23𝑥 − 115 − 5𝑥 2 + 25𝑥 Multiply by FOIL

= −5𝑥 2 + 48𝑥 − 115 Combine like terms

Thus, (𝑔 ∙ ℎ)(𝑥) = −5𝑥 2 + 48𝑥 − 115.

𝑓 𝑓(𝑥)
(d) ( ) (𝑥 ) =
ℎ ℎ(𝑥)
𝑥 2 −9𝑥+20
= Substitution
𝑥−5
(𝑥−5)(𝑥−4)
= Factoring
(𝑥−5)
(𝑥−5)(𝑥−4)
= Cancel the common term
(𝑥−5)
=𝑥−4

𝑓
Thus, ( ) (𝑥) = 𝑥 − 4.
ℎ

29 SDO_SC_Q1_GenMath11_SLM1of1
 (e) 𝑓(ℎ(𝑥)) = 𝑓(𝑥 − 5)

= (𝑥 − 5)2 − 9(𝑥 − 5) + 20 Substitution

= 𝑥 2 − 10𝑥 + 25 − 9𝑥 + 45 + 20 Multiply by FOIL and Distribution

= 𝑥 2 − 19𝑥 − 90 Combine like terms

Thus, 𝑓(ℎ(𝑥)) = 𝑥 2 − 19𝑥 + 90.

What’s More

Activity 3.3: Let’s Practice!

Directions: Perform the indicated operations. Show a complete solution and simplify your
answer in simplest form. Do this in a piece of paper.

3 4
1. If 𝑓 (𝑥 ) = and 𝑔(𝑥 ) = , find (𝑓 + 𝑔)(𝑥).
𝑥+1 𝑥

2. If 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 12 and 𝑔(𝑥) = 27 − 2𝑥 , find (𝑔 − 𝑓)(𝑥).

𝑥 2 +𝑥−6 3𝑥−6
3. If 𝑓 (𝑥 ) = and 𝑔(𝑥 ) = , find (𝑓 ∙ 𝑔)(𝑥).
𝑥 2 −4𝑥+4 𝑥 2 +7𝑥+12

𝑔
4. If 𝑓(𝑥) = 𝑥 2 − 25 and 𝑔(𝑥) = 𝑥 2 + 7𝑥 − 60 , find ( )(𝑥).
𝑓

5. If 𝑓(𝑥) = 𝑥 2 − 36 and 𝑔(𝑥) = 𝑥 + 5 , find (𝑓 ∘ 𝑔)(𝑥).

What I Have Learned

Activity 3.4: Exit Ticket!

Directions: You’re almost done but before you take off, reflect all the things that you learned
from this lesson. Write your answers in your activity notebook.

What I previously What I learned about How important it is How will I apply
know about the operations on to know the what I have
functions? functions? lesson? learned?

30 SDO_SC_Q1_GenMath11_SLM1of1
 What I Can Do

Activity 3.5: How Much Did I Earn?

Directions: Read and analyze the problem below. Answer the questions that follow in a
piece of paper.

Maikee’s Palace is a famous boutique in the Philippines. As more cities are going
under lockdown, nonessential businesses such as Maikee’s are being ordered by
the government to close. Bothered by the loss of income, she thought of selling her
goods online. Suppose that 𝑓(𝑥) = 𝑥 denotes the number of shirts sold and the
selling price per shirt is given by
𝑔(𝑥) = 250 − 5𝑥, for 0 ≤ 𝑥 ≤ 20.
1. What is (𝑓 ∙ 𝑔)(𝑥)?
2. What does (𝑓 ∙ 𝑔)(𝑥) represents?
3. How much did she earn if 14 shirts were sold?

Additional Activities

Activity 3.6 Let’s Take It Further!

Directions: If you want to practice more with evaluating functions, here are some problems
for you to work on.
1
1. Let 𝑓(𝑥) = 𝑥 − 1 and 𝑔(𝑥) = 2. Find
𝑥
(a) (𝑓 ∘ 𝑔)(𝑥) (c) (𝑓 ∘ 𝑓)(𝑥)
(b) (𝑔 ∘ 𝑓)(−1) (d) (𝑔 ∘ 𝑔)(5)

2. Given (𝑓 + 𝑔)(𝑥) = 2𝑥 2 − 5𝑥 + 6 and 𝑔(𝑥) = 𝑥 2 + 8𝑥 + 7, what is 𝑓(𝑥)?

3. You work forty hours a week at a department store. You receive a P220 weekly
salary, plus a 3% commission on sales over P5000. Assume that you sell enough
this week to get the commission.

Given the functions 𝑓(𝑥) = 0.03𝑥 and 𝑔(𝑥) = 𝑥– 5000, which of (𝑓𝑜𝑔)(𝑥) and
(𝑔𝑜𝑓)(𝑥) represents your commission?

Congratulations! You made it this far. Make sure that you have already mastered the
important concepts and skills. Take the assessment when you’re ready. Good luck!

31 SDO_SC_Q1_GenMath11_SLM1of1
 Assessment

Directions: Read and analyze each statement. In your activity notebook, write the letter of
the correct answer.

1. Jonathan has a job mowing lawns in his neighborhood. He works up to 10 hours per
week and gets paid Php 25 per hour. Identify the independent variable.
A. the job C. the lawn mowing
B. the total pay D. the number of hours worked

2. Joshua resides in a certain city, but he starts a new job in the neighboring city. Every
Monday, he drives his new car 90 kilometers from his residence to the office and spends
the week in a company apartment. He drives back home every Friday. After 4 weeks of
this routinary activity, his car’s odometer shows that he has travelled 870 kilometers
since he bought the car. Write a linear model which gives the distance y covered by the
car as a function of x number of weeks since he used the car.
A. f(x) = 90x + 510 C. f(x) = 90x + 150
B. f(x) = 180x + 150 D. f(x) = 180x + 510

3. A survey of out-of-school youth in your barangay was conducted. From year 2015 to
2019, the number of out-of-school youths was tallied and was observed to increase at a
constant rate as shown in the table.

Year 2015 2016 2017 2018 2019

Number of out-of-
30 37 44 51 58
school youth

If the number of years after 2019 is represented by x, what mathematical model

represents the data above?
A. f(x) = 7x + 23 C. f(x) = -7x + 23
B. f(x) = 7x + 30 D. f(x) = -7x + 30

4. Two kilos of mango can be purchased at the Surigao City Public Market for PhP180.
What mathematical model represents the cost of buying mangos?
A. f(x) = 90x C. f(x) = x+90
B. f(x) = 180x D. f(x) = 2x+90

5. You plan to sell t-shirts as a fundraiser. The wholesale t-shirt store charges you PhP150
a shirt for the first 25 shirts. After the first 25 shirts you purchase up to 50 shirts, the store
will lower its price to PhP140 per shirt. After you purchase 50 shirts, the price will
decrease to PhP120 per shirt. Write a function that models this situation.

A. 150𝑛 , if 𝑛 ≤ 25 C.
𝑓 (𝑛) = 140𝑛 , if 25 < 𝑛 ≤ 50
120𝑛 , if 𝑛 > 50

B.
150𝑛 , if 1 ≤ 𝑛 D.
≤ 25
𝑓 (𝑛) = 250 + 140𝑛 , if 25 < 𝑛 ≤ 50
1250 + 120𝑛 , if 𝑛 > 50
32 SDO_SC_Q1_GenMath11_SLM1of1
 C. 150𝑛 , if 𝑛 ≤ 25
𝑓 (𝑛) = 250 + 140𝑛 , if 25 < 𝑛 ≤ 50
1500 + 120𝑛 , if 𝑛 > 50
150𝑛 , if 1 ≤ 𝑛 ≤ 25
D. 𝑓(𝑛) = 250 + 140𝑛 , if 25 < 𝑛 ≤ 50
1500 + 120𝑛 , if 𝑛 > 50

6. If 𝑓(𝑥) = 𝑥 + 8, evaluate f(2).

A. 4 B. 6 C. 10 D. 16

7. Evaluate 𝑓(𝑥) = 9 − 6𝑥 at 𝑓(0).

A. -3 B. 3 C. 9 D. 15

8. At what value of x will 𝑦 = 𝑥 2 − 1 be equal to 0?

A. -1 B. 0 C. 2 D. 3
𝑥+4
9. At what value of x can we not evaluate 𝑦 = ?
2+𝑥
A. -2 B. 0 C. 2 D. None

10. A computer shop charges PhP20.00 per hour (or a fraction of an hour) for the first two
hours and an additional PhP10.00 per hour for each succeeding hour. How much will
you pay if you used on of their computers for 150 minutes?
A. PhP5.00 B. PhP10.00 C. PhP20.00 D. PhP30.00

11. Given f(x) = 2x 2 - 5x – 8 and g(x) = 10 x + 7. Find (f + g)(x).

A. 2x2 + 5x + 15 C. 2x2 + 5x – 1
B. 2x - 5x – 1
2
D. 2x2 - 5x + 1

12. Given f(x) = 5x2 – 6x + 15 and g(x) = 8x + 7. Find (g – f)( x).

A. 5 x 2 + 14 x – 8 C. –5x2 + 14x – 8
B. –5 x2 + 2 x – 8 D. –5x 2 + 2x – 8

𝑓
13. If 𝑓(𝑥) = 7𝑥 and 𝑔(𝑥) = 𝑥 2 , find ( )(𝑥).
𝑔
7
A. 7𝑥 3 B. C. 7𝑥 D. 𝑥 2
𝑥

14. Evaluate 𝑓(0) + 𝑔(0) − ℎ(0), if 𝑓(𝑥) = 7𝑥 + 9, 𝑔(𝑥) = 12𝑥 − 3 and ℎ(𝑥) = 9𝑥 2 − 5𝑥 + 5.

A. 1 B. 7 C. 11 D. 17

15. A spherical balloon is being inflated. Let r(t) = 3t cm represent its radius at time t
4
seconds, and let g(r) = πr 3 be the volume of the same balloon if its radius is r. Write
3
(g ∘ r) in terms of t.
A. (g ∘ r)(t) = 4πr 3 C. (g ∘ r)(t) = 12πr 3
B. (g ∘ r)(t) = 36πt 3 D. (g ∘ r)(t) = 8πt 3

33 SDO_SC_Q1_GenMath11_SLM1of1
 SDO_SC_Q1_GenMath11_SLM1of1 34
What’s New
What I Know Activity 1.1 Classify Me!
1. A 1. Function A student is assigned to a unique LRN.
2. Function A vehicle of whatever type has only one plate number.
2. B
3. Not a Function A single input of hours spent in studying may result to
3. B different scores. For instance, two students may have the
same hours spent in studying but have different scores in the
4. C
test.
5. C 4. Function Every single car has 4 tires, so the total number of tires in the
parking lot depends on how many cars are in the parking lot.
6. C
Every input of cars specifies a single possible output of tires.
7. D 5. Not a function A single address can produce more than one set of
occupants.
8. B
6. Function A student’s tuition fee will depend on the number of units he
9. A enrolled.
7. Not a function A course will have different enrollment in different semesters
10. C
and in different schools. A single input of the course name
11. B will produce different outputs of enrollment.
8. Function The length of a person’s shadow is dependent on his height.
12. A
A single input of height relates to one measure of shadow.
13. B 9. Function A person’s salary depends on the number of hours he
worked. A particular hour rendered for work corresponds to a
14. A
single value salary.
15. C 10. Function A family’s energy bill is measured by their energy
consumption.
What’s More What’s More
Activity 1.2 Give Me My Variables! Activity 1.3 What’s the Rule?
1. I: ounces of water D: hours of boiling 1. B
2. I: amount of gasoline D: distance covered 2. A
3. I: hours of work D: salary 3. B
4. I: number of months grown D: height of the plant 4. A
5. I: data consumption D: Internet bill 5. A
What I Have Learned What I Can Do
Activity 1.4 Reflect! Activity 1.5 Formulate Your Own!
*Answers may vary *Answers may vary
Additional Activities
Activity 1.6 Let’s Take It Further
1. 𝑓(𝑥) = 50𝑥 − 0.5𝑥 2 3. 𝑓(𝑥) = 10(0.95)𝑥
2. 2. 𝑓(𝑥) = 8 , if 0 < 𝑥 ≤ 4 4. 𝑓(𝑥) = 4𝑥 3 − 26𝑥 2 + 40𝑥
2 + 1.50𝑥 , if 𝑥 > 4
Answer Key
 SDO_SC_Q1_GenMath11_SLM1of1 35
What’s New
Activity 2.1 Let It In, Take It Out!
1. 10 2. 5 3. 0 4. 3
What’s More
Activity 2.2 Evaluate My Value!
1. -14 2. -52 3. 64 4. 1/3 5. 31,250
What I Have Learned
Activity 2.3 Reflect!
*Answers may vary.
What I Can Do
Activity 2.4 Think About It!
1. D
2.
x 6 7 8 9 10 11 12 13 14 15
f(x) 58 75 94 115 138 163 190 219 250 283
3. *Answers may vary.
Additional Activities
Activity 2.5 Let’s Take It Further!
1. No. 𝑓(𝑥 + 3) = 𝑥 2 + 2𝑥 − 1 while 𝑓(𝑥) + 𝑓(3) = 𝑥 2 − 4𝑥 − 1
2. 𝑓(𝑎 + 𝑏) = 4(𝑎2 + 𝑏2 + 2𝑎𝑏) − (3𝑎-3b)
3. 𝑠(15) means that when the temperature is 15°𝐶, then the top speed of a runner is 12 km per
hour. However, when the temperature rises to 30°𝐶, the top speed of a runner is reduced to 10km
per hour.
4. 𝑝(4) = 0.14 ; 𝑝(10) = 0.38
SDO_SC_Q1_GenMath11_SLM1of1 36
What’s In
Activity 3.1 Find My Pair!
1. J B. H C. G 4. E 5. B 6. K
What’s New
Activity 3.2 Agree or Disagree!
1. Agree 3. Disagree 5. Agree
2. Disagree 4. Agree
What’s More What I Have Learned
Activity 3.3 Let’s Practice! Activity 3.4 Exit Ticket
7𝑥+4 *Answers may vary.
1.
𝑥 2 +𝑥
2. −𝑥 2 + 6𝑥 + 15
3 What I Can DO
3. Activity 3.5 How Much Did I Earn?
𝑥+4
𝑥+12 1. 250𝑥 − 5𝑥 2
4.
𝑥+5 2. The function represents the revenue
earned.
5. 𝑥 2 + 10𝑥 − 11 3. P238.00
Additional Activities
Activity 3.6 Let’s Take It Further!
1−𝑥 2 1
1. (a) (b) (c) 𝑥−2 (d) 625
𝑥2 4
2. 𝑥 2 − 13𝑥 − 11
3. ( 𝑓 𝑜 𝑔)(𝑥)
Assessment
1. D 6. C 11. C
2. B 7. C 12. C
3. A 8. A 13. B
4. A 9. A 14. A
5. B 10. D 15. B
References

Books:
Abuzo, Emmanuel P., Merden L. Bryant, Jem Boy B. Cabrella, Belen P. Caldez, Melvin M.
Callanta, Anastacia Proserfina l. Castro, Alicia R. Halabaso, Sonia P. Javier, Roger T.
Nocom, and Concepcion S. Ternida. 2013. Mathematics- Grade 8 Learner’s Module
First Edition. Pasig City: Department of Education

Versoza, Debbie Marie P, Paolo Luis Apolinario, Regina M. Tresvalles, Francis Nelson M.
Infante, Jose Lorenzo M. Sin, Len Patrick Dominic M. Garces. 2016.General
Mathematics- Learner’s Material First Edition, Pasig City. Department of Education

Online:

Math Planet. “Functions and Linear Equations (Algebra 2, How to Graph Functions and
Linear Equations).” Mathplanet. Accessed July 25, 2020.
https://www.mathplanet.com/education/algebra-2/how-to-graph-functions-and-linear-
equations/functions-and-linear-equations.

Pierce, Rod. "What is a Function". Math Is Fun. Accessed July 25, 2020.
http://www.mathsisfun.com/sets/function.html “

Stapel, Elizabeth. “Composition of Functions: Word Problems Using Composition.”

Purplemath. Accessed July 25, 2020.
https://www.purplemath.com/modules/fcncomp5.html

https://www.youtube.com/watch?v=4z9ElTz4inQ

https://www.youtube.com/watch?v=jbYtezOLyH8

https://www.youtube.com/watch?v=oeYUd5SFJys

37 SDO_SC_Q1_GenMath11_SLM1of1
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