Acknowledgement

We, the authors, gratefully acknowledge the invaluable contributions and

unwavering support of the following individuals:

To our families, whose selfless encouragement, patience, and

understanding enabled us to dedicate countless hours to this project.

To our esteemed colleagues, who generously shared their expertise,

provided constructive feedback, and collaborated tirelessly.

To Dr. Carlynn Aguilar, whose insightful guidance, scholarly expertise,

and mentorship significantly enhanced the quality and depth of this
coursebook.

To Almighty God, who inspired and empowered us with wisdom,

creativity, and perseverance.

We appreciate the collective efforts that have made this coursebook a

reality. Your contributions will benefit countless learners.
 About the Authors

Andrea A. Tero is a Licensed

Professional Teacher. Currently, she is
a graduate student of Leyte Normal
University (LNU) taking up Master of
Arts in Education major in
Mathematics. She enjoys the
scholarship grant of the Department of
Science and Technology – Science
Education Institute (DOST-SEI) under
the Capacity Building Program in
Science and Mathematics Education
(CBPSME).
Ms. Tero pursued her tertiary education at Visayas State University
(VSU)-Main Campus at Baybay City, Leyte. She took up Bachelor of
Secondary Education major in Mathematics. In the year 2022, she
graduated with flying colors as Cum Laude and was awarded a Medal of
Excellence in Science and Technology by the DOST.
 GENERAL
MATHEMATICS
INTRODUCTION TO FUNCTIONS
 WHAT I NEED TO KNOW

Whether you're plotting data, modeling relationships, or simply

understanding the behavior of mathematical expressions, understanding
functions, their domains, and ranges is crucial. Functions describe
relationships between inputs and outputs, and this lesson will explore
these core concepts, including graphical representations and other key
characteristics

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

1. define relation and function.

2. determine the domain and range of a function.

3. identify whether a given relation is a function using various tests

(vertical line test).

4. represent functions in different ways (e.g., ordered pairs, tables,

and graphs).

WHAT I ALREADY KNOW

Instruction: Choose the best answer for each question.

1. Which of the following represents a coordinate point on a graph.

A. y = 2x + 3

B. x + y = 7

C. 4, -1

D. f(x) = x² - 5
2. If you plot the points 0, 0. 1, 2. And 2, 4. On a graph, what shape do
they form.

A. A triangle

B. A circle

C. A straight line

D. A curve

3. A worker earns 12 per hour. Which equation represents their total

earnings based on the number of hours worked ?

A. y = x + 12

B. y = 12/x

C. y = 12x

D. x = 12y

4. Given the set of ordered pairs {(1, 5), (2, 5), (3, 7), (4, 8)}, which of the
following lists represents all the x-values .

A. 5, 5, 7, 8

B. 1, 2, 3, 4

C. 1, 5. 2, 5. 3, 7. 4, 8.

D. 1, 2, 3, 4, 5, 7, 8

5. Which of the following describes a relationship where each input has

only one output.

A. Every input has multiple outputs.

B. Some inputs have no outputs.

C. Each input is paired with exactly one output.

D. The number of inputs must be equal to the number of outputs.

 LESSON 1: INTRODUCTION TO FUNCTIONS

In mathematics, we often study relationships between different

quantities. For example, the distance you travel depends on how fast
you’re going and how long you travel. The cost of buying several items
depends on the price of each item. Functions provide a powerful way to
describe and analyze these kinds of relationships.

This lesson will introduce you to the fundamental concept of a

function, exploring how inputs and outputs are related and how we can
represent these relationships in different ways. You may have
encountered relationships in various contexts, such as input-output
machines, formulas, or graphs. This lesson will formalize these ideas and
provide you with the tools to work with functions effectively.

PAIR UP

Quickly match the following inputs with their corresponding outputs

using mapping based on the rule "multiply by 2":

Input: 1, 3, 5, 7

Possible Outputs: 2, 4, 6, 10, 14

TAKE A LOOK!

Relations and Functions

A relation is simply a set of ordered pairs. It represents a relationship
between two sets of values.

Example:
{(1, 2), (3, 6), (5, 10), (7, 14)} is a relation.

A function is a special type of relation where each input (x-value) has

exactly one output (y-value). In other words, no two ordered pairs in a
function have the same first element (x-value) but different second
elements (y-values).

Example:
1. {(1, 2), (3, 6), (5, 10), (7, 14)} is a function.
2. {(1, 2), (1, 3), (2, 4), (3, 5)} is a relation but not a function because
the input 1 has two different outputs (2 and 3).

Domain and Range

In a Cartesian coordinate point (x,y):
The domain of a function is the set of all possible input values (x-
values).
The range of a function is the set of all possible output values (y-values).

Example:

For the function {(1, 2), (3, 6), (5, 10), (7, 14)}:
 Domain: {1, 3, 5, 7}
 Range: {2, 6, 10, 14}

Exercise 1: Determine if the following relation is a function and find its

domain and range: {(-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4)}.
Solution:
 This is a function because each x-value has only one y-
value.
 Domain: {-2, -1, 0, 1, 2}
 Range: {0, 1, 4}
Representing Functions

Functions can be represented in the following ways:

1. Ordered Pairs: {(1, 2), (3, 6), (5, 10), (7, 14)}

2. Table of Values:
x values y values
1 2
3 6
5 10
7 14

3. Graph: Plotting the ordered pairs on a coordinate plane.

Vertical Line Test

The vertical line test is a visual way to determine if a graph represents a
function. If any vertical line drawn on the graph intersects the graph at
more than one point, then the graph does not represent a function. If
every vertical line intersects the graph at most once, then the graph does
represent a function.
Exercise 2: Determine if the graph of a circle represents a function.
Solution:
 No. A vertical line drawn through the center of the circle will
intersect the circle at two points, failing the vertical line test.

TAKE NOTE!

 A relation is a set of ordered pairs.

 A function is a special type of relation where each input has
exactly one output.
 The domain is the set of all inputs (x-values).
 The range is the set of all outputs (y-values).
 The vertical line test determines if a graph represents a
function.

WHAT’S MORE?

Supplementary Exercises

1. Which of the following relations is not a function?

A. {(a, b), (c, d), (e, f)}
B. {(1, x), (2, y), (3, z)}
C. {(p, 2), (q, 2), (r, 2)}
D. {(m, 1), (m, 2), (n, 3)}
2. What is the domain of the function {(-3, 0), (0, 3), (3, 6)}?
A. {0, 3, 6}
B. {-3, 0, 3}
C. {-3, 0, 3, 6}
D. None of the above

3. What is the range of the function {(A, 1), (B, 4), (C, 9)}?
A. {A, B, C}
B. {1, 4, 9}
C. {A, B, C, 1, 4, 9}
D. None of the above

4. The vertical line test is used to determine if a:

A. Set of ordered pairs is a relation.
B. Graph represents a function.
C. Domain is positive or negative.
D. Range is increasing or decreasing.

5.Which of the following graphs represents a function?

A. A circle
B. A parabola that opens upwards
C. A vertical line
D. A horizontal line

WHAT I ALREADY KNOW

Instruction: Choose the best answer for each question.

1. Which of the following represents a coordinate point on a graph.

A. y = 2x + 3
 B. x + y = 7

C. 4, -1

D. f(x) = x² - 5

2. If you plot the points 0, 0. 1, 2. And 2, 4. On a graph, what shape do

they form.

A. A triangle

B. A circle

C. A straight line

D. A curve

3. A worker earns 12 per hour. Which equation represents their total

earnings based on the number of hours worked ?

A. y = x + 12

B. y = 12/x

C. y = 12x

D. x = 12y

4. Given the set of ordered pairs {(1, 5), (2, 5), (3, 7), (4, 8)}, which of the
following lists represents all the x-values .

A. 5, 5, 7, 8

B. 1, 2, 3, 4

C. 1, 5. 2, 5. 3, 7. 4, 8.

D. 1, 2, 3, 4, 5, 7, 8

5. Which of the following describes a relationship where each input has

only one output.

A. Every input has multiple outputs.

B. Some inputs have no outputs.

C. Each input is paired with exactly one output.

D. The number of inputs must be equal to the number of outputs

GENERAL
MATHEMATICS
EVALUATION,OPERATION AND
COMPOSITION OF FUNCTIONS
 WHAT I NEED TO KNOW

Understanding how functions work together is crucial. Functions

are the building blocks of many processes, and just like basic concepts of
functions, understanding function evaluation, operations, and
composition is key to mastering many mathematical and computational
concepts.

At the end of this lesson, students should be able to:

1. Evaluate functions for given values of the variable.

2. Perform basic operations on functions, including addition,
subtraction, multiplication, and division.
3. Understand and perform the composition of functions.
4. Apply the concepts of evaluation, operation, and composition to
solve problems.

WHAT I ALREADY KNOW

Instructions: Choose the best answer for each multiple-choice question.

1. If f(x) = 2x + 1 and g(x) = x - 3, what is (f + g)(x)?
A. 3x - 2
B. x+4
C. 2x² - 5x - 3
D. 3x - 4
2. Given f(x) = x² and g(x) = 3x, find (f * g)(2).
A. 12
B. 24
C. 36
D. 72
3. If f(x) = 4x and g(x) = x + 2, what is (f/g)(x)?
A. 4x/(x+2)
B. 4x + 2
C. 4/(x+2)
D. 4x + 8
4. Let f(x) = x + 5 and g(x) = 2x. Find (g ∘ f)(x).
A. 2x + 5
B. 2x + 10
C. x + 10
D. 2x + 25
5. If f(x) = x³ and g(x) = x - 1, what is (f ∘ g)(2)?
A. 1
B. 2
C. 8
D. 0

LESSON 2: EVALUATION,OPERATION AND

COMPOSITION OF FUNCTION

In this lesson, we'll explore three fundamental aspects of working

with functions: evaluating functions (finding their output for a given
input), performing operations on functions (adding, subtracting,
multiplying, and dividing them), and composing functions (linking them
together to create new, more complex functions). Mastering these will
unlock your ability to analyze and create sophisticated mathematical
models and programs.
 TRY TO RECALL!

Recalling what you have learned in evaluation of polynomials, try

answering the following questions
1. Evaluate P(x) = 3x² - 2x + 1/2 at x = 1/2.
2. Find Q(y) = y³ - 1.5y² + 0.75y - 2 when y = 2.5.
3. If R(z) = z⁴ - 2.2z³ + 1.1z - 3, what is R(1)?
4. Evaluate S(t) = 1/3t³ + 2/5t² - t + 5 for t = 3.
5. Find the value of T(x) = 0.5x⁴ - 1.2x² + x - 0.8 when x = 2.

CHECK IT OUT!

Evaluating Functions

Evaluating a function means substituting a specific input value (x) into its
equation and simplifying the expression to find the corresponding output
(y-value).

To evaluate f(x) at x = a, we write: f(a)

Example:

Let f(x) = 2x + 1. To find f(3), we substitute x = 3 into the equation:

Solution:

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

Exercise 1: Let f(x) = (x² + 1)/(x - 2). Find f(4).

Solution: Substitute x = 4 into the equation:

f(x) = (x² + 1)/(x - 2)

f(4) = (4² + 1) / (4 - 2)
f(4) = (16 + 1) / 2
f(4) = 17/2

Operations on Functions

We can combine functions using basic arithmetic operations like

addition, subtraction, multiplication, and division. The result is a new
function.

General Notation:

Addition of Functions:

 (f + g)(x) = f(x) + g(x)

Subtraction of Functions:

 (f - g)(x) = f(x) - g(x)

Multiplication of Functions:

 (f * g)(x) = f(x) * g(x)

Division of Functions:

 (f / g)(x) = f(x) / g(x) , where g(x) ≠ 0

Example 1 : Let f(x) = x² and g(x) = x + 1. Find (f + g)(2).

Solution:

(f + g)(x) = f(2) + g(2)

(f + g)(2)= 2² + (2 + 1)
(f + g)(x)= 4 + 3
(f + g)(x)= 7
Example 2: Let f(x) = 2x + 1 and g(x) = x² - 3. Find (f * g)(3)
Solution :
(f * g)(x) = f(x) * g(x)
(f * g)(3) = f(3) * g(3)
(f * g)(3) = 7 * 6
(f * g)(3) = 42

Composition of Functions
Composition refers to applying one function to the output of another
function. This creates a chain reaction where the output of the first
function becomes the input for the second.
General Notation:
 (f ∘ g)(x) or f(g(x)) represents the composition of f and g.
This means we first apply g to x, then apply f to the result.
Example: Let f(x) = x - 1 and g(x) = 2x.
Find a.) (f ∘ g)(x) and b.) (g ∘ f)(x).

Solution:
For a. For b.
(f ∘ g)(x) = f(g(x)) (g ∘ f)(x) = g(f(x))
(f ∘ g)(x) = f(2x) (g ∘ f)(x)= g(x - 1)
(f ∘ g)(x) = 2x - 1 (g ∘ f)(x) = 2(x - 1)
(g ∘ f)(x) = 2x - 2

Notice: The order of composition matters. (f ∘ g)(x) ≠ (g ∘ f)(x) in

general.
Exercise 1: Let f(x) = x³ + 2x and g(x) = √x. Find (f ∘ g)(x) and state its
domain.
Solution:
(f ∘ g)(x) = f(g(x))
= f(√x)
= (√x)³ + 2(√x)
= x√x + 2√x
The domain of (f ∘ g)(x) is restricted by the square root.
Therefore, we need x ≥ 0.
Exercise 2: Let f(x) = 1/(x – 2) and g(x) = x² + 1. Find (f ∘ g)(x) and state
its domain.
Solution:
(f ∘ g)(x) = f(g(x))
= f(x² + 1)
= 1/((x² + 1) – 2)
= 1/(x² - 1)
The domain of (f ∘ g)(x) excludes values that make the denominator zero.
Therefore, the domain is x ≠ 1 and x ≠ -1.

TAKE NOTE!

 Domain: The domain of the resulting function must exclude

any values that would cause division by zero or result in an
undefined output.
 Order of Operations: Follow the standard order of operations
(PEMDAS) when evaluating and simplifying expressions
involving functions.
 WHAT’S MORE?

Supplementary Exercises

1. A company's fixed costs are represented by the function f(x) = 1000,

and its variable costs are represented by g(x) = 5x, where x is the number
of units produced.

a) Find a function that represents the total cost of production, h(x) =

f(x) + g(x).
b) Find the total cost of producing 100 units.
c) If the company sells each unit for $10, find a function for the
profit, P(x) = 10x - h(x).
d) How many units must the company produce to break even (profit =
0)?

2.The length of a rectangle is given by f(x) = x + 3, and its width is given

by g(x) = 2x.

a) Find a function A(x) that represents the area of the rectangle.

b) What is the area when x = 5?

WHAT I ALREADY KNOW

Instructions: Choose the best answer for each multiple-choice question.

1. If f(x) = 2x + 1 and g(x) = x - 3, what is (f + g)(x)?

A. 3x - 2
B. x + 4
C. 2x² - 5x - 3
D. 3x - 4
2. Given f(x) = x² and g(x) = 3x, find (f * g)(2).
 A. 12
B. 24
C. 36
D. 72
3. If f(x) = 4x and g(x) = x + 2, what is (f/g)(x)?
A. 4x/(x+2)
B. 4x + 2
C. 4/(x+2)

4. Let f(x) = x + 5 and g(x) = 2x. Find (g ∘ f)(x).

D. 4x + 8

A. 2x + 5
B. 2x + 10
C. x + 10

5.If f(x) = x³ and g(x) = x - 1, what is (f ∘ g)(2)?

D. 2x + 25

A. 1
B. 2
C. 8
D. 0
 GENERAL
MATHEMATICS
RATIONAL FUNCTIONS:
ASYMPTOTES, DOMAIN AND
RANGE
 WHAT I NEED TO KNOW

In modeling complex systems, understanding rational functions is a

key skill. Rational functions, representing the ratio of two polynomials,
provide a powerful framework for describing and solving problems
across diverse fields. This lesson will equip you with the tools to
confidently work with rational functions, from simplifying expressions
and identifying key features to solving equations and interpreting graphs.

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

1. Define a rational function and identify its key features (numerator,

denominator, etc.).
2. Determine the domain of a rational function, expressing it in
interval notation and set-builder notation.
3. Identify horizontal and vertical asymptotes of rational functions

WHAT I ALREADY KNOW?

Instructions: Choose the best answer for each multiple-choice question.

1. Which of the following is a rational function?

A. f(x) = √(x + 2)

B. g(x) = 3x² - 5x + 1

C. h(x) = (x² - 4) / (x + 1)

D. j(x) = 2ˣ
2. Which of the following is NOT a rational function?

A. f(x) = (x³ + 2x) / (x² - 1)

B. g(x) = 5 / x

C. h(x) = √x

D. j(x) = (x – 3) / (x² + 4)

3. What is the domain of f(x) = (x + 5) / (x – 2)?

A. All real numbers

B. All real numbers except x = 5

C. All real numbers except x = 2

D. All real numbers except x = -5

4. What is the domain of g(x) = 7 / (x² - 9)?

A. All real numbers

B. All real numbers except x = 3 and x = -3

C. All real numbers except x = 0

D. All real numbers except x = 7

5. What is the range of f(x) = 1/x?

A. All real numbers

B. All real numbers except x = 0

C. All real numbers except y = 0

D. All real numbers except y = 1

 LESSON 3: RATIONAL FUNCTIONS: ASYMPOTES,
DOMAIN AND RANGE

Understanding rational functions is crucial for success in various

fields, from calculus to engineering. Whether you're analyzing data,
modeling real-world phenomena, or solving complex equations, the
ability to work with rational functions is essential.

This lesson will build upon that foundation, exploring the unique
characteristics of rational functions, including identifying them,
determining their domains and ranges, and analyzing their graphical
behavior.

THINK IT THROUGH!

1. Imagine you're planning a road trip of 300 miles. Your average speed
is 'x' miles per hour. How can we express the time it takes for the trip as
a function of your average speed? What operation relates distance, speed,
and time?"

2. A bakery sells cookies for $2 each. Their daily expenses are $50. How
can we express their daily profit as a function of the number of cookies
sold? What are the two components of profit?"

LEARN MORE!
Rational Function

Rational Function is the ratio of two polynomial functions, where the

denominator cannot be zero.

A rational function is a function that can be expressed in the form:

F(x) = P(x) / Q(x)

where:

 P(x) and Q(x) are polynomial functions.

 Q(x) ≠ 0 (The denominator cannot be zero)

Graph of a Rational Function:

Restriction: Denominator Cannot Be Zero

The key restriction in rational functions is that the denominator cannot

equal zero. This is because division by zero is undefined in mathematics.
Therefore, we must exclude any values of x that would make the
denominator zero. This leads to the concept of the function’s domain.

Domain: Allowed Input Values

The domain of a function is the set of all possible input values (x-values)
for which the function is defined.

To find the domain of a rational function, we follow these steps:

Step 1. Set the denominator equal to zero: Q(x) = 0

Step 2. Solve for x: Find the values of x that make the denominator zero.

Step 3. Exclude these values from the domain: The domain will consist of
all real numbers except for the values you found in step 2.

Let us try!

Example:

Let’s find the domain of the given rational function:

f(x) = (x + 2) / (x – 3)

Step 1.Set the denominator equal to zero:

x–3=0

Step 2.Solve for x:

x=3

Step 3. Exclude x = 3 from the domain.

Therefore, the domain of f(x) is all real numbers except for x = 3. We

can express this in interval notation as: (-∞, 3) U (3, ∞)

Range: Allowed Output Values

The range of a function is the set of all possible output values (y-values)

that the function can produce.

Asymptotes: Guiding the Function's Behavior

Asymptotes are lines that the graph of a function approaches as the input
(x-values) approaches infinity or negative infinity. There are two main
types of asymptotes that are important for understanding rational
functions:

1. Vertical Asymptotes: Occur where the denominator of the rational

function equals zero (the values we excluded from the domain). The
graph will approach this vertical line but never touch it.

2. Horizontal Asymptotes: Occur as x approaches positive or negative

infinity. The graph will approach this horizontal line but may or may not
touch it.

Determining the Range

To find the range of a rational function, we need to consider the

following:

1. Vertical Asymptotes: The range will exclude any y-values that

correspond to the vertical asymptotes.

2. Horizontal Asymptotes: The range will be influenced by the horizontal

asymptote. If there is a horizontal asymptote at y = a, then the range will
either be all y-values less than a or all y-values greater than a, depending
on the function's behavior.

Let’s try!

Example: Find the range of g(x) = (x + 2) / (x - 1).

Vertical Asymptote: x = 1

Horizontal Asymptote: y = 1 (since the degree of the numerator and

denominator are the same, the horizontal asymptote is the ratio of the
leading coefficients)

Range: The range excludes y = 1, and since the graph approaches both
positive and negative infinity

Therefore, the range is (-∞, 1) U (1, ∞).

Exercise 1:

Analyze the rational function f(x) = (x³ - x² - 6x) / (x² - 4x + 3).

Determine the following:

1.Domain: Find the domain of f(x) and express it in interval notation.

Solution:

 First, factor the numerator and denominator:

f(x) = x(x – 3)(x + 2) / [(x – 1)(x – 3)]

 The denominator is zero when x = 1 or x = 3.

Thus, these values must be excluded from the domain .

 Therefore, the domain is (-∞, 1) U (1, 3) U (3, ∞)

2.Vertical Asymptotes: Identify any vertical asymptotes.

Solution:

 The vertical asymptote occurs when the denominator is zero and

the numerator is not zero. Therefore, there is a vertical asymptote
at x = 1.
3.Horizontal Asymptote: Find the horizontal asymptote (if any)

Solution :

 Since the degree of the numerator (3) is greater than the degree of
the denominator (2), there is no horizontal asymptote. The
function will increase or decrease without bound as x approaches
positive or negative infinity.

4.Range: Determine the range of f(x) and express it in interval notation.

 Since there's no horizontal asymptote, the range will extend to

positive and negative infinity.

TAKE NOTE!

 Understanding the behavior of rational functions, particularly

their asymptotes, is crucial for graphing and analyzing these
functions.
 Determining the domain and range helps to understand the
limitations of the function and its behavior.

WHAT’S MORE

Supplementary Exercises

1. Find the domain of f(x) = (x² - 9) / (x² - 4x + 3). Express your answer
in interval notation. What are the vertical asymptotes of f(x)?

2. Determine the domain of g(x) = (x³ + 2x²) / (x² + x – 6). Express your
answer in interval notation. Identify all vertical asymptotes.

3. Determine the range of the function m(x) = (x - 2) / (x + 1).

WHAT I ALREADY KNOW?

Instructions: Choose the best answer for each multiple-choice question.

1. Which of the following is a rational function?

A. f(x) = √(x + 2)
B. g(x) = 3x² - 5x + 1
C. h(x) = (x² - 4) / (x + 1)
D. j(x) = 2ˣ
2. Which of the following is NOT a rational function?
A. f(x) = (x³ + 2x) / (x² - 1)
B. g(x) = 5 / x
C. h(x) = √x
D. j(x) = (x – 3) / (x² + 4)

3. What is the domain of f(x) = (x + 5) / (x – 2)?

A. All real numbers
B. All real numbers except x = 5
C. All real numbers except x = 2
D. All real numbers except x = -5

4. What is the domain of g(x) = 7 / (x² - 9)?

A. All real numbers
B. All real numbers except x = 3 and x = -3
C. All real numbers except x = 0
D. All real numbers except x = 7

5. What is the range of f(x) = 1/x?

A. All real numbers
B. All real numbers except x = 0
C. All real numbers except y = 0
D. All real numbers except y = 1
 GENERAL
MATHEMATICS
ONE-TO-ONE FUNCTION AND ITS
INVERSE
 WHAT I NEED TO KNOW

From the precise mapping of addresses to GPS coordinates in

navigation systems, to the secure encryption of sensitive data, one-to-one
functions ensure unique outputs for every input. Think of barcodes
uniquely identifying products, social security numbers assigning distinct
identities, or even the consistent conversion between Celsius and
Fahrenheit temperatures. This module will explore the properties of these
essential functions.

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

1. Define a one-to-one function

2. Identify one-to-one function
3. Find the inverse of a one-to-one function algebraically.

WHAT I ALREADY KNOW

Instructions: Choose the letter of the correct answer.

1. Which of the following functions is NOT one-to-one?

A. f(x) = 3x + 5

B. g(x) = x³

C. h(x) = x²

D. j(x) = √x, x ≥ 0
2. A function is one-to-one if:

A. It passes the vertical line test.

B. It passes the horizontal line test.

C. It is a linear function.

D. Its domain is all real numbers.

3. Which function below is one-to-one?

A. f(x) = |x|

B. g(x) = sin(x)

C. h(x) = 1/(x-2), x≠2

D. j(x) = x⁴

4. If g(x) = (x + 3) / 2, then g⁻¹(x) =

A. 2x - 3

B. 2x + 3

C. (x - 3) / 2

D. (x + 3) / 2

5. If f(x) and g(x) are inverse functions, then:

A. f(g(x)) = 0

B. f(g(x)) = 1

C. f(g(x)) = x

D. f(g(x)) = g(f(x))
 LESSON 4: ONE-TO-ONE FUNCTION AND ITS
INVERSE

One-to-one functions are essential in many areas of mathematics

and its applications. For example, they are crucial in cryptography
(encoding and decoding messages) and in solving equations. In this
lesson, we’ll learn how to identify and work with these important
functions. We'll discover how to find their inverses, which are functions
that 'undo' the original function.

STICK TO ONE!

Group Task!

1. Create 5 different pairs of functions. Keep the functions and their

inverses simple for this introductory activity.
2. Each group receives a set of 5 pairs of index cards.
3. On a large sheet of paper or whiteboard, draw two columns labeled
“Input” and “Output.”
4. Rule: Each input in the “Input” column can only “stick” to one
output in the “Output” column.
5. Arrange the cards so that each function correctly maps its inputs to
outputs.
6. Then, arrange the inverse function cards below, demonstrating how
they “undo” the original function.
7. Use arrows to visually represent the mapping between inputs,
outputs, and the inverse function’s mapping.
8. Have each group present their “Stick to One” mapping diagram to
the class.
Guide Questions:

 How did they determine the correct mapping for each function?
 How did they ensure that each input only mapped to one output?

EXAMINING THE ONE!

One-to-One Functions

A function is considered one-to-one (also called injective) if every

element in the range of the function corresponds to exactly one element in
the domain.

In simpler terms, no two different input values produce the same output
value.

A function f is one-to-one if for all x₁ and x₂ in the

domain of f, if f(x₁) = f(x₂), then x₁ = x₂.

Example:
Horizontal Line Test

A graphical method to determine if a function is one-to-one is the

horizontal line test. If any horizontal line intersects the graph of the
function at more than one point, the function is not one-to-one. If every
horizontal line intersects the graph at most once, the function is one-to-
one.

Identifying One-to-One Functions

Let’s analyze the following functions:

Example 1:

f(x) = 2x + 3

This is a linear function. Its graph is a straight line. Every horizontal line
intersects the graph at exactly one point. Therefore, f(x) is one-to-one.

We can also show this algebraically:

 If f(x₁) = f(x₂), then 2x₁ + 3 = 2x₂ + 3. Subtracting 3 from both sides
gives 2x₁ = 2x₂, and dividing by 2 gives x₁ = x₂.

Example 2:

g(x) = x²

This is a quadratic function. Its graph is a parabola. Many horizontal lines

intersect the parabola at two points (except for the horizontal line at the
vertex). Therefore, g(x) is not one-to-one.

Inverse Functions

If a function f is one-to-one, it has an inverse function, denoted as f⁻¹(x).

The inverse function “undoes” the action of the original function.

Formally:

- If y = f(x), then x = f⁻¹(y).

- f(f⁻¹(x)) = x and f⁻¹(f(x)) = x (for all x in the

appropriate domains)

Finding the Inverse Function

To find the inverse of a one-to-one function, follow these steps:

Step 1. Replace f(x) with y.

Step 2. Swap x and y.

Step 3. Solve for y.

Step 4. Replace y with f⁻¹(x).

Example 1:

Let’s find the inverse of f(x) = 2x + 3 (which we know is one-to-one).

Step 1: Replace f(x) with y.

y = 2x + 3

Step 2: Swap x and y.

x = 2y + 3

Step 3: Solve for y.

x – 3 = 2y

y = (x – 3) / 2

Step 4: Replace y with f⁻¹(x).

f⁻¹(x) = (x – 3) / 2

Therefore, the inverse of f(x) = 2x + 3 is f⁻¹(x) = (x – 3) / 2. You can

verify this by computing f(f⁻¹(x)) and f⁻¹(f(x)), which should both equal
x.

Example 2:

Let’s find the inverse of h(x) = √(x – 1), x ≥ 1.

Step 1: Replace f(x) with y.

y = √(x – 1)

Step 2: Swap x and y

x = √(y – 1)

Step 3: Solve for y.

x² = y – 1

y = x² + 1

Step 4: Replace y with h⁻¹(x).

 h⁻¹(x) = x² + 1, x ≥ 0 (The domain restriction x ≥ 0 is crucial here
because it reflects the range of h(x), which is [0, ∞).)

TAKE NOTE!

 One-to-one functions are exclusive: Each input gets paired

with only ONE output.
 You can tell if a function is one-to-one by using the
horizontal line test on its graph. If any horizontal line crosses
the graph more than once, it’s not one-to-one.
 Inverse functions are the “undo” button: If you have a one-to-
one function, you can find its inverse. The inverse function
basically reverses what the original function did.

WHAT’S MORE

Supplementary Exercises

1. Determine whether the function f(x) = x³ - 2 is one-to-one. Explain

your reasoning using both the horizontal line test and an algebraic
approach.
2. Find the inverse of the function g(x) = (x + 5) / 3.
 3. The function C(F) = (5/9)(F – 32) converts a temperature in
degrees Fahrenheit (F) to degrees Celsius.
a. Verify that C(F) is a one-to-one function.
b. Find the inverse function, C⁻¹, which converts Celsius to
Fahrenheit.
c. What is the Fahrenheit equivalent of 20°C?

WHAT I ALREADY KNOW?

Instructions: Choose the letter of the correct answer.

1. Which of the following functions is NOT one-to-one?

A. f(x) = 3x + 5
B. g(x) = x³
C. h(x) = x²
D. j(x) = √x, x ≥ 0

2. A function is one-to-one if:

A. It passes the vertical line test.
B. It passes the horizontal line test.
C. It is a linear function.
D. Its domain is all real numbers.

3. Which function below is one-to-one?

A. f(x) = |x|
B. g(x) = sin(x)
C. h(x) = 1/(x-2), x≠2
D. j(x) = x⁴

4. If g(x) = (x + 3) / 2, then g⁻¹(x) =

A. 2x - 3
B. 2x + 3
C. (x - 3) / 2
D. (x + 3) / 2

5. If f(x) and g(x) are inverse functions, then:

A. f(g(x)) = 0
B. f(g(x)) = 1
C. f(g(x)) = x
D. f(g(x)) = g(f(x))

GENERAL
MATHEMATICS
 EXPONENTIAL FUNCTION:
ASYMPTOTES, DOMAIN AND
RANGE

WHAT I NEED TO KNOW

Imagine a scenario where you plant a single seed, and it grows into
a tree that produces two seeds the next year. If each new seed also grows
into a tree, and the process continues, how quickly do you think the
number of trees would grow?
This rapid increase is an example of exponential growth, and it is all
around us

WHAT I ALREADY KNOW

Instruction: Choose the correct answer.

1. Which of the following is NOT an example of an exponential function?

A. F(X) = 2X
B. G(X) = 10 * 3X
C. H(X) = 3x
D. J(X) = E-x

2. What is the asymptote of the function f(x) = 2x?

A. X = 0
B. Y = 0
C. X = 1
D. Y = 1

3. What is the domain of the exponential function f(x) = ax, where ‘a’ is a
positive constant and a ≠ 1?
A. All real numbers except 0
B. All real numbers
C. All positive real numbers
D. All real numbers except ‘a’

4. What is the range of the exponential function f(x) = ax, where ‘a’ is a
positive constant and a ≠ 1?
A. All real numbers except 0
B. All real numbers
C. All positive real numbers
D. All real numbers except ‘a’

5. The function h(x) = e-x represents:

A. Exponential growth
B. Exponential decay
C. A linear function
D. A quadratic function

LESSON 5: EXPONENTIAL FUNCTION:

ASYMPTOTES, DOMAIN AND RANGE
 In this lesson, we will explore the intricacies of exponential
functions. We will begin by defining and identifying these unique
functions, understanding how they differ from other types of functions.
Moving forward, we will learn to graph exponential functions,
recognizing their distinctive shapes and identifying key features such as
asymptotes. we will develop the skills to solve problems involving
exponential functions.

WHICH IS WHICH?

Scenario: The Investment Dilemma

You’re deciding where to invest ₱1000. You have two options:
- Investment A (The Steady Doubler): This investment promises to double
your money every two years. It’s considered a safe, low-risk investment.
You decide to invest ₱500 in this option.
- Investment B (The Risky Tripler): This investment is riskier, but it
promises to triple your money every four years. You decide to invest the
remaining ₱500 in this option.
The Challenge:
After 8 years, which investment will have yielded a higher return?

LEVELING IT UP!

Exponential Function
An exponential function is a mathematical relationship where a constant
base is raised to a variable exponent. The general form is:

f(x) = a * bˣ

where:
a is the initial value. It’s the value of the function when x = 0.
b is the base. It’s a positive number that’s not equal to 1 (b > 0 and b ≠ 1).
The base determines the growth or decay rate of the function.
x is the exponent, which is the variable. It represents the independent
variable, often representing time or some other quantity.

REMEMBER!
Key Properties of Exponents:
Understanding these properties is essential for working with
exponential functions:
 b⁰ = 1: Any number (except 0) raised to the power of 0
is 1.
 b¹ = b: Any number raised to the power of 1 is itself.
 bᵐ * bⁿ = bᵐ⁺ⁿ: When multiplying terms with the same
base, add the exponents.
 bᵐ / bⁿ = bᵐ⁻ⁿ: When dividing terms with the same base,
subtract the exponents.
 (bᵐ)ⁿ = bᵐⁿ: When raising a power to another power,
multiply the exponents.

Characteristics of Exponential Function

Here are the key characteristics to look for:
 Variable in the Exponent: The defining feature of an exponential
function is that the independent variable (x) appears in the
exponent, not as a base.
  Constant Base: The base (b) is a constant number. It doesn’t
change with ‘x’.
 Rapid Growth or Decay: Exponential functions exhibit rapid
growth or decay. As ‘x’ increases, the value of the function either
increases very quickly (growth) or decreases very quickly (decay).
Exponential Growth:
Example 1
 - f(x) = 2ˣ: The base is 2, and the exponent is 'x'. As 'x' increases,
the function grows rapidly.
Example 2
 - g(x) = 100 * (1.05)ˣ: The base is 1.05 (representing a 5%
increase), and the exponent is 'x'. This function models growth
over time.
Exponential Decay:
Example 1
 - h(x) = (1/2)ˣ: The base is 1/2, and the exponent is 'x'. As 'x'
increases, the function decays rapidly.
Example 2
 - j(x) = 50 * (0.8)ˣ: The base is 0.8 (representing a 20% decrease),
and the exponent is 'x'. This function models decay over time.
 - Domain: The set of all possible input values (x-values) for a
function. Think of it as the "allowed" values you can plug into the
function.
 - Range: The set of all possible output values (y-values) that a
function can produce. This is the set of values you get as a result
after plugging in the domain values.

Domain and Range of Exponential Functions

Domain: The set of all possible input values (x-values) for a function.
Think of it as the “allowed” values you can plug into the function.
General Rule: The domain of any exponential function of the form f(x) =
a * bˣ is all real numbers. This means you can plug in any real number for
'x,' and the function will give you a valid output. There are no restrictions
on the values you can raise to a power. You can raise positive, negative,
zero, fractions, and decimals to any power.
Example:

f(x) = 2ˣ This function has a domain of all real numbers. You can
plug in any number for 'x':
 f(-3) = 2⁻³
= 1/8
 f(0) = 2⁰
=1
 f(π) = 2^π
≈ 8.825

Range: The set of all possible output values (y-values) that a function can
produce. This is the set of values you get as a result after plugging in the
domain values.
General Rule: The range of an exponential function depends on whether
it's a growth function (b > 1) or a decay function (0 < b < 1).
 Growth (b > 1): The range is all positive real numbers (y > 0).
 Decay (0 < b < 1): The range is also all positive real numbers (y >
0).
Asymptotes in Exponential Functions
Exponential functions always have a horizontal asymptote. This means
the graph will approach a specific horizontal line as the x-values get very
large (either positive or negative).

Determining the Horizontal Asymptote

 Growth Functions (b > 1): For exponential functions where
the base (b) is greater than 1, the horizontal asymptote is
always y = 0 (the x-axis).
  Decay Functions (0 < b < 1): For exponential functions
where the base (b) is between 0 and 1, the horizontal
asymptote is also y = 0 (the x-axis).

Important Note:
- No Vertical Asymptotes: Exponential functions generally
do not have vertical asymptotes. The graph of an
exponential function is continuous and has a defined value
for every x.

Exercise : Determine if the following function ia exponential or not.

1.Function: h(x) = 5 * (1/3)ˣ
Solution:
Yes, this is an exponential function. The variable ‘x’ is in the exponent,
and the base (1/3) is a constant positive number not equal to 1. This
represents exponential decay.
2.Function: j(x) = 7ˣ + 2
Solution:
Yes, this is still an exponential function. A vertical shift (adding a
constant) doesn’t change the fundamental nature of the function as
exponential. The key properties of the exponential term 7ˣ remain.
3.Function: q(x) = 2ˣ + x²
Solution:
No, this is not a purely exponential function. While it contains an
exponential term (2ˣ), it also includes a quadratic term (x²).

TAKE NOTE!
  Exponential functions are characterized by a constant base raised
to a variable exponent.
 The base determines the growth or decay rate.

WHAT I ALREADY KNOW?

Instruction: Choose the correct answer

1. Which of the following is NOT an example of an exponential function?

A. F(X) = 2X
B. G(X) = 10 * 3X
C. H(X) = X3
D. J(X) = E-X
2. What is the asymptote of the function f(x) = 2x?
A. X = 0
B. Y = 0
C. X = 1
D. Y = 1
3. What is the domain of the exponential function f(x) = ax, where ‘a’ is a
positive constant and a ≠ 1?
A. All real numbers except 0
B. All real numbers
C. All positive real numbers
D. All real numbers except ‘a’
4. What is the range of the exponential function f(x) = ax, where ‘a’ is a
positive constant and a ≠ 1?
A. All real numbers except 0
B. All real numbers
C. All positive real numbers
D. All real numbers except ‘a’
5. The function h(x) = e-x represents:
A. Exponential growth
B. Exponential decay
C. A linear function
D. A quadratic function
 GENERAL
MATHEMATICS
LOGARITHMIC FUNCTION:
ASYMPTOTES, DOMAIN AND
RANGE
 WHAT I NEED TO KNOW

Have you ever wondered how scientists measure the intensity of

earthquakes, the acidity of a solution, or the loudness of a sound? These
seemingly disparate measurements share a common thread: they all rely
on logarithmic scales. But what exactly are logarithms, and why are they
so useful?

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

1. Define a logarithm and explain its relationship to exponential

functions.
2. Identify logarithmic functions and distinguish them from other
types of functions.
3. Apply the properties of logarithms to simplify and solve
logarithmic functions .

WHAT I ALREADY KNOW?

Instructions: Choose the best answer for each question.

1. True or False: A logarithmic function is the inverse of an exponential

function.

A. TRUE

B. FALSE

2. What is the asymptote of the function f(x) = log₂(x)?

A. x = 1

B. x = 0

C. y = 0

D. y = 1
3. What is the domain of the function g(x) = log₁₀(x + 3)?

A. All real numbers

B. x > 0

C. x > -3

D. x < -3

4. What is the range of the general logarithmic function f(x) = logₐ(x),

where a > 0 and a ≠ 1?

A. x > 0

B. y > 0

C. All real numbers

D. y < 0

5. If log₁₀(x) = 2, what is the value of x?

A. 20

B. 100

C. 2

D. 0.01
 LESSON 6: LOGARITHMIC FUNCTION:
ASYMTOTES, DOMAIN AND RANGE

Understanding logarithmic functions is crucial in a wide range of

fields, from physics and engineering to finance and biology. Just as we
use exponents to express repeated multiplication, logarithms help us
understand and manipulate exponential relationships.

MATCH US!

Direction: Match equivalent exponential and logarithmic expressions,

solidifying the inverse relationship.

Materials: Index cards or slips of paper with the following sets:

Exponential Equations:
2³ = 8
5² = 25,
10¹ = 10
3⁴ = 81
e⁰ = 1
Logarithmic Equations:
log₂8 = 3
log₅25 = 2
log₁₀10 = 1
log₃81 = 4
ln(1) = 0
(Note: ln represents the natural logarithm, base e)
 SHIFTING FOCUS

Logarithmic Function

Logarithmic functions are the inverses of exponential functions. They are

used to solve for the exponent in an exponential equation.

A logarithm answers the question: "To what power must we raise a base b
to get a certain number x?"

Formally, for positive numbers b and x (where b ≠ 1), the equation:

logb(x) = y means the same as by = x

In other words, the logarithm of x to the base b is the exponent to which

we must raise b to get x.

Here’s a simple breakdown:

 Exponential Function: An exponential function takes a base

number (b) and raises it to a power (x).
 Logarithmic Function: A logarithmic function takes a base number
(b) and a result (y) and tells you what power (x) you need to raise
the base to get that result.

Example:
log₂(8) = 3 because 2³ = 8

Domain and Range of Logarithmic Functions

Domain

The domain of a logarithmic function is all positive real numbers (x > 0).
This means you can only take the logarithm of a positive number.

Remember that a logarithmic function answers the question: “To what

power do I raise the base to get this result?” Let’s consider a base of 2:

- 2² = 4 (We raised 2 to the power of 2 to get 4)

- 2¹ = 2 (We raised 2 to the power of 1 to get 2)
- 2⁰ = 1 (We raised 2 to the power of 0 to get 1)
Notice that there’s no power we can raise 2 to that would give us 0 or a
negative number.

In general, no matter what the base is, you cannot raise it to any power to
get 0 or a negative number. This is why the domain of a logarithmic
function is restricted to positive numbers.

Range

The range of a logarithmic function is all real numbers. This means that
for any real number y, there exists an x such that logb(x) = y.

Consider the graph of a logarithmic function. As x approaches infinity,

the function’s value increases without bound. As x approaches zero
(from the right), the function’s value decreases without bound. This
means that the function can take on any real number as its output.

Examples:

1. f(x) = log₂(x):
Domain: x > 0
Range: All real numbers

2.g(x) = log₁₀(x + 3):

Domain: x > -3 (Since we need x + 3 to be positive)
Range: All real numbers

Asymptotes of Logarithmic Function

Vertical Asymptotes: Logarithmic functions always have a vertical

asymptote. This is because the function’s value becomes infinitely large
(positive or negative) as x approaches the point where the argument of the
logarithm becomes zero.

For f(x) = logb(x), the vertical asymptote is at x = 0.

Horizontal Asymptotes: Logarithmic functions do not have horizontal

asymptotes. As x approaches infinity, the function’s value continues to
increase (or decrease) without bound, never leveling off.

Logarithmic functions either increase or decrease monotonically (without

changing direction). They don’t flatten out and approach a specific
horizontal value.
Example:

Let’s look at the function f(x) = log₂(x):

 Vertical Asymptote: The vertical asymptote is at x = 0. As x

approaches 0 from the right, f(x) approaches negative infinity.
 Horizontal Asymptote: As x approaches infinity, the function’s
value continues to increase without bound. There’s no horizontal
line that the function gets infinitely close to.

TAKE NOTE!

 Logarithmic functions have a restricted domain (only positive

numbers) but a full range (all real numbers). This is a direct
consequence of their inverse relationship with exponential
functions.
 Logarithmic functions have vertical asymptotes but not
horizontal asymptotes.

WHAT’S MORE

Supplemental Exercises
Instructions: For each of the following functions,
determine:

a. Domain: The set of all possible input values (x-

values).
b. Range: The set of all possible output values (y-
values).
c. Vertical Asymptote: The equation of the vertical
line the function approaches as x approaches a
specific value.

Functions:
1. f(x) = log₃(x)
2. g(x) = log₂(x – 2)
3. h(x) = -log₅(x + 1)

GENERAL
MATHEMATICS
SOLVING REAL LIFE PROBLEMS
INVOLVING FUNCTIONS
 WHAT I NEED TO KNOW

Functions are essential for modeling and understanding complex

phenomena across diverse fields, from science and engineering to finance
and technology. Their ability to capture growth, decay, and relationships
between variables allows us to make predictions, solve problems, and
design solutions that improve our lives. Whether it's calculating
compound interest, understanding the spread of diseases, or analyzing the
behavior of circuits, these functions provide a framework for tackling
real-world challenges and unlocking a deeper understanding of the
systems that surround us.
At the end of this lesson, students will be able to:
1. Apply these functions to solve real-world problems in various
contexts, such as compound interest, population growth, and decay
processes.
2. Interpret the meaning of parameters within the equations of these
functions in relation to real-world applications.

WHAT I ALREADY KNOW?

Instructions: Choose the best answer for each multiple-choice question.

1. A bacteria culture starts with 500 bacteria and doubles in size every
hour. Which function best models the population P after t hours?
A. P(t) = 500t²
B. P(t) = 500 + 2t
 C. P(t) = 500(2)ᵗ
D. P(t) = 500/t

2.The intensity of sound (I) in decibels is given by I = 10log₁₀®, where

R is the sound power relative to a reference power. If R = 1000, what is
the intensity I?
A. 10 decibels
B. 100 decibels
C. 30 decibels
D. 1000 decibels
3.A rectangular garden has a length that is 3 feet more than twice its
width (w). What function represents the area (A) of the garden?
A. A(w) = 3w + 2w
B. A(w) = w(2w + 3)
C. A(w) = 2w² + 3
D. A(w) = 3w²
4.The value of a car depreciates according to the function V(t) =
20000(0.8)ᵗ, where V is the value in pesos and t is the age in years. What
is the value of the car after 2 years?
A. ₱16,000
B. ₱12,800
C. ₱20,000
D. ₱10,000
5. The cost of producing x items is given by C(x) = (x² + 10x + 25)/(x +
5). What is the simplified cost function?
A. C(x) = x + 5
B. C(x) = x² + 10x + 25
C. C(x) = x – 5
D. C(x) = x² + 5
 LESSON 7: SOLVING REAL LIFE PROBLEMS
INVOLVING FUNCTIONS

In this lesson, we will delve into the exciting realm of applying our
knowledge of functions to solve real-world problems. We will learn to
translate real-life scenarios into mathematical models using various types
of functions, including linear, quadratic, exponential, and rational
functions. We will focus on identifying the key information within a word
problem and determining the most appropriate function to represent the
situation. Furthermore, we will practice translating these word problems
into mathematical equations and inequalities. We will then develop the
skills to solve these equations and interpret the solutions in the context of
the original problem.

LAUNCH IT!

Problem: A rocket is launched vertically. Its altitude (h) in kilometers

above the ground after t seconds is given by:
H(t) = (100t²)/(t² + 1) + 5ln(t + 1)
The rocket’s fuel is exhausted after 10 seconds. After that, it begins a
controlled descent, with its velocity (v) in km/s given by:
V(t) = -0.1(t – 10) for t ≥ 10
Questions:
1. What is the approximate altitude of the rocket at the moment its fuel is
exhausted (t = 10 seconds)?
2. How long does it take the rocket to reach the ground after its fuel is
exhausted (i.e., from t = 10 seconds until it hits the ground)? Assume the
descent is purely vertical and that the altitude at t = 10 is the starting point
for the descent calculation.

LET’S APPLY

This lesson focuses on applying rational, exponential, and logarithmic

functions to solve real-world problems. We’ll break down the process
step-by-step, using examples to illustrate each stage.

1. Read Carefully: Thoroughly read the problem statement, identifying

all given information, unknowns, and the overall goal.
2. Identify the Function Type: Determine which type of function best
models the situation:
 Rational Functions: These are often used when dealing with ratios,
rates, or situations where there’s a limit or constraint (e.g.,
population density, cost-benefit analysis, efficiency). They often
have asymptotes.
 Exponential Functions: These are used when a quantity grows or
decays at a constant rate (percentage change) over time (e.g.,
compound interest, population growth/decay, radioactive decay).
 Logarithmic Functions: These are used when a quantity changes at
a rate proportional to its current value, or when dealing with scales
that span many orders of magnitude (e.g., sound intensity
(decibels), earthquake magnitude (Richter scale), pH levels). They
the inverse of exponential functions.
3. Define Variables: Assign variables to represent the unknown
quantities in the problem. Clearly state what each variable represents
(e.g., t = time in years, P = population, A = area).
4.Formulate Equations: Based on the problem description and the
identified function type, write down the relevant equations. This may
involve using formulas from physics, economics, biology, or other fields.
5.Use Given Information: Substitute the given numerical values into the
equations.
6. Calculate : Use algebraic techniques to solve the equations for the
unknown variables. This might involve simplifying expressions, solving
equations, or manipulating inequalities.
Example 1:
Problem: You invest ₱10,000 in an account that earns 5% interest
compounded annually. How much money will you have after 10 years?
Steps by Step Solution:
1. Function Type: Exponential (compound interest)
2. Variables: P₀ = initial investment (₱10,000), r = interest rate (0.05),
t = time in years (10), P(t) = amount after t years.
3. Equation: P(t) = P₀(1 + r)ᵗ
4. Substitution: P(10) = 10000(1 + 0.05)¹⁰
5. Calculation: P(10) ≈ 16288.95
Therefore, after 10 years, you will have approximately ₱16,288.95.

Example 2:
Problem: The population of a city is 2 million, and its area is 500 square
kilometers. What is the population density?
Step by step Solution :
1. Function Type: Rational (density is a ratio)
2. Variables: P = population (2,000,000), A = area (500 km²), D =
population density.
3. Equation: D = P/A
4. Substitution: D = 2,000,000/500
5. Calculation: D = 4000
Therefore, the population density is 4000 people per square kilometer.

Example 3:
Problem: Sound A has an intensity of 40 decibels, and Sound B has an
intensity of 50 decibels. How many times more intense is Sound B than
Sound A?
Step by step Solution :
1. Function Type: Logarithmic (decibels are a logarithmic scale)
2. Variables: Iₐ = intensity of Sound A (40 dB), Iբ = intensity of Sound
B (50 dB). We’ll use the fact that a 10 dB increase means a 10x increase
in intensity.
3. Equation: The relationship is not a direct logarithmic function but a
power of 10 relationship. We can express it as: Iբ/Iₐ = 10^((Iբ – Iₐ)/10)
4. Substitution: Iբ/Iₐ = 10^((50 – 40)/10)
5. Calculation: Iբ/Iₐ = 10¹ = 10
Therefore, Sound B is 10 times more intense than Sound A.

TAKE NOTE!

Solving Problems with Rational, Exponential, & Logarithmic

Functions:
General Steps:
1. Understand the problem.
2. Identify the function type.
3. Define variables.
4. Develop the equation.
5. Substitute and solve.
6. Interpret the solution.
 WHAT’S MORE?

Supplemental Exercise
Viral Spread on Social Media
Problem: A viral video is shared on a social media platform. The number
of views (V) after t hours can be modeled by the exponential function:
V(t) = 1000 * 2^(t/3)
Answer the following questions:
1.What is the growth rate of the number of views per hour?
2. How many views will the video have after 6 hours?
3. How many hours will it take for the video to reach 10,000 views?

WHAT I ALREADY KNOW?

Instructions: Choose the best answer for each multiple-choice question.

1. A bacteria culture starts with 500 bacteria and doubles in size every
hour. Which function best models the population P after t hours?
A. P(t) = 500t²
B. P(t) = 500 + 2t
C. P(t) = 500(2)ᵗ
D. P(t) = 500/t
2.The intensity of sound (I) in decibels is given by I = 10log₁₀®, where
R is the sound power relative to a reference power. If R = 1000, what is
the intensity I?
A. 10 decibels
B. 100 decibels
C. 30 decibels
D. 1000 decibels
3.A rectangular garden has a length that is 3 feet more than twice its
width (w). What function represents the area (A) of the garden?
A. A(w) = 3w + 2w
B. A(w) = w(2w + 3)
C. A(w) = 2w² + 3
D. A(w) = 3w²
4.The value of a car depreciates according to the function V(t) =
20000(0.8)ᵗ, where V is the value in pesos and t is the age in years. What
is the value of the car after 2 years?
A. ₱16,000
B. ₱12,800
C. ₱20,000
D. ₱10,000
5. The cost of producing x items is given by C(x) = (x² + 10x + 25)/(x +
5) What is the simplified cost function?
A. C(x) = x + 5
B. C(x) = x² + 10x + 25
C. C(x) = x – 5
D. C(x) = x² + 5