Lesson 1:

Functions
General Mathematics
8/27/23
 Population Growth
The growth of a population over
time can often be modeled
using exponential functions.
The function might look like

Where:
• is the population in a given
time .
• is the initial population size.
• is the growth rate.
• is the time.
 Financial Growth.
Investments, such as compound
interest in a savings account.

Where:
• is the amount of money after
time .
• is the principal amount.
• is the annual interest rate.
• is the number of times the
interest is compounded per year.
• is the time in years.
 Projectile Motion
The path a projectile, like a thrown
ball, can be described using
parametric equations. For instance:

Where:
• and are the horizontal and
vertical positions at time .
• is the initial velocity.
• is the launch angle.
• is the acceleration due to
gravity.
Lesson 1:
Functions
General Mathematics
8/27/23
Topic Outline, Objectives, and Assessments
Lesson 1.1: Functions as Models
• differentiate relation from a function.
• represent a function using a "function machine".
• identify functions from a set of ordered pair.
• represent a function by mapping diagrams.
• use vertical line test to determine if a given graph is a function.
• identifying function from an equation.
• represent real-life situations using a function.
• represent real-life situations using a piece-wise function.

Seatwork 1: Lesson 1.1

Topic Outline, Objectives, and Assessments
Lesson 1.2: Evaluating Functions
• evaluate a function.
• solve word problems involving evaluation of functions.

Lesson 1.3: Operations on Functions

• perform basic operations of functions.
• perform composition of functions.

Seatwork 2: Lesson 1.2 – Lesson 1.3

Long Test 1: Functions
 LESSON 1: FUNCTIONS AS MODELS

Lesson 1.1: Functions as

Models
 Lesson 1.1: Functions as Models

Relations and Functions

 Relation defined
• A relation is a set of ordered pairs.

• A relation is a rule that relates values from a set of values

(called the domain) to a second set of values (called the
range).
 From Relation to Function
• Observe the following relations.

• Question: All relations above are examples of functions, except

for . Why?

• Question: How should we define a function?

 Functions defined
• A function is a set of ordered pairs such that no two ordered
pairs have the same -value but different -values
 Difference between relation and function
Relation Function
A relation is a set of ordered pairs . A function is a set of ordered pairs
such that no two ordered pairs have
the same -value but different -values.

A relation is a rule that relates values A function is a relation where each

from a set of values (called the element of the domain is related to
domain) to a second set of values only one value in the range by some
(called the range). rule.

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 applies a rule so that each input
generate one or more outputs. corresponds to only one output.
 Example 2. Identifying functions from a set of ordered pair.

Determine if the following relations are functions.

A.

B.

C.
Boardwork. Identifying functions from a set of ordered pair.

Determine if the following relations are functions.

A.

B.

C.
 Lesson 1.1: Functions as Models

The Function as a Machine

 The function as a machine
• Analyze how the following “machines” work.

Machine A:
 Example 3. Functions as machines.
Analyze how the following “machines” work.

Machine A: Machine B:

Machine C: Machine D:
 Example 3. Functions as machines.
Answer the following questions:
a. Which of these machines will accept the following inputs: .

Machine A: Machine B:

Machine C: Machine D:
 Example 3. Functions as machines.
Answer the following questions:
b. Which of these machines can determine a single or unique
output from its inputs?
Machine A: Machine B:

Machine C: Machine D:
 Example 3. Functions as machines.
Answer the following questions:
c. Which of these machines, if you know the outputs, can only
corresponds to a single or unique input?
Machine A: Machine B:

Machine C: Machine D:
 Example 3. Functions as machines.
Answer the following questions:
d. Which of these machines are of a function?

Machine A: Machine B:

Machine C: Machine D:
 Example 3. Functions as machines.
Answer the following questions:
e. Suppose we connect the output of machine D as input of
machine A, what are the possible outputs of this new machine?
 Lesson 1.1: Functions as Models

Functions Represented by
Mapping Diagrams
 Functions represented by mapping diagrams
• Relations and functions can
be represented by mapping
diagrams where the
elements of the domain are
mapped to the elements of
the range using arrows.

• In this case, the relation or

functions is represented by
the set of all the connections
represented by the arrows.
 Example 2. Identifying functions from mapping diagrams

Identify if the following mapping diagrams represent functions.

A.
 Example 2. Identifying functions from mapping diagrams

Identify if the following mapping diagrams represent functions.

B.
 Example 2. Identifying functions from mapping diagrams

Identify if the following mapping diagrams represent functions.

C.
 Boardwork. Functions represented by mapping diagrams.

Determine if the following mapping diagrams represent

functions.
A.
 Boardwork. Functions represented by mapping diagrams.

Determine if the following mapping diagrams represent

functions.
B.
 Boardwork. Functions represented by mapping diagrams.

Determine if the following mapping diagrams represent

functions.
C.
 Lesson 1.1: Functions as Models

Functions as a graph in the

cartesian plane
 Relations in a cartesian plane
• A relation between two sets of numbers can be illustrated by a
graph in the Cartesian plane.
 Vertical line test
• It is used to check if a graph of relation is a graph of a function.

• Vertical line test states that a graph represents a function if

and only if each vertical line intersects the graph at most
once.

• If a vertical line intersects a graph twice, then the graph does

not represent a function because two different -values
correspond to .
Example 3. Using vertical line test
 Boardwork. The vertical line test.
Determine which of the following graphs are graphs of functions.
A.
 Boardwork. The vertical line test.
Determine which of the following graphs are graphs of functions.
B.
 Identifying functions from equations

• Identify the input values.

• Identify the output values.
• If each input value leads to only one output value, classify the
relationship as a function. If any input value leads to two or
more outputs, do not classify the relationship as a function.
Example 6. Identifying a function from an equation.
Determine which of the following equations represents a
function.
Example 6. Identifying a function from an equation.
Determine which of the following equations represents a
function.
B.
Example 6. Identifying a function from an equation.
Determine which of the following equations represents a
function.
C.
Example 6. Identifying a function from an equation.
Determine which of the following equations represents a
function.
D.
Example 6. Identifying a function from an equation.
Determine which of the following equations represents a
function.
E.
Boardwork. Identifying a function from an equation.
Determine which of the following equations represents a
function.
A.

B.

C.
Boardwork. Identifying a function from an equation.
Determine which of the following equations represents a
function.
A.
Boardwork. Identifying a function from an equation.
Determine which of the following equations represents a
function.
B.
Boardwork. Identifying a function from an equation.
Determine which of the following equations represents a
function.
C.
 Lesson 1.1: Functions as Models

Functions as
Representation of Real-life
Situations
 Functions as model for real-life situations
• Functions can often be used to model real-life situations.
• Identifying an appropriate model will lead to a better
understanding of various phenomena.
Example 7. Representing real-life situations using functions.

Represent the following real situations using functions.

A. Total cost. One rice meal costs . Give a function that can
represent the cost of buying the rice meal.
Example 7. Representing real-life situations using functions.

Represent the following real situations using functions.

B. Service charge. A company charges a monthly fee of $20 fixed
charge plus $1 per hour of service. Write a function that gives the
total cost of the service for a given number of hours.
Example 7. Representing real-life situations using functions.

Represent the following real situations using functions.

C. Volume of a retractable pipe. A retractable cylindrical pipe with
a radius of 3 inches is being used to connect two plumbing
fixtures. Write a function that gives the total volume that the pipe
can hold in relation to its retracted length.
 Boardwork. Representing real-life situations using functions.

Represent the following real situations using functions.

A. Distance travelled by a car. A car is traveling at a constant
speed of 60 miles per hour. Write a function that gives the
distance the car travels in a given number of hours.
 Boardwork. Representing real-life situations using functions.

Represent the following real situations using functions.

B. Taxi fare. A taxi company charges flat fee upon offering their
services and for every elapsed minute. Write a function for the
total taxi fare in terms of elapsed time in minutes.
 Boardwork. Representing real-life situations using functions.

Represent the following real situations using functions.

C. Volume of a cone. Create a function that calculates the
volume of ice cream a cone can hold as the cone maker varies
the base radius while keeping the height constant at 5 inches.
The function should be defined in terms of the base radius.
 Lesson 1.1: Functions as Models

Piecewise functions
 Piecewise Functions
• Some situations can only be described by more than one
formula, depending on the value of the independent variable.
Example 8. Representing real-life situations using piecewise functions.

Represent the following real-life situations using piecewise

functions.
A. Mobile plan. A user is charged monthly for a particular mobile
plan, which includes free text messages. Messages in excess of
100 are charged each. Represent the amount a consumer pays
each month as a function of the number of messages sent in a
month.
A. Mobile plan. A user is charged monthly for a particular mobile
plan, which includes free text messages. Messages in excess of
100 are charged each. Represent the amount a consumer pays
each month as a function of the number of messages sent in a
month.
Example 8. Representing real-life situations using piecewise functions.

Represent the following real-life situations using piecewise

functions.
B. Discounted rate. A store charges a flat rate of 𝑃ℎ𝑝 50.00 per
item for up to 3 items, and a discounted rate of 𝑃ℎ𝑝 40.00 per
item for any additional items. Write a piecewise function that
gives the total cost of an order based on the number of items
ordered.
B. Discounted rate. A store charges a flat rate of 𝑃ℎ𝑝 50.00 per
item for up to 3 items, and a discounted rate of 𝑃ℎ𝑝 40.00 per
item for any additional items. Write a piecewise function that
gives the total cost of an order based on the number of items
ordered.
Boardwork. Representing real-life situations using piecewise functions.

Represent the following real-life situations using piecewise

functions.
A. Cozy Resort charges a group for its swimming pool services
based on the group’s number of members. For a group with 5 or
less members, the resort charges per person. However, it gives
discounts for larger groups. For groups with to members, the
charge is only per person; and for groups with more than
members, they just need to pay a base of plus per person. Write
a piecewise function to represent this situation.
A. Cozy Resort charges a group for its swimming pool services based on the
group’s number of members. For a group with 5 or less members, the resort
charges per person. However, it gives discounts for larger groups. For groups
with to members, the charge is only per person; and for groups with more
than members, they just need to pay a base of plus per person. Write a
piecewise function to represent this situation.
 LESSON 1: FUNCTIONS AS MODELS

Lesson 1.1: Functions as

Models
Lesson 1:
Functions
General Mathematics
8/27/23
Topic Outline and Objectives
Lesson 1.1: Functions as Models
• differentiate relation from a function.
• represent a function using a "function machine".
• identify functions from a set of ordered pair.
• represent a function by mapping diagrams.
• use vertical line test to determine if a given graph is a function.
• identifying function from an equation.
• represent real-life situations using a function.
• represent real-life situations using a piece-wise function.
Topic Outline and Objectives
Lesson 1.2: Evaluating Functions
• evaluate a function.
• solve word problems involving evaluation of functions.

Lesson 1.3: Operations on Functions

• perform basic operations of functions.
• perform composition of functions.
 LESSON 1: FUNCTIONS AS MODELS

Lesson 1.2: Evaluating

Functions
Reminders
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• parent/guardian
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• Subject line:
• ABM 11 – Dela Cruz, Juan S. – General Mathematics –
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