MODULE 1.1 of WEEK NO.

TAGOLOAN COMMUNITY COLLEGE

Baluarte, Tagoloan, Misamis Oriental
Tel.No. (08822)740-835/(088)5671-215

University
College
Logo of Engineering Technology
COURSE Code: Calculus 1
Semester of A.Y. 2020-2021

Introduction

Welcome to the new normal! I believed that it took us several months to absorb
what is truly happening in the world. Whether we accept this reality or not, this remains to
be the harsh reality. What we can only do is to live by it. This pandemic has significantly
impacted our lives, our jobs, our mental state, and even our educational system. Amidst
this bitter phenomenon, we must not stop our quest for education. It is way better to busy
our minds with meaningful lessons in school than just lying on our bed at home which may
put our mental state at risk.
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As we transition into this new normal, our mode of learning also transpires into
something different. In TCC, we fully adapt the modular approach with a taste of blended
learning. You will be given with course materials, and one of which is this course module!
Anyways, be ready to be mesmerized with the beauty of Calculus as you are about
to conquer the universe of differentials and integrals. The usual trouble that people have
with ‘calculus’ (not counting general math phobias) is with algebra, not to mention
arithmetic and other more elementary things. You really need to bring with you the
fundamental and essential Algebra skills you mastered during high school. Now, as we start
delving the lessons relevant to this course, we shall begin reviewing the concepts on
Functions.
In this course module, much emphasis is put on reviewing the basic concepts on
functions (particularly on its Definition, Graphing, Evaluating, and Operating Functions). By
studying the discussion provided below, you should be able to grasp the ideas introduced
and must know how to answer the given problems and questions with justification.
Please be advised that most of the examples are just simple drills. Such examples
may not help you fully understand the concepts; however, without practices, you may find
it difficult to answer the problem sets. Aside from the course materials provided in the
course guide, you are further encouraged to utilize other relevant sources such as books
and/or online references.
Best of luck and enjoy learning at this new normal! - Mr. Antipolo

Rationale
Algebra is an essential skill to master in learning higher math. In Calculus, we begin with
functions. Learning the basic concepts on functions paves the way to learning limits and higher
topics on this course. Thus, it is essential to take a quick review on these topics.
The following guide questions will help you what to focus on this module:
• How do relations differ from functions? What are the distinguishing features of a function?
Are all relations functions? Are all functions relations?
• How do we graph functions? What are the things to consider in graphing functions? When
can you say that the given graph is a function?
• What role do independent variable play in evaluating functions? When inputs are put in the
process, what kind of outputs do it produce?
• How do we add, subtract, multiply, divide functions? What properties are used in operating
functions?

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Intended Learning Outcomes

In this module, you will be able to:
A. differentiate functions from relations;
B. graph functions;
C. evaluate functions; and
D. operate functions (add, subtract, multiply, and/or divide).

Activity

A. Directions: Answer the Diagnostic Test which will test your readiness in this course. This test is
found at the last part of this module. Write your answers on a yellow pad paper.

B. Directions: Analyze the three figures provided below. Then, answer the initial questions that
follow. Write your answers on a separate yellow pad paper.
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• Which of the above figures represents a function? Why do you say so?
• What do you think are the basis to determine a function from relation?

Discussion

First question that you might be asking is: What is the difference between relation and
function? Well, relation is a set of ordered pairs, x and y, where x is called as the domain of the
relation while y is called as range of the relation. On the other hand, function is a relation in which
each element of the domain is paired with exactly one element in the range. Functions are
denoted by f(x) read as “f of x”, and f(x) is just the same with or equal to y. Now, what exactly is a
function? An equation will be a function if for any x in the domain of the equation (the domain is all
the x’s that can be plugged into the equation) the equation will yield exactly one value of y.
When the given are in ordered pairs (example: A = {(3, 0), (3, 4), (4, 2), (5, 7)}, where the
domain are the x-values {3, 4, 5} (please take note that the number 3 appears twice but we just
have list it once) and the range are the y-values {0, 2, 4, 7}, you just have to simply focus on the x-
values or the domain, when a number or item repeats more than once, it is no longer considered as
functions. Thus, on the given example, it is not a function but just merely a relation because the
number 3 repeats twice. We do not care about the y-values in determining whether the given
ordered pairs are functions or not, we just simply focus our attention on the x-values, making it sure
that the x-values contain no repeated value at all.
When the graph is given, instead of ordered pairs, a method know as vertical line test is
applied. You just have to draw a vertical line on the given graph and determine whether the
vertical line intersects or hits the graph at exactly one point or more than one point. When the
vertical line intersects the given graph at exactly one point, then it is classified as function; otherwise,
mere relation. Observe the given example below.

The graph looks like a parabola opening to the right. When we test
The graph by drawing a vertical line, which is the broken line, we
actually hit or intersect the graph at two points (the ones in circles).
Since the vertical line hits at two points, then the given graph is not a
Function, but a mere relation, because again, for a graph to be
considered as function, vertical line must only hit or intersect the
given graph at exactly one point. Do you get it know?

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Now, let’s proceed to: how do we graph a function? When we graph a function, we need to
make a table of values. Now, how do we make table of values? Let’s take this linear equation as an
example: y = x – 2.
First, you need to assign values of x. Let’s have five values of x, by which in the middle
column be have zero (0) and to the left we have negative 1 and negative 2, while on the right we
have positive 1 and positive 2. Using these x-values, we need to find the corresponding y-values by
simply substituting each x-value to the given equation, let’s say we have x as negative 2. To illustrate
this we have, y = x – 2 = -2 – 2 = -4. Therefore, when the value of x is -2, the corresponding value of y
or f(x) is -4. Then, we just have to complete the table by doing the same process. This time, substitute
the value of x with -1, then 0, then 1, then 2, in finding the remaining y-values which are -3, -2, -1,
and 0, respectively.
x -2 -1 0 1 2
y or f(x) -4 -3 -2 -1 0
Now, that we have completed the table of values, we will just plot these points on a
Cartesian Plane. When we plot these points, it will produce a line, because the given function
y = x – 2 is a linear function.

After plotting the points, do not forget to label the graph.

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y=x–2

Studying the table of values, we can see that each x-value

Corresponds exactly one y; thus, y = x – 2 is a function.
Or studying the graph, when we draw a *vertical line, it only
Intersects at exactly one point of the line; thus, it is a function.
*Please refer to the broken line.

At this juncture, we will be discussing on how we evaluate functions. When we evaluate

function, we just simply substitute the given x-value to the given function. For instance, we have the
function f(x) = 2x2 + 4. We are asked to evaluate f(2) and f(-5). Let’s evaluate first f(2). Thus, f(x)
becomes f(2) as given. Then,
f(x) = 2x2 + 4 To solve f(-5), we have…. f(x) = 2x2 + 4
f(2) = 2(2 ) + 4
2 f(-5) = 2(-52) + 4
= 2(4) + 4 = 2(25) + 4
=8+4 = 50 + 4
= 12 = 54

Now, our last concern is on the operations on functions. We will be learning how to add,
subtract, multiply and divide functions. To understand these operations, let’s go directly to our
examples.

Given the functions: f(x) = x + 3 ; g(x) = 2x + 6 ; and h(x) = x 2 + 5x + 6.

ADD: SUBTRACT:
(f + h)(x) = ? (g – h)(x) = ?
Solution: Solution:
(f + h)(x) = (x + 3) + (x2 + 5x + 6) (g – h)(x) = (2x + 6) – (x2 + 5x + 6)
= x + 3 + x2 + 5x + 6 = 2x + 6 – x2 – 5x – 6 (Distribute the sign)
= x2 + x + 5x + 3 + 6 = -x2 + 2x – 5x + 6 – 6
= x2 + 6x + 9 = -x2 – 3x or x2 + 3x

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MULTIPLY: DIVIDE:
(f ● g)(x) = ? (h ÷ f)(x) = ?
Solution: Solution:
(f ● g)(x) = (x + 3) (2x + 6) (h ÷ f) (x) = x2 + 5x + 6
= 2x2 + 6x + 6x + 18 x+3
= 2x2 + 12x + 18 = (x + 3) (x + 2) (factor out the numerator)
X+3
=x+2
IMPORTANT! You are strongly recommended to use other references when you need more
examples to understand further the above discussion.

Exercise

DIRECTIONS: Write your answers on the same yellow pad paper you used during the ACTIVITY part.
A. Given f (x) = −x2 + 6x −11, find each of the following.
a. f (2)
b. f (−10)
c. f (0)
d. f (x − 3)
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e. f (4x −1)
B. Sketch the graph of the functions.
a. f(x) = 6 – x2
b. f(x) = x + 4
c. f(x) = x3
C. Perform the indicated operations.
a. ADD/SUBTRACT: (x+ 4) + (x2 + 5x -10) – (x – 7) = ___________
b. MULTIPLY: (x – 3) (x + 3) = ___________
c. DIVIDE: x2 – 7x + 12 =
x2 – 3x – 4

Assessment

IMPORTANT! Please read and observe the General Rules!

GENERAL RULES: Write your answers on a separate yellow pad paper. You may send CLEAR pictures
of your answers on your DIAGNOSTIC EXAM, ACTIVITY, EXERCISE, and ASSESSMENT through email or
messenger, August 28, 2020, Friday. However, since this module is given late, you are given an
extension of the deadline will be on August 31, 2020, Monday. Please be advised that your points will
be deducted when you fail to submit your answers on the said deadline. This is to discipline you in
terms of meeting the deadline which is an essential skill when you are already a professional. Please
be advised further that you will NOT be given with the next course module (which will be given on
August 31, 2020, Monday) if you fail to submit your answers on this current module. You do not need
to return this module, this is yours already, but you need to keep a printed copy of this course
module for compilation purposes at the end of the semester. Be responsible in the safekeeping.

Directions: Copy and answer.

1. Give at least three real-life examples of relations that may be considered as functions.
a. __________________________
b. __________________________
c. __________________________

2. Are all relations functions? Or are all functions relations? Explain your claim.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
3. A function f is given by
f(x) = (x + 3)2
This function takes a number x, adds 3 to it, and squares the result.
a. Complete this table. Then, show and label the graph.
x -6 -5 -4 -3 -2 -1 0
f(x)

b. Evaluate f(3), f(-3), f(h), f(x – 1), and f(x + h).

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c. Note that f could also be given by

f(x) = x2 + 6x + 9
Explain what this does to an input number x.

4. Determine the each ordered pair or graph as function or mere relation. Provide a clear and
concise explanation about your claim. (Note: NO NEED TO DRAW THE GRAPHS ON THE
YELLOW PAD PAPER)
a. T = {(0, 3), (1, 3), (2, 3), (3, 3)}
b. C = {(a, b), (c, d), (e, f), (g, g)}
c. S = {(p, h), (i, l), (i, p), (p, i), (n, e), (s, s)}
d. F = {(-3, 8), (-2, 9), (2, -9), (3, -8)}
e. f.

g. h.

i. j.

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5. Graph the following functions using the table of values.

a. f(x) = -2x
b. g(x) = 2x – 5

6. Given with the functions below:

f(x) = 5x
m(x) = x2 – 3x + 2
p(x) = 10x2 – 5x
Perform the following operations.
a. (f – m)(x) =
b. (p + m) (x) =
c. (m ● f)(x)=
d. (f ÷ p)(x) =

7. CHALLENGE!

Let .
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1
Solve for 𝑓 ( )
2
.

Reflection

Answer the following questions for reflection on a yellow pad paper.

• Evaluate your knowledge on Functions that you gained when you were in your Senior High
School. Was your prior knowledge enough to augment the essential skills necessary to this
course?
• How do you relate the concepts on relations and functions in your life?
• Which topics from above wherein you had a hard time understanding its concepts? Why do
you say so?
• How do you define the problems given? Do you find it easy or difficult? What do you think is
the better way to personally learn these topics?

Resources and Additional Resources

MAIN REFERENCE:
• Alferez, Gerard S. (Reprinted 2018). MSA Introduction to Calculus. MSA Publishing House,
Cainta Rizal. (*can be purchased at the National Bookstore)

SUPPLEMENTARY REFERENCES:
• Bittinger, Marvin L., et al. (2012). Calculus and Its Application - Tenth Edition. Pearson
Education Inc, Boston. Retrieved on August 19, 2020. (*can be accessed through this link
https://www.sac.edu/FacultyStaff/HomePages/MajidKashi/PDF/MATH_150/Bus_Calculus.pdf )

• Dawkins, Paul (2007). Calculus I. Retrieved on August 19, 2020.

(*can be accessed through this link: https://notendur.hi.is/adl2/CalcI_Complete.pdf)

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This diagnostic test specifically covers basic algebra concepts, such as properties of exponents,
multiplying and factoring polynomials, equation solving, and applied problems. This test can be used
to assess student needs for this course. Students who miss most of the questions should study more on
Algebra before continuing with the calculus chapters.
DIRECTIONS: Use your prior knowledge on algebra concepts in answering
the following problems. Write your answers on a yellow pad paper.
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