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General Math LAS
General Math LAS
General
Mathematics
First Quarter
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COPYRIGHT PAGE
Learning Activity Sheet in General Mathematics
Grade 11
Copyright @ 2020
“No copy of this material shall subsist in any work of the government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit.
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source
must be acknowledged. Derivatives of the work including creating an edited version and enhancement of
supplementary work are permitted provided all original works are acknowledged and the copyright is
attributed. No work may be derived from the material for commercial purpose and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD, CESO
Assistant Regional Director : RHODA T. RAZON, EdD, CESO V
Schools Division Superintendent : MADELYN L. MACALLING, PhD, CESO VI
Assistant Schools Division Superintendents
: DANTE MARCELO, PhD, CESO VI
: EDNA P. ABUAN, PhD
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : RODRIGO V. PASCUA, EdD
Development Team
Writers : ALJON S. BUCU, PhD, REGIONAL SCIENCE HS- ISABELA
MAI RANI ZIPAGAN, PhD, GAMU RURAL HS-ISABELA JONEL
ASUNCION, LUNA NATIONAL HS-ISABELA NENITA
MARQUEZ, TUMAUINI NATIONAL HS-ISABLEA MARYJANE
BUCAG, SANTO TOMAS NATIONAL HS-ISABLEA CAYSELYN
GUITERING, ALFREDA ALBANO NHS-ISABELA CORAZON
BAUTISTA, LUNA NATIONAL HS-ISABELA
CINDY LACANARIA, LUNA GENERAL COMPREHENSIVE HS-ISABELA
JACKSON MICHAEL GAMAYON, RAGAN SUR NATIONAL HS-ISABELA
LEONOR BALICAO, DELFIN ALBANO STAND ALONE SHS-ISABELA
JAYBEL B. CALUMPIT, REGIONAL SCIENCE HS- ISABELA
JEREMAEH C. LOZANO, JONES RURAL SCHOOL-ISABELA
CHRISTIAN JULIAN, ROXAS NATIONAL HS-ISABELA
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Table of Contents
Learning Competency Page Number
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GENERAL MATHEMATICS 11
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Date: ________________________
A relation is a set of ordered pairs (x, y). The set of all first entries of these pairs is called
the domain of the relation while the set of all second entries of these pairs is called the
range of the relation.
A function is a relation that assigns to each element of the domain exactly one element of
the range.
The illustration below shows a function mapping, relating or pairing a domain element of the
set D to range element ( ) read as “ f of x ” of the set R.
( )
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Example 1.
Given the set of ordered pairs {(1, 2), (3, 4), (5, 6), (5, 7)}, determine the domain and range.
Answer:
By definition, the domain is set of all elements of x coordinate, thus, the domain is {1, 3, 5},
whereas its range is the set of all elements of y coordinate, hence, the range is {2, 4, 6, 7}.
Example 2.
Decide whether the following relations are functions
f = {(−1, 2), (4, 3), (−2, 3), (5, 8)}
g = {( a , b ), (c , d ), (d , e ), (f , g )}
ℎ = {(1, a), (2, b), (3, c), (4, d )}
s = {(4, 5), (4, −2), (−4, 5), (1, 7)}
p = {(1, 5), (2, 10), (3, 15), … , ( n , 5n )}
Answer:
Only relation s is not a function since the element 4 of the domain is mapped to two elements
of the range. Relations f , g , ℎ are functions because no two ordered pairs have the same
domain but different range.
Example 3.
Tell whether the graph of each relation is the graph of a function.
1. 2.
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3. 4.
5.
Answer:
The only function from the relations above are numbers 1, 4 and 5 while 2 and 3 are not since
they intersect the graph at more than one point.
Example 4.
State a function P that will describe the total distance of a student when he runs 5 km per day
at the end of 5 days.
Answer:
Since each day makes him 5 km, then the distance function is P (x) = 5x
Example 5.
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In a certain city, the Philippine Statistics Office has recorded a total population of 680, 000 in
the year 2018. The population increases at the rate of 0.25% annually. Determine an equation
that represents the population with respect to the number of years after 2018. Suppose the
rate of increase is constant.
Answer:
The equation will be of the form, = a (1 + r ) n such that a is the initial population, r is the
rate of increase and n is the time in years and p
function = 680, 000(1.0025) . is the population. Hence, the we have the
A piecewise function is a function that contains at least two equations “pieces” each of
which depends on the value of the independent variable or the domain.
Example 6.
Driving lessons require a rental car fee of P 500. 00 for the first 8 km. and for every kilometer
added charges an additional fee of P 50.00. Express a piecewise function for the problem.
Answer:
500 , 0<x<8
a. f(x) = 500 + 50(x -8), x> 8
Example 7.
An online seller charges a certain amount for the shipping fee of purchased products/items.
For orders 10 or fewer items, she charges P20.00 each, P15.00 per item for orders of 20 or
fewer but more than 10 items, and P10.00 per item for orders of more than 20 items. Write a
function representing the cost for the number of items/products.
20x , 0 < x < 10
a. f(x) = 15x , 11 < x <20
10x , x >20
Learning Competency
Represents real-life situations using functions including piecewise functions (GM_M11GM-
Ia-1)
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MELC LAS 1-A-1
GENERAL MATHEMATICS
SY 2020-2021 LAS No. 1
Name _________________________________________________
Grade & Section _______________________ Date ____________
Directions: Determine the domain and range of the given relation and decide whether the ________
relation is function. [3 points each] Score
1. {(4, 2), (5, 0), (−2, 6), (0, 1)} 6. {(0.02, 0.002), (0.20, 0.02 )}
1 3
2. {(−8, 2), ( 2 , 5 )} 7. {(5,2), (−1, 5), (5, 6)}
3. {(7, 2), (7, −2), (7, 11), (10, −3)} 8. {(1, 6), (2, 12), (3, 18), … ( n , 6n )}
4. {(w , s )|s 2 = w } 9. {( x , y )| y 4 = x }
5. {( x , y)| y =x 2 – 2x + 1} 10. {( c , 1), ( c , 2), ( c , 3), (c , 4)}
Directions: Identify the domain for each relation using the set builder notation. [2 pts each ]
1. y= 5x – 4 6. g(x) =
2. y = x3 + 2x2 + x + 7 7.
4. x2 + y2 = 16 9.
References:
Verzosa, D.B, et.al (2016). General Mathematics. Quezon City,
Manila Alferez, G. S. (2014). Introduction to Calculus. Quezon City,
Manila Leithold, L. (1996). The Calculus 7. New York City.
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Answer Key
Exercise 1
R: R:
Not a function Not a function
5. D: 10. D: {c}
R: ≥0 R: {1, 2, 3, 4}
Function Not Function
Exercise2
1. { : ∈ ℝ} 6. { : ∈ ℝ}
2. { : ∈ ℝ} 7. { : ∈ ℝ, ≤ 0}
3. { : ∈ ℝ} 8. { : ∈ ℝ}
4. { : ∈ ℝ, −4 ≤ x ≤ 4} 9. { : ∈ ℝ, x ≠ −
5
− 8}
5. { : ∈ ℝ} 10. { : ∈ ℝ}
Exercise3
1. 10 ,0< <49
( )= 450 , =50
( )= { 140
, ≥15
2 3
3. ( ) = 160 − 48 +4
4.
( )= { 50
50 + 10( − 300)
,0< ≤300
, >300
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5. 100 ,0< ≤3
( )= 100 + 20⌈ − 3⌉ ,3< ≤10
{
500
, >10
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GENERAL MATHEMATICS 11
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Date: ________________________
In this topic, you will learn about evaluating functions. To evaluate a function is simply to
substitute/replace a certain variable with a given number or expression, in this case we refer this as the x variable.
We then write ( ) to show that is being evaluated at for some in the domain of .
Example 1.
Evaluate( )=5the
1. +8
given functions at =2
2. ( )= 2+3 −4
3. ℎ( )=| +3|−2
4. ( )= 3−5 2
Solution:
1. (2)=5(2)+8=10+8=18
2
2. (2)=(2) +3(2)−4=4+6−4=6
3. ℎ(2)=|2+3|−2=|5|−2=5−2=3
4. (2) = (2)3 − 5(2)2 = 8 − 20 = −12
5. (2)=⌈2⌉+5=2+5=7
Learning Competency
Evaluates a Function (GM_M11GM-Ia-2)
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EXERCISE 1
Directions: Evaluate the following functions at = 3.5. [1 point each]
1. ( )=7 −1
2. ( )= 2−4
3. ℎ( )=|4 −21|−2
−1.5
4. ()=2•3
5. ( )=√ 2−2 +4
6. ( ) = −2−2
7. ( ) = 32 −5
8. ( )=⌊ ⌋+4
+4
9. ()= 2−2
10. 5 , <2
2
( )= −1 ,2≤ <5
EXERCISE 2
{ 3
+2 , ≥5
{
2
2− , ≥4
6. Find (−5)
7. Find (2)
8. Find (5)
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For items 9-10, given ( ) = √ + 4,
9. Find ( − 4) 2
ℎ
,ℎ≠0
EXERCISE 3
Directions: Solve the given problems [3 points each]
1. An internet café charges P25.00 per hour (or a fraction of an hour) for the first four
hours and an extra of P15.00 per hour for each next hour. What is the amount paid for
following time?
a. 2 hrs.
b. 3. 5 hrs.
c. 6 hrs.
d. 7. 2 hrs.
2. In a certain city, the Philippine Statistics Office has recorded a total population of 680,
000 in the year 2018. The population increases at the rate of 0.25% annually. Suppose the
rate of increase is constant. Determine the population in the following years.
a. 10 yrs.
b. 14 yrs.
c. 17 yrs.
3. Driving lessons require a rental car fee of P 500. 00 for the first 8 km. and for every
kilometer added charges an additional fee of P 50.00. How much will it cost for the
following distance.
a. 7 km.
b. 9 km.
4. A stone is thrown straight up from a building with a velocity, in m/s, given by ( ) = 15 − 9.8 . After t seconds, calculate the following velocities. Make an interpretation of the results.
a. (0)
b. (1)
a. 30 minutes
b. 1 hr.
c. 1.5 hrs.
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Reflection:
What have you learned from this topic?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
References:
Verzosa, D.B, et.al (2016). General Mathematics. Quezon City, Manila Alferez,
G. S. (2014). Introduction to Calculus. Quezon City, Manila Leithold, L.
(1996). The Calculus 7. New York City.
https://cdn.kutasoftware.com/Worksheets/Alg2/Evaluating%20Functions.pdf
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Answer Key
Exercise 1
1
1. 23.5 6. −
128
2. 8.25 7. 9
3. 5 8. 7
4. 18 9. 0.73
5. 9.25 10. 11.25
Exercise 2
1. 10 6. −3
2. 8 7. 2√3
3. 8 8. −3
4. 18 9.
1
5. 2
+9 +18
10. √ +ℎ+4 + √ +4
Exercise 3
1. a. P50.00
b. P100.00
c. P130.00
d. P160.00
2. a. P = 697, 193
b. P = 704, 191
c. P = 709, 485
3. a. P500.00
b. P550.00
4. a. 15 m/s
b. 5.2 m/s
This implies that the initial velocity is 15 m/s and gets more slowly at 5.2 m/s.
5. a. P(x) = 2, 952
b. P(x) = 7, 260
c. P(x) = 17, 856
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GENERAL MATHEMATICS 11
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Date: ________________________
OPERATIONS ON FUNCTIONS
( + )()= ()+ ()
( − )( )= ( )− ( )
Given two functions and , then: ( • )( ) = ( ) • ( )
()= ()
( ) , where ( ) ≠ 0
Sum of and :
Difference of and :
Product of and :
Quotient of and :
Each of the four operations is defined for all in the domains of both and , with the exception that in quotient, we exclude the values of for which ( ) = 0.
Example 1.
Given the two functions, ()= 2
− 1 and ( ) = 2
− . Compute ( ) + ( ), ( ) −
Solution:
2 2 2
a. ( ) + ( ) = ( − 1) + ( − )=2 − − 1, D: { : ∈ ℝ}
2 2
b. ( ) − ( ) = ( − 1) − ( − ) = −1 + , D: { : ∈ ℝ}
()
c. ( ) • ( ) = ( 2 − 1)( 2 − ) = 4
− 3
− 2
+ , D: { : ∈ ℝ}
2
() −1 ( −1)( +1) +1
d. ( ) =
2
− = ( −1) = D: { : ∈ ℝ, ≠ 0, 1}
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THE COMPOSITE OF FUNCTIONS
The composite of and , denoted by
1. ( ∘ )( ) = ( ( )), which is read as “ circle of equals of of ”.
∘ , is defined by two conditions:
2. is in the domain of and ( ) is in the domain of .
( ) ( ( ))
∘
The domain of ∘ is the set of x satisfying condition (2). The operation that combines to produce their composite is called function composition
Example 2.
Given ( ) = + 3 − 4 and ( ) =
a. (−1)
2
b. (4) c. ( ( )
− 2, evaluate the following.
d. ( (2) e. ( ∘ )(2)
Solution:
a. (−1) = (−1)2 + 3(−1) − 4 = 6
b. (4)=4−2=2
c. ( ( ) = ( − 2)
= ( −2)2+3( −2)−4
= 2
−4
+4+3 −6−4
= 2
− −6
d. ( (2) = (2 − 2)
= (0)
= 0−2= −2
e. ( ∘ )(2) = [ (2)]
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= [2−2]
= [0]
= 02+ 3(0)−4
= −4
Example 3.
Given the functions, ( ) = 2 − 1, ℎ( ) = ⌊ ⌋ + 1
a. Find and simplify ( ∘ )( ).
b. Find and simplify (ℎ ∘ )(10)
c. Find and simplify ℎ(2.1)[ (3) + (4)]
Solution:
a. ( ∘ )( )= ( ( ))= √2 −1+1= √2
b. (ℎ ∘ )(12) = ℎ( (10))
= ⌊ (10)⌋ + 1
= ⌊√2(10) + 1⌋ + 1
= ⌊√21⌋ + 1
= 4+1
= 5
c. ℎ(2.1)[ (3) + (4)] = [⌊2.1⌋ + 1][(2(3) − 1) + √2(4) + 1]
( )=√2 +1,
= [2+1][5+3]
= 24
Learning Competency
Performs addition, subtraction, multiplication, division, and composition of functions
(GM_M11GM-Ia-3)
EXERCISE 1
Directions: Perform the indication operation in the following functions. [1 point each]
2
A. Given the functions ( ) = 3 + 4 and ( ) = 3 , find: 1.( + )()
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2. (−)()
3. ( )()
4. ( − )(2)
5. ( + )(−3)
6. ( )
1
B. Given ()=
2
+ 1, ( ) = 2 − and ()= 2 +4 −3
7. (++)()
8. ( − )(−1)
9. ( )(0)
10. (2)
EXERCISE 2
Directions: Solve the following functions [2 points each]
2 3
A. Let ( ) = 2 + 4, ( ) = − 16 and ℎ( ) = . Find: 1. ( ∘ )( )
2. (ℎ ∘ )( )
3. ( ( (5)) )
2
B. Let ( ) = + 1, ( ) = 1 Find:
4. ( ∘ )( )
5. ( ∘ )(4)
EXERCISE 3
Directions: Perform the indicated conditions in each function. [2 points each]
A. Let ( ) = 4, ( ) = √ , ℎ( ) = − 2 and ( ) = 3 . Express each function as a composite of three of these four functions.
1. ( ) = 3( − 2)4
2. ( ) = (3 − 6)4
3. ( )=√( −2)4
4. ( )=√ 4−2
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5. ( ) = (3 )2
+3
B. Let ( ) = 2 − 3, ( ) = and ℎ( ) = 3 + 2 [5 points each]
2
Reflection:
Please share your insights in this topic.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
References:
Verzosa, D.B, et.al (2016). General Mathematics. Quezon City, Manila
Alferez, G. S. (2014). Introduction to Calculus. Quezon City, Manila
Leithold, L. (1996). The Calculus 7. New York City.
Brown, R.G (1994). Advanced Mathematics, Precalculus with Discrete Mathematics
and Data Analysis, Houghton Mifflin, Boston.
Rolando, M.A, et.al (2002). Differential Calculus. Philippines.
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ANSWER KEY
EXERCISE 1
A. B.
1
2 2
1. 3 +3 +4
7. − +3+
2
+4 −3
2. −3 2
+3 +4 8. − 6
3. 9.
3 2
9 + 12 −
3
4. −2 10. 0
5. 22
3 +4
6. 3 2
EXERCISE 2
A. B.
1. 2 2
− 28
1. 4
+2 2+2
2.
3.
6
140
− 48 4
+ 768 2
− 4096 2. 4
EXERCISE 3
A. B.
1. (ℎ( )) 1. ( ( )) = ( ( ) =
2. (ℎ( )) 2. (ℎ( )) ≠ ℎ( ( )) ∶ 6 + 1 ≠ 6 − 7
3. (ℎ( ))
4. ℎ( ( ))
5. ( ( ))
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GENERAL MATHEMATICS 11
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Date: ________________________
Example 1.
The square garden below needs to be seeded around the four identical circular pools. Write a function for the area (A) that needs to be seeded in terms of the radius of the pools (r). Find the area if r = 2.
Solution:
= ℎ − 4( ℎ )
= (5 )2 − 4( 2
)
2 2
= 25 −4
If = 2, then
= 25(2)2 − 4 (2)2
= 100 − 16 square units
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Example 2.
Let be a function defined by
3 −2 , <2
()=
{2 , ≥2
Solution:
The graph consists a portion of a line = 3 − 2 for < 2 and a portion of a parabola = 2 that opens upward for ≥ 2. Thus, the domain of is all reals and range is also all reals.
Example 3.
Suppose that ( ) = shows the number of boxes delivered by a Shipping Company. The shipping fee for each box is presented by ( ) = 250 − 10 , for 0 < ≤ 15. Assume further that the cost of producing boxes is given by ( )
= 150 . Find:
a. (•)()
b. (•−)()
Solution:
a. ( • )( ) = (250 − 10 ) = 250 − 10 2, gross income for shipping boxes
2 2
. ( • − )( ) = 250 − 10 − 150 = 100 − 10 , net income from shipping boxes
Example 4.
Given ℎ( ) = (2 2
+ 3)3, express ℎ as the composition of the two functions .
Solution:
We can write the function ℎ as
( ) = 3 and ( ) = 2 2 + 3
Since
( ∘ )( ) = ( ( ))
2
= (2 + 3)
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2 3
= (2 + 3)
Another pair of functions holds true if:
2
( ) = (2 + 3)3 and ()= 2
Since
( ∘ )( ) = ( ( ))
= ( 2)
2
= (2 + 3)3
Learning Competency
Solves problems involving functions (GM_M11GM-Ia-4)
EXERCISE 1
Directions: Solve the function in the given condition. [1 point each]
1. (3) 6. (2 )
2. (−3) 7. 2 ( )
3. (0) 8. ( +ℎ)
4. ( +1) 9. ( ) + (ℎ)
( +ℎ)− ( )
5. ( +1) 10. ℎ
,ℎ≠0
EXERCISE 2
Directions: Solve the function in the given condition. Also, determine the domain of the
composite function in each part [2 points each]
Given that are defined by 2
( ) = √ and ( ) = −4
1. ∘
2. ∘
3. ∘
4. ∘
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1
Given ( ) = √2 3+5, express as the composition of two functions in two ways.
EXERCISE 3
Directions: Solve the given problems. [3 points each]
1. A fruit vendor charges P150. 00 per kilogram of grapes plus a fixed delivery fee of P15.00.
How many kilograms of grapes can be delivered for P1000.00?
2. A bus travels along the national highway from station A to station B. It leaves station A at
10:00 am and travels at a constant speed of 70 miles per hour (mph). A car makes the same
route, travelling 15 mph faster but leaving 10 minutes later. When does the car overtake the
bus?
3. An open rectangular box is to be formed by cutting identical squares, each of side 2 in,
one from each corner of a rectangular piece of cardboard, and then turning up the ends. If the
area of the piece of cardboard is 216 in² and the box is to have volume 224 in³, what should
have been the dimensions of the cardboard used?
4. In Puerto Galera Island, a group of tourists decides to ride in a boat. The boat owner charges a
boat ride of P1000.00 for 20 passengers only. However, for additional passengers a fee of P70.00
per head. Express the function using piecewise and how much will it cost if there are
25 passengers in all?
5. An online shop delivers soap items within and outside Isabela. An initial shipping fee of
P80.00 is collected for orders amounting to P500.00 or less, an extra charge of P40.00 for
items with total value between P500.00 and P1000.00 and a double initial shipping for orders
costing to P1000.00 and up. Write a piecewise function representing the amount of shipping
fee for total value of orders. How much is the shipping fee if the total amount of orders are
P600.00 and P1350.00?
Reflection:
Please share your insights in this topic.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
References:
Verzosa, D.B, et.al (2016). General Mathematics. Quezon City, Manila
Alferez, G. S. (2014). Introduction to Calculus. Quezon City, Manila
Leithold, L. (1996). The Calculus 7. New York City.
Brown, R.G (1994). Advanced Mathematics, Precalculus with Discrete Mathematics
and Data Analysis, Houghton Mifflin, Boston.
Rolando, M.A, et.al (2002). Differential Calculus. Philippines.
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ANSWER KEY
EXERCISE 1
1.11 6. 8 −1
2. −13 7. 8 −2
3. −1 8. 4 +4ℎ−1
4. 4 +3 9. 4 +4ℎ−2
5. 4 +3 10. 4
EXERCISE 2
4 1
( ) ( ) 3
2.
1. 4
√
−8 2+12
1. =
√2 +5
and =
3. 1
2
2. ()= 3
√ −4 and ( ) = √2 +5
4. −4
EXERCISE 3
1. 6. 57 kg
2. = 54 23 . The car overtakes the bus 54 23 . after the bus departure, i.e.
10: 54 23 . .
3. 8 in. by 14 in.
4.
()= { 1000 ,0< ≤20
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5.
80 ,0< ≤500
()=
80+40 , 500 < < 1000
{ 2(80)
, ≥ 1000
At x = 600, the shipping fee is P120.00 and at x = 1350, the fee is P160.00
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GENERAL MATHEMATICS 11
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________
Rational expressions and rational equations can be useful tools for representing real
life situations and for finding answers to real problems. In particular, they are quite good for
describing distance-speed-time questions, and modeling multi-person work problems.
Rational equations can be used to solve a variety of problems that involve rates, times
and work. Using rational expressions and equations can help us answer questions about how to
combine workers or machines to complete a job on schedule.(MontereyInstitute.org)
Learning Competency
Represents real-life situations using rational functions. (M11GM-Ib-1)
An ISELCO I lineman takes 2 hours to plant 500 streetlight bulbs. An ISELCO II lineman
takes 3 hours to plant 450 streetlight bulbs.
a. Working together, how long should it take them to plant 1500 bulbs?
b. If a MERALCO lineman who can install 400 streetlight bulbs in two hour replaced
the ISELCO II lineman in the installation, how long does it take for them to install
1500 streetlight bulb?
c. Working together, how long does it take for the three linemen to install 2000
streetlight
Sarah, Ara and Shar can paint a room together. If Ara does the job alone she can paint the
room in 5 hours. If Shar works alone, he can paint the room in 6 hours. Sarah can paint the
room in 7 hours.
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a. If Shar and Ara work together, how long does it take for them to finish painting the
room?
b. If Sarah and Ara work together, how long does it take for them to finish painting
the room?
c. If Shar and Sarah work together, how long does it take for them to finish painting
the room?
d. If the three work together, how long does it take for them to paint the room?
1. Peter’s house owns a pool. Later that day Peter decided to take a bath using that
pool but in order to swim he must fill the pool with water. The pool has two pipes.
One pipe can fill a pool 1.5 times faster than a second pipe. If both pipes are open,
the pool can be filled in 6 hours. If only the slower pipe is open, how long would it
take to fill the pool?
Guide Questions
1. How does rational function help solves problems in real life?
2. Do you think you can answer the problems without having a background idea
on rational functions?
Generalization
Direction: Complete the following statement by the things that you learned on today’s
discussion.
Today, I learned that rational functions can be used in real life through
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________.
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Answer Key
Activity 1: IncrediBULB Installation
• 400
o
1 = 1500
• 400 1500
1 (1 ) = (1 )
•
400 = 1500
400
•
400 = 1500400
•
T=3 ¾ hours
Answer: It takes 3 hours and 45 minutes for the two linemen to plant 1500 streetlight bulbs.
• 450
o
1 = 1500
• 450 1500
1 (1 ) = (1 )
•
450 = 1500
450
•
450 = 1500450
•
T=3 1/3 hours
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Answer: It takes 3 hours and 20 minutes for the two linemen to plant 1500 streetlight bulbs.
• 600
o
1 = 2000
• 600 2000
1 (1 ) = (1 )
•
600 = 2000
600
•
600 = 2000600
•
T=3 1/3 hours
Answer: It takes 3 hours and 20 minutes for the three linemen to plant 2000 streetlight bulbs.
6t+5t=30
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11 30
11 = 11
t=2.73 hours
Answer: It takes 2 hours and 43.63 seconds for the two to paint the room.
b. 1 1 1
7+ 5=
1
7 (35 ) + 15 (35 ) = 1 (35 )
12
5t+7t=35
35
12 = 12
t=2.92 hours
Answer: It takes 2 hours and 55 seconds for the two to paint the room.
c. 1 1 1
6+ 7=
1 1 1
6 (42 )+ 7 (42 ) = (42 )
13
6t+7t=42
42
13 = 13
t=3.23 hours
Answer: It takes 2 hours and 13.84 seconds for the two to paint the room.
d. 1 1 1 1
5+ 6+ 7=
1 1 1 1
t=1.96 hours
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Answer: It takes 1 hours and 57.76 seconds for the three to paint the room.
1 1 1
+ =
1.5 6
1 1 1
(6) + (4) = ( )
1.5 6
6 4
+ =
6 6 6
6+4=p
p =10 hours
10 • 1.5 = 15 hours
Answer
The slower pipe will take 15 hours to fill the pool alone
Prepared by:
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GENERAL MATHEMATICS 11
Name: _____________________ Grade Level: _______________
Date: ______________________ Score: _____________________
rational
Function
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Rational
Equation
rational
inequality
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2 2 2
+3 +3 4 +2 +8 5 +2 +3 4 +6 +3
+ =1 ≥2 =9
2+3 3
3 2 +3
2
+1 9 + 16 2 +9 +1 3 + 16
+ ≤0
3 >2 3 7 3 + 2 =4 3 ≤0
2 2
+2 +9 2 +3 8 +1 4 +8 +2
=2
4 +2 +8
=1 + >0
2+3
3 7 2 +3
+ +3 +1
3 + 2 =1 >2
3
+ +2 4 2+2 +8
≥2
=1
2+3
2
+ +
=2
4 +2 +8 2 +9 +1
+ ≤0
2+3 3 7
2
+ + 3 8 +1
>0
+ 3 +2 =4
2
+ + 4 + 6 +3 + 16
=9
+ 3 3 ≤0
Rational Function or
Expression
Rational Equation
Rational Inequality
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Guide Questions
3. How are the three terms related?
4. How to distinguish each term?
Rubrics for scoring (activity 3)
Rubric Description Weight
Conciseness of the answer The answers given are concise which 20%
are less words more thought.
Organization The answers are organize in a way 30%
that it is easy to understand.
Relevance The answers given are relevant and 40%
cited from a reliable source.
Creativeness The students put an effort to make a 10%
visual improvement on his Venn-
Euler Diagram.
Generalization
Direction: Write a brief summary on the characteristics of rational function or
expression, rational equality and rational inequality.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________.
References for the Learners
3. (https://study.com/academy/lesson/rational-function-definition-equation-examples.html)
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4. (https://www.wyzant.com/resources/answers/10941/what_distinguishes_a_rational_express
ion_from_a_rational_equation)
Answer Key
Activity 1:
Activity 2:
+ +3 +1
3 + 2 =1 3 >2
+ +2 4 2+2 +8
≥2
=1 2+3
2
4 +2 +8 2 +9 +1
+ +
2+3 =2 3
+
7
≤0
2
+ + 3 8 +1
>0
+ 3 + 2 =4
2
+ + 4 + 6 +3 + 16
=9
+ 3 3 ≤0
Activity 3:
“No specific Answer”
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GENERAL MATHEMATICS 11
Name: _____________________ Grade Level: ______________
Date: ______________________ Score: ____________________
The calculation of “per unit” such as “cost per unit” or amount per unit and even
production problems are good examples of rational equation.
Learning Competency
Solves rational equations and inequalities.( M11GM-Ib-3)
(LIVES)
6
−3
+ +3
=1
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(HOME)
= +
1 2 +1 2
− 2 2 +2 −8 +4
(SAVE)
10 4
3= +2
(SAFE)
6
+54=−47
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(STAY)
1 1
+( − 8) = 13
127/312-23 1
Activity 2:Think Rational; Solves Inequalities
Directions: Solve the rational inequality
2+8 +16
1. 2− −20 ≥ 0
+5
2. 2+6 +9 >0
2−49
≤0
3. 2+13 +42
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Activity 3: Sail!Sale!Sayl
Directions: Answer the problem involving real life representation of rational equation.
2. Sayl Corporation experts on the sale of sails used in small boats. Their monthly
th
revenue (in thousands) for the n week after they opened is given by the equation
= 2120 +100.
th
a. What are their sales in their 5 week?
c. What is their sale after half a year? (assuming that a month is composed of 4 weeks)
d. In which week would the sale (s)have been 6?(note that the sales is express in
thousands)
e. In which week would the sale(s) have been 8? (note that the sales is express in thousa
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Reflection
Direction: Complete the table below that shows your learning on rational equations and
inequalities.
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Answer Key
ACTIVITY 1
(LIVES)
6
−3
+ +3
=1
LCD is (y-3)(y+3)
6
+
( − 3)( + 3)]( = 1)
−3 +3
y(y+3)+(6)(y-3)=(y+3)(y-3)
2 2
y +3y+6y-18=y -9
2 2
y +9y-18=y -9
9y=9
9
Y=1
(HOME)
= +
1 2 +1 2
− 2 2 +2 −8 +4
1 2 +1 2
[( − 2)( + 4)]( − 2= 2 +2 −8 + +4 )
1(n+4)=2n+1+2(n-2)
n+4=2n+1+2n-4
n+4=4n-3
7=3n
3
n= 7/3
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(SAVE)
10 4
3= +2
(3 )(103 = 4 + 2)
10x=12+6x
4x=12
4
x=3
(SAFE)
6
+54=−47
(4 )(6 + 54 = −47)
24+5x=-7x
24=-12x
-12
x=-2
(STAY)
1
+ ( −18) = 13
[( )( − 8)(3)]( 1 + ( 1 1
− 8) = 3)
(3)(1)(x-8)+(x)(3)=(x)(x-8)
2
3x-24+3x=x -8x
2
X -8x-6x+24=0
2
X -14x-24=0
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(x-12)(x-2)
X=12;x=2
ACTIVITY 2
2
+8 +16
1. ≥0
2 − −20
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( +4)( +4)
≥0
( −5)( +4)
X+4=0 x-5=0
x=-4 x=5
+ - +
-4 5
4 5
Answer: (−∞, 4] ∪ (5, ∞)
+5
2. 2+6 +9 >0
+5 >0
( +3)( +3)
X+5=0 x+3=0
x=-5 x=-3
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- + +
-5 -3
-5 -3
Answer: (−5, −3] ∪ [−3, ∞)
2
−49
3. ≤0
( +7)( −7)
≤0
( +6)( +7)
X-7=0 x+6=0
x=7 x=-6
+ - +
-6 7
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-6 7
Answer: (−6, 7]
ACTIVITY 3
1. Sayl Corporation experts on the sale of sails used in small boats. Their monthly
th
revenue (in thousands) for the n week after they opened is given by the equation
= 2120 +100.
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Answer: The sales will be 5,900 sails after a quarter.
d. In which week would the sale (s)have been 6?(note that the sales is express in
thousands)
= 2120 +100.
6 = 2120 +100.
6( 2 + 100) = 120
. 6( 2 + 100) = 120
. 6 2 + 600 = 120
2
6 − 120 + 600 = 0
2
−20 +100=0
2
(x-10)
X=10
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e. In which week would the sale (s)have been 8?(note that the sales is express in
thousands)
= 2120 +100.
8 = 2120 +100.
8( 2 + 100) = 120
. 8( 2 + 100) = 120
. 8 2 + 800 = 120
2
8 − 120 + 800 = 0
2
−15 +100=0
(x-20)(x+5)
X=20
EAM Fourth Year, Module 13 (TG), EASE Module Fourth Year · Triangle
Trigonometry, Mo, Module 2 (L
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GENERAL MATHEMATICS 11
Name: ______________________________ Grade Level: ____________________
Date: _______________________________ Score: _______________________
This activity serves as a learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for student’s mastery in representing rational functions.
Rational functions are expressed in the ratio of two polynomial functions P(x) and
Q(x), where P(x)is the numerator and Q(x) is the denominator. The function is defined for all
values of the variable except the zeros of Q(x).
There are different ways of representing rational function such as a) table of values b)
graph, and c) equation.
Constructing a table of values for a given rational function is vital in sketching its
graph. Through the graph of rational function, one can easily grasp the behavior of the
function values and also its other characteristics such as zeros, vertical and horizontal
asymptotes and intercepts.
Learning Competency: The learner represents a rational function through its: a) table of
values, b) graph, c) equation. (GM_M11GM-Ib-4)
Activity 1
Answer:
X -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x) - 1
5
- 1
4
- 1
3
-1
2
-1 Undefined
1 1
2
1
3
1
4
1
5
Directions:
Represent each rational function by its table of values using the values of
x from -5 to 5.
a. f(x)=2 1
x -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x)
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b. g(x) = −1
x -5 -4 -3 -2 -1 0 1 2 3 4 5
g(x)
c. h(x) = +1
2
x -5 -4 -3 -2 -1 0 1 2 3 4 5
h(x)
Activity 2
Example: Represents f(x)= 1 by its graph. Then identify the zeros, intercepts and asymptotes.
Answer:
Zeros: none
Intercepts
x-intercepts: none
y-intercepts: none
Asymptotes
Vertical: x=0
Horizontal: y=o
Represents each rational function by its graph.Then identify the zeros,intercepts and
asymptotes.
1 −2
a.) f(x) = b.) g(x) = c.) h(x) =
2 −1 +1
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Activity 3
Example:
Represent this problem in a rational function, then answer what is asked.
In an inter-barangay basketball league, the team from barangay 1 has won 9 out of 20
games a winning percentage of 45%. What would be their winning percentage if they win 5
games consecutively?
Solutions:
Let x be the number of wins of Barangay 1 needs to win in a row. Then the function P is a
function of the number of wins that the team needs to win. The function is
P(x)= 20+ 9+
P(5)= 20+59+5 =1425 =.56=56%
Therefore, the winning percentage of Barangay 1, if they win 5 games in a row is 56%
Represent the following problems below in a rational function, then answer what
is asked:
1. Consider a 100-meter track used for foot races. The speed of the runner can be
computed by taking the time it will take him to run the track. Appling it to the
formula of average speed s= , what is the rational function represented by the speed
as a function of time? What is the speed of the runner in 20 seconds?
2. Let’s say you are taking an exam. You already got 18 questions correctly out of 23,
which is a grade percentage of 78%.What would be your grade percentage if you got
the last 2 consecutive questions correctly?
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Answer Key
(Activity 1)
1
a. f(x)=
2
x -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x) - 1
10
- 1
8
- 1
6
- 1
4
- 1
2
Undefined
1
2
1
4
1
6
1
8
1
10
b. g(x) = −1
x -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x) 0 2
5 4 3 2 1 3 4 5
Undefined
6 5 4 3 2 2 3 4
2
c. h(x) = +1
x -5 -4 -3 -2 -1 0 1 2 3 4 5
1 2 2 1 2 1
f(x) - - -1 -2 2 1
2 3
Undefined 3 2 5 3
(Activity 2)
−
a. f(x) = b. g(x) = c. h(x) =
− +
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(Activity 3)
1.Solutions:
Let x the time it takes the runner to run 100 meters. Then the
function S is a function of the time it takes by the runner to run 100 meters. The
function is S(x)= 100
100
S(20)= 20 = 5m/s
Therefore, the speed of the runner for 20 minutes is 5m/s.
2. Solution:
Let x be the additional number of consecutive questions correctly answered.
Then the function f is a function of the number of questions that you need
to get correctly. The function is
f(x)= 18+ 23+
f(2)= 18+223+2 =2025 =.8=80%
Therefore, your grade percentage , if you got the last 2 questions correctly is 80% .
Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________
References:
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GENERAL MATHEMATICS
Name:____________________ Grade Level:____________________
Date:______________________ Score:_______________________
Activity 1
Example: Find the domain and range using algebraic method of the rational function
f(x)= +2
y(x+2)=x
xy-2y=x
xy-x=2y
x(y-1)=2y 2
= −1
Find the domain and range of the following rational functions using algebraic method.
2 −2
a. =
−1
b. . y = 2 +4
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Activity 2
Find the asymptotes and domain and range of this given graph below.
Asymptotes
Vertical: x=5
Horizontal: y= 0
Domain:{ ⁄ is a set of all real
numbers,x≠5}
Range:{ ⁄ is a set of all real numbers, y≠ 0}
Continuation:
Find the domain and range of the given graph of rational function.
a. b.
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Activity 3 −
Example: Sketch the graph of f(x)= + then, find the domain and range.
Answer:
Sketch the graph of each rational function. Then, find their domain and range
1 +2
A. ()= B. ()=
4 −1 −3
Reflection:
What have I learned from the topic?
__________________________________________________________________________________
________________________________________________________________________.
References:
GENERAL MATHEMATICS (LM),First Edition 2016, DIWA Senior High School
Series:General Mathematics, Next Century Mathematics 11 General Mathematics Copyright
2016
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Answer key
2
(Activity 1)
a. = − 1
y(x-1)=2
xy-y=2
xy=y+2
= +2
. =2 +4
−2
y(2x+4)=x-2
2xy+4y=x-2
2xy-x=-4y-2
x(2y-1)=-4y-2
x=−4 −22 −1
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(Activity 2)
A. a. x=1
b.
c.
y=0 D: { ⁄ is a set of all real numbers, x≠1}
B. a. x=-1 1
1
(Activity 3)
.()=4 −1
+2
. ()= −3
Domain: { ⁄ is a set of all real
numbers, x≠3}
Range:{ ⁄ is a set of all real numbers, y≠ 1}
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GENERAL MATHEMATICS 11
Name of Learner:________________ Grade Level:______
Section:________________________ Date:____________
On horizontal Asymptotes
➢
If n<m, the graph of f has the line y=0
➢
If n=m, the graph of f has the line y=an/bm where an and bm are the leading
coefficients of the numerator and denominator, respectively
➢
If n>m, the graph has no horizontal asymptote.
Learning Competency
Determines the (a) intercepts; (b) zeroes (c) asymptotes of rational functions (Quarter 1,
Week 2, M11GM-1c-1)
6
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Illustrative Examples:
A. Which of the following are rational functions?
1. f(x)= ( + 2)/(1 + )
2. f(x)= ( 2
+ 14 − 15)⁄( + 7)
3.
4.
g(x)=(
g(x)= 5 +
2
+ √ )⁄(2 2
− 1)
⁄2+3 +1
Solution:
1. Rational Function: Both numerator and denominator are polynomials
2. Rational Function: Both numerator and denominator are polynomials
3. Not a Rational Function: Numerator is not a polynomial
4. Not a Rational Function: Denominator is not a polynomial
Solution:
For x intercept
f(x)= ( + 6)/( − 3)
For y intercept
f(x)= ( + 6)/( − 3)
f(0)= (0 + 6)/(0 − 3) Substitute 0 for x
= 6/−3 Simplify
= -2
Therefore, The y intercept is -2 or (0,-2)
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Vertical asymptote
−3=0
x=3
Horizontal asymptote
y= 6/-3
y = -2
2 2
2. f(x)= ( − 9)/( − − 6)
For x intercept
f(x)= ( 2
− 9)/( 2
−
f(x)= ( − )( + 3)/ ( − )/( + 2)
− 6) Factor
Cancel ( − )
f(x)= ( + 3)/ ( + 2)
f(0)= ( + 3)/ ( + 2)
0=( + 3)
Substitute 0 for y or f(x)
Multiply both sides by ( + 2)
x=-3 Simplify
Therefore, the x intercept is -3
For y intercept
2 2
f(x)= ( − 9)/( − − 6)
=3/2
Therefore, the y intercept is 3/2
For the zeros
2 2
f(x)= ( − 9)/( − − 6)
6
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Vertical Asymptote
=3 =−2
7. 8.
g(x)=(√
i(x)= 5 +
+ 3)⁄( 2 − 1)
2 2 3
−4 ⁄ + 2 +1
3.f(x)=
.
Exercise 3: How Well Did I understand?
Create a rational function with a vertical asymptote of x= -5 and a hole at x=4
References:
Oronce, Orlando. RBS General Mathematics First Edition
Learner’s Material for Mathematics Grade 9
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Answer key
Activity 1: Know Me Better
1. Rational Function: Both the numerator and denominator are polynomials.
2. Rational Function: Both the numerator and denominator are polynomials.
3. Not a Rational Function: Numerator is not a polynomial
4. Rational Function: Denominator is not polynomial.
Activity 2: Place Me On the Table
Zeros x-and y-Intercepts Asymptotes
1 X=5 x-intercept: (5,0) Vertical Asymptote: x=-2
y-intercept: ( 0,-5/2) Horizontal Asymptote: y=1
2 The function f has x-intercept: ( 5, 0) Vertical Asymptote: x=-5
no zero
y-intercept: ( 0, 1/5) Horizontal Asymptote: y=0
3 X=4 and x=1 x-intercept: (4,0) and (1,0) Vertical Asymptote: x=2
y-intercept: ( 0,1) Horizontal Asymptote: y=1
2. f(x)=
2
_______
3. f(x)=
2
________
2
+ −20
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GENERAL MATHEMATICS 11
Name of Learner: ___________________ Grade Level: ______
Section: ___________________________ Date : ___________
Learning Competency
Solve Problems Involving Rational Functions, Equations and Inequalities
(Quarter 1, Week 2, M11GM-1c-3)
Illustrative Examples:
1. Mark can do a job in 4 days. When Mark and Jerry work together, it would take
them 2 1/3 days. Find the number of days if Jerry will work alone?
Let X= be the numbers of days will Jerry work alone
Total Number of Days Fractional Part of the Job
Needed to Do a Job Done in 1 Day
Mark 4 ¼
Jerry X 1/x
Together 2 1/3 = 7/3 3/7
Since this is a work problem, it is assumed that the worker works at a fixed rate. Hence if a
worker needs n days to finish a job and he works at it for d days then the part of the job
done is d/n. therefore the equation is
¼ + 1/x= 3/7
7x + 28= 12 x Multiply both sides of the equation by the LCD: 28X
5x =28 Solving for x
X= 28/5 or 5 3/5 days.
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2. Annie leaves Santo Tomas for Baguio averaging 60 kph in her car. One hour later,
JM leaves for Baguio following the same route and travelling at an average speed of
80kph. How long would it take the JM to overtake Annie?
Equation :
60 (x+1)= 80x
60x + 60 = 80x Distributive Property
20x=60 Simplify
x= 3 hours (This means that JM will overtake Annie’s car in 3 hours. )
3. The length of a rectangular table in Mrs. Salas room is 20 cm. What widths will
it give a perimeter less than 160cm?
Solution: Let L= the length of the rectangular table, L=20
P= perimeter of the rectangular table, P< 160
W= width of the rectangular table
Perimeter of a Rectangle: P= 2L + 2W
Since the problem tells the perimeter is less than 160,
Hence: 2L + 2W<160
2(20) + 2w< 160 by Substitution
40 + 2w< 160
-40 +40 + 2w<-40 +160 Addition Property of Inequality
0 +2w<120 AIP
2w<120 IPA
½ (2w)< ½ (120) Multiplicative Inverse Property
w<60
Thus, the width of the rectangular table should be between 0 to 60 in as much as
the width cannot be 0 or less than 0.
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Exercise 1: Do You Still Remember?
Directions: Read the questions carefully, then identify what is being asked.
1. What is the reciprocal of 7?
2. What is the reciprocal of x?
3. What is the reciprocal of -10?
4.
5.
How do you find the reciprocal of a certain number?
What is the Least Common Denominator (LCD) of the equation /5 + 1/4 = /2?
6. To clear the equation of fractions, what do we multiply to both sides of the equations?
Exercise 2: Step-by-Step!
Directions: Read and analyze the problems carefully then solve accurately the questions
in each of the given word problem.
1. The product of the reciprocals of two positive consecutive integers is 1/56. Find the two integers.
Questions:
a. What is the first integer?
b. What is the second integer?
c. What is the resulting equation in the problem?
d. What is the Least Common Denominator (LCD) of the resulting equation?
e. What are the two consecutive integers?
2. Nognog a Grade 11 student can clean the room in 2 hours. His friend Christian can
clean the same room in 3 hours. How long will it take them to clean the room if they
work together?
Questions:
a. What is the fractional part of the job done in 1 hour by Nognog?
b. What is the fractional part of the job done in 1 hour by Christian?
c. What is the fractional part of the job done if they work together?
d. What is the resulting equation of the given problem?
e. What is the LCD of the resulting equation?
f. How long will it take them to clean the room if they work together?
3. A TVL student specialized in dressmaking ordered several red cloth from a vendor,
but the vendor only had 4 meters red cloth in stock. The vendor bought the remaining
lengths of green cloth from a wholesaler of php 1, 120.00. He then sold those lengths
of red cloth to the TVL student along with the original 4 meters of red cloth for a
total of php 1,600.00. If the vendor’s price per meter is at least 10 more than the
wholesaler’s price per meter, how many additional meters of red cloth did the vendor
purchase from the wholesaler?
Questions:
a. What is the length of the additional cloth purchased by the vendor from the
wholesaler?
68
Note: Practice Personal Hygiene protocols at all times
b. Expressed as rational expression the wholesaler’s price of the red cloth per meter.
c. Expressed as rational expression the vendor’s price of the red cloth per meter.
d. What is the resulting inequality basing from the problem?
e. What the LCD of the rational inequality?
f. What is the reduced form of the inequality?
g. What are the factors of the of n(x)?
h. Basing from the table of signs (intervals), how many meters does the vendor
bought and sold an additional length of red cloth to the TVL student?
69
Note: Practice Personal Hygiene protocols at all times
Reflection
Complete the table below by answering the questions.
How do I find the What are the How did I learn How will I use these
performance task? values I learned them? What made learning/insights in
from the the task successful? my daily life?
performance task?
References:
Alferez, Merile S. et.al, MSA Advanced
Algebra DepEd General Mathematics Learner’s
material DepEd Learner’s Material for Grade 9
Ibe, Milagros D., et.al; BMS High School Mathematics Concepts and
Operations Oronce, Orlando A., RBS General Mathematics First Edition
Answer Key
Exercise 1
1. 1/7
2. 1/x
3. -1/10
4. a=1/a; -a=-1/a
5. 20
6. Least Common Multiple (LCD)
Exercise 2
1. a. x
b. x+1
c. (1/x)+(1/x+1)=1/56 Answers vary
d. (x)(x+1)(56) Answers vary
e. 7 and 8
2. a. ½ hr
b. 1/3 hr
c. 1/x
d. ½ +1/3=1/x
e. 6x
f. 1 1/5 hrs or 1 hr 12 minutes
3. a. x
b. 1120/x
c. 1600/x+4
d. ≥ +10
1600
+4
1120
e. (x+4)(x)
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160 112
f. +4 - ≥1
g. (x-16)(x-28)
h. 16-18 meters
Exercise 3.
1. 3 9/52 hours
2. 3 hours
3. Maximum allowance is at most php 574
71
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GENERAL MATHEMATICS 11
Name of Learner:__________________________ Grade Level:________
Section:_________________________________ Score:_____________
Definition
A function is one–to-one if no two elements in the domain of correspond to the
same element in the range of . This means, that each x-value must be matched to one and
only one y-value.
Algebraically, if ( )= ( ) implies that, then is one-to-one.
=
Determine whether the following examples are one-to-one or not. Explain why.
Example 1: ( ) = {(0,2), (1,3), (2,4), (3,5)}
The function g is one-to-one since for every x value, correspond to unique y value.
Example 2: The relation pairing each learner to his or her Learner Reference Number (LRN).
Each learner is assigned to a unique Learner Reference Number (LRN). Further, no two
different learners have the same Learner Reference Number. Thus, the function is one-to-one.
Example 3. ( ) = 2 + 1
If ( ) = ( ) implies that
2( )+1=2( )+1
=
2 =2
=
72
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Graph of One- to- One Function
2
y=x
y=2x+1
A horizontal line intersects the graph A horizontal line intersects the graph
once; the function is one-to-one. twice; the function is not one-to-one.
Learning Competency
The learner is able to represent real-life situations using one-to-one functions.
M11GM-Id-1
Exercise 1.
Determine whether the following functions are one-to-one. (1 point each)
1. f(x)= {(2, 27), (3, 28), (4, 29), (5, 30)}
2. h(x)= {(11,14), (12, 14), (16, 7), (18, 13)}
3. g(x)= {(3, 12), (4, 13), (6, 14), (8, 1)}
4. x 1 2 3 4 5 6
f(x) 1.5 2.0 3.6 5.3 2.8 2.0
5. x 1 2 3 4 5 6
f(x) 1.0 1.9 2.8 3.5 2.1 2.9
6. f(x) = 3x − 4
1
7.ℎ( )=
73
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2
8. r(x) = x − 2
9.g(x) = x3
10. h
-3
0
-1
2
0
4
1
Exercise 2.
Use the Horizontal Line Test to determine whether each graph represents a one-to-one
function. Write your explanation on the box provided in each item. (2 points each)
1. 2. 3.
4.
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5. 6.
7. 8
9. 10.
75
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Rubric
Score Description
2 Answer is complete and correct; all parts of the question are addressed
1 Student gives a partially correct answer, or task is incomplete (i.e., one of
two parts answered correctly
0 Does not address task, unresponsive, unrelated or inappropriate
Exercise 3.
Determine whether the given situation represent a one-to-one function. (2 points each)
1. The force (measured in pounds) to stretch a certain spring x inches is given f(x)=3x.
2. The velocity in feet per second of a falling object is given by v(t) =-32t where t is the
time in seconds after the object was released.
3. The relation pairing a real number to its square.
4. The percent y (in decimal form) of battery power remaining x hours after you turn on
a laptop computer is y = −0.2 x + 1.
5. The function below represents the shipping charges that applies to orders from an
online company, where f(x) represents the shipping charges and x represents the
total cost of orders
300 0< ≤3000
f(x)= {2003000 ≤ ≤ 7000}
150 > 7000
6. Susana invested an amount of 350,000 in her bank account with an interest rate of
4%. After three years, she earned an interest of 42,000; in 5 years, she earned 70,000.
7. The mobile applications like Facebook, Messenger, Shareit installed in a cellular phone.
8. The relation pairing a town to its zip code.
9. If Alexander rides a bike at an average of 11.5 mph, the distance that he rides can be
represented by d(t)=11.5t, where t is the time in hours.
10. Ms. Reyes is buying t-shirts for the math club officers. The t-shirt company will
charge her according to the function below, where c(x) is the total cost of the shirts
and x is the number of t-shirts she orders
12 0< ≤10
c(x)= {10 11 ≤ ≤ 20}
8 > 20
76
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Exercise 4.
Cite a real-life situation that can be represented by one-to-one function and explain
why is it important that the function is one-to-one.
Reflection
What insights and learnings have you gained in this topic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________
77
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Answer Key
Exercise 1.
1. One-to-one function 6. One-to-one function
2. Not one-to-one function 7. One-to one function
3. One-to-one function 8. Not one-to-one function
4. Not one-to-one function 9. One-to-one function
5. One-to one function 10. Not one-to-one function
Exercise 2.
1. One-to-one, the horizontal line crosses the graph at exactly one point.
2. Not one-to-one, the horizontal line intersects the graph twice.
3. One-to-one, the horizontal line passes the graph once.
4. One-to-one, the horizontal line crosses the graph twice.
5. Not one-to-one, the horizontal line intersects the graph twice
6. Not one-to-one, the horizontal line intersects the graph twice
7. One-to-one, the horizontal line crosses the graph twice
8. Not one-to-one, the horizontal line intersects the graph twice
9. Not one-to-one, the horizontal line intersects the graph twice
10. One-to-one, the horizontal line passes the graph once.
Exercises 3.
1. One-to-one
2. One-to-one
3. Not One-to-one
4. One-to-one
5. Not One-to-one
6. One-to-one
7. Not One-to-one
8. One-to-one
9. One-to-one
10. Not One-to-one
11. Exercise 4.
12. Many possible answers.
78
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GENERAL MATHEMATICS 11
Name of Learner:_____________________ Grade Level:________
Section:_____________________________ Score:_____________
Definition
−
Let be a one-to-one function with domain and range . Then the inverse of , denoted , is a function with domain and range defined by − ( ) = if and only if ( ) = for any in .
−1
1. reverses the process in
Solution.
= () =8 +5
=8 +5
−5
−5
are inverses.
−1
Check whether ( ) = 8 + 5 and ()=
8
suppose x=3 in ( ).
−5 −
−1 −
( )= ( )= =
8
Learning Competency
Exercise 1.
State if the given functions are inverses. (2 points each)
1. 6.
−5 −2−2
()= ()=
10
( )=10 +5 −2
()= +2
2. ()=
2
8+9
5 −9 7. ( )=4− 2
()=
2 3
1
()= +
2 2
5 −1
5
( )=2 +1 −16 +
()=
2 4
4. ()= +3 9. ( )=3 +1
3 +2
()= +2 ( )=3+
5. ( )=
4− 10. ()=−
2
−1
4 −2
( )
=
()= +1
80
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Exercise 2.
( )=−5 +1
Find the inverse of each function. (4 points each)
1. ()= −6
2.
4 3
3. ℎ( )= +2
4.( )=( +3)
3 3
5. ( )=2 +3 6. ( ) = −4
81
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−2 +1 7−3
7. ()= 8. ℎ( )=
3 −2
9. ( ) =√
− +2
10. ( )= 4−
5
4
5
82
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Exercise 3.
Identify whether the inverse of each function is a function or not. Explain briefly your
answer. (4 points each)
1. ( )=12 +1
2. 2
( )= +6 +9
3. ( ) = |2 |
Reflection
What significant learnings have you acquired in this lesson?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________
83
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Answer Key
Exercise 1.−5 −2−2
1. ()= 10 6. ( ) =
( )=10 +5 YES
2. ()=
8+9
2 ()=
−2
YES
()=
5 −9
NO +2
2
2 −8
−1 ( )=
5 −1
3. ()=√2
3
( )=2 5+1
2
YES 7. ( )=4−
4. ()= +3
2
()=
3 +2
NO
−1 ( )=
+2
2−3
()=
1
+
3
NO
4−
5. ( )= 2 2
NO
4
()= 8−2
−1
( )=
4
−1
( )= +1 3
8. ( )=4 +16
−16+
()= YES
4
9. ( )=3 +1
( )=3+ 3 NO − 1
−1( )= 3
2
10. ( )= − −1
−2
()=
+1
YES
Exercise 2.
1. ()= −6
4
−1 ( )
()= +6 3. ℎ
=
+2
4−2
ℎ−1( ) =
2. ( )=−5 +1
4. ( )=( +3)
3
− +1
−1 3
−1
()= ( )=
√ −3
5
84
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3
5. ( )=2 +3
3 −3
−1
( )=√
2
3
6. ()= −4
4 +3
−1( )=
−2 +1
7. ()= 3
−1( )=−3 +1 2
7−3
8. ℎ( ) = −2
2 +7
ℎ−1( )= +3
5 − +2
9. ()=√2
−1 5
( ) = −2 +2
5
10. ( )=45 −4 −1( )=5+ 4
85
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Exercise 3.
1 −1
1. ( )= 2 +1 ( )=2 −2
The given function is one-to-one function; thus, its inverse is also a one-to-one function.
2. ( )= 2+6 +9
Or
2
f(x)= x +6X+9
2
y= x +6X+9
2
x=y +6y+9
2
x-9= y +6y
2
x= y +6y+9
2
x=(y+3)
±√ = +3
=±√ −3
The equation does not represent a function because there are some x-value that
correspond to two different y-values (if x=4; y can be -1 or -5). Therefore, the
2
function f(x)= x +6X+9 has no inverse function.
3. ( ) = |2 | y= |2 | x= |2 |
2 2
x= √(2 ) ||=√
2
2
2 =
86
GENERAL MATHEMATICS 11
Name of Learner: ________________________________ Grade Level: _________
Section: ________________________________________ Score: ______________
iii) the domain of − is the range of and the range of − is the domain of , and
−
iv) the graphs of and are symmetric with respect to the line y = x.
Examples
1. Find the domain and range of ( ) = {(1,17), (2,11), (3,5), (4, −1), (5, −7)} and its inverse.
( ) = {(1,17), (2,11), (3,5), (4, −1), (5, −7)} : {1, 2, 3, 4, 5} : {17, 11, 5, −1, −7}
−1
( ) = {(17,1), (11,2), (5,3), (−1,4), (−7,5)} : {17, 11, 5, −1, −7} : {1, 2, 3, 4, 5}
2. Find the inverse of the function ( ) = 5 − 9 then draw the graph in one Cartesian plane.
( )=5−9
The inverse of ( ) is ( ) = 5−9
( )
( )
-2 23 23 -2
-1 14 14 -1
0 5 5 0
1 -4 -4 1
2 -13 -13 2
87
Learning Competency with code
The learner is able to represent an inverse function through its table of values and graph and
find the domain and range of an inverse function (M11GM-Id-3-4,Quarter 1)
Directions/Instructions:
A. Find the domain and the range of each function and its inverse.
1. ( ) = {(3, 15), (4, 9), (5, 3), (6, −3), (7, −9)}
2. ( ) = {(3, 3), (4, 4), (5, 5), (6, 6), (7, 7)}
3. ℎ( ) = {(3, −9), (4, −3), (5, 3), (6, −3), (7, −9)}
4. ( ) = {(2, 5), (5, 2), (3, 7), (7, 3)}
5. ( ) = {(0, 0), (2, 6), (4, 12), (6, 18)}
B. Draw the graph of the function and its inverse using the same set of axes. Label
the graphs.
1. ( )=3
3 –
+1
2. ( )= 4
3. ( )=2 +1
4. ()= 3
5. ()= −2
+2
88
C. Find3 +2the domain and the range of the inverse of each function.
1. ( ) = −4
2. ( )= −1, ≥0
2
3. ( )=4− 2
4. ( )=3−5
5. ()= +8
D. If ( )−1= 2 , evaluate the following:
1. (2)
2. (2−1)
3. −1
(2−1)
4. [ −1(2)]-1
5. −1 −1 -1
[ (2 )]
Reflection
References:
89
Answer Key
A
1. ( ) = {(3, 15), (4, 9), (5, 3), (6, −3), (7, −9)} : {3,4,5,6,7} R: {15,9,3, −3, −9}
−1
( ) = {(15, 3), (9, 4), (3, 5), (−3,6), (−9, 7)}
: {15,9,3, −3, −9} R: {3,4,5,6,7}
2. ( ) = {(3, 3), (4, 4), (5, 5), (6, 6), (7, 7)}
: {3,4,5,6,7} R: {3,4,5,6,7}
−1
( ) = {(3, 3), (4, 4), (5, 5), (6,6), (7, 7)}
: {3,4,5,6,7} R: {3,4,5,6,7}
3. ℎ( ) = {(3, −9), (4, −3), (5, 3), (6, −3), (7, −9)}
: {3,4,5,6,7} R: {−9, −3, 3}
ℎ−1( ) = {(−9, 3), (−3, 4), (3, 5), (−3,6), (−9, 7)} : {−9, −3,3} R: {3,4,5,6,7}
4. ( ) = {(2, 5), (5, 2), (3, 7), (7, 3)}
: {2, 5, 3, 7} R: {5, 2, 7, 3}
−1
( ) = {(5, 2), (2, 5), (7, 3), (3, 7)}
: {5, 2, 7, 3} R: {2, 5, 3, 7}
1.
90
2.
3.
4.
91
5.
C
1. : { / ≠ 3}
: { / ≠ 4}
2. : { / ≥ 0}
: { / ≥ 0}
3. : { / ≤ 4}
: { / ≥ 0}
4. : { / ℝ}
: { / ℝ}
5. : { / ℝ}
: { / ℝ}
D
1. 1
2. 1
3. ¼
4. 1
5. 4
92
GENERAL MATHEMATICS 11
Name of Learner: ____________________________ Grade Level: _______________
Section: ____________________________________ Date: _____________________
2 =26
=6
>1
Solution:
Interval Notation: −∞, 13
< 13
93
Directions
Below are the solved examples of exponential equation and inequalities, which will be your basis
in answering the exercises.
1 +2
Solve 9 −3 = 3 +7
. 3 +4 1 3 +1 1
2 4
1 3 +1 1 +2
9 −3 = 3 +7 ( ) >( )
1 2 4
23 +4 >
(3) 2( −3) = 3 +7 32 3 +1 +2
1 1
1 ( ) >( 2
)
2( −3)= +7 23 +4 >
5
2 2
1 3 +1 1 2( +2)
2 −6= +7
2 2
= 13
3 +4> −5 3 +1 2 +4
1 1
3 > −9 ( 2 ) > (2 )
3 +1<2 +4
> −3
<3
22(2 ) = 2 +6 2 = +6
4 = +6 2 − = +6−
3 =6 =6
=2
Question: Did anyone arrived with the correct answer? If there is, identify whose solution
is right and explain why his/her solution is the correct one.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
1 +3
= 8 −5 = 8 −5
64 64
1 +3 1 +3
26 26
6 +18=3 −15 −6 − 18 = 3 − 15
3 = −33 −3 = 9
1
= −11
=−3
94
Question: Did anyone arrived with the correct answer? If there is, identify whose solution
is right and explain why his/her solution is the correct one.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Lorie and Daniel are solving 0.5 3 +5 ≥ 0.25 −2
.
LORIE’S SOLUTION DANIEL’S SOLUTION
0.53 +5 ≥ 0.25 −2 0.53 +5 ≥ 0.25 −2
3 +5≥2 −4 3 +5≤2 −4
≥ −9 ≤ −9
Question: Did anyone arrived with the correct answer? If there is, identify whose solution
is right and explain why his/her solution is the correct one.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3 2 −2 125 +2
5 27
( 5 ) ≥( 27 ) (5 ) ≥( 27 )
3 2 −2 5 3( +2) 3 2 −2 5 3( +2)
( 5 ) ≥( 3 ) ( 5 ) ≥( 3 )
(5 ) ≥( 5 ) ( 5 ) ≥( 5)
2 −2≥−3 −6 2 −2≤−3 −6
4
4
− 5
≥ ≤
Question: Did anyone arrived with the correct answer? If there is, identify whose solution
is right and explain why his/her solution is the correct one.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
= 25
+5
2. 1
= 216
−5
2
95
Answer: = Answer: =
3. 0.43 +2 > 0.0643−2 1 3 −3
4. 49
≤ 343 +2
Answer: ≥
Answer: <
1. 93 −8 =
−2 Hint: can be written as or 9−2
81 81 92
2. 162 −4 ≥ 32 −1
1 +2 1 −4
3. 343
=
49
1 2 +4
4. 27 +3 ≥ 9
96
POSSIBLE TOTAL POINTS: 16
For Exercise 2
CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT
Equation Initial equation Initial equation Incorrect solution Partially
Solution and all steps and most of the started
are shown steps are shown. showing the
Arrived at the solution, but
correct/incorrect did not finish
Arrived at the Arrived at the answer it.
correct answer correct answer
POSSIBLE TOTAL POINTS: 16
Reflection
What have you learned from this topic and how can you relate it to real life situations?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Answer Key
EXERCISE 1
1. Ligaya is correct because she rewrite the equation with the same base before setting the exponents equal to each
other. Mutya’s solution is incorrect. Mutya should rewrite both sides of the equations as powers of the same base
before computing the value of x. The correct answer is = 2, which was obtained by Ligaya.
2. Antonio is correct and Mario is not. Antonio used the law of negative exponent which
1 +3
97
3. Daniel is correct and Lorie is not. It is right to reverse the direction of inequality sign
since the base is less than 1. The correct answer is
≤ −9, which was attained by Daniel.
4. No one got the correct answer. Eva should have reversed the direction of the inequality
sign. Dave reversed the inequality sign but failed in simplifying his answer. The correct
3 2 −2 125 +2 4
EXERCISE 2
1. 625
−1
= 25
+5
2. 1
2
= 216 −5
3( −1)=2( +5) 6 6
−1(2 ) = 3( − 5) 2 = −3( − 5)
3 −3=2 +10
−2 = 3 − 15 2 = −3 + 15
=7
=3 =3
Answer: = Answer: =
4. 49
≤ 343 +2
3 + 2 < 3(3 − 2 ) ( 2
) ≤ 73( +2)
9 <7 −2(3 − 3) ≤ 3( + 2)
7
−6 +6≤3 +6
< 9
0≤9
0≤
Answer: ≥
Answer: <
98
EXERCISE 3
A.
1. = 225 2.4
2. ≥ 113 3 23 3.6
3. = −14
4. ≥ − 177 − 2.42857
B.
1. t = 120 hours
2. t = 12 hours, therefore, the germs had grown to 675 at 8 o’clock pm.
99
GENERAL MATHEMATICS 11
Name of Learner:____________________________ Grade Level:__________________
Section:____________________________________ Score:________________________
Example 1:
At day 0, there was initially one person infected by the Corona Virus Disease (COVID-
19) pandemic, two are infected tomorrow, four the day after tomorrow, and eight the day
after that.
th th th th
a. How many infected persons are there on the 4 ,5 , 6 and 7 day. (Show the
relationship of the number of days and the number of people infected by COVID-19
using table of values).
b. What pattern can you observe from the table?
c. Derive a formula that describes the number of days as a function of the number of
people infected by COVID-19.
Solution:
a. +1 +1 +1 +1 +1 +1
x2 x2 x2 x2 x2 x2 x2
b. It can be observed from the table that as the number of days increases by
+1, the number of infected people doubles (x2).
x
c. The formula that will describe the given situation is y=(2)
Example 2:
Suppose that the half-life of a substance is 250 years. If there were initially 100g of
the substance, how much will remain after 1000 years? (Hint: Half-life means it is the time it
takes for half of the substance to decay)
100
a) Using table of values, show the relationship of the number of years to decay and amount
of a substance.
c) Derive a formula for the number of years it takes the substance to decay as a function of
the remaining amount of substance.
Solution:
a.
b. It can be observed from the table that as the number of years increases by 250, half of the
amount of substance decayed. 1
c. The pattern tells us that this situation can be represented by y=100( 2)
Learning Competency
The learner represents real-life situation using exponential functions. (M11GM-Ie-3)
Exercise 1: Match Me
Directions: Match each function found in Column A with its corresponding table of values
found in Column B. Write the letter of the correct answer on the space provided before the
number. [2 points each]
Column A Column B
x
_____1. y=2(2)
a. x 0 1 2 3
y 3 9 27 81
x
_____2. y= 3(1/3) x 0 1 2 3
b. y 3 1 1/3 1/9
x 0 1 2 3
x
_____3. y= 2(0.45) c. y 2 4 6 8
x
_____4. y=3(3) d. x 0 1 2 3
y 2 0.9 0.405 0.18225
101
Exercise 2: Represent Me
Directions: Read and analyze the given problems below. Write the exponential model of each
item. [2 points each]
1. The initial enrolment of Luna National High School on the first day of enrolment is
500 and it doubles every 10 days.
2. Freggie borrowed ₱20,000.00 from ASKI lending company that yields an interest rate
of 3% compounded annually.
3. At t=0, there were initially 30 bacteria. Suppose that the bacteria triples every 200 hours.
4. The half-life of a radioactive substance is 500 years and its initial amount is 200g.
5. A bacteria culture triples every 5 hours and starts with 5 000 bacteria.
Exercise 3: Solve Me
Directions: Read and analyze the given problems below then answer what is being asked.
Show your solution.
1. A population of Barangay starts with 500 individuals and it triples every 80 years.
a. Give an exponential model for the situation. [2 points]
102
Exercise 4: Think, Write and Apply…
In this activity, your task is to apply the concept of exponential function by
composing a mathematics jingle about the effect of COVID-19 to our country. Write your
jingle in a bond paper (a4). Use English or Taglish (Tagalog-English) as your medium of
writing. Using Acapela or with accompaniment, perform your newly created jingle and then
video yourself while singing. Upload your video on youtube and send me the link of your
video. Be guided with the following criteria.
RUBRICS FOR SCORING
Category Needs Satisfactory Competent Exemplary
Improvemen (2points) (3points) (4points)
t
(1point)
Grammar There are There are a few There are There are no
several spelling/ hardly any spelling/
spelling/ grammatical spelling/ grammatical
grammatical errors. grammatical errors
errors. errors.
Performance/Audienc Video Video Video Video
e performance performance performance performance
Engagement was lacking was good but was great, was excellent-
and it was practice could obviously obviously
obvious that have been well very well
more practice done. practiced. practiced.
was needed. Audience was Audience was Audience was
Audience was engaged mostly engaged.
minimally somewhat. engaged.
engaged if at
all.
Length The song is The song is The song is The song is
less than 1 between 1:00 between 1:30 2:00 or longer.
minute. and 1:29. and 1:59
Lyrics/Rhythm Some of the Most of the The lyrics of
The lyrics of
lyrics fit with lyrics fit with the song fitthe song
the rhythm of the rhythm of with the
precisely fit
the song. the song. rhythm of the
with the
song. rhythm of the
song.
Information Information Information Information Information
not accurate. provided is provided is provided is
It was difficult somewhat mostly both detailed
to determine accurate. accurate. and accurate.
the Mathematical Mathematical Mathematical
mathematical concept/topic concept/ concept/topic
focus. is somewhat topic is clearly is clearly
communicated communicate communicate
. d and includes d and includes
some detail. every detail
103
and fact
needed to get
the rules of
concept across
to learners.
Vocabulary There is no The The The
vocabulary vocabulary vocabulary vocabulary
used from that was not used was mostly was
topic. correctly or used correctly accurately
there are only or there is used and there
1-2 words only 3-4 are 5 or more
used. words used. words
Lyrics The song does The song at The song The song
not connect times connects most follows a
and does not connects, but it of the song steady stream
follow a does follow a and the steady of thought
steady stream steady stream stream of throughout the
of thought. of thought at thought is not entire story.
times. clear.
Source:https://www.leonschools.net/cms/lib/FL01903265/Centricity/Domain/3141/Math%20song%20project
%208th.pdf
Reflection:
What is the importance of exponential function? Write at least 1-2 paragraph.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
References of Learners
https://www.ck12.org/c/algebra/exponential-growth-and-decay/lesson/Exponential-
Functions/
Verzosa, D.B. , et.al., (2016). General Mathematics for Senior High School (First Edition).
Quezon City Manila; Lexicon Press Inc.
104
Answer Key
Exercise 1:
1. C
2. B
3. D
4. A
Exercise 2:
1. y= 500(2)t/10
t
2. y= 20 000(1+0.03)
t/200
3. y= 30(3)
t/500
4. y= 20(1/2)
t/5
5. y= 5000(3)
Exercise 3:
t/80
1. a. y=500(3)
b. y=1,974. The barangay has a population of 1,974 after 100 years.
t
2. a. A=10,000 (1+0.02)
b. A=Php11,040.81.
3. A=Php 89,542.38. Athena has a total savings of Php 89,542.38 after 10 years
Exercise 4:
(Students have different outputs)
105
GENERAL MATHEMATICS 11
Name of Learner:_____________________________ Grade Level:__________________
Section:_____________________________________ Score: _______________________
In this learning activity sheet, you will distinguish among exponential function,
exponential equation and exponential inequality
In order to understand our topic, let us analyze the given example below.
Example
Directions: Evaluate the expression in each item below. What are the similarity/ies or
difference/s of the given expressions?
+1
1. 5 = 25 2. y= 2 3. 16 > 83 −1
Possible Answers: Items 1,2, and 3 involve expressions with a variable in the exponent. Items
1 and 3 involve only one variable but item 2 involves two variables. Items 1 and 2 involve
equality symbol while item 3 involves an inequality symbol.
Points to Ponder:
• x
Exponential Function- is a function that can be written as f(x)= or y=b ,
where b>0, b 1.
x-1 x-1
Example: f(x)= 5 or y= 5
•
Exponential Equation- is an equation involving exponential expressions.
The base must be constant and its exponent must contain a variable.
2x+1 x-5
Example: 3 =3
•
Exponential Inequality- is an inequality that involves exponential
expressions. The base must be constant and its exponent must contain a
variable.
6x-3 2x+5
Example: 2 +2 >0
Note: The exponential equation and exponential inequality can be solved for
all values of x that will satisfy the equation or inequality while the exponential
function will just show us the relationship of two variables.
106
Solved Examples
Directions: Determine whether the given expression in each item is an exponential equation,
exponential inequality, exponential function or none of the above. Write EE for exponential
equation, EI for exponential inequality, EF for exponential function and NA for none of the
above.
x-1
1. y= 4 (Answer: EF)
3x+1
2. 8 =x (Answer: NA since the base on the right expression is a variable)
x+4
3. 5> 25 (Answer: EI)
x-5
4. 100+ 10 =0(Answer: EE)
2(x-5)
5. f(x)= 6 (Answer: EF)
Learning Competency
Distinguishes among exponential function, exponential equation, and exponential
inequality. (M11GM-Ie-4)
Exercise 1:
Directions: Fill in each blank with the appropriate mathematical symbol (=, <, >, , ) to
satisfy the given exponential expression in each item. [2 points each]
2. Exponential Function:
3. Exponential Inequality: 9 ____81 +5
Exercise 2:
Directions: Determine whether the given expression in each item is an exponential equation,
exponential inequality, exponential function or none of the above. Write EE for exponential
equation, EI for exponential inequality, EF for exponential function and NA for none of the
above. Write your answer on the space given before the number.
[2 points each]
_____1. f (x) = 3x
_____4. 81 3x−2
_____5. 22−x 86 x
107
34−2 X
_____6. y=
5
f (x) = 33x
_____8.
2
_____9. 5 x =125 x
−x
_____10.
f (x) =1
Exercise 3:
Directions: Evaluate the given expressions inside the box below. Copy each expression and
write this on the table according to its name. [2 points each]
1253x+7 = 25x-3 y= 1
3 +3 72x+4 < 492x-1
81
1
3x-2
1 +13
2 −10 ≤
6 216
62x-4642x+3 f(x)=2
x+1
16x-5 = 642x-3 y=12 125x-1=144x-6
Reflection:
References of Learners:
http://teachtogether.chedk12.com/teaching_guides/view/14
Verzosa, D.B. , et.al., (2016). General Mathematics for Senior High School (First Edition).
Quezon City Manila; Lexicon Press Inc.
108
Answer Key
Exercise 1
1. =
2. =
3. >, <, , or
Exercise 2
1. EF
2. EE
3. EE
4. EI
5. EI
6. NA
7. EF
8. EF
9. EE
10. NA
Exercise 3
Exponential Function Exponential Equation Exponential Inequality
5x-1 x-6
1 3 +3 1. 12 =144 1. 72x+4 < 492x-1
3x+7 x-3
1. y= 81 2. 125 = 25 2. 62x-4642x+3
x+1
2. y=12 3. 16x-5 = 642x-3 1 2 −10 1 +13
3x-2
3. f(x)=2 3. 6
≤
216
109
GENERAL MATHEMATICS 11
Name of Learner: ____________________________ Grade Level: _____________
Section:____________________________________ Date: ___________________
Exponential functions can be represented through its table of values, graph, and
equation. The data in the table of values of an exponential function has common factors
and equal intervals as shown in the diagram below. This data or values are important in
sketching its graphical representation, which will describe the behavior and
characteristics of the function.
Common interval +1 +1 +1 +1
x -2 -1 0 1 2
y 0.25 0.5 1 2 4
If x = -2 If x = -1 If x = 0 If x = 1
= 2 −3 = 2 −3 = 2 −3 = 2 −3
−5 −4 −3 −2
=2 =2 =2 =2
1 1 1 1
= 0.03125 = 0.0625 = 0.125 = 0.25
32 16 8 4
x -2 -1 0 1
1 1 1 1
110
Learning Competency with code
The learner is able to represent an exponential function through its table of values, graph, and
equation. M11GM-If-2
Directions
Read and understand the directions in each exercise. If you have any question, feel free to
message your teacher for clarification and assistance.
EXERCISE 1. “IDENTIFY ME!”
Directions: Observe the pattern in each of the table of values. Determine whether each table
of values represents an exponential function or not. Write Exponential Function or Not an
Exponential Function on the spaces provided. [2 points each]
1. _________________________________
X -3 -2 -1 0 1 2 3 4 5
Y 1/243 1/81 1/27 1/9 1/3 1 3 9 27
2. _________________________________
X -3 -2 -1 0 1 2 3 4 5
Y 1/128 1/64 1/32 1/16 1/8 1/4 1/2 1 2
3. _________________________________
X -3 -2 -1 0 1 2 3 4 5
Y -2 0 2 4 6 8 10 12 14
4. _________________________________
X -3 -2 -1 0 1 2 3 4 5
Y 2 8/3 10/3 4 14/3 16/3 6 20/3 22/3
5. _________________________________
X -3 -2 -1 0 1 2 3 4 5
Y 27 9 3 1 1/3 1/9 1/27 1/81 1/243
X 0 1 2 3 4
Y 0.03125
Example:
if x=0
= 22 −5
= 22(0)−5
0−5
=2
−5
=2
= 0.03125
111
2. = 2
1
where x =-1, 0, 1, 2, 3, 4, and 5
−2
x -1 0 1 2 3 4 5
y 8
Example:
if x = -1
1 −2
=( 2 )
1 −1−2
=( 2 )
1 −3
= (2)
3
=2
=8
A. Graph of ( ) = 2 B. Graph of ( ) =
2
C. Graph of ()=4 −1
D. Graph of ( ) = 0.752 −2 E. Graph of ()=3 +1
In 2-3 sentences, compare the graph of an exponential function with a base greater than 1,
and that of an exponential function whose base is greater than 0, but less than 1 (whose base
is between 0 and 1).
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXERCISE 4. “SHOW MY CURVES”
112
Directions: Each of the table of values below represents an exponential function. Sketch the
graph of each function.
1. x -2 -1 0 1 2 3
y 5.62 3.2 1.78 1 0.56 0.32
2. X -1 0 1 2 3 4 5 6
Y 0.0625 0.125 0.25 0.5 1 2 4 8
113
EXERCISE 5. “MY REPRESENTATIONS OF EXPONENTIAL FUNCTIONS”
Directions: Read, analyze and carefully answer each of the following problems.
1.
It is highly believed that the number of COVID-19 cases has been
growing exponentially when there is no public health response like
social distancing and enhanced community quarantine. Assume
that the number of COVID-19 cases doubled every day. Initially,
on Day 0, there was only 1 infected individual. Source:https://www.statnews.
com/2020/02/11/disease-caused-
by-the-novel-
a. Represent the exponential model for the number of daily COVID-19 cases or express
the problem in its equation.
b. Make a table of values indicating the data of number of COVID-19 cases from Day 0
to Day 10.
c. Draw a graph representing the number of COVID-19 cases on the Cartesian plane
based on the table of values you have constructed.
2.
Do you know that we can estimate the population of Luna, Isabela?
According to the 2015 Census, as of August 1, 2015, Luna’s population
was 19,326 with a growth rate of 1.27%. Assume that the population
growth of Luna can be estimated by the model:
=
a. Represent the exponential model for the population of Luna, Isabela on 2025 based on
the data revealed by 2015 Census?
b. Make a table of values indicating the total population of Luna, Isabela from 2015 to
2020.
c. What is the estimated population of Luna, Isabela on 2025?
114
For Exercise 4
4 POINTS 3 POINTS 2 POINTS 1 POINTS 0 POINT
Graph Correctly Correctly Some points Graphs are No
plotted points. plotted points. are correctly incomplete and attempt
plotted demonstrate a
Points are Appropriately lack of
properly Scaled Axis Appropriately understanding
labeled Scaled Axis of how to
construct a
Appropriately graph for
Scaled Axis exponential
functions.
Maximum total points on Exercise 4: 8 points
For Exercise 5
Elements 4 3 2 1 0
Writing Contains all of Contains Contain Functions are No
exponential the elements of most of the some of the written attempt
model the proper elements of elements of incorrectly and
exponential the proper the proper demonstrates a
model exponential exponential lack of
model model. understanding
of how to
exponential
functions.
Tables of All data in the Most of the Most of the None of the No
Values table of values data in the data in the values is correct attempt
are correct. table of table of but presented an
values are values are effort to solve.
correct incorrect
Graph Correctly Correctly Some points Graphs are No
For no. 1 plotted points. plotted are correctly incomplete and attempt
letter c points. plotted demonstrate a
Points are lack of
properly Appropriatel Appropriatel understanding
labeled y Scaled y Scaled of how to
Appropriately Axis Axis construct a
Scaled Axis graph for
exponential
functions.
For no. 2 Correct answer Correct Incorrect Incorrect No
letter c was obtained answer is answer and answer is attempt
and solution is presented but solution is presented. No
presented no solution presented solution
Maximum total points on Exercise 5: 24 points
115
Reflection
What did you learn about the representations of exponential functions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Assuming that Coronavirus Disease is increasing exponentially. Express your opinion why
this situation is so scary. What do you think are the best remedies to lessen the number
COVID-19 cases?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
116
Answer Key
EXERCISE 1
1. Exponential Function
2. Exponential Function
3. Not an exponential function
4. Not an exponential function
5. Exponential Function
EXERCISE 2
1. x 0 1 2 3 4
y 1/32 or 0.03 1/8 or 0.13 ½ or 0.5 2 8
2. X -1 0 1 2 3 4 5 6
Y 8 4 2 1 ½ or 0.5 ¼ or 0.25 1/8 or 1/16 or
0.125 0.0625
EXERCISE 5.
1. a. = 1(2)
b.
No. of Days (x) 0 1 2 3 4 5 6 7 8 9 10
No. of Covid Cases
1 2 4 8 16 32 64 128 256 512 1024
(y)
c.
117
0.0127
2. a. = 19326(2.71828)
b. 2015 2016 2017 2018 2019 2020
t
(0) (1) (2) (3) (4) (5)
y 19326 19573 19824 20077 20334 20593
c. The estimated population of Luna, Isabela on 2025 is 21,944.
118
GENERAL MATHEMATICS 11
Name of Learner:_______________________________________ Grade Level:__________
Section:_______________________________________________ Date:________________
The domain of an exponential function with base of the form ( ) = where > 0, ≠ 1 is always the set of all real or = the set of all
numbers, while its range is always positive real numbers.
Constructing a table of values and sketching a graph of an exponential function can help in easily determining the domain and
+
range especially for the transformation of an exponential function which is in the form ( ) = ∙ + where , and are real numbers.
Example: Find the domain and range of ()= .
Based on the graph, the function is defined for all real numbers. Thus, the domain of the function ( ) = 2 is set of real numbers.
As the value of tends to +∞, the value of the function also tends to +∞, and as the value of tends to −∞, the function approaches the -axis but never touches it. Therefore, the range of the function is set of positive real numbers or { ∈ ℝ| >
0}.
119
Learning Competency
Finds the domain and range of an exponential function (M11GM-If-3).
Directions/Instructions:
Activity 1. “Take it easy!”
Direction: Determine the domain and range of the following exponential functions. [1
point each]
1. ( )=3 5. = 5 −
2. ( )=10 1
3. ℎ( )=15 6. = 10
4. ( )=0.50 7. = −4
8. =6 −1
a.
b.
for all values of x
for 5 ≤ < +∞
3.
.
Give the domain and range of the function = −5 + 2
a.
b.
for all value of x
for > 0
1. 2.
120
3. 4.
5.
( ) ( )
Domain:_________________________ Domain:_________________________
Range:__________________________ Range:__________________________
121
3−
3. = 0.25
4.ℎ( )=6 −5
ℎ( )
Domain:_________________________ Domain:_________________________
Range:__________________________ Range:__________________________
1
−2
5. ( )=4 +2
6. = (2)2−
2
( )
Domain:_________________________ Domain:_________________________
Range:__________________________ Range:__________________________
122
Rubrics for Scoring the Table of Values and Graph
Rubrics in Scoring
Reflection
What did you learn about domain and range of exponential functions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
123
Answer Key
Activity 1.
1. Domain: Set of all real numbers
Range: Set of all positive real numbers
2. Domain: Set of all real numbers
Range: Set of all positive real numbers
3. Domain: Set of all real numbers
Range: Set of all positive real numbers
4. Domain: Set of all real numbers
Range: Set of all positive real numbers
5. Domain: Set of all real numbers
Range: Set of all positive real numbers
6. Domain: Set of all real numbers
Range: Set of all positive real numbers
7. Domain: Set of all real numbers
Range: Set of all negative real numbers
8. Domain: Set of all real numbers
Range: { | > 2} or (2, +∞)
Activity 2.
1.
a. Domain: Set of all real numbers
Range: Set of all positive real numbers
b. Domain: { |0 ≤ ≤ 10} or [0,10]
Range: { |1 ≤ ≤ 16807} or [1,16807]
2.
a. Domain: Set of all real numbers
Range: Set of all positive real numbers
b. Domain: { |5 ≤ < +∞} or [5, +∞]
1 1
3.
a. Domain: Set of all real numbers
Range: { | − ∞ < ≤ 2} or (−∞, 2]
b. Domain: { | > 0} or (0, +∞)
Range: { | < 0} or (−∞, 0)
Activity 3.
1. Domain: Set of all real numbers
Range: { | > −3} or (−3, +∞)
124
1. ( )=5
a. Table of Values
−3 −2 −1 0 1 2 3
1 1 1
( )=5 125 25 5
1 5 25 125
b. Graph
a. Table of Values
−3 −2 −1 0 1 2 3
1− 1 1 1
1 5 25 125
( )=(5) 125 25 5
b. Graph
125
a. Table of Values
−3 −2 −1 0 1 2 3
1 1 1 1 1 1
= 0.253− 1
4096 1024 256 64 16 4
b. Graph
a. Table of Values
−3 −2 −1 0 1 2 3
1079 179 29
ℎ =6 −5
− − −
216 36 6
( ) −4 1 31 211
b. Graph
5. ( )=4 −2
+2
a. Table of Values
−3 −2 −1 0 1 2 3
( ) = 4 −2 +2 3 6
1024 256 64 16 4
126
b. Graph
1 2−
Range: > 2 or (2, +∞)
6. = 2 (2)
a. Table of Values
−3 −2 −1 0 1 2 3
1 1 1
2− 16 8 4 2 1
= 2 (2) 2 4
b. Graph
127
GENERAL MATHEMATICS 11
Name of Learner:_______________________________________ Grade Level:__________
Section:_______________________________________________ Date:________________
The y-intercept of an exponential function with base of the form ( ) = or = is always 1. The horizontal asymptote is the line = 0.
There are no x-intercept, zeroes and vertical asymptote.
Example: Determine the horizontal asymptote and y-intercept of ()= .
It can be observed that the function is defined for all values of x, is strictly increasing, and attains only positive y-values. As x decreases
without bound, the function approaches 0 but never meet it, thus, the line = 0 is a horizontal asymptote.
128
Learning Competency
Determines the intercepts, zeroes, and asymptotes of an exponential function
(M11GM-If-4).
Directions/Instructions
Activity 1. “Stop, Look and Answer!”
Direction: Determine the -intercept and horizontal asymptote of the following
graphs of exponential functions. [1 point each]
2. ()= 1
1. ( )=2
5
3. ( )=−3 4. ( )=2 +6
− +1
5. ()=3
129
Activity 2. “Construct, Sketch and State!”
Direction: In each of the following functions, construct a table of values using = −3, −2, −1, 0, 1, 2, 3, sketch the graph on a Cartesian plane, and state the y-intercept and horizontal
asymptote.
1. ( )=8 2. ( ) = 3 +2
( ) ( )
y-intercept:_______________________ y-intercept:_______________________
Horizontal Asymptote:______________ Horizontal Asymptote:______________
−1
3 4. = 7(5) +1
3. =−
4
y-intercept:_______________________ y-intercept:_______________________
Horizontal Asymptote:______________ Horizontal Asymptote:______________
130
1
6. ℎ( )=5 10 +3
5. ( ) = 0.45(7) ℎ( )
( )
y-intercept:_______________________ y-intercept:_______________________
Horizontal Asymptote:______________ Horizontal Asymptote:______________
131
Activity 3. “Match Me!”
Direction: Match the following function with their corresponding y-intercept located in the y-
intercept Column, and with their corresponding horizontal asymptote located in the
Horizontal Asymptote Column. Draw a line in matching. Note: any of the choices can be
used as an answer multiple times.
Horizontal
y-intercept
Asymptote
26 Function =1
38880 1. = 12 −
= 10
1 2. = 1.3(7) − 1 = −5
13
10
3. = −7 − +2
+4 =4
1 −5
45 =0
4. =56
−45 5. = −0.80 − 10 = −1
−11 6. = 2 4−
+ 10 = 1.3
= −10
10
3. Find an exponential function of the form ( ) = ( ) + such that the y-intercept is −4, the horizontal asymptote is = −8, and (3) = 24. Show solution.
5. A cup of hot chocolate is ordered from a coffee shop. The temperature ( ) of the hot chocolate minutes after receiving it is given by ( ) = 70(1.071)− + 15 degree
Celsius. Determine the y-intercept and horizontal asymptote of the exponential model.
132
Rubrics for Scoring the Transformation and Graph in Items 1 and 2.
. . . .
Graph Learner gives Learner graphs Learner graphs Learner graphs
no graph/graph the function less the function the function
is not accurate. neatly and neatly and very neatly and
organize, and a organized, and organized and
little accurate. accurate. very accurate.
Reflection
What did you learn about asymptotes, intercepts and zeroes of exponential functions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Activity 1.
1. y-intercept: 1
Horizontal Asymptote: =
2. y-intercept: 1
Horizontal Asymptote: =
3. y-intercept: -1
Horizontal Asymptote: =
4. y-intercept: 7
Horizontal Asymptote: =
5. y-intercept: 3
Horizontal Asymptote: =
Activity 2.
1. ( )=8
a. Table of Values
−3 −2 −1 0 1 2 3
1 1 1
( )= 1 8 64 512
512 64 8
b. Graph
a. Table of Values
−3 −2 −1 0 1 2 3
+
( )= 1 3 9 27 81 243
3
b. Graph
134
c. Intercepts and Asymptotes
x-intercept: no x-intercept
y-intercept: 9
Horizontal Asymptote: =0
3 64 16 4 3 9 27
=−( 4 )
− 27
− 9
− 3
−1 − 4
− 16
− 64
b. Graph
Horizontal Asymptote: =0
a. Table of Values
−3 −2 −1 0 1 2 3
632 132 32 12
= 7(5) −1 + 1 8 36 176
625 125 25 5
b. Graph
135
c. Intercepts and Asymptotes
x-intercept: no x-intercept
y-intercept:
12
Horizontal Asymptote:
5
=1
a. Table of Values
−3 −2 −1 0 1 2 3
9 9 9 9 63 441 3087
( ) = 0.45(7)
6860 980 140 20 20 20 20
b. Graph
Horizontal Asymptote: =0
−3 −2 −1 0 1 2 3
1 7 61 601
ℎ( )=5 ( )+3
5003 503 53 8
10 2 20 200
b. Graph
136
c. Intercepts and Asymptotes
x-intercept: no x-intercept
y-intercept: 8
Horizontal Asymptote: =3
Activity 3.
Activity 4.
1. Transformation: The base function ( ) = 18 will be shifted 1 unit to the right, then it will be shifted 4 units up.
Graph:
y-intercept: 12
Horizontal Asymptote: =4
2. Transformation: The base function ( ) = 2 will be stretched 3 units (that is every y-value will be multiplied by 3), then it will be shifted 1 unit to the right.
Graph:
137
3
y-intercept: 2
Horizontal Asymptote: =0
3. ( )=4(2) −8
+2
4. ( )=5 +4
5. y-intercept: 85
Horizontal asymptote: = 15
138
GENERAL MATHEMATICS 11
Name of Learner:________________________ Grade Level: _________________________
Section:________________________________ Date: _______________________________
This activity sheet was designed to help learners understand the lesson on how to
represent real-life situations using logarithmic functions. This would also enhance the
learners’ ability to solve. .
c
Logarithm is defined as c=logba if and only if a=b where a,b and c are positive real
numbers such that b≠1. Meanwhile, common logarithm is a logarithm with base 10 and it is
written as log x or log10x. On the other hand, natural logarithm is a logarithm to the base e
(approximately 2.71828) and is denoted by ln x or logex. Consider the examples below.
There are common applications of logarithms in real-life. These are Richter scale,
sound intensity and pH level. The formula of the magnitude (R) of an earthquake on a Richter
scale is given by = 23 log 104.40 where E is the energy released by the earthquake usually in joules while 10 4.40 joules is the energy released by a very small reference earthquake.
Meanwhile, the decibel level of sound is given by the formula, = 10 log 10−12 where I is the sound intensity in watts/m2 and
the quantity 10-12 watts/m 2 is the least audible sound a human can hear. For the pH level of a water-based solution, it is
given by pH=-log[H+] where H+ is the concentration of hydrogen ions in moles per liter. Solutions with pH level of 7 are
categorized as neutral, while those solutions with pH level less than 7 are acidic and those solutions with greater than 7 pH
level are basic. Study the given examples.
139
8
Example 3: Suppose that an earthquake released approximately 10 joules of energy. What is
its magnitude on a Richter scale? How much more energy does this earthquake release than the
reference earthquake?
Solution:
Since the given is a sample problem of solving the magnitude of an earthquake in a Richter scale, then the formula to be used is = 23 log 104.40. The value of E is given which is
equal to 10
8
joules. Therefore, the formula become =
8
2 10 2 2 2
3
log
104.4 0
Thus, the magnitude of the
=
3
log 108−4.40 =
3
log 103.6 =
3
(3.6) ≈ 2.4.
3,981. This means that the earthquake releases approximately equal to 3,981 times more energy than the reference earthquake.
watts/m2. What is the corresponding sound intensity in decibels? How much more intense is this sound than the
−10
Example 4: The decibel level of sound in an office is 10
least audible sound a human can hear?
Solution:
The formula to be used is = 10 log 10−12 . Since I is given which is 10−10 watts/m2,
102 = 100 which means that the sound is 100 times more intense than the least audible sound a human can hear.
Example 5: A 1-liter solution contains 0.0000001 moles of hydrogen ion. Find its ph level.
Solution:
Since there are 0.0000001 moles of hydrogen ion, then its concentration is 10−7 moles per liter. Thus, the ph level is -log10−7=-(-7)=7.
Learning Competency:
The learners represent real-life situations using logarithmic functions (M11GM-Ih-1)
c. (14)2=161
2
d. (-3) =9
3
e. e =x
2. Rewrite the following logarithmic equations in exponential form
a. log c =d
140
b. log 3 81=4
c. log1/2 321=5
d. log 0.01=-2
e. ln 4=x
15
1. An earthquake has released 10 joules of energy. Find its magnitude on a Richter
scale? Solution:
-8 2
2. In a certain room, its decibel level of sound is 10 watts/m . What is its
corresponding sound intensity in decibels?
Solution:
-4
3. A solution contains 10 moles of hydrogen ions. Describe its pH
level. Solution:
Solution:
5. Find the pH level of a solution that contains 0.0000001 moles of hydrogen ions.
Solution:
Answer:
-9
2. In a 1-liter solution containing 10 moles of hydrogen ions, its pH level is 9. Hence,
the solution is acidic.
Answer:
3. The corresponding sound intensity in decibels of a jet during takeoff is 140 decibels.
2
This means that the intensity of sound of a jet during takeoff is 1000 watts/m .
141
Answer:
-7
4. A 1-liter solution becomes neutral when it contains 10 moles of hydrogen
ions. Answer:
5. An earthquake that released an approximately 39,811 times more energy than the
10
reference earthquake has 10 joules of energy.
Answer:
One point is given to the learner when he/she gets a correct answer
Reflection
Construct at least three (3) sentences on the importance of logarithm in real-life.
References
Barnett, R.A, Ziegler, M.R., Byleen, K.E., &Sobecki,D.(2008).Precalculus.New York:
McGraw-Hill
rd
Young, C. (2012). College Algebra (3 ed). Hoboken, NJ:John Wiley & Sons
th
Stewart, J., Redlin, L., & Watson, S. (2012). Pre-calculus: Mathematics for Calculus (6
ed).Belmont, CA: Brooks/Cole, Cengage Learning
General Mathematics Learner’s Material
142
Answer Key
Activity 1- Write What?
1.a. log464=3
b. log8 641=-2
c. log1/4 161=2
d. 10-2=0.01
x
e. e =4
Activity 2- How are Logarithms Useful?
1. = 23 (10.6) ≈ 7.1
2. D=10(4)=40 decibels
3. pH= -(-4)=4→acidic
4. = 23 (5.6) ≈ 3.7
5. pH= -(-7)=7
104.40
10 10
≠104.6 or 39,811
143
GENERAL MATHEMATICS 11
Name of Learner:________________________ Grade Level: _________________________
Section:________________________________ Date: _______________________________
Note: The values of b and x are real numbers such that b>0 and b≠1.
Example 1: Use the basic properties of logarithms to find the value of the following
logarithmic expressions
a. log 102 2
Solution: log 102 =log10 10 =2 (Property 2)
b. log 1
c.
Solution: log 1 =log10 1=0 (Property 1)
log 2
6 6
log 2
Solution: 6 6 = 2 (Property 3)
Product Law
logb( uv)= logbu+ logbv where b>0, b≠1; u and v are positive real numbers
144
Quotient Law
logb( u/v)= logbu- logbv where b>0, b≠1; u and v are positive real numbers
Power Law
n
logbu = nlogbu where b>0, b≠1; n is any real number
Below are examples on how to illustrate the different laws of logarithms. Study them
carefully.
Example 2: Use the laws of logarithms to expand each expression in terms of the logarithms
of the factors. Assume each factor is positive.
a. log(
3
)
3 3
Solution: log( ) = log + log (Product law)
= log + 3 log (Power law)
b. log2( 4)5
4 4
Solution: log2( )
5
= 5 log2( ) (Power law)
Example 3: Use the laws of logarithm to condense the expressions as a single logarithm.
a. 2 log + log
2
Solution: 2 log + log = log (Power law & Product law)
b. 7 log3 − 7 log3
7
Solution: 7 log3 − 7 log3 = (log3 − log3 ) (Power law)
where a, b and x are positive real numbers with a≠1 and b≠1. Consider the given examples.
Example 4: Use the change-of-base formula to rewrite the following logarithmic expressions
to the indicated base.
a. log4 8 (change to base 2)
Solution: 8=
28
=
3
4
2 4 2
Learning Competency
The learners distinguish logarithmic function, logarithmic equation, and logarithmic
inequality (M11GM-Ih-2)
145
Activity 1- Log the Appropriate log
Directions: Determine whether the given is a logarithmic equation, a logarithmic inequality, a
logarithmic function or neither. Write your answer before the number.
6. h(x) = log
7. log3( − 2) < 0
8. = 3 log5
9. log( + 5) = log 10
10. log1 < 2
2 2
11. ln = (ln )
12. g(x) = 2 log0
13. log3( − 2) ≥ log3 + 5
14. y = log1
15. log =3
3. x = log3 27
4. ln4
=
5. log5 1 =
6. log9 811 =
7. 2
ln =
8. 0 = log
9. 5 = log 32
10. log = 1
1. Using the properties and laws of logarithm, expand the following expressions.
a. log [(∜x)(y2)] Solution:
3
b. log2(4/y)
Solution:
2. Condense the following as a single logarithm. Use the properties and laws of logarithm.
a. ½ log3 c -
4log3d Solution:
146
1
b. 3 ln(x+1) +2 ln x
3. Rewrite the given expressions to the indicated base. Use the change-of-base formula.
a. log 12 (change to base 5) Solution:
One point is given to the learner when he/she gets a correct answer
Activity 3
3 points 2 points 1 point 0 point
Amount of Learner Learner presented Learner Learner
work presented a an incomplete presented an presented
complete solution but incomplete nothing
solution with simplified answer solution
simplified
answer
Understanding Learner shows Learner shows a Learner shows a Learner shows
a thorough partial limited no
understanding understanding in understanding in understanding
in expanding expanding and expanding and in expanding
and condensing condensing condensing and condensing
logarithms as logarithms as well logarithms as logarithms as
well as in using as in using the well as in using well as in using
the change-of- change-of-base of the change-of- the change-of-
base of formula formula base of formula base of formula
Reflection
Identify the common error/s you committed when you differentiated
logarithmic equation, logarithmic inequality and logarithmic function.
References
Crauder, B., Evans, B., & Noell, A. (2008). Functions and Change: A Modeling Approach
to College Algebra and Trigonometry. Boston:Houghton Miffin
General Mathematics Learner’s Material. First Edition 2016
147
Answer Key
Activity 1- Log the Appropriate Log
6. logarithmic function
7. logarithmic inequality
8. logarithmic function
9. logarithmic equation
10. neither
11. logarithmic equation
12. neither
13. logarithmic inequality
14. neither
15. logarithmic equation
3.a. log5 2
0
b. 32
148
GENERAL MATHEMATICS 11
Name of Learner:________________________ Grade Level: _________________________
Section:________________________________ Score: ______________________________
There are also techniques in solving logarithmic equations and logarithmic inequalities.
4x = 24(one-to-one property) x =
6
b. log2( − 3) = 4 Solution: log2( − 3) = 4
149
4
− 3 = 2 (Changing into exponential form)
−3=16
= 19
log 2)
−2>8 (Since b > 1, then 1 < 2 iff log 1 <
log1 (3 + 4) ≥ 4 log1
1
4
log1 (3 + 4) ≥ log1( )
2 2 2
log1 (3 + 4) ≥ log1
2 2
16
1
3 +4 ≤
16
log 2)
−63
3 ≤
16
21
≤−
16
]
21
Example 3: A culture starts at 1,500 bacteria and doubles every 70 minutes. How long will it
take the number of bacteria to reach 6,000?
Solution: A model for this situation is = 1,500 (2)70, y is the number of bacteria at
Therefore, it will take 140 minutes for the bacteria to reach 6,000.
Learning Competency:
The learners solve logarithmic equations and inequalities (M11GM-Ih-3)
150
Activity 1- Think and Strategize
Directions: Solve the following logarithmic equations. Specify the technique/s used.
24 Solution:
Technique/s:
Solution:
Technique/s
Solution:
Technique/s:
2
19. (log4 x) + 3 log 4 x
+2=0 Solution:
Technique/s:
4) Property:
Solution:
Property:
Solution:
3. 2 ≥ log 5(2x-3)
151
Property:
Solution:
Property:
Solution:
1. Covid-19 pandemic has created apprehension to everyone. Many are hoping for the
discovery of vaccine in order for this pandemic to come to an end. But since vaccine is
not yet discovered, some avid individuals in social media immediately believe posted
treatment of Covid-19 just to ease their apprehension. Suppose the equation of fake
news on the treatment of Covid-19 pandemic is p(t)= 1+15 −0.4 , where p(t) is the
1
proportion of the population who has believed of the fake news on the treatment of
Covid-19 at time t days. How long will it take to reach the 90% of the population?
Solution:
2. Assume that the culture of Covid-19 starts at 3,000 virus and triples every 60 minutes.
How long will it take for the number of virus to reach 15,000?
Solution:
3. Due to Covid-19 pandemic, many Filipinos are forced to lend money from institutions
or individuals to suffice their basic needs. Suppose a lending institution uses the
n
formula, A=P(1+r) where A is the future value of the investment, P is the principal, r
is the fixed annual interest rate and n is the number of years, how many years will it
take a lender to pay his/her tripled debt if he/she borrowed P15,000 at a rate of 2.5%
per annum?
Solution:
152
Rubrics for Scoring
Activity 1- Think And Strategize
3 points 2 points 1 point 0 point
Understanding Learner shows Learner shows a Learner shows a Learner shows
a thorough partial limited no
understanding understanding on understanding understanding
on how to solve how to solve on how to solve on how to
logarithmic logarithmic logarithmic solve
equations equations equations logarithmic
equations
Quantity of Learner listed Learner listed Learner listed Learner did not
listed all the possible some of the few possible write any
techniques techniques in possible techniques in technique
solving a techniques in solving a
logarithmic solving a logarithmic
equation logarithmic equation
equation
Reflection
Share your feelings while doing the activity.
References
Sharon L. Senk et al. UCSMP Advanced Algebra. Second Edition.(2002). Pearson
Education Inc.
General Mathematics Learner’s Material. First Edition 2016
153
Answer Key
Activity 1- Think And Strategize
1. x=6; one-to-one property
2. x=7, -7 is not a solution; changing into exponential form & factorization/extracting
the roots
3. x=10; using the law, logb =logbu-log bv, & changing into exponential form
4. x=161 and x=14 ; factorization (using the zero factor property) & changing into exponential form
3. Since b>1, then x1<x2 if and only if log b x1< log b x2; x≤14, hence its solution is (-∞,
14]
4. Since b>1, then x1<x2 if and only if log b x1< log b x2; 1001 < < 100, hence its solution is [1001 , 100]
It will take approximately 13 days for the fake news on the treatment of Covid-19 to
2.
reach the 90% of the population
t ≈ 87.90
It will take approximately 88 minutes or 1 hour & 28 minutes for the virus to reach
3.
15,000
n ≈ 44.49
154
GENERAL MATHEMATICS 11
4
x -4 -3 -2 -1 0 1 2 3
y 1 2 4 8 16
1 1 1 1
16 8 4 2
x 1 2 4 8 16
1 1 1 1
16 8 4 2
y -4 -3 -2 -1 0 1 2 3 4
155
The graphs are shown below.
=2 y=x
= log2
The graphs affirm that the exponential function = 2 and logarithmic function = log2 are inverses of each other. Their graphs are reflections of each other on the line y = x.
The graph of the logarithmic function = log2 exhibits the following properties:
• The domain is the set of all positive numbers, or { ∈ ℝ/ > 0}.
• The range is the set of all positive real numbers or { / ∈ ℝ}
These properties do not hold only for = log2 but also for other logarithmic functions of the form = log , where b≠1.
Graphs of logarithms are used when you want to compress large scale data. Consider for
instance that the scale of the graph below ranges from 1000 to 100 000 on the y-axis and 1 to
100 on the x-axis—such large scales which can be typical in scientific data are often more
easily represented logarithmically.
Example 1
Sketch the graph of = 2log2 . Determine the domain and range.
The graph of = 2log2 can be obtained from the graph of = log2 by multiplying each y-coordinate by 2, as the following table shows.
x 1 2 4 8 16
1 1 1 1
16 8 4 2
4
= -4 -3 -2 -1 0 1 2 3
8
= -8 -6 -4 -2 0 2 4 6
156
The graphs are shown on the right.
= 2log2
= log2
Analysis:
1. Domain: { ∈ ℝ/ > 0}
2. Range: { / ∈ ℝ}
Example 2
Sketch the graph of = log2( + 1). Determine the domain and range.
x 0 1 3 7
7 3 1
−8 −4 −2
3
=( + ) -3 -2 -1 0 1 2
The graph is shown below.
log2( + 1)
=
Analysis:
1. Domain: { ∈ ℝ/ > −1}
2. Range: { / ∈ ℝ}
157
Learning Competency with code
The learner is able to represent a logarithmic function through its; (a) table of values, (b)
graph and (c) equation and find the domain and range of a logarithmic function (M11GM-Ii-
2-3_Quarter 1)
Directions/Instructions:
A. Construct a table of values for each of the functions and sketch the graph in one Cartesian
coordinate plane.
a. = b. = c. =d. =
B. Analyze each of the following functions by using the transformations to describe how the graph is related to a logarithmic
function = log and identify the domain and range. Sketch the graph of the function.
2. =( ) −
3. =(−)+
. =− ( − )
5.=||
158
C. Match each graph to its equation by applying the transformations involving logarithmic
functions.
a. b. c.
d. e.
= =( − )
___ 1. ___ 2.
___ 3. = + ___ 4. = −
___ 5. =(+)−
Reflection
Complete this statement:
What I learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________
References:
Department of Education General Mathematics (Teacher’s Guide).2016 Orines,
Fernando B. Next Century Mathematics (General Mathematics).Phoenix
Publishing House, Inc.2016
Oronce, Orlando A. General Mathematics. Rex Book Store.2016
http://www.google.com/url?sa=t&source=web&rct=j&url=https://www.srsd119.ca/wp-
content/uploads/2016
159
Answer Key
A. a.
x 1 2 4 8
1 1 1
8 4 2
3
= -3 -2 -1 0 1 2
b.
x 1 3 9 27
1 1 1
27 9 3
3
= -3 -2 -1 0 1 2
c.
x 1 4 16 64
1 1 1
64 16 4
3
= -3 -2 -1 0 1 2
d.
x 1 5 25 125
1 1 1
125 25 5
3
= -3 -2 -1 0 1 2
. = log2
b.
.
= log3
= log4
. = log5
B.
Function Domain Range Graph
160
1. = ln { ∈ℝ/ >0} { / ∈ ℝ}
161
5.= log2| | { ∈ℝ/ ≠0} { / ∈ ℝ}
C. 1. b
2. a
3. e
4. c
5. d
162
GENERAL MATHEMATICS 11
Name of Learner:________________________ Grade Level: ________________________
Section:________________________________ Date: ______________________________
The graph of a logarithmic function has different features. These are intercepts,
asymptotes and zeroes. The identification of these features can be done through construction
of its table of values and sketching its graph. In addition, the properties of logarithmic
functions should be taken into consideration.
Solution:
x 1/16 1/4 1 4 16
y -2 -1 0 1 2
163
x- y-intercept vertical Horizontal zeroes
intercept asymptote asymptote
1 none x=0 none 1
➢
The value of b (either b >1 or 0 < b < 1) determines whether the graph is increasing or
decreasing
➢
The value of a determines the stretch or shrinking of the graph. Further, if a is
negative, there is a reflection of the graph about the x-axis
➢
Based on = ∙ , the vertical shifts is d units up (if d > 0) or d units down (if d < 0), and the horizontal shift is c units to the right
(if c > 0) or c units to the left ( if c < 0)
Solution:
The graph of ()= 4( − 3)is shifted 3 units to the right from the graph of ( ) = 4
Learning Competency: The learners determine the intercepts, zeroes and asymptotes
of logarithmic functions (M11GM-Ii-4)
164
Activity 1- Observe and Learn
Directions: Complete and observe the table of values of the given exponential and
logarithmic functions. Answer what is being asked.
y=2
x
X -2 -1 0 1 2
y=log2x
x 1/4 1/2 1 2 4
y
20. What can you say about the given table of values?
21. Do you think the intercepts, zeroes and asymptotes of the given logarithmic function
can be found in its table of values? How?
22. What are the intercepts, zeroes and asymptotes of the given logarithmic function?
23. Can you draw conclusions in determining the intercepts, zeroes and asymptotes of a
logarithmic function based on the given? Cite at least one.
165
Directions: Sketch the graph of the following logarithmic functions. Determine their
intercepts, zero/es and asymptotes.
1. f(x)= log3x
x-intercept/s:
y-intercept/s:
horizontal asymptote/s:
vertical asymptote/s:
zero/es:
2. y=3log2x
x-intercept/s:
y-intercept/s:
horizontal asymptote/s:
vertical asymptote/s:
zero/es:
f(x)= log2x
g(x)= 3log2x
h(x)=log2(x-1)
166
j(x)= log2(x)+4
Observations:
g(x)= 3log2x
h(x)=log2(x-1)
j(x)=log2 (x)+4
167
Activity 2-Observe and Learn
3 points 2 points 1 point 0 point
Amount of Learner Learner sketched Learner sketched Learner failed
Work sketched both both graphs at least 1 graph to sketch any
graphs accurately with graph
accurately with no label
proper label
Comprehension Learner Learner Learner identified Learner failed
identified all identified at least at least half of the to identify the
the features of half of the features of any of features of the
both features of both the given given
logarithmic logarithmic logarithmic logarithmic
functions functions functions functions
Reflection
Share your technique/s in doing the given task.
References
Sharon L. Senk et al. UCSMP Advanced Algebra. Second Edition.(2002). Pearson
Education Inc
General Mathematics Learner’s Material. First Edition 2016
168
Answer Key
Activity 1-Observe and Learn
y=2
x
x -2 -1 0 1 2
y 1/4 1/2 1 2 4
y=log2x
x 1/4 1/2 1 2 4
y -2 -1 0 1 2
x-intercept/s: 1
y-intercept/s: none
horizontal asymptote/s: none
vertical asymptote/s: x=0
zero/es: 1
2.
169
x-intercept/s: 1
y-intercept/s: none
horizontal asymptote/s: none
vertical asymptote/s: x=0
zero/es: 1
170
Observations
➢
The graph of h(x) is the graph of f(x) shifted 1 unit to the right
➢
The graph of j(x) is a vertical shift of 4 units upward from the graph of f(x)
171
GENERAL MATHEMATICS 11
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________
In your previous lessons, you have studied about logarithmic functions, equations and
inequalities. Today you will encounter some applications of these in real life situation.
Problems involving compound interest are some of the many applications of logarithms.
Before the age of electronic calculators and digital computers, logarithms were used
widely for difficult computations like finding the products, quotients, or powers of numbers
represented by complicated decimal numerals.
In this activity sheet you will be able to learn about solving problems involving
logarithmic functions, equations and inequalities. I believe this is not new to you since you
already have background on functions, equations and inequalities plus you have also the
ability to solve problems. Remember problems solved using exponential functions are
computed more easily by logarithms.
This is a self-paced material for grade 11 where students can check and recheck their
understanding and progress about the topic. It is an enjoyable material where ‘learning is fun’
can be experienced.
Ensure first that the logarithms are defined, this means x+1 > 0 and 2x > 0, which
implies, x > - 1 and x > 0, or just simply x > -1.
Example 3: To find the new principal after 8 years on an investment of P200.00 earning 8%
2t
interest compounded semi annually, use the formula P = P0 (1 + r/2)
16
Given P = 200 (1 + 0.08/2) plugged-in the given in the problem to the formula
16
then, log P = log [200 x (1.04) ]
= log 200 + 16 log 1.04
= 2.3010 + 0.2720
= 2.5730
Therefore, P = 374
The new principal after 8 years would be Php 374, to nearest peso.
kt
Example 4: A particular virus grows according to the formula A = A0e , where A is the
population of the virus after time t, and A0 is the initial population at t = 0. Suppose there
were 2000 viruses at the start of the experiment. After 3 hours, there were already 320 more
that three times the initial number of viruses present. Determine the constant k. Express to the
nearest hundredths.
Solution: After 3 hours, there were already 320 more than 3 times the initial
number That is, 3 ( 2000) + 320 = 6320. Use this value to solve for k.
3k
6320 = 2000e
e3k = 3.16
3k
ln e = ln 3.16
3k = ln 3.16
k = ln 3.16
3
k = 0.38
173
☺
Activity 1: Take it Easy
Directions: Find the value/s of x in the following equations.
x
1. log 2 = log 6
2. logx 121 = 2
3. log3 (x + 4) = log3 (2x – 4)
2
4. log x = 2
5. log (3x - 2) = log 2
1. If the interest were added yearly to the amount invested at 12%, every peso would
n
grow to (1.12) in n years. Find the amount to which P250.00 increases in 10
years if invested under the same conditions.
4. In 2005, it was estimated that for the succeeding 20 years the population of a
particular town was expected to be f(t) people t years from 2005, where f(t) = C *
2t
10 , and C and k are constants. If the actual population in 2005 was 1000 and in
2010 was 4000, what is the expected population this 2020?
kx
5. A radioactive substance is decaying according to the formula y = Ae , where x is
the time in years. The initial amount A = 10 grams, and 8 grams remain after 5
years. Estimate the amount remaining after 10 years.
174
Reflection
Evaluate your understanding about solving logarithmic functions, equations
and inequalities. Which is easy? Difficult? Why?
Answer:
___________________________________________________________________________
___________________________________________________________
References:
Conceptual Math and Beyond General Mathematics Philippine Copyright 2016 ISBN
978-621-8006-33-1
DIWA Senior High School Series Philippine Copyright 2016 ISBN 978-971-46-0782-
8 General Mathematics LM, 2016 Functions for High School ISBN 971-101-050-X
175
Answer Key
ACTIVITY 1
1. 2.58
2. 11
3. 8
4. -10, 10
5. 3/4
ACTIVITY 2
1. (5/3, 23)
2. (-2,3) U (3, 10/3)
3. 3. (2, ∞)
4. (1/3, 2)
5. (-∞, 64)
ACTIVITY 3
1. 0.005
2. 1.69
3. 2,211,058
4. 64,000
5. 6.40 grams
176