Chapter III

Functions & Their Graphs

Introduction

This module contains the topics on functions and their graphs. It simply discusses and
explains on how to determine the domain and range of the following: linear, quadratic, rational,
radical and absolute value functions. Graphs of this functions and variations are also discussed.

Learning Outcome(s): At the end of the lesson, the learner is able to:
1. represent real-life situations using functions;
2. discuss the types of functions;
3. give examples of the types of functions
4. solve word problems on variation; and
5. graph any function.

Learning Content

Module 1. Functions
Topic1. Functions and Relations
Topic 2. Domain and Range and Types of Functions
Topic 3. Evaluation of Functions
Topic 4. Operations with Function
Topic 5. Composition of Functions
Module 2. Inverse Functions
Module 3. Graphs of Functions
Module 4. Variation
Topic 1. Direct Variation
Topic 2. Indirect Variation
Topic 3. Joint Variation
Topic 4. Combined Variation
Module 1. Functions
Introduction:

“Relations and Functions” is one of the most important topics in algebra. Relations and
functions – these are the two different words having different meaning mathematically. You might
get confused about their difference. Before we go deeper, let’s understand the difference between
both with a simple example.

The position of a planet is a function of time.

Learning Outcome(s): At the end of the lesson, the learner is able to:

1. distinguish function from relation;

2. map the relations given the different representations of relations.

Learning Content:

Topic 1. Functions and Relations

_________________________________________________________________________________
Definition:

Let A and B be two non-empty sets. A function from A to B is a rule of correspondence that assigns
to each element in A exactly one element in B.

A function is a relation where each element in the domain is related to only one value in the range
by some rule.

A relation is a rule that relates values from a set of values (called the domain) to a second set of
values (called the range).

A relation is a set of ordered pairs (x, y).

An ordered pair is a set of inputs and outputs and represents a relationship between the two values.
A relation is a set of inputs and outputs, and a function is a relation with one output for each input.

Set of Ordered Pairs

A={(x1, y1),(x2, y2), (x3, y3}; where x1≠x2≠x3 and y1≠y2≠y3

Domain: {x1,x2,x3} Range: {y1,y2,y3}

Example1. { ( 1,2 ) , ( 3,4 ) ,(5,6) }

Domain:{ 1,3,5 } Range:{ 2,4,6 }

 Different Representations of Relations

1. Ordered Pairs 4.Graph

5 Y

4 (1,2) (-
3 2,4)
(0, -3)
2
1
0 3. Table
-3 X-2 Y-1 0 1 2
-1 X
1 2
-2 4 -2
0 -3
-3
-4 2. Mapping

X Y

1 2
-2 4
0 -3

For easier understanding of functions and relations, see diagram below:

The Difference Between Functions and Relations

Functions Relations

It is a relations where each x has at most 1 y It is any set of ordered pairs

VS.
One-to-one-correspondence One-to-one-correspondence

Many- to- one Many- to- one

Many-to-many

One-to-many
 Based on the diagram above, all functions are relations, but not all relations are functions.
Example 1. Which of the following relations are functions?

Example 2.
The Vertical Line Test
In mathematics, the vertical line test is a visual way to determine if a curve is a graph of a
function or not. A function can only have one output, y, for each unique input, x. Wikipedia
To use the vertical line test, take a ruler or other straight edge and draw a line parallel to
the y-axis for any chosen value of x. If the vertical line you drew intersects the graph more than once
for any value of x then the graph is not a function.

A graph represents a function if and only if each vertical line intersects the graph
at most once.
Example 3. Which of the following can be graphs of
functions?

a.)

c)

b.)

d)

e.)
 Solution.
Graphs b), c), and d) are graphs of functions while a) and e) are not because they do not pass
the vertical line test.

Teaching and Learning Activities

DO THIS!
1. Which of the following mapping diagrams represent functions.

X Y

2.Which relation is not a function? Map the given ordered pairs.

1. {(1,5), (2,6), (3,6), (4,7)}
2.{(4,7), (2,1), (-3,6), (3,4)}
3.{(-1,6), (1,3), (2,5), (1,7)}
4.{(-1,2), (0,5), (5,0), (2,-1)}

Topic 2: The Domain and Range of the Types of Functions

Learning Outcome(s): At the end of the lesson, the learner is able to:
1.explain and give examples of functions and its types,
2.determine the domain and the range of functions
________________________________________________________________________________
Domain and Range
The domain of a function is the set of all inputs; this is the set A in the definition. The range
is the set of all outputs; this is the set B in the definition.
In this lesson, we will be discussing the types of functions. These are as follows:
A. Linear Function: y=k
B. Linear Function: y=mx+b
C. Quadratic Functions: y=ax2+bx+c,a≠0
g(x )
D. Rational Functions: y=
h(x)
n
E. Radical Functions: y= √ f ( x)
F. Absolute Value Functions
A. Linear Function: y=k

Domain:{ x / x ⋲ R } Range:{ y / y=k }

Example1: y=8

Domain:{ x / x ⋲ R } Range:{ y / y=8 }

B. Linear Function: y= mx+b

Domain:{ x / x ⋲ R } Range:{ y / y ⋲ R }

Example1: 2x+5y=9

Domain:{ x / x ⋲ R } Range:{ y / y ⋲ R }

C. Quadratic Functions: y=ax2+bx+c, a≠0

when, a>0 when, a<0

Domain:{ x / x ⋲ R } Domain:{ x / x ⋲ R }

Range:{ y / y ⋲ R , y ≥ 4 ac−b 2/4 a } Range: { yy ⋲ R , y ≤ 4 ac−b 2/4 a}

Example 1: y=x2+2x+4, since a>0, and a=1; so,

Domain: { xx ⋲ R } Range: { yy ⋲ R , y ≥ 4 ac−b 2/ 4 a}

:y≥4(1)(4)-(2)2

4(1)

y=3; y≥ 3

Range: { yy ⋲ R , y ≥ 3}
g(x )
D. Rational Functions: y=
h(x)

Domain: { xx ∈ R ,h (x) ≠0 }
g ( y)
Solve for x in terms y, ¿ .
h( y )

Range: { yy ∈ R , h( y )≠ 0}
x +7
Example 1: y=
3 x−4
 Domain: 3 x−4 ≠ 0→ { xx ∈ R , x ≠ 43 }
4 y +7
Range: Solve for the x in terms of y, x=
3 y−1
1 1
{
3 y−1 ≠ 0→ y ≠ → y∨ y ∈ R , y=
3 3 }
n
E. Radical Functions: y= √ f ( x)
n is an odd integer,

Domain: { x∨x ∈ R } Range: { y∨ y ∈ R }

n is an even integer,

Domain:{ x∨x ∈ R , f (x )≥ 0 } Range: { y∨ y ∈ R , y ≥ 0 }

Example 1: y=−√ 8 x +1
1
{
Domain: 8 x +1≥ 0 → x∨x ∈ R , x ≥−
8 }
Range:{ y∨ y ∈ R , y ≤ 0 }

F. Absolute Value Functions

Domain: { x∨x ∈ R } Range: { y∨ y ∈ R , y ≥ 0 }

Example1: y=¿6 x +5∨¿

Domain: { x∨x ∈ R } Range: { y∨ y ∈ R , y ≥ 0 }

Teaching and Learning Activities

DO THIS!

Find the domain and range of the following functions.

1. y=2 x +8 2. y=2 x 2+ 3 x −9

3. y= √ 5 x−3 4. y=−√ 2 x−15

5 x +7 x
5. y= 6. y=
3 x−4 2 x−7
7. y=−9 x2 +7 x−3 8. { ( 1,2 ) , (5 ,−3 ) , (−8 ,−9 ) }

5 x +6
9. y=
√ 4 x −9
10. y= √ x 2−2 x+ 1

Topic 3. Evaluating Functions

 Learning Outcome(s): At the end of the lesson, the learner is able to:
1. evaluate functions; and
2. solve problems involving functions.

Evaluating a function means substituting a specified input value into the given
equation.

Example 1: For the given function, f ( x )=3 x 2 +8, find

a) f (3) b) f (10) c) f (−2)

Solution: a) f ( 3 )=3(3)2 +8=3 ( 9 ) +8=27+8=35

b) f ( 0 )=3 ( 0 )2 +8=11

c) f (−2 )=3(−2)2 +8=3 ( 4 ) +8=12+8=20

Teaching and Learning Activities

DO THIS!

For the given functions, find:

a)f(-3) b)f(0) c) f(1/2) d)f(√ 2) e)f(3)

1.f(x)=2x2+4x-1

2.f(x)=-x2-3x+3

Topic 4: Operations with Functions

Learning Outcomes: At the end of the lesson, the learner is able to:
1. perform addition, subtraction, multiplication, division, and
2. solve problems involving functions.
__________________________________________________________________________________
Definition: Let f and g be two functions. Then the sum f + g, the difference f – g, the product
(f.g) and the quotient f/g are functions defined by the following:

1. ( f + g )( x )=f ( x )+ g ( x)

2. ( f −g ) ( x )=f ( x )−g(x )

3. ( f . g ) ( x )=f ( x ) g ( x)

4. ( fg ) ( x )= gf (( xx))
Example1: Let f ( x )=2 x 2−7∧g ( x )=3 x +10. Find the following

a. ( f + g )( x ) b. ( f −g ) ( x ) c. ( f . g ) ( x ) d. ( fg ) ( x )
Solution:
 a) ( f + g )( x )=f ( x )+ g ( x ) b)( f −g ) ( x )=f ( x )−g(x )

=( 2 x 2−7 ) + ( 3 x +10 ) ¿ ( 2 x 2−7 ) −(3 x+ 10)

= 2 x2 +3 x +3 ¿ 2 x2 −7−3 x−10

c) ( f . g ) ( x )=f ( x ) g ( x ) d) ( fg ) ( x )= gf (( xx))
( 2 x2 −7 )
=( 2 x 2−7 ) ( 3 x+10 ) =
( 3 x +10 )
=6 x 3+ 20 x 2−21 x−10

Topic 5. Composition of Functions

Learning Outcomes: At the end of the lesson, the learner is able to :

1. perform the composition of functions;

___________________________________________________________________________

The term "composition of functions" (or "composite function") refers to the combining

together of two or more functions in a manner where the output from one function becomes the
input for the next function. (the x-values) of the next function. or " f of g of x".

Given two functions f and g, the function f ◦ g is defined as

(f ◦ g)(x)= f[g(x)]

The domain of f ◦ g consists of those inputs x (in the domain of g) for which g(x) is in the
domain of x.

Example: Let f ( x )=5 x 2−7 x +3∧g ( x )=4 x+ 9, find

a. (f ◦ g)(x) b. (g ◦ f)(x)

Solution:
2
a) ( f ◦ g )( x )=f [ g ( x ) ] =5 ( 4 x+ 9 ) −7 ( 4 x+ 9 ) +3

¿5¿¿

¿ 80 x 2+360 x +405−28 x−60

¿ 80 x 2+332 x +345
b) ( g ◦ f )( x )=g [ f ( x ) ] =4(5 x ¿¿ 2−7 x +3)+9 ¿

¿ 20 x 2−28 x+12+9
¿ 20 x 2−28 x+21
 Teaching and Learning Activities

DO THIS!

Given the functions ( x )=2 x 2+5 x−9 , g ( x )=3 x−7 ,∧h ( x )= √ x +4 . Perform the
indicated operations.

1. (f+g)(x) 4. (f/g)(x) 7. (f ◦ g)(x) 10. (h ◦ f)(2)

2. (g - h)(x) 5. (f + h)(x+2) 8. (f ◦ h)(4) 11. (h ◦ h)(-5)

3. (f ◦ g ◦ h)(x) 6. (f - g)(3) 9. (g ◦ g)(-2) 12. (g ◦ h)(-8)

Assessment Task

A. Direction: Check the box .

1. Is the following relation a function? {(3,1),(2.-1),(1,1)}.Discuss.
Yes No

2. Is the following relation a function? Discuss.

Yes No

Given : x y

-1 -2

0 -1

3 0

3. Is the following relation a function? Discuss.

Yes No

X Y
-2 3
0 2
-1 -1
3 2
-2 0

4. Is the following relation a function? Discuss.

Yes No

5. Is the following relation a function? Discuss.

Yes No
  
6. Is the following relation a function? y=3x. Discuss.
Yes No

7 . Is the following relation a function? y=/x/. Discuss.

Yes No

8. What is the domain of the following: {(1,3),(2,7),(3,-1)} .Discuss.

A.-3 B.-2 C.-1 D.0 E.1

F.2 G.3 F.All real numbers

9. What is the domain of the following? Discuss.

A.-3 B.-2 C.-1 D.0 E.1
F.2 
-1 -2
0 -1
3 0

10. What is the domain of the following? Discuss.

X Y
-2 3
0 2
-1 -1
3 2
-2 0

A.-3 B.-2 C.-1 D.0 E.1 F.2

G.3 H.x>=0 I.X J. All real numbers

11. What is the domain of the following? Discuss.

A.-3 B.-2 C.-1 D.0 E.1 F.2

G.3 H.x>=0 I.X J. All real numbers
12.What is the domain of the following:

A. -3 B. -2 C. -1 D. 0 E. 1

F. 2 G.3 H.X I. X >= 0 J. All Real Numbers

 13.If there are 100 mangoes in the fruit basket. There’s no possibility of finding a relation R of
getting any apple in the basket. Then, R is Void as it has 100 mangoes and no apples.
Yes No Discuss
14.When we throw a dice, the outcome we get is 36. i.e (1, 1) (1, 2), (1, 3)…..(6, 6). From these, if we
consider the relation (1, 1), (2, 2), (3, 3) (4, 4) (5, 5) (6, 6), is it a relation or function?
Ans._______________.Justify

B. Evaluate the function at the specified value and simplify when possible.
1.f(x)= 2 x - 5
3 2
a. f(-2) b. f(2/5) c. f(2) d.f(5)

2. g(x)=√ x 2+ 4 x +3

a. f(-2) b. f(1/2) c. f(3x2) d. f(-3x2)

C. Perform the indicated operations.

1. f(x)=x2+4; g(x)=√ x+5

a. f(x)+g(x) b. f(x).g(x) c. f(x)/g(x) d. (f.g)(x)

2. f(x)=x+7; g(x)=√ 2 x +5; h((x)=x2+x+1

a. (f.g)(x) b.(g.h)(x) c.(h.f)(x) d.(h.h)(x)

3.f(x)=x(x-1); g(x)= 2x
x+1
a.f(x)+g(x) b. f(x)-g(x) c.f(g)(-2)) d. f(x)/g(x

Title of the Module: Module 2 -INVERSE FUNCTIONS

Introduction

An application of inverse function cost and guests. For instance, Anil and Amita are planning
a wedding reception at a Banquet Hall. It costs them a base fee of 2,000 plus 50 per guest. If their
budget for hall expenses is limited to 20,000.State the costs as the a function of number of guests.

Learning Outcome(s): At the end of the lesson, the learner is able to:
1. find the inverse of a function; and
2. solve problems involving functions.
Learning Content
Inverse Functions

Topic 6. INVERSE FUNCTIONS

Two functions f and g are inverse of one another provided that

f [g(x)] = x for each x in the domain of g

g [f(x)] = x for each x in the domain of f

Solving for the inverse

1. In the equation for f(x), replace the f(x) by y.

2. Interchange x and y.

3. Solve the resulting equation for y.

4. Replace y by f-1 (x).

5. Verify if f and f-1 are inverse of each other.

3 x−1
Example: Find the inverse of f ( x )=
x +50
3 x−1
Solution: 1. Replace f(x) by y. y=
x +5
3 y−1
2. Interchange x and y. x=
y +5
3 y−1
3. Solve for y. x=
y +5
x ( y +5 )=3 y−1
xy +5 x=3 y−1
xy−3 y =−1−5 x
y ( x−3 )=− (1+5 x )
−(1+ 5 x )
y=
x−3
1+5 x
y=
3−x
1+5 x
4. Replace y by f-1(x) f −1 ( x)=
3−x
1+5 x

5. Verify. f {f −1
3
( x ) }=
( 3−x )
−1
¿3¿¿¿
1+5 x
( 3−x )+5
 3+15 x−3+ x 16 x
¿ = =x
1+5 x +15−5 x 16
3 x−1 −1 1+5 x
Therefore, the inverse of y= is f (x)= .
x +5 3−x
Teaching and Learning Activities

DO THIS!

A.Find the inverse of the following functions.

1
1. g(x)=. x−2
¿
¿
2.4x+y=3

3.y=√ 1−x 2

B. Solve.

1.Anil and Amita are planning a wedding reception at a Banquet Hall. It costs them a base fee of
2,000 plus 50 per guest. If their budget for hall expenses is limited to 20,000.

a. State the costs as a function of number of guests.

b. Determine the expression for the inverse.

c. State the domain and range for this situation.

Assessment Task

Find the inverse of the following functions.

4
1.f(x)=x2+2x+1 4.f(x)= 2
x +1
2 x−3
2.y=x(x-4)-3(x-4) 5.f(x)=
x +4
3 x −2
3.g(x)= 6.g(x)=6-7x
5 x−3

Module 3. Graphs of Functions

Introduction:
A ball is thrown in the air. The path of the ball is represented by the equation h = -t 2 + 8t.
Graph the equation over the interval 0  t  8. a) What is the maximum height of the ball? b) What is
the amount of time that the ball is above 7 meters?
 Learning Outcome: At the end of the lesson, the learner is able to:
1. graph the different types of functions;
2. find the intercepts and vertex of a parabola;
3. identify important features of graphs of functions; and
4. solve word problems on functions.

___________________________________________________________________________

In mathematics, the graph of a function f is the set of ordered pairs, where f(x) = y. In the
common case where x and f(x) are real numbers, these pairs are Cartesian coordinates of points in
two-dimensional space and thus form a subset of this plane. Wikipedia

Here are some of the most commonly used functions, and their graphs:

A. Linear Function: f(x) = mx + b.
B. Square Function: f(x) = x2
C. Cube Function: f(x) = x3
D. Square Root Function: f(x) = √x.
E. Absolute Value Function: f(x) = |x|
F. Reciprocal Function. f(x) = 1/x

To sketch the graph of the function, we need to perform the following:

1. Find the x and y-intercepts.

2. Make a table of values showing several solution points.
3. Plot these points in the xy-plane.
4. Connect the points with a smooth curve or line.

A helpful first step in graphing a function is to make a table of values. This is particularly
useful when you do not know the general shape the function will have. You probably already know
that a linear function will be a straight line, but let us make a table first to see how it can be helpful.

When making a table, it is a good idea to include negative values, positive values, and zero
to ensure that you do have a linear function.

A. Linear Function: f(x) = mx + b.
Step 1. Find the x and y-intercepts.

To find the x-intercepts algebraically, we let y = 0 in the equation and then solve for values of x. In
the same manner, to find for y-intercepts algebraically, we let x = 0 in the equation and then solve
for y.

x-intercepts y-intercepts
(let y=0,then solve for x) (let x=0,then solve for y)
y= 3x+2 y= 3x+2
0= 3x+2 y= 3(0) +2
0-2= 3x+2-2 y= 2
-2= 3x
3 3
-2= x
3
written as point:(-2/3,0) written as point:(0,2)

Step 2. Make a table of values.

Make a two-column table. Label the columns x and f(x).

x -2 -1 0 1 2 3
f(x)
Tip: It is always good to include 0, positive values, and negative values, if possible.

Evaluate the function for each value of x, and write the result in the f(x) column next to the x value ;

when x=-2, f(-2)=3(-2)+2=-4; f(-1)=3(-1)+2=-1; f(0)=3(0)+2=2; f(1)=3(1)+2=5; f(2)=3(2)+2=8

x -2 -1 0 1 2 3
f(x) -4 -1 2 5 8 11

Now that you have a table of values, you can use them to help you draw both the shape and
location of the function. 

Important: The graph of the function will show all possible values of x and the corresponding values
of y. This is why the graph is a line and not just the dots that make up the points in our table.

Step 2. Plot the points in the xy-plane and graph .

Using the table of values, we created above, you can think of f(x) as y. Each row forms an
ordered pair that you can plot on a coordinate grid.
Since the points lie on a line, use a straight edge to draw the line. Try to go through each
point without moving the straight edge.
 x-intercept
y-intercept

Example 2: Graph y = –2x + 4.

Step 1. Find the x and y-intercepts.

To find the x-intercepts algebraically, we let y = 0 in the equation and then solve for values
of x. In the same manner, to find for y-intercepts algebraically, we let x = 0 in the equation and then
solve for y.

x-intercepts y-intercepts
(let y=0,then solve for x) (let x=0,then solve for y)
y= -2x+4 y= -2x+4
0= -2x+4-4 y= -2(0)+4
0-4= -2x y= 0+4
-4= -2x y=4
-2 - 2
2= x

written as point:(2,0) written as point:(0,4)

Here’s the graph to verify that our answers are correct.

y-intercept

x-intercept
B.Square/Quadratic Function: f(x) = x2

A quadratic function is a polynomial function of degree 2 which can be written in the

general form, f(x)=ax2+bx+c
Here a, b and c represent real numbers where a≠0. The squaring function f(x)=x2 is a
quadratic function whose graph follows.

This general curved shape is called a parabola and is shared by the graphs of all quadratic
functions. Note that the graph is indeed a function as it passes the vertical line test. Furthermore,
the domain of this function consists of the set of all real numbers (−∞,∞) and the range consists of
the set of nonnegative numbers [0,∞).[0,∞).
Features of Parabolas

Parabolas have several recognizable features that characterize their shape and placement on the
Cartesian plane. (see figure above)

Vertex

One important feature of the parabola is that it has an extreme point, called the vertex. If the
parabola opens up, the vertex represents the lowest point on the graph, or the minimum value of
the quadratic function. If the parabola opens down, the vertex represents the highest point on the
graph, or the maximum value. In either case, the vertex is a turning point on the graph.

Axis of Symmetry

Parabolas also have an axis of symmetry (line of symmetry), which is parallel to the y-axis. The axis of
symmetry is a vertical line drawn through the vertex.

y-intercept

The y-intercept is the point at which the parabola crosses the y-axis. There cannot be more than one
such point, for the graph of a quadratic function. If there were, the curve would not be a function, as
there would be two y values for one x value, at zero.

x-intercepts

The x-intercepts are the points at which the parabola crosses the x-axis. If they exist, the x-intercepts
represent the zeros, or roots, of the quadratic function, the values of x at which y=0. There may be
zero, one, or two x-intercepts. All quadratic functions of the form f(x)=ax2+bx+c have parabolic
graphs with y-intercept (0, c). However, not all parabolas have x-intercepts.
The number of x-intercepts varies depending upon the location of the graph (see the
diagram below).

Possible x-intercepts: A parabola can have no x-intercepts, one x-intercept, or two x-

intercepts

Notice that, for parabolas with two x-intercepts, the vertex always falls between the roots.
Due to the fact that parabolas are symmetric, the x-coordinate of the vertex is exactly in the middle
of the x-coordinates of the two roots. The parabola opens downward. In general, use the leading
coefficient to determine if the parabola opens upward or downward. If the leading coefficient is
negative, as in the previous example, then the parabola opens downward. If the leading coefficient is
positive, then the parabola opens upward.
The roots of a quadratic function can be found algebraically or graphically.

Recall how the roots of quadratic functions can be found algebraically, using the quadratic
formula (x=−b±√b2−4ac/2a). The roots of a quadratic function can also be found graphically by
making observations about its graph. These are two different methods that can be used to reach the
same values, and we will now see how they are related.

Consider the quadratic function that is graphed below. Let’s solve for its roots both
graphically and algebraically.

Example 1: Sketch the graph of the equation y=x 2-x-2

Solution:

Step 1. Find the x, y-intercepts and vertex.

To find the x-intercepts algebraically, we let y = 0 in the equation and then solve for values
of x. In the same manner, to find for y-intercepts algebraically, we let x = 0 in the equation and then
solve for y.

x-intercepts y-intercepts
(let y=0, then solve for x) (let x=0, then solve for y)
y=x2-x-2 y=x2-x-2
0= x2-x-2 y=(0)2-0-2
0=(x-2)(x+1) y=-2
x1=2,x2=-1
written points:(2,0) and (-1,0) written point:(0,-2)

Vertex
x=h= -b y=k= 4ac-b2
2a 4a
2 2
y=x -x-2 y=x -x-2
a=1, b=-1, c=-2 y=k= 4ac-b2
4a
x=h= -(-1) y=k= 4(1)(-2)-(-1)2
2(1) 4(1)
x=h= 1 y=k= (-8)-(1)
2 4(1)
y=k= -9
4

Vertex:(1, -9)
2 4
Step 2: Determine extra points so that we have at least five points to plot. Ensure a good sampling
on either side of the line of symmetry. In this example, one other point will suffice.
Choose x=−2 and find the corresponding y-value.
Our fifth point is (−2,3).
Step 3: Plot the points and sketch the graph.
x -3 -2 -1 0 1
y 0 3 4 3 0

Axis of symmetry

x-intercepts

y
vertex

Example 2. Graph: f(x)=−x2−2x+3

Solution:

Step 1. Find the x, y-intercepts and vertex.

To find the x-intercepts algebraically, we let y = 0 in the equation and then solve for values
of x. In the same manner, to find for y-intercepts algebraically, we let x = 0 in the equation and then
solve for y.

x-intercepts y-intercepts
(let y=0, then solve for x) (let x=0, then solve for y)
y=-x2-2x+3 y=-x2-2x+3
0=-x2-2x+3 y=-(0)2-2(0) +3
0=(x+3) (-x+1) y=3
(x+3) =0; (-x+1) =0
x1=-3 ; x2=1
written points:(-3,0) and (1,0) written point:(0,3)

Vertex
x=h= -b y=k= 4ac-b2
2a 4a
 y=-x2-2x+3 y=-x2-2x+3
a=-1, b=-2, c=3 a=-1, b=-2, c=3
x=h= -(-2) y=k= 4ac-b2
2(-1) 4a
x=h= 2 y=k= 4(-1) (3) -(-2)2
-2 4(-1)
X=h=-1 y=k= (-12)-(4)
4(1)
y=k= -16= 4
-4
Vertex:(-1, 4)

Step 2: Determine extra points so that we have at least five points to plot. Ensure a good sampling
on either side of the line of symmetry. In this example, one other point will suffice.
Choose x=−2 and find the corresponding y-value.

Our fifth point is (−2,3).

Step 3: Plot the points and sketch the graph.

x -3 -2 -1 0 1
y 0 3 4 3 0

Axis of symmetry

vertex

x-intercepts

Example 3:  y = 3x2 + 1.

Solution:

Step 1. Find the x, y-intercepts and vertex.

This is an example where the graph of the equation has a y-intercept but without an x-
intercept.
 Let’s find the y-intercept first because it’s extremely easy! Plug in x = 0 then solve for y.

x-intercepts y-intercepts
(let y=0, then solve for x) (let x=0, then solve for y)
y=3x2+1 y=3x2+1
0=3x2+1 y=1
0-1=3x2+1-1
-1=3x2
3 3
√−1/ 3= √ x2
No solution

Vertex
x=h= -b y=k= 4ac-b2
2a 4a
y=3x2+1 a=3, b=0, c=1
y=k= 4ac-b2
a=3, b=0, c=1 4a
x=h= -(0) y=k= 4(3)(1) -(0)2
2(3) 4(3)
x=h= 0 y=k= 12
12
y=k= 1
or
y=3x2+1
y=3(0)2+1
y=1

Vertex:(0, 1)

The square root of a negative number is imaginary. This suggests that this equation does not
have an x-intercept!

The graph can verify what’s going on. Notice that the graph crossed the y-axis at (0,1), but
never did with the x-axis.
Teaching and Learning Activities

DO THIS!

1.Graph: f(x)=2x2+4x+5.
2.Graph: g(x)=−4x2+12x−9
3.A ball is thrown in the air. The path of the ball is represented by the equation h = -t 2 + 8t. Graph
the equation over the interval 0  t  8. a) What is the maximum height of the ball? b) What is the
amount of time that the ball is above 7 meters?

C. Cube Function: f(x) = x3
Graph of Cubic Functions
The basic cubic graph is y = x3. For the function of the form y = a(x − h)3 + k. If k >
0, the graph shifts k units up; if k < 0, the graph shifts k units down. If h > 0,
the graph shifts h units to the right; if h < 0, the graph shifts h units left.

Properties of Cubic Functions

Cubic functions have the form

f (x) = a x3 + b x2 + c x + d

where a, b, c and d are real numbers and a is not equal to 0.

The domain of this function is the set of all real numbers. The range of f is the set of all real
numbers.

The y intercept of the graph of f is given by y = f(0) = d.

The x intercepts are found by solving the equation

a x3 + b x2 + c x + d = 0

The left hand side behaviour of the graph of the cubic function is as follows:

If the leading coefficient a is positive, as x increases f(x) increases and the graph of f is up and
as x decreases indefinitely f(x) decreases and the graph of f is down.

If the leading coefficient is negative, as x increases f(x) decreases the graph of f is down and
as x decreases indefinitely f(x) increases the graph of f is up.
Example 1. f (x) = x 3
Solution:

Step1.Find the x and y intercepts of the graph of f.

x-intercepts y-intercept

y=x3+1 y=x3
 The x-intercepts are the points The y intercept is given by
(0 , 0) (0 , f(0)) = (0 , 0)

Domain Range
The domain of f (x) is the set of all The range of f is the set of all real
real numbers numbers.

Since the leading coefficient (of x3) is positive, the graph of f is up on the right and down on
the left.
Also since f(-x) = - f(x), function f is odd and its graph is symmetric with respect to the origin
(0,0).

Step 2. Make a table of values and graph.

x -2 -1 0 1 2
 3
f(x) = x -8 -1 0 1 8

Step 3. Plot the points and sketch the graph .

Example 2.
Example 3.

The graph of the cubic functions will be discussed further in the next modules on polynomial
functions and equations.

D. Square Root Function: f(x) = √x.

The Square Root Function.

Definition: The square root function is defined to take any positive number y as input and
return the positive number x which would have to be squared (i.e. multiplied by itself), to obtain y.
Graphing Square Root Functions.

The parent function of the functions of the form f(x)=√x−a+b is f(x)=√x . Note that the
domain of f(x)=√x is x≥0 and the range is y≥0 . The graph of f(x)=√x−a+b can be obtained by
translating the graph of f(x)=√x to a units to the right and then b units up.

The Square Root Function In this section, we turn our attention to the square root function,
the function defined by the equation f(x) = √ x. (1) We begin the section by drawing the graph of the
function, then we address the domain and range. After that, we’ll investigate a number of different
transformations of the function.
Review
The domain of function f defined by f(x) = √x is the set of all real positive numbers and zero
because the square root of negative numbers are not real numbers (think of √ (- 4), is it real?). In
inequality form, the domain of f(x) = √x is written as
 x ≥ 0 in interval form the domain is given by ( 0 , + ∞)

Example 1

Solution :

Step 1. Make a table of values of function f given below, graph it and find its range.

f( x ) = √x

Because the domain of f is the set of all positive real numbers and zero, we might construct a
table of values as follows:

x 0 1 4 9 16

√x 0 1 2 3 4

The values of x were selected so that the square root of these values are whole numbers
which make it easy to plot the points shown in the table.

The range of f is given by the interval [0 , +∞).

Example 2

Find the domain, make a table of values of function f given below, graph it and find its range.

f( x ) = √ (x - 3)
Solution :

First find the domain of the square root function given above by stating that the expression under
the square root must be positive or equal to zero x - 3 ≥ 0

Solve the above inequality to obtain the domain of f as the set of all real values such that
x≥3

We now select values of x in the domain to construct a table of values.

x 3 4 7 12

√ (x - 3) 0 1 2 3

The interval [0 , +∞) represents the range of f.

Example 3
Find the domain, make a table of values of function f given below, graph it and find its range.

f( x ) = - √ (- 2x + 4) + 1

Solution :
The domain of the function given above is found by setting - 2x + 4 ≥ 0

Solve the above inequality to obtain the domain of f as the set of all real values such that
x ≤ 2.

We now select values of x in the domain of f to construct a table of values. These values are
selected so that the square root term is a whole number and give points that are easy to plot.

x 2 3/2 0 -5/2 -6
 - √ (-2 x + 4 ) + 1 1 0 -1 -2 -3

The range of f is given by the interval (-∞ , 1].

Example 4
Find the domain of function f given below, graph it and find its range.

f( x ) = √ (- x 2 + 4)

Solution :
The domain of function given above is found by solving the polynomial inequality
- x 2 + 4 ≥ 0.

The solution set of the above inequality is given by the interval [-2 , 2] which is also the
domain of the above function.

Let us write the given function as an equation as follows : y = √ (- x 2 + 4)

Square both sides and arrange to obtain. x 2 + y 2 = 2 2

The equation obtained is that of a circle. Hence the graph of f(x) = √ (- x  2 + 4) is the upper
half of a circle since √ (- x 2 + 4) is positive. Hence the graph below.
The interval [0 , 2] represents the range of f.

Example 5
Find the domain, make a table of values of function f given below, graph it and find its range.
f( x ) = √ (x 2 - 9)

Solution :

The domain of the function given above is found by solving x 2 - 9 ≥ 0.Which gives a domain
reprsented by (-∞ , -3] U [3 , + ∞)

We now select values of x in the domain of f to construct a table of values, noting f(x) = f(-x)
hence a symmetry of the graph with respect to the y axis.

x 3 5 8

√ (x 2 - 9) 0 4 7.4

The range of f is given by the interval [0 , + ∞).

Example 6

Simplify f(x) given below, graph f and find its range.

f( x ) = √ (x 2 - 6x + 9)

Solution :

Let us use write the expression under the square root as a square as follows
x 2 - 6x + 9 = (x - 3) 2

Hence,

f( x ) = √ (x 2 - 6x + 9)= √ ( (x - 3) 2 ) = | x - 3 |

The given function has been rewritten as an absolute value function. Function f may be
written as a piecewise function and graphed as follows.

The range of f is given by the interval [0 , + ∞).

Example 7
Graph the radicand (expression under the radical sign), make a table of values of function f
given below, graph f and find its range..
f( x ) = √ (x 2 + 4x + 6)

Solution :
Use completing the square to rewrite the expression under the square root as follows
x 2 + 4x + 6 = (x + 2) 2 + 2
The expression under the square root is always positive hence the domain of f is the set of
all real numbers. Let us first look at the graph of (x + 2)  2 + 2. It is a parabola.
 We would expect the graph of f to have the same axis of symmetry, the vertical line, x = -2 as
the above graph. The table of values may constructed as follows.

x -2 0 2 4

√ ( (x + 2) 2 + 2 ) 1.4 2.4 4.2 6.2

The range of f is given by the interval [√2 , + ∞).

Note: Graphs of other functions will be discussed in polynomial functions.
E. Absolute Value Function: f(x) = |x|

Absolute Value Function: f(x) = |x|

In mathematics, the absolute value or modulus of a real number x, denoted |x|, is the non-
negative value of x without regard to its sign. Namely, |x| = x if x is positive, and |x| = −x if x is
negative, and |0| = 0. For example, the absolute value of 3 is 3, and the absolute value of −3 is also
3. Wikipedia

Taking the absolute value of a negative number makes it positive. For this reason, graphs of
absolute value functions tend not to look quite like the graphs of linear functions that you've already
studied. However, because of how absolute values behave, it is important to include negative inputs
in your T-chart when graphing absolute-value functions. If you do not pick x-values that will put
negatives inside the absolute value, you will usually mislead yourself as to what the graph looks like.

For instance, suppose your class is taking the following quiz:

 1.Graph y = | x + 2 |

One of the other students does what is commonly done: he picks only positive x-values for
his T-chart:

Then he plots his points:

These points are fine, as far as they go, but they aren't enough; they don't give an accurate
idea of what the graph should look like. In particular, they don't include any "minus" inputs, so it's
easy to forget that those absolute-value bars mean something. As a result, the student forgets to
take account of those bars, and draws an erroneous graph:
WRONG ANSWER!

Aaaaaand... he just flunked the quiz.

But you're more careful. You remember that absolute-value graphs involve absolute values,
and that absolute values affect "minus" inputs. So you pick x-values that put a "minus" inside the
absolute value, and you choose quite a few more points. Your T-chart looks more like this:

Then you plot your points:

...and finally you connect your dots:

You have the correct graph:

Right answer!

Aaaaand... you just aced the quiz. Good work!

Note: The absolute-value bars make the entered values evaluate to being always non-
negative (that is, positive or zero). As a result, the "V" in the above graph occurred where the sign on
the inside was zero. When x was less than –2, the expression x + 2 was less than zero, and the
absolute-value bars flipped those "minus" values from below the x-axis to above it.
When x equalled –2, then the argument (that is, the expression inside the bars) equalled zero. For
all x-values to the right of –2, the argument was positive, so the absolute-value bars didn't change
anything.

In other words, graphically, the absolute-value bars took this graph:

...and flipped the "minus" part (in green on the graph) from below the x-axis to above it. Noticing
where the argument of the absolute-value bars will be zero can be helpful in ensuring that you're
doing the graph correctly.

2.Graph y = | x | + 2

This function is almost the same as the previous one.

However, the argument of the previous absolute-value expression was x + 2. In this case,
only the x is inside the absolute-value bars. This argument will be zero when x = 0, so I should expect
to see an elbow in that area. Also, since the "plus two" is outside of the absolute-value bars, I expect
my graph to look like the regular absolute-value graph (being a "V" with the elbow at the origin), but
moved upward by two units.

First, I'll fill in my T-chart, making sure to pick some negative x-values as I go:

Then I'll draw my dots and fill in the graph:

Because absolute-value bars always spit out non-negative values, it can be tempting to
assume that absolute-value graphs can not go below the x-axis. But they can:

3.Graph y = –| x + 2 |

This function is kind of the opposite of the first function (above), because there is a "minus"
on the absolute-value expression on the right-hand side of the equation. Because of this "minus",
the positive values provided by the absolute-value bars will all be switched to negative values. In
other words, I should expect this graph to have its elbow at (–2, 0) like the first graph above, but the
rest of the graph will be flipped upside down to be below the x-axis.

First, I'll fill in my T-chart:

Then I do my graph:

Also, don't assume that any absolute-value graph will be only ever on one side of the x-axis.
The graphs can cross:

Graph  y  = –|  x  |  +  2
My T-chart:
...and my graph:

F. Reciprocal Function. f(x) = 1/x

Graphs of Reciprocal Functions

Learning Outcomes: In these lessons, the students will be able to:
1. graph reciprocal functions by plotting points.
2.determine the characteristics of graphs of reciprocal functions.
3. use transformations to graph a reciprocal function.
4. graph a reciprocal function when given its equation
5. get the equation of a reciprocal function when given its graph.

The general form of a reciprocal function is r(x) = a / (x - h) + k. The graphs of reciprocal

functions are made up of branches, which are the two main parts of the graph; and asymptotes,
which are horizontal and vertical lines that the graph approaches but doesn't touch. ... The
horizontal asymptote of r(x) is y = k.

How to Graph Reciprocal Functions?

There are several forms of reciprocal functions. One of them has the form y =  , where k is
a real number and x ≠ 0.

What are the characteristics of the Graph of a Reciprocal Function?

The graph of y =   gets closer to the x-axis as the value of x increases, but it never meets
the x- axis. This is called the horizontal asymptote of the graph.

Each piece of the graph also gets closer to the y-axis as x gets closer to 0 but it never meets
the y-axis because there is no value for y when x = 0. This is called the vertical asymptote of the
graph.
This type of curve is called a rectangular hyperbola.

Note that this type of curve, the graphs of y =    where k is a real number and x ≠ 0, has
two lines of symmetry: y = x and y = x.

How to graph reciprocal functions by plotting points?

Example 1:

Draw the graph of y =   for values between 4 and 4, except for x = 0.

Solution:

x 0.2 0.5 1 2 3 4 5
y 25 10 5 2.5 1.25 1

The curve consists of two separate pieces, but they should be regarded as one graph.
How to find the equation of a Reciprocal function when given its graph?
1. Find the vertical asymptote. This is the root of the denominator.
2. Find the horizontal asymptote. This is added/subtracted from your fraction.
3. Find a point on the curve, and plug into the equation. Solve for numerator.

Another form of reciprocal functions is y =  , where k is a real number and x ≠ 0.

Example 2:

Draw the graph of y =   for 4 ≤ x ≤4 and x ≠ 0.

Solution:

x 4 3 2 1 0.8 0.8 1 2 3 4
y 0.19 0.33 0.75 3 4.69 4.69 3 0.75 0.33 0.19

Notice that graphs of y =  , where k is a real number and x ≠ 0, has an axis of symmetry on the y-
axis (i.e. x = 0)

Remarks: More real life applications of the different functions be discussed in the next module.
Teaching and Learning Activities

DO THIS!

A.Does the parabola open upward or downward? Explain.

1.y=x2−9x+20

2.y=−2x2+5x+12

3.y=64−x2

B.Determine the x- and y-intercepts.

4.y=x2+4x−12

5.y=2x2+5x−3

6.y=−5x2−3x+2

7.y=4x2−27

C.Find the vertex and the line of symmetry.

8.y=−x2+10x−34

9.y=−4x2+12x−7

10.y=4x2−1

D. Draw the graph on a piece of paper using the steps above. Determine whether the graphs
represent a function.

1. f (x)=−x+1.
2. f(x)=7x-5
3. f(x)=x3-1
4. f(x)=/5x-1/
5. f(x)=√ 5−x
ASSESSMENT TASK

A.Does the parabola open upward or downward? Explain.

1.y=x2−12x+32

2.y=−6x2+13x−6

3.y=−3x+9x2

B.Determine the x- and y-intercepts.

4.y=x2−13x+12

5.y=3x2−4x−4

6.y=−6x2+11x−4

7.y=9x2−50

C.Find the vertex and the line of symmetry.

8.y=−x2−6x+1

9.y=−9x2+6x+2

10.y=x2−16

D. Draw the graph on a piece of paper using the steps above. Determine whether the graphs
represent a function.

1. f (x)=−x+1.
2. f(x)=7x-5
3. f(x)=x3-1
4. f(x)=/5x-1/
5. f(x)=√ 5−x
 Title of the Module: Module 4-Variation
Introduction:

Landmark Bridge in Isabela // One of the Longest Bridge in the Philippines

There are many situations in our daily lives that involve variation. For example, the number

of days required to build a bridge is varies inversely to the number of workers. As the number of
workers increases, the number of days required to build would decrease.

Learning Outcome(s): At the end of the lesson, the learner is able to:

1.identify the types of variations;

2.translate variation statements into equations; and
3. solve word problems on variations.
Learning Content

Module 4. Variation
Topic 1. Direct Variation
Topic 2. Indirect Variation
Topic 3. Joint Variation
Topic 4. Combined Variation
________________________________________________________________________________
Definition:

Variation a change or difference in condition, amount, or level, typically with certain limits.
Webster (e.g."regional variations in house prices")

Topic 1. Direct Variation

Direct variation may be used in modeling different situations in the real world. Essentially,
direct variations are exhibited in situations where two quantities increase or reduce at a similar rate.

The following statements are equivalent.

1. y varies directly as x
2.y is directly proportional to x
3.y=kx for some constant k where k is called the constant of proportionality.

The formula for direct variation is y = kx, where k is the constant of variation
 Here are the steps required for Solving Direct Variation Problems:

Step 1: Write the correct equation. Direct variation problems are solved using the equation
y = kx. When dealing with word problems, you should consider using variables other
than x and y, you should use variables that are relevant to the problem being solved.
Also read the problem carefully to determine if there are any other changes in the
direct variation equation, such as squares, cubes, or square roots.
Step 2: Use the information given in the problem to find the value of k, called the constant of
variation or the constant of proportionality.

Step 3: Rewrite the equation from step 1 substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and the remaining information given in the problem
to answer the question asked. When solving word problems, remember to include
units in your final answer.

Example 1 .If x varies directly as y, and x = 9 when y = 6, find x when y = 15.

Step 1: Write the correct equation. Direct

variation problems are solved using the
equation y = kx.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when x = 9 and y = 6.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step
2.

Step 4: Use the equation found in step 3

and the remaining information given in
the problem to answer the question
asked. In this case, you need to find x
when y = 15.

Example 2 . If c varies directly as the square root of d, and c = 6 when d = 256, find c when d = 625.

Step 1: Write the correct equation. Direct

variation problems are solved using the
equation y = kx. In this case, you should use c
and d instead of x and y and notice how the
word “square root” changes the equation.
Step 2: Use the information given in the
problem to find the value of k. In this case,
you need to find k when c = 6 and d = 256.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find c when d = 625.

Example 3. Hooke’s Law for an elastic spring states that the distance a spring stretches varies
directly as the force applied. If a force of 160 newtons stretches a spring 5 cm, how much will a force
of 368 newtons stretch the same spring?

Step 1: Write the correct equation. Direct

variation problems are solved using the
equation y = kx. In this case, you should use
d for distance and f for force instead of x and
y.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when f = 160 and d = 5.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In
this case, you need to find d when f = 368.

Direct Variation as nth power

The following statements are equivalent.

1.y varies directly as the nth power of x.

2.y is directly proportional to the nth power of x.
3.y=kxn for some constant k where k is called the constant of proportionality.

Example 1 .If p varies directly as the square of q, and p = 20 when q = 5, find p when q = 8.

Step 1: Write the correct equation. Direct

variation problems are solved using the
equation y = kx. In this case, you should use p
and q instead of x and y and notice how the
word “square” changes the equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when p = 20 and q = 5.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find p when q = 15.

Example 2 .The distance a body falls from rest varies directly as the square of the time it falls
(ignoring air resistance). If a ball falls 144 feet in three seconds, how far will the ball fall in seven
seconds?

Step 1: Write the correct equation. Direct

variation problems are solved using the
equation y = kx. In this case, you should use d
for distance and t for time instead of x and y
and notice how the word “square” changes
the equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when d = 144 and t = 3.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.
Step 4: Use the equation found in step 3 and
the remaining information given in the
problem to answer the question asked. In this
case, you need to find d when t = 7.

Topic 2.Indirect Variation/Inverse Variation

In general, when two variables x and y are such that xy = k where k is a non-zero constant,

we say that y varies inversely with x.

In notation, inverse variation is written as

The following statements are equivalent.

1. y varies inversely as x
2.y is inversely proportional to x
3.y=k/x for some constant k where k is called the constant of proportionality.

Here are the steps required for Solving Inverse Variation Problems:

Step 1: Write the correct equation. Inverse variation problems are solved using the

equation  . When dealing with word problems, you should consider using
variables other than x and y, you should use variables that are relevant to the problem
being solved. Also read the problem carefully to determine if there are any other
changes in the inverse variation equation, such as squares, cubes, or square roots.

Step 2: Use the information given in the problem to find the value of k, called the constant of
variation or the constant of proportionality.

Step 3: Rewrite the equation from step 1 substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and the remaining information given in the problem
to answer the question asked. When solving word problems, remember to include
units in your final answer.

Example 1. If x varies inverse as y, and x = 7 when y = 3, find y when x = 9.

Step 1: Write the correct equation. Inverse
variation problems are solved using the

equation  .

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when x = 7 and y = 3.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find y when x = 9.

Example 2. If r varies directly as the cube of s, and r = 5 when s = 3, find r when s = 2.

Step 1: Write the correct equation. Inverse

variation problems are solved using the

equation  . In this case, you should use

r and s instead of x and y and notice how the
word “cube” changes the equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when r = 5 and s = 3.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find r when s = 2.

Example 3 . If a varies inversely as square root of b, and a = 7 when b = 36, find a when b = 289.
Step 1: Write the correct equation. Inverse
variation problems are solved using the

equation  . In this case, you should use

a and b instead of x and y and notice how the
word “square root” changes the equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when a = 7 and b = 36.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find a when b = 289.

Example 4 . The time it takes you to get to campus varies inversely as your driving speed. Averaging
20 miles per hour in bad traffic, it takes you 1.5 hours to get to campus. How long would the trip
take averaging 50 miles per hour?

Step 1: Write the correct equation. Inverse

variation problems are solved using the

equation  . In this case, you should use

t and s instead of x and y.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when t = 1.5 and s = 20.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.
Step 4: Use the equation found in step 3 and
the remaining information given in the
problem to answer the question asked. In this
case, you need to find t when s = 50.

Example 5 . The volume of gas in a container at a constant temperature varies inversely as the
pressure. If the volume is 32 cubic centimeters at a pressure of 8 pounds, find the pressure when the
volume is 60 cubic centimeters.

Step 1: Write the correct equation. Inverse

variation problems are solved using the

equation  . In this case, you should use

v and p instead of x and y.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when v = 32 and p = 4.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find p when v = 60.

Topic 4.Joint Variation

Joint variation describes a situation where one variable depends on two (or more) other
variables, and varies directly as each of them when the others are held constant. We say z varies
jointly as x and y if. z=kxy. for some constant k.

The following statements are equivalent.

1.z varies jointly as x and y.

2. z is jointly proportional to x and y.
3. z=kxy for some constant k where k is called the constant of proportionality.
 Here are the steps required for Solving Joint Variation Problems:

Step 1: Write the correct equation. Joint variation problems are solved using the equation y =
kxz. When dealing with word problems, you should consider using variables other
than x, y, and z, you should use variables that are relevant to the problem being
solved. Also read the problem carefully to determine if there are any other changes in
the joint variation equation, such as squares, cubes, or square roots.
Step 2: Use the information given in the problem to find the value of k, called the constant of
variation or the constant of proportionality.
Step 3: Rewrite the equation from step 1 substituting in the value of k found in step 2.
Step 4: Use the equation found in step 3 and the remaining information given in the problem
to answer the question asked. When solving word problems, remember to include
units in your final answer.
Example 1 .If y varies jointly as x and z, and y = 12 when x = 9 and z = 3, find z when y = 6 and x = 15.

Step 1: Write the correct equation. Joint

variation problems are solved using the
equation y = kxz.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when y = 12, x = 9, and z =
3.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find z when y = 6 and x =
15.

Example 2 .If p varies jointly as q and r squared, and p = 225 when q = 4 and r = 3, find p when q = 6
and r = 8.

Step 1: Write the correct equation. Joint

variation problems are solved using the
equation y = kxz. In this case, you should use
p, q, and r instead of x, y, and z and notice
how the word “squared” changes the
equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when p = 225, q = 4, and r
= 3.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find p when q = 6 and r = 8.

Example 3 .If a varies jointly as b cubed and c, and a = 36 when b = 4 and c = 6, find a when b = 2 and
c = 14.

Step 1: Write the correct equation. Joint

variation problems are solved using the
equation y = kxz. In this case, you should use
a, b, and c instead of x, y, and z and notice
how the word “cubed” changes the equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when a = 36, b = 4, and r =
6.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find a when b = 2 and c =14.

Example 4 .The volume of a cone varies jointly as its height and the square of its radius. A cone with
a radius of 6 inches and a height of 10 inches has a volume of 120π cubic inches. Find the volume of
a cone having a radius of 15 inches and a height of 7 inches.
Step 1: Write the correct equation. Joint
variation problems are solved using the
equation y = kxz. In this case, you should use
v, h, and r instead of x, y, and z and notice
how the word “square” changes the equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when v = 120π, h = 10, and
r = 6.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.

Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find v when h = 7 and r =
15.

Example 5 . Kinetic energy varies jointly as the mass and the square of the velocity. A mass of 8
grams and a velocity of 5 centimeters per second has a kinetic energy of 100 ergs. Find the kinetic
energy for a mass of 6 grams and a velocity of 9 centimeters per second.

Step 1: Write the correct equation. Joint

variation problems are solved using the
equation y = kxz. In this case, you should use
e, m, and v instead of x, y, and z and notice
how the word “square” changes the equation.

Step 2: Use the information given in the

problem to find the value of k. In this case,
you need to find k when e = 100, m = 8, and v
= 5.

Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.
Step 4: Use the equation found in step 3 and
the remaining information given in the
problem to answer the question asked. In this
case, you need to find e when m = 6 and v = 9.

5. Teaching and Learning Activities

A. Write the mathematical model for each statement.

1. A car travels x hours with a speed of 60 km/h. 

2. A man buys x bricks that cost $1.50 each.

3. A tree grows x months by 12 meters each month.

4. The strength (s) of a rectangular horizontal beam that is supported at the ends varies jointly as the
width (w) and the square of the depth(d) and inversely with the length.

5.For a fixed amount, the number of shirts(n) that can be bought varies inversely as the price of the
shirt(p).

B. Solve the following:

Solving Direct Variations Problems –

Practice Problems COMPLETE SOLUTION ANSWER

1.If two trucks carry m kg. of corn,

how many trucks are needed to
carry w kg. of corn?

2.The number of gasoline(g) used by

a car varies directly with the
number of kilometers travelled(d). if
4 liters are used to cover 40
kilometers, how many liters will be
needed to drive to Cabagan,
Isabela, which is 180 kilometers
from a starting point?

Solving Joint Variation Problems –

Practice Problems
1.If y varies directly as n2 and
inversely as t, and y=42 when n=3
and t=9 , find y when n=6 and t=21.

2.To make ammonia, Lydia

combines 12 parts by weight of
nitrogen with 3 parts by weight of
hydrogen.. How much hydrogen
must be combined with 300 grams
of nitrogen to produce ammonia?

Solving Joint Variation Problems –

Practice Problems

Solving Inverse Variation Problems –

Practice Problems COMPLETE SOLUTION ANSWER

If y varies inversely as x, and y = 32

when x = 3, find x when y = 15.

The frequency of a vibrating guitar

string varies inversely as its length.
Suppose a guitar string 0.65 meters
long vibrates 4.3 times per second.
What frequency would a string 0.5
meters long have?

If r varies inversely as the cube of

s, and r = 17 when s = 3, find r
when s = 2.

If g varies inversely as the square

root of h, and g = 9 when h = 121,
find g when h = 81.

The current in a simple electrical

circuit is inversely proportional to
the resistance. If the current is 80
amps when the resistance is 50
ohms, find the current when the
resistance is 22 ohms.
The intensity of light produced by a
light source varies inversely as the
square of the distance from the
source. If the intensity of light
produced 3 feet from a light source
is 750 foot-candles, find the
intensity of light produced 5 feet
from the same source.

8. Assessment Task

Solve the following problems. Show your complete solution.

1. In a test of 50 items, Mae received a score of 96%. If a perfect score was given 100%, how many
did she answer correctly?

2. If y varies directly as x and y=3 when x=2, find x when y=12.

3.The time required to travel from one place to another is inversely proportional to the speed with
which you travel. If it takes 30 hours to go from Manila to tacloban by land at 70 kilometers per
hour, how long will it take to make the same trip if the bus goes at 100 kilometers per hour?

4.The voltage E in an electrical circuit varies directly as the current I. If I=10 when E=220, find E when
I=22.

5. The surface area(A) of a sphere varies directly as the square of the radius ®. If the surface area is
113cm2 when the radius is 3 cm., what is the surface area of a sphere when the radius is 9cm.?

6.A toy factory accepted an order that can be completed by 15 workers in 10 weeks. How many
workers, working at the same rate, can complete the job in half the time?

7. A set of rectangles has a fixed area of 24m 2.Make a table of possible lengths and widths (measures
are integers)

8.The kinetic energy(K.E) varies jointly as the mass(m) and the square of the velocity(v).If K.E. is 30
ergs when m is 6 grams and v is 2 meters per second, find K.E if m is 10 grams and v is 3 meters per
second.

9.The simple interest on a certain sum of money varies jointly as the rate and time. The interest is
P900 when the rate is 15% and the time is 3 years. For the same amount, find the rate when the
interest is P1,500.00 and the time is also 3 years.

10. College and Advanced Algebra module can be printed in 240 pages if each page contains 30 lines.
How many pages will the module have if each page has 26 lines only? What relationship are you
going to use to solve the problem?