Mats01G: General Mathematics: Key Concepts of Functions

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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE

INTERNATIONAL SCHOOL
General Trias City, Cavite
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MATS01G: GENERAL MATHEMATICS
CORE SUBJECT FOR SENIOR HIGH SCHOOL
MODULE 1: Key Concepts of Functions
Subquarter A
September 7 to 25, 2020
This set of modules was prepared by Ms. Joy S. Gutang, Senior High School faculty member of the LPU
International School. The author of the modules may be different from your actual subject teacher. Please
refer to the Class Orientation Kit for details and instructions from your subject teacher.
The use, disclosure, reproduction, modification and/or transfer of this document for any purpose, in any form or by
any means without approval from Lyceum of the Philippines University Cavite is strictly prohibited, and may be subject
to disciplinary and/or legal sanctions.
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Dear learner,
Welcome to Module 1 for General Mathematics!
In this module, you will see many sections but the expected
competencies that you will learn are found in the CORE CONTENT parts.
Your teacher requests that you be patient and hardworking as you use this
learning kit. Teacher wants you to read all the definitions, explanations, and
even the side notes. This way, you will see that this module has been
designed to help you learn everything that you need to learn as though your
teacher is speaking to you in person and explaining to you all the processes
and solutions. You must take the challenge and learn from the illustrative and
solved examples.
General Directions
To help you attain the objectives of this module, you may try following
the steps below.
 First, carefully read each lesson on this module. Should there be
times that you need to read again parts of the lesson, go ahead!
 Second, read and follow instructions honestly. Read the notes in red
font in the left side of some pertinent ideas and examples.
 Third, answer the in-text activities and the TRY THESE sections. It
is expected that some parts may be challenging for you as new
lessons will be learned in this module.
 Fourth, read the SUMMARY and generalizations as well.
 Lastly, you may check answers to each activity. An Answer Key is
provided.
If you follow these tips, for sure, you will enjoy learning. Good Luck!
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LESSON 1
Representing Real - life Situations using
Functions
This module lesson is equivalent to 2 class meetings. It is essential that you review
the topic FUNCTIONS from your junior years to better understand this topic.
At the end of this session, you will be able to:

• Visualize domain and range,
• Enumerate the different representations of a function,
• Perform vertical line test,
• Represent real-life situations using function,
• Evaluate a function
Let’s recall!
A relation is a rule that relates values from a set of values (called the
domain) to a second set of values (the range). It is a set of ordered pairs (𝑥 𝑦).
A function is a relation where each element in the domain is related to

only one value in the range by some rule.
A function is a set of ordered pairs (𝑥, 𝑦) such that no two ordered pairs
have the same x-value but different y-values. Using functional notation, we can
write 𝑓(𝑥) = 𝑦, read as “𝑓 𝑜𝑓 𝑥 𝑖𝑠 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑦”. In particular, if (1, 2) is an ordered
pair associated with the function f, then we say that 𝑓 (1) = 2, from 𝑓(𝑥) = 𝑦.
Simply substitute x by 1 and y by 2.
Input is the independent variable, usually denoted by letter ‘x’.

Output is the result, and the dependent variable. Usually denoted by the
letter ‘y’ or 𝑓(𝑥) .The output depends on the value of the input.
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Think of the word that describes or connects the clues

that are given. Write your answers in the boxes below the
groups of clues. If you don’t know the answer, you may
skip, just get back to it later. This is just for fun. Don’t
stress yourself just yet.
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Answer these questions in your head.
• Before the ECQ, how did you usually go to school?

• What mode of transportation did you take?
• Have you tried taking the jeepney?
• How much do you usually pay?
• Do you pay the same amount your classmates pay for fare?
• How come you pay differently?
For the next questions, write your answers in the spaces provided. If you
can’t answer them yet, it’s alright, just come back here after completing
this lesson. You’ll see then that you have learned something and that
these are even too easy for you to answer.
• What are the variables in the situation above?

_________________________________________________
• Which variable is the input or the independent variable? Why?
_________________________________________________
• Which do you think is the output?

_________________________________________________
Look at the sample situation and sample questions below. We will

answer the questions later using functions.
A jeepney ride costs a minimum of 9.00 pesos for the first four
kilometers, and each additional kilometer adds 1.50 pesos to the fare.
a. How much will the commuter pay for a

2-kilometer travel?
For 8 kilometers?
For x kilometers?
b. What function would best describe the situation?
LESSON PROPER:
Key Idea:
A function is a set of ordered pairs (x, y) such that no two ordered
pairs have the same x-value but different y-values.
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Function Notation:
Visulizing domain and range: a quick recall.
Graph
continues
in the
direction of
the arrow.
Domain is the set of all inputs (x). In the figure above,

domain= {0,1,2,3,4,5, . . . 𝑠𝑜 𝑜𝑛 }
Graph
continues
in the
direction of
the arrow.
Range is the set of all outputs (y). In the figure above,

range= {0,1,2, . . . 𝑠𝑜 𝑜𝑛 }
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Representations of a function:
A. Visual (by a graph)

B. Numerical (by a table)
C. Verbal (situation)
D. Algebraic (by an explicit formula i.e. equation)
Examples:
A. Visual (by a graph) B. Numerical

Domain Range Pair
x y (x,y)
0 0 (0,0)
1 4 (1,4)
2 8 (2,8)
3 12 (3,12)
4 16 (4,16)
5 20 (5,20)
C. Verbal D. Algebraic
Any real number 𝒚 = 4𝑥 or 𝑓(𝑥) = 4𝑥,

from zero to five
where x = {0,1,2, . . . 5 }
times four.
The Vertical Line Test
To use the vertical line test, 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 the graph of a function.
Examples:
a) Function b) Not a function
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Represent real-life situations using function
In many situations, data is collected by conducting a survey or an

experiment. To visualize the data, it is arranged into a table. Most often, a
function rule is needed to predict additional values of the independent variable.
Example
Try to notice the trend of variables number of apples and cost.
Number of apples 2 4 6 8 10
Cost (Php) 20 40 60 80 100
Solution:
You pay Php 20 for 2 apples, Php 40 for 4 apples, Php 60 for 6
apples, . . .. That means that each apple costs Php 10.
We can write the function rule.

𝐶𝑜𝑠𝑡 = 𝑃ℎ𝑝 10 𝑥 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑝𝑝𝑙𝑒𝑠 𝑜𝑟 𝒇(𝒙) = 𝟏𝟎𝒙
Now, using the function 𝒇(𝒙) = 𝟏𝟎𝒙, we can easily predict additional
values. For instance, if you buy 30 apples, 𝒇(𝟑𝟎) = 𝟏𝟎(𝟑𝟎) =
𝟑𝟎𝟎 𝒑𝒆𝒔𝒐𝒔
Going back to this example…..
A jeepney ride costs a minimum of 9.00 pesos for the first four
kilometers, and each additional kilometer adds 1.50 pesos to the fare.
1. How much will the commuter pay for a

a) 2-kilometer travel?
b) For 8 kilometers?
c) For x kilometers?
2. What function would best describe the situation?
Answers:
1. a) For a 2-kilometer travel, a commuter has to pay 9.00 pesos -

the minimum fare.
b) For 8 kilometers, a commuter must pay 9.00 pesos for the first 4 km,
plus 1.50(4) for the remaining 4 km. In total,
9.00 + (8 − 4)(1.50) = 9 + 4(1.50) = 9 + 6 = 15.00 pesos
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c) For x kilometers, we must take the first 4 kilometers (9.00 pesos)

from the total x kilometers, so, x – 4. The remaining kilometers will be
multiplied by 1.50, so, the answer to (x-9) will be multiplied by 1.50
pesos.
9.00 + (𝑥 − 4)(1.50) = 𝑦 or 𝑓 (𝑥 ) = 9.00 + (𝑥 − 4)(1.50)
2. The answer to 1.c above is an example of a function, but is not true

to any value of x. For instance, if the distance or x is less than 4 km,
then x – 4 will give us a negative number and the final answer will be
less than 9 pesos, which will be incorrect because it was stated in the
problem that the minimum fare is 9 pesos. To make this correct, we
need to add conditions to the function.
9.00 + (𝑥 − 4)(1.50), 𝑥 ≥ 4 This is a piecewise

𝑓(𝑥) = { } function and is the best
9.00 ,𝑥 < 4
function to describe the
situation.
Evaluate a function
9.00 + (𝑥 − 4)(1.50), 𝑥 ≥ 4
Using the same function 𝑓(𝑥) = { }, we can
9.00 ,𝑥 < 4
now compute for the fare easily. We simply substitute x by the distance (in km),
then solve. This is called evaluation of the function, the process of giving value
to x to solve for y. Simply input x value to solve for the y value which is the
output. I this situation, the variables are distance (x) and fare (y).
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We are still Examples:

using the
same 1. How much will the commuter pay for a 3-kilometer travel?
piecewise
function. If Solution:
confused, Given: x = 3
see previous Since 3 is less than 4, we must use the second function which is
page. the constant function 𝑓 (𝑥 ) = 9.00.
Evaluate:
𝑓 (𝑥 ) = 9.00
𝑓 (3) = 9.00
Answer: The commuter must pay 9.00 pesos for 3 km.
2. How much is the fare for a 4 km ride?

Solution:
Given: x = 4
Since x equals 4, we must use the first function which is
the function 𝑓(𝑥 ) = 9.00 + (𝑥 − 4)(1.50).
Evaluate:
𝑓 (𝑥 ) = 9.00 + (𝑥 − 4)(1.50)
𝑓 (4) = 9.00 + (4 − 4)(1.50)
𝑓 (4) = 9.00 + (0)(1.50)
𝑓 (4) = 9.00 + 0
𝒇(𝟒) = 𝟗. 𝟎𝟎
Answer: The fare for a 4 km ride is 9.00 pesos.
3. If the distance from your home to school is 14 km, how much is the fare?
Solution:
Given: x = 14
Since 14 is greater than 4, we must use the first function which is
the function 𝑓(𝑥 ) = 9.00 + (𝑥 − 4)(1.50).
Evaluate:
𝑓 (𝑥 ) = 9.00 + (𝑥 − 4)(1.50)
𝑓 (14) = 9.00 + (14 − 4)(1.50)
𝑓 (14) = 9.00 + (10)(1.50)
𝑓 (14) = 9.00 + 15.00
𝒇(𝟏𝟒) = 𝟐𝟒. 𝟎𝟎
Answer: The fare for a 14 km ride is 24.00 pesos.
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A. Use the vertical line test to determine whether the graph represents a
function or not. Write F on the line provided for function and N for not.
1. 2.
ans:_______________ ans:_______________
3. 4.
ans:_______________ ans:_______________
B. Given the situation and the function to be used, perform evaluation of

functon to answer the problems. Write your answers on the spaces
provided.
LPU ZOO charges admission to groups to the following

policy. Groups fewer than 50 are charged at a rate of 35 pesos
per person, while groups of 50 people or more are charged a
reduced rate of 30 pesos per person.
The variables in the situation are:

1) Number of persons / group size (x)
This is the 2) Admission fee / charge (y or f(x))
given The mathematical model expressing the total amount that the group
function.
Use this in will be charged for admission as a function of its size is
the
evaluation 35𝑥 , 𝑥 < 50
𝑓(𝑥) = { }
process. 30𝑥 , 𝑥 ≥ 50
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Read this Example:

example so
you have
something How much will a group of 39 people pay in admission?
to base on. Given: x = 39
Since 39 is less than 50, use the function 𝑓 (𝑥 ) = 35𝑥
Then,
𝑓 (𝑥 ) = 35𝑥
𝑓 (39) = 35(39)
𝑓 (39) = 1, 365
Answer: The admission fee for 39 people is 1,365.00 pesos.
Your Turn: Supply the missing values.
1) How much will a group of 60 people pay in admission?

Given: x = ______
Since 60 is _____________ 50, use the function ___________
Then,
_____________
_____________
_____________
Answer:____________________________________________
2) How much will a group of 49 people save in admission if they can

recruit one additional person to join them in the group?
C.
Show your solution here. Enclose your final answer in a box.
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Process Questions
1. How did you answer the problem above? What concept did you use to
solve it?
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. After learning about formulation and evaluation of function, can you share
any technique that you have developed in answering problems about this
topic?
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. Share a situation that people encounter in everyday life that you think
functions can be applied and be useful.
_________________________________________________________
_________________________________________________________
_________________________________________________________
D. Answer the questions and supply the answers to the questions and
problems below.
You just got hired on your very first job and the HR Dept. told
you that you will earn 100 pesos per hour for the first 40 hrs. of work
and150 pesos per hour for work in excess of 40 hrs.
1. What is the independent variable in the problem?____________________

2. The dependent variable or the output is ___________________________.
3. Devise a piecewise function that will best describe the situation.
4. On your first week you worked for 45 hours. How much will you receive for
that said week?
5. On your second week you earned 6,250 pesos. How much overtime did you
work?
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LESSON 2
Algebra of Functions
This module lesson is equivalent to two class meetings. It is essential that you review
about operations with integers and variables from your junior years to better understand
this topic.
At the end of the lesson,the learner is able to perform addition,

subtraction, multiplication, division, composition of functions, and solve
problems involving functions.
Basic knowledge of algebra is required such as simplifying expressions,

factoring, and the like.
RECALL: Operations on fraction

Addition and Subtraction
a. Find the least common denominator (LCD) of both fractions.
b. The LCD is the denominator of the resulting fraction.
c. The sum or difference of the numerators is the numerator of the
resulting fraction.
Multiplication
a. Multiply the numerators together to get the new numerator.
b. Multiply the denominators together to get the new denominator.
c. Simplify the answer or reduce to lowest term.
Division
Cross multiply
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Think of the word that describes or connects the clues

that are given. Write your answers in the boxes below the
groups of clues. If you don’t know the answer, you may
skip, just get back to it later. This is just for fun. Don’t
stress yourself just yet.
15
LESSON PROPER
Definition1. Let 𝑓 and 𝑔 be functions.
1. Their sum, denoted by 𝑓 + 𝑔 , is the function denoted by

(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
2. Their difference, denoted by 𝑓 − 𝑔, is the function denoted by
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥)
3. Their product, denoted by 𝑓 • 𝑔, is the function denoted by
(𝑓 • 𝑔)(𝑥) = 𝑓(𝑥) • 𝑔(𝑥)
𝑓
4. Their quotient, denoted by , is the function denoted by
𝑔
𝑓 𝑓(𝑥)
(𝑔) (𝑥) = 𝑔(𝑥)
Example
Given
• A. 𝑓(𝑥) = 𝑥 + 3 • 𝑔(𝑥) = 𝑥 2 + 2𝑥 − 8
• 𝑝(𝑥) = 2𝑥 − 7 • ℎ(𝑥) =
𝑥+7
2−𝑥
• 𝑣(𝑥) = 𝑥 2 + 5𝑥 + 4
1. Determine the following functions.
Solution
Combine
like terms
then
simplify
Find the
LCD,
perform
operations,
combine
like terms,
then
simplify.
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Given
• 𝑓(𝑥) = 𝑥 + 4 • 𝑔(𝑥) = 𝑥 2 + 2𝑥 − 8
• 𝑝(𝑥) = 2𝑥 − 1 • ℎ(𝑥) =
𝑥+2
𝑥−1
• 𝑣(𝑥) = 𝑥 2 + 5𝑥 + 4 𝑥+3
• 𝑠(𝑥) =
5−𝑥
2. Determine the following

(a) (𝑝 + ℎ)(𝑥) (c) ( 𝑝 − 𝑓)(𝑥)
(e) (ℎ . 𝑠)(𝑥)
𝑔
(b) (𝑣 . 𝑔)(𝑥) (d) ( ) (𝑥)
𝑓
Solution:
𝑥+2 Imagine (2x - 1) has
(2𝑥 − 1) + a denominator 1.
a) (𝑝 + ℎ)(𝑥) = 𝑥−1
= (2𝑥 − 1) 𝑥 + 2 Multiply everything

( + )𝑥 −1 by the LCD
1 𝑥−1
= (2𝑥 − 1)(𝑥 − 1) + 𝑥 + 2 Distribute

= 2𝑥 2 − 2𝑥 − 𝑥 + 1 + 𝑥 + 2 Combine like terms
(𝑝 + ℎ)(𝑥) = 2𝑥 2 − 2𝑥 + 3
b) (𝑣 . 𝑔)(𝑥) = (𝑥 2 + 5𝑥 + 4)(𝑥 2 + 2𝑥 − 8) This is vertical

multiplication. It’s like
= 𝑥 2 + 5𝑥 + 4 multiplying counting
𝑥 2 + 2𝑥 − 8 numbers. Align the
𝑥 4 + 5𝑥 3 + 4𝑥 2 terms of the same
2𝑥 3 + 10𝑥 2 + 8𝑥 exponent then add
−8𝑥 2 − 40𝑥 − 32 vertically to find the
final answer.
(𝑣 . 𝑔)(𝑥) = 𝒙𝟒 + 𝟕𝒙𝟑 + 𝟔𝒙𝟐 − 𝟑𝟐𝒙 − 𝟑𝟐
(c) ( 𝑝 − 𝑓)(𝑥) = (2𝑥 − 1) — (𝑥 + 4) The subtrahend

(𝑥 + 4) must be
subtracted. Meaning,
(2𝑥 − 1) — 𝑥 − 4 minus x and minus 4.
( 𝑝 − 𝑓)(𝑥) = 𝑥 − 5
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This is just 𝑔
like d) ( ) (𝑥) =
𝑓
dividing
counting
numbers.
Here is a step by step process of the long division method used

above. Pay attention to the direction of the arrows.
STEP 1
Divide the 1st term of the dividend by the 1st term
of the divisor. Write the answer atop.
STEP 2
Multiply the answer by the divisor. Both terms
this time. Write the product below the dividend.
STEP 3
Subtract the product from STEP 2 then bring
down next term.
REPEAT STEP 1
The difference from STEP 3 becomes the new
dividend. Its 1st term divided by the divisor’s 1st
term, the answer should be written next to our 1st
answer (x).
REPEAT STEP 2
Multiply the new answer by both terms of the
divisor. Write the product below the answer from
STEP 3.
LAST STEP
Subtract. If there is a remainder, it should be
added to the final answer. But for this example,
there is none. So, our final answer is 𝒙 − 𝟐.
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(e) (ℎ . 𝑠)(𝑥) = 𝑥+2 𝑥+3 In multiplying fractions, never cross

• multiply.
𝑥−1 5−𝑥
Multiply numerator by numerator,
(𝑥 + 2)(𝑥 + 3) denominator by denominator.
(𝑥 − 1)(5 − 𝑥) Simplify.
𝑥 2 + 5𝑥 + 6 We can not factor any more, so, this

(ℎ . 𝑠)(𝑥) = −𝑥 2 + 6𝑥 − 5 is now the final answer.
Definition 2. Let 𝑓 and 𝑔 be functions.
The composite function denoted by 𝑓 ∘ 𝑔 , is defined by

(𝑓 ∘ 𝑔)(𝑥 ) = 𝑓(𝑔(𝑥 ))
Read as “f composed of g of x equals f of g of x”. The process of

obtaining a composite function is called function composition.
For example, use the followig functions
Replace all
𝑥 in 𝑔(𝑥)
Example 1
by the
function
𝑓(𝑥) Solution
Example 2
Solution
19
Example 3
Solution
Example 4
Solution
Example 5 Find and simplify 𝐹 𝘰 𝑓 (𝑥)
Solution 𝐹 𝘰 𝑓 (𝑥) = |2𝑥 + 1| + 1
Example 6 Find and simplify 𝐹 𝘰 𝑓 (−3)
𝐹 𝘰 𝑓 (𝑥) = |2(−3) + 1| + 1
= |−6 + 1| + 1
The = |−5| + 1
absolute
value of - 5 = 5+1
is positive 𝐹𝘰𝑓 = 6
5. Solution
Example 7 Find and simplify 𝑝 𝘰 𝐹 (−5)

2(|2𝑥 + 1|) + 1
𝑝 𝘰 𝐹 (𝑥) =
𝑥−1
2(|2(−5) + 1|) + 1
=
−5 − 1
2(|−10 + 1|) + 1
=
−5 − 1
2(|−9|) + 1
=
−5 − 1
2(9) + 1
=
−5 − 1
18 + 1
=
−5 − 1
19
=
−6
19
𝑝 𝘰 𝐹 (𝑥) = −
6
20
Directions: Write your answers in the next page. Show your solution and
enclose each final answer in a box. Answers must be in lowest term and in
simplified form. Arrage the terms properly.
𝒇(𝒙) = 𝟐𝒙 + 𝟏
𝒈(𝒙) = 𝟓𝒙𝟐
𝒉(𝒙 ) = 𝒙 + 𝟑
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Write your answers here.
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SUMMARY
• A relation is a set of ordered pairs. A function is a specific type of relation

in which each domain value, or input, leads to exactly one range value,
or output.
• Function notation is a shorthand method for relating the input to the

output in the form 𝑦 = 𝑓(𝑥).
• In table form, a function can be represented by rows or columns that

relate to input and output values.
• To evaluate a function, we determine an output value for a corresponding

input value. Algebraic forms of a function can be evaluated by replacing
the input variable with a given value.
• To solve for a specific function value, we determine the input values that
yield the specific output value.
• An algebraic form of a function can be written from an equation.
• Input and output values of a function can be identified from a table.
• Relating input values to output values on a graph is another way to

evaluate a function.
• A function is one-to-one if each output value corresponds to only one

input value.
• A graph represents a function if any vertical line drawn on the graph

intersects the graph at no more than one point.
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GLOSSARY
dependent variable - an output variable
domain - the set of all possible input values for a relation
function - a relation in which each input value yields a unique output

value
independent variable - an input variable
input - each object or value in a domain that relates to another object

or value by a relationship known as a function
one-to-one function - a function for which each value of the output is

associated with a unique input value
output - each object or value in the range that is produced when an

input value is entered into a function
range - the set of output values that result from the input values in a
relation
relation - a set of ordered pairs
vertical line test - a method of testing whether a graph represents a

function by determining whether a vertical line intersects the graph no
more than once
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ANSWERS TO TRY THESE.

LESSON 1 – (p. 10-12) LESSON 2 – (p. 20)
A. a)
1. F 1. 𝑥 2 + 𝑥 − 6.
2. F 2. −𝑥 2 + 𝑥 − 4
3. N 3. 𝑥 3 − 5𝑥 2 − 𝑥 + 5
4. F 𝑥−5
4.
𝑥 2 −1
𝑥 2 −1
5.
𝑥−5
B. 1. b)
60 1−𝑥 2 1 2
1. or (𝑥) -1
greater than, 𝑓 (𝑥 ) = 30𝑥 𝑥2
𝑓 (𝑥 ) = 30𝑥
𝑓 (60) = 30(60) 2. undefined
𝑓(60) = 1, 800
The admission fee for 60 3. 𝑥 4 + 2𝑥 2
people is Php 1,800
B. 2. c)
The group can save 215.00 1. 10𝑥 2 + 1
pesos if they can recruit one
more. 2. 20𝑥 2 + 20𝑥 + 5
C. (1-3)
All answers are correct 3. 5𝑥 2 + 3
D.
1. no. of hours of work 4. 2𝑥 + 7
2. salary
150(𝑥 − 40) + 4,000 , 𝑥 > 40
3. 𝑓(𝑥) = {100𝑥 , 𝑥 ≤ 40
}
4. Php 4,750
5. 15
25
Department of Education Teachers Materials
Commission on Higher Education. (2016). Teaching Guide for Senior High

School General Mathematics. Quezon City: CHED.
Department of Education. (2019). General Mathematics Quarter 1- Module 1.

Republic of the Philippines: DepEd-BLR.
SlideShare
https://www.slideshare.net/glynpanela/general-mathematics-module-1-
review-onfunctions
https://www.slideshare.net/hisema01/27-piecewise-
functions15074770?next_slideshow=1
Lumen- College Algebra, Function Basics

https://courses.lumenlearning.com/waymakercollegealgebra/chapter/-
summary/
Ronie Banan, June 30, 2018

https://www.youtube.com/watch?v=lIbAiPUrtvQ
MathEase, September 1, 2014

https://www.youtube.com/watch?v=tAoe4xjUZQk

Mats01G: General Mathematics: Key Concepts of Functions

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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE

MODULE 1: Key Concepts of Functions

Welcome to Module 1 for General Mathematics!

At the end of this session, you will be able to:

A function is a relation where each element in the domain is related to

Input is the independent variable, usually denoted by letter ‘x’.

Think of the word that describes or connects the clues

Answer these questions in your head.

• Before the ECQ, how did you usually go to school?

• What are the variables in the situation above?

• Which do you think is the output?

Look at the sample situation and sample questions below. We will

a. How much will the commuter pay for a

b. What function would best describe the situation?

Visulizing domain and range: a quick recall.

Domain is the set of all inputs (x). In the figure above,

Range is the set of all outputs (y). In the figure above,

A. Visual (by a graph)

A. Visual (by a graph) B. Numerical

Any real number 𝒚 = 4𝑥 or 𝑓(𝑥) = 4𝑥,

The Vertical Line Test

a) Function b) Not a function

Represent real-life situations using function

In many situations, data is collected by conducting a survey or an

We can write the function rule.

Going back to this example…..

1. How much will the commuter pay for a

2. What function would best describe the situation?

1. a) For a 2-kilometer travel, a commuter has to pay 9.00 pesos -

9.00 + (8 − 4)(1.50) = 9 + 4(1.50) = 9 + 6 = 15.00 pesos

c) For x kilometers, we must take the first 4 kilometers (9.00 pesos)

9.00 + (𝑥 − 4)(1.50) = 𝑦 or 𝑓 (𝑥 ) = 9.00 + (𝑥 − 4)(1.50)

2. The answer to 1.c above is an example of a function, but is not true

9.00 + (𝑥 − 4)(1.50), 𝑥 ≥ 4 This is a piecewise

We are still Examples:

Answer: The commuter must pay 9.00 pesos for 3 km.

2. How much is the fare for a 4 km ride?

Answer: The fare for a 4 km ride is 9.00 pesos.

Answer: The fare for a 14 km ride is 24.00 pesos.

B. Given the situation and the function to be used, perform evaluation of

LPU ZOO charges admission to groups to the following

The variables in the situation are:

Read this Example:

Your Turn: Supply the missing values.

1) How much will a group of 60 people pay in admission?

2) How much will a group of 49 people save in admission if they can

1. What is the independent variable in the problem?____________________

At the end of the lesson,the learner is able to perform addition,

Basic knowledge of algebra is required such as simplifying expressions,

RECALL: Operations on fraction

Think of the word that describes or connects the clues

Definition1. Let 𝑓 and 𝑔 be functions.

1. Their sum, denoted by 𝑓 + 𝑔 , is the function denoted by

1. Determine the following functions.

2. Determine the following

= (2𝑥 − 1) 𝑥 + 2 Multiply everything

= (2𝑥 − 1)(𝑥 − 1) + 𝑥 + 2 Distribute

b) (𝑣 . 𝑔)(𝑥) = (𝑥 2 + 5𝑥 + 4)(𝑥 2 + 2𝑥 − 8) This is vertical

(c) ( 𝑝 − 𝑓)(𝑥) = (2𝑥 − 1) — (𝑥 + 4) The subtrahend

Here is a step by step process of the long division method used

(e) (ℎ . 𝑠)(𝑥) = 𝑥+2 𝑥+3 In multiplying fractions, never cross