General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 1
Q1, Week 1

TOPIC: Representing Real Life Situations Using Functions Including Piece – Wise Function.
MELC : Represents real-life situations using functions, including piece-wise functions.
• M11GM-Ia-1

OBJECTIVE:

• To represent real-life situations using functions, including piece-wise functions

How do we represent real-life situations using functions? Functions can also be used to model real-life
situations. Identifying an appropriate functional model will lead to a better understanding of various
phenomena.

Some situations can be discribed bby more than one formula, depenmding on the value of the
independent variable.

Here are some examples.

Example 1. Give a function 𝐶 that can represent the cost of buying 𝑥 meals, if one meal costs
P40.00.

Solution. Since each meal costs P40.00, then the cost function is 𝐶(𝑥) = 40𝑥

Example 2. A jeepney ride costs P8.00 for the first 4 kilometers, and each additional integer
kilometer adds P1.50 to the fare. Use a piecewise function to represent the jeepney fare in terms of
distance (d) in kilometers.

Solution. The input value is distance and the output is the cost of the jeepney fare. If
F(d) represents the fare as a function of distance, the function can be represented as follows:
8.00, 𝑖𝑓 0 < 𝑑 ≤ 4
𝐹(𝑑) = {
(8 = 1.5⌊𝑑⌋, 𝑖𝑓 𝑑 > 4
Note that ⌊𝑑⌋ is the floor functionapplied to d. The floor function gives the largest integer less than of
equal to d, eg. ⌊4.1⌋ = ⌊4.9⌋ = 4
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 1
Q1, Week 1
Activity1: Wanted: Models

Directions: Read and understand each situation. Then, give the required mathematical
model.

1. The sum of two numbers is 25. Represent their product as a function of one of them.

2. Monique sells disposable protective face masks made of local textiles for P 12.00 each. Define a
function C(n) to represent the cost of buying n pieces.

3. The length of a rectangular lot is twice its width. Express its perimeter as a function of its width.

4. Working at a constant rate, AJ can finish painting a wall in three hours. Give an appropriate
mathematical model for the part of the job she finishes after working for 𝑥 hours?

5. The Mathematics Club in your school raises fund by selling palitaw in tubs. Each tub costs P 35.00,
but if you will buy at least three tubs, you can get each at P 30.00. Use a piecewise function to
represent the cost of buying 𝑛 tubs of palitaw.

Activity 2: Wanted: Models

MELC: Represents real-life situations using functions, including piece-wise functions.

• M11GM-Ia-1
Directions: Read and understand each situation. Then, give the required mathematical
model.

1. An organization of scholars in your province raises funds by selling protective face masks made of
locally manufactured textiles. You can buy a box for P 500.00; however, if you will buy five to nine
boxes, you can get each for P 475.00 only. But if you will buy at least 10, you can get each for just
P 450.00. Represent the amount to be paid as a function of the number of boxes to be bought.

2. The overhead cost of producing recycled notebooks is P 1500.00 while producing each costs P
2.50. Express the total cost as a function of the number of notebooks to be produced.

3. The gulayan areaof Marangal National High School is to be fenced using a material that is 100 feet
long; the plan is illustrated below. Express the area of the gulayan as a function of its length.
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 1
Q1, Week 1
Title of the Activity: WANTED: MODELS
Most Essential Learning Competency: Represents real-life situations using functions, including piece-wise
functions.
K to 12 BEC CG: M11GM-Ia-1
Directions: Read and understand each situation. Then, give the required mathematical
model.

1. Rod has P 6, 000 in his e-wallet. He uses this balance to purchase mobile load. For his first P 2, 000
worth of purchase, he receives a 10% rebate; 8% for the next P 2, 000; and 5% for the remaining
P 2, 000. Write a function representing the amount left in her e-wallet after purchasing 𝑥 amount
of mobile load.

2. A 50 in2 material is to be made into a cylindrical container. Express the volume of the container
as a function of its radius.

3. The minimum jeepney fare is P 8.00 for the first 5 kilometers, and additional P 1.00 for every
succeeding kilometer (or a fraction thereof). Meanwhile, Marko is using an e-bike which can cruise
along short distances up to 50 km. The estimated cost per kilometer of using the e-bike is 0.90
centavos. Express the amount saved by Marko as a function of the distance (in km) he travelled.

General Mathematics
Name Student: ____________________________________ Section: ________________________
Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 1
Q1, Week 1
Title of the Activity: WANTED: MODELS

Most Essential Learning Competency: Represents real-life situations using functions, including piece-wise
functions.

K to 12 BEC CG: M11GM-Ia-1

Directions: Read and understand the problem. Then, do the tasks that follow.

1. Mark is investigating on the number of diagonals a regular polygon has. The following are some
of his observations:

Regular Hexagon

9 diagonals

Regular Heptagon

14 diagonals

a. Do the same for an equilateral triangle, a square, a regular pentagon, and a regular octagon.

b. Complete the table below.

NUMBER OF VERTICES NUMBER OF DIAGONALS

3
4
5
6 9
7 14
8
… …

c. Find a general expression which can be used to find the number of diagonals a regular n-gon
has.

d. Use this to find the number of diagonals a 20-gon has.

 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 2
Q1, Week 1
TOPIC: Evaluating Function
MELC: Evaluate Functions.
• M11GM-Ia-2

OBJECTIVE: To evaluate functions

Evaluating a function means replacing the variable in the function. The function is written as a
function notation. The most popular function notation is f(x) which is read “f of x”. Traditionally, functions
are referred to by single letter names such as f, g, h, and so on. The f(x) notation is another way of
representing the y – value in a function, y = f(x).
To evaluate a function, substitute the input (the given number or expression) for the function’s
variable (place holder, x), Replace the x with the number or expression.
Examples:
1. Given the function f(x) = 3x – 5, find f(4).
Solution: Substitute (4) into the function in place of x. f (4) = 3(4) -5 =7.
Therefore f(4) =7.
2. Find the value of h(b) = 3𝑏 2 -2b + 1 when b = -3.
Solution: Substitute (-3) into the function in place of b. h (-3) = 3(-3)2 - 2(-3) + 1 = 34.
Therefore h(-3) = 34.
3. Find g (2w) when g (x) = x2 - 2x + 1.
Solution: Substitute (2w) into the function in place of w g(2w) = (2𝑤)2 - 2 (2w) + 1
= 4𝑤 2 − 4𝑤 + 1.
Therefore g(2w) =4𝑤 2 - 4w + 1.
4. Given f (x) = 2x2 + 4x - 3, find f (2a + 3).
Solution: Be sure to use parentheses!
Be careful - more algebra work is needed here.
f (2a + 3) = 2(2a + 3)2 + 4(2a + 3) - 3
= 2(4a2 + 12a + 9) + 8a + 12 - 3
= 8a2 + 24a + 18 + 8a + 12 - 3
= 8a2 + 32a + 27
Therefore f (2a +3 ) =8𝑎2 + 32a + 27.
1. Given f (x) = x2 - x - 4. If f (k) = 8, what is the value of k?
Solution: Set the function rule equal to 8 and solve for k.
x2 - x - 4 = 8
x2 - x - 12 = 0
(x - 4)(x + 3) = 0
x - 4 = 0; x + 3 = 0
x = 4; x = -3
Therefore the value of k can be either 4 or -3.
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 2
Q1, Week 1

Activity 1: Evaluating Function

MELC: Evaluates a function

• M11GM-Ia-2

1. Given f(w) = w – 2 , find the following values:

a). f(0) = ___________________ c). f(-1) = _________________ e). f(w+1)= __________
b). f(3) = ___________________ d). f(3w) = _________________ f). f(𝜋) = ______________
Power Plus:
4
2. Given f(x) = 𝑥 , find the following values.

a). f(1) =_______________ c). f(2) = ____________________ e). f (-1) = _______________

1
b). f(√2 ) = ______________ d). f(𝑥) = ___________________ f). f(2x) = _______________

Take the Challenge:

1. Solve each problem.
a). For 5z – 2w = 6, write w as function of z and find the value of f(w).
b). For 3t – 6d = 8, write d as function of t and find the value of f(d).
c). For 3x + 2y = 9, write x as function of y and find the value of f(x).
d). For d +16𝑡 2 – 120t = 0, write d as function of t and find the value of f(d).
e). For s + 7.5𝑡 2 + 200t = 0, write s as function of t and find the value of f(s).
2. Chantal started selling snacks in the nearby school. In one day she spend Php 200 for rent and Php 25
for each snack item she prepares. Her expenses in a single day can be expressed as a function
C(x) = 25x + 200, where x is the number of items and C(x) is her daily expenses in pesos. How
much is her daily expenses if she prepares 100 snacks items? 150 snacks items?

References:
A. Books
Chua,et. al. 2016. Soaring 21st Century Mathematics. Quezon City Phoenix Publishing House, Inc.
Crisologo, et. al.2016.General Mathematics Teacher’s Guide. DepEd.Philippines
Orines. 2016. General Mathematics. Quezon City: Phoenix Publishing House, Inc.
B. Online
Function Notation and Evaluation.
https://mathbitsnotebook.com/Algebra1/Functions/FNNotationEvaluation.html
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 3.1

Q1, Week 1
TOPIC: OPERATIONS ON FUNCTIONS
MELC: Perform Addition, Subtraction, Multiplication, Division, and composition of function
• M11GM-Ia-3

Objectives:
1. Review: Addition and subtraction of algebraic expressions.
2. Perform addition and subtraction of function.

Addition and Subtraction of polynomial

To add two polynomials, write the sum of the combined like term then, simplify.

To subtract and expression from another expression, add its negative. That is,

a-b=a+(-b)

Example 1. To add 5𝑥 + 7 and 8𝑥 − 10, we have:

(5𝑥 + 7) + (8𝑥 − 10) = (5𝑥 + 8𝑥) + (7 − 10)
= 13𝑥 + (−3)
= 13𝑥 − 3
Example 2. To subtract (5𝑥 + 3) from (7𝑥 + 4), we have:
(7𝑥 + 4) − (5𝑥 + 3) = (7𝑥 + 4) + (−5𝑥 − 3)
= (7𝑥 − 5𝑥) + (4 − 3)
= 2𝑥 + 1
Addition and Subtraction of fractions/rational expressions

1. Find the least common denominator (LCD) of both fractions.

2. Rewrite the fractions as equivalent fractions with the same LCD.
3. The LCD is the denominator of the resulting fraction.
4. The sum or difference of the numerators is the numerator of the resulting fraction.
2 1
Example 3. Find the sum of 5 𝑎𝑛𝑑 4.
𝟐 𝟏 𝟐(𝟒) 𝟏(𝟓) 𝟖+𝟓 𝟏𝟑
𝟓
+ 𝟒 = 𝟐𝟎 + 𝟐𝟎
= 𝟐𝟎
= 𝟐𝟎
The LCD is 20

5 3
Example 4. 7is subtracted from 4.
The LCD is 28
3 5 3(7) 5(4) 21−20 1
4
−7= 28
− 28 = 28
= 28

3 2
Example 5. Find the sum of 𝑥−1 and 𝑥+2
The LCD of the fraction is (𝑥 − 1)(𝑥 + 2) 𝑜𝑟 𝑥 2 + 𝑥 − 2
3 2 3(𝑥+2) 2(𝑥−1) 3𝑥+6 2𝑥−2 (3𝑥+2𝑥)+(6−2) 5𝑥+4
𝑥−1
+ 𝑥+2 = 𝑥 2 +𝑥−2 + 𝑥 2 +𝑥−2 = 𝑥 2 +𝑥−2 + 𝑥 2 +𝑥−2 = 𝑥 2 +𝑥−2
= 𝑥 2 +𝑥−2

5 2
Example 6. subtracted by .
𝑥−3 𝑥−4
The LCD of the fractions is (𝑥 − 3)(𝑥 − 4) or 𝑥 2 − 7𝑥 + 12
5 2 5(𝑥−4) 2(𝑥−3) 5𝑥−20 2𝑥−6 (5𝑥−20)+(−2𝑥+6)
𝑥−3
+ 𝑥−4 = 𝑥 2 −7𝑥+12 − 𝑥 2 −7𝑥+12 = 𝑥 2 −7𝑥+12 − 𝑥 2 −7𝑥+12 = 𝑥 2 +𝑥−2
(5𝑥−2𝑥)+(−20+6) 3𝑥−14
= =
𝑥 2 −7𝑥+12 𝑥 2 −7𝑥+12
 Definition. Let f and g be the functions.

Their sum, denoted by f+g, is the function denoted by (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥).

Their difference, denoted by 𝑓 − 𝑔, is the function denoted by (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥).

Use the following functions below.

𝑓(𝑥) = 𝑥 + 10
𝑔(𝑥) = 5𝑥 − 4
ℎ(𝑥) = 𝑥 2 − 2𝑥 − 5
5
𝑝(𝑥) = 𝑥−7

Example 7. Determine the following functions.

a. (𝑓 + 𝑔)(𝑥)
b. (𝑓 + 𝑝)(𝑥)
c. (𝑔 − 𝑓)(𝑥)
d. (ℎ − 𝑔)(𝑥)

Solution:
a. (𝑓 + 𝑔)(𝑥) = (𝑥 + 10) + (5𝑥 − 4) = (𝑥 + 5𝑥) + (10 − 4) = 6𝑥 + 6
5 (𝑥+10)(𝑥−7) 5
b. (𝑓 + 𝑝)(𝑥) = (𝑥 + 10) + (𝑥−7) = 𝑥−7
+ 𝑥−7
𝑥 2 +3𝑥−70 5 𝑥 2 +3𝑥+(−70+5) 𝑥 2 +3𝑥−65
= 𝑥−7 + 𝑥−7 = 𝑥−7
= 𝑥−7
c. (𝑔 − 𝑓)(𝑥) = (5𝑥 − 4) − (𝑥 + 10) = (5𝑥 − 4) + (−𝑥 − 10)
= (5𝑥 − 𝑥) + (−4 − 10) = 4𝑥 − 14
d. (ℎ − 𝑔)(𝑥) = (𝑥 2 − 2𝑥 − 5) − (5𝑥 − 4) = (𝑥 2 − 2𝑥 − 5) + (−5𝑥 + 4)
= (𝑥 2 + (−2𝑥 − 5𝑥) + (−5 + 4) = 𝑥 2 − 7𝑥 − 1

Note:
Please copy and paste the link to your browser to watch a video on how to add and subtract
functions.
https://www.youtube.com/watch?v=DSW86EFENBg
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 3.1

Q1, Week 1

Activity 1: Addition and Subtraction of function

MELC: Perform addition and subtraction of function

• M11GMIa-3

I. Directions: Use the following functions below to find:

• 𝑝(𝑥) = −5𝑥 − 6
• 𝑞(𝑥) = 2𝑥 + 3
3𝑥−2
• 𝑟(𝑥) = 𝑥−2
𝑥−4
• 𝑠(𝑥) = 𝑥+7
• 2
𝑡(𝑥) = 𝑥 − 2𝑥 − 8
• 𝑢(𝑥) = 𝑥 2 − 8𝑥 + 33

1. 𝑝(𝑥) + 𝑞(𝑥)

2. (𝑡 + 𝑢)(𝑥)

3. (𝑟 + 𝑠)(𝑥)

4. (𝑡 + 𝑝)(2)

5. (−𝑝 + 𝑞)(−2)

II. Directions: Determine whether or not each statement is TRUE or FALSE. Explain
your answer.

1. If 𝑓(𝑥) = 𝑥 − 3 and 𝑔(𝑥) = 𝑥 + 4, the 𝑓 − 𝑔(𝑥) = −7

2. If 𝑓(𝑥) = 𝑥 + 6 and 𝑔(𝑥) = 3𝑥, the 𝑓 + 𝑔(3) = 1

3. If 𝑓(𝑥) = 4𝑥 − 12 and 𝑔(𝑥) = 𝑥 − 3, then (𝑓 + 𝑔)(2) = −5.

4. If 𝑓(𝑥) = 3𝑥 + 2 and 𝑔(𝑥) = 4𝑥 − 1, then (𝑓 − 𝑔)(−3) = 6.

5. If 𝑝(𝑥) = 𝑥 − 5 and 𝑟(𝑥) = 𝑥 2 − 2𝑥 + 1, then (𝑟 − 𝑝)(𝑥) = −𝑥 2 + 3𝑥 + 6.

 III. Directions: Solve the following problems.
1. If f (x) = 2x + 4 and g(x) = 4x2 - 2x, what is the value of:
a) (f + g)(2)
b) (f + g)(- 1)
c) (f + g)(0)
d) (f + g)(x)
e) (f + g)(2x)
2 4
2. If f (x) = 3 𝑥 − 4 and g(x) = 3 𝑥 + 6, what is the value of:
a) (f + g)(3)
b) (f + g)(- 5)
c) (f + g)(x)
d) (f + g)(x + 7)
3. If f (x) = 4x - 9 and g(x) = 2x - 3, what is the value of:
a) (f - g)(5)
b) (g - f )(5)
c) (f - g)(x)
d) (g - f )(x)

IV. Directions: Perform the indicated operation for each functions.

1. Let 𝑓, 𝑔 𝑎𝑛𝑑 ℎ be defined as 𝑓(𝑥) = 𝑥 − 5, 𝑔(𝑥) = 𝑥 2 − 1 𝑎𝑛𝑑 ℎ(𝑥) = 𝑥 + 7. Find

a. ((𝑓 + 𝑔) − ℎ)(𝑥)
b. ((𝑔 − ℎ) + 𝑓)(𝑥)

1. Let 𝑓 𝑎𝑛𝑑 𝑔 be defined as in the previous example. Express the following functions as the sum
and difference of 𝑓 𝑎𝑛𝑑 𝑔.
a. 𝑃(𝑥) = 𝑥 2 − 𝑥 + 4
b. 𝑄(𝑥) = −𝑥 2 + 2𝑥 − 9

2. One college states that the number of men, M, and the number of women, W, receiving
bachelor degrees t years since 1980 can be modeled by the functions M(t) = 526 −
t and W(𝑡) = 474 + 2𝑡respectively.Let N be the total number of students receiving bachelor’s
degrees at that college t years since 1980. Write an Expression for 𝑁(𝑡).
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 3.2

Q1, Week 1

TOPIC: MULTIPLICATION AND DIVISION OF FUNCTIONS

MELC: Solves Problems Involving Functions
M11GM-Ia-3
Objectives: a. Perform the multiplication and division of functions
b. Solves problems involving functions

Introduction

Just like we can multiply and divide numbers, we can multiply and divide functions. For example,
𝒇
if we had functions f and g, we could create two new functions: f • g and 𝒈.

Multiplying Functions
Example:
Given that𝑓(𝑥) = 2𝑥 − 3 and 𝑔(𝑥) = 𝑥 + 1, 𝑓𝑖𝑛𝑑 (𝑓 • 𝑔) (𝑥).

Solution:
(𝑓 • 𝑔) (𝑥) means to find the product of 𝑓(𝑥) 𝑎𝑛𝑑𝑔(𝑥), mathematically (𝑓 • 𝑔) (𝑥) = 𝑓(𝑥) •
𝑔(𝑥)

Steps in Multiplying Functions

Define. (𝑓 • 𝑔) (𝑥) = 𝑓(𝑥) • 𝑔(𝑥)
Substitute. (2𝑥 − 3) • (𝑥 + 1)
Distribute. 2x² + 2x− 3x −3
Combine like terms 2x²− x −3

Dividing Functions
Example:
𝒋
Given thatℎ(𝑥) = 2𝑥 − 1and 𝑗(𝑥) = 𝑥 + 3, 𝑓𝑖𝑛𝑑 (𝑥).
𝒉
Solution:

𝒋 𝒋(𝒙)
By definition, 𝒉 (𝑥) = 𝒉(𝒙)

Steps in Dividing Functions

𝒋 𝒋(𝒙)
1. Define. (𝑥) =
𝒉 𝒉(𝒙)

𝒙+𝟑
2. Substitute. 𝟐𝒙−𝟏

Two important notes about this function:

1. This function is simplified in its current form.

𝟏 1
2. The input 𝑥 = is not valid input for this function. This is because 2x −1 = 0 at x = , an division
𝟐 2
by 0 is undefined.
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 3.2

Q1, Week 1

ACTIVITY 1

MELC: Performs Multiplication and Division of Functions

• M11GM-Ia-3

Direction: Perform the given function operation.

1. c(y) = 3𝑦 − 4
d(y) = 3 − 2𝑦
𝐹𝑖𝑛𝑑 (𝑐 • 𝑑) (y).

2. g(t) = 𝑡² − 4
h(t) = 3𝑦 − 4
𝒈
Find (𝑡).
𝒉

3. m(x) = 𝑥² − 3𝑥
n(x) = 𝑥 − 5
𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 (𝑚 • 𝑛) (-1).

4. p(r) = 5𝑟 − 2

q(r) = 𝑟 + 2
𝒑
Evaluate 𝒒 (4).

ACTIVITY 2

MELC: Solves Problems Involving Functions

• M11GM-Ia-3

Direction: Solve the following problem involving functions.

The distance and time that Jordan runs each day depends on the number of hours (h), that he works. The
distance (D) in miles, and time (T) in minutes that he runs are given in the functions

D(h) = −0.5ℎ + 8.5 and T(h) = −6ℎ + 90, respectively.

Let function S represent the average speed at which Jordan runs a day in which she works 8 hours.
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 3.3

Q1, Week 1

MELC: Performs Composite Functions

M11GM-Ia-3

Concepts:
Composite functions are functions that are formed from two functions f(x) and g(x) in which the
output or result of one of the function is used as the input to the other function. We express composite
function as: 𝑓 𝜊 𝑔 (𝑥)𝑜𝑟 𝑓(𝑔(𝑥)). In this case the result or output from g becomes the input to f.

Example 1: Example 3:

Given: f(x)=-4𝑥 2 -3 g(x)=5x-7

g ο f (x)= g(f(x))

=g(-4𝑥 2 -3)

=5(-4𝑥 2 -3)-7

=-20𝑥 2 -15-7

Example 2: Example 4: g(f(x)) =-20𝑥 2 -22

Given: f(x)=2x-5 g(x)=x+1

g ο f (x)= g(f(x))

=g(2x-5)

=(2x-5)+1

g(f(x)) =2x-4

Note: To further learned the composite function you may watch this video
clip:www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:composite/x9e81a4f98389efdf:comp
osing/v/funcyion-composition
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 3.3

Q1, Week 1

Activity No. 1 : Solve Me!

MELC: Performs Composite Functions

• M11GM-Ia-3

Directions: Using f(x) = 8x + 5 and g(x) = x - 5, find:

1. 𝑓(𝑔(𝑥))

2. 𝑔(𝑓(𝑥))
3. 𝑓(𝑔(5))
4. 𝑔(𝑓(−7))
5. 𝑓(𝑔(𝑥 2 ))

Activity No. 2: Solve Me!

MELC: Performs Composite Functions

• M11GM-Ia-3

Directions: Compute the functions below to find its composite function.

𝑓(𝑥) = 5𝑥 − 4 𝑔(𝑥) = −𝑥 2 + 4 ℎ(𝑥) = 2𝑥 2 − 𝑥

1. 𝑓(𝑔(𝑥))
2. 𝑓(ℎ(𝑥))
3. 𝑔(ℎ(𝑥))
4. 𝑓(𝑔(ℎ(𝑥)))
5. 𝑓(𝑔(1))
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 3.3

Q1, Week 1
Activity No. 4: Solve Me!
MELC: Performs Composite Functions
M11GM-Ia-3

Directions: Compute the functions below to find its composite function.

𝑓(𝑥) = 7𝑥 − 49 𝑔(𝑥) = 𝑥 2 − 3𝑥 − 54 ℎ(𝑥) = 3𝑥 3 − 81

1. 𝑓(𝑔(𝑥))
2. 𝑓(ℎ(𝑥))
3. 𝑔(ℎ(𝑥))
4. 𝑓(𝑔(ℎ(𝑥)))
5. 𝑓(𝑔(1))
6. 𝑓(ℎ(−3))
7. 𝑔(ℎ(2))
8. 𝑓(𝑔(ℎ(5)))
9. 𝑓(𝑔(ℎ(𝑥 − 1)))
10. 𝑔(ℎ(2𝑥 + 7)))

II. Problem Solving

Imagine yourself working 8 hours per day in an antic shop. You receive a daily wage of Php.
1,000.00 plus a 2% commission on your sales. Assuming that you have a commission for the day
resulting to the function f(x)=0.02x and g(x)=1000+x.

a. Which function represents your salary per day, it is f(g(x) or g(f(x)? Explain
b. What will be your monthly salary if you working a regular 20days and have a sales
accumulating to Php100,000.00 within the month?
c. What is your observation on computing f(g(x)) and g(f(x)) at the same time?
References:
A. Books
Oronce, Orlando, General Mathematics, C.M. Recto Avenue , Manila Philippines,
Rex book store, pp. 29-38

General Mathematics by DIWA Publishing, e-math by Rex Publishing, General Mathematics by

Department of Education

B. Government Publications
Government of the Philippines. 2010. General Mathamatics (Learner’s Materials),
Series No. 13. Manila., pp. 13-19.

C. Online and Other Sources

Tip: Press “shift and enter: to break URLs without breaking the link.
Department of Education. http://www.deped.gov.ph/

https://www.youtube.com/watch?v=DSW86EFENBg

https://www.sparknotes.com/math/algebra2/operationswithfunctions/problems/
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 4
Q1, Week 1
TOPIC: Solving Problems Involving Functions
MELC: Solves problems involving functions.
M11GM-Ia-4

OBJECTIVE:
✓ The learner solves problems involving functions.

DISCUSSION:
• Most practical problems in reality involve relationships between two quantities where
one quantity depends on another. For example, a biologist observes that the number of
bacteria in a certain culture increases with time. He tries to find an exact function relating
the number of bacteria to time.
• Finding the function that describes the relationship between two quantities is known as
modelling. Once the model is determined, it can be used to solve the problem or predict
the properties of the object being studied.
• In application, it is often necessary to express a practical situation in terms of functional
relationship. The function obtained gives a mathematical model of the situation.
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 4
Q1, Week 1

Activity No. 1
MELC: Solves problems involving functions.
• M11GM-Ia-4

DIRECTIONS: Solve the following problems involving functions. You may use modelling to describe the
relationship between the two quantities.

1. A rectangular field is to be fenced off along the bank of a river, and no fence is required along the river.
The material for the fence costs Php 8.00 per running for the two ends and Php 12.00 per running foot for
the side parallel to the river; Php 3,600.00 worth of fence is to be used.
a. Let x feet be the length of an end; express the number of square feet in the area of the field as
a function of x.
b. What is the domain of the resulting function?

2. A cardboard box manufacturer wishes to make open boxes from square pieces of cardboard of side 12
in. by cutting equal squares from the four corners and turning up the sides.

a. Let x inches be the length of the side of the square to be cut out; express the number of cubic
inches in the volume of the box as a function of x.
b. What is the domain of the resulting function?
3. A computer can construct bookcases at a cost of Php 600.00 each. If the carpenter sells the bookcases
for x pesos each, it is estimated that 3,200 – 2x bookcases will be sold per month.
a. Express the number of pesos in the carpenter’s monthly profit as a function of x.
b. Use the result of part (a) to determine the monthly profit, given that the selling price is Php 1,
300 per bookcases

4. Juana dela Cruz just opened a new bakeshop in her house in Quezon City called Morning Fresh. Morning
Fresh sells pandesal. The selling price is Php 2.00 per pandesal and the cost of making it is 50 centavos.
The daily operating expenses is Php 450.00
a. Find the expression for profit P. Simplify the expression
b. If 100 pandesal were sold, what is the total profit?
c. How many pandesal must be made and sold to break even?
d. How many pandesal should be sold to gain a profit of Php 500.00?

5. A fence is to be placed along a rectangular pigpen so that the enclosed area is 99 𝑓𝑡 2 . If the length of
the plot is two feet more than the width, how many meters of fencing material must be used? (Note: 1m
= 3.28ft.)
 General Mathematics

Name Student: ____________________________________ Section: ________________________

Name of Teacher: __________________________________ Date of Submission: ______________

Worksheet No. 4
Q1, Week 1
Activity No. 2
PERFORMANCE TASK: FUNK – IT – ON

1. Before the invention of mechanical clocks, candles were sometimes used to measure the passage
of time. The formula for the height of such a candle as a function of time is given below:

h = 10 – 2t
Where h represents the height of the candle in centimeters and t represents the time in hours
that the candle has been burning.
x 0 1 2 3 4
a. Complete the table at the right by using the 5 given
formula y

b. Graph the function, letting the x – axis

represent time and the y – axis

represent height.

c. What does the 10 in the formula represent? ____________________________________

d. What does the 2 in the formula represent? ____________________________________

e. Write a formula for the height of a candle as a function of time that has a height of 15
centimeters at the beginning and burns at the rate of 3 centimeters per hour.
2. Try this experiment using your own candle.

a. Write a formula for the height of the candle as a function of time that has a height of _______
(the height of your candle) at the beginning and burns at the rate of ________(rate of burning of
your candle) centimeters per hour. h = ________________

b. Compare your formula with your classmates. Do candles having the same height burn at the same
rate? Why? _______________________________________________________________