11

Mathematics
Quarter 1- Module 1
Functions

Self-Learning Module

“Una sa tanan, BATA: Buligan, Amligan, Tudluan, Alalayan!”

DIVISION OF BACOLOD CITY

Mathematics – Grade 11
Self–Learning Module
Quarter 1–Module 1:a. Representing Real Life Situations Using
Functions, Including Piece-Wise Functions
b. Evaluating a Function
c. Performing Addition, Subtraction,
Multiplication, Division and Composition of
Functions
d. Solving Problems Involving Functions

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Published by the Division of Bacolod City

Schools Division Superintendent: Gladys Amylaine D. Sales, CESO VI
Assistant Schools Division Superintendent Michell L. Acoyong, CESO VI

Development Team of the Module

Author: Rosemarie S Tapang
Editor and Quality Assurance Team: Ramon B. De los Reyes, Jr
Rosemarie P. Demabildo
Icons Artist: Ramon B. De los Reyes, Jr
Cover Page Artist: Gemuel R. Buena
Management Team:
Curriculum Implementation Division Chief: Janalyn D. Navarro, PhD
Division Education Program Supervisor: Rosemarie P. Demabildo
Division LR Supervisor: Ellen G. De La Cruz, PhD

Printed in the Philippines by

Department of Education – Region VI – Division of Bacolod City
Office Address: Rosario-San Juan Sts., Bacolod City 6100
Telefax: (034) 704-2585
E-mail Address: bacolod.city@DepED.gov.ph
 11

General Mathematics
Quarter 1 – Module 1
a. Representing Real-Life Situations Using
Functions, Including Piece-wise Functions
b. Evaluating a Function
c. Performing Addition, Subtraction,
Multiplication, Division and Composition of
Functions
d. Solves Problems Involving Functions

This instructional material was collaboratively developed and

reviewed by educators from the Public Schools in the Division of
Bacolod City.
Introductory Message
For the Facilitator (Parents/Guardians/ Mentors):
Educating the youth is a partnership between the home and school.
During this “New Normal’’ various means are explored so that learning will
continue even in your own home within these expected disorders.
One of the platforms or modalities that DepED will implement is the use of the
Modular Instruction where students will make use of these Division Initiated
Self-Learning Modules (SLM). These SLMs will be supporting the Blended
learning online, Blended learning offline, Radio – based instruction (RBI) and
Television – based instruction (TBI). DepED then underscores the significant
role that you, Parents/Guardians, will undertake to ensure that the home
environment is conducive to learning during study hours.
As our system of Education has transit to this new style of learning, your huge
role includes coordinating with the teachers of your son/daughter, checking
and following-up their learning so that their knowledge and wisdom may
increase.
Thank You and God bless you, our Precious Partner, in this mission.

For the Learner:

This module is intended for you. These are the parts with their corresponding
icons that you will be working on. Remember to write your answer in a
separate sheet so that your teacher could record them and evaluate your
performance.

Icons Sections Explanations

This section is an introduction to the
Heads up competencies that you will need to
learn in this unit.
This section is a measure of what the
Quick check learners already know in relation to
the incoming lesson
previous
This unit.relates previous learning
section
Look back to the new lesson.

This section initiates new learning

Start up through situational problems and
activities.
 This section discusses the concept to
How It’s done be developed through examples with
step-by-step procedure.
This section contains items for
independent practice to further
Your turn deepen your understanding of the
topic.
This section generalizes or sums up
Process it your understanding of the new lesson.

This section provides an activity

which will help you relate your
In real – life knowledge to real-life situations or
concerns.
This section purposely evaluates your
level of mastery in achieving the
Test yourself
learning competency through a paper-
and-pencil test or performance task.
This section provides additional
activities for you to enhance and/ or
More for you enrich your learning at home through
worksheet or web links.
. This will affirm if you are on the right
direction as you go along the activities
Key answer
provided for you.

Bear in mind that the “twin goals of Mathematics are critical thinking
and problem solving”. You, as the learner, will achieve these through your
diligence and consistent practice so, hold on and keep on learning.
God bless you.
 Heads up

This module presents:

Content Standard:
The learner demonstrates key concepts of functions.
Performance Standard:
The learner accurately constructs mathematical models to represent
real – life situations using functions.
Most Essential Learning Competency:
The learner represents real – life situations using functions including
piece – wise functions. Learning Code M11GM –1a–1
The learner evaluates a function. Learning Code M11GM–1a–2
The learner performs addition, subtraction, multiplication, division and
composition of functions. Learning Code M11GM –1a–3
The learner solves problems involving functions.
Learning Code M11GM –1a –4

Quick check

x 5 2 1 2 5

y -1 1 2 3 4

The data in the table above can be listed as ordered pairs of numbers.
These ordered pairs of numbers can be plotted and graphed on a rectangular
coordinate plane, which is called a Cartesian Coordinate System named after
its inventor, Rene Descartes (1596 – 1650).
Watch video at https://www.youtube.com/watch?v=1O12C9EcdFo to
recall plotting on the Cartesian Plane.

1
 Look back

Plot and graph the ordered pairs given in the preceding section. The set of
ordered pairs are:
1. ( 5, -1 ) 3. ( 1, 2 ) 5. ( 5,4 )
2. ( 2, 1 ) 4. ( 2, 3 )

(2, 3) ( 5,4 )

( 1, 2 )
( 2, 1)
)

( 5, -1 )

Start up

Arrange the scrambled letters to form a word. Have 30 seconds for the
thinking time. So, get ready and have fun!
(a) eentiontrcsi - two lines that share exactly one point
(b) ointrela - it is a set of ordered pairs (x,y)
(c) iounctfsn - it is a relation in which each first component in the
ordered pairs corresponds to exactly one second component
(d) garne - it is the second set of independent variables or the y
in the ordered pairs
(e) aimndo - the first set of independent variables or the x in the
ordered pairs

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 How it’s done

Remember the following key words:

Relation is a set of ordered pairs (x,y).
A function is a relation in which each first component in the
ordered pairs corresponds to exactly one second component.
 Function is a rule of correspondence between two non-empty
sets, such that, to each element of the first set called domain,
there corresponds one and only one element of the second set
called range.
 Domain (D) is the set of x-values or the inputs.
 Range (R) is the set of y-values or the outputs.
 A function may be represented numerically, algebraically or
graphically.
Examples:
Determine the domain and range of each relation. Justify your answer
whether a given relation is a function or not.

Domain: D = {3, 4, -1, -2}.

(The set of all first coordinates in the
ordered pairs)
1. A = {(3,2), (4,2), (-1,0), (-2,3)} Range: R = {2, 2, 0, 3}.
(The set of all second coordinates in
the ordered pairs)
It is a function because each first
component in the ordered pairs
corresponds to exactly one second
component, that is, no first elements
or x-values are the same.

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 The ordered pairs are not listed, but
are identified in graph form.
2. The ordered pairs are {(5,-1), (2,1),
(1,2), (2,3),(5,4)} from bottom to top.
The domain is {5, 2, 1, 2, 5} thus,
D = {1,2,5}
The range is {-1,1,2,3,4} thus,
R = {-1,1,2,3,4}
The x-values, x = 2 and x = 5, are
assigned to two y values.
Therefore, the relation does not
define a function.

Input Output The domain is the first set:

(Cities) (Population in D = {Bacolod, Bago, Talisay, Silay}
thousands) The range is composed of the
numbers in the second set:
Bacolod 109
3. R = { 359, 200, 182, 109}
Bago 200
Since, every number in the range
Talisay 359
corresponds to the elements in the
Silay 182
first set, the given diagram is a
function.

The vertical line test can be used to determine whether a graph

represents a function. It is a line drawn parallel to the y-axis for
any chosen value of x. If any vertical line intersects the graph at
exactly one point, then, the relation is a function.

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Examples: Which of the following graphs represent functions?

1. The vertical line

intersects the graph at
two points, therefore,
the graph is not a
function.

The vertical line

intersects the graph at
exactly one point,
therefore, the graph is a
function.

The vertical line

intersects the graph at
exactly one point,
therefore, the graph is a
function.

Watch video on how to determine functions at

https://www.youtube.com/watch?v=52tpYl2tTqk

Function Word Problems

Identify the domain, the function rule and the range of the following:
1. A passenger pays PhP 10.00 for the first 5 km as basic fare r or
kortu, and an additional PhP 1.50 per kilometer for the succeeding
distance travelled d (after the first 5 km).
Answer:
(a) Domain: D = { r|r ≥ 0} read as “ domain is r such that r
is greater than or equal to zero”
(b) Function rule:

Amount of fare ( ) {

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 (c) Range: R: {PhP 10, PhP 11.50, PhP13.00, PhP 14.50,
PhP 16.00,…}
2. The interest earned by a principal amount invested at 5% for 3
years is computed using the relation:
i = Prt where, i is the interest, P is the principal
r is the rate, and t is the time
Note that r and t are constants.
Answer:
(a) Domain: D = { P|P > 0}
(b) Function rule: i = P (0.07) (3)
(c) Range: R: { i|i > 0}

Finding the Domain and the Range of a Function

Examples: Determine the domain and the range of each of the
following functions.
1.
Answer:
(a) Domain (solve for y in terms of x)
Given: isolate the y-term on the left side
multiply both sides by -1

*Since, y is a polynomial without restriction for x-values,

 Domain D = {x|xЄɌ}
(read as “x such that, x is an element of the set of real numbers”)
(b) Range (solve for x in terms of y)
Given: isolate the y-term on the left side
divide both sides by 3
*Since, x is a

polynomial without restriction for y-values,

 Range R = {y|yЄɌ}
(read as “y such that, y is an element of the set of real numbers”)

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2.
Answer:
(a) Domain
*The defining equation is already expressed as y in
terms of x.
*Since, y is a polynomial without restriction for x-values,
 Domain D = {x|xЄɌ}
(b) Range
Solve for x in terms of y.
(multiply both sides by -1)
Extract the square roots of both sides

√
*For x to be real, the radicand must be greater than or
equal to 0, that is, , thus,
 Range R = {y|y ≥ -1}
3.
Answer:
(a) Domain
Factor the left side to simplify
( ) isolate y on the left side

* Note that y is a rational expression whose denominator

contains the independent variable x. This means that the
denominator cannot be equal to 0 ( ) This
implies that , thus,
 Domain D = {x| }
(b) Range
isolate the term with x oh the left side
divide both sides by -y

*For x to be real, the denominator y cannot be 0, therefore,

 Range * | +

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 4. √
Answer:
(a) Domain
√ y is expressed in terms of x.
*Since y is a radical so y must be greater than or equal to 0,
and or the radicand must be greater than or equal to
zero, that is, isolate x-term on left side
divide both sides by -2
(reverse the inequality symbol in this case)
divide both sides by 2

, thus,

 Domain * | +

(b) Range
√ square both sides
isolate x-term on one side
multiply both sides by -1
(interchange both sides such that, the x-term is found on the left side)
divide both sides by 2

* Since x is a polynomial, y can be any real number. Therefore,

 Range * | +
Evaluating a function

To evaluate a function is to replace every x in the function rule

f(x) with the given replacement value. Simplify the resulting numerical
expression.
Examples: Evaluate the function of x f(x) for each of the given
replacement values of x.
1. ( )
(a) -3 ( )
( ) ( ) ( )
f( -3) ( )
Answer: f(-3) = -8

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 (b) 0 ( )
( ) ( ) ( )
Answer: f(0) = -2
(c) 3 ( )
( ) ( ) ( )
f( 3)
Answer: f(3) = 22

Operations on Functions
A. Sum and Difference of Functions
 If f and g are functions with domains Df and Dg respectively,
their sum is the function defined as
( )( ) ( ) ( )
and their difference is the function defined as
( )( ) ( ) ( ).
Examples:
1. Let ( ) and ( ) .
Find ( )( ) and determine its domain.
Solution: Step-by-step Process
( )( ) ( ) ( )
( ) ( ) Substitute f(x) and g(x)
Combine like terms

The domain of f and g is the set of real numbers.

2. Let ( ) , ( ) , and ( )

Find ( )( ) and determine its domain.

Answer: ( )( ) ( ) ( )
( ) ( ) change to similar rational expressions
( ) ( )
perform operations on the numerator

combine similar terms

therefore,

 The domain of f and g is the set of all real numbers.

9
3. Find ( )( ) in No. 2 given.
Answer: ( )( ) ( ) ( )
( )
( )( ) - change to similar rational expressions
( ) ( )
perform operations on the numerator

simplify numerator

therefore,

 The domain of f and g is the set of all real numbers.

B. Product of Functions
 If f and g are functions with domains Df and Dg respectively,
their product is the function defined by
( )( ) ( ) ( )

Example: Let ( ) ( )
Find ( )( ), and determine its domain.
Solution. Step-by-step process.
( )( ) ( ) ( )

f(x)∙g(x) simplify by factoring

( )( ) ( )( )
= ( )( ( )(
cancel-out common factors
) )
( )( ) ( )( )
= ( )( ( )(
) )
( )( )
= ( )( )
therefore,

 The domain is the set of all x such that x is not equal to -1 and 2.
* | ꞒɌ and x ≠ -1, 2}
C. Quotient of Functions
 If f and g are functions with domains Df and Dg respectively,
excluding the values of D that will make g(x) zero, then, their
quotient is the function defined as
( )
( )
( )

The domain of ( ) , excluding those values of x that

will make ( )undefined.

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 Example: Let ( ) √ ( ) √ .

Find ( ) and determine its domain.

Solution: Step-by-step process.

( )
( )
( )
√
substitute the values of f(x) and g(x)
√

√ √
rationalize the expression
√ √

√( )( )
simplify the denominator
√( )

√
( ) (x cannot be greater than 2)

The domain of ( ) is * | +

D. Composition of Functions
 If f and g are functions with domains Df and Dg , the composite
function f and g is defined as
( )( ) , ( )-

(This is read as “f composed with g” or “f circle g”)

The domain of ( )( ) consists of all real numbers f in the
domain of g for which g(x) is in the domain of f.
Examples:
Let ( ) ( )
Find the following composition and determine the domain of each.
a) ( )( ) b) ( )( )
Answers: )( )( ) ( )( ) ( ( )) replace g(x) with x + 5
( ) replace x with x+5 in f(x)
( ) simplify

b. ) ( )( ) ( )( ) ( ( )) ( )
( ) replace x with x2 in g(x)

Notice that ( )( ) ≠ ( )( )

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 Your turn

A. Determine the domain and range of each relation. Tell whether the
given relations are functions or not. Justify your answer.

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

2.

(-3, 2) (2,2)

(2,0)

(-2, -3)

3. Input Correspondence Output

(People in a (Each person’s (The set of nonnegative
certain city) age) integers)

B. Determine whether the graph is that of a function or not

4. 5.

6.

C. Find the function value.

7. If ( ) ( ) ( )
8. If ( ) ( ) ( )

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D. Solve the following word problems.
9. In Daniela’s bicycle business, the net profit for renting bicycle is:
P (b) = 150b + 7
a. If Daniela rents 6 bicycles, how much is her net profit?
b. If Daniela rents 2 bicycles, how much is her net profit?
E. Perform the following fundamental operations on each given
functions.
( ) ( )
10. a. ( )( ) b. ( )( )

c. ( )( ) d. . / ( )

Process it

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

 A function is a relation in which each element of the first set
corresponds to exactly one element of the second set.
 A graph is a graph of a function if no vertical line will intersect it
more than once (Vertical Line Test).
 All functions are relations, but not all relations are functions.

In real - life
Use the function ( ) (in billion pesos) to
review the amount of money that was spent by the Pharmaceutical
Association on Research and Development (PARD) in 2006. PARD started in
the year 1993, hence this was 13 years after.
Answer: To review the amount of money that was spent in the year
2006, use ( ) and find f(13).
( )
( ) ( )
f(13)

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 The review said that in the year 2006, 1,357 billion (or 1.357
trillion) pesos was spent on Research and Development by the PARD
(Source: Pharmaceutical Manufacturers Association).

Test yourself

A. 1. Give the domain and range of the set of ordered pairs

{(11, -3), (2, -2), (2, 0), (6, 2), (18, 4)}.
A. Domain: {-3, -2, 2, 4}; Range: {11, 6, 2, 18}
B. Domain: {11, 6, 2, 18}; Range: {-3, -2, 2, 4}
C. Domain: {-3, -2, 0, 2, 4}; Range: {11, 6, 2, 18}
D. Domain: {11, 6, 2, 18}; Range: {-3, -2, 0, 2, 4}
2. Given the function f(x) = 2-3x, what is f(-4)?
A. -10 B. 2 C. 4 D. 14
3. What is drawn to determine whether a graph is that of
a function or not?
A. horizontal line B. slanting line
C. vertical line D. zigzag line
4. Which set of ordered pairs describes a function?
A. {(- 5, - 1), (- 3, - 3), (- 1, - 5), (- 5, - 7)}
B. {( 4, - 3), ( - 4, - 6), ( 4, 3), ( - 4, 6)}
C. {( 6, 3), (4, 5), (2, 3), (0, 5)}
D. {( 2, 4), ( 2, - 4), ( 4, 8), ( 6, 2)}
5. Evaluate f (x) = -x2 + 1 for x = –3.
A. –9 B. – 8 C. –4 D. 4
B. .Specialty t-shirts are being sold online for PhP 705 each, plus a one-
time handling fee of PhP 105.75. The total cost is a function of the
number of t-shirts bought.
6. What function rule models the cost of the t-shirts ( )?
A. ( ) ( )
B. ( ) ( )
C. ( )
7. Evaluate the function for 3 t-shirts.

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 More for you
Visit the following sites for more understanding on graphs of functions.

If you have available online viewing resources, go to these sites to

further enhance your learning on functions:
https://quizizz.com/admin/quiz
https://www.thatquiz.org/

References
A. Books
Martin-Gay, Elayn K. 2001. Intermeduate Algebra. Upper Saddle River,
NJ 07458. Prentice Hall, Inc.
Orines, Fernando B. 2016. Next Century Mathematics: General
Mathematics Grade II. Quezon City.
Phoenix Publishing House, Inc..

B. Online Resources
https://quizizz.com/admin/quiz
https://www.helpteaching.com
https://www.thatquiz.org/
https://www.youtube.com/watch?v=1O12C9EcdFo
https://www.youtube.com/watch?v=52tpYl2tTqk

15
 16
Answer Key:
Start up
a. Intersection
b. Relation
c. Functions
d. Range
e. Domain
Your turn
A. 1. D = {-2, 2, -3, 7} R = {3,5,7}
Function. Although the ordered pairs (-2,5) and (-3, 5) have the
same y-value, each x-value is assigned to only one y-value.
Therefore, the set of ordered pairs is a function.
2. D = {-3, -2, 1, 3 R = {2, -3, -2, 0, 3}
Not a Function. The x-value 3 is assigned to two y-values,
0 and 3 in the given graph. Therefore, this relation does not
define a function.
3. D = {Input} R = {Output}
Function. Although two different people may have the same age,
each person has only one age. This means that each element in
the first set is assigned to only one element in the second set.
Therefore, this relation is a function.
B. 4. Not a function. (Recall the Vertical Line test)
5. Function
6. Function
C. 7. f (0) f (3)
8. f (5) = -42 f (-1) = -12
D. 9a. Php 907.00 9b. Php 307.00
E. 10.a.) (𝑓 𝑔)(𝑥 ) 𝑥 𝑥
10.b.) (𝑓 𝑔)(𝑥 ) 𝑥 𝑥
10.c.) (𝑓 · 𝑔)(𝑥 ) 𝑥 𝑥 𝑥 𝑥
𝑓 𝑥 𝑥
10.d) .𝑔/ (𝑥 ) 𝑥
Answer Key