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PRECALCULUS
Quarter I – ILM 2
Functions
 Lesson
FUNCTIONS
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In this lesson, you are given the opportunity to use your prior knowledge and skills on
functions. You are also given varied activities to process the knowledge and skills learned
and further deepen and transfer your understanding of the different lessons.

Goals

At the end of reading this ILM, you are expected to do the following:
 find function values;
 graph functions; and
 write the domain and range of functions.

Explore

Use the Vertical Line Test to determine if the graph represents a function. If the
graph represents a function, draw a happy face on the space provided before the item
number. Otherwise, draw a sad face.

_______1. _______3.

_______2. _______4.

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 In the previous ILM, you were able to determine if a relation is a function given a set
of ordered pairs or its graph. In the previous activity, you were able to apply what you have
learned in the previous ILM. You were able to determine if a graph represents a function
using the vertical line test.

Learn

FUNCTION NOTATION

To denote a functional relationship between two variables x and y , use the equation
y=f (x )
which is verbally translated as “ y equals f of x ” or “ y is a function of x .” The variable y is a
function of x , means that the value of variable y depends upon and is uniquely determined
by the variable x . More simply, f is the function or rule which allows one to determine the
unique value of y , given a value of x [1]. Thus, the variable y that depend on the given value
of x is the dependent variable while the variable x is the independent variable.

Most often, the rule or correspondence is given as an equation in two variables x and
y . It is helpful at this point to think of the x values as inputs and y values as outputs. The
function or rule then gives the resulting output from a given input [1], as shown in the diagram
below.

For example, the area of a square depends on its side ( s) according to the rule A=s 2
. For every value of s, a corresponding value of A is obtained by the rule: multiply s by itself
or simply, square s. In this case, the input is the value of s and the output is the
corresponding value of A. In function notation, f ( x )=x 2, or more specifically, f ( s )=s 2.

Example of mathematical models that illustrate functional relationships are the

following[1]:
1. The simple interest ( I ) earned on ₱ 5,000.00 for one year is related to the annual
percentage (r ) by the formula I =₱ 5,000.00 r or f ( x )= ₱ 5,000.00 x .
2. The area of a circle is related to its radius r given by the formula A=π r 2 or
f ( x )=π x 2.

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VALUES OF A FUNCTION

To evaluate a function, substitute its variable (input) with the number or expression.

Illustrative Examples
1. Given the function f ( x )=3 x +1, find f (0); f (2) and f (a+1).

Solution:
The function f ( x )=3 x +1 means that x is multiplied by 3 and 1 is added to
the result to obtain f (x).
When x=0
f ( 0 )=3 ( 0 ) +1
f ( 0 )=0+1 Simplify
f ( 0 )=1

When x=2
f ( 2 ) =3 ( 2 )+1
f ( 2 ) =6+1 Simplify
f ( 2 ) =1

When x=a+ 1
f ( a+1 )=3 ( a+1 ) +1 Distributive Property
f ( a+1 )=3 a+3+ 1 Simplify
f ( a+1 )=3 a+ 4

2. Let f ( x )=x 2−5 x +6. Find f (−3); f (1) and f (g).

Solution:
When x=– 3
f (−3 )=(−3)2 −5(−3)+6
f (−3 )=9+15+ 6 Simplify
f (−3 )=30

When x=1
f ( 1 ) =(1)2−5(1)+ 6
f ( 1 ) =1−5+6 Simplify
f ( 1 ) =2

When x=g
f ( g )=(g)2−5(g)+6
f ( g )=g2−5 g+6

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GRAPH OF FUNCTIONS

Any function that has the set or a subset of real numbers as domain and range has a
graph. This graph consists of ordered pairs of real numbers that constitute the function. In
graphing a function in the coordinate plane, the values of the domain are usually associated
with the horizontal axis and the values of the range are usually associated with the vertical
axis[1].

Ordered pairs of numbers represent points, and therefore can be plotted in the
coordinate plane. These points determine the shape of the function described[1].

Illustrative Examples
A. Graph the function defined by the ordered pairs (-3, 0), (0, 1), (2, 0.5) and (4, -2).

Solution:

To sketch the graph of the function, plot (–3, 4)

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the ordered pairs in the coordinate plane.
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The graph of the function consists of (0, 1)
(2, 0.5)
dots in the coordinate plane.
–6 –4 –2 0 2 4 6
0
(4, –2)
Note that it is not necessary to connect –2

the points with a line or a curve as we are

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only given a set of ordered pairs.

Very often, the function is defined by an

equation without specifying its domain. For such function, take as the domain the
set of all real numbers for which the equation is meaningful[1].

B. Graph the function f ( x )=x−2.

Solution:

To sketch the graph of the function, identify some points on the graph by
identifying values of a function. A table of values may be constructed. Then,
identify the ordered pairs and plot these points in the coordinate plane. Lastly,
connect the points with a line since we have a linear function.

When evaluating functions, you may choose the values for x , the independent
variable or the input, to determine values of f ( x ) ,the dependent variable or the
output. Note that in this case, the domain is not specified so we set all real
numbers that will define the function as our domain. The values of x could be an
integer, a rational number or an irrational number as long as it is a real number.

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 −5
Suppose you chose , 0, 3 and 6 as values of x . Evaluate the function for
2
−5
each value of x to determine f (x). This only means that you must substitute
2
to x in the equation then determine f (x). The same procedure should be done
for the other values of x you chose.

−5
x 0 3 6
2

−9
f (x) –2 1 4
2

The table of values above shows the values of the input and the
corresponding value of the output. Hence, in the function f ( x )=x−2, when
−5 −9
x= , f ( x )= . Similarly, when x=0 , f ( x )=−2; x=3 , f ( x )=1; and when
2 2
x=6 , f ( x )=4 . List the ordered pairs based on the input and their corresponding

output. Thus, the ordered pairs will be ( −52 ,− 92 ), (0, –2), (3, 1) and (6, 4).

(6, 4)
Plot these points in the coordinate plane 4

and connect these points with a straight line

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that extends on both ends.
(3, 1)
–6 –4 –2 0 2 4 6
0
–2
(0, –2)

–4

C. Graph the function f ( x )=x 3 +1.

Solution:

Like the previous case, let us construct a table of values to generate some
points on the graph. Remember that you can choose the values of x to determine
values of f (x). For the meantime, let us have ±2, ±1 and 0 as values of x .

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 x –2 –1 0 1 2

f (x) –7 0 1 2 9
Ordered
pairs: (–2, –7),
(–1, 0), (0, 1), (1, 2) and (2, 9)

These are just some of the ordered pairs that we have identified. Plot these
ordered pairs in the coordinate system and connect the points with a smooth
curve. Remember in your Grade 7 and 8 lessons that polynomials with degree
higher than 1 have smooth curve graphs.

The graph below is the graph of the function f ( x )=x 3 +1

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(2, 9)
8
6
4

2 (1, 2)
(–1, 0) (0, 1)
–10 –8 –6 –4 –2 0 2 4 6 8 10
0 –2

–4

(–2, –7) –6
–8

DOMAIN AND RANGE OF A FUNCTION FROM A LIST OF POINTS OR A GRAPH

From a List of Points

The domain and range of a function can be determined from a list of ordered
pairs given by ( x , y ) that define the function. The domain is all the x -values while the
range is all the y -values[2].

Illustrative Example:
State the domain and range of the function defined by the following set of
ordered pairs: {(0, 2), (1, 4), (2, 4), (3, 6)}.

Solution:

Domain: {0, 1, 2, 3}
Range: {2, 4, 6}

Note that the domain and range are written in set notation. In listing
the elements of the set, it is customary to write the values in increasing order,

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but it is not required. You may list the values in any order you like. Just make
sure to not write duplicate values[2]. As you can see in the example, there are
2 4s in the range ((1, 4) and (2, 4)) but we only list one in the notation.

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From a Graph

Consider the graph of a function

at the right.

Notice that an open dot at (–5, 5)

indicates that x=−5 is not in the domain.
The graph extends horizontally from –5
(exclusive) to the right without bounds.
Thus, the domain is the set of all x ’s such
that x is greater than –5. In symbols,
D={x ∣ x >−5 }.

In the same manner, the open dot

also tells us that y=5 is not in the range.
The vertical extent of the graph is all
range values 5 (exclusive) and below, so
the range is the set of all y ’s such that y
is less than 5. In symbols, R={ y ∣ y <5 }.
Photo taken from math.libretexts.org

Another way of writing the domain and range of a function is by interval

notation. The following inequalities can also be expressed in interval notation as
shown below:

Note that the domain and range are always written from smaller to larger values, or
from left to right for domain, and from the bottom of the graph to the top of the graph
for range[3].

We use closed brackets [ ] to write a closed interval - interval that includes its
endpoints. Meanwhile, we use parentheses ( ) to write an open interval - interval that
does not include its endpoints. We may also write the interval which are half-open
and half-closed.

The domain of the function represented by the graph above is (–5, +∞) while
the range is (–∞, 5). In the domain, we have an open interval since endpoints are not

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included that is why we use parentheses. Similarly, our range is an open interval that
is why we use parentheses in the notation.

Apply

Accomplish the following tasks. Write your answer on the space provided.

1. Determine the domain and range of the function defined by the following
set of ordered pairs: {(–5, 2), (0, 4), (–1, 1), (6, –2), (1, 2)}.

Domain: ___________________
Range: ___________________

2. Identify the domain and range of the function whose graph is shown
below. You may use set or interval notation.

Domain:
4

–4 –2 0 2 4

–2

____________________

Range: ____________________

3. Graph the function f ( x )=x 2−2 using a table of values. Complete first the
table of values given some values of x then sketch the graph in the
coordinate plane provided. (Notes: Provide labels for each unit in the coordinate plane.
Write the coordinates of the point you plot in the coordinate plane beside or near the point.)

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 x f (x)
–3
–2
–1
0
1
2
3

Assess

MULTIPLE CHOICE

Directions: Choose the letter of the correct answer. Write the letter on the space before the
number.

_____1. In the function notation f ( m )=m−7, m is the ______________ variable.

A. dependent C. controlled
B. independent D. extraneous

_____2. Complete the analogy: x : input :: y : ______

A. range B. dependent C. output D. function

_____3. When evaluating functions given a specific value of x , what is the first thing we do?
A. Substitute the number to x in the function.
B. Perform algebraic operations.
C. Simplifying the function.
D. Combining like terms.

For items 4 – 8, refer to this function: f ( x )=x 2−3 x +2.

_____4. What is the value of the function when x=0 ?

A. 1 B. 2 C. 3 D. 4

_____5. Evaluate the function at x=3.

A. 6 B. –2 C. –6 D. 2

_____6. Find f (0+3).

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 A. 0 B. 2 C. 3 D. 4

_____7. Compute f ( 0 )+f (3).

A. 8 B. 6 C. 4 D. 2

_____8. Is f ( 0+ 3 )=f ( 0 ) +f (3) ?

A. Yes. B. No.

_____9. In the function described by this set of ordered pairs {(0, 1), (3, 4), (9, 10)}, the set
{0, 3, 9} is called the _______.
A. domain C. range
B. dependent variable D. output

_____10. The graph of a quadratic function is a ______________.

A. circle B. straight line C. dot D. smooth curve

For items 11 – 13, refer to the graph below.

–4 –2 0 2 4

–2

_____11. The domain of the function in interval notation is ______.

A. (–4, 4) B. [–4, 4) C. [–4, 4] D. (–4, 4]

_____12. The range of the function in interval notation is ______.

A. [0, 4] B. (0, 4] C. [0, 4) D. (0, 4)

_____13. The graph of the function f ( x )= √16−x 2 can be described as a _____________.

A. circle B. straight line C. semi-circle D. crooked line

For your answers items 14 and 15, refer to the following choices.

A. C.

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 B. D.

_____14. Which could be the graph of the function f ( x )=| x|?

_____15. Which could be the graph of the function f ( x )=x 4 −1?

Reflect

Answer the following questions. Write your answers in your journal.

1. What important concepts have you learned in this lesson?

2. How do you feel after using the Individualized Learning Material?
3. What are the difficulties have you encountered in the process of learning?
4. In your future career, do you think you can apply this lesson in real life? Why or
why not?

References

[1]
Bernabe, J.G., et.al. (2009). Advanced Algebra, Trigonometry and Statistics: Textbook for
Fourth Year (Revised Edition). SD Publications, Inc., Quezon City.

[2]
https://www.purplemath.com/modules/fcns2.htm

[3]

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https://math.libretexts.org/Bookshelves/Algebra/Map
%3A_College_Algebra_(OpenStax)/03%3A_Functions/3.03%3A_Domain_and_Range#:~:te
xt=Another%20way%20to%20identify%20the,shown%20on%20the%20y%2Daxis

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 Answer Key

Explore
1. 😊
2. ☹
3. ☹
4. 😊

Apply
Assess
1. Domain: {–5, –1, 0, 1, 6}
Range: {–2, 1, 2, 4}
1. B
2. Domain: [–4, 4] or D={x ∣−4 ≤ x ≤ 4 }
2. C
3. A Range: [0, 4] or R={ y ∣0 ≤ y ≤ 4 }
4. B 3.
5. D x f (x)
6. B –3 7
7. C
–2 2
8. B
9. A –1 –1
10. D 0 –2
11. C
1 –1
12. A
13. C 2 2
14. A 3 7
15. D

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