Handouts and Worksheets

Handouts and Worksheets
1
COHO + MELC QUAWS
Course Outline & Hand-outs Handout No. _1_
paired with MELC- Based
Quality Assured Learner’s in General Mathematics
Worksheet
Name: _________________________________ Grade & Section: _________________________
Teacher: _______________________________ Date Submitted: __________________________
MELC: The learner represents real-life situations using functions, including piece-wise functions.
(M11GM-IA-1)
Objectives:
• Represents real-life situations using functions.
• Represents real-life situations using piece-wise functions.
Lesson/Topic: Representing Real-life Situations Using Functions
Quarter No. _1_ Week No. _1_ Day: _1_
Reference/Source: General Mathematics LM pp. 1,5,8
Key Concept:
A relation is a rule that relates values from a set of values (called domain) to a second set of
values (called the range). The elements of the domain can be imagined as input to a machine that
applies a rule to these inputs to a machine that applies a rule to these inputs to generate one or
more outputs.
A function is a relation where each element in the domain (x values) is related to only one value
in the range (y values) by some rule. The elements of the domain can be imagined as input to a
machine that applies a rule so that each input corresponds to only one output. 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.
Functions can often be used to model real situations. Identifying an appropriate function model
will lead to a better understanding of various phenomena.
Example: Give a function 𝐶 that can represent the cost of buying 𝑥 meal if one meal costs ₱40.
Solution: Since each meal costs ₱40, then the costs function is 𝐶 (𝑥 ) = 40𝑥.
Piecewise Functions
Some situations can only be described by more than one formula, depending on the value of the
independent variable. A piecewise function is a function that is defined on a sequence of intervals.
Examine the following example:
Problem: A user is charged of ₱300 monthly for a particular mobile plan, which includes 100 free
text messages. Messages in excess of 100 are charged ₱1 each. Represent the amount a
consumer pays each month as a function of the number of messages 𝑚 sent in a month.
2
Solution: Let 𝑡(𝑚) represents the amount paid by the consumer each month. It can be
300 𝑖𝑓 0 < 𝑚 ≤ 100
expressed by the piecewise function: 𝑡(𝑚) = {
300 + (𝑚 − 100) 𝑖𝑓 𝑚 > 100
As you have noticed, there are two intervals in this piecewise function. In the first one, the user
will be charged ₱300 if the number of text messages is from 1 to 100. In the second one, the user
will be charged ₱300 plus ₱1 for every excess of the number of text messages from its free its
free 100 text messages.
MELC: The learner evaluates a function. (M11GM-Ia-2)
Objective:
• Evaluate a function.
Lesson/Topic: Evaluating Functions
Reference/Source: General Mathematics LM pp. 10-12
Key Concept:
Evaluating Functions
Evaluating a function means replacing the variable in the function, in this case, 𝑥 with the value
from the function’s domain and computing for the result. To denote that we are evaluating 𝑓 at 𝑎
for some 𝑎 in the domain of 𝑓, we write 𝑓(𝑎).
Examples:
1. Evaluate the following functions at 𝑥 = 1.5:
a. 𝑓(𝑥 ) = 2𝑥 + 1
solution: 𝑓 (𝑥 ) = 2𝑥 + 1
𝑓 (1.5) = 2(1.5) + 1
=𝟒
b. 𝑞(𝑥 ) = 𝑥 2 − 2𝑥 + 2
solution: 𝑞 (𝑥 ) = 𝑥 2 − 2𝑥 + 2
𝑞(1.5) = (1.5)2 − 2(1.5) + 2
= 2.25 − 3 + 2
= 𝟏. 𝟐𝟓
c. 𝑔(𝑥 ) = √𝑥 + 1
solution: 𝑔(𝑥 ) = √𝑥 + 1
𝑔(1.5) = √1.5 + 1
= √2.5
2. Find 𝑓(0) in 𝑓 (𝑥 ) = 𝑥 − 2.
solution: 𝑓 (𝑥 ) = 𝑥 − 2
𝑓 (0) = 0 − 2
= −2
3
MELC: The learner performs addition, subtraction, multiplication, division ,and composition of functions
(M11GM-Ia-3)
Objective:
• Perform addition and subtraction of functions.
• Perform multiplication and division of functions
• Perform operations on composition of functions.
Lesson/Topic: Operation on Function
Key Conctept:
Operations on Functions
Definition. 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)
( ) (𝑥 ) =
𝑔 𝑔(𝑥)
Examples: (use the following functions for the examples)
𝑓 (𝑥 ) = 𝑥 + 3 𝑝(𝑥 ) = 2𝑥 − 7 𝑣(𝑥 ) = 𝑥 2 + 5𝑥 + 4 𝑔(𝑥 )𝑥 2 + 2𝑥 − 8
1. (𝑣 + 𝑔)(𝑥 )
(𝑣 + 𝑔)(𝑥 ) = 𝑣 (𝑥 ) + 𝑔(𝑥 )
= (𝑥 2 + 5𝑥 + 4) + (𝑥 2 + 2𝑥 − 8)
= 𝑥 2 + 5𝑥 + 4 + 𝑥 2 + 2𝑥 − 8
= 𝟐𝒙𝟐 + 𝟕𝒙 − 𝟒
2. (𝑓 ∙ 𝑝)(𝑥 )
(𝑓 ∙ 𝑔)(𝑥 ) = 𝑓 (𝑥 ) ∙ 𝑔(𝑥 )
= (𝑥 + 3)(2𝑥 − 7)
= 𝟐𝒙𝟐 − 𝒙 − 𝟐𝟏
3. (𝑝 − 𝑓 )(𝑥 )
(𝑝 − 𝑓 )(𝑥 ) = 𝑝(𝑥 ) − 𝑓 (𝑥 )
4
= (2𝑥 − 7) − (𝑥 + 3)
= 2𝑥 − 7 − 𝑥 − 3
= 𝒙 − 𝟏𝟎
𝑣
4. (𝑔) (𝑥 )
𝑣 𝑣 (𝑥 ) 𝒙𝟐 +𝟓𝒙+𝟒
(𝑔) (𝑥 ) = = 𝟐
𝑔 (𝑥 ) 𝒙 +𝟐𝒙−𝟖
Composite function
Definition. Let 𝑓 and 𝑔 be functions. The composite function denoted by (𝑓 ∘ 𝑔) is defined by

(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥)).
The process of obtaining a composite function is called function composition.
Examples: Perform the operations using composite function.
𝒇(𝒙) = 𝟐𝒙 + 𝟏 𝒈(𝒙) = √𝒙 + 𝟏 𝒒(𝒙) = 𝒙𝟐 − 𝟐𝒙 + 𝟐
1. (𝑔 ∘ 𝑓 )(𝑥 ) =
(𝑔 ∘ 𝑓 )(𝑥 ) = 𝑔(𝑓 (𝑥 ))
= √𝑓 (𝑥 ) + 1
= √(2𝑥 + 1) + 1
= √2𝑥 + 2
2. (𝑞 ∘ 𝑓 )(𝑥 ) =
(𝑞 ∘ 𝑓 )(𝑥 ) = 𝑞(𝑓(𝑥 ))
= [𝑓 (𝑥 )]2 − 2[𝑓 (𝑥 )] + 2
= (2𝑥 + 1)2 − 2(2𝑥 + 1) + 2
= (4𝑥 2 + 4𝑥 + 1) − 4𝑥 − 2 + 2
= 4𝑥 2 + 1
MELC: The learner solves problems involving functions. (M11GM-Ia-4)
Objectives:
• Solves problems involving functions.
Lesson/Topic: Solving Problems Involving Functions
With the help of the previous lesson, we can now try to solve problems that involve functions.
Let us have the following example:

Problem: Suppose that 𝑁(𝑥 ) = 𝑥 denotes the number of shirts sold by a shop, and the selling
price per shirt is given by 𝑝(𝑥 ) = 250 − 5𝑥, for 0 ≤ 𝑥 ≤ 20. Find (𝑁 ∙ 𝑝)(𝑥) and describe what it
means,
Solution:
(𝑁 ∙ 𝑝)(𝑥 ) = 𝑁(𝑥) ∙ 𝑝(𝑥)
= (𝑥)(250 − 5𝑥)
5
= 250𝑥 − 5𝑥 2 (0 ≤ 𝑥 ≤ 20)
Since this function is the product of the quantity sold and the selling price, then (𝑁 ∙ 𝑝)(𝑥)
represents the revenue earned by the company.
COHO + MELC QUAWS

Course Outline & Hand-outs LEARNING WORKSHEET No.__2__
paired with MELC- Based Quality in General Mathematics
Assured Learner’s Worksheet
Name: _________________________________ Grade & Section:

_________________________
Teacher: _______________________________ Date Submitted:

__________________________
MELC: The learner…
• Represents real-life situations using rational functions .(M11GM-Ib-1)
Lesson/Topic: Rational Function
Quarter No. 1 Week No. 2 Day: 1
Reference/Source: General Mathematics Learner’s Material, Department of Education: First Edition 2016
Key Concept:
Example 1. An object is to travel a distance of 10 meters. Express velocity v as a function of travel time t,
in seconds.
Solution. The following table of values show v for various values of t.
Example 2. The distance from Calbayog to Tacloban is around 250 kilometers.

(a) How long will it take you to get to Tacloban if your average speed is 25 kilometers per hour?
40 kilometers per hour? 50 kilometers per hour?
(b) Construct a function (s), where s is the speed of travel that describes the time it takes to drive
from Calbayog to Tacloban.
Solution:
6
(a) Distance is calculated as the product of speed and time. So we can get the time by dividing
distance by speed.
250 kilometers / 25 kilometers per hour = 10 hours

250 kilometers / 40 kilometers per hour = 6.25 hours
250 kilometers / 50 kilometers per hour = 5 hour
d
(b) Since time is the quotient of distance and speed, we can write out the function as t (s) =
s
The distance is fixed at 250 kilometers so the final function we have is
250
t ( s) =
s
• distinguishes rational function, rational equation, and rational inequality .(M11GM-Ib-2)
Reference/Source: General Mathematics Learner’s Material, Department of Education: First Edition
2016
Key Concept:
Rational Equation Rational Inequality Rational Function
An equation involving An inequality involving A function of the form of the form
rational expressions. rational expressions. p ( x)
f ( x) = where f (x) and
q ( x)
Definition q(x) are polynomial functions,
and q(x) is not the zero function
(i.e. q( x)  0 ). The domain of
f (x) is all values of x where
q ( x)  0
2 3 1
− =
5

2 x 2 + 2x + 3
f ( x) = or
Example
x 2x 5 x−3 x x +1
x 2 + 2x + 3
y=
x +1
Directions: Determine whether the given is a rational function, a rational equation, a rational
inequality or none of these

• solves rational equation and rational inequality. (M11GM-Ib-3)
Reference/Source: General Mathematics Learner’s Material, Department of Education: First Edition 2016
7
Key Concept:
Procedure for solving rational equation and rational inequalities.

In solving rational equations;
(a) Eliminate denominators by multiplying each term of the equation by the least common
denominator.
(b) Note that eliminating denominators may introduce extraneous solutions. Check the solutions of
the transformed equations with the original equation.
𝟓𝒙
Illustrative Example: 2. Solve for x: 𝒙−𝟏 < 𝟒
2 3 1
1. Solve for x: = − =
x 2x 5
Solution:
2 3 1
10 x( ) − 10 x( ) = 10 x( ) LCD = 10x
x 2x 5
20 – 15 = 2x
5 = 2x
5
X= To check:
2
2 3 1
− =
5/ 2 5/ 2 5
4 3 1
− =
5 5 5
1 1
=
5 5
In solving rational inequalities:
(a) Use addition or fraction to rewrite the inequality as a single fraction on one side of the
inequality symbol and 0 on the other side.
(b) Determine over what intervals the fraction takes on positive and negative values.
i. Locate the x-values for which the rational expression is zero or undefined (factoring the
numerator and denominator is a useful strategy).
ii. Mark the numbers found in (i) on a number line. Use shaded circle to indicate that the value
is included in the solution set, and a hollow circle to indicate that the value is excluded. These
numbers partition the number line into intervals.
iii. Select a test point within the interior of each interval in (ii). The sign of the rational
expression at this test point is also the sign of the rational expression at each interior point in the
aforementioned interval.
iv. Summarize the intervals containing the solutions.

• represents rational function through its: (a) table of values, (b) graph, and (c) equation.
(M11Gm-Ib-4)
2016.
8
Key Concept:
REPRESENTATIONS OF RATIONAL FUNCTIONS

𝑑
Average speed (or velocity) can be computed by the formula 𝑠 = . Consider a 100-meter track used for
𝑡
foot races. The speed of the runner can be computed by taking the time for him to run the track and applying
100
it to the formula 𝑠 = , since the distance is fixed at 100 meters.
𝑡
Problem 1. Represent the speed of a runner as a function on the time it takes to run 100 meters in the
track.
Solution. Since the speed of the runner depends on the time it takes to run 100 meters, we can
represent speed as a function of time.
Let 𝑥 represent the time it takes to run 100 meters. Then the speed can be represented as a function 𝑠(𝑥)
as follows:
100
𝑠(𝑥) =
𝑥
𝑑
Observe that it is similar to the structure to the formula 𝑠 = relating speed, distance, and time.
𝑡
Problem 2
Continuing the scenario above, construct a table of values for the speed of a runner against different run
times.
Solution. A table of values can help us determine the behavior of a function as the variable 𝑥 changes.
The current world record (as of October 2015) for the 100-meter dash is 9.58 seconds set by the Jamaican
Usain Bolt in 2009. We start our table of values at 10 seconds.
100
Let 𝑥 be the runtime and 𝑠(𝑥) be the speed of the runner in meters per second, where 𝑠(𝑥) = . The table
𝑥
of values for run times from 10 seconds to 20 seconds is as follows:
𝑥 10 12 14 16 18 20
𝑠(𝑥) 10 8.33 7.14 6.25 5.56 5
From the table we can observe that the speed decreases with time. We can use a graph to determine if
the points on the function follow a smooth curve or a straight line.
Problem 3. Plot the points on the table of values on a Cartesian plane. Determine if the points on the
100
function 𝑠(𝑥) = follow a smooth curve or a straight line.
𝑥
Solution. Assign points on the Cartesian plane for each entry on the tale of values above:
A(10,10) B(12,8.33) C(14,7.14) D(16,6.25) E(18,5.56) F(20,5)
For the 100-meter dash scenario, we have constructed a function speed against time, and represented our
function with a table of values and a graph.
9
CO QAH + MELC LW
Course Outline & Quality Assured LEARNING ACTIVITY SHEETS No. 3
Handouts paired with MELC-
Based Learner’s Worksheet
in GENERAL MATHEMATICS

• finds the domain and range of a rational function. (M11GM-Ib-5)
• determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions .(M11GM-Ic-1)
• solves problems involving rational functions, equations, and inequalities.(M11GM-Ic-3)
• represents real-life situations using one-to one function.(M11GM-Id-1)
Semester: 1ST Quarter: 1ST Week No. 3 Day: 1 - 4
LESSON: RATIONAL FUNCTIONS
TOPIC 1: Domain & Range of a Rational Function
Domain of a function is the set of all values that the variable x can take or the set of values for which the
function is defined. This can be done by equating the denominator to zero to solve for x.
Range of a function is the set of all values that (𝑥) will take.
The domain and range of a function can be written in two ways:
Set Notation: { 𝑥∈ℝ|𝑥≠1}
Interval Notations: ( −∞,1) ∪ (1, +∞)
4
Example 1. Consider the function 𝑓(𝑥) = find the domain and its range.
𝑥+2
Solution:
4
To get the domain of 𝑓(𝑥) = equate the denominator to 0 to solve
𝑥+2
4
Solving for Domain for 𝑥. ; 𝑓(𝑥) = ; 𝑥 + 2 = 0 ; 𝑥 = −2
𝑥+2
This means that 𝑥=−2 is not included as the domain of (𝑥).
Writing it in set notation we have: {𝑥𝑥∈ℝ|𝑥𝑥≠−2}
Writing it in interval notation we have: (−∞,−2)∪(−2,+∞)
4
To get the range of 𝑓(𝑥) = , we first graph the function.
𝑥+2
Solving for Range
Based on the graph, the range of the function is {𝑦 𝜖 ℝ | 𝑦≠0}

5𝑥 2 +1
Example 3. Consider the function 𝑓(𝑥) = 2𝑥 2
, find the domain and its range.
Solution:
5𝑥 2 +1
To get the domain of 𝑓(𝑥) = 2𝑥 2
, equate the denominator to 0 to solve
5𝑥 2 +1 1 1
Solving for Domain for 𝑥. 𝑓(𝑥) = 2𝑥 2
; 2𝑥 2 = 0 ; 2 {2𝑥 2
= 0} ; 𝑥 2 = 0 ; 𝑥 = 0
2
This means that 𝑥=0 is not included as the domain of (𝑥).
Writing it in set notation we have: { 𝑥 ∈ ℝ| 𝑥 ≠ 0 }
Writing it in interval notation we have: ( −∞ ,0) ∪ ( 0,+∞ )
5𝑥 2 +1
To get the range of 𝑓(𝑥) = , we first graph the function.
2𝑥 2
Solving for Range
5𝑥 2 +1
Based on graph, the range of the function 𝑓(𝑥) = is
2𝑥 2
5
{𝑦 𝜖 ℝ | 𝑦 ≠ }.
2
TOPIC 2: Intercepts, Zeroes, and Asymptotes of Rational Function

𝑁(𝑥)
Rational function is in the form of 𝑓(𝑥) = where N(x) and D(x) are polynomial functions and D(x)
𝐷(𝑥)
is not a zero function. Asymptotes are imaginary lines that help us in graphing rational functions. The
10
behavior of the graph in these lines are predictable. The graph either increases or decreases without bound
as they get close to these lines.
Notice the behavior of the graph as it gets closer and closer

to the vertical asymptote. The graph increases without bound
or it approaches positive infinity. The hole is the part of the
graph where it is also discontinuous. It is illustrated by an
open hole.
HOW TO FIND THE VERTICAL ASSYMPTOTE OF A RATIONAL FUNCTION
Simplify the rational function, factor the

numerator and denominator then cancel Find the value/s a that will make the
out the common factor. denominator equal to zero. The line x=a
NOTE: The factor that was cancelled out if is a vertical asymptote.
there is any, will be the hole of the graph.
Example: Find the vertical asymptote and hole if there is any of the rational function
SOLUTION:
3𝑥 3𝑥 3𝑥
1. 𝑓 (𝑥) = 𝑥 2 +2𝑥−3 𝑓(𝑥) = =
𝑥 2 +2𝑥−3 (𝑥+3)(𝑥−1)
Set the denominator equal to zero: x+3=0 then
solve for x, x=-3 ; x-1=0 then solve for x, x=1
Hence, x=-3 and x=1 are vertical asymptotes. Since there was no common
factor cancelled out the graph has no hole
SOLUTION:
𝑥 2 +2𝑥 2 −𝑥−2 𝑥 2 +2𝑥 2 −𝑥−2 (𝑥+1)(𝑥−1)(𝑥+2)
2. 𝑓 (𝑥) = 𝑓 (𝑥) = =
𝑥 2 +6𝑥+8 𝑥 2 +6𝑥+8 (𝑥+4)(𝑥+2)
Set the denominator equal to zero:𝑥 + 4 = 0 then solve for x, 𝑥 = −4

Hence, 𝑥 = −4 is a vertical asymptote. Notice that 𝑥 + 2 is a common
factor of the numerator and denominator and was cancelled out. Hence, at
𝑥 = 2 the graph is discontinuous or has a hole.
HOW TO FIND THE HORIZONTAL ASSYMPTOTE OF A RATIONAL FUNCTION
Example: Find the horizontal asymptote of the rational function

3𝑥 SOLUTION:
1. 𝑓 (𝑥 ) = 2
𝑥 +2𝑥−3 1. The degree of the numerator is 1 and the degree of the
denominator is 2, 1 < 2 hence the horizontal asymptote is y=0.
5𝑥 2 2. The degree of the numerator is 2 and the degree of the
2. 𝑓 (𝑥 ) = 2 𝟓
6𝑥 −4 denominator is 2, 2=2 hence the horizontal asymptote is y= .
𝟔
TOPIC 3: Solving Problems Involving Rational Functions, Equations, and Inequalities

STEPS IN SOLVING WORD PROBLEMS
11
According to George Polya, known as the father of modern problem solving the following are steps to solve
word problems:
Step 1: Understand the problem
Read the problem very carefully. List all the given data and identify variables that you can use in
forming a mathematical equation to solve the problem.
Step 2: Devise a plan (Translate)
When you devise a plan, you are translating given data and variables into a Mathematical equation.
Drawing a diagram or a chart can help you in analyzing given data to set up your equation.
Step 3: Carry out the plan (Solve)
The next step is to solve the equation.
Step 4: Look back (Check and Interpret)
Last step is to check if the answer you obtained is correct.
EXAMPLE:
1. Zoe can clean the house in 3
hours, but it takes Emherson 4
hours to do the same job. How long
would it take them to clean the
garage if they worked together?
STEP 1:
1
It takes Zoe 3 hours to do the work, So she does 3 of the work
each hour.
1
It takes Emherson 4 hours to do the work, So she does of
4
the work each hour.
STEP 2:
How long will it take if the two work together?
Let x = the number of hours it takes if they work together
1
So, together they do 𝑋 of the work each hour.
STEP 3:
Since they are working together the sum of the two people
individually equals the total.
1 1 1
+ =
3 4 𝑋
STEP 4:
Solve the equation:
1 1 1
+4=𝑋 eliminate the denominator by multiplying with the LCD
3
= 12x
1 1 1
12𝑥 [3 + 4 = 𝑋] 12𝑥
12𝑥 12𝑥 12𝑥
+ 4 = 𝑋
3
4𝑥 + 3𝑥 = 12
7𝑥 = 12
12
𝑥 = 7 ≈ 1.7
Hence, together it takes about 1.7 hours to finish the job together.
TOPIC 4: Representing Real-life Situations Using One-to One Function
Functions are described as mapping of its domain to its range. Recall that a relation is one-to-one if
and only if each element of its domain corresponds to a unique element in its range, and each element of
its range corresponds to a unique element of its domain. The following real-life situations illustrate
important type of function the one-to-one function.
1. DepEd is developing a system of identification for all learners of the Philippines. This is the Learner’s
Identification Number (LIS) System that aims to provide a unique LIS to every learner. Its aim to
ensure that no two LIS is assigned to a Filipino learner, and that no two Filipinos learners have the
same LIS.
One-to-One Function
Definition: The function 𝑓 is one-to-one if for any 𝑥1, 𝑥2 in the domain of 𝑓, then (𝑥1) ≠ (𝑥2). That is,
the same y – value is never paired with two different 𝑥 - values .
12
The arrow diagrams below shown an example and non-example of one-to-one function.
Relation f is one-to-one because there are no two distinct inputs that correspond to the same output. Relation 𝑔 is
not one-to-one because two different inputs, 0 and 8, have the same output of 4.
The function 𝑓(𝑥)= 2𝑥−7 is one-to-
one because if 𝑥1 and 𝑥2 are Therefore, 𝑓 is one-to-one. real
numbers such that
𝑓(𝑥1) = 𝑓(𝑥2), 2𝑥1 − 7 = 2𝑥2 − 7 then
2𝑥1 = 2𝑥2
2𝑥1 = 2𝑥2
1 1 1
The functions 𝑥, 𝑥 3 , 𝑥 5 , , etc. Are one-to-one because 𝑥1 ≠ 𝑥2 , then 𝑥 31 ≠ 𝑥 3 2 , 𝑥 51 ≠ 𝑥 5 2 , ≠
𝑥 𝑥1 𝑥2
Function 𝑥 2 , 𝑥 6 are not one-to-one because (−1)2 = (1)2 and (−1)6 = (1)6 .
Graphically, a function can be easily identified as one-to-one using the horizontal line test.
Horizontal Line Test
A function is one-to-one if each horizontal line does not intersect the graph at more than one point.
Example 1. Determine whether each function is a one-to-one function.

1. 𝑓(𝑥) = 2𝑥 + 5 2. 𝑓(𝑥) = 𝑥 2 + 3
Solution. Solution.
𝑓(𝑥1 ) = 𝑓(𝑥2 ) 𝑓(𝑥1 ) = 𝑓(𝑥2 )
2𝑥1 − 5 = 2𝑥2 − 5 𝑥 21 + 3 = 𝑥 2 2 + 3
2𝑥1 = 2𝑥2 𝑥 21 = 𝑥 2 2
√𝑥 21 = √𝑥 2 2
∴ 𝑓 is one-to-one function ±𝑥1 = ±𝑥2
∴ 𝑓 is not one-to-one because 𝑓(2) = 𝑓(−2)=7
Example 2. Determine whether each graph represents a one-to-one function.
3. 4.
Solution. Solution.
Use horizontal line test to answer each. Use horizontal line test to answer each.
not one-to-one
function, the one-to-one function, any horizontal
horizontal line line intersects the graph at exactly one
intersects the point.
graph at two
points.
13
CO QAH + MELC LW
Course Outline & Quality Assured Handouts
HANDOUT No. 4
paired with MELC- Based Learner’s Worksheet in GENERAL MATHEMATICS
MELC: The learner:

1. determines the inverse of a one-to-one function; (M11GM-Id-2)
2. represents an inverse function through its: (a) table of values (b) graph; (M11GM-Id-3)
3. finds the domain and range of an inverse function; (M11GM-Id-4)
4. finds the domain and range of an inverse function; (M11GM-Id-4)
Semester: First Week No.: 4 Day: 1-4
LESSON: INVERSE FUNCTIONS
Previously, you have learned that in real-life situations, you can find one-to-one relationships everywhere.
They describe a relationship in which one item can be paired with another item. But in order to be a one-to-one
relationship, you must be able to flip the relationship so that it’s true both ways. Now, we will go through some of
the one-to-one function and find its inverse.
TOPIC 1: Determining the Inverse of a One-to-One Function

A relation reversing the process performed by any function f(x) is called inverse of f(x).
- This means that the domain of the inverse is the range of the original function and that the range of the
inverse is the domain of the original function.
Original Function Inverse Relation
X 20 30 50 100 X 68 86 122 212

y 68 86 122 212 y 20 30 50 100
Definitions: Let 𝑓 be a one-to-one function with domain A and range B. Then the inverse of 𝑓 denoted 𝑓 −1 ,
is a function with domain B and range A defined by 𝑓 −1 (𝑦) = 𝑥 if and only if 𝑓(𝑥) = 𝑦 for any 𝑦 in B.
From the definition, the following properties of an inverse function follows:
Properties of an Inverse of a One-to-One Function
Given a one-to-one function 𝑓(𝑥) and its inverse 𝑓 −1 (𝑥), then the following are true:
1. The inverse of 𝑓 −1 (𝑥) is 𝑓(𝑥);
2. 𝑓(𝑓 −1 (𝑥)) = 𝑥 for all 𝑥 in the domain of 𝑓 −1 .
3. 𝑓 −1 (𝑓(𝑥)) = 𝑥 for all 𝑥 in the domain of 𝑓.
For the second and third properties above, it can be imagined that evaluating a function and its inverse in succession
is like reversing the effect of the function. For example, the inverse of a function that multiplies 3 to a number and
adds 1 is a function that subtracts 1 and then divides the result by 3.
Finding the Inverse of a One-to-One Function
Example 1. Find the inverse of the function described by the set of ordered pairs f =
{(𝟎, −𝟐), (𝟏, 𝟎), (𝟐, 𝟐), (𝟑, 𝟒), (𝟒, 𝟔)}.
STEPS SOLUTION
1. Interchange the coordinates of each ordered 𝑓 = {(0, −2), (1,0), (2,2), (3,4), (4,6)} Original function
pair to obtain 𝒇−𝟏 . 𝒇−𝟏 = {(−𝟐, 𝟎), (𝟎, 𝟏), (𝟐, 𝟐), (𝟒, 𝟑), (𝟔, 𝟒)} Inverse
Function
Example 2. The function 𝑦 = 5𝑥 − 1 is one-to-one, find its inverse.
STEPS SOLUTION
2. The equation of the function 𝑦 = 5𝑥 − 1
3. Interchange the variables x and y: 𝑥 = 5𝑦 − 1
4. Solve for y in terms of x: 𝑥 = 5𝑦 − 1
14
Add both sides with 1 𝑥 + 1 = 5𝑦 − 1 + 1
𝑥 + 1 = 5𝑦
1
5. Multiply both sides by : 1
5 (𝑥 + 1 = 5𝑦)( )
5
𝑥 + 1 5𝑦
=
We have, 5 5
𝒙+𝟏
𝒚=
𝟓
6. Change y with 𝑓 −1 (𝑥) because the inverse is a 𝑥+1
𝑓 −1 (𝑥) =
function, 5
𝒙+𝟏
We have, Therefore, the inverse of 𝑦 = 5𝑥 − 1 is 𝒇−𝟏 (𝒙) = .
𝟓
TOPIC 2: Representing an Inverse Function Through its: (a) Table of Values and (b) Graph
GRAPHS OF INVERSE FUNCTION
- A simple way to determine if a given graph is that of a one-to-one function is by using the horizontal and
vertical line test.
Vertical Line Test- It says that if a vertical line drawn anywhere through the graph of a relation intersects the
relation in more than one location, then the relation is not a function.
Horizontal Line Test- It says that if a horizontal line drawn anywhere through the graph of a function intersects the
function in more than one location, then the function is not one-to-one and invertible.
SAMPLE ILLUSTRATION
Figure 1. Using The Vertical and Horizontal Line Tests

GRAPHING INVERSE FUNCTION
Given the Graph of one-to-one function, the graph of its inverse can be obtained by reflecting the graph
about the line y=x.
Example 1. Graph the inverse of the function 𝑦 = √𝑥.
STEPS SOLUTION
1. Find the inverse of the function 𝑦 = √𝑥.. Note: Follow the 𝑦 = √𝑥
steps in finding the inverse of a one-to-one function 𝑥 = √𝑦
𝒇(𝒙)−𝟏 = 𝒙𝟐
2. Assigned values for x and solve for y.
x -2 -1 0 1 2
y 4 1 0 1 4
3. Interchange the coordinates of each ordered pair to x 4 1 0 1 4

obtain 𝒇−𝟏 . y -2 -1 0 1 2
15
4. Graph the inverse of the function 𝑦 = √𝑥 .
3
Example 2. Find the inverse of𝑓(𝑥) = √𝑥 + 1 SOLUTION:
using the given graph.
Step 1. Applying the horizontal line test,
we confirm that the function is one-to-one.
Step 2. Reflect the graph of f(x) across
the line y=x to get the plot of the inverse
function.
The result of the reflection of the
3
graph of 𝑓(𝑥) = √𝑥 + 1 is the
graph 𝑦 = 𝑥 3 − 1.
Therefore,𝒇−𝟏 = 𝒙𝟑 − 𝟏.
TOPIC 3: Finding the Domain and Range of an Inverse Function

2𝑥+1
Example 1. Find the inverse of a function 𝑔(𝑥) = and its domain and range.
4𝑥
STEPS SOLUTION
1. The equation of the function 2𝑥+1
𝑔(𝑥) =
4𝑥
2. Replace g(x) with y. 2𝑥 + 1

𝑦=
4𝑥
3. Interchange the variables x and y: 2𝑦 + 1
𝑥=
4𝑦
4. Solve for y in terms of x: 𝑥 (4𝑦) = 2𝑦 + 1
4𝑥𝑦 = 2𝑦 + 1
4𝑥𝑦 − 2𝑦 = 1
2𝑦(2𝑥 − 1) 1
=
2(2𝑥 − 1) 2(2𝑥 − 1)
1
𝑦 = 2(2𝑥−1)
We have,
5. Change y with 𝑓 −1 (𝑥 ): 1
𝑓 −1 (𝑥 ) = .
2(2𝑥 − 1)
6. To find the domain and the range of the inverse Domain of 𝑓(𝑥): {x | 𝑥 ≠1/2}
function, go back to the original function, and Range of 𝑓(𝑥) : {y | 𝑦 ≠ 0}
then interchange the domain and the range of
the original function.
16
Solution :
Example 2. Consider the rational function
4𝑥−1 (a) Domain of 𝑓(𝑥) = (-∞, 3) ∪ (3, ∞)
𝑓(𝑥) = (indicated by the green curves)
Range of 𝑓(𝑥) = (-∞, -4) ∪ (-4, ∞)
−𝑥+3
whose graph is shown below.
(b) The equations of the asymptotes are:
a. Find its domain and range. Vertical asymptote: x= 3 (represents the blue line)
b. Find the equation of its asymptotes.Horizontal asymptote: y= -4 (represents the red line)
c. Find the graph of its inverse. (c) The inverse can be graphed by taking the reflection of the graph
d. Find the domain and range of its across y=x.
inverse
Observe that the new asymptotes
are the old asymptotes with the
x and y values interchanged.
In fact, the asymptotes could
also be obtained by reflecting the o
riginal asymptotes about the line y=x.
Vertical asymptote: x= -4
Horizontal asymptote: y= 3
(d) The domain and range of the function and its inverse are as
follows.
𝒇(𝒙) 𝒇−𝟏 (𝒙)
Domain (-∞, 3) ∪ (3, ∞) (-∞, -4) ∪ (-4, ∞)
Range (-∞, -4) ∪ (-4, ∞) (-∞, 3) ∪ (3, ∞)
We can make the observation that the domain of the inverse is the
range of the original function, and the range of the inverse is the
domain of the original function.
17
*CO QAH + MELC LW
Course Outline & Quality Assured HANDOUT WEEK 5
Handouts paired with MELC- In GENERAL MATHEMATICS
Based Learner’s Worksheet

• represents real-life situations using exponential functions.(M11GM-Ie-3)
• distinguishes between exponential function, exponential equation, and exponential inequality. (M11GM-Ie-4)
• solves exponential equations and inequalities. (M11GM-Ie-f-1)
• represents an exponential function through its: a) table of values, b) graph, c) equation. (M11GM-Ie-f-2)
Semester: First Week No. 5 Day: 1-4

LESSON: EXPONENTIAL FUNCTION
TOPIC 1: Representing Real-life Situations Using Exponential Functions
Exponential functions occur in various real-world situations. Some of the most common applications in real-life of
exponential functions and their transformations are population growth, exponential decay, and compound interest.
(a) Population
Example Initially, at t = 0 Number of bacteria = 20 Solution
Let t = time in days. At t = 0, t = 100 Number of bacteria = 20(20) An exponential model

there were initially 20 for this situation is y =
bacteria. Suppose that the t = 200 Number of bacteria = 20(20)2 20(2)𝑡⁄100
bacteria double every 100
hours. Give an exponential t = 300 Number of bacteria = 20(20)3
model for the bacteria as a
t = 400 Number of bacteria = 20(20)4
function of t.
(b) Exponential Decay
Definition
The half-life of a radioactive substance is the time it takes for half of the substance to
decay
Example at t = 0 Number of bacteria = 10g Solution
Suppose that the half-life t = 10 Number of bacteria = 5g An exponential model for this situation
of a certain radioactive 1
is 𝑦 = 10( )𝑡⁄10
t = 20 Number of bacteria = 2.5g 2
substance is 10 days and
Using the model:
there are 10g initially, 1
determine the amount of t = 30 Number of bacteria = 1.25g 𝑦 = 10(2)𝑡⁄10 , substitute t = 30
1
= 10(2)30⁄10
18
substance remaining 𝟏
= 𝟏𝟎(𝟐)𝟑
after 30 days. 𝟏 𝟏𝟎
= 𝟏𝟎 (𝟖) = = 𝟏. 𝟐𝟓𝒈
𝟖
(c) Compound Interest
Example at t = 0 Investment = ₱100, 000 Solution
Mr. De la Cruz t=1 Investment = ₱100, 000(1.06) = An exponential model for this
invested 100, 000 in ₱106, 000 situation is 𝑦 = 100, 000(1.06)𝑡
a company that t=2 Investment = ₱106, 000(1.06) = Using the model
offers 6% interest ₱112, 3600 𝑦 = 100, 000(1.06)𝑡 , substitute t =
compounded t=3 Investment = ₱112, 360(1.06) ≈ 5
annually. How much ₱119, 101.60
will this investment t=4 Investment = ₱119, 101.60(1.06) ≈ = 100, 000(1.06)5
be worth at the end ₱126, 247.70
of each year for the Investment = ₱126, 247.70(1.06) ≈ = 100, 000(1.33822558) ≈
next five years? t=5 ₱133, 822.56 𝟏𝟑𝟑, 𝟖𝟐𝟐. 𝟓𝟔
Compound Interest
If a principal P is invested at an annual rate of r, compounded annually, then the
amount after t years is given by 𝐴 = 𝑃(1 + 𝑟)𝑡
Example 2. Referring to example 1, is it possible for Mrs. De la Cruz to double her money in 8 years?
Solution. Using the model 𝑦 = 100, 000(1.06)𝑡 , substitute t = 8 ; = 100, 000(1.06)8
= 100, 000(1.59384807) ≈ 𝟏𝟓𝟗, 𝟑𝟖𝟒. 𝟖𝟏
Since her money has not reached ₱200, 000 after 8 years, then she has not doubled her money during this
time.
TOPIC 2: Exponential Functions, Equations and Inequalities
Exponential Equation Exponential Inequality Exponential Function
Definition An equation involving An inequality involving Function of the form

exponential expression exponential expression 𝑓 (𝑥) = 𝑏 𝑥 , 𝑤ℎ𝑒𝑟𝑒 𝑏 > 0,
𝑏≠1
Example 2 1 52𝑥 − 5𝑥+1 ≤ 0 𝑓 (𝑥 ) = (1.8)𝑥 or
72𝑥−𝑥 =
343 𝑦 = (1.8)𝑥
TOPIC 3: Solving Exponential Equations and Inequalities

1. Solving Exponential Equations 2. Solving Exponential Inequalities
Example Example
1. Solve the equation 2. Solve the equation 1. Solve the inequality 2. Solve the inequality
2
4𝑥−1 = 16 9𝑥 = 3𝑥+3 3𝑥 < 9𝑥−2 1 1
(10)𝑥+5 ≥ (100)3𝑥
Solution: Solution: Solution:
Solution:
We write both sides with 4 2 𝑥2 Both 9 and 3 can be
(3 ) = 3𝑥+3 1 1
Since 100 = (10)2, then we
as the base written using 3 as the
2 base. write both sides of the
32𝑥 = 3𝑥+3 1
4𝑥−1 = 16 inequality with 10 as the
4𝑥−1 = 42 3𝑥 < (32 )𝑥−2
2𝑥 2 = 𝑥 + 3 base.
x–1=2 3𝑥 < 32(𝑥−2)
x=2+1 3𝑥 < 32𝑥−4 1 1
2𝑥 2 − 𝑥 − 3 = 0 (10)𝑥+5 ≥ (100)3𝑥
x=3 Since the base 3 > 1,
(2x -3) (x + 1) = 0 then this inequality is 1 1
equivalent to ( )𝑥+5 ≥ ( )3𝑥
10 102
2x – 3 = 0 or x + 1 = 0 𝑥 < 2𝑥 − 4 (the direction
of inequality is retained) 1 1
(10)𝑥+5 ≥ (10)6𝑥
19
3
x = 2 or x = - 1 4 < 2𝑥 − 𝑥
4<𝑥 1
Since the base (10) < 1,
Thus, the solution set is
then this inequality is
(4, +∞]. You can verify
equivalent to x + 5 ≤ 6𝑥
that x = 5 and 6 are
(the direction of the
solutions, but x = 4 and 3
inequality is reversed)
are not.
5 ≤ 6𝑥 − 𝑥
5 ≤ 5𝑥
1≤𝑥
Thus, the solution set is

[1, +∞)
Tip! You should be careful in solving exponential inequalities such as 𝑏𝑚 < 𝑏𝑛. The resulting direction of the inequality
(𝑚 < 𝑛 𝑜𝑟 𝑚 > 𝑛) is based on whether the base b is greater than 1 or less than 1
TOPIC 4: Graphing Exponential Functions
Example Solution Observations
Table of values Corresponding graph For 𝑓 (𝑥 ) = 2𝑥
Sketch the • The function is defined for
graph of 𝑓(𝑥 ) = × 𝑓 (𝑥 ) 1 𝑥 values of x, is strictly
2𝑥 and 𝑓 (𝑥 ) = 𝑓 (𝑥 ) = ( )
2 increasing, and attains only
1 = 2𝑥
(2)𝑥 using 1 positive y-values. As x
-3 1 8 decreases without bound,
coordinate
plane 8 the function approaches 0.
That is, the line y = 0 is a
-2 1 4 horizontal asymptote.
4
1 1
-1 2 For 𝑓 (𝑥 ) = (2)𝑥
2 • The function is defined for
0 1 1 values of x, is strictly
decreasing, and attains only
1 2 1 positive values. As x
2 increases without bound,
2 4 1 the function approaches 0.
4 That is, the line y = 0 is a
horizontal asymptote
3 8 1
8
TOPIC 5: Graphing Transformations of Exponential Functions
Example Solution Observations

1. Use the Table of values Corresponding graph • The graph of 𝑦 = −2𝑥 is
graph of 𝑦 = 2𝑥 the reflection of the graph
to sketch the × 𝑦 = 2𝑥 𝑦 = −2𝑥 of 𝑦 = 2𝑥 about the x-axis.
graphs of the
function 𝑦 = -3 0.125 -0.125
−2𝑥 . -2 0.25 -0.25 • The y intercept of 𝑦 = −2𝑥
is −20 𝑜𝑟 − 1
-1 0.5 -0.5
0 1 -1
1 2 -2 • The horizontal asymptote
is the line y = 0
2 4 -4
3 8 -8
20
2. Use the • The graph of 𝑦 = 2−𝑥 is
graph of 𝑦 = 2𝑥 × 𝑦 = 2𝑥 𝑦 = −2𝑥 the reflection of the graph
to sketch the
-3 0.125 8 of 𝑦 = 2𝑥 about the y-axis.
graphs of the
function 𝑦 = -2 0.25 4
2−𝑥 . • The y intercept of 𝑦 = −2𝑥
-1 0.5 2 is −20 𝑜𝑟 − 1
0 1 1
1 2 0.5
• The horizontal asymptote
2 4 0.25 is the line y = 0
3 8 0.125
3. Use the • The graph of 𝑦 = 3(2)𝑥 is

graph of 𝑦 = 2𝑥 × 𝑦 𝑦 = 0.4(2 ) 𝑥
a vertically stretched
to sketch the
= 3(2𝑥 ) graph of 𝑦 = 2𝑥
graphs of the
functions 𝑦 = -3 0.375 0.05 • The y intercept of 𝑦 =
3(2𝑥 ) and 𝑦 = 3(2𝑥 ) is 3
0.4(2𝑥 ) -2 0.75 0.1
• The graph of 𝑦 = 0.4(2𝑥 )
-1 1.5 0.2 is a vertically shrinked
0 3 0.4 graph of 𝑦 = 2𝑥
• The intercept of 𝑦 =
1 6 0.8
0.4(2𝑥 ) is 0.4
2 12 1.6 • The horizontal asymptote
3 24 3.2 is the line y = 0
4. Use the • The graph of 𝑦 = 2𝑥 − 3

𝑥
graph of 𝑦 = 2𝑥 × 𝑦 𝑦=2 +1 shift the graph of 𝑦 = 2𝑥
to the graph the =2 −3𝑥 three units downward
functions 𝑦 =
-3 -2.875 1.125 • The y intercept of 𝑦 =
2𝑥 − 3 and 𝑦 = 2𝑥 − 3 is -2, (The y
2𝑥 + 1. -2 -2.75 1.25
intercept of 𝑦 = 𝑏 𝑥 −
-1 -2.5 1.5 𝑘 𝑖𝑠 1 − 𝑘)
0 -2 2 • The graph of 𝑦 = 2𝑥 + 1
shift the graph of 𝑦 = 2𝑥
1 -1 3
one unit upward
2 1 5 • The intercept of 𝑦 = 2𝑥 +
3 5 9 1 is 2, (The y intercept of
𝑦 = 𝑏 𝑥 + 𝑘 𝑖𝑠 1 + 𝑘)
of 𝑦 = 2𝑥 + 1 is 1 (by
shifting 𝑦 = 2𝑥 one unit
up)
of 𝑦 = 2𝑥 − 3 is -3 (by
shifting 𝑦 = 2𝑥 three units
up)
21
5. Use the • The graph of 𝑦 = 2𝑥−2
graph of 𝑦 = 2𝑥 × 𝑦=2 𝑥−2
𝑦=2 𝑥+4
shift the graph of 𝑦 = 2𝑥
to the graph the two units to the right
-3 0.031 2
functions 𝑦 = • The y intercept of 𝑦 = 2𝑥−2
2𝑥−2 and 𝑦 = -2 0.063 4 1
is 4, (The y intercept of 𝑦 =
2𝑥+4 . -1 0.125 8 1
𝑏 𝑥−ℎ 𝑖𝑠 (𝑏)ℎ )
0 0.25 16
• The graph of 𝑦 = 2𝑥+4
1 0.5 32 shift the graph of 𝑦 = 2𝑥
2 1 64 four units to the left
• The intercept of 𝑦 = 2𝑥+4
3 2 128
is 16, (The y intercept of
1
𝑦 = 𝑏 𝑥+ℎ 𝑖𝑠 (𝑏)ℎ )
𝑦=0
COHO + MELC QUAWS

Course Outline & Hand-outs Handout No. 6
paired with MELC- Based Quality in GENERAL MATHEMATICS
Name: _________________________________ Grade & Section: ________________________
Teacher: _______________________________ Date Submitted: _________________________
MELC: The learner finds the domain and range of an exponential function. (M11GM-If-3)
Objective: Find the domain and range of an exponential function.
Lesson: Key concepts of inverse functions, exponential functions, and logarithmic functions.
Key Concept:
From your previous lessons in Math, you already encountered the domain and range of functions.
Your acquired knowledge and skill will help you understand easily how to find the domain and range of
an exponential function.
Recall that ,
Domain of a function is the set of all allowable values of 𝑥, commonly known as the independent
variable or possible inputs of the function.
Range of a function is the set of output values commonly known as the dependent variable when all x-
values in the domain are evaluated into the function.
Exponential function form

A transformation of an exponential function with base b is a function of the form
𝒇(𝒙) = 𝒂𝒃𝒙+𝒄 + 𝒅 𝑤ℎ𝑒𝑟𝑒 𝑎, 𝑐, 𝑎𝑛𝑑 𝑑 𝑎𝑟𝑒 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠
The domain of a function is the set of input values that are used for the independent variable. The
range of a function is the set of output values for the dependent variable. For any exponential function, the
domain is the set of all real numbers (-Ꚙ, Ꚙ). The range, however, is bounded by the horizontal
asymptote of the graph of (𝑥).
A much easier way in finding the range is to identify the 𝒂 and 𝒅 in the given function.
Condition 1: if 𝒂 is positive then range is equal to (𝒅, Ꚙ)
22
Condition 2: if 𝒂 is negative then range is equal to (-Ꚙ,𝒅)
Condition 3: if 𝒅 has no value then is zero.
Examples:
Directions: Find the Domain and Range of the following exponential functions.
1. 𝒇(𝒙) = 𝟐𝒙 + 𝟏
Answer:
Domain Range
Set Notation D: { x | x ∈ ℝ } R: { y | y > 1}
Interval Notation D: (-Ꚙ, Ꚙ) R: (1, Ꚙ)
Note: In finding the range of 𝒇(𝒙) = 𝒂𝟐𝒙 + 𝟏, since 𝒂 here is given to be positive since it has no sign
and d = 1, so we follow the condition 1.
2. 𝒇(𝒙) = 𝟐𝟑𝒙+𝟐
Answer:
Domain Range
Set Notation D: { x | x ∈ ℝ } D: { y | y ∈ ℝ }
Interval Notation D: (-Ꚙ, Ꚙ) D: (-Ꚙ, Ꚙ)
Note: In finding the range of 𝒇(𝒙) = 𝟐𝟑𝒙+𝟐 𝒅 , 𝒅 here has no value then it is given to be zero.
𝟏 𝒙
3. 𝒇(𝒙) = − ( ) + 𝟐
𝟒
Answer:
Domain Range
Set Notation D: { x | x ∈ ℝ } D: { y | y < 2 }
Interval Notation D: (-Ꚙ, Ꚙ) D: (-Ꚙ, 2)
𝟏 𝒙
Note: In finding the range of . 𝒇(𝒙) = − ( ) + 𝟐, since 𝒂 here is negative and d = 2, so we follow the
𝟒
Condition 2.
MELC: The learner determines the intercepts, zeroes, and asymptotes of an exponential function.
(M11GM-If-4)
Objective: Determine the intercepts, zeroes, and asymptotes of an exponential function.
Key Concept:
Zero of Exponential Function
• Value of the independent variable, x, that will make the function = 0.
• In a graph, it is the x-coordinate of the point intersecting the x-axis.
Intercepts
x-intercept – The point where the graph crosses the x-axis.
y-intercept – The point where the graph crosses the y-axis.
Asymptote
• Drawn as dashed line to which a graph gets closer and closer as the x or y increases or
decreases its value without bound.
• Asymptote serves as boundary line which the graph of the function approaches which has 3
kinds: vertical, horizontal and slant/oblique.
To find the zeros
23
Equate the function to zero and solve for the value of x.
To find the x-intercept ; Set y=0 and solve for x. To find the y-intercept ; Set x=0 and solve for y.
To find the horizontal asymptote
The horizontal asymptote is equal to the value of d, if there is none, then the horizontal asymptote is y=0
Examples:
Directions: Determine the zeros, x-intercept, y-intercept and horizontal asymptote of the following.
1. 𝒈(𝒙) = 𝟓𝒙 − 𝟏𝟐𝟓
Tip: Solving for x-intercept and zero uses the same process.
Solving for x-intercept Solving for y-intercept
𝑥
replace g(x) with y 𝑦 = 5 − 125 replace g(x) with y 𝑦 = 5𝑥 − 125
Let y=0 0 = 5𝑥 − 125 Let x=0 = 50 − 125
𝑥
Solve for x 125 = 5 Solve for y and simplify = 1 − 125
Make the base the 53 = 5x = 124
same
Get the exponents 3=x
and simplify
Final answer
Zero: ∴ the zero of g(x) is 3; x-intercept: (3, 0) ; y-intercept: (0, 124)
Horizontal asymptote: -125 (whatever the value of d will be our horizontal asymptote).
2. h(𝒙) = 𝟑𝟒𝒙−𝟑 − 𝟏
replace h(x) with y 𝑦 = 34𝑥−3 − 1
replace h(x) with y 𝑦 = 34𝑥−3 − 1
Let y=0 0 = 34𝑥−3 − 1
Let x=0 = 34(0)−3 − 1
Solve for x 1 = 34𝑥−3
Solve for y and = 34(0)−3 − 1
Make the base the 30 = 34x-3
simplify = 30−3 − 1
same
(law of exponent = 3−3 − 1
Get the exponents 0 = 4x-3 1
1
3−3 = )
and simplify 3 = 4x 27 = −1
27
3 4𝑥 26
= =
4 4 27
3
=𝑥
4
Final answer
3 3 26
Zero: ∴ the zero of h(x) is ; x-intercept: ( , 0); y-intercept: (0, ); Horizontal asymptote: -1
4 4 27
2. 𝒇(𝒙) = 𝟐𝟕𝒙 − 𝟑
replace f(x) with y
Let x=0
24
Solving for x-intercept Solve for y and
Solving for y-intercept simplify
replace f(x) with y
Let y=0
Solve for x
Make the base the

same
MELC: The learner represents real-life situations using logarithmic functions. (M11GM-Ih-1)
Objectives:
1. Represent real-life situations using logarithmic functions.
2. Convert exponential form to logarithmic form and vice versa.
3. Understand the difference and similarities between logarithmic and exponential form.
Key Concept:
The logarithmic function is the function y = 𝒍𝒐𝒈𝒃 𝒙, where y, b and x are constants; b > 0, b ≠ 1, and x > 0.
The function is read as “y is equal to the logarithm of x to the base b” or “y is equal to log base b of x”
Common Logarithms
Logarithms with base 10; the base “10” is usually omitted when writing common logarithms.
𝒍𝒐𝒈 𝒙 ⇔ 𝒍𝒐𝒈𝟏𝟎 𝒙
Natural Logarithms
Logarithms with base e (e ≈ 2.71828…). It is denoted by “ln”
𝒍𝒐𝒈𝒆 𝒙 ⇔ 𝒍𝒏 𝒙
Logarithmic and Exponential form
• Logarithmic form: 𝒍𝒐𝒈𝒃 𝒙 = 𝒚 Exponential form: 𝒃 𝒚 = 𝒙
𝒍𝒐𝒈𝟐 𝟏𝟔 = 𝟒 2 4 = 16
• Logarithmic and exponential functions are inverse functions.
• In both the logarithmic and exponential forms, b is the base.
• In logarithmic form, y is the answer to the logarithm of a number. In exponential form, y is the
exponent. This means that logarithm is actually an exponent.
• In the logarithmic form 𝒍𝒐𝒈𝒃 𝒙, x CANNOT be negative. For example, 𝒍𝒐𝒈𝟑 (−𝟐𝟕) is not defined,
because 3 raised to any exponent will never give a negative number.
1 1
• The answer to 𝒍𝒐𝒈𝒃 𝒙 can be negative. For example, 𝑙𝑜𝑔3 = −3 , because 3−3 =
27 27
Examples
Directions: Convert the following logarithmic equation in exponential form and vise- versa.
Logarithmic Exponential Exponential Logarithmic

1 𝑙𝑜𝑔𝑥 𝑥 = y 𝑏𝑦 = x 6 𝑏𝑦 = x 𝑙𝑜𝑔𝑥 𝑥 = y
2 𝑙𝑜864 = 2 82 = 64 7 92 = 81 𝑙𝑜981 = 2
3 𝑙𝑜99 = 1 91 = 9 8 101 = 10 𝑙𝑜1010 = 1
4 𝑙𝑜1/225 = -5 (1/2)−5 = 25 9 (1/)3−2 = 9 𝑙𝑜1/39 = -2
5 1 1 10 1 1
𝑙𝑜𝑔 7 = -1/2 7−1/2 = 5−1/2 = 𝑙𝑜𝑔 5 = -1/2
√7 √7 √5 √5
25
logarithmic exponential
1. 𝒍𝒐𝒈𝒃 𝒙 = 𝒚 𝒃𝒚 = 𝒙
2. 𝒍𝒐𝒈𝟖 𝟔𝟒 = 𝟐 𝟖𝟐 = 𝟔𝟒
3. 𝒍𝒐𝒈𝟗 𝟗 = 𝟏 𝟗𝟏 = 𝟗
4. 𝒍𝒐𝒈 ⊥
𝟐 𝟐𝟓 = −𝟓 𝟏 −𝟓
( ) = 𝟐𝟓
𝟐
5. 𝟏 𝟏 𝟏
𝟏
𝒍𝒐𝒈𝟕 =− 𝟕−𝟐 =
𝟐 √𝟕
√𝟕
exponential logarithmic
1. 𝒃𝒚 = 𝒙 𝒍𝒐𝒈𝒃 𝒙 = 𝒚
2. 𝟗𝟐 = 𝟖𝟏 𝒍𝒐𝒈𝟗 𝟖𝟏 = 𝟐
3. 𝟏𝟎𝟏 = 𝟏𝟎 𝒍𝒐𝒈 𝟏𝟎 = 𝟏
4. 𝟏 −𝟐 𝒍𝒐𝒈 ⊥
𝟑 𝟗 = −𝟐
( ) =𝟗
𝟑
5. 𝟏
𝟏 𝟏 𝟏
𝟓−𝟐 = 𝒍𝒐𝒈𝟓 =−
√𝟓 𝟐
√𝟓
Real-life Situations
Logarithms allow us to discuss very large numbers in more manageable ways. For example, 1031,
a very large number, may be difficult to work with. But its common logarithm log 10 31 = 31 is easier to grasp.
Because logarithms can facilitate an understanding of very large numbers (or positive numbers very close
to zero), it has applications in various situations.
Sample application:
The Richter scales. In 1935, Charles Richter proposed a logarithmic scale to measure the intensity
of an earthquake. He defined the magnitude of an earthquake as a function of its amplitude on a standard
26
seismograph. The following formula produces the same results but is based on the energy released by an
earthquake.
Earthquake Magnitude on a Richter scale
The magnitude R of an earthquake is given by
2 𝐸
𝑅 = 𝑙𝑜𝑔 4.40
3 10
where E (in joules) is the energy released by the earthquake (the quantity 104:40 is the
energy released by a very small reference earthquake).
The formula indicates that the magnitude of an earthquake is based on the logarithm of the ratio between
the energy it releases, and the energy released by the reference earthquake.
Example:
Suppose that an earthquake released approximately 1012 joules of energy. (a) What is the magnitude on
a Richter scale? (b)How much more energy does this earthquake release than the reference
earthquake?
Solutions:
2 1012 2 2
a) Since E = 1012 , the R = log = log 107.6 ; log 107.6 = 7.6, Thus, R = (7.6) = 5.1
3 104.40 3 3
1012 7.8
b) This earthquake releases = 10 = 39810717 times more energy than the reference
104.40
earhtquake.
MELC: The learner distinguishes logarithmic function, logarithmic equation, and logarithmic inequality.
(M11GM-Ih-2)
Objective: Distinguish logarithmic function, logarithmic equation, and logarithmic inequality.
Key concept
The definitions of exponential equations, inequalities and functions are shown below.
Logarithmic Equation Logarithmic Inequality Logarithmic Function

Definition An equation involving An inequality involving Function of the form
logarithms logarithms 𝑓(𝑥) = 𝑙𝑜𝑔𝑏 𝑥 (𝑏 >
0, 𝑏 ≠ 1)
Example 𝒍𝒐𝒈𝒙 𝟐 = 𝟒 𝒍𝒏 𝒙𝒛 > (𝒍𝒏 𝒙)𝟐 𝒈(𝒙) = 𝒍𝒐𝒈𝟑 𝒙
Example
Directions: Determine whether the given is a logarithmic function, a logarithmic equation, a logarithmic
inequality or neither.
1. 𝒈(𝒙) = 𝒍𝒐𝒈𝟓 𝒙 Answer: Logarithmic Function
2. 𝒚 = 𝟐 𝒍𝒐𝒈𝟒 𝒙 Answer: Logarithmic Function
3. 𝒍𝒐𝒈 (𝟒 𝒙) = −𝐥𝐨 𝐠(𝟑𝒙 + 𝟓) Answer: Logarithmic Equation
4. 𝒙𝒍𝒐𝒈𝟐 𝒙 − 𝟏 > 𝟎 Answer: Logarithmic Inequality
5. 𝒍𝒐𝒈 𝒙(𝒙 − 𝟑) = 𝒍𝒐𝒈 𝟒 Answer: Logarithmic Equation
COHO + MELC QUAWS

Course Outline & Hand-outs LEARNING WORKSHEET No. _7_
Worksheet
27
MELC: The learner solves logarithmic equations and inequalities (M11GM-Ih-i-1)
Objectives:
•solve logarithmic equations
• solve logarithmic inequalities
Lesson/Topic: Solving Logarithmic Equations and inequalities
Reference/Source: General Mathematics TG pp. 133-143; General Mathematics LM pp. 111-124
BASIC PROPERTIES OF LOGARITHMS

Example Problem Solution Property Used
a. 𝑙𝑜𝑔 10 𝑙𝑜𝑔 10 = 𝑙𝑜𝑔10 101 = 1 Property 2
b. 𝑙𝑛 𝑒 3 𝑙𝑛 𝑒 3 = 𝑙𝑜𝑔𝑒 𝑒 3 = 3 Property 2
c. 𝑙𝑜𝑔4 64 𝑙𝑜𝑔4 64 = 𝑙𝑜𝑔4 43 = 3 Property 2
d. 𝑙𝑜𝑔5 (125)
1 1 Property 2
𝑙𝑜𝑔5 ( ) = 𝑙𝑜𝑔5 5−3 = −3
125
e. 5𝑙𝑜𝑔5 2 5𝑙𝑜𝑔5 2 = 2 Property 3
f. 𝑙𝑜𝑔 1 = 0 𝑙𝑜𝑔 1 = 0 Property 1
SOLVING LOGARITHMIC EQUATIONS

Techniques: Some strategies for solving logarithmic equations:
1. Rewriting to exponential form;
2. Using logarithmic properties;
3. Applying the one-to-one property of logarithmic functions;
4. The Zero Factor Property: If 𝑎𝑏 = 0, then 𝑎 = 0 or 𝑏 = 0
Example 1. Solve the following logarithmic equations to find the value of 𝑥.

a. 𝒍𝒐𝒈𝟒 (𝟐𝒙) = 𝒍𝒐𝒈𝟒 𝟏𝟎 b. 𝒍𝒐𝒈𝟑(𝟐𝒙 − 𝟏) = 𝟐
Solution: Solution:
log 4 (2𝑥) = log 4 10 log 3 (2𝑥 − 1) = 2
2𝑥 = 10 (one-to-one property) 2𝑥 − 1 = 32 (changing into exponential form)
𝑥=5 2𝑥 − 1 = 9 ; 2𝑥 = 10; x = 5
Check: 5 is a solution since Check: 5 is a solution since;
𝑙𝑜𝑔4 (2 ∙ 5) = 𝑙𝑜𝑔4 (10) is defined. 𝑙𝑜𝑔3 [2(5) − 1] = 𝑙𝑜𝑔3 (9) is defined
c. 𝐥𝐨𝐠𝟏𝟎 𝒙𝟐 = 𝟐
Solution:
𝑥 2 = 102 ; (changing into exponential form); 𝑥 2 = 10; 𝑥 2 − 100 = 0
(𝑥 + 10)(𝑥 − 10) = 0; 𝑥 = −10, 10
Check: Both are solutions since 𝑙𝑜𝑔(−10)2 and 𝑙𝑜𝑔(10)2 are defined.
SOLVING LOGARITHMIC INEQUALITIES
Example 1. Solve the logarithmic inequality 𝐥𝐨𝐠𝟑 (𝟐𝒙 − 𝟏) > 𝐥𝐨𝐠 𝟑 (𝒙 + 𝟐)
Solution:
Step 1 2𝑥 − 1 > 0 𝑥+2 >0
Ensure that the 2𝑥 > 1 𝑥 > −2
logarithms are defined 1
𝑥>
2
𝟏
Therefore, the answer should be greater than and −𝟐
𝟐
Step 2 log 3 (2𝑥 − 1) > log 3 (𝑥 + 2)
Ensure that the 2𝑥 − 1 > 𝑥 + 2
inequality is satisfied 𝑥>3 (subtract 𝑥 from both sides; add 1 to both sides)
28
∴𝑥>3
Hence, the solution is (3, +∞)
MELC: The learner represents a logarithmic function through its: (a) table of values, (b) graph, and (c)
equation. (M11GM-Ii-2)
Objective:
• Represent a logarithmic function through its: (a) table of values
• Represent a logarithmic function through its: (b) graph
• Represent a logarithmic function through its: (c) equation
Lesson/Topic: Representing Logarithmic Function

Reference/Source: General Mathematics TG pp. 143-152 ; General Mathematics LM pp. 124-133
LOGARITHMIC FUNCTION AS TABLE OF VALUES, GRAPHS AND EQUATION

Example 1. Sketch the graph of 𝒚 = 𝐥𝐨𝐠𝟐 𝒙
Solution:
STEP
1
Construct a table of values of ordered pairs for the given function.
𝟏 𝟏 𝟏 𝟏
𝒙 𝟏 𝟐 𝟒 𝟖
𝟏𝟔 𝟖 𝟒 𝟐
𝒚 −𝟒 −𝟑 −𝟐 −𝟏 𝟎 𝟏 𝟐 𝟑
STEP
2
Plot the points found in the table, and connect them using a smooth curve.
Example 2. Sketch the graph of 𝐲 = 𝟐𝐥𝐨𝐠𝟐 𝐱.

Solution:
The graph of 𝑦 = 2𝑙𝑜𝑔2 𝑥 can be obtained from the graph of 𝑦 = 𝑙𝑜𝑔2 𝑥 by multiplying each 𝑦-
coordinate by 2, as the following table of values below:
STEP
Construct a table of values of ordered pairs for the given function.
1
29
𝟏 𝟏 𝟏 𝟏
𝒙 𝟏 𝟐 𝟒 𝟖
𝟏𝟔 𝟖 𝟒 𝟐
𝑙𝑜𝑔2 𝑥 −𝟒 −𝟑 −𝟐 −𝟏 𝟎 𝟏 𝟐 𝟑
2𝑙𝑜𝑔2 𝑥 −𝟖 −𝟔 −𝟒 −𝟐 𝟎 𝟐 𝟒 𝟔
STEP
2
MELC: The learner finds the domain and range of a logarithmic function .(M11GM-Ii-3)
Objective:
• Find the domain of a logarithmic function
• Find the range of a logarithmic function
Lesson/Topic: Finding the Domain and Range of a Logarithmic Function
DOMAIN AND RANGE OF LOGARITHMIC FUNCTION

Properties of Logarithmic Functions
The DOMAIN is the set of all positive numbers, or {𝒙 ∈ ℝ|𝒙 > 𝟎}
The RANGE is the set of all positive real numbers, or {𝒚|𝒚 ∈ ℝ}
Example 1. Find the domain and range of 𝒚 = 𝐥𝐨𝐠𝟒 (𝟐𝒙 − 𝟒)

Solution:
𝒚 = 𝐥𝐨𝐠 𝟒 (𝟐𝒙 − 𝟒)
(2𝑥 − 4) > 0 (set up an inequality showing an argument GREATER THAN zero)
2𝑥 > 4 (add both sides by 4)
𝒙>𝟐 (divide both sides by 2)
Domain: {𝒙 ∈ ℝ|𝒙 > 𝟐}
Range: {𝒚|𝒚 ∈ ℝ}
MELC: The learner determines the intercepts, zeroes, and asymptotes of logarithmic functions .
(M11GM-Ii-4)
Objectives:
• determine the intercepts, zeroes and asymptotes of logarithmic functions.
30
Lesson/Topic: Determining the Intercepts, Zeroes, and Asymptotes of Logarithmic Functions
INTERCEPTS, ZEROES and ASYMPTOTES OF LOGARITHMIC FUNCTIONS
Properties of Logarithmic Functions

The x-intercepts are also called roots, solutions, and zeroes of a function.
The x-intercept is 1. There is no y-intercept.
The Vertical Asymptote is the line 𝑥 = 0 (or the y-axis). There is no
horizontal asymptote.
Example 1. Determine the intercept and zeroes of 𝐲 = 𝐥𝐨𝐠 (𝟐𝐱 + 𝟑)

Solution: 𝑦 = 𝑙𝑜𝑔 (2𝑥 + 3)
0 = 𝑙𝑜𝑔 (2𝑥 + 3) let 𝑦 = 0 ; 𝑙𝑜𝑔 𝑥 is the same as 𝑙𝑜𝑔10 𝑥
0
10 = 2𝑥 + 3 change from logarithmic to exponential function
1 = 2𝑥 + 3 since 100 = 1 ; any number with exponent 0 is
equal to 1
2𝑥 = 1 − 3 Addition Property of Equality
2𝑥 = −2 dividing both sides by 2
𝑥 = −1
X-intercept: (−𝟏, 𝟎)
Zero: −𝟏
Example 2. Determine the vertical asymptote of the graph of 𝐲 = 𝐥𝐨𝐠 (𝟑𝐱 − 𝟐)

Solution: 𝐲 = 𝐥𝐨𝐠 (𝟑𝐱 − 𝟐) (3𝑥 − 2) = 0 (set up the argument (3𝑥 − 2) EQUAL to
zero)
3𝑥 = 2
𝟐 𝟐
𝒙=𝟑 Vertical Asymptote: 𝒙 = 𝟑
________
31
COHO + MELC QUAWS
Worksheet
MELC: The learner represents real-life situations using functions, including piece-wise functions.
(M11GM-IA-1)
Objectives:
• Represents real-life situations using functions.
• Represents real-life situations using piece-wise functions.
Lesson/Topic: Representing Real-life Situations Using Functions
Reference/Source: General Mathematics LM pp. 1,5,8
Activity No. 1: A LIFE WITH FUNCTIONS

Directions: Represents the functions of the following situations.
1. Give a function 𝐶 that can represent the cost of buying 𝑥 books if that certain book cost ₱95.
2. Give a function 𝐿 that can represent the number of liters of 𝑥 alcohol bottle if each bottle has 2
liters of alcohol.
3. A motor ride costs ₱5.00 for the first 4 kilometers, and each additional integer kilometer adds
₱1.50 to the fare. Use the piecewise function to represent the jeepney fare 𝐹 in terms of the
distance d in kilometers.
32
4. A videoke machine can be rented for ₱1,000 for three days, but for the fourth day onwards,
an additional cost of ₱400 per day is added. Represent the cost 𝐶 of renting a videoke machine
as a piecewise function of the number of days 𝑑 it is rented.
MELC: The learner evaluates a function. (M11GM-Ia-2)
Objective:
• Evaluate a function.
Lesson/Topic: Evaluating Functions
MELC: The learner performs addition, subtraction, multiplication, division ,and composition of functions
(M11GM-Ia-3)
Objective:
• Perform addition and subtraction of functions.
• Perform multiplication and division of functions
• Perform operations on composition of functions.
33
Activity No. 1: EVALUATE ME!
Directions: Evaluate the following functions:
4
A. Given 𝑓 (𝑥 ) = 𝑥, find the following values:
1. 𝑓(1) 2. 𝑓(2)
3. 𝑓(−1) 4. 𝑓(√2)
34
5.𝑓(2𝑥)
B. Evaluate the following functions at 𝑥 = 2.

6. 𝑓(𝑥 ) = 𝑥 − 3 7. 𝑔(𝑥 ) = 𝑥 2 − 3𝑥 + 5
𝑥 2 +1
8. 𝑝(𝑥 ) = 𝑥−4
Lesson/Topic: Operation on Function
35
MELC: The learner solves problems involving functions. (M11GM-Ia-4)
Objectives:
• Solves problems involving functions.
Lesson/Topic: Solving Problems Involving Functions
Directions: Answer the given problem with solutions.
Problem: Suppose that 𝑁(𝑥 ) = 𝑥 denotes the number of bags sold by a shop, and the selling
price per bag is given by 𝑝(𝑥 ) = 320 − 8𝑥, for 0 ≤ 𝑥 ≤ 10. Suppose further that the cost of
producing x bags is given by 𝑐(𝑥 ) = 200𝑥.
a. Find (𝑁 ∙ 𝑝)(𝑥). c. Find (𝑁 ∙ 𝑝 − 𝐶)(𝑥).
b. What does (𝑁 ∙ 𝑝)(𝑥) represents? d. What does (𝑁 ∙ 𝑝 − 𝐶)(𝑥) represents?
COHO + MELC QUAWS LEARNING WORKSHEET No.__2__

36
Course Outline & Hand-outs in General Mathematics
paired with MELC- Based Quality

• Represents real-life situations using rational functions .(M11GM-Ib-1)
2016
Exercise 1 : Solve Me!

Directions: Solve the following problems.
1. The budget of a university organization is split evenly among its various committees. If they have a
budget of P60,000:
(a) Construct a function which would give the amount of money each of the number of committees
would receive.
(b). If the organization has eight committees, how much would each committee have?
5𝑡 𝑚𝑔
2. Suppose that 𝑐(𝑡) = 2 (𝑖𝑛 ) represents the concentration of a drug in a patient’s
𝑡 +1 𝑚𝐿
Bloodstream 𝑡 hours after the drug was administered. Construct a table of values for 𝑐(𝑡)𝑓𝑜𝑟 𝑡 =
1, 2, 5, 10. Round off answers to three decimal places.
37
• Distinguishes rational function, rational equation, and rational inequality .(M11GM-Ib-2)
2016
Exercise 1: “WHICH IS WHICH”

Directions: Determine whether the given is a rational function, a rational equation, a rational
inequality or none of these. Shade the heart shape in a column where it belongs.
Rational Rational Rational None of

Function Equation Inequality these
1. √𝒙 − 𝟐 = 𝟒
𝒙−𝟏
2. = 𝒙𝟑
𝒙+𝟏
3. 𝒇(𝒙) = 𝟓𝒙𝟑 − 𝟐𝒙 + 𝟏
𝟓
4. 𝟔𝒙 − ≥𝟎
𝒙+𝟑
√𝒙+𝟓𝟔
5. =𝟏
𝟖

• solves rational equation and rational inequality. (M11GM-Ib-3)
2016
Activity 1: “JUST SOLVE”
Direction: Solve each rational equation and inequality below.

4 2 1 2𝑥−1
1. + = 3. =5
2𝑥 5𝑥 2 𝑥+3
10𝑥 3 2 1
2. ≥1 4. + =
𝑥+2 𝑥 3𝑥 5
Activity 2: “SOLVE & DRAW”

38
Direction: Solve the following rational inequality. Plot the points on a number line, construct a table of
signs, and then give the solution set of the inequality with the final number line. (Refer to the examples
above)
𝑥−1
1. 𝑥+3
>0
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍
𝑻𝒆𝒔𝒕 𝑷𝒐𝒊𝒏𝒕 𝒙= 𝒙= 𝒙=
𝑥−1
𝑥+3
𝑥−1
𝑥+3
SOLUTION SET: ______________________

• represents rational function through its: (a) table of values, (b) graph, and (c) equation.
(M11Gm-Ib-4)
2016.
Activity: “SOLVE & PLOT”
Direction: Perform the following indicated instructions in solving the functions.
1. Represent the speed of a horse as a function of the time it takes to run 50 meters in the track.
50 500 800 2000
a. 𝑠(𝑥) = b. 𝑠(𝑥) = c. 𝑠(𝑥) = d. 𝑠(𝑥) =
𝑥 𝑥 𝑥 𝑥
50
2. Construct a table of values for the function (𝑥) = using the integers from−𝟒 𝒕𝒐 𝟒. Fill in the
𝑥
remaining blanks.
𝑥 −4 −3 −2 −1 0 1 2 3 4
𝑠(𝑥) −12.5
1. In a Cartesian plane, plot the points you acquired in item no.2 and connect them. (The first two
points are done for you, graph the remaining points on the same plane.)
39
𝟐𝟓
𝟐𝟎
𝟏𝟓
𝟏𝟎
−𝟑 −𝟐 −𝟏 𝟏 𝟑 𝟒
−𝟒 𝟐
−𝟏𝟎
−𝟏𝟓
−𝟐𝟎
−𝟐𝟓
−𝟓𝟎
CO QAH + MELC LW
40
Course Outline & Quality Assured LEARNING ACTIVITY SHEETS No. 3
Handouts paired with MELC-
Based Learner’s Worksheet in GENERAL MATHEMATICS

• finds the domain and range of a rational function. (M11GM-Ib-5)
• determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions .(M11GM-Ic-1)
• solves problems involving rational functions, equations, and inequalities.(M11GM-Ic-3)
• represents real-life situations using one-to one function.(M11GM-Id-1)
Semester: 1ST Quarter: 1ST Week No. 3 Day: 1 – 4
Activity 1
Find the domain and range of the following rational functions.
6 𝑥 3 −1
1. 𝑓(𝑥) = 2. 𝑓(𝑥) =
𝑥−5 𝑥2
.
Activity 2
Multiple Choice.
Directions: Write the letter of the correct answer on the space provided. If no answer is given, write the
correct answer.
5𝑥 3
1. The vertical asymptote of the rational function 𝑓(𝑥 ) = 𝑥 2 −4 is
a) x = 1 b) x=1 c) x=-2 d) x=2
𝑥−2
2. The horizontal asymptote of the rational function 𝑓(𝑥) = 𝑥+2 is
a) y = - 1 b) y=1 c) y=-2 d) y=2
4𝑥 2 +4𝑥+1
3. The horizontal asymptote of the rational function 𝑓(𝑥) = is
𝑥 2 +3𝑥+2
1 4
a) 𝑦 = b) 𝑦 = c) 𝑦=1 d) 𝑦=4
2 3
__________4. The x-intercept of f(x) = 3x – 2.
a) 2/3 b) -2/3 c) -2 d) 3
__________5. The y-intercept of f(x) = x + 2.
a) -2 b) 2 c) -1/2 d)
Activity 3
Directions: Solve the following problems. Show every step for credit points.
41
1. John can build a pigpen twice as fast as Ruel. Solution:
Working together, it takes them 5 hours. How
long would it have taken John working alone?
2. A plane flies 910 miles with the wind in the Solution:

same time it can go 660 miles against the wind.
The speed of the plane in still air is 305 miles
per hour. What is the speed of the wind?
Activity 4
Directions: Read the questions carefully. Encircle the letter of the correct answer.
1. Which of the following is a one-to-one function?
a) Books to authors c). True or False questions to answers
b) SIM cards to cell phone numbers d). Real number to its square.
2. A one-to-one function crosses a horizontal line how many times?
a) .0 c). 2
b) 1 d). 3
3. A method of determining whether or not a graph represent a one-to-one function.
a) Horizontal Line Test c). Square Root Method
b) Vertical Line Test d). Piecewise Function
0
4. Temperature readings T (in C) were recorded every three hours from midnight until 6 PM. The time
𝑡 was measured in hours from midnight.
Time 0 3 6 9 12 15 18
0
T (in C) 24 26 28 30 32 30 28
a) 22 c) 26
b) 24 d) 28
42
COHO + MELC QUAWS
LEARNING WORKSHEET No. 4
Course Outline & Hand-outs paired with In GENERAL MATHEMATICS
MELC- Based Quality Assured Learner’s
Worksheet
MELC: The learner determines the inverse of a one-to-one function; (M11GM-Id-2)

Objective: Find the inverse of a one-to-one function.
Lesson: Determining the inverse of a one-to-one function
ACTIVITY 1: Find My Inverse!
I. Directions: Find the inverse of each function and state whether the inverse is a function or not. Write your answer in
the box provided.
1. f = {(4,5), (−1,4), (0,1)}
2. f = {(5,5), (1,1), (−3,7)}
3. f = {(0, −1), (2,5), (−5,1), (−4,5)}
4. f = {(3,4), (0,1), (−2, −1)}
5. f = {(0,0), (2,2), (4, −4)}
II. Directions: Answer the problems below. Write your solution and answer in box provided.
1. The function 𝑓(𝑥) = 3𝑥 + 6 is one-to-one, find 𝑓 −1 .
2. Given 𝑓(𝑥) = 2𝑥 + 3, find its inverse.
43
MELC: The learner represents an inverse function through its: (a) table of values (b) graph; (M11GM-Id-3)
Objective: Find the inverse of a one-to-one function through its: (a) table of values (b) graph
Lesson: Representing an Inverse Function Through Its: (a) Table of Values (b) Graph
ACTIVITY 2: Graph My Inverse!
I. Directions:
1
1. Find and graph the inverse of f(x)= 𝑥,
whose graph is shown below.
2. Consider the rational function

5𝑥−1
𝑓 (𝑥) = −𝑥+2 whose graph is shown
below. Find and graph its inverse.
MELC: The learner finds the domain and range of an inverse function; (M11GM-Id-4)
Objective: Find the domain and range of an inverse function.
Lesson: Find the domain and range of an inverse function.
ACTIVITY 3: Look For My Domain and Range!
Direction: Answer the following questions. Write your answer in the box provided. Show your solution.
1. Find the domain and range of the inverse function of 𝑦 = 5𝑥 − 1.
5𝑥−1
2. The graph of 𝑓(𝑥 ) = −𝑥+2 is a one-to-one function. Find the domain and range of its inverse.
44
MELC: The learner finds the domain and range of an inverse function; (M11GM-Id-4)
Objective: Find the domain and range of an inverse function.
Lesson: Finding the domain and range of an inverse function.
ACTIVITY 4: Solve Me!
Direction: Answer each of the following problems. Show your solution and write it in the box provided.
1. The function defined by v(x) = 3.8x converts a volume of x gallons into v(x) liters.
a. Find the equivalent volume in liters of 20 gallons of water.
b. Find the equation defining 𝑦 = 𝑣 −1 (𝑥 ).
c. Use the inverse function in (b) to find the equivalent volume in gallons of a 50-liter cooking oil.
5
2. To convert from degrees Fahrenheit to kelvin, the function is 𝑘(𝑡) = 9 (𝑡 − 32) + 273.15, where t is the temperature
in Fahrenheit (Kelvin is the SI unit of temperature). Find the inverse function converting the temperature in Kelvin to
degrees Fahrenheit.
Type equation here.COHO +

MELC QUAWS
Course Outline & Hand-outs LEARNING WORKSHEET No. 5
paired with MELC- Based in GENERAL MATHEMATICS
Quality Assured Learner’s
Worksheet
Name: Grade & Section:
Teacher: Date Submitted:
MELC: The learner represents real-life situations using exponential functions. M11GM-Ie-3
Objective: Represent real-life situations using exponential functions.
Lesson/Topic: Representing real-life situations using exponential functions.
Semester. First Week No. 5 Day: 1
Activity 1: Problem Set!
Directions: Solve what is asked in each item. Write your complete solutions on the space provided.
1. Suppose that a couple invested ₱50, 000 in an account when their child was born, to prepare for the child’s college
education. If the average interest rate is 4.4% compounded annually, (a) give an exponential model for the situation,
and (b) will the money be doubled by the time the child turns 18 years old?
45
2. Suppose that the half-life of a substance is 250 years. If there were initially 100g of the substance, (a) give an
exponential model for the situation, and (b) how much will remain after 500 years?
MELC: The learner distinguishes between exponential function, exponential equation, and exponential inequality.
M11GM-Ie-4
Objective: Distinguish between exponential function, exponential equation, and exponential inequality. M11GM-Ie-4
Lesson/Topic: distinguishing between exponential function, exponential equation, and exponential inequality. M11GM-
Ie-4
Activity 1: Classify Me!
Directions: Determine whether each given is an exponential function, exponential equation or exponential inequality
or none of these.
(a) 𝑓(𝑥 ) = 2𝑥 3
(b) 𝑓(𝑥 ) = 2𝑥
(c) 𝑦 = 𝑒 𝑥
(d) 22 (5𝑥+1 ) = 500
(e) 625 ≥ 5𝑥+8

MELC: The learner solves exponential equations and inequalities. M11GM-Ie-f-1
Objectives: Solve exponential equations and inequalities. M11GM-Ie-f-1
Lesson/Topic: Solving exponential equations and inequalities. M11GM-Ie-f-1
Activity 1: Find Me!
Directions: Perform the task below.
1. Solve for x.
a. 162𝑥−3 = 4𝑥+2
1
b. (2)2𝑥 = 23−𝑥
46
c. 42𝑥+7 ≤ 322𝑥−3
2 25
d. (5)5𝑥+2 ≥ 4
MELC: The learner represents an exponential function through its: a) table of values, b) graph, c) equation. M11GM-Ie-
f-2
Objective: Represent an exponential function through its: a) table of values, b) graph, c) equation. M11GM-Ie-f-2
Lesson/Topic: Representing an exponential function through its: a) table of values, b) graph, c) equation. M11GM-Ie-f-2
Activity 1: Sketch It Out!
Directions: Graph the exponential function and provide what is being asked on each item.
1. (a) Complete the following table of values for 𝑓 (𝑥 ) = 2𝑥 and 𝑔(𝑥 ) = 3𝑥 .
x -4 -3 -2 -1 0 1 2 3 4
𝑓 (𝑥 )
𝑔 (𝑥 )
(b) Construct a coordinate plane showing x from -4 to 4 and y from 1 to 30. Sketch the graphs of 𝑓 (𝑥 ) and 𝑔(𝑥 ) using
one coordinate plane. Write your observation.
Activity 2: The Transformation!

Directions: Use the graph of 𝑦 = 2𝑥 to sketch the graph of the following functions below and draw the corresponding
graph.
1
1. (a) 𝑦 = 2 (2𝑥 )
47
(b) 𝑦 = 2𝑥 − 1 𝑎𝑛𝑑 𝑦 = 2𝑥 − 2
48
(c) 𝑦 = 2𝑥−1 𝑎𝑛𝑑 𝑦 = 2𝑥−2
49
COHO + MELC QUAWS
Course Outline & Hand-outs LEARNING WORKSHEET No. 6
paired with MELC- Based Quality in GENERAL MATHEMATICS
Name: _________________________________ Grade & Section: ________________________
Teacher: _______________________________ Date Submitted: _________________________
MELC: The learner finds the domain and range of an exponential function. (M11GM-If-3)
Objective: Find the domain and range of an exponential function.
Activity 1: Perfect Combination (Domain and Range)

Directions: Find the domain and range of the given exponential functions. Write your answers inside the
table.
𝟏 𝟐𝒙
1. 𝒇(𝒙) = ( )
𝟒
Domain Range
Set Notation
Interval Notation
2. 𝒇(𝒙) = 𝟑𝒙
Domain Range
Set Notation
Interval Notation
3. 𝒇(𝒙) = 𝟒𝒙+𝟏 − 𝟐
Domain Range
Set Notation
Interval Notation
4. 𝒇(𝒙) = −𝟐𝒙−𝟏 + 𝟑
Domain Range
Set Notation
Interval Notation
5. 𝒇(𝒙) = 𝟑𝒙−𝟏 − 𝟏
Domain Range
Set Notation
Interval Notation
50
MELC: The learner determines the intercepts, zeroes, and asymptotes of an exponential function.
(M11GM-If-4)
Objective: Determine the intercepts, zeroes, and asymptotes of an exponential function.
Activity 1: The X and whYs!

Directions: Determine the zeros, x-intercept, y-intercept, and horizontal asymptote of the following
exponential functions given. Write your answers on the space provided.
1. 𝒈(𝒙) = 𝟐𝟕𝒙 − 𝟑

replace g(x) with y replace g(x) with y
Let y=0
Let x=0
Solve for x
Solve for y and
Make the base the simplify
same
Get the exponents

and simplify
Final answer: Zero: _____, x-intercept: _____, y-intercept:_______, Horizontal asymptote: _____
2. 𝒇(𝒙) = 𝟐𝟕𝒙 − 𝟑

replace f(x) with y replace f(x) with y
Let y=0
Let x=0
Solve for x
Solve for y and
same
Get the exponents and

simplify
Final answer
51
Zero:
x-intercept:
y-intercept:
Horizontal asymptote:
Activity 1: The X and whYs!

Directions: Determine the zeros, x-intercept, y-intercept, and horizontal asymptote of the following
exponential functions given. Write your answers on the space provided.
1. 𝒈(𝒙) = 𝟐𝟕𝒙 − 𝟑

replace g(x) with y replace g(x) with y
Let y=0
Let x=0
Solve for x
Solve for y and
same
Get the exponents

and simplify
Final answer: Zero:_____, x-intercept: _____, y-intercept:______, Horizontal asymptote: ______
2. 𝒇(𝒙) = 𝟐𝟕𝒙 − 𝟑

replace f(x) with y replace f(x) with y
Let y=0
Let x=0
Solve for x
Solve for y and
same
Get the exponents and

simplify
Final answer : Zero: _____, x-intercept:______, y-intercept: ______, Horizontal asymptote:______
52
MELC: The learner represents real-life situations using logarithmic functions. (M11GM-Ih-1)
Objectives:
1. Represent real-life situations using logarithmic functions.
2. Convert exponential form to logarithmic form and vice versa.
3. Understand the difference and similarities between logarithmic and exponential form.
Activity 1: What‘s the Reality?

Directions: Given a real life situations problems, answer what is ask in each item with solutions.
1. What is the magnitude in the Ritcher scale of an earthquake that released 1014 joules of energy?
a? How much more energy does this earthquake release than that of the reference earthquake?
2. An earthquake released 1016 joules of energy. Find its magnitude in a Ritcher”s scale?
Activity 2: Exponential and Logarithmic as One.

Directions: Convert exponential form to logarithmic form or vice versa. Write your answers inside the
table.
Items 1-5. Convert the following logarithmic equation into exponential form and vice-versa.
logarithmic exponential exponential logarithmic

1. 𝒍𝒐𝒈𝟎 𝒎 = 𝒏 6. 𝟓𝟑 = 𝟏𝟐𝟓
2. 𝒍𝒐𝒈𝟑 𝟖𝟏 = 𝟒 7. 𝟏
𝟕−𝟐 =
𝟒𝟗
3. 𝟏 8. 𝟏𝟎𝟐 = 𝟏𝟎𝟎
𝒍𝒐𝒈𝟒 𝟐 =
𝟐
4. 𝟔𝟒 9. 𝟐 𝟐
𝒍𝒐𝒈 𝟑𝟒 ( ) = −𝟑 ( ) =𝟗
𝟐𝟕 𝟑
5. 𝒍𝒐𝒈𝟏𝟎 𝟎. 𝟎𝟎𝟏 = −𝟑 10. 𝟕𝒃 = 𝟐𝟏
Activity 3: Compare Me!

Directions: In your idea, give the similarities between exponential and logarithmeic functions.
53
MELC: The learner distinguishes logarithmic function, logarithmic equation, and logarithmic inequality.
(M11GM-Ih-2)
Objective: Distinguish logarithmic function, logarithmic equation, and logarithmic inequality.
Activity 1: Into the Three of it.
Directions: Determine whether the given is a logarithmic function, a logarithmic equation, a logarithmic
inequality or neither. Write your answer opposite to the item number.
1. 𝒍𝒐𝒈𝟑 (𝟐𝒙 − 𝟏) > 𝒍𝒐𝒈𝟑 𝒙 + 𝟐 Answer:
2. 𝒉(𝒙) = 𝒍𝒐𝒈𝟎.𝟐𝟓 𝒙 Answer:
3. 𝟐 + 𝒚 = 𝒍𝒐𝒈𝟑 𝒙 Answer:
4. 𝒍𝒐𝒈𝟑 (𝟐𝒙 − 𝟏) = 𝟐 Answer:
5. 𝒍𝒐𝒈 𝒙𝟐 = 𝟐 Answer:
COHO + MELC QUAWS

paired with MELC- Based Quality in General Mathematics
MELC: The learner solves logarithmic equations and inequalities (M11GM-Ih-i-1)
Objectives:
•solve logarithmic equations
•solve logarithmic inequalities
Lesson/Topic: Solving Logarithmic Equations and inequalities
Reference/Source: General Mathematics TG pp. 133-143; General Mathematics LM pp. 111-124
Activity No. 1: LOG IN TO FIND ME

Directions: Solve the following logarithmic equations and inequalities to find the value of 𝑥.
1. 𝐥𝐨𝐠𝟑 (𝟓𝒙) = 𝐥𝐨𝐠 𝟑 𝟐𝟓 2. 𝒍𝒐𝒈𝟐(𝟓𝒙 − 𝟐) = 𝟑
3. 𝒍𝒐𝒈𝟓 𝒙𝟐 = 𝟐 4. 𝒍𝒐𝒈𝟐(𝟓𝒙 + 𝟓) > 𝒍𝒐𝒈𝟐(𝒙 + 𝟑)
54
Step 1
Ensure that the
logarithms are
defined
Step 2
Ensure that the
inequality is
satisfied
5. 𝒍𝒐𝒈𝟓 (𝟐𝒙 + 𝟏) > 𝒍𝒐𝒈𝟓(𝒙 + 𝟐)
Step 1
Ensure that the
logarithms are
defined
Step 2
Ensure that the
inequality is
satisfied
MELC: The learner represents a logarithmic function through its: (a) table of values, (b) graph, and (c) equation.
(M11GM-Ii-2)
Objective:
• Represent a logarithmic function through its: (a) table of values
• Represent a logarithmic function through its: (b) graph
• Represent a logarithmic function through its: (c) equation
Lesson/Topic: Representing Logarithmic Function
Activity No. 1: SOLVE and SKETCH!

Directions: Graph the following logarithmic functions.
1. Sketch the graph of 𝐲 = 𝐥𝐨𝐠 𝟏 𝐱.

𝟐
STEP Construct a table of values of ordered pairs for the given function.
1
𝟏 𝟏 𝟏 𝟏
𝒙 𝟏 𝟐 𝟒 𝟖
𝟏𝟔 𝟖 𝟒 𝟐
𝑦
55
STEP
2
56
2. Sketch the graph of 𝐲 = 𝟑𝐥𝐨𝐠𝟐 𝐱
STEP Construct a table of values of ordered pairs for the given function.
1
𝟏 𝟏 𝟏 𝟏
𝒙 𝟏 𝟐 𝟒 𝟖
𝟏𝟔 𝟖 𝟒 𝟐
𝑙𝑜𝑔2 𝑥
3𝑙𝑜𝑔2 𝑥
STEP
2
MELC: The learner finds the domain and range of a logarithmic function .(M11GM-Ii-3)
Objective:
• Find the domain of a logarithmic function
• Find the range of a logarithmic function
Lesson/Topic: Finding the Domain and Range of a Logarithmic Function
57
Activity No. 1: Finding “X”, but “Y”?

Directions: Find the domain and range of the following logarithmic functions.
1. 𝑦 = log 5 (𝑥 − 3)
Domain: __________________
Range: __________________
2. 𝑦 = log(2x − 3)
Domain: __________________
Range: __________________
3. 𝑦 = log2 x
Domain: __________________
Range: __________________
4. 𝑦 = log3 (5𝑥 + 5)
Domain: __________________
Range: __________________
5. 𝑦 = log(2𝑥 − 12)
Domain: __________________
Range: __________________
MELC: The learner determines the intercepts, zeroes, and asymptotes of logarithmic functions .
(M11GM-Ii-4)
Objectives:
• determine the intercepts, zeroes and asymptotes of logarithmic functions.
•
Lesson/Topic: Determining the Intercepts, Zeroes, and Asymptotes of Logarithmic Functions
Activity No. 1: EQUATING ME TO ZERO CORRECTLY!

Directions: Determine the intercept, zeroes, and asymptotes of the following logarithmic functions.
1. 𝐲 = 𝐥𝐨𝐠 (𝐱 − 𝟏) 3. 𝐲 = 𝐥𝐨𝐠 (𝐱 + 𝟑)
X-intercept: _______
Zero: _____________ Vertical Asymptote: _________
58
2. 𝐲 = 𝐥𝐨𝐠 𝟐 (𝒙𝟐 ) 4. 𝐲 = 𝐥𝐨𝐠 (𝟔𝐱 − 𝟐𝟒)
X-intercept: _______
Zero: _____________ Vertical Asymptote: _________
5. 𝐲 = 𝐥𝐨𝐠 (𝟑𝐱 + 𝟐
Vertical Asymptote: _________
59
60
Day 3. Activity 1 “Just Solve” Day 4: Solve and Plot
24
1. X= 1. A
5
2 2.
2. X= < −2 𝑜𝑟 𝑥 ≥ 9
−16
3. X= 3
55
X -4 -3 -2 -1 0 1 2 3 4
4. X= 3 S(x) - - -25 - 0 50 25 16.67 12.5
12.5 16.67 50
Activity 2 “Solve and Draw”
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 x < −3 -3 < 𝑥 < 1 x>1
𝑻𝒆𝒔𝒕 𝑷𝒐𝒊𝒏𝒕 𝒙 = -4 𝒙=0 𝒙=2
𝑥−1 - - +
𝑥+3 - + +
𝑥−1 - - +
𝑥+3
Solution Set: x ∈ (−∞, −3) ∪ (1, ∞)
Week 2 Answer’s Key:
Day 2. Activity 1: Evaluate Me
Day 1. Activity 1: A Life With Functions
1. 𝑓(1) = 4
1. 𝐶(𝑥) = 95𝑥
2. 𝑓(2) = 2
2. 𝐿(𝑥) = 2𝑥
3. 𝑓(−1) = −4
5 𝑖𝑓 0 < 𝑑 ≤ 4
3. 𝐹(𝑑) = {
5 + 1.5(𝑑 − 4)𝑖𝑓 𝑑 > 4 4. 𝑓(√2) = 2√2
1000 𝑖𝑓 0 < 𝑑 ≤ 3 2
4. 𝐶(𝑑) { 5. 𝑓(2𝑥) =
1000 + 400(𝑑 − 3)𝑖𝑓 𝑑 > 3 𝑥
6. 𝑓(2) = −1
7. 𝑓(2) = 3
−5
8. 𝑓(2) =
2
Day 4. Activity 1: Involve Me!
Day 3. Activity 1: Perform and Operate
1. (𝑁 ∙ 𝑝)(𝑥) = 8𝑥 2 − 320
1. 𝑓 + 𝑔)(𝑥) = 𝑥 2 + 𝑥 − 6
2. Total sales revenue/gross sales/total
2. (𝑓 − 𝑔)(𝑥) = 𝑥 2 − 𝑥 + 4
amount of sales
3. (𝑓 ∙ 𝑔)(𝑥) = 𝑥 3 − 5𝑥 2 − 𝑥 + 5
3. (𝑁 ∙ 𝑝 − 𝐶)(𝑥) = 8𝑥 2 − 200𝑥 − 320
𝑓 (𝑥−5)
4. ( ) (𝑥) = 4. Profit
𝑔 (𝑥 2 −1)
5. (𝑓 ∘ 𝑔)(𝑥) = 𝑥 2 − 6
61
ACTIVITY 3
1. 7.5 hours ACTIVITY 1
ACTIVITY 4 2. 48.6 mph 1. Domain: All real numbers
1. B except 5 Range: All real
2. B numbers except 0
3. A ACTIVITY 2 2. Domain: All real numbers
4. B 1. C except 0 Range: All real
2. B numbers
3. D
Week 3 Answer’s key:
Day 2: Which is which
1. None of these
Day 1. Activity 1 2. Rational equation
3. Rational function
60000 90000
1. a) m(n) = 𝑛
2. a) f(x) = 𝑥+1
4. Rational inequality
b) m = 7500 b) 30000 5. None of these
Day 1 Day 2 Day 3

a. A = 50, 000(1.044)𝑡 , where t is the a. None of these a. 𝑥 =
8
3
number of years since the amount was b. Exponential function 1
b. x = -3, Hint: Write as 2−1
2
invested. c. Exponential function
29
b. A = 50, 000(1.044)18 ≈ ₱108, d. Exponential equation c. [ = +∞)
6
e. Exponential inequality 1 25 2
537.29 d. (-∞, − ], Hint: Write as ( )−2
5 4 5
The money has more than doubled
since the amount exceeded ₱100,
000.
62
63
Day 1, Activity 1 Day 2, Activity 1 Day 3, Activity 3
Domain are all real numbers 2. Zero: ∴ the zero of f(x) is 0 The similarities are;
1. R: (0,Ꚙ), {y|y > 0}
x-intercept: (0, 0) 1. It’s a one to one correspondence
2. R: (0,Ꚙ), {y|y > 0}
y-intercept: (0, 0) 2. The domain is the set of Real
3. R: (-2,Ꚙ), {y|y <-2}
Horizontal asymptote: -9 numbers except for Logarithmic
4. R: (-1, Ꚙ), {y|y > -1}
Day 3, function that it is greater than 0.
Activity 1 3. Range is the set of Real Numbers.
Day 2, Activity 1 1.76, 398107.17 times more energy -
1. Zero: ∴ the zero of g(x) is 1/3 2. 17.4 Day 4, Activity 1
x-intercept: (1/3, 0)
y-intercept: (0, 2) Activity 2
1. Logarithmic Inequality
Horizontal asymptote: -3 1. 10n = m 8. log100 = 2
2. Logarithmic Function
2. 34 = 81 9. Log2/3 = (4/9)=2
3. 41/2 = 2 10. Log721 = b 3. Logarithmic Function
4. (3/4)-3 = 64/27 4. Logarithmic Equation
5. 10-3 = 0.001 5. Logarithmic Equation
6. log5 = 125 =3
7. log7(1/49) = -2
Week 6 Answer’s key:
c. b. a.
Activity 2
3𝑥 increases by 3 times.
𝑓(𝑥) = 2𝑥 increases by 2 times and 𝑔(𝑥) =
graph. Note that for every 1 unit change in x,
The base also affects the steepness of the •
The functions have no zero. •
The line y = 0 is the horizontal asymptote •
attains only positive y-values.
The functions are strictly increasing and •
b.
3 9 27 81
81 27 9 3 1 1 1 1 1 𝑔(𝑥)
2 4 8 16
16 8 4 2 1 1 1 1 1 𝑓(𝑥)
4 3 2 1 0 -1 -2 -3 -4 ×
a.
Activity 1
64
Day 2
Activity No. 1: SOLVE and SKETCH!
1. Sketch the graph of 𝒚 = 𝐥𝐨𝐠 𝟏 𝐱
𝟐
STEP
𝟏 𝟏 𝟏 𝟏
1 𝒙 𝟏 𝟐 𝟒 𝟖
𝟏𝟔 𝟖 𝟒 𝟐
𝒚 𝟒 𝟑 𝟐 𝟏 𝟎 −𝟏 −𝟐 −𝟑
STEP
2
Day 4
Activity No. 1: EQUATING ME TO ZERO
CORRECTLY!
1. 𝐲 = 𝐥𝐨𝐠 (𝐱 − 𝟏)
Answer: 𝑥 = 0
X-intercept: (1,0) 2. Sketch the graph of 𝐲 = 𝟑𝐥𝐨𝐠 𝟐 𝐱
Zero: 0
STEP
2. 𝐲 = 𝐥𝐨𝐠 𝟐(𝒙𝟐 ) 𝟏 𝟏 𝟏 𝟏
1 𝒙 𝟏 𝟐 𝟒 𝟖
Answer: 𝑥 = ±1 𝟏𝟔 𝟖 𝟒 𝟐
X-intercept: (1,0), (−1,0) 𝑙𝑜𝑔2 𝑥 −4 −3 −2 −1 0 1 2 3
Zero: 1, −1 3𝑙𝑜𝑔2 𝑥 −12 −9 −6 −3 0 3 6 9
3. 𝐲 = 𝐥𝐨𝐠 (𝐱 + 𝟑) STEP
Answer: 𝑥 = −3 2
Vertical Asymptote: 𝑥 = −3
4. 𝐲 = 𝐥𝐨𝐠 (𝟔𝐱 − 𝟐𝟒)
Answer: 𝑥 = 4
Vertical Asymptote: 𝑥 = 4
5. 𝐲 = 𝐥𝐨𝐠 (𝟑𝐱 + 𝟐𝟏)
Answer: 𝑥 = −7
Vertical Asymptote: 𝑥 = −7
Day 3
Activity No. 1: Finding “X” but
“Y”?
1. 𝑦 = log 5(𝑥 − 3)
Answer: 𝑥 > 3
Domain: {𝒙 ∈ ℝ|𝒙 > 𝟑}
Range: {𝒚|𝒚 ∈ ℝ} Day 1
2. 𝑦 = log(2x − 3) Activity No. 1: LOG IN TO FIND ME
3 1. 𝒙 = 𝟓
Answer: 𝑥 >
2
𝟑 2. 𝒙 = 𝟐
Domain: ቄ𝒙 ∈ ℝቚ𝒙 > ቅ 3. 𝒙 = 𝟓, −𝟓
𝟐
Range: {𝒚|𝒚 ∈ ℝ} 4.
3. 𝑦 = log 2 x
Answer: 𝑥 > 0 Step 1 𝒙 > −𝟏 ; 𝒙 > −𝟑
Domain: {𝒙 ∈ ℝ|𝒙 > 𝟎} Step 2 1
Range: ∴𝑥>−
{𝒚|𝒚 ∈ ℝ} 2
4. 𝑦 = log 3(5𝑥 + 5) Hence, the solution is
1
Answer: 𝑥 > −1 (− , +∞)
2
Domain: {𝒙 ∈ ℝ|𝒙 > −𝟏} 5.
Step 1 1
5. 𝑦 = log(2𝑥 − 12) 𝒙>− ; 𝒙 > −𝟐
2
Answer: 𝑥 > 6
Step 2 ∴𝑥>1
Domain: {𝒙 ∈ ℝ|𝒙 > 𝟔}
Hence, the solution is
(1, +∞)
DEVELOPMENT TEAM
WRITERS:
Raffy S. Alabado
Estelito C. Atis
Ivy Rose D. Comilang
Alejandro A. Dayao
Rizelle O. Ela
Zyrene B. Neri
Elvin G. Pretencio
EDITORS / REVIEWERS / QA TEAM
JOSHUA SHERWIN T. LIM JD

Pedro L. Montecillo, Jr.
Emelie O. Tarrayo
Danilo S. Jadulco
Gloria M. Rosillas
MANAGEMENT TEAM:
THELMA CABADSAN-QUITALIG PhD, CESOV

Schools Division Superintendent
SHERLITA A. PALMA EdD, CESO VI

Assistant Schools Division Superintendent
RENATO S. CAGOMOC EdD, DM

CID Chief
JOSHUA SHERWIN T. LIM JD

Education Program Supervisor - MATH
65

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Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

Lesson/Topic: Representing Real-life Situations Using Functions

Quarter No. _1_ Week No. _1_ Day: _1_

Reference/Source: General Mathematics LM pp. 1,5,8

MELC: The learner evaluates a function. (M11GM-Ia-2)

Lesson/Topic: Evaluating Functions

Quarter No. _1_ Week No. _1_ Day: _2_

Reference/Source: General Mathematics LM pp. 10-12

Lesson/Topic: Operation on Function

Quarter No. _1_ Week No. _1_ Day: _3_

Reference/Source: General Mathematics LM pp. 13-18

2. Their difference, denoted by 𝑓 − 𝑔, is the function denoted by

3. Their product, denoted by 𝑓 ∙ 𝑔, is the function denoted by

𝑓 (𝑥 ) = 𝑥 + 3 𝑝(𝑥 ) = 2𝑥 − 7 𝑣(𝑥 ) = 𝑥 2 + 5𝑥 + 4 𝑔(𝑥 )𝑥 2 + 2𝑥 − 8

Definition. Let 𝑓 and 𝑔 be functions. The composite function denoted by (𝑓 ∘ 𝑔) is defined by

Examples: Perform the operations using composite function.

𝒇(𝒙) = 𝟐𝒙 + 𝟏 𝒈(𝒙) = √𝒙 + 𝟏 𝒒(𝒙) = 𝒙𝟐 − 𝟐𝒙 + 𝟐

MELC: The learner solves problems involving functions. (M11GM-Ia-4)

Lesson/Topic: Solving Problems Involving Functions

Quarter No. _1_ Week No. _1_ Day: _4_

Reference/Source: General Mathematics LM pp. 19-20

Let us have the following example:

COHO + MELC QUAWS

Name: _________________________________ Grade & Section:

Teacher: _______________________________ Date Submitted:

Example 2. The distance from Calbayog to Tacloban is around 250 kilometers.

250 kilometers / 25 kilometers per hour = 10 hours

MELC: The learner…

Procedure for solving rational equation and rational inequalities.

In solving rational inequalities:

MELC: The learner…

REPRESENTATIONS OF RATIONAL FUNCTIONS

MELC: The learner…

Solving for Range

Based on the graph, the range of the function is {𝑦 𝜖 ℝ | 𝑦≠0}

Solving for Range

TOPIC 2: Intercepts, Zeroes, and Asymptotes of Rational Function

Notice the behavior of the graph as it gets closer and closer

HOW TO FIND THE VERTICAL ASSYMPTOTE OF A RATIONAL FUNCTION

Simplify the rational function, factor the

Set the denominator equal to zero:𝑥 + 4 = 0 then solve for x, 𝑥 = −4

HOW TO FIND THE HORIZONTAL ASSYMPTOTE OF A RATIONAL FUNCTION

Example: Find the horizontal asymptote of the rational function

TOPIC 3: Solving Problems Involving Rational Functions, Equations, and Inequalities

Example 1. Determine whether each function is a one-to-one function.

MELC: The learner:

TOPIC 1: Determining the Inverse of a One-to-One Function

X 20 30 50 100 X 68 86 122 212

Finding the Inverse of a One-to-One Function

Example 2. The function 𝑦 = 5𝑥 − 1 is one-to-one, find its inverse.

Figure 1. Using The Vertical and Horizontal Line Tests

Example 1. Graph the inverse of the function 𝑦 = √𝑥.

3. Interchange the coordinates of each ordered pair to x 4 1 0 1 4

TOPIC 3: Finding the Domain and Range of an Inverse Function

2. Replace g(x) with y. 2𝑥 + 1

MELC: The learner…

Semester: First Week No. 5 Day: 1-4

TOPIC 1: Representing Real-life Situations Using Exponential Functions

Example Initially, at t = 0 Number of bacteria = 20 Solution

Let t = time in days. At t = 0, t = 100 Number of bacteria = 20(20) An exponential model

Name: _________ Grade & Section: _

Teacher: _____ Date Submitted:

Name: _________ Grade & Section:

Teacher: _______ Date Submitted: _

Teacher: _____ Date Submitted:

Name: _________ Grade & Section: _

Teacher: _____ Date Submitted:

COHO + MELC QUAWS LEARNING WORKSHEET No.2

Name: _________ Grade & Section: _

Teacher: _____ Date Submitted: