A

Transcript of the Lectures in Functions and Relations

Lecture Objective:
The aim of this set of lectures is to introduce the concept of functions and its applications in real-life
situations.

References Used:

Lim, Y., Nocon, R., Nocon, E., Ruivivar, Arceo, V., and Regilioso, T. L. (2016). Math for Engaged Learning -
General Mathematics. Quezon City: Sibs Publishing House, Inc., pp. 4-39016.

Verzosa, D. et al, (2016). General Mathematics Learners’ Material. Manila: DepEd-BLR.

Young, C. (2013). Algebra and Trigonometry 3rd Edition. John Wiley and Sons, Inc.



Lecture 1.1
Introduction to Functions and Relations

Introduction

Patterns are present in many areas of life—biological processes, finances, economics, social relations, and
technology, to name a few. Viewing and writing about the patterns that occur in these areas have been long
done through the lens of mathematics. Now, in this lecture, we will learn about Mathematical Functions—
a tool that is used to analyze and model patterns that emerge from various life phenomena.


Lesson Proper

Def. Relation
A relation is a correspondence between two sets where each element in the first set, called the domain,
corresponds to at least one element in the second set, called the range.

Def. Function
A function, is a rule that assigns to each element 𝑥 in the set 𝑋 exactly one element 𝑦, in the set Y. In
other words, a function is a relation in which each element in the domain corresponds to exactly one
element in the range.

Functions can be represented through mapping diagrams where the elements of the domain are written
inside of a placeholder, and arrows are used to represent the mapping of each element inside of it, towards
a unique element on the range. An example of a mapping diagram of a function is given in the next page:





1
 Set A (Domain) Set B (Range)

1 7

3 9

5 11

Figure 1.1

On the other hand, the example below does not represent a function since an element from the domain
corresponds to more than one element in the range (note that 3 is mapped to both 8 and 10).

Set A (Domain) Set B (Range)

2 8

3 9

4 10

Figure 1.2

Furthermore, besides a mapping diagram, a function may also take in the form of a set of ordered pairs.
This means that given function in Fig. 1.1 can also be expressed by the set of ordered pairs
{(1,9), (3,11), (5,7)}. Recall that in each ordered pair, the first coordinate is also known as the input, and
the second coordinate, the output.

Example 1.1.1. Identify which of the following set of ordered pairs are functions.
a) {(−2,1), (0,4), (3,2), (2,5)}
b) {(1, −2), (0, −1), (1,2), (3,1)}
c) {(1,4), (2,8), (3,12), … , (𝑎, 4𝑎)}
d) {(𝑥, 𝑥 ! ) | 𝑥 ∈ ℤ}
e) {(𝑥 ! , 𝑥) | 𝑥 ∈ ℤ}

Solution to Example 1.1.1
a) Function
b) Not a function, since (1, −2) and (1,2) are ordered pairs with the same input but different outputs
(or, in other words, the element one (1) in the domain is paired to two elements in the range
(−2, and 2).
c) Function
d) A sample set of ordered pairs are {(1,1), (2,4), (−1,1), (−2,4), … , (𝑥, 𝑥 ! )}. Thus, it is a function.
e) Not a function since if we generate a sample from the formula, we have

{(4,2), (4, −2), (9,3), (9, −3), . . . , (𝑥 ! , 𝑥)}.

2
 Clearly, we see that the values in the domain would not correspond uniquely to the values in the
range.

Besides a mapping diagram and a set of ordered pairs, a function may also take in the form of an algebraic
equation. The set of ordered of pairs {(1,2), (2,4), (3,6), (4,8), . . . , (𝑥, 2𝑥)} can be written in an algebraic
equation format, that is, 𝑦 = 2𝑥. Note that in the equation, 𝑦 is the dependent variable, and 𝑥 is the
independent variable.

Remark. A technique used to determine whether equations are indeed functions is to check whether the
dependent variable 𝑦 is either a) raised to an even exponent, or b) inside of an absolute
value/trigonometric/greatest integer operator. If the dependent variable 𝑦 falls under any of these cases,
they are not classified as functions.

Why does this technique work? Let us discuss this in Example 1.1.2


Example 1.1.2. Consider 𝑦 ! = 2𝑥 + 1. Is the equation a function?

Solution to Example 1.1.2
By using the technique mentioned previously, this is not a function because if 𝑥 = 0, then 𝑦 ! = 1 or 𝑦 =
±1. This thereby implies that (0,1), (0, −1) belongs to the set of ordered pairs representing the equation
𝑦 ! = 2𝑥 + 1. Now, since 0 is paired to two elements in the range (i.e. both 1 and −1), this means that indeed
𝑦 ! = 2𝑥 + 1 is not a function.

It is not difficult to show in the same manner that the other cases hold true.


Example 1.1.3. Identify if the following equations represent a function.
a) 𝑦 = 𝑥
b) 𝑥 ! + 𝑦 ! = 1
"#$ %!
c) ! = &
d) |2𝑦 − 1| = 𝑥 + 5
e) 𝑥 = 26

Solution to Example 1.1.2
Clearly, the only function among the choices is item a)


Remark. If 𝑓 is a function having its domain variable 𝑥 and its range variable 𝑦, then the symbol 𝑓(𝑥)
denotes the particular value of 𝑓 at 𝑥. More precisely, we say, whenever (𝑥, 𝑦) ∈ 𝑓, 𝑦 = 𝑓(𝑥).

A function can also be expressed as a graph in the cartesian plane. Recall that if 𝑓(𝑥) is a function, then the
graph of 𝑓(𝑥) is the set of all points (𝑥, 𝑦) in the cartesian plane for which (𝑥, 𝑦) is an ordered pair in 𝑓(𝑥).
For us to determine whether a graph represents a function, we apply the vertical line rest.

The vertical line test states that a graph represents a function if any vertical line drawn on the graph
intersects it in at most one point.

3
Example 1.1.4. Identify whether the given graphs represent a function.

a) c)

A0 A1

A3 A2

b)

Solution to Example 1.1.4
a) Not a function, since a vertical line may pass the graph either once, twice, or not at all.
b) Function
c) Not a function, since a vertical line passes the graph in two points (point 𝐴$ and 𝐴! ).


Supplementary Exercises

1) Determine whether the statement is true or false.
a) All functions are relations.
b) All relations are functions.
c) A set of ordered pairs of real numbers {(𝑥, 𝑦)|𝑥, 𝑦 ∈ ℝ} in which no two distinct ordered pairs have
the same first number is a function.









4
2) Identify which of the following are functions:
a) {(−4,7), (−3,9), (−2,11), (−1,13)} f)
b) {(0,1), (3,2), (1,8), (0,12)}
c) 𝑥 & = 𝑦 − 4
d) 𝑦 = √𝑥 − 2
e)

Answers to Supplementary Exercises
1)
a) True
b) False
c) True

2)
a) Function
b) Not a function
c) Function
d) Function
e) Function
f) Not a function



Lecture 1.2
Domain and Range of a Function

Introduction

Functions can also be thought of as “processing machines”. That is, if you put something into the machine,
the machine processes it, and in effect, it spits out a result of processing on the other end.

Input (Domain) Output (Range)
1 Machine (or the rule) 2
2 𝑦 = 2𝑥 4
3 6

5
Recall that the elements that we can place inside the machine are also referred to as domain of the function.
On the other hand, the results or outputs are also referred to as the range of the function. Now, in this
lecture, we will shift our focus on determining the domain and range of the function taking in various forms.

Lesson Proper

Def. Domain of a Function

Let 𝑓 be a function that maps the elements of set 𝑋 to the elements of set 𝑌, the domain of the function
denoted by dom 𝑓, is the set of real numbers 𝑥 for which 𝑓(𝑥) ∈ ℝ.

In other words, the domain of a function is the set of all possible values of the independent variable
(usually denoted as 𝑥) which makes the function defined.

Def. Range of a Function

The range of a function, denoted by ran 𝑓, is the set of all possible values of the dependent variable
(usually denoted as 𝑦), given the independent variable.

Example 1.2.1. Determine the domain and range of the items below and identify if it is a function or not.
a) {(−2, −1), (0,3), (5,4), (−2,3)} e)
b) {(−1,5), (0,3), (2,3), (3, −1)}
c) {(𝑥, 𝑥 ! ) | 𝑥 ∈ ℝ}
d)











f) g)

6

Solution to Example 1.2.1
a) Given the set of ordered pairs (𝑥, 𝑦) we see that 𝑥-values are −2, 0, and 5. This means that
dom: {−2,0,5}. On the other hand, we see that the values of 𝑦 are −1, 3, and 4, hence
ran: {−1,3,4}. Last, the set of ordered pairs does not satisfy the definition of a function.
b) dom: {−1,0,2,3} ; ran: {3,5, −1}; function
c) dom: ℝ ; ran: {𝑦|𝑦 are perfect squares}; function
d) The 𝑥-values that forms part of the graph are the set of all real numbers (see arrows of the
graph), thus dom: {𝑥|𝑥 ∈ ℝ}. Meanwhile, we see that the only 𝑦-values involved in the graph are
the numbers greater than or equal to two (2), therefore, ran: {𝑦|𝑦 ≥ 2}. Lastly, the graph is a
function.
e) In this example, the 𝑥-values that are involved in the graph are the numbers from −8 to 2, thus
dom: {𝑥|−8 ≤ 𝑥 ≤ 2}. Similarly, we see that the 𝑦-values involved are the numbers from −5 to
8, hence ran: {𝑦|−5 ≤ 𝑦 ≤ 8}. Lastly, the graph is a function.
f) Notice that the graph has solid and hollow dots. A solid dot means that the graph passes through
that point. On the other hand, a hollow dot indicates that the graph is not defined at that point.
Now, in this example, the 𝑥-values which are part of the graph are the numbers greater than or
equal to −5 but less than 3, hence dom: {𝑥|−5 ≤ 𝑥 < 3}. While, the 𝑦-values on the graph are
the numbers greater than or equal to −4 but less than 0, or the number 2, hence,
ran: {𝑦|-4 ≤ 𝑦 < 0 or 𝑦 = 2}. Lastly, the graph is a function.
g) In this example, the 𝑥-values on the graph are the numbers greater than or equal to −5 but less
than 2, so, dom: {𝑥|−5 ≤ 𝑥 < 2}. While, the 𝑦-values consist of the numbers greater than or
equal to -1 but less than or equal to 1, or the numbers greater than or equal to 2 but less than 5,
thus, ran: {𝑦|-1 ≤ 𝑦 ≤ 1 or 2 ≤ 𝑦 ≤ 5}. Lastly, the graph does not represent a function since a
vertical line may pass the graph in two points.

Supplementary Exercises

Determine the domain and range of the given and identify if it is a function or not.
a) {(1, −2), (2, −1), (3,0), (4,1)}
b) {(3, 4), (4, 7), (2,9), (3,1)}


c) d)

Answers to Supplementary Exercises
a) dom: {1,2,3,4} ; ran: {-2, -1, 0, 1}; function
b) dom: {2,3,4} ; ran: {1, 4, 7, 9}; not a function
7
 c) dom: {𝑥|𝑥 ≤ 4}; ran: {𝑦|𝑦 ≥ 0}; function
d) dom: {𝑥|-5 < 𝑥 < -3 or -3 < 𝑥 < 0 or 0 < 𝑥 ≤ 5}; ran: {𝑦|-2 ≤ 𝑦 ≤ 2}; function



Lecture 1.3
Evaluation of Functions

Lesson Proper

Recall that 𝑓(𝑥) means to find the value of the function at 𝑥. In this case, the possible values of 𝑥 could be
any number that is within the domain of 𝑓. Now, say for example that one (1) is within the domain of 𝑓,
and we write the statement 𝑓(1). This means to find the value of the function 𝑓 at one (1). Such procedure
is what we call as evaluating functions.


Example 1.3.1. If 𝑓(𝑥) = 2𝑥 ' − 3𝑥 ! + 6, find 𝑓(−1).

Solution to Example 1.3.1
To find 𝑓(−1), we substitute −1 to all 𝑥′s of the equation. That is,

𝑓(−1) = 2(−1)' − 3(−1)! +6

which after some algebra yields,

𝑓(−1) = 1.

Example 1.3.2. If 𝑚(𝑥) = 𝑥 ! − 2𝑥 + 2, find 𝑚(𝑥 + ℎ).

Solution to Example 1.3.2
Similar to the previous example, we substitute 𝑥 + ℎ for all 𝑥 values of the function. That is,

𝑚(𝑥 + ℎ) = (𝑥 + ℎ)! − 2(𝑥 + ℎ) + 2
= 𝑥 ! + 2𝑥ℎ + ℎ! − 2𝑥 − 2ℎ + 2

"($%&)("($)
Example 1.3.3. Given 𝑞(𝑥) = 𝑥 ! − 4𝑥 + 7, find .
&

Solution to Example 1.3.3
Notice that in this example, operations are involved. To solve this, we can evaluate 𝑞(𝑥 + ℎ) first, then we
subtract it by the given function 𝑞(𝑥), and last, divide the resulting equation by ℎ. This procedure is shown
below:

𝑞(𝑥 + ℎ) − 𝑞(𝑥) (𝑥 + ℎ)! − 4(𝑥 + ℎ) + 7 − (𝑥 ! − 4𝑥 + 7)
=
ℎ ℎ
𝑥 ! + 2𝑥ℎ + ℎ! − 4𝑥 − 4ℎ + 7 − 𝑥 ! + 4𝑥 − 7
=
ℎ
2𝑥ℎ + ℎ! − 4ℎ
=
ℎ
= 2𝑥 + ℎ − 4
8

Remark. Example 1.3.3 is what is otherwise known as the difference quotient. This is encountered in the
beginning chapters of the Calculus subject.

Aside from evaluating functions expressed as equations, we can also evaluate functions expressed as
graphs. This is demonstrated in the examples below:


Example 1.3.4. Given the graph of 𝑓 below, find the following

a) 𝑓(2) (𝑥, 𝑓(𝑥))
b) 𝑓(0)
c) 𝑓(4)
d) 𝑓(−2)
e) 𝑓(1)
f) 𝑓(3)


Solution to Example 1.3.4
We see that we are being asked to find the value of the function 𝑓 at 2, 0, 4, −2, 1, and 3 respectively. Thus,
a) at 𝑥 = 2, the value of 𝑓 is −2. And so we say, 𝑓(2) = −2.
b) at 𝑥 = 0, the value of 𝑓 is 0. And so we say, 𝑓(0) = 0.
c) at 𝑥 = 4, the value of 𝑓 does not exist.
d) at 𝑥 = −2, the value of 𝑓 is 4. And so we say, 𝑓(−2) = 4.
e) 𝑓(1) = −2
f) 𝑓(3) = 0


Supplementary Exercises

1. Given that 𝑓 is defined by 𝑓(𝑥) = 𝑥 ! + 3𝑥 − 4, find
a) 𝑓(0)
b) 𝑓(2)

9
 c) 𝑓(ℎ)
d) 𝑓(2ℎ)
e) 𝑓(𝑥 + ℎ)
f) 𝑓(𝑥) + 𝑓(ℎ)
g) 𝑓(𝑓(0))

2. The graph of 𝑔 is shown below:

Find the following:
a) 𝑔(0)
b) 𝑔(2)
c) 𝑔(1)
d) 𝑔(−2)
e) 𝑔(−1)


Answers to Supplementary Exercises
1. 2.
a) −4 a) 𝑔(0) = 0
b) 6 b) 𝑔(2) = 2
c) ℎ! + 3ℎ − 4 c) 𝑔(1) = −2
d) 4ℎ! + 6ℎ − 4 d) 𝑔(−2) = 2
e) 𝑥 ! + ℎ! + 2ℎ𝑥 + 3ℎ + 3𝑥 − 4 e) 𝑔(−1) = 3

f) 𝑥 ! + ℎ! + 3𝑥 + 3ℎ − 8
g) 0

10
 Enrichment
In the field of real numbers, division by zero is said to be undefined. Undefined quantities are regarded as
meaningless and is not assigned with an interpretation. Now, given this,

(#"
If 𝑓(𝑥) = ; 𝑓(−2) is undefined; and 𝑓(−1) = 4 , find 𝑎 and 𝑏.
)#"

Solution to Enrichment

Since 𝑓(−2) is undefined, this means that the denominator of the function is equal to zero (0) when 𝑥 =
-2. So, to solve for b, we equate the denominator (𝑏 - 𝑥) to 0 then we replace 𝑥 with -2. That is,

𝑏 - 𝑥 = 0
𝑏 - (-2) = 0

Solving the equation, we will arrive at 𝑏 = -2.

Now, to solve for 𝑎, given that 𝑓(−1) = 4, we replace all 𝑥 with -1 and 𝑓(𝑥) with 4. Thus,

𝑎 − (-1)
4= .
-2 − (-1)
Solving the equation, we will arrive at 𝑎 = -5.

Hence, 𝑎 = -5 and 𝑏 = -2.



Lecture 1.4
Piecewise Function

Introduction

In the previous discussions, we have dealt with functions that are only defined in one way. In this lecture,
we will work on functions that are defined in multiple ways, and such is called a Piecewise Function.

Def. Piecewise Function

A function 𝑓 is said to be a piecewise function if it is defined by multiple sub-functions and each of these
sub-functions applies to a certain condition.


For example,

𝑥 if 𝑥 > 0
𝑓(𝑥) = †
−𝑥 if 𝑥 ≤ 0


is a piecewise function where 𝑥 and −𝑥 are its sub-functions. These sub-functions apply to a certain
condition (an interval in this case) that is, 𝑥 > 0 and 𝑥 ≤ 0 respectively. A curly bracket is unique to a
piecewise function and this is used to denote that the function is defined in more than one way.

11
Example 1.4.1. Given that

𝑥 ! if 𝑥 < 0
2𝑥 + 2 if 𝑥 ≥ 1
𝑓(𝑥) = † and 𝑔(𝑥) = ˆ−3𝑥 + 4 if 0 ≤ 𝑥 < 2
3𝑥 + 4 if 𝑥 < 1
−𝑥 + 8 if 𝑥 ≥ 2

Evaluate the following:
a) 𝑓(0)
b) 𝑓(5)
c) 𝑔(−2)
d) 𝑔(2)

Solution to Example 1.4.1
a) We are asked to evaluate 𝑓 at 𝑥 = 0. Note that this value falls under the 𝑥 < 1 interval. Thus, we are
to substitute zero (0) to the x-values of the sub-function 3𝑥 + 4 . And so,

𝑓(0) = 3(0) + 4
= 4.

b) The argument of the function is five (5); this falls under the 𝑥 ≥ 1 interval. Hence,

𝑓(5) = 2(5) + 2 = 12.

(−2) !
c) 𝑔(−2) = = 4
d) 𝑔(2) = −(2) + 8 = 6


Example 1.4.2. Given that ℎ is the function defined by:

2𝑥 if 𝑥 < 0
ℎ(𝑥) = ˆ𝑥 + 𝑘 if 0 ≤ 𝑥 < 2
(𝑥 − 𝑘)! if 𝑥 ≥ 2

What should be the value of 𝑘 so that ℎ(2) = ℎ(4)?

Solution to Example 1.4.2
To solve for the value of 𝑘, first we need to solve for ℎ(2) and ℎ(4).

ℎ(2) = (2 − 𝑘)! = 4 − 4𝑘 + 𝑘 !
ℎ(4) = (4 − 𝑘)! = 16 − 8𝑘 + 𝑘 !

Now, since we want ℎ(2) = ℎ(4), then,

4 − 4𝑘 + 𝑘 ! = 16 − 8𝑘 + 𝑘 !
4𝑘 = 12
𝑘 = 3

Example 1.4.3. Maria rides a jeepney to go to the market which is 14 km away from her house. The fare
rate is 8.00 php for the first 4 kilometers and an additional 1.40 php for every kilometer or a fraction of it
thereafter.
12
 a) What mathematical model can be drawn out from the given situation?
b) Write a function that would describe the situation.
c) How much is Maria’s back-and-forth jeepney fare?

Solution to Example 1.4.3
a) Since there are more than one scenario in the given situation, the mathematical model that can be
drawn out from the situation is a piecewise model.
b) Let 𝑓(𝑥) represent the jeepney fare based on the distance travelled 𝑥. The formula therefore is
8 if 0 < 𝑥 ≤ 4
𝑓(𝑥) = Š8 + 1.40(𝑥 − 4) if 𝑥 > 4
c) Answer: 𝑓(14) + 𝑓(14) = 44 php

Remark. By convention, the computation for jeepney fares are rounded-up (this is what the “or a fraction
thereafter” really means). Thus, the piecewise function 𝑓 previously could be written with the following
specifics:

8 if 0 < 𝑥 ≤ 4
𝑓(𝑥) = Š8 + 1.40(𝑥 − 4) if 𝑥 > 4 , where every 𝑥 in the sub-function 8 + 1.40(𝑥 − 4) is rounded-up

or alternatively we write,

8 if 0 < 𝑥 ≤ 4
𝑓(𝑥) = Š
8 + 1.40(⌈𝑥⌉ − 4) if 𝑥 > 4

where ⌈𝑥⌉ is called the ceiling function (a function that maps the value 𝑥 to the smallest integer that is not
smaller than 𝑥). For example, ⌈14.13⌉ = ⌈14.8⌉ = ⌈14.928⌉ = 15.

Example 1.4.4. A certain country taxes the first 200,000 php of an individual’s income at a rate of 15%,
while all income over 200,000 php is taxed at 20%. Find a piecewise function 𝑇 that gives the total tax for
an income of 𝑥 pesos.

Solution to Example 1.4.4
For an income of 𝑥 dollars where 0 < 𝑥 < 200,000, the total tax is said to be 0.15𝑥. On the other hand, for
an income of 𝑥 > 200,000, the total tax is 0.15(200,000) + 0.20(𝑥 − 200,000).

Note that 0.15(200,000) is total tax for the first 200,000 of the income, while 0.20(𝑥 − 200,000) is the total
tax for the income over 200,000.

Thus,
0.15𝑥 if 0 < 𝑥 ≤ 200,000
𝑇(𝑥) = Š
30,000 + 0.20(𝑥 − 200,000) if 𝑥 > 200,000

Example 1.4.5. A local zoo charges admission to groups given the following policy: Groups fewer than 50
are charged at a rate of 35.00 pesos per person, while groups of 50 people or more are charged at a
discounted rate of 30.00 pesos per person.
a) Construct a piecewise function expressing the amount a group will be charged as a function of its
size.
b) How much will a group of 49 people save in total admission cost if they can recruit one more
member?

13
Solution to Example 1.4.5
a) Let 𝑓(𝑥) describe the total amount charged for a group size 𝑥. The formula that describes this
function

35𝑥 if 0 < 𝑥 < 50
𝑓(𝑥) = † , where 𝑥 ∈ ℤ*
30𝑥 if 𝑥 ≥ 50
( 𝑥 ∈ ℤ* is read as 𝑥 is an element of all positive integers)

b) 𝑓(49) − 𝑓(50) = 49(35) − 30(50) = 1,715 − 1,500 = 215. Thus, the group will be able to save 215
pesos if they could recruit one more member.


Supplementary exercises

1) An internet café has a flat rate of 15 php for the first hour of surfing. An additional 5 pesos is charged for
every hour in excess afterwards.
a) Construct a mathematical model for this situation.
b) Find the amount you will pay if 1) you spent three hours in the internet café; 2) you spent an hour
each day for three days in the internet café.

2) A cellphone plan costs ₱350 a month. The plan includes 480 free minutes of calls and charges ₱7 for
each additional minute of usage.
a) Construct a piecewise function for the monthly charges according to the number of minutes used.
b) Find the total charges for:
1) 150 minutes
2) 480 minutes
3) 560 minutes

3) You and your classmates want to earn extra income during the summer break. You decided to sell shirts.
The supplier has the following conditions: If you purchase 100 shirts or below, each shirt costs 120
pesos; if you purchase between 100 and 300 shirts, the price per shirt is 110 pesos; if you get 300 shirts
or more, the original price per shirt is discounted by 15 pesos.
a) Construct a mathematical model.
b) How much will you pay the supplier if you will order 1) 100 shirts? 2) 250 shirts? 3) 400 shirts?
c) If you plan to sell a shirt for 150 pesos each, how much will you earn if you would be able to sell 300
shirts?


Answers to Supplementary Exercises
1.
a) Let 𝑓(𝑥) be the total amount charged for 𝑥 hours of internet surfing.
15 if 0 < 𝑥 ≤ 1 15 if 0 < 𝑥 ≤ 1
𝑓(𝑥) = Š15 + 5(𝑥 − 1) if 𝑥 > 1 or 𝑓(𝑥) = Š or
15 + 5(⌈𝑥⌉ − 1) if 𝑥 > 1
15 if 0 < 𝑥 ≤ 1
𝑓(𝑥) = Š (depending on the convention)
15 + 5(⌊𝑥⌋ − 1) if 𝑥 > 1
b) 1) 𝑓(3) = 25 pesos;
2) 3 ∙ 𝑓(1) = 45 pesos

2. a) Let 𝑓(𝑥) be the total amount charged for 𝑥 minutes of calls.

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 350 if 0 ≤ 𝑥 ≤ 480
𝑓(𝑥) = Š350 + 7(𝑥 − 480) if 𝑥 > 480 ;
c) 1) 𝑓(150) = 350 php;
2) 𝑓(480) = 350 php;
3) 𝑓(560) = 910 php

3. a) Let 𝑓(𝑥) be the total cost for the quantity of shirts bought 𝑥.
120𝑥 if 0 < 𝑥 ≤ 100
𝑓(𝑥) = ˆ110𝑥 if 100 < 𝑥 < 300;
105𝑥 if 𝑥 ≥ 300

b). 1) 𝑓(100) = 12,000 php;
2) 𝑓(250) = 27,500 php;
3) 𝑓(400) = 42,000 php;

c) Profit = 13,500 php


- End of the Lecture Transcript -

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