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Evaluating Functions for Grade 11

This document provides examples and exercises for evaluating functions at given values from their domain. It begins with examples of evaluating various functions f(x), g(x), and t(x) at the value x=1.5. It then gives examples of evaluating composite functions like f(2x+1) and g(4x-3). Further examples explain what statements like (15)=12 and (30)=10 mean in the context of a runner's top speed as a function of temperature. The final examples calculate the initial and later velocities of a ball thrown upward using the function (t)=20-9.8t. The document concludes with exercises asking to evaluate functions at given values and

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Josie Escala
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146 views3 pages

Evaluating Functions for Grade 11

This document provides examples and exercises for evaluating functions at given values from their domain. It begins with examples of evaluating various functions f(x), g(x), and t(x) at the value x=1.5. It then gives examples of evaluating composite functions like f(2x+1) and g(4x-3). Further examples explain what statements like (15)=12 and (30)=10 mean in the context of a runner's top speed as a function of temperature. The final examples calculate the initial and later velocities of a ball thrown upward using the function (t)=20-9.8t. The document concludes with exercises asking to evaluate functions at given values and

Uploaded by

Josie Escala
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

St.

Francis College
Allen Northern Samar

Learning Module in General Mathematics

MODULE 2
EVALUATING FUNCTIONS

WEEK: 2

GRADE LEVEL: GRADE 11

LEARNING COMPETENCY:

EVALUATES A FUNCTION.

CONCEPT

You need a good grasp of GEMDAS. GEMDAS is an acronym for the words Grouping symbols, Exponents,
Multiplication, Division, Addition, Subtraction. When asked to simplify two or more operations in one
algebraic/numerical expression, the order of the letters in GEMDAS indicates what to calculate first, second, third and
so on, until a simplified expression is achieved

EXAMPLES AND DISCUSSION

Evaluating a function means replacing the variable in the function, in this case
x, with a value from the function's domain and computing for the [Link] denote
that we are evaluating 𝑓 at a for some 𝑎 in the domain of f, we write
𝑓(𝑎).

What’s More
Example 1. Evaluate the following functions at 𝑥 = 1.5:

a. 𝑓(𝑥) = 3𝑥 − 2
b. 𝑔(𝑥) = 3𝑥2 − 4𝑥
c.

d.
e. 𝑡(𝑥) = ⌊𝑥⌋ + 1 where is the greatest integer function

Solution:
a. 𝑦 = 3𝑥 − 2 = 3(1.5) − 2 = 4.5 − 2 = 2.5
b. 𝑦 = 3𝑥2 − 4𝑥 = 3(1.5)2 − 4(1.5) = 3(2.25) − 6 = 6.75 − 6 = 0.75
c.

d.
e. 𝑦 = ⌊𝑥⌋ + 1 = ⌊1.5⌋ + 1 = 1 + 1 = 2
Example 2.
Evaluate the following functions, where f and q are as defined in Example 1.

a) (2𝑥 + 1) b) (4𝑥 − 3)

Solution:

a. 𝑓(2𝑥 + 1) = 3(2𝑥 + 1) − 2 = 6𝑥 + 3 − 2 = 𝟔𝒙 + 𝟏
b. 𝑔(4𝑥 − 3) = 3(4𝑥 − 3)2 − 4(4𝑥 − 3)
= 3(16𝑥2 − 24𝑥 + 9) − 16𝑥 + 12

= 48𝑥2 − 72𝑥 + 27 − 16𝑥 + 12

= 48𝑥2 − 88𝑥 + 39

Example 3

Evaluate (𝑎 + 𝑏) where (𝑥) = 4𝑥2 − 3𝑥 .

Solution.

(𝑎 + 𝑏) = 4(𝑎 + 𝑏)2 − 3(𝑎 + 𝑏) = 4(𝑎2 + 2𝑎𝑏 + 𝑏2) − 3𝑎 − 3𝑏

= 4𝑎2 − 3𝑎 + 8𝑎𝑏 − 3𝑏 + 4𝑏2

Example 4

Suppose that 𝑠 (𝑇) is the top speed (in km per hour) of a runner when the temperature is T Degrees Celsius.
Explain what the statements (15) = 12 and (30) = 10 mean.

Solution.

The first equation means that when the temperature is 15°𝐶, then the top speed of a runner is 12 km per
hour. However, when temperature rises to 30°𝐶, the top speed is reduced to 10 km per hour.

Example 5

The velocity 𝑉 (in m/s) of a ball thrown upward 𝑡 seconds after the ball was thrown is given by (𝑡) = 20 –
9.8𝑡. Calculate (0) and (1), and explain what these results mean.

Solution.

(0) = 20 – 9.8(0) = 20 and (1) = 20 – 9.8(1) = 10.2. These results indicate that the initial velocity of the ball
is 20 m/s. After 1 second, the ball is traveling more slowly, at 10.2 m/s.
EXERCISES

What’s New
Try to solve the following Exercises.

Evaluate the following functions at x = -3

EVALUATION

a) Given 𝑓(𝑥) = 𝑥2 − 4𝑥 + 4, solve for:


(3) 2. (𝑥 + 3)

b) A computer shop charges P20.00 per hour (or a fraction of an hour) for the first two hours and an additional
P10.00 per hour for each succeeding hour. Find how much you would pay if you used one of their computers for:
40 minutes 2) 3 hours
3) 150minutes
c) Under certain circumstances, a rumor spreads according to the
equation

where 𝑝(𝑡) is the proportion of the population that knows the rumor (𝑡) days after the rumor started. Find (4) and
(10), and interpret the

References
(n.d.). Retrieved from [Link]
Math Ease. (n.d.). Retrieved from [Link]
Math is Fun. (n.d.). Retrieved from [Link]

Common questions

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Evaluating (a + b) in the context of an expression like 4(a + b)^2 - 3(a + b) demonstrates expansion through substitution and application of the distributive property. First, the expression is expanded to 4(a^2 + 2ab + b^2) by squaring (a + b), then further simplification yields 4a² + 8ab + 4b² - 3a - 3b, demonstrating mastery in polynomial manipulation and algebraic expansion .

The function V(t) = 20 - 9.8t models the velocity of a ball thrown upwards as a function of time. V(0) = 20 indicates the initial velocity of 20 m/s when the ball is first thrown. The term -9.8t accounts for the acceleration due to gravity, which decreases the velocity by 9.8 m/s² each second. For instance, after 1 second, V(1) = 10.2 m/s, showing a decrease in the ball's upward velocity due to gravity .

Evaluating a composite function like g(4x - 3) is more complex because it involves multiple steps: substituting the expression 4x - 3 into g(x), expanding the expression, and simplifying according to GEMDAS. This requires handling of both algebraic expressions and correct operations to ensure the accurate simplification of g(x) = 3(4x - 3)^2 - 4(4x - 3) into a correct polynomial form .

The examples emphasize substituting specific values into functions and simplifying to find precise results. The exercises demonstrate functional relationships changing based on varying inputs, showcasing foundational skills in evaluating and applying functions in different contexts, thereby preparing students for more complex problem-solving .

Evaluating a function at a particular point involves replacing the variable in the function with a specific numerical value from its domain and calculating the outcome, while general function evaluation refers to finding the function's form or expression. For example, f(x) = 3x - 2, when evaluated at x = 1.5, becomes y = 3(1.5) - 2 = 2.5. This process provides a specific output for a given input, and contrasts with analyzing the function as a whole or altering its form without calculating specific outputs .

Solving for 𝑓(2x + 1) involves simultaneous substitution and algebraic simplification. Unlike direct substitution, where a numerical value replaces x, here 2x + 1 is substituted, requiring distribution of multiplier effects (* 𝑓 function). This results in f(2x + 1) = 6x + 3 - 2 = 6x + 1, underscoring understanding of composite expressions and enhancing problem-solving fluency .

GEMDAS is significant in evaluating algebraic expressions because it provides the correct order of operations to follow: Grouping symbols, Exponents, Multiplication, Division, Addition, and Subtraction. This ensures that expressions are simplified correctly and consistently. Without following GEMDAS, computations might yield incorrect results. For instance, in evaluating a function, replacing the variable with a numerical value requires adherence to this order to achieve the correct result in a consistent manner .

Understanding the mathematical model p(t) that describes rumor spread allows for predictions of how information disseminates over time, crucial for managing rumors or misinformation. For example, determining P(4) and P(10) helps model the speed and breadth of spread, aiding in proactive measures in public policy and communication strategies to mitigate misinformation .

These values suggest that the function models a situation where an increase in the independent variable (temperature) leads to a decrease in the dependent variable (speed), possibly indicating that higher temperatures reduce a runner's top speed. This function illustrates a negative correlation, as seen by the decrease in top speed from 12 km/h to 10 km/h as temperature increases from 15°C to 30°C .

Correctly interpreting such scenarios ensures accurate financial decision-making and computational efficiency. Understanding the pricing model, with P20.00 for the first two hours and P10.00 per ensuing hour, ensures users calculate total charges correctly. Misinterpretation can result in incorrectly budgeting or spending more than necessary, illustrating the importance of applying mathematical principles to everyday problems .

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