CRT LEARNING MODULE

Course Code GM11

Course Title GENERAL MATHEMATICS

Units

Module Title FUNCTIONS

Date Developed: Document No. 001-2020

Date Revised:
General Mathematics Issued by:
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Developed by:
CRT
Carlo G. Rapanot
 College for Research & Technology of Cabanatuan

HOW TO USE THIS DIGITIZED LEARNING MODULE

Welcome to the module in General Mathematics. This module contains training materials and activities
for you to complete this module.

You are required to go through a series of learning activities in order to complete each learning outcome
of the module. Each of the learning outcomes is provided with Modules. Follow these activities on your own and
answer the self-check at the end of each learning outcome. You may remove a blank answer sheet at the end
of each module (or get the answer sheets from the online facilitator) to write the answers for each self-check.
If you have questions, don’t hesitate to ask your facilitator for assistance.

This will be the source of Information for you to acquire knowledge and skill in this particular trade
independently and at your own pace, with minimum supervision of help from your instructor.

 Work through all the information and complete the activities in each section. Read Modules and complete
self-check. Suggested references are included to supplement the materials provided in this module.
 Most probably your facilitator will be your supervisor or manager. Your online facilitator will support and
correct you.
 Your facilitator will tell you about the important things you need consider when you are completing
activities and it is important that you listen and take notes.
 You will be given plenty of opportunity to ask questions and practice on the job. Make sure you practice
new skills during regular work shifts. This way you will improve both your speed and memory and also
your confidence.
 Talk to more experienced classmates and ask for their guidance. You may join the forum sessions for
question and answer at the Facebook (FB) Group: CRT SHS General Mathematics
 When you are ready, ask your facilitator to watch you online via Zoom or Google Meet to perform the
activities outlined in this module. In the absence of internet, you may record yourself using mobile
phones to be sent later at the school for checking.
 Ask your facilitator work through the activities: ask for written feedback on your progress. Your facilitator
keeps feedback/pre-assessment reports for this reason. When you have successfully completed each
element, ask the facilitator to mark on the reports that you are ready for assessment.

IMPORTANT NOTES:
1. Use this module with care. Do not write anything on this module. Do not put unnecessary
marks on any part of the material.
2. Damaged, or lost modules will be charged at your expense.
3. Upon finishing this module, kindly return with your quizzes, activity outputs in long plastic
envelope (clear) with Name, Grade and Track.
4. Read and comprehend the directions for every lessons, exercises and other activities.
5. Observe honesty in answering the tests and exercises.
6. Try to finish a given activity before proceeding to the next.
7. Allot 3-5 hours per week per subject to read lessons, answer the exercises and do
assignments and output.

Date Developed: Document No. 001-2020

Date Revised:
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Developed by:
CRT
Carlo G. Rapanot
 GENERAL MATHEMATICS

Contents of this Learning Module

No. Module Title Topic Code

1 FUNCTION Lesson 1: Module 1.1

Function and Relation
Lesson 2: Module 1.2
Evaluating Functions
Lesson 3: Module 1.3
Operation on Function
Lesson 4: Module 1.4
Solving Problems involving
Functions

Date Developed: Document No. 001-2020

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 MODULE CONTENT

MODULE TITLE : FUNCTION

MODULE DESCRIPTOR:
At the end of the course, the students must know how to solve problems involving rational,
exponential and logarithmic functions; to solve business-related problems; and to apply logic to real-
life situations.

Number of Hours:
4 hours

LEARNING OUTCOMES:
At the end of this module you MUST be able to:
a. represents real-life situations using functions, including piece-wise functions.

b. evaluates a function.

c. performs addition, subtraction, multiplication, division, and composition of functions

d. solves problems involving functions.

LEARNING OUTCOME # 1: FUNCTION

Contents:
1. Function and Relation
2. Evalutaing Functions
3. Operation in Functions
4. Solving Problems involving Function
Conditions
The students/trainees must be provided with the following:
1. Pen
2. Paper
3. Learning Materials

Assessment Method:
1. Written Examination
2. Observation

Date Developed: Document No. 001-2020

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 MODULE 1.1

FUNCTION AND RELATION

Learning Objective: After reading this MODULE, you should be able to:
a. represents real-life situations using functions, including piece-wise functions. M11GM-Ia-1

LOOKING BACK TO YOUR LESSON

What is a Relation?

What is a Function

BRIEF INTRODUCTION

Definition of a Relation

• A relation is a rule that relates values from a set of values (called the domain) to
a second set of values (called the range)
• A relation is a set of ordered pairs [x,y]
Definition of a Function

• It is a relation define as a set of ordered pairs [x,y] where no two or distinct

ordered pairs have the same first element [x]
• A special relationship where each input has a single output
• Every value of x corresponds to a unique value of y
1. One of the primary moral values that is advocated and taught by the Catholic
Church is the blessedness of marriage vow. It aims to promote happy marriage
between a Living Catholic man and a Catholic woman who have entered into a
marriage contract, that is, one-man-one-woman relationship. These are just some of
the situations that use the concept of one-to-one relationships.
Examples :
Illustrations below are examples of a function

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 Is it a function or not, why?

What is the
difference between
a function and
relation?

Which of the following relations are functions?

f={(2,3),(1,2),(4,7), (6,9)}

g ={(2,9), (3,11), (5,13), (7,15)}

h = {(5,9), (10,7), (11,12), (5,8)}

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Solution
The relations f and g are functions because no two ordered pairs have
the same x-value but different y-values. Meanwhile, h is not a function because (5,9),

and (5,8) are ordered pairs with the same x-value but different y-values.

Relations and functions can be represented by mapping diagrams where the elements of
the domain are mapped to the elements of the range using arrows.

VERTICAL LINE TEST

 It is a visual way to determine if a curve is a graph of function or not.
 A function using the Vertical Line Test can only have one output, y, for each
unique input x.
 If a Vertical Line intersects intersects a curve on an xy-plane more than once then
for one value of x the curve has more than one value of y, and so the curve does
not represent a function.

Which of the following can be graphs of functions?

a. b.

c. d.

Solution
Functions in the group are a and d because value of x intersect with only one value of y.
Meanwhile, b and c does not represent a function because a value of x intersects with
more than value of y.

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FUNCTIONS AS REPRESENTATIONS OF REAL-LIFE SITUATIONS.

Example 1. Give a function H that represents the cost of buying x pair of shoes. If one
pair of shoes costs P1,500.00

Solution. Since each pair of shoes costs P1,500.00, then the cost function is

H(x) = 1,500x

Example 2. Two hundred meters of fencing is available to enclose a rectangular vacant

lot in Tondo (see figure below). Give a function G that can represent the area that can be
enclosed, in terms of x.

Vacant Lot in Tondo

y x

Solution. The area of the rectangular vacant lot

enclosure is G = xy. We will write this as a function of
x. Since only 200 meters of fencing is available, then x + 2y = 200 or y = (200 – x)/2 =
100 – 0.5x. Thus, G(x) = x (100 – 0.5x) = 100x – 0.5x2.

ONE-TO-ONE FUNCTION
Definition: The function is one-to-one if for any in the domain of , then
. That is, the same y – value is never paired with two different
.
The arrow diagrams below shown an example and non-example of one-to-one function.

Domain Range Domain Range

g
2 f 1 -5 1

4 3 0 4

One-to-one Function Not One-to-one Function

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 (1)[Link], 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.

(a) (b) (c)

one-to-one not one-to-one one-to-one

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

(a) (𝑥) = 2𝑥 − 5 Solution. (b) 𝑓(𝑥) = 𝑥2 + 3

(a) 𝑓(𝑥1) = 𝑓(𝑥2) (b) 𝑓(𝑥1) = 𝑓(𝑥2)

2𝑥1 − 5 = 2𝑥2 − 5 𝑥21 + 3 = 𝑥22 + 3

𝑥1 = 𝑥2 𝑥21 = 𝑥22

∴ 𝑓 is one-to-one function
∴ 𝑓 is not one-to-one because (2) = (−2) = 7

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Example 2. Determine whether each graph represents a one-to-one function.
(a) (b)

Solution. Use horizontal line test

to answer each.

(a) (b) not one-to-one

one-to-one function, function,the
horizontal line horizontal line
intersects the graph intersects the
at exactly one point. graph more than one point.

ACTIVITIES

A.

B. Identify if the following is a function or does not represent a function

1. g(x) = {(11,9), (5,7), (11,12), (5,8)}

2. h(x) = {(5,9), (10,7), (2,12), (6,17)}
3. f(x) = {(3,6), (4,9), (5,12), (13,4)}

C. Which of the following diagram a One-to-One Function or Not a One-to-One

Function?

4. 5.

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 6. 7.

D. Which of the following represents a function and which is Not represent a

graphs of functions?

9. 10.
8.

REMEMBER

A one-to-one function is a function in which for each value of 𝑦 in the range of 𝑓, there is
just one value of x in the domain of 𝑓 such that 𝑦 = (𝑥). For example, 𝑓 is one-to-one if
(𝑥1) = (𝑥2) implies 𝑥1 = 𝑥2. In general,

• (𝑥) = 𝑎𝑥 − 𝑏, 𝑎 ≠ 0, is one-to-one.
• , it is not one-to-one. , it is
one-to-one.
• 𝑓(𝑥) = 𝑥−𝑛, 𝑖𝑓 𝑛 𝑖𝑠 𝑜𝑑𝑑, it is one-to-one
A function is one-to-one if no horizontal line does not intersect the graph at more
than one point.
CHECK YOUR UNDERSTANDING

Place of Number of cases

The table relates by place of students in
Residence (𝑦)
Manila that will be given 110,000 tablets by Mayor (𝑥)
Isko Domagoso for the start of classes on August 24, District I 23,000
𝑥 as to the District number, and 𝑦 as the total number
of tablets from Grade 1 to Grade 12 per district. District II 20,000
Does this relation define a one-to-one function? District III 18,000
District IV 17,000
District V 15,000
District VI 17,000

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 MODULE 1.2

EVALUATING FUNCTION

Learning Objective: After reading this MODULE, you should be able to:
a. Evaluate function. M11GM-Ia-2

Example 1. Evaluate the following functions at x = 2

a. f (x) = 7x + 3
b. g (x) = 3x2 -- 6x + 15
c. h (x) = √ 4x + 8
d. f (x) = 2x + 10
10x – 13
e. g (x) = IxI + 3

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 Solution.
a. f (2) = 7(2) + 3 = 14 + 3 = 17

b. g (2) = 3(2)2 -- 6(2) + 15

= 3(4) -- 12 + 15 = 12 -- 12 + 15 =
0 + 15 = 15
c. h (2) = √ 4(2) + 8 = √ 8 + 8 = √ 16 = 4
d. f (2) =

e. g (2) = l2l + 3 = 2 + 3 = 5

Solved Examples.
Evaluate the following functions at x = --2

a. f (x) = 3x -- 19
b. g (x) = 4x2 -- 8x -- 24
c. h (x) = --6x3 + 10x2 -- 5x -- 23
d. f (x) = I x -- 8 I

Solution.
a. f (--2) = 3(--2) -- 19 = --6 -- 19 = -- 25
b. g (--2) = 4(--2)2 -- 8(--2) -- 24
= 4(4) + 16 -- 24

= 16 + 16 -- 24

= 32 -- 24

= 8
c. h(--2) = --6(--2)3 + 10(--2)2 -- 5(--2) -- 23
= --6(--8) + 10(4) + 10 -- 23

= 48 + 40 + 10 -- 23

= 98 -- 23

= 75
d. f (--2) = I --2 -- 8 I = I --10 I = 10

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 ACTIVITIES

1. Evaluate the following functions at x = 7

a. f (x) = --18x -- 19
b. g (x) = --9x2 + 28x -- 24
c. h (x) = --6x3 + 10x2 -- 5x -- 23
d. g(x) = √ 15x2 + 3x + 15

2. Given f (x) = 5x2 + 26x -- 17

a. f (--3)
b. f (7.5)
c. f (--9)
d. f (8)
e. f (--4)

REMEMBER

 Evaluating a function means substituting the variable in the function, in this case
x, with a value from the function’s domain and computing for the result.
 Evaluating a function is the process of determining the value of the function at
the number assigned to a given variable.
CHECK YOUR UNDERSTANDING

Using 3x2 + 4x – 4, compute for the value of x if it is equal 3. Do we come-up with

the answer which is 35?

POSTTEST

1. Given f (x) = -6x2 + 27x + 18

a. f (-2) c. f(9)
b. f (3.6) d. f(-12) e. f(4)

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 MODULE 1.3

OPERATION ON FUNCTION

Learning Objective: After reading this MODULE, you should be able to:
a. performs addition, subtraction, multiplication, division, and composition of functions.
M11GM-Ia-3

LOOKING BACK TO YOUR LESSON

INTRODUCTION

ADDITION OF FUNCTION
The addition of function invloves the creation of a new function through the addition of
two other functions.

Defining the addition function.

In order to define the addition of function, we just follow the rule and the sum of these
functions can be written f(x) + g(x) or as (f + g)(x).

Basically this means that we can just sum the functions together to get the addition
function.

Example 1. f ( x ) = 9x -- 5 ; g ( x ) = 4x + 12

Solution. (f+ g)(x) = ( 9x -- 5 ) + ( 4x + 12 )

= 9x + 4x -- 5 + 12

= 13x + 7

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Example 2. f ( x ) = 21x2 + 27x -- 65 ; g ( x ) = --19x + 37

Solution. (f+ g)(x) = ( 21x2 + 27x -- 65 ) + ( --19x + 37 )

= 21x2 + 27x -- 19x -- 65 + 37

= 21x2 + 8x -- 28

6 9
Example 3. f(x) = ; g(x) =

Solution. The LCD of the two fractions is ( x – 8 )

(x+4) or x2 -- 4x -- 32

(f+ g)(x) =

SUBTRACTION OF FUNCTION
The subtraction of function invloves the creation of a new function through the
subtraction of two other functions.

Defining the subtraction function.

In order to define the subtraction of function, we just follow the rule and the difference
of these functions can be written f(x) -- g(x) or as (f -- g)(x).

Basically this means that we can just sum the functions together to get the subtraction
function.

Example 1. f ( x ) = 25x2 – 47x + 42 ; g ( x ) = 15x + 62

Solution. ( f -- g ) ( x ) = ( 25x2 – 47x + 42 ) -- ( 15x + 62 )

= 25x2 – 47x + 42 -- 15x -- 62

= 25x2 -- 62x -- 20
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Example 2. f ( x ) = --16x2 -- 8x + 45 ; g ( x ) = 59x2 -- 39x -- 26

Solution. ( f -- g ) ( x ) = ( --16x2 -- 8x + 45 ) -- ( 59x2 -- 39x -- 26 )

= --16x2 -- 8x + 45 -- 59x2 + 39x + 26

= --75x2

+ 31x + 71
9 7
Example 3. f(x) = ; g(x) =

Solution. The LCD of the two fractions is ( x + 12 )

( x -- 9) or x2 + 3x -- 108

( f -- g ) ( x ) =

MULTIPLICATION OF FUNCTION
The Multiplication of function invloves the creation of a new function through the
multiplication of two other functions.

Defining the multiplication function.

In order to define the multiplication of function, we just follow the rule and the product
of these functions can be written f(x) . g(x) or as (f . g)(x).

Basically this means that we can just sum the functions together to get the subtraction
function.

Example 1. f ( x ) = 15x + 8 ; g ( x ) = 6x -- 9

Solution. (f . g)(x) = ( 15x + 8 ) . ( 6x -- 9 )

= 90x2 -- 135x + 48x -- 72

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 Example 2. f ( x ) = 11x2 -- 12x -- 13 ; g ( x ) = --8x + 124

Solution. (f . g)(x) = (11x2 -- 12x -- 13) . (--8x + 124 )

= --88x3 + 1,364x2 + 96x2 -- 1,488x + 104x -- 1,612

= --88x3 + 1,460x2 -- 1,384x -- 1,612

DIVISION OF FUNCTION

When you divide two such functions together, you get what is called a rational
expression. A rational expression is the division of two polynomials. If they divide evenly,
your answer will become a polynomial.

Example

Problem

Find

To find the quotient, divide f by g .

Substitute the polynomials in for f (x ) and g ( x ) and
divide. We add because x = 0 would make
the denominator g ( x ) =0

a nd undefined.

Remember to rename as 1.

Answer

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 Example

Problem

Find

Replace f(x), g(x), and h(x) with the

equivalent
polynomials.
We add
because that would
make the
denominator h(x) of zero and the fraction undefined.

Add f(x) and g(x).

Divide by h(x). Pull out a factor of 3x2 from the

numerator, and then simplify the expression,

Answer

Example : f ( x ) = x2 – 2x + 1 ; g(x) = x

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 Example : f ( x ) = 6x5 – 36x4 + 12x3 -- 6x2 ; g(x) = --6x2

ACTIVITIES

Addition of Functions:
1. f ( x ) = 45x -- 79 ; g(x) = --89x -- 40
2. f ( x ) = 135x2 -- 15x + 32 ; g(x) = --45x2 + 76x -- 19
Subtraction of Functions:
1. f ( x ) = --81x + 108 ; g(x) = 46x 2 + 56x -- 82
2. f ( x ) = --5x2 + 27x + 111 ; g(x) = --17x2 + 23x -- 15
Multiplication of Functions:
1. f ( x ) = 5x + 15 ; g(x) = --7x -- 5
2. f ( x ) = --5x2 + 4x + 12 ; g(x) = 6x -- 4

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Division of Functions:
1. f(x) = x 2 + 8x ; g(x) = x

2. f(x) = ; g (x) =

REMEMBER

CHECK YOUR UNDERSTANDING

What is the formula for these operations of functions:

a. Multiplication of functions c. Division of functions
b. Addition of functions d. Addition of functions

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 MODULE 1.4

SOLVING PROBLEMS INVOLVING FUNCTION

Learning Objective: After reading this MODULE, you should be able to:
a. Solve problems involving functions.M11GM-Ia-4

LOOKING BACK TO YOUR LESSON

What is a WORD
PROBLEM?

BRIEF INTRODUCTION

A word problem is a mathematical exercise where significant background information on

the problem is presented as text rather than in mathematical notation. As word problems
often involve a narrative of some sort, they are occasionally also referred to as story
problems and may vary in the amount of language used.

Word problems can be examined on three levels:

• Level a: the verbal formulation;

• Level b: the underlying mathematical relations; Level c: the symbolic
mathematical expression.
Linguistic properties can include such variables as the number of words in the problem or
the mean sentence length. The logico-mathematical properties can be classified in
numerous ways, but one such scheme is to classify the quantities in the problem (assuming
the word problem is primarily numerical) into known quantities (the values given in the text
of the problem), wanted quantities (the values that need to be found) and auxiliary
quantities (values that may need to be found as intermediate stages of the problem).
The most common types of word problems are distance problems, age problems, work
problems, percentage problems, mixtures problems and numbers problems.

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 Activity1. Mat Hematics has two jobs to attend to in a day. He works for 4 hours as a
cook in a carinderia and his pay for such is defined as as f(x) = 200x. In the afternoon he
also works for the same number of hours as English tutor to a Korean and his pay is
described as g(x) = 500x. How much that Mat earn in a day?

Solution. when x = 4 hours, we need

to evaluate f (x) = 200x =
200 (4) = 800 g (x) = 500x =

500 (4) =2000

Addition of function (f + g) (x) = f(x) + g(x) = 800 + 2000 = 2800

Activity 2. A hotel entrance makes a parabolic arch that can be represented by the
quadratic function, y = --x2 – 8x + 24, where y is the height of the arch and x is the
distance from wall to wall in feet. What is the distance between the two walls of the arch.

REMEMBER

In dealing with real-life problems, it is best to : understand the problem, identify what
are given, identify what is asked, identify what operation to use, so that problem can be
represented correctly with the use of functions.

CHECK YOUR UNDERUNDERSTANDING

What are the three levels of examining word problems ?

Level a: the verbal formulation;

Level b: the underlying mathematical relations;

Level c: the symbolic mathematical expression.

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 REFERENCES

Oronce, O. A. (2016). General Mathematics (First Edition). Rex Book Store Inc.
Orines, F. B. (2016). Next Century Mathematics 11 General Mathematics. Phoenix Publishing House.
[Link]
[Link]
[Link] byresidence/
Ullero-Collado, C., et. al. (2011). Next Generation Mathematics (First Edition). Diwa Learning
Systems Inc.

Ullero-Collado, C., et. al. (2011). Next Generation Mathematics (First Edition). Diwa Learning
Systems Inc.

Macalanda, M.T. (2011). Next Generation Mathematics IV. Diwa Learning Systems Inc.
[Link]
erations%20on%20Functions,quotient%20are%20defined%20as%20f ollows.
[Link]
7_L3_T1_text_final.html
Ullero-Collado, C., et. al. (2011). Next Generation Mathematics (First Edition). Diwa
Learning Systems Inc.

Macalanda, M.T. (2011). Next Generation Mathematics IV. Diwa Learning Systems Inc.
[Link]

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