Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
LABRADOR NATIONAL HIGH SCHOOL
Labrador,Pangasinan

MODULE IN GENERAL MATHEMATICS GRADE 11

FIRST QUARTER , FIRST WEEK

MELC: 1.Represents real-life situations using functions, including

piece-wise functions.
2.Evaluates a function.
3.Performs addition, subtraction, multiplication, division,
and composition of functions
4.Solves problems involving functions.
Learning Competency
K to 12 BEC CG:
● M11GM-Ia-1
● M11GM-Ia-2
● M11GM-Ia-3
● M11GM-Ia-4

Objectives:
1. The learner is able to represent real-life situations,including piecewise functions.

2. The learner is able to evaluate functions and solve problems involving functions.

3. The learner is able to perform addition,subtraction,multiplication,division,composition of

functions, and solve problems involving functions.

Prepared by:

CANOTO ALLAN J. QUIMSON

Teacher III

TABLE OF CONTENTS
Preface,
How to Use the Module
MODULE 1:
Expected Learning Outcomes,
Preassessment,
Lesson 1: Functions

Lesson Information 1.1,

Self-Check 1.2,
Learning Activity 1.3

Lesson 2: Evaluating Functions

Lesson Information 2.1:

Self-Check 2.2,
Learning Activity 2.3,

Lesson 3: Operations on Functions

Lesson Information 3.1:

Self-Check 3.2,
Activity 3.3,
Self-Check 3.2.1,
Activity 3.3.1

Post-Assessment,
References

PREFACE
Welcome to this course on General Mathematics!

This module is made made up on three (3) lessons: definition of functions, evaluating
functions and operations on functions.
This module is made up of the following components:

1. Expected Learning Outcomes—This lays out the learning outcomes that you are
expected to have accomplished at the end of the module.
2. Preassessment—This determines your prior learning on the particular unit of
competencies you are about to take.
3. Definition of Technical Terms (if any)—This lists the meaning of unfamiliar words
used in this module.
4. Lesson Information—This provides you with the important knowledge, principles,
and attitude that will help you meet the expected learning outcomes.
5. Self-Check—This helps you to assess your understanding of a lesson.
6. Learning Activity—This provides you with the application of the knowledge and
principles you have gained from the lesson and enables you to further enhance your skills as
you carry out prescribed tasks.
7. Post-assessment—This evaluates your overall understanding about the module.

This manual is designed so you can pace yourself as you use them to achieve the prescribed
learning competencies. It also aims to prepare you to be mathematically inclined in terms of
functions.
We hope this material will be of great help to you!

HOW TO USE THE MODULES

Each module contains several lessons. To make the most out of them, you need to do the
following:

1. Scan the list of Expected Learning Outcomes to get an idea of the knowledge and
skills you are expected to gain and develop as you study the module. These outcomes are
based on the content standards, performance standards, and learning competencies of the K to
12 Curriculum.

2. Take the Preassessment. Your score will determine your knowledge of the lessons in
the module. If you get 100% of the items correctly, you may proceed to the next module.
Otherwise, you must go through the lessons.

3. Each Lesson aims to develop one of the learning outcomes set for the module. It
opens with a list of objectives that you are expected to have accomplished by the end of the
lesson. The objectives are intended to unpack the learning outcome for the lesson.
4. Read and understand the content in the Lesson Information sections that make up a
lesson. This component contains the basic information that you need to know to be able to
accomplish the lesson objectives.

5. At the end of the lesson, take the Self-Check to find out how much you have learned.
If you do not get all the test items correctly, go back to the Lesson Information. This will
ensure your mastery of basic information.

6. Perform the required Learning Activity, which may consist of one or more tasks for
you to accomplish. It is not enough that you acquire content or information, but you must also
be able to apply what you have learned in real-life situations.

7. At the end of the module, take the Post-Assessment to evaluate your overall
understanding about the lessons.

EXPECTED LEARNING OUTCOMES

At the end of the module, you should be able to:
1. Able to represent real-life situations,including piecewise functions.

2.Able to evaluate functions and solve problems involving functions.

3.Able to perform addition,subtraction,multiplication,division,composition of functions,

and solve problems involving functions.
PREASSESSMENT
Let us determine how much you already know about functions. Read and analyze each
statement carefully. Choose the best answer and write only the letter of your answer on your
answer sheet.
1. Which of the following relations are functions?

(a) f = {(1,2),(2,2),(3,5),(4,5)}

(b) g = {(1,3),(1,4),(2,5),(2,6),(3,7)}

(c) h = {(1,3),(2,6),(3,9),...,(n,3n),...}

2. Which of the following mapping diagrams represent functions?

X Y X Y
f g
1 3 5
2 5 6 0
3 9 7
4 17 8 1
5 33 9

Y X
h
11
13 7
17 2
19 1
23

3. Given f(x) = x − 2,find the following values:

(a) f(0) Answer: _______ (d) f(π) Answer: _________

(b) f(3) Answer: _______ (e) f(x + 1) Answer: ________

(c) f(−1) Answer: _______ (f) f(3x) Answer: ________

4. Given: • f(x) = 2x + 1 • q(x) = x2 − 2x + 2

a. q(x) + f(x) Answer: _____________ b. q(x) r(x) Answer: _______________

5. Given on item # 4. Find : (q ◦ f)(x). Answer : ______________________

 Lesson 1: Functions
TIME FRAME: 90 minutes CODE: M11GM-Ia-1 and M11GM-Ia-4

LEARNING OUTCOME(S): At the end of the lesson, the learner is

able to represent real life situations using functions, including
piecewise functions, and solve problems involving functions.
LESSON OUTLINE:
1. Review: of relations and functions
2. Review: The function as a machine
3. Review: Functions and relations as a table of values
4. Review: Functions as a graph in the Cartesian plane
5. Review: Vertical line test
6. Functions as representations of real life situations
7. Piecewise functions

DEFINITION OF TECHNICAL TERMS

Relations Functions

A relation is a rule that relates values from a set A function is a relation where each element in
of values (called the domain) to a second set of the domain is related to only one value in the
values (called the range). range by some rule.

The elements of the domain can be imagined as The elements of the domain can be imagined as
input to a machine that applies a rule to these input to a machine that applies a rule so that
inputs to generate one or more outputs. each input corresponds to only one output.

LESSON INFORMATION 1.1

A relation is also a set of ordered pairs (x,y). A function is a set of ordered pairs (x,y) such that
The Vertical Line Test
A graph represents a function if and only if each vertical line intersects the graph at most once.

If a vertical line x = a intersects a graph twice, say at (a,b) and at (a,c), then the graph cannot
represent a function because two different y-values correspond to x = a.

EXAMPLE 1. Which of the following graphs can be graphs of functions?

(a)

(b) (c)

(d)

Solution. Graphs (a), (b), (c) are graphs of functions while (d) and (e) are not because they do not
pass the vertical line test.

Piecewise Functions

Some situations can only be described by more than one formula, depending on the value of the
independent variable.

EXAMPLE 2. A user is charged P300 monthly for a particular mobile plan, which includes 100 free
text messages. Messages in excess of 100 are charged P1 each. Represent the amount a consumer
pays each month as a function of the number of messages m sent in a month.
Solution. Let t(m) represent the amount paid by the consumer each month. It can be expressed by
the piecewise function

300 if 0 < m ≤ 100

t(m) =
300 + m if m > 100

EXAMPLE 3. A jeepney ride costs P8.00 for the rst 4 kilometers, and each additional integer
kilometer adds P1.50 to the fare. Use a piecewise function to represent the jeepney fare in terms of
the distance d in kilometers.

Solution. The input value is distance and the output is the cost of the jeepney fare. If F(d) represents
the fare as a function of distance, the function can be represented as follows:

SELF-CHECK 1.2
Write the piecewise function given the following.

A videoke machine can be rented for P1,000 for three days, but for the fourth day onwards,
an additional cost of P400 per day is added. Represent the cost of renting a videoke machine
as a piecewise function of the number of days it is rented.

Solution:

LEARNING ACTIVITY 1.3

The cost of hiring a catering service to serve food for a party is P150 per head for 20 persons
or less, P130 per head for 21 to 50 persons, and P110 per head for 51 to 100 persons. For 100
or more persons, the cost is at P100 per head. Represent the total cost as a piecewise function
of the number of attendees of the party.

Solution:
 Lesson 2: Evaluating Functions

TIME FRAME: 30 minutes CODE: M11GM-Ia-2 and M11GM-Ia-4

LEARNING OUTCOME(S): At the end of the lesson, the learner is

able to evaluate functions and solve problems involving functions.
LESSON OUTLINE:
1. Evaluating functions

DEFINITION OF TECHNICAL TERMS

Let f and g be functions.

(a) Their sum, denoted by f + g, is the function
denoted by (f + g)(x) = f(x) + g(x).
(b) Their difference, denoted by f − g, is the
function denoted by (f − g)(x) = f(x) −
LESSON INFORMATION 2.1
g(x).
(c) Their product, denoted by f · g, is the function
denoted Evaluating
by (f · g)(x)a function
= f(x) · g(x).
means replacing the variable in the function, in this case x, with a value
(d) Their quotient,
from the denoted
function’s by f/g,
domain and is the function
computing for the result. To denote that we are evaluating f at
denoted abyfor
(f/g)(x) = f(x)/g(x), excluding the values
some a in the domain of f, we write f(a).
of x where g(x) = 0.
EXAMPLE 1. Evaluate the following functions at x = 1.5:

(a) f(x) = 2x + 1 (b) q(x) = x2 − 2x + 2

where x is the greatest integer function.

Solution. Substituting 1.5 for x in the functions above, we have

(a) f(1.5) = 2(1.5) + 1 = 4

SELF-CHECK 2.2
. Given f(x) = x − 3,find the following values:

(a). f(3) Answer: ___________

(b). f(4) Answer: ___________
(c). f(12) Answer: ___________

Answer:__________ x−6
Answer: __________

(f) f(x2 + 4x + 7) Answer: __________

LEARNING ACTIVITY 2.3

Mark started selling snacks in the nearby school. In one day he spends P200 for rent and
P25 for each snack item he prepares. His expenses in a single day can be expressed as the function
C(x) = 25x+200, where x is the number of items and C(x) is his daily expenses in pesos. How much
are his expenses if he prepares 100 snack items? 150 snack items?

Solution:
 Lesson 3: Operations on Functions

TIME FRAME: 120 minutes CODE: M11GM-Ia-3

LEARNING OUTCOME(S): At the end of the lesson, the learner is able to

perform addition, subtraction, multiplication, division, and composition of
functions.

LESSON OUTLINE:

1. Review: Addition and subtraction of algebraic expressions

2. Review: Multiplication and division of algebraic expressions
3. Addition, subtraction, multiplication, and division of functions
4. Composition of functions

DEFINITION OF TECHNICAL TERMS

Let f and g be functions.
(a) Their sum, denoted by f + g, is the function
denoted by (f + g)(x) = f(x) + g(x).
(b) Their difference, denoted by f − g, is the
function denoted by (f − g)(x) = f(x) −
g(x).
(c) Their product, denoted by f · g, is the
function denoted by (f · g)(x) = f(x) · g(x).
LESSON
(d) Their Iquotient, denoted by f/g,
NFORMATION 3.1 is the
function denoted by (f/g)(x) = f(x)/g(x), excluding
The important concept that the students need to understand in this lesson is that adding,
the values of x where g(x) = 0.
subtracting and multiplying two or more functions together will result in another function. Dividing

Two functions together will also result in another function if the denominator or divisor is
not the zero function.

Use these functions to develop the examples below.

• f(x) = x + 3

• p(x) = 2x − 7

• v(x) = x2 + 5x + 4

EXAMPLE 1. Determine the following functions.

(a) (v + g)(x) (f + h)(x) (e) (v/g)(x)
(b) (f · p)(x) (d) (p − f)(x)
Solution.

(b) (f · p)(x) = (x + 3)(2x − 7) = 2x2 − x − 21

Write down the following functions on the board. Challenge your students

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 result. To denote that we are evaluating f at
a for some a in the domain of f, we write f(a).

EXAMPLE 1. Evaluate the following functions at x = 1.5:

(a) f(x) = 2x + 1 (b) q(x) = x2 − 2x + 2

where bxc is the greatest integer function.

Solution. Substituting 1.5 for x in the functions above, we have

(a) f(1.5) = 2(1.5) + 1 = 4

Write down the following functions on the board. Challenge your students to solve the problems
that follow.

• f(x) = 2x + 1 • q(x) = x2 − 2x + 2

EXAMPLE 2. Express the function f1(x) = x2 + 3 as a sum or difference of the functions above.

Solution. The solution can involve some trial and error. Add q(x) and f(x) and check if the sum is

x2 + 3.

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

= x2 + 3

= f1(x)

Thus f1(x) = q(x) + f(x).

SELF-CHECK 3.2
Using given on example # 2. Express the function f2(x) = x2 −4x+1 as a sum or difference of
the functions above.
Solution:

.
LEARNING ACTIVITY 3.3

Using the given on example # 2. Express the function as a sum or

difference of the functions above.
Solution.

Composition of Functions
Definition.
Let f and g be functions. The composite function, denoted by (f ◦ g), is de ned by

(f ◦ g)(x) = f(g(x)).

The process of obtaining a composite function is called function composition.

EXAMPLE 1. Find and simplify (g ◦ f)(x).

Solution.
EXAMPLE 2. Find and simplify (q ◦ f)(x). Is it the same with (f ◦ q)(x)?

Solution.

(q ◦ f)(x) = q(f(x))

= [f(x)]2 − 2[f(x)] + 2

= (2x + 1)2 − 2(2x + 1) + 2

= (4x2 + 4x + 1) − (4x + 2) + 2
= 4x2 + 1

(f ◦ q)(x) = f(q(x))

= 2(x2 − 2x + 2) + 1

= 2x2 − 4x + 5

The functions (q ◦ f)(x) and (f ◦ q)(x) are not the same.

EXAMPLE 3. Find and simplify (f ◦ r)(x).

Solution.

EXAMPLE 4. Find and simplify (F ◦ r)(5).

Solution.

SELF-CHECK 3.2.1
Each pair of functions below have a special relationship because (f ◦ g) = x and (g ◦ f) = x. Verify
these.

Solution:

LEARNING ACTIVITY 3.3.1

If f(x) = x2 +3x and g(x) = x−2, find and simplify the following composite functions:
a. f◦g b. g ◦ f c. f ◦ f d. g ◦ g.

Solution:
POST-ASSESSMENT

Let us determine how much you already know about functions. Read and analyze each
statement carefully and show what is ask.

1. Which of the following relations are functions or not functions?

___________a. f = {(0,2),(1,2),(2,5),(3,5)}

___________b. g = {(a,3),(b,4),(b,5),(d,6),(e,7)}

___________ c. h = {(1,3),(2,6),(3,9),...,(n,3n),...}

2. Which of the following mapping diagrams represent functions?

X Y X Y
 f g
1 3 5
2 5 6 0
3 9 7
4 17 8 1
5 33 9

Y X
h
11
13 7
17 2
19 1
23

3. Given f(x) = x − 4,find the following values:

(d) f(0) Answer: _______ (d) f(π) Answer: _________

(e) f(3) Answer: _______ (e) f(x + 1) Answer: ________

(f) f(−1) Answer: _______ (f) f(3x) Answer: ________

5. Given: • f(x) = 2x + 1 • q(x) = x + 2

a. q(x) + f(x) Answer: _____________ b. q(x) - r(x) Answer: _______________

5. Given on item # 4. Find : (q ◦ f)(x). Answer : ______________________

REFERENCES
GENERAL MATHEMATICS LEARNER’S MATERIAL