ROMBLON STATE UNIVERSITY

LABORATORY SCIENCE HIGH SCHOOL

ODIONGAN, ROMBLON

GENERAL MATHEMATICS
Quarter 1 - Module 1:
FUNCTIONS

Prepared by:
Mark Joseph M. Galoso
Lecturer
1
 HOW TO USE THIS MODULE?

Before starting the module, I want you to set aside other tasks that will disturb
you while enjoying the lessons. Read the simple instructions below to successfully
enjoy the objectives of this kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every page
of this module.

2. Write on your notebook the concepts about the lessons. Writing

enhances learning, that is important to develop and keep in mind.

3. Perform all the provided activities in the module.

4. Analyze conceptually the post test and apply what you have learned.

5. Enjoy studying!

PARTS OF THE MODULE

 Expectations - These are what you will be able to know after completing the lessons
in the module.
 Pre-test - This will measure your prior knowledge and the concepts to be mastered
throughout the lesson.
 Looking Back to your Lesson - This section will measure what learnings and skills
did you understand from the previous lesson.
 Brief Introduction- This section will give you an overview of the lesson.
 Activities - This is a set of activities you will perform with a partner.
 Remember - This section summarizes the concepts and applications of the lessons.
 Check your Understanding - It will verify how you learned from the lesson.
 Post-test - This will measure how much you have learned from the entire module

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 LESSON Review of Functions
1

LESSON 1 : FUNCTIONS
Learning Outcomes : At the end of the lesson, the learner is able to represent real-
life situations using functions, including piecewise functions, vertical line test,
horizontal line test
Lesson Outline:
1. define functions and relations
2. differentiate functions and relations
3. one-to-one function

PRETEST

Read the questions carefully. Write the letter of the correct answer in your answer sheet.
1. Which of the following is a one-to-one function?
A. Books to authors C. SIM cards to cell phone numbers
B. True or False questions to answers D. Real number to its square.
2. A one-to-one function crosses a horizontal line how many times?
A. 3 C. 1
B. 2 D. 0
3. All of the following are not one-to-one functions, EXCEPT:
A. 𝑦 = 𝑥 2 + 2𝑥 − 1 C. 𝑦 = |𝑥 + 1|
B. 𝑦 = 𝑥 + 2
3
D. 𝑦 − 𝑥 4
4. It is a function in which for each value of y in the range of f, there is just one value x in
the domain of f such that y = f(x).
A. One-to-One Function C. Identity Function
B. Linear Function D. ConFunction
5. Which of the following is NOT a one-to-one function?
A. {(0, 0), (1, 1), (2, 8), (3, 27), (4, 64)}
B. {(-2, 6), (-1, 3), (0, 2), (1, 5), (2, 8)}
C. {(0, 4), (1, 5), (2, 6), (3, 7), … (n, n+4), …)}
D. {(-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4)}

LOOKING BACK TO YOUR LESSON

What is a Relation?
What is a Function

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 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

Is it a function or not, why?

4
 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)}

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.

5
  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.

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

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.

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ONE-TO-ONE FUNCTION

Definition: The function 𝑓 is one-to-one if for any 𝑥1 , 𝑥2 in the domain of 𝑓, then 𝑓(𝑥1 ) ≠ 𝑓(𝑥2 ).
That is, the same y – value is never paired with two different 𝑥 − 𝑣𝑎𝑙𝑢𝑒𝑠.
The arrow diagrams below shown an example and non-example of one-to-one function.
Domain Range Domain Range

f g
2 1 -5 1

4 3 0 4

8 9
One-to-one Function Not 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 real numbers such that
𝑓(𝑥1 ) = 𝑓(𝑥2 ), then
2𝑥1 − 7 = 2𝑥2 − 7
Therefore, 𝑓 is one-to-one.
2𝑥1 = 2𝑥2
𝑥1 = 𝑥2
1 1
The functions 𝑥, 𝑥 3 , 𝑥 5 , 𝑥 , 𝑒𝑡𝑐. Are one-to-one because 𝑥1 ≠ 𝑥2 , then 𝑥 31 ≠ 𝑥 3 2 , 𝑥 51 ≠ 𝑥 5 2 , 𝑥 ≠
1
1
𝑥2
.

Function 𝑥 2 , 𝑎𝑛𝑑 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.

(a) (b) (c)

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

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

(a) 𝑓(𝑥) = 2𝑥 − 5 (b) 𝑓(𝑥) = 𝑥 2 + 3

Solution.
(a) 𝑓(𝑥1 ) = 𝑓(𝑥2 ) (b) 𝑓(𝑥1 ) = 𝑓(𝑥2 )
2𝑥1 − 5 = 2𝑥2 − 5 𝑥 21 + 3 = 𝑥 2 2 + 3
𝑥1 = 𝑥2 𝑥 21 = 𝑥 2 2

∴ 𝑓 is one-to-one function √𝑥 21 = √𝑥 21

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

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-to-one

one function, any
function, the horizontal line
horizontal intersects the
line graph at exactly
intersects
one point.
the graph at
two points.
ACTIVITIES

Activity 1. 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)}

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

4. 5.

6. 7.

Which of the following represents a function and which does Not represent a
graph of functions?

8. 9. 10.

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 = 𝑓(𝑥). For example, 𝑓 is one-to-one if 𝑓(𝑥1 ) = 𝑓(𝑥2 )
implies 𝑥1 = 𝑥2 . In general,
 𝑓(𝑥) = 𝑎𝑥 − 𝑏, 𝑎 ≠ 0, is one-to-one.
 𝑓(𝑥) = 𝑥 𝑛 , 𝑖𝑓 𝑛 𝑖𝑠 𝑒𝑣𝑒𝑛, it is not one-to-one.
 𝑓(𝑥) = 𝑥 𝑛 , 𝑖𝑓 𝑛 𝑖𝑠 𝑜𝑑𝑑, 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

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

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 POSTTEST

Read the questions carefully. Write the letter of the correct answer in your answer sheet.
1. Which of the following function is not one-to-one?
A. {(0, 1), (1, 0), (2, 0), (3, 2)} C. {(0, 1), (1, 0), (2, 3), (3, 2)}
B. {(0, 0), (1, 1), (2, 2), (3, 3)} D. {(0, 1), (1, 2), (2, 3), (3, 4)}

2. Which function is one-to-one?

A. 𝑓(𝑥) = 𝑥4 + 3 C. 𝑓(𝑥) = 𝑥 + 3
B. 𝑓(𝑥) = |𝑥| + 3 D. 𝑓(𝑥) = 𝑥2 + 2𝑥 + 1

3. All of the following graph is one-to-one function, EXECPT.

A. C.

B.

D.

4. A method of determining whether or not a graph represent a one-to-one function.

A. Vertical Line Test C. Square Root Method
B. Horizontal Line Test D. Piecewise Function

5. Temperature readings T (in 0C) 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
T(in 0C) 24 26 28 30 32 30 28
A. 22 C. 28
B. 24 D. 26

10
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.
https://study.com/academy/practice/quiz-worksheet-one-to-one-functions.html
https://www.mathworksheets4kids.com/function/identifying/graphing-1.pdf
https://www.statista.com/statistics/1103623/philippines-coronavirus-covid-19-cases-by-
residence/

LESSON Evaluating Functions

2

LESSON 2 : EVALUATING FUNCTIONS

Learning Outcomes : At the end of the lesson, the learner is able to
evaluate functions and solve problems involving functions
Lesson Outline:
1. Evaluating functions

PRETEST

1. Evaluate the following if x = 2

a. 3x + 2
b. -8x – 12
c. 15x + 5

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 LOOKING BACK TO YOUR LESSON

What is evaluating a function?

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.

BRIEF INTRODUCTION

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

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
2(2) + 10 4 + 10 14
d. f (2) = 10(2) −13 = 20 −13 = 7 = 2

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

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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

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.

13
 CHECK YOUR UNDERSTANDING

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

the answer which is 35?

POSTTEST
1. Given f (x) = -6x2 + 27x + 18, solve for:
a. f (-2) c. f(9) e. f(4)

b. f (3.6) d. f(-12)

REFERENCES

Ullero-Collado, C., et. al. (2011). Next Generation Mathematics (First Edition). Diwa Learning Systems
Inc.
https://mathbitsnotebook.com/Algebra1/Functions/FNNotationEvaluation.html#:~:text=To%20evaluate%20a%20function%
2C%20substitute,%2C%20find%20f%20(4).

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions/x2f8bb11595b61c86:evaluating-
functions/e/functions_1

14
 LESSON OPERATIONS ON FUNCTIONS
3

LESSON 3 : OPERATIONS ON FUNCTIONS

Learning Outcomes : At the end of the lesson, the learner is able to perform
addition, subtraction, multiplication, division, and composition of functions.

Lesson Outline:
1. Review : Operations on algebraic expressions
2. Addition, subtraction, multiplication and division of functions
3. Function composition

PRETEST

1. Add the following:

a. f(x) = 14x – 12 ; g(x) = – 16x + 17
b. f(x) = 5x2 + 12 ; g(x) = 7x2 + 23x
2. Subtract the following:
a. f(x) = 22x – 18 ; g(x) = – 16x + 29
b. f(x) = 7x2 -- 9x + 18 ; g(x) = x2 -- 20x -- 36

LOOKING BACK TO YOUR LESSON

BRIEF INTRODUCTION

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

15
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

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) =
𝑥−8 𝑥+4

Solution. The LCD of the two fractions is ( x – 8 ) ( x + 4 )

or x2 -- 4x -- 32

6 9
(f+ g)(x) = +
𝑥−8 𝑥+4

6(𝑥+4) 9 ( 𝑥− 8 )
= +
x2 − 4x − 32 x2 − 4x − 32

6𝑥 + 24 9𝑥 − 72 )
= +
x2 − 4x − 32 x2 − 4x − 32

6𝑥 + 24 + 9𝑥 − 72 𝟏𝟓𝒙 − 𝟒𝟖
= =
x2 − 4x − 32 𝐱𝟐 − 𝟒𝐱 − 𝟑𝟐

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).

16
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

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) =
𝑥 + 12 𝑥 −9

Solution. The LCD of the two fractions is ( x + 12 ) ( x -- 9)

or x2 + 3x -- 108

9 7
( f -- g ) ( x ) = --
𝑥 + 12 𝑥−9

9(𝑥−9) 7 ( 𝑥 + 12 )
= --
x2 + 3x −108 x2 + 3x − 108

9𝑥 − 81 7𝑥 + 84 )
= --
x2 + 3x − 108 x2 + 3x − 108

9𝑥 − 81 + 7𝑥 + 94 𝟏𝟔𝒙 + 𝟏𝟑
= =
x2 + 3x − 108 𝐱𝟐 + 𝟑𝐱 − 𝟏𝟎𝟖

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.

17
Example 1. f ( x ) = 15x + 8 ; g ( x ) = 6x -- 9

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

= 90x2 -- 135x + 48x -- 72
= 90x2 -- 87x -- 72

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

and undefined.

Remember to rename as 1.

Answer

18
 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,

using .

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 ) = 135x -- 15x + 32
2 ; g ( x ) = --45x2 + 76x -- 19

Subtraction of Functions:
1. f ( x ) = --81x + 108 ; g ( x ) = 46x2 + 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

Division of Functions:
1. f ( x ) = x2 + 8x ; g(x) = x
− 4x + 2 𝑥+ 2
2. f(x) = ; g (x) =
𝑥 𝑥 −4

REMEMBER

20
 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

POSTTEST

Addition of Function
1. f ( x ) = --80x3 + 8x2 -- 23x + 92 ; g ( x ) = 23x2 + 18x -- 25
Subtraction of Function
1. f ( x ) = 56x3 + 17x2 + 4x -- 12 ; g ( x ) = 45x3 -- 8x2 + 70x -- 142
Multiplication of Function
1. f ( x ) = 3x3 + 4x2 + 6x -- 8 ; g ( x ) = 9x -- 5
Division of Function
6x + 5 𝑥 − 7
1. f ( x ) = ; g (x) =
𝑥+ 9 𝑥 −4

REFERENCES

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.
https://www.varsitytutors.com/hotmath/hotmath_help/topics/operations-on-
functions#:~:text=Operations%20on%20Functions,quotient%20are%20defined%20as%20follows.

http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_RESOURCE/U17_L3_T1_text_final.html

21
 LESSON Solves Problems Involving Functions
4

LESSON 4 : SOLVES PROBLEMS INVOLVING FUNCTIONS

Learning Outcomes : At the end of the lesson, the learner is able to solve problems
involving functions
Lesson Outline:
1. Steps in solving problems involving functions

PRETEST

1. Mr. Dechavez is planning to buy a rectangular lot in Baseco that will serve as one of his
property all over the Philippines. He will buy this lot to Mrs. Dela Cruz that cost P2, 800, 000
which has measurement of 9x2 + 15x – 12 long and x2 – 8x wide. Compute for the area of the
rectangular lot.

LOOKING BACK TO YOUR LESSON

What is a WORD PROBLEM?

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 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.[1] 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:[3]

 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.[4] 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).[4]
The most common types of word problems are distance problems, age problems, work
problems, percentage problems, mixtures problems and numbers problems.

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.

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Example 1. The Asia’s Perfect Cone Mayon Volcano that is located at Albay, Philippines. A
volcanologist from the U.S.A. named Mr. Xander Einstein went to Albay, Philippines to measure
volume of the Mayon Volcano by using a modern instrument. He found out that the length of
the volcano measures 6x2 + 7x, width is 7x and the height is 5x2 -- 6x respectively. Calculate
for the volume of the Mayon Volcano if x = 4m.

Formula for the VOLUME OF MAYON VOLCANO

V= lwh/3
Solution.
If x = 4m, Given : l = 6x2 + 7x, w = 7x, h = 5x2 -- 6x
V = [6(4m)2 + 7(4m)] [7(4m)] [5(4m)2 -- 6(4m)] / 3
V = [96m + 28m] [28m] [80m -- 24m] / 3
V = [124m] [28m] [56m] / 3
V = 194,432m

ACTIVITIES

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?

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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POSTTEST

1) The Villarica Volcano that is located at Chile is one of the perfect volcano in the world.
A volcanologist from Russia named Mr. Harold Gorvachev went to Chile to measure
volume of the Villarica Volcano by using a modern instrument. He found out that the
length of the volcano measures 12x2 + 8x, the height is 18x2 -- 9x, and its width is
11x respectively. Calculate for the volume of the Villarica Volcano if x = 7m.

REFERENCES
2)

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.
https://www.varsitytutors.com/sat_ii_math_i-help/solving-functions-from-word-problems

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