SAN JACINTO CATHOLIC SCHOOL, INC. Gen.

Math:11
San Jacinto, Pangasinan
________________________________________________________________________________
GENERAL MATHEMATICS
GRADE 11 LEARNER’S MODULE #1 – 1st Quarter, Weeks 1- 2
CHAPTER 1: FUNCTIONS

Lesson 1: Representing and Evaluating Functions

OBJECTIVES: In this lesson, you will learn to:

• represents real-life situations using functions, including piece-wise functions. M11GM-Ia-1
• evaluates a function. M11GM-Ia-2

INTRODUCTION/MOTIVATION/REVIEW:
Direction: Complete the crossword puzzle below. 1.

ACROSS
2. the set of all the first coordinates(x)
4. a collection of well-defined objects that are distinguishable
from one other
5. the set of all second coordinates(y) 2. 3.

DOWN
1. it defines the relationship between the domain and range 4.
3. _______ PAIR: a pair of two (2) elements, that is of the
form
5.
(x, y) taken in a specific order

INSTRUCTION / DISCUSSION:
In the above activity, we used the words domain and range. The set of all the first coordinates (x) is called
domain while the set of all the second coordinates (y) is called range.
In the formal definition of functions, the set of inputs is called domain, which serves as entry value to the
function rule, and the set of outputs is called range.

FUNCTION RULE RANGE

DOMAIN (Rule of
(Set of Input) (Set of Output)
Correspondence)
The function maps its domain onto its range.

Functions are often denoted by any letter of the English alphabet or Greek character. The most commonly used
notations are f , g , h , F , G, H , Φ , θ . Subscripted letters can also be used for different functions in the same problem.
For instance, f 1 , f 2 , and f 3 may stand for three different functions in a given problem.
The function “f(x) = … “ is read as “f of x is equal to the given”. Another way of writing a function is that we can
use “g(x), h(x), …

 Function Notation: y=f ( x ) Input Functions in real life:

Output: Score in the test
Output Name of functions Input: No. of hours in studied

A function is a special kind of relation however every x-value MUST be associated to only one y-value.
 Illustration of Functions:
a. Set of ordered pair (x , y )
x – First element  (Independent variable)  Domain
y – Second element  (Dependent variable)  Range
Example: Which of the following sets of ordered pairs are functions?
1. A={( 1, 2),( 2, 3) ,(3 , 4) ,(4 , 5)}
2. B={(1 , 1) ,(2 , 2) ,(3 , 3),( 4 , 4)}
3. C={(1 ,0),(0 , 1),(−1, 0) ,(0 ,−1)}
4. D={(−2, 4 ),(−1 ,1), (0 , 0),(1 , 1),(2 , 4)}
Solution:
In a set of ordered pairs, if each first coordinate is paired with a unique second coordinate, then,
the set is a function.
1. A is a function.
2. B is a function.

General Mathematics – 11. Page 1 of 7

 3. C is not a function. There are two elements in the set with the same first element: (0,1) and (0, -1).
4. D is a function.
**If the given ordered pairs have the same first coordinate, then it is NOT a function.
b. Mapping or arrow diagram
Functions are often described as mapping of its domain onto its range. This is illustrated in the arrow diagram.
Mapping diagram is used to show the relationship of the set of input to the set of output. It shows how the
elements are paired. This is illustrated in the arrow diagram:

Domain Range
y=f (x )

x1 y1
x2 y2
x3
y3
x4

Domain x1 x2 x3 x4
Range y1 y2 y2 y3

In the mapping, the value of the function f at x is called image x in the mapping f . Specifically, the image
of x 1 is y 1, the image of x 2 is y 3, the image of x 3 is y 2, and the image of x 4 is y 3. This paves the way for setting
of a set of ordered pairs: {(x 1 , y 1),(x 2 , y 3 ) ,( x 3 , y 2) ,( x 4 , y 3 )}.

Example:
One-to-one Many-to-one One-to-many Not all elements
Relation Relation Relation are represented

3 a 2 2 2
9 2
4 b 3 3 3 3
4 3
5 c 6 6 6

Function Function Not Function Not Function

c. Graph of a Function
If a given mathematical relation is presented in a graphical form, one can
easily determine whether it is a graph of a function by using the Vertical Line
Test.
The vertical line test can be used to determine whether a graph
represents a function. A vertical line includes all points with a
particular x value.
The y value of a point where a vertical line intersects a graph represents
an output for that input x value. If we can draw any vertical line that intersects
a graph more than once, then the graph does not define a function because that x value has more than one
output. A function has only one output value for each input value.

Graph #1 Graph #2 Graph #3

Graph 1 is an example of a function because the vertical line intersects at one (1) point while graph 2 and
3 are not a function because the vertical line intersects at two (2) points.

Example: Identify which of the given graph represents a function.

General Mathematics – 11. Page 2 of 7

 (1) F(x) (2) E(x) (3) V(x) (4) T(x)

Solution: Draw an imaginary vertical line passing through the given graph in as many possible points of
intersections.

(1) F(x) is a function. (2) E(x) is not a function. (3) V(x) is not a function. (4) T(x) is not a
function.

 Evaluation on Functions
HOW TO EVALUATE A FUNCTION?

In order for us to make an output, we have a rule in evaluating a function.

Rule in Evaluating a Function

Replace every x in the function rule f(x) with the given replacement value, then,
simply the resulting numerical expression.

2
Example: Evaluate the f ( x )=x +3 x−2 for each replacement value of x .
a. −3 c. 2
b. 0 d. 3
Solution:
To evaluate the function, simply replace x in f ( x) with the given replacement value then,
simplify the result.
a. If x=−3 , then c. If x=2, then
 f (−3 )=(−3 )2 +3 (−3 ) −2 2
f ( 2 ) =( 2 ) +3 ( 2 ) −2
f (−3 ) = 9+ (−9 )−2 f ( 2 ) =4 +6−2
f (−3 ) = −2 f ( 2 ) =8
b. If x=0 , then d. If x=3 , then
 f ( 0 )=( 0)2+3 ( 0 )−2 2
f ( 3 )=(3) +3 ( 3 )−2
f ( 0 ) = 0+ 0−2 f ( 3 )=9+ 9−2
f ( 0 ) = −2 f ( 3 )=16

PRACTICE:
I. Determine whether each set of ordered pairs represents a function or not. Put a check mark on the space
provided.
SET OF ORDERED PAIRS FUNCTION NOT FUNCTION

(1) A={ ( 6,6 ) , ( 4,4 ) , ( 2,2 ) , ( 0,0 ) }

(2) B= { ( 8 ,−4 ) , ( 6 ,−2 ) , ( 4,0 ) , ( 4,2 ) }

(3) C={ ( 0,2 ) , ( 1,1 ) , ( 3,7 ) , ( 2,4 ) }

(4) D= { ( 2,5 ) , ( 2,0 ) , (−6,1 ) , (−2,1 ) }

_____ (5) _____ (6)

_____ (7) _____ (8)

General Mathematics – 11. Page 3 of 7

 2
II. Find the function value of the function: f ( x )=3 x + x−5.
(9) f ( 0 )=3 x 2+ x −5. (10) f ( 3 )=3 x2 + x−5 .

EVALUATION:

OUTPUT #1: Answer Activity 1 on page 7.

General Mathematics – 11. Page 4 of 7

 Lesson 2: Operation on Functions

OBJECTIVES: In this lesson, you will learn to:

• perform addition, subtraction, multiplication, division, and composition of functions. M11GM-Ia-3

INTRODUCTION/REVIEW:
Activity!
Direction: Match column A with the corresponding operation rules for integers in column B. Write the letter of your
answer on the space provided.

COLUMN A
_____1.) −13+(−7)=−20 a. The sum of two positive integers is a positive integer.
_____2.)18 ÷(−3)=−6 b. To multiply two integers with like signs, the result is always positive.
_____3.) 2+9=11 c. If the signs are both negative, then the sum is also negative.
_____4.) −6+10=4 d. If the signs are different, subtract the numbers and use the sign of the
larger number.
_____5.) (−5)(−7)=35 e. To divide two integers with unlike signs, the result is always negative.

INSTRUCTION / DISCUSSION:

Before we start with the operations on functions, let’s have first recall the operations on integers.
We have different rules in adding, subtracting, multiplying and dividing an integer.

Addition of Integers.
RULE #1. The sum of two positive integers is a positive integer.
Example:2+9=11
RULE #2. If the signs are both negative, then the sum is also negative.
Example:−13+(−7)=−20
RULE #3. If the signs are different, subtract the numbers and use the sign of the larger number.
Example: −6+10=4
6+(−10)=−4

Subtraction of Integers.
Subtracting a number n from another number (y) is the same as adding the opposite of n to the other number (y).
y – n= y +(−n)
Example: 6 – 10=6+(−10)=−4
13 – (−2)=13+2=15

Multiplication of Integers
RULE #1. Any integer multiplied by zero (0) is equal to zero.
Example: 3 ∙ 0=0
RULE #2. To multiply two integers with LIKE signs, find the product of their absolute values. The result is always
positive.
Example: 3 ∙5=15
−3 ∙−5=15
RULE #3. To multiply two integers with UNLIKE signs, find the product of their absolute values. The result is
always positive.
Example: 3 ∙(−5)=−15
−3 ∙5=−15

Division of Integers
RULE #1. To divide two integers with LIKE signs, find the product of their absolute values. The result is always
positive.
Example: 5 ÷ 5=1
−5 ÷ (−5 )=1
RULE#2. To divide two integers with UNLIKE signs, find the product of their absolute values. The result is always
positive.
Example: 5 ÷ (−5 )=−1
−5 ÷ 5=−1
RULE #3. Zero (0) divided by any nonzero integer is equal to zero (0).
Example: 0 ÷ 7=0
RULE #4: Zero can NEVER be used as divisor.
Example: 7 ÷ 0=¿ undefined

We can use this operation rules of integers in operations on functions.

Operations on Functions
When a fundamental operation is applied to two (2) or more given functions, a new function can be formed.

General Mathematics – 11. Page 5 of 7

a. Sum and Difference of Functions
If f and g are functions, their sum is the function defined as: ( f + g )( x )=f ( x )+ g (x) and their difference is the
function defined as: ( f −g ) ( x )=f ( x )−g(x )

3 2
Example 1: Let f ( x )=2 x −5 x+ 4∧g ( x )=3 x +2 x−6. Find ( f + g ) ( x ) .
Solution:
( f + g )( x )=f ( x )+ g ( x )
¿ ( 2 x3 −5 x+ 4 ) +(3 x 2+2 x−6) Substitute the given functions.
3 2
¿ 2 x −5 x + 4+3 x + 2 x−6 Simplify the expression by combining similar terms.
3 2
¿ 2 x +3 x −3 x−2 Sum of the given functions.

Thus, ( f + g )( x )= ( 2 x 3−5 x +4 ) +(3 x 2 +2 x−6) is 2 x3 +3 x 2−3 x−2

5 x−2 −7 x+3
Example 2: Let f ( x ) = ∧h ( x )= . Find ( f −h ) ( x ) .
3 4.
Solution:
(f −h)(x )=f (x)−h( x)
¿
5 x−2
3( −
−7 x +3
4. )( ) Substitute the given functions.

4 ( 5 x )−2−3(−7 x+ 3)
¿ Find the LCD of both denominators, which is
12
12, then
simplify.
20 x−8+21 x −9
¿ Simplify the expression by combining similar terms
12
4 x−17
¿ Difference of the given function.
12
Thus, ( f −h)(x )=
5 x−2
3
−(−7 x +3
4.
is )(
4 x−17
12
. )
b. Product and Quotient of Functions
If f and g are functions, their product is the function defined as: ( f ∙ g ) ( x ) =f ( x )∙ g( x ), and their quotient

is the function defined as: () f

g
( x )=
f (x)
g ( x)
.

3 x 2−7 x−6 3 x 2+ x−2

Example 3: Let f ( x )= ∧g ( x ) = .
9 x2 −4 x2 −2 x−3
Solution:
( f ∙ g ) ( x ) =f (x )∙ g( x ) Substitute the given functions.
2 2
3 x −7 x−6 3 x + x−2
¿ ∙ Factor both numerator and denominator then
9 x 2−4 x 2−2 x−3
cancel
(3 x+ 2)(3 x−3) (3 x−2)( x+1)
¿ ∙ out the common factors. Simplify the result to
(3 x +2)(3 x−2) ( x−3)(x+ 1)
get the
product.
=1 Product of the given functions.
3 x 2−7 x−6 3 x 2+ x−2
Thus, ( f ∙ g ) ( x ) = ∙ 2 is 1.
9 x 2−4 x −2 x−3
Example 4: Let f ( x )=x 2 +11 x +24 and g ( x )=4 x +32. Find ( fg ) ( x ) .
Solution:

( fg ) ( x )= gf (x)
(x)
Substitute the given function.

x 2 +11 x+24
¿ Factor both functions in numerator and denominator.
4 x +32
( x +3 )( x +8 )
¿ Cancel out the common factor then simplify the
4 ( x+8 )
expression.

General Mathematics – 11. Page 6 of 7

 x +3
¿
4

()
2
f x+3
Thus, ( x )= x +11 x +24 is .
g 4 x +32 4

c. Composition of Functions
If f and g are functions with domains D1 and D2, the composite function f and g is defined as
( f o g )( x )=f [ g ( x ) ]
The domain of ( f o g )( x ) consists of all real numbers f in the domain of g for which g(x) is in the domain of f.

The symbol f o g is read as “f circle g”.

In computing for ( f o g )( x ), simply replace all x in f with g(x).

Example 5: Let f ( x )=−4 x +9∧g ( x ) =2 x−7 . Find ( f o g )( x ).

Solution:
( f o g )( x )=f [ g ( x ) ] Rewrite the composition in a different form.
¿−4 ( 2 x−7 )+ 9 Replace each occurrence of x in f(x) with
g ( x )=2 x −7
¿−8 x+28+ 9 Simplify the expression by distributing and combining
similar terms.
¿−8 x+37
Thus, ( f o g )( x )=f [ g ( x ) ] is −8 x +37.

Example 6: f ( x )=2 x 2−13 and g ( x )=x−2. Find ( f o g )( x ) .

Solution:
( f o g )( x )=f [ g ( x ) ] Rewrite the composition in a different form.
¿ 2(x−2)2−13 Replace each occurrence of x in f(x) with g ( x ) =x−2
¿ 2 ( x −4 x + 4 ) −13
2
Simplify the expression by distributing and combining
2
2 x −8 x+ 8−13 similar terms.
2
¿ 2 x −8 x−5
Thus, ( f o g )( x )=f [ g ( x ) ] is 2 x2 −8 x−5.

Example 7: f ( x )=2 x 2−13 and g ( x )=x−2. Find ( g o f )( x ).

Solution:
( g o f )( x )=g [ f ( x ) ] Rewrite the composition in a different form.
¿ ( 2 x −13 )−2
2 2
Replace each occurrence of x in g(x) with f ( x )=2 x −13
2
¿ 2 x −13−2 Simplify the expression by distributing and combining
similar terms.
¿ 2 x2 −15
Thus, ( g o f )( x )=g [ f ( x ) ] is 2 x2 −15.

Notice that in Examples 6 and 7 the functions f ( x )=2 x 2−13and g ( x )=x−2 were the same, but ( f o g )( x ) and
(g o f )(x ) produced different answers. These two examples should help us understand why we need to be very specific
when we are asked to find either ( f og)(x) or (g o f )( x ). The way we write down the problem can make a big difference
in our answer.

PRACTICE:
Direction: Perform the following fundamental operations on each given functions.

2
A. Given: f ( x )=x +1 ; g ( x )=x−3

(1) ( f + g )( x ) (3) ( f ∙ g ) ( x )

(2) ( f −g ) ( x ) (4) ( fg ) ( x )
General Mathematics – 11. Page 7 of 7
 2
B. If f ( x )=3 x +7 x+ 2 and g ( x )=2 x −1. Find the values of the composite functions.

(5) ( f o g )( 2 ) (6) ( g o f )( 3 )

EVALUATION:

OUTPUT #2: Answer Activity 2 on page 7.

References
Orines, F. B. (2016). Next Century Mathicatics General Mathematics. Quezon City: Phoenix Publishing House,
Inc.
Pascasio, A. A., Ponsones, R. B., Ocampo, S. R., & Tresvalles, R. M. (2017). Math Ideas and Life Applications
Second Edition. Quezon City: ABIVA PUBLISHING HOUSE, INC.
https://www.youtube.com/watch?v=8t875zSYkOc&t=165s
https://courses.lumenlearning.com/waymakercollegealgebra/chapter/identify-functions-using-graphs/
https://mrhonner.com/archives/8599

Prepared by:

MA. CHERRY A. MERCADO NANCY B. CORPUZ

Subject Teacher Subject Teacher

General Mathematics – 11. Page 8 of 7

 SAN JACINTO CATHOLIC SCHOOL, INC.
General Mathematics – Evaluation for Module 1

Name: Section: Date: Score:

Written Output (25%)

ACTIVITY #1:
I. Direction: Which of the following ordered pairs are function or not? Write your answer on the space provided.

__________(1) {(4,1),(3,1),(0,3) ,(−7,5) }

__________(2) {(0,2),( 3,4) ,(−3 ,−2),(2,4)}
__________(3) {(−3,6),(0,8) ,(3,20),( 8,4)}
__________(4) {(−2,6),(0,8) ,(−2,20),(7,4)}
__________(5) {(2 ,−3) ,(3,3),(1,4) ,(9,2)}

II. Determine whether each illustration is a function or not.

3 2 -3 0
-4 1 -1 -1
5 -1 5 9
6 6 4

__________(6) __________(7) ___________(8)

___________(9) ___________(10)

PERFORMANCE TASK (50%)

ACTIVITY #2:
I. Find the function value of the following functions.

a. f ( x )=2 x 2+ 3 x +1 b. f ( x )=4 x 2−7 x +9

(12) f (5) (13) f (3)

II. Solve the following problems.

If f ( x )=2 x 2+ 3 and g ( x )=4 x 2 +1, then find;

a. ( f + g)( 5) b. (f ∙ g)(−6) c. ( f o g )( 0 )

d. ( f −g)(3)
e. ( fg )(−2) f. ( g o f )(−3)

Scaffold for Performance Task. (The following rubric will be used for scoring).
Rubric for Problem Solving
Score Descriptors
3 Used an appropriate strategy to come up with a correct solution and arrived at a correct answer.

General Mathematics – 11. Page 9 of 7

2 Used an appropriate strategy but came up with an entirely wrong solution that led to an incorrect answer.
1 Attempted to solve the problem but used an inappropriate strategy that led to a wrong solution.

General Mathematics – 11. Page 10 of 7