SDO ALBAY LAS DEVELOPMENT TEAM FOR

SENIOR HIGH SCHOOL – GENERAL MATHEMATICS

Norma B. Samantela, CESO VI Schools Division Superintendent

Ma. Jeany T. Abayon, Ed.D. Assistant Schools Division Superintendent
Fatima D. Buen, CESO VI Assistant Schools Division Superintendent

DIVISION EVALUATION TEAM

CID Chief, Dr. Sancita B. Peñarubia
PSDS/Division Mathematics Coordinator, Dr. Felma A. Bonito

WRITERS:

Catherine R. Realingo Aileen L. Azul

Marijo S. Balin Norlito M. Magalona
Amie-Lyn S. Cedo Elenita N. Nocidal
Charmie G. Rellores Jean L. Bataller
Aris B. Nisola Albert S. Corbilla
Margie C. Macatingrao Hilda C. Remendado
Giovanni G. Naag Mary Francia S. Rico

Team Leader : Elenita L. Nocidal

Content Editors : Elenita L. Nocidal
Jean L. Bataller
Cover Layout Artist : Albert S. Corbilla
Language Editor : Marivic L. Dalaguit
Technical Support : Joseph C. Bueno
 CONTENT

Week No. Learning Competencies Page No.

The Learner represents real-life situations using
functions, including piecewise functions (M11GM- 1

Ia-1)

The learner evaluates functions (M11GM-Ia-2). 7

Week 1
The learner performs addition, subtraction,
multiplication, division, and composition of 12
functions (M11GM-Ia-3).

The learner solves problems involving functions.

20
(M11GM-Ia-4)

Represents real- life situations using rational

25
functions. (M11GM – Ib-1)

Distinguishes rational function, rational equation,

34
and rational inequality (M11GM–Ib–2)
Solves Rational Equations and Inequalities.
39
(M11GM-Ib-3)
Solves Rational Equations and Inequalities.
Week 2 45
(M11GM-Ib-3)

Represents a rational function through its (a) table

of values, (b) graph, and (c) equation. (M11GM- 53
Ib-4)

Finds the domain and range of a rational function.

63
(M11GM-Ib)

Determine the: (a) Intercepts; (b) Zeroes; and (c)

68
Asymptotes of Rational Function (M11GM-Ic-1)
Week 3
Solves problems involving rational functions,
76
equations, and inequalities. (M11GM-Ic-3)
 After going through this activity sheet, you
are expected to represent real-life situations using
one-to-one functions. (M11GM-Id-1)
Specifically, this Learning Activity Sheets will
help you to:
90
a. Define one-to-one functions.
b. Determine whether the given
graph is a one-to-one function or not.
c. Apply horizontal line test.
Week 4
After going through this activity sheet, you are
expected to determine the inverse of a one-to-one 95
function. (M11GM-Id-2)
The learner…
1. represents an inverse function through
its: (a) table of values, and (b) graph.
(M11GM-Id-3) 100
2. finds the domain and range of an inverse
function. (M11GM-Id-4)

The learner solves problems involving inverse

functions. (M11GM-Ie-2) 108

The learner represents real-life situations using

Week 5 117
exponential functions. (M11GM-Ie-3)

The learner distinguishes between exponential

function, exponential equation, and exponential 128
inequality. (M11GM-Ie-4)

The learner is able to solve exponential equations

134
and inequalities. M11GM-Ie-f-1

The learner is able to represent an exponential

Week 6
function through its: (a) table of values, (b) graph, 142
and (c) equation. (M11GM-If-2)
1. Finds the domain and range of exponential
148
function. (M11GM-if-3)
 2. Determines the intercepts, zeroes, and
asymptotes of an exponential function. (M11GM-
if-4)
Solve problems involving exponential functions,
equations, and inequalities. LC Code: (M11GM- 156
Ig-2)
Week 7
Solves problems involving exponential functions,
equations, and inequalities (M11GM-lg-2) 162

Represents real-life situations using logarithmic

functions. (M11GM-lh-1) 168

Distinguish among logarithmic function, logarithmic

Week 8 equation, and logarithmic inequality. (M11GM-lh- 175
2)

Solves logarithmic equations and inequalities.

179
(M11GM-li-1)
• Represents a logarithmic function through
its table of values, graph, and equation.
(M11GM-Ih-i-1)
• Finds the domain and range of a logarithmic
Week 9 184
function. (M11GM-Ii-3)
• Determines the intercepts, zeroes, and
asymptotes of logarithmic functions. (M11GM-Ii-
4)
• Solves problems involving logarithmic
Week 10 functions, equations, and inequalities.: (M11GM- 192
Ij-2)
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 1: Learning Activity Sheet 1

Representing Real Life Situations Using Functions
and Piece-Wise Functions

Background Information for Learners

Welcome to the first lesson in General Mathematics. This lesson will give you the
practical applications of functions in a real-life scenario including the piece-wise function.
When you were in Grade 8, you already encountered relations and functions. This Learning
Activity Sheet will take you into a deeper sense of understanding how useful the topic is in
your daily life. Are you ready?

Consider the overview of functions and relations.

A relation is any set of ordered pairs. The set of all first element of the ordered pairs
is called the domain of the relation, and the set of all second elements is called range.
A function is a relation or rule of correspondence between two elements (domain and
range) such that each element in the domain corresponds to exactly one element in the range.

To further understand a function, study the following examples.

Example 1. Given the following ordered pairs, which relations are functions?
A = {(1, 3), (4, 1), (2, 0), (7, 2)}
B = {(1, 1), (2, 2), (3, 3), (4, 4)}
C = {(1, 2), (0, 1), (-1, 0), (0, 3)}
D = {(a, b), (b, c), (c, d), (a, d)}
Answer: The relation A & B are functions because each element in the domain
corresponds to a unique element in the range. Meanwhile, relations C & D are not functions
because they contain ordered pairs with the same domain {C= (0,1) and (0,3), D= (a, b) and
(a, d)}.

1
Example 2. Given table of values, which relation shows a function?
A. x 1 2 3 4 5 6
y 2 4 6 8 10 12

B. x -3 1 2 5 7 9
y -5 -2 -2 -2 0 4

C. x 1 1 1 2 5 6
y -5 -2 -1 0 2 4

Answer: A and B are functions since all values of x corresponds to exactly one value
of y. Unlike C, where 1 corresponds to three values, -5, -2 and -1
.

Example 3. Given the mapping diagrams, which do you think represent functions?

A. B. C.
A A RR Ken
X X
B B CJ Cath
y y
C C Tala Rey

Answer: The relation A and C are functions because each element in the domain
corresponds to a unique element in the range. However, B is a mere relation and not a function
because there is a domain which corresponds to more than one range.

A relation between two sets of numbers can be illustrated by its graph in Cartesian
plane, and that the graph represents a function if it satisfies the vertical line test.
Vertical Line Test:
A graph of a relation is a function if any vertical line drawn passing through
the graph intersects at exactly one point.

Example 4. Given the graphs of a relation, can you identify which are functions? Use the
vertical line test to determine whether the graph is function or not.

A. B. C. D.

Answer: A and B are graphs of functions while C and D are not because they do not
pass the vertical line test.

2
 In Mathematics, you can represent functions in different ways. It can be represented
through set of ordered pairs, tables, mappings, equations, and graphs.

Functions as Representation of Real-life Situations

Functions are often used to model real-life situations. Identifying appropriate models
will lead to a better understanding of various phenomena.

Example 5. Give a function C that can represent the cost of buying x meals, if one meal cost
P 40.
Answer: Since each meal costs P40, then the cost function is 𝑪(𝒙) = 𝟒𝟎𝒙.

Example 6. If height (𝐻) is a function of age (𝑎), give a function 𝐻 that can represent the
height of a person in age (𝑎), if every year the height is added by 2 inches.
Answer: Since every year the height is added by 2 inches, then the height function is
𝑯(𝒂) = 𝟐 + 𝒂.

PIECEWISE FUNCTIONS
Some situations can only be described by more than one formula, depending on the
value of independent variable. These situations as represented by functions called piecewise
functions.

Example 7. A user is charged P300 monthly for a particular mobile plan, which includes 100
free text messages. Messages more than 100 are charged P1 each. Represent the monthly
cost for text messaging using function (m), where m is the number of messages per month.
Answer.
The cost of text messaging can be expressed by the piecewise function
300, 𝑖𝑓 0 < 𝑚 ≤ 100
𝑡(𝑚) = {
300 + 1(𝑚 − 100), 𝑖𝑓 𝑚 > 100

Example 8. A jeepney ride cost P8.00 for the first 4 kilometers, each additional integer
kilometer adds P1.00 to the fare. Use a piecewise function to represent the jeepney fare in
terms of distance (d) in kilometers
Answer: The input is the 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:
8.00, 𝑖𝑓 0 < 𝑑 ≤ 4
𝐹(𝑑) = {
8 + (𝑑 − 4), 𝑖𝑓 𝑑 > 4

3
 Learning Competency

The Learner represents real-life situations using functions, including piecewise

functions (M11GM-Ia-1)

Activities

Activity 1. Think and Analyze

Directions: Answer the following item as instructed. Write your answer on a
separate sheet. Justify your answer.
1. For which value of k is the set of ordered pairs (2,3), (k,6), (4,0) a function?
2. Which of the following diagrams represent a relation that is NOT a function?
A. B. C.

1 1 c a -2
3
2 5 l -3
b
3 7 r

3. Which of the following tables is NOT a representation of a function?

x 2 1 0 1
a. y 3 6 7 2

x -2 -1 0 1
b. y 0 -3 0 3

x -1 -2 -3 -4
c. y 2 3 3 4

4. Juliet is earning P850.00 per days to do a certain job. Express the total salary 𝑺 as a
function of the number 𝒏 of days that Juliet works.
5. Jose can encode 1000 words in every hour of a typing job. Express the total number of
words (𝑊) as a function of the number of hours (𝑛) that Jose can encode.

4
6. A certain chocolate bar cost P35.00 per piece. However, if you buy more than 10 pieces,
they will be marked down to a price of P32.00 per piece. Use a piecewise function to
represent the cost in terms of the numbers of chocolate bars bought.
7. A van rental charges P 5,500.00 flat rate for a whole day tour in LEGASPI CITY of 5
passengers and for each additional passenger, P500.00 is added to the tour fare. Express
a piecewise function to represent the van rental in terms number of passengers 𝒏.

Activity 2. Function or Mere Relation

Directions: Write F if the given situation is a function and R if it is a mere relation.

_____1. The amount of revenue a shoe company makes is a function of how many shoes
are sold. They make one type of shoe.
_____2. A city’s yearly unemployment rate is a function of the year.
_____3. The number of miles traveled is a function of the average rate of travel.
_____4. A person’s income is a function of the height.
_____5. The rule which assigns each person a surname.

Reflection

Complete the statement below.

1. I have learned that a relation ____________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________
2. I have learned that a function ___________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________
3. For me, using functions to represent real-life situations is important because ______
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________

5
 References

Queano, ReyMark R., General Mathematics Alternative Delivery Mode First Edition,2020
Reyes Jr., Edward C., General Mathematics Alternative Delivery Mode First Edition 2019
Dilao, Soledad.et al, Advanced Algebra Trigonometry and Statistics

3. F
5. R 2. F
4. R 1. F
Activity 2:

5500 + 500 (𝑛 − 5), 𝑖𝑓 𝑛 > 5

𝑣(𝑛) = {
5500, 𝑖𝑓 𝑛 ≤ 5
7.

𝑖𝑓 𝑑 > 10 32.00,
𝐶(𝑛) = {
𝑖𝑓 𝑛 ≤ 10 35.00,
6.
5. W(n)= 1000n
4. S(n)= 850n
3. A
2. B is a relation that is not a function.
1. For all real numbers, except 2 & 4
Activity 1. Think and Analyze
Answer Key

Prepared by:

CATHERINE R. REALINGO
T-III
BONBON NATIONAL HIGH SCHOOL

6
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1-Week1: Learning Activity Sheet 2

𝐄valuating Functions

Background Information for Learners

Welcome to the second lesson in General Mathematics. If you want to learn how to
find the values of the variable in a function, 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.
Evaluating a function is the process of determining the value of the function at the
number assigned to a given variable. Just like in evaluating algebraic expressions, to evaluate
a function, you just need to a) replace each letter in the expression with the assigned value,
and b) perform the operations in the expression using the correct order of operations.

Example 1. Given 𝑓(𝑥) = 3𝑥 − 4, find the value of the function if 𝑥 = 2.

Solution:
𝑓(3) = 3(2)– 4 • Substitute 2 for x in the function
𝑓(3) = 6 − 4 • Simplify the expression on the right side of the equation
𝑓(3) = 2
Answer: Given 𝑓(𝑥) = 3𝑥 − 4, 𝑓(3) = 2.

Example 2. Given g(𝑥) = 3𝑥 2 + 7, find 𝑔(−3).

Solution:
𝑔(−3) = 3(−3)2 + 7 • Substitute -3 for x in the function
𝑔(−3) = 3(9) + 7 • Simplify the expression on the right side of the equation
𝑔(−3) = 27 + 7
𝑔(−3) = 34
Answer: Given that 𝑔(𝑥) = 3𝑥 2 + 7, then 𝑔(−3) = 34.

7
Example 3. Given 𝑓(𝑥) = 5𝑥 + 1, find 𝑓(ℎ + 1).
Solution:
𝑓(ℎ + 1) = 5(ℎ + 1) + 1 • Substitute (h+1) for x in the function
𝑓(ℎ + 1) = 5ℎ + 5 + 1 • Use the distributive property on the right side,
𝑓(ℎ + 1) = 5ℎ + 6 then combine like terms to simplify.
Answer: 𝑓(𝑥) = 5𝑥 + 1, 𝑓(ℎ + 1) = 5ℎ + 6.

Example 4: Given g(x) = √3𝑥 − 2 , find 𝑔(9)

Solution:
𝑔(𝑥) = √3(9) − 2 • Substitute 9 for x in the function

𝑔(𝑥) = √27 − 2 • Simplify the expression on the right side of the equation

𝑔(𝑥) = √25
𝑔(𝑥) = 5
Answer: Given that 𝑔(𝑥)) = √3𝑥 − 2, then 𝑔(9) = 5.

4𝑥+8
Example 5. Given ℎ(𝑥) = , find the value of function if 𝑥 = −5.
2𝑥−4

Solution:
4(−5)+8
ℎ(−5) =
2(−5)−4 • Substitute -5 for x in the function.
−20+8
ℎ(−5) = • Simplify the expression on the right side of the equation.
−10−4
−12 (Recall the concepts of integers and simplifying fractions)
ℎ(−5) =
−14
6
ℎ(−5) =
7
4𝑥+8 6
Answer: ℎ(𝑥) = , ℎ(−5) =
2𝑥−4 7

3
Example 6. Evaluate 𝑓(𝑥) = 2𝑥 , if 𝑥 = .
2

Solution:
3
𝑓(𝑥) = 23/2 • Substitute for x in the function
2

𝑓(𝑥) = √23 • Simplify the expression on the right side of the equation.
𝑓(𝑥) = √8 (Get the cube of 2 which is 8, then simplify)

𝑓(𝑥) = √4 (2)

𝑓(𝑥) = 2√2
3
Answer: Given that 𝑓(𝑥) = 2𝑥 , then 𝑓( ) = 2√2.
2

8
Example 7. Evaluate the function 𝑓(𝑥) = |𝑥 − 8| where |𝑥 − 8| means the absolute value of
(𝑥 – 8) if 𝑥 = 3.
Solution:
𝑓(3) = |3 − 8| • Substitute 3 for x in the function.
𝑓(3) = |−5| • Simplify the expression on the right side of the equation.

𝑓(3) = 5 (Remember that the absolute value of a number is the

number regardless of its sign).

Answer: If 𝑓(𝑥) = |𝑥 − 8| and 𝑥 = 3, then 𝑓 (3) = 5. .

Example 8: Evaluate the function 𝑓(𝑥) = 𝑥 2 – 2𝑥 + 2 at 𝑓(2𝑥 − 3).

Solution:
𝑓(2𝑥 − 3) = (2𝑥 − 3)2 – 2(2𝑥 − 3) + 2 • Substitute 2x - 3 for x in the function
𝑓(2𝑥 − 3) = (4𝑥 2 – 12𝑥 + 9) − 4𝑥 + 6 + 2 • Simplify the expression on the right
𝑓(2𝑥 − 3) = 4𝑥 2 – 12𝑥 − 4𝑥 + 9 + 6 + 2 side of the equation.
𝑓(2𝑥 − 3) = 4𝑥 2 – 16𝑥 + 17
Answer: If 𝑓(𝑥) = 𝑥 2 – 2𝑥 + 2, then 𝑓(2𝑥 − 3) = 4𝑥 2 – 16𝑥 + 17.

Learning Competency

The learner evaluates functions (M11GM-Ia-2).

Activities

Activity 1. Pick Me Up!

Directions: Evaluate the following functions at 𝑥 = −3. Select the answer in the box
below. Find the hidden word by putting the corresponding letter in the numbered blank.

S. 55 R. 3 T. 4 M. −91 W. 1 A. 25

1. 𝑓(𝑥) = 𝑥 3 − 64
2. 𝑔(𝑥) = |𝑥 3 − 3𝑥 2 − 1|
3. 𝑟(𝑥) = √3 − 2𝑥 ____ ____ ____ ____ ____
3𝑥+1
4. 𝑞(𝑥) = 2 1 5 3 4
𝑥 2 +7𝑥+10

5. 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 4

9
Activity 2. FACT OR BLUFF
Directions: Analyze the following functions by evaluating their value. Write FACT, if
the indicated answer and solution are correct, BLUFF if not. Then rewrite the solution to
arrive at the correct answer on the space provided.
1. Evaluate 𝑓(𝑡) = 2𝑡 − 3 ; 𝑓(𝑡 2 )
Solution:
Answer:
𝑓(𝑡 2 ) = 2(𝑡 2 ) − 3
𝑓(𝑡 2 ) = 2𝑡 2 – 3
2. Given the function 𝑔(𝑥) = √5𝑥 − 13 , find 𝑔(9).
Solution:
𝑔(9) = √5(9) − 13 Answer:
𝑔(9) = √45 − 13
𝑔(9) = √32
𝑔(𝑥) = 16√2
5𝑥−7
3. Given the function 𝑓(𝑥) = , find the value of the function if 𝑥 = −3.
3𝑥−2

Solution:
5(−3) − 7
𝑓(−3) = Answer:
3(−3) − 2
−15 − 7
𝑓(−3) =
−9 − 2
22
𝑓(−3) =
11
𝑓(𝑥) = −2
4. Evaluate the function 𝑓(𝑥) = 𝑥 2 − 3𝑥 + 3 at 𝑓(3𝑥 − 1).
Solution:
𝑓(3𝑥 − 1) = (3𝑥 − 1)2 − 3(3𝑥 − 1) + 3 Answer:
𝑓(3𝑥 − 1) = 9𝑥 2 − 6𝑥 + 1 − 3𝑥 + 3
𝑓(3𝑥 − 1) = 9𝑥 2 − 9𝑥 + 4

Reflection

You encountered a lot of concepts related to functions. Now, it’s time to reflect.
1. What are the most important things you have learned from this LAS?
______________________________________________________________
2. What are the concepts you are not sure about?
______________________________________________________________
3. What concept would you want to be clarified immediately?
______________________________________________________________

10
 References

Queano, ReyMark R., General Mathematics Alternative Delivery Mode First Edition,2020
Reyes Jr., Edward C., General Mathematics Alternative Delivery Mode First Edition 2019
Dilao, Soledad.et al, Advanced Algebra Trigonometry and Statistics

Hidden Word: SMART

5. A
4. T
4.Bluff-f(3x-1) = 9x2 - 15x + 7 3. R
3. Bluff -f(x)= 2 2.S
2. Bluff- g(x)= 4√2 1. M
1. fact Activity 1. A Pick me up
Activity 2. FACT and BLUFF Answer Key

Prepared by:

CATHERINE R. REALINGO
T-III
BONBON NATIONAL HIGH SCHOOL

11
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 1: Learning Activity Sheet 3

Performing Addition, Subtraction, Multiplication, Division, and
Composition of Functions

Background Information for Learners

In the previous learning activity sheet (LAS), you learned how to represent real-life
situations using functions and evaluate functions at a certain value. This time, you will learn
how to perform addition, subtraction, multiplication, division, and composition of functions. In
this learning activity, the basic knowledge of algebra is required such as simplifying
expressions, factoring and the like.
Operations on functions are like operations on numbers and algebraic expressions.
You need to recall the steps for addition, subtraction, multiplication, and division of algebraic
expressions.

✓ Addition and subtraction of algebraic expressions

1. Find the least common denominator (LCD) of both fractions.
2. Rewrite the fractions as equivalent fractions with the same LCD.
3. The LCD is the denominator of the resulting fraction.
4. The sum or difference of the numerator is the numerator of the resulting fractions.

1 2
Example 1. Find the sum of and .
3 5

Solution: The LCD of the two fractions is 15

1 2 5 6 5+6 11
+ = + = =
3 5 15 15 15 15
1 2
Example 2. Find the sum of and
𝑥−3 𝑥−5

Solution: The LCD of the two fractions is (𝑥 − 3)(𝑥 − 5) = 𝑥 2 − 8𝑥 + 15

1 2 1(𝑥−5) 2 (𝑥−3)
+ = +
𝑥−3 𝑥−5 x2 – 8x + 15 x2 – 8x + 15
𝑥−5 +2𝑥−6
=
x2 − 8x + 15
3𝑥−11
=
x2 − 8x + 15

12
 ✓ Multiplication of algebraic expressions
1. Rewrite the numerator and denominator in terms of the prime factor.
2. Common factors in the numerator and denominator can be simplified as “1”.
3. Multiply the numerators together to get the new numerator.
4. Multiply the denominators to get the new denominator.

10 15
Example 3. Find the product of and .
21 8

Solution: Express the numerator and the denominators of the two functions into
their prime factors. Multiply and simplify out common factors in the numerator and the
denominator to reduce the final answer to lowest term.
10 15 (2)(5) (3)(5) 25
( ) ( ) =( )( )=
21 8 (3)(7) (2)(4) 28

𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6
Example 4. Find the product of and
𝑥 2 −3𝑥+2 𝑥 2 −3𝑥−10

Solution: Express the numerators and denominator of two rational expression into
their prime factors. Multiply out the common factors in the numerator and denominator
to reduce the final answer to lowest terms. Note the similarity in the process between
the example and the previous one on fractions.
𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6 (𝑥+1)(𝑥−5) (𝑥−2)(𝑥−3)
( )( ) =( )( )
𝑥 2 −3𝑥+2 𝑥 2 −3𝑥−10 (𝑥−1)(𝑥−2) (𝑥−5)(𝑥+2)
(𝑥+1) (𝑥−3)
=( )( )
(𝑥−1) (𝑥+2)

𝑥 2 −2𝑥−3
=
𝑥 2 + 𝑥−2

✓ Division of algebraic expression

To divide two fractions or rational expression, multiply the dividend with the
reciprocal of the divisor.

2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8
Example 5. Divide and
2𝑥 2 +7𝑥+5 2𝑥 2 −3𝑥+20

Solution:
2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8 2𝑥 2 +𝑥−6 2𝑥 2 −3𝑥−20
÷ =( )( 2 )
2𝑥 2 +7𝑥+5 2𝑥 2 −3𝑥+20 2𝑥 2 +7𝑥+5 𝑥 −2𝑥−8
(2𝑥−3)(𝑥+2) (2𝑥+5)(𝑥−4)
=( )( )
(2𝑥+5)(𝑥+1) (𝑥+2)(𝑥−4)
(2𝑥−3)
=
(𝑥+1)

13
Operations on Functions

Definition: Let 𝒇 and 𝒈 be functions,

1. Their sum, denoted by 𝑓 + 𝑔, is the function denoted by
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
2. Their difference, denoted by 𝑓 − 𝑔, is the function denoted by
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) – 𝑔(𝑥)
3. Their product, denoted by 𝑓 · 𝑔, is the function denoted by
(𝑓 · 𝑔)(𝑥) = 𝑓(𝑥) · 𝑔(𝑥)
𝑓 𝑓 𝑓(𝑥)
4. Their quotient, denoted by , is function denoted ( )(𝑥) = , excluding
𝑔 𝑔 𝑔(𝑥)

the values of 𝑥 where 𝑔(𝑥) = 0

.

Example 6. Given the functions:

𝑓(𝑥) = 𝑥 + 5 𝑔(𝑥) = 2𝑥 − 1 ℎ(𝑥) = 2𝑥 2 + 9𝑥 – 5
Determine the following functions:
a. (𝑓 + 𝑔)(𝑥) e. (𝑓 + 𝑔)(3)
b. (𝑓 − 𝑔)(𝑥) f. (𝑓 − 𝑔)(3)
c. (𝑓 · 𝑔)(𝑥) g. (𝑓 · 𝑔)(3)
ℎ ℎ
d. ( )(𝑥) h. ( )(3)
𝑔 𝑔

Solution:
a. (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥) • Definition of addition of functions.
= (𝑥 + 5) + (2𝑥 − 1) • Replace f(x) and g(x) by the given values.
= 3𝑥 + 4 • Combine like terms.

b. (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥) • Definition of subtraction of functions.

= (𝑥 + 5) – (2𝑥 − 1) • Replace f(x) and g(x) by the given values.
= 𝑥 + 5 − 2𝑥 + 1 • Distribute the negative sign.
= −𝑥 + 6 • Combine like terms.

c. (𝑓 · 𝑔)(𝑥) = 𝑓(𝑥) · 𝑔(𝑥) • Definition of multiplication of functions.

= (𝑥 + 5) · (2𝑥 − 1) • Replace f(x) and g(x) by the given values.
= 2𝑥 2 − 𝑥 + 10𝑥 − 5 • Multiply the binomials.

= 2𝑥 2 + 9𝑥 − 5

14
 ℎ ℎ(𝑥)
d. ( )(𝑥) =
𝑔 𝑔(𝑥) • Definition of division of functions
2𝑥 2 +9𝑥−5 • Replace h(x) and g(x) by the given values.
=
2𝑥−1
• Factor the numerator.
(𝑥+5)(2𝑥−1)
=
(2𝑥−1) • Divide out the common factors.
1
= 𝑥 + 5, 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠
2

e. (𝑓 + 𝑔)(3) = 𝑓(3) + 𝑔(3)

𝑓(𝑥) = 𝑥 + 5 𝑔(𝑥) = 2𝑥 − 1 • Solve for 𝑓(3) and 𝑔(3)

𝑓(3) = 3 + 5 𝑔(3) = 2(3) − 1 separately.

= 8 = 5
Therefore 𝑓(3) + 𝑔(3) = 8 + 5 = 13.
Alternative solution
(𝑓 + 𝑔)(𝑥) = 3𝑥 + 4 • Use the resulting function from item a
(𝑓 + 𝑔)(3) = 3(3) + 4 • Replace 𝑥 by 3.
= 9 +4 • Multiply, then add.
= 13

For items f to h, use the values of 𝑓(𝟑) = 𝟖 and 𝒈(𝟑) = 𝟓.

f. (𝑓 − 𝑔)(3) = 𝑓(3) − 𝑔(3) • Definition of subtraction of functions
= 8 − 5 • Replace f(3) and g(3) by the given values
= 3 • subtract
Alternative solution:
(𝑓 − 𝑔)(𝑥) = −𝑥 + 6 • Use the resulting function from item b
(𝑓 − 𝑔)(3) = −3 + 6 • Replace x by 3
= 3 • simplify

g. (𝑓 · 𝑔)(𝑥) = 𝑓(3) · 𝑔(3) • Definition of multiplication of functions

= 8 · 5 • Replace f(3) and g(3) by the given values
= 40 • Multiply
Alternative solution:
(𝑓 · 𝑔)(𝑥) = 2𝑥 2 + 9𝑥 − 5 • Use the resulting function from item c
(𝑓 · 𝑔)(3) = 2(3)2 + 9(3) − 5 • Replace x by 3
= 2(9) + 27 − 5 • Square and multiply
= 18 + 27 − 5 • Multiply
• Simplify
= 40

15
 ℎ ℎ(3)
h. ( )(3) = Solve for ℎ(3) and 𝑔(3) separately
𝑔 𝑔(3)

ℎ(𝑥) = 2𝑥2 + 9𝑥 − 5 𝑔(𝑥) = 2𝑥 − 1

ℎ(3) = 2(3)2 + 9(3) − 5 𝑔(3) = 2(3) − 1
= 18 + 27 − 5 = 5
= 40
ℎ ℎ(3) 40
Therefore ( )(3) = = = 8.
𝑔 𝑔(3) 5

Alternative solution:
ℎ
( )(𝑥) = 𝑥 + 5 • Take the final answer in item d
𝑔
ℎ
( )(3) = 3 + 5 • Replace 𝑥 by 3
𝑔
= 8 • Simplify

Composition of Functions

Definition:
Let 𝑓 and 𝑔 be a function. The composite function denoted by 𝑓 ∘ 𝑔 is
defined by (𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))
The process of obtaining composite functions is called function composition.

Example 7. Given 𝑓(𝑥) = 𝑥 2 + 5𝑥 + 6 and ℎ(𝑥) = 𝑥 + 2, find the following:

a. (𝑓 ∘ ℎ)(𝑥) b. (𝑓 ∘ ℎ)(𝑥) c. (ℎ ∘ 𝑓)(𝑥)
Solution:
a. (𝑓 ∘ ℎ)(𝑥) = 𝑓(ℎ(𝑥)) • Definition of function composition
= 𝑓(𝑥 + 2) • Replace h(x) by (x+2)
𝑆𝑖𝑛𝑐𝑒, 𝑓(𝑥) = 𝑥 2 + 5𝑥 + 6 • Given
𝑓(𝑥 + 2) = (𝑥 + 2)2 + 5(𝑥 + 2) + 6 • Replace x by (x+2)
= 𝑥 2 + 4𝑥 + 4 + 5𝑥 + 10 + 6 • Perform the operations
= 𝑥 2 + 9𝑥 + 20 • Combine similar terms

b. (𝑓 ∘ ℎ)(4) = 𝑓(ℎ(4))
Step 1. Evaluate ℎ(4) step 2. Evaluate 𝑓(6)
ℎ(𝑥) = 𝑥 + 2 𝑓(𝑥) = 𝑥 2 + 5𝑥 + 6
ℎ(4) = 4 + 2 𝑓(𝑥) = 62 + 5(6) + 6
=6 = 36 + 30 + 6
= 72

16
 c. (𝑓 ∘ ℎ)(4) = 𝑓(ℎ(4)) To evaluate composition of functions, always start
= 𝑓(6) with the inside function (from right to left). Evaluate first ℎ(4)
= 72 and then substitute the resulting value to 𝑓(𝑥).

Learning Competency

The learner performs addition, subtraction, multiplication, division, and

composition of functions (M11GM-Ia-3).

Activities

Activity 1. Matching Functions

Directions: Match column A with column B. Write the letter of the correct answer on
the blank before each number. Consider the given functions below.

𝑎(𝑥) = 𝑥 + 2 𝑏(𝑥) = 5𝑥 − 3 𝑥+5

𝑑(𝑥) = √𝑥 + 5 3
𝑐(𝑥) = 𝑒 (𝑥 ) =
𝑥−7 𝑥−7

Column A Column B
3
___ 1. (𝑎 + 𝑏)(𝑥) a.
𝑥+5

___ 2. (𝑎 · 𝑏)(𝑥) b. ±3
___ 3. (𝑑 ∘ 𝑎)(𝑥) c. −7
𝑒 4
___ 4. ( )(𝑥) d. −
𝑐 5

___ 5. (𝑐 − 𝑒)(𝑥) e. √𝑥 + 7
𝑥+2
___ 6. (𝑎 + 𝑏) (−1) f.
𝑥−7

___ 7. (𝑎 · 𝑏) (0) g. 6𝑥 − 1
___ 8. (𝑑 ∘ 𝑎)(2) h. 1
𝑒
___ 9. ( ) (−2) i.−6
𝑐

___ 10. (𝑐 − 𝑒)(2) j. 5𝑥 2 + 7𝑥 − 6

Activity 2. Let’s Simplify

1. Let 𝑓(𝑥) = 𝑥 + 1 and ℎ(𝑥) = 2𝑥 2 . Find the following:
𝑓
a. (𝑓 + ℎ)(𝑥) d. ( )(𝑥)
ℎ

b. (𝑓 − ℎ)(𝑥 + 1) e. (𝑓 ∘ ℎ)(5)
c. (𝑓 · ℎ)(𝑥)

17
 Reflection

✓ You encountered a lot of concepts related to functions. Now, it’s time to reflect.
1. What is the pre-requisite skill in operations of functions?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How do you add, subtract, multiply and divide functions?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. How do you find the composite of a functions?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What important concepts would you want to be clarified immediately? Why?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

References

Queano, ReyMark R., General Mathematics Alternative Delivery Mode First Edition,2020
Reyes Jr., Edward C., General Mathematics Alternative Delivery Mode First Edition 2019
Dilao, Soledad.et al, Advanced Algebra Trigonometry and Statistics

Prepared by
CATHERINE R. REALINGO
T-III
BONBON NATIONAL HIGH SCHOOL

18
 19
Answer Key:
Activity 1: Matching Functions Activity 2. Let’s Simplify
1. g 6. c a. 2x2 +x+1
2. j 7. i b. -2x2 + 9x +12
3. e 8. b c. 2x3 + 2x2
𝑥+1
4. a 9. h d. 2
2𝑥
5. f 10. d e. h(x) = 50, f(x)=51.
therefore (f◦h)(5)=f(h(5)) = h(50) = 51.
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 1: Learning Activity Sheet

Solving Problems Involving Functions

Background Information for Learners

This learning activity sheet will help you solve problems involving functions. Bear in
mind that you already know how to represent real-life situations using functions including
piece-wise functions, evaluate and perform operations on functions. These skills will aid you
in attaining success on this activity sheet.
Solving problems involving functions is essential in predicting values that will help in
decision making process. This activity sheet covers varied situations that can be seen in real
life. It is hoped that through exploring the activities, you will find the eagerness and enthusiasm
in completing the tasks required.
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 the problem can be represented correctly with
the use of functions

Example 1. The function 𝑚(𝑥) = 60𝑥 represents the number of miles, 𝑚(𝑥), you travel for 𝑥
hours that you drive. How many miles will you drive in 5 hours? If you traveled 840
miles, how many hours would it take?
Solutions:
Given: Let 𝑥 be the number of hours.
𝑚(𝑥) = 60𝑥, is the number of miles travelled in hours.
Asked: a. The number of miles driven in 5 hours.
b. the number hours taken to travel 840 miles.
Operation and functions:
a. 𝑚(𝑥) = 60𝑥, if 𝑥 = 5
b. 𝑚(𝑥) = 60𝑥 find 𝑥 if 𝑚(𝑥) = 840

20
 Computations:
a. 𝑚(𝑥) = 60𝑥, if 𝑥 = 5
𝑚(5) = 60(5)
𝑚(5) = 300 In 5 hours, you will travel 300 miles.
b. 𝑚(𝑥) = 60𝑥, find 𝑥 if 𝑚(𝑥) = 840
840 60
= 𝑥
60 60
14 = 𝑥 Thus, you can travel 840 miles in 14 hours.

Example 2. A proposed train fare would charge PhP 20.00 for the first 5 kilometers of travel
and PhP 0.75 for each additional kilometer over the proposed fare.
a. Find the fare function 𝑓(𝑥) where 𝑥 represents the number of kilometers travelled.
b. Find the proposed fare for a distance 45 kilometers.
Solution:
Given: Let 𝑥 represent the number of kilometers travelled
𝑓(𝑥), the fare function
Asked: a. the fare function 𝑓(𝑥) where 𝑥 represents the number of kilometers travelled.
b. the proposed fare for a distance 45 kilometers
Operation and functions:
20 , 𝑖𝑓 0 < 𝑥 ≤ 5
a. 𝑓(𝑥) = {
20 + 0.75(𝑥 − 5) , 𝑖𝑓 𝑥 > 5
b. Using the fare function in item a, find 𝑓(45).
Computations:
a. The fare function 𝑓(𝑥) where 𝑥 represents the number of kilometers
20 , 𝑖𝑓 0 < 𝑥 ≤ 5
travelled is a piecewise function 𝑓(𝑥) = { .
20 + 0.75(𝑥 − 5) , 𝑖𝑓 𝑥 > 5
For a distance 5 kilometers and below, the fare function is constant function
which is 𝑓(𝑥) = 20. While for distance above 5 kilometers, the fare function
is 𝑓(𝑥) = 20 + 0.75(𝑥 − 5).
b. 𝑓(𝑥) = 20 + 0.75(𝑥 − 5)
𝑓(45) = 20 + 0.75(45 − 5)
𝑓(45) = 20 + 0.75(40)
𝑓(45) = 20 + 30
𝑓(45) = 50
𝑓(45) = PhP 50 The proposed fare for 45 kilometers is PhP 50.00.

21
 Learning Competency

The learner solves problems involving functions. (M11GM-Ia-4)

III. Activities
Activities

Activity 1. Agree or Disagree

Listed below are the skills and competencies you should possess in solving real-life
problems involving functions. Read the statements and assess yourself whether you agree or
disagree with the statements.
Statement Agree Disagree
1. I can carefully read and analyze a given problem.
2. I can determine the given and the facts required in a problem.
3. I can represent real life situations using functions including
piece-wise function.
4. I can perform operations on functions.
5. I can evaluate functions.
✓ If you agree with all the statement that means you are much ready with this activity
sheet. However, if there are some statements where you disagree that means you
need to have quick review of the past 3 learning activity sheets.

Activity 2. Let’s try to solve!

Read and answer the given situations using the basic steps in solving problem.
1. The function ℎ(𝑥) = 2.5𝑥 + 20 represents your height in inches, ℎ(𝑥), for 𝑥 years you
have been alive. How many inches tall will you be when you are 12 years old? When you
are 70 inches tall how old will you be?
✓ a. Given: ________________________
✓ b. Asked: ________________________
✓ c. Operation/ function: ______________
✓ d. Computation: ___________________

2. Suppose the production cost of locally produced wallet can be approximated by the model
𝑤(𝑝) = 4 (3𝑝 + 25), where 𝑝 is the number of wallets.
a. Find the fixed cost
b. Find the cost of 5 wallets.
c. How many wallets will cost Php220.00?

22
 ✓ a. Given: ________________________
✓ b. Asked: ________________________
✓ c. Operation/ function: ______________
✓ d. Computation: ___________________

3. If Kama-o network charges P 500 monthly cable connection fee plus P125 for each hour of
pay-per-view (PPV) event regardless of a full hour or a fraction of an hour.
a. Construct a table of values that will show a mode of payment for customers who
may spent h number of hours in watching PPV events.
b. What is the monthly bill of a customer who watched 10 hours of PPV events?
c. What is the monthly bill of a customer who watched 6.2 hours of PPV events?
✓ a. Given: ________________________
✓ b. Asked: ________________________
✓ c. Operation/ function: ______________
✓ d. Computation: ___________________

Reflection

In three to five sentences write the process that you follow in solving problems involving
functions.__________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________

References

Queano, ReyMark R., General Mathematics Alternative Delivery Mode First Edition,2020
Reyes Jr., Edward C., General Mathematics Alternative Delivery Mode First Edition 2019
Dilao, Soledad.et al, Advanced Algebra Trigonometry and Statistics

Prepared by:
CATHERINE R. REALINGO
T-III
BONBON NATIONAL HIGH SCHOOL

23
 24
Answer key:
Activity 2: Let’s try to solve!
1. Given: a. let x represents the age.
b. h(x) represents the height.
Asked: a. In 12 years old, what is the height.
b. If the height is 70 inches, what is the age?
Operation / function: a. h(x)=2.5x + 20, if x = 12
b. h(x)=2.5x + 20, if h(x)= 70
Computation: a) 50 inches
b) 20 years old
2. Given: let p represent the number of the wallet.
Let w(p) represents the cost of the wallet.
Asked: a. find the fixed cost
b. Find the cost of 5 wallets.
c. how many wallets that will cost Php220.00?
Operation / function:
a. w(p)= 4(3p+25), if p=0
b. w(p)= 4(3p+25), if p=5
c. w(p)= 4(3p+25), if w( p)=220
Computation:
a. w(0)= 100
b. w(5)= 160
c. p=10
3. Answer: a
Number of hours Monthly cable Amount of Total payment
spent in PPV connection fee PPV
0<𝑥≤1 500 125(1) 625
1<𝑥≤2 500 125(2) 750
. . . .
. . . .
. . . .
4<𝑥≤1 500 125(5) 1125
The table continues
b. f(10)=500+ 125x c. f(7)= 1375
f(10)=1750
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 2: Learning Activity Sheet 1

REPRESENTING REAL- LIFE SITUATIONS USING RATIONAL
FUNCTIONS

Welcome back, dear young mathematician! You are now on the

second week of Quarter 1. In the previous week, you were able to
represent real-life situations using functions, including piecewise
functions. Moreover, you were able to evaluate and perform operations
(add, subtract, multiply, divide and composition) on functions. In addition,
you were able to apply your knowledge in solving real-life problems using
functions.
This week, you will learn another type of function which is Rational
Function. It is time for you to represent real-life situations using rational
functions. Good luck, young mathematician!

I. Background Information for Learners

𝑝(𝑥)
Rational Function is a function of the form 𝑓(𝑥) = where (𝑥) and 𝑞(𝑥) are
𝑞(𝑥)

polynomial functions and 𝑞(𝑥) is not the zero polynomial (i.e., 𝑞(𝑥) ≠ 0).
Representing real-life situations in this activity sheet is about expressing the
problem into a single function, specifically, you are to represent these situations using
Rational Functions. In representing real-life situations using rational functions, you must
follow these steps:

Steps on Representing Real-Life Situations using Rational Functions

I. What is asked? (Determine what the problem requires you to do.)
II. What is given? (Identify the given data in the problem.)
III. What operation to be used? (Decide the operation to be used as
required by theproblem.)
IV. Write a number sentence. (Represent the problem using a function
notation. Ifpossible, simplify the function.)
25
 Learn from the succeeding examples on how to represent these problems using
rational functions.

Sample Problems:

Example 1: Jack is running around the school oval. Represent his speed as a
function of the time it would take him to run 150 meters in the track. (Use the formula
𝑑
for speed: 𝑠 =
𝑡

(To fully understand how to represent the problem using a Rational Function, always
follow the steps mentioned above.)

Solution:
I. What is asked? (Determine what the problem requires you to do.)
Represent Jack’s speed as a function of the time it would take him to run 150
meters in the track.

II. What is given? (Identify the given data in the problem.)

150 meters – Jack’s needed distance to run in the track.

III. What operation to be used? (Decide the operation to be used as required by

theproblem.)
𝑑
Division (Hint: The problem stated to use the formula for speed which is 𝑠 = .)
𝑡

IV. Write a number sentence. (Represent the problem using Rational Function)
Let (𝑡) be the function that will represent Jack’s speed in terms of the time it
takes him to run 150 meters in the track. Using the formula for speed, substitute
150 meters to distance (d).
Thus, the function will be…
150
𝑓(𝑡) = , where 𝑡 represents time
𝑡

∴ The function that represents Jack’s speed in terms of the time it takes him to
run150 meters in the track is

150
𝑓(𝑡) = where t represents time
𝑡

26
Example 2: There are only three (3) weeks remaining before your crush’s birthday and
you are planning to surprise her with a wonderful gift. To do that, you decided to save
𝑠+99
money each week before the said occasion. During first week, you saved pesos; in
4𝑠
𝑠+149 𝑠+239
the second, you saved pesos; and in the third week, you saved pesos. What
5𝑠 6𝑠

function will represent the total amount you saved within three weeks?

Solution:
I. What is asked? (Determine what the problem requires you to do.)
Represent using rational function the total amount you saved within three
weeks.
II. What is given? (Identify the given data in the problem.)
(You may identify the given by answering the questions below:)
𝑠+99
Questions: How much did you save in the 1st week? (Answer: )
4𝑠
𝑠+149
2nd week? (Answer: )
5𝑠
𝑠+239
3rd week? (Answer: )
6𝑠

III. What operation to be used? (Decide the operation to be used as required by

theproblem.)
The operation needed by the problem is Addition.
IV. Write a number sentence. (Represent the problem using Rational Function)
Let (𝑠) be the total amount you saved in 3 weeks.(Just add the savings for three
weeks, i.e.,)
𝑠 + 99 𝑠 + 149 𝑠 + 239
𝑇(𝑠) = + + LCD = 60s
4𝑠 5𝑠 6𝑠
15(𝑠 + 99) 12(𝑠 + 149) 10(𝑠 + 239)
𝑇(𝑠) = + + Multiply each term.
60𝑠 60𝑠 60𝑠
15𝑠 + 1485 12𝑠 + 1788 10𝑠 + 2390 Rewrite the equation
𝑇(𝑠) = + + with one fraction bar.
60𝑠 60𝑠 60𝑠
15𝑠 + 12𝑠 + 10𝑠 + 1485 + 1788 + 2390
𝑇(𝑠) = Combine and simplify.
60𝑠
37𝑠 + 5663
𝑇(𝑠) =
60𝑠
∴ The function that represents the total amount you saved in three weeks is

37𝑠 + 5663
𝑇(𝑠) =
60𝑠

27
 10 50
Example 3: The barangay council purchased sacks of rice for pesos to be
2+𝑥 4−𝑥 2

distributed to each family for the relief assistance.

a. What function will represent the price of each sack of rice?
b. Supposed on the second tranche, the barangay council purchased the same number
5 20𝑥+15
of rice (of the same price) and added boxes of canned goods for
𝑥+2 4−𝑥 2

pesos. Represent as a function the total expenses for the second tranche.

(Analyze the problem, then, answer the first question.)

Solution:
a. What function will represent the amount of rice per sack?
What is asked? (Determine what the problem requires you to do.)
Represent using rational function the amount of rice per sack.
What is given? (Identify the given data needed in this problem.)(You may answer
this using the questions below.)
10
▪ How many sacks of rice did they buy? (Answer: sacks)
2+𝑥
50
▪ How much is the total cost of these sacks of rice? (Answer: pesos)
4−𝑥 2

What operation to be used? (Decide the operation to be used as required by the problem.)
The operation to be used is Division.
Write a number sentence. (Represent the problem using Rational Function)
Let (𝑥) be the amount of rice per sack. (Just divide the total cost by the number of sacks, i.e.)
50𝑥
( 2)
𝑅(𝑥) = 4 − 𝑥
10
( )
2+𝑥
(To simplify this function, get the reciprocal of the denominator, and change the
operation to multiplication. i.e.,)

50𝑥 2+𝑥
𝑅(𝑥) = ( 2 )( )
4−𝑥 10
Factor 50𝑥 to (10)(5𝑥) and 4 − 𝑥2 to (2 + 𝑥)(2 − 𝑥)
10 (5𝑥) 2+𝑥
𝑅(𝑥) = ((2+𝑥)(2−𝑥)) ( )
10
10 (5𝑥) 2+𝑥
𝑅(𝑥) = [(2+𝑥)(2−𝑥)] ( )
10
5𝑥
𝑅(𝑥) =
2−𝑥

28
 ∴ The function that represents the amount of rice per sack is

5𝑥
𝑅( 𝑥 ) =
2−𝑥

b. Supposed on the second tranche, the barangay council purchased the same number of
5 20𝑥+15
rice (of the same price) and added boxes of canned goods for pesos.
𝑥+2 4−𝑥 2

Represent as a function the total expenses for the second tranche.

What is asked? (Determine what the problem requires you to do.)

Represent using rational function the total expenses for the second tranche.
What is given? (Identify the given data needed in this problem.)(You may answer this
using the questions below.
10 50
▪ How much did it cost them to buy sacks of rice? (Answer: pesos)
2+𝑥 4−𝑥 2
5 20𝑥+15
▪ How much did it cost them to buy boxes of canned goods? (Answer:
𝑥+2 4−𝑥 2
pesos)

What operation to be used? (Decide the operation to be used as required by the problem.)
The operation needed by the problem is Addition.
Write a number sentence. (Represent the problem using Rational Function)
Let (𝑥) be the barangay’s total expenses for the second tranche.

(Just add the two expenses they incurred on buying the rice and canned goods.)
50 20𝑥 + 15
𝑇(𝑥) = ( 2 )+( )
4−𝑥 4 − 𝑥2

(Since the two expressions have the same denominator, to simplify it, just add
the numerators, then, copy the denominator.)

This function will be

50 + (20𝑥 + 15)
𝑇(𝑥) =
4 − 𝑥2
20𝑥 + 65
𝑇(𝑥) =
4 − 𝑥2

∴ The function that represents the barangay’s total expenses for the second
tranche is

20𝑥 + 65
𝑇(𝑥) =
4 − 𝑥2

29
II. Learning Competency:

• Represents real- life situations using rational functions. M11GM – Ib -1

III. Activities

Activity 1 – EXTRACT IT!

Directions: Determine the needed information in representing the problems using rational
functions. Then, answer the questions that follow. Be reminded of the steps in Representing Real-
life Situations Using Rational Function.

1. A certain barangay has ₱ 100,000.00 budget to be distributed equally to 𝑥 number of

families. Construct a function (𝑥) that will represent the amount of money that will be
given to each family.

For numbers 2-3: Use the problem below to answer the following questions.

2𝑥
Due to the global pandemic, the national government bought face masks to be
𝑥 3 +4
𝑥
distributed equally to regions.
𝑥+4

2. What will be the function that will represent the number of face masks to be distributed
to each region? (Hint: Let (𝑥) be the number of face masks to be distributed to each
region.)
3. If each face mask costs ₱ 20.00, what function will represent the total amount incurred
by the government in buying the face masks? (Hint: Let (𝑥) be the total amount incurred
by the government in buying the face masks.)

Activity 2 – ANSWER ME!

Directions: Read and answer the following problems.

For numbers 1-2: Use Problem A below to answer the following questions.
20+25𝑥
Suppose that your family has a duck farm. Initially, you have ducks.
10−𝑥
80+100𝑥
After a year, the number of ducks increased to .
20−2𝑥

30
 1. What function will represent the total number of ducks you have?
2. What function will represent the difference between the present number of ducks and
the initial number of them?

2000−4𝑥 2
Suppose that your father has a budget of pesos for you and your
100−20𝑥

siblings.

For numbers 3-4: Use Problem B below to answer the following questions.
3. What function will represent the amount of allowance that each of you will have?
4. For the next month, your father decided to cut your allowance in half. Represent to a
function your remaining allowance for the next month.

Activity 3 – UNZIP ME!

Directions: Read and answer the following problems.

For items 1-3: Refer to problem A below to answer the following questions.

Problem A
20
Your class bought boxes of wires that is needed in your Electricity class
5−𝑥
40𝑥
for pesos.
25−𝑥 2

1. What function will represent the price of the wires per box?
2. If your class has 20 students, give a function that will represent the amount of
contribution of each student.
3. Suppose you bought more boxes of wires. Represent into a function the total number
of boxes bought.

For items 4-5: Refer to problem B below to answer the following questions.

In your dress making class, you were tasked to make 100 pieces of blouse.
999+𝑥
To do this, you need to buy the cloth needed measuring meters. Each meter of
𝑥+10
100
the cloth costs pesos.
𝑥+5

4. What function will represent the length of the cloth needed to make a piece of blouse?

31
 5. Let (𝑥) be the amount that your class is going to pay for the cloth.
a) How are we going to represent the problem into a function?
b) What is the function that will represent the given problem?

IV. Questions to Ponder

▪ What are the steps in representing real-life situations using rational functions?

V. Reflection

Create your own real-life word problem involving rational expressions. Then,
represent the problem using a function notation.

VI. Reference for Learners

Department of Education. (2016). General Mathematics Learner’s Material First Edition.

Lexicon Press Inc.

Oronce, O.A. (2016). General Mathematics. Rex Bookstore, Inc.

Doblon, Froilan R. (2020). General Mathematics Quarter 1 – Module 5: Representing Real-

Life Situations Using Rational Function.

Congratulations, young mathematician! You made it!

Prepared by:

MARIJO S. BALIN
Teacher III

32
 33
Answer Key:
Activity1
1. I. What is asked? Represent using rational function, (𝑥), the amount of money that
will be given to each family.
II. What is given? (a.) ₱ 100,000.00 – allocated budget of the barangay.
(b.) 𝑥 – number of families in the barangay.
III. What operation to be used? Division
IV. Write a number sentence: f(x)= 100,000/x, where 𝑥 is the number of families.
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1-Week 2: Learning Activity Sheet 2

Distinguishing Rational Functions, Rational Equations and
Rational Inequalities

Aloha! Again, you are now on the second week of Quarter 1.

In the previous learning activity sheet, the concept of rational
functions was already introduced to you.
This time, you will learn how to distinguish among Rational
Functions, Rational Equations and Rational Inequalities. Good
luck, young mathematician!

I. Background Information for Learners

Quick Review of Definition:

A rational expression is an expression that can be written as a ratio of two

𝐴
polynomials in the form where A and B are polynomials and 𝐵 ≠ 0.
𝐵
2 𝑥 2 +2𝑥+3 5
Some examples of rational expressions are ‘ , . While the non-examples
𝑥 𝑥+1 𝑥−3
1 3
5+ √𝑥 𝑥 2 +2 𝑥 2 +4
are as follows: , , and
𝑥 𝑥+2 𝑥−1

The definitions and examples of rational equations, inequalities and functions are
shown below.

Rational Equation Rational Inequality Rational Function

Definition An equation involving An inequality involving A function of the form
rational expressions. rational expressions. 𝑝(𝑥)
where p(x) and
𝑞 (𝑥)
q(x) are polynomials
and q(x) is not equal
to zero (i.e., 𝑞 ≠ 0).

Example 2 3 1 5 2 𝑥 2 + 2𝑥 + 3
− = ≤ 𝑓(𝑥) =
𝑥 2𝑥 5 𝑥−3 𝑥 𝑥+1

34
 Extra Hints Another way to Another way to a Another way to
identify is a rational rational inequality. If it identify a rational
equation. If it involves rational function. If it involves
involves rational expression/s, only rational
expression/s, only one variable x and expression/s, two
one variable and an have one of the variables x and f(x)
equal sign. inequality symbols or y and have an
(<, >, ≤, ≥). equal sign.

𝑥 1
Example 1: Is 𝑓 (𝑥) = + a rational function, equation, or inequality?
3 5

𝑥 1 𝑝(𝑥)
Since 𝑓 (𝑥) = + is of the form , therefore it is a rational function. (Take note
3 5 𝑞 (𝑥)
that it has an equal sign, it involves two variables, x and f(x). So, it is a rational function.)

𝑥 4
Example 2: Is = a rational function, equation, or inequality?
2 𝑥+9𝑥 3

As you can observe, the given rational expression has an equal sign and involves only one
variable (which is x). Therefore, it is a rational equation.

𝑥+1 𝑥− 4
Example 3: Is ≥ a rational function, equation, or inequality?
2 𝑥+7

The given rational expression involves the ‘greater than or equal’ symbol (≥). Therefore it
is a rational inequality.

1
𝑥3 𝑥+6
Example 4: Is < a rational function, equation, or inequality?
𝑥−1 5

The given expression above is neither a rational function, equation, nor inequality
because the variable x has a fractional exponent. It means that the numerator is not a
polynomial which violates the definition of a rational expression.

Take note: In general, an expression in fraction form is not considered a rational

expression if one of the following is present: a variable with fractional exponent, a
negative exponent, or a variable/s inside a radical sign.

II. Learning Competency:

• Distinguishes rational function, rational equation, and rational inequality (M11GM – Ib

– 2).

35
III. Activities

Activity 1 – IT’S YOUR CHOICE!

Directions: Consider the given mathematical sentences in the box below and answer the
following questions.

Questions:
1. Which of them are rational functions?

2. Which of them are rational equations?

3. Which of them are rational inequalities?

4. Which of them do not belong to rational function, rational equation, and rational
inequality?

Activity 2 – HAPPY OR SAD?

Directions: Draw a if the given statement is true and if the

statement is false.

3
√𝑥−2
1. The +1 is a rational expression.
4

1 1 7
2. The + = is a rational equation.
𝑥 𝑥+1 12

36
 3𝑥 + 4 1
3. The 𝑔(𝑥) = − is NOT a rational function.
5 𝑥

√𝑥−5
4. The + 𝑥 = 5 is a rational equation.
4

5 1 9
5. The − < is a rational inequality.
3𝑥−1 5 8

Activity 3 – HEART, CARE, LIKE OR CRY?

Directions: Encircle the right emoji per item that would describe the given equations

below. The legend is as follow: - rational function, - rational equation, -

rational inequality, and - none of these.

1
1. (𝑥 − 2) 2 = 4

8 𝑥
2. −8 =
𝑥 2𝑥−1

7𝑥 3 −4√𝑥+1
3. 𝑔 (𝑥) =
𝑥 2 +3

5
4. 6𝑥 − ≥0
𝑥+3

1
5. ℎ(𝑥) =
𝑥+3

IV. Questions to Ponder

• How do you distinguish among rational function, rational equation and rational
inequality?

V. Reflection

1. What are your learnings from the activities?

___________________________________________________________________
___________________________________________________________________

37
 2. What did you like most from this lesson?

___________________________________________________________________
___________________________________________________________________
3. What is the most challenging or least interesting from the activities?

___________________________________________________________________
___________________________________________________________________

VI. Reference for Learners

Verzosa, Debbie Marie B., et al (2016). General Mathematics Learner’s Material.

First Edition. Lexicon Press Incorporated. Pasig City. pp. 24 – 25.
Oronce, Orlando A. ( 2016). General Mathematics. First Edition. Rex Printing
Company, Inc. Quezon City. pp 54- 55.
Ibe, John Emmanuel R. (2020). General Mathematics Quarter 1 – Module 6 :
Distinguishing Rational Function, Rational Equation and Rational Inequality.

Congratulations, young mathematician! You made it!

Prepared by:

MARIJO S. BALIN
Teacher III

5. 4. 3. 2. 1.

Activity 3 – HEART, CARE, LIKE OR CRY ?

5. 4. 3. 2. 1.

Activity 2 – HAPPY OR SAD?

3 9
, 𝑥 3 > √𝑥 + 2 = 4. 𝑥 5 +
1
1 √𝑥 1
𝑥+4 7 𝑥
, 2𝑥 ≥ ≤ 3.
7 1 9
𝑥 𝑥−1 3𝑥 6
=8 𝑥+1 = , , + =1 2.
1 2𝑥+1 1 4𝑥
𝑥 −5 𝑥 5
𝑓(𝑥) = 2 − 6 1. 𝑦= + ,
𝑥+3 1 𝑥
Activity 1 – IT’S YOUR CHOICE!

Answer Key :

38
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 2: Learning Activity Sheet 3.1

Solving Rational Equations

Hey! You are now on third topic for the second week of Quarter 1.
This week, you will learn about solving Rational Equation or finding
solutions for it. Remember, a number or value is said to be a solution
of an equation if it satisfies the given equation. Good luck!

I. Background Information for Learners

Steps to solve rational equations.

I. Find the least common denominator (LCD).
II. Multiply each side of the equation by the LCD and simplify.
III. Solve the resulting equation.
IV. Check the solution(s) with the original equation by substitution.
1 1
Example 1: Solve the rational equation 𝑥=−
7 3

1 1
Solution: 𝑥=− LCD = 21
7 3
1 1
(21) ( 𝑥) = (− ) (21) Multiply both sides by the LCD.
7 3

3𝑥 = −7 Simplify .
3𝑥 −7
= Solve the resulting equation
3 3
7
𝑥= − by Division Property of Equality.
3

1 1
To Check: 𝑥=−
7 3
1 7 1 7
(− ) = − Substitute − for x.
7 3 3 3
1 1
− = − Multiply.
3 3

𝟕
Since it satisfies the original equation, therefore − is a solution.
𝟑

39
 𝑥−5 5
Example 2: Solve the rational equation = .
𝑥+7 17

𝑥−5 5
Solution: = LCD = 17 (x + 7)
𝑥+7 17
𝑥−5 5
[17 (𝑥 + 7)]( ) =( ) [17 (𝑥 + 7)] Multiply both sides by the LCD.
𝑥+7 17

17𝑥 − 85 = 5𝑥 + 35 Simplify .
17𝑥 − 5𝑥 = 35 + 85 Addition Property of Equality
12𝑥 120
= Solve the resulting equation
12 12

𝑥 = 10 by Division Property of Equality

𝑥−5 5
To Check: =
𝑥+7 17
10−5 5
= Substitute 10 for x.
10+7 17
5 5
= Simplify.
17 17

Since the two sides of the equation are equal, the value of x is 10.

1 5 3
Example 3: Solve for x : + = .
2𝑥 4 𝑥

1 5 3
Solution: + = LCD = 4x
2𝑥 4 𝑥
1 5 3
(4x)( + ) = ( ) (4x) Multiply both sides by the LCD .
2𝑥 4 𝑥

2 + 5𝑥 = 12 Simplify .
5𝑥 = 12 + (- 2) Addition Property of Equality.
5𝑥 10
= Solve the resulting equation
5 5

𝑥= 2 by Division Property of Equality.

1 5 3
To Check: + =
2𝑥 4 𝑥
1 5 3
+ = Substitute 2 for x.
2(2) 4 2
1 5 3
+ = Simplify
4 4 2
6 3
= Add.
4 2
3 3
= Lowest Term.
2 2

Since it satisfies the original equation, therefore 𝟐 is a solution.

40
 𝑥 1 8
Example 4: Solve for x in − = .
𝑥+2 𝑥−2 𝑥 2 −4

𝑥 1 8
Solution: − = LCD = (x + 2) (x – 2)
𝑥+2 𝑥−2 𝑥 2 −4
𝑥 1 8
[(x + 2) (x – 2)]( − ) =( ) [(x + 2) (x – 2)] Multiply both sides by the LCD .
𝑥+2 𝑥−2 𝑥 2 −4

(𝑥 − 2)(𝑥) − (𝑥 + 2) = 8 Simplify .
𝑥 2 − 2𝑥 − 𝑥 − 2 = 8 Multiply.
𝑥 2 − 3𝑥 − 2 = 8 Combine like terms.
𝑥2 − 3𝑥 − 2 + (−8) = 8 + (−8) Addition Property of Equality.
𝑥 2 − 3𝑥 − 10 = 0
(𝑥 − 5)(𝑥 + 2) = 0 Factor out.
𝑥− 5= 0 𝑥+ 2= 0 Solve the resulting equations.
𝑥= 5 𝑥 = −2

To Check:
when x = 5
𝑥 1 8
− =
𝑥+2 𝑥−2 𝑥 2 −4
5 1 8
− =
5+2 5−2 (5)2 −4
5 1 8
− =
7 3 25−4
15 7 8
− =
21 21 21
8 8
=
21 21

when x = -2
𝑥 1 8
− =
𝑥+2 𝑥−2 𝑥 2 −4
2 1 8
− =
(−2)+2 (−2)−2 (−2)2 −4
2 1 8
− = Undefined because the denominator is 0.
0 −4 0

Since substituting -2 for x in the equation makes it undefined, 5 is the only solution.

II. Learning Competencies :

• Solves Rational Equations and Inequalities. M11GM-Ib-3

41
III. Activities

Activity 1 – MATCH ME!

Directions: Match the given rational equations to its corresponding solution/s.

Column A Column B
3𝑥+1 a. 2
1. =5
3𝑥+5
4𝑥−3 17 b. 5
2. =
4𝑥−2 18
5𝑥+6 16 c. -2
3. =
6𝑥−7 5
7𝑥−5 d. -5
4. =2
7𝑥−13
𝑥+3 1 1 e. 1
5. = −
𝑥+4 𝑥 𝑥+4

f. 3
g. -3

Activity 2 – DECODE ME!

Directions: Decode the hidden message by writing the indicated letter of the value of x in the
box that corresponds to the solution of the rational equation for each dialog box.

A=1 J=½ V = 10
C=5 L = 25 X = 15
E =20 M = 56/5 Z =21
G = −1 O= 7 H =3
R=8 I = 21/5 T = 16

7 𝑥 5 1 𝑥−2 5 𝑥−6 4 𝑥 + 10 5
= = = = =
5 3 𝑥 5 𝑥−4 3 𝑥+5 15 𝑥−8 2

7 𝑥 4𝑥 4 𝑥 1 1 𝑥+2
= = = 2 − =
5 8 3 3 8 𝑥+1 𝑥−4 𝑥+1

42
 Activity 3 – CONSIDER US
7 5 10𝑥−2 35 25 50𝑥−10
Consider the rational equations + = and + = .
𝑥+2 𝑥−2 𝑥 2 −4 𝑥−2 𝑥−2 𝑥 2 −4

1. What is the solution of the first equation?

2. How about the solution of the second equation?
3. What can you say about the solutions of each equation?

IV. Questions to Ponder

In example #4 on the previous page, what kind of solution x = -2 is? Do you think it is
possible to happen again? Look for another one (1) example of Rational Equation with the
same case and show its proof.

V. Reflection

1. What are your learnings from the activities?

2. What did you like most from this lesson?
3. What is the most challenging or least interesting from the activities?

VI. Reference for Learners

Ibe, John Emmanuel R. (2020). General Mathematics Quarter 1 – Module 7a :

Solving Rational Equations.

Congratulations, young mathematician! You made it!

Prepared by:

MARIJO S. BALIN
Teacher III

43
 44
Answer Key:
Activity 1
1. C 2. B 3. A 4. F 5. E
Activity 2
The hidden message is “I LOVE MATH.”
Activity 3
1. 1 2. -13 3. The solutions are not equal.
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1-Week1: Learning Activity Sheet 3.2

Solving Rational Inequalities

Hello, dear students! You are still on the second week of Quarter
1. In the previous lesson, you learned how to solve rational equations
and find solution/s that would satisfy the given equation by looking first
for the least common denominator (LCD). Multiply both sides of the
equation by the LCD, simplify and solve for the resulting equation. For
sure, you do the checking of it by substituting the resulting value of the
unknown to the original rational equation. In this lesson, you will learn
how to solve Rational Inequalities. Good luck!

I. Background Information for Learners

A set of values is said to be a solution set of an inequality if it satisfies the given inequality.
In this lesson, you are going to determine the solution set of rational inequality algebraically. So let’s
get started.

Steps in Solving Rational Inequalities

1. Rewrite the inequality as a single rational expression on oneside of the
inequality symbol and 0 on the other side.
2. Find the critical numbers; these are the values of x which make the
numerator and the denominator equal to zero.
3. Partition the x – axis into intervals based on the criticalnumbers.
4. Pick a test point in each interval, evaluate the numerator andthe
denominator, and perform a sign analysis.
5. Write the solution set.

45
 𝑥−1
Example 1: Solve the inequality <0
𝑥+4

Solution:
I. Rewrite the inequality as a single rational expression on one side of the
inequality symbol and 0 on the other side.
𝑥−1
<0
𝑥+4

II. Find the critical numbers.

For the numerator: For the denominator:
𝑥−1=0 𝑥+4 =0
𝑥=1 𝑥 = −4
The critical numbers are 1 and -4.

III. Partition the x – axis into intervals based on the critical numbers.

The intervals are (−∞, −4), (−4,1) 𝑎𝑛𝑑 (1, ∞)

IV. Pick a test number in each interval and construct a table of signs.
Pick a test number in each interval, evaluate the function, and perform sign
analysis.
Interval (−∞, −4) (−4,1) (1, ∞)

Test number -5 0 2

(𝑥 − 1) - - +

(𝑥 + 4) - + +

𝑥−1
( ) + - +
𝑥+4

Solution Set   

V. Write the solution set.

Since you are looking for the interval/s where the rational expression is
negative, then, the solution set is (−4,1).

46
 4
Example 2: Solve the inequality ≥ 2.
𝑥+2

Solution:

I. Rewrite the inequality as a single rational expression on one side of the

inequality symbol and 0 on the other side.
4
≥2
𝑥+2
4
−2 ≥ 0
𝑥+2
4 2(𝑥 + 2)
− ≥0
𝑥+2 𝑥+2
4 2𝑥 + 4
− ≥0
𝑥+2 𝑥+2
4 − 2𝑥 − 4
≥0
𝑥+2
−2𝑥
≥0
𝑥+2
II. Find the critical numbers.
For the numerator: −2𝑥 = 0 For the denominator: 𝑥 + 2 = 0
𝑥=0 𝑥 = −2
The critical numbers are -2 and 0.

III. Partition the x – axis into intervals based on the critical numbers.

-2 0

The intervals are (−∞, −2), (−2,0] 𝑎𝑛𝑑 [0, ∞).

(Why is the interval closed head at 0 but not at -2? A critical number is
included in the solution set if it makes the rational expression equal to zero.)
IV. Pick a test number in each interval and construct a table of signs.
Intervals (−∞, −2) (−2,0] [0, ∞)
Test number -3 -1 1
(−2𝑥) + + -
(𝑥 + 2) - + +
−2𝑥 - + -
( )
𝑥+2
Solution Set   

47
 V. Write the solution set.
Since, you are looking for the intervals where the rational expression is positive
or zero, then, the solution set is (−2,0]. You can plot this set on the number line.

-2 0

𝑥+3
Example 3: Solve the inequality ≤ 0.
𝑥 2 −5𝑥+4

Solution:
I. Rewrite the inequality as a single rational expression on one side of the
inequality symbol and 0 on the other side.
𝑥+3
≤0
𝑥2 − 5𝑥 + 4
II. Find the critical numbers.
For the numerator: For the denominator:
𝑥+3=0 𝑥2 − 5𝑥 + 4 = 0
𝑥 = −3 (𝑥 − 4)(𝑥 − 1) = 0
𝑥−4 =0 |𝑥−1=0
𝑥 =4 |𝑥 =1
The critical numbers are -3, 1 and 4.
III. Partition the x – axis into intervals based on the critical numbers.

-3 0 1 4
The intervals are (−∞, −3], [3,1), (1,4) 𝑎𝑛𝑑 (4, ∞)
IV. Pick a test point and construct a table of signs.

Intervals (−∞, −3] [−3,1) (1,4) (4, ∞)

Test points -4 0 2 5
(𝑥 + 3) - + + +
(𝑥 − 4)(𝑥 − 1) + + - +
𝑥+3 - + - +

(𝑥 − 4)(𝑥 − 1)
Solution Set    

48
V. Write the solution set.
Since, you are looking for the intervals where the rational expression is negative or
equal to zero, then, the solution set is (−∞, −3] ∪ (1,4).

II. Learning Competency:

• Solves Rational Equations and Inequalities. M11GM-Ib-3

III. Activities

Activity 1 – MATCH ME!

Directions. Match the given rational inequalities in Column A with its respective solution set
in Column B. Write the letter of your answer.

49
 Activity 2 – DECODE ME!

Directions: Decode the hidden message by writing the indicated letter for the
intervals in the box that corresponds to the solution set of the rational
inequality for each dialog box.

50
 Activity 3 – FIND ME!

𝑥+5 2𝑥+10
Consider the rational inequalities > 0 and > 0.
𝑥 2 +8𝑥+7 2𝑥 2 +16𝑥+14

1. What is the solution set of the first rational inequality?

2. Find the solution set of the second rational inequality.

3. What can you say about the solution set of each rational inequality?

IV. Questions to Ponder

• What do parenthesis ( ), and square bracket [ ] in differ?

• What are the uses of open circle and solid/closed circle in creating partitions for the
solution set?

V. Reflection

As we went along with the lesson, we have used the sign of infinity, ∞ for

the solution set. What is the meaning of infinity to your life? Which things do you
consider belong to be positive and negative infinity?

VI. Reference for Learners

Department of Education. (2016). General Mathematics Learner’s Material First Edition.

Lexicon Press Inc.
Abenilla, G. and Ymas S. College Algebra with recreational Mathematics, ymas Publishing
House
Reyes A., and Sulit, R. (2016), General Mathematics, Jimcyville Publications General
Mathematics by Juan Apolinario C. Reyes and Romeo Sulit Jr
Ibe, John Emmanuel R. 2020). General Mathematics Quarter 1 – Module 7b : Solving
Rational Inequalities.

51
 52
Teacher III
MARIJO S. BALIN
Prepared by :
Answer Key :
Activity 1 Activity 2 Activity 3
1. G The hidden message is 1. (−7, −5) ∪ (−1, ∞)
2. E “MATH IS LIFE” 2. (−7, −5) ∪ (−1, ∞)
3. C 3. Their solution sets are equal.
4.A
5. F
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1-Week 2: Learning Activity Sheet 4

Representing a Rational Function through Its Equation, Table of Values and Graphs

Hi, everyone! This week is quite challenging. Today, you

will be learning about representing a Rational Function
through its equation, table of values and graphs. I hope you
will learn a lot from this lesson. Enjoy! TABLE OF VALUES AND
GRAPHS
1. Background Information for Learners

Now, let’s start representing rational function using table of values, graph and equation.
Example 1: Represent the speed of a runner as function of time it takes to run 100 meters
on the track.
Solution:
Since the speed of the runner depends on the time it takes to run 100 meters, we can
𝑑
represent the speed as a function of time. (Recall that the formula for speed is = , where s
𝑡

is the speed, d is the distance, and t is the time.)

Let x represent the time it takes to run 100 meters. Then the speed can be represented
as a function s(x) as follows:
100
𝑠(𝑥) =
𝑥
𝑑
Observed that it is similar to the structure of the formula 𝑠 = relating speed, distance
𝑡

and time.

Example 2: Continuing the scenario above, construct a table of values for the speed of
a runner against different run times.
Solution:
A table of values can help us determine the behaviour of the function as the variable
x changes. It will also help as to construct the graph of the function.
Let x be the runtime and s(x) be the speed of the runner in meters per second,
100
where 𝑠(𝑥) =
𝑥

The table of values for the run times from 10 – 20 seconds is as follows:

53
 x 10 12 14 16 18 20
s(x) 10 8.33 7.14 6.25 5.56 5
(The value of s(x) was obtained by substituting the value of x in the function 𝑠 = 𝑑/𝑡)
From the table observed that as the length of time increases the speeddecreases.

Example 3: Plot the points on the table of values obtained in example 2 in a Cartesian
Coordinate Plane.
Solution:
Assign points on the Cartesian plane for each entry on the table of valuesabove:
A(10,10) B(12,8.33) C(14,7.14) D(16,6.25) E(20,5)

By connecting the points, you can see that they are not collinear but rather follows a
smooth curve.
y

x
Portion of the graph of the
function
𝑑
𝑠=
𝑡
(In this example, we only considered the positive values of x because there is no
such thing as a negative time.)

54
 𝑥−1
Example 4: Represent the rational function given𝑓(𝑥) = by using table of values and plot a
𝑥+1

graph of the function by connecting the points.

Solution:
Since we are considering a function in general, we can find function values across more
values of x. Let us construct a table of values for some values of x from the integers from -10 to
10.
x -10 -8 -6 -4 -2 0 2 4 6 8 10
f(x) 1.22 1.29 1.4 1.67 3 -1 0.33 0.6 0.71 0.78 0.82

Plotting the points in a Cartesian plane we get:

A(-10,1.22) B(-8,1.29) C(-6,1.4) D(-4,1.67) E(-2,3) F(0,-1)
G(2,0.33) H(4,0.6) I(6,0.71) J(8,0.78) K(10,0.82)

Connecting the points on this graph we get:

𝑥 = −1

Since the function is undefined at x=-1, there is no curve that passes through x=-1 to
connect point E and point F. We will discuss how the extensions of these points behave as
they approach x=-1 in a future lesson, so for now we have a partial graph of the function

55
 𝒙𝟐 −𝟑𝒙−𝟏𝟎
Example 5: Represent the rational function 𝒇(𝒙) = using table of values. Plot the points
𝒙

in the table of values and sketch the graph by connecting the points.
Solution :
As we have seen in the previous example, we need to consider the value of xwhich will
make the function undefined. In this case the function will be undefined at
x=0. It means that our graph must not pass/touch the line x=0 or the y – axis.Taking
the function values for integers from -10 to 10 we have
x -10 -8 -6 -4 -2 2 4 6 8 10
f(x) -12 -9.75 -7.33 -4.5 0 -6 -1.5 1.33 3.75 6

Plotting the values above as points in the Cartesian plane:

We connect the graph using a smooth curve, we keep in mind that the graph will not cross
x=0. y

𝑥=0

56
Example 6: The school administration of Paraiso National High School conducted a forum about
gender sensitivity. There are 600 SHS Students and 800 JHS Students who arrived the venue
at noon. Every hour, 25 SHS students arrive and 50 JHS students leave the venue. What function
will represent the ratio of SHS students and JHS students after x hours?
Solution:
Take note that the initial number of SHS students is 600 and it increases by 25 every
hour. So, the total number of SHS students after x hours is 600 + 25𝑥.
The initial number of the JHS students is 800 and it decreases by 50 every hour. So,
the total number of JHS students after x hours is 800 − 50𝑥.
Since we are looking for the function that will represent the ratio of SHS students to
600+25𝑥
JHS we can write it as follows: (𝑠) = .
800−50𝑥

Example 7: Construct a table of values for the function obtained in example 6 for the
integers from 1 to 6.
x 1 2 3 4 5 6
r(x) 5/6 13/14 27/26 7/6 29/22 3/2

Solution:

Plot the points in a Cartesian plane.

y

Connect the points using a smooth curve.

y

x
57
2. Learning Competency:

• Represents a rational function through its (a) table of values, (b) graph, and (c)
equation. M11GM-Ib-4

III. Exercises/ Activities

Activity 1

Answer the following questions.

1
1. Given 𝑓(𝑥) =
𝑥−5
a. Construct a table of values using the integers from 0 to 10.

b. Plot the points in a Cartesian coordinate plane and determine whether the
points from a smooth curve or a straight line.

2. Using the integer values from -5 to 5 construct a table of values for the
following functions.
10 𝑥−7
a. ℎ(𝑥) = b. 𝑝(𝑥) =
𝑥−1 𝑥+1

3. A hypothetical function representing the concentration of a drug in patient’s

5𝑥
bloodstream over time x (in hours) is given by 𝑐(𝑥) = 2
𝑥 +1
a. Construct a table of values for integer values from 0 to 9.

b. Plot the points in a Cartesian plane and connect them.

Activity 2

Answer the following questions.

1. Leslie is running every day around their 200-meter school oval as a part of her
training as an athlete.
a. What function will represent her speed in finishing the track after x
seconds?
b. Construct a table of values for the function you obtained in question a using
integers (10,20,30,40,50,60).
c. Plot the points you obtained in question b and connect them using a
smooth curve.
2. Construct a table of values for the following functions using the integers from -4 to
4.
6 6x+12
a. 𝑓(𝑥) = b. . 𝑓(𝑥) =
𝑥−2 𝑥 2 −4

58
 Activity 3

Answer the following questions.

1. In an inter – barangay basketball league, the team from Barangay Carolina has won
15 out of 25 games, a winning percentage of 60%.We have seen that they need to
win 25 more games consecutively to raise their percentage for at least 80%.
a. What function will represent the winning percentage of Barangay Carolina if
x is the number of remaining games?
b. What will be the winning percentage after 15? 20? 25? 30? 35 games?
c. Plot the ordered pairs you got in questions (a) and (b) in a Cartesian plane
and connect it using a smooth curve.

IV. Questions to Ponder

• What are the three ways of representing a rational function?

V. Reflection

• How did you find the activities? Draw an emoticon that would describe it and why?

VI. Reference for Learners

Department of Education. (2016). General Mathematics Learner’s Material First Edition.

Lexicon Press Inc.
Abenilla, G. and Ymas S. College Algebra with recreational Mathematics, ymas Publishing
House
Reyes A., and Sulit, R. (2016), General Mathematics, Jimcyville Publications
John Emmanuel R. Ibe (2020). General Mathematics Module 8 : Representing Rational
Functions Through Table of Values, Graph and Equation.

Congratulations young mathematician! You made it!

Prepared by:

MARIJO S. BALIN
Teacher III

59
 60
Answer Key :
Activity 1
1)
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 2: Learning Activity Sheet 5

Finding the Domain and Range of a Rational Function

Finally, this is the last topic for Week 2. Congratulations

for making it! You were able to survive after series of topics
about Rational Function for this week.

This time, you will learn about Finding the Domain and
Range of a Rational Function. I know you can do it. Good
luck, young mathematician!

I. Background Information for Learners

The domain of a rational function 𝑓(𝑥) is the set of all real numbers except those
for which the denominator is zero while the range is the set of all values that the variable 𝑓(𝑥)
will take.
How to Determine the Domain of a Rational Function

Steps in determining the domain of a rational function.

I. Find the value of x that makes the denominator

not equal to zero.
II. Write the domain in rule form or interval notation.

3
Example 1: What is the domain of (𝑥) = ?
𝑥−2

Solution:
I. Find the value of x that makes the denominator not equal to zero.
𝑥−2 ≠0
𝑥−2+2 ≠0+2

𝑥≠2

61
 II. Write the domain in rule form or interval notation.
Rule form: {𝑥|𝑥 ∈ 𝑅, 𝑥 ≠ 2} (this is read as, “the set of all x, such that xis any
real number except -2.)

Interval Notation: (−∞, 2) 𝖴 (2, ∞).

How to Determine the Range of a Rational Function

Steps in determining the range of a rational function.

I. Let y=f(x).
II. Solve for x in terms of y.
III. Find the value of y that makes the denominator not equal to zero.
IV. Write the range in rule form or in interval notation.

Example 2: What is the range of the function in example 1?

Solution:
I. Let y=f(x)
3
𝑦=
𝑥−2
II. Solve x in terms of y.
3
𝑦=
𝑥−2
𝑦(𝑥 − 2) = 3
𝑥𝑦 − 2𝑦 = 3
𝑥𝑦 − 2𝑦 + 2𝑦 = 3 + 2𝑦
𝑥𝑦 = 3 + 2𝑦
𝑥𝑦 3 + 2𝑦
=
𝑦 𝑦
3 + 2𝑦
𝑥=
𝑦

III. Find the value of y that makes the denominator not equal to zero.
𝑦≠0
IV. Write the range in Rule form or Interval Notation.
𝑅𝑢𝑙𝑒 𝑓𝑜𝑟𝑚: {𝑦|𝑦 ∈ 𝑅, 𝑦 ≠ 0} (this is read as, “the set of all y such that yis
any real number except 0.)
𝐼𝑛𝑡𝑒𝑟𝑣𝑎𝑙 𝑁𝑜𝑡𝑎𝑡𝑖𝑜𝑛: (−∞, 0) 𝖴 (0, ∞)

62
 𝑥+2
Example 3: What is the domain of ℎ(𝑥) = ?
𝑥+1

Solution:
I. Find the value of x that makes the denominator not equal to zero.
𝑥+1≠0
𝑥+1−1 ≠0−1
𝑥 + 0 ≠ −1
𝑥 ≠ −1
II. Write the domain in rule form or interval notation.
The domain is {𝑥|𝑥 ∈ 𝑅, 𝑥 ≠ −1} (in rule form) or (−∞, −1) 𝖴 (−1, ∞) (in interval
notation).

Example 4: What is the range of the function in example 3?

Solution:
I. Let 𝒚 = (𝒙)
𝑥+2
𝑦=
𝑥+1
II. Solve for x in terms of y.
𝑥+2
𝑦=
𝑥+1
𝑦(𝑥 + 1) = 𝑥 + 2
𝑥𝑦 + 𝑦 = 𝑥 + 2
𝑥𝑦 − 𝑥 = 2 − 𝑦
𝑥(𝑦 − 1) = 2 − 𝑦
𝑥(𝑦 − 1) 2−𝑦
=
(𝑦 − 1) (𝑦 − 1)
2−𝑦
𝑥=
𝑦−1

III. Find the value of y that makes the denominator not equal to zero.
𝑦−1≠0
𝑦−1≠0
𝑦−1+1 ≠0+1
𝑦+0≠1
𝑦≠1
IV. Write the range on rule form or interval notation.
The range is {𝑦|𝑦 ∈ 𝑅, 𝑦 ≠ 1} (in rule form) (−∞, 1) 𝖴 (1, ∞) (in interval notation).

63
 𝑥+12
Example 5: What is the domain of (𝑥) = ?
𝑥 2 −4

Solution:
I. Find the value of x that makes the denominator not equal to zero.
𝑥2 − 4 ≠ 0
𝑥2 − 4 ≠ 0
(𝑥 − 2)(𝑥 + 2) ≠ 0
𝑥−2 ≠0 | 𝑥+2≠0
𝑥−2+2 ≠0+2 | 𝑥+2−2 ≠0−2
𝑥≠2 | 𝑥 ≠ −2
II. Write the domain in rule form or interval notation.
The domain is {𝑥|𝑥 ∈ 𝑅, 𝑥 ≠ 2, −2} (in rule form) or (−∞, −2) 𝖴 (−2,2) 𝖴 (2, ∞)

II. Learning Competency :

• Finds the domain and range of a rational function. M11GM-Ib

III. Activities

Activity 1

Consider the following rational functions below in answering the following questions
in interval notation.

10+𝑥 15 20−𝑥
𝑓 (𝑥) = 𝑔(𝑥) = 𝑝(𝑥) =
𝑥+2 𝑥−5 35+𝑥

3 8
ℎ(𝑥) = 𝑞 (𝑥) = − 16−𝑥
4𝑥−7

1. What is the domain of f(x)?

2. What is the range of q(x)?

3. What is the domain of h(x)?

4. What is the range of p(x)?

5. What is the domain g(x)?

64
 Activity 2

Consider the following rational functions below in answering the following questions
in rule form and interval notation.

10+𝑥 𝑥+8 20−𝑥

𝑓 (𝑥) = 𝑔(𝑥) = 𝑝(𝑥) =
𝑥+2 𝑥+2 35+𝑥

3 8
ℎ(𝑥) = 𝑞 (𝑥) = − 16−𝑥 2
𝑥−9

1. What is the domain of q(x)?

2. What is the range of p(x)?

3. What is the domain of f(x) + g(x)?

4. What is the range of f(x) – g(x)?

5. What is the domain of f(x)*h(x)?

Activity 3
Answer the following questions.
𝑥+5 2𝑥+10
1. Is the domain of 𝑓(𝑥) = and 𝑔(𝑥) = the same? If so, what are their
𝑥−6 2𝑥−12

respective domains?

2. Determine the range of the functions in question 1. What can you say about
their range? Can we say that f(x)=g(x)? If yes why?
𝑥+3
3. Determine the domain and range of the following functions: ℎ(𝑥) = and
𝑥−4
4𝑥+3
𝑔(𝑥) = What can you say about the respective domain and range of
𝑥−1

h(x) and g(x)?

65
IV. Questions to Ponder

1. How do you find the domain of a rational function?

2. How do you find the range of a rational function?

V. Reflection

1. What are your learnings from the activities?

2. What did you like most from this lesson?
3. What is the most challenging or least interesting from the activities?

VI. Reference for Learners

Department of Education. (2016). General Mathematics Learner’s Material First

Edition. Lexicon Press Inc.
Abenilla, G. and Ymas S. College Algebra with recreational Mathematics, ymas
Publishing House
Reyes A., and Sulit, R. (2016), General Mathematics, Jimcyville Publications
Ibe, John Emmanuel R. (2020). General Mathematics Module 9: Domain and Range
of Rational Functions.

Congratulations young mathematician! You made it!

Prepared by:

MARIJO S. BALIN
Teacher

66
 67
Answer Key :
Activity 1 Activity 2
1. (−∞, −2) 𝖴 (−2, ∞) 1. {𝑥 ∈ 𝑅|𝑥 ≠ −4 𝑜𝑟 𝑥 ≠ 4} 𝑜𝑟 (−∞, −2) 𝖴 (−2, ∞)
2. (−∞, 0) 𝖴 (0, ∞) 2. {𝑦 ∈ 𝑅|𝑦 ≠ −1 } 𝑜r (−∞, −1) 𝖴 (−1, ∞)
3. (−∞, 7/4) 𝖴 (7/4, ∞) 3. {𝑥 ∈ 𝑅|𝑥 ≠ −2 } 𝑜r (−∞, −2) 𝖴 (−2, ∞)
4. (−∞, −1) 𝖴 (−1, ∞) 4. {𝑦 ∈ 𝑅|𝑦 ≠ −0} 𝑜𝑟 (−∞, 0)(0, ∞)
5. (−∞, 5) 𝖴 (5, ∞) 5. {𝑥 ∈ 𝑅|𝑥 ≠ −2 𝑜𝑟 𝑥 ≠ 9 } 𝑜r (−∞, −2) 𝖴 (−2,9) 𝖴 (9, ∞)
Activity 3:
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 3: Learning Activity Sheet 1

Determining the Intercepts, Zeroes and Asymptotes
of Rational Functions

Background Information for Learners

Now, you will be familiar with some terms in rational functions. Rational function is one
of the tedious and confusing functions when it comes to graphing. It would be a big help for
you if you will be aware of its properties. The properties that are unique in the graph are the
asymptotes; vertical, horizontal or slant asymptotes and holes. This learning activity sheet will
focus more on the vertical and horizontal asymptote.
Also, it aims to help you determine the intercepts and zeroes of rational functions. It
also provides tasks and exercises that you will perform for you to be equipped with the
necessary competency.
In determining the intercepts, zeroes, and asymptotes of rational functions, you must
follow these steps.

Steps on determining the intercepts, zeroes, and asymptotes of rational

functions:
Note: Modify the function in lowest term by simplifying and applying
factoring techniques (if factorable).
I. x-intercept
To find the x-intercept, find the value of 𝑥 that will make the numerator equal to
zero but will not make the denominator equal to zero.

II. y-intercept
To find the y-intercept, if 0 is in the domain, evaluate 𝑓(𝑥) at 𝑥 = 0.

III. Zeroes of the Function

The zeroes of a function are the values of 𝑥 which make the function zero. The
real number zero is also an x-intercept of a function.

68
 IV. Vertical Asymptote
Find the values of 𝑣 where the denominator is zero. If this value of 𝑣 does not make
the numerator zero, then the line 𝑥 = 𝑣 is a vertical asymptote.

V. Horizontal asymptote
To find horizontal asymptote, identify the degree of the numerator (n) and the
degree of the denominator (m).
a. If the degree of the numerator is equal to the degree of the denominator,
(𝑛 = 𝑚), then identify the leading coefficient of the numerator (a) and the
𝑎
denominator (b). Then, write = .
𝑏

b. If 𝑛 < 𝑚, then 𝑦 = 0.
c. If 𝑛 > 𝑚, then there is no horizontal asymptote

Example 1: Find the x-intercept, y-intercept, zeroes, vertical asymptote, and horizontal
2𝑥−1
asymptote of the rational function 𝑓(𝑥) =
𝑥−4

Solution:
⮚ To find the x- intercept, find the value of x that will make the numerator equal to zero
2𝑥−1
but will not make the denominator equal to zero. For the function 𝑓(𝑥) = , the
𝑥−4

numerator is 2𝑥 − 1. Use the numerator and equate it to zero

2𝑥 − 1 = 0

Solve for the value of x.

1
𝑥=
2
1
The x-intercept of the function is ( , 0).
2

⮚ The zero of a function is the value of 𝑥 which makes the function zero. Thus, the real
number zero is also the x-intercept of the rational function.
1
The zero of the rational function is
2

⮚ To find the y-intercept, if 0 is in the domain, evaluate 𝑓(𝑥) at 𝑥 = 0. (Note: To

evaluate a function means to substitute the value of 𝑥 to the function, and then perform
the indicated operations.)
2𝑥 − 1
𝑓(𝑥) =
𝑥−4
2(0) − 1 1
𝑓(0) = =
0−4 4
1
The y-intercept of the function is (0, ).
4

69
 ⮚ To find the vertical asymptote, find the value of x that will make the denominator 0.
That is,
𝑥−4 =0
𝑥=4
Since, there is no common factor between the numerator and the denominator,
or 4 will not make the numerator be 0, the vertical asymptote of the graph of 𝑓(𝑥) =
2𝑥−1
is the line 𝑥 = 4.
𝑥−4

⮚ To find horizontal asymptote, identify the degree of the numerator (n) and the degree
of the denominator (m).
Since the degree of the numerator is equal to the degree of the denominator in
2𝑥−1
the function 𝑓(𝑥) = which is 1, identify the leading coefficient of the numerator (a)
𝑥−4
𝑎 𝑎
and the denominator (b), then write 𝑦 = . Thus, the horizontal asymptote 𝑦 = equal
𝑏 𝑏
2
to 𝒚 = or 𝒚 = 𝟐.
1

The horizontal asymptote of the rational function is 𝑦 = 2

Example 2: Find the x-intercept, y-intercept, zeroes, vertical asymptote, and horizontal
2𝑥²+5𝑥−3
asymptote of the rational function 𝑓(𝑥) = .
2𝑥²−9𝑥−5

Note: It is highly recommended to modify the function in lowest term by

simplifying and applying factoring techniques (if factorable).
Solution:
⮚ To find the x- intercept, find the value of x that will make the numerator equal to zero
2𝑥²+5𝑥−3
but will not make the denominator equal to zero. For the function 𝑓(𝑥) = , the
2𝑥²−9𝑥−5

numerator is 2𝑥² + 5𝑥 − 3. Use the numerator and equate it to zero

2𝑥² + 5𝑥 − 3 = 0
Use factoring method since the equation is factorable.
(2𝑥 − 1)(𝑥 + 3) = 0

Solve for the values of x.

1
𝒙= ; 𝒙 = −𝟑
2
1
The x-intercepts of the function are ( , 𝟎) and (−𝟑, 𝟎).
2

⮚ The zero of a function is the value of 𝑥 which makes the function zero. Thus, the
realnumber zero is also the x-intercept of the rational function.
1
The zeroes of the rational function are and -3.
2

70
⮚ To find the y-intercept, if 0 is in the domain, evaluate f(x) at x = 0. (Note: To evaluate
a function means to substitute the value of x to the function, and then perform the
indicated operations.)
2𝑥² + 5𝑥 − 3
𝑓(𝑥) =
2𝑥² − 9𝑥 − 5
2(0)² + 5(0) − 3
𝑓(0) =
2(0)² − 9(0) − 5
3
𝑓(0) =
5
3
The y-intercept of the function is (0, ) .
5

⮚ To find the vertical asymptote, find the value of x that will make the function
undefined. (Note: The function will only be undefined if the denominator is equal to
zero.)
Use the denominator and equate it to zero and find the value/s of x. For the
2𝑥²+5𝑥−3
function 𝑓(𝑥) = , the denominator is 2𝑥² − 9𝑥 – 5
2𝑥²−9𝑥−5

Use the denominator and equate it to zero.

2𝑥² − 9𝑥 − 5 = 0

You may use any method to conveniently find the value/s of x. You may opt to
use factoring method (if factorable).
(2𝑥 + 1)(𝑥 − 5) = 0

Solve for the values of x.

(2𝑥 + 1 = 0); (𝑥 − 5 = 0)
1
𝒙=− ; 𝑥=5
2
1 1
Since, − 𝑜𝑟 5 will not make the numerator be 0, the lines 𝐱 = − and 𝐱 = 5
2 2

are the vertical asymptote of the function 𝑓.

⮚ To find horizontal asymptote, identify the degree of the numerator (n) and the degree
of the denominator (m).
Since the degree of the numerator is equal to the degree of the denominator in
2𝑥²+5𝑥−3
the function 𝑓(𝑥) = which is 2, identify the leading coefficient of the numerator
2𝑥²−9𝑥−5

71
 𝑎 𝑎
(a) and the denominator (b), then write𝑦 = .Thus, the horizontal asymptote 𝑦 = is
𝑏 𝑏
2
equal to 𝒚 = or 𝒚 = 𝟏.
2

The horizontal asymptote of the rational function is 𝒚 = 𝟏.

Learning Competency

Determine the: (a) Intercepts; (b) Zeroes; and (c) Asymptotes of Rational Function
(M11GM-Ic-1)

Activities

Activity 1. Let’s Do It!

Directions: Answer the following problems completely.
**Don’t worry I’ll be working with you. But later, you have to do it on your own!
2𝑥²+3𝑥+1
1. How many (a) x-intercepts and (b) y-intercept does the function 𝑓(𝑥) = have?
3𝑥+4
2𝑥²+3𝑥+1
(a) For the function 𝑓(𝑥) = , the numerator is 2𝑥² + 3𝑥 + 1
3𝑥+4

Use the numerator and equate it to zero.

2𝑥 2 + 3𝑥 + 1 = 0
Use factoring method since the equation is factorable.
(2𝑥 + 1)(𝑥 + 1) = 0
Solve for the values of x.
2𝑥 + 1 = 0 𝑥+1= 0
1
𝑥=− 𝑥 = −1
2
1
x-intercepts (− , 0) , (−1,0)
2

(b) evaluate 𝑓(𝑥) 𝑎𝑡 𝑥 = 0

2𝑥² + 3𝑥 + 1
𝑓(𝑥) =
3𝑥 + 4
2(0)² + 3(0) + 1
𝑓(0) =
3(0) + 4
0+0+1 1
𝑓(0) = 𝑓(0) =
0+4 4
1
y-intercept (0, )
4

72
 2. What are the zeroes of the function in item #1?
The zero of a function is the value of x which makes the function zero.
Thus, the real number zero is also the x-intercept of the rational function. The
1
zeroes of the rational function are − and -1
2

𝑥²+3𝑥+2
3. Does the function 𝑓(0) = have a horizontal asymptote?
𝑥+3

Identify the degree of the numerator (n) and the degree of the
denominator (m). Since the degree of the numerator is 2 and the degree of the
𝑥²+3𝑥+2
denominator 1 in the function 𝑓(𝑥) = , thus 𝑛 > 𝑚, therefore there is
𝑥+3

NO horizontal asymptote

7𝑥²
4. What is the vertical asymptote of the function 𝑓(𝑥) = ?
𝑥²−2𝑥+1

Find the value of x that will make the function undefined. (Note: The
function will only be undefined if the denominator is equal to zero.)
𝑥² − 2𝑥 + 1
Use factoring method
(𝑥 − 1)(𝑥 − 1) = 0

Solve for the values of x.

𝑥−1=0 𝑥−1 = 0
𝑥=1 𝑥=1
Since 1 will not make the numerator be 0, the lines 𝐱 = 1 is the vertical
asymptote.

Activity 2. You Can Do It!

Directions: Answer the following. This time, do it on your own, but I’ll give hint.
2𝑥²+10𝑥+12
1. What is the x-intercept of the function 𝑓(𝑥) = ?
3𝑥−6

Hint: There are 2 x-intercepts

2. What is the y-intercept of the function in number 1?
Hint: There is 1 y-intercept
𝑥−6
3. What are the vertical asymptotes of the function 𝑓(𝑥) = ?
𝑥²−4
Hint: There are - & + v.a.
3𝑥²−5𝑥−2
4. What is the horizontal asymptote of the function 𝑓(𝑥) = ?
𝑥²−9
Hint: There is 1 h.a.

73
Activity 3: Let’s Evaluate!
Direction: Read each item carefully then, choose the letter of the best answer.
𝑥+7
1. How many vertical asymptotes does the function 𝑓(𝑥) = have?
(𝑥−3)(𝑥+2)

A. 0 C. 2
B. 1 D. 3
2. If the degree of the numerator (n) is less than the degree of the denominator (m),
what is the equation of the horizontal asymptote of a rational function? Use a and b
as the leading coefficients of the numerator and the denominator, respectively.
𝑎 𝑏
A. 𝑦 = C. 𝑦 =
𝑏 𝑎

B. 𝑦 = 0 D. No horizontal asymptote
3. How will you find the y-intercept of a rational function?
A. Evaluate the function at x = 0.
B. Evaluate the function at x = a.
C. Find the values of x where the numerator will be zero and do not make the
denominator equal to zero.
D. Find the values of x where the denominator will be zero
𝑥²−𝑥−6
4. What are the x-intercepts of the function 𝑓(𝑥) = ?
𝑥−3

A. (-3,0) and (-2,0) C. (3,0) and(-2,0)

B. (2,0) and (3,0) D. (-3,0) and (2,0)
𝑥²+8𝑥+15
5. What is the y-intercept of the function 𝑓(𝑥) = ?
𝑥²+9𝑥+18
3
A. (0, −3) C. (0, − )
4
5
B. (0, ) D. (0, 2)
6
𝑥²−3𝑥
6. What are the zeroes of the function 𝑓(𝑥) = ?
𝑥−6

A. . 1, 3 C. 0, 3
B. b. 0, -3 D. 3, -1
𝑥²−3𝑥
7. What are the vertical asymptotes of the function 𝑓(𝑥) ?
(𝑥 2 +4𝑥+3)(𝑥−2)

A. 𝑥 = −1, 2, −3 C. 𝑥 = −2, 1, 3

B. 𝑥 = ±2, 1 D. 𝑥 = ±1, 3
2𝑥²−3
8. What is the horizontal asymptote of the function 𝑓(𝑥) ?
(2𝑥+5)(2𝑥−5)
5
A. 𝑦 = 0 C. 𝑦 =
3
1
B. No horizontal asymptote D. 𝑦 =
2

74
 5𝑥
9. What value of x makes the function 𝑓(𝑥) = zero?
6−2𝑥

A. -1 C. 1
B. 0 D. 2
2𝑥²
10. What is the y-intercept of the function 𝑓(𝑥) = ?
𝑥²+2𝑥−3
1
A. (0,-3) C. (0, − )
3

B. (0, 2) D. (0,0)

References

General Mathematics Learner’s Material and Teacher’s Material, 1st Edition 2016
Versoza, et. Al, O. A. (2016). General Mathematics . CHED
https://www.mcckc.edu/tutoring/docs/br/math/graphing/Graphing_a_Rational_Function.dfhttp
s://www.slideshare.net/reycastro1/graphing-rational-functions107425369?from_action=save

To further explore the concept learned today and if it possible to connect the internet, you
may visit the following links:
https://www.youtube.com/watch?v=fy45qX8cUwQ
https://www.youtube.com/watch?v=WKwc0sxLRTs
https://www.youtube.com/watch?v=2LELC-dk678

Prepared by:
Amie-Lyn S. Cedo
ANSWER KEY
10. D 5. B
9. B 4. C
8. D 3. A
7. A 2. B
6. C 1. C
POST TEST

y=3
x =-2 and x = 2

Activity 2.

75
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 3: Learning Activity Sheet 2

Solving Problems Involving Rational Functions, Equations, and
Inequalities

Background Information for Learners

This learning activity sheet (LAS) aims to help you solve word problems involving rational
function, rational equation, and rational inequality. This LAS also provides tasks and exercises
that you will perform for you to be equipped with the necessary competency.

Steps in Solving Rational Equation

1. Find the value/s that will make the equation undefined.
2. Eliminate the denominators by multiplying each term by the lowest common
denominator.
3. Solve the equation.
4. Check for any extraneous solution.

Steps in Solving Rational Inequalities

1. Rewrite the inequality as a single fraction on one side of the inequality symbol and 0
on the other side.
2. Determine what intervals the fraction takes on positive and negative values.
a. Locate the x-values for which the rational expression is zero or undefined. Factor
the numerator and denominator.
b. Mark the numbers found in (a.) on a number line. Use a shaded circle to indicate
that the value is included in the solution set, and a hollow circle to indicate that the
value is excluded. These numbers divide the number line into intervals.
c. Select a test point within the interior of each interval in (b.). the sign of the rational
expression at this test point is also the sign of the rational expression at each
interior point in the interval.
d. Choose the interval that satisfy the sign of the inequality. Summarize the interval
containing the solutions.

76
Solving Problems involving Rational Functions
Example Problem 1: The number of students, N, at five (5) secondary schools in Libon Area
who have had fever t months after the school year started can be modelled by the formula
550
𝑁(𝑡) = 600 −
2 + 4𝑡

1. What is the initial number of students who already have had the fever?
2. How many students have had the fever 2 months after the school year begins?
3. How long (in month/s) will it take until 450 students contract the fever?
4. What is the horizontal asymptote of the function (𝑡)? What does it mean within the
context of the problem?

Solution:
1. To find the number of students who already have had the fever during the
550
beginning of the school year, evaluate the function 𝑁(𝑡) = 600 − at t = 0.
2+4𝑡
550
𝑁(0) = 600 −
2 + 4(0)

550
𝑁(0) = 600 −
2+0

𝑁(0) = 600 − 275

𝑁(0) = 325

It means that at the beginning of the school year or 0 month, the initial
number of the students who already have had the fever is 325.
2. To find the number of students who have had the fever 2 months after the school
550
year begins, evaluate the function 𝑁(𝑡) = 600 − at t=2.
2+4𝑡
550
𝑁(2) = 600 −
2 + 4(2)

550
𝑁(2) = 600 −
2+8
550
𝑁(2) = 600 −
10

𝑁(2) = 600 − 55
𝑁(2) = 545
It means that after 2 months, the number of the students who had the fever
rose to 545.

77
3. To find the time (in month/s) it takes 450 students to have fever, let (𝑡) be equal to
450. Substitute it to the function
550
𝑁(𝑡) = 600 −
2 + 4𝑡
550
450 = 600 −
2 + 4𝑡
Algebraically solve to 𝑡,
600(2 + 4𝑡) − 550(1)
450 =
2 + 4𝑡
1200 + 2400𝑡 − 550
450 =
2 + 4𝑡
650 + 2400𝑡
450 =
2 + 4𝑡
650 + 2400𝑡
(2 + 4𝑡)450 = (2 + 4𝑡)
2 + 4𝑡
900 + 1800𝑡 = 650 + 2400𝑡
900 + 650 = 2400𝑡 − 1800𝑡
250 = 600𝑡
𝑡 = 0.42
Thus, it takes 0.42 month or almost half a month for the 450 students to
have a fever.

4. To find the horizontal asymptote, rewrite the rational function into a single rational
function if it is not written as a single fraction.
550
𝑁(𝑡) = 600 −
2 + 4𝑡
600(2 + 4𝑡) − 550(1)
𝑁(𝑡) =
2 + 4𝑡
1200 + 2400𝑡 − 550
𝑁(𝑡) =
2 + 4𝑡
650 + 2400𝑡
𝑁(𝑡) =
2 + 4𝑡
Identify the degree of the numerator and the degree of the denominator.
Since the degree of the numerator is equal to the degree of the denominator,
which is 1, identify the leading coefficient of the numerator (a) and the
denominator (b). Thus,
𝑎 2400
𝑦= = = 600
𝑏 4

It means that, as month goes by, the number of students who might
have fever will not exceed 600

78
Example Problem 2: A rare species of insect was discovered in Mt. Quiasog in Libon, Albay.
To protect the species, the LGU declared the insect endangered and transplanted the insect
into a protected area. The population 𝑝 of the insect t months after being transplanted is
76(2 + 0.1𝑡)
𝑝(𝑡) =
2 + 0.02𝑡

1. How many insects were discovered? (In other words, the number of population when
t = 0.)
2. What will the population of the insects be after 5 months of being transplanted into a
protected area?
3. What does the horizontal asymptote mean in the context of the problem?

Solution:
1. The number of insects discovered is the number of the population when t = 0. Thus,
76(2+0.1𝑡)
evaluate the function 𝑝(𝑡) = at t = 0.
2+0.02𝑡
76(2 + 0.1𝑡)
𝑝(𝑡) =
2 + 0.02𝑡
76[2 + 0.1(0)]
𝑝(0) =
2 + 0.02(0)
76(2 + 0)
𝑝(0) =
2+0
𝑝(0) = 76
There were 76 discovered insects.

2. To find the number of the population of insects 5 months after being transplanted
76(2+0.1𝑡)
into a protected area, evaluate the function 𝑝(𝑡) = at t = 5.
2+0.02𝑡
76(2 + 0.1𝑡)
𝑝(𝑡) =
2 + 0.02𝑡

76[2 + 0.1(5)]
𝑝(5) =
2 + 0.02(5)

76(2.5)
𝑝(5) =
2 + 0.1
190
𝑝(5) =
2.01

𝑝(5) = 94.53

𝑝(5) = 95

The population of insects increases to 95 after five months into a protected

area.

79
 76(2+0.1𝑡)
3. To find the horizontal asymptote, simplify the function 𝑝(𝑡) = and identify
2+0.02𝑡

the degree of the numerator and the degree of the denominator.

76(2 + 0.1𝑡)
𝑝(𝑡) =
2 + 0.02𝑡
152 + 7.6𝑡
𝑝(𝑡) =
2 + 0.02𝑡

The degree of the numerator is equal to the degree of the denominator which
𝑎
is 1. Thus, the equation of the horizontal asymptote is 𝑦 = where a is the leading
𝑏

coefficient of the numerator and b is the leading coefficient of the denominator.

𝑎
𝑦=
𝑏
7.6
𝑦=
0.02

𝑦 = 380

It means that the number of insects that a protected area can sustain is 380.

Solving Problems involving Rational Equations and Rational Inequalities

Example Problem 3. A box with a square base is to have a volume of 8 cubic meters. Let 𝑥
be the length of the side of the square base and h be the height of the box. What are the
possible measurements of a side of the square base if the height should be longer than a side
of the square base?

Solution:
Step 1: The volume of a rectangular box is the product of its width, length, and
height. The base of the box is square, so the width and length are equal.
Let 𝑥= length of the side of the box
ℎ= height of the box
Use the formula 𝑣 = 𝑙𝑤ℎ to relate x and h
𝑣 = 𝑥²ℎ since 𝑣 =8 🡪 8 = 𝑥²ℎ
Step 2: Express h in terms of x
8
8 = 𝑥²ℎ 🡪 ℎ =
𝑥²

Step 3: Since the height is greater than the width, h> x and our inequality is
8
>𝑥
𝑥²

80
 Step 4: Solve the inequality:
8
− 𝑥 > 0 🡪rewrite the inequality the other side should be equal to 0
𝑥²

8−𝑥³
> 0 🡪express the rational expression as a single fraction
𝑥²

(2−𝑥)(𝑥 2 +2𝑥+4)
> 0 🡪factor the numerator to find the critical values
𝑥²

we get x=2 from the numerator and x = 0 from the denominator

1 2
Construct table of signs
Interval 𝑥<0 0<𝑥<2 𝑥>2
Test Point 𝑥 = −1 𝑥=1 𝑥=3
2−𝑥 + + -
𝑥² + 2𝑥 + 4 + + +
𝑥² + + +
(2 − 𝑥)(𝑥 2 + 2𝑥 + 4) + + -
𝑥²

The solution set is 0 < x < 2, we reject the solution set in the interval x<0 even
if the expression is positive, we will only consider positive integers because we are
solving for the length of the box.
Thus, the height of the box is less than 2 meters.

Example Problem 4. Jan Lei can row 5 miles per hour in still water. It takes him as long to 4
miles upstream as 16 miles downstream. How fast is the current? WITH OR AGAINST (WIND
OR CURRENT)

Solution:
Use table to help organize all the information in the problem. The goal is to set
up the equation. We use equations for distance:
where r= rate d=distance t=time
𝑑 𝑑
𝑑 = 𝑟𝑡 𝑟= 𝑡=
𝑡 𝑟

Let x = speed in still water

81
 The speed of the current (c) is used in this kind of problem. Rate is to be expressed using
two variables because moving upstream the current is against you and downstream it moves
with you.

Distance Rate Time

Upstream 𝑥−𝑐

Downstream 𝑥+𝑐

STEP 1: Fill in the given information to the distance and speed column.

Distance Rate Time

Upstream 4 5-c

Downstream 16 5+c

STEP 2: Fill in the column for time using the other two columns considering that 𝑡 = 𝑑/𝑣

Distance Rate Time

Upstream 4 5-c 4
5−𝑐
Downstream 16 5+c 16
5+𝑐

STEP 3: Set up the equation:

Stated in the problem the phrase “It takes as long…” it means that the time he
4 16
rowed upstream and downstream are equal, so we write = . This can be easily
5−𝑐 5+𝑐

solved by cross multiplying

4(5 + 𝑐) = 16(5 − 𝑐)

20 + 4𝑐 = 80 − 16𝑐

4𝑐 + 16𝑐 = 80 − 20

20𝑐 = 60

𝑐=3

Thus, the speed of the current is 3 miles per hour.

Example Problem 5: Jared can clean the house in 3 hours, but it takes Leann 4 hours to do
the same job. How long would it take them to clean the house if they worked together?

82
 WORK-RATE EQUATION
If the first person does a job in time A, a second person does a job in time B, and
together they can do a job in time T (total). We can use the work-rate equation:

Solution:
1
STEP 1: It takes Jared 3 hours to do the work. So, he does of the work each hour.
3
1
It takes Leann 4 hours to do the work. So, she does of the work each hour
4

.
STEP 2: How long will it take if the two work together? Let x= the number of hours it takes if
1
they work together So, together they do of the work each hour.
𝑥

Since they are working together the sum of the two people individually
equals the total.
1 1 1
+ =
3 4 𝑥

STEP 3: Solve the equation:

1 1 1
+ = 🡪 eliminate the denominator by multiplying with the LCD = 12x
3 4 𝑥
1 1 1
[ + = ] 12𝑥
3 4 𝑥

4𝑥 + 3𝑥 = 12
7𝑥 = 12
12
𝑥= ≈ 1.7
7

Hence, together it takes about 1.7 hours to finish cleaning the house together.

Learning Competency

Solves problems involving rational functions, equations, and inequalities.

(M11GM-Ic-3)

83
 Activities

Activity 1. Complete Me!

Direction. Using the given hint. Complete the following steps and solve the problem.
PROBLEM: In a school’s basketball tournament, the team from Macabugos High School has
won 12 out of 25 games, a winning percentage of 48%. How many games should
they win in a row to improve their win percentage to 60%?
SOLUTION:
STEP 1:
HINT: Let x =represent the number of games that they need to win to raise their
percentage of winning to 60%. The team has already won 12 out of their 25 games. If they win
x games in a row to increase their percentage to 60%, then they would have played 12+x
games out of 25+x games the equation is
Total win= (a)________ Total Number of Games = (b)________
STEP 2:
The equation is rational equation. Solve the equation.

STEP 3:
→ HINT: to eliminate the denominator multiply the equation by (25+x)

→ HINT: distribute 0.6 to 25+x

→ HINT: Simplify

→ HINT: multiply the equation by 10 to get rid of the decimal

→ HINT: combine similar terms

→ HINT: divide both sides by 4

x= ________
Since x represents the number of games, this number should be an integer.
Therefore, Macabugos High School needs to win _______ games in a row to raise
their winning percentage to 60%.

Activity 2. Let’s Go….

Direction. Using the given hint. Complete the following steps and solve the problem.

84
PROBLEM: Amaia walked 5 kilometres from her home to LCC to buy a new bike which she
rode when she returned home. She averages 10 kilometers faster using her bike
than on walking. If her total trip took 1 hour and 20 minutes, what is her walking
𝑑
speed in kph? Use formula 𝑣 =
𝑡

SOLUTION:
STEP 1:
Let v = walking speed/rate
𝑑
Considering that 𝑡 =
𝑣

Distance Rate Time

walking A 𝑣 (c)
biking B 𝑣 +10 (d)

STEP 2:
Hint: The given condition in the problem is that the total time that she took for
walking and biking is 1 hour and 20 minutes converting it into fraction in hours:

STEP 3:
Hint: Form the equation the column for time considering that the total travel
time for both walking and biking is 4/3 hours
5 5 4
+ =
𝑣 𝑣 + 10 3

STEP 4:
Solve the rational equation:
𝑣 = _______
Since 𝑣 is a walking speed, it cannot be negative. Hence, Amaia’s walking
speed is __________ kph.

Activity 3. Let’s Do It…

Direction. Using the given hint. Complete the following steps and solve the
problem.
PROBLEM: Teacher Amy requires her students to get a pair and work together in a drill. One
pair of students can solve a complex problem in 3 minutes. If working alone, first
student can solve a problem in 1.5 minutes faster than the second student. How
would it take them to solve the same problem alone?

85
SOLUTION:
Step 1:
Hint: Represent first student’s number of minutes to solve a complex problem
alone and Represent second student’s number of minutes to solve same problem
alone.
Step 2: Use the concept below to construct an equation that shows a pair of students solved
a complex problem together in 3 minutes.
𝑟𝑎𝑡𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠 𝑠𝑜𝑙𝑣𝑒𝑑 (𝑝)
(𝑟) =
𝑚𝑖𝑛 𝑤𝑜𝑟𝑘𝑖𝑛𝑔 𝑡𝑖𝑚𝑒 𝑖𝑛 (ℎ)
𝑝
Thus; 𝑟=
ℎ

• Represent first student’s rate per minute

• Represent second student’s rate per minute
Step 3: Solve the equation
𝑟 = _____
The first student can solve a complex problem in _____ minutes alone while
the second student can solve the same problem in ____ minutes alone.

GUIDE QUESTION
Write down in your own words the steps on how to solve word problems.

Reflection

1. Have you had difficulty in answering the activities?

2. What have you learned from this activity?

References

General Mathematics Learner’s Material and Teacher’s Material, 1st Edition 2016
Versoza, et. Al, O. A. (2016). General Mathematics . CHED
https://sccollege.edu/Faculty/epham/Documents/IntroAlgManuscript/Chapter%2011%20-
%20rational%20equations%20and%20applications.pdf

86
 To further explore the concept learned today and if it possible to connect the
internet, you may visit the following links:
https://www.youtube.com/watch?v=QLhvLEeS08A
https://www.youtube.com/watch?v=puHW7GsmTuc
https://www.youtube.com/watch?v=r6N8mDRNktw
https://www.youtube.com/watch?v=IGGnn9oa4QY
Prepared by:
AMIE-LYN S. CEDO

87
88
 89
Activity 3:
Step 1: Let x be the first student’s number of minutes to solve a complex problem alone. Since the first
student can solve 1.5 minutes faster than the other working alone, thus, let 𝒙 + 𝟏. 𝟓be the second student’s
number of minutes to solve same problem alone.
Step 2:
𝑝
Student # of solved problems Working time (min) Rate 𝑟 = ℎ
1st 1 𝑥 1
𝑥
2nd 1 𝑥 + 1.5 1
𝑥 + 1.5
together 1 3 1
3
1 1 1
+ =
𝑥 𝑥 +
3 3
2
1 1 1
+ =
𝑥 𝑥 +
3 3
2
3 3 3
1 [𝑥 ቀ𝑥 + ቁ] 1 [𝑥 ቀ𝑥 + ቁ] 1 [𝑥 ቀ𝑥 + ቁ]
2 2 2
+ =
𝑥 3 3
𝑥 +
2
3
3 𝑥² + 𝑥
𝑥+ +𝑥 = 2
2 3
3
3 𝑥² + 2 𝑥
2𝑥 + =
2 3
3
𝑥2 + 𝑥
3
቎3 ቌ2𝑥 + = 2 ቍ቏
2 3
9 3
6𝑥 + = 𝑥² + 𝑥
2 2
3 9
𝑥² + 𝑥 − 6𝑥 − = 0
2 2
9 9
𝑥² − 𝑥 − = 0
2 2
9 9
Using the completing the square technique to solve the equation 𝑥² − 2 𝑥 − 2 = 0, we have
9 9
𝑥² − 𝑥 =
2 2
9 81 9 81
𝑥² − 𝑥 + = +
2 16 2 16
9 81 153
𝑥² − 𝑥 + =
2 16 16
9 2 153
൬𝑥 − ൰ =
4 16
9 ξ153
𝑥= ±
4 4
𝑥1 = −0.84
𝑥2 = 5.34
Since there is no negative value for a time, we prefer x=5.34
The first student can solve a complex problem in 5.34 minutes alone while the second student can solve the
same problem in 6.84 minutes alone.
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 4: Learning Activity Sheet 1

Representing Real-Life Situation Using One-To-One Functions

Background Information for Learners

Before going further, try to recall your previous lesson about

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 function is a
set of ordered pairs (x, y) such that no two ordered pairs have the same
x-value but different y – values. The domain of a relation is the set of first
coordinates and the range is the set of second coordinates.
Functions are described as mapping of its domain to its range. Recall that a relation
is one-to-one if and only if each element of its domain corresponds to a unique element in its
range, and each element of its range corresponds to a unique element of its domain.
Consider the relations below.
A. {(0,0), (1,1), (2,8), (3,27), (4,64)}
B. {(−2,4)), (−1,1), (0,0), (1,1), (2, 4)}
C. {(0,4), (1,5), (2,6), (3,7), (𝑛, 𝑛 + 4)}
⮚ Both A and C are one-to-one functions. B is a function; however, it is not one-
to-one since it has y values that paired up with two different x-values.
The following real-life situations illustrate important type of function ‒ the one-to-one
function.
● DepEd is developing a system of identification for all learners of the Philippines. This
is the Learner Information System (LIS) that aims to provide a unique Learner
Reference Number (LRN) to every learner. It aims to ensure that no two LRN is
assigned to a Filipino learner, and that no two Filipino learners have the same LRN.
● One of the primary moral values 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 entered a marriage contract, that is, one-
man-one-woman relationships.
These are just some of the situations that use the concept of one-to-one relationship.

90
 One-to-One Function
Definition: The function 𝑓 is one-to-one if for any, in the domain of f, then That is,
the same y – value is never paired with two different 𝑥-values.

The arrow diagrams below show an example and non-example of 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.

Consider the following examples.

Example 1: The relation pairing an SSS member to his or her SSS number.
● Each SSS member is assigned a unique SSS number. Thus, this relation is a
function. Further, two members cannot be assigned the same SSS number,
therefore, the function is one-to-one.
Example 2: The relation pairing a citizenship to a person.
● The relation is a function because each person has a citizenship. However, a
person can have two citizenships (dual citizen). Therefore, it is not a one-to-one
function.
Example 3: Each real number has a unique perfect square.
● The relation is a function because two different real numbers such as 2 and -2 may
have the same square. Thus, the function is not one-to-one.
Example 4: The relation pairing a person to his or her citizenship.
● The relation is a not function because a person can have dual citizenship.

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.

91
 Learning Competency

After going through this activity sheet, you are expected to represent real-life situations
using one-to-one functions. M11GM-Id-1
Specifically, this Learning Activity Sheets will help you to:
a. Define one-to-one functions.
b. Determine whether the given graph is a one-to-one function or not.
c. Apply horizontal line test.

Activities

ACTIVITY 1: Am I One-to-One?
Direction: Identify whether the following situations represent one-to-
one functions. On the space provided, write TRUE if it represents one-to-
one function, if not, write FALSE.

____________1. Degree Fahrenheit to its equivalent degree Celsius measurement.

____________2. The relation pairing the LRN to students.
____________3. School ID for a student.
____________4. Teacher to Employee Number
____________5. Teacher to students
____________6. Father to his first biological son.
____________7. ATM Card Number to account name.
____________8. Person to his favorite music
____________9. House to telephone number.
____________10. Brand name to pair of shoes.

ACTIVITY 2. Complete Me!

Direction: Complete the statements below.
1. ________________ is a set of ordered pairs in which no two ordered
pairs that have the same first component has different second
components.
2. A relation is a _______________ if there are no two distinct inputs that
correspond to the same output.

92
 3. In the diagram below, set A is the ____ _________ of the function and
4. set B is the _____________ __of the function.

5. ______________ is a method of testing whether a graph represents a

function by determining whether a vertical line intersects the graph no
more than once.

ACTIVITY 3. What More…

Direction: Identify whether each graph using the horizontal line test shows a one-to-
one function or not.

Reflection

1. What have you learned from this activity?

___________________________________________________________________
2. What did you like most from this lesson?
___________________________________________________________________
3. What is the most challenging or least interesting from the activities?
________________________________________________________

93
 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.
Magcuyao, D.H (2016). General Mathematics. JHS Publishing Services
DepEd Region V (2016). General Mathematics Learner’s Material. (First Edition). Department
of Education
LovetoKnow, 2020 https://examples.yourdictionary.com/one-to-onerelationshipexamples.htm

Answer Key:

Prepared by:

CHARMIE G. RELLORES
T-III, MORMS

94
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 4: Learning Activity Sheet 2

Determining the Inverse of a One-To-One Function

Background Information for Learners

Before going further, try to recall your lesson about 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 function is a
set of ordered pairs (x, y) such that no two ordered pairs have the same
x-value but different y – values. The domain of a relation is the set of
first coordinates and the range is the set of second coordinates.

One-to-One Function

Let 𝒇 be a one-to-one function with domain 𝐴 and a range 𝐵. The inverse of

𝒇 denoted by 𝒇−𝟏 is a function with a domain 𝐵 and a range 𝐴 defined by 𝑓 −1 (𝑦) = 𝑥,
if and only if 𝑓(𝑥) = 𝑦 , for any 𝑦 in 𝐵.

Only one-to-one function has an inverse function. Inverting the 𝑥 and 𝑦 − 𝑣𝑎𝑙𝑢𝑒𝑠
of a function will result in a function, if and only if, the original function is one-to-one. If a
function 𝑓 is not one-to-one, properly defining an inverse function, 𝑓 −1 , will be problematic.
For example, suppose that 𝑓(1) = 5 and 𝑓(3) = 5. If 𝑓 −1 exists, then 𝑓 −1 (5) must be
both 1 and 3; and this prevents 𝑓 −1 from being a valid function. This is the reason why the
inverse is only defined for one-to-one functions.

Steps in Finding the Inverse of One-to-One Function

(a) Write the function in the form y = f(x).
(b) Interchange the x and y variables.
(c) Solve for y in terms of x.

95
Example 1: Find the inverse of the function described by the set of ordered pairs
{(1, −3), (2, 1), (3, 3), (4, 5), (5, 7)}.
Solution: Switch the coordinates of each ordered pair.
Original Function: {(1, −3), (2, 1), (3, 3), (4, 5), (5, 7)}
Inverse Function: {(−3, 1), (1, 2), (3, 3), (5, 4), (7, 5)}

Example 2: Find the Inverse of 𝑓(𝑥) = 3𝑥 + 1

Solution:
(a) Write the function in the form y = f(x) 𝑦 = 3𝑥 + 1
(b) Interchange the x and y variables. 𝑥 = 3𝑦 + 1
(c) Solve for y in terms of x. 𝑥 = 3𝑦 + 1
𝑥 − 1 = 3𝑦
𝑥−1
= 𝑦
3
𝑥−1
● Therefore, the inverse of 𝑓(𝑥) = 3𝑥 + 1 𝑖𝑠 𝑓 −1 (𝑥) = .
3

Example 3: Find the Inverse of 𝑔(𝑥) = 𝑥 3 − 2

Solution:
(a) Write the function in the form y = f(x) 𝑦 = 𝑥3 − 2
(b) Interchange the x and y variables. 𝑥 = 𝑦3 − 2
(c) Solve for y in terms of x. 𝑥 = 𝑦3 − 2
𝑥 + 2 = 𝑦3
3
𝑦 = √𝑥 + 2
3
● Therefore, the inverse of 𝑔(𝑥) = 𝑥 3 − 2 𝑖𝑠 𝑓 −1 (𝑥) = √𝑥 + 2 .

Property of an Inverse of a One-to-One Function

Given a one-to one function 𝑓(𝑥) and its inverse 𝑓 −1 (𝑥) , then the following are true:
• The inverse of 𝑓 −1 (𝑥) = 𝑓(𝑥)
• 𝑓(𝑓 −1 (𝑥)) = (𝑥) for all 𝑥 in the domain of 𝑓 −1
• ൫𝑓 −1 (𝑓(𝑥)൯ = 𝑥 for all 𝑥 in the domain of 𝑓.

For the second and third properties above, it can be imagined that evaluating a function
and its inverse in succession is like reversing the effect of the function. For example, the
inverse of a function that multiplies 3 to a number and adds 1 is a function that subtracts 1 and
then divides the result by 3.

96
 𝑥 +1
Example 4: Find the Inverse of the rational function 𝑓(𝑥) =
𝑥 +2
𝑥+1
Solution: (a) Write the function in the form y = f(x) 𝑦=
𝑥+2
𝑦+1
(b) Interchange the x and y variables. 𝑥=
𝑦+2

(c) Solve for y in terms of x. 𝑥(𝑦 + 2) = 𝑦 + 1

𝑥𝑦 − 𝑦 = 1 − 2𝑥
𝑦(𝑥 − 1) = 1 − 2𝑥
1−2𝑥
𝑦=
𝑥−1
𝑥 +1 1−2𝑥
● Therefore, the inverse of 𝑓(𝑥) = 𝑖𝑠 𝑓 −1 (𝑥) = .
𝑥 +2 𝑥−1
2𝑥+1
Example 5: Find the inverse of the rational function 𝑓(𝑥) =
3𝑥−4
2𝑥+1
Solution: (a) Write the function in the form y = f(x) 𝑦=
3𝑥−4
2𝑦+1
(b) Interchange the x and y variables. 𝑥=
3𝑦−4
2𝑦+1
(c) Solve for y in terms of x. 𝑥=
3𝑦−4

𝑥(3𝑦 − 4) = 2𝑦 + 1
3𝑥𝑦 − 4𝑥 = 2𝑦 + 1
(Place all terms with y on the left side and those without y on the other side.)
3𝑥𝑦 − 2𝑦 = 4𝑥 + 1
𝑦(3𝑥 − 2) = 4𝑥 + 1
4𝑥+1
𝑦=
3𝑥−2

2𝑥+1 4𝑥+1
● Therefore, the inverse of 𝑓(𝑥) = 𝑖𝑠 𝑓 −1 (𝑥) =
3𝑥−4 3𝑥−2

Example 6: Find the inverse of 𝑓(𝑥) = 𝑥2 + 4𝑥 − 2 , if it exists.

Solution: The given function is quadratic with a graph in the shape of a parabola that
opens upwards. Therefore, it is not one-to-one function as it fails the horizontal line
test.
Example 7: Find the inverse of 𝑓(𝑥) = |3𝑥 | , if it exists.
Solution: The graph of 𝑓(𝑥) = |3𝑥 | is shaped like a “V” whose vertex is located at the
origin. Therefore, it is not one-to-one function as it fails the horizontal line test.

Learning Competency

After going through this activity sheet, you are expected to determine the inverse of a
one-to-one function. (M11GM-Id-2)

97
 Activities

ACTIVITY 1: TRUE OR FALSE

Directions: Write True if the statement is correct and False if it is not.
______1. The inverse of the function 𝑓(𝑥) = 𝑥 + 3 is the function 𝑔(𝑥) = 𝑥 − 3.

______2. The product of two inverse functions is always 1.

______3. The inverse of the relation R = {(0, 1), (0, -2), (0, 3) is a function.
______4. The inverse of the function 𝑓(𝑥) = 2𝑥 is 𝑓−1(𝑥) = −2𝑥.
1
______5. The functions 𝑓(𝑥) = 4𝑥2 and 𝑔(𝑥) = x are inverses of each other.
2

ACTIVITY 2: Match Me!

Direction: Match the functions in Column A with their inverse functions in Column B.
Column A Column B
𝑥−5
1. 𝑓(𝑥) = 5𝑥 𝑎. 𝑓 −1 (𝑥) =
2
𝑥+3
2. 𝑓(𝑥) = 2𝑥 + 5 𝑏. 𝑓 −1 (𝑥) =
3
2𝑥 3𝑥+15
3. 𝑓(𝑥) = −5 𝑐. 𝑓 −1 (𝑥) =
3 2

4. 𝑓(𝑥) = 3𝑥 − 3 𝑑. 𝑓 −1 (𝑥) = 𝑥 2 + 3
5. 𝑓(𝑥) = √𝑥 − 3 𝑒. 𝑓 −1 (𝑥) = √𝑥 + 3
𝑥
𝑓. 𝑓 −1 (𝑥) =
5

ACTIVITY 3. Find Me!

Directions: Find the Inverse function of each of the following.
1. 𝑓(𝑥) = 𝑥 + 2 4. 𝑓(𝑥) = 3𝑥 + 6
3𝑥+5
2. 𝑔(𝑥) = 12𝑥 − 1 5. 𝑔(𝑥) =
8
𝑥
3. ℎ(𝑥) = −
4

Reflection

1. What have you learned from this activity?

___________________________________________________________________
2. What did you like most from this lesson?
__________________________________________________________
3. What is the most challenging or least interesting from the activities?
__________________________________________________________

98
 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.
Dimasuay, Lynie, et.al 2016. General Mathematics. Philippines: C & E Publishing, Inc.
Verzosa, Debbie Marie, et.al. 2016. General Mathematics: Learner’s Material (First Edition).
Philippines: Lexicon Press Inc.
DepEd Region V (2016). General Mathematics Learner’s Material. (First Edition). Department
of Education

Answer Key:

3
5. 𝑔−1 (𝑥) =
8𝑥−5
False d 3
𝑥−2
4. 𝑓 −1 (𝑥) =
False b 1
3. ℎ−1 (𝑥) = −4𝑥
False c 12
2. 𝑔−1 (𝑥) =
False a 𝑥+1
1. 𝑓 −1 (𝑥) = 𝑥 − 2
True f
Find ME!
True or False Match Me!
Activity 3
Activity 1 Activity 2

Prepared by:

CHARMIE G. RELLORES
T-III, MORMS

99
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 4: Learning Activity Sheet 3

Representing an Inverse Function Through its Table of Values and Graph &
Finding the Domain and Range of an Inverse Function

Background Information for Learners

In the previous lesson, you learned concepts on one-to-one function and its inverse
function. Moreover, you have learned some examples of real-life situations represented by
one-to-one functions and determined the inverse of a one-to-one function by following some
steps. In this lesson you will learn how to represent an inverse function through its a.) table of
values and b.) graph. You will also learn about finding the domain and range of an inverse
function.

To represent an inverse function through its table of values and graph, you need first
to ascertain that the given graph corresponds to a one-to-one function by applying the
horizontal line test. If it passes the test, then corresponding function is one-to-one. Given the
graph of a one-to-one function, the graph of its inverse can be obtained by reflecting the
graph about the line 𝑦 = 𝑥.

Example 1: Graph 𝑦 = 𝑓 −1 (𝑥), if the graph of 𝑦 = 𝑓(𝑥) = 2𝑥 + 1 restricted in the domain

{−2 ≤ 𝑥 ≤ 1.5} is given below. What is the domain and range of the function? What is the
domain and range of its inverse?

Solution: Graph of 𝑓(𝑥) = 2𝑥 + 1

100
 To graph the inverse of 𝑓(𝑥) = 2𝑥 + 1, take the reflection of the restricted graph of
𝑦 = 2𝑥 + 1 across the line 𝑦 = 𝑥.

Domain -2 -1 0 1 1.5
Range -3 -1 1 3 4
Note: The range of the original function can be
determined by inspection of the graph. The range
is {−3 ≤ 𝑦 ≤ 4}.

You may verify it using techniques in an

earlier lesson that the inverse function is given by:
𝑥−1
𝑓 −1 (𝑥) =
2

The domain and range of the inverse function can be determined by inspection of the
graph:
Domain -3 -1 1 3 4
Range -2 -1 0 1 1.5

In summary,
𝑥−1
𝑓(𝑥) = 2𝑥 + 1 𝑓 −1 (𝑥) =
2
Domain {−2 ≤ 𝑥 ≤ 1.5} {−3 ≤ 𝑥 ≤ 4}
Range {−3 ≤ 𝑦 ≤ 4} {−2 ≤ 𝑦 ≤ 1.5}

Observe that the domain of the inverse is the range of the original function and the
range of the function of the inverse is the domain of the original function.

1
Example 2: Find the inverse of 𝑓(𝑥) = using its given graph.
𝑥

101
Solution: Applying the horizontal line test, verify that the function is one-to-one. Since, the
1
graph of 𝑓(𝑥) = is symmetric with respect to the line 𝑦 = 𝑥 (indicated in dashed line), its
𝑥

reflection across the line 𝑦 = 𝑥 is itself. Therefore, the inverse of f(x) is itself or 𝑓 −1 (𝑥) = 𝑓(𝑥).

The domain and range of 𝑓(𝑥) = 1/𝑥 and its inverse is given below:
Domain: {𝑥 ≠ 0} Range: {𝑦 ≠ 0}

3
Example 3: Find the inverse of 𝑓(𝑥) = √𝑥 + 1 using the given graph.

102
Solution: Applying horizontal line test, you confirm that the function is one-to-one. Reflect the
graph of 𝑓(𝑥) across the line 𝑦 = 𝑥 to get the plot
of the inverse function.
The result of the reflection of the graph of
3
𝑓(𝑥) = √𝑥 + 1 is the graph of 𝑦 = 𝑥 3 − 1.
Therefore, 𝑓 −1 (𝑥) = 𝑥 3 − 1.
3
The domain and range of 𝑓(𝑥) = √𝑥 + 1
and its inverse is given below:
Domain: {𝑥 ∈ 𝑅}
Range: {𝑦 ∈ 𝑅}

Learning Competencies

The learner…
1. represents an inverse function through its: (a) table of values, and (b) graph.
M11GM-Id-3
2. finds the domain and range of an inverse function. M11GM-Id-4

Activities

Activity 1: AM I TRUE OR FALSE?

Directions: Write TRUE if the statement is correct and FALSE if it is not. Write your
answer on the space provided after the statement.
1. The linear function is a one-to-one function. __________________.
2. The inverse of 𝑦 = 1/𝑥 is 𝑦 = 𝑥. ________________.
3. The graph of the inverse of a function can be obtained by reflecting the graph of the
function with respect to 𝑦 = 𝑥. _______________.
4. A graph is a one-to-one function if it passes the vertical line test at only one point.
_________________.
5. The domain of the inverse is the range of the original function and the range of the
function of the inverse is the domain of the original function. ________________.

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Activity 2: SKETCH ME!
Directions: Given the graph below of 𝑓(𝑥), check if it is a one-to-one function and
sketch the graph of its inverse by reflecting it to the graph of 𝑦 = 𝑥.
𝑥−2
1. Given graph of 𝑓(𝑥) = 2𝑥 − 3 2. Given graph of 𝑓(𝑥) =
𝑥+4

𝑥+2
3. Given graph of 𝑓(𝑥) = 4. Given graph of 𝑓(𝑥) = 2𝑥 3 + 1
3

Activity 3: KNOW ME WELL!

Directions: Sketch the graph of 𝑓(𝑥) = 𝑥 3 − 1 where the domain is restricted from -2
to 2. Find its inverse by sketching the graph as well. Find the domain and range then, construct
the summary below. (Note: use the set builder notation for sets of x & y)
f(x) 𝑓 −1 (𝑥)
Domain
Range

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Sketch me here!

Reflection

1. What have you learned from this activity?

___________________________________________________________________
2. What part of the lesson did you like the most?
___________________________________________________________________
3. What is the most challenging or least interesting from the activities?
___________________________________________________________________
4. What do you feel while answering the activities? Show it by drawing an emoticon
below:

References

Learner’s Material: General Mathematics, DepEd p.67-76

https://www.dummies.com/education/math/calculus/how-to-graph-the-inverse-of-a-function/
App used: https://www.geogebra.org/graphing?lang=en

Prepared by:

Aileen L. Azul
Writer, Daraga NHS

105
Answer Key:

106
107
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 5: Learning Activity Sheet 1

Solving Problems Involving Inverse Functions

Background
Background Information
Information for Learners for Learners

Hi dear Mathematician! This activity sheet in General Mathematics is designed for you.
The activities that you will perform are organized and made simple for you to exercise
independent learning.
In the previous activities, you were able to determine the inverse of one-to-one
functions. You also performed activities on representing inverse functions through its table of
values and graph.
In this particular Learning Activity Sheet (LAS), you will be solving problems involving
inverse functions. Before answering the series of activities, take time to read the concepts that
you need to know and the examples that will guide you in solving problems.

Solving Problems Involving Inverse Functions

Hey young wizard! To solve problems involving inverse functions, you will be
guided with these six simple steps:
What is asked? (Determine what the problem requires you to do.)
What is/are given? (Identify the given data in the problem.)
Write a number sentence or a function. (Represent the problem using a
function notation.)
What is the inverse of the function? (Determine the inverse of the function.)
What is the solution to the problem? (Determine the solution to the given
problem by evaluating the inverse of the function.)
Does your answer satisfy the original function? (Check your answer with the
original function.)

Follow these steps in solving the problems presented on the next page.

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 Example 1:
It has been observed that the hair grows cm per week. At present, your mother’s
hair is 20 cm long. How long will it take for her to have 50-cm hair length?

Step 1: What is asked? (Determine what the problem requires you to do.)
How long will it take her to have 50-cm hair length?
Step 2: What is/are given? (Identify the given data in the problem.)
1
cm per week – growth rate of the hair
2

20 cm – current length of the hair

50 cm – length 𝑦 of the hair after 𝑥 weeks
Step 3: Write a number sentence or a function. (Represent the problem using a function
notation.)
Let 𝑥 = number of weeks; and
𝑓(𝑥) = 𝑦 represents the total length of the hair after 𝑥 weeks
Thus, the function would be
1 1
𝑓(𝑥) = 𝑥 + 20 or 𝑦 = 𝑥 + 20
2 2

Step 4: What is the inverse of the function? (Find the inverse of the function.)
1
𝑓(𝑥) = 𝑥 + 20
2
1
𝑦 = 𝑥 + 20
2
1
𝑥 = 𝑦 + 20 (Interchange x and y variables.)
2
1
𝑦 + 20 = 𝑥 (Symmetric property of equality)
2
1
𝑦 = 𝑥 – 20 (Addition property of equality)
2
1
2( 𝑦) = 2(𝑥 – 20) (Multiplication property of equality)
2

𝑦 = 2𝑥 – 40
𝑓 −1 (𝑥) = 2𝑥 – 40
Step 5: What is the solution to the problem? (Determine the solution to the given problem
using the inverse function.)
Substitute 50, which originally was the value for y but now becomes the value
of x.
𝑓 −1 (𝑥) = 2𝑥 – 40
𝑦 = 2𝑥 – 40
𝑦 = 2(50) – 40
𝑦 = 100 – 40
𝑦 = 60 weeks

109
Step 6: Does your answer satisfy the original function? (Check your answer to the original
function.)
1
𝑓(𝑥) = 𝑥 + 20
2
1
50 = (60) + 20
2

50 = 30 + 20
50 = 50

Therefore, it will take 60 weeks to have a 50-cm long hair.

Well done! Now, take a look at the second example. Read and enjoy!

Example 2:
A jeepney rental company’s charge is defined by the equation , where is the
amount of rental and is the distance traveled in kilometers. What is the distance covered
by the jeepney if the company received a payment of Php 2 500.00?

Step 1: What is asked?

What is the distance covered by the jeepney if the company received a
payment of Php.2500.00?
Step 2: What are given?
𝑦 = 1800 + 20𝑥 – function that represents the amount of rental y given
the distance x traveled in kilometers
Php 2 500 – payment received by the company
Step 3: Write a number sentence or a function.
𝑓(𝑥) = 1800 + 20𝑥
Step 4: What is the inverse of the function?
𝑓(𝑥) = 1800 + 20𝑥
𝑦 = 1800 + 20𝑥
𝑥 = 1800 + 20𝑦 (Interchange x and y variables.)
1800 + 20𝑦 = 𝑥 (Symmetric property of equality)
20𝑦 = 𝑥 – 1800 (Addition property of equality)
1 1
(20𝑦) = (𝑥 – 1800) (Multiplication property of equality)
20 20
1
𝑦 = 𝑥 − 90
20
1
𝑓 −1 (𝑥) = 𝑥 − 90
20

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Step 5: What is the solution to the problem?
Substitute 2500, which originally was the value for y but now becomes the value of x.
1
𝑓 −1 (𝑥) = 𝑥 − 90
20
1
𝑦 = 𝑥 − 90
20
1
𝑦 = (2500) − 90
20

𝑦 = 125 − 90
𝑦 = 35 𝑤𝑒𝑒𝑘𝑠
Step 6: Does your answer satisfy the original function?
𝑓(𝑥) = 1800 + 20𝑥
2500 = 1800 + 20(35)
2500 = 1800 + 700
2500 = 2500

Therefore, the distance covered by the jeepney is 35 km.

Great job! I hope you are now ready to perform the sets of activities on solving problems
involving inverse functions. Good luck!

Learning Competency

The learner solves problems involving inverse functions. (M11GM-Ie-2)

Activities

ACTIVITY 1: SOLVE ME SLOWLY BUT SURELY!

Read and analyze each problem below and answer the questions that follow. Write the
letter of the correct answer on the space provided.

For item 1-3:

Harry is driving his motorcycle at a speed of 60 kilometers per hour. How long
will it take to cover a distance of 330 kilometers?

______1. Let f(x) be the distance covered by the motorcycle. Which of the following functions
represent the problem?
a. 𝑓(𝑥) = 60 + 𝑥 c. 𝑓(𝑥) = 𝑥 – 60
𝑥
b. 𝑓(𝑥) = 60𝑥 d. 𝑓(𝑥) =
60

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______ 2. Which of these functions is the inverse of the function in item number 1?
a. 𝑓(𝑥) = 60 + 𝑥 c. 𝑓(𝑥) = 𝑥 – 60
𝑥
b. 𝑓(𝑥) = 60𝑥 d. 𝑓(𝑥) =
60

______ 3. How long will it take to cover a distance of 330 kilometers?

a. 5 hours c. 4 hours
b. 5 ½ hours d. 4 ½ hours

For item 4-6:

A car rental charge is Php 16 000.00 per day plus Php 10.00 per kilometer
travelled. If a car company received Php 20 000.00, how far did they travel?

______4. Which of the following functions represent the total amount of rental y received by
the car rental company for x distance covered?
a. 𝑓(𝑥) = 20 000 + 10𝑥 c. 𝑓(𝑥) = 16 000 + 10𝑥
b. 𝑓(𝑥) = 10𝑥 – 20 000 d. 𝑓(𝑥) = 10𝑥 – 16 000
______ 5. Which of these functions is the inverse of the function in item number 4?
1 1
a. 𝑓(𝑥) = 𝑥 – 2000 c. 𝑓(𝑥) = 𝑥 + 1600
10 10
1 1
b. 𝑓(𝑥) = 𝑥 + 2000 d. 𝑓(𝑥) = 𝑥 – 1600
10 10

______ 6. If the car company received Php 20 000.00, how far did they travel?
a. 400 kilometers c. 600 kilometers
b. 500 kilometers d. 800 kilometers

ACTIVITY 2: COMPLETE ME!

Complete the step-by-step procedure to solve the problem given below. Write your
answers on the blanks provided.

Carlo, a sales agent, earns Php 15 000.00 monthly plus ¼ of his total sales for the month.
How much is his total sales if he earned a total of Php 24 000.00 for the month?

Step 1: What is asked?

(1) _______________________________________________________________

Step 2: What are given?

(2) ____________ – fixed amount given to Carlo monthly
¼ of his total sales – Carlo’s commission as a sales agent
(3) ____________ – Carlo’s total earnings for the month

112
Step 3: Write the number sentence or a function.
Let 𝑥 = Carlo’s total sales for the month
𝑓(𝑥) = 𝑦 represents his total earnings after reaching x total sales
Thus, the function would be
(4) ___________________________

Step 4: What is the inverse function?

𝑓(𝑥) = 15 000 + ¼ 𝑥
𝑦 = 15 000 + ¼ 𝑥
(5) ___________________ (Interchange x and y variables.)
15 000 + ¼ 𝑦 = 𝑥 (Symmetric property of equality)
¼ 𝑦 = 𝑥 – 15 000 (Addition property of equality)
4(¼ 𝑦) = 4(𝑥 – 15 000) (Multiplication property of equality)
(6) ___________________ - The inverse function

Step 5: What is the solution to the problem?

Substitute 24 000, which originally was the value for y but now becomes the
value of x.
𝑓 −1 (𝑥) = 4𝑥 – 60 000
𝑦 = 4𝑥 – 60 000
𝑦 = ___________________ (7)
𝑦 = 96 000 – 60 000
𝑦 = ___________________ (8)
Step 6: Does your answer satisfy the original function?
𝑓(𝑥) = 15 000 + ¼ 𝑥
24 000 = 15 000 + ¼ (________) (9)
24 000 = 15 000 + 9 000
24 000 = 24 000

Therefore, _____________________________________. (10)

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ACTIVITY 3: IT’S TIME TO SOLVE!
Follow the six-step procedure to solve the following problems involving inverse
functions.

1. The current US dollar rate is Php 50.10 per dollar in a dollar exchange house. An
engineer’s wife received a total amount of Php 175 350.00 in exchange of her
husband’s remittance in US dollar currency. How much is the engineer’s remittance in
US currency?

2. Alex is driving his car at a speed of 50 kilometers per hour. How long will it take him to
reach his destination which is 250 kilometers from his starting point?

3. Since public transportation is suspended due to COVID-19 pandemic, Sam will be

renting a car to travel from Guinobatan to Naga City. The car rental company’s charge
is defined by the equation 𝑦 = 3000 + 20𝑥, where y is the amount of rental and 𝑥 is
the distance traveled in kilometers. What is the distance covered by the car if the
company received a payment of Php 4 560.00?

4. During the time of ECQ, families were given relief goods. Each family in a certain
municipality of Albay was allotted Php 1 500.00 worth of goods. If the LGU had allotted
4.2 million for the program, how many families will benefit from the program?

Rubrics for Scoring

(For Activity 3 only)

Points Description

4 All steps were followed properly – no mathematical errors including

symbols and notations. The learner arrived at the correct answer
3 Most of the steps were followed properly. The learner arrived at the
correct answer.
2 The solution is incorrect but arrived at the correct/incorrect answer.

1 Partially started showing the solution, but did not finish it.

114
 Reflection

1. What important realizations you have gained after performing the activities?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________

2. Which activity did you like most? Why?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________

3. What challenges did you encounter from the activities?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________

References

Department of Education. (2016). General Mathematics Learner’s Material First Edition.

Lexicon Press Inc.
http://pauljorelsantos.weebly.com/g11-general-mathematics.html
https://www.youtube.com/watch?v=szAlFsmiKWg

Prepared by:

ARIS B. NISOLA
Writer
Masarawag National High School

115
 116
Answer Key:
Activity 1: Solve Me Slowly But Surely
1. b 4. c
2. d 5. d
3. b 6. a
Activity 2: Complete Me!
1. How much is his total sales if he earned a total of Php 24 000.00 for the month?
2. Php 15 000.00
3. Php 24 000.00
4. f(x) = 15 000 + ¼ x
5. x = 15 000 + ¼ y
6. f-1(x) = 4x – 60 000
7. 4(24 000) – 60 000
8. 36 000
9. 36 000
10. Carlo’s total sales for the month is Php 36 000.00
Activity 3: Time to Solve!
1. $ 3500
2. 5 hours
3. 78 kilometers
4. 2800 families
 GENERAL MATHEMATICS-Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 5: Learning Activity Sheet 2

Representing Real-life Situations Using Exponential Functions

Background Information for Learners

Good day young wizard! Welcome to another set of challenging learning activities!
Today, you will be introduced to another type of function – the exponential function.
Specifically, this learning activity sheet will aid you in representing real-life situations using
exponential functions.
Take time to read the definitions and discussions about exponential functions for you
to be able to perform the activities with ease and confidence. Good luck!

Exponential Functions
Exponential functions are one-to-one functions of the form 𝑓(𝑥) = 𝑏 𝑥 where 𝑏 >
0, 𝑏 ≠ 1 and 𝑥 is any real number.
Examples: 𝑏 is greater than 1 (𝒃 > 𝟏)
a. 𝑦 = 3𝑥 b. 𝑦 = 4𝑥+1 c. 𝑓(𝑥) = 5𝑥−3
Examples: 𝑏 is greater than 0 but less than 1 (𝟎 < 𝒃 < 𝟏)
a. 𝑦 = (½)𝑥 b. 𝑦 = (0.25)𝑥+4 c. 𝑓(𝑥) = (¼)2𝑥+1
Counterexamples:
a. 𝑦 = (−3)𝑥 𝑏 should not be less than 0
𝑥
b. 𝑓(𝑥) = 1 𝑏 should not be 1
A transformation of an exponential function with base 𝑏 is a function of the form
𝒇(𝒙) = 𝒂𝒃𝒙−𝒄 + 𝒅 or 𝒚 = 𝒂𝒃𝒙−𝒄 + 𝒅,
where 𝑏 > 0 or 0 < 𝑏 < 1; and 𝑎, 𝑐 and 𝑑 are real numbers.

There are different real-life situations which can be represented or modelled by

exponential functions. Examples of these are population growth, exponential decay,
compound interest, and growth of an epidemic. These representations will help you to
predict the trend of growing population, half-life or even plan your budget. Try to look at
these examples on the next page.

117
 Population growth or exponential growth can be generally modeled by
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 + 𝑟)𝑥
where,
𝑦 is the population after 𝑥 time
𝑎 is the initial amount
𝑏 is the growth factor which is equal to 1+r
r is the rate of growth as decimal
𝑥 is the number of time interval had passed

Exponential decay can be generally modeled by

𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 – 𝑟)𝑥
where,
𝑦 is the population after 𝑥 time
𝑎 is the initial amount
𝑏 is the growth factor which is equal to 1 – 𝑟
𝑟 is the rate of decay as decimal
𝑥 is the number of time interval had passed

Compound interest can be generally modeled by

𝒓
𝐴 = 𝑃(1 + )𝑛𝑡
𝑛

where,
𝐴 is the compound amount
𝑃 is the principal amount
𝑟 is the rate of interest
𝑡 is the time
𝑛 is the frequency of conversion or number of conversion period
Note:
- Conversion period is the time between successive conversions of interest.
- It can be annually meaning 𝑛 = 1; semi-annually, 𝑛 = 2; quarterly, 𝑛 = 4;
monthly, 𝑛 = 12.

118
 In representing real-life situations using exponential functions, you must follow the
steps presented below.

Steps on Representing Real-life Situations Using Exponential Functions

1. What is the type of real-life scenario? (Determine whether it is a population growth,
exponential decay, compound interest, etc.)
2. What is the exponential model that can be used? (Determine the exponential
model appropriate to be used.)
3. What are the given? (Identify the given data in the problem.)
4. Write the number sentence or write the function. (Represent the problem using the
exponential function by substituting the given to the generic exponential function.)

Example 1:
A population of 400 doubles every 5 years. What function will give the population
after years?

Solution:
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth,
exponential decay, compound interest, etc.)
The problem is on population growth or exponential growth.

Step 2: What is the exponential model that can be used? (Determine the exponential model
appropriate to be used.)
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 + 𝑟)𝑥
where, 𝑦 is the population after 𝑥 time
𝑎 is the initial amount
𝑏 is the growth factor which is equal to 1 + 𝑟
𝑟 is the rate of growth as decimal
𝑥 is the number of time interval that had passed

Step 3: What are the given? (Identify the given data in the problem.)
𝑎 = 400
𝑏 = 2 (because it says doubles)
𝑥
𝑥 = years
5

119
Step 4: Write the number sentence or write the function. (Represent the problem using the
exponential function by substituting the given to the generic exponential function.)
𝑦 = 𝑎𝑏 𝑥
𝑦 = 400(2)𝑥/5
Therefore, the function that represents the population after 𝑥 years is
𝑦 = 400(2)𝑥/5

Example 2:
The number of student athletes at a secondary school in Albay is 300 and is
increasing at a rate of 8% per year. Write an exponential function to model the number
of student athletes after years.

Solution.
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth,
exponential decay, compound interest, etc.)
The problem is on population growth or exponential growth.
Step 2: What is the exponential model that can be used? (Determine the exponential model
appropriate to be used.)
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 + 𝑟)𝑥
where, 𝑦 is the population after 𝑥 time
𝑎 is the initial amount
𝑏 is the growth factor which is equal to 1 + 𝑟
𝑟 is the rate of growth as decimal
𝑥 is the number of time interval that had passed
Step 3: What are the given? (Identify the given data in the problem.)
𝑎 = 300
𝑟 = 0.08
𝑏 = 1.08
𝑥 = 𝑥 𝑦𝑒𝑎𝑟𝑠
Step 4: Write the number sentence or write the function. (Represent the problem using the
exponential function by substituting the given to the generic exponential function.)
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 + 𝑟)𝑥
𝑦 = 300(1.08)𝑥 𝑦 = 300(1 + 0.08)𝑥
𝑦 = 300(1.08)𝑥
Therefore, the exponential function that represents the number of student athletes
after 𝑥 years is
𝑦 = 300(1.08)𝑥

120
 Example 3:
The half-life of a certain radio-active substance is 20 days and there are 50 g
initially. What function represents the remaining substance after x days?

Solution.
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth,
exponential decay, compound interest, etc.)
The problem is on exponential decay or half-life.

Step 2: What is the exponential model that can be used? (Determine the exponential model
appropriate to be used.)
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 – 𝑟)𝑥
where, 𝑦 is the population after 𝑥 time
𝑎 is the initial amount
𝑏 is the decay factor which is equal to 1 – 𝑟
𝑟 is the rate of decay as decimal
𝑥 is the number of time interval that had passed

Step 3: What are the given? (Identify the given data in the problem.)
𝑎 = 50
1
𝑏 = (since it is half-life)
2
𝑥
𝑥 = days
20

Step 4: Write the number sentence or write the function. (Represent the problem using the
exponential function by substituting the given to the generic exponential function.)
𝑦 = 𝑎𝑏 𝑥
1
𝑦 = 50( )𝑥/20
2

Therefore, the function that represents the remaining substance after 𝑥 days is
1
𝑦 = 50( )𝑥/20
2

121
 Example 4:
Joseph bought a mountain bike, which he will use as his mode of transportation
during this time of pandemic. The bike is worth PhP 23 000.00. Suppose its value
decreases by 7.5% each year. What function represents the bike’s value after x years?

Solution.
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth,
exponential decay, compound interest, etc.)
The problem is on exponential decay.

Step 2: What is the exponential model that can be used? (Determine the exponential model
appropriate to be used.)
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 – 𝑟)𝑥
where, 𝑦 is the population after 𝑥 time
𝑎 is the initial amount
𝑏 is the decay factor which is equal to 1 – 𝑟
𝑟 is the rate of decay as decimal
𝑥 is the number of time interval that had passed

Step 3: What are the given? (Identify the given data in the problem.)
𝑎 = 𝑃ℎ𝑃 23 000.00 𝑟 = 0.075
𝑏 = (1 – 0.075) 𝑜𝑟 0.925 𝑥 = 𝑥 𝑦𝑒𝑎𝑟𝑠

Step 4: Write the number sentence or write the function. (Represent the problem using the
exponential function by substituting the given to the generic exponential function.)
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎(1 – 𝑟)𝑥
𝑦 = 23000(0.925)𝑥 𝑦 = 23000(1 – 0.075)𝑥
𝑦 = 23000(0.925)𝑥

Therefore, the function that represents the bike’s value after 𝑥 years is
𝑦 = 23000(0.925)𝑥

122
 Example 5:
Mr. Medina invested PhP 150 000.00 in a company that offers 6% interest
compounded annually. How much will this investment be worth at the end of each year
for the next x years? Represent using an exponential function for this situation.

Solution.
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth,
exponential decay, compound interest, etc.)
The problem is on compound interest.

Step 2: What is the exponential model that can be used? (Determine the exponential model
appropriate to be used.)
𝑟
𝐴 = 𝑃(1 + )𝑛𝑡
𝑛

where, 𝐴 is the compound amount

𝑃 is the principal amount
𝑟 is the rate of interest
𝑡 is the time
𝑛 is the frequency of conversion or number of conversion period
Step 3: What are the given? (Identify the given data in the problem.)
𝑃 = 𝑃ℎ𝑃 150 000.00
𝑟 = 6% 𝑜𝑟 0.06
𝑛 = 1, since it is compounded annually
𝑡 = 𝑥 years

Step 4: Write the number sentence or write the function. (Represent the problem using the
exponential function by substituting the given to the generic exponential function.)
𝑟
𝐴 = 𝑃(1 + )𝑛𝑡
𝑛
0.06 1(𝑥)
𝐴 = 150 000(1 + )
1

𝐴 = 150 000(1.06)𝑥

Therefore, the function that represents the amount invested by Mr. Medina
after 𝑥 years is 𝐴 = 150 000(1.06)𝑥

123
 Learning Competency

The learner represents real-life situations using exponential functions. (M11GM-Ie-3)

Activities

ACTIVITY 1: PICK ME UP!

Read and analyze the following real-life situations. From the box containing several
options, select the correct exponential function that represent the situation in each item. Write
the letters that correspond to your answers on your answer sheet.

1. A certain type bacteria triples every 30 minutes. If there are 90 bacteria initially, what
is the exponential function representing the number of bacteria after x minutes?
2. The half-life of a substance is 300 years. How much will remain if the initial amount
was 100 grams? Give an exponential model for the situation.
3. The population of a town is 2500 and is decreasing at a rate of 3.5% per year. Write
an exponential function to find the population of the town after x years.
4. The population of a school is 800 students and is increasing at a rate of 2% per year.
Write an exponential function to represent the population of the school after x years.
5. Your sister invested PhP 75 000.00 in a bank that offers 4% interest rate compounded
semi-annually. How much money will your sister have after x years?

1
a. 𝑦 = 800(0.98)𝑥 e. 𝑦 = 90(3)𝑥/30 h. 𝑦 = 100( )𝑥/300
2

b. 𝑦 = 2500(0.965)𝑥 f. 𝑦 = 800(1.02)𝑥 i. 𝐴 = 75000(1.02)2𝑥

1
c. 𝑦 = 100( )300𝑥 g. 𝑦 = 90(3)30/𝑥 j. 𝑦 = 2500(1.035)𝑥
2

d. 𝐴 = 75000(1.04)2𝑥

ACTIVITY 2: COMPLETE ME!

Complete the step-by-step procedure to represent the given situation using an
exponential function. Write your answers on the blanks provided.

Lizette invested in a company that offers 4% semi-annually. If her initial deposit

is PhP 250 000.00, determine the function that will give the total maturity value after x
years.

124
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth,
exponential decay, compound interest, etc.)
The problem is on (1) ________________________.

Step 2: What is the exponential model that can be used? (Determine the exponential model
appropriate to be used.)
(2) ________________________

Step 3: What are the given? (Identify the given data in the problem.)
𝑃 = ___________________________ (3)
𝑟 = ___________________________ (4)
𝑛 = ___________________________(5)
𝑡 = 𝑥 years

Step 4: Write the number sentence or write the function. (Represent the problem using the
exponential function by substituting the given to the generic exponential function.)
𝑟
𝐴 = 𝑃(1 + )𝑛𝑡
𝑛

𝐴 = ____________________ (6) Substitute the given to the function.

𝐴 = ____________________ (7)
Therefore, _____________________________________________. (8)

ACTIVITY 3: REPRESENT ME!

Follow the four-step procedure to represent the following situations using exponential
functions.
1. There were initially 300 ants in a colony. If the population of the ant triples every 3
years, give an exponential model representing the number of ants in the colony after
𝑥 years.
2. The value of a book is PhP 1 800.00 and decreases at a rate of 5% per year. Write
an exponential function to find the value of the book after 𝑥 years.
3. Initially, there is 800 grams of radio-active compounds. If its half-life is 6 years,
represent the amount of substance left after 𝑥 years.
4. Mr. Borja borrowed PhP 200 000.00 in a lending institution that offers an interest rate
of 6% compounded monthly. What is the function that represents his total mount due
after 𝑥 years?

125
 Rubrics for Scoring

(For Activity 3 only)

Points Description

4 All steps were followed properly – no mathematical errors including

symbols and notations. The learner arrived at the correct exponential
function.
3 Most of the steps were followed properly. The learner arrived at the
correct exponential function.
2 The solution is incorrect but arrived at the correct/incorrect
exponential function.
1 Partially started showing the solution, but did not finish it.

Reflection

1. What important realizations about exponential functions you have gained after
performing the activities?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________
2. Which among the given examples did you find the easiest? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________
3. What challenges did you encounter from the activities?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________

126
 127
Masarawag National High School
Writer
ARIS B. NISOLA
Prepared by:
Answer Key:
Activity 1: Pick Me Up
1. e 4. f
2. h 5. i
3. b
Activity 2: Complete Me!
1. compound interest
2. A = P(1+)nt
3. PhP 250 000.00
4. 4% or 0.04
5. 2
6. 250 000(1+)2x
7. 250 000(1.02)2x
8. the function that represents the total maturity value after x years is A = 250
000(1.02)2x.
Activity 3: Represent Me!
1. y = 300(3)x/3
2. y = 1800(0.95)x
3. y = 800()x/6
4. A = 200000(1.005)12x
http://msubmathing.wwebly.com/uploads/3/8/0/6/38068469./unit_7_lesson_3_notes.pdf
Lexicon Press Inc.
Department of Education. (2016). General Mathematics Learner’s Material First Edition.
References
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 5: Learning Activity Sheet 3

Distinguishing Between Exponential Function, Exponential Equation,
and Exponential Inequality

Background Information for Learners

Hello dear mathematician! Terms in mathematics are usually interchanged, specifically

equations, inequalities, and functions. In these set of activities, you will be able to recognize
and distinguish between exponential function, exponential equation and exponential
inequality.
In distinguishing exponential function, exponential equation, and exponential
inequality, you will be guided by the following definitions and examples.

Exponential Expressions
An exponential expression is an expression of the form 𝑎𝑏 𝑥 − 𝑐 + d, where 𝑎, b,
𝑐 and 𝑑 are any real numbers, 𝑏 > 0 or 0 < 𝑏 < 1 and 𝑏 ≠ 1.
Examples:
a. 3𝑥 d. 0.253𝑥 – 1 − 5
b. 2𝑥 – 3 e. (¼)2 – 𝑥
c. 5𝑥+4
Note: All variables must be found at the exponents. The variable 𝑥 in all examples is in
the exponents.

Exponential Equations
An exponential equation is an equation involving exponential expressions. It is
an equation in which variables occur as exponents. Remember that all equations use
the equal (=) symbol.
Examples: Counter examples:
a. 2𝑥 = 32 a. 𝑥 – 3 = 52 + 3 - linear equation
b. 42𝑥 – 1 = 64 b. 35 = 𝑥 2 – 1 - quadratic equation
c. 3 = 93 – 𝑥 + 27 c. 𝑥 3 – 9 = 18 - cubic equation
d. (½)𝑥+5 = 1/64 d. 5𝑥 4 + 3𝑥 – 7 = 𝑥 3 - polynomial equation
e. 0.125 = 0.5𝑥 – 4

128
 Exponential Functions
An exponential function is a function of the form 𝑦 = 𝑏 𝑥 or 𝑓(𝑥) = 𝑏 𝑥 , where 𝑏 >
0 or 0 < 𝑏 < 1 and 𝑏 ≠ 1.
Examples:
a. 𝑦 = 3𝑥 d. 𝑦 = (1/4)2𝑥
b. 𝑦 = 2𝑥−5 e. 𝑓(𝑥) = 0.12 – 𝑥
𝑐. 𝑓(𝑥) = 6𝑥+4

Examples a, b and c are exponential functions whose base 𝑏 is greater than one
(𝑏 > 1) while examples d and e are exponential functions whose base 𝑏 is greater than
zero but less than one (0 < 𝑏 < 1).

Counterexamples:
a. 𝑦 = (−10)𝑥 𝑏 is less than 0. By definition, 𝑏 > 0 but 𝑏 ≠ 1.
𝑥
b. 𝑓(𝑥) = 1 𝑏 is equal to 1. By definition, 𝑏 > 0 but 𝑏 ≠ 1.

Exponential Inequality
An exponential inequality is an inequality involving exponential expressions. It is
an inequality in which variables occur as exponents. Remember that all inequalities
make use of symbols >, <, ≥, ≤ or ≠.

Examples: Counter examples:

a. 7𝑥 > 343 a. 𝑥 + 6 > 9 - linear inequality
b. 3𝑥+1 < 812𝑥 b. 63 < 𝑥 2 – 1 - quadratic inequality
𝟐𝒙 𝒙−𝟏
c. 52𝑥 + 4 ≥ 29 c. > - rational inequality
5 3

d. 0.5𝑥−4 ≠ 2 d. 7𝑥 4 + 3𝑥 – 10 = 𝑥 3 - polynomial inequality

1
e. ( )4𝑥 ≤ 27
3

Are you now ready to distinguish between exponential equations, exponential

functions and exponential inequalities? Let’s check your understanding by performing the
activities on the next page. Good luck!

129
 Learning Competency

The learner distinguishes between exponential function, exponential

equation, and exponential inequality. (M11GM-Ie-4)

Activities

ACTIVITY 1: WE BELONG!
Group the following mathematical statements according to their type – exponential
equation, exponential inequality, or exponential function. Disregard the other choices that do
not belong to these groups.

1
3𝑥 = 272𝑥+5 𝑓(𝑥) = ( )4 – 𝑥 7 + 4𝑥 = 23 𝑓(𝑥) = 3𝑥 3 − 8
10

2𝑥 ≥ 1024 5𝑥+6 – 1 < 24 0.25 = 2𝑥 𝑦 = 2𝑥 + 1

𝑥 2 + 4 = 60 8𝑥 – 4 > 512 10𝑥+1 = 𝑦 𝑥 5 – 7 = 25
𝑦 = 2𝑥 3 + 6 2𝑥+2 – 7 = 25 𝑦 = 1/9 + 3𝑥 2𝑥 + 4 ≥ 68

Exponential Equation Exponential Inequality Exponential Function

ACTIVITY 2: CHOOSE ME!

Determine whether the given mathematical statements are exponential function,
exponential equation, exponential inequality, or none of these. Write your answer on the blank
provided.

1. 𝑦 = 3𝑥 + 5 ____________________________

2. 𝑥 2 – 4 = 20 ____________________________

130
 3. 10𝑥+6 < 0.001 ____________________________

4. 5𝑥 – 2 − 5 = 120 ____________________________

5. 𝑓(𝑥) = 2 – 2𝑥+1 ____________________________

ACTIVITY 3: WHO IS BEING DESCRIBED?

Given the description in each item, select all possible answers from the given
choices.

1. I am an exponential function, check me.

𝑦 = 2𝑥 + 1 𝑥 5 – 4 = 239 𝑓(𝑥) = 10𝑥 6𝑥 < 36

2. I belong to the exponential inequality group, underline me.

3𝑥 + 5 = 32 𝑥2 > 𝑥 – 6 0.5𝑥 ≤ 128 22𝑥+1 > 4𝑥

3. Encircle me! I am an exponential equation.

1
𝑦 = 𝑥 2/3 ( )𝑥 = 32𝑥 𝑓(𝑥) = 5𝑥 6𝑥+4 = 1
3

4. There is something in me that is why I am not an exponential function. Box me.

𝑓(𝑥) = 𝑥 4 + 8 𝑦 = 10𝑥 – 1 𝑦 = (−5)𝑥+1 𝑓(𝑥) = 12𝑥+5

5. I am not an exponential function, neither exponential inequality nor exponential equation.

Encircle me.
2𝑥 – 1 < 8 2𝑥 – 1 = 8 𝑓(𝑥) = 2𝑥 – 1 2𝑥 – 1 = 𝑦

Reflection

1. How do you distinguish exponential functions, exponential equations, and exponential

inequalities from each other?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________

131
2. Did you find the activities easy? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________

3. What challenges did you encounter from the activities?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________

References

Department of Education. (2016). General Mathematics Learner’s Material First Edition.

Lexicon Press Inc.

https://varsitytutors.com/hotmath/hotmath_help/topics/solving -exponential-equations

Prepared by:

ARIS B. NISOLA
Writer
Masarawag National High School

132
 133
Answer Key:
Activity 1: We Belong!
Exponential Equation Exponential Inequality Exponential Function
3x = 272x+5 2x > 1024 f(x) = (1/10)4 – x
2x+2 – 7 = 25 5x+6 – 1 < 24 10x+1 = y
7 + 4x = 23 8x – 4 > 512 y = 1/9 + 3x
0.25 = 2x 2x + 4 > 68 y = 2x + 1
Activity 2: Choose Me!
1. exponential function 3. exponential inequality 5. exponential
function
2. none of these 4. exponential equation
Activity 3: Who Is Being Described?
1. y = 2x + 1, f(x) = 10x
2. 0.5x < 128, 22x+1 > 4x
3. (1/3)x = 32x, 6x+4 = 1
4. f(x) = x4 + 8, y = (-5)x+1, f(x) = 12x+5
5. 2x – 1 = y
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 6: Learning Activity Sheet 1

Solving Exponential Equations and Inequalities

Background Information for Learners

Hello, dear young mathematician! You are now on the 6th week
of Quarter 1.
In your previous learning activity sheet, you learned how to
distinguish between exponential function, exponential equation, and
exponential inequality.
You are now ready to extend your knowledge by learning how to solve exponential
equations and inequalities

In solving exponential equation, remember the property of equality for exponential

functions, that is, if the base 𝑏 is a positive number other than 1, then 𝑏 𝑥 = 𝑏 𝑦 if and only if
𝑥 = 𝑦.

STEPS IN SOLVING EXPONENTIAL EQUATION

. 1. Rewrite both sides of the equation using the same base.
2. Remove the bases and set the exponents equal to each other.
3. Simplify and solve for the x variable.

On the other hand, an exponential inequality is an inequality involving exponential

expressions. It is very important to consider the properties of exponential inequalities which
are indicated on the table.

PROPERTIES OF EXPONENTIAL INEQUALITIES

1. If 𝒃 > 𝟏, then 𝒃𝒙 > 𝒃𝒚 if and only if 𝒙 > 𝒚
and 𝒃𝒙 < 𝒃𝒚 if and only if 𝒙 < 𝒚

2. If 𝟎 < 𝒃 < 𝟏, then 𝒃𝒙 > 𝒃𝒚 if and only if 𝒙 < 𝒚

and 𝒃𝒙 < 𝒃𝒚 if and only if 𝒙 > 𝒚

134
 STEPS IN SOLVING EXPONENTIAL INEQUALITY
1. Rewrite the inequality using the same base.
2. Remove the bases and set the exponents.
3. Reverse the inequality sign if the base is greater 0 but less than 1. If the
base is greater than 1, the direction of inequality sign is retained.
4. Simplify and solve for the x variable.

Example 1: SOLVING EXPONENTIAL EQUATIONS

a) Solve: 2 𝑥 = 64
Write both sides with 2 as the base
2𝑥 = 26
𝑥 = 6
b) Solve:125𝑥 − 1 = 25 𝑥 + 3
Write both sides with 5 as the base
(53 )𝑥 – 1 = (52 )𝑥 + 3
3(𝑥– 1) = 2(𝑥 + 3)

3𝑥 – 3 = 2𝑥 + 6

3𝑥 − 2𝑥 = 6 + 3
𝑥 = 9

Example 2: SOLVING EXPONENTIAL INEQUALITIES

a) Solve the inequality 3 < 9𝑥 – 2
Solution: Both 9 and 3 can be written using 3 as the base
31 < ( 32 )𝑥 – 2
31 < 3 2(𝑥 – 2)
31 < 3 2𝑥−4

Since the base 3 > 1, then this inequality is equivalent to 1 < 2𝑥 − 4. (the
direction of the inequality is retained)
1 < 2𝑥 – 4
1 + 4 < 2𝑥

5 < 2𝑥
5 2𝑥
<
2 2
5
< 𝑥
2
5
The solution set to the inequality is { 𝑥 ∈ 𝑅 | 𝑥 > }.
2
135
 1 𝑥+ 5 1
b) Solve the inequality ( ) ≥ ( ) 3𝑥
10 100
1 1 2
Solution: Since =( ) , then we write both sides of the
100 10
1
inequality with as the base
10
1 1
( )𝑥+ 5 ≥ ( ) 3𝑥
10 10 2

1 1
( )𝑥+ 5 ≥ ( ) 6𝑥
10 10
1
Since the base < 1, then this inequality is equivalent to 𝑥 + 5 ≤ 6𝑥.
10

(the direction of the inequality is reversed)

𝑥 + 5 ≤ 6𝑥
5 ≤ 6𝑥 − 𝑥
5 ≤ 5𝑥

1 ≤ 𝑥
The solution set to the inequality is { 𝑥 ∈ 𝑅 | 𝑥 ≥ 1 }.

Learning Competency

The learner is able to solve exponential equations and inequalities. M11GM-Ie-f-1

Activities

ACTIVITY 1: Find the Missing x!

Direction: Solve for the values of 𝑥 for each of the following exponential
equations and inequalities.

1. 82 – 𝑥 = 2

1 1
2. ( )𝑥 <
2 8

3. 3𝑥 + 2 ≥ 27

4. 5𝑥 = 25

5. 43𝑥 = 8𝑥 −1

136
ACTIVITY 2: Who Got It Right?

Direction: Observe each of the following pairs of solutions. Determine which

of each pairs has the correct answer. Answer the sets of guide questions.

2
A. Digong and Manny are solving 16𝑥 = 4 𝑥 + 3 .

DIGONG’s WORK MANNY’s WORK

2 2
16𝑥 = 4𝑥+3 16𝑥 = 4𝑥+3
2 2
(2)4𝑥 = (2)2(𝑥+3) (4)2𝑥 = 4𝑥+3

4𝑥2 = 2𝑥 + 6 2𝑥2 = 𝑥 + 3
1 2𝑥2 − 𝑥 − 3 = 0
( ( )4𝑥2 - 2𝑥 - 6 = 0
2

2𝑥2 − 𝑥 − 3 = 0 (2𝑥 − 3)(𝑥 + 1) = 0

(2𝑥 − 3)(𝑥 + 1) = 0 2𝑥 − 3 = 0 and 𝑥 + 1 = 0

2𝑥 − 3 = 0 and 𝑥 + 1 = 0 x = 3/2 and x = −1

x = 3/2 and x = −1

Questions:
1. How did you check whether 3/2 and -1 are really solutions of the given exponential
equation?
______________________________________________________________________
______________________________________________________________________
2. Were Digong and Manny both correct or both wrong?
______________________________________________________________________
______________________________________________________________________
3. What is the difference between their solutions?
______________________________________________________________________
______________________________________________________________________
4. Did the difference affect the solutions? Why?
______________________________________________________________________
______________________________________________________________________
5. Did Digong and Manny both use the one-to-one Property of Exponential Function?
How?
______________________________________________________________________
______________________________________________________________________

137
 1
B. China and France are solving ( )𝑥+ 3 > 8𝑥− 5
64

CHINA’s SOLUTION FRANCE’s SOLUTION

1 1
( )𝑥+ 3 > 8𝑥− 5 ( )𝑥+ 3 > 8𝑥− 5
64 64
1 1
( ) 𝑥+ 3 > ( 23 ) 𝑥 − 5 ( ) 𝑥+ 3 > ( 23 ) 𝑥 − 5
26 26

6(x+3) > 3(x–5) -6(x+3) > 3(x–5)

6x + 18 > 3 x – 15 - 6x - 18 > 3 x – 15
3x > - 33 -3 > 9x
1
x > - 11 x > -
3
1
solution set = { x ∈ R | x > -11 } solution set = { x ∈ R | x > -
3

Question:

Did anyone arrive with the correct answer? If there is, identify whose solution is right
and explain why his/her solution is the correct one.
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

ACTIVITY 3: How Did You Get Me?

Direction: Solve each of the following exponential equations and

inequalities. Your task is to show the step-by-step process on how it
arrived at the given answer.

1. 625 x + 1 = 25 x + 5 ______________________________________________________
______________________________________________________
Answer: 𝒙 = 3 ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
1 2𝑥 x-5 ______________________________________________________
2. ( ) = 216 ____________
6
______________________________________________________
______________________________________________________
Answer: 𝒙 = 3
______________________________________________________
______________________________________________________
______________________________________________________
138
________________________
 ___________________________________________________
3. 0.43x + 2 > 0.0643 – 2x
___________________________________________________

7 ___________________________________________________
Answer: 𝒙 <
9
___________________________________________________
___________________________________________________

1 3𝑥−3
4. ( ) ≤ 343 x + 2 ___________________________________________________
49

Answer: 𝒙 ≥ 0 ___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Rubrics for Scoring

(For Activity 2 only)

CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT

Explanation clearly Explanation Explanation Explanation is

indicates indicates indicates a present but
Explanation
procedures are procedures minimal demonstrates a
of Solution
understood at an are understanding lack of
advanced level understood of procedure understanding

For Activity 3 Only)

CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT
Initial equation and Initial equation Incorrect Partially
all steps are shown and most of the solution Arrived started
Equation Arrived at the steps are shown. at the correct/ showing
Solution correct answer incorrect the
Arrived at the answer solution,
correct answer but did not
finish it.

139
 Reflection

Complete the statements below by reflecting on your

experience as you answer this learning activity sheet.

After working on this learning activity sheet, I feel

_________________________________________________
_________________________________________________
_________________________________________________
I realized that____________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

References

Domingo, Alleli Ester.et. Al.(2016).General Mathematics.Manila:C & E Publishing, Inc.

Gallano, Mercado, Azenith A. (2020).General Mathematics-Grade 11-Quarter 1-
Module 18-DepEd-Region IV-A
Santos, Durwin C.et. Al.(2016).General Mathematics for SHS.Manila:Don Bosco
Press, Inc.
Verzosa, D. et. Al.(2016).General Mathematics (Learner’s Material).DepEd-
BLR.Lexicon Press Inc.
Verzosa, D. et. Al.(2016).General Mathematics (Teacher’s Guide). DepEd-
BLR.Lexicon Press Inc.
https://www.mathwarehouse.com/algebra/exponents/solve-exponential-equations-
how-to.php https://www.mathemania.com/lesson/exponential-inequalities/

Prepared by:

MARGIE C. MACATINGRAO
Teacher II
Malabog National High School

140
 141
ACTIVITY 3 : How Did You Get Me?
1. 625 x + 1 = 25 x + 5
5 3(x+1) = 5 2(x+ 5)
Answer Key
3 (x + 1) = 2 (x + 5)
3 x + 3 = 2 x + 10
ACTIVITY 1 : Find the Missing 3x - 2x = 10 - 3
x! Answer : x = 7
1. x = or or 1.67
2. = 216 x - 5
2. x > 3
6-2x = 6 3(x - 5)
3. x ≥ 1 -2x = 3x – 15
4. x = 2 -2x - 3x = - 15
-5x = -15
5. x = - 1
Answer : x = 3
ACTIVITY 2 : Who Got It Right?
A. 1. By substituting each to x of the
3. 0.43x + 2 > 0.0643 – 2x
given.
0.43x + 2 > (0.04) 3 ( 3 – 2x )
2. They are both correct.
3x + 2 < 3 ( 3 – 2x )
3. Digong used base 2, while Manny
3x + 2 < 9 – 6x
used base 4.
3x + 6x < 9 - 2
4. It did not, since both were correctly
used the exponential 9x < 7
form of the given.
4. ≤ 343 x + 2
5. Yes, they both did. They both used
same bases for both ≤ 73(x+2)
sides of the equation, before -2 ( 3x – 3) ≤ 3 ( x + 2 )
equating their respective
- 6 x + 6 ≤ 3x + 6
exponents.
- 6 x - 3x ≤ 6 - 6
B. France is correct and China is not.
France used -9x≤0
Answer Key
 GENERAL MATHEMATICS – Grade 11

Name: _______________________________ Grade/Section: ________________

Teacher: _____________________________ Date Submitted: _______________

Quarter 1- Week 6: Learning Activity Sheet 2

Representing Exponential Function through its Table of Values,
Graph, and Equation

Background Information for Learners

In the previous lesson, you learned that an exponential function

is a function of the form 𝑓 ( 𝑥 ) = 𝑏 𝑥 or 𝑦 = 𝑏 𝑥 where 𝑏 > 0, 𝑏 ≠ 1,
and 𝑥 is any real number.
At this point, you will discover how to represent an exponential
function through its (a) table of values, (b) graph, and (c) equation.

STEPS IN RESPRESENTING EXPONENTIAL FUNCTION

STEP 1: Rewrite the exponential function, from general form: f (x ) = b x to standard
form: y = b x

STEP 2: In constructing table of values, choose appropriate x-values and substitute them
to the equation to get the respective y-values.

STEP 3: In sketching its graph, it is important to plot few points from the table of values
and connect the points using a smooth curve.

Example 1: Determine which of the following equations represents an exponential function.

a) 𝑓(𝑥) = 10𝑥 Answer: Exponential Function

b) 𝑦 = 7𝑥 + 2 Answer: Exponential Function

c) 𝑓(𝑥) = 1𝑥−4 Answer: Not Exponential Function because 𝑏 = 1

d) 𝑓(𝑥) = 𝑥 3 Answer: It’s a Cubic Function (3rd degree function)

e) 𝑓(𝑥) = −3𝑥 Answer: Not Exponential Function because 𝑏 = −3

Remember: An exponential function is a function of the form 𝑓(𝑥) = 𝑏 𝑥 or 𝑦 = 𝑏 𝑥

where 𝑏 > 0, 𝑏 ≠ 1, and 𝑥 is any real number.

142
Example 2: Represent the exponential function given by 𝑓(𝑥) = 2𝑥 using equation, table of
values and graph.
Solution:
Step 1: Rewrite the exponential function, from general form 𝑓(𝑥) = 2𝑥 to standard
form 𝑦 = 2𝑥 .
Step 2: Solve for the y-values using -2, -1, 0, 1, and 2 as the x-values.
If x = -2, If x = -1, If x = 0,
𝑦 = 2x 𝑦 = 2x 𝑦 = 2x
𝑦 = 2-2 𝑦 = 2-1 𝑦 = 20
1 1
𝑦= or 0.25 𝑦= or 0.25 𝑦=1
4 2

If x = 1, If x = 2
𝑦 = 2x 𝑦 = 2x
𝑦 = 21 𝑦 = 22
𝑦=2 𝑦=4
The table of values represents an exponential function if the y-values have common ratio
as shown in the diagram below. This data or values are the basis in sketching its graph.

x -2 -1 0 1 2
𝟏 1
y or 0.25 or 0.5 1 2 4
𝟒 2

1 1 1 1
Common Ratio
2 2 2 2
1 1
Step 3: Plot the following points (-2, or 0.25), (-1, or 0.5), (0, 1), (1, 2), and (2, 4) from
4 2

the table of values and connect them using a smooth curve.

Graph of 𝒇(𝒙) = 𝟐𝒙

143
 Learning Competency

The learner is able to represent an exponential function through its: (a) table
of values, (b) graph, and (c) equation. M11GM-If-2

Activities

ACTIVITY 1: Is it a YES or a NO?

Directions: Determine whether the following equations, table of values or
graphs, exhibit exponential function or not. Write YES if it is an exponential
function, if not, write NO.
1
________1. f(x) = 1 x - 10 ________3. f(x) = ( ) 𝑥 + 5
2

________2. y = -8 2x ________4. y = 5x4

________5.
X -3 -2 -1 0 1

y 5 25 125 625 3,125

________6.
X -2 -1 0 1 2

y 4 2 0 -2 -4

________7.
X -3 -2 -1 0 1
𝟏 𝟏 𝟏 𝟏 𝟏
y
𝟐 𝟖 𝟐 𝟗 𝟑

________8.
X -1 0 1 2 3
𝟏 𝟏 𝟏
y 3 1
𝟑 𝟗 𝟐𝟕
________9. ________10.

144
ACTIVITY 2: Represent Me!
Direction: Represent the following exponential functions using table of values
and graph.

Exponential 1
Function f (x) = 4 x - 1 y=( )𝑥
2

x -3 -2 -1 0 1 2 3 x -3 -2 -1 0 1 2 3
Table
y y
of Values

Graph

ACTIVITY 3: Figure It Out!

Direction: Explain briefly the statement below.

In 2 - 3 sentences, compare the graph of an exponential function with a base greater

than 1, and that of an exponential function whose base is greater than 0, but less than 1
(between 0 and 1).

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

145
 Rubrics for Scoring

(For Activity 2 Only)

CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT

Most of the Most of the None of the
All data in the values is correct
TABLE OF data in the data in the
table of values but presented
VALUES are correct. table of values table of values aneffort to
are correct are incorrect solve.
Correctly Correctly Some points Graphs are
plotted points. plotted points. are correctly incomplete and
plotted demonstrate
Points are Appropriately lack of
properly Scaled Axis Appropriately understanding
GRAPH labeled Scaled Axis on how to
construct a
Appropriately graph of
Scaled Axis exponential
functions.
(For Activity 3 Only)

CRITERIA 5 POINTS 3 POINTS 0 POINT

Explanation Explanation
Student can explain
provided with provided with Student provides no
their reasoning for
logical flow and is logical flow, is explanation.
their ideas
mostly correct. mostly incorrect

Student correctly
Some properties are Does not give any
give the propertiesof All properties of are
mentioned, some are properties of an
an exponential mentioned
not. exponential function
function

Reflection

1. What do you like most about the lesson?

____________________________________________________________________
2. Along the way while doing the activities from this lesson, what difficulty have you
encountered?
____________________________________________________________________
3. What are your plans to overcome those difficulties?
____________________________________________________________________

146
 References

Domingo, Alleli Ester.et. Al.(2016).General Mathematics.Manila:C & E Publishing, Inc.

Gallano, Mercado, Azenith A. (2020).General Mathematics-Grade 11-Quarter 1-Module 18-
DepEd-Region IV-A
Santos, Durwin C.et. Al.(2016).General Mathematics for SHS.Manila:Don Bosco Press, Inc.
Verzosa, D. et. Al.(2016).General Mathematics (Learner’s Material).DepEd-BLR.Lexicon
Press Inc.
https://abss.instructure.com/courses/31591/pages/introduction-multiple-representations-of-
exponential-functions-given-a-rate-of-change-and-y-intercept
Prepared by:

MARGIE C. MACATINGRAO
Teacher II
Malabog National High School

Graph

8 4 2 4 16 64 256
1 2 4 8 Y 16 4 1
1 1 1 1 1 1 1 Y
Values
2 Table of
3 2 1 0 -1 -3 x
- 3 2 1 0 -1 -2 -3 x

Function
Exponential
Me!
Activity 2: Represent
5. YES 10. YES
4. YES 9. YES
3. YES 8. YES
2. NO 7. NO
Answer Key
1. NO 6. NO
ACTIVITY 1: Is it a YES or a NO?

147
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 6: Learning Activity Sheet 3

Finding the Domain and Range of Exponential Function; and
Determining the Intercepts, Zeroes, and Asymptotes of
an Exponential Function

Background Information for Learners

Background Information for Learners
You have learned in the previous lessons that an exponential function with base b is
defined by f(x) = bx where b > 0, b ≠ 1, and x is any real number. It is a function in which the
independent variable x is used as an exponent of the base.

Here are some examples of exponential functions. Do you see how they differ?

A. y = 2x B. y = 2x+3 C. y = 22x + 2 D. f(x) = -3x

𝟏
E. f(x) = ( )𝒙 G. g(x) = 𝟒−𝒙 H. y = 3x-2 – 3
𝟐

Perhaps you noticed that the value of the bases of the given exponential functions are
greater than zero except for letter E in which the value of the base is greater than zero but
less than one. The value of the base indicates whether the function is an increasing function
or a decreasing function. That is, it is an increasing function if the base is greater than zero
and it is a decreasing function if the base is greater than zero but less than one.
There are other important things that you need to know about exponential function
which tend to broaden our understanding of it. Similar to other functions which were studied
previously, you can also determine the domain, range, intercepts, zeroes, and asymptote of
any exponential function.
The domain of an exponential function 𝑓 is the set of all values that the variable 𝑥 can
take while the range is the set of all values that 𝑓(𝑥) can take.

148
 The y-intercept is the value of the function when 𝑥 = 0 and the x-intercept is the
value of the function when 𝑦 = 0. Furthermore, you can say that the former is actually the
point where the graph of the function and the vertical axis intersect and the latter is the point
where the graph of the function and the horizontal axis intersects.
The asymptote of an exponential function (horizontal asymptote only) is a line that a
certain part of the graph approaches but never touches or crosses.
The zeroes of the function, on the other hand, are the values of the independent
variable which are obtained when the dependent variable is set to zero. It is quite interesting
to know that zeros and x-intercepts of exponential function or any function for that matter are
related. This means that if the zero of any function is real, then it is also the x-intercept of the
same function.
Now, consider some illustrative examples to further understand exponential functions.

ILLUSTRATIVE EXAMPLE 1
Look closely at the graphs of A. f(x) = 2x and B. f(x) = 2x + 2 below. Determine its
domain, range, intercepts, zeroes, and asymptotes.
A. B.

Solution:
Domain: The domain of both A & B is the set of real numbers because any
real number can replace the value of x (the independent variable). In
set builder notation, { 𝑥 |𝑥𝜖ℝ } is the domain.

Range: Since the graph of A is above the x- axis, the range is the set of
positive real numbers or { 𝑦|𝑦𝜖ℝ, 𝑦 > 0 }.On the other hand, the range
in B is the set of positive real numbers greater than two or
{ 𝑦|𝑦𝜖ℝ, 𝑦 > 2 }. The graph of B is above the horizontal line y = 2.

Intercepts: In A, the graph intersects the y-axis at (0,1). Therefore, 1 is the y

intercept. In B, the y-intercept is 3. Both A and B have no x-intercept.
The graphs do not intersect the x-axis.

149
 Zeroes: Both A and B have no zeroes since there are also no x-intercepts.

Asymptote: The horizontal asymptote of A is 𝑦 = 0 while that of B is 𝑦 = 2.

This means the graphs only approach these lines but never touch or
cross them.

ILLUSTRATIVE EXAMPLE 2
Determine the domain, range, intercepts, zeroes, and asymptotes of 𝒇(𝒙) = 𝟑𝒙 – 𝟑
even without the corresponding graph.

Solution:
Domain: {𝑥|𝑥𝜖ℝ } or the set real numbers because x can be replaced with any
real number.

Range: {𝑦|𝑦𝜖ℝ, 𝑦 > −3 } or the set of real numbers greater than -3. This is due
to the vertical shift 3 units down the graph of f(x) =3x. Meaning the value
of y will never be less than or equal to -3 when any value of x is substituted
to the given function.

Intercept: To solve for the x-intercept, we let 𝑓(𝑥) = 0. Thus,

𝑓(𝑥) = 3𝑥 – 3
0 = 3𝑥 – 3
3 = 3𝑥
𝑥 = 1 , the x-intercept is 1.

To solve for the y-intercept, we let 𝑥 = 0. Thus,

𝑓(𝑥) = 3𝑥 – 3
𝑦 = 30 – 3
𝑦 = 1 − 3
y = -2 , the y-intercept is -2.

Zeroes: Since the x- intercept is 1, the zero of the function is 1.

Asymptotes: 𝑦 = − 3, this is a horizontal asymptote. This is basically taken

from the vertical shift of 3 units down of the graph of 𝑓(𝑥) = 3𝑥 – 3.

150
ILLUSTRATIVE EXAMPLE 3
Determine the domain, range, intercepts, zeroes, and asymptote of 𝑓(𝑥) = 4𝑥−4 + 4
even without the corresponding graph.
Solutions: Let us summarize your answers in the table below.
𝒇(𝒙) = 𝟒𝒙−𝟒 + 𝟒 Answers Solution/Explanation
Domain { 𝒙|𝒙𝝐ℝ } All real number are possible values of
x.
Range { 𝒚|𝒚𝝐ℝ, 𝒚 > 𝟒 } When any value of x is substituted to
the function, the value of y that can
be obtained is always greater than 4.
This also indicates a vertical shift of 4
units up of the graph of f(x) = 4x-4.
Intercepts x-intercept: none Let y = 0. Thus,

y-intercept: (0,
1025
) 𝑓(𝑥) = 4𝑥−4 + 4
256
0 = 4𝑥−4 + 4
−4 = 4𝑥−4
Since the bases are not equal,
there is no way to solve the
equation. It implies that no x-
intercept exist.

Let x = 0. Thus,
𝑓(𝑥) = 4𝑥−4 + 4
𝑦 = 40−4 + 4
1025
𝑦 =
256

Zeroes none If there is no x-intercept, then zeroes

do not exist.
Asymptote y=4 This is actually the vertical shift of 4
units up of the graph of f(x) = 4x-4.

Learning Competencies

1. Finds the domain and range of exponential function. M11GM-if-3

2. Determines the intercepts, zeroes, and asymptotes of an exponential
function. M11GM-if-4

151
 Activities

ACTIVITY 1. POP or FLOP

Directions: Read and analyze each statement. Write POP, if the statement is true
and FLOP, if not. Write the answer on the blank provided.
1. f(x) = 7x is an exponential function. 1. ____________
2. The base of an exponential function may be less than zero. 2. ____________
3. The graph of any exponential function is never 3. ____________
asymptotic to the y-axis.
4. The domain of any exponential function is { 𝒙|𝒙𝝐ℝ }. 4. ____________
5. The range of y = 3 is { 𝒚|𝒚𝝐ℝ }.
x
5. ____________
6. The y-intercept of y = 2x+2 is 8. 6. ____________
7. The horizontal asymptote of f(x) = 5x – 1 is y = -1. 7. ____________
1
8. y = ( )𝑥 is an increasing exponential function. 8. ____________
3

9. All exponential functions have zeroes. 9. ____________

10. Vertical asymptotes do not appear in the graphs of 10. ___________
exponential functions.

ACTIVITY 2. Complete Me!

Directions: Some characteristics of the exponential functions given are still
unknown. Find them to complete the table.

Exponential Domain Range Intercepts Zeroes Asymptote

Functions (horizontal)
1. f(x) = 3x { 𝒙|𝒙𝝐ℝ }
2. f(x) = -2x y=0
3. f(x) = 3x-1 x-intercept:
none
y-intercept :
1/3
1 { 𝒚|𝒚𝝐ℝ, 𝒚 > 𝟎 }
4. f(x) = ( )𝑥
4

5. f(x) = 2x-1 2
-2

152
ACTIVITY 3. Find DRIZA!
Based on the given graph of an exponential function, determine its domain,
range, intercepts, zeroes, and asymptote.
A. y= -4x Find: Answer:

Domain

Range

Intercepts

Zeroes

Asymptote

B. y=3x+2 - 3

Domain

Range

Intercepts

Zeroes

Asymptote

153
ACITVITY 4. WHEEL OF KNOWLEDGE
Directions: The words in the wheel are all related to the concept “Exponential Function”.
Write briefly your understanding of each term in the specified section.

Reflection

Answer briefly the question below.

Which part of the lesson did you find the most interesting? Why?

References

Department of Education, Bureau of Learning Resources(2016).General Mathematics

Learner’s Manual (First Edition)
Sharon L. Senk, et.al (2002).Functions, Statistics, and Trigonometry(Reprinted).Scott
Foresman Addison Wesley
Oronce, Orlando A.,et.al.(2001).Interactive Mathematics IV. Rex Book Store,Inc.

154
 155
Anislag National High School
Teacher III
NORLITO M. MAGALONA
Prepared by:
Activity 3
A. y= -4x B. y = 3x+2 - 3
Activity 4 Domain { 𝑥 |𝑥𝜖ℝ } { 𝑥 |𝑥𝜖ℝ }
Answers may vary. Range { 𝑦|𝑦𝜖ℝ, 𝑦 < 0 } { 𝑦|𝑦𝜖ℝ, 𝑦 < −3 }
Intercepts x-intercept: none x-intercept: -1
y-intercept : -1 y-intercept : 6
Zeroes none -1
Asymptote y=0 y= -3
Activity 2 Activity 1
1. POP
Domain Range Intercepts Zeroes Asymptote 2. FLOP
3. FLOP
1. { 𝒚|𝒚𝝐ℝ, 𝒚 > 𝟎 } x-intercept: none none y=0 4. POP
y-intercept : 1 5. FLOP
6. FLOP
2. { 𝒙|𝒙𝝐ℝ } { 𝒚|𝒚𝝐ℝ, 𝒚 < 𝟎 } x-intercept: none none 7. POP
y-intercept : -1 8. FLOP
9. FLOP
3. { 𝒙|𝒙𝝐ℝ } { 𝒚|𝒚𝝐ℝ, 𝒚 > 𝟎 } y=0 10. POP
4. { 𝒙|𝒙𝝐ℝ } x-intercept: none none y=0 Answer Key
y-intercept : 1
5. { 𝒙|𝒙𝝐ℝ } { 𝒚|𝒚𝝐ℝ, 𝒚 > −𝟐 } x-intercept: 2 y = -2
y-intercept : - 5/2
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1-Week 7: Learning Activity Sheet 1.1

Solving Problems Involving Exponential Functions, Equations,
and Inequalities

Background Information for Learners

Hello, dear young Mathematician!

You are now on the 7th week of Quarter 1. In the previous lesson, you
have learned how to distinguish exponential function, equation, and inequality.
You also learned how to represents function through its table of values, graph,
and equation. Similarly, you learned how to determine the domain, range,
intercepts, zeroes, and asymptotes of an exponential function.
This week, you will learn how to solve problems involving
exponential functions, equations, and inequalities.
Now, it’s time for you to explore and learn. Good luck!

❖ Solving Exponential Equations

One-to-One Property of Exponential Functions

If 𝑥1 ≠ 𝑥2 , then 𝑏 𝑥1 ≠ 𝑏 𝑥2 . Conversely, if 𝑏 𝑥1 = 𝑏 𝑥2 , then 𝑥1 = 𝑥2 .

Student Tip: One strategy to solve exponential equations is to write both sides of the
equation as powers of the same base.

Example 1: Solve for the value of x in 3𝑥+2 = 81

Solution:
Express 81 as 34 , in order, for both sides of the equation to :
3𝑥+2 = 34
have the same bases.
One-to-one Property of Exponential Functions that if 𝑏 𝑥1 = 𝑏 𝑥2 , :
𝑥+2 =4
then 𝑥1 = 𝑥2 .
Use the Addition Property of Equality to solve for the value of x. : 𝑥+2−2 =4−2
Combine like terms. : 𝑥=2

156
Example 2: Solve for the value of x in 125𝑥−1 = 25𝑥+3
Solution:

Express 81 as 34 , in order for both sides of the equation

: (53 )𝑥−1 = (52 )𝑥+3
to have the same bases. 53(𝑥−1) = 52(𝑥+3)

One-to-one Property of Exponential Functions that if

: 3(𝑥 − 1) = 2(𝑥 + 3)
𝑏 𝑥1 = 𝑏 𝑥2 , then 𝑥1 = 𝑥2 .

Use the Distributive Property of Equality to solve for the

: 3𝑥 − 3 = 2𝑥 + 6
value of x.

3𝑥 − 2𝑥 = 6 + 3
Combine like terms. :
𝑥=9

❖ Solving Exponential Inequalities

Property of Exponential Inequalities

• If 𝑏 > 1 and 𝑥1 > 𝑥2, then the exponential function 𝑦 = 𝑏 𝑥 is increasing for all
x. This means that 𝑏 𝑥1 < 𝑏 𝑥2 if and only if 𝑥1 < 𝑥2 .
*The direction of the inequality is retained.
• If 0 < 𝑏 < 1, then the exponential function 𝑦 = 𝑏 𝑥 is decreasing for all x. This
means that 𝑏 𝑥1 > 𝑏 𝑥2 if and only if 𝑥1 < 𝑥2 .
*The direction of the inequality is reversed.

Rules for Solving Inequalities

• If the same real number is added to or subtracted from both sides of an
inequality, the sense of the inequality is not changed.
• If both sides of an inequality are multiplied by or divided by the same positive
real number, the sense of the inequality is not changed.
• If both sides of an inequality are multiplied by or divided by the same negative
real number, the sense of the inequality is changed.

Student Tip: You should be careful in solving exponential inequalities such as 𝑏 𝑚 >
𝑏 𝑛 . The resulting direction of the inequality (𝑚 < 𝑛 𝑜𝑟 𝑚 > 𝑛) is based on whether the base
b is greater than or less than 1.

157
Example 1: Solve for the values of x in 4𝑥 > 64𝑥+8
Solution:
Express 64 as 43 , in order for both sides of the :
inequality to have the same bases. 4𝑥 > (4)3(𝑥+8)

Since the base is 4 > 1, the direction of the :

inequality is retained. 𝑥 > 3𝑥 + 24

Use the Addition Property of Equality in order :

to solve for the value of x. 𝑥 − 𝑥 − 24 > 3𝑥 + 24 − 𝑥 − 24

Combine like terms. : −24 > 2𝑥

Use the Multiplication Property of Equality by
𝑥 < −12
multiplying both sides of the equation by ½.

Hence, the solution to the exponential inequality 4𝑥 > 64𝑥+8 is the set of all real
numbers less than -12. In symbols, 𝑥 < −12 or (− ∞, −12).

1 3𝑥+7 1 𝑥−4
Example 2: Solve for the values of x in ( ) ≤( )
5 625

Solution:
1 1 4 :
Express 625 as (5) , in order for both
1 3𝑥+7 1 4(𝑥−4)
sides of the inequality to have the ( ) ≤( )
5 5
same bases.
1
Since the base is < 1, the direction :
5 3𝑥 + 7 ≥ 4𝑥 − 16
of the inequality is reversed.
Use the Addition Property of Equality : 3𝑥 + 7 − 3𝑥 + 16 ≥ 4𝑥 − 16 − 3𝑥 + 16
in order to solve for the value of x.
Combine like terms. : 𝟐𝟑 ≥ 𝒙 𝒐𝒓 𝒙 ≤ 𝟐𝟑

1 3𝑥+7 1 𝑥−4
Hence, the solution to the exponential inequality (5) ≤ (625) is the set of all

real numbers less than or equal to 23. In symbols, that is, 𝑥 ≤ 23 or (− ∞, 23].

Learning Competency

Solve problems involving exponential functions, equations, and inequalities.

LC Code: M11GM-Ig-2

158
 Activities

DIRECTIONS: Read and understand the directions in each activity. If you have any
question, feel free to message your teacher for clarification/assistance.

ACTIVITY 1: FIND THE MISSING X!

Solve for the values of x for each of the following exponential equations and
inequalities. Show your solutions.

1. 6𝑥+2 = 362𝑥−3
2. 5𝑥−1 = 625
3. 54𝑥 ≥ 253𝑥+2
4. 27𝑥+4 = 32𝑥−1
1 𝑥+5 1 3𝑥
5. ( ) ≥( )
16 64

ACTIVITY 2: CRACK THE CODE!

Situation: Bob changed the security password of his phone. However, after a
few hours, he encountered a problem in unlocking his phone. Help him remember his
phone’s password by solving the problems below.

1 2 3 4
3𝑥 𝑥+2 𝑥+3
4 < 32 5 ≥ 25 7 4𝑥−12
= 343 5𝑥−3 16𝑥+2 = 43𝑥

5 6 7 8
34𝑥+1 ≤ 729 3 𝑥+7 27 𝑥−1 1 𝑥−4 1 162𝑥−3 = 4𝑥+2
( ) ≤( ) ( ) ≥( )
5 125 10 10

Code
3 8
Answer 𝑥>2 𝑥=4 𝑥=− 𝑥≤5 𝑥=
11 3

159
 Rubrics for Scoring

(For Activity 1 only)

Criteria 1 2 3 4
STEPS None of the Few steps were Most steps were Every step was
steps were completed correct completed completed
completed /no thoroughly with thoroughly with thoroughly with
work shown work shown work shown work solution
ACCURACY Little to none Some of the Most of the All of the
of the answers answers are answers are answers are
are correct correct correct correct
NEATNESS Solution is Solution is in Solution is in an Solution is in an
disorderly with packet with orderly packet and orderly packet
many smudges several smudges is neat with a few and is incredibly
or tears or tears smudges or tears neat with no
smudges or tears

Reflection

1. What are your learnings from the activities?

___________________________________________________________________________
___________________________________________________________________________

2. What part of the lesson did you like the most?

___________________________________________________________________________
___________________________________________________________________________

3. What challenges did you encounter from the activities?

___________________________________________________________________________
___________________________________________________________________________

References

General Mathematics Learner's Material First Edition (2016); Department of Education. (n.d.).

Oronce, O. A. (2016). General Mathematics. Rex Book Store.

160
 161
Malabog National High School
Special Science Teacher 1
MARY FRANCIA S. RICO
Prepared by:
Activity 1: FIND THE MISSING X! Activity 2: CRACK THE CODE!
8 5
1. 𝑥 = 3 1. 𝑥 > 2 5. 𝑥 ≤
4
2. 𝑥 = 5 2. 𝑥 ≤ −1
6. 𝑥 ≤ 5
3. 𝑥 ≥ −3 3
3. 𝑥 = − 11 7. 𝑥 ≤ 6
4. 𝑥 = −13
10
5. 𝑥 ≥ 4. 𝑥 = 4 8
7 8. 𝑥 =
3
Code 1 4 3 6 8
Answer 𝑥>2 𝑥=4 3 𝑥≤5 8
𝑥=− 𝑥=
11 3
ANSWER KEY
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 – Week 1: Learning Activity Sheet 1.2

Solving Problems Involving Exponential Functions, Equations,
and Inequalities

Background Information for Learners

The best thing about exponential functions is that they are very useful in real life
situations. The most common applications are population growth, exponential decay, and
compound interest. For you to be able to solve problems involving exponential functions, you
must familiarize yourself with its different applications.

1. General Form of Population Growth Model:

𝑷 = 𝑷𝟎 𝒆𝒌𝒕

where,

P - represents the population after a certain amount of time

P0 -represents the initial population or the population at the beginning
k - represents the growth (or decay) rate
t - represents the amount of time
Remember that 𝑒 is not a variable, it has a numeric value. You do not replace
it with information given to us in the problem.

2. Exponential Decay
Solving an exponential decay problem is very similar to working with population
growth. In fact, certain populations may decrease instead of increase. You could still
use the general formula you used for growth. But in the case of decrease or decay, the
value of k will be negative. Thus,

𝑷 = 𝑷𝟎 𝒆𝒌𝒕

162
 3. Compound Interest
The formula for interest that is compounded is

where,

A represents the amount of money after a certain amount of time

P represents the principle or the amount of money you start with
r represents the interest rate and is always expressed as a decimal
n is the number of times interest is compounded in one year
t represents the amount of time in years

Note: if interest is compounded annually then n = 1

if interest is compounded quarterly then n = 4
if interest is compounded monthly then n = 12

Example 1: Population Growth

The population of a city is P = 250,342e0.012t where t = 0 represents the population in
the year 2020.
a. Find the population of the city in the year 2030.
To find the population in the year 2030, you need to let t = 10 in your given
equation.
P = 250,342e0.012(10) = 250,342e0.12 = 282,259.82
Since you are dealing with the population of a city, you normally round it to a
whole number, in this case 282,260 people.

b. Find when the population will be 320,000.

Remember that P in the equation represents the population value, which you are
given to be 320,000. Only that you do not know the time value of t. The equation you
need to solve it is
320,000 = 250,342e0.012(t)

163
 So. it will take between 20 to 21 years for the population to reach 320,000. This
means between the years 2040 to 2041 the population will be 320,000.

Example 2: Exponential Decay

The number of milligrams of a drug in a person’s system after t hours is given by
the function D = 20e-0.4t.
a. Find the amount of the drug after 2 hours.
To solve the problem, let t = 2, then substitute it in the original equation.
D = 20e-0.4(2) = 20e-0.8 = 8.987
After 2 hours, 8.987 milligrams of the drug are left in the system.
b. When will the amount of the drug be 0.1 milligram (or almost completely gone
from the system)?
Let D = 0.1 and solve the equation 0.1 = 20e-0.4t

After approximately 13 hours and 15 minutes, the amount of the drug will be
almost gone with only 0.1 milligrams remaining in the body.

Example 3: Compound Interest

Suppose your parents invest Php.50 000 in a savings account for college at the time
you are born. The average interest rate is 4% and is compounded quarterly. How much money
will be in the college account when you are 18 years old?

You will use our formula and let P = 50 000, r = 0.04, n = 4 and t = 18.
4(18)
0.04
𝐴 = 50000 (1 + ( )) = 𝑃𝐻𝑃. 102 354.97
4

164
 Learning Competency

Solves problems involving exponential functions, equations, and inequalities -

M11GM-lg-2

Activities

Activity 1: Complete the exponential equation that represents the following situations.

1. The population of a town is estimated to increase by 15% per year. The population
today is 20,000. What will be the population of the town in 20 years?
𝑃 = __________𝑒 _____(20)

2. In 1990, a rural area had 1200 bird species. If species of birds are becoming extinct at
the rate of 1.5% per decade (10 years). how many bird species will there be left in the
year 2025?
𝑃 = __________𝑒 −0.015(______)

3. Peter invests Php. 120 000 in an account that pays 7.25% compounded annually. What
is the total amount in the account after 12 years?

1(12)
_____
𝐴 = 12 000 (1 + ( ))
___

Activity 2:
Direction: Using the following situations and mathematical representations you have
formulated in activity 1, completely solve the given problems.

Your Solution and Answer for Item 1

165
 Your Solution and Answer for Item 1

Your Solution and Answer for Item 1

Rubrics for Scoring

3 points–the solution is correct and arrived at the correct answer.

2 points–there is a little error in the solution and arrived at the correct answer.
1 point–the answer is incorrect but there is no solution shown.

: Reflection

Select from the given emojis to rate your feeling towards solving problems involving oblique
triangles. Put a check on the line before your chosen emoji/s.

166
 References

https://www.ck12.org/algebra/applications-of-exponential-functions/lesson/Applications-of-
Exponential-Functions-BSC-ALG/
https://tutorial.math.lamar.edu/classes/alg/ExpLogApplications.aspx
https://www.youtube.com/watch?v=8F1clQJSnYc
General Mathematics TG pages 88-96
General Mathematics LM Pages 77-83

Prepared by

Albert S. Corbilla
Writer
San Agustin Integrated School

167
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 - Week 8: Learning Activity Sheet 1

Representing Real-Life Situations Using Logarithmic Functions

Background Information for Learners

Hello, dear young mathematician! You are now on week 7 of

Quarter 1. In the previous weeks, you were able to represent real-life
situations using functions including piecewise functions, rational
functions, and exponential functions. Also, you were able to apply
your knowledge about these functions in solving real-life problems.
This week, you will learn another type of function which is the
Logarithmic Function. It is time for you to represent real-life
situations using logarithmic functions. Good luck young
mathematician!

Logarithmic Function

Definition:
Let a, b, and c be positive real numbers such that b ≠ 1. The logarithm of a with base b is
denoted by 𝑙𝑜𝑔𝑏 𝑎 and is defined as
c = 𝑙𝑜𝑔𝑏 𝑎 if and only if a = 𝑏 𝑥 .

Reminders.
1. In both the logarithmic and exponential forms, b is the base. In the exponential form, c
is an exponent; this implies that the logarithm is actually an exponent. Hence,
logarithmic and exponential functions are inverses.
2. In the logarithmic form 𝑙𝑜𝑔𝑏 𝑥, x cannot be negative.
3. The value of 𝑙𝑜𝑔𝑏 𝑎 can be negative.

168
Terms to Ponder:

Definition:
1) Common logarithms are logarithms with base 10; log x is a short notation for 𝑙𝑜𝑔𝑏 𝑥.
2) Natural logarithms are logarithms to the base e (e is approximately 2.71828), and
are denoted by “ln”. In other words, ln x is another way of writing 𝑙𝑜𝑔𝑒 𝑥

Rewriting Exponential Equations in Logarithmic Form

Example 1. Rewrite the following exponential equations in logarithmic form, whenever

possible.
a. 53 = 125 Answer: 𝑙𝑜𝑔5 125 = 3
1 1
b. 7−2 = Answer: 𝑙𝑜𝑔7 ( ) = –2
49 49

c. 103 = 1000 Answer: 𝑙𝑜𝑔10 1000 = 3 or log 1000 = 3

2 2 4 4
d. ( ) = Answer: 𝑙𝑜𝑔2 ( ) = 2
3 9 3 9

e. (0.01)−4 = 10000 Answer: 𝑙𝑜𝑔0.01 10000 = -4

f. 60 = 1 Answer: 𝑙𝑜𝑔6 1 = 0
g. 7𝑥 = 21 Answer: 𝑙𝑜𝑔7 21 = x
h. 𝑒 2 = x Answer: 𝑙𝑜𝑔𝑒 x = 2
i. (−2)2 = 4 Answer: cannot be written in logarithmic form

Rewriting Logarithmic Equations in Exponential Form

Example 2. Rewrite the following logarithmic equations in exponential form, whenever

possible.
a. log m = n Answer: 10𝑛 = m
b. 𝑙𝑜𝑔3 81 = 4 Answer: 34 = 81
2
c. 𝑙𝑜𝑔√5 5 = 2 Answer: (√5) = 5
64 3 −3 64
d. 𝑙𝑜𝑔3 ( ) = –3 Answer: ( ) =
4 27 4 27
1
e. 𝑙𝑜𝑔4 2 = ½ Answer: 42 = 2
f. l𝑜𝑔10 0.001 = –3 Answer: 10−3 = 0.001
g. ln 8 = a Answer: 𝑒𝑎 = 8

169
Finding the value of a logarithmic expression
Example 3. Find the value of the following logarithmic expressions.
a. 𝑙𝑜𝑔2 32
Solution: Let 𝑙𝑜𝑔2 32 = x
2𝑥 = 32 Rewrite in exponential form
2𝑥 = 25
x=5
b. 𝑙𝑜𝑔10 0.001
Solution: Let 𝑙𝑜𝑔10 0.001 = x
10𝑥 = 0.001 Rewrite in exponential form
10𝑥 = 10−4
x = -4
c. 𝑙𝑜𝑔1 16
2

Solution: Let 𝑙𝑜𝑔𝟏 16 = x

𝟐

1 𝑥
( ) = 16 Rewrite in exponential form
2

1 𝑥 1 −4
( ) =( )
2 2

x = -4

Applications of Logarithmic Functions in Real-life

Some of the most common applications of logarithms in real-life are the Richter scale,
sound intensity, and pH level.
In 1935, Charles Richter proposed a logarithmic scale to measure the intensity of an
earthquake. He defined the magnitude of an earthquake as a function of its amplitude on a
standard seismograph. The following formula produces the same results, but is based on the
energy released by an earthquake (Barnett, R. A., Ziegler, M. R., Byleen, K. E., & Sobecki, D.
(2008).

170
 The formula indicates that the magnitude of an earthquake is based on the logarithm
of the ratio between the energy it releases, and the energy released by the reference
earthquake.
Example 4. Suppose that an earthquake released approximately 1012 joules of energy.
a) What is its magnitude on a Richter scale?
b) How much more energy does this earthquake release than the reference
earthquake?

Example 5. The decibel level of sound in a quiet office is 10−6 watts/𝑚2 .

a) What is the corresponding sound intensity in decibels?
b) How much more intense is this sound than the least audible sound a
human can hear?
Solution.
a) Since by definition, log 106 is the exponent by which 10
must be raised to obtain 106 , then log 106 = 6.
Thus, D = 10(6) = 60 decibels.

10−6
b) This sound is = 106 = 1,000,000 times more intense than the least audible
10−12

sound a human can hear.

Learning Competency

Represents real-life situations using logarithmic functions. M11GM-lh-1

171
 Activities

Activity 1. Rewrite Me!

A. Rewrite the following exponential equations in logarithmic form whenever
possible.
1
1) 16 = 24 2) 9 = √81 3) = 3−1
9

B. Rewrite the following logarithmic equations in exponential form.

1
1) 𝑙𝑜𝑔3 9 = 2 2) 𝑙𝑜𝑔16 4 = 3) ln x = 1
2

Activity 2. Find My Value!

Find the value of the following logarithmic expressions:
1
1) 𝑙𝑜𝑔3 81 2) 𝑙𝑜𝑔169 13 3) 𝑙𝑜𝑔5
5

Activity 3. Represent Me!

1. Suppose the intensity of sound of a jet during takeoff is 100 watts/m2.
a) Use logarithmic function to represent the corresponding sound intensity in
decibels.
b) How much more intense is this sound than the least audible sound a human
can hear?
2. Represent the magnitude in the Richter scale of an earthquake that released 10 14
joules of energy as a logarithmic function. How much more energy does this
earthquake release than that of the reference earthquake?

Rubrics for Scoring

Points Description

4 The solution was neat and complete– no mathematical errors including

symbols and notations. The learner arrived at the correct answer
3 The solution was neat but lack some parts. The learner arrived at the
correct answer.
2 The solution is incorrect but arrived at the correct/incorrect answer.

1 Partially started showing the solution but did not finish it.

172
 Reflection

1. What are your learnings from the activities?

___________________________________________________________________
___________________________________________________________________

2. What did you like most from this lesson?

___________________________________________________________________
___________________________________________________________________

3. What is the most challenging from the activities?

___________________________________________________________________

References

https://www.sd308.org/cms/lib/IL01906463/Centricity/Domain/1540/7.4%20practice%20ws%
20answer s.pdf
https://math.colorado.edu/math1300/resources/Exercises_LogarithmicFunction.pdf
General Mathematics TG page 128
General Mathematics LM Pages 99-102
Barnett, R. A., Ziegler, M. R., Byleen, K. E., & Sobecki, D. (2008). Precalculus. New York:
McGraw-Hill.

173
 174
Key to Correction:
Activity 1. Rewrite Me!
1 1
A. 1) 𝑙𝑜𝑔2 16 = 4 2) 𝑙𝑜𝑔81 9 = 3) 𝑙𝑜𝑔3 = −2
2 9
1
B. 1) 32 = 9 2) 162 = 4 3) 𝑒 1 = 𝑥
Activity 2. Find My Value!
1) 4 2) 2 3) -1
Activity 3. Represent Me!
100 102
1) a) D = 10𝑙𝑜𝑔 = 10𝑙𝑜𝑔 = 10𝑙𝑜𝑔1014
10−12 10−12
b) (10)(14) = 140 decibels
2 1014 2
2) Magnitude R = 𝑙𝑜𝑔 = 𝑙𝑜𝑔109.6
3 104.4 3
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 – Week 8: Learning Activity Sheet 2

Distinguishing Among Logarithmic Function, Logarithmic Equation,
and Logarithmic Inequality

Background Information for Learners

The definitions of exponential equations, inequalities and functions are shown below.

Logarithmic Logarithmic Logarithmic

Equation Inequality Function

Definition An equation An inequality Function of the form

involving logarithms. involving logarithms. 𝑓(𝑥) = 𝑙𝑜𝑔𝑏 𝑥 ,
(𝑏 > 0, 𝑏 ≠ 1).

Example 𝑙𝑜𝑔𝑥 2 = 4 𝑙𝑛 𝑥 2 > (𝑙𝑛 𝑥)2 𝑔(𝑥) = 𝑙𝑜𝑔3 𝑥

• A logarithmic equation or inequality can be solved for all x values that satisfy
the equation or inequality.

• A logarithmic function expresses a relation between 2 variables (such as x

and y) and can be represented by table of values or a graph.

Learning Competency

Distinguish among logarithmic function, logarithmic equation, and logarithmic

inequality. M11GM-lh-2

175
 Activities

Activity 1
Directions. Write your answer on the table where each of the equations, functions, or
inequalities belong.

𝑙𝑜𝑔9 (3 − 𝑥) = 𝑙𝑜𝑔9 (5𝑥 – 15) 𝒍𝒐𝒈𝟕 (𝟓 − 𝒙) = 𝒍𝒐𝒈𝟕 (𝟓)

𝑙𝑜𝑔3 (7 − 𝑥) ≤ 𝑙𝑜𝑔3 (𝑥 + 19) 𝒍𝒐𝒈𝟗 (𝟑𝒙 − 𝟑) < 𝟏. 𝟓 𝑥 − 4 = 𝑙𝑜𝑔3 243

𝒇(𝒙) = − 𝒍𝒏 (𝟏 − 𝟐𝒙) + 𝟏 𝑓(𝑥) = −2 𝑙𝑜𝑔 2 (𝑥 − 1) + 2

𝑓(𝑥) = 3 𝑙𝑜𝑔3 (𝑥 + 3) + 1 𝑙𝑜𝑔5 (−3𝑥) < 1 𝒍𝒐𝒈𝒙 (𝟓𝒙) = 𝟐

Logarithmic Equation Logarithmic Inequality Logarithmic Function

Activity 2
Directions. Determine whether the given equation is a logarithmic function, logarithmic
equation, logarithmic inequality or none of them.
1. log x + log(x − 3) = 1
2. f(x) = log x
3. log5 (3x) < log5 (2x - 1)
4. log10 (x - 3) < 2
5. log3 (x + 25) − log3 (x − 1) = 3
6. log(3x − 2) = 2
7. log3 (− x) > log3 (x + 2)
8. f(x) = −2 log3 (3 − x)
9. f(x) = ln(2x + 4)
10. log4 (4x - 20) = 5

176
 Reflection

References

https://www.sd308.org/cms/lib/IL01906463/Centricity/Domain/1540/7.4%20practice%20ws%
20answers.pdf
https://math.colorado.edu/math1300/resources/Exercises_LogarithmicFunction.pdf
General Mathematics TG page 128
General Mathematics LM Page 103

Prepared by
Albert S. Corbilla
Writer
San Agustin Integrated School

177
 178
Activity 1.
Logarithmic Logarithmic Logarithmic
Equation Inequality Function
log9 (3 - x) = log9 log3 (7 - x) ≤ log3 f(x) = − ln(1 −
(5x – 15) (x + 19) 2x) + 1
log7 (5 - x) = log7 log9 (3x - 3) < f(x) = −2 log 2(x
(5) 1.5 − 1) + 2
x - 4 = log3 243 log5 (-3x) < 1 f(x) = 3 log3 (x +
3) + 1
logx (5x) = 2
Activity 2.
1 Logarithmic equation
2 Logarithmic function
3 Logarithmic inequality
4 Logarithmic inequality
5 Logarithmic equation
6 Logarithmic equation
7 Logarithmic inequality
8 Logarithmic function
9 Logarithmic function
10 Logarithmic equation
Answer key:
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter1 - Week 8: Learning Activity Sheet 3

Solving Logarithmic Equations and Inequalities

Background Information for Learners

Hello, dear young mathematician! In the previous

learning activity sheets, you were able to represent real-life
situations using logarithmic functions. You learned how to
rewrite an exponential function to logarithmic form and a
logarithmic function to exponential form. You also learned how
to distinguish logarithmic functions from logarithmic equations
and inequalities
This time, you are now ready to apply your previous
knowledge in solving logarithmic equations and inequalities.
Go over the discussions in this learning activity sheet before
working on the activities. Good Luck!

Property of Logarithmic Equations

Techniques. Some strategies for solving logarithmic equations:

1. Rewriting to exponential form
2. Using logarithmic properties
3. Applying the one-to-one property of logarithmic functions
4. The Zero Factor Property: If ab = 0, then a = 0 or b = 0.

179
Solving Logarithmic Equations

Example 1. Find the value of x in the following equations.

a. 𝑙𝑜𝑔4 (2x) = 𝑙𝑜𝑔4 10

Solution:
𝑙𝑜𝑔4 (2x) = 𝑙𝑜𝑔4 10
2x = 10 (one-to-one property)
x=5
Check: 5 is a solution since 𝑙𝑜𝑔4 (2·5) = 𝑙𝑜𝑔4 (10) is defined.

b. 𝑙𝑜𝑔3 (2x – 1) = 2
Solution.
𝑙𝑜𝑔3 (2x – 1) = 2
2x – 1 = 32 changing into exponential form)
2x – 1 = 9
2x = 10
x=5
Check: 5 is a solution since 𝑙𝑜𝑔3 [2(5) – 1] = 𝑙𝑜𝑔3 (9) is defined.

c. 𝑙𝑜𝑔𝑥 16 = 2
Solution.
𝑙𝑜𝑔𝑥 16 = 2
x2 = 16 (changing into exponential form)
x2 – 16 = 0
(x + 4)(x – 4) = 0 (factorization using a2 – b2 = (a + b)(a – b))
x = –4, 4
Check: 4 is a solution since 𝑙𝑜𝑔4 (16) is defined. However, –4 is not a
solution since 𝑙𝑜𝑔−4 (16) is not defined (the base cannot be negative).

Property of Logarithmic Equations

If 𝑜 < 𝑏 < 1, then 𝑥1 < 𝑥2 if and only if 𝑙𝑜𝑔𝑏 𝑥1 > 𝑙𝑜𝑔𝑏 𝑥2

If 𝑏 > 1, then 𝑥1 < 𝑥2 if and only if 𝑙𝑜𝑔𝑏 𝑥1 < 𝑙𝑜𝑔𝑏 𝑥2

180
Solving Logarithmic Inequalities
Example 3. Solve the following logarithmic inequalities.
a. 𝑙𝑜𝑔3 (2x – 1) > 𝑙𝑜𝑔3 (x + 2)
Solution.
Step 1: Ensure that the logarithms are defined.
Then 2x – 1 > 0 and x + 2 > 0 must be satisfied.
1
2x – 1 > 0 implies x > and x + 2 > 0 implies x > –2.
2
1 1
To make both logarithms defined, then x > . (If x > ,
2 2

then x is surely greater than –2.)

Step 2: Ensure that the inequality is satisfied.
The base 3 is greater than 1.
Thus, since 𝑙𝑜𝑔3 (2x – 1) > 𝑙𝑜𝑔3 (x + 2), then:
2x – 1 > x + 2
x > 3 (subtract x from both sides; add 1 to both sides )
x>3
Hence, the solution is (3, +∞).
b. –2 < log 𝑥 < 2
Solution.
Step 1: Ensure that the logarithms are defined.
This means that x > 0.
Step 2: Ensure that the inequality is satisfied.
Rewrite –2 and 2 as logarithms to the base 10, which are
log10−2 and log102, respectively, obtaining the inequality:
log10-2 < log x < log102.
You split the compound inequality into two simple inequalities:
log10-2 < log x and log x < log102
Since the base 10 is greater than 1, simplify both inequalities as
10-2 < x and x < 102
1
Thus obtaining < x < 100, which automatically satisfies the
100

condition in Step 1.
1
Hence, the solution is ( , 100).
100

Learning Competency

Solves logarithmic equations and inequalities. M11GM-li-1

181
 Activities

Activity 1. My X-Value!
Find the value/s of x in the following equations.
1. log 15x = log 30
2. log(3x – 2) = 2
3. 𝑙𝑜𝑔𝑥 121 = 2

Activity 2. Oh, My Log!

Solve the following logarithmic inequalities.
1. 𝑙𝑜𝑔8 (3𝑥 − 5) < 2
2. 𝑙𝑜𝑔4 (𝑥 + 1) < 𝑙𝑜𝑔4 2x

Rubrics for Scoring

CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT

Solution to the given Solution indicates a Solution is present but

Solution to the given problem indicates minimal understanding demonstrates lack of
problem clearly some procedures that of procedure understanding
indicates procedures are understood
Solution
that are understood at
an advanced
level

Reflection

1. What are your learnings from the activities?

___________________________________________________________________________
___________________________________________________________________________

2. What did you like most from this lesson?

___________________________________________________________________________
___________________________________________________________________________

3. What is the most challenging from the activities?

___________________________________________________________________________
___________________________________________________________________________

182
 183
Key to Correction:
Activity 1. My X-Value!
1. log 15x = log 30 2. log(3x-2) = 2 3. 𝑙𝑜𝑔𝑥 121 = 2
15x = 30 102 = 3x – 2 x2 = 121
x=2 3x – 2 = 100 x2 -121 = 0
102
x= (x + 11)(x - 11) = 0
3
x = -11, 11
Since 𝑙𝑜𝑔−11 121 is not
defined, hence, x = 11
is the only solution.
Activity 2. Oh, My Log!
Solution:
1. 𝑙𝑜𝑔8 (3𝑥 − 5) < 2
5
Ensuring that the logarithms are defined, this means 3x – 5 > 0 or x > .
3
𝑙𝑜𝑔8 (3𝑥 − 5) < 2
𝑙𝑜𝑔8 (3𝑥 − 5) < 2 𝑙𝑜𝑔8 8
𝑙𝑜𝑔8 (3𝑥 − 5) < 𝑙𝑜𝑔8 82
𝑙𝑜𝑔8 (3𝑥 − 5) < 𝑙𝑜𝑔8 64
(3𝑥 − 5) < 64
3x < 69
x < 23
5 5
< x < 23 (note that x > from the first condition)
3 3
5
Therefore, the solution is ( , 23).
3
2. 𝑙𝑜𝑔4 (𝑥 + 1) < 𝑙𝑜𝑔4 2x
Solution.
Ensuring that the logarithms are defined, this means x + 1 > 0 and 2x > 0, which
implies, x > –1 and x > 0, or just simply x > –1.
𝑙𝑜𝑔4 (𝑥 + 1) < 𝑙𝑜𝑔4 2x
x + 1 < 2x
x – 2x < –1
–x < –1
x>1. Therefore, the solution is (1, +∞).
Barnett, R. A., Ziegler, M. R., Byleen, K. E., & Sobecki, D. (2008). Precalculus. New York: McGraw-Hill.
General Mathematics LM Pages 99-102
General Mathematics TG page 128
wer s.pdf https://math.colorado.edu/math1300/resources/Exercises_LogarithmicFunction.pdf
https://www.sd308.org/cms/lib/IL01906463/Centricity/Domain/1540/7.4%20practice%20ws%20ans
References
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1-Week 9: Learning Activity Sheet 1

Representing a Logarithmic Function through Its Table of Values, Graph,
and Equation, and Finding the Domain, Range, Intercepts, Zeroes, and
Asymptotes of a Logarithmic Function

Welcome back, dear young mathematician! You are now on the 9th week of

Quarter 1. In the previous week, you were able to solve logarithmic equations and

inequalities.

This week, you will be exploring Logarithmic Functions.

After representing a logarithmic function through its table of values,

its graph and equation will follow. Finding its domain and range is

another task related to its graph and table of values.

Now, it’s time for you to explore and learn. Good luck!

mathematician!

Background Information for Learners

A logarithmic function in the form of 𝑓(𝑥) = log 𝑏 𝑥 can be represented using its table of
values, graph, or equation.

Example 1. In a psychology experiment, volunteers were asked to memorize a list of words. After
24 hours, on average, the subject had forgotten 20% of the words. The more lists memorized, the
larger the unrecalled words.

Number of lists, n 1 4 8 12 16 20
Percent forgotten, F 20 40 55 66 74 80

184
a. Plot the data. What sort of function
seems to fit the data points?

b. Psychologists often describe rates

of forgetting by logarithmic
functions. Graph the function
𝑓 (𝑛) = 16.6 + 46.3 log 𝑛
on the same graph with your data.

c. Does this behavior accurately

reflect the situation being
modeled?

Table of values and Graphs of Logarithmic Functions

Table of values of a logarithmic function can be illustrated by interchanging the rows of table
of values of its equivalent exponential function.

Example 2. We can obtain a table of values for 𝑔(𝑥) = log 2 𝑥 by making a table of 𝑓(𝑥) = 2𝑥 and
then interchanging the rows. Remember y = log 𝑏 𝑥, if and only if 𝑥 = 𝑏 𝑦

𝑥 -2 -1 0 1 2
𝑥 1 1
𝑓 (𝑥 ) = 2 1 2 4
4 2

𝑥 1 1 1 2 4
4 2

𝑔(𝑥 ) = log 2 𝑥 -2 -1 0 1 2

185
PROPERTIES OF LOGARITHMIC FUNCTIONS: Given 𝒚 = 𝐥𝐨𝐠𝒃 𝒙
1. The domain is the set of all positive numbers, or {x | x > 0}.
2. The range is the set of all real numbers.
3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The x-intercept is 1. There is no y-intercept. (Set 𝑦 = 0 to find x-intercept)
5. The vertical asymptote is the line x = 0 (or the y-axis). There is no horizontal asymptote.
(Vertical asymptote is x-intercept minus 1.)

Example 3. Sketch the graphs of y = 2log2x. Determine the domain, range, vertical asymptote,
x-intercept, and zero.

The graph of y = 2log2 x can be obtained from the graph of y = log2 x by multiplying each y-
coordinate by 2, as the following table of signs shows.

Analysis:
a. Domain: {{𝑥|𝑥 ∈ ℝ, 𝑥 > 0}}
b. Range: {𝑦|𝑦 ∈ ℝ}
c. Vertical Asymptote: 𝑥 = 0
d. 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: 1

Learning Competencies

• Represents a logarithmic function through its table of values, graph, and equation.
M11GM-Ih-i-1
• Finds the domain and range of a logarithmic function. M11GM-Ii-3
• Determines the intercepts, zeroes, and asymptotes of logarithmic functions. M11GM-Ii-4

186
 Activities

Activity 1 – MATCH ME

Directions: Match the table that represents its function.

FUNCTION TABLE
𝑥 1 1 10 100 1000
1. 𝑓(𝑥) = log10 𝑥 10
Log function -1 0 1 2 3

𝑥 1 3 9 27 81
2. 𝑔(𝑥) = log2 𝑥 Log function 0 1 2 3 4

𝑥 3 6 12 19 24
3. ℎ(𝑥) = log1/2 𝑥
Log function 0 3/10 3/5 4/5 9/10

𝑥 4 2 1 1 1
4. v(x) = log3 𝑥 2 4
Log function -2 -1 0 1 2
𝑥
5. 𝑘(𝑥) = log 𝑥 1 2 4 8 16
3
Log function 0 1 2 3 4

Directions: Represent each logarithmic function by pole fishing its table of values, graph and
equation.

Activity 2 – REPRESENT LOGARITHMIC FUNCTION: POLE FISH TABLE OF VALUES, GRAPH, AND
EQUATION.
1. 2. 3. 4. 5.
𝑓(𝑥) = 2.63 + 1.03 log 𝑥 𝑓(𝑥) = log 5 𝑥 𝑓(𝑥) = log 3 𝑥 − 1 𝑓(𝑥) = log 2 (𝑥) + 4 𝑓(𝑥) = 2 log 3 𝑥
This Photo by Unknown Author is licensed under CC BY-NC

𝑥 1 5 25 125
𝑓(𝑥) 0 1 2 3
This Photo by Unknown Author is licensed under CC BY-SA-
NC 𝑥 9 27 81 243
𝑓(𝑥) 1 2 3 4

𝑥 3 9 27 81
𝑓(𝑥) 2 4 6 8

Equations: 𝑥 1 2 4 8
4 = log 5 625 𝑓(𝑥) 4 5 6 7
3 = log 3 81 − 1
𝑥 2.63 3.66 4.69 5.72
8 = 2 log 3 81
𝑓(𝑥) 0 1 2 3
9 = log 2 32 + 4
This Photo by Unknown Author is licensed
3.35 = 2.63 + 1.03 log 5 Table of Values

187
188
 Activity #3 – HELLOG, WE ARE YOUR DOMAIN AND RANGE

Directions: Analyze the logarithmic function based on the properties. Find its domain, range, vertical
asymptote, and x-intercept.

Logarithmic Function domain range vertical x-intercept

asymptote
1. 𝑔(𝑥) = log0.5 𝑥

2. ℎ(𝑥) = 3log2 𝑥

3. 𝑓(𝑥) = log3(𝑥 − 3)

4. 𝑡(𝑥) = log2 (𝑥 − 1) +
2
5. 𝑣(𝑥) = log0.25 (𝑥 − 3)

IV. Questions to Ponder

• How do you determine the domain and range of a logarithmic function?
______________________________________________________________________________

• How do you find its vertical asymptote and x-intercept?

______________________________________________________________________________

Reflection

1. What are your learnings from the activities?

___________________________________________________________________________

2. What did you like most from this lesson?

__________________________________________________________________________ .

3. What is the most challenging or least interesting from the activities?

_________________________________________________________________________ .

References

Katherine Yoshiwara, Bruce Yoshiwara. (2001). Modeling, Functions, and Graphs. California, USA:
Brooks/Cole.
Versoza, Debbie Marie et.al. (2016). General Mathematics Learner’s Material First Edition.
Pasig City, Philippines: Lexicon Press Inc.
Teachers pay teachers, Easel activities. https://www.teacherspayteachers.com/

189
190
 191
Writer
HILDA C. REMENDADO
Prepared by :
Congratulations young mathematician! You made it!
Activity #3 – HELLOG, WE ARE YOUR DOMAIN AND RANGE
Log Function domain range Vertical x-intercept
Asymptote
1. 𝑔(𝑥) = log0.5 𝑥 {𝑥|𝑥 ∈ ℝ, 𝑥 > 0} {𝑦|𝑦 ∈ ℝ} 𝑥=0 1
2. ℎ(𝑥) = 3log2 𝑥 {𝑥|𝑥 ∈ ℝ, 𝑥 > 0} {𝑦|𝑦 ∈ ℝ} 𝑥=0 1
3. 𝑓(𝑥) = log3(𝑥 − 3) {𝑥|𝑥 ∈ ℝ, 𝑥 > 0} {𝑦|𝑦 ∈ ℝ} 𝑥=0 4
4. 𝑡(𝑥) = log2 (𝑥 − 1) + {𝑥|𝑥 ∈ ℝ, 𝑥 > 0} {𝑦|𝑦 ∈ ℝ} 𝑥=0 5
2 4
5. 𝑣(𝑥) = log0.25 (𝑥 − 3) {𝑥|𝑥 ∈ ℝ, 𝑥 > 0} {𝑦|𝑦 ∈ ℝ} 𝑥=0 4
 GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________

Quarter 1 – Week 8: Learning Activity Sheet 1

Solve Problems Involving Logarithmic Functions, Equations,
and Inequalities

Background Information for Learners

In your previous learning activity sheet (LAS), you learned how to simplify and solve
logarithmic functions, equations, and inequalities. Also, you already have the basic knowledge of the
properties and steps in solving problems using logarithmic functions, equations, and inequalities. In
this LAS, you will recall how to solve logarithmic equations and inequalities; and solve problems
involving logarithmic functions, equations, and inequalities. Before you start indulging in the activities,
recall first the properties of logarithm (table below) to help you answer the following activities.

Table 1. Summarized properties of logarithm

192
 Learning Competency

• Solves problems involving logarithmic functions, equations, and inequalities.:

M11GM-Ij-2

Activities

Activity 1. Let’s Solve! Solve the following problem and show your solution.
1. On August 18, 2020 a 1014.3 𝐽𝑜𝑢𝑙𝑒𝑠 𝑅=
2
log 4.40
𝐸
3 10 𝐽𝑜𝑢𝑙𝑒𝑠
energy was release by an earthquake
2 1014.3 𝐽𝑜𝑢𝑙𝑒𝑠
near Cataingan, Masbate. Compute for 𝑅 = log 4.40
3 10 𝐽𝑜𝑢𝑙𝑒𝑠
Example

the Magnitude (R) of the earthquake 2 Quotient property

𝑅= [log 1014.3 − log 104.40 ]
2 𝐸 3 Identity property
given the formula 𝑅 = log 4.40
3 10 𝐽𝑜𝑢𝑙𝑒𝑠 2 2
𝑅 = [14.3log 10 − 4.40log 10] = [14.3 − 4.40]
where E (energy release by the 3 3
earthquake). 2
Power property 𝑅 = (9.9) = 𝑴𝒂𝒈𝒏𝒊𝒕𝒖𝒅𝒆 𝟔. 𝟔
3
2. A magnitude 9.0 earthquake struck in
the Pacific Ocean off the northeast
coast of the Tōhoku region of Japan's
Honshu island on March 11, 2011. How
much more energy is released in
comparison to Masbate’s August 18,
2020 earthquake?
3. Use the formula 𝐷=
𝐼
10 log , where D is level
10−12 𝑤𝑎𝑡𝑡𝑠/𝑚2

of sound the in decibels (dB) and I is the

sound intensity in 𝑤𝑎𝑡𝑡𝑠/𝑚2 , to
calculate the sound intensity in 𝑤𝑎𝑡𝑡𝑠/
𝑚2 of a thunder (≈120 decibels).
4. How much more intense than the least
audible sound a human can hear
(10−12 𝑑𝑒𝑐𝑖𝑏𝑒𝑙𝑠)?

193
5. A 1-liter solution contains
10−6 𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 ℎ𝑦𝑑𝑟𝑜𝑔𝑒𝑛 𝑖𝑜𝑛𝑠. What
is the pH level of the solution? Use the
formula 𝑝𝐻 = −log [𝐻 + ] where [𝐻 + ]
is the concentration of hydrogen ions in
moles per liter.
6. Determine whether the solution in the
abovementioned problem is acidic,
neutral, or basic. Solutions with a pH of
7 are defines neutral; those with pH < 7
are acidic, and those with pH > 7 are
basic.
7. How many years will it take an
investment to double if the interest rate
per annum is 2.5%? the formula for
compound interest 𝐹 = 𝑃(1 + 𝑟)𝑛 ,
where 𝐹 is the future value, 𝑃 is the
principal or present value, 𝑟 is the fixed
interest rate (annual), and n is the
number of compounding period (years).
8. In a bacteria culture, how much time (in
minutes) is needed to grow an initial of
1, 000 bacteria in to 5,000 bacteria.
Assume that the growth of bacteria
follows an exponential model 𝐹 =
𝑃𝑒 0.00973𝑡 where F is the future
population, P is the present population,
and t is the time in minutes.

9. In what year will the Philippine

population grow to 120 million if the
growth rate is 1.35%? Use the formula
𝐹 = 𝑃𝑒 𝑟𝑡 where F is the future number
of populations, P is the current

194
 population (≈110 million @ year 2021),
𝑒 is Euler's number (≈2.72), r is the
growth rate, and t is the time.

Activity 2. Who’s that Mathematician? Guess the name of the mathematician by filling out the box
with the letter that corresponds to your answers in Activity 1.
Problem no. 1 J
Problem no. 2

Problem no. 3
Problem no. 4

Problem no. 4

Problem no. 5
Problem no. 6

Problem no. 7
Problem no. 8

Problem no. 9

𝟏 H 2045 W 5 U
3981 O 𝟏. 𝟎 × 𝟏𝟎𝟏𝟐 S 130.5 B
2027 R 6.6 J 6 A
Neutral T 𝟏. 𝟎 × 𝟏𝟎𝟏𝟐 N 28.07 I
165.4 E Acidic P 55.67 L

Rubrics for Scoring

5 4 3 2 1 0
The student The student The student The student The student The
demonstrated demonstrated demonstrated demonstrated demonstrated student
an in-depth significant understanding limited little made no
understanding understanding of the task. understanding understanding attempt
of the task. of the task. Information is of the task. of the task. in solving
Answer was Answer was incomplete. Information is The student the task.
195
correct and complete but The students incomplete. only answered
complete. with minor had answered The students Step 1.
Explanation/ errors due to only step 1, 2 had answered
justification lack of and 3. only step 1 and
was clear. clarity/details. 2.

Reflection

How did you solve the real-life problems involving logarithmic functions, equations, and
inequalities?
___________________________________________________________________________
__________________________________________________________________________________
What is your realization after accomplishing the activities?
___________________________________________________________________________
__________________________________________________________________________________

References

General Mathematics Learner's Material First Edition (2016). Department of Education

Prepared by:
Giovani G. Naag, ABE
Special Science Teacher I, Malabog National High School

196
 197
ACTIVITY 1
1. 6.6
2. 3981
3. 1
4. 𝟏. 𝟎 × 𝟏𝟎𝟏𝟐
5. 6
6. Acidic
7. 28.07
8. 165.4
9. 2027
Solution may vary so use the given rubric for the solutions
CATEGORY 4 3 2 1
Explanation
Explanation Explanation Explanation shows very
shows complete shows substantial shows some limited
understanding of understanding of understanding of understanding of
Mathematical
the mathematical the mathematical the mathematical the underlying
Concepts
concepts used to concepts used to concepts needed concepts needed
solve the solve the to solve the to solve the
problem(s). problem(s). problem(s). problem(s) OR is
not written.
Almost all (85-
90-100% of the Most (75-84%) of More than 75% of
89%) of the steps
steps and the steps and the steps and
and solutions
Mathematical Errors solutions have no solutions have no solutions have
have no
mathematical mathematical mathematical
mathematical
errors. errors. errors.
errors.
Correct Correct
Correct
terminology and terminology and
terminology and There is little use,
notation are notation are used,
Mathematical notation are or a lot of
usually used, but it is
Terminology and always used, inappropriate use,
making it fairly sometimes not
Notation making it easy to of terminology
easy to easy to
understand what and notation.
understand what understand what
was done.
was done. was done.
Sometimes uses
Typically, uses an
Typically, uses an an effective Rarely uses an
efficient and
effective strategy strategy to solve effective strategy
Strategy/Procedures effective strategy
to solve the problems, but to solve
to solve the
problem(s). does not do it problems.
problem(s).
consistently.
ACTIVITY 2
Problem no. 1 J
Problem no. 2 O
Problem no. 3 H
Problem no. 4 N
Problem no. 4 N
Problem no. 5 A
Problem no. 6 P
Problem no. 7 I
Problem no. 8 E
Problem no. 9 R
Answer Key