Name : _______________________________ Total Score_______

Grade & Section:________________________ Date:___________

I. TOPIC: FUNCTIONS

II. LEARNING COMPETENCIES

1. recall the concepts of relations and functions;
2. define and explain functional relationship as a mathematical model of situation; and
3. represent real-life situations using functions, including piece-wise function.

III. WHAT I KNOW:

KEY CONCEPTS:
Functions as representations of real-life situations

Functions can often be used to model real-life situations. Identifying an appropriate functional
model will lead to a better understanding of various phenomena.

The scenarios on the module under “what’s new” are all examples of relations that show
function. Marriage is an example of function when there is faith and loyalty. Let say, June is the
domain and Mae is the range, when there is faithfulness in their marriage, there will be one-to-
one relationship - one domain to one range. But if June tries to look for someone else, the
relation is not a function anymore since June will have two wives (range).

Nationality could also illustrate a function. We expect that at least a person has one nationality.
Let say Kim is the domain and her nationality is the range, therefore there is a one-to-one
relationship. Since Kim was born and live in the Philippines, she can never have multiple
nationalities except Filipino.

Religion is also an example of function because a person can never have two religions. Inside the
classroom, three classmates said that they are Catholic. This shows a many-to-one relationship.
Classmates being the domain and religion being the range indicate that different values of
domain can have one value of range.

Can you name other real-life situations that show functions?

The Function Machine

Function can be illustrated as a machine where there is the input and the output. When you put
an object into a machine, you expect a product as output after the process being done by the
machine. For example, when you put an orange fruit into a juicer, you expect an orange juice as
the output and not a grape juice. Or you will never expect to have two kinds of juices - orange
and grapes.

INPUTS

OUPUTS
Function
Machine
You have learned that function can be represented by equation. Since output (y) is dependent on
input (x), we can say that y is a function of x. For example, if a function machine always adds
three (3) to whatever you put in it. Therefore, we can derive an equation of x + 3 = y or f (x) = x+ 3
where f(x) = y.

Let’s try the following real-life situation.

A. If height (H) is a function of age (a), give a function H that can represent the height of
a person in a age, if every year the height is added by 2 inches.

Solution:

Since every year the height is added by 2 inches, then the height function is
H (a)=2+ a
B. If distance (D) is a function of time (t), give a function D that can represent the
distance a car travels in t time, if every hour the car travels 60 kilometers.

Solution:

Since every hour, the car travels 60 kilometers, therefore the distance function is
given by D(t)=60 t

C. Give a function B that can represent the amount of battery charge of a cellular phone in
h hour, if 12% of battery was loss every hour.

Solution:
Since every hour losses 12% of the battery, then the amount of battery function is
B(h)=100−0.12 h

D. Squares of side x are cut from each corner of a 10 in x 8 in rectangle, so that its sides
can be folded to make a box with no top. Define a function in terms of x that can represent
the volume of the box.
Solution:
The length and width of the box are 10 - 2x and 8 - 2x, respectively. Its height is x.
Thus, the volume of the box can be represented by the function.
V (x )=(10−2 x)(8−2 x )( x)=80 x−36 x2 + 4 x 3

Piecewise Functions

There are functions that requires more than one formula in order to obtain the given output.
There are instances when we need to describe situations in which a rule or relationship changes
as the input value crosses certain boundaries. In this case, we need to apply the piecewise
function.
A piecewise function is a function in which more than one formula is used to define the output.
Each formula has its own domain, and the domain of the function is the union of all these
smaller domains. We notate this idea like this:

{
formula 1 if x is in domain 1
f ( x)= formula 2 if x is in domain 2
formula 3 if x is in domain 3
 Look at these examples!
A. A user is charged ₱250.00 monthly for a particular mobile plan, which includes 200 free
text messages. Messages in excess of 200 are charged ₱1.00 each. Represent the monthly
cost for text messaging using the function t(m), where m is the number of messages sent
in a month.
Answer:
For sending messages of not exceeding 200
t (m)=
{( 250+
250 if 0 <m≤ 200
m) if m>200 In case the messages sent were more than 200

B. A certain chocolate bar costs ₱50.00 per piece. However, if you buy more than 5 pieces
they will mark down to a price of ₱48.00 per piece. Use a piecewise function to represent
the cost in terms of the number of chocolate bars bought.
Answer:

{( 48 n ) if n> 5
50 if 0<n ≤ 5 For buying 5 chocolate bars or less
f (n)=
For buying more than 5 chocolate bars

C. The cost of hiring a catering service to serve food for a party is ₱250.00 per head for 50
persons or less, ₱200.00 per head for 51 to 100 persons, and ₱150.00 per head for more
than 100. Represent the total cost as a piecewise function of the number of attendees to
the party.

Answer:
Cost for a service to at least 50 persons

{
250 if n ≤50
C (h)= 200if 51≤ n ≥100 Cost for a service to 51 t0 100 persons
150 if n>100
Cost for a service to at least 50 persons

IV. WHAT CAN I DO WITH WHAT I KNOW?

A. Answer the following.
1. Is the relation {(0,0), (1,1), (2,4), (3, 9), …(n, n 2), …} a function?
2. Can the graph of a circle be considered a function?
3. For which values of k is the set of ordered pairs {(2, 4), (k, 6), (4, k)} a function?
4. Provide a real-world example or scenario that can be expressed as a relation that
is not a function.
5. Provide a real-world scenario of a scenario that can be modeled by a linear
function.

B. Which of the following represents a function?

1. y = 2x + 1
2. y=x 2−2 x +2
3. x 2+ y 2=1
4. y= √ x +1
2 x+1
5. y=
x−1
V. WHAT MORE DO I NEED TO KNOW:

Write a sentence on the ideas you’ve learned from this lesson. Complete the following

I learn that _______________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I will use this acquired knowledge, skills and attitude in ______________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Name : _______________________________ Total Score_______

Grade & Section:________________________ Date:___________
I. TOPIC: Evaluating Functions

II. LEARNING COMPETENCIES

 Evaluate a functions

III. WHAT I KNOW:

KEY CONCEPTS:
Evaluating 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 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.

Look at these examples!

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

Solution:

f (3 )=2(3)−4  Substitute 3 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 )=2 x−4 , f (3 )=2

2
Example 2: Given g( x )=3 x +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
g(−3)=27+7 right side of the equation.
g(−3)=34

Answer: Given g( x )=3 x 2 +7 , g(−3)=34

2
Example 3: Given p( x )=3 x +5 x−2 , find p(0) and p(−1) .
Solution:

p(0 )=3(0 )2 +5(0)−2

p(0 )=3(0 )+0−2
Treat each of these like two
p(0 )=0+0−2 separate problems. In each
p(0 )=−2 case, you substitute the value
in for x and simplify. Start
p(0)=3(−1)2 +5 (−1 )−2 with x = 0, then x=-1.
p(0)=3(1)−5−2
p(0)=3−5−2
p(0)=−4
2
Answer: Given p( x )=3 x +5 x−2 , p(0)=−2 , p(−1)=−4

Example 4: Given f (x )=5 x+1 , find f (h+1) .

 This time, you substitute (h +
Solution: 1) into the equation for x.
 Use the distributive property
on the right side, and then
combine like terms to
simplify.
 f (h+1)=5 (h+1)+1
f (h+1)=5 h+5+1
f (h+1)=5 h+6

Answer: Given f (x )=5 x+1 , f (h+1)=5 h+6

Example 5: Given g( x )= √3 x−2 , find g(9) .

Solution:

g(9)=√ 3(9 )−2  Substitute 9 for x in the function.

g(9)=√ 27−2  Simplify the expression on the
g(9)=√ 25 right side of the equation.

g(9)=5

Answer: Given g( x)= √3 x−2 , g(9)=5

4 x+8
h( x )=
Example 6: Given 2 x−4 , find the value of function if x=−5

Solution:

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

3
x x=
Example 7: Evaluate f (x )=2 if 2.

Solution:

2¿

() () () ()
33 ¿ 3 333
3

f =2 ¿f =√2¿f =√8¿f =√4⋅2¿f =2√ ¿

 Substitute 2 for x in the function.

¿3  Simplify the expression on the right

side of the equation. (get the cubed
of 2 which is 8, then simplify)

22222
 Answer: Given f (x )=2 , x f ( 32 )=2 √ 2
Example 8: Evaluate the function h( x)=‖x‖+2 where ⌊ x ⌋ is the greatest integer
function given x=2 . 4 .
Solution:  Substitute 2.4 for x in the function.

 Simplify the expression on the right

h(2.4)=‖2.4‖+2
side of the equation. (remember that
h(2.4)=2+2 in greatest integer function, value
h(2.4)=4 was rounded-off to the real number
to the integer less than the number)

Answer: Given h( x)=‖x‖+2 , h(2.4)=4

Example 9:Evaluate the function f (x )=|x−8| where |x−8| means the absolute
value of x−8 if x=3 .
Solution:  Substitute 3 for x in the function.
f (3)=|3−8|  Simplify the expression on the right
f (3)=|−5| side of the equation. (remember that
any number in the absolute value
f (3)=5 sign is always positive)

Answer: Given f (x )=|x−8| , f (3)=5

2
Example 10: Evaluate the function f (x )=x −2 x +2 at f (2 x−3) .
Solution:

f (2 x−3 )=(2 x−3 )2 −2(2 x−3 )+2

 Substitute 2 x −3 for x in the
f (2 x−3 )=(4 x 2 −12 x +9 )−4 x+6+2 function.
f (2 x−3 )=4 x 2−12 x+9−4 x +6+2
 Simplify the expression on
f (2 x−3 )=4 x 2−12 x−4 x+9+6+2 the right side of the equation.
f (2 x−3 )=4 x 2−16 x +17

IV. WHAT CAN I DO WITH WHAT I KNOW:

A. Evaluate the following at x = 1.5
a. f(x) = 2x + 1
b. g(x) = x2 – 2x + 2
c. q ( X )=√ x+ 1
2 x +1
d. r ( x )=
2 x−1
e. f ( x )=IxI +1 where [ x ] is the greatest integers function
 B. Given f(x) = x – 2, find the following values
a. f(0)
b. f(3)
c. f(-1)
d. f(x + 1)
e. f(3x)

C. Given f ( x )= √ x−3 , find the following values

a. f(3)
b. f(12)
c. f(x – 3)
d. f(1/1-x)
e. f(x2 + 4x + 7)

V. WHAT MORE DO I NEED TO KNOW:

Write a sentences on the ideas you’ve learned from this lesson. Complete the following:

I learn that _______________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I will use this acquired knowledge, skills and attitude in ______________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Name : _______________________________ Total Score_______
Grade & Section:________________________ Date:___________
I. TOPIC: OPERATION ON FUNCTIONS

II. LEARNING COMPETENCIES

 performs addition, subtraction, multiplication, division, and composition of functions

III. WHAT I KNOW:

KEY CONCEPTS:
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 ).
4. Their quotient, denoted by f /g , is the function denoted by
(f /g)( x )=f ( x)/g(x ) , excluding the values of x where g( x )=0.
5. The composite function denoted by ( f ° g)( x)=f ( g( x )). The process of obtaining a
composite function is called function composition.

Example 1. Given the functions:

f ( x )=x +5 g ( x )=2 x −1 h ( x )=2 x 2+ 9 x−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 ) + ( 2 x−1 ) replace f(x) and g(x) by the given values
¿ 3 x+ 4 combine like terms

a. ( f −g ) ( x )=f ( x )−g ( x ) definition of subtraction of functions

¿ ( x+ 5 )−( 2 x−1 ) replace f(x) and g(x) by the given values
¿ x+ 5−2 x+ 1 distribute the negative sign
 ¿−x+ 6 combine like terms

b. ( f • g )( x )=f ( x ) • g ( x ) definition of multiplication of functions

¿ ( x+ 5 ) • ( 2 x−1 ) replace f(x) and g(x) by the given values
2
¿ 2 x +9 x−5 multiply the binomials

c. ( hg ) ( x )= hg (( xx )) definition of division of functions

2 x 2 +9 x−5
¿ replace h(x) and g(x) by the given values
2 x−1
( x +5)(2 x−1)
¿ factor the numerator
2 x−1
( x +5)(2 x−1)
¿ cancel out common factors
2 x−1
¿ x+5

d. ( f + g )( 3 )=f ( 3 ) + g ( 3 )
Solve for f (3) and g(3) separately:
f ( x )=x +5 g ( x )=2 x −1
f ( 3 )=3+5 g ( 3 )=2(3)−1
¿8 ¿5

∴ f ( 3 ) + g ( 3 )=8+ 5=13

Alternative solution:
We know that ( f + g )( 3 ) means evaluating the function ¿) at 3.

(f + g)( x)=3 x +4 resulted function from item a

(f + g)( 3)=3(3)+4 replace x by 3
¿ 9+ 4 multiply
¿ 13 add

For item f ¿ h we will use the values of f ( 3 )=8∧g ( 3 )=5

e. ( 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 resulted function from item b
( f −g ) ( 3 )=−3+ 6 replace x by 3
¿3 simplify

f. ( f • g )( 3 )=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 )=2 x 2+ 9 x−5 resulted function from item c
( f • g )( 3 )=2 ¿ replace x by 3
¿ 2 ( 9 ) +27−5 square and multiply
¿ 18+27−5 multiply
¿ 40 simplify

g. ( hg ) ( 3)= hg(3)
(3)

Solve for h(3) and g(3) separately:

h ( x )=2 x 2+ 9 x−5 g ( x )=2 x −1
h ( 3 )=2(3)2+ 9 ( 3 )−5 g ( 3 )=2(3)−1
¿ 18+27−5 ¿5
¿ 40
∴ ()
h
g
( 3 )=
h (3) 40
= =8
g(3) 5

Alternative solution:

( hg ) ( x )=x+ 5 resulted function from item d

( hg ) ( x )=3+5 replace x by 3

¿8 simplify

Can you follow with what has been discussed from the above examples? Notice that addition,
subtraction, multiplication, and division can be both performs on real numbers and functions.

Composition of functions:

In composition of functions, we will have a lot of substitutions. You learned in previous lesson
that to evaluate a function, you will just substitute a certain number in all of the variables in the
given function. Similarly, if a function is substituted to all variables in another function, you are
performing a composition of functions to create another function. Some authors call this
operation as “function of functions”.

Example 2. Given f ( x )=x 2 +5 x+ 6, and h ( x )=x +2

Find the following:

a. ( f ∘ h ) ( x )
b. ( f ∘ h ) ( 4 )
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 +5 x+ 6 given

f (x+ 2)=¿ replace x by x+2

2
¿ x + 4 x +4 +5 x+10+ 6 perform the operations
2
¿ x + 9 x +20 combine similar terms

IV. WHAT CAN I DO WITH WHAT I KNOW?

PUNCH D LINE
Direction: Find out some of favorite punch lines by answering operations on functions problems
below. Phrases of punch lines were coded by the letters of the correct answers. Write the punch
lines on the lines provided.
Given:
x
f ( x )=2 x−1 g ( x )=|3 x−4| h ( x )=
2
2
r ( x )=x+ 3 s ( x )=x −4 x −21

Column A Column B
_______1. f ( 0 )=¿ A. −11
_______2. g ( 3 )=¿ B. 2
_______3. s (−1 )=¿ C. 3 x+ 2
_______4. h ( 0 ) =¿ D. x−7
_______5. ( f + r ) ( x )=¿ E. −x +4
_______6. ( f + r ) (3 )=¿ F. 0
_______7. ( r −f ) ( x )=¿ G. 2 x2 +5 x−3
_______8.( r −f ) ( 2 )=¿ H. 6
_______9. ( f • r )( x )=¿ I. −16
_______10. ( f • r )( 1 ) =¿ J. 2 x+2
s
_______11. ( x )=¿ K. 5
r
s
_______12. (−4 )=¿ L. 1
r
_______13. ( r ○ f )( x )=¿ M. 11
_______14. ( r ○ f )( 2 ) =¿ N. −1
_______15. ( g ○ f )( 1 )=¿ O. 4

Code:
tingnan mo ako K ang laman ng utak ko? J

para may attachment lagi tayo L buhay nga pero patay I

ang parents ko E Hindi lahat ng buhay ay buhay N

na ako sa’yo O Di mo pa nga ako binabato B

Masasabi mo bang bobo ako? D na patay naman sa’yo F

Kasi, botong-boto sayo M Tatakbo ka ba sa eleksyon? C

Kung ikaw lamang A pero tinamaan G

Sana naging email na lang ako H

Punch lines:
(1-4) ___________________________________________________________
(5-7) ___________________________________________________________
(8-10) ___________________________________________________________
(11-13) ___________________________________________________________
(14-15) ___________________________________________________________

V. WHAT MORE DO I NEED TO KNOW:

Write a sentences on the ideas you’ve learned from this lesson. Complete the following:

I learn that _______________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I will use this acquired knowledge, skills and attitude in ______________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 1. Tatakbo ka ba sa eleksyon? Kasi, botong-boto sayo ang parents ko.
2. Di mo pa nga ako binabato pero tinamaan na ako sa’yo.
3. Masasabi mo bang bobo ako? Kung ikaw lamang ang laman ng utak ko?
4. Sana naging email na lang ako para may attachment lagi tayo.

Name : _______________________________ Total Score_______

Grade & Section:________________________ Date:___________
I. TOPIC: Solving real-life problems involving functions

II. LEARNING COMPETENCIES

 Solves real-life problems involving functions
III. WHAT I KNOW:
KEY CONCEPTS:
Decision making is always part of our lives, from the moment we wake- up we start to decide the
proper action to undertake be it minor or major decisions. In the problem presented one of the
factors that Miguel can use in making decision about the dilemma he is facing is the cost of the
fare in jeepney and in tricycle. If he will ride a jeepney he will only pay ₱16.50 however if he will
ride a tricycle, he needs to pay ₱20.00 So it will be more economical if he chose to ride a jeepney.
However, the cost of the fare is just one of the factors. There are times that convenience is also
considered in choosing the mode of transportation since it is not crowded and you can reach
your destination faster. Therefore, in deciding the mode of transportation the priority of the
commuters whether to be more economical or to meet convenience is considered.

In the previous problem we determine the cost of the fare by using a table wherein we repeatedly
add the fare charge per kilometer. Thus, this type of problem can be solved using functions, and
at this point let us determine how we are going to do that.

Example no. 1

LET’S TRAVEL

A proposed Light Rail Transit System Line 1 (LRT-1) fare would charge ₱18.00 for the first four
stations and ₱5.00 for each additional station over the proposed fare.

a. Find the fare function f(x) where x represents the number of stations traveled
b. Find the proposed fare for 15 stations
c. Find the proposed fare for 20 stations
To solve problems that involve functions you can employ George Polya’s 4-step rule.

George Polya’s 4 – Step Rule

1. Explore. This step involves careful reading, analyzing, identifying the

given and unknown facts in the problem and expressing the unknown in
terms of variables.
2. Plan. In this step writing an equation that describes the relationships
Solution

a. Explore. Since the first step involves analysis and proper labeling of the known and
unknown facts we will let x = number of stations traveled There are also some conditions
that was set in the problem such as the cost of fare which is set up to 4 stations only thus
we can represent x – 4 = number of stations traveled over and above 4 stations

Plan. In writing an equation that will represent the relationship between the known and
unknown quantities, since we know that if we travelled up to 4 stations we must pay P18,
we can represent it as
f(x) = 18 for 0< x ≤ 4

However, if we travelled more than 4 stations the cost of the fare have different method of
computation so we need to consider it. Since the cost of every station after the 4 th station
is ₱5.00 we will now obtain
f(x) = 18 + 5(x – 4)

Now simplifying the equation will lead us to:

f(x) = 18 + 5x – 20
f(x) = 5x – 2

At this point we can say that the fare function is f(x) = 5x - 2

b. Solve. To find the fare charge for 15 stations the fare function f(x) = 5x -2 will be used and
15 will be substituted to the function
f(15) = 5(15) – 2
= 73
By evaluating the function we obtained f(15) = 73

Check. To check whether we arrived at the correct solution you can use table or graph.
Thus. the proposed fare for 15-station travel is ₱73.00

c. f(20) = 5 (20) – 2
= 98

The proposed fare for 20 – station travel is ₱98

IV. WHAT CAN I DO WITH WHAT I KNOW?

Read and solve the problem.
Mall Goers

1. Inter Global Mall charges ₱30.00 for the first hour or a fraction of an hour for the parking fee.
An additional ₱15.00 is charged for every additional hour of parking. The parking area operates
from 7am to 12 midnight everyday.

a. Write a function rule for the problem

b. How much will be charged to the car owner if he parked his car from 7am to 3pm?

c. How much will be charged to a car owner who parked his car from 9am to 11:30pm?

Geometry

A man with 200 ft. of fencing material wishes to fence off an area in the shape of a
rectangle. What should be the dimensions of the area if the enclosed space is to be as large as
possible? What is the largest area?
Hint: A = lw, P = 2l + 2w

V. WHAT MORE DO I NEED TO KNOW:

Write a sentence on the ideas you’ve learned from this lesson. Complete the following

I learn that _______________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I will use this acquired knowledge, skills and attitude in ______________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________