11

GENERAL
MATHEMATICS
Quarter 1 – Module 1
Functions

h(x)
g(x)

f(x) i(x)

Prepared by:

Arlyn N. Miraflor
Teacher III

1
 Chapter

1 FUNCTIONS

INTRODUCTION

A function is like a machine that has an input and an output

that is related somehow to its input. By definition, function is a relation
where each element in the domain is related to only one value in the
range by some rule.

In this module, we will represent real-life situations using

functions, evaluates functions, perform operations on functions, and
solve problems involving functions.

OBJECTIVES

In this module you will learn to:

➢ Represent real-life situations using functions, including piecewise functions.

➢ Evaluate a function.

➢ Perform operations on functions including composition of functions.

➢ Solve problems involving functions.

MATHEMATICAL CONCEPTS

• A relation is a set of ordered pairs (x, y). The set of all first coordinates is
called the domain of the relation while the set of second coordinates is called
the range.

• A function is a relation in which each element of the domain corresponds to

exactly one element of the range. Also, it is defined as 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 all possible values that the variable x
can take.

2
 • A piecewise function or a compound function is a function defined by
multiple subfunctions, where each subfunction applies to a certain interval of
the main function domain.

PRE-ASSESSMENT

Read each item carefully and write the letter of the correct answer in your answer
sheet.

1. Which of the following sets of ordered pairs does NOT represent a function?
a. {(1,3), (2,5), (3,7), (4,9), (5,11)} c. {(1,7), (2,7), (3,7), (4,7), (5,7)}
b. {(5,1), (5,2), (5,3), (5,4), (5,5)} d.{(0, −4), (1, −3), (2,0), (3,5), (4,12)}

2. Which of the graphs does NOT represent a function?

f(x)

a b c d

3. If 𝑓(𝑥) = 2𝑥 2 − 3𝑥, what is 𝑓(−2)?

a. -14 b. -2 c. 2 d. 14
4 2𝑥
4. If 𝑓(𝑥) = 𝑥+2 and 𝑔(𝑥) = (𝑥 2 −4), find (𝑓 + 𝑔)(𝑥).
2(3𝑥−4) 2(𝑥+2)
a. 𝑓(𝑥) = (𝑥+2)(𝑥−2) c. 𝑓(𝑥) = (𝑥+2)(𝑥−2)
2(3𝑥+4) 2(𝑥−2)
b. 𝑓(𝑥) = (𝑥+2)(𝑥−2) d. 𝑓(𝑥) = (𝑥+2)(𝑥−2)

5. You are a crew at ACTS 12:7 Convenience Store that pays an hourly wage of
Php45 and 1.5 times the hourly wage for the extra hours if you work for more
than 40 hours a week. Which piecewise function correctly gives the weekly pay P
in terms of the number of hours h you work?

45ℎ, 𝑖𝑓 ℎ ≤ 40 45ℎ, 𝑖𝑓 0 < ℎ < 40

a. 𝑃(ℎ) = { c. 𝑃(ℎ) = {
67.5ℎ − 900, 𝑖𝑓 ≥ 40 67.5ℎ − 900, 𝑖𝑓 > 40
45ℎ, 𝑖𝑓 0 ≤ ℎ ≤ 40 45ℎ, 𝑖𝑓 0 ≤ ℎ ≤ 40
b. 𝑃(ℎ) = { d. 𝑃(ℎ) = {
67.5ℎ − 900, 𝑖𝑓 ≥ 40 67.5ℎ − 900, 𝑖𝑓 > 40

You did great in trying your best

to answer each item. But, let’s check out
if you answer it correctly. Refer to page 19
for the answer key.
If you scored at least 4 points,
congratulations! Let’s broaden your
knowledge by going through each lesson.
If you scored 3 or below, do not be
hopeless. This module will help and guide
you to learn every lesson in this module.
You seem excited now, so let’s
start! 3
 Lesson Representation of Functions
1

Learning Outcome: At the end of the lesson, the learner is able to represent
real-life situations using functions, including piecewise functions.

Pre -requisite skills:

1. Illustrate a relation and a function. M8AL-IIc-1
2. Verify if a given relation is a function. M8AL-IIc-2

GETTING READY! Given the relations f, g and h as shown

below. Answer the questions that follows.

𝑓 = {((1,2), (2,3), (3,5), (4,7)}

𝑔 = {(1,3), (1,4), (2,5), (2,6), (3,7)}
ℎ = {(1,3), (2,6), (3,9), . . . . . , (𝑛, 3𝑛)}

Questions:
1. Which of the following relation(s) with ordered
pairs whose x-value is not repeated?

2. Which of the following relation(s) is/are

function(s)? Justify your answer.

Solution:

1. The relations with ordered pairs whose x-value is not repeated are relations f
and h.

2. The given relations that are functions are f and h because no two ordered pairs
have the same x-value but different y-values. Meanwhile, g is not a function
because the ordered pairs (1,3) and (1,4) have the same x-value but different
y-values

MATH CONCEPTS STORAGE

A relation is a set of
4 ordered pairs (x, y). The set of all first
coordinates is called the domain of the relation while the
set of all second coordinates is called the range.
A function is a relation in which each element of the
domain corresponds to exactly one element of the range.
 Aside from ordered pairs, relations and functions can also be represented
using mapping diagram where the elements of the domain are mapped to the
elements of the range using arrows. In this case, the relation or function is
represented by the set of all connections represented by arrows.

Example 1. Which of the following mapping diagram represent functions? Justify

your answer.

DOMAIN RANGE DOMAIN RANGE

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

(a) (b)

DOMAIN RANGE
X Y

h
7 11
13
2 17
19
1 23

(c)
Solution:

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 As represented using mapping diagrams, relations f and g are said to be
functions since each element in the domain is assigned to no more than one value
in the range. Say in function f with domain, {1, 2, 3, 4, 5}, and range, {3, 5, 9, 17,
33}; 1 is assigned only to 3; 2 is assigned only to 5; 3 is assigned only to 9; 4 is
assigned only to 17; and 5 is assigned only to 33.

While in relation h, there is at least one element in x for which there is more
than one corresponding y-value; 7 is mapped to two range elements, 11 and 13; 2 is
mapped to 17 and 19. Therefore, relation h is not a function. Rather, it is a mere
relation.

Another way of representing a relation between two sets of numbers is using

a graph in the Cartesian plane. The vertical line test is an easy way to identify
whether the graph of a relation is a function or not.

MATH CONCEPT STORAGE

The Vertical Line Test

➢ A graph represents a function if and only if no vertical
line intersects the graph in more than one point.

Example 2: Identify whether the graph represents a function or not? Justify your
answer.

1. 3.

2. 4.

Solution:

1. FUNCTION The vertical line intersects the

graph at exactly one point.

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 2. NOT A FUNCTION The vertical line intersects the
graph at two points.

3. NOT A FUNCTION The vertical line intersects the

graph at two points.

4. FUNCTION The vertical line intersects the

graph at exactly one point.

Have you found the task describing a relation as function

or not just easy? If not, go back with the part you find difficult to
understand. If the concept is clear to you already, let’s now
proceed with relating functions to real-life situations.

Functions as Representations of Real-Life Situations

Functions can often be used to model real situations. Identifying an

appropriate functional model will lead to a better understanding of various
phenomena.

Example 3: Give a function C that can represent the cost of buying x meals, if one
meal cost Php40.

Solution:

Since each meal cost Php40, then the cost function is C(x) = 40x.

In many real -life problems, functions may be represented by a combination

of equations. Such functions are called compound functions or the so-called
piecewise functions.

MATH CONCEPT STORAGE

PIECEWISE FUNCTION
➢ A piecewise function or a compound function is a function
defined by multiple subfunctions, where each subfunction
applies to a certain interval of the main function’s domain.

For example, the piecewise function given by

2𝑥 − 2, 𝑖𝑓 𝑥 ≤ 1
𝑦={
𝑥 2 − 2𝑥 + 1, 𝑖𝑓 𝑥 > 1

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is defined by two equations. One equation gives the value of f(x) when x is less than
or equal to 1, and the other equation gives the value of f(x) when x is greater than 1.
Example 4: A user is charged 𝑃300 monthly for a particular mobile plan, which
includes 100 free text messages. Messages in excess of 100 are charged P1 each.
Represent the monthly cost for text messaging using the function 𝑡(𝑚), where m is
the number of messages sent in a month.

Solution:
The cost of text messaging can be expressed by the piecewise function:
300 , 𝑖𝑓 0 < 𝑚 ≤ 100
𝑡(𝑚) = {
300 + 𝑚 , 𝑖𝑓 𝑚 > 100

Example 5: A jeepney ride costs P8.00 for the first 4 kilometers, and each additional
integer kilometer adds P1.50 to the fare. Use a piecewise function to represent the
jeepney fare in terms of the distance (d) in kilometers.

Solution:
The input value is distance and the output is the cost of the jeepney fare. If
𝐹(𝑑) represents the fare as a function of distance, the function can be represented as
follows:
8.00 𝑖𝑓 0 < 𝑑 ≤ 4
𝐹(𝑑) = {
(8 + 1.5⌊𝑑⌋) 𝑖𝑓 𝑑 > 4
Note that ⌊𝑑⌋ is the floor function applied to d. The floor function gives the largest
integer less than or equal to d, e.g. ⌊4.1⌋ = ⌊4.9⌋ = ⌊4⌋.

Congratulations! You’ve gone this far. Now, let’s test what have you learned.

EXERCISES 1.1

A. Determine whether the given relation represented is a FUNCTION or

NOT A FUNCTION. Justify your answer.

1. {(−1,1), (2,2), (2, −2), (7, 3), (7, −3)}

2. DOMAIN RANGE
X Y

-1 1
0 2
1 4
2 7

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 3.

4.

5. {(−2, −2), (−1, −1), (0, 0), (1, 1), (2, 2)}

B. Solve.

6. A person is earning P600 per day to do a certain job. Express the total
salary S as a function of the number n of days that the person works.

7. A computer shop charges 20 pesos per hour (or a fraction of an hour) for
the first two hours and an additional 10 pesos per hour for each
succeeding hour. Represent your computer rental fee using the function
R(t) where t is the number of hours you spent on the computer.

Lesson Evaluating Functions

2

Learning Outcome: At the end of the lesson, the learner is able to evaluate
functions and solve problems involving functions.

Pre -requisite skill:

1. Substituting the value of a variable in a given expression
2. Simplifying expressions involving grouping symbols, exponents, multiplication,
division, addition and subtraction.

GETTING READY! Find the value of 3𝑥 2 − 5𝑥 + 1 for a given value of x.

a. x = -3 b. x = 4

LAW OF Solution:
SUBSTITUTION
To find the value of the expression 3𝑥 2 − 5𝑥 + 1, the
If a + x = b and x = c, then law of substitution can be applied as follows:
a+c=b
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a. Substitute the value -3 in place of x in 3𝑥 2 − 5𝑥 + 1 to
get 3(−3)2 − 5(−3) + 1 or 43

b. Substitute the value 4 in place of x in 3𝑥 2 − 5𝑥 + 1 to

 The function notation 𝑦 = 𝑓(𝑥) tells you that y is a function of x. If there is a
rule relating y to x, such as 𝑦 = 3𝑥 + 1, then you can also write:
𝒇(𝒙) = 𝟑𝒙 + 𝟏

The name of the function is f. Other 𝒇(𝒙) is read as “f of x”, and this represents the value
letters may be used to name functions, of the function at x.
especially g and h.

The domain of a function f is the set of values of x for which f is defined. The
range of a function f is the set of all values of f(x), where x is an element of the domain
of f.

Example 1. Evaluate the following functions at 𝑥 = -2:

2𝑥+3
a. 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 2 b. 𝑔(𝑥) = √𝑥 + 11 c. ℎ(𝑥) = 𝑥+2
Solution: Substituting the value -2 for x in the given functions, we have
2(−2)+3
a. 𝑓(−2) = (−2)2 − 2(−2) + 2 c. ℎ(−2) = Why ℎ(−2) is
(−2)+2
−1 undefined?
𝑓(−2) = 4 + 4 + 2 ℎ(−2) = Because, the value -
0
2 is not in the
𝑓(−2) = 10 ℎ(−2) 𝑖𝑠 𝒖𝒏𝒅𝒆𝒇𝒊𝒏𝒆𝒅 domain of ℎ(𝑥).

b. 𝑔(−2) = √−2 + 11
𝑔(−2) = √9

g(−2) = 3
Example 2. If 𝑥 = 2𝑥 + 1, find the value of the following:
2𝑥+3
a. 𝑓(𝑥) = 𝑥2 − 2𝑥 + 2 b. ℎ(𝑥) = 𝑥+2

Solution: In each function, replace the variable x with the expression 2𝑥 + 1.

We have:
a. 𝑓(2𝑥 + 1) = (2𝑥 + 1)2 − 2(2𝑥 + 1) + 2 Replace x with 2𝑥 + 1
𝑓(2𝑥 + 1) = 4𝑥 2 + 4𝑥 + 1 − 4𝑥 − 2 + 2 Simplify

𝑓(2𝑥 + 1) = 4𝑥 2 + 1 Final Answer

2(2𝑥+1)+3
b. ℎ(2𝑥 + 1) = Replace x with 2𝑥 + 1
(2𝑥+1)+2
4𝑥+2+3
ℎ(2𝑥 + 1) = Simplify
2𝑥+3

4𝑥 + 5 Final Answer
ℎ(2𝑥 + 1) =
2𝑥 + 3
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 𝑥 2 + 2 , 𝑖𝑓 𝑥 < 0 and
Example 3: If 𝑓(𝑥) = { , Find: a) 𝑓(−4) b. 𝑓(3)
5𝑥 + 2 , 𝑖𝑓 𝑥 ≥ 0
Solution:
a. To find 𝑓(−4), we let x = -4. Since -4 is less than 0, we use the first line of
the function. Thus,
𝑓(𝑥) = 𝑥 2 + 2
𝑓(−4) = (−4)2 + 2
𝑓(−4) = 18 Final Answer

b. To find 𝑓(3), we let 𝑥 = 3. Since 3 is greater than 0, we use the second line of
the function. Thus,
𝑓(𝑥) = 5𝑥 + 2
𝑓(3) = 5(3) + 2
𝑓(3) = 17 Final Answer

Example 4: The velocity 𝑉 (in m/s) of a ball thrown upward 𝑡 seconds after the ball
was thrown is given by 𝑉(𝑡) = 20 – 9.8𝑡. Calculate 𝑉(0) and 𝑉(1), and explain what
these results mean.
Solution: 𝑉(0) = 20 – 9.8(0) = 20 and 𝑉(1) = 20 – 9.8(1) = 10.2. These results indicate
that the initial velocity of the ball is 20 m/s. After 1 second, the ball is traveling more
slowly, at 10.2 m/s.

MATH CONCEPTS STORAGE

EVALUATING A FUNCTION
➢ It means replacing the variable in the function, in this case x, with a value
from the function's domain and computing for the result. To denote that
we are evaluating 𝑓 at x for some x in the domain of f, we write 𝑓(x).

The special notation 𝒇(𝒙), represents the value of the function at the number x.

Remember that:
a. 𝑓(𝑥) means “the value of f at x”. It does NOT mean “f times x”.
b. Letters other than f such g and h can also be used.
c. f is the name of the function and 𝑓(𝑥) is the value of the function at x.

EXERCISES 1.2

1. Evaluate the following functions at 𝑥 = −4.

a. 𝑓(𝑥) = 𝑥 3 − 64 REVIEW:
b. 𝑟(𝑥) = √5 − 𝑥 The absolute value or modulus of a real
𝑥+3 number x, denoted |x|, is the non-
c. 𝑞(𝑥) = 𝑥 2 +7𝑥+12
negative value of x without regard to its sign.
d. 𝑔(𝑥) = |𝑥 3 − 3𝑥 2 + 3𝑥 − 1| Example:
|3| = 3 𝑎𝑛𝑑 |−3| = 3

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 9 − 𝑥2 , 𝑥 < 2
2. Given 𝑓(𝑥) = {√𝑥 + 7 , 2 ≤ 𝑥 ≤ 10 , give the values of the following:
|𝑥 − 4| , 𝑥 ≥ 10
a. 𝑓(2) b. 𝑓(−3) c. 𝑓(5)

3. Given 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 4. Solve for

a. 𝑓(𝑥 + 3) b. 𝑓(2𝑥 − 1)

4. A computer shop charges P20.00 per hour (or a fraction of an hour) for the
first two hours and an additional P10.00 per hour for each succeeding hour.
Find how much you would pay if you used one of their computers for:
a) 40 minutes b) 3 hours c) 150 minutes

Lesson Operations on Functions

3

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

Pre -requisite skill: Operations such as addition, subtraction, multiplication and division on
algebraic expressions

Perform the indicated operations:

GETTING READY! 𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6
1. (5𝑥 + 4) − (7𝑥 + 2) 3. ( ) (𝑥 2 −3𝑥−10)
𝑥 2 −3𝑥+2
1 2 2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8
2. + 𝑥−5 4. ( ) ÷ (2𝑥 2 −3𝑥−20)
𝑥−3 2𝑥 2 +7𝑥+5

RECALL OF ADDITION AND SUBTRACTION OF POLYNOMIALS

a. Find the least common denominator (LCD) of both fractions.
b. Rewrite the fractions as equivalent fractions with the same LCD.
c. The LCD is the denominator of the resulting fraction.
d. The sum or difference of the numerators is the numerator of the resulting fraction.

Solution:
1. (5𝑥 + 4) − (7𝑥 + 2) = (5𝑥 + 4) + (−7𝑥 − 2)
=(5𝑥 − 7𝑥) + (4 − 2)
=−2𝑥 + 2 Final Answer

1 2
2. To add: 𝑥−3
+ 𝑥−5

12
 The LCD of the two fractions is (𝑥 − 3)(𝑥 − 5) = 𝑥 2 − 8𝑥 + 15

1 2 𝑥−5 2(𝑥−3)
+ 𝑥−5 = (𝑥 2−8𝑥+15) + (𝑥 2 −8𝑥+15)
𝑥−3
𝑥−5+2𝑥−6
= ( 𝑥 2 −8𝑥+15 )
3𝑥−11
= Final Answer
𝑥 2 −8𝑥+15

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

𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6 (𝑥+1)(𝑥−5) (𝑥−2)(𝑥−3) RECALL: MULTIPLICATION OF POLYNOMIALS

(𝑥 2 −3𝑥+2) (𝑥 2 −3𝑥−10) = ((𝑥−2)(𝑥+1)) ∙ ((𝑥−5)(𝑥+2)) a. Rewrite the numerator and denominator in terms of
(𝑥+1)(𝑥−5)(𝑥−2)(𝑥−3) its prime factors.
= (𝑥−2)(𝑥+1)(𝑥−5)(𝑥+2) b. Common factors in the numerator and denominator
(𝑥+1)(𝑥−3) can be simplified as “1” (this is often called
= “cancelling”.
(𝑥−1)(𝑥+2)
𝑥 2 −2𝑥−3 c. Multiply the numerators together to get the new
= numerator.
𝑥 2 +𝑥−2
d. Multiply the denominators together to get the new
denominator.
2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8
4. To divide: (2𝑥 2+7𝑥+5) ÷ (2𝑥 2 −3𝑥−20)

RECALL: DIVISION
2𝑥 2 + 𝑥 − 6 𝑥 2 − 2𝑥 − 8 2𝑥 2 + 𝑥 − 6 2𝑥 2 − 3𝑥 − 20 OF POLYNOMIALS
( 2 )÷( 2 )=( 2 )∙( 2 )
2𝑥 + 7𝑥 + 5 2𝑥 − 3𝑥 − 20 2𝑥 + 7𝑥 + 5 𝑥 − 2𝑥 − 8
(2𝑥−3)(𝑥+2) (𝑥−4)(2𝑥+5) To divide two fractions
= ∙ or rational expressions,
(2𝑥+5)(𝑥+1) (𝑥+2)(𝑥−4)
(2𝑥−3)(𝑥+2)(𝑥−4)(2𝑥+5) multiply the dividend
= with the reciprocal of
(2𝑥+5)(𝑥+1)(𝑥+2)(𝑥−4)
the divisor.
2𝑥−3
= Final Answer
𝑥+1

MATH CONCEPTS STORAGE

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.

Example 1: If 𝑓(𝑥) = 3𝑥 − 2 and 𝑔(𝑥) = 𝑥 2 + 2𝑥 − 3, find:

𝑓
a. (𝑓 + 𝑔)(𝑥) b. (𝑓 − 𝑔)(𝑥) c. (𝑓 ∙ 𝑔)(𝑥) d. (𝑔) (𝑥)

13
Solution:

a. (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥) Definition of sum of functions.

= (3𝑥 − 2) + (𝑥 2 + 2𝑥 − 3) Add f(x) and g(x).
(𝑓 + 𝑔)(𝑥) = 𝑥 2 + 5𝑥 − 5 Combine like terms.

b. (𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥) Definition of the difference of functions.

= (3𝑥 − 2) − (𝑥 2 + 2𝑥 − 3) Subtract g(x) from f(x).
= 3𝑥 − 2 − 𝑥 2 − 2𝑥 + 3 Perform the subtraction.
(𝑓 − 𝑔)(𝑥) = −𝑥 2 + 𝑥 + 1 Combine like terms.

c. (𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥) Definition of product of functions.

= (3𝑥 − 2)(𝑥 2 + 2𝑥 − 3) Apply distributive property.
= 3𝑥(𝑥 2 + 2𝑥 − 3) − 2(𝑥 2 + 2𝑥 − 3) Apply distributive property
(𝑓 ∙ 𝑔)(𝑥) = 3𝑥 3 + 4𝑥 2 − 13𝑥 + 6 Combine like terms.

𝑓 𝑓(𝑥)
d. (𝑔) (𝑥) = 𝑔(𝑥)
Definition of quotient of functions.
3𝑥−2
=
𝑥 2 +2𝑥−3

𝑓 3𝑥−2
(𝑔) (𝑥) = (𝑥+3)(𝑥−3)

𝒇
The domain of 𝒈 is the set of all real numbers except -3 and 1: {𝒙|𝒙 ≠ −𝟑 𝐚𝐧𝐝 𝒙 ≠ 𝟏}.

𝑓+𝑔
Example 2: If 𝑓(𝑥) = 8𝑥 3 − 3𝑥 2 , 𝑔(𝑥) = 4𝑥 3 + 9𝑥 2 , and ℎ(𝑥) = 3𝑥 2 , find ( ℎ
) (𝑥).

Solution:
𝑓+𝑔 𝑓(𝑥)+𝑔(𝑥)
( ℎ
) (𝑥) = ℎ(𝑥)

(8𝑥 3 −3𝑥 2 )+(4𝑥 3 +9𝑥 2 )

= 3𝑥 2

8𝑥 3 +4𝑥 3 +9𝑥 2 −3𝑥 2

= 3𝑥 2

12𝑥 3 +6𝑥 2
= 3𝑥 2

3𝑥 2 (4𝑥+2)
= 3𝑥 2

= 1(4𝑥 + 2)
𝑓+𝑔
( ℎ
) (𝑥) = 4𝑥 + 2, where 𝑥 ≠ 0.
1

Example 3: Let 𝑓(𝑥) = 𝑥 2 − 5 and 𝑔(𝑥) = 5𝑥 + 4, find:

a. (𝑓 + 𝑔)(3) b. (𝑔 − 𝑓)(𝑥) c. (𝑔 − 𝑓)(5)

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Solution:

a. (𝑓 + 𝑔)(3) = 𝑓(3) + 𝑔(3) c. (𝑔 − 𝑓)(𝑥) = −(𝑥 2 − 5𝑥 −

9)
= (32 − 5 ) + [5(3) + 4] (𝑔 − 𝑓)(5) = −(52 −
5(5) − 9
= 9 − 5 + 15 + 4 = −(25 − 25 −
9)
(𝑓 + 𝑔)(3) = 23 = −(−9)
(𝑔 − 𝑓)(5) = 9
b. (𝑔 − 𝑓)(𝑥) = 𝑔(𝑥) − 𝑓(𝑥)
= (5𝑥 + 4) − (𝑥 2 − 5)
= 5𝑥 + 4 − 𝑥 2 + 5
(𝑔 − 𝑓)(𝑥) = −𝑥 2 + 5𝑥 + 9
(𝑔 − 𝑓)(𝑥) = −(𝑥 2 − 5𝑥 − 9)

MATH CONCEPTS STORAGE

THE COMPOSITION OF FUNCTIONS

➢ The composition of the function 𝑓 with 𝑔 is denoted by
𝑓 ∘ 𝑔 and is defined by the equation:
(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))
The domain of the composition function 𝑓 ∘ 𝑔 is the set of
all x such that
1. x is in the domain of g; and
2. g(x) is in the domain of f.

2𝑥+1
Example 4: Let 𝑓(𝑥) = 2𝑥 + 1, 𝑝(𝑥) = 𝑥−1 , and 𝑞(𝑥) = 𝑥 2 − 2𝑥 + 2, find:
a. (𝑞 ∘ 𝑓)(𝑥) b. (𝑓 ∘ 𝑝)(𝑥) c. (𝑓 ∘ 𝑝)(5)

Solution:
a. (𝑞 ∘ 𝑓)(𝑥) = 𝑞(𝑓(𝑥)) c. (𝑓 ∘ 𝑝)(𝑥) = 𝑓(𝑝(𝑥))
5𝑥+1
= [𝑓(𝑥)]2 − 2[𝑓(𝑥)] + 2 (𝑓 ∘ 𝑝)(𝑥) =
𝑥−1
5(5)+1
= (2𝑥 + 1)2 − 2(2𝑥 + 1) + 2 (𝑓 ∘ 𝑝)(5) =
5−1
26
= (4𝑥 2 + 4𝑥 + 1) − (4𝑥 + 2) + 2 (𝑓 ∘ 𝑝)(5) =
4
2 13
= 4𝑥 + 4𝑥 + 1 − 4𝑥 − 2 + 2 (𝑓 ∘ 𝑝)(5) =
2
(𝑞 ∘ 𝑓)(𝑥) = 4𝑥 2 + 1

b. (𝑓 ∘ 𝑝)(𝑥) = 𝑓(𝑝(𝑥))
2𝑥+1
= 2 ( 𝑥−1 ) + 1
4𝑥+2
= 𝑥−1
+1
4𝑥+2+(𝑥−1)
= 𝑥−1
5𝑥+1
(𝑓 ∘ 𝑝)(𝑥) =
𝑥−1

EXERCISES 1.3
15
 Perform the following:
1. If 𝑓(𝑥) = 3𝑥 + 4, 𝑔(𝑥) = 2𝑥 − 1, find: a. (𝑓 + 𝑔)(𝑥) b. (𝑓 + 𝑔)(3)
2. If 𝑓(𝑥) = 𝑥 − 1, 𝑔(𝑥) = 2𝑥 2 + 𝑥 − 3, find: a. (𝑓 − 𝑔)(𝑥) b. (𝑓 − 𝑔)(−4)
𝑥−3 3
3. If 𝑓(𝑥) = 𝑥+2 , 𝑔(𝑥) = 𝑥−2, find: a. (𝑓 ⋅ 𝑔)(𝑥) b. (𝑓 ⋅ 𝑔)(3)
𝑥−1 1 𝑓 𝑓
4. If 𝑓(𝑥) = 𝑥2
, 𝑔(𝑥) = 𝑥, find: a. (𝑔) (𝑥) b. (𝑔) (−1)
5. If 𝑓(𝑥) = 5𝑥 − 3, 𝑔(𝑥) = 𝑥 2 − 3 find: a. (𝑔 ∘ 𝑓)(𝑥) b. (𝑔 ∘ 𝑓)(2)
𝑥+3
6. If 𝑓(𝑥) = 2𝑥 − 3, 𝑔(𝑥) = , find: a. (𝑓 ∘ 𝑔)(𝑥) b. (𝑓 ∘ 𝑔)(2)
2

“It doesn’t matter how slow you go

as long as you don’t stop.”
–Confucius

Problems Involving Functions

Example 1: The price function 𝑝(𝑥) = 640 − 0.2(𝑥) represents the price for which
you can sell x printed T-shirts. What must be the price of the shirt for
the first four entries in the table? The given table is shown below.

Target No. of Shirt Sales 500 900 1300 1700 2100

Price per T-shirt P540

Solution:
This means we have to find 𝑝(500), 𝑝(900), 𝑝(1300), 𝑝(1700).

For 𝑝(500): For 𝑝(900):

𝑝(𝑥) = 640 − 0.2(𝑥) 𝑝(𝑥) = 640 − 0.2(𝑥)
𝑝(500) = 640 − 0.2(500) 𝑝(900) = 640 − 0.2(900)
= 640 − 100 = 640 − 180
𝑝(500) = 540 𝑝(900) = 460
Thus, the price of the shirt is P540. Thus, the price of the shirt is P460.

For 𝑝(1300):
𝑝(1300) = 640 − 0.2(1300)
= 640 − 0.2(1300)
= 640 − 260
𝑝(1300) = 380
Thus, the price of the shirt is P380.

Target No. of Shirt Sales 500 900 1300 1700 2100

Price per T-shirt P540 P460 P380 P300 P220

16
Example 2: Suppose that 𝑁(𝑥) = 𝑥 denotes the number of shirts sold by a shop,
and the selling price per shirt is given by 𝑝(𝑥) = 250 − 5𝑥, for 0 ≤ 𝑥 ≤ 20. Find
(𝑁 ∙ 𝑝)(𝑥) and describe what it represents.

Solution:
(𝑁 ∙ 𝑝)(𝑥) = 𝑁(𝑥) ⋅ 𝑝(𝑥)
= 𝑥(250 − 5𝑥)
(𝑁 ∙ 𝑝)(𝑥) = 250𝑥 − 5𝑥 2, for 0 ≤ 𝑥 ≤ 20.

Since this function is the product of the quantity sold and the selling price,
then (𝑁 ∙ 𝑝)(𝑥) represents the revenue earned by the company.
Example 3: A spherical balloon is being inflated. Let 𝑟(𝑡) = 3𝑡 cm represent its radius
4
at time 𝑡 seconds, and let 𝑔(𝑟) = 3 𝜋𝑟 3 be the volume of the same balloon if its radius
is 𝑟. Write (𝑔 ∘ 𝑟) in terms of 𝑡, and describe what it represents.

Solution:
4
(𝑔 ∘ 𝑟)(𝑡) = 𝑔(𝑟(𝑡)) (𝑔 ∘ 𝑟)(𝑡) = 𝜋(27𝑡 3 )
3
4
= 𝜋(3𝑡)3 (𝑔 ∘ 𝑟)(𝑡) = 36𝜋𝑡 3
3
This function represents the volume of the balloon at time t seconds.

Journal Writing

Description: This activity will enable you to reflect about the lessons and
activities you underwent.

Instruction: Reflect on the activities you have done in this module by

completing the following statements. Write your answers on
your journal notebook.

Reflect on your participation in doing all the activities in this

module and complete the following statements:

I learned that______________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

The part of the module that I did not understand much is/are______________
__________________________________________________________________________________
__________________________________________________________________________________

17
 To cope up with the part of the lesson I found difficult, the best thing I must
do is/are_________________________________________________________________________
_________________________________________________________________________________.

Congratulations! Finally, you

successfully finished the first module.
Keep up with your good attitude towards
your studies. Now, you are ready to take
the assessment for this module.

POST-ASSESSMENT

Read each item carefully and write the letter of the correct answer in your answer
sheet.

1. Which of the following sets of ordered pairs does NOT represent a function?
a. {(−2, 2), (−1, 3), (0, 4), (1, 5), (2, 6)} c. {(−2, 8), (−1, 5), (0, 4), (1, 5), (2, 8)}
b. {(15, −4), (3, −2), (0, −1), (3, 2), (15, 4)} d.{(−2, −2), (−1, −1), (0, 0), (1, 1), (2,2)}

2. Which of the graphs does NOT represent a function?

a. b. c. d.

3. A graph represents a function if and only if each vertical line intersects the graph
at most _____.
a. once b. twice c. thrice d. all of the these

4. Evaluate 𝑓(𝑥) = 3𝑥 3 − 2𝑥 2 + 4𝑥 − 5 𝑎𝑡 𝑥 = −1.

a. -3 b. -5 c. -9 d. -14

5. If 𝑓(𝑥) = 𝑥 + 7 and 𝑔(𝑥) = 2𝑥 − 3, what is (𝑓 – 𝑔)(𝑥)?

a. −𝑥 + 4 b. 𝑥 − 4 c. 10 − 𝑥 d. 10 + 3𝑥

6. Given 𝑓(𝑥) = 𝑥 2 𝑎𝑛𝑑 𝑔(𝑥) = 𝑥 − 1, find (𝑓 ∘ 𝑔).

a. 𝑥 2 + 2𝑥 − 1 b. 𝑥 2 − 2𝑥 − 1 c. 𝑥 2 − 2𝑥 + 1 d. 𝑥 2 − 𝑥 + 2

7. Given 𝑓(𝑥) = 𝑥 2 𝑎𝑛𝑑 𝑔(𝑥) = 𝑥 − 1, find (𝑓 ∘ 𝑔)(−2).

a. 4 b. 7 c. 8 d. 9

ℎ
8. If 𝑔(𝑥) = 𝑥 − 3 𝑎𝑛𝑑 ℎ(𝑥) = 𝑥 2 + 2𝑥 − 15, find (𝑔) (𝑥).
𝑥+5 𝑥−5
a. 𝑥+5 b. 𝑥 − 5 c. d.
𝑥−3 𝑥−3

18
For items number 9-10: The number of words in a child’s vocabulary is a function
of the child’s age. The formula for the size of vocabularies of typical children between
the ages of 20 months and 50 months is given by 𝒏 = 𝟔𝟎𝒂 − 𝟗𝟎𝟎 where a represents
the child’s age in months and n represents the number of words that the child uses
correctly.

9. How many words does a typical 25-month old child know?

a. 400 b. 500 c. 600 d. 700

10. How many new words does a typical child learn each month from age 20 months
to the age of 50 months?
a. 50 b. 60 c. 70 d. 80

ANSWER KEY

Pre – Assessment
1. b
2. c
3. d
4. a
5. d

Post – Assessment

1. b 6. c
2. c 7. d
3. a 8. a
4. d 9. c
5. c 10. b

REFERENCES

Department of Education. General Mathematics Learners Module

19
Oronce, Orlando A. (2016). General Mathematics. Rex Book Store, Inc.

Obaña, Generoso G. and Mangaldan, Edna R. (2010). Making Connections in

Mathematics IV. Vicarish Publication and Trading, Inc.

https://courses.lumenlearning.com/epcc-atdcoursereview-collegealgebra-1-
2/chapter/use-the-vertical-line-test-to-identify-functions/

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmathinsight.org%2Ffunc
tion_examples&psig=AOvVaw1T7j-
NUiJFeiQl9zWDj8z0&ust=1597133096038000&source=images&cd=vfe&ved=0CAIQ
jRxqFwoTCNDj2cuWkOsCFQAAAAAdAAAAABAD

https://www.google.com/url?sa=i&url=https%3A%2F%2Foregonstate.edu%2Finstr
uct%2Fmth251%2Fcq%2FFieldGuide%2Fcomposition%2Flesson.html&psig=AOvVa
w3-
hgrbfkMdXQxv93bXus6o&ust=1597133210137000&source=images&cd=vfe&ved=0
CAIQjRxqFwoTCNDms4GXkOsCFQAAAAAdAAAAABAD

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