Senior High School

General Mathematics
Quarter 1 – Module 4.3
Representing Inverse Function through its
Table of Values and Graph
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 Senior High School

General Mathematics
Quarter 1 – Module 4.3
Representing Inverse Function through its
Table of Values and Graph

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Introductory Message
For the facilitator:
Welcome to the General Mathematics Self-Learning Module on Representing
Inverse Function through its Table of Function and Graph!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that will

help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the General Mathematics Self-Learning Module on Representing

Inverse Function through its Table of Function and Graph!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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Representing Inverse Function through
its Table of Values and Graph
CONTENT STANDARD
The learner demonstrates an understanding of key concepts of inverse
functions, exponential functions, and logarithmic functions.

PERFORMANCE STANDARD
The learner shall be able to apply the concepts of inverse functions,
exponential functions, and logarithmic functions to formulate and solve real-life
problems with precision and accuracy.

LEARNING COMPETENCY
Represents an inverse function through its: (a) table of values, and (b)
graph.

LEARNING OBJECTIVES:
1. Define inverse function.
2. Represent inverse function through its table of function and graph.

INTRODUCTION
After learning on how to determine the inverse of a one-to-one function, we
will now go through representing inverse function through table of values and
graph.

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ACTIVITY
Instruction: Graph the following functions using the data from the table of values.
Determine whether the function is one-to-one function or not using the horizontal line
test.
4x−3
1. f(x) = (x − 1)3 3. f(x) =
2x+1

x -1 0 1 2 3 1/3 1/2 3/4 2 9/2

x
y -8 -1 0 1 8 y -1/2 -1 0 1 3/2

2. f(x) = 2x − 1 4. f(x) = −x 2 + 4

x -2 -1 0 1 2 x -2 -1 0 1 2
y -5 -3 -1 1 3 y 0 3 4 3 0

ANALYSIS

Instruction: From the activity performed above, answer the following questions
below in the space provided after the questions.

1. What did you observe from the table of values when the function is not a
one-to-one correspondence?
___________________________________________________________________
___________________________________________________________________
____________________________________________________

2. What is the difference between the graph of a one-to-one function and not
one-to-one function?
___________________________________________________________________
___________________________________________________________________
____________________________________________________

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ABSTRACTION
Inverse Function
⚫ Definition
Let f be a one-to-one function with domain A and range B. Then the inverse of f,
denoted f-1, is a function with domain B and range A defined by f-1(y)=x given that
f(x)=y for any y in B.
⚫ Remember
A function has an inverse ‘if and only if’ it’s one-to-one. The new function obtained
under this condition is called inverse of the given function.
Example:
Consider the table of values for the function f(x) = 2x − 1 given below:
x -4 -3 -2 -1 0 1 2 3 4
y -9 -7 -5 -3 -1 1 3 5 7

By inverting the values for x and y,

x -9 -7 -5 -3 -1 1 3 5 7
y -4 -3 -2 -1 0 1 2 3 4
We should see that it still represents a function because each x values
correspond with only one y value.
Now let us see this next table of values for another function.
x -4 -3 -2 -1 0 1 2 3 4
y -1 -1 -1 -1 0 1 1 1 1

Inverting the values of x and y, will the resulting table still represent a function?
x -1 -1 -1 -1 0 1 1 1 1
y -4 -3 -2 -1 0 1 2 3 4

The resulting table does not represent a function since x values corresponds with
more than one y value.

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Graph of Inverse Function
From the definition of inverse, if plotting the point (a,b) is on the graph of f(x), then
the point (b,a) is on the graph of f-1(x). In other words, when we reverse the
coordinates of a point on the graph of f(x) we automatically get a point on the graph of
f-1(x). We can conclude the f(x) and f-1(x) are reflections of one another about the line
y=x. That is, each is a mirror image of the other about the line y=x.
Note: Horizontal line test is used to determine whether the given graph is a
on-to-one function.
Example 1:
Shown below is the graph of f(x) = 4x + 5 and its inverse.

We can see from the graph that f −1 (x) = 4x + 5 is a reflection of f(x) = 4x + 5. And
by using the horizontal line test, we can conclude that f(x) = 4x + 5 is a one-to-one
function.

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Example 2:
4x−3
Shown below is the graph of f(x) = 2x+1.

By applying the horizontal line test, we can verify that the function is one-to-one and
has an inverse.

APPLICATION
Construct a table of values of these following functions and its inverse and graph both
data in the cartesian plane.
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1. f(x) = − 5 x + 10

2. f(x) = 2x 3 + 3

3. f(x) = 3√x −5

ENRICHMENT
Given the function f(x) =,
A. Construct a table of values of the function using the interval -3 to 3 and get its
inverse.
B. Graph both the function and its inverse using the data from the table of values.
C. Determine whether the function is a one-to-one correspondence using the
horizontal line test.

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ANSWER KEY
Activity
1. One-to-One Function 3. One-to-One Function

2. One-to-One Function 4. Not a One-to-One Function

Analysis
1. Answer may vary.
2. Answer may vary.
Application
2 −5
1. f(x) = − 5 x + 10 f −1 (x) = x + 25
2

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 3 x−3
2. f(x) = 2x 3 + 3 f −1 (x) = √ 2

3. f(x) = 3√x −5 f(x) = (x + 5)3

Enrichment
5𝑥−1 2𝑥+1
A. f(x) = f-1(x) =
−𝑥+2 5+𝑥

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B.

C. One-to-One Function

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REFERENCES

Most Essential Learning Competency by the Department of Education

Teacher’s Guide (TG) in Senior High (General Mathematics)
Learner’s Material in Senior High (General Mathematics)

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Surigao del Norte

Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: surigao.delnorte@deped.gov.ph

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