General Mathematics

Quarter 1 – Module 3:
Operations on Functions
General Mathematics
Alternative Delivery Mode
Quarter 1 – Module 3: Representing Real-Life Situations Using Functions
First Edition, 2020

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Editors: Elizabeth B. Dizon, Anicia J. Villaruel, and Roy O. Natividad
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General Mathematics
Quarter 1 – Module 3:
Operations on Functions
Introductory Message
For the facilitator:

Welcome to the General Mathematics Alternative Delivery Mode (ADM) Module on

Operations on Functions!
This module was collaboratively designed, developed and reviewed by educators
from public 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 Alternative Delivery Mode (ADM) Module on

Operations on Functions!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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.

iii
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

iv
References This is a list of all sources used in
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

v
 What I Need to Know

In this module, the different operations on functions were discussed. Examples

were provided for you to be able to learn the five (5) operations: addition,
subtraction, multiplication, division and composition of functions. Aside from
algebraic solutions, these examples were illustrated, represented in tables and/or
mapping diagram for better understanding of the concepts. Activities were provided
to enhance your learning. Finally, your task is to answer a guided real-world
example that involves operations on functions.
After going through this module, you are expected to:

1. define operations on functions

2. identify the different operations on functions.
3. perform addition, subtraction, multiplication, division, and
composition of functions

What I Know

Direction. Write the letter of the correct answer on a separate sheet of paper.

1. The statement "𝑝(𝑥) − 𝑞(𝑥) is the same as 𝑞(𝑥) − 𝑝(𝑥)", 𝑝(𝑥) ≠ 𝑞(𝑥) is _____.
a. always true b. never true c. sometimes true d. invalid

2. Given ℎ(𝑥) = 2𝑥 2 − 7𝑥 and 𝑟(𝑥) = 𝑥 2 + 𝑥 − 1, find (ℎ + 𝑟)(𝑥).

a. 2𝑥 2 – 1 b. 3𝑥 2 + 6𝑥 – 1 c. 3𝑥 4 − 6𝑥 2 – 1 d. 3𝑥 2 − 6𝑥 – 1

3. Given: 𝑓(𝑎) = 2𝑎 + 1 and 𝑔(𝑎) = 3𝑎 − 3. Find 𝑓(𝑎) + 𝑔(𝑎)

𝑎. 5𝑎 − 2 b. −5𝑎 + 2 c. −2𝑎 + 1 d. −6𝑎 − 1

4. 𝑔(𝑥) = 2𝑥 − 4 and ℎ(𝑥) = 2𝑥 − 7 Find (𝑔 + ℎ)(3).

a. -7 b. 1 c.-1 d. 8

5. 𝑓(𝑥) = 6𝑥 2 + 7𝑥 + 2 and 𝑔(𝑥) = 5𝑥 2 − 𝑥 − 1, find (𝑓 − 𝑔)(𝑥).

a. 𝑥 2 + 8𝑥 + 3 b. 5𝑥 2 + 8𝑥 – 1 c. 𝑥 2 + 6𝑥 – 1 d. 𝑥 2 + 8𝑥 − 1

6. 𝑓(𝑥) = 𝑥 − 8 and 𝑔(𝑥) = 𝑥 + 3, Find 𝑓(𝑥) • 𝑔(𝑥)

a. 𝑥 2 + 24 b. 𝑥 2 − 5𝑥 + 24 c. 𝑥 2 − 5𝑥 − 24 d. 𝑥 2 + 5𝑥 + 24

7. If 𝑝(𝑥) = 𝑥 − 1 and 𝑞(𝑥) = 𝑥 − 1, what is 𝑝(𝑥) • 𝑞(𝑥)

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

ℎ
8. Given ℎ(𝑥) = 𝑥 − 6 𝑎𝑛𝑑 𝑠(𝑥) = 𝑥 2 − 13𝑥 + 42. Find 𝑠 (𝑥).
1 𝑥−6
a. b. 𝑥 − 7 c. d. 𝑥 − 6
𝑥−7 𝑥−7

9. 𝑔(𝑥) = 6𝑥 − 7 and ℎ(𝑥) = 5𝑥 − 1, Find 𝑔(ℎ(𝑥))

a. −9𝑥 + 11 b. 9𝑥 2 + 4𝑥 c.30𝑥 + 13 d. 30𝑥 − 13

10. If 𝑗(𝑥) = √𝑥 + 6 and 𝑘(𝑥) = 9 − 𝑥. Find 𝑗(𝑘 (−1))

a. 9 − √5 b. √14 c. 16 d. 4

For numbers 11-13, refer to figure below

11. Evaluate 𝑝(5)

a. 0 b. 3 c. 2 d. 7

12. Find 𝑞(𝑝(0))

a. -3 b. 1 c. -3 d. -5

13. Find (𝑞 ∘ 𝑝)(3)

a. 3 b. 5 c. 7 d. -1

For numbers 14-15, refer to the table of values below

𝑚(𝑥) = 3𝑥 − 5 𝑛(𝑥) = 𝑥 2 − 2𝑥 + 1
𝑥 0 1 2 3 4 5 6 7 8
𝑚(𝑥) -5 -2 1 4 7 10 13 16 19
𝑛(𝑥) 1 0 1 4 9 16 25 36 49

𝑚
14. Find (7)
𝑛
a. 4 b. 9 c. 1 d. 0
9 4

15. Find (𝑛 ∘ 𝑚)(4)

a. 9 b. 16 c. 19 d. 36

Lesson Operation on Functions

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 1
Operations on functions are similar to operations on numbers. Adding, subtracting
and multiplying two or more functions together will result in another function.
Dividing two functions together will also result in another function if the
denominator or divisor is not the zero function. Lastly, composing two or more
functions will also produce another function.

The following are prerequisite skills before moving through this module:

➢ Rules for adding, subtracting, multiplying and dividing fractions and

algebraic expressions, real numbers (especially fractions and integers).
➢ Evaluating a function.

A short activity was provided here for you to help in recalling these competencies. If
you feel that you are able to perform those, you may skip the activity below. Enjoy!

What’s In

SECRET MESSAGE

Direction. Answer each question by matching column A with column B. Write the
letter of the correct answer at the blank before each number. Decode the secret
message below using the letters of the answers.

Column A Column B
1 2
_____1. Find the LCD of and 7. A. (x + 4)(x − 3)
3
3 1 4x+7
_____2. Find the LCD of x−2
and x+3 C. x2+x−6
1 2 (𝑥−3)(𝑥+5)
_____3. Find the sum of and 7. D.
3 (x−6)(x+3)
2 5
_____4. Find the sum of +x E. (𝑥 − 2)(𝑥 + 3) or x 2 + x − 6
x
3 12 𝑥+4
_____5. Find the product of and 5 . G. x+2
8
3 1
_____6. Find the sum of and x+3 H. (x + 1)(x − 6)
x−2
For numbers 7-14, find the factors.
13
_____7. x 2 + x − 12 I. 21
_____8. x 2 − 5x − 6 L. (𝑥 − 4(𝑥 − 3)
_____9. x 2 + 6x + 5 M. −5
_____10. x 2 + 7x + 12 N. 21
_____11. x 2 − 7x + 12 O. (𝑥 − 5)(𝑥 − 3)

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_____12. x 2 − 5x − 14 R. (x + 4)(x + 3)
_____13. x 2 − 8x + 15 S. (𝑥 − 7)(𝑥 − 5)
9
_____14. x 2 − 12x + 35 T. 10
x2 +x−12 x2+6x+5
_____15. Find the product of x2 −5x−6
and x2+7x+12
. U. (𝑥 − 7(𝑥 + 2)
x2+x−12 x2 −8x+15 7
_____16. Divide x2 −5x−14
by x2 −12x+35 W. 𝑥
_____17. In the function f(x) = 4 − x 2 , 𝑓𝑖𝑛𝑑 𝑓(−3) Y. (x + 5)(x + 1)

Secret Message:

4 2 11 6 13 17 2 5 13 14 2 1 3 13 10

8 3 16 8 14 6 8 13 13 11 3 17

16 11 7 15 9 13 12 7 10 2 8 2 10 2

What’s New

SAVE FOR A CAUSE

Thru inspiration instilled by their parents and realization brought by Covid-19
pandemic experience, Neah and Neoh, both Senior High School students decided to
save money for a charity cause. Neah has a piggy bank with ₱10.00 initial coins
inside. She then decided to save ₱5.00 daily out of her allowance. Meanwhile, Neoh
who also has a piggy bank with ₱5.00 initial coin inside decided to save ₱3.00 daily.
Given the above situation, answer the following questions:

a. How much money will be saved by Neah and Neah after 30 days? after
365 days or 1 year? their combined savings for one year?
b. Is the combined savings enough for a charity donation? Why?
c. What values were manifested by the two senior high school students?
d. Will you do the same thing these students did? What are the other ways
that you can help less fortunate people?
e. Do you agree with the statement of Pope John Paul II said that “Nobody is
so poor he has nothing to give, and nobody is so rich he has nothing
to receive"? Justify your answer.
f. What functions can represent the amount of their savings in terms of
number of days?

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 What is It

In the previous modules, you learned to represent real life situations to

functions and evaluate a function at a certain value. The scenario presented above
is an example of real world problems involving functions. This involves two
functions representing the savings of the two senior high school students.

Below is the representation of two functions represented by a piggy bank:

Neah Neoh Combined
𝑓(𝑥) = 5𝑥 + 10 𝑔(𝑥) = 3𝑥 + 5 ℎ(𝑥) = 8𝑥 + 15

+ =

Suppose that we combine the piggy banks of the two students, the resulting is
another piggy bank. It’s just like adding two functions will result to another
function.

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) = 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
d. (𝑔)(𝑥) ℎ
ℎ. ( )(3)
Solution: 𝑔

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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 + 9𝑥 − 5 multiply the binomials

ℎ ℎ(𝑥)
d. (𝑔) (𝑥) = 𝑔(𝑥) definition of division of functions
2𝑥 2+9𝑥−5
= replace h(x) and g(x) by the given values
2𝑥−1
(𝑥+5)(2𝑥−1)
= factor the numerator
2𝑥−1
(𝑥+5)(2𝑥−1)
= cancel out common factors
2𝑥−1
=𝑥+5

e. (𝑓 + 𝑔)(3) = 𝑓(3) + 𝑔(3)

Solve for 𝑓(3) and 𝑔(3) separately:
𝑓(𝑥) = 𝑥 + 5 𝑔(𝑥) = 2𝑥 − 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 (𝑓 + 𝑔) at 3.

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

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

For item 𝑓 𝑡𝑜 ℎ we will 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

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 Alternative solution:
(𝑓 − 𝑔)(𝑥) = −𝑥 + 6 resulted function from item b
(𝑓 − 𝑔)(3) = −3 + 6 replace x by 3
=3 simplify

g. (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) = 2𝑥 2 + 9𝑥 − 5 resulted 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
= 40 simplify

ℎ ℎ(3)
h. (𝑔) (3) = 𝑔(3)

Solve for ℎ(3) and 𝑔(3) separately:

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

Alternative solution:
ℎ
(𝑔) (𝑥) = 𝑥 + 5 resulted function from item d
h
(g) (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.
The illustrations below might help you to better understand the concepts on
function operations.
In the illustrations, the numbers above are the inputs which are all 3 while below
the function machine are the outputs. The first two functions are the functions to
be added, subtracted, multiplied and divided while the rightmost function is the
resulting function.

Addition

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 Subtraction

Multiplication

Division

Notes to the Teacher

Give emphasis to the students that performing operations on

two or more functions results to a new function. The function
(𝑓 + 𝑔)(𝑥) is a new function resulted from adding 𝑓(𝑥) and 𝑔(𝑥).
The new function can now be used to evaluate (𝑓 + 𝑔)(3) and it
will be the same as adding 𝑓(3) and 𝑔(3).

Composition of functions:

8
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 + 5𝑥 + 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 + 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

Composition of function is putting a function inside another function. See below

figure for illustration.

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

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 ℎ(4) = 4 + 2 𝑓(6) = 62 + 5(6) + 6
=6 = 36 + 30 + 6
= 72

(𝑓 ∘ ℎ)(4) = 𝑓(ℎ((4))
= 𝑓(6)
∴ = 72
To evaluate composition of function, always start with the inside function (from
right to left). In this case, we first evaluated ℎ(4) and then substituted the resulted
value to 𝑓(𝑥).

Alternative solution:

(𝑓 ∘ ℎ)(𝑥)) = 𝑓(ℎ(𝑥)) definition of function composition

𝑓(ℎ(𝑥)) = 𝑥 2 + 9𝑥 + 20, from item a
(𝑓 ∘ ℎ)(4)) = 42 + 9(4) + 20 replace all x’s by 4
= 16 + 36 + 20 perform the indicated operations
= 72 simplify

A mapping diagram can also help you to visualize the concept of evaluating a
function composition.

From the definition of function composition, (𝑓 ∘ ℎ)(4) = 𝑓(ℎ((4)). Looking at the

mapping diagram for values and working from right to left, ℎ(4) = 6. Substituting
6 to ℎ(4) we have 𝑓(6). From the diagram, 𝑓(6) is equal to 72. Therefore, (𝑓 ∘

10
ℎ)(4) = 𝑓(ℎ((4)) = 72. In the diagram, the first function ℎ(𝑥) served as the inside
function while the second function 𝑓(𝑥) is the outside function.

A table of values is another way to represent a function. The mapping diagram

above has a corresponding table of values below:

ℎ(𝑥) = 𝑥 + 2 𝑓(𝑥) = 𝑥 2 + 5𝑥 + 6

𝑥 1 3 4 6
ℎ(𝑥) 3 5 6 8
𝑓(𝑥) 12 30 42 72

(𝑓 ∘ ℎ)(4) = 𝑓(ℎ((4)) definition of composition of functions

= 𝑓(6) substitute h(4) by 6
= 72 from the table
c. (ℎ ∘ 𝑓)(𝑥) = ℎ(𝑓(𝑥)) definition of composition of functions
= ℎ(𝑥 2 + 5𝑥 + 6), substitute f(x) by x 2 + 5x + 6, given
Since ℎ(𝑥) = 𝑥 + 2 given
ℎ(𝑥 + 5𝑥 + 6) = 𝑥 2 + 5𝑥 + 6 + 2
2 substitute x by x 2 + 5x + 6
= 𝑥 2 + 5𝑥 + 8 combine similar terms

Notes to the Teacher

The functions (𝑓 ∘ ℎ)(𝑥) and (h ∘ f)(x) are generally not the same
as we see in the previous examples. It only means that order of
functions counts in composition of function operation. There are
special cases where they will be the same; this is when the two
functions are inverses. Graphing and finding the domain and
range of algebraic operations is not covered by this module but
this is an interesting activity that can be used as enrichment once
this module was mastered.

What’s More

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 Activity 1:

MATCHING FUNCTIONS
Direction: Match column A with column B by writing the letter of the correct
answer on the blank before each number

Given:
𝑎(𝑥) = 𝑥 + 2
𝑏(𝑥) = 5𝑥 − 3
𝑥+5
𝑐(𝑥) =
𝑥−7
𝑑(𝑥) = √𝑥 + 5
3
𝑒(𝑥) =
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.− 5
𝑐
______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. (𝑐 ) (−2) i. −6
______10. (𝑐 − 𝑒)(2) j. 5𝑥 2 + 7𝑥 − 6

Activity 2:

LET’S SIMPLIFY

𝑥+1
A. Let 𝑝(𝑥) = 2𝑥 2 + 5𝑥 − 3, 𝑚(𝑥) = 2𝑥 − 1, 𝑎𝑛𝑑 ℎ(𝑥) = Find:
𝑥−2
1. (𝑚 − 𝑝)(𝑥)
2. 𝑝(5) + 𝑚(3) − ℎ(1)
𝑚(𝑥)
3. 𝑝(𝑥)
4. 𝑝(𝑥 + 1)
5. 𝑝(3) − 3(𝑚(2)

B. Given the following:

• 𝑚(𝑥) = 5𝑥 − 3
• 𝑛(𝑥) = 𝑥 + 4
• 𝑐(𝑥) = 5𝑥 2 + 17𝑥 − 12
𝑥−5
• 𝑡(𝑥) = 𝑥+2

12
Determine the following functions.
1. (𝑚 + 𝑛)(𝑥)
2. (𝑚 ∙ 𝑛)(𝑥)
3. (𝑛 − 𝑐)(𝑥)
4. (𝑐/𝑚)(𝑥)
5. (𝑚 ∘ 𝑛)(𝑥)
6. (𝑛 ∘ 𝑐)(−3)
7. 𝑛(𝑚(𝑚(2)))

C. Given the functions 𝑔(𝑥) = 𝑥 2 − 4 and ℎ(𝑥) = 𝑥 + 2, Express the following as

the sum, difference, product, or quotient of the functions above.
1. 𝑝(𝑥) = 𝑥 − 2
2. 𝑟(𝑥) = 𝑥 2 + 𝑥 − 2
3. 𝑠(𝑥) = 𝑥 3 + 2𝑥 2 − 4𝑥 − 8
4. 𝑡(𝑥) = −𝑥 2 + 𝑥 + 6

D. Answer the following:

1. Given ℎ(𝑥) = 3𝑥 2 + 2𝑥 − 4, 𝑤ℎ𝑎𝑡 𝑖𝑠 ℎ(𝑥 − 3)?

2. Given 𝑛(𝑥) = 𝑥 + 5 𝑎𝑛𝑑 𝑝(𝑥) = 𝑥 2 + 3𝑥 − 10, 𝑓𝑖𝑛𝑑:

a. (𝑛 − 𝑝)(𝑥) + 3𝑝(𝑥)
𝑛(𝑥)
b. 𝑝(𝑥)
c. (𝑝 ∘ 𝑛)(𝑥)
3. Let 𝑚(𝑥) = √𝑥 + 3, 𝑛(𝑥) = 𝑥 3 − 4, 𝑎𝑛𝑑 𝑝(𝑥) = 9𝑥 − 5, 𝑓𝑖𝑛𝑑 (𝑚 ∘ (𝑛 − 𝑝))(3).
4. Given 𝑤(𝑥) = 3𝑥 − 2, 𝑣(𝑥) = 2𝑥 + 7 and 𝑘(𝑥) = −6𝑥 − 7, find (𝑤 − 𝑣 − 𝑘)(2)
2
5. If 𝑠(𝑥) = 3𝑥 − 2 and 𝑟(𝑥) = 𝑥+5, find 2(𝑠 + 𝑟)(𝑥)
3
6. Given 𝑎(𝑥) = 4𝑥 + 2, 𝑏(𝑥) = 2 𝑥, 𝑎𝑛𝑑 𝑐(𝑥) = 𝑥 − 5, 𝑓𝑖𝑛𝑑 (𝑎 • 𝑏 • 𝑐)(𝑥)

What I Have Learned

Complete the worksheet below with what have you learned regarding
operations on functions. Write your own definition and steps on performing
each functions operation. You may give your own example to better illustrate
your point.

13
Addition Subtraction Multiplication Division Composition

What I Can Do

Direction: Read and understand the situation below, then answer the questions
that follow.

The outbreak of coronavirus disease 2019 (COVID-19) has created a global health
crisis that has had a deep impact on the way we perceive our world and our
everyday lives, (https://www.frontiersin.org). Philippines, one of the high-risk
countries of this pandemic has recorded high cases of the disease. As a student,
you realize that Mathematics can be a tool to better assess the situation and
formulate strategic plan to control the disease.

Suppose that in a certain part of the country, the following data have been
recorded.

𝑑 0 1 2 3 4 5 6 7 8
𝐼(𝑑) 3 5 9 12 18 25 35 47 82
Where I(d) is the function of the number of people who got infected in d days
The number of recoveries was also recorded in the following table as the
function 𝑅(𝑖) where R as the number of recoveries is dependent to number of
infected (I).

𝐼 3 5 9 12 18 25 35 47 82
𝑅(𝐼) 0 1 2 5 7 9 12 18 25

a. Evaluate the following and then interpret your answer.

1. 𝑅(𝐼(3))
2. 𝑅(𝐼(8))

14
 3. 𝐼(𝑅(18))

b. The number of deaths (M) was also dependent on the number of infected
(I). Complete the table with your own number of deaths values for the
given number of infected.
𝐼 3 5 9 12 18 25 35 47 82
𝑀(𝐼)
Evaluate the following and then interpret your answer.
1. 𝑀(𝐼(1))
2. 𝑀(𝐼(4))
3. 𝐼(𝑀(12))
c. What can you conclude about the data presented?
d. What can you suggest to the government to solve the problem?

Assessment

Direction. Write the letter of the correct answer on a separate answer sheet.

1. The following are notations for composite functions EXCEPT,

a. ℎ(𝑝(𝑥)) b. 𝑓(𝑥)𝑔(𝑥) c. (𝑠 ∘ 𝑡)(𝑥) d. 𝑓(𝑔(𝑥))

2. Find ℎ(3) + 𝑑(2) 𝑖𝑓 ℎ(𝑥) = 𝑥 − 1 𝑎𝑛𝑑 𝑑(𝑥) = 7𝑥 + 3

b. 2 b. 5 c. 14 d. 19

3. 𝑡(𝑥) = −𝑥 2 + 7𝑥 + 1 𝑎𝑛𝑑 𝑟(𝑥) = 5𝑥 2 − 2 𝑥 + 8, 𝑓𝑖𝑛𝑑 (𝑡 − 𝑟)(2).

a. 18 b. -18 c. -13 d. 13

4. 𝑓(𝑥) = 4𝑥 + 2 𝑎𝑛𝑑 𝑔(𝑥) = 3𝑥 − 1, 𝑓𝑖𝑛𝑑 (𝑓 − 𝑔)(4).

a. 0 b. -9 c. 7 d. -8

5. 𝐼𝑓 𝑔(𝑥) = 𝑥 − 4 𝑎𝑛𝑑 𝑓(𝑥) = 𝑥 + 5 𝐹𝑖𝑛𝑑 𝑓(𝑥) • 𝑔(𝑥)

a. 𝑥 2 + 𝑥 + 20 c. 𝑥 2 – 𝑥 − 20
b. 𝑥 2 – 𝑥 + 20 d. 𝑥 2 + 𝑥 − 20
𝑛+6 𝑛+6 ℎ
6. Given ℎ(𝑛) = 𝑎𝑛𝑑 𝑝(𝑘) = . Find (𝑘).
𝑛−4 𝑛 2+4𝑛−32 𝑝
1 1
a. b. 𝑛 − 8 c. d. 𝑛 + 8
𝑛+8 𝑛−8

7. If 𝑓(𝑥) = 18𝑥 2 and 𝑡(𝑥) = 8𝑥, find 𝑓 (𝑥).

𝑡
a. 9𝑥 b. 4𝑥 c. 4 d. 9
4 9 9𝑥 4𝑥

8. When 𝑓(𝑥) = 3𝑥 − 5 and 𝑔(𝑥) = 2𝑥 2 − 5 , find 𝑓(𝑔(𝑥)).

a. 𝑥 2 + 2𝑥 + 3 b. 6𝑥 2 − 20 c. 6𝑥 2 + 20 d. 2𝑥 2 + 6

15
 9. 𝑟(𝑥) = 𝑥 + 5 and 𝑞(𝑥) = 2𝑥 2 − 5, Find 𝑞(𝑟(−2))
a. 8 b. -8 c. 13 d. -13

10. Let 𝑓(𝑥) = 3𝑥 + 8 and 𝑔(𝑥) = 𝑥 − 2. Find 𝑓(𝑔(𝑥)).

a. 2𝑥 + 3 b. 2𝑥 − 3 c. 4𝑥 + 1 d. 3𝑥 + 2

For numbers 11-13, refer to the figure below:

11. Evaluate 𝑟(2)

a. -11 b. -3 c. 5 d. 11

12. Find 𝑠(𝑟(7))

a. 7 b. 1 c. -1 d. -7

13. Find (𝑠 ∘ 𝑟)(1)

a. -3 b. 3 c. 5 d. -5
For numbers 14-15, refer to the table of values below

𝑡(𝑥) = 2𝑥 + 1 𝑘(𝑥) = 2𝑥 2 − 7𝑥 − 5
𝑥 0 1 2 3 4 5 6 7 8
𝑡(𝑥) 1 3 5 7 9 11 13 15 17
𝑘(𝑥) -5 -10 -11 -8 -1 10 25 44 67

14. Find (𝑘 − 𝑡)(4)

a. 8 b. -8 c. 10 d. -10

15. Find (𝑘 ∘ 𝑡)(2)

a. 10 b. -10 c. -5 d. -1

Additional Activities

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) = 2𝑥 − 1 𝑔(𝑥) = |3𝑥 − 4| ℎ(𝑥) =
2
𝑟(𝑥) = 𝑥 + 3 𝑠(𝑥) = 𝑥 2 − 4𝑥 − 21

16
 Column A Column B
_______1.𝑓(0) = A. −11
_______2. 𝑔(3) = B. 2
_______3. 𝑠(−1) = C. 3𝑥 + 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. 2𝑥 2 + 5𝑥 − 3
_______8. (𝑟 − 𝑓)(2) = H. 6
_______9. (𝑓 • 𝑟)(𝑥) = I. −16
_______10. (𝑓 • 𝑟)(1) = J. 2𝑥 + 2
𝑠
_______11. 𝑟 (𝑥) = K. 5
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) ___________________________________________________________

Answer Key

17
18
References

Department of Education. "General Mathematics Learner's Material." In General

Mathematics Learner's Material, by Debbie Marie B. Verzosa, Paolo L.
Apolinario, Regina M. Tresvalles, Francis Nelson M. Infante, Jose Lorenzo M.
Sin and Len Patrick Dominic M. Garces, edited by Leo Andrei A. Crisologo,
Shirlee R. Ocampo, Jude Buot, Lester C. Hao, Eden Delight P. Miro and
Eleanor Villanueva, 13-20. Meralco Avenue, Pasig City, Philippines 1600:
Lexicon Pres Inc., 2016.
Department of education. "General Mathematics Teacher's Guide." In General
Mathematics Teacher's Guide, by Leo Andrei A. Crisologo, Shirlee R. Ocampo,
Eden Delight P. Miro, Regina M. Tresvalles, Lester C. Hao and Emellie G.

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 Palomo, edited by Christian Paul O. Chan Shio and Mark L. Loyola, 14-22.
Meralco Avenue, Pasig City, Philippines 1600: Lexicon Press Inc., 2016.
coronatracker.com. COVID-19 Corona Tracker. n.d.
https://www.coronatracker.com/country/philippines/ (accessed May 20,
2020).
engageny.org. n.d. https://www.engageny.org/file/128826/download/precalculus-
m3-topic-b-lesson-16-teacher.pdf?token=pvy6pn0x (accessed May 20, 2020).
quizizz.com. n.d.
https://quizizz.com/admin/search/operations%20on%20functions
(accessed May 22, 2020).

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