General Mathematics

Quarter 1
Module 1: Functions
Module 2: Rational Functions

1
 Quarter 1 – Module 1: Functions
What I Need to Know

This module was designed and written with you in mind. It is here
to help you master the key concepts of functions specifically on
representing functions in real life situations and on evaluating functions.
Also, 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. This module also covers varied
situations that can be seen in real life such as travel fares, monthly bills
sales and the like.
It is hoped that upon exploring this learning kit you will find the
eagerness and enthusiasm in completing the task required. Best of luck!
After going through this module, you are expected to:
1. recall the concepts of relations and functions;
2. define and explain functional relationship as a mathematical model
of situation;
3. represent real-life situations using functions, including piecewise
function;
4. recall the process of substitution;
5. identify the various types of functions;
6. evaluate functions;
7. define operations on functions;
8. identify the different operations on functions;
9. perform addition, subtraction, multiplication, division, and
composition of functions;
10. represent situations as functions and evaluate functions to
determine the required quantity ;
11. apply concepts learned in solving real-life problems involving
functions; and
12. solve problems involving functions

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 Lesson Representing Real-Life
1 Situations Using Functions

Welcome to the first lesson of your General Mathematics. This

lesson will give you the practical application of functions in a real-life
scenario including the piecewise function. When you are in Grade 8, you
already encountered relation and function. But in this module, let’s take
into a deeper sense on how this topic can be useful in our daily life. Are
you all ready?
What’s In
Before we proceed in representing real-life scenario using function,
let’s go back to where we started. What have you remembered about
relations and functions?
A relation is any set of ordered pairs. The set of all first elements
of the ordered pairs is called the domain of the relation, and the set of all
second elements is called the 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 function, let’s study the following.
Given the following ordered pairs, which relations are functions?
A = {(1,2), (2,3), (3,4), (4,5)} C = {(1,0), (0, 1, (-1,0), (0,-1)}
B = {(3,3), (4,4), (5,5), (6,6)} D = {(a,b), (b, c), (c,d), (a,d)}
You are right! The relations A and B are functions because each
element in the domain corresponds to a unique element in the range.
Meanwhile, relations C and D are not functions because they contain
ordered pairs with the same domain [𝐶 = (0,1) 𝑎𝑛𝑑 (0, −1), 𝐷 =
(𝑎, 𝑏) 𝑎𝑛𝑑 (𝑎, 𝑑)].
How about from the 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 4 -3 1 2 5
y -5 -2 -2 -2 0

3
C.
x 0 -1 4 2 -1
y 3 4 0 -1 1

That’s right! A and B are functions since all the values of x

corresponds to exactly one value of y. Unlike table C, where -1 corresponds
to two values, 4 and 1.
We can also identify a function given a diagram. On the following
mapping diagrams, which do you think represent functions?
Domain Range

You are correct! The relations 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.
How about if the given are graphs of relations, can you identify
which are functions? Do you still remember the vertical line test? Let’s
recall.

A relation between two sets of numbers can be illustrated by

graph in the Cartesian plane, and that a function passes the
vertical line test.

A graph of a relation is a function if any vertical line drawn

passing through the graph intersects it at exactly one point.

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Using the vertical line test, can you identify the graph/s of function?
A. C.

B. D.

Yes, that’s right! A and C are graphs of functions while B and D are
not because they do not pass the vertical line test.
In Mathematics, we can represent functions in different ways. It can
be represented through words, tables, mappings, equations and graphs.
What’s New
We said that for a relation to become a function, the value of the
domain must correspond to a single value of the range. Let’s read some
of the conversations and determine if they can be classified as function
or not

Scenario 1: June and Mae are in a long-time relationship until

June realized that he wants to marry Mae.

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Scenario 2: Kim is a naturally born Filipino but because of her eyes,
many people are confused if she is a Chinese. Let’s see how she
responds to her new classmates who are asking if she’s a Chinese.

Hey classmate, are No classmate! I was

you a Chinese? born Filipino and my
parents were also pure
Filipino.

Haha, many have

said that. But my
veins run a pure
Filipino blood.
Hey Kim, can you teach
me some Chinese
language?
I love Chinese, but I’m
sorry I can’t teach you
because I am Filipino.
I was born Filipino
Kim, I thought you are and will die as
a Chinese because of Filipino.
your feature.

Scenario 3: As part of their requirements in Statistics class, Andrei

made a survey on the religion of his classmates and here’s what he
found out.
Andrei: Good morning classmates, as our requirement in Statistics may
I know your religion? This data will be part of my input in the survey
that I am doing.
Ana: I am a Catholic.
Kevin: I am also a Catholic.
Sam: I am a member of the Iglesia ni Cristo.
Joey: I am a Born Again Christian.
Lanie: My family is a Muslim.
Jen: We are sacred a Catholic Family.
Andrei: Thank you classmates for your responses.
Reflect on this!
1. From the above conversations, which scenario/s do you think can be
classified as function?
2. State the reason/s why or why not the above scenarios is a function.

What is It
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.

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 The above scenarios are all examples of relations that show
function. Monogamous marriage (e.g. Christian countries) 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.
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 lives in the Philippines, she can never have
multiple nationalities except Filipino. (Remember: Under RA 9225 only
those naturally-born Filipinos who have become naturalized citizens of
another country can have dual citizenship. This is not applicable to Kim
since she was born in the Philippines and never a citizen of another
country.)
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. One-to-one relationship was also
illustrated by the classmates who said that they are Born Again, Muslim
and Iglesia ni Cristo - one student to one religion.
Can you cite other real-life situations that show functions?

The Function Machine

Functions 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 is 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.

OUPUTS
Function
Machine

INPUTS

You have learned that function can be represented by an 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
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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) = 𝟔𝟎𝒕
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 lost every hour.
Solution:
Since every hour losses 12% of the battery, then the amount
of battery function is 𝑩(𝒉) = 𝟏𝟎𝟎 − 𝟎. 𝟏𝟐𝒉
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 − 𝟐𝒙)(𝟖 − 𝟐𝒙)(𝒙) = 𝟖𝟎𝒙 − 𝟑𝟔𝒙𝟐 + 𝟒𝒙𝟑

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:

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 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
250 𝑖𝑓 0 < 𝑚 ≤ 200
𝑡(𝑚) = { In case the messages sent were more than 200
(250 + 𝑚) 𝑖𝑓 𝑚 > 200
B. A certain chocolate bar costs ₱50.00 per piece. However, if you buy
more than 5 pieces they will mark down the price to ₱48.00 per
piece. Use a piecewise function to represent the cost in terms of the
number of chocolate bars bought.
Answer:
For buying 5 chocolate bars or less
50 𝑖𝑓 0 < 𝑛 ≤ 5
𝑓(𝑛) = {
48𝑛 𝑖𝑓 𝑛 > 5 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 Cost for a service to 51 to 100 persons
𝐶(ℎ) = {200 𝑖𝑓 51 ≤ 𝑛 ≤ 100
150 𝑖𝑓 𝑛 > 100 Cost for a service to more than 100 persons

Assessment
Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. Which of the following is not true about function?
a. Function is composed of two quantities where one depends on the
other.
b. One-to-one correspondence is a function.
c. Many-to-one correspondence is a function.

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 d. One-to-many correspondence is a function.
2. In a relation, what do you call the y values or the output?
a. Piecewise b. Range c. Domain d. Independent
3. Which of the following tables is NOT a representation of functions?
a. x 2 1 0 1
y 3 6 7 2

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

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

x 0 2 4 6
d. y 6 5 4 3

4. In this table, what is the domain of the function?

x 1 2 3 4 5

y a b c d e

a. 𝐷: {2, 4, 6, 8, 10} c. 𝐷: {1, 2, 3, 4, 5}

b. 𝐷: {𝑎, 𝑏, 𝑐, 𝑑, 𝑒} d. 𝑦 = {1, 2, 3, 4, 5, 𝑎, 𝑏, 𝑐, 𝑑}
5. Which of the following relations is/are function/s?
a. 𝑥 = {(−1,2), (−3,4), (−1,7), (5,1)} c.ℎ = {(6,1), (−2,3), (2,6), (7, 2)}
b. 𝑔 = {(−3,2), (3,1), (−3,2), (5,7)} d.𝑦 = {(2,3), (3,2), (−2,3), (3, −2)}
6. Which of the following relations is/are function/s?
a. the rule which assigns to each person the name of his brother
b. the rule which assigns the name of teachers you have
c. the rule which assigns a pen and the color of its ink
d. the rule which assigns each person a surname
7. A person can encode 1000 words in every hour of typing job. Which of
the following expresses the total words W as a function of the number
n of hours that the person can encode?
a. 𝑊(𝑛) = 1000 + 𝑛 c. 𝑊(𝑛) = 1000𝑛
1000
b. 𝑊 (𝑛) = d.. 𝑊(𝑛) = 1000 − 𝑛
𝑛
8. Judy is earning ₱300.00 per day for cleaning the house of Mrs. Perez
and additional ₱25.00 for an hour of taking care Mrs. Perez’s child.
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 Express the total salary (S) of Judy including the time (h) spent for
taking care the child.
a. 𝑆(ℎ) = 300 + 25ℎ c. 𝑆(ℎ) = 300(25ℎ)
b. 𝑆(ℎ) = 300 − 25ℎ d. 𝑆(ℎ) =
9. Which of the following functions define the volume of a cube?
a. 𝑉 = 3𝑠, where s is the length of the edge
b. 𝑉 = 𝑠3, where s is the length of the edge
c. 𝑉 = 2𝑠3, where s is the length of the edge
𝑠
d. 𝑉 = 3, where s is the length of the edge
10. Eighty meters of fencing is available to enclose the rectangular garden
of Mang Gustin. Give a function A that can represent the area that
can be enclosed in terms of x.
a. 𝐴(𝑥) = 40𝑥 − 𝑥2 c. 𝐴(𝑥) = 40𝑥2 − 𝑥
b. 𝐴(𝑥) = 80𝑥 − 𝑥2 d. 𝐴(𝑥) = 80𝑥2 − 𝑥
For numbers 11 – 12, use the problem below.
A user is charged ₱400.00 monthly for a Sun and Text mobile plan which
include 500 free texts messages. Messages in excess of 500 is charged
₱1.00. Represent a monthly cost for the mobile plan using s(t) where t is
the number of messages sent in a month.
11. _______________
𝑠(𝑡) = {
12. _______________
11.
a. 𝑠(𝑡) = {400, 𝑖𝑓 0 < 𝑡 ≤ 500 c. 𝑠(𝑡) = {400, 𝑖𝑓 0 < 𝑡 < 500
b. 𝑠(𝑡) = {400, 𝑖𝑓 0 < 𝑡 ≥ 500 d. 𝑠(𝑡) = {400, 𝑖𝑓 0 > 𝑡 > 500
12.
a. 𝑠(𝑡) = 400 + 𝑡, 𝑖𝑓 𝑡 c. 𝑠(𝑡) = 400 + 2𝑡, 𝑖𝑓 𝑡
b. 𝑠(𝑡) = 400 + 𝑡, 𝑖𝑓 𝑡 d. 𝑠(𝑡) = 400 + 2𝑡, 𝑖𝑓𝑡

For numbers 13 – 15, use the problem below.

Cotta National High School GPTA officers want to give t-shirts to all the
students for the foundation day. They found a supplier that sells t-shirt
for ₱200.00 per piece but can charge to ₱18,000.00 for a bulk order of 100
shirts and ₱175.00 for each excess t-shirt after that. Use a piecewise
function to express the cost in terms of the number of t-shirt purchase
13. ______________
𝑡(𝑠) = {14. ______________
15. ______________

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13.
a. 𝑡 (𝑠) = {200𝑠, 𝑖𝑓 0 < 𝑠 ≤ 100 c. 𝑡 (𝑠) = {200𝑠, 𝑖𝑓 0 > 𝑠 ≤ 100
b. 𝑡(𝑠) = {200𝑠, 𝑖𝑓 0 ≥ 𝑠 ≤ 99 d. 𝑡 (𝑠) = {200𝑠, 𝑖𝑓 0 < 𝑠 ≤ 99
14.
a. 𝑡(𝑠) = {18,000, 𝑖𝑓 𝑠 ≥ 100 c. 𝑡(𝑠) = {18,000, 𝑖𝑓 𝑠 = 100
b. 𝑡(𝑠) = {18,000, 𝑖𝑓 𝑠 > 100 d. 𝑡(𝑠) = {18,000, 𝑖𝑓 𝑠 < 100
15.
a. 𝑡(𝑠) = {18,000 + 175(𝑠 − 100), 𝑖𝑓 𝑠 > 100
b. 𝑡(𝑠) = {18,000 + 175(𝑠 − 100), 𝑖𝑓 𝑠 ≥ 100
c. 𝑡(𝑠) = {18,000 + 175𝑠, 𝑖𝑓 𝑠 > 100
d. 𝑡(𝑠) = {18,000 + 175𝑠, 𝑖𝑓 𝑠 ≤ 100

Lesson
Evaluating Functions
2
Finding the value of “x” for most of the students is what
Mathematics is all about. Sometimes, it seems to be a joke for the
students to evaluate an expression, like what is shown by the
illustration.
Find x.

If you want to learn how to find the value of “x”, well then, you are
in the right page. WELCOME to your second lesson!

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 What’s In
Before we begin, let’s go back to the time when you first
encountered how to evaluate expressions.
Do you still remember?
Given the following expressions, find its value if x = 3.
1. 3x+ 7 2. 𝑥 2 + 4𝑥 − 10 3. 3x2 −6
We have learned that, in an algebraic expression, letters can stand
for numbers.
And to find the value of the expression, there are two things that you
have to do.

1. Replace each letter in the expression with the assigned value.

First, replace each letter in the expression with the value that has
been assigned to it. To make your calculations clear and avoid mistakes,
always enclose the numbers you're substituting inside parentheses. The
value that's given to a variable stays the same throughout the entire
problem, even if the letter occurs more than once in the expression.
However, since variables "vary", the value assigned to a particular
variable can change from problem to problem, just not within a single
problem.
2. Perform the operations in the expression using the correct order
of operations (PEMDAS).
Once you've substituted the value for the letter, do the operations
to find the value of the expression. Don't forget to use the correct order
of operations: first do any operations involving exponents, then do
multiplication and division, and finally do addition and subtraction!

If in the activity above, you do the same process in order to arrive

with these answers, then, this module seems to be very easy to you.
Given the following expressions, find its value if 𝑥 = 3.
Solutions:
Following the steps, we just
1. 3x+ 7
replace x by 3, multiply the
= 3𝑥 + 7 numerical coefficient 3, then
=3(3)+7 add.
=9+7
= 16
2. x2 + 4x −10
= 𝑥 2 + 4𝑥 − 10
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 = (3)2 + 4(3) − 10 After replacing x by 3, we get the
= 9 + 12 − 10 squared of 3 which is 9, add it to
= 11 the product of 4 And 3, then
3. 3𝑥 3 − 6 lastly, we subtracted 10 from its
sum.
= 3𝑥 3 − 6
Get the cube of 3 which is 27,
= 3(3)3 − 6
then multiply it by 3 to get 81
= 3(27) − 6
then subtract 6.
= 81 − 6
= 75

What is It
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 functions 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) = 2x − 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
𝑓 (3) = 2 right side of the equation.

Answer: Given f (x) = 2x − 4, f (3) = 2

Example 2: Given g(x) = 3x2 + 7 , find g(−3).

Solution: g(x) = 3x2 + 7
✓ Substitute -3 for x in the function
g(−3) = 3(−3)2 +7 ✓ Simplify the expression on the
g(−3) = 3(9)+7 right side of the equation.
g(−3) = 27+7
g(−3) = 34
Answer: Given g(x) = 3x2 + 7 , g(−3) = 34
Example 3: Given p(x) = 3x2 +5x − 2, find p(0) and p(−1).
Solution: 𝑝(0) = 3(0)2 + 5(0) − 2 Treat each of these like two
𝑝(0) = 3(0) + 0 − 2 separate problems. In each
𝑝(0) = 0 + 0 − 2 case, you substitute the value
in for x and simplify. Start
𝑝(0) = −2
with 𝑥 = 0, then 𝑥 = −1.
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 𝑝(−1) = 3(−1)2 + 5(−1) − 2
𝑝(−1) = 3(1) − 5 − 2
𝑝(−1) = 3 − 5 − 2
𝑝(−1) = −4
𝑨nswer: Given 𝒑(𝒙) = 𝟑𝒙𝟐 + 𝟓𝒙 − 𝟐, 𝒑(𝟎) = −𝟐, 𝒑(−𝟏) = −𝟒

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

Solution: 𝑓 (ℎ + 1) = 5(ℎ + 1) + 1 substitute (h + 1) into
𝑓 (ℎ + 1) = 5ℎ + 5 + 1 the equation for x.
𝑓 (ℎ + 1) = 5ℎ + 6 ✓ Use the distributive
property on the right
Answer: Given 𝒇 (𝒙) = 𝟓𝒙 + 𝟏, 𝒇 (𝒉 + 𝟏) = 𝟓𝒉 + 𝟔 side, and then combine
like terms to simplify.
Example 5: Given (𝑥) = √3𝑥 − 2 , find g(9).
Solution: 𝑔(𝑥) = √3𝑥 − 2
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 (𝒙) = √𝟑𝒙 − 𝟐 , 𝒈(𝟗) = 𝟓.

4𝑥+8
Example 6: Given ℎ(𝑥) = 2𝑥−4, find the value of function if 𝑥 = −5
4𝑥+8
Solution: ℎ(𝑥) = 2𝑥−4 ✓ Substitute -5 for x in the
4(−5) + 8 function.
ℎ(−5) = ✓ Simplify the expression on the
2(−5) − 4
−20 + 8 right side of the equation.
ℎ(−5) = (Recall the concept in integers
−10 − 4
−12 and simplifying fractions)
ℎ(−5) =
−14
6
ℎ(−5) =
7
𝟒𝒙+𝟖 𝟔
Answer: Given 𝒉(𝒙) = 𝟐𝒙−𝟒, 𝒉(−𝟓) = 𝟕
3
✓ Substitute for x in the function.
3 2
Example 7: Evaluate f (x) = 2x if 𝑥 = 2 .
Solution: 𝑓 (𝑥) = 2 𝑥
✓ Simplify the expression on the right
3 3
𝑓 ( ) = 22 side of the equation . (Get the cubed of
2 2 which is 8, then simplify)
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 3
𝑓 ( ) = √23
2
3
𝑓 (2) = √8·
3
𝑓 ( ) = √4●2
2
3
𝑓 ( ) = 2√2
2
𝟑
Answer: Given f (x) = 2x , 𝒇 (𝟐) = 𝟐√𝟐

Example 8: Evaluate the function ℎ(𝑥) = [𝑥] + 2 where [𝑥] is the greatest
integer function given 𝑥 = 2.4.
✓ Substitute 2.4 for x in the function.
Solution: ℎ(𝑥) = [𝑥] + 2
✓ Simplify the expression on the right side of the
ℎ(2.4) = [2.4] + 2 equation, (Remember that in greatest integer
ℎ(2.4) = 2 + 2 function, value of the real number was
ℎ(2.4) = 4 rounded-off to the integer less than or equal
to 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. ✓ Substitute 3 for x in the function.
Solution: 𝑓 (𝑥) = 𝑥 − 8
| | ✓ Simplify the expression on the right side
𝑓 (3) = |3 − 8| of the equation. (remember that any
𝑓 (3) = |−5| number in the absolute value sign is
always positive)
𝑓 (3) = 5
Answer: Given 𝒇 (𝒙) = |𝒙 − 𝟖|, 𝒇 (𝟑) = 𝟓

Example 10: Evaluate the function f (x) = x2 − 2x + 2 at f (2x −3).

Solution: 𝑓 (2𝑥 − 3) = (2𝑥 − 3)2 − 2(2𝑥 − 3) + 2 ✓ Substitute 2x−3 for x in
𝑓 (2𝑥 − 3) = (4𝑥 2 − 12𝑥 + 9) − 4𝑥 + 6 + 2 the function.
𝑓 (2𝑥 − 3) = 4𝑥 2 − 12𝑥 + 9 − 4𝑥 + 6 + 2 ✓ Simplify the expression
on the right side of the
𝑓 (2𝑥 − 3) = 4𝑥 2 − 12𝑥 − 4𝑥 + 9 + 6 + 2
equation.
𝑓 (2𝑥 − 3) = 4𝑥 2 − 16𝑥 + 17
Answer: Given f (x) = x2 − 2x + 2, 𝒇 (𝟐𝒙 − 𝟑) = 𝟒𝒙𝟐 − 𝟏𝟔𝒙 + 𝟏𝟕

16
 Assessment
Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. Find the function value given h(x) = 9−5x if x= 3m.
a. 9−15m b. 9 −15m2 c. 9+15m d. 9 +15m2
2. Find the function value given h(x) = 3x −8, if x= 9a+1.
a. 27a+ 5 b. 27a−5 c. 18a+11 d. 18a−11
3. Which of the following is the value of the function 𝑓 (𝑥) = |4𝑥 2 − 8| + 2
given x = 2?
a. 8 b. 9 c. 10 d.11
4. Evaluate the function ℎ(𝑥) = [𝑥] − 11 given x = 3.5.
a. -8 b. 8 c. -9 d. 9
5. Give the value of the of the function 𝑐(𝑥) = 3𝑥 2 − 36 at 𝑐 = 5.
a. -21 b. 14 c. 111 d. 39
6. Evaluate: h(x) = 5x3 −3x + 9 given x = 3.
a. 45 b. 63 c. 135 d. 153
7. Evaluate the function f (x) = 2x2 −3x +1 given 𝑥 = 3𝑥 − 5.
a. f (3x −5) =18x2 − 69x + 66 c. f (3x −5) =18x2 + 69x − 66
b. f (3x −5) =18x2 −63x +51 d. f (3x −5) =18x2 + 63x −51
𝑥 2 −3
8. Given g(𝑥) = , determine g(5).
2
7 7
a. 11 b. c. -11 d. − 2
2
5
9. Evaluate the function g(x) = 3x if 𝑥 = 3.
3 3
c. √243 b. √243 c. 9√3 d. 3 √9
𝑥+4
10. For what values of x can we not evaluate the function 𝑓 (𝑥) = 𝑥 2 −9?
a. ±4 b. ±3 c. ±2 d. ±1
Assessment

5. D
1. A

4. A

7. A
8. A
9. A
3. C

6. C
2. B

10. B

17
 Lesson
Operation on Functions
3

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

+ =

18
 Suppose that we combine the piggy banks of the two students, the
result is another piggy bank. It’s just like adding two functions that 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) = 2𝑥2 + 9𝑥 − 5
Determine the following functions:
a. (𝑓 + 𝑔)(𝑥) c. (𝑓 • 𝑔)(𝑥) 𝑒. (𝑓 + 𝑔)(3) 𝑔. (𝑓 • 𝑔)(3)
ℎ ℎ
b. (𝑓 − 𝑔)(𝑥) d. (𝑔) (𝑥) 𝑓. (𝑓 − 𝑔)(3) ℎ. (𝑔) (3)

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 value
= 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
19
 = (𝑥 + 5) (2𝑥 − 1) -replace f(x) and g(x) by the given values
= 2𝑥2 + 9𝑥 − 5 -multiply the binomials

ℎ
d. (𝑔) (𝑥)
ℎ (𝑥 )
= -definition of division of functions
𝑔 (𝑥 )
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

(𝑓 + 𝑔)(3) = 𝑓(3) + 𝑔(3)

e.
Solve for (3) and (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
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. (𝑓 • 𝑔)(3) = 𝑓(3) • 𝑔(3) - - definition of multiplication of functions

20
 =8•5 - replace f(3) and g(3) by the given values
= 40 - multiply
Alternative solution:
(𝑓 • 𝑔)(𝑥) = 2𝑥2 + 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) = 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
∴ (𝒈) (𝟑) = 𝒈(𝟑) = =𝟖
𝟓
Alternative solution:
ℎ
(𝑔) (𝑥) = 𝑥 + 5 -resulted function from item d
ℎ
(𝑔) (3) = 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 performed 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.

Composition of functions:
In composition of functions, we will have a lot of substitutions. You
learned in the 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,

21
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 (6)
ℎ(𝑥) = 𝑥 + 2 𝑓(𝑥) = 𝑥2 + 5𝑥 + 6
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 resulting value to 𝑓(𝑥).

22
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,
(6) is equal to 72. Therefore, (𝑓 ∘ 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) = 𝑥2 + 5𝑥 + 6
𝑥 1 3 4 6
ℎ(𝑥) 3 5 6 8
𝑓(𝑥) 12 30 42 72

23
(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
Since ℎ(𝑥) = 𝑥 + 2 -given
ℎ(𝑥 2 + 5𝑥 + 6) = 𝑥 2 + 5𝑥 + 2 -substitute x by 𝑥 2 + 5𝑥 + 6
= 𝑥 2 + 5𝑥 + 8 -combine similar terms
Assessment

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

answer sheet of paper.
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
a. 2 b. 5 c. 14 d. 19
3. If t(𝑥) = −𝑥2 + 7𝑥 + 1 a𝑛𝑑 𝑟(𝑥) = 5𝑥2 − 2 𝑥 + 8, 𝑓𝑖𝑛𝑑 (𝑡 − 𝑟)(2).
a. 18 b. -18 c. -13 d. 13
4. Given 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. 𝑥2 + 𝑥 + 20 c. 𝑥2 – 𝑥 − 20
b. 𝑥2 – 𝑥 + 20 d. 𝑥2 + 𝑥 − 20
𝑛+6 𝑛+6 ℎ
6. Given ℎ(𝑛) = 𝑛−4 and 𝑝(𝑘 ) = 𝑛2 +4𝑛−32. Find 𝑝 (𝑘 ).
1 1
a.
𝑛+8
b. 𝑛 − 8 c. 𝑛−8
d. 𝑛 + 8
𝑓
7. If 𝑓(𝑥) = 18𝑥 2 and 𝑡 (𝑥) = 8𝑥, 𝑡 (𝑥).
9𝑥 4𝑥 4 9
a. b. c. d.
4 9 9𝑥 4𝑥
8. When f(𝑥) = 3𝑥 − 5 and g(𝑥) = 2𝑥2
− 5 , find 𝑓(𝑔(𝑥)).
a. 𝑥2 + 2𝑥 + 3 c. 6𝑥2 + 20
b. 6𝑥2 − 20 d. 2𝑥2 + 6
9. r(𝑥) = 𝑥 + 5 and q(𝑥) = 2𝑥2 − 5, Find 𝑞(𝑟(−2))
a. 8 b. -8 c. 13 d. -13

24
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

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

25
 Lesson Solving Real-Life Problems
4 Involving Functions
Majority of the problems we encounter in real life situation involve
relationship between two quantities where one quantity depends on
another. For example, personnel in Department of Health observes the
number of persons infected by a particular virus in a certain community
increases with time. In finding out the exact function relating to the
number of persons infected to time, modelling can be used. Once the
model is determined solving and predicting the properties of the subject
being studied can be done. At this point we will focus on solving in order
for us to predict the answer to existing problems.

What is It

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 ₱17.25 however if he will ride a tricycle, he needs to pay ₱24.00
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
26
 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 between or among the variables is involve.
3. Solve. This step requires working out with the written
equation and other number relations to determine the
required quantities that answer the question in the problem.
4. Check. The final step that employ the use of other approaches
to examine the appropriateness of the answer.

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

b. 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 4th 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

27
 c.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
d. Check. To check whether we arrived at the correct solution you
can use a table or graph.
Thus. the proposed fare for 15-station travel is ₱73.00
f(20) = 5 (20) – 2
= 98
The proposed fare for 20 – station travel is ₱98

Example no. 2: BINGE WATCH

Lucena Network charges ₱450.00 monthly cable connection fee plus
₱130.00 for each hour of pay-per-view (PPV) event regardless of a full
hour or a fraction of an hour.
a. Find payment function f(x) where x represents the number of PPV
hours.
b. What is the monthly bill of a customer who watched 25 hours of PPV
events?
c. What is the monthly bill of a customer who watched 0.5 hour of PPV
events?
Solution:
a. ₱450.00 = fixed monthly cable connection fee
Let x = number of PPV hours in a month
₱130.00(x) = amount of PPV payment in a specific hour
The payment function is f(x) = 450 + 130(x).
b. The monthly bill of a customer who watched 25 hours PPV events
can be represented by 24 < x ≤ 25. f(x) = 450 + 130(x).
f(25) = 450 + 130(25)
= 450 + 3,250
= 3,750
The monthly bill of a customer who watched 25 hours of PPV event is
₱3,750.00
c. The monthly bill of a customer who watched 0.5 hour PPV events
can be represented by 0 < x ≤ 1 and since the problem states that
regardless of a full hour or a fraction of an hour the additional charge
will be made on hourly basis only, thus the value of x will be 1
f(x) = Php 450.00 + Php 130.00(x).
28
 f(1) = Php 450.00 + Php 130.00(1)
= Php 450.00 + Php 130.00
= Php 580.00

Assessment
Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

For numbers 1- 5, use the problem below:

Emmanuel decided to put up a candy shop that sells a dairy chocolate
that cost ₱135.00 per pack. The cost of making the chocolate is ₱90.00
and the operating expense is ₱4,500.00
1. Which of the following pertains to the profit function?
a. P(x) = 45x – 4,500 c. P(x) = 45x + 4,500
b. P(x) = 225x – 4,500 d. P(x) = 225x + 4,500
2. How many packs of dairy chocolate must be sold to break even?
a. 50 b.100 c.150 d.200
3. Which value of x will make Emmanuel’s candy shop suffer loss for
selling packs of chocolates?
a. 𝑥 > 100 b. x≤ 100 c. x< 100 d. x≥ 100
4. How many chocolate bars must be sold if Emmanuel wanted to
earn a profit of ₱6,750.00?
a. 100 b. 150 c. 250 d. 350
5. How much is the gain if Emmanuel sold 350 packs of chocolates?
a. ₱6,750.00 c. ₱11.250.00
b. ₱9,750.00 d. ₱15,250.00

For numbers 6- 10, use the problem below:

Mariel wanted to avail a cellphone plan that offers a monthly fee of
₱2,500.00. It includes 240 minutes of call and charges ₱7.50 for each
additional minute of usage.
6. Which of the following pertains to the monthly cost function?
a. C(x) = 2,500 -1800x c. C(x) = 700 + 7.50x
b. C(x) = 2,500 + 1800x d. C(x) = 700 – 7.50x
7. What value of x will not require any additional charge in her
monthly bill?
a. x > 240 b. x < 240 c. x ≥ 240 d. x ≤ 240
8. How many additional minutes of call did she make, if she paid
₱2,800.00 in her monthly bill?
a. 20 minutes c. 60 minutes
b. 40 minutes d. 80 minutes
29
 9. How much is her monthly cost incurred if she made an additional
usage of 20 minutes of call?
a. ₱2,500.00 c. ₱2,650.00
b. ₱2,600.00 d. ₱3,350.00
10. How much will she need to pay from using a total of 350 minutes
of call in one month?
a. ₱950.00 c. ₱3,325.00
b. ₱2,610.00 d. ₱4,325.00

For numbers 11- 15, use the problem below:

A local cable network charges ₱950.00 monthly connection fee plus
₱100.00 for each hour of pay-per-view (PPV) event regardless of a full
hour or a fraction of an hour.
11. Which of the following pertains to the payment function suggested
in the problem?
a. f(x) = 100x + 950 c. f(x) = 950x + 100
b. f(x) = 100x – 950 d. f(x) = 950x – 100
12. What is the monthly bill of a customer who watched 20 hours of
PPV events?
a. ₱2,950.00 c. ₱4,950.00
b. ₱3,950.00 d. ₱5,950.00
13. How much is the monthly bill of a customer who watched 0.5 hours
of PPV events?
a. ₱950.00 c. ₱2,050.00
b. ₱1,050.00 d. ₱3,050.00
14. What will be the monthly bill of a customer who watched 12.3 hours
of PPV events?
a. ₱1,250.00 c. ₱3,250.00
b. ₱2,250.00 d. ₱4,250.00
15. How many hours did a customer watched PPV events if the monthly
payment is ₱1,450.00?
a. 2 hours b. 3 hours c. 4 hours d. 5 hours
Assessment

D
A
A

A
C
C
C
C

C
C
B

B
B
10.

13.
14.
11.
12.

15.
3.
4.
5.
6.

9.
2.

8.
1.

7.

30
 Quarter 1 – Module 2: Rational Functions

What I Need to Know

This module was designed to help learners gain understanding
about rational functions. After going through this module, you are
expected to:
1. represent real–life situations using rational functions;
2. distinguish rational function, rational equation and rational
inequality:
3. apply appropriate methods in solving rational equations and
inequalities;
4. solve rational equations and inequalities using algebraic
techniques for simplifying and manipulating of expressions;
5. determine whether the solutions found are acceptable for the
problem by checking the solutions; and
6. represent rational function using:
a. table of values
b. graphs
c. equations

What I Know
Direction: Read and analyze each item carefully. Choose the letter
that corresponds to your answer for each statement. Write the
answer on your answer sheet.

1. Due to the Enhanced Community Quarantine, Tibiao Fishspa

temporarily stopped its operation. To help the employees, the owner
decided to split evenly its total revenue of ₱65,000.00. If the total number
of employees is represented by x, which function represents the amount
each received?
65000
a. 𝑓(𝑥) = 65000𝑥 c. 𝑓(𝑥) = 𝑥
𝑏. 𝑓 (𝑥) = 𝑥 + 65000 d. 𝑓 (𝑥) = 𝑥 − 65000
2. As a cure to the epidemic that spread in the whole country, the
Department of Health (DOH) released a new drug that is subject for
2𝑡
experimentation, supposed that 𝑐(𝑡 ) = (in 𝑚𝑔/𝑚𝐿) represents the
𝑡+2

31
concentration of a drug in a patient’s blood stream in 𝑡 hours, how
concentrated is the drug after 2 hours of administration?
a. 4 𝑚𝑔/𝑚𝐿 c. 2 𝑚𝑔/𝑚𝐿
𝑚𝑔 𝑚𝑔
b. 3 𝑚𝐿 d. 1 𝑚𝐿
3. Which of the following is a rational function?
𝑥+3
a. 𝑓 (𝑥) = 2𝑥 2 − 7 c. 𝑥 + 2 ≥ 𝑥−2
4𝑥−10 𝑥−8
b. 𝑓 (𝑥) = d. = 12
𝑥−1 2𝑥
4. Which of the following is considered as a rational inequality?
𝑥+5
a. 𝑥 + √3 ≤ 5 c. 5 ≥ 4
𝑥+5 𝑥+5
b. 𝑓 (𝑥) = d. 𝑥 + 2 ≈
4 4
5. Which of the following is a rational equation?
√3𝑥+1
𝑎. 4 + 5 = 9 c. 2 = 𝑥+2
𝑥 2 +5 3𝑥+1
𝑏. d. 2 =
𝑥+1 𝑥+2
𝑥 1 𝑥
For items 6-7: Refer to the rational equation: 3 + 4 = 2
6. What is the LCD of the denominator 3, 4 and 2?
a. 3 c. 8
𝑏. 6 d. 12
7. What will be the new form of the equation after applying the property
and simplifying?
𝑎. 4𝑥 + 3 = 6𝑥 c. 6𝑥 + 4 = 3𝑥
𝑏. 3𝑥 + 4 = 2𝑥 d. 12𝑥 + 3 = 12𝑥
8. Express the graph of solution set into interval notation.

a.{𝑥 | − 3 ≤ 𝑥 < 1} c. {𝑥 |3 < 𝑥 ≤ 1}

b. {𝑥 | − 3 ≤ 𝑥 ≤ 1} d. {𝑥 |3 ≤ 𝑥 < 1}

2𝑥+1
9. Which of the following table represents the function 𝑓 (𝑥) = ?
𝑥
a. X 1 2 3 4
Y -1 -2 -3 -4
b.
x 1 2 3 4
y 1 2 3 4

32
 c. x 1 2 3 4
y 3 5 7 9
2 3 4
d. x 1 2 3 4
y -3 5 7 9
2 3 4

𝑥
10. Which of the following is the graph of 𝑓(𝑥) = using the values
𝑥−2
x= -2, -1, 0, 1, 2?
a. C.

b. d.

33
 Representing Real – life
Lesson
Situations Using Rational
1
Functions

Rational functions can model a number of real-life situations. One

particular example is the help that is extended by the government to the
citizen during the time of pandemic. They provided a particular amount
to a certain percentage of the population that can be represented as
rational function to determine how much an individual may receive either
in cash or kind. However, it is not enough that only the government will
take part to solve this crisis. Everyone can be a part of the solution if we
play our role properly. Real-life situations that involve rational functions
is mostly seen in economics and science however other disciplines also
incorporate this concept.

What’s New
Read and analyze the comics below.

LOVE IN TIMES OF COVID?

34
Questions:
1. How much is the total amount of money the barangay can use for its
relief operations? _____________________________________________________

2. What is the concern of one Barangay Kagawad regarding the total

number of families who will benefit from the relief goods? Do you think
it is valid? Why? ______________________________________________________
3. Suppose the officials conducted a survey for 4 days to determine the
actual number of families residing in the barangay and the secretary
constructed a table to keep track of the data. Complete the table below
based on the survey:

DAY 0 1 2 3 4
Number of Families 850 855 882 910 931
Amount of relief each ₱520
family will receive
4. Create a model or equation that will represent to the amount of relief
goods each family will receive bearing in mind that the number of families
will vary. _____________________________________________________________
5. After resolving the amount of relief goods each family may receive,
what other problem may arise in the current situation?
______________________________________________________________________
6. If you are one of the residents of that barangay what will be your
participation to help the officials?
______________________________________________________________________

What Is It
In the previous activity we see a real-life scenario, which can be analyzed
mathematically.

To be able to determine the amount of relief goods that will be distributed

to 850 families we first add the donations and the total budget of the
barangay. The total donations obtained is ₱95,000 while the budget of
the barangay is ₱347,000 which gives a total of ₱442,000. This amount
will be divided by 850 families to obtain ₱520.00

However, there are cases that one quantity varies, in this case, it is
the total number of families. Due to unavoidable circumstances such as
being stranded and change of residency, we cannot control that variable.
As a result, another computation was made. After the first day of survey
35
it was determined that there are 855 families living in the barangay, then
the amount of relief goods each family will receive will be ₱516.96. After
the second day, it was determined that there were 882 families living in
the barangay then the amount of relief will be changed to ₱501.13. After
the third day the amount of relief will be ₱485.71 and after the fourth
day it will become ₱474.76. However, we can also use a model that will
represent real–life situations. In this module you will learn how to
represent real-life situations using rational functions.

Definition of Rational Function

A rational function, 𝑟 (𝑥) is a function of the form
𝑝(𝑥)
𝑟(𝑥) =
𝑞(𝑥)
where 𝑝 (𝑥) and 𝑞 (𝑥) are polynomial functions and 𝑞 (𝑥) ≠ 0. The domain
of 𝑟 (𝑥) is a set of real numbers such that 𝑞 (𝑥) is not zero.

The following are examples of rational functions:

𝑥 3 −1
1. 𝑟(𝑥) = 𝑥+1 , 𝑥 ≠ −1 ; Both numerator and denominator are
polynomial functions, denominator has restriction because it should not
be equal to zero
1
2. 𝑓(𝑥) = 𝑥 , 𝑥 ≠ 0 ; The numerator 1 is a polynomial function with
a degree 0, the denominator is a polynomial function and it must not be
equal to 0

There are different scenarios or real-world relationships that can be

modeled by rational functions, let us take the following examples:

1. The Local Government Unit allotted a budget of ₱100,000.00 for

the feeding program in the Day Care Center. The amount will be divided
equally to all the pupils in the Day Care Center. Write an equation
showing the relationship of the allotted amount per pupil represented by
f(x) versus the total number of children represented by x.

Showing the relationship in tabular form

No. of children x 10 20 50 100 200
Allocated amount
per child ₱10,000 ₱5000 ₱2000 ₱1000 ₱500
Notice that as the number of children increases the amount allocated per
100000
child decreases. In writing a representation we will arrive at 𝑓(𝑥) =
𝑥

36
 2. Suppose a benefactor wants to supplement the budget allotted
for each child by donating additional ₱650.00 per child. If ℎ(𝑥) represents
the new amount allotted per child, construct a function representing the
relationship. Using the table we used earlier:

No. of children x 10 20 50 100 200

Allocated amount ₱10,000 ₱500
per child + ₱5000 ₱2000 ₱1000 +
₱650 + ₱650 + ₱650 + ₱650 ₱650
100000
Thus, the representation of the rational function is 𝑔(𝑥) = + 650
𝑥

3. A car is to travel a distance of 70 kilometers. Express the velocity

(v) as a function of travel time (t) in hours.

Let us first show the relationship using a table. Remember that as time
increases in travelling the velocity or the speed of a car will decrease
Time (hours) 1 2 3 5 10
Velocity (km/hr) 70 35 23.33 14 7

70
Thus, the function 𝑣(𝑡 ) = can represent v as a function of t
𝑡

Lesson
Rational Functions,
2
Equations and Inequalities

It was defined in the previous lesson that rational functions are

expressed as a ratio of two polynomials P and Q. The value of rational
functions is defined for all real numbers x, except for the value of x that
makes the denominator zero. There are different relationships between
rational expressions. It may involve inequality, equality and functions
and that is what we are going to dig deeper in this lesson.

What’s In
A rational expression can be described as a ratio or quotient of two
polynomials. Let us look at the examples:
Consider the following algebraic expressions, determine whether they are
rational or not and state the reason.
37
 3𝑥 2 −5𝑥+2
1. ; Rational expression because it is a ratio of two
𝑥+1
polynomials
2
2. ; Rational expression because 2 and 𝑥 − 5 are
𝑥−5
polynomials
√𝑥−4
3. ; Not a rational expression since the numerator
2𝑥+1
is not a polynomial
4. 𝑥 + 5 ; Rational expression because the numerator
𝑥 + 5 and denominator 1 are polynomials
What’s New
Read and analyze the advertisement below
Wanted!!!

Call for Applicants for Contract of Service Workers

For the purpose of 2020 census of population and housing, the
Philippine Statistics Authority is hiring enumerators.
Any male or female
Age - at least 18 years old and at most 45 years old
Educational Attainment – at least SHS graduate
Salary - ₱700.00 per day
Physically fit for field work
Interested applicants must submit application letter and Personal
Data Sheet (PDS) to PSA- Quezon

Questions
1. What is the advertisement all about?
2. What job is offered by PSA?
3. Who can apply for the position?
4. How will you translate the required age mathematically?
5. Represent the salary (S) that will be received as a function of
number of days used for work (n).
6. What are the mathematical symbols that you used in answering
questions numbers 4 and 5?
7. Do you think the age requirement for the job is fair enough or is
there a bias? Why do you say so?
8. Why do you think having a census is important?

38
 What Is It
The job advertisement shows the need to conduct a census. Census is
important because it will serve as the basis for planning for the future
such as public safety, infrastructures like hospital and schools and
improving homes in the neighborhood. This also serves as the basis in
predicting the number of people who need help in times of crisis.
However, in finding enumerators who will conduct the census, there are
different qualifications needed like age requirement and educational
attainment, to represent it mathematically the use of inequality symbol
was employed. However, the salary was also mentioned and to be able to
represent it, equality symbol is used.
To determine the difference among rational function, rational equation
and rational inequality study the table below:
Rational Rational Rational
Equation Inequality Function
Definition An equation An inequality A function of
involving involving the form 𝑓 (𝑥) =
rational rational 𝑝 (𝑥 )
where 𝑝(𝑥)
expression expressions 𝑞 (𝑥 )
and 𝑞(𝑥) are
polynomial
functions and
𝑞 (𝑥) is not the
zero function
Example 𝑥+4 1 𝑥−2 𝑓(𝑥)
= >3
𝑥−1 5 5 𝑥 2 + 6𝑥 + 8
=
𝑥+4

Additional examples:
Determine whether the given sentence is a rational equation, a rational
function, a rational inequality or none of these.
𝑥+5
1. =𝑦 ; This is an example of rational function because the
𝑥−1
symbol y is also a representation of function of x or f(x)
√2 √2
2. ≤3 ; None of these because is not a rational expression
𝑥+1 𝑥+1

39
 Assessment
Direction: Read and analyze each item carefully. Choose the
letter that corresponds to your answer for each statement. Write the
answer on your answer sheet.

For numbers 1-2 refer to the problem below:

Due to Typhoon Rosing the bus slows down the regular trip rate which
results to additional 2 hours in covering a 140-km distance to its regular
time.
1. Write a function that expresses the time t as a function of regular rate
r in travelling.
140 140+2
a. 𝑡 (𝑟) = c. 𝑡 (𝑟) =
𝑟 𝑟
𝑟 140
b. 𝑡(𝑟) = d. 𝑡 (𝑟) =
140 𝑟+2
2. What function expresses the time as a function of rate during the
typhoon?
140 140+2
a. 𝑡 (𝑟) = +2 c. 𝑡 (𝑟) =
𝑟 𝑟
𝑟 140
b 𝑡(𝑟) = +2 d. 𝑡 (𝑟) =
140 𝑟+2
3. Which of the following is a rational function?
𝑥+1
a. 𝑓(𝑥) = √5 c. 𝑥 + 4 ≥ 𝑥−1
2𝑥−5 𝑥−8
b. 𝑓 (𝑥) = d. = 20
𝑥−1 4𝑥
𝑥 2 −16
4. How will you classify 𝑦 = ?
𝑥+4
a. Rational Equation c. Rational Function
b. Rational Inequality d. Rational Expression
5. What symbol must be placed in the blank to make the sentence a
2𝑥+5
rational equation: ____ = 8
a. 𝑓(𝑥) c. ≤
b. 𝑦 d. 3
6. Which of the following is considered as rational inequality?
2𝑥+15
a. √5 ≤ 5 c. 8 ≥ 14
𝑥+15 𝑥+5
b.𝑦 = d.𝑥 + 2 ≈
3 4
7. Which of the following is considered as rational equation?
√3𝑥+1
a. 5𝑥 + 8 c. 6 = 𝑥+2

40
 𝑥 2 +25 4𝑥+1
b. d. 3 =
𝑥+5 2𝑥+2
2𝑥+3
8. In the equation: 2𝑥+2 = 𝑥 + 8, what symbol must be replaced with 8 to
make the equation a rational function?
a. 𝑦 c. ≤
b. √5 d. 5𝑥
√3𝑥 2 +3
9. What symbol is present in the equation 𝑦 = for not considering
2𝑥+2
it as rational function?
a. 𝑦 c. 2𝑥 + 2
b. = d. √3𝑥 2 + 3
10. A delivery truck that will bring cargo will travel 80 kilometers. Which
of the following expresses the velocity v as a function of travel time t in
hours?
80 80
a. 𝑣 (𝑡 ) = c. 𝑡 (𝑣) =
𝑡 𝑣
𝑡 𝑣
b. 𝑣(𝑡 ) = 80
d. 𝑡 (𝑣) = 80

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

What I Know

41
 Lesson Solving Rational Equations
3 and Inequalities

In this lesson, you shall explore more about solving rational equations
and inequalities by carefully studying the step by step methods of
solutions. Exercises will range from the simplest problems to the most
complex.
Rational equations and inequalities follow the sequence of solving
problems by combining the concepts used in solving both linear and
quadratic equations.

What’s New
Follow Me Activity

Solving Rational Equations and Inequalities

Try to answer the rational equation and inequality using the guided
procedure. You can synthesize your own steps in solving the problem.
You can refer to previous activities if you are having difficulty processing
arithmetic properties.

1. Solve example 2 of the rational equation by following the given

steps.
Example 1 Example 2
𝑥−3 1 2 1 1
− 𝑥−1 = 2
Rational Equation + 𝑥 2 −1
𝑥 2 − 25 𝑥 + 5
1
=
𝑥−5
1. Find the Least LCD:
Common (𝑥 + 5)(𝑥 − 5)
Denominator (LCD)
2. Multiply both (𝑥 + 5)(𝑥 − 5)
sides of the equation 𝑥−3 1
[ 2 +
by its the LCD. 𝑥 − 25 𝑥 + 5
1
= ]
𝑥−5

42
 3. Apply the (𝑥 − 3) + 1(𝑥 − 5)
Distributive = 1(𝑥 + 5)
Property and then 𝑥−3+𝑥−5=𝑥+5
simplify.
2𝑥 − 8 = 𝑥 + 5
4. Find all the 2𝑥 − 𝑥 = 8 + 5
possible values of x. 𝑥 = 13
5. Check each value Checking:
by substituting into 𝑥−3 1
original equation +
𝑥 2 − 25 𝑥 + 5
and reject any 1
extraneous root/s =
𝑥−5
13 − 3 1
+
132 − 25 13 + 5
1
=
13 − 5
10 1 1
+ =
144 18 8
10 + 8 1
=
144 8
1 1
= 8✓
8
Note: No extraneous
root
2. Solve example 2 of rational inequality. You can refer to
example 1 for the guided steps.
Example 1 Example 2
Rational Inequality 3 3𝑥 + 1
≤ −1 ≥2
𝑥−2 𝑥−1
1. Put the rational
inequality in general 3
+1≤0
form
𝑅(𝑥)
> 0 where > 𝑥 − 2
𝑄(𝑥)
can be replaced by <,
≤ 𝑎𝑛𝑑 ≥
2. Write the inequality 3 + 1(𝑥 − 2)
into a single rational ≤0
𝑥−2
expression on the left
side.
43
 3+𝑥−2
≤0
𝑥−2
𝑥+1
≤0
𝑥−2
3. Set the numerator Numerator:
and denominator 𝑥+1=0
equal to zero and 𝑥 = −1
solve. The values you Denominator:
get are called critical 𝑥−2=0
values. 𝑥=2
4. Plot the critical
values on a number
line, breaking the
number line into
intervals.
5. Substitute critical 3
≤ −1
values to the inequality 𝑥−2
to determine if the when 𝑥 = −1
3
endpoints of the ≤ −1
−1 − 2
intervals in the 3
solution should be ≤ −1
−3
included or not. −1 ≤ −1✓
(𝑥 = −1 is included
in the solution)
when 𝑥 = 2
3
≤ −1
2−2
3
≤ −1
0
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 ≤ −1 ✗
(𝑥 = 2 is not included
in the solution)

44
6. Select test values
in each interval and
substitute those when 𝑥 = −2
values into the 3
≤ −1
inequality. −2 − 2
3
Note: −4
≤ −1 ✗false
If the test value when 𝑥 = 0
makes the 3
≤ −1
inequality true, then 0−2
3
the entire interval is ≤ −1 ✓true
−2
a solution to the when 𝑥 = 3
inequality. 3
≤ −1
If the test value 3 − 2
3 ≤ −1 ✗false
makes the inequality
false, then the entire
interval is not a
solution to the
inequality.
7. Use interval
notation or set [−1,2)
notation to write the
final answer.

The activity tells you about solving rational equations and inequalities.
Let’s check if your answers are correct and which process did you find
difficult.

What is It
Rational equation is an equation containing at least one rational
expression with a polynomial in the numerator and denominator. It can
be used to solve a variety of problems that involve rate, time and work.
Using rational expressions and equations it can help us to answer
questions about how to combine workers or machines to complete a job
on schedule.
2 1 1
Let us solve: − 𝑥−1 = 2
𝑥 2 −1

Step 1. The first thing in solving rational equation is to eliminate all the
fractions. Find the Least Common Denominator (LCD).
45
The LCD of the given fraction is 2(𝑥 − 1)(𝑥 + 1)

Step 2. Multiply the LCD to both sides of the equation to eliminate the
fractions. Cross multiplication can be applied, if and only if, one fraction
is equal to another fraction, that is, if the fractions are proportional. In
this case cross multiplication cannot be used unless the left equation is
simplified into a single fraction.
2 1 1
2(𝑥 − 1)(𝑥 + 1) [ 2 − = ]
𝑥 −1 𝑥−1 2

Step 3. Simplify the resulting equation using the distributive property

and then combine all like terms.
2(2) − 2(𝑥 + 1) = (𝑥 − 1)(𝑥 + 1)
4 − 2𝑥 − 2 = 𝑥 2 − 1
𝑥 2 + 2𝑥 − 3 = 0

Step 4. Solve the simplified equation to find the value/s of x. In this case,
get the equation to be equal to zero and then solve by factoring.
𝑥 2 + 2𝑥 − 3 = 0
(𝑥 + 3)(𝑥 − 1) = 0
(𝑥 + 3) = 0 𝑜𝑟 (𝑥 − 1) = 0
𝑥 = −3 𝑜𝑟 𝑥 = 1
So the possible solutions are -3 and 1.

Step 5. Finally, check each solution by substituting the values in the

original equation and reject any extraneous root/s (which do not satisfy
the equation).
2 1 1
− =
𝑥2 − 1 𝑥 − 1 2
when = −3
2 1 1
− =
(−3)2 − 1 (−3) − 1 2
2 1 1
+ =
8 4 2
1 1
= ✓
2 2
when = 1
2 1 1
− =
(1)2 − 1 (1) − 1 2
2 1 1
+ =
0 0 2
1
0=2 ✗

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In this case, 𝑥 = −3 is the only solution. It is always important to check
all solutions in the original equation. You may find that they yield untrue
statements or produce undefined expressions.

Rational inequality is an inequality which contains one or more rational

expressions. It can be used in engineering and production quality
assurance as well as in businesses to control inventory, plan production
lines, produce pricing models, and for shipping/warehousing goods and
materials.
Solving an inequality is much like solving a rational equation except that
there are additional steps that focus on illustrating the solution set of an
inequality on a number line.

Let us use problem number 2 in the previous activity to discuss and

deepen your knowledge and skills in solving rational inequality.
3𝑥 + 1
≥2
𝑥−1

Step 1. Put the rational inequality in the general form where > can be
𝑅(𝑥)
replaced by <, ≤ 𝑎𝑛𝑑 ≥. Note: 𝑄(𝑥) > 0
3𝑥 + 1
−2 ≥0
𝑥−1

Step 2. Write the inequality into a single rational expression on the left-
hand side.
3𝑥 + 1 − 2(𝑥 − 1)
≥0
𝑥−1
𝑥+3
≥0
𝑥−1
Note: Remember that one side must always be zero and the other side is
always a single fraction, so simplify the fractions if there is more than
one fraction.

Step 3. Set the numerator and denominator equal to zero and solve. The
values you get are called critical values.
Numerator: 𝑥+3=0
𝑥 = −3
Denominator: 𝑥−1=0
𝑥=1

Step 4. Plot the critical values on a number line, breaking the number
line into intervals.

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Step 5. Substitute critical values to the inequality to determine if the
endpoints of the intervals in the solution should be included or not.
3𝑥 + 1
≥2
𝑥−1
when 𝑥 = −3
3(−3) + 1
≥2
(−3) − 1
−8
≥2
−4
2 ≥ 2 ✓true
(𝑥 = −3 is included in the solution)
when 𝑥 = 1
3(1) + 1
≥2
(1) − 1
4
≥2
0
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 ≥ 2 ✗false
(𝑥 = 1 is not included in the solution)

See the illustration below.

Step 6. Select test values in each interval and substitute those values
into the inequality.
3𝑥 + 1
≥2
𝑥−1

when 𝑥 = −5
3(−5) + 1
≥2
(−5) − 1

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 −14
≥2
−6
7
𝑜𝑟 2.33 ≥ 2 ✓true
3

when 𝑥 = −1
3(−1) + 1
≥2
(−1) − 1
−2
≥2
−2
1 ≥ 2 ✗false
when 𝑥 = 3
3(3) + 1
≥2
(3) − 1
10
≥2
2
5 ≥ 2 ✓true
Note:
a. If the test value makes the inequality TRUE, then the entire interval
is a solution to the inequality.
b. If the test value makes the inequality FALSE, then the entire
interval is not a solution to the inequality.

Step 7. Use interval notation to write the final answer.

(−∞, −3] ∪ (1, ∞)

Assessment

Direction: Read and analyze each item carefully. Choose the letter
that corresponds to your answer for each statement. Write the
answer on your answer sheet.
1. It is an equation containing at least one fraction whose numerator
and denominator are polynomials.
a. Rational Function c. Rational Inequality
b. Rational Equation d. Irrational Equation
2. The usual technique to eliminate denominator in solving a rational
equation is to multiply both sides of the equation by its
a. inverse factor c. least common denominator
b. greatest common factor d. greatest common denominator

49
 3. An inequality which involves one or more rational expressions is
called
a. Rational Function c. Rational Inequality
b. Rational Equation d. Irrational Equation
4. You can only use cross multiplication in solving rational equation if
and only if you have one fraction equal to one fraction, that is, if the
fractions are____.
a. negative b. positive c. not equal d. proportional
5. If the test value makes the inequality __________, then the entire
interval is not a solution to the inequality.
a. true b. false c. proportional d. reciprocal
For items 6-7: Refer to the rational equation below.
5 2 3
+ =
2𝑥 − 4 𝑥 + 3 𝑥−2
6. To solve the equation, we multiply both sides by
a. 𝑥 −2 c. (𝑥 + 2)(𝑥 − 3)
b. 𝑥 + 3 d. (𝑥 − 2)(𝑥 + 3)
7. Which of the following will be the solution to the given rational
equation?
11 3 11 3
a. b. c. − d. − 11
3 11 3
For items 8-10: Refer to the rational inequality below.
𝑥 + 12
≤2
𝑥+2
8. What are the critical values in the given rational inequality?
a. 𝑥 = −2 𝑎𝑛𝑑 8 c. 𝑥 = −2 𝑎𝑛𝑑 12
b. 𝑥 = −2 𝑎𝑛𝑑 − 8 d. 𝑥 = −2 𝑎𝑛𝑑 − 12
9. Which of the critical value or values is/are included as endpoints of
the intervals?
a. −2 b. 2 c. −8 d. 8
10 Which of the following is the solution in the given inequality?
a. (−∞, −2) ∪ (8, ∞) c. (−∞, −2) ∪ (−8, ∞)
b. (−∞, −2) ∪ [8, ∞) d. (−∞, −2) ∪ [−8, ∞)

50
 Lesson Representations of
4 Rational Functions

This lesson is about representations of rational function in different

ways. We will deal with the application of rational functions that may
involve the number of persons who can do a task in a certain amount
of time. We can handle these applications involving work in a manner
similar to the method we used to solve distance, speed, and time
problems.
What’s New
Life is a Beach!
Pueblo por la Playa is a 12.5 hectare Mexican-inspired exclusive leisure
club nestled off the calm, clear waters of Pagbilao Quezon. The "Pueblo"
offers the total leisure and recreation experience for the entire family.
Since it is an exclusive resort, it has a membership fee. Pueblo Por La
Playa charges a ₱300,000.00 annual fee, then ₱700.00 for each day
you stay there. Find the average cost per day to stay in the resort in 5,
10, 15 and up to 30 days. Graph the function to show whether it forms
a straight line or a curve.

a. Define a formula for the average cost for every 5 days to stay in
the resort 𝑓(𝑥).
Hint: Since the problem asks for the average cost, use the formula
in getting the average

b. Based from the situation above, complete the following table to

show the average cost every 5 days.
𝑥 0 5 10 15 20 25 30
𝑦 0
Hint: Substitute the value of 𝑥 in your equation

c. Plot the following points on the cartesian plane.

To graph, simply plot the points and connect it by a smooth curve
line.

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 What Is It
The problem presented above is an example of Rational Function. To
solve the problem, let us answer each question one by one. Below is
the definition of a Rational Function.

Definition
𝑝(𝑥)
Rational function is written in the form of 𝑓 (𝑥) = 𝑞(𝑥).
It should follow the following conditions, namely:
1. Both 𝑝(𝑥) and 𝑞(𝑥) are polynomial functions
wherein it has no negative and fractional exponents.
2. The denominator or 𝑞(𝑥) should not be equal to 0.
3. The domain of all values of 𝑥 where 𝑞(𝑥) ≠ 0.
a. Define a formula for the average cost for every 5 days to
stay in the resort 𝑓(𝑥).
To define the formula, use the formula in getting the average cost.
Let the function be 𝑓(𝑥). We can use the formula of getting an
𝑋
average. Average problems use the formula = , where A=Average,
𝑁
X=cost, and N=number of days
Let 𝑓(𝑥) represents the average cost per day and 𝑥 represents the
number in days. Note that ₱300,000.00 is a fixed price that you need
to pay plus the ₱700.00 per day divided by the number of days (x). We
will have,
300 000 + 700(𝑥)
𝑓(𝑥) =
𝑥

Observe that it is similar to the structure of our original formula.

Note that you will be using a formula depending on the classification of
problems given to you.
c. For every 5-day stay in the resort, create a table of values showing
the average cost.
Solution: Make a table of values with x-values at 0, 5, 10, 15, 20,
25, 30.

𝑥 0 5 10 15 20 25 30
𝑦 0 20,965 41,930 62,895 83,860 104,825 125,790
52
 From the table, we can observe that the average cost of stay
decreases as the time increases. We can use a graph to determine if
the points of this function follow a curve or a line
c. Graph the following points in the Cartesian plane.

By connecting the lines, we can clearly see that it follows a curve,

thus a Rational Function.
Example 2:
𝒙
𝒇(𝒙) =
𝒙+𝟐
a. Since we already have an equation, we can skip this part.
Proceed with the table of values
b. Construct a table of values from -2 to 2. We can substitute each
values on the equation to complete the table. We will get,
𝑥 -2 -1 0 1 2
𝑓(𝑥) Und -1 0 0.33 0.5
We can observe that the value of 𝑓(𝑥) is undefined when 𝑥 = −2. It
is because when you substitute -2 in the function it will have an answer
of zero whereas in the definition of rational function, we cannot have a
denominator equal to zero.
c. Plot the points in the Cartesian plane and determine whether
the points form a smooth curve or a straight line.

53
 It can be observed that the function forms a curve.

Assessment
Direction: Read and analyze each item carefully. Choose the letter
that corresponds to your answer for each statement. Write the
answer on your answer sheet.
𝑝(𝑥)
1. It is in the form of 𝑓 (𝑥) = 𝑞(𝑥)
where 𝑝(𝑥) and 𝑞(𝑥) are polynomial
functions and 𝑞(𝑥) is not equal to zero.
a. Rational Equality c. Rational Function
b. Rational Inequality d. None of these
For questions 2 and 3, refer to this situation.
Martha has won 19 out of 28 tennis matches this season.
2. Which equation model suggests how many more games Martha needs
to win to average 75% wins over loses?
19 19+𝑥 19 19+𝑥
a. = 0.75 b. = 0.75 c. = 75 d. = 75
28+𝑥 28+𝑥 28+𝑥 18+𝑥
3. In order to get a college tennis scholarship, Martha needs to bring
her winning average to 80%. What is the number of matches she needs
to win given that she already won 19 out of 28?
a. 3 b. 4 c. 17 d. 22
For questions 4-6, refer to this situation.
Joel is working on his chemistry project and he has 300mL of 12% acid
solution.
4. If he needed to decrease the acidity of the solution, which of the
following is correct function that would show the new acidity of the
solution given x mL of water added?
36 0.36 12 0.12
a. 𝑓(𝑥) = 300+𝑥 b. 𝑓 (𝑥) = 300+𝑥 c. 𝑓 (𝑥) = 300+𝑥 d. 𝑓 (𝑥) = 300+𝑥

54
5. If Joel decided to decrease the acidity of the solution by adding 15
more than at every interval, which table of values is correct?
a. 𝑥 1 2 3 4
𝑓(𝑥) in % 11.43% 10.91% 10.43% 10%
b.
𝑥 1 2 3 4
𝑓(𝑥) in % 0.1143% 0.1091% 0.1043% 0.10%
c. 𝑥 1 2 3 4
𝑓(𝑥) in % 3.81% 3.64% 3.48% 3.33%
d. 𝑥 1 2 3 4
𝑓(𝑥) in % 0.381% 0.364% 0.348% 0.333%

6. Which of the following is the correct table of values of the rational

𝒙
function 𝒇(𝒙) = 𝒙+𝟏 ?
a. c.
𝒙 -1 0 1 𝒙 -1 0 1
𝒚 und 0 0.5 𝒚 -0.5 0 und

b. d.
𝒙 -1 0 1 𝒙 -1 0 1
𝒚 0.5 und 0.5 𝒚 -0.5 und -0.5

7. When is the graph of the function undefined in a certain value of 𝑥?

a. When the value of the numerator is zero.
b. When the value of the denominator is zero.
c. When the value of the function is zero.
d. None of the above.
8. Which equation satisfies the table of values below?
𝑥 -2 -1 0 1 2
𝑦 -1 Und 3 2 1.67
𝑥+1 𝑥+3 𝑥−3 𝑥−1
a. 𝑦 = 𝑥+3 b. 𝑦 = 𝑥+1 c. 𝑦 = 𝑥+1 d. 𝑦 = 𝑥+3
9. In a Bread and Pastry class, a certain recipe calls for 3 𝑘𝑔𝑠 of
sugar for every 6 𝑘𝑔𝑠 of flour. If 60 𝑘𝑔𝑠 of this sweet has to be
prepared, how much sugar is required? Which equation satisfies
the problem?

55
 60+3 6(3) 60(3) 6+3
a. 𝑥 = b. 𝑥 = c. 𝑥 = d. 𝑥 =
6(3) 60+3 6+3 60(3)
10. How many kilograms of sugar is needed for 90 kilograms of
sweets?
a. 20 b. 25 c. 30 d. 35
Assessment

10.C
C

C
B

B
A
A
A

B
1.
2.
3.
4.
5.
6.
7.
8.
9.

REFERENCES:
Self-Learning Module for Grade 11 General Mathematics

Simplified Module Prepared By:

RONNAH MARIE L. MAGDAUG

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