Preface

This module, General Mathematics, presents mathematical concepts,

ideas, processes and procedures in a comprehensive and logical manner.
The contents are anchored on the prescribed curriculum with integration of
some relevant topics to strengthen your knowledge and understand-
ing .Through this series, you will be working with examples and exercises
that start from the application of basic mathematical concepts and ideas to
more complex mathematical problems to ensure your success. The exercis-
es are designed such that you are provided with experiential, interactive,
engaging, creative, and collaborative learning experiences.

As, required by the K to 12 Curriculum, the five types of instruction-

discovery, integrative, reflective, inquiry-based, and collaborative-are used
throughout the book. In addition to these, the 21st century skills and differ-
entiated instruction are also reflected throughout the book. Various assess-
ment tools such as performance tasks and rubrics are given for a more real-
istic approach. Moreover, research and project based activities are also pre-
sented in the modules to develop you higher-order thinking skills.

This module also features word problems that utilize local situations
and make use of community-based resources and technologies to allow you
to work on exercises that involve situations that are most and to establish
practical connections between mathematical concepts and real-life situa-
tions.

Remember that learning mathematics requires active engagement, fo-

cused attention, and consistent accomplishment of classroom tasks.
FIRST QUARTER 1-4 Through this module, it is hoped that you will succeed in improving you
mathematical power.

The Author

Prepared by:
ARNEL S. FABAY
MARC RUSSEL N. PADILLA
SHS-TEACHER
1
 What I need to Know
Dear learner,
Welcome to Module 1 for General Mathematics! GENERAL INSTRUCTIONS

In this module, the competencies expected that you will learn To help you attain the objectives of this module, you may try fol-
are found in the Module Content. You will see how relations and functions are lowing the steps below.
represented and what piece-wise functions are. You will also learn how to
evaluate perform operations with functions and composite functions. Plus, you  First, read carefully each lesson on this module. Should there be times that
will need critical thinking skills as you solve problems with functions. you need to read again parts of the lesson, go ahead
 Second, answer the pre-assessment test. It is expected that some parts may
However, can you do the PRE-TEST? You may then start this mod-
ule. Try to understand the Lesson 1 and Lesson 2, learn from the illustrative be unfamiliar to you as new lessons will be learned in this module.
and solved examples, and do the activities (Activity 1 to Activity 6). Take the  Third, read and follow instructions honestly.
challenge in the Posttest. Then, check your work. Answers are provided in the
ANSWER KEY. Read the Summary and generalizations. For sure, you will  Fourth, do not hesitate to answer all the activities set for you. Your teacher
enjoy learning how to represent relations and functions. Do not hesitate to ask will be glad to answer your queries. Then, you may check answers to each
help from your teacher if there are difficulties that you have encountered. activity. An Answer Key is provided.
 And lastly, read the Summary carefully so you will not miss out important
Good Luck!

Module Content
In this module, you will learn to:

1. represent real-life situations using functions, including piece-

wise functions;
2. evaluate a function;
3. performs addition, subtraction, multiplication, division and com-
position of functions; and

4. solves problems involving functions.

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 LESSON
REPRESENTATIONS OF FUNCTIONS AND RELATIONS
1

Here you’ll learn how to interpret situations that occur in everyday life
and use functions to represent them. You’ll also use these functions to answer
questions that come up.
What if your bank charged a monthly fee of $15 for your checking account
and also charged $0.10 for each check written? How would you represent this
scenario with a function? Also, what if you could only afford to spend $20 a
month on fees? Could you use your function to find out how many checks you
could write per month? In this Concept, you’ll learn how to handle situations like
these by using functions.
How can challenging problems involving functions be analyzed and
solved?
Let’s answer these question by doing the activities below.
Activity 1: Pictures Analysis (eliciting prior knowledge, Motivation, Hook)
Observe the pictures below and answer the questions.

1. What concepts of functions can you associate with the pictures?

_____________________________________________________________________________________
2. How these concepts are used indifferent situations?
_____________________________________________________________________________________

3
3. Can you determine any purpose why these concepts are present in the pictures?
Solution:
Please specify.
________________________________________________________________________________________ You pay Php 24 for 2 CDs, Php 48 for 4 CDs and Php 120 for 10
CDs. That means that each CD costs Php 12.
4. Can you cite any problem which can be answered through these concepts? De-
scribe at least one. We can write the function rule.

________________________________________________________________________________________
5. How can challenging problems involving functions be analyzed and solved? Example:
Write a function rule for the table
________________________________________________________________________________________
Activity 2: IRF- Initial, Revised, Final
How can challenging problems involving functions be analyzed and solved?
Initial Answer Revised Answer Final Answer
Solution:

The values of the dependent variable are always the corresponding positive out-
comes of the input values. This relationship has a special name, the absolute
value. The function rule looks like this

Represent a Real-World Situation with a Function.

Let’s look at a real-world situation that can be represented by a function.

Example

Maya has an internet service that currently has a monthly access fee of $11.95
and a connection fee of $0.50 per hour. Represent her monthly cost as a func-
Write a Function Rule tion of connection time.
In many situations, data is collected by conducting a survey or an experiment. To
Solution:
visualize the data, it is arranged into a table. Most often, a function rule is needed
to predict additional values of the independent variable.
Let = the number of hours Maya spends on the internet in one month.
Example y = Maya’s monthly cost.
The monthly fee is $11.95 with an hourly charge of $0.50.
Try to notice the trend of each variable. The total cost = flat fee + hourly fee × number of hours. The function is

Number of CDs 2 4 6 8 10
Cost (Php) 24 48 72 96 120

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 What’s More
Relations can be represented by using ordered pairs, graph, table of
values, mapping diagram and rule or equations. Determine which of
the following represents functions.
1. Ordered Pairs
Example 1. Which of the following relations are functions?

Process Questions:
Solution:
1. How did you answer the problem above?
The relations are functions because no two ordered pairs have
2. What concept did you use to solve the problem?
the same x-value but different y-values. Meanwhile, is not a function because
Write your answers here: (3,2) and (3, 3) are ordered pairs with the same x-value but different y- values.
Relations and functions can be represented by mapping diagrams where
the elements of the domain are mapped to the elements of the range using arrows.
In this case, the relation or function is represented by the set of all the connections
represented by the arrows.

2. Table of values
Example 2 :
x -3 -2 -1
y 10

Answer: Function. This is a many-to- one correspondence.

Inspecting the table, in the abscissas
x 1 1 1 2 4

Answer: mere relation. This is a one- to- much correspondence. Look-

ing at the table, there is duplication in the domain. The element “1” in x

5
3. Mapping Diagrams 1.
2.
Example 3. Which of the following mapping diagrams represent functions?

3.
4.

Solution. 5.
The relations f and g are functions because each value y in Y is unique for a spe-
cific value of x. The relation h is not a function because there is at least one ele-
ment in X for which there is more than one corresponding y- value.
For example corresponds to
A relation between two sets of numbers can be illustrated by a graph in the Car-
tesian plane, and that a function passes the vertical line test.
Solution.
Example 4. Which of the following can be graphs of functions?
Graphs 2, 3, 4 are graphs of functions while 1 and 5 are not because they do not
The Vertical Line Test pass the vertical line test.

A graph represents a function if and only if each vertical line intersects the IMPORTANT CONCEPTS
graph at most once.
Relations are rules that relate two values, one from a set of inputs and the sec-
ond from the set of outputs.
Functions are rules that relate only one value from the set of outputs to a value
from the set of inputs.

The Domain of a relation is the set of all possible values that the variable x can
take.

6
Example 5. Solution.
The area of the rectangular enclosure is = . We will write this as a func-
Identify the domain for each relation using set builder notation.
tion of . Since only 100 m of fencing is available, then
Piecewise Functions.

Some situations can only be described by more than one formula, depending on
the value of the independent variable.

Example 8.
Solution. The domains for the relations are as follows:
A user is charged 300 monthly for a particular mobile plan, which includes
100 free text messages. Messages in excess of 100 are charged P1 each.
Represent the monthly cost for text messaging using the function
where m is the number of messages sent in a month.

Solution. The cost of text messaging can be expressed by the piecewise

Functions as representations of real-life situations. function.

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

functional model will lead to a better understanding of various phenomena.
Example 6. Example 9.
Give a function C that can represent the cost of buying x meals, if one meal
costs P40. A jeepney ride costs P8.00 for the first 4 kilometers, and each additional integer
Solution: Since each meal costs P40, then the cost function is kilometer adds P1.50 to the fare.
Use a piecewise function to represent the jeepney fare in terms of the
distance (d) in kilometers.

Example 7. Solution.
The input value is distance and the output is the cost of the jeepney fare. If
One hundred meters of fencing is available to enclose a rectangular area next to a
river (see figure). Give a function A that can represent the area that can be en- ( ) represents the fare as a function of distance, the function can be repre-
closed, in terms of x. sented as follows:

Note that is the floor function applied to d. The floor function

gives the largest integer less than or equal to d, e.g.
7
Example 10. This is a piecewise function because the temperature rise can be expressed as a
Water can exist in three states: solid ice, liquid water, and gaseous water vapor. linear function with positive slope until the temperature hits 0°C, then it be-
As ice is heated, its temperature rises until it hits the melting point of 0°C and
stays constant until the ice melts. The temperature then rises until it hits the comes a constant function until the total heat reaches . It then be-
boiling point of 100°C and stays constant until the water evaporates. When the comes linear again until the temperature reaches 100°C, and becomes a con-
water is in a gaseous state, its temperature can rise above 100°C (This is why stant function again until the total heat reaches
steam can cause third degree burns!).

A solid block of ice is at -25°C and heat is added until it completely turns into wa- Are you ready to take the test? Right on the next page…
ter vapor. Sketch the graph of the function representing the temperature of wa-
ter as a function of the amount of heat added in Joules given the following infor-
mation:
 The ice reaches 0°C after applying 940 J.
 The ice completely melts into liquid water after applying a total of 6,950 J.
 The water starts to boil (100°C) after a total of 14,470 J.
 The water completely evaporates into steam after a total of 55,260 J.

Assume that rising temperature is linear. Explain why this is a What’s New
piecewise function. Answer the following item as instructed. Write your answer on a sep-
arate sheet.
Solution. Let represent the temperature of the water in Justify your answer.
degrees Celsius as a function of cumulative heat added in Joules.
The function can be graphed as follows: Activity 1: RELATION-ships

1. For which values of k is the set of order a func-

tion?

2.Which of the following diagram represents a relation that is NOT a function?

8
 LESSON
3. Give the domain of using set builder notation.
2
EVALUATING FUNCTIONS
4. A person is earning P600 per day to do a certain job. Express the total salary S
as a function of the number n of days that the person works.
5. A taxi ride costs P40.00 for the first 500 meters, and each additional 300 me- PRE-REQUISITE SKILLS:
ters (or a fraction thereof) adds P3.50 to the fare. Use a piecewise function to
represent the taxi fare in terms of the distance d in meters
You need a good grasp of GEMDAS. GEMDAS is an acronym for the words
6. A certain chocolate bar costs P35.00 per piece. However, if you buy more than
10 pieces, they will be marked down to a price of P32.00 per piece. Use a piece- Grouping symbols, Exponents, Multiplication, Division, Addition, Subtrac-
wise function to represent the cost in terms of the number of chocolate bars tion. When asked to simplify two or more operations in one algebraic/numerical
expression, the order of the letters in GEMDAS indicates what to calculate first,
bought.
second, third and so on, until a simplified expression is achieved.

What I Learned…
1. What did you discover from the activity?
______________________________________________________________________________________ f(x)
2. What conjecture or conclusion can you give from what you have learned?

_______________________________________________________________________________________ What’s More

3. How will you validate your answer?

Example 1. Evaluate the following functions at
______________________________________________________________________________________

4. Be ready to share what you discovered?

______________________________________________________________________________________

9
Solution: Solution.
The first equation means that when the temperature is 15° , then the top
speed of a runner is 12 km per hour. However, when temperature rises to 30°
, the top speed is reduced to 10 km per hour.

Example 5
The velocity of a ball thrown upward seconds after the ball was

Example 2. thrown is given by . Calculate and explain

Evaluate the following functions, where f and q are as defined in Example 1. what these results mean.

Solution.

Solution: . These re-

sults indicate that the initial velocity of the ball is 20 m/s. After 1 second, the
ball is traveling more slowly, at 10.2 m/s.

Activity 2 : IRF- Initial, Revised, Final (revised)

How can challenging problems involving functions be analyzed and

solved?

Initial Answer Revised Answer Final Answer

Example 3 .

Solution.

Example 4 .
Suppose that is the top speed (in km per hour) of a runner when the tem-
perature is T degrees Celsius. Explain what the statements (15) = 12 and
mean.

10
 LESSON
What’s New 3
Operations on Functions & Composition of Functions

PRE REQUISITE SKILLS:

Basic knowledge of algebra is required such as simplifying expressions, factor-

ing and the like.
Source: https://study.com/academy/lesson/what-is-pemdas-definition-rule-
examples.html

Learning Outcome(s): At the end of the lesson, the learner is able to per-
form addition, subtraction, multiplication, division, composition of functions,
and solve problems involving functions.

Lesson Outline:

1. Review: Operations on algebraic expressions

2. Addition, subtraction, multiplication, and division of functions

3. Function composition
What I Learned…

You encountered a lot of concepts related to functions. Now it’s time

to pause for a while and reflect to your learning process by doing the 3-2-1 Chart

What are the 3 most important things you learned?

What are the two things you are not sure about?

What is 1 thing you want to clarify immediately? Example 1. Find the sum of
Solution. The LCD of the two fractions is 15.

11
Example 2. Find the sum of

Solution. The LCD of the two fractions

RECALL: Division
To divide two fractions or rational expressions, multiply the dividend with the
reciprocal of the divisor .
RECALL: Multiplication

a. Rewrite the numerator and denominator in terms of its prime factors.

b. Common factors in the numerator and denominator can be simplified as Example 5.
“1”.
Divide .
c. Multiply the numerators together to get the new numerator.
d. Multiply the b denominators together to get the new denominator. Solution:

is

Example 3. Find the product of

Solution. Express the numerators and denominators of the two fractions into
their prime factors. Multiply and simplify out
common factors in the numerator and the de-
Use the following functions below for Example 5
nominator to reduce the final answer to lowest
terms.

Example 4. Find the product of

Solution.
Express the numerators and denominators of the two rational expres-
sions into their prime factors. Multiply and simplify out common factors in the

12
Example 6. Determine the following functions.

For examples 7 to 10, use the following functions:

Solution:

Example 7: Find and simplify

Solution:

Example 8: Find and sim- plify

Solution:

Example 9: Find and simplify

Solution:

Applying operations on functions may be quite confusing but as soon as you fully
learn the concept, you can derive strategies to simplify functions easily.

For further understanding on this lesson, watch the video

using the link below, Example 10: Find and simplify
https://www.youtube.com/watch?v=lIbAiPUrtvQ Solution:

13
 PROBLEMS INVOLVING FUNCTIONS

Example 11
Suppose that denotes the number of shirts sold by a
shop, and the selling price per shirt is given by
, for Find and
describe what it represents.

Solution:

Example 12

What’s More

Application

Let x represent the regular price of a book.

1. Give a function that represents the price of the book if a P100 price
reduction applies.

2. Give a function that represents the price of the book if a 10% discount
applies.

14
3. Compute and ). Describe what these mean.
Let us summarize…
Which of these give a better deal for the customer?

Process questions: Key Concepts

1. What information would help you solve the given problem?
A function is a set of ordered pairs (x,y) such that no two ordered pairs
2. What property can be used to solve the problem and why? have the same x-value but different y-values. Using functional nota-
tion, we can write f(x) = y, read as “f of x is equal to y.”
3. Show your solution and justification.
4. How can challenging problems involving functions be analyzed and A function can be presented in the following ways: as a set of ordered
solved? pairs, as a rule or equation, as a table of values, as a mapping
diagram (one -to- one, many-to-one), and through graphs.
Generalization
To check whether a graph represents a function, the vertical-line test
You encountered a lot of concepts related to functions. Now it’s time to pause for is applied.
a while and reflect to your learning process by doing the 3-2-1 Chart.
A piece-wise function is a function that contains several expres-
What are the 3 most important things you learned?
sions depending on restrictions of values the unknown variable will
take on in a certain situation

To evaluate a function means to substitute/replace the variable with a

given value or an expression. f(a) denotes that f will be computed by
replacing all the variables in the functions with a.
What are the two things you are not sure about?
Operations on functions is denoted by the following:

What is 1 thing you want to clarify immediately?

15
excluding the values of x where . The composition of the function “
” is defined as follows:

( )( )= ( ( )). This means that ( ) is composed

of the function ( ). In other words, the variable in ( ) will take on the

value of ( )

 In solving composite functions, it is important to apply the GEMDAS princi-

ple.

 Real-life problems/scenarios could be represented by functions.

16
 REFERENCES

General Mathematics pg. 1-20

Department of Education Teachers Materials

Math is Fun

https://www.mathsisfun.com/algebra/functions-evaluating.html Ronie Banan, June 30, 2018

https://www.youtube.com/watch?v=lIbAiPUrtvQ MathEase, September 1, 2014

https://www.youtube.com/watch?v=tAoe4xjUZQk

17