MODULE 1

UNIT 1: KEY CONCEPTS OF FUNCTION

Week 1

Content Standard: The learner demonstrates understanding of key concepts of

functions.
Performance Standard: The learner is able to accurately construct mathematical models
to represent real-life situations using functions.

Introduction: Lesson on functions is always an integral part of discussions in an Algebra

class. Having gone through the basic concepts of functions, you are now
ready to tackle the rigors of looking into the best way how to derive a
function model for a real – life situation. The following concepts will help
you recall what has been already learned and understand the concepts of
functions as models.

Objectives: At the end of the lesson, the students should be able to:
1. represents real-life situations using functions, including piece-wise
functions.
2. evaluates a function.
3. performs addition, subtraction, multiplication, division, and
composition of functions
4. solves problems involving functions.

Ecclesiastes 3:1 “To everything there is a season, and a time to every purpose
under the heaven."

Different lives, different ways, different purposes, and different functions are our
reasons why we are here under the heaven.

DEVOTIONAL QUESTIONS
1. What do you really want in life?
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2. What do you think are your purpose in life and how will you achieve that
purpose?
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 3. If you will be given the chance to choose your own function of life, how
do you want it to be?
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PURPOSE
Functions describe situations where one quantity determines another. For
example, the return on $10,000 invested at an annualized percentage rate of
4.25% is a function of the length of time the money is invested. Because we
continually make theories about dependencies between quantities in nature and
society, functions are important tools in the construction of mathematical models.

In school mathematics, functions usually have numerical inputs and

outputs and are often defined by an algebraic expression. For example, the
time in hours it takes for a car to drive 100 miles is a function of the car’s
speed in miles per hour, v; the rule T(v) = 100/v expresses this relationship
algebraically and defines a function whose name is T.

PRE – ASSESSMENT

Maria rides a jeepney to go to the market which is 14 km away from her

house. The fare rate for the jeepney ride is P8.00 for the first 4 km and an
additional P1.40 for every kilometer or a fraction of it thereafter. How much will
she pay when she reaches the market?
Show solutions and answer inside the box below.

ESSENTIAL QUESTION
1. What mathematical model can be drawn out from the given situation?
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CONNECT
Mathematicians of long ago have observed several real – life situations
wherein two or more quantities are related to each other. During the early ages
when symbols of number are not yet known, people would count the number of

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 sheep using the same amount of pebbles. Even at this age and time, we observe
one quantity changes when the other quantity changes.
For example, take a look at the distance covered by a moving vehicle. The
distance covered can chance according to the amount of time spent or the speed.
To better understand this relationship, functions were used as mathematical
models. These are abstract models that use mathematical language to describe
relationships.

INTRODUCTION
With the notion of mathematical modeling, mathematics is concerned not
only to science, both social and biological, business, and finance. This chapter
will introduce the key concepts of functions including the piecewise and rational
functions.

CONTENT/BIG IDEAS
*Functions as mathematical models, written as y = f (x)
For whatever acceptable value(s) of x , a corresponding value of y is derived.

*A Piecewise – defined function is defined by different equations or formulas on

different domains.
A mathematical model is a function that represents relationships between two or
more different quantities.

*To evaluate a given function f(x) is the same as finding the function value given
the value of the variable x by substituting this value for the function. This value of
x must belong to the domain of the function.

*The concept on functions uses the properties of the operations on algebraic

expressions.
It applies the rule on combining similar terms and simplifying the result. Each of
the operation produces a new function.
Let f (x) and g (x) be two functions defined in their respective domains. These
functions can be combined to form a new function h(x) defined as follows:
Sum: h(x) = f(x) + g(x); for all x in the domain of
f(x) and g(x).
Difference: h(x) = f(x) – g(x); for all x in the domain of
f(x) and g(x).
Product: h(x) = f(x)g(x); for all x in the domain of
f(x) and g(x).
𝒇 (𝒙)
Quotient: h(x) = 𝒈 (𝒙) ; for all x in the domain of
f(x) and g(x), and g(x) ≠ 0.

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 Another way of combining functions is the so – called composition of functions.
In this form, one of the functions must be in the domain of the other function.
The composition of functions is defined as:
Given two functions f(x) and g(x), the composite function of f(x) and g(x) is
defined and denoted by:
(𝑓 ° 𝑔)(𝑥) = 𝑓 (𝑔(𝑥)) ; and (𝑔 ° 𝑓)(𝑥) = 𝑔 (𝑓(𝑥)) .

EXPLAIN

The following illustrative examples will show us how to derive function models.

Example 1: Which of the following situations can be represented by the

mathematical model y = 2x + 5 ?

A set of consecutive integers where the difference between any

consecutive terms is always 2.
Solutions:

This situation can be represented by y = 2x + 5 . Let 7 be the

first term in the set of consecutive integers. Since the difference
between any two consecutive two terms is 2, then the first few
terms of the set are 7, 9, 11, and 13.
7, 9, 11, 13, ….

If you take y = 2x + 5 as the xth term of the consecutive integers

you can rewrite

7 = 2(1) + 5 with x = 1;
9 = 2(2) + 5 with x = 2;
11 = 2(3) + 5 with x = 3; and so on.

Example 2: A fruit vendor earns P2.00 as profit for each kilo of mangoes sold.
Each time he sells a kilo, he also gets a tip of P5.00. How much will
the fruit vendor earn after selling x kilos of mangoes?
Solutions:

This situation cannot be represented by y = 2x + 5. Let y is the

amount of money the fruit vendor earns for x kg sold, then for a
kilogram sold, the vendor earns 2(1) + 5(1) = 7. Similarly, he will
earn 2(2) + 5(2) = 14 if the vendor sells two kilograms of mangosten.

This lead to the expression y = 2x + 5x = 7x and not y = 2x + 5.

REMEMBER: Functions have always been represented by a single

equation. But in may real – life problems, especially in business, a

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 function can have more than one equation. It can consist of a combination
of equations such as a combination of linear equation, a combination of
linear and nonlinear equations, or a combination of nonlinear equations.
Such functions are called piecewise function, where each equation
corresponds to a certain domain of the function. Below is an example of a
piecewise function.
8, 𝑖𝑓 𝑥 ≤ 4
𝑓(𝑥) = {
2.4 + 1.4, 𝑖𝑓 𝑥 > 4

Example 3: Maria rides a jeepney to go to the market which is 14 km away from

her house. The fare rate for the jeepney ride is P8.00 for the first 4
km and an additional P1.40 for every kilometer or a fraction of it
thereafter. What mathematical model can be drawn out from the
given situation?
Solutions:

Number of km x Fare f (x) Relationship

First 4 km 8.00 f(4) = 8.0

5 km = (1 +4) km 8.00 + 1.40 (5 – 4) f(5) = 8.00 + 1.40 (5 – 4) = 9.40
6 km = (2 + 4) km 8.00 + 1.40 (6 – 4) f(6) = 8.00 + 1.40 (6 – 4) = 10.80
x km = ( x + 4) km 8.00 + 1.40 (x – 4) f(x) = 8.00 + 1.40 (x – 4) = 2.4 + 1.
4x

The model for this problem is given by rule and its graph.

8, 𝑖𝑓 𝑥 ≤ 4
𝒇(𝒙) = {
2.4 + 1.4, 𝑖𝑓 𝑥 > 4

Example 4: Evaluate each expression given the value(s) of the variable(s).

a. 3xy – 2x + 5 when x = - 1 and y = 2.
Solutions:
We evaluate by substituting the given values for the expressions.
3(-1) (2) – 2(-1) + 5 = -6 + 2 + 5 = 1

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 b. 2𝑥 2 − 3𝑥 + 4 when x = 2
Solutions:
2(𝟐) 2 − 3(𝟐) + 4 = 6

Open and watch the link https://www.youtube.com/watch?v=5934UqzXvKA

to better understand the ways on operating functions.

Example 5: Perform the indicated operations.

Given the functions 𝑓(𝑥) = 2𝑥 – 3 and 𝑔(𝑥) = 𝑥 2 − 𝑥 .

1. (𝒇 + 𝒈)(𝒙) = 𝒇(𝑥) + 𝑔(𝑥) = (2𝑥 − 3) + (𝑥 2 − 𝑥) = 𝒙𝟐 − 𝒙 − 𝟑
2. (𝒈 − 𝒇)(𝒙) = 𝒈(𝑥) − 𝑓(𝑥) = (𝑥 2 − 𝑥) − (2𝑥 − 3) = 𝒙𝟐 −3𝒙 + 𝟑
3. (𝒇𝒈)(𝒙) = 𝒇(𝒙) 𝒈(𝒙) = (2𝑥 − 3)(𝑥 2 − 𝑥) = 𝟐𝑥 3 − 3𝑥 2 − 2𝑥 2 +
3𝑥 = 𝟐𝒙𝟑 − 𝟓𝒙𝟐 + 𝟑𝒙
𝒈 𝒈(𝒙) 𝑥2 − 𝑥 𝟑
4. ( 𝒇 ) (𝒙) = = ; 2𝒙 – 3 ≠ 𝟎 or 𝒙 ≠
𝒇(𝒙) 2𝑥 – 3 𝟐
5. (𝒈 ° 𝒇) =𝒈( 𝒇(𝒙)) = 𝑔(2𝑥 − 3) = (2𝑥 − 3)2 − (2𝑥 − 3) =
4𝑥 2 − 12𝑥 + 9 − 2𝑥 + 3 = 𝟒𝒙𝟐 − 𝟏𝟒𝒙 + 𝟏𝟐

QUIZ – FORMATIVE-based ASSESSMENT

I. Write a mathematical model for each condition.

1. Square a number then, add 6.
2. Divide a number by 5 then, subtract 4 by it
3. Twice the square of a number

II. Express x as a function of the other variable.

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1. 𝑦 2 𝑥 – 3 =
2. 𝑤 = 2𝑥 2 + 3

III. Evaluate each function.

1. k(x) = −x + 1; Find k(−10)
2. p(x) = 3x; Find p(−6)

IV. Evaluate of Composite Functions

Let 𝑓(𝑥) = 2𝑥 2 and 𝑔(𝑥) = 𝑥 + 4
Find a. ( 𝑓 °𝑔)(𝑥)
b. (𝑔 ° 𝑓)(𝑥)

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FORMATIVE ASSESSMENT

Instructions: Answer the following items applying the concepts on functions and
its graph.
1. Make a model of the situation:
-A liter of gasoline costs P45. Write a C(x) as a function of cost of gasoline
per x liters.
2. Graph the given piecewise function
𝑥 − 3, 𝑖𝑓 𝑥 < −3
𝑓(𝑥) = { 5 𝑖𝑓 − 3 ≤ 𝑥 ≤ 3
2𝑥 + 5 𝑖𝑓 𝑥 > 3
3. A cellphone plan cost P350 a month. The plan includes 480 free minutes of
calls and charges P7 for each additional minute of usage. The monthly charges
according to the number of minutes used is given by
350 , 𝑖𝑓 0 ≤ 𝑥 ≤ 480
𝐶(𝑥) = {
350 + 7 (𝑋 − 480) 𝑖𝑓 𝑥 > 480
Find the total charges for
a. 150 minutes
b. 480 minutes
c. 560 minutes
4. The sum of two numbers is 109. One number is one more than twice the other
number. Find the two numbers.
5. Ann deposited P50,000 in a bank that paid her P1,750 simple interest for one
year. What is the rate of interest for her deposit?

Create a minimum of a two (2) – minute video on how you were able to solve the
given problems. Show all your solutions and answers on the video.

1. Suppose that due to the recent inflation rate hike, the monthly sales of the
gasoline retailers in Philippines dramatically declined. To address the
situation, major gasoline manufacturers devised a new pricing scheme for the
Philippine market so that it may be able to continue to serve its customers
better.

Construct a function T which gives the total annual tax for an income x of an
individual in implementation year 1.

The table shows the new gasoline pricing scheme of the manufacturers:

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Proposed Tax Table for Individual Compensation Income (Implementation Year 1
)
INCOME BRACKET TAX RATE

0 – 250,000 0%
Over 250,000 – 400,000 20% of the excess over 250,000
Over 400,000 – 800,000 30,000 +( 25% of the excess over 400,000)
Over 800,000 – 2,000,0 130,000 +( 30% of the excess over 800,000)
00
Over 2,000,000 – 5,000, 490,000 +( 32% of the excess over 2,000,000)
000
Over 5,000,000 1,450,000 +( 35% of the excess over 5,000,000)

2. Suppose the volume of a regular Selecta Cornetto is 14 cubic inches.

Construct a function S which expresses the total surface area of the ice cream
as a function of the base radius (assume that a regular Cornetto follows a right
inverted cone). In addition, answer questions a to d.

a. What is the domain of the function?

b. Using a graphing calculator solve for the base radius r of the can which
will give the least surface area.
c. What is the measure of the height of the cone given the base radius that
gives the least surface area?
d. Explain why the concept of the least surface area is important in the
context of this problem.

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Additional Resources:
• http://www.corestandards.org/Math/Content/HSF/introduction/
• https://www.youtube.com/watch?v=5934UqzXvKA

References;
• https://www.scarsdaleschools.k12.ny.us/cms/lib/NY01001205/Centrici
ty/Domain/360/Evaluating%20Functions%20A.pdf
• General Mathematics for Senior High School, 2016 by C & E
Publishing, Inc., ISBN – 978-971-98-0542-7
• Teaching the Essential Topics of General Mathematics, 2019 by PEAC
Ensuring SHS Learners’ Preparation for the Four Exits of the K – 12
Curriculum