General Mathematics Self Learning Module

Holy Cross College
Sta. Ana, Pampanga

SENIOR HIGH SCHOOL DEPARTMENT
Self-Learning Module in
GENERAL
MATHEMATICS
Prepared by:
Ronnel Bryan M. Tiberio, LPT
Jackielou P. Gulapa, LPT
Holy Cross College
FIDES. CARITAS. LIBERTAS
Table of Contents
Introduction . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Grading System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 4
Chapter 1 - Functions . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 1 – Representation of Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 2 – Evaluation of Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 9
Lesson 3 – Operations on Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 11
Lesson 4 – Inverse Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter 2 – Rational Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 16
Lesson 5 – Rational Equations and Inequalities. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 16
Lesson 6 – Rational Functions. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 7 – Graphing Rational Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Chapter 3 – Exponential and Logarithmic Functions . . . . . . . . . . . . . . . . . . . . . 23
Lesson 8 – Exponential Functions. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson 9 – Exponential Models . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 10 – Logarithmic Functions and Their Graphs . . . . . . . . . . . . .. . . . . . . . . . . . 28
Lesson 11 – Laws of Logarithms . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 12 – Exponential and Logarithmic Equations and Inequalities . . . . . . . . . . . . 33
Chapter 4 – Math of Investment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 13 – Simple Interest . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 14 – Compound Interest . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 15 – Simple Annuity. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 16 – General Annuity . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson 17 – Stocks and Bonds . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chapter 5 – Logic . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 18 – Propositions and Symbols. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 19 – Truth Tables . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 20 – Forms of Conditional Proposition . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 54
Lesson 21 – Tautologies and Fallacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 22 – Writing Proofs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Self-Learning Module in General Mathematics Page | 2

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Introduction
Mathematics is the study of order, relation and pattern. From its origins in counting
and measuring, it has evolved in highly sophisticated and elegant ways to become the
language used to describe much of the physical world. Mathematics also involves the study
of ways of collecting and extracting information from data and methods of using that
information to describe and make predictions about the behavior of aspects of the real
world in the face of uncertainty. Mathematics provides a framework for thinking and a
means of communication that is powerful, logical, concise and precise. It impacts upon the
daily life of people everywhere and helps them to understand the world in which they live
and work.
Mathematics is also the power of our reasoning, creativity, critical thinking and
problem-solving ability. Every technology that we use these days is
using mathematics. Mathematics offers rationality to our thoughts, which is
why mathematics is important in our everyday life.
Studying General Mathematics provides the learner with a breadth of mathematical

experience that enables the recognition and application of mathematics to real-world
situations. General Mathematics is also designed for those learners who want to extend their
mathematical skills in order to pursue further study at the tertiary level in mathematics and
related fields.
On this course, the students must know to solve problems involving rational,
exponential and logarithmic functions; to solve business-related problems; and to apply
logic to real-life situations.
This module aims to develop learners’ understanding of concepts and techniques

drawn from number and algebra, trigonometry and world geometry, sequences, finance,
networks and decision mathematics and statistics, in order to solve applied problems.

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Grading System
In compliance to DepEd Order No. 31 Series of 2021- INTERIM GUIDELINES FOR
ASSESSMENT AND GRADING IN LIGHT OF THE BASIC EDUCATION LEARNING CONTINUITY PLAN-
the quarterly assessment shall not be administered and therefore will not be included in the
grading system for the current school year.
There will be two major components for computation of grades comprising the
Written Outputs and Performance Tasksof the learners.
Table 1. Weight Distribution of the Summative Assessment Components for Senior High School
Technical/Vocation and
Academic Track Livelihood (TVL)/Sports/
Arts and Design Tracks
Assessment Core
Work Immersion/ Work
Components Subjects
Research/ Immersion/
All other All other
Business Enterprise Research/
Subjects Subjects
Simulation/ Exhibit Exhibit /
/ Performance Performance
Written Works 40% 40% 50% 30%
Performance Tasks 60% 60% 50% 70%
Note: General Mathematics is under Core Subjects.

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1 Representation of Functions
KNOWING THE TARGET


At the end of this lesson, you shall be able to:

 Define functions and related terms
 Identify if the given relation is a function
 Represent real-life situation using different type of function
CHECKING THE FOUNDATION
“GETTING READY”
Directions: Answer entry card, numbers 1 to 5 on page 2 of your reference book. Write your
answers on the space provided for that entry card on your reference book.
GAINING KNOWLEDGE
I. TERMS TO REMEMBER
 FUNCTION refers to a relation where each element in the domain is related to only
one value in the range by some rule.
 FUNCTION refers to a set of ordered pairs (x,y) such that no two ordered pairs
have the same x-value but different y-values. Using functional notation, we can
write f(x) = y, read as “f of x is equal to y.” In particular, if (1, 2) is an ordered pair
associated with the function f, then we say that f(2) = 1.
 RELATION refers to a rule that relates values from a set of values (called the
domain) to a second set of values (called the range).
 RELATION refers to a set of ordered pairs (x,y).
II. LESSON DISCUSSION

Please read pages 1-17 on your book GENERAL MATHEMATICS for the full discussion
of the lesson.
III. ADDITIONAL INFORMATION

Sketch the graph of the given piecewise function. What is 𝑓(– 4)? What is 𝑓(2)?
𝑥 + 2, 𝑖𝑓 ≥ 0
𝑓(𝑥) = { 2
−𝑥 + 2, 𝑖𝑓 𝑥 < 0
Solution:
To the right of the y-axis, the graph is a line that has a slope of 1 and y-intercept of 2. To the
left of the y-axis, the graph of the function is a parabola that opens downward and whose
vertex is (0, 2).
To sketch the graph of the function, you can lightly draw both graphs. Then darken the
portion of the graph that represents the function.

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To find the value of the function when x = – 4, use the second equation.
𝑓(– 4) = – (– 4)2 + 2 = – 16 + 2 = – 14
To find the value of the function when x = 2, use the first equation.
𝑓(2) = 2 + 2 = 4
Reference: REX Book Store, I. a. (2016). General Mathematics. In I. a. REX Book Store, General
Mathematics (pp. 1 - 17).
DOING IT MYSELF
Directions: Answer the following on a piece of paper.
Exercise A
Determine whether or not each relation is a function. Give the domain and range of each
relation.
1. {(2, 3), (4, 5), (6, 6)}
2. {(5, 1), (5, 2), (5, 3)}
3. {(6, 7), (6, 8), (7, 7), (7, 8)}
Exercise B
Tell whether the function described in each of the following is a linear function, a constant
function, an identity function, an absolute value function, or a piecewise function.
1. 𝑓(𝑥) = 3𝑥 − 7
2. 𝑔(𝑥) = 12
3, 𝑖𝑓 𝑥 > −5
3. 𝑓(𝑥) = {
−6, 𝑖𝑓 𝑥 < −5
Tell whether the function described in each of the following is a linear function, a constant
function, an identity function, an absolute value function, or a piecewise function.
5. 6.
MEASURING THE GAIN
Directions: Multiple Choice. Choose and encircle the letter of the correct answer.
1. Which relation is NOT a function?
a. {(1,-5), (3,1), (-5,4), (4,-2)}c. {(1,-5), (-1,6), (1,5), (6,-3)}
b. {(2,7), (3,7), (4,7), (5,8)} d. {(3,-2), (5,-6), (7,7), (8,8)}
2. All of the x values or inputs are called what?

a. Domain b. Range c. Relation d. Function

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3. All of the y values or outputs are called what?

a. Domain b. Range c. Relation d. Function
4. In the given relation, what domain value corresponds to the range value -2?
{(-1,2), (-2,4), (2,5), (0,-2), (2,0)}
a. -2 b. 0 c. 2 d. 4
5. Which of the following is not a function?
a. {(0,1), (1,2), (2,3), (3,4)} c. {(1,3), (4,2), (2,0), (3,4)}
b. {(0,2), (1,3), (4,3), (1,2)} d. {(1,2), (2,2), (3,2), (4,2)}
6. Is this graph a function or not a function?
a. Function b. Not a Function
7. Is this mapping a function or not a function?

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12. Determine if the following relation describes a function.(1,-7),(1,-5),(2,-4),(3,-1),(4,1)

13. Determine if the following relation represents a function.(-3,1),(0,0),(3,1),(6,4),(9,9)

14. Determine if the following relation describes a function.
a. Function b, Not a Function
15. Determine if the following relation describes a function.
ASSIGNMENT
Directions: Answer test VII, number 44 on page 20 of your reference book. Write your answer
and solution on a piece of paper.

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Lesson
2 Evaluation of Functions
KNOWING THE TARGET

 Evaluate different type functions; and
 Solve problems involving functions

“GETTING READY”
Directions: Answer entry card, letters a and b on page 22 of your reference book. Write your
GAINING KNOWLEDGE
 EVALUATING A FUNCTION refers to the process of finding the value of f(x) =… or y
=… that corresponds to a given value of x. To do this, simply replace all the x
variables with whatever value of x has been assigned.

of the lesson.

Example 1: 𝑓(𝑥) = 2𝑥 2 + 3; 𝑥 = 5
𝑆𝑡𝑒𝑝 1: 𝑓(5) = 2(5)2 + 3
𝑆𝑡𝑒𝑝 2: 𝑓(5) = 2(25) + 3
𝑆𝑡𝑒𝑝 3: 𝑓(5) = 50 + 3
𝑆𝑡𝑒𝑝 4: 𝑓(5) = 53
Example 2: 𝑓(𝑥) = |4𝑥|; 𝑥 = 3

𝑆𝑡𝑒𝑝 1: 𝑓(3) = |4 ∙ 3|
𝑆𝑡𝑒𝑝 2: 𝑓(3) = |12|
𝑆𝑡𝑒𝑝 3: 𝑓(3) = 12

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DOING IT MYSELF
Directions: Understand completely the given mathematical problems. Evaluate completely

the given functions on a piece of paper.
Exercise A
If 𝑓(𝑥) = 3𝑥 2 + 4𝑥 − 6
Find the following:
a. 𝑓(𝑥) = −5 b. 𝑓(𝑥) = 4 c. 𝑓(𝑥) = 8
Exercise B
If 𝑔(𝑥) = 23𝑥 + 2
Find the following:
d. 𝑔(𝑥) = 2 e. 𝑔(𝑥) = −3 f. 𝑔(𝑥) = 4
Exercise C
If ℎ(𝑥) = ℎ3 − 3ℎ2
Find the following:
g. ℎ(𝑥) = −2 h. ℎ(𝑥) = 3 i. ℎ(𝑥) = −4 j. ℎ(𝑥) = 5
MEASURING THE GAIN
1. If 𝑓(𝑥) = 4𝑥 − 3, find 𝑓(5).

a. 5.75 b. 10 c. 17 d. 6
2. If 𝑓(𝑥) = 4𝑥 − 3, find 𝑓(9).
a. 33 b. 3 c. 13 d. 10
3. If 𝑓(𝑥) = 4𝑥 − 3, find 𝑓(2).
a. 10 b. 1.25 c. 5 d. 3
4. If 𝑓(𝑥) = 4𝑥 − 3, find 𝑓(−4).
a. −19 b. 10 c. −.25 d. −3
5. If 𝑓(𝑥) = 4𝑥 − 3, find 𝑥, if 𝑓(𝑥) = 21.
a. 21 b. 6 c. 81 d. 10
6. If 𝑓(𝑥) = 4𝑥 − 3, find 𝑥, if 𝑓(𝑥) = 37.
a. 10 b. 8 c. 18 d. 145
7-8. Solve: 4(𝑥 + 3) + 3𝑥 − 5 = 4𝑥 − 1.
8
a. 5 b. 2 c. −3 d. − 3
9-10. Solve: 3𝑥 + 2 = 6𝑥 − 10
12
a. 10 b. 9 c. 4 d. −2
ASSIGNMENT
Directions: Answer test III, number 15, a and b on page 28 of your reference book. Write your
answers and solutions on a piece of paper.

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Lesson
3 Operations on functions
KNOWING THE TARGET

 Perform addition, subtraction, multiplication, division and composition of
functions
 Solve real-life problems involving operations on functions
“GETTING READY”
Directions: Answer entry card, letters a to f on page 29 of your reference book. Write your
GAINING KNOWLEDGE
 SUM OF FUNCTIONS
( 𝑓 + 𝑔)( 𝑥) = 𝑓 ( 𝑥) + 𝑔( 𝑥)
This just says that to find the sum of two functions, add them together. You should
simplify by finding like terms.
 DIFFERENCE OF FUNCTIONS
( 𝑓 − 𝑔)( 𝑥) = 𝑓 ( 𝑥) − 𝑔( 𝑥)
To find the difference between two functions, subtract the first from the second.
CAUTION: Make sure you distribute the – to each term of the second function. You
should simplify by combining like terms.
 PRODUCT OF FUNCTIONS
( 𝑓 ⋅ 𝑔)( 𝑥) = 𝑓 ( 𝑥) ⋅ 𝑔( 𝑥)
To find the product of two functions, put parenthesis around them and multiply each
term from the first function to each term of the second function.
 QUOTIENT OF FUNCTIONS
𝑓 𝑓(𝑥)
(𝑔) (𝑥) = 𝑔(𝑥)
To find the quotient of two functions, put the first one over the second.
 COMPOSITION OF FUNCTION
(𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥))
This is read “f composition g” and means to copy the f function down but where ever
you see an x, substitute in the g function.

of the lesson.

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The DOMAIN of the Composition Function
The domain of f composition g is the set of all numbers x in the domain of g such that
g(x) is in the domain of f.
1
𝑓(𝑥) = , 𝑔(𝑥) = √𝑥 − 1
𝑥
1
(𝑓 ∘ 𝑔)(𝑥) =
√𝑥 − 1
The domain of 𝑓 ∘ 𝑔 is {𝑥|𝑥 > 1}
We also have to worry about any “illegals” in this composition function, specifically dividing
by 0. This would mean that x ≠ 1 so the domain of the composition would be combining the
two restrictions.
DOING IT MYSELF
Directions: Do exercises A and B on a piece of paper.
Exercise A
Identify which operation was shown in each answer given that 𝑓(𝑥) = −2𝑥 − 3 and
𝑔(𝑥) = 4𝑥 + 6.
1. 2𝑥 + 3 5. −8𝑥 2 − 24𝑥 − 18
2. −2 6. −2(4𝑥 2 − 12𝑥 − 9)
3. 6𝑥 + 9 7. −3(2𝑥 + 3)
1
4. − 2 8. 2𝑥 + 3
Exercise B
Perform the indicated operations.
Given: 𝑓(𝑥) = 2𝑥 + 5, 𝑔(𝑥) = 3𝑥 − 2
1. (𝑓 + 𝑔)(𝑥) 2. (𝑓 ∙ 𝑔)(𝑥) 3. (𝑔 − 𝑓)(𝑥)
𝑔 𝑓
4. (𝑓 − 𝑔)(𝑥) 5. ( ) (𝑥) 6. ( )(𝑥)
𝑓 𝑔
MEASURING THE GAIN
1. Given f(x) = 3x2 + 7x and g(x) = 2x2 - x - 1, find (f + g)(x).

a. 11x2 – 1 b. 5x2 + 6x – 1 c. 5x4 + 6x2 – 1 d. 5x2 + 8x – 1
2. Given f(x) = 3x2 + 7x and g(x) = 2x2 - x - 1, find (f - g)(x).

a. x2 + 8x + 1 b. 5x2 + 8x – 1 c. x2 + 6x – 1 d. x2 + 8x -1
3. Given f(x) = 3x2 - 2x + 1 and g(x) = x - 4, find (fg)(x).

a. 3x3 - 10x2 - 7x – 4 b. 3x2 - x – 3 c. 3x3 - 14x2 + 9x – 4 d. 3x3 + 14x2 - 9x – 4

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4. Given f(x) = x2 - 2x + 1 and g(x) = x – 1, find (f/g)(x).

a. no solution b. (x - 1) c. (x + 1) d. (x-1)(x+1)
5. Given g(x) = 6x + 4 and f(x) = 2x – 7, find (fg)(x).

a. 8x – 3 b. 12x2 – 28 c. 4x + 11 d. 12x2 - 34x – 28
6. Given g(x) = 6x + 4 and f(x) = 2x - 7, find g(x) - f(x)

a. 4x – 3 b. 8x – 3 c. 4x + 11 d. -4x – 11
7. Given f(x) = 2x2 + 2x and g(x) = x + 1, find (fg)(x).

a. 4x2 + 2x b. 2x3 - 4x2 + 2x c. 2x2 + 3x2 + 1 d. 2x3 + 4x2 + 2x
8. Given f(x) = x2 + 5x + 6 and g(x) = 2x + 4, find (f/g)(x).

a. (x+3) (x+2)/ (2x+4) b. (x+3)/(x+2) c. (x+3)/2 d. (2x+4)/(x+3)
9. Given f(x) = 3x2 and g(x) = 7-x, find(g-f)(x).

a. 3x2 - x + 7 b. -3x2 - x + 7 c. -3x2 + x + 7 d. -3x2 - x – 7
10. Given f(x) = x + 2 and g(x) = x2 -4, find(f/g)(x).

a. 1/(x-2) b. (x-2) c. 1/(x+2) d. (x+2)
11. Given f(x) = x2 - 7x + 2 and g(x) = 5x2 - 8x - 9, find (f-g)(x)

a. -4x2 - 15x – 7 b. -4x2 - x + 11 c. -4x2 + 15x + 7 d. -4x2 + x + 11
12. Given f(x) = x2 + 4 and g(x) = x3 - 4, find (fg)(x).

a. x6 + 4x3 - 4x2 – 16 b. x5 + 4x3 - 4x2 – 16 c. x5 + 8x4 + 16 d. x5 + x3 + 4x2 + 16
13. Given f(x) = x2 + 7x + 12 and g(x) = x2 - 9,find (f/g).

a. (x-4)/(x+3) b. (x+3)/(x-3) c. (x+4)/(x-3) d. (x+4)(x+3)
14. Given f(x) = (x2 + 2x - 8) and g(x) = (6x2 -10x + 3), find (f+g)(x)
a. 6x2 - 12x – 5 b. 7x2 - 12x – 5 c. 7x2 - 8x – 11 d. 7x2 - 8x – 5
15. Given f(x) = x2 - 15x + 50 and g(x) = x2 -7x + 10, find (g/f)(x).
a. (x + 2)/(x + 5) b. (x - 2)/(x - 10) c. (x - 10)/(x - 2) d. (x - 2)/(x - 5)
ASSIGNMENT
Directions: Answer writing, numbers 1 to 3 on page 38 of your reference book. Write your
answers on a piece of paper.

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Lesson
4 Inverse Functions
KNOWING THE TARGET

 Determine the inverse of a given function
 Apply inverse function on computing different units of measurements

“GETTING READY”
GAINING KNOWLEDGE
 INVERSE FUNCTION – refers to a function on which the domain and the range of the
original function are interchange. A function has an inverse if and only if the given
function is one to one function.

of the lesson.

1st example, begin with your function
𝑓(𝑥) = 3𝑥 – 7 Replace f(x) with y
𝑦 = 3𝑥 − 7 Interchange x and y to find the inverse
𝑥 = 3𝑦 – 7 Solve for y
𝑥 + 7 = 3𝑦
𝑥+7
= 𝑦
3
𝑥+7
𝑓 −1 (𝑥)= Replace y with 𝑓 −1(x)
3
2nd example
𝑔(𝑥) = 2𝑥 3 + 1 Replace g(x) with y
𝑦 = 2𝑥 3 + 1 Interchange x and y to find the inverse

𝑥 = 2𝑦 3 + 1 Then, solve for y
𝑥 − 1 = 2𝑦 3
𝑥−1
= 𝑦3
2

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3 𝑥−1
√ =𝑦
2
3 𝑥−1
𝑔−1 (𝑥) = √ 2
Replace y with 𝑔−1 (𝑥)
DOING IT MYSELF
Directions: Find the inverse 𝑓 −1 (𝑥) of the following f(x)s. Write your answers and solutions on
a piece of paper.
𝑥+2
1. 𝑓(𝑥) = 3𝑥 − 2 5. 𝑓(𝑥) = 2𝑥−3
𝑥 4𝑥−3
2. 𝑓(𝑥) = 3 − 2 6. 𝑓(𝑥) = −3𝑥+2
𝑥 2 𝑎
3. 𝑓(𝑥) = + 7. 𝑓(𝑥) =
3 5 𝑏𝑥+𝑐
𝑎𝑥+𝑏
4. 𝑓(𝑥) = 𝑎𝑥 + 𝑏 8. 𝑓(𝑥) = 𝑐𝑥+𝑑
MEASURING THE GAIN
1. Which of the following is the inverse function of f(x) = 2x - 3?

a. f -1 (x) = (x + 3)/2 c. f -1 (x) = x/2 + 3
b. f (x) = x + 3/2
-1 d. f -1 (x) = (2x - 3 + 3)/2
2. How do you determine whether a function is an inverse of another function?

a. Add the functions c. Find the composite of the functions
b. Multiply the functions d. Apply the vertical line test
3. What is the inverse function of 𝑓(𝑥) = 2𝑥 − 5?

𝑥+2 𝑥+5
a. 𝑓 −1 (𝑥) = 5 c. 𝑓 −1 (𝑥) = 2
𝑥−2 𝑥−5
b. 𝑓 −1 (𝑥) = 5
d. 𝑓 −1 (𝑥) = 2
4. What is the inverse function of f(x) = 3(x - 2)3?

1
𝑥3 𝑥 1
a. 𝑓 −1 (𝑥)
= 3
+2 c. 𝑓 −1 (𝑥) = (3)3 + 2
1 1
1
b. 𝑓 −1 (𝑥) = (𝑥 + 2)3 d. 𝑓 −1 (𝑥) = 3𝑥 3
3
5. What is the inverse function of 𝑓(𝑥) = (𝑥 − 2)3 ?

a. 𝑓 −1 (𝑥) = √𝑥 + 2 c. 𝑓 −1 (𝑥) = √𝑥 − 2
3 3
b. 𝑓 −1 (𝑥) = √𝑥 + 2 d. 𝑓 −1 (𝑥) = √𝑥 − 2
3 3
ASSIGNMENT
Directions: Answer test V, number 39 on page 51 of your reference book. Write your answer

Holy Cross College
Lesson
5 Rational Equations and Inequalities
KNOWING THE TARGET

 Distinguish rational function, rational equation, and rational inequality; and
 Solve rational equations and rational inequalities
“GETTING READY”
GAINING KNOWLEDGE
RATIONAL RATIONAL RATIONAL

EQUATION INEQUALITY FUNCTION
Definition Refers to equation Refers to an Refers to a function
involving rational inequality involving of the form 𝑓(𝑥) =
expressions. rational expressions. 𝑝(𝑥)
where 𝑝(𝑥) and
𝑞(𝑥)
𝑞(𝑥) are polynomial
functions and 𝑞(𝑥)
should not be equal
to 0; 𝑞(𝑥) ≠ 0
Examples: 2 3 1 5 2 𝑥 2 + 2𝑥 + 3
− = ≤ 𝑓(𝑥) =
𝑥 2𝑥 5 𝑥−3 𝑥 𝑥+1

of the lesson.

PROCEDURE FOR SOLVING RATIONAL EQUATIONS
To solve rational equations:
1. Eliminate denominators by multiplying each term of the equation by the lcd.
2. Note that eliminating denominators may introduce extraneous solutions. Check the
solutions of the transformed equations with the original equation.
PROCEDURE FOR SOLVING RATIONAL INEQUALITIES

1. Write the inequality with a single rational expression on the left-hand side of the inequality
and zero on the right-hand side of the inequality.

Holy Cross College
2. Determine the meaningful numbers by setting the numerator equal to zero and setting the
denominator equal to zero.
3. Use the meaningful numbers to separate the number line into intervals.
4. Test for the meaningful numbers if they make the inequality true or false. If true, then they
are part of the solution. If false, then they are not part of the solution.
- Get the values in each interval and substitute these into the inequality.
- If the test value makes the inequality true, then the entire interval is a solution to the
inequality.
- If the test value makes the inequality false, then the entire interval is not a solution to the
inequality.
5. Express the answer in interval notation.
DOING IT MYSELF
Directions: Find the solutions for each rational equation and inequality below. Write your
3 2
1. 𝑥+1 = 𝑥−3
2𝑥 5
2. 𝑥+1 + 2𝑥 = 2
2𝑥
3. 𝑥+1 ≥ 1
𝑥+1
4. 𝑥+3 ≤ 2
MEASURING THE GAIN
1. It is an equation involving rational expression(s).

a. Rational Expression c. Rational Inequality
b. Rational Equation d. Rational Function
2. Which of the following statements is true?

a. A rational inequality is an inequality that involves a rational expression.
b. A critical value of a function is where the function is equal to zero or undefined.
c. We can't multiply both sides of an inequality by an expression containing a variable.
d. All of these are true statements.
3. Solve: x/3 = 2
a. 5 b. 8 c. 15 d. 6
𝑥 6
4. Solve: + =1
𝑥−3 𝑥+3
a. x=2 b. x=1 c. x=1/2 d. x=3

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1 2𝑥+1 2
5. Solve: = +
𝑥−2 𝑥 2 +2𝑥−8 𝑥+4
a. x=7/2 b. x=7/3 c. x=7/4 d. x=7/5
−3 1 5
6. If𝑥+2 − 𝑥 − 𝑥 + 2 = 2, then what is the largest real value of x?
a. 1 b. -1 c. ½ d. -1/2
𝑥 3 +3
7. If we will try to solve the rational inequality shown, what would the first step be? ≥7
𝑥−4
a. Put the rational inequality in general form, with zero on the right-hand side of the inequality
and one rational expression on the left-hand side of the inequality.
b. Multiply both sides of the inequality by (x - 4).
c. Divide x 3 by x.
d. None of the answers are correct.
𝑥+3
8. What are the critical values of the following rational inequality? 𝑥 2 −4 ≤ 0
a. x = 4, x = 3 c. x = 0
b. x = 2, x = -2, x = -3 d. None of the answers are correct.
𝑥
9. What are the intervals of this inequality? >0
𝑥−7
a. (negative infinity, 0) (7, positive infinity)
b. (negative infinity, 0) (0, 7) (7, positive infinity)
c. (negative infinity, 0) (0, 7)
d. (0, 7) (7, positive infinity)
𝑥
10. Which interval(s) offers a solution to 𝑥−7 > 0?
a. (negative infinity, 0) (7, positive infinity)
b. (negative infinity, 0) (0, 7) (7, positive infinity)
c. (negative infinity, 0) (0, 7)
d. (0, 7) (7, positive infinity)
ASSIGNMENT
Directions: Answer test VI, number 51 on page 69 of your reference book. Write your answer

Holy Cross College
Lesson
6 Rational Functions
KNOWING THE TARGET

 Represent real-life situations using rational functions;
 Represent a rational function through table of values, graph, and equation.
“GETTING READY”
GAINING KNOWLEDGE
𝑝(𝑥)
 RATIONAL FUNCTION refers to a function in the form 𝑓(𝑥) = 𝑞(𝑥) where 𝑝(𝑥)and 𝑞(𝑥)
are polynomial functions and 𝑞(𝑥) is not the zero function (i.e.,𝑞(𝑥) ≠ 0). The domain
of 𝑓(𝑥) is all values of 𝑥 where𝑞(𝑥) ≠ 0.

of the lesson.

𝑑
Average speed (or velocity) can be computed by the formula𝑠 = 𝑡 . Consider a 100-meter
track used for foot races. The speed of a runner can be computed by taking the time for him
100
to run the track and applying it to the formula𝑠 = , since the distance is fixed at 100 meters.
𝑡
Example 1. Represent the speed of a runner as a function of the time it takes to run 100
meters in the track.
Solution. Since the speed of a runner depends on the time it takes to run 100 meters, we can
represent speed as a function of time.
Let x represent the time it takes to run 100 meters. Then the speed can be represented as a
100
function as follows: 𝑠(𝑥) = 𝑥
𝑑
Observe that it is similar to the structure to the formula 𝑠 = 𝑡 relating speed, distance, and
time.
Example 2. Continuing the scenario above, construct a table of values for the speed of a
runner against different run times.

Holy Cross College
Solution. A table of values can help us determine the behavior of a function as the variable
changes.
The current world record (as of October 2015) for the 100-meter dash is 9.58 seconds set by
the Jamaican Usain Bolt in 2009. We start our table of values at 10 seconds.
Let x be the runtime and 𝑠(𝑥) be the speed of the runner in meters per second, where 𝑠(𝑥) =
100
. The table of values for run times from 10 seconds to 20 seconds is as follows:
𝑥
X 10 12 14 16 18 20
s(x) 10 8.33 7.14 6.25 5.56 5
From the table we can observe that the speed decreases with time. We can use a graph to
determine if the points on the function follow a smooth curve or a straight line.
DOING IT MYSELF
10
1. Given 𝑓(𝑥) = 𝑥−3,
(a) Construct a table of values using the numbers from −2to 8 .

(b) Plot the points in the Cartesian plane and determine whether the points form a smooth
curve or a straight line.
2. Using integer values from −5to 5, find the interval where the smooth curve of the following
functions will disconnect:
4
(a) 𝑓(𝑥) =
𝑥−1
𝑥−3
(b) 𝑔(𝑥) = 𝑥+1
MEASURING THE GAIN
PERFORMANCE TASK 1: GENERAL MATHEMATICS BROCHURE
GOAL: To create a brochure that will give an overview of the content of general
mathematics.
ROLE: Layout artist & brochure-maker
AUDIENCE: General mathematics teacher & some randomly selected grade 10 students
Situation: Your general mathematics teacher who is also currently teaching mathematics in
grade 10 wants to give an overview of the content of your subject to his/her grade 10
students by giving general mathematics brochures.
PRODUCT/PERFORMANCE: Brochure
STANDARDS: Creativity-10, content-10, neatness-5
ASSIGNMENT
Directions: Answer test IV, number 26, a and b on page 85 of your reference book. Write your

Holy Cross College
Lesson
7 Graphing Rational Functions
dfg
KNOWING THE TARGET

 Find the domain and range of a rational function
 Determine the intercepts, zeroes and asymptotes of a rational function
 Graph rational functions
 Solve problems involving rational functions
“GETTING READY”
GAINING KNOWLEDGE
 DOMAIN of a function refers to the set of all values that the variable x can take.
 RANGE of the function refers to the set of all values that f(x) will take.
 ZEROES of a function refers to the values of x which make the function zero. The real
numbered zeroes are also x-intercepts of the graph of the function.
 Y-INTERCEPT refers to the function value when x=0.
 HORIZONTAL ASYMPTOTE refers to the horizontal line y = b, if f(x) gets closer to b as
x increases or decreases without bound (x+ or x–.).

of the lesson.

Properties of rational functions:
How to find the: Do the following:
y-intercept Evaluate the function at x = 0
x-intercept Find the values of x where the numerator will be zero.
Vertical asymptotes Find the values of a where the denominator is zero. If this value of
a does not make the numerator zero, then the line x = a is a vertical
asymptote.
Horizontal Let n be the degree of the numerator and m the degree of the
asymptotes denominator. If n < m, the horizontal asymptote is y = 0. If n = m,
𝑎
the horizontal asymptote is 𝑦 = 𝑏 , where a is the leading coefficient
of the numerator and b is the leading coefficient of the
denominator. If n > m, there is no horizontal asymptote.

Holy Cross College
DOING IT MYSELF
𝑥+5
1. Let 𝑓(𝑥) = 𝑥−1. (a) Find its domain, (b) intercepts, (c) asymptotes. Next, (d) sketch its graph
and (e) determine its range.
𝑥+3
2. Let 𝑓(𝑥) = 𝑥 2 −2𝑥−3
. (a) Find its domain, (b) intercepts, (c) asymptotes. Next, (d) sketch its
graph.
MEASURING THE GAIN
Performance Task 2: General Mathematics Journal

Goal: To finish answering your journal.
Role: Student
Audience: General mathematics teacher
Situation: It’s a requirement in your general mathematics subject to finish your general
mathematics journal before the end of the semester.
Product/Performance: Journal
Standards: 50 points should be the total score in their journal
ASSIGNMENT
Directions: Answer test II, number 7, a to c on page 105 of your reference book. Write your

Holy Cross College
Lesson
8 Exponential Function
KNOWING THE TARGET

 Represent exponential function through its table of values, graph and
equation
 Identify the domain and range of an exponential function
 Identify the intercept, zeros and asymptote of an exponential function
 Graph exponential functions
“GETTING READY”
Directions: Answer entry card, numbers 1 to 5 on page 108 of your reference book. Write
your answers on the space provided for that entry card on your reference book.
GAINING KNOWLEDGE
 GLIDE REFLECTION refers to a combination of a reflection and a translation.

 REFLECTION refers to a transformation that produces a new figure, which is a
mirror image of the original figure.
 TRANSFORMATION refers to the process of moving a figure from the starting
position to some ending position without changing its size and shape.
 TRANSLATION refers to the shift or movement in a figures location without
changing its shape.

Please read pages 109-124 on your book GENERAL MATHEMATICS for the full
discussion of the lesson.

Zero as an Exponent – if a ≠ 0, then 𝑎0 ═1
Negative Exponent – if n is any integer, and a and b are not equal to zero then,
1
𝑎−𝑛 ═ 𝑎1𝑛 ═𝑎𝑛
Mathematics (pp. 108).

Holy Cross College
DOING IT MYSELF
Directions: Tell whether each statement is true or false. Answer exercises, vocabulary and
concepts on your GENERAL MATHEMATICS book on page 125, numbers 1-12.
109
MEASURING THE GAIN
Directions: Evaluate the following for the indicated values of x.

1
1. f(x)=3x x=1, x=3
1
2. f(x)=4-3x x=4, x=
2
1
3. g(x)=3𝑥 x=4, x=2
1 2𝑥 1
4. h(x)= x=-1, x=
3 2
5. f(x)=3𝑥−1
x=2, x=-2
6. if f(x)= 1- 2𝑥 and g(x)=x-2 find f (g(4))
7. if f(x)=3𝑥+1 and g(x) =2𝑥−1 , find f( g(3))
8. if f(x)=23−𝑥 and g(x)=21−𝑥 ,find f( g(2))
ASSIGNMENT
Directions: Using your Reference Book, answer Writing (1-5) on page 128.

Holy Cross College
Lesson
9 Exponential Models
KNOWING THE TARGET

 Represents real-life situations using exponential functions.
“GETTING READY”
GAINING KNOWLEDGE
The rule for EXPONENTIAL GROWTH can be modeled by

Y = 𝑎𝑏 𝑥
Where a is the starting number, b is the growth factor, x is the number of intervals. (Minutes,
years, and so on.)
II.LESSON DISCUSSION
discussion of the lesson

𝑡
An exponential model for this situation is y = 20(2)100 .
Exponential Models and Population Growth Suppose a quantity y doubles every T units of
𝑡
time. If 𝑦0 is the initial amount, then the quantity y after t units of time is given by 𝑦 = 𝑦0 (2)𝑇 .
The half-life of a radioactive substance is the time it takes for half of the substance to decay.
Mathematics.

Holy Cross College
DOING IT MYSELF
Directions: Answer the following.
1. Robert invested P30, 000 after graduation. If the average interest rate is 5.8%
compounded annually, (a) give an exponential model for the situation, and (b) will the
money be doubled in 15 years?
2. At time t = 0, 500 bacteria are in a petri dish, and this amount triples every 15 days. (a)
Give an exponential model for the situation. (b) How many bacteria are in the dish after
40 days?
3. The half-life of a substance is 400 years. (a) Give an exponential model for the situation.
(b) How much will remain after 600 years if the initial amount was 200 grams?
4. The population of the Philippines can be approximated by the function 𝑃(𝑥) =

20000000𝑒 0.0251𝑥 (0 ≤ 𝑥 ≤ 40) where x is the number of years since 1955 (e.g. x = 0 at 1955).
Use this model to approximate the Philippine population during the years 1955, 1965,
1975, and 1985. Round of answers to the nearest thousand.
MEASURING THE GAIN
1. 1. What type of function is f(x)=2(1/7)x?

a. Exponential Growth b. Exponential Decay
c. Linear d. None of the above
2. What type of function is 𝑦 = 7(1.2)𝑥 ?

a. Exponential Growth b. Exponential Decay
c. Linear d. None of the above
3. Pick the equation that is exponential growth.

a. y=2(0.5) b. y=0.5(2)
c. y=2(0.5)x. d. y=0.5(2)x
4. The value of a car is $15,000 and depreciates at a rate of 8% per year. Which equation
models this situation?.
a. y=8(15,000)x b. y=15,000(0.92)x
c. y=15,000(1.08) x d. y=15,000(0.08)x
5. In an exponential function 𝑦 = 𝑎(𝑏) , what does the 'a' represent?
𝑥
a. Slope b. Y-Intercept
c. Rate of Change d. Common Ratio
6. Write an equation that models the following situation: Samantha’s hair was known to
grow very rapidly. It began at a length of 6 in and grew at a rate of 14% a week.
a. y=6(0.14)x b. y=6(1.14)x
c. y=6(1+14) x d. y=6(0.86)x
7. Which of the following functions shows an initial amount of $15 and an increase of 35%
each year?
a. y = 15(35)x b. y = 15(0.35)x
c. y = 15(1.35)x d. y = 35(1.15)

Holy Cross College
8. . I pay $25,000 for a car. It depreciates at a rate of 10 percent. What is the value of the
car in 7 years?
a. $48,717.93 b. 11,957.42
c. .0025 d. $49,178.78
9. Terrignonium-220 has a half-life of 6 hours. Write an equation to model how much

Terrignonium-220 would remain from a 50 g sample after x hours.
a. y = 50 (0.5)x b. y = 50 (0.5)6x
c. y = 50 (0.5)x/6 d. y = 50 (0.5)6/x
10. . A population is growing by 3.4%. In an exponential equation for this situation, what would
be the growth factor?
a. 3.4 b. 1.034
c. 1.34 d. .034
ASSIGNMENT
Directions: Using your Reference Book, answer Practice and Application Test I (1-2) on
page 137.

Holy Cross College
Lesson
10 Logarithmic Function and Their Graph
KNOWING THE TARGET

 Represent a logarithmic function through its table of values, graph, and
equation.
 Find the domain and range of an exponential function.
 Determine the intercepts, zeroes, and asymptote of logarithmic functions
 Graph logarithmic functions
“GETTING READY”
GAINING KNOWLEDGE
 COMMON LOGARITHMS refers to logarithms with base 10; logx is a short notation for
lo𝑔10 x.
 NATURAL LOGARITHMS refers to logarithms with the base e (approximately 2.71828),

and are denoted by “ln”. In other words, lnx is another way of writing lo𝑔𝑒 x.


Writing Exponential Form as Logarithmic Form
y = xa
Exponential Form Logarithmic Form

y = xa Log x y = a
In exponential form, the output is one of the In logarithmic form, the equation always
given variable or a constant equates to the exponent which in this case
“a”.
Mathematics

Holy Cross College
DOING IT MYSELF
Directions: complete the following table
Exponential form Logarithmic form

24 = 16
112 = 𝑥
7𝑦 = 400
4= lo𝑔8 x
3= lo𝑔𝑏 27
Log 5 125 = t
0.5= lo𝑔12111
𝟒
√𝟏𝟔 = 2
𝑏 3 = 343
10−3 = 0.001
MEASURING THE GAIN
Directions: Write each equation in exponential form.
1. lo𝑔64 8=2
2. 6= lo𝑔2 64
3. 4= lo𝑔8 x
4. 3= lo𝑔𝑏 27
5. lo𝑔5 125=m
1
6. lo𝑔3 243 =-5
1
7. lo𝑔7 49 =-2
1
8. lo𝑔1 64 =3
4
9. 0.5 = lo𝑔12111
1
10. 2 = lo𝑔𝑏 49
ASSIGNMENT
Directions: Using your Reference Book, answer ENRICHMENT numbers 1 - 4 on page 150-151

Holy Cross College
Lesson
11 Laws of Logarithms
KNOWING THE TARGET

 Illustrate the laws of logarithms
\
“GETTING READY”
GAINING KNOWLEDGE
 LAWS OF LOGARITHM refers to the rules used to simplify and solve logarithmic
expressions, equations and functions.

Power rules
 Power rule for exponent
Let a and b be real numbers and let m and n be positive integers, then
(𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
 Power rule for a product
Let a and b be a real numbers and let n be a positive integer, then
(𝑎𝑏)𝑛 = 𝑎𝑛 𝑏𝑛
 Power rule for a quotient
Let a and b real numbers and let n be a positive integers, then

𝑎𝑛 𝑎𝑛
𝑏
= 𝑏𝑛
Mathematics.

Holy Cross College
DOING IT MYSELF
Directions: evaluate each
1. log 2 96 +log 2 32
2. log 4 64 -log 3 3
3. log 3 9+log 2 32
4. 2 log 2 32 +log 4 256+ 3log 3 81
1
5. log 2 8 - log 3 27+2log 2 32
MEASURING THE GAIN
Directions: Rewrite the expression as a single logarithm.
1. 6 𝑙𝑜𝑔𝑚 (𝑦) − 3𝑙𝑜𝑔𝑚 (𝑥 2 )

𝑦6 6𝑦
a. 𝑙𝑜𝑔𝑚 ( 5 ) b. 𝑙𝑜𝑔𝑚 ( )
𝑥 3𝑥 2
𝑦6 𝑦 6
c. 𝑙𝑜𝑔𝑚 (2𝑥 3 ) d. 𝑙𝑜𝑔𝑚 (𝑥 6 )
2. ln x + 9ln y
𝑥
a. 𝑙𝑛 9 b. ln (x + 9y)
𝑦
c. ln 9xy d. ln x𝑦 9
3. 4lo𝑔𝑏 y + 6lo𝑔𝑏 z
a. 𝑙𝑜𝑔𝑏 𝑦 4 𝑧 6 b. 10𝑙𝑜𝑔𝑏 𝑦𝑧
c. 24𝑙𝑜𝑔𝑏 𝑦𝑧 d. 𝑙𝑜𝑔𝑏 (𝑦𝑧)10
d. 𝑙𝑜𝑔𝑏 (𝑦𝑧)10
1
4. 2 (lo𝑔7 (r - 2) - lo𝑔7 r)
𝑟−2 𝑟−2
a. 𝑙𝑜𝑔7 √ 2𝑟 b. 𝑙𝑜𝑔7 √ 𝑟
𝑟−2 √𝑟−2
c. 𝑙𝑜𝑔7 d. 𝑙𝑜𝑔7 𝑟
√𝑟
Use properties of logarithms to expand the logarithmic expression as much as possible.
Where possible, evaluate logarithmic expressions without using a calculator.
𝑥3
5. 𝑙𝑜𝑔3 𝑦8
a. 3 lo𝑔3 x - 8 lo𝑔3 y b. 8 lo𝑔3 y - 3 lo𝑔3 x
3 𝑥
c. 3 lo𝑔3 x + 8 lo𝑔3 y d. 8 𝑙𝑜𝑔3 (𝑦)
√𝑥
6. 𝑙𝑜𝑔2 ( 4 )
1
a. lo𝑔2 x – 2 b. 4 - 2 lo𝑔2 x
1
c. 2 lo𝑔2 x – 2 d. - 2 lo𝑔2 x

Holy Cross College
8
√11
7. 𝑙𝑜𝑔13 ( 𝑦2 𝑥 )
1 1
a. lo𝑔13 11 - 2 lo𝑔13 y - lo𝑔13 x b. lo𝑔13 11 - 2 lo𝑔13 y - 2 lo𝑔13 x
8 8
c. 8 lo𝑔13 11 - 2 lo𝑔13 y - lo𝑔13 8 d. lo𝑔13 11 - lo𝑔13 y - lo𝑔13 x
Use properties of logarithms to expand the logarithmic expression as much as possible.
8. 𝑙𝑜𝑔6 √10𝑥
1
a. lo𝑔6 10 + 2 lo𝑔6 x b. 𝑙𝑜𝑔6 √10 + 𝑙𝑜𝑔6 √𝑥
1 1 1
c. lo𝑔6 10x
2
d. 2 𝑙𝑜𝑔6 10 + 2 𝑙𝑜𝑔6 𝑥
𝑥+5
9. 𝑙𝑜𝑔5 ( 𝑥 4 )
a. lo𝑔5 (x + 5) - lo𝑔5 x b. lo𝑔5 (x + 5) + 4 lo𝑔5 x
c. lo𝑔5 (x + 5) - 4 lo𝑔5 x d. 4 lo𝑔5 x - lo𝑔5 (x + 5)
7𝑥
10. 𝑙𝑜𝑔𝑤 ( 4 )
a. lo𝑔𝑤 7 + lo𝑔𝑤 x + lo𝑔𝑤 4 b. lo𝑔𝑤 7x - lo𝑔𝑤 4
c. lo𝑔𝑤 7 + lo𝑔𝑤 x - lo𝑔𝑤 4 d. lo𝑔𝑤 3x
ASSIGNMENT
Directions: Using your Reference Book, answer Practice and Application I-12 on page 167.

Holy Cross College
12
Exponential and Logarithmic Equations and Inequalities
Lesson
KNOWING THE TARGET

 Distinguishing exponential function, exponential equation and exponential
inequality
 Distinguishing logarithmic function, logarithmic equation and logarithmic
inequality
 Solve exponential equation and inequalities and logarithmic equation and
inequalities
 Solve problems involving exponential equations and inequalities
“GETTING READY”
GAINING KNOWLEDGE
 EXPONENTIAL EQUATION refers to an equation in which variable occurs in the

exponent
 EXPONENTIAL INEQUALITY refers to an inequality involving exponential function


Techniques.
Some strategies for solving logarithmic equations:
1. Rewriting to exponential form;
2. Using logarithmic properties;
3. Applying the one-to-one property of logarithmic functions;
4. The Zero Factor Property: If ab = 0, then a = 0 or b = 0.
Mathematics.

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DOING IT MYSELF
Directions: Find the value/s of x in the following equations/inequalities.

a. 𝑙𝑜𝑔15𝑥 = 𝑙𝑜𝑔30
b. log(3𝑥 − 2) = 𝑙𝑜𝑔2
c. 𝑙𝑜𝑔𝑥 121 = 2
d. 𝑙𝑜𝑔3 (9𝑥) − 𝑙𝑜𝑔3 (𝑥 − 8) = 4
e. (𝑙𝑜𝑔5 𝑥)2 + 5𝑙𝑜𝑔5 𝑥 + 6 = 0
f. 𝑙𝑜𝑔8 (3𝑥 − 5) < 2
g. 𝑙𝑜𝑔4 (𝑥 + 1) < 𝑙𝑜𝑔4 2𝑥
h. −5 < 𝑙𝑜𝑔𝑥 < 5
Directions: Solve the problem below. Show your answer and solution on a clean sheet of
paper.
A culture starts at 2,000 bacteria, and doubles every 80 minutes. How long will it take the
number of bacteria to reach 10,000?
MEASURING THE GAIN

Directions: Solve the following
1. Solve log 5 (4x-7) =log 5 (x+5).
a. x=4 b. x=-4 c. x=3 d. x=-2
2. −6𝑙𝑜𝑔3 (𝑥 − 3) = −24
a. 5 b. 13 c. 84 d. -20
3. −7𝑙𝑜𝑔7 (𝑎 − 1) = 14
50 31
a. {13} b. { } c. {85} d. { }
49 5
4. 𝑙𝑜𝑔3 − 9𝑥 − 4 = −4
1 41 1
a. {7} b. {9} c. { 4 } d. {− 9}
5. 𝑙𝑜𝑔17 (−2𝑥 + 9) = 𝑙𝑜𝑔17 (𝑥 + 9)

a. {6} b. {𝑁𝑜 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛} c. {0} d. {14}
6. 4𝑙𝑜𝑔12 − 9𝑛 = −4
1 4 1 1
a. {− 2} b. {3} c. {− 108} d. {144}
7. 2𝑙𝑜𝑔12 (𝑥 + 9) = −2
107 3 1
a. {− 12 } b. {2} c. {128} d. {−5}
8. 𝑙𝑜𝑔6 𝑥 < −3
1 1
a. 𝑥 < 216 b. 0 < 𝑥 < 216 c. 𝑥 < 216 d. 0 < 𝑥 < 216
9. 𝑙𝑜𝑔4 𝑥 ≥ 4
a. 𝑥 ≥ 256 b. 0 < 𝑥 < 256 c. 𝑥 ≤ 256 d. 0 < 𝑥 < 256
10. 𝑙𝑜𝑔7 𝑥 < −1

1 1
a. 𝑥 < 7 b. 0 < 𝑥 < 7 c. 0 < 𝑥 < 7 d. 𝑥 < 7
ASSIGNMENT
Directions: Using your Reference Book, answer ENRICHMENT numbers 1 -4 on pages 150-151

Holy Cross College
Lesson
13 Simple Interest
33
KNOWING THE TARGET

 Illustrate simple and compound interests;
 Distinguish between simple and compound interests;
 Compute interest, maturity value, future value, and present value in simple
interest and compound interest environment; and
 Solve problems involving simple and compound interests.
“GETTING READY”
Directions: Answer entry card, A and B on page 186 of your reference book. Write your
GAINING KNOWLEDGE
 INTEREST – refers to the amount that is earned from investment.
 MATURITY VALUE – refers to value of the investment after accumulating the interest.
 PRINCIPAL - refers to the initial amount of the investment or money barrowed.


Annual Simple Interest
I = Prt where
I = simple interest
P = principal, or the amount invested or borrowed
r = simple interest rate
t = term or time in years
Maturity (Future) Value
A=P+I
Substituting I by Prt gives A = P + Prt, = P (1 + rt)
Maturity (Future) Value

A = P (1 + rt)

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DOING IT MYSELF
Directions: Answer the following problems. Write your answers and solutions on a piece of
paper.
1. What are the amounts of interest and maturity value of a loan for P25, 000 at 12% simple
interest for 5 years? Given: P = 25,000, r = 0.12, t = 5 years
Find: (a) I (b) A
2. How much money will you have after 4 years and 3 months if you deposited P 10,000 in a
bank that pays 0.5% simple interest?
3. At what simple interest rate per annum will P 1 become P 2 in 2 years?
MEASURING THE GAIN
Directions: Multiple Choices. Choose and encircle the letter of the correct answer.
1. Find the total amount of interest to the nearest cent if the interest is compounded
annually.
P2,750 at 8% for 2 years.
a. P220.50 b. P457.60
c. P660.60 d. P237.60
2. The simple interest formula is I=Prt. What does the t represent?
a. Principal b. Interest
c. Time d. Percent Rate
3. Starting money = P350, interest rate = 2.5%, time = 3 years. How much interest?
a. P7.50 b. P26.25
c. P87.5 d. P262.50
4. The simple interest formula is I=Prt. The P represents the principal. The principal is
___________________.
a. the amount of money borrowed or deposited
b. the percent interest for his year
c. the amount taxed
d. the amount the bank owes you for being a customer at their bank
5. Emilio borrows $1200 from a bank with 8% simple interest per year. How much will he have
to pay back total in 2 years?
a. $150 b. $192
c. $1350 d. $1392
6. Phyllis went to the mall and saw a massage chair that she would have to take a loan out
for P6500 to purchase. The bank said that she could get a simple interest rate of 5% for 5
years. What is the total amount that Phyllis will pay for the chair?
a. P 2600 b. P 9100
c. P 8125 d. P2650

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7. Find the principal for a loan that has an earned interest of P3500 with an annual rate of
10% for 5 years.
a. P7,000 b. P6,500
c. P5,000 d. P3,750
8. I = Prt where r represents the rate. Rates must be converted into ____ before multiplying.
a. fractions b. mixed numbers
c. decimals d. percents
9. Robert invested $200 in a retirement account that had a rate of 20% that compounds
annually. If Robert leaves his money in for 3 years, how much money will be in his account
rounded to the nearest cent?
a. $240.50 b. $240.50
c. $288.00 d. $345.60
10. Mickey earned $475 from mowing lawns last summer. He deposited this money in an
account that pays an interest rate of 3.8% compounded annually. What will be his balance
after 4 years rounded to the nearest cent?
a. $827.52 b. $551.42
c. $539.45 d. $646.80
ASSIGNMENT
Directions: Answer test III, number 17 on page 195 of your reference book. Write your answer

Holy Cross College
Lesson
14 Compound Interest
KNOWING THE TARGET

 Illustrate simple and compound interests;
 Distinguish the difference between simple and compound interests;
 Compute interest, maturity value, future value, and present value in simple
interest and compound interest environment; and
 Solve problems involving simple and compound interests.
“GETTING READY”
Directions: Answer entry card on page 196 of your reference book. Write your answers on
the space provided for that entry card on your reference book.
GAINING KNOWLEDGE
 COMPOUND INTEREST – refers to addition of interest to the principal amount to arrive
at the new principle. It is also referred to as interest on interest.


Present Value P at Compound Interest
𝐴
𝑃= = 𝐴(1 + 𝑟)−𝑡
(1 + 𝑟)𝑡
where
P = principal or present value
A = maturity (future) value at the end of the term
r = interest rate
t = term/ time in years
In general, the pattern can be extended for compounding K times per year to get
𝑟 𝑟
𝐴 = 𝑃(1 + 𝐾)𝐾𝑡 , where 𝐾 is called the periodic rate.

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DOING IT MYSELF
paper.
1. Mr. Campo invested P150, 000 at 10% compounded annually. He plans to get this amount
after 6 years for his son’s college education. How much will he get?
2. What is the interest of P25, 000 if invested at 4.5% compounded annually in 3 years and 2
months?
3. Mr. Bautista aims to have his investment grow to P500, 000 in 4 years. How much should he
invest in an account that pays 5% compounded annually?
MEASURING THE GAIN
1. Emily's parents put $1,500 in her bank account for college tuition. At an interest rate of
8.25% compounded annually, what will be the total balance after 2 years?
a. $3,273.50 b. $1,314.08
c. $2,385.72 d. $1,757.71
2. If the balance at the end of eight years on an investment of $630 that has been invested
at a rate of 9%, how much was the interest?
a. $453.60 b. $523.75
c. $633.55 d. $357.50
3. If the interest earned was $55.20 on an investment of $230 that has a rate of 3%, how long
was the money invested?
a. 4 years b. 8 years
c. 5 years d. 6 years
4. The Henley's took out a loan for P195,000 to purchase a home. At a 4.3% interest rate
compounded annually, how much will the loan be after 5 years?
a. P45,689 b. P240,689
c. P195,000 d. P41,925
5. Kennedy won P3,000 from a radio contest. If she puts this money in a bank account that
earns 2.9% interest compounded annually, how much total interest will she earn in 10 years?
a. 490.50 b. 900.75
c. 350.25 d. 992.78
6. Riley invested $1,000 in savings bonds. If the bonds earn 6.75% interest compounded
annually, how much total interest will Riley earn in 15 years?
a. $1,663.90 b. $663.90
c. $2,663.00 d. $1,000.90

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7. Andrew borrows P79,500 for 2 years and earns P10,017 of simple interest. Calculate the
interest rate?
a. 7% b. 6%
c. 6.3% d. 5.3%
8. John wants to open a showroom and borrows P48,000 on 12% interest rate. He plans to
pay this after 4 years. What will that total principal + interest payment be?
a. 67,500 b. 72,050
c. 70,600 d. 71,040
9. Bruno was given $2000 when he turned 3 years old. His parents invested it at a 2% interest
rate compounded annually. No deposits or withdrawls were made. Which expression can
be used to determine how much money Bruno had in the account when he turned 16?
a. 2000(1+0.02)13 b. 2000(1-0.02)13
c. 2000(1+0.02)16 d. 2000(1-0.02)16
10. Leroy borrowed $1500 at an annual simple interest rate of 12%. He paid $270 in
interest. For what time period did Leroy borrow the money?
a. 8 years b. 5 years
c. 18 months d. 18 years
ASSIGNMENT
Directions: Answer test IV, number 17 on page 202 of your reference book. Write your answer

Holy Cross College
4
Lesson
15 Simple Annuity
KNOWING THE TARGET

 Illustrate simple and general annuities;
 Distinguish the difference between simple and general annuities; and
 Solve for the future value and present value of both simple annuities and
general annuities.
“GETTING READY”
Directions: Answer entry card, numbers 1 and 2 on page 203 of your reference book. Write
GAINING KNOWLEDGE
 ANNUITY– refers to a sequence of payments made at equal(fixed) intervals or
periods of time
Annuities may be classified in different ways, as follows.

Annuities
According to payment SIMPLE ANNUITY- an annuity GENERAL ANNUITY - an
interval and interest period where the payment interval annuity where the payment
is the same as the interest interval is not the same as
period the interest period
According to time of ORDINARY ANNUITY (or Annuity Due – a type of
payment Annuity Immediate) – a annuity in which the
type of annuity in which the payments are made at
payments are made at the beginning of each payment
end of each payment interval
interval
According to duration ANNUITY CERTAIN– an CONTINGENT ANNUITY – an
annuity in which payments annuity in which the
begin and end at definite payments extend over an
times indefinite (or indeterminate)
length of time
Note: Grade 11 will focus on Ordinary Annuities (not Annuity Due), and on Annuity Certain
(not Contingent Annuities).


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Term of an annuity, t – time between the first payment interval and last payment interval
Regular or Periodic payment, R – the amount of each payment
Amount (Future Value) of an annuity, FV – sum of future values of all the payments to be
made during the entire term of the annuity
Present value of an annuity, P – sum of present values of all the payments to be made during
the entire term of the annuity
Future Value of Simple Ordinary Annuity

The future value FV of simple ordinary annuity
(𝟏 + 𝐢)𝐧 − 𝟏
𝐅𝐕 = 𝐏 ∙
𝐢
Where: FV=Future Value or Amount in
P=Periodic Payment
I=interest rate per period,
r (annual rate)
Where: i =
K (number of conversion periods in a year)
n=total number of conversion periods

n=t (number of years) ∙ K
Present Value of Simple Ordinary Annuity

The present value PV of simple ordinary annuity is
𝐏[𝟏 − (𝟏 + 𝐢)−𝐧 ]
𝐏𝐕 =
𝐢
Where: PV=Present Value or Amount in

P=Periodic Payment
I=interest rate per period,
r (annual rate)
Where: i = K (number of conversion periods in a year)
n = total number of conversion periods
n = t (number of years) ∙ K
DOING IT MYSELF
paper.
1. Aling Paring started to deposit P2,000 quarterly in a fund that pays 5.5% compounded
quarterly. How much will be in the fund after 6 years?
2. A refrigerator is for sale at P17,999 in cash or on terms, P1,600 each month for the next 12
months. Money is 9% compounded monthly. Which is lower, the cash price or the present
value of the installment terms?

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MEASURING THE GAIN
1. What is the future value of an annuity with monthly deposits of $175 for a period on 11
years at an interest rate of 7.32% compounded monthly? The deposits are made at the end
of the month.
a. $15 833.39 b. $31 700.58
c. $35 335.04 d. $2809.42
2. A prize you won pays $126 at the end of each month for the next 2 years. The money
invested could earn 3.74% compounded monthly. What is the cash value?
a. $2917.38 b. $250.83
c. $3134.90 d. $2909.31
3. You want to save $900 per quarter for 3 years towards the purchase of a vehicle. You feel
that you can earn 5.42% compounded quarterly for this period of time. If you start
immediately, what is the most expensive vehicle that you can purchase?
a. $8553.19 b. $11 809.57
c. $11 642.36 d. $9906.01
4. What is the interest rate compounded quarterly that you will need to earn in order for an
investment of $1255 to grow to be $1690 after 2.75 years?
a. 8.063% b. 11.429%
c. 2.742% d. 10.969%
5. How many years will it take for quarterly deposits of $225 to accumulate to be $50000 at
an interest rate of 8.44% compounded quarterly?
a. 83.26 b. 6.94
c. 20.815 d. 11.19
ASSIGNMENT
Directions: Answer test IV, number 17 on page 228 of your reference book. Write your answer

Holy Cross College
Lesson
16 General Annuity
KNOWING THE TARGET

 Illustrate simple and general annuities;
 Distinguish the difference between simple and general annuities; and
 Find the future value and present value of both simple annuities and general
annuities.
“GETTING READY”
Directions: Answer entry card on page 233 of your reference book. Write your answers on
the space provided for that entry card on your reference book.
GAINING KNOWLEDGE
 GENERAL ANNUITY– refers to an annuity where the length of the payment interval
is not the same as the length of the interest compounding period.
 GENERAL ORDINARY ANNUITY – refers to a general annuity in which the periodic

payment is made at the end of the payment interval.
Examples of General annuity:

1. Monthly installment payment of a car, lot, or house with an interest rate that is
compounded annually
2. Paying a debt semi-annually when the interest is compounded monthly
Note: Grade 11 will focus on Ordinary Annuities (not Annuity Due), and on Annuity Certain
(not Contingent Annuities).


Future Value of General Ordinary Annuity
(𝟏 + 𝐢)𝐧 − 𝟏
𝐅𝐕 = 𝐏 [ ]
(𝟏 + 𝐢)𝐛 − 𝟏

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Present Value of General Ordinary Annuity

𝟏 − (𝟏 + 𝐢)−𝐧
𝐏𝐕 = 𝐏 [ ]
(𝟏 + 𝐢)𝐛 − 𝟏
Where: P = regular payment

I = rate per conversion period
r (annual rate)
(i = K (number of conversion periods in a year))
n=number of conversion periods for the whole term (n=t ∙ K, where t is the term of an
annuity)
p
b = c , where p is the number of months in a payment interval and c is the number of months
in a compounding period.
DOING IT MYSELF
paper.
1. ABC Bank pays interest at the rate of 2% compounded quarterly. How much will Ken have
in the bank at the end of 5 years if he deposits P3, 000 every month?
2. A Sala set is for sale at P16, 000 in cash or on monthly installment of P2, 950 for 6 months at
12% compounded semi-annually. Which is lower: the cash price or the present value of the
installment term?
MEASURING THE GAIN
1. You start to save for a major purchase. You can invest $320 every three months for 3 years
and 9 months. You are able to earn 5.34% compounded semi-annually. What is the amount
of interest that you earn during the entire term?
a. $468.54 b. $2506.00
c. $472.26 d. $5272.26
2. You want to be able to set up a fund that will last for 20 years and you feel that you can
earn 4.3% compounded semi-annually. How much money do you have to deposit today in
order to be able to provide annual payments of $3000 each?
a. $80 262.73 b. $39 708.99
c. $39 708.99 d. $92 612.74

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3. You make seven quarterly deposits starting at $1125. The interest rate is 4.55%
compounded monthly. If you wish to have $10 000 in your savings, how much more do you
need to deposit at the end?
a. $1480.42 b. $8149.95
c. $1850.05 d. $2125.00
4. Luc receives annuity payments at the end of every six months. If he deposits these
payments in an account earning interest at 4.5% compounded monthly, what is the
equivalent semi-annual rate of interest?
a. 4.594% b. 2.25%
c. 4.542% d. 4.692%
5. Jacques is saving $10 000 at the end each year. How soon can he retire if he wants to
have a retirement fund of $250 000.00 and interest is 4.36% compounded monthly?
a. 16.9 years b. 16.7 years
c. 17.2 years d. 24.0 years
d. 24.0 years
ASSIGNMENT
Directions: Answer test I, number 7 on page 241 of your reference book. Write your answer

Holy Cross College
Lesson
17 Stocks and Bonds
KNOWING THE TARGET

 Illustrate stocks and bonds; and
 Distinguish the difference between stocks and bonds.
“GETTING READY”
Directions: Answer entry card, A and B on page 243 of your reference book. Write your
GAINING KNOWLEDGE
 DIVIDEND –refers in share in the company’s profit.

 DIVIDEND PER SHARE –refers in ratio of the dividends to the number of shares
Market Value –the current price of a stock at which it can be sold.
 PAR VALUE –refers the per share amount as stated on the company certificate. Unlike
market value, it is determined by the company and remains stable over time.
 STOCKS – refers to a share in the ownership of a company.
 STOCK MARKET – refers to a place where stocks can be bought or sold. The stock
market in the Philippines is governed by the Philippine Stock Exchange (PSE).
 STOCK YIELD RATIO –refers to ratio of the annual dividend per share and the market
value per share. Also called current stock yield.


Comparison of Stocks and Bonds
Stocks Bonds
A form of equity financing or raising money A form of debt financing, or raising money
by allowing investors to be part owners of by borrowing from investors
the company.
Stock prices vary every day. These prices Investors are guaranteed interest payments
are reported in various media (newspaper, and a return of their money at the maturity
TV, internet, etc). date

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Investors can earn if the stock prices Investors still need to consider the
increase, but they can lose money if the borrower’s credit rating. Bonds issued by
stock prices decrease or worse, if the the government pose less risk than those by
company goes bankrupt. companies because the government has
guaranteed funding (taxes) from which it
can pay its loans.
Higher risk but with possibility of higher Lower risk but lower yield
returns
Can be appropriate if the investment is for Can be appropriate for retirees (because
the long term (10 years or more). This can of the guaranteed fixed income) or for
allow investors to wait for stock prices to those who need the money soon (because
increase if ever they go low. they cannot afford to take a chance at the
stock market)
DOING IT MYSELF
Directions: Tell whether the following is a characteristic of stocks or bonds. Write your answers
and solutions on a piece of paper.
1. A form of equity financing or raising money by allowing investors to be part owners of the
company.
2. A form of debt financing, or raising money by borrowing from investors.
3. Investors are guaranteed interest payments and a return of their money at the maturity
date.
4. Investors can earn if the security prices increase, but they can lose money if the security
prices decrease or worse, if the company goes bankrupt.
5. It can be appropriate for retirees (because of the guaranteed fixed income) or for those
who need the money soon.
MEASURING THE GAIN
Performance Task 3: Video Tutorial

Goal: To create a video tutorial of any certain topic in general mathematics.
Role: Video creator/editor
Audience: general mathematics teacher and some randomly selected grade 10 students
who are YouTube users.
Situation: The general mathematics teacher wants to use the YouTube platform as part of
their extensions/extra-curricular activities. He/she wants his/her students to create a video
tutorial of any certain topic in General Mathematics. The video tutorials will be uploaded on
a certain YouTube account and will serve as future references.
Product/Performance: Video Tutorial
Standards: Content-10, relevance-10, mastery of the lesson-10, audio and video quality-10,
uploaded in YouTube in time-10arsd. 24.0 years
ASSIGNMENT
Directions: Finish doing your general mathematics journal.

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Lesson
18 Propositions and Symbols
KNOWING THE TARGET

 Illustrate a proposition.
 Distinguish the difference between simple and compound propositions.
 Perform the different types of operations on propositions.
“GETTING READY”
GAINING KNOWLEDGE
 BICONDITIONAL – refers to conjunction of two conditional statements where the

antecedent and consequent of the first statement have been switched in the
second statement.
 CONDITIONAL – refers to two simple propositions that are connected using the
words if… then
 CONJUNCTION – refers to two simple propositions connected using the word and.
 DISJUNCTION – refers to two simple propositions that are connected using the word
or.
 NEGATION – refers to the negation of a given statement is a statement that is false
whenever the given statement is true, and true whenever the given statement is
false.


PROPOSITION refers to a declarative sentence that is either true or false, but not both. If a
proposition is true, then its truth value is true, which is denoted by T; otherwise, its truth value
is false, which is denoted by F.
Propositions are usually denoted by small letters. For example, the proposition
p: Everyone should study logic, may be read as p is the proposition “Everyone should study
logic.”
If a sequence of propositions is considered, we denote the propositions by 𝑝1 , 𝑝2 , …
Mathematics

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DOING IT MYSELF
Directions:
1. Determine whether the following statements are propositions. If it is a proposition,
determine its truth value if possible.
a: Is the traffic heavy along Katipunan Avenue today?
b: Please close the door.
c: 𝑥 + 2 = 11.
d: 144 is a perfect square.
e: Keep right while passing through the corridor.
f: 2 ≤ −1.
g: The year 2016 is a leap year and the equation 𝑥 2 + 1 = 0 has no real solutions.
h: If a triangle has a right angle, then the triangle is called a right triangle.
i: Either a student takes a mathematics elective next semester, or he takes a business elective
next year. j: What is 5/10 in simplest form?
k: This is a false statement.
2. For each of the following compound propositions, identify the simple components and the
logical connectors used.
a: You went to the rock concert and your ears hurt.
b: It is not the case that it is Monday today.
c: Either today is a rainy day or today is a sunny day.
d: If fewer than 10 persons are in attendance, then the meeting will be cancelled.
e: Carlos will not fail the course if his final exam score exceeds 50%.
3. Let p, q, and r be the propositions p: “Annie has a stomach ache.”, q: “Annie misses the
exam.” and r: ”Annie receives a passing grade for the subject.” Express the following in
English sentences or in symbols, as the case may be.
a. “Annie does not have a stomach ache, yet she misses the exam.”
b. “If Annie has a stomach ache, then she misses the exam and does not receive a passing
grade for the subject.”
c. Either Annie has a stomach ache and misses the exam, or she does not miss the exam and
she receives a passing grade for the subject.
d. 𝑞 → (~𝑟)
e. (𝑝 → (~𝑟))⋁(𝑞 → (~𝑟))
f. (~𝑞) ↔ 𝑟
MEASURING THE GAIN
Directions: Answer the following
I. Determine whether the following statements are propositions. If the proposition is a

compound proposition, identify the simple components and the logical connectors used.
a. Define a polynomial function.
b. Justin Bieber has over one million followers on Twitter and Instagram.
c. If Ted’s score is less than 50, then Ted will fail the course.
d. What time is it?
e. Either it is sunny in Metro Manila or its streets are flooded.
f. Dinner is served with coffee or tea.
g. If a, b, and c denote the lengths of the legs and the hypotenuse of a right triangle,
then, 𝑎2 + 𝑏 2 = 𝑐 2 .
h. Timothy’s average is at least 92 and he is getting an A for the course.
i. -5 is not a negative number.
j. A password must be at least 6 characters long or it must be at least 8 characters long.

Holy Cross College
II. Let p, q, r and be the propositions p: “Rena eats at the Spanish restaurant.”, q: “Rena
orders the restaurant’s special paella.”, r: “Rena has dessert.” Express the following
statements in English sentences or in symbols, as the case may be.
a. “Rena orders the restaurant’s special paella, but she does not have dessert.”
b. “Whenever Rena eats at the Spanish restaurant, either she orders the restaurant’s special
paella or she has dessert.”
c. “If Rena eats at the Spanish restaurant, she orders the restaurant’s special paella if and
only if she does not order dessert.”
d.𝑝 → ((𝑞⋀(~))⋁𝑟)
e. 𝑝 → ((~𝑞) → 𝑟)
f. ((~𝑞)⋀(~𝑟)) → (~𝑝)
ASSIGNMENT
Directions: Using your Reference Book, answer Practice and Application Test I, Test II, Test III
A, and Test IV (41-45) on pages 275 to 276.

Holy Cross College
Lesson
19 Truth Tables
KNOWING THE TARGET

 Determine the truth values of propositions.
“GETTING READY”
Directions: Answer entry card, numbers A and B on page 276 of your reference book. Write
GAINING KNOWLEDGE
 CONTRADICTION – refers to a proposition that is always false
 TAUTOLOGY – refers to a proposition that is always true

Using the truth table for the definition of the conditional statements 𝑝 → 𝑞 and 𝑞 → 𝑝, we add
two more columns to indicate the truth values of 𝑝 → 𝑞 and 𝑞 → 𝑝:
P Q 𝑝→𝑞 𝑞→𝑝
T T T T
T F F T
F T T F
F F T T
In the final column, we add the truth value of (𝑝 → 𝑞)⋀(𝑞 → 𝑝), which is a conjunction
involving
𝑝 → 𝑞 and 𝑞 → 𝑝 as disjuncts.
P Q 𝑝→𝑞 𝑞→𝑝 (𝑝 → 𝑞)⋀(𝑞 → 𝑝)

T T T T T
T F F T F
F T T F F
F F T T T
Mathematics

Holy Cross College
DOING IT MYSELF
Directions:
1. Construct the truth table for the following compound propositions. Assume all variables
denote propositions.
a. (∽ 𝑝) ⋀(𝑞⋀(∽ 𝑟))
b. 𝑝⋀[(𝑞⋁(∽ 𝑝))⋀(∽ 𝑞)]
c. (𝑝 → 𝑞) ↔ ((∽ 𝑞) → (∽ 𝑝))
d. [(𝑝⋁𝑞)⋁((∽ 𝑝)⋀𝑞)] → 𝑞
e. (𝑝 → 𝑞)⋀((∽ 𝑝) → 𝑟)
2. Show that the following statements are tautologies by constructing the truth table for
each.
a. (𝑝 → 𝑞) → ((∽ 𝑝) ⋁𝑞)
b. 𝑝 → (𝑞 ↔ (𝑝⋀𝑞))
c. 𝑝⋁[∽ ( 𝑝⋀𝑞) ]
d. (∽ ( 𝑝⋀𝑞)) → ((∽ 𝑝) ⋁(∽ 𝑞))
MEASURING THE GAIN
1. Construct the truth table for the following compound propositions. Assume all variables
denote propositions.
a. (𝑝⋁𝑞) ⋀[∽ (𝑝⋀𝑞)]
b. ∽ (𝑝 → (𝑞 → (𝑝⋀𝑞)))
c. (𝑝 ↔ 𝑞) ⋀((∽ 𝑝 → 𝑞)
d. (𝑝 → 𝑞)⋁((∽ 𝑝) → (∽ 𝑟))
e. (𝑝 → (𝑞 → 𝑟)) → ((∽→ 𝑟)
2. Show that the following statements are tautologies by constructing the truth table for
each.
a. ((∽ 𝑝)⋁𝑞) → (𝑝 → 𝑞)
b. ((∽ 𝑞) → (∽ 𝑝)) →( 𝑝 → 𝑞)
c. [𝑝⋀(𝑞⋁𝑟)] ↔ [(𝑝⋁𝑞)⋀(∽ (𝑝⋀𝑞))]
d. [𝑝⋀(𝑞⋁𝑟)] → [(𝑝⋀𝑞)⋁(𝑝⋀𝑞)]
e. [𝑝⋁(𝑞⋀𝑟] → [(𝑝⋁𝑞)⋀(𝑝⋀𝑟)]
ASSIGNMENT
Directions: Using your Reference Book, answer Practice and Application Test I (1-5) and Test
II (6-10) on pages 288 to 289.

Holy Cross College
Lesson
20 Forms of Conditional Propositions
KNOWING THE TARGET

 Illustrate the different forms of conditional propositions.
“GETTING READY”
GAINING KNOWLEDGE
 LOGICALLY EQUIVALENT PROPOSITIONS refers to two propositions p and q, denoted

by 𝒑 ⟺ 𝒒, that have the same truth values for all possible truth values of their simple
components.


Logical equivalence can also be expressed in terms of a biconditional statement. Two
propositions p and q are logically equivalent if the proposition 𝑝 ⟷ 𝑞 is always true (or is a
tautology).
Mathematics
DOING IT MYSELF
Directions:
1. Determine the converse, contrapositive and the inverse of the following conditional
propositions.
a. “If it is consumed in large volumes, then chocolate can be harmful to one’s health.”
b. “Whenever she will be given the chance to perform on stage, Whitney will sing all her
classic songs.”
c. “If Sheila will decide to enter through the front door, then she will be greeted by a large
group of press people.”
d. “Dana studied for the exam alone if her boyfriend decided to go home early to sleep.”
e. “If at least one student slept in class, then Lyn gave a difficult quiz to wake the students.”

Holy Cross College
2. Verify the following logical equivalences using (a) the known logical equivalences, and
(b) truth tables.
a. 𝑝⋀𝑞 ⟺ ~((~𝑝)⋁(~𝑞))
b. (~𝑝) → (𝑞 → 𝑟) ⟺ 𝑞 → (𝑝⋁𝑟)
c. 𝑝 ⟷ 𝑞 ⟺ (~𝑝) ↔ (~𝑞)
d. (~(𝑝⋁𝑞))⋁((~𝑝)⋀𝑞) ⟺ ~𝑝
MEASURING THE GAIN
1. Determine the converse, contra positive, and inverse of the following conditional
propositions.
a. “If the clothes are neatly stacked and pressed, then the house help arrived today.”
b. “If it did not flood yesterday, then the streets are dry today.”
c. “Whenever Nico studied alone, he got the highest score in the class.”
d. “Her parents gave her monetary allowance if Bianca accompanied her parents to the
PTA meeting.”
e. “If Mariah hit the high whistle note, then the audience gave her a standing ovation.”
2. Verify the following logical equivalences using (a) the known logical equivalences and (b)
truth tables.
a. 𝑝⋁𝑞 ⟺ ~((~𝑝)⋀(~𝑞))
b. 𝑝 ↔ 𝑞 ⟺ [(𝑝⋀𝑞)⋁((~𝑝)⋀(~𝑞))]
c. 𝑝 → 𝑞 ⟺ ~[𝑝⋀(~𝑞)]
d. 𝑝 ⟷ (𝑞 ⟷ 𝑞) ⟺ 𝑝
ASSIGNMENT
Directions: Using your Reference Book, answer Practice and Application Test III and Test IV
on page 301.

Holy Cross College
Lesson
21 Tautologies and Fallacies
KNOWING THE TARGET

 Illustrate different types of tautologies and fallacies.
 Determine the validity of categorical syllogisms.
 Establish the validity and falsity of real-life arguments using logical
propositions, syllogisms, and fallacies.
“GETTING READY”
Directions: Answer entry card, truth table on page 304 of your reference book. Write your
GAINING KNOWLEDGE
 ARGUMENT refers to a compound proposition of the form (𝒑𝟏 ⋀𝒑𝟐 ⋀ … ⋀𝒑𝒏 ) → 𝒒.


The propositions𝑝1 , 𝑝2 … , 𝑝𝑛 are the premises of the argument, and q is the conclusion.
Arguments can be written in propositional form, as in above, or in column or standard form:
𝑝1
𝑝2
⋮
𝑝𝑛
∴𝑞
Mathematics

Holy Cross College
DOING IT MYSELF
1. Determine whether the following arguments are valid. If it is valid, then identify the rule of
inference which justifies its validity. Otherwise, state a counterexample or identify the type of
fallacy exhibited by the argument.
a. If it rains today, then 2x2=4. It rained today. Therefore, 2x2=4

b. Either Lina or Lino will take the trash to the recycling center. Lina did not take the trash to
the recycling center. Hence, Lino must have taken the trash to the recycling center.
c. If Joe makes a reviewer for his class and studies it well, then he will get a high grade in his
exam. Joe did not get a high grade in his exam. Therefore, either Joe did not make a
reviewer for his class or he did not study it well.
d. If f is a polynomial function, then it is also a rational function. Therefore, if f is a rational
function, it is also a polynomial function.
e. If 𝑥 ≥ 0, then 𝑥 2 ≥ 0. It holds that𝑥 < 0. Therefore, 𝑥 2 < 0.
f. It is not the case that x is an odd number and y is a prime number. Furthermore, x is not an
odd number. Therefore, y is a prime number.
g. If Leona wins the singing competition, then she will land a recording contract with a
famous company. She landed a recording contract with a famous company. It follows that
Leona won the singing competition.
h. If Michael sleeps early tonight, then he will wake up early tomorrow. If he does not play
with his pet dog, then he will wake up early tomorrow. Therefore if Michael sleeps early
tonight or does not play with his pet dog, then he will wake up early tomorrow.
2. Determine whether each of the following arguments is (a) valid and (b) sound.
a. If triangle 𝑇1 and 𝑇2 are congruent, then they are similar. Triangles 𝑇1 and 𝑇2 are congruent.
Therefore, triangles 𝑇1 and 𝑇2 are similar.
b. The set of natural numbers is finite or the set of negative integers is finite. It is known that
the set of negative integers is infinite. Therefore, the set of natural numbers is finite.
c. Quadrilateral ABCD is a square or a parallelogram. It is known that ABCD is a
parallelogram. Therefore, it is not a square.
3 3 3 3
d. If √2 > 2, then (√2)2 > (2)2 . We know that √2 > 2. Therefore, (√2)2 > (2)2 .
e. If n is a real number with n>1, then 𝑛2 > 9. Suppose 𝑛2 ≤ 9. Then 𝑛 ≤ 3.
f. If 9 is less than 4, then 9 is not a prime number. 9 is a prime number. Therefore, 9 is not less
than 4.
MEASURING THE GAIN

I. Determine whether the following statements are propositions. If the proposition is a
compound proposition, identify the simple components and the logical connectors used.
a. Define a polynomial function.

b. Justin Bieber has over one million followers on Twitter and Instagram.
c. If Ted’s score is less than 50, then Ted will fail the course.
d. What time is it?
e. Either it is sunny in Metro Manila or its streets are flooded.
f. Dinner is served with coffee or tea.
g. If a, b, and c denote the lengths of the legs and the hypotenuse of a right triangle, then
𝑎2 + 𝑏 2 = 𝑐 2 .
h. Timothy’s average is at least 92 and he is getting an A for the course.
i. -5 is not a negative number.
j. A password must be at least 6 characters long or it must be at least 8 characters long.

Holy Cross College
II. Let p, q, r and be the propositions p: “Rena eats at the Spanish restaurant.”, q: “Rena
orders the restaurant’s special paella.”, r: “Rena has dessert.” Express the following
statements in English sentences or in symbols, as the case may be.
a. “Rena orders the restaurant’s special paella, but she does not have dessert.”
b. “Whenever Rena eats at the Spanish restaurant, either she orders the restaurant’s special
paella or she has dessert.”
c. “If Rena eats at the Spanish restaurant, she orders the restaurant’s special paella if and
only if she does not order dessert.”
d.𝑝 → ((𝑞⋀(~))⋁𝑟)
e. 𝑝 → ((~𝑞) → 𝑟)
f. ((~𝑞)⋀(~𝑟)) → (~𝑝)
ASSIGNMENT
Directions: Using your Reference Book, answer Practice and Application Test V on page 318.

Holy Cross College
Lesson
22 Writing Proofs
KNOWING THE TARGET
 Illustrate the different methods of proof (direct and indirect) and disproof
(indirect and by counterexample).
 Justify mathematical and real-life statements using the different methods of
proof and disproof.
“GETTING READY”
Directions: Answer entry card, letter A and B on page 320-321 of your reference book. Write
GAINING KNOWLEDGE
 DIRECT PROOF refers to the assumption that a conjecture is true and uses a series of
logical deductions to prove that the conclusion of the conjecture is true
 INDIRECT PROOF refers to the reliance on contradiction to prove a given conjecture
and then running into contradictions to prove that the conjecture is true.


Basic Idea of Proofs. The goal of the proof is to show that the conclusion logically follows from
the given propositions (or premises).
As for the content of the proof, each proposition must be a valid assertion: they must be
based on a given statement (i.e. a premise), or they must follow from the premise via logical
equivalences or rules of inferences.
Mathematics

Holy Cross College
DOING IT MYSELF
Directions:
1. Mary is studying computing or Mary is not studying math. If Mary is studying math, then
Mary is not studying computing. Therefore, Mary is studying computing.
2. If the machine is cheap or is energy efficient, then it will not make money for the
manufacturer. If the machine is painted red, then it will make money for the manufacturer.
The machine is cheap. Therefore, it is not painted red.
3. If monsters roam the Earth, then all people will buy weapons. If Earth experiences tremors
from beneath the surface, then all people will evacuate. Monsters roam the Earth and
people are evacuating. Therefore, all people bought weapons, and the Earth experienced
tremors from beneath the surface. (Invalid: A true, B true, C false, D true)
4.
𝑝⋁𝑞
~ 𝑝⋁𝑟
∴ 𝑞⋁𝑟
5.
𝑑→𝑓
𝑠 → (~𝑓)
𝑑⋀𝑠
∴𝑝
MEASURING THE GAIN

1. Noel is not cooking or Noel is watching a television show. If Noel is not watching a television
show, then Noel is cooking. Therefore, Noel is not cooking.
2. If Michelle wakes up early or does not sleep, then she will get to class on time. If she
commutes to school, then she will not get to class on time. Michelle did not sleep. Therefore,
she did not commute to school.
3. If lightning strikes a tree on the farm, then all the animals will make sounds of horror. If
thunder booms in the sky, then all the animals will run back to the stables. Lightning struck a
tree and all the animals ran back to the stables. Therefore, all animals made sounds of horror
and thunder boomed in the sky.
4.
𝑝⋀𝑞
(𝑝⋁𝑞) → 𝑟
∴𝑟
5.
𝑠→𝑖
(~𝑖)⋁𝑛
~(𝑝⋁𝑠)
∴ 𝑛
ASSIGNMENT
Directions: Using your Reference Book, answer Practice and Application Test V on page 334.

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What are the main topics covered in the module?

What are the main topics covered in the module?

What are the different types of proofs discussed?

What are the different types of proofs discussed?

Holy Cross College

Sta. Ana, Pampanga

Lesson 1 – Representation of Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 2 – Evaluation of Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 9

Lesson 3 – Operations on Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 11

Lesson 4 – Inverse Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 14

Chapter 2 – Rational Functions . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 16

Lesson 5 – Rational Equations and Inequalities. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 16

Lesson 6 – Rational Functions. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Lesson 7 – Graphing Rational Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Chapter 3 – Exponential and Logarithmic Functions . . . . . . . . . . . . . . . . . . . . . 23

Lesson 8 – Exponential Functions. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 9 – Exponential Models . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Lesson 10 – Logarithmic Functions and Their Graphs . . . . . . . . . . . . .. . . . . . . . . . . . 28

Lesson 11 – Laws of Logarithms . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Lesson 12 – Exponential and Logarithmic Equations and Inequalities . . . . . . . . . . . . 33

Chapter 4 – Math of Investment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Lesson 13 – Simple Interest . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Lesson 14 – Compound Interest . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 38

Lesson 15 – Simple Annuity. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Lesson 16 – General Annuity . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Lesson 17 – Stocks and Bonds . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Lesson 18 – Propositions and Symbols. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 49

Lesson 19 – Truth Tables . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Lesson 20 – Forms of Conditional Proposition . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 54

Lesson 21 – Tautologies and Fallacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Lesson 22 – Writing Proofs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Self-Learning Module in General Mathematics Page | 2

Studying General Mathematics provides the learner with a breadth of mathematical

This module aims to develop learners’ understanding of concepts and techniques

Self-Learning Module in General Mathematics Page | 3

Performance Tasks 60% 60% 50% 70%

Note: General Mathematics is under Core Subjects.

Self-Learning Module in General Mathematics Page | 4

KNOWING THE TARGET

At the end of this lesson, you shall be able to:

CHECKING THE FOUNDATION

II. LESSON DISCUSSION

III. ADDITIONAL INFORMATION

Self-Learning Module in General Mathematics Page | 5

Directions: Answer the following on a piece of paper.

MEASURING THE GAIN

b. {(2,7), (3,7), (4,7), (5,8)} d. {(3,-2), (5,-6), (7,7), (8,8)}

2. All of the x values or inputs are called what?

Self-Learning Module in General Mathematics Page | 6

3. All of the y values or outputs are called what?

b. {(0,2), (1,3), (4,3), (1,2)} d. {(1,2), (2,2), (3,2), (4,2)}

6. Is this graph a function or not a function?

a. Function b. Not a Function

7. Is this mapping a function or not a function?

a. Function b. Not a Function

8. Is this graph a function or not a function?

a. Function b. Not a Function

9. Is this graph a function or not a function?

a. Function b. Not a Function