GenMath Q1 Week1 8

11
1GENERAL MATHEMATICS
Learning Activity Sheets
Quarter 1
Week 1 - 8
1
GENERAL MATHEMATICS
LEARNING ACTIVITY SHEET
Representing Real-Life Situations using Functions,
Including Piecewise Functions
Name: _____________________________ Q1-Wk1-LC-1

Section: ____________________________ Date: _______________
Background Information
Functions can often be used to model real-life situations. Identifying an appropriate

functional model will lead to a better understanding of various phenomena.
Example 1. If you bought 6 burgers and each burger cost ₱ 20, how much money did you
spend?
Solution:
Since each burger costs ₱ 20, assuming x as the number of burgers, then the cost
function is C(x) = 20x. Using the formula to compute the value, we have C(6)=
20(6)=120. Therefore, the amount spent is ₱ 120.
Example 2. Solomon charges a ₱ 350 flat rate and ₱ 25 per hour rate to repair a leaky
pipe. Write a function that represents the total fee charged as a function of hours worked.
How much does Solomon earn for a three-hour job?
Solution:
Flat rate charge is ₱ 350 plus the number of hours to work at a rate of ₱ 25 per hour.
The fee function, F, is F(x) = 350+25x where x is the total number of hours of work.
Using the formula to compute the value, we have F (3) = 350+25(3)=425. Therefore,
the fee charged for a three-hour job is ₱ 425.
Example 3. One hundred meters of fencing is available to enclose a rectangular area
next to a river. Give a function, A, that can represent the area that can be enclosed, in
terms of x.
2
Solution.
The area of the rectangular enclosure is A = xy. We will write this as a function of x. Since
only 100 m of fencing is available, then,
x + 2y = 100 or y = (100 – x)/2 = 50 – 0.5x.
Thus, A(x) = x(50 – 0.5x) = 50x – 0.5x2
Piecewise Functions
In many real-life problems, however, functions are represented by a combination of

equations, each corresponding to a part of the domain. Such functions are called
Piecewise Functions. For example, the piecewise function given by:
and is defined by two equations. One equation gives the values of ƒ(x) when x is less
than or equal to 1, and the other equation gives the values of ƒ(x) when x is greater than
1.
Example 4. A user is charged ₱300 monthly for a particular mobile plan, which includes
100 free text messages. Messages in excess of 100 are charged ₱1 each. Represent the
monthly cost for text messaging using the function t(m), where m is the number of
messages sent in a month.
Solution:The cost of text messaging can be expressed by the piecewise function:
Example 5. You are buying t-shirts for the math club members. The printing company will
charge you according to the function below, where C(x) is the total cost of the shirts and
x is the number of t-shirts that you order.
a) If you can get 51 members of the math club, how much will the 51 shirts cost?
b) If you only have 5 members, how much will EACH t-shirt cost?
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c) You end up with 30 members who want to buy a t-shirt. You want to sell the shirts
and end up making ₱ 600 profit for an end-of-year party. How much should you sell
each t-shirt?
Solution:
a) x=51 and 51>50, therefore use the formula, f(x)=180x. Therefore, 51 shirts cost ₱
9,180.00
b) x=5 and 0 < 5 < 10, therefore use the formula, f(x)=220x. Therefore, each t-shirt costs
₱ 220.00 and 5 t-shirts cost ₱ 1,100.00.
c) i. x=30 and 11 < 30 < 50, therefore use the formula, f(x)=200x. Therefore, 30 shirts
cost ₱ 6,000.00
ii. To earn ₱ 600, you need to add ₱ 600 to the total cost of the 30 t-shirts making it
₱ 600 + ₱ 6,000 = ₱ 6,600. Then compute the price for each shirt which is p(x) = 6600/x
substitute the value of x, p(30) = 6600/30 . Therefore, you can sell each tshirt for ₱
220.00
Learning Competency with code:
Represents real-life situations using functions, including piecewise functions. (M11GM-

Ia-1).
Practice A
1. Suppose Jeff charges a ₱ 400 flat rate and ₱ 30 per hour rate to work on cars.
How much does Jeff earn for a 5-hour job?
Answer: _______________________________
2. Admission price to the amusement park is ₱ 250 per person. The average patron
attending also spends about ₱ 120 on foods, drinks, games, and souvenirs. Find the
function, P(x), that describes the total amount spent by all patrons attending the park.
Answer: _______________________________
Practice B
1. A person is earning ₱ 600 per day to do a certain job. Express the total salary S as a
function of the number n of days that the person works.
Answer: _______________________________
2. A certain chocolate bar costs ₱ 24.00 per piece. However, if you buy more than 10
pieces, they will be marked down to a price of ₱ 21.00 per piece. Use a piecewise
function to represent the cost in terms of the number of chocolate bars bought.
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Answer: _______________________________
3. Your dog groomer charges according to the following function with f(x) representing
the total price and x representing the weight of the dog in kgs.
a) If your dog weighs 7 kg, how much will you pay? _________
b) If your dog weighs 11 kg, how much will you pay? ________
c) If your dog weighs 18 kg, how much will you pay? ________
Answer/key
Practice A Practice B
1. P550 1. S(n) = 600n
2. P(x) = 370x 2. f ( n )=
{2421n ifn if0<n>10
n≤ 10
3. a. f(7) = 500; b. f(11) = 900; c. f(18) = 1,020
Prepared:
ERVIN A. PEREZ
Mathematics SHS – Teacher II

MATHEMATICS 11
LEARNING ACTIVITY SHEET Evaluating
Functions
Name: _____________________________ Q1-Wk1-LC-2

Section: ____________________________ Date: _______________
5
Evaluating a function means replacing a given variable in the function with a value
from the function's domain and computing for the result. To denote that we are evaluating
f at a for some a in the domain of f, we write f(a).
Or simply, to evaluate a function is to replace (substitute) variables with a

given number or expression. Say for instance, “Evaluate the function f(x) = 2x+4 for
x=5.” Just replace the variable "x" with "5":
f(5) = 2×5 + 4 = 14
f(5) = 14
It is very important to see the bigger picture in functions. The "x" is just a place-
holder, and "f" is just a name.
Consider the given function: 𝑓(𝑥) = 𝑥2 − 𝑥 + 1
These are all the same function regardless of the name or variable provided.
➣ 𝑓(𝑥) = 𝑥2 − 𝑥 + 1 ➣ 𝑓(𝑚) = 𝑚2 − 𝑚 + 1
➣ 𝑤(𝐴) = 𝐴2 − 𝐴 + 1 ➣ 𝑝𝑖𝑛𝑜𝑦(𝜃) = 𝜃2 − 𝜃 + 1
Example 1. Evaluate the following functions at x = 2:
a) 𝑓(𝑥) = 5𝑥 + 7
b) 𝑞(𝑥) = 𝑥2 − 𝑥 + 4
c)
d)
e) 𝐹(𝑥) = |2𝑥| + 8 Solutions:
a) 𝑓(2) = 5(2) + 7 = 17
b) 𝑞(2) = (2)2 − (2) + 4 = 4 − 2 + 4 = 6
c) 𝑔(2) = √2 + 2 = √4 = 2
d)
e) 𝐹(2) = |2(2)| + 8 = |4| + 8 = 4 + 8 = 12
Be cautious about certain restrictions about the domain of a given function. If the
value of the variable makes the value of the function an imaginary number or an
undefined value, then the evaluation will not be possible.
Example 2.
a) Find g(4) given the function,

b) Find r(1) given the function,
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Solution:
1. This is not possible because 4 is not in the domain of g(x) because it gives
an imaginary value for g(x), that is .
2. This is not possible too because 1 is not in the domain of r(x), and it gives
an undefined value for r(x), (3/0)
Example 3. Evaluating can also mean replacing with an expression
(such as x+2 or a2+a+4)

Evaluate the following functions. Given the functions:
a) 𝑓(𝑥) = 2𝑥2 + 4𝑥 − 3 , find 𝑓(2𝑎 + 3).

b) 𝑞(𝑥) = 𝑥2 − 2𝑥 + 2 , find 𝑞(2𝑥 + 3)
Solution: (Be careful – more algebra work is needed here.)
a) 𝑓(𝑥) = 2𝑥2 + 4𝑥 − 3
𝑓(2𝑎 + 3) = 2(2𝑎 + 3)2 + 4(2𝑎 + 3) − 3
𝑓(2𝑎 + 3) = 2(4𝑎2 + 12𝑎 + 9) + 8𝑎 + 12 − 3
𝑓(2𝑎 + 3) = 8𝑎2 + 24𝑎 + 18 + 8𝑎 + 12 − 3
𝑓(2𝑎 + 3) = 8𝑎2 + 32𝑎 + 27
b) 𝑞(𝑥) = 𝑥2 − 2𝑥 + 2
𝑞(2𝑥 + 3) = (2𝑥 + 3)2 − 2(2𝑥 + 3) + 2
𝑞(2𝑥 + 3) = (4𝑥2 + 12𝑥 + 8) − 4𝑥 − 6 + 2
𝑞(2𝑥 + 3) = 4𝑥2 + 12𝑥 + 8 − 4𝑥 − 6 + 2
𝑞(2𝑥 + 3) = 4𝑥2 + 8𝑥 + 5
Example 4. The price function p(x) = 640 – 0.2(x) represents the price for which you can
sell x printed T-shirts. What must be the price of the shirt for the entries in the table?
Target number of shirt sales 500 900 1300 1700 2100 2500
Price per T-shirt
Solution:
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For p(500): For p(900):
𝑝(500) = 640 − 0.2(500) 𝑝(900) = 640 − 0.2(900)
𝑝(500) = 640 − 100 𝑝(900) = 640 − 180
𝑝(500) = 540 𝑝(900) = 460
Thus, the price of the shirt is Php 540.00 Thus, the price of the shirt is Php
460.00
Fill-up the table with values.
Target number of 500 900 1300 1700 2100 2500

shirt sales
Price per T-shirt ₱ 540 ₱ 460 ₱ 380 ₱ 300 ₱ 220 ₱ 140
Evaluates a Function (M11GM-Ia-2).
Practice A
A. Evaluate the following functions at x=3
1. 𝑓(𝑥) = 𝑥 − 3 Answer: __________________

2. 𝑔(𝑥) = 𝑥 − 3𝑥 + 5
2
Answer: __________________
3. Answer: __________________
4. Answer: __________________
5. 𝑓(𝑥) = |𝑥 − 5| ,where |𝑥 − 5| means the absolute value of x-5
Answer: __________________
B. If f(x) = x + 8, evaluate each
1. 𝑓(4) Answer: __________________

2. 𝑓(−2) Answer: __________________
3. 𝑓(−𝑥) Answer: __________________
4. 𝑓(𝑥 + 3) Answer: __________________
5. 𝑓(𝑥2 + 𝑥 + 1) Answer: __________________
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Practice B
A. Find the value of each expression if
n=15. a
a) 2𝑛 − 11 = ___ h b
n – 11
b) = ___
2
(n - 5) 2
c) = ___ g n c
d) 30 − 4𝑛 = ____
e) = ___
f) 3𝑛 + 3 = ___ f d
g) (𝑛 − 5)2 = ____ e
h) 𝑛2 = ___
B. Given 𝑓(𝑥) = 𝑥2 − 4𝑥 + 4. Solve for
a) 𝑓(3) Answer: __________________

b) 𝑓(𝑥 + 3) Answer: __________________
c) Is 𝑓(𝑥 + 3) the same as 𝑓(𝑥) + 𝑓(3)? Answer: __________________
d) Differentiate 𝑓(−𝑥)𝑎𝑛𝑑 − 𝑓(𝑥). Answer: __________________
References
Department of Education. General Mathematics: Learner’s Material, 1st ed. (Pasig City: Department of Education,2016)
Aoanan, Grace, Ma. Lourdes Plarizan, Beverly Regidor, and Lolly Jean Simbulas. General Mathematics: For Senior High School.
(Quezon City: C & E Publishing Inc.,2016)
Oronce, Orlando A. General Mathematics, 1st ed. (Manila: Rex Bookstore Inc,2016)
Roberts, Frederick, and Donna Roberts. “Function Notation and Evaluation.” MathBitsNotebook. Accessed July 17, 2020.
https://bit.ly/3fcHPBZ
Pierce, Rod. 2020. “Evaluating Functions.” Math Is Fun. Accessed July 17, 2020.
https://www.mathsisfun.com/algebra/functions-evaluating.html
Stapel, Elizabeth. 2020. “Function Notation & Evaluating at Numbers.” Purplemath. Accessed July 17, 2020.
https://bit.ly/2ErfnPS
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Answer/key
Practice A:
A. f(3) = 0 B. 1. f(4) = 12
1.
2. g(3) = 5 2. f(-2) = 6
3. h(3) = 3 33 or 3.21 3. f(-x) = -x + 8
√
4. p(3) = - 10 4. f(x+3) = x + 11
5. f(3) = 2 5. 𝑓(𝑥2 + 𝑥 + 1) = 𝑥2 + 𝑥 + 9
Practice B:
A. 1. 19 B. a. f(3) = 1
2. 23 b. 𝑓(𝑥 + 3)= x2 + 2x + 1
3. 5 c. No, (show the solutions)
4. -30 d. Answers may vary
5. 2
6. 48
7. 100
8. 225
Prepared:
ERVIN A. PEREZ
Mathematics SHS – Teacher II
10
GENERAL MATHEMATICS
Addition, Subtraction, Multiplication, Division and Composition of Functions
Name: _____________________________ Q1-Wk1-LC-3

Section: ____________________________ Date: _______________
One important concept of operations on functions is that it results in another

function. Dividing two functions together will also result in another function provided that
the denominator or divisor is not a zero function.
For all the values of x for which both g(x) and h(x) are defined, we define the
following:
(a.) Sum: (g + h)(x) = g (x) + h(x)

(b.) Difference: (g − h)(x) = g(x) − h(x)
(c) Product: (gh)(x) = g(x) • h(x)
(d) Quotient: (g/h)(x) = g(x)/h(x) ; where h(x) ≠ 0.
Example 1:
Given: g(x) = x2 – 1 ; h(x) = x + 1 Find:
a.) g + h b.) g - h c.) g • h d.) g/h
Solution:
a.) g + h = x2 – 1 + x + 1 = x2 + x
b.) g – h = (x2 – 1) – (x + 1) = x2 – 1 – x – 1
= x2 – x – 2
c.) g • h = (x2 – 1) (x + 1) = x3 + x2 – x – 1
x
d.) g/h
𝑥+1 (𝑥 + 1)
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COMPOSITION OF FUNCTIONS
Definition: For the function f and g, the composite function or composition of function f by
g, is given by ( g o f )(x) = g (f(x)) for all x in the domain of f such that f (x) is in the
domain of g.
Example 2: If f (x) = x2 – 3x and g (x) = 2x + 1,
Find: a. (g o f)
b. ( f o g )
Solution:
a. (g o f) = g ( f(x) ) = 2 ( f(x) + 1 ) -Substitute f (x) for x in g.

= 2 ( x2 - 3x ) + 1 f (x) = x2 – 3x
= 2x2 - 6x + 1
b. ( f o g ) = f ( g(x)) = (g( x2) – 3( g(x))

= (2x + 1)2 - 3(2x + 1)
= 4x2 +4x+1 – 6x – 3
= 4x2 - 2x - 2
Note that in this example (f o g) ≠ (g o f). In general, the composition of function is not a
commutative property.
Learning Competency with Code:
Performs addition, subtraction, multiplication, division, and composition of

functions (M11GM-Ia-3).
Activity I. Show your complete solutions.

A. Use the given functions of f , where: f(x) = 2x + 8 , g (x) = x + 4 and find:
1. f + g = 3. f • g =
f
2. f - g = 4. =¿
g
Activity II. Show your complete solutions.
Given the functions: f (x) = x + 3; p(x) = 2x − 7, v(x) = x2 + 5x + 4; g(x) = x2 + 2x − 8,
Determine the following functions:

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1. (v + g)(x) 3. (p − f )(x)
2. (f • p)(x) 4. (v/g)(x)
Activity III. Show your complete solutions.
A. If f (x) = x2 + 3x and g(x) = x − 2, simplify the following composite functions:

(a) fog= (c) f o f =
(b) gof= (d) g o g =
B. Evaluate (f o g) (3), where f(x) = 2x - 7 and g(x) = 3x2 + 2.
References
Banigon, Ricardo B., Camilon, Maita G.,Manalo, Catalina B. 2016. General Mathematics for Senior High School, First
Edition . Quezon City, Educational Resource Corporation.
General Mathematics Teacher’s Guide (Pasig City: Lexicon Press Inc., 2016)
Answer/key
Activity I Activity II
1. f + g = 3x + 12 1. (v + g)(x) = 2x2 + 7x - 4
2. f-g = x+4 2. (f • p)(x) = 2x2 – x - 21
3. f • g = 2x2 + 16x + 32 3. (p − f )(x) = x - 10
f x+ 1
4. =¿ 2 4. (v/g)(x) =
g x−2
Activity III
A. B.
(a) f o g = x2 – x - 2 (f o g) (3) = 51
(b) g o f = x2 + 3x - 2
(c) f o f = x4 +6 x3 + 12 x2 + 9x
(d) gog=x-4
Prepared:
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WILMAFREDA C. DAVID
Name of Writer
GENERAL MATHEMATICS
Solving Problems Involving Functions
Name: _____________________________ Q1-Wk1-LC-4

Section: ____________________________ Date: _______________
In the previous lesson, you’ve learned how to add, subtract, multiply, divide and
do composite functions in order to develop the tools needed for solving application
problems involving functions. In this lesson, you are to solve worded problems by
carefully reading the problem description and converting the information into functions,
thus creating a mathematical model of the problem.
Here are some examples of work problems that are solved with functions.
Example 1.
The function C(P) = 40P that represents the cost (in pesos) of preparing P
meals. Further, suppose that the production P itself is a function of time x (in years),
given by P (x) = 2x, implying that production doubles every year.
Example 2. As a class experiment, a cart was rolled at a constant rate along a straight
line,
t 0 1 2 3 4 5
x 10 14 18 22 26 30
Which of the following equations represents this data?
A. x=t+0 C. x = 4t + 10
B. x = 4t + 6 D. x = 10t + 4
Answer: C. x = 4t + 10 because, when t = 0, x = 4(0) + 10 = 10
When t = 1, x = 4(1) + 10 = 14 and so on.

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Solves problems involving functions (M11GM-Ia-4).
Exercises: Show your complete solutions
1. The function w(d) = 0.112 d gives the depth of water in centimeters as a function
of d, the depth of snow in centimeters. Find the depth of water that results from these
depths of snow…16 cm., 25cm., and 100cm.
2. A cardboard box manufacturer wishes to make open boxes from square pieces of
cardboard of side 12 inches by cutting equal squares from the four corners and turning
up the sides.
A. Let x inches be the length of the side of the square to be cut out; express the
number of cubic inches in the volume of the box as a function of x.
3. Anah started selling snacks in the nearby school. In one day she spends P200 for rent
and P25 for each snack item she prepares. Her expenses in a single day can be
expressed as the function C(x) = 25x + 200, where x is the number of items and C(x) is
her daily expenses in pesos.
A. How much are her expenses if she prepares 100 snack items? ____________ B. 150
snack items? ____________
References:
Banigon, Ricardo B., Camilon, Maita G.,Manalo, Catalina B. 2016. General Mathematics for Senior High School, First
Edition .Quezon City, Educational Resource Corporation.
General Mathematics Teacher’s Guide ( Grade 11), 2016
Answer/key
Exercise
1. At w (16) = 1.792 cm.
At w (25) = 2.8 cm
At w (100) = 11.2 cm
2. A. The number of inches in the dimension of the box are x, 12 - 2x and 12 - 2x.
V (x) = 144x - 48x2 + 4x3
3. A. C(x) = Php 2 700.00
B. C(x) = Php 3 950.00
Prepared:
15
WILMAFREDA C. DAVID
Name of Writer
GENERAL MATHEMATICS
Representing Real-Life Situations Using Rational Functions
Name: _____________________________ Q1-Wk2-LC-1

Section: ____________________________ Date: _______________
Definitions:
A polynomial function p of degree n is a function that can be written in the form
where ,…, , and n is a positive integer.
A rational function is a function of the form where p(x) and g(x) are
polynomial
functions and q(x) is not the zero function. The domain of f(x) is all values of x where q(x)
≠ 0.
Examples of rational functions

1.
2.
3.
Example # 1
The distance from Angeles City to Baguio is around 170
kilometers.
Construct a function (s), where s is the speed of travel, that

describes the time (t) it takes to drive from Angeles City to
Baguio.
16
a. Since time is the quotient of distance and speed, we can write out
the function as
The distance is fixed at 170 kilometers so the final function we have is
Example # 2
Suppose a company that manufactures shoes has a
fixed monthly cost of Php 750 000 and that it costs Php 1
500.00 to produce each pair of shoes. Write the average
cost function of producing x pairs of shoes.
The average cost function C(x) can be calculated by

finding the sum of fixed monthly cost (Php 750 000.00) and variable cost per shoe (Php
1 500.00), then dividing the sum by the number of pairs of shoes produced (x).
Thus,
Example # 3
The local barangay received a budget of Php 100 000.00 to provide medical
checkups for the children in the barangay. The amount is allocated equally among all the
children in the barangay. Write an equation representing the relationship of the allotted
amount per child (y- variable) versus the total number of children (x-variable).
To find the allotted amount per child (y), divide the total budget (Php 100 000.00)
to the number of children (x) in the barangay. Thus,

The learner represents real-life situations using rational functions. (M11GM–Ib–1)
Practice A. Identify whether each of the following functions is a rational function or not.
1.
2.
3.
4.
17
5.
Practice B
1. An object is to travel a distance of 10 meters. Express velocity v as a function of
travel time t, in seconds.
2. To join a music class, Benelyn has to pay a monthly fee of Php 2 500.00 monthly
plus Php 100.00 for each session she attends. Express the average cost function
C(x) per class if she will attend x classes.
3. The budget of a university organization is split evenly among its various
committees. If they have a budget of Php 60 000.00, construct a function M(n)
which would give the amount of money each of the number (n) of committees
would receive.
References
Albay, Eduard M., Ronaldo S. Batisan, and Aeli M. Caraan. General Mathematics. 1st ed. Senior High
School Series. Makati City: Diwa Learning Systems, 2016.
General Mathematics Learner’s Materials, 2016
General Mathematics – Teaching Guide for Senior High School, 2016 Link.quipper.com.
Accessed July 16, 2020.
https://link.quipper.com/en/organizations/547ff959d2b76d0002001b69/curriculum#curriculum.
Answer Key
Practice A Practice B.
1. Rational Function
1.
2. Not Rational Function 2.
3. Rational Function . 3.
4. Not Rational Function
Prepared by:
JESSA CHRISTE VENASQUEZ-PINEDA

Teacher II
Illustrated by:
ROMMEL G. SALEM
18
Teacher III
GENERAL MATHEMATICS
Rational Functions, Equations and Inequalities
Name: _____________________________ Q1-Wk2-LC-2

Section: ____________________________ Date: _______________
Rational Equation Rational Inequality Rational Function

Definition involves the equality indicates that a a function of the form
of two or more rational expression is
rational expressions greater than or less where
than the other p(x) and g(x) are
(involves relational polynomial functions
symbols and rational and q(x) is not the
expressions) zero function.
Example 2 3 1
− = 5 2 𝑥 2 + 2𝑥 + 3
𝑥 2𝑥 5 ≤ 𝑓(𝑥) =
𝑥 + 2 5𝑥 𝑥+1 𝑥−3 𝑥 𝑥+1
− = 5 2 2𝑥 + 3 𝑥 + 3
𝑥+1 2 3𝑥 ≤ 6𝑥 − 𝑦= +
𝑥−3 𝑥 𝑥+1 3𝑥
Examples
Determine whether the given is a rational function, a rational equation, a rational

inequality or none of these.
1. Rational Equation
2. Rational Inequality
5. Rational Inequality
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Remember: A rational equation or inequality can be solved for all x values that satisfy
the equation or inequality. A rational function expresses a relationship between two
variables (such as x and y) and can be represented by a table of values or a graph.

Distinguishes rational function, rational equation, and rational inequality.
(M11GM–Ib–2)
Practice. Determine whether the given is a rational function, a rational equation, a

rational inequality or none of these.
x 1 8
___________1. − = 2 ___________ 6. y=x 2 +5 x+ 1
x+2 x−2 x −4
2 x2 + x−3
___________ 2. f ( x )= ___________ 7. √ x−1=2
x−1
x 3 +4 7 x 2−4 √ x +3
___________ 3. 6 x > √ ___________ 8. y=
x x−1
5 3
___________ 4. ≤ +1 ___________ 9. 5𝑥 − 1 > 𝑥 + 4
3 x +5 3 x+5
2x x−3 2 x+ 1
___________ 5. + 3 x−1=9 ___________10. h ( x )= +
5 x−1 2x
References
General Mathematics Teacher’s Guide (Pasig City: Lexicon Press Inc., 2016) General
Mathematics Learner’s Material (Pasig City: Lexicon Press Inc., 2016) “Quipper”.
Accessed on July 16, 2020.
https://link.quipper.com/en/organizations/547ff959d2b76d0002001b69/curriculum#curriculum.
Answer Key
Practice
1. rational equality 6. rational function
2. rational function 7. none of these
3. none of these 8. none of these
4. rational inequality 9. rational inequality
5. rational equality 10. rational function
20
Prepared by:
JESSA CHRISTE VENASQUEZ-PINEDA

Teacher II
GENERAL MATHEMATICS
Learning Activity Sheet
Determining the (a) Intercepts, (b) Zeroes, and (c) Asymptotes in Rational
Functions
Name: _____________________________ Q1-Wk3-LC-1

Section: ____________________________ Date: _______________
Given a function f(x), there are several important features that we can determine
before we can graph the function.
The domain of the function — take note of values where f does not exist. If the function
is rational, look for where the denominator is zero. Similarly, be careful to look for roots of
negative numbers or other possible sources of discontinuities.
Intercepts — examine where the function crosses the x-axis and the y-axis by solving
f(x) = 0 and computing f(0).
( x−4 )
Example 1: y=
( x +2 )
Solution: We can find the y-intercept by setting x = 0
y=
Answer: y-intercepts (0, -2)
The zero of a function is the point (x, y) on which the graph of the function
intersects with the x-axis. The y value of these points will always be equal to zero. There
can be 0, 1, or more than one zero for a function.
An asymptote is a straight line that can be horizontal, vertical or oblique that goes
closer and closer to a curve which is the graphic of a given function. These asymptotes
usually appear if there are points where the function is not defined.
21
Vertical asymptotes
 To find the vertical asymptotes set the denominator equal to 0 and solve for x.
( 4 x−4 )
Example 2: y=
( x+2 )
x + 2 = 0, therefore x = -2 is the vertical asymptotes
Horizontal asymptotes
To find:
 If the degree (largest exponent) of the denominator is bigger than the degree of the
numerator, the horizontal asymptote is the x-axis (y = 0)
 If the degree of the numerator is bigger than the denominator, there is no horizontal
asymptote.
 If the degrees of the numerator and denominator are the same, the horizontal
asymptote equals the leading coefficient (the coefficient of the largest exponent) of the
numerator divided by the leading coefficient of the denominator.
Example 3: Find the horizontal asymptotes of the following.
a. f(x) = Answer: y = 4 since the degrees are the same, divide the
leading coefficients of the numerator and denominator
b. h(x) = Answer: none since the degree of the

numerator is greater than the degree of the denominator
c. g(x) = Answer: y = -4
d. f(x) = Answer: y = 0
e. r(x)= Answer: y = 3
LEARNING COMPETENCY WITH CODE

Determines the (a) intercepts, (b) zeroes, and (c) asymptotes in rational functions
MIIGM-lc-1
Practice: Identify the x-intercepts, y-intercepts, vertical asymptotes, and horizontal

asymptote of each. Show your solutions whenever possible.
GIVEN X Y VERTICAL HORIZONTAL

-INTERCEPTS -INTERCEPTS ASYMPTOTES ASYMPTOTES
22
1. f (x) =
2. f (x)
=
3. f (x)
=
4. f(x) =
References:
Banigon, Ricardo B., Camilon , Maita G. Manalo ,Catalina B. General Mathematics for Senior High School. First
Edition,Quezon City,Educational Resource Corporation.2016
Yvette Lim;Rizaldi Nocon;Ederlina Nocon;Leonor Ruivivar. General Mathematics. Sibs Publishing House,Inc., (2016)
“Asymptote and Intercepts”. Accessed on July 20, 2020.
https://courses.lumenlearning.com/waymakercollegealgebra/chapter/horizontal-asymptotesand-intercepts/
“Asymptotes”. Accessed on July 20, 2020. https://socratic.org/questions/what-is-the-y-intercept-vertical- andhorizontal-

asymptote-domain-and-range
“Intercept of Rational Function”. Accessed on July 20, 2020. https://www.ask-math.com/intercept-of
rationalfunction.htmhttps://www.math.arizona.edu/~cjewell/SSI07/asymptotesexample.pdf
“Horizontal Asymptote”. Accessed on July 20, 2020. https://cnx.org/contents/[email protected]:dtTi5Yzk@8/Horizontal-
Asymptotes
“Horizontal Asymptote”. Accessed on July 20, 2020.
https://courses.lumenlearning.com/ivytechcollegealgebra/chapter/identify-horizontal-asymptotes/
Answers key
VERTICAL HORIZONTAL
GIVEN X -INTERCEPTS Y -INTERCEPTS
ASYMPTOTES ASYMPTOTES
1. f (x) = 1
2 x=4 y=1
2
2. f (x) = −1
none x=2 y=0
18
3. f (x) = 1 x = -1 1
2, -3 y=
2 x = -3 4
4. f(x) = −5
x=2
2, 5 4 y=1
x = -4
Prepared:
JOANAH S. BAUTISTA
Secondary School Teacher I,FGNMHS
23
GENERAL MATHEMATICS
Solving Problems Involving Rational Functions, Equations and Inequalities
Name: _____________________________ Q1-Wk3-LC-2

Section: ____________________________ Date: _______________
There are many applications of rational functions in the real world. Some of which
are:
Illustration 1: Work Problem
Work problems involved in mathematics usually involve determining how long a person
can finish a similar job, or how long a job will be finished if two or more persons work
together.
Rate of work (r) x Actual time to finish the work (t) = Work done (w)
When the work involves two or more persons with different rates of work to finish a job,
the equation used is:
Amount of work done by person A+ Amount of work done by person B = Total Work Done
Example # 1:
Mario can plant tomato seedlings in 600 square meters of farmland in 5 hours. Mark can
finish the same work in 8 hours. How long can they finish the work together?
Solution:
Let x be the numbers of hours that Mario and Mark can finish the work together.
Person Involved Rate per Work Number of Hours Work Done

in the Task per Hour Working Together
Mario 1 x
5
24
Mark 1 x
8
a. Solving for the time they have worked to complete the job
8x + 5x = 40
Example # 2:
Jens walks 5 kilometers from his house to Quiapo to buy a new bike which he uses to
return home. He averaged 10 kilometers faster on his bike than on foot. If his total trip
took 1 hour and 20 minutes, what is his walking speed in kph? Use the formula.
Solution:
Using the formula , we have the formula for time
Let v be Jens' walking speed. Then v + 10 is his speed on his new bike. Jens' walking
time is and his biking time is
Rewriting the time 1 hour and 20 minutes as the fraction hours, the equation become
The LCD is 3v(v + 10). Multiply both sides by the LCD to remove the denominators and
solve the resulting equation.
Since v is the walking speed, it cannot be negative. We conclude that Jens’ walking
speed is 5 kph.
25
Learning Competency with Code
Solves problems involving rational functions, equations and inequalities(M11GM-Ic-3)
Practice. Show your complete solutions.
1. Pipes A and B can fill a pool in 10 hours. If pipe A can fill the tank 3 times as pipe B,
how long can pipe A fill the tank alone?
2. In an inter-barangay basketball league, the team from Barangay Cutcut has won 12
out of 25 games, a winning percentage of 48%. How many games should they win in a
row to improve their win percentage to 60%?
3. Working alone, John can weed the garden in 4 hours. If Carl helps, they can weed
the garden in 3 hours. How long would it take for Carl to weed the garden on his own?
References
General Mathematics Teacher’s Guide.(Pasig City: Lexicon Press Inc.,, 2016)
General Mathematics Learner’s Material.(Pasig City: Lexicon Press Inc., 2016) “Solve applied problems
involving rational functions”. Accessed on July 17, 2020.
https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/solve-applied-problemsinvolving-
rational-functions/
“Rational Inequalities and Applications”. Accessed on July 17, 2020.
https://math.libretexts.org/Bookshelves/Precalculus/Book%3A_Precalculus_(StitzZeager)/4%3A_
Rational_Functions/4.3%3A_Rational_Inequalities_and_Applications
Answer Key
Practice
1. hours or hours 3. 12 hours
2. x = 7.5 or 8 games in a row to raise their winning percentage by 60%
Prepared by
RHODORA SOLIMAN
26
Teacher II
GENERAL MATHEMATICS
ONE-TO-ONE FUNCTIONS
Name: _____________________________ Q1-Wk4-LC-1

Section: ____________________________ Date: _______________
BACKGROUND INFORMATION:
A function f is a one-to-one function if no two elements in the domain of f

correspond to the same element in the range of f. A function is a rule of one-to-one
correspondence such that for every domain there corresponds one and only one
value of range.
A function generates some output in correlation to a given input:
if f( x ) = 2x + 1 then: f (3) = 7
Remember:
One-to-one function represents a situation where a certain input will give a

certain output which will be known as unique identifiers.
How then can we use such one-to-one function to represent real-life situations?
Here are some examples of one-to-one functions that we see in real-life situations.
a. Counting – when we count, we are in effect using and defining a one-to-one

function because we will not repeat/count a number twice. In a series of
numbers 1 to 10, there are only 10 numbers in total.
b. Identification – whether it is for a vehicle or a student, there will be no two cars

with the same VIN (vehicle identification number) or that no two students have
the same student id number or LRN (learners reference number).
c. Payroll – as done weekly, payroll is a one-to-one function of the hourly

pay/salary rate and the number of hours worked for the week.
27
d. Transpo/Transpo Fare - is a one-to-one function of distance or how far one
traveled is measured per kilometer rate.
e. Product Pricing – setting or computing for a product’s price is a one-to-one

function of the costs incurred to produce or finalize the finished product ready to
offer to consumers with its mark-up rate from its cost to the selling price.
LEARNING COMPETENCY WITH CODE:

Represents Real-Life Situations Using One-to-One Functions (M11GM-ld-1)
ACTIVITY 1: Encircle the letter of your answer.
1. These are three-letter codes used to specifically identify airports around the world
and are prominently displayed on check-in bags to denote the destination of these
bags. Hence, no two airports share the same airport code.
a. Airport Codes b. Counting c. Payroll
2. This is done weekly on the hourly pay or salary rate and the number of hours worked
for the week of a laborer or an employee.
3. The Social Security System assigned a unique SSS number to each SSS member or
an employee from a private company. Likewise, with the Government Service
Insurance System, two different members cannot be assigned the same GSIS
Number.
a. Identification b. Product Pricing c. SSS or GSIS Number
4. Assigned a product’s price from the costs incurred to make the finished product
ready to be offered to consumers with its mark-up rate.
a. Identification b. Product Pricing c. SSS or GSIS Number
5. As when we count, in a series of numbers 1 to 10, there are only 10 numbers in total;
we will not repeat/count a number twice
ACTIVITY 2: ENUMERATION AND ESSAY.
DIRECTIONS: List three practical/real-life examples of one-to-one functions. Then,

explain each of your given examples concisely using your own words.
28
Example Explanation
1._______________________ __________________________________
2._______________________ __________________________________
3._______________________ __________________________________
Rubrics:
Indicator Accomplished Capable Beginner
Number of Three practical/real-life Two practical/ real- One practical/real-

practical/real-life examples are given (3 life examples are life examples are
examples Points) given (2 Points) given (1 Point)
Quality of An important main idea Supports the main A main idea is not
Explanation is clearly stated. idea is mostly clear stated or is not
Supporting details are and reasonable. correct.
relevant and Some explanation Supporting details
convincing. How the is given. (2-3 are not relevant or
evidence supports the Points) are missing. (1
main idea is clear, Point)
reasonable, and
explained in detail.
(4 Points)
Total Points: 15 Points
REFERENCES:
General Mathematics Learner’s Materials, 2016

General Mathematics – Teaching Guide for Senior High School, 2016 Sample Rubrics. Accessed on
July 21, 2020.
https://www.learningsciences.com/media/wysiwyg/Study-
Guides/performanceassessment/PA.ch2Example_Holistic_Rubric_for_a_Paragraph_or_Essay.pdf
ANSWER KEY:
ACTIVITY 1: 1. A 2. C 3. C 4. A 5. B
ACTIVITY 2: Answers may vary. Rubrics will be used for checking students’ answers.
29
Prepared by:
RHODORA T. SOLIMAN
Teacher II
GENERAL MATHEMATICS
Inverse Function
Name: _____________________________ Q1-Wk4-LC-2

Section: ____________________________ Date: _______________
Do all functions have inverses? The graph of inverse functions are reflections over
the line y = x. This means that each x-value must be matched to one and only one y-
value. Functions that meet this criterion are called one-to one functions. Only one-to
one functions have inverse functions, therefore not all functions have inverses.
To find the inverse of a one-to-one function, do the following steps:

1. Write the function in the form y= f(x).
2. Interchange the x and y variables.
3. Solve for y in terms of x.
Example 1. Find the inverse of 𝑓(𝑥) = 3𝑥 + 1.
Solution: 𝑓(𝑥) = 3𝑥 + 1
Step 1: 𝑦 = 3𝑥 + 1
Step 2: x = 3𝑦 + 1
Step 3: 3𝑦 = 𝑥 − 1
Therefore, the inverse of
30
Example 2. Find the inverse of 𝑔(𝑥) = 2𝑥 + 1.
Solution: 𝑔(𝑥) = 2𝑥 + 1
Step 1: 𝑦 = 2𝑥 + 1
Step 2: x = 2𝑦 + 1
Step 3: 2𝑦 = 𝑥 − 1
Example 3. Find the inverse of .
Solution:
Step 1:
Step 2:
Step 3: 𝑥𝑦 + 4𝑥 = −3𝑦
𝑥𝑦 + 3𝑦 = −4𝑥
𝑦(𝑥 + 3) = −4𝑥
Example 4. Find the inverse of.
Solution:
Step 1:
Step 2:
Step 3: 3𝑥𝑦 − 4𝑥 = 2𝑦 + 1
3𝑥𝑦 − 2𝑦 = 4𝑥 + 1
𝑦(3𝑥 − 2) = 4𝑥 + 1
31
Therefore, the inverse of .

Determines the inverse of a one-to-one function (M11GM-Id-2).
Activity: Show your complete solutions in a separate sheet of paper.

WHAT INCREASES BY ONE-HALF WHEN IT IS TURNED UPSIDE DOWN?
To answer the question, determine the inverse of the given one-to-one function, then
place the corresponding letter of the answer to the number indicated. The letters will
form the word that is the answer to the question.
T H E ____ ____ ____ ____ ____ ____ ____ ____ ____

1 2 3 4 5 6 7 8 9
1. f(x) = 4x + 6 A.
2. f(x) = B. (x) =
3. f(x) = 2x + 7 E.
4. f(x) = I.
5. f(x) = 2x + 1 M. (x) =
6. g(x) = N. (x) =
7. f(x) = R. (x) = 3x - 5
8. f(x) = 4x – 2 S. f -
9. f(x) = U.
X. f -1(x) =
References
Banigon Jr., Ricardo, Camilon, Maita and Manalo, Catalina, General Mathematics for Senior High
School (Quezon City: Educational Resources Corporation, 2016), 51- 53
Department of Education, General Mathematics Learner’s Material (Pasig City: Lexicon Press Inc.,
2016), 62-66
32
Answer Key T H E __N__ _U__ _M__ _B__ _E__ _R__ _S__ _I__ _X__
1 2 3 4 5 6 7 8 9
Prepared :
MAUREEN RHEA T. ATCHICO

Master Teacher I
Angeles City National High School-SHS
GENERAL MATHEMATICS
Graphs of Inverse Functions
Name: _____________________________ Q1-Wk4-LC-3

Section: ____________________________ Date: _______________
Given the graph of a one-to-one function, the graph of its inverse can be obtained
by reflecting the graph about the line y=x, called the line of symmetry.
Example 1: Observe the given graph. What are the coordinates that correspond to the
line A? What are the coordinates that correspond to the line B? Write the coordinates on
the table of values. What do you call the dotted line that exists between the two lines?
Line A
Line A Line B Line of symmetry
(0,1) (1,0)
Line B
(1,3) (3,1)
(2,5) (5,2)
(3,7) (7,3)
The coordinates on the line B are the inverse of the coordinates of the line A. The line B
is the graph of the inverse of the line A. The dotted line is called the line of symmetry.
33
Example 2: Complete the given table by writing the coordinates of the given function and
its inverse.
f(x) = 2x + 3
( -3, -3) (-3, -3)
(0, 3) (3, 0)
Example 3: Graph y = f- 1(x) if the graph of y=f(x) = 2x + 1 restricted in the domain {𝑥| −
2 ≤ 𝑥 ≤ 1.5} is given below. What is the range of the function? What is the domain and
range of its inverse?
Solution: Take the reflection of the graph of y = f(x) = 2x + 1 across the line y = x.
The range of y = f(x) = 2x + 1 can be determined by the inspection of the graph.
The range is {𝑓(𝑥) ∈ 𝑅 | − 3 ≤ 𝑓(𝑥) ≤ 4}
34
Find the domain and range of the inverse f-1(x) of the given function. .
The domain of 𝑓−1(𝑥) {𝑥 ∈ 𝑅 | − 3 ≤ 𝑥 ≤ 4}
The range of 𝑓−1(𝑥) {𝑦 ∈ 𝑅 | − 2 ≤ 𝑦 ≤ 1.5}
To find the graph of an Inverse function, consider the following steps:

1. Check the graph if it is one-to-one by applying the horizontal line test.
2. Reflect the graph about the line y = x.
Below is an example of an Inverse Function.
Represents an inverse function through its: (a) table of values, and (b) graph (M11GMId-
3).
Practice A Draw a heart ♥

if the graph has its inverse and a smiley  if not possible.
Draw your answer on the space provided before each number.
__1. __2. __ 3.
Practice B For every function, graph its inverse on the same Cartesian plane.
35
1. 2. 3.
References
Banigon Jr., Ricardo, Camilon, Maita and Manalo, Catalina, General Mathematics for Senior High School (Quezon City: Educational
Resources Corporation, 2016), 53- 54
Department of Education, General Mathematics Learner’s Material (Pasig City: Lexicon Press Inc., 2016), 67-75.
Graphs of Inverse Function”. “Graphs of Inverse Function”. Accessed on July17,

2020.https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.softschools.com%2Fmath%2Fpre_calculus%2Finverse_functio
ns_graphs%2F&psig=AOvVaw3JnPnyj_0piUk6Y86W4VuZ&ust=1595473515563000&source=images&cd=vfe&ved=0CAIQjRxqFwo
TCNCT_5Tw3-oCFQAAAAAdAAAAABAD
“Graphs of Inverse Function”. Accessed on July17, 2020. https://www.google.com/url?sa=i&url=https%3A%2F

%2Fmathbitsnotebook.com%2FAlgebra2%2FFunctions%2FFNInverseFunction s.html&psig=AOvVaw0DQJT5-fUg9YM-
N9K8uWNM&ust=1595473382179000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLDjndXv3 -oCFQAAAAAdAAAAABAD
“Graphs of Inverse Function”. Accessed on July17, 2020.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.softschools.com%2Fmath%2Fpre_calculus%2Finverse_functions_gr
aphs%2F&psig=AOvVaw2sbPyKHIig8lGgZRWyhjis&ust=1595474806238000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNiq
yf303-oCFQAAAAAdAAAAABAL
“Blank graph”. Accessed on July 17, 2020.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmathbits.com%2FMathBits%2FStudentResources%2FGraphPaper%2FGr
aphPaper.htm&psig=AOvVaw05xwzSsKqrZCw8ce2L_S5q&ust=1595474069788000&source=images&cd=vfe&ved=0CAIQjRxqFwo
TCNjHpJ3y3-oCFQAAAAAdAAAAABAD
“Graphs of Inverse Function”. Accessed on July17,

2020.https://www.google.com/url?sa=i&url=https%3A%2F%2Fcourses.lumenlearning.com%2Fwaymakercollegealgebra%2Fchapter
%2Fdefine-and-graph-aninverse
%2F&psig=AOvVaw1YR75Xc2_ENJDV2Aubh8j6&ust=1595474163362000&source=images&cd=vfe&ved=0CAIQjRxqFwoT
CKjY8Mny3-oCFQAAAAAdAAAAABAD

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmath.libretexts.org%2FBookshelves%2FCalculus%2FBook%253A_Calculu
s_(OpenStax)%2F01%253A_Functions_and_Graphs%2F1.4%253A_Inverse_Functions&psig=AOvVaw2CkdIxBg01rRHBUVSby9P
X&ust=1595474241739000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIDuie_y3-oCFQAAAAAdAAAAABAD

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmathbitsnotebook.com%2FAlgebra1%2FFunctionGraphs%2FFNGTypeSq
uareRootPractice.html&psig=AOvVaw3_fMBCjOwvog_ZTmqv0e2m&ust=1595474327597000&source=images&cd=vfe&ved=0CAIQ
jRxqFwoTCLDqh5jz3-oCFQAAAAAdAAAAABA2
Answer/key
Practice A: 1. ♥ 2.  3. ♥
36
Practice B:
1. 2. 3.
Prepared:

Master Teacher I
GENERAL MATHEMATICS
Domain and Range of an Inverse Function
Name: _____________________________ Q1-Wk4-LC-4

Section: ____________________________ Date: _______________
Background Information for Learners:

The outputs of the function f(x) are the inputs to f−1(x), so the range of f (x) is also
the domain of f−1(x). Likewise, because the inputs f (x) are the outputs of f−1(x), the
domain of f (x) is the range of f−1(x). We can visualize the situation.
37
Rule I. If the function is one-to-one, write the range of the original function as the domain
of the inverse, and write the domain of the original function as the range of the inverse.
Note: For a function y = f(x) to have an inverse function, f(x) must be one-to one: that is,
for every x in the domain, there is exactly one y in its range, and likewise, each y in
the range corresponds to exactly one x in the domain.
Example 1:
Original function f(x) Inverse of function or f -1(x)
{(0, 3), (1, 4) , (2, 5)} {(3, 0) , (4, 1) , (5, 2)}
Domain:{0,1,2} Domain:{3,4,5}
Range:{3,4,5} Range:{0,1,2}
Rule II. If the domain of the original function needs to be restricted to make it one-toone,
then this restricted domain becomes the range of the inverse function.
Example 2: Graph y=f -1 (x) if the graph of y=f(x)=2x+1 restricted in the domain
{x/-2 ≤ x≤1.5}.
a. What is the range of the function?
b. What is the domain and range of its inverse?
38
Solution:
Take the reflection of the restricted graph of y=2x+1 across the line y=x.
Verify that the inverse function is f-
The domain and range of the inverse function can be determined by inspection of the
graph.
f(x) f-1(x)
Domain {x ∈R/-2≤ x≤1.5} {x∈R/-3≤ x≤4}
Range {y∈R/-3≤ y≤4} {y ∈R/-2≤ y≤1.5}
Learning Competency with code :
Find the domain and range of an inverse function. (M11GM-Id-4) Exercises:

Find the inverse of the given function and determine the domain and range of the inverse
function.
1. f(x) = {(1, 2), (3, 4), (5, 6)}

f- 1(x)=__________________________
Domain: { } ; Range: { }
2. f(x) = {(33, 14), (23, 15), (11, 12), (10, 9)}

f- 1(x)=__________________________
Domain: { } ; Range: { }
3.
x -1 8 1 -2
y 3 2 -1 5
Domain: { }; Range: { }
39
4. If f(x)= +1, find its inverse function and state the domain and range of the inverse
function, restricted in the domain {x -4 ≤ x ≤ 4}
References:
General Mathematics Learner’s Material.(Pasig City: Lexicon Press Inc., 2016)
“Inverse Functions; Domain and Range”. Accessed on July 17, 2020.
https://www.onlinemathlearning.com/inversefunction-domain-range.html
“Domain and Range of Inverse Functions Mathematics. Accessed on July 17, 2020.
https://www.youtube.com/watch?v=xI1gQo2CUyo
“Inverse Functions”. Accessed on July 17, 2020.
https://www.pvamu.edu/universitycollege/wpcontent/uploads/sites/71/CAIOOF.pdf
“Inverse Functions: Domain and Range”. Accessed on July 17, 2020.

https://www.onlinemathlearning.com/inversefunction-domain-range.html “Domain and Range of Inverse Functions
Grade 11 University Lesson 1 5 10 1 14”. Accessed on July 17, 2020.
https://www.youtube.com/watch?v=gq5jtX3bSXI
“Inverse Functions - Domain & range- With Fractions, Square Roots, & Graphs” Accessed on July 17, 2020.
https://www.youtube.com/watch?v=GsIo3B46yjU&t=1097s
Answer Key:
1. f−1(x) = {(2, 1), (4, 3), (6, 5)} 2. f−1(x) = {(14, 33), (15, 23), (12, 11), (9, 10)}
Domain: {2,4,6} Domain: {9,12,14,15}
Range: {1,3,5} Range: {-2, -1,1,8}
3. 4. f-1(x) =2x-2
x 3 2 -1 5 f(x) f-1(x)
y -1 8 1 -2 Domai {x ∈R -4≤ x≤4} {x∈R -1≤ x≤3}
n
Domain: {-1,2,3,5} Range {y ∈R -1≤ y≤3} {y∈R -4≤ y≤4}
Range: {10,11,23, 33}
Prepared by:
Liliosa C. Pamintuan
Teacher III
GENERAL MATHEMATICS
Solving Real-life Problems Involving Inverse Functions
40
Name: _____________________________ Q1-Wk5-LC-1
Section: ____________________________ Date:
_______________
You have learned from your previous modules the representations inverse functions
through its table of values, graphs, and equations. You also learned how to find its domain and
range which are important in the study of solving real-life problems involving inverse functions.
This module will help you solve real-life problems involving inverse functions.
The inverse function is a function that switches the input and the ouput. But, not all
functions have inverse functions. The reverse process performed by any function f(x) is called
inverse of f(x). It means that the domain of the original function is the range of the inverse
function and that the range of the original function is the domain of the inverse function.
The graph of the inverse is the reflection of the graph of the original function.
The axis of symmetry is the line y = x.
Steps in finding the inverse of a function is given below.
To find 𝑓−1(𝑥):
1. Replace 𝑓(𝑥) with 𝑦.
2. Interchange 𝑥 and 𝑦.
3. Solve for the new y from the equation in Step 2.
4. Replace the new 𝑦 with 𝑓−1(𝑥) if the inverse is a function
For better understanding, study the examples below and reflect on the
different steps to solve real-life problems involving inverse function.
5
Example 1: To convert from degrees Fahrenheit to Kelvin, the function is k(t)= (t – 32)
9
+ 273.15, where t is the temperature in Fahrenheit (Kelvin is the SI unit of temperature).
Find the inverse function converting the temperature in Kelvin to degrees Fahrenheit.
Solution:
41
5
The equation of the function is: K= ( t −32 )+ 273.15
9
We do not interchange the variables 𝑘 and 𝑡 because it refers to the temperatures in Kelvin
and Fahrenheit respectively.
Solve for t in terms of k:

5
K= ( t −32 )+ 273.15 Use the given formula
9
5
K−273.15= ( t−32 ) +273.15 – 273.15 Apply the addition property of equality
9
9 5 9 9
()
5
K−273.15= ( t −32 )
9 5 () Multiply both sides by
5
Apply the addition property of equality
( 95 ) ( K−273.15 )+ 32=t−32+32
Simplify
( 95 ) ( K−273.15 )+ 32=t
Therefore, the inverse function is t(k)= ( 95 ) ( K−273.15 )+ 32, where k is the temperature in
Kelvin
Example 2: A Google Play Music allows member to download songs for ₱203.40 pesos
each after paying a monthly service charge of ₱762.75. The total monthly cost C(x) of the
service in peso is C(x) = 762.75 + 203.40x, where x is the number of songs downloaded.
(a) Find the inverse function
(b) What do 𝑥 and 𝐶−1(𝑥) represent in the context of the inverse function?
(c) How many songs were downloaded if a member’s monthly bill is Php3813.75?
Solutions:
(a) Use the given equation to find the inverse of the function.
𝐶(𝑥) = 762.75 + 203.40x
y = 762.75 + 203.40x Write 𝐶(𝑥) in terms of y
x = 762.75 + 203.40y Interchange x and y and solve for y
x – 762.75 = 203.40y Apply the addition property of equality
x−762.75 203.40 y
= Divide both sides by 203.40
203.40 203.40
x−762.75
=y
203.40
x−762.75
Therefore, the inverse of the function is 𝐶−1(𝑥) =
203.40
42
(b) 𝑥 is the total monthly cost of the service, and 𝐶−1(𝑥) is the number of
songs downloaded.
(c) 15 songs downloaded if a member’s monthly bill is ₱3,813.75
Solve problems involving inverse functions. (M11GM-Ie-2).
General Instructions: Read each situation carefully to solve each problem. Write your
answer on a separate sheet of paper.
Activity 1.1
The ABS CBN News reports foreign exchange rate is closed on March 13, 2020 at
Php51.25. Therefore, the formula that gives Philippine Peso in terms of US dollars on
that day is: P = 51.25D. Where D represents US dollar and P represents Philippine
Peso. (a) Complete the table by converting U.S. dollar to Peso
$ 1 25 50 100 200
₱
(b) Describe how did you convert US dollars to Peso.
(c) Find the inverse of the function to determine the value
of a United States dollar in terms of Philippine Peso on
March 13, 2020.
(d) Interpret and evaluate P (1000) and P-1(1000).
Activity 1.2
The formula for converting Celsius to Fahrenheit is given by 𝐹 = 9 𝐶 + 32

5
iswhere C
the temperature in degree Celsius and F is the temperature in degree
Fahrenheit.
(a) Write the inverse of the function which converts temperature from degree
Celsius to degree Fahrenheit.
(b) Find the equivalent temperatures in degree Fahrenheit of the
following 20°𝐶, 10°𝐶, 5°𝐶, and 0°𝐶.
(c) Graph the inverse function.
Activity 1.3
Engineers have determined that the maximum force t in tons that a particular bridge
can carry is related the distance d in meters between its supports by the
3
following function: 𝑡(𝑑) = (12.5)
𝑑
(a) How far should the supports be if the bridge is to support 6.5 tons?
(b) Construct an inverse function to determine the result.
43
44
References
*General Mathematics Learner’s Material. First Edition. 2016. pp. 63-66 Nivera, Gladys C., Lapinid,
Minie Rose C. Grade 9 Mathematics Patterns and Practicalities. Makati City: Salesiana BOOKS by
Don Bosco Press, Inc. 2013
*Mathematics Grade 8 Learner's Module, FEP Printing Corporation, Pasig City Oronce, Orlando. A.
General Mathematics. Quezon City: Rex Bookstore,
Inc.,2016.
Chen, Bryce 2017. Application of Inverse Functions [Video]. Youtube.

https://www.youtube.com/watch?v=VhaaaEvs--k
*DepED Material:
Mathematics Grade 8 Learner's Module
General Mathematics Learner’s Material
Answers Key:
Activity 1.1 Activity 1.2 Activity 1.3

a. a. 𝐹 = 9 𝐶 + 32 a. 6.70 m
$ 1 25 50 100 200 5 12.5
b. d (t)=
b. 68, 50, 41, 32
₱ 51.25 1 281.25 2 562.50 5 125 10 250
c.
√3 t
b. Answers may vary
D
c.P-1($) =
51.25
d. P(1 000) = 51 250
P-1(1 000) = 19.51
45
GENERAL MATHEMATICS
Representing Real-life Situations Using Exponential Functions
Name: _____________________________ Q1-Wk5-LC-2

Section: ____________________________ Date:
_______________
The beauty of Mathematics can be found everywhere. Sometimes, you are not
aware that in front of you are situations which can be written as a Mathematics
model. Some conditions in life increase and decrease tremendously such as the
growth of bacteria, interest of an investment or an amount loaned, depreciation or
appreciation of the market value of a certain product, and even the decay of
microorganism. These real- life situations exhibit exponential patterns.
This lesson is about modeling real-life situations using exponential functions like
population growth, population decay, growth of an epidemic, interest in banks and
investments.
Before you proceed to the new lesson, study the following, and recall what you have
learned from the previous lesson so that you will be ready for your next journey.
Definition
An exponential function with the base b is a function of the form

or, where some examples are:, , , and
The following will help you to recall, how to evaluate functions.
Example 1. If (𝑥) = 4𝑥,
evaluate 𝑓(2), 𝑓(−2), 𝑓(1/2), and 𝑓(𝜋).
Solution:
f(𝑥) = 4𝑥 f(𝑥) = 4𝑥 f(𝑥) = 4𝑥 f(𝑥) = 4𝑥

f(2) = 42 f(−2) = 4-2 𝑓(1/2) = 41/2 𝑓(𝜋) =
4𝜋
1
f(2) = 16 f(−2) = 𝑓(1/2) = √4
42
46
1
f(−2) = 𝑓(1/2) = 2
16
Example 2. Complete the table of values for x = -3, -2, -1, 0, 1, 2, and 3 for the
exponential functions (𝑥) = 3𝑥 and 𝑓(𝑥) = (1/3)𝑥.
x -3 -2 -1 0 1 2 3
𝑓(𝑥) = 3𝑥 1/27 1/9 1/3 1 3 9 27
𝑓(𝑥) = 27 9 3 1 1/3 1/9 1/27

(1/3)𝑥
Let b a positive number not equal to 1. A transformation of an exponential function

with base b is a function of the form (𝑥) = 𝑎 ∗ 𝑏𝑥−𝑐 + 𝑑 𝑤ℎ𝑒𝑟𝑒 𝑎, 𝑐, 𝑎𝑛𝑑 𝑑 𝑎𝑟𝑒 𝑟𝑒𝑎𝑙
nu𝑚𝑏𝑒𝑟𝑠.
a. What kind of teacher is Mrs. Reyes?______________________________

b. Given a chance, will you join the project? Why?_____________________
The problem in the previous activity is an example of real-life situations using

exponential functions. Hence, exponential functions occur in various real-world
situations. Exponential functions are used to model and illustrate real-life situations
such as population growth, radioactive decay and carbon dating, growth of an
epidemic, loan interest and investments.
In the previous activity, you need to complete the table for you to see the
pattern. Have you seen the pattern? The pattern represents the exponential
functions. You may observe that as the stage increases, the number of students
involved also increases in the pattern which is equal to 𝑓(𝑥) = 2𝑥 . If you got it
correctly, congratulations! You already representing the exponential function to a
real-life situation and I am sure you can now answer the question, if the project will
be extended to other students within the school, in what stage will it reach 512
students? So, the answer is stage 9.
Going back to the project, what can you say to Mrs. Reyes? What kind of
teacher is she? Well, it's up to you to answer the question to yourself. What I believe
is that, you will be lucky if you will be a student of Mrs. Reyes because she is not
only teaching Mathematics but she is also infusing good values to her students. You
may now reflect on the question, if given the chance, will you join the project? Why
or why not?
47
Exponential Function
An exponential function with the base b is a function of the form 𝑓(𝑥) = 𝑏𝑥 or

𝑦 = 𝑏𝑥, where (𝑏 > 0, 𝑏 ≠ 1).
Some of the most common applications in real-life of exponential functions and
their transformations are population growth, exponential decay, and compound
interest.
The following are examples of representing an exponential function in real-

life situations.
Example 1. Suppose a culture of 300 bacteria at MJD Farm is put into a Petri dish
and the culture doubles every 10 hours. Give an exponential model for the situation.
How many bacteria will there be after 90 hours?
Solution:
a. Let 𝑦 = number of bacteria At 𝑡 = 0, 𝑦 = 300

𝑡 = 10, 𝑦 = 300(2) = 600
𝑡 = 20, 𝑦 = 300(2)2 = 1200
𝑡 = 30, 𝑦 = 300(2)3 = 2400
𝑡 = 40, 𝑦 = 300(2)4 = 4800
An exponential model for this situation is y = 300(2) t/10
b. If 𝑡 = 90, then y = 300(2)90/10, y = 300(2)9, y = 153,600. There will be 153,600

bacteria after 90 hours.
Example 2. A certain radioactive substance decays half of itself every 5 days.

Initially, there are 50 grams. Determine the amount of substance left after 30 days,
and give an exponential model for the amount of remaining substance.
Solution:
a. Let t= time in days
At t= 0 Amount of Substance = 50g

t= 5 Amount of Substance = 50 (1/2) = 25 g
t = 10 Amount of Substance = 50 (1/2)2 = 12.5 g
48
t = 15 Amount of Substance = 50 (1/2)3 = 6.25 g
An exponential model for this situation is y= 50 (1/2) t/5
b. y= 50(1/2)30/5 = 50(1/2)6 = 0.78125 g
Exponential Decay
The half-life of a radioactive substance is the time it takes for half of
the substance to decay. The exponential decay formula is y= yo (1/2) t/T .
Example 3. Aling Dionisia deposits Php10,000.00 in BDO that pays 3% compound

interest annually. Define an exponential model for this situation. How much money
will she have after 11 years without withdrawal?
Solution: Compound Interest means the interest earned at the end

of the period is added to the principal and this new amount will earn
interest in the nesting period.
a. At 𝑡 = 0 Php10,000
𝑡=1 Php 10,000+ Php 10,000(0.03) = Php 10,300.00
𝑡=2 Php 10,300+ Php 10,300(0.03) = Php 10,609.00
𝑡=3 Php 10,609 + Php 10,609(0.03) = Php 10,927.27
From the above, the principal amount together with the interest
earned as computed is as follows:
At 𝑡 = 0 Php 10,000
𝑡=1 Php 10, 000(1+0.03) = Php 10,000(1.03) = Php 10,300.00
𝑡 = 2 Php 10,000(1+0.03)2 = Php 10,000(1.03)2 = Php

10,609.00
𝑡=3 Php 10, 000(1+0.03)3= Php 10,000(1.03)3 = Php

10,927.27
An exponential model for this situation is 𝐴 = 10,000(1.03)
b. A = Php 10,000(1.03)11
49
= Php 13,842.34
After 11 years without withdrawal there will be Php 13,842.34 in bank.
Compound Interest
If a principal P (initial amount of money) is invested at an annual rate of r;
compounded annually, then the amount after t years is given by
A = P(1+r)t.
Example 4: The Natural Exponential Function
While an exponential function may have various bases, a frequently used base is
the irrational number e, whose value is approximately 2.71828. Because e is a
commonly used base, the natural exponential function is defined as having e as the
base. The predicted population of a certain city is given by P=200,000 e (0.03y)
where y is the number of years after the year 2020. Predict the population for the
year 2030.
Solution:
The number of years from 2020 to 2030 is 10, so y= 10.
P = (200,000)(2.71828)(0.03)(10)
P = 269, 971.70
The predicted population for the year 2030 is 269, 971.
The natural exponential function is the function f(x) = ex.

Represent real-life situations using the exponential functions (M11GM-Ie-3)
Activity 1.1. General Instructions: Read each situation carefully to

solve each problem. Write your answer on a separate sheet of paper.
50
1. A culture of 100 bacteria in a petri dish doubles every hour.
a. Complete the table.
t 0 1 2 3 4
No. of
bacteria
b. Write the exponential model for the number of bacteria.

c. How many bacteria will there be after 6 hours?
2. The half-life of a radioactive substance is 12 hours and there are 100 grams
initially?
a. Complete the table.
t 0 12 24 36 48
Amount
b. Write the exponential model for the amount of substance inside the box.
c. Determine the amount of substance left after 3 days.
References
Alday, Eward M., Batisan, Ronaldo S., and Caraan, Aleli M.General Mathematics. Makati City: Diwa
Learning Systems Inc., 2016. 70-76, 120-130, 176-201.
Orines, Fernando B., Esparrago, Mirla S., and Reyes, Junior. Nestor V. Advanced Algebra:
Trigonometry and Statistics.Second Edition.Quezon City: Phoenix Publishing House Inc., 2004. 249-
253.
Oronce, Orlando A., and Mendoza, Marilyn O.General Mathematics. Quezon City: Rex Bookstore,
Inc.,2016.186-202
Oronce, Orlando. General Mathematics. Quezon City:Rex Bookstore, Inc.,2016. 107-151
General Mathematics Learner’s Material. First Edition. 2016. pp. 77- 81
*DepED Material: General Mathematics Learner’s Material
51
Answer Key
1. a. 2. a.
t 0 1 2 3 4
t 0 12 24 36 48
No. of
bacteria 100 200 400 800 1 600
Amount 100 50 25 12.5 6.25
t
1
b. y = 10(2)t b. y = 100
()
2
12
c. y = 6 400 bacteria c. y = 1.5625
GENERAL MATHEMATICS
Exponential Functions, Equations and Inequalities
Name: _____________________________ Q1-Wk5-LC-3

Section: ____________________________ Date: _______________
Anything that increases or decreases rapidly is said to be exponential. You

have learned in the previous module that there are a lot of real-life situations
involving such conditions. For instance, population growth, exponential decay, and
compound interest. And these situations depict the so-called exponential functions.
Recall that an exponential function with base b is of the form 𝑓(𝑥) = 𝑏𝑥 or
𝑦 = 𝑏𝑥, where 𝑏 > 0, but 𝑏 ≠ 1. Have you noticed anything with the exponent? How
does it differ from the exponents of some other functions? Good! The exponential
function has exponents that are variables. In the past lesson, you have learned that
this exponent determines how fast a function increases or decreases.
Spot the Similarity and Difference!
52
Below are three expressions. Observe them and spot their similarities and
differences.
(a) 3𝑥−2 = 81 (b) 𝑦 = 4𝑥 (c) 2𝑥 ≥ 32
Questions:
1. What is the similarity of (a), (b), and (c)?

2. What is the similarity of (a) and (c)?
3. How do (a) and (c) differ from (b)?
4. How are (a) and (b) similar to each other?
5. How do (a) and (b) differ from (c)?
6. Can you recall which among them is an exponential function?
7. Which among the three is/are exponential expression/s?
As you have noticed, all the three givens are expressions involving variable as
the exponent (a) and (c) both involve one variable only, while (b) involves the
relationship between two variables. Nevertheless, (a) and (b) both use an equal sign.
(b) however, it contains an inequality symbol.
Recall that (b) is an exponential function since it shows the relation between
dependent variable y and independent variable x. Nevertheless, all three are
exponential expressions, including (a) and (c). It is so since all are expressions with a
variable used as an exponent.
An exponential function is a function involving exponential expression showing a

relationship between the independent variable x and dependent variable y or f(x).
Examples of which are 𝑓(𝑥) = 2𝑥+3 and 𝑦 = 102𝑥.
On the other hand, an exponential equation is an equation involving

exponential expression that can be solved for all x values satisfying the equation. For
instance, 121 = 11𝑥 and 3𝑥 = 9𝑥−2.
Lastly, an exponential inequality is an inequality involving exponential expression

that can be solved for all x values satisfying the inequality. For example, 641/3 > 2𝑥
and (0.9)𝑥 > 0.81.
53
Distinguishes between exponential function, exponential equation, and exponential
inequality (M11GM-Ie-4).
Activity 1. Where Do They Belong?
Below is a list of exponential expressions. Classify each as to whether it is an

exponential function, equation, inequality, or does not belong to any of these three.
Activity 2. Formulate your own 3 examples for each of the following:
● Exponential function
● Exponential equation
● Exponential inequality
32𝑥−4 ≤ 16𝑥+2 27 < 3𝑥 𝑥7 + 1 < 10𝑥8 64 = 2𝑥+2

7 = 49𝑥
36𝑥 = 6
100 > 102𝑥 𝑓(𝑥) = 𝑥3 𝑔(𝑥) = 45𝑥 𝑓(𝑥) = 5𝑥+2 y = x5

𝑦 = 5𝑥−1
Exponential Function Exponential Exponential Inequality None of these

Equation
References
Dimasuay, Lynie, Alcala, Jeric. Palacio Jane. General Mathematics. Quezon City
Philippines: C & E Publishing, Inc.2016
General Mathematics Learner’s Material. First Edition. 2016. P. 82
*DepED Material: General Mathematics Learner’s Material
Answer Key:
Activity 1:
54
Exponential Function Exponential Equation Exponential Inequality None of these
𝑔(𝑥) = 45𝑥 36𝑥 = 6 𝑥7 + 1 < 10𝑥8

32𝑥−4 ≤ 16𝑥+2
𝑦 = 5𝑥−1 7 = 49𝑥 27 < 3𝑥 𝑓(𝑥) = 𝑥3
𝑓(𝑥) = 5𝑥+2 64 = 2𝑥+2 100 > 102𝑥 y = x5
Activity 2: Answers may vary.
GENERAL MATHEMATICS
Solving Exponential Equations and Inequalities and
Representing an Exponential Function
Name: _____________________________ Q1-Wk6-LC-1-2

Section: ____________________________ Date: _______________
Exponential equations are equations in which variables occur as exponents.

Exponential equations are in the form ax = by. One-to-one Property of Exponential Functions
x x x x
states that in 𝑓(𝑥) = 𝑏𝑥, if 𝑥1 ≠ 𝑥2, then b ≠ b . Conversely, if b = b , then 𝑥1 = 𝑥2.
1 2 1 2
This statement simply says that if the bases are the same then the exponents must be

equal.
Steps for Solving Exponential Equations / Inequalities

1. Determine if the numbers can be written using the same base.
2. Rewrite the problem using the same base.
3. Use one-to-one property of equality of exponential functions, if the bases are the
same, then the exponents must be equal. Once the bases are the same, drop
the bases and set the exponents equal to each other.
4. Finish solving the problem by isolating the variable.
Example 1. Solve the equation 4 x – 1 = 16.

Solution:
4 x – 1 = 16 Given
4 x – 1 = 42 Rewrite 16 as 42
x -1 = 2 By using one-to-one property of
equality of exponential functions
55
the exponents must be equal
x-1 +1 = 2 + 1 Addition Property of Equality
x=3 (Solution)
Example 2. Solve the equation 125 x- 1 = 25 x + 3.

Solution:
125 x- 1 = 25 x + 3 Given
(53) (x- 1) = (52) (x + 3) Rewrite 125 and 25 using the base 5
3(x-1) = 2 (x + 3) By the use of one-to-one property of
Equality of exponential functions
3x – 3 = 2x + 6 Distributive Property of
Multiplication over addition
3x – 2x = 6 + 3 Addition Property of Equality
x=9 (Solution)
2
Example 3. Solve the equation 9 x = 3 x + 3
Solution:
2
9x = 3 x + 3 Given
2
32 x = 3 x + 3 Rewrite 9 and 3 using the base 3

2
2x = x + 3 By the use of one-to-one property of
2x2 - x – 3 = 0 Rewriting to general form
(2x – 3) (x + 1) = 0 Factor 2x2 - x – 3 = 0
2x – 3 = 0; x + 1 = 0 Equate each factor to zero
3
x= ; x = -1 Solving for x for each factor
2
(Solution)
Exponential inequalities are inequalities in which one (or both) sides involve a

variable exponent. Recall that in an exponential function 𝑓(𝑥) = 𝑏 𝑥 , 𝑏 > 0 but 𝑏 ≠ 1. Now, the
key to solving exponential inequality is the fact that if 𝑏 > 1 and 𝑥1 > 𝑥2, then b x > b x .
1 2
x x
Otherwise, if 0 < 𝑏 < 1, then b < b . 1 2
Rules for Solving Inequalities.

a. The direction of the inequality is retained if
i. the base b of an inequality is greater than 1.
ii. the same real number is added or subtracted from both sides of an
inequality.
iii. both sides of an inequality are multiplied by or divided by the same positive
real number.
b. The direction of the inequality is reversed if
i. the base of an inequality is less than 1.
ii. both sides of an inequality are multiplied by or divided by the same negative
real number.
56
Example 1. Solve the inequality 9 x – 2 > 3 x.
Solution:
9 x–2 > 3 x Given
(32) x – 2 > 3 x Rewrite using the base 3
2 (x – 2) > x By the use of one-to-one property of
2x – 4 > x Distributive Property of
Multiplication over addition
2x – x > 4 Addition Property of Equality
x>4 (Solution)
{xRƖx>4} Solution set to the inequality
4 x
16
Example 2 . Solve the inequality ( ) ≤
6 36
Solution:
4 x 16
( ) ≤ Given
6 36
4 x 4 16 4
( ) ≤ ( )2 Rewrite as ( ) 2
6 6 36 6
4 4
( ¿ x ≥ ( ¿2 The direction of the inequality
6 6
is reversed since the base
4
( ) <1
6
x≥2 By the use of one-to-one property of
(Solution)
{xRƖ x≥2} Solution set to the
inequality
An exponential function can be represented through its table of values. These

values which are derived from its equivalent equation are the bases in sketching its graph. In
constructing a table of values, evaluate the function for the given values of the variable.
Example 1. Construct a table of values for the exponential function f(x) = 2x

Solution:
We evaluate the given function f(x) = 2x for x = -3, -2, -1, 0, 1, 2, 3
The table of values for f(x) = 2x is as follows:
57
x -3 -2 -1 0 1 2 3
f(x) 1/8 1/4 1/2 1 2 4 8
Example 2. Construct a table of values for the exponential function g(x) = (1/2)x
Solution:
We evaluate the given function g(x) = (1/2)x for x = -3, -2, -1, 0, 1, 2, 3, 4
We summarize the ordered pair of values into a table of values.
The table of values for g(x) = (1/2)x is as follows:
X -3 -2 -1 0 1 2 3 4
g(x) 8 4 2 1 1/2 1/4 1/8 1/16

1. Solves exponential equations and inequalities (M11GM-Ie-f-1)
2. Represents an exponential function through its: (a)table of values, (b) graph, and
(c) equation (M11GM-If-2).
General Instructions: Show your complete solutions on a sheet of paper.

Activity 1. Solve for the values of x for each of the following exponential equations.
1
1. 3 2x – 4 = 3 5x + 8 2. 169 x = 13 3. 4 x + 1 =
64
Activity 2. Solve for the values of x for each of the following exponential inequalities.
1. 3 x+ 1 > 243 2 4x + 1 ≤ 512 3. 7 3x + 2 ≤ 49 x
Activity 3. Complete the table.
X -3 -2 -1 0 1 2 3
f(x)= 4x
References:
Books:
Aoanan, Grace, Ma. Lourdes Plarizan, Beverly Regidor, and Lolly Jean Simbulas .General Mathematics: For
Senior High School ( Quezon City: C & E Publishing Inc., 2016 )
Dimasuay, Lynie, Jeric Alcala, and Palacio Jane . General Mathematics ( Quezon City: C & E Publishing Inc.,
2016)
Orines, Fernando B. Next Century Mathematics : General Mathematics ( Quezon City: Phoenix Publishing
House,Inc., 2016 )
General Mathematics Learner’s Material First Edition 2016. Department of Education.
General Mathematics Alternative Delivery Mode First Edition, 2020. Department of Education.
Websites:
Katz A, Pilling G, and Miglani K, Exponential inequalities .Accessed on August 26, 2020.
https://brilliant.org/wiki/exponential-inequalities/
58
“Solving Exponential Equations”. Accessed on August 26, 2020.
https://www.varsitytutors.com/hotmath/hotmath_help/topics/solving-exponential-equations
“Solving Exponential Equations”. Accessed on August 26, 2020.
https://www.mesacc.edu/~scotz47781/mat120/notes/exponential/solving/solving_exp_eqns_intro.pdf
Answer Key
Activity 1 Activity 2 Activity 3
1. x = -4 1. x > 4 X -3 -2 -1 0 1 2 3
f(x)= 4x 1/64 1/16 1/4 1 4 16 64
2. x = ½ 2. x ≤ 2
3. x = -4 3. x ≤ -2
Prepared:
VILMA B. PANELA
Mathematics SHS – Master Teacher I
GENERAL MATHEMATICS
Finding the Domain and Range, Intercepts, Zeroes, and Asymptotes of an
Exponential Function; and, Solving Problems Involving Exponential Functions,
Equations, and Inequalities
Name: _____________________________ Q1-Wk6-LC-3-5
Section: ____________________________ Date: _______________
The domain of a function is the set of input that are used for the independent
variable. The range of a function is the set of output for the dependent variable.
Let f(x) = 𝑎 ∙ 𝑏𝑃(𝑥) + ℎ be an exponential function where 𝑃(𝑥) is linear. Then,
Domain of the function is ℝ
Range of the function = (h, +∞) , if a > 0
(-∞, h) , if a < 0
Properties of Exponential Functions
1. The domain is the set of all real numbers.
2. The range is the set of all positive real numbers.
3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The y-intercept is 1. There is no x-intercept.
5. The horizontal asymptote is the line y = h ( or the x-axis). There is no vertical
asymptote.
6. The function is increasing if b > 1, and is decreasing if 0 < b < 1.
59
7.
Example 1. Let f(x) = 22x. Find the domain and the range of f.
Solution: Look at the graph of the function f(x) = 2 2x.
The function is defined for all real numbers. So, the domain of the function is
a set of real numbers. As 𝑥 extends to approach positive infinity (+∞), the value of
the function also extends to +∞, and as 𝑥 extends to approach negative infinity (−∞),
the function approaches the x-axis but never touches it. Therefore, the range of the
function is a set of real positive numbers greater than 0 or {𝑦|𝑦 𝜖 ℝ, 𝑦 > 0 }.Thus, the
domain and range of the given function is given below and can be written as:
Domain Range
Set Notation {𝑥|𝑥 ∈ ℝ } {𝑦|𝑦 𝜖 ℝ, 𝑦 > 0 }
Interval Notation (−∞, +∞) (0, +∞)
Since b > 1, the function f(x) = 22x is increasing.

Example 2. Let f(x) = 32x – 1. Find the domain and the range of f.
Solution:
The domain of the function is the set of all real numbers, and in the given
function you may observe that 𝑎 > 0 (𝑎 = 1 𝑎𝑛𝑑 𝑏 = 3) and ℎ = −1, hence the range
of the function is equal to (ℎ, +∞).
Domain Range
Set Notation {𝑥|𝑥 ∈ ℝ } {𝑦|𝑦 𝜖 ℝ, 𝑦 > −1 }
Interval Notation (−∞, +∞) (−1, +∞)
 Determines the Intercepts, Zeroes, and Asymptotes of an Exponential

Function.
Recall that the x-intercept of a function is the point (x,y) such that the value
of y=0, implies that the graph of the function crosses the x-axis. The x-intercept of a
function is also the zeroes of the function. The y-intercept of a function is the point
(x,y) such that the value of x=0, implies that the graph of the function crosses the y-
axis. The y-intercept of an exponential function is 1. There is no x-intercept.
Asymptotes are lines that the graph of a function approaches but never
touches. The horizontal of an exponential function asymptote is the line y = 0 ( or the
60
x-axis). There is no vertical asymptote.
Example 1. Let f(x) = 32x . Find the intercepts, zeroes and asymptotes of the function.
Solution:
In the basic properties of exponential function, the y -intercept is 1.
y-intercept : ( 0,1) ; no x-intercept
x-intercept is the same as zeroes, then there is also no zeroes
Horizontal Asymptote : y = 0 ; no vertical asymptote
(0,1)
y=0
Since b > 1, the function f(x) = 32x is increasing.
Example 2. Let f(x) =32x -1. Find the intercepts, zeroes and asymptotes of the
function.
For this particular function, a =1, b = 3, P(x) =2x, h = -1
To determine the y-intercept, we set x = 0
y = 32(0) -1
y = 30 -1
We know that in the laws of exponent, a0 =1

y= 1–3
y = -2
y -intercept is (0, - 2)
To determine the x-intercept, we set y = 0

0 = 32x -1
1 = 32x
Rewrite 1 as 30 so each side has the same base
30 = 32x
0 = 2x
x=0
The x-intercept of the function y is (0,0) which is also the zero of the function.
The Horizontal Asymptote of the function is y = h
Since h = -1, then the Horizontal Asymptote is y = -1
61
y = -1
 Solving Problems Involving Exponential functions, Exponential Equations,

and Exponential Inequalities.
Example 1. Suppose you invested Php 200,000.00 in ABC Company that offers 7 %
interest compounded annually. How much will be your investment be
worth at the end of 10 years? Does your money double at the end of 10
years?
Solution:
Use the formula for compounded interest: A = P(1 + r ) t
Where:
P = P 200, 000
r = 7% or 0.07
t = 10 years
A = Php 200,000.00 ( 1 + .07 )10
A = Php 200,000.00 ( 1.07) 10

A = Php 393,430.27
Hence, the amount of investment after 10 years is Php 393,430.27. The money did
not double after 10 years (Though, it is close to Php 400,000)
Example 2. In 2010 the population of schoolchildren in a city was 90,000. This

population decreases at a rate of 5% each year. What will be the population of
school children in year 2023?
Solution:
Given:
Population in 2010 = 90,000
Decrease Rate = 5% or 0.05
We want the population after 13 years.
Now, let:
62
t= 13, since 2010 (in years) =
y= population of school children
Then, the formula that can be used based on the given information is:
y = 90000⋅(0.95)t, where t is the number of years since 2010
Substituting the t = 13, we have:

y = 90000⋅(0.95)13
y = 46, 200.79 or 46, 201 schoolchildren.
Therefore, there will be just 46, 201 schoolchildren in 2023.
1. Fnds the domain and range of an exponential function. (M11GM-If-3)

2. Determines the intercepts, zeroes, and asymptotes of an exponential function.
(M11GM-If-4)
3. Solves problems involving exponential functions, equations, and inequalities.
(M11GM-Ig-2)
Activity 1. Determine the trend of the following function. On the line provided after
each item, write increasing or decreasing function.
1. f(x) = 35x ________________
2. f(x) = 4 (3 x +2) ________________
3. f(x) = -5 2x ________________
4. f(x) = (2-3) 5x -1 ________________
2
5. f(x) = ( ) 2x ________________
5
Activity 2. Find the zeroes of each exponential function.
1. f(x) = -3x _________________
x+2
2. f(x) = 3 – 9 _________________
3. f(x) = 22x – 2 _________________
4. f(x) = 165+x- 4 _________________
x 1
5. f(x) = 81 4 - _________________
27
Activity 3. Determine the domain, range , y-intercept, horizontal asymptote, and
sketch the graph for each of the following functions.
1. f(x) = 3 (2x)
Domain: _________________
Range: __________________
y-intercept:________________
Horizontal Asymptote:________
63
2. f(x) = 3 x – 1
Domain: ____________________
Range: ____________________
y-intercept: ________________
Horizontal Asymptote: ________
Activity 4. Solve the following problems with complete solutions.
1. At time t = 0, 480 grams of an isotope with a half-life of 30 hours is present.

How much time will have elapsed when only 15 grams remain?
2. A population starts with 1 000 individuals and triples every 80 years. What is
the size of the population after 100 years?
References:
Books:
Aoanan, Grace, Ma. Lourdes Plarizan, Beverly Regidor, and Lolly Jean Simbulas
.General Mathematics: For Senior High School ( Quezon City: C & E Publishing
Inc., 2016 )
Dimasuay, Lynie, Jeric Alcala, and Palacio Jane . General Mathematics ( Quezon
City: C & E Publishing Inc., 2016)
Orines, Fernando B. Next Century Mathematics : General Mathematics ( Quezon
City: Phoenix Publishing House,Inc., 2016 )
General Mathematics Learner’s Material First Edition 2016. Department of
Education.
General Mathematics Alternative Delivery Mode First Edition, 2020. Department of
Education.
Websites:
Domain and Range of Exponential Functions. Accessed on August 26, 2020.
https://cosenzaassociates.com/wp-content/uploads/2020/03/A.9A-Domain-and-
Range-of-Exponential-Functions.pdf
Module1.Exponential Functions. Accessed on August 26, 2020.
https://www.slideshare.net/dionesioable/module1-exponential-functions.
Graph of Exponential Functions. Accessed on August 26, 2020.
https://courses.lumenlearning.com/wmopen-collegealgebra/chapter/introduction-
graphs-of-exponential-functions/
64
Application of Exponential Functions. Accessed on August 26, 2020.
https://www.ck12.org/book/ck-12-algebra-i-second-edition/section/8.7/
Answer Key
Activity 1 Activity 2
1. Increasing 1. No zeroes
2. Increasing 2. 0
3. Decreasing 3. 1/2
4. Decreasing 4. -9/2
5. Decreasing 5. -3
Activity 3
1.D :(-∞,+∞) 2. D :(-∞, +∞)
R: (0,+∞) R: (0,+∞)
y-int: (0,1) y-int: (0,1/2)
H.A:.y=0 HA:y=0
Activity 4
1.150 2. 3948
Prepared:
VILMA B. PANELA
GENERAL MATHEMATICS
Logarithmic Functions
Name: _____________________________ Q1-Wk7-LC-1
Section: ____________________________ Date:
_______________
Every exponential function is a one-to-one function and therefore has an inverse.
The inverse of exponential function is logarithmic function. If x > 0 and b is a
positive constant, b ≠ 0, then y=log b x if and only if b y =x , the function is read “the
logarithm (or log) base b of x”.
The logarithmic and exponential forms are equivalent equations. We can change
from one form to another and vice -versa.
65
Logarithmic Form Exponential Form
log 2 32=5 25=32
log 5 1=0 50 =1
1 1
log 6 =−1 6−1=
6 6
log 9 729=3 93 =729
log 5 5=1 51=5
−4
log 1 16=−4 1
2 ( ) =16
2
1 1 1
log 5 =
√5 2 ( √15 ) =52
Properties of Logarithm
If b, M and N are positive real numbers (b ≠ 1), and p is any real number.
1. log b b=1 because b 1=b
2. log b 1=0 because b 0=1
3. log b b p= p because b p=b p
4. log b ( MN )=log b M +log b N Product Property
5. log b ( MN )=log M −log N

b b Quotient Property
p
6. log b ( M ) = p log b M Power Property
7. log b M =log b M=N One-to-one Property
Common Logarithm
These are logarithms with base 10. It is denoted by omitting the base.
log x=¿ log10 x ¿
Natural Logarithm
These are logarithms with base of e . It is denoted by
ln x=¿ log e x ¿
66
Example 1: Evaluate each logarithm.
1. log 4 64
Solution:
log 4 64=x - Equate the given to x
4 x =64 - Change to exponential form
4 x =4 3 - Factor
x=3 - Equality of Exponent Theorem (If the bases are the
same,
then the exponents must be equal).
2. log 100
Solution:
log 100=x - Equate the given to x
log 10 100=x - Common Logarithm
x
10 =100 - Change to exponential form
x 2
10 =10 - Factor
same,
1
3. log 5
125
Solution:
1
log 5 =x - Equate the given to x
125
1
5 x= - Change to exponential form
125
1
5 x= 3 - Factor
5
5 x =5−3 - Negative Exponent Law
same,
Example 2: Use the properties of logarithm to expand the following.
1. log b ( xy 5 )
Solution:
5
log b ( xy 2 ) = log b x + log b y - Product Property
= log b x +¿ 5 log b y - Power Property
2
x y
2. log b ( √)z 5
Solution:
x2 √ y
log b ( )
z5
= log b x 2 √ y−log b z5 - Quotient Property
67
= log b x 2+ ¿ log b √ y−¿ log b z 5 - Product Property
1
= 2 log b x+ log b y −5 log b z - Power Property
2
Example 3: Use the properties of logarithm to condense the following.

1. log 2+log 3
Solution: log 2+log 3 = log 2(3) - Product Property
= log 6 - Simplify
2. ln 5+3 ln x
Solution: ln 5+3 ln x = ln 5+¿ ln x 3 ¿ - Power Property
3
= ln 5 x - Product Property
Example 4: Use a calculator to evaluate the expression, round to four decimal

places.
4
1. log 2 = 0.3010 3. log
5 ()
= - 0.0969
2. log 1.25 = 0.0969 4. log 1.02 = 0.0086
Applications:
Some of the most common applications in real-life of logarithms are the:
1. Richter scale; 2. sound intensity and 3. pH level.
Earthquake Magnitude on a Richter Scale

2 E
The magnitude R of an earthquake is given by R= log 4.40
3 10
where E (in joules) is the energy released by the earthquake (the quantity 10 4.40
joules is the energy released by a very small reference earthquake).
Example 5: Suppose that an earthquake released approximately 10 12 joules of

energy.
(a) What is its magnitude on a Richter scale? (b) How much more energy does this
earthquake release than the reference earthquake?
Solution:
Given: E = 1012 joules
2 E
a. R= log 4.40 - write the formula
3 10
68
2 1012
¿ log 4.40 - substitute the given
3 10
2 bx
¿ log 1012−4.40
3
- apply the Quotient Law of exponents y =b
b (
x− y
)
2
¿ log 107.6 - apply Natural Logarithm ( log10 7.6=log 10 107.6 )
3
2
¿ log 10 107.6 - apply Property 3 (log b b p= p)
3
2
¿ (7.6) - simplify
3
R = 5.07 ≈ 5.1
10 12 7.6
b. This earthquake releases 4.40
=10
10
7.6
10 ≈ 39810717 times more energy than the reference earthquake
Sound Intensity
I
In acoustics, the decibel (dB) level of a sound is D=10 log
10−12
where I is the sound intensity in watts/m2 (the quantity 10-12watts/m2 is least
audible sound a human can hear).
Example 6: The decibel of sound in a quiet office is 10 -6 watts/m2. (a) What is the
corresponding sound intensity in decibels? (b) How much more intense is this sound
than the least audible sound a human can hear?
Given: I = 10-6 watts/m2
Solution:
I
a. D=10 log −12 - write the formula
10
10−6
¿ 10 log −12 - substitute the given
10
bx
−6−(−12)
¿ 10 log 10 - apply the Quotient Law of exponents y =b
b (x− y
)
¿ 10 log 106 - apply Natural Logarithm ( log10 6=log 10 106 )
¿ 10 log 106 - apply Property 3 (log b b p= p)
¿ 10(6) - simplify
D = 60 dB
10−6 6
b. This sound is −12
=10
10
6
10 =¿ 1 000 000 times more intense than the least audible sound a human
can hear.
69
Acidity and the pH scale
The pH level of a water-based solution is defined as pH = −¿log¿,
where ¿ is the concentration of hydrogen ions in moles per liter.
Solutions
with a pH of 7 are defined neutral; those with pH < 7 are acidic, and those
with pH > 7 are basic.
Example 7: A 1-liter solution contains 0.00001 moles of hydrogen ions. Find its pH
level.
Solution:
Given: ¿ = 0.00001 moles of hydrogen in 1 liter (or 10 -5 moles/liter)
pH = −¿log¿ - write the formula
¿−log [ 10−5 ] - substitute the given
−5 −5
¿−log 10−5 - apply Natural Logarithm ( log10 =log 10 10 )
¿−log 10 10−5 - apply Property 3 (log b b p= p)
¿−(−5) - simplify
pH = 5
Most Essential Learning Competency with Code:

Represents real-life situations using logarithmic functions. (M11GM-Ih-1).
Activity 1: Change the following from Logarithmic Form to Exponential Form, and vice
versa.
Logarithmic Form Exponential Form
log 7 49=2 1.
3
2. 6 =216
1
log 7 =−3 3.
343
4. 93 =729
Activity 2: Solve the following problems. Show your complete solutions. Use the
Rubrics below for checking the answers.
1. What is the magnitude in the Richter scale of an earthquake that released 10 14
joules of energy? How much more energy does this earthquake release than that
by the reference earthquake?
70
2. Suppose the intensity of sound of a jet during takeoff is 100 watts/m 2. What is the
corresponding sound intensity in decibels? How much more intense is this sound
than the least audible sound a human can hear?
Rubrics:
Criterion Full Marks Good No Marks
Provision of solutions Solutions are correctly Some solutions are No solution provided. (0
provided (3 Points) missing. (1 – 2 Points) Point)
Correctness of the Answer is correct.(2 Answer is partially There is no answer, or the

Answer Points) correct. (1 Point) answer is wrong. (0 Point)
References
Banigon Jr., Ricardo, Camilon, Maita and Manalo, Catalina. General Mathematics for
Senior High School (Quezon City: Educational Resources Corporation, 2016),
77- 96
Zorilla, Roland, Partible, Fe, Esller, Beda, Mendoza, Violeta, Bansa, Hazam, Apuyan
Eduardo. Mathematics of Investment (Malabon City: Mutya Publishing House,
Inc., 2011), 76-78.
Department of Education, General Mathematics Teacher’s Guide (Pasig City:
Lexicon Press Inc., 2016), 124 -132.
Department of Education, General Mathematics Learner’s Material (Pasig City:
Answer/key
Activity 1 Activity 2
1. 72 =49 1. R = 6.4
2. log 6 216=3 9.6
10 =¿ 3 981 071 706
−3 1
3.7 = 2. D = 140 dB
343
4. log 9 729=3 1014=¿ 100, 000, 000, 000, 000
Prepared:
71
Master Teacher I

Logarithmic Functions, Equations and Inequalities
Name: _____________________________ Q1-Wk7-LC-2-3

Section: ____________________________ Date:
_______________
What are the similarities and differences of the following?
A) log 3 ( x−2 )=5 B) ln x ≥ 9 C) y=−log 1 x

2
A, B, and C are all expressions with logarithms. A and B involve only one
variable, but C expresses a relationship between two variables. A and C involve an
equality, but B involves inequality.
The definitions of logarithmic equations, inequalities and functions are shown
below.
Logarithmic Logarithmic
Logarithmic Function
Equation Inequality
Function of the form
An equation involving An inequality
Definition f(x) = logbx (b > 0, b ≠
logarithms involving logarithms
1)
Example log x 2=4 2
ln x > ( ln x )
2
g ( x )=log 3 x
Example 1: Determine whether the given is a logarithmic function, a logarithmic

equation, a logarithmic inequality or neither.
a. g(x) = log 5 x (Logarithmic Function)
b. y = 2 log 4 x (Logarithmic Function)
72
c. log(4x) = - log(3x +5) (Logarithmic Equation)
d. xlog 2 ( x )−1>0 (Logarithmic Inequality)
e. logx(x – 3) = log 4 (Logarithmic Equation)
A logarithmic equation or inequality can be solved for all x values that satisfy
the equation or inequality. A logarithmic function expresses a relationship between
two variables (such as x and y), and can be represented by a table of values or a
graph.
Property of Logarithmic Equations

If b > 1 then logarithmic function y = log bx is increasing for all x. If 0 < b < 1,
then the logarithmic function y = logbx is decreasing for all x. This means that:
logbu =logbv if and only if u = v.
Example 2: Find the value of x in the following logarithmic equations.
a. log 4 ( 2 x )=log 4 10
Solution:
log 4 ( 2 x )=log 4 10
2x = 10 - One-to-one property
2x = 10 - divide both sides of the equation by 2
2 2
x=5
Check: 5 is a solution since log 4 ( 2 ⦁ 5 )=log 4 10 is defined.
b. log 3 ( 2 x −1 )=2
Solution:
log 3 ( 2 x −1 )=2
2x−1 = 32 - change into exponential form
2x −1 = 9 - add 1 to each side
2x = 10 - divide both sides by 2
2 2
x=5
Check: 5 is a solution since log 3 ( 2(5)−1 ) =log 3 9 is defined.
c. log x 16=2
73
Solution:
log x 16=2
x2 = 16 - change into exponential form
x2 – 16 = 0 - equate to 0
(x + 4)(x – 4) = 0 - factor using a2 – b2 = (a+ b)(a-b))
x = –4, 4 - however, - 4 is not a solution since log-4(16) is not
defined (the base cannot be negative)
d. log 2 [ ( x+ 1 )+ log 2 ( x−1 ) ]=3

Solution:
log 2 [ ( x+ 1 )+ log 2 ( x−1 ) ]=3
log 2 [ ( x+1 )( x−1 ) ] =3 - Product Property

( x +1 )( x−1 ) =23 - change into exponential form
x 2−1=9 - apply product of the sum and difference of two terms.
x 2−9=0 - equate to 0
( x +3 ) ( x −3 )=0 - factorization using a2–b2 = (a + b)(a– b)
x = -3, 3 - however, - 3 is not a solution since
log2(-3 + 1) =log2(-2) is not defined
e. log x 2=2
Solution:
log x 2=2
x 2=102 - change into exponential form ( common
logarithms)
x 2=100 - simplify
x 2−100=0 - equate to 0
( x +10 ) ( x −10 )=0 - factorization using a2 – b2 = (a + b)(a – b)
x = -10, 10
Check: Both are solutions since log(−10)2 and log(10)2 are defined.
Property of Logarithmic Inequalities

Given the logarithmic expression log b x ,
If 0 < b < 1, then x1 < x2 if and only if log b x 1 > log b x 2.
74
If b > 1, then x1 < x2 if and only if log b x 1 < log b x 2.
Example 3: Solve the following logarithmic inequalities.

a. log 3 x ≥ 5
Solution:
log 3 x ≥ 5
x ≥ 35 - convert the logarithm into exponential form
x ≥ 243 - evaluate the power
Hence, the solution is [243, +∞)
b. log 6 ( x+8) ≤2
Solution :
log 6 ( x+8) ≤2
x +8 ≤6 2 - convert the logarithm into exponential form
x +8 ≤36 - evaluate the power
x ≤ 28 - add −8 on both sides
The original inequality was log 6 ( x+8) ≤2 . Because only the

logarithm of a positive number can be found, the expression x + x > −8
8 must be greater than 0.
x > −8
Combine the solutions.
x ≤ 28
Hence, the solution is (−8, 28]
c. log 5 ( 3 x+2 )> log 5 (2 x +5)

Solution:
log 5 ( 3 x+2 )> log 5 (2 x +5)
3 x+ 2> 2 x +5 - the bases are the same so remove the logs from the inequality
x>3 - solve the inequality (3x−2 x < 5−2=x <3 ¿
Hence, the solution is (3 ,+∞ )
Most Essential Learning Competency with Code:

1. Distinguishes logarithmic function, logarithmic equation, and logarithmic
inequality.
(M11GM-Ih-2).
2. Solves logarithmic equations and inequalities ((M11GM-Ih-i-1).
75
Activity 1: Determine whether the given is a logarithmic function, a logarithmic
equation, a logarithmic inequality or neither.
1. log 3 ( 2 x −1 )> log 3 x +2 2. log 3 ( 2 x −1 )=2
3. h(x) = log 0.25 x 4. logx 2=2
Activity 2: Find the value of x in the following logarithmic equations.

1. log 5 ( x+ 8 )=3 2. log 2 x+ log 2 ( x−6 )=4
Activity 3: Solve the following logarithmic inequalities.

1. log 4 x ≥3 2. log 3 ( 2 x −1 )> log 3 ( x +2 )
References
Banigon Jr., Ricardo, Camilon, Maita and Manalo, Catalina. General Mathematics for
Senior High School (Quezon City: Educational Resources Corporation, 2016),
77- 96
Zorilla, Roland, Partible, Fe, Esller, Beda, Mendoza, Violeta, Bansa, Hazam, Apuyan
Eduardo. Mathematics of Investment (Malabon City: Mutya Publishing House,
Inc., 2011), 76-78.
Department of Education, General Mathematics Teacher’s Guide (Pasig City:
Department of Education, General Mathematics Learner’s Material (Pasig City:
Lexicon Press Inc., 2016), 103, 111-115.
Orlando A. Oronce, General Mathematics (Manila: Rex Book Store, Inc., 2016) 175-
184
Answer/Key
1. Logarithmic Inequality 1. x = 117 1. [64, +∞)
2. Logarithmic Equation 2. x = 8, -2 2. (3, +∞)
15
3. Logarithmic Function 3. x=
4
4. Logarithmic Equation
76
Prepared:

Master Teacher I
GENERAL MATHEMATICS
GRAPHING LOGARITHMIC FUNCTIONS
Name: _____________________________ Q1-Wk8-LC1-3
Section: ____________________________ Date:
_______________
The logarithmic function y=logbx is the inverse function of the exponential
function y=bx.
Remember that the inverse of a function is obtained by switching the x and y coordinates.
This reflects the graph about the line y=x.
Logarithmic function can be presented in three ways: (a) table of values, (b) graph,
and (c) equation. Table of values can be used to graph logarithmic function.
Steps in graphing logarithmic function using table of values are as follows:

1. Write the function f(x) =logbx to y=logbx.
2. Convert the function y=logbx in exponential form x =by , Solve for x.
3. Assign values in y to get the values in x. Construct the table of values.
4. Plot the points.
Example 1. Sketch the graph of the function f(x) = log3 x.

Solution:
Step 1. f(x) = log3 x
y = log3 x change f(x) to y
x = 3y convert in exponential form
Step 2. Assign values in y to get the values in x.
77
x = 3y
when y = -3 when y = -1 when y = 1 when y = 3
x = 3 -3 x = 3 -1 x = 31 x = 33
1 1
x= x= x=3 x = 27
27 3
when y = -2 when y = 0 when y = 2

x = 3 -2 x = 30 x = 32
1
x= x= 1 x=9
9
Step 3: Construct the table and graph the function
x 1/27 1/9 1/3 1 3 9 27

f(x) = log3 x -3 -2 -1 0 1 2 3
f(x) = log3 x
Example 2. Sketch the graph of the function f(x) = 3log2 x.

Solution :
Step 1. f(x) = 3log2 x
y = 3log2 x change f(x) to y
y = log2 x3 power property of logarithm
x3 = 2y convert in exponential form
y
x = 23 multiply both power of the equation by 1/3 and solve for x.

y
x = 23
when y = -6 when y = -3 when y = 0 when y = 3 when y = 6
−6 −3 0 3 6
x=2 3 x=2 3 x=2 3 x=2 3 x = 23
x = 2−2 x = 2−1 x = 20 x = 21 x = 22
x=¼ x=½ x=1 x=2 x=4
78
X 1/4 1/2 1 2 4
f(x) = 3log2 x -6 -3 0 3 6
Example 3. Sketch the graph of the function y = log2 ( x + 2 ).

Solution :
Step 1. y = log2 ( x + 2 )
x + 2 = 2y convert in exponential form
x = 2y -2 add -2 to both sides of the equation and solve for x.

x = 2y -2
x -1 7/8 -1 3/4 -1 1/2 -1 0 2 6

y = log2 ( x + 2 ) -3 -2 1 0 1 2 3
 Properties of Logarithmic Function

Let f(x) = logb x
1.The function is a one-to-one function.
79
2.The domain of f(x) is { xlx > 0}.
3.The range of f(x) is { f(x) l f(x)  ℝ }.
4. The x-intercept is 1.the graph passes through the point (1,0). No y-intercept.
5. The graph is asymptotic to the y-axis, x=0.
6.As x increases, f(x) increases. The function is an increasing function.
7. In addition, f(b)=logb b=1 and so (b,1) is a point on the graph no matter what
the base is.
 Domain and Range of Logarithmic Functions

Domain refers to the set of values that will serve as the input values. Therefore, when
finding the domain of a logarithmic function, it is important to remember that the domain
consists only of positive real numbers. That is, the value you are applying the logarithmic
function to, also known as the argument of the logarithmic function, must be greater than
zero.
Range refers to the set of values that are dependent to the stated function.
Therefore, the range of the given function is set of all real numbers, (-∞,+∞) .
Example 4. Consider the function f(x)=log4 (2x−3). Find the domain and range.
Solution:
2x – 3 > 0 show the argument greater than 0
2x > 3 add 3 to both sides
3
x> divide 2
2
Therefore:
3
Domain of f(x)=log4 (2x-3) is ( , +∞ ).
2
Range of f(x)=log4 (2x-3) is (-∞,+∞) .
Example 5. Consider the function f(x) = log3 x + 2. Find the domain and range.
Solution:
x>0 show the argument greater than 0
Therefore:
Domain of f(x) = log3 x + 2 is (0,+∞) .
Range of f(x) = log3 x + 2 is (-∞,+∞) .
Example 6. Consider the function f(x) =log5 (x + 4). Find the domain and range.
Solution:
x+4>0 show the argument greater than 0
x > -4 add -4 to both sides
80
Therefore:
Domain of f(x)= log5 (x + 4) is ( −4 , +∞ ).
Range of f(x)= log5 (x + 4) is (-∞,+∞) .
 Intercepts, and Zeroes of Logarithmic Functions

An intercept is where a function crosses the x or y-axis. x- intercept is the point on the
curve that passes the x-axis. They are also called roots, solutions, and zeroes of a function.
They are found algebraically by setting y=0 and solving for x. The zero of a function is the x-
value that makes the function equal to 0, that is, 𝑓(𝑥) =0.
Example 7. Find the x-intercept, and zero of the function f(x) =log2 (x + 4).
Solution:
To find the x-intercept, we let y=0 then solve for x.
f(x) =log2 (x + 4)
y = log2 (x + 4) change f(x) to y
x + 4 = 2y change from logarithmic to exponential function.
x = 2y – 4 add – 4 to both sides
x = 20 – 4 set y = 0
x = 1–4 simplify
x = -3
Therefore, the x-intercept is (-3,0) and the zero of the function is -3.
Example 2. Find the x-intercept, and zero of the function f(x) =log 1 x - 2.
5
Solution:
To find the x-intercept, we let y=0 then solve for x.
f(x) =log 1 x -2
5
y = log 1 x -2 change f(x) to y

5
y + 2= log 1 x add 2 to both sides

5
81
1 y+2
x = ( ) change from logarithmic to exponential function.
5
1
x = ( )0 +2 set y = 0
5
1
x = ( )2 simplify
5
x = 1/25
Therefore, the x-intercept is (1/25,0) and the zero of the function is 1/25.
 Asymptote of Logarithmic Functions

An asymptote is a line that becomes closer and closer to the curve but never touches. A
logarithmic function will have a vertical asymptote precisely where its argument (i.e. the
quantity inside the parentheses) is equal to zero. In the case of logarithmic functions, only
the vertical asymptote is present.
Example 8. Find the vertical asymptote of the function f(x) =log3 (x + 2).
Solution:
x+2 =0 set the argument equal to zero
x = -2
Therefore, the vertical asymptote is the line x = -2.
Example 2. Find the vertical asymptote of the function of 𝑓(𝑥) = log (𝑥 - 3) + 2 .

Solution:
x-3 =0 set the argument equal to zero
x=3
Therefore, the vertical asymptote is the line x = 3.
Example 3. Sketch the graph of f(x) = log2 (x +1).

Solution:
From the previous discussion, we get the:
82
Domain : ( -1, +∞)
Range : ( -∞, +∞)
x-intercept : (0, 0 )
Verical Asymptote : x = -1
Zero : 0
Learning Competency with Code
1. Represents a logarithmic function through its: (a) table of values, (b) graph, and (c)
equation. (M11GM-Ii-2)
2. Finds the domain and range of a logarithmic function. (M11GM-Ii-3)
3. Determines the intercepts, zeroes, and asymptotes of logarithmic functions. (M11GM-Ii-4)
Activity 1. Complete the table for each of the following logarithmic function.
1.
x
y= log4 x -3 -2 1. 0 1 2 3
2.
x
y= 4log2 x -12 -8 -4 0 4 8 12
Activity 2. Find the domain and range for each of the following logarithmic function.
1. f(x) = log4 (2x) Domain:____________ Range:_____________
2. f(x) = log2 (3x - 1) Domain:____________ Range:_____________
Activity 3. Find the x-intercept, vertical Asymptote and zero for each of the following
logarithmic functions.
1. f(x) = log2 (5x) x-int:____________ V.A.:_____________ Zero:__________
2. f(x) = log2(x) - 3 x-int:____________ V.A.:_____________

Zero:__________
83
Activity 4. For each of the following logarithmic functions, determine a) domain, b) range, c)
x-intercept, d) vertical asymptote, e) zero/es and f) sketch the graph.
1. f(x) = log4 (5x)

Domain: _____________ Range: _____________x-intercept: _____________
Vertical Asymptote: ________________ Zero/es: _______________
Graph:
References
Aoanan, Grace, Ma. Lourdes Plarizan, Beverly Regidor, and Lolly Jean Simbulas .General
Mathematics: For Senior High School ( Quezon City: C & E Publishing Inc., 2016 )
Dimasuay, Lynie, Jeric Alcala, and Palacio Jane . General Mathematics ( Quezon City: C &
E Publishing Inc., 2016)
Orines, Fernando B. Next Century Mathematics : General Mathematics ( Quezon City:
Phoenix Publishing House,Inc., 2016 )
General Mathematics Learner’s Material First Edition 2016. Department of Education.
General Mathematics Alternative Delivery Mode First Edition, 2020. Department of
Education.
“Graphs of Logarithmic function”. Accessed on August 28, 2020
https://courses.lumenlearning.com/wmopen-collegealgebra/chapter/introduction-graphs-of-
logarithmic-functions/
“Graphing Logarithmic Function”. Accessed on August 28, 2020.

https://www.varsitytutors.com/hotmath/hotmath_help/topics/graphing-logarithmic-
functions6
“Logarithmic function”. Accessed on August 28, 2020.
https://saylordotorg.github.io/text_intermediate-algebra/s10-03-logarithmic-functions-and-
thei.html#:~:text=Logarithmic%20functions%20with%20definitions%20of,is%20(1%2C0).
“Logarithmic functions”. Accessed on August 29, 2020.
https://saylordotorg.github.io/text_intermediate-algebra/s10-03-logarithmic-functions-and-
thei.html.
84
Answer Key.

1. D: (0,+∞), R: (-∞,+∞)
1. 1/64 1/16 1 /4 1 4 16 64 1. (1/5,0) ; x=0 ; 1/5
2. D: (1/3,+∞), R: (-∞,+∞)
2. (8,0) ; x=0; 8
2. 1/8 1 /4 1 /2 1 2 4 8
Activity 4.
1. a) (0,∞)
b) (-∞,∞)
c) (1/5,0)
d) x=0
e) 1/5
Prepared:
VILMA B. PANELA
GENERAL MATHEMATICS
Solving Word Problems Involving Logarithmic Functions,
Equations and Inequalities
Name: _____________________________ Q1-Wk8-LC4

Section: ____________________________ Date: _______________
Key concepts and skills on logarithms and its properties are important in solving
different worded problems involving logarithmic functions, equations and inequalities.
Consider the following examples.
Example 1. (Compound Interest) How many years will it take for Php13 000.00 to
become Php 20 000.00 if it is invested at 8% compounded quarterly?
Solution:
nt
r
Using the Formula: A=P 1+ ( ) n
where: A = Final amount = Php20 000
P = Principal amount = Php13 000
r = rate = 8% or 0.08
n = number of times the interest is paid in a year = 4
t = time in years = ?
Solution:
85
nt
r
( )
A=P 1+
n
- write the formula
4t
0.08
20 000=13 000 1+ ( 4 ) - substitute the given
20 000=13 000 ( 1+0.02 )4 t - simplify

4t
20 000=13 000 ( 1.02 )
4t
20 000 13 000(1.02)
= −divide both sides of the equationby 13
13 000 13 000
1.54 = (1.02)4t
log 1.54 = log 1.024t - One-to-one Property
log 1.54 = 4t log 1.02 - Quotient Property
log 1.54 4 t log 1.02
= −simplify by dividing both sides by log 1.02
log 1.02 log 1.02
21.80 = 4t
−log 1.02=log 10 1.02(common logarithms)
21.80 = 4t
4 4
5.45 = t
Thus, it will take 5.45 years for P13 000.00 to become P20 000.00.
Example 2: The number of ants in a nest doubles every 30 days. If there are 600
ants, about how long will it take for their number to grow to 9 600? (Write
your final answer in months).
Solution:
t
Using the Formula: y= y ( 1+ r) T
0
where: y=¿ final value = 9 600

y 0=¿ initial value = 600
r =¿ rate (100% or 1, used when the growth doubles)
T =¿ frequency of growth = 30 days
t=¿time frame = ?
t
y= y 0( 1+ r) T
t
9 600 ¿ 600(1+1) 30 - substitute the formula by the given
t
9 600 ¿ 600(2) 30 - simplify following PEMDAS principle
t
9 600 600(2) 30 - divide both sides by 600
=
600 600
t
16=2 30 - simplify
t
ln 16=ln 2 30 - apply one-to-one property
86
t
ln 16=¿ ln 2 ¿ - apply Quotient Property
30
ln 16 t ln 2
= - divide both sides by ln 2
ln 2 30 ln 2
ln 16 t
= - simplify
ln 2 30
ln16 t
30 ( =
ln2 30
30) - multiply both sides by 30
ln 16
t ¿ 30 - simplify
ln 2
ln 16
t=¿120 - using calculator, evaluate 30
ln 2
Hence, it will take 120 days or 4 months for 600 ants to grow to 9 600.
Example 3. (Population Growth) A certain town has a population of 16 400 in 1990

and 20 200 in 2000. When will the 1990 population be doubled?
Solution:
Using the Formula: P=P 0 e rt
where: P=¿ total population after t years = 20 200
P0=¿ starting population = 16 400
e=¿Euler number (e ≅ 2.71828)
r =¿rate of growth
t=time = 10
Solving for r.
P=P 0 e rt
20 200=16 400 e10 r −¿ substitute the formula by the given
20 200 16 400 e 10r

= −divide both sides by 16 400
16 400 16 400
1.23=e10 r −simplify
ln 1.23=ln e 10r −¿ apply one-to-one property

ln 1.23=10r −apply ln e x =x
ln 1.23 10 r
= −divide both sides 10
10 10
ln 1.23
=r
10
r =0.0207
87
Now solving for t , the time when the population on 1990 be doubled,
Given:
P0=16 400
P=32 800(16 400 x 2 ; doubled )
r =0.0207
Solution:
P=P 0 e rt
32 800=16 400 e0.0207 t −¿ substitute the formula by the given
32 800 16 400 e 0.0207t

= −divide both sides by 16 400
16 400 16 400
2=e0.0207 t −¿ simplify
ln 2=ln e 0.0207t −apply one−¿−one property

ln 2=0.0207 t −apply ln e x =x
ln 2 0.0207 t
= −divide both sides by 0.02 07
0.0207 0.0207
ln2
=t
0.0207
t ≈ 33
Hence, the population will double by the year 2023 (1990 + 33).
Solves word problems involving logarithmic functions, equations and inequalities

(M11GM-Ij-2).
Activity: Solve the following problems. Show your complete solutions. Use the
rubrics for checking the answers. 5 points each.
1. How long will it take P1 000.00 to triple itself if it is earning interest at 6%
compounded semi-annually?
2. A culture of bacteria starts at 2 000 and doubles every 80 minutes. How long
will it take the number of bacteria to reach 10 000?
References
88
Banigon Jr., Ricardo, Camilon, Maita and Manalo, Catalina. General Mathematics for Senior High
School (Quezon City: Educational Resources Corporation, 2016), 95-97
Department of Education, General Mathematics Teacher’s Guide (Pasig City: Lexicon Press Inc.,
2016), 140 -141.
Department of Education, General Mathematics Teacher’s Guide (Pasig City: Lexicon Press Inc.,
2016), 117 -119.
Zorilla, Roland, Partible, Fe, Esller, Beda, Mendoza, Violeta, Bansa, Hazam, Apuyan Eduardo.
Mathematics of Investment (Malabon City: Mutya Publishing House, Inc., 2011), 76-78.
Rubrics:
Criterion Full Marks Good No Marks
Provision of Solutions are Some solutions No solution
solutions correctly provided are missing. provided
(3 Points) (1 – 2 Points) (0 Point)
Correctness of the Answer is correct. Answer is partially There is no
Answer (2 Points) correct. answer, or the
(1 Point) answer is wrong.
(0 Point)
Answer/key
1. 18.58 years
2. 186 minutes
Prepared:

Master Teacher I
89

GenMath Q1 Week1 8

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How are functions used to model real-life situations?

How are functions used to model real-life situations?

What is a piecewise function?

What is a piecewise function?

11

Name: _____________________________ Q1-Wk1-LC-1

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

x + 2y = 100 or y = (100 – x)/2 = 50 – 0.5x.

Thus, A(x) = x(50 – 0.5x) = 50x – 0.5x2

In many real-life problems, however, functions are represented by a combination of

Learning Competency with code:

Represents real-life situations using functions, including piecewise functions. (M11GM-

1. P550 1. S(n) = 600n

3. a. f(7) = 500; b. f(11) = 900; c. f(18) = 1,020

Mathematics SHS – Teacher II

Name: _____________________________ Q1-Wk1-LC-2

Or simply, to evaluate a function is to replace (substitute) variables with a

Example 1. Evaluate the following functions at x = 2:

a) Find g(4) given the function,

Example 3. Evaluating can also mean replacing with an expression

(such as x+2 or a2+a+4)

a) 𝑓(𝑥) = 2𝑥2 + 4𝑥 − 3 , find 𝑓(2𝑎 + 3).

Solution: (Be careful – more algebra work is needed here.)

𝑓(2𝑎 + 3) = 2(4𝑎2 + 12𝑎 + 9) + 8𝑎 + 12 − 3

𝑓(2𝑎 + 3) = 8𝑎2 + 24𝑎 + 18 + 8𝑎 + 12 − 3

𝑓(2𝑎 + 3) = 8𝑎2 + 32𝑎 + 27

𝑞(2𝑥 + 3) = (4𝑥2 + 12𝑥 + 8) − 4𝑥 − 6 + 2

𝑞(2𝑥 + 3) = 4𝑥2 + 12𝑥 + 8 − 4𝑥 − 6 + 2

Price per T-shirt

𝑝(500) = 640 − 0.2(500) 𝑝(900) = 640 − 0.2(900)

𝑝(500) = 640 − 100 𝑝(900) = 640 − 180

𝑝(500) = 540 𝑝(900) = 460

Fill-up the table with values.

Target number of 500 900 1300 1700 2100 2500

Price per T-shirt ₱ 540 ₱ 460 ₱ 380 ₱ 300 ₱ 220 ₱ 140

Learning Competency with code:

Evaluates a Function (M11GM-Ia-2).

A. Evaluate the following functions at x=3

1. 𝑓(𝑥) = 𝑥 − 3 Answer: __________________

B. If f(x) = x + 8, evaluate each

1. 𝑓(4) Answer: __________________

B. Given 𝑓(𝑥) = 𝑥2 − 4𝑥 + 4. Solve for

a) 𝑓(3) Answer: __________________

Mathematics SHS – Teacher II

Name: _____________________________ Q1-Wk1-LC-3

One important concept of operations on functions is that it results in another

(a.) Sum: (g + h)(x) = g (x) + h(x)

Given: g(x) = x2 – 1 ; h(x) = x + 1 Find:

a.) g + h b.) g - h c.) g • h d.) g/h

a. (g o f) = g ( f(x) ) = 2 ( f(x) + 1 ) -Substitute f (x) for x in g.

b. ( f o g ) = f ( g(x)) = (g( x2) – 3( g(x))

Learning Competency with Code:

Performs addition, subtraction, multiplication, division, and composition of

Activity I. Show your complete solutions.

Activity II. Show your complete solutions.

Given the functions: f (x) = x + 3; p(x) = 2x − 7, v(x) = x2 + 5x + 4; g(x) = x2 + 2x − 8,

Determine the following functions:

Activity III. Show your complete solutions.

T H E