General Mathematics

Quarter 1 – Module 4
One-to-one Function and
Its Inverse

Compiled and Repackaged by:

EDWIN V. TANGONAN
Teacher III

JAMIEFEL P. PUNGTILAN
Teacher III
Schools Division of the City of Batac

SDCB_Q1_GeneralMathematics11_Module4
General Mathematics
Compiled and Repackaged Module
Quarter 1 - Module 4: One-to-one Function and Its Inverse
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.

Borrowed materials (i.e., songs, poems, pictures, photos, brand names,

trademarks, etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Compilers: Edwin V. Tangonan Jamiefel P. Pungtilan

Editors: Nemalyn M. Ulep Alexander L. Lino, EdD

Reviewers: Eldefonso B. Natividad, Jr., Phd Blessilda B. Antiporda

Sher-Amie Grace R. Macoco Whellalyn Duldulao

Lay-out Artist: Wiljim G. Galimba

Cover Art Artist: Clarence C. Manarpaac

Management Team: Joel B. Lopez, EdD, CESO V

Annie D. Pagdilao, EdD
Marilou B. Sales, EdD
Eldefonso B. Natividad, Jr., PhD
Aubrhey Marie R. Oasay, PhD

Printed by the Schools Division of the City of Batac

Office Address: 16-S, Quiling Sur, City of Batac,

2906 Ilocos Norte, Philippines
Telephone No: (077) 677-1993
Website: www.csdbatac.com
E-mail Address: s [email protected]

SDCB_Q1_GeneralMathematics11_Module4
Introductory Message
For the facilitator:
This module was collaboratively compiled, repackaged and reviewed by
educators of the Department of Education Schools Division of the City of Batac to
assist you, the teacher or facilitator in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
Particularly, this module hopes to engage the learners into guided and
independent fun-filled learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills and the four
livelihood skills for survival – the 4As (Agtagibalay, Agtaraken, Agmula, Agliwliwa),
which are considered very vital in surviving any crisis.
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

SDCB_Q1_GeneralMathematics11_Module4
1
For the learner:
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

SDCB_Q1_GeneralMathematics11_Module4
2
 What I Need to Know

In Module 1, you learned about functions and relations. You were able to identify
what a function is and a function is not. In this module, you will learn the definition of one-
to-one function, know its properties and apply the horizontal line test.

After studying this module, you should be able to:

1. represent real-life situations using one-to-one functions(M11GM-Id-1);
2. determine the inverse of a one-to-one function(M11GM-Id-2);
3. represent an inverse function through its: (a) table of values, and
(b) graph(M11GM-Id-3); and
4. find the domain and range of an inverse function (M11GM-Id-4).

SDCB_Q1_GeneralMathematics11_Module4
3
 What I Know

Before you start studying this module, find out first how well you know the topics to
be discussed by taking the following test.

Activity 1.

I. MULTIPLE CHOICE.
Directions. Read each question/statement then choose the letter of the best answer. Write
the letter of your choice on a separate sheet of paper.
1. It involves the association of an individual or object with another individual or object.
Which of the following terms best describe the statement?
A. Asymptote C. Mapping Diagram
B. Function D. Relation

2. Which of the following real-life situations is/are considered as relation?

I. mother and child.
II. teacher and students.
III. among animals and their young.
A. I only B. II and III C. III only D. I, II, and III

3. There can never be a y – value paired with two different x – values. What is described
in the statement?
A. Horizontal Asymptote C. Rational Function
B. One-to-one Function D. Vertical Asymptote

4. Which of the following real-life situations is NOT a one-to-one function?

A. School and its school ID
B. Cellular phone and its serial number
C. The relation pairing a taxpayer and his TIN
D. Customers and their choices of food in the restaurant

5. Which of the following is used to determine if a given graph is that of a one-to-one

function?
A. Horizontal Test C. Slump Test
B. Proctor Test D. Z - Test

6. Which of the following is NOT a property of inverse one-to-one function?

A. The inverse of 𝑓 is denoted by 𝑓 −1
B. The domain in 𝑓 is the domain of 𝑓 −1
C. The range in 𝑓 is the domain of 𝑓 −1
D. None of the above

SDCB_Q1_GeneralMathematics11_Module4
4
For item numbers. 7 – 10
𝑥−2
Given is the function 𝑓(𝑥) = .
2𝑥+3
7. Which of the following gives the function in the form y = f(x)?
𝑥−2
A. 𝑥 − 2 = 2𝑥 + 3 C. 𝑦 = 2𝑥+3
𝑥−2
B. 𝑦 = 𝑥 − 2 D. =0
2𝑥+3

8. Which of the following gives the interchanged x and y?

𝑦−2 𝑥−2
A. 𝑥 = C. 𝑦 ′′ = 2𝑥+3
2𝑦+3
𝑥−2
B. 𝑦 − 2 = 2𝑦 + 3 D. 𝑓(𝑥) = 2𝑥+3

9. Which of the following gives the value of y?

3𝑥+2
A. 𝑦 = (−3𝑥 − 2)(2𝑥 − 1) C. 𝑦 = −2𝑥+1
2𝑥−1 −3𝑥−2
B. 𝑦 = −3𝑥−2 D. 𝑦 = 2𝑥−1

10. After solving for the value of y in problem no. 9, how will you find its inverse function?
A. Replace y with 𝑓 −1 (𝑥)
B. Replace again y with 𝑓(𝑥)
C. Get the LCD of the function y
D. Solve for the second derivative of y

11. It refers to the set of all values that the variable f(x) can take.
A. Asymptote C. Range
B. Domain D. Zeroes

12. Which of the following terms refer to the lines in which the graph of the function
approaches but never intersects?
A. Asymptote C. Parabola
B. Ellipse D. Straight Line

13. Which of the following is NOT a procedure in solving the inverse of a one-to-one
function?
A. Solve for y in terms of x
B. Interchange the x and y variables
C. Write the function in the form y = f(x)
D. Get the least common denominator of the function.

14. Given the graph of a one-to-one function, the graph of its inverse can be obtained
by _ _.
A. Reflecting the graph about the line y = 1 𝑥
2

B. Reflecting the graph about the line y = 𝑥

C. Reflecting the graph about the line 𝑦
𝑥

SDCB_Q1_GeneralMathematics11_Module4
5
 D. Reflecting the graph about the line y + 𝑥

2𝑥
15. Which of the following is the inverse of the given function 𝑓(𝑥) = 𝑥−3?
−3𝑥 3𝑥
A. 𝑓 −1 (𝑥) = C. 𝑓 −1 (𝑥) =
𝑥+2 𝑥−2
𝑥−2 2𝑥
B. 𝑓 −1 (𝑥) = D. 𝑓 −1 (𝑥) = 𝑥−3
3𝑥

SDCB_Q1_GeneralMathematics11_Module4
6
 Lesson
One-to-one Functions
1
What Is It

Definition:
The function f is one-to-one if for any x1, x2 in the domain of f, then f(x1) ≠ f(x2).
That is, the same y-value is never paired with two different x-values.

In the Venn diagram below, function f is a one-to-one since not

two inputs have a common output.
f
2 1
0 -2
3 4
5 7

Figure 1. Venn Diagram of a One-to-One Function

In the Venn diagram below, function f is NOT a one-to-one since

the inputs -1 and 0 have the same output.
f
2 1
0 -2
3
5 7

Figure 2. Venn diagram of a function that is not a one-to-one

SDCB_Q1_GeneralMathematics11_Module4
7
In Examples 1-5, determine whether the given relation is a function. If it is a function,
determine whether it is one-to-one or not.

Example 1. The relation pairing an SSS member to his or her SSS number

The relationship can be illustrated using the mapping diagram below:

SSS
Member number
f
Jona 1800 10 221 4323

Marie 1506 32 141 4425

Lee 1350 14 121 3333

Noah 3840 16 251 1333

Solution. Each SSS member is assigned to a unique SSS number. Thus, the
relation is a function. Further, two different members cannot be assigned the same
SSS number. Thus, the function is one-to-one.

Example 2. The relation pairing a real number to its square.

The relationship can be illustrated using the mapping diagram below:

f
2 4 22= 4
-2 -22= 4

Solution. Each real number has a unique perfect square. Thus, the relation is a
function. However, two different real numbers such as 2 and –2 may have the same
square. Thus, the function is not one-to-one.

Example 3. The relation pairing an airport to its airport code

Airport codes are three letter codes used to uniquely identify airports around
the world and prominently displayed on checked-in bags to denote the destination
of these bags. Here are some examples of airport codes:
• MNL – Ninoy Aquino International Airport (All terminals)
• CEB – Mactan-Cebu International Airport
• DVO – Francisco Bangoy International Airport (Davao)

SDCB_Q1_GeneralMathematics11_Module4
8
• JFK – John F. Kennedy International Airport (New York City)
• CDG – Charles de Gaulle International Airport (Paris, France)
Airport codes can be found at https://www.world-airport-codes.com

The relationship can be illustrated using the mapping diagram below:

MNL Ninoy Aquino International Airport

CEB Mactan-Cebu International Airport
DVO
Francisco Bangoy International Airport
JFK John F. Kennedy International Airport
(New York City)
CDG Charles de Gaulle International
Airport (Paris, France)

Solution. Since each airport has a unique airport code, then the relation is a
function. Also, since no two airports share the same airport code, then the function
is one-to-one.

Example 4. The relation pairing a person to his or her citizenship.

Solution. The relation is not a function because a person can have dual citizenship
(i.e., citizenship is not unique).

Example 5. The relation pairing a distance d (in kilometers) traveled along a given
jeepney route to the jeepney fare for traveling that distance.

Solution. The relation is a function since each distance traveled along a given
jeepney route has an official fare. The jeepney fare may be represented by a
piecewise function, as shown below:
8.00 𝑖𝑓 0 < 𝑑 ≤ 4
𝐹(𝑑) = {
(8.00 + 1.50⌊𝑑⌋) 𝑖𝑓 𝑑 > 4
Note that ⌊𝑑⌋ is the floor or greatest integer function applied to d.

However, the function is not one-to-one because different distances (e.g., 2,

3 or 4 kilometers) are charged the same rate (P8.00). That is, because F(3) = F(2)
= F(3.5) = 8, then F is not one-to-one.

A simple way to determine if a given graph is that of a one-to-one function is

by using the Horizontal Line Test.

SDCB_Q1_GeneralMathematics11_Module4
9
 Horizontal Line Test. A function is one-to-one if each horizontal line does
not intersect the graph at more than one point.

(a) (b)

The graph a is a one-to-one function because the line intersects at only one
point.
While, graph b fails the horizontal line test because some lines intersect the graph
at more than one point.

The Vertical and Horizontal Line Tests. All functions satisfy the vertical line
test. All one-to-one functions satisfy both the vertical and horizontal line tests.

SDCB_Q1_GeneralMathematics11_Module4
10
 Lesson
Inverse of One-to-one
2 Functions

What Is It

Definition:
Let 𝑓 be a one-to-one function with domain A and range B. Then the inverse of
𝑓, denoted 𝑓 −1 , is a function with domain B and range A defined by
𝑓 −1 (𝑦) = 𝑥 if and only if 𝑓(𝑥) = 𝑦 for any 𝑦 in B.

A function has an inverse if and only if it is a one-to-one function.

If a function f is not one-to-one, properly defining an inverse function 𝑓 −1 will be
problematic. For example, suppose that 𝑓(1) = 5 and 𝑓(3)= 5. If 𝑓 −1 exists, then
𝑓 −1 (5) has to be both 1 and 3, and this prevents 𝑓 −1 from being a valid function. This
is the reason why the inverse is only defined for one-to-one functions.

To find the inverse of a one-to-one function:

(a) Write the function in the form 𝑦 = 𝑓(𝑥);
(b) Interchange the 𝑥 and 𝑦 variables;
(c) Solve for 𝑦 in terms of 𝑥

Example 1. Find the inverse of 𝑓(𝑥) = 3𝑥 + 1

Solution. The equation of the function is 𝑦 = 3𝑥 + 1
Interchange the 𝑥 and 𝑦 variables: 𝑥 = 3𝑦 + 1
Solve for 𝑦 in terms of 𝑥: 𝑥 = 3𝑦 + 1
𝑥 − 1 = 3𝑦
𝑥−1 𝑥−1
=𝑦 ⇒ 𝑦=
3 3
𝑥−1
Therefore, the inverse of 𝑓(𝑥) = 3𝑥 + 1 is 𝑓 −1 (𝑥), = .
3

SDCB_Q1_GeneralMathematics11_Module4
11
 Property of an inverse of a one-to-one function
Given a one-to-one function and its inverse 𝑓 −1 (𝑥), then the following are true:
• The inverse of 𝑓 −1 (𝑥), is f(x).
• 𝑓 (𝑓 −1 (𝑥)), = 𝑥 for all 𝑥 in the domain of 𝑓 −1
• 𝑓 −1 (𝑥), = 𝑥 for all 𝑥 in the domain of 𝑓
• 𝑓 −1 (𝑥), = 𝑥 for all 𝑥 in the domain of 𝑓

For the second and third properties above, it can be imagined that evaluating a
function and its inverse in succession is like reversing the effect of the function. For
example, the inverse of a function that multiplies 3 to a number and adds 1 is a function
that subtracts 1 and then divides the result by 3.

Example 2. Find the inverse of 𝑔(𝑥) = 𝑥 3 − 2 .

Solution. The equation of the function is 𝑦 = 𝑥 3 − 2 . .

Interchange the 𝑥 and 𝑦 variables: 𝑥 = 𝑦 3 − 2.
Solve for 𝑦 in terms of 𝑥: 𝑥 = 𝑦 3 − 2.
𝑥 + 2 = 𝑦3.
𝑦 = 3√(𝑥 + 2)
The inverse of 𝑔(𝑥) = 𝑥 3 − 2 is 𝑔−1 (𝑥) = 3√(𝑥 + 2)

2𝑥+1
Example 3. Find the inverse of the rational function 𝑓(𝑥) = 3𝑥−4 .

2𝑥+1
Solution. The equation of the function is: 𝑦 = 3𝑥−4
2𝑦+1
Interchange the 𝑥 and 𝑦 variables: 𝑥 = 3𝑦−4
2𝑦+1
Solve for 𝑦 in terms of 𝑥: 𝑥 = 3𝑦−4
𝑥(3𝑦 − 4) = 4𝑥 + 1
3𝑥𝑦 − 4𝑥 = 2𝑦 + 1
3𝑥𝑦 − 2𝑦 = 4𝑥 + 1
(Place all terms with 𝑦 on one side and those without 𝑦 on the other side.)
𝑦(3𝑥 − 2) = 4𝑥 + 1
4𝑥 + 1
𝑦=
3𝑥 − 2
2𝑥+1 4𝑥+1
Therefore, the inverse of 𝑓(𝑥) = 3𝑥−4 is 𝑓 −1 (𝑥) = 3𝑥−2.

SDCB_Q1_GeneralMathematics11_Module4
12
Example 4. Find the inverse of 𝑓(𝑥) = 𝑥 2 + 4𝑥 − 2, if it exists.
Solution.
You should recognize that this is a quadratic function with a graph in the shape
of a parabola that opens upwards. It is not a one-to-one function as it fails the
horizontal line test.
(Optional) We can still apply the procedure for finding the inverse of a one-to-
one function to see what happens when it is applied to a function that is not one-to-
one.
The equation of the function is: 𝑦 = 𝑥 2 + 4𝑥 − 2.
Interchange the 𝑥 and 𝑦 variables: 𝑥 = 𝑦 2 + 4𝑦 − 2.
Solve for 𝑦 in terms of 𝑥: 𝑥 = 𝑦 2 + 4𝑦 − 2
𝑥 + 2 = 𝑦 2 + 4𝑦
𝑥 + 2 + 4 = 𝑦 2 + 4𝑦 + 4 (complete the square)
𝑥 + 6 = (𝑦 + 2)2
±√𝑥 + 6 = 𝑦 + 2
±√𝑥 + 6 − 2 = 𝑦 ⇒ 𝑦 = ± √𝑥 + 6 − 2

The equation 𝑦 = ±√𝑥 + 6 − 2 does not represent a function because there are
some 𝑥- values that correspond to two different 𝑦 -values (e.g., if 𝑥 = 3, y can be 1 or
- 5). Therefore, the function has no inverse function.

Example 5. Find the inverse of 𝑓(𝑥) = ⎸ 3𝑥 ⎸, if it exists.

Solution. Recall that the graph of 𝑓(𝑥) = ⎸ 3𝑥 ⎸is shaped like a “V” whose vertex is
located at the origin. This function fails the horizontal line test and therefore has no
inverse.

Alternate Solution. We can also show that 𝑓 −1 does not exist by showing that 𝑓 is
not
one-to-one. Note that 𝑓(1) = 𝑓(–1) = 3. Since the 𝑥 -values 1 and –1 are paired to the
same y-value, then f is not one-to-one and it cannot have an inverse.

(Optional) If we apply the procedure for finding the inverse of a one-to-one

function:
The equation of the function is: 𝑦 = ⎸ 3𝑥 ⎸
Interchange 𝑥 and 𝑦: 𝑥 = ⎸3𝑦 ⎸
Solve for 𝑦 in terms of 𝑥: 𝑥 = ⎸ 3𝑦 ⎸
𝑥 = √(3𝑦)2
Use ⎸𝑥 ⎸= √(𝑥)2
𝑥 2 = 3𝑦
𝑥2
=𝑦
3

SDCB_Q1_GeneralMathematics11_Module4
13
 𝑥2 𝑥2
±√ 3 = 𝑦 ⇒ 𝑦 = ±√ 3
In this function, 𝑥 = 2 will correspond to 𝑓(𝑥) = 1 and 𝑓(𝑥) = –1. Therefore, 𝑓(𝑥)
has no inverse function.

SDCB_Q1_GeneralMathematics11_Module4
14
 Module
Domain and Range of Inverse
3 Functions

What Is It
A function that consists of all ordered pairs (x, y) has an inverse that is
the set of all ordered pairs (y, x). Another way to think of this is that the inverse
of a function is undoing the function. The domain of the function becomes the
range of its inverse, and the range of the function becomes the domain of its
inverse. Using function notation, the original function is written as f(x); and its
inverse, if it is also a function, is written as f -1(x).

First, you need to explore the inverse of functions represented in tables.

Determining the Inverse of a Function from a Table

You have learned that the definition of the inverse of a function is all
ordered pairs (y, x) where the function itself is the set of all ordered pairs (x, y).
Now you are going to observe and practice inverses of functions represented
by tables in order to better understand the definition.

Example 1. Given below are tables of values:

f(x) f-1(x)
x y x y
-2 -8 -8 -2
0 -4 -4 0
1 -2 -2 1
2 0 0 2
3 2 2 3

This may look confusing to you but remember that f-1(x) represents the
inverse of the function.

i. Determine the inverse, f -1(x), of the coordinate (-2, -8) from the first table.
Answer: ( - 8, - 2)

SDCB_Q1_GeneralMathematics11_Module4
15
 ii. Describe the difference between the first table and the second table.
Answer: The x-values of the first table are the y-values of the second
table, and the y-values of the first table are the x-values of the second
table.

Example 2. Create a table showing the inverse of the given table.

f(x)
x -8 -2 4 10 16
y 6 3 0 -3 -6

f -1(x)
x 6 3 0 -3 -6
y -8 -2 4 10 16

Relationship Between the Graphs of a Function and its Inverse

First, we need to ascertain that the given graph corresponds to a one-to-one
function by applying the horizontal line test. If it passes the test, the corresponding
function is one-to-one.

Graphing inverse functions

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.

Example 3. Graph y = f(x) =𝑥+2 and y = f −1(x).

3
Solve for the coordinates of the given function and list them. After which, find
the corresponding coordinates on the inverse of the function. This will give you some
of the coordinates:
f(x)
x -2 1 3
y 0 1 2
13
3

f -1(x)
x 0 1 2
13
y -2 1 3
SDCB_Q1_GeneralMathematics11_Module4
16
 The coordinates of the function are the ordered pairs (x, y), and the coordinates
of the inverse of the function are the ordered pairs (y, x).

Plotting the ordered pairs of the function (x,y) and its inverse (y,x):

y = f(x) =𝑥+2
3

Graph of the inverse function

The graph of an inverse of a function f -1(x) is the reflection of the graph of the
function f(x) across the line y = x.

y=x

SDCB_Q1_GeneralMathematics11_Module4
17
 Example 4. Shown below is the graph of 𝑓(𝑥) = 2𝑥3 − 1.

a. Sketch the graph of the inverse of f in the same system of axes.

b. Find the inverse of and check your answer using some points.

Solution:
a. Locate few points on the graph of f. Here is a list of points whose coordinates
(x,y) can be easily determined from the graph:
f(x)
x 1 0 -1
y 1 -1 -3

On the graph of the inverse function, the above points will have coordinates
(y,x) as follows:
f -1(x)
x 1 -1 -3
y 1 0 -1

Plot the above points and sketch the graph of the inverse of f so that the two
points are reflection of each other on the line y = x as shown below.

SDCB_Q1_GeneralMathematics11_Module4
18
 b. Solving for the inverse of the function 𝑓(𝑥) = 2𝑥3 − 1,
Write the function in the form 𝑓(𝑥) = 𝑦 𝑦 = 2𝑥3 − 1
Interchange x and y 𝑥 = 2𝑦3 − 1
Solving for y 𝑥 + 1 = 2𝑦3
3 𝑥+1
y= √ 2

3 𝑥+1
Replace y with 𝑓−1(𝑥) 𝑓−1(𝑥) = √ 2

Thus, the inverse of the given function is

3 𝑥+1
𝑓−1(𝑥) = √ 2

We now verify that the points (1,1), (-1,0), and (-3,-1) used above to sketch
the graph of the inverse function are on the graph of 𝑓−1.

Determining the Domain and Range of Inverse Function

We say that 𝑔 is the inverse of the function 𝑓 if 𝑓(𝑔(𝑥)) = 𝑥 for all 𝑥 in the domain
of 𝑓 and 𝑔(𝑓(𝑥)) = 𝑥 for all 𝑥 in the domain 𝑔. It is clear that if 𝑔 is the inverse of 𝑓, then
𝑓 is in the inverse function for 𝑔. We usually use the symbol 𝑓−1 to stand for the inverse
function. If 𝑓−1exists, we say that 𝑓 is invertible. Be careful, in general
𝑓−1 does not mean the reciprocal 1/f. If a function 𝑓 has an inverse, then the value of
𝑥 that solves the equation 𝑓(𝑥) = 𝑦 must be 𝑥 = 𝑔(𝑓(𝑥)) = 𝑔(𝑦). There is only one solution
to the equation 𝑓(𝑥) = 𝑦. Thus this function is one-to-one. This means that for each 𝑦,
there is at most one solution to the equation 𝑓(𝑥) = 𝑦.

A function is one-to-one, if and only if, it has an inverse. If (𝑥, 𝑦) is a point on

the graph of 𝑓, then (𝑦, 𝑥) will be a point on the graph of 𝑓−1. The picture below
illustrates this.

Example 5. Let 𝑓 be the function 𝑓(𝑥) = 1 + 𝑥2. Is 𝑓 invertible? Let 𝑔(𝑥) = 1 + 𝑥2 the
domain [0, ∞) and give the graph of the inverse function and the domain and range.

Solution.
The function 𝑓 is not invertible. For example, the equation 𝑓(𝑥) = 5 has two solutions,
x =2 and –2 and the function does not have an inverse. If we restrict to x in [0, ∞), then
the equation 𝑥2 + 1 = 𝑦 has one solution when 𝑦 ≥ 1 and zero solutions if 𝑦 < 0. The
solution is √𝑦 − 1.

SDCB_Q1_GeneralMathematics11_Module4
19
 Thus, the inverse function 𝑔−1 exists and function 𝑔−1(𝑥) = √𝑥 − 1. The domain
of 𝑔 is [0, ∞) and the range is [1, ∞) . Thus the domain of 𝑔−1 is [1, ∞) and the range is
[0, ∞) . The graphs of 𝑔 and 𝑔−1 are shown below.

Graphs of 𝑓 and 𝑓−1

Graphs of 𝑔(𝑥) = 1 + 𝑥2 with domain [0, ∞) and 𝑔−1.

SDCB_Q1_GeneralMathematics11_Module4
20
Example 6. Let 𝑓(𝑥) = 𝑥2 − 4𝑥 + 5, 𝑥 ≤ 2.
a. Find the inverse function of f.
b. Find the domain and range of 𝑓−1.

Solution.
a. We are given a quadratic function with a restricted domain. We first write the
given function in vertex form (may be done by completing the square):
𝑓(𝑥) = 𝑥2 − 4𝑥 + 5 = (𝑥 − 2)2 + 1, 𝑥 ≤ 2

The graph of function 𝑓 is that of the left half of a parabola with vertex at (2,1)
as shown below.

b. We now write the given function as an equation.

𝑦 = (𝑥 − 2)2 + 1
Solve the above for x
𝑦 = (𝑥 − 2)2 + 1
𝑦 − 1 = (𝑥 − 2)2
Two solutions for 𝑥 − 2

Simplifying further 𝑥 − 2 = +√(𝑦 − 1) or 𝑥 − 2 = −√(𝑦 − 1)

𝑥 = + √(𝑦 − 1) + 2) or 𝑥 = −√(𝑦 − 1) + 2)

Since 𝑥 ≤ 2 (domain of 𝑓), we select the solution

𝑥 = −√(𝑦 − 1) + 2)
Interchange x and y to write the inverse of function 𝑓 as follows:
𝑦 = 𝑓−1(𝑥) = −√(𝑦 − 1) + 2)

The domain and range of 𝑓−1 are the range and domain of 𝑓.
Domain of 𝑓−1 is the range of 𝑓: [1, +∞) (from graph)
Range of 𝑓−1 is the domain of 𝑓:(−∞, 2] (given)

SDCB_Q1_GeneralMathematics11_Module4
21
 Assessment
Activity 8.

I. MULTIPLE CHOICE.
Directions. Read each question/statement then choose the letter of the best answer. Write
the letter of your choice on a separate sheet of paper.

1. Which of the following is used to determine if a given graph is that of a one-to-one

function?
A. T - Test C. Z - Test
B. Horizontal Test D. Proctor Test

2. Which of the following mapping diagrams is NOT a one-to-one function?

A. x y C. x y

-1 3 A a1
1 4 B a2
-2 5 C a3
2 6 D a4

B x y D. x y

1 -1 1 1
2 -2 3 3
3 -3 5 6
4 7 2

3. Doh, Ming, and Goh are newly hired employees of D – Tea Café. Their employer
required them to secure their respective Tax Identification Numbers at the BIR Laoag
District Office. Ming noticed that they have different TIN as reflected in their TIN Cards.
Which rule represents the situation?
A. One-to-one C. One-to-many
B. Many-to-one D. Many-to-many

SDCB_Q1_GeneralMathematics11_Module4
22
4. Which of the following is a one-to-one function?
A. Teacher and his students in Math C. Books and authors
B. Plant and its leaves D. Cellphone and its serial number

5. Which of the following table of values is NOT a one-to-one function?

A.
x 0 1 2 3 4
y 1 2 3 4 5
B.
x -1 -2 -3 -4 -5
y -1 -1 -3 -3 -5
B.
x 1 2 3 4 5
y 2 4 6 8 10
C.
x 2 4 6 8 10
y -2 3 -1 2 -3

6. Janang, a Grade 11 student is excited for her blended learning lessons. She bought
the following:
I. a new laptop with its serial number
II. a Science worktext with three authors
III. a new Android cellphone with single sim
Which of the following items bought by Janang is/are NOT one-to-one function?
A. I only B. I and III C. II only D. I, II, and III

7. Which of the following graphs represents a one-to-one function?

A. C.

B. D.

SDCB_Q1_GeneralMathematics11_Module4
23
8. There can never be a y – value paired with two different x – values. Which of the following
terms best describes the statement?
A. Rational Function C. Vertical Asymptote
B. Horizontal Asymptote D. One-to-one Function

For item numbers 9 – 11.

Given is the function 𝑓(𝑥) = 2𝑥 − 1.
9. Which of the following gives the function in the form y = f(x)?
A. y = 2x - 1 C. y = f(x) + 2x
B. f(x) + 2y = 1 D. f(x) = 2y - 1

10. Which of the following gives the interchanged x and y?

A. f(y) = 2y - 1 C. x = 2y - 1
B. f(x) = 2y – 1 D. x - 2y = 0

11. Which of the following gives the inverse of the given function?
𝑥+1
A. 𝑓 −1 (𝑥) = 𝑥 + 1 C. 𝑓 −1 (𝑥) = 2
−1 𝑥−1 −1 (𝑥) 2
B. 𝑓 (𝑥) = D. 𝑓 = 𝑥−1
2

For item numbers 12 – 15.

12. What is the inverse of the given function?
2
A. 𝑓 −1 (𝑥) = 𝑥 2 +1 C. 𝑓 −1 (𝑥) = 2𝑥 2 + 1

𝑥 2 +1 2
B. 𝑓 −1 (𝑥) = D. 𝑓 −1 (𝑥) = − 𝑥 2 +1
2

13. What is the domain of the inverse function?

A. [−1, ∞) C. [0, 2)
B. [−∞, 0) D.[0,∞)

14. What is the range of the inverse function?

A. [−∞, 0) C. [0, 2)
B. [0, ∞) D. [2, −1)

15. What is the domain of the given function?

A. [−∞, 0) C. [0, 2)
B. [0, ∞) D. [2, −1)

SDCB_Q1_GeneralMathematics11_Module4
24
References
Department of Education, General Mathematics Learner’s Materials, 2016

Department of Education, General Mathematics Self-Learning Module, 2020

Department of Education, General Mathematics Teacher’s Guide, 2016

Asuncion, Marcus, et.al., General Mathematics for Senior High School: Salinlahi
Publishing House, Inc., 2018.

27
For inquiries and feedback, please write or call:

Department of Education – DepEd Schools Division of the City of

Batac

Office Address: 16-S, Quiling Sur, City of Batac,

2906 Ilocos Norte, Philippines
Telephone No: (077)677-1993
E-mail Address: [email protected]

28