General

Mathematics
Quarter 1 – Module 4:
One-to-One and Inverse
Functions
General Mathematics – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: One-to-one and Inverse Functions
First Edition, 2020

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 General
Mathematics
Quarter 1 – Module 4:
One-to-One and Inverse
Functions
Introductory Message
For the facilitator:

Welcome to the General Mathematics- Grade 11 Alternative Delivery Mode (ADM)

Module on One-to-One and Inverse Functions!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions 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.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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.

2
For the learner:

Welcome to the General Mathematics - Grade 11 Alternative Delivery Mode (ADM)

Module on One-to-One and Inverse Functions!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concept of One-to-One and Inverse Functions. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1 – One-to-One Functions
• Lesson 2 – Inverse of One-to-One Functions
• Lesson 3 – The Graph, Domain and Range of an Inverse Function

After going through this module, you are expected to:

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

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 Lesson

1 One-to-One Function

What I Know

Identify the type of relationship that exist in the situation whether it is a one-
to-many, many-to-one or one-to-one relationship. Write your answer only in a
separate answer sheet.
____________1. student and ID number
____________2. employees and their salaries
____________3. students and their scores in a 10-item quiz
____________4.
x -2 -1 0 1
y 0 2 4 8
____________5.

x 0 2 4 6 -2 -1 0 1
y 4 4 6 6 0 2 4 8

____________6.

_____________7.

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 _____________8.

_____________9.

_____________10.

What’s In

Determine which ordered pairs shows correspondence of a relation or

function. Write your answer on a separate answer sheet.

______________1. {(0, −1 ), (1, 0), (2, 1), (3, 2)}

______________2. {(0, −1 ), (0, 1), (1, 2), (1, −2)}

______________3. {(0, 1 ), (1, 1), (2, 1), (3, 1)}

______________4. {(2, 2 ), (1, 1), (0, 0), (−1, −1)}

______________5. {(3, 4 ), (3, 2), (4, 5), (4, 6)}

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 What’s New

Identify if the situation is a one-to-one correspondence. Justify your answer.

1. father watching shows on TV

2. a student’s score in a 5- item quiz
3. spinning a wheel with numbers 1-6
4. mother buying biscuits at a grocery store
5. woman given a priority number at a queue

A relation is a correspondence between a set of values (domain) to a

second set of values (range). It is a set of ordered pairs in the form (x, y). A
type of relation in which for every input (x) has a unique output (y) is a special
type called function.

What is It

A one-to-one correspondence shows relationship between two sets A

and B such that for every element in set A is paired exactly to only one element
in set B. The sets A and B have the same cardinality such that no element is
left without a pair. Every element in set A is matched to only one element in
set B. Therefore, no two ordered pairs have the same first element or second
element.
By just looking around us, we could say that functions exist. If one
element co-interact with another, then it is a function. Let us find out some
situations where functions are evident.
Example 1. The relation pairing a student to his LR number
Solution 1: Every student is assigned to a unique LR number as her/ his
identification in the education system, then the relation is a
function. Since no two students share the same LR number, thus,
the function is one-to-one.
Example 2. The relation of pairing a Facebook account to its password.

8
Solution 2: Every Facebook account has a unique password, so it is a
function. Since no accounts share the same password, then it is
a one-to-one function.
Example 3. The relation of a player to his favorite sports.
Solution 3: A player can have at least one favorite sport, so it is not a function.
Example 4. The relation of a devotee to a religion affiliation.
Solution 4: A devotee is entitled to only one religious affiliation, so it is a
function. But in a community, there are many devotees who share
the same religion. Thus, it is not a one-to-one function.
Example 5. The relation pairing a distance traveled along by a bus to the fare
it charges for travelling that distance.
Solution 5: The relation between the distance traveled by the bus and the
fare it charges is a function since every kilometer traveled has a
corresponding fare. However, for some instances, for the first four
kilometer traveled, the fare is at minimum. So the function is not
one-to-one.
A function 𝑓 is said to be one-to-one, if and only if for any value of x in
the domain of 𝑓(𝑥), there is no same value of 𝑦 or in the range of the function.
Example: Let us verify if the given set of ordered pairs represents a
function.
a. W = {(2, 9), (4, 7), (6, 5), (8, 3), (10, 1)}
b. X = {(𝑎, 𝑏), (𝑐, 𝑑 ), (𝑒, 𝑑 ), (𝑓, 𝑔), (ℎ, 𝑏)}
c. Y = {(−1, 0), (−1, 1), (−2, 1), (−2, 2), (3, 1)}
d. Z = {(𝑥, 𝑦), (𝑥, 𝑧), (𝑟, 𝑠), (𝑟, 𝑡), (𝑛, 𝑚)}

Sets A and B are functions because each domain is paired to a unique

value in the range. There is no value in the range that share the same value
in the domain. However, sets Y and Z show that these are not functions. Look
at the following ordered pairs in set Y: (−1, 0) 𝑎𝑛𝑑 (−1, 1), (−2, 1) 𝑎𝑛𝑑 (−2, 2). 0
and 1, 2 and 1 are values in the range that share the same value in the domain
which is -1 and -2 respectively. There are also ordered pairs in set Z in which
one value in domain corresponds to two values in the range like (x, y) and (x,
z), (r, s) and (r, t).
To determine if the function is one-to-one, the graph of the function
must satisfy the Horizontal Line Test. That is, the horizontal line must not
intersect to more than one point in the graph. On the other hand, all functions
must satisfy the Vertical Line Test. A vertical line when drawn to the graph of
the function, must not intersect to more than one point in the graph. When a
function is one-to-one, it satisfies both the vertical and horizontal line test.

9
 The figure on the left shows that
the graph satisfies the Horizontal
Line Test. When a horizontal line is
drawn in any part of the graph, it
must intersect to only one point in
the graph. So, it is a graph of a one-
to-one function.

When a vertical line is

drawn in any part of the
graph, it must intersect to
only one point in the graph.
Thus, it is a function.

What’s More

Identify if the given relation is a function using the Vertical Line Test. If
it is a function, find out if it is a one-to-one function using the Horizontal Line
Test.
1. {(−5, 0), (−2, 3), (1, 6), (4, 9)}

2.

x -2 -1 0 1 2
y 3 2 0 2 3

2𝑥+1
3. 𝑓 (𝑥) = 2

4. 𝑓 (𝑥 ) = 2 − 𝑥 2 , x≥0

10
5.

What I Have Learned

• A ________ is a special type of relation.

• A _______function has a unique correspondence between the
domain and range of set A and B. For every value of x in set A,
there is a unique value y in set B.
• The _________________ determines if a relation is a function.
• The _________________ determines if the function is one-to-one.
• A one-to-one function satisfies both the ________and the ________.

What I Can Do

Prove that the function is a one-to-one function using the given domain.

1. 𝑦 = √𝑥 − 3, 3 < x <10

2. 𝑓 (𝑥 ) = (𝑥 − 1)(𝑥 + 3), -4 < x < 2

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 Assessment

A. Find out if the following is a one-to-one function.

1. story and the readers

2. people and contact numbers
3. sim card to cellphone number
4. students and their final average
5. employee and their PhilHealth number

B. Which among the given is a function?

1. a. {(2, −1), (0, −3), (−2, −5), (−4, −7)}

b. {(10, 2), (3, 3), (5, 4), (5, 7), (7, 5), 2, 5)}

2. a. b.

x y x y
-1 5 3 0
0 3 4 7
1 4 5 10
2 7 4 14
3 4 10 25

12
 Additional Activities

Graph the function and use a horizontal line test to determine if

the following function is a one-to-one function.

𝑥−2 1
1. 𝑓 (𝑥) = 2. ℎ(𝑥) = 3. 𝑔(𝑥) = (𝑥 − 4)2
3 𝑥+2

13
 14
What I Can Do What I Have Learned
1. • Function
• One-to-one
• Vertical Line test
• Horizontal Line test
• Vertical Line test,
Horizontal Line test
2.
It is a function since it
satisfies the Vertical line What’s More
Test but it is not a one-to-
one function since it fails 1. Function, one-to-one
the Horizontal Line Test. 2. Function, not one-to-
one
3. Function, one-to-one
4. Function, one-to-one
5. Function, not one-to-
one
What’s New What’s In
1. One-to-many. Since Father can watch two or more 1. Function
channels by switching the channels. 2. Relation
2. One-to-one. A student can have a score of 1, 2, 3, 4, or 5. 3. Function
4. Function
It can never have two or more scores.
5. Relation
3. One-to-one. As the wheel stops, it will only point to a one
number. If ever, it points in the middle of two numbers,
then the wheel will be spinned again.
4. One-to-many. Since mother can buy two or more kinds of What I Know
biscuits at the same time.
5. One-to-one. Since the woman will only be given one 1. one-to-one
priority number for that moment. 2. many-to-one
3. many-to-one
4. one-to-one
5. one-to-many
6. one-to-many
7. many-to-one
8. one-to-one
9. one-to-many
10. one-to-one
Answer Key
 15
Additional Activities Assessment
1. Yes, it is a one-to-one function. It A.
satisfies the Horizontal Line Test.
1. Not a Function
2. Yes, it is a one-to-one function. It
2. Not a Function
satisfies the Horizontal Line Test. 3. Function
3. No, it is not a one-to-one function. It 4. Function
does not satisfy the Horizontal Line 5. Function
Test.
B.
1. A
2. B
3. A
 Lesson
Inverse of One-to-One
2 Functions

What I Know

Multiple Choice. Choose the correct answer from the given choices. Write your
answer on a separate piece of paper.
____________1. Which figure is a symmetrical figure?
A. B. C. D.

____________2. The following are inverses of each other except one. What is it?
A. Fraction and Decimal C. Exponential and Logarithm
B. Addition and Subtraction D. Multiplication and Division

____________3. The following are the ordered pairs of a function: (2,5), (3,6),
(4, 7), (5, 8). Which could be the set of range of its inverse?
𝐴. {5, 6, 7, 8} B. {2, 3, 4, 5} C. {2, 5, 3, 6} D. {4, 7, 5, 8}

_____________4. The following are the ordered pairs of an inverse of function: (3,
0), (2, 1), (1, 2), (0, 3). Which could be the set of domain of the function?
𝐴. {0, 1, 2, 3} B. { 3, 2, 1, 0} C. {3, 0, 2, 1} D. {1, 2, 0, 3}

____________5. Which graph shows inverses of each other?

A. B. C. D.

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 What’s In

Activity: Working Backwards

Consider the function 𝑓(𝑥 ) = 4𝑥 + 3. When evaluating the function at x

equals to 2, it gives a y value of 11. If working from 11, what must be the
complete process to get back 2 at the start?

________________________________________________________________

________________________________________________________________

What’s New

𝑥+1
Consider the functions 𝑓 (𝑥 ) = 2𝑥 − 1 and 𝑔(𝑥) = , answer the
2
following questions.
1. Are the functions one-to-one?
2. What are the domain and range of 𝑓(𝑥 ) = 2𝑥 − 1?
𝑥+1
3. What are the domain and range of 𝑔(𝑥 ) = ?
2
4. What do you notice to the domain and range of the two functions?
5. Describe the graphs of the functions.

What is It

Let 𝑓 be a one-to-one function whose domain is the set of A and range

be the set of B. Then, the inverse of 𝑓, denoted by 𝑓 −1 , is a function with
domain B and range A. Consider the function 𝑓(𝑥) = 𝑥 + 2, has the following
ordered pairs:
x -3 -2 -1 0 1 2 3 4 5
f(x) -1 0 1 2 3 4 5 6 7

17
 Interchanging the ordered pairs of the function, we get the ordered
pairs:
x -1 0 1 2 3 4 5 6 7
f(x) -3 -2 -1 0 1 2 3 4 5

As you notice that y is related to x by 𝑓(𝑥) = 𝑥 − 2. The equation 𝑓(𝑥) =

𝑥 − 2 is the inverse of the function 𝑓(𝑥) = 𝑥 + 2 and can be properly written as
𝑓 −1 (𝑥 ) = 𝑥 − 2.
For a given one-to-one function, there exists an inverse function. In
finding the equation of its inverse, do the steps below.
a. Express the function in 𝑦 = 𝑓(𝑥) form.
b. Replace x with y variable and y with x variable.
c. Then, solve y in terms of the x variable.

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

Solution 1: a. Rewrite function 𝑦 = 𝑓(𝑥) form: 𝑦 = 2𝑥 + 3.

b. Interchange the x and y variables: 𝑥 = 2𝑦 + 3.
c. Solve for 𝑦 in terms of x:

𝑥 = 2𝑦 + 3
𝑥 − 3 = 2𝑦
𝑥−3 𝑥−3
= 𝑦 𝑜𝑟 𝑦 =
2 2
𝒙−𝟑
Therefore, the function 𝒇(𝒙) = 𝟐𝒙 + 𝟑 has an inverse, 𝒇−𝟏 (𝒙) = .
𝟐
𝑥+4
Example 2. Find the inverse of the function 𝑓(𝑥) = .
5
𝑥+4
Solution 2: a. Rewrite function 𝑦 = 𝑓(𝑥) form: 𝑦 = .
5
𝑦+4
b. Interchange the x and y variables: 𝑥 = .
5
c. Solve for 𝑦 in terms of x:

𝑦+4
𝑥= 5
5𝑥 = 𝑦 + 4
5𝑥 − 4 = 𝑦 𝑜𝑟 𝑦 = 5𝑥 − 4
Therefore, the inverse of the given function is 𝒇−𝟏 (𝒙) = 𝟓𝒙 − 𝟒.

If a function 𝑓 is one-to-one, then there exists an inverse function 𝑓 −1 .

Then, we conclude that,

• The function 𝑓 has an inverse 𝑓 −1 .

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 • For all x in the domain of 𝑓 −1 , 𝑓 (𝑓 −1 (𝑥))=x.
• For all x in the domain of 𝑓, 𝑓 −1 (𝑓(𝑥))=x.

𝑥−3
Let us prove that the inverse function of 𝑓 (𝑥 ) = 2𝑥 + 3 is 𝑓 −1 (𝑥) = .
2

Proof:
𝑥−3
We evaluate 𝑓 (𝑓 −1 ( )) by picking a value from the domain of 𝑓 −1,
2
let’s say x=3. Substituting the variable x with 3, we have 𝑓 (𝑓 −1 (3)) =
3−3
2( )+3= 3-3+3 = 3. So, 𝑓 (𝑓 −1 (3)) = 3. Therefore, it is true that 𝑓(𝑓 −1 (𝑥)) = 𝑥
2
for all x in the domain of 𝑓 −1 .

In the same way, let us evaluate 𝑓 −1 (𝑓(𝑥)) by picking another value

from its domain. This time, we choose x = 5. Substituting this to the function,
𝑥−3 (2(5)+3)−3 10
we have 𝑓 −1 (𝑓(5)) = = = = 5.
2 2 2

So, it is true that 𝑓 −1 (𝑓(𝑥)) = x for all x in the domain. Since the
𝑥−3
property 𝑓 (𝑓 −1 (𝑥)) = x and 𝑓 −1 (𝑓(𝑥)) = x are satisfied, therefore 𝑓 −1 (𝑥) =
2
is the inverse of 𝑓(𝑥) = 2𝑥 + 3.

What’s More

Given the function, 𝑓 (𝑥 ) = 4 − 5𝑥, do the following:

1. Find its inverse.

2. Sketch the graph of the functions by assigning values from the
domain of the function.
3. Prove that they are inverses of each other.

19
 What I Have Learned

Complete the following sentences.

• A function is one-to-one if its graph satisfies the ____________.
• If a function 𝑓 (𝑥 ) is one-to-one, then, there exists an _________ of the
function 𝑓 −1 (𝑥 ).
• To show that 𝑓(𝑥 ) and 𝑓 −1 (𝑥 ) are inverse functions, 𝑓 (𝑓 −1 (𝑥))=___
must be true for all x in the domain of 𝑓 −1 or 𝑓 −1 (𝑓(𝑥))=___ must be
true to all x in the domain of 𝑓.
• The graphs of the functions 𝑓 (𝑥 ) and 𝑓 −1 (𝑥 ) are ____________ to the
line 𝑦 = 𝑥.

What I Can Do

Consider the functions given then do the following:

a. Find the inverse if it exists.
b. State the domain and range of both functions.
c. Show that the two functions are inverses of each other.

1. 𝑓 (𝑥 ) = 2𝑥 + 4
2. ℎ(𝑥 ) = (𝑥 − 3)2

Assessment

Find the inverse of the function, if it exists. Justify if it does not exist.
1. 𝑝(𝑥 ) = 3𝑥 + 8
2. 𝑓 (𝑥 ) = 𝑥 2 + 2𝑥 − 1
3. 𝑔(𝑥 ) = 2𝑥 + 7
4. 𝑓 (𝑥 ) = 𝑥 3 − 5
𝑥+2
5. ℎ(𝑥 ) = 2𝑥−3

20
 Additional Activities

Elaborate. What do you know about Inverse Function?

____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________

21
 Answer Key

What I Know
1. D 2. A 3. B 4. A 5. C

What I Can Do
1. Given: 𝑓 (𝑥 ) = 2𝑥 + 4
a. The graph satisfies the Horizontal Line
𝑓(𝑥)
Test, so it is a one-to-one function.
𝑥−4
b. It has an inverse: 𝑓 −1 (𝑥 ) = 2 .
c. The graph of the inverse.

𝑓 −1

d. Domain of 𝑓(𝑥 ) = 2𝑥 + 4:-3, -2, 0

Range of 𝑓 (𝑥 )= 2𝑥 + 4: -2, 0, 4

𝑥−4
Domain of 𝑓 −1 (𝑥 )= 2
: 2, 0, 4
𝑥−4
Range of 𝑓 −1 (𝑥 )= 2
: 3, -2, 0
𝑥−4
e. Prove: 𝑓 (𝑓 −1 (𝑥))=x. 𝑓 (𝑓 −1 (𝑥))= 2( 2
) + 4. 𝑓 (𝑓 −1 (𝑥))= x
2. ℎ(𝑥 ) = (𝑥 − 3)2
The graph does not satisfy the Horizontal Line
Test so it is not a one-to-one function.
So Inverse function does not exist.

22
What’s New
𝑥+1
Given: 𝑓(𝑥) = 2𝑥 − 1, 𝑔(𝑥) =
2

1. Both functions satisfy the Horizontal

Line Test so they are one-to-one functions.
2. Domain: -1, 0, 2 Range: -3, -1, 3
3. Domain: -3, -1, 3 Range: -1, 0, 2
4. The domain of the 𝑓 (𝑥 ) = 2𝑥 − 1 is the range
𝑥+1 𝑥+1
of 𝑔(𝑥 ) = . The range of 𝑔(𝑥 ) = is the domain of 𝑓 (𝑥 ) = 2𝑥 −
Assessment 2 2
1.
1. 5.−1The
𝑝 = 3graphs
𝑥+8 formed a symmetrical figure.
2. 𝑁𝑜 𝐼𝑛𝑣𝑒𝑟𝑠𝑒 𝑠𝑖𝑛𝑐𝑒 𝑡ℎ𝑒 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑖𝑠 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐.
𝑥+7
3. 𝑔−1 = 2
3
4. 𝑓 −1 = √𝑥 + 5
3𝑥+2
5. ℎ−1 = 2𝑥−1

What I Have Learned

Horizontal line test
Inverse
x, x
symmetrical

23
 Lesson The Graph, Domain and Range of
3 an Inverse Function

What I Know

Multiple Choice. Choose the correct answer from the given choices. Write the
letter on the space provided.
__________1. Which statement is true about Inverse function?
A. Their graphs are asymmetrical.
B. The range of 𝑓 −1 (𝑥 ) is the range of 𝑓(𝑥).
C. The domain of 𝑓(𝑥) is the range of 𝑓 −1 (𝑥 ).
D. If a function is one-to-one, then its
inverse does not exist.

__________2. Which is the inverse of function

represented by a graph.
A. C. D.
B

__________3. Which is the inverse of 𝑓 (𝑥 ) = √𝑥 − 3?

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

__________4. Which ordered pairs show the inverse of a function given some
of its points: (-1, 4), (0, 5), (1, 6), (2, 7)?
A. (7, -1), (6, 0), (5, 1), (4, 2) C. (7, 0), (2, 5), (1, -1), (6, 4)
B. (4, -1), (5, 0), (6, 1), (7, 2) D. (-1, 1), (4, 6), (0, 2), (5, 7)

__________5. The following functions has an inverse except one.

A. B. C. D.

24
 What’s In

Given the function 𝑓 (𝑥 ) = 𝑥 3 − 5, answer the following:

1. Determine if it is a one-to-one function.

2. If it is a one-to-one function, find its inverse.
3. Prove that the functions are inverses of each other.

What’s New

In a graphing paper, do the following.

1. Graph the function 𝑓 (𝑥 ) = 𝑥 3 − 5 with the given interval, -5 < x < 5.

2. State its domain and range through table of ordered pairs.
3. Graph on the same plane the inverse function of 𝑓 (𝑥 ) = 𝑥 3 − 5 using
the range of the function as the domain of its inverse.
4. State its domain and range through table of ordered pairs.
5. Describe the graph of the function and its inverse.
6. What happened to their domain and range?

What is It

A one-to-one function and its inverse can be illustrated by a graph in a

Cartesian plane. Their graphs are symmetrical to the line of symmetry 𝑦 = 𝑥.
Table of values can be used in graphing by picking significant values from the
domain of 𝑓 and 𝑓 −1 .

25
 y
𝑓=𝑥
𝑓 −1

𝑓
x

Let us take a look at the function from the previous lesson, 𝑓 (𝑥 ) = 2𝑥 +

𝑥−3
3 and its inverse is 𝑓 −1 (𝑥 ) = .
2

Using significant values from the domain of 𝑓 (𝑥 ) = 2𝑥 + 3 , we get the

following ordered pairs: (-2, -1), (0, 3), (1, 5). Since these functions are inverses
𝑥−3
of each other, the domain of 𝑓(𝑥 ) = 2𝑥 + 3 is the range of 𝑓 −1 (𝑥 ) = while
2
𝑥−3
the range of 𝑓 (𝑥 ) = 2𝑥 + 3 is the domain of 𝑓 −1 (𝑥) = . So, we generate the
2
following ordered pairs (-1, -2), (3, 0), (5, 1) in the graph of 𝑓 −1 . The graph of
the function and its inverse is shown in the figure below.

y
𝑓=𝑥

x
𝑓(𝑥)

𝑓 −1 (𝑥)

26
 What’s More

Consider the following functions below, do the following.

𝑥+4
a. 𝑓 (𝑥 ) = 2𝑥 + 3 b. 𝑓(𝑥 ) = 5

1. Graph the function and its inverse.

2. State the domain and range of the two functions.
3. Show that the graphs are symmetrical.

What I Have Learned

• If the function is___________, then it satisfies the Horizontal line

test. Thus, it has an inverse.
• The graph of the function and its inverse is symmetrical to the line
_______.
• Since the functions are inverses of each other, the domain of the
function is the ______of the inverse function; the range of the
function is the _________ of its inverse.

What I Can Do

3
Sketch the graph of 𝑓 (𝑥 ) = − 2 𝑥 + 2 and its inverse using table of values
from its domain.

27
 Assessment

3
Given the function √𝑥 + 2, do the following:
a. show that it is a one-to-one function.
b. if it is a one-to-one function, find its inverse.
c. sketch the graph of the functions using table of values from the
domain.

Additional Activities

𝑥+3
Show that the function is a one-to-one function and sketch
𝑥−3
the graph and its inverse using table of values from the domain. Find
the y- value for every x- value given below.

x -20 -15 -10 -5 0 5 10 15 20

y

28
 Answer Key

What I Know
1. C 2. B 3. D 4. B 5. D

What’s In

The function is one-to-one since it

satisfies the Horizontal line test.

1.
3
2. 𝑓 −1 = √𝑥 + 5
3
3. 𝑓(𝑓 −1 (𝑥 )) = 𝑥 3 − 5= ( 3√𝑥 + 5) − 5= x+5-5=x

What’s New

1.
2. 3.
5. The graphs of the function and its inverse are
x -1 0 1 2 identical and symmetrical.
f(x) -6 -5 -4 3
6. The domain of f(x) is the range of its inverse. The
4. range of f(x) is the domain of its inverse.
x -6 -5 -4 3
𝑓 −1 (x) -1 0 1 2

29
What’s More

a. 2.
x -9 -4 1 6
b. f(x) -1 0 1 2
x -4 -3 -2 -1 0 1 2 3 x -1 0 1 2
f(x) -5 -3 -1 1 3 5 7 9 𝑓 −1 (x) -9 -4 1 6
x -5 -3 -1 1 3 5 7 9
𝑓 −1 (x) -4 -3 -2 -1 0 1 2 3

What I Can Do
3 3
𝑓 (𝑥 ) = − 𝑥 + 2 𝑓(𝑥) = − 𝑥 + 2
2 2
3
𝑦=− 𝑥+2 x -2 0 2
2
y 5 2 -1
3 2𝑥 − 4
𝑥 =− 𝑦+2 𝑓 −1 (𝑥) =
2 −3
2𝑥 = −3𝑦 + 4 x 5 2 -1
2𝑥 − 4 = −3𝑦 y -2 0 2
2𝑥 − 4
𝑦=
−3
2𝑥 − 4
𝑓 −1 (𝑥) =
−3

What I Have Learned

One-to-one
y=x
range, domain

30
Assessment
3
Given: 𝑓(𝑥) = √𝑥 + 2

a. The graph satisfies the Horizontal

Line Test.
x -5 -3 -2 -1 0 6

y -1.4 -1 0 1 1.3 2

b. 𝑓 −1 = 𝑥 3 − 2

x -1.4 -1 0 1 1.3 2

y -5 -3 -2 -1 0 6

c.

Additional Activities
𝑥+3
Given: 𝑓(𝑥) =
𝑥−3

a. The graph satisfies the Horizontal

Line Test.
x 4 6 8 10

𝑓 (𝑥 ) 7 3 11/5 13/7

−3(𝑥+1)
b. 𝑓 −1 = 1−𝑥
c.
x 7 3 11/5 13/7

𝑓 −1 (𝑥) 4 6 8 10

31
References

Department of Education – Bureau of Learning Resources. General Mathematics:

Learner’s Material Pasig City: Department of Education, 2016
Grace Obias – Aoanan, Ma. Lourdes Pidor- Plarizan, Beverly Tabay- Regidor,
Lolly Jean Carupo- Simbulas, General Mathematics for Senior High
School, C and E Publishing, Inc., 2016

https://www.mathsisfun.com/sets/function-inverse.html

https://www.purplemath.com/modules/invrsfcn3.htm

https://en.wikipedia.org/wiki/Inverse_function#:~:text=In%20mathematics%2C%2
0an%20inverse%20function,g(y)%20%3D%20x.

https://www.encyclopedia.com/science/encyclopedias-almanacs-transcripts-and-
maps/one-one-correspondence

32
Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education – Region XI Davao City Division

Elpidio Quirino Avenue, Davao City, Davao del Sur, Philippines

Telephone: (082) 224 0100 / 228 3970

Email Address: info@deped-davaocity.ph / lrmds.davaocity@deped.gov.ph