General

Quarter 1 – Week 1

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 Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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.
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. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let’s Try 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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 Let’s Learn

This module was designed and written to help you understand and construct
mathematical models to represent real-life situations using functions.

The module is divided into three lessons, namely:

• Lesson 1 – Functions as representations of real-life situations, including
piece-wise functions
• Lesson 2 – Evaluating a Function
• Lesson 3 – Operations on Functions and Composition of Functions

After going through this module, you are expected to:

1. represent real-life situations using functions, including piece-wise functions,

2. evaluate a function,

3. perform addition, subtraction, multiplication, division, and composition of

functions, and

4. solve problem involving functions.

Let’s Try

Directions: Analyze each question carefully and write the letter that corresponds to
the correct answer.

1. Which of the sets of ordered pairs define a function?

A. {(−3, 2), (−2, 3), (−1, 4), (−2, 5)} C. {(−1, 2), (0, 3), (0, 4), (1, 5)}
B. {(1, 3), (2, 4), (3, 5), (4, 6)} D. {(0, 1), (1, 2), (2, 3), (1, 4)}

2. Let 𝐴 = {−3, −2, −1, 0, 1, 2, 3}, if 𝑓 is a function from 𝐴 to the set of whole numbers
as defined in the following table, what is the domain of 𝑓?

𝑥 -3 -2 -1 0 1 2 3
𝑦 9 4 1 0 1 4 9

A. The set of integers C. {0, 1, 4, 9}

B. {-3, -2, -1, 0, 1, 2, 3} D. The set of whole numbers

3. What is the value of 𝑓(𝑥) = 4𝑥 2 + 3𝑥 – 15 when 𝑥 = −2?

A. 43 B. 7 C. -1 D. -5

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4. What is the value of 𝑔(𝑥) = 3𝑥 + 𝑥 + 5, at 𝑔(2)?

A. 𝑔(2) = 8 C. 𝑔(2) = 9
B. 𝑔(2) = 13 D. 𝑔(2) = 17

5. What is the value of 𝑓(𝑥) = 3𝑥 2 + 4𝑥 – 15 at 𝑥 = 2?

A. -15 B. 5 C. 10 D. -5

2𝑥 2 +13𝑥−4
6. What is the value of 𝑓(𝑥) = at 𝑥 = 3?
𝑥−2

A. -25 B. 53 C. 32 D. 16

7. Given: 𝑔(𝑥) = 𝑥 2 – 1; ℎ(𝑥) = 𝑥 + 1, what is (𝑔 + ℎ)(𝑥)?

A. 𝑥 3 + 1 B. 𝑥 2 + 1 C. 𝑥 2 + 𝑥 D. 𝑥 2 − 𝑥

8. Suppose 𝑓(𝑥) = 𝑥2 + 3 and 𝑔(𝑥) = 𝑥 − 2. Which of the following is a formula for

(𝑓 – 𝑔)(𝑥)?

A. (𝑓 – 𝑔) (𝑥) = 𝑥 2 − 𝑥 + 1 C. (𝑓 – 𝑔) (𝑥) = 𝑥 3 + 2𝑥 2 + 3𝑥 − 2
B. (𝑓 – 𝑔) (𝑥) = 𝑥 2 − 4𝑥 + 7 D. (𝑓 – 𝑔) (𝑥) = 𝑥 2 − 𝑥 + 5

9. Given: 𝑓(𝑥) = 𝑥 2 – 1 and 𝑔(𝑥) = 𝑥 – 2, which of the following value corresponds

to (𝑓 ○ 𝑔)(3)?
A. 15 B. -1 C. 0 D. -8

10. What is the equation to represent the function from the following table of values?

𝑥 -2 -1 0 1 2
𝑦 1 2 3 4 5

A. 𝑦 = 𝑥 + 3 B. 𝑦 = 4𝑥 C. 𝑦 = 3𝑥 D. 𝑦 = 𝑥 − 3

11. A tricycle costs ₱20.00 for the first 4 kilometers, and each additional integer
kilometer adds ₱5.00 to the fare. Which piecewise function represents the tricycle
fare in terms of the distance d in kilometers?

20.00, 𝑖𝑓 0 < 𝑑 ≤ 4
A. 𝑓(𝑑) = {
20.00𝑑, 𝑖𝑓 𝑑 > 4

20.00 + 5.00, 𝑖𝑓 0 < 𝑑 ≤ 4

B. 𝑓(𝑑) = {
20.00, 𝑖𝑓 𝑑 > 4

20.00, 𝑖𝑓 0 < 𝑑 ≤ 4
C. 𝑓(𝑑) = {
20.00 + 5.00𝑑, 𝑖𝑓 𝑑 > 4

20.00, 𝑖𝑓 0 < 𝑑 ≤ 4
D. 𝑓(𝑑) = {
20.00 + 5.00[𝑑 − 4], 𝑖𝑓 𝑑 > 4

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 3𝑥 2𝑥−1
12. Given: 𝑓(𝑥) = and 𝑔(𝑥) = , what value of 𝑥 will make the product of 𝑓(𝑥)
𝑥−2 𝑥−2
and 𝑔(𝑥) undefined?

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A. 0 B. 2 C. -2 D.
2

5𝑥−2 5𝑥+4
13. When 𝑓(𝑥) = and 𝑔(𝑥) = , which of the expressions below can be
𝑥−1 𝑥−1
𝑓(𝑥)
equated to ?
𝑔 (𝑥)

5𝑥+4 5𝑥−2 1 1
A. B. C. D.
5𝑥−2 5𝑥+4 2 5𝑥+4

14. Lalamove’s delivery rates using motorcycles having a weight limit of 20 kg has
a base fare of ₱60 and ₱8 for additional kilometers. Which of the following functions
𝑓(𝑑) represent the cost of delivery charge of the travel in kilometers?

A. 𝑓(𝑑) = 60.00 + 8.00𝑑 C. 𝑓(𝑑) = 60.00 + 8.00 (𝑑 – 1)

B. 𝑓(𝑑) = 52.00 + 8.00𝑑 D. 𝑓(𝑑) = 52.00 + 8.00 (𝑑 − 1)

15. The function f is defined as 𝑓(𝑥) = √𝑥 − 3. Its domain is 𝑥 ≥ 3, and its range is
𝑓(𝑥) ≥ 0. Which of the following is true of 𝑓?

A. If 𝑥 ≥ 3, then 𝑓(𝑥) ≥ 0.
B. It assigns exactly one value to every positive value of 𝑥.
C. The range of the function is 𝑓(3).
D. The value of 𝑓(3) is undefined.

Lesson
Functions in Real-Life
1 Situations

Let’s Recall

Activity 1: How do we represent functions?

Let us have a short review on the difference between relations and functions.

1. Determine which of the following relations are functions? Why?

a. 𝑓 = {(1, 2), (2, 3), (3, 5), (4, 7)}

b. 𝑔 = {(1, 3), (1, 4), (2, 5), (2, 6), (3, 7)}
c. ℎ = {(1, 3), (2, 6), (3, 9), … , (𝑛, 3𝑛), … }

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2. Determine which of the following mapping diagrams represent functions?

X Y X Y

1 3 11
2 5 7 13
3 9 2 17
4 17 1 19
5 33 23

Let’s Explore

Activity 2

The idea of correspondence plays a central role in a formulation of the concept

of function. You have already had experiences with the correspondences in everyday
life. For example:

To each person there corresponds a name.

To each item in an online shop there corresponds a price.

To each shape there corresponds an area.

To each WIFI connection there corresponds a unique ID.

Can you site other examples that describe real-life relationship between two
quantities? Give three, write your answer on the table below.

1.
2.
3.

Let’s Elaborate

Functions as representations of real-life situations

• From our review, function is a relation in which each statement of the

domain corresponds to exactly one element of the range.

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 • To represent in real-life situations, it is useful to give function a name, the
most common function name is “𝑓”, but we can have other names like “𝑔”,
“ℎ” or any letters that we want to use for the given problem. It relates an
input to an output. To illustrate,

We say "f of x equals x squared"

To illustrate a given function 𝑓(𝑥) = 𝑥 2

Taking 𝑥 = 4 as an input, then 𝑓(4) = 42 = 16 is the output.

Example 1

Give a function C that can represent the cost of buying x meals, if one
meal costs P40.

Solution

Since each meals costs P40, then the cost function is 𝐶(𝑥) = 40𝑥.

Example 2
One hundred meters of fencing is available to enclose a rectangular area
next to a river (see figure). Give a function A that can represent the area that can be
enclosed, in terms of x.
Solution

The area of the rectangular enclosure is 𝐴 = 𝑥𝑦.

We will write this as function of 𝑥. Since only 100m of
fencing is available, then
100−𝑥
𝑥 + 2𝑦 = 100 or 𝑦 = = 50 – 0.5𝑥.
2

Thus, 𝐴(𝑥) = 𝑥(50 – 0.5𝑥) = 50𝑥 – 0.5𝑥 2 .

Piecewise Functions

In many real-life problems, functions may be represented by a combination

of equations, such functions are called compound functions or piece-wise
functions.

Example 3

A user is charged P300 monthly for a particular mobile plan, which includes
100 free text messages. Messages in excess of 100 are charged P1 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

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The cost of text messaging can be expressed by the piecewise function,
300 𝑖𝑓 0 < 𝑚 ≤ 100
𝑡(𝑚) = {
300 + (𝑚 − 100) 𝑖𝑓 𝑚 > 100
Example 4

A jeepney ride costs P9.00 for the first 4 kilometers, and each additional
integer kilometer adds P1.00 to the fare. Use the piecewise function to represent
the jeepney fare in terms of the distance (d) in kilometers.

Solution
The input value is the distance, and the output value is the cost of the
jeepney fare. If 𝐹(𝑑) represents the fare as the function of distance, the function
can be represented as follows,
9.00 𝑖𝑓 0 < 𝑚 ≤ 4
𝐹(𝑑) = {
9.00 + 1.00⌊𝑑−4⌋ 𝑖𝑓 𝑚 > 4
Note that ⌊𝑑 ⌋ is the floor function. The floor function gives the largest integer
less than or equal to 𝑑, for example ⌊4.1⌋ = 4

Let’s Dig In

Represent the functions of the following situations.

1. A person is earning P600 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.
2. A storekeeper in CMGC Bakeshop earns an hourly wage of P35 and 1.5 times the
hourly wage for the extra hours for more than 40 hours a week. Write a piece-wise
function that gives the weekly pay P in terms of the number of hours ℎ.

Let’s Apply

Based on the existing tax structure, define a piecewise function that models
this situation by giving the function’s equation.

You will use the piecewise function representing the tax structure in the
Philippines. For example, you can compare the amount of tax deducted from
taxpayers with various levels of income.

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1. Complete the table.

TABLE 1 – Tax Rates (effective January 1, 2018 - December 31, 2022)

If Taxable Income is: Tax Due is:
Not over P 250,000
Over P 250,000 but not over P 400,000
Over P 400,000 but not over P 800,000
Over P 800,000 but not over P 2,000,000
Over P 2,000,000 but not over P 8,000,000
Over P 8,000,000

2. Represent as piecewise function.

3. Is the tax rate fair? (Answers in at most 3 sentences ONLY)

Lesson

2 Evaluating a Function

Let’s Recall

Activity 1: Can you identify the input, the process, and the output?

25

51

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 Let’s Explore

Activity 2: Find the value of each expression and write it in the square.

Let 𝑛 = 15

(2n-11)

Let’s Elaborate

To find the value of each expression in activity 2 above, the Law of

Substitution can be applied as follows:

To find the value of n² when 𝑛 is 15, substitute 15 in place of 𝑛 in n² to get 15²

or 225.

Evaluating a Function - means replacing the variable in the function, in this case
x, with a value from the function’s domain and computing for the result. To denote
that we are evaluating f at x for some x in the domain of f, we write f(x).

Example 1: Evaluate the following functions at x = 1.5.

(a) 𝑓(𝑥) = 2𝑥 + 1

(b) 𝑞(𝑥) = 𝑥 2 – 2𝑥 + 2

(c) 𝑔(𝑥) = √𝑥 + 1
2𝑥+1
(d) 𝑟(𝑥) =
𝑥−1

(e) 𝐹(𝑥) = ⌊𝑥⌋ + 1, where ⌊𝑥⌋ is the greatest integer function.

Solution
Substituting 1.5 for x in the functions above, we have

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 (a) 𝑓 (1.5) = 2(1.5) + 1 = 4

(b) 𝑞(1.5) = (1.5)2 – 2(1.5) + 2 = 2.25 – 3 + 2 = 1.25

(c) 𝑔(1.5) = √1.5 + 1 = √2.5

2(1.5)+1 3+1
(d) 𝑟(1.5) = = = 8
(1.5)−1 0.5

(e) 𝐹(1.5) = ⌊1.5⌋ + 1 = 1 + 1 = 2

Example 2. Find 𝑔(−4) and 𝑟(1) where 𝑔 𝑎𝑛𝑑 𝑟 are defined as

𝑔(𝑥) = √𝑥 + 1
2𝑥+1
𝑟(𝑥) =
𝑥−1

Solution

This is not possible because -4 is not in the domain of 𝑔(𝑥) and 1 is not in
the domain of 𝑟(𝑥).

Example 3. Evaluate the following functions, where 𝑓 𝑎𝑛𝑑 𝑞 are defined as

𝑓(𝑥) = 2𝑥 + 1 and 𝑞(𝑥) = 𝑥 2 – 2𝑥 + 2

Find a) 𝑓(3𝑥 − 1)
b) 𝑞(2𝑥 + 3)
Solution
(a) 𝑓(3𝑥 − 1) = 2(3𝑥 – 1) + 1

= 6𝑥 – 2 + 1
= 6𝑥 – 1

(b) 𝑞(2𝑥 + 3) = (2𝑥 + 3)2 – 2(2𝑥 + 3) + 2

= (4𝑥 2 + 12𝑥 + 9) – 4𝑥 – 6 + 2

= 4𝑥 2 + 8𝑥 + 5
Remember
a. 𝑓(𝑥) means “the value of 𝑓 𝑎𝑡 𝑥.” It does not mean “𝑓 𝑡𝑖𝑚𝑒𝑠 𝑥”
b. Letters other than 𝑓 such as 𝐺 𝑎𝑛𝑑 𝐻 or 𝑔 𝑎𝑛𝑑 ℎ can also be used.
c. 𝑓 is the name of the function and 𝑓(𝑥) is the value of the function at 𝑥.

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 Let’s Dig In

Evaluate the following functions at 𝑥 = −4.

a. 𝑓(𝑥) = 𝑥 3 – 64

b. 𝑔(𝑥) = 𝑥 3 – 3𝑥 2 + 3𝑥 – 1

c. 𝑟(𝑥) = √5 − 𝑥
𝑥+3
d. 𝑞(𝑥) =
𝑥 2 + 7𝑥 + 12

Let’s Apply

As the lightning strikes, the time between the flash that we see and the
thunder that we hear depends on the distance that we are from where the lightning
struck.

A table for this function is shown below.

Distance (in kilometers), 𝑑 1 2 3 4 5

Time (in seconds), 𝑡 3 6 9 12 15

Write a formula for this function on the box below. Use the letters 𝑑 𝑎𝑛𝑑 𝑡.

Lesson

3 Operations on Functions

Let’s Recall

Activity 1: Answer the following.

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1. How do we do operations on Polynomials?

2. Do you still remember the rules on the Laws of Exponents?

3. Perform the indicated operations.

a) (4𝑥 − 3) + (3𝑥 − 2)

b) (2𝑥 − 3)(𝑥 + 4)

Let’s Explore

Activity 2
Determine whether each statement is True or False.

1. If 𝑓(𝑥) = 𝑥 − 3 and 𝑔(𝑥) = 𝑥 + 4, then (𝑓 − 𝑔)(𝑥) = −7

𝑓
2. If 𝑓(𝑥) = 𝑥 + 6 and 𝑔(𝑥) = 3𝑥, then ( )(3) = 1
𝑔

3. If 𝑓(𝑥) = 4𝑥 – 12 and 𝑔(𝑥) = 𝑥 – 3, then (𝑓 + 𝑔)(2) = −5

4. If 𝑓(𝑥) = 𝑥 + 3 and 𝑔(𝑥) = 4𝑥, then (𝑓 − 𝑔)(2) = 40

5. If 𝑓(𝑥) = 3𝑥 + 2 and 𝑔(𝑥) = 4𝑥 – 1, then (𝑓 – 𝑔)(−3) = 6

Let’s Elaborate

Operations on Functions

Definition: Let f and g be functions, then

1) Their sum, denoted by 𝑓 + 𝑔, is the function denoted by
(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
2) Their difference, denoted by 𝑓 – 𝑔, is the function denoted by
(𝑓 – 𝑔)(𝑥) = 𝑓(𝑥) – 𝑔(𝑥)
3) Their product, denoted by 𝑓 ∙ 𝑔, is the function denoted by
(𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)
4) Their quotient, denoted by 𝑓 / 𝑔, is the function denoted by
(𝑓 / 𝑔)(𝑥) = 𝑓(𝑥) / 𝑔(𝑥), excluding the values of x where 𝑔(𝑥) = 0.

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Given the following functions

𝑓(𝑥) = 𝑥 + 3
𝑝(𝑥) = 2𝑥 – 7

𝑣(𝑥) = 𝑥 2 + 5𝑥 + 4

𝑔(𝑥) = 𝑥 2 + 2𝑥 – 8

𝑥+7
ℎ(𝑥) =
2−𝑥
𝑥−2
𝑡(𝑥) =
𝑥+3

Example 1: Determine the following functions.

a. (𝑣 + 𝑔)(𝑥)

b. (𝑓 ∙ 𝑝)(𝑥)

c. (𝑓 + ℎ)(𝑥)

d. (𝑝 – 𝑓)(𝑥)

e. (𝑣 / 𝑔)(𝑥)

Solution

a. (𝑣 + 𝑔)(𝑥) = (𝑥 2 + 5𝑥 + 4) + (𝑥 2 + 2𝑥 – 8)

= 𝑥 2 + 5𝑥 + 4 + 𝑥 2 + 2𝑥 – 8

= 2𝑥 2 + 7𝑥 – 4
b. (𝑓 ∙ 𝑝)(𝑥) = (𝑥 + 3)(2𝑥 – 7)

= 2𝑥 2 – 𝑥 – 21
𝑥+7
c. (𝑓 + ℎ)(𝑥) = (𝑥 + 3) +
2−𝑥

(𝑥+3)(2−𝑥)+ (𝑥+7)
=
(2−𝑥)

6−𝑥−𝑥 2 + 𝑥+7
=
2−𝑥

13−𝑥 2 𝑥 2 − 13
= =
2−𝑥 𝑥−2

d. (𝑝 – 𝑓)(𝑥) = (2𝑥 – 7) – (𝑥 + 3)

= 2𝑥 – 7 – 𝑥 – 3

= 𝑥 – 10
e. (𝑣 / 𝑔)(𝑥) = (𝑥2 + 5𝑥 + 4) ÷ (𝑥2 + 2𝑥 – 8)
𝑥 2 + 5𝑥+4
=
𝑥 2 + 2𝑥−8

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Composite Function
Let f and g be functions. The composite function denoted by (𝑓 ∘ 𝑔) is defined
by (𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥)). The process of obtaining a composite function is called
function composition.

Given the following functions:

𝑓(𝑥) = 2𝑥 + 1.

𝑔(𝑥) = √𝑥 + 1
2𝑥 + 1
𝑝(𝑥) =
𝑥−1
𝑞(𝑥) = 𝑥 2 − 2𝑥 + 2

𝐹(𝑥) = [𝑥] + 1
Example 2. Find and simplify (𝑔 ∘ 𝑓)(𝑥).

Solution

(𝑔 ∘ 𝑓)(𝑥) = 𝑔(𝑓(𝑥)) = √𝑓(𝑥) + 1 = √(2𝑥 + 1) + 1 = √2𝑥 + 2

Example 3. Find and simplify (𝑞 ∘ 𝑓)(𝑥).

Solution

(𝑞 ∘ 𝑓)(𝑥) = 𝑞(𝑓(𝑥)) = [𝑓(𝑥)]2 − 2[𝑓(𝑥)] + 2

= (2𝑥 + 1)2 – 2(2𝑥 + 1) + 2

= (4𝑥 2 + 4𝑥 + 1) – (4𝑥 + 2) + 2

= 4𝑥 2 + 1
Example 4. Find and simplify (𝑓 ∘ 𝑝)(𝑥).
Solution

(𝑓 ∘ 𝑝)(𝑥) = 𝑓(𝑝(𝑥)) = 2𝑝(𝑥) + 1

2𝑥+1 4𝑥+2 (4𝑥+2)+(𝑥−1) 5𝑥+1
= 2 [ ] +1= +1 = =
𝑥−1 𝑥−1 𝑥−1 𝑥−1

Example 5. Find and simplify (𝑓 ∘ 𝑝)(5).

Solution
2(5) + 1 11
(𝑓 ∘ 𝑝)(5) = 𝑓(𝑝(5)) = [𝑝(5)] + 1 = [ ] + 1 = [ ]+ 1 = 2+1 = 3
5−1 4

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 Let’s Dig In
1. Let 𝑓 𝑎𝑛𝑑 𝑔 be defined as 𝑓(𝑥) = 𝑥 – 5 and 𝑔(𝑥) = 𝑥 2 – 1.

Find (a). 𝑓 + 𝑔 (d). 𝑓 / 𝑔

(b). 𝑓 – 𝑔 (e). 𝑔 / 𝑓

(c). 𝑓 · 𝑔

2. If 𝑓(𝑥) = 𝑥 2 + 3𝑥 and 𝑔(𝑥) = 𝑥 – 2, find and simplify the following composite

functions:

𝑎. 𝑓 ∘ 𝑔 𝑐. 𝑓 ∘ 𝑓

𝑏. 𝑔 ∘ 𝑓 𝑑. 𝑔 ∘ 𝑔

Let’s Apply

Verify the special relationship in the given pair of functions

(𝑓 ∘ 𝑔) = x and (𝑔 ∘ 𝑓 ) = 𝑥 (Please show your complete solution).

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If 𝑓 (𝑥) = 3𝑥 – 2 and 𝑔(𝑥) = (𝑥 + 2)
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Let’s Evaluate
Directions: Analyze each question carefully and write the letter that corresponds to
the correct answer.

𝑥
1. Which of the following is the range, given the function 𝑓(𝑥) = + 3, where 𝑥 ∈
2
{0, 2, 4, 6, 8}?

A. 𝑟 = {1, 2, 3, 4, 5} C. 𝑟 = {2, 4, 6, 8, 10}

B. 𝑟 = {1, 3, 5, 7, 9} D. 𝑟 = {3, 4, 5, 6, 7}

2. What is the sum of f(𝑥) = 𝑥 2 + 1 and 𝑔(𝑥) = 3𝑥 − 5?

A. 𝑓 + ℎ = 𝑥2 + 3𝑥 − 4 C. 𝑓 + ℎ = 𝑥2 − 3𝑥 − 4
B. 𝑓 + ℎ = 2𝑥2 + 3𝑥 − 4 D. 𝑓 + ℎ = 𝑥2 + 3𝑥 + 4

3. What is the product of the functions 𝑓(𝑥) = x2 + 1 and 𝑔(𝑥) = 3𝑥 − 5?

A. 𝑓 · 𝑔 = 3𝑥3 + 5𝑥2 + 3𝑥 − 5 C. 𝑓 · 𝑔 = −3𝑥3 − 5𝑥2 + 3𝑥 − 5

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 B. 𝑓 · 𝑔 = 3𝑥3 − 5𝑥2 + 3𝑥 − 5 D. 𝑓 · 𝑔 = 3𝑥3 − 5𝑥2 + 3𝑥 + 5

4. The function f is defined on the real numbers by 𝑓(𝑥) = 2 + 𝑥 – 𝑥 2 , what is the

value of 𝑓(−3)?

A. -10 C. -4
B. 8 D. 14

5. Write an equation to represent the function from the following table of values:

𝑥 -2 -1 0 1 2
𝑦 -4 -2 0 2 4
A. 𝑦 = −2𝑥 C. 𝑦 = 2𝑥
B. 𝑦 = 𝑥 + 1 D. 𝑦 = 𝑥 + 2

6. Let 𝑓(𝑥) = 3𝑥 + 1, and let 𝑔(𝑥) = √𝑥 − 1 . Find (𝑓 ◦ 𝑔)(5).

A. 0 B. √15 C. 4 D. 7

7. What values of x will make 𝑓(𝑥) = 𝑔(𝑥), where 𝑓(𝑥) = 𝑥 2 and 𝑔(𝑥) = 𝑥 + 6?

A. 2; -3 B. 3; -2 C. 4; 10 D. 9; 3

4 3
8. If 𝑓(𝑥) = and 𝑔(𝑥) = √(𝑥 − 1), what is 𝑓(𝑔(𝑥))?
𝑥
4 1
A. (𝑔 ○ 𝑓) (𝑥) = 3 C. (𝑔 ○ 𝑓) (𝑥) =
√(𝑥−1) 4 3√(𝑥−1)
3 4 3 4
B. (𝑔 ○ 𝑓) (𝑥) = √ D. (𝑔 ○ 𝑓) (𝑥) = √ − 1
(𝑥−1) 𝑥

9. Which function best represent the cost C in pesos for weight(x) in kilograms, if the
postal service charges P200.00 for a package up to 4 kilograms and P30.00 for each
additional kilogram up to 10 kilograms?
200.00𝑥, 𝑖𝑓 𝑥 ≤ 3
A. 𝐶(𝑥) = {
200.00𝑥 + 30.00𝑥, 𝑖𝑓 4 ≤ 𝑥 ≤ 10
200.00, 𝑖𝑓 𝑥 ≤ 3
B. 𝐶(𝑥) = {
200.00𝑥 − 30.00𝑥, 𝑖𝑓 4 ≤ 𝑥 ≤ 10
200.00, 𝑖𝑓 𝑥 ≤ 3
C. 𝐶(𝑥) = {
200.00𝑥 + (−30.00), 𝑖𝑓 4 ≤ 𝑥 ≤ 10
200.00, 𝑖𝑓 𝑥 ≤ 4
D. 𝐶(𝑥) = {
200.00 − 30.00𝑥, 𝑖𝑓 4 < 𝑥 ≤ 10

10. Sea Breeze Resort in Taguig has an entrance fee of P200.00 for 4’ ft and below,
an additional of P50.00 for 4’1 ft and above. Write a piecewise function relating the
height of people, h, to the entrance fee, E.

A. E(h) = 200.00, 𝑖𝑓 0 < ℎ ≤ 4

200.00h, 𝑖𝑓 ℎ ≥ 4’ 1

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 B. E(h) = 200.00, 𝑖𝑓 0 < ℎ ≤ 4

200.00 + 50, 𝑖𝑓 ℎ ≥ 4’1

C. E(h) = 200.00, 𝑖𝑓 0 < ℎ ≤ 4

200.00h, 𝑖𝑓 ℎ ≤ 4’1

D. E(h) = 200.00, 𝑖𝑓 0 < ℎ ≤ 4

200.00 + 50 𝑖𝑓 ℎ ≤ 4’ 1

11. The function 𝐶(𝑎) = 6𝑎2 gives the surface area of a cube. What is the surface
area of a cube of edge 3?
A. 18 B. 9 C. 54 D. 45
Use the following functions for items 12 to 15.

• 𝑓(𝑥) = 2𝑥 + 1
• 𝑞(𝑥) = 𝑥 2 – 2𝑥 + 2
2𝑥+1
• 𝑟(𝑥) =
𝑥−1

12. Express the function f2(x) = x2 – 4x + 1 as the sum or difference of the given
functions.
A. 𝑞(𝑥) – 𝑓(𝑥) B. 𝑓(𝑥) – 𝑞(𝑥) C. 𝑞(𝑥) – 𝑞(𝑥) D. 𝑓(𝑥) – 𝑓(𝑥)
2𝑥 2 + 𝑥
13. Express the function 𝑓3 (𝑥) = as a sum or difference of the given
𝑥 −1
functions.

A. f(𝑥) + 𝑞(𝑥) B. 𝑞(𝑥) + 𝑟(𝑥) C. 𝑓(𝑥) + 𝑓(𝑥) D. 𝑓(𝑥) + 𝑟(𝑥)

14. Express the function 𝑔2 (𝑥) = 𝑥 – 1 as a product or quotient of the given

functions.

A. 𝑟(𝑥)/𝑞(𝑥) B. 𝑟(𝑥)/𝑓(𝑥) C. 𝑓 (𝑥)/𝑟(𝑥) D. 𝑞 (𝑥)/𝑟(𝑥)

1
15. Express the function g3(x) = as a product or quotient to the given functions.
𝑥−1

A. 𝑓(𝑥)/ 𝑟(𝑥) B. 𝑟(𝑥)/ 𝑓(𝑥) C. 𝑟(𝑥)/ 𝑞(𝑥) D. 𝑞(𝑥)/ 𝑓(𝑥)

References
Advanced Algebra, Trigonometry and Statistics, Textbook for Fourth Year by
Soledad Jose-Dilao, Fernando B. Orines and Julieta G. Bernabe (Revised Edition,
2009)
General Mathematics Learner’s Material by the Department of Education (First
Edition, 2016)
General Mathematics Teacher’s Guide by the Department of Education (First
Edition, 2016)

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 Development Team of the Module

Writers: MYLENE M. CORNEJO

Editors:
Content: JOHN CYRUS
SUZANNE PADERNA
Language: CHRISTIAN T. FRUTO
Reviewers: MRS. MIRASOL I. RONGAVILLA
ARMANDO V. EROLIN

Illustrators:
Layout Artist: JASPER T. AGUILAR
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD-Chief
DR. ELLERY G. QUINTIA, CID Chief
MRS. MIRASOL I. RONGAVILLA, EPS - MATH
DR. DAISY L. MATAAC, EPS – LRMS/ ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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