“I love you, O LORD, my strength.

”
Psalm 18: 1

Basic Education Department

Senior High School
S.Y. 2020 – 2021

First Quarter Learning Module in

General Mathematics
Grade 11 – Core Subject

Dear Parents/ Guardians,

It is the goal of King’s College of the Philippines - Basic Education

Department through our Continuity learning Operation Plan for school year 2020
2021 to sustain the delivery of quality, accessible, relevant and liberating basic
education services for all school – age learners in the midst of COVID-19 pandemic
by adhering to the new learning modalities prescribed by the Department of
Education.

To ensure the continuous learning of your child / ward, the school wants to
reach you through this learning module. We have simplified the content yet

profound to meet the learning competencies required by the K-12 curriculum of the
Department of Education. Kindly help your child/ ward reach his potential amidst
this pandemic.
This learning module is exclusively for the KCP- Basic Education learners. No
part of this module be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, mimeographing or by
any information and retrieval system, without written permission.
Stay home and God bless.

LEARNING MODULE IN GENERAL MATHEMATICS

Dear student,

An anonymous person once said that life is a math equation. In order to gain the most, you have to know how
to convert negatives into positives.

General Mathematics is one of the core subjects of the Senior High School curriculum. Some examples of the
things that you will learn from taking this subject include: key concepts of functions, and key concepts of rational
functions, inverse functions, exponential functions and logarithmic functions. Discussions and worked examples
in this module are labeled KEY CONCEPTS. Examples are provided for each section to illustrate how the concepts
are applied step by step. These discussions and worked examples are designed to prepare you for the given
activities. The LEARNING TASK serves as your practice exercise. They basically touch in the items that demand
recalling, understanding, and applying.

Remember that Mathematics is not all about numbers, equations, computations, figures/shapes, logic,
measurement, or problem solving: it is about understanding. And the best way to understand what Mathematics
is - is to do Mathematics.
WEEK LESSON NUMBER OF HOURS
Week 1 General Orientation and Subject
Orientation
Lesson 1: Functions 4 hours
Week 2
Lesson 2: Evaluation of Functions
Week 3 Lesson 3: Operations of Functions 4 hours
Week 4
Lesson 4: Rational Functions 8 hours
Week 5
Week 6 Lesson 5: Inverse Functions 4 hours
Week 7
Lesson 6: Exponential Functions
Week 8 8 hours
Lesson 7: Logarithmic Functions
Week 9
Week 10 First Quarter Examination 1 hour

IN CASE OF ASSISTANCE: If you find trouble in answering your module, please do not hesitate to contact me
on the following:
Subject Teacher Cellphone Number Email address Facebook Messenger
Roseane M. Olsim 09104252661 [email protected] Roshan Wilson Olsim

Your teacher,

Roseane M. Olsim

Basic Education Department – SHS Learning Module in General Mathematics Page 2 of 18

 CONTENT The learner demonstrates understanding of key concepts of functions.
STANDARDS
PERFORMANCE The learner is able to accurately construct mathematical models to represent real-life
STANDARDS situations using functions.
MOST ESSENTIAL The learner:
LEARNING a. represents real-life situations using functions and
COMPETENCIES b. evaluates a function.
DURATION/TIME
Week 2 Date: August 31, 2020 – September 4, 2020
FRAME
LESSON 1: FUNCTIONS
A. OBJECTIVES
At the end of this lesson, you should be able to: a.
define a function,
b. differentiate functions from mere relations,
c. determine the domain and range of a function, and
d. appreciate the value of goal – directed through the concept wherein every output depends on
the input.

B. KEY CONCEPTS
WHAT IS A FUNCTION?

A function can be understood by thinking of it as a machine that takes inputs and transforms them into particular
outputs. In the illustration, the inputs are spheres of various sizes. The outputs are illustrated by the cubes
coming out of the chute. Hence, this function transforms each sphere into a cube.

When each input in a relation has exactly one output, the relation is said to be a function.

Function – a type of relation between two variables such that every input
corresponds to exactly one output. In symbols we say that for every x, there is
exactly one y.

A process where an input produces an

Input (x) function(f) Output(fx)
output is called a function.

A relation is a rule that relates values from a set of values (called the domain) to a second set
of values (called the range). It is a set of ordered pairs (𝑥, 𝑦). A set is a group of things that have
the same characteristics like ‘set of numbers’, ‘set of even numbers’ and others.

The mathematical concept of "relation" applies to ordinary life relations such as "is the uncle of" and to

mathematical relations such as "is equal to", "is greater than", or "is congruent to".

We use the following function notation

𝒇 (𝒙) = 𝒚, where 𝑥 is the independent variable and 𝑦 is the dependent variable
Basic Education Department – SHS Learning Module in General Mathematics Page 3 of 18
we read this as “𝑓 𝑜𝑓 𝑥 𝑖𝑠 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑦,” which means that 𝑦 (range) is a function of the independent variable 𝑥
(domain). We can also use letters other than 𝑓 for example ℎ(𝑥), 𝐾(𝑥), 𝑗(𝑥), 𝐿(𝑥) etc.
domain – the set of allowable values for the independent variable range
– the set of corresponding values for the dependent variable Take note
that for every input (domain), there corresponds a unique output
(range).

COMMON MISTAKE
𝑓(𝑥) does NOT imply multiplication! We are not multiplying the variables 𝑓 and 𝑥.

The term function is also used to describe dependence of one quantity to another.

The following situation shows the dependence of one quantity to another:

a. Your grade in Mathematics depends on your study habits and understanding.
b. The increase of your daily allowance depends on the improvement of your grades.
c. The commission of a salesman depends on his total sales.

In the example above, change the word “depends” to “is a function of”

a. Your grade in Mathematics is a function of your study habits and understanding.

b. The increase of your daily allowance is a function of the improvement of your grades.
c. The commission of a salesman is a function of his total sales.

There are different ways to represent a function. Among these representations are: mapping diagram, table
of values, set of ordered pairs, graph, and equation.
To determine whether a graph represents a function or not, we do the vertical line test.

Vertical Line Test – if any vertical line intersects a graph at exactly

one point, then it is a graph of a function.

These procedures are based on the fact that the correspondence between the domain and the range of the
function is one – to – one or many – to – one. Otherwise, the relationship is just a mere relation.
1. Determine whether each of the following is a function or not a function.
a. 𝑓 = {(0, − 1), (2, − 5), (4, − 9), (6, − 13)}
b. 𝑔 = (5, − 10), (25, − 75), (50, − 100)
c. 𝑇 = {(− 2, 0), (− 1, 1), (0, 1), (−2, 2)}
Solution: The examples given in (a) is a function since no two ordered pairs have the same values of x. Example
(b) is not a function as it does not indicate a set. It is simply a listing of ordered pairs. Example (c) is not a
function because there are ordered pairs having the same first element x which is – 2.

2. Identify whether the relationship that exists between each of the following pairs indicates a
function or not a function.
a. a jeepney and its plate number
b. a teacher and his cellular phone
c. a pen and the color of its ink Solution:
a. Function. A jeepney can only be assigned one plate number
b. not a function (relation). A teacher may have two or more cellular phones.
c. Not a function. There are some pens that have 2 or 3 colors of ink contained in only one unit.
3. Let 𝑥 = (𝑀, 𝐴, 𝑇, 𝐻) and 𝑦 = (1,2,3,4,5). Determine which of the following set of ordered pair of mapping
represents a function from set x to y?
a. {(𝑀, 1), (𝐴, 2), (𝑇, 3), (𝐻, 5)} b. {(𝑀, 3), (𝑇, 4), (𝐻, 5)}

Basic Education Department – SHS Learning Module in General Mathematics Page 4 of 18

c. M 1 d.
M 1
A 2
A 2
T 3
T 3
H 4 H 4
5 5
Solution:
a. It is a function because each element in set 𝑥 is paired with exactly one element in set 𝑦.
b. This set of ordered pair does not represent a function because not all elements of set 𝑥 are paired with
an element of set 𝑦.
c. This mapping represents a function because each element of set 𝑥 is paired with an element of set 𝑦.
d. This mapping does not represent a function because the element 𝑇 in set 𝑥 is paired with three elements
2, 3, 𝑎𝑛𝑑 4 of set 𝑦.

4. Determine if 𝒇(𝒙) = 𝟑𝒙𝟐 represents a function Solution:

Assign some values for 𝑥 and compute for the corresponding values of 𝑓(𝑥).

c. solution: Letter b and c does not represent a function because

𝑥 −2 −1 1 2

𝑓(𝑥) 12 3 3 12
From the table, take note that an input of −2 𝑎𝑛𝑑 2 gives an output of 12 and an input of −1 𝑎𝑛𝑑 1 gives an
output of 3. The correspondence is many-to-one. Therefore, the equation is a function.

5. Determine which of the following graph represents a function

a. b.

if a vertical line is drawn, the graphs intersects in more

than one point, while letter a is a function because if a
vertical line is drawn then it intersects the graph at one
and only one point.

Basic Education Department – SHS Learning Module in General Mathematics Page 5 of 18

Domain and Range of Functions
There are two important sets when dealing with functions. These sets are called the domain and range of
function.

Recall that a function is a set of ordered pairs (𝑥, 𝑦). the set of all possible 𝑥 − 𝑣𝑎𝑙𝑢𝑒𝑠 (𝑎𝑏𝑠𝑐𝑖𝑠𝑠𝑎) is called the
domain of the function while the set of all possible 𝑦 − 𝑣𝑎𝑙𝑢𝑒𝑠 (𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒) is called the range of the function.

All functions are relations but not all relations are functions

1. Determine the domain and range of the following functions:

a. 𝐴 = {(1, 2), (2, 3), (3, 4)}
b. 𝑆 = {(6, 2), (4, 2), (2, 2)}
c.
𝑥 −4 −1 3 6 9
𝑦 16 1 9 36 81

d. - 4

-3 5 -2
2 4
Solution:
a. Domain = {1, 2, 3} c. Domain = {−4, −1, 3, 6, 9}
Range = {2, 3, 4} Range = {16, 1, 9, 36, 81}

b. Domain = {2, 4, 6} d. Domain = {−4, 2, 5}

Range = {2} Range = {−3, −2, 4}

2. Find the domain and range of the following functions

a. 𝑦 = 2𝑥 − 3 c. 𝑦 = 𝑥2 e. y= 2
b. 𝑦 = −3𝑥3 + 5𝑥 d. 𝑦 = │ − 2𝑥│
Solution:
a. This is a polynomial function. Since polynomial functions are defined or exist in any real number, the
domain is {𝑥│𝑥 is a real number} (read as ‘the set of 𝑥 such that 𝑥 is a real number) and the range is
{𝑦│𝑦 is a real number} (read as ‘the set of 𝑦 such that 𝑦 is a real number).

b. It is also a polynomial function of third degree. Thus, the domain and range are the set of real numbers.
c. The domain is the set of real numbers. Notice that the value of y will never be negative. Therefore, the

range is the set of all real numbers greater than or equal to 0, that is .

d. The domain is {𝑥│𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}. Since the absolute value of any real number will never be

Basic Education Department – SHS Learning Module in General Mathematics Page 6 of 18

 negative, then the range is {𝑦│𝑦 .

e. It is an example of a constant function. The value of a function is always equal to 2 for any value of
the independent variable. Consequently, the domain is {𝑥│𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}. And the range is {2}.

C. LEARNING TASKS

Determine whether the given is a function of not a function.

1. 𝑅 = {(𝑎, 0), (𝑏, − 1), (𝑐, 0), (𝑑, − 1)} FUNCTION

2. a teacher and his cellular phone NOT A FUNCTION
3. a student and his ID number FUNCTION

ACTIVITY 1:
Name: ___PALAEZ, ARKEN L.______ Grade and Section: 11- ICT A
A. Determine if the following sets of ordered pairs, table of values, equations and graphs represent a function
or relation.
1. {(−4, 2), (0,9), (−4, −8), (4, 5), (−1, −10), (11, −5)} RELATION

2. {(Math, Science), (Math, English), (Math, Economics), (Math, History)} RELATION

3. 𝑓(𝑥) = 𝑥4 FUNCTION 4. RELATION

5. 𝑥 = 𝑦2 FUNCTION 6. 𝑦 = √3 𝑥 RELATION

7. 𝑦 = FUNCTION 8. 𝑓(𝑥) = − 𝑥 FUNCTION

𝑥

9. RELATION 10. FUNCTION

𝑥 2 6 2 8 𝑥 2 4 6 8

𝑓(𝑥) 4 8 9 10
𝑓(𝑥) 4 16 36 64

Basic Education Department – SHS Learning Module in General Mathematics Page 7 of 18

11. 12. RELATION
RELATION

B. Determine the domain and range of the following functions.

1. {𝐶𝐶, 𝑆), (𝑂, 𝑆), (𝑀, 𝐼), (𝑃, 𝑂), (𝐴, 𝑁)} 2. 𝑋 2 4 6 8 10 12

Domain: _C, O, M, P, A_____ 𝑌 1 1 1 1 1 1

Range: __S,I,O,N_______________
Domain:2,4,6,8,10, 12____
Range: __1_____________

3. 𝑓(𝑥) = 𝑥2 – 1
Domain: _x| x is a real
number______________
Range: _y| y ≥ 0________________

LESSON 2: EVALUATION OF
FUNCTIONS A. OBJECTIVES
At the end of this lesson, you should be able to:
a. recall the operations on integers relating it to evaluation of functions,
b. evaluate functions with an algebraic expression,
c. appreciate the value of precision in real life through solving.

B. KEY CONCEPTS

Review on Operation of Integers

Basic Education Department – SHS Learning Module in General Mathematics Page 8 of 18

 •like signs: add and carry their sign
•4+3= 7
• -4 + - 3 = -7
addition •different signs: subtract and carry the sign of the bigger number
• -6 + 8 = 2
•6 + (-8) = -2

•change the sign of the subtrahend and proceed to addition

•4 - 3 = 1
subtraction •4 - ( -3) = 4 + 3 = 7
•-4 - (-3) = -4 + 3= -1
•-4 - 3 = -4 + (-3) = -7

•like sign: positive

•4x3 = 12 16 ÷ 4 = 4
•(-4)(-3)= 12 ( -16) ÷ (-4) = 4
multiplication/division •different sign: negative
•(-4)(3) = -12 ( -16) ÷ 4 = -4
•9 x (- 7) = -63 81 ÷ (-9) = -9

GEAR UP

How large is the value of the output y in the function 𝑦 = 5𝑥20 − 1 if we input 𝑥 = 10? The amount of space that
a spherical container can hold, if the radius of the container is 12 𝑐𝑚, can be calculated by using the
4 3. What is the volume of the
container? formula 𝑉 =𝜋𝑟
3

The problem presented can be solved through evaluation of functions. In this lesson, we shall learn how to
evaluate functions

To evaluate a function means to find the value of the output 𝑓(𝑥), given the input.

It is the process of determining the value of the function at the number assigned to a given variable.
Study the following examples.
Given 𝑓(𝑥) = 3𝑥 – 7, evaluate the following:
a. 𝑓(8) b. 𝑓(𝑥 – 1) c. 𝑓(0) d. 𝑓(𝑥 – 2)

SOLUTION: a. substitute 8 to x in the equation for the function 𝑓 b. 𝑓 (0)

𝑓(8) = 3𝑥 – 7 𝑓(0) = 3𝑥 – 7

= 3(8) – 7 = 3(0) – 7
= 24 – 7 =0–7

= 𝟏𝟕 = − 𝟕 c. we find 𝑓 (𝑥 – 1) by substituting the

algebraic expression 𝒅. 𝑓 (𝑥 – 2) = 3𝑥 – 7

𝑥 – 1 to 𝑥 in the given function = 3 (𝑥 – 2) – 7

𝑓 (𝑥 – 1) = 3𝑥 – 7 = 3𝑥 – 6 – 7
= 3(𝑥 – 1) – 7 = 𝟑𝒙 – 𝟏𝟑

= 3𝑥 – 3 – 7
= 𝟑𝒙 – 𝟏𝟎
Example 2: Given 𝑓 (𝑥) = 𝑥2 – 3𝑥 + 4
a. what is the value of 𝑓 (𝑥) when 𝑥 = 1?
b. What is/are the values of x when 𝑓 (𝑥) = 32?
Solution:
a. solve for 𝑓 (1) b. solve for x when 𝑓 (𝑥) = 32
𝑓 (1) = 𝑥2 – 3𝑥 + 4 𝑓 (𝑥) = 𝑥2 – 3𝑥 + 4
Basic Education Department – SHS Learning Module in General Mathematics Page 9 of 18
 = (1)2 – 3(1) + 4 𝑥2 – 3𝑥 + 4 − 32 = 32 − 32 → let the right side be zero
=𝟐 𝑥2– 3𝑥 – 28 = 0 → factor
(𝑥 – 7) (𝑥 + 4) = 0 → equate both factors to zero
(𝑥 – 7) = 0; (𝑥 + 4) = 0 𝒙 = 𝟕 𝒂𝒏𝒅 𝒙 = − 𝟒

Example 3. If 𝑓 (𝑥) = 𝑥2 + 3𝑏𝑥 – 4 then find the value of b so that 𝑓 (5) = − 9

Solution: first evaluate the given function at 5, that is;

𝑓 (5) = 52 + 3𝑏 (5) – 4
= 25 + 15𝑏 – 4
= 21 + 15𝑏

But it is given that 𝑓(5) = − 9, so 21 + 15𝑏 = −9, then solving the equation for 𝑏,
21 + 15𝑏 = −9
15𝑏 = − 9 – 21
𝒃=−𝟐

C. LEARNING TASKS

Evaluate each function at 𝒙 = 𝟑

1. 𝑓(𝑥) = 𝑥2 2. ℎ(𝑥) = 𝑥2 − 3𝑥
f(3)= 32 h(3) = 32-3(3) k(3)= 32
=9
= 9-9 = 9
=0 = 4
=2

Big Idea

Functions could be deemed as a culinary recipe. Ingredients (domain/input) should have the correct balance to produce its
distinct and good taste (range/output). Further, choosing the ingredients you will put in your recipe is similar to evaluating
functions. The ingredients you put in your recipe could either elevate or destroy its taste.

Basic Education Department – SHS Learning Module in General Mathematics Page 10 of 18

ACTIVITY 2:
Name: _PALAEZ, ARKEN L. Grade and Section: _11-ICT A
A. Given 𝑓(𝑥) = 14𝑥 – 23, find the following:
1. 𝑓(10) 2. 𝑓(−1)
𝑓(𝑥) = 14𝑥 – 23 𝑓(𝑥) = 14𝑥 – 23
𝑓(10)= 14(10) – 23 𝑓(-1)= 14(-1) -23
= 140-23 = -14-23
=117 = -37

3. 𝑓 (4) 4. 𝑓(2𝑥 – 7)
𝑓(𝑥) = 14𝑥 – 23 𝑓(𝑥) = 14𝑥 – 23
𝑓(4) = 14(4)-23 𝑓(2x-7) = 14(2x-7) – 23
=56-23 = 28x- 98-23
= 33 = 28x -121

5. 𝑥 𝑤ℎ𝑒𝑛 𝑓(𝑥) = 5 6. 𝑓(9) + 𝑓(−3)

𝑓(𝑥) = 14𝑥 – 23 Check: (f+g) (x) = f (9) + g (-3)
14x – 23 = 5 = 14(9) – 23 + 14 (-3)-23
𝑓(𝑥) = 14𝑥 – 23
14x – 23 – 5 = 5 – 5 14(2) – 23 = 5 = 126-23+ -42 -23
14x – 28 = 0 28 – 23 = 5 = 103 + (-65)
14x – 28 = 0 5=5 = 38
14 14
x- (-2) = 0
x= 2
B. Use the function 𝑓(𝑥) = 5 – 8𝑥 to find the following:
1. 𝑓(−2) 2. The value of 𝑥 when 𝑓(𝑥) = 13

𝑓(𝑥) = 5 – 8𝑥 𝑓(𝑥) = 5 – 8𝑥 Check:

𝑓(−2)= 5- 8(-2) 5 – 8𝑥 = 13 𝑓(𝑥) = 5 – 8𝑥
=5-(-16) 5 – 8x – 13 = 13 – 13 5 – 8(-1) = 13
=21 -8x – 8 = 0 5 +8= 13
-8x – 8 = 0 13 = 13
-8 -8 = 0
X+ 1= 0
X= -1
C. Given 𝑓(𝑥) = 3𝑥 + 15 𝑎𝑛𝑑 𝑔(𝑥) = 15𝑥 + 3, which is bigger: 𝑓(1) + 𝑔(−1) 𝑜𝑟 𝑔(1) + 𝑓(−1)? Show your
solution.
𝑓(1) + 𝑔(−1) 𝑔(1) + 𝑓(−1)
𝑔(1) + 𝑓(−1) is bigger
𝑓(𝑥) = 3𝑥 + 15 𝑔(𝑥) = 15𝑥 + 3 than 𝑓(1) + 𝑔(−1).
𝑓(1)=3(1)+15 𝑔 (1)=15(1)+3
=3+15 =15+3
= 18 = 18

𝑔(𝑥) = 15𝑥 + 3 𝑓(𝑥) = 3𝑥 + 15

𝑔(−1)= 15(-1) + 3 𝑓(-1)=3(-1)+15
= -15+3 =-3+15
=-12 Basic Education Department
= 12 – SHS Learning Module in General Mathematics Page 11 of 18

F(18)+ G(-12)= 6 F(18)+G(12)=30

 CONTENT The learner demonstrates understanding of key concepts of functions.
STANDARDS
PERFORMANCE The learner is able to accurately construct mathematical models to represent real-life
STANDARDS situations using functions.
The learner:
MOST ESSENTIAL
a. performs addition, subtraction, multiplication, division, and composition of
LEARNING
functions and
COMPETENCIES
b. solves problems involving functions.
DURATION/TIME
Week 3 Date: September 7, 2020 – September 11, 2020
FRAME

LESSON 3: OPERATIONS ON FUNCTIONS

A. OBJECTIVES
At the end of this lesson, you should be able to:
At the end of this lesson, you should be able to:
a. recall the operations of real numbers relating it to functions,
b. apply rules on operation of functions,
c. perform the four fundamental operations on function, and
d. appreciate value of precision through solving.

B. KEY CONCEPTS
Operation on functions are similar to operations on real numbers. You can obtain new function by
adding, subtracting, multiplying and dividing functions. Accordingly, these new functions are called
the
sum, difference, product, and quotient of the original functions. In this lesson, we shall learn how to
perform these operations on functions.

Sum, Difference, Product, and Quotient of Functions

Minds are like parachutes,
Given two functions 𝑓(𝑥) 𝑎𝑛𝑑 𝑔(𝑥), we define the they only function when
they are open.
following:
James Dewar
SUM: (𝑓 + 𝑔) (𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
DIFFERENCE: (𝑓 – 𝑔) (𝑥) = 𝑓(𝑥) – 𝑔(𝑥)
PRODUCT: (𝑓𝑔) (𝑥) = 𝑓(𝑥)  𝑔(𝑥)

QOUTIENT: (𝑓)(𝑥) = 𝑓(𝑥) where 𝑔(𝑥) ≠ 0.

𝑔 𝑔(𝑥)

EXAMPLE 1: Given ℎ (𝑥) = 𝑥2 – 5 and 𝑘 (𝑥) = 2𝑥 – 11, find the following:

a. (ℎ + 𝑘) (𝑥) b. (ℎ – 𝑘) (𝑥) c. (ℎ𝑘) (𝑥) ℎ
d. ( ) (𝑥)
𝑘
SOLUTION:
a. (ℎ + 𝑘) (𝑥) = ℎ (𝑥) + 𝑘 (𝑥) b. (ℎ – 𝑘) (𝑥) = ℎ(𝑥) – 𝑘(𝑥)
= 𝑥2 – 5 + 2𝑥 – 11 = (𝑥2 – 5) – (2𝑥 – 11)
= 𝒙𝟐 + 𝟐𝒙 – 𝟏𝟔 = 𝑥2 – 5 – 2𝑥 + 11
= 𝒙𝟐 – 𝟐𝒙 + 𝟔

ℎ ℎ(𝑥)

c. (ℎ𝑘) (𝑥) = ℎ(𝑥)  𝑘(𝑥)

d. ( ) (x) =
( )𝑘 𝑘(𝑥)

Basic Education Department – SHS Learning Module in General Mathematics Page 12 of 18

 2– 5) (2𝑥 – 11) = 𝒙𝟐 – 𝟓 = (𝑥
𝟐𝒙 – 𝟏𝟏

= 𝟐𝒙𝟑 – 𝟏𝟏𝒙𝟐 – 𝟏𝟎𝒙 + 𝟓𝟓

EXAMPLE 2: Given 𝑓(𝑥) = 5𝑥 – 16 and 𝑔(𝑥) = 3𝑥 + 28, find the following:

a. (𝑓 + 𝑔) (2) b. (𝑓 – 𝑔) (− 3)

SOUTION:
a. (𝑓 + 𝑔) (2) = 𝑓(2) + 𝑔(2) b. (𝑓 – 𝑔) (− 3) = 𝑓(− 3) – 𝑔(−3)
= (5𝑥 – 16) + (3𝑥 + 28) = (5𝑥 – 16) – (3𝑥 + 28)
= [5(2) – 16] + [3(2) + 28] = [5(−3) – 16] – [3(−3) + 28]
= − 6 + 34 = – 31 – 19
= 𝟐𝟖 = – 𝟓𝟎

EXAMPLE 3. If 𝑓(𝑥) = 𝑥3 – 27, 𝑔(𝑥) = 𝑥2 + 3𝑥 + 9, and ℎ(𝑥) = 4𝑥 – 1, find the following:

a. (𝑓ℎ)(𝑥) b. (𝑓)(𝑥) c. (ℎ)(𝑥)

𝑔 𝑓

SOLUTION

a. (𝑓ℎ)(𝑥) = 𝑓(𝑥)(ℎ)(𝑥) b. (𝑓)(𝑥) = 𝑓(𝑥) c. (ℎ)(𝑥) = ℎ(𝑥)

𝑔 𝑔(𝑥) 𝑓 𝑓(𝑥)

= (𝑥
4 – 27)(4𝑥 – 1) = 𝑥2𝑥 +3 –3 x27 + 9 = 𝒙𝟒𝐱𝟑 – – 𝟐𝟕 𝟏 , since there’s

𝟒 – 𝒙𝟑 – 𝟏𝟎𝟖𝒙 + 𝟐𝟕 = (𝑥−3)(𝑥2 3𝑥+9) (𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑢𝑡) no common factors,

= 𝟒𝒙
𝑥2 + 3x + 9

=𝒙–𝟑 this is already the

simplest form.
𝑥−3 𝑥+1
Example 4. If 𝑓(𝑥) = and 𝑔(𝑥) = , find (𝑓 – 𝑔)(𝑥)
𝑥+4 𝑥+4

Solution: (𝑓 – 𝑔)(𝑥) = 𝑓(𝑥) – 𝑔(𝑥)

𝑥−3 𝑥+1
= −
𝑥+4 𝑥+4
𝑥−3−𝑥−1
=
𝑥+4
−𝟒
=
𝑥+4

𝑥2−3𝑥−28 𝑥2−5𝑥+4
Example 5. If 𝑓(𝑥) = 𝑥 2−8𝑥+16 and 𝑔(𝑥) = 𝑥2−49 , find the following:

a. (𝑓  𝑔)(𝑥)
b. (𝑓/𝑔)(𝑥)
Solution:
a. (𝑓  𝑔)(𝑥) = 𝑓(𝑥)  𝑔(𝑥)
𝑥2−3𝑥−28 𝑥2−5𝑥+4

= 𝑥2−8𝑥+16 ( 𝑥2−49 )

Basic Education Department – SHS Learning Module in General Mathematics Page 13 of 18

 (𝑥 −7 )(𝑥 +4) (𝑥 −1)(𝑥 −4 )

= (𝑥 −4 )(𝑥 −4) (𝑥 −7)(𝑥 +7 ) (factor the numerator and denominator)

= (cancel common factors and simplify)

b. (𝑔𝑓)(x) = 𝑔𝑓((𝑥𝑥)) = 𝑥𝑥22−−38𝑥𝑥−+1628 ÷ 𝑥2𝑥−2−5𝑥49+4

𝑥2−3𝑥−28 𝑥2−49
= 𝑥2−8𝑥+16  𝑥2−5𝑥+4 (apply the rule in dividing rational expressions)
(𝑥 −7 )(𝑥 +4) (𝑥 −7)(𝑥 +7 )
= ((factor  numerator and denominator)
𝑥 −4 )(𝑥 −4the
) (𝑥 −4)(𝑥 −1 )

= (there is no common factor to cancel. So we just simplify)

Greatness is not a function of

circumstance. Greatness, it turns out,
to add love or minus hate, but it gives
is largely a matter of cons cious
choice.

Jim Collins

Mathematics may not teach us how

us every reason to hope that every

problem has a solution

Basic Education Department – SHS Learning Module in General Mathematics Page 14 of 18

ACTIVITY 3:
NAME: __PALAEZ,ARKEN L.________________ Grade and Section: grade 11 -ICT A

A. Find the sum and difference of the following functions 1.

𝑓(𝑥) = 𝑥2 – 2𝑥 – 3; 𝑔(𝑥) = 6𝑥3 – 8𝑥2– 5𝑥 – 7
Sum: Difference:
(f+g) (x) = f(x) + g(x) (f-g) (x) = f(x) - g(x)
= (𝑥 – 2𝑥 – 3) + (6𝑥 – 8𝑥 – 5𝑥 – 7)
2 3 2 = (𝑥2 – 2𝑥 – 3) - (6𝑥3 – 8𝑥2– 5𝑥 – 7)
= 6x3 – 8x2 – 7x - 10 = 6x3 – 8𝑥2 + 5x- 4

2. 𝑔(𝑥) = 4𝑥2 + 3𝑥 + 6; 𝑓(𝑥) = 4(𝑥 + 2) – 4

Sum: Difference:
(g+f) (x) = g(x) + f(x) (g-f) (x) = g(x) - f(x)
= [4𝑥2 + 3𝑥 + 6] + [4(𝑥 + 2) – 4] = [4𝑥2 + 3𝑥 + 6] - [4(𝑥 + 2) – 4]
= 4𝑥2 + 3𝑥 + 6 + 4x + 8 – 4 = 4𝑥2 + 3𝑥 + 6 - 4x + 8 – 4
= 4𝑥2 + 3𝑥 + 6 + 4x + 4 = 4𝑥2 + 3𝑥 + 6 - 4x + 4
= 4𝑥2 + 7x + 10 = 4𝑥2 - 1x + 2

3. 𝑓(𝑥) = 7𝑥3 – 3𝑥2 + 4𝑥 – 6; 𝑔(𝑥) = − 2𝑥2 + 7𝑥 – 6

Sum: Difference:

(f+g) (x) = f(x) + g(x) (f-g) (x) = f(x) - g(x)

= (7𝑥3 – 3𝑥2 + 4𝑥 – 6) + (− 2𝑥2 + 7𝑥 – 6) = (7𝑥3 – 3𝑥2 + 4𝑥 – 6) + (− 2𝑥2 + 7𝑥 – 6)
= 7𝑥3 -5x2 + 11x - 12 = 7𝑥3 -1x2 + 3x – 0 / = 7𝑥3 -1x2 + 3x

4. Given f(x) = 6x + 7 and g(x) = 𝑥2 − 2𝑥 + 3

Sum: Difference:

(f+g) (x) = f(x) + g(x) (f-g) (x) = f(x) +- g(x)

= (6x + 7) + ( 𝑥2 − 2𝑥 + 3 ) = (6x + 7) - ( 𝑥2 − 2𝑥 + 3 )
= 𝑥2 + 4x + 10 = 𝑥2 + 4x + 10

5. Given f(x) = 8x – 5 and g(x) = 2(x – 1)2 + 4, find the following

Sum: Difference: (𝑓 – 𝑔)(1)

(f+g) (x) = f(x) + g(x) (f-g) (1) = f(1) - g(1)

= [8x – 5] + [2(x – 1)2 + 4] = [8(1) – 5] - [2(1 – 1)2 + 4]
= [8x – 5]+ [ 2 (x2 – 2x +1)+4] = [8 – 5] - [ 2 (0) + 4]
= [8x – 5] + 2x2 – 4x + 2 + 4 =8 - 5 - 4
= 8x – 5 + 2x2 – 4x + 6 =- 1
= 2x2 + 4x + 1

Basic Education Department – SHS Learning Module in General Mathematics Page 15 of 18

 ACTIVITY 4:

NAME: PALAEZ, ARKEN L. Grade and Section: Grade 11 – ICT A__

Find the product and quotient of the following pairs of functions

1. f(x) = 8x – 4; g(x) = 2x – 1
Product: Quotient:
( f • g ) ( x) = f (x) • g (x) (f) (x) = f (x)
= (8x – 4) (2x – 1) g g (x)
= 16x -8x – 8x + 4 = 2x – 1
=4 8x – 4
=x–1
4x - 4
2. f(x)= 3x2 + 18x + 27; g(x) = 6x + 18
Product: Quotient:
( f • g ) ( x) = f (x) • g (x) (f) (x) = f (x)
= (3x2 + 18x + 27) (6x + 18) g g (x)
= 3x3 + 54 x2 + 108 x2 + 324x + 162x + 486 = 3x2 + 18x + 27
=3x3 + 160x2 + 486x + 486 6x + 18
= ( 3x + 9) ( x + 3)
6 (x+3)
= 3x + 9 / 3x + 3
6 2
3. f(x) = x3 – 216; g(x) = x – 6
Product: Quotient:
(f) (x) = f (x)
( f • g ) ( x) = f (x) • g (x)
g g (x)
= (x3 – 216) (x – 6 )
= x3 – 216
= x4 -6x3 – 216x + 1296
x–6
= (x2 + 36) ( x - 6)
x-6
= x + 36
2

4. f(x) = 6x + 7; g(x) = x2 – 2x + 3
a. (fg)(0) b. 𝑓 (−1)
(f) (x) = f (x)
𝑔
( f • g ) ( x) = f (x) • g (x) g g (x)
= (6x + 7) (x2 – 2x + 3) = 6x + 7
= [6(0) + 7) (02 – 2(0) + 3] x2 – 2x + 3
=(0 + 7) ( 0 + 0 + 3) = 6(-1) + 7
= (7) (3) -12 – 2(-1) + 3
= 21 = -6 + 7
1+2+3
=1
5. 𝑔(𝑥) = 1 ; f(x) = 𝑥2 − 3
𝑥 6
Product: Quotient:
( f • g ) ( x) = f (x) • g (x) (f) (x) = f (x)
= (𝑥2 − 3 ) (1) g g (x)
x = 1 / 𝑥2 − 3
= (𝑥2 − 3 ) (1) X
1 x = 1x
= 𝑥2 − 3 𝑥2 − 3
Basic Education Department – SHS Learning Module in General Mathematics Page 16 of 18
x
REFERENCES:
Barcelona, Alvin B., et.al. (2016) Conceptual Math and Beyond General Mathematics. Brilliant Creations
Publishing, Inc.
Tan, Frelie B., et. al. (2018) General Mathematics. Vicarish Publications and Trading, Inc.
Isidro, Jefferson D., et.al. (2019) General Mathematics. Diwa Learning Systems Inc.
Melosantos, Luis Allan B., et. al. (2016) Math Connections in the Digital Age. Sibs Publishing House, Inc.

Prepared by:

Antonia A. Cokot

Abner T. Tawa

Roseane M. Olsim

Judy Ann B. Salagma

Basic Education Department – SHS Learning Module in General Mathematics Page 17 of 18

Basic Education Department – SHS Learning Module in General Mathematics Page 18 of 18