If F and Gare Functionswith Domains D

Apostolic Vicariate of Tabuk Catholic Schools System Inc.
Saint Theresita’s High School

Salegseg, Balbalan, Kalinga
Teacher’s Concept Notes
Name________________________________ Gr./Level: __________ Section: _________ Date: _________
Activity Title: Operations on Functions, Difference of Functions

Learning Target/s: 1. demonstrate understanding of operations on functions
2. find the difference of functions and determine its domain
Reference Book/s: Advanced Algebra, Trigonometry and Statistics, by: Fernando B. Orines, et.al
Values: Precision
Skills: Accuracy
Enduring Understanding: If f and g are two functions then: (f – g)(x)=f(x) – g(x)
Essential Question: How do you subtract functions?
CONCEPT
 The Difference of Functions

- If f and gare functionswith domains Df and Dg, Their difference is the function defined as
(f –g)(x)=f(x) – g(x)
- The domain of (f–g)(x) is Df∩ Dg

Example 1: Let f(x) = 3x2– 4x + 5 and g(x) = 2x3 + 6x –2. Find (f–g)(x)
Solutions :
(f–g)(x) = f(x) – g(x)
= (3x2– 4x +5) – (2x3+ 6x –2)
= 3x2– 4x +5 – 2x3–6x +2
= – 2x3 + 3x2– 10x+7
−4𝑥+7 6𝑥+9
Example 2: Let f(x) = 2𝑥−5
3
, g(x) = and h(x) = .
3 4
Find, a.(f– g) (x)
b. (f – h) (x)
c. (g – h) (x)
Exercises: For each of the given pair of functions, find the difference of the following:
1. (h – j) 2. (f-j) 3. (t – k) 4. ( r- t) 5. ( f- t)
If: h = 3x- 4 , j = 6x-19 f = 7x – 5 t=x–7 k = 3x – 2 and r = 2x -10

Activity Title: Operations on Functions – Sum of Functions
2. find the sum of functions and determine its domain
Values: Precision
Skills: Accuracy
Enduring Understanding: If f and g are two functions then: (f + g)(x)=f(x) + g(x)
Essential Question: How do you add functions?
CONCEPT
 The Sum of Functions

- If f and g are functions with domains Df and Dg, Their sum is the function defined as
(f + g)(x)=f(x) + g(x)
- The domain of (f+g) (x) is Df∩ Dg

Example 1: Let f(x) = 3x2– 4x + 5 and g(x) = 2x3 + 6x –2. Find (f+g)(x)
Determine the domain of (f+g)(x)
Solutions :
(f+g)(x) = f(x) + g(x)
= (3x2– 4x +5) + (2x3+ 6x –2)
= 3x2– 4x +5 + 2x3+ 6x –2
= 2x3 + 3x2+ 2x+3
Df+g = Df∩ Dg
= {𝑥|𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 } ∩ {𝑥|𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 }
= {𝑥|𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 }

Example 2: Let f(x) = 2x + 5, g(x) = 5x2 + 3x – 8 and h(x) = 6x2– 9x+12
Find, a.(f+g)(x)
b. (f + h) (x)
c. (g + h) (x)
Solution: a. .(f+g)(x) = f(x) + g(x)
= ( 2x + 5) + (5x2 + 3x – 8)
= 5x2 + 5x + -3
b. (f + h) (x) = f(x) + h(x)

= (2x + 5 ) + (6x2– 9x+12)
= 6x2 - 7x + 17
c. (g + h) (x) = g(x) + h(x)
= 5x2 + 3x – 8 + 6x2– 9x+12
= 11x2 -6x + 15


Activity Title: Operations on Functions – Product of Functions
2. find the product of functions and determine its domain
Values: Precision
Skills: Accuracy
Enduring Understanding: If f and g are two functions then: (f ∙g)(x)=f(x) ∙ g(x)
Essential Question: How do you multiply functions?
Concept
The Product of the functions:
Their product, denoted by f ∙ g , is the function defined by (f ∙g)(x)=f(x) ∙ g(x)

The domain of ( f ∙ g ) consists of the numbers x that are in the domain of f and in the domain of h.
Example 1. Given that f(x) = 2𝑥 2 + x – 3 and g(x) = x – 1, find the product and determine the domain of the
resulting function.
a. (f ∙ g ) (x) = (2𝑥 2 + x – 3)( x – 1)

= 2𝑥 3 + 𝑥 2 - 3x -2𝑥 2 - x + 3
= 2𝑥 3 - 𝑥 2 - 4x + 3
The domain of (f ∙ g ) (x) is the set of real numbers
2𝑥 + 1 3𝑥
Example 2: Let f(x) = ; h(x) = find the product .
𝑥−2 𝑥−2
( f ∙ h )(x) = f(x) ∙ h(x)

2𝑥 + 1 3𝑥
= ∙
𝑥−2 𝑥−2
3𝑥( 2𝑥 + 1)
=
(𝑥−2 )2
6𝑥 2 + 3x
=
x2 −4x+4
Exercises:Given that f(x) = 3x +2, g(x) = x -3 , h(x) = 4x -2, find the product of the following.
a. (f ∙ g )(x)
b. (h ∙ g )(x)
c. (f ∙ h )(x)

Activity Title: Operations on Functions – Quotient of Functions
2. find the quotient of functions and determine its domain
Values: Precision
Skills: Accuracy
𝑓 𝑓(𝑥)
Enduring Understanding: If f and g are two functions then: (𝑔) (x)= 𝑔(𝑥)
Essential Question: How do you divide functions?
Concept
Quotient of the Function

𝑓 𝑓 𝑓(𝑥)
Their quotient , denoted by 𝑔, is the function defined by (𝑔) (x)= 𝑔(𝑥)
𝑓
The domain of 𝑔 consists of the numbers x for which g(x) ≠ 0 that are in the domain of f and in the
domain of h.
Example 1. Given that f(x) = 2𝑥 2 + x – 3 and g(x) = x – 1, find the quotient and determine the domain
of the resulting function.
𝑓 2𝑥 2 + 𝑥 − 3
( )(x) =
𝑔 𝑥−1
(2𝑥 + 3 )(𝑥 −1)

=
𝑥−1
= 2x + 3
𝑓
The domain of ( )(x) is the set of real numbers except 1
𝑔
2𝑥 + 1 3𝑥
Example 2. : Let f(x) = ; h(x) = find the quotient .
𝑥−2 𝑥−2
𝑓 𝑓(𝑥)
( )(x) =
ℎ ℎ(𝑥)
2𝑥 + 1 3𝑥
= ÷
𝑥−2 𝑥−2
2𝑥 + 1 𝑥−2
= ∙
𝑥−2 3𝑥
2𝑥 + 1
=
3𝑥
Student’s Concept Notes
Activity Title: Operations on Function

1.Solve the given functions using the four operations.
Enduring Understanding: Functions can be combined to form a new function by addition, subtraction,
multiplication and division.
Essential Question: How to combined two or more functions?
Concept
For each of the given pair of functions h and j, find the following:
ℎ
( h + j)(x) ( h∙ j)(x) (h – j)(x) ( )(x)
𝑗
1. h(x) = 4x – 3 ; j(x) = 𝑥 2 – 2x 2. h(x) = 2x + 2 ; j(x) = - 3𝑥 2 - 2x
B. Perform the indicated operation and determine the domain of the resulting function.
3. f(x) = x + 4x and g(x) = 3x – 1. Fid ( g ∙ f)(x)

𝑟 3 – 4r 2𝑟 2 + 12𝑟
4. b(r) = and k ( r) = . Find ( k ∙ b)(r)
𝑟 2 +4𝑟−12 𝑟 3 −3𝑟 2
1
5. f(w) = √𝑤 + 3 and s(w) = 2√𝑤 - . Find ( f + s)(w).
2
Activity Title: The Cartesian Coordinate Plane

Learning Target/s: 1. describe the rectangular Coordinate System
2. identify the domain and range of a given set of points
3. plot points on the Cartesian Plane
Reference Book/s: Advanced Algebra, Trigonometry and Statistics, by: Fernando B. Oronce, et. al
Values: Orderliness of thought leads to better understanding of work
Skills: Keen attention to details
Enduring Understanding: Determine the x and y elements of a give set of points.
Essential Question: Why do we need to identify x and y elements of a given set of points?
CONCEPT
 Rene Descartes
- a seventeenth century French mathematician and philosopher
- invented a system that relates the correspondence between the points on a plane to a pair of real numbers system is called
the rectangular coordinate system.
 The Cartesian coordinate system is composed of two coplanar perpendicular number lines, the horizontal number
line which is called the x- axis and the vertical line is called the y- axis
 The x and y axis intersect at a point called the origin, form four regions or quadrants
 Ordered Pair is a set of two well ordered real numbers called coordinates.
 The first coordinate which corresponds to a real number on the x- axis is called the x- coordinate or abscissa, the
second coordinate whichcorresponds to a real number on the y- axis is called the y- coordinate or ordinate.
Quadrant II Quadrant I
(–, +) (+, +)
origin
Quadrant III Quadrant IV
(–, –) (+, –)
 Exercises:
Plot the following points on the same Cartesian Coordinate Plane.
1. P (7, -5) 2. I (-6, 8) 3. E (-4,-4)
4. T (0, 6) 5. Y (5, 0)
I (-6, 8)
T (0, 6)
Y (5, 0)
E (-4,-4)
P (7, -5)

Activity Title: Relation

Learning Target/s: 1. define a relation
2. enumerate the different descriptions of a relation
3. give example of a relation describe as set of ordered pair and a relation described table
Reference Book/s: Advanced Algebra, Trigonometry and Statistics, by: Fernando B. Orines et.al
Values: No man is an island
Skills: Critical Thinking
Enduring Understanding: A relationship between two variables such that each value of the first variable is paired with one
or more values of the second variable is called a relation
Essential Question: How do you describe a relation?
CONCEPT
Activity 3: Relation
 A relation involves the association of an individual or object with another individual or object.
 The concept of relation involves pairing and the manner or action by which the elements in a pair are
associated.
 How to describe a Relation?
1. Relation as a Set of Ordered Pairs
 A relation is any set of one or more ordered pairs
Example 1: Using the elements of A= {1, 2,3,4,5}, construct the set of ordered pairs F that describes the relation
“The abscissa is one greater than the ordinate.”
Solution:
F= {(2,1), (3,2), (4,3), (5,4)}
Domain of the relation is the set of all abscissas in a relation.
DF = {2,3,4,5}
Range of the relation is the set of all ordinates in a relation.
RF = {1,2,3,4}
2. Relation Described by a Table
Consider the Table below.
Filipino Heroes Date of Birth
Jose Rizal June 19,1861
Andres Bonifacio November 30,1863
ApolinarioMabini July 23, 1864
Emilio Aguinaldo March 22, 1869
Gabriella Silang March 19,1731
H= {(𝑅𝑖𝑧𝑎𝑙, 1861), (𝐵𝑜𝑛𝑖𝑓𝑎𝑐𝑖𝑜, 1863), (𝑀𝑎𝑏𝑖𝑛𝑖, 1864), (𝐴𝑔𝑢𝑖𝑛𝑎𝑙𝑑𝑜, 1869)(𝑆𝑖𝑙𝑎𝑛𝑔, 1731)}

DH = {𝑅𝑖𝑧𝑎𝑙, 𝐵𝑜𝑛𝑖𝑓𝑎𝑐𝑖𝑜, 𝑀𝑎𝑏𝑖𝑛𝑖, 𝐴𝑔𝑢𝑖𝑛𝑎𝑙𝑑𝑜, 𝑆𝑖𝑙𝑎𝑛𝑔}
RH = {1861,1863,1864,1869,1731}
Activity Title: Relation Expressed in Arrow diagram, Relation as an Equation or Formula, Relation
Described Graphically
Learning Target/s: 1. describe a relation in arrow diagram, as an equation, and through graphs
Reference Book/s: Advanced Algebra, Trigonometry and Calculus, by: Diwa Publishing Company
Values: Orderliness of thought leads to better understanding of work
Skills: Accuracy
Enduring Understanding: A relationship can be describe in arrow diagram, as an equation and through graphs.
Essential Question: How to describe a relationship in arrow diagram, as an equation, and through graphs?
CONCEPT
3. Relation Expressed in Arrow Diagram

Relations can also be shown through an arrow diagram or mapping.
Consider the diagram below.
Example 1: One- to- one Relation Example 3: Many-to- one Relation
D R
N S
Manila Indonesia
-3
Kuala Lumpur -2
0
Malaysia
-1
Jakarta
0 1
Philippines
Ho Chi Minh 1
Thailand 2 2
Bangkok 3
Vietnam 3
3
Example 2: One- to- Many Relation
X Y
1 -3
-2
4 -1
9 2
4. Relation as an Equation or Formula

Example:
y=x+1
x 3 2 1 0 -1 -2 -3
y 4 3 2 1 0 -1 -2
5. Relation Describe Graphically

Example:
x -5 -3 0 3 5 8
y -5 -3 0 3 5 8

Activity Title: Function
Learning Target/s: 1. define function and give examples that depict functions
2. differentiate a function and a relation
3. determine whether each relation is a function or not
Reference Book/s: Advanced Algebra, Trigonometry and Calculus, by: Diwa Publishing Company
Values: Encourage harmonious relationships at home and in school
Skills: Accuracy
Enduring Understanding: A function is a relationship between two variables such that each value of the first
variable is paired with exactly one value of the second variable.
Essential Question: How will you explain the difference between function and relation?
Concept
Definition of Function:
In previous studies, a relation was defined as a correspondence between two variables x and y, or as a set of
ordered pairs (x,y) where x is related to y.
Many of the equations used to describe real-life relationships between two quantities are Functions.For
example the amount of salary an employee receives in a month depends on the number of days he or she
works. In mathematics , the relationship between two distinct quantities based on a definite rule is referred to
as a function.
Function indicates how the value of one quantity affects the value of the other. You say that y is a
function of x if the value of quantity y is determined by the value of quantity x. This dynamic characteristics of a
function serves as a building block in constructing mathematical model which express the relationships among
real-world quantities in mathematical notation.
Function is a relationship defined as a set of ordered pairs (x, y) where no two or more distinct
ordered pairs have the same first element (x); that is, every value of x corresponds to a unique
value of y. A function can be named using any letter of the English alphabet.
Examples: Determine whether each of the following is a function or not.

a. F = {(0,-1), (2,-5),(4,-9),(6,-13) }
b. G = { (5,-10),(25-75), (50,-100) }
c. R = {(a,0), (b,-1), (c, 0), (d,-11)}
d. T= {(-2,0), (-1,1), (0,1), (-2,2)}
Solution: The examples given in (a) and (b) are function since no two ordered pairs have the same value of x.
Example (c) is not a function as it does not indicate a set. It is simply a listing of ordered pairs.
Example (e) is not a function because there are ordered pairs having the same first element x.

Activity Title:Evaluating Function
Learning Target/s: 1. define evaluating function
2. to evaluate the given function
Reference Book/s: General Mathematics(Diwa textbooks) pp.7-8

Skills: Accuracy
Enduring Understanding: When evaluate a function, it means that you are going to solve for the function value
given a particular value of the variable used in the equation
Essential Question: How to evaluate the function?
Concept
The number assigned to a given variable determines the value of the function at that number. This
process is known as evaluating functions.
 When you evaluate a function, it means that you are going to solve for the function value given
a particular value of the variable used in the equation.
Example 1: Let f be a function defined by f(x) = 5x-3. Find the following:
a. f(-2) c. f (3) + f (-3)
1 𝑓 (−1)
b. f(2) d. 𝑓 (4)
Solution: Replace the variable x in the equation by the given value of x in each item. Then simplify
a. f (-2) = 5(-2) – 3 = -13 c. Find the values of f for x = 3 and for x = -
3.Then result
1 1
b. f(2) = 5(2) – 3 f(3)+f(-3) = [5(3) – 3]+[5(-3)-3]
5
=2- 3 for x =3 for x = -3
1
= --2 =(15 -3)+(-15-3)
= 12+ (-18)
= -6
d. Divide the function value for x = -1 by the function value for x = 4
𝑓 (−1) 5(−1)−3
=
𝑓 (4) 5(4)−3
−8
= -- 17
Example 2: Let f(x) = 3𝑥 2 –x +5. Find the following:
3
a. f(4) b. f(x +1) c. f(x) + f(2x-1) d.f(2𝑥 2 ) – f(-3x)
Solution:
3 3 3
a. f(4) = 3 (4)2 - 4 + 5 b. f(x+1) = 3(x+1)2 – (x+1)+5
9 3
= 3(16) - 4 + 5 = 3(𝑥 2 + 2x +1) – (x+1) +5
27 3
= 16 - 4 +5 = 3𝑥 2 + 6x + 3 –x -1 +5
95 15
= 16 or 5 16 = 3𝑥 2 + 5x + 7

Activity Title: Composite Function
Learning Target/s: 1. To find the composite function of the given pair of function
2. to determine the domain of the given composite.

Skills: Accuracy
Enduring Understanding: Apply first the function g to x and then function f to g(x).
Essential Question: How to compute the composite of the given pair of functions?
Concept
Another operation which involves functions is obtaining the composite function of two given functions.
Given two functions f and g , the composite function, denoted by f ° g(read as “f composed with g’), is defined
by (f ° g )(x) = f [g(x) ]
The domain of f ° g is the set of all numbers x in the domain of g such that g(x) is in the domain of f.
When computing for ( f ° g )(x), apply first the function g to x and then function f to g(x).
The following examples demonstrate this procedure.
Example1: If f(x) = 3𝑥 2 – 4x and g(x) = x -1, find :

a. ( f ° 𝑔)(x) b. (g° 𝑓)(𝑥) c.( f ° g)(-2)
Solution:
( f ° 𝑔)(x) = f [ g(x) ]
= 3(x-1)2 -4(x-1) Replace the variable x in f with the function g.
= 3𝑥 2 -10x +7 Simplify
The domain of f and g is the set of all real numbers. The domain of f ° g is also the set of all real numbers.
b. (g° 𝑓)(𝑥) = g [f (x)]

= (3𝑥 2 – 4x) -1
= 3𝑥 2 -4x - 1
The domain of (g ° f) is the set of all real numbers.
c. Since (f ° g )(x) = 3𝑥 2 -10x +7
(f ° g )(-2) = 3 (-2)2 -10(-2) + 7
= 39
Alternative Solution:
Find g (-2) g(-2) = -2 - 1
Substitute x with -3 in f.
Therefore, (f ° g )(-2) = 39
Activity Title: Inverse of a Function

Learning Target/s: 1. To defined inverse function
2. to determine if trhe given function are inverse function

Skills: Accuracy
Enduring Understanding:
Essential Question:
Concept
Inverse Function
The inverse operations in mathematics have been taught since early grade school years.
Two functions f and g are inverse functions provided that f [g(x)] = x for each x in the domain of g. g [f(x)] = x
for each x in the domain of f
𝑥
*Consider the pair of functions f and g defined by f(x) = 5x – 20 and g(x) = 4 +
5
Observe what happens when the composite functions (f∙ 𝑔)(𝑥) and (g∙ 𝑓)(𝑥) are determined.
𝑥 5𝑥−20
(f ∙ 𝑔 )(𝑥) = 𝑓[𝑔(𝑥)] = 5( 4 + ) – 20 (g ∙ 𝑓)(𝑥) = 𝑔[𝑓(𝑥)] = 4 +
5 5
= 20 + x -20 = 4 + x -4
=x =x
*Note: The composite functions ( f ∙ 𝑔 )(𝑥) and ( g ∙ 𝑓)(𝑥) for the functions f and g are both equal to x.
In this case, the functions f and g are inverse functions. That is, f is the inverse of g and g is the
inverse of f
Every one – to – one function has a unique inverse function.

Below are the steps in solving for the inverse of a function :
a. Replace f(x) by y
b. Interchange x and y , and then solve for y in the resulting equation.
c. Replace y by 𝑓 −1(x).
d. Verify if f and 𝑓 −1 are inverse functions
Example:
Determine the inverse of f(x) = 4x + 12. Show that f [𝑓 −1 (𝑥)] = 𝑓 −1 [𝑓(𝑥)]
Solution:
y = 4x +12 Replacing f(x) with y
x = 4y + 12 Interchange x and y , and then solving for y

x – 12 = 4y Subtracting 12 from both sides.
𝑥−12
y= Symmetric property of equality and dividing both sides by 4
4
𝑥
y=4-3
𝑥
𝑓 −1 (x) = -3 Replacing y with 𝑓 −1 (x)
4

Students’ Activity Sheet
Activity Title: Graphs of Functions

Learning Target/s: 1. graph a function using table of values
2. graph a given function and determine its domain and range
Values: Self Discipline, Patience
Skills: Accuracy
Enduring Understanding: To graph a given function, express it as a set of ordered pairs then graph all the
points that comprise the relation.
Essential Question: How do we graph functions? CONCEPT
Example 1: Draw the graph of the given ordered pairs

Example 2: Draw the graphs of each relation and determine its domain and range.
A={(−5,2−5), (−3, −3)(−1, −1), (1,1), (3,3), (5,5), }
a. y = x
b. y=
𝑥
20
1. What is function?
2. Give examples of functions.
3. Differentiate a function from a relation.
4. What is the notation of function?
5. How to solve functions?

Teacher’s Concept Note
Activity Title: Definition of Exponential Function

Learning Target/s: 1. Define exponential function
2. determine exponential functions through an equation or table of values
Reference Book/s: General Mathematics 11
Skills: Accuracy
Essential Question:
Concept
Definition of Exponential Function
Some conditions in life increase and decrease tremendously such as the growth of bacteria , interest of an
investment or an amount loaned, depreciation or appreciation of the market value of a certain product, and even
the decay of microorganisms.
An exponential function is a function that can be expressed matrhematically as f(x) = 𝑏 𝑥 , where b is any
positive real number not equal to 1. Since b>0, and b ≠ 1, then the value of f(x) is always a positive real
numbers.
Example: Which of the following describes an exponential function?

a. F(x) = 3𝑥
1
b. F (x) = (2)5𝑥
c. F (x) = 𝑥 −6
1
d. F (x) = 3𝑥 2
Solution:
The function defined in (a) and (b) are exponential functions. However, (c) and (d) are not exponential
functions.
Exercises: Answer page 71-72 in one-half crosswise.

“ What Have I Learned So Far”

Activity Title: Solving Exponential Equations and Inequalities

Learning Target/s: 1. To solve exponential equations
Reference Book/s: General Mathematics 11

Skills: Accuracy
Enduring Understanding: To solve the exponential equations use the laws of exponents
Essential Question: How to solve exponential equations?
Concept
Laws of Exponents
1. Product Rules: 𝑎 𝑥 ∙ 𝑎 𝑦 = 𝑎 𝑥+𝑦
𝑎𝑥 𝑎 𝑎𝑥
2. Quotient Rules : 𝑎𝑦 = 𝑎 𝑥−𝑦 ( 𝑏 )𝑥 = 𝑏𝑥
3. Power rule: (𝑎 𝑥 )𝑦 = 𝑎 𝑥𝑦
4. Zero rule: 𝑎0 = 1
1
5. Negative exponent rule: 𝑎0 = 1 𝑎−𝑥 = 𝑎𝑥
*the property of equality for exponential equations is also used when solving exponential equations.
 The property of equality for exponential equations states that if 𝑏 𝑥 = 𝑏 𝑦 , where b is a positive
number other than 1 , and x and y are real numbers then x = y
Example : Solve 42𝑛 = 8

Solution: To solve the given equation, express both sides of the equation in exponential form using the same
base. Then, solve for n using the properties.
22(2𝑛) = 23
24𝑛 = 23 Power rule
4n = 3 Dividing both sides by 4

3
n=4
Activity: Answer page 73. “ What Have I Learned So Far”


Activity Title: Graphs Properties of Exponential Functions

Learning Target/s: 1. To represent an exponential functi𝑜𝑛 𝑡ℎ𝑟𝑜𝑢𝑔ℎ 𝑖𝑡𝑠 𝑡𝑎𝑏𝑙𝑒 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠, 𝑔𝑟𝑎𝑝ℎ 𝑎𝑛𝑑 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛
2. 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠 𝑖𝑛𝑣𝑜𝑙𝑣𝑖𝑛𝑔 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡𝑖𝑎𝑙 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛𝑠, 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛𝑠 𝑎𝑛𝑑 𝑖𝑛𝑒𝑞𝑢𝑎𝑙𝑖𝑡𝑖𝑒𝑠.
𝑅𝑒𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝐵𝑜𝑜𝑘/𝑠: 𝐺𝑒𝑛𝑒𝑟𝑎𝑙 𝑀𝑎𝑡ℎ𝑒𝑚𝑎𝑡𝑖𝑐𝑠 11

𝐸𝑛𝑑𝑢𝑟𝑖𝑛𝑔 𝑈𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑𝑖𝑛𝑔: 𝑇𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡𝑖𝑎𝑙 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛𝑠 𝑢𝑠𝑒 𝑡ℎ𝑒 𝑙𝑎𝑤𝑠 𝑜𝑓 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡𝑠
𝐸𝑠𝑠𝑒𝑛𝑡𝑖𝑎𝑙 𝑄𝑢𝑒𝑠𝑡𝑖𝑜𝑛: 𝐻𝑜𝑤 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡𝑖𝑎𝑙 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛𝑠?
𝐶𝑜𝑛𝑐𝑒𝑝𝑡
𝑇ℎ𝑒 𝑔𝑟𝑎𝑝ℎ𝑠 𝑜𝑓 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡𝑖𝑎𝑙 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑓𝑜𝑟𝑚 𝑓(𝑥) = 𝑏 𝑥 , 𝑤ℎ𝑒𝑟𝑒 𝑏 > 1.
Example: Sketch the graph of f(x) = 2𝑥 and determine its properties such as the domain and range, asymptote,
behavior of the graph, and y-intercept.
Solution: The values of the function for some x-values are presented in the table below.
x -2 -1 0 1 2 3
F(x) 1 1 1 2 4 8
4 2
The domain is the set of real numbers. Note that the

Function values are all greater than 0 for all x-values .
Thus, the range is the set of positive real numbers .
The graph is concave up and the function is increasing.
As x decreases, the graph of the function approaches the negative

x-axis. Thus, the graph is asymptotic to the x-axis.
Exercises:
Page 78 (1-8)
Name_____________________________ Gr./Level: __________ Section: _________ Date: _________
Activity Title: Logarithmic Function

Learning Target/s: 1. To define logarithmic function
2. to distinguish logarithmic function,logarithmic equation and logarithmic inequality
Reference Book/s: General Math 11
Values: patience and diligent
Skills: Listening and solving
Essential Question:
Concept
Review:
The exponential function y = f(x) = 𝑏 𝑥 , where b is any positive number not equal to 1, is one to one function.it
is also that every one-to-one function has an inverse.
Let g be the inverse of the exponential function f defined by y = 𝑏 𝑥 . g can be obtained by interchanging x and y
in the equation. Thus, x = 𝑏 𝑦 is the equation of the inverse function g, can be written equivalently as y = 𝑙𝑜𝑔 𝑏 𝑥
which is read as ‘ y equals the logarithm of x to the base b” or “ y equals log x base b”. Note, therefore, that the
logarithm of a number x to a particular base b is simply equal to the exponent of b that produces x. In other
words , a logarithm is an exponent.
Since f(x) = 𝑏 𝑥 and g(x) = lo𝑔𝑏 𝑥 are inverse functions , f[g(x)] = 𝑏 𝑙𝑜𝑔𝑏𝑥 = x and g[f(x)] = 𝑙𝑜𝑔𝑏 = 𝑏 𝑥 = 𝑥
Example: Find the inverse g of f(x) = 4𝑥
Solution:
y = 4𝑥 Replacing f(x) with y
x = 4𝑦 Interchanging x and y
g(x) = 𝑙𝑜𝑔4 𝑥 Replacing y with g(x)
Since x = 𝑏 𝑦 and y = 𝑙𝑜𝑔𝑏 𝑥 are equivalent equations, an expression in logarithmic form can converted to an
exponential form and vice versa.
Example:
Logarithmic Form Exponential Form
𝑙𝑜𝑔3 9 = 2 32 = 9
𝑙𝑜𝑔4 1 = 0 40 = 1
1
1
𝑙𝑜𝑔25 5 = 252 = 5
2
3
3
𝑙𝑜𝑔9 27 = 92 = 27
2
𝑙𝑜𝑔1 8 = −3
2
1 −3
) =8
2
Students’ Activity Sheet
Activity Title: Logarithmic Function

Learning Target/s: 1. to convert exponential to logarithmic and vice versa
Cocept
Express the following in logarithmic form

1. 12𝑦 = 𝑥
5
2. (11)𝑥 = y
2⁄
3. ( √27) 3 =9
Express the following in Exponential Form.
4. 𝑙𝑜𝑔16 𝑝 = 13
5. 𝑙𝑜𝑔9 3 = 𝑥 + 2
1 1
6. 𝑙𝑜𝑔3 =-2
√3
Find the equivalent logarithmic or exponential form of each given equation.
Logarithmic Form Exponential Form
1
𝑙𝑜𝑔6 = −2
36
2 27
( 3 )−3 = 8
1
164 = 2
𝑙𝑜𝑔√5 5 = 2
Activity Title: Solving Logarithmic Equation

Learning Target/s: 1. To solve logarithmic equation
Reference Book/s: General Math 11

Enduring Understanding: Express both with the same base
Essential Question: How to solve logarithmic equation?
Concept
Given that x = 𝑏 𝑦 is equivalent to y = 𝑙𝑜𝑔𝑏 x, one can solve equations involving logarithms using the
relationship
Example:
Solve for the value of b in the equation 𝑙𝑜𝑔3 243 = 𝑏
Solution: First , express 𝑙𝑜𝑔3 243 = 𝑏 in exponential form
3𝑏 = 243
3𝑏 = 35 Expressing 343 in exponential form with base 3
b=5 Property of equality for exponential equations
Example 2:
3
Solve for the value of x in the equation 𝑙𝑜𝑔𝑥 27 = 2
Solution:
3
𝑥 2 = 27 Equivalent exponential form
3 2 2
2
( 𝑥 2 )3 = 273 Raising both sides to the power of 3 to solve for x
x=9
Exercises: Find the value of x
1. 4𝑥 = 16
2. 𝑙𝑜𝑔2𝑥 16 = 2
1
3. ( 4)2𝑥 = 27
4. 𝑙𝑜𝑔4𝑥 4 = 64
5. 𝑙𝑜𝑔𝑥 1 = 0
Activity Title: Introduction to Probability

Learning Target/s: 1. to define probability
2. to find probability ; and
3. to apply probability in real life situation
Reference Book/s: e-math k-12 edition

Enduring Understanding: An event can or cannot occur either 0 or 1
Essential Question: When is an event surely to occur?
Concept
“Video Clip”
After the video clip, the students will answer the following questions.
What is probability?
What do you called the any activities of probability, and the result of these activities?
Differentiate sample space and event?
What is the formula in finding the probability?
Lesson Proper:
Sample Space the set of all possible outcomes denoted n(S)
Event is a subset of the sample space n(E)
Example: Tossing a coin, what are the total outcomes and event
S { H, T} and E = H or T
Probability is the body of knowledge that focuses on activities that involve predicting chances and quantifying the
randomness of events.
The probability of an event is a numerical value that describes the likelihood that an event will happen or not.
The probability of event is denoted as P(E), it is calculated by finding the quotient of the number of favourable outcomes
and the total number of possible outcomes, in symbols,
𝑛 (𝐸)
P(E) =
𝑛 ( 𝑆)
 The probability that an event will happen is between 0 and 1 inclusive.
A probability of 1 means the event is certain to happen
A probability 0 means the event is impossible.
Example: The probability that a sum of the two numbers shown is seven when two six-sided dice are rolled is
𝑛 ( 𝑠𝑢𝑚 𝑖𝑠 7 )
P( sum is 7 ) =
𝑛(𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒 )
6
= ( 1, 6), (2,5),(3,4),(4,3),(5,2),(6,1)
36
1
= or 0.1667 or 16.67 %
6

If F and Gare Functionswith Domains D

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Apostolic Vicariate of Tabuk Catholic Schools System Inc.

Saint Theresita’s High School

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Activity Title: Operations on Functions, Difference of Functions

 The Difference of Functions

- The domain of (f–g)(x) is Df∩ Dg

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

 The Sum of Functions

- The domain of (f+g) (x) is Df∩ Dg

= {𝑥|𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 }

b. (f + h) (x) = f(x) + h(x)

Saint Theresita’s High School

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

The Product of the functions:

Their product, denoted by f ∙ g , is the function defined by (f ∙g)(x)=f(x) ∙ g(x)

a. (f ∙ g ) (x) = (2𝑥 2 + x – 3)( x – 1)

( f ∙ h )(x) = f(x) ∙ h(x)

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Quotient of the Function

(2𝑥 + 3 )(𝑥 −1)

Student’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Activity Title: Operations on Function

1. h(x) = 4x – 3 ; j(x) = 𝑥 2 – 2x 2. h(x) = 2x + 2 ; j(x) = - 3𝑥 2 - 2x

3. f(x) = x + 4x and g(x) = 3x – 1. Fid ( g ∙ f)(x)

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Activity Title: The Cartesian Coordinate Plane

Saint Theresita’s High School

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Activity Title: Relation

H= {(𝑅𝑖𝑧𝑎𝑙, 1861), (𝐵𝑜𝑛𝑖𝑓𝑎𝑐𝑖𝑜, 1863), (𝑀𝑎𝑏𝑖𝑛𝑖, 1864), (𝐴𝑔𝑢𝑖𝑛𝑎𝑙𝑑𝑜, 1869)(𝑆𝑖𝑙𝑎𝑛𝑔, 1731)}

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

3. Relation Expressed in Arrow Diagram

Example 2: One- to- Many Relation

4. Relation as an Equation or Formula

5. Relation Describe Graphically

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Examples: Determine whether each of the following is a function or not.

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Reference Book/s: General Mathematics(Diwa textbooks) pp.7-8

Example 1: Let f be a function defined by f(x) = 5x-3. Find the following:

a. f(-2) c. f (3) + f (-3)

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Reference Book/s: General Mathematics(Diwa textbooks) pp.17-18

Example1: If f(x) = 3𝑥 2 – 4x and g(x) = x -1, find :

b. (g° 𝑓)(𝑥) = g [f (x)]

Teacher’s Concept Notes

Name________________________________ Gr./Level: __________ Section: _________ Date: _________

Activity Title: Inverse of a Function

Reference Book/s: General Mathematics(Diwa textbooks) pp.64-65

Every one – to – one function has a unique inverse function.

x = 4y + 12 Interchange x and y , and then solving for y

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