Problems involving

Functions
Self-Paced Learning Module

Subject Area General Mathematics

Grade Level Grade 11
Content Domain
Content Standard The learner demonstrates
understanding of key
concepts of functions
Performance Standard The learner is able to
accurately construct
mathematical models to
represent real-life situations
using functions.
Competency The learner will be able to
solve problems involving
functions.

Author:
STEPHEN R. ATIENZA
SHST-II, DepEd, Division of Camiguin

Department of Education, Republic of the Philippines

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 General Instruction to the
Teachers

 This module is for students who have least

mastered skill in solving problems involving
functions and those that are absent when
you taught it. Make sure that they have
mastered the prerequisite concepts contained
in this module
 Revise or provide contextualized examples
and activities suggested herein based on the
learner’s specific need/s.
 Remind students to use another sheet to
write his/her answers to the given activities
 Make sure to retrieve the module after use.
Fill up the Module User at the back page for
monitoring.

General Instruction to the

Students

 Use another sheet to write your answers to the

given activities
 Read and answer the activities carefully and
review it afterwards.
 Fill up the Module User at the back page to
record the dates that you received and
returned this module
 Take care of this module. Your classmates
may use this as well.

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WHAT IS THIS MODULE ALL ABOUT?

In our daily life, we always struggle to find solutions to problems

we encounter. May it be for enhancement, improvement, development
or innovation to uplift or make our life more convenient. We gather
information and entertain queries or inquiry to find probable answers
to questions or problems. Thus, Mathematics has become part of our
daily life.
Mathematics is noticeable in our lives at all ages and in any
circumstances. This module aims senior high school students to be
critical thinkers and problem solvers and to empower students with
lifelong learning and helps them attain functional literacy. Each
lesson in the module is presented with easy to follow examples and
exercises. The items in the set of exercises are intended to aid the
learners in understanding the concepts presented in the lesson and
strengthen the skills of the students in computing, reasoning, arriving
at conjectures or conclusions, proving and decision making. Thus,
engaging the learners for a higher level thinking skills.
In this module, you will be encountering and tackling
Functions, rational functions, exponential, logarithmic and basic
concepts in business math and logic.

WHAT DO YOU EXPECT TO LEARN?

After studying this unit, you are expected to solve problems
involving function.

HOW ARE YOU GOING TO LEARN?

This icon signals a pre-test that you need to

answer to determine how much you about the
topic. At every pre-test, you will find a question
to answer. Write your answers in the blank

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provided for or as instructed in the pre-test. If
you cannot answer a question may leave it
blank. But see to it that you go back to check
after you have studied or read the text.

You will find this icon before some chunks of

text in the following pages. It tells you to
carefully study the concepts, principles, or
processes discussed in the text. It also tells you
that there is a question to answer or an idea to
think about it.

This icon introduces a list of important ideas to

remember. Read it carefully and keep it in
mind.

From the good habit of reviewing the text and

how much time, effort, interest and patience
you invest in your learning will determine how
sure you are in having good scores in the
checkpoint. Your attitude will help you learn
more and effectively that makes you a better
learner.

You will find this icon at the end of every

lesson. It signals a self-test to determine how
well you have achieved the objectives set in the
unit. Study the lesson well and you will perform
quite well in the self-test. This will be submitted
to your teacher after you answering the self-
test. Write legibly and always follow
instructions properly.

This icon tells you of an assignment you have to

perform. The quality of your output from this
assignment will show the extent to which you
can apply what have you learned from the
lesson. Submit this also to your teacher at the
date specified.

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Source of icons: ___________________

Are you now set to perform the activity, answer the questions,
and read the texts? If so, then you may get your ball pen and
notebook as I will request you to answer the questions included
herein.
Good luck, enjoy reading and doing the activity. God bless.

LESSON 1: Functions

PRE-TEST AND SELF-CHECK

Answer the questions below. Follow instructions properly.

If f(x) = 10x2 + 6x – 4 and g(x) = 2x + 2, find:
a. ( f + g)( x) c. ( f ∙ g)(x)
f
b. ( f −g)( x) d.() g
(x )

INTRODUCTION

 Functions are highly used throughout mathematics and are

therefore important to understand.
A set of problems involving linear functions, along with detailed
solutions, are presented. The problems are designed with emphasis
on the meaning of the slope and the y intercept.

Problem 1:
f is a linear function. Values of x and f(x) are given in the table below;
complete the table.

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Solution to Problem 1:
f is a linear function whose formula has the form
f(x) = a x + b
where a and b are constants to be found. Note that 2 ordered pairs (-
3,17) and (4,-18) are given in the table. These two ordered pairs are
used to write a system of linear equations as follows
17 = - 3 a + b and -18 = 4 a + b
Solve the above system to obtain a = - 5 and b = 2 and write the
formula for function f as follows
f(x) = - 5 x + 2
We now use the formula for f to find f(x) given x or find x given f(x).
for x = 0 , f(0) = -5(0) + 2 = 2
for f(x) = 1 , 1 = -5 x + 2 which gives x = 1 / 5
for x = 7 , f(7) = - 5(7) + 2 = - 33
for f(x) = - 30 , -30 = -5 x + 2 which gives x = 32 / 5
We now put the values calculated above in the table.

Problem 2:
A family of linear functions is given by

f(x) = mx + (3 - 2 m)

where x is the independent variable and m is a constant.

a) Graph f   for m = 0, 1, 2, -3 and -5
b) What do all the graphs in part a) have in common?
c) Justify your answer to part b) analytically.
d) Write the equation of the family of functions whose graphs pass by
the same point (- 2 , - 4).

Solution to Problem 2:
a)

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b) All the graphs pass by the same point (2 , 3)
c) To prove that all lines described by the equation f(x) = mx + (3 - 2
m) pass by the point (2 , 3), show that f(2) = 3
f(2) = 2 m + (3 - 2m) = 3
d) The point slope form of the equation of a line is used to find
equation of the family of lines that pass by the point (-2,-4) is found
as follows
y - (-4) = m (x - (-2))
y = mx + (2m - 4)
As an exercise, graph the above equation for different values of m
and check that all the lines obtained pass by the point (-2 , -4)

Problem 3:
A high school had 1200 students enrolled in 2003 and 1500 students
in 2006. If the student population P ; grows as a linear function of
time t, where t is the number of years after 2003.
a) How many students will be enrolled in the school in 2010?
b) Find a linear function that relates the student population to the time
t.
Solution to Problem 3:
a) The given information may be written as ordered pairs (t , P). The
year 2003 correspond to t = 0 and the year 2006 corresponds to t =
3, hence the 2 ordered pairs

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(0, 1200) and (3, 1500)
Since the population grows linearly with the time t, we use the two
ordered pairs to find the slope m of the graph of P as follows
m = (1500 - 1200) / (6 - 3) = 100 students / year
The slope m = 100 means that the students population grows by 100
students every year. From 2003 to 2010 there are 7 years and the
students population in 2010 will be
P(2010) = P(2003) + 7 * 100 = 1200 + 700 = 1900 students.
b) We know the slope and two points, we may use the point slope
form to find an equation for the population P as a function of t as
follows

Activity 1:

A 500-liter tank full of oil is being drained at the constant rate of 20

liters per minute.
a) Write a linear function V for the number of liters in the tank after t
minutes (assuming that the drainage started at t = 0).
b) Find the V and the t intercepts and interpret them.
e) How many liters are in the tank after 11 minutes and 45 seconds?
Solution to Problem :
After each minute the amount of oil in the tank deceases by 20 liters.
After t minutes, the amount of oil in the tank decreases by 20*t liters.
Hence if at the start there 500 liters, after t minute the amount V of oil
left in the tank is given by
V = 500 - 20 t
b) To find the V intercept, set t = 0 in the equation V = 500 - 20 t.
V = 500 liters : it is the amount of oil at the start of the drainage.
To find the t intercept, set V = 0 in the equation V = 500 - 20 t and
solve for t.
0 = 500 - 20 t
t = 500 / 20 = 25 minutes : it is the total time it takes to drain the 500
liters of oil.

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c) Convert 11 minutes 45 seconds in decimal form.
t = 11 minutes 45 seconds = 11.75 minutes
Calculate V at t = 11.75 minutes.
V(11.75) = 500 - 20*11.75 = 265 liters are in the tank after 11
minutes 45 seconds of drainage.

Guided Activity 2:
1. Write names on the hand outs and pass your activity .

. Analysis
 A function is a relationship in which an output value depends upon an input
value.
 A function table is often referred to as an Input/ Output table.
 A rule tells how one number (input) is related to another number (output).

GUIDED ACTIVITY 3:
1) A function is a relationship in which an output value depends upon a
_______ value?
2) Function tables are often referred to as a ______ / ______ table?
3) The “x” represents which one: Input or Output?
4) The “y” represents which one: Input or Output?
5) What is the key to solving problems involving function tables?

Guided Activity 4:
When “given” a Function Rule. You can use substitution to determine the
output value!
1. Find the output for each input of:
y=5 x +2 y=4 x−6
Input Output 9 Input Output
x y x y
1 ? 0 ?
2 ? 1 ?
2 ?
 2. List the solutions of 6 x +2 in the table below.
What is the best choice to find the missing value?
x 6x+2 y (x,y)
3
0
-1
-2
3. Refer to the table below.
Input X Output Y
2 4 Numbers are increasing!
5 7
10 12 So, it’s either ____ or ____?
15 17
Choose the correct function rule!
x
A. x ∙ 2= y B. x−2= y C. =y D. x +2= y
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Guide Questions:
Choose the best answer for the following multiple choice question. Write your answer
on the space provided.
___1. What is the rule for the table below?
x y
14 11
12 9
0 7
6 3
x
A. x−3= y B. x +3= y C. = y D. x ∙ 3= y
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___2. What is the rule for the table below?
x y
100 50
50 25
10 5
4 2
x
A. x−50= y B. = y C.
2
x +50= y D. x ∙ 2= y
___3. Find the output for each input of y=5 x +1.

x y
0 ?
5 ?

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 6 ?
10 ?
A. 0 , 5 , 6 ,10 B. 6 , 11 , 12, 16 C. 1 ,26 ,31 , 51 D.
7 , 3 ,10 , 4
___4. A function is a relationship in which an output value depends upon an
input value. A. True B. False
___5. Which of the following set of ordered pairs is NOT a function?
A. { ( 1,2 ) , ( 2,3 ) , ( 3,4 ) ,(4,5) } C. { ( 1,6 ) , ( 2,5 ) , (1,9 ) ,( 4,3) }
B. D. { ( 3,6 ) , ( 4,8 ) , ( 5,10 ) ,(6,12) }

SELF-CHECK.

Directions: Do as directed. Write your answer on a separate

sheet of paper.
GUIDED ACTIVITY 5.

Give at least five examples of a function in real life situation. Explain how this
becomes function.

POSTTEST AND SELF-CHECK

(To be constructed)

REFERENCES

Infante,Francis Nelson M.,Apolinario, Paulo Luis.,Sin, Jose Lorenzo M. (2016). Management

team of the General Mathematics Learner’s material, Bureau of Curriculum development.

https://google.com

MODULE CHALLENGE

MODULE USERS
Name of Student Date Student’s Date Teacher’s
Received Signature Returne Signature
d

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 This module may be adopted, modified
and reproduced for educational purposes with
appropriate credit to the author.

For inquiries, feedback, recommendations

and suggestions, please contact the author
through the Division Learning Resource
Supervisor at cellular phone number
09051233721 and /or Gmail address
stepehenatienza340@gmail.com

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