General Mathematics

Quarter 1 – Module 7:
One-to-One Functions and
Inverse of One-to-One
Functions
General Mathematics
Alternative Delivery Mode
Quarter 1 – Module 7: One-to-One Functions and Inverse One-to-One
Functions
Edition, 2020

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 General Mathematics
Quarter 1 – Module 7:
One-to-One Functions and Inverse
One-to-One Functions
Introductory Message
For the facilitator:

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

Module on Functions!

This module was collaboratively designed, developed and reviewed by

educators from public institutions to assist you, the learners to meet the
standards set by the K to
12 Curriculum while overcoming the learners’ 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 them 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

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:

Welcome to Grade 11 General Mathematics Alternative Delivery Mode (ADM)
Module on 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:

iii
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn
in the module.
This part includes an activity that aims to
What I Know
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.
This is a brief drill or review to help you
What’s In 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.
This section provides a brief discussion
What is It 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.
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.
In this portion, another activity will be
Additional Activities
given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.
This contains answers to all activities in
Answer Key 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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This module was designed and written with you in mind. It is here to help you to assess
your knowledge of the different mathematics concepts previously studied and your skills in
performing mathematical problems. These knowledge and skills will help you understand
one-to-one functions. As you go through this lesson, think of this important question: “How
one-to-one functions represents real life situations and Inverse One-to-One Functions”? To
find answer, read and perform each activity.

In this module, the learners are expected to demonstrate understanding of key concepts of
inverse functions, exponential functions, and logarithmic functions. Learners should also
be able to apply concepts of inverse functions, exponential functions, and logarithmic
functions to formulate and solve real-life problems with precision and accuracy.

The module
• Lesson 1 – One-to-One Functions
•Lesson 2 – The Inverse of a One-to-one Function

After going through this module, you are expected to:

1. determine if a function is a one-to-one.
2. identify real-life situation using one-to-one function.
3. determine the inverse of a one-to-one function.
4. write a letter to a family member or peer about making amends on regretful events
which cannot be undone.

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Mabuhay National High School has its own School ID which is 143142 while other
school also has their own school ID. Which rule represent the given statement?
a. One-to-one c. Many-to-one
b. One-to-many d. Many-to-many

2. Which of the following does not represent one-to-one function?

a. My father to its child.
b. Facebook name to password.
c. Student’s Name to Learner’s Reference number (LRN).
d. Cellphone Number to the owner.

3. Which of the following table of values represent one-to-one function?

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4. Below is a sample of Venn diagram, what figure doesn’t belong to the group?

5. If a ___________ can intersect the graph of the function, more than one time then the
function is not mapped as one-to-one.
a. Vertical Line Test c. T-test
b. Horizontal Line Test d. Z-test

6. Which of the following graph represent a one-to-one function?

7. Functions can be written as _____________.

a. ordered pairs c. graphs
b. tables d. all of the choices

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8. Let A = {10, 20, 30} and B = {Pandesal, Yema Cake, Mamon, Ensaymada}. Which of the
following is a one-to-one function?
a. {(10,pandesal),(20,Mamon), (30,Pandesal)}
b. {(10,Yema Cake), (20,Ensaymada), (30,pandesal)}
c. {(10,pandesal), (20,pandesal), (30,pandesal)}
d. {(10,Mamon), (20,Yema Cake), (10,Pandesal), (30,Ensaymada)}

9-10. Below are the statements that may represent real life situation using one-to-one
function.

9. Which of the following is not included?

i. One person has one passport.
ii. A shoe has one place on which you would wear it (your foot).
iii. Paper has one source.
iv. A washing machine has two function (to wash)

a. i only c. iii and iv

b. ii and iii only d. iv only

[Link] of the following is an example of one-to-one function?

a. i and ii c. iii and iv
b. ii and iv d. i and iv

11. Which function/s has/have inverse function?

a. one-to-one c. both
b. many-to-one d. none

12. What is the mathematical symbol for inverse of 𝑓(𝑥)?

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a. c. ′𝑓(𝑥)
𝑓(𝑥)
b. 𝑓(𝑥)−1 d. 𝑓 −1 (𝑥)

13. What is the inverse of 3x – 4?

𝑥+3
a. 3x + 4 c. 4
𝑥+4
b. 4x – 3 d. 3

14. What is the inverse of 𝑎3 + 5?

a. 3𝑎 – 5 c. √
3
𝑎−5
3 𝑎
b. √𝑎 − 5 d. 3 + 5

15. Which is not a property of an inverse function?

a. The inverse of 𝑓 −1 (𝑥) is 𝑓(𝑥)
b. 𝑓 −1 (𝑓(𝑥)) = 𝑥 for all x in the domain of 𝑓
c. 𝑓 −1 (𝑓 −1 (𝑥)) = 𝑥 for all x in the domain of 𝑓 −1
d. 𝑓(𝑓 −1 (𝑥)) = 𝑥 for all x in the domain𝑓 −1

16. What is the inverse of −2𝑥 + 7?

𝑥−7
a. − c. 7𝑥 − 2
2
𝑥
b. −2 +7 d. 2𝑥 – 7

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17. What is the inverse of 𝑏 3 + 4?
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a. 3𝑏 – 4 c. √𝑏 + 4
𝑏 3
b. 3 + 4 d. √𝑏 − 4

18. What is the inverse of 𝑔(𝑥) = 2𝑥 – 8?

𝑥+8 𝑥+8
a. 𝑔′(𝑥) = 2 c. 𝑔−1 (𝑥) = 2
b. 𝑔′(𝑥) = −2𝑥 + 8 d. 𝑔−1 (𝑥) = −2𝑥 + 8
2𝑐+1
19. What is the inverse function of 𝑓(𝑐) = ?
4𝑐−5
4𝑐−1 2𝑐−1
a. 𝑓 −1 (𝑐) = 2𝑐+5 c. 𝑓′(𝑐) = 4𝑐+5
5𝑐+1 4𝑐−5
b. 𝑓 −1 (𝑐) = d. 𝑓′(𝑐) =
4𝑐−2 2𝑐+1

20. Which is not involved in the process of finding the inverse of a function?
a. Write the function in the form y = f(x).
b. Interchange the x and y variables.
c. Write in the function in the simplest form.
d. Solve for y in terms of x.

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 Lesson
Representing Real-Life Situation
1 using One-to-One Functions
Start Lesson 1 of this module by assessing your knowledge of representing real-life
situation using one-to-one functions. These knowledge and skill will help you understand
easily on how to represent real-life situation using one-to-one functions. Seek the
assistance of your teacher if you encounter any difficulty.

1. What are the values of y in figure 1 and figure 2?

2. What have you noticed on their values?
3. Is the value of x in figure 1 have the same value in y? How about figure 2?
4. Draw horizontal lines each figure. How many times does the horizontal line intersect on
figure 1 and figure 2?
5. What function do you call when no two ordered pairs that have the same first
component have different second component?

Now you have recall identify the values of x, answer the following questions.

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Questions:
1. What did you observe from the table? Did you notice any repeated LRN?
2. What do you think is the reason why learners have their own LRNs?
3. What kind of function is depicted from the given activity?

One-to-One Functions

A function f is one-to-one if it never takes the same value twice or 𝑓(𝑥1 ) ≠

𝑓(𝑥2 )𝑤ℎ𝑒𝑛𝑒𝑣𝑒𝑟(𝑥1 ) ≠ (𝑥2 ). That is, the same y-value is never paired with two different x-
values.

In the Venn diagram below, function f is a one-to-one since not two inputs have a
common output.

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In the Venn diagram below, function f is NOT a one-to-one since the inputs -1 and 0 have
the same output.

On the other hand, the function 𝑔(𝑥) = 𝑥 2 is not a one-to-one function, because
𝑔(−1) = 𝑔(1). There are a lot of real-life applications of a one-to-one function. Determine
whether the gi

Example 1: The relation pairing an SSS member to his or her SSS number.

Solution:
Each SSS member is assigned a unique SSS number. Thus, this relation is a function.
Further, two members cannot be assigned the same SSS number, therefore, the function
is one-to-one.

Example 2: The relation pairing a citizenship to a person.

Solution:
The relation is a function because each person has a citizenship. However, a person can
have two citizenship, (dual citizen) therefore, it is not one-to-one function.

Graph of a One-to-one Function

If f is a one-to-one function then no two points (𝑥1 , 𝑦1 )𝑎𝑛𝑑 (𝑥2 , 𝑦2 ), have the same y-value.
Therefore, no horizontal line cuts the graph of the equation 𝑦 = 𝑓(𝑥) more than once.
Example. Compare the graphs of the above functions

How to Determine if a Function is One-to-One

Horizontal Line test: A graph passes the Horizontal Line Test if each horizontal line cuts
the graph at most once.

A function f is one-to-one if and only if the graph y = f(x) passes the horizontal Line test.

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Figure 3. shows that the horizontal line test intersects more than one, while the other
horizontal line test intersects no more than one. It means that Figure 4 is an example of
one-to-one function.

Activity 1.1 Understanding One-to-One Functions

Determine whether each of the following situations is a one-to-one function. Elaborate
your answer.

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 Lesson
The Inverse of One-to-One
2 Functions
Among the functions, only a one-to-one function has an inverse which is a function also.

So far, you have known different faces of functions in the previous lessons. Likewise, you’ve
categorized them already into groups of one-to-one and many-to-one functions. Let’s have
a quick review. In the first column, identify each of the following as linear function (LF),
quadratic function (QF) or rational function (RF). In the second column, decide whether
each is one-to-one or many-to-one function.

Do you ever wonder if inverses of these functions are functions as well? That is, both the
original equation and its inverse are both functions. In this lesson, you will delve into
these functions with function inverses.

I Can See Your Mind

Let’s have a mind game. Ready?

Think of a number. Multiply it by 2. Then, subtract 1 from it. Now, add 4 to the difference.
Lastly, give me your answer and I’ll tell the number you are thinking of.
Can you tell me how I will know the original number you have chosen by giving me the final
answer?

The key lies in the command “undo”. Familiar with it? Yes, this game follows the same
principle as with the “undo” button we click when we are preparing documents using our
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laptops, cellphones or the likes. When you want to bring back how the document looks like
a while ago, you keep clicking this button and the document gradually goes back to its
previous layout. It keeps deleting the changes you do to the document one by one from the
most recent to the earliest change you made.
Meanwhile, what you did with your chosen number is you multiplied it by 2 and then added
3 to it. Why 3? Because you subtracted 1 and then added 4 to the number which is the
same as adding 3 to it. Going back to the principle of “undo”, this is how I guessed your
original number by telling me your final answer.

By that way, I have seen your mind. Create a new set of commands. It’s now your turn to
try it with your family members or peer. Experience their oohs and aahs!

Inverse Function Defined

The inverse of a function is a function with domain B and range A given that the original
function has domain A and range B.
This inverse function of function f is denoted by 𝑓 −1 . It is defined by the equation 𝑓 −1 (𝑦) = 𝑥
if and only if 𝑓(𝑥) = 𝑦 for any y in range B. Since both are functions, then a function has to
be one-to-one for its inverse to be a function at the same time. If it is a many-to-one function,
its inverse is one-to-many which is not a function.

How to Find the Inverse of One-to-one Function

Intuitively, the inverse of a function may be known by the principle of “undo”. That is, by
considering the inverse of operations performed, the inverse of a function may be
computed easily.

Example 1
Given f(x) = 3x – 8, the inverse of a function may be solved intuitively.
Solution:

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However, it is not that easy in some case. In later examples, you will understand what I
mean by saying that there is a more general method that may be followed.
To find the inverse of a one-to-one function, consider the following:
a. Express the function in the form 𝑦 = 𝑓(𝑥);
b. Interchange the x and y variables in the equation;
c. Solve for y in terms of x.

Example 2
If it exists, solve for the inverse of 𝑔(𝑥) = 𝑥2 – 6𝑥 – 7.
Solution:
Recognize that g(x) is a quadratic function whose graph is a parabola opening upward. It
fails the horizontal line test because it has x-values which correspond to the same y-
value. And since it is not a one-to-one function, then its inverse is not a function. Simply
put, it has no inverse function.

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Answer the following questions.
1. What is an inverse function?
2. What is the symbol of an inverse function?
3. Do all kinds of functions have inverse function?
4. How do you solve for the inverse of a one-to-one function?

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13
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. It is a rule that produces a correspondence between the elements of two sets: D

(domain) and R (range), such that to each element in D there corresponds one and only
one element in R.
a. Function c. Set
b. Relation d. Subset

2. A graph of a function can also be used to determine whether a function is one-to-one

using the _____________.
a. vertical line test c. t-test
b. horizontal line test d. z-test

3. A method of testing whether a graph represents a function by determining whether a

vertical line intersects the graph no more than once.
a. vertical line test c. t-test
b. horizontal line test d. z-test

4. Which of the following is not a one-to-one function?

5. Which type of relation wherein every element in the domain is paired with exactly one
element in the range?
a. Function c. Inverse
b. Asymptote d. Composite

6. Which of the following relationships DOES NOT indicate a one-to-one function?

a. A tricycle and its plate number c. Parents and their children
b. Chemical symbol to its chemical element d. Husband and Wife

7. Which of the following represents a one-to-one function?

a. Teacher to students c. Mother to her children
b. Student to their LRN d. Students to teacher

8. Consider the graph below. Which of the following line test crosses the graph of a
function at no more than one point?

a. Line Test X only c. Both Line Test X and Y

b. Line Test Y only d. None of the following.

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9. Which of the following graphs represents a one-to-one function?

10. Which of the following statement represent one-to-one-function?

a. One person has one passport.
b. A car model is made by one company.
c. A house building prototype belongs to one company.
d. All of the choices

11. Which relates to “inverse”?

a. redo c. delete
b. opposite d. interchange

12. What is the inverse of 𝑓(𝑥) = 𝑥 + 36?

𝑥
a. 𝑓(𝑥) = c. 𝑓(𝑥) = 𝑥 − 36
36
b. 𝑓(𝑥) = 36𝑥 d. 𝑓(𝑥) = −𝑥 − 36
𝑥
13. What is the inverse of 𝑓(𝑥) = ?
25
a. 𝑓(𝑥) = 𝑥 + 25 c. 𝑓(𝑥) = 𝑥 − 25
b. 𝑓(𝑥) = 25𝑥 d. 𝑓(𝑥) = −25𝑥

14. What is the inverse of 𝑓(𝑥) = −3𝑥?

a. 𝑓(𝑥) = 𝑥 + 3 c. 𝑓(𝑥) = 𝑥 − 3
𝑥 𝑥
b. 𝑓(𝑥) = − 3 d. 𝑓(𝑥) = 3

15. What is the inverse of 𝑓(𝑥)=𝑥−10?

a. 𝑓(𝑥) = 10 + 𝑥 c. 𝑓(𝑥) = −10𝑥
𝑥
b. 𝑓(𝑥) = − 10 d. 𝑓(𝑥) = −(𝑥 − 10)

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16. Which does not characterize an inverse function?
a. Given that it is 𝑓 −1 (𝑥), its domain and range are the same as the domain and range of 𝑓(𝑥).
b. It is denoted by 𝑦 = 𝑓 −1 (𝑥).
c. Its inverse is one-to-one.
d. It is one-to-one.

17. What is the mathematical symbol for inverse of 𝑓(𝑥)?

1
a. 𝑓(𝑥) c. ′𝑓(𝑥)
b. 𝑓(𝑥)−1 d. 𝑓 −1 (𝑥)

18. What is the inverse of −2𝑥−8?

𝑥+3
a. 8𝑥 + 2 c.
8
𝑥+8
b. 2𝑥 + 8 d.
−3

19. What is the inverse of 𝑏 5 + 2?

5
a. 2𝑏 – 5 c. √𝑏 − 2
5
b. 5𝑏 + 2 d. √𝑏 − 2

20. Which is not a property of an inverse function?

a. The inverse of 𝑓 −1 (𝑥) is 𝑓(𝑥).
b. 𝑓 −1 (𝑓(𝑥)) = 𝑥 for all x in the domain of 𝑓.
c. 𝑓 −1 (𝑓 −1 (𝑥)) = 𝑥 for all x in the domain of 𝑓−1.
d. 𝑓(𝑓 −1 (𝑥)) = 𝑥 for all x in the domain of 𝑓−1.

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What I know Assessment
1. a 1. a
2. a 2. b
3. a 3. a
4. b 4. c
5. b 5. a
6. c 6. c
7. d 7. b
8. b 8. b
9. d 9. a
10. a 10. d
11. a 11. d
12. d 12. c
13. d 13. b
14. c 14. b
15. c 15. a
16. a 16. a
17. b 17. d
18. c 18. d
19. d 19. c
20. c 20. c
Lesson 1 Lesson 2

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