Table of Contents

1.4.4 Graphing Exponential Functions…………………………………….…37-39

Assessment Activities………………………………………………………..…………….40-41

MODULE 1 MODULE 6
Chapter 1 FUNCTIONS AND THEIR GRAPHS 1.5.1 Introduction to Logarithms……………………………………………....42-43
1.1 Functions 1.5.2 Logarithmic Functions, Equations, and
1.1.1 Definition of a Function…………………………………………1-2 Inequalities……………………………………………………….…….…….….43
1.1.2 Different Types of Functions……………………………..….2-4 1.5.3 Properties and Logarithm………………………………………………....43
1.1.3 Evaluation of Functions…………………………………………4-5 1.5.4 Laws of Logarithm………………………………………………………..…..43-46
1.1.4 Operations on Functions……………………………………….5-7 Assessment Activities……………………………………………………….……………...47-48
1.1.5 Composition of Functions……………………………………..7-8
MODULE 7
Assessment Activities…………………………………………………………..9-10
1.5.5 Solving Logarithmic Equations and Inequalities…………………49-51
MODULE 2 1.5.6 Logarithmic Functions in Real-Life………………..…………………..51
1.2 Rational Functions 1.5.7 Logarithmic Functions and its Graph…………..…………………….51-52
1.2.1 Rational Functions, Equations, and Inequalities…..11 Assessment Activities……………………………………………………………………….54-55
1.2.2 Solving Rational Equations and Inequalities…………12-15 General Mathematics Project…………………………………………..…………………..……56-57
Assessment Activities………………………………………………………….16-17
MODULE 8
MODULE 3 General Mathematics 1st Semester Examination
1.2.3 Rational Functions……………………………………………….18-25
Assessment Activities………………………………………………………….26-27
MODULE 4
1.3 Inverse Functions
1.3.1 One-to-One Functions………………………………………….28-29
1.3.2 Inverse of One-to-One Functions………………………….29-30
1.3.3 Graphs of Inverse Functions………………………………...30-31
1.3.4 Solving Problems Involving Inverse Functions..…….32
Assessment Activities………………………………………………………….33-34
MODULE 5
1.4 Exponential and Logarithmic Functions
1.4.1 Exponential Functions in Real-Life………………………..35-36
1.4.2 Exponential Functions, Equations, and
Inequalities………………………………………………………....36
1.4.3 Solving Exponential Functions and Inequalities……36-37
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

CHAPTER 1.1 FUNCTIONS •

KEY QUESTIONS
Are all relations
1st QUARTER

At the end of this module, you are expected to: considered as functions?
WEEK _____
MODULE 1

• Represents real-life situations using functions, including piece-wise functions, • How do we evaluate and
• Evaluate a function, perform operations on
• Performs addition, subtraction, multiplication, division, and composition of functions, and functions?
• Solves problems involving functions.

Solution.
1.1.1 Definition of a Function
The relations f, g, and i are functions because no two ordered pairs have
the same x-value but different y-values. Meanwhile, relation h is not a function
because (2,7) and (2,8) are ordered pairs with the same x-value but different y-
A relation is a rule that relates values from a set of values.
values (called the domain) to a second set of values Relations and functions can be represented by mapping diagrams where
(called the range). the elements of the domain are mapped to the elements of the range using arrows.
A relation is a set of ordered pairs. In this case, the relation or function is represented by the set of all the connections
A function is a relation where each element in the represented by the arrows.
domain is related to only one value in the range by
some rule. Example 2: Mapping Diagrams. Which of the following mapping diagrams are
A function is a set of ordered pairs (x,y) such that no two ordered pairs functions?
have the same x-value but different y-values.
Using functional notation, we can write f(x) = y, read as “f of x is equal to
y.” In particular, if (2, 3) is an ordered pair associated with the function f, then we
say that f(3) = 2.

Example 1: Set of Ordered Pair. Which of the following relations are functions?
𝑓 = {(1,3), (2,4), (5,7), (6,8)}
𝑔 = {(𝑎, 𝑗), (𝑟, 𝑙), (𝑚, 𝑒), (𝑐, 𝑡)}
ℎ = {(2,7), (3,9), (1,6), (2,8)}
𝑖 = {(1,4), (2,4), (3,5), (7,0)}
The relations f and g are functions because each value y in Y is unique for
a specific value of x. The relation h is not a function because there is at least one

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element in X for which there is more than one corresponding y-value. That is, x = 1 2𝑥+1
(𝑒) 𝑦 =
𝑥−1
corresponds to y = 15 or 16. Similarly, x = 3 corresponds to both y = 18 or 19. Solution. The domains of the following are as follows:
A relation between two sets of numbers can be illustrated by a graph in the (𝑎) {𝑥 ∶ 𝑥 ∈ ℝ} (𝑏) {𝑥 ∶ 𝑥 ∈ ℝ}
Cartesian plane, and that a function passes the vertical line test. (𝑐) {𝑥 ∶ 𝑥 ∈ ℝ, −1 ≤ 𝑥 ≤ 1} (𝑑) {𝑥 ∶ 𝑥 ∈ ℝ, 𝑥 ≥ −1}
(𝑒)𝑥: 𝑥 ∈ ℝ, 𝑥 ≠ 1
Vertical Line Test
A graph represents a function if and only if each vertical line intersects All relations are functions, except (𝑐) since we can find an x-value that
the graph at most once. corresponds to more than one y-value. (see solution below)
(𝑐) 𝑥 2 + 𝑦 2 = 1
If 𝑥 = 0, that means,
Example 3: Vertical Line Test. Which of the following graphs can be graphs of 02 + 𝑦 2 = 1
functions? 𝑦2 = 0 + 1
(a) (b) (c) 𝑦2 = 1
Then, y can be +1 𝑜𝑟 − 1.

1.1.2 Different Types of Functions

Functions are identified or classified depending on the properties they
have. Here are some of the types of functions:
1. Polynomial Function
Solution. A polynomial function is a function that can be expressed in the
Graph a is function while graphs b and c are not since they do not pass the form of a polynomial. The definition can be derived from the definition of
vertical line test. i.e., see figures below. Suppose that red lines represent the a polynomial equation. A polynomial is generally represented as P(x). The
vertical line test. highest power of the variable of P(x) is known as its degree. A linear
(a) (b) (c) function, which is defined by 𝑓(𝑥) = 𝑚𝑥 + 𝑏, is an example of a
polynomial function in the first degree whose graph is a line. A quadratic
function, which is defined by 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, is an example of a
polynomial function in the second degree whose graph is a parabola.

Example of Polynomial Function:

Example 4. Identifying the Domain. Which of the following represents a function? 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1
(𝑎) 𝑦 = 2𝑥 + 1 (𝑏) 𝑦 = 𝑥 2 − 2𝑥 + 2 𝑔(𝑥) = 3𝑥 − 7
(𝑐) 𝑥 2 + 𝑦 2 = 1 (𝑑) 𝑦 = √𝑥 + 1 ℎ(𝑥) = 7𝑥 3 + 𝑥 2 − 2

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2. Constant Function ℎ(𝑥) = 2𝑥 + 2

A constant function is a special polynomial function and defined
6. Logarithmic Function
by the equation 𝑓(𝑥) = 𝑐, 𝑤ℎ𝑒𝑟𝑒 𝑐 ∈ ℝ. In this function, each x value
A logarithmic function is an inverse of an exponential function and
corresponds to one and only one y value. The graph of which is a horizontal
is defined by the equation 𝑓(𝑥) = 𝑙𝑜𝑔𝑎 𝑥.
line.
Example of Logarithmic Function:
Example of Constant Function:
𝑓(𝑥) = 𝑙𝑜𝑔2 𝑥
𝑓(𝑥) = 3
𝑔(𝑥) = 𝑙𝑜𝑔5 (2𝑥 + 3)
𝑔(𝑥) = 4
ℎ(𝑥) = 𝑙𝑜𝑔1 𝑥
ℎ(𝑥) = 919 2

3. Rational Function 7. Piece-wise Function

A rational function is defined by the equation 𝑓(𝑥) =
𝑔(𝑥) Functions can often be used to model real situations. Identifying
ℎ(𝑥)
an appropriate functional model will lead to a better understanding of
wherein 𝑔(𝑥) and ℎ(𝑥) are both polynomial functions.
various phenomena.
Example of Rational Function:
𝑥+2 Example 5. Give a function A that can represent the cost of buying x
𝑓(𝑥) =
𝑥−2
𝑥 2 +4𝑥−1 milkteas, if one milktea costs 75 pesos.
𝑔(𝑥) = Solution. Since each milktea costs 75 pesos, then the cost function is
3𝑥 2 −9𝑥+2
1
ℎ(𝑥) = 𝑨(𝒙) = 𝟕𝟓𝒙.
𝑥2

4. Radical Function A piece-wise function is a function whose definitions involve more

𝑛 than one formula.
A radical function is defined by the equation √𝑔(𝑥) wherein 𝑔(𝑥) is a
polynomial function and n is a non-negative integer greater than 1. Example 6. A user is charged P300 monthly for a particular mobile plan,
Example of Radical Function: which includes 100 free text messages. Messages in excess of 100 are
𝑓(𝑥) = √2𝑥 + 4 charged P1 each. Represent the monthly cost for text messaging using the
𝑔(𝑥) = √4 − 𝑥 function t(m), where m is the number of messages sent in a month.
ℎ(𝑥) = √𝑥 2 + 2
Solution. The cost of text messaging can be represented by piece-wise
5. Exponential Function functions:
An exponential function is defined by the equation 𝑓(𝑥) = 𝑎 𝑥 where 300, 𝑖𝑓 0 < 𝑚 ≤ 100
𝑎 ≥ 0 and 𝑎 ≠ 1. 𝑡(𝑚) = {
300 + 𝑚, 𝑖𝑓 𝑚 > 100
Example of Exponential Function:
𝑓(𝑥) = 2𝑥 Example 7. A jeepney ride costs P8.00 for the first 4 kilometers, and each
𝑔(𝑥) = 3𝑥 + 1 additional integer kilometer adds P1.50 to the fare. Use a piecewise

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function to represent the jeepney fare in terms of the distance (d) in

kilometers. Can you provide a real-world example or scenario that can be
expressed as a relation that is not a function?
Solution. The input value is distance and the output is the cost of the
jeepney fare. If F(d) represents the fare as a function of distance, the
function can be represented as follows: 1.1.3 Evaluation of Functions
𝟖. 𝟎𝟎 𝒊𝒇 0 < 𝑑 ≤ 4 Evaluating a function means replacing the variable in the function, in this
𝑭(𝒅) = {
(𝟖 + 𝟏. 𝟓⌊𝒅⌋) 𝑖𝑓 𝑑 > 4 case x, with a value from the function’s domain and computing for the result. To
Note that ⌊𝑑 ⌋ is the floor function applied to d. The floor function gives denote that we are evaluating f at a for some a in the domain of f, we write f(a).
the largest integer less than or equal to d. e.g., ⌊4.1⌋ = ⌊4.9⌋ = ⌊4⌋ . Consider the given values of x in the following table:
Example 8. Squares of side x are cut from each corner of an 8 in x 5 in x -2 -1 0 1 2
rectangle (see figure), so that its sides can be folded to make a box with f(x) or y
no top. Define a function in terms of x that can represent the volume of
this box. To find the value of the function, we substitute each value of x in the
function:
i. 𝑓(−2) = 2(−2) − 1 = −5
ii. 𝑓(−1) = 2(−1) − 1 = −3
iii. 𝑓(0) = 2(0) − 1 = −1
iv. 𝑓(1) = 2(1) − 1 = 1
v. 𝑓(2) = 2(2) − 1 = 3
Therefore, the values of the function in the given values x are as follows:

x -2 -1 0 1 2
f(x) or y -5 -3 -1 1 3
Solution. The length and the width of the box Is 8 − 2𝑥 and 5 − 2𝑥, respectively.
Its height is x. Thus, the volume of the box can be represented by the function: Example 9. Evaluate the value of each function in the given set of values for x, then
identify the coordinates of the points on the graph of each function.
𝑉(𝑥) = (8 − 2𝑥)(5 − 2𝑥)𝑥 = 40𝑥 − 26𝑥 2 + 4𝑥 3
1. 𝑓(𝑥) = 𝑥 2 − 4; {1,3,5}
8
2. 𝑔(𝑥 ) = ; {−4, −2,2}
𝑥+2
3. ℎ(𝑥) = √4𝑥 − 8; {1,2,3}

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Solution. i. ℎ(1) = √4(1) − 8

1. 𝑓(𝑥) = 𝑥 2 − 4 = √4 − 8
i. 𝑓(1) = (1)2 − 4 = √−4 not a real number
=1−4
Since the radicand is negative, the function is not defined when 𝑥 = 1.
= −3
Hence, 1 is not in the domain of ℎ(𝑥).
Coordinates of the point: ((1, −3)
ii. 𝑓(3) = (3)2 − 4 ii. ℎ(2) = √4(2) − 8
=9−4 = √8 − 8
=5 = √0
Coordinates of the point: (3,5) Coordinates of the point: (2,0)
iii. 𝑓(5) = (5)2 − 4 iii. ℎ(3) = √4(3) − 8
= 25 − 4 = √12 − 8
= 21 = √4
Coordinates of the point: (5,21) =2
8 Coordinates of the point: (3,2)
2. 𝑔(𝑥 ) = 𝑥+3
𝑥+2
8 Example 10. For what values of x can we not evaluate the function 𝑓(𝑥 ) = ?
𝑥 2 −4
i. 𝑔(−4) = −4+2
Solution. The domain of the function is given by {𝑥: 𝑥 ∈ ℝ, 𝑥 ≠ ±2}. Since 2 and
8
= −2 −2 are not in the domain, we cannot evaluate the function at 𝑥 = −2,2.
= −4
Example 11. Evaluate 𝑓(𝑎 + 𝑏) where 𝑓(𝑥) = 4𝑥 2 − 3𝑥
Coordinates of the point: (−4, −4)
8
Solution. 𝑓(𝑎 + 𝑏) = 4(𝑎 + 𝑏)2 − 3(𝑎 + 𝑏)
ii. 𝑔(−2) = −2+2 = 4(𝑎2 + 2𝑎𝑏 + 𝑏 2 ) − 3𝑎 − 3𝑏
=0
8 = 4𝑎2 − 3𝑎 + 8𝑎𝑏 − 3𝑏 + 4𝑏 2
Since the denominator is 0, the function is not defined when 𝑥 = 2. Hence,
−2 is not in the domain of 𝑔(𝑥). 1.1.4 Operations on Functions
8
iii. 𝑔(2) = 2+2
8
=4 Review: Operations on Algebraic Expressions
=2
Coordinates of the point: (2,2)
Addition and Subtraction:
3. ℎ(𝑥) = √4𝑥 − 8 (a) Find the least common denominator (LCD) of both fractions.

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(b) Rewrite the fractions as equivalent fractions with the same LCD. 𝑥 2 +4𝑥−5 𝑥 2 −5𝑥+6
Example 15. Find the product of and .
(c) The LCD is the denominator of the resulting fraction. 𝑥 2 −3𝑥+2 𝑥 2 −3𝑥−10
(d) The sum or difference of the numerators is the numerator of the Solution. Express the numerators and denominators of the two rational
resulting fraction. expressions into their prime factors. Multiply and cancel out common factors in the
numerator and the denominator to reduce the final answer to lowest terms. Note
1 2
Example 12. Find the sum of and . the similarity in the process between this example and the previous one on
3 5
fractions.
Solution. The LCD of the two fractions of 15.
1 2 5 6 5 + 6 11 𝑥 2 − 4𝑥 − 5 𝑥 2 − 5𝑥 + 6 (𝑥 + 1)((𝑥 − 5) (𝑥 − 2)(𝑥 − 3)
+ = + = = 2 ⋅ 2 = ⋅
3 5 15 15 15 15 𝑥 − 3𝑥 + 2 𝑥 − 3𝑥 − 10 (𝑥 − 2)(𝑥 − 1) (𝑥 − 5)(𝑥 + 2)

1 2 (𝑥 + 1)(𝑥 − 5)(𝑥 − 2)(𝑥 − 3)

Example 13. Find the sum of and . =
𝑥−3 𝑥−5 (𝑥 − 2)(𝑥 − 1)(𝑥 − 5)(𝑥 + 2)
Solution. The LCD of the two fractions is (𝑥 − 3)(𝑥 − 5) or 𝑥 2 − 8𝑥 + 15.
(𝑥 + 1)(𝑥 − 3)
1 2 𝑥−5 2(𝑥 − 3) 𝑥 − 5 + 2𝑥 − 6 =
+ = 2 + 2 = 2 (𝑥 − 1)(𝑥 + 2)
𝑥 − 3 𝑥 − 5 𝑥 − 8𝑥 + 15 𝑥 − 8𝑥 + 15 𝑥 − 8𝑥 + 15
3𝑥 − 11 𝑥 2 − 2𝑥 − 3
= 2 =
𝑥 − 8𝑥 + 15 𝑥2 + 𝑥 − 2
Division: To divide two fractions or rational expressions, multiply the dividend with
Multiplication: the reciprocal of the divisor.
(a) Rewrite the numerator and denominator in terms of its prime factors.
2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8
(b) Common factors in the numerator and denominator can be simplified as “1” Example 16. Divide by .
2𝑥 2 +7𝑥+5 2𝑥 2 −3𝑥−20
(this is often called “cancelling”).
2𝑥 2 + 𝑥 − 6 𝑥 2 − 2𝑥 − 8 2𝑥 2 + 𝑥 − 6 2𝑥 2 − 3𝑥 − 20
(c) Multiply the numerators together to get the new numerator. ÷ = ⋅
2𝑥 2 + 7𝑥 + 5 2𝑥 2 − 3𝑥 − 20 2𝑥 2 + 7𝑥 + 5 𝑥 2 − 2𝑥 − 8
(d) Multiply the denominators together to get the new denominator.
10 15 (2𝑥 − 3)(𝑥 + 2) (𝑥 − 4)(2𝑥 + 5)
Example 14. Find the product of and . Use cancellation of factors when = ⋅
21 8 (2𝑥 + 5)(𝑥 + 1) (𝑥 + 2)(𝑥 − 4)
convenient.
(2𝑥 − 3)(𝑥 + 2)(𝑥 − 4)(2𝑥 + 5)
Solution. Express the numerators and denominators of the two fractions into their =
prime factors. Multiply and cancel out common factors in the numerator and the (2𝑥 + 5)(𝑥 + 1)(𝑥 + 2)(𝑥 − 4)
denominator to reduce the final answer to lowest terms. 2𝑥 − 3
=
10 15 2 ∙ 5 3 ∙ 5 2⋅5⋅3⋅5 25 𝑥+1
∙ = ∙ = =
21 8 3 ∙ 7 2 ⋅ 2 ⋅ 2 3 ⋅ 7 ⋅ 2 ⋅ 2 ⋅ 2 28

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Operations on Functions 6−𝑥−𝑥 2 +𝑥+7 13−𝑥 2 𝑥 2 −13

= = =
2−𝑥 2−𝑥 𝑥−2
Definition. Let 𝑓 and 𝑔 be functions. 4. (𝑝 − 𝑓)(𝑥) = (2𝑥 − 7) − (𝑥 + 3)
1. Their sum, denoted by 𝑓 + 𝑔, is the function denoted by (𝒇 + 𝒈)(𝒙) = = 2𝑥 − 7 − 𝑥 − 3
𝒇(𝒙) + 𝒈(𝒙). = 𝑥 − 10
2. Their difference, denoted by 𝑓 − 𝑔, is the function denoted by 𝑣
5. ( ) (𝑥) = (𝑥 2 + 5𝑥 + 4) ÷ (𝑥 2 + 2𝑥 − 8)
(𝒇 − 𝒈)(𝒙) = 𝒇(𝒙) − 𝒈(𝒙). 𝑔

3. Their product, denoted by 𝑓 ⋅ 𝑔, is denoted by (𝒇 ⋅ 𝒈)(𝒙) = 𝒇(𝒙) ⋅ 𝒈(𝒙). 1

= (𝑥 2 + 5𝑥 + 4) ⋅
4. Their quotient, denoted by 𝑓/𝑔, is denoted by (𝒇/𝒈)(𝒙) = 𝒇(𝒙)/𝒈(𝒙), 𝑥 2 + 2𝑥 − 8
𝑥 2 + 5𝑥 + 4
excluding the values of x where 𝑔(𝑥) = 0. =
𝑥 2 + 2𝑥 − 8
Use the following functions below for Example 17.
• 𝑓(𝑥) = 𝑥 + 3 1.1.5 Composition of Functions
• 𝑝(𝑥) = 2𝑥 − 7
Let 𝑓 and 𝑔 be functions. The composite function denoted by (𝑓 ∘ 𝑔) is
• 𝑣(𝑥) = 𝑥 2 + 5𝑥 + 4
defined by (𝑓 ∘ 𝑔)(𝑥) = 𝑓(𝑔(𝑥)). The process of obtaining a composite function
• 𝑔(𝑥) = 𝑥 2 + 2𝑥 − 8
𝑥+7 is called function composition.
• ℎ(𝑥) = For examples 18-21, use the following functions:
2−𝑥
𝑥−2
• 𝑡(𝑥) = 𝑓(𝑥) = 2𝑥 + 1
𝑥+3
Example 17. Perform the following operations on functions given above. 𝑔(𝑥) = √𝑥 + 1
2𝑥+1
1. (𝑣 + 𝑔)(𝑥) 𝑝(𝑥) =
𝑥−1
2. (𝑓 ⋅ 𝑝)(𝑥) 𝑞(𝑥) = 𝑥 2 − 2𝑥 + 2
3. (𝑓 + ℎ)(𝑥) 𝐹(𝑥) = ⌊𝑥 ⌋ + 1
4. (𝑝 − 𝑓)(𝑥) Example 18. Find and simplify (𝑔 ∘ 𝑓)(𝑥).
𝑣
5. ( ) (𝑥) Solution. (𝑔 ∘ 𝑓)(𝑥) = 𝑔(𝑓(𝑥)) = √𝑓 (𝑥) + 1 = √(2𝑥 + 1) + 1 = √2𝑥 + 2
𝑔
Solution.
Example 19. Find and simplify (𝑞 ∘ 𝑓)(𝑥).
1. (𝑣 + 𝑔)(𝑥) = (𝑥 2 + 5𝑥 + 4) + (𝑥 2 + 2𝑥 − 8)
= 𝑥 2 + 5𝑥 + 4 + 𝑥 2 + 2𝑥 − 8 Solution. (𝑞 ∘ 𝑓)(𝑥) = 𝑞(𝑓(𝑥)) = [𝑓(𝑥)]2 − 2[𝑓(𝑥)] + 2
= 2𝑥 2 + 7𝑥 − 4 = (2𝑥 + 1)2 − 2(2𝑥 + 1) + 2
2. (𝑓 ⋅ 𝑝)(𝑥) = (𝑥 + 3)(2𝑥 − 7) = (4𝑥 2 + 4𝑥 + 1) − (4𝑥 + 2) + 2 = 4𝑥 2 + 1
= 2𝑥 2 − 7𝑥 + 6𝑥 − 21 Example 20. Find and simplify (𝑓 ∘ 𝑝)(𝑥).
= 2𝑥 2 − 𝑥 − 21
𝑥+7 2−𝑥 𝑥+7 (𝑥+3)(2−𝑥)+(𝑥+7)
Solution. (𝑓 ∘ 𝑝)(𝑥) = 𝑓(𝑝(𝑥)) = 2[𝑝(𝑥)] + 1
3. (𝑓 + ℎ)(𝑥) = (𝑥 + 3) + = (𝑥 + 3) ⋅ + =
2−𝑥 2−𝑥 2−𝑥 2−𝑥

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2𝑥+1 4𝑥+2 REFERENCES

= 2 [ 𝑥−1 ] + 1 = +1
𝑥−1
(4𝑥+2)(𝑥−1) 5𝑥+1 Books
= =
𝑥−1 𝑥−1 Different Types of Functions, Lesson 1.1.2 pp. 3, Vibal Inc., Chan, J.H.N.,
Example 21. Find and simplify (𝐹 ∘ 𝑝)(5) Miro, E.D., Quiming, R.S., (2016) General Mathematics
2(5)+1
Solution. (𝐹 ∘ 𝑝)(𝑥) = 𝐹(𝑝(5)) = ⌊𝑝(5)⌋ + 1 = ⌊ ⌋+1 Evaluating Functions, Lesson 2 pp. 10-12, Department of Education, (2016)
5−1
11 General Mathematics Learner’s Material First Edition
= ⌊ ⌋ =2+1= 3
4
Functions, Lesson 1 pp. 1-9, Department of Education, (2016) General
Example 22. Let 𝑓(𝑥) = 3𝑥 2 − 2𝑥 − 1, 𝑔(𝑥) = 𝑥 2 − 1, and ℎ(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
Mathematics Learner’s Material First Edition
Find:
1. (𝑓 − 𝑔)(𝑥) Operations on Functions, Lesson 3 pp. 13-20, Department of Education,
2. 𝑓(−1) ⋅ 𝑔(2) ⋅ ℎ(0) (2016) General Mathematics Learner’s Material First Edition
𝑔(𝑥)
3.
𝑓(𝑥) Electronic Sources
4. ℎ(𝑥 − 1)
5. 𝑓(3) + 𝑔(2) Polynomial Functions, Formula, Types and Graphs, (2020) retrieved from
https://byjus.com/maths/polynomial-functions/
Solution.
1. (𝑓 − 𝑔)(𝑥) = (3𝑥 2 − 2𝑥 + 1) − (𝑥 2 − 1) = 2𝑥 2 − 2𝑥 Vertical Line Test Examples, retrieved from
2. 𝑓(−1) ⋅ 𝑔(2) ⋅ ℎ(0) https://www.google.com/search/vertical+line+test+worksheet/
= [3(−1)2 − 2(−1) − 1] ⋅ [(2)2 − 1] ⋅ [3(0)2 − 2(0) − 1 + (0)2 − 1]
= 4 ⋅ 3 ⋅ (−2)
` = −24
𝑔(𝑥) 𝑥 2 −1 (𝑥+1)(𝑥−1) 𝑥+1
3. = 3𝑥2 −2𝑥−1 = (3𝑥+1)(𝑥−1) = 3𝑥+1
𝑓(𝑥)
4. ℎ(𝑥 − 1) = 3(𝑥 − 1)2 − 2(𝑥 − 1) − 1 + (𝑥 − 1)2 − 1
= 3(𝑥 2 − 2𝑥 + 1) − 2𝑥 + 2 − 1 + (𝑥 2 − 2𝑥 + 1) − 1
= 4𝑥 2 − 10𝑥 + 4
5. 𝑓(3) + 𝑔(2) = [3(3)2 − 2(3) − 1] + [(2)2 − 1]
= (27 − 6 − 1) + (4 − 1)
= 20 + 3
= 23

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 1: Who Am I? Activity 2: Brain Buster

Directions. Identify what is asked based on the given definition. Refer to Chapter 1
to look for answers. Write your answers on the space provided before each I. Directions. Determine whether the given x values are in the domain of each
number. function and evaluate each function with the given set of values for x (those
_________1. It is an inverse of an exponential function and is defined by the numbers inside the braces).
equation 𝑓(𝑥) = 𝑙𝑜𝑔𝑎 𝑥.
𝑔(𝑥)
_________2. It is defined by the equation 𝑓(𝑥) =
ℎ(𝑥)
wherein 𝑔(𝑥) and ℎ(𝑥) are 1) 𝑓(𝑥) = 2𝑥 2 − 3𝑥 + 1; {−4, −1, 5}
both polynomial functions.
_________3. It is a rule that relates values from a set of values (called the domain) 2) 𝑔(𝑥) = (2𝑥 − 5)(3𝑥 − 4); {−2,6,10}
to a second set of values (called the range).
8−𝑥
_________4. A type of test used to determine if the graph represents a function. 3) ℎ(𝑥 ) = 2𝑥−4 ; {−5, −3,2}
_________5. It is a function whose definitions involve more than one formula.
_________6. It is a relation where each element in the domain is related to only 𝑥 2 −9
4) 𝑘(𝑥) = ; {−6, −3,1}
one value in the range by some rule. 𝑥+3
_________7. It is a special polynomial function and defined by the equation 𝑓(𝑥) =
𝑐, 𝑤ℎ𝑒𝑟𝑒 𝑐 ∈ ℝ. In this function, each x value corresponds to one and only one y 5) 𝑝(𝑥) = √7 − 14𝑥; {−7, −5,3}
value. The graph of which is a horizontal line.
_________8. It is defined by the equation 𝑓(𝑥) = 𝑎 𝑥 where 𝑎 ≥ 0 and 𝑎 ≠ 1.} 6) 𝑞(𝑥) = √𝑥 2 + 𝑥 + 10; {−8, −4,7}
𝑛
_________9. It is defined by the equation √𝑔(𝑥) wherein 𝑔(𝑥) is a polynomial
1
function and n is a non-negative integer greater than 1. 7) 𝑅(𝑥) = 9𝑥 ; {−1,0, }
2
_________10. It is a function that can be expressed in the form of a polynomial.
1
8) 𝑆(𝑥 ) = ; {3,9,12}
√𝑥−8

9) 𝑇(𝑥) = |3𝑥 − 1|; {−12, −8, −14}

10) 𝑈(𝑥) = |10 − 2𝑥 2 |; {−7, −3,0}

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 2: Brain Buster

II. Directions. Perform the given operations on the functions below.

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

1. (𝑓 + 𝑔)(𝑥)

2. (𝑞 − 𝑓)(𝑥)

3. (𝑓 + 𝑟)(𝑥)

4. (𝑓 ⋅ 𝑞)(𝑥)

𝑓
5. ( ) (𝑥 )
𝑟

6. (𝑔 ∘ 𝑓)(𝑥)

7. (𝑞 ∘ 𝑓)(𝑥)

8. (𝑓 ∘ 𝑞)(𝑥)

9. (𝑓 ∘ 𝑟)(𝑥)

10. (𝑔 ∘ 𝑓)(7)

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

KEY QUESTIONS
CHAPTER 1.2 RATIONAL FUNCTIONS • How do rational equation,
1st QUARTER

WEEK _____
MODULE 2

rational inequality, and

At the end of this module, you are expected to: rational function differ
• Distinguish rational function, rational equation, and rational inequality, from each other?
• Solve rational equations and inequalities, and • How can one plot critical
• Represent a rational inequality through its table of values and line graph values?

1.2.1 Rational Functions, Equations and Inequalities

A rational equation or inequality can be solved for all x values that satisfy the
A rational expression is an expression that can be written as a ratio of two equation or inequality. A rational function expresses a relationship between two
polynomials. variables (such as x and y) and can be represented by a table of values or a graph.
2 𝑥 2 +2𝑥+3 5
Some examples of rational expressions are , , and .
𝑥 𝑥+! 𝑥−3
The definitions of rational equations, inequalities, and functions are shown below. Example 1. Determine whether the given is a rational function, a rational equation,
a rational inequality, or none of these.
Rational Rational Rational Function
Equation Inequality 2+𝑥
1. =8 (Answer: Rational Equation)
Definition An equation An inequality A function of the 𝑥−1
involving rational involving rational 𝑝(𝑥)
form 𝑓(𝑥) =
𝑞(𝑥)
expressions. expressions. 2. 𝑥 > √𝑥 + 2 (Answer: None of these)
where 𝑝(𝑥) and
q(𝑥) are
𝑥+3
polynomial 3. 𝑓 (𝑥 ) = 6 − (Answer: Rational Function)
𝑥 2 −5
functions and
𝑞(𝑥) is not the 7
zero function. 4. 2𝑥 ≥ (Answer: Rational Inequality)
𝑥+4
(i.e., 𝑞(𝑥) ≢ 0)
Examples 2 3 1 5 2 𝒙𝟐 + 𝟐𝒙 + 𝟑 𝑥 4
− = ≤ 𝑓(𝒙) =
𝒙+𝟏
5. = 𝑥+9𝑥3 (Answer: Rational Equation)
𝑥 2𝑥 5 𝑥−3 𝑥 2

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

𝑥 2 − 3𝑥 + 10 = 0
1.2.2. Solving Rational Equations and Inequalities
To solve a rational equation: Upon reaching this step, we can use strategies for solving polynomial equations.
(a) Eliminate denominators by multiplying each term of the equation by
the least common denominator. 𝑥 2 − 3𝑥 + 10 = 0 → (𝑥 + 2)(𝑥 − 5) = 0
(b) Note that eliminating denominators may introduce extraneous
𝑥 + 2 = 0 𝑜𝑟 𝑥 − 5 = 0
solutions. Check the solutions of the transformed equations with the original
equation. 𝑥 = −2 𝑜𝑟 𝑥 = 5
2 3 1
Example 2. Solve for 𝑥: − 2𝑥 = 5
𝑥 Since 𝑥 = −2 makes the original equation undefined, 𝑥 = 5 is the only solution.
Solution. The LCD of all the denominators is 10x. Multiply both sides of the
equation by 10x and solve the resolving equation. Example 4. Anne and Rob play tennis almost every weekend. So far, Anne has
2 3 1 won 12 out of 20 matches. How many matches will Anne have to win in a row to
10𝑥 ( ) − 10𝑥 ( ) = 10𝑥 ( ) improve her winning percentage to 75%?
𝑥 2𝑥 5
20 − 15 = 2𝑥 Solution. Suppose that Anne has already won 12 0f 20 matches, let 𝒎 represent
the number of additional matches she must win to raise her winning percentage
5 = 2𝑥 to 75%. After playing and winning all of those additional 𝒎 matches, she has won
5 𝟏𝟐 + 𝒎 matches out of a total 𝟐𝟎 + 𝒎 matches played. Her winning percentage
=𝑥 𝟏𝟐+𝒎
2 is then , and we want to find the value of 𝒎 that solves the equation:
𝟐𝟎+𝒎
𝑥 1 8
Example 3. Solve for 𝑥: − 𝑥−2 = 𝑥2 −4 12 + 𝑚
𝑥+2
= 0.75
20 + 𝑚
Solution. Factor each denominator in the rational expression.
Multiply both sides by 20 + 𝑚,
𝑥 1 8
− = 12 + 𝑚 = 0.75(20 + 𝑚)
𝑥+2 𝑥−2 (𝑥 + 2)(𝑥 − 2)
12 + 𝑚 = 15 + 0.75𝑚
Multiply the LCD to both sides of the equation to remove the denominators. Solve for 𝑚:

𝑥 1 8 0.25𝑚 = 3
[(𝑥 + 2)(𝑥 − 2)] ( )−( ) = [(𝑥 + 2)(𝑥 − 2)] ( ) 𝑚 = 12
𝑥+2 𝑥−2 (𝑥 + 2)(𝑥 − 2)
So, Anne would need to win 12 matches in a row in order to improve her
𝑥(𝑥 − 2) − (𝑥 + 2) = 8
winning percentage to 75%.

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Interval and Set Notation: (d) Select a test point within the interior of each interval. The sign of the=
An inequality may have infinitely many solutions. The set of all solutions rational expression at this test point is also the sign of the rational
can be expressed using set notation or interval notation. These notations are expression at each interior point in the aforementioned interval.
presented in the table below. (e) Summarize the intervals containing the solutions.
𝑥−3
Example 5. Solve the inequality ≥ 0.
𝑥+2

Solution. Since it is already in the general form, we will now set the numerator and
denominator equal to zero to solve and get the critical values.
𝑥−3
≥0
𝑥+2
𝑥−3 =0 𝑥+2 = 0
𝑥=3 𝑥 ≠ −2
The value 𝑥 = 3 is included in the solution since it makes the fraction equal to zero,
while 𝑥 = −2 makes the fraction undefined.

Plotting these critical values (𝑥 = 3, 𝑥 ≠ −2) on a number line, we have these

intervals:

−∞ −2 3 ∞
Solutions to inequalities in this text will be represented using set notation.
Test a point in each interval.
To solve rational inequalities:
Interval 𝑥 < −2 −2 < 𝑥 < 3 𝑥>3
(a) Put the inequality in general form. Test Point 𝑥 = −3 𝑥=0 𝑥=4
(b) Set the numerator and denominator equal to zero and solve. The values 𝑥−3 − − +
you get are called critical values. The critical values of a function are where 𝑥+2 − + +
the function is undefined or equal to 0. When the numerator is 0, the 𝑥−3 + − +
function is 0. When the denominator is 0, the function is undefined. 𝑥+2
Since we are looking for the intervals where the fraction is positive or zero, we
(c) Plot the critical values on a number line, breaking the number line into
determine the solution intervals to be 𝑥 < −2 or 𝑥 ≥ 3.
intervals. Use a shaded circle to indicate that the value is included in the
The solution set is {𝒙 ∈ ℝ |𝒙 < −𝟐 𝒐𝒓 𝒙 ≥ 𝟑}. It can also be written using interval
solution set and a hollow circle to indicate that the value is excluded.
notation: (−∞, −𝟏) ∪ [𝟏, ∞).

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

(𝑥−4)(𝑥+1) 𝑥+2
Example 6. Solve the inequality: < 0. Example 7. Solve the inequality: ≤ 3.
𝑥−3 𝑥−1
Solution. Solution.
Getting the critical values: Change first the inequality to general form.

𝑥−4=0 𝑥+1 =0 𝑥−3= 0 𝑥+2

−3≤0
𝑥=4 𝑥 = −1 𝑥≠3 𝑥−1

Plotting the critical values: 𝑥 + 2 3(𝑥 − 1)

− ≤0
𝑥−1 𝑥−1
𝑥 + 2 − 3(𝑥 − 1)
≤0
𝑥−1
−∞ −1 3 4 ∞
𝑥 − 3𝑥 + 2 + 3
≤0
𝑥−1
Notice that we used hollow circles in the line graph, it is because the inequality we
are solving is using a less than symbol " < " that means we are looking for intervals −2𝑥 + 5
≤0
where the fraction is less than zero. 𝑥−1
−2𝑥 + 5 = 0 𝑥−1 =0
Test a point in each interval.
5
Interval 𝑥 < −1 −1 < 𝑥 < 3 3<𝑥<4 𝑥>4 𝑥= 𝑥≠1
2
Test Point 𝑥 = −2 𝑥=0 𝑥 = 3.5 𝑥=5
𝑥−4 − − − + Plotting the critical values:
𝑥+1 − + + +
𝑥−3 − − + +
(𝑥 − 4)(𝑥 + 1) − + − + −∞ 1 5 ∞
𝑥−3 2

Test a point in each interval:

Now, we are looking for the intervals where the fraction is less than zero, we
determine the solution intervals to be 𝑥 < −1 𝑜𝑟 3 < 𝑥 < 4. Interval 𝑥<1 5 5
1<𝑥≤ 𝑥≥
2 2
The solution set is {𝒙 ∈ ℝ |𝒙 < −𝟏 𝒐𝒓 𝟑 < 𝒙 < 𝟒}. It can also be written using
interval notation: (−∞, −𝟏) ∪ (𝟑, 𝟒). Test Point 𝑥=0 𝑥=2 𝑥=3
−2𝑥 + 5 + + −
𝑥−1 − + +

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

2𝑥 + 5 − + −
𝑥−1

Since we are looking for the intervals where the fraction is less than or equal to
5
zero, we determine the solution intervals to be 𝑥 < 1 𝑜𝑟 𝑥 ≥ .
2
𝟓
The solution set is {𝒙 ∈ ℝ |𝒙 < 𝟏 𝒐𝒓 𝒙 ≥ }. It can also be written using interval
𝟐
𝟓
notation (−∞, −𝟏) ∪ ( , ∞).
𝟐

REFERENCES

Books
Rational Functions, Equations and Inequalities, Lesson 5 pp. 24-34,
Department of Education, (2016) General Mathematics Learner’s Material
First Edition 2016

Rational Equations; Rational Inequalities, Lesson 1.2.3 and Lesson 1.2.4,

pp. 24-29, Vibal Inc., Chan, J.H.N., Miro, E.D., Quiming, R.S., (2016) General
Mathematics

Electronic Sources

Word Problems Leading to Rational Equations (2017), Eureka Math

Lesson 27: pp. 302, example 1 retrieved from www.engageny.org

Interval and Set Notation Table derived from

https://images.app.goo.gl/23RNJFzghLeTgdD79

Solving Rational Inequalities. (2019, September 25) retrieved from

https://study.com/academy/lesson/solving-rational-inequalities.html.

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 1: I am not irrational! Activity 2: Not a mystery I

Directions. Determine whether the given is a rational function, rational equation, Directions. Solve the following rational equations. If you think that the space
a rational inequality or none of these. Write your answer on the space provided provided is not enough for your solution, write it on a separate paper that will be
before each number. submitted along this activity sheet.

_________1. 𝑦 = 5𝑥 3 − 2𝑥 + 1 1)
𝑥 2 −16
=0
4−𝑥
8 𝑥
_________2. − 8 =
𝑥 2𝑥−1

_________3. √𝑥 − 2 = 4
𝑥−1 2 3
_________4. = 𝑥2 2) + =0
𝑥+1 𝑥 𝑥+1

7𝑥 3 −4√𝑥+1
_________5. 𝑔(𝑥) = .
𝑥 2 +3

5
_________6. 6𝑥 − ≥0
𝑥+3
2
1 1 3) =1
_________7. = 𝑥 2 +3𝑥+2
𝑥 2 +4 4
1
_________8. >0
𝑥+1

𝑥 2 +𝑥+4
_________9. 𝑝(𝑥) = 5
𝑥 2 +𝑥−6 4) =0
𝑥−3
𝑥−3
_________10. <0
𝑥 2 −9

3 2
5) =
𝑥+1 𝑥−3
6)

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 3: Not a Mystery II

Directions. In solving the following rational inequalities:

(a) Find its critical values,

(b) Plot these critical values on a number line,
(c) Show a table of signs in testing each interval, and
(d) Determine its solution set (i.e., interval notation and set-builder notation).

𝑥−3
1. <0
𝑥+7

𝑥+1
2. ≤0
𝑥−5

𝑥−5
3. ≤0
𝑥+9

𝑥+5
4. ≤0
3𝑥−2

𝑥+3
5. ≥0
𝑥−2

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

CHAPTER 1.2 RATIONAL FUNCTIONS •

KEY QUESTIONS
What are the properties
1st QUARTER

WEEK _____
MODULE 3

of rational functions?
At the end of this module, you are expected to:
• Represent rational functions through its: table of values, graph, and equation, • How can one differentiate
• Finds the domain and range of a rational function, vertical asymptote from
• Determine the intercepts, zeroes, and asymptotes of rational functions, and horizontal asymptote?
• Solve problems involving rational functions.
• Solve problems involving rational functions, equations, and inequalities.

1.2.3 Rational Functions 100

𝑠(𝑥) =
𝑥
𝑑
Recall that a Rational Function is a function in the form 𝑓(𝑥) = Observe that this is similar to the structure to the formula 𝑠 = , relating speed,
𝑡
𝑝(𝑥)
, where 𝑝(𝑥) and 𝑞(𝑥) are polynomial functions, and 𝑞(𝑥) is distance, and time.
𝑞(𝑥)
not the zero function. i.e., 𝑞(𝑥) ≢ 0. The domain of 𝑓(𝑥) is all Example 2. Continuing the scenario above, construct a table of values for the speed
values of 𝑥 where 𝑞(𝑥) ≠ 0. of a runner against different run times.
Solution. A table of values can help us determine the behavior of a function as the
𝑑
Average speed (or velocity) can be computed by the formula 𝑠 = . variable 𝑥 changes.
𝑡
Consider a 100-meter track used for foot races. The speed of a runner can be
The current world record (as of October 2015) for the 100-meter dash is 9.58
computed by taking the time for him to run the track and applying it to the formula
100
seconds set by the Jamaican Usain Bolt in 2009. We start our table of values at 10
𝑠= , since the distance is fixed at 100 meters. seconds.
𝑡

Example 1. Represent the speed of a runner as a function of the time it takes to Let 𝑥 be the runtime and 𝑠(𝑥) be the speed of the runner in meters per second,
run 100 meters in the track. 100
where 𝑠(𝑥 ) = . The table of values for run times from 10 seconds to 20 seconds
𝑥
Solution. Since the speed of a runner depends on the time it takes to run 100
is as follows:
meters, we can represent speed as a function of time.
𝑥 10 12 14 16 18 20
Let 𝑥 represent the time it takes to run the 100 meters. Then the speed can be
𝑠(𝑥) 10 8.33 7.14 6.25 5.56 5
represented as a function 𝑠(𝑥) as follows:

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

From the table we can observe that the speed decreases with time. We can use a For the 100-meter dash scenario, we have constructed a function of speed against
graph to determine if the points on the function follow a smooth curve or a straight time, and represented our function with a table of values and a graph.
line.
The previous example is based on a real-world scenario and has limitations on the
Example 3. Plot the points on the table of values on Cartesian plane. Determine if values of the x-variable. For example, a runner cannot have negative time (which
100 would mean he is running backwards in time!), nor can he exceed the limits of
the function 𝑠(𝑥 ) = follow a smooth curve or a straight line.
𝑥
human physiology (can a person run 100-meters in 5 seconds?). However, we can
Solution. Assign points on the Cartesian plane for each entry on the table of values
apply the skills of constructing tables of values and plotting graphs to observe the
above:
behavior of rational functions.
A(10, 10) B(12, 8.33) C(14, 7.14) D(16, 6.25) E(18, 5.56) F(20, 5)
𝑥−1
Plot these points on the Cartesian Plane: Example 4. Represent the rational function 𝑓(𝑥 ) = using a table of values
𝑥+1
and plot a graph of the function by connecting points.
Solution. Since we are now considering functions in general, we can find function
values across more values of x. Let us construct a table of values for some x-values
from -10 to 10:

𝑥 −10 −8 −6 −4 −2 0 2 4 6 8 10
𝑓(𝑥) 1.22 1.29 1.4 1.67 3 −1 0.33 0.6 0.71 0.78 0.82

Plotting the points on a Cartesian Plane we get:

By connecting the points, we can see that they are not collinear but rather follows
a smooth curve.

Connecting the points on this graph, we get:

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

𝑥 2 −3𝑥−10
Example 5. Represent the rational function 𝑓(𝑥 ) = using a table of
𝑥
values. Plot the points given in the table of values and sketch a graph by connecting
the points.
Solution. As we have seen in the previous example, we will need to take a look at
the x-values which will make the denominator zero. In this function, 𝑥 = 0 will
make the denominator zero. Taking the function values for integers in −6 ≤ 𝑥 ≤
10, 𝑥 ≠ 0 we get the following table of values:
𝑥 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8 9 10
𝑓(𝑥) −6 −4.5 −2.67 0 6 −12 −6 −3.33 −1.5 0 1.33 2.57 3.75 4.89 6

Why would the graph unexpectedly break the smooth curve and jump from point Plotting the values above as points in the Cartesian plane:
E to point F? The answer is that it doesn’t! Let us take a look at the function again:
𝑥−1
𝑓(𝑥) =
𝑥+1
Observe that the function will be undefine at 𝑥 = −1. This means that there cannot
be a line connecting point E and point F as it implies that there is a point in the
graph of the function where 𝑥 = −1. We will cover this aspect of graphs of rational
functions in a future lesson, so for now we just present a partial graph for the
function above as follows:

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We connect the dots to sketch the graph, but we keep in mind that 𝑥 = 0 is not Solution. Let 𝑥 be the number of wins the Barangay Culiat needs to win in a row.
part of the domain. For now, we only connect those with values 𝑥 ≤ −1 and those Then the percentage 𝑝 is a function of the number of wins that the team needs to
with values 𝑥 ≥ 1. win. The function can be written as:
12 + 𝑥
𝑝(𝑥) =
25 + 𝑥
Construct a table of values for 𝑝(𝑥):
𝑥 10 15 20 30 50 100 200 300
𝑝(𝑥) 0.63 0.68 0.71 0.76 0.83 0.90 0.94 0.96

We interpret the values as follows:

No. of consecutive wins Win Percentage

8 60%
10 63%
15 68%
20 71%
30 76%
50 83%
100 90%
200 94%
300 96%

Note that 𝑥 = −2 and 𝑥 = 5 are zeroes of the rational function which means that Even if the team wins 300 consecutive games, the team still cannot reach a 100%
the function value at these values is zero. These 𝑥-values give the 𝑥-intercepts of winning percentage. Note that the denominator 25 + 𝑥 is greater than the
the graph. The behavior of the function near those values which make the function numerator, so 100% cannot be achieved. This is reasonable, since the team has lost
undefined will be studied in the next few lessons. 13 games already, so they cannot be “perfect”.
Example 6. In an inter-barangay basketball league, the team from Barangay Culiat Graphing Rational Functions
has won 12 out of 25 games, a winning percentage of 48%. We have seen that they
need to win 89 games consecutively to raise their percentage to at least 60%. What Recall:
will be their winning percentage if they win: (a) The domain of a function is the set of all values that the variable 𝑥 can take.
(a) 10 games in a row? (b) The range of the function is the set of all values that 𝑓(𝑥 ) will take.
(c) The zeroes of a function are the values of 𝑥 which make the function zero. The
(b) 15? 20? 30? 50? 100 games?
real numbered zeroes are also x-intercepts of the graph of the function.
(c) Can they reach a 100% winning percentage?
(d) The y-intercept is the function value when 𝑥 = 0.

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

𝑓(𝑥) 5 9 41 401 4001 40001 𝑓 (𝑥 )

increases
𝑥−2
Example 7. Consider the function 𝑓(𝑥 ) = . (a) Find its domain, (b) intercepts, with bound.
𝑥+2
(c) sketch its graph and (d) determine its range.
Notation. We use the notation "𝑓(𝑥) → +𝑥 as 𝑥 → −2" to indicate that 𝑓(𝑥)
Solution.
decreases without bound as 𝑥 approaches −2 from the right.
(a) The domain of 𝑓(𝑥) is {𝑥 ∈ ℝ |𝑥 ≠ −2}
Observe that the function is undefined at 𝑥 = −2. This means that 𝑥 = −2 ii. Table of values for 𝑥 approaching −2+
is not part of the domain of 𝑓(𝑥). In addition, other values of 𝑥 will make 𝑥 −1 1.5 −1.9 −1.99 −1.999 −1.9999 As 𝑥
the function undefined. approaches
(b) The 𝑥-intercept of 𝑓(𝑥) is 2 and its 𝑦-intercept is −1. −2+
Recall that the 𝑥-intercepts of a rational function are the values of 𝑥 that 𝑓(𝑥) −3 −7 −39 −399 −3999 −39999 𝑓 (𝑥 )
will make the function zero. A rational function will be zero if its numerator decreases
is zero. Therefore, the zeroes of a rational function are the zeroes of its with bound.
numerator. The numerator 𝑥 − 2 will be zero at 𝑥 = 2. Therefore 𝑥 = 2 is
a zero of 𝑓(𝑥). Since it is a real zero, it is also an 𝑥-intercept. Plotting the points corresponding to these values on the Cartesian plane:
2
The 𝑦-intercept of a function is equal to 𝑓(0). In this case, 𝑓(0) = − =
2
−1.
(c) In sketching the graph of 𝑓(𝑥), let us look at what happens to the graph
near the values of 𝑥 which make the denominator undefined. Recall that
in the previous topic, we simply skipped connecting the points at integer
values. Let us see what happens when 𝑥 takes on values that brings the
denominator closer to zero.

The denominator is zero when 𝑥 = −2. Let us look at the values of 𝑥 close to −2
on its left side (i.e., 𝑥 < −2, denoted −2− ) and values of 𝑥 close to −2 on its right
side (i.e., 𝑥 > −2, denoted −2+ .

i. Table of values for 𝑥 approaching −2−

𝑥 −3 −2.5 −2.1 −2.01 −2.001 −2.0001 As 𝑥
approaches
−2− Note that the axes do not have the same scale.

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Observe that as 𝑥 approaches −2 from the left and from the right, 𝑓(𝑥) gets closer 𝑓(𝑥) 2.33 1.41 1.041 1.00401 1.0004001 𝑓(𝑥)
and closer to the line 𝑥 = −2, indicated in the figure with a dashed line. approaches
1+
We call this a vertical asymptote, formally defined as follows:

Definition. The vertical line 𝑥 = 𝑎 is a vertical asymptote of a function 𝑓 if the

graph of 𝑓 either increases or decreases without bound as the 𝑥-values approach
𝑎 from right to left.
Plotting the points according to these on the Cartesian Plane:
Finding the Vertical Asymptotes of a Rational Function
• Find the values of 𝑎 where the denominator is zero.
• If this value of 𝑎 does not make the numerator zero, then the line 𝑥 =
𝑎 is a vertical asymptote.

We will also look how the function behaves as 𝑥 increases or decreases without
bound.

We first construct a table of values for 𝑓(𝑥) as 𝑥 increases without bound, or in Note that the axes do not have the same scale.
symbols, as 𝑥 → +𝑥.
Observe that as 𝑥 increases or decreases without bound, 𝑓(𝑥) gets closer and
iii. Table of values for 𝑓(𝑥) as 𝑥 → +∞ closer to 1. The line 𝑦 = 1 is indicated in the figure with a dashed line.
𝑥 5 10 100 1000 10,000 As 𝑥 → We call this line a horizontal asymptote, formally defined as follows:
+∞
𝑓(𝑥) 0.43 0.67 0.96 0.9960 0.99960 𝑓(𝑥) Definition. The horizontal line 𝑦 = 𝑏 is a horizontal asymptote of the function 𝑓 if
approaches 𝑓(𝑥) gets closer to 𝑏 as 𝑥 increases or decreases without bound. (𝑥 → +∞ or 𝑥 →
1− −∞).

Next, construct a table of values for 𝑓(𝑥) as 𝑥 increases without bound, or in A rational function may or may not cross its horizontal asymptote. If the function
symbols, as 𝑥 → −∞. does not cross the horizontal asymptote 𝑦 = 𝑏, then 𝑏 is not part of the range of
the rational function.
iv. Table of values for 𝑓(𝑥) as 𝑥 → −∞
Now that we know the behavior of the function as 𝑥 approaches −2 (where the
𝑥 −5 −10 −100 −1000 −10,000 As 𝑥 → function is not defined), and also as 𝑥 → +𝑥 or 𝑥 → −∞, we can complete the
−∞
sketch of the graph by looking at the behavior of the graph at the zeroes.

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Construct a table of signs to determine the sign of the function on the intervals
determined by the zeroes and the intercepts. Refer to the lesson on rational
inequalities for the steps in constructing a table of signs:

Interval 𝑥 < −2 −2 < 𝑥 < 2 𝑥>2

Test Point 𝑥 = −3 𝑥=0 𝑥=3
Test with the 𝑓(𝑥) > 0 𝑓(𝑥) < 0 𝑓(𝑥) > 0
Rational Function
𝑥−2
The boundary between the intervals −2 < 𝑥 < 2 and 𝑥 > 2 is a zero. Since the The actual sketch of the graph of 𝑦 = for reference.
𝑥+2
function is positive on the left of 2 and negative on the right, the function
(d) From the graph of the rational function, we observe that the function does
transitions from positive to negative at 𝑥 = 2.
not cross the horizontal asymptote. We also observe that the function
Plot the zeroes, 𝑦-intecept, and the asymptotes. From the table of signs and the increases and decreases without bound, and is asymptotic to the line 𝑦 =
previous graphs, we know that 𝑓(𝑥) < 1 as 𝑥 → −∞. Draw a short segment across 1. Therefore only the value 1 is not included in the range of 𝑓(𝑥).
(2,0) to indicate that the function transitions from negative to positive at this point.
The range of 𝑓(𝑥) is {𝑦 ∈ ℝ |𝑦 ≠ 1}
We also know that 𝑓(𝑥) increases without bound as 𝑥 → −2− and 𝑓(𝑥) decreases 4𝑥 2 +4𝑥+1
with bound as 𝑥 → −2+ . Sketch some arrows near the asymptote to indicate this Example 8. Find the horizontal asymptote of 𝑓 (𝑥 ) =
𝑥 2 +3𝑥+2
information.
Solution. We have seen from the previous example that the horizontal asymptotes
can be determined by looking at the behavior of rational functions when |𝑥 | is very
large (i.e., at extreme values of 𝑥).

However, at extreme values of 𝑥, the value of a polynomial can be approximated

using the value of the leading term.

For example, if 𝑥 = 1000, the value of 4𝑥 2 + 4𝑥 + 1 is 4,004,001. A good

approximation is the value 4𝑥 2 , which is 4,000,000.

Zeroes and Asymptotes of 𝑓(𝑥). Similarly, for extreme values of 𝑥, the value 𝑥 2 + 3𝑥 + 2 can be approximated by
4𝑥 2
Trace the arrowheads along with the intercepts using smooth curves. Do not cross 𝑥 2 . Thus, for the extreme values of 𝑥 then 𝑓(𝑥) can be approximated by = 4,
𝑥2
the vertical asymptote. and therefore 𝑓(𝑥) approaches 4 for the extreme values of 𝑥.
This means that we have a horizontal asymptote at 𝑦 = 4.
3𝑥+4
Example 9. Find the horizontal asymptote of 𝑓 (𝑥 ) = .
2𝑥 2 +3𝑥+1

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Solution. Again, based on the idea from the previous example, the value 𝑓 (𝑥 ) = Vertical asymptotes Find the values of 𝑎 where the
3𝑥+4
can be approximated by
3𝑥 3
= 2𝑥 for the extreme values of 𝑥. denominator is zero. If this value of 𝑎
2𝑥 2 +3𝑥+1 2𝑥 2 does not make the numerator zero,
3 then the line 𝑥 = 𝑎 is a vertical
If we substitute extreme values of 𝑥 in , we obtain values very close to 0. asymptote.
2𝑥
Horizontal asymptotes Let 𝑛 be the degree of the numerator
Thus, the horizontal asymptote is 𝑦 = 0.
and 𝑚 be the degree of the
4𝑥 3 −1 4𝑥 3 4𝑥 denominator.
Example 10. Show that 𝑓 (𝑥 ) = can be approximated by = .
3𝑥 2 +2𝑥−5 3𝑥 2 3 • If 𝑛 < 𝑚, the horizontal
4𝑥 asymptote is 𝑦 = 0.
If we substitute the extreme values of 𝑥 in , we obtain extreme values as • If 𝑛 = 𝑚, the horizontal
3
𝑎
well. asymptote is 𝑦 = , where 𝑎
𝑏
is the leading coefficient of
Thus, if 𝑥 takes on extreme values, then 𝑦 also takes on extreme values and does
the denominator.
not approach a particular finite number. The function has no horizontal
• If 𝑛 > 𝑚, there is no
asymptote.
horizontal asymptote.
We summarize the results from the previous examples as follows:

Finding the Horizontal Asymptotes of a Rational Function REFERENCES

Let 𝑛 be the degree of the numerator and 𝑚 be the degree of the Books
denominator. Graphing Rational Functions, Lesson 8 pp 44-57, Department of Education,
(2016) General Mathematics Learner’s Material First Edition 2016
• If 𝑛 < 𝑚, the horizontal asymptote is 𝑦 = 0.
𝑎
• If 𝑛 = 𝑚, the horizontal asymptote is 𝑦 = , where 𝑎 is the leading Rational Functions, Lesson 1.2 pp. 15-18, Vibal Inc., Chan, J.H.N., Miro, E.D.,
𝑏
coefficient of the numerator and 𝑏 is the leading coefficient of the Quiming, R.S., (2016) General Mathematics
denominator.
Representations of Rational Functions, Lesson 7 pp. 35-43, Department of
• If 𝑛 > 𝑚, there is no horizontal asymptote.
Education, (2016) General Mathematics Learner’s Material First Edition
2016
Properties of Rational Functions:

How to find the: Do the following:

𝑦-intercept Evaluate the function at 𝑥 = 0
𝑥-intercept Find the values of 𝑥 where the
numerator will be zero.

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Activity 1: Explaining Y’s Activity 2: A long way to go

10
Directions. Below are set of questions that involve critical thinking to see how far 1. Given 𝑓(𝑥) = ,
𝑥−3
you have understood the lesson in this module. To further defend your answers, (a) Construct the table of values using the numbers from −2 to 8.
you can site from this material or give your own examples. (b) Plot the points in the cartesian plane (Construct your own Cartesian
1. Can we relate rational functions into real-life situation? Support your plane on a separate graphing paper if the space provided is not
enough) and determine whether the points form a smooth or curve
answer.
line.

2. How does the vertical asymptote and horizontal asymptote differ from
each other?

3. How can you determine if a certain rational function does not have a
horizontal asymptote?

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 2: A long way to go 3. Let 𝑓(𝑥) =

𝑥+5
,
𝑥−1
(a) Find its domain,
(b) Intercepts,
2. A hypothetical function representing the concentration of a drug in a (c) Asymptotes,
5𝑡 (d) Sketch its graph, (Construct your own cartesian plane on a separate
patient’s bloodstream over time 𝑡 (in hours) is given as 𝑐 (𝑡) = .
𝑡 2 +1 graphing paper if the space provided is not enough) and
(a) Construct a table of values. (Start from 0 to 9)
(e) Determine its range.
(b) Plot the points in a Cartesian plane (Again, construct your own
cartesian plane on a separate graphing paper if the space provided is
not enough) and connect them.
(c) What can you say about the function?

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CHAPTER 1.3 INVERSE FUNCTIONS •

KEY QUESTIONS
Can we determine
1st QUARTER

At the end of this module, you are expected to:

WEEK _____
MODULE 4

inverses of all kinds if

• Represent real-life situations using one-to-one functions, functions?
• Determine the inverses of one-to-one functions, • How does horizontal line
• Distinguish properties and graphs of inverse functions. test differ from vertical
• Solve problems involving inverse functions. line test?

1.3.1 One-to-one Functions

Although we got the idea of using ZIP codes from the United States Postal Service,
the Philippine ZIP code consists of only a four-digit number which represents two
The function 𝑓 is one-to-one if for any 𝑥1 , 𝑥2 in the domain of 𝑓, then 𝑓(𝑥1 ) ≠ things: in Metro Manila, a barangay within a city or city district (as in the case for
𝑓(𝑥2 ). That is, the same 𝑦-value is never paired with two different 𝑥-values. Manila), and outside Metro Manila, a town or city. Here are some examples of ZIP
code in the Philippines:

The following examples are relations. Determine whether it is a function, and if it • 1860 – Montalban (Rodriguez), Rizal
is, determine whether it is one-to-one or not. • 1121 – Commonwealth, Quezon City
• 2500 – San Fernando, La Union
Example 1. The relation pairing a student to his or her Learner Reference Number
• 4217 – Lipa City, Batangas
(LRN).
• 1920 – Taytay, Rizal
Solution. Each student in the Philippines is assigned to a unique LRN. Thus, the
relation is a function. Further, two different students cannot be assigned the same ZIP codes in the Philippines can be looked up at:
LRN. Thus, the function is one-to-one. https://pinas.dlsu.edu.ph/tourism/PhilZipCodeGuide.pdf
Example 2. The relation pairing a real number to its square. Solution. Since each province has a unique ZIP code, then the relation is a function.
Solution. Each real number has a unique perfect square. Thus, the relation is a Also, since no two provinces share the same ZIP code, then the function is one-to-
function. However, two different real numbers such as 3 and −3, may have the one.
same square. Thus, the function is not one-to-one.
Example 4. The relation pairing a person to his or her citizenship.
Example 3. The relation pairing a province in the Philippines to its Zone Solution. The relation is not a function because a person can have dual citizenship
Improvement Plan (ZIP) Code. (i.e., citizenship is not unique).

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Example 6. Figure 1 (𝑓(𝑥) = 3𝑥 − 1) is a one-to-one function since the horizontal

Example 5. The relation pairing a distance 𝑑 (in kilometers) traveled along a given line test shows at most one intersection to the graph. On the other hand, Figure 2
jeepney route has an official fare for travelling that distance. In fact, as shown in (𝑓(𝑥) = 𝑥 2 − 1) does not represent a one-to-one function since a horizontal line
Module 1, the jeepney fare may be represented by a piecewise function as shown intersects the graph at two points.
below:
8.00 𝑖𝑓 0 < 𝑑 ≤ 4 The Vertical and Horizontal Line Tests
𝐹(𝑑) = { All functions satisfy the vertical line test. All one-to-one
(8.00 + 1.50⌊𝑑 ⌋) 𝑖𝑓 𝑑 > 4
functions satisfy both the vertical and horizontal line tests.
Note that ⌊𝑑 ⌋ is the floor or greatest integer function applied to 𝑑.

However, the function is not one-to-one because different distances (e.g., 2, 3, or

4 kilometers) are charged the same rate (P8.00). That is, because 𝐹(3) = 𝐹(2) = 1.3.2 Inverse of One-to-One Functions
𝐹(3.5) = 8, then 𝐹 is not one-to-one.

A simple way to determine if a given graph is that of a one-to-one function is by Let 𝑓 be a one-to-one function with domain 𝐴 and range 𝐵, then the inverse of
using the Horizontal Line Test. 𝑓, denoted by 𝑓 −1 , is function with domain 𝐵 and range 𝐴 defined by 𝑓 −1 (𝑦) =
𝑥 if and only if 𝑓(𝑥) = 𝑦 for any 𝑦 in B.
Horizontal Line Test
A function is one-to-one if each horizontal line does not intersect the If a function 𝑓 is not 𝑜𝑛𝑒 − 𝑡𝑜 − 𝑜𝑛𝑒, we get a subset in which the restriction of
graph at more than one point. the domain is considered to make the function one-to-one. Only one-to-one
functions have inverses.

To find the inverse of a one-to-one function:

(a) Write the function in the form 𝑦 = 𝑓(𝑥);
(b) Interchange 𝑥 and 𝑦 variables,
(c) Solve for 𝑦 in terms of 𝑥.

Example 7. Find the inverse of 𝑓(𝑥) = 3𝑥 + 1

Solution. The equation of the function is 𝑦 = 3𝑥 + 1.

Interchange 𝑥 and 𝑦 variables:

𝑥 = 3𝑦 + 1

Fig. 1 Graph of 𝑓(𝑥) = 3𝑥 − 1 Fig.2 Graph of 𝑓(𝑥) = 𝑥 2 − 1

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Solve for 𝑦 in terms of 𝑥: 3𝑥𝑦 − 4𝑥 = 2𝑦 + 1

𝑥 = 3𝑦 + 1 3𝑥𝑦 − 2𝑦 = 4𝑥 + 1
𝑥 − 1 = 3𝑦 𝑦(3𝑥 − 2) 4𝑥 + 1
=
𝑥−1 𝑥−1 3𝑥 − 2 3𝑥 − 2
=𝑦⇒𝑦= 4𝑥 + 1
3 3 𝑦=
−1 𝑥−1 3𝑥 − 2
Therefore, the inverse of 𝑓(𝑥) = 3𝑥 + 1 is 𝑓 (𝑥) = .
3
2𝑥+1 4𝑥+1
Therefore, the inverse of 𝑓(𝑥 ) = is𝑓 −1 = .
3𝑥−4 3𝑥−2
Properties of an Inverse of a One-to-One Function
Given a one-to-one function 𝑓(𝑥) and inverse 𝑓 −1 (𝑥), then the following are 1.3.3 Graphs of Inverse Functions
true:
• The inverse of 𝑓 −1 (𝑥) is 𝑓(𝑥). Graphing Inverse Functions
• 𝑓(𝑓 −1 (𝑥)) = 𝑥 for all 𝑥 in the domain of 𝑓 −1 . First, we need to ascertain that the given graph corresponds to one-to-one
• 𝑓 −1 (𝑓(𝑥)) = 𝑥 for all 𝑥 in the domain of 𝑓. function by applying the horizontal line test. If it passes the test, the
corresponding function is one-to-one.
For the second and third properties above, it can be imagined that evaluating a
Given the graph of a one-to-one function, the graph of its inverse can be
function and its inverse in succession is like reversing the effect of the function.
obtained by reflecting the graph about the line 𝑦 = 𝑥.
2𝑥+1
Example 8. Find the inverse of 𝑓 (𝑥 ) = .
3𝑥−4
Example 9. Graph 𝑓 −1 (𝑥) if the graph of 𝑦 = 𝑓(𝑥) = 2𝑥 + 1 restricted in the
The equation of the function is: domain {𝑥| − 2 ≤ 𝑥 ≤ 1.5} is given below. What is the range of the function? What
is the domain and range of its inverse?
2𝑥 + 1
𝑦=
3𝑥 − 4
Interchange 𝑥 and 𝑦:
2𝑦 + 1
𝑥=
3𝑦 − 4
Solve for 𝑦 in terms of 𝑥:
2𝑦 + 1
3𝑦 − 4(𝑥) = (3𝑦 − 4)
3𝑦 − 4 Solution. Take the reflection of the restricted graph of 𝑦 = 2𝑥 + 1 across the line
𝑥(3𝑦 − 4) = 2𝑦 + 1 𝑦 = 𝑥.

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1.3.4. Solving Problems Involving Inverse Functions

Example 10. Engineers have determined that the maximum force 𝑡 in tons that a
particular bridge can carry is related to the distance 𝑑 in meters between it
supports by the following function:
12.5 3
𝑡(𝑑) = ( )
𝑑
How far should the supports be if the bridge is so to support 6.5 tons? Construct
an inverse function to determine the result.
12.5 3
The range of the original function can be determined by the inspection of the Solution. The equation of the function is 𝑡 = ( ) .
𝑑
graph. The range is {𝑓(𝑥) ∈ ℝ| − 3 ≤ 𝑓(𝑥) ≤ 4}.
To lessen confusion since the letters are chosen to remind us of the real-life
Verify using techniques in a earlier lesson that the inverse function is given by quantities they represent, let us not interchange 𝑑 and 𝑡. Solve instead for 𝑑 in
𝑥−1 terms of 𝑡:
𝑓 −1 (𝑥) = .
2
12.5 3
The domain and range of the inverse function can be determined by inspection 𝑡=( )
𝑑
of the graph:
3
√𝑡 = 12.5/𝑑
Domain of 𝑓 −1 = {𝑥 ∈ ℝ| − 3 ≤ 𝑥 ≤ 4}
3
Range of 𝑓 −1 = {𝑦 ∈ ℝ|−2 ≤ 𝑦 ≤ 1.5} 𝑑 = 12.5/ √𝑡
3
In summary, The inverse function is 𝑑(𝑡) = 12.5/ √𝑡.
12.5
𝑓(𝑥) 𝑓 −1 (𝑥) Evaluate the function at 𝑡 = 6.5: 𝑑(6.5) = 3 = 6.70
√6.5
Domain {𝑥 ∈ ℝ| − 2 ≤ 𝑥 ≤ 1.5} {𝑥 ∈ ℝ| − 3 ≤ 𝑥 ≤ 4}
Range {𝑦 ∈ ℝ| − 3 ≤ 𝑦 ≤ 4} {𝑦 ∈ ℝ| − 2 ≤ 𝑥 ≤ 1.5} Therefore, the supports should be placed at most 6.70 meters apart.

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REFERENCES

Books
Inverse of One-to-One Functions, Lesson 10 pp. 62-66, Department of
Education, (2016) General Mathematics Learner’s Material First Edition

One-to-One Functions, Lesson 9 pp. 60-61, Department of Education,

(2016) General Mathematics Learner’s Material First Edition

Graphs of Inverse Functions, Lesson 11 pp. 67-76, Department of

Education, (2016) General Mathematics Learner’s Material First Edition

Inverse Functions, Lesson 1.3 pp. 33-39, Vibal Inc., Chan, J.H.N., Miro, E.D.,
Quiming, R.S., (2016) General Mathematics

Electronic Sources

7 Important Things to Know About ZIP Codes in Philippines - Aug 15, 2019
retrieved from www.lamudi.com.ph >Home>Tips and Advice

Function Inverses Worksheet; Kuta Software – Infinite Algebra 2 retrieved

from
https://cdn.kutasoftware.com/Worksheets/Alg2/Function%20Inverses.pd
f

Lesson 7.4 inverse Functions retrieved from

https://www.classzone.com/eservices/home/pdf/student/LA207DBD.pdf

ZIP Code Guide of the Provinces in the Philippines retrieved from

pinas.dlsu.edu.ph>tourism>PhilZipCodeGuide.pdf

32
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 1: Loyalty Check Activity 2: Flip Side I

I. Directions. State if the given functions are inverses.

Directions. Determine which of the following are one-to-one functions. Explain 3 1 3
your answer. 1. 𝑓(𝑥) = 4 − 𝑥 ; 𝑔(𝑥) = 𝑥 +
2 2 2

−12−2𝑛 −5+6𝑛
2. 𝑔(𝑛) = ; 𝑓(𝑛) =
3 5

−16+𝑛
3. 𝑓(𝑛) = ; 𝑔(𝑛) = 4𝑛 + 16
1. Books to Authors 4

4 16 3 3
4. 𝑓(𝑥) = − 𝑥 − ; 𝑔(𝑥) = 𝑥 −
7 7 2 2

5. 𝑓(𝑛) = −(𝑛 + 1)3 ; 𝑔(𝑛) = 3 + 𝑛3

4+ 3√4𝑛
6. 𝑓(𝑛) = 2(𝑛 − 2)3 ; 𝑔(𝑛) =
2
2. SIM Cards to Cell Phone Numbers
4 1
7. 𝑓(𝑥) = + 2 ; ℎ(𝑥) = −
−𝑥−2 𝑥+3

2 2
8. 𝑔(𝑥) = − − 1 ; 𝑓(𝑥) = −
𝑥 𝑥+1

3. True or False Questions to Exam

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 2: Flip Side II

II. Directions. Find the inverse of the following one-to-one function. Write
your step-by-step solution on a separate paper that will be submitted along
this activity paper.

1
(a) 𝑓 (𝑥 ) = 𝑥 + 4
2

(b) 𝑓 (𝑥 ) = 3𝑥 − 7

3𝑥
(c) 𝑓 (𝑥 ) =
2𝑥−1

3
(d) 𝑓 (𝑥 ) =
𝑥−4

𝑥+3
(e) 𝑓 (𝑥 ) =
𝑥−3

34
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

CHAPTER 1.4 EXPONENTIAL FUNCTIONS KEY QUESTIONS

1st QUARTER

•
WEEK _____
MODULE 5

Can we express exponential

At the end of this module, you are expected to: functions in real-life
• Represent real-life situations using exponential and functions, situations?
• Distinguish between exponential function, exponential equation, and exponential inequality, • What are the properties of a
• Represent an exponential function through its (a) table of values, (b) graph, and (c) equation. exponential function?

1.4.1 Exponential Functions in Real-Life Week No. of Dengue Cases

Aedes aegypti, or also known as the dengue carrier mosquito, has affected 6th 800
billions of people all over the world. Nowadays, diseases caused by the viruses like 5th 400
the influenza 𝐴(𝐻1 𝑁1 ) virus, ebola virus (EBOV) and the Middle East Respiratory 4th 200
Corona Virus (MERS-CoV), have shown rapid increase of cases affecting over a 3rd 100
hundred of countries worldwide. 2nd 50
1st 25
The rapid increase of viral diseases cannot usually be expressed
mathematically as a linear function or a polynomial function, in general. Instead, Therefore, the number of cases recorded during the first week is 25.
another type of function, which is a transcendental function, will be represent such
Let us now try to find a function that will best represent the data that we have, Let
increase. Consider the problem below:
𝑇𝑛 be the total number of dengue cases and 𝑛 be the number of weeks.
In a certain city with 8 Barangays, the Local Government declared an
𝑇1 = 25
outbreak of dengue. It was observed that the cases dengue fever doubled every
week for the past 6 weeks. If the total number of cases is 800, how many cases of 𝑇2 = 25(2) = 50
dengue were recorded during its first week?
𝑇3 = 25(2)(2) = 25(2)2 = 100
Since there were 800 cases at the end of sixth week, let us start counting
𝑇4 = 25(2)(2)(2) = 25(2)3 = 200
backward using a table. Consider also the fact that the number of cases doubled
every week. It means that we can get the number of cases of the previous week by 𝑇5 = 25(2)(2)(2)(2) = 25(2)4 = 400
dividing the number of cases by 2 repeatedly until we reach the 1 st week.
𝑇6 = 25(2)(2)(2)(2) = 25(2)5 = 800

Studying the pattern, we will derive at the function 𝑇𝑛 = 25(2)𝑛−1 when 𝑛

represents the week, and this is an example of exponential function.

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Exponential function is an example of transcendental function which means they 4𝑥−1 = 16

cannot be expressed by a finite number of algebraic operations with variables and
(22 )𝑥−1 = 24
constants.
22(𝑥−1) = 24
1.4.2 Exponential Functions, Equations, and
2(𝑥 − 1) = 4
Inequalities
2𝑥 − 2 = 4
Definition. An exponential expression is an expression of the form 𝑎 − 𝑏 𝑥−𝑐 + 𝑑,
where (𝑏 > 0, 𝑏 ≠ 1) 2𝑥 = 6

Exponential Exponential Exponential 𝑥=3

Equation Inequality Function Example 2. Solve 4𝑥−1 = 2𝑥+5 .
Definition An equation An inequality Function of the Solution. Rewrite both sides with 2 as the base.
involving involving form 𝑓(𝑥) =
exponential exponential 𝑏 𝑥 (𝑏 > 0, 𝑏 ≠ 1) 4𝑥−1 = 2𝑥+5
expressions. expressions.
Example 1 52𝑥 − 5𝑥+1 ≤ 0 𝑓(𝑥) = (1.8)𝑥 or (22 )𝑥−1 = 2𝑥+5
2𝑥−𝑥 2 =343
7
𝑦 = (1.8)𝑥 2(𝑥 − 1) = 𝑥 + 5

2𝑥 − 2 = 𝑥 + 5
1.4.3 Solving Exponential Functions and Inequalities 𝑥=7

Example 3. Solve the equation 125𝑥−1 = 25𝑥+3

One-to-One Property of Exponential Functions Solution. Both 125 and 25 can be written using 5 as the base.
If 𝑥1 ≠ 𝑥2 , then 𝑏 𝑥1 ≠ 𝑏 𝑥2 .Conversely, if 𝑏 𝑥1 = 𝑏 𝑥2 then 𝑥1 = 𝑥2 . 125𝑥−1 = 25𝑥+3
Example 1. Solve the equation 4𝑥−1 = 16. (53 )𝑥−1 = (52 )𝑥+3
Solution. Write both sides with 4 as the base.
4𝑥−1 = 16 53(𝑥−1) = 52(𝑥+3)
4𝑥−1 = 42 3(𝑥 − 1) = 2(𝑥 + 3)
𝑥−1 =2
3𝑥 − 3 = 2𝑥 + 6
𝑥 =2+1
𝑥=3 𝑥=9
Alternate Solution. Write both sides with 2 as the base.

36
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

2𝑥 > −2
Property of Exponential Inequalities
If 𝑏 > 1, then the exponential function 𝑦 = 𝑏 𝑥 is increasing for all 𝑥. This means 𝑥 > −1
the 𝑏 𝑥 < 𝑏 𝑦 if and only if 𝑥 < 𝑦.
The solution set is {𝑥|𝑥 > −1}
If 0 < 𝑏 < 1, then the exponential function 𝑦 = 𝑏 𝑥 is decreasing for all 𝑥. This
means that 𝑏 𝑥 > 𝑏 𝑦 if and only if 𝑥 < 𝑦. 1 𝑥+5 1 3𝑥
Example 6. Solve the inequality ( ) ≥( ) .
10 100

1 1 2 1
Example 4. Solve the inequality 3𝑥 < 9𝑥−2 . Solution. Since (
100
) = ( ) , then we write both sides of the inequality with
10 10
Solution. Both 9 and 3 can be written using 3 as the base. as the base.
3𝑥 < (32 )𝑥−2 1 𝑥+5 1 3𝑥
( ) ≥( )
3𝑥 < 32(𝑥−2) 10 100

3𝑥 < 32𝑥−4 1 𝑥+5 1 3𝑥

( ) ≥ ( 2)
10 10
Since the base 3 > 1, then this inequality is equivalent to
1 𝑥+5 1 6𝑥
𝑥 < 2𝑥 − 4 (the direction of the inequality is retained) ( ) ≥( )
10 10
4 < 2𝑥 − 𝑥 1
Since the base < 1, then the inequality is equivalent to
10
4<𝑥
𝑥 + 5 ≤ 6𝑥 (the direction of the inequality is reversed)
The solution set to the inequality is {𝑥 ∈ ℝ|𝑥 > 4}.
5 ≤ 6𝑥 − 𝑥
1
Example 5. Solve the inequality 52𝑥−1 > . 5 ≤ 5𝑥
125
Solution.
1≤𝑥
1
52𝑥−1 > The solution set is {𝑥 ∈ ℝ|𝑥 ≥ 1}.
125
1
Rewrite as 5−3 . 1.4.4 Graphing Exponential Functions
125

52𝑥−1 > 5−3

In the following examples, the graph is obtained by first plotting a few points.
2𝑥 − 1 > −3
Results will be generalized later on.

37
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Example 7. Sketch the graph of 𝑓(𝑥) = 2𝑥 . 𝑥 −3 −2 −1 0 1 2 3 4

Solution. 𝑓(𝑥) 8 4 2 1 1 1 1 1
2 4 8 16
Step 1. Construct a table of values of ordered pairs for the given function. The table
of values 𝑓(𝑥) = 2𝑥 is as follows: Step 2. Plot the points found in the table and connect them using a smooth curve.
𝑥 −4 −3 −2 −1 0 1 2 3 y
𝑓(𝑥) 1 1 1 1 1 2 4 8 • 8
16 8 4 2 7
6
Step 2. Plot the points found in the table, the connect them using a smooth curve.
5
• 4
y y
• •
8 8 3
7 7 • 2
6 6 •
1 • •
5 5 • •
−4 −3 −2 −1 O 1 2 3 4 x
4 • •
4 𝟏
Plotting of points for g(x) = (1/2)x Graph of 𝒈(𝒙) = (𝟐)𝒙
3 3
2 • 2 •
• • It can be observed that the function is defined for all values of 𝑥, is strictly
• • 1 • 1
• • • • • decreasing, and attains only positive values. As 𝑥 increases without bound, the
−4 −3 −2 −1 O 1 2 3 4 x −4 −3 −2 −1 O 1 2 3 4 x
function approaches 0, i.e., the line 𝑦 = 0 is a horizontal asymptote. In general,
Plotting of points for f(x) = 2x Graph of f(x) = 2x depending on the value of 𝑏, the graph of 𝑓(𝑥) = 𝑏 𝑥 has the following graph:

It can be observed that the function is defined for all values of 𝑥, is strictly
increasing, and attain only positive 𝑦-values. As 𝑥 decreases without bound, the
function approaches 0, i.e., the line 𝑦 = 0 is a horizontal asymptote.
1 𝑥
Example 8. 𝑔(𝑥) = ( )
2
1 𝑥
Step 1: The corresponding table of values of 𝑥 and 𝑦 for 𝑔(𝑥) = ( ) is as follows:
2

38
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

REFERENCES
Books
Department of Education, (2016) General Mathematics Learner’s Material
First Edition 2016, Lesson 17-22, pp. 103-134

Vibal Inc., Chan, J.H.N., Miro, E.D., Quiming, R.S., (2016) General
Mathematics; Lesson 1.4 Exponential and Logarithmic Functions, pp. 40-64

Electronic Sources

Graph of Exponential Function Image retrieved from

https://images.app.goo.gl/BfNQq3skitx7gAX6A

Solving Exponential Equations and Inequalities Study Guide retrieved

from http://coachbauer.weebly.com/uploads/6/0/0/9/60095567/21.pdf

Properties of Exponential Functions

1. The domain is set of all real numbers.
2. The range is the set of all positive real numbers.
3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The 𝑦-intercept is 1. There is no 𝑥-intercept.
5. The horizontal asymptote is the line 𝑦 = 0 (or the 𝑥-axis). There is no
vertical asymptote.
6. The function is increasing if 𝑏 > 1, and is decreasing if 0 < 𝑏 < 1.

39
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 1: Function Organizer Activity 2: Finding Xs

Directions. Determine whether the given is an exponential function, an

Directions. Solve for x in the following equations or inequalities.
exponential equation, an exponential inequality, or none of these. Put them
properly on the table below based on their distinction.

1. 3 ≥ 9𝑥−1
2. 𝑓(𝑥) = 5𝑥 2
3. 4(10𝑥−2 ) = 500
4. 3(15𝑥) = 45
1. 3𝑥 = 81 2. 57−𝑥 = 125
5. 74𝑥 = 𝑦
6. 𝑦 = 0.5𝑥
7. 7 < 14𝑥+3
8. 𝑦 = 81𝑥
9. 3 < 9𝑥 0
10. 2 ≥ (1⁄2)𝑥

Exponential Exponential Exponential None of these

Function Equation Inequality
4 𝑥 36
4. ( ) ≥ 5. 5𝑥 > 25𝑥+1
5 16

40
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 3: Sketchy

Directions. Graph the functions 𝑓(𝑥) = 3𝑥 and 𝑔(𝑥) = 4𝑥 in the same coordinate
plane. The given table of values will help you to complete the sketch. Indicate the
domain, range, 𝑦-intercept, and horizontal asymptote. Compare the two graphs.
Use the space below for creating your own Cartesian plane.

𝑥 −2 −1 0 1
𝑓(𝑥) 1⁄9 1⁄3 1 3
𝑔(𝑥) 1⁄16 1⁄4 1 4

41
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

CHAPTER 1.5 LOGARITHMIC FUNCTIONS •

KEY QUESTIONS
What is the distinction between
1st QUARTER

logarithmic functions, logarithmic

WEEK _____
MODULE 6

At the end of this module, you are expected to:

equations and inequalities?
• Distinguish logarithmic function, logarithmic equation, and logarithmic inequality,
• Why should one be familiar with
• Recall the properties of logarithm, and
the properties and laws of
• Perform the laws of logarithm. logarithm?

1 2 2 4
1.5.1 Introduction to Logarithms a. 53 = 125 b. 7−2 = c. 102 = 100 d. ( ) =
49 3 9

Definition. Let 𝑎, 𝑏, and 𝑐 be positive real numbers such that 𝑏 ≠ 1. The e. (0.1)−4 = 10000 f. 40 = 1 g. 7𝑏 = 21
logarithm of 𝑎 with base 𝑏 is denoted by log 𝑏 𝑎, and is defined as:
𝑐 = log 𝑏 𝑎 if and only if 𝑎 = 𝑏 2 h. 𝑒 2 = 𝑥 i. (−2)2 = 4

Reminders. Solution.
a. log 5 125 = 3 b. log 7 (1⁄49) = −2 c. log 100 = 2
1. In both the logarithmic and exponential forms, 𝑏 is the
base. In the exponential form, 𝑐 is an exponent, this implies d. log 2⁄3 (4⁄9) = 2 e. log 0.1 10000 = −4 f. log 4 1 = 0
that the logarithm is actually an exponent. Hence, logarithm
and exponential functions are inverses. g. log 7 21 = 𝑏 h. ln 𝑥 = 2 i. cannot be written in the logarithmic
2. In the logarithmic form log 𝑏 𝑥, 𝑥 cannot be negative. form
3. The value of log 𝑏 𝑥 can be negative. Example 2. Rewrite the following logarithmic equations in exponential form.

Definition. a. log 𝑚 = 𝑛 b. log 3 81 = 4 c. log √5 5 = 2

Common Logarithms are logarithms with base 10; log 𝑥 is a short notation for
d. log 3⁄4 (62⁄27) = −3 e. log 4 2 = 1⁄2 f. log10 0.001 = −3
log10 𝑥.
Natural Logarithms are logarithms to the base 𝑒 (approximately 2.71828), and g. ln 8 = 𝑎
are denoted by “ln ". In other words, ln 𝑥 is another way of writing log 𝑒 𝑥.
Solution.
Example 1. Rewrite the following exponential equations in logarithmic form, a. 10𝑛 = 𝑚 b. 34 = 81 c. (√5)2 = 5 d. (3⁄4)−3 = 64⁄27
whenever possible.
e. 41⁄2 = 2 f. 10−3 = 0.001 g. 𝑒 3 = 8

42
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Example 3. Find the value of the following logarithmic expressions. Example 4. Use the basic properties of logarithms to find the value of the following
logarithmic expressions.
a. log 2 32 b. log 9 729 c. log 0.001 d. log 1⁄2 16

e. log 7 1 f. log 5 5 (a) log 10 (b) ln 𝑒 3 (c) log 4 64 (d) log 5 (1⁄125)

Solution. (e) 5log5 2 (f) log 1

a. 5 b. 3 c. −3 d. −4 e. 0 f. 1 Solution.

1.5.2 Logarithmic Functions, Equations, and (a) log 10 = log10 101 = 1 (Property 2)
Inequalities
(b) ln 𝑒 3 = log 𝑒 𝑒 3 = 3 (Property 2)
The definitions of logarithmic equations, inequalities and functions are shown
below.
(c) log 4 64 = log 4 43 = 3 (Property 2)
Logarithmic Logarithmic Logarithmic
Equation Inequality Function
(d) log 5 (1⁄125) = log 5 5−3 = −3 (Property 2)
Definition An equation An inequality Function of the
involving involving form 𝑓(𝑥) =
logarithms. logarithms. log 𝑏 𝑥 (𝑏 > (e) 5log𝑒 2 = 2 (Property 3)
0, 𝑏 ≠ 1)
Example log 𝑥 2 = 4 ln 𝑥 2 > (ln𝑥)2 𝑔(𝑥) = log 3 𝑥 (f) log 1 = 0 (Property 1)

A logarithmic equation or inequality can be solved for all 𝑥 values that satisfy the 1.5.4 Laws of Logarithm
equation or inequality. A logarithmic function expresses a relationship between
two variables (such as 𝑥 and 𝑦), and can be represented by a table of values or a We first recall the three laws of exponents, namely, product rule, quotient rule, and
graph. power rule as shown below.
Product Rule: 𝑥 𝑚 ⋅ 𝑥 𝑛 = 𝑥 𝑚+𝑛
1.5.3 Properties of Logarithm 𝑥𝑚
Quotient Rule: = 𝑥 𝑚−𝑛
𝑥𝑛

Definition. Let 𝑏 and 𝑥 be real numbers such that 𝑏 < 0 and 𝑏 ≠ 1, the basic Power Rule: (𝑥 𝑚 )𝑛 = 𝑥 𝑚𝑛
properties of logarithms are as follows:
1. log 𝑏 1 = 0 Since logarithm function is the inverse of exponential function, we will apply these
2. log 𝑏 𝑏 𝑥 = 𝑥 properties in logarithm. Recall that 𝑦 = log 𝑎 𝑥 is equivalent to 𝑥 = 𝑎 𝑦 , where 𝑎 >
3. If 𝑥 > 0, then 𝑏 log𝑏 𝑥 = 𝑥 0 and 𝑎 ≠ 1.

43
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

To derive the corresponding properties of logarithm, let us consider the following Now, consider the equation 𝑥 = log 𝑎 𝑚.
equations.
i. 𝑥 = log 𝑎 𝑚 ↔ 𝑚 = 𝑎 𝑥 Exponential Form
𝑥 = log 𝑎 𝑚 and 𝑦 = log 𝑎 𝑛 ii. 𝑚𝑛 = (𝑎 𝑥 )𝑛 Raise to the power of 𝑛.
iii. 𝑚𝑛 = 𝑎𝑛𝑥 Laws of Exponent (Power Rule)
i. 𝑥 = log 𝑎 𝑚 ↔ 𝑚 = 𝑎 𝑥 Exponential Form
iv. log 𝑎 𝑚𝑛 = 𝑛𝑥 Logarithmic Form
𝑦 = log 𝑎 𝑛 ↔ 𝑛 = 𝑎 𝑦 v. log 𝑎 𝑚𝑛 = 𝑛 log 𝑎 𝑚 Definition of 𝑥

ii. 𝑚𝑛 = 𝑎 𝑥 𝑎 𝑦 Multiplication Property

Logarithm of a Power
iii. 𝑚𝑛 = 𝑎 𝑥+𝑦 Law of Exponent (Product Rule)
The logarithm of the 𝑛th power of a positive number is the 𝑛 times of the
iv. log 𝑎 𝑚𝑛 = 𝑥 + 𝑦 Logarithmic Form
logarithm of the number; in symbols,
v. log 𝑎 𝑚𝑛 = log 𝑎 𝑚 + log 𝑎 𝑛 Definition of 𝑥 and 𝑦
log 𝑎 𝑚𝑛 = 𝑛 log 𝑎 𝑚

Logarithm of a Product
The logarithm of a product of two positive numbers is the sum of the Examplelog 𝑚𝑛the
5. 𝑎Use = properties
log 𝑎 𝑚 + log 𝑎𝑛
of logarithms to expand each expression in terms of
logarithms of the two numbers; in symbols, logarithms of the factors. Assume each factor is positive.
log 𝑎 𝑚𝑛 = log 𝑎 𝑚 + log 𝑎 𝑛 (a) log(𝑎𝑏 2 )
Similarly, consider the same equation, Solution.
log(𝑎𝑏 2 ) = log 𝑎 + log 𝑏 2
𝑥 = log 𝑎 𝑚 and 𝑦 = log 𝑎 𝑛. = log 𝑎 + 2 log 𝑏
i. 𝑥 = log 𝑎 𝑚 ↔ 𝑚 = 𝑎 𝑥 Exponential Form
(b) log 3 (3⁄𝑥 )3 = 3 log 3 (3⁄𝑥 )
𝑦 = log 𝑎 𝑛 ↔ 𝑛 = 𝑎 𝑦
𝑚 𝑎𝑥
ii. = Division Property Solution.
𝑛 𝑎𝑦
𝑚
iii. = 𝑎 𝑥−𝑦 Law of Exponent (Quotient Rule) = 3(log 3 3 − log 3 𝑥)
𝑛
𝑚 = 3(1 − log 3 𝑥) = 3 − 3 log 3 𝑥
iv. log 𝑎 ( ) = 𝑥 − 𝑦 Logarithmic Form
𝑛
𝑚
v. log 𝑎 ( ) = log 𝑎 𝑚 − log 𝑎 𝑛 Definition of 𝑥 and 𝑦 (c) ln[𝑥(𝑥 − 5)]
𝑛
Solution.
Logarithm of a Quotient = ln[𝑥(𝑥 − 5)] = ln 𝑥 + ln(𝑥 − 5)
The logarithm of a quotient of two positive numbers is the difference of the
logarithms of the two numbers; in symbols, Example 6. Use the properties of logarithm to condense the expressions as a single
𝑚 logarithm.
log 𝑎 = log 𝑎 𝑚 − log 𝑎 𝑛
𝑛

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(a) log 2 + log 3 Example 7. Given log 2 = 0.301 and log 3 = 0.477, find each of the following
Solution. log 2 + log 3 = log(2 ⋅ 3) logarithms:
= log 6 27 3
1. log 48 2. log 3. log √24
32
(b) 2 ln 𝑥 − ln 𝑦
Solution.
Solution. 2ln 𝑥 − ln 𝑦 = ln 𝑥 2 − ln 𝑦
= ln(𝑥 2 ⁄𝑦) 1. log 48 = log(24 ⋅ 3) Prime Factorization of 48.

= log 24 + log 3 Logarithm of a Product

(c) log 5 (𝑥 2 ) − 3 log 5 𝑥
Solution. log 5 (𝑥 2 ) − 3 log 5 𝑥 = log 5 (𝑥 2 ) − log 5 (𝑥 3 ) = 4 log 2 + log 3 Logarithm of a Power
= log 5 (𝑥 2 ⁄𝑥 3 )
= log 5 (1⁄𝑥 ) = 4(0.301) + 0.477 Substitution
= log 5 (𝑥 −1 ) = 1.681 Simplification
= − log 5 𝑥
27 33
(d) 2 − log 5 2. log = log Prime factorization of 27 and 32.
32 25
Solution. 2 = 2(1) = 2(log 10) = log 102 = log 100 = log 33 − log 25 Logarithm of a Quotient
2 − log 5 = log 100 − log 5
= 3 log 3 − 5 log 2 Logarithm of a Power
= log(100⁄5)
= log 20 = 3(0.477) − 5(0.301) Substitution

If the base of the logarithm is 10, then the given logarithm is called a common = −0.074 Simplification
logarithm, and is usually written only as log 𝑥. If the base of a logarithm is the 3
1

natural exponent 𝑒, then the given logarithm is called a natural logarithm, and is 3. log √24 = log(24)3 Radical to Exponential Form
1
written as ln 𝑦 (read as “el-en of 𝑥”). The properties of logarithm also apply to = log 24 Logarithm of a Power
3
natural logarithm. (Recall from page 5) 1
= log(23 ⋅ 3) Prime Factorization of 24
3
1
= (log 23 + log 3) Logarithm of a Product
3
1
Properties of Natural Logarithm = (3 log 2 + log 3) Logarithm of a Power
3
1
= [3(0.301) + 0.477] Substitution
i. Product Rule: ln 𝑎𝑏 = ln 𝑎+ ln 𝑏 3
ii.
𝑎
Quotient Rule: ln = ln 𝑎 − ln 𝑏 = 0.46 Simplfication
𝑏
iii. Power Rule: ln 𝑎𝑚 = 𝑚 ln 𝑎

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Change-of-Base Formula 3. log 𝑎 𝑚𝑛 = 𝑛 ⋅ log 𝑎 𝑚

Any logarithmic expression can be expressed as a quotient of two logarithmic Example: log 5 36 = log 5 62 = 2 log 5 6
expressions with a common base. Let 𝑎, 𝑏, and 𝑥 be positive real numbers,
with 𝑎 ≠ 1, 𝑏 ≠ 1:
log 𝑎 𝑥 REFERENCES
log 𝑏 𝑥 = Books
log 𝑎 𝑏
Basic Properties of Logarithms, Lesson 19 pp. 104-106 Department of
Example 8. Use the change-of-base formula to rewrite the following logarithmic Education, General Mathematics Learner’s Material First Edition 2016
expressions to the indicated base.
Exponential and Logarithmic Equations, Lesson 1.4.4 pp. 55-58, Vibal Inc.,
(a) log 6 4 (change to base 2) Chan, J.H.N., Miro, E.D., Quiming, R.S., (2016) General Mathematics
Solution.
log2 4
Introduction to Logarithms, Lesson 17 pp. 99-102 Department of
log 6 4 = Education, General Mathematics Learner’s Material First Edition 2016
log2 6
2
= Laws of Logarithm, Lesson 20 pp. 106-111 Department of Education,
log2 6
General Mathematics Learner’s Material First Edition 2016
(b) log 1⁄2 2 (change to base 𝑒)
Logarithmic Functions, Equation and Inequalities, Lesson 18 pp. 103
Solution.
Department of Education, General Mathematics Learner’s Material First
ln 2
log 1⁄2 2 = Edition 2016
ln 1 − ln 2
ln 2
= Properties of Logarithm, Lesson 1.4.3 pp 51-54, Vibal Inc., Chan, J.H.N.,
0−ln 2
ln 2 Miro, E.D., Quiming, R.S., (2016) General Mathematics
=
− ln 2
= −1
In Summary,
Laws of Logarithms
Let 𝑎 > 0, 𝑎 ≠ 1 and let 𝑛 ∈ ℝ. For 𝑚 > 0, 𝑛 > 0, then:

1. log 𝑎 (𝑚𝑛) = log 𝑎 𝑚 + log 𝑎 𝑛

Example: log 2 (3𝑥) = log 2 3 + log 2 𝑥

2. log 𝑎 (𝑚⁄𝑛) = log 𝑎 𝑚 − log 𝑎 𝑛

Example: log 3 (4⁄5) = log 3 4 − log 3 5

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Activity 1: Reverse Card Activity 2: What’s my value?

Directions. In numbers 1-3, rewrite the following expressions in logarithmic form, Directions. Find the value of the following logarithmic expressions. If the space
whenever possible. In numbers 4-6, rewrite the following logarithmic equations in provided is not enough for your solutions, use a separate sheet of paper that will
exponential form, also, whenever possible. be passed along with this activity sheet.

1. log 3 81
1. 16 = 24

2. 9 = √81
2. log169 13

1
3. = 3−2
9

1
3. log 5 ( )
5

4. log 3 9 = 2

4. log 0.5 4
5. log16 4

6. ln 𝑥 = 1 1
5. log 2 ( )
2

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 3: Function Organizer

Directions. Determine whether the given is an logarithmic function, a logarithmic

equation, a logarithmic inequality, or none of these. Put them properly on the
table below based on their distinction

1. 𝑔(𝑥) = log 5 𝑥
2. 𝑦 = 2 log 4 𝑥
3. log(4𝑥) = − log(3𝑥 + 5)
4. 𝑥 log 2 (𝑥) − 1 > 0
5. log 𝑥(𝑥 − 3) = log 4
6. log 3 (2𝑥 − 1) > log 3 𝑥 + 2
7. ℎ(𝑥) = log 0.25 𝑥
8. 2 + 𝑦 = log 3 𝑥
9. log 𝑥 2 = 2
10. log 3 (2𝑥 − 1) = 2
Logarithmic Logarithmic Logarithmic None of these
Function Equation Inequality

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CHAPTER 1.5. LOGARITHMIC FUNCTIONS •

KEY QUESTIONS
How does vertical line test
1st QUARTER

At the end of this module, you are expected to: differ from horizontal line
WEEK _____
MODULE 7

• Solve logarithmic equations and inequalities, test?

• Represent a logarithmic function through its: (a) table of values, (b) graph, and (c) equation, • What are the things we
• Determine the domain and range of a logarithmic function, as well as its intercepts, zeroes, and asymptotes; should consider in solving
• Solve problems involving logarithmic functions, equations, and inequalities. logarithmic inequalities?

1.5.5 Solving Logarithmic Equations and Inequalities 𝑥=5

Check. 5 is a solution since log 4 (2 ⋅ 5) = log 4 (10) is defined.
Property of Logarithmic Equations (b) log 3 (2𝑥 − 1) = 2
If 𝑏 > 1, then the logarithmic function 𝑦 = log 𝑏 𝑥 is increasing for all 𝑥. If 0 < Solution.
𝑏 < 1, then the logarithmic function 𝑦 = log 𝑏 𝑥 is decreasing for all 𝑥. This
log 3 (2𝑥 − 1) = 2
means that log 𝑏 𝑢 = log 𝑏 𝑣 if and only if 𝑢 = 𝑣.
(2𝑥 − 1) = 32 (Changing into exponential form)
2𝑥 − 1 = 9
Techniques. Some strategies for solving logarithmic equations. 2𝑥 = 10
1. Rewriting to exponential form; 𝑥=5
2. Using logarithmic properties; Check. 5 is a solution since log 3 (2 ⋅ (5) − 1) = log 3 (9) is defined.
3. Applying one-to-one property of logarithmic functions;
(c) log 𝑥 16 = 2
4. The Zero Factor Property: If 𝑎𝑏 = 0, then 𝑎 = 0 or 𝑏 = 0.
Solution.
One-to-One Property of Logarithmic Functions log 𝑥 16 = 2
For any logarithmic function 𝑓(𝑥) = log 𝑏 𝑥, if log 𝑏 𝑢 = log 𝑏 𝑣, 𝑥 2 = 16 (Changing into exponential form)
2
then 𝑢 = 𝑣. 𝑥 − 16 = 0
(𝑥 + 4)(𝑥 − 4) = 0 (Factorization)
𝑥 = −4, 4
Example 1. Find the value 𝑥 in the following equations. Check. 4 is a solution since log 4 (16) is defined. However, −4 is not a
(a) log 4 (2𝑥) = log 4 10 solution since log −4 (16) is not defined (the base cannot be negative).
Solution.
(d) log 2 (𝑥 + 1) + log 2 (𝑥 − 1) = 3
log 4 (2𝑥) = log 4 10
2𝑥 = 10 One-to-One Property Solution.

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log 2 [(𝑥 + 1)(𝑥 − 1)] = 3 (Using the property log 𝑏 𝑢 + log 𝑏 𝑣 = log 𝑏 (𝑢𝑣)) Solution.
(𝑥 + 1)(𝑥 − 1) = 2 3 (note: Zero Factor Property cannot be used yet) Let log 𝑥 = 𝐴
𝑥2 − 1 = 8 𝐴2 + 2𝐴 − 3 = 0
𝑥2 − 9 = 0 (Multiplication of two binomials) (𝐴 + 3)(𝐴 − 1) = 0
(𝑥 + 3)(𝑥 − 3) = 0 (Factorization using 𝑎2 − 𝑏2 = (𝑎 + 𝑏)(𝑎 − 𝑏)) 𝐴 = −3 or 𝐴 = 1
𝑥 = −3, 3 log 𝑥 = −3 or log 𝑥 = 1
Check. 3 is a solution since log 2 (3 + 1) and log 2 (3 − 1) are defined. 𝑥 = 10 − 3 =
1
or 𝑥 = 10
1000
However, −3 is not a solution since log 2 (−3 + 1) = log 2 (−2) is not defined.
Check. Both are solutions since log(1⁄1000) and log 10 are defined.

(e) log 𝑥 2 = 2 Example 2. Use logarithms to solve for the value of 𝑥 in the exponential equation
Solution A. 2𝑥 = 3.
log 𝑥 2 = 102 (Changing into exponential form) Solution.
2 2
𝑥 = 10 2𝑥 = 3
𝑥 2 = 100 log 2𝑥 = log 3 (Applying one-to-one property)
𝑥 2 − 100 = 0 𝑥 log 2 = log 3 (Applying log 𝑏 𝑢𝑛 = 𝑛 ⋅ log 𝑏 𝑢 since 2 is positive)
(𝑥 + 10)(𝑥 − 10) = 0 𝑥 = log 3⁄log 2 ≈ 1.58496
𝑥 = −10, 10
Check. Both are solutions since log(−10)2 and log(10)2 are defined.
Property of Logarithmic Inequalities
Solution B. If 0 < 𝑏 < 1, then 𝑥1 < 𝑥2 if and only if log 𝑏 𝑥1 > log 𝑏 𝑥2 .
log 𝑥 2 = 2 If 𝑏 > 1, then 𝑥1 < 𝑥2 if and only if log 𝑏 𝑥1 < log 𝑏 𝑥2 .
log 𝑥 2 = log 102 → 2 = 2(1) = 2 (log 10) = log 102
𝑥 2 = 100 Example 3. Solve the following logarithmic inequalities.
𝑥 2 − 100 = 0 (a) log 3 (2𝑥 − 1) > log 3 (𝑥 + 2)
(𝑥 + 10)(𝑥 − 10) = 0 Solution.
𝑥 = −10, 10 Step 1: Ensure that the logarithms are defined.
Check. Both are solutions since log(−10)2 and log(10)2 are defined. Then 2𝑥 − 1 > 0 and 𝑥 + 2 > 0 must be satisfied.
Incorrect Method. (using log 𝑏 𝑢𝑛 = 𝑛 ⋅ log 𝑏 𝑢 immediately). 2𝑥 − 1 > 0 implies 𝑥 > 1⁄2 and 𝑥 + 2 > 0 implies 𝑥 > −2.
log 𝑥 2 = 2 To make both logarithms defined, then 𝑥 > 1⁄2. (If 𝑥 > 1⁄2, then 𝑥 is
2 log 𝑥 = 2 (This is not a valid conclusion because log 𝑥 2 = 2 log 𝑥 if 𝑥 > 0). surely greater than −2.

Step 2. Ensure that inequality is satisfied.

(f) (log 𝑥)2 + 2 log 𝑥 − 3 = 0 The base 3 is greater than 1.

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Thus, since log 3 (2𝑥 − 1) > log 3 (𝑥 + 2), then: 1.5.6 Logarithmic Functions in Real-Life
2𝑥 − 1 > 𝑥 + 2
𝑥>3 (Subtract 3 from both sides; add 1 to both sides) The Population of the Philippines can be modeled by the function 𝑃(𝑥) =
∴𝑥>3 20,000,000𝑒 0.0251𝑥 , where 𝑥 is the number of years since 1955 (e.g., 𝑥 = 0 at
Hence, the solution is (3, +∞) 1955). Assuming that this model is accurate, in what year will the population reach
200 million?
(b) log 0.2 > −3
Solution.
Solution.
Step 1: Ensure that the logarithms are defined. Given 𝑃(𝑥) = 20,000,000,
This means that 𝑥 > 0. 20,000,000 = 20,000,000𝑒 0.0251𝑥
Step 2: Ensure that the inequality is satisfied. 10 = 𝑒 0.0251𝑥
Rewrite −3 as a logarithm to the base 1⁄5: − 3 = log 1⁄5 (1⁄5)−3 ln 10 = ln 𝑒 0.0251𝑥
We obtain the inequality log 1⁄5 𝑥 > log 1⁄5 (1⁄5)−3 . ln 10 = 0.0251𝑥
The base is 0.2 = 1⁄5 , which is less than 1. 𝑥 = ln 10⁄0.0251 ≈ 91 years
Thus, since log 1⁄5 𝑥 > log 1⁄5 (1⁄5)−3 , then 𝑥 < (1⁄5)−3 = 125. 1955 + 91 = 2046
Also, 𝑥 should be positive (from Step 1). Thus, 0 < 𝑥 < 125. Answer. Around 2046, The Philippine population will reach 200 million.
Hence, the solution is (0, 125).
Trivia. Based on this model, we will reach 100 million in the year 2019. But last July
(c) −2 < log 𝑥 < 2 2014, the Philippines officially welcomed its 100 millionth baby. Hence,
Solution. mathematical models must always be reviewed and verified against new data.
Step 1: Ensure that the logarithms are defined. (http://newsinfo.inquirer.net/623749/philippines-welcomes-100-millionth-baby)
This means that 𝑥 > 0.
Step 2: Ensure that the inequality is satisfied.
1.5.7 Logarithmic Functions and its Graph
Rewrite −2 and 2 as logarithms to the base 10, which are log 10−2 and
log 102 respectively, obtaining the inequality: log 10−2 < log 𝑥 < log 102 . In the following examples, the graph is obtained by first plotting a few points.
We split the compound inequality into two simple inequalities: Results will be generalized later on.
log 10−2 < log 𝑥 and log 𝑥 < log 102 . Example 4. Sketch the graph of 𝑦 = log 2 𝑥.
Since the base 10 is greater than 1, simplify both inequalities as 10−2 < 𝑥 Solution.
and 𝑥 < 102 . Step 1: Construct a table of values of ordered pairs for the given function. A table
Thus, obtaining 1⁄100 < 𝑥 < 100, which automatically satisfies the of values for log 2 𝑥 is as follows:
condition in Step 1.
𝑥 1⁄16 1⁄8 1⁄4 1⁄2 1 2 4 8
Hence, the solution is (1⁄100, 100)
𝑦 −4 −3 −2 −1 0 1 2 3

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Step 2: Plot the points found in the table, and connect them using a smooth curve. It can be observed that the function is defined only for 𝑥 > 0. The function is
strictly decreasing, and attains all real values. As 𝑥 approaches 0 from the right,
the function increases without bound, i.e., the line 𝑥 = 0 is a vertical asymptote.

In general, the graphs of 𝑦 = log 𝑏 𝑥 where 𝑏 > 0 and 𝑏 ≠ 1 are shown below.

It can be observed that the function is defined only for 𝑥 > 0. The function is
strictly increasing, and attains all real values. As 𝑥 approaches 0 from the right, the
function decreases without bound. i.e., the line 𝑥 = 0 is a vertical asymptote.

Example 5. Sketch the graph of 𝑦 = log 1⁄2 𝑥.

Solution.
Step 1: Construct a table of values of ordered pairs for the given function. A table
To summarize our findings:
of values for 𝑦 = log 1⁄2 𝑥 is as follows:

𝑥 1⁄16 1⁄8 1⁄4 1⁄2 1 2 4 8 Properties of Logarithmic Functions

𝑦 4 3 2 1 0 −1 −2 −3 1. The domain is the set of all positive numbers, or {𝑥 ∈ ℝ|𝑥 > 0}.
2. The range is the set of all positive real numbers.
Step 2: Plot the points found in the table and connect them using a smooth curve. 3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The 𝑥-intercept is 1. There is no 𝑦-intercept.
5. The vertical asymptote is the line 𝑥 = 0 (or the 𝑦-axis). There is no
horizontal asymptote.

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REFERENCES
Books
Solving Logarithm Equations and Inequalities, Lesson 21 pp. 111-124
Department of Education, General Mathematics Learner’s Material First
Edition 2016

Graphing Logarithmic Functions, Lesson 22, pp. 124-133 Department of

Education, General Mathematics Learner’s Material First Edition 2016

Vibal Inc., Chan, J.H.N., Miro, E.D., Quiming, R.S., (2016) General
Mathematics; Lesson 1.4 Exponential and Logarithmic Functions, pp. 40-64

Electronic Sources

Graph of Logarithmic Function retrieved from

https://images.app.goo.gl/GaQpP89LAvvq7CS16

Philippines’ 100 Millionth Baby News Article retrieved from

http://newsinfo.inquirer.net/623749/philippines-welcomes-100-
millionth-baby

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Activity 1: True or False Activity 2: More Logarithms

Directions. Determine whether the given statement is true or false. Write your Directions. Find the value/s of the following equations and inequalities. If the
answers on the space provided before each number. For this activity, refer to space provided is not enough for your solution, use a separate sheet of paper that
Modules 6 and 7. will be passed along this activity sheet.

__________1. Logarithmic functions are not one-to-one functions. (a) log 15𝑥 = log 30

__________2. log 𝑏 1 = 0

__________3. Logarithm and exponential functions are inverses.

(b) log(3𝑥 − 2) = log 2
__________4. In solving logarithmic inequalities, you must ensure first that the
logarithm is defined.

__________5. Common logarithms are logarithms with base 𝑒.

__________6. Logarithm is actually an exponent. (c) log 𝑥 121 = 2

__________7. If the base is 10 then the given logarithm is a natural logarithm.

__________8. log 7 72𝑥 = 2𝑥

(d) log 3 (9𝑥) − log 3 (𝑥 − 8) = 4

__________9. Laws of exponent are not essential in solving logarithmic equations.

__________10. Properties of logarithms can be used in expanding and condensing

expressions of logarithms.

(e) (log 5 𝑥)2 + 5log 5 𝑥 + 6 = 0

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Activity 3: Sketchy

Directions. Construct a table of values and graph the function 𝑓(𝑥) = log 2 (𝑥) + 4,
label all its intercepts and asymptotes, also indicate its domain and range. Use the
space provided below.

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

GENERAL MATHEMATICS PROJECT INSTRUCTIONS: be given below. No minimum/maximum like, comment, and shares
count.
“A Mathematics Advocate”
b) If you have chosen medium B (Hardcopy Material), the
1. This is an individual project. Students can choose between two available quote/slogan/meme can be drawn on a short bond paper. The student
mediums: shall then write a caption about it showing advocacy in learning
A. Social Media - If they have any gadgets to use (i.e. laptop, tablet, or mathematics. The caption should at least be 5 sentences, rubrics will
smartphone). Otherwise, be given below.
B. Hardcopy material – They can pass it neatly handwritten on a short
bond paper. 3. Any forms of plagiarism will be prohibited. The instructor is free to deduct
2. The idea is that they will make a quote or slogan, or even a meme about points to any student accountable of plagiarism.
mathematics. This should show a support to learn mathematics, and not
make fun of the subject. See example below. 4. Your output will be graded based on this rubric.

CRITERIA 5 4 3 2 1
A. QUOTE/ SLOGAN/ MEME
1. Originality
- Product shows a large
amount of original thought.
Ideas are creative and
inventive.
2. Appearance
- Makes excellent use of
fonts, colors, graphics,
effects, etc. to enhance the
presentation.
(Source: https://images.app.goo.gl/uKmtWwtsNsbPhydb8) 3. Accuracy
- The media is not only
a) If the student has chosen medium A (Social Media), the interesting to view, but on
quote/slogan/meme should be in one of the following file formats: point. It must show
JPEG or PNG file. This should then be uploaded to their Facebook evidences of relation to
account (publicly; so their friends can share it to their timelines if they advocating Mathematics
choose to) with a caption that shows their advocacy in learning learning.
mathematics. The caption should be at least 5 sentences, rubrics will B. CAPTION
1. Assertiveness

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

- Uses the correct choice of

words that encourages
readers rather than attack
them.
2. Clarity
- Content is comprehensive,
accurate, and persuasive.
Purpose of the writing are
clear.
3. Relevant
- Shows evidences of
arguments in proposing the
learning Mathematics
4. Grammar, Punctuation, and
Spelling
- Rules of grammar, usage,
and punctuation are
followed; spelling is correct.
C. TIME MANAGEMENT
- Posted/ Submitted before or on
the due date.

SUGGESTED COMPUTATION:
Suppose a student got the following score:
A. Quote/Slogan/Meme: 13/15
B. Caption 17/20
C. Time Management 5/5
Total Score: 35/40
35 ÷ 40 = 0.875
0.875 × 100 = 87.5
= 𝟖𝟕. 𝟓

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