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MANUEL S.

ENVERGA UNIVERSITY FOUNDATION


An Autonomous University
BASIC EDUCATION DEPARTMENT
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
At the end of the session, the teacher-participants are expected to:
1. represents real-life situations using functions, including piece-wise
functions.
2. evaluates a function.
3. performs addition, subtraction, multiplication, division, and composition
of functions.
4. solves problems involving functions.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PRIMING ACTIVITY
I’m going to show you a series of graphs.
Determine whether or not these graphs are
functions.
You do not need to draw the graphs in your
notes.
#1 Function?
#2 Function?
#3 Function?
#4 Function?
#5 Function?
#6 Function?
#7 Function?
#8 Function?
#9 Function?
Function?
#10
#11 Function?
#12 Function?
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PRIMING ACTIVITY
The boat is sinking. Group yourselves by
What value will complete the table ?

5
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PRIMING ACTIVITY
The boat is sinking. Group yourselves by

If f (x ) = kx2, and f(2) = 12, then k equals

3
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PRIMING ACTIVITY
The boat is sinking. Group yourselves by

6
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PRIMING ACTIVITY
The boat is sinking. Group yourselves by

10
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ACTIVITY 1 (Group Work) (15 min)
Sorting Functions
1. You are given four graphs, four equations, four tables, and four rules.
2. Your task is to match each graph with an equation, a table and a rule.
3. Compare your results and describe their properties.
4. The team leaders of the groups report their conclusions to the whole
class.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ACTIVITY 1 (Group Work) (15 min)

Sorting Functions Rubric


Allow 1 point for each two correct answers ( 6 points).
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ACTIVITY 1 (Group Work) (15 min)

Sorting Functions Rubric


Allow 1 point for correct explanation such as:

Equation C is a quadratic curve that passes through the origin and is


symmetrical about the y axis, so this is Graph A.

Equation D is the equation of a straight line, so this is Graph B.


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ACTIVITY 1 (Group Work) (15 min)

Sorting Functions Rubric


Allow 1 point for correct explanation such as:

Equation B is a quadratic curve that passes through the origin and is


symmetrical about the x axis, so this is Graph C.

Equation A is an inverse (hyperbolic) function: the graph


approaches, but does not cross the axes (the axes are asymptotes) so
this is Graph D.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ANALYSIS
1. How did you find the activity matching each graph with an equation, a
table or a rule?
2. What did you find difficult about this task?
3. Have you encountered any problem or difficulty in performing your
task? Cite them.
4. What are some common errors which students may commit? How can
we prevent such error? Feel free to offer a suggestion.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ABSTRACTION
LEARNING AREA STANDARD:
At the end of the course, the students must know how to solve problems
involving rational, exponential and logarithmic functions; to solve
business-related problems; and to apply logic to real-life situations.

CONTENT STANDARD:
The learner demonstrates understanding of key concepts of functions.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ABSTRACTION
PERFORMANCE STANDARD:
The learner is able to accurately construct mathematical models to
represent real-life situations using functions.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
ABSTRACTION
LEARNING COMPETENCIES:
The learners ...
a. represents real-life situations using functions, including piece-wise
functions.
b. evaluates a function.
c. performs addition, subtraction, multiplication, division, and composition
of functions.
d. solves problems involving functions.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
RELATIONS AND FUNCTIONS
Is a relation a function?

What is a function?

According to the textbook, “a function is…a


relation in which every input is paired with
exactly one output”
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
RELATIONS AND FUNCTIONS
Focus on the x-coordinates, when given a relation.

If the set of ordered pairs have different x-coordinates,


it is a function.

If the set of ordered pairs have same x-coordinates,


it is NOT a function.

Y-coordinates have no bearing in determining functions.


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTION AS A MACHINE
A function is a rule which operates on an input and produces a single
output from that input.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTION AS A MACHINE
Write down the output from the function shown in the figure when the
input is a) 4 b) – 3 c) x d)t
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTION AS A MACHINE

Input 4 –5 0 9 –1

Output –2 7

What is the domain? { 4, -5, 0, 9, -1 }

What is the range? { -2, 7 }


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS

If a relation have the same first coordinate but different second


coordinates, then it is not a function
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS

{(0, 5), (1, 4), (2, 3), (3, 2), (4, 1), (5, 0)}
Is this a function?
Hint: Look only at the x-coordinates

YES
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS

{(–1, 7), (1, 0), (2, 3), (0, 8), (0, 5), (–2, 1)}
Is this a function?
Hint: Look only at the x-coordinates

NO
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS
Which mapping represents a function?
Choice One Choice Two

3 –1 2 2
1 2 –1 3
0 3 3 –2
0

Choice 1
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS
Which mapping represents a function?
A B

B
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS

{(0, 5), (1, 4), (2, 3), (3, 2), (4, 1), (5, 0)}
What is the domain? { 0, 1, 2, 3, 4, 5 }

What is the range? { -5, -4, -3, -2, -1, 0 }


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS
Find the Domain and Range of a Relation.
a. {(–5, 7), (3, 5), (6, 7), (12, –4)} Domain: {–5, 3, 6, 12};
Range: {–4, 5, 7}
b.

Domain: {–5, 3, 6, 12};


Range: {–4, 5, 7}
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATIONS AS A SET OF
ORDERED PAIRS
Determine if Relations are Functions
a. {(–3, 6), (2, 5), (0, 6), (17, –9)} Function

b. {(4, 5), (7, –3), (4, 10), (–6, 1)} Not a function Four has two values

c. {(–2, 3), (0, 3), (4, 3), (6, 3), (8, 3)} Function

d. I y – 5 I = x + 3 Not a function One has two values

e. y = x2 − 3 x + 2 Function

f. 4 x – 8 y = 24 Function
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AND RELATION AS
AS A TABLE OF VALUES
We can present the ordered pairs in a list or table.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS A GRAPH IN THE
CARTESIAN PLANE

We can use a graph to indicate the ordered pairs. The graph can show
distinct ordered pairs, or it can show all the ordered pairs on a line or
curve.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS A GRAPH IN THE
CARTESIAN PLANE
Find the Domain and Range of a Relation.
c.

Domain is { x | – 5 ≤ x ≤ 5 }
in set-builder notation
or [ – 5, 5 ] in interval notation
Range is { y | – 3 ≤ y ≤ 4}
in set-builder notation
or [ – 3, 4 ] in interval notation
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS A GRAPH IN THE
CARTESIAN PLANE
Find the Domain and Range of a Relation.
Domain is { x | x ≤ 3 }
d.
in set-builder notation
or (– ∞, 3] in interval notation
Range is ℝ in set-builder notation
or ( – ∞, ∞ ) in interval notation

Domain is ℝ or ( – ∞, ∞ )
Range is { y | y ≥ 0 } or [ 0, ∞
e. y = I x – 1 I
)w23py677
Summary of Graphs of Common Functions

f(x) = c

y=x
y x

y=x3
y x y = x2
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
VERTICAL LINE TEST
Vertical Line Test

If a vertical line intersects (crosses or touches) the graph of a


relation at more than one point, then the relation is not a
function.

If every vertical line intersects the graph of a relation at no more


than one point, then the relation is a function
What is a function?

FUNCTION FUNCTION

NOT A FUNCTION
NOT A FUNCTION

FUNCTION
NOT A FUNCTION FUNCTION
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Functions in the real world
Money as a function of time. You never have more than one amount of
money at any time because you can always add everything to give one
total amount.
Temperature as a function of various factors. Temperature is a very
complicated function because it has so many inputs, including: the time of
day, the season, the amount of clouds in the sky, the strength of the wind,
where you are and many more.
Location as a function of time. You can never be in two places at the same
time.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Which situation represents a function?
a. The items in a store to their prices on a certain date
b. Types of fruits to their colors
Solution:

a
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Real-life situation
Identify whether the relation that exists between each
of the following pairs indicates a functions or not.
1. A jeepney to its plate number. F
2. A teacher to his/her cellular phone. Not F
3. A pen to its ink color. Not F

4. A student to his/her student number. F


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
The number of shoes in x pairs of shoes can be expressed by the
equation y = 2x.

What subset of the real numbers makes sense for the domain?

Whole numbers

What would make sense for the range of the function?

Zero and the even numbers


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
The number of shoes in x pairs of shoes can be expressed by the
equation y = 2x.
What is the independent variable?
The # of pairs of shoes

What is the dependent variable?

The total # of shoes.


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Mr. Landry is driving to his hometown. It takes four hours to get there. The
distance he travels at any time, t, is represented by the function d = 55 t
(his average speed is 55 mph).
Write an inequality that represents the domain in real life.

0 x  4
Write an inequality that represents the range in real life.

0  y  220
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Mr. Landry is driving to his hometown. It takes four hours to get there. The
distance he travels at any time, t, is represented by the function d = 55 t
(his average speed is 55 mph).
What is the independent variable?
The time that he drives.

What is the dependent variable?


The total distance traveled.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Johnny bought at most 10 tickets to a concert for him and his friends. The
cost of each ticket was $12.50. Complete the table below to list the possible
domain and range.
1 2 3 4 5 6 7 8 9 10
12.50 25.00 37.50 50 62.50 75 87.50 100 112.50 125

What is the independent variable? What is the dependent variable?


The number of tickets bought. The total cost of the tickets.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Pete’s Pizza Parlor charges $5 for a large pizza with no toppings. They
charge an additional $1.50 for each of their 5 specialty toppings (tax is
included in the price).

Jorge went to pick up his order. They said his total bill was $9.50. Could
this be correct? Why or why not?

Yes

One pizza with 3 toppings cost $9.50


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Pete’s Pizza Parlor charges $5 for a large pizza with no toppings. They
charge an additional $1.50 for each of their 5 specialty toppings (tax is
included in the price).

Susan went to pick up her order. They said she owed $10.25. Could this
be correct? Why or why not?

No

One pizza with 4 toppings cost $11


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
FUNCTIONS AS REPRESENTATIONS
OF REAL LIFE SITUATIONS
Pete’s Pizza Parlor charges $5 for a large pizza with no toppings. They
charge an additional $1.50 for each of their 5 specialty toppings (tax is
included in the price).

What is the independent variable?


The number of toppings

What is the dependent variable?


The cost of the pizza
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PIECEWISE FUNCTIONS

Up to now, we’ve been looking at functions represented by a


single equation.

In real life, however, functions are represented by a


combination of equations, each corresponding to a part of the
domain.

These are called piecewise functions.


MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PIECEWISE FUNCTIONS

 2 x  1, if x  1
f x   
 3x  1, if x  1
•One equation gives the value of f(x) when x ≤ 1
•And the other when x>1
Evaluate f(x) when x=0, x=2, x=4
 x  2, if x  2
f ( x)  
 2 x  1, if x  2
•First you have to figure out which equation to use
•You NEVER use both

X=0 X=2 X=4


So:
This one fits This
So: one fits here So:one fits here
This
0+2=2
Into the top 2(2) + 1 = 5 2(4) + 1 = 9
equation f(2) = 5
f(0)=2 f(4) = 9
Graph:
 x  , if x  1
1 3
f ( x)   2 2

  x  3, if x  1

•For all x’s < 1, use the top graph (to the left of 1)

•For all x’s ≥ 1, use the bottom graph (to the


•right of 1)
1 3
2 x  , if x  1
f ( x)   2
  x  3, if x  1

x=1 is the breaking


point of the graph.

To the left is the top


equation.

To the right is the


bottom equation.
Graph:

 x  1, if x  2
f ( x)  
  x  1, if x  2

Point of Discontinuity
Step Functions

 1, if 0  x 1
 2, if 1 x  2
f ( x)  
 3, if 2 x3
 4, if 3 x  4
 1, if 0  x  1
 2, if 1  x  2
f ( x)  
 3, if 2  x  3
 4, if 3  x  4
Graph :

 1, if  4  x  3
 2, if  3  x  2
f ( x)  
 3, if  2  x   1
 4, if  1  x  0
Special Step Functions
Two particular kinds of step functions are called ceiling functions
( f (x)=  x  and floor functions ( f (x)=  x ).

In a ceiling function, all nonintegers are rounded up to the nearest


integer.

An example of a ceiling function is when a phone service


company charges by the number of minutes used and always
rounds up to the nearest integer of minutes.
Special Step Functions
In a floor function, all nonintegers are rounded down to the
nearest integer.

The way we usually count our age is an example of a floor


function since we round our age down to the nearest year and do
not add a year to our age until we have passed our birthday.

The floor function is the same thing as the greatest integer


function which can be written as f (x)=[x].
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PIECEWISE FUNCTIONS
Greatest integer function: f(x) = [x]

For example:
[2.1] = 2, i.e. greatest integer less than or equal to 2.1 is 2, similarly
[–2.1] = –3
[2] = 2
[3 . 9] = 3
[–3 . 9] = –4
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
PIECEWISE FUNCTIONS
A store charges Php150 per t-shirt for orders of 50 or fewer, Php 135 per
t-shirt for orders of 75 or fewer but more than 50 t-shirts, and Php 125 per
t-shirt for orders of more than 75 t-shirts. Which function best represents
the printing cost C of x number of t-shirts?
150 x, if 0  x  50 150 x, if 0  x  50
 
(a) C ( x)  135 x, if 51  x  75 (c) C ( x)  135 x, if 51  x  75
125 x, if 76  x 125 x, if 76  x
 

150 x, if 0  x  50
 Answer: C
(b) C ( x)  135 x, if 51  x  75
125 x, if 76  x

Symmetric about the y axis

FUNCTIONS
Symmetric about the origin
Even functions have y-axis Symmetry
8
7
6
5
4
3
2
1

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
-2
-3
-4
-5
-6
-7

For an even function: for every point (x, y) on the


graph, the point (-x, y) is also on the graph.
Odd functions have origin Symmetry
8
7
6
5
4
3
2
1

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
-2
-3
-4
-5
-6
-7

For an odd function: for every point (x, y) on the


graph, the point (-x, -y) is also on the graph.
x-axis Symmetry
We wouldn’t talk about a function with x-axis symmetry
because it wouldn’t BE a function.

8
7
6
5
4
3
2
1

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
-2
-3
-4
-5
-6
-7
Even, Odd or Neither?
Graphically
Even, Odd or Neither?
Graphically
f ( x)  x  x
3


Even, Odd or Neither?
Graphically


Even, Odd or Neither?
Graphically

 
A function is even if 𝒇(−𝒙) = 𝒇(𝒙) for
every number x in the domain.

If you plug a –x into the function and you get the


original function back again, the function is even.

Given 𝑓 𝑥 = 3𝑥 2 − 10

𝑓 −𝒙 = 3 −𝒙 2 − 10
= 3𝑥 2 − 10
Same!
Even Function
A function is odd if 𝒇(−𝒙) = −𝒇(𝒙) for
every number x in the domain.

If you plug a –x into the function and you get the negative of
the function back (all terms change signs), the function is odd.

Given 𝑓 𝑥 = 4𝑥 3 − 5𝑥

𝑓 −𝒙 = 4 −𝒙 3 − 5(−𝒙)
= −4𝑥 3 + 5𝑥
ALL signs of the
terms changed!
Odd Function
A function is even if 𝒇(−𝒙) = 𝒇(𝒙) for
every number x in the domain.

If you plug a –x into the function and you get the


original function back again, the function is even.

f x   5 x  2 x  1
4 2 Is this function even?
YES
f  x   5( x)  2( x)  1  5x  2 x  1
4 2 4 2

f x   2 x  x Is this function even?


3
NO
f  x   2( x)  ( x)  2 x  x
3 3
A function is odd if 𝒇(−𝒙) = −𝒇(𝒙) for
every number x in the domain.

If you plug a –x into the function and you get the negative of
the function back (all terms change signs), the function is odd.

f x   5 x  2 x  1
4 2 Is this function odd?
NO
f  x   5( x)  2( x)  1  5x  2 x  1
4 2 4 2

f x   2 x  x Is this function odd? YES


3

f  x   2( x)  ( x)  2 x  x
3 3
Odd, Even, or Neither?
𝑓 𝑥 = 5𝑥 4 + 3𝑥 2 − 12

4 2
𝑓 −𝒙 = 5 −𝒙 + 3 −𝒙 − 12
= 5𝑥 4 + 3𝑥 2 − 12

Even Function
Odd, Even, or Neither?
𝑓 𝑥 = 4𝑥 3 + 𝑥 2 − 7

3 2
𝑓 −𝒙 = 4 −𝒙 + −𝒙 −7
= −4𝑥 3 + 𝑥 2 − 7

Neither Odd or Even


Odd, Even, or Neither?
𝑓 𝑥 = 12𝑥 3 − 6𝑥

3
𝑓 −𝒙 = 12 −𝒙 − 6 −𝒙
= −12𝑥 3 + 6𝑥

Odd Function
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING FUNCTIONS
f(x) means function of x and is read “f of x.”

f(x) = 2x + 1 is written in function notation.

The notation f(1) means to replace x with 1 resulting in the function


value.

f(1) = 2x + 1
f(1) = 2(1) + 1
f(1) = 3
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING FUNCTIONS
Function Notation

Given g(x) = x 2 – 3, find g(-2) .

g(-2) = x 2 – 3
g(-2) = (-2) 2 – 3
g(-2) = 1
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING FUNCTIONS
Function Notation

Given f(x) = 2 x 2  3 x , find the following.

a. f(3) b. 3f(x) c. f(3x)


f(3) = 2x2 – 3x f(3x) = 2x2 – 3x
3f(x) = 3(2x2 – 3x)
f(3) = 2(3)2 – 3(3) f(3x) = 2(3x)2 – 3(3x)
3f(x) = 6x2 – 9x
f(3) = 2(9) - 9 f(3x) = 2(9x2) – 3(3x)
f(3) = 9 f(3x) = 18x2 – 9x
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING FUNCTIONS
For each function, evaluate f(0), f(1.5), f(-4),

f(0) = 3

f(1.5) = 4

f(-4) = 4
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING FUNCTIONS
For each function, evaluate f(0), f(1.5), f(-4),

f(0) = 1

f(1.5) = 3

f(-4) = 1
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING FUNCTIONS
For each function, evaluate f(0), f(1.5), f(-4),

f(0) = –5

f(1.5) = 1

f(-4) = 1
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING FUNCTIONS
f ( x  h)  f ( x )
Given f(x) = x2 – 4x + 7 Find.
h
[( x  h) 2  4( x  h)  7]  [ x 2  4 x  7]

h
x  2 xh  h  4 x  4h  7  x  4 x  7
2 2 2

h
2 xh  h 2  4h h ( 2 x  h  4)
  = 2x + h - 4
h h
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
USING OPERATIONS ON FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
COMPOSITION OF FUNCTIONS and DOMAIN
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING COMPOSITE FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING COMPOSITE FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING COMPOSITE FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING COMPOSITE FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
EVALUATING COMPOSITE FUNCTIONS
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
APPLICATION
1. A ball is thrown straight up, from 3 m above the ground, with a velocity
of 14 m/s. When does it hit the ground?

2. A 3 hour river cruise goes 15 km upstream and then back again. The
river has a current of 2 km an hour. What is the boat's speed and how long
was the upstream journey?

3. Your company is going to make frames as part of a new product they


are launching. The frame will be cut out of a piece of steel, and to keep
the weight down, the final area should be 28 cm2.The inside of the frame
has to be 11 cm by 6 cm. What should the width x of the metal be?
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
APPLICATION
1. h = 3 + 14t − 5 t 2 The ball hits the ground after 3 seconds!

2. total time = 15/(x−2) + 15/(x+2) = 3 hours

Boat's Speed = 10.39 km/h


upstream journey = 15 / (10.39−2) = 1.79 hours = 1 hour 47min
downstream journey = 15 / (10.39+2) = 1.21 hours = 1 hour 13min

3. x = 0.8 cm (approx.)
Closure

TEACH is

TOUCH LIVES

EVER to an Individual
Learner.
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
BASIC EDUCATION DEPARTMENT
Group 1 : Module 1

Group 2 : Module 2

Group 3 : Module 3

Group 4 : Module 4

Group 5 : Module 5

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