MATHEMATICS ESSENTIAL LEARNING COMPETENCIES

TEACHING-LEARNING RESOURCES
GENERAL MATHEMATICS
(Grade 11)

School Year 2020 – 2021, 2nd Semester

1st Quarter, Week No. 4
Learning Codes: M11GM-Id-1, M11GM-Id-2, M11GM-Id-3

Prepared by:

Gia Erika J. Escamilla

Brgy. Singcang-Airport National High School

Checked by:

___________________________________
Master Teacher I/ II
(School)

Approved:

ROSEMARIE P. DEMABILDO
Education Program Supervisor - Mathematics
 Guide for Teachers

Heads-up
This section directs the learners to the learning
competencies for the week.

Quick check
This section aims to assess what learners already
know through a short quiz, drill or exercise.

Look back
This section links the previous lesson with the
current one through review questions and/ or exercise.
 Start-up
This section initiates new learning through a
situational problem, a hanging question or an activity.
 How it’s done
This section discusses the concept to be developed
through examples with step-by-step procedure.

Your turn
This section contains items for learners’
independent practice to further deepen their
understanding of the topic.
 Process it
This section leads the learners to generalize or sum
up their understanding of the lesson presented by answering
the questions posed.

In real life
This section provides an activity which will help
learners connect or apply their knowledge into real-life
situations or concerns.

Test yourself
This section purposely evaluates learners’ level of
mastery in achieving the learning competency through
a paper-and-pencil test or performance task.

More for you

This section provides additional activities for learners to enhance
and/ or enrich their learnings at home through worksheet or web links.

Note to teachers

This teaching-learning (TL) material is intended for use under the new normal. The Most
Essential Learning Competencies (MELC) are budgeted across 20 weeks in two quarters
corresponding to one semester of instruction. The first four sections are intended for delivery on
the first day of face-to-face instruction, and the following four sections on the second day. The
assessment part (Test yourself) may be given or rated on a given day and the provision of
enhancement/ enrichment activities (More for you) on the last part shall serve as learners’
follow-up activity at home.

The developed materials are feasible for face-to-face and online learning approaches as it
comes in Portable Document Format (PDF) and PowerPoint (PPT) slides downloadable through
__________ for teachers and can be made accessible to learners using popular social media
platforms. The TL materials package includes Teacher Guide, Learner Material and Powerpoint
slides for classroom instruction.
 Heads-up
At the end of this week, the learners are expected to:
1. represent real-life situations using one-to-one functions
2. determine the inverse of a one-to-one function.
3. represent an inverse function through its: (a) table of values, and (b)
graph.

Quick check

Solve the rational expression below:

x−3 1 1
+ =
x −25 x +5 x −5
2

Solution:
LCD= (x+5)(x-5)
x −3 1 1
+ =
(x +5)( x−5) x+5 x−5
Distribute the LCD to remove the denominators
x−3 1 1
( x +5 ) ( x −5 )
[ ( x +5 ) ( x−5 )
+
]
x +5
=(
x−5
)(x+ 5)(x −5)

x−3+ 1(x-5) = 1(x+5)

2 x−8=x+5
x=13

Look back
Consider the following equations and ask the learners to fill in the table of values
and determine whether they are functions or not.

1. y=3 x +2
x 0 1 2 3
y 2 5 8 11
(Function)

2. y=x 2−1
x -2 -1 1 2
y 3 0 0 3
(Function)

3. y= √ 2 x+ 7
x 1 1 2 2
y -3 3 -3.3166 3.3166
(Not a Function)

Start-up
 For the activity used above, two of the equations were functions. Introduce the
concept of one-to-one functions by switching the table of values for both
functions.

For y=3 x +2
x 2 5 8 11
y 0 1 2 3

For y=x 2−1

x 3 0 0 3
y -2 -1 1 2

By recalling the definition of functions, ask the class to determine which of the two can
still be classified as a function after switching the x and y values. After checking the tables, only
the equation y=3 x +2 fits the definition; it can be referred to as a one-to-one function.

In the following real-life situations, ask the class to determine whether the following are a
relation or a function. In the case of function, ask whether they are one-to-one or not.

1. The relation between a polygon and its number of sides

 This is a one-to-one function since each kind of polygon corresponds to an exact
number of sides.
2. The relation between an employee and the company he is working for
 This a function albeit not one-to-one. One person may work for a single company,
but a single company may have multiple employees.

3. The relation between a student and his or her ID number

 This a one-to-one function since one student may have one and only one ID
number and an ID number can only correspond to a single student.

4. The relation between the number of minutes spent on studying and the exam score
 This is an example of a relation. Two students may study under the same amount
of time and result to completely different scores.

5. The relation between siblings and a single mother or father

 This is an example of a many-to-one function.

Based on these discussions, we can conclude the following:

 If the x- and y- values of a one-to-one function are interchanged, switched, or inverted,
the result is a function, but
 If the x- and y- values of a function that is not one-to-one are interchanged, switched, or
inverted, the result is no longer a function.

Define the inverse of a one-to-one function.

As observed previously, an inverse function can only be obtained if and only if the original
function is one-to-one. It is unique and is denoted by f −1 and can be interpreted as the same
function but in the opposite direction, that is, the x-value becomes the y-value and vice versa.

How it’s done

 These are the steps in obtaining the inverse of a one-to-one function:
1. Write the function in the form y=f (x)
2. Interchange the x and y variables
3. Solve for y in terms of x
4. Rewrite y as f-1(x)

Example 1:
Obtain the inverse of f ( x )=3 x +4

Step 1: Write the function in the form y=f (x)

y=3 x +4
Step 2: Interchange the x and y variables
x=3 y +4
Step 3: Solve for y in terms of x
x=3 y +4
x−4=3 y
x−4
=y
3
Step 4: Rewrite y as f-1(x)
x−4
f −1 ( x )=
3
Another way to illustrate a one-to-one function and its inverse is by graphical method. First, we
will obtain the table of values for the original function f ( x )=3 x +4

x -2 -1 0 1 2 3 4
y -2 1 4 7 10 13 16

Graphing the coordinates in a Cartesian Coordinate Plane will obtain:

−1 x−4
The same steps will be used for the inverse function, f ( x )= . Observe that the domain of
3
the original function is the range of the inverse function and vice versa. Ask the class what their
observations are as the inverse function is graphed aongside the original function.
x -2 1 4 7 1 13 16
0
y -2 -1 0 1 2 3 4
We can say that the graphs of both functions are “mirror” images of each other. In other words,
the graph of the inverse function can be obtained by reflectingthe graph about the line y= x. this
will be illustrated in the following graph.

Example 2:
Obtain the inverse of f ( x )=2 x 3−5. Illustrate both functions by constructing a table of values and
graphing afterwards.
Step 1:
y=2 x 3−5
Step 2:
x=2 y 3−5
Step 3:
x=2 y 3−5
x +5=2 y 3
x+5
= y3
2
 x +5

Step 4:
√
3

2
=y

x+ 5
f −1 ( x )=
√
3

Construct a table of values for y=2 x 3−5.

x -2 -1 0 1 2
y -21 -7 -5 -3 11

Interchange the domain and the range. These will be the coordinates of the inverse function.
x -21 -7 -5 -3 11
y -2 -1 0 1 2

Graph the values in a coordinate plane.

Example 3 (Problem Solving)

3
A clothing merchant uses the function S ( x )= x+ 18 to determine the retail selling price S, in
2
dollars, of a winter coat for which she has paid a wholesale price of x dollars. Find S−1 and use it
to determine the merchant’s wholesale price for a coat that retails at $ 399.

Solution:
3
S ( x )= x+ 18
2
3
y= x +18
2
3
x= y +18
2
3
x−18= y
2
2
y= (x−18)
3
2
S−1 = (x−18)
3
Substituting x= 399
2
S−1 = ( 399−18 )
3
S−1 =$ 254
Therefore, the merchant’s wholesale price is $ 254.

Your turn
-
I. In a piece of paper, solve for the inverse
function of the following one-to-one functions
−1 −x−5
1. f ( x )=−2 x +5 (Answer: f ( x )= )
2
2 x−1 −1 3 x+1
2. h ( x )= (Answer: h ( x )= )
x+3 −x+ 2
x −1 −2 x +4
3. g ( x )= +2 (Answer: g ( x )= )
x −2 −x+ 3

II. Read the problem carefully and provide the answer required.
Near the end of a star’s life the star will eject gas, forming a planetary
nebula. The Ring Nebula is an example of a planetary nebula. The volume
V (in cubic kilometers) of this nebula can be modeled by
V = ( 9.01 x 1026 ) t 3where t is the age (in years) of the nebula. Write the
inverse model that gives the age of the nebula as a function of its volume.
Then determine the approximate age of the Ring Nebula given that its
volume is about 1.5 x 1038cubic kilometers. ( Answer: 5500 years old)

III. Using the function f ( x )=4 x−1, obtains its inverse and illustrate
them by constructing a table of values and plotting the coordinates.
−1 x +1
Solution: f ( x )=
4

For f ( x )=4 x−1:

x 1 2 3 4 5

y 3 7 1 15 19
1

−1 x +1
For f ( x )=
4
x 3 7 1 15 19
1

y 1 2 3 4 5

Graphing both lines about the line y=x,

Process it
 1. If the domain and range of a one-to-one function are interchanged, the result
would still be a function. However, if the function is not one-to-one and its
domain and range are interchanged, the result will no longer be considered a
function.
2. A function has an inverse if and only if it is one-to-one. That is, the same y-
value is never paired with more than one x-value.
3. The inverse of an inverse function is the original function.
4. The graph of an inverse function is a reflection of the original function about
the line y=x.

In real life
1. Give 3 examples of real situations that can be represented as a one-to-
one function and 2 examples of situations that are not one-to-one.
Possible Answers: vehicles to plate numbers, mayors to
cities or towns, airports to airport codes
2. From your answer in no. 1, choose one situation that can be
represented as a one-to-one function and explain why it is important that it is one-to-one.
Possible Answer: Vehicles and their corresponding plate
numbers must maintain a one-to-one function to ensure
efficient implementations of traffic rules and regulations.
Crimes and other misconducts can also be easily tracked,
and drivers can be held accountable.

Test yourself
600+ 140 x
1. A landscaping company uses the function c ( x ) = to
x
determine the amount in dollars, it charges per tree to deliver and plant
x palm trees.
a. Find c(5) and explain what it represents: ( Answer: $260)
−1 600
b. Find c−1 (Answer: c ( x )= )
x−140
c. Use c−1 to determine how many palm trees were delivered and
planted if the cost per tree was $ 160. (Answer: 30 trees)

2. Construct a table of values for the function f ( x )=x 2 +1 in the restricted

domain {0, 0.5, 1, 1.5, 2, 2.5,3}. Is this a one-to-one function? If it is,
construct the table of values for the function and its inverse. Illustrate
both functions by graphing.
Solution:
x 0 0.5 1 1.5 2 2.5 3
y 1 1.25 2 3.25 5 7.25 10

x 1 1.25 2 3.25 5 7.25 10

y 0 0.5 1 1.5 2 2.5 3

Reversing the x and y-values proves that the function f ( x )=x 2 +1 is one-to-one in
a restricted domain.

More for you

 Install and check out the application Algebra Tutorial 8: Inverse Functions I and
II by RaySEmiSoft to further your understanding of Inverse functions.

References

K to 12 Curriculum Guide in Mathematics M6NS-Ia-86, 141.

Aufmann, Barker & Nation. College Algebra 7th Edition. pp 334-342

https://www.classzone.com/eservices/home/pdf/student/LA207DBD.pdf
https://www.desmos.com/calculator/mhq4hsncnh
 Guide for Learners

Heads-up
This section directs you to the learning competencies for the week.

Quick check
This section aims to assess what you already know
through a short quiz, drill or exercise.

Look back
This section links the previous lesson with the
current one through review questions and/ or exercise.
 Start-up
This section initiates new learning through a
situational problem, a hanging question or an activity.
 How it’s done
This section discusses the concept to be
developed through examples with step-by-step
procedure.

Your turn
This section contains items for your independent
practice to further deepen your understanding of the
topic.

Process it
This section leads you to generalize or sum up your
understanding of the lesson presented by answering the
questions posed.

In real life
This section provides an activity which will help
you connect or apply your knowledge into real-life
situations or concerns.

Test yourself
This section purposely evaluates your level of
mastery in achieving the learning competency through a
paper-and-pencil test or performance task.

More for you

Heads-up
At the end of this week, the learners are expected to:
1. represent real-life situations using one-to-one
functions
2. determine the inverse of a one-to-one function.
3. represent an inverse function through its: (a) table of values, and
(b) graph.

Quick check

Solve the rational expression below:

x−3 1 1
+ =
x −25 x +5 x −5
2

Look back
Consider the following equations and fill in the table of values and determine
whether they are functions or not.

4. y=3 x +2
x
y

5. y=x 2−1
x
y

6. y= √ 2 x+ 7
x
y

Start-up
 For the activity used above, two of the equations were functions. The concept of
one-to-one functions will be introduced by switching the table of values for both
functions.

For y=3 x +2
x 2 5 8 11
y 0 1 2 3

For y=x 2−1

x 3 0 0 3
y -2 -1 1 2

By recalling the definition of functions, determine which of the two can still be classified
as a function after switching the x and y values. After checking the tables, only the equation
y=3 x +2 fits the definition; it can be referred to as a one-to-one function.

In the following real-life situations, determine whether the following are a relation or a function.
In the case of function, ask whether they are one-to-one or not.

6. The relation between a polygon and its number of sides

 This is a one-to-one function since each kind of polygon corresponds to an exact
number of sides.
7. The relation between an employee and the company he is working for
 This a function albeit not one-to-one. One person may work for a single company,
but a single company may have multiple employees.

8. The relation between a student and his or her ID number

 This a one-to-one function since one student may have one and only one ID
number and an ID number can only correspond to a single student.

9. The relation between the number of minutes spent on studying and the exam score
 This is an example of a relation. Two students may study under the same amount
of time and result to completely different scores.

10. The relation between siblings and a single mother or father

 This is an example of a many-to-one function.

Based on these discussions, we can conclude the following:

 If the x- and y- values of a one-to-one function are interchanged, switched, or inverted,
the result is a function, but
 If the x- and y- values of a function that is not one-to-one are interchanged, switched, or
inverted, the result is no longer a function.

Define the inverse of a one-to-one function.

As observed previously, an inverse function can only be obtained if and only if the original
function is one-to-one. It is unique and is denoted by f −1 and can be interpreted as the same
function but in the opposite direction, that is, the x-value becomes the y-value and vice versa.

How it’s done

 These are the steps in obtaining the inverse of a one-to-one function:
1. Write the function in the form y=f (x)
2. Interchange the x and y variables
3. Solve for y in terms of x
4. Rewrite y as f-1(x)

Example 1:
Obtain the inverse of f ( x )=3 x +4

Step 1: Write the function in the form y=f (x)

y=3 x +4
Step 2: Interchange the x and y variables
x=3 y +4
Step 3: Solve for y in terms of x
x=3 y +4
x−4=3 y
x−4
=y
3
Step 4: Rewrite y as f-1(x)
x−4
f −1 ( x )=
3
Another way to illustrate a one-to-one function and its inverse is by graphical method. First, we
will obtain the table of values for the original function f ( x )=3 x +4

x -2 -1 0 1 2 3 4
y -2 1 4 7 10 13 16

Graphing the coordinates in a Cartesian Coordinate Plane will obtain:

 −1 x−4
The same steps will be used for the inverse function, f ( x )= . Observe that the domain of
3
the original function is the range of the inverse function and vice versa. Ask the class what their
observations are as the inverse function is graphed aongside the original function.
x -2 1 4 7 10 13 16
y -2 -1 0 1 2 3 4

We can say that the graphs of both functions are “mirror” images of each other. In other words,
the graph of the inverse function can be obtained by reflectingthe graph about the line y= x. this
will be illustrated in the following graph.

Example 2:
Obtain the inverse of f ( x )=2 x 3−5. Illustrate both functions by constructing a table of values and
graphing afterwards.
Step 1:
y=2 x 3−5
Step 2:
x=2 y 3−5
Step 3:
x=2 y 3−5
x +5=2 y 3
x+5
= y3
2
3 x +5

Step 4:
√ 2
=y

x+ 5
f −1 ( x )=
√
3

Construct a table of values for y=2 x 3−5.

x -2 -1 0 1 2
y -21 -7 -5 -3 11

Interchange the domain and the range. These will be the coordinates of the inverse function.
x -21 -7 -5 -3 11
y -2 -1 0 1 2

Graph the values in a coordinate plane.

Example 3 (Problem Solving)

 3
A clothing merchant uses the function S ( x )= x+ 18 to determine the retail selling price S, in
2
dollars, of a winter coat for which she has paid a wholesale price of x dollars. Find S−1 and use it
to determine the merchant’s wholesale price for a coat that retails at $ 399.

Solution:
3
S ( x )= x+ 18
2
3
y= x +18
2
3
x= y +18
2
3
x−18= y
2
2
y= (x−18)
3
2
S−1 = (x−18)
3
Substituting x= 399
2
S−1 = ( 399−18 )
3
S−1 =$ 254
Therefore, the merchant’s wholesale price is $ 254.

Your turn
-
I. In a piece of paper, solve for the inverse
function of the following one-to-one functions
1. f ( x )=−2 x+5
2 x−1
2. h ( x ) =
x +3
x
3. g ( x )= +2
x−2

II. Read the problem carefully and provide the answer required.
Near the end of a star’s life the star will eject gas, forming a planetary
nebula. The Ring Nebula is an example of a planetary nebula. The volume
V (in cubic kilometers) of this nebula can be modeled by
V = ( 9.01 x 1026 ) t 3where t is the age (in years) of the nebula. Write the
inverse model that gives the age of the nebula as a function of its volume.
Then determine the approximate age of the Ring Nebula given that its
volume is about 1.5 x 1038cubic kilometers.

III. Using the function f ( x )=4 x−1, obtains its inverse and illustrate
them by constructing a table of values and plotting the coordinates.

Process it
 1. If the domain and range of a one-to-one function are interchanged, the
result would still be a function. However, if the function is not one-to-
one and its domain and range are interchanged, the result will no
longer be considered a function.
2. A function has an inverse if and only if it is one-to-one. That is, the
same y-value is never paired with more than one x-value.
3.The inverse of an inverse function is the original function.
4. The graph of an inverse function is a reflection of the original
function about the line y=x.

In real life
1. Give 3 examples of real situations that can be
represented as a one-to-one function and 2
examples of situations that are not one-to-one.
2. From your answer in no. 1, choose one situation that can be
represented as a one-to-one function and explain why it is important
that it is one-to-one.

Test yourself
1.
600+ 140 x
A landscaping company uses the function c ( x ) = to determine
x
the amount in dollars, it charges per tree to deliver and plant x palm
trees.
a. Find c(5) and explain what it represents
b. Find c−1
c. Use c−1 to determine how many palm trees were delivered and
planted if the cost per tree was $ 160.

2. Construct a table of values for the function f ( x )=x 2 +1 in the restricted

domain {0, 0.5, 1, 1.5, 2, 2.5,3}. Is this a one-to-one function? If it is,
construct the table of values for the function and its inverse. Illustrate
both functions by graphing.

More for you

Install and check out the application Algebra Tutorial 8:
Inverse Functions I and II by RaySEmiSoft to further your
understanding of Inverse functions.