Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF MANDAUE CITY

GENERAL
MATHEMATICS
Self Learning Kit
This learning resource was collaboratively developed and
reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback,
comments and recommendations to the Department of Education
Mandaue City Division at mandaue.city001@[Link].
We value your feedback and recommendation.

ROBERT P. ROM, [Link].

i
 Table of Contents
Most Essential Learning Competencies…………………………………………………………………………………iv
Module 1: Functions……………………………………………………………………………………………………………..1
1. Representing Functions………………………………………………………………………………………………2
2. Evaluating Functions…………………………………………………………………………………………………..3
3. Four Operations and Composition of Function……………………………………………………………7
4. Problem Solving Involving Functions…………………………………………………………………………..8
Module 2: Rational Function, Equation and Inequality…………………………………………………………11
1. Representing Rational Functions………………………………………………………………………………12
2. Rational Function, Rational Equation and Rational Inequality……………………………………13
3. Solving Rational Equations and Inequalities………………………………………………………………14
4. Table of values, Graph, and Equation of Rational Function……………………………………….16
5. Domain and Range of a Rational Function…………………………………………………………………16
6. Intercepts, Zeroes and Asymptotes of Rational Functions…………………………………………16
7. Problem Solving Involving Rational Functions, Equations and Inequalities………………..20
Module 3: One-to-one Function and Inverse Function………………………………………………………..24
1. Representing One-to-one Functions…………………………………………………………………………25
2. Inverse of a One-to-one Function……………………………………………………………………………..26
3. Table of values and Graph of Inverse Function………………………………………………………….28
4. Domain and Range of an Inverse Function………………………………………………………………..28
5. Problem Solving involving inverse Function………………………………………………………………31
Module 4: Exponential Function………………………………………………………………………………………….34
1. Representing Exponential Function…………………………………………………………………………..35
2. Exponential Function, Exponential Equation, and Exponential Inequality………………….36
3. Solving Exponential Equations and Inequalities………………………………………………………..37
4. Table of values, Graph and Equation of Exponential Function…………………………………..39
5. Domain and Range of Exponential Function……………………………………………………………..39
6. Intercepts, Zeroes and Asymptotes of an Exponential Function………………………………..39
7. Problem Solving involving Exponential Functions, Equations and Inequalities…………..43
Module 5: Logarithmic Function………………………………………………………………………………………….47
1. Representing Logarithmic Function…………………………………………………………………………..49
2. Logarithmic Function, Logarithmic Equation, and Logarithmic Inequality………………….49
3. Solving Logarithmic Equations and Inequalities………………………………………………………..50
4. Table of values, Graph and Equation of Logarithmic Function…………………………………..53
5. Domain and Range of Logarithmic Function……………………………………………………………..53
6. Intercepts, Zeroes and Asymptotes of Logarithmic Function…………………………………….53
7. Problem Solving involving Logarithmic Functions, Equations and Inequalities…………..57
Module 6: Simple and Compound Interests…………………………………………………………………………61
1. Illustrating Simple and Compound Interest……………………………………………………………….62
2. Simple Interest vs. Compound Interest…………………………………………………………………….63
3. Computing interest, maturity value, future value and present value
in Simple Interest and Compound Interest Environment…………………………………………..64
4. Problem Solving involving Simple and Compound Interest……………………………………….67

ii
Module 7: Simple and General Annuities………….…………………………………………………………………71
1. Illustrating Simple and General Annuities………………………………………………………………….72
2. Simple Annuities vs. General Annuities……………………………………………………………………..73
3. Solve Future Values and Present Values of Simple and General Annuities…………………74
4. Calculating Fair Market Value of Cash Flow Stream that includes Annuity…………………79
5. Calculating Present Value and Period of Deferral of a Deferred Annuity…………………….81
Module 8: Stocks and Bonds……………………………………………………………………………………………….86
1. Illustrating Stocks and Bonds…………………………………………………………………………………….88
2. Stocks vs. Bonds……………………………………………………………………………………………………….88
3. Describing Different Markets for Stocks and Bonds…………………………………………………..90
4. Analyzing Different Market Indices for Stocks and Bonds………………………………………….92
Module 9: Business and Consumer Loans…………………………………………………………………………….95
1. Illustrating Business and Consumer Loans…………………………………………………………………96
2. Business Loans vs. Consumer Loans………………………………………………………………………….97
3. Problem Solving involving Business and
Consumer Loans (amortization, mortgage)……………………………………………………………….99
Module 10: Propositions…………………………………………………………………………………………………..103
1. Illustrating and Symbolizing Propositions………………………………………………………………..104
2. Simple Propositions vs. Compound Propositions…………………………………………………….105
3. Different Types of Operations on Propositions………………………………………………………..105
4. Truth Values of Propositions…………………………………………………………………………………..106
5. Different Forms of Conditional Propositions…………………………………………………………..109
Module 11: Validity and Falsity of Arguments…………………………………………………………………..114
1. Different Types of Tautologies and Fallacies…………………………………………………………...116
2. Validity of Categorical Syllogisms………………………………………………………………………….…120
3. Validity and Falsity of Real-Life Arguments using
Logical Propositions, Syllogisms and Fallacies………………………………………………………...122
References……………………………………………………………………………………………………………………….126

iii
General Mathematics
Most Essential
Learning
Competencies

iv
Grade Level: Grade 11
Subject: General Mathematics
Quarter Content Performance Most Essential Learning Duration K to 12 CG
Standard Standard Competencies Code
The learner The learner is
demonstrates able to The learner
understanding
of
1st key concept accurately Represents real-life Week 1 M11GM-
Quarter of functions construct situations using functions, Ia-1
mathematical including piece-wise
models to functions
represent Evaluate a function M11GM-
real-life Ia-2
situations Perform addition, subtraction, M11GM-
using multiplication, division and Ia-3
functions composition of functions
Solve problems involving M11GM-
functions Ia-4
key concepts accurately Represents real-life situation Week 2 M11GM-
of rational formulate and using rational functions Ib-1
functions solve real-life Distinguishes rational M11GM-
problems function, rational equation, Ib-2
involving and rational inequality
rational Solves rational equations and M11GM-
functions inequalities Ib-3
Represents a rational function M11GM-
through its: (a) table of values, Ib-4
(b) graph, and (c) equation
Finds the domain and range of M11GM-
a rational function Ib-5
Determines the : (a) Week 3 M11GM-
intercepts; (b) zeroes; (c) Ic-1
asymptotes of rational
functions
Solves problems involving M11GM-
rational functions, equations, Ic-3
and inequalities
key concepts apply the Represents real-life situations Week 4 M11GM-
of inverse concepts of using one-to-one functions Id-1
functions, inverse Determines the inverse of a M11GM-
exponential functions, one-to-one function Id-2
functions, exponential Represents an inverse M11GM-
and functions, and function through its: (a) table Id-3
logarithmic logarithmic of values , and (b) graph
functions functions to Finds the domain and range of M11GM-
formulate and an inverse function Id-4
solve real-life Solves problems involving Week 5 M11GM-
problems with inverse function Ie-2
precision and Represents real-life situations M11GM-
accuracy using exponential function Ie-3
v
 Distinguishes between M11GM-
exponential function, Ie-4
exponential equation, and
exponential inequality
Solves exponential equations Week 6 M11GM-Ie-
and inequalities f-1
Represents an exponential M11GM-
function through its: (a) table If-2
of values, (b) graph, and (c)
equation
Finds the domain and range of M11GM-
an exponential function If-3
Determines the intercepts, M11GM-
zeroes, and asymptotes of an If-4
exponential function
Solves problems involving Week 7 M11GM-
exponential functions, Ig-2
equations and inequalities
Represents real-life Week 8 M11GM-
situations using logarithmic Ih-1
functions
Distinguishes logarithmic M11GM-
function, logarithmic equation Ih-2
and logarithmic inequality
Solves logarithmic equations M11GM-Ih-
and inequalities i-1
Represents a logarithmic Week 9 M11GM-
function through its: (a) table Ii-2
of values, (b) graph and (c)
equation
Finds domain and range of a M11GM-
logarithmic function Ii-3
Determines the intercepts, M11GM-
zeroes, and asymptotes of Ii-4
logarithmic functions
Solves problems involving Week 10 M11GM-
logarithmic functions, Ij-2
equations and inequalities
2nd Key concepts investigate, Illustrates simple and Week 1 M11GM-
Quarter of simple and analyze and compound interest to 2 IIa-1
compound solve Distinguishes between simple M11GM-
interests, and problems and compound interests IIa-2
simple and involving Computes interest, maturity M11GM-
general simple and value, future value and IIb-1
annuities compound present value in simple
interests and interest and compound
simple and interest environment
general Solves problems involving M11GM-
annuities simple and compound interest IIb-2
using Illustrates simple and general Week 3 M11GM-
annuities to 4 IIc-1

vi
 appropriate Distinguishes between M11GM-
business and simple and general annuities IIc-2
financial Finds the future value and M11GM-
instruments present value of both simple IId-1
annuities and general
annuities
Calculates the fair market M11GM-
value of a cash flow stream IId-2
that includes an annuity
Calculates the present value M11GM-
and period of deferral of a IId-3
deferred annuity
basic use appropriate Illustrates stocks and bonds Week 5 M11GM-
concepts of financial IIe-1
stocks and instruments Distinguishes between stocks M11GM-
bonds involving stocks and bonds IIe-2
and bonds in
Describes the different M11GM-
formulating
markets for stocks and bonds IIe-3
conclusions and
making Analyzes the different M11GM-
decisions market indices for stocks and IIe-4
bonds
basic decide wisely Illustrates business and Week 6 M11GM-
concepts of on the consumer loans IIf-1
business and appropriatenes Distinguishes between M11GM-
consumer s of business or business and consumer loans IIf-2
loans consumer loan Solve problems involving M11GM-
and its proper business and consumer loans IIf-3
utilization (amortization, mortgage)
key concepts Judiciously Illustrates and symbolizes Week 7
of apply logic in propositions
propositional real-life Distinguishes between simple M11GM-
logic; arguments and compound propositions IIg-3
syllogisms Performs the different types M11GM-
and fallacies of operations on propositions IIg-4
Determines the truth values of Week 8 M11GM-
propositions IIh-1
Illustrates the different forms M11GM-
of conditional propositions IIh-2
Illustrate the different types of Week 9 M11GM-
tautologies and fallacies IIi-1
key methods appropriately Determine the validity of M11GM-
of proof and apply a categorical syllogisms IIi-2
disproof method of Establishes the validity and M11GM-
proof and falsity of real-life arguments IIi-3
disproof in using logical propositions,
real-life syllogisms and fallacies
situations

vii
MODULE 1
Functions

A. Learning Outcome

Content Standard
The learner demonstrates understanding of key concepts of
functions.

Performance Standard
The learner is able to accurately construct mathematical
models to represent real-life situations using functions.

Learning Competencies

After using this module, you are expected to:

1. represent real-life situations using functions, including piece-
wise functions.
2. evaluate a function.
3. perform addition, subtraction, multiplication, division, and
composition of functions.
4. solve problems involving functions.

Essential Understanding
Learners will understand that the concepts of functions have
wide applications in real life and are useful tools to develop
critical thinking and problem solving skills.

Essential Question
How does the concepts on function facilitate in finding
solutions to real-life problems and develop critical thinking
skills?

1
EXPLORE Your Understanding

You start with exploratory activities that will present you

the basic concepts of the functions and evaluate functions.

Activity 1

Given the following models, identify the kind of function being shown
on each item by choosing from the list in the box.

Linear function Quadratic function Rational Function

Exponential Piecewise Function One-to-One
Many-to-One Logarithmic
𝑥+1
1) f(x) = 2𝑥−1
Answer:___________________
Reason:___________________

2) g(x) = x2 Answer:___________________
Reason:___________________
3) h(x) = 𝑙𝑜𝑔3 2𝑥 Answer:___________________
Reason:___________________
4) {(1,2), (2,4),(3,9)} Answer:___________________
Reason:___________________

5) Answer:___________________
Reason:___________________
6) f(x) = 2x Answer:___________________
Reason:___________________

7) Answer:___________________
Reason:___________________

8 ,1 < 𝑥 ≤ 5
8){ Answer:___________________
8 + 𝑥, 𝑥>5
Reason:__________________

2
Activity 2

Evaluate the following functions.

Example:
f(x) = x2 + 2x – 1; if x= 2
solution: if x=2 means substitute x in f(x) = x2 + 2x – 1 by 2
f(2) = (2)2+ 2(2) – 1
f(2) = 4 + 4 -1
f(2) = 7 Answer: ___7__

1) f(x) = x2 – 3x + 5 ; if x = 4

Solution:______________________________

_____________________________________

_____________________________________

_____________________________________Answer:_____
𝒙+𝟐
2) f(x) = , if x = 1
𝟐𝒙−𝟏

Solution:______________________________

_____________________________________

_____________________________________

_____________________________________Answer:_____

3) f(x) = 2x3 – 8, if x = -3

Solution:______________________________

_____________________________________

_____________________________________

_____________________________________Answer:_____

4) f(x) = 2x – 2 , if x = 3

Solution:______________________________

_____________________________________

_____________________________________

_____________________________________Answer:_____

3
FIRM UP Your Understanding

Now you will step on! Appreciate learning more about

the concepts of function and conditions required for a
relationship to become a function. You will meet
interesting activities that will help you.

A relationship is a function if:

i. All elements of independent variable (x) has a unique pair
to elements of dependent variable (y).
A function can be presented in different ways like:
1. Ordered pairs {(1,2), (2,4), (3,6), (4,8)}
2. Table of values
X -1 0 1 2 3
Y 7 4 3 4 7
3. Mapping

Jomar Athena
Gian Erza
Josh Marie

4. Graph

Vertical line test is used to determine if the graph is a function

or not. If the vertical line touches only one point on the graph,
then it is a function.
5. Equation
y + 2x = 3; y= x2 – 2 ; f(x) = 3x
There are different types of functions like:
1. Polynomial Functions (linear, quadratic cubic)
2. Rational Functions
3. Radical Functions
4. Exponential Functions
5. Logarithmic Functions
6. Trigonometric Functions
7. Piece-wise Functions
and more…

4
Activity 3

Determine whether the given as function or not a function.

1. {(-1,2), (1,2), (2,3), (4,8)} Answer:_____________

2. {(1,1), (2,3), (1,6), (3, 2)} Answer:_____________

3. x – y + 3 =0 Answer:_____________

4. Answer:_____________

5. x = y2 – 3 Answer:_____________

6. Answer:_____________

Activity 4

Give real-life situations of the following functions.

Examples:
linear function Answer: number of tickets sold
to revenue

piece-wise function Answer: taxifares

1. One to one function Answer:___________________

___________________
2. Linear function Answer:___________________
___________________

3. Quadratic function Answer:___________________

___________________
4. Piece-wise functions Answer:___________________
___________________
5. Many to one function Answer:___________________
___________________

5
DEEPEN Your Understanding

You take more challenging activities about functions

through different operations and solving problems.

Adding, Subtracting, Multiplying and Dividing

Functions and Composition of Functions
1. In adding and subtracting functions, We must remember that
only similar terms can be combined through addition and
subtraction; when fractions are given, finding the LCD is the first
thing to do.
2. In multiplying functions, remember to use the distributive
property of multiplication and then simplify.
3. In dividing functions, do not forget to factor out the terms in
both numerator and denominator then simplify.
4. In composition of functions, like(f o g)(x), it means that the x of
f(x) must be replaced by g(x).
Examples:
1): ADDITION OF FUNCTIONS
Given: f(x) = x + 5; g(x) = x – 1; find (f + g) (x)
(f + g) (x) = f(x) + g(x)
= (x +5) + (x -1)
= x + 5 +x-1
(f + g)(x) =2x +4
2): SUBTRACTION OF FUNCTIONS
Given: f(x) = x2 + 2x + 5; g(x) = 4x – 1; find (f - g) (x)
(f – g ) (x) = f(x) – g(x)
= (x2 + 2x + 5) – (4x -1)
= x2 + 2x + 5 – 4x +1
= x2 + 2x – 4x + 5 +1
(f – g)(x) =x2 -2x +6
3): MULTIPLICATION OF FUNCTIONS
Given: f(x) = x + 5; g(x) = x – 1; find (f * g) (x)
(f * g) (x) = f(x) * g(x)
= (x +5) * (x -1)
= x2 – x + 5x -5
(f * g)(x) = x2 + 4x – 5

6
Examples:
4): DIVISION OF FUNCTIONS
Given: f(x) = x2 + 6x + 5; g(x) = x2 – 1 ; find (f / g) (x)
(f / g) (x) = f(x) / g(x)
= (x2 + 6x + 5) / (x2 -1)
= [(x+1)(x+5)] / [(x+1)(x-1)]
𝒙+ 𝟓
(f / g)(x) =
𝒙−𝟏
5): COMPOSITION OF FUNCTIONS
Given: f(x) = x2 + 2x – 3 ; g(x) = x – 1; find (f o g) (x)
(f o g) (x) = f(g(x))
= (x – 1)2 + 2 (x – 1) – 3
= (x2 – x – x + 1) + (2x – 2) – 3
= x2 – 2x + 2x + 1 – 2 – 3
(f o g)(x) = x2 – 4
Given: f(x) = x2 + 2x – 3 ; g(x) = x – 1; find (g o f) (x)
(g o f) (x) = g(f(x))
= (x2 + 2x – 3) – 1
= x2 + 2x – 3 – 1
(g o f)(x) = x2 + 2x – 4

Activity 5

Given that f(x) = x2 – 2x – 8 and g(x) = x – 4, do the indicated task.

1. ( f + g ) (x) 5. ( f o g ) (x)

Answer:___________________ Answer:___________________

2. ( f – g ) (x) 6. ( g – f ) (x)

Answer:___________________ Answer:___________________

3. ( g * f ) (x) 7. ( g o f ) (x)

Answer: __________________ Answer:___________________

4. ( f / g ) (x) 8. (g / f ) (x)

Answer:__________________ Answer:___________________

7
Activity 6

Solve the following problems.

1. A proposed train fare would charge Php20.00 for the first 5
kilometers of travel and Php0.75 for each additional kilometer over the
proposed fare.
a. Find the fare function f(x) where x represents the number of
kilometers travelled.
Answer:______________________________________
b. Find the proposed fare for a distance of 45 kilometers.
Answer:______________________________________

2. Kama-o network charges P500 monthly cable connection fee plus

P125 for each hour of Pay–Per–View(PPV) event regardless of a full
hour or a fraction of an hour.
a. Complete table of values that will show a mode of payment for
customers who may spend h number of hours in watching PPV events.
h ( hours) 1 2 3 4 5 6
Payment
b. What is the monthly bill of a customer who watched 10 hours of
PPV events?
Answer:__________________________________________
c. What is the monthly bill of a customer who watched 6.2 hours of
PPV events?
Answer:__________________________________________

3. Suppose the production cost of locally produced smart phone can

be approximated by the model C(p) = 40 (3p + 25), where p is the
number of smart phones.
a. Construct a table of values that will show the production cost and
number of smart phones produced.

b. Find the cost of 5 smart phones.

Answer:__________________________________________

c. How many phones that will cost P2200.00?

Answer:__________________________________________

8
TRANSFER Your Understanding

Here is another activity that will help you apply your

learning about concepts of functions in real life situations.

Write a journal. Create real-life situations where knowledge of

functions can be applied.

Rubrics for Scoring

Criteria 5 3 1
Explanation of Exemplary Adequately explained No attempt
explanation. the application of the No examples have
the use of Detailed and clear, concept. been provided
concepts examples may have
been provided.
Organization The reader can follow The reader can almost Ideas are not
the flow of the follow the flow of the organized.
concept. concept.
Grammar Proper use of There are few A lot of errors
punctuation marks mistakes.
and follow the subject-
verb agreement.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
9
MODULE 2
Rational Function, Equation and Inequality

A. Learning Outcome

Content Standard
The learner demonstrates understanding of key concepts of
rational functions.

Performance Standard
The learner is able to accurately formulate and solve real-life
problems involving rational functions.

Learning Competencies
After using this module, you are expected to:

1. represent real-life situations using rational functions.

2. distinguish rational function, rational equation and rational
inequality.
3. solve rational equations and inequalities.
4. represent a rational function through its: (a) table of values,
(b) graph, and (c) equation
5. find the domain and range of a rational function.
6. determine the (a) intercepts; (b) zeroes; (c) asymptotes of
rational functions.
7. solve problems involving rational functions, equations and
inequalities.

Essential Understanding
Learners will understand that the concepts of rational functions
have wide applications in real life and are useful tools to
develop critical thinking and problem solving skills.

Essential Question
How does the concepts on rational function facilitate in finding
solutions to real-life problems and develop critical thinking
skills?

11
EXPLORE Your Understanding

You start with exploratory activities that will present you

the basic concepts of the rational functions, equations and
inequalities.

Activity 1

Read the given situations and answer the questions that follow.
1. The distance from Manila to Baguio is around 250
kilometers.
Questions:

a. How long will it take you to get to Baguio if your average speed
is 25 kilometers per hour? Answer:__________________
40 kilometers per hour? Answer:__________________
50 ilometers per hour? Answer:__________________

b. How did you come up with your answer?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
2. Six men working together can paint a wall in just 30
minutes.
Questions:
a. How long can nine men working together paint another wall of
the same size?
Answer:________________

b. How long can eight men working together paint another wall of
the same size?
Answer:________________

c. How did you come up with your answer?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
______________________________

12
Activity 2

I. Determine whether the given if rational function, rational

equation, or rational inequality.

3𝑥 2
1. =2 answer:_________ 5.𝑑 > 𝑑−1 answer:_________
𝑥+1
_______________ _______________

2 4 2𝑟−1
2. <1 answer:_________ 6. = answer:________
2𝑏−1 𝑟 𝑟+2

_______________ ______________

𝑥−1 𝑡
3. 𝑓(𝑥) = answer:________ 7. = ℎ(𝑡) answer:________
𝑥+1 𝑡+1

_______________ _____________

2𝑚+1 𝑝
4. = 𝑛 answer:________ 8. + 𝑝 = 1 answer:________
𝑚 2𝑝−1

______________ ______________

II. Determine the value of x that makes the term undefined.

3𝑥
Examples: a. answer: __x= - 1__
𝑥+1

2−𝑥
b. answer: __x= 0__
𝑥

3
c. answer: __x= 1/2__
2𝑥−1
2 3𝑥−2
1. answer:________ 5. answer:________
3𝑥−2 𝑥

1+𝑥 𝑥
2. answer:________ 6. answer:________
𝑥−1 𝑥−2

3 3+𝑥
3. answer:________ 7. answer:________
4𝑥−3 3𝑥

3𝑥 𝑥−2
4. answer:________ 8. answer:________
5𝑥−1 2𝑥−3

13
FIRM UP Your Understanding

Now you will step on! Appreciate learning more about

the concepts of rational function, rational equation and
rational inequality. You will meet interesting activities
that will help you.

𝑷(𝒙)
A rational function is a function of the form y=f(x)= where
𝑸(𝒙)
P(x)and Q(x)are polynomial functions and Q(x)≠0.
A rational equation is an equation containing at least one
𝑷(𝒙)
rational expression . Moreover, if the equation symbol = is
𝑸(𝒙)
replaced with<,≤,>,or≥, you have a rational inequality.

In solving rational equations, clear the fractions by multiplying

both sides of the equation or inequality by the least common
denominator (LCD) or do cross multiplication.
𝒙−𝟏
Example: a. Solve for x: =𝟓 Answer: x=-4
𝒙+𝟑

𝒙−𝟏
Solution: ( )(𝒙 + 𝟑) = 𝟓(𝒙 + 𝟑)
𝒙+𝟑
x – 1 = 5x + 15
x – 5x = 15 + 1
-4x = 16
1 1
(− )(-4x) = (16) (− )
4 4
x = -4

𝒙+𝟏 𝒙−𝟏 1
b. Solve for x: = Answer: x=− 7
𝒙−𝟐 𝒙+𝟑

𝒙+𝟏 𝒙−𝟏
Solution: =
𝒙−𝟐 𝒙+𝟑
(x+1)(x+3) = (x-1)(x-2)
x2+x+3x+3 = x2-x-2x+2
x2 + 4x + 3 =x2 – 3x + 2
x2-x2+4x+3x= 2 – 3
7x = -1
1 1
( )(7x) = (-1) ( )
7 7
1
x = −7

14
 In solving rational inequality:
Determine over what intervals the rational expression takes on
positive and negative values.
i. Solve using the equal sign then locate the x value on the
number line.
ii. Determine the x values for which the rational expression is
undefined then locate the x value on the number line.
iii. Use a shaded circle to indicate that the value is included in
the solution set, and a hollow circle to indicate that the value is
excluded. These numbers partition the number line into
intervals.
iv. Select a test point and substitute to the given rational
inequality. If it makes the inequality true, then it is the solution.
v. Summarize the intervals containing the solutions.
𝒙−𝟏
Example: c. Solve for x: >𝟓 Answer: -4<x<-3
𝒙+𝟑
𝒙−𝟏
Solution: ( )(𝒙 + 𝟑) = 𝟓(𝒙 + 𝟑) 1stsolve using = sign, x=-4
𝒙+𝟑
x – 1 = 5x + 15 2nd determine values of x
x – 5x = 15 + 1 makes the term undefined, x≠-3
-4x = 16 3rd possible solutions are
1 1
(− )(-4x) = (16) (− ) x<-4 or x>-3 and -4<x<-3
4 4
x = -4 4 th
set test points, if it makes
inequality true, it is the solution

Try x <-4, lets have -5

(−𝟓)−𝟏
>𝟓
(−𝟓)+𝟑
−𝟔
> 𝟓 so 3>5 is false therefore not the solution
−𝟐
Try x>-3, lets have -2
(−𝟐)−𝟏
>𝟓
(−𝟐)+𝟑

> 𝟓 so -3>5 is false therefore not the solution

−𝟑
𝟏
Try -4<x<-3, lets have -3.5
(−𝟑.𝟓)−𝟏
>𝟓
(−𝟑.𝟓)+𝟑
−𝟒.𝟓
> 𝟓 so 9>5 is true therefore it is the solution
−𝟎.𝟓

15
 The domain of rational function f(x) is the set of real numbers
except those values of x that will make the denominator zero. In set
notation, Dom (f) = {x/x ∈ℝ, except x = a where q(a) = 0} or {x/x
∈ℝ,q(x)≠0}.
The range is the set of all values that f takes.
The intercepts of a rational function is a point where the graph
of the rational function intersects the x- or y-axis.
The zeroes of the rational function described by setting the
numerator equal to zero.
There are three types of asymptotes: vertical, horizontal and
oblique. A rational function will have a vertical asymptote where its
denominator equals zero. A rational function will have a horizontal
asymptote when:
a. If the degree of the numerator and denominator is equal, we
use y= ratio of leading coefficient;
b. if the degree of the numerator is lower than the degree of
the denominator, we use y=0;
c. If the degree of the numerator is higher, no horizontal
asymptote but an oblique asymptote.
2𝑥−1
Example: Given 𝑓(𝑥) =
3𝑥−6
a. Determine the domain, range, y-intercepts, zeroes
and asymptotes.
b. Construct the table of values
c. Sketch the graph
2
a. Dom (f) = {x/x∈ ℝ, x≠2} Range ={y/y∈ ℝ, y≠ }
3
y-intercept Zeroes x-intercept
1
let x=0 let numerator = 0 ( , 0)
2
2(0)−1 −1 1
𝑓(0) = = = 2x – 1 = 0
(0)−3 −3 3
1 1
(0, 3 ) x=
2

Asymptotes
vertical asymptote horizontal asymptote
x=2 since the degree of the numerator
and denominator are equal
2
y=
3
(note: look the domain and range in finding the asymptotes)
b.
X -3 -2 -1 0 1/2 1 3/2 5/2 3
y=f(x) 7/15 5/12 1/3 1/6 0 -1/3 -2 7/3 5/3

16
 c.

Activity 3

Solve the value of x.

I. Rational Equation
𝟐𝒙−𝟏 𝒙+𝟏 𝒙−𝟏
1. = −𝟑 answer:________ 2. = 𝒙−𝟒 answer:_________
𝒙+𝟐 𝒙+𝟐

Solution: Solution:
____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

17
 II. Rational Inequality
𝒙−𝟏 𝒙 𝟐
1. > −𝟏 answer:_________ 2. < 𝟑 answer:_________
𝒙−𝟑 𝟐𝒙−𝟏
Solution: Solution:
__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

__________________________ _________________________

Activity 4

Do the indicated task.

2
1. Given 𝑓(𝑥) =
𝑥−1
a. Determine the domain, range, intercepts, zeroes and
asymptotes.
b. Construct the table of values
c. Sketch the graph
𝑥+1
2. Given 𝑓(𝑥) =
𝑥−2
a. Determine the domain, range, intercepts, zeroes and
asymptotes.
b. Construct the table of values
c. Sketch the graph

18
Answers:
1. a. Dom (f) = ______________ Range =_______________
y-intercept Zeroes x-intercept
_____________________ ____________ _________
_____________________ ____________
_____________________ ____________
vertical asymptote horizontal asymptote
____________________ ____________________
b.
X
y=f(x)
c.

2. a. Dom (f) = _______________ Range =_______________

y-intercept Zeroes x-intercept
_______________________ __________ _________
_______________________ __________
_______________________ __________
vertical asymptote horizontal asymptote
_______________________ ____________________
b.
X
y=f(x)
c.

19
DEEPEN Your Understanding

You take more challenging activities about rational

functions through solving problems.

Activity 5

Solve the following problems.

1. A Minibus travels 150 km in the same time that a Ceres bus
travels 100km. If the Minibus goes 20km/hr faster than Ceres ,
find the rate of each bus.
Solution: Answer:_____________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
2. Ten students working together can clean a room in just 20
minutes.
a. How long can 4 students working together to clean a room?
Solution: Answer:_____________
____________________________
____________________________
____________________________
b. How many students are needed to clean the room and finish it
for 25 minutes?
Solution: Answer:_____________
____________________________
____________________________
____________________________
3. A box with a square base is to have a volume of 8 cubic meters.
Let x be the length of side of the square base and h be the height
of the box. What are the possible measurements of side of the
square base if the height should be longer than the side of the
square base?
Solution: Answer:_____________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

20
TRANSFER Your Understanding

Here is another activity that will help you apply your

learning about concepts of rational function, equation and
inequality in real life situations.

Write a journal. Create real-life situations where knowledge of

rational function, equation and inequality can be applied.

Rubrics for Scoring

Criteria 5 3 1
Explanation of Exemplary Adequately explained No attempt
explanation. the application of the No examples have
the use of Detailed and clear, concept. been provided
concepts examples may have
been provided.
Organization The reader can follow The reader can almost Ideas are not
the flow of the follow the flow of the organized.
concept. concept.
Grammar Proper use of There are few A lot of errors
punctuation marks mistakes.
and follow the subject-
verb agreement.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
21
MODULE 3
One-to-one Function and Inverse Function

A. Learning Outcome

Content Standard
The learner demonstrates understanding of key concepts of
inverse functions.

Performance Standard
The learner is able to apply the concepts of inverse functions
to formulate and solve real-life problems with precision and
accuracy

Learning Competencies

After using this module, you 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
4. find the domain and range of an inverse function
5. solve problems involving inverse function

Essential Understanding
Learners will understand that the concepts of one-to-one
functions and inverse functions have wide applications in real
life and are useful tools to develop critical thinking and problem
solving skills.

Essential Question
How does the concepts on one-to-one function and inverse
function facilitate in finding solutions to real-life problems and
develop critical thinking skills?

24
EXPLORE Your Understanding

You start with exploratory activities that will present you

the basic concepts of the one-to-one functions.

Activity 1

Determine whether the given is one-to-one function or not.

1. Student and LRN number Answer:_____________

2. Person and Citizenship Answer:_____________

3. f={(12,2), (15,4), (19,-4), (25,6)} Answer:_____________

4. h(x) = x2 + 2 Answer:_____________

5. g= {(1,2), (5,4), (3,4), (2,6)} Answer:_____________

6. b(x) = 3x – 4 Answer:_____________

7. Answer:_____________

8. Answer:_____________

9. H = {(1,2), (2,4), (3,6), (2,8)} Answer:_____________

10. Answer:____________

25
FIRM UP Your Understanding

Now you will step on! Appreciate learning more about the
concepts of one-to-one function and inverse function.
You will meet interesting activities that will help you.

The function f is one-to-one if for any x1, x2 in the domain of f,

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

Horizontal Line Test

A function is one-to-one if each horizontal line does not
intersect the graph at more than one point.

The Vertical and Horizontal Line Tests

All functions satisfy the vertical line test. All one-to-one
functions satisfy both the vertical and horizontal line tests.

Let f be a one-to-one function with domain A and range B.

Then, the inverse of f, denoted f -1, is a 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.

A function has an inverse if and only if it is one-to-one.

Steps in finding the inverse of one-to-one function.

i. Write the function in the form y=f(x)
ii. Interchange the x and y variables
iii. Transform the equation in the form y=terms in x.

Examples:

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

i. y=3x+1
ii. x=3y+1
iii. -3y = -x +1
−𝑥+1
y=
−3
𝑥−1
y=
3
𝑥−1
Therefore the inverse of the given function is f-1(x) =
3

26
 3𝑥+1
b. Find the inverse of f(x)=
2𝑥−1
3𝑥+1
i. y=
2𝑥−1
3𝑦+1
ii. x=
2𝑦−1
iii. x(2y-1)=3y+1
2xy – x =3y+1
2xy – 3y=x+1
(y)(2x-3) = x+1
𝑥+1
y=
2𝑥−3
𝑥+1
Therefore the inverse of the given function is f-1 = .
2𝑥−3
c. Find the inverse of f(x) = x – 2 3

i. y= x3 – 2
ii. x = y3 – 2
iii. – y3 = -x – 2
y3 = x + 2
3
y = √𝑥 + 2
Therefore the inverse of the given function is f-1 = √𝑥 + 2.
3

Activity 2

Determine the inverse of the following functions.

1. f(x)= 5x – 2 answer:_________ 3.f(x)=x3 + 4 answer:_________

solution:__________________ solution:__________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
2𝑥−3
2. f(x) = answer:__________ 4.f(x)=4x + 3 answer:_________
𝑥+4
solution:__________________ solution:__________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

27
DEEPEN Your Understanding

You take more challenging activities about inverse

functions through table of values, graph and solving
problems.

The domain of the inverse function is the range of the

original function and the range of the inverse function is the
domain of the original function. The graph of the inverse function
can be obtained by reflecting the graph of the original function about
the line y=x.
Examples: a. f = { (1,2), (2,4), (3,6), (4,8)}
f is a one-to-one function with domain ={1,2,3,4} and
range ={2,4,6,8}
The inverse of f is f-1 = {(2,1), (4,2), (6,3), (8,4)}
f-1 has domain = {2,4,6,8} and range={1,2,3,4}
b. f(x) = 3x – 2
Domain = {x/x∈ℝ} Range = {y/y∈ℝ}
x -3 -2 -1 0 1 2 3
f(x) -11 -8 -5 -2 1 4 7
The graph

While the inverse,

𝑥+2
f-1 (x) =
3
Domain of f-1 = {x/x∈ℝ} Range of f-1 = {y/y∈ℝ}
x -11 -8 -5 -2 1 4 7
f-1(x) -3 -2 -1 0 1 2 3
The graph

28
 𝑥+2
c. f(x) =
𝑥−3
Domain ={x/x∈ℝ , x≠3} Range = {y/y∈ℝ , y≠1}
Vertical asymptote x=3 horizontal asymptote y=1
x -1 0 1 2 5/2 7/2 4
f(x) -1/4 -2/3 -3/2 -4 -9 11 6

The graph
While the inverse
3𝑥+2
f-1(x) =
𝑥−1
Domain of f-1 ={x/x∈ℝ , x≠1} Range of f-1 ={y/y∈ℝ , y≠3}
Vertical asymptote x=1 horizontal asymptote y=3
x -1/4 -2/3 -3/2 -4 -9 11 6
f-1(x) -1 0 1 2 5/2 7/2 4

The graph

Activity 3

Construct the table of values of the inverse of the given functions.

1. f(x) = x+3
Table of values of the inverse f-1(x)
x
f-1(x)
2. f(x)= √𝑥 + 1 with domain={x/x∈ℝ , x≥ -1}
Table of values of the inverse f-1(x)
x
f-1(x)
2𝑥−1
3. f(x) =
𝑥+1
Table of values of the inverse f-1(x)
x
f (x)
-1

29
Activity 4

Determine the domain and range of the inverse of the following

function and then sketch the graph of the inverse function.
1. f(x) = 2x – 5
Domain of f-1 = ________________________
Range of f-1 = ________________________
The graph

3
2. f(x) =
𝑥−1
Domain of f-1 = ________________________
Range of f-1 = ________________________
The graph

3. f(x)= √𝑥 − 2 with domain={x/x∈ℝ , x≥ 2}

Domain of f-1 = ________________________
Range of f-1 = ________________________
The graph

30
Activity 5

Solve the following problems.

1. The function defined by v(x)=3.8x converts a volume of x gallons

into v(x) liters.
a. Find the equivalent volume in liters of 20 gallons of water.
Solution:_____________________ Answer:___________
____________________________
____________________________
____________________________
____________________________
b. Find an equation defining y=v-1(x).
Solution:_____________________ Answer:___________
____________________________
____________________________
____________________________
____________________________
2. You asked a friend to think of a nonnegative number, add two to
the number, square the number, multiply the result by 3 and
divide the result by 2. If the result is 54, what is the original
number?
Solution:____________________ Answer:___________
____________________________
____________________________
____________________________
____________________________
____________________________
3. Engineers have determined that the maximum force in tons that
a particular bridge can carry is related to the distance in meters
12.5 3
between it supports by the following function: t(d)= ( ) . How
𝑑
far should the supports be if the bridge is to support 6.5 tons?
Solution:____________________ Answer:___________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

31
TRANSFER Your Understanding

Here is another activity that will help you apply your

learning about concepts of one-to-one functions and
inverse functions in real life situations.

Write a journal. Create real-life situations where knowledge of one-

to-one functions and inverse functions can be applied.

Rubrics for Scoring

Criteria 5 3 1
Explanation of Exemplary Adequately explained No attempt
explanation. the application of the No examples have
the use of Detailed and clear, concept. been provided
concepts examples may have
been provided.
Organization The reader can follow The reader can almost Ideas are not
the flow of the follow the flow of the organized.
concept. concept.
Grammar Proper use of There are few A lot of errors
punctuation marks mistakes.
and follow the subject-
verb agreement.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
32
MODULE 4
Exponential Function
A. Learning Outcome
Content Standard
The learner demonstrates understanding of key concepts of
exponential functions.

Performance Standard
The learner is able to apply the concepts of exponential
functions to formulate and solve real-life problems with
precision and accuracy
Learning Competencies

After using this module, you are expected to:

1. represent real-life situations using exponential function.

2. distinguish between exponential function, exponential equation,
and exponential inequality.
3. solve exponential equations and inequalities.
4. represent an exponential function through its:(a) table of
values, (b) graph, and (c) equation
5. find the domain and range of exponential function
6. determine the intercepts, zeroes and asymptotes of an
exponential function
7. solve problems involving exponential functions, equations and
inequalities.

Essential Understanding
Learners will understand that the concepts of exponential
functions have wide applications in real life and are useful tools
to develop critical thinking and problem solving skills.

Essential Question
How does the concepts on exponential function facilitate in
finding solutions to real-life problems and develop critical
thinking skills?

34
EXPLORE Your Understanding

You start with exploratory activities that will present you

the basic concepts of exponential functions, equations
and inequalities.

Activity 1

Direction: This activity can help introduce the concept of an

exponential function. Prepare the materials, follow the procedure and
answer the question that follow.
Materials:
One 2-meter string, pair of scissors, pen
Procedure:
(a) At Step 0, there is 1 string.
(b) At Step 1, fold the string into two equal parts and then cut at the
middle. How many strings of equal length do you have? Enter your
answer in the table below.
(c) At Step 2, again fold each of the strings equally and then cut. How
many strings of equal length do you have? Enter your answer in the
table below.
(d) Continue the process until the table is completely filled-up.
Step 0 1 2 3 4 5 6
Number of Strings
Questions.
(a) What pattern can be observed from the data?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(b) Define a formula for the number of strings as a function of the step
number.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

35
Activity 2

I. Determine whether the given if exponential function,

exponential equation, or exponential inequality.

1. 2x-1=16 answer:___________ 5. 27<3x+1 answer:__________

_________________ ________________

2. 3x=y answer:___________ 6. 32x-1+9=0 answer:__________

_________________ ________________

3. 4x>22x-1 answer:__________ 7.g(x)=2x+1 answer:_________

________________ _______________

4. h(x)=53x-2 answer:_________ 8. 32x–9>3 answer:_________

_______________ _______________

II. Complete the table of values of the following functions.

Example:
a. y = 2x
when x=-2 when x=-1 when x=0
y=2 -2
y= 2 -1
y= 20
y=¼ y= ½ y= 1

when x= 1 when x = 2
y= 21 y= 22
y= 2 y= 4
x -2 -1 0 1 2
y ¼ ½ 1 2 4

1. y= 3x
x -2 -1 0 1 2
y

2. y= 3x + 2
x -2 -1 0 1 2
y

3. y=3x+2
x -2 -1 0 1 2
y

4. y=32x
x -2 -1 0 1 2
y

36
FIRM UP Your Understanding

Now you will step on! Appreciate learning more about the
concepts of exponential function, equation and inequality.
You will meet interesting activities that will help you.

Exponential Exponential Exponential

Equation Inequality Function
Definition An equation Inequality Function of the
involving involving form 𝑓(𝑥) = 𝑏 𝑥 or
exponential exponential 𝑦 = 𝑏 𝑥 , where
expressions expressions b>0 , 𝑏 ≠ 1.
Example 3x = 27 3x > 27 f(x)=3x or y=3x

Exponential functions are used to model real-life situations

such as population growth, radioactive decay, carbon dating, growth
of an epidemic, loan interest rates, and investments.
In solving exponential equation and inequality, write both
sides of the equation as powers of the same base.
Example:
a. Solve 3x+1 = 81 c. Solve 125x-1=252x+1
3x+1 = (3)(3)(3)(3) ((5)(5)(5))x-1=((5)(5))2x+1
3x+1 =34 (53)x-1 =(52)2x+1
x+1 = 4 (3)(x-1)=(2)(2x+1)
x=4-1 3x – 3 = 4x + 2
x=3 3x – 4x = 2 + 3
x = -5
1 1
b. Solve 4x-1>8x+2 d. Solve (3)𝑥+1 < (9)𝑥
((2)(2))x-1>((2)(2)(2))x+2 (3-1)x+1<(9-1)x
(22)x-1> (23)x+2 (3-1)x+1<((3-2)x
(2)(x-1)>(3)(x+2) (-1)(x+1)<(-2)(x)
2x – 2 > 3x + 6 -x – 1 < -2x
2x – 3x > 6+2 -x + 2x < 1
-x > 8 x<1
x < -8
Property of Exponential Inequalities
If b>1, then the exponential function y=bx is increading for all
x. This means that bx<by if and only if x<y.
If 0<b<1, then the exponential function y=bx is decreasing for
all x. this means that bx>by if and only if x<y.

37
Activity 3

Solve the value of x of the following.

1. 2x+5 = 16x-1 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
2. 36x+2 = 216x Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
3. 81x-2 = 27 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
4. 32x+3 > 8x-1 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
5. 125x-1 < 52x-1 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

38
DEEPEN Your Understanding

You take more challenging activities about exponential

functions through table of values, intercepts, zeroes,
asymptote, graph and solving problems.

The exponential function of the form 𝑓(𝑥) = 𝑏 𝑥 or 𝑦 = 𝑏 𝑥 ,

where b>0, 𝑏 ≠ 1 has domain that is all real numbers, Dom (f) = {x/x
∈ ℝ}, and
The range is all real numbers greater than zero, {y/y ∈ ℝ, y>0}
The intercepts of an exponential function is a point where the
graph of the exponential function intersects the x- or y-axis.
The exponential function of the form 𝑓(𝑥) = 𝑏 𝑥 or 𝑦 = 𝑏 𝑥 , where
b>0, 𝑏 ≠ 1 will not have a zero. The graph will never cross the x-
axis. If the exponential function of the form 𝑓(𝑥) = 𝑏 𝑥 − 𝑐 or 𝑦 = 𝑏 𝑥 − 𝑐,
log 𝑐
where b>0, 𝑏 ≠ 1 and c is any constant, then the zero is equal to log 𝑏,
log 𝑐
x=log 𝑏.
The exponential function of the form 𝑓(𝑥) = 𝑏 𝑥 or 𝑦 = 𝑏 𝑥 , where
b>0, 𝑏 ≠ 1 generally has no vertical asymptote, only horizontal
asymptote.
Example: 1. Given f(x)= 2x+1
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = {x/x∈ ℝ} Range ={y/y∈ ℝ, y>0}
y-intercept No zero No x-intercept
let x=0
f(x) = 20+1=21=2 horizontal asymptote
(0, 2 ) y=0
b.
x -3 -2 -1 0 1 2 3
y=f(x) ¼ ½ 1 2 4 8 16

c.

39
Example: 2. Given f(x)= 2x – 3
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = {x/x∈ ℝ} Range ={y/y∈ ℝ, y>-3}
y-intercept zero x-
intercept
log 3
let x=0 x=log 2 = 1.59 (1.59,0)
f(x) = 20 – 3 =1–3 =-2 horizontal asymptote
(0, −2 ) y=-3
b.
X -3 -2 -1 0 1 2 3
y=f(x) -23/8 -11/4 -5/2 -2 -1 1 5

c.
Example: 3. Given f(x)= 2x + 3
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = {x/x∈ ℝ} Range ={y/y∈ ℝ, y> 3}
y-intercept No zero No x-intercept
let x=0
f(x) = 20+3=1+3=4 horizontal asymptote
(0, 4 ) y=3
b.
x -3 -2 -1 0 1 2 3
y=f(x) 25/8 13/4 7/2 4 5 7 11

c.

40
Activity 4

Do the indicated task.

1. Given f(x) = 3 x-1
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
___________________ _____________ _________
___________________
_________________ horizontal asymptote
b. ____________________
x
y=f(x)
c.
18

2. Given f(x) = 3x – 2
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
_________________ _____________ _________
_________________
_______________ horizontal asymptote
b. ____________________
X
y=f(x)

c.

41
 3. Given f(x) = 3x + 2
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
___________________ _____________ _________
___________________
_________________ horizontal asymptote
b. ____________________
X
y=f(x)

c.
4. Given f(x) = 2x+1 – 3
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
__________________ _____________ _________
__________________
________________ horizontal asymptote
b. ____________________
x
y=f(x)

c.

42
Activity 5

Solve the following problems.

1. Your father takes out a ₱20,000 loan at a 5% interest rate in
Banco De Oro (BDO). If the interest is compounded annually,
how much will he owe after 10 years? (Given the exponential
model A = P (1+r)t where P= principal; r=rate; t=time)
Solution: Answer:______________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
2. Mandaue City’s population starts with 15,000 and triples every
after 65 years. What is the size of the population after 130 years?
Solution: Answer:______________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
3. Suppose that the half-life of a certain radioactive substance is 15
days and there are 10g initially, determine the amount of
substance remaining after 60 days.
Solution: Answer:______________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
4. A cultured bacteria with a population of 20 bacteria doubles every
30 minutes. How many bacteria will there be after 3 hours?
Solution: Answer:______________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

43
TRANSFER Your Understanding

Here is another activity that will help you apply your

learning about concepts of exponential functions in real
life situations.

Write a journal. Create real-life situations where knowledge of

exponential functions can be applied.

Rubrics for Scoring

Criteria 5 3 1
Explanation of Exemplary Adequately explained No attempt
explanation. the application of the No examples have
the use of Detailed and clear, concept. been provided
concepts examples may have
been provided.
Organization The reader can follow The reader can almost Ideas are not
the flow of the follow the flow of the organized.
concept. concept.
Grammar Proper use of There are few A lot of errors
punctuation marks mistakes.
and follow the subject-
verb agreement.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
44
MODULE 5
Logarithmic Function
A. Learning Outcome

Content Standard
The learner demonstrates understanding of key concepts of
logarithmic functions.

Performance Standard
The learner is able to apply the concepts of logarithmic
functions to formulate and solve real-life problems with
precision and accuracy

Learning Competencies

After using this module, you are expected to:

1. represent real-life situations using logarithmic functions.
2. distinguish logarithmic function, logarithmic equation and
logarithmic inequality.
3. solve logarithmic equations and inequality.
4. represent a logarithmic function through its:(a) table of values,
(b) graph and (c) equation.
5. find the domain and range of a logarithmic function.
6. determine the intercepts, zeroes, and asymptotes of
logarithmic function.
7. solve problems involving logarithmic functions, equations and
inequalities.

Essential Understanding
Learners will understand that the concepts of logarithmic
functions have wide applications in real life and are useful tools
to develop critical thinking and problem solving skills.

Essential Question
How does the concepts on logarithmic function facilitate in
finding solutions to real-life problems and develop critical
thinking skills?

47
EXPLORE Your Understanding

You start with exploratory activities that will present you

the basic concepts of logarithmic functions, equations
and inequalities.

Activity 1

I. Determine whether the given if logarithmic function, logarithmic

equation, or logarithmic inequality.
1. log3d=2 ans:___________ 6.log4(2t)2=1 ans:___________
________________ ______________
2.log2(r+1)>3 ans:___________ [Link](i)<log(2i) ans:___________
________________ ______________
3.log6(2x)=y ans:___________ 8.log2(1-m)=h ans:____________
________________ ______________
4.log3(g-2)<4 ans:___________ 9.b(x)=log5x2 ans:____________
________________ ______________
5.f(x)=log5x ans:___________ 10.log7(x-1)=2 ans:___________
________________ ______________
II. Transforming exponential equations to logarithmic.
Examples: a. 25 = 32 answer: __log232=5__
b. bx = y answer: __logby=x___

1. 33=27 answer: __________ [Link]=g answer: __________

2. 42=16 answer: __________ 5.26=64 answer: __________
3. dm=n answer: __________ 6.72=49 answer: __________
III. Transforming logarithmic equations to exponential.
Examples: a. log28 = 3 answer: __23 = 8___
b. logmx = n answer: __mn = x___

1. log327=3 answer:_________ 4.log636=2 answer: _________

2. log216=4 answer:_________ [Link] = k answer: _________
[Link]=y answer: _________ 6.log5125=3 answer: _________

48
FIRM UP Your Understanding

Now you will step on! Appreciate learning more about the
concepts of logarithmic function, equation and inequality.
You will meet interesting activities that will help you.

Logarithmic Logarithmic Logarithmic

Equation Inequality Function
Definition An equation Inequality Function of the form
involving involving f(x)=logbx or y=logbx,
logarithms logarithms where b>0 , 𝑏 ≠ 1.
Example logx2=4 logx2>4 f(x)= log3x or y=log3x

Logarithmic functions are used to model real-life situations

such as understanding the Richter Scale, Sound Intensity and also the
pH Levels, emphasizing in understanding very large or very small
numbers.
In solving logarithmic equation, you can use any of the
following:
1. If an equation can be rewritten in the form logbu = logbv for an
expression u and v, then it gives u=v. Solve this resulting
equation and check for extraneous solutions.
2. If an equation can be rewritten in the form logbA = C for an
expression A and a number C, then rewrite to bC = A. Solve the
resulting equation and check for extraneous solutions.
3. Apply the logarithmic properties.
In solving logarithmic inequality, you can do the following
steps:
i. Solve the logarithmic inequality like solving the logarithmic
equation.
ii. Determine the values of x that will make the logarithmic
expression/s determined.
iii. Summarize the intervals containing the solutions.
Property of Logarithmic Inequalities
Given the logarithmic expression logbx
If o<b<1, then x1<x2 if and only if logbx1> logbx2.
If b>1, then x1<x2 if and only if logbx1< logbx2.
Laws of Logarithms
Let b>0, b≠1 and let n∈ℝ. for u>0,v>o, then
1. logbuv = logbu + logbv
u
2. logb = logbu – logbv
v
3. logb(u)n = n logbu

4
Example: Find the solution of the following.

a. log2(2x+2) = log2(x+4) f. log2(3x+2) > log2(x+4)

2x + 2 = x + 4 3x + 2 > x + 4
2x – x = 4 – 2 3x – x > 2
x=2 2x > 2
x>1
b. log3(x – 2) = 4 x > -3/2 so that the logarithmic
x – 2 = 34 expression will be determined
x – 2 = 81 Therefore the answer is x > 1.
x = 81 + 2
x = 83 g. log3(x – 4) < 3
x – 4 < 33
c. log2(x) + log2(x+2) = 3 x – 4 < 27
log2((x)(x+2) = 3 x < 31
log2(x2+2x) = 3
x2 + 2x = 23 x> 4 so that the logarithmic
x + 2x = 8
2
expression will be determined
(x2 + 2x)-8 = 8 – 8 Therefore the answer is 4<x<31
x2 + 2x – 8 = 0
(x – 2 )(x + 4)=0 h. log3(x) + log3(x+2) > 1
x-2=0 x+4=0 log3((x)(x+2)) > 1
x=2 x=-4 log3 (x2 + 2x) >1
Since negative value of x will make x2 + 2x > 3
logarithmic expression undetermined, x + 2x – 3 >0
2

therefore the answer is x= 2 only. (x+3)(x – 1) >0

x+3>0 x – 1>0
d. log2(3x+1)=log2(x+3) + 1 x>-3 x>1
log2(3x+1)–log2(x+3)=1 x>0 so that the logartihmic
3𝑥+1
𝑙𝑜𝑔2 =1 expression will be determined
𝑥+3
3𝑥+1
𝑥+3
= 21 Therefore the answer is x>1.
3x + 1 = 2(x+3)
3x + 1 = 2x + 6 i. log2(x – 1)2 < 4
3x – 2x = 6 – 1 2log2(x – 1)<4
x=5 log2(x – 1)<2
x – 1 < 22
e. log3x2 = 4 x–1<4
2log3x = 4 x<5
log3x=2
x = 32 x> 1 so that the logarithmic
x=9 expression will be determined
Therefore the answer is 1<x<5.

50
Activity 2

Solve the value of x of the following logarithmic equations.

1. log3(3x – 2) = log3(2x-1) Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
2. log2(3x + 2) = 3 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
3. log2(x) + log2(x – 6) = 4 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
4. log3(2x+3)=log3(x – 2) + 2 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
5. log2(x+1)3 = 3 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

51
Activity 3

Find the solution of the following logarithmic inequalities.

1. log2(4x) < log2(x+6) Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
2. log3(2x – 3) > 3 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
3. log3(x) + log3(x – 6) < 3 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
4. log3(x- 2)3 > 6 Answer:_____________
Solution:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
52
________________________________
DEEPEN Your Understanding

You take more challenging activities about logarithmic

functions through table of values, intercepts, zeroes,
asymptote, graph and solving problems.

The logarithmic function of the form f(x)=logbx or y= logbx,

where b > 0 , 𝑏 ≠ 1 have a domain that is greater than zero, {x/x ∈
ℝ, x>0}.
The range is all real numbers, {y/y ∈ ℝ}
The intercepts of logarithmic function is a point where the
graph of the exponential function intersects the x- or y-axis.
The logarithmic function of the form f(x)=logbx or y= logbx,
where b > 0 , 𝑏 ≠ 1 will have 1 as zero, x=1.
The logarithmic function of the form 𝑓(𝑥) = 𝑏 𝑥 or 𝑦 = 𝑏 𝑥 , where
b>0, 𝑏 ≠ 1 generally has no horizontal asymptote, only vertical
asymptote.
Example: 1. Given f(x)= log2x
a. Determine the domain, range, intercepts, zeroes and
asymptotes.
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = {x/x∈ ℝ , x>0} Range ={y/y∈ ℝ}
No y-intercept zero x-intercept
x=1 (1,0)
vertical asymptote
x=0
b.
X 1/8 1/4 ½ 1 2 4 8
y=f(x) -3 -2 -1 0 1 2 3

c.

53
Example: 2. Given f(x)= log2(x+3)
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = {x/x∈ ℝ, x>-3} Range ={y/y∈ ℝ,}
y-intercept zero x-intercept
let x=0 let f(x)=0 (-2,0)
f(x) = log2(0+3)=1.59 0=log2(x+3) vertical
(0, 1.59) 20=x+3 asymptote
x=1-3=-2 x=-3
b.
X -23/8 -11/4 -5/2 -2 -1 1 5
y=f(x) -3 -2 -1 0 1 2 3

c.
Example: 3. Given f(x)= log2(x – 3)
a. Determine the domain, range, intercepts, zeroes and asymptotes.
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = {x/x∈ ℝ , x>3} Range ={y/y∈ ℝ}
No y-intercept zero x-intercept
Let f(x) =0 (4,0)
vertical asymptote 0=log2(x-3)
x=3 20=x-3
b. x=3+1=4
X 25/8 13/4 7/2 4 5 7 11
y=f(x) -3 -2 -1 0 1 2 3

c.

54
Activity 4

Do the indicated task.

1. Given f(x) = log3x
a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
___________________ _____________ ________
_________________ vertical asymptote
b. ____________________
x
y=f(x) 18
c.

2. Given f(x) = log3(x+2)

a. Determine the domain, range, intercepts, zeroes and asymptotes
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
____________________ ______________ _________
____________________ ______________
vertical asymptote ____________
________________
b.
X
y=f(x)

c.

55
 3. Given f(x) = log2(2x)
a. Determine the domain, range, intercepts, zeroes and asymptotes.
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
___________________ _____________ ________
_________________ vertical asymptote
b. ____________________
X
y=f(x)

c.
4. Given f(x) = log2(2x-1)
a. Determine the domain, range, intercepts, zeroes and asymptotes.
b. Construct the table of values
c. Sketch the graph
a. Dom (f) = _____________ Range =_________________
y-intercept Zeroes x-intercept
__________________ _____________ _________
__________________ _____________
________________ ____________
vertical asymptote ____________
________________
b.
X
y=f(x)

c.

56
Activity 5

Solve the following problems.

1. Suppose that an earthquake released approximately 1012 joules
of energy. (A). What is its magnitude on a Richter scale? Use the
2 𝐸
formula R= log 4.40
3 10
Solution: Answer:______________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
2. Using the formula A= P(1+r)n where A is the future value of the
investment, P is the principal, r is the fixed annual interest rate,
and n is the number of years, how many years will it take an
investment to double if the interest rate per annum is 2.5%?
Solution: Answer:______________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
3. The decibel level of sound in a quite office is 10-6 watts/m2. (A)
What is the corresponding sound intensity in decibels? Use D=
𝐼
10 log −12 .
10
Solution: Answer:______________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

57
TRANSFER Your Understanding

Here is another activity that will help you apply your

learning about concepts of logarithmic functions in real
life situations.

Write a journal. Create real-life situations where knowledge of

logarithmic functions can be applied.

Rubrics for Scoring

Criteria 5 3 1
Explanation of Exemplary Adequately explained No attempt
explanation. the application of the No examples have
the use of Detailed and clear, concept. been provided
concepts examples may have
been provided.
Organization The reader can follow The reader can almost Ideas are not
the flow of the follow the flow of the organized.
concept. concept.
Grammar Proper use of There are few A lot of errors
punctuation marks mistakes.
and follow the subject-
verb agreement.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
58
MODULE 6
Simple and Compound Interest
A. Learning Outcome

Content Standard
The learner demonstrates understanding of Key concepts of
simple and compound interests.

Performance Standard
The learner is able to investigate, analyze and solve problems
involving simple and compound interests using appropriate
business and financial instruments

Learning Competencies

After using this module, you are expected to:

1. illustrate simple and compound interest.

2. distinguish between simple and compound interests.
3. compute interest, maturity value, future value and present
value in simple interest and compound interest environment.
4. solve problems involving simple and compound interest.

Essential Understanding
Learners will understand that the concepts of simple and
compound interests have wide applications in real life and are
useful tools to develop critical thinking and problem solving
skills.

Essential Question
How does the concepts on simple and compound interests
facilitate in finding solutions to real-life problems and develop
critical thinking skills?

61
EXPLORE Your Understanding

You start with exploratory activities that will present you

the basic concepts of simple and compound interests.

Activity 1

Read the following situations and do the indicated tasks then answer
the questions that follow.
Gina invested her money worth Php 10,000.00 to a certain
financial company that gives her Php 200.00 interest per year.
Complete the table below
Number 1 2 3 4 5 6
of years
Amount 10,200 10,400 10,600
of money

Karen invested her money worth Php 10,000.00 to a bank that

gives 2% interest on the first year and 2% interest on
succeeding years plus the 2% of the interest of the previous
year.
Complete the table below
Number 1 2 3 4 5 6
of years
Amount 10,200 10,404 10,612.08
of money
Questions:
1. How much will be Gina’s money after ten years?
____________________________________________

2. How much will be Karen’s money after ten years?

____________________________________________

3. Whose investment is earning at a simple interest rate?

____________________________________________

4. Whose investment is earning at a compound interest rate?

____________________________________________

5. If given a chance to invest, which will you chose and why?

____________________________________________
____________________________________________
____________________________________________
62
FIRM UP Your Understanding

Now you will step on! Appreciate learning more about

the concepts of simple and compound interests. You will
meet interesting activities that will help you.

Simple Interest Compound Interest

Definition Interest that is computed Interest is computed on the
on the principal and principal and also on the
added to it accumulated past interests
Interest I= Prt, where I=interest, I= F – P, where I= interest,
formula P=principal, r=rate, F=maturity/future value ,
t=term/time in years P=principal
𝑟
Maturity/ F= P(1+rt) F=P(1+ )mt
𝑚
Future where F=maturity/future where F=maturity/future
Value value, P=principal, value, P=principal, r=rate,
formula r=rate, t=term/time in m=frequency of conversion,
years t=term/time in years
))

Time or term refers to the amount of time in years the money

is borrowed or invested.
Principal is the amount of money borrowed or invested on the
origin date.
Rate is the annual rate usually in percent, charged by the lender
or rate of increase of the investment.
Interest refers to the amount paid or earned for the use of
money.
Maturity/Future value is the amount after t years, that the
lender receives from the borrower on the maturity date.
Frequency of conversion is the number of times the interest
is compounded in a year.
The values of m or frequency of conversion
Compounded annually m=1 Compounded quarterly m=4
Compounded semi-annually m=2 Compounded daily m=360
Compounded monthly m=12
Examples:
1. A bank offers 2.5% annual simple interest rate for a
particular deposit.
a. How much interest will be earned if 1 million pesos is deposited
in this savings account for 3 years?
b. What is the future value if 1 million pesos is deposited in the bank
after 5 years?
c. How many years will it for the 1 million pesos deposted in the
bank to have a 100,000 interest?

63
Answers:
a. Given: P= 1,000,000 r=0.025 t=3
Required: interest
Formula to be used: I=Prt
Solution: I = (1,000,000)(0.025)(3)
I = 75,000
Therefore the interest of the savings with 1 million pesos in the
account after 3 years is Php 75,000.00.
b. Given: P= 1,000,000 r=0.025 t=5
Required: Future Value
Formula to be used: F=P(1+rt)
Solution: F = (1,000,000)(1+(0.025)(5))
F = (1,000,000)(1+0.125)
F = (1,000,000)(1.125)
F = 1,125,000
Therefore the future value of the savings with 1 million pesos in
the account after 5 years is Php 1,125,000.00
c. Given: P= 1,000,000 r=0.025 I=100,000
Required: Time or term
Formula to be used: I=Prt
Solution: 100,000 = (1,000,000)(0.025)(t)
100,000 = (25,000)(t)
4=t
Therefore the time needed for the savings with 1 million pesos
in the account to have an interest of Php 100,000 is 4 years.
2. Juan Dela Cruz wants to borrow Php 50,000 and promises to
pay after 3 years. Three banks give an offer to him.
a. What is the maturity value of the borrowed money if bank A
gives 8% interest compounded annually?
b. What is the frequency of conversion given by bank B if the
maturity value is Php59,780.91 with 6% compounded interest?
c. What is the intest rate given by bank C if it gives a maturity
value of Php 58,080.55 that is compounded monthly?
d. Which bank Juan would choose? Why?

Answers:
a. Given: P=50,000 r=0.08 t=3 m=1
Required: Maturity Value
𝑟
Formula to be used: F=P(1+𝑚)mt
0.08 (1)(3)
Solution: F=(50,000)(1+ )
1
F=(50,000)(1+0.08)3
F=(50,000)(1.08)3

64
 F=(50,000)(1.259712)
F=62,985.60
Therefore the maturity value of the borrowed money worth Php
50,000 from bank A is Php 62,985.60
b. Given: P=50,000 r=0.06 t=3 F=59,780.91
Required: Frequency of conversion (m)
𝑟
Formula to be used: F=P(1+𝑚)mt
0.06 (m)(3)
Solution: 59,780.91=(50,000)(1+ )
𝑚
𝑚+ 0.06 3m
59,780.91=(50,000)( )
𝑚
𝑚+ 0.06 3m
1.1956182=( )
𝑚
The possible values of m are 1,2,4,12 and 360
Lets try m=1 Lets try m=2
1+ 0.06 (3)(1) 2+ 0.06 (3)(2)
1.1956182=( ) 1.1956182=( )
1 2
1.1956182=1.063 1.1956182= 1.036
1.1956182≠1.191016 1.1956182≠1.1940523
Lets try m=4
4+ 0.06 (3)(4)
1.1956182=( )
4
1.1956182=1.01512
1.1956182=1.1956182
Therefore the the borrowed money worth Php 50,000 from bank
B is with 6% interest compounded quarterly.
c. Given: P=50,000 t=3 m=12
F=58,080.55
Required: interest rate
𝑟
Formula to be used: F=P(1+𝑚)mt

Solution:
58,080.55 =(50,000)(1+ )(12)(3)
𝑟
12
12+𝑟 36
1.161611 =( )
12
12+𝑟
√1.161611 =
36
12
12+𝑟
1.0041699991=
12
12(1.0041699991) =12+r
12.05 = 12+r
0.05 =r
Therefore the interest rate given by the bank C to the borrowed
money worth Php 50,000 is 5%.
d. Juan Dela Cruz would choose Bank C. It is because it offers
the smallest interest among the three banks.

65
Activity 2

Read the given situation and answer the question that follow.
Juana would like to invest her money. Financial Company A
offers a simple interest of 5%. Financial Company B offers
5% interest compounded quarterly.
Questions:
1. What is the difference between the offer of Financial Company
A and Financial Company B?
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2. Which do you believe give the better offer? Why?
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Activity 3

I. SIMPLE INTEREST. Complete the table by finding the

unknowns.
Principal (P) Rate Time Interest (I) Maturity Value
(r) (t) (F)
50,000 5 10,000 60,000
120,000 5% 3 138,000
12% 4 38,400 118,400
210,000 6% 8 100,800
150,000 2.5% 37,500 187,500
II. COMPOUND INTEREST. Complete the table by finding the
unknowns.
Principal Rate Time Maturity Value Frequency of
(P) (r) (t) (F) conversion (m)
4% 3 112,616.24 Compounded semi-
annually
60,000 4 76,229.35 Compounded monthly
200,000 5% 2 220,897.22
40,000 2% 42,471.34 Compounded monthly
250,000 1.2% 8 Compounded quarterly

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DEEPEN Your Understanding

You take more challenging activities about simple and

compound interest by solving problems.

Activity 4

I. Simple Interest. Solve the following problems.

1. What are the amounts of interest and maturity value of a loan for
Php 200,000 at 2.5% simple interest for 4 years?
Solution: Answers:
____________________________ interest:___________
____________________________ Maturity value:
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2. How long will Php 50,000 amount to Php 51,500 if Banco De Oro
(BDO) gives a simple interest rate of 0.25% per annum?
Solution: Answer:___________
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3. In order to have Php 206,795 in 4 years, how much should you
invest if Metrobank offered a simple interest of 4.5%?
Solution: Answer:____________
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4. At what simple interest rate per annum will Php 30,000
accumulate to Php 31,800 in 6 years?
Solution: Answer:____________
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II. Compound Interest. Solve the follwong problems.
1. What are the amounts of interest and maturity value of a loan for
Php 50,000 at 5% compounded annually for 4 years?
Solution: Answers:
____________________________ interest:___________
____________________________ Maturity value:
____________________________ _________________
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2. A savings account in BPI yields 0.25% interest compounded
quarterly. Find the future value of Php 120,000 for 5 years in this
savings account. How much interest will be gained?
Solution: Answers:
____________________________ interest:___________
____________________________ Future value:
____________________________ _________________
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3. In Chinabank, Cardo invested Php 45,000 in a time deposit that
pays 0.5% interest compounded semi-annually. How much will
be his money after 7 years? How much interest will he gain?
Solution: Answers:
____________________________ interest:___________
____________________________ Future value:
____________________________ _________________
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4. On the sixth birthday of her daughter, Amihan wants to
deposit an amount in a bank peso bond fund that pays 1.0%
interest compounded annually. How much should she
deposit if she wants to have Php 150,000 on her daughter’s
18th birthday?
Solution: Answers:
____________________________ Principal:_________
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TRANSFER Your Understanding

Here is another activity that will help you apply your

learning about concepts of simple and compound
interests in real life situations.

Write a journal. Create real-life situations where knowledge of

simple and compound interests can be applied.

Rubrics for Scoring

Criteria 5 3 1
Explanation of Exemplary Adequately explained No attempt
explanation. the application of the No examples have
the use of Detailed and clear, concept. been provided
concepts examples may have
been provided.
Organization The reader can follow The reader can almost Ideas are not
the flow of the follow the flow of the organized.
concept. concept.
Grammar Proper use of There are few A lot of errors
punctuation marks mistakes.
and follow the subject-
verb agreement.

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