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UNIT 1: FUNCTIONS

1.0 Learning Outcomes

At the end of this lesson packet, the students are expected to attain the
following intended learning outcomes:
1.1 Identify the properties of a function, its classification, domain and
range, one valued or many valued and an odd or even function.
1.2 Evaluate a combinational and non-combinational function and write
its functional notation.
1.3 Construct a linear model, through solving a mathematical functions.

1.1 Introduction

Why do we need to study calculus? How is Calculus used

in everyday life?

Calculus is the study of how things change. It provides a

framework for modelling systems in which mathematical tool is
use to analyze changes in physical quantities and a way to assume
the predictions of such model.

Calculus is the language of engineers, scientist, and

economists. The work of these professionals has a huge impact on
our daily life - from your microwaves, cellphones, TV, and car to
medicine, economy, and national defense.

Application in Engineering, in electrical engineering,

calculus (Integration) is used to determine the exact length of
power cable needed to connect two substations, which are miles
away from each other.

This lesson packet helps students understand a function

and use it as a tool in the construction of mathematical models.
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1.2 Topics and Discussion

👉 Warm-up Exercise: Simplify the equations below. Write your solutions in the
space provided.

3
1. x=2 x 2−5 x+ 4 _______________ 3. 6 x=(−2
Type equation here .x ) _________________
_______________________________ ______________________________

sec 2 x−1
2. ______________________ 4.3 x ( 5−x )−2 x _______________
sec 2 x
_______________________________ ______________________________

Note: Background knowledge in algebra and trigonometry is a requirement for

this subject.

1.2.1. Classification of Functions

By definition a function relates an input to an output. It is like a

machine that has an input and output, and the output is related somehow to
the input.

f ( x )=…is the classic way of writing a function, where f ( x )= y .

Functions are classified by the type of mathematical equation which

represents their relationship.

1. Algebraic Functions are the most common type of function. These are
functions that can be defined using addition, subtraction, multiplication,
division, powers and roots.

Examples:
x
f ( x )=x +5 f ( x )=
3
2
f ( x )=x f ( x )=ax+ bx+ c

2. Trigonometric Functions is a type of function that is especially important

in geometry. Common trigonometric functions are sine , cosine,
tangent , secant , cosecant ,∧cotangent . One interesting characteristic of
trigonometric functions is that they are periodic.
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This means there are an infinite number of values of x which correspond

to the same value of the function.

Examples:
1
f ( x )=cos ( x ) f ( x )=
sin ( x )
f ( x )=tan 2 x f ( x )=csc 7 x

3. Exponential Functions can be defined by the equation f (x)=b x, where b is

any positive number except 1. The variable b is constant and known as the
base. The most widely used base is an irrational number denoted by the
letter e , which is approximately equal to 2.71828183 . 

Examples:

x 4x
f ( x )=4 f ( x )=e

4. Logarithmic functions are the inverse of exponential functions. Logarithmic

functions having a base of e are known as natural logarithms and use the
notation f ( x )=ln x

Example:
x
y=4 exponential function
y
x=4   the logarithmic function is its inverse,  and would be denoted by
y=f ( x )=log 4 x .

👉 Exercise #1. Identify whether the following functions is an algebraic,

trigonometric, exponential or logarithmic. Write your
answers in the space provided.
1. y=6 sec ø __________ 4. y=log 5 x __________
4x
2. y=ln sec t __________ 5. y=e __________
2 −x
3. y=x + x __________ 6. y=10 __________

1.2.2. Domain and Range of a Function

{(2 ,−3),(4,6) ,(3 ,−1) ,(6,6),(2,3) }

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Above list of points, being a relationship between certain x ’s and

certain y ’s, is a relation. The domain is all about the x -values, and the range is
all the y -values. To give the domain and range, below are the list without
duplication.

Domain:{2,3,4,6 }
Range: {−3 ,−1,3,6 }

While the given set does indeed represent a relation, the set contains
two points with the same  x -value: (2 , – 3) and (2 , 3) . Since  x=2 gives two
possible destinations (that is, two possible y-values), then this relation is not a
function.

To check whether the relation was a function was to look for

duplicate  x -values. If you find any duplicate  x -values, then the different  y -
values mean that you do not have a function. Remember for a relation to be a
function, each x-value has to go to one, and only one,  y -value.

Example:
State the domain and range of the following relation. Is the relation a
function? {( – 3 , 5) ,( – 2 , 5) ,(– 1 ,5) ,(0 , 5),(1 , 5),( 2, 5)}

Solution:
Domain: {−3 ,−2 ,−1,0,1,2}
Range: {5 }

Every x -value goes to the exact same  y -value. But each  x -value is
different. This relation is indeed a function, these points lie on the horizontal
line y=5 .

👉 Exercise #2. Identify the domain and range of a given points. State whether it
is a function or not a function.

{(3 ,−2),(3,8) ,(5 ,−1), (5,1) ,(2 ,−2) }

Domain: _____________________ Range: ______________________

Is the given points above a function or not? Explain: _______________

1.2.3. Graph of a Function
______________________________________________________________
We can represent a function using a graph. Graphs display many
input–output pairs in a small space. The visual information they provide
often makes relationships easier to understand. We typically construct graphs
with the input values along the (x) horizontal axis and the output values
along the ( y ) vertical axis.
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The graph of the function is the set of all points (x , y ) in the plane that
satisfies the equation y=f ( x ) .

For example, the black dots in the graph below tell us that  f (0)=2 
and  f (6)=1 . However, the set of all points (x , y ) satisfying  y=f ( x ) is a curve.
The curve shown includes (0,2) and (6,1) because the curve passes through
those points.

The vertical line test can be used to determine whether a graph

represents a function. A vertical line includes all points with a particular  x  
value. The y  value of a point where a vertical line intersects a graph represents
an output for that input  x  value.

Given a graph, below are the steps to determine if the graph represents a
function.
1. Inspect the graph to see if any vertical line drawn would intersect the
curve more than once.
2. If there is any such line, the graph does not represent a function.
3. If no vertical line can intersect the curve more than once, the graph does
represent a function.

👉 Exercise #3. Which of the graphs represents a function. Write the letter of
your answer in the space provided.
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1.2.4. Functional Notation 

Function notation is written using the name of the function and the
value you want to find the output for.

Examples:
f ( x) is read “ f of x ” and means “the output of the function f
when theinput is x ” .

g(2) is read“ g of 2 ”and represents “the output of the function g

for theinput value of 2.

👉 Exercise #4. When x=2, the value of a function y=f ( x ) is 10. Use function
notation to represent this.

Function Notation: _______________________________________________

_______________________________________________________________________

1.2.5. Evaluation of Functions

When it comes to evaluating functions, you are most often given a rule
for the output. To evaluate the function means to use this rule to find the
output for a given input.
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Using a Rule

f ( x )=x + 4

For this function, the output is always 4 more than the input. So for
example, f ( 2 ) =6

Example:
f ( x )=2 x +4 , find f ( 3 )

Solution:
f ( x )=2 x +4 ,
f ( 3 )=2(3)+4

f ( 3 )=6+ 4
f ( 3 )=10

When evaluating a function, make sure that you replace every  x  in the
rule with the input value. Pay close attention, because there may be more
than one  x  to replace.

👉 Exercise #5. Evaluate the functions below. Show your solution in the space
provided.

x
1. f ( x )=x 4 +9 x , find f ( 1/2 ) 2. y= −2, find f (−2 )
5
_______________________________ _______________________________

_______________________________ _______________________________

_______________________________ _______________________________

_______________________________ _______________________________

1.2.6. Combinations of Functions

Combinations of Functions
Sum: (f + g)( x)=f ( x)+ g ( x)
Difference: (f −g)(x)=f (x )−g( x )
Product: ( f · g)(x)=f (x )· g(x)
Quotient: (f /g)(x )=f (x) /g(x )as long as g( x ) isn’t zero
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Composition: ¿° g ¿ ( x ) =f ( g ( x ) )

To evaluate a combination of functions, you may combine the

functions and then evaluate or you may evaluate each function and then
combine.

Examples:
Let f ( x )=5 x +2 and g ( x )=x 2−1. Solve for the (a) sum, (b) difference, (c)
product, (d) quotient and (e) composition of f ( x )∧g ( x )at the point x=4

Solution:

(a) ( f + g ) (x) ¿ (5 x+ 2) +¿ ( x ¿¿ 2−1)¿

( f + g ) (x) ¿ x 2+5 x +1
at the point x=4
( f + g ) (4 ) ¿ 4 2 +5 ( 4 )+ 1=37

(b) ( f −g ) (x ) ¿ (5 x+ 2) −¿ (x ¿¿ 2−1)¿
( f −g ) (x ) ¿−x 2+ 5 x +3
at the point x=4
( f −g ) (4) ¿−42 +5 ( 4 ) +3=7

(c) ( f . g ) ( x ) ¿ (5 x+ 2) . (x ¿¿ 2−1)¿
( f . g ) ( x ) ¿ 5 x3 +2 x 2−5 x−2
at the point x=4
( f . g ) ( 4) ¿ 5(4)3 +2(4 )2−5( 4)−2
( f . g ) ( 4 )=5 ( 64 )+ 2 ( 16 ) −20−2
( f . g ) ( 4 )=330

(d) ( fg ) ( x ) ¿ 5xx−1+2
2

at the point x=4

()f
g
(x) ¿
5(4 )+2
2
( 4) −1

()
f
g
(x) ¿
20+2
16−1

()
f
g
(x) ¿
22
15
(e) ¿° g ¿ ( x ) =f (g ( x ) )
¿° g ¿ ( x ) = 5( x 2−1)+2
¿° g ¿ ( x ) = 5 x 2−5+2
at the point x=4
¿° g ¿ ( x ) = 5( 4)2−5+2
¿° g ¿ ( x ) = 5(16)−5+2
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¿° g ¿ ( x ) = 77

👉 Exercise #6. Given the value of f ( x ) and h ( x ). Evaluate the following

combinations of functions at point x=−3 . Show your solution.
1
4
f ( x )=x −9 x h ( x )= +5
x

f (x)
1. ¿° f ¿ ( x ) = _________________ 2. = _____________________
h ( x)

_______________________________ _______________________________

_______________________________ _______________________________

1.2.7. One-Valued and Many-Valued Functions

One-Valued Functions. A function for which exactly one point in the

range corresponds to each point in the domain.

Example:
f ( x )=2 x at x =2
f ( x )=4

f ( x )=2 x is a single-valued function, since

f ( x ) is always equal ¿ 4 at point x=2.

Many-Valued Functions. A multiple-valued function has more than one

distinct output for at least one input.

Example:
f ( x )=± √ x at x =4
f ( x )=± √ 4
f ( x )=2∧−2

f ( x )=± √ x is a many-valued function, since f ( x )=± √ x has more than

one output which is 2 and −2at x=2.

👉 Exercise #7. State whether the functions below is one-valued or many-valued

function.
−3 2
1. f ( x )=x _________________ 3. h ( x )=x _________________

2. g( x )=2+ √ x _____________
2 2
4. y=x ____________________
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1.2.8. Odd and Even Functions 

The function is considered an even function if you end up with the

exact same function that you started, that is, if f (−x )=f ( x ).

Example:
Determine the algebraic if whether f ( x )=−3 x 2 +4 is even, odd or
neither?

If we graph this, we will see that this is “symmetric” about the y-axis;
in other words, whatever that graph is doing on one side of the y-axis is
mirrored on the other side.
.
(0,4)

. .
(−1,1) (1,1)

This mirroring about the y-axis is a hallmark of even functions.

So f ( x )=−3 x 2 +4 is an even function.

Algebraically we can also determine whether a function is an even,

odd or neither.
2
f ( x )=−3 x +4 , so
f ( – x )=– 3 ( – x )2+ 4
¿ – 3 ¿ 2¿+ 4
¿ – 3 x 2+ 4

We can see, by comparing the original function with the final result
above, that f ( x )=f (−x ) .

Now, the function is considered an odd function if you end up with

the exact opposite of what you have started, that is, if f (−x )=−f ( x ), so all of
the signs are switched.

Example:
Show that f ( x )=2 x 3−4 x is an odd function.
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If we graph this, we will see that it is "symmetric about the origin"; that

is, if we start at a point on the graph on one side of the y-axis, and draw a line
from that point through the origin and extending the same length on the
other side of the y-axis, we will get to another point on the graph.

.
(−1,2)
.
(0,0)
.
(1 ,−2)

Now to check algebraically, if f (−x )=−f ( x ),

3
f ( x )=2 x −4 x
f (−x )=2¿
3
f (−x )=−2 x +4 x

−f ( x )=−(2 x3 −4 x )
−f ( x )=−2 x 3 +4 x

Original: f ( x )=2 x 3−4 x

Switched: f (−x )=−f ( x )=−2 x+ 4 x

Comparing this, we see that they f (−x )=−f (x ). This means that, as
expected the function is odd.

The graph is consider neither if the function does not have the
symmetry of either of the previous ones:
Example:
  f ( x)=2 x 3 – 3 x 2 – 4 x +4  
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.
(−1,3)

(1 ,−1)

Based on the graph, we would expect this function to be neither even

nor odd. To be sure, we’ll need to do the algebra.
f ( x)=2 x 3 – 3 x 2 – 4 x +4
f (– x )=2(– x )3 – 3 ( – x )2 – 4 (– x)+ 4
f ( – x )=2 ¿3¿ – 3 ¿ 2¿+ 4 x +4
f ( – x )=– 2 x 3 – 3 x 2+ 4 x+ 4

We can see, by a quick comparison that this does not match with what
we have started, so this function is not even. What about odd?
– f (x )=– 2 x 3+3 x 2+ 4 x – 4

This doesn't match what we came up with, either. So the original

function isn't odd, either. Then, as expected the function is neither even nor
odd.

👉 Exercise #8. Graph and solve algebraically to determine if the following

functions is even, odd or neither. Use a separate sheet (short bond
paper) for your solutions and answers.

x 2 +4
1. f ( x)= 3. f ( x)= x5 – 3 x 3+7
x 3−x
2. f ( x )=x 4 −3 x 2+7 4. f ( x)= x3 – 8 x

1.2.9. Special Functions

Special functions are considered special because they are not covered
by the rules of differentiation (differentiation will be discussed in Unit 3)

Examples of special functions are: ln x , e x , sin x∧cos x .

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The results achieved from differentiating these functions shall be

presented in Unit 3 and can be used directly as these results will be given to
you in your log tables (available in Unit 3).

👉 Exercise #9. Aside from the special functions mentioned above, please name at
least two (3) other special functions. You can search in the internet
or use any book in calculus to look for other special functions.

1._________________ 2. _________________ 3._________________

1.2.10. Functions as Mathematical Model

A mathematical model is a mathematical description- often by means

of a function or an equation- of a real-world phenomenon such as size of a
population, demand for a product, speed of a falling object, life expectancy of
a person at birth, or cost of emission reductions, etc. There are many different
types of functions that can be used to model relationships observed in the real
world.

1.2.10.1 Linear Model

When we say that y is a linear function of x , we mean that the graph of

the function is a line. So, we can use the slope−intercept form of the equation
of a line to write a formula for the function as y=f ( x )=mx+ b, where m is the

(
slope of the line m= )
y 2− y 1
x 2−x 1
and b is the y−intercept . A characteristic feature

of linear functions is that they grow at a constant rate.

Example:
Suppose Hannah plans to pay off a no-interest loan from her parents.
Her loan balance is $1,000. She plans to pay $250 per month until her balance
is $0.

The  y−intercept is the initial amount of her debt, or $ 1,000. The slope,
is – $ 250 per month. We can then use slope−intercept form and the given
information to develop a linear model.

y=mx+b
y=−250 x +1000

Now we can set the function equal to 0 and solve for  x  to find
the  x−intercept .
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0=−250 x+1000
1000=250 x
4=x
x=4

x−intercept is the number of months it takes her to reach a balance of

$ 0. The  x−intercept is 4 months, so it will take Hannah four months to pay
off her loan.

Note: Slope will be discussed further in Unit 4. There are a lot of types of functions
can be used as mathematical models but we only focus to discuss here linear model.
Students can have further study on the different models such polynomial, power
function, algebraic function, trigonometric function etc.

👉 Exercise #10. A city parking garage charges a flat rate of $3.00 for parking
2 hours or less and $0.50 per hour for each additional hour. Write a linear model
that gives the total charge in terms of additional hours parked.

___________________________________________________
___________________________________________________

___________________________________________________

1.3 References

Larson, R., & Edwards, B. H. (2015). Calculus. Cengage Learning Asia Pte Ltd.
Stewart, J. (2012). Calculus: concepts and contexts. Cengage Learning Asia Pte
Ltd.
Alderama, S.M. (2016). Differential Calculus. Mindshapers Co., Inc.
WEB SOLUTIONS LLC. (2020). Function - Classification Of Functions.
https://bit.ly/39MwhUK
Algebra Basics - Simplifying - In Depth. https://bit.ly/2BPSODA
Function notation and evaluating functions. (2017, September 22).
https://bit.ly/3fnTTQN
Lumen Learning, O. S. College Algebra. https://bit.ly/3193YMu
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Math is Fun. (2017). What is a Function? https://bit.ly/31cXa02

Special Function. (2020). https://bit.ly/30iQX3y
Stapel, E. (2020). Even and Odd Functions. https://bit.ly/31cCRzY
Word Problems with Linear Relationships. https://bit.ly/3i0g6WN

Note: Should you have questions about the topics discussed in this module, please
feel free to text or call me thru this cellphone number, 09672200502. I will appreciate
if you’ll ask questions for clarifications to have sufficient learning.