DEPARTMENT OF EDUCATION

Region X
Division of Misamis Occidental
PISAAN NATIONAL HIGH SCHOOL
Pisaan, Bonifacio, Misamis Occidental

LEARNING ACTIVITY SHEET 3 (LAS)

GENERAL MATHEMATICS
Name: _________________________________________ Score: _________________
Date: __________________________

Learning Competency:
* define rational function, rational equation, rational inequality and rational expression;
* represents real-life situations using rational functions. M11GM-Ib-1
*distinguishes rational function, rational equation, and rational inequality. M11GM-Ib-2
*solves rational equations and inequalities. M11GM-Ib-3

What is it?

A rational equation is an equation involving rational expressions. A rational inequality is an inequality

P( x )
involving rational. A rational function of the form (𝒙) = where (𝑥) and (𝑥) are polynomial function and 𝑄(𝑥) is
Q(x)
not the zero function (𝑄(𝑥) ≠ 0)

Example. Determine whether the given is a rational function, a rational equation, or rational inequality or none of
these.
2 x +1
(a) 3x =9 (Rational Equation)

−3 x+ 4
(b) f(x) 2 x+ 5 -6 (Rational Function)

3 x2
(c) −6 x+ 2
<0 (Rational Inequality)

Steps in Solving Rational Equation

1. Find the value/s that will make the equation undefined.
2. Eliminate the denominators by multiplying each term by the lowest common denominator.
3. Solve the equation.
4. Check for any extraneous solution.

x2  5 4

EXAMPLE: Solve the equation
x3 x3 .
 SOLUTION:

x2  5 4

x3 x3
x2  5 4
 ( x  3)    ( x  3) (multiply both sides by the LCD)
x3 x3
 x2  5  4
 x2  9  0
 ( x  3)( x  3)  0
 x3 or x  3

2 1 1
 2 
p3 p 9 5 .
EXAMPLE: Solve the equation

SOLUTION:

2 1 1
 2 
p3 p 9 5
2 1 1
  
p  3 ( p  3)( p  3) 5
 2 1  1
 5( p  3)( p  3)       5( p  3)( p  3)
 p  3 ( p  3)( p  3)  5
 5  2( p  3)  5  ( p  3)( p  3)
 10 p  30  5  p 2  9
 0  p 2  10 p  16
 0  ( p  2)( p  8)
 p  2 or p  8

Steps in Solving Rational Inequalities

1. Rewrite the inequality as a single fraction on one side of the inequality symbol and 0 on the other side.
2. Determine over what intervals the fraction takes on positive and negative values. a. Locate the x-values for which
the rational expression is zero or undefined. Factor the numerator and denominator. b. Mark the numbers found in
(a.) on a number line. 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 divide the number line into intervals. c. Select a test point
within the interior of each interval in (b.). the sign of the rational expression at this test point is also the sign of the
rational expression at each interior point in the interval. d. Choose the interval that satisfy the sign of the inequality.
Summarize the interval containing the solutions.

Example. Solve the rational inequality below.

I begin solving this rational inequality by writing it in general form. The general form implies
that the rational expression is located on the left side of the inequality while the zero stays on
the right.
 

The general form has four (4) types.

It’s good to know that this problem is already in the general form. My next step is to find
the zeros of both numerator and denominator.
I can find the zeros of the numerator by factoring it out completely and then separately set
each factor equal to zero and solve for xx. Likewise, finding the zeros of the denominator is
done the same way.
 Zeros of numerator

 Zeros of denominator

Now, I will use the zeros to separate or partition the number line into intervals. The zeros of
the numerator and denominator are also known as the critical numbers. In this case, the
two critical numbers divide the number line into three distinct intervals.

The next step is to pick or select a number in every interval and evaluate it back into the
original rational inequality; to determine if it is a true or false statement. A true
statement means that an interval is part of the solution, otherwise, it is not.
As you can see, the numbers I picked for each interval are highlighted in yellow.
Notice that the open interval between −1−1 and 33, written as \left( { - 1,3} \right)(−1,3), yields a
true statement which implies that it is part of the solution.
So, where else do we look for possible solutions to finish this off?

Check the zeros or critical numbers of the numerators only into the original equation. If it
gives a true statement then include that critical number as part of the overall solution.

The zeros of the numerator is 33. Now I will verify it.

The use of a square bracket indicates that it is part of the solution, while an open bracket
(parenthesis) denotes that it’s not. I will write my final answer as \left( { - 1,\left. 3 \right]} \right.
(−1,3].

Activity. ( Write your answer on a separate sheet of paper provided.)

A. Determine whether the given is a rational function, a rational equation, or rational inequality or none of these.

x+1 x +12 2−5 x

1. =0 2. −2 =2 3. > -13
3 4 x+6 x2

x +4 y 2 x +1
4. f ( x )= 3y 5. 0

B. Solving rational equation and inequalities.

9 4 2 1 4 2 x +1 x+1
  
1. 3 x x  2 2. 3x 6 3x 3. 3 x = 3x

x+ 1
≤0
4. 5. x−5 .

Prepared by :
RALPH ALEXIS D. PACURSA