Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
LABRADOR NATIONAL HIGH SCHOOL
Labrador,Pangasinan

MODULE IN GENERAL MATHEMATICS GRADE 11

FIRST QUARTER , MODULE 2 WEEKS 2&3
MELC: 1. Represents real-life situations using rational functions.
2.Distinguishes rational function, rational equation, and rational inequality.
3. Solves rational equations and inequalities. represents a rational function through its: (a) table of values, (b) graph, and (c) equation.
4.Finds the domain and range of a rational function.
Learning Competency
K to 12 BEC CG:
 M11GM-Ib-1
 M11GM-Ib-2
 M11GM-Ib-3
 M11GM-Ib-4
 M11GM-Ib-5

Objectives:
1. The learner is able to represent real-life situations using rational functions.

2. The learner is able to distinguish rational functions, rational equations and rational inequalities.

3. The learner is able to solve rational equations and inequalities, and solve problems involving rational equations and inequalities.

4. The learner is able to represent a rational function through its table of values, graphs and equation, and solve problems involving rational functions.

5. The learner is able to find the domain and range, intercepts, zeroes, asymptotes of rational functions, graph rational functions, and solve problems involving rational

functions.

TABLE OF CONTENTS

Preface,

How to Use the Module

Expected Learning Outcomes,

Preassessment,

Lesson 4: Rational Functions

Page 1 of 22
Lesson Information 1.1,

Self-Check 1.2,

Learning Activity 1.3

Lesson 5: Rational Functions , Equations & Inequalities

Lesson Information 2.1:

Self-Check 2.2,

Learning Activity 2.3,

Lesson 6: Solving Rational Equations & Inequalities

Lesson Information 3.1:

Self-Check 3.2,

Learning Activity 3.3,

Lesson 7&8: Representation of Rational Functions & Graphing Rational Functions

Lesson Information 4.1:

Self-Check 4.2,

Learning Activity 4.3,

Post-Assessment,

References

PREFACE

Welcome to this course on General Mathematics!

This module is made made up on three (3) lessons: definition of functions, evaluating functions and operations on functions.
This module is made up of the following components:
1. Expected Learning Outcomes—This lays out the learning outcomes that you are expected to have accomplished at the end of the module.
2. Preassessment—This determines your prior learning on the particular unit of competencies you are about to take.
3. Definition of Technical Terms (if any)—This lists the meaning of unfamiliar words used in this module.
4. Lesson Information—This provides you with the important knowledge, principles, and attitude that will help you meet the expected learning
outcomes.
5. Self-Check—This helps you to assess your understanding of a lesson.
6. Learning Activity—This provides you with the application of the knowledge and principles you have gained from the lesson and enables you to
further enhance your skills as you carry out prescribed tasks.
7. Post-assessment—This evaluates your overall understanding about the module.
This manual is designed so you can pace yourself as you use them to achieve the prescribed learning competencies. It also aims to prepare you to be
mathematically inclined in terms of functions.
We hope this material will be of great help to you!

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HOW TO USE THE MODULES

Each module contains several lessons. To make the most out of them, you need to do the following:
1. Scan the list of Expected Learning Outcomes to get an idea of the knowledge and skills you are expected to gain and develop as you study the
module. These outcomes are based on the content standards, performance standards, and learning competencies of the K to 12 Curriculum.
2. Take the Preassessment. Your score will determine your knowledge of the lessons in the module. If you get 100% of the items correctly, you may
proceed to the next module. Otherwise, you must go through the lessons.
3. Each Lesson aims to develop one of the learning outcomes set for the module. It opens with a list of objectives that you are expected to have
accomplished by the end of the lesson. The objectives are intended to unpack the learning outcome for the lesson.

4. Read and understand the content in the Lesson Information sections that make up a lesson. This component contains the basic information that you
need to know to be able to accomplish the lesson objectives.

5. At the end of the lesson, take the Self-Check to find out how much you have learned. If you do not get all the test items correctly, go back to the
Lesson Information. This will ensure your mastery of basic information.
6. Perform the required Learning Activity, which may consist of one or more tasks for you to accomplish. It is not enough that you acquire content or
information, but you must also be able to apply what you have learned in real-life situations.

7. At the end of the module, take the Post-Assessment to evaluate your overall understanding about the lessons.

EXPECTED LEARNING OUTCOMES

At the end of the module, you should be able to:

1. Represents real-life situations using rational functions.

2.Distinguishes rational function, rational equation, and rational inequality.
3. Solves rational equations and inequalities. represents a rational function through its: (a) table of values, (b) graph, and (c) equation.
4.Finds the domain and range of a rational function.

PREASSESSMENT
Let us determine how much you already know about rational functions. Read and analyze each questions carefully
1. A fence is to enclose a rectangular vegetable farm with an area of 400 square meters. If x is the length of one side of this fence, and a function P(x) representing the

perimeter of the fencing material required. . Find the perimeter of the fence if one side has length 10 meters, 50 meters. Answers:

_____________________

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

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 3
(a) y = 5x − 2x + 1 Answer: _____________________

Answer: _____________________

(c) x−2=4 Answer: _____________________

Answer: _____________________

Answer: _____________________

Answer: _____________________

3. Find the solutions for each rational equation below. Make sure to check for extraneous solutions.

Answer: ____________

Answer: _______________

Answer: ______________

4. Find the solution set for each rational inequality below. Graph the solution set on a number line.

Answer: __________________________________

Answer: __________________________

5. For the function :

Identify values where the function will be undefined. Answer: x = _________________

6. For each, identify the x- and y-intercepts, the asymptotes, and the intervals where the function is above or below the x-axis. Sketch the graph. Identify the domain, and (if

possible) the range.

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 Lesson 4:
Rational Functions
TIME FRAME: 60 minutes CODE: M11GM-Ib-1

LEARNING OUTCOME(S): At the end of the lesson, the learner is able to represent real-life situations using rational
functions.

LESSON OUTLINE:
1.
Review: Polynomial functions
2.
Real-life situations that can be modeled by rational functions
3.
Definition of a polynomial function

DEFINITION OF TECHNICAL TERMS

LESSON INFORMATION 1.1
Definition.

A polynomial function
Thepstudents
of degreehave
n iscovered
a function
thethat can be
concept of written in the
polynomial form during the second quarter of their Grade 10. Have the students recall the following concepts
functions
p(x) = anxn + an−1xn−1 + an−2xn−2 + ··· + a1x + a0
about polynomial functions:
where a0,a1,...,an ∈ R, an 6= 0, and n is a positive integer. Each summand is a term of the

polynomial function. The constants a0,a1,a2,...,an

a function ofare
thethe
coefficients.
where p(x)Theandleading
coefficient
A rational function is form q(x) are
n
is an. The leading term is anx and the constant term is a0.
polynomial functions, and q(x) is not the zero function (i.e., q(x) ≡6 0). The domain of f(x) is all values of x where q(x) 6= 0.

These are real-world relationships that can be modeled by rational functions. Indicate that unlike polynomial functions, rational functions may contain a variable in the

denominator.

EXAMPLE 1. An object is to travel a distance of 10 meters. Express velocity v as a function v(t) of travel time t, in seconds.

Solution. The following table of values show v for various values of t.

t (seconds) 1 2 4 5 10

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 v (meters per second) 10 5 2.5 2 1

The function can represent v as a function of t.

EXAMPLE 2. Suppose that (in mg/mL) represents the concentration of a drug in a patient’s bloodstream t hours after the drug was administered.

Construct a table of values for c(t) for t = 1,2,5,10. Round o answers to three decimal places. Use the table to sketch a graph and interpret the results.

Solution.

t 0 1 2 5 10

c(t) 0 2.5 2 0.962 0.495

Figure 2.1

The graph indicates that the maximum drug concentration occurs around 1 hour after the drug was administered (calculus can be used to determine the exact value at which

the maximum occurs). After 1 hour, the graph suggests that drug concentration decreases until it is almost zero.

SELF-CHECK 1.2

1.Suppose the amount of bacteria growing in a petri dish is represented by the function

where t is in hours and b(t) is in millions.

Evaluate the function at t = 1,2,5,10,15,20. Interpret the obtained values.

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 Solution:

LEARNING ACTIVITY 1.3

A philanthropist wants to supplement the budget allotted for each child by providing an additional P750 for each child in the barangay. If g(x) represents this

new amount allotted for each child, construct a function representing this relationship. Answer:

Fill up the table below with the new allotment amounts under this scenario:

No. of children, x 10 20 50 100 200 300 500 1000

Allocated amount, y

Solution:

Lesson 5: Rational Functions, Equations and Inequalities

TIME FRAME: 30 minutes CODE: M11GM-Ib-2

LEARNING OUTCOME(S): At the end of the lesson, the learner is able to distinguish rational functions, rational
equations and rational inequalities
LESSON OUTLINE:
1.
Review: Rational expressions.
2.
Definition and examples of rational functions, rational equations, and rational inequalities.

DEFINITION OF TECHNICAL TERMS

Definition.
2.1
A rationalLexpression
ESSON IisNFORMATION
an expression that can be written as a ratio of two polynomials.

A rational expression can be described as a function where either the numerator, denominator, or both have a variable on it.

Provided examples of algebraic expressions to identify if they are rational or not.

Page 7 of 22
 Rational expression because it is a ratio of two polynomials.

Rational expression because the numerator 1 is a polynomial (of degree 0).

Rational expression which is also a polynomial.

Not a rational expression since the numerator is not a polynomial.

The expression is equal to so it is a rational expression.

Rational Equa- Rational Inequality Rational Function

tion

Definition An equation involving rational An inequality A function

expressions involving rational expressions of the form

of where

p(x) and q(x) are polynomials, and q(x) is

not the zero function

Example or

A rational equation or inequality can be solved for all x values that satisfy the equation or inequality. Whereas we solve an equation or inequality, we do not solve" functions.

Rather, a function (and in particular, a rational function) expresses a relationship between two variables (such as x and y), and can be represented by a table of values or a

graph.

SELF-CHECK 2.2

Determine which of the following are rational expressions.

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 4 7
(b) 5x − 6x + 1 Answer: _____________________________________

LEARNING ACTIVITY 2.3

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

Answer:_______________

Answer:_______________

Answer: ______________

Lesson 6: Solving Rational Equations and Inequalities

TIME FRAME: 90 minutes CODE: M11GM-Ib-3

LEARNING OUTCOME(S): At the end of the lesson, the learner is able to solve rational equations and inequalities, and solve problems

involving rational equations and inequalities

LESSON OUTLINE:

1. Solving rational equations

2. Interval and set notation

3. Solving rational inequalities

4. Solving word problems involving rational equations or inequalities.

LESSON INFORMATION 3.1

Procedure for Solving Rational Equations

To solve rational equations:

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(a) Eliminate denominators by multiplying each term of the equation by the least common denominator.

(b) Note that eliminating denominators may introduce extraneous solutions. Check the solutions of the transformed equations with the original equation.

EXAMPLE 1. Solve for .

Solution. The LCD of all denominators is 10x. Multiply both sides of the equation by 10x and solve

the resulting equation.

EXAMPLE 2. Solve for .

Solution. Factor each denominator in the fraction.

The LCD is (x−2)(x+2). Multiply the LCD to both sides of the equation to remove the denominators.

Upon reaching this step, we can use strategies for solving polynomial equations.

2
x − 3x − 10 = 0

(x + 2)(x − 5) = 0

x + 2 = 0 or x − 5 = 0

x = −2 or x = 5

Check for extraneous solutions by substituting the answers back into the original equation. Since x = 2 will make the original equation undefined, it is an extraneous solution.

Since x = 5 satisfies the original equation, it is the only solution.

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 Interval and Set Notation

An inequality may have infinitely many solutions. The set of all solutions can be expressed using set notation or interval notation. These notations are presented in the table

below:

Solutions to inequalities in this text will be represented using set notation.

Procedure for Solving Rational Inequalities

To solve rational inequalities:

(a) Rewrite the inequality as a single fraction on one side of the inequality symbol and 0 on the other side.

(b) Determine over what intervals the fraction takes on positive and negative values.

i. Locate the x-values for which the rational expression is zero or unde ned (factoring the numerator and denominator is a useful strategy).

ii. Mark the numbers found in (i) 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 ex-

cluded. These numbers partition the number line into intervals.

iii. Select a test point within the interior of each interval in (ii). The sign of the rational expression at this test point is also the sign of the rational expression at each interior point

in the aforementioned interval. iv. Summarize the intervals containing the solutions.

EXAMPLE 5. Solve the inequality

Solution.(a) Rewrite the inequality as a single fraction on one side, and 0 on the other side.

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(b) The value x = 1 is included in the solution since it makes the fraction equal to zero, while x = −1 makes the fraction unde ned. Mark these on a number line. Use a shaded circle

for x = 1 (a solution) and an unshaded circle for x = −1 (not a solution).

−1 1

(c) Choose convenient test points in the intervals determined by −1 and 1 to determine the sign of in these intervals. Construct a table of signs as shown below.

Interval x < −1 −1 < x < 1 x>1

Test point x = −2 x=0 x=2

x−1 − − +

x+1 − + +

+ − +
(d) Since we are looking for the intervals where the fraction is positive or zero, we determine the solution intervals to be x < −1 and x ≥ 1. Plot these intervals on the number line.

−1 1

The solution set is {x ∈ R|x < −1 or x ≥ 1}. It can also be written using interval notation:

(−∞,−1) ∪ [1,∞).

EXAMPLE 6. Solve: .

Solution. (a) Rewrite as an inequality with zero on one side.

(b) The fraction will be zero for x = −1 and undefined for 0 and 2. Plot on a number line. Use hollow circles since these values are not part of the solutions.

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 -1 0 2

(c) Construct a table of signs to determine the sign of the function in each interval determined by −1, 0, and 2.

Interval x < −1 −1 < x < 0 0<x<2 x>2

Test point x = −2 x=1 x=3

2(x + 1) − + + +

x − − + +

x−2 − − − +

− + − +

(d) Summarize the intervals satisfying the inequality. Plot these intervals on the number line.

-1 0 2

The solution set of the inequality is the set {x ∈ R| x < −1 or 0 < x < 2}.

SELF-CHECK 3.2

1. Jens walks 5 kilometers from his house to Quiapo to buy a new bike which he uses to return home. He averaged 10 kilometers faster on his bike than on foot. If his total trip

took 1 hour and 20 minutes, what is his walking speed in kph? Use the formula .

Solution. Using the formula , we have the formula for time .

Let v be Jens’ walking speed. Then v + 10 is his speed on his new bike. Jens’ walking time is and his biking time is .

Rewriting the time 1 hour and 20 minutes as the fraction hours, the equation becomes:

The LCD is 3v(v + 10). Multiply both sides by the LCD the remove the denominators and solve the resulting equation:

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Solve for the value/s of v.

Solution:

2. . A box with a square base is to have a volume of 8 cubic meters. Let x be the length of the side of the square base and h be the height of the box. What are the possible

measurements of a side of the square base if the height should be longer than a side of the square base?

Solution. The volume of a rectangular box is the product of its width, length, and height. Since the base of the box is square, its width and length are equal.

The variable x is the length of a side of the box, while h is its height. The equation relating h and x

is

2
8=x h

Express h in terms of x:

Since the height is greater than the width, h > x and our inequality is

To solve this inequality, we rewrite with zero on one side:

Solution:

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 LEARNING ACTIVITY 3.3

1. Find the solutions for each rational equation below. Make sure to check for extraneous solutions.

Answer: __________________

Answer: ________________________

2. Find the solution set for each rational inequality below. Graph the solution set on a number line.

Answer: __________________

Answer: ________________________

Lesson 7&8: Representation of Rational Functions & Graphing Rational Functions

TIME FRAME: 120 minutes CODE: M11GM-Ib-5, c-1, c-2, and c-3

LEARNING OUTCOME(S): At the end of the lesson, the learner is able to find the domain and range, intercepts, zeroes,
asymptotes of rational functions, graph rational functions, and solve problems involving rational functions.

LESSON OUTLINE:
1.
Review: domain, range, zeroes, intercepts of functions
2.
Domain and intercepts of functions
3.
Using a table of signs to introduce the idea of asymptotes
4.
Definition of a vertical asymptote
5.
Definition of a horizontal asymptote
6.
Identifying asymptotes of a rational function
7.
Graphing a rational function using its asymptotes, intercepts and table of signs.
8.
Identifying the range of a rational function through its graph

DEFINITION OF TECHNICAL TERMS Page 15 of 22

A rational function is a function of the form where p(x) and q(x) are

polynomial functions, and q(x) is not the zero function, i.e, q(x) ≡6 0.

The domain of f(x) is all values of x where q(x) 6= 0.

LESSON INFORMATION 4.1
In this lesson we demonstrate how we can represent rational functions using tables of values, graphs and equation.

We summarize the results from the previous examples as follows.

Horizontal asymptotes of a rational function.

Let n be the degree of the numerator and m be the degree of the denominator:

• If n < m, the horizontal asymptote is y = 0.

• If n = m, the horizontal asymptote is , where a is the leading coe cient of the numerator and b is the leading coe cient of the denominator.

• If n > m, there is no horizontal asymptote.

Finally, the table below provides a summary to the entire lesson.

How to find the Do the following:

Find all x values which do not make the denominator

domain
0.

If 0 is not in the domain, then there is no y-intercept. If 0 is in the domain, the y-intercept is

y-intercept the value of the function at x = 0.

Find the values of x where the numerator is zero but the denominator is non-zero.
x-intercept

Find the values of x where the denominator of the reduced rational function is zero.
vertical asymptotes

Use the degree of the polynomial in the numerator and denominator, as indicated above.
horizontal asymptote

Graph the function. (However, there may be rational functions where more advanced

range techniques like calculus are needed)

EXAMPLE 1. Sketch the graph of . Find its domain and range.

Solution. The domain of the function is all values of x not including those where the function is undefined. Therefore, the domain of f(x) is the set

The numerator and denominator of f(x) can be factored as follows:

We also obtain the following:

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• y-intercept:

• x-intercepts or zeroes:

• vertical asymptotes:

• horizontal asymptote: The polynomials in the numerator and denominator have equal degree. The horizontal asymptote is the ratio of the leading coe cients:

Plot the intercepts and asymptotes on the Cartesian plane.

Figure 1: Intercepts and asymptotes of f(x).

Construct a table of signs using the values of x that make either the numerator or denominator 0 as boundaries. These are (in increasing order) , and 3.

Interval x<−4 x> 3

Test point x = −10 x = −2 x=0 x=1 x = 10

3x + 1 − − + + +

x− 3 − − − − +

2x− 1 − − − + +

x+4 − + + + +

+ − + − +

Graph above x-axis below x-axis above x-axis below x-axis above x-axis

Draw sections of the graph through the zeroes indicating the correct transition based on the table of signs.

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Figure 2: Sketch the transitions across the zeroes based on the table of signs.

Draw sections of the graph near the asymptotes based on the transition indicated on the table of signs.

Figure 3: Sketch the graph near the asymptotes based on the table of signs.

Complete the sketch by connecting the arrowheads, making sure that the sketch passes through the y-intercept as well. The sketch should follow the horizontal asymptote as the x-values goes

to the extreme left and right of the Cartesian plane.

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 Figure 2.18: Rough sketch of the graph following the information above.

The actual graph, obtained through a graphing software, is shown in the next gure.

Figure 2.19: Actual sketch of the graph using a software grapher.

From the graph, we observe that the function increases and decreases without bound. The graph also crosses the horizontal asymptote. Therefore the range of the function is the set R of all

real numbers.

SELF-CHECK 4.2

For each, identify the x- and y-intercepts, the asymptotes, and the intervals where the function is above or below the x-axis. Sketch the graph. Identify the domain, and (if

possible) the range.

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Solution:

LEARNING ACTIVITY 4.3

For each, identify the x- and y-intercepts, the asymptotes, and the intervals where the function is above or below the x-axis. Sketch the graph. Identify the domain, and (if

possible) the range.

Solution:

POST-ASSESSMENT
Direction: Solve what is ask. Use separate sheet of paper for the solution of test 3,4,5 & 6.
1. Determine whether the given is a rational function, a rational equation, a rational inequality, or none of these.

3
(a) y = 5x − 2x + 1 Answer: _____________________

Answer: _____________________

(c) x−2=4 Answer: _____________________

Answer: _____________________

Page 20 of 22
 Answer: _____________________

Answer: _____________________

2. Find the solutions for each rational equation below. Make sure to check for extraneous solutions.

Answer:____________

Answer: _______________

3. . Find the solution set for each rational inequality below. Graph the solution set on a number line.

Answer: __________________________________

Answer:__________________________

4. For the function :

Identify values where the function will be undefined. Answer: x = _________________

5. For each, identify the x- and y-intercepts, the asymptotes, and the intervals where the function is above or below the x-axis. Sketch the graph. Identify the domain, and (if

possible) the range.

REFERENCES

GENERAL MATHEMATICS LEARNER’S MATERIAL

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