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Gen Math Q1 Module 2 Rational Functions

General Mathematics (STI College)

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General Mathematics
Quarter 1 – Module 2:
Rational Functions

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General Mathematics – Grade 11

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Quarter 1 – Module 2: Rational Functions
Second Edition, 2021

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11
General Mathematics
Quarter 1 – Module 2:
Rational Functions

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Introduction

Rational Functions are essential in our day to day living. Its application into the

real world is innumerable. Rational formulas can be useful tools for representing real-life

situations and for finding answers to real problems. Equations representing direct, inverse, and

joint variation are examples of rational formulas that can model many real-life situations. As you

will see, if you can find a formula, you can usually make sense of a situation.

This module will tackle rational functions. It requires students to understand the

key concepts of logarithmic functions and apply these concepts to formulate and solve

real-life problems with precision and accuracy.

The lessons found in this module are presented according to the major component

areas. Each lesson is preceded by an introduction or exploration activity, followed by the

lesson proper. It also contains several activities for skills mastery and application. Lastly,

it allows generalization and reflection. Moreover, self-check questions and answer keys

will serve as a guide all throughout this module. A post-assessment portion will be used

as a measure of how well a student have learned from this module.

So explore, learn, apply and appreciate rational functions and its application in our

daily lives.

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Table of Contents

Page
Cover Page i
Copyright Page ii
Title Page iii
Module Introduction iv

Module 2: RATIONAL FUNCTIONS

What I Need to Know 1
What I Know 2
Pre-Test

Lesson 1: Representing Real- Life Situations Using Rational

Functions
Lesson Outline 5
Solved Examples 6
Supplementary Exercises 7

Lesson 2: Rational Functions, Equations and Inequalities

Lesson Outline 8
Solved Examples 8
Supplementary Exercises 9

Lesson 3: Solving Rational Equations and Inequalities

Lesson Outline 9
Solved Examples 17
Supplementary Exercises 19

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Lesson 4: Representations of Rational Functions

Lesson Outline 20
Solved Examples 26
Supplementary Exercises 29

Lesson 5: Graphing Rational Functions

Lesson Outline 29
Solved Examples 40
Supplementary Exercises 43

Post- Test 44
References 46
Answer Key 47

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Module
2 2 R A T I O N A L FUNCTIONS

What I Need to Know

For the Learners:

In the previous module, we have learned about functions, its definitions and the operations
involving it. This time, you will be dealing with Rational Functions and its applications in real-life
situations.

This module will help you understand the key concepts of rational functions and apply these
concepts to formulate and solve real-life problems with precision and accuracy.

After finishing the module, you should be able to:

a. represent real-life situations rational functions,

b. distinguish among rational functions, rational equations, and rational inequalities,
c. solve rational equations and inequalities, and solve problems involving rational equations
and inequalities,
d. represent a rational function through its table of values, graphs and equation, and solve problems
involving rational functions,
e. Find the domain and range, intercepts, zeroes, asymptotes of rational functions, graph rational
functions, and solve problems involving rational functions.

In this module, you will examine the aforementioned task when you study the following lessons:

Lesson 1: Representing Real- Life Situations Using Rational Functions

Lesson 2: Rational Functions, Equations and Inequalities
Lesson 3: Solving Rational Equations and Inequalities
Lesson 4: Representations of Rational Functions
Lesson 5: Graphing Rational Functions

Find out what you already know about this module by taking the pre-test.

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For the Facilitators:

You are the guide and facilitator of this module. You shall lead the activities by
giving clear instructions, supervising the entire procedures, monitoring progress, and
evaluating outputs. This module has activities which provide relevant, valuable, and
appropriate information for the topic at hand. Yet, you are encouraged to update its
activities if necessary.

What I Know
Read the questions carefully. Write the letter of the correct answer.
1. For the function to be defined as rational, the denominator should be.
A. Not equal to 0 B. Equal to 0 C. Undefined D. Equal to 1

2. Which of the following is a rational function?

For 3-5 refer to the problem given.

A company has a budget of P100, 000 to be divided equally among its various offices. The
administration office of the company receives twice the amount of money than the other
offices.

3. Given 𝑥𝑥 as the number of offices in the company, which of the following shows the function
(𝑥) which would give the amount of money each of the non-administration offices would
receive?

4. If the company had seven offices, which of the amount would the administration office receive?
A. P12, 500 B. P15, 000 C. P25, 000 D. P30, 000

5. Which of the following amount would the non-administration offices receive?

A. P12, 500 B. P15, 000 C. P25, 000 D. P30, 000
6. Which of the following terms define as an equation involving rational expression?
A. Rational expression B. Rational function
C. Rational equation D. Rational inequality

7. The expression is an example of.

A. Rational expression B. Rational function
C. Rational equation D. Rational inequality

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8. Which of the following is NOT a rational function?

9. Which of the following terms define as the quotient of two polynomials?

A. Rational expression B. Rational function
C. Rational equation D. Rational inequality

10. The expression is an example of.

A. Rational expression B. Rational function
C. Rational equation D. Rational inequality

11. Given and a table of values

Which of the following values would be the value of

A. -2 B. -1.6 C. -2.56 D. 1.6

12. Rational function can be represented by the following EXCEPT.

A. Table of values B. Equation C. Graph D. Picture

13. Refer to question #1, which of the following values would be the value of (𝑥) if 𝑥=1?

A. -2 B. -1.6 C. -2.56 D. 1.6

14. Which of the following graphs would be the graph of

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5. Refer to question #1, which of the following values would be the value of (𝑥), if 𝑥=3?
A. -2 B. -8 C. -2.56 D. 8

How was your performance in the pre-assessment? Were you able to answer all the
problems? Did you find difficulties in answering them? Are there questions familiar to you?

In this module, you will have the following targets:

 Demonstrate understanding on the key concepts of rational functions.
 Formulate and solve real-life problems involving logarithmic functions with
precision and accuracy.

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Lesson 1: Representing Real-Life Situations Using Rational

Functions
Learning Outcome(s): At the end of the lesson, the learner is able to represent
real-life situations rational functions.
Lesson Outline:

1. Review: Polynomial functions

2. Rational functions and real-life situations

Recall the definition of a polynomial function.

Definition: A polynomial function p of degree n is a function that can be
written in the form

Where and n is a positive integer. Each addend of the

sum is a term of the polynomial function. The constants are the
coefficients. The leading coefficient is an . The leading term is and the
constant term is a0

Definition: 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., ). The domain of f(x) is the set of all values
of x where .

Example 1. An object is to travel a distance of 10 meters. Express velocity v as a

function 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
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 off 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 3 0.962 0.495

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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.

Solved Examples
1. In an organ pipe, the frequency f of vibration of air is inversely proportional to
the length L of the pipe.1 Suppose that the frequency of vibration in a 10-foot pipe
is 54 vibrations per second. Express f as a function of L.
Solution.

Since f is inversely proportional to L, then , where k is the constant of

proportionality.

If L = 10 then f = 54. Thus, . Thus, the function f(L) = 540/L

represents f as a function of L.

2. The distance from Manila to Baguio is around 250 kilometers.

(a) How long will it take you to get to Baguio if your average speed is 25
kilometers per hour? 40 kilometers per hour? 50 kilometers per hour?
(b) Construct a function (s) , where is the speed of travel, that describes
the time it takes to drive from Manila to Baguio.

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Solution.
(a) Distance is calculated as the product of speed and time. So we can get
the time by dividing distance by the speed.

250 kilometers/ 25 kilometers per hour = 10 hours

250 kilometers/ 40 kilometers per hour = 6.25 hours
250 kilometers/ 50 kilometers per hour = 5 hours

(b) Since time is the quotient of distance and speed, we can write out the
function as

The distance is fixed at 250 kilometers so the final function we have is

Lesson 1 Supplementary Exercises

1. Given the polynomial function p(x)= 12 + 4x – 3x2 – x3 , find
(a) The degree of the polynomial
(b) The leading coefficient
(c) The constant term
(d) The number of zeroes

2. The budget of a university organization is split evenly among its various

committees. If they have a budget of P60,000:
(a) Construct a function M (n) which would give the amount of money each
ofthe number of committees would receive.
(b) If the organization has eight committees, how much would each
committee have?

3. A company has a budget of P90, 000 to be split evenly among its various
offices. The marketing office of the company receives twice the amount of
money than the other offices.
(a) Given x as the number of offices in the company, construct a function
f(x) which would give the amount of money each of the non-marketing
offices would receive.
(b) If the company had five offices, how much would the marketing office
receive? How much would each of the non-marketing offices receive?

4. Let be the function that describes the concentration of a certain

medication in the bloodstream over time t.

(a) What is C(0)? Why is that so?
(b) Construct a table of values for when t is equal to 0,1,2,3,4, and 5.
(c) Interpret your answers in relation to drug concentration.

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Lesson 2: Rational Functions, Equations, and

Inequalities
Learning Outcome(s): At the end of the lesson, the learner is able to distinguish
among rational functions, rational equations, and rational inequalities

Lesson Outline:
1. Rational functions, rational equations, and rational inequalities
.
Definition: A rational expression is an expression that can be written as a ratio
of two polynomials.

Some examples of rational expressions are .

The definitions of rational equations, inequalities, and functions are shown below.
Rational Inequality Rational Function
Definition An equation An inequality A function of the
involving rational involving rational form
expressions. expressions.
where p(x) and q(x)
are polynomial
functions and q(x) is
not the zero function
(i.e., q(x) = 0).
Example

A rational equation or inequality can be solved for all x values that satisfy the
equation or inequality. 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
(Lessons 6-7).

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

1. (Answer: Rational equation)

2. (Answer: None of these)

3. f(x) = (Answer: Rational Function)

4. (Answer: Rational Inequality)

5. (Answer: Rational equation)

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Lesson 2 Supplementary Exercises

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

1. 3. 5.

2. 4. 6.

Lesson 3: Solving Rational Equations and

Inequalities
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. Solving rational inequalities.
3. Solving word problems involving rational equations or inequalities.
.
To solve a rational equation:
(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 x:

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

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Example 2. Solve for x:

Solution. Factor each denominator in the rational expression.

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.

or

or
Since x = - 2 makes the original equation undefined, x= 5 is the only solution.

Example 3. In an inter-barangay basketball league, the team from Barangay Culiat

has won 12 out of 25 games, a winning percentage of 48%. How many games
should they win in a row to improve their win percentage to 60%

Solution. Let x represent the number of games that they need to win to raise
their percentage to 60%. The team has already won 12 out of their 25 games. If
they win x games in a row to increase their percentage to 60%, then they would
have played 12+x games out of their 25+x games. The equation is .
Multiply 25+x to both sides of the equation and solve the resulting equation.

Therefore, Barangay Culiat needs to win 8 games in a row to raise their winning
percentage to 60%.

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Example 4. 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 v= d/t .

Solution. Using the formula v= d/t , we derive the formula for the time t = d/v. Let v
be Jens’ walking speed. Then v+10 is his speed on his new bike. Jens’ walking
time is 5/v and his biking time is .
The equation now becomes .
Multiply both sides of the equation by the LCD and solve the resulting equation.

Rejecting the value , we conclude that Jens’ walking speed is 5kph.

To solve rational inequalities:

(a) Rewrite the inequality as a single rational expression on one side of the
inequality symbol and 0 on the other side.
(b) Determine over what intervals the rational expression takes on positive and
negative values.
i. Locate the x values for which the rational expression is zero or undefined
(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 excluded. 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.

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Warning! Multiplying both sides of an inequality by a number requires that the sign
(positive or negative) of the number is known. Since the sign of a variable is
unknown, it is not valid to multiply both sides of an inequality by a variable.
Example 6. Solve the inequality .

Solution.
(a) Rewrite the inequality as a single rational expression.

(b) The rational expression will be zero for x = 1 and undefined for x = –1. The
value x = 1 is included while x = –1 is not. Mark these on the number line.
Use a shaded circle for x = 1 (a solution) and an unshaded circle forx = -
1 (not a solution).

(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 = o X = 2

x-1 - - +

X+1 - + +
x-1
+ − +
X+1

(d) Since we are looking for the intervals where the rational expression is
positive or zero, we determine the solution to be the set
. Plot this set on the number line.

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.
Example 7. Solve the inequality

(a) Rewrite the inequality with zero on one side.

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

(c) Construct a table of signs to determine the sign of the function in each
interval determined by –1, 0, and 2.
X<-1 -1<x<0 0<x<2 x>2
Interval

X = -2 X =1 X = 3
X = - 1/ 2
Test Point

2(x+1) - + + -

x - - + +

- - - +
x-2
2(x+1)
− + − +
X(x-2)

(d) Summarize the intervals satisfying the inequality. The solution set of the
inequality is the set . Plot this set on the number
line.

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Example 8. 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 8 = x2h. Expressing h in terms of x, we obtain

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

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(a) To solve this inequality, we begin by rewriting it with zero on one side:

(b) The rational expression will be zero for x = 2 and undefined for x = 0. Plot
on a number line and use hollow circles since these values are not part of
the solution.

(c) Construct a table of signs to determine the sign of the function in each
interval determined by 0 and 2. Note that x2 + 2x + 4 is positive for any real
values of x.
Interval
Test point

+ + −

(d) Since the rational expression is positive in the interval 0 < x < 2, this is the
solution set of the inequality. We reject the interval x < 0 even if the
expression is positive here since we only consider positive values of x for
this problem.

Therefore the height of the box should be less than 2 meters.

Example 9. A dressmaker ordered several meters of red cloth from a vendor, but
the vendor only had 4 meters of red cloth in stock. The vendor bought the
remaining lengths of red cloth from a wholesaler for P1,120.00. He then sold those
lengths of red cloth to the dressmaker along with the original 4 meters of

cloth for a total of P1,600.00. If the vendor's price per meter is at least P10.00 more
than the wholesaler's price per meter, how many additional meters of red cloth did
the vendor purchase from the wholesaler?

Solution. Let the variable x be the length of the additional cloth purchased by the
vendor from the wholesaler.

The wholesaler's price of red cloth per meter can be expressed as 1120 The
x
vendor’s price of red cloth per meter can be expressed as

If the vendor sold his cloth to the dressmaker at a price that is at least P10.00
more per meter, the inequality can be written as

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(a) To solve this inequality, we rewrite with zero on one side and simplify:

(b) The rational expression will be zero for x = 16 and x = 28 and undefined for
x = 0 and x = 4. Plot on a number line and use hollow circles since these
values are not part of the solution set. The figure below is not drawn to
scale.

(c) Construct a table of signs to determine the sign of the function in each
interval determined by the values above.

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Interval
Test point

+ − + − +

(d) The rational expression is negative in the interval -4 < x < 0 and in the
interval 16 < x < 28. However, since we are dealing with lengths of cloth,
we discard the interval where the length is negative. Also, the rational
expression is 0 when x = 16 and x = 28. Therefore the vendor bought
and sold an additional length of red cloth from 16 – 28 meters to the
dressmaker.

Solved Examples

1. Solve for x: .

Solution.

The LCD is (x-4)(x+1) . Multiplying both sides of the equation by the LCD
results in:
(x+6)(x-4) = (x-4)
x2 + 2x -24 = x-4
x2 + x – 20 = 0
(x+5)(x-4) = 0

Therefore, x = –5 or x = 4. Since x = 4 will make the original equation undefined,the

only solution is x = –5.

2. Solve for x: .

Solution.
(a) Rewrite the equation with zero on one side

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(b) The rational expression will be zero for x = -4 and undefined for x = 1.
Plot the points on a number line and use hollow circles since these values
are not part of the solution set.

(c) Construct a table of signs to determine the sign of the function in each
interval determined by the values above.
Interval
Test Point

+ − +

(d) We are looking for the intervals where the function will be negative. The
solution set is given by ...................................... The graph is shown below.

3. Solve for x:

Solution.
(a) Rewrite the equation with zero on one side

(b) The rational expression will be zero for and undefined for

and . Mark these on the number line where is

included while the others are not.

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(c) Construct a table of signs to determine the sign of the function in each
interval determined by the values above.

Interval

Test Point

− + − +

(d) The solution set of the inequality is given by

Lesson 3. Supplementary Exercises

1. Solve for x:

2. Solve for x:

3. Solve for x:

4. You have 6 liters of a pineapple juice blend that has 50% pure pineapple juice.
How many liters of pure pineapple juice needs to be added to make a juice blend
that is 75% pineapple juice?

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Lesson 4: Representations of Rational Functions

Learning Outcome(s): At the end of the lesson, the learner is able to represent a rational
function through its table of values, graphs and equation, and solve problems involving
rational functions.
Lesson Outline:

1. Table of values, graphs and equations as representations of a rational

function.
2. Rational functions as representations of real-life situations

Definition: A rational function is a function of the form where p(x) and

are polynomial functions and is not the zero polynomial (i.e., ). The domain of
is all values of where .
Average speed (or velocity) can be computed by the formula . Consider a 100-
meter track used for foot races. The speed of a runner can be computed by taking the time
for him to run the track and applying it to the formula , since the distance is fixed at
100 meters.

Example 1. Represent the speed of a runner as a function of the time it takes to run 100
meters in the track.

Solution. Since the speed of a runner depends on the time it takes to run 100 meters, we can
represent speed as a function of time.

Let x represent the time it takes to run 100 meters. Then the speed can be represented as a
function as follows:

Observe that it is similar to the structure to the formula relating speed, distance, and
time.
Example 2. Continuing the scenario above, construct a table of values for the speed of a
runner against different run times.
Solution. A table of values can help us determine the behavior of a function as the variable
changes.
The current world record (as of October 2015) for the 100-meter dash is 9.58 seconds set by
the Jamaican Usain Bolt in 2009. We start our table of values at 10 seconds.

Let x be the runtime and be the speed of the runner in meters per second,
where . The table of values for run times from 10 seconds to 20 seconds is as
follows:

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10 12 14 16 18 20
10 8.33 7.14 6.25 5.56 5

From the table we can observe that the speed decreases with time. We can
use a graph to determine if the points on the function follow a smooth curve or
a straight line.
Example 3. Plot the points on the table of values on a Cartesian plane.
Determine if the points on the function follow a smooth curve or a
straight line.
Solution. Assign points on the Cartesian plane for each entry on the table of values
above:
A(10,10) B(12,8.33) C(14, 7.14) D(16, 6.25) E(18,5.56) F(20,5)

Plot these points on the Cartesian plane:

By connecting the points, we can see that they are not collinear but rather follows
a smooth curve.

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For the 100-meter dash scenario, we have constructed a function of speed against time, and
represented our function with a table of values and a graph.
The previous example is based on a real world scenario and has limitations on the values
of the x-variable. For example, a runner cannot have negative time (which would mean he
is running backwards in time!), nor can he exceed the limits of human physiology (can a
person run 100-meters in 5 seconds?).However, we can apply the skills of constructing
tables of values and plotting graphs to observe the behavior of rational functions.

Example 4. Represent the rational function given by using a table of values and
plot a graph of the function by connecting points.
Solution. Since we are now considering functions in general, we can find function values
across more values of x. Let us construct a table of values for some x-values from -10 to
10:

0 2 4 6 8 10
1.22 1.29 1.4 1.67 3 0.33 0.6 0.71 0.78 0.82

Plotting the points on a Cartesian plane we get:

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Connecting the points on this graph, we get:

Why would the graph unexpectedly break the smooth curve and jump from
point E to point F? The answer is that it doesn’t! Let us take a look at the
function again:

Observe that the function will be undefined at . This means that there
cannot be a line connecting point E and point F as this implies that there is a
point in the graph of the function where .We will cover this aspect of
graphs of rational functions in a future lesson, so for now we just present a
partial graph for the function above as follows:

Example 5. Represent the rational function using a table of values. Plot the
points given in the table of values and sketch a graph by connecting the points.

Solution. As we have seen in the previous example, we will need to take a

look at the x-values which will make the denominator zero. In this function,
will make the denominator zero. Taking function values for integers in
we get the following table of values:

2 3 4 5 6 7 8 9 10
0 6 0 1.33 2.57 3.75 4.89 6

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Plotting the values above as points in the Cartesian plane:

We connect the dots to sketch the graph, but we keep in mind that is not part of the
domain. For now we only connect those with values and those with values

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Note that and are zeroes of the rational function, which means that the
function value at these values is zero. These x-values give the x-intercepts of the graph.

The behavior of the function near those values which make the function undefined will be
studied in the next few lessons.

Example 6. In an inter-barangay basketball league, the team from Barangay

Culiat has won 12 out of 25 games, a winning percentage of 48%. We have
seen that they need to win 89 games consecutively to raise their percentage to
at least 60%. What will be their winning percentage if they win?
(a) 10 games in a row?
(b) 15? 20? 30? 50? 100 games?
(c) Can they reach a 100% winning percentage?

Solution. Let be the number of wins the Barangay Culiat needs to win in a row.
Then the percentage is a function of the number of wins that the team needs to
win. The function can be written as:

Construct a table of values for :

10 15 20 30 50 100 200 300
0.63 0.68 0.71 0.76 0.83 0.90 0.94 0.96

We interpret the table of values as follows:

No. of consecutive wins Win Percentage

8 60%
10 63%
15 68%
20 71%
30 76%
50 83%
100 90%
200 94%
300 96%

Even if the team wins 300 consecutive games, the team still cannot reach a 100%
winning percentage. Note that the denominator 25 + x is greater than the
numerator, so 100% cannot be achieved. This is reasonable, since the team has
lost 13 games already, so they cannot be “perfect”.

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Example 7. Ten goats were set loose in an island and their population growth can be
approximated by the function
where P represents the goat population in year t since they were set loose. Recall that
the symbol denotes the greatest integer function.
(a) How many goats will there be after 5 years?
(b) What is the maximum goat population that the island can support?
Solution.
(a) Evaluate the function for :

There will be 32 goats after 5 years.

(b) Construct a table of values for :

5 10 15 20 50 300 1000
32 41 45 48 54 59 59

Observe that even if increase, the function does not exceed 59. The model suggests that
the island can only support up to 59 goats. (Note that since the model is just an
approximation, there may be errors and the number 59 may not be exact).

Solved Examples
1. Given ,
(a). Construct a table of values using the numbers from to .
(b) Plot the points in the Cartesian plane and determine whether the points form a smooth
curve or a straight line.

Solution.

(a)

0 1 2 3 4 5 6 7 8
Und. 10 5 3.3 2.5 2

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(b) Plotting the points, we get the following:

Connecting the points, we get the following graph which forms two different smooth curves.

2. Using integer values from to 5, find the interval where the smooth curve of the
following functions will disconnect:

Solution.
(a)
0 1 2 3 4 5
und 4 2 1.33 1

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Constructing the table of values, we see that the function is undefined at

, If we plot the points and connect them, we will see that we can only connect
those with values and those with values .

So, we can say that it disconnects at the interval

(b)
0 1 2 3 4 5
und 0 0.8 0.33

Similar to letter (a), we see that is undefined at . It disconnects at the

Interval .

3. A hypothetical function representing the concentration of a drug in a patient’s

bloodstream over time (in hours) is given as .
(a) Construct a table of values.
(b) Plot the points in a Cartesian plane and connect them.
(c) What can you say about the function?

Solution.
(a) Since t is in time, we can only use non-negative values for it. Using the first
ten whole numbers, we get
t 0 1 2 3 4 5 6 7 8 9
c(t) 0 2.5 2 1.5 1.18 0.96 0.81 0.7 0.62 0.55

(b) Plotting the points and connecting them we get:

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(c) At , the concentration is zero since the drug has not entered the
bloodstream yet. It shoots up at but it starts decreasing after that.

Lesson 4 Supplementary Exercises

1. Construct a table of values for the following functions using the integers from

(b)

2. A certain invasive species of fish was introduced in a small lake and their
population growth can be modeled with time by the function

(a) Construct a table of values

(b) Is their population approaching a specific value?

Lesson 5: Graphing Rational Functions

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. Domain and range of rational functions.
2. Intercepts and zeroes of rational functions.
3. Vertical and horizontal asymptotes of rational functions.
4. Graphs of rational functions

Recall:
(a) The domain of a function is the set of all values that the variable x can take.
(b) The range of the function is the set of all values that f(x) will take.
(c) The zeroes of a function are the values of x which make the function zero.
The real numbered zeroes are also x-intercepts of the graph of the function. (d)
The y-intercept is the function value when x=0.

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Example 1. Consider the function (a) Find its domain, (b) intercepts, (c)
sketch its graph and (d) determine its range.

Solution.
(a) The domain of f(x) is .
Observe that the function is undefined at x = –2. This means that x = -2 is not
part of the domain of f(x). In addition, other values of x will make the function
undefined.

(b) The x-intercept of f(x) is 2 and its y-intercept is –1.

Recall that the x-intercepts of a rational function are the values of x that will
make the function zero. A rational function will be zero if its numerator is
zero. Therefore the zeroes of a rational function are the zeroes of its
numerator. The numerator x – 2 will be zero at x=2. Therefore x=2 is a zero
of f(x). Since it is a real zero, it is also an x-intercept.
The y-intercept of a function is equal to f(0). In this case, .

(c) In sketching the graph of f(x), let us look at what happens to the graph near the
values of x which make the denominator undefined. Recall that in the previous
lesson, we simply skipped connecting the points at integer values. Let us see what
happens when x takes on values that brings the denominator closer to zero.
The denominator is zero when x = –2. Let us look at the values of x close to –2 on its
left side (i.e. x < –2, denoted –2--) and values of x close to –2 on its right side (i.e. x >
–2, denoted –2+).

i. Table of values for x approaching –2–

–3 –2.5 –2.1 –2.01 –2.001 –2.0001 As x approaches –2
5 9 41 401 4001 40001 f(x) increases without
bound.

Notation. We use the notation “f(x) + as x –2–” to indicate that f(x) increases
without bound as x approaches –2 from the left.

ii. Table of values for x approaching –2+

–1 –1.5 –1.9 –1.99 –1.999 –1.9999 As x approaches –2+
–3 –7 –39 –399 –3999 –39999 f(x) decreases without
bound.

Notation. We use the notation “f(x) – as x –2+” to indicate that f(x) decreases
without bound as x approaches –2 from the right.

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Plotting the points corresponding to these values on the Cartesian plane:

Figure 2.3 Note that the axes do not have the same scale.

Observe that as x approaches –2 from the left and from the right, f(x) gets closer and
closer to the line x = –2, indicated in the figure with a dashed line.

We call this line a vertical asymptote, formally defined as follows:

Definition. The vertical line x = a is a vertical asymptote of a function f if the graph

of f either increases or decreases without bound as the -values
approach a from the right or left.

Finding the Vertical Asymptotes of a Rational Function

Find the values of a where the denominator is zero.
If this value of a does not make the numerator zero, then the line x = a is a
vertical asymptote.

We will also look how the function behaves as x increases or decreases without bound.

We first construct a table of values for f(x) as x increases without bound, or in symbols,
as .

iii. Table of values for f(x) as

5 10 100 1,000 10,000 As
0.43 0.67 0.96 0.9960 0.99960 f(x) approaches 1–

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Next, construct a table of values for f(x) as x decreases without bound, or in symbols,
as

iv. Table of values for f(x) as

–5 –10 –100 –1,000 –10,000 As
2.33 1.41 1.041 1.00401 1.0004001 f(x) approaches 1+
Plotting the points according to these on the Cartesian Plane:

Figure 2.4: Note that the axes do not have the same scale.

Observe that as x increases or decreases without bound, f(x) gets closer and closer to
1. The line y= 1 is indicated in the figure with a dashed line.

We call this line a horizontal asymptote, formally defined as follows:

Definition. The horizontal line y = b is a horizontal asymptote of the function f if f(x)

gets closer to b as x increases or decreases without bound ( or
.).

A rational function may or may not cross its horizontal asymptote. If the function does
not cross the horizontal asymptote y = b, then b is not part of the range of the
rational function.

Now that we know the behavior of the function as x approaches –2 (where the
function is not defined), and also as or , we can complete the sketch
of the graph by looking at the behavior of the graph at the zeroes.

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Construct a table of signs to determine the sign of the function on the intervals
determined by the zeroes and the intercepts. Refer to the lesson on rational
inequalities for the steps in constructing a table of signs:

Interval
Test point
Test with the
rational function

The boundary between the intervals -2 < x < 2 and x >2 is a zero. Since the function
is positive on the left of 2 and negative on the right, the function transitions from
positive to negative at x = 2.

Plot the zeroes, y-intercept, and the asymptotes. From the table of signs and the
previous graphs, we know that f(x)<1 as . Draw a short segment across (2,0)
to indicate that the function transitions from negative to positive at this point.

We also know that f(x) increases without bound as and f(x) decreases
without bound as as . Sketch some arrows near the asymptote to indicate
this information.

Figure 2.5 Zeroes and asymptotes of f(x).

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Trace the arrowheads along with the intercepts using smooth curves. Do not cross the
vertical asymptote.

Figure 2.6 Tracing with smooth curves

Figure 2.7 The actual sketch of the graph of for reference.

(d) From the graph of the rational function, we observe that the function does not
cross the horizontal asymptote. We also observe that the function increases
and decreases without bound, and is asymptotic to the line y = 1. Therefore
only the value 1 is not included in the range of f(x).

The range of f(x) is .

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Example 2. Find the horizontal asymptote of .

Solution. We have seen from the previous example that the horizontal asymptotes
can be determined by looking at the behavior of rational functions when |x| is very
large (i.e., at extreme values of x).
However, at extreme values of x, the value of a polynomial can be approximated
using the value of the leading term.
For example, if x=1000, the value of is 4,004,001. A good
approximation is the value of , which is 4,000,000.
Similarly, for extreme values of , the value of can be approximated by

. Thus, for extreme values of , then can be approximated by , and

therefore approaches 4 for extreme values of .
This means that we have a horizontal asymptote at y=4.

Example 3. Find the horizontal asymptote of .

Solution. Following the idea from the previous example, the value of can

be approximated by for extreme values of .

Thus, the horizontal asymptote is .

Example 4. Find the horizontal asymptote of .

Solution. Again, based on the idea from the previous example, the value

of can be approximated by for extreme values of .

If we substitute extreme values of , we obtain values very close to 0.

Thus, the horizontal asymptote is y=0.

Example 5. Show that can be approximated by .

If we substitute extreme values of in , we obtain extreme values as well.

Thus, if takes on extreme values, then y also takes on extreme values and does not
approach a particular finite number. The function has no horizontal asymptote.

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We summarize the results from the previous examples as follows:

Finding the Horizontal Asymptotes of a Rational Function

Let be the degree of the numerator and be the degree of the denominator.

• If , the horizontal asymptote is .

• If , the horizontal asymptote is ,where is the leading
coefficient of the numerator and is the leading coefficient of the
denominator.
• If , there is no horizontal asymptote.

Properties of rational functions:

How to find the: Do the following:

y-intercept Evaluate the function at x = 0.

x-intercept Find the values of x where the numerator will be zero.

Find the values of a where the denominator is zero. If

Vertical asymptotes this value of a does not make the numerator zero,
then the line x = a is a vertical asymptote.

Horizontal asymptotes Let n be the degree of the numerator and m 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 coefficient of the numerator
and b is the leading coefficient of the denominator.
• If n > m, there is no horizontal asymptote.

Example 6. Sketch the graph of . Find its domain and range.

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

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From the factorization, we can get the following properties of the function:

• y-intercept:

• zeroes:

• vertical asymptotes: and

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

Plot the intercepts and asymptotes on the Cartesian plane:

Figure 2.8: Intercepts and asymptotes of f(x).

Construct a table of signs for the following intervals defined by the zeroes and the
values where the denominator will be zero:

•
•
•
•
•

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Interval

Test point

3x + 1 – – + + +

x–3 – – – – +

2x – 1 – – – + +

x+4 – + + + +
+ – + – +
above below above below Above x-
x-axis x-axis x-axis x-axis axis

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

Figure 2.9: Sketch the transitions across the zeroes based on the table of signs

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

Figure 2.10: 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.

Figure 2.11: Rough sketch of the graph following the information above.

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Figure 2.12: Actual sketch of the graph using a software grapher.

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
From the graph of the function, 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 of all real numbers.

Solved Examples
(a) Find its domain, (b) intercepts, (c) asymptotes. Next, (d) sketch
its graph and (e) determine its range.
Solution.
(a) The domain of f(x) is .
(b) The x-intercept is –5 and its y-intercept is –5.
(c) The vertical asymptote is x = 1. The degree of the numerator is equal to the degree of
the denominator. The horizontal asymptote is y = 1/1 = 1.
(d) The table of signs is shown below.
Interval
Test point
x+5 – + +
x–1 – – +
X+5 + above x- – below x- + above x-
x-1 axis axis axis

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The graph of the function is given by:

(d) Based on the graph, the range of the function is .

2. Let . Find its domain, (b) intercepts, (c) asymptotes. Next, (d) sketch its
graph.

Solution..

(a) The domain of f(x) is .

(b) The x-intercept is –3 and its y-intercept is –1.
(c) The vertical asymptotes are x = 3 and x = –1. The degree of the numerator is
less than the degree of the denominator. The horizontal asymptote is y = 0.
(d) The table of signs is shown below.
Interval
Test point
x+3 – + + +
x–3 – – – +
x+1 – – + +
– below x- + above x- – below x- + above x-
axis axis axis axis

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The graph of the function is given by:

Observe that the graph approaches the horizontal asymptote y = 0 as x increases or

decreases without bound. Calculus is needed to determine the range of this function.
3.Past records from a factory suggest that new employees can assemble N(t) components
per day after t days of being on the job, where .
Sketch the graph of N. Identify the horizontal asymptote of N, and discuss its meaning in
practical terms.

Solution.
(a) The domain of N(t), as stated in the problem, is . (Negative values of
t are not allowed because t refers to a number of days). (b) The t-intercept is 0 and
the y-intercept is 0.
(c) There is no vertical asymptote in the stated domain. The degree of the numerator and
denominator are equal. The horizontal asymptote is y = 75.
(d) The table of signs is shown below.

Interval
Test point
75t +
t+5 +
+ above
xaxis

As a person gains experience on the job, he or she works faster, but the maximum number
of items that can be assembled cannot exceed 75.

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Lesson 5 Supplementary Exercises

1. Find all asymptotes of .

2. Sketch the graph of and give its domain, intercepts,

asymptotes, and range.

3. After a drug is injected into a patient’s bloodstream, the concentration c of the

drug in the bloodstream t minutes after the injection is given by

. Sketch the graph of c. Identify the horizontal asymptote

discuss its meaning in practical terms.
of c, and

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POST TEST

1. Which of the following terms define as a ratio of two polynomials?

A. Rational expression B. Rational function
C. Rational equation D. Rational inequality

2. The expression is an example of.

A. Rational expression B. Rational function
C. Rational equation D. Rational inequality

3. Which of the following is a rational function?

4. John can build a pigpen twice as fast as Ruel. Working together, it takes them 5
hours. How long would it have taken John working alone?
A. 7.5 hrs B. 7 hrs c. 8.5 hrs d. 9 hrs

5. A plane flies 910 miles with the wind in the same time it can go 660 miles against
the wind. The speed of the plane in still air is 305 miles per hour. What is the speed of
the wind?
A. 64.8 mph b. 48.6 mph c. 64.6 mph d. 96.8 mph

For 6-9, Given 𝑓(𝑥)= and a table of values

6. Which of the following values would be the value of 𝑓(𝑥), if 𝑥=−1?

A. -1 B. -1.40 C. -1.75 D. -3.50
7. Which of the following values would be the value of 𝑓(𝑥), if 𝑥=3?
A. -1 B. 0 C. -1.75 D. Undefined
8. Which of the following values would be the value of 𝑓(𝑥) if 𝑥=1?
A. -1 B. -1.40 C. -1.75 D. -3.5
9. Which of the following values would be the value of 𝑓(𝑥) if 𝑥=−4?
A. -1 B. -1.40 C. -1.75 D. -3.50

10. Given which of the following is the domain of the function?

A.{𝑥 𝜖 ℝ|𝑥=3} B. 𝑥𝑥 𝜖 ℝ|𝑥=0} C. {𝑥 𝜖 ℝ|𝑥≠0} D. {𝑥 𝜖 ℝ|𝑥≠3}

11. Given which of the following is the range of the function?

A. {𝑦𝜖 ℝ|𝑦=3} B. {𝑦 𝜖 ℝ|𝑦=0} C. {𝑦 𝜖 ℝ|𝑦≠0} D. {𝑦 𝜖 ℝ|𝑦≠3}

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12. Given which of the following is the range of the function?

A. {𝑦 𝜖ℝ|𝑦≠2} B. {𝑦 𝜖 ℝ|𝑦=0} C. {𝑦 𝜖 ℝ|𝑦≠0} D. {𝑦 𝜖 ℝ|𝑦=2}

13. The horizontal asymptote of the rational function is

a. y= 1/2 b. y= 4/3 c. y=1 d. y=4

14. The vertical line x=a is a _________________of a function f if the graph of either
increases or decreases without bound as the x-values approach a from the right to left.
a. vertical asymptote c. horizontal asymptote
b. hole d. x-intercept

15. The horizontal asymptote of the rational function f(x)= 3𝑥𝑥+42𝑥𝑥2+3𝑥𝑥+2 is

a. y= 0 c. y= 3/2
b. y=2 d. no horizontal asymptote

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REFERENCES
DepEd. (2016). General Mathematics - Learner’s Material. Lexicon Press Inc.
Banigon Jr, R. et al. (2016). General Mathematics for Senior High School. Educational
Resources Corporation. Cubao, Quezon City
Orines, F. B. (2016). Next Century Mathematics 11 General Mathematics. Phoenix
Publishing House.
https://courses.lumenlearning.com/boundless-algebra/chapter/rational-functions/

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47
PRETEST
1. A 2. B 3. B 4. C 5. A
6. C 7. D 8. A 9. B 10. C
11. B 12. D 13. C 14. A 15. B
LESSON 1
1. (A) 3 (B) -1 (C) 12 (D) 3
2. (A) M(n) = 60, 000/n (B) 7,500
3. (A) (B)
The marketing office gets twice that amount which is P30,000 while the other offices receive
P15,000 each.
4. (A) undefined
(B)
t 0 1 2 3 4 5
c(t) undefined 4/5 1 12/13 4/5 5/6
(C) There is an alternate rise and fall of concentration as the bloodstream increases
LESSON 2
1. Rational Equation 2. Rational Equation 3. None of these
4. Rational Equation 5. None of these 6. Rational Inequality
LESSON 3
1. -16/3 2. The solution set is
3. The solution set is given by 4. 6 liters
LESSON 4
1.
(A)
x -4 -3 -2 -1 0 1 2 3 4
f(x) -1 -1.2 -1.5 -2 -3 -6 und 6 3
(b)
x -4 -3 -2 -1 0 1 2 3 4
f(x) -1 -1.2 und -2 -3 -6 und 6 3
2.
(A)
t 1 10 100 1000 10000 100000
f(t) 182 550 918 991 999 1000
The lake seems to be able to support 1000 fishes.
KEY ANSWERS
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48
LESSON 5
1. Horizontal asymptote: y = 0
2. The x-intercept is ½ . The y-intercept is ¼. The vertical asymptotes are x = -2 and x
= 2. The horizontal asymptote y = 0. The domain is The function is
above the x-axis in the intervals -2 < x < ½ and x >2. The function is below the x-axis in
the intervals x < -2 and ½ < x < 2. The graph is shown below. The range is
3. The horizontal asymptote is y= 0. In the long run, the concentration in the
bloodstream decreases and becomes almost negligible.
POST TEST
1. A 2. D 3. B 4. A 5. B
6. C 7. D 8. C 9. A 10. C
11. D 12. A 13. D 14. A 15. A
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