REGION VI – WESTERN VISAYAS

General Mathematics for Grade 11 Students

Learning Activity Sheet No. 2
Second Edition, 2022

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas
Division of Negros Occidental
Negros Occidental High School

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Development and Enhancement Team of General Mathematics

Learning Activity Sheet
Negros Occidental High School
Senior High School
Writer: Kezel Joy L. Andicoy

Cover Page Designer: Deyru J. Morancil

Quality Assurance Team: Denelle M. Castañeda

Joy J. Gardon
Arlyn Joy D. Habana
Frank A. Villarino
Schools Management Team:
Donna Bella O. Aposaga
Assistant Principal II for Academics, SHS

Josette S. Terrora
Principal IV

ii
Introductory Message
Welcome to General Mathematics for Grade 11!

The Learning Activity Sheet is a product of the collaborative efforts of the

teachers of the Senior High School Department of Negros Occidental High School.
This is developed to guide the learning facilitators (teachers, parents and
responsible adults) in helping the learners meet the standards set by the K to 12
Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The General Mathematics Learning Activity Sheet will help you facilitate
the teaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter between you and
learner. This will be made available to the learners with the references/links to ease
the independent learning.

For the learner:

The General Mathematics Learning Activity Sheet is developed to help

you continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being an
active learner, carefully read and understand the instructions then perform the
activities and answer the assessments. This will be returned to your facilitator on
the agreed schedule.

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 KEY CONCEPTS OF RATIONAL FUNCTIONS

GENERAL MATHEMATICS
LEARNING ACTIVITY SHEET NO. 2

I. Learning Competencies with Code

 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)
 Represents a rational function through its: table of values, (b) graph, and (c) equation.
(M11gm-ib-4)
 Finds the domain and range of a rational function. (M11gm-ib-5)
 Determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions.
(M11gm-ic-1)
 Solves problems involving rational functions, equations, and inequalities. (M11gm-ic-3)

II. Background Information for Learners

Rational functions are used to model complex science and engineering equations,
including forces, electronics, optics, aerodynamics, and acoustics in physics,
spectroscopy, atomic and molecular wave functions, and enzyme kinetics in chemistry,
and even in field of medicine.
In multiple areas of study to predict outcomes in economics, rational functions are
likewise used. As we learn more on this Learning Activity Sheet, let’s first define and
become aware about the terms that we will be using. See the table below.

RATIONAL RATIONAL RATIONAL RATIONAL

EXPRESSION EQUATION INEQUALITY FUNCTION
A rational
expression is an An inequality A function of the
expression that An equation involving form:
can be written as a involving rational 𝑝 (𝑥)
𝑓 (𝑥 ) = 𝑞 (𝑥) where
ratio of two rational expressions. It
DEFINITION polynomials. expressions. It uses the p(x) and q(x) are
Some examples of uses an inequality polynomial
rational equality (=) symbols such functions and q (x)
expressions are symbol. as >, <, ≤, ≥, is not the zero
the following: 𝑎𝑛𝑑 ≠. function.

5 2 x2 + 3x+2
2x−5 x2+ 3x+2 2 3 1 ≤ f(x) =
, x−3 x x+1
− = x + 3
x x+8 x 2x 5 7
5 2+x 2x > g(x) = 7 −
EXAMPLES =8 x+4 x2 − 5
x−3 x−1 5x 2x − 5
x3 −x2 −x−1 x+6 1 <4 y=
x+4
= x−1 6
x2 −5 x−4 x+1 4 1 y=
≥ x−2
2x−1 x+1

1
The following are the steps in solving a rational equation.
1. Find the LCD (Least Common Denominator) of the given rational expressions. The
LCD is the smallest multiple that the denominators have in common. To find the LCD
of two rational expressions, we factor the expressions and multiply all of the distinct
factors.
2. Multiply the LCD to every term both in the left and right sides of the equation.
3. Eliminate denominators by multiplying each term of the equation by the least common
denominator or LCD.
4. Solve the equation and simplify your answer.
5. Check your solution if it makes the rational equation true.

Examples:
Direction: Solve for the unknown variable in the following rational equations.

2 3 1
1. − =
𝑥 2𝑥 5
2 3 1
(10𝑥 ) − (10𝑥) = (10𝑥 )
𝑥 2𝑥 5
20𝑥 30𝑥 10𝑥
− =
𝑥 2𝑥 5
20 − 15 = 2𝑥
5 = 2𝑥
5 2𝑥
=
2 2
5
𝑥 = (𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛/𝑟𝑜𝑜𝑡)
2
5
Thus, is the only solution/root of the rational equation.
2

𝑥 12
2. + = 𝑥−2
3 𝑥
𝑥 12
(3𝑥) + (3𝑥) = (𝑥 − 2)(3𝑥)
3 𝑥
3𝑥 2 36𝑥
+ = 3𝑥 2 − 6𝑥
3 𝑥
𝑥 2 + 36 = 3𝑥 2 − 6𝑥
0 = 3𝑥 2 − 6𝑥 − 𝑥 2 − 36
0 = 2𝑥 2 − 36
0 2𝑥 2 − 6𝑥 − 36
=
2 2
0 = 𝑥 2 − 3𝑥 − 18
(𝑥 − 6)(𝑥 + 3) = 0
𝑥−6 =0 𝑥+3=0
𝑥=6 𝑥 = −3
Therefore, x = 6 and x = –3 are the solutions or roots of the rational equation.
2𝑥+1
3. = 3
4𝑥−5
2𝑥 + 1
(4𝑥 − 5) = 3(4𝑥 − 5)
4𝑥 − 5
2𝑥 + 1 = 12𝑥 − 15
1 + 15 = 12𝑥 − 2𝑥
16 = 10𝑥
16 10𝑥
=
10 10
8
1.6 𝑜𝑟 = 𝑥
5
8
Therefore, x = 1.6 or 5 is the solution or root of the rational equation.

2
 𝑥 1 8
4. − =
𝑥+2 𝑥−2 x2 −4
𝒙 1 8
(𝒙 + 𝟐)(𝒙 − 𝟐) − (𝒙 + 𝟐)(𝒙 − 𝟐) = (𝒙 + 𝟐)(𝒙 − 𝟐)
𝒙+𝟐 𝑥 −2 (x + 2)(x − 2)

𝒙(𝒙 − 𝟐) − 𝟏(𝒙 + 𝟐) = 𝟖
x 2 − 2𝑥 − 𝑥 − 2 = 8
x 2 − 2𝑥 − 𝑥 − 2 − 8 = 0
x 2 − 3𝑥 − 10 = 0
(𝑥 − 5)(𝑥 + 2) = 0
x−5= 0 x+2=0
x=5 x = −2
Take note that x = –2 is an extraneous root which makes the rational
equation undefined and doesn’t make the rational equation true.
Therefore, x = 5 is the only solution or root of the rational equation.

𝟏 𝟑 𝟏
5. = 𝒙−𝟐
𝟏𝟎
𝟏 𝟑 𝟏
(𝟏𝟎𝒙) = (𝟏𝟎𝒙) − (𝟏𝟎𝒙)
𝟏𝟎 𝒙 𝟐
𝟏𝟎𝒙 𝟑𝟎𝒙 𝟏𝟎𝒙
= −
𝟏𝟎 𝒙 𝟐
𝒙 = 𝟑𝟎 − 𝟓𝒙
𝒙 + 𝟓𝒙 = 𝟑𝟎
𝟔𝒙 = 𝟑𝟎
𝟔𝒙 𝟑𝟎
=
𝟔 𝟔
𝒙=𝟓

The following are the steps in solving a rational inequalities:

1. Express the inequality so that one side zero and the other side is a single quotient.
2. Find the boundary points by setting the numerator and the denominator equal to zero.
3. Substitute the critical/boundary points to the original inequality to identify if it is a
solution or not.
4. Locate the critical/boundary points on a number line. Use a shaded circle if it is a
solution and an unshaded circle if it is not a solution in graphing it on the number line.
5. Identify the test intervals based on the boundary/critical points.
6. Take the representative number within each test interval and substitute that number
into the original inequality. The solution set consists of the intervals that produce a true
statement.
7. Shade the portions in the number line that represent the solutions/roots of the rational
inequality.
8. Summarize the solution set using the interval form.
Examples:
Direction: Solve and graph the solution set of the following rational inequalities.
𝑥−1
1. ≥0
𝑥+1

x–1=0 x+1=0 Step 1: Set the numerator and the denominator equal to
x=1 x=–1 zero and solve for the value of x. The values of x will serve
as the critical points/boundary points.
If x = 1, If x = – 1, Step 2: Substitute the value of x to the original inequality.
1−1 −1 − 1 Determine if the values of x will make the rational
≥0 ≥0
1+1 −1 + 1 inequality true or false.
0 −2
≥0 ≥0
2 0
0 ≥ 0 TRUE undefined ≥ 0 FALSE
3
 Therefore, 1 is Therefore, – 1 is not Step 3: Decision Rules:
the solution or the solution or not If TRUE, the value of x is a solution or a root to the
root of the the root of the rational inequality.
rational rational inequality. If FALSE, the value of x is not a solution or not a root
inequality. to the rational inequality.
Step 4: Graph the critical/boundary points on the number line. Use a shaded circle for x=1
(solution) and an unshaded circle for x = –1 (not a solution).

x<–1 Step 5: Identify the test

–1<x<1 x>1
(x values that intervals based on the
(x values between (x values that are
are less than – boundary/critical points.
–1 and 1) greater than 1)
1)
If x = – 2, If x = 0, If x = 2, Step 6: Take the representative
−2 − 1 0−1 2−1 number within each test interval
≥0 ≥0 ≥0
−2 + 1 0+1 2+1 and substitute that number into
−3 −1 1
≥ 0 TRUE the original inequality. The
≥0 ≥0 3
−1 1 solution set consists of the
3 ≥ 0 TRUE – 1 ≥ 0 FALSE intervals that produce a true
Therefore, all Therefore, all Therefore, all statement.
negative numbers between - positive numbers
numbers less 1 and 1 are not the that are equal to 1
than -1 are the solutions/roots of and greater than 1
solutions/roots the rational are the
of the rational inequality. solutions/roots of
inequality. the rational
inequality.

Step 7: Shade the portions in the number line that represent the solutions/roots of the rational
inequality.

Step 8. Summarize the intervals containing the solutions using the interval form.
Therefore, the solution set is ( – ∞, – 1) U [ 1, ∞).
𝑥
2. <2
𝑥+2

Step 1: Express the inequality so that one side zero and the other side is a single quotient.
𝑥
− 2<0
𝑥+2
𝑥 2
− <0
𝑥+2 1

𝑥 2(𝑥 + 2)
− <0
𝑥+2 𝑥+2
𝑥 − 2𝑥 − 4
<0
𝑥+2
−𝑥 −4
<0
𝑥+2

–x–4=0 x+2=0 Step 2: Set the numerator and the

−𝑥
=
4 x=–2 denominator equal to zero and solve for the
−1 −1 value of x.
x=–4

4
 If x = – 4, If x = – 2, Step 3: Substitute the value of x to the
−4 −2 original inequality. Determine if the values of
<2 <2
−4 + 2 −2 + 2 x will make the rational inequality true or
−4 −2 false.
<2 <2
−2 0
2 < 2 FALSE undefined < 2 FALSE
Therefore, –4 is not Therefore, –2 is not the Step 4: Decision Rules:
the solution or not solution or not the root If TRUE, the value of x is a solution or a root
the root of the of the rationalto the rational inequality.
rational inequality. inequality. If FALSE, the value of x is not a solution or
not a root to the rational inequality.
Step 5: Graph the critical/boundary points on the number line. Use a shaded circle if it is a solution
and an unshaded circle if it is not a solution.

Test Interval Test Interval Test Interval

– 4 < x < –2 Step 6: Identify the test
x<–4 x > –2
(x values intervals based on the
(x values that are (x values that are
between – 4 and boundary/critical points.
less than – 4) greater than –2)
–2)
If x = –4.1, If x = –3, If x = –1.9, Step 7: Take the
−4.1 −3 −1.9 representative number
<2 <2 <2 within each test interval and
−4.1 + 2 −3 + 2 −1.9 + 2
−4.1 −3 −1.9 substitute that number into
<2 <2 <2
−2.1 −1 0.1 the original inequality. The
1.95 < 2 TRUE 3 < 2 FALSE –19 < 2 TRUE solution set consists of the
intervals that produce a true
Therefore, all Therefore, all Therefore, all statement.
negative numbers numbers between numbers greater than
less than –4 are –4 and –2 are not –2 are the
the the solutions/roots of the
solutions/roots of solutions/roots of rational inequality.
the rational the rational
inequality. inequality.
Step 8: Shade the portions in the number line that represent the solutions/roots of the rational
inequality.

Step 9. Summarize the intervals containing the solutions using the interval form.
Therefore, the solution set is (–∞, – 4) U (–2, ∞).

𝑥+4
3. <0
𝑥−1

x+4=0 x–1=0 Step 1: Set the numerator and the denominator

x=–4 x=1 equal to zero and solve for the value of x. The
values of x will serve as the critical
points/boundary points.
If x = –4, If x = 1, Step 2: Substitute the value of x to the original
−4+4 1+4 inequality. Determine if the values of x will
<0 <0
−4 + 1 1−1 make the rational inequality true or false.
0 5
<0 <0
−3 0
0 < 0 FALSE undefined < 0 FALSE
Therefore, – 4 is not Therefore, 1 is not the Step 3: Decision Rules:
the solution or not solution or not the root If TRUE, the value of x is a solution or a root to
the root of the of the rational the rational inequality.
rational inequality. inequality. If FALSE, the value of x is not a solution or not
a root to the rational inequality.

5
Step 4: Graph the critical/boundary points on the number line. Use a shaded circle for
x = 1 (solution) and an unshaded circle for x = –1 (not a solution).

–4 1
Step 5: Identify the
x<–4 –4<x<1 x>1
test intervals based on
(x values that are (x values between (x values that are
the boundary/critical
less than –4) –4 and 1) greater than 1)
points.
If x = – 4.1, If x = –3.9, If x = 1.1, Step 6: Take the
−4.1 + 4 −3.9 + 4 1.1 + 4 representative
<0 <0 <0
−4.1 − 1 −3.9 − 1 1.1 − 1 number within each
−0.1 0.1 5.1 test interval and
<0 <0 <0
−5.1 −4.9 0.1 substitute that number
0.02 < 0 FALSE – 0.02 < 0 TRUE 51 < 0 FALSE into the original
inequality. The
If x = – 5, If x = 0.9, If x = 2, solution set consists
−5 + 4 0.9 + 4 2+4 of the intervals that
<0 <0 <0
−5 − 1 0.9 − 1 2−1 produce a true
−1 4.9 6 statement.
<0 <0 <0
−6 −0.1 1
0.17 < 0 FALSE – 49 < 0 TRUE 6 < 0 FALSE

If x = 0,
0+4
<0
0−1
4
<0
−1
– 4 < 0 TRUE
Therefore, all Therefore, all Therefore, all
negative numbers numbers between – positive numbers
less than – 4 are 4 and 1 are the greater than 1 are
not the solutions solutions or roots of not the solutions or
or not the roots of the rational not the roots of the
the rational inequality. rational inequality.
inequality.

Step 7: Shade the portions in the number line that represent the solutions/roots of the
rational inequality.

–4 1

Step 8. Summarize the intervals containing the solutions using the set-builder notation.
Therefore, the solution set is {x ∈ ℝ | − 4 < x < −1}.

The next topic that we will discuss is about rational functions. A rational
𝒑(𝒙)
function, 𝒇(𝒙), is a function of the form 𝒇(𝒙) = where 𝒑(𝒙) and 𝒒(𝒙) are
𝒒(𝒙)
polynomial functions, and 𝒒(𝒙) ≠ 𝟎. The domain of 𝒇(𝒙) is the set of real numbers such
that 𝒒(𝒙) is not zero. In other words, the domain of a rational function are the set of real
numbers except those that will make the denominator equal to zero. Take note that any
number with a denominator of zero will make the number undefined. The domain also
refers to the x – values that a graph can take.

6
Steps in Getting the Domain of a Rational Function:
1. Set the denominator equal to zero.
2. Factor out the equation if possible and solve for the value of x.
3. The values of x are not included as the domain because it will make the rational
function undefined.
4. Write the domain using the set – builder form and in interval form.

Examples:
3 Set-Builder Form: D = {xǀx ≠ 0}
1. f(x) =
x Interval Form: (−∞,0)⋃(0,∞)
x=0
2. ℎ(𝑥 ) =
x² Set-Builder Form:
x−1 D = {xǀx ≠ 1}
x−1=0 Interval Form: (−∞,1)⋃(1,∞)
x=1
x
3. 𝑚(𝑥 ) = Set-Builder Form:
x(x−3)
D = {xǀx ≠ 0 and x ≠ 3}
x (x − 3) = 0 Interval Form:
x=0 x−3=0 (−∞,0)⋃(0,3), ⋃(3, ∞)
x=3
4. 𝑔(𝑥 ) =
x+1 Set-Builder Form:
x²−4 D = {xǀx ≠ −2 and x ≠ 2}
x2 − 4 = 0
Interval Form:
(x + 2)(x − 2) = 0
(−∞,−2)⋃( −2,2) ⋃(2, ∞)
x+2=0 x−2=0
x = −2 x=2
5. 𝑝(𝑥 ) =
x2 −4x−5 Set-Builder Form:
x2 +2x−8 D = {xǀx ≠ −4 and x ≠ 2}
x 2 + 2x − 8 = 0 Interval Form:
(x + 4)(x − 2) = 0 (−∞,−4)⋃( −4,2) ⋃(2, ∞)
x+4=0 x−2=0
x = −4 x=2
6. 𝑏(𝑥 ) =
4x−1 Set-Builder Form:
x3 +2x2 +8x D = {xǀx ≠ −4, x ≠ −2, and x ≠ 0}
x 3 + 6x 2 + 8x = 0
Interval Form:
𝑥 (x 2 + 6x + 8) = 0 (−∞,−4)⋃( −4,−2) ⋃(−2, 0)⋃( 0,∞)
𝑥(𝑥 + 4)(𝑥 + 2) = 0
x=0 x+4= 0 x+2= 0
x=0 x = −4 x = −2
7. 𝑟(𝑥 ) =
x3 +x+1 Set-Builder Form:
2x2 −5x−3 D = {xǀx ≠ −½ and x ≠ 3}
2x 2 − 5x − 3 = 0 Interval Form:
(2x + 1)(x − 3) = 0 (−∞,−½)⋃(−½, 3) ⋃(3, ∞)
2x + 1 = 0 x−3= 0
x = −½ x=3

8. 𝑤 (𝑥 ) =
x3 −8 Set-Builder Form:
4x2 −9 3 3
4x 2 − 9 = 0 D = {xǀx ≠ − and x ≠ }
2 2
(2x + 3)(2x − 3) = 0 Interval Form:
2x + 3 = 0 2x − 3 = 0 3 3 3 3
3 3 (−∞, − ) ∪ (− , ) ∪ ( , ∞ )
x=− x= 2 2 2 2
2 2

7
 The range of a rational function is the set of all values that 𝒇(𝒙) 𝒐𝒓 𝒚 will take. The
range values are dependent on the horizontal asymptote. Range values are not equal
with the value of the horizontal aymptote. Moreover, the range can be easily determined
by looking at the graph of the rational function.
The intercepts of the graph of a rational function are the points of intersection of
its graph and an axis. The x – intercept is the point on the x – axis that a graph touches,
intersects, or passes through. To solve for the x – intercept, set the value of y equal to
zero and solve for the value of x. On the other hand, the y – intercept is the point on the
y – axis that a graph touches, intersects, or passes through. To solve for the y – intercept,
set the value of x equal to zero and solve for the value of y.

Examples:
3 x2 −4x−5
1. c(x) = 2. d(x) = 2
x x +2x−8
If x = 0, solve for y. If x = 0, solve for y.
3 02 − 4(0) − 5
y= y= 2
0 0 + 2(0) − 8
y = undefined 5
Therefore, there is no y – intercept. y=
8
5
Therefore, the graph will pass through at
8
If y = 0, solve for x. of the y – axis.
3 If y = 0, solve for x.
0= x 2 − 4x − 5
x 0= 2
(0)(x) = 3 x + 2x − 8
0≠3 (0)(x 2 + 2x − 8) = x 2 − 4x − 5
Therefore, there is no x – intercept. x 2 − 4x − 5 = 0
(x − 5)(x + 1) = 0
x = 5 and x = −1
Therefore, the graph will pass through at 5
and −1 of the x – axis.

x² 4x−1
3. b(x) = 4. f(x) =
x3 +2x²−8x
x−1 If x = 0, solve for y.
If x = 0, solve for y.
4(0) − 1
02 y= 3
y= 0 + 2(0)² − 8(0)
0−1 −1
0 y=
y= 0
−1
y=0 y = undefined
Therefore, the graph will pass Therefore, there is no y – intercept.
through at 0 of the y – axis.

If y = 0, solve for x. If y = 0, solve for x.

4x − 1
x² 0= 3
0= x + 2x² − 8x
x−1
(0)(x − 1) = x² (0)(x ³ + 2x² − 8x) = 4x − 1
0 = x² 4x − 1 = 0
1
x=0 x=
4
Therefore, the graph will pass 1
Therefore, the graph will pass through at of
through at 0 of the x – axis. 4
the x – axis.

8
 x+1 x3 +2x2+x
5. m(x) = 6. g(x) =
x² − 4 2x2 −5x−3
If x = 0, solve for y. If x = 0, solve for y.
0+1 03 + 2(0)² + 0
y= y=
0² − 4 2(0)2 − 5(0) − 3
1 0
y=− y=
4 −3
y=0
Therefore, the graph will pass through Therefore, the graph will pass through at 0 of
1
at − of the y – axis. the y – axis.
4

If y = 0, solve for x. If y = 0, solve for x.

x+1 x 3 + 2x 2 + x
0= (𝐶𝑟𝑜𝑠𝑠 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦) 0= 2 (𝐶𝑟𝑜𝑠𝑠 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦)
x² − 4 2x − 5x − 3
(0)(x² − 4) = x + 1 (0)(2x 2 − 5x − 3) = x 3 + 2x² + x
0 = x+1 x 3 + 2x 2 + x = 0
x = −1 x(x 2 + 2x + 1) = 0
Therefore, the graph will pass x(x + 1)(x + 1) = 0
through at −1 of the x – axis. x = 0 and x = −1
Therefore, the graph will pass through at 0
and −1 of the x – axis.

An asymptote is an imaginary line that a curve approaches but never touches, as

it heads towards infinity. Asymptotes can be horizontal, vertical or oblique. To solve for the
vertical asymptote, equate the denominator to zero and solve for the value of x. The
obtained equation is the vertical asymptote which is a vertical line passing through the x-
axis. The horizontal asymptote is a vertical line passing through the y-axis.To solve for
the horizontal asymptote, the degree of the numerator n and the degree of the denominator
d are being compared and following conditions must be considered.
If n < d, then the horizontal asymptote is y = 0.
If n > d, then there is no horizontal asymptote.
𝒂
If n = d, the horizontal asymptote is 𝐲 = where a is the leading numerical coefficient of
𝐛
the numerator and b is the leadinng numerical coefficient of the denominator. In graphing
asymptotes, a broken line is usually being used bacause it is only an imaginary line.
Recall your lesson during your Grade 7 Algebra subject that in the term 2xy, 2 is
called as the numerical coefficient and xy is the literal coefficient. In the same manner, in
the term – 8x2 + 3x – 1, the leading numerical coefficient is – 8. The degree of a term in
one variable is the exponent of the variable or it is the sum of the exponents of its variables
if the term contains more than one variable. Remember that when you see no exponent,
it is equivalent to 1. See illustrations below.
1st degree – 3x, 5x, y, 8y
2nd degree – x2, 4x2, 10y2, 2xy, 9xz
3rd degree – x3, 6x2y, 7xyz, 12xy2
nth degree - 3xn, 5xn-1, 4xyn+3

Examples:
3x x
1.g(x) = 2 2. f(x) = 2
x −9 9x −1
Vertical Asymptotes: Vertical Asymptotes:
x2 − 9 = 0 9x 2 − 1 = 0
(x + 3)(x − 3) = 0 (3x + 1)(3x − 1) = 0
𝐱 = −𝟑 𝐚𝐧𝐝 𝐱 = 𝟑 𝟏 𝟏
𝐱 = 𝐚𝐧𝐝 𝐱 = −
Horizontal Asymptote: y = 0 𝟑 𝟑
Horizontal Asymptote: y = 0

9
 4x2 −9 2x
3. h(x) = 4. m(x) =
x−3 3x+2
Vertical Asymptote: Vertical Asymptote:
x−3 =0 3x + 2 = 0
𝟐
𝐱=𝟑 𝐱=−
𝟑
Horizontal Asymptote: none 𝟐
Horizontal Asymptote: 𝐲 =
𝟑

7−3x 4𝑥 4 −1
5. r(x) =
2x+1
6. t(x) = 2
x +8x−20
Vertical Asymptote: Vertical Asymptotes:
2x + 1 = 0 x 2 + 8x − 20 = 0
𝐱 = −½ (x + 10)(x − 2) = 0
𝟑
Horizontal Asymptote: 𝐲 = − 𝐱 = −𝟏𝟎 𝐚𝐧𝐝 𝐱 = 𝟐
𝟐
Horizontal Asymptote: none

1 x3 +3𝑥²
7. p(x) =
x−2 8. w(x) = 4
𝑥 −4x²
Vertical Asymptote: Vertical Asymptotes:
x−2 =0 x 4 −4𝑥 2 = 0
𝐱= 𝟐 (𝑥 2 + 2x)(x² − 2x) = 0
Horizontal Asymptote: y = 0 𝑥(𝑥 + 2) = 0 𝑥(𝑥 − 2) = 0
𝑥 = 0 𝑥+2=0 𝑥 =0 𝑥−2 =0
𝐱 = 𝟎, 𝐱 = −𝟐 𝐚𝐧𝐝 𝐱 = 𝟐
Horizontal Asymptote: 𝐲 = 𝟎

The zeroes of a rational function are the values of x which make the function zero.
The real numbered zeroes are also the x – intercepts of the graph of the function.
Examples:
3x x2 −4x−5
1. c(x) = 2 2. d(x) = 2
x +6 x +2x−8
3x = 0 x 2 − 4x − 5 = 0
3x 0 (x − 5)(x + 1) = 0
=
3 3 x = 5 and x = −1
x=0 Therefore, the zeroes of d(x) are x = 5
Thus, the zero of c(x) is x=0. and x = −1.

4x 2 − 9 4. f(x) = 3
4x−1
3. b(x) = x +2x²−8x
x−3 4x − 1 = 0
4x 2 − 9 = 0 1
(2x − 3)(2x + 3) = 0 x=
4
𝟏
3 3 Therefore, the zero of f(x) is 𝐱 = .
x = 𝑎𝑛𝑑 𝑥 = − 𝟒
2 2
𝟑
Thus, the zeroes of b(x) are 𝐱 =
𝟐
𝟑
𝒂𝒏𝒅 𝒙 = − .
𝟐

x+1 x3 +2x2 +x
5. m(x) = 6. g(x) = 2
2x −5x−3
x² − 4
x+1=0 x 3 + 2x 2 + x = 0
x = −1 x(x 2 + 2x + 1) = 0
Thus, the zero of m(x) is x = −1. x(x + 1)(x + 1) = 0
x = 0 and x = −1
Therefore, the zeroes of g(x) are x = 0
and x = −1.

10
 Now that you are equipped with the knowledge in getting the domain, range,
intercepts, zeroes, and asymptotes of a rational function, we will proceed with the next
lesson which is all about graphing rational functions on the Cartesian Coordinate Plane.

STEPS IN GRAPHING A RATIONAL FUNCTION:

o Find the x-intercept and the y-intercept.
o Plot the intercepts in the x-y plane
o Solve for the vertical asympote and the horizontal asymptote.
o Graph the asymptotes in the x-y plane.
o Construct a Table of Values as shown below. Get the values of x that are located on
the left side, and right side if there is only one vertical aymptote and solve for the values
of y. If there are two or more vertical asymptotes, get the values of x located between
the asymptotes and solve for the values of y.

𝑥
y

o Plot the ordered pairs on the plane.

o Trace/ sketch the graph.
o Determine the domain and range.

Examples:
x+1 x+1
1. Given: h(x) = is the same with y=
x2−4 (x+2)(x−2)
a. x – intercept: Set y = 0 and solve for x.
x+1
y= 2
x −4
x+1
0= 2
x −4
0(x 2 − 4) = x + 1
−1 = x
The x – intercept is at – 1.
y – intercept: Set x = 0 and solve for y.
x+1
y= 2
x −4
0+1
y=
0²−4
1
𝑦 = −0.25 or y = −
4
The y – intercept is at – 0.25.

b. Equate the denominator to 0 and solve for x. The obtained equation is the vertical
asymptote.
The denominators are x – 2 = 0 and x + 2 = 0. Therefore, the vertical asymptotes
are at x = 2 and x = – 2.
The degree of the numerator (n = 1) is less than the degree of the denominator
(d = 2).
If 𝒏 < 𝒅, therefore the horizontal asymptote is y = 0.

c. The table of values for the said rational function is shown below.
x −4 −3 −2.5 −2 −1 0 1 2 2.5 3 4
h(x) −0.25 −0.4 −0.67 undefined 0 −0.25 −0.67 undefined 1.56 0.8 0.42

11
 d. Sketch the graph.

x = –2 x=2

y=0

e. Domain: D= {x ∣ x ≠ 2 and x ≠ – 2}
Range: R = {y ∣ y ≠0}

3𝑥−5 3𝑥−5
2. Given: g(x) = is the same with 𝑦 =
2x+9 2x+9
a. x – intercept: Set y = 0 and solve for x.
3𝑥−5
y= 2x+9
3𝑥−5
0= 2x+9
0(2𝑥 + 9) = 3x − 5
5 3𝑥
=
3 3
x = 1.67
The x – intercept is at 1.67.
y – intercept: Set x = 0 and solve for y.
3𝑥−5
y= 2x+9
3(0)−5
y = 2(0)+9
5
y=−
9
The y – intercept is at – 0.56.

b. Equate the denominator to 0 and solve for x. The obtained equation is the vertical
asymptote.
The denominator is 2x + 9 = 0. So, 2x = – 9. Therefore, the vertical asymptote is
at x = – 4.5.
The degree of the numerator is equal to the degree of the denominator.
𝟑
If 𝒏 = 𝒎, therefore there is a horizontal asymptote at 𝒚 = 𝒐𝒓 𝒚 = 𝟏. 𝟓.
𝟐

c. The table of values for the said rational function is shown below.
x -6 -5 -4.5 -3 -2 -1 0 1
g(x) 7.67 20 undefined -4.67 -2.20 -1.14 -0.56 -0.18

12
 d. Sketch the graph.

x = – 4.5

y = 1.5

e. Domain: D = {x ∣ x ≠ – 4.5}
Range: R = {y ∣ y ≠1.5}

The last part of this Learning Activity Sheet will let you realize the importance of
rational functions, rational equations and rational inequalities in our life’s problems. See
examples below with its responding computations.

1. A theater can accommodate at most 450 people per show. The theater manager uses
150,000
the formula: C(h) = 2 (h + ) to determine the cost C (in US Dollars) of operating
ℎ
the theater with h people. What would be the cost of operating the show when there are
300 audiences? Convert your answer to Philippine peso if $1 = ₱50.
150,000
C(h) = 2 (h + )
ℎ
150,000
C(300) = 2 (300 + ) = 2(300 + 500 ) = 2(800) = $1,600
300
$1,600 x ₱50 = ₱80,000
Thus, ₱80,000 would be the cost of operating the show when there are 300 audiences.
2. Past records from a factory producing electronic component show that on average, new
employees can assemble N(t) components per day after t days of training where
𝟕𝟓𝒕
𝑵(𝒕) = in the condition that t ≥ 0. How many electronic components will be produced
𝒕+𝟓
by the new employees 10 days after their training?
𝟕𝟓𝒕
𝑵(𝒕) =
𝒕+𝟓
(𝟕𝟓)(𝟏𝟎) 𝟕𝟓𝟎
𝑵(𝟏𝟎) = = = 𝟓𝟎
𝟏𝟎 + 𝟓 𝟏𝟓
Therefore, there will be 10 electronic components that will be produced by the new
employees 10 days after their training.
3. Suppose one painter can paint the entire house in twelve hours, and the second painter
takes eight hours to paint a similarly-sized house. How long would it take the two
painters together to paint the house?
1 1 1
+ =
12 8 t
2 3 1
+ =
24 24 t
5 1
= (𝐶𝑟𝑜𝑠𝑠 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦)
24 t
5t = 24
24
𝑡= 𝑜𝑟 4.8
5

13
 4. On average, Mary can do her assignments in 40 minutes. It takes Joseph 80 minutes
to complete his assignments. How long will it take the two of them working together to
complete their assignments?
1 1 1
+ =
40 80 x
2 1 1
+ =
80 80 x
3 1
= (𝐶𝑟𝑜𝑠𝑠 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦)
80 x
3x = 80
80
𝑥= = 26.67 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
3
Therefore, Mary and Joseph can complete their assignments within 26.67 minutes if
they work together.

5. Bethany has scored 10 free throws out of 18 tries. She would really like to bring her free
throw average up to at least 68%. How many more consecutive free throws should she
score in order to bring up her average to 68%?
10+x 68
= (Cross Multiply)
18+x 100
(100)(10 + x) = (68)(18 + x)
1000 + 100x = 1,224 + 68x
100x – 68x = 1,224 – 1,000
32x = 224
x=7
Thus, Bethany needs 7 more consecutive free throws in order to bring up her average
to 68%.

III. Activity Proper

General Directions: In answering the exercises in the Learning Activity Sheet
(LAS), please be reminded not to write anything here. All answers must be written
in a separate sheet of paper. Read each problem carefully and answer it
systematically. If solution is required, encircle your final answer.

Activity 1:
A. Direction: Determine whether the given is a rational function, a rational equation, or a
rational inequality.
3 4
1. =
𝑥 𝑥+2
𝑣+1
2. <0
𝑣−7
3
3. 𝑓(𝑝) = 2
𝑝 −9
1
4. =𝑦
3𝑥⁴
6𝑑 − 1
5. ≥7
8𝑑 + 9
3 1
6. >
𝑐−2 𝑐
2𝑛 − 1
7. =5
𝑛+3
𝑥2 − 3𝑥 − 10
8. 𝑚(𝑥) =
𝑥
14
 2𝑥
9.
15
= 45 − 2𝑥
𝑥 𝑥−3
10. + 2𝑥−4 ≠ 0
3𝑥+2

Activity 2 on Solving Rational Equations:

Direction: Solve for the value of the unknown variable.

𝟓𝒃 𝟏 𝟏
1. − =𝟑
𝟔 𝟐
𝟏 𝟏 𝟒𝒙+𝟐
2. 𝒙−𝟏 + =
𝒙+𝟏 𝒙𝟐 −𝟏
𝒚 𝟏𝟐
3. 𝟑 + = 𝒚−𝟐
𝒚
𝒅 𝟏 𝒅
4. 𝟒 + 𝟑 = 𝟐 (𝟏 − 𝟑)
𝟒𝒙−𝟔 𝟕
5. =
𝟐𝒙−𝟑 𝒙+𝟏

Activity 3 on Solving Rational Inequalities:

Direction: Show the graph of the solution set of the following rational inequalities.
𝒙−𝟑
1. ≥𝟎
𝒙+𝟐
𝒙+𝟒
2. >𝟎
𝒙−𝟓

Activity 4 on Graphing Rational Functions:

Direction: Determine the intercepts, asymptotes, table of values, domain, and range of the
following rational functions and graph it.
x
1. 𝑓 (𝑥 ) =
x−1

x+5
2. 𝑓 (𝑥 ) =
x−1

Activity 5 on Solving Problems:

Direction: Analyze and solve the following problems.
1. Mang Kanoy can plow a field in 4 hours. It takes Mang Tomas 5 hours to plow the same
field alone. If they work together( and each has a plow), how long will it take tem to
plow the field?
2. The rational function that models the number of Latin words N remembered by the
𝟓𝒕 + 𝟑𝟎
students after t days of learning it is given by N (t) = where t ≥ 1. How many
𝒕
Latin words can a student remember after 10 days?

IV. Reflection
Instruction. Reflect on the following questions and write your response on your
journal.
1. What important idea/s have you learned from the learning activity sheet?
2. What important value/s has been embedded to you by the lesson?
3. In what way can you apply or use the lessons learned in your daily life as a
student or in the future?

15
V. References

Books:

CHED. General Mathematics Learner's Materials. Pasig City: Department of

Education - Bureau of Learning Resources, 2016.

Orines, Fernando B. Next Century Mathematics 11. Quezon City: Phoenix

Publishing House, 2016.

General Mathematics Teacher's Guide by Leo Andrei A. Crisologo, Shirlee R.

Ocampo, Eden Delight P. Miro, Regina M. Tresvalles, Lester C. Hao and Emellie
G. Palomo, edited by Christian Paul O. Chan Shio and Mark L. Loyola, 14-22.
Meralco Avenue, Pasig City, Philippines 1600: Lexicon Press Inc., 2016.

Coronel, Sr. Iluminada C. Growing Up with Math.Quezon City: FNB Educational

Inc., 2013.

Online Sources:
www.purplemath.com
www.cliffnotes.com
www.courses.lumenlearning.com

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