School Grade Level 11

Daily Teacher Learning Area General Mathematics

Lesson Teaching Dates and
Quarter First
Log Time

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of rational functions
B. Performance The learner is able to accurately formulate and solve real-life problems involving rational
Standards functions.
C. Learning The learners
Competencies /Objectives a. solves rational equations
(Write the LC Code for b. learn about interval and set notation
each) c. solve rational inequalities
d. solving word problems involving rational equations or inequalities (M11GM-Ib-3)
CONTENT(Subject Solving Rational Equations and Inequalities
Matter)
II. LEARNING
RESOURCES
III. References
A. Teacher’s Guide pages TG pp. 30-40
1. Learner’s Materials LM pp.34-40
pp.
2. Textbook pages
3. Int. Algebra for H.S.
Additional
Materials from
Learning Resource
(LR) Portal
4. Other Learning
Resources
IV.PROCEDURES Review: Review on Solving Rational
A .Reviewing the Equation
previous lesson or
presenting the new Ask: Based on our last lesson what are the
lesson procedures on solving for rational equation?

B. Establishing a purpose Polynomial Inequality Polynomial inequalities are inequalities

for the new lesson Ask: Do you still remember what a expressed with a polynomial on one side of
polynomial inequality is? the inequality symbol and zero on the other
side.

Do you still remember how to solve for the
polynomial inequalities?
Solve for the least common denominator of
the following rational expressions then look
for the corresponding answers in the answer
box.
That is correct! Now let’s solve this example.
Solving polynomial inequalities is very
similar to solving quadratic inequalities. The
basic steps are the same:
1. Set up the inequality in the
form p(x)>0 (or p(x)<0,p(x)≤0,p(x)≥0
2. Find the solutions to the
equation p(x)=0.
3. Divide the number line into intervals
based on the solutions to p(x)=0.
4. Use test points to find solution sets to
the equation.
The polynomial is already in the correct form
p(x)≥0 so we solve the equation
 x3−3x2+2x≥0 x3−3x2+2x = 0
x(x2-3x+2)=0
x(x-2)(x-1)=0

The zeros are at x = 0, x = 1and x = 2

Notice that this inequality is greater than or
equal to zero, so we include the zeros in the
solution set. Therefore the solutions are
x∈[0,1]∪[2,+∞]
C. Presenting Motivation:
examples/instances of the
new lesson

The teacher will post on the board the

following intervals.

Question: Looking at the table above and the

given examples can you solve the following
examples? Answer:
-3 < x < 3 (-3,3) ;

(-5, 8) -5 ≤ x < 8

(-∞, 2)

D. Discussing new Present the actual lesson: E

concepts and practicing Our lesson for today is solving for the rational
new skills #1 inequalities.
2𝑥+4
Example: 𝑥−7
> 0

To solve for the rational inequality we can the

Follow the procedures in solving for the
polynomial inequality although we need to
add one more step.

To solve for the rational inequality:

(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.

Now let’s apply the procedure on our

example:

Rewrite the inequality as a single fraction on

one side.

2𝑥 + 4
=0
𝑥−7

Determine the x values for which the rational

expression is zero or undefined

2𝑥 + 4 = 0
2𝑥 + 4 − 4 = 0 − 4
2𝑥 = −4
2𝑥 −4
=
2 2
𝑥 = −2

Let’s determine the values of x in the

denominator
𝑥−7=0
𝑥−7+7=0+7
𝑥=7
Now let’s take this two values and place them
on the number line.

-2 7

Choose convenient test points in the intervals

determined by -1 and a and to determine the
sign of in these
intervals.
2𝑥 + 4
=0
𝑥−7

Test x = -3 x=0 x=8

point
2x+4 - + +
x-7 - - +
2𝑥 + 4 + - +
𝑥−7

The solution set is x < -2, or x>7.

-2 7

Example #2:
 𝑥−1
≤5
𝑥+5

𝑥 − 1 5 (𝑥 + 5)
− =0
𝑥+5 (𝑥 + 5)
𝑥 − 1 5𝑥 − 25
− =0
𝑥+5 (𝑥 + 5)

−4𝑥 − 26
=0
𝑥+5
−4𝑥 − 26
=0
𝑥+5

−4𝑥 − 26 = 0 𝑥+5=0
−4𝑥 = 26 𝑥 = −5
−4𝑥 26
=
−4 −4
𝑥 = −6.5

-6.5 -5

Test x = -7 x = -6 x=0
point
x-1 - - -
X+5 - - +
𝑥−1 + + -
𝑥−5

(x ≤ -6.5) u x > -5
(-∞, -6.5) u (-5, ∞)

Example #3

Let the students solve the rational inequality

in their notebook. (for 4 minutes)
1.
7 − 2𝑥
≤5
𝑥+3
2.
−2
<7
1−𝑥

Call on some students to give their answers to

the given questions( 2 minutes)

E. Discussing new More problems on solving rational inequality

concepts and practicing Problem Solving:
new skills #2 1. 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?

F. Developing mastery
G. Making generalizations
and abstractions about
the lesson
H. Finding practical
applications of concepts
and skills in daily living
I. Evaluative learning
J. Additional activities for
application or
remeditation
5 4
2. ≥
𝑥−3 𝑥−2
More Problems: 1. x = 4 : No solution
1 2
1. 𝑥 ≤ 𝑥+1
1 5
2. ≤
𝑥−3 𝑥−3
−𝑥+7
3. 𝑥−1 < 0
Ask the students Rational inequality can be used to solve a
variety of problems that involves variables in
What are the application that can be solved the denominator.
using rational inequality?
1. 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?
Find the solution set for each of the rational
inequality. Graph the solution on a number
line.