Division of School Pili National High School Grade Level Grade 11

Oriental Teacher Sherry Mae F. Macuha Learning Area General Mathematics

Mindoro Teaching Dates and Time July 24 – 26, 2017 ( 3 sessions) Quarter First Quarter
G11 Cassiopeia 2:30 – 3:30
G11 Edridanus 3:30 – 4: 30

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of rational functions.

B. Performance Standards
C. Learning Competencies / Objectives
Write the LC code for each
The learner is able to accurately formulate and solve real-life problems involving rational functions.
The learner is able to find the intercepts, zeroes, asymptotes of rational functions.
M11GM-1c/-1
The learners graph rational functions through intercepts, and asymptotes. M11GM-1c-2
Solve the problems involving rational functions. M11GM-1c-3
Objectives:
At the end of the lesson, students are expected to
At the end of the lesson, students are expected to
1. Find the intercepts, zeros and asymptotes of the rational function
2. Graph rational function through asymptotes, intercepts and table of signs
3. Solve problems involving rational function
4. Cooperate actively in class discussion and group activities

II. CONTENT Functions and Their Graphs (Representation of Rational Function, Domain and Range)
III. LEARNING RESOURCES
A. References DepEd, Teaching Guide General Mathematics / Barcelona et. al Conceptual Math & Beyond
1. Teacher’s Guide pages pp. 50– 52
2. Learner’s Guide pages
3. Textbook pages pp. 55– 57
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Usb flashdrive, led tv, chalk, manila paper
IV. PROCEDURES
A. Reviewing previous lesson or presenting A. Teacher asks the following:
the new lesson Tell something about the following
1. domain of a function
2. range of a function
3. zeroes of function

B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and Practicing
skill
4. intercepts of a function
5. graph of rational function
B. Students will be engaged in a game (Q and A portion) about the domain, range, zeroes, intercepts and graph of a function.
Group Activity: Finding What is Missing
1. Form a group of 7 members.
2. Choose a leader, secretary and a timer.
3. Each group will be given a situation and they will determine what is asked in the problem. Answers will be written on the
manila paper.
4. After 10 minutes, post the output of the group.
5. Choose a representative to present the output.
Guide Questions:
1. What are the difficulties you encountered in doing the activity?
2. How did you determine the domain, intercepts and range of the given rational function?
3. How did you construct a table of values?
4. How were you able to find the function of x?
5. What are the things you consider in graphing?
6. What can you say about the graph of a rational function?
7. On what region does the graph did not meet?
EXAMPLE 1. Consider the function f(x) = x – 2 and
x+2
(a) Find its domain,
(b) Find its intercepts,
(c) Construct table of values for x approaching -2- starting with -3.
(d) Make table of values for x approaching -2+ starting with -1.
(e) Plot the points and sketch its graph.
(d) Determine its range.
Intercepts, asymptotes and table of signs play a crucial role in graphing the rational function easily.
To find the
(a) y - intercept, evaluate the function at x = 0.
(b) x – intercept, find the values of x where the numerator will be zero.
(c) vertical asymptotes, 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.

E. Developing mastery
(Leads to Formative Assessment 3)
F. Finding practical applications of concepts
and skills in daily living
G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
(d) horizontal asymptotes, let n be the degree of the numerator and m be the degree of the denominator. If n<m, then the
horizontal asymptote is y = 0. If n=m, the horizontal asymptote is y = a/b,
where a is the is the leading coefficient of the numerator and b is the leading coefficient of the denominator. If n>m, then there
is no horizontal asymptote.
To graph rational function, follow the procedure
1. Find the asymptotes,
2. Find the intercepts, if there are any and
3. Find points to the left and right of the vertical asymptotes.
More examples will be given as well as problems that involve rational function.
Group Activity:
A. Directions: Answer the riddle.
A challenging riddle. I am a rational function having a vertical asymptote at the lines x = 3 and x = –3, and a horizontal
asymptote at y = 1. If my only x - intercept is 5, and my y-intercept is –5/9, what function am I?
B. Graph the following
C. Solve the following problem
What are the practical applications of concepts of rational function?
Teacher asks
1. What is an asymptote?
2. How do you distinguish horizontal asymptote from vertical asymptote?
3. How do you determine the intercepts, zeros and asymptotes of rational function?
4. How do you graph rational function?
5. How do you solve problems involving rational function?
Directions: Answer the given problem. Show your complete solution.
 I. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80% on the
formative assessment
B. No.of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No.of
learners who have caught up with the
lesson.
D. No.of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?
Prepared by: Checked by: Noted by:
__________________ ______________________ _________________
Sherry Mae F. Macuha Mark Dean Gil E. Lumalang Richie P. Limueco
(SHT – III) (MT II / SHS Coordinator) (Principal – II)