INTRODUCTION

Welcome to the General Mathematics Alternative Delivery Mode (ADM) Module on

Rational Functions, Equations and Inequalities! The hand is one of the most symbolized
part of the human body. It is often used to depict skill, action and purpose. Through our
hands we may learn, create and accomplish. Hence, the hand in this learning resource
signifies that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic success lies
in your own hands! This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You will
be enabled to process the contents of the learning resource while being an active learner.

CONTENT STANDARD

The learner demonstrates understanding of key concepts of rational functions.

PERFORMANCE STANDARD

The learner is able to accurately formulate and solve real-life problems involving rational
functions.

MOST ESSENTIAL LEARNING COMPETENCY

In this lesson, you should be able to:

1. represent real-life situations using rational functions;
2. distinguishes rational function, rational equation, and rational inequality;
3. solve rational equations and inequalities;
4. represent a rational function through its: (a) table of values, (b) graph and (c) equation;
5. finds the domain and range of a rational function;
6. determine the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions; and
7. solve problems involving rational functions, equations and inequalities.

Lesson 1:

Representing Real-Life Situations Using Rational Functions

I. Specific Learning Outcomes:

In this lesson, you should be able to:
1. recognize polynomial functions;
2. create a model, function or equation representing (a) the cost of buying alcohol;
and (b) the commuter’s pay for a tricycle ride and other situations; and
3. perform an experiment involving light reflecting off a mirror to the wall.

II. Pre-Assessment:
ADMISSION CARD
Listed below are the skills and competencies you should possess before proceeding
to this lesson. Read the statements and assess yourself about your level of
understanding by answering yes if you agree and no if otherwise.

Statement Yes No
1. I can represent real-life situations using function
 3. I can recognize polynomial functions

● If your answer to all the items is yes then you are confident to proceed to the
next lesson.
● If you answered no to any of the statements there is a need for you to have a
quick review on the following:

Functions are used to model real life situations and in representing real – life
situations the quantity of one variable depends or corresponds to or mapped onto
another quantity.

Consider the examples below and reflect if you are confident enough to proceed.
1. Write a function C that represent the cost of buying alcohol a, if an alcohol
costs
₱155.00
C(a) = 155a

2. A commuter pays ₱20.00 for a tricycle ride for the first 5 km and an additional
₱
0.75 for every succeeding distance d in kilometer. Represent the situation as
function
F(d) = 20, if 0<d<5

F(d) = 20 + 0.75(d), if d>5

Let n be a nonnegative integer, and let 𝑎𝑛, 𝑎𝑛−1, … , 𝑎2, 𝑎1, 𝑎0 be real numbers
with 𝑎𝑛 ≠ 0. The function (𝑥) = 𝑎𝑛𝑥𝑛 + 𝑎𝑛−1𝑥𝑛−1+. . . +𝑎2𝑥2 + 𝑎1𝑥 + 𝑎0 is called a
polynomial function of x with degree n. The coefficient 𝑎𝑛 is called the leading
coefficient, and 𝑎0 is the constant.

Here are the examples of polynomial functions of particular degree together with
their names:
Polynomial Degree Special Name
𝑓 (𝑥 ) = 3
0 Constant Function
𝑓(𝑥) = −2𝑥 + 1
1 Linear Function
𝑓(𝑥) = 3𝑥 − 5𝑥 + 2
2
2 Quadratic Function
3
𝑓(𝑥) = 4𝑥 + 2𝑥 − 7
3 Cubic Function

At this point, you may now proceed to the next section of this module.
 III. Lesson Map:

Budgeting
Budgeting

Rational
Functions

Measurement
Measurement
s
s

The figure above shows rational functions as one way of representing real-life situations and problems.

IV. Core Content:

ENGAGE: READING AND ANALYSIS

Read and analyze the comics below.

LOVE IN TIMES OF COVID?

3
 Questions
1. How much is the total
amount of money the
barangay can use for its
relief

operations?

2. What is the concern of one the Barangay Kagawad regarding the total
number of families who will benefit with the relief? Do you think it is
valid? Why?
_____________________________________________________________
_____________________________________________________________

3. Suppose the officials conducted a survey for 4 days to determine the actual
number of families residing in the barangay and the secretary constructed a
table to keep track of the data. Complete the table below:

Day 0 1 2 3 4
Number of 850 855 882 910 931
Families
Amount of ₱520.00
relief each
family will
receive

4. Create a model or equation that will represent to the amount of relief each family
will receive bearing in mind that the number of families will vary.
__________________________________________________________________

5. After resolving the amount of relief each family may receive, what other problem
may arise in the current situation?
__________________________________________________________________

6. If you are one of the residents of that barangay what will help you participate to
help the officials?
__________________________________________________________________

EXPLORE: DEMONSTRATING REAL-WORLD APPLICATIONS OF

RATIONAL FUNCTION
4
Instructions: Analyze and solve the following problems:
(a) The local barangay received a budget of P100, 000 to provide medical checkups
for the children in the barangay. The amount is to be allotted equally among the
 entire child in the barangay. Write an equation representing the relationship
allotted amount per child (y-variable) versus the number of children (x-variable).

Answer: _____________________________________________________________

Fill up the table below with the different allotment amounts for different values for
the number of children:

No. of
10 20 50 200 300 500 1000
children, x
Allocated
amount, y

(b) A philanthropist wants to supplement the budget allotted for each child by
providing an additional P750 for each child in the barangay. If g(x) represents this
new amount allotted for each child, construct a function representing this
relationship.

Answer: __________________________________________________________

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

No. of
10 20 50 200 300 500 1000
children, x
Allocated
amount, y

EPLAIN: RATIONAL FUNCTION

In the previous activity we see a real- life scenario, which can be analyzed
mathematically. To be able to determine the amount of relief that will be distributed
to 850 families we first add the donations and the total budget of the barangay. The
total donations obtained is ₱95,000 while the budget of the barangay is ₱347,000
which gives a total of ₱442,000. This amount will be divided by 850 families to
obtain ₱520.00 However there are cases that one quantity varies that in this case it
is the total number of families. Due to unavoidable circumstances such as being
stranded and change of residency we cannot control that variable. As a result,
another computation was made. After the first day of survey it was determined that
there are 855 families living in the barangay, then the amount of relief each family
will receive will be ₱516.96. After the second day it was determined that there were
882 families living in the barangay then the amount of relief will be changed to
₱501.13. After the third day the amount 5 of the relief will be ₱485.71 and after the
fourth day it will become ₱474.76 However, we can also use a model that will
represent real – life situations. In this module you will learn how to represent real-
life situations using rational functions.
 Definition of Rational Function
A rational function, r(x) is a function of the form
p (x)
q(x)

where p(x) and q(x) are polynomial functions and 𝑞(𝑥) ≠ 0

The domain of r(x) is a set of real numbers such that q(x) is
not zero.

The following are examples of rational functions:

x 3 −1
1. r ( x )= , x≠1 ; Both numerator and denominator are polynomial
x +1
functions;
denominator has restrictions because it should not
be equal to zero.

1
2. f ( x )= , x ≠ 0 ; The numerator 1 is a polynomial function with a degree 0,
x
the
denominator is a polynomial function and it must
not equal to 0.

There are different scenarios or real-world relationships that can be modeled by rational
functions, let us take the following examples:
1. The Local Government Unit allotted a budget of ₱100,000.00 for the
feeding program in the Day Care Center. The amount will be divided
equally to all the pupils in the Day Care Center. Write an equation showing
the relationship of the allotted amount per pupil represented by f(x) versus
the total number of children represented by x

Showing the relationship in tabular form we will arrived at

No. of children (x) 10 20 50 100 200
Allocated amount per child ₱10,000 ₱5000 ₱2000 ₱1000 ₱500

Notice that as the number of children increase the amount allocated per
child decrease.
100000
In writing a representation we will arrived at f ( x )=
x

2. Suppose a benefactor wants to supplement the budget allotted for each child by
donating additional ₱650.00 per child. If h(x) represents the new amount allotted
per child, construct a function representing the relationship.
Using the table we used earlier:
No. of
children 10 20 6 50 100 200
(x)
Allocate
d amount ₱10,000.00 ₱5000.00 ₱2000.00 ₱1000.00 ₱500.00
per child +₱650.00 +₱650.00 +₱650.00 +₱650.00 +₱650.00
 100000
Thus, the representation of the rational function is g ( x )= +650.
x
A car is to travel a distance of 70 kilometers. Express the velocity (v) as a
function of travel time (t) in hours.
Let us first show the relationship using a table. Remember that as time increases in
travelling the velocity or the speed of a car will decrease

Time (hours) 1 2 3 5 10
Velocity 70 35 23.33 14 7
(km/hr)
70
Thus, the function v ( t )= can represent v as a function of t.
t

EXTEND: PERFORM AN EXPERIMENT

Perform this experiment involving light reflecting off a small mirror into the wall.
You may ask your siblings of anyone in your house to assist and help you do it.
Provide the following materials:
 Flashlight with narrow beam or laser pointer
 Flat mirror
 Measuring tape or meter stick
 A thick book

Procedures:
(a) Place the thick book a short distance from the wall and place the mirror on top of
the book.
(b) Stand on the side of the mirror opposite the wall. Aim the flashlight toward the
center of the mirror so that the light reflects off the mirror and onto the wall.
(c) Take the following measurements in centimeters and note down the values:
 a= the height of the flashlight from the floor
 b= the distance between the center of the mirror and the wall
 c= the distance between the floor and the mirror (or the thickness of the
book).
(d) The student holding the flashlight goes to various distances away from the mirror,
while making sure that the flashlight is held the same height throughout the experiment. At
each location, the student measures the following distances, in centimeters.
 x=¿ the distance from the 7 wall to the flashlight
 y=¿ the height of the reflection on the wall
(e) Collect at least 10 data points and enter them into the table below:
Observations:

(f) On a Cartesian plane or graphing paper, plot a graph of your data.

a
(g) Plot the graph of the equation y= + c on the same grid as your data. You can
−b
use a graphing tool like Geogebra or Desmos. Are your experiment results consistent
with the results predicted by the graph?
(h) Using the equation above, determine the distance from the reflection if the person
holding the flashlight is:
 3 meters from the wall
 4 meters from the wall

Questions:
1. What conclusions can you make from the experiment that you have conducted?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________

2. Did the concepts of Mathematics helped you in conducting the experiment? In what
way?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________

EVALUATE: 3-2-1 Action

3-2-1 Action
What are the three things that help you in representing real –life situations to rational
function?
1.
8
2.
3.
What are the two questions that you want to ask to clarify the process of translating
real – life situations to rational functions
1.
2.
Share one tip or suggestion on how others can represent real-life situations using
rational functions
1. __________________________________________________________________

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V. Topic Summary:
In this lesson, you have learned the following:
p (x)
 A rational function, r(x) is a function of the form where p(x) and q(x) are
q(x)
polynomial functions and (𝑥) ≠ 0. The domain of r(x) is a set of real numbers
such that q(x) is not zero.

VI. Post-Assessment:
Seatwork 1. A fence is to enclose a rectangular vegetable farm with an area of 400
square meters. If x is the length of one side of this fence, find a function P(x)
representing the perimeter of the fencing material required.

Find the perimeter of the fence if one side has length 10 meters, 50 meters.

Seatwork 2. Suppose the amount of bacteria growing in a petri dish is represented by

the function
50 t
b ( t )= 0≤ t ≤ 20
t+1

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

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

VII. References:
 Oronce, Orlando A. GENERAL MATHEMATICS. Rex Book Store, Inc.
2016
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