GOLDEN GATE COLLEGES

Senior High School Department

MODULE 8 & 9
GENERAL MATHEMATICS

Introductory Message

For the Learner:

At the this subject you will demonstrates understanding and
appreciation of key concepts and principle of mathematics as applied, using
appropriate technology, in problem solving, communicating, reasoning,
making connections, representations, and decision in real life. And you will
be train to become critical and analytical thinkers and creative problem
solvers. Focuses on sufficient mastery of content through easy-to-follow
lesson presentation. Ensure college readiness and prepares for
entrepreneurship and promotes financial

Lesson Graphing Rational Function

8&9

Introduction
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 GOLDEN GATE COLLEGES
Senior High School Department

At the end of this lesson the student will be able to :

 Determine the: (a) intercepts; (b) zeroes; and (c) asymptotes of
rational functions;
 graph rational functions;
 solve problems involving rational functions, equations, and
inequalities;
 manifest the value of patience, and analytical and critical thinking
skills.


Development Evaluate and plot the given functions:
1. f ( x )=x
2. . f ( x )=x−2
3 . f ( x )=x +3
4. f ( x )=2 x
5. f ( x )=3 x−1

SOLUTION:

1. 2. 3. 4. 5.

Engagement

What is intercepts?

The intercepts of the graph of a rational function are the points of

intersection of its graph and an axis.
The y-intercepts of the graph of rational function r (x) if it exists, occurs at
r(0), provided that r(x) defined at x= 0.
The x-intercept of the graph of rational function r(x), if it exists, occurs at the
zeroes of the numerator that are not zeroes of the denominators.

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GOLDEN GATE COLLEGES
Senior High School Department

Find the x- and y- intercepts, if they exist, of the following rational functions:
( x +1 ) ( x−3 ) ( x+2 ) x 2 +3 x−4
a.r ( x )= b. R ( x )=
( x−1 ) ( x−3 ) X 2−16

SOLUTION:
a. The y-intercepts of the graph of r(x) is

( 0+1 ) ( 0−3 ) ( 0+2 ) ( 1 ) (−3 ) ( 2 )

r ( 0 )= =r ( x ) = =2
( 0−1 ) ( 0+3 ) (−1 ) ( 3 )

The x-intercepts are solutions of (x+1)(x-3)(x+2) = 0

(x+1)(x-3)(x+2) = 0
x+1=0 or x-3=0 or x+2 = 0
x= -1 x=3 x=-2

Neither of these three values is a solution of (x+1)(x-3)(x+2) = 0. Thus, x= -1, x=3,

and x=-2 are x=intercepts of the graph of r(x).

b. The y-intercepts of the graph of R(x) is

02 +3 (0)−4 −4 1
R ( 0 )= 2
=R ( x )= =
0 −16 −16 4

The x-intercepts are solutions of x 2+ 3 x −4 =0.

x 2+ 3 x −4 =0.
(x+4)(x-1) =0
x+4 = 0 or x-1=0
x=-4 or x=1
2
The zeroes of x −16=0 are x=4 and x= -4. Since x=1 is not zero of the denominator,
it is the only x-intercept of R (x).

What is asymptotes?

An asymptotes is a line that a curve approaches, as it heads towards infinity.

An asymptote is an imaginary line to which a graph gets closer and closer as
it increases or decreases its value without limit.
p (x)
The zeroes of rational function r(x)= can be determined by solving
q(x)
p(x)=0. In other words, whatever values that make the numerator p(x) equal
to zero are the zeroes of r(x) provided that it is not a zero of denominator
q(x).
The graph of a rational function r(x) is a continuous smooth curve with
breaks that occur at the value of x where it is undefined.
Generally, the breaks signal the presence of asymptotes.
The behavior of the graph of a rational function near the asymptote(s) is
explained arithmetically:
SHS Learning Module 1
i. If a number n is too big, then is too small, and closer to 0.
n
GOLDEN GATE COLLEGES
Senior High School Department

Find the zeroes of each rational function.

3x 4 x 2−9
a. g(x)= b. G ( x ) =
x2 +6 x−3

SOLUTION:
3x
a. For g(x)= 2 , 3x=0 and x=0.
x +6
Thus, the zero of g(x) is 0.

4 x 2−9 3 −3
b. For G ( x ) = , 4 x2 −9=0 implies that (2x-3)(2x+3) =0 and x= or
x−3 2 2
3 −3
.Thus, the zeroes of G(x) are x= or .
2 2

Example 2
Determine the vertical asymptote of each rational function.

Example 1 ( x +1 ) ( x−3 ) ( x+ 4 )
a. r ( x )=
( x−1 ) ( x +2 )
Solution:
 The zeroes of the numerator are -1,3 and -4. The zeroes of the denominator are 1
and -2. The vertical asymptotes for r(x) are x=1 and x=-2. These values are zeroes
of the denominator but not of the numerator.

( x −1 )( x−3 )( x−2 )
b. R ( x )=
( x +1 ) ( x−2 )2
Solution:
 The zeroes of the numerator are 1,3 and 2. The zeroes of the denominator are -1
and 2 (multiplicity 2). The vertical asymptotes for R(x) are x=-1 and x=2. The
value x=2 remains to be a vertical asymptote since its multiplicity is 2, which is
greater than the multiplicity of the same zero in the numerator.

( x+ 3 )2 ( x−1 )3 ( x+5 )
c. h ( x )= 2
( x−1 )( x +32 ) (x−5)
Solution:
 The zeroes of the numerator are -3 (multiplicity 2), 1(multiplicity3), and -5. The
zeroes of the denominator are 1, -3 (multiplicity 2) and 5. The vertical asymptote
for h(x) is x=5 only.

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Note that if the multiplicity of a zero of a numerator is equal to or
 GOLDEN GATE COLLEGES
Senior High School Department

To determine the horizontal asymptote of a rational function, compare the degree of

the numerator n and the degree of the denominator d.

i. If n < d, the horizontal asymptote is y=0.

Determine the horizontal asymptote of each rational function.
ii. If n = d , the horizontal asymptote y is the ratio of the leading coefficient of the

x an
a. r ( x )= numerator an to the leading coefficient of the denominator ad . That is y=
ad
.
9 x 2−1
iii.
Solution: If n > d, there is no horizontal asymptote.
 The degree of the numerator x is less than the degree of the denominator 9 x 2−1.
Therefore, the horizontal asymptote is y=0.
Example 3
7−3 x
b. R ( x )=
2 x+1
Solution:
 The degree of the numerator 7−3 x and that of the denominator 2x+1 are equal.
Therefore, the horizontal asymptote y is equal to the ratio of the leading coefficient
−3
of the numerator-3 to the leading coefficient of the denominator 2. That is y= .
2
4 x 4 −1
c. h ( x )=
1−x2
Solution:
 The degree of the numerator 4 x 4−1 is greater than the degree of the denominator
1−x 2. Therefore there is no horizontal asymptote.

ASSIMILation
Analyze each rational function algebraically. Determine:
i. x- and y- intercept
ii. zeroes
iii. asymptotes

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 GOLDEN GATE COLLEGES
Senior High School Department

1
1. f ( x )= x−3

−1
2. F ( x )= x+ 4

B. Solve each problem.

1. The amount (in percent) of a drug in a person’s bloodstream h hours after its injection
ENRICHMENT 5h
can be approximated using the functional rule. A (h) =b . Find the approximate
ACTIVITIES 4 h 2+5
amount of a drug in a person’s bloodstream after it is injected past 3 and a half hours.

SOLUTION:

Analyze each rational function algebraically. Determine:

i. x- and y- intercepts ii. zeroes iii. asymptotes

2. A boat takes twice as long to travel 5 km upstream as it does travel 3 km downstream

in a river that flows at a rate of 2kph. At what speed does the boat travel in still water?
SOLUTION:

SHS Learning Module

GOLDEN GATE COLLEGES
Senior High School Department

x−1
1. H(x)=
x
2−x
2. k(x)=
3 x +2
3 x +2
3. K(x)=
x−3
1
4. p(x)=
x(x −1)2

Solve each problem.

1. Printing machine A and printing machine B print the same newspaper printout, but
machine B prints at the half rate of machine A. If each machine produces 200 newspaper
printout, and both travel in still water?
SOLUTION:

2. Bryan’s encoding rate is a tenths faster than a Glenn’s. If Bryan encoded 660 words and
Glenn encoded 540 words, and their combined time is 38 minutes, what are their
encoding rates?
SOLUTION:

3. The total resistance R in an electric circuit can be calculated using the relation
1 1 1 1
= + + , where r1, r2 and r3 are the resistances in a circuit connected in parallel. If
R r 1 r2 r3
one resistance in 2 ohms more than the smallest resistance, and the other resistance is
thrice as much as the smallest, compute for the amount of each resistance if the total
resistance of the circuit in 2 ohms.
SOLUTION:

SHS Learning Module

GOLDEN GATE COLLEGES
Senior High School Department

(For the writers: See Important Notes below)

GENERAL SPECIFICATIONS OF MODULES:

Structure and Sequence
1. LR is easy to understand.
2. Lessons shall be arranged from simple to complex.
3. Visuals and graphic organizers shall be available to facilitate better understanding of the
lesson.
4. Size of the letters and sentences shall be appropriate to the target learners.
5. Presentation shall be engaging and interesting.

B. Content
1. Module shall follow K to 12 MELCs /Teacher's Guide/ Teacher's Manual/Learner's
Material/ Textbook issued by the Department.

2. The learning competency shall be sub-tasked if it is necessary.

3. Content shall use pedagogical approaches that are suited to the new normal
4. Content shall be logically arranged from simple to complex.
5. It shall consider learner’s context, situations, individual needs and capabilities.
6. It shall provide activities that promote the development of higher cognitive skills
such as:
• Critical thinking
• Creative thinking
• Decision making
7. It shall be written in real-life context, interactive to arouse and sustain interest and
motivation of a learner.
8. It shall provide activities that develop:
• Basic Science processes
- Observing
- Asking questions
- Measuring
- Classifying
- Inferring
- Finding patterns
- Predicting
- Communicating

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