GENERAL

MATHEMATICS
LEARNING MODULE 2

This learning resource was collaboratively developed and reviewed by:

Educators from public and private schools, colleges, and/or universities;

Development Team of the General Mathematics Learner’ s Material
Published by the Department of Education

Secretary: Leonor Magtolis Briones

Undersecretary: Diosdado M. San Antonio

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro Cainta, Rizal
1800

Restructured by:
MARYJOYCE I. PALMA
Math 11- Instructor
Subject Title: GENERAL MATHEMATICS

Subject Description: At the end of the course, you must be able to know how to
solve problems involving rational, exponential and logarithmic functions; to solve
and to apply logic to real-life situations.

At the end of the module you will be able to:

1. distinguishes rational function, rational equation, and rational inequality;

2. solve rational equations;

3. graphs rational function with its asymptotes; and

4. determines the inverse of a one-to-one function

WEEK TOPIC Date Time

09/28/20 to (Please
Week 5 Lesson 1 – Understanding Rational Functions
10/02/20 refer to
10/05/20 to your class
Week 6 Lesson 2 – Solving Rational Equations
10/09/20 schedule
10/12/20 to indicated
Week 7 Lesson 3 – Graphing Rational Functions in your
10/16/20
10/19/20 to COE
Lesson 4 – Solving Inverse function 10/21/20 (Certificate
Week 8
(One-to-one function) of
enrolment)

MIDTERM EXAMINATION ( OCTOBER 22 to 23, 2020)

 The following guides and house rules will help you to be on track and
complete the module with a smile on your face.
1. Read and understand every part of the module. If there are some contents
or tasks which you find difficult to understand, try to re-read and focus.
You may also ask help from your family at home, if it doesn’t work, you
may send a private message on my Facebook account (MaryJoyce Palma)
or you may text me on this cellphone number 09365464664
2. Each module begins with an overview and a list of the topics you are
expected to learn.
3. Before reading the module and working on the activities, answer the
pretest first. Find out how well you did by checking your answers against
the correct answers in the answer key.
4. At the end of each lesson try to reflect and assess if you were able to
achieve the learning objectives. Remember that you can always read again
if necessary.
5. Learn to manage your time properly. Study how you can manage to work
on this module in consideration of your other modules.
6. Each module has worksheets where you can do all your activities. At the
end of the given period, remove/submit the worksheets to your teacher
using the desired platform.
7. Have patience and do not procrastinate.

8. Practice the virtue of honesty in doing all your tasks.

9. Lastly, the activities in the module must be done by you and not by others.
Your family and friends may support and guide you but you must not let
them do the work. DO YOUR BEST AND GOD WILL DO THE REST.

MARYJOYCE I. PALMA
Instructor
 FUNCTIONS AND THEIR
Module2 GRAPHS (Part 2)

What is this Module about?

Figure1.Rational functions in real life. Montemayor,2020. Retrieved from

https://www.pinterest.ph/montemayorjesus/rational-function/

Rational functions can be useful tools for representing real-life situations

and for finding answers to real problems. Equations representing direct, inverse,
and joint variation are examples of rational formulas that can model many
real-life situations. Inverse function tells you how to get back to the original
value. We do this a lot in everyday life, without really thinking about it. .
This module will help you understand the key concepts of rational functions
and inverse functions. You will also learn how to solve rational equations and
inequalities, and inverse function. Plus, you will know how to graph rational and
inverse functions.
Lesson 2
2.1. Lesson 1: Understanding Rational Functions
2.2. Lesson 2: Solving Rational Equations and Inequality
2.3. Lesson 3: Graphing Rational Functions
2.4. Lesson 4: Solving Inverse function (One-to-one function)
 Find out what you already know about this module by taking the pre-test

Pretest
Directions: Write the letter that corresponds to the best answer on your answer
sheet.

____1. Which family of functions does y = 4 belong to?

A. Trigonometric C. Exponential

B. Logarithmic D. Rational

____2. Which of the following is considered rational equation?

3x  1
A. C. 2
x2
x2  5 √
B. D.
x 1
p 2  4 p  32
____ 3. Simplify the expression and state the excluded values:
p4

A. −p + 8; p ≠ −4 C. −p − 8; p ≠ 4
B. p − 8; p ≠ −4 D. p + 8; p ≠ 4
 z 2 z 2  3z  2
__ 4. Multiply. State the excluded values: 
z  1 z 2  3z
z 2  2z z2
⋅ A. , z  1,3 C. , z  1,3
z 3 z 3

z2 z 2  2z
, z  1,0,3 D. , z  1,0,3
B. z  3 z 3

7 7
____ 5. Simplify  2
a  8 a  64
7 a  49 14
A. C.
(a  8)(a  8) (a  8)(a  8)

14 7a  63
B. D.
a  a  56
2
(a  8)(a  8)

____ 6 Given the graph of the function f(x) = 1 . Which of the following represents
the behavior of the function as x approaches negative infinity?

A. approaches negative infinity C. approaches positive infinity

B. approaches zero D. approaches one
____7. Describe the vertical asymptote(s) and hole(s) for the graph of
( x  5)( x  2)
y
( x  2)( x  4)

A. asymptote: x = –4 and hole: x = 2 C. asymptote: x = –5 and hole: x = –

4
B. asymptotes: x = –4 and hole x = -2 D. asymptote: x = 4 and hole: x = –
2
√
____ 8. What symbol is present in the equation for not considering it
as rational function?
A. Y C. 2x+2
B. = D. √
____9. A delivery track that will bring cargo will travel 80 kilometers. Which of the
following expresses the velocity v as a function of travel time t in hours?
A. ( ) C. ( )
B. ( ) D. ( )
____ 10. If the truck in problem no. 1 was delayed by 4 hours due to the
checkpoints that it passed through what will be the time t as a function of
velocity v in km/hr?
A. ( ) +4 C. ( ) +4
B. ( ) +4 D. ( )

____ 11. As a cure to the epidemic that spread in the whole country the
Department of Health (DOH) released a new drug that is subject for
experimentation, supposed that ( ) (in mg/mL)represents the
concentration of a drug in a patient’s blood stream in t hours, how concentrated
is the drug after 4 hours of administration?
A. 4.67mg/mL C. 2.67mg/mL
B. 3.33mg/mL D. 1.33mg/mL
____ 12. Which of the following belong to one-to-one function?
A. People to their birthdays
B. People to their place of residence
C. People to their GSIS number
D. People to their first name
____ 13. Which of the following map describe a one-to-one function?

A. C.

B. D.

7x  2
____ 14. Given the function of g ( x )  . Find the horizontal asymptotes of
3x  4
inverse function.
A. ¾ C. 7/3
B. 4/3 D. 3/7
____ 15. Find the inverse of h(x)= 3x + 6.
A. 1/3x+2 C.3/x - 2
B. 1/3x - 2 D. x/3 - 2
Module2 Understanding Rational
Lesson1 Functions

Learning Outcome(s)
 distinguish among rational functions, rational equations, and rational
inequalities

Lesson Outline
 Rational functions, rational equations, and rational inequalities

Reference
Reference: General Mathematics Learner’s Material First Edition 2016
PDF (DepEd), page 24.

Discussion

Rational Equation
Solved Examples!
Directions: Determine whether the given is a rational function, a rational
equation, a rational inequality or none of these.

Activity!
LEARNING ACTIVITY

NAME:
STRAND:
DATE:

Directions: Determine whether the given is a rational function, a rational

equation, a rational inequality or none of these. Write your answers on the
space provided.

Answers:

1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
6. ____________________

7. Based on what you have learned, what are the differences of rational
function, rational equation and rational inequality?
Module2
Lesson2
Solving Rational Equations
and Inequalities
Learning Outcome(s)
 solve rational equations and inequalities; and
 solve problems involving rational equations and inequalities.

Lesson Outline
 Solving rational equations.
 Solving rational inequalities.
 Solving word problems involving rational equations or inequalities.

Reference
Reference: General Mathematics Learner’s Material First Edition 2016
PDF (DepEd), page 25-57.

Discussion
The steps to solve a rational equation are:
1. Find the common denominator.
2. Multiply everything by the common denominator.
3. Simplify.
4. Check the answer(s) to make sure there isn't an extraneous solution.
EXAMPLE 1

EXAMPLE 2
To solve rational inequalities:
(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.
Solved Examples!
LEARNING ACTIVITY

NAME:
STRAND:
DATE:
Directions: Understand and analyze the following questions/problems.
Write your answer at the space provided.

1. Solve for x in the rational equation:

Solution/answer:

( ) ( )
2. Solve for x in the equation:
( ) ( )
Solution/answer:

x 1
3. Solve for x: 0
x3
Solution/answer:

1 1
4. Solve for x: 
x x 3

Solution/answer:
Module2 Graphing Rational
Lesson3 Functions
Learning Outcome(s)
 find the domain and range, intercepts, zeroes and asymptotes of rational
functions; and
 graph rational functions.

Lesson Outline
 Domain and range of rational functions.
 Intercepts, zeroes, vertical, and horizontal asymptotes of rational
functions.

 Graphs of rational functions

Reference
Reference: General Mathematics Learner’s Material First Edition 2016
PDF (DepEd), page 44-56

Discussion
Recall:
1. The domain of a function is the set of all values that the variable x can take.
2. The range of the function is the set of all values that f(x) will take.
3. The zeroes of a function are the values of x which make the function zero. The
real numbered zeroes are also x-intercepts of the graph of the function.
4. The y-intercept is the function value when x=0.
LEARNING ACTIVITY

NAME:
STRAND:
DATE:

I. Understand and analyze the following questions/problems.

II. Sketch the graph of the given rational function: ( )

Vertical Asymptote: ______________ Horizontal Asymptote:_______________

Domain: _________________________ Range: _____________________________

x- intercept: ______________________ y- intercept: ________________________

Table of values:

X -2 -1 0 2 3
Y

Graph:
Module2 Solving Inverse function
Lesson4 (One-to-one function)
Learning Outcome(s)
 determines the inverse of a one-to-one function

Lesson Outline
 One-to-one function
 Inverse of one-to-one function

Reference
General Mathematics Learner’s Material First Edition 2016 PDF (DepEd), pages
60-66

Discussion
One-to-One Functions

A function f is one-to-one if it never takes the same value twice or

. That is, the same y-value
is never paired with two different x-values.
In the Venn diagram below, function f is a one-to-one since not two inputs
have a common output.

Example: The relation pairing an SSS member to his or her SSS number.
Solution:
Each SSS member is assigned a unique SSS number. Thus, this relation is
a function. Further, two members cannot be assigned the same SSS number,
therefore, the function is one-to-one.
Inverse Function Defined
The inverse of a function is a function with domain B and range A given that
the original function has domain A and range B.

This inverse function of function f is denoted by f-1. It is defined by the

equation ( ) if and only if ( ) for any y in range B. Since both are
functions, then a function has to be one-to-one for its inverse to be a function at
the same time. If it is a many-to-one function, its inverse is one-to-many which is
not a function.

How to Find the Inverse of One-to-one Function

Intuitively, the inverse of a function may be known by the principle of “undo”.

That is, by considering the inverse of operations performed, the inverse of a
function may be computed easily.

Example 1

Given f(x) = 3x – 8, the inverse of a function may be solved intuitively.

Solution:
Steps In symbols
Step 1. The last operation performed is subtraction, the
x+8
inverse operation of which is addition. To x, add 8.
Step 2. The second to the last operation performed is
multiplication, the inverse operation of which is division.
Divide x + 8 by 3.
Step 3. Equate it to ( ) to denote that it is the inverse
( )
function of ( ) – .

However, it is not that easy in some case. In later examples, you will understand
what I mean by saying that there is a more general method that may be followed.
To find the inverse of a one-to-one function, consider the following:
a. Express the function in the form ( );
b. Interchange the x and y variables in the equation;
c. Solve for y in terms of x.
Example 2

If it exists, solve for the inverse of ( ) – – .

Solution:
Recognize that g(x) is a quadratic function whose graph is a parabola opening
upward. It fails the horizontal line test because it has x-values which correspond
to the same y-value. And since it is not a one-to-one function, then its inverse is
not a function. Simply put, it has no inverse function.

Alternate Solution:

– – (change g(x) to y)
– – (interchange x and y)
– (solve for y, APE)
– (solve for y, by completing the square, by APE)
( ) (solve for y, by factoring)
√ (solve for y, by getting the square root of both sides)
√ (solve for y, by APE)
Notice that for some values of x, there are two values of y. For instance, if x=1,
√ and √ . Therefore, the inverse function of g(x) does not
exist.
LEARNING ACTIVITY

NAME:
STRAND:
DATE:

Directions: Understand and analyze the following questions/problems.

Write your answer at the space provided.
I.
II.

III. Find the inverse (f-1) of the following functions. Show your solutions at the
other clean sheet of paper and attach it here.

1. f(x)= 3x+2

2. f(x)= 3-5x
Answer Key

Pretest
1. D
2. C
3. B
4. D
5. A
6. A
7. B
8. D
9. A
10. C
11. D
12. C
13. B
14. C
15. B
REFERENCES
Department of Education Learner’s Material. Teaching Guide for Senior High
School-General Mathematics By Commission on Higher Education (2016)

https://mathbitsnotebook.com/Algebra2/Rationals/RATgraphpractice.html.

https://tutorial.math.lamar.edu/Problems/Alg/GraphRationalFcns.aspx

https://www.purplemath.com/modules/ineqrtnl.html