Quarter 1-Week1: Learning Activity Sheet 3.2 Solving Rational Inequalities

GENERAL MATHEMATICS - Grade 11
Name: _______________________________ Grade/Section: _________________
Teacher: _____________________________ Date Submitted: ________________
Quarter 1-Week1: Learning Activity Sheet 3.2

Solving Rational Inequalities
Hello, dear students! You are still on the second week of Quarter
1. In the previous lesson, you learned how to solve rational equations
and find solution/s that would satisfy the given equation by looking first
for the least common denominator (LCD). Multiply both sides of the
equation by the LCD, simplify and solve for the resulting equation. For
sure, you do the checking of it by substituting the resulting value of the
unknown to the original rational equation. In this lesson, you will learn
how to solve Rational Inequalities. Good luck!
I. Background Information for Learners
A set of values is said to be a solution set of an inequality if it satisfies the given inequality.
In this lesson, you are going to determine the solution set of rational inequality algebraically. So let’s
get started.
Steps in Solving Rational Inequalities

1. Rewrite the inequality as a single rational expression on oneside of the
inequality symbol and 0 on the other side.
2. Find the critical numbers; these are the values of x which make the
numerator and the denominator equal to zero.
3. Partition the x – axis into intervals based on the criticalnumbers.
4. Pick a test point in each interval, evaluate the numerator andthe
denominator, and perform a sign analysis.
5. Write the solution set.
45
𝑥−1
Example 1: Solve the inequality <0
𝑥+4
Solution:
I. Rewrite the inequality as a single rational expression on one side of the
𝑥−1
<0
𝑥+4
II. Find the critical numbers.

For the numerator: For the denominator:
𝑥−1=0 𝑥+4 =0
𝑥=1 𝑥 = −4
The critical numbers are 1 and -4.
III. Partition the x – axis into intervals based on the critical numbers.
The intervals are (−∞, −4), (−4,1) 𝑎𝑛𝑑 (1, ∞)
IV. Pick a test number in each interval and construct a table of signs.
Pick a test number in each interval, evaluate the function, and perform sign
analysis.
Interval (−∞, −4) (−4,1) (1, ∞)
Test number -5 0 2
(𝑥 − 1) - - +
(𝑥 + 4) - + +
𝑥−1
( ) + - +
𝑥+4
Solution Set   
V. Write the solution set.

Since you are looking for the interval/s where the rational expression is
negative, then, the solution set is (−4,1).
46
4
Example 2: Solve the inequality ≥ 2.
𝑥+2
Solution:

4
≥2
𝑥+2
4
−2 ≥ 0
𝑥+2
4 2(𝑥 + 2)
− ≥0
𝑥+2 𝑥+2
4 2𝑥 + 4
− ≥0
𝑥+2 𝑥+2
4 − 2𝑥 − 4
≥0
𝑥+2
−2𝑥
≥0
𝑥+2
For the numerator: −2𝑥 = 0 For the denominator: 𝑥 + 2 = 0
𝑥=0 𝑥 = −2
The critical numbers are -2 and 0.
-2 0
The intervals are (−∞, −2), (−2,0] 𝑎𝑛𝑑 [0, ∞).

(Why is the interval closed head at 0 but not at -2? A critical number is
included in the solution set if it makes the rational expression equal to zero.)
IV. Pick a test number in each interval and construct a table of signs.
Intervals (−∞, −2) (−2,0] [0, ∞)
Test number -3 -1 1
(−2𝑥) + + -
(𝑥 + 2) - + +
−2𝑥 - + -
( )
𝑥+2
Solution Set   
47
Since, you are looking for the intervals where the rational expression is positive
or zero, then, the solution set is (−2,0]. You can plot this set on the number line.
-2 0
𝑥+3
Example 3: Solve the inequality ≤ 0.
𝑥 2 −5𝑥+4
Solution:
𝑥+3
≤0
𝑥2 − 5𝑥 + 4
For the numerator: For the denominator:
𝑥+3=0 𝑥2 − 5𝑥 + 4 = 0
𝑥 = −3 (𝑥 − 4)(𝑥 − 1) = 0
𝑥−4 =0 |𝑥−1=0
𝑥 =4 |𝑥 =1
The critical numbers are -3, 1 and 4.
-3 0 1 4
The intervals are (−∞, −3], [3,1), (1,4) 𝑎𝑛𝑑 (4, ∞)
IV. Pick a test point and construct a table of signs.
Intervals (−∞, −3] [−3,1) (1,4) (4, ∞)

Test points -4 0 2 5
(𝑥 + 3) - + + +
(𝑥 − 4)(𝑥 − 1) + + - +
𝑥+3 - + - +
(𝑥 − 4)(𝑥 − 1)
Solution Set    
48
Since, you are looking for the intervals where the rational expression is negative or
equal to zero, then, the solution set is (−∞, −3] ∪ (1,4).
II. Learning Competency:
• Solves Rational Equations and Inequalities. M11GM-Ib-3
III. Activities
Activity 1 – MATCH ME!
Directions. Match the given rational inequalities in Column A with its respective solution set
in Column B. Write the letter of your answer.
49
Activity 2 – DECODE ME!
Directions: Decode the hidden message by writing the indicated letter for the
intervals in the box that corresponds to the solution set of the rational
inequality for each dialog box.
50
Activity 3 – FIND ME!
𝑥+5 2𝑥+10
Consider the rational inequalities > 0 and > 0.
𝑥 2 +8𝑥+7 2𝑥 2 +16𝑥+14
1. What is the solution set of the first rational inequality?
2. Find the solution set of the second rational inequality.
3. What can you say about the solution set of each rational inequality?
IV. Questions to Ponder
• What do parenthesis ( ), and square bracket [ ] in differ?

• What are the uses of open circle and solid/closed circle in creating partitions for the
solution set?
V. Reflection
As we went along with the lesson, we have used the sign of infinity, ∞ for
the solution set. What is the meaning of infinity to your life? Which things do you
consider belong to be positive and negative infinity?
VI. Reference for Learners
Department of Education. (2016). General Mathematics Learner’s Material First Edition.

Lexicon Press Inc.
Abenilla, G. and Ymas S. College Algebra with recreational Mathematics, ymas Publishing
House
Reyes A., and Sulit, R. (2016), General Mathematics, Jimcyville Publications General
Mathematics by Juan Apolinario C. Reyes and Romeo Sulit Jr
Ibe, John Emmanuel R. 2020). General Mathematics Quarter 1 – Module 7b : Solving
Rational Inequalities.
51
52
Teacher III
MARIJO S. BALIN
Prepared by :
Answer Key :
Activity 1 Activity 2 Activity 3
1. G The hidden message is 1. (−7, −5) ∪ (−1, ∞)
2. E “MATH IS LIFE” 2. (−7, −5) ∪ (−1, ∞)
3. C 3. Their solution sets are equal.
4.A
5. F
Quarter 1-Week 2: Learning Activity Sheet 4

Representing a Rational Function through Its Equation, Table of Values and Graphs
Hi, everyone! This week is quite challenging. Today, you

will be learning about representing a Rational Function
through its equation, table of values and graphs. I hope you
will learn a lot from this lesson. Enjoy! TABLE OF VALUES AND
GRAPHS
1. Background Information for Learners
Now, let’s start representing rational function using table of values, graph and equation.
Example 1: Represent the speed of a runner as function of time it takes to run 100 meters
on the track.
Solution:
Since the speed of the runner depends on the time it takes to run 100 meters, we can
𝑑
represent the speed as a function of time. (Recall that the formula for speed is = , where s
𝑡
is the speed, d is the distance, and t is the time.)

Let x represent the time it takes to run 100 meters. Then the speed can be represented
as a function s(x) as follows:
100
𝑠(𝑥) =
𝑥
𝑑
Observed that it is similar to the structure of the formula 𝑠 = relating speed, distance
𝑡
and time.
Example 2: Continuing the scenario above, construct a table of values for the speed of
a runner against different run times.
Solution:
A table of values can help us determine the behaviour of the function as the variable
x changes. It will also help as to construct the graph of the function.
Let x be the runtime and s(x) be the speed of the runner in meters per second,
100
where 𝑠(𝑥) =
𝑥
The table of values for the run times from 10 – 20 seconds is as follows:
53
x 10 12 14 16 18 20
s(x) 10 8.33 7.14 6.25 5.56 5
(The value of s(x) was obtained by substituting the value of x in the function 𝑠 = 𝑑/𝑡)
From the table observed that as the length of time increases the speeddecreases.
Example 3: Plot the points on the table of values obtained in example 2 in a Cartesian
Coordinate Plane.
Solution:
Assign points on the Cartesian plane for each entry on the table of valuesabove:
A(10,10) B(12,8.33) C(14,7.14) D(16,6.25) E(20,5)
By connecting the points, you can see that they are not collinear but rather follows a
smooth curve.
y
x
Portion of the graph of the
function
𝑑
𝑠=
𝑡
(In this example, we only considered the positive values of x because there is no
such thing as a negative time.)
54
𝑥−1
Example 4: Represent the rational function given𝑓(𝑥) = by using table of values and plot a
𝑥+1
graph of the function by connecting the points.

Solution:
Since we are considering a function in general, we can find function values across more
values of x. Let us construct a table of values for some values of x from the integers from -10 to
10.
x -10 -8 -6 -4 -2 0 2 4 6 8 10
f(x) 1.22 1.29 1.4 1.67 3 -1 0.33 0.6 0.71 0.78 0.82
Plotting the points in a Cartesian plane we get:

A(-10,1.22) B(-8,1.29) C(-6,1.4) D(-4,1.67) E(-2,3) F(0,-1)
G(2,0.33) H(4,0.6) I(6,0.71) J(8,0.78) K(10,0.82)
Connecting the points on this graph we get:

𝑥 = −1
Since the function is undefined at x=-1, there is no curve that passes through x=-1 to
connect point E and point F. We will discuss how the extensions of these points behave as
they approach x=-1 in a future lesson, so for now we have a partial graph of the function
55
𝒙𝟐 −𝟑𝒙−𝟏𝟎
Example 5: Represent the rational function 𝒇(𝒙) = using table of values. Plot the points
𝒙
in the table of values and sketch the graph by connecting the points.
Solution :
As we have seen in the previous example, we need to consider the value of xwhich will
make the function undefined. In this case the function will be undefined at
x=0. It means that our graph must not pass/touch the line x=0 or the y – axis.Taking
the function values for integers from -10 to 10 we have
x -10 -8 -6 -4 -2 2 4 6 8 10
f(x) -12 -9.75 -7.33 -4.5 0 -6 -1.5 1.33 3.75 6
Plotting the values above as points in the Cartesian plane:
We connect the graph using a smooth curve, we keep in mind that the graph will not cross
x=0. y
𝑥=0
56
Example 6: The school administration of Paraiso National High School conducted a forum about
gender sensitivity. There are 600 SHS Students and 800 JHS Students who arrived the venue
at noon. Every hour, 25 SHS students arrive and 50 JHS students leave the venue. What function
will represent the ratio of SHS students and JHS students after x hours?
Solution:
Take note that the initial number of SHS students is 600 and it increases by 25 every
hour. So, the total number of SHS students after x hours is 600 + 25𝑥.
The initial number of the JHS students is 800 and it decreases by 50 every hour. So,
the total number of JHS students after x hours is 800 − 50𝑥.
Since we are looking for the function that will represent the ratio of SHS students to
600+25𝑥
JHS we can write it as follows: (𝑠) = .
800−50𝑥
Example 7: Construct a table of values for the function obtained in example 6 for the
integers from 1 to 6.
x 1 2 3 4 5 6
r(x) 5/6 13/14 27/26 7/6 29/22 3/2
Solution:
Plot the points in a Cartesian plane.

y
Connect the points using a smooth curve.

y
x
57
2. Learning Competency:
• Represents a rational function through its (a) table of values, (b) graph, and (c)
equation. M11GM-Ib-4
III. Exercises/ Activities
Activity 1
Answer the following questions.

1
1. Given 𝑓(𝑥) =
𝑥−5
a. Construct a table of values using the integers from 0 to 10.
b. Plot the points in a Cartesian coordinate plane and determine whether the
points from a smooth curve or a straight line.
2. Using the integer values from -5 to 5 construct a table of values for the
following functions.
10 𝑥−7
a. ℎ(𝑥) = b. 𝑝(𝑥) =
𝑥−1 𝑥+1
3. A hypothetical function representing the concentration of a drug in patient’s

5𝑥
bloodstream over time x (in hours) is given by 𝑐(𝑥) = 2
𝑥 +1
a. Construct a table of values for integer values from 0 to 9.
b. Plot the points in a Cartesian plane and connect them.
Activity 2

1. Leslie is running every day around their 200-meter school oval as a part of her
training as an athlete.
a. What function will represent her speed in finishing the track after x
seconds?
b. Construct a table of values for the function you obtained in question a using
integers (10,20,30,40,50,60).
c. Plot the points you obtained in question b and connect them using a
smooth curve.
2. Construct a table of values for the following functions using the integers from -4 to
4.
6 6x+12
a. 𝑓(𝑥) = b. . 𝑓(𝑥) =
𝑥−2 𝑥 2 −4
58
Activity 3

1. In an inter – barangay basketball league, the team from Barangay Carolina has won
15 out of 25 games, a winning percentage of 60%.We have seen that they need to
win 25 more games consecutively to raise their percentage for at least 80%.
a. What function will represent the winning percentage of Barangay Carolina if
x is the number of remaining games?
b. What will be the winning percentage after 15? 20? 25? 30? 35 games?
c. Plot the ordered pairs you got in questions (a) and (b) in a Cartesian plane
and connect it using a smooth curve.
• What are the three ways of representing a rational function?
V. Reflection
• How did you find the activities? Draw an emoticon that would describe it and why?
Department of Education. (2016). General Mathematics Learner’s Material First Edition.

Lexicon Press Inc.
Abenilla, G. and Ymas S. College Algebra with recreational Mathematics, ymas Publishing
House
Reyes A., and Sulit, R. (2016), General Mathematics, Jimcyville Publications
John Emmanuel R. Ibe (2020). General Mathematics Module 8 : Representing Rational
Functions Through Table of Values, Graph and Equation.
Congratulations young mathematician! You made it!
Prepared by:
MARIJO S. BALIN
Teacher III
59
60
Answer Key :
Activity 1
1)
Quarter 1 - Week 2: Learning Activity Sheet 5

Finding the Domain and Range of a Rational Function
Finally, this is the last topic for Week 2. Congratulations

for making it! You were able to survive after series of topics
about Rational Function for this week.
This time, you will learn about Finding the Domain and
Range of a Rational Function. I know you can do it. Good
luck, young mathematician!
I. Background Information for Learners
The domain of a rational function 𝑓(𝑥) is the set of all real numbers except those
for which the denominator is zero while the range is the set of all values that the variable 𝑓(𝑥)
will take.
How to Determine the Domain of a Rational Function
Steps in determining the domain of a rational function.
I. Find the value of x that makes the denominator

not equal to zero.
II. Write the domain in rule form or interval notation.
3
Example 1: What is the domain of (𝑥) = ?
𝑥−2
Solution:
I. Find the value of x that makes the denominator not equal to zero.
𝑥−2 ≠0
𝑥−2+2 ≠0+2
𝑥≠2
61
Rule form: {𝑥|𝑥 ∈ 𝑅, 𝑥 ≠ 2} (this is read as, “the set of all x, such that xis any
real number except -2.)
Interval Notation: (−∞, 2) 𝖴 (2, ∞).
How to Determine the Range of a Rational Function
Steps in determining the range of a rational function.
I. Let y=f(x).
II. Solve for x in terms of y.
III. Find the value of y that makes the denominator not equal to zero.
IV. Write the range in rule form or in interval notation.
Example 2: What is the range of the function in example 1?

Solution:
I. Let y=f(x)
3
𝑦=
𝑥−2
II. Solve x in terms of y.
3
𝑦=
𝑥−2
𝑦(𝑥 − 2) = 3
𝑥𝑦 − 2𝑦 = 3
𝑥𝑦 − 2𝑦 + 2𝑦 = 3 + 2𝑦
𝑥𝑦 = 3 + 2𝑦
𝑥𝑦 3 + 2𝑦
=
𝑦 𝑦
3 + 2𝑦
𝑥=
𝑦
𝑦≠0
IV. Write the range in Rule form or Interval Notation.
𝑅𝑢𝑙𝑒 𝑓𝑜𝑟𝑚: {𝑦|𝑦 ∈ 𝑅, 𝑦 ≠ 0} (this is read as, “the set of all y such that yis
any real number except 0.)
𝐼𝑛𝑡𝑒𝑟𝑣𝑎𝑙 𝑁𝑜𝑡𝑎𝑡𝑖𝑜𝑛: (−∞, 0) 𝖴 (0, ∞)
62
𝑥+2
Example 3: What is the domain of ℎ(𝑥) = ?
𝑥+1
Solution:
𝑥+1≠0
𝑥+1−1 ≠0−1
𝑥 + 0 ≠ −1
𝑥 ≠ −1
The domain is {𝑥|𝑥 ∈ 𝑅, 𝑥 ≠ −1} (in rule form) or (−∞, −1) 𝖴 (−1, ∞) (in interval
notation).
Example 4: What is the range of the function in example 3?

Solution:
I. Let 𝒚 = (𝒙)
𝑥+2
𝑦=
𝑥+1
II. Solve for x in terms of y.
𝑥+2
𝑦=
𝑥+1
𝑦(𝑥 + 1) = 𝑥 + 2
𝑥𝑦 + 𝑦 = 𝑥 + 2
𝑥𝑦 − 𝑥 = 2 − 𝑦
𝑥(𝑦 − 1) = 2 − 𝑦
𝑥(𝑦 − 1) 2−𝑦
=
(𝑦 − 1) (𝑦 − 1)
2−𝑦
𝑥=
𝑦−1
𝑦−1≠0
𝑦−1≠0
𝑦−1+1 ≠0+1
𝑦+0≠1
𝑦≠1
IV. Write the range on rule form or interval notation.
The range is {𝑦|𝑦 ∈ 𝑅, 𝑦 ≠ 1} (in rule form) (−∞, 1) 𝖴 (1, ∞) (in interval notation).
63
𝑥+12
Example 5: What is the domain of (𝑥) = ?
𝑥 2 −4
Solution:
𝑥2 − 4 ≠ 0
𝑥2 − 4 ≠ 0
(𝑥 − 2)(𝑥 + 2) ≠ 0
𝑥−2 ≠0 | 𝑥+2≠0
𝑥−2+2 ≠0+2 | 𝑥+2−2 ≠0−2
𝑥≠2 | 𝑥 ≠ −2
The domain is {𝑥|𝑥 ∈ 𝑅, 𝑥 ≠ 2, −2} (in rule form) or (−∞, −2) 𝖴 (−2,2) 𝖴 (2, ∞)
II. Learning Competency :
• Finds the domain and range of a rational function. M11GM-Ib
III. Activities
Activity 1
Consider the following rational functions below in answering the following questions
in interval notation.
10+𝑥 15 20−𝑥
𝑓 (𝑥) = 𝑔(𝑥) = 𝑝(𝑥) =
𝑥+2 𝑥−5 35+𝑥
3 8
ℎ(𝑥) = 𝑞 (𝑥) = − 16−𝑥
4𝑥−7
1. What is the domain of f(x)?
2. What is the range of q(x)?
3. What is the domain of h(x)?
4. What is the range of p(x)?
5. What is the domain g(x)?

64
Activity 2
Consider the following rational functions below in answering the following questions
in rule form and interval notation.
10+𝑥 𝑥+8 20−𝑥

𝑓 (𝑥) = 𝑔(𝑥) = 𝑝(𝑥) =
𝑥+2 𝑥+2 35+𝑥
3 8
ℎ(𝑥) = 𝑞 (𝑥) = − 16−𝑥 2
𝑥−9
1. What is the domain of q(x)?
2. What is the range of p(x)?
3. What is the domain of f(x) + g(x)?
4. What is the range of f(x) – g(x)?
5. What is the domain of f(x)*h(x)?
Activity 3
𝑥+5 2𝑥+10
1. Is the domain of 𝑓(𝑥) = and 𝑔(𝑥) = the same? If so, what are their
𝑥−6 2𝑥−12
respective domains?
2. Determine the range of the functions in question 1. What can you say about
their range? Can we say that f(x)=g(x)? If yes why?
𝑥+3
3. Determine the domain and range of the following functions: ℎ(𝑥) = and
𝑥−4
4𝑥+3
𝑔(𝑥) = What can you say about the respective domain and range of
𝑥−1
h(x) and g(x)?
65
1. How do you find the domain of a rational function?

2. How do you find the range of a rational function?
V. Reflection
1. What are your learnings from the activities?

2. What did you like most from this lesson?
3. What is the most challenging or least interesting from the activities?
Department of Education. (2016). General Mathematics Learner’s Material First

Edition. Lexicon Press Inc.
Abenilla, G. and Ymas S. College Algebra with recreational Mathematics, ymas
Publishing House
Reyes A., and Sulit, R. (2016), General Mathematics, Jimcyville Publications
Ibe, John Emmanuel R. (2020). General Mathematics Module 9: Domain and Range
of Rational Functions.
Congratulations young mathematician! You made it!
Prepared by:
MARIJO S. BALIN
Teacher
66
67
Answer Key :
Activity 1 Activity 2
1. (−∞, −2) 𝖴 (−2, ∞) 1. {𝑥 ∈ 𝑅|𝑥 ≠ −4 𝑜𝑟 𝑥 ≠ 4} 𝑜𝑟 (−∞, −2) 𝖴 (−2, ∞)
2. (−∞, 0) 𝖴 (0, ∞) 2. {𝑦 ∈ 𝑅|𝑦 ≠ −1 } 𝑜r (−∞, −1) 𝖴 (−1, ∞)
3. (−∞, 7/4) 𝖴 (7/4, ∞) 3. {𝑥 ∈ 𝑅|𝑥 ≠ −2 } 𝑜r (−∞, −2) 𝖴 (−2, ∞)
4. (−∞, −1) 𝖴 (−1, ∞) 4. {𝑦 ∈ 𝑅|𝑦 ≠ −0} 𝑜𝑟 (−∞, 0)(0, ∞)
5. (−∞, 5) 𝖴 (5, ∞) 5. {𝑥 ∈ 𝑅|𝑥 ≠ −2 𝑜𝑟 𝑥 ≠ 9 } 𝑜r (−∞, −2) 𝖴 (−2,9) 𝖴 (9, ∞)
Activity 3:

Quarter 1-Week1: Learning Activity Sheet 3.2 Solving Rational Inequalities

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GENERAL MATHEMATICS - Grade 11

Name: _______________________________ Grade/Section: _________________

Teacher: _____________________________ Date Submitted: ________________