Chase D.

Vidamo

Grade-11 Favila

General Mathematics, Module 5, Lesson 1

Week 2

3-2-1 Action
What are the three things that help you in representing real –life situations to rational function?
1. The given value in the situation.
2. The relationship between quantities.
3. Related formulas and equations.
What are the two questions that you want to ask to clarify the process of translating real – life
situations to rational functions
1. How can we know that the given variables are rational?
2. How does the situation represent a function?
Share one tip or suggestion on how others can represent real-life situations using rational
functions
1. The one thing I would suggest on how we can represent real-life situations using rational
functions is that we first need to identify the relationship between the variables before we start
constructing the representative function. We must take note the operations included in the
problem and analyze the connection of the data presented.
Chase D. Vidamo

Grade-11 Favila

General Mathematics, Module 5, Lesson 1

Week 2

You conducted an outreach activity to help the needy in your community and have solicited
₱52,000.00. You wanted to propose a plan on how to equally divide the money and the possible
relief goods that will be included. If you will make a proposal what plan will you do? Show your
plan by filling up the form below:

OUTREACH PROPOSAL
Total amount Solicited: ₱52,000.00
52000
Rational Function Model: 𝑓(𝑥) = 𝑥

Possible number of beneficiaries, amount allocated and relief included

Option 1 Option 2 Option 3

Number of 160 130 100
Beneficiaries
Amount allocated 325 400 520
per beneficiary
Relief Goods 3kg rice – Php 4kg rice – Php
2kg rice – Php 80
included and 120 160
4 pcs sardines –
breakdown 5 pcs sardines – 6 pcs sardines –
Php 74
cost of each Php 92 Php 111
10 pcs crackers –
goods 12 pcs crackers – 14 pcs crackers –
Php 52
Php 62 Php 73
4 pcs noodles Php
4 pcs noodles Php 6 pcs noodles Php
27
34 41
2 pcs instant
2 pcs instant 3 pcs instant
coffee – Php 24
coffee – Php 24 coffee – Php 36
1kg salt – Php 30
1kg salt – Php 30 2kg salt – Php 60
2kg sugar – Php
2kg sugar – Php 2kg sugar – Php
38
38 38
Chase D. Vidamo

Grade-11 Favila

General Mathematics, Module 5, Lesson 2

Week 2

3-2-1 Action
What are the distinct features of rational function, rational equation and rational inequality?
1. Rational Function
A rational function’s distinct feature is having polynomial functions in which they are written in
ratio form and the denominator isn’t zero. Otherwise, it will be undefined.
2. Rational Equation
A rational equation’s distinct feature is that it is an equation that contains a rational expression in
which both the numerator and the denominator are polynomials.
3. Rational Inequality
A rational inequality’s distinct feature is that it contains the ration of two polynomials. However,
it is an inequality which means that one variable is greater or less than the other.
What are the differences of the following:
1. Rational Function and Rational Equation
A rational function is any function which can be written as the ratio of two polynomial functions,
where the polynomial in the denominator is not equal to zero. Meanwhile, a rational equation is
an equation containing at least one fraction whose numerator and denominator are polynomials.
One is a function while the other is an equation.
2. Rational Equation and Rational Inequalities
A rational equations shows that two mathematical expressions are of the equal value. On the
other hand, a rational inequality shows that one expression is greater or less than the other. A
rational equation is the equality of two variables while a rational inequality is its inequality.
Share one tip or suggestion on how to identify whether the given is a rational function, rational
equation or rational inequality
1. Determining the given’s classification is very simple. If it has the expression “f(x)”, that is the
mathematical representation of a function. Meanwhile, if it contains the “=” sign, that is the
symbol of equality meaning it’s a rational equation. Lastly, if it has " >, <, ≥, ≤, ≠" or the
symbols of inequality then that is a rational inequality.
Chase D. Vidamo

Grade-11 Favila

General Mathematics, Module 5, Lesson 2

Week 2

You are analyzing your bills in MERALCO for the consecutive months. Using your bill at home
express the amount per kwh (A) as a function of kilowatt per hour (k) consumed for the last two
consecutive months. Then create austerity plan for the next month. (austerity- measures taken to
reduce spending)

Austerity Plan
Bill for the last two consecutive months:
Php 500
Php 600
Create a rational inequality showing the relationship between the bill in the
last consecutive months:
4𝑥−200
>𝑥
3

List down the austerity measures to be undertaken to reduce the electricity

consumption:
1. Unplug unused electronics
2. Conserve water
3. Use natural lighting
4. Throw away broken appliances
5. Turn off fans
6. Be efficient with refrigeration
Chase D. Vidamo

Grade-11 Favila

General Mathematics, Module 6, Lesson 1

Week 2

Activity 1.
Solve the following rational equations and inequalities using the guided procedure on the table
below.
1.

𝑥−2 1 1
Rational Equation + =
𝑥2 − 4 𝑥 + 2 𝑥 − 2
1. Find the Least Common Denominator
(LCD). (𝑥 + 2)(𝑥 − 2)

2. Multiply both sides of the equation by its 𝑥−2 1 1

the LCD. (𝑥 + 2)(𝑥 − 2)[𝑥 2 −4 + 𝑥+2 = 𝑥−2]

3. Apply the Distributive Property and then (𝑥 − 2) + (𝑥 − 2) = (𝑥 + 2)

simplify.
simplify:
𝑥+ 𝑥 −2– 2 = 𝑥 + 2
2𝑥 − 4 = 𝑥 + 2
2𝑥 − 𝑥 = 2 + 4
4. Find all the possible values of x.
𝑥 = 6

5. Check each value by substituting into the Checking:

original equation and reject any extraneous 𝑥−2 1 1
root/s 2
+ =
𝑥 −4 𝑥+2 𝑥−2

when x = 6
(6) − 2 1 1
2
+ =
(6) − 4 (6) + 2 (6) − 2
4 1 1
+ =
32 8 4
4 4 1
+ =
32 32 4
1 1
=4 ✓
4

2.
 𝑥−6 2 1
Rational Equation + =
𝑥 2 − 4𝑥 − 12 𝑥 + 2 𝑥 − 6
1. Find the Least Common Denominator
(LCD). (𝑥 + 2)(𝑥 − 6)

2. Multiply both sides of the equation by its 𝑥−6 2 1

the LCD. (𝑥 + 2)(𝑥 − 6)[𝑥 2 −4𝑥−12 + 𝑥+2 = 𝑥−6]

3. Apply the Distributive Property and then (𝑥 − 6) + 2(𝑥 − 6) = (𝑥 + 2)

simplify.
simplify:
𝑥 − 6 + 2𝑥 − 12 = 𝑥 + 2
2𝑥 + 𝑥 − 6 − 12 = 𝑥 + 2
3𝑥 − 18 = 𝑥 + 2
3𝑥 − 𝑥 = 2 + 18
2𝑥 = 20
4. Find all the possible values of x.
𝑥 = 10

5. Check each value by substituting into the Checking:

original equation and reject any extraneous 𝑥−6 2 1
root/s + =
𝑥2 − 4𝑥 − 12 𝑥 + 2 𝑥 − 6

when x = 10
(10) − 6 2 1
2
+ =
(10) − 4(10) − 12 (10) + 2 (10) − 6
4 2 1
+ =
48 12 4
4 8 1
+ =
48 48 4
1 1
=4 ✓
4

3.

2(𝑥 − 4)
Rational Inequality < −4
𝑥
1. Put the rational inequality in general form.
𝑅(𝑥)
> 0 2(𝑥 − 4)
𝑄(𝑥) +4<0
where > can be replaced by <, ≤ 𝑥
and ≥
2. Write the inequality into a single rational 2(𝑥 − 4)
expression on the left side. (You can refer to +4<0
𝑥
the review section for solving unlike 2𝑥 − 8 + 4𝑥
denominators) <0
𝑥
6𝑥 − 8
<0
𝑥
3𝑥 − 4
<0
𝑥
3. Set the numerator and denominator equal to Numerator:
zero and solve. The values you get are called 3𝑥 – 4 = 0
critical values
3𝑥 = 4

4
𝑥 =
3
Denominator:
𝑥 = 0
4. Plot the critical values on a number line,
breaking the number line into intervals.

5. Substitute critical values to the inequality 2(𝑥 − 4)

to determine if the endpoints of the intervals < −4
𝑥
in the solution should be included or not. 4
when x = 3
4
2((3) − 4)
< −4
4
3
16
3 < −4
4
3

−4 < −4 ☓
4
(𝑥 = 3 is not included in the solution)

when x = 0
2((0) − 4)
< −4
0
−8
< −4
0
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 < −4
(𝑥 = 0 is not included in the solution)

6. Select test values in each interval and

substitute those values into the inequality.
Note:
If the test value makes the inequality true,
then the entire interval is a solution to the
 inequality. If the test value makes the 2(𝑥 − 4)
inequality false, then the entire interval is < −4
𝑥
not a solution to the inequality. when x = -1
2((−1) − 4)
< −4
−1
−10
< −4
−1
10 < −4 ☓ 𝑓alse

when x = 1

2((1) − 4)
< −4
1
−6
< −4
1
−6 < −4 ✓ 𝑡rue
when x = 2
2((2) − 4)
< −4
2
−4
< −4
2
−2 < −4 ☓ 𝑓alse
7. Use interval notation or set notation to 3
write the final answer. ( 0, )
4

4.

𝑥2 + 𝑥 − 6
Rational Inequality ≤0
𝑥 2 − 3𝑥 − 4
1. Put the rational inequality in general form.
𝑅(𝑥)
> 0 𝑥2 + 𝑥 − 6
𝑄(𝑥) ≤0
where > can be replaced by <, ≤ 𝑥 2 − 3𝑥 − 4
and ≥
2. Write the inequality into a single rational
expression on the left side. (You can refer to (𝑥 − 2)(𝑥 + 3)
≤0
the review section for solving unlike (𝑥 + 1)(𝑥 − 4)
denominators)
3. Set the numerator and denominator equal to Numerator:
zero and solve. The values you get are called 𝑥– 2= 0
critical values
𝑥 = 2
 𝑥+3= 0

𝑥 = −3
Denominator:
𝑥+1= 0

𝑥 = −1

𝑥– 4= 0

𝑥 = 4
4. Plot the critical values on a number line,
breaking the number line into intervals.

5. Substitute critical values to the inequality 𝑥2 + 𝑥 − 6

to determine if the endpoints of the intervals ≤0
𝑥 2 − 3𝑥 − 4
in the solution should be included or not. when x = 2
(2)2 + (2) − 6
≤0
(2)2 − 3(2) − 4

0
≤0
−6
0≤0✓
(𝑥 = 2 is included in the solution)

when x = -3
(−3)2 + (−3) − 6
≤0
(−3)2 − 3(−3) − 4

0
≤0
14
0≤0✓
(𝑥 = -3 is included in the solution)

when x = -1
(−1)2 + (−1) − 6
≤0
(−1)2 − 3(−1) − 4

−6
≤0
0
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 ≤ 0 ☓
(𝑥 = -1 is not included in the solution)

when x = 4
 (4)2 + (4) − 6
≤0
(4)2 − 3(4) − 4

14
≤0
0
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 ≤ 0 ☓
(𝑥 = 4 is not included in the solution)

6. Select test values in each interval and

substitute those values into the inequality.
Note:
If the test value makes the inequality true,
then the entire interval is a solution to the
inequality. If the test value makes the 𝑥2 + 𝑥 − 6
inequality false, then the entire interval is ≤0
not a solution to the inequality. 𝑥 2 − 3𝑥 − 4

when x = -4
(−4)2 + (−4) − 6
≤0
(−4)2 − 3(−4) − 4
6
≤0
24
1
≤ 0 ☓ 𝑓alse
4

when x = -2
(−2)2 + (−2) − 6
≤0
(−2)2 − 3(−2) − 4
−4
≤0
6
2
− 3 ≤ 0 ✓ 𝑡rue
when x = 0
(0)2 + (0) − 6
≤0
(0)2 − 3(0) − 4
−6
≤0
−4
3
≤ 0 ☓ 𝑓alse
2
when x = 3
(3)2 + (3) − 6
≤0
(3)2 − 3(3) − 4
6
≤0
−4
3
− 2 ≤ 0 ✓ 𝑡rue
when x = 5
 (5)2 + (5) − 6
≤0
(5)2 − 3(5) − 4
24
≤0
6
4 ≤ 0 ☓ 𝑓alse
7. Use interval notation or set notation to
write the final answer. [−3, −1 ) ∪ [ 2, 4 )

Chase D. Vidamo

Grade-11 Favila

General Mathematics, Module 7, Lesson 1

Week 2

In your own words, how do you represent rational function using

a. Equation
We can represent rational function using an equation by simply determining the relationship
between variables whether they are direct or indirect and identifying the operations used in the
given situation. Then we can transform it into the ratio of two polynomials wherein the
denominator can’t be zero.
b. Graph
By choosing to graph the function, we’ll first create a Cartesian plane and then plot the points of
the coordinates. After that, we can connect the points and observe whether we’ll form a smooth
curve or a straight line. We can see the flow of the function with this method.
c. Table of values
In order to represent a rational function using the table of values, we just need to substitute the
value of x on the equation. The answer will determine the value of y in the table. Using this, we
can further illustrate what kind of relationship the variables have.
Chase D. Vidamo

Grade-11 Favila

General Mathematics, Module 7, Lesson 1

Week 2

Do the following to enhance your learning.

1. Construct a table of values of the following functions using the interval of -5 to 5.
𝑥 2 +3𝑥−5 1
a. 𝑔(𝑥) = b. 𝑗(𝑡) =
𝑥2 𝑡 2 −2𝑡+1

a.
x -5 -4 -3 -2 -1 1 2 3 4 5
g(x) 0.2 - 0.06 -0.56 -1.75 -7 -1 1.25 1.44 1.44 1.4

b.
t -5 -4 -3 -2 -1 0 1 2 3 4 5
j(t) 0.03 0.04 0.06 0.11 0.25 1 undefined 1 0.25 0.11 0.06

2. Using the data from the table of values on number 1, plot the points on the cartesian plane
and connect the points of
𝑥 2 +3𝑥−5 1
a. g(x)= 𝑔(𝑥) = b. j(t)= 𝑗(𝑡) =
𝑥2 𝑡 2 −2𝑡+1

a.
 b.

An application of rational functions may involve the number of persons who can do a task in a
certain amount of time. We can handle these applications involving work in a manner similar to
the method we used to solve distance, speed, and time problems. Work = Rate x Time. Suppose
you can finish a report in 2 hours. Your classmate can finish the same report in 4 hours. How long
will it take to finish the report if both of you work together?
1 1 1
= +
𝑥 2 4
1 3
=
𝑥 4
3𝑥 = 4
4
𝑥=
3
4
Answer: It will take 3 or 1.33 hours to finish the report if we work together.

We have a saying that “Two heads are better than one”, would you rather work alone or with a
team? Why? Use 3-5 sentences to explain your answer.
I would rather work with a team than work alone because if there are more people then we can get
the job faster. By assigning tasks and sharing ideas, we can create efficiency in order to come up
with a solution in connection with the amount of help each person gives. It is definitely more
recommendable to be in a group that unites together because the work force or rate is much higher.