Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Passi City
Passi National High School
SENIOR HIGH SCHOOL PROGRAM
Passi City, Iloilo
Tel. No: 311-5997

Self-Learning Module for

Senior High School Learners
Grade Levels: Grade 11
Core Subject: General Mathematics
Semester: First Semester – Quarter 1, Week 3

LEARNING COMPETENCY:

In this module, you will learn to:

a. represent real-life situations using rational functions,
M11GM-Ib-1
b. distinguishe among rational functions, rational equations, and rational
inequality,
M11GM-Ib-2
c. solve rational equations and inequalities, and
M11GM-Ib-3
d. represent rational function through its: (a) table of values, (b) graph, and (c)
equation.
M11GM-Ib-4
e. find the domain and range of rational function
M11GM-Ib-5
1
 In this module, you will understand the key concepts of rational
functions and apply these concepts to formulate and solve real-life
problems with precision and accuracy.

1. What do you think is the importance of election in our

government system?
2. How does the advertisement (time) affects the 2022 polls?
3. Express the number of votes as a function of advertisement
(time).
4. Give an example of real-life situations using rational functions.

Note: Your answer in number 3 is an example of rational function.

2
 A polynomial function p of degree n is a function that can
be written in the form 𝑝(𝑥 ) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 +
⋯ +𝑎1 𝑥 + 𝑎0 where 𝑎0 , 𝑎1 , … , 𝑎𝑛 ∈ 𝑅, 𝑎𝑛 ≠ 0 n is a positive integer.
Each addend of the sum is a term of the polynomial function. The
constants 𝑎0 , 𝑎1 , … , 𝑎𝑛 are the coefficients. The leading coefficient
is 𝑎𝑛 . The leading term is 𝑎𝑛 𝑥 𝑛 , and the constant term is 𝑎0 .

LESSON 1: REPRESENTING REAL-LIFE SITUATIONS USING

RATIONAL FUNCTIONS

At the end of the lesson, you should be able to represent real-life

situations using rational functions.

Definition 1. Rational function are quotients of polynomial functions. In the

𝑝(𝑥)
form of 𝑓(𝑥) = where 𝑝 and 𝑞 are polynomial functions and 𝑞(𝑥) ≠ 0.
q(x)
The domain of 𝑓(𝑥) is the set of all values of 𝑥 where 𝑞(𝑥) ≠ 0.

Example 3.1. An object is to travel a distance of 10 meters. Express

velocity v as a function of travel time, in seconds.

Steps in finding the solution.

Step 1. What are the given:
a) distance = 10 meters
b) Velocity (v) as a function of travel time.

3
 Note: Velocity is a vector quantity that measures displacement
over the changed in time. (You may search unfamiliar words,
formula, symbols or terms).

Step 2. Select a variables to be used:

Let d = distance
t = time (seconds)
v(t) = velocity as a function of travel time
Step 3. Determine what is asked:
To express velocity v as a function of travel time t, in seconds.
Step 4. Process:
a) Common Sense:
Velocity (v) is a vector quantity that measures displacement over
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
the changed in time. Therefore, 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 =
𝑡𝑖𝑚𝑒 𝑒𝑙𝑎𝑝𝑠𝑒𝑑

b) Mathematical Statement:
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑 10
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 =
𝑡𝑖𝑚𝑒 𝑒𝑙𝑎𝑝𝑠𝑒𝑑
→ 𝑣(𝑡) =
𝑡
Substitute the given
variables to be used
Step 5. Answer (conclusion)
10
The function 𝑣 (𝑡) = represents v as a function of t.
𝑡
5𝑡
Example 3.2. Suppose that 𝑐(𝑡) = (in mg/mL) represents the
𝑡 2 +1
concentration of a drug in a patient’s bloodstream t hours after the
drug was administered. Construct a table of values for c(t) for
t=1,2,5,10. Round off answers to three decimal places. Sketch the
graph and interpret the result.

Steps in finding the solution.

Step 1. What are the given:
5𝑡
a) Concentration of drug 𝑐 (𝑡) =
𝑡 2 +1
b) time t(hours) = 1,2,5,10

4
 Note: Milligrams per milliliter (mg/mL) is a measurement of a
solutions and concentration. Amount or substance dissolve in a
specific volume of liquid.

Step 2. Select a variables to be used:

Given already that:
Let t = time (hours)
5𝑡
c(t) = concentration of a drug and 𝑐 (𝑡) =
𝑡 2 +1
Note: Do not replace the given variables.
Step 3. Determine what is asked:
A. Construct a table of values for 𝑐(𝑡) for 𝑡 = 1,2,5,10 (answers
to three decimal places).
B. Sketch the graph and
C. Interpret the result.
Step 4. Process & Answer:
A. Construct a Table.
a) Common Sense: Use the given formula to complete the table
5𝑡
𝑐 (𝑡) = .
𝑡 2 +1
Note: Step 4.b.(Mathematical Statement) was already given.

Answer:

t(hours) 0 1 2 5 10
c(t hours) 0 2.5 2 0.962 0.495

B. Sketch the graph

a) Common Sense:
1) assign points on the Cartesian consider t = 0,1, 2, 5, 10
2) plot the coordinates A (0,0), B(1, 2.5), C (2,2), D(5,0.962),
and E(10, 0.495)

5
Answer:

D E

A. Interpretation
a) Common Sense:
Observe the lowest/highest point where the graph changes.
What does it mean?
Answer:
The graph indicates that the maximum drug concentration occurs
around 1 hour after the drug was administered. After 1 hour, the
graph suggests that drug concentration decreases until it is almost
zero.

Direction. Write your answer in your intermediate/graphing paper for

this activity
Activity I. A runner travels a distance of 800 meters in the track.
Represent the speed s as a function of travel time(second). Construct
a table of values for the speed of a runner when time = 50, 55, 60,
65, 70, 100. Plot the points on the table of values on a Cartesian plane.
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 LESSON 2: RATIONAL FUNCTIONS, EQUATIONS AND INEQUALITY

At the end of the lesson, you should be able to:

a) distinguish among rational functions, rational equations, and

rational inequality,
b) solve rational equations and inequalities, and

Definition 2. Rational expression is an expression that can be written as a

2 𝑥 2 −4 2
ratio of two polynomials. Examples: , and .
𝑥 𝑥+3 𝑥−2

Definition 3. Rational equation is an equation involving rational expression.

2 𝑥+1 𝑥 𝑥 2 +2𝑥+1 𝑥−1
Examples: = 1, = , and = .
𝑥−2 3 5 𝑥+1 5

Definition 4. Rational inequality an inequality involving rational expression.

2 1 𝑥+1 𝑥 𝑥 2 +2𝑥+1 𝑥−1
Example: ≥ , ≤ , and < ,
𝑥−2 𝑥 3 5 𝑥+1 5

Solving Rational Equation

Step 1. Eliminate denominators by multiplying each item of the
equation by the least common denominator (LCD).
Step 2. Solve and Simplify
Note: You may apply the addition property of equality (APE) or
other properties in mathematics
Step 3. Check your answer (optional)

7
 𝑥 1
Example 2.1. Solve for x when =
3 2

Step1. LCD = 6 𝑥 1
(6) = (6)
Multiply both sides by 6 3 2
6𝑥 6
=
3 2
2𝑥 = 3
Step 2.
Solve 2𝑥 3
=
Divide both sides by 2 2 2
Simplify 3
𝑥=
2
Step 3. Check your answer 3
(2) 1
(optional) =
3 2
Substitute the value of x
to the given 3 1 1
. =
2 3 2
Simplify
3
numerator ( )multiply by the 1 1
2 =
inverse of the denominator 3 2 2
1
which is
3
3
Therefore, the value of x is .
2

Example 2.2. In an inter-barangay basketball league, the team

from barangay Cairojan has won 12 out of 25 games, a winning
percentage of 48%. How many games should they win in a row to
improve their win percentage to 60%?

8
Step1. Rational Equation
Let x = number of games they need
to win to raise 60%
12+x = number of games they
would play 25+x= total
number of games

Equation
𝑛𝑜. 𝑜𝑓 𝑤𝑖𝑛 12 + 𝑥
= 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 0.6
𝑡𝑜𝑡𝑎𝑙 𝑛𝑜. 𝑜𝑓 𝑔𝑎𝑚𝑒𝑠 25 + 𝑥

Multiply both sides by 25+x 12 + 𝑥 = 0.6(25 + 𝑥)

Step 2. Simplify
12 + 𝑥 = 0.6(25) + 0.6(𝑥)
Combine similar term
𝑥 − 0.6𝑥 = 15 − 12
Divide both sides by 0.4
0.4𝑥 = 3

𝑥 = 7.5

Therefore, Cairojan needs to

win 8 games in a row to raise
their winning percentage to
60%

𝑥 1 8
Example 2.3. Solve for x when − =
𝑥+2 𝑥−2 𝑥 2 −4

Step1. LCD (x+2, x-2) 𝑥 1 8

− = 2
= 𝑥2 − 4 𝑥+2 𝑥−2 𝑥 −4

9
Multiply both sides by 𝑥 1
( − ) (𝑥 2 − 4)
𝑥2 − 4 𝑥+2 𝑥−2
8
=( 2 ) ( 𝑥 2 − 4)
𝑥 −4

𝑥 (𝑥 − 2) − (𝑥 + 2) =8

Step 2.
Solve 𝑥 (𝑥 − 2) − (𝑥 + 2) =8

Remove the grouping 𝑥 2 − 2𝑥 − 𝑥 − 2 =8

symbols ()
By distributive property 𝑥 2 − 3𝑥 − 2 =8
Simplify
𝑥 2 − 3𝑥 − 2 − 8 =0
You can use quadratic
formula, completing 𝑥 2 − 3𝑥 − 10 =0
square of factoring to find
the value of x. 𝑥 2 − 3𝑥 − 10 =0 → (𝑥 + 2)(𝑥 − 5) = 0

Using factoring 𝑥+2=0 𝑜𝑟 𝑥−5=0

𝑥 = −2 𝑜𝑟 𝑥=5

Since x=-2 makes the equation

udefined, x=5 is the only solution.

Step 3. Check your 𝑥 1 8

− = 2
answer when x = 5 𝑥+2 𝑥−2 𝑥 −4

5 1 8
− =
(5) + 2 (5) − 2 (5)2 − 4

10
Substitute the value of x 5 1 8
− =
to the given equation. 7 3 25 − 4

15 − 7 8
=
21 21

8 8
=
21 21
Therefore, the value of x is 5.

Solving Rational Inequalities

Step 1. Rewrite the inequality as a single rational expression on one

side of the inequality symbol and 0 on the other side.

Step 2. 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.

11
Warning! Multiplying both sides of an inequality by a number requires that
the sign (positive or negative) of the number is known. Since the sign of a
variable is unknown, it is not valid to multiply both sides of an inequality by a
variable.

2𝑥
Example 3.1. Solve the inequality ≥1
𝑥+1

Solution:
a) Rewrite the inequality as single rational expression.
2𝑥
−1≥0
𝑥+1

2𝑥 − (𝑥 + 1)
≥0
𝑥+1

𝑥−1
≥0
𝑥+1

b) The rational expression will be 0 for x = 1 and undefined for x= -1.

Mark these on the number line.

Note: x=1 included (shaded) , x =-1 not included (not shaded)

1
-1

c) Choose convenient test points in the intervals determined by -1

𝑥−1
and 1 to determine the sign of in these intervals. Construct
𝑥+1
a table.

12
 Interval 𝑥 < −1 −1 < 𝑥 < 1 𝑥>1
Test Point 𝑥 = −2 𝑥=0 𝑥=2
(your choice) →
𝑥−1 − − +
𝑥+1 − + +
𝑥−1 + − +
𝑥+1

d) The intervals where the rational expression is positive or zero is

{𝑥𝜖𝑅 |𝑥 < −1or 𝑥 ≥ 1}.

Plot the set on the numberline.

1
-1

Direction. Write your answer in your paper.

Activity 2.a) Determine whether the given is a rational function,

rational equation, a rational inequality or none of these.

𝑥+1
1. =7
3

2. 𝑥 > √𝑥 + 2
25
3. 𝑥 + 3 ≤
𝑥+5
𝑥+2
4. 𝑓(𝑥 ) =
6
1
5. 𝑐 (𝑥 ) = 2 −
2𝑥

13
 𝑥 2 −𝑥−30
2.b) Solve for x: ≥0
𝑥−1

LESSON 3: GRAPHING RATIONAL FUNCTIONS

At the end of the lesson, you should be able to:

a) represent a rational function through its (a) table of values, (b) graph, and
(c) equation, and
b) find the domain and range of a function.

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.

𝑥−2
Example 1. Consider the function 𝑓(𝑥 ) = .
𝑥+2
a) Find the domain,
b) find the x-intercepts,
c) find the y-intercept,
d) sketch the graph, and
e) determine its range.

14
Solution:
a) The domain of 𝑓(𝑥) is {𝑥 ∈ 𝑅 |𝑥 ≠ −2}. The domain of the
function is a set of x such that x is an element of real
numbers exept negative 2. Observe that the function is
undefined at x=-2 (Think of the value of x that will make the
denominator 0). This means that x=-2 is not part of the domain
of f(x).

b) The x-intercepts of a rational function are the values of

x that will make the function zero. A rational function will
be zero if its numerator is zero. The x-intercept of f(x) is 2 and
its y-intercept is -1. Therefore the zeroes of a rational function
are the zeroes of numerator. In the given example x-2 will be
zero at x=2 Hence, x=2 is a zero of f(x). Since it is a real zero,
it is also an x-intercept.

c) The y-intercept of a function is equal f(0).

𝑥−2 0−2 −2
In this case, 𝑓(0) = = = = −1
𝑥+2 0+2 2

d) Sketch the graph. In sketching the graph of f(x), let us look at

what hppens to the graph near the values of x which make the
denominator undefined. Recall that in the previous lesson, we
simply skipped connecting the points at integer values. Let us
see what happens when x takes on values that brings the
denominator closer to zero.

The denominator is zero when x=-2. Let us look at the values of x

close to -2 on its left side (x<-2, denoted -2-) and the values of x
close to -2 on its right side (x>-2, denoted -2+).

15
 i) Table of values for x approaching -2-

𝑥 -3 -2.5 -2.1 -2.01 -2.001 As x approaches -2-

𝑓(𝑥 ) 5 9 41 401 4001 f(x) increases without bound

Note: We use 𝑓(𝑥 ) → +∞ as 𝑥 → −2− to indicate that f(x) increases

without bound as x approaches -2 from the left.

ii) Table of values for x approaching -2+

𝑥 -1 -1.5 -1.9 -1.99 -1.999 As x approaches -2+

𝑓(𝑥 ) -3 -7 -39 -399 -3999 f(x) decreases without bound

Note: We use 𝑓(𝑥 ) → −∞ as 𝑥 → −2+ to indicate that f(x) decreases

without bound as x approaches -2 from the right.

Plotting the points corresponding to these values on the

Catesian plane:

2 Ways of Plotting the function

A. Using a graphing paper
B. Using a geogebra

Note: You may use your graphing calculator or Excel (linear or

quadratic function) to check your answer.

A. Using a Graphing Paper

𝑥−2
Let f(x) =y then, the equation of the line is 𝑦 = .
𝑥+2

16
 y
i) Consider table of values for x
approaching -2- and table of
values for x approaching -2+
ii) Draw a broken line x=-2, since
the domain 𝑓(𝑥) is {𝑥 ∈ 𝑅|𝑥 ≠
−2}. Meaning 𝑥 = −2 is
excluded.
x
iii) Plot the points (ordered pairs)
iv) Connect the points.

𝑥+2
Figure 3.1. Graph of 𝑓(𝑥) =
𝑥−2
B. Using Geogebra Classic
Step 1. Open Geogebra Classic
Step 2. Type f(x) = (x-2)/(x+2) in the Input box

Input box

X=-2

Observe that as y increases or decreases without bound, x gets

closer and closer to -2 but it will never touches -2.
17
 e) The range of 𝑓(𝑥) is {𝑥 ∈ 𝑅 }. Take note that, the range of the
function is the set of all values that f(x) will take.

Note to the student:

If you have no Geogebra, please disregard Method B. For students who have
Geogebra, Graphing Calculator or any Math software you are encouraged to
check your answer with the help of this Mathematical tools.

Individual Assessment:
I.Multiple Choice. Read and answer the what is asked. Write the
letter of the correct answer.
4
1. Which family of functions does 𝑦 = belong to?
𝑥2

a) Trigonometric
b) Logarithmic
c) Exponential
d) Rational
2. Which of the following functions is not rational?
a) 𝑓(𝑥) = √𝑥 + 1
𝑥−4
b) b) 𝑓(𝑥) =
𝑥+8
2𝑥
c) c) 𝑓(𝑥) =
𝑥+8
𝑥 2 −1
d) d) 𝑓(𝑥) =
𝑥 2 +2𝑥+1

18
 𝑝2 −4𝑝−32
3. Simplify the expression and state the excluded values: .
𝑝+4
𝑎) − 𝑝 + 8; 𝑝 ≠ −4
b) 𝑝 − 8; 𝑝 ≠ −4
c) −𝑝 − 8; 𝑝 ≠ −4
d) 𝑝 + 8; 𝑝 ≠ −4

𝑧2 𝑧 2 +3𝑧+2
4. Multiply. State the excluded values: ∙
𝑧+1 𝑧2
𝑎)𝑧 + 2, 𝑧 ≠ −1, 0
𝑧+2
b) , 𝑧 ≠ −1,0, −3
𝑧+3
𝑧+2
c) , 𝑧 ≠ −1, −3
𝑧+3
𝑧 2 +2𝑧
d) , 𝑧 ≠ −1,0, −3
𝑧+3

7 7
5. Simplify: + =
𝑎+8 𝑎2 −64

7𝑎−49
a)
(𝑎−8)(𝑎+8)

14
b)
𝑎2 +𝑎−56

14
c)
(𝑎−8)(𝑎+8)

7𝑎−63
d)
(𝑎−8)(𝑎+8)

19
 1
6. Given the graph of the function 𝑓(𝑥 ) = . Which of the following
𝑥2
represents the behavior of the function f(x) as x approaches 0?

a) approaches negative infinity c) approaches positive infinity

b) approaches zero d) approaches one

(𝑥−5)(𝑥−2)
7. What is the domain of the 𝑓(𝑥) = (𝑥−2)(𝑥+4) .
a) All real numbers except –4 and 2
b) All real numbers except –2 and 4
c) All real numbers except –5 and -2
d) All real numbers except 5 and -2

8. Which of the following is a rational function?

7𝑎−49 14
a) = 10 c) 𝑔(𝑎) =
(𝑎−8)(𝑎+8) 𝑎2 +𝑎−56

14 7𝑎−63
𝑏)𝑎 + 1 > (𝑎−8)(𝑎+8) d) 𝑎 = (𝑎−8)(𝑎+8)

9. The ________ of the function is the set of all values that f(x) will
take.
a) Domain b) Range c) Zero d) x-intercept

20
 𝑥 2 −7𝑥+12
10. Sketch the asymptotes and graph the function 𝑦 = .
𝑥 2 −1
a) c)

b) d)

2𝑥−1
II. Sketch the graph of 𝑓(𝑥 ) = and give its domain, intercepts,
𝑥 2 −4
asymptotes, and range.

III. Group/Cluster Activity. Choose any of the following or think

of any experiences/encounter that represent any real-life situations
using rational function.

Examples:
a) Speed traveled from home to school.
b) Amount of vitamins/medicine intake by a person w/respect to
weight.
c) Volume of water with respect to the height of the container.
d) Time allotted to the subject every week.

21
 Write your answer on a short bond paper and submit it during
the schedule of our retrieval. For students who wish to present their
output through PowerPoint presentation or any e-application just
email your output to your teacher.

You will be assessed using the following criteria:

Criteria Points
Real-life Application. The data chosen was 5 points
based on the existence of real experience is
appropriate on the lesson.
Content. Correct function and graph were 10 points
presented
Creativity. It refers to the manner, clarity and 5 points
uniqueness of presentation of the output.

Note: For those students who have chronic illness, home quarantined,
and are under community lockdown, outputs may be submitted to the
teacher online, thru e-mail address or facebook/messenger. Otherwise,
output may be submitted to the teacher through their parents or guardian
on the scheduled date. Minimum health protocol shall be strictly observed.
For students who need clarification about the topic kindly message your
teacher (from Monday to Friday 8AM to 5PM only) so that, you can set your
schedule for online class or other form of remediation.

22
References:

DepEd Material: General Mathematics Learner’s Material

Algebra and Trigonometry Custom 4th Edition

Prepared by:

KAREN D. ULGASAN
TEACHER II

Checked by:

JANALVE P. PECATE
MT I/ Subject Group Head

Noted:

ROSAPHE B. SUSTEVERIO
SHS Asst. Principal II for Academics

Approved:

REY P. DEATRAS, PhD

Principal IV

23