GENERAL 11

MATHEMATICS PERFORMANCE STANDARDS:

The learners should be able to:

 accurately construct mathematical models to represent real-life
situations using functions.
 accurately formulate and solve real-life problems involving rational
functions.

FIRST SEMESTER
QUARTER 1 MOST ESSENTIAL LEARNING COMPETENCIES:
Week 1-2  represents real-life situations using functions, including piece-
wise functions. (M11GM-Ia-1)
 evaluates a function. (M11GM-Ia-2)
Tuesday & Thursday  performs addition, subtraction, multiplication, division, and
(Thursday Online Class) composition of functions. (M11GM-Ia-3)
(TTH 7:46 am – 9:45 am)  represents real-life situations using rational functions. (M11GM-
Ib-1)
 distinguishs rational function, rational equation, and rational
inequality. (M11GM-Ib-2)
 solves rational equations and inequalities. M11GM-Ib-3
Prepared by:  represents a rational function through its: (a) table of values, (b)
graph, and (c) equation. (M11GM-Ib-4)
 finds the domain and range of a rational function. (M11GM-Ib-5)
MR. ALLIEN JAY V. AMAMEO

GENERAL MATHEMATICS 11 1
 The domain of a function is the set of all possible values for the
independent variable x, while the range of a function is the set of all possible
values for the dependent variable y.
Discussion We use the following function notation.
f ( x )= y
Lesson 1: FUNCTIONS
Example 1:
A relation is a set of ordered pairs. The domain of a relation is the set of
first coordinates. The range is the set of second coordinates. {(I , 4 ),( L, 5) ,(O, 6) ,(V , 8),( E ,3) ,( M ,6) ,( A , 2),(T , 8) ,( H , 4)}

This relation is a function, since each element in the domain {I, L, O, V, E,

{(I,4), (L,5), (O,6), (V,8), (E,3), (M,6), (A,2), (T,8), (H,4) M, A, T, H} is assigned to one element in the range. Even though the range
element 4 is assigned to two elements of the domain, I and H, it is still a function
The domain is {I, L, O, V, E, M, A, T, H} since each element of the domain is assigned to only one element of the range.

Relation I
Relation H Domain Range
The range is {2, 3, 4, 5, 6, 8} Domain Range 4 I
4 G 3 F
3 E 8 U
Note that for each letter there corresponds exactly 8 T 2 B
one number. This special kind of relation called 2 C 5 A
function. 5 A K
K E

Not a function Not a function

Functions can be represented in different ways

A function is a relation in which each element of the domain corresponds 1. A table of values
exactly one element of the range. The members of the domain can be called inputs
and the members of the range can be called outputs.

2. Ordered pairs

GENERAL MATHEMATICS 11 2
 A graph represent a function if and only if each vertical line intersects the
Letter Number graph at most once.

I 4
3. Graph Letter Number
L 5
I 4
O 6
L 5 function not a function
V 8
O 6 Example 3:
4. An equation E 3 Which of the following graphs can be graphs of function?
y=3 x−4 V 8
M 6
Example 1: E 3
A 2
Which of the following relations are functions.
1. f = {( 1,2 ) , ( 2,2 ) , ( 3,5 ) , ( 4,5 ) } M 6
T 8
2. g={( 1,3 ) , (1,4 ) , ( 2,5 ) , ( 2,6 ) , ( 3,7 ) } A 2
3. h={( 1,3 ) , ( 2,6 ) , (3,9 ) , . . .. , ( n , 3 n ) } H 4 not a function function
T 8
Number 1 and 3 are functions because there is no repeating number of domains.
Number 2 is not a function because the domain is repeated, H 1 and 2. 4

Example 2:
Determine whether the relationship given in the mapping diagram is a
function.
function not a function

Evaluating Functions
Evaluating a function means replacing the variable in the function, in this
case x, with a value from the function’s domain and computing the result. To
denote that we are evaluating f at a for some a in the domain of f, we write f (a).

Example1: Evaluate the following functions at x=1.5

function not a function function
1. f ( x )=2 x +1
f ( 1.5 )=2 (1.5 )+1
Vertical Line Test f ( 1.5 )=3+1

GENERAL MATHEMATICS 11 3
 f ( 1.5 )=3+1 Given the piecewise-define function
f ( 1.5 )=4
2. g ( x )=√ x+1 {
f ( x )= 3 x+ 2
2 ,if ∧x ≥ 0
−x +3 ,if ∧x <0
g ( 1.5 )=√ 1.5+1 Find f (0) and f (−3)
g ( 1.5 )=√ 2.5 Since x=0 , we use f ( x )=3 x +2
f ( 0 )=3 ( 0 ) +2=2
2 x +1 Since x=−3 , we use f ( x )=−x 2 +3
3. r ( x )=
x−1 f (−3 )=−(−3 )2 +3
2(1.5)+1 f (−3 )=−9+ 3
r ( 1.5 )=
1.5−1 f (−3 )=−6
3+1
r ( 1.5 )=
0.5 Example 2:
4 Sketch the graph of the given piecewise function. What is f (−5)? What is
r ( 1.5 )=
0.5 f ( 3 )?
r ( 1.5 )=8
Since, x=−5 , we use f ( x )=−x 2 +3
Example2: Evaluate the following functions at x=2
f (−5 )=−(−5)2+3
4. q ( x )=x 2−2 x +2
¿−25+3
q ( 2 ) =(2)2−2(2)+2 ¿−22
q ( 2 ) =4−4+2 Since, x=3 , we use f ( x ) =x +3
q ( 2 ) =2 f ( 3 )=3+3
¿6
Example 3: Evaluate the following functions at x=3 x−1
5. f ( x )=2 x +1
f ( 3 x−1 ) =2(3 x−1)+1 Example 3:
f ( 3 x−1 ) =6 x−2+1 A user charged ₱300 monthly for a particular mobile plan, which includes
f ( 3 x−1 ) =6 x−1 100 free text messages. Messages in excess of 100 are charged ₱1 each. Represent
the amount of customer pays each months as a function of the number of messages
Piecewise Function m sent in a month.
A piecewise function is a function that is defined by
two or more equations where each equations applies to a Solution:
certain interval over a specified domain. Let t(m) represent the amount paid by the costumer each month. It can be

{
h ( x )= 4 , if ∧x> 6
−7 , if ∧x ←6
expressed by the piecewise function.

{
t ( m )= −300 , if 0< m≤ 100
Example 1: 300+m, ifm∧¿ 0

GENERAL MATHEMATICS 11 4
 4. { ( 6,0 ) , ( 12,6 ) , ( 6,10 ) , ( 20 , 7 ) }

No
_
N
B. Directions: Determine whether the relationship given in the mapping
Cebu Sacred Heart College, Inc.
diagram is a function.
Carcar Campus
5. 6.
Valladolid, Carcar City, Cebu
Q1-Week 1 (General Mathematics)

Name:_________________________________________ Score: _____________ R Finding the LCD

Grade& Section: ________________________________ Date: _____________ R 1.
U Finding
List thethe
different
LCD denominators that appear in the rational expression.
U 2.
L 1. Factor
List theeach
different
denominator
denominators
completely.
that appear in the rational expression.
L 3.Find
E 2. Factortheeach
product
denominator
of each completely.
factor with the greatest number of appearances
Assessment C. Direction:
E State whether
3.Find
factorizations, each
the product graph
that is, eachrepresent
of with highest a function.
factor power.
with the greatest number of appearances
7. factorizations, that is,8.with highest power.
GENERAL DIRECTIONS:
 Write your answers in a one whole sheet of yellow pad ONLY.
(using other papers will not be accepted)
 Solve and show your solution.
 You are allowed to use calculator if needed.
 Don’t forget to staple or attach your answer sheet or the separated
paper to the questionnaire.
D. Direction: Determine the following equations represent a function or not.
 Do what is indicated in each test item.
9. y +x 2=6
10. y 2 + x 2=9
A. Directions: Determine whether the following sets of ordered pairs
represent functions or not.
E. Direction: Write a piecewise function that gives the weekly pay P in terms
of the number of hours h your work.
1. {−7,4 ) , (−8,3 ) , (−7,7 ) , (−20,8 ) , (5,9 ) , ( 3,1 ) ,(2,6)}
11. You are a crew at ACTS 12:7 Convenience Store that pays an hourly wage
2. { ( 10,9 ) , (−2 ,−16 ) , (−6,7 , ) , ( 5,8 ) , ( 8 ,−16 ) , (−11,9 ) }
of ₱ 45.00 and 1.5 times the hourly wage for the extra hours if you work for
3. { (−13,4 ) , ( 7 ,−15 ) , (−13,9 ) , ( 6 ,−12 ) , (−18,0 ) } more than 40 hours a week.

GENERAL MATHEMATICS 11 5
 Discussion R Multiplying Rational Expressions
U Multiply the numerators and denominators.
Lesson 2: RATIONAL FUNCTIONS L Write the resulting numerator and denominator in factored form.
E Divide out any numerator factor with matching denominator factor.
Rational Functions Simplify if possible.
A rational expression can be written in the form
A
B
where A and B are polynomials and B ≠ 0.
R Adding/Subtracting Rational Expression with Different Denominators
U Find the least common denominator (LCD).
Rational expression are also called algebraic expression. L Write the equivalent expression of each rational expression.
The following are rational expression: E Add or subtract the numerators and keep the LCD.
7 x2 −x−6 x2 +7 x +10 Simplify the result, if possible.
ab
, , and
x +2 x+ 5
The following are not rational expression:
1 −3
5+ √ x x 2 +2 2
, , and x + 4 R Adding or Subtracting Rational Expression with Like Denominators
x x +2 x−1
U Add (or subtract) the numerators.
L Retain the common denominator.
E Simplify the result.

R Simplifying Rational Expressions

U Factor the numerator and denominator.
L Write a product of two rational expressions, one factor containing the GCF
E of the numerator and denominator, and the other containing the remaining
factors.
Rewrite the factor containing the GCF as 1.
Multiplying the remaining factors by 1.
Finding the LCD
1. List the different denominators that appear in the rational expression.
2. Factor each denominator completely.
3. Find the product of each factor with the greatest number of appearances
in the denominator factorizations, that is, with highest power.

GENERAL MATHEMATICS 11 6
 Check:
A rational equation is an equation that contains one or more rational 1 3 1 1 3 2 1 1
= − = − = , true
expressions. 4 4 2 4 4 4 4 4
Some examples of rational equations are So, 4 is the solution
1 1 4 ,∧x
2
1 Example 2: Solve each equation
= ,x+ = y +3 4 3( y +3) 3 y +1
x 5−x x x +1 x +1 a. = b. +2=
Solving Rational Equations y−1 y−1 y +1 y +1
1. Eliminate the rational expressions in the equation by multiplying both sides
of the equation by the LCD. Solution:
a. to clearR theFinding
equationthe
of LCD
fractions, multiplying both sides by the LCD which
2. Solve the equation.
U
is y – 1. 1. List the different denominators that appear in the rational expression.
3. Check your solution. L y +3
2. Factor
4 each denominator completely.
E y−1 = the product of each factor with the greatest number of appearance
3.Find
Example 1: Solve for x y−1
factorizations, that is, with highest power.
x 1 x 1 3 1
a. + = b. = − y+ 3 4
5 4 2 4 x 2 ( y−1 ) R Finding
=( y−1)the LCD Multiply both sides by y – 1
y−1 y−1
Solution: RU Finding
1. List the
thedifferent
LCD denominators that appear in the rational expression.
yU+3=4
L
R 1. 2. Factor each
List thethe
Finding denominator
Simplify
different
LCD completely.
denominators that appear in the rational expression.
LE 2.3.Find
Factor
U Finding
1.y=1 the
each
List thethe product of
denominator
different each
LCD denominators factor
completely. with the in
greatest number of appearance
a. The LCD of the denominator is 20. R Subtract 3 fromthat
both appear
sides the rational expression.
E
L factorizations,
3.Find theeach that
product is, with highest
of each completely.
factorthat power.
withappear
the greatest numberexpression.
of appearances
Check: R 2.
U 1. Factor
List the
Finding denominator
different
the LCD denominators in the rational
x 1 x E
L factorizations,
3.Find theeach that
product is, with highest
of each completely.power.
factorthatwithappear
the greatest numberexpression.
of appearances
20( + )=20( ) Multiply both sides by the LCD, 20. R 2.
U 1. Factor
List the
Finding the denominator
different
LCD denominators in the rational
5 4 2 y +3E factorizations, that is, with highest power.
U= 3.Find
L 4 Factor
2.
1. theeach
List the product of each completely.
denominator
different factorthat
denominators withappear
the greatest numberexpression.
in the rational of appearances
4 x+5=10 x Apply the distributive property and then simplify. y−1E L factorizations,
y−1
3.Find theeach that
product is, with highest
of each completely.power.
factor with the greatest number of appearances
R 2. Factor
Finding the LCDdenominator
5=6 x Subtract 4x from both sides. 1+ 3E factorizations,
4 that is, with highest power.
U= 3.Find the different
1. List the product denominators
of each factorthat with the greatest number of appearances
Substitute 1 for y. appear in the rational expression.
5 1−1L 1−1 factorizations, that is, with highest
2. Factor each denominator completely. power.
=x Divide both sides by 6.
6 4 4E 3.Find the product of each factor with the greatest number of appearances
= Division by 0 is undefined
0 0 factorizations, that is, with highest power.
b. The LCD of the denominator is 4x.
Because zeroes appear in the denominator, the fractions are undefined.
1 3 1 Thus, 1 is false solution, and the equation has no solution. Such false solutions are
4 x( )=4 x ( − ) Multiply both sides by the LCD, 4x often called extraneous solutions.
4 x 2
x=12−12 x Apply the Distributive Property and then simplify.
3 x=12 Add 2x to both sides. An extraneous solution is apparent solution that does not solve its equation
x=4 Divide both sided by 3.

GENERAL MATHEMATICS 11 7
 3( y +3) 4 x +1 12
b. Notice that if y = – 1, then is undefined, so the solution cannot be −3= Write the denominator in factored form
y +1 x+ 1 ( x +1 ) (x−1)
– 1. 4 x+ 1 12
( x +1 ) (x−1)( −3)=( x+1 ) (x−1) Multiply both sides by the
To solve, multiply both sides by the LCD, y + 1. x +1 ( x +1 ) (x−1)
LCD

(y + 1) [ 3( y+ 3)
y +1
+2=( y +1)
3 y+1
y+ 1
Multiply both Sides by y + 1
( 4 x+1 ) ( x−1 )−3 ( x +1 )( x−1 )=12

2 2
Apply the Distributive
Property
3 ( y +3 ) +2 ( y+ 1 )=3 y +1 Divide out the common factors 4 x −3 x −1−3 x +3=12 Multiply
3 y +9+2 y +2=3 y +1 Apply the Distributive Proper 2
x −3 x−10=0 Simplify
5 y +11=3 y +1 Combine like terms ( x−5 ) ( x+ 2 )=0 Factor
2 y+ 11=1 Subtract 3y from both sides x–5=0 or x+2=0 Equate each factor to 0
2 y=−10 Subtract 11 from both sides x=5 x=–2 Solve foe each equation
y=−5 Divide both sides by 2 The solutions are – 2 and 5

Check: a d 2
Example 4: Solve for b in terms of the other variables + =
3( y +3) 3 y +1 b+c b−c b+c
+2=
y +1 y +1 Solution:
3(−5+3) 3(−5)+1 The LCD of the denominator is (b +c)(b – c)
+ 2= Substitute – 5 for y
−5+1 −5+1 a d 2
(b+ c)(b – c) + =(b+c )(b – c) Multiply both sides by the LCD
−6 −14 b+c b−c b+ c
+2=
−4 −14 a (b – c )+d (b+ c)=2(b – c ) Apply the Distributive Property
3 14 ab – ac +bd+ cd=2 b – 2c
+2=
2 4
3+4 14 ab+ bd−2 b=ac−cd −2 c Collect all terms involving b on one
=
2 4 side of the equation
7 7 b (a+d −2)=c (a−d−2) Factor
= True ∴ y=−5
2 2 c (a−d−2)
b= Divide both sides by the coefficient
a+ d−2
4 x +1 12 of b
Example 3: Solve: −3= 2
x+ 1 x −1 Example 5: Find two consecutive integers such that the sum of one-third of the
Solution: first and one-fourth of the second is 9.
The LCD is ( x +1)( x – 1) Solution:
Let n = the first integer

GENERAL MATHEMATICS 11 8
 n + 1 = the second integer x−1 1
1 is subtracted both numerator =
Equation: x+2−1 2
1 1 and denominator the resulting fraction is
(n) + (n+1) = 9
3 4
x−1 1
Thus, =
x+ 1 2
one-third of the first integer one-fourth of the second integer is 9 x−1 1
2( x +1) =2(x+ 1) Multiply both sides by the LCD, 2( x +1)
x+ 1 2
The LCD is 12 2 ( x−1 )=x +1 Apply the Distributive Property

[ ]
1 1 2 x−2=x +1
12 ( n ) + (n+ 1) =12(9) Multiply both sides by the LCD, 12
x=3
3 4
4 n+3 n+3=108 Apply the Distributive Property x 3
The original fraction is = Substitute 3 for x in the expression of the original
7 n+3=108 Combine like terms x+2 5
Fraction
7 n=105 Subtract 3 from both sides
n=15 Divide both sides by 7. (First Integer)
Check:
n + 1 = 16 Second Integer
x−1 1
The integers are 15 and 16 =
x+2−1 2
3−1 1
Example 6: =
3+2−1 2
Number Problem: The denominator of fraction is 2 more than the numerator. If 1 2 1
is subtracted from both numerator and denominator, the resulting fraction has a =
4 2
1 1 1
value of . Find the original fraction. = true
2 2 2
Example 7:
Motion Problem: An express train travels 150 km in the same time that freight
Solution: train travels100 km. If the Express train goes 20 km per hour faster than the freight
Let x = the numerator, train, find the rate of each train.
x + 2 = the denominator, and Solution:
x Let r = the rate of the freight train, and
= the original fraction
x+2 r + 20 = the rate of the express train
Equation: We first construct a table
d r t
Freight Train 100 r 100
r
Express Train 150 GENERAL
r + 20 MATHEMATICS
150 11 9
r +20
 - Get the values in each interval and substitute these into the
inequality.
- If the test value makes the inequality true, then the entire interval is
a solution to the inequality.
Equation:
- If the test value makes the inequality false, then the entire interval is
The fact that travel time is the same leads to the equation not a solution to the inequality.
100 150 5. Express the answer in interval notation.
=
r r + 20
The equation is proportion; hence, we cross multiply x+ 2
Example 8: Solve: ≤0
100(r + 20) = 100(r) x−3
100r + 2000 = 150r
- 50 r = -2000
r = 40 S 1. Already done x+ 2
≤0
r + 20 = 60 T x−3
Therefore, the freight train’s rate is 40 kph and the express train’s rate is 60 2. Get the meaningful numbers. Numerator: x + 2 = 0
E
kph Set both the numerator and the x=-2
P denominator equal to zero. Then, −2+2 0
S Test – 2: = =0 ≤0 True.
Rational Inequalities
solve. Test the meaningful 2−3 −5
numbers. Thus, - 2 is a
A rational inequality is composed of rational expression combined with a
≤ , ≥,< ,∨¿ sign. solution.
Some examples of rational inequalities are Denominator: x – 3 = 0
1 x+ 2 1 2 ,∧5 x=3
≤7 , ≤ 0, + 2 >1 2 ≥0
x x−3 2 x −1 x −4 x−5 3+3 6
Test 3: = =¿ undefined False.
3−3 0
Thus, 3 is a
Solving Rational Inequality
solution.
1. Write the inequality with a single rational expression on the left-hand side 3. Separate the number line into A B C
of the inequality and zero on the right-hand side of the inequality. intervals using the numbers found -2 3
2. Determine the meaningful numbers by setting the numerator equal to zero in Step 2
and setting the denominator equal to zero. 4. Get test values for A, B, and C. For A, test – 3:
3. Use the meaningful numbers to separate the number line into intervals. x+2
≤0
4. Test for the meaningful numbers if they make the inequality true or false. If x−3
true, then they are part of the solution. If false, then they are not part of the
solution.

GENERAL MATHEMATICS 11 10
 −3+2 Valladolid, Carcar City, Cebu
0
−3−3 Q1-Week 1-2 (General Mathematics)
1
False
6 Name:_________________________________________ Score: _____________
Thus, interval A is not a Grade& Section: ________________________________ Date: _____________
solution.
For B, test 1:
x+ 2
≤0
Assessment
x−3

1+2 GENERAL DIRECTIONS:

0  Write your answers in a one whole sheet of yellow pad ONLY.
1−2
-3 True (using other papers will not be accepted)
Thus, interval B is a solution.  Solve and show your solution.
For C, test 4:  You are allowed to use calculator if needed.
x+ 2
≤0  Don’t forget to staple or attach your answer sheet or the separated
x−3
paper to the questionnaire.
x+ 2  Do what is indicated in each test item.
0
x−3
4 +2 A. Direction: Evaluate the following functions
False
4−2 1. f ( x )=x−3, at x=3
Thus, interval C is not a
2. g ( x )=x 2−3 x+5 , at x=4
solution.
3. h ( x )=√ x 3+ x +3
3
5. Answer in interval relation. {−2 } ∪ (−2,3 )=¿ [ -2, 3) at x=3
x 2 +1
4. p ( x ) = at x=5
x−4
5. Evaluate f (a+ b) where f ( x )=4 x 2−3 x

B. Direction: Solve each equation and check the solution.

N
y 2 1 _
6. − =
9 5 3 N
2 4
7. 3− =
Cebu Sacred Heart College, Inc. x x
Carcar Campus

GENERAL MATHEMATICS 11 11
C. Direction: Determine whether the given value of the variable is a solution
to the equation.
3 1
8. − =5; a = - 5
a+3 a−2
10 12 e −1
9. −8= ; e=
2e+3 2e+3 2

GENERAL MATHEMATICS 11 12