Name of Learner: ______________________________________ Section: ________________

LEARNING ACTIVITY SHEETS #4

General Mathematics
Learning Competency
M11GM-Ic-1 – determines the: (a) intercepts (b) zeroes; and (c) asymptotes of rational functions
M11GM-Ic-3 – solves problems involving rational functions, equations, and inequalities
Recalling the definition of the following terms from the previous topic.
Zeroes of the function – are the values of x which make the function zero.
Intercepts of a graph of a function- the real numbered zeroes are also x- intercepts of the graph and the y- intercept is the value of a function when x
is zero.
Asymptotes - asymptote is a line such that the distance between the curve and the line approaches zero as one or both of the x or y.
Vertical asymptote – The vertical line x = a is a vertical asymptote of a function if the graph of the function either increases or decreases without bound as the
x-values approach from the right or left.
Horizontal asymptote – the horizontal line y = b is a horizontal asymptote of the function if the value of the function gets closer to b as x increases without
bound (x approaches +α or x approaches -α).
LESSON 1: REPRESENTS RATTIONAL FUNCTIONS IN (a) Intercepts (b)Zeroes; and (c) Asymptotes
A. Finding the zeroes of a rational function B. Finding the intercepts of the graph of a function
To find the zeroes of a rational function just equate the function to zero then From the given definition above, the zeroes of the function are also the x-
solve for the value of x. It can be written as f(x) = y = 0 intercepts of the graph of the given function. Therefore, to find the x-
intercept is the same procedure as finding the zeroes. For the y-intercept
Ex 1. Find the zeroes of f(x) = x – 3 replace the variable x by zero then solve for the value of y.
x+1
Solution: Ex 1. Find the x-intercept and the y-intercept of the given function
0=x–3 x +3
x+1 f ( x )= 2
0=x–3 x −2 x−3
x=3 Solution:
It means that it is a point with a coordinate (3, 0) in the graph of the For x-intercept
given function. f(x) = y = 0
x +3
Ex 2. Find the zeroes of f(x) = x2 – 3x -10 0= 2
x
x −2 x−3
Solution: 0=x+3
0 = x2 – 3x - 10 x = -3 * the x – intercept is -3
x For y-intercept
0 = x2 -3x - 10 f(x) = y
By factoring: x +3
So: y ¿ 2
0 = (x +2)(x - 5)
Therefore the zeroes are x = -2 and x = 5
x −2 x−3
0+3
Replacing x by zero: y ¿ 2
0 −2(0)−3
3
y¿
−3
y = -1 * the y- intercept is -1.
C. Finding the asymptotes of a rational function: Ex 2. Find the horizontal asymptote of the given function in Ex1.
To determine the vertical asymptote of a rational function equate the To find the horizontal asymptote of a rational function, compare the degree of
denominator of the function to zero then solve for the value of x, if this value the polynomial terms of the numerator and the denominator of the given
does not make the numerator zero, then that line is a vertical asymptote of the rational function. If the degree of the numerator is less than that of the
graph of the function. denominator, then the horizontal asymptote is zero or y = 0. If the degree is
equal, then horizontal asymptote is the quotient of their leading coefficients. If
Ex1. Find the vertical asymptote f(x) = 4x2 + 4x + 1 the degree of the numerator is greater than that of the denominator, then the
x 2 + 3x + 2 given rational function has no horizontal asymptote.
Solution:
By equating the denominator of the given function to zero and solving for the Solution:
value of x. f(x) = 4x2 + 4x + 1
x2 + 3x + 2 = 0 x2 + 3x + 2
by factoring: (x + 1)(x + 2) = 0 The given function has equal degree of polynomial terms in the numerator
x = -1 and x = -2 and denominator both in 2nd degree and their leading coefficient is 4 and 1
The vertical asymptotes of the given function are -1 and -2. That is a vertical The horizontal asymptote is 4/1 = 4 or y = 4. It is a horizontal line passes that
lines passes that determined two points. point.
D. Solving problems involving rational functions, equations and Ex 2. A large mixing tank currently contains 100 gallons of water into which
inequality. 5 pounds of sugar have been mixed. A tap will open pouring 10 gallons per
Take note of the steps in solving word problems: minute of water into the tank at the same time sugar is poured into the tank at
1. Read the problem very carefully. List all the given data and identify a rate of 1 pound per minute. Find the concentration (pounds per gallon) of
variables that you can use in forming a mathematical equation to solve the sugar in the tank after 12 minutes. Is that a greater concentration than at the
problem. beginning?
2. Translate given data and variables into a Mathematical equation. Drawing a
diagram or a chart can help you in analyzing given data to set up your Solution:
equation. let x be the number of minutes since the tap opened. Since the water increases
3. The next step is to solve the equation. at 10 gallons per minute, and the sugar increases at 1 pound per minute, these
4. Check if the answer you obtained is correct. In checking just substitute the are constant rates of change. This tells us the amount of water in the tank is
value of the unknown to the formulated equation. If the number on the right changing linearly, as is the amount of sugar in the tank. We can write an
and left of the equal sign is the same, then you got the correct value of the equation independently for each:
unknown or your answer is correct. w(x) = 100 + 10x in gallons
s(x) = 5 + x in pounds

1
Ex 1. Working together, it takes Sam, Jenna, and Francisco two hours to paint The concentration, C, will be the ratio of pounds of sugar to gallons of water
one room. When Sam works alone, he can paint one room in 𝟔 hours. When C(x) = 5 + x
Jenna works alone, she can paint one room in 𝟒 hours. Determine how long it 100 + 10x
would take Francisco to paint one room on his own.
Solution: The concentration after 12 minutes is given by:
Take note the number of hours that each one do the job C (x) at x = 12
Sam = 6 hrs. C(12) = 5 + 12
Jenna = 4 hrs. 100 + 10(12)
Francisco = x hrs. C(12) = 17/220 = 0.08
When the three works together = 2 hrs.
This means the concentration is 17 pounds of sugar to 220 gallons of water or
Formulating the equation of their rate in doing the job: the sum of their 0.08.
individual rate is equal to the rate if the three works together.
1+1+1=1 At the beginning, the concentration is
6 4 x 2 C(0) = 5 +0/100 + 10(0)
1 = 1 - 1 - 1 (solving for the value of x) C(0) = 5/100 = 0.05
x 2 4 6 Thus: 0.08 > 0.05
1 = 6 – 3 – 2 (taking 12 as the LCD)
x 12
1 = 1 ( by cross multiplying) The concentration is greater after 12 minutes than at the beginning.
x 12
x = 12 hrs.
(It takes 12 hrs. in order Francisco to do the job alone)

ACTIVITY #4

A. Determine the zeroes of the given rational functions (5 points) B. Find the x and y- intercepts of the given rational functions (10 points)
1. f(x) = x- 2 1. f(x) = 3x+6
x+6 x
2. s(x) = 3x+6 2. f(x) = x2-9
x-1 9
3. g(x) = x – 2 3. f(x) = 2x-1
x² - 4 x2-4
4. f(x) = x2-4x 4. f(x) = x - 5
x2-4 x2-8x+12
3. h(x) = x² - x – 12 5. f(x) = 2x2 - 8
x² - 9 x2+2x-3
C. Determine the vertical and horizontal asymptote of the following rational functions. (10 pts)
1. f (x) = 2x 2. h(x) = x+3 3. g (x) = x - 5 4. f(x) = 2x2 5. h(x) = x2-x-2
x–3 x +9
2
x -8x+12
2
x2+2x-3 x-2

PERFORMANCE

I Believe I Can Apply!

Observe the surroundings and try to create 3-word problems involving rational functions, equations, and inequalities and show also the solutions to the
problems that you created.

Here are some of the suggested topics in creating real-life problems:

• Daily sales of your crops • Wage/salary of workers
• Number of relief goods in your barangay • Areas of your rice fields
• Distance-time-speed relationship in traveling from your place to • Population in your place
the town proper • Demand and supply of agricultural products
• Rice production • Mixing of brands of rice/sugar
• Area/Perimeter of a place/structure
Rubrics for the task:
Categories Excellent (10) Satisfactory (8) Developing (5) Beginning (3)
Representation Shows a complete Shows a partial Shows limited Not evident
understanding of the concept understanding of the concept understanding of the concept
of rational functions, of rational functions, of rational functions,
equations, and inequalities. equations, and inequalities. equations, and inequalities.
Computation and Solution Computation is correct and Computation is correct but Computation is incorrect Not evident
leads to the correct answer does not lead to the correct and does not relate to the
answer task.
Communication Explained the steps clearly Explained the steps clearly. Explained the steps,but there Not evident
and accurately. some parts which are not
clear.

Prepared by SUBJECT TEACHERS:

JOY D. ANTONIO MARK R. MAGLAQUE MIKE HENSON T. DIZON GIFT PAULENE L. GOMEZ

Checked: Approved:

MARK R. MAGLAQUE RONNIE G. CASTRO

2
 Teacher III Master Teacher I
MATHEMATICS LAS/SLM Validator LAS/SLM Validator/ Overall Chairman

Noted:

ARIEL V. SICAL PhD

Principal II
References:
General Mathematics
Alternative Delivery Mode
Quarter 1 – Module 8: The Domain and Range of a Rational Functions
First Edition, 2020
http://pauljorelsantos.weebly.com/g11-general-mathematics.html