QUARTER I

Week 2
Subject:
GENERAL
Grade Level: 11
MATHEMATIC
S
Date:
Day: 4 (Lesson 7-subtask 1)
_____________
Content The learner demonstrates understanding of key concepts of rational
Standard functions.
Performance The learner is able to accurately formulate and solve real-life problems
Standard involving rational functions.
M11GM-Ib-4
Learning
The learner represents a rational function through its: (a) table of values,
Competency
(b) graph, and (c) equation.
I. OBJECTIVES
Knowledge: Recalls the definition of rational functions;
Skills: Represents rational function through a table of values, a graph or an
equation;
Affective: Develops perseverance in representing rational function through a
table of values, a graph or an equation.
II. CONTENT Representations of Rational Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s TG for SHS General Mathematics, pp. 43-49
Guide
Pages
2. Learner’s LM in General Mathematics, pp. 35-43
Materials
Pages
3. Textbook General Mathematics by Orlando Oronce Series 2016
Pages
4. Additional Slide Decks on the Topic
Materials
5. Learning Teacher’s Guide and Learner’s Material
Resources
(LR) portal
B. Other General Mathematics by Diwa Publishing, 2016
Learning
Resources

Prepared by: APRIL JOY S. MANIALUNG

SHS Teacher (SBNHS)
 IV. PROCEDURES
A. Reviewing or Review the definition of rational functions.
presenting the
new lesson

B. Establishing a
purpose for the From the definition, the teacher stresses that we can also represent
lesson rational functions using table of values, graphs and equation.
C. Presenting Present a simple scenario involving rational functions to the class like
examples of representing the speed of a runner as a function of time it takes to run
the new lesson 100 meters in the track using the average speed (velocity) formula s =
d
.
t
D. Discussing Discussing example 1.
new concepts Represent the speed of a runner as a function of the time it takes to run
and practicing 100 meters in the track. Construct a table of values for the speed of a
new skills #1 runner against different run times.
Solution:
Since the speed of a runner depends on the time it takes the runner to
run 100
meters, we can represent speed as a function of time.
Let x represent the time it takes the runner to run 100 meters. Then the
speed can be represented as a function s(x) as follows:
100
s(x) = .
x
Example 2..The current world record (as of October 2015) for the 100-
meter dash is 9.58 seconds set by the Jamaican Usain Bolt in 2009. We
start our table of values at 10 seconds.
Let x be the run time ands(x) be the speed of the runner in meters per
100
second, where s(x) = . The table of values foe run times from 10
x
seconds is as follows:

x 10 12 14 16 18 20
s(x) 10 8.33 7.14 6.25 5.56 5
E. Discussing From the table, we can observe that the speed decreases with the time.
new concepts We can use a graph to determine if the points on the function follow a
and practicing smooth curve or a straight line.
new skills #2 Example 3.Plot the points on the table of values on a Cartesian plane.
100
Determine if the points on the function s(x) = follow smooth
x
curve or a straight line.
Solution:
Assign points on the Cartesian plane for each entry on the table of

Prepared by: APRIL JOY S. MANIALUNG

SHS Teacher (SBNHS)
 values.

P
lot the points on the Cartesian plane. By connecting the points, we can
see that they are not collinear but rather follow a smooth curve. So, for
the 100-meter dash scenario, we have constructed a function of speed
against time, and represented our function with a table of values and a
graph.

F. Developing Representing rational functions using table of values and plotting a

Mastery
graph of the function by connecting points.
x−1
Example 4. Given f(x)= , represent it using a table of values and
x+ 1
plot the graph.
Solution: Let us construct a table of values for some x – values from -
10 to 10:

(processing)
Make the observation that the function values appear to be increasing,
but suddenly jumps from 3 to -1, and then starts to increase again Why
would this be the case?
Ask students to connect plot and connect points on a Cartesian plane in
order to have better picture of the given rational function.

Discuss also the expected mistakes in graphing. Process the mistake

Prepared by: APRIL JOY S. MANIALUNG

SHS Teacher (SBNHS)
 right away.

Ask: “Why would the graph unexpectedly break the smooth curve and
jump from point E to point F?
Explanation:
Observe that the function will be undefined at x = -1.This means that
there cannot be a line connecting point E and point F as this implies that
there is a point in the graph of the function where x = -1.

Remove the segment connecting E and F as the graph does not pass
through points with an x-value of -1.
Note: Additional example is presented. See page 49 of the TG.

G. Finding Giving examples on practical problems:

practical
In an inter-barangay basketball league, the team from Barangay
applications of
concepts and Nabago has won 12 out of 25 games, a winning percentage of 48%.
skills in daily
How many games should they win in a row to improve their win
living
percentage to 60%? What will be their winning percentage if they win?
10 games in a row? 15? 20? 30 ? 50? 100 games?
(refer to pages 50-51).

H. Making Rational Functions can be represented by a table of values, graphs, and

Generalization equation.

Prepared by: APRIL JOY S. MANIALUNG

SHS Teacher (SBNHS)
 s and
abstractions
about the
lesson
I.Evaluating See Attachment.
learning
J. Additional
Activities for Assignment: (See Attachment)
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who A. ____ No. of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B. ____ No. of learners who require additional activities for
require additional remediation
activities for
remediation
C. Did the remedial C. Did the remedial lessons work? _____ No. of learners who
lessons work? No. of have caught up the lesson.
learners who have
caught up the lesson
D. No. of learners who D. ___ No. of learners who continue to require remediation
continue to require
remediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration ___ Games ___ Poweerpoint
presentation
worked well? Why did Answering preliminary activities/exercises
these work? ___ Discussion ___ Differentiated Instruction
___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did ___ Bullying among learners ___ Equipment (AVR/LCD)
I encounter which my ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
___ Colorful Ims ___ Additional Clerical Works
principal and supervisor ___ Unavaailable Technology ___ Reading Readiness
help me solve?
G. What innovation or
localized I
used/discover which I
wish to share with other
teacher?

Prepared by: APRIL JOY S. MANIALUNG

SHS Teacher (SBNHS)
 ACTIVITY SHEET (for discussion )

Prepared by: APRIL JOY S. MANIALUNG

SHS Teacher (SBNHS)
 ASSIGNMENT
2
x + x−6
For the function f(x) = 2 :
x + x−20

a. Identify values where the function will be undefined.

b. Construct a table of values for -6 ≤ x ≤ 2where x takes on integer values.
Answer a: x = 4,-5

Answer b:

x -6 -5 -4 -3 -2 -1 0 1 2
f(x) 2.4 und -0.75 0 0.22 0.3 0.3 0.22 0

Prepared by: APRIL JOY S. MANIALUNG

SHS Teacher (SBNHS)