QUARTER I

Subject:
GENERAL Grade Level: 11
MATHEMATICS
Date: ________ (Lesson 8, subtask 1)

Content Standard The learner demonstrates understanding of key concepts of rational functions.

Performance The learner is able to accurately formulate and solve real-life problems involving
Standard rational functions.
Learning Code:
Competency The learner graphs rational functions.
I. OBJECTIVES
Knowledge: Identifies the x and y intercepts to be used in graphing rational functions;
Skills: Graphs rational functions;
Affective: Shows patience in graphing rational functions.
II. CONTENT Graphing Rational Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s TG for SHS General Mathematics, pp. 50-63
Guide Pages
2. Learner’s LM in General Mathematics, pp. 44-56
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 Learning General Mathematics Diwa Publishing , 2016
Resources
IV. PROCEDURES
A. Reviewing or Recall the previous discussion in finding the domain, range, intercepts, zeroes and
presenting the asymptotes of rational functions.
new lesson

Prepared by: RAZEL C. SORIANO Checked and Noted by: CHONA A. CLAVERO, PhD
SHS Master Teacher II School Principal I
B. Establishing a
purpose for the
lesson

Figure: Zeroes and asymptotes of f(x).

Ask: What have you observed on the graph?
Allow learners to discuss the graph.
Discuss the steps in graphing a simple rational function and develop a process
for graphing other rational functions.
C. Presenting In sketching the graph of a rational function, we will make use of the x and y-
examples of the intercepts of the function. In addition, we will observe how the function behave
new lesson near the values the function in undefined, as well as in the extreme values of x.

D. Discussing new
concepts and
practicing new
skills #1

The numerator x-2 will be zero at x = 2. Therefore x = 2 is zero of f(x0. Since it is

a real zero, it is also an x-intercept.
−2
The y-intercept of a function is equal to f(0) = =−1.
2

Prepared by: RAZEL C. SORIANO Checked and Noted by: CHONA A. CLAVERO, PhD
SHS Master Teacher II School Principal I
E. Discussing new
concepts and Say: Observe that as x approaches -2 from the left and from the right, the grpah
practicing new gets closer and closer to the line x = -2, indicated n the figure with a dashed line.
skills #2 We call thins line a vertical asymptote.

Definition.
The vertical line x= a is a vertical asymptote of a function f if the graph of f
either increases or decreases without bound as the x-values approach a from the
right or left.

Definition.
The horizontal line y = b is a horizontal asymptote of a function f if the graph of
f(x) gets closer to b as x increases or decreases without bound (x→+
∞∨x →−∞ ¿ .

Prepared by: RAZEL C. SORIANO Checked and Noted by: CHONA A. CLAVERO, PhD
SHS Master Teacher II School Principal I
 F. Developing
Mastery
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making Ask: How are you going to graph rational functions?
Generalizations The definition of the following terms are emphasized here.
and abstractions  vertical asymptote
about the lesson  horizontal asymptote
 Finding the x- and y-intercepts
I.Evaluating learning See Attachment.

J. Additional
Activities for
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 activities remediation
for remediation
C. Did the remedial lessons C. Did the remedial lessons work? _____ No. of learners who have
work? No. of learners who caught up the lesson.
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 teaching Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Games ___ Poweerpoint presentation
Answering preliminary activities/exercises
Why did these work? ___ Discussion ___ Differentiated Instruction
___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method

Prepared by: RAZEL C. SORIANO Checked and Noted by: CHONA A. CLAVERO, PhD
SHS Master Teacher II School Principal I

F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?
Prepared by: RAZEL C. SORIANO
SHS Master Teacher II
___ 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
___ Bullying among learners ___ Equipment (AVR/LCD)
___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
___ Colorful Ims ___ Additional Clerical Works
___ Unavaailable Technology ___ Reading Readiness
Checked and Noted by: CHONA A. CLAVERO, PhD
School Principal I
 EVALUATION

WORKSHEET _____
2
3 x −8 x −3
1. Sketch the graph of (x) = 2 find its domain and range.
2 x +7 x−4 ,

Answer. 1.

Prepared by: RAZEL C. SORIANO Checked and Noted by: CHONA A. CLAVERO, PhD
SHS Master Teacher II School Principal I
 Additional Activity (if necessary)

Instruction:

Sketch the graph of the following rational functions. Identify the x and y-intercepts, the asymptotes.
2
2 x +3 x −x+6
1. f(x) = 2. f(x) =
4 x−7 2
x −6 x+ 8

Prepared by: RAZEL C. SORIANO Checked and Noted by: CHONA A. CLAVERO, PhD
SHS Master Teacher II School Principal I