Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of rational

functions.
Performance Standards: The learner is able to accurately formulate and solve real-life problems
involving rational functions.
Learning Competency and Code: Solves rational equations and inequalities. M11GM-Ib-3
Quarter: 2nd Week: 3rd Day: 1

I. Objectives:
At the end of 50-minute discussion, 80% of the learners are expected to:
1. Define rational inequalities;
2. Solve rational inequalities; and
3. Evaluate rational inequalities.

II. Content:
Subject Matter: Solving Rational Inequalities
Strategies: PowerPoint presentation, modeling
Materials: PowerPoint, Laptop
References: General Mathematics Learner’s Manual for SHS

III. Learning Tasks:

Introductory Activities
o Prayer
o Greetings
o Checking of Attendance
o Review the previous lesson on rational equations.

A. Activity
Introduce rational inequalities.
 A rational inequality is composed of rational expressions combined with a ≤ , ≥,<,∨¿
sign/symbol.
Use the following examples,
1
1) ≤8
x
Solution:
1
Step 1) ≤8
x
1
−8≤ 0
x
1−8 x
≤0
x
Step 2) Numerator: 1 – 8x = 0
1
x=
8
1
1−8( )
1 8 0 1
Test x = : = =0≤ 0 False. Thus, is a solution.
8 1 1 8
8 8
Denominator: x = 0
1−0 1
Test 0: = = undefined True. Thus, 0 is a solution.
0 0
Step 3)
A B C
 Step 4) For A, Test -1:
1
≤8
x
1
0
x
0 True
Thus, interval A is a solution.
1
For B, Test
16
1
≤8
x
1
0
1
16
16 False
Thus, interval B is not a solution.
For C, Test 1
1
≤8
x
1
0
1
1 True
Thus, interval C is a solution.
1 1
Step 5) {0} ∪(−∞ , 0 ) ∪( ,+ ∞) = (−∞ , 0 ) ∪( ,+ ∞)
8 8

x +3
2. ≤0
x−4
2 x−5
3. ≤3
x−5
to demonstrate the steps on how to solve rational inequalities. Ask students to take note
of the key or important steps in solving rational inequalities.

B. Analysis
Discuss each step of the above example. Call on volunteers to explain every step in the
above example and how they were obtained.

C. Abstraction
From our discussion, how do we solve rational inequalities?
First, write the inequality with a single rational expression on the left-hand side of the
inequality and zero on the right-hand side of the inequality.
Second, determine the meaningful numbers by setting the numerator equal to zero and
setting the denominator equal to zero.
Third, use the meaningful numbers to separate the number line into intervals.
Fourth, test for the meaningful numbers if they make the inequality true or false. If true,
then they are part of the solution. If false, then they are not part of the solution
 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.
 If the test value makes the inequality false, then the entire interval is not a solution to the
inequality.
And lastly, express the answer interval notation.
 D. Application
Ask the students to from group of 3 and answer the following.
Solve each inequality.
1
1. >2
x
1
2. <4
x
x+12
3. ≥ 12
x+2
2 x−5
4. −3<0
x−5
x−9
5. ≤3
3 x +2

IV. Evaluation

V. Assignment / Enrichment (as needed)

Solve each inequality.
x +32
1. ≤3
x+ 6
10 11
2.− ≥−
x−5 x−6

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? __

Writer: Alle Dave S. Pahanguin

School: Manalog Integrated School