Republic of the Philippines

Department of Education
Region II – Cagayan Valley
SCHOOLS Division of Cauayan City
Cauayan City National High School – Main
SCIENCE TECHNOLOGY AND ENGINEERING CURRICULUM

CLASSROOM OBSERVATION
MATHEMATICS GRADE 10
FUNCTIONS AND THEIR GRAPHS
THIRD QUARTER
DETAILED LESSON PLAN
GRADE LEARNING
LEVEL QUARTER/DOMAIN WEEK & DAY NO. COMPETENCY
M11GM-Ic-1
10 3rd Week 2 – Day 1 M11GM-Ic-2
M11GM-Ic-3
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises
and remedial activities may be done for developing content knowledge and competencies. These
I. OBJECTIVES are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

I
? curriculum
A. Content Standards you can download guidey
Grade -
11 Gen Math
B. Performance ?
Standards

C. Learning The learners are able to;

Competencies /
Objectives -"
a. Determines
b. the: (a)intercepts; (b) zeroes; and (c) and asymptotes of rational
functions;
c. Graphs rational functions; and
↳ d. Solves problems involving rational functions, equations, and
inequalities
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Graphing Rational Functions
 List the materials to be used in different days. Varied sources of materials sustain children’s interest
III. LEARNING in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES

A. References

1. Teacher’s Guide pages

Next Century Mathematics (General Mathematics 11) Pages 25-35

2. Learner’s
Materials pages

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR)
portal

B. Other Learning
Resources

These steps should be done across the week. Spread out the activities appropriately so that
students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Teacher’s Activity Student’s Activity
ELICIT
A. Preliminary Activities
a. Customary Greetings
Good afternoon, class!
Good afternoon, ma’am!
b. Prayer
Before we start, may I ask you to please
stand and let us pray.
(Someone was assigned to lead the
prayer)

Before you take your seat kindly arrange

your chair properly and pick all the
litters under your chair.

Okay, you may take your seats. Thank you, ma’am.

 c. Checking of Attendance
Class, may I know who is absent today?
None, ma’am.
It is good to know that no one is absents8
today.

d. Review of the Past Lesson

Before we proceed, what was our lesson
yesterday?
…..

ENGAGE
B. MOTIVATION

Before we formally start our discussion, let’s have

an activity first entitled “FIXED ME UP”. I will
-

present Ia jumbled letterSon the screen then you

fixed it. The students who will get the correct
-

answer, will get plus points.

STPECRETNI INTERCEPTS

AMYSPSETOT ASYMPTOTES

RA LA N T I O FUCNSNOTI RATIONAL FUNCTIONS

R E V I T LA C S ETOTPMYSA VERTICAL ASYMPTOTES

HOZIROTNAL AMYSPSETOT HORIZONTAL ASYMPTOTES

GRAPHS
EXPLORE
C. PRESENTATION OF THE LESSON

The activity that we have done has something

to do with our lesson for today.

Do you have any idea what will be our topic (The students will raise their hands)
for this afternoon?

Yes?
Ma’am it’s all about Graphing Rational Functions.
That’s right!

EXPLAIN
D. DEVELOPMENTAL OF THE LESSON

Intercepts, Zeroes and Asymptotes of Rational

Function
INTERCEPTS

The intercepts of the graph of a rational function

are the points of intersection of its graphs and an
axis.

The y-intercept of the graph of a rational function

r(x), if it exist, occurs at r(0), provided that r(x) is
defined at x=0.

The x-intercept of the graph of a rational function

r(x), if it exists, occurs at the zeroes of the
numerator that are not zeroes of the denominators.

EXAMPLE 1

Find the x and y-intercepts, if they exist, of the

following rational functions.

(𝑥+1)(𝑥−3)(𝑥+2)
a. r(x)= (𝑥−1)(𝑥+3)

𝑥 2 +3𝑥−4
b. R(x)= 𝑥 2 −16

Solutions:

a. The y-intercepts of the graph of r(x) is

(0+1)(0−3)(0+2) (1)(−3)(2)
r(0)= (0−1)(0+3) = (−1)(3) =2

y= (0,2)

The x-intercepts are the solution (𝑥 +

1)(𝑥 − 3)(𝑥 + 2) = 0

(x+1) (x-3)(x+2)=0
x+1=0 or x-3=0 or x=2=0
x=-1 or x=3 orOc=-2

>
x= (-1,0) or x= (3,0), x= (-2,0)
!↓
Neither of these three values is a solution of
(x-1) (x+3)=0. Thus,- x=1, x=-3, x=-2 are x-
intercepts of the graph of r(x).

For letter b, who wantSto try? Anyone?

(The students will raise their hands)

Yes?

a. The y-intercept of the graph of R(x) is

02 +3(0)−4 −4 1
R(x)= = −16 = 4
02 −16
 𝟏
y= (0, 𝟒)

The x-intercepts are the solutions of 𝑥 2 +3x-

4=0.
𝑥 2 +3x-4=0 denominator it
(x+4) (x-1) =0
x+4=0 or x+-1=0
x=-4 or x=1 Me = (x#((X P)
-

x
Very good!
>
- samt
x= 4 +
=4

Example 2
Determine the zeroes of the following rational
function.
*
Kindly check the selution !
𝑥−2
a. g(x)=𝑥+6
𝑥 2 +𝑥−2
b. G(x)= 𝑥 2 −4

Solutions:
a. x-2=0
x=2 -

𝑥 2 +𝑥−2
b. G(x)= 𝑥 2 −4
(x+2) (x−1)
= (x+2) (x−2)
(x−1)
= (x−2)
x-1=0
x=1

ASYMPTOTES

An asymptote is an imaginary line to which

a graph gets closer and closer as it increases
or decreases its value without limit.

𝑝(𝑥)
The zeroes of rational function r(x)=𝑞(𝑥)
can be determined by solving p(x)=0. In
other words, whatever values that make the
numerator p(x) equal to zero are the zeroes
of r(x).

Kinds of Asymptote
• Vertical Asymptote
• Horizontal Asymptote

Vertical Asymptote
To determine the vertical asymptote of a
rational function r(x), find zeroes of the
denominator that are not zeroes of the
numerator.
Example 3
Determine the vertical asymptotes of each rational
function.

(𝑥+1)(𝑥−3)(𝑥+4)
a. r(x)= (𝑥−1)(𝑥+2)
④
(𝑥−1)(𝑥−3)(𝑥−2)
b. R(x)= (𝑥−1)(𝑥−2)2
(𝑥+3)2 (𝑥−1)3 (𝑥+5)
c. h(x) = (𝑥−1)(𝑥+3)2 (𝑥−5)
Solutions:
a. the vertical asymptotes are 1 and -2
b. the vertical asymptote is 1
c. the vertical asymptote is 5

Note that if the multiplicity of a zero of a numerator

is equal to or greater than the multiplicity of the
same zero in the denominator that value will appear
as whole in the graph of the given rational function.

Horizontal Asymptote
The horizontal line y = b is a horizontal asymptote
of the function f if f(x) gets closer to be as x
increases and decreases without bound.

To determine the horizontal asymptote of a rational

function, compare the degree of the numerator n
and the degree of the denominator d.

If n < d, the horizontal asymptote is y = 0.

If n = d the horizontal asymptote y is the ratio of

the leading coefficient of the numerator a to the
𝑎𝑛
leading coefficient of the denominator ad. That is 𝑎𝑛
𝑑

If n>d, there is no horizontal asymptote.

Example 4
Determine the horizontal asymptote of each
rational function.
𝑥
a. r(x)= 9𝑥 2 −1
7−3𝑥
b. R(x)= 2𝑥+1
4𝑥 4 −1
c. B(x)= 1−𝑥 2
Answers:
a. y=0
b. y=3/2
c. no horizontal asymptote

Example 5
Sketch the Graph of the following rational function.
𝑥 2 −25
a. F(x)= 𝑥+5
Solution:
02 −25
y-intercept: f(0)= =5
0+5
x-intercept: x=5
zeroes of numerator: x=-5, x=5
zeroes of denominator: x=-5

Since the zero x = -5 of the denominators occurs as

many as zero of the numerator, there is no vertical
asymptote. Instead, a hole in the graph at x = -5
occurs.

Example:

Due to the inclement weather, the pilot of the plane

slows down the planes regular flying rate by 25%.
This result to an additional 1.5 hours in covering
the of 3,000 km distance to its regular time required
for the trip. Find the regular rate of the trip.

Solution:
Let r=regular rate in km per hour
Trip condition Distance Rate Time
Regular trip 3000 r 3000/r
Trip in inclement 3000 75% of r=0.75 3000/0.75r
weather

Working equation
Time (trip in inclement weather) = time (regular
trip) +1.5
3000 3000
= + 1.5
0.75𝑟 𝑟

3000 3000 + 1.5𝑟

=
0.75𝑟 𝑟

3000r = 0.75r (3000+1.5r)

3000r = 2250r + 1.125r2
750r = 1.125r2
0 = 1.125r2 – 750r
0 = r(1.125r-750)

r = 0; 1.125r – 750 = 0
1.125r = 750
r = 666.67 kph

ELABORATE
Do you have any question about graphing rational
function?

Generalization

Let’s sum up the things that we have

discussed.

How to determine vertical asymptote again? (the students will raised their hands)

To determine the vertical asymptote of a rational

function r(x), find zeroes of the denominator that
are not zeroes of the numerator.
Very good!

How about in horizontal asymptote?

Anyone? To determine the horizontal asymptote of a rational
function, compare the degree of the numerator n
and the degree of the denominator d.

Very good!

EVALUATE
I. Determine the x and y-intercept, zeroes and
asymptotes of the following rational function.
1
1. 𝑓(𝑥) = 𝑥−3
−2
2. 𝑔(𝑥) = 2𝑥+3
−1
3. 𝐹(𝑥) = 𝑥+4
−3
4. 𝐺(𝑥) = 2−𝑥
2𝑥
5. ℎ(𝑥) = 3𝑥+2

II. Sketch the graph of each rational function

𝑥−1
6. 𝑓(𝑥) = 𝑥 2 +𝑥−2
𝑥−2
7. 𝐹(𝑥) = 𝑥 2−1

III. Solve each problem.(3 points)

8. A boat takes twice as long to travel 5km
upstream as it does travel 3km downstream
in a river that flows at a rate of 2kph. At
 what speed does the boat travel in still
water?

EXTEND
Assignment

A theater can accommodate at most 450 people per

show. The theater manager uses the formula c =
2(150,000/h) to determine the cost C (in us dollar)
of operating the theater with h people. How many
people must watch a show to keep the cause down
to $1,600?

Prepared :

- -

checked
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interme T. makin
MT -
1