Republic of the Philippines

Department of Education
Region VI – Western Visayas
Division of Negros Occidental
HINIGARAN NATIONAL HIGH SCHOOL
Hinigaran, Negros Occidental

Senior High School

General Mathematics
SEMI-DETAILED LESSON PLAN IN RATIONAL FUNCTION

DAILY Topic: FUNCTIONS and Their GRAPHS:

Rational Functions and its Teaching Date: July 15, 2019
LESSON Representations
PLAN
Quarter: First Time Allotment: 1 Hour

I. OBJECTIVES

A.CONTENT
STANDARD The learner demonstrates understanding of key concepts of rational functions.

B.PERFORMANCE The learner is able to accurately formulate and solve real – life problems involving rational
STANDARD functions.
C.LEARNING At the end of the lesson, the learner is able to:
COMPETENCY Represent a rational function through its (a) table of values, (b) graph, and (c) equation.

1. CONCEPT:
𝑝(𝑥)
 A rational function is a function of the form 𝑓(𝑥) = , where p(x) and q(x) are
𝑞(𝑥)
polynomials and q(x) is not the zero function. The domain of f(x) is all the values of x
where 𝑞(𝑥) ≠ 0.
 The domain of a function is the set of all values that the variable x can take.
 The range of a function is the set of all values that the f(x) can take.
 The graph of a rational function is the set of all points (𝑥, 𝑦) in the plane that satisfies
the equation 𝑦 = 𝑓(𝑥).
 A table of values is a graphic organizer or chart that helps you determine two or more
points that can be used to create your graph.
II. LEARNING
2. PROCESS/SKILLS
CONTENT
To represent rational functions through its a.) table of values, b.) graphs, c.) equation,
and d.) some real-life situation
3. VALUE FOCUS:
Patience and Appreciation of the importance of the lesson in real-life situation.
4. REFERENCES:
 CGLM: General Mathematics, pp. 38-48
 How do you graph a rational function by making a table?
https://virtualnerd.com/common-core/hsf-functions/HSF-IF-interpreting-
functions/C/7/7d/graph-make-table

5. MATERIALS
Paper Strips, Activity Sheets, Bond Paper, Marker Pen, Scotch Tapes, Graphing Papers,
Laptop, Projector

III. PROCEDURE /
A. Preliminary Activities
DEVELOPMENTAL
ACTIVITY Prayer, Greetings, Checking of attendance

Good day, Class! How are you? Today we will be making series of activities.
(This part targets COT
1. Review:
indicator #4 Manages
Pick and Match: A mystery box will be circulated in the classroom. Each student will
classroom structure to
be given a chance to pick a strip of paper from it. Afterwards, the students will be
engage learners. instructed to find their match, e.g., if one student holds a strip of paper with a math
Individually or in concept written on it, his/her match is the student holding the paper strip with an
groups in meaningful example of such math concept. The first five students to find their match and paste
exploration, discovery their paper strips on the board will be given prizes.
and hands on activities
within a range of
physical learning
environment.)

(This part targets COT 2. Motivation:

indicator #2 Used a Unscramble the letters to form the correct words:
range of teaching INLAROTA ILYEQIATUN
strategies that enhance ONUIEQTA EPXONSRISE
learner achievement in PGHAR TBELA FO ELUVSA FD

literacy and numeracy

skills.) Which word/s struck you most?
What is your idea about that word?

B. Activity PROPER
Time Allotted: 8-10 minutes
(This part targets COT
indicator #5 1. Group Activity
Managed learner  The students are grouped into 3 groups by counting off 1 to 3.Each group will be
behaviour given activity sheets, a marker pen, and colored chalks.
constructively by  They are given 8-10 minutes to solve the given task.
applying positive and  The group who can finish first will have a prize.
non-violent discipline to
ensure learning-focused  Reminders:
environments) 1. During the activity, each member should actively participate and collaborate with
the rest of the group. Avoid making unnecessary and distractive noises.
2. After the activity, see to it that everybody should maintain cleanliness – all
remaining materials should be placed back in the envelope provided - and the
chairs must be properly arranged.

 This group activity will be based on the following rubrics:

(This part targets COT
indicator #7, plan,
manages and
Criteria Poor Fair Good Very Good Excellent
implements
1 2 3 4 5
developmentally
sequenced teaching Accuracy of answers
and learning processes
to meet curriculum Neatness of work
requirements and
varied teaching Quality of
contexts.) Presentation
Collaboration and
Discipline
Total Points

Scoring Poor- 4 / Fair- 5-8 / Good- 9-12/ Very Good -13-16 /

Excellent - 17-20

Comments/Suggestions:

Instructions: Read carefully and understand the problem given below, then perform
the given tasks. Assign a reporter for each group. When you are done with all the tasks,
(This part targets COT paste your work on the board and explain your work.
indicator #1 Applied
knowledge of content
within and across Problem:
curriculum teaching d
Average speed (or velocity) can be computed by the formula s = t . Consider a 100-meter
areas)
track used for foot races. The speed of a runner can be computed by taking the time it will
 100
take him to run the track and applying it to the formula s = t
, since the distance is fixed
at 100 meters.

Task 1: Represent the speed of a runner as a function of the time it takes to run 100
meters in the track. (Write the function on the blank bond paper provided for you. Use the
pentel pen.)
Note:
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
Task 2: Continuing the scenario above, construct a table of values for the speed of the
runner against different run times. (Write your answers on the table given to you.
Use the pentel pen.)
Note:
Solution: A table of values can help us determine the behaviour of a solution as the
variable 𝑥 changes.
The current world record (as of October 2015) for the 100-meter dash is 9.58
seconds set by the Jamaican runner, Usain Bolt, in 2009. We start our table of values
at 10 seconds.
Let 𝑥 be the run time and 𝑆(𝑥) be the speed of the runner in meters per
100
second, where 𝑆(𝑥) = 𝑥 . The table of values for the run time from 10 seconds to
20 seconds is as follows:
𝑥 10 12 14 16 18 20
𝑆(𝑥)
dscdscdscd
10 8.33 7.14 6.25 5.56 5
From the table, we can observe that the speed decreases with time. We can
use a graph to determine if the points on the function follows a smooth curve or a
straight line.

Task 3: Plot the points on the table of values on a Cartesian Plane. Determine if the
100
points on the function 𝑆(𝑥) = 𝑥 follows a smooth curve or a straight line. (Use
the circles and the Cartesian Plane provided for you. Use the colored chalk.)
Assign points on the Cartesian plane for each entry on the table of values above:
A(10,10) B(12,8.33) C(14, 7.14) D(16, 6.25) E(18, 5.56) F(20, 5)

Plot these points on the Cartesian plane.

By connecting the points, we can see that they are not collinear but rather follow a
smooth curve.
 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.

Okay, class, congratulations for the job well done! Because of that, everybody, give
yourselves the Aling Dionisia clap‼! (The teacher demonstrates the Aling Dionisia clap.)

(This part targets COT 2. Analysis:

indicator #3 Applies a
 How do you define a rational function?
range of teaching
strategies to develop  How do you construct the table of values of a rational function?
critical and creative  How do you construct the graph of a rational function?
thinking, as well as  What have you observed in the equation of a rational function?
higher order thinking
skills.)  Based on our activity, what do you think is our lesson for today?

C. Post Activity
1. Abstraction
(This part targets COT  How do you describe the graph of a rational function?
indicator #3 Applies a  How is the domain of a rational function related to the range?
range of teaching
 Why do we need to construct the table of values of a rational function?
strategies to develop
 How could we represent rational functions?
critical and creative
thinking, as well as  Through a PowerPoint presentation, the teacher will present the 3 ways to represent
higher order thinking a rational function:
skills.) 1. Equation
2. Table of values
3. Graph

2. Application
(This part targets COT
Activity: think-pair-share
indicator #1 Applied
knowledge of content Instructions: Find a partner and perform the tasks given below. Finish the task within
within and across 3-5 minutes. Afterwards, the teacher will randomly ask 3 pairs to present their answers
curriculum teaching to the class (table of values and graph).
areas) Problem: The SMAW Club of Hinigaran National High School received a budget of PhP
(This part targets COT 20,000 to provide for the shop work materials needed by the students enrolled in the
indicator #5 course. The amount is to be allotted equally among all the students taking up the course.
Managed learner The equation representing the relationship of the allotted amount per student (𝑦 −
20,000
behavior constructively 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒) versus the total number of students (𝑥 − 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒) is 𝑦 = .
𝑥
by applying positive
Let the function 𝐴(𝑥) represent the allotted amount per student such that:
and non-violent
discipline to ensure 20,000
𝐴(𝑥) =
learning-focused 𝑥
environments)
1. Complete the following table of values for the given problem:
(This part targets COT
indicator #6 Used 𝑥 10 20 50 150 200
differentiated, 𝐴(𝑥)
developmentally 2. Plot the points on the table of values on a Cartesian plane.
20,000
appropriate learning 3. Determine if the points on the function 𝐴(𝑥) = 𝑥 follows a smooth curve or a
experiences to address straight line.
learners’ gender,
needs, strengths,
interests and
experiences.)

IV. EVALUATION /
ASSESSMENT Instruction: You will be provided a ¼ sheet of graphing paper. Considering the same
problem presented in the previous activity, answer the following:
(This part targets COT
indicator #10 Designed, 1. Complete the following table of values for the given problem:
selected, organized and
used diagnostic, 𝑥 16 25 80 160 250
formative and 𝐴(𝑥) 800 125
summative assessment 2. Plot the points on the table of values on a Cartesian plane.
20,000
strategies consistent 3. Connect the points and determine if the points on the function 𝐴(𝑥) = 𝑥 follows
with curriculum
requirements.) a smooth curve or a straight line.
𝑥−5
1. Construct the table of values and the graph of the function 𝑓(𝑥) = 2𝑥
, where x = 2,
V. ASSIGNMENT 4, 6, 8, 10.

(This part targets COT 2. In preparation for our next lesson, find out how to determine the x and y intercepts,
indicator #9 Selected,
and the asymptotes of rational functions from the following youtube links:
developed organized
and used appropriate  How to Determine the X & Y Intercepts of Rational Algebraic Functions
teaching and learning https://www.youtube.com/watch?v=BwSJ9tNX4pI
resources, including
ICT, to address  Finding All Asymptotes of a Rational Function (Vertical, Horizontal, Oblique / Slant)
learning goals. https://www.youtube.com/watch?v=HeqfhnKncjc

Prepared by:

CHRIZ JOY C. MARAMARA

General Mathematics Teacher

Checked by:

JUDY ANN B. NONATO

Principal II
Hinigaran National High School
Hinigaran Negros Occidental
 Hinigaran National High School
Republic of the Philippines
Division of Negros Occidental
Lesson Plan in General Mathematics

CODE: M11GM-1b-4
I – OBJECTIVES:
A. CONTENT STANDARD:
The learner demonstrates understanding of key concepts of rational functions.
B. PERFORMANCE STANDARD:
The learner is able to accurately formulate and solve real –life problems involving
rational
functions.
C. LEARNING COMPETENCES:
At the end of the lesson, the learner is able to:
!. represents a rational function through its (a) table of values, (b) graph, and (c)
equation.
II - LEARNING CONTENT
FUNCTIONS and Their GRAPHS: Rational Function
1. CONCEPT
𝑃(𝑥)
 A rational function of the form f(x)=𝑞(𝑥) , where P(x) and Q(x) are polynomial
functions and g(x) is not the zero function where Q(x) ≠ 0 the domain of f(x) is
the set of all value of x where Q (x)≠ 0.

2. PROCESS/SKILLS
 To represent a rational functions through its table of values, graph, equation and
some real-life situation.
3. VALUE FOCUS
Patience and accuracy
4. REFERENCE
CGLM : General Mathematics
PP.38-48
5. MATERIALS
Activity/worksheets, marker, manila paper, construction paper, powerpoint,
projector
III- PROCEDURE/ DEVELOPMENTAL ACTIVITY
A. PRE – ACTIVITY
1. Review
Ask the student to give examples of rational function and rational equation and let
them define or describe in
their own idea.
2. Motivation:
Short game: Divide the class into two groups. This activity is 3-5 minutes only
.Present to the class the different examples of graph, equation and table of values.
Each group are expected to match as many as they can the following cases.(a)
equation and its graph (b) equation and table of values (c) equation ,table of values
and graph.
B. ACTIVITY PROPER
1. Group Activity
  The students are group according to their Multi Intelligence. Each group should
present a short jingle in presenting their group output.
 Group A ( includes the linguistic, bodily kinesthetic ,intrapersonal ) Group B
(interpersonal, musical, logical) Group C ( mathematical, naturalist auditory)
 They are given 3- 5 minutes to solve the given task.The group who can finish first
will have a price. Reminders ,after the activity ,see to it that everybody should
maintain cleanliness and the chairs must be properly arrange.
 Determine the values of the given rational function with corresponding conditions.
1) f(x) = x+1/ 2x ; -2 ≤ x ≤ 2
2) g(x) = 1/ x-3 ; -1 ≤x ≤1

2. Analysis
 How do you define rational functions?
 How to do you describe a table of values of rational functions?
 How about its graph and equation?
C. POST ACTIVITY
1. Abstraction
 In your own idea, what is a rational function?
 How can we determine the table of values of a rational function?
 How do you define extraneous roots or solution of a rational functions?
2. Application

Solve the given rational function and determine the table of values.
1
1) f(x) = where x= 0,1,2,3,4
𝑥+2

𝑥−2
2) g(x) = 𝑥_2
; let -1≤X≤1

IV. EVALUATION
Complete the table of values for each rational function.
2
1) F(X) = 𝑥−1
X 0 1 2 3
Y
𝑥+ 4
2) F(x) = 3𝑥+1
X 0 1 2 3
Y

V. ASSIGNMENT
Construct a table of values for the following: where x = 2, 4, 6 ,8, 10

𝑥−5
1) f ( x) = 2𝑥
3 +𝑥
2) f(x) = 4+𝑥

VI. REFLECTION
From the evaluation, number of learners who earned 75% and above ______ below 75%
______.
Did the remedial lessons work? _______
Number of learners who have caught up with the lessons: ______
Continue to require remediation:______
Which of my teaching strategies worked well? ______ Why did this work?_____________
What difficulties did I encounter which my Principal /Supervisor can help me solve ?
What innovations or localized materials did I used /discover which I wish to share with other
teachers?

Prepared by : Emmi B. Nanagad

Checked by : Judy Ann B. Nonato-Principal II-Senior HighSchool HNHS
Date Submitted: July 03, 2019