Department of Education

GENERAL MATHEMATICS
RATIONAL FUNCTIONS

Module 2

ELIZABETH J. GABUTAN and MAYLANIE GALUT

WRITER

EMELITA D. BAUTISTA EdD

VALIDATOR

Schools Division Office – Muntinlupa City

Student Center for Life Skills Bldg., Centennial Ave., Brgy. Tunasan, Muntinlupa City (02) 8805-9935
/ (02) 8805-9940
SHS

General
Mathematics
Module 2:
Rational Functions
General Mathematics– Senior High School
ADM Modules
Quarter 1, Module 2: Rational Functions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by Schools Division Office of Muntinlupa City

Schools Division Superintendent: Dr. Dominico C. Idanan, EdD
Assistant schools Division Superintendent: Mr. Noel D. Bagano
Chief, Curriculum Implementation DIvision: Mrs. Madeline Ann L. Diaz

Development Team of the Module

Author: Elizabeth J. Gabutan

Editors/Reviewers:
Illustrator:
Layout Artist:
Management Team: Name

Printed in the Philippines by ________________________

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: _____________________________________________

_____________________________________________
Telefax: _____________________________________________
E-mail Address: _____________________________________________

i
 SHS
General
Mathematics
First Quarter – Module 2:
Rational Functions

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

ii
Introductory Message
For the facilitator:
This module is intended to ensure learning continuity under the new ‘normal’ in
education amidst the COVID-19 pandemic. It is designed to foster the fundamental
skills in solving rational functions and analytical skills in solving problems involving
rational functions through activities that were carefully developed to ensure that our
learners are properly assisted towards achieving the best learning outcomes.

As the learning facilitator, you are requested to orient your learners on the proper
use of this module and assist para-teachers such as parents, elder siblings and other
significant adults to understand their potent role in optimizing this learning material
towards developing mutual responsibility for children’s success under the distant
learning set up.

Finally, please do not forget to remind the learners to use separate sheets in
answering the pre-test, self-check exercises, and post-test.

For the learner:

This module is intended to help you continue learning Mathematics at home. It
is designed to provide you with meaningful and engaging learning experiences that will
help you enhance your skills in general mathematics.

In the beginning of each lesson, you will review related concepts. Then, you will
discover what the learning episode is about. After the presentation of concepts, you will
do self-check exercises that will lead you to an application task. Finally, you will be
guided in managing your takeaways.

The following are the standard symbols (icons) used to represent some parts of
the module:

1
This part contains the learning objectives
covered by the material. It also introduces
the topic/content of the module briefly.

This is the pre-assessment. It is given to

to check what you know about the lesson
you are about to take.

This part connects the current lesson with

the previous lesson by allowing you to go
over concepts that you learned previously.

It is in this part that the new lesson is

introduced through a story, a poem, song,
situation or an activity.

This part provides a brief discussion of the

lesson.

In this part, you will be asked to do

enrichment activities that are designed to
reinforce or refine your understanding.

This part offers a question, fill in the blank

sentence/paragraph to enable you to
process what you have learned from the
lesson.

This part presents an activity that will allow

you to transfer the skills/knowledge you
gained or learned into real-life
concerns/situations.

This evaluates your level of mastery in

achieving the learning objectives, validates
the concepts and provides more
opportunities to deepen the learning.
This part provides an activity in any form
that can increase the strength of your
responses and encourages repetitions of
actions/learning.

2
 Since the module highlight a specific theme, it will also help you appreciate the
use of what you learn in daily life and expand your understanding of the community
you live in and beyond.

Please handle this module with utmost care and use separate sheets in answering
the activities.

Happy learning!

This module was designed and written with you in mind. It is here to help you
accurately construct mathematical models to represent real-life situations using
functions. After going through this module, you are expected to:

1. represents real-life situations using rational functions;

2. distinguishes rational function, rational equation, and rational inequality;
3. solves rational equations and inequalities;
4. represents a rational function through its: (a) table of values, (b) graph, and (c)
equation
5. finds the domain and range of a rational function;
6. determines the: (a) intercepts (b) zeroes; and (c) asymptotes of rational
functions;
7. solves problems involving rational functions, equations, and inequalities.

I. Multiple Choice (1 point each).

Write the letter of the best answer on the space provided. Use the
back of this page for any solution.

1.) Which of the following is not a rational expression?

√5𝑥+1 3−x 4
A. 3y + 5 B. C. D.
5+𝑥 ab 5𝑥−2𝑦
6𝑦
2.) Which value of y will make the expression undefined?
3𝑦 2 +𝑦−4
A. 0 B. 1 C. 2 D. 4
3.) If (x – y ) & (x + y) are the denominators of the rational expressions,
2 2

which of the following is the LCD?

3
 A. x – y B. x + y C. x2 – y2 D. (x2 – y2)(x + y)
4.) Which of the following is a rational function?
𝑥 2−7𝑥+12 8 √5𝑥+1 𝑥 2−7𝑥+12 𝑥+2
A. <0 B. f(x) = C. D. =
𝑥 2−9 𝑥−3 5+𝑥 𝑥 2−9 𝑥−3
5.) Which of the following is a rational equation?
𝑥 2−7𝑥+12 8 √5𝑥+1 𝑥 2−7𝑥+12 𝑥+2
A. 𝑥 2−9
<0 B. f(x) =𝑥−3 C. 5+𝑥
D. 𝑥 2−9
= 𝑥−3
5 ?
6.) What is the missing term in the equation 𝑥2
= 𝑥 2 (3𝑥−4)

A. 15x – 54 B. 15x3 – 4x2 C. 5(3x – 4) D. 5x2(3x – 4)

5 2
7.) What is the solution of the equation 6𝑥−7
= 3𝑥−4
?
A. -2 B. 1 C. 2 D. 3

8.) The interval notation (4, 15] means ___________

A. 4< x <15 B. 4< x <15 C. 4< x <15 D. 4< x <15

𝑥+2
For numbers 9 – 12: Given 𝑓(𝑥) = 𝑥 2−3𝑥+2
9.) What is the vertical asymptote of the graph of f(x)
A. x =2 B. x=1 C. x=2 and x=1 D. x =
–2
10.) What is the horizontal asymptote of the graph of f(x)
A. y =0 B. y = – 2 C. y=2 and y=1 D.
none
11.) What is the y - intercept of the graph of f(x)
A. 2 B. 1 C. 0 D. – 2
12.) What is the x - intercept of the graph of f(x)
A. 2 B. 1 C. 0 D. – 2

II. COMPUTATION
Show your complete & as possible a clean & clear solution in each item.

Find the solution set:

2𝑥 2
13 𝑥 2−4 = 𝑥+3

5 3
14.) 3𝑥
− 𝑥 = −6

𝑥+2
15.) ≤0
𝑥 2−3𝑥+2

4
 LT
Rational Functions
2
Rational functions and rational equations can be useful in representing real life
situations and for finding answers to real problems. In particular, they are quite good
for describing distance-speed-time questions, and modeling multi-person work
problems.

A Rational Number is a number that can be expressed as quotient of

𝒑
two integers, , where p and q are integers, and q ≠ 0
𝒒
The following are rational numbers:

5
a.) 5 because 5 can be written as 1
, 5 and 1 are integers
3
b.) 1.5 because 1.5 = , 3 and 2 are integers
2
1
c.) 0.333 = 3
17
d.) –0.000017 = 1,000,000
0
e.) 0, because 0 = 3
, 0 and 3 are integers
3
√2 , 5√3 √12 , 𝜋 are not rational numbers

Let us also recall how to solve equations

and inequalities

An equation is a statement of equality between two expressions. The following

are examples of equations.
2a = 10 x + y = 3x + 4 x – 7 = 10

x2 + 3x – 4 = 0 P = 2l + 2w x2 + y2 = r2

5
 To find the solution or solution sets of an equation means finding the value/s of
the variable that when plugged in (substituted) to the given equation will make the
equation true, i.e., the left side of the equation is equal to the right side of the
equation. Here are some properties that can help us solve equations:

Given that A, B and C represent real or complex algebraic expressions, then the
following are true:

 Addition Property of Equality: If A = B, then A + C = B + C. Note that since

subtracting from both sides is the same as adding a negative amount to both
sides, subtraction from both sides also is covered by this property.

Example 1: Find the solution of the following equations:

1.1. x – 3 = 12 add 3 to both sides of equation

(x – 3) + 3 = 12 + 3
x = 15

1.2. y+7=4 add (–7) to both sides of equation

(y + 7) + (–7) = 4 + (–7)
y = –3

Note: in solving equation, our target is to make one side of the equation equal to
the variable by using the inverse property of real number. (Addition: a + (-a) = 0;
1
Multiplication: a ∙ (𝑎)= 1 ) .

 Multiplication Property of Equality: A = B, then AC = BC.

Example 2: Find the value of the unknown :

𝑏
2.1 3
=8 multiply both sides of equation by 3

𝑏
( ) (3) = 8(3)
3
b = 24

2
2.2 3
𝑎=8 multiply both sides of equation by the
2 3 3
( 𝑎) ( ) = 8 ( ) 3/2, the reciprocal of 2/3
3 2 2
a = 12

 Division Property of Equality: If A = B, then A/C = B/C where C≠0.

Example 3: Find the solution of the following equations:

3.1 2x = 10 divide both sides of equation by 2

2x 10
=
2 2
x= 5
6
 3.2 –5m = 15 divide both sides of equation by –5
–5m = 15
5 5
m=3

Exercises: Find the solution of the following equations

1. 3x + 2 = -19 6. 2x - 1/3 = 5
2. 5x - 4 = 26 7. 3 – 7x = 24
3. 18 – 8x = –3 8. 5(x – 2) = 3x + 4
4. 7a + 3 = 4a – 3 9. 6b + 2(b + 10) = b – 1
3𝑥 3 2 𝑥
5. 2
+4= 2
10. 5
(x + 5) = 3

An inequality is a mathematical sentence using the symbol <, ≤, >, or ≥.

Solving linear inequalities

The graph of a linear inequality in one variable is a number line. Use an open circle for
< and > and a closed circle for ≤ and ≥.

The graph for x > -3

The graph for x ≥ 2

Here are some properties of inequalities that can help us solve inequalities.

Given that A, B and C represent real or complex algebraic expressions, then the
following are true:

 Addition Property of Inequality:

1. If A < B, then A + C < B + C.
2. If A > B, then A + C > B + C.
3. If A < B, then A + C < B + C.
4. If A > B, then A + C > B + C

Example 4: Find the solution of the following inequalities:

4.1 x – 3 < 12 add 3 to both sides of inequality

(x – 3) + 3 < 12 + 3
x < 15

4.2 y+7>4 add (–7) to both sides of inequality

(y + 7) + (–7) > 4 + (–7)
y > –3

7
  Multiplication Property of Inequality:
A. If C > 0
1. If A < B, then AC < BC.
2. If A > B, then AC > BC.
3. If A < B, then AC < BC.
4. If A > B, then AC > BC

B. If C < 0 , the symbol of inequality will be reversed when both

sides of inequality are multiplied (or divided) by a number less
than 0 (or by a negative number)
1. If A < B, then AC > BC.
2. If A > B, then AC < BC.
3. If A < B, then AC > BC.
4. If A > B, then AC < BC

Example 5: Find the value of the unknown :

𝑏
5.1 3
>8 multiply both sides of inequality by 3
𝑏
( ) (3) > 8(3)
3
b > 24

2
5.2 −3 𝑎 < 8 multiply both sides of inequality by -3/2
2 3 3
(− 𝑎) (− ) < 8 (− )
3 2 2
a > −12

5.3 2x > 10 divide both sides of inequality by 2

2x 10
≥
2 2
x> 5

3.2 –5m > 15 divide both sides of inequality by –5

–5m > 15
–5 –5
m<3

Exercises: Solve the inequalities:

1. 5y + 9 < 19
2. 6x + 3 > 4x + 1
3. 2(x+1)<10
4. −5a > 3(a + 7)
2 𝑥
5. 5
(x + 5) < 3

Lastly, let us recall what polynomial is. Can you give examples of polynomials?

8
A polynomial of degree n is an expression that can be written in the form

𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0

where 𝑎0 , 𝑎1 , …,𝑎𝑛 ∈ ℝ, 𝑎𝑛 ≠ 0, and n is a positive integer. Each addend of
the sum is a term of the polynomial function. The constants 𝑎0 , 𝑎1 , 𝑎1 , …,𝑎𝑛 are the
coefficients. The leading coefficient is 𝑎𝑛 . The leading term is 𝑎𝑛 𝑥 𝑛 , and the constant
term is 𝑎0

These are polynomials:

 5x
 3x − 7
 −6y2 + 100y4
 12x3y5z + 8xy2 – ½ xz – 10z + 0.5
 19d5 + 65e5
 10

(Yes, "10" is a polynomial, one term is allowed, and it can be just a constant!)

These are not polynomials

 𝟒𝒙−𝟑 is not, because the exponent is "–3 " (exponents can only be 0,1,2,...)
5

𝑥+2
is not, because dividing by a variable is not allowed
1
 3𝑥 ⁄2 is not, because the exponent is "½"
 √𝑥 is not either because it can be written as x 1/2

A polynomial function of degree n is a function that can be written in the form

𝑃 (𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0

where 𝑎0 , 𝑎1 , …,𝑎𝑛 ∈ ℝ, 𝑎𝑛 ≠ 0, and n is a positive integer.
Examples:
f(x) = 2x2 – 3x + 2
P(x) = x +5

y = 3x3 – 2x2 – 7x + 8

9
 A polynomial function
of degree n is a function that can be written in the form

𝑃 (𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0

where 𝑎0 , 𝑎1 , …,𝑎𝑛 ∈ ℝ, 𝑎𝑛 ≠ 0, and n is a positive integer.

Examples:
f(x) = 2x2 – 3x + 2
P(x) = x +5

y = 3x3 – 2x2 – 7x + 8

A rational function is a function that can be written as the quotient of two

polynomial functions
𝑃(𝑥)
𝑓 (𝑥) = ,
𝑄(𝑥)

𝑤ℎ𝑒𝑟𝑒 𝑃(𝑥)𝑎𝑛𝑑 𝑄(𝑥) are polynomial functions, and 𝑄(𝑥) ≠ 0

Example 1: An object is to travel a distance of 10 meters. Express the velocity v as a

function of travel time t in seconds.

Solution: The following table of values show v for some values of t

t(seconds) 1 2 4 5 10
v(meters per second) 10 5 2.5 2 1

10
The function v(t) = 𝒕
represents v as a function of t .

Example 2: John, Joseph and Jerome can paint a room together in 2 hours. If John
does the job alone he can paint the room in 5 hours. If Joseph works alone, he can
paint the room in 6 hours. If Jerome works alone, how long would it take him to paint
the room?

Solution: Determine the hourly rates for each person and for the whole group using the
𝑊
formula : 𝑟 = , where r is the hourly rate, t is the working time, and W is the Work which is
𝑡
painting 1 room, so W = 1.

10
 John can paint the room in 5 hours, meaning in 1 hour, he would have painted
1
5
of the room.
1
Joseph can paint the room in 6 hours, so in 1 hour, he would have painted of
6
the room.
We don’t know how long will it take Joseph to paint the room, so we will use the variable
1
t for time, therefore in 1 hour, he would have painted, 𝑡 of the room.
Together, they can paint the room in 2 hours, so our equation would be:
1 1 1 1
+ + =
6 5𝒕 2
Solving for the rational equation, multiply every term of the equation by the
least common denominator.
1 1 1 1
( + + ) ∙ (30𝑡) = ( ) ∙ (30𝑡)
5 6 𝑡 2

6t + 5t + 30 = 15t , solving for t:

t = 7.5 hours
Answer: It would take 7.5 hours for Jerome to paint the whole room alone.
Rational Expression, Rational Function, Rational Equation and Rational
Inequality
Definition Examples
A rational expression is an
expression that can be written as 𝑥 3𝑥+7𝑦
, , 7x2 – 2, 3
ratio of two polynomials 5 4𝑥−3𝑦

A rational equation is an equation 3𝑥 + 7𝑦 3𝑥

=
involving rational expressions 4𝑥 − 3𝑦 4
A rational inequality is an inequality 𝑥+1 3𝑥 5𝑥−2
< , ≥1
involving rational expressions 4𝑥−3 4 3

A rational function is a function that

8𝑥+2 3𝑥 2 +7𝑥+4
can be written as the quotient of two f(x) = ,𝑦=
−3 3𝑥+1
polynomial functions

Exercises: Determine whether the given is a rational expression, a rational function, a

rational equation and or rational inequality.
3𝑥+2 3𝑥 2+2
1. 𝑥−3
6. 𝑓(𝑥) = −5𝑥+1
2𝑥 8𝑥+2
2. 𝑥−3
<0 7. 1 = 3𝑥−6
2 3
3. 𝑦 = 8. 𝑥 + 2 ≥
7𝑥+3 𝑥+1
2 3𝑥 𝑥2 − 4
4. − + 𝑥 = −1 9. +1
3 4 𝑥−2
𝑥 2 − 4𝑥+4 1 1 1 1
5. 𝑥−2
10. 5
+ 6
+ 𝑡
= 2

11
Solving Rational Equations
The steps to solve a rational equation are:

1. Find the least common multiple of the denominators or the LCD.

2. Multiply every term of the equation by the least common denominator.
3. Simplify.
4. Check the answer(s) to make sure there isn't an extraneous solution.

Example 3: Solve the following equations:

𝑥+1 2𝑥
3.1) 𝑥−3
= 2𝑥+3

Step 1: The LCD is (x – 3)(2x + 3)

Step 2: Multiply every term of the equation by the LCD

𝑥+1 2𝑥
( ) (𝑥 − 3)(2𝑥 + 3) = ( ) (𝑥 − 3)(2𝑥 + 3)
𝑥−3 2𝑥+3

Step 3: Simplify

𝑥+1 2𝑥
( ) (𝑥 − 3)(2𝑥 + 3) = ( ) (𝑥 − 3)(2𝑥 + 3)
𝑥−3 2𝑥+3

(x + 1)(2x + 3) = 2x(x – 3)

2x2 + 5x + 3 = 2x2 – 6x
2x2 – 2x2 + 5x + 6x = – 3
11x = 3
−3
x=
11

Checking:
−3 −3
+1 2()
11
if x =
−3
11
, then −3
11
= −3 Note. Solve separately the left side and
−3 2( )+3
11 11
the right side of the equation
8 −6
( 11 )
11
−36 = 27
11
(11)
2 2
− = −
9 9
You may use your scientific calculator to check your answers.

12
 𝑥 1 8
3.2 Solve for x: 𝑥+2
− 𝑥−2
= (𝑥−2)(𝑥+2)

Multiply both sides by the LCD to clear out the denominators.

The LCD is (x – 2)(x + 2)

𝑥 1 8
(x – 2)(x + 2) (𝑥+2) − (x – 2)(x + 2) (𝑥−2 ) = (x – 2)(x + 2) ((𝑥−2)(𝑥+2))

(x – 2)(x) – (x + 2) = 8
x2 – 2x – x – 2 = 8
x2 – 3x – 10 = 0

(x – 5) (x + 2) = 0
x = 5, or x = – 2 ,
Check for extraneous root by substituting each value to the given equation. The
rational equation has only one solution, which is x = 5, since x = 2 will make the
equation undefined, it is an extraneous solution.
Exercises: Find the value/s of x that will make the equation true.
1 1 1
1. + =
4 𝑥 3
1 1 1
2. + 2
=
𝑥 6𝑥 3𝑥 2
𝑥−3 2
3. =
𝑥+1 5
2 3 3
4. + =
𝑥 2𝑥 5
𝑥 1 8
5. − =
𝑥+2 𝑥−2 (𝑥+2)(𝑥−2)

Set and Interval Notation

Before solving rational inequality, we

need to learn first the set interval
notation

13
Example4: Express each inequality in interval notation.

Inequality Interval notation

1. -6 ≤ x < 1 [-6, 1)
2. x > 20 (20, ∞)
3. x ≥ -1 or x < -4 (-∞, -4) U [-1,∞)

Solving Rational Inequality

𝒙+𝟏
Example 5: Solve >𝟎
𝒙−𝟐

Here are the steps required for solving rational inequalities:

Step 1: Write the inequality in the form where one side must be zero and the
other side with a single fraction, so simplify the fractions if there is
more than one fraction.
𝒙+𝟏
>𝟎
𝒙−𝟐

Step 2: Find the key or critical values by setting he numerator and

denominator of the fraction equal to zero and solve.
x+1=0 x–2=0
x=–1 x=2
Step 3: Make a sign analysis chart. To make a sign analysis chart, use the
key/critical values found in Step 2 to divide the number line into
sections.

14
 (–∞,-1) (–1,2) (2, ∞)

–1 2

Step 4: Perform the sign analysis. To do the sign analysis, pick one number
from each of the sections created in Step 3 and plug that number into
the polynomial to determine the sign of the resulting answer. The sign
of this answer (positive or negative) will be sign of the entire section.
You can check different number from the same section if you want to
verify your answer.

(–∞,-1) (–1,2) (2, ∞)

x+1 – + +
x–2 – – +
𝒙+𝟏
+ – +
𝒙−𝟐
Step 5: Use the sign analysis chart to determine which sections satisfy the
inequality. If the inequality is less than zero or less than or equal to
zero, then you want all of the negative sections found in the sign
analysis chart. If the inequality is greater than zero or greater than or
equal to zero, then you want all of the positive sections found in the
sign analysis chart.

𝒙+𝟏 𝒙+𝟏 𝒙+𝟏

Since >𝟎 , must be positive. is positive in the
𝒙−𝟐 𝒙−𝟐 𝒙−𝟐
interval (–∞,-1) and (2, ∞)

(–∞,-1) (–1,2) (2, ∞)

–1 2

Step 6: Use interval notation to write the final answer.

Solution: (–∞,-1) ∪ (2, ∞)

(𝑥+5)(𝑥−3)
Example 6 : Find the solution set: ≤0
𝑥−1

(𝑥+5)(𝑥−3)
Step 1: ≤0
𝑥−1

Step 2: (x+ 5)(x – 3) = 0 x–1=0

x = –5 and x = 3 x=1
15
 Step 3:
(–∞,–5] [–5,1) (1, 3] [3, ∞)

–5 1 3

Note: Since the denominator of a rational expression cannot be zero, use

parenthesis and open circle for x =1
Step 4:
(–∞,–5] [–5,1) (1, 3] [3, ∞)
x+5 – + + +
x–3 – – – +

x–1 – – + +

(𝑥 + 5)(𝑥 − 3)
– + – +
𝑥−1

(𝑥+5)(𝑥−3) (𝑥+5)(𝑥−3)
Step 5: Since ≤ 0 , then must be negative.
𝑥−1 𝑥−1

(𝑥+5)(𝑥−3)
is negative in the interval (–∞,–5) and (1, 3] .
𝑥−1

(–∞,–5] [–5,1) (1, 3] [3, ∞)

–5 1 3

Step 6: Solution: (–∞,–5) ∪ (1, 3]

Exercises: Find the solution set of the following inequalities:

3 (2𝑥+ 5)
1. 𝑥+4
≤0 2. >1
𝑥−3

The Domain, x – intercept, y – intercept, Vertical Asymptote, Horizontal

Asymptote and Range of Rational Functions

Let y = f(x) be a function.

16
 The domain is the set of all possible values of x for which y is defined. If there is
any value of x for which y is undefined, we have to exclude that particular value from
the set of domain.

Example 7:

Let us consider the rational function given below.

1
𝑦=
𝑥−2

In the above rational function, let us equate the denominator 'x - 2' to zero.

x-2 = 0
x = 2

If x = 2, then the denominator becomes zero and the value of 'y' becomes
undefined. So, 'y' is defined for all real values of 'x' except x = 2.
Therefore, the domain is
D = { x ∈ ℝ, x ≠ 2} or simply ℝ − {2}

The zeroes of a function is the set of all values of x that make the function
equal to zero. The real numbered zeroes are also x – intercepts of the graph of the
function.

1
In = 𝑥−2 , since the numerator of the fraction does not contain a variable, then
there is no x – intercept.

The y – intercept is the value of y when x = 0. To get the y-intercept, set x=0
1
𝑦=
𝑥−2
1
𝑦=
0−2

1
y = −2

Vertical asymptotes are vertical lines of the equation, x = a, toward which a

function f(x) approaches infinitesimally (extremely small ) closely, but never reaches the
line, as f(x) increases without bound. For these values of x, the function is either
unbounded or is undefined.
1
In 𝑦 = 𝑥−2 , the vertical asymptote is the line x = 2, because the function is
undefined there.

17
 Vertical asymptotes are vertical lines which correspond to the zeroes of the
denominator of a rational function.

Finding the Vertical Asymptotes of a Rational Function

1. Reduce the rational function to lowest terms by cancelling out the common
factor/s in the numerator and denominator.
2. Find the values a that will make the denominator of the reduced rational
function equal to zero.
3. The line x = a is the vertical asymptote.
Horizontal asymptotes are horizontal lines of the equation, y = b, toward which a
function f(x) approaches infinitesimally (extremely small ) closely, but never reaches the
line, as f(x) increases without bound. For these values of x, the function is either
unbounded or is undefined.
A rational function may or may not cross its horizontal asymptote. If the function
does not cross the horizontal asymptote y = b, then b is not part of the range of the
rational function.

Horizontal Asymptotes of a Rational Function

Let n be the degree of the numerator and m be the degree of the numerator:
1. If n < m, the horizontal asymptote is y = 0.
𝑎
2. If n = m, the horizontal asymptote is y = 𝑏 , where a is the leading
coefficient of the numerator and b is the leading coefficient of the
denominator.
3. If n > m, there is no horizontal asymptote.
1
In = , n = 0 and m = 1, so n < m, therefore the horizontal asymptote of the
𝑥−2
1
graph of 𝑦 = 𝑥−2
is y = 0.

The range is the set of all possible values of y.

For some rational functions, we can easily get the range if we will sketch the
graph of the rational function using vertical asymptote, horizontal asymptote and table
of values as given below.

Using Table of Values :

We already know that the vertical asymptote is x = 2 . Now, let us take some
random values for x in the following intervals.

x < 2, x > 2 but not x = 2

x<2 x>2

18
Graph of 𝑦 =
1
𝑥−2

When we look at the graph, the following point is very clear.

That is, the graph (in red color) of the rational function appears at every real
value of y except y = 0. We can conclude that the range of y is the set of real numbers
except 0, that is

R = { y ∈ ℝ, y ≠ 0} or simply ℝ − {0}

Example 8: Complete the table

2𝑥 + 3 3 𝑥3
Function 𝑓(𝑥) = 𝑓 (𝑥) = 𝑓 (𝑥) =
𝑥−5 (𝑥 − 1)(𝑥 + 2) (𝑥 + 3)

19
 Domain {𝑥 ∈ ℝ, 𝑥 ≠ 5} {𝑥 ∈ ℝ, 𝑥 ≠ −2, 𝑥 ≠ 1} {𝑥 ∈ ℝ, 𝑥 ≠ −3}

x-intercept
−3/2 no x - intercept 0
(zeroes)
3 3
y-intercept − − 0
5 5

Vertical
x=5 x = 1, x = –2 x = –3
Asymptote

Horizontal No horizontal
y=2 y=0
Asymptote asymptote

Range {𝑦 ∈ ℝ, 𝑦 ≠ 2} {𝑦 ∈ ℝ, 𝑦 ≠ 0} {𝑦 ∈ ℝ}

Solving Problems Involving Rational Function, Rational Equation and Rational

Inequality.

Let us now apply what you have

learned in solving word problems

Solve the following problems

Example 9: One inlet pipe can fill an empty pool in 8 hours, and a drain can empty the
pool in 12 hours. How long will it take the pipe to fill the pool if the drain is left open?

Solution:

Time Rate
1
Inlet Pipe 8
8
1
Drain 12
12
1
Together t
𝒕

𝟏 𝟏 𝟏
Solution: − = multiply every term by 24t (LCD)
𝟖 𝟏𝟐 𝒕

20
 𝟏 𝟏 𝟏
(24𝒕 ) − (24𝒕 ) = (24𝒕 )
𝟖 𝟏𝟐 𝒕

3t - 2t = 24
t = 24

It will take 24 hours to fill the pool.

Example 10: One-half the difference of the number and three is less than seven divided by
the sum of a number and two. Find all such numbers.

Translate: :
1 𝑥−3
One-half the difference of the number and three: 2
(𝑥 − 3) or
2

7
Seven divided by the sum of a number and two : 𝑥+2

𝑥−3 7
Inequality: <
2 𝑥+2

𝑥−3 7
Solution: <
2 𝑥+2

𝑥−3 7
− <0
2 𝑥+2

𝑥 2 −3𝑥+2𝑥−6−14
<0
2(𝑥+2)

𝑥 2 −𝑥−20
<0
2(𝑥+2)

(𝑥−5)(𝑥+4)
<0
2(𝑥+2)

(–∞,–4] [–4, –2) (–2, 5] [5, ∞)

–4 –2 5

(–∞,–4] [–4, –2) (–2, 5] [5, ∞)

x–5 – – – +

21
 x+4 – + + +

x+2 – – + +

(𝑥 − 5)(𝑥 + 4) – –
+ +
2(𝑥 + 2)

Solution Set: (–∞,–4] ∪ (–2, 5]

A Rational Number is a number that can be expressed as quotient of two

𝒑
integers, , where p and q are integers, and q ≠ 0
𝒒

A rational function is a function that can be written as the quotient of two

𝑃(𝑥)
polynomial functions 𝑓 (𝑥) = , 𝑤ℎ𝑒𝑟𝑒 𝑃(𝑥)𝑎𝑛𝑑 𝑄 (𝑥) are polynomial functions, and
𝑄(𝑥)
𝑄(𝑥) ≠ 0
A rational expression is an expression that can be written as ratio of two
polynomials.
A rational equation is an equation involving rational expressions.

In solving rational equations:

1. find the least common multiple of the denominators or the LCD,

2. multiply every term of the equation by the least common denominator,
3. simplify,
4. check the answer(s) to make sure there isn't an extraneous solution.

A rational inequality is an inequality involving rational expressions.

The domain is the set of all possible values of x for which y is defined.

The range is the set of all possible values of y.

The zeroes of a function is the set of all values of x that make the function
equal to zero. The real numbered zeroes are also x – intercepts of the graph of the
function.

The y – intercept is the value of y when x = 0. To get the y-intercept, set x=0

22
 Vertical asymptotes are vertical lines of the equation, x = a, toward which a
function f(x) approaches infinitesimally (extremely small ) closely, but never reaches the
line, as f(x) increases without bound. For these values of x, the function is either
unbounded or is undefined.

Vertical asymptotes are vertical lines which correspond to the zeroes of the
denominator of a rational function.

Horizontal asymptotes are horizontal lines of the equation, y = b, toward which a

function f(x) approaches infinitesimally (extremely small ) closely, but never reaches the
line, as f(x) increases without bound. For these values of x, the function is either
unbounded or is undefined.
How to find the Do the following
Equate the denominator to 0 and solve for x. Exclude them
Domain in the domain for these values will make the function
undefined.
y-intercept Set x = 0 and solve for y
x-intercept Set y = 0 by equating the numerator to 0 and solve for x.
Find the values of x in the denominator of the reduced
Vertical asymptotes
rational function is zero.
Horizontal Use the degree of the numerator and denominator, as
asymptotes indicated in the above lesson.
Graph the function, however, there may be rational
Range functions where more advanced techniques like calculus are
needed.

A. Find the solution set:

𝟏 𝟏 𝟏
1. − =
𝟓 𝟖 𝒕

𝒙+𝟑 𝒙−𝟓
2. =
𝒙−𝟒 𝒙+𝟒

𝟓 𝟏𝟎
3. =𝟕−
𝒙 −𝟐 𝒙+𝟐

𝒙− 𝟑
4. >𝟎
𝒙−𝟒

𝒙+𝟑 𝒙−𝟏
5. 2 - <
𝒙−𝟒 𝒙− 𝟒

23
B. Solve the following problems:

1. Ruth can paint a room in two hours, and her sister Esther can paint the same room
in four hours. How long would it take them to paint the room if they worked
together? Express your answer in hours and minutes.
2. In an inter barangay basketball league, the team from Barangay Cupang has won
12 out of 25 games, a winning percentage of 48 %. How many game should they win
in a row to improve their win percentage to 60 %.
3. Mina walks 5 kms from her house to her aunt’s house. To her surprise, her aunt
gave her a new bike as a birthday to her, which she uses to return home. If her
speed in her new bike is 10 km faster than on foot, and the total trip took 1 hour
𝑑
and 20 minutes, What is her walking speed in kph. Use the formula 𝑣 = 𝑡

Congratulations on making it this far!

Let us now see what you have learned in this
journey.
Fill out the table below.
Reflect!

Hey, I got it! Wait! I need to practice Help! I don’t

I learned … with… understand…

24
A. Identify the following as (a) rational expression, (b) rational function, (c)
rational equation, and (d) rational inequality. Write the letter that
corresponds to your answer.

𝑥−1 𝑥−6
1. 𝑥
–1 6. 𝑦 = 3𝑥

3𝑥−5 4 (𝑥+1)( 𝑥−4)

2. 2𝑥
= 5−3𝑥
7. 3𝑥+5
≤ 𝑥+2

1 3𝑥 2+5𝑥+2
3. 𝑓 (𝑥) = 8.
𝑥 𝑥2 − 4

1 4 −5 𝑥+1
4. = + 9. 𝑓(𝑥) = 2 −
2𝑥 3𝑥 2𝑥 𝑥−3

4𝑥∗3 3 2𝑥+1
5. 2− 𝑥
>1 10. 𝑥
≤ 3𝑥−1

B. Multiple Choice:
1. A _________ is a ratio between 2 integers.
a. rational number c. rational function
b. rational equation d. rational inequality

2. A _________ is a ratio between 2 polynomials.

a. rational number c. rational function
b. rational equation d. rational inequality

3. The _______ of a function is the set of all possible values of x for which f(x) is
defined.
a. domain c. x – intercept
b. range d. y – intercept

4. The _______ of a function is the set of all possible values of y of the fuction
f(x) is defined.
a. domain c. x – intercept
b. range d. y – intercept
5. The zeroes of a function is also the _________ of the graph of the function..
a. domain c. x – intercept
b. range d. y – intercept
𝑥−6
6. In 𝑦 = 3−𝑥 , the x – intercept is ____________
a. 6 b. 0 c. 3 d. –2
𝑥−6
7. In 𝑦 = 3−𝑥 , the y – intercept is ____________
a. 6 b. 0 c. 3 d. –2

25
 𝑥−6
8. In 𝑦 = 3−𝑥 , the vertical asymptote is ____________
a. x = 6 b. x = 0 c. x = 3 d. x = –2
𝑥−6
9. In 𝑦 = , the horizontal asymptote is ____________
3−𝑥
a. y = 6 b. y = 0 c. y = 3 d. y = –2
𝑥−6
10. The solution to 1 = 3−𝑥 is ____________
a. x = 3/2 b. x = 0 c. x = –9/2 d. x = 9/2

C. Complete the table:

2 (𝑥 − 3)
Function 𝑓 (𝑥) = 𝑓(𝑥) =
2𝑥 + 3 (3𝑥 − 1)(𝑥 + 2)

Domain

x-intercept
(zeroes)

y-intercept

Vertical
Asymptote

Horizontal
Asymptote

Range

D. Solve the following problem:

If Alfonso does a job in 30 hours less than Zoe, and they can do the job
together in 8 hours, long will it take each to do the job alone?

26
 What’s In 1. Assessment

References

1. Wilson, D. (n.d.) Descriptive and Sensory Detail. Retrieved from

http://www.wright.edu/~david.wilson/eng1100/sensorydetails.pdf

2. Paul, A. (n.d.) Sensory Details Examples. Bunker Hill Community

College. Locatedat: https://drive.google.com/file/d/0B7uw5yAeA7mvMlc3Wmtt
am5sUzQ/view

3. Anderson, A. (n.d.) Sensory Details in Writing: Definition & Examples. Retrieved

from https://study.com/academy/lesson/sensory-details-in-writing-definition-
examples.html

4. Senosory Language (2020).Retrieved from https://literarydevices.net/sensory-

language/.

27
1. Teaching Guide for Senior High School, General Mathematics, Published by the
Commission on Higher Education, 2016
2. Sakowski, Michael and his Licensors, Properties of Equations (2012) . Retrieved
from http://www.mathmotivation.com/lessons/properties-equations.html
3. Solving Linear Inequalities, (n.d.) Retrieved from https://www.mathplanet.com/
education/algebra-1/linear-inequalitites/solving-linear-inequalities
4. Polynomials, (n.d.) , Retrieved from
https://www.mathsisfun.com/algebra/polynomials.html
5. Retrieved from http://www.montereyinstitute.org/courses/Algebra1
/COURSE_TEXT_RESOURCE/U11_L2_T2_text_final.html
6. Interval Notation, (2008) , Retrieved from https://www.basic-
mathematics.com/interval-notation.html
7. Domain and Range of rational function, (n.d.) , Retrieved from
https://www.onlinemath4all.com/domain-and-range-of-rational-functions.html
8. Domain of rational Functions,(2011), Retrieved from
https://www.chilimath.com/lessons/intermediate-algebra/finding-the-domain-
and-range-of-radical-and-rational-functions/
9. Vertical Asymptote, (n.d.) , Retrieved from https://www.chegg.com/homework-
help/definitions/vertical-asymptotes-29
10. Asymptote, (n.d.) , Retrieved from
https://www.purplemath.com/modules/asymtote.htm
11. Rational Equations, (n.d.) , Retrieved from
https://sccollege.edu/Faculty/epham/Documents/IntroAlgManuscript/Chapte
r%2011%20-%20rational%20equations%20and%20applications.pdf
12. Federspiel, Alex ( 2019) Retrieved from https://www.expii.com/t/applications-
of-rational-expressions-and-word-problems-4604
13. Solving Problems involving Rational Functions, (n.d.), Retrieved from
https://www.mesacc.edu/~scotz47781/mat120/notes/rational/solving/solving
_practice.html#

28