SENIOR HIGH SCHOOL DEPARTMENT

A.Y. 2021 – 2022

FIRST SEMESTER

A LEARNING MODULE
IN GENERAL
MATHEMATICS
Grade 11 (Core Subject)

(Based on K-12 Most Essential Learning Competencies)

Prepared by:

Mhartin Stephen M. Santiago

 General Mathematics Module 2: Rational Functions

COURSE DESCRIPTION
These learning modules are intended as the primary learning material for the General
Mathematics course in senior high school. It contains the main definitions, theorems,
operations, formulas and techniques for the course. The material includes numerous
worked-out examples to help you understand the different principles and gain proficiency
in the various problem-solving skills and techniques.

At the end of these modules, the students must know how to solve problems involving
rational, exponential and logarithmic functions; to solve business-related problems and to
apply logic to real-life situations.

The chapters on functions are an extension of the functions learned in Junior High School,
where the focus was primarily on linear, quadratic, and polynomial functions. In Grade 11,
learners will be exposed to other types of functions such as piecewise, rational, exponential,
and logarithmic functions. Related topics such as solving equations and inequalities, as well
as identifying the domain, range, intercepts, and asymptotes are also included.

The chapters on business mathematics in Grade 11 may be learners' first opportunity to

be exposed to topics related to financial literacy. Here, they learn about simple and
compound interest, annuities, loans, stocks, and bonds. These lessons can hopefully prepare
learners to analyze business-related problems and make sound financial decisions.

The final chapter on logic exposes learners to symbolic forms of propositions (or
statements) and arguments. Through the use of symbolic logic, learners should be able to
recognize equivalent propositions, identify fallacies, and judge the validity of arguments. The
culminating lesson is an application of the rules of symbolic logic, as learners are taught to
write their own justifications to mathematical and real-life statements.

The best way to master the concepts is to study very well, and not just read, these
modules. By studying, it means that you should take your pen and paper, and work carefully
through the examples, and solve the exercises given in learning modules until you are
comfortable with the ideas and techniques. This is the best way to learn mathematics.

The General Mathematics course will require many concepts and skills that you have
already learned in previous math courses, such as equations, functions, polynomials and
their graphs. However, there will be some new ideas that you will encounter for the first
time. Some of these ideas may appear abstract and complicated, but all students are expected
to appreciate and learn how to use them. Because senior high school is a transition to college,
mastering this course will prepare you for a higher level of academic rigor and precision.

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 General Mathematics Module 2: Rational Functions

FIRST SEMESTER
INTRODUCTION
At the end of the course, the students must know how to solve problems involving
rational, exponential and logarithmic functions; to solve business-related problems; and to
apply logic to real-life situations.

The learner demonstrates understanding of…

1. Key concepts of functions.
2. Key concepts of rational functions.
3. Key concepts of inverse functions, exponential functions, and
logarithmic functions.
CONTENT
4. Key concepts of simple and compound interests, and simple and
STANDARD/S general annuities.
5. Basic concepts of stocks and bonds.
6. Basic concepts of business and consumer loans.
7. Key concepts of propositional logic; syllogisms and fallacies.
8. Key methods of proof and disproof.

The learner is able to…

1. Accurately construct mathematical models to represent real-life
situations using functions.
2. Accurately formulate and solve real-life problems involving
rational functions.
3. Apply the concepts of inverse functions, exponential functions,
and logarithmic function to formulate and solve real-life
problems with precision and accuracy.
PERFORMANCE 4. Investigate, analyze and solve problems involving simple and
STANDARD/S compound interests, and simple and general annuities using
appropriate business and financial instruments.
5. Use appropriate financial instruments involving stocks and
bonds in formulating conclusions and making decisions.
6. Decide wisely on the appropriateness of business or consumer
loan and its proper utilization.
7. Judiciously apply logic in real-life arguments
8. Appropriately apply a method of proof and disproof in real-life
situations.

Written Work Performance Task

1. Online Article/Infographics
1. Quizzes 2. Financial Literacy Plan
3. College Essay Application

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 General Mathematics Module 2: Rational Functions

MODULE TOPICS TARGET DATES

1 • Functions August 8–14, 2021

2 • Rational Functions August 16–28, 2021

3 • Inverse Functions August 30 – September 4, 2021

4 • Exponential Functions September 6–25, 2021

5 • Logarithmic Functions September 27 – October 16, 2021

6 • Interests October 18–30, 2021

7 • Annuities November 1–13, 2021

8 • Stocks and Bonds November 15–20, 2021

9 • Loans November 22–27, 2021

10 • Logic November 29 – December 18, 2021

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 General Mathematics Module 2: Rational Functions

MODULE 2

In Grade 10, synthetic division was helpful in factoring and graphing polynomial
functions. However, division did not always result in a polynomial function: some had
remainders. This module analyzes the quotients of Polynomial Functions — the Rational
Functions.

You studied some rather general rules for operating with functions and their graphs.
Now, we begin with a brief consideration of rational functions. Then present of a number of
techniques for graphing rational functions, and finally introduce method used to solve
polynomial and rational inequalities.

RATIONAL FUNCTIONS

The learner…
1. Represent real-life situations using rational functions.
2. Distinguish rational function, rational equation, and rational
inequality.
3. Solve rational equations and inequalities.
LEARNING 4. Represent a rational function through its: (a) table of values,
COMPETENCIES (b) graph, and (c) equation.
5. Find the domain and range of a rational function.
6. Determine the: (a) intercepts; (b) zeroes; and (c) asymptotes of
rational functions.
7. Solves problems involving rational functions, equations, and
inequalities.

LOVE OF NEIGHBOR (Universal Brotherhood, Collective

Consciousness-culture)
• SERVIRE ECCLESIAM (Apostolic Service)
VALUE FOCUS
o Interior life and apostolic service, as expressions of love
to the church.
o Industry, Perseverance, Diligence

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 General Mathematics Module 2: Rational Functions

DAY 1

ACTIVITY 1: What’s Ahead?

Answer the following.

1
1. Is the solution set of 𝑥 ≥ 1 in set builder notation {𝑥 ∈ ℝ|𝑥 ≤ 1}? Explain.
𝑥 2 +10𝑥−24
2. Identify the zeroes of the function 𝑓(𝑥) = 𝑥 2−10𝑥+24. For what values will the
function be undefined?
3. Identify the asymptotes of the graph below.

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 General Mathematics Module 2: Rational Functions

Representing Real-Life Situations Using Rational Functions

At the end of this day, you must be able to:

SPECIFIC • Review on polynomial functions.
OBJECTIVES FOR • Represent real-life situations that can be modeled by rational
THIS TOPIC functions.
• Define a rational function.

KEY TERMS/ 1. Polynomial Functions

CONCEPTS 2. Rational Functions

ACTIVITY 2: Medical Checkups

Answer the following.

1. The local barangay received a budget of ₱100,000 to provide medical checkups

for the children in the barangay. The amount is to be allotted equally among all
the children in the barangay. Write an equation representing the relationship of
the allotted amount per child (𝑦-variable) versus the total number of children (𝑥-
variable).

Fill up the table below with the different allotment amounts for different values
for the number of children:
No. of children, 𝑥 10 20 50 100 200 300 500 1000
Allocated amount, 𝑦

2. A philanthropist wants to supplement the budget allotted for each child by

providing an additional ₱750 for each child in the barangay. If 𝑔(𝑥) represents
this new amount allotted for each child, construct a function representing this
relationship.

Fill up the table below with the new allotment amounts under this scenario:
No. of children, 𝑥 10 20 50 100 200 300 500 1000
Allocated amount, 𝑦

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 General Mathematics Module 2: Rational Functions

ACTIVITY 3: Real-Life Rationals

Recall the definition of a polynomial function.

Definition
A polynomial function 𝒑 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. Each addend of the sum is
a term of the polynomial function. The constants 𝑎0 , 𝑎1 , 𝑎2 , …, 𝑎𝑛 are the coefficients.
The leading coefficient is 𝑎𝑛 . The leading term is 𝑎𝑛 𝑥 𝑛 , and the constant term is 𝑎0 .

Definition
𝑝(𝑥)
A rational function is a function of the form 𝑓(𝑥) = 𝑞(𝑥) where 𝑝(𝑥) and 𝑞(𝑥) are
polynomial functions and 𝑞(𝑥) is not the zero function (i.e., 𝑞(𝑥) ≠ 0). The domain of
𝑓(𝑥) is the set of all values of 𝑥 where 𝑞(𝑥) ≠ 0.

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

travel time 𝑡, in seconds.
Solution: The following table of values show 𝑣 for various value of 𝑡.
𝑡 (seconds) 1 2 4 5 10
𝑣 (meters per second) 10 5 2.5 2 1
10
The function 𝑣(𝑡) = can represent 𝑣 as a function of 𝑡.
𝑡

5𝑡
Example 2. Suppose that 𝑐(𝑡) = 𝑡 2 −1 (in mg/mL) represents the concentration of a drug in a
patient’s bloodstream 𝑡 hours after the drug was administered. Construct a table of values
for 𝑐(𝑡) for 𝑡 = 1, 2, 5, 10. Round off answers to three decimal places. Use the table to sketch
a graph and interpret the results.
Solution:
𝑡 0 1 2 5 10
𝑐(𝑡) 0 2.5 3 0.962 0.495

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 General Mathematics Module 2: Rational Functions

The graph indicates that the maximum drug concentration occurs around 1 hour after
the drug was administered (calculus can be used to determine the exact value at
which the maximum occurs). After 1 hour, the graph suggests that drug concentration
decreases until it is almost zero.

ACTIVITY 4: Practice, Practice, Practice

1. In an organ pipe, the frequency 𝑓 of vibration of air is inversely proportional to the

length 𝐿 of the pipe. Suppose that the frequency of vibration in a 10-foot pipe is 54
vibrations per second. Express 𝑓 as a function of 𝐿.

2. The distance from Manila to Baguio is around 250 kilometers.

a. How long will it take you to get to Baguio if your speed is 25 kilometers
per hour? 40 kilometers per hour? 50 kilometers per hour?
b. Construct a function 𝑡(𝑠), where 𝑠 is the speed of travel, that describes
the time it takes to drive from Manila to Baguio.

ACTIVITY 5: Rational Functions in Real-Life Situations

1. A fence is to enclose a rectangular vegetable farm with an area of 400 square

meters. If 𝑥 is the length of one side of this fence, find a function 𝑃(𝑥) representing
the perimeter of the fencing material required.

2. Suppose the number of bacteria growing in a petri dish is represented by the

function
50𝑡
𝑏(𝑡) = , 0 ≤ 𝑡 ≤ 20
𝑡+1
where 𝑡 is in hours and 𝑏(𝑡) is in millions.
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 General Mathematics Module 2: Rational Functions

Evaluate the function at 𝑡 = 1, 2, 5, 10, 15, 20. Interpret the obtained values.

ACTIVITY 6: More Practice

1. Given the polynomial function 𝑝(𝑥) = 12 + 4𝑥 − 3𝑥 2 − 𝑥 3 , find

a. The degree of the polynomial
b. The leading term
c. The constant term
d. The number of zeroes

2. The budget of a university organization is split evenly among its various

committees. If they have a budget of ₱60,000:
a. Construct a function 𝑀(𝑛) which would give the amount of money each of
the 𝑛 number of committees would receive.
b. If the organization has eight committees, how much would each committee
have?

3. A company has a budget of ₱90,000 to be split evenly among its various offices.
The marketing office of the company receives twice the amount of money than the
other offices.
a. Given 𝑥 as the number of offices in the company, construct a function 𝑓(𝑥)
which would give the amount of money each of the non-marketing offices
would receive.
b. If the company had five offices, how much would the marketing office receive?
How much would each of the non-marketing offices receive?

4𝑡
4. Let 𝐶(𝑡) = 𝑡 2 +4 be the function that describes the concentration of a certain
medication in the bloodstream over time 𝑡.
a. What is 𝐶(0)? Why is that so?
b. Construct a table of values for when 𝑡 is equal to 0, 1, 2, 3, 4, and 5.
c. Interpret your answers in relation to drug concentration.

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 General Mathematics Module 2: Rational Functions

Rational Functions, Equations and Inequalities

At the end of this day, you must be able to:

SPECIFIC
• Review of rational expressions.
OBJECTIVES FOR
• Define rational functions, rational equations, and rational
THIS TOPIC inequalities.

1. Rational Expression
KEY TERMS/ 2. Rational Function
CONCEPTS 3. Rational Equation
4. Rational Inequality

ACTIVITY 7: All Rational

Definition
A rational expression is an expression that can be written as a ratio of two
polynomials.

A rational expression can be described as a function where either the numerator,

denominator, or both have a variable on it.
Some examples of rational expression are:
2 𝑥 2 + 2𝑥 + 3 5
𝑥 𝑥+1 𝑥−3
The definitions of rational equations, inequalities, and functions are shown below.
Rational Equation Rational Inequality Rational Function
Definition An equation An inequality 𝑝(𝑥)
A function of the form 𝑓(𝑥) = 𝑞(𝑥)
involving rational involving rational
where 𝑝(𝑥) and 𝑞(𝑥) are
expressions. expressions.
polynomial functions and 𝑞(𝑥) is
not the zero function (i.e., 𝑞(𝑥) ≠
0).

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 General Mathematics Module 2: Rational Functions

Example 2 3 1 5 2 𝑓(𝑥) =
𝑥 2 +2𝑥+3
or 𝑦 =
𝑥 2 +2𝑥+3
− = ≤ 𝑥+1 𝑥+1
𝑥 2𝑥 5 𝑥−3 𝑥
A rational equation or inequality can be solved for all 𝑥 values that satisfy the equation or
inequality. A rational function expresses a relationship between two variables (such as 𝑥 and
𝑦) and can be represented by a table of value or a graph.

ACTIVITY 8: Practice, Practice, Practice

Determine whether the given is a rational function, a rational equation, a rational inequality
or none of these.
2+𝑥 𝑥+3 𝑥 4
1. =8 3. 𝑓(𝑥) = 6 − 5. =
𝑥−1 𝑥 2 −5 2 𝑥+9𝑥 3
7
2. 𝑥 > √𝑥 + 2 4. 2𝑥 ≥ 𝑥+4

ACTIVITY 9: Function, Equation or Inequality?

Answer the following.

1. Determine which of the following are rational expressions.

a.
15 b. 5𝑥 4 − c.
5−𝑥 3
√𝑥−1 𝑥
6𝑥 7 + 1
2. Determine whether the given is a rational function, a rational equation, a rational
inequality, or none of these.
a. 𝑦 = 5𝑥 3 − 2𝑥 + 1 e. 𝑦 =
7𝑥 3 −4√𝑥+1
8 𝑥 𝑥 2 +3
b. − 8 = 2𝑥−1 5
𝑥 f. 6𝑥 − 𝑥+3 ≥ 0
c. √𝑥 − 2 = 4
𝑥−1
d. = 𝑥3
𝑥+1

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 General Mathematics Module 2: Rational Functions

DAY 2

Solving Rational Equations and Inequalities

At the end of this day, you must be able to:

• Solve rational equations.
SPECIFIC
• Illustrate interval and set notation.
OBJECTIVES FOR
• Solve rational inequalities.
THIS TOPIC
• Solve word problems involving rational equations and
inequalities.

1. Rational Equations
KEY TERMS/
2. Interval and Set Notation
CONCEPTS 3. Rational Inequalities

ACTIVITY 10: Solving Rational Equations

To solve a rational equation:

1. Eliminate denominators by multiplying each term of the equation by the least

common denominator.
2. Note that eliminating denominators may introduce extraneous solutions. Check
the solutions of the transformed equations with the original equation.

2 3 1
Example 1. Solve for 𝑥: 𝑥 − 2𝑥 = 5 .

Solution: The LCD of all denominators is 10𝑥. Multiply both sides of the equation by
10𝑥 and solve the resulting equation.
2 3 1
10𝑥 (𝑥 − 2𝑥) = (5) 10𝑥

20 − 15 = 2𝑥
5
5 = 2𝑥 → 𝑥 = 2

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 General Mathematics Module 2: Rational Functions

𝑥 1 8
Example 2. Solve for 𝑥: 𝑥+2 − 𝑥−2 = 𝑥 2−4

Solution: Factor each denominator in the rational expression.

𝑥 1 8
− =
𝑥 + 2 𝑥 − 2 (𝑥 + 2)(𝑥 − 2)
Multiply the LCD to both sides of the equation to remove the denominators.
𝑥 1 8
[(𝑥 + 2)(𝑥 − 2)] ( − )=[ ] [(𝑥 + 2)(𝑥 − 2)]
𝑥+2 𝑥−2 (𝑥 + 2)(𝑥 − 2)
𝑥(𝑥 − 2) − (𝑥 + 2) = 8
𝑥 2 − 3𝑥 − 10 = 0
Using reaching this step, we can use strategies for solving polynomial equations.
𝑥 2 − 3𝑥 − 10 = 0 → (𝑥 + 2)(𝑥 − 5) = 0
𝑥 + 2 = 0 or 𝑥 − 5 = 0
𝑥 = −2 or 𝑥 = 5
Since 𝑥 = −2 makes the original equation undefined, 𝑥 = 5 is the only solution.

Example 3. In an inter-barangay basketball league, the team from Barangay Culiat has won
12 out of 25 games, a winning percentage of 48%. How many games should they win in a
row to improve their win percentage to 60%?
Solution: Let 𝑥 represent the number of games that they need to win to raise their
percentage to 60%. The team has already won 12 out of their 25 games. If they win 𝑥
games in a row to increase their percentage to 60%, then they would have played
12+𝑥
12 + 𝑥 games out of their 25 + 𝑥 games. The equation is 25+𝑥 = 0.6. Multiply 25 + 𝑥
to both sides of the equation and solve the resulting equation.
12 + 𝑥
= 0.6
25 + 𝑥
12 + 𝑥 = (25 + 𝑥)(0.6)
12 + 𝑥 = 0.6(25) + 0.6(𝑥)
𝑥 − 0.6𝑥 = 15 − 12
0.4𝑥 = 3
𝑥 = 7.5
Therefore, Barangay Culiat needs to win 8 games in a row to raise their winning
percentage to 60%.

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 General Mathematics Module 2: Rational Functions

Example 4. Jens walks 5 kilometers from his house to Quiapo to buy a new bike which he
uses to return home. He averaged 10 kilometers faster on his bike than on foot. If his total
trip took 1 hour and 20 minutes, what is his walking speed in kph? Use the formula 𝑣 =
𝑑
.
𝑡
𝑑 𝑑
Solution: Using the formula 𝑣 = 𝑡 , we derive the formula for the time 𝑡 = 𝑣 . Let 𝑣 be
5
Jens’ walking speed. Then 𝑣 + 10 is his speed on his new bike. Jens’ walking time is 𝑣
5
and his biking time is 𝑣+10.
5 5 4
The equation now becomes 𝑣 + 𝑣+10 = 3.

Multiply both sides of the equation by the LCS and solve the resulting equation.
5 5 4
[3𝑣(𝑣 + 10)] ( + ) = ( ) [3𝑣(𝑣 + 10)]
𝑣 𝑣 + 10 3
15(𝑣 + 10) + 15𝑣 = 4𝑣(𝑣 + 10)
30𝑣 + 150 = 4𝑣 2 + 40𝑣
4𝑣 2 + 10𝑣 − 150 = 0
2𝑣 2 + 5𝑣 − 75 = 0
(2𝑣 + 15)(𝑣 − 5) = 0
15
𝑣=− or 𝑣 = 5
2
15
Rejecting the value 𝑣 = − 2 , we conclude that Jens’ walking speed is 5 kph.

ACTIVITY 11: Interval and Set Notation

An inequality may have infinitely many solutions. The set of all solutions can be expressed
using set notation or interval notation. These notations are presented in the table below:

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 General Mathematics Module 2: Rational Functions

ACTIVITY 12: Solving Rational Inequalities

To solve rational inequalities:

1. Rewrite the inequality as a single rational expression on one side of the inequality
symbol and 0 on the other side.
2. Determine over what intervals the rational expression takes on positive and
negative values.
a. Locate the 𝑥 values for which the rational expression is zero or undefined
(factoring the numerator and denominator is a useful strategy).
b. Mark the numbers found on (a) on a number line. Use a shaded circle to
indicate that the value is included in the solution set, and a hollow circle to
indicate that the value is excluded. These numbers partition the number
line into intervals.
c. Select a test point within the interior of each interval in (b). The sign of the
rational expression at this test point is also the sign of the rational
expression at each interior point in the aforementioned interval.
d. Summarize the intervals containing the solutions.

Warning!
Multiplying both sides of an inequality by a number requires that the sign (positive
or negative) of the number is known. Since the sign of a variable is unknown, it is
NOT valid to multiply both sides of an inequality by a variable.

2𝑥
Example 5. Solve the inequality 𝑥+1 ≥ 1.

Solution:
a. Rewrite the inequality as a single rational expression.
2𝑥
−1≥0
𝑥+1
2𝑥 − (𝑥 + 1)
≥0
𝑥+1
𝑥−1
≥0
𝑥+1

b. The rational expression will be zero for 𝑥 = 1 and undefined for 𝑥 = −1. The value
𝑥 = 1 is included while 𝑥 = −1 is not. Mark these on the number line. Use a shaded
circle for 𝑥 = 1 (a solution) and an unshaded circle for 𝑥 = −1 (not a solution).

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 General Mathematics Module 2: Rational Functions

c. Choose convenient test points in the intervals determined by −1 and 1 to

𝑥−1
determine the sign of 𝑥+1 in these intervals. Construct a table of signs as shown
below.
Interval 𝑥 < −1 −1 < 𝑥 < 1 𝑥>1
Test Point 𝑥 = −2 𝑥=0 𝑥=2
𝑥−1 (−) (−) (+)
𝑥+1 (−) (+) (+)
𝑥−1
(+) (−) (+)
𝑥+1

d. Since we are looking for the intervals where the rational expression is positive or
zero, we determine the solution to be the set {𝑥 ∈ ℝ|𝑥 < −1 or 𝑥 ≥ 1}. Plot this
set on the number line.

The solution set is {𝑥 ∈ ℝ|𝑥 < −1 or 𝑥 ≥ 1}. It can also be written using interval
notation: (−∞, −1) ∪ [1, ∞).

3 1
Example 6. Solve the inequality 𝑥−2 < 𝑥.

Solution:
a. Rewrite the inequality with zero on one side.
3 1
− <0
𝑥−2 𝑥
3𝑥 − (𝑥 − 2)
<0
𝑥(𝑥 − 2)
2𝑥 + 2
<0
𝑥(𝑥 − 2)
2(𝑥 + 1)
<0
𝑥(𝑥 − 2)

b. The rational expression will be zero for 𝑥 = −1 and undefined for 0 and 2. Plot
these points on a number line. Use hollow circles since these values are not part
of the solution.

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 General Mathematics Module 2: Rational Functions

c. Construct a table of signs to determine the sign of the function in each interval
determined by −1, 0, and 2.
Interval 𝑥 < −1 −1 < 𝑥 < 0 0<𝑥<2 𝑥>2
1
Test Point 𝑥 = −2 𝑥=− 𝑥=1 𝑥=3
2
2(𝑥 − 1) (−) (+) (+) (+)
𝑥 (−) (−) (+) (+)
𝑥−2 (−) (−) (−) (+)
2(𝑥 − 1)
(−) (+) (−) (+)
𝑥(𝑥 − 2)

d. Summarize the intervals satisfying the inequality. The solution set of the
inequality is the set {𝑥 ∈ ℝ|𝑥 < −1 or 0 < 𝑥 < 2}. Plot this set on the number line.

The solution set of the inequality is the set {𝑥 ∈ ℝ|𝑥 < −1 or 0 < 𝑥 < 2}.

Example 7. A box with a square base is to have a volume of 8 cubic meters. Let 𝑥 be the length
of the side of the square base and ℎ be the height of the box. What are the possible
measurements of a side of the square base if the height should be longer than a side of the
square base?
Solution: The volume of a rectangular box is the product of its width, length, and
height. Since the base of the box is square, its width and length are equal.
The variable 𝑥 is the length of a side of the box, while ℎ is its height. The equation
relating ℎ and 𝑥 is 8 = 𝑥 2 ℎ. Expressing ℎ in terms of 𝑥, we obtain
8
ℎ=
𝑥2
8
Since the height is greater than the width ℎ > 𝑥 and our inequality is 𝑥 2 > 𝑥.

a. To solve this inequality, we begin by rewriting it with zero on one side:

8
−𝑥 > 0
𝑥2
8 − 𝑥3
>0
𝑥2
(2 − 𝑥)(4 + 2𝑥 + 𝑥 2 )
>0
𝑥2

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 General Mathematics Module 2: Rational Functions

b. The rational expression will be zero for 𝑥 = 2 and undefined for 𝑥 = 0. Plot on a
number line and use hollow circles since these values are not part of the solution.

c. Construct a table of signs to determine the sign of the function in each interval
determined by 0 and 2. Note that 4 + 2𝑥 + 𝑥 2 is positive for any real value of 𝑥.
Interval 𝑥<0 0<𝑥<2 𝑥>2
Test Point 𝑥 = −1 𝑥=1 𝑥=3
2−𝑥 (+) (+) (−)
2
4 + 2𝑥 + 𝑥 (+) (+) (+)
2
𝑥 (+) (+) (+)
2
(2 − 𝑥)(4 + 2𝑥 + 𝑥 )
(+) (+) (−)
𝑥2

d. Since the rational expression is positive in the interval 0 < 𝑥 < 2, this is the
solution set of the inequality. We reject the interval 𝑥 < 0 even if the expression
is positive here since we only consider positive values of 𝑥 for this problem.
Therefore, the height of the box should be less than 2 meters.

Example 8. A dressmaker ordered several meters of red cloth from a vendor, but the vendor
only had 4 meters of red cloth in stock. The vendor bought the remaining lengths of red cloth
from a wholesaler for ₱1,120.00. He then sold those lengths of red cloth to the dressmaker
along with the original 4 meters of cloth for a total of ₱1,600.00. If the vendor’s price per
meter is at least ₱10.00 more than the wholesaler’s price per meter, how many additional
meters of red cloth did the vendor purchase from the wholesaler?
Solution: Let the variable 𝑥 be the length of the additional cloth purchased by the
vendor from the wholesaler.
1120
The wholesaler’s price of red cloth per meter can be expressed as . The vendor’s
𝑥
1600
price of red cloth per meter can be expressed as .
𝑥+4

If the vendor sold his cloth to the dressmaker at a price that is at least ₱10.00 more
per meter, the inequality can be written as,
1600 1120
≥ + 10
𝑥+4 𝑥

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General Mathematics Module 2: Rational Functions

a. To solve this inequality, we rewrite with zero on one side and simplify:
1600 1120
− ≥ 10
𝑥+4 𝑥
160 112
− ≥1
𝑥+4 𝑥
160 112
− −1≥0
𝑥+4 𝑥
160𝑥 − 112(𝑥 + 4) − (𝑥 2 + 4𝑥)
≥0
𝑥(𝑥 + 4)
160𝑥 − 112𝑥 − 448 − 𝑥 2 − 4𝑥
≥0
𝑥(𝑥 + 4)
𝑥 2 − 44𝑥 + 448
≤0
𝑥(𝑥 + 4)
(𝑥 − 16)(𝑥 − 28)
≤0
𝑥(𝑥 + 4)
b. The rational expression will be zero for 𝑥 = 16 and 𝑥 = 28 and undefined for 𝑥 =
0 and 𝑥 = 4. Plot on a number line and use hollow circles since these values are
not part of the solution set. The figure below is not drawn to scale.

c. Construct a table of signs to determine the sign of the function in each interval
determined by the values above.
Interval 𝑥 < −4 −4 < 𝑥 < 0 0 < 𝑥 ≤ 16 16 ≤ 𝑥 ≤ 28 𝑥 ≥ 28
Test Point 𝑥 = −5 𝑥 = −1 𝑥 = 10 𝑥 = 20 𝑥 = 30
𝑥 − 16 (−) (−) (−) (+) (+)
𝑥 − 28 (−) (−) (−) (−) (+)
𝑥 (−) (−) (+) (+) (+)
𝑥+4 (−) (+) (+) (+) (+)
(𝑥 − 16)(𝑥 − 28)
(+) (−) (+) (−) (+)
𝑥(𝑥 + 4)

d. The rational expression is negative in the interval −4 < 𝑥 < 0 and in the interval
16 ≤ 𝑥 ≤ 28. However, since we are dealing with lengths of cloth, we discard the
interval where the length is negative. Also, the rational expression is 0 when 𝑥 =
16 and 𝑥 = 28. Therefore, the vendor bought and sold an additional length of red
cloth from 16 – 28 meters to the dressmaker.

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 General Mathematics Module 2: Rational Functions

ACTIVITY 13: Practice, Practice, Practice

𝑥+6 1
1. Solve for 𝑥: 𝑥−4 = 𝑥+1.
5𝑥
2. Solve for 𝑥: 𝑥−1 < 4.
4 1
3. Solve for 𝑥: 2𝑥−1 ≥ 𝑥+1.

ACTIVITY 14: Rational Equations and Inequalities

1. Find the solutions for each rational equation below. Make sure to check for
extraneous solutions.
3 2 𝑥 2 −10 −14−5𝑥
a. = 𝑥−3 c. =
𝑥+1 𝑥−1 𝑥−1
2𝑥 5 𝑥 2 −4𝑥
b. 𝑥+1
+ 2𝑥 = 2 d. =
14−9𝑥
𝑥−2 𝑥−2

2. Find the solutions for each rational equation below. Make sure to check for
extraneous solutions.
(𝑥+3)(𝑥−2) 𝑥+1
a. ≥0 c. ≤2
(𝑥+2)(𝑥−1) 𝑥+3
𝑥−2
b.
(𝑥+4)(𝑥−3)
≥0 d. <0
(𝑥−2)(𝑥 2 +2) 𝑥 2 −3𝑥−10

ACTIVITY 15: More Practice

2𝑥−1
1. Solve for 𝑥: =5
𝑥+3
𝑥2 𝑥+2
2. Solve for 𝑥: 𝑥−3 = 2𝑥−5
𝑥−1
3. Solve for 𝑥: >0
𝑥+3
1 1
4. Solve for 𝑥: 𝑥 < 𝑥−3
𝑥 2 −𝑥−30
5. Solve for 𝑥: ≥0
𝑥−1
𝑥−𝑎
6. If 𝑎 and 𝑏 are real numbers such that 𝑎 < 𝑏, find the solution set of 𝑏−𝑥 ≤ 0.
7. You have 6 liters of a pineapple juice blend that is 50% pineapple juice. How many
liters of pure pineapple juice needs to be added to make a juice blend that is 75%
pineapple juice?

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 General Mathematics Module 2: Rational Functions

8. Two ships travelling from Dumaguete to Cagayan de Oro differ in average speed
by 10 kph. The slower ship takes 3 hours longer to travel a 240-kilometer route
than the faster ship to travel a 200-kilometer route. Find the speed of the slower
ship.

DAY 3

Representations of Rational Functions

At the end of this day, you must be able to:

SPECIFIC
• Review the definition of rational functions.
OBJECTIVES FOR
• Represent a rational function through a table of values, a graph
THIS TOPIC or an equation.

KEY TERMS/
1. Rational Function
CONCEPTS

ACTIVITY 16: Rational Functions in Real Life

Definition
𝑝(𝑥)
A rational function is a function of the form 𝑓(𝑥) = 𝑞(𝑥) where 𝑝(𝑥) and 𝑞(𝑥) are
polynomial functions, and 𝑞(𝑥) is not the zero function, i.e, 𝑞(𝑥) ≠ 0. The domain of
𝑓(𝑥) is all values of 𝑥 where 𝑞(𝑥) ≠ 0.

𝑑
Average speed (or velocity) can be computed by the formula 𝑠 = 𝑡 . Consider a100-meter
track used for foot races. The speed of a runner can be computed by taking the time for him
100
to run the track and applying it to the formula 𝑠 = , since the distance is fixed at 100
𝑡
meters.

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 General Mathematics Module 2: Rational Functions

Example 1. Represent the speed of a runner as a function of the time it takes to run 100
meters in the track.
Solution: Since the speed of a runner depends on the time it takes to run 100 meters;
we can represent speed as a function of time.
Let 𝑥 represent the time it takes to run 100 meters. Then the speed can be
represented as a function 𝑠(𝑥) as follows:
100
𝑠(𝑥) =
𝑥
𝑑
Observe that it is similar to the structure to the formula 𝑠 = 𝑡 relating speed, distance,
and time.

Example 2. Continuing the scenario above, construct a table of values for the speed of a
runner against different run times.
Solution: A table of values can help us determine the behavior of a function as the
variable 𝑥 changes.
The current world record for the 100-meter dash is 9.58 seconds set by the Jamaican
Usain Bolt in 2009. We start our table of values at 10 seconds.
Let 𝑥 be the runtime and 𝑠(𝑥) be the speed of the runner in meters per second, where
100
𝑠(𝑥) = . The table of values for run times from 10 seconds to 20 seconds is as
𝑥
follows:
𝑥 10 12 14 16 18 20
𝑠(𝑥) 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 follow a smooth curve or a straight line.

Example 3. Plot the points on the table of values on a Cartesian plane. Determine if the points
100
on the function 𝑠(𝑥) = follow a smooth curve or a straight line.
𝑥

Solution: 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)

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 General Mathematics Module 2: Rational Functions

Plot these points on the Cartesian plane:

By connecting the points, we can see that they are not collinear but rather follows 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.

The previous example is based on a real-world scenario and has a limitation on the values
of the 𝑥-variable. For example, a runner cannot have negative time (which would mean he is
running backwards in time), nor can he exceed the limits of human physiology (can a person
run 100-meters in 5 seconds?). However, we can apply the skills of constructing tables of
values and plotting graphs to observe the behavior of rational functions.

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 General Mathematics Module 2: Rational Functions

𝑥−1
Example 4. Represent the rational function given by 𝑓(𝑥) = 𝑥+1 using a table of values and
plot a graph of the function by connecting points.
Solution: Since we are now considering functions in general, we can find function
values across more values of 𝑥. Let us construct a table of values for some 𝑥-values
from −10 to 10:
𝑥 −10 −8 −6 −4 −2 0 2 4 6 8 10
𝑓(𝑥) 1.22 1.29 1.4 1.67 3 −1 0.33 0.6 0.71 0.78 0.82
Plotting the points on a Cartesian plane we get:

Connecting the points on this graph, we get:

Why would the graph unexpectedly break the smooth curve and jump from point E
to point F? The answer is that it doesn’t! Let us take a look at the function again:

𝑥−1
𝑓(𝑥) =
𝑥+1

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 General Mathematics Module 2: Rational Functions

Observe that the function will be undefined at 𝑥 = −1. This means that there cannot
be a line connecting point E and point F as this implies that there is a point in the
graph of the function where 𝑥 = −1. We will cover this aspect of graphs of rational
functions in a future lesson, so for now we just present a partial graph for the function
above as follows:

𝑥 2 −3𝑥−10
Example 5. Represent the rational function 𝑓(𝑥) = using a table of values. Plot the
𝑥
points given in the table of values and sketch a graph by connecting the points.
Solution: As we have seen in the previous example, we will need to take a look at the
𝑥-values which will make the denominator zero. In this function, 𝑥 = 0 will make the
denominator zero. Taking function values for integers in −6 ≤ 𝑥 ≤ 10, 𝑥 ≠ 0 we get
the following table of values:
𝑥 −5 −4 −3 −2 −1 1 2
𝑓(𝑥) −6 −4.5 −2.67 0 6 −12 −6

𝑥 3 4 5 6 7 8 9 10
𝑓(𝑥) −3.33 −1.5 0 1.33 2.57 3.75 4.89 6

Plotting the values above as points in the Cartesian plane:

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General Mathematics Module 2: Rational Functions

We connect the dots the sketch the graph, but we keep in mind that 𝑥 = 0 is not part
of the domain. For now, we only connect those with values 𝑥 ≤ −1 and those with
values 𝑥 ≥ 1.

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 General Mathematics Module 2: Rational Functions

Note that 𝑥 = −2 and 𝑥 = 5 are zeroes of the rational function, which means that the
function value at these values is zero. These 𝑥-values give the 𝑥-intercepts of the
graph.

The behavior of the function near those values which make the function undefined
will be studied in the next few lessons.

Example 6. In an inter-barangay basketball league, the team from Barangay Culiat has won
12 out of 25 games, a winning percentage of 48%. We have seen that they need to win 8
games consecutively to raise their percentage to at least 60%. What will be their winning
percentage if they win:
a. 10 games in a row?
b. 15? 20? 30? 50? 100 games?
c. Can they reach a 100% winning percentage?
Solution: Let 𝑥 be the number of wins the Barangay Culiat needs to win in a row. The
percentage 𝑝 is a function of the number of wins that the team needs to win. The
function can be written as:
12 + 𝑥
𝑝(𝑥) =
25 + 𝑥
Construct a table of values for 𝑝(𝑥):
𝑥 10 15 20 30 50 100 200 300
𝑓(𝑥) 0.63 0.68 0.71 0.76 0.83 0.9 0.94 0.96
We interpret the table of values as follows:
No. of consecutive wins Win Percentage
8 60%
10 63%
15 68%
20 71%
30 76%
50 83%
100 90%
200 94%
300 96%
Even if the team wins 300 consecutive games, the team still cannot reach a 100%
winning percentage. Note that the denominator 25 + 𝑥 is greater than the numerator,
so 100% cannot be achieved. This is reasonable, since the team has lost 13 games
already, so they cannot be “perfect”.

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 General Mathematics Module 2: Rational Functions

Example 7. Ten goats were set loose in an island and their population growth can be
60(𝑡+1)
approximated by the function 𝑃(𝑡) = ⌊ ⌋ where 𝑃 represents the goat population in
𝑡+6
year 𝑡 since they were set loose. Recall that the symbol ⌊ ⌋ denotes the greatest integer
function.
a. How many goats will there be after 5 years?
b. What is the maximum goat population that the island can support?
Solution:
a. Evaluate the function for 𝑡 = 5:
60(5 + 1)
𝑃(5) = ⌊ ⌋ = ⌊32.726⌋ = 32
5+6
There will be 32 goats after 5 years.
b. Construct a table of values for 𝑃(𝑡):
𝑡 5 10 15 20 50 300 1000
𝑃(𝑡) 32 41 45 48 54 59 59

Observe that even if 𝑡 increase, the function does not exceed 59. The model suggests
that the island can only support up to 59 goats. (Note that since the model is just an
approximation, there may be errors and the number 59 may not be exact).

ACTIVITY 17: Practice, Practice, Practice

10
1. Given 𝑓(𝑥) = 𝑥−3,
a. Construct a table of values using the numbers from −2 to 8.
b. Plot the points in the Cartesian plane and determine whether the points form
a smooth curve or a straight line.

2. Using integer values from −5 to 5, find the interval where the smooth curve of the
following functions will disconnect:
4
a. 𝑓(𝑥) =
𝑥−1
𝑥−3
b. 𝑔(𝑥) = 𝑥+1

3. A hypothetical function representing the concentration of a drug in a patient’s

5𝑡
bloodstream over time 𝑡 (in hours) is given as 𝑐(𝑡) = 𝑡 2 +1.
a. Construct a table of values.
b. Plot the points in a Cartesian plane and connect them.
c. What can you say about the function?

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 General Mathematics Module 2: Rational Functions

ACTIVITY 18: Rationals in Real Life

1. The electric current 𝐼 (in amperes) passing through a resistor is related to the
voltage 𝑉 across a resistor (in volts) and the resistance 𝑅 (in ohms) by the formula
𝑉
𝐼 = 𝑅. If the resistor is connected across the terminals of a car battery (12 volts),
construct a table of values of the current across the resistor for different resistor
values from 2000 ohms to 5000 ohms. Use intervals of 1000 ohms. Plot these
values as points in the Cartesian plane and connect the points. Is this a smooth
curve or a straight line?
𝑥−3
2. Construct a table of values for the function 𝑓(𝑥) = 𝑥+4 for −6 ≤ 𝑥 ≤ 2, 𝑥 taking on
integer values. Identify values of 𝑥 where the function will be undefined. Plot the
points corresponding to values in the table. Connect these points with a smooth
curve. Explain why the points cannot be joined by a single curve. Identify the
zeroes of this function.
𝑥 2 +𝑥−6
3. For the function 𝑓(𝑥) = 𝑥 2 +𝑥−20:
a. Identify values where the function will be undefined.
b. Construct a table of values for −6 ≤ 𝑥 ≤ 2 where 𝑥 takes on integer values.
c. Identify the zeroes of the function.
d. Plot and sketch the graph of the function.

ACTIVITY 19: More Practice

1. Construct a table of values for the following functions using the integers from −4
to 4.
6 6𝑥+12
a. 𝑓(𝑥) = 𝑥−2 b. 𝑟(𝑥) = 𝑥 2 −4
2. Using the table of values, you got from the previous question, plot and connect the
points of
a. 𝑓(𝑥) b. 𝑟(𝑥)
3. A certain invasive species of fish was introduced in a small lake and their
population growth can be modeled with time 𝑡 by the function
1000(𝑡 + 1)
𝑓(𝑡) = ⌊ ⌋
𝑡 + 10
a. Construct a table of values.
b. Is their population approaching a specific value?

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 General Mathematics Module 2: Rational Functions

DAY 4

Graphing Rational Functions

At the end of this day, you must be able to:

• Review the domain, range, zeroes, intercepts of functions.
SPECIFIC
• Use a table of signs to introduce the idea of asymptotes.
OBJECTIVES FOR
• Define a vertical and horizontal asymptote.
THIS TOPIC • Identify asymptotes of rational functions.
• Identify the range of a rational function.

1. Domain
2. Range
KEY TERMS/ 3. Zeroes
CONCEPTS 4. Intercepts
5. Vertical Asymptote
6. Horizontal Asymptote

ACTIVITY 20: Properties of a Rational Function

Recall:
a. The domain of a function is the set of all values that the variable 𝑥 can take.
b. The range of a function is the set of all values that 𝑓(𝑥) will take.
c. The zeroes of a function are the values of 𝑥 which make the function zero. The
real numbered zeroes are also 𝒙-intercepts of the graph of the function.
d. The 𝒚-intercept is the function value when 𝑥 = 0.

𝑥−2
Example 1. Consider the function 𝑓(𝑥) = 𝑥+2. Find its (a) domain, (b) intercepts, (c) sketch
its graph and (d) determine its range.
Solution:
a. The domain of 𝑓(𝑥) is {𝑥 ∈ ℝ|𝑥 ≠ −2}.
Observe that the function is undefined at 𝑥 = −2. This means that 𝑥 = −2 is not
part of the domain of 𝑓(𝑥). In addition, no other values of 𝑥 will make the function
undefined.

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 General Mathematics Module 2: Rational Functions

b. The 𝑥-intercept of 𝑓(𝑥) is 2 and its 𝑦-intercept is −1.

Recall that the 𝑥-intercepts of a rational function are the values of 𝑥 that will make
the function zero. A rational function will be zero if its numerator is zero.
Therefore, the zeroes of a rational function are the zeroes of its numerator. The
numerator 𝑥 − 2 will be zero at 𝑥 = 2. Therefore 𝑥 = 2 is a zero of 𝑓(𝑥). Since it
is a real zero, it is also an 𝑥-intercept.

2
The 𝑦-intercept of a function is equal to 𝑓(0). In this case, 𝑓(0) = − 2 = −1.

c. In sketching the graph of 𝑓(𝑥), let us look at what happens to the graph near the
values of 𝑥 which make the denominator undefined. Recall that in the previous
lesson, we simply skipped connecting the points at integer values. Let us see what
happens when 𝑥 takes on value that brings the denominator closer to zero.

The denominator is zero when 𝑥 = −2.Let us look at the values of 𝑥 close to −2 on its
side (i.e. 𝑥 < −2, denoted −2− ) and values of 𝑥 close to −2 on its right side (i.e. 𝑥 > −2,
denoted −2+ ).

i. Table of values for 𝑥 approaching −2−

As 𝑥 approaches
𝑥 −3 −2.5 −2.1 −2.01 −2.001 −2.0001
−2−
𝑓(𝑥) increases
𝑓(𝑥) 5 9 41 401 4001 40001
without bound
Notation. We use the notation “𝑓(𝑥) → +∞ as 𝑥 → −2− “ to indicate that 𝑓(𝑥)
increases without bound as 𝑥 approaches −2 from the left.

ii. Table of values for 𝑥 approaching −2−

As 𝑥 approaches
𝑥 −1 −1.5 −1.9 −1.99 −1.999 −1.9999
−2+
𝑓(𝑥) decreases
𝑓(𝑥) −3 −7 −39 −399 −3999 −39999
without bound
Notation. We use the notation “𝑓(𝑥) → −∞ as 𝑥 → −2+ “ to indicate that 𝑓(𝑥)
decreases without bound as 𝑥 approaches −2 from the right.

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 General Mathematics Module 2: Rational Functions

Plotting the points corresponding to these values on the Cartesian plane:

Observe that as 𝑥 approaches−2 from the left and from the right, 𝑓(𝑥) gets closer and closer
to the line 𝑥 = −2, indicated in the figure with a dashed line.
We call this line a vertical asymptote, formally defined as follows:

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.

Finding the Vertical Asymptotes of a Rational Function

• Find the values of 𝑎 where the denominator is zero.
• If this value of 𝑎 does not make the numerator zero, then the line 𝑥 = 𝑎 is a vertical
asymptote.

We will also look how the function behaves as 𝑥 increases or decreases without bound.
We first construct a table of values for 𝑓(𝑥) as 𝑥 increases without bound, or in symbols, as
𝑥 → +∞.

iii. Table of values for 𝑓(𝑥) as 𝑥 → +∞

𝑥 5 10 100 1000 10000 As 𝑥 → +∞
𝑓(𝑥) 0.43 0.67 0.96 0.9960 0.99960 𝑓(𝑥) approaches 1−

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 General Mathematics Module 2: Rational Functions

Next, construct a table of values for 𝑓(𝑥) as 𝑥 decreases without bound, or in symbols, as 𝑥 →
−∞.

iv. Table of values for 𝑓(𝑥) as 𝑥 → −∞

𝑥 −5 −10 −100 −1000 −10000 As 𝑥 → −∞
𝑓(𝑥) 2.33 1.41 1.041 1.00401 1.0004001 𝑓(𝑥) approaches 1+

Plotting the points according to these on the Cartesian Plane:

Observe that as 𝑥 increases or decreases without bound, 𝑓(𝑥) gets closer and closer to 1. The
line 𝑦 = 1 is indicated in the figure with a dashed line.
We call this line a horizontal asymptote, formally defined as follows:

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

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.

Now that we know the behavior of the function as 𝑥 approaches −2 (where the function is
not defined), and also as 𝑥 → +∞ or 𝑥 → −∞. We can complete the sketch of the graph by
looking at the behavior of the graph at the zeroes.

Construct a table of signs to determine the sign of the function on the intervals determined
by the zeroes and the intercepts. Refer to the lesson on rational inequalities for the steps in
constructing a table of signs:

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 General Mathematics Module 2: Rational Functions

Interval 𝑥 < −2 −2 < 𝑥 < 2 𝑥>2

Test Point 𝑥 = −3 𝑥=0 𝑥=3
Test with the
𝑓(𝑥) > 0 𝑓(𝑥) < 0 𝑓(𝑥) > 0
rational function

The boundary between the intervals −2 < 𝑥 < 2 and 𝑥 > 2 is a zero. Since the function is
positive on the left of 2 and negative on the right, the function transitions from positive to
negative at 𝑥 = 2.
Plot the zeroes, 𝑦-intercept, and the asymptotes. From the table of signs and the previous
graphs, we know that 𝑓(𝑥) < 1 as 𝑥 → −∞. Draw a short segment across (2, 0) to indicate
that the function transitions from negative to positive at this point.
We also know that 𝑓(𝑥) increases without bound as 𝑥 → −2− and 𝑓(𝑥) decreases without
bound as 𝑥 → −2+ . Sketch some arrows near the asymptote to indicate this information.

Trace the arrowheads along with the intercepts using smooth curves. Do not cross the
vertical asymptote.

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 General Mathematics Module 2: Rational Functions

d. From the graph of the rational function, we observe that the function does not
cross the horizontal asymptote. We also observe that the function increases and
decreases without bound and is asymptotic to the line 𝑦 = 1. Therefore, only the
value 1 is not included in the range of 𝑓(𝑥).

The range of 𝑓(𝑥) is {𝑦 ∈ ℝ|𝑦 ≠ 1}.

ACTIVITY 21: Horizontal Asymptotes of Rational Functions

4𝑥 2 +4𝑥+1
Example 2. Find the horizontal asymptote of 𝑓(𝑥) = .
𝑥 2 +3𝑥+2

Solution: We have seen from the previous example that the horizontal asymptotes can
be determined by looking at the behavior of rational functions when |𝑥| is very large
(i.e., at extreme values of 𝑥).
However, at extreme values of 𝑥, the value of a polynomial can be approximated using
the value of the leading term.
For example, if 𝑥 = 1000, the value of 4𝑥 2 + 4𝑥 + 1 is 4,004,001. A good
approximation is the value of 4𝑥 2 , which is 4,000,000.
Similarly, for extreme values of 𝑥, the value of 𝑥 2 + 3𝑥 + 2 can be approximated by
4𝑥 2
𝑥 2 . Thus, for extreme values of 𝑥, then 𝑓(𝑥) can be approximated by = 4, and
𝑥2
therefore 𝑓(𝑥) approaches 4 for extreme values of 𝑥.
This means that we have a horizontal asymptote at 𝑦 = 4.

2𝑥 2 −5
Example 3. Find the horizontal asymptote of 𝑓(𝑥) = 3𝑥 2 +𝑥−7.
2𝑥 2 −5
Solution: Following the idea from the previous example, the value of can be
3𝑥 2 +𝑥−7
2𝑥 2 2
approximated by 3𝑥 2 = 3 for extreme values of 𝑥.
2
Thus, the horizontal asymptote at 𝑦 = .
3

3𝑥+4
Example 4. Find the horizontal asymptote of 𝑓(𝑥) = 2𝑥 2 +3𝑥+1.
3𝑥+4
Solution: Again, based on the idea from the previous example, the value of
2𝑥 2 +3𝑥+1
3𝑥 3
can be approximated by 2𝑥 2 = 2𝑥 for extreme value of 𝑥.
3
If we substitute extreme values of 𝑥 in 2𝑥, we obtain values very close to 0.
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 General Mathematics Module 2: Rational Functions

Thus, the horizontal asymptote at 𝑦 = 0.

4𝑥 3 −1 4𝑥 3 4𝑥
Example 5. Show that 𝑓(𝑥) = 3𝑥 2 +2𝑥−5 can be approximated by 3𝑥 2 = .
3
4𝑥
Solution: If we substitute extreme values of 𝑥 in , we obtain extreme values as well.
3

Thus, if 𝑥 takes on extreme values, then 𝑦 also takes on extreme values and does not
approach a particular finite number.
The function has no horizontal asymptote.

We summarize the results from the previous examples as follows:

Finding the Horizontal Asymptotes of a Rational Function
Let 𝑛 be the degree of the numerator and 𝑚 be the degree of the denominator.
• If 𝑛 < 𝑚, the horizontal asymptote is 𝑦 = 0.
𝑎
• 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.
• If 𝑛 > 𝑚, there is no horizontal asymptote.

ACTIVITY 22: Another Graph

Properties of rational functions:

How to find the: Do the following:

𝑦-intercept Evaluate the function at 𝑥 = 0.
𝑥-intercept Find the values of 𝑥 where the numerator will be zero.
Vertical asymptotes Find the values of 𝑎 where the denominator is zero. If
this value of 𝑎 does not make the numerator zero, then
the line 𝑥 = 𝑎 is a vertical asymptote.
Horizontal asymptotes Let 𝑛 be the degree of the numerator and 𝑚 the degree
of the denominator
• If 𝑛 < 𝑚, the horizontal asymptote is 𝑦 = 0.
𝑎
• 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.
• If 𝑛 > 𝑚, there is no horizontal asymptote.

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 General Mathematics Module 2: Rational Functions

3𝑥 2 −8𝑥−3
Example 6. Sketch the graph of 𝑓(𝑥) = 2𝑥 2 +7𝑥−4. Find its domain and range.

Solution: The numerator and denominator of 𝑓(𝑥) can be factored as follows:

3𝑥 2 − 8𝑥 − 3 (3𝑥 + 1)(𝑥 − 3)
𝑓(𝑥) = =
2𝑥 2 + 7𝑥 − 4 (2𝑥 − 1)(𝑥 + 4)
From the factorization, we can get the following properties of the function:
0−0−3 3
• 𝑦-intercept: 𝑓(0) = 0+0−4 = 4
1
• Zeroes: {− 3 , 3}
1
• Vertical asymptotes: 𝑥 = 2 and 𝑥 = −4
• Horizontal asymptote: The polynomial in the numerator and denominator
have equal degree. The horizontal asymptote is the ratio of the leading
3
coefficients: 𝑦 = 2

Plot the intercepts and asymptotes on the Cartesian plane:

Construct a table of signs for the following intervals defined by the zeroes and the
values where the denominator will be zero.

• 𝑥 < −4
1
• −4 < 𝑥 < − 3
1 1
• −3 < 𝑥 < 2
1
• <𝑥<3
2
• 𝑥>3

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General Mathematics Module 2: Rational Functions

1 1 1 1
Interval 𝑥 < −4 −4 < 𝑥 < − − <𝑥< <𝑥<3 𝑥>3
3 3 2 2
Test Point 𝑥 = −5 𝑥 = −1 𝑥=0 𝑥=2 𝑥=4
3𝑥 + 1 (−) (−) (+) (+) (+)
𝑥−3 (−) (−) (−) (−) (+)
2𝑥 − 1 (−) (−) (−) (+) (+)
𝑥+4 (−) (+) (+) (+) (+)
(+) (−) (+) (−) (+)
(3𝑥 + 1)(𝑥 − 3)
Above Above Above Above Above
(2𝑥 − 1)(𝑥 + 4)
𝑥-axis 𝑥-axis 𝑥-axis 𝑥-axis 𝑥-axis

Draw sections of the graph through the zeroes indicating the correct transition based
on the table of signs.

Draw sections of the graph near the asymptotes based on the transition indicated on
the table of signs.

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General Mathematics Module 2: Rational Functions

Complete the sketch by connecting the arrowheads, making sure that the sketch
passed through the 𝑦-intercept as well. The sketch should follow the horizontal
asymptote as the 𝑥-values goes to the extreme left and right of the Cartesian plane.

The domain of the function is all values of 𝑥 not including those where the function is
1
undefined. Therefore, the domain of 𝑓(𝑥) is {𝑥 ∈ ℝ|𝑥 ≠ 2 and 𝑥 ≠ −4}.

From the graph of the function, we observe that the function increases and decreases
without bound. The graph also crosses the horizontal asymptote. Therefore, the range
of the function is the set ℝ of all real numbers.

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 General Mathematics Module 2: Rational Functions

ACTIVITY 23: Practice, Practice, Practice

𝑥+5
1. Let 𝑓(𝑥) = 𝑥−1. Find its (a) domain, (b) intercepts, (c) asymptotes. Next, (d) sketch
its graph and (e) determine its range.

𝑥+3
2. Let 𝑓(𝑥) = 𝑥 2−2𝑥−3. Find its (a) domain, (b) intercepts, (c) asymptotes. Next, (d)
sketch its graph.

ACTIVITY 24: Rational Functions

1. For each, identify the 𝑥- and 𝑦-intercepts, the asymptotes, and the intervals where
the function is above or below the 𝑥-axis. Sketch the graph. Identify the domain,
and (if possible) the range. You can confirm your work using a graphing software.
2 (5𝑥−2)(𝑥−2)
a. 𝑓(𝑥) = 𝑥+1 f. 𝑓(𝑥) = (3𝑥−4)(𝑥+2)
2
b. 𝑓(𝑥) = 𝑥 2 +2𝑥+1 g. 𝑓(𝑥) =
𝑥 2 −𝑥+=6
𝑥 2 −6𝑥+8
3𝑥
c. 𝑓(𝑥) = 𝑥+3 𝑥 2 −4𝑥−5
h. 𝑓(𝑥) =
2𝑥+3 𝑥−4
d. 𝑓(𝑥) = 4𝑥−7 𝑥−1
i. 𝑓(𝑥) = 𝑥 3 −4𝑥
(4𝑥−3)(𝑥−1)
e. 𝑓(𝑥) = (2𝑥+1)(𝑥+1) 𝑥 2 −9
j. 𝑓(𝑥) = 𝑥 2 +4

2. Past records from a factory producing electronic components show that on

average, new employees can assemble 𝑁(𝑡) components per day after 𝑡 days of
training, where
75𝑡
𝑁(𝑡) = ,𝑡 > 0
𝑡+5
Sketch the graph of 𝑁 on the first quadrant and include the intercepts and
asymptotes. What happens to 𝑁(𝑡) as 𝑡 → ∞? What does this mean in practical
terms?

3. After a drug is injected into a patient’s bloodstream, the concentration 𝑐 of the

drug in the bloodstream 𝑡 minutes after the injection is given by
20𝑡
𝑐(𝑡) = 2 ,𝑡 ≥ 0
𝑡 +2
Sketch the graph of 𝑐(𝑡) and include the intercepts and asymptotes. What happens
to 𝑐(𝑡) as 𝑡 → ∞? What does this mean in practical terms?

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 General Mathematics Module 2: Rational Functions

4. A challenging riddle. I am a rational function having a vertical asymptote at the

lines 𝑥 = 3 and 𝑥 = −3, and a horizontal asymptote at 𝑦 = 1. If my only 𝑥-
5
intercept is 5, and my 𝑦-intercept is − 9, what function am I?

ACTIVITY 25: More Practice

𝑥−5
1. Find all asymptotes of 𝑓(𝑥) = .
𝑥 2 −8𝑥+12

5𝑥−15
2. Explain why the function 𝑓(𝑥) = is not asymptotic to the line 𝑥 = 3. Sketch
𝑥−3
the graph of this function.

2𝑥−1
3. Sketch the graph of 𝑓(𝑥) = 𝑥 2 −4 and give its domain, intercepts, asymptotes,
and range.

2𝑥 2
4. Sketch the graph of 𝑓(𝑥) = 𝑥 2 +2𝑥−3 and give its domain, intercepts,
asymptotes, and range.

ACTIVITY 26: Let’s Sum it Up!

Answer the following.

𝑥 1 3
1. Solve for 𝑥: 𝑥+4 + 𝑥−3 = 𝑥 2 +𝑥−12

3𝑥−5
2. Give the solution set of ≥ 4 in set builder notation.
𝑥−5

12+2𝑥−4𝑥 2
3. Find the asymptotes of 𝑓(𝑥) = .
2𝑥 2 −𝑥−6

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 General Mathematics Module 2: Rational Functions

REFLECTION / N/A
REMARKS

MATERIALS
• Pen and paper
• Computer/Laptop, PowerPoint presentation
• Scientific Calculator
• Graphing software

REFERENCES
• Verzosa, Debbie Marie B., et’al (2016). General Mathematics, Teaching
LEARNING Guide for SHS. Quezon City: CHED.
RESOURCES • Verzosa, Debbie Marie B., et’al (2016). Basic Calculus, Learner’s Material.
Pasig City: DepEd.
• MELC / DepEd Curriculum guides
• Chua, Simon L., et’ al (2016). Soaring 21st Century Mathematics: General
Mathematics. Phoenix Publishing House, Inc.

ONLINE SOURCES
• Khan Academy
o https://www.khanacademy.org/math/algebra-home/alg-rational-expr-eq-
func

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