Subject: GENERAL Grade Level: 11

MATHEMATICS
Date: Jan. 26 – Feb. 1, 2024 Wednesday - Friday
Content Standard The learners demonstrate understanding of key
concepts of rational functions.

Performance Standard The learners should be able to use precise technique to

solve and formulate rational functions.

Learning Competency M11GM-Ib-3

The learner solves rational equations and inequalities.

I. OBJECTIVES
At the end of the lesson, the learners are expected to:
1. identify the steps in solving rational equations and inequalities;
2. solve rational equations and inequalities;
3. apply the concept of solving rational equations and inequalities in real-life
situations.
II. CONTENT Solving Rational Equations and Inequalities
III. LEARNING RESOURCES
References: Learner’s Material, pp. 25 – 30

Textbook Pages General Mathematics by Orlando Oronce

Series of 2016
Additional Materials Slide Decks on the topic
Learning Resources Teacher’s Guide and Learner’s Materials
IV. PROCEDURE
A. Reviewing or Review the table in distinguishing as rational equations,
presenting the new rational inequalities, and rational functions presented
lesson last time.
The teacher will ask the learners their ideas about
rational equation and rational function.

B. Establishing a purpose Give some rational equations and ask students some
for the lesson strategies they could try for solving it.
Next turn the equation to an inequality, x + 1 ═ 10
2X
Challenge the class to provide as many solutions and
non-solutions as they can.
Inform the class that this lesson provides systematic
techniques to solve rational equations and inequalities.
C. Presentation of the
examples of the new Give the procedures in solving rational equations:
lesson To solve rational equations:

a. Eliminate denominators by multiplying each term

of the equation by the least common
denominator. Make sure all denominators are in
factored form.
b. Note the eliminating denominators may introduce
extraneous solutions. Check the solutions of the
transformed equations with the original equation.

D. Discussing new Discuss examples and show solutions on the board.

 concepts and practicing
new skills #1
Example 1. the following is a rational equation:

1.

Solution:

Then,Divide by a common factor within each term where

necessary and record what

remains:

Finally: Use basic algebra techniques to solve the

remaining problem. (Note to students that what they will
be left with is a type of equation that they have been
able to solve for some time now.)

Example 2. Solve for x: 2/x – 3/2x = 1/5

Solution: The LCD of all denominators is 10x. Multiply

both sides of the equations by 10x and solve the
resulting equation.

10x (2/x) – 10x (3/2x) = 10x (1/5)

20 – 15 = 2x

5 = 2x

5/2 = x

E. Discussing new To solve rational inequalities:

concepts and practicing a. Rewrite inequality as a single rational expression
new skills #2 on one side of the inequality symbol and 0 on the
other side.
b. Determine over what intervals the rational
expressions take on positive and negative
values.
i. Locate the x values for which the rational
expressions is zero or undefined (factoring the
numerator and denominator is a useful strategy).
ii. Mark the numbers found in (i) 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 interval.
iii. Select a test point within the interior of each
interval in (ii). The sign of the rational expression
at each interior point in the aforementioned
interval.
iv. Summarize the intervals containing the solutions.

Example:
Solve the inequality 2x ≥ 1
x+1

a. Express 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)

-1 1

c. Choose convenient test points in the intervals

determined by -1 and 1 to determine the sign of
x – 1/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.
F. Developing Mastery Ask students to cite their own examples of real-life
problems. (varied answers are expected)
G. Finding practical Apply the concepts we learned in solving rational
applications of equations in solving word problems.
concepts and skills in Example:
daily living In an inter-barangay basketball league, the team from
Barangay Anticala 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 games out of their
25 + x games. The equation is 12 + x = 0.6
25 + x
The equation is a rational equation.
H. Making Generalizations To solve rational equations:
and Abstractions about a.) Eliminate denominators by multiplying each term
the lesson of the equation by the least common
denominator.
b.) Note the eliminating denominators may introduce
extraneous solutions. Check the solutions of the
transformed equations with the original equation.
I. Evaluating Learning Determine whether the given is a rational function,
rational equation, a rational inequality, or none of these.

1. x + 1 = 10 answer: rational equation

2x
2. f(x) = - 5x³ - 4√x-1 answer: none of these

3. f(x) ═ x -1 answer: rational function

x+1

4. x+1 ≤ 10 answer: rational inequality

2x
J. Additional Activities for
application or
remediation
V. REMARKS
VI. REFLECTION

A. Number of learners A. _____number of learners who earned 70% in the

who earned 70% in the evaluation
evaluation
B. Number of learners B. _____ number of learners who require additional
who require additional activities for remediation
activities for
remediation
C. Did the remedial C. Did the remedial lessons work? ____ number of
lessons work? Number learners who have caught up the lesson
of learners who have
caught up the lesson
D. Number of learners D._____ number of learners who continue to require
who continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Games
Why did this work? ___ PowerPoint presentation
Answering preliminary activities/exercises
___ Discussion ___Role Playing/Drama
___ Differentiated Instruction ___ Case Method
___ Think-Pair-Share (TPS) ___ Discovery Method
___ Rereading of Paragraphs/poems/stories
Why?
___ Complete IMs ___ Availability of Materials
____Pupil’s eagerness to learn
___ Group member’s cooperation
F. What difficulties did I ___ bullying among learners
encounter which my ___ learner’s behavior/attitude
principal and supervisor ___ colorful IMs
help me solve? ___ Unavailable Technology
___ additional clerical works
___ reading readiness
G. What innovation or Using HOTS
localized I Project based
used/discover which I
wish to share with
another teacher?

PREPARED BY: CHECKED BY:

GLORIA B. BORBON
MATH TEACHER ELEANOR A. MASUL
SCHOOL PRINCIPAL
 SEMI-DETAILED LESSON PLAN
Grade Level: 11
Subject: GENERAL
MATHEMATICS
Date: January 3 -5, 2024 Wednesday - Friday
Content Standard The learners demonstrate understanding of key
concepts of rational functions.

Performance Standard The learners should be able to use precise technique to

solve and formulate rational functions.

Learning Competency The learner solves rational equations and inequalities.

I. OBJECTIVES
At the end of the lesson, the learners are expected to:
4. identify the steps in solving rational equations and inequalities;
5. solve rational equations and inequalities;
6. apply the concept of solving rational equations and inequalities in real-life
situations.
II. SUBJECT MATTER
Topic: Solving Rational Equations and Inequalities
Time Frame: 1 hour
Materials: laptop, television, manila paper, pentel pen,
masking tape
Teaching Strategy: Exposition and Discussion, Cooperative learning

References: Learner’s Material, pp. 25 – 30

General Mathematics by Orlando Oronce

Series of 2016
III. PROCEDURE
A. Preparatory Activities
1. Review The teacher will ask the learners their ideas about
rational equation and rational function.
Review the table in distinguishing as rational equations,
rational inequalities, and rational functions presented
last time.
2. New Lesson
a. Motivation Are rational equations helpful to you in the near future
and how can you identify some real-life situation
showing rational equations?
b. Presentation SOLVING RATIONAL EQUATIONS AND
INEQUALITIES
The teacher will present the classroom rules to the
learners. The following classroom rules will be observed:
1. Everyone deserves respect, both students and
teachers.
2. Listen and follow instructions.
3. Raise your hand to talk.
4. Participate in all activities.
5. Work hard and do your best.
6. Maintain classroom cleanliness and orderliness.

B. Developmental Activities
1. Activity The class will be divided into 5 groups. Each group will
follow the following:
1. Each group answer the number assigned to them.
 2. Write their answer in the manila paper provided.
3. When done post their output on the board and
discuss.
4. Allotted time: 10 min.

Activity 1. Solve Rational Equations and Inequalities

Consider the example below.

Situation 1: In an inter-barangay basketball league, the
team from Barangay Anticala 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%?

Situation 2: John 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 equal
distance divided by time.

2. Analysis The class will be tasked to present their outputs in front

of the class. The teacher will process the answers and
will ask the following questions:

1. Compare the process of solving the answer in each of

the situation above.
2. What conclusion can you make about events
happening in the given situations above?

3. Abstraction The teacher will discuss the topic on Rational Equations

and Inequalities. Specifically, she will do the following
tasks:
1. solve rational equations and inequalities.
2. discuss what a rational equations and inequalities
is.
3. give examples on how to solve word problems
involving rational equations and inequalities.

4. Application The learners will be tasked to explain their output on the

board.
1. The Bread and Pastry class baked 10 banana cakes,
8 mustard cakes, and 6 chocolate cakes. Since you are
hungry you randomly chooses a cake, eats it, and then
randomly chooses another cake. What is the probability
that you chooses a banana cake, and then a chocolate
cake?
2. Your bag contains 6 black ballpens, 9 blue ballpens, 4
red ballpens, and 2 green ballpens. You randomly
selected a ballpen then replaced it, and then a second
ballpen is randomly selected. Find the probability of
selecting a black ballpen, then a red ballpen.
C. Culminating Activities
1. Evaluation The learners will be tasked to get ½ sheet of paper.
(Question no. 1 will be answered by male learners and
question no, 2 will be for female learners). The rubric
below is use in scoring.
Crite ria Po ints

The c o m p uta tio ns a re a c c ura te . A wise use o f 5

ke y c o nc e p ts o f m e a sure o f p o sitio ns is ve ry
e vid e nt
The c o m p uta tio ns a re a c c ura te . A wise use o f 4
ke y c o nc e p ts o f m e a sure o f p o sitio ns is
e vid e nt
The c o m p uta tio ns a re a c c ura te . Use o f ke y 3
c o nc e p ts o f m e a sure o f p o sitio ns is e vid e nt

The c o m p uta tio ns a re e rro ne o us a nd sho w 2

so m e use o f ke y c o nc e p ts o f m e a sure o f
p o sitio ns
The c o m p uta tio ns a re e rro ne o us a nd d o no t 1
sho w so m e use o f ke y c o nc e p ts o f m e a sure o f
p o sitio ns

Determine whether the events are independent or

dependent. Then, find the probability.
1. A toy box contains 12 toys, 8 stuffed animals,
and 3 board games. Maria randomly choses 2
toys for the child she is babysitting to paly with.
What is the probability that she chose 2 stuffed
animals as the first two choices?
2. Sianne has 4 black pens, 3 blue pens, and 2 red
pens in his school bag. Sianne randomly picks
two pens out of his school bag. What is the
probability that Sianne chose two blue pens, if he
replaced the first pen back in his pocket before
choosing a second pen?

2. Assignment In a ½ sheet of paper, the learners will be tasked to

describe a situation in their life that involves dependent
and independent events. Explain why the events are
dependent or independent
IV. REMARKS

V. REFLECTION
Prepared:

LIZA L. DURANGO
Master Teacher II

Checked:

MARINEIL E. PEDROSA
Department Head, Math

KC M. REYNA
Assistant Principal (Academics)

QUARTER III

Subject: GENERAL MATHEMATICS

Date: February 5 – 8, 2024

Content Standard: The learner demonstrates understanding of key concepts of random variables
and probability distributions.
Performance Standard: The learner is able to apply an appropriate random variable for a given real-
life problem such as decision making and games of chances.
Learning Competency:
Subject: GENERAL Grade Level: 11
MATHEMATICS
Date: January 3 -5, 2024 Wednesday - Friday
Content Standard The learners demonstrate understanding of key
concepts of rational functions.

Performance Standard The learners should be able to use precise technique to

solve and formulate rational functions.

Learning Competency M11GM-Ib-3

The learner solves rational equations and inequalities.

I. OBJECTIVES
At the end of the lesson, the learners are expected to:
7. identify the steps in solving rational equations and inequalities;
8. solve rational equations and inequalities;
9. apply the concept of solving rational equations and inequalities in real-life
situations.
II. CONTENT Solving Rational Equations and Inequalities
III. LEARNING RESOURCES
References: Learner’s Material, pp. 25 – 30

Textbook Pages General Mathematics by Orlando Oronce

Series of 2016
Additional Materials Slide Decks on the topic
Learning Resources Teacher’s Guide and Learner’s Materials
IV. PROCEDURE
K. Reviewing or Review the table in distinguishing as rational equations,
presenting the new rational inequalities, and rational functions presented
lesson last time.
The teacher will ask the learners their ideas about
rational equation and rational function.

L. Establishing a purpose Give some rational equations and ask students some
for the lesson strategies they could try for solving it.
Next turn the equation to an inequality, x + 1 ═ 10
2X
Challenge the class to provide as many solutions and
non-solutions as they can.
Inform the class that this lesson provides systematic
techniques to solve rational equations and inequalities.
M. Presentation of the
examples of the new Give the procedures in solving rational equations:
lesson To solve rational equations:

c. Eliminate denominators by multiplying each term

of the equation by the least common
denominator. Make sure all denominators are in
factored form.
d. Note the eliminating denominators may introduce
extraneous solutions. Check the solutions of the
transformed equations with the original equation.
N. Discussing new Discuss examples and show solutions on the board.
concepts and practicing
new skills #1 Example 1. the following is a rational equation:

1.

Solution:

Then,Divide by a common factor within each term where

necessary and record what

remains:

Finally: Use basic algebra techniques to solve the

remaining problem. (Note to students that what they will
be left with is a type of equation that they have been
able to solve for some time now.)

Example 2. Solve for x: 2/x – 3/2x = 1/5

Solution: The LCD of all denominators is 10x. Multiply

both sides of the equations by 10x and solve the
resulting equation.

10x (2/x) – 10x (3/2x) = 10x (1/5)

20 – 15 = 2x

5 = 2x

5/2 = x

O. Discussing new To solve rational inequalities:

concepts and practicing c. Rewrite inequality as a single rational expression
new skills #2 on one side of the inequality symbol and 0 on the
other side.
d. Determine over what intervals the rational
expressions take on positive and negative
values.
j. Locate the x values for which the rational
expressions is zero or undefined (factoring the
numerator and denominator is a useful strategy).
ii. Mark the numbers found in (i) 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 interval.
iii. Select a test point within the interior of each
interval in (ii). The sign of the rational expression
at each interior point in the aforementioned
interval.
iv. Summarize the intervals containing the solutions.

Example:
Solve the inequality 2x ≥ 1
x+1

e. Express the inequality as a single rational

expression.

2x _ _ 1 ≥ 0
x+1

2x – (x + 1) ≥ 0
x +1

x–1≥ 0
x+1
f. 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)

-1 1

g. Choose convenient test points in the intervals

determined by -1 and 1 to determine the sign of
x – 1/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

h. 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.
P. Developing Mastery Ask students to cite their own examples of real-life
problems. (varied answers are expected)
Q. Finding practical Apply the concepts we learned in solving rational
applications of equations in solving word problems.
concepts and skills in Example:
daily living In an inter-barangay basketball league, the team from
Barangay Anticala 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 games out of their
25 + x games. The equation is 12 + x = 0.6
25 + x
The equation is a rational equation.
R. Making Generalizations To solve rational equations:
and Abstractions about c.) Eliminate denominators by multiplying each term
the lesson of the equation by the least common
denominator.
d.) Note the eliminating denominators may introduce
extraneous solutions. Check the solutions of the
transformed equations with the original equation.
S. Evaluating Learning Determine whether the given is a rational function,
rational equation, a rational inequality, or none of these.

5. x + 1 = 10 answer: rational equation

2x
6. f(x) = - 5x³ - 4√x-1 answer: none of these

7. f(x) ═ x -1 answer: rational function

x+1

8. x+1 ≤ 10 answer: rational inequality

2x
T. Additional Activities for
application or
remediation
V. REMARKS

VI. REFLECTION

C. Number of learners H. _____number of learners who earned 80% in the

who earned 80% in the evaluation
evaluation
D. Number of learners I. _____ number of learners who require additional
who require additional activities for remediation
activities for
remediation
J. Did the remedial C.Did the remedial lessons work? ____ number of
lessons work? Number learners who have caught up the lesson
of learners who have
caught up the lesson
K. Number of learners D._____ number of learners who continue to require
who continue to require remediation
remediation
L. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Games
Why did this work? ___ PowerPoint presentation
Answering preliminary activities/exercises
___ Discussion ___Role Playing/Drama
___ Differentiated Instruction ___ Case Method
___ Think-Pair-Share (TPS) ___ Discovery Method
___ Rereading of Paragraphs/poems/stories
Why?
___ Complete IMs ___ Availability of Materials
____Pupil’s eagerness to learn
___ Group member’s cooperation
M. What difficulties did I ___ bullying among learners
encounter which my ___ learner’s behavior/attitude
principal and supervisor ___ colorful IMs
help me solve? ___ Unavailable Technology
___ additional clerical works
___ reading readiness
N. What innovation or
localized I
used/discover which I
wish to share with
another teacher?

PREPARED BY: CHECKED BY:

GLORIA B. BORBON
MATH TEACHER ELEANOR A. MASUL
SCHOOL PRINCIPAL