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GENERAL
MATHEMATICS
QUARTER 1
Week 2_03

Capsulized Self-Learning
Empowerment Toolkit

MERCEDITA B. TAROG
Teacher III
Talon-Talon National High School

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

 SUBJECT &
GRADE/LEVEL GENERAL MATHEMATICS (GRADE 11)
QUARTER FIRST WEEK 2_03 DAY ____________________________________
dd/mm/yyyy

TOPIC Rational Functions

LEARNING The learner represents a rational function through its: (a) table of values,
COMPETENCY (b) graph, and (c) equation. (M11GM-1b-4)
IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.

UNDERSTAND
Rational Functions
Review on Rational Function

Rational function

𝒑(𝒙)
A function of the form f(x) = , where p(x) and q(x) are polynomials, and q(x) is not
𝒒(𝒙)
equal to zero. The domain of f(x) is all values of x where q(x) ≠ 0.

𝑥 2 +2𝑥+3 𝑥 2 +2𝑥+3
Example: f(x) = or y =
𝑥+1 𝑥+1

Representation of Rational Function

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

➢ Represent the speed of a runner as function of the time it takes to run 100 meters.

Solution: Since the speed of a runner depends on the time it takes the runner to run
100 meters, we can represent speed as the function of time.

EQUATION
• Let x represent the time it takes the runner to run 100 meters then we can
𝟏𝟎𝟎
represent speed as a function s(x) = 𝒙
➢ Construct a table of values for the speed of a runner against different run times.
• A table of values can help us determine the behaviour of a function as the variable x
changes.

TABLE OF VALUES
100
• Let x be the run time and s(x) be the speed of the runner in m/s, where s(x) = 𝑥 .
The table of values for the run times from 10 seconds to 20 seconds as follow:

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

Assign points on the Cartesian plane for each entry on the table of values above:

• {(10,10), (12,8.33), (14, 7.14), (16, 6.25), (18,5.56), (20,5)}

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 an equation, a table of values and a graph.

Let’s Apply!
𝑥− 1
EXAMPLE: Represent the rational function given by f(x) = using a table of values plot a
𝑥+ 1
graph of the function by connecting the points.

Solution: since we are now considering functions in general, we can find function value
across more values of x. let us construct a table of values for some x- values from – 10 to 10:

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 • Make the observation. That the function values appear to be increasing, but suddenly
jumps from 3 to – 1, and then start increasing again.
➢ Let us attempt to get a better picture by plotting the points on a Cartesian plane and
connecting the points.

❖ Note that we cannot connect point E to F

➢ 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
✓ Observe that the function will be undefined at x = -1. This means this means that there
cannot be 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 graph of rational function
in the future lesson, so for now we just present a partial graph for the function above
as follows:

Remove the segment connecting E and F as the graph does not pass through points with an
x- value of -1.

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 SAQ 1: How do you determine if there is a hole in the graph for a rational function?
SAQ 2: How can you tell if a graph is a rational function?

Let’s Practice! (Write your answer on the separate sheets provided.)

Directions: Answer the following problems:

1. The electric I (in amperes) passing through a resistor is related to the voltage V across a
𝑉
resistor (in volts) and the resistance R (in ohms) by formula I =𝑅. If the resistor is connected
across the terminals of a car by battery (12 volts), construct a table of values of the current
across the resistor for different resistor values from 2, 000 ohms to 5, 000 ohms. Use the
intervals of 1, 000 ohms. Plot these values in the Cartesian plane and connect the points. Is
this a smooth curve or straight line?

𝑥 2 −3𝑥−10
2. Represent the rational function f(x) = , using a table of values. Plot the points given
𝑥
in the table of values and sketch the graph by connecting the points.

A.
𝒙 -5 -4 -3 -2 -1 1 2
𝒇(𝒙)

B.

𝒙 3 4 5 6 7 8 9 10
𝒇(𝒙)

REMEMBER
Key Points

𝒑(𝒙)
⚫ A function of the form f(x) = , where p(x) and q(x) are polynomials, and q(x) is not equal
𝒒(𝒙)
to zero. The domain of f(x) is all values of x where q(x) ≠ 0.

⚫ We cannot connect points of the graph of a rational function where the function is
undefined.

⚫ Rational Functions can be represented using table of values, graph and equation

⚫ The graph of a rational function

TRY
Let’s see how much have you learned today!
General Directions: Study the following assessments carefully and write your answers on
the Learner’s Assessment sheet.

Assessment 1.
Directions: Given the function, answer the items that follows.
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1. Given f(x) =𝑥−3
(a) Construct a table of values using the numbers from -2 to 8

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 (b) Plot the points in the Cartesian plane and determine whether the points form a smooth
curve or straight line.

𝑥 2 + 𝑥−6
2. For the function f(x) = 𝑥2 + 𝑥−20 :
A. Identify values where the function will be unidentified
B. construct a table of values for -6 ≤ x ≤ 2 where x takes on integer values;
C. identify the zeroes of the function.

Assessment 2.
Directions: Encircle the letter of the correct answer on the following problems.
3x − k
____ 2. 1. What is the value of k in the function f ( x) = if its graph passes through the point (3, 2) ?
2x + k
3 9
a. −1 b. − c. −9 d.
2 4

22 22
2. Use the graph of f ( x) = (shown) to solve the equation 3 =1
x −5
3
x −5

a. x = −2
b. x = 3
c. x =  5
d. No solution

2 7 5
3. Solve the equation 𝑥+2 − =
𝑥−3 𝑥 2 −𝑥−6
3 3
a. -5 b. 5 c. d. − 5
5
1 2
4. Solve the equation = 𝑥2
𝑥
a. -2 b. ½ c. 2 d. ¼
3𝑥
5. Solve the equation for x. 𝑥+1 = 2
a. x = 2 b. x = 3 c. x = 4 d. x = 5

Leo Andrei A Crisologo, et.al., Teaching Guide for Senior High School
REFERENCE/S
General Mathematics. Quezon: EC-TEC Commercial, Inc, 2016, 28.

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Zamboanga City Division.

LEARNING RESOURCE DEVELOPMENT TEAM

MERCEDITA BOLO – TAROG
WRITER
Talon-Talon National High School

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LEARNING TEAM / Mercelita M. Medallo Dr. Deborah E. Bandahala
EVALUATORS Enrico P. Miniao Dr. Dickenson L. Canizares
MANAGEMENT Dr. Roy C. Tuballa, CESO VI Dr. Mildred D. Dayao
AND SPECIALIST Dr. Oliver B. Talaoc Dr. Vilma A. Brown

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!