WORKSHEET IN

GENERAL
MATHEMATICS
(GRADE 11)
GERALYN A. GARCIANO
 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

Let’s Get Started

Activity Worksheet No. 2 (Quarter 1)
Activity Title/Content: RATIONAL FUNCTIONS
MELC-Based Learning Competency/ies:
1. represent real-life situations using rational functions
2. distinguishes rational function, ration equation and rational inequality
3. solve rational equations and inequalities
4. represents a rational function through its table of values, graph and equation
5. finds the domain and range of a rational function
6. determines the intercepts, zeroes and asymptotes of rational functions
7. solves problems involving rational functions, equations and inequalities

LESSONS:

1. Rational Functions
2. Rational Equations and Rational Inequalities
3. Graphing Rational Functions

Let’s Learn
Lesson Notes:

Rational Functions

Refresh!

The local barangay received a budget of ₱100,000 to provide medical check-ups

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).
𝟏𝟎𝟎,𝟎𝟎𝟎
Answer: y=
𝒙

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

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

Solution:
100,000 100,000 100,000 100,000
𝑦= = = 𝟏𝟎, 𝟎𝟎𝟎 𝑦= = = 𝟓, 𝟎𝟎𝟎
𝑥 10 20 20

100,000 100,000 100,000 100,000

𝑦= = = 𝟐, 𝟎𝟎𝟎 𝑦= = = 𝟏, 𝟎𝟎𝟎
𝑥 50 𝑥 100

100,000 100,000 100,000 100,000

𝑦= = = 𝟓𝟎𝟎 𝑦= = = 𝟑𝟑𝟑. 𝟑𝟑
𝑥 200 𝑥 300

100,000 100,000 100,000 100,000

𝑦= = = 𝟐𝟎𝟎 𝑦= = = 𝟏𝟎𝟎
𝑥 500 𝑥 1000

We can say that if there are only 10 children in the barangay, each child will have
₱10,000 as their allotment for medical check-ups. If there are 20 children, each child
will receive ₱5,000 and so on. So, the allotted amount per child decreases as the
number of children increases.
The ratio of one polynomial function to another polynomial function is a rational
function.

EDefinition.

𝑝(𝑥)
A rational function, f(x), is a function of the form, 𝑓(𝑥) = where p(x) and q(x) are
𝑞(𝑥)
polynomial functions, and 𝑞(𝑥) ≠ 0. The domain of f(x) is the set of real numbers
such that q(x) is not zero.

Example:

An object is to travel a distance of 10 meters. Express velocity v as a function v(t) of

travel time t, in seconds.

Solution: The following table of values show v for various 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) = can represent v as a function of t.
𝑡

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

Rational Equations and Rational Inequalities

An equation that contains rational expressions is referred to as rational
equation. The following are examples of rational equations:
2𝑥 4
1.) = 5 − 2𝑥
15
𝑥 𝑥 4
2.) − 𝑥+4 = 𝑥+4 − 3
2−𝑥

𝑥 2 −16
3.) =1
𝑥 2 +4𝑥+4
In solving rational equations, multiply each term of the equation by the least
common denominator (LCD). Then, solve the resulting equation.

Example: Solve each rational equation:

5𝑥 1 1
a. −2=3
6
Solution: Multiply both sides by the LCD 6.
5𝑥 1 1
− =
6 2 3
5𝑥 1 1
( − )(6) = (6)
6 2 3
5𝑥 − 3 = 2
5𝑥 = 5
𝑥=1
5𝑥 1 1
Check: If x=1 and − 2 = 3, then,
6

5(1) 1 1
− =
6 2 3
5 1 1
− =
6 2 3
5−3 1
=
6 3
2 1
=
6 3
1 1
=3 (True statement)
3
Hence, x=1 is the solution of the given rational equation.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

2 3 1
b. − 2𝑥 = 5
𝑥
Solution: Multiply both sides by the LCD 10x.
2 3 1
− 2𝑥 = 5
𝑥
2 3 1
10𝑥(𝑥) − 10𝑥(2𝑥) = (5) 10𝑥

20 − 15 = 2𝑥
5 = 2𝑥
5
𝑥=2

5 2 3 1
Check: If x= and − 2𝑥 = 5, then,
2 𝑥
2 3 1
5 − 5 =5
2(2)
2

4 3 1
−5=5
5
1 1
=5 (True statement)
5
5
Hence, x= is the solution of the given rational equation.
2

An inequality that contains rational expressions is referred to as rational

inequality. The following are examples of rational inequalities:
𝑥−5 −1
1.) −7 ≤
3𝑥 𝑥−5
4𝑥+5 5𝑥
2.) >
𝑥−4 𝑥−4
𝑥 𝑥−3
3.) + ≠0
3𝑥+2 2𝑥−4

To solve rational inequalities:

(a) Use addition or subtraction to rewrite the inequality as a single fraction on one side
of the inequality symbol and 0 on the other side. This step is explained more fully in
the box below.

(b) Determine over what intervals the fraction takes on positive and negative values.
i. Locate the x-values for which the rational expression is zero or undefined
(factoring the numerator and denominator is a useful strategy).

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

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 intervals.

iii. Select a test point within the interior of each interval in (ii). 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.

iv. Summarize the intervals containing the solutions.

Why do we have to make one side of the inequality zero?

2𝑥
Given ≥ 1, why is it not valid to rewrite this as 2x ≥ x + 1? Recall that
𝑥+1
2𝑥
• if x + 1 is positive, then ≥ 1 is equivalent to 2x ≥ x + 1. (The inequality sign is
𝑥+1
retained.)
2𝑥
• if x + 1 is negative, then ≥ 1 is equivalent to 2x ≤ x + 1. (The inequality sign is
𝑥+1
reversed.)

Since x + 1 could be positive or negative, then there is no single inequality that is

2𝑥
equivalent to ≥ 1. Thus, multiplying both sides of an inequality by x + 1 is not valid,
𝑥+1
and the correct way to proceed is to use addition or subtraction.

Example: Solve the inequality.

2𝑥
c. ≥1
𝑥+1

i.) Rewrite the inequality as a single fraction on one side, and 0 on the other
side.
2𝑥
−1 ≥0
𝑥+1

2𝑥 − (𝑥 + 1)
≥0
𝑥+1
𝑥−1
≥0
𝑥+1

𝑖𝑖. ) The value x=1 is included in the solution since it makes the fraction equal to
zero, while x = −1 makes the fraction undefined. Mark these on a number line.
Use a shaded circle for x = 1 (a solution) and an unshaded circle for x = −1 (not
a solution).

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

𝑥−1
determine the sign of in these intervals. Construct a table of signs as shown
𝑥+1
below.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

iv.) Since we are looking for the intervals where the fraction is positive or zero,
we determine the solution intervals to be x < −1 and x ≥ 1. Plot these intervals 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
d. <
𝑥−2 𝑥

i.) Rewrite as an 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)

ii.) The fraction will be zero for x = −1 and undefined for 0 and 2. Plot on a
number line. Use hollow circles since these values are not part of the solutions.

iii.) Construct a table of signs to determine the sign of the function in each
interval determined by -1, 0, 2.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

iv.) Summarize the intervals satisfying the inequality. Plot these intervals on the
number line.

The solution set of the inequality is the set {x ∈R|x < −1 or 0 < x < 2}. All numbers
in this set (such as −2 or 1) make the inequality true, while all numbers not on
this set (such as 0 or 3) make the inequality false.

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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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

Representations of Rational Functions

The current world record (as of October 2015) for the 100-meter dash is 9.68
seconds set by the Jamaican Usain Bolt in 2009.

Let x be the run time and s(x) be the speed of the runner in meters per second,
100
where 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.

Points:
A(10,10) B(12,8.33) C(14,7.14) D(16,6.25) E(18,5.56) F(20,5)

Plot the points on the Cartesian plane.

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

For the 100-meter dash scenario, we have constructed a function of speed

against time, and represented our function with a table of values and a graph.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

The previous example is based on a real world scenario and has limitations 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 a 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.

Graphing Rational Functions

Definition of terms:

(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) can 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.

(e) 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.

(f) 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→−∞).

1
EXAMPLE. Graph the function 𝑦 = .
𝑥

Before we make a table of values, we should notice that the function is not defined for
x=0. This means that the graph of the function won’t have a value at that point. Since
the value of x=0 is special, we should make sure to pick enough values close to x=0 in
order to get a good idea how the graph behaves.

The domain of a function is the largest subset of real numbers, for which the
function’s value can be calculated. In the function can be calculated for every 𝑥 ≠ 0. If
𝑥 = 0 then you have to divide by zero, which is not defined. Therefore the domain is:
𝑥 ∈ ℝ, 𝑠𝑢𝑐ℎ 𝑡ℎ𝑎𝑡 𝑥 ≠ 0.

The range is set of all values of y which the function takes.

Here we can say that if x is positive value close to zero the
value of the function rises to +∞. On the other hand if x is a
negative value close to zero, then the function’s value goes
to +∞, so the range is: (−∞, 0)⋃(0, +∞).

Let’s make two tables: one for x – values smaller than zero
and one for x – values larger than zero.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

We can see that as we pick positive values of x closer and closer to zero, y gets larger,
and as we pick negative values of x closer and closer to zero, y
gets smaller.

Notice on the graph that for values of x near 0, the points on

the graph get closer and closer to the vertical line x=0. The
1
line x=0 is called vertical asymptote of the function 𝑦 = .
𝑥

We also notice that as the absolute value of x get larger in the

positive direction or in the negative direction, the value of y
1
gets closer and closer to y=0 but will never gain that value. Since 𝑦 = , we can see
𝑥
that there are no values of x that will give us that value y=0. The horizontal line y=0 is
1
called a horizontal asymptote of the function 𝑦 = . Asymptotes
𝑥
are usually denoted as dashed lines on a graph. They are not
part of the function; instead they show the values that the
function approaches, but never gets to.

To determine the vertical asymptote:

Find the zeroes of the denominator that are not zeroes of the numerator.

To determine the horizontal asymptote compare the degree of the numerator n

and the degree of the denominator d.

i. If 𝑛 < 𝑑, the horizontal asymptote is 𝑦 = 0.

ii. If 𝑛 = 𝑑, the horizontal asymptote y is the ratio of the leading coefficient
of the numerator 𝑎𝑛 to the leading coefficient of the denominator of 𝑎𝑑 .
𝑎
That is 𝑦 = 𝑛 .
𝑎𝑑
iii. If 𝑛 > 𝑑, there is no horizontal asymptote.

Example: Find the horizontal asymptote.

𝑥 7−3𝑥 4𝑥 4 −1
a. 𝑟(𝑥) = b. 𝑅(𝑥) = c. ℎ(𝑥) =
9𝑥 2 −1 2𝑥+1 1−𝑥 2

Solution:

a. The degree of the numerator is less than the degree of the denominator (1 < 2).
Therefore, the horizontal asymptote is 𝑦 = 0.
b. The degree of the numerator and the degree of the denominator are equal (1 = 1).
Therefore, the horizontal asymptote is 𝑦 is equal to the ratio of the leading
coefficient of the numerator -3 to the leading coefficient of the denominator 2. That
−3
is, 𝑦 = .
2

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

c. The degree of the numerator greater than the degree of the denominator (4 > 2).
Therefore, there is no horizontal asymptote.

Example: Find the vertical asymptote.

(𝑥+1)(𝑥−3)(𝑥+4) (𝑥−1)(𝑥−3)(𝑥−2)
a. 𝑟(𝑥) = b. 𝑅(𝑥) =
(𝑥−1)(𝑥+2) (𝑥+1)(𝑥−2)2

Solution:
a. The zeroes of the numerator are -1,3 and -4. The zeroes of the denominator are 1
and -2. The vertical asymptotes for 𝑟(𝑥) are 𝑥 = 1 and 𝑥 = −2.
b. The zeroes of the numerator are 1, 3 and 2. The zeroes of the denominator are -1
and 2. The vertical asymptote for 𝑅(𝑥) is 𝑥 = 2 only.

Guidelines in Graphing Rational Function

1. Factor the numerator and denominator.

2. Find the intercepts:
 x-intercepts: zeroes of the numerator
 y-intercepts: f(0)
3. Find the vertical asymptotes.
 Determine the zeroes of the denominator.
4. Find the horizontal asymptotes.
5. Plot the points to the left, to the right, and between the vertical
asymptotes.
6. Sketch the graph. Use the plotted points and the asymptotes.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

Let’s Apply

Task 1. Puzzle it Up
Complete the crossword puzzle below.
1 2
3

Down Cross
1. It is the set of all values that f(x) can 4. The _____ of the graph of a rational
take. function are the points of intersection
2 3 1 of its graph and an axis.
2. − =
𝑥 2𝑥 5
5. A rational expression is _____ when
3. Imaginary line to which a graph gets then denominator is equal to zero.
closer and closer as it increases or
𝑝(𝑥)
decreases its value without limit. 6. It is in the form of 𝑓(𝑥) = where
𝑞(𝑥)

4.
5
≤
2 p(x) and q(x) are polynomials, and
𝑥−3 𝑥 𝑞(𝑥) ≠ 0.
7. An asymptote that occurs at any x-
8. It is an asymptote that occurs when
values that make the denominator 0.
the numerator and denominator have
the same degree.

9. It is the set of all real numbers,

except those that make the
denominator zero.
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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

Task 2.
𝑥 2 −3𝑥+2
Graph the rational function 𝑓(𝑥) = .
𝑥 2 −5𝑥+6

Let’s Try

I. Solve.
3 2 2𝑥 5
1) = 4) + =2
𝑥+1 𝑥−3 𝑥+1 2𝑥
𝑥 2 −10 −14−5𝑥 (𝑥+4)(𝑥−3)
2) = 5) ≥0
𝑥−1 𝑥−1 (𝑥−2)(𝑥 2 +2)
𝑥+1
3) ≤2
𝑥+3

II. Representations of Rational Functions

𝑥 2 +𝑥−6
For the function 𝑓(𝑥) = :
𝑥 2 +𝑥−20

a. Identify the 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.

III. Problem Solving.

1) Two ships travelling from Dumaguete to Cagayan de Oro differ in average speed by
10kph. The slower ship takes 3 hours longer to travel a 240 kilometer route than
for the faster ship to travel a 200 kilometer route. Find the speed of the slower
ship. Hint: Construct an equation with time t as the variable.
2) 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.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

Let’s Realize

Write the concept that you successfully learned from the lessons.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Let’s Enrich

Your friends are traveling in your car for 100 kilometers.

1. How long will your trip take if you average 60 kph, 80 kph, or 85 kph?
2. Describe the time it will take you to make the trip as a function of your speed.
3. Graph the function described in No.2.
4. Discuss the graph in relation to the time it will take you to make this trip.

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 WORKSHEET IN GENERAL MATHEMATICS (GRADE 11)

References

(2020, June 30). Retrieved from CK-12: https://www.ck12.org/book/ck-12-algebra-i-

concepts/section/12.2/

Chua, R., Rong, W. Z., D., U. A., Kotah, M. T., & Chua, S. L. (2015). Soaring 21st
Century Mathematics General Mathematics Grade 11. Quezon City: Phoenix
Publishing House, Inc.

Crisologo, L. A., Ocampo, S. R., Miro, E. D., Tresvalles, R. M., Hao, L. C., & Palomo, E.
G. (2016). General Mathematics Teacher's Guide. DepEd Complex Meralco
Avenue, Pasig City: Department of Education.

Orines, F. B. (2016). Next Century Mathematics 11 Geneal Mathematics. Quezon City:

Phoenix Publishing House, Inc.

Oronce, O. A. (2016). General Mathematics. Manila: Rex Book Store, Inc.

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