Senior High School

Department of Education
National Capital Region
S CHOOLS DIVIS ION OFFICE
MARIK INA CITY

GENERAL MATHEMATICS
Quarter 1: Module 2
RATIONAL FUNCTIONS

Writer:
Chona F. Arenque (MNHS)
Joel C. Hagos (FHS)
Evelyn E. Seroy (MHS)
Cover Illustrator: Joel J. Estudillo (SNNHS)

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 What I Need to Know

This module was designed and written with you in mind. This will help
you master the Rational Functions. The scope of this module is to represent
a rational function through its: (a) table of values, (b) graph, and (c) equation,
find the domain and range of a rational function, determine the: (a) intercepts;
(b) zeroes; and (c) asymptotes of rational functions, and (d) solve problems
involving rational functions, equations, and inequalities.

This module on rational functions will help you learn and understand
the content and how it is applicable to our daily life.

This module 2B is a continuation of Rational Function 2A and it is

divided into 4 lessons, namely:

Lesson 1: A Rational Function through its:

(a) table of values,
(b) graph, and
(c) equation
Lesson 2: Intercepts, Zeroes; and Asymptotes of Rational Functions.
Lesson 3: The domain and range of a rational function.
Lesson 4: Problems Involving Rational Functions, Equations, and
Inequalities

After going through this module, you are expected to:

1. Represent a rational function through its:

(a) table of values,
(b) graph, and
(c) equation.
2. Determine the: (a) intercepts; (b) zeroes; and (c) asymptotes of
rational functions.
3. Find the domain and range of a rational function.
4. Solve problems involving rational functions, equations, and
inequalities.

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 What I Know
Write the letter of the correct answer on a clean sheet of paper.

1. Which of the following can be used to represent a function?

A. Equation C. Table of Values
B. Graph D. all of the above

2. Suppose I am driving along at 30 miles per hour. If I let x = # hours

traveled and y = distance traveled, then y is determined by x,
so y is a function of x. Which of the following equations can be
used to represent this function?
A. y = 30x C. y = x – 30
B. y = 30 + x D. None of these

1
3. Which of the following graphs represent the graph of f(x)= ?
𝑥−1.
A. C.

B. D.

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 -x-5
4. The graph of f(x)= is ___________?
3

A. C.

B. D.

1
5. Given the rational function f(x)= , what are the values that will make
x2 -4
the denominator zero.
A. -4 B. ±4 C. -4 D. ±2

x+1
6. The domain of the rational function f(x)= is____________________?
x-3
A. {x/x ≠ −1} B. {x/x ≠ −3} C. {x/x ≠ −1} D. {x/x ≠ 3}

1
7. The range of the rational function f(x)= is ___________________?
x+2
A. {𝑦/𝑦 ≠ −2} B. {𝑦/𝑦 ≠ −1} C. {𝑦/𝑦 ≠ 0} D. {𝑦/𝑦 ≠ 1}

1
8. The vertical asymptotes of the rational function f(x)= are at
x2 -9
x=_____ and x=_____?
A. -3 B) 3 C) -3 and 3 D) None

x2 -4x+4
9. The rational function f(x)= has an oblique asymptote at ______?
x+3
A. y =x+7 B) y=x-7 C) y=x+3 D) y=x-3

10. A boy is swimming in a river with the rate of the current equal to 2
kph. If he can swim 5 km upstream in the same amount of time it
would take him to swim 8 km downstream, what is his speed in still
water?
22 25 29 26
A. kph B. kph C. kph D. kph
3 3 3 3

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 Lesson 1. Rational Functions through its (a) table of values, (b) graph,
and (c) equation.

What’s In

Construct a table of values for the following and answer the questions
below.
A. f(x) = 2x – 3 x 3 2 1 0
y

B. f(x) = x2 x -1 0 1 2
y

1. What properties of equalities did you use in completing the table of

values?
2. How did you graph/sketch the given functions above?
3. Can we use those steps in constructing the table of values and in
graphing rational functions? Explain your answer.

What’s New
1
Given that f(x) = .
x-3

Computing the values of f(x) from the left of 3, we have the values
below:
x 0 1 2 2.5 2.9 2.99 2.999
f(x) -0.333 -0.5 -1 -2 -10 -100 -1000

Computing the values of f(x) from the right of 3, we have the values
below:

x 6 5 4 3.5 3.1 3.01 3.001

f(x) 0.333 0.5 1 2 10 100 1000

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Answer the following questions briefly.
1. What observations have you noticed from the two table of values?
2. What happens to the function values as x goes near 3 from the right?
3. What happens to the function values as x goes near 3 from the left?

What is It
Here, you will learn on how to construct the table of values and the
graph of rational functions

Let us define once again a rational function.

p(x)
A rational function is a function of the form f(x)= ; where p(x) and
q(x)
q(x) are polynomial functions and q(x)≠ 0.

A rational function can be represented through its equation, table of

values, or graph

Construct a table of values and sketch the graph of the following

rational functions:
1 x
a. f(x) = x
c. G(x) =
x+1

1 2
b. g(x) = d. F(x) =
x-2 (x-2) 2

1
a. f(x) =
x

SOLUTION
In dealing with a rational function, it is often helpful to find values for
which the rational function is undefined. Later, you will find that the graph
of the rational function approaches lines that contain these values for which
the rational function is undefined hence the graph does not cross these
lines.

From the activity in What’s new, if you know in which values the given
rational function will be undefined, you can center your table of values around
it-that is, you can choose values of x that move closer to this number,
approaching from the left and the right.

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 For example, to graph the rational function

1
a. f(x)= , the function will not be defined at x = 0. Therefore, you can
x
1 1 1 1
choose x to take on the following values: -2, -1, − , − and 2, 1, , .
2 4 2 4

x -2 -1 −
1
−
1 0 2 1 1 1
2 4 2 4
y −
1 -1 -2 -4 undefined 1 1 2 4
2 2

and can be determined and plotted in a Cartesian plane. With these points,
the graph can be sketched.

1
b. The function g(x) = , which can be represented by the equation y =
x-2
1
is not defined when x=2. The graph of the line x=2 will not be
x-2
1
crossed by the graph of g(x) = . The table of values for the function
x-2
is constructed and shown below.

x -5 -4 -3 -2 -1 0 1 2 3 4 5
y -0.14 -0.17 -0.20 -0.25 -0.33 -0.5 -1 undefined 1 0.5 0.33

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 Using these values, the points (-5,-0.14), (-4,-0.17), (-3,-0.20), (-2,-0.25),
(-1,-0.33), (0,-0.5), (1,-1), (3,1), (4,0.5), and (5,0.33) can be determined and
plotted in a Cartesian plane. With these points, the graph can be sketched.

x
c. The function G(x) = which can be represented by the equation
x+1
x
y = is not defined when x = -1. The graph of the line x= -1 will not
x+1
x
be crossed by the graph of G(x) = ,
x+1
The table of values for the function is constructed and shown
below.
X -5 -4 -3 -2 -1 0 1 2 3 4 5
Y 1.25 1.33 1.5 2 undefined 0 0.5 0.67 0.75 0.80 0.83

Using these values, the point (-5,1.25), (-4,1.33), (-3,1.5), (-2,2), (0,0), (1,0.5),
(2,0.67), (3,0.75), (4,0.80), (5,0.83) can be determined and plotted in a
Cartesian plane. With These points, the graph can be sketched.

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 2
d. The function F(x) = which can be represented by the equation
(x-2) 2
2
y= is not defined when x = 2. Also, note that y can never be 0.
(x-2) 2
Its value will never be negative, or y > 0, The graph of the line x =2
2
and y=0 will not be crossed by the graph of F(x) = . The table of
(x-2) 2
values for the functions is constructed and shown below

X -5 -4 -3 -2 -1 0 1 2 3 4 5

y 0.04 0.06 0.08 0.125 0.22 0.50 2 undefined 2 0.50 0.22

Using these values, the points (-5,0.04), (-4,0.06), (-3,0.08), (2,0.125)

(-1,0.22), (0,0.50), (1,2), (3,2), (4,0.50), (5,0.22) can be determined and

plotted in a Cartesian plane. With these points, the graph can be sketched.

What’s More
Represent each rational function by equation, table of values, and
graph.

1 2 1
1. f(x) = 3. f(x) = 5. f(x) =
2x x+1 3x

1 1
2. f(x) = 4. f(x) =
x-1 x+2

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 What I Have Learned

x+1
Given the rational function f(x)= , fill in the blanks with the value/s
x-5
that will make the sentences true.
1. The value which will make the function undefined is x=___________?
2. The values that can be assigned to x are values to the right and left
of ________.
3. What happens to the function values as x goes near 5 from the right?
4. What happens to the function values as x goes near 5 from the left?

What I Can Do

Make a table of values to represent the following rational function.

(Answers may vary depending on the chosen x values).

1 x+6 2 1
1. f(x) = 2. g(x) = +5 3. s(t) = + +1
x+4 x-8 t2 t

Rubrics for this activity

Score Description

15 points Complete solutions with correct answer.

10 points 75% correct solutions with incorrect answer.

5 points 50% correct solution with incorrect answer.

No point earned No output at all

10

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 Assessment
Write the letters of the correct answers on a clean sheet of paper.

1. Which of the following can be used to represent a function?

A. Equation C. Table of Values
B. Graph D. all the above

2. Suppose I am driving along at 80 miles per hour. If I let x = # hours

traveled and y = distance traveled, then y is determined by x, so y is a
function of x. Which of the following equations can be used to
represent this function?
A. y = 80x C. y = x – 80
B. y = 80 + x D. None of these

For item 3-4: Determine the graph of each

1
3. f(x)=
x+1.
A. C.

B. D.

1
4. f(x)=
2x+1

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 A. C.

B. D.

5. Which equation best represents the graph?

1
A. f(x)=
2x
2
B. f(x)= +1
x
1
C. f(x)= -1
x
2
D. f(x)=x+ -2
x

Additional Activities
6
Given g(x) = ,
x-2

a. Construct a table of values.

b. Plot the points in the Cartesian plane and identify if the
points form a smooth curve or a straight line.

12

DISCIPLINE • GOOD TASTE • EXCELLENCE

 Lesson 2. Zeroes, Intercepts, and Asymptotes of Rational Functions.

What’s In
3x2
1) Given the rational function f(x)= , what are the value(s) that will
x2 -1
make the function undefined?
1
2) Using the rational function f(x)= . Complete the table below.
x+1
x 2 1 0 -0.5 -0.8
f(x)

x -2 -1.5 -1.25 -1.1 -1.01

f(x)

3) Sketch the graph of the given rational function in #2

What’s New
In the previous lesson,
we can construct table of values
to graph the rational function
1
f(x)= , wherein you assign
x
values of x to the right and left
of the restricted value that will
make the function undefined.
After assigning values for x, you
need to solve for the
corresponding function values
before you can plot the points
and sketch the graph.

1. Is there an easier way to sketch the graph of a rational function aside

from plotting points which takes a lot of work to do?

2. The graph seems to be getting closer to the y-axis, do the graphs of all
rational functions just get closer to the y-axis but will never cross the
y-axis?

13

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 3. The graph seems to be getting closer to the y-axis, do the graphs of all
rational functions just get closer to the y-axis but will never cross the
y-axis?

What is It

Aside from plotting points, there is another way to sketch the graph of
a rational function, that is by getting the asymptotes, zeroes and intercepts of
a rational function.

Let us look at the following definitions and illustrative examples.

In this lesson, you will use the following definitions:

Zeroes: These are the values of x which make the function zero.

y-intercept: It refers to the function value when x=0.

x-intercept(s): It refers to the real numbered zeroes of a rational

function.
Asymptote: It is a line that the graph gets close to but does not
touch.
Vertical Asymptote: These are vertical lines x=a of a rational
function f if the graph either increases or decreases
without bound as the x values approaches from the
right or left.
Horizontal Asymptote: it is a horizontal line y=b of the rational
function f if f(x) gets closer to b as x increases or
decreases without bound.
Oblique Asymptote: it is a line y=mx+b (disregarding the remainder)
obtained after dividing the numerator by the denominator
when the degree of the numerator is one.

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 Note:
Let n be the degree of the numerator and m be the degree of the
denominator:
a. If n<m, the horizontal asymptote is y=0
𝑎
b. If n=m, the horizontal asymptote is at𝑦 = , where a is the
𝑏
leading coefficient of the numerator and b is the leading
coefficient of the denominator.

c. If n>m, there is no horizontal asymptote

Examples:
Find the zeroes, intercepts and asymptotes of the following rational
functions.

1. 𝑓(𝑥) =
𝑥 2 −9 Simplify the function if possible before
𝑥+3 getting the zeroes, intercepts, and
asymptotes.

(x+3)(x-3) factor out the numerator and simplify.

f(x) = x+3
after simplifying, the rational function
F(x) = x-3 seems to be reduced to a linear function
but not exactly a linear function since x≠-3

To find the zero(s) of the function, set y=0 and solve for x.

f(x)=x-3 which can

be written as y=x-3
0=x-3 replace y by 0 and
x=3 solve for x.

x=3 is the zero of the function and at the same time the x-intercept
because 3 is a real number.

To find the y-intercept, set x=0

f(x)=x-3 which can

be written as y=x-3
y=0-3 replace x by 0 and
y=-3 simplify.

The y-intercept is at y=-3.

Since the function is reduced to a seemingly “linear function” but not
exactly linear because it has a restriction at x = -3 in the

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 denominator, after simplifying there will be no asymptotes and the
graph has a hole at (-3,-6)

2. f (x ) =
x+3 Simplify if possible before getting the
zeroes, intercepts, and asymptotes.
x2 -9

x+3 Factor the expressions that can be factored

f (x ) = out and simplify.
(x+3)(x-3)

1
f(x) = ; x≠-3, x≠3
x-3

To find the zero(s) of the function, set y=0 and solve for x.
1
f(x)= can be
x-3
1
written as y=
x-3
1 replace y by 0 and
0=
x-3
solve for x.
1 multiply both sides
(x-3)(0) = ( ) (x-3)
x-3
by x-3,
0=1 False

16

DISCIPLINE • GOOD TASTE • EXCELLENCE

 There are no zeroes as well as x-intercepts since the solution
resulted to a false statement.

To find the y-intercept, set x=0

1
f(x)= can be
x-3
1
written as y=
x-3
1 replace x by 0 and
y=
0-3
simplify.
1
y =-
3
1
The y-intercept is at y=-
3
x+3
From the original function f(x)= , the vertical asymptotes will
x2 -9
pass at the values that will make the denominator zero, that is
supposedly when x=-3 and x=3 but after simplifying, x+3 in the
numerator and x+3 in the denominator cancels out, which means
x+3 or x=-3 is no longer a vertical asymptote but instead a hole on
1
the graph at (-3,− ). Therefore, the equation of the vertical
6
asymptote is x=3 (vertical line drawn in dashes)
since the degree of the numerator is less than the degree of the
denominator, the horizontal asymptote is at y=0 (horizontal line
drawn in dashes).

17

DISCIPLINE • GOOD TASTE • EXCELLENCE

 3. x2 +6x+9 simplify if possible before getting the
F(x) = zeroes, intercepts and asymptotes.
x2 -9

(x+3)(x+3) factor out expressions both in the

f(x) = numerator and in the denominator that
(x+3)(x-3)
can be factored out and simplify
x+3
f(x)= ;x≠-3, x≠3
x-3

To find the zero(s) of the function, set y=0 and solve for x.
x+3
f(x)= can be
x-3
x+3
written as y=
x-3
x+3 replace y by 0 and
0=
x-3 solve for x.
x+3 multiply both sides
(x-3)(0) = ( ) (x-3)
x-3
by x-3
0 = x+3 simplify and solve for
x = -3 x
x=-3
is the zero of the function and at the same time the x-intercept because -3 is
a real number.

18

DISCIPLINE • GOOD TASTE • EXCELLENCE

To find the y-intercept, set x=0

x+3
f(x)= can be
x-3 x+3
written as y=
x-3
0=
0+3 replace x by 0 and
0-3
solve for y.
y = -1

The y-intercept is at y=-1.

Since the degree of the numerator is the same as the degree in the
denominator, the horizontal asymptote is the ratio of the leading
coefficient of the numerator and the denominator, which is at y=-1
(horizontal line drawn in dashes).
The vertical asymptotes pass at the values of x that make the
denominator zero and those are supposedly at x=-3 and x=3, but after
simplifying, the common factor x+3 cancels each other out, which
means x=-3 is no longer a vertical asymptote but instead a hole on
the graph at (-3,0) and therefore x=3 is the only vertical asymptote of
the graph (vertical line drawn in dashes).

19

DISCIPLINE • GOOD TASTE • EXCELLENCE

 3. x2 +3x+2 simplify if possible before getting the
f(x) = zeroes, intercepts and asymptotes.
x+3

(x+2)(x+1) factor out expressions in the numerator

f(x) = and in the denominator that can be
x+3
factored out and simplify.

Since there are no common factors both in the numerator and in the
denominator, the function can no longer be simplified, we will solve
for the zeroes, intercepts and asymptotes using the original function.
To find the zero(s) of the function, set y=0 and solve for x.

x2 +3x+2
f(x)= can be
x+3 x2 +3x+2
written as y=
x+3
x2 +3x+2 replace y by 0 and
0 =
x+3
solve for x.
) (x+3) multiply both sides
2
x +3x+2
(x+3)(0)= (
x+3
by x+3
2
0=x +3x+2

solve the resulting quadratic equation either by factoring or by

quadratic formula.
x=-2 ; x=-1
The zeroes of the function are at x=-2 and x=-1 which at the same
time the x-intercepts because -2 and -1 are both real numbers.

To find the y-intercept, set x=0

x2 +3x+2
f(x)= can be
x+3 x2 +3x+2
written as y =
x+3
02 +3(0)+2 replace x by 0 and
y =
0+3 simplify
2
y=
3

2
The y-intercept is at y= .
3
The vertical asymptote passes at x=-3 (the values that makes the
denominator zero). It is the vertical line drawn in dashes
on the graph.

There is no horizontal asymptote because the degree of the numerator

is one degree higher than the degree in the denominator; instead
there will be an oblique asymptote.

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 To find the oblique asymptote, divide the numerator by the
denominator either by long division or by synthetic division. The
oblique asymptote will be the quotient disregarding the remainder.

-3 1 3 2 x2 +3x+2 2
=x+
x+3 x+3
-3 0
The oblique asymptote is at y=x
1 0 2
(slant line drawn in dashes)

What’s More
Activity 1: Find the zeroes, intercepts, and asymptotes of the following
rational functions.
x +1 x+2 x2 +4
1) f(x)= 3) f(x)= 5) f(x)=
2x2 -2 x2 +4x+4 x+1

2x2 -2 x2 -x-6
2) f(x)= 4) f(x)=
x+1 x2 +4x+4

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 What I Have Learned
Fill in the blank. Write the term/s or expression/s that will complete
the sentence.
1
1) The rational function f(x)= will have a vertical asymptote at
x+5
___________ and a horizontal asymptote at _________________?
x2 +6x+5
2) The zeroes of the rational function f(x)= are__________?
x+6
x2 +6x+5
3) The rational function f(x)= will have an oblique asymptote
x+5
at y=_______________________?
1
4) The y-intercept of the rational function f(x)= is at ________?
x2 -1
x2 +6x+5
5) The rational function f(x)= x+6
will have a vertical asymptote
at ______________?, a horizontal asymptote at ________________?
and an oblique asymptote at __________________?

What I Can Do

Find the zeroes, intercepts, and asymptotes of the following rational

functions.
x+2 x-2 x2 -9
1) f(x)= 3) f(x)= 5) f(x)=
2x2 -8 x2 -4x+4 x+1

2x2 -2 x2 -x-6
2) f(x)= 4) f(x)=
2x+2 x2 -6x+9

Rubrics for Scoring

Score Description

15 points Complete solutions with correct answer.

10 points 75% correct solutions with incorrect answer.

5 points 50% correct solutions with incorrect answer.

No point earned No output at all

22

DISCIPLINE • GOOD TASTE • EXCELLENCE

 Assessment
Write the letter of the correct answer on a clean sheet of paper.

1. It is a line that the graph gets close to but does not touch
A. Asymptotes C. y-intercepts
B. x-intercepts D. Zeroes
1
2. The vertical asymptotes of the rational function f(x)= are at x=_____
x2 -9
and x=_____?
A. -3 B) 3 C) -3 and 3 D) None
2x3 +3x-10
3. The y-intercept of the rational function f(x)= is at y=____?
x+5
A. -2 B. -1 C. 1 D. 2
x2 -4x+4
4. The rational function f(x)= has an oblique asymptote at ______?
x+1
A. y =x+5 B) y=x-5 C) y=x+3 D) y=x-3
x2 -1
5. The rational function f(x)= has a horizontal asymptote at y=____?
x+1
A. -1 B. 1 C. -1 and 1 D. None of these

Additional Activities
Write the letter of the correct answer on a clean sheet of paper.
x2 -5x+6
1. The zeroes of the function f(x)= are ___________?
x2 +2x-24
A. -3 and -2 B. -3 and 2 C. -2 and 3 D. 2 and 3
1
2. The vertical asymptotes of the rational function f(x)= 2 are at x=_____
x -49
and x=_____?
A. -7 B. 7 C. -7 and 7 D. None
x+3
3. The y-intercept of the rational function f(x)= is at y=____?
x+5
3 3 5 5
A. B. − C. D. −
5 5 3 3
x2 +3x-4
4. The rational function f(x)= has an oblique asymptote at ______?
x+2
A. y =x+1 B. y=x-1 C. y=x+2 D. y=x-2
x2 -16
5. The rational function f(x)= has a horizontal asymptote at y=______?
x+4
A. -1 B. 1 C. -1 and 1 D. None

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 Lesson 3. Domain and Range of a Rational Function.

What’s In

Solve for the values of x and answer the questions that follow.

1) 𝑥 + 1 = 2𝑥 − 5 4) (𝑥)(𝑥 − 3)(𝑥 + 2) = 0

2) 𝑥 2 − 81 = 0 5) 𝑥(𝑥 − 2)(𝑥 + 5)(𝑥 + 1) = 0

3) 𝑥 2 − 19𝑥 + 90=0

Guide Questions:
1. Which of the following illustrates an example of a linear equation?
2. How do we solve a linear equation?
3. Which of the following illustrates a quadratic equation?
4. What are the ways to solve a quadratic equation?
5. Is it possible for an equation to have 2 or more solutions? Why?

What’s New
Consider the statement:

All real numbers have a corresponding reciprocal (multiplicative

inverse).
1
Which can be represented by the rational function 𝑓(𝑥) = ; 𝑥 ≠ 0 which
𝑥
means x can take any value that will not make the denominator zero, which
makes the function undefined. This set of possible values of x is called the
DOMAIN of the function.

1) How about the corresponding values of y, is it the same as its

domain?
2) If it is not the same as its domain, is zero included so that the
corresponding values of y will be the set of all real numbers?

3) What are the ways to determine the possible values of y?

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 What is It
1 1
The function 𝑓(𝑥) = can be written as 𝑦 = , if x can take any values except
𝑥 𝑥
zero, how about the corresponding y values or function values 𝑓(𝑥)? Can it
also take all values except zero?
Consider the table as x takes a very large number to the right.

x 1 2 5 10 20 40 50 100 1000
y=f(x) 1 0.5 0.2 0.1 0.05 0.025 0.02 0.01 0.001

It seems that the function values y=f(x) is getting closer to zero or almost zero.
How about as x takes a very small negative number to the left?

x -1 -2 -5 -10 -20 -40 -50 -100 -1000

f(x) -1 -0.5 -0.2 -0.1 -0.05 -0.025 -0.02 -0.01 -0.001

It also seems that the function values y=f(x) is getting closer to zero or almost
zero.
Is zero included, so that the corresponding y values or function values
can take all values or simply the set of all real numbers(ℝ)?
1 1
When y = 0, the y = becomes 0= replace y by 0.
𝑥 𝑥
1
𝑥(0) = ( ) 𝑥 multiply both sides by x to get rid of the denominator x
𝑥
0=1 this is a false statement. Which means 0 is not included in the
set of y values or functions
Since x≠ 0, what happens to the function values as the values of x get closer
to 0?
X 0.5 0.25 0.2 0.1 0.01 0.001 0.0001 0.00001
f(x) 2 4 5 10 100 10000 10000 100000

The function values gets larger up to +∞

X -0.5 -0.25 -0.2 -0.1 -0.01 -0.001 -0.0001 -0.00001

f(x) -2 -4 -5 -10 -100 -10000 -10000 -100000

The function values get smaller up to −∞.

Therefore, the set of all possible y values or function values is the set of all
real numbers except 0 which is called the RANGE of the function.

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 𝟏
From the graph of 𝒇(𝒙) =
𝒙

It is clearly seen that the graph never crosses x=0 (y-axis) and y=0 (x-axis),
which means 0 is not included both in the domain and range of the function
1
𝑓(𝑥) = .
𝑥
What you will learn here is about getting the domain and range of
rational functions.

Definition:

Domain: The set of all values of x for which the function is defined.
Range: The set of all function values (output values) that the function takes.

To find the domain of the rational function:

Set the denominator to zero, to determine the values that will make the
function undefined which must be excluded.

For rational functions, you can determine the range by inspecting the graph.

Examples:
𝑥
1) Find the domain and range of the rational function 𝑓(𝑥) = .
𝑥+1

To find the domain of the function:

Set the denominator to zero to determine the values that will make the
denominator zero which must be excluded in the domain

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 x+1= 0 set the denominator to zero.
x =-1 add -1 to both sides to solve for the value of x
(addition property of equality)

therefore, the domain: {𝑥/𝑥 ≠ −1} or (−∞, −1) ∪ (−1, +∞)

To find the range of the function:

𝑥
We need to examine the graph of 𝑓(𝑥) = , which can be sketched
𝑥+1
either by plotting points or by getting the intercepts, zeroes and asymptotes.

The graph has a horizontal asymptote at y=1 and it is clearly seen that the
graph only gets closer to the line y=1 but never crosses the line y=1.
Therefore, the range:{𝑦/𝑦 ≠ 1}or (−∞, 1) ∪ (1, +∞).
2. Determine the domain and range of the rational function
x+1
f(x)= .
x2 -9

To find the domain of the function:

Set the denominator to zero to determine the values that will make the
denominator zero which must be excluded in the domain

𝑥2 − 9 = 0 set the denominator to zero.

(𝑥 + 3)(𝑥 − 3) = 0 factor out the left-hand side of the equation
𝑥+3 = 0 𝑥−3=0 set each factor to zero.
𝑥 = −3 𝑥=3 solve for the values of x

𝑥
Therefore, the domain: { ≠ −3, 𝑥 ≠ 3}or (−∞, −3) ∪ (−3,3) ∪ (3, +∞)
𝑥

To find the domain of the function:

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 𝑥+1
We need to examine the graph of the rational function 𝑓(𝑥) = ,
𝑥 2 −9
which can be sketch either by plotting points or by getting the asymptotes,
intercepts and zeroes of a rational function.

It is clearly seen from the graph that the function values take the set
of all values of y since the graph continuously extends without bounds
above and below the x-axis. Therefore, the range will be (−∞, +∞).

What’s More
Find the domain and range of the following rational functions in
interval notation.
5 x+1
1) f(x)= 2) f(x)=
x+3 x-1
x2 -9 x+1
3.) f(x)= 4) f(x)= 2
x-3 x -4

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 What I Have Learned

Fill in the blanks. Write the statement/s or expression/s on the blank to

complete each sentence.

1. The domain of the function is the set of all values of x that will not make
the ____________________zero.
2. To find the domain of the function, solve for the values that will make the
denominator equal to ______________.
3. The range of the function is the set of all _______________values.
4. The only real number with no multiplicative inverse is __________.

What I Can Do
Problem Set: Find the domain and range of the following rational
functions in interval notation.
5 x+1 x2 -49
1) f(x)= 2) f(x)= 3) f(x)=
2x+3 2x-1 x-7

Rubrics for Scoring

Score Description

15 points Complete solutions with correct answer.

10 points 75% correct solutions with incorrect answer.

5 points 50% correct solution with incorrect answer.

No point earned No output at all

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 Assessment
Write the letter of the correct answer on a clean sheet of paper.

1
1. Given the rational function f(x)= , what are the values that will make the
x2 -4
denominator zero.
A. -4 B. ±4 C. -4 D. ±2

x+1
2. The domain of the rational function f(x)= is____________________?
x-3
A. {x/x ≠-1} B. {x/x≠-3} C. {x/x≠-1} D. {x/x≠3}

1
3. The range of the rational function f(x)= is ___________________?
x+2
A. {y/y≠-2} B. {y/y≠-1} C. {y/y≠0} D. {y/y≠1}

𝑥+2
4. What are the restricted values in the rational function 𝑓(𝑥) = ?
𝑥 2 −7𝑥+12
A. 3 and 4 C. -3 and 4
B. -4 and 3 D. -4 and -3

𝑥+1
5. What is the domain of the rational function 𝑓(𝑥) =
𝑥 2 +1
A) (−∞, −1) ∪ (−1, +∞) C) (−1,1)
B) (−∞, +∞) D) (−∞, 1) ∪ (1, +∞)

Additional Activities
Write the letter of the correct answer on a clean sheet of paper.

𝑥+1
1. What are the values that will make 𝑓(𝑥) = undefined?
𝑥 2 −1
A. -1 B. 1 C. ±1 D. 0

2𝑥
2. The function 𝑓(𝑥) = is defined if ______________?
𝑥 2 −𝑥−6
A. 𝑥 ≠ −2, 𝑥 ≠ 3 C. 𝑥 ≠ −2, 𝑥 ≠ −3
B. 𝑥 ≠ −3, 𝑥 ≠ 2 D. 𝑥 ≠ 2, 𝑥 ≠ 3

𝑥+1
3. The domain of the rational function 𝑓(𝑥) = is____________________?
𝑥+3
𝑥 𝑥 𝑥 𝑥
A. { ≠ −1} B. { ≠ −3} C. { ≠ −1} D. { ≠ 3}
𝑥 𝑥 𝑥 𝑥

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 4𝑥
4. The range of the rational function 𝑓(𝑥) = is ___________________?
2𝑥+4
𝑦 𝑦 𝑦 𝑦
A. { ≠ 2} B. { ≠ −1} C. { ≠ −2} D. { ≠ 1}
𝑦 𝑦 𝑦 𝑦
𝑥+2
5. What are the restricted values in the rational function 𝑓(𝑥) = ?
𝑥 2 −4𝑥−12
A. 2 and 6 C. -6 and 2
B. -2 and 6 D. -2 and -6

Lesson 4. Problems Involving Rational Functions, Equations, and

Inequalities.

What’s In
Solve the following equations.

𝑥 𝑥
1. - =6 Answer:_______________________
2 5

𝑥−1 𝑥+2
2. = Answer: _______________________
2 4

5 3
3. - =1 Answer: ______________________
𝑥 4𝑥

𝑥+4 8
4. = Answer: ______________________
2𝑥−10 7

2𝑥+1 𝑥−1 1
5. - = Answer: ______________________
5 3 2

Guide Questions:
1. How do we solve rational equations?
2. How do we find the solutions or roots of rational function?
3. Can you give an example of applications of rational functions in real-life
situations?

What’s New
Not all types of real-life problems can be represented by linear,
quadratic, or any other polynomials function. Rational functions are great
importance in solving some number-related problems, motion, and work
problems. A systematic approach in solving problems should be observed to
have a smooth and simplified procedure.

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 What is It
You will learn in this lesson all about solving word problems involving
rational.
A rational equation has a big role and it is useful for representing real
life situations. Let’s us study the following illustrative examples for you to
appreciate its application in real-life situations.

Example 1: Number Problem

63
Problem 1: The difference of a whole number and its reciprocal is , What
8
is the number?

Step 1. Represent the unknown in the problem.

Let x = the whole number
1
= the reciprocal of the number
𝑥

Step 2. Form the equation that describes the problem.

1 63
x– =
𝑥 8

Step 3. Solve the equation.

x–
1
=
63 multiply by the LCD (8x)
𝑥 8
1 63
8x (x – )=( ) 8x
𝑥 8

8x2 - 8 = 63x Arrange in the form of ax2 +bx +c = 0

8x2 -63x - 8 = 0 Find the factors.
(8x + 1) (x – 8) = 0
8x + 1 = 0 x–8=0 Solve for x :
x=-
1 x=8
8

1
Since the missing number is a whole number, - cannot be accepted as the
8
answer. Thus, the whole number in the problem is 8.

Problem 2: When five times the square of a certain integer is divided by four
more than three times the same number, the result is -10. What is the integer?

Step 1. Represent the unknown in the problem.

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 Let x = integer
Five times the square of the integer is 5x2
Four more than thrice the number is 3x + 4

5𝑥 2
Step 2. Form the equation that describes the problem = -10
3𝑥+4

Step 3. Solve the equation.

5𝑥 2
= -10
3𝑥+4
5𝑥 = -10 (3x
2 + 4)
5𝑥 2 = -30x -40
5𝑥 2 +30x+40 = 0
1 1
[5𝑥 2 + 30x + 40 = 0 ]
5 5
x2 + 6x + 8 = 0
(x+2) (x + 4)= 0
x+2=0 x+4=0
x = -2 x = -4

Step 4. Check if the computed values satisfy the given condition,

If x = -2, If x = -4
5(−2)2 5(−4)2
then = -10 then = -10
3(−2)+4 3(−4)+4
20 80
= -10 = -10
−2 −2

Both solutions satisfy the given condition. Thus, the number may be -2 or -4.

Example 2: Motion Problem

Motion problems are usually modelled by rational equations. When solving
motion problems, we should recall that distance is equal to the product of the
rate and time. In symbol, we have
𝒅 = 𝒓𝒕

where: d = distance r = rate t = time

Transforming the formula, we also have

𝒅 𝒅
r= and t=
𝒕 𝒓

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DISCIPLINE • GOOD TASTE • EXCELLENCE

Problem 3: A sprinter runs 9 km/hr faster than the other sprinter. When the
faster sprinter travelled a distance of 93 km, the other one has gone 66 km.
What is the speed of both runners?

Step 1. Represent the unknown in the problem.

𝑑
Note that time is expressed as t =
𝑟
Let x = rate of the sprinter
X + 9 = rate of the second sprinter

distance rate time

1st sprinter 66 x 66
𝑥
2nd sprinter 93 x +9 93
𝑥+9

Step 2. Form the equation that describes the problem.

Since the time spent by both sprinters is equal, we have the equation.

66 93
=
𝑥 𝑥+9
Step 3. Solve the equation.
66 93
=
𝑥 𝑥+9
66 93
(x)(x+9) = (x) (x+9)
𝑥 𝑥+9
66 (x+9) = 93x
66x + 594 = 93x
93x – 66x = 594
27x = 594
x = 22

The rate of the first sprinter is 22 km/hr

Step 4. Check if the computed value satisfies the given condition.

distance rate Time
1st sprinter 66 22 66
=3
22
2nd sprinter 93 22 + 9 = 31 93
=3
22+9

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DISCIPLINE • GOOD TASTE • EXCELLENCE

Example 3: Work Problems
Work problems are also modelled by rational equations. To solve work
problems, keep in mind that if someone can finish a work in 5hrs, then he
1
can finish of the total work in an hour.
5

Another important fact to remember is that, if two or more people will be

working on a certain task, the time that they will spend working together is
definitely shorter than any of the individual work.

Problem 4:
Lanie can finish her Mathematics portfolio in 3 hours while Nelia can finish
the same job in 5 hours. If their teacher asks them to work together in
finishing the Mathematics portfolio, how long will it take them to finish the
work?

Step 1. Represent the unknown in the problem.

Nelia can finish the work in 5hours:
1
She can do of the work in an hour.
5
Lanie can finish the work in 3hours:
1
She can do of the work in an hour.
3
Nelia and Lanie can finish the work together in x hours.
1
They can finish portion of the work in an hour.
𝑥

Step 2. Form the equation that describes the problem.

1 1 1
+ =
5 3 𝑥

Step 3. Solve the equation.

1 1 1
+ =
5 3 𝑥
1 1 1
15x [ + = ] 15x
5 3 𝑥
3x + 5x = 15
8x = 15
15 7
x = or 1
8 8

7
Lanie and Nelia can finish the work together in 1 hours.
8

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 What’s More
Solve the following problems. Present a complete and systematic solution.

1. Myra takes 2 hours to plant 500 flower bulbs. Francis takes 3 hours to
plant 450 flower bulbs. Working together, how long should it take them to
plant 1500 bulbs?

2. Jamie, Pria and Paul can paint a room together in 2 hours. If Pria does the
job alone she can paint the room in 5 hours. If Paul works alone, he can paint
the room in 6 hours. If Jamie works alone, how long will it take her to paint
the room?

3. One pipe can fill a pool 5 hours faster than a second pipe. If both pipes are
open, the pool can be filled in 6 hours. If only the slower pipe is open, how
long would it take to fill the pool?

What I Have Learned

Complete the statement/s below and write your answer on the space provided.
1.Real life problems like number-related, work, and motion problems can be
represented and solved by __________________________________.
2. To solve problems involving rational functions, follow these steps:
a. ________________ the given information.
b. ________________ the unknown quantity by a variable.
c. Form the equation representing the relationship among the
________________.
d. ________________.
e. ________________.

What I Can Do

Write the working equations which best represent the following problems.
1. The secretary of the council can type a communication letter in 15 minutes
while the assistant secretary can finish the same in 30 minutes. Working
together, how long should it take them to type 60 communication letters?

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DISCIPLINE • GOOD TASTE • EXCELLENCE

2. A number more than 12 divided by 24 more than twice a number is equal
1
to .
2
13
3. Twice the sum of a number and its reciprocal is same as .
3
4. A certain boat traveled 32 kilometers along with the current and 16
kilometers against the current. In the same amount of time, find the rate of
the boat if the rate of the current is 2 kph
5. A student can finish a project 2 hours earlier than the other student. How
long will it take them to finish the project together?

Rubrics for Scoring

Score Description

15 points Complete solutions with correct answer.

10 points 75% correct solutions with incorrect answer.

5 points 50% correct solution with incorrect answer.

No point earned No output at all

Assessment
Write the letters of the correct answers on a clean sheet of paper

1. Jeffrey can finish a job in x hours. If Bryan can finish the same job three
times faster than Jeffrey and the two of them can finish the job in five
hours if they work together, solve for x.
20 20 22 22
A. hours B. hours C. hours D. hours
3 6 3 4

2. Working together, it takes Jom, Jass, and Jack two hours to finish a
typing job. When Jack works alone, he can finish the job in eight hours.
When Jass works alone, she can finish the job in three hours. How long
would it take Jom to finish the job on his own?
A. 20 hours C. 24 hours
B. 22 hours D. 23 hours

3. Belen walks 4.8 km to school and returns home on a bike. She averages 2
km per hour faster when cycling than when walking. If it takes her two
hours to complete the roundtrip, what is her walking speed?
A. 5 kph B. 4 kph C. 3 kph D. 6 kph

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DISCIPLINE • GOOD TASTE • EXCELLENCE

4. A boy is swimming in a river with the rate of the current equal to 2 kph. If
he can swim 5 km upstream in the same amount of time it would take
him to swim 8 km downstream, what is his speed in still water?
22 25 29 26
A. kph B. kph C. kph D. kph
3 3 3 3

5. A box with a square base is to have a volume of 54 cubic meters. Let x be

the length of the side of the square base and h be the height of the box.
What is the measure of a side of the square base if the height should be
twice the measure of a side of the square base?
A. 2 meters C. 3 meters
B. 6 meters D. 9 meters

Additional Activities

1. The denominator exceeds its numerator by 4. If 6 is added to the

numerator and 2 is subtracted from the denominator, the resulting
fraction equals to 5. Find the fraction.
1 1 9 5
A. B. − C. D.
3 3 5 9

2. A helicopter can fly at 90 kph in still air. If it can fly 220 kilometers with a
tailwind in the same time that it can fly 180 kilometers against a
headwind, what is the speed of the wind?
A. 5 kph B. 7 kph C. 9 kph D. 11 kph

3. The ratio of men and women at Rio Olympics 2018 was 4 to 3. If there
were 12 000 more men than women in attendance, then how many men
and how many women were in attendance?
A. 48 000 men and 36 000 women
B. 12 000 men and 24 000 women
C. 24 000 men and 12 000 women
D. 36 000 men and 48 000 women

4. Amy and Alex play tennis almost every weekend. So far, Amy has won 12
out of 20 matches. How many matches will Amy have to win in a row to
improve her winning percentage to 75%?
A. 10 B. 12 C. 14 D. 15

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DISCIPLINE • GOOD TASTE • EXCELLENCE

5. Val can paint a room in six hours. Working with Vincent, the two of them
can pant the room in two hours. How long would it take Vincent to paint
the room alone?
A. 2 hours C. 5 hours
B. 4 hours D. 3 hours

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 References

https://www.thatquiz.org/tq/preview?c=wbig3813&s=lrmbxi
https://www.wikihow.com/Find-the-Inverse-of-a-Function
https://www.analyzemath.com/OneToOneFunct/OneToOneFunct.html
https://www.mathwarehouse.com/algebra/relation/one-to-one-function.php.
https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions/
x2f8bb11595b61c86:inverse-functions-intro/a/intro-to-inverse-functions.
https://www.youtube.com/watch?v=Cf4rxWLShuU.
https://courses.lumenlearning.com/ivytechcollegealgebra/chapter/determineth
e-domain-and-range-of-an-inverse-function/
https://web.ics.purdue.edu/~pdevlin/Traditional%20Class/Lesson%2028/Dom
ain%20and%20Range%20of%20an%20Inverse%20Function.pdf
https://www.classzone.com/eservices/home/pdf/student/LA207DBD.pdf
https://www.expii.com/t/radical-equations-word-problem-4583

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 Development Team of the Module

Writers: Chona F. Arenque (Malanday National High School)

Joel C. Hagos (Fortune High School)
Evelyn E. Seroy (Marikina High School)
Editors: Joel C. Hagos (Fortune High School)
Annalyn C. Santos (Marikina Science High School-Head Teacher III)
Olive R. Lomibao (Sta. Elena High School-Head Teacher III)
Ma. Victoria Ambas (Marikina Science High School – Teacher I)
Internal Reviewer: Dominador J. Villafria (Education Program Supervisor-Mathematics)
External Validator: Kervin Ray G. Torrente (Ateneo De Manila University-ABM Coordinator)
Cover Illustrator: Joel J. Estudillo (SNNHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: [email protected]

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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DISCIPLINE • GOOD TASTE • EXCELLENCE