General Mathematics

Quarter 1 – Module 6:
Solving Rational Equations
and Inequalities
General Mathematics
Alternative Delivery Mode
Quarter 1 – Module 6: Solving Rational Equations and Inequalities
First Edition, 2020

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General Mathematics
Quarter 1 – Module 6:
Solving Rational Equations
and
Inequalities
Introductory Message
For the facilitator:
Welcome to the General Mathematics Grade 11 Alternative Delivery Mode (ADM)
Module on Solving Rational Equations and Inequalities!
This module was collaboratively designed, developed and reviewed by educators
from public institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learner

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the General Mathematics Grade 11 Alternative Delivery Mode (ADM)
Module on Solving Rational Equations and Inequalities!
The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

iii
 This module has the following parts and corresponding icons:

This will give youWhat

an idea of theto
I Need skills
Know or competencies you are expected to learn in the
module.
This part includes an activity that aims to check what you already know about the
lesson to take. If you get all the answers correct (100%), you may decide to skip this
module. What I Know

This is a brief drill or review to help you link the current lesson with the previous one.
In this portion, the new lesson will be introduced to you in various ways such as a
story, a song, a poem, a problem opener, an activity or a situation.
What’s In
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.
What’s New
This comprises activities for independent practice to solidify your understanding and
What is It
skills of the topic. You may check the answers to the exercises using the Answer Key
at the end of theWhat’s
module.More
This includes questions or blank sentence/paragraph to be filled into process what you
learned from the lesson.
This section provides an activity which will help you transfer your new knowledge or
skill into real life What I Have
situations Learned
or concerns.
What I Can Do
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.
Assessment
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also tends retention of learned concepts.
Additional Activities
This contains answers to all activities in the module.

Answer Key

iv
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

v
 What I Need to
Know
This module was designed and written for learners like you to determine a method
and set of steps for solving rational equations and inequalities. Learners like you
can also explore and develop new methods that you have synthesized and apply
these techniques for performing operations with rational expressions.

In this module, you will able to explain the appropriate methods in solving
rational equations and inequalities you used. You will also be able to check and
explain extraneous solutions.

After going through this module, you are expected to:

1. Apply appropriate methods in solving rational equations and inequalities.
2. Solve rational equations and inequalities using algebraic techniques for
simplifying and manipulating of expressions.
3. Determine whether the solutions found are acceptable for the problem by
checking the solutions.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which of the following expressions is an equality between two expressions
containing one or more variables?
a. rational function
b. rational equation
c. rational inequality
d. irrational expression

2. What do you call a root obtained in the process of solving an equation

which looks correct but after analyzing it turns out as incorrect?
a. extraneous solution
b. rational expression
c. least common denominator
d. quotient

3. What do you call an inequality which involves one or more rational

expressions?
a. rational function
b. rational equation
c. rational inequality
d. irrational expression

1
4. What is the usual technique to a solve rational equation?
a. multiply both sides of the equation by its greatest common factor
b. multiply both sides of the equation by its least common denominator
c. multiply both sides of the equation by its inverse factor
d. multiply both sides of the equation by its greatest
common denominator

For items 5-9: Refer to the rational equation below.

𝑥 1
+
𝑥 3
=
4
2

5. What is the LCD of the denominator 3, 4 and 2?

a. 3
b. 6
c. 8
d. 12

6. What property will be used if you multiply the LCD on both sides of the
equation?
a. Distributive Property
b. Associative Property
c. Commutative Property
d. Additive Property

7. What will be the new form of the equation after applying the property and
simplifying?
a. 4𝑥 + 3 = 6𝑥
b. 3𝑥 + 4 = 2𝑥
c. 6𝑥 + 4 = 3𝑥
d. 12𝑥 + 3 = 12𝑥

8. What will be the solution on the given rational equation?

2
a.
3
3
b.
2
c. 2
d. 3

9. How will you check if your solution is correct?

a. by eliminating the rational expressions.
b. by dividing both sides of the equation by LCD.
c. by applying Commutative Property.
d. by substituting the answer or solution in the original equation.

10.If by solving a rational equation you obtain a number that makes an

expression in the equation undefined, then what will you do?
a. Accept even if it is untrue value.
b. Do not reject since it will satisfy the equation in a long run.

2
 c. The number is not a real solution then discard it.
d. Continue the solution even if it will give undefined answer.

11.Which of the following is NOT an inequality sign?

a. ≤
b. √
c. ≥
d. <

12.Express the graph of solution set into interval notation.

a. {𝑥 | − 3 ≤ 𝑥 < 1}
b. {𝑥 | − 3 ≤ 𝑥 ≤ 1}
c. {𝑥 | 3 < 𝑥 ≤ 1}
d. {𝑥 | 3 ≤ 𝑥 < 1}

13. Below are the steps in solving rational inequality EXCEPT

a. Put the inequality in general form.
b. Set the numerator and denominator equal to one and solve.
c. Plot the critical values on a number line, breaking the number line
into intervals and take a test number from each interval by
substituting into the original inequality.
d. Determine if the endpoints of the intervals in the solution should be
included in the intervals.

(𝑥+3)
14.Solve for the solutions of the rational inequality ≤ 1.
(𝑥−2)
a. [∞, 2)
b. (∞, 2]
c. (-∞, 2)
d. [-∞, 2)

15.How will you know that the critical points for item no. 14 will satisfy the
inequality?
a. If it makes a true statement, then the interval from which it came is
not in the solution.
b. If it makes a false statement, then the interval from which it came is
in the solution.
c. If it makes a true statement, then the interval from which it came is
in the solution.
d. If it makes a false statement, then the interval from which it came is
either in the solution or not.

3
 Lesso
n Solving Rational
Equations and
1 Inequalities
In this lesson, you shall explore more about solving rational equations and
inequalities by carefully studying the step by step methods of solutions. You will
first start from the easiest procedures in solving this type of equation and as you
progress you will gain learn more techniques and concepts that will help you to
solve more complex problems related to this topic. Exercises will range from the
simplest problems to the most complex.
At this point, students like you have already solved a variety of equations,
including linear and quadratic equations from the previous grade level. Rational
equations and inequalities follow the sequence of solving problems by combining
the concepts used in solving both linear and quadratic equations. Students will
be assessed using both formative and summative assessments along the way to
best evaluate your progress.

What’s In

Let’s Review!
How do you solve algebraic expressions? What are the different properties you
need to apply to solve problems involving rational equations and inequalities?

For you to begin, you need to recall some properties and processes to simplify
rational expressions by answering the following problems below. Write your
answer inside the box.

1. Simplify the given rational 𝑥−2

expression: 𝑥 2 −4

2. Multiply the given rational 3𝑥+ 𝑥+

1
expressions: ∙ 1
𝑥2 − 3𝑥 2
1
+𝑥

3𝑥+4
3. Find the sum of given rational expressions with like denominators: 5𝑥−1 +
𝑥−8 𝑥−8

4
4. Find the difference of the given rational expressions with unlike denominators:
6 2
−
𝑥2 − 4 𝑥 2 − 5𝑥 + 6

Let’s check if you have made it! You can also write your solution on the prepared
box to compare the techniques you apply.
1. To simplify the rational expression you can do the following steps.

Steps in simplifying 𝑥 −
rational expression 2
𝑥2
−4
1. Factor the 𝑥 − 2 Write your previous
denominator of the (𝑥 − 2)(𝑥 solution here for
+ 2)
rational expression. comparison.
2. Cancel the common
factor.
3. Write the simplified 1
rational expression. 𝑥 + 2

2. To multiply rational expressions you can do the following steps.

3𝑥+1
Steps in multiplying . 𝑥+1
rational expressions 𝑥 2 −1 3𝑥 2
+𝑥
1. Factor out all 3 𝑥 +1 . 𝑥 +1 Write your previous
(𝑥+1) 𝑥(3𝑥+1)
possible common (𝑥−1)
solution here for
factors. comparison.
2. Multiply the (3𝑥 + 1)(𝑥 + 1)
numerators and (𝑥 + 1)(𝑥 − 1)(𝑥)
(3𝑥 + 1)
denominators.
3. Cancel out all
common factors.

4. Write the simplified 1

rational expression. 𝑥(𝑥
− 1)

3. To add and subtract rational expressions with like denominators you can do
the following steps.

5
Steps in addition or 5𝑥 − 1 3𝑥 + 4
subtraction of +
𝑥 − 8𝑥 − 8
rational

6
 expressions with like
denominators
1. the numerators of Write your previous
both expressions solution here for
5𝑥 − 1 + 3𝑥 + 4 comparison.
and keeping
𝑥 − 8
the common
denominator.
2. Combine like terms 5𝑥 + 3𝑥 + 4 − 1
in the numerator. 𝑥 − 8
3. Write the simplified 8𝑥 + 3
rational expression. 𝑥 − 8

4. To add and subtract rational expressions with unlike denominators you can do
the following steps.
Steps in adding or
subtracting rational 6 2
expressions with
−
𝑥2 − 4 𝑥 2 − 5𝑥 + 6
unlike
denominators
1. Factor the Write your previous
denominator of each 6 2 solution here for
−
fraction to help find (𝑥 − 2)(𝑥 + 2)(𝑥 − comparison.
the LCD. 2)(𝑥 − 3)
2. Find the least
common 𝐿𝐶𝐷: (𝑥 − 2)(𝑥
+ 2)(𝑥 − 3)
denominator (LCD).
3. Multiply each 6(𝐿𝐶𝐷) 2(𝐿𝐶𝐷)
expression by −
its LCD (𝑥 − 2)(𝑥 + 2) (𝑥
− 2)(𝑥 − 3)
4. Write the simplified
6(𝑥 − 3) − 2(𝑥 +
expression.
2)
5. Let the simplified
expression as the 6𝑥 − 18 − 2𝑥 − 4
numerator and
the (𝑥 − 2)(𝑥 + 2)(𝑥 −
LCD as the 3)
denominator of the
new fraction
6. Combine like terms
and reduce the
rational expression
4𝑥 − 22
if you can. In this
(𝑥 − 2)(𝑥 + 2)(𝑥 −
case, the
3)
rational
expression cannot
be simplified.

7
8
How was the activity? Did you answer all the reviewed items correctly? Great! If
you did, then you can now move forward on the next stage of this topic and I am
confident that it will be very easy for you to understand the lesson.

Notes to the Teacher

Please remind our students that learning mathematics is a linear process wherein the math

What’s New

Follow Me Activity

Solving Rational Equations and

Inequalities
Before you proceed on the lesson proper try to answer the rational equation and
inequality using guided procedure. You can synthesize your own steps in solving
the problem. You can refer to previous activities if you are having difficulty
processing arithmetic properties. Hope you enjoy answering before you continue
to the next part of the discussion.

9
1. Solve example 2 of the rational equation by following the given steps.
Example 1 Example 2
𝑥 −3 1 1 2 1 1
Rational Equation + = − =
2
𝑥 − 25 𝑥+5 𝑥2 − 1 𝑥−
(𝑥 − 5) 1 2
1. Find the Least LCD:
Common (𝑥 + 5)(𝑥 − 5)
Denominator (LCD).
𝑥−3
2. Multiply both sides of (𝑥 + 5)(𝑥 − 5)[
1
the equation by its + =
the LCD. 𝑥 2 −25 𝑥+5
1
]
(𝑥−5)
3. Apply the Distributive ( 𝑥 − 3) + 1 ( 𝑥 − 5)
Property and = 1(𝑥 + 5)
then simplify. 𝑥 − 3 + 𝑥 − 5
= 𝑥 + 5
simplify:
2𝑥 − 8 = 𝑥 + 5
2𝑥 − 𝑥 = 8 + 5
𝑥 = 13
4. Find all the
𝑥 = 13
possible values of x.
5. Check each value by Checking:
substituting into original 𝑥 − 3 1 1
+ =
equation and reject any 𝑥 2 − 25 𝑥+5
extraneous root/s (𝑥 − 5)
13 − 3 1 1
+ =
2
13 − 25 13 + 5
(13 − 5)
10 1 1
+ =
169 − 25 18
8
101 1
+ =
144 18 8
10 + 81
=
144 8
1 1
= ✓
8 8
Note: No extraneous root

2. Solve example 2 of rational inequality. You can refer to example 1 for the
guided steps.
Example 1 Example 2
Rational Inequality 3 3𝑥 + 1
≤ −1 ≥2
𝑥 − 2 𝑥 −1

10
1. Put the rational inequality
in general form. 3
+1≤0
𝑅(𝑥) 𝑥 − 2
𝑄(𝑥) >0
where > can be replaced
by <, ≤ 𝑎𝑛𝑑 ≥
2. Write the inequality into a 3 + 1(𝑥 − 2)
≤0
single rational expression 𝑥 − 2
on the left side. (You
can

11
 refer to the review section 𝑥 + 1
≤0
for solving unlike 𝑥 − 2
denominators)
3. Set the numerator and Numerator:
denominator equal to 𝑥 +1=0
zero and solve. The 𝑥 = −1
values you get are called Denominator:
critical values.
𝑥 −2=0
𝑥 = 2
4. Plot the critical values on a
number line, breaking
the number line into
intervals.
5. Substitute critical values 3
≤ −1
to the inequality to 𝑥 − 2
determine if the
endpoints of the intervals when 𝑥 =
in the solution should be −1
included or not. 3
≤ −1
−1 − 2
3
≤ −1
−3
−1 ≤ −1
✓ ( 𝑥 = −1 is
included in the
solution)

when 𝑥
= 2
3
≤ −1
2−2
3
≤ −1
0
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
≤ −1 ☓
( 𝑥 = 2 is not
included in the
solution)
5. Select test values in each
interval and
substitute those
values into the when 𝑥 =
inequality. −2 3
Note: ≤ −1
−2 − 2
If the test value makes 3
the inequality true, then ≤ −1 ☓
𝑓𝑎𝑙𝑠𝑒
the entire interval is a −4
solution to the inequality.
If the test value makes when 𝑥
the inequality false, then = 0
the entire interval is not a 3
≤ −1
solution to the inequality. 0−2
3
≤ −1 ✓ 𝑡𝑟𝑢𝑒
−2
when 𝑥
12
 = 3
3
≤ −1
3−2
3 ≤ −1 ☓
𝑓𝑎𝑙𝑠𝑒

13
 6. Use interval notation or
set notation to write [−1,2)
the final answer.

How do you find the activity? Have you enjoyed it? Did you follow the steps
correctly? The activity tells you about solving rational equations and inequalities.
Yes, you read it right. You almost got it!

Let’s check if your answers are correct and which process did you find it difficult. I
hope you enjoyed answering by your own.

What is It

Rational equation is an equation containing at least one rational expression with

a polynomial in the numerator and denominator. It can be used to solve a variety
of problems that involve rates, times and work. Using rational expressions and
equations it can help us to answer questions about how to combine workers or
machines to complete a job on schedule.
Let us use the previous activity to discuss and deepen your knowledge and skills
in solving rational equation. The first thing to be in your mind in solving rational
equation is to eliminate all the fractions.

Let us solve
2 11
− =
𝑥 −1
2
𝑥−1 2
Step 1. You need to find the Least Common Denominator
(LCD). The LCD of the given fractions is 2(𝑥 − 1)(𝑥 + 1)
Step 2. You need to multiply LCD to both sides of the equation to eliminate the
fractions. You can also apply cross multiplication if and only if you have one
fraction equal to one fraction, that is, if the fractions are proportional. In this
case you cannot use the cross multiplication unless you simplify the left equation
into a single fraction.

2 1 1
2(𝑥 − 1)(𝑥 + 1) − =
[ ]
𝑥2 𝑥 −1
−1 2

Step 3. You simplify the resulting equation using the distributive property and
then combine all like terms.

2(2) − 2(𝑥 + 1) = (𝑥 − 1)(𝑥 + 1)

4 − 2𝑥 − 2 = 𝑥 2 − 1
𝑥 2 + 2𝑥 − 3 = 0

14
Step 4. You need to solve the simplified equation to find the value/s of x. In this
case, we need to get the equation equal to zero and solve by factoring.
𝑥 2 + 2𝑥 −
3 = 0 (𝑥 +
3)(𝑥 − 1) =
0
𝑥 + 3 = 0 𝑜𝑟 𝑥 − 1 = 0
𝑥 = −3 𝑜𝑟 𝑥 = 1
So possible solutions are -3 and 1.
Step 5. Finally, you can now check each solution by substituting in the original
equation and reject any extraneous root/s (which do not satisfy the equation).
2 1 1
2
− =
𝑥 −1 𝑥−1 2
When 𝑥 =
−3
2 1 1
− =
(−3)2 − 1 (−3) − 1 2
2 1 1
+ =
8 4 2
1 1
= ✓
2 2
When 𝑥
= 1
2 1 1
2
− =
(1) − 1 (1) − 1 2
2 1 1
− =
0 0 2
1
0= ☓
2
In this case, 𝑥 = −3 is the only solution. That’s why it is always
important to check all solutions in the original equations. You may find
that they yield untrue statements or produce undefined expressions.

Rational inequality is an inequality which contains one or more rational

expressions. It can be used in engineering and production quality assurance as
well as in businesses to control inventory, plan production lines, produce pricing
models, and for shipping/warehousing goods and materials.
Solving an inequality is much like solving a rational equation except that there
are additional steps that focus on illustrating the solution set of an inequality on
a number line.
Let us use problem number 2 in the previous activity to discuss and deepen your
knowledge and skills in solving rational inequality.
3𝑥 + 1
≥2
𝑥 − 1
Step 1. Put the rational inequality in the general form where > can be replaced by
<, ≤ 𝑎𝑛𝑑 ≥.
𝑅(𝑥)
>0
𝑄(𝑥)
3𝑥 + 1
−2≥0
𝑥 −1
Step 2. Write the inequality into a single rational expression on the left-hand side.

15
 3𝑥 + 1 − 2(𝑥 − 1)
≥0
𝑥 −1

𝑥 + 3
≥0
𝑥 −1
Note: Remember that one side must always be zero and the other side is always a
single fraction, so simplify the fractions if there is more than one fraction.
Step 3. Set the numerator and denominator equal to zero and solve. The values
you get are called critical values.
Numerator: 𝑥 + 3= 0
𝑥 = −3
Denominator: 𝑥 − 1= 0
𝑥 = 1
Step 4. Plot the critical values on a number line, breaking the number line into
intervals.

Step 5. Substitute critical values to the inequality to determine if the endpoints of

the intervals in the solution should be included or not.
3𝑥 + 1
≥2
𝑥 −1
when 𝑥 = −3
3(−3) +
1
≥2
(−3) − 1
−8
≥2
−4
when 𝑥 = 1 2 ≥ 2 ✓ ( 𝑥 = −3 is included in the solution)

3(1) +
1
≥2
(1) − 1
4
≥2
See the illustration 0
below. 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 ≥ 2 ☓ ( 𝑥 = 1 is not included in the
solution)

16
Step 6. Select test values in each interval and substitute those values into the
inequality.
3𝑥 + 1
≥2
𝑥 −1

when 𝑥 =
−5 3(−5) + 1
≥2
(−5) − 1
−14
≥2
−6
7
𝑜𝑟 2.33 ≥ 2 ( 𝑥 = −5 TRUE)
3

when 𝑥 =
−1 3(−1) + 1
≥2
(−1)
−1
− ≥2
2
1 ≥ 2 ( 𝑥 = −1 FALSE)
−
when 𝑥 2
= 3 ≥2

3(3) ≥2
+1
(3) − 5 ≥ 2 ( 𝑥 = 5 TRUE)
1
Note: 1
0
2
a. If the test value makes the inequality TRUE, then the entire interval is a solution
to the inequality.
b. If the test value makes the inequality FALSE, then the entire interval is not a
solution to the inequality.

Step 7. Use interval notation to write the final answer.

(−∞, −3] ∪ (1,

∞)

17
Let’s learn more!
Solve each rational equation and inequality.
4𝑥 + 1
1. −3 12
=
𝑥 + 1 𝑥2
−1

2𝑥 − 8
2. ≥ 0
𝑥 − 2

Solution:

4𝑥 + 1 12
Rational Equation −3= 2
𝑥+1 𝑥 −1

1. Find the Least LCD:

Common Denominator (𝑥 + 1)(𝑥 − 1)
(LCD).
2. Multiply both sides of the equation
by its the LCD. 4𝑥 + 1 12
(𝑥 + 1)(𝑥 − 1)[
− 3 = ]
𝑥+1 𝑥2 − 1
3. Apply the Distributive Property and (𝑥 − 1)(4𝑥 + 1) − 3(𝑥 + 1)(𝑥
then simplify. − 1) = 12

simplify:
4𝑥 2 − 3𝑥 − 1 − 3𝑥 2 + 3
= 12
𝑥 − 3𝑥 + 2 = 12
2

𝑥 2 − 3𝑥 − 10 = 0
Factor (𝑥 − 5)(𝑥 +
2) = 0
𝑥 − 5 = 0 𝑥 = 5
4. Find all the possible values of x. 𝑥 + 2 = 0 𝑥 = −2
5. Check each value by Checking:
substituting into original equation 4𝑥 + 1 12
and reject any extraneous root/s −3= 2
𝑥+1 𝑥 −1

when 𝑥 =
5
4(5) + 1 12
− 3 =2
5+1 5 −1
21 12
−3=
6 24
3 12
=
6 24
1 1
= ✓
2 2
when 𝑥 = −2
4(−2) + 1 12
−3=
18
 2
(−2) + 1 (−2) − 1
−7 12
−3=
−1 3
4= 4 ✓

19
 Note: No extraneous root

2𝑥 − 8
Rational Inequality ≥0
𝑥 − 2
1. Put the rational inequality in general
form. This inequality is already in
general form. We are all set
𝑅(𝑥) to go.
𝑄(𝑥) >0
where > can be replaced by <, ≤
𝑎𝑛𝑑 ≥
2. Write the inequality into a single
rational expression on the left side. This inequality is already in a single
(You can refer to the review section rational expression wherein 0 is on
for solving unlike denominators) one side.
2𝑥 − 8
≥0
𝑥 − 2

3. Set the numerator and denominator Numerator:

equal to zero and solve. The values 2𝑥 − 8 = 0
you get are called critical values. 2𝑥 = 8
𝑥 = 4
Denominator:
𝑥 −2=0
𝑥 = 2

4. Plot the critical values on a number

line, breaking the number line into
intervals.

5. Substitute critical values to the 2𝑥 − 8

≥0
inequality to determine if the 𝑥 − 2
endpoints of the intervals in the
solution should be included or when 𝑥 =
not. 2
2(2) − 8
≥0
2−2
−4
≥0
0
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 ≥ 0
☓
( 𝑥 = 2 is not included in the
solution)

when 𝑥 =
4
2(4) − 8
≥0
4−2
0
≥0
2
0≥0✓
20
 ( 𝑥 = 4 is included in the solution)

21
 5. Select test values in each interval
and substitute those values into
the inequality.
Note:
If the test value makes the
inequality true, then the entire 2𝑥 − 8
interval is a solution to the ≥0
inequality. 𝑥 − 2
If the test value makes the
inequality false, then the entire when 𝑥 =
interval is not a solution to the 1
inequality. 2(1) − 8
≥0
1−2
−6
≥0
−1
6 ≥ 0 ✓ 𝑡𝑟𝑢𝑒

when 𝑥 =
3
2(3) − 8
≥0
3−2
−2
≥0
1
−2 ≥ 0 ☓ 𝑓𝑎𝑙𝑠𝑒

when 𝑥 =
5
2(5) − 8
≥0
5−2
2
≥ 0 ✓ 𝑡𝑟𝑢𝑒
3
6. Use interval notation or set notation (−∞, 2) ∪ [4, ∞)
to write the final answer.

What’s
More

Activity 1.
Solve the following rational equations and inequalities using the guided procedure on the table
below.

1.

𝑥 −2 1 1
Rational Equation + =
𝑥2 − 4 𝑥 + 2 𝑥 − 2
1. Find the Least
Common Denominator
(LCD).

22
2. Multiply both sides of the
equation by its the LCD.

23
 3. Apply the Distributive Property and
then simplify.

4. Find all the possible values of x.

𝑥 = 6

5. Check each value by

substituting into the original
equation and reject any
extraneous root/s

2.

𝑥 −6
2 1
Rational Equation + =
2
𝑥 − 4𝑥 − 12 𝑥+2
𝑥−6
1. Find the Least
Common Denominator
(LCD).
2. Multiply both sides of the equation
by its the LCD.

3. Apply the Distributive Property and

then simplify.

4. Find all the possible values of x.

𝑥 = 10

5. Check each value by

substituting into original equation
and reject any extraneous root/s

3.
2(𝑥 − 4)
Rational Inequality < −4
𝑥

1. Put the rational inequality in general

form.
𝑅(𝑥)
𝑄(𝑥) >0
where > can be replaced by <, ≤
𝑎𝑛𝑑 ≥
2. Write the inequality into a single
rational expression on the left side.

24
 (You can refer to the review section
for solving unlike denominators)
3. Set the numerator and denominator
equal to zero and solve. The values
you get are called critical values.
4. Plot the critical values on a number
line, breaking the number line into
intervals.
5. Substitute critical values to the
inequality to determine if the
endpoints of the intervals in the
solution should be included or
not.
5. Select test values in each interval
and substitute those values into
the inequality.
Note:
If the test value makes the
inequality true, then the entire
interval is a solution to the
inequality.
If the test value makes the
inequality false, then the entire
interval is not a solution to the
inequality.
6. Use interval notation or set notation 3
( 0, )
to write the final answer. 4

4.
𝑥2 + 𝑥 − 6
Rational Inequality ≤0
𝑥 2 − 3𝑥 − 4

1. Put the rational inequality in general

form.
𝑅(𝑥)
𝑄(𝑥) >0
where > can be replaced by <, ≤
𝑎𝑛𝑑 ≥
2. Write the inequality into a single
rational expression on the left side.
(You can refer to the review section
for solving unlike denominators)
3. Set the numerator and denominator
equal to zero and solve. The values
you get are called critical values.
4. Plot the critical values on a number
line, breaking the number line into
intervals.
5. Substitute critical values to the
inequality to determine if the

25
 endpoints of the intervals in the
solution should be included or not.
5. Select test values in each interval
and substitute those values into
the inequality.
Note:
If the test value makes the
inequality true, then the entire
interval is a solution to the
inequality.
If the test value makes the
inequality false, then the entire
interval is not a solution to the
inequality.
6. Use interval notation or set notation
[−3, −1 ) ∪ [ 2, 4 )
to write the final answer.

Activity 2
Solve each problem below and choose the letter that corresponds to the solution
to each problem. Place the correct answer in the corresponding lines.

What did the bible verses 1John 4:7-21 is all about?

1 2 3 4 5 6 7 8 9

𝑥+2
2𝑥−4 A. -3
1. 3
=2
C. -1 and 6
2. 7
1 D. -5
4𝑥 3
− =2
𝑥
2
𝑥
2
5 11
+ = E. (2, ]
2𝑥
3. 2
𝑥+1
2
2𝑥

𝑥 2 −1 G. 4
4.
8
=
𝑥−3 𝑥 I. 3
−3
1
5. 4 L. (-4, 1)
𝑥 𝑥
−6 +𝑥 = 𝑥 2 −8𝑥 N. -3 and 3
+12
−2 O. 2
5𝑥
6. 𝑥 < 4
−1
𝑥
2
7. − 7= S. -1
𝑥−2 𝑥−2
𝑥 2+𝑥−12 V. (-∞, -4] ∪ (1, 3]
8.
≤0 Y. (-∞, -4) ∪ [1, 3)
𝑥−1

3𝑥+1
9.
5 ≥
𝑥
−2

26
 What I Have
Learned

Complete the following statements by writing the correct word or words and
formulas.
1. A is an equation containing at least one rational
expression with a polynomial in the numerator and denominator. 2. To determine
if the endpoints of the intervals in the solution should be included
or not you need to the critical values to the inequality.
3. In order to get the critical values you need to set and
equal to zero.
4. The first step in solving rational inequality is to put the inequality in general
form where in one side must always be and the other
side is in a fraction.
5. If the test value makes the inequality , then the
entire interval is a solution to the inequality.

Topics for Discussion

Explain the similarities and differences in solving between rational equations and inequalities?
Why do extraneous solutions sometimes occur and don’t work in the original
form of the equation?

What I Can Do

Read the situation carefully and solve the problem.

The new COVID-19 testing facility in Lucena City is operating with two laboratory
technicians. Technician A takes 2 hours to finish 50 samples of specimens from
CoVID-19 patients. Technician B takes 3 hours to finish 45 samples of specimens
from COVID-19 patients. Working together, how long should it take them to finish
150 samples of specimens from COVID-19 patients?

Hint:
Think about how many samples of specimens each technician can finish in one
hour. This is their testing rate.

27
 Assessmen
t
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. It is an equation containing at least one fraction whose numerator and
denominator are polynomials.
a. rational function
b. rational equation
c. rational inequality
d. irrational equation

2. The usual technique to eliminate denominator in solving a rational

equation is to multiply both sides of the equation by its
a. inverse factor
b. greatest common factor
c. least common denominator
d. greatest common denominator

3. An inequality which involves one or more rational expressions is called

a. rational function
b. rational equation
c. rational inequality
d. irrational equation

4. You can only use cross multiplication in solving rational equation if and
only if you have one fraction equal to one fraction, that is, if the
fractions are
.
a. negative
b. positive
c. inequal
d. proportional

5. If the test value makes the inequality , then the

entire interval is not a solution to the inequality.
a. true
b. false
c. proportional
d. reciprocal

For items 6-7: Refer to the rational equation below.

5 2 3
+ =
2𝑥 − 𝑥 + 𝑥
4 3 − 2

28
6. To solve the equation, we multiply both
sides by a. 𝑥 − 2
b. 𝑥 + 3
c. (𝑥 + 2)(𝑥 − 3)
d. (𝑥 − 2)(𝑥 + 3)

7. Which of the following will be the solution to the given rational equation?
11
a.
3
3
b.
11
11
c. −
3
3
d. −
11

For items 8-10: Refer to the rational inequality below.

𝑥+12
𝑥+2 ≤2

8. What are the critical values in the given rational

inequality? a. 𝑥 = −2 𝑎𝑛𝑑 8
b. 𝑥 = −2 𝑎𝑛𝑑 − 8
c. 𝑥 = −2 𝑎𝑛𝑑 12
d. 𝑥 = −2 𝑎𝑛𝑑 − 12

9. Which of the critical value or values is/are included as endpoints of the

intervals?
a. −2
b. 2
c. −8
d. 8

10.Which of the following is the solution in the given

inequality? a. (−∞, −2) ∪ (8, ∞)
b. (−∞, −2] ∪ [8, ∞)
c. (−∞, −2) ∪ [8, ∞)
d. (−∞, −2) ∪ [−8, ∞)

For items 11-13, solve for the solutions of the following rational equations.
2
11. 1 3
𝑥+2
+𝑥−2 =𝑥
a. 6
b. −6
c. 8
d. −8

29
 8 9
12. +1=
𝑥2 𝑥
a. −1 𝑎𝑛𝑑 − 8
b. 1 𝑎𝑛𝑑 8
c. −1 𝑎𝑛𝑑 8
d. 1 𝑎𝑛𝑑 − 8

1
13. − 16 = 0
𝑥2
a. ±1
b. ±2
c. ±1
2
d. ±1
4

For items 14-15, solve for the solutions of the following rational equations.
5
14.
𝑥−3 3
> 𝑥+1
a. (−∞, −7) ∪ (−1, ∞)
b. (−∞, −1) ∪ (3, ∞)
c. (−7, −1) ∪ (3, ∞)
d. (−7, −1] ∪ [3, ∞)

(𝑥−3)(𝑥+2)
15. 𝑥−1 ≤0
a. (−∞, −2) ∪ (1,3]
b. (−∞, −2] ∪ (1,3]
c. (−∞, −2] ∪ [1,3)
d. (−∞, −2) ∪ [1,3)

Additional Activities

Practice Worksheet: Solving Rational Equations and Inequalities

Solve each equation. Check extraneous solutions for rational equations. Write
your answer in interval notation for rational inequalities.

LEVEL 1

30
1. 2.
8 4 𝑥
= 2𝑥 + 3 =
𝑥 +1 3 4

31
3. 4.
𝑥 − 4 𝑥 + 3
≤0 >0
𝑥 + 5 3𝑥 − 6

5. 6.
4 1 1
+ =9 2
≤0
𝑥 3𝑥 𝑥 −4

LEVEL 2

7. 8.
20 20 4 2 1
− = 2
=
𝑥 𝑥 − 2𝑥 𝑥 −𝑥 𝑥−1

9. 10.
𝑥 − 9 𝑥 + 32
≥3 ≤6
3𝑥 + 2 𝑥 + 6

32
11. 12.
4 1 1 2 2
+ 2= 1+ <
𝑥 𝑥 5𝑥 2 𝑥 + 1 𝑥

LEVEL 3

13. 14.
3𝑥 12 2 1 3
= +2 2
+ =
𝑥+1 𝑥2 − 1 4𝑥 − 9 2𝑥 − 3 2𝑥 + 3

15. 16.
2
(𝑥 + 1)(𝑥 − 2) (𝑥 + 7)(𝑥 − 3)
≥0 >0
(𝑥 − 1)(𝑥 + 1) (𝑥 − 5)2

17. 18.
𝑥−3 𝑥 2 + 3𝑥 − 18 12𝑥 3 + 16𝑥 2 − 3𝑥 − 4
+ 2𝑥 − 12 =
2𝑥 + 10 2𝑥 + 10 8𝑥 3 + 12𝑥 2 + 10𝑥 + 15
<0

33
Answer Key

34
References
Aunzo, Rodulfo, Flores Maricar, Gagani Ray Ferdinand M, and Quennie Ypanto. 2016. General
Mathematics Activity-based, Scaffolding of Student . Quezon City: C&E Publishing, Inc.

2016. General Mathematics Learner’s Material . Meralco Avenue, Pasig City, Philippines 1600:
Lexicon Press Inc.

2016. General Mathematics Teacher’s Guide. Meralco Avenue, Pasig City, Philippines 1600: Lexicon
Press Inc.

Oronce, Orlando A. 2016. General Mathematics. Sampaloc, Manila: Rex Bookstore, Inc.

35
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifac
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-498
Email Address: *