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S.Y. 2021-2022

GENERAL
MATHEMATICS
GRADE 11 |QUARTER 1|WEEK 3
The Concept of Rational Function

JOYCE L. URZAME, LPT

Subject Teacher

NAME: ________________________________________
GRADE AND SECTION: _________________________
STRAND: ______________________________________
 Lesson 3 Concept of Rational Function
Let Us Begin!

There are many situations in the real world where an application of rational function is used as
representation. This module will help you understand the key concepts of rational functions and apply these
concepts to formulate and solve real-life problems with precision and accuracy.

Learning Competency

❖ determines the: (a) intercepts (b) zeroes; and (c) asymptotes of rational
functions
❖ graphs rational functions
❖ solves problems involving rational functions, equations, and inequalities

Let Us Aim!

Lesson Objectives:

1. The students will determine the domain of a function defined by equation, intercepts and
asymptotes.
2. The students will apply concepts of rational function to solve real-life problems.
3. The students will recognize a rational function and graph that is possible of rational function.
4. The students will value the importance of rational function in real life problems.

Let Us Try!
Guess What…

Direction: The words of the sentence below are jumbled. Figure out what the sentence is and write your
answer on the space provided.

1. RIOTALAN FNCUTOIN
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2. LATNAORI AUETNIO
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3. AIRONLAT YTLIAUQINE

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 _________________________________________________________________________________________________
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Let Us Study!
The x-intercepts are where the numerator equals to zero, while the y-intercepts are where x=0. Vertical
asymptotes are found when the denominator equal to zero. A horizontal asymptote is found when the
numerator and the denominator have the same degree, reduced the terms of highest degree; or when the
numerator is a lower degree than the denominator. There is a horizontal asymptote at y=0; and if the degree
of the numerator is one more than degree of the denominator, the function has no horizontal asymptote but
a slant asymptote.

Example:
3𝑥
1. Determine the intercepts, horizontal and/or vertical asymptotes of f(x)= .
𝑥−4
a. Let us solve for the x-intercept: (numerator is equal to zero)
3x = 0
x = 0 (we divide the coefficient 3 both side so we derived to x=0)
x-intercept is (0,0)

b. Let us solve for the y-intercept: (x=0)

3𝑥
y=
𝑥−4

3(0)
= (substitute the value of x)
(0−4)

=0

y-intercept is (0,0)

c. Let us solve for the vertical asymptote. (denominator is set to zero)

x-4=0

x=4 (vertical asymptote)

(we move the constant -4 to the other side and it became 4, every time that we move a
constant it will change the sign)

d. Let us solve for the horizontal asymptote. (Divide the leading coefficient of the numerator and
denominator with the same degree.
3
y=
1

y = 3 (horizontal asymptote)

e. Plot some additional points to complete the graph.

Domain: (-∞,4) ∪ (4,∞)

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 x y
1 -1
-2 1
8 6
6 9

f. Using asymptote as guides, the

3𝑥
complete sketch of f(x) = is shown
𝑥−4
below.

2. Determine the intercepts, horizontal and/or vertical asymptote of f(x) =

𝑥
𝑥2 − 4
a. Let us solve the x-intercepts: (numerator is equal to zero)
x=0
x-intercept is (0,0)

b. Let us solve for the y-intercept: (x=0)

𝑥
y= 2
𝑥 −4

0
= (substitute the value of x)
02 −4

y=0
y-intercept is (0,0)

c. Let us solve the vertical asymptote. (denominator is set to zero)

𝑥2 − 4 = 0
𝑥2 = 4
(we move -4 on the other side and it became 4, every time that we move a constant it will change
the sign)

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 x = √4
(we square the constant 4 to cancel the exponent in the variable)

x=±2

d. Let us solve for the horizontal asymptote. (the numerator is a lower degree than the denominator,
the horizontal asymptote is set at y=0)

y = 0 (horizontal asymptote)

e. Plot some additional points to complete the graph.

Domain of (f) = {x ∈ ℝ | x ≠ ±2}

x y
1 1
−
3
3 3
5
-1 1
3
-3 3
−
5

𝑥
f. Using the asymptotes as guides, the complete sketch of f(x) = is shown on letter e.
𝑥 2 −4

Let Us Know!

Definition of Terms

Vertical asymptotes will occur at those values of x for which the denominator
is equal to zero

Horizontal asymptote is the x-axis (y = 0). If the degree of the numerator is

bigger than the denominator, there is no horizontal asymptote

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 Let Us Think!

Direction: Determine the domain and range, encircle the correct answer.

1. For the function {(0,1),1,2);(3,4)}, write the domain and range?

a. D: {0,1,3) R: {1,2,4} c. D: {0,-1,3) R: {1,-2,4}
b. D: {0,2,3) R: {1,2,3} d. D: {4,1,3) R: {1,2,0}

2. What is the range in the picture?

a. 1 c. 0
b. X d. y
3. What is the domain in the picture of number 2?
a.1 c. 0
b. X d. y
4. Identify the following domain of the following relation.
X 0 1 2 3 4
Y 0 -1 -2 -3 -4
a. 0, -1, 1, 2 c. 0, -1, -2, -3, -4
b. 0, 1, 2, 3, 4 d. 0, 1, -2, -3, 4
5. What is the range of the following relation?
(0,2), (3,1), (4,6), (5,8)
a. 2, 3, 1. 6, 8 c. 2, 1, 4, 8
b. 0, 3, 4, 5 d. 0, 1, 6, 5
6. What variable commonly used for domain?
a. X c. z
b. Y d. d
7. What variable commonly used for range?
a. X c. z
b. Y d. d
8. Identify the following range of the following relation.
X 0 1 2 3 4
Y 0 -1 -2 -3 -4
a. 0, -1, 1, 2 c. 0, -1, -2, -3,-4
b. 0, 1, 2, 3, 4 d. 0, 1, -2, -3, 4
9. What is the domain of the following relation in the picture?
a. 1,2,3,4,5 c. A,B,C,D,E

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 b. 1,A,2,B,3,C,4,D,5,E d. none of the above

10. What is the range of the following relation in the picture?

a. 1,2,3,4,5 c. A,B,C,D,E
b. 1,A,2,B,3,C,4,D,5,E d. none of the above

Let Us Inspect!

A. Direction: Find the x and y-intercepts of the following function.

(2𝑥−7)(𝑥+4)
1. g(x) =
𝑥 2 −6𝑥+9

𝑥 3 −11𝑥 2 +28𝑥
2. g(x) = (𝑥−1)2

𝑥 2 −𝑥−42
3. h(x) =
(𝑥+3)3

3
4. f(x) =
𝑥 3 −5𝑥 2

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 10𝑥 2 −9𝑥−9
5. h(x) = (3𝑥−1)2

B. Direction: Find the vertical and horizontal asymptotes of the following functions

𝑥
1. f(x) =
𝑥−4

4
2. f(x) = (𝑥−4)2

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 𝑥−4𝑥 2
3. g(x) =
8𝑥 2 +7𝑥−1

4
4. h(x) =
𝑥−4

3
5. h(x) =
𝑥−2

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 Let Us Reflect!
Direction: Explain a short essay, what do you think the importance of learning about the concept
of rational function in real life problems?

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Let Us Achieve!

Direction: Find the x and y-intercept, asymptotes and graph each given function
𝑥
1. f(x) =
𝑥+4

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 𝑥
2. 1. f(x) =
𝑥 2 +4

2𝑥
3.f(x) =
𝑥+2

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 Excellent! You have finished the lesson. But learning does not stop here. Your insights mean a lot to us,
so I encourage you to share your thoughts about the lesson. You may write the things you have learned below
as well as your observations or suggestions so that we can improve your learning journey.

My learning summary/observations/suggestions:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
My questions:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

I am sure that your parents also have lingering questions, comments, suggestions, or observations. Ask
them to write their insights about the lesson below.

My parent’s comments/suggestions/observations:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

My parent’s questions:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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References

Reyes, Juan Apolinario C. and Sulit and Romeo. Jr. (2016). General Mathematics. Malabon City, Jimczyville
Publications.
Robes, Criselle E. and Alcober, Mary Jaselle A.(2016).Learning Genral Mathematics for Senior High
School.Sampaloc,Manila.St.Augustine Publications,Inc.
DepEd MElCs

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Key to Answers
Must be chronologically arranged as it appears in the module. (DO NOT USE COLUMNS to avoid page
breaking)

EXAMPLE:

Let Us Try!
1.
2.
3.
4.
5.

Let Us Think!
1.
2.
3.
4.
5.

Let Us Inspect!
Answers may vary.

Let Us Reflect!
(Include Rubric for Student Reflections)

Let Us Achieve!
Identification
1.
2.
3.
4.
5.

Essay
Answers may vary.
(Include Rubric for Student Essays)

Mini Task/Performance Task

(Include Rubric for Product/Performance)

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