4

RATIONAL FUNCTIONS,
RATIONAL EQUATIONS AND
INEQUALITIES
for General Mathematics
Senior High School (CORE)
Quarter 1 / Week 2

1
 FOREWORD

This Self-Learning Kit for General Mathematics is designed

specifically for Grade 11 students in the Senior High School. Thus, a
modest background in grade school mathematics is important, written
in a precise, readable, and conventional manner to facilitate students’
understanding of the subject.
It is aligned with the BEC of the Department of Education
following the prescribed MELCs (Most Essential Learning
Competencies.
It has the following features proven to be valuable aids to learning
Mathematics even at home.
What happened
This section contains pre-activities like review of the prior
knowledge and a pretest on what the learners have learned in their
previous discussions.
What I Need to Know (Discussion)
This section contains definition of terms, different examples of
real-life situations as application of functions. It gives examples and
the corresponding situations that clearly illustrate the applicability of a
mathematical concept.
What I have Learned (Evaluation/Post Test)
The exercises contained in this section are guaranteed to build
mathematical comprehension, skills, and competence. These serve as a
diagnostic tool to identify the learners’ areas of strengths and
difficulties.

2
 OBJECTIVES:
At the end of the lesson, the students are expected to:
K. represent real-life situations using rational functions and distinguish
rational function, rational equation and inequality;
S. solve rational equations and inequalities; and
A. develop accuracy and patience in solving rational equations and
inequalities.

LESSON 1 REPRESENTING REAL-LIFE

SITUATIONS USING RATIONAL
FUNCTIONS

I. WHAT HAPPENED
PRE-TEST: Complete Me!
(𝑥+1)
Instruction: Evaluate the function 𝑓(𝑥) = using the values of x in the table. Write
2
your answer in your activity notebook/sheets.

x 1 2 3 4 5

f(x)

II. WHAT YOU NEED TO KNOW

Definition
𝑝(𝑥)
A rational function is a function of the form 𝑓(𝑥) = where p(x)and q(x) are polynomial
𝑞(𝑥)
functions, and q(x) is not the zero function ( i.e., q(x) ≠ 0). The domain of f(x) is all values of
x where q(x)≠ 0. (Debbie Marie B. Verzosa 2016)

These are some real-world relationships that can be modeled by rational functions. Unlike
polynomial functions, rational functions may contain a variable in the denominator.

Example 1.
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 10 5 2.5 2 1
per second)

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 10
The function 𝑣(𝑡) = can represent 𝑣 as a function of 𝑡.
𝑡

Example 2.
The local barangay received a budget of ₱100, 000 to provide medical checkups for the
children in the barangay. The amount is to be allotted equally among all children in the
barangay. Write an equation or function representing the relationship of allotted amount per
child (y-variable) versus the total number of children (x-variable).

Fill up the table below with the different allotment amount for different values for the number
of children:
No. of 10 20 50 100 200 300 500 1 000
children, x
Allocated
amount, y

(100,000)
Solution. The equation or function would be 𝑦(𝑥) = 𝑥
No. of 10 20 50 100 200 300 500 1 000
children, x
Allocated 10 000 5 000 2 000 1 000 500 333.33 200 100
amount, y

III. WHAT HAVE I LEARNED

POST TEST: CHALLENGE YOURSELF. ANSWER ME!

Do what is asked. Answer in your activity notebook/sheets.
Situation 1.
𝑑
Average speed (or velocity) can be computed by the formula 𝑣 = 𝑡 . Consider a 100-
meter track used for foot races. The speed of a runner can be computed by taking the time for
100
him to run the track and applying it to the formula 𝑠 = since the distance is fixed at 100
𝑡
meters.
a. Represent the speed of a runner as a function of the time it takes to run 100 meters in the
track.
Let x represent the time it takes to run 100 meters.
b. Continuing the scenario above, construct a table of values for the speed of a runner against
different run times.
x 10 12 14 16 18 20

4
 s(x)

Situation 2.
The budget of a school organization is split evenly among its various committees. If
they have a budget of ₱60, 000:
Construct a function M(n) which would give the amount of money each of the n number of
committees would receive.

LESSON 2 DISTINGUISHING RATIONAL

FUNCTION, RATIONAL EQUATION,
AND RATIONAL INEQUALITY

I. WHAT HAPPENED

PRE-TEST
Mathinik Challenge 1
Guess Me!
Instructions: Identify the following expression as rational or not. Write your answer
in your activity notebook/sheets.

1. 𝑥 2 + 3𝑥 + 2
𝑥+4
2. 1
3𝑥 2
3. 𝑥 2 + 4𝑥 − 3
2
4. √𝑥 + 1
𝑥3 − 1
5. 1
𝑥+2
−2

Mathinik Challenge 2
Match Me!
Instruction: Match the following rational equation, rational inequality, and rational
function to their corresponding examples.

Column A Column B

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 𝑥 2 +2𝑥+3
1. rational equation a) 𝑓(𝑥) = 𝑥+1
2 3 1
2. rational inequality b) − =
𝑥 2𝑥 5
5 2
3. rational function c) 𝑥−3 ≤ 𝑥

II. WHAT YOU NEED TO KNOW

DISCUSSION:
Review on rational expression.
Definition
A rational expression is an expression that can be written as a ratio of two
polynomials. It can be described as a function where either the numerator, denominator, or both
have a variable on it.
Rational Equation Rational Inequality Rational Function,

Definition An equation An inequality A function of the form

involving rational involving rational 𝑝(𝑥) 𝑝(𝑥)
f(x)=𝑞(𝑥) or y=𝑞(𝑥) where
expression in both expression in both
numerator and numerator and p(x)and q(x)are polynomials,
denominator. denominator. and q(x) is not the zero
Symbol used: = Symbols used: <, > function.
, ≤, ≥. Symbol used: =
Examples 2 3 1 5 2 𝑥 2 + 2𝑥 + 3
− = ≤ 𝑓(𝑥) =
𝑥 2𝑥 5 𝑥−3 𝑥 5
or
3 1 3𝑥 6 𝑥 2 + 2𝑥 + 3
= ≥ 𝑦=
4 2𝑥 5 2 5

More examples.
1
a) 𝑓(𝑥 ) = 𝑥
It is a rational equation but since the value of the function f is a rational expression then it is a
rational function.
2 1
b) 𝑥2 = 𝑥
It is only a rational equation because both sides involve rational expressions.
𝑥+1 1
c) 2𝑥−3 = 𝑥
It is only a rational equation because both sides involve rational expressions.
3
d) 𝑦 = − 𝑥+1
It is a rational equation and a rational function

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 𝑥+1
e) 2𝑥−3 > 0
It is a rational inequality because it is an inequality that contains rational expressions.
1 3
f) 𝑥 ≤ 𝑥+1
It is a rational inequality because it is an inequality that contains rational expressions.

III. WHAT HAVE I LEARNED

POST TEST
CHALLENGE YOURSELF. ANSWER ME!

Distinguish the following if it is rational equation, rational inequality or rational function.

2 9
_____________________1. 𝑥 = 𝑥−3
1
_____________________2. 2𝑥+5
1
_____________________3. 𝑓(𝑥) = 𝑥−2
2 9
_____________________4. 7 > 𝑥−3

2 √5𝑥+1
_____________________5. >
7 𝑥−3
1 3
_____________________6. 2𝑥+5 = 𝑥+5
2𝑥−1
_____________________7. 3𝑥+2 < 12
1
_____________________8. 𝑦 = 𝑥−2
2 3 1
_____________________9. 3𝑥 + 4 = 𝑥

_____________________10. 𝑥 2 + 𝑥 + 1

LESSON 3 SOLVING RATIONAL EQUATIONS,

AND INEQUALITIES
I. WHAT HAPPENED

PRE-TEST:
Mathinik Challenge 1: Make Me Equal!
Find the value of x to make the statement true. Write your answer on your activity
notebook/sheets.
a) 2𝑥 + 4 = 10 b) 𝑥 + 3 = 2𝑥 + 4

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c) 𝑥 2 − 1 = 24 d) 𝑥 2 − 2𝑥 + 1 = 0

Mathinik Challenge 2: Put Me In!

Put the corresponding symbol (>, <, =) that will make the statement true. Write your answer
in your activity notebook.
2 5
a) 45 ______ 54 d) _______ 2
5
1
b) 0.01 ______ 0.10 e) 0.25_______ 4

c) −1 _______ − 5

II. WHAT YOU NEED TO KNOW

DISCUSSION

Procedures for Solving Rational Equations

a) Eliminate denominators by multiplying each term of the equation by the least common
multiple of all the denominator. Another way of solving rational equation is using cross
multiplication.
b) Note that eliminating denominators may introduce extraneous solutions. Check the
solutions of the transformed equations with the original equation.
c) In solving rational equation it is necessary to consider that the denominator must not be
equal to zero. So, avoid any value of variables that will make the denominator equal to
zero.

𝒂 𝒄
When the equation is in the form of a proportion 𝒃 = 𝒅 .

Find first the LCM (least common multiple) of the denominator and multiply it with both sides
of the equation using the Multiplicative property of Equality and apply Addition property of
Equality if needed. Then, simplify the equation to get the value of the variable (Versoza, 2016).

Example 1
2 3 1
Solve for x: x - 2x = 5

Solution:

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 2 3 1
- = LCM=10x
x 2x 5

The LCM of all denominators is 10x. Multiply both sides of the equation by 10x and solve the
resulting equation.
2 3 1
10x ( ) -10x ( ) =10x ( ) (multiply both sides by the LCM using the MPE)
x 2x 5

20-15=2x (addition property of equality)

5=2x (multiplicative property of equality)
5
=x
2

Checking:
2 3 1
- =
x 2x 5
2 3 1
- =
5 5 5
2 2( 2 )
2 3 1
2( )- =
5 5 5
4 3 1
- =
5 5 5
1 1
=
5 5

Example 2 Using Cross Multiplication.

1 3
Solve for 𝑥: =
2x+5 x+5

Solution:
1 3
=
2x+5 x+5

1(x+5)=3(2x+5) cross multiply

x+5=6x+15 distributive property
5-15=6x-x combine similar terms
-10=5x
-10 5x
= MPE(multiplicative property of equality)
5 5
-2=x

Checking: substitute the value of 𝑥 to the original equation.

1 3
=
2x+5 x+5
1 3
=
2(-2)+5 (-2)+5

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 1 3
=
-4+5 3
1 3
=
1 3
1=1
Procedure for Solving Rational Inequalities
The following are the suggestive steps in solving rational inequality.
a. Rewrite the inequality as a single fraction on one side of the inequality symbol and 0
on the other side.
b. Determine the 𝑥 − 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑟 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒𝑠 for which the rational expression is
equal to zero or undefined (factoring the numerator and denominator is a useful
strategy)
c. Draw a number line and mark the critical values on a number line with hollow circles.
These critical values divide the real number lines into intervals.
d. Make a table and test point. Select a test point within the interior of each interval in step
3.
e. Write the interval solutions and mark it on the 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)

Example 3
2x
Solve the inequality x+1 ≥ 1
Solution:
a) Rewrite the inequality as a single fraction on one side and 0 on the other side.
2x
-1≥ 0 the LCD is 𝑥 + 1
x+1

2x x+1
-( )≥ 0 LCD
x+1 x+1

2x-(x+1)
≥0
x+1

2x-x-1
x+1
≥0 Distributive property

(x-1)
≥0
x+1

b) Determine the x-values or critical values for which the rational expression is equal to
zero or undefined
x=1 will make the rational expression equal to zero
x= -1 will make the rational expression undefined.
𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒𝑠: x=1, x = −1
c) Draw a number line and mark the critical values on a number line with hollow circles.

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 d) Make a table and test point. Select a test point within the interior of each interval in step
3.
Intervals (−∞, −1) (-1, 1) (1, ∞)
Test value x = -2 x=0 x=2
Sign of 𝑥 − 1 - - +
Sign of 𝑥 + 1 - + +
Sin of
𝑥−1
+ - +
𝑥+1
Check: −2−1 0−1 2−1
−2+1
≥0 0+1
≥0 2+1
≥0
𝑥−1
≥0
𝑥+1 −3 −1 1
≥0 ≥0 ≥0
−1 1 3

−3 −1 ≥ 0
≥0
−1

3≥0
false true
true

e) Write the interval solutions and mark it on the 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)

The solution set is {𝑥 ∈ ℝ , 𝑥 < −1 𝑜𝑟 𝑥 ≥ 1}. It can also be written using interval
notation: (−∞, −1) ∪ [1, ∞) .

Example 2
2 3
Solve the inequality x-3 < 2x+1

Solution:
2 3
a) - <0 the LCM is (x-3)(2x+1)
x-3 2x+1

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 [(2x+1)2]-[(x-3)3]
<0 combine as one fraction using MPE
(x-3)(2x+1)

4x+2-[3x-9]
<0 distributive property
(x-3)(2x+1)

4x+2-3x+9]
<0 Distributive property
(x-3)(2x+1)

x+11
<0 combine like terms
(x-3)(2x+1)

b) Determine the x-values or critical values for which the rational expression is equal
to zero or undefined
x= -11 will make the rational expression equal to zero
x= 3 will make the rational expression undefined, zeros of denominator
1
x= - 2 will make the rational expression undefined, zeros of denominator
𝟏
critical values: x= -11, 𝐱 = 𝟑, and x = -𝟐
c) Draw a number line and mark the critical values on a number line with hollow
circles.

d) Make a table and test point.

Intervals (-∞, -11) 1 1 (𝟑, ∞)
(−𝟏𝟏, − 2 ) (− 2 , 3)

Test value -12 -1 0 4

Sign of 𝑥 + 11 - + + +
Sign of 𝑥 − 3 - - - +
Sign of 2𝑥 + 1 - - + +
Sign of - + - +
𝑥 + 11
(𝑥 − 3)(2𝑥 + 1)
Check: -12+11
<0
-1+11
<0
0+11
<0 4+11
𝑥+11 (-12-3)(2(-12)+1) (-1-3)(2(-1)+1) (0-3)(2(0)+1) <0
<0 -1 10 11 (4-3)(2(4)+1)
(𝑥−3)(2𝑥+1)
<0 <0 <0 15
(-15)(-23) (-4)(-1) (-3)(1) <0
(1)(9)
-1 10 11
<0 <0 - <0 15
345 4 3 <0
9
FALSE
TRUE FALSE TRUE

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 1
e) The solution set is {x∈R , x<-11 or- 2 <x<3}. It can also be written using interval
1
notation: (-∞, -11)∪(- , 3) .
2

III. WHAT HAVE I LEARNED

POST TEST
CHALLENGE YOURSELF. ANSWER ME!

A. Solve for the value of x to make the rational equations/inequalities true. Do the checking
and write your answer in your notebook.
2 3 1 2 9
1) + = 2) x = x−3
3x 4 x

B. Rational Inequalities
x−2 x 1
1) ≤0 2) 3x−2 >
2x−3 5

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 ANSWER KEY

b) ₱7, 500 9. rational equation

7. rational inequality
𝑛 5. none of these
a) 𝑀(𝑛) = b.
60,000 3. rational function
𝑥 1. rational equation 4. 𝑥 = 6
a) 𝑓(𝑥 ) = a.
100 Posttest
1) b 2) c 3) a 2. 𝑥 = − 7
Post test 6
Mathinik Challenge 2
2 2 3. Rational Post-test
3 5 2 3 1 f(x) 2. Rational 5. rational
1. Rational 4. Irrational d) -5 c) -7 b) -11 a) 1
Mathinik Challenge1
5 4 3 2 1 x Pre-test Mathenik Challenge 2
LESSON 2.
d. 1 a. 3 b. -1 c. ±5
Mathenik Challenge 3
Mathenik Challenge1
Pretest
Pre-test
LESSON 1 LESSON 3

REFERENCES

Tan, F., Labilyn Lasic, L., and Cruz, R., 2017. General Mathematics. Manila: VICARISH
PUBLICATIONS AND TRADING, INC
Verzosa, D., Ph.D. 2016. Teaching Guide for Senior High School GENERAL
MATHEMATICS. Quezon City: Commission on Higher Education.

ABOUT THE AUTHOR

RICKLEOBEN V. BAYKING. He is a graduate of St. Paul

University Dumaguete with a bachelor’s degree of
Secondary Education specializing in Mathematics in
the year 2016. He spent his first year of teaching in
the same university as a Senior High School teacher.
Currently, he is serving his fourth year of teaching in
the Department of Education at Jimalalud National
High School as a full-time faculty teacher in the
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Senior High School Department.
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

NAME OF WRITER
RICKLEOBEN V. BAYKING

NAME OF ILLUSTRATOR/LAY-OUT ARTIST/TYPESETTER

_________________________________

ALPHA QA TEAM
MERCYDITHA D. ENOLPE
RONALD TOLENTINO
DIDITH T. YAP
BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA S. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY I. UMALI

DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and
may not be reproduced in any form without expressed written consent from the division.