Republic of the Philippines

Department of Education
MIMAROPA REGION

Date of Development June 2020

Grade Level Grade 11
Learning Area General Mathematics
Learning Resource Bank Conceptual Math and Beyond General
Mathematics
Week of the Quarter / Grading Period Week 1
Content Standards The learners demonstrate an understanding of:
1. Key concepts of functions
Performance Standards The learners are able to:
1. Accurately construct mathematical
models to represent real-life situations
using functions.
a. Represents real-life situations using
functions, including piece-wise
functions.(M11GM-Ia-1)
b. Evaluates a function.( M11GM-Ia-2)
c. Performs addition, subtraction,
Most Essential Learning Competencies
multiplication, division, and composition of
functions.( M11GM-Ia-3)
d. Solves problems involving functions.(
M11GM-Ia-4)

Source Internet, Books

Writer (Position / Division) LEILANIE D. AÑONUEVO, MT 1/Calapan City
Language Editor
Content Editor
Illustrator
Copyright
What is it?
A function f is a correspondence between two sets, the domain and the range,
such that for each value in the domain, there corresponds exactly one value in the range.

 Represents real-life situations using functions, including piece-wise

functions.(M11GM-Ia-1)

A. Function Represented by a Set of Ordered Pairs

A set of ordered pairs represents a function, if no two ordered pairs have
the same first coordinate.

Example 1:
1
Determine if {(b , x3), (√c , ), (7 , 2h), (r , xy)} represents a function.
𝑧𝑧
Solution:
A mapping diagram may be used to show the correspondence between the
domain and the range.

Observe that no two ordered pairs have the same first coordinate. Also, each
element of the domain corresponds to a unique element of the range. The relation is one-
to-one, so the set of ordered pairs represents a function.
Example 2: Determine if {(Philippines, Manila),(Indonesia, Jakarta), (Thailand,
Bangkok), (Indonesia, Bali)} represent a function.
Solution:
Construct a mapping diagram to show the correspondence between the domain
and the range.
Observe that Indonesia is paired with Jakarta and Bali. An element of the
domain does not have a unique second element. The correspondence is one-to-many;
so two ordered pairs have the same first coordinate. Therefore, the set of ordered pairs
does not represent a function.

B. Function Represented by an Equation or Formula

To show that the equation represents a function, we need to demonstrate
that for all possible values of x, there corresponds a unique value of f(x).
Example: Determine if f(x) = 3x2 represents a function.

Solution:
Assign some values for x and compute for the corresponding values of f(x).

x -2 -1 1 2
f(x) 12 3 3 12

From the table, take note that an input of -2 and 2 gives an output of 12 and an
input of -1 and 1 gives an output of 3. The correspondence is many-to-one. For every
value of x, there corresponds a unique value of f(x). Therefore, the equation f(x) = 3x2 is
a function.

C. Functions Represented by a Graph

The points {(1, 2),(2, 4),(4, 8)} when connected form a line. How do we show
that the graph of this relation represents a function?

The Vertical Line Test

A function is a set of ordered pairs wherein no two ordered pairs have the same
first element. This property of functions can be conveniently seen in the graph of the
function. Since no two ordered pairs can have the same first element, a vertical line will
intersect the graph in one and only one point.
If the correspondence is one-to-many, the vertical line will intersect the graph in
more than one point.

Piecewise Function – is a function defined by two or more formulas on different parts

of its domain.
Example:
A merchant sells rice at ₱ 45.00 a kilo. If, however, a buyer buys more than
150 kilos of rice, the merchant gives a 10% discount.

1. If x represents the number of kilos of rice purchased, express the amount

to be paid by f(x).
2. How much should be paid for 100 kilos of rice?
3. How much should be paid for 200 kilos of rice?
Solution:
Step 1. Express the situation, using function.

If the number of kilos of purchased rice does not exceed 150 that is 0 ≤ x ≤ 150
then f(x) = 45x.
If the number of kilos of purchased rice does not exceeds 150 that is x > 150
then the number of kilos in excess of 150 kilos is given a 10% discount.
 Amount of the first 45(150) = 6750
150 kilos of rice
Amount in excess of (45)(0.90)(x – 150)
150 kilos = 40.50(x – 150)
Total Amount 6750 + 40.50(x – 150)
= 40.50x + 675

So, the function that describes the situation is

45𝑥𝑥 𝑖𝑖𝑖𝑖 0 ≤ 𝑥𝑥 ≤ 150
f(x) = �
40.50𝑥𝑥 + 675 𝑖𝑖𝑖𝑖 𝑥𝑥 > 150

Step 2. Find the amount to be paid for 100 kilos of rice.

Find f(100) by substituting x = 100 in the first piece or chunk of the function
because 100 < 150.
f(x) = 45x
f(100) = 45(100) = 4500

So, the amount to be paid for 100 kilos of rice is ₱ 4,500.

Step 3. Find the amount to be paid for 200 kilos of rice.

Find f(200) by substituting x = 200 in the second piece or chunk of the function
because 200 > 150.
f(x) = 40.50x + 675
f(200) = 40.50(200) + 675
f(200) = 8775
So, the amount to be paid for 200 kilos of rice is ₱ 8775.

Evaluating Piecewise Functions

The process of evaluating piecewise functions is similar to evaluating ordinary
functions, except for the fact that we need to choose the piece or chunk of function to be
used for a given value of x. We can do this by examining the appropriate interval where
the input or the value of x belongs.

Example: Given the piecewise function below,

𝑥𝑥 3 + 2𝑥𝑥, 𝑥𝑥 ≥ 6
3
h(x) = � 2𝑥𝑥 , − 5 ≤ 𝑥𝑥 < 6, 𝑥𝑥 ≠ 0
2(𝑥𝑥 + 4)2 + 10, 𝑥𝑥 < −5

1. Find h(-10).
Step 1. Determine the piece that should be used.
Since -10 belongs to the interval x < -5, therefore, we shall use the third
piece of function.

Step 2. Find h(-10) using the third piece of the function.

h(-10) = 2(-10 + 4)2 + 10
h(-10) = 2(36) + 10
h(-10) = 82
 1
2. Find h( ).
2
Step 1. Determine the piece that should be used.
1
Since belongs to the interval -5 ≤ x < 6, therefore, we shall use the
2
second piece of the function.
1
Step 2. Find h( ) using the second piece of the function.
2
1 3
h( ) = 1
2 22

1
h( ) = 3
2
3. Find h(6).
Step 1. Determine the piece that should be used.

Because x = 6 belongs to the interval x ≥ 6, we shall use the first piece

of the function.

Step 3. Find h(6) using the first piece of the function.

h(6) = (6)3 + 2(6)
h(6) = 216 + 12
h(6) = 228

 Evaluates a function.( M11GM-Ia-2)

To evaluate a function means to find the value of the output f(x), given the
input x.

1. f(5) = 4(5)2 – 5(5) + 3 2. f(1/4) = 4(1/4)2 – 5(1/4) + 3

= 100 – 25 + 3 = ¼ - 5/4 + 3
= 78 =2
2
√2 √2 √2
3. f(0) = 4(0)2 – 5(0) + 3 4. f� 2 � = 4� 2 � - 5� 2 � + 3

5√2
=0–0+3 = 4(1/2) - � �+ 3
2

5√2
=3 =- +5
2

 Performs addition, subtraction, multiplication, division, and composition of

functions.( M11GM-Ia-3)

Sum, Difference, Product and Quotient of Functions

Given two functions f(x) and g(x), we define the following:

• Sum: (f+g)(x) = f(x) + g(x)

• Difference: (f-g)(x) = f(x) – g(x)
• Product: (f●g)(x) = f(x) ● g(x)
𝑓𝑓 𝑓𝑓(𝑥𝑥)
• Quotient: ( )x = , g(x) ≠ 0
𝑔𝑔 𝑔𝑔(𝑥𝑥)
Example 1. If f(x) = 5x2- 10x + 21 and g(x) = 2x3- x2 + 6x + 8, find:
a. (f + g)(x) b. (f – g)(x)

a. Find (f + g)(x).
(f + g)(x) = f(x) + g(x)
= (5x2- 10x + 21) + (2x3- x2 + 6x + 8)
= 5x2- 10x + 21 + 2x3- x2 + 6x + 8
(f + g)(x) = 2x3+ 4x2- 4x + 29

b. Find (f - g)(x).
(f - g)(x) = f(x) - g(x)
= (5x2- 10x + 21) - (2x3- x2 + 6x + 8)
= 5x2- 10x + 21 - 2x3- x2 + 6x + 8
(f - g)(x) = -2x3+ 6x2- 16x + 15

𝑥𝑥 2 −9 𝑥𝑥 2 −49
Example 2. If f(x) = and g(x) =
𝑥𝑥 2 +5𝑥𝑥 −14 𝑥𝑥 2 + 𝑥𝑥 −6

f
a. (f ∙ g)(x) b. � � (x)
g

a. Find (f ∙ g)(x).
(f ∙ g)(x) = f(x) ∙ g(x)

𝑥𝑥 2 −9 𝑥𝑥 2 −49
= ∙ 𝑥𝑥 2 + 𝑥𝑥 −6
𝑥𝑥 2 +5𝑥𝑥 −14

(x+3)(x−3) (x+7)(x−7)
= ∙ (x+3)(x−2)
(x+7)(x−2)

(x−3)(x−7)
=
(x−2)(x−2)

x2 − 10x+21
(f ∙ g)(x) =
x2−4x+4

f
b. Find � � (x).
g

f f(x)
� � (x) =
g g(x)

𝑥𝑥 2−9 𝑥𝑥 2 −49
= 2 ÷
𝑥𝑥 +5𝑥𝑥 −14 𝑥𝑥 2+ 𝑥𝑥 −6

(𝑥𝑥+3)(𝑥𝑥−3) (𝑥𝑥+3)(𝑥𝑥−2)
= (𝑥𝑥+7)(𝑥𝑥−2) . (𝑥𝑥+7)(𝑥𝑥−7)

(𝑥𝑥+3)(𝑥𝑥−3)(𝑥𝑥+3)
= (𝑥𝑥+7)(𝑥𝑥−7)(𝑥𝑥+7)

(𝑥𝑥 2 −9)(𝑥𝑥+3)
= (𝑥𝑥 2 −49)(𝑥𝑥+7)
f 𝑥𝑥 3 + 3𝑥𝑥 2−9𝑥𝑥−27
� � (x) =
g 𝑥𝑥 3 + 7𝑥𝑥 2−49𝑥𝑥−343
 𝑥𝑥−2 𝑥𝑥+5
Example 3. If f(x) = and g(x) = , find (f + g)(x).
𝑥𝑥+3 𝑥𝑥 2 −9

a. Find (f + g)(x).
(f + g)(x) = f(x) + g(x)

𝑥𝑥−2 𝑥𝑥+5
= + 2 , find the LCD of x+3 and 𝑥𝑥 2 − 9,
𝑥𝑥+3 𝑥𝑥 −9
that is (x+3)(x-3)

(𝑥𝑥−2)(𝑥𝑥−3)+(𝑥𝑥+5)
=
(𝑥𝑥+3)(𝑥𝑥−3)

(𝑥𝑥 2 −5𝑥𝑥+6)+𝑥𝑥+5
=
𝑥𝑥 2 −9

𝑥𝑥 2 −4𝑥𝑥+11
(f + g)(x) =
𝑥𝑥 2 −9

𝑥𝑥 2 +2𝑥𝑥+3 𝑥𝑥+1
Example 4. If f(x) = and g(x) = , find (f - g)(x).
𝑥𝑥−5 𝑥𝑥−5

a. Find (f - g)(x).
(f - g)(x) = f(x) - g(x).

𝑥𝑥 2 +2𝑥𝑥+3 𝑥𝑥−1
= − , find the LCD, that is x – 5.
𝑥𝑥−5 𝑥𝑥−5

𝑥𝑥 2 +2𝑥𝑥+3−𝑥𝑥+1
=
𝑥𝑥−5

𝑥𝑥 2 +𝑥𝑥+4
(f - g)(x) =
𝑥𝑥−5

Composition of Functions
The composition of function is denoted by “f◦g” read as “f composed of g” and is
defined by the equation:
To get f(g(x)), we substitute the value of g(x) as the input in f(x).

Example: If f(x) = 2x2- 2 and g(x) = 4x + 1, find

a. (f ◦ g)(x) c. (g ◦ g)(x)
b. (g ◦ f)(x) d. (f ◦ f)(x)
Solution:
a. (f ◦ g)(x) = f(g(x))
= f(4x + 1)
= 2(4x + 1)2- 2
= 2(16x2+ 8x + 1) – 2
= 32x2+ 16x + 2 – 2
= 32x2+ 16x

b. (g ◦ f)(x) = g(f(x))
= g(2x2- 2)
= 4(2x2- 2) + 1
 = 8x2- 8 + 1
= 8x2- 7

c. (g ◦ g)(x) = g(g(x))
= g(4x + 1)
= 4(4x + 1) + 1
= 16x + 4 + 1
= 16x + 5

d. (f ◦ f)(x) = f(f(x))
= f(2x2 – 2)
= 2(2x2 – 2)2 – 2
= 2(4x4 – 8x2 + 4) – 2
= 8x4 – 16x2 + 8 – 2
(f ◦ f)(x) = 8x4 – 16x2 + 6

 Solves problems involving functions.( M11GM-Ia-4)

Example 1. Abigail is 6 years older than Jonathan. Six years ago she was twice as old
as he. How old is each now?
Solution:

Let x = Jonathan's age now (smaller number) x + 6 = Abigail's age now x - 6 =

Jonathan's age 6 years ago (x + 6) - 6 = Abigail's age 6 years ago Six years ago she was
twice as old as he.

Equation:

x = 2x – 12
-x = -12
Answers: x = 12 (Jonathan's age now) x + 6 = 18 (Abigail's age now)

Example 2. There are two numbers whose sum is 72. One number is twice the other.
What are the numbers?

Steps:
1. Read the problem. It is about numbers.

2. The question at the end asks, "What are the numbers?" So we start out
"let x = smaller number." Be sure you always start with x (that is, Ix). Never
start off with "let 2x — something," because it is meaningless unless you
know what x stands for.

3. Now let's put it all together and solve.

Solution:
Let x = smaller number
2x = larger number

Then x + 2x = 72
3x = 72
Answers: x = 24 (smaller number)
2x = 48 (larger number)

Check: The sum of the numbers is 72. Thus 24 + 48 = 72

REFERENCE

Barcelona, A. B., Belecina, R. R., Villanueva, J.L. C. (2016). Conceptual Math and
Beyond General Mathematics, Brilliant Creations
https://www.lwtech.edu/campus-life/learning-lab/resources/docs/lwtech-learning-lab-
math-algebra-word-problems-2.pdf
 WORKSHEET 1
I. Determine if the following sets of ordered pairs, table of values, and equations
represent a function.

1. {(-4, 2),(0, 9),(-4,-8),(4, 5),(-1, -10),(11, -5)}

2. {(math, science),(math, English),(math, economics),(math, history)}
3. f(x) = x4
4. f(x) = ꟾ2x + 9ꟾ
5. x = y2
6. y = √3x
6
7. y =
𝑥𝑥+3

8. f(x) = -x
9.
x 2 4 6 8
f(x) 4 16 36 64
10.
x 2 6 2 8
f(x) 4 8 9 10

II. Piecewise Function: Deepen your understanding.

−2 | 3𝑥𝑥 + 1 | + 9, 𝑥𝑥 ≥ −5
1. f(x) = � 1
𝑥𝑥 2 + 4, 𝑥𝑥 < −5
3
Find:
a. f �−6√3�
b. f (1/6)
c. f (-5)

1 − 2𝑥𝑥, 𝑥𝑥 ≥ 10
𝑥𝑥 2
2. h(x) = � + 5𝑥𝑥, −8 < 𝑥𝑥 < 10
3
2(−𝑥𝑥 + 4)3 − 81, 𝑥𝑥 ≤ −8
Find:
a. h (2)
b. h (-8)
c. h (10)

2𝑥𝑥 + 3 𝑖𝑖𝑖𝑖 𝑥𝑥 < −1

3. f(x) = �
3 − 𝑥𝑥 𝑖𝑖𝑖𝑖 ≥ −1
Find:
a. f (5)
b. f (5/4)
c. f (-7)

III. Evaluate the following polynomial functions for the given value of x.
1. f(x) = x4 – 4x3 + 3x2 -5x -1; f(-2)
2. f(x) = 3x5 + 2x + 10; f(1)
3. f(x) = 2x3 – 7x2 + 9x; f(1)
3
4. f(x) = x3 – 3x2 + x – 5, f(− 5)
3 1
5. f(x) = 4x5 – x3 + 5x2 + x - 2; f(3)
2
 WORKSHEET 2
I. Find the sum and difference of the following functions.

1. f(x) = x2 – x – 6 ; g(x) = 4x2 + 6x + 5

2. f(x) = 8x3– 4x2+ 5x – 16 ; g(x) = 7x2 – 15x – 12

3. f(x) = 25x3 – 17x2 – x + 11 ; g(x) = 16x3+ 20x2 – 14x – 43

4. f(x) = 10x4 – 8x3 – x2 – x + 21 ; g(x) = 12x2 + 17x – 28

5. f(x) = 23x5 – 46x4 + 28x3 – 35x2 – 30x – 50 ; g(x) = 51x4 – 36x3 – 29x2 + 21x – 9

II. Find the product and quotient of the following functions.

1. f(x) = x2 – 6x + 5 ; g(x) = x – 5

4𝑥𝑥+5 𝑥𝑥−8
2. f(x) = ; g(x) =
2𝑥𝑥−1 2𝑥𝑥−1

𝑥𝑥 2 −2𝑥𝑥−3 3𝑥𝑥−1
3. f(x) = ; g(x) =
𝑥𝑥 2 −16 𝑥𝑥+4

𝑥𝑥 2 +4𝑥𝑥−32 𝑥𝑥 2 +7𝑥𝑥−8
4. f(x) = ; g(x) =
𝑥𝑥 2 −16 𝑥𝑥 2 +12𝑥𝑥+32

𝑥𝑥 3 −8 𝑥𝑥−2
5. f(x) = ; g(x) =
𝑥𝑥 2 +𝑥𝑥−6 𝑥𝑥 2 +𝑥𝑥−6

III. Given the following functions:

3 7𝑥𝑥−10
f(x) = 𝑥𝑥 + 2, g(x) = 𝑥𝑥 2 − 6, h(x) = , j(x) = 8x + 9
4 24

A. Find the following:

1. (f ◦ g)(x) 6. (g ◦ j)(x)
2. (g ◦ f)(x) 7. (j ◦ j)(x)
3. (f ◦ f)(x) 8. (h ◦ g)(x)
4. (g ◦ g)(x) 9. (g ◦ j)(-2)
5. (g ◦ h)(x) 10. (h ◦ j)(1)

B. Find (g ◦ h)(x) and (h ◦ g)(x) for the following pairs of functions.

Determine which of these pairs show (g ◦ h)(x) = (h ◦ g)(x).

1. f(x) = 5x – 1, g(x) = x – 1
𝑥𝑥+4
2. f(x) = 3x – 4, g(x) =
3
𝑥𝑥
3. f(x) = 3x , g(x) =
3
4. f(x) = 6x – 8, g(x) = x – 6
9𝑥𝑥 −10𝑥𝑥
5. f(x) = , g(x) =
𝑥𝑥+10 𝑥𝑥−9

IV. Word Problem Practice:

1. Think of a number. Double the number. Subtract 6 from the result and divide
the answer by 2. The quotient will be 20. What is the number?

2. There are three consecutive even numbers such that twice the first is 20 more
than the second. Find the numbers.

3. Jay's father is twice as old as Jay. In 20 years Jay will be two-thirds as old as
his father. How old is each now?
 Republic of the Philippines
Department of Education
MIMAROPA REGION

Date of Development June 2020

Grade Level Grade 11
Learning Area General Mathematics
Learning Resource Bank Conceptual Math and Beyond General
Mathematics
Week of the Quarter / Grading Period Week 2
Content Standards The learners demonstrate an understanding
of:
a. Key concepts of rational functions
Performance Standards The learners are able to:
b. Accurately formulate and solve
real-life problems involving rational
functions.
1. Represents real-life situations using
rational functions.( M11GM-Ib-1)
2. Distinguishes rational function, rational
equation and rational inequality.(
M11GM-Ib-2)
Most Essential Learning Competencies 3. Solves rational equations and
inequalities.( M11GM-Ib-3)
4. Represents a rational function through
its: (a) table of values, (b) graph, and (c)
equation.( M11GM-Ib-4)

Source Internet, Books

Writer (Position / Division) LEILANIE D. AÑONUEVO, MT 1/Calapan City
Language Editor
Content Editor
Illustrator
Copyright
What is it?

 Represents real-life situations using rational functions.( M11GM-Ib-1)

𝑝𝑝(𝑥𝑥)
A rational function is a function of the form f(x) = , where p(x) and q(x)
𝑞𝑞(𝑥𝑥)
are polynomials and q(x) ≠ 0.

Find the domain of the following rational functions.

1
1. f(x) = The function is not defined for x = 2 and x = -2.
4−𝑥𝑥 2
Domain: All real numbers, except x = 2 and x = -2.
𝑥𝑥 2 +𝑥𝑥−3
2. f(x) = The function is not defined for x = 3 and x = -4.
𝑥𝑥 2 +𝑥𝑥−12
Domain: All real numbers except, x = 3 and x = -4.

Vertical Asymptotes of Rational Functions

𝑔𝑔(𝑥𝑥)
R(x) is a rational function defined by f(x) = , where g(x) and h(x) are both
ℎ(𝑥𝑥)
polynomials. If there is a real number a such that h(a) = 0, provided that g(a) ≠ 0; then,
the line x = a is the vertical asymptote of the graph of f(x).

Horizontal Asymptote of Rational Functions

Horizontal asymptotes of rational functions can be determined by looking at the

degree of the polynomials (highest exponent among terms) in the numerator and
denominator of the rational function.

𝑔𝑔(𝑥𝑥)
If f(x) = , there are three possible cases:
ℎ(𝑥𝑥)
1. If the degree of the denominator h(x) is greater than the numerator g(x), then the line
y = 0 or the x-axis is the horizontal asymptote.
2. If the degree of numerator is equal to the degree of the denominator, the horizontal
asymptote is the quotient of the leading coefficients (coefficient of the term containing
the highest degree) of the numerator and the denominator.
3. If the degree of the numerator is one more than the denominator, the graph will have
an oblique asymptote.

Oblique Asymptotes of Rational Functions

𝑔𝑔(𝑥𝑥)
Given that f(x) = where g(x) and h(x) are both polynomials and h(x) ≠ 0, if the
ℎ(𝑥𝑥)
degree of g(x) is one more than the degree of h(x), then f(x) can be expressed in the form,
𝑔𝑔(𝑥𝑥)
f(x) = mx + b +
ℎ(𝑥𝑥)
where is an oblique the degree of g(x) is less than the degree of h(x). The line y = mx +
b is an oblique asymptote for the graph of f(x).

Example 1: Determine the vertical and horizontal asymptotes of the rational function
7𝑥𝑥+2
f(x) = .
21𝑥𝑥−3
Step 1. Find the vertical asymptote.
The vertical asymptote is the value of x for which the denominator is zero.
21x – 3 = 0
1
x=
7
1
The line x = is a vertical asymptote.
7
Step 2. Find the horizontal asymptote.
Since the degree of the numerator is equal to the degree of the denominator,
the horizontal asymptote is the quotient of the leading coefficients of the
numerator and denominator.
7 1
y= =
21 3

1
The line y = is a horizontal asymptote.
3
Example 2. Determine the vertical and horizontal asymptotes of the rational function
𝑥𝑥+9
f(x) = .
𝑥𝑥 2 −𝑥𝑥−42

Step 1. Find the vertical asymptote.

The vertical asymptote is the value of x for which the denominator is zero.
x2 – x – 42 = 0
(x – 7)(x + 6) = 0
x = 7 and -6
The vertical asymptotes are the lines x = 7 and -6.
Step 2. Find the horizontal asymptote.
Since the degree of the denominator is greater than the numerator, then the
horizontal asymptote is the x-axis or the line y = 0.

Example 3. Determine the vertical and horizontal asymptotes of the rational function
𝑥𝑥 2 +8𝑥𝑥−20
f(x) = .
𝑥𝑥+3
Step 1. Find the vertical asymptote.
The vertical asymptote is the value of x for which the denominator is zero.
x+3=0
x = -3
The vertical asymptote is the line x = -3.
Step 2. Find the horizontal asymptote.
Since the degree of the numerator is one more than the degree of the
denominator, the graph will have an oblique asymptote.
Divide the numerator by the denominator.

x + 3√x2 + 8x – 20
x2 + 3x
5x – 20
5x + 15
-35
35
y=x+5-
𝑥𝑥+5
35
The line y = x + 5 - is the oblique asymptote.
𝑥𝑥+5

Find the intercepts.

To find the x-intercepts, set y = 0 and solve for x.

9𝑥𝑥+2
=0
3𝑥𝑥+12

9x = -2
To find the y – intercept, set x = 0 and solve for y.
Thus,
9(0)+2 2 1
y= = = 6 = 0.17
3(0)+12 12
  Distinguishes rational function, rational equation and rational inequality.
(M11GM-Ib-2)
𝑔𝑔(𝑥𝑥)
• Rational function - f(x) is a function of the form f(x) = , h(x) ≠ 0, where g(x) and
ℎ(𝑥𝑥)
h(x) are polynomials. It is assumed that g(x) and h(x) have no factor in common.
• Rational equations – are equations containing rational terms, either in the
numerator or denominator, or both.
• Rational inequalities – are inequalities containing rational terms, either in the
numerator or denominator, or both.

Firm Up
Identify whether the following expressions are rational equations, rational functions, or
rational inequality.

2(𝑥𝑥−3) 5𝑥𝑥+7
1. y = 4. 𝑥𝑥 2 + = 𝑥𝑥 − 1
𝑥𝑥 3 9−𝑥𝑥

1 7𝑥𝑥−9 4𝑥𝑥+2 6𝑥𝑥−9

2. = 5. = 8𝑥𝑥+1
𝑥𝑥 2𝑥𝑥+4 2𝑥𝑥−6

4𝑥𝑥 3 −𝑥𝑥 2 +2𝑥𝑥−6 4𝑥𝑥−2

3. ≥0 6. f(x) =
𝑥𝑥+2 3𝑥𝑥+1

 Solves rational equations and inequalities.( M11GM-Ib-3)

Rational Equations
Example 1: Patricio takes 12 hours to paint the car, while his friend Jacob takes 16 hours
to do the same job. How long will it take them to do the work together?

Solution:

1 1 1
16x� + = � 16𝑥𝑥
12 16 𝑥𝑥

4𝑥𝑥
+ 𝑥𝑥 = 16
3

7𝑥𝑥
= 16
3

7𝑥𝑥 48
=
7 7

48
x=
7

6
x = 6 ℎ𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜
7

Example 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?

Solve the equation:

5𝑥𝑥 2
= −10 x2 + 6x + 8 = 0
3𝑥𝑥+4

5x2 = -10(3x + 4) (x + 2)(x + 4) = 0

5x2 = -30x – 40 x+2=0;x+4=0
1
[5x2 + 30x + 40 = 0] 5 x = -2 ; x = -4
Both solutions satisfy the given condition. Thus, the number may be -2 or -4.
Example 3. When five times the square of a certain integer is divided by four more than
three times the same number, the results is -10. What is the integer?
Step 1. Represent the unknown in the problem.
Let x = integer
Five times the square of the integer is 5x2.
Four more than thrice the number is 3x + 4.

Step 2. Form the equation that describes the problem.

5𝑥𝑥 2
= −10
3𝑥𝑥+4
Step 3. Solve the equation

5𝑥𝑥 2
= −10
3𝑥𝑥+4

5x2 = -10(3x + 4) x2 + 6x + 8 = 0
5x2 = -30x – 40 (x + 2)(x + 4) = 0
1
[5x2 + 30x + 40 =0] x + 2 = 0 ; x + 4 =0
5
x+2=0 ; x+4=0
x = -2 x = -4
Step 4. Check if the computed values satisfy the given condition.
If x = -2, then If x = -4, then

5(−2)2 5(−4)2
= −10 = −10
3(−2)+4 3(−4)+4

20 80
= −10 = −10
−2 −8

-10 = -10 -10 = -10

Example 4. Seven divided by the sum of a number and two is equal to half the difference of
the number and three. Find all such numbers.
Let x = the number
𝟕𝟕
Seven divided by the sum of a number and two =
𝒙𝒙+𝟐𝟐
𝑥𝑥−3
half the difference of the number and three = 2

7 𝑥𝑥−3
=
𝑥𝑥+2 2

7 ∙ 2 = (x + 2)(x – 3)
14 = x2 – x – 6
0 = x2 – x – 20
0 = (x – 5)(x +4)
X = 5 or x = -4
The numbers are 5 and -4.
Firm up

1. Solve for x.
𝑥𝑥 1 𝑥𝑥
+4 =
5 2
𝑥𝑥 1 𝑥𝑥
20( + ) = 20( )
5 4 2
4x + 5 = 10x
5
5 = 6x, x=
6
Check:
5 5
6
1 6
2+3 5
5
+4= 2
= 12
12
5 1 1 5 1 5 5
∙ +4=6∙2 = 12 True
6 5 12
1 1 5
+ = 12
6 4

5
So, is the solution.
6

4𝑥𝑥+1 12
2. Solve: −3=
𝑥𝑥+1 𝑥𝑥 2 −1

Solution:
4𝑥𝑥+1 12
−3= (𝑥𝑥+1)(𝑥𝑥 −1)
𝑥𝑥+1
4𝑥𝑥+1 12
(𝑥𝑥 + 1)(𝑥𝑥 − 1) − 3 = (𝑥𝑥 + 1)(𝑥𝑥 − 1) (𝑥𝑥+1)(𝑥𝑥 −1)
𝑥𝑥+1

(4x + 1)(x – 1) – 3(x + 1)(x – 1) = 12

4𝑥𝑥 2 - 3x – 1- 3𝑥𝑥 2 + 3 = 12

𝑥𝑥 2 − 3𝑥𝑥 − 10 = 0
(x – 5)(x + 2) = 0
x – 5 = 0 or x + 2 = 0

x=5 x = -2
The solutions are -2 and 5.

Rational Inequality

−2
Example 1. <0
𝑥𝑥−10
Solution: The numerator -2 is always negative. The denominator, x – 10 is negative
when x < 10 and positive when x > 10. We summarize these in the table
shown below.

x < 10 x > 10
the numerator -2 - -
the denominator x - 10 - +
−2 + -
the quotient 𝑥𝑥−10

We can now see that the quotient is negative when x > 10. The same solution can be
written in interval notation as (10, ∞).

𝑥𝑥+7
Example 2. >0
𝑥𝑥−3
Solution: The numerator, x + 7 is negative when x < -7 and positive when x > -7. The
denominator, x – 3 is negative when x < 3 and positive when x > 3. We
summarize these in the table below.

x < -7 -7<x<3 x>3

the numerator x + 7 - + +
the denominator x - 3 - - +
𝑥𝑥+7 + - +
the quotient 𝑥𝑥−3
We can now see that the quotient is positive when x < -7 or x > 3. The same solution
can be written in interval notation as (x, 7) ∪ (3, x).

𝑥𝑥−1
Example 3. <0
𝑥𝑥+2

Solution: The numerator, x – 1 is negative when x < 1 and positive when x > 1. The
denominator, x + 2 is negative when x < - 2 and positive when x > -2. We
summarize these in the table below.

x < -2 -2<x<1 x>1

the numerator x – 1 - - +
the denominator x + 2 - + +
𝑥𝑥−1 + - +
the quotient 𝑥𝑥+2

We can now see that the quotient is positive when -2<x<1. The same solution can be
written in interval notation as (-2, 1).

 Represents a rational function through its: (a) table of values, (b) graph, and
(c) equation.( M11GM-Ib-4)

The following steps will help in graphing rational functions.

1. Find the vertical asymptote by equating the denominator to zero. The point/s of
discontinuity and the domain of the functions should be determined. Dash lines may
be used to draw asymptotes.
2. Find the horizontal asymptote, if there are any, by equating the numerator to zero.
Always consider the three presented cases in finding horizontal asymptote.
3. Find the intercepts.
4. Make a table of values to determine the behavior of the graph near the vertical
asymptotes and horizontal asymptotes, as well as the intercepts. Plot some additional
points. Complete the sketch by connecting points with a smooth continuous curve over
each interval in the domain of rational functions.

9𝑥𝑥+2
Example 1: Sketch the graph of f(x) = .
3𝑥𝑥+12
Step 1. Find the vertical asymptote.

3x + 12 = 0
x = -4
Sketch the vertical asymptote.

Step 2. Find the horizontal asymptote. This is a case wherein the degree of the
polynomial in the numerator is equal to the degree of the polynomial in the denominator.
The horizontal asymptote is
 9
y= =3
3
y=3

Sketch the horizontal asymptote.

Step 3. Find the intercepts.

To find the x-intercept, set y = 0 and solve for x.

9𝑥𝑥+2
=0
3𝑥𝑥+12

9x = -2
9
x = − or -0.22
2
To find the y-intercept, set x = 0 and solve for y.
Thus,
9(0)+2 2 1
y= = = 6 0.17
3(0)+12 12

Plot the x-intercept and the y-intercept.

Step 4. Make a table of values. Provide additional points to determine the behavior of the
curve for specified values near the intercepts and asymptotes.

x -20 -5 -3 5 20
y 3.71 14.33 -8.33 1.74 2.53

Observe that all the values on the left side of the vertical asymptote x = -4 are approaching
y = 3, but will never touch it. As it becomes close to x = -4, the curve goes down.
 𝑥𝑥 2 −2𝑥𝑥+1
Example 2. Sketch the graph of f(x) = .
𝑥𝑥−3

Step 1. Find the vertical asymptote.

x–3=0
x=3
Sketch the vertical asymptote.

Step 2. The degree of the polynomial of the numerator is one more than the degree of
the denominator. The graph has an oblique asymptote.

4
Dividing x2 - 2x + 1 by x-3 will give you a function equal to x + 1 + . The line
𝑥𝑥−3
y = x + 1 is the oblique asymptote.

Sketch the oblique asymptote.

Step 3. Find the intercepts. To find the x-intercept, set y = 0, and solve for x.

𝑥𝑥 2 −2𝑥𝑥+1
=0
𝑥𝑥−3

𝑥𝑥 2 − 2𝑥𝑥 + 1 = 0
(x -1)(x – 1) = 0
x=1

02 −2(0)+1 1
To find the y-intercept, set x = 0 and solve for y. Thus, y = = −3
0−3
Step 4. Make a table of values. Give additional points to determine the behavior of the
curve for specified variables near the intercepts and asymptotes. Take note that
the curve will not cross the asymptotes.
x -10 -2 2 4 10
y -9.31 14.33 1 9 11.57

Observe that the curve on the left side of the x-intercept (1,0) is going down and
approaching the oblique asymptote y = x + 1. Moreover, the curve on the right side of
(1,0) is also going down and approaching the vertical asymptote x = 3, but as the value
of x increases, the curve goes up and is approaching the oblique asymptote.

References
Barcelona, A. B., Belecina, R. R., Villanueva, J.L. C. (2016). Conceptual Math and
Beyond General Mathematics, Brilliant Creations
https://www.expii.com/t/applications-of-rational-expressions-and-word-problems-4604
https://www.academia.edu/26559524/Lecture_Notes_Rational_Inequalities_page_1_Sample_Pr
oblems
 WORKSHEET 1

NAME:_________________ SCORE:__________
YR. & SECTION:_________ DATE:___________

I. Complete the table below.

Given Vertical Horizontal x-intercept y-intercept

Asymptote Asymptote
𝑥𝑥
1. f(x) =
1+3𝑥𝑥
2𝑋𝑋 2 −𝑥𝑥+1
2. f(x) =
𝑥𝑥+2
4
3. f(x) =
𝑥𝑥 2 −9
5𝑥𝑥+15
4. f(x) =
3𝑥𝑥+5
1
5. f(x) =
𝑥𝑥−6

II. Solve the following problems.

 1. Martin can pour a concrete walkway in 6 hours working alone. Victor has more
experience and can pour the same walkway in 4 hours working alone. How long
will it take both people to pour the concrete walkway working together?
2. An inlet pipe can fill a water tank in 12 hours. An outlet pipe can drain the tank in 20
hours. If both pipes are mistakenly left open, how long will it take to fill the tank?
3. A boat that can travel fifteen miles per hour in still water can travel thirty-six miles
downstream in the same amount of time that it can travel twenty-four miles
upstream. Find the speed of the current in the river.
7
4. A number more than 32 divided by 15 more than twice a number is equal to .
6

5. 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 2kph.

WORKSHEET 2

NAME:_________________ SCORE:__________
YR. & SECTION:_________ DATE:___________

I. Find the solution to the following rational equations.

1 2
1. = 3𝑥𝑥 −1
𝑥𝑥
9 2
2. =
𝑥𝑥+1 𝑥𝑥 2 =1
18 2𝑥𝑥 6
3. = −
𝑥𝑥 2 −3𝑥𝑥 𝑥𝑥 −3 𝑥𝑥
𝑥𝑥 −3 𝑥𝑥+1
4. =
2 3
3 2 1
5. − 𝑎𝑎−1 =
𝑎𝑎+1 𝑥𝑥 2 −1

II. Solve the following.

3 3
1. ≤ −1 4. 𝑥𝑥+2 > 2
𝑥𝑥−4
 𝑥𝑥 2 −9 𝑥𝑥+ 6
2. <0 5. 𝑥𝑥 2 +6𝑥𝑥+8 ≥ 0
𝑥𝑥+5
𝑥𝑥+ 9
3. ≤0
𝑥𝑥 2 −5𝑥𝑥+6