ST.

LOUISE DE MARILLAC COLLEGE OF SORSOGON

GUBAT CAMPUS
FORMERLY: ST. ANTHONY ACADEMY
COGON, GUBAT, SORSOGON

Time Frame: Week 3-4

Module
RATIONAL FUNCTIONS and INVERSE FUNCTIONS
2
Learner’s Target
I can represent real-life situations using rational and one-to one functions.
I can distinguish rational function, rational equation, and rational inequality.
I can solve rational equations and inequalities.
I can represent a rational and inverse function through its: (a) table of values, (b) graph, and (c) equation
I can find the domain and range of rational and inverse function
I can determine the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions
I can solve problems involving rational functions, inverse functions, rational equations, and rational
inequalities.
I can determine the inverse of a one-to-one function.
INTRODUCTION
Hi there!
This module covers the knowledge and skills in understanding the key concepts of Rational Functions so
that in the long run, you can accurately formulate and solve real-life problems involving rational functions. This
also covers the knowledge and skills in understanding the key concepts of inverse functions so that in the long
run, you can apply the concepts of inverse functions, exponential functions, and logarithmic functions to
formulate and solve real-life problems with precision and accuracy.

EXPLORE
PRE - TEST
Let’s find out how much you already know about this module. Choose the letter that you think best answers the
question. Please answer all items. Take note of the items that you were not able to correctly answer and look for
the right answers as you go through this module.
1. For the function to be defined as rational, the denominator should be.
A. Not equal to 0 B. Equal to 0 C. Undefined D. Equal to 1

2. Which of the following is a rational function?

A.
x+ 4
=¿ 5 B. 𝑓(𝑥) =
3 x −6
C. 𝑓(𝑥)=
√3 x +5 D. 𝑓(𝑥)= x +6
3 5 x+ 2 2 x−1
For 3 -5 refer to the problem given.
A company has a budget of P100,000 to be divided equally among its various offices. The administration
office of the company receives twice the amount of money than the other offices.

3. Given 𝑥𝑥 as the number of offices in the company, which of the following shows the function 𝑓(𝑥) which
would give the amount of money each of the non-administration offices would receive?
100 000 100 000 100 000
A. 𝑓(𝑥)= B. 𝑓(𝑥)= C. 𝑓(𝑥)= D. None
x x+ 1 x+ 2
4. If the company had seven offices, which of the amount would the administration office receive?
A. P12, 500 B. P15, 000 C. P25, 000 D. P30, 000
5. Which of the following amount would the non-administration offices receive?
A. P12, 500 B. P15, 000 C. P25, 000 D. P30, 000
For 6-10. Identify if the statements represent one-to -one function or not
6. True or False questions to answers.
7. The height of a person at a given time in their life.
8. The relations pairing an airport to its airport code.
9. Response of your friends when answering “How are you?”.
10. The relation pairing a distance d (in kilometers) traveled along a given jeepney route to the jeepney fare for
traveling that distance

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 FIRM- UP
INFORMATION SHEET 1.0

Rational and One-to-one Functions

P( x )
Rational Function is a function of the form 𝒇(𝒙) = where 𝑃(𝑥) and 𝑄(𝑥) are polynomial function
Q( x)
and 𝑄(𝑥) is not the zero function (𝑄(𝑥)≠0).
Real-life situations using rational and one-to one functions

Rational Function
Recall that a polynomial function p of degree n is a function that can be written in the form 𝒑(𝒙)=𝒂𝒏𝒙𝒏 + 𝒂𝒏−𝟏𝒙𝒏−𝟏
𝒏−𝟐
+ 𝒂𝒏−𝟐𝒙 + ⋯ + 𝒂𝟏𝒙 + 𝒂0, where 𝑎0, 𝑎1 … 𝑎𝑛 ∈ ℝ, 𝑎𝑛 ≠ 0, and n is a positive integer. Each addend of the sum is a term of
the polynomial function. The constants 𝑎0, 𝑎1, 𝑎𝟐…, 𝑎𝑛 are the coefficients. The leading coefficient is 𝑎𝑛. The leading term
is 𝑎𝑛𝑥𝑛, and the constant term is 𝑎0.

Example 1. Given the polynomial function 𝑝(𝑥) = 8 + 3𝑥 − 5𝑥𝟐− 𝑥3, find:

(a) The degree of the polynomial (Highest exponent in the polynomial) (𝟑)
(b) The leading coefficient (Constant term in the leading term) (−𝑥3) = (−¿1)
(c) The constant term (an integer without variable or letter) (8)
(d) The number of zeroes (Depends on the degree of the polynomial) (3)

Example 2. Determine whether the following function is a rational, not a rational or undefined.
x2 −4
(a) 𝑓(𝑥) = Rational Function
x+ 2
(b) 𝑓(𝑥) = 𝑥2+10𝑥+25 Not a rational function

(c) 𝑓(𝑥) = √ x −27

3
Not a rational function
x−3
x+3
(d) 𝑓(𝑥) = Not a rational function
4
|x 2−3 x +1|
(e) 𝑓(𝑥) = Not a rational function
2 x−3 +4
x−5
(f) 𝑓(𝑥) = Undefined
0
Many real-life situations can be represented by rational functions; hence, living in the world makes it easier and
lighter. Below are some of the examples of a real-life situations wherein rational function is very helpful. Let’s look to
some of these.

Example 1. An object is to travel a distance of 30 meters. Express velocity v as a function of travel time t, in seconds.

Solution. The following table of values show v for various values of t.

t (seconds) 1 5 10 15 30
v (meter per seconds) 30 6 3 2 1

30
The function v(t) = can represent v as a function of t. – REMEMBER THAT VELOCITY = distance/ time
t

Example 2. In an inter-school volleyball league, the team from STEM 1 has won 10 out of 25 games, a winning
percentage of 40%. We have seen that they need to win 75 games consecutively to raise their percentage to at least 85%.
What will be their winning percentage if they win:
(a) 8 games in a row?
(b) 15? 30? 60? 100? 150 games?
(c) Can they reach a 100% winning percentage?

(Let’s understand the problem: I know your familiar with volleyball 😉. So sabi sa problem, yung team STEM out of 25
games, 10 times palang sila nanalo. Kunin mo calculator mo para makuha ang percentage, divide mo 10 ÷ 25. Tapos yung
answer, multiply mo po sa 100 para makuha mo ang 40%. Masyadong mababa ang winning rate. So yung team kelangan
Manalo ng 75 games na sunod-sunod (winning strike 75 times). If that happens, tataas and winning rate nila into 85%.

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So 10+75 sa winning rate, syempre dadagdag din ang battle sa 25+75 so we have 85÷ 100 times 100 kaya 85%)

a. If nanalo sila ng 8 games winning strike, ilang percentage na and winning rate?
b. 15? 30? 60? 100? 150 games?
c. Can they reach a 100% winning percentage?

Solution. Let w be the number of wins the team STEM 1 needs to win in a row. Then the percentage 𝑝 is a function of
10+w
the number of wins that the team needs to win. The function can be written as: 𝑝(w) =
25+w
Construct a table of values for 𝑝(𝑥):
w 8 15 30 60 100 150 200 300
p(w) 0.55 0.63 0.73 0.82 0.88 0.91 0.93 0.95

(Explanation: Note that 8, 15, 30, 60, 100, and 150 are from the questions and 200 and 300 are your trials to get at least
higher than 91%. Kahit na manalo ang team ng 300 consecutive(sunodsunod) games, the team still cannot reach a 100%
winning percentage. Note that the denominator 25 + x is greater than the numerator, so 100% cannot be achieved. This is
reasonable, since in the first place, natalo na ang team ng 15 times so they cannot be “perfect”.)

7t
Example 3. Suppose that 𝑐(𝑡) = (in mg/mL) represents the concentration of a drug in a patient’s bloodstream t
3t 2 +1
hours after the drug was administered. Construct a table of values for c(t) for t = 1, 2, 5, 10. Round off answers to three
decimal places. Interpret your answers in relation to drug concentration.

Solution: Construct a table of values for 𝑐(𝑡):

t 0 1 2 5 10
c(t) 0 1.75 1.077 0.461 0.233
After 1 hour, the drug concentration decreases until it is almost zero.

Real-life situations using one-to-one functions

Examples. Determine whether the given relation is a function, if it is a function, determine whether it is one-to-one.
(a) The relation pairing SSS member to his or her SSS number.
(b) The relation pairing a real number to its square.
(c) The relation pairing to his or her citizenship.

Solution.
(a) Each SSS member assigned a unique SSS number, thus the relation is a function. Further, two different members
cannot be assigned the same SSS number. Thus, the function is one-to-one.
(b) Each real number has a unique perfect square. Thus, the relation is a function. However, two different real numbers
such as 2 and -2 may have the same square. Thus, the function is not one-to-one.
(c) The relation is a function but not one-to-one because a person can have dual citizenship.

Rational Functions, Rational Equations, and Rational Inequality

INFORMATION SHEET 2.0

Distinguishing rational function, rational equation, and rational inequality

A rational expression is an expression that can be written as a ratio of two polynomials.

Rational Equation Rational Inequality Rational Function

Definition An equation An inequality P( x )
involving rational involving rational A function of the form 𝒇(𝒙) = Q (x) where 𝑃(𝑥) and
expressions expressions 𝑄(𝑥) are polynomial function and 𝑄(𝑥) is not the zero
function (𝑄(𝑥)≠0).
2 3 1 5 2 x 2+ 2 x +3
Example
− = ≤ f ( x )=
x 2x 5 x−3 x x +1
expression
Symbol ¿ ≤ , ≥,< ,∧¿ f ( x ) , g ( a ) ,r ( c ) any letters of the functions∧ y

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 Examples Determine whether the given is a rational function, a rational equation, or rational inequality or none of
these.

3+ x
(a) =9 (Rational Equation)
x−1
−5 x +1
(b) 𝑓(𝑥) = 9 2 (Rational Function)
x −3
8
(c) 4 x ≤ (Rational Inequality)
3 x +5
(d) 5 x ≤ √ 6 x+3 (None of these)

INFORMATION SHEET 3.0

Solving rational equations and inequalities

Rational Equation Rational Inequality
To solve rational Equation To solve rational Inequality
1. Eliminate denominators by multiplying each term 1. Rewrite the inequality as a single fraction on one side of
of the equation by the LCD the inequality symbol and 0 on the other side.
2. Note that eliminating (pag-tangal) denominators 2. Determine over what intervals the fraction takes on
may introduce extraneous solution (the correct positive and negative values.
answers). Check the answers of the transformed a. Locate the x-values for which the rational expression is
equations with the original equation zero or undefined. Factor the numerator and denominator.
b. Mark the numbers found in (a.) on a 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. These numbers divide the number line into
intervals.
c. Select a test point within the interior of each interval in
(b.). the sign of the rational expression at this test point is
also the sign of the rational expression at each interior
point in the interval.
d. Choose the interval that satisfy the sign of the
inequality. Summarize the interval containing the
solutions. (I know mas madami yung steps sa inequality
pero kaylangan talagang isolve ang inequality 😉)
2 3 1 20 t
Solve for c ; − = Solve for t; >4
c 2c 5 t2 + 4
20 t
Solution: The LCD of all the denominators is 10c since −4=0
these are all divisible by c, 2c, and 5. t2 + 4
2
4 t −20t +16=0
10 c ( 2c )−10 c ( 23c )=10 c ( 15 ) ( 4 t−4 )( t−4 ) =0
t=1 t=4

( 20c c )−( 302cc )=( 105c )

20−15=2 c
Region Test Result
5=2 c Point ( 4 t−4 )( t−4 ) < 0
Value
5 A 0 (−4 ) (−4 ) <0 False
=c
2 B 3 ( 8 ) (−1 ) <0 True
m 1 8
Solve for m; − = 2 C 5 ( 16 ) ( 1 ) <0 False
m+ 2 m−2 m −4
Region B satisfies the inequality and since the inequality
Solution: Factor each denominator in the rational symbol is ¿ , 1∧4are not included in the solution set.
expression. The graph is shown below
m 1 8
− =
m+ 2 m−2 (m+2)(m−2)

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 The LCD is (m+2)(m−2) The solution set of the inequality is
Multiply the LCD to the both sides of the equation to { t∨t >1∨t <4 }
Check:
remove the denominators.
If x=2 if x = 3
20 t 20t
2
>4 2 > 4
t +4 t +4
20 (2 ) 20 ( 3 )
2
>4 2 >4
2 +4 3 +4
m ( m−2 )−( m+2 )=8
40 60
2
m −2 m−m−2−8=0 >4 >4
8 13
2
m −3 m−10=0 8
By factoring we have: ( m+2 ) ( m−5 )=0 5> 4 ,True 4 >4 ,True
13
m=−2∧m=5
Since -2 makes the equation undefined, 5 is the only
answer.

Rational and Inverse Function

INFORMATION SHEET 4.0

The inverse of a one-to-one function;
Domain and range of a rational and an inverse function
Rational and inverse function through its: (a) table of values, (b) graph, and (c) equation; 
Rational function’s (a) intercepts; (b) zeroes; and (c) asymptotes
One-to-One Function: The function 𝑓 is one-to-one if for any 𝑥1, 𝑥2 in the domain of 𝑓, then 𝑓(𝑥1) ≠ 𝑓(𝑥2). That is, the
same y – value is never paired with two different 𝑥−values
The arrow diagrams below shown an example and non-example of one-to-one function.
Domain Range Domain Range
(As you can see here in the
diagram, each domain is paired
only with one range and one
range is paired only with one
domain. In short, “no third
party is allowed” 😊 Isa para sa
isa.)
One-to-one Function Not One-to-one Function
An inverse function is a function that undoes the action of another function. A function g is the inverse of a function f if
whenever y=f(x) then x=g(y). In other words, applying f and then g is the same thing as doing nothing.
Example: apple = banana is a one to one function, so it’s inverse is banana = apple. As simple as that.

Example:
Using the formulas from f(x) = 2x + 3, we can start with  x=4 :
f (4 )=2(4 )+ 3=11

We can find the inverse of a function by following the given

steps.
(a) Write the function in the form y = f(x);
(b) Interchange the x and y variables;
(c) Solve for y in terms of x (find y)
The inverse of f(x) = 2x + 3
a. y = 2x + 3 - Write the function in the form y = f(x);
b. x= 2y + 3 - Interchange the x and y variables;
c. x−3=2 y - Solve for y in terms of x

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 x−3
=y
2
x−3
We can then use the inverse on the 11: =y
2
(11)−3
f −1 (11)= =4
2
And we magically get 4 back again!
We can write that in one line:
f −1( f (4 ))=4
"f inverse of f of 4   equals 4"
(It may sound complicated but one-to-one function can be a rational function by simply understanding that there is a
ratio or it is written in fraction form. (by following the rules about rational function in information 1.0)

2 x+1
Example: f ( x )=
x+1
2 x+1
1. Let us first check if f ( x )= is a one-to-one function.
x+1
f ( x) is a one-to-one if f ( x 1 ) =f (x 2 ) It means that f(x) or the y value is equal
to another y value if x value is equal to
⇒ x 1=x 2
the other x value.

Suppose f ( x 1 ) =f ( x 2 )
2 x 1 +1 2 x 2+1
=
x 1 +1 x 2+ 1

( 2 x 1+1 ) ( x 2 +1 )=(2 x 2 +1)( x1 +1) Cross multiply to eliminate

the denominator
2 x1 x 2+2 x 1+ x2 +1=2 x 2 x 1 +2 x 2 + x 1+ 1
Multiply the binomials
2 x1 −x1=2 x 2−x 2 Regroup terms with the same subscript.
(Note that you can only add and subtract
x 1=x 2
terms with the same exponent or subscript)
Therefore, f is one-to-one function

2. Let us now use this function to find the following;

One-to-one function (in the form of rational Inverse One-to-one (in the form of rational function)
function)
Equation Let us follow the 3 steps to get the inverse of
2 x+1
f ( x )=
x+1
2 x +1
step1 : y=
x+1
2 x+1 2 y +1
f ( x )= step2 : x=
x+1 y+1
2 y+1
step3 : x=
y+ 1
x ( y +1 ) =2 y +1
xy + x=2 y +1
x−1=2 y −xy
x−1= y ( 2−x )
x−1
=y
2−x

Domain f is undefined when x=−1 (remember that
the denominator must not be equal to zero)
So, D(f) = IR ∖ {−1 }
Read as “The domain of the function is any
real number except -1”
f is undefined when x=2 (remember that the
denominator must not be equal to zero)
So, D(f) = IR ∖ { 2 }
Read as “The domain of the function is any real
number except 2”

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 Range You can find the range without graphing by As you can see inverse means interchange so might as
using its inverse. So, R(f)¿ IR ∖ { 2 } well its range and domain interchange.
Read as “The range of the function is any So, R(f)¿ IR ∖ {−1 } Read as “The range of the function
real number except 2” is any real number except −1”
Table of values Remember that in creating your own table x -3 -2 -1 0 1 2
of values, you can select any value of x f(x) -0.8 -0.75 -1 -0.5 0 Undef.
because it is a dependent variable but you
cannot choose random value of y unless it
corresponds to x because it is an
independent variable. (−3)−1 −4
y= =
2−(−3) 5
x -3 -2 -1 0 1 2
f(x) 2.5 3 Undef. 1 1.5 1.7 (−2 ) −1 −3
y= =
2− (−2 ) 4
2(−3)+ 1 5
f (−3 )= = (−1)−1
(−3)+1 2 y= =−1
2−(−1)
2 (−2 ) +1
f (−2 )= =3
(−2)+1 (0)−1 −1
y= =
2(−1)+1 2−(0) 2
f (−1 ) = =undefined
(−1)+1
2(0)+ 1
f ( 0 )= =1
(0)+1 ( 1)−1
2(1)+1 3 y= =0
f (1) = = 2−(1)
(1)+1 2
2(2)+1 5 (2)−1
f ( 2) = = y= =undefined
(2)+1 3 2−(2)
Note that if the denominator is zero, we call
that undefined

Graph You can use GeoGebra to draw the

graph(https://www.geogebra.org/calculator) The graph here shows that when x=2, it touches
or you may use graphing paper, locate the positive infinity.
points and draw the graph based on the
table of values.

As you can see, the graph doesn’t touch to

x=−1
X-intercepts X-intercepts is the value of x when f(x) is You can also check for the video tutorial here:
zero. You can also check this in table of (https://www.youtube.com/watch?v=NBUpALUbN_w)
values or in graph where the line touches
the x-axis. x−1
y=
To Find the x-intercept let’s solve. 2−x
2 x+1
f ( x )=
x+1 x −1
0=
2−x

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 2 x +1 0 ( 2−x )=x −1
0=
x +1 0=x−1
0 ( x +1 )=2 x+1 1=x
0=2 x +1 The coordinate is (1,0)
−1=2 x
−1
x= So, the coordinate is (0.5, 0)
2

y-intercepts y-intercepts is the value of y when f(x) is x−1

y=
zero. You can also check this in table of 2−x
values or in graph where the line touches
the y-axis. ( 0)−1
To Find the y-intercept let’s solve. y=
2−(0)
2 x+1
f ( x )=
x+1 −1
y=
2
2 ( 0 )+ 1
f ( 0 )= =1
( 0 ) +1 So, the coordinate is (0, 0.5)
So, the coordinate is (0,1)

zeros The zero of the function is actually its x-

intercept. So, for this we just copy the value 1=x
of x above.
−1
x=
2

asymptotes Vertical asymptotes: Vertical asymptotes:

2 x+1 x−1
f ( x )= =y
x+1 2−x
Set the denominator to zero Set the denominator to zero
So, we have x=−1 So, we have x=2

Horizontal asymptotes: Horizontal asymptotes:

The degree of numerator and denominator The degree of numerator and denominator is both
is both one and the leading coefficient is 2 one and the leading coefficient is 1 and -1, so we have
2 1
and 1, so we have y= =2 y= =−1
1 −1

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 The domain and range of the graph is the set of all real numbers.

The domain of the graph is the set of real numbers. The range of the graph is y= {𝑦|𝑦≥1}

Notice the behavior of the graph as it gets closer and closer to the vertical asymptote. The graph increases without
bound or it approaches positive infinity. The hole is the part of the graph where it is also discontinuous. It is illustrated by
an open hole.

HOW TO FIND THE VERTICAL ASYMPTOTE OF A RATIONAL FUNCTION

1. Simplify the rational function, factor the numerator and denominator then cancel out the common factor.
2. NOTE: The factor that was cancelled out if there is any, will be the hole of the graph.
3. Find the value/s a that will make the denominator equal to zero. The line x=a is a vertical asymptote.

Example:
3x
1. Find the vertical asymptote and hole if there is any of the rational function f(x)= 2
x +2 x−3
SOLUTION:
3x 3x
f(x)= =
x +2 x−3 ( x−1)(x +3)
2

Set the denominator equal to zero

x+3=0 then solve for x, x=−¿3
x−¿1=0 then solve for x, x=1
Hence, x =−¿3 and x=1 are vertical asymptotes. Since there was no common factor cancelled out the graph has no hole.

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Example 2.
2 2
x +2 x −x−2
Find the vertical asymptote and hole if there is any of the rational function f(x)=
x 2+ 6 x+8
SOLUTION:
x2 +2 x 2−x−2 (x +1)(x −1)( x +2)
f(x)= 2
=
x + 6 x+8 ( x+ 4)(x +2)
Set the denominator equal to zero:
x+4=0 then solve for x, x=−¿ 4
Hence, x=−¿ 4 is a vertical asymptote. Notice that x+2 is a common factor of the numerator and
denominator and was cancelled out. Hence, at x=2 the graph is discontinuous or has a hole.

HOW TO FIND THE HORIZONTAL ASYMPTOTE OF A RATIONAL FUNCTION

n n−1
ax +cx +…
Express the rational function in the form of f(x)=
bx m+dx m−1+ …
 If n< m, the horizontal asymptote is y = 0.
a
 If n=m, the horizontal asymptote is y= , where a is the leading coefficient of the numerator and b is the leading
b
coefficient of the denominator.
 If n> m, there is no horizontal asymptote.
Example: Find the horizontal asymptote of the rational function
3x
a) f(x)¿ 2
x +2 x−3

5 x2
b) f(x)¿
6 x2 −4
3
5x
c) f(x)¿ 2
x −4
SOLUTION:
a. The degree of the numerator is 1 and the degree of the denominator is 2, 1<2 hence the horizontal asymptote is
y=0.
b. The degree of the numerator is 2 and the degree of the denominator is 2, 2=2 hence the horizontal asymptote is
y=5/6.
c. The degree of the numerator is 3 and the degree of the denominator is 2, 3>2 hence there is no horizontal
asymptote.

Problem solving involving rational and inverse function

Solve problems involving rational functions;( rational equations and rational inequalities)
and inverse functions
Solving Rational Equations and Inequality
Now we you already are a master in solving rational equations and inequalities! Indeed! You are now more than ready to
solve problems involving these concepts. Usual problem that involves solving rational equation involves work-rate
problems, water current-speed and more. Let’s now recall the process of solving problem word problems:

STEPS IN SOLVING WORD PROBLEMS According to George Polya, known as the father of modern problem
solving the following are steps to solve word problems:
Step 1: Understand the problem Read the problem very carefully.
List all the given data and identify variables that you can use in forming a mathematical equation to solve the problem.
Step 2: Devise a plan (Translate)
When you devise a plan, you are translating given data and variables into a Mathematical equation. Drawing a diagram or
a chart can help you in analyzing given data to set up your equation.
Step 3: Carry out the plan (Solve)

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The next step is to solve the equation.
Step 4: Look back (Check and Interpret)
Last step is to check if the answer you obtained is correct.
RATIONAL EQUATION: Eric can row 5 miles per hour in still water. It takes him as long to 4 miles upstream
as 16 miles downstream. How fast is the current?

WITH OR AGAINST (WIND OR CURRENT)

Use table to help organize all information in the problem. The goal is to set up the
equation. We use equations for distance:
where r= rate d=distance t=time
d d
d=rt r = t=
t r
Let x = speed in still water
c= speed of the current
In these kinds of problems rate is to be expressed using two variables because
moving upstream the current is against you and downstream it moves with you.

distance rate Time

Upstream x−c
Downstream x +c

STEP 1:
Fill in the given information to the distance and speed column.

distance rate Time

Upstream 4 5−c
Downstream 16 5+c

STEP 2:
Fill in the column for time using the other two columns considering that t=d/v

distance rate Time

Upstream 4 5−c 4
5−c
Downstream 16 5+c 16
5+c

STEP 3:
Set up the equation:
Stated in the problem the phrase “It takes as long…” it means that the time he
rowed is equal to each other, so we write
4 16
= this can easily be solved by cross multiplying
5−c 5+c
4 ( 5+c )=16 ( 5−c ) → 20+4 c=80−16 c → 4 c+ 16 c=80−20
20 c=40 →c=3
Thus, the speed of the current is 3 miles per hour.

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RATIONAL INEQUALITY: A box with a square base is to have a volume of 8 cubic meters. Let x be the length of the
side of the square base and h be the height of the box. What are the possible measurements of a side of the square base if
the height should be longer than a side of the square base?

STEP 1:
The volume of a rectangular box is the product of its
width, length and height. The base of the box is square so the
width and length are equal. Let x = length of the side of the box
h= height of the box uses the formula v = lwh to relate x and h

v=x 2 h since v=8→ 8=x2 h

STEP 2:
Express h in terms of x

2 8
8=x h → h= 2
x

STEP 3:
Since the height is greater than the width, h> x and our inequality is
8
2
>x
x

STEP 4:
Solve the inequality:
8
−x >0 → rewrite the inequality the other side should be equal to 0
x2
3
8−x
2
>x → express the rational expression as a single fraction
x
2
(2− x)(x + 2 x +4 )
2
>¿ 0 → factor the numerator to find the critical values we
x
get x=2 from the numerator and x=0 from the denominator

0 2
Construct table of sign

Interval x <0 0< x <2 x >2

Test points x=−1 x=1 x=3
2−x + + −¿
2
x + 2 x +4 + + +
x 2 + + +
2
(2− x)( x + 2 x +4 ) + + −¿
SLMCS GUBAT CAMPUS 2 General Mathematics 11 Learning Module P a g e | 12
x
The solution set is 0 < x < 2, we reject the solution set in the interval x<0 even if the
expression is positive, we will only consider positive integers because we are solving for
.

INVERSE FUNCTION: Suppose I am travelling at 60 miles per hour and want to know how far I
have gone in x hours. Then this could be represented by the function

Now I want to know the inverse: If I know I have travelled x miles how long have I been travelling
for? 

Example 2:

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 DEEPEN
1. Which of the following terms define as an equation involving rational expression?
A. Rational expression B. Rational function C. Rational equation D. Rational inequality

3 x −10 9
2. The expression > is an example of
x +4 4
A. Rational expression B. Rational function C. Rational equation D. Rational inequality

3. Which of the following is NOT a rational function?

2
x+ 4 3 x −6 x +5
A. =5 B. f(x)= C. f(x) = D. f(x) =
3 4 x +5 2 x−1
2
3−4 x
2+5 x
8
4. Given 𝑓(𝑥)= and a table of values
x−4

Which of the following values would be the value of 𝑓(𝑥), if 𝑥 = −1?

A. −¿ 2 B. −¿ 1.6 C. −¿ 2.56 D. 1.6

5. Rational function can be represented by the following EXCEPT.

A. Table of values B. Equation C. Graph D. Picture

6. Which of the following terms defined as the set of all values that 𝑓(𝑥) will take?
A. Domain B. Range C. Asymptote D. Intercept

7. Which of the following terms defined as the set of all values that the variable 𝑥 can take?
A. Domain B. Range C. Asymptote D. Intercept

8. The vertical line x=a is a ____________________ of a function f if the graph of f either increases without
bound as the x-values approach a from the right or left.
A. Hole C. Vertical Asymptote
B. B. Horizontal Asymptote D. Intercept

9. The horizontal line x=a is a ____________________ of a function f if the graph of f either increases without
bound as the x- values approach a from the top or bottom.
A. Hole C. Vertical Asymptote
B. Horizontal Asymptote D. Intercept

10. Looks like a hollow circle in a graph. The x-value on that part of the graph is undefined.
A. Hole C. Vertical Asymptote
B. Horizontal Asymptote D. Intercept

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Values Integration Question:

Raul Contreras: “I mean, with this segregation problem here and the discrimination against colored people,
how in the world could you have liberty and justice for all?”
As a catholic student, how can you show equality and justice towards other?

TRANSFER
The problem solving below should be written in a short coupon bond for compilation purpose entitled “My Works for
problem solving in Gen-Math”. Please include solutions and a sentence on what you have learn in rational and inverse
functions.

1. Using the given hint. Complete the following steps and solve the problem.
PROBLEM: Ann walks 5 kilometers from his home to SM to buy a new bike which she uses to return to home. He
averages 10 kilometers faster on his bike thank on walking. If her total trip took 1 hour and 20 minutes, what is her
d
walking speed in kph ? Use formula v=
t

STEP 1:
Let v = walking speed/rate
d
Considering that v=
t
distance rate time
walking (a) V (c)
biking (b) V +10 (d)

STEP 2:
Hint: The given condition in the problem is that the total time that she took for walking and
biking is 1 hour and 20 minutes converting it into fraction in hours:

STEP 3: Hint:
Form the equation the column for time considering that the total travel time for both walking
and biking is 4/3 hours
5 5 4
+ =
v v+ 10 3

STEP 4:
Solve the rational equation:
V= _______
Since v is a walking speed, it cannot be negative. Hence, Eric walking speed is __________ kph .
SLMCS GUBAT CAMPUS General Mathematics 11 Learning Module P a g e | 15
 2. Suppose that the school is conducting a research on the students that applies for online class and it is
4 x+1
represented as f ( x )= . Complete the table as indicated.
x−2

One-to-one function (in the form of rational Inverse One-to-one (in the form of rational
function) function)

Equation 4 x+1
f ( x )=
x−2

Domain

Range

Table of values

Graph

X-intercepts

y-intercepts

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 zeros

asymptotes

REFERENCES AND WEBSITE LINKS USED IN THIS MODULE

Materials:
BOOK: (Oriones et. al 2016) Next Century Mathematics 11, General Mathematics. Quezon: Phoenix Publishing
House Inc.
PDF: Annex -C-K-to12 MELCS

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