Republic of the Philippines

Department of Education
Region VII
Cebu Province
Tudela District
Tudela National High School
Weekly Prototype Plan
Grade 11 - Quarter 1, Week 2
September 5-9, 2022

LEARNING DAY/ MATERIALS LEARNING LEARNING TASK

AREA TIME /REFERENCES COMPETENCIES LESSON FACE-T0- FACE
FLOW
Grade Monday- CHED. The learner is able Recall Teacher asks learners to recall the definition of a polynomial function. She asks
11 Friday General to accurately learners to give some examples of such.
Love - Mathematics formulate and solve
8:00- Learner's real-life problems
8:48 Materials.
involving rational
Courage( Pasig City:
functions.
8:48- Department
Learning
9:36) of
Competencies: a.)
represents real-life
situations using
rational functions
(M11GM-Ib-1) b.)
distinguishes rational
function, rational
equation, and rational
inequality (M11GM-
Ib-2)

Activate The teacher lets the students realize that understanding concepts on polynomial function is
pre-requisite in understanding rational function as well.

PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils/students will
 learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to
learn new things, practice the learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
(Contextualization & Localization)
Presenting Teacher presents a situation to the class:
examples/ The distance from Manila to Baguio is around 250 kilometers. How long will it take
instances of the you to get to Baguio if your average speed is 25 kilometers per hour? 40 kilometers per
new lesson hour? 50 kilometers per hour?
Teacher then leads learners in representing real-life situations using rational functions;
since distance is calculated as the product of speed and time. So, in getting the time,
Discussing new distance is divided by the speed.
concepts and
practicing new Teacher asks some volunteers to cite more real-life situations using rational function.
skills #1

Discussing new
concepts and Teacher posts several expressions and let learners identify them as rational function,
practicing new rational equation, and or rational inequality.
skills #2

Abstraction
Teacher lets learners differentiate rational function, rational equation, rational inequality
based on the answered exercises above.
A rational function is a function of the form
P ( x)
y=f ( x )= where P ( x )∧Q ( x ) are polynomial functions∧Q ( x ) ≠ 0.
Q(x)
P ( x) P(x)
If is equal to 0, then =0 is called a rational equation. Moreover, if
Q( x) Q( x)
the equation symbol = is replaced with¿ , ≤ ,>,∨≥ , you have a rational inequality

EVALUATE Working in pairs, the teacher lets learners answer the exercises.
I. The budget of a university organization is split evenly among its various
committees. If they have a budget of Php60 000:
a. Construct a function M(n) which would give the amount of money each of the n
number of committees would receive.
b. If the organization has eight committees, how much would each committee
have?
II. Determine whether the given is a rational function, a rational equation, a
 rational inequality or none of these.
1. y=5 x 3−2 x+ 1
8 x
2. −8=
x 2 x−1
5
3. 6 x− ≥0
x+ 3
7 x 3−4 √ x+ 1
4. g ( x )=
x2 +3

General solves rational Recall

Mathematics equations and Teacher posts rational equation on the board, and asks learners to give the solution(s). Then, teacher turns
inequalities (M11GM- the equation into an inequality, challenges learners to give solutions as well.
Ib-3)

ACTIVATE The teacher lets the students realize that if they master how to solve rational equation, solving
rational inequality will be easy for them.

IMMERSE (Contextualization & Localization)

Teacher presents a problem to the class:
In an inter-barangay basketball league, the team from Barangay Canduman has won 12 out of 25
games, a winning percentage of 48%. How many games should they win in a row to improve their
 win percentage to 60%?
Teacher asks learners to represent rational equation based on the problem above and give its
corresponding solution.

SYNTHESIZ Teacher lets learners answer exercises in solving rational

E equation by pair.
2 x−1
1. Solve for x: =5
x +3
2
x x+2
2. Solve for x: =
x−3 2 x−5
Teacher lets learners state the steps in solving rational equation.
a. Eliminate denominators by multiplying each term of the
equation by the least common denominator.
b. Note that eliminating denominators may introduce extraneous
solutions. Check the solutions of the transformed equations with
the original equation

EVALUATE Teacher lets learners solve rational equations individually.

Find the solution of the given equations.
1 3
1. =
2 x−3 4 x +2
2
2. x− =1
x−1
x−1 1 2
3. + =
2
x −9 x−3 x+3

PLUS
General Recall Teacher posts rational inequality on the board, and asks learners to give the solutions
Mathematics 3 3
1. − =
7 14

10 15
2. . =
21 8
 9 12
3. + =
16 4

ACTIVATE The teacher lets the students realize that solving rational inequalities is similar to solving quadratic
inequalities where they need to find the critical numbers, bearing in mind the inequality rules.
IMMERSE (Contextualization & Localization)
Teacher presents a problem to the class:
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?
Teacher guides learners in representing rational inequality based on the problem given above and how to
solveit.
SYNTHESIZ
E Teacher lets learners answer exercises in solving rational inequality by pair.
x−1
1. Solve for x: >0
x+3

1 1
2. Solve for x: <
x x−3

Teacher lets learners state the steps in solving rational inequality.

a. Rewrite the inequality as a single rational expression on one side of the inequality symbol and 0 on the
other side.
b. Determine over what intervals the rational expression takes on positive and negative values.
i. Locate the x values for which the rational expression is zero or undefined (factoring the numerator and
denominator is a useful strategy).
ii. Mark the numbers found in (i) 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 partition the
number line into intervals.
iii. Select a test point within the interior of each interval in (ii). The sign of rational expression at this test
point is also the sign of the rational expression at each interior point in the aforementioned interval.
iv. Summarize the intervals containing the solutions
EVALUATE Teacher lets learners solve rational inequalities individually.
Find the solution of the given inequalities.
x−2
1. >0
3−x

3 x−1
2. −1<0
x +2

1 x
3. + ≥0
x−2 x+1

Prepared by: Emmanuel Paul B. Jimenea TII

Noted by: RellyA.Solante

Principal II