DATA CENTER COLLEGE OF THE PHILIPPINES OF BAGUIO CITY, INC.

General Mathematics
SHS Grade 11

Subject: GENERAL MATHEMATICS

Semester No.: First Semester Grading Period: 1st Quarter
School Year: 2021 – 2022
Week No.: 1 Module No.: 1
Topic Title: Chapter 1: Introducing Functions

Prepared by: Philip A. Velasco Jr.

Position: Instructor
Nickname: Sir P
Contact no.: 09996971196
E-mail address: [email protected]
Consultation time: TBA

Overview
Most everyday real-life scenarios involve relations between two or more quantities, one of which depends on at
least one varying quantity. For instance, if one works on an hourly basis, one’s gross pay depends on the number of hours
one reported to work. If he is paid on a commission wage type, one ’s gross pay depends on the amount of sales one’s
incurred during the pay period. When constructing a house, the amount of materials the owner needs depends on the size
of his/her house. The profit one can get out of one’s business depends on the revenue generated from sales and the total
cost incurred while producing and selling products or services. The distance a car can go depends on its speed and the
time it takes to reach its destination. The growth of a plant depends on the presence or absence of sunlight and rainfall
while electric voltage depends on current and resistance reading.

This unit is about functions and their graphs. To express relationships between quantities such as those mentioned
above, we use functions. “Modeling” refers to this mathematical process of representing the relationship between two or
more varying quantities. In the next chapters, we will try to represent real-life problems using equations, using table of values
and using graphs. Then, we will use the modeling function by applying some algebraic operations and properties to solve
the problem.

Objectives
At the end of the lesson:
1. The learner is able to represent real-life situations using functions, including piecewise functions.
2. The learner is able to evaluate functions.
3. The learner is able to identify and use the appropriate operation on a problem involving functions.

Instruction(s)
Exercises and other related activities would come along after a topic is discussed under every module. This module
provides an answer sheet found on its last page. So make sure that you write your answers there. That paper is to be
passed.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 Lesson

CHAPTER 1: INTRODUCING FUNCTIONS

The role of Mathematics to society’s growth and development lies in its importance to model countless everyday situations
and use this model to predict reality.

Consider the situation regarding parking rates. A parking lot offers pay parking opens at 9:00 a.m. and closes at 10 p.m.
The weekday parking rates are as follows: ₱20 for the first 3 hours and ₱15 per hour for the succeeding hours. Maximum
daily parking time allowed is 12 hours.

Let us formulate a model relating the total change for parking to the length of time in hours. These quantities might vary in
some situations so we use variables to represent them. Suppose we assign 𝑐 to denote the total charge for parking and 𝑡
to denote time, rounded up to the next hour. To calculate the total charge of parking one’s car, we consider two cases. If
the parking time is within the first 3 hours, then the total charge is ₱20. However, if the parking time exceeds 3 hours, we
find the excess number by hours by subtracting 3 from 𝑡, round the difference up to the nearest higher hour then multiply it
by the additional hourly rate of ₱15. Add the product ₱20 and get 𝑐 = 15(𝑡 − 3) + 20.

For the model to work, 𝑡 must be measured in hours so the value of 𝑐 is measured in pesos. Since we are concerned with
the total charge 𝑐 given a value of 𝑡, we will treat 𝑐 as the dependent variable and 𝑡 as the independent variable. Following
the language of functions, we rewrite the equation into 𝑐(𝑡) = 15(𝑡 − 3) + 20. This means 𝑐(10) is the charge, in pesos, to
park one’s car for 9 to 10 hours. If, on the other hand, we wanted to find the length of time one has parked his car if he was
charged ₱110, we must set 𝑐(𝑡) = 100 and solve for 𝑡. In this case, 110 = 15(𝑡 − 3) + 20, solving this equation gives us
𝑡 = 9 hours. This means any car owner charged ₱110 for parking, must have parked his car within 8 to 9 hours. Of course,
it would be a bit challenging to determine the exact time he parked his car. In this case, one needs to consider the applied
domain of a function to predict reality.

Algebraically, the function 𝑐 = 15(𝑡 − 3) + 20 is a linear function. Thus, it has no restrictions on its domain. But in reality,
there are certain values of t that won’t suggest any material sense. Values such as 𝑡 = −5 which means parking for negative
5 hours or 𝑡 = 1000 hours don’t make sense either. The real sense of the situation is bounded of what 𝑡 can take and these
bounds determine the applied domain of 𝑡.

Lesson 1: Functions as Models

The definition of a function is best describe by relating it to a relation. The table below shows how relations and functions
are the same and how they are different.

Relations Functions
A relation is a rule that relates values from a set of A function is a relation where each element in the
values (called the domain) to a second set of domain is related to only one value in the range by
values (called the range). some rule.
The elements of the domain can be imagined as The elements of the domain can be imagined as
input to a machine that applies a rule to these input to a machine that applies a rule so that each
inputs to generate one or more outputs. input corresponds to only one output.
A relation is also a set of ordered pairs (x, y). A relation is also a set of ordered pairs (x, y) such
that no two ordered pairs have same x-value but
different y-values.
Table 1.1. Relating Relations and Functions

Hence, a function is a relation but deals with a unique output.

A. Representations of Functions
Functions can be represented and/or expressed in many different ways. It can be describe using mapping diagrams, graph
in the Cartesian plane, an equation model, a set of ordered pairs and table of values, etc.

1. Functions as a Machine
2. Functions and Relations as a Table of Values
Here we deal with some examples to illustrate the concept.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 Example 1. The following relations are sets of ordered pairs. Which of them are functions?

a) 𝑓 = {(1, 2), (2, 2), (3, 5), (4, 5)}

b) 𝑔 = {(1, 3), (1, 4), (2, 5), (2, 6), (3, 7)}
c) ℎ = {(1, 3), (2, 6), (3, 9), … , (𝑛, 3𝑛), … }

Solution. The relations f and h are functions because no two ordered pairs have the same x-value but different y-
values, while g is not a function because (1, 3) and (1, 4) are ordered pairs with the same x-value but different y-values.

3. Functions as a Graph in the Cartesian Plane

 The Vertical Line Test – a graph represents a function if and only if each vertical line intersects the graph at most
once.

Example 2. Which of the following mapping diagrams represent functions?

Solution. The relations f and g are functions because each X corresponds to a unique Y. the relation h is not a
function because there is at least one element in X for which there is more than one corresponding y-value.

Example 3. Which of the following represents a function?

a) 𝑦 = 2𝑥 + 1
b) 𝑦 = 𝑥 2 − 2𝑥 + 2
c) 𝑥2 + 𝑦2 = 1
d) 𝑦 = √𝑥 + 1
2𝑥+1
e) 𝑦 = 𝑥−1

Solution. In this example, you can graph each equation in the Cartesian plane and test using the vertical line test,
if it pass then it is a function. But you can always go back to the definition of a function. We know that a function is
a relation. Therefore, all are relations. All of the equations given above are functions except c). Because in equation
c), we can find an x-value that corresponds to more than one y-value (e.g. if x = 0, then y van be +1 or -1).

4. Functions as Representations of Real-life Situations

Modelling functions in real-life situations is a method of rationalizing problems and identifying the relationship of each
variables. A function is usually represented by a variable (i.e. A, b, c, x, y, etc.), mostly as 𝒇(𝒙) = 𝒚 (read as f of x equals
to y). In this case, there is a function of x (also known as domain) as an input that will result to an output represented by y
(also known as range).

Guidelines for Modeling Functions:

a) Read and analyze the problem. Identifying the given, the conditions, the output and input.
b) Identify the variables. Use variables to represent the known & unknown quantities.
c) Create a model. Establish the relationship between these variables. Represent this relationship using an equation.
d) Solve the problem.
e) State your final answer.

Example 4. Give a function c that can represent the cost of buying x meals, if one meal costs ₱40.

Solution. Since each meal costs ₱40, then the cost function c(x) = 40x.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
4.1 PIECEWISE FUNCTIONS

A piecewise function is a function that behaves differently and has one or more conditions. From its term, the
solution is done by breaking it down into pieces of function modelled by an equation.

Example 5. A user is charged ₱300 monthly for a particular mobile plan, which includes 100 free text messages.
Messages in excess of 100 are charged ₱1 each. Represent the monthly cost for text messaging using the function
t(m), where m is the number of messages sent in a month.

Solution. Following the guidelines in modeling functions:

1. Given
- A user is charged ₱300 monthly for a mobile plan (original condition with 100 free text messages)
- Messages in excess of the free 100 will be charged ₱1 each (condition 2)
2. Identify variables.
- The variables to be used is already given in this problem, t and m.
3. Create a model (based on the given values and conditions).

4. Solve the problem. In this problem, it only required a representation of the variables t and m.
5. So why does the equation model looks like that? If you noticed, it starts with the function t(m). It means that
there is an input m which will give unique outputs of payments.
Now ask yourself are the conditions met? Yes.
The first condition states that if the messages (m) sent is less than or equal to 100 but greater than 0, then the
payment is only ₱300. Otherwise, expect condition 2 which if the messages (m) sent exceed of that free 100, then
there is an additional payment added to ₱300.

Example 6. A jeepney ride costs ₱8 for the first 4 kilometers, and each additional integer kilometer adds ₱1.50 to
the fare. Use a piecewise function to represent the jeepney fare in terms of the distance (d) in kilometers.

Solution. The input value is distance and the output is the cost of the jeepney fare. If F(d) represents the fare as a function
of distance, the function can be represented as follows:

Note: The symbol ⌊𝑑⌋ denotes the greatest integer or floor function applied to d.

Are the conditions satisfied? The first condition states that if you travel within the first 4 kilometers, then it should
only costs you ₱8. But when you exceed, there is an additional ₱1.5 multiplied by d, 𝟖 + 𝟏. 𝟓(⌊𝒅⌋) if d > 4 km.

Why is there a need to denote the d as⌊𝒅⌋? Since we are dealing with distance, say you travelled 4.1 or 4.9 km,
using the floor function, ⌊4.1⌋ = 4 and ⌊4.9⌋ = 4. You get the bigger integer between the decimals, 4 is greater than
0.1 same as 4 is also greater than 0.9.

Lesson 2: Evaluating Functions

Evaluating functions is simply substituting or replacing the variable in the function with a given value or another input, in
most cases the variable x, and computing for the output/result.

If one thinks of functions as a machine, evaluating a funtcion is analogous to providing our machines with valid input.

Example 1. Evaluate the following functions at x = 1.5.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Example 2. Find 𝒈(−𝟒) and 𝒓(𝟏) where 𝒈 and 𝒓 are defined in the previous example.

Solution. You can substitute this values to the functions given above to check their validity. But this is not possible
because -4 is not a domain of g(x). Why? Because any negative number rooted is imaginary. 1 is not also in the domain of
r(x) since it will make the function undefined.

Example 3. Evaluate the following functions, where 𝒇 and 𝒒 are as defined in Example 1:

a) 𝑓(3𝑥 – 1)
b) 𝑞(2𝑥 + 3)

Solution.

a) 𝑓(𝑥) = 2𝑥 + 1 (replace the 𝑥 with 3𝑥 – 1 and solve the right part of the equation)
𝑓(3𝑥 – 1) = 2(𝟑𝒙 – 𝟏) + 1
= 6𝑥 – 2 + 1
= 𝟔𝒙 – 𝟏
b) 𝑞(𝑥) = 𝑥 2 – 2𝑥 + 2
𝑞(2𝑥 + 3) = (𝟐𝒙 + 𝟑)2 – 2(𝟐𝒙 + 𝟑) + 2 (FOIL and distributive method)
2
= (4𝑥 + 12𝑥 + 9) – 4𝑥 – 6 + 2 (Combine similar terms)
= 𝟒𝒙𝟐 + 𝟖𝒙 + 𝟓

Lesson 3: Operations on Functions

I. Definition. Let f and g be functions. Consider the following as a formula in solving functions.

1. Addition. Their sum, denoted by 𝒇 + 𝒈, is the function denoted by (𝒇 + 𝒈)(𝒙) = 𝒇(𝒙) + 𝒈(𝒙).
2. Subtraction. Their difference, 𝒇 – 𝒈, is the function denoted by (𝒇 – 𝒈)(𝒙) = 𝒇(𝒙) – 𝒈(𝒙).
3. Multiplication. Their product, 𝒇 ∙ 𝒈, is the function denoted by (𝒇 ∙ 𝒈)(𝒙) = 𝒇(𝒙) ∙ 𝒈(𝒙).
𝒇 𝒇 𝒇(𝒙)
4. Division. Their quotient, , is the function denoted by ( ) (x) = , excluding the values of 𝑥 where 𝑔(𝑥) = 0.
𝒈 𝒈 𝒈(𝒙)

Take note of these formulas. It would be the basis in solving operations on functions. If you noticed, there is another variable
𝒈 in the formula. Thus operations on functions involve another variables (not just limited by one or two variables). To simply
put, operations on functions is pairing two or more functions and trying to know what might be their resulting output.

Example 1. Given the following functions below,

Determine the following functions.

Solution.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Example 2. Given the following functions,

𝟐𝒙𝟐 +𝒙
Express the function 𝒇𝟑 (𝒙) = as a sum or difference of the functions above.
𝒙−𝟏

In this example, a resulting output is already identified. Now what you are trying to figure out is that, where in those given
𝟐𝐱𝟐 +𝐱
functions above will, when paired, give us . It is done by trial and error. Thus 𝒇𝟑 (𝒙) = 𝒇(𝒙) + 𝒓(𝒙).
𝐱−𝟏

Example 3. Express the function 𝒈𝟏 (𝒙) = 𝟐𝒙𝟑 − 𝟑𝒙𝟐 + 𝟐𝒙 + 𝟐 as a product or quotient of the functions above in
Example 2.

Example 4. Express the function 𝒈𝟐 (𝒙) = 𝒙 − 𝟏 as a product or quotient of the functions above.

II. Composition on Functions

 Using a function as an input leads us to function composition. Let f and g be functions. The composite function,
denoted by (𝒇 ◦ 𝒈), is define by (𝒇 ◦ 𝒈)(𝒙) = 𝒇(𝒈(𝒙)). Read as the composite function of f and g is equal to
the function of g of x.
 In the operations on functions, we are pairing two or more functions and evaluating them to determine what would
be their resulting output. Here in composition of functions, the input is the output from another function.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Example 5. Given the following functions,

Find and simplify (𝒈 ◦ 𝒇)(𝒙).

Example 6. Given the following functions in Example 5, find and simplify (𝑭 ◦ 𝒓)(𝟓).

Example 7. Given the following functions in Example 5, find and simplify (𝒇 ◦ 𝒓)(𝒙).

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 WORKSHEET 1-A. PIECEWISE FUNCTIONS

Name: Track/Section: Score: .

Instructor: Week 1 Date Submitted: .

Instructions: Maintain neatness on your work. Provide complete solution as much as possible.

1. The cost of hiring a catering service to serve food for a party is ₱150 per head for 20 persons or less, ₱130 per head
for 21 to 50 persons, and ₱110 per head for 51 to 100 persons. For 100 or more persons, the cost is at ₱100 per head.
Represent the total cost as a piecewise function of the number of attendees of the party.

2. A videoke machine can be rented for ₱1,000 for three days, but for the fourth day onwards, an additional cost of ₱400
per day is added. Represent the cost of renting a videoke machine as a piecewise function of the number of days it is
rented and plot its graph.

3. Mark started selling snacks in the nearby school. In one day he spends ₱200 for rent and ₱25 for each snack item he
prepares. His expenses in a single day can be expressed as the function C(x) = 25x + 200, where x is the number of
items and C(x) is his daily expenses in pesos. How much are his expenses if he prepares 100 snack items? 150 snack
items?

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 WORKSHEET 1-B. EVALUATING FUNCTIONS

Name: Track/Section: Score: .

Instructor: Week 1 Date Submitted: .

Instructions: Maintain neatness on your work. Provide complete solution as much as possible. Box your final answer(s) on
the space provided at the right.

1. Given functions 𝑓 and 𝑔 below, find and

simplify the following functions as
operations f + g, f – g, f ∙ g, and f/g.
a) f(x) = x + 2 ; g(x) = 𝑥 2 − 4
𝑥−2 1
b) f(x) = 𝑥+2 ; g(x) = 𝑥
1
c) f(x) = 𝑥 2 ; g(x) = √𝑥

2. If f(x) = 𝑥 2 + 3𝑥 and g(x) = x – 2, find and

simplify the following as composite
functions:
a) f ◦ g
b) g ◦ f
c) f ◦ f
d) g ◦ g

3. Each pair of functions below have a special

relationship because (f ◦ g) = x and
(g ◦ f) = x. Verify these.
1
a) f(x) = 3x – 2 ; g(x) = 3 (𝑥 + 2)
𝑥 2𝑥
b) f(x) = 2−𝑥 ; g(x) = 𝑥−1
3
c) f(x) = (𝑥 − 1)3 + 2 ; g(x) = √𝑥 − 2 +
1

4. Evaluate the following functions below.

Given: 𝑓(𝑥 ) = 2𝑥 2 + 3𝑥 − 4 ; 𝑔(𝑥 ) = √𝑥 − 3 ;
ℎ(𝑥) = 2(3𝑥 − 2)
a) h(0) – g(3)
b) f(g(-4))
c) (f ◦ g)(2)
d) f(g(2)) ∙ g(h(0)) – h(12)

4
5. Given f(x) = 𝑥 , evaluate the following
values:
a) f(1)
b) f(2)
c) f(-1)
d) f(√2)
1
e) f(𝑥)
f) f(2x)

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 DATA CENTER COLLEGE OF THE PHILIPPINES OF BAGUIO
General Mathematics
SHS Grade 11

Subject: GENERAL MATHEMATICS

Semester No.: First Semester Grading Period: 1st Quarter
School Year: 2021 – 2022
Week No.: 2-4 Module No.: 2
Topic Title: Chapter 2: Rational Functions

Prepared by: Philip A. Velasco Jr.

Position: Instructor
Nickname: Sir P
Contact no.: 09996971196
E-mail address: [email protected]
Consultation time: TBA

Overview
Proportions of ingredients for a menu, monthly average cost for an internet
subscription, concentration of mixtures in a certain solution, average performance of
students in class, average electric consumptions of electrical devices, average income
of residents in a state, span of time required to finish a task, rate of increase or
decrease in profit as level of production increases, depreciation rate of an automobile, inflation rate of housing costs, interest
rate on an investment or loan, rate of the water current, average cost per revenue, flying speed of an airplane against the
wind; all are situations that can be modeled using rational functions.

Objectives
The chapter starts with an analysis of the key characteristics of rational functions, rational equations and rational
inequalities. Then, students will determine whether graphs of rational functions have vertical or horizontal asymptotes and
then sketch the graph of rational functions with some transformations specifying all its properties. Finally, students are
expected to solve real-life problems related to rational functions, form rational expressions write rational functions, identify
the domain and range, and solve rational equations and inequalities.

At the end of the lesson:

1. The learner is able to distinguish rational functions, equations and inequalities.
2. The learner is able to represent real-life situations using rational functions.
3. The learner is able to solve rational equations and inequalities, and solve problems involving rational equations
and inequalities.
4. The learner is able to find the domain and range, intercepts, zeroes, asymptotes of rational functions, graph
rational functions, and solve problems involving rational functions.

Instruction(s)
Exercises would come along after a topic is discussed under every module. This module provides an answer sheet
found on its last page. So make sure that you write your answers there. That paper is to be passed. Other related activities,
assessments or quizzes and exam will be announced.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 Lesson

CHAPTER 2: RATIONAL FUNCTIONS

It’s a Fact! Lesson 4: A Rational Function

Because of our ability to become 𝒑(𝒙)
sensible and reasonable, humans A rational function is a function of the form 𝒇(𝒙) = 𝒒(𝒙) where p(x) and q(x) are
are considered rational beings. We polynomial functions, and q(x) should not be equal to zero (q(x) ≠ 0). The domain
are gifted with the ability to use logic of f(x) is all values of x where q(x) ≠ 0.
when solving a problem. But
sometimes what might seem rational What is a polynomial function? A polynomial function is an expression that can
to one may seem completely be written in linear form. (Example: p(x) = 𝑥 2 + 5𝑥 + 6, f(x) = 2x – 1, and the likes).
irrational to another. Oftentimes, this
is the reason why coming up with a Sample application problem 1.
single decision or devising a solution 5𝑡
Suppose that c(t) = (in mg/mL) represents the concentration of a drug in a
pan becomes very tasking for a huge 𝑡 2 +1
group of people. Whenever it patient’s bloodstream t hours after the drug was administered. Construct a table
happens to you, consider it the best of values for c(t) for t = 1, 2, 5, 10. Round off answers to three decimal places.
opportunity to use logic when Use the table to sketch a graph and interpret the results.
convincing them that your rationale Solution.
make sense.
Since a function with respect to time, t, has already been defined in the problem,
5𝑡
simply substitute the values for t in the equation c(t) = 𝑡 2 +1.

𝟓(𝟏)
When 𝒕 = 𝟏, 𝒄(𝟏) = (𝟏)𝟐+𝟏 = 𝟐. 𝟓

Do the same with the remaining values for t. The results are as follows:

Note: Do not be confused in plotting functions in a graph. Remember that the x-axis or abscissa must contain the inputs (in
this problem, the t). While the y-axis corresponds to the output. Connect the dots from the origin (zero) then you can now
interpret the graph by observing the trend of the line.

What does the graph shows? The graph indicates that the maximum drug concentration occurs around 1 hour after the
drug was administered. After 1 hour, the graph suggests that the drug concentration decreases until it is almost zero.

Sample application problem 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 the children in the barangay. Write an equation representing the relationship of
the allotted amount per child (y-variable) versus the total number of children (x-variable).
𝟏𝟎𝟎,𝟎𝟎𝟎
Solution. 𝐲 = . Fill up the table below with the different allotment amounts for different values for the number of
𝐱
children and try to plot its graph.

What did you observe from these examples? A rational function has a numerator and a denominator. And in all cases,
there is a variable in the denominator.
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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Lesson 5: Rational Functions, Rational Equations and Rational Inequalities
What is a rational expression?

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.

Example 1. Which of the following is not a rational expression?

𝑥 2 + 3𝑥 + 2
a.
𝑥 + 4
1
b.
𝑥2
𝑥 2 + 4𝑥 − 3
c.
2

d. √𝑥 + 1
𝑥3 − 1

The table below shows how to distinguish among rational equations, rational inequalities and rational functions.

Rational Equations Rational Inequality Rational Function

𝒑(𝒙)
A function of the form 𝒇(𝒙) = 𝒒(𝒙) where p(x)
An equation involving An inequality involving
Definition and q(x) are polynomials, and q(x) should not
rational expressions. rational expressions.
be equal to zero (q(x) ≠ 0).

2 3 1 5 2 𝑥 2 + 2𝑥 + 3 𝑥 2 + 2𝑥 + 3
Example − = ≤ 𝑓 (𝑥 ) = or 𝑦 =
𝑥 2𝑥 5 𝑥−3 𝑥 𝑥+1 𝑥+1

Table 2.1. Definition of Rational Functions, Equations and Inequalities

Lesson 6: Solving Rational Equations and Rational Inequalities

A rational equation or inequality can be solved for all x values that satisfy the equation or inequality. A rational function
expresses a relationship between two variables (such as x and y), and can be represented by a table of values or a graph.

I. Solving Rational Equations

Steps:

1. Eliminate denominators by multiplying each term of the equation by the least common denominator (LCD).
2. Note that eliminating denominators may introduce extraneous solutions. Check the solutions of the transformed
equations with the original equation.
𝟐 𝟑 𝟏
Example 1. Solve for x: − =
𝐱 𝟐𝐱 𝟓

Solution. The LCD of all the denominators is 10𝑥. Multiply both sides of the equation by 10𝑥 and solve the resulting
equation.

𝐱 𝟏 𝟖
Example 2. Solve for x: − =
𝐱+𝟐 𝐱−𝟐 𝐱𝟐− 𝟒

Solution.

1. Factor each denominator in the rational expression.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 2. Get the LCD. The LCD is (𝑥 + 2)(𝑥 − 2). Multiply the LCD to both sides of the equation to remove the
denominators.

3. As you noticed, it gives us a polynomial equation or a quadratic polynomial equation. Check if the equation is
factorable. Yes it is factorable.

What is the correct answer? Substitute these two values in the original equation as values of x. since x = 2 will
make the original equation undefined, it is an extraneous solution. While x = 5 is the only answer since it satisfies
the original equation.

Example 3. In an inter-barangay basketball league, the team from Barangay Kabataan 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%?

Solution.

1. Define the given and your variable. Let x = represents the number of games that they need to win to raise their
percentage to 60%.
12
2. Establish your equation. The team already won . If they win x games in a row to increase their percentage to
25
60%, then they would have played 12 + 𝑥 games out of 25 + 𝑥 games. The equation is

12 + x
= 0.6
25 + x
The equation is a rational equation. Solve the equation using the techniques previously discussed.

3. Solve for x. The LCD is 25 + 𝑥, we multiply it to both sides of the equation.

Answer. Since 𝑥 represents the number of games, this number should be an integer. Therefore Barangay
Kabataan needs to win 8 games in a row to raise their winning percentage to 60%.

II. Solving Rational Inequalities

An inequality may have infinitely many solutions. The set of all solutions can be expressed using set notation or interval
notation.

Steps:

1. Rewrite the inequality as a single fraction on one side of the inequality symbol and 0 on the other side.
2. Determine over what intervals the fraction takes on positive and negative values.
a. Locate the x values for which the rational expression is zero or undefined (factoring the numerator and
denominator is a useful strategy).
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 partition 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 aforementioned interval.
d. Summarize the intervals containing the solutions.
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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Warning! Multiplying both sides of an inequality by a number requires that the sign (positive or negative) of the number is
known. Since the sign of a variable is unknown, it is not valid to multiply both sides of an inequality by a variable.
𝟐𝐱
Example 4. Solve the inequality ≥𝟏
𝐱 +𝟏

Solution.

1. Rewrite the inequality as a single fraction on one side, and 0 on the other side. The strategies on how to solve is the
same with rational equations. Get the LCD and continue.

2. (a) Now you have to specifically determine what values of x will make the equation 0 and undefined. In this problem,
1−1 0
 if x = 1, it will satisfy the inequality; ≥0=2 ≥0
1 +1
0 ≥ 0 (it satisfied the inequality greater than or equal to 0)
−1 − 1
 if x = -1, it will make the equation undefined: ≥0
−1+1
−2
≥ 0 (since any integer divided by 0 is undefined)
0

(b) Now mark these on the number line. (A number line is a horizontal line with arrows facing both ends. It represents
numbers from negative infinity (left direction) and positive infinity (right direction). The center point of a number line is
always zero.)

You already know that -1 is not part of the solution and 1 is part of the solution. Follow step 2b.

𝑥−1
(c) Choose convenient test points in the intervals determined by –1 and 1 to determine the sign of in these intervals.
𝑥 +1
Represent it using a table. The test points are as shown below. There are three test points.

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

For x < -1, you can test numbers less than -1 since we already proved that -1 is not a solution. For -1 < x < 1, you can
test values between -1 to 1 only. And for x > 1, values that are greater than 1. Of course choose values that are most
convenient to you.

Construct the table of signs. Substitute your test values on the equations. If you noticed, the numerator and denominator
were separated independently, and as a whole. This is one way to validate the signs.

Interval x < -1 -1 < x < 1 x>1

Test point x = -2 x=0 x=2
Numerator x – 1 − − +
Denominator x+1 − + +
𝒙 − 𝟏
Whole equation + − +
𝒙 +𝟏
(d) What is the solution set? We are looking for the intervals where the fraction is positive or zero. From the table, the
interval x < -1 and x > 1 will satisfy the inequality.

Why? One thing to keep in mind in solving rational inequalities is the inequality you are trying to satisfy. In this problem,
we are trying to know what are the solutions for the inequality greater than or equal to zero (≥ 𝟎). Hence, we should
only consider numbers which are positive because it will make the greater than zero satisfied and only zero since it is
equal to zero.

Answer.

The solution set is {x є ℝ│x < -1 or x ≥ 𝟏}.

Read as “there is a set of x which has an element of rational numbers such that x is less than -1 or x is greater than or
equal to 1.”

or Using interval notation, the answer is (- ∞, -1) ∪ [1, ∞).

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Example 5. 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?

In solving any math problems, it is helpful that we know how to illustrate the problem especially if it involves geometric
shapes.

Illustration.

𝑥
Given:

 Volume = 8 cubic meters or 8𝑚3

 The volume of a rectangular box is the formula Volume = Length x Width x Height.
 Since the base of the box is square, its width and length are equal.
 The resulting equation relating 𝑥 and ℎ is 𝟖 = (𝒙𝟐 )(𝒉)

Required: 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? 𝒉 > 𝒙
8
Solution. We express ℎ in terms of 𝑥, we obtain ℎ = (derive from the original equation). We now have the solution for
𝑥2
8 𝟖
ℎ which is 𝑥 2. Since the condition is ℎ > 𝑥, our inequality is 𝒙𝟐 > 𝒙

We have determined that this problem is a rational inequality. We have also determined the inequality equation. Follow the
steps in solving rational inequality.

1. To solve this inequality, we begin by rewriting it with zero on one side.

2. The rational expression will be zero for 𝑥 = 2 and undefined for 𝑥 = 0. Plot on a number line and use hollow
circles since these values are not part of the solution.

Construct a table of signs to determine the sign of the function in each interval determined by 0 and 2. Note that
𝑥 2 + 2𝑥 + 4 is positive for any real values of x.

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

Test point x = –1 x=1 x=3
2–x + + −
𝑥 2 + 2𝑥 + 4 + + +
𝑥2 + + +
(2 – x)(𝑥 2 + 2𝑥 + 4)
+ + −
𝑥2

𝟖
What is the solution set? Keep in mind the inequality we are trying to solve, which is 𝐱𝟐
> 𝐱. Since the rational
expression is positive in the interval 0 < x < 2, this is the solution set of the inequality. We reject the interval x < 0
even if it gives us positive signs since the test points values here are negative, we only want positive values for x.
We also reject x > 2 since it will give us negative expression which will not satisfy our inequality. Here for this
problem, we are only considering positive values for x.

Answer. 0 < x < 2. It means that the height of the box is probably between 0 and 2 meters. Therefore the height of the box
should be less than 2 meters.
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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 WORKSHEET 2-A. SOLVING RATIONAL EQUATIONS AND INEQUALITIES

Name: Track/Section: Score: .

Instructor: Week 2 Date Submitted: .

Instructions: Maintain neatness on your work. Provide complete solution as much as possible. Box your final answer(s) and
maximize the space provided.

1. Determine whether the given is a rational function, a rational equation, a rational inequality, or none of these. Write your
answers before the letter.

2. Find the solutions for each rational equation below.

3 2
a) =
𝑥+1 𝑥−3

2𝑥 5
b) + =2
𝑥+1 2𝑥

𝑥 2 −10 −14−5𝑥
c) =
𝑥−1 𝑥−1

𝑥 2 −4𝑥 14−9𝑥
d) =
𝑥−2 𝑥−2

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
3. Find the solution set for each rational inequality below.

(𝑥+3)(𝑥−2) 𝑥−2
a) ≥0 b) <0
(𝑥+2)(𝑥 2 +2) 𝑥 2 −3𝑥−10

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Lesson 7: Solving Rational Functions
In this lesson, we demonstrate how we can represent rational functions using tables of values, graphs and equation.

Note! Keep in mind the definition of rational functions presented in Table 2.1 of Lesson 5.
𝐝
Example 1. Average speed (or velocity) can be computed by the formula 𝐬 = 𝐭 . Consider a 100-meter track used for
foot races. The speed of a runner can be computed by taking the time it will take him to run the track and applying
𝟏𝟎𝟎
it to the formula 𝐬 = , since the distance is fixed at 100 meters.
𝐭

a) Represent the speed of a runner as a function of the time it takes to run 100 meters in the track.
Solution. Since the speed of a runner depends on the time it takes to run 100 meters, we can represent speed as
a function of time. Let x represent the time it takes to run 100 meters. Then the speed can be represented as a
function s(x) as follows:
𝟏𝟎𝟎
𝐬(𝐱) = 𝐱

𝐝
Observe that it is similar to the structure to the formula 𝐬 = 𝐭 relating speed, distance, and time.

b) Continuing the scenario above, construct a table of values for the speed of a runner against different run times.
Reference: The current world record (as of October 2015) for the 100-meter dash is 9.58 seconds set by the
Jamaican Usain Bolt in 2009. We start our table of values at 10 seconds.

100
Solution. Let x be the runtime and s(x) be the speed of the runner in meters per second, where s(x) = . The
x
table of values for run times from 10 seconds to 20 seconds is as follows:

From the table we can observe that the speed decreases with time. We can use a graph to determine if the points
on the function follow a smooth curve or a straight line.

c) Plot the points on the table of values on a Cartesian plane. Determine if the points on the function follow a
smooth curve or a straight line.
Solution. Assign points on the Cartesian plane for each entry on the table of values above.

A(10,10) B(12,8.33) C(14, 7.14) D(16, 6.25) E(18,5.56) F(20,5)

Plot these points on the Cartesian plane.

By connecting the points, we can see that they are not collinear but rather follows a smooth curve.

For the 100-meter dash scenario, we have constructed a function of speed against time, and represented our function
with a table of values and a graph.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
The previous example is based on a real world scenario and has limitations on the values of the x-variable. For example,
a runner cannot have negative time (which would mean he is running backwards in time!), nor can he exceed the limits of
human physiology (can a person run 100-meters in 5 seconds?). However, we can apply the skills of constructing tables
of values and plotting graphs to observe the behavior of rational functions.

Before we continue…

What do we mean by table of values? A table of values is simply substituting assumed or given x values in the original
function and listing each result in a table.
𝑥−1
Why is there a need to do this? Of course, how would you graph the rational function 𝑓 (𝑥 ) = 𝑥 + 1 ? See? Constructing a
table of values is a helpful tool in graphing since you want to know the pattern or the behaviour of the rational function and
it can only be observed by constructing its graph.

Is there a limit testing values? Making your table of values is like solving test points that you will use in plotting. The point
here is, as long as you already see a pattern in the graph then you can actually stop, connect the dots, and come up with
your observation or conclusion. Or if you still want to verify, then continue until you are satisfied.

At this point, it is expected that you understand that y = f(x). When dealing with functions, y and f(x) are
interchangeably used. But most commonly, when dealing with expressions as function, y is represented as f(x).
Read as there is a function of variable x.

𝐱−𝟏
Example 2. Represent the rational function given by 𝐟(𝐱) = using a table of values and plot a graph of the
𝐱+𝟏
function by connecting points.

Solution. Since we are now considering functions in general, we can find function values across more values of x. Let us
construct a table of values for some x-values from -10 to 10.

x -10 -8 -6 -4 -2 0 2 4 6 8 10
f(x) 1.22 1.29 1.4 1.67 3 -1 0.33 0.6 0.71 0.78 0.82

You can also make use of intervals of 1 (-10, -9, -8 …, 1, 2, 3…). It’s up to you.

Make the observation that the function values appear to be increasing, but suddenly jumps from 3 to -1, and then starts to
increase again. Why would this be the case?

Let us attempt to get a better picture by plotting the points in the cartesian plane and connecting the points.

Why would the graph unexpectedly break the smooth curve and jump from point E to point F? The answer is that it doesn’t!
Let us take a look at the function again:
𝑥−1
𝑓 (𝑥 ) = 𝑥 + 1

Observe that the function will be undefined at x = -1. This means that there cannot be a line connecting point E and point
F. We will cover this aspect of graphs of rational functions in a future lesson, so for now we just present a partial graph for
the function above as follows:

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Example 3. Ten goats were set loose in an island and their population growth can be approximated by the function
𝟔𝟎(𝐭+𝟏)
𝑷(𝒕) = ⌊ ⌋ where P represents the goat population in year t since they were set loose. Recall that the symbol
𝐭+𝟔
⌊ ⌋ denotes the greatest integer function.

a) How many goats will there be after 5 years?

b) What is the maximum goat population that the island can support?

Solution.
60(5 + 1)
a) Evaluate the function for t = 5: P(t) = ⌊ ⌋ = ⌊32.726⌋ = 32
5+6
There will be 32 goats after 5 years.
b) Construct a table of values for P(x):

t 5 10 15 20 50 300 1000
P(t) 32 41 45 48 54 59 59

Observe that even if t increases, the function does not exceed 59. The model suggests that the island can only
support up to 59 goats. (Note that since the model is just an approximation, there may be errors and the number
59 may not be exact).

Example 4. In an inter-barangay basketball league, the team from Barangay Kabataan has won 12 out of 25 games,
a winning percentage of 48%. We have solved that they need to win 8 games consecutively to raise their percentage
to at least 60% (Example 3 of Lesson 6). What will be their winning percentage if they win:

a) 10 games in a row? 15? 20? 30? 50? 100 games?

b) Can they reach a 100% winning percentage?

Solution. Let x be the number of wins the Barangay Kabataan needs to win in a row. Then the percentage is a function of
the number of wins that the team needs to win. The function can be written as:
𝟏𝟐+𝒙
𝒑(𝒙) = 𝟐𝟓+𝒙

a) Construct a table of values for p(x):

x 10 15 20 30 50 100
p(x) 0.63 0.68 0.71 0.76 0.83 0.90

We interpret the table of values as follows:

No. of consecutive
Win Percentage
wins
8 60%
10 63%
15 68%
20 71%
30 76%
50 83%
100 90%
200 94%
300 96%

b) Can they reach a 100% winning percentage?

Even if the team wins 300 consecutive 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 the
team has lost 13 games already, so they cannot be “perfect”.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 WORKSHEET 2-B. SOLVING RATIONAL FUNCTIONS

Name: Track/Section: Score: .

Instructor: Week 3 Date Submitted: .

Instructions: Maintain neatness on your work. Provide complete solution as much as possible. Box your final answer(s) and
maximize the space provided.
50𝑡
1. Suppose the amount of bacteria growing in a petri dish is represented by the function 𝑏(𝑡) = 𝑡+1 where t is in hours and
b(t) is in millions. Evaluate the function at 𝑡 = 1, 2, 5, 10, 15, 20.

2. You have 6 liters of a pineapple juice blend that has 50% pure pineapple juice. How many liters of pure pineapple juice
needs to be added to make a juice blend that is 75% pineapple juice?
3+𝑥
Hint: If x is the amount of pure pineapple juice to be added, the percentage can be written as 6 + 𝑥.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
3. Two ships traveling from Dumaguete to Cagayan de Oro differ in average speed by 10 kph. The slower ship takes 3
hours longer to travel a 240-kilometer route than for the faster ship to travel a 200-kilometer route. Find the speed of
the slower ship.
Hint: Construct an equation with time t as the variable.

4. A certain invasive species of fish was introduced in a small lake and their population growth can be modeled with time
1000(𝑡+1)
t by the function 𝑓 (𝑡) = ⌊ ⌋,
𝑡+10
a) Construct a table of values;
b) Graph the function model; and
c) Is their population approaching a specific value?

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
Lesson 8: Graphing Rational Functions
The coming lessons are going to be quite challenging since we are going to discuss important properties of the graph of
functions. But graphing functions is not a tough work if you might think. Graphing is basically visualizing your data. The
applications of graphs are used almost in any industry. Since it gives us a picture of how a certain product is performing,
the market share of a certain company, stocks and many more.

Here we will enumerate the steps on how to graph rational functions and their limitations. On these lessons, we will be
focusing on the two types of rational functions – one to one and inverse functions.

Important Properties of a Function

Definition

The domain of a function is the set of all values that the variable
Domain
x can take except those that make the denominator 0.

Range The range of the function is the set of all values that f(x) will take.

The values of x where the denominator is zero but the

x-intercept / zeroes denominator is non-zero. The real numbered zeroes are also x-
intercepts of the graph of the function.
If 0 is not in the domain, then there is no y-intercept. If 0 is in the
y-intercept
domain, the y-intercept is the value of the function at x = 0.
The values of x where the denominator of the reduced rational
Vertical asymptote (VA)
function is zero.
Observe that HA can come in three cases using the degree of
polynomial in the numerator and denominator. Consider 𝑓 (𝑥 ) =
𝑝(𝑥)
𝑞(𝑥)
where 𝑞(𝑥) ≠ 0:
𝑎
Horizontal asymptote 1. If p(x) = q(x), the horizontal asymptote is 𝑦 = 𝑏 , where a
(HA) is the leading term of the numerator and b is the leading
term of the denominator.
2. If p(x) < q(x), the horizontal asymptote is the x-axis or
the equation y = 0.
3. If p(x) > q (x), there is no horizontal asymptote.
Table 2.2. Properties of a Rational Function

Finding the asymptotes of a rational function is necessary prior to sketching its graph particularly when graphing has to be
done manually. Asymptotes help us describe the behavior of the graph of a function at some certain intervals in the domain
and range.

𝟑𝐱𝟐 − 𝟖𝐱 − 𝟑
Example 1. Sketch the graph 𝐟(𝐱) = 𝟐𝐱𝟐 + 𝟕𝐱 − 𝟒. Find its domain and range.

Solution. We will go step by step starting with:

a) Determine the domain. Note that it is easier if you can factor the function first.

 The strategy is to look for values that will make the denominator 0 or undefined.
1 1
 Therefore, the domain of this function is the set (∞, -4) ∪ (−4, 2) ∪ (2 , +∞) or using solution set
𝟏
{𝒙 є ℝ│𝒙 ≠ −𝟒 𝒂𝒏𝒅 }.
𝟐

b) Determine the intercepts:

3(0)2 − 8(0) − 3 0−0−3 𝟑
 Make x = 0, y-intercept: 𝑓(0) = 2(0)2 + 7(0) − 4 = 0 + 0 − 4 = 𝟒
 Focus only on the numerator. Equate each factor to zero. That is the x-intercept or zeroes:
𝟏
 3x + 1 = 0; 3x = -1; 𝒙 = − 𝟑
 x – 3 = 0; x = 3

c) Determine the vertical asymptote(s). Focus only on the denominator. The VA is determined by equating each
factor to zero.
𝟏
 2x – 1 = 0; 2x = 1; 𝒙 =
𝟐
 x + 4 = 0; x = – 4

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
d) Determine the horizontal asymptote. Identify where does the function in this problem lies among the cases. The
polynomials in the numerator and denominator have equal degree (𝑥 2 ). Hence this is under the case p(x) = q(x).
In determining degrees of polynomial, simply get the highest exponent.
𝟑
The HA is: 𝒚 = 𝟐

e) We can now plot.

Plot the intercepts and asymptotes on the Cartesian plane.
1
VA @x = -4 VA @x = 2

3
HA @y = 2

What’s next? Construct your table of values in each intervals that you have identified. In able for you to see what
behavior the graph is undertaking.

Interval 1 Interval 2 Interval 3

-∞ +∞

Observe that for this problem, the graph is divided into three intervals determined by its vertical asymptotes. Fill up
the table below for you to know why the arrows are going in that direction.

Interval 1 Interval 2 Interval 3

𝟏 𝟏
-∞ < x < – 4 –4<x<𝟐 < x < +∞
𝟐
x f(x) x f(x) x f(x)
-5 -3 1
- 5.5 -2.5 2
-7 0 5
-9 ¼ 6
-∞ +∞

3𝑥 2 − 8𝑥 − 3
Substitute values for x in the function 𝑓 (𝑥 ) = 2𝑥 2 + 7𝑥 − 4 in the table shown above following your intervals. Plot in
the Cartesian plane, connect the dots smoothly and make your observation.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 What are your observation(s)?

1. You must noticed that an asymptote is not merely a point in the graph of rational functions. Asymptotes are
boundaries. Upon knowing the asymptotes, locate it in the Cartesian plane and strike a straight broken line.
2. You must also observed that although asymptotes are boundaries, in interval 2, the curve crosses the horizontal
asymptote. But it did not cross the vertical asymptote. Because the graph of a rational function is never going
to cross the vertical asymptote but can cross the horizontal asymptote.

f) Determine the range.

From the graph, we observe that the function increases and decreases without bound. Therefore the range of the
function is the set ℝ of all real numbers.
𝟑
Range: {𝒚 є ℝ│𝒚 ≠ 𝟐 }

𝐱−𝟐
Example 2. Consider the function 𝐟(𝐱) = 𝐱 + 𝟐. Find its (a) domain, (b) intercepts, (c) asymptotes, (d) sketch its graph
and (e) determine its range.

Solution.

a) Domain: {𝒙 є ℝ│𝒙 ≠ −𝟐 }.
When x = -2, the function will be undefined. The x can take the set of all real numbers (ℝ), except –2.

b) Intercepts:
0–2
 y-intercept: 𝑓(0) = 0 + 2 = −1
 x-intercept: x – 2 = 0; x = 2

c) Asymptotes:
Vertical asymptote: x + 2 = 0; x = – 2
1
Horizontal asymptote: the function is in the same degree, thus 𝑦 = 1 = 1

d) Graph:
1. Plot the intercepts and asymptotes.
2. Construct your table values.
3. Connect the dots smoothly following its direction.

e) Range: {𝒚 є ℝ│𝒚 ≠ 𝟏 }
The range is the set of all real numbers except 1.

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 WORKSHEET 2-C. GRAPHING RATIONAL FUNCTIONS

Name: Track/Section: Score: .

Instructor: Week 4 Date Submitted: .

Instructions: Maintain neatness on your work. Provide complete solution as much as possible. Box your final answer(s) and
maximize the space provided.

For each, identify the x and y-intercepts, the asymptotes, and the intervals where the function is above or below
the x-axis. Sketch the graph. Identify the domain, and (if possible) the range.
𝟐 𝟑𝒙
1. 𝒇(𝒙) = 2. 𝒇(𝒙) =
𝒙𝟐 +𝟐𝒙+𝟏 𝒙+𝟑

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics
 𝟐𝒙+𝟑 (𝟒𝒙−𝟑)(𝒙−𝟏)
3. 𝒇(𝒙) = 4. 𝒇(𝒙) =
𝟒𝒙−𝟕 (𝟐𝒙+𝟏)(𝒙+𝟏)

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Data Center College of the Philippines of Baguio – Grade 11 General Mathematics