Domain and Range

MATHEMATICS RESOURCE PACKAGE
QUARTER I
Week 2
Subject:
GENERAL Grade Level: 11
MATHEMATICS
Date:
Week 2: Lesson 5
________________
The learner demonstrates understanding of key concepts of
Content Standard
rational functions.
Performance The learner is able to accurately formulate and solve real-life
Standard problems involving rational functions.
Learning (M11GM-Ib-4) and (M11GM-Ib-5)
Competencies
I. OBJECTIVES The learner:
Knowledge: Identify the intercepts, zeros, and asymptotes of rational
functions; and
Skills: Solve for the domain and range of the rational functions.
II. CONTENT Rational Functions
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s General Mathematics Learner’s Manual for SHS
Materials
Pages
3. Textbook General Mathematics by Orland Oronce Series 2016
Pages
4. Additional PowerPoint, Laptop
Materials
5. Learning Teacher’s Guide and Learner’s Material
Resources
(LR) portal
B. Other Learning
Resources General Mathematics, Diwa Publishing, Senior High School
Series. 2016, General Mathematics 2016 by Oronce
IV. PROCEDURES
A. Reviewing or Introductory Activities
presenting the new
lesson  Prayer
 Greetings
 Checking of Attendance
 Review the following basic terms (e.g., functions,
domain and range, asymptotes, zeros, and intercept).
 Motivation: Show a picture of a garbage bins.
B. Establishing a Have the students form pairs, then ask each pair to study and
purpose for the work together to solve the problem below:
lesson
A local government unit (LGU) is setting up garbage bins to x%
of the population. The cost is given by C= 100 x 100−x. Is it
possible for the LGU to give garbage bins to 100% of the
population? Why or why not?
C. Discussing new Recall the definition of polynomial functions. Ask students to
concepts and give examples of polynomial functions.
practicing new
skills 5x + 1, x2 + 2x +5
Together with the students, form quotients using the given
polynomial function. Re-introduce these quotients as rational
functions and give its definition.
A rational function can be written in the form f (x)=N(x ) / D(x )
where N(x) and D(x) are polynomials and D(x) is not the zero
polynomial.
Examples:
1. f ( x ) = 2+x / x+1
2. g ( x ) = x2−4 x−5 / x+3
D. Finding practical Have the students form small groups, then ask them to work
applications of together in finding the vertical and horizontal asymptotes of
concepts and skills f ( x ) = x2 +2x − 2 / x2−x−6 . Watch out for students who are
in daily living experiencing difficulties.
Ask the students to form small groups and answer the problems
below.
For each of the following rational functions, find the (a)
domain and range, (b) the zeros of the function, (c) location of
vertical and horizontal asymptotes
1) y = x−5 / x+2
2) y = (x−4)(x+2) / ( x−3)(x−1)
3) y = 3x−9 / x2 – x − 6
4) y = x2 − 4 / x
5) y = x − 1 / x2 − 4
E. Making Discuss the domain and range of rational functions. Point out to
Generalizations the students the x-values must not make the denominator equal
and abstractions to zero.
about the lesson
The domain of a rational function f ( x ) = N(x ) / D(x ) is all the
values of x that will not make D(x) equal to zero.
Examples 1) f ( x ) = 1 / x
 The restricted x-value of f is 0. Hence, the domain is the
set of all real numbers except 0. Thus, range of f is the
set of all real numbers except
Examples 2. g( x ) = x / x−1
 To get the restricted x-value for the function g, equate the

denominator to 0 and solve for x. (x -1= 0; x = 1) Thus,
the domain is the set of all real numbers except 0. Thus,
range of f is the set of all real numbers except 0. Thus,
the restricted x-value is 1. Hence, the domain of g is the
set of all real numbers except 1.
The vertical asymptotes of a rational function f ( x ) = N(x ) /

D(x ) are at the zeros of D(x). Demonstrate to the class how
to find the vertical and horizontal asymptotes of a given
rational function.
Example 1) f ( x )= 1 / x+2
Solution:
Set the denominator equal to zero and solve for x.
x+2=0
x = -2
The graph has the line x = -1 as vertical asymptote.
The degree of the numerator is less than the degree of the

denominator, so the graph has the line y = 0 as a horizontal
asymptote.
Example 2) f ( x ) = 6x / 2x + 1
Solution:
Set the denominator equal to zero and solve for x.

2x + 1 = 0
2x = -1
x = -½
Thus, the graph of the line x = -1/2 as a vertical asymptote.
The degree of the numerator is equal to the degree of the

denominator. The leading coefficient of the numerator is 4
and the leading coefficient of the denominator is 2. So, the
graph has the line y = 4/2 or y = 2 as a horizontal asymptote.
F. Evaluating
Application serves as an assessment.
learning
G. Additional
Activities for Write a rational function. Then, identify the vertical and
application or horizontal asymptotes, zeros, and intercepts.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who A. ____ No. of learners who earned 80% in the
earned 80% in the evaluation evaluation
B. No. of learners who B. ____ No. of learners who require additional activities
require additional activities for remediation
for remediation
C. Did the remedial lessons C. Did the remedial lessons work? _____ No. of
work? No. of learners who learners who have caught up the lesson.
have caught up the lesson
D. No. of learners who D. ___ No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Games ___ Poweerpoint
presentation
did these work? Answering preliminary activities/exercises
___ Discussion ___ Differentiated
Instruction
___ Case Method ___Role Playing
/Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did I ___ Bullying among learners ___ Equipment (AVR/LCD)
encounter which my ___ Learner’s behavior/attitude ___
Science/Computer/Internet Lab
principal and supervisor help ___ Colorful Ims ___ Additional Clerical
me solve? Works
___ Unavailable Technology ___ Reading Readiness

G. What innovation or
localized I used/discover
which I wish to share with
other teacher?
Prepared by: Checked by:
MELODY B. HOYOHOY ALIE A. BONGCAWIL

SST-I ASP-II
EVALUATION
WORKSHEET No. ___
1. Evaluate the following functions at x = 3.
a) f(x) = x – 3
b. g(x) = x 3−3 x+ 5
c. h(x) = √3 x 3+ x +3
2
x +1
d. p(x) =
x−4
x+3
2. For what values of x can we not evaluate the function f(x) = .
x2 −4
ANSWER KEY
1.
2. The domain of the function is given by { x : x ∈ R , x ≠ ± 2 }
Prepared by: Checked by:
MELODY B. HOYOHOY ALIE A. BONGCAWIL

SST-I ASP-II

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MATHEMATICS RESOURCE PACKAGE

III. LEARNING RESOURCES

 To get the restricted x-value for the function g, equate the

The vertical asymptotes of a rational function f ( x ) = N(x ) /

Set the denominator equal to zero and solve for x.

The graph has the line x = -1 as vertical asymptote.

The degree of the numerator is less than the degree of the

Set the denominator equal to zero and solve for x.

Thus, the graph of the line x = -1/2 as a vertical asymptote.

The degree of the numerator is equal to the degree of the

___ Unavailable Technology ___ Reading Readiness

Prepared by: Checked by:

MELODY B. HOYOHOY ALIE A. BONGCAWIL

WORKSHEET No. ___

1. Evaluate the following functions at x = 3.

2. The domain of the function is given by { x : x ∈ R , x ≠ ± 2 }

Prepared by: Checked by:

MELODY B. HOYOHOY ALIE A. BONGCAWIL

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_ Unavailable Technology _ Reading Readiness