1|Page General Mathematics

NORTHEASTERN CEBU COLLEGES, INC.

P.G. Almendras St.,Poblacion, Danao City, Cebu
SENIOR HIGH SCHOOL DEPARTMENT

Name: __________________________________
Grade & Section: _________________________
Allotted Time: September 3 - 17, 2021

Prepared by:
JEAHME R. SOTTO, LPT
Subject Teacher
Email: jeahmesotto@gmail.com
FB Account: Jeahme Sotto

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 Module 2: Rational Functions

INTRODUCTION

This Learning Module in Good day dear student! How are

General Mathematics for Grade 11 you? I hope you are doing great!
students is designed to address the
During your Grade 8, we know
educational needs of the learners even
that the concepts of functions were
beyond the conventional classroom.
already introduce. Through this module,
This aims to develop and enhance the
your understanding of functions will
critical thinking, knowledge and skills in
deepen and you will learn new ideas
Mathematics and how it relates in real-
about this topic.
life situations. It follows the standards
set by DepEd for the K-12 Basic Specifically, after completing the

Education Curriculum. tasks of this module, you should be able

to:

Specifically, the second module a. solve problems involving rational

of this subject focuses on Rational functions;

Functions. There are five lesson under b. represent real-life situation using

this chapter and these are the following: function;

c. distinguish rational functions,
 Representing Real-life Situation
Using Rational Functions; rational equations, and rational
inequalities;
 Rational Functions, Equations,
d. explain what to do in solving
and Inequalities;
equations involving fractions;
 Solving Rational Equations and
e. solve word problem involving
Inequalities;
rational equations or inequalities;
 Representations of Rational
f. represent a rational function
Functions; and
through a table of values, a graph
 Graphing Rational Functions.
or an equation; and
This module contains detailed
g. appreciate real-life application of
information with examples to facilitate
mathematics.
easier understanding of the lesson. This
also includes how the topic can be used
in real-life situations.

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 Module 2: Rational Functions

I. Review on Polynomial Functions

Directions: Identify each equation whether it is polynomial or not. Write P on the space
provided if it is a polynomial, and N if it is not.
_________ 1.) 4 x3 −x 2−3 x+7

2x _________ 6.) 4 x3
5
_________ 2.)
5 1
2
x2 _________ 7.) x + x+
2

_________ 3.) ( √ 2 ) ( x 2−2 x+ 1)

_________ 8.) (x +2)2
_________ 4.) 3 x 2+ √ x−1
_________ 9.) 3 x−x−2 +1
1
x
_________ 5.) 2 2 7
2x _________ 10.) x− x
3 3 4

II. Review of Rational Expression

Directions: Complete the table. Write your answer in the box provided.

a b a•b Simplified Form

5 x+
1
5 ( 15 )
5 x+ 5 x+ 1

1
8 m−
4
4
2x x+
x
1 2
6a +
2a 9a
1 5
12 m −
4m 6m
2
x +1 3− 2
x +2 x +1

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III. Directions: Graph each function.
Function Graph

1. f ( x )=2

2. f ( x )=2 x +5

3. f ( x )=x 2 +2

4. f ( x )=−x2 +2

5. f ( x )=1

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 Module 2.1: Representing Real-Life Situation
Using Rational Functions

Rational Functions

Definition.

p(x )
A rational function is a function of the form f ( x )= where p(x ) and q (x) are
q (x)
polynomial functions, and q (x) is not the zero function (i.e., q (x) ≢ 0¿ . The domain of f ( x ) is
all values of x where q (x) ≠ 0.

Since a rational function is an algebraic fraction such that the numerator and
denominator are polynomials, let us review what is a polynomial function.

Definition
A polynomial function p of degree n is a function that can e written in the form
n n−1 n−2
p ( x )=a n x +an −1 x + an−2 2 x + …+a 1 x +a0

Where a 0 , a 1 , … , an ≠ 0 , and n is a positive integer. Each summand is a term of the

polynomial function. The constants a o , a1 , a 2 , … , a n are the coefficients. The leading
n
coefficient is a n . The leading term is a a n x and the constant term is a o.

The following are examples of polynomial functions:

f ( x )=3 x 3 +4 x2 −5 x +2, g ( x )=5 x 4−2, and h ( x )=6 x 3−2 x .

The following scenario demonstrates real world applications of rational functions:

a. The local barangay received a budget of Php 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).

Fill up the table below with the different allotment amounts for different values for the
number of children:

No. of children, x 10 20 50 100 200 300 500 1000

Allocated amount,
y

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 To form the equation, we have to divide the received budget of Php 100, 000 to the number
of children in the barangay, that is
budget for medical checkup
alloted amount per child= .
No . of children
By letting x as the no. of children and y as the allocated amount of each children, we form
the equation
100 , 000
y=
x
b. A philanthropist wants to supplement the budget allotted for each child by providing an
additional Php 750 for each child in the barangay. If g(x ) represents this new amount
allotted for each child, construct a function representing this relationship.

Fill up the table with the new allotment amounts under this scenario:

No. of children, x 10 20 50 100 200 300 500 1000

Allocated amount,
y

From the equation on the previous situation that is

100 , 000
y=
x
We let g(x ) be the value of the allocated amount added the supplement budget from the
philanthropist. Therefore, we have the new equation;
100,000
g ( x )= +750
x

Example. An object is to travel a distance of 10 meters. Express velocity v as a function v (t) of

travel time t , in seconds.
Solution: The following table of values show v for various values of t .

t ( seconds ) 1 2 4 5 10
v ( meters per second ) 10 5 2.5 2 1

10
The function v ( t )= can represent v as a function of t .
t

Directions: Solve this problem. Show your complete solution.

Carlos and Robert leave town A at the same time. They are heading for town B. Carlos, driving
his sports car, travels 65 kph. Robert, on a motorcycle travels at 55 kph. How long will it be
before they are 55 km apart?

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 Module 2.2: Rational Functions, Equations,
and Inequalities

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

Examples:
2
x +3 x +2 Rational expression because it is a ratio of two polynomials.
x+4
1 Rational expression because the numerator 1 is a polynomial (of degree 0).
2
3x
2
x + 4 x−3 Rational expression which is also a polynomial.
2
√ x +1 Not a rational expression since the numerator is not a polynomial.
x 3−1
1 1
The expression is equal to so it is a rational expression.
x +2 ( x +2)(x−2)
x−2

Rational Equation Rational Inequality Rational Function

A function of the form of
An equation involving An inequality involving p(x )
Definition f ( x )= where p(x ) and
rational expressions rational expressions q (x)
q (x) s not the zero function
2
x + 2 x +3
f ( x )= or
2 3 1 5 2 x +1
Example − = ≤ 2
x 2x 5 x−3 x x + 2 x +3
y=
x +1

A rational equation or inequality can be solved for all x values that satisfy the equation or
inequality. Whereas we solve an equation or inequality, we do not “solve” functions. Rather, a
function (and in particular, a rational function) express a relationship between two variables
(such as x and y ), and can be represented by a table of values or a graph.

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A. 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 x−1 3

____________ 4. =x
x+ 1

8 x
____________ 2. −8=
7 x −4 √ x +1
3
x 2 x−1
____________ 5. y= 2
x +3

____________ 3. √ x−2=4
5
____________ 6. 6 x− ≥0
x+ 3

Module 2.3: Solving Rational Equations and

Inequalities

Definition.
A rational equation is an equation that contains one or more rational expressions.

Rational Equations
Procedure for Solving Rational Equations
To solve rational equations:
(a) Eliminate denominators by multiplying each term of the equation by the least common
denominator (LCD).
(b) 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 denominators is 10 x . Multiply both sides of the equation by 10 x and
solve the resulting equation.

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Example 2. Solve each equation:

y +3 4 3( y +3) 3 y +1
1 = b. +2=
y−1 y−1 y +1 y +1
Solution.
a. To clear the equation of fraction, multiply both sides by the LCD which is y−1 .

Multiply both sides by y−1

Simplify
Subtract 3 from both sides (Addition Property of
Equality)
Check:

Substitute 1 for y

Division by 0 is undefined

Definition.
An extraneous solution is an apparent solution that does not solve its equation.

Because zeros appear in the denominator, the fractions are undefined. Thus, 1 is a false
solution, and the equation has no solution. Such false solutions are often called extraneous
solution.
By inspecting the denominators of each rational expression, we can determine the values
that would make the expression undefined before solving he equation. If by solving an equation
and we obtain a number that makes an expression in the equation undefined, then we say that
number is an extraneous solution, and we discard it.

3( y +3)
b. Notice that if y=−1, then is undefined, so the solutions cannot be −1. To solve,
y +1
multiply both sides by the LCD, y +1.

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 Multiply both sides by y +1

Divide out the common factors

Apply the Distributive Property
Combine like terms
Subtract 3 y from both sides
Divide both sides by 2
Example 3. In an inter-barangay basketball league, the team from Barangay Sabang 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. Let x represent the number of games that hey need to win to raise their percentage to
60%. The team has already won 12 out of their 25 games. If they win x games in a row to
increase their percentage to 60%, then hey 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:
Since 25+ x is he only denominator, we multiply it to both sides of the equation. We then solve

the resulting equation:

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

Rational Inequalities

Definition.
A rational inequality is composed of rational expressions combined with a ≤ , ≥,< ,or ¿ sign.

Interval and Set Notation

An inequality may have infinitely many solutions. The set of all solutions can be expressed using
set notation or interval notation. These notations are presented in the table below:
Solution to inequalities in this set will be represented using set notation.

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Procedure for Solving Rational Inequalities
(a) Write the inequality with a single rational expression on the left-hand side of the
inequality and zero on the right-hand side of the inequality.
(b) Determine the meaningful numbers by setting the numerator equal to zero and setting
the denominator equal to zero.
(c) Use the meaningful numbers to separate the number line into intervals.
(d) Test for the meaningful numbers if they make the inequality true or false. If true, then
they are part of the solution. If false, then they are not part of the solution.
 Get the values in each interval and substitute these into the inequality.
 If the test value makes the inequality true, then the entire interval is a solution to the
inequality.
 If the test value makes the inequality false, then the entire interval is not a solution to
the inequality.
(e) Express the answer in interval notation.

Reminder!
It is not valid to multiply both sides of an inequality by a variable. Recall that

 multiplying both sides of an inequality by a positive number retains the direction of h

inequality, and
 multiplying both sides of an inequality by a negative number reverses the direction of
the inequality.
Since the sign of a variable is unknown, then it is not valid to multiply both sides of an
inequality by a variable.

2x
Example 4. Solve the inequality ≥1
x+1
Solution.
(a) Rewrite he inequality as a single fraction on one side and 0 on the other side.

13 | P a g e General Mathematics
(b) The value x=1 is included in the solution since it makes the fraction equal to zero, while
x=−1 makes the fraction undefined. Mark these on a number line. Use a shaded circle for x=1
(a solution) and an unshaded circle for x=−1 (not a solution).

(c) Choose convenient test points in the interval determined by −1 and 1 to determine the sign

of in these intervals. Construct a table of signs as shown below.

(d) Since we are looking for the intervals where the fraction is positive or zero, we determine the
solution intervals to be x ←1 and x ≥ 1. Plot these intervals on the number line.

The solution set is {x ∈ R∨x ←1 or x ≥ 1 }.

(e) It can also be written using interval notation: (−∞ .−1 ) ∪ ¿.

3 1
Example 5. Solve <
x−2 x
Solution. (a) Rewrite as an inequality with zero on one side.

(b) The fraction will be zero for x=−1 and undefined for 0 and 2. Plot on a number line. Use
hollow circles since these values are not part of the solutions.

(c) Construct a table signs to determine the

sign of the function in each interval
determined by −1 , 0 , and 2.

(d) Summarize the interval satisfying the

inequality. Plot these intervals on the number
line.

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(e) The solution set of the inequality is the set {x ∈ R∨x ←1 or 0< x <2 } .

Example 6. 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?
Solution. The volume of a rectangular box is the product of its width. Length, and height. Since
the base of the box is square, its width and length are equal.

The variable x is the length of a side of the box, while h is its height. The equation relatingh and
x is
2
8=x h
Express h in terms of x :

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

8
2
>x
x
(a) To solve this inequality, we rewrite with zero on one side:

(b) The rational expression will be zero for x=16 and x=28 and undefined for x=0 and
x=4. Plot on a number line and use hollow circles since these values are not part of the
solution set.

(c) Construct a table of signs to determine the sign of the function in each interval
determined by 0 and 2.

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 (d) 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 the expression is positive here since we
only consider positive values of x for this problem.

Therefore, the height of the box should be less than 2 meters.

A. Find the solutions for each rational equation below. Show your solution and make sure to
check for extraneous solutions.
a x+ 1 5 a+2 a−1
1.) =a+ 4 2.) = 3.) =
2 x−5 3 3 4

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B. Find the solution set for each rational inequality below. Graph the solution set on a number
line.
1 x+12
4.) >2 5.) ≥2
x x+2

C. Solve the problem. Show your solution.

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

17 | P a g e General Mathematics
 Module 2.4: Representations of Rational Functions

Rational Functions

Definition.
p(x )
A rational function is a function of the form f ( x )= where p(x ) and q (x) are
q (x)
polynomial functions, and q (x) is not the zero function, i.e.,q (x)≢ 0. The domain of f (x) is
all values of x where q (x) ≠ 0.
In this lesson, we demonstrate how we can represent rational functions using table of
values, graphs and equation.
d
Example 1. Average speed (velocity) can be computed by the formula s= . Consider a 100-
t
meter track used for foot races. The speed of a runner can be computed by taking the time it will
100
take him to run the track and applying it to the formula s= , since the distance is fixed at 100
t
meters.
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 the runner to run 100
meters, we can represent speed as a function of time.
Let x represent the time it takes the runner 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 formula s= relating speed, distance and time.
t
Example 2. Continuing the scenario above, construct a table of values for the speed of a runner
against different run times.
Solution. A table of values can help us determine the behavior of a function as the variable x
changes.
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.

Let x be the run time and s(x ) be the speed of the runner in meters per second, where . The
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 smoot curve or a straight line.

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Example 3. Plot the points on the table of values on a Cartesian plane. Determine if the points
100
on the function s ( x )= follow a smooth curve or a straight line.
x
Solution. Assign points on the Cartesian plane for each entry on the 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 follow 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 and a graph.
This example is based on a real world scenario
and has limitation on the values of the x -vaiable. For example, a runner cannot have negative
time (which would mean he is running backwards in time!), nor can exceed the limits of human
physiology (can a person run 100-meer in 5 seconds?). However, we can apply the skills of
constructing tables of value and plotting graphs to observe the behavior of rational functions.
Example 4. Ten goats were se loose in an island and their population growth can be
approximated by the function.

60(t +1)
P ( t ) =⌊ ⌋
t +6
Where P represents the goat population in year t since they were set loose. Recall that the
symbol ⌊ . ⌋ 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. (a) Evaluate function for t=5 :

60(5+1)
P ( 5 )=⌊ ⌋=⌊ 32.726 ⌋=32
5+6
There will be 32 goats after 5 years.

(b) Construct a table of values for P(x ):

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

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 Directions: Solve this problem. Show your solution.
The normal weight (w) in pounds of a male between 60 and 70 inches tall is related to his height
11
(h) in inches and is represented by w= h−220. If a weighs 145 pounds, how tall is he?
2

Module 2.5: Graphing Rational Functions

Definition.
(a) The domain of a function is the set of all values that the variable x can take.
(b) The range of a function is the set of all values that f (x) can take.
(c) The zeroes of a function are the values of x which make the function zero. The real numbered
zeroes are also x -inercepts of the graph of the function.
(d) The y -intercept is the function value when x=0 .
(e) An asymptote is a line (or a curve) that the graph gets close to but does not touch.

In sketching the graph of a rational function, we will make use of the x and y -intercepts
of the function. In addition, we will observe how the function behaves near the values where the
function is undefined, as well as in the extreme values of x .

Let us take a detailed look at the steps in graphing a simple rational function and develop a
process for graphing other rational functions.

20 | P a g e General Mathematics
 x−2
Example 1. Consider the function f (x)= . (a) Fins its domain, (b) intercepts, (c) sketch its
x +2
graph, and (d) determine its range.

Solution. (a) The domain of f (x) is {x ∈ R∨x ≠−2} .

Explanation: Observe that the function is undefined at x=2. This means that x=2is not part of
the domain of f (x) . I addition, no other values of x will make the function undefined.

(b) The x -intercept of f (x) is 2 and its y -intercept is 1.

Explanation: Recall that the x -intercepts of a rational function are the values of x that will make
the function zero. A rational function will be zero if its numerator is zero. Therefore, the zeroes
of a rational function are the zeroes of its numerator.

The numerator x−2 will be zero at x=2. Therefore x=2 is a zero of f (x). Since it is a real
zero, it is also an x -intercept.

−2
The y -intercept of a function is equal to f (0). In this case, f ( 0 )= =−1.
2

(c) To sketch the graph of f (x) , let us look at what happens to the graph near the values of x
which make the denominator undefined. Let us see what happens when x takes on vales that
takes the denominator closer to zero.
The denominator is zero when x=−2. Let us look at values of x close to -−2 on its left side
−¿ ¿
(i.e. x ←2, denoted −2 ) and values of x close to −2 on its right side (i.e. x ←2, denoted
+¿ ¿
−2 ).
−¿ ¿
i. Table of values for x approaching −2 .

−¿ ¿
Notation: We use the notation ‘ f ( x ) →+ ∞ as x →−2 ‘ to indicate that f (x) increases without
bound as x approaches −2 from the left.
+¿ ¿
ii. Table of values for x approaching −2 .

+¿ ¿
Notation: We use the notation ‘ f ( x ) →+ ∞ as x →−2 ‘ to indicate that f (x) decrease without
bound as x approaches −2 from the right.

After plotting the points corresponding to these values on the Cartesian plane, we obtain

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 Note that the axes do not have the same scale.
Observe that as x approaches −2 from the left and from the right, the graph gets closer and
closer to the line x=−2, indicated in the figure with a dashed line. We call this line a vertical
asymptote, which we formally define as follows:

Definition.
The vertical line x=a is a vertical asymptote of a function f if the graph of f either increases or
decreases without bound as the x -values approach a from the right or left.

Finding the Vertical Asymptotes of a Rational Function

(a) Reduce the rational function to lowest terms by cancelling out the common factor/s in the numerator
and denominator.
(b) Find the values a that will make the denominator of the reduced rational function equal to zero.

(c) The line x=a is a vertical asymptote.

We will also look how the function behaves as x increases or decreases without bound. We first
construct a table of value for f (x) as x increases without bound, or in symbols, as x →+ ∞.

iii. Table of values for f (x) as x →+ ∞.

Next, construct a table of values for f (x) as x decreases without bound, or in symbol, as
x →−∞ .
iv. Table of values for f (x) as x →−∞ .

After plotting the points corresponding to these values on the Cartesian plane, we obtain
Note that the axes do not have the same scale.
Observe that as x increases or decreases

without bound, f (x) gets closer and closer

to 1. The y=1 is indicated in the figure
with a dashed line. We call this line a
horizontal asymptote, which we formally
define as follows.

22 | P a g e General Mathematics
Definition.

The horizontal line y=b is a horizontal asymptote of the function f if f (x) gets closer to b as x
increases or decreases without bound ( x →+ ∞ or x →−∞ ).

A rational function may or may not cross its horizontal asymptote. If the function does not cross
the horizontal asymptote y=b, then b is not part of the range of the rational function.

Now that we know the behavior of the function as x approaches −2 (where the function is
undefined), and also as x →+ ∞ or x →−∞ , we can complete the sketch of the graph by looking
at the behavior of the graph at the zeroes.
Construct a table of signs to determine the sign of the function on the intervals determined by
the zeroes and the vertical asymptotes. That is, construct a table of signs using the values of x
that make either the numerator or denominator 0 as boundaries. In this example, the boundaries
are x=−2 and x=2.

Observe that at the x -intercept x=2, the graph changes from negative to positive.

Plot the zeroes, the y -intercept, and the asymptote. From the table signs and the previous
graphs, we know that f ( x ) <1 as x →+ ∞ and f ( x ) >1 as x →−∞ . Draw a short segment across
(2 , 0) to indicate that the function
transitions from negative to positive at this
point.

We also know that f (x) increases without

−¿ ¿
bound as x →−2 and f (x) decreases
+¿ ¿
without bound as x →−2 . Sketch some
arrows near the asymptotes to indicate
this information.

Zeroes and asymptotes f f (x) .

Trace the arrowhead along with the

intercept using smooth curves. Do not
cross the vertical asymptote.

This graph shows the correct behavior of Tracing with smooth curves.

the function, but it may not show the correct

heights. To do so, one would need to plot

23 | P a g e General Mathematics
more points. The actual graph is shown below. This graph was obtained through the use of a
graphing software.

x−2
The actual sketch of the graph of y= for reference.
x +2
(d) From the graph of the rational function, we observe that the function does not cross the
horizontal asymptote. We also observe that the function increases and decreases without
bound, and is asymptotic to the line y=1 . Therefore, only the value 1 is not included in the
range of f (x). The range of f (x) is (−∞, 1)∪(1 ,+ ∞).
3
4 x −1
Example 2. Show that f ( x )= 2 has no horizontal asymptote.
3 x + 2 x−5
3 3
4 x −1 4x 4x
Solution. For large values of x , the value of 2 can be approximated by 2
= . If
3 x +2 x−5 3x 3
4x
we substitute extreme values of x in , we obtain extreme values as well. Thus, if x takes on
3
extreme values =, then y also takes on extreme values and do not approach a particular finite
Horizontal asymptotes of a rational function.
Let n be the degree of the numerator and m be he degree of the denominator:

 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
b
numerator and b is the leading coefficient of the denominator.
 If n>m =, there is no horizontal asymptote.
number. The function has no horizontal asymptote.

Finally, the table below provides a summary to the entire lesson.

How to find the Do the following:

Find all x which do not make the denominator
domain
0.
If 0 is not in the domain, then there is no y -
intercept.
y -intercept
If 0 is in the domain, the y -intercept is the
value of the function at x=0 .
Find the values of x where the numerator is
x -intercept
zero but the denominator is non-zero.
Find the values of x where the denominator
vertical asymptotes
of the reduced rational function is zero.
Use the degree of the polynomial in the
horizontal asymptotes numerator and denominator, as indicated
above.
Graph the function. (however, there may be
range rational functions where more advanced
techniques like calculus are needed.)

24 | P a g e General Mathematics
A. 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 range. You
can confirm your wok using a graphing software (e.g., Desmos, Geogebra)
3 x +1
a. f ( x )= b. f ( x )=
X +2 x−3
Domain: _______________ Domain: _______________
Range: _______________ Range: _______________
x-intercept: _______________ x-intercept: _______________
y-intercept: _______________ y-intercept: _______________
asymptotes: ________ & ________ asymptotes: ________ & ________

25 | P a g e General Mathematics
 Explain briefly how you would decide on what to do first when solving an equation involving
fractions.

What are the steps you have done in order for you to represent a function to
a real-life situation?

Congratulations!
Great job! You have completely finished this material and you never gave up even when it is
hard.
God bless! Keep safe.

"Successful people do what unsuccessful people are not willing to do. Don't wish it were easier; wish
you were better."
-- Jim Rohn

26 | P a g e General Mathematics
REFERENCES

Books:
Oronce, O. A. (2016) General Mathematics (1st ed.) Sampaloc, Manila,
Philippines. Rex Bookstore, Inc pp. 1-40.
Versoza, D.B., et al., (2016) Teaching Guide for SHS General
Mathematics, Diliman, Quezon City, Philippines. Commission on Higher
Education pp. 1-14.

Images:
https://www.vectorstock.com/royalty-free-vector/cartesian-coordinate-system-on-blue-graph-
paper-vector-20921653

27 | P a g e General Mathematics