Republic of the Philippines

Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

QUARTER I
Week 2
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: _____________ Day: 4 (Lesson 7-subtask 1)
The learner demonstrates understanding of key concepts of rational
Content Standard
functions.

The learner is able to accurately formulate and solve real-life

Performance Standard
problems involving rational functions.
M11GM-Ib-4
Learning Competency The learner represents a rational function through its: (a) table of
values, (b) graph, and (c) equation.
I. OBJECTIVES
Knowledge: Recalls the definition of rational functions;
Skills: Represents rational function through a table of values, a graph or
an equation;
Affective: Develops perseverance in representing rational function through
a table of values, a graph or an equation.
II. CONTENT Representations of Rational Functions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide TG for SHS General Mathematics, pp. 43-49

Pages

2. Learner’s LM in General Mathematics, pp. 35-43

Materials Pages

3. Textbook Pages General Mathematics by Orlando Oronce Series 2016

4. Additional Slide Decks on the Topic

Materials

5. Learning Teacher’s Guide and Learner’s Material

Resources (LR)
portal

B. Other Learning General Mathematics by Diwa Publishing, 2016

Resources

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

IV. PROCEDURES
A. Reviewing or Review the definition of rational functions.
presenting the new
lesson

B. Establishing a purpose
for the lesson From the definition, the teacher stresses that we can also represent
rational functions using table of values, graphs and equation.

C. Presenting examples Present a simple scenario involving rational functions to the class
of the new lesson like
representing the speed of a runner as a function of time it takes to run
100 meters in the track using the average speed (velocity) formula
d
s= .
t
D. Discussing new Discussing example 1.
concepts and Represent the speed of a runner as a function of the time it takes to
practicing new skills run 100 meters in the track. Construct a table of values for the speed
#1 of a runner against different run times.
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
Example 2..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 ands(x) be the speed of the runner in meters
100
per second, where s(x) = . The table of values foe run times
x
from 10 seconds is as follows:
x 10 12 14 16 18 20
s(x) 10 8.33 7.14 6.25 5.56 5
E. Discussing new From the table, we can observe that the speed decreases with the
concepts and time. We can use a graph to determine if the points on the function
practicing new skills follow a smooth curve or a straight line.
#2
Example 3.Plot the points on the table of values on a Cartesian plane.
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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

100
Determine if the points on the function s(x) = follow smooth
x
curve or a straight line.

Solution:
Assign points on the Cartesian plane for each entry on the table of
values.

Plot the points on the Cartesian plane. By connecting the points, we

can see that they are not collinear but rather follow a smooth curve.
So, 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.

F. Developing Mastery Representing rational functions using table of values and plotting a
graph of the function by connecting points.
x−1
Example 4. Given f(x)= , represent it using a table of values and
x+ 1
plot the graph.
Solution: Let us construct a table of values for some x – values from
-10 to 10:

(processing)
Make the observation that the function values appear to be increasing,

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

but suddenly jumps from 3 to -1, and then starts to increase again

Why would this be the case?

Ask students to connect plot and connect points on a Cartesian plane

in order to have better picture of the given rational function.

Discuss also the expected mistakes in graphing. Process the mistake

right away.

Ask: “Why would the graph unexpectedly break the smooth curve
and jump from point E to point F?
Explanation:
Observe that the function will be undefined at x = -1.This means that
there cannot be a line connecting point E and point F as this implies
that there is a point in the graph of the function where x = -1.

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

Remove the segment connecting E and F as the graph does not pass
through points with an x-value of -1.
Note: Additional example is presented. See page 49 of the TG.

G. Finding practical Giving examples on practical problems:

applications of
In an inter-barangay basketball league, the team from Barangay
concepts and skills in
daily living Nabago 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%? What will be their winning percentage if they
win? 10 games in a row? 15? 20? 30 ? 50? 100 games?
(refer to pages 50-51).

H. Making
Generalizations and Rational Functions can be represented by a table of values, graphs,
abstractions about the and equation.
lesson

I.Evaluating learning See Attachment.

J. Additional Activities
for application or Assignment: (See Attachment)
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned A. ____ No. of learners who earned 80% in the evaluation
80% in the evaluation
B. No. of learners who B. ____ No. of learners who require additional activities for remediation
require additional activities
for remediation
C. Did the remedial lessons C. Did the remedial lessons work? _____ No. of learners who have caught up the
work? No. of learners who lesson.
have caught up the lesson
D. No. of learners who D. ___ No. of learners who continue to require remediation
continue to require
remediation
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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

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 principal ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
and supervisor help me solve? ___ Colorful Ims ___ Additional Clerical Works
___ Unavaailable Technology ___ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

ACTIVITY SHEET (for discussion )

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

48
 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

ASSIGNMENT

x 2 + x−6
For the function f(x) = :
x2 + x−20

a. Identify values where the function will be undefined.

b. Construct a table of values for -6 ≤ x ≤ 2where x takes on integer values.

Answer a: x = 4,-5

Answer b:

x -6 -5 -4 -3 -2 -1 0 1 2
f(x) 2.4 und -0.75 0 0.22 0.3 0.3 0.22 0

Checked by:

RICHARD C. BASAS
Principal I

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