SHS

General Mathematics
Module 2:
Rational Functions, Equations, and
Inequalities

AIRs - LM
LU_General Mathematics_Module2
 GENERAL MATHEMATICS
Module 2: Rational Functions, Equations, and Inequalities
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Authors: Ryan V. Espiritu

Francisco M. Viluan Jr.
Divine Grace P. Martinez
Dolor M. Gañalon
Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewers: Lovely G. Tadije
Catherine F. Carbonell
Language Reviewer: Reynan O. Ibay
Reviewers: Sherlyn A. De la Peña
Jiezyl Jamaica M. Aquino
Illustrator: Ernesto F. Ramos, Jr.
Christian Bautista
Design and Layout: Angela Pauline C. Ganuelas

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Erlinda M. Dela Peña, Ed.D, EPS in Charge of Mathematics
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph

LU_General Mathematics_Module2
 SHS
General Mathematics
Module 2:
Rational Functions, Equations, and
Inequalities

LU_General Mathematics_Module2
 Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

LU_General Mathematics_Module2
 Target

Rational functions can model several real-life situations. One example is the
help that is extended by the government to the citizen during the time of pandemic.
Majority of our fellow citizens experienced hardship and required help coming from
the government. As a response, they provided a particular amount to a certain
percentage of the population that can be represented as rational function to
determine how much either in cash or kind an individual may receive. However, it is
not enough that only the government would take part to solve this crisis everyone
can be part of the solution if we played our role properly. Real-life situations that
involve rational functions is mostly seen in Economics and Science however other
disciplines also incorporate this concept.
In this lesson, you shall explore more about solving rational equations and
inequalities by carefully studying the step-by-step methods of solutions. You will first
start from the easiest procedures in solving this type of equation and as you progress
you will gain and learn more techniques and concepts that will help you solve more
complex problems related to this topic. This will also help you master the domain
and range of a rational function. The scope of this module permits it to be used in
many different learning situations.

If you wonder how rational functions can help, you need to explore this
module. After going through this module, you are expected to:
1. represent real-life situations using rational functions (M11GM-Ib-1),
2. distinguish rational function, rational equation, and rational inequality
(M11GM-Ib-2),
3. solve rational equations and inequalities (M11GM-Ib-3),
4. represent a rational function through its: (a) table of values, (b) graph, and
(c) equation (M11GM-Ib-4); and
5. find the domain and range of a rational function (M11GM-Ib-5).

Learning Objectives:
1. define rational function, rational equation and rational inequality
2. represent real-life situations using rational functions
3. distinguish rational function, rational equation, and rational inequality
4. analyze the steps in solving rational equations and inequalities
5. solve rational equations and inequalities
6. represent a rational function through its: (a) table of values, (b) graph, and
(c) equation
7. find the domain and range of a rational function

LU_General Mathematics_Module2
 Pretest
Directions: Read each item carefully and answer what is being asked. Write your
answer on a separate sheet paper.
1. Which function is express in forms of ratios and quotient of polynomials?
A. Ratio function B. Quotient function
C. Rational function D. Irrational function
2. Which of the following is NOT an example of rational equation?
5𝑥−1 𝑥 5𝑥 3
A. = B. 3 =
𝑥+3 5 𝑥+1
𝑥 4 −3
1 2 𝑥 2 −5 𝑥−3
C. = D. =
𝑥−2 3𝑥−9 𝑥−2 𝑥+1

3. What symbol is used to mark the number line if the value of x is included in
the solution?
A. An arrow B. Hollow circle C. Letter x D. Shaded circle
4. Which of the following involves rational expression and the relational symbols
≤, <, ≥, >?
A. Rational equation B. Rational inequality
C. Rational function D. Algebraic expression
5. Which of the following is defined as set of all possible values that the x variable
can take?
A. Domain B. Ordinate C. Range D. Set
6. Which of the following is defined as set of all possible values that the y or f(x)
variable can take?
A. Domain B. Ordinate C. Range D. Set
7. Which of the following is NOT a part of the procedures in solving rational
equations?
A. Checking the answer B. Simplifying the equation
C. Determining the LCD D. Identifying the critical areas
8. Which of the following should be determined when adding and subtracting
rational expressions with different denominators?
A. Lowest common factor B. Least common denominator
C. Greatest common factor D. Greatest common denominator
9. What is the Least Common Denominator (LCD) of the given rational equation
below?
4 9
=
𝑥 𝑥−2
A. 𝑥 2 - 2 B. 𝑥(𝑥 – 2) C. 𝑥 − 2𝑥 D. 𝑥 2 + 2
10. Which of the following represents -4 and 1 as part of the solution?
A. ( -4,1) B. ( -4, 1] C. [ -4,1) D. [-4,1]
11. Which symbol denotes that the endpoints of the interval is NOT included in
the solution set?
A. ( ) B. [ ] C. { } D. none of the above
𝑥+1
12. Given the inequality: ≤ 0, what are the critical values?
𝑥−5
A. 1 and 5 B. -1 and 5 C. 1 and -5 D. -1 and -5

LU_General Mathematics_Module2
 13. Which function represents the graph below?

−1 1
A. f(x) = 𝒙𝟐 − 𝟐 B. f(x) = 𝑥 2 − 2
4 4
C. f(x) = -4𝑥 2 − 2 D. f(x) = 4𝑥 2 − 2
𝑥
14. What is the graph of the function f(x) = ?
𝑥 −2
A. B.

C. D.

−22+𝑥
15. What is the domain and range of the rational function f(x) = ?
25+𝑥
A. D (−∞, −22) ∪ (−22, ∞); R (−∞, 1) ∪ (1, ∞)
B. D (−∞, −25) ∪ (−25, ∞); R (−∞, 1) ∪ (1, ∞)
C. D (−∞, −25) ∪ (−25, ∞); R (−∞, −25) ∪ (−25, ∞)
D. D (−∞, −22) ∪ (−25, ∞); R (−∞, −25) ∪ (−22, ∞)

LU_General Mathematics_Module2
 Jumpstart

Activity 1. Do the Jogging Exercise

Source: https://www.vectorstock.com/royalty-free-vector/boy-running-kid-marathon-runner-or-a-boy-running-vector-25869498

In the morning, as you wake up. I want you to have an exercise. You will jog
in your community (following health protocols of the DOH and IATF). I want you to
mark and record your time (in minutes) as you jog for at most 100 meters. You will
write down your progress in a piece of paper following the table below.

Remember that d is the distance you will travel, and t will be the time you will
travel the d-mark.

d
10 20 40 50 60 80 100
(meters)
t
(minutes)

Did you feel energized?

After recording your distance and time, I want you to plot this in a Cartesian
plane.

LU_General Mathematics_Module2
 Discover

Represent real-life situations using rational functions

A polynomial function p of degree n is a function that can be written in the
form
p(x) = 𝒂𝒏 𝒙𝒏 + 𝒂𝒏−𝟏 𝒙𝒏−𝟏 + 𝒂𝒏−𝟐 𝒙𝒏−𝟐 + · · · + 𝒂𝟏 𝒙 + 𝒂𝟎
where 𝒂𝟎 , 𝒂𝟏 , . . . , 𝒂𝒏 ∈ R, , 𝒂𝒏 ≠ 𝟎, and n is a positive integer. Each summand is a
term of the polynomial function. The constants 𝒂𝟎 , 𝒂𝟏 , 𝒂𝟐 . . . , 𝒂𝒏 are the coefficients.
The leading coefficient is 𝒂𝒏 . The leading term is 𝒂𝒏 𝒙𝒏 and the constant term is 𝒂𝟎 .
Here are some examples of polynomial functions of particular degree
together with their names.

Polynomial function Degree Special name

𝑓(𝑥) = 4 0 Constant function

𝑓(𝑥) = 3𝑥 − 1 1 Linear function

𝑓(𝑥) = 2𝑥 2 + 4𝑥 − 6 2 Quadratic function

𝑓(𝑥) = 𝑥 3 + 2𝑥 2 − 𝑥 + 1 3 Cubic function

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. The domain of f(x) is all values
of x where q(x) ≠ 0.
Real-world relationships that can be modeled by rational functions. Unlike
polynomial functions, rational functions may contain a variable in the
denominator.
Example 1: An object is to travel 10 meters. Express velocity v as a function v(t) of
travel time t, in seconds.
Solution: The following table of values shows v for various values of t.
𝟏𝟎
The function v(t) = can represent v as a function of t.
𝒕
t (seconds) 1 2 4 5 10
v (meters per second) 10 5 2.5 2 1
𝟓𝒕
Example 2: Suppose that c(t) = (in mg/mL) represents the concentration of a
𝒕𝟐 +𝟏
drug in a patient's bloodstream t hours after the drug was administered. Construct
a table of values for c(t) for t = 1, 2, 5, 10. Round off answers to three decimal places.
Solution: The following table of values shows c for various values of t.
t 0 1 2 5 10
c(t) 0 2.5 2 0.962 0.495

LU_General Mathematics_Module2
 Rational function, equation and inequality
Rational expression is an expression that can be written as a ratio of two
polynomials. A polynomial is an expression consisting of variables (such as x and y)
and coefficients with one or more than one term and variables, examples of it are 1,
𝑥 3 , 3x2 − x + 1 and x3 + 2xyz2 − yz + 1.

These are the conditions when an expression is not considered as a polynomial:

1. The variable of any term has a negative exponent. (𝟒𝒙−𝟑 +2𝑥 2 − 5)

2. The variable of any term is inside the radical symbol. (4𝑥 2 − √𝒙)
𝟐
3. The variable of any term has a fraction as exponent (𝒙𝟑 + 3x - 1)

Therefore, if an expression (whether the numerator/denominator) is not a

polynomial, then it is not a rational expression.

A rational equation is an equation involving rational equations. It only uses

= symbol.

A rational inequality is a rational expression combines with any of these

inequality symbols; ≤ ,≥ ,< ,or >.
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 a zero function. The domain of f(x) is all values
of x where q(x) ≠ 0.

Use the table below to show how to distinguish among rational equations,
rational inequalities and rational function.
Rational Rational Rational
Equation Inequality Function
Examples 3 2 1 4 3
𝑓(𝑥) =
𝑥 2 −2𝑥−3
− = ≥ 𝑥+2
𝑥 3𝑥 𝑥 𝑥 2 − 3𝑥 + 4 𝑥
or
𝑥 2 −2𝑥−3
𝑥 3 + 3𝑥 − 2 3 𝑥−2 𝑦=
= <5 𝑥+2
𝑥 𝑥+2 4𝑥

Explanation The given The given The given

examples are examples are examples are
rational equations rational rational functions
because it involves inequalities because these are
the equal sign (=) because it involves functions function
that shows the the inequality of the form of
equality of two signs (≥, <) that 𝑓(𝑥) =
𝑝(𝑥)
and 𝑦 =
rational shows the 𝑝(𝑥)
𝑞(𝑥)

expressions. inequality of two where p(x) and

𝑞(𝑥)
rational q(x) are
expressions. polynomials, and
q(x) is not the zero
function.

LU_General Mathematics_Module2
 Solving Rational Equations
To solve an equation or inequality in one variable such as x, means to find all
values of x for which the equation or inequality is true.
Procedure in Solving Rational Equations
1. Determine the least common denominator
2. Eliminate denominators by multiplying each term of the equation by the
least common denominator. Note that eliminating denominators may
introduce extraneous solutions. An extraneous solution yields an
undefined expression when substituted to the equation.
3. Check the solutions of the transformed equations with the original
equation.

3 𝑥
Example1: Solve for x: =
4 4

Since the denominators of each expression is the same, the numerators must
be equivalent also. This means that x = 3.
Therefore, the answer is x = 3.
2 3 1
Example 2: Solve for x: - =
𝑥 2𝑥 5

Step 1. Determine the LCD since it has different denominators. LCD is the least
common number/expression divisible to all the denominators.
LCD: 10x

Step 2. Eliminate the denominators by multiplying each term of the equation by the
LCD.
2 3 1
10x( ) – 10x ( ) = 10𝑥 ( )
𝑥 2𝑥 5
20 - 15 = 2x
5 = 2x
𝟓
𝒙 =
𝟐

Step 3. Check the solutions of the transformed equations with the original equation.
𝟐 𝟑 𝟏 𝟐 𝟑 𝟏 4 3 1 𝟏 𝟏
- = → 𝟓 - 𝟓 = → - = → =
𝒙 𝟐𝒙 𝟓 ( ) 𝟐( ) 𝟓 5 5 5 𝟓 𝟓
𝟐 𝟐

𝟓
Therefore, x = is a solution.
𝟐
𝑥 1 8
Example 3: Solve for x: - =
𝑥+2 𝑥−2 𝑥 2 −4

Step 1. Determine the LCD since it has different denominators. LCD is the least
common number/expression divisible to all the denominators.

LCD: 𝒙𝟐 - 4 or (x - 2) (x + 2)

LU_General Mathematics_Module2
 Step 2. Eliminate the denominators by multiplying each term of the equation by the
LCD

𝑥 2 − 3𝑥 − 10 = 0
(x – 5) (x + 2) = 0
x – 5 = 0 / x + 2 =0
x = 5 or x = -2
Step 3. Check the solutions of the transformed equations with the original equation.
If 𝑥 = −2, then
𝑥 1 8 −2 1 8
- = → - = → undefined because the denominator of
𝑥+2 𝑥−2 𝑥 2 −4 −2+2 −2−2 (−2)2 −4
the first term will be 0. Therefore, -2 is
an example of extraneous solution.

If 𝑥 = 5, then
𝑥 1 8 5 1 8 5 1 8 8 8
- = → - = → - = → =
𝑥+2 𝑥−2 𝑥 2 −4 5+2 5−2 52 −4 7 3 21 21 21

Therefore, x = 5 is a solution.

Solving Rational Inequalities

Solving inequalities is like solving equations. The solution set of an inequality
consists of a range of values. The set of all solutions can be represented using set
notations or interval notation. These notations are presented in the table below:

Procedure in solving rational inequalities

1. Rewrite the inequality as a single fraction on one side of the inequality symbol
and 0 on the other side.

LU_General Mathematics_Module2
 2. Determine over what intervals the fraction takes on positive and negative
values. Locate the x-values for which the rational expression is zero or
undefined (factoring the numerator and denominator is a useful strategy)

3. Mark the numbers found in (i) on a number line. Use a shaded circle to indicate
that the value is included in the solution set and hallow circle to indicate that
the value is excluded. These numbers partition the number line into intervals.

4. Select a test point within the interior of each interval in step 3. The sign of the
rational expression at this test point is also the sign of the rational expression
at each interior point in the interval.

5. Summarize the intervals containing the solutions.

TAKE NOTE: 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 the 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 1: Solve the inequality ≥1
𝑥+1

Step 1. Rewrite the inequality as a single fraction on one side of the inequality symbol
and 0 on the other side.
To make the one side equal to zero, we will subtract 1 on both side
2𝑥
- 1 ≥ 1 -1
𝑥+1

2𝑥 2𝑥−(𝑥+1) 𝒙−𝟏
-1≥ 0 → ≥ 0 → ≥ 0
𝑥+ 1 𝑥+1 𝒙+𝟏

Step 2. Determine over what intervals the fraction takes on positive and negative
values. Find the critical values which will be used in locating intervals by setting the
numerator and denominator to 0.

Numerator: x – 1 = 0 → x = 1
Denominator: x + 1 = 0 → x = -1

Step 3. Mark the numbers found in step 2 on a number line. Use a shaded circle to
indicate that the value is included in the solution set and hollow circle to indicate
that the value is excluded. These numbers partition the number line into intervals.

• The value x = 1 is included in the solution since it makes the fraction equal to
zero and the inequality true because 0 ≥ 0.
• The value x = -1 is excluded in the solution since it makes the inequality
undefined.

LU_General Mathematics_Module2
 Step 4. Select a test point within the interior of each interval in step 3. The sign of
the rational expression at this test point is also the sign of the rational expression at
each interior point in the interval.

Step 5. Summarize the intervals containing the solutions.

Since we are looking for the intervals where the fraction is zero or positive, 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}. It can also be written using

interval notation: ( −∞, −𝟏 ) ⋃ [ 𝟏, +∞ ).

3 1
Example 2: Solve the inequality <
𝑥 −2 𝑥

Step 1. Rewrite the inequality as a single fraction on one side of the inequality symbol
and 0 on the other side.
1
To make the one side equal to zero, we will subtract on both sides.
𝑥

3 1 3 1 3𝑥−(𝑥−2) 2𝑥+ 2 𝟐𝒙+ 𝟐

< → − < 0 → < 0 → < 0 → < 0
𝑥 −2 𝑥 𝑥 −2 𝑥 𝑥(𝑥−2) 𝑥(𝑥−2) 𝒙(𝒙−𝟐)

Step 2. Determine over what intervals the fraction takes on positive and negative
values. Find the critical values which will be used in locating intervals by setting the
numerator and denominator to 0.

Numerator: 2x + 2 = 0 → x = -1
Denominator: x = 0
Denominator: x - 2 = 0 → x = 2

Step 3. Mark the numbers found in step 2 on a number line. Use a shaded circle to
indicate that the value is included in the solution set and hollow circle to indicate
that the value is excluded. These numbers partition the number line into intervals.

• The value x = -1 is excluded in the solution since it makes the fraction equal
to zero. The inequality is false because 0 is not lesser than 0.
• The value x = 0 is excluded in the solution since it makes the inequality
undefined.

10

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 • The value x = 2 is excluded in the solution since it makes the inequality
undefined.

Step 4. Select a test point within the interior of each interval in step 3. The sign of
the rational expression at this test point is also the sign of the rational expression at
each interior point in the interval.

Step 5. Summarize the intervals containing the solutions.

Since we are looking for the intervals where the fraction is negative, we
determine the solution intervals to be x < -1 and 0 < x < 2. Plot these intervals on the
number line.

The solution set is {𝐱 ∈ 𝐑 ⎸𝒙 < −𝟏 𝒐𝒓 𝟎 < 𝒙 < 𝟐}. It can also be written using
interval notation: (−∞, −𝟏) ∪ (𝟎, 𝟐).

Representing a rational function through its: (a) table of values, (b)

graph, and (c) equation
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 a zero function. The domain of f(x) is all values
of x where q(x) ≠ 0.

To fully understand rational functions, let’s look on these examples.

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 for him to run the track and applying it to the
100
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.

11

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 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 like the structure to the formula 𝑠 = relating speed,
t
distance, and time. Continuing the scenario above, construct a table of values for the
speed of a runner against different run times.

A table of values can help us determine the behavior of a function as

the variable 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 at10
seconds.

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

x 10 12 14 16 18 20
100 100 100 100 100 100
𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) =
x x x x x x

100 100 100 100 100 100

𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) = 𝑠(𝑥) =
10 12 14 16 18 20

s(x) 10 8.33 14 6.25 5.56 5

B. From the table above we can observe that the speed decreases with time. 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 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 and observe that it follows a smooth curve.

100
Figure 1. Graph of 𝑠(𝑥) =
x
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. The
previous example is based on a real-world scenario and has limitations on the values

12

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 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

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

Plotting the points in cartesian plane and connecting the points we get:

𝑥−1
Figure 2. Graph of 𝑓(𝑥) = 𝑥+1

Why would the graph unexpectedly break the smooth curve and jump from
point E to point F? The answer is that it doesn’t break! Let us 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 as this implies that there is a point
in the graph of the function where x = -1. 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:

𝑥−1
Figure 3. Graph of 𝑓(𝑥) = 𝑥+1

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LU_General Mathematics_Module2
 Domain and Range of Rational Functions

The domain of a function is the set of all values that the variable x can take.
The range of a function is the set of all values that the variable f(x) can take.
There are two main ways to write domains: interval notation and set
notation.
Interval notation used parenthesis or brackets to imply where the function
is defined. In the case of our example, we would write our domain using interval
notation in the following way:
D: (−∞, 0) ∪ (0, ∞), read as:
“The domain is from negative infinity to less than 0 and from greater than 0
to positive infinity.”
It means that from negative infinity up to 0 we can plug anything into our
function and (the ∪ is called a union and it means ’and’) from greater than 0 to
positive infinity we can plug in anything.

Set notation uses sets to say explicitly where the function is or isn’t defined.
For instance, we would use set notation in the following way:
D: {x|x ≠ 0}, read as:
“The domain is set of all real numbers x, such that x is not equal to 0,”
The vertical line in {x|x ≠ 0} means ’such that’.

Before we look at the given example, let’s talk for a little bit about range. Range
is a little trickier to find than domain. Most of the time, we’re going to look at the
graph of the function to determine its range.

𝒙−𝟐
Example 1: Consider the function f(x) = . Find its a. domain and b. range.
𝒙+𝟐

Solution: Observe that the function is undefined at x = -2. This means that x = -2 is
not a part of the domain of f(x). In addition, o other values of x will make the function
undefined.
a. Domain:
Set notation: 𝐷: {𝐱 ∈ 𝐑 ⎸𝒙 ≠ −𝟐}.
(“The domain is set of all real numbers x, such that x is not equal to -2”)
Interval notation: 𝐷: (-∞, -2) U ( -2, +∞).
(“The domain is from negative infinity to less than -2 and from greater than -2 to
positive infinity.”)

b. Range: To find the range, let’s graph the given function first.
x -5 -4 -3 -2 -1 0 1 2 3
f(x) 2.33 -3 -5 Und -3 -1 0.33 0 0.20

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 𝑥−2
Figure 4. Graph of 𝑓(𝑥) = 𝑥+2

Since the graph didn’t touch the line y=1, then the range of f(x) is (−∞, 𝟏) ∪ (𝟏, +∞).

Explore

Activity 1
Direction: Determine whether the given expression is a rational function, a rational
equation, a rational inequality, or none of these. Write RF, RE, RI and NT. Write
your solution in a separate paper.
1+𝑥 3𝑥 2 +𝑥−4
_____1. =4 _____6. =1
𝑥−2 𝑥−2
3 10 1
_____2. 5𝑥 ≥ _____7. <
𝑥+ 5 3𝑥+ 1 2
2𝑥−1
_____3. 𝑔(𝑥) = _____8. √𝑥 + 9 = 1
𝑥−2
4 −𝑥 9
_____4. = √𝑥 − 4 _____9. 9𝑥 ≥
3𝑥 9𝑥 − 5

2+ 6𝑥 2 3
_____5. 𝑦 = y is represented by f(x) _____10. 2𝑚−3 + 1 =
𝑥−2 4

Activity 2
Direction: Solve the value of x of the given rational equations and rational
inequalities. Write your solution on a separate sheet of paper.

𝑥+2 2𝑥−4 (𝑥+ 3)(𝑥−2)

1. = 3. ≥0
3 2 (𝑥+2)(𝑥−1)

2𝑥 5 𝑥+3
2. + =2 4. ≥0
𝑥+1 2𝑥 𝑥 2 −5𝑥+4

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 Activity 3
Direction: Answer the following using the given rational function below. Write your
solution on a separate sheet of paper.

a. Complete the table of values

b. Graph the given function. You can confirm your work using graphing
software.

c. Find the domain

d. Find the range

𝑥 2 − 3𝑥 − 4
𝑓(𝑥) =
𝑥+1

A. Table of values

x -4 -3 -2 -1 0 1 2 3 4

B. Graph

C. Domain

D. Range

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LU_General Mathematics_Module2
 Deepen

At this point, you are task to apply what you have learned about rational
functions. Read each statement and answer what is being asked.

Activity 1
Mario produces facemasks for his friend’s store. He has realized that, because
of his fixed costs, his average cost per facemask depends on the number of facemasks
he produces. The cost of producing 𝑥 facemasks is given by
C(x) = 2.5 + 1.5x
a. Mario wants to figure out how much to charge his friend for the facemasks.
He’s not trying to make any money on the venture, but he wants to cover his
costs. Suppose Mario made 100 facemasks. What is the cost of producing this
number of facemasks? How much per facemask?
b. Mario is hoping to make more than 100 facemasks for his friends. Complete
the table showing his costs at different levels of production.

Number of
10 100 200 300 500 1,000
facemasks

Total Cost

Cost per
facemask

c. Explain why the average cost per facemask levels off.

d. Find an equation for the average cost per facemask of producing x facemasks.
e. Find the domain of the average cost function.
f. Using the data points from your table above, sketch the graph of the average
cost function. How does the graph reflect that the average cost levels off?

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 Rubrics for the Scoring of the Activity
CRITERIA 5 4 3 2

Identifies all the Identifies most Identifies few Response

Understanding elements of the of the element of elements of the does not fit
the problem problem the problem problem the given
problem task

Apply all the Apply all the Apply some of Apply wrong
Applies procedure and procedure and the procedure procedure/
procedure/ techniques techniques but and
technique
techniques appropriately and not in sequence techniques
in sequence

Show correct Show Show Does not

computation and computation computation show any
arrive to an with minimal with many computation
Accuracy
accurate answer error but errors arriving
generally correct an incorrect
answer

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LU_General Mathematics_Module2
 Gauge

Direction: Read each item carefully and answer what is being asked. Write your
answer on a separate sheet of paper.
1. What symbol is used to mark the number line if the value of x is excluded in
the solution?
A. An arrow B. Hollow circle C. Letter x D. Shaded circle
2. Which of the following situations represent a rational function?
A. The velocity of the jeep
B. The speed of a runner to finish the race
C. The subsidy given by the government to its people
D. All of the above
3. Which of the following should be determined when adding and subtracting
rational expressions with different denominators?
A. Lowest common factor B. Least common denominator
C. Greatest common factor D. Greatest common denominator
4. Which of the following symbols is NOT used in rational inequality?
A. > B. < C. ≥ D. =
5. Which of the following is NOT example of rational inequality?
2𝑥+1 2𝑥 𝑥+1 8
A. ≤ B. =
𝑥 5 𝑥−5 5𝑥+1
𝑥+1 𝑥 2 −5
C. < 1 D. ≥0
𝑥+7 𝑥−2

6. Which of the following is an example of rational equation?

𝟓𝒙−𝟏 𝒙 5𝑥 3
A. = B. 3 =
𝒙+𝟑 𝟓 𝑥+1
𝑥 4 −3
1 2 𝑥 2 −5
C. > D. = 𝑓(𝑥)
𝑥−2 3𝑥−9 𝑥−2

7. Which of the following steps is/are included in solving rational inequality?

I. Simplifying equation
II. Factoring the equation
III. Finding the critical values
IV. Checking the answer from the original equation

A. I only B. III & IV C. I, II & III D. I, II, III & IV

8. Which of the following is NOT a part of the procedures in solving rational
equations?
A. Checking the answer B. Simplifying the equation
C. Determining the LCD D. Identifying the critical values
9. What is the Least Common Denominator (LCD) of the given rational equation
below?
4−2𝑥 2+5𝑥
=
2𝑥 𝑥−2
A. 2𝑥 2 – 2x B. 2𝑥 2 – 4x C. 2𝑥 2 + 4x D. 2𝑥 2 + 2x

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LU_General Mathematics_Module2
 10. Which of the following represents -3 and 2 as part of the solution?
A. (-3, 2) B. (-3, 2] C. [-3, 2) D. [-3, 2]
11. Which of the following is TRUE about [-1, 5)?
A. -1 is a solution and 5 is not
B. 5 is a solution and -1 is not
C. -1 is not a solution and 5 is a solution
D. 5 is not a solution and -1 is a solution
𝑥+3
12. Given the inequality: ≥ 0, what are the critical values?
𝑥−1
A. -3 and -1 B. -3 and 1 C. 3 and -1 D. 3 and 1
13. Which function represents the graph below?

−2+ 𝑥 2 −2− 𝑥 2
A. f(x) = B. f(x) =
𝑥 𝑥
2− 𝑥 2 𝟐+ 𝒙𝟐
C. f(x) = D. f(x) =
𝑥 𝒙
𝟒𝒙+𝟏
14. What is the graph of the rational function f(x) = = ?
𝒙

A. B.

C. D.

𝑥 2 −𝑥−6
15. What is the domain and range of the rational function f(x) = ?
𝑥+2
A. D (−∞, −2) ∪ (−2, ∞); R (−∞, 3) ∪ (3, ∞)
B. D (−∞, −2) ∪ (−2, ∞); R (−∞, −3) ∪ (−3, ∞)
C. D (−∞, −2) ∪ (−2, ∞); R (−∞, −2) ∪ (−2, ∞)
D. D (−∞, −2) ∪ (−2, ∞); R (−∞, −5) ∪ (−5, ∞)

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LU_General Mathematics_Module2
 LU_General Mathematics_Module2
21
Gauge
1. B 4. D 7. D 10. D 13. C
2. D 5. B 8. D 11. A 14. C
3. B 6. A 9. B 12. B 15. D
𝒙−𝟏
is not defined for x = 1. Hense, He is incorrect. function (x) =
Explore 𝒙𝟐 −𝟏
𝟏
Activity 1 Activity 2
is not defined for x = 1 and x = -1. However, the Activity 3
𝒙+𝟏
b. The function (x) =
1. RE 6. RE 1. x = 4 C. {𝑥 𝜖 ℝ: 𝑥 ≠ −1}
a. P16.00
2. RI 7.RI 2. x = -5 D. {𝑦 𝜖 ℝ: 𝑦 ≠ −5}
Activity 3
3. RF 8. NT 3. (- ∞, −3] ∪ [ 2, ∞ )
4. NT 9. RI 4. [-3,1)U(4,∞)
5. RF 10. NT
Pretest
1. C 4. B 7. D 10. D 13. A
2. B 5. A 8. B 11. A 14. D
3. D 6. C 9. B 12. B 15. B
Answer Key
 LU_General Mathematics_Module2
22
Deepen
Solution:
a. Mario’s total cost for producing 100 facemasks would be C(100) = 152.5 (from the
equation given), meaning that he would be spending an average of 152.5/100
= 1.525 per facemask.
b. Mario is hoping to make many more than 100 facemasks for his friend. Complete
the table showing his costs at different levels of production.
# of
10 100 200 300 500 1,000
Facemasks
Total Cost 17.5 152.5 302.5 452.5 752.5 1502.5
Cost per
1.75 1.53 1.51 1.51 1.51 1.50
Facemask
c. The reason the average cost is changing is because of the fixed cost of 2.5. As more
facemasks are produced, this fixed cost is shared by so many facemasks that it
barely adds anything to the cost of each facemask. The average cost levels off at
1.5, which is what each additional facemask adds to the cost function.
d. We are given the total cost function, C(x)=2.5+1.5x, for producing x facemasks. To
find the average cost function, we just divide the total cost by the number, x, of
facemasks produced to arrive at the function 2.5+1.5x.
e. The domain for the average cost function is the set of positive integers. It obviously
makes no sense to consider producing a negative or fractional number of
facemasks, and you cannot compute an average cost if there are no facemasks
produced, so the domain cannot include 0 either.
f. The graph of the average cost function 2.5+1.5x is shown below (for x>0). As you
follow the graph to the right (i.e., as the number of facemasks produced increases),
the graph gets closer and closer to the dotted line, which is a horizontal
asymptote of the graph. Note that the horizontal asymptote is necessarily the
line y=1.5, since as is explained in the solution for part (c), this is the long-term
average cost of producing each additional facemask.
 References
Printed Materials

Debbie Marie B. Verzosa, et. al., General Mathematics (Pasig City: Lexicon Press Inc.,
2016), 39-67.

Orlando A. Oronce, General Mathematics (Quezon City: Rex Printing Company, Inc.,
2016) 29-35.

Websites

“Rational and Radical Functions,” Buffalo Trail Public Schools, last accessed July
22, 2020,
http://studentsonline.btps.ca/documents/general/Session_3_Answer_Key.pd
f.

“Rational Functions,” The University of Utah, last accessed July 23, 2020,
https://www.math.utah.edu/~wortman/1050-text-rf.pdf.

“Worksheet 2.6A, Rational Functions,” Sam Houston State University, last accessed
July 23, 2020,
https://www.shsu.edu/kws006/precalculus/2.6_Rational_Functions_files/W
S_Soln_2_6A_RationalFunctions.pdf.

Image
Rommeo79, “Boy running kid marathon runner or a boy running vector image,”
VectorStock, 2021, https://www.vectorstock.com/royalty-free-vector/boy-
running-kid-marathon-runner-or-a-boy-running-vector-25869498.

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 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

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