QUARTER I

Week 2
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: _____________ Day: 4 (Lesson 7-subtask 1)

Content Standard The learner demonstrates understanding of key concepts of rational functions.

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

Performance Standard
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 Materials LM in General Mathematics, pp. 35-43
Pages
3. Textbook Pages General Mathematics by Orlando Oronce Series 2016
4. Additional Materials Slide Decks on the Topic
5. Learning Resources Teacher’s Guide and Learner’s Material
(LR) portal
B. Other Learning General Mathematics by Diwa Publishing, 2016
Resources
IV. PROCEDURES
A. Reviewing or presenting Review the definition of rational functions.
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.

Prepared by: Patrick A. Paraguya

SHS Teacher
C. Presenting examples of
Present a simple scenario involving rational functions to the class like
the new lesson
representing the speed of a runner as a function of time it takes to run 100
d
meters in the track using the average speed (velocity) formula s = .
t
D. Discussing new Discussing example 1.
concepts and practicing Represent the speed of a runner as a function of the time it takes to run 100
new skills #1 meters in the track. Construct a table of values for the speed 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 per second,
100
where s(x) = . The table of values foe run times from 10 seconds is as
x
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 time. We can
concepts and practicing use a graph to determine if the points on the function follow a smooth curve or
new skills #2 a straight line.
Example 3.Plot the points on the table of values on a Cartesian plane.
100
Determine if the points on the function s(x) = follow smooth curve or a
x
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.

Prepared by: Patrick A. Paraguya

SHS Teacher
 x−1
Example 4. Given f(x)= , represent it using a table of values and plot the
x+ 1
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, 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.

Prepared by: Patrick A. Paraguya

SHS Teacher
 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 concepts
In an inter-barangay basketball league, the team from Barangay Nabago has
and skills in daily living
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
Rational Functions can be represented by a table of values, graphs, and
and abstractions about
equation.
the 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 require B. ____ No. of learners who require additional activities for
additional activities for remediation
remediation
C. Did the remedial lessons C. Did the remedial lessons work? _____ No. of learners who have
work? No. of learners who have caught up the lesson.
caught up the lesson
D. No. of learners who continue to D. ___ No. of learners who continue to require remediation
require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why did ___ Group collaboration ___ Games ___ Poweerpoint presentation
Answering preliminary activities/exercises
these work? ___ Discussion ___ Differentiated Instruction
___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims

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

ACTIVITY SHEET (for discussion )

Prepared by: Patrick A. Paraguya

SHS Teacher
 ASSIGNMENT
2
x + 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

Prepared by: Patrick A. Paraguya

SHS Teacher