School UNION NATIONAL HIGH SCHOOL
Learning General
DAILY LESSON PLAN
I. WEEKLY OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNER RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing yesterday’s lesson or
Presenting the new lesson
B. Establishing a purpose of the
lesson
C. Presenting examples/ Instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
(Leads to Formative Assessment 1)
Grade Level 11
Teacher DHON ANGELO J. DAMASIG
Area Mathematics
Teaching Dates
M-TH July 1-2, 2019 Quarter 1st Semester
and Time
The learner demonstrates understanding of key concepts of Rational functions.
The learner is able to accurately formulate and solve real-life problems involving Rational Functions.
M11GM-Ib-5, c-1, c-2, and c-3
Graphing Rational Functions
p. 50-62
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Recall the Definition of Rational Functions. Sir Rational Function is a function in a form of
What is a Rational Function? 𝑓(𝑥) =
𝑝(𝑥)
where p(x) and q(x) is a polynomial and
𝑞(𝑥)
q(x) is not equal to Zero because that would make
our function undefined
Functions can be graphed in the cartesian plane by
plotting the ordered pairs.
Plot the following set of ordered pairs in a cartesian
plane.
Example 1: Graph of 𝑓(𝑥) =
𝑥−2
𝑥+2
What have you observed based on the actual graph Sir, based on my observation, there are 2 separate
of the Function? graphs and dashed lines on the cartesian plane
Define the following:
x-intercept- it is where a line crosses the x-axis
(2,0)
y-intercept- it is where a line crosses the y-axis
(0,-1)
asymptote is a value that you get closer and closer
to, but never quite reach. In mathematics, an
asymptote is a horizontal, vertical, or slanted line
that a graph approaches but never touches
Horizontal Asymptote- y=1
Vertical Asymptote- x=-2
Discuss the steps in graphing rational function: (observes on how to graph a rational function)
Step 1: Find the Zeros of the Numerator (x-
intercept)
Step 2: Find the Zeros of the Denominator (Vertical
Asymptotes)
Step 3: Test the Intervals (table of signs to
determine if the graph is above/below x-axis)
Step 4: Evaluate the Function at f(0) (y-intercept)
Step 5: Determine the end behavior (horizontal
asymptotes)
n<m Horizontal Asymptote is y=0
𝑎
n=m Horizontal Asymptote is 𝑦 = where
𝑏
a=leading coefficient of the numerator
and b= the leading coefficient of the
denominator
n>m There is no horizontal asymptote
Step 6: Graph (put all together)

3𝑥 2 −8𝑥−3
Problem 1: Graph 𝑓(𝑥) = 2
2𝑥 +7𝑥−4
Before we proceed with the following steps, we
must first factor the numerator and the
denominator.

Factoring 3𝑥 2 − 8𝑥 − 3 we got (3𝑥 + 1)(𝑥 − 3)

Now try factoring 2𝑥 2 + 7𝑥 − 4 Sir the factors are (2𝑥 − 1)(𝑥 + 4)

Now for step 1: set the factors of the numerator to

zero and solve for x.
(3𝑥 + 1) (𝑥 − 3)
3𝑥 + 1 = 0 𝑥−3=0
3𝑥 = −1 𝑥=3
1
𝑥=−
3

Now for step 2, try to find the zeros of the (2𝑥 − 1) (𝑥 + 4)

denominator 2𝑥 − 1 = 0 𝑥+4=0
2𝑥 = 1 𝑥 = −4
1
𝑥=
2
Very good!

Now in testing the intervals in step 3, we must first

sketch a number line containing the zeros

1 1
-4 − 3
3 2
Now construct a table of signs

For step 4: Evaluate the function at f(0) to identify 3(0)2 − 8(0) − 3

𝑓(0) =
the y-intercept 2(0)2 + 7(0) − 4
−3
𝑓(0) =
−4
3
𝑦 − 𝑖𝑛𝑡 = (0, )
4

For step 5: n=m therefore the Horizontal Asymptote

is
3
𝑦=
2

Finally we put them all together in a graph

 𝑥2
Problem 2: Graph 𝑓(𝑥) =
𝑥−1

Step 1: Find the Zeros of the Numerator (x-

intercept)
𝑥2 = 0
𝑥=0

Your turn, Step 2: Find the Zeros of the (𝑥 − 1)

Denominator (Vertical Asymptotes) 𝑥−1=0
𝑥=1
Step 3: Test the Intervals (table of signs to
determine if the graph is above/below x-axis)

Construct a number line with the zeros of the

numerator and the denominator 0 1

Try, Step 4: Evaluate the Function at f(0) (y- (0)2

intercept) 𝑓(0) =
0−1
0
𝑓(0) =
−1
𝑦 − 𝑖𝑛𝑡 = (0,0)
Step 5: Determine the end behavior (horizontal
asymptotes) n>m There is no horizontal asymptote

Even though there is no H.A. it can have slant or

oblique asymptote
Slant asymptote is at y=mx+b
Reminder: perform long division of the numerator
by the denominator to obtain slant asymptote.
Disregard the remainder.

Y=x+1

Step 6: Graph

E. Discussing new concepts and Problem 3: Graph 𝑓(𝑥) =

𝑥−3
𝑥 2 −3𝑥−10
practicing new skills #2
(Leads to Formative Assessment 2)
Step 1: Find the x-intercept
(𝑥 − 3)
𝑥−3=0
𝑥=3
 Step 2: upon factoring the denominator we have,
(𝑥 + 2)(𝑥 − 5)
Sir, the zeros of the denominator are,
Please, find the zeros of the denominator (𝑥 + 2) (𝑥 − 5)
𝑥+2 =0 𝑥−5=0
𝑥 = −2 𝑥=5

Step 3: Construct a Table of signs using the

number line

-2 3 5

Step 4: Upon evaluating the function at f(0) we got

3
the y-int=
10

Step 5: Horizontal asymptote is at y=0 because

n<m

Step 6: Putting them all together we got,

F. Developing mastery Seatwork 1:

(Leads to Formative Assessment 3)
𝑥−3
Sketch the graph of the function 𝑓(𝑥) =
𝑥+3

(𝑥 − 3)
Step 1: Find the Zeros of the Numerator (x-
intercept) 𝑥−3=0
𝑥=3

Step 2: Find the Zeros of the Denominator (Vertical (𝑥 + 3)

Asymptotes) 𝑥+3=0
𝑥 = −3

Step 3: Test the Intervals (table of signs to

determine if the graph is above/below x-axis) -3 3

Step 4: Evaluate the Function at f(0) (y-intercept) 0−3

𝑓(0) =
0+3
𝑦 − 𝑖𝑛𝑡 = (0, −1)
1
n=m therefore H.A. is 𝑦 = 𝑜𝑟 1
Step 5: Determine the end behavior (horizontal 1
asymptotes)

Step 6: Graph (put all together)

G. Finding practical applications of With your seat mate discuss some possible real-life (discuss with their sit mates some possible
concepts and skills in daily living scenario that you may encounter the concepts of application of rational function e.g. graphing the
Functions. speed of a vehicle)

H. Making generalizations and In today’s discussion how are we going to find the Sir, we can find the zeros of the numerator and the
abstractions about the lesson zeros of the numerator and the denominator? denominator by first factoring the polynomials if they
are factorable and getting the zeros of each factors
by equating it equal to zero to solve for the value of x

Based on the discussion, can anyone from the Sir, In graphing rational function, one must know how
class give some brief summary of the lesson? to factor polynomials, get their intercepts,
asymptotes and construct a table of sign to identify if
the graph is above or below x-axis.
I. Evaluating learning Quiz:

Identify what is being asked.

1. _______ is the point in the cartesian plane where 1. Y-intercept

the line crosses the y-axis
2. _______ is the point in the cartesian plane where 2. X-intercept
the line crosses the x-axis
𝑎
3. when n=m, the horizontal asymptote is _____. 3. 𝑦=
𝑏

4-5. enumerate the two types of asymptotes 4. Vertical Asymptotes

5. Horizontal Asymptotes

J. Additional activities for application exercise:

or remediation
𝑥−4
Sketch the graph of the function 𝑓(𝑥) =
𝑥+4

Assignment:
V. REMARKS Do advance reading about one to one functions

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who require
remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?