CORE118 – General Mathematics

READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

2.1 | RATIONAL EQUATIONS, INEQUALITIES, FUNCTIONS, & THEIR

APPLICATIONS
LEARNING COMPETENCIES:
The learners are able to:
a. represent real – life situations using rational functions;
b. distinguish rational function, rational equation, and rational inequality;
c. solve rational equations and inequalities; and
d. solve problems involving rational equations, and inequalities.

In your junior high school years, the concept of polynomial functions was introduced by your math teacher. Recall
that a polynomial function, 𝒑, of degree 𝒏 is a function that can be written in the form
𝑝(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0
where 𝑎0 , 𝑎1 , … , 𝑎𝑛 ∈ ℝ, 𝑎𝑛 ≠ 0, and 𝑛 is a nonnegative integer. Each summand is called the term of the polynomial
function. The constants 𝑎0 , 𝑎1 , 𝑎2 , … , 𝑎𝑛 are the coefficients whose the leading coefficient is 𝑎𝑛 . Further, the
leading term is 𝑎𝑛 𝑥 𝑛 and the constant term is 𝑎0 .

In this material, we will be discussing the ratio of two polynomials. By definition, an expression that can be written
as a ratio of two polynomials is called a rational expression. Thus, we will be dealing with mathematical statements
involving rational expressions.
The examples below illustrate situational problems involving rational functions, and how to present them through
mathematical models.
The table below shows the definition and examples of rational equation, inequality, and functions.

Rational Equation Rational Inequality Rational Function

𝑝(𝑥)
A function of the form 𝑓(𝑥) = 𝑞(𝑥)
An equation involving An inequality involving
Definition
rational expressions rational expressions where 𝑝(𝑥) and 𝑞(𝑥) are
polynomials, and 𝑞(𝑥) ≠ 0
𝑥 2 + 2𝑥 + 3
2 2 1 5 2 𝑓(𝑥) =
Example 𝑥+1
− = ≤
𝑥 2𝑥 5 𝑥−3 𝑥 𝑥 2 +2𝑥+3
or y = 𝑥+1

Example 1:
The ASCO is going to organize its annual student mixer. They would be renting a gathering hall at a rate of
₱3,000 for the entire duration of the activity. The organizers are to equally divide the cost of the venue rental
among the attendees on top of the merienda pack, which costs ₱50 per head. To pay for the expenses, the
organizers plan to sell tickets without making any profit. What will be the mathematical model that will represent
the relationship between the price of the ticket and the number of attendees?

Solution:
Note that the price of the ticket depends on the number of attendees. We know that the total cost of renting the
venue (₱3,000) is to be equally divided among all the attendees. By this, the cost to be shouldered by each
attendee is defined by
3,000
𝑥
where 𝑥 is the number of attendees. Also, each attendee is to pay ₱50 for snacks. So, given 𝑥 attendees, the
amount to be paid by each is
3,000
+ 50
𝑥
Expressing this as a function 𝑐, we have:
3,000
𝑐(𝑥) = + 50
𝑥
where 𝑐(𝑥) is the price of each ticket.

Answer:
The mathematical model that will represent the relationship of price of the ticket and the number of attendees is

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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

3,000
𝑐(𝑥) = + 50
𝑥

Example 2:
The local barangay received a budget of ₱100,000 to provide medical check–ups for children in the barangay.
A philanthropist wants to supplement the budget allotted for each child by providing an additional ₱750 for
each. If 𝑔(𝑥) represents the allotted amount for each child, construct a function model representing this
relationship. Also, fill up the table below with the different allotment amounts under this scenario.

No. of children (𝑥) 50 100 300

Allocated amount 𝑔(𝑥)

Solution:
Note that, the allocated amount is to be equally divided to the number of children in the barangay. Since the
initial budget allotted is ₱100,000, then the budget that each child will receive is
100,000
𝑥
where 𝑥 is the number of children. Since each child will be given an additional ₱750 by the philanthropist, the
allotted amount for each child is represented by
100,000
+ 750
𝑥
Expressing this as a function 𝑔
100,000
𝑔(𝑥) = + 750.
𝑥
To complete the table of values, we have to evaluate the function 𝑔 using the given 𝑥 values.
For 𝑥 = 50
100,000
𝑔(50) = + 750 = 2,750
50
For 𝑥 = 100
100,000
𝑔(100) = + 750 = 1,750
100
For 𝑥 = 300
100,000
𝑔(300) = + 750 ≈ 1,083.33
300

Answer:
The function model representing the relationship between the number of children in the barangay and the
100,000
allotted budget for each is 𝑔(𝑥) = 𝑥 + 750. Also, we have the following table of values:

No. of children (𝑥) 50 100 300

Allocated amount 𝑔(𝑥) 2,750 1,750 1,083.33

RATIONAL EQUATIONS
As mentioned in the table earlier, a rational equation is an equation which involves a rational expression. Its
solution is the set of all real numbers which satisfies the equation. The collection of all possible solutions, written as
a set, is called a solution set. To solve any rational equation, here are the suggested steps to follow:

Step 1 Determine the LCD of the given equation.

Step 2 Multiply each term of the equation by the LCD.
Solve the resulting equation similar to how the polynomial equation is being
Step 3
solved.
Check your answer by substituting it into the original equation. Exclude from the
Step 4 solution any value that would make any of the denominators equal to zero; such
value is called an extraneous solution.

Always remember that a solution set excludes any extraneous solution.

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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

Example 3:
1 6
Solve: = +1
𝑥 5𝑥
1 6 Eliminate the denominators by multiplying both sides
5𝑥 ( ) = ( + 1) 5𝑥 of the equation by the LCD 5𝑥.
𝑥 5𝑥
5 = 6 + 5𝑥 Combine similar terms on each side of the equation
5 − 6 = 5𝑥
−1 = 5𝑥 Isolate the term with the variable/ unknown.
1 5
− = 𝑥
5 5
1 Solve for the value of the unknown.
− =𝑥
5
1 6 1
Checking: = +1 Replace each 𝑥 in the original equation by −
1 5
−1/5 5(−5)

−5 = −6 + 1 Simplify.

−5 = −5 True.

Answer:
1
Hence, the solution set is {− 5}.

Example 4:
𝑥−3 𝑥
Solve: = 𝑥+2
𝑥+5
𝑥−3 𝑥 Multiply each side of equation by (𝑥 + 5)(𝑥 + 2)
(𝑥 + 5)(𝑥 + 2) [ ]=[ ] (𝑥 + 5)(𝑥 + 2)
𝑥+5 𝑥+2
(𝑥 − 3)(𝑥 + 2) = 𝑥(𝑥 + 5) Simplify.
Use Distributive Property
𝑥 2 + 2𝑥 − 3𝑥 − 6 = 𝑥 2 + 5𝑥 Isolate the term with the variable/ unknown.
𝑥 2 − 𝑥 2 + 2𝑥 − 3𝑥 − 5𝑥 = 6
−6𝑥 6 Solve for the value of the unknown.
=
−6 −6
𝑥 = −1
−1−3 −1 Replace each 𝑥 by −1.
Checking: −1+5 = −1+2
4 1 Simplify.
−4 = −1

−1 = −1 True.

Answer:
Therefore, the solution set is {−1}.

Example 5:
Kevin and Kendra play Mobile Legends every weekend. So far, Kevin has won 8 out of 18 matches.
a. How many matches will Kevin have to win in a row to improve his winning percentage of 90%?
b. Can Kevin reach a winning percentage of 100%?
c. After Kevin has reached a winning percentage of 90% by winning consecutive matches in part (a), how
many matches can he now lose in order to have a winning percentage of 75%?

SOLUTION:
a. Suppose that Kevin has already won 8 out of 18 matches, and let 𝑥 represent the number of additional
matches he must win to raise his winning percentage to 90%.

After playing and winning all of those additional matches 𝑥, he has won 8 + 𝑥 matches out of 18 + 𝑥
8+𝑥
matches. His winning percentage is now 18+𝑥, our goal is to find the value of 𝑥 that solves the equation
8+𝑥
= 0.9
18 + 𝑥
8+𝑥
(18 + 𝑥) ( ) = 0.9(18 + 𝑥)
18 + 𝑥 Answer:
8 + 𝑥 = 16.2 + 0.9𝑥 Thus, in order for Kevin to improve
𝑥 − 0.9𝑥 = 16.2 − 8 his winning percentage to 90%, he
0.1𝑥 = 8.2 needs to win the next 82
consecutive matches.

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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

0.1𝑥 8.2
=
0.1 0.1
𝑥 = 82

b. Answer:
Kevin will never reach a winning percentage of 100% because he has already lost 10 matches.

c. In part (a) he had won 90 matches out of 100 to reach 90%. We will assume that he losses the next 𝑙
matches in a row. Then, he will have won 90 out of 100 + 𝑙 matches, and our goal is to find the value of
𝑙 that makes this a 75%-win rate.
90
= 0.75
100 + 𝑙
90
(100 + 𝑙) ( ) = 0.75(100 + 𝑙)
100 + 𝑙
90 = 75 + 0.75𝑙
90 − 75 = 0.75𝑙
15 0.75𝑙
=
0.75 0.75
20 = 𝑙
Answer:
After reaching a 90% winning percentage in 90 matches, Kevin can lose 20 matches in a row to drop his winning
percentage to 75%.

Example 6:
A boat goes 250 kilometers downstream in the same time it can go 180 kilometers upstream. The speed of the
current is 8 kilometers per hour. What is the speed of the boat in still water?

Given:
• A boat goes 250 km downstream
• A boat can go 180 km upstream
• A boat goes downstream in the same time it can go upstream

Required:
• What is the speed of the boat in still water?

Solution:
𝑑 𝑑
Recall that the equation for rate (𝑟), distance (𝑑), and time (𝑡) are 𝑟 = 𝑡 , 𝑑 = 𝑟𝑡, and 𝑡 = 𝑟
Let 𝑥 = speed of the boat in still water

Take note that when moving upstream the current is against the boat and downstream the current moves with
the boat. Hence, we have
𝑟𝑎𝑡𝑒 𝑢𝑝𝑠𝑡𝑟𝑒𝑎𝑚 = 𝑥 − 8
𝑟𝑎𝑡𝑒 𝑑𝑜𝑤𝑛𝑠𝑡𝑟𝑒𝑎𝑚 = 𝑥 + 8
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
We can also construct a table for easy representation and remember that 𝑡𝑖𝑚𝑒 = 𝑟𝑎𝑡𝑒
Distance Rate Time
180
Upstream 180 𝑥−8
𝑥−8
250
Downstream 250 𝑥+8
𝑥+8
Note that: “… in the same time it can go…” from the problem means that the boat traveled upstream and
downstream in the same amount of time. So the equation will be:
180 250
=
𝑥−8 𝑥+8
Solving for the value of 𝑥:
180(𝑥 + 8) = 250(𝑥 − 8)
180𝑥 + 1,440 = 250𝑥 − 2,000
1,400 + 2,000 = 250𝑥 − 180𝑥
3,400 = 70𝑥
3,400 70𝑥
=
70 70
49.14 ≈ 𝑥
Answer:
The speed of the boat in still water is approximately 49.14 kilometers per hour.
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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

Example 7: Mr. Sta. Ana has a stack of letters to be typed. If Lucy takes 5 hours to type all the letters and Patricia
takes 7 hours to do the same job, how long will it take them to do the job all together?

Given:
• Lucy can type all the letters for 5 hours.
• Patricia can type all the letters for 7 hours.

Required:
• How long will it take them to do the job all together?

Solution:
• Let 𝑥 be the number of hours needed by Lucy and Patricia to type all the letters

We will construct table for easy representation:

Amount of work
Work done in 1 hr Time
completed
1 1
Lucy 𝑥 𝑥
5 5
1 1
Patricia 7
𝑥 𝑥
7

The part of the stack of letters they do together in 1 hour is the sum of the parts they do individually in 1 hour.
The equation will be:
1 1
𝑥+ 𝑥=1
5 7
Solving for 𝑥:
1 1
35 ( 𝑥 + 𝑥) = (1)35
5 7
7𝑥 + 5𝑥 = 35
12𝑥 = 35
12𝑥 35
=
12 12
11
𝑥=2
12
Answer:
11
Lucy and Patricia can finish the job in 2 12 hours or 2 hours and 55 minutes.

ACTIVITY 2.1.1
Solve the following problems. Show your complete solution.
𝑥 1
1. Solve for 𝑥:
𝑥−3
− 2 = 𝑥−3.
5 2 1
2. Solve for 𝑧:
2𝑧−6
+ 2𝑧−2 = 𝑧 2−4𝑧+3.
3. Emmanuel was told that his pool will fill through an inlet valve in 12 hours. He knew
something was wrong when the pool took 20 hours to fill. He found out that he had left
the drain valve open. How long will it take to drain the pool once it is filled and only the
drain valve is opened?
4. A van travels 100 kilometers in the same time that a car travels 120 kilometers. If the
car’s speed is 25 kph faster than the van’s, find the car’s speed and the van’s speed.
12
5. 35 less than the quotient of a number and 5 is the quotient of the number and 7. Find
the number.

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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

RATIONAL INEQUALITIES
As mentioned in the table earlier, a rational inequality is an inequality that involves a rational expression. Its
solution is the set of all real numbers which satisfies the inequality. The range of all possible solutions, written as
an interval notation, is called a solution set. To solve a rational inequality, follow the suggested steps stated
below.
Step 1 Write the inequality with one side to be zero.
Step 2 Express the non–zero side of the inequality as a single rational expression where both the
numerator and the denominator are expressed in factored form.
Step 3 Identify the critical values; these are the real numbers that make each factor in both the
numerator and the denominator of the rational expression zero.
Step 4 Draw and divide a number line into intervals marked by the critical values.
Step 5 Construct a table such that each row is a factor from step 2 while each column is an interval
identified from step 4.
Step 6 Determine the sign of the resulting value of each factor from Step 2. Summarize the signs of
each column by multiplying all signs under each column.
Step 7 Determine which columns satisfy the inequality.
• If the inequality states that the rational expression from step 2 is
𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑧𝑒𝑟𝑜, 𝑜𝑟 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑧𝑒𝑟𝑜, pick the columns (or intervals) whose
resulting sign in the summary are 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒.
• If the inequality states that the rational expression from step 2 is
𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛, 𝑜𝑟 𝑔𝑟𝑒𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑧𝑒𝑟𝑜, pick the columns (or intervals) whose
resulting sign in the summary are 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒.
Step 8 Express your final answer in interval notation.

Example 8:
𝑥 2 −3𝑥−10
Solve the inequality: ≤ 0.
𝑥 2 +2𝑥−15
We can skip steps 1 and 2 since the inequality already has zero on one side and the non–zero side is already
expressed as one rational expression. We proceed in factoring the polynomials in the numerator and in the
denominator.
𝑥 2 − 3𝑥 − 10
≤0
𝑥 2 + 2𝑥 − 15
(𝑥 − 5)(𝑥 + 2)
≤0
(𝑥 − 3)(𝑥 + 5)
Step 3: Identify the critical values. To do this, we can equate all factors to zero and solve each equation.
𝑥−5=0 𝑥+2=0 𝑥−3=0 𝑥+5=0
𝑥=5 𝑥 = −2 𝑥=3 𝑥 = −5
The critical values are −5, −2,3, and 5.
Step 4: Divide the number line into intervals marked by the critical values. Given the four critical values, we
separate the number line as:

Step 5: Construct a table of signs. Each row is a factor in the rational expression and each column is an interval
from the previous step.
Intervals
Factors (−∞, −5) (−5, −2) (−2,3) (3,5) (5, ∞)
𝑥+5
𝑥+2
𝑥−3
𝑥−5
Summary
Determine in which intervals the factors are positive.
If 𝑥 + 5 > 0, then 𝑥 > −5. The factor 𝑥 + 5 is positive if 𝑥 > −5.
If 𝑥 + 2 > 0, then 𝑥 > −2. The factor 𝑥 + 2 is positive is 𝑥 > −2.
If 𝑥 − 3 > 0, then 𝑥 > 3. The factor 𝑥 − 3 is positive is 𝑥 > 3.
If 𝑥 − 5 > 0, then 𝑥 > 5. The factor 𝑥 − 5 is positive is 𝑥 > 5.
Summarizing the result, we have:
Intervals
Factor (−∞, −5) (−5, −2) (−2,3) (3,5) (5, ∞)
𝑥+5 - + + + +
𝑥+2 - - + + +
𝑥−3 - - - + +
𝑥−5 - - - - +
Summary
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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

Step 6: Summarize the signs for each column. Summarize the signs of each column by multiplying all signs
under each column.
Intervals
Factor (−∞, −5) (−5, −2) (−2,3) (3,5) (5, ∞)
𝑥+5 - + + + +
𝑥+2 - - + + +
𝑥−3 - - - + +
𝑥−5 - - - - +
Summary + - + - +
Step 7: Determine the columns that satisfy the inequality. Recall the inequality being solved:
𝑥 2 − 3𝑥 − 10
≤0
𝑥 2 + 2𝑥 − 15
The inequality tells us that the rational expression on the left-hand side of the inequality is
𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑧𝑒𝑟𝑜, thus, we need the intervals where the product of the factor is 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒.
The inequality has the 𝑒𝑞𝑢𝑎𝑙 qualifier; thus, we include the critical values which will not make the denominator
zero in the set. In this problem, the values that will make the inequality undefined are 3 and −5.

Answer:
Therefore, the solution set of the inequality is:
(−5, −2] ∪ (3,5. ]

Example 9:
2𝑥−5
Solve the inequality > 3.
𝑥−5
Step 1: Rewrite to correct form. To do this, use the Subtraction Property of Inequality so that one side of the
inequality is zero.
2𝑥 − 5
>3
𝑥−5
2𝑥 − 5
−3 >0
𝑥−5
Step 2: Express the non-zero side as one rational expression. We need to find the LCD of the left–hand side of
the inequality, which is 𝑥 − 5.
2𝑥 − 5
−3 >0
𝑥−5
(2𝑥 − 5) − 3(𝑥 − 5)
>0
𝑥−5
2𝑥 − 5 − 3𝑥 + 15
>0
𝑥−5
−𝑥 + 10
>0
𝑥−5
Step 3: Identify the critical values. Equate all factors to zero and solve each equation.
−𝑥 + 10 = 0 𝑥−5=0
𝑥 = 10 𝑥=5
The critical values are 5 and 10.
Step 4: Divide the number line into intervals marked by the critical values. There are two critical values, so we
have:

Step 5: Construct a table of signs. Each row is a factor in the rational expression and each column is an interval
from the previous step.
Intervals
Factors (−∞, 5) (5,10) (10, ∞)
−𝑥 + 10
𝑥−5
Summary
Determine in which interval the factors are positive.
If −𝑥 + 10 > 0, then 𝑥 < 10. The factor −𝑥 + 10 is positive if 𝑥 < 10.
If 𝑥 − 5 > 0, then 𝑥 > 5. The factor 𝑥 − 5 is positive is 𝑥 > 5.

Summarizing the results, we have:

Intervals
Factors (−∞, 5) (5,10) (10, ∞)
−𝑥 + 10 + + -
𝑥−5 - + +
Summary
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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

Step 6: Summarize the signs for each column. We multiply the signs under each column and write the “product”
at the bottom row.
Intervals
Factor (−∞, 5) (5,10) (10, ∞)
−𝑥 + 10 + + -
𝑥−5 - + +
Summary - + -

Step 7: Determine the columns that satisfy the inequality. Initially, we are given the inequality
2𝑥 − 5
>3
𝑥−5
We rewrite this to the correct form and now have
−𝑥 + 10
>0
𝑥−5
The inequality tells us that the rational expression on the left–hand side of the inequality is 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 𝑧𝑒𝑟𝑜,
so, we are interested with the intervals where the product of the factors is 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒.

Answer:
Hence, the solution set of the inequality is (5,10).

Example 10:
A fans club decided to support their idol for the upcoming concert. The cost of renting a bus to take them to the
venue is Php22,500, which is to be divided equally among all the members. The concert promoter offers
discounts to groups arriving by bus. Concert tickets normally cost Php2,500 but are reduced by Php5 per ticket
for each person in the group (up to the maximum capacity of the bus). How many members must be in the fans
club for the total cost per member to be less than Php2,700?

Given:
• Renting the bus cost Php22,500.
• The museum tickets usually cost Php2,500.
• The ticket price will be reduced by Php5 for each person in the group.

Required:
• How many members must be in the fans club for the total cost per member to be less than Php2,700?

Solution:
We are asked for the number of members in the group.
So let 𝑥 = number of members in the group

The given information in the problem above may be organized as follows:

In Words In Algebra
Number of students in a group 𝑥
22,500
Bus cost per member
𝑥
Ticket cost per member 2,500 − 5𝑥

Setting up the model give us,

𝑏𝑢𝑠 𝑐𝑜𝑠𝑡 𝑡𝑖𝑐𝑘𝑒𝑡 𝑐𝑜𝑠𝑡
+ < 2,700
𝑝𝑒𝑟 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑝𝑒𝑟 𝑠𝑡𝑢𝑑𝑒𝑛𝑡
22,500
+ (2,500 − 5𝑥) < 2,700
𝑥
22,500
+ 2,500 − 5𝑥 − 2,700 < 0
𝑥
22,500
− 200 − 5𝑥 < 0
𝑥
22,500 − 200𝑥 − 5𝑥 2
<0
𝑥
(250 − 5𝑥)(90 + 𝑥)
<0
𝑥

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CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

The critical values are,

250 − 5𝑥 = 0 90 + 𝑥 = 0 𝑥=0
𝑥 = 50 𝑥 = −90

(−∞, −90) (−90,0) (0,50) (50, ∞)

(250 − 5𝑥) + + + −
90 + 𝑥 − + + +
𝑥 − − + +
(250 − 5𝑥)(90 + 𝑥)
+ − + −
𝑥

The table of signs shows that the rational expression is negative at (−90,0) and (50, ∞). Since we cannot
have a negative number of fans club members, it follows that the group must have more than 50 members for
the total cost per person to be less than Php2,700.

ACTIVITY 2.1.2
Determine the solution set of the given inequalities below. Show your complete solution.
3 −5
1. >
𝑥+1 𝑥−4
𝑥+2
2. <3
𝑥−2
2𝑥−5
3. +2≥0
𝑥−5
𝑥 2 −3𝑥−10
4. >0
𝑥−1
Solve the given problem below. Show your complete solution.
5. A plane flew 720 mi with a tailwind of 30 mi/h. The pilot planned to return to the starting
point, flying against the same wind. If the round-trip flight took 10 hours or more, what
are the possible airspeeds of the plane?

References:
• Gabuyo, Y., (2019) General Mathematics. Quezon City, Philippines: The Inteligente Publishing Inc.
• Oronce, O., (2016) General Mathematics, REX Book Store
• Sirug, W. (2016). Pre-Calculus for Senior High School – STEM Specialized Subject. Manila, Philippines:
Mindshapers Co., Inc.

Page 9 of 10 Autor.Delloro.Hipolito | ADNU STEM © 2024

CORE118 – General Mathematics
READING MATERIAL
Topic 2
1st Semester, SY 2024-2025

Answer to Activity 2.1.1

1. 𝑥=5
13
2. 𝑧= 7
3. The pool will drain in 30 hours.
4. The speed of the van is 125 kph while the speed of the car is 150 kph.
5. The number is 6.

Answer to Activity 2.1.2

7
1. (−1, 8) ∪ (4, ∞)
2. (−∞, 2) ∪ (4, ∞)
15
3. (−∞, 4 ] ∪ (5, ∞)
4. (−2,1) ∪ (5, ∞)
5. The possible airspeeds are found in the interval (30, 150].

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