MODULE IN ALGEBRA

LESSON
11

RATIONAL ALGEBRAIC EXPRESSIONS

Describe and illustrate rational algebraic

OBJECTIVES:

expression .
Interpret zero and negative exponents.
Evaluate algebraic expressions involving integral

exponents.
Simplify rational algebraic expression

RATIONAL ALGEBRAIC

Zero & Negative

Exponents

Evaluation of

Simplification of

Hello guys!!!
Lets have a great time learning Mathematics. This quarter will
feed your minds with Rational Algebraic Expressions. Enjoy the
activities while you explore, firm-up what you will discover,
deepen your learning and transfer through real-life applications.

MODULE IN ALGEBRA

Pre-requisite:

I. Matching Type: Match each item in column A with its simplest form in column B.
Write the letter of the correct answer on the space provided for before
each
number. Assume that the variables are nonzero.
Column A
2
1. 4 x

Column B
a. xy

2.

x 0+ y 0+ z 0

b.81

3.

xy z 0

c.

x4

4.

d.

4x

e.

5.

1
3

4
x2

6.

x y3 2

7.

( x y )( x

8.

4
3
x

9.

(30 x 4 a+5 ) (5 x 4 a +6)

7
2

4
5

1
2

g.

6
x

h. 3

i.

y6
x2

j. -81

10.

f.

1
x8

y5)

x 7 14

k. x3
II. Choose the letter that corresponds to each given statement.
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MODULE IN ALGEBRA
2

1. For a=b , ______ is the square of _____

A. a; b
B. a
C. b; a
D. b; d
2. When no index is indicated in a radical, then it is understood that the index is ____
A. 3
B. 2
C. 1
D. 0

A. 2

2 + 4) (3 2 4) is ____
B. 3 4

C. 12

D. 18

3. The product of (3

3
4. To simplify 15 , multiply it by ____
A.

B. 5

C.

25

D.

5. The value of x in equation

A. 124
C. 7

3 x+1 - 2 = 3 is ____

B. 26
D. 63

MODULE IN ALGEBRA

DEFINITION OF ALGEBRAIC
EXPRESSION

LESSON
1.1

Lets begin the lesson by

reviewing some of the previous lessons and
focusing your thoughts on the lesson. This may
help you in understanding Rational Algebraic
Expressions in Simplest Form. Perform each
given activity.
Activity 1:

Match Me

There are verbal phrases below. Look for the mathematical expression of each verbal
phrase from the box. Knowing how to translate verbal phrase into mathematical expression
is important in solving word problem of the lesson.
x
+2
4

3 y
a2 +2 a

pq
3

3 y
y

c2
3

1
9 2
w

10
+4
y

x 21
x 22 x +1

b2
(b+2)

w-

10x + 6

z 9

b (b+ 2)

3 9

3
c2

3
z3

3
z3

MODULE IN ALGEBRA
1. The ratio of a number x and four added to two
2. The product of the square root of three and the number y
3. The square of a added to twice the a
4. The sum of b and two less than the square of b
5. The product of p and q divided by three
6. One-third of the square of c
7. Ten times a number y increased by six
8. The cube of the number z decreased by nine
9. The cube root of nine less than a number w
10.A number h raised to the fourth power

Activity 2:
Explore!

Lets

In a weather bulletin, it was announced that a very strong

typhoon would hit the country in 3 days. Mr. Par is worried because his house still
needs some repairs. If he will not do something, his house might be completely
destroyed by the coming typhoon? Mr. Par knows that he needs 7 days to repair his
house.
a. What should Mr. Par do?
b. If he asks somebody to help him, how fast must that person work so that they can
finish repairing the house in 2 days?
c. Do you think the house can be repaired in 2 days even if somebody helps him?

Questions:
1. Can you answer the first question? If yes, how will you answer it? If no, what
must you do to answer the question?
2. How will you describe the second question?
3. How will you model the above problem?
These problems are related to our lesson Rational Algebraic Expressions. You
will be able to answer these problems after taking the next activities.

Activity 3:

KWLH

Write your ideas on rational algebraic expressions and algebraic expressions with
integral exponents. Answer the unshaded portion of the table.
5

MODULE IN ALGEBRA

What I Know

What I Want to
Find Out

What I Learned

How I Can Learn

More

You were engaged in some of the concepts in the lesson but there are questions in
your mind. The next section will answer your queries and clarify your thoughts
regarding the lesson.

Your goal in this section is to learn and

understand the key concepts on rational algebraic
expressions and algebraic expressions with integral
exponents.
As the concepts on rational algebraic
expressions and algebraic expressions with integral
exponents become clear to you through the succeeding
activities, do not forget to apply these concepts in real-life
problems especially to rate-related problems.

Activity 4:
Match Me Revisited
1.
2.
3.
4.
5.

What are the polynomials in the activity Match Me?

Describe these polynomials. Which are not polynomials?
List these non-polynomials under set R.
How do these non-polynomials differ from the polynomials?
Describe these non-polynomials.

MODULE IN ALGEBRA

Activity 5:
Compare and
Contrast
Use your answers in the activity Match Me-Revisited to complete the graphic
organizer. Compare and contrast. Write the similarities and differences between polynomials
and non-polynomials in the first activity.

POLYNOMIALS

NON-POLYNOMIALS

How Alike?

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
_____
How Alike?

__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________

In terms of . . .
___________________
___________________
___________________
___________________
___________________

__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________

In the activity Match Me, the non-polynomials are called rational algebraic
expressions. Your observations regarding the difference between polynomials and nonpolynomials in activities are the descriptions of rational expressions. Now, can you
define rational algebraic expressions? Write your own definition about rational
algebraic expressions in the chart on the next page.

Activity 6:
My Definition
Chart
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MODULE IN ALGEBRA

Write your initial definition of rational algebraic expressions in the appropriate

box. Your final definition will be written after some activities.
My Final
________________________________
Definition
________________________________

________________________________
My Initial
________________________________
Definition
_______________

_______________

Try to firm up our own definition regarding the rational algebraic expressions by doing
the next activity.

Activity 7:

Classify
Me
Rational
Algebraic
Expressions

Not Rational
Algebraic
Expressions

Note:
1
2

Rational Algebraic Expression is a ratio of two polynomials, however

is not a polynomial. It is simply a fraction because considering the laws of
exponent.

x =1

2 =x

Any number raised to

zero is always 1.

3 =0
So,

1
2

can be written in the form

1 0
x 8that will satisfy the definition of RAE.
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MODULE IN ALGEBRA

In the first few activities, you might have some confusions regarding rational
algebraic expressions. However, this section firmed up your idea regarding rational
algebraic expressions. Now, put into words your final definition of a rational algebraic
expression.

Activity 8:
My
Definition Chart

Write your initial definition of rational algebraic expressions in the appropriate

box. Your final definition will be written after some activities.

________________________________
My Initial
________________________________
Definition
_______________

My Final
________________________________
Definition
________________________________
_______________

Compare your initial definition with your final definition of rational algebraic expressions.
Are you clarified with your conclusion by the final definition? How? Give at least three
rational algebraic expressions different from those given by your classmate.

Note:
A rational algebraic expression is a ratio of two
polynomials provided that the denominator is not equal to
zero. An expression is a rational expression if it can be written
in the form

p
q

, where p and q are polynomials and q 0.

All terms or expressions are Rational Algebraic

Expression as long as it is a rational number be it in a fraction
2

form or in polynomial form ( ax + bx+ 1 . However any terms

9
or expressions divided by zero is not Rational Algebraic

MATH DETECTIVE
Rational algebraic
expression is a ratio of two
polynomials where the
denominator is not equal to
zero. What will happen
when the denominator is
not equal to zero? What will
happen when the
denominator of a fraction
becomes zero?
Clue: Start investigating in

4
=2
2

4=(2)(2)

1
4

MODULE IN ALGEBRA

In the activities above, you had encountered rational algebraic

expressions. You might encounter some algebraic expressions with negative or
zero exponents. In the next activities, you will define the meaning of algebraic
expressions with integral exponents including negative and zero exponents.

ZERO AND NEGATIVE EXPONENTS

LESSON
1.2
RECALL
LAWS OF EXPONENTS

Activity 9:

I-Product of Powers
For any real number x,
and any positive integers n and
b:

x n . x n+b

II-Power of a Power
For any real number x,
2.2.2.
and any positive integers
n and
b:
2.2

x n b=x nb
2.2.2.

2
III-Power of a Product
2.2.2

For any real numbers x

and y, and any positive integer
n:
2.2

xy

Let the Pattern Answer

it!

Complete the table below and observe the pattern.

B C

2532
5

3.3.3.
3.3

B C

3524
3

4.4.4.4
.4

B C

4 5102
4

x.x.x.
x.x

3.3.3.
3
3.3.3

4.4.4.4
4.4.4

x.x.x.
x
x.x.x

3.3

4.4

x.x

x5

IV-Power of a Quotient
For all integers n and b,
and any nonzero number x.

You observed in the table that instead of writing the whole operation of
multiplying a number by itself, it can be simplified by writing the number x and
raised it to the number of times n it will multiplied. In symbols,
x n , where x is the base and n is the exponent, index, or power.
In the first example, you have learned in your previous years that
multiplying 2 five times by itself or that is 2x2x2x2x2 that results to 32.
10

25

is

MODULE IN ALGEBRA

Use your observations in the activity above to complete the table below.

A
5

B
32

24
3

A
3

243

34

44

1024

A
x

22

32

42

x2

20

30

40

x0

21

31

41

x1

x.x.x.
x.x

s4

23

33

43

x3

The exponent of a number says how many times to use a number in

multiplication. For example,

82=8 8=64 , the exponent 2 indicates that 8 will be

2

multiplied twice to itself. In words,

can be read as 8 to the power of 2, 8 to

second power or simply 8 squared.

On the other hand, a negative exponent means how many times to divide by
2

8 .

the number. Lets take a look at

1
2
When simplified 8 =1 8 8= 64 =0.016 . It

could also be done this way,

8 =1 8 8=

1 1
= =0.016
. The last example could be
82 64

an easier way in handling negative exponents. First, disregard the negative sign of
n

the exponent and calculate it, then get the reciprocal of the result. That is,

.
Exercises:
Rewrite each item to expressions with positive exponents.
1.

b4

6.

de 5 f
11

x =

1
xn

MODULE IN ALGEBRA
3

2.

c
8
d

3.

w z

8.

14 t

4.

n2 m2 0

9.

p0

5.

x y

x+y

10.

7.

3 2

Activity 11:
FY

a6 b8 c 10 0

a5 b 2 e 8

2
0
(ab+ c)

SIMPLY--

Simplify the following. Express your answer in fraction form.

1.

2-4

2.

4-2

3.

x-6

4.

3z-2

5.

1
3-2

6.

50

7.

2-523

8.

x3x-7

9.

33
35

10.

x4 RECALL
LAWS
x-6 OF NEGATIVE

11.

x0

12.

1001-1

EXPONENTS

I-Exponent of 0 or 1:

x 0=1

or

x 1=x

II-Negative exponent:
1

x =

1
x

III-Negative exponent in the

denominator:

1
=x
x

IV-Negative exponent on the

quotient:

y a
a
=

Activity 12:
UP

MATCH

Match each of the expressions in the squares of the grid below

with an equivalent simplified expression from the top. If an
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MODULE IN ALGEBRA
equivalent expression is not found among the choices A through D,
then choose E (none of these).

A. 1

B.

1
x2

C.

9 x2 y3
9 x 4
y3

D.

E. none of the these

4 x 2 0

x
4

4 x 2

x 2

x
2

3 xy

3x y

x 2

9 x 2 y 3 0

y 2 2

3x
y7

xyz 2
2 yz 2

3 xab 4

y
y
( 4 4 )
a b

32 y3
4
x

1 0

x2
4

27

100 x y
a4 b 4

35

13

4 x0

MODULE IN ALGEBRA

8 x2

2 1

2 x 1 z2 2

3x y
2 2
3(x y )

( )
2

x
8

Activity 13:
CHART

12 x 4
5
4
5
12 x

3-2-1

Complete the chart below.

3 things
you found
out

2
interesting
things
1 question
you still
have

Activity 14:
right?

Who is

Allan and Gina were asked to simplify

n3
n4

. Their solutions are shown below

together with their explanation. Which of them has the right solution.
Allans Solution
n3
=n3 (4) =n7
4
n

I used the quotient law of

exponents in my solution since
they have the same base and
subtracted the exponents.

Ginas Solution
3
3
4
n
n
3n
7
=
=n
=n
4
1
1
n
4
n

I expressed the exponent of the

denominator as positive integer, then
I followed the rules in dividing
polynomials.
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MODULE IN ALGEBRA

Allans solution is wrong because in the law of negative exponent, variables

with negative exponents should be expressed in its reciprocal to become positive
before it can be simplified. In Ginas solution, it is wrong that she expressed

n4

as

1
1
xn= n
4 . Remember that the law of negative exponent takes the form,
n
x .

You have learned some concepts of rational algebraic expressions as you

performed the previous activities. Now, let us try to use these concepts in a different
context.

Activity 15:
PAR

SPEEDY

Par finished the 15-meter dash within three seconds. Answer the questions below.
1. How fast did Par run?
2. At this rate, how far can Par run after four seconds? five seconds?
six seconds?
3. How many minutes can Par run for 50 meters? 55 meters? 60 meters?

What you just did was evaluating the speed that Par run,
substituting the value of the time to your speed, you come up
with distance. When you substitute your distance to the formula
of the speed, you get the time. This concept of evaluation is the
same with evaluating algebraic expressions. Try to evaluate the
following algebraic expressions in the next activity.

RECALL
Speed is the rate of
moving object as it
transfers from one
point to another. The
speed is the ratio
between the distance
and time traveled by
the object. In symbol,

v=

Activity 16
value

d
t

My

Find the value of each expression below by evaluation.

My

Value of

Value of

My Solution
15

My

MODULE IN ALGEBRA

Expression
a2 +b 3

a
2

b
3

Value
31

Example:
a2 +b 3=22 +33
4 +27
31

a2
3
b

-2

27
4

Example:
2
a2 (2 )
=
b3
33
3

a2
b3

a b

3
(2 )2

27
4

Questions:
1. What have you observed in the solution of the examples?
2. How did these examples help you find the value of the expression?
3. How did you find the value of the expression?

16

MODULE IN ALGEBRA

Activity 17:
CONNECT TO MY
MATCH EQUIVALENT
Match column A to its equivalent simplest fraction in column B.
A
B
5
20

1
3

8
12

1
4

4
8

3
4

5
15

1
2

6
8

2
3

Questions:
1. How did you find the equivalent fractions in column A?
2. Do you think you can apply the same concept in simplifying a rational
algebraic expression?

You might wonder how to answer the last question but the key concept of
simplifying rational algebraic expressions is the concept of reducing a fraction to its
simplest form.
Examine and analyze the following examples.

LESSON
1.3

SIMPLIFYING RATIONAL ALGEBRAIC

EXPRESSION
17

MODULE IN ALGEBRA

Lets analyze and examine the following examples.

Example 1:

Solution:
90
240

by removing a factor equal to 1.

30 3
30 8

30

30

=1

Factoring the rational expression

90
240

Factoring the numerator and the denominator

Simplify

3
8
3
8

3
8
Removing a factor of (Multiplicative Property)

Example 2:
Simplify

3 x2 y4
3 3
21 x y

Solution 1:

Factoring the numerator and the denominator

3 x2 y4
3 x2 y3 y
=
21 x 3 y 3 3 x2 y 3 7 x

y
7x

Removing a factor of 1

y
7x

Factoring the rational expression

3 x 2 y3
3 x 2 y3

(x 0)( y 0)

Solution 2:
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MODULE IN ALGEBRA

3 x2 y4
3 x2 y 4
=
21 x 3 y 3 7 x3 y 3 3

y
7 x (x 0)(y 0)

Applying = or

Factoring

y 43
7 x 32

Example 3:
Simplify

x y
y x .

Solution:
x y
xy
=
y x ( x y)
The quotient of opposites is -1

= -1 , if y x

RECALL
Property
The quotient of two
polynomials that have
opposite signs and are
additive inverses is -1.

Web- based Booster

Watch the videos for more examples.
http://www.youtube.com/watch?v=MxmeUBr5eI
http://www.youtube.com/results?
search_query=simplifying+rational+algebr
aic+expression

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MODULE IN ALGEBRA

Read and understand important notes about

Rational Algebraic Expressions in Simplest Forms.
Use the mathematical ideas and the examples
that will be presented in answering the activities
provided.

Rational expression that can be written as a quotient of two polynomials p and q,

where q 0, is a rational algebraic expression. The following are examples of rational
expressions which are not rational algebraic expression.
Examples:

5x
0

NOTE

1. The expression

The quotient of
rational
expression
becomes
undefined when
the denominator
is equal to zero.

denominator is zero.
2. In the expression

is undefined or has no meaning because its

x+7
x7

the value of x that would make the

denominator equal to zero is 7. Thus, if 7 is substituted to the given

7+7 14
expression, the result is 77 = 0 .
3. The expression

5
3 ab becomes undefined or has no meaning if any or

both of the variables a and b are equal to zero. If 0 is substituted to any

variable in the denominator, the product of the factors in the denominator
becomes zero.
3
3
3
=
=
If a = 0, then ab ( 0 ) b 0 .
If b = 0, then

3
3
3
=
=
ab a ( 0 ) 0

3
3
= s
If both a and b are equal to zero, then = (0)(0) 0 .

If the numerator and denominator of a rational algebraic expression have no common

factor other than 1, then it is in its simplest form or it is in lowest terms.

20

MODULE IN ALGEBRA

The Fundamental Property of Rational Expressions states that if

rational expression and k is any polynomial not equal to zero, then

p
q , where q 0, is a

pk p
=
qk q . Thus, you can

k
cancel common factors from a rational expression to simplify. This is true because k =1 .
The fundamental property of rational expressions permits us to write a rational
algebraic expression in lowest terms, in which the numerator and denominator have no
common factor other than 1.

Activity 18:

Match it Down

Match each rational algebraic expression to its equivalent simplified expression from
choices A to E. Write the rational expression in the appropriate column. If the equivalent is
not among the choices, write it in column 1.

A. -1

B. 1

C. a+5

D. 3a

E.

a +6 a+5
a+1

a3 +2 a2 + a
2
3 a + 6 a+3

3 a 6 a
a2

a1
1a

(3 a+2)(a+1)
3 a2 +5 a+2

3 a327 a
(a+3)(a3)

a3 +125
a 225

a8
a+ 8

18 a 23 a
a+6 a

3 a1
13 a

3 a+ 1
1+3 a

a2 +10 a+25
a+5

Web- based Booster

For more activities, you may check
http://www.onlinemathlearning.com/grade7-8-mathworksheets.html
21

a
3

MODULE IN ALGEBRA

Activity 19:
The Circle
Process
In each circle write the steps in simplifying rational algebraic expressions. You can add
or delete circles if necessary.

Activity 20:

Simplify Me!

A. Below are different fractions. Use these in answering the questions that follow.
4
12

1
5

5
25

7
35

3
15

2
5

24
32

4
28

6
24

6
10

1. Which of the fractions are expressed in simplest forms?

Which are not? Why?
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MODULE IN ALGEBRA

2. Simplify the fractions that are not written in simplest forms.

3. Which of the fractions are equivalent? Justify your answer.
4. When do you say that a fraction is in its simplest form?
5. Give five fractions that are written in simplest forms.
B. Identify the rational algebraic expressions that are expressed in simplest forms.
Answer the questions that follow.

1.

3 x3 y
x y

2.

5 x2
5 x +2

3.

3m
3+ m

4.

x 236
x6

5.

x 2 +8 x+ 16
6
x 16

6.

t+10
t 10

7.

a2 +6 a+ 9
2
a 6 a+ 9

8.

x2 y
2 yx

9.

15 a 6 b 7
5 x4 y5

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2

t 4 t5
t 21

10.

In this section, the discussions are introduction to rational algebraic expressions.

How much of your initial ideas are found in the discussion? Which ideas are different and
need revision? Try to move a little further in this topic through the next activities.

Your goal in this section is to relate the operations of

rational expressions to real life problems, especially rate
problems.

Work problems are one of the rate-related problems and usually deal with persons
or machines working at different rates or speed. The first step in solving these
problems involves determining how much of the work an individual or machine can
do in a given unit of time called the rate.

Lets Examine
Jul-ann can paint the wall in five hours. What part of the wall is painted in three
hours?
Figure 1. The shaded cell represents an hour of Jul-anns work.

SOLUTION:

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MODULE IN ALGEBRA

The rate of work is the part of the task that is completed in one unit of time. In Julanns work, there are five units (refer to the figure) and out of that five units, she was able
to complete only one unit which is written as

1
5

basing it from the formula for rate

Since Jul-ann can paint in five hours, then in one hour, she can paint

Her rate of work is

paint (3)

1
5

1
5

v=

t
d .

of the wall.

of the wall each hour. Therefore, in three hours, she will be able to

1 3
( )= of the wall.
5 5

You can also solve the problem by using a table. Examine the table below.
Rate of work (wall painted Time worked
per hour)
1
1 hour
5

Work done (wall painted)

1
5

1
5

Next 1 hour

2
5

1
5

Another next 1 hour

3
5

Lets explore 2
In a weather bulletin, it was announced that a very strong typhoon would hit the
country in 3 days. Mr. Par is worried because his house still needs some repairs. If he will not
do something, his house might be completely destroyed by the coming typhoon? Mr. Par
knows that he needs 7 days to repair his house.
Analyzing the situation of Mr. Par, it is only right to conclude that he needed help
to repair his house. He needs 7 days to repair his house but within 3 days the
typhoon would hit his place that indicates that he will not be able to finish the
repair before or on 3 days if he works alone. If Mr. Par needs to finish his house
repair within two days, we can suggest that he should get a co-worker who is
thrice faster than him.

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MODULE IN ALGEBRA

Activity 21:

HOW FAST

You printed your 40-page reaction paper. You observed that printer A in the internet
shop finished printing in two minutes. How long will it take printer A to print 150 pages? How
long will it take printer A to print p pages? If printer B can print x pages per minute, how long
will it take to print p pages> the rate of each printer is constant.

Printer
Printer A

Pages
40 pages
45 pages
150 pages
p pages
p pages
30 pages
35 pages
40 pages

Printer B

Time
2 minutes

Rate

x pages per minute

Questions:
1. How did you solve the rate of each printer?
2. How did you compute the time of each printer?
3. What will happen if the rate of the printer increases?
4. How do time and number of pages affect the rate of the printer?
Lets take another example that may help you out in answering the succeeding activities.
Jay can construct a toy car made of wood in 6 hours while Jose can do the same in 8
hours. How long would it take Jay and Jose to construct a toy car if they will both work
together?
First, lets assign variables.
Let x=the number of hours for Jay and Jose to construct the toy.
Next, we answer the question: How much work is completed by each person per 1 unit of
time?
In 1 hour,
Jay completed

Jose completed

1
6

of the work.
1
8

of the work.

Then, we combine the number of hours of their work multiplied to the number of hours of
working together which is represented by x that will result to 1 toy constructed.
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( 16 + 18 ) x=1
Working further on the equation created,

( 16 + 18 ) x=1
1
1
x + x=1
6
8
Get the LCD of 68 :

Add similar terms:

4x 3x
+ =1
24 24

( 724x =1)24

Multiply both sides by 24 eliminate 24 :7 x=24

Divide both sides by 7 get the value of x :

x=

7 x 24
=
7
7

24
3.429
7

Therefore, working together, it takes about 3.4 hours for Jay and Jose to construct a toy car
made of wood.

Activity 22:

TRY THIS

1. Suppose a government office have a hundred employees. Every employee should receive
a minimum salary of 18, 000 pesos a month and a maximum salary of 30, 000 pesos
amount. Find out the least amount of budget allocation for the employees and the
maximum budget allocation.
2. Elaine and Sam sells banana que for a living. Elaine can sell 20 sticks of banana que a
day. If the two was able to sell 65 sticks of banana que on Tuesday, how many sticks was
Samuel able to sell?
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MODULE IN ALGEBRA

3. The students of Par School Academy goes to a tree planting project in Mt. Hanku-amo.
During the first hour, the students were able to plant 50 trees. How fast should the
students take to plant all 500 trees before one oclock when they started at eight in the
morning?
4. Glesie noticed that Cathy was having a hard time answering the activity given by their
teacher about the movie they have watched. Cathy, who cannot hear, did not totally
understand the movie and still in number two question out of the 10 questions. If Glesie
could answer a question 6 minutes each, would she be able to help Cathy 10 minutes
before their one hour class ends? Justify your answer.
5. Mother would like to choose the right fever remover for her son. Brand A can cool down a
fever two hours after its taken while Brand B works twice the first brand but will cool
down fever totally. Mother chooses Brand B. Is her decision correct? Why or why not?

Activity 23:
RATES
1. Ryan walks 2 km in going to school while Susan rides a jeepney in travelling 6 km.
Lindas rate of travel while riding in a tricycle is four times than that of Ryans rate of
walking.
a. How would you represent Ryans rate of walking?
How about Susans rate of travel while riding in a jeepney?
b. How would you represent the time Ryan spends in walking?
How about the time Susan spends in riding a jeepney?
c. How much time does Ryan spend in walking if he walks at a rate of 5 kph?
How about the time that Susan spends in riding a jeepney?
d. Suppose they leave their respective house at the same time, who would reach the
school first? Explain your answer.
2. Working together, Yan and Ry can construct a cabinet in 6 days. If Dante works alone,
he can finish constructing the cabinet in 8 days.
a. What can you say about the given situation?
b. If Yan and Ry work together in constructing the cabinet, what part of the job can
they finish in 1 day?
c. If Yan works alone, what part of the work can he finish in 1 day?
d. What expression represents the part of the work Ry can finish in 1 day?
e. What equation would represent the part of the work Ry can finish in 1 day?
f. How would you determine the number of days Ry would take in constructing the
cabinet if he works alone? How about Yan?
g. If you were them, would you rather work alone or work together? Justify your
answer.
3. A company that manufactures t-shirts has fixed cost of Php 50, 000 and variable cost
of Php 205 per shirt.
a. How many shirts must be manufactured to have an average cost of Php 500 per
shirt?
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b. In what instance would the average cost per shirt increase to more than Php 300?
c. If you were the manufacturer, what would you do to lower the average cost of each
shirt?

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