School Sapian National High School Grade Level Grade 8

DAILY Teacher Cherose C. Lumbo Learning Area Mathematics

LESSON LOG Teaching Dates and Time 7:30 am - 8:30am 1:00 am - 2:00pm Quarter First
9:30 am - 10:30am
Monday Tuesday Wednesday Thursday Friday
(10/3/22) (10/4/22) (10/5/22) (10/6/22) (10/7/22)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and
inequalities in two variables and linear functions.
B. Performance Standards Is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two
variables and linear functions, and solve these problems accurately using a variety of strategies.

C. Learning The learner performs operations on The learner performs operations on The learner performs operations on The learner performs operations on The learner performs operations
Competencies/Objectives rational algebraic expressions. rational algebraic expressions. (M8AL- rational rational on rational
Write the LC code for each. (M8AL-Ic-d-1) Ic-d-1) algebraic expressions. algebraic expressions. algebraic expressions.
(M8AL-Ic-d-1) (M8AL-Ic-d-1) (M8AL-Ic-d-1)
a. State the rules in a. State the rules in multiplying rational
multiplying rational algebraic expression. a. Divide rational expressions. a. Divide rational expressions.
algebraic expression. b. Multiply rational algebraic b. Perform the steps in dividing b. Perform the steps in dividing rational
a. Reduce the fraction in simplest
b. Multiply rational algebraic expressions. rational algebraic expressions. algebraic expressions. form.
expressions. c. Practice the value of carefulness in c. Appreciate the values and c. Appreciate the values and b. Add or subtract the rational
c. Practice the value of everything they do. importance of rational expressions importance of rational expressions in expression with similar
carefulness in everything in real life situation. real life situation. denominators.
they do. c. Develop cooperative learning
in group activity.
II. CONTENT Multiplying Rational Algebraic Multiplying Rational Algebraic Dividing Rational Algebraic Dividing Rational Algebraic Adding Similar Rational Algebraic
Expressions Expressions Expressions Expressions Expressions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 70-73 88- 89 90 -92 90 -92 92 -93
2. Learner’s Materials
pages
76-80 pages 76-80 pages 91-92 pages 91-92 pages 95-97
3. Textbook pages Intermediate Algebra II, pp. 92-93; Intermediate Algebra II, pp. 92-93; Intermediate Algebra II, pp. 92-93;
Mendoza, et.al, Intermediate Mendoza, et.al, Intermediate Algebra, Mendoza, et.al, Intermediate
None None Algebra, pp. 176-177 pp. 176-177 Algebra, pp. 176-177

4. Additional Materials https://www.youtube.com/ https://mcckc.edu/tutoring/ https:// https://www.youtube.com/

from Learning
Resource (LR) Simplifyingrational docs/bt/algebra/ www.youtube.com/watch? watch?v=_9bYYiXuwdI
portal Multiplying_Rational_Expressi v=_9bYYiXuwdI
ons.pdf
B. Other Learning flashcards, projector, laptop, flashcards, projector, laptop, flashcards, projector, laptop,
Resources Intermediate Algebra II Intermediate Algebra II
PowerPoint presentation PowerPoint presentation PowerPoint presentation
Textbook for Second Year Textbook for Second Year
 IV. PROCEDURES
A. Reviewing previous Find the product of the following. Find the product of the following. Using flashcards let the students Using flashcards let the students give Pass the Basket
lesson or presenting the give the reciprocal of the following. the reciprocal of the following. A. Give the sum or difference
new lesson.
2 3 2 3 7 3.
x−1 7 3.
x−1 of the following.
· =¿ · =¿ 1. 1.
6 5 6 5 12 x 2 x2 12 x 2 x2 3 8 1 4
1. + 3. +
2 2 2 2 4 4 3 3
· =¿ · =¿
3 5 3 5
3 4 3 4 1 5 3 8 33
· =¿ 5x 1 2. + 4. +
7 9
· =¿
7 9 2. 4. 5x 4. 8 8 40 40
10 y 30 xy 2. 30 xy
4 3
· =¿
4 3 10 y
· =¿ B. Reduce the following in
7 7 7 7 simplest form.
8 7 8 7 5.4 xyz 3 18
· =¿
9 8
· =¿ 5.4 xyz 1. 3.
9 8 9 90
40 21
2. 4.
60 60
B. Establishing a purpose Presentation of Objectives Presentation of Objectives To divide rational algebraic To divide rational algebraic The sum of two rational expressions is the
for the lesson. expressions, multiply the first expressions, multiply the first product of the numerators divided by the
expression by the reciprocal of the expression by the reciprocal of the product of the denominators.
second expression. second expression.

C. Presenting Illustrative examples Illustrative examples Illustrative examples: Illustrative examples: Illustrative examples
examples/instances of the 2 2 Divide and simplify the following. Divide and simplify the following.
new lesson. 1.
7x 4
∙ 1.
7x 4
∙ 1. Find the sum of
3x
8 3 x3 8 3 x3 y+5
Solution: Solution: x 2 +2 x+1 x2 −1 and
4−2x
1. ÷
x2 +4 x+3 x 2−2 x+1 x 2 + 2 x +1 x 2−2 x +1 y+5
= ⋅ 2
(x ¿¿ 2) (x ¿¿ 2) x 2 +4 x+3 x −1 Solution:
(7) (7)¿ ¿ 2 2
22
22 x +2 x +1 x −2 x +1 3 x+4−2x
(2¿¿ 2)(2)∙ ¿ (2¿¿ 2)(2)∙ ¿ = ⋅ =
(3 x)(x ¿¿ 2)¿ (3 x)( x ¿¿ 2)¿ x 2 +4 x+3 x2 −1 2
x +2 x+ 1 x −1 2
y+5
1. 2
÷ 2
x + 4 x +3 x −2 x +1 x +4
= = ( x+1)( x+1) ( x−1)( x−1) =
= ⋅ y +5
( 7 ) ( x ¿¿ 2) ( 7 ) (x ¿¿ 2) ( x+3)( x+1) ( x−1)( x+1) x−1
¿ ¿ =
(2¿¿ 2) (2¿¿ 2) x+ 3
(2¿¿ 2)(2) ∙ ¿ ¿(2¿¿ 2)(2) ∙ ¿¿
(3 x )( x ¿¿ 2)¿ (3 x )(x ¿¿ 2) ¿
x−1
=
x+ 3
 7 7
= =
6x 6x

D. Discussing new Video presentation on multiplying Video presentation on multiplying 1. How do we divide rational 1. How do we divide rational algebraic 1. What are the different
concepts and practicing rational algebraic expressions. rational algebraic expressions. algebraic expressions? expressions? techniques used to solve for sum
new skills #1. 2. Why do we have follow rules? 2. Why do we have follow rules? or similar rational algebraic
expressions?
2. Describe the pattern.
3. Enumerate the pattern
observed.

E. Discussing new 1. How was the video 1. How was the video Fill in the missing Fill in the missing Find the sum of the following
concepts and presentation? Did presentation? Did expressions to find the expressions to find the rational algebraic expressions.
Express your answer in simplest
practicing new skills you enjoy it? you enjoy it? quotient of the following quotient of the following form. Let the students work by
#2. 2. What are the things 2. What are the things rational algebraic rational algebraic pairs.
to consider in using to consider in using expressions. expressions.
x−3 y x+3 y
cancellation in cancellation in n+3 2 n+1 n+3 2 n+1 1. +
multiplying rational l multiplying rational 1. ÷ 1. ÷ 6 x3 y 6 x3 y
2n+8 6 n+24 2n+8 6 n+24
algebraic algebraic expression?
6 x 3−4 x
expression? 3. What are the steps 2. +
3. What are the steps on multiplying rational n+3 ? n+3 ? y−5 y−5
= ⋅ = ⋅
on multiplying algebraic 2 n+8 ? 2 n+8 ?
rational algebraic expressions?
expressions? n+3 ? n+3 ?
= ⋅ ? = ⋅ ?
= =
2(?) 2n+1 2 n+1 2(?) 2n+1 2 n+1
F. Developing Find the product of the Find the product of the Find the quotient of the Find the quotient of the Find the sum and simplify your
mastery following. Simplify if following. Simplify if possible. following. following. answer.
a−b
. 6 a−3b
(Leads to Formative possible. 8 c 2 21 1. −
Assessment #3). 2 1) ∙ =¿ 2 a+4 a+2 2 a+4 a+2 8b 8b
8 c 21
∙ =¿ 15 c2 1. ÷ 1. ÷
1) 6 a−8 a−5 6 a−8 a−5
15 c2 (a−1)
2
6
2) ∙ =¿ 10 2 x+9 5 x−7
(a−1)2 6 30 a−1 2 2 2 2 2. + +
2) ∙ =¿ 15 x +16 x+4 6 x +31 x+18 15 x +16 x+4 6 x +31 x+18 x−3 x−3 x−3
30 a−1 2. ÷ 2. ÷
20 x 2+4 x+14 8 x 2+50 x+63 20 x 2 +4 x+14 8 x 2 +50 x+63
 2 2
n −1 13 n n −1 13 n
3) ∙ =¿ 3) ∙ =¿
39 n 7 n+7 39 n 7 n+7 5 5 a+1
4) 4) 3. 2
+ 2
2 3 2 3
a +3 a+2 a +3 a+2
4 x −5 x 3x 4 x −5 x 3x
3
∙ 3 2
=¿ 3
∙ 3 2
=¿
6x 40 x −50 x 6x 40 x −50 x
21 m2 m2 +3 m+ 2 21 m2 m2 +3 m+ 2
5) ∙ =¿ 5) ∙ =¿
3 m+6 7m 3 m+6 7m
G. Finding practical Like or unlike Like or unlike Solve for the missing Solve for the missing dimension. (Group Activity)
applications of concepts Compare the sets of Compare the sets of rational dimension. 1. The width of a rectangular Let’s tour the Province!!
and skills in daily living. Find the perimeter of the following
rational algebraic expressions algebraic expressions in the 1. The width of a rectangular plate is
in the table below. Check like table below. Check like if the plate is plane figures found in each
if the entry in Column I is entry in Column I is equivalent to
6 x 2 −11 x −10 historical sites of the Province of
2
equivalent to the entry in the entry in Column II and unlike
6 x −11 x −10 9 x 2 +12 x +4 Capiz.
Column II and unlike if the if the entries in the two columns 9 x 2 +12 x +4
entries in the two columns are are not equivalent.
not equivalent. While the area is 6x2-19x-10.
While the area is 6x2-19x-10. Find its length.
Find its length.

H. Making generalizations MULTIPLYING RATIONAL MULTIPLYING RATIONAL Division of rational expression is Division of rational expression is In adding similar or subtracting rational
and abstractions about the expressions, add or subtract the
ALGEBRAIC EXPRESSIONS ALGEBRAIC EXPRESSIONS defined as defined as
lesson. numerators and write the answer in the
1. Write each numerator and 1) Write each numerator and numerator of the result over the common
denominator in factored denominator in factored denominator. In symbols,
form. form. Where a, b, c and d are b, d, Where a, b, c and d are b, d, and c ,
2. Divide out any numerator 2) Divide out any numerator and c are nonzero. are nonzero. a c a+c
factor with any matching factor with any matching
+ = , b≠0
To divide rational algebraic To divide rational algebraic b b b
denominator factor. denominator factor. expressions: expressions:
3. Multiply the rational 3) Multiply the rational 1. Multiply the dividend by the 1. Multiply the dividend by the
expressions. expressions. reciprocal of the divisor. reciprocal of the divisor.
4. Simplify if possible. 4) Simplify if possible. 2. Factor the numerator and the 2. Factor the numerator and the
denominator. denominator.
3. Cancel common factors. 3. Cancel common factors.
 Simplify, if possible. Simplify, if possible.

I. Evaluating learning. Find the product in simplest form. Find the product in simplest form. Find the quotient of the Find the quotient of the following: Find the sum of the following.
a 3 4b following: 2 Write your answer in simplest
1) ∙ ∙ =¿ a 3 4b 4 x −1 6 x−3 form.
b 2 9 ∙ ∙ =¿ 2 1. ÷ 2
1) 4 x −1 6 x−3 18 xy
4 x 10 y b 2 9 1. ÷ 2 16 x +8 x 6 a+ 4 5
2) ∙ =¿ 4 x 10 y 18 xy 16 x +8 x 1. +
5y 8 2) ∙ =¿ 2 b+3 b +3
20 x +3 x−9
6 x2 8 y 2 5y 8 2
20 x +3 x−9 2. ÷12x 2 −11 x−15
3) ∙ =¿ 2
6x 8 y
2
2. ÷12x −11 x−15 21 x−35 x
2 2 y +3 y
y 6 3) ∙ =¿ 21 x−35 x2
2. +
y 6 2 x−18 2 x−18
21 x 2 x 2 3 x +2
4) ∙ 21 x 2 x 2 3 x +2 =
3 xy +6 7x 4) ∙
= 3 xy +6 7x
5) 5)
2 2
5 x +30 4 x y 5 x +30 4 x y
∙ =¿ ∙ =¿
2 xy −6 y x−6 2 xy −6 y x−6
J. Additional activities for Multiply the following. Multiply the following. “Chain Reaction” “Chain Reaction” A. “Snow Storm”
application or remediation. 1 1 1 1 Use the chain reaction chart to Use the chain reaction chart to Let the students get a piece of
1) ∙ =¿ 1) ∙ =¿ sequence your steps in dividing sequence your steps in dividing rational paper (scratch will do). Tell them to
x+ y x− y x+ y x− y rational algebraic expressions. Write algebraic expressions. Write the write the concepts, terms they’ve
the process or mathematical process or mathematical concepts used
concepts used in each step in the in each step in the chamber. Add
learned in adding similar rational
2) 2) algebraic expressions. Crumple
chamber. Add another chamber, if another chamber, if necessary.
3 a+12 4 b−20 3 a+12 4 b−20 the paper. Throw it lightly into the
∙ =¿ ∙ =¿ necessary. Follow up Questions:
2 b−6 2 a+8 2 b−6 2 a+8 Follow up Questions: 1. Does every step have a air (to create a snow). Let them
1. Does every step have a mathematical concept? pick the crumpled paper next to
mathematical concept? 2. What makes the mathematical them and call on at least 5
2. What makes the mathematical concept important to every step? students to read the writings aloud.
concept important to every step? 3. Can mathematical concept in every Process and correct the student’s
3. Can mathematical concept in step be interchanged? How? misconceptions whenever they
every step be interchanged? How? 4. Can you make another method in
4. Can you make another method in dividing rational algebraic expressions?
arise.
dividing rational algebraic How?
expressions? How? B. Study the rules in adding
dissimilar rational algebraic
expressions.

V. REMARKS
VI. REFLECTION
1. No.of learners who
earned 80% on the
formative
 assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work?
No.of learners who
have caught up
with the lesson.
4. No.of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

CHEROSE C. LUMBO FELSIE D. OBUYES

Teacher III Head Teacher IV – Mathematics Department
 Approved by:

MARILOU B. LOZADA, EdD

Principal III