Q1 W4 D3 Perform Operations On RAEs Complex RAEs

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XII
KIDAPAWAN CITY DIVISION
Daily Lesson Log in Math 8

Quarter 1, Week 4
Date: _______________________
I – OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of factors of
Standards 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 The learner is able to formulate real-life problems involving factors of
Standards 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 is able to perform operations on rational algebraic expressions

Competency/ies (M8AL-Ic-d-1)
a. Simplifying complex rational algebraic expressions
II - CONTENT PATTERNS AND ALGEBRA (Rational Algebraic Expressions)
III - LEARNING RESOURCES
A. References
Additional 1. Elementary Algebra I. 2000. p. 81*
Teacher's Guide Materials from
Learning 2. NFE Accreditation and Equivalency Learning
Page/s Material. Understanding Rational Expressions Part 1.
Resources
Portal 2001. pp. 10-13, 1619, 27-30, 33-37
3. NFE Accreditation and Equivalency Learning
Material. Understanding Rational Expressions Part 2.
2001. pp. 17-21, 2326, 29-32
4. BEAM II – Module 6: Operations on Rational
Algebraic Expressions
Learner's Materials
99-102 5. DLM 1 – Unit 4: Rational Algebraic Expressions
Page/s 6. DLM 2 – Unit 3: Rational Expressions and Rational
Equations
7. EASE II – Module 2: Rational Algebraic Expressions
8. EASE II – Module 3: Rational Algebraic Expressions
B. Other Learning Reference: Intermediate Algebra II,88-91

Resources Materials: manila paper, masking tapes, manila paper, charts, PowerPoint,
Values Integration Creativity, Critical Thinking, Cooperation
IV – PROCEDURES
A. Reviewing CHECKING OF ASSIGNMENTS:
previous lesson or A. Perform the indicated operations and simplify the answers. (No
presenting new denominators is zero.)
lesson 𝑥+3 𝑥+1 𝑥+3 𝑥+1
1. 3 2 −
12𝑥 −18𝑥 2 = 2 (2𝑥−3) −
16𝑥 −24𝑥 6𝑥
(1 pt. for factoring out the denominator to get the LCD)
8𝑥(2𝑥−3)
4(𝑥+3) 3𝑥(𝑥+1)
= 24𝑥2 (2𝑥−3) − 24𝑥2 (2𝑥−3) (1 pt. for changing to similar expressions)
4(𝑥+3)−3𝑥(𝑥+1)
= 24𝑥 2 (2𝑥−3)
4𝑥+12−3𝑥 2 −3𝑥
= 24𝑥 2 (2𝑥−3)
(1 pt for using the Distributive Property correctly)
2
−3𝑥 +𝑥+12
= (1 pt for combining similar terms)
24𝑥 2 (2𝑥−3)
𝟐
𝟑𝐱 −𝐱−𝟏𝟐
= − 𝟐𝟒𝐱 𝟐(𝟐𝐱−𝟑) (2 points for the simplified answer)
2𝑥 𝑥−2 2𝑥 𝑥−2
2. − 2 = (𝑥−5)(𝑥+3) − (1 pt for factoring the denominator)
𝑥 2 −2𝑥−15 3𝑥 +9𝑥 3𝑥(𝑥+3)
6𝑥 2 (𝑥−2)(𝑥−5)
= 3𝑥(𝑥−5)(𝑥+3) − 3𝑥(𝑥−5)(𝑥+3)(1 pt for changing to similar expressions)
6𝑥 2 −(𝑥 2 −7𝑥+10)
= 3𝑥(𝑥−5)(𝑥+3)
6𝑥 2 −𝑥 2 +7𝑥−10
= 3𝑥(𝑥−5)(𝑥+3)
(1 pt for using the Distributive Property correctly)
2
5𝑥 +7𝑥−10
= (1 pt for combining similar terms & 2 pts for the simplified answer)
3𝑥(𝑥−5)(𝑥+3)
B. Establishing a MOTIVATION:
purpose for the - How will you know if a fraction is in its simplest form? How about
lesson a rational algebraic expression? Some rational algebraic
expressions have fractions in the numerator or in the
denominator or both. We call them COMPLEX RATIONAL
ALGEBRAIC EXPRESSIONS. To simplify such expressions, we
will transform them into a simple rational algebraic expression.
All the concepts previously learned will be needed to simplify
them.
C. Presenting EXAMPLE 1: (Solutions found on LM, page 100)
illustrative examples / 2 3
instances of the −
a b
lesson Simplify 5 6.
+
b a2
EXAMPLE 2: (Solutions found on LM, page 100-101)
c c
2 −
c −4 c−2
Simplify 1 .
1+
c+2
D. Discussing the TRIAD ACTIVITY:

new concepts and  In their respective triads, students will do the activity below.
practicing new skills  Choose at least 3 triads to present their outputs.
#1
 Process.
A. Simplify the following rational algebraic expressions.
1 1 𝑥−𝑦 𝑦
− −
𝑥 𝑦 𝑥+𝑦 𝑥
1. 1 1 2. 𝑥 𝑥−𝑦
+
𝑥2 𝑦2
+
𝑦 𝑥+𝑦
E. Discussing the new
concepts and
practicing new skills
#2
F. Developing INDIVIDUAL ACTIVITY:
mastery (guides to A. Simplify the complex rational algebraic expression below:
formative 𝑏 2𝑏
assessment) −
𝑏−1 𝑏−2
1. 2𝑏 3𝑏
−
𝑏−2 𝑏−3
G. Making GENERALIZATION:
generalizations and 1. What concepts did you use in simplifying complex rational algebraic
abstractions about expressions?
the lesson
H. Finding practical
applications of
concepts and skills in
daily living
I. Evaluation of EVALUATION:
learning On a ½ sheet of paper, simplify the following complex rational algebraic
expressions.
4
1
−
3 4− 2
𝑎−2 𝑎−1 𝑦
1. 5 2 2. 2
+
𝑎−2 𝑎−1 2+𝑦
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who B. No. of learners who scored C. Did the remedial lessons work? D. No. of learners who
earned 80% in the below 80% who needs No. of learners who have caught continue to require
evaluation additional activities for up with the lesson remediation
remediation
E. Which of my teaching strategy/ies worked well? Why did these work?
F. What difficulties did I encounter which my principal or superior can help me solve?
Checked by:
Date:
Principal

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Republic of the Philippines

Daily Lesson Log in Math 8

C. Learning The learner is able to perform operations on rational algebraic expressions

B. Other Learning Reference: Intermediate Algebra II,88-91

EXAMPLE 2: (Solutions found on LM, page 100-101)

D. Discussing the TRIAD ACTIVITY:

A. Simplify the following rational algebraic expressions.

E. Which of my teaching strategy/ies worked well? Why did these work?

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