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QUARTER I
Week 4

Subject: MATH Grade Level: 8

Date: __________________ Day 3
Demonstrate understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear
Content Standard equations and inequalities in two variables, system of
linear equation and inequalities in two variables and linear
function.
Is able to formulate real-life problems involving factors of
polynomials, rational algebraic expressions, linear
Performance Standard equations and inequalities in two variables, system of
linear equation and inequalities in two variables and linear
function
Performs operation on rational algebraic expressions
Competency
Code: M8AL – Ic-d – 1
I. OBJECTIVES
Knowledge: Apply the rule in multiplication of fraction in multiplying
rational algebraic expression
Skills: Performs operation in Multiplication of Rational
Algebraic Expression.
Attitude: Appreciates the abundance and fullness in real life
situations.
II. CONTENT Multiplication of Rational Algebraic Expressions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Grade 8 Teachers Guide
Pages Page(96-98)
2. Learner’s Grade 8 Learner’s Material
Materials Pages Page 87 - 90
3. Textbook Pages Intermediate algebra II
Page 80 -82
4. Additional  Intermediate algebra II, 2000. Page 81
Materials  NFE Accreditation and Equivalency Learning
Material. Understanding Rational Expression
part 1, 2000. Pp. 10 – 13, 16-19, 27-30, 33-37.
 EASE II-Module 2: Rational Algebraic
Expressions.
5. Learning Resources https://lrmds.deped.gov.ph/detail/7450
(LR) portal

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B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY: Group Activity
presenting the new Multiply Me Please!
lesson
Mechanics:

1. Group the class into a group of 5 members per

group(grouping depend on class size)
2. Every group is given a 100-chart.
3. They need to formulate at least 5 problems
involving multiplication of fraction and solve it.
4. After 5 minutes , each group will report their
output in a creative way.
B. Establishing a
purpose for the lesson Motive Questions:
1. How did you find the activity? (expected answer: Easy
or Difficult)Why?(answers may vary)
2. How did you multiply the fractions? (expected answer:
multiply both numerator and both denominator and
simply the result)
Note: Lead the students to formulate the rule of
multiplication on rational algebraic expression
“The rule in multiplying rational algebraic expressions is
the same as in multiplication of fraction, that is: multiply
both numerator and both denominator and simplify the
result if possible).

C. Presenting examples Multiply the following below(Note: at the right side are all
of the new lesson expected answers)
3𝑥 8 2
1. 4 • 9𝑥
3

𝑥 𝑥2
2. 2x •
10 5

1 1 1
3. • 𝑥−𝑦
𝑥+𝑦 𝑥 2 −𝑦 2

3𝑡+12 4𝑐+20 c+5

4. • 2𝑡+8
6𝑐+6 𝑐+1

𝑥 2 +2𝑥−3 𝑥 2 −9 x−3
5. •
𝑥 2 +6𝑥+9 (𝑥−1)2 𝑥−1

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D. Discussing new To multiply rational algebraic expressions, multiply both

concepts and numerator and both denominator. Simplify the result if
practicing new skills possible.
#1 Example:

1. =

E. Discussing new If the rational algebraic expression to be multiplied is still

concepts and factorable, factor the expression and eliminate the common
practicing new skills factor.
#2 Example:

.1.

Note: For additional examples please refer to attachment

F. Developing Mastery Multiply the following(Note: At the right side are all expected
answers)
35
1.
𝑥2
6x
2. 2
𝑥 −16
5𝑏2 𝑥
3.
4𝑥 3 −12𝑥 2 −36𝑥+108
3x−2y 4 2
4. ∙
6 3𝑥−2𝑦 3
3t+12 4𝑐+20 3c+15)
5. ∙
2𝑐+6 2𝑡+8 2𝑐+6

G. Finding practical Solve the following problem.

applications of If your parents own 4 hectares of identical lots and shall be
concepts and skills in divided into 8 children, how will you immediately know your
daily living total share?
1
(4 ÷ 8 = 0.5 𝑜𝑟 1/2), 𝑡ℎ𝑒𝑛(2 • 4 = 2 ℎ𝑒𝑐𝑡𝑎𝑟𝑒𝑠)
H. Making Guide Questions for Generalization:
Generalizations and
abstractions about  How to multiply rational algebraic expression?
the lesson (Expected answer: Multiply both numerator and both
denominator )
 What is the significance of having this topic?
(answer may vary).

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I. Evaluating learning Multiply the following rational algebraic expression(Note: At

the right sides are the expected answers)
𝑥+4 1 1
1. •
𝑥−4 𝑥+4 𝑥−4

4𝑥𝑦 2 9𝑥 2 3y
2. • 8𝑥 2 𝑦
3 4

16𝑥+8 𝑥−1 8
3. 𝑥 2 −2𝑥+1
• 2𝑥+1
𝑥−1
𝑥(𝑥−3)+(𝑥−3) 𝑋(𝑥+2)−8 𝑥+2
4. (𝑥+2)+2
• 𝑥−3
• 𝑥(𝑥−1)−2 𝑥+2
𝑥 2 −16 𝑥+4 𝑥−4
5. •
2𝑥+8 𝑥 2 +8𝑥+16 2𝑥+8
J. Additional Multiply the following rational algebraic expression((Note: At
Activities for the right side are the expected answers)
application or 3𝑥−3𝑦 20𝑥 2 𝑦 2 6xy
1. 10𝑥𝑦 • 𝑥 2 −𝑦2
remediation 𝑥+𝑦

2𝑏−2𝑐 5𝑏𝑐 1
2. • 3𝑏−3𝑐
10𝑏𝑐 3

𝑦 2 −𝑦−2 𝑦 2 +𝑦−2 𝑦 2 −4
3. 𝑦 2 −2𝑦+1
• 𝑦+1 𝑦−1

𝑥(𝑥−3) 𝑋(𝑥+2) 𝑥+2

4. (𝑥+2)2
• 𝑥−3
• 𝑥(𝑥−1) 𝑥
(𝑥−2)2 𝑥 x
5. •
2𝑥−4 𝑥 2 −4𝑥+4 2𝑥−4
V. REMARKS
VI. REFLECTION
A. No. of learners who A. ___No.of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B. ____No. Of learners who require additional activities
require additional for remediation
activities for remediation
C. Did the remedial C. Did the remedial lesson work?
lessons work? No. of ____No. Of learners who caught up the lesson.
learners who have caught
up the lesson
D. No. of learners who D. ___No. Of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:

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strategies worked well? ____Group collaboration

Why did these work? ____Games
____Powerpoint Presentation
____Answering preliminary activities/exercises
____Discussion
____Case Method
____Think-Pair-Share(TPS)
____Rereading of paragraph/Poems/Stories
____Differentiated instruction
____Role Playing/Drama
____Lecture Method
Why?
____Complete Ims
____Availability of Materials
____Pupils/Students eagerness to learn
____Group members cooperation in doing their tasks.
F. What difficulties did I ____Bullying among pupils
encounter which my ____Pupil’s behavior/attitude
principal and supervisor ____Colorfull IM’s
help me solve? ____Unavailable Technology Equipment (AVR/LCD)
____Science/Computer/Internet Lab
____Additional Clerical works
____Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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SUPPLEMENTARY ACTIVITIES
WEEK 4: ( day 3)

Content: Multiplication of Rational Algebraic Expression

DISCUSSIONS:
To multiply rational algebraic expressions, multiply both numerator and
both denominator. Simplify the result if possible.

Example:

1. =

If the rational algebraic expression to be multiplied is still factorable, factor the

expression and eliminate the common factor.

Note: The activities included here will be used only when needed.

DIRECTION: Multiply the following rational algebraic expression

4−3𝑦 3
1. • 3𝑦−4
6

15 28𝑥 2
2. •
7𝑥 45

3𝑎−15 6𝑎+9
3. • 5𝑎2 −25𝑎
2𝑎+3

𝑥 2 −9𝑥−10 𝑥 2 −49
4. •
𝑥 2 −14𝑥+49 𝑥 2 −4

𝑥 2 +𝑥 3𝑥 2 −3𝑥 𝑥−1
5. • • 𝑥+1
𝑥2 𝑥 2 −1

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE II-Module 2: Rational Algebraic Expressions

Abuzo, Emmanuel P., & et.al(2013) Mathematics-Grade 8 Learner’s Module(1st Ed.).

Pasig City: DepEd-IMCS
EASE Modules Year 2, Module 1: Variation

B. BOOKS AND OTHER REFERENCES

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

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