GRADE 8 School BUNGA ELEMENTARY SCHOOL Grade Level 8

DAILY
LESSON LOG Teacher RACHEL E. REPAREP Learning Area MATHEMATICS
Teaching Dates and Time Week 5 (September 25-29, 2023) Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates Summative Test/Remediation
understanding of key concepts understanding of key concepts understanding of key concepts understanding of key concepts
of factors of polynomials, of factors of polynomials, of factors of polynomials, of factors of polynomials,
rational algebraic expressions, rational algebraic expressions, rational algebraic expressions, rational algebraic expressions,
linear equations and inequalities linear equations and inequalities linear equations and inequalities linear equations and inequalities
in two variables, systems of in two variables, systems of in two variables, systems of in two variables, systems of
linear equations and inequalities linear equations and inequalities linear equations and inequalities linear equations and inequalities
in two variables and linear in two variables and linear in two variables and linear in two variables and linear
functions. functions. functions. functions.
2. Performance The learner is able to formulate The learner is able to formulate The learner is able to formulate The learner is able to formulate
Standards real-life problems involving real-life problems involving real-life problems involving real-life problems involving
operations on rational algebraic operations on rational algebraic operations on rational algebraic operations on rational algebraic
expressions, and solve these expressions, and solve these expressions, and solve these expressions, and solve these
problems accurately using a problems accurately using a problems accurately using a problems accurately using a
variety of strategies. variety of strategies. variety of strategies. variety of strategies.
3. Learning Performs operations on rational Performs operations on rational Performs operations on rational Performs operations on rational
Competencies / algebraic expressions. algebraic expressions. algebraic expressions. algebraic expressions.
Objectives (M8AL-Ic-d-1 ) (M8AL-Ic-d-1 ) (M8AL-Ic-d-1 ) (M8AL-Ic-d-1 )

a. Reduce the fraction in a. Identify the least common a. Identify the least common a. Identify the least common
simplest form. denominator of rational denominator of rational denominator of rational
b. Add or subtract the rational algebraic expressions. algebraic expressions. algebraic expressions.
expression with similar b. Add or subtract the rational b. Add or subtract the rational b. Add or subtract the rational
denominators. algebraic expressions with algebraic expressions with algebraic expressions with
c. Develop cooperative learning dissimilar denominators. dissimilar denominators. dissimilar denominators.
in group activity. c. Apply laws of exponent and c. Apply laws of exponent and c. Apply laws of exponent and
factoring in simplifying factoring in simplifying factoring in simplifying
rational algebraic expression. rational algebraic expression. rational algebraic expression.
II. CONTENT Adding and Subtracting Adding and Subtracting Adding and Subtracting Adding and Subtracting
Similar Rational Algebraic Dissimilar Rational Algebraic Dissimilar Rational Algebraic Dissimilar Rational Algebraic
Expressions Expressions Expressions Expressions
III. LEARNING
RESOURCES

A. References

1. Teacher’s 94-114 94-114 94-114 94-114

Guide pages

2. Learner’s 95-97 95-97 95-97 95-97

Materials pages

3. Textbook pages Oronce and Mendoza, e-math,

pp. 111-114;
Chua, et.al, Mastering
Intermediate Algebra II, pp. 92-
93;
Mendoza, et.al, Intermediate
Algebra, pp. 176-177

4. Additional http://www.mathportal.org/ https://www.mathplanet.com/ https://www.mathplanet.com/ https://www.mathplanet.com/

Materials from algebra/rational-expressions/ education/algebra-1/rational- education/algebra-1/rational- education/algebra-1/rational-
Learning adding-subtracting-rational.php expressions/add-and-subtract- expressions/add-and-subtract- expressions/add-and-subtract-
Resource (LR) rational-expressions rational-expressions rational-expressions
portal http://creativecommons.org/ http://creativecommons.org/ http://creativecommons.org/
licenses/by/3.0/ licenses/by/3.0/ licenses/by/3.0/
B. Other Learning Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
Teacher made Worksheet, laptop, monitor, pictures laptop, monitor, pictures laptop, monitor, pictures
Laptop, monitor
IV. PROCEDURES

A. Reviewing previous A. Preliminaries A. Preliminaries Preliminaries Preliminaries

lesson or presenting “Answer Mo, Show Mo!” Perform the operation on the “We have…they have…” “Fixing a broken heart”
the new lesson Find the factor of the following fraction. Direction: The class will be Directions: Fix the broken heart
following expression. 1. ½ + 4/3 group into 3. Each group will by matching the factor and
1. x2-x-6 2. 5/8 + 3/2 receive 2 sets of phrase attached product that contains in each
2. a2-25 3. −4/8 + 3/10 with rational expression, one is half of heart.
3. x3 + 6x2 +12x +8 4. ½ − 4/3 for the given and the other one
4. x2-y2 5. ¼ − 3/2 is an answer. The group with
5. x3 + 3x2 +3x +1 a given will say “We have…
(followed by the given), and
the group holding the correct
answer will say “they have...
(the given),and we have (the
answer)”.The phrase will be
posted on the board until the
class completes it.
Note: Every group will solve
for the answer, so that they
could able to prove that they
handling the correct answer.

1 In adding or
subtracting is your
aim, 3 4
+
x 2 x
2 Change the bottom
using multiply or
divide, 5 5
+
6r 8r

3 And don’t forget to

simplify,
8 3
−
x −4 x+2
2

But the same to the

top must be applied,
5
24 r

Before it’s time to say

goodbye! 14−3 x
( x +2)( x−2 )

The bottom
expressions must be
the same!
 3x+4
x2
B. Establishing a purpose The sum of two rational 1. How do you add or subtract What is the important rules 1. How will you add dissimilar
for the lesson expressions is the product dissimilar fractions? in adding or subtracting fractions with more than two
of the numerators divided by 2. What are the laws of dissimilar rational algebraic addends?
the product of the exponent? expression? 2. How will you perform
denominators. combination of addition and
subtraction dissimilar fraction?
3.What is the relation of
factoring in adding or
subtracting dissimilar rational
expressions?

C. Presenting examples/ The teacher will show The teacher will show The teacher will show The teacher will show
instances of the lesson illustrative example of addition illustrative example of addition illustrative example of addition illustrative example of addition
and subtraction of rational and subtraction of rational and subtraction of rational and subtraction of rational
expressions with the common expressions with the different expressions with the different expressions with the different
denominator. denominator. denominator. denominator.
Example 1: Example:
Example 1: 1 1 Example 1:
Add + Simplify, state the result in
2
Add x +3 x−2 + 4 x +12 3a 4b 5 6
Add + simplest form
x2 +3 x−10 x 2 +3 x−10  Since the denominators c+ 2 c−3
2 x2 x 1
Factor the common are not the same, find the  Since the denominators + −
Denominator LCD. are not the same, find the
2
x −4 x−2 x +2
x2 +3 x−2 4 x +12  Since 3a and 4b have no LCD.
+ common factors, the LCM  The LCM of c+2 and c- Find the least
( x +5)( x−2 ) ( x +5 )( x−2) is simply their product: 3a 3 is (c +2) (c-3)
Write as a single common multiple
⋅ 4b  That is, the LCD of the
fraction  That is, the LCD of the fraction (c +2) (c-3)
by factoring each
( x 2 +3 x−2 )+(4 x +12 ) fractions is 12ab.  Rewrite the fractions denominator.
( x +5 )( x−2)  Rewrite the fractions using the LCD.
Remove the parentheses
( )( )
using the LCD. 5 c−3 6 c +2
in the numerator ⋅ + ⋅
c +2 c−3 c−3 c +2
x2 +3 x−2+4 x +12
( x+5 )( x−2 )
( 1 4b
⋅
3a 4b)(
+
1 3a
⋅
4b 3a )
Combine like terms
x2 +7 x+10 4b 3a 3 a+4 b x2 - 4= (x+2)(x-2)
+ = =
5 c−15
+
6 c+12
( x +5)( x−2 ) 12 ab 12 ab 12 ab ( c+2 )(c−3 ) (c +2 )(c−3 )
x-2 = x-2
Factor the numerator
( x +5 )( x +2 )  Simplify each numerator
Example 2: 5(c−3 ) 6(c +2 )
( x +5)( x−2 ) = +
Divide out common Subtract 5 y 2x ( c+2 )(c−3 ) (c +2 )(c−3 )
factors −
6 3 y3  Add the numerators
( x  5)( x  2) x  2  Since the denominators 5 c−15+6 c+12
 =
( x  5)( x  2) x  2 are not the same, find the (c +2 )(c−3 ) 2 x2 x 1
 Simplify
+ −
LCD. ( x +2)( x−2 ) x−2 x+2
Example 2:
 Since 6 and 3y3 have no =
11 c−3
x 2 −2 x+3 x 2 −4 x−5 common factors, the LCM ( c+2 )(c−3 )
−
x2 +7 x+ 12 x 2 +7 x +12 is simply their product: 6 ⋅
Example 2: The LCM becomes
3y3
 That is, the LCD of the Subtract 2 t−2 the common
Write as a single − 2
fraction fractions is 18y3. t+1 t −t−2 denominator.
( x 2−2 x +3 )−( x 2 −4 x −5)  Rewrite the fractions  Find the factorization of Multiply each
x 2 + 7 x+12 using the LCD. each denominator. t+1 expression by the
Remove the parentheses cannot be factored any equivalent of 1 that
( )( )
in the numerator 3 further, but t2- t- 2 can
5y 3y 2x 6 will give in the
x2 −2 x+ 3−x 2 + 4 x +5 ⋅ 3 − ⋅
3 6 be.
6 3y 3y common
x 2 + 7 x +12 4
15 y 12 x 2 t−2
Combine like terms = − = − denominator.
2 x+ 8 18 y 3 18 y 3 t+1 (t+1 )(t−2 )
x2 +7 x+ 12  Find the least common
Factor 15 y 4 −12 x multiple. t+1 appears
=
2( x +4 ) 18 y 3 Factor both
2 x2
( x x +2
)( 1 x−2
exactly once in both of ( x +2)( x−2 ) + x −2⋅ x +2 − x+2⋅ x−2 )
( x +3)( x +4 ) the expression, so it
Divide out common 3(5 y 4 −4 x ) numerator
will appear once in the
= and Rewrite the original
factors 3(6 y3 ) denominator. LCD.( t - 2) also
4
3(5 y −4 x ) appears once, this
problem with the
2( x  4) 2 =
 means that (t+1) (t- common
( x  3)( x  4) x  3 3 (6 xy 3 ) denominator. It
2) is the LCD.
Reduce,
=
5 y 4 −4 x
6 y3
dividing out = (
2 t−2
⋅
t+1 t−2
− )( t−2
(t+1 )(t−2) ) makes sense to keep
the denominator in
2(t−2) t−2 factored form in order
= −
5 y 4 −4 x (t +1)(t−2 ) (t+1 )(t−2) to check for common
=  Subtract the numerators
6 xy 3 and simplify.
Remember that 2 x2 x ( x+2 ) 1( x−2)
+ −
parentheses need to be ( x +2)( x−2 ) ( x +2)( x−2) ( x+2)( x−2 )

Combine the
numerators
 included around the
second (t-2) in the
numerator because the
whole quantity is
subtracted.
2 x 2 +x ( x +2)−1( x−2)
( x +2 )( x−2)
2t−4−t+2
=
(t +1)(t−2 ) Simplify the
numerators
t−2
=
(t +1)(t−2 )
 The numerator and 2 x 2 + x 2 + 2 x−x +2
denominator have a
common factor of t - 2,
( x +2 )( x−2)
so the rational Check for
expression can be simplest form.
simplified.
1 3 x2 +x+2
= ( x +2)( x−2 )
(t +1)

Since neither (x+2) nor

(x-2) is a factor of 3x2 + x+
2, this expression is in
simplest form.

3 x2 +x+2
( x +2)( x−2 )
D. Discussing new 1. How do you think sum 1. How do you think sum 1. What are the different
concepts and or the difference is or the difference is 1. How do you think sum or the techniques used to solve for
practicing new skills obtained? obtained? difference is obtained? combining multiple rational
#1 2. What are the different 2. What are the different 2. What are the different expressions?
techniques used to solve techniques used to solve techniques used to solve for 2. Enumerate the pattern you
for sum or difference? for sum or difference? sum or difference? observed in combining multiple
3. Describe the pattern; 3. Describe the pattern; rational expressions.
Enumerate the pattern Enumerate the pattern observed.
observed.
E. Discussing new Perform the indicated Perform the indicated Perform the indicated Simplify, state the result in

5 5 a+1 2m 5m
1. + 1. +
 concepts and operations and reduce answer in operations and reduce answer in operations and reduce answer in simplest form
practicing new skills lowest terms. lowest terms. lowest terms.
3 7 y 2 2 15
#2
1. + 1. − −
x−8 x +3 3y x 9
6 x +5 2 6x x +2 x+ 3
2. 2 − 2 2. 3− 4 2 2. 2 −
x +8 x +4 x + 8 x + 4 3y 4 xy 2. − 2 x +13 x +20 2 x+ 5
x+1 x +2
10 2 x+ 9 5 x−7 3a 3 6 3 7
− + 3. −5 a 3. +
3.
x−3 x−3 x−3 12 a 2 b b−5 3 b−8
3. −
1 5 4 v −4 v 2
2

4.
x−7
+
8 4. + 4−a2 a−2
4 x 6 xy 2
2 4. − 2z 3z 3
4 x 2 −4 4 x 2−4 a2−9 3−a 4. − −
1−2 z 2 z +1 4 z 2−1
x +1 x+6 2 3 3 x +2 x 4y 2 2
5. + 2 5. − 5. + 5. − −
2
4 x +28+ 49 4 x +28+49 a a−5 3 x+ 6 4−x2 y −1 y y +1
2

F. Developing mastery Perform the indicated Perform the indicated Perform the indicated Perform the indicated
(Leads to Formative operations and reduce answer in operations and reduce answer in operations and reduce answer in operations and reduce answer in
Assessment 3) lowest terms. lowest terms. lowest terms. lowest terms.
2 2
8 y +11 y 4 y −5 y 1 . 4 − 7 b 5 a+5 7n 2 4 5
1. 2 − 2 5 a 4 a2
1. 2 + 1. + −
2 x + 13 x +20 2 x +13 x+20 5 n +35−40 3 n a+3 a+3 a−3
−5 x+ 4 x 2 +12 4+ x2 +5 x 2 . 8 + 5 2 4
2. − 2 9 t 3
6 t 2 2. + t 2 +4 t 2 t−7 t 2−1
2
3 x +2 x−8 3 x +2 x −8 y +8 2+i 2. + −
a+2 a−4 t−1 t−1 t+1
4 a2 −11a−3 4 a2 +13 a+3 3 . − 7c 8 a+ 2 a−4 a+5
3. − 2 4 3. + 3. − +
b +4 b+4 c +1 c −7 2 4 8
x 2 + y 3 x 2 +5 y +6 3 4 3 3 2z 3z 5z
4. − 4. + 2 4. − 4. − +
2 x −3 y 2 x−3 y x x 8 3 x+4 z−1 z+1 z 2 −1
6 x +2 2 3 x+1 x +1 8 3 2
5. − 5. + 5. − 2 5. 2 − +
x−5 x−5 x−5 4 x x−4 x −7 x +12 x −4 x +2 x−2

G. Finding practical The pathway of a church has a Your teacher asked the class to Juan bought a lawn lot in Lorna gives an illustration
applications of perimeter of , if 10 z find the perimeter of the Manila Memorial Park in
z−1 board to Miguel with an area of
concepts and skills in 2z blackboard in your classroom. Dasmariñas, Cavite. Find the
the width is what is the 2
total area of his lawn lot, if he . She instructed Miguel to cut
daily living z−1 2
length? used the lot area , −25into two pieces, one
2 x thexboard
5x+4
and the remaining lot area is for Antonio with an area of
6x .
and the other half is 3
for Miguel.
2 x +3
What is the area ofx+5
an
illustration board goes to
6x
2 x +3 2x
5x+4
 2z
z−1
Miguel?

H. Making Generalization: Generalization: Generalization:

generalizations and In adding or subtracting There are a few steps to In adding or subtracting
abstractions about the similar rational expressions, add follow when you add or subtract dissimilar rational expressions
lesson or subtract the numerators and rational expressions with unlike change the rational algebraic
write the answer in the denominators. expressions into similar rational
Generalization:
numerator of the result over the algebraic expressions using
In adding or subtracting
common denominator. In 1. To add or least common denominator or
dissimilar rational expressions
symbols, subtract rational LCD as in adding dissimilar
change the rational algebraic
a c ( a+c ) expressions with unlike fractions.
+ = , b≠0 expressions into similar rational
denominators, first find
b d b the LCM of the
algebraic expressions using
least common denominator or
denominator. The LCM of
LCD as in adding dissimilar
the denominators of
fractions.
fraction or rational
expressions is also
called least common
denominator, or LCD.
2. Write each expression
 using the LCD. Make
sure each term has the
LCD as its denominator.
3. Add or subtract the
numerators.
4. Simplify as needed.
I. Evaluating learning Let’s Amaze it! “Pick my Pieces” “Four in a Line” “Let’s Gora in Cavite”
(Group Activity) Add or subtract the Directions: Each group will add Simplify the given algebraic
Complete the maze below by following rational expressions. or subtract the given rational expression attached in the
adding each rational expression Match your answer with the expressions. Each correct provinces of Cavite, and then
from the start to end. You are expression in each piece of a answer will gives the group a state the result in simplest form.
free to choose your way, there puzzle to form it. A hint will chance to pin 2 assigned chips Match the province with its
are 11 possible ways. help you to solve the problem. in the game board. To win this respective landmark.
game, the group need to connect
6 5c 4 pieces in a row, column or
1. −
c−1 4 diagonally.
5 7y
2. −
x x +3
7 3
3. +
d e
5
4 . +8
b
4
5 .7−
j−9
Hint:
 ”Isang dalagang may
korona,
kahit saan ay may
mata. “

Silang, Cavite is very known for

this fruit.

Given:
2 4
1. −
5 x +5 x 3 x+3
2
 5x 18
2. 2
− 2
x −x −6 x −9
4−a2 a−2
3. −
a2 −9 3−a
3 x+ 2 x
4. +
3 x+ 6 4−x 2
2 4
5. +
x +3 (x +3 )2
J. Additional activities Follow up: Follow up: Follow up: Reflection Journal
for application or Add or subtract the following Add or subtract the following Add or subtract the following
remediation rational expressions. rational expressions. rational expressions.
x−4 x +8 5 x−3 1 2x 3
1. 2
+ 2 1. − 1. − 2
x −2 x−8 x −2 x−8 4x 6x 2
x −1 x +5 x+ 4
5 5 a+1 3 7
2. 2 + 2 2. + 2 x−3 3 x−1
a +3 a+2 a +3 a+2 c +6 c−2 2. 2
+ 2
x +3 x+ 2 x +5 x+ 6

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:
RACHEL E. REPAREP
Learning Facilitator

Noted by:
RHONAL LIZA C. ECHALUSE
Head Teacher III