QUARTER I

Subject: MATH Grade Level: 8

Date:
Day 2
__________________
Demonstrates understanding of key concepts of rational algebraic
Content Standard
expression
Is able to formulate real-life problems involving rational algebraic
Performance Standard
expression
Competency Illustrates rational algebraic expressions. M8AL-Ic-3
I. OBJECTIVES
Knowledge:  Identifies rational algebraic expression
Skills:  Illustrates rational algebraic expression
Attitude:  Values the importance of rational expression in real situation
II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES

A. References
1. Teacher’s Teacher’s Guide (TG) in Mathematics 8, 76 - 81
Guide Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp. 66 - 81
Materials
Pages
3. Textbook Our world of Math 8, 31 - 33
Pages
4. Additional Flash cards
Materials Manila paper
5. Learning
Resources (LR)
portal
B. Other Learning EASE MODULE, Module 1, pp. 1- 7
Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY: MATCH IT TO ME!
presenting the new Match the verbal phrase below to its mathematical expressions.
lesson
1. The ratio of number x and four added by two.
2. The product of 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
 Questions:
a. What did you feel while translating verbal phrases into mathematical
expressions?
b. What must be considered in translating verbal phrases to mathematica
phrases?

B. Establishing a Based on the previous activity.

purpose for the Ask:
lesson 1. Will you consider the mathematical expressions as polynomial?

2. How will you describe a polynomial?

3. Are all polynomials are expressions?

(teacher must lead the students the concrete answer)

C. Presenting Teacher will introduce rational expressions.

examples of the Note: Let the learners identify which groups are rational or not rational.
new lesson

3x – 12 2m – 6 _ m+2 _c4__
5x – 20 5m – 15 0 m-m
12k2 m+3
6k √2
1. What are your observations?
2. How rational expressions differ from not rational expressions?

D. Discussing new ACTIVITY: CLASSIFY ME!

concepts and Classify the different expressions below into rational algebr
practicing new expression or not rational algebraic expression. Write the expression i
skills #1 the appropriate column.

1. How many expressions did you place in the rational algebr

expression column?

2. How many expressions did you placed in the not rational algebr
expression column?

3. How did you classify a rational algebraic expression from a n

rational algebraic expression?
 4. Were you able to place each expression to its appropriate column?

5. What difficulty did you encounter in classifying the expressions?

E. Discussing new ACTIVITY: Translate

concepts and Instructions: Write a rational expression for the following:
practicing new 1. the quotient of 2x and y
skills #2
2. the quotient of 4a + b and 2a –

3. the fraction whose denominator is 7 more than the numerator n

4. the average speed required to travel (x2 + 5) kilometers in (x-3)

hours

F. Developing Mastery ACTIVITY: ILLUSTRATE ME!

Based on the activity above, let the learners illustrate their answer on the
board.
Ask.
1. How did you find the activity?

2. What is/are the rational expressions formed?

3. How did you illustrate rational algebraic expressions?

G. Finding practical ACTIVITY: Group Activity
applications of
concepts and Let the group cite one real situation that demonstrates the concept rationa
skills in daily algebraic expressions.
living Support your answer.

H. Making Guide Questions for Generalization:

Generalizations  What is a rational algebraic expression?
and abstractions  How rational algebraic expression illustrated?
about the lesson  How do you translate verbal phrases into mathematical expressions?

I. Evaluating learning INDIVIDUAL WORK

Determine whether each expression is rational or not.

1. 5ab
6y
2. 7ax2
3. 8y-5
2
4. 2 - √2
X
5. 20 – d
10 – d
 J. Additional MY DEFINITION CHART!
Activities for
application or Let the class complete the definition chart based on their understanding
remediation about ration algebraic expressions.

Note:
Teacher
can use
additiona
activity for enrichment and for remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners A. ____No. Of learners who earned 80% in the evaluation.
who earned 80% in
the evaluation
B. No. of learners B. ____No. Of learners who require additional activities for remediation.
who require
additional activities
for remediation
C. Did the remedial C. Did the remedial lessons work? ____No. of Learners who have caught
lessons work? No. of up the lesson.
learners who have
caught up the lesson
D. No. of learners D. ____No. of learners who continue to require remediation
who continue to
require remediation
E. Which of my Stragegies used that work well:
teaching strategies ___Group collaboration
worked well? Why ___Games
did these work? ___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
___Think-Pair-Share(TPS)
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Ims
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s Cooperation in doing their tasks
F. What difficulties ___Bullying among pupils
did I encounter ___Pupil’s behavior/attitude
which my principal ___Colorful Ims
and supervisor help ___Unavailale Technology
me solve? Equipment (AVR/LCD)
___Science/Computer/Internet Lab
 G. What innovation or
localized I used/discover
which I wish to share
with other teacher?