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QUARTER I
Week 4

Subject: MATH Grade Level: 8

Date: __________________ Day 4
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 operations of rational algebraic expressions
Competency
Code: M8AL –c-d-1
I. OBJECTIVES
Knowledge: Applies the rule in division of fraction as it used dividing
rational algebraic expressions.
Skills: Divides rational algebraic expression.
Attitude: Appreciates the value of sharing.
II. CONTENT Division of Rational Algebraic Expressions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Grade 8 Teachers Guide
Pages
2. Learner’s Grade 8 Learner’s Material
Materials Pages
3. Textbook Pages Page 86 – 87
4. Additional  Intermediate algebra II, 2000. Page 82 - 83
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
(LR) portal
B. Other Learning
Resources

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IV. PROCEDURES
A. Reviewing or
presenting the new
lesson
B. Establishing a
purpose for the lesson
C. Presenting examples
of the new lesson
Activity: KNOW MY QUOTIENT
Divide the following below
1. 1/2 ÷ 1/3
2. 2/3 ÷3/2
3. 4/5 ÷ 1/5
4. -8/3 ÷ 1/2
5. 3/4 ÷ ¼
Motive Questions:
1. How did you find the activity? (expected answer: Easy
or Difficult)Why?(answers may vary)
2. How did you divide the given fractions? (expected
answer: Reciprocate the divisor and proceed to
multiplication).
2. What do you think is the rule of dividing rational
algebraic expressions?(Expected answer: the same as in
dividing fraction)
Note: guide the students to the concepts of dividing
rational algebraic expression.
“ Like fractions, to divide rational algebraic expressions
is reciprocate the divisor and proceed to multiplication.
Apply your prior knowledge of multiplying fractions.
Divide the following
1. 2

5
3
2
x x −2 x−3 x−3
3. xy ÷ x 2−1 xy− y
D. Discussing new To divide rational algebraic expression, reciprocate the divisor
concepts and and proceed to multiplication.
practicing new skills Example
#1
1.

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3.

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

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

.1.
Solution:

=
Note: Teachers may give additional example to develop
mastery of the skills.
F. Developing Mastery Seatwork
Divide the following below
1 1
1. 2
÷ 3 y
y y
x 2x 3
2. ÷
5 3 10
2
12 x y 21 y
5
1
3. 5
÷ 3 3
16 x 14 x 2x y
x2 − y 2 xy + y 2 x− y
4. ÷ 3
xy 2 x y
2 2
a −5 a a −7 a+10 a−1
5. ÷
3 2 2
2 a −2 a 2 a −5 a+2 a2 +2 a

G. Finding practical  List at least 1 real life problems were division of

applications of rational algebraic expression is used.
concepts and skills in  Is it important to you in learning this topic?(answers
daily living may vary)

H. Making Guide Questions for Generalization:

Generalizations and
abstractions about  How to divide rational algebraic expression?
the lesson (Expected answer: Reciprocate the divisor and
proceed to multiplication which is multiply both
numerator and both denominator )

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 What is the significance of having this topic?

(answer may vary).
I. Evaluating learning Multiply the following rational algebraic expression
(Expected answers)
x+ 4 1
1. ÷ x +4
x−4 x−4
2 2
4x y 8x y 3x
2. ÷
3 9 x2 2

16 x+ 8 2 x +1 8
3. 2 ÷
x −2 x +1 x−1 x−1

x ( x−3 ) X ( x−3 ) x−6

4. ÷
( x+2 ) +2 ( x+2 ) −8 x+4

x2 −16 x+4 2
x −16
5. ÷
2 x +8 x 2 +8 x +16 2
J. Additional Multiply the following rational algebraic expression
Activities for (expected answers)
application or 3 x −3 y 3 x 2−3 y 2 xy
1. ÷
remediation 10 xy 10 x 2 y2 x+ y

2b−2 c 3 b−3 c 1
2. ÷
10 bc 5 bc 3

y 2− y −2 y 2− y−2 1
3. ÷
y 2+ 2 y +1 y +1 y+ 1

4.
x ( x−3 ) ÷ X ( x−3 ) 3x
¿¿ 3x ¿¿
2
( x−2) x−2
5. ÷ 2 ¿¿
2 x−4 x −4 x+ 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

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require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?
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for remediation
C. Did the remedial lesson work?
____No. Of learners who caught up the lesson.
D. ___No. Of learners who continue to require
remediation
Strategies used that work well:
____Group collaboration
____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.
____Bullying among pupils
____Pupil’s behavior/attitude
____Colorfull IM’s
____Unavailable Technology Equipment (AVR/LCD)
____Science/Computer/Internet Lab
____Additional Clerical works
____Reading Readiness
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SUPPLEMENTAL ACTIVITIES
Session: 4(1 day)

Content: Division of Rational Algebraic Expression

DISCUSSIONS:
To divide rational algebraic expression, reciprocate the divisor and proceed to
multiplication. Simplify the result if possible.

Example

1.

3.

Attachment
Note: The activities included here will be used only when needed.
DIRECTION: Multiply the following rational algebraic expression
2
4−3 y 3 3 x 12 xy
1. ÷ 6. ÷
6 3 y−4 10 y 5 y 2

15 28 x 2 b−2 b 2−4
2. ÷ 7. ÷
7x 45 a2 +a a+ 1

3 a−15 6 a+ 9 2 x + x 2 4 x 2+ 2 x
3. ÷ 2 8. ÷
2 a+3 5 a −25 a 4 x−5 16 x−20
2
x −9 x−10
2
x −49 3 x +5 6 xy +10 y
4. 2 ÷ 2 9. ÷
x −14 x+ 49 x −4 2 x +1 6 x 2+2 x

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2 2 2
x + x 3 x −3 x 1−x 1−x
5. 2 ÷ 2 10. 2
÷ 2
x x −1 y+ y 1− y

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

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

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;

C. INTERNET
https://www.youtube.com/watch?v=QLhvLEeS08A

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