School Sapian National High School Grade Level Grade 8

DAILY Teacher Cherose C. Lumbo Learning Area Mathematics

LESSON LOG Teaching Dates and Time 7:30 am - 8:30am 1:00 am - 2:00pm Quarter First
9:30 am - 10:30am
Monday Tuesday Wednesday Thursday Friday
(10/17/22) (10/18/22) (10/19/22) (10/20/22) (10/21/22)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of factors of 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 Standards Is able to formulate real-life problems involving factors of 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 performs operations on The learner performs operations on The learner performs operations on Performs operations on rational Performs operations on rational
Competencies/Objectives rational algebraic expressions. rational algebraic expressions. rational algebraic expressions. algebraic expressions. algebraic expressions.
Write the LC code for each. (M8AL-Ic-d-1) (M8AL-Ic-d-1) (M8AL-Ic-d-1) (M8AL-Ic-d-1 ) (M8AL-Ic-d-1 )

a. Reduce the fraction in simplest a. Reduce the fraction in simplest form. a. Reduce the fraction in simplest a. Identify the least common a. Identify the least common
form. b. Add or subtract the rational form. denominator of rational denominator of rational algebraic
b. Add or subtract the rational expression with similar denominators. b. Add or subtract the rational algebraic expressions. expressions.
expression with similar denominators. c. Develop cooperative learning in expression with similar b. Add or subtract the rational
c. Develop cooperative learning in group activity. denominators. b. Add or subtract the rational algebraic expressions with dissimilar
group activity. c. Develop cooperative learning in algebraic expressions with denominators.
group activity. dissimilar denominators. c. Apply laws of exponent and
c. Apply laws of exponent and factoring in simplifying rational
factoring in simplifying algebraic expression.
rational algebraic
expression.
II. CONTENT Adding Similar Rational Algebraic Adding Similar Rational Algebraic Adding Similar Rational Algebraic Adding and Subtracting Dissimilar Adding and Subtracting Dissimilar
Expressions Expressions Expressions Rational Algebraic Expressions Rational Algebraic Expressions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Pages 92 -93 Pages 92 -93 Pages 92 -93 Pages 94-114 Pages 94-114
2. Learner’s Materials Pages 95-97 Pages 95-97 Pages 95-97 Pages 95-97
Pages 95-97
pages
3. Textbook pages Intermediate Algebra II, pp. 92-93; Intermediate Algebra II, pp. 92-93; Intermediate Algebra II, pp. 92-93; Intermediate Algebra II, pp. 92-93; Intermediate Algebra II, pp. 92-93;
Mendoza, et.al, Intermediate Algebra, Mendoza, et.al, Intermediate Algebra, Mendoza, et.al, Intermediate Mendoza, et.al, Intermediate Algebra, Mendoza, et.al, Intermediate Algebra,
pp. 176-177 pp. 176-177 Algebra, pp. 176-177 pp. 176-177 pp. 176-177

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning flashcards, projector, laptop, flashcards, projector, laptop, flashcards, projector, laptop, flashcards, projector, laptop, flashcards, projector, laptop,
Resources PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation

IV. PROCEDURES
A. Reviewing previous Pass the Basket Pass the Basket Pass the Basket A. Preliminaries A. Preliminaries
lesson or presenting the A. Give the sum or difference C. Give the sum or difference of E. Give the sum or “Answer Mo, Show Mo!” Perform the operation on the
new lesson. of the following. the following. difference of the Find the factor of the following following fraction.
following. expression. 1. ½ + 4/3
3 8 1 4 3 8 1 4
1. + 3. + 1. + 3. + 3 8 1 4
1. x2-x-6 2. 5/8 + 3/2
4 4 3 3 4 4 3 3 1. + 3. + 2. a2-25 3. −4/8 + 3/10
4 4 3 3 3. x3 + 6x2 +12x +8 4. ½ − 4/3
4. x2-y2 5. ¼ − 3/2
5 3 8 33 5 3 8 33 5. x3 + 3x2 +3x +1
2. + 4. + 2. + 4. + 5 3 8 33
8 8 40 40 8 8 40 40 2. + 4. +
8 8 40 40
B. Reduce the following in D. Reduce the following in
simplest form. simplest form. F. Reduce the following in
3 18 3 18 simplest form.
1. 3. 1. 3. 3 18
9 90 9 90 1. 3.
40 40 9 90
2. 21 2. 21
4. 4. 40 21
60 60 60 60 2. 4.
60 60
B. Establishing a purpose The sum of two rational expressions The sum of two rational expressions is The sum of two rational expressions 1. How do you add or subtract dissimilar What is the important rules in
for the lesson. is the product of the numerators the product of the numerators divided is the product of the numerators fractions? adding or subtracting dissimilar
divided by the product of the by the product of the denominators. divided by the product of the 2. What are the laws of exponent? rational algebraic expression?
denominators. denominators.
C. Presenting Illustrative examples Illustrative examples Illustrative examples The teacher will show illustrative The teacher will show illustrative
examples/instances of the example of addition and subtraction of example of addition and subtraction of
new lesson. 1. Find the sum of 3x 1. Find the sum of 3x 1. Find the sum of 3x rational expressions with the different rational expressions with the different
denominator. denominator.
4−2x y +5 4−2x y +5 4−2x y +5 Example 1:
and and and
y+5 y+5 y+5 Add 1 1 Example 1:
+ 5 6
3a 4b Add +
Solution: Solution: Solution:  Since the denominators are not c+2 c−3
the same, find the LCD.  Since the denominators are not
3 x+4−2 x 3 x+4−2x 3 x+4−2x
= = =  Since 3a and 4b have no the same, find the LCD.
y +5 y+5 y+5 common factors, the LCM is
simply their product: 3a ⋅ 4b
 The LCM of  c+2 and c-3 is (c
+2) (c-3)
x +4 x+4 x+4  That is, the LCD of the fractions  That is, the LCD of the
= = = is 12ab. fraction (c +2) (c-3)
y+5 y+5 y+5  Rewrite the fractions using the  Rewrite the fractions using the
LCD. LCD.

( 1 4b
⋅
3a 4b
+ )(
1 3a
⋅
4 b 3a ) c+ 2 c−3 c−3⋅c +2 )
( 5 c−3
⋅ ) +(
6 c +2

4b 3a 3 a+4 b 5(c−3 ) 6(c+2)

+ = = +
(c +2 )(c−3 ) (c +2)(c−3)
12 ab 12 ab 12 ab
  Simplify each numerator
5 c−15 +6 c +12
=
( c +2 )( c−3)
4  Add the numerators
5 y −4 x
= =
5 c−15
+
6 c +12

D. Discussing new 1. What are the different techniques
concepts and practicing used to solve for sum or similar
new skills #1. rational algebraic expressions?
2. Describe the pattern.
3. Enumerate the pattern observed.
1. What are the different techniques
used to solve for sum or similar rational
algebraic expressions?
2. Describe the pattern.
3. Enumerate the pattern observed.
1. What are the different techniques
used to solve for sum or similar
rational algebraic expressions?
2. Describe the pattern.
3. Enumerate the pattern observed.
6 xy 3
( c +2 )( c −3 ) ( c +2 )( c −3 )
11 c−3
 Simplify =
(c+2 )(c−3)
1. How do you think sum 1. How do you think sum or the
or the difference is difference is obtained?
obtained? 2. What are the different techniques
2. What are the different used to solve for sum or difference?
techniques used to solve 3. Describe the pattern; Enumerate the
for sum or difference? pattern observed.

E. Discussing new Find the sum of the following rational Find the sum of the following rational Find the sum of the following Perform the indicated operations Perform the indicated operations
concepts and practicing algebraic expressions. Express your algebraic expressions. Express your rational algebraic expressions. and reduce answer in lowest terms. and reduce answer in lowest terms.
new skills #2. answer in simplest form. Let the answer in simplest form. Let the Express your answer in simplest 3 7
students work by pairs. students work by pairs. form. Let the students work by pairs.
1.
2m 5 m
+
1. +
3 2 m2 2 6x x−8 x +3
x−3 y x+3 y x−3 y x+3 y x−3 y x+3 y 2. − 4 2
1. 3 + 3 1. 3 + 3 1. 3 + 3 3y 3 4 xy
2. −
6x y 6x y 6x y 6x y 6x y 6x y 3a x+1 x+2
3. −5 a 3 6
12 a2 b 3. +
6 x 3−4 x 6 x 3−4 x 6 x 3−4 x 1 5 b−5 3b−8
2. + 2. + 2. + 4. 2+
4−a 2 a−2
y−5 y−5 y−5 y−5 y−5 y−5 4 x 6 xy 2 4. 2 −
a −9 3−a

F. Developing mastery Find the sum and simplify your Find the sum and simplify your answer. Find the sum and simplify your Perform the indicated operations and Perform the indicated operations and
(Leads to Formative answer. a−b
. 6 a−3b answer. reduce answer in lowest terms. reduce answer in lowest terms.
Assessment #3). a−b
. 6 a−3b 1. − a−b
. 6 a−3b
1. − 8b 8b 1. − 1.
4 7b
− 1.
5 a+5
+
7n
8b 8b 8b 8b 5a 4 a 2 5 n +35−40 3 n
2

10 2 x+9 5 x−7 8 5
2. + + 2. + 2 2 4
10 2 x+9 5 x−7 x−3 x−3 x−3 10 2 x+9 5 x−7 3
9t 6t 2. +
2. + + 2. + + y+8 2+i
x−3 x−3 x−3 x−3 x−3 x−3 a+2 a−4
3. − 7c 8
2 4 3. +
c +1 c−7
G. Finding practical
applications of concepts
and skills in daily living.
H. Making generalizations
and abstractions about the
lesson.
I. Evaluating learning.
J. Additional activities for
application or remediation.
(Group Activity)
Let’s tour the Province!!
Find the perimeter of the following
plane figures found in each historical
sites of the Province of Capiz.
In adding similar or subtracting
rational expressions, add or subtract
the numerators and write the answer
in the numerator of the result over the
common denominator. In symbols,
, ,
a c a+ c
+ = , b≠0
b b b
Find the sum of the following. Write
your answer in simplest form.
6 a+ 4 5
1. + 1.
b+3 b +3
y +3 y y +3
2. + 2.
2 x−18 2 x−18
A. “Snow Storm”
Let the students get a piece of paper
(scratch will do). Tell them to write
(Group Activity)
Let’s tour the Province!!
Find the perimeter of the following plane
figures found in each historical sites of
the Province of Capiz.
In adding similar or subtracting rational
expressions, add or subtract the
numerators and write the answer in the
numerator of the result over the
common denominator. In symbols,
a c a+c
+ = , b≠0
b b b
Find the sum of the following. Write your
answer in simplest form.
6 a+ 4 5
+ 1.
b+3 b +3
y y +3
+ 2.
2 x−18 2 x−18
B. “Snow Storm”
Let the students get a piece of paper
(scratch will do). Tell them to write the
(Group Activity) Your teacher asked the class to find the Juan bought a lawn lot in Manila
Let’s tour the Province!! perimeter of the blackboard in your Memorial Park in Dasmariñas, Cavite.
Find the perimeter of the following classroom. Find the total area of his lawn lot, if he
plane figures found in each used the lot area ,
historical sites of the Province of
Capiz. and the remaining lot area is
.
6x 2x
2 x +3 5 x +4
In adding similar or subtracting Generalization: Generalization:
rational expressions, add or subtract There are a few steps to follow when In adding or subtracting dissimilar
the numerators and write the you add or subtract rational expressions rational expressions change the
answer in the numerator of the with unlike denominators. rational algebraic expressions into
result over the common To add or subtract rational similar rational algebraic expressions
denominator. In symbols, expressions with unlike denominators, using least common denominator or
, 1. First find the LCM of the LCD as in adding dissimilar fractions.
a c a+c denominator. The LCM of the
+ = , b≠0 denominators of fraction or rational
b b b 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.
Find the sum of the following. Write “Pick my Pieces” “Four in a Line”
your answer in simplest form. Add or subtract the following Directions: Each group will add or
rational expressions. Match your subtract the given rational
6 a+ 4 5 answer with the expression in each expressions. Each correct answer will
+ piece of a puzzle to form it. A hint will gives the group a chance to pin 2
b+3 b +3 help you to solve the problem. assigned chips in the game board. To
y win this game, the group need to
+ 6 5c 7 3 connect 4 pieces in a row, column or
2 x−18 2 x−18 1. − 3. + diagonally.
c−1 4 d e
5 7y 5
2. −
x x+ 3
4 . +8
b
C. “Snow Storm” Follow up: Follow up:
Let the students get a piece of Add or subtract the following rational Add or subtract the following rational
paper (scratch will do). Tell them to expressions. expressions.
 the concepts, terms they’ve learned concepts, terms they’ve learned in write the concepts, terms they’ve
in adding similar rational algebraic adding similar rational algebraic learned in adding similar rational 5 x−3 1 2x 3
1. − 1. − 2
expressions. Crumple the paper. expressions. Crumple the paper. Throw algebraic expressions. Crumple the 4 x 6x 2
x −1 x +5 x+ 4
Throw it lightly into the air (to create a it lightly into the air (to create a snow). paper. Throw it lightly into the air (to
snow). Let them pick the crumpled Let them pick the crumpled paper next create a snow). Let them pick the 3 7
2. +
paper next to them and call on at to them and call on at least 5 students crumpled paper next to them and c+ 6 c−2
least 5 students to read the writings to read the writings aloud. Process and call on at least 5 students to read 2 x−3 3 x−1
aloud. Process and correct the correct the student’s misconceptions the writings aloud. Process and 2. +
student’s misconceptions whenever whenever they arise. correct the student’s misconceptions x2 +3 x+2 x 2 + 5 x +6
they arise. whenever they arise.
B. Study the rules in adding dissimilar
B. Study the rules in adding dissimilar rational algebraic expressions. B. Study the rules in adding
rational algebraic expressions. dissimilar rational algebraic
expressions.
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: Checked by:

CHEROSE C. LUMBO FELSIE D. OBUYES

Teacher III Head Teacher IV – Mathematics Department

Approved by:

MARILOU B. LOZADA, EdD

Principal III