School SAN PABLO NATIONAL HIGH SCHOOL Grade Level 8

GRADE 8
Teacher MARIE JOY GALINDO-GARCIA Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time WEEK 5 Quarter FIRST

MONDAY TUESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of factors of concepts of factors of concepts of factors of concepts of factors of
polynomials, rational polynomials, rational polynomials, rational polynomials, rational
algebraic expressions, linear algebraic expressions, algebraic expressions, algebraic expressions,
equations and inequalities in linear equations and linear equations and linear equations and
two variables, systems of inequalities in two variables, inequalities in two variables, inequalities in two variables,
linear equations and systems of linear equations systems of linear equations systems of linear equations
inequalities in two variables and inequalities in two and inequalities in two and inequalities in two
and linear functions. variables and linear variables and linear variables and linear
functions. functions. functions.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards formulate real-life problems formulate real-life problems formulate real-life problems formulate real-life problems
involving operations on involving operations on involving operations on involving operations on
rational algebraic rational algebraic rational algebraic rational algebraic
expressions, and solve expressions, and solve expressions, and solve expressions, and solve
these problems accurately these problems accurately these problems accurately these problems accurately
using a variety of strategies. using a variety of strategies. using a variety of strategies. using a variety of strategies.
 3. Learning Performs operations on Performs operations on Performs operations on Performs operations on
Competencies / rational algebraic rational algebraic rational algebraic rational algebraic
Objectives expressions. expressions. expressions. expressions.
(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 algebraic expressions. algebraic expressions. algebraic expressions.
rational expression with b. Add or subtract the b. Add or subtract the b. Add or subtract the
similar denominators. rational algebraic rational algebraic rational algebraic
c. Develop cooperative expressions with dissimilar expressions with dissimilar expressions with dissimilar
learning in group activity.denominators. denominators. denominators.
c. Apply laws of exponent c. Apply laws of exponent c. Apply laws of exponent
and factoring in and factoring in and factoring in
simplifying rational simplifying rational simplifying rational
algebraic expression. algebraic expression. algebraic expression.
II. CONTENT Adding and Subtracting Adding and Subtracting Adding and Subtracting Adding and Subtracting
Similar Rational Algebraic Dissimilar Rational Dissimilar Rational Dissimilar Rational
Expressions Algebraic Expressions Algebraic Expressions Algebraic 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/al
Materials from gebra/rational-
Learning expressions/adding-
Resource (LR) subtracting-rational.php
portal
B. Other Learning Grade 8 LCTG by DepEd
Resources Cavite Mathematics 2016
Teacher made Worksheet,
Laptop, monitor
IV. PROCEDURES
A. Reviewing previous A. Preliminaries
lesson or presenting “Answer Mo, Show Mo!”
the new lesson Find the factor of the
following expression.
1. x2-x-6
2. a2-25
3. x3 + 6x2 +12x +8
4. x2-y2
5. x3 + 3x2 +3x +1
https://www.mathplanet.com https://www.mathplanet.com https://www.mathplanet.com
/education/algebra- /education/algebra- /education/algebra-
1/rational-expressions/add- 1/rational-expressions/add- 1/rational-expressions/add-
and-subtract-rational- and-subtract-rational- and-subtract-rational-
expressions expressions expressions
http://creativecommons.org/l http://creativecommons.org/l http://creativecommons.org/l
icenses/by/3.0/ icenses/by/3.0/ icenses/by/3.0/
Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd
Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
laptop, monitor, pictures laptop, monitor, pictures laptop, monitor, pictures
A. Preliminaries Preliminaries Preliminaries
Perform the operation on “We have…they have…” “Fixing a broken heart”
the following fraction. Direction: The class will be Directions: Fix the broken
1. ½ + 4/3 group into 3. Each group heart by matching the factor
2. 5/8 + 3/2 will receive 2 sets of phrase and product that contains in
3. −4/8 + 3/10 attached with rational each half of heart.
expression, one is for the
4. ½ − 4/3 given and the other one is
5. ¼ − 3/2 an answer. The group with
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 x2
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
 14 − 3x
( x + 2)( x − 2)

The bottom
expressions must be
the same! 3 x + 4

x2
B. Establishing a The sum of two rational 1. How do you add or What is the important 1. How will you add
purpose for the expressions is the product subtract dissimilar fractions? rules in adding or dissimilar fractions with
lesson of the numerators divided 2. What are the laws of subtracting dissimilar more than two addends?
by the product of the exponent? rational algebraic 2. How will you perform
denominators. expression? combination of addition and
subtraction dissimilar
fraction?
3.What is the relation of
factoring in adding or
subtracting dissimilar
rational expressions?
C. Presenting examples/ Example 1: The teacher will show The teacher will show
The teacher will show illustrative example of
Add x + 3x − 2 + 4 x + 12
instances of the 2
illustrative example of
illustrative example of
lesson x 2 + 3x − 10 x 2 + 3x − 10 addition and subtraction of addition and subtraction of
addition and subtraction of
rational expressions with the rational expressions with the
Factor the common rational expressions with the different denominator.
different denominator.
Denominator different denominator. Example:
x 2 + 3x − 2 4 x + 12 Example 1:
+ Example 1:
( x + 5)( x − 2) ( x + 5)( x − 2) 1 1 Simplify, state the result in
Add + 5 6
3a 4b Add + simplest form
Write as a single c + 2 c −3
• Since the denominators 2x2 x 1
fraction • Since the denominators + −
( x 2 + 3x − 2) + (4 x + 12) are not the same, find x −4 x−2 x+2
2
are not the same, find
( x + 5)( x − 2) the LCD.
the LCD.
Remove the parentheses • Since 3a and 4b have • The LCM of c+2 and c-
in the numerator no common factors, the 3 is (c +2) (c-3)
x 2 + 3 x − 2 + 4 x + 12 LCM is simply their • That is, the LCD of the
( x + 5)( x − 2) product: 3a ⋅ 4b fraction (c +2) (c-3)
Combine like terms • That is, the LCD of the • Rewrite the fractions
x 2 + 7 x + 10 fractions is 12ab. using the LCD.
( x + 5)( x − 2) • Rewrite the fractions c −3  6 c+2 x2 - 4= (x+2)(x-2)
 5
Factor the numerator using the LCD.  • + • 
( x + 5)( x + 2)  c + 2 c − 3   c − 3 c+2 x-2 = x-2
( x + 5)( x − 2)  1 4b   1 3a  5(c − 3) 6(c + 2)
 • + •  = + x+ 2= x+2
Divide out common  3a 4b   4b 3a  (c + 2)(c − 3) (c + 2)(c − 3)
factors LCM: (x+2)(x-2)
( x + 5)( x + 2) x + 2 4b 3a 3a + 4b
= + = • Simplify each
( x + 5)( x − 2) x − 2 12ab 12ab 12ab numerator
5c − 15 6c + 12 2x2 x 1
Example 2: = + + −
(c + 2)(c − 3) (c + 2)(c − 3) ( x + 2)( x − 2) x − 2 x + 2
x 2 − 2x + 3 x 2 − 4x − 5 Example 2:
• Add the numerators
−
x 2 + 7 x + 12 x 2 + 7 x + 12 5 y 2x 5c − 15 + 6c + 12
Subtract − =
6 3 y3 (c + 2)(c − 3) The LCM becomes
Write as a single • Since the denominators • Simplify
the common
fraction are not the same, find 11c − 3
= denominator.
( x 2 − 2 x + 3) − ( x 2 − 4 x − 5) the LCD. (c + 2)(c − 3)
• Since 6 and 3y3 have Multiply each
x 2 + 7 x + 12
Remove the parentheses no common factors, the Example 2: expression by the
in the numerator LCM is simply their Subtract 2 − t − 2 equivalent of 1 that
x − 2x + 3 − x + 4x + 5
2 2
product: 6 ⋅ 3y3 t +1 t 2 − t − 2 will give in the
x 2 + 7 x + 12 • That is, the LCD of the • Find the factorization common
Combine like terms 3 denominator.
fractions is 18y . of each denominator.
2x + 8 • Rewrite the fractions t+1 cannot be
x + 7 x + 12
2
using the LCD. factored any further,
Factor but t2- t- 2 can be.
2( x + 4)  5 y 3y3   2x 6 
 • 3  −  3 •  2 t −2 2x2  x x+ 2  1 x−2
( x + 3)( x + 4)  6 3y   3y 6  = − + • − • 
( x + 2)( x − 2)  x − 2 x + 2   x + 2 x − 2 
Divide out common t + 1 (t + 1)(t − 2)
factors • Find the least
15 y 4 12 x
2( x + 4) 2 = − common multiple. t+1
= 18 y 3 18 y 3 appears exactly once
( x + 3)( x + 4) x + 3
in both of the
15 y 4 − 12 x expression, so it will
= Factor both
18 y 3 numerator appear once in the
and LCD.( t - 2) also
3(5 y 4 − 4 x) denominator
appears once, this
= .
3(6 xy 3 ) means that (t+1)
(t-2) is the LCD.
5 y4 − 4x  2 t −2  t −2  2x2 x( x + 2) 1( x − 2)
Reduce, = •  −   + −
= dividing out  t + 1 t − 2   (t + 1 )( t − 2)  ( x + 2)( x − 2) ( x + 2)( x − 2) ( x + 2)( x − 2)
6 xy 3 factor 3. 2(t − 2) t −2
= −
(t + 1)(t − 2) (t + 1)(t − 2)
• Subtract the Combine the
numerators and numerators
simplify. Remember
that parentheses
2 x 2 + x( x + 2) − 1( x − 2)
need to be included
around the second (t- ( x + 2)( x − 2)
2) in the numerator
because the whole
Simplify the
quantity is
numerators
subtracted.
2t − 4 − (t − 2)
=
(t + 1)(t − 2) 2x 2 + x 2 + 2x − x + 2
=
2t − 4 − t + 2 ( x + 2)( x − 2)
(t + 1)(t − 2)
Check for
t −2
= simplest form.
(t + 1)(t − 2)
• The numerator and 3x 2 + x + 2
denominator have a
common factor of t -
( x + 2)( x − 2)
 2, so the rational
expression can be
simplified.

D. Discussing new 1. How do you think sum
concepts and or the difference is
practicing new skills obtained?
#1 2. What are the different
techniques used to solve
for sum or difference?
E. Discussing new Perform the indicated
concepts and operations and reduce
practicing new skills answer in lowest terms.
5 5a + 1
#2 1. 2 + 1.
a + 3a + 2 a 2 + 3a + 2
6 x+5
2. − 2
x + 8x + 4 x + 8x + 4
2 3
3x 2 + x + 2
( x + 2)( x − 2)
1. How do you think sum 1. What are the different
1. How do you think sum or
or the difference is techniques used to solve for
the difference is obtained?
obtained? combining multiple rational
2. What are the different
2. What are the different expressions?
techniques used to solve for
techniques used to solve 2. Enumerate the pattern
sum or difference?
for sum or difference? you observed in combining
3. Describe the pattern;
Enumerate the pattern multiple rational
observed. expressions.
Perform the indicated Perform the indicated Simplify, state the result in
operations and reduce operations and reduce simplest form
answer in lowest terms. answer in lowest terms. y2 2 15
2m 5m 1. − −
+ 3 7
3 2m 2 1. + 3y x 9
2 6x x −8 x +3 x+2 x+3
2. − 4 2 2. −
− 2 x + 13 x + 20 2 x + 5
3 y 4 xy 2. 2

x +1 x + 2
10 2 x + 9 5x − 7 3a 3 7
3. − + 3. − 5a 3 6 3. −
x−3 x−3 x−3 12a 2b 3. +
b − 5 3b − 8 4v − 4v 2
2

x−7 1 5
4. +
8 4. + 4 − a2 a − 2
4x 2 − 4 4x 2 − 4
2
4 x 6 xy 2 4. − 4.
2z
−
3z
− 2
3
a2 − 9 3 − a 1 − 2z 2z + 1 4z − 1
x +1 x+6 2 3 3x + 2
4y 2
− −
2
5. + 2 5. − x 5. 2
4 x + 28 + 49 4 x + 28 + 49
2
a a −5 5. + y −1 y y +1
3x + 6 4 − x 2
 F. Developing mastery Perform the indicated Perform the indicated Perform the indicated
Perform the indicated
(Leads to Formative operations and reduce operations and reduce
operations and reduce operations and reduce
Assessment 3) answer in lowest terms. answer in lowest terms.
answer in lowest terms. answer in lowest terms.
8 y 2 + 11 y 4y2 − 5y
1. − 4 7b 5a + 5 7n 2 4 5
2 x 2 + 13 x + 20 2 x 2 + 13 x + 20 1. − 1. + 1. + −
5a 4a 2 5n + 35 − 40 3n
2
a +3 a +3 a −3
− 5 x + 4 x 2 + 12 4 + x 2 + 5 x
2. − 2 8 5
+ 2 2 4
t 2 + 4t 2t − 7 t 2 − 1
3x 2 + 2 x − 8 3x + 2 x − 8 2. 2. +
3
9t 6t y +8 2+i 2. + −
t −1 t −1 t +1
4a 2 − 11a − 3 4a 2 + 13a + 3 a+2 a−4
3. − 3. − 7c 8 a+2 a−4 a+5
b+4 b+4 2 4 3. + 3. − +
c +1 c − 7 2 4 8
x 2 + y 3x 2 + 5 y + 6
4. − 3 4 3 3 2z 3z 5z
2x − 3y 2x − 3y 4. + 4. − 4. − + 2
x x2 8 3x + 4 z −1 z + 1 z −1
6 x+2 2 3 x +1 x +1
5. − 5. + 5. − 2 8
−
3
+
2
x −5 x −5 x − 5 4x x − 4 x − 7 x + 12
5.
x −4 x+2 x−2
2

G. Finding practical The pathway of a church Your teacher asked the

applications of has a perimeter of 10 z , if class to find the perimeter of Juan bought a lawn lot in Lorna gives an illustration
z −1
concepts and skills in 2z the blackboard in your Manila Memorial Park in
the width is what is the classroom. board to Miguel with an area
daily living z −1 Dasmariñas, Cavite. Find 2
length? the total area of his lawn lot, x 2 − 25 . She instructed
of
if he used the lot area 2 x , Miguel to cut the board into
5x + 4
and the remaining lot area is two pieces, one for Antonio
6x . 3
with an area of and
2x + 3 x+5
the other half is for Miguel.
What is the area of an
6x illustration board goes to
2x + 3
2x
2z 5x + 4 Miguel?
z −1
H. Making Generalization:
generalizations and In adding or subtracting
abstractions about similar rational expressions,
the lesson 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 d b rational algebraic
Generalization: Generalization:
There are a few steps to In adding or subtracting
follow when you add or dissimilar rational
subtract rational expressions change the
expressions with unlike rational algebraic
denominators. expressions into similar
Generalization:
rational algebraic
In adding or subtracting
1. To add or expressions using least
dissimilar rational
subtract rational common denominator or
expressions with unlike LCD as in adding dissimilar
expressions change the
denominators, first find fractions.
expressions into similar
the LCM of the
rational algebraic
denominator. The LCM of
expressions using least
the denominators of
common denominator or
fraction or rational
LCD as in adding dissimilar
expressions is also
fractions.
called least common
denominator, or LCD.
2. Write each expression
using the LCD. Make
sure each term has the
LCD as its denominator.

I. Evaluating learning
Let’s Amaze it!
(Group Activity)
Complete the maze below
by adding each rational
expression from the start to
end. You are free to choose
your way, there are 11
possible ways.
3. Add or subtract the
numerators.
4. Simplify as needed.
“Pick my Pieces” “Four in a Line” “Let’s Gora in Cavite”
Add or subtract the Directions: Each group will Simplify the given
following rational add or subtract the given algebraic expression
expressions. Match your rational expressions. Each attached in the provinces of
correct answer will gives the Cavite, and then state the
answer with the expression
group a chance to pin 2 result in simplest form.
in each piece of a puzzle to
assigned chips in the game Match the province with its
form it. A hint will help you
board. To win this game, the respective landmark.
to solve the problem.
group need to connect 4
6 5c 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 3x + 3
2

5x 18
2. − 2
x − x −6 x −9
2

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

MARIE JOY GALINDO-GARCIA CLARIZA C. SATORRE, PhD

Math Teacher Asst. School Principal

Checked:

RAMIL A. BOCHORNO, MTI MA. TERESITA H. ESCOBIA

Master Teacher School Principal III