School: BIRBIRA HIGH SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
*-A. Content Standards
B.Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT (Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the
Grade Level: 8
Teacher: AGOSTO C. BUNSAY Learning Area: MATHEMATICS
Teaching Dates and Time: October 9-13, 2023 (Week 7) Quarter: 1ST QUARTER
SESSION 1 SESSION 2 SESSION 3 SESSION 4
The learner demonstrates understanding of key concepts of rational algebraic expressions.
The learner is able to formulate real-life problems involving rational algebraic expressions .
1.Define rational algebraic expressions
2.Illustrate rational algebraic expressions
3.Demonstrate appreciation of illustrating rational algebraic expressions
4. Simplify rational algebraic expressions.
5. Display accuracy in simplifying rational algebraic expressions.
(M8AL-Ic-1) (M8AL-Ic-1) (M8AL-Ic-1) (M8AL-Ic-1)
Illustrates rational algebraic Illustrates rational algebraic Illustrates rational algebraic expressions Illustrates rational algebraic
expressions. expressions. expressions
Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide,
Learner’s module Learner’s module Learner’s module Learner’s module
Review previous lesson by letting the The teacher lets the students do The teacher lets the students reduce The teacher lets the students simplify
students, working in pairs, do Activity Activity 16 on p. 77 of the Learner’s each fraction to lowest term and the items below:
below. Module. complete the table below. (p.94 of e-math Review:
8) 1. (a-6)/(7a-42) = 1/7
There are verbal phrases below. Look Match Column A to its simplest form in 6 4 +2 2 2. (b+9)/(b^2+15b++54) = 1/(b+6)
for mathematical expressions in the Column B. If is written like this: = 3. (k^2+3k-4)/(k-1) = k + 4
9 4+ 5 5
figures that correspond to each verbal
phrase.
6 2
1.The quotient of 2c and 3n Is = ? No
2.The fraction whose denominator is 9 5
7 more than the numerator n
3.The ratio of a number n and four
added to two
4.The product of c and n divided by 3
5.One-third of the square of c
Let the students realize that The teacher lets the students evaluate
Lesson illustrating rational algebraic these numeric expressions.
expressions is an important skill −7 2−5
needed to simplify rational algebraic 7 5−2
expressions.
3 5+3
−3 −5−3
C. Presenting examples /instances let the students, in groups of three, do let the students realize that simplifying I. Using the same principle used in simplifying The teacher discusses with the
of the new lessons the Activity 2 found on page 67 of the rational numbers is an important skill the fractions earlier, identify the expressions students simplifying rational algebraic
Learner’s Module. needed to understand the concepts of x expressions involving opposite
that are equivalent to .
simplifying rational algebraic y polynomials.
Answer Key: expressions. 3
a) 5 minutes
x (x +3) x 3x Which of the following expression/s is
a. b. 3 c.
b) p/20 y (x+ 3) y 3y equal to -1?
c) p/x 3
n x x +1 −x+5
d. 3 e. a. b.
n y y+ 1 x −5
x −5 x−5
Guide Questions: c.
−5+ x 5−x
1. Which of the rational expressions can be
simplified? a, c & d x−5
d.
2. Explain why the expressions are x+ 5
equivalent?
3. When can you say that a given rational 1. When can an expression be equal
number is in simplest form?
to -1?
If the numerator and denominator have no
common factor other than 1 and -1. The value of an expression is -1
only when the factor in the numerator
x +1
4. Why is the rational expression not and factor
y+ 1 in the denominator are exactly
x opposite in sign.
equal to ?
y 2. When can you say that two
You can only cancel common FACTORS, polynomials are opposites?
not common terms Two polynomials are opposites if
every corresponding pair of terms are
opposite.
D. Discussing new concepts and discuss with the students the process
practicing new skills #1. of arriving at the answer of each
exercise in Activity 2. Furthermore,
he/she asks the students about the
mathematical skills or principles that
they used to illustrate rational
algebraic expressions.
E. Discussing new concepts & discuss and illustrat thoroughly the discuss how to simplify rational Working in pairs, the teacher lets the The teacher lets the students answer
practicing and concern to new skills definition of rational algebraic algebraic expressions using the guide students answer the following exercise. the items below individually:
#2 expressions as presented on page 71 questions below: (p.92 of Grade 8 Mathematics)

F.Developing Mastery (Leads to
Formative Assesment 3
G. Finding Practical Applications of
concepts and skills in daily living
H. Making Generalizations &
Abstractions about the lessons
of the Learner’s Module.
3 x−15
II. Simplify . State the
2
x −7 x+10
right.
3 x
excluded values of x. for x ≠
x−2
5, 2
Guide Questions:
1.What is the first step in simplifying
rational algebraic expressions?
Factor the numerator and
denominator.
2.What happens to the common
factors in the numerator and the
denominator?
Cancel out the common factor
3.When should you determine the
excluded values of a rational
expressions?
Determine the excluded values
before you simplify the expression.
Working in pairs, let the students
answer the Activity 7 found on page
70 of the Learner’s Material.
summarize the mathematical skills or
principles used to illustrate and
rational algebraic expressions
through the questions like:
1.What did you do to arrive at the
answer?
2.How did you differentiate rational
algebraic expressions from not
rational algebraic expressions?
3.What is rational algebraic
expression?
1.Reasoning Explain why -2 may not
1. A student’s solution is shown at the be the only excluded value of a
2 2 rational expression that simplifies to
x +4 x +4
= =x + 4 x−3
x You need to determine
x+ 2
excluded values before simplifying.
Discuss what the student did and
One or more factors may have been
whether or not it was correct.
Incorrect: Rational algebraic cancelled in the denominator
2. Challenge Two students graphed
expressions can be reduced by
the following equations on their
cancelling common
calculators.
FACTORS, not common terms
2
2. A student’s solution is shown at the x −16
right. y=
x−4
( x +5)(x−3) (x+ 5)(x −3)
= =0 y = x + 4
( x−3)(x +5) (x−3)(x +5) They were surprised that the graphs
Discuss what the student did and appeared to be identical. Explain how
whether or not it was correct. the graphs are different.
Incorrect: Dividing an expression by The first graph has a hole at x = 4
itself is equal to 1 not 0. because it is an excluded value of the
equation.
summarize the mathematical skills or
principles used to simplify rational
algebraic expressions through questions
like:
1. What did you do to arrive at the
answer?
2. Where there mathematical skills or
principles used to recognize the factoring
technique to use in factoring the
numerator and/or denominator before
reducing the rational expression?
3. When should you determine the
excluded values of a rational expression?
Answers shall be drawn from the
students.
I.Evaluating Learning The teacher lets the students answer Simplify the following rational algebraic
individually the formative expressions. State the excluded
assessment. values.

Identify if the expression below is a 1.

rational algebraic expression or not. −21 a b −3
2 2

3 3
= for a ≠ 0 ,b ≠ 0
2 28 a b 4 ab
1.
x
x+1 2.
2. 5m +3 ( y+1)( y + 4) y +4
1 = for x ≠−1 , 4
3. ( y +1)( y−4) y−4
x− y
w−5 3.
4.
w−w x −9
2
x +3
c (c−3) 2
= for x ≠ 3 , 4
5. x −7 x+12 x−4
0

J. Additional activities for application

or remediation
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why did this work?
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama

F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by:
AGOSTO C. BUNSAY
T-III
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures
Checked by: Noted:
JOHN HENRY B. SOLOMON FERDINAND J. GREGORIO, Ph.D.
T-III/OIC Dept.Head in Math Principal II