Learning Activity Sheets for Week 3

A C T I V I T Y No. 11

Type of Activity : Drill

Activity Title : Adding and subtracting similar rational algebraic expression
Learning Competency : The learner performs operations on rational algebraic expressions. M8AL-Ic-d-1
Learning Target : Find the sum and the difference of similar rational algebraic expressions.
Reference : Mathematics Learner’s Module pp. 70-71

If two rational expressions have the same denominators, then their sum is defined by + = and their
difference is defined by - =
Steps in adding and subtracting rational expressions with like denominator
S1: Add or subtract the numerators
S2: Copy the similar denominator
S3: Simplify if possible.

ILLUSTRATIVE EXAMPLES:

1. Find .
We add the numerators and keep the denominator the same, which yields
.
Next, we simplify by collecting like terms in the numerator to find

2. Find .
Subtracting the numerators gives us

We subtract the numerators (distribute the negative sign) and keep the denominator the same, which yields

EXERCISES
Find the sum of the following similar rational algebraic expressions.
1.

2.

3.

4.
 A C T I V I T Y No. 12

Type of Activity : Drill

Activity Title : Adding and subtracting dissimilar rational algebraic expression
Learning Competency : The learner performs operations on rational algebraic expressions. M8AL-Ic-d-1
Learning Target : Find the sum and the difference of dissimilar algebraic expression
Reference : Mathematics Learner’s Module pp. 70-71
Steps adding and subtracting rational expressions with different denominators:
1. Completely factor each denominator.
2. Find the least common denominator (LCD) for all the denominators by multiplying together the different prime
factors with the greatest exponent for each factor.
3. Rewrite each fraction so it has the LCD as its denominator by multiplying each fraction by the value 1 in an
appropriate form.
4. Combine numerators as indicated and keep the LCD as the denominator.
5. Simplify the resulting rational expression if possible.
ILLUSTRATIVE EXAMPLES:
A. Simplify .
Step 1: Factor each denominator.

Step 2: Find the LCD.

The LCD = (x – 4) (x + 4) 2
Step 3: Rewrite each fraction so that the LCD is its denominator.

Step 4: Combine numerators and keep the LCD as the denominator.

Step 5: This rational expression cannot be simplified further. Therefore,

B. Subtract:
Solution:
Step 1: We first find the factor of each denominator.
= )
= )
Step 2: LCD =
NOTE: It is generally best to leave the LCD in factored form.
Step 3: ⦁ - ⦁ Multiplying by 1

Step 4: Subtracting the numerators

= Multiplying and removing parenthesis

Step 5: combining like terms and simplifying

EXERCISES
Determine the sum or difference of the following rational algebraic expression.
2.
 A C T I V I T Y No. 13

Type of Activity : Drill

Activity Title : Multiplying rational algebraic expression
Learning Competency : The learner performs operations on rational algebraic expressions. M8AL-Ic-d-1
Learning Target : Find the product of rational algebraic expressions
Reference : Intermediate Algebra II by: Simon L. Chua pp. 86-87

The rule for multiplying rational expression is: If a, b, c, and d are real expressions, and b ≠ 0 and d ≠ 0,
then
=
The result should always be reduced to lowest terms.

STEPS IN MULTIPLYING RATIONAL EXPRESSIONS

S1: Factor the numerator and the denominator of both rational expressions. Then write the product as a single
fraction, indicating the product of the numerators and the product of the denominators.
S2: Reduce this fraction by dividing the numerator and the denominator by any common nonzero
factors.
S3: Simplify

ILLUSTRATIVE EXAMPLE:
Multiply: .
Solution:
S1: =

S2: =
S3: =

EXERCISES:

Find the product of the following rational algebraic expressions.

1. 2.

3. 4.
 A C T I V I T Y No. 14

Type of Activity : Drill

Activity Title : Dividing rational algebraic expression
Learning Competency : The learner performs operations on rational algebraic expressions. M8AL-Ic-d-1
Learning Target : Find the quotient of rational algebraic expressions
Reference : Intermediate Algebra II by: Simon L. Chua pp. 90-91

Division of rational expressions follows the same rule as in division of arithmetic fractions. That is if a,
b, c, and d are real expressions, and b ≠ 0 and c ≠ 0, and d ≠ 0 then
= =

STEPS IN DIVIDING RATIONAL EXPRESSIONS

Step1: Rewrite the division problem as the product of the dividend and the reciprocal of the divisor.
Step 2: Perform the multiplication using the rule for multiplying rational expressions.
Step 3: Simplify

ILLUSTRATIVE EXAMPLE:

Divide:

Solution:

S1: =

S2: =

S3: = or -
EXERCISES

Find the quotient of the following rational algebraic expressions.

1. 2.

3. 4.
 A C T I V I T Y No. 15

Type of Activity : Skills : Solving Problems

Activity Title : Solving motion problems involving rational expressions.
Learning Competency : The learner solves problems involving rational algebraic expressions. M8AL-Id-2
Learning Target : Solve motion problems involving rational expressions.
Reference : Exploring Math II by: Orlando A. Oronce et. Al pp. 222-223

Applications involving rational expressions are numerous and varied. We will solve these word problems
following the same steps we learned previously. The only difference here is that the equation we write involves rational
expressions.

ILLUSTRATIVE EXAMPLE:

An express train travels 150 km in the same time that a freight train travels 100 km. If the express train goes 20 km per
hour faster than the freight train, find the rate of each. (distance = rate x time)
Solution:
ANALYZATION:
We construct a table:
d r t
Freight Train 100 r

Express Train 150 r + 20

REPRESENTATION:
Let r = be the rate of the freight train
r + 20 = the rate of the express train

EQUATION: The fact that the time of travel is the same, the equation is

SOLUTION: The equation is a proportion, hence, we cross multiply.

100 ) = 150
100 ) = 150
50 =
=
=
CHECKING:

100 = 150
40 60
5 = 5
2 2

CONCLUSION: Therefore, the freight train’s rate is 40kph and the express train’s rate is 60 kph.

EXERCISES: Solve the following motion problems.

1. The speed of train A is 12kph slower than the speed of train B. Train A travels 230 km in the same time it takes train
B to travel 290 km. Find the speed of each train.
2. Bong can walk 11 km in the same amount of time that Michael can walk 8 km. Bong walks I km per hour faster than
Michael. How fast Can Bong walk?
3. An airplane travels 1260 km in the same time a car travels 420 km. If the rate of the car is 120 kph less than the rate
of the airplane, find the rate of each.
4. A boat can travel at a speed of 15 kph in still water. The boat travels 40 km downstream in a river at the same time it
takes to travel 25 km upstream. What is the speed of the river?
 A C T I V I T Y No. 16

Type of Activity : Skills : Solving Problems

Activity Title : Solving work problems involving rational expressions.
Learning Competency : The learner solves problems involving rational algebraic expressions. M8AL-Id-2
Learning Target : Solve work problems involving rational expressions.
Reference : Exploring Math II by: Orlando A. Oronce et. Al pp. 222-223

Applications involving rational expressions are numerous and varied. We will solve these word problems
following the same steps we learned previously. The only difference here is that the equation we write involves rational
expressions.

ILLUSTRATIVE EXAMPLE:

A larger pipe can empty a pool in 6 hours and a smaller pipe can empty the same pool in 9 hours. How long will it take
both pipes to empty the pool?
Solution:
ANALYZATION: A table can be helpful.
Part of pool emptied in 1 hour T Part of pool emptied by each pipe
Larger pipe
T
Smaller pipe
T
REPRESENTATION:
Let t = the number of hours for both pipes to empty the pool.
EQUATION:

+ =

+ = 1

SOLUTION: (18) = (18)1 Multiplying the whole equation by the LCD, 18

=
=
=
CONCLUSION: Therefore, the pool will be emptied in hours when both pipes are open.

EXERCISES: Solve the following work problems.

1. Two pipes are used to fill a swimming pool. The larger pipe could fill the pool in 12 hours and the smaller pipe in 16
hours. How long would it take to fill the pool if both pipes were used?
2. Aris can paint a room in hours. His brother can do the same job in hours. How long will it take them to paint
the room together?
3. One printing machine can run the necessary copies for the daily circulation of a newspaper in 5 hours. A modern
printer can run the same number of copies in 4 hours. How long does it take to run the copies when both machines
are working?
4. It takes Jonathan as long as it takes Juancho to paint a car. If together Jonathan and Juancho take 12 hours, how
long would it take Juancho to do the work alone?