Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
BURAUEN COMPREHENSIVE NATIONAL HIGH SCHOOL
BURAUEN, LEYTE

SEMI-DETAILED MATHEMATICS LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 Quarter 1

I. OBJECTIVES

The learner demonstrates understanding of key concepts of factors of

A. Content polynomials, rational algebraic expressions, linear equations and inequalities in
Standards two variables and linear functions.

The learner is able to formulate real-life problems involving factors of

polynomials, rational algebraic expressions, linear equations and inequalities in
B. Performance
Standards two variables, systems of linear equations and inequalities in two variables and
linear functions, and solve these problems accurately using a variety of
strategies.
The learner illustrates rational algebraic expressions.
(M8AL-Ic-1)
C. Learning
Competencies/ a. Define rational expression.
Objectives
b. Illustrate rational algeraic expression.
(Write the LC code)
c. Develop the value of appreciating the nature.

II. CONTENT Rational Algebraic Expression

III. LEARNING
RESOURCES

A. References
1. Teacher’s 60-64
Guide pages
2. Learner’s 66-67
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning LCTG Grade 8 by DepEd Cavite Mathematics, 2016
Resources Laptop, Projector,Speaker

IV. PROCEDURES
 Translate the following statements into symbols using the assigned code for
each popular fruit found in Tagaytay City.
Let a = the pineapple
b = banana “diyas”
m = “avocado”
n = “papaya
1. The quotient of pineapple and banana.
A. Reviewing 2. The sum of “avocado” and “papaya" divided by their difference.
previous lesson or 3. The reciprocal of the product of pineapple and banana.
presenting the new
lesson
4. The square of pineapple added to twice the pineapple
5. One-third of the square of “avocado”.
• Motive Question
 What do you feel when translating verbal phrases to mathematical
phrases?
 What must be considered in translating verbal phrases to mathematical
phrases.

B. Establishing a Presentation of Objectives

purpose for the
lesson
Illustrative Example:
Any algebraic expression, that is a quotient of two other algebraic
expressions, is called a rational algebraic expression. Thus if P and Q are
algebraic expressions and Q ≠ 0 then the
P
expression is called a rational algebraic expression.
Q
Each of the following is an example of a rational expresion:
C.Pesenting 2 c +d
examples/instances
 3 c+5 c−d
of the new lesson 7x
 2y
 5 ax−2
3a
 x− y
3 y+5
 y+ 1

THINK PAIR SHARE

Name whether each of the following is a rational algebraic expression or not.
1. 3 x+ y
D. Discussing new 2. √ x 3
concepts and y−2
practicing new skills 3.
#1 y +2
7
4. 2
x
5. −9 x 2
1. What name is given to an expression which can be written as the
E. Discussing new quotient of two polynomials?
concepts and 2. Is every polynomial a rational expression?
practicing new skills 3. Is every rational expression a polynomial?
#2 4. How will you describe a polynomial?

F. Developing Tell whether or not each of the following is a rational expression.

mastery (leads to
Formative
 8
1.
2x
−1
2. (2 a+3 b)
3. 3 x+ 5 y
Assessment 3) 6
4.
x
3+ x
5.
3−x

CLASSIFY ME
Classify the different expressions into rational algebraic expression or not
rational algebraic
Expression, use the clue given in each box. Write the expressions into the
appropriate column.

k
2
3 k−6 k
Horse Back
Riding
1
6
a √2 b
Anchors
Away

G. Finding practical
m+ 2
applications of √2
concepts and skills
in daily living Sky Eye

a
2
y
ZipLine

1−m
3
m
Cable Car

Rational Not Rational

Algebraic Algebraic
Expresions Expressions
(Picnic (SkyRanch)
Grove)
1. 1.
2. 2.
3. 3.
Rational Algebraic Expression is a ratio of two other algebraic expressions
H. Making P
generalizations and provided that the numerator is not equal to zero. In symbols: , where Q ≠ 0.
abstractions about Q
the lesson

I. Evaluating learning Identify whether each of the following is a rational algebraic expressions or not.
1. 5 x+ 3 y
2. √ x 2+ y
 x−5
3.
x+ 5
7
4. 2
x
5. −16 x 4
Which of the following are rational expressions?
1. x− y
2. √ x 7+ y
J. Additional active- x−5
3.
ties for application x+ 5
and remediation −2
4. 2
x
5. −6 x 9

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by: Noted:

ZAIRA JANE M. CAYOBIT BETSY M. COLILIHAN

T-I/Mentee MT-I/Mentor