Ljdivina Standard DLP2 Final2vfgnhs

Republic of the Philippines
Department of Education
Region XII
City Schools Division of Tacurong
VIRGINIA F. GRIÑO NATIONAL HIGH SCHOOL
Griño, Tacurong City
SCHOOL VFGNHS GRADE LEVEL GRADE 9

STUDENT TEACHER LEAH JEAN C. DIVINA LEARNING AREA MATHEMATICS
TEACHING DATES AND TIME DECEMBER 04, 2023 QUARTER 2ND
7:30 – 9:30am
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of
quadratic equations, inequalities, functions, and rational algebraic
equations.
B. Performance Standard The learner can investigate thoroughly mathematical relationships
in various situations, formulate real life problems involving quadratic
equations, inequalities, functions, and rational algebraic equations
and solve them using a variety of strategy.
C. Learning Competency Solves equations transformable to quadratic equations (including
rational algebraic expressions). (M9AL – 1C - 1)
Objectives a. Identifies rational expression and rational algebraic equation.
b. Transforms rational algebraic equation into quadratic
equation.
c. Show appreciation in one’s competence in solving equations
transformable to quadratic equations including rational
algebraic expressions in real life situations.
II. CONTENT Solving Rational Algebraic Equations Transformable to

Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material pp. 80 - 82
3. Additional materials from
Learning Resource (LR) K to 12 CGS. Negros Oriental Learning Portal
portal
B. Other (LR) Learning https://www.slideshare.net/TheLadies1/applications-of-quadratic-
Resources equations-and-rational-algebraic-equations. Retrieved from
http://www.google.com.ph.
IV. PROCEDURE
A. Daily Routine
A. Reviewing a new  Prayer
lesson/presenting the  Greetings
new lesson  Checking of Attendance
 Classroom Management
 Energizer/Ice Breaker
Region XII
Activity 1: Color Coding!

Group the learners into 6 groups. Instruct learners to identify
whether, which of the following are rational expression, rational
algebraic equation or not. If the equation is RATIONAL
ALGEBRAIC EQUATION, color it with green and if it is a
RATIONAL EXPRESSION, color it with yellow and if OTHERWISE,
color it with red. Each correct answer is given 2 points and learners
are given 2 minutes to finish the tasks.
KRA 1. Objective 2
Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills. (PPST 1.4.2)
MOV
Learners were able to identify the items in the review of concept
learned in previous lessons.
B. Establishing a purpose Activity 2: SHOW ME, WHO AM I?

for the lesson Read the sentences below. Let students to work collaboratively with
the same group. Instruct them to show the word that best describe
the statement below. Learners should decode their answers in the
prepared answer sheets. They are given 1 minute to accomplish the
Region XII
activity.
1. This is a method used to convert an equation into

standard form before solving it.
2. It is an expression defined as the ratio of two

p
polynomials written as , where q is ǂ 0.
q
3. Describe as a mathematical statement in which two

expressions are set to equal to each other.
KRA 1. Objective 2
MOV
The students identified the word being described by the given
meaning or definition.
KRA 2. Objective 5
Established safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines, and procedures. (PPST 2.1.2)
MOV
The students were arranged in small groups and rules are set and
proper instructions were given to facilitate enjoy able learnings.
C. Presenting examples /
instances of the new
lesson Distribute the activity sheet No. 1 for students to work
collaboratively. Then, after 4 minutes, ask them to compare their
work with their groupmates.
Activity 3: Match Me!

Region XII
Directions: To transform the following rational algebraic equations

into quadratic equations. Match column A to column B where, A
(are the groups of rational algebraic equations) and B (are sets of
quadratic equations).
COLUMN A COLUMN B
2 3t
1. − =7
t 2 2
x – 7x + 10 = 0
6 3
2. + x− =2
x 4
2
3 t +14 t+ 4=0
8 4x
3. x+ =1+
x−2 x−2
6
2
x + +10=0
x
2
x – 11x + 24 = 0
Ask them the following questions:
1) How did you transform the following rational algebraic

equation into quadratic equation?
2) Did you find any difficulties in transforming those rational
equation into quadratic equation?
D. Discussing new Activity 4: Transform Me, If you can!

concept and practice
new knowledge Strategy: Collaborative Approach and Discovery Approach
Directions:
Perform the indicated rational equation then express your
answers into quadratic equation.
Region XII
Give them 5 minutes to do the task. After 5 minutes they will post
their answer on the board. Call a 1 representative from each group
to discuss the process they had made to come up with their
answers.
2
2x 5x
1. − =10
5 4
x +2 x+1 −1
2. − =
2x 4 2
Questions:
 How did you transform the equation into quadratic
equation?
 What mathematical concepts or principles did you

apply?
 Did you find difficulty in solving the rational algebraic

equations?
KRA 1. Objective 2
Region XII
Tell the students that rational algebraic equation can be

transformed into a quadratic equation. And, to solve the equation,
the following procedures must be followed.
 Cross – multiply the numerator and denominator.

 To eliminate the denominator, multiply both sides of the
equation by the given denominator.
 Combined like terms to form the resulting equation.
 Write the resulting quadratic equation in standard form.
Additional example:
To transform rational algebraic equation into quadratic equation
the above mentioned procedures must be followed.
KRA 1. Objective 4
Displayed proficient used of Mother Tongue, Filipino, and
English to facilitate teaching and learning.
The teacher elaborates and translates further in Mother tongue or

in Filipino, some concepts that need to be fully understood by the
students and allows students to express their ideas in their own
Region XII
comfort using Mother tongue or Filipino.
KRA 1. Objective 5
Established safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines, and procedures.
The teacher ensures that the students perform all the activities.
E. Developing Mastery of APPLICATION

the lesson In each group, call a representative and let them pick 1 equation to
solve and transform the rational algebraic equation into quadratic
equation. The students will do the activity for 10 minutes.
Activity 5: Try This!

Directions: Solve and transform your chosen rational algebraic
equation into quadratic equation. Paste your final answers on the
answer sheets provided. The students will do the activity for 10
minutes.
2 3
1. − =3
x +2 x−3
3x 12
2. = +2
x +1 x−1
After 10 minutes, call a representative from each group to write their

answers on the board. Additional 2 minutes to explain the process
you’ve done in transforming the rational equation. Scores will be
recorded in a score sheet. At the end of session, accumulated
scores will be rated as the performance.
KRA 1. Objective 2
KRA 1. Objective 3
Applied a range of teaching strategies to develop critical and
creative thinking skills. (PPST 1.5.2)
The students can transform, solve, and apply the concept of

rational algebraic equations transformable into quadratic equation.
Region XII
F. Finding Practical Let’s go further!

Application of
Concepts and skills in Activity 6: Rational Algebraic Equation in Real World.
daily living
A man drives 500 km to a business convention. On the return trip,
he increases his speed by 25 km per hour and saves 1 hour driving
time. How fast did he go on each trip?
Let:
 x = speed in going to the convention
 x + 25 = speed of the return trip
500
 = length of time in going to the convention
x
500
 = length of time in returning from the convention
x+25
EQUATION:
(length of time in going) = (length of time in returning) + 1
500 500
= +1
x x +25
a) Solve for x, to determine how fast did a man go in each trip..

Region XII
KRA 1. Objective 1
Applied knowledge of content within and across curriculum
teaching areas. (PPST 1.1.2)
The teacher integrates lessons in rational algebraic expressions in

grade 9, topic on basic physics or kinematics, often related to
problems involving distance, time, and speed. This specific
relationship between the time taken for going and returning from a
certain distance is often applied in problems, pertaining to solving
rational algebraic equations transformable into quadratic equations.
KRA 1. Objective 2
Students learn to evaluate the given problem is a manifestation that

they understood the problem, an indication that students’ literacy is
enhanced.
KRA 1. Objective 3
Applied a range of teaching strategies to develop critical and
creative thinking skills. (PPST 1.5.2)
G. Making Generalization Let the students generalize what they have learned on the lesson.
Let them fill in the blank. Complete the sentence to make it true.
Region XII
1) A method used to convert an equation into standard form

before solving it, is called __________.
2) __________ is an expression defined as the ratio of two
p
polynomials written as , where q is ǂ 0.
q
3) __________ describe as a mathematical statement in which
two expressions are set to equal to each other.
KRA 1. Objective 2
Students can complete the sentences which is a strong indication

that student’s literacy and numeracy are enhanced.
H. Evaluating Learning ASSESSMENT
A Reality of Rational Algebraic Equation
Directions: Given a real – life scenario. Solve and appreciate the

importance of rational equations transformable into quadratic
equations in a real life problems.
Situation 1:
A mason’s helper requires 4 hours more to pave a concrete
walk than it takes the mason. The two worked together for 3
hours, then the mason was called away. The helper continued
to work and completed the job in two hours. How long would it
take each to do the same job if they work separately?
Let:
 x = number of hours it takes the mason to do the job
 x + 4 = number of hours it takes the helper to do the job
1
 = part of the job done by the mason in hour
x
1
 = part of the job done by the helper in one hour
x+ 4
Guide Questions:
a) Since the mason worked for 3 hours and the helper worked
for 5 hours to complete the job. What rational algebraic
equations is formed?
b) Using the formed rational algebraic equation, transform the
Region XII
equation into standard form of a quadratic equation.

c) Using the formed equation, how long would it take each to do
the same job if they work separately?
KRA 1. Objective 1
Applied knowledge of content within and across curriculum
teaching areas. (PPST 1.1.2)
Lesson on Science 8 Physics on work rate due to time they would

consume if they worked together separately, is integrated, and
familiarizing the steps in solving worded problems.
Prepared by:
LEAH JEAN C. DIVINA

Student Teacher
Checked and rated by:
HELEN G. CENCIA, TIII

Cooperating Teacher

Ljdivina Standard DLP2 Final2vfgnhs

Uploaded by

Copyright:

Available Formats

You might also like

Ljdivina Standard DLP2 Final2vfgnhs

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ljdivina Standard DLP2 Final2vfgnhs

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

SCHOOL VFGNHS GRADE LEVEL GRADE 9

II. CONTENT Solving Rational Algebraic Equations Transformable to

Activity 1: Color Coding!

B. Establishing a purpose Activity 2: SHOW ME, WHO AM I?

1. This is a method used to convert an equation into

2. It is an expression defined as the ratio of two

3. Describe as a mathematical statement in which two

Activity 3: Match Me!

Directions: To transform the following rational algebraic equations

Ask them the following questions:

1) How did you transform the following rational algebraic

D. Discussing new Activity 4: Transform Me, If you can!

 What mathematical concepts or principles did you

 Did you find difficulty in solving the rational algebraic

Tell the students that rational algebraic equation can be

 Cross – multiply the numerator and denominator.

The teacher elaborates and translates further in Mother tongue or

comfort using Mother tongue or Filipino.

E. Developing Mastery of APPLICATION

Activity 5: Try This!

After 10 minutes, call a representative from each group to write their

The students can transform, solve, and apply the concept of

F. Finding Practical Let’s go further!

(length of time in going) = (length of time in returning) + 1

a) Solve for x, to determine how fast did a man go in each trip..

The teacher integrates lessons in rational algebraic expressions in

Students learn to evaluate the given problem is a manifestation that

1) A method used to convert an equation into standard form

Students can complete the sentences which is a strong indication

H. Evaluating Learning ASSESSMENT

A Reality of Rational Algebraic Equation

Directions: Given a real – life scenario. Solve and appreciate the

equation into standard form of a quadratic equation.

Lesson on Science 8 Physics on work rate due to time they would

LEAH JEAN C. DIVINA

Checked and rated by:

HELEN G. CENCIA, TIII

You might also like