School: PALSONG NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: JUDY ANN R. BERMIDO & MA. BELINDA B. DAMOT Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER -25-29, 2023 (FIRST QUARTER-WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in
two variables and linear functions.
B. Performance Standard The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of
strategies.
C. Learning The learner illustrates The learner simplifies The learner simplifies
Competencies / rational algebraic rational algebraic rational algebraic
Objectives expressions. expressions.(M8AL-Ic-2) expressions.(M8AL-Ic-2)
(M8AL-Ic-1)
a. Enumerate the a. Enumerate the steps
a. Define rational different steps in in simplifying
expression. simplifying rational rational algebraic
b. Illustrate rational algebraic expressions.
algeraic expression. expressions.. b. Master the concept
c. Develop the value of b. Simplify the given of simplifying
appreciating the rational algebraic rational algebraic
nature. expressions. expressions.
Appreciate the value of Appreciate the value of
living a simple life. being humble.
II. CONTENT LESSON 7 LESSON 8 WEEKLY
LESSON 9 LESSON 9
Applications of Special INTRODUCTION TO QUIZ/RECITATION/HAND
SIMPLIFYING RATIONAL SIMPLIFYING RATIONAL
Products and Factors RATIONAL ALGEBRAIC S ON ACTIVITY/REMEDIAL
ALGEBRAIC EXPRESSIONS ALGEBRAIC EXPRESSIONS
EXPRESSIONS
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages 60-64 70-73 70-73

2. Learner’s Materials 50-53 66-67 76-80 76-80

pages
3. Textbook pages Nivera, Gladys C. et al., None None None
 Making Connections in
Mathematics, pp. 341-345,
4. Additional Materials https:// https://www.youtube.com/
from Learning www.youtube.com/watch? Simplifyingrational
Resource (LR) Portal v=7Uos1ED3KHI
B. Other Learning
● Grade 8 LCTG by
Resources
DepEd Cavite
Mathematics 2016 Laptop, Projector,Speaker Laptop, Projector,Speaker
Activity Sheets, Visual
Aids, Laptop, LCD
Projector
IV. PROCEDURES
A. Reviewing previous Preliminaries Translate the following Simplify the following ANTICIPATION GUIDE
lesson or presenting the Try to solve this statements into symbols fractions. There are sets of rational
new lesson problem. using the assigned code for 2 x
4
algebraic expression in the
• The longest side of each popular fruit found in =¿ =¿ table below. Check agree if
6 x
2
a right triangle is 2 more Tagaytay City. 2 the entries in Column I is
than the shortest side. The Let a = the pineapple 5 12 x equivalent to the entry in
=¿ =¿
middle side is 1 more than b = banana “diyas” 20 27 x
2
Column II and check
the shortest side. Find the m = “avocado” 8 5y
3
disagree if the entries in the
lengths of the sides of the n = “papaya =¿ =¿ two columns are not
18 60 y
5
triangle. 1. The quotient of 4 equivalent.
40 6x
pineapple and =¿ =¿
banana. 50 45 y
2

3
2. The sum of 12 30 x
=¿ =¿
“avocado” and 60 3
60 x y
“papaya" divided by
their difference.
3. The reciprocal of the
product of pineapple
and banana.
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 purpose Special products and AM I RIGHT?

for the lesson factors can be applied in Write Like if the answer
some real-life problems. given is correct and Unlike if
not.
2x
1) =x
2
4 x −6 2 ( 2 x−3 )
2) =
10 x +2 5 x+1
Presentation of Objectives Presentation of Objectives 2
2 x +12 2 x +6
3) =
3 x+18 3+3
2
x −9 x +3
4) =
x +6 x−27 x +9
2

2
x +6 x +5 x+ 5
5) 2
=
x −x−2 x−2

C. Presenting Illustrative Example Illustrative Example: MATCH DOWN! 1. How do you find the
Examples/Instances of The product of two Any algebraic expression, Match the boxed of activity?
new lesson consecutive even that is a quotient of two rational algebraic 2. Were you able to get
integers is 528. Find the other algebraic expressions, expression to its equivalent it right?
value of each integer. is called a rational algebraic simplified expression. Write 3. What are the steps in
expression. Thus if P and Q the given rational simplifying rational
● Follow the steps used
are algebraic expressions expression on the expressions?
in this problem. and Q ≠ 0 then the appropriate column. If the
Step 1: Have P equivalent is not among the
representations of the expression is called a choices given write in
Q
unknowns.
 Let n ⟶ the 1st even rational algebraic column E.
integer expression.
Let (n + 2) ⟶ the 2nd Each of the following is an A. 2 B. 1 C. ¾ D. ½ E.
even example of a rational
integer expresion:
2 c +d
Step 2: Form an equation 
3 c+5 c−d
based on the problem. 7x 6c 6m 2
8a c
n(n + 2) = 528  8c
2y 8m 2
4a c
−2
 5 ax
Step 3: Solve the
equation by applying the
3a
 x −9
2
appropriate special x− y
products and factors. 3 y+5 ( x +3)(x−3)

n(n + 2) = 528 y+ 1 2
n2 + 2n = 528 4 x +6 x
2
n + 2n - 528 = 528 –
2
6 x +9 x
528
n2 + 2n – 528 = 0 2 y +14
(n + 24) (n – 22) = 0 2
y + 4 y −21
Step 4: To determine the
value of the unknown, x +4
equate both factors into 2 x +8
0.
n + 24 = 0 and n – 22 = 0 2
n = -24 and n = 22 2 x +6
2
6 x +9
Therefore, if the 1st even
integer n = -24, then the 3 x−12
2nd even integer n + 2 = - 6 x−24
24 + 2 = -22 so the two
consecutive even 4 x−6
integers are -24 and -22. 6 x−18
A B C D E
And, if the 1 even integer
st

n = 22, then the 2nd even

integer n + 2 = 22 + 2 = 24
so the two consecutive
even integers are 22 and
 24
D. Discussing new 1. What techniques did Simplify the following.
concepts and practicing you use to answer the THINK PAIR SHARE 6x
Name whether each of the Video Presentation on 1) =¿
new skills #1 problem? 4x
2. What things did you following is a rational simplifying rational
2 x−4
consider in solving algebraic expressions or algebraic expressions. 2) =¿
not. x +2
problems in products x−4
and factors? 1. 3 x+ y 3) =¿
2
Did you find difficulty in 2. √ x 3 3 x −12 x
factoring and getting the y−2 3 x−15
3. 4) 2
=¿
products of polynomials? y +2 x −10 x +25
2
7 9 x −81 x
4. 2
5) 3 2
=¿
x x +8 x −9 x
5. −9 x 2

E. Discussing new Solve the problem: 1. What name is given 1. How was the video Match the rational
concepts and practicing to an expression presentation? Did algberaic expression column
new skills #2 which can be you enjoy it? A to its simplified form in
written as the 2. What are the steps column B.
quotient of two in simplifying
polynomials? rational expression? Column A Column B
2. Is every polynomial 3. Can you give some 4x
2
1
a rational examples? 1) A.
2x
2
x−3
jr-pool.com expression?
10
3. Is every rational 2) B. 2
A rectangular swimming expression a 10 x−10
pool in a resort in polynomial? 2 x−4 1
3) C.
Tagaytay City is twice as 4. How will you 2 x−6 x−1
long as its wide. A small describe a x−3 1
concrete walkway 4) D.
polynomial? ( x−3)
2
x+7
surrounds the pool. The x−7 x−2
walkway is a constant 2 5) 2 E.
feet wide and has an area x −49 x−3
of 196 square feet. Find
the dimensions of the
pool.
F. Developing mastery
(Leads to Formative
Assessment)
i.ytimg.com
G. Finding practical
applications of concepts
and skills in daily living
Solve the following SIMPLIFYING RATIONAL
problems: ALGEBRAIC EXPRESSIONS
1. The side of a cube is 1) Factor the numerator
represented by x + 1. and denominator.
Find, in terms of x, the Tell whether or not each of Simplify the following 2) Write a product of
volume of the cube. the following is a rational algebraic expressions. two rational
expression. 36 x
3
expressions one
8 1)
1. 42 x
2 factor containing the
2x 2 GCF of the numerator
clipartpanda.com 2. −1 70 n
(2 a+3 b) 2) and denominator,
2. Let an integer be 3. 3 x+ 5 y 28 n and the other
represented by x. 6 2 x−4 containing the
4. 3)
Find, in terms of x, the x x−2 remaining factors.
product of three 15 a−3 3) Rewrite the factor
3+ x 4)
consecutive integers. 5. 12 containing the GCF as
3−x
x +6 1.
5) 2 4) Multiply the
x +5 x−6 remaining factors by
1.
*The process of cancellation
can be used to reduce the
number of steps in
simplifying rational
expressions.
Solve: Write a variable CLASSIFY ME Reduce the given Reduce the given
expression for the area Classify the different expressions to simplest expressions to simplest
of a square whose side is expressions into rational forms. forms.
 x + 8. algebraic expression or not
rational algebraic
Expression, use the clue
given in each box. Write the
expressions into the
appropriate column.
classroomclipart.com

k 2
2 8x
3 k−6 k 1) 3
=¿
Horse Back 16 x
Riding 5
2) =¿
5 x−10
1
2 x−4 16 x
2
a √b
2 6 3) =¿ 1) =¿
10 x−20 3
Anchors 16 x
4)
2 x−4 = 45
Away ¿¿ 2) =¿
2
x −5 x +6 10 x−10
m+ 2 5) =¿ 4 x−4
√2
2
x −9 3) =¿
6 x−20
Sky Eye 2 x−4
4) =
x−2
2
a x +3 x−28
5) 2
=¿
y
2 x −49
ZipLine

1−m
3
m
Cable Car

Rational Not Rational

Algebraic Algebraic
Expresions Expressions
(Picnic (SkyRanch)
Grove)
1. 1.
2. 2.
3. 3.
H. Making generalizations Steps in Solving Word Rational Algebraic SIMPLIFYING RATIONAL Journal writing
and abstractions about Problems Expression is a ratio of two ALGEBRAIC EXPRESSIONS Write a three –five
 the lesson 1. Read the problem
carefully and decide
1) Factor the numerator
what numbers are
and denominator.
asked for.
other algebraic expressions 2) Write a product of two
2. Choose a variable to
provided that the rational expressions one
represent the
numerator is not equal to factor containing the
unknown and the
P GCF of the numerator
other quantities
zero. In symbols: , where and denominator, and
needed in terms of a Q the other containing the sentences on the importance
variable. Q ≠ 0. remaining factors. of living a simple life.
3. Form the equation or
3) Rewrite the factor
inequality showing
containing the GCF as 1.
the relationships
4) Multiply the remaining
given in the problem.
factors by 1.
4. Solve and find the
*The process of cancellation
solutions of the
can be used to reduce the
equation or
number of steps in
inequality.
simplifying rational
Check your results with
expressions.
the requirements stated in
the word problem.
I. Evaluating Learning a. Think of a number. Identify whether each of Simplify the given
Subtract 7. Multiply the following is a rational expressions to simplest
by 3. Add 30. Divide algebraic expressions or forms.
by 3. Subtract the not. 15 y
1) =¿
original number. The 1. 5 x+ 3 y 30 y
3

result is always 3. Use 2. √ x 2+ y 45

polynomials to x−5 2) =¿
3. 10 x−10
illustrate this number
x+ 5 x−4
trick. 3) =¿
7 3x
2−12 x
4. 2
x 4 y−4
4)
5. −16 x 4 6 y−20
2
x −5 x−14
2
=¿
2 x −20 x +42
38ad-6g9e-679.info

b. The length of a
rectangular window is
5-feet more than its
width, w. The area of
 the window is 36 feet.
Which equation could
be used to find the
dimensions of the
window?

image.shutterstock.com
a. w2 + 5w + 36 = 0
b. w2 – 5w – 36 = 0
c. w2 – 5w + 36 = 0
w + 5w – 36 = 0
2

J. Additional activities for Solve the following Which of the following are
application and problems: rational expressions? Simplify the given
remediation/ 1. The square of a 1. x− y expressions.
assignment positive integer is 98 2. √ x 7+ y
less than twice the x−5 2
9 x +81 x
square of the next 3. 1) 3
x+ 5 2
x +8 x −9 x
consecutive integer.
−2
Find the integers. 4. 2
x
2 3 x −39 x +90
Find two positive 2
consecutive integers 5. −6 x 9 x −3 x−70
whose product is 132.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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
encountered 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:

JUDY ANN R. BERMIDO

Mathematics 8 Teacher

MA. BELINDA B. DAMOT

Mathematics 8 Teacher

CHECKED BY:

MARY GRACE N. SERMONA

Mathematics Coordinator

NOTED:

JIM B. GUARNES
Principal I