GRADE 9 School GARING NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher JASON O. LAROA Learning Area MATHEMATICS

Teaching Dates and Time August 12 – 16, 2024 Quarter FIRST

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of 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.
The learner s able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in
2. 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.
3. Learning
Competencies / The learner illustrates rational algebraic expressions. (M8AL – Ic – 1)
Objectives

II. CONTENT
Multiplying and Dividing Adding and Subtracting
Introduction to Rational Simplifying Rational Applying Rational Algebraic
Rational Algebraic Rational Algebraic
Algebraic Expressions Algebraic Expressions Expressions and Assessment
Expressions Expressions

III. LEARNING RESOURCES

A. References
Blitzer, R. (2013). Introductory Algebra for College Students. 6th Edition. Miami: Pearson Education, Inc.
California Algebra 1 Student Textbook
Kaufmann, J., & Schwitters, K. (2011). Algebra for College Students 9th Ed. Seminole State College of Florida: Brooks/Cole, Cengage Learning

B. Other Learning Resources

Mathematics 8 Module and Curriculum Guide

IV. PROCEDURES

A. Reviewing the previous A. Reviewing the Previous Review: Review: Review: Review:
lesson or presenting the Lesson or Presenting the New
new lesson • Quick review of • Quick review of • Quick review of • Quick review of adding,
Lesson (10 minutes)
 Review: identifying rational simplifying rational multiplying and dividing subtracting, multiplying,
algebraic expressions. algebraic expressions. rational algebraic and dividing rational
• Briefly review basic expressions. algebraic expressions.
algebraic expressions and • Ask a few questions to • Ask a few questions to
fractions. assess understanding: assess understanding: • Ask a few questions to • Ask a few questions to
assess understanding: assess understanding:
• Ask a few questions to 3 x +5 2
4 x −16
assess understanding: – Identify if 2 – Simplify – Multiply 2 3
x −9 2x – Add + .
is a rational . 4 x x−3 x x+2
12 · .
x −9 2 x
2
– Simplify . algebraic
16 2
x −9 – Multiply
expression. – Simplify .
x−3 – Divide 4 x x−3
– Identify the · .
– Identify if 4 x+ 6 x −9 2 x
2 2
polynomial: 5x 10 x
is a rational Presenting the New Lesson: ÷ .
2
3 x −5 x+2 . 6 x+12 3 x+ 6
algebraic Presenting the New Lesson:
expression. • Introduce the topic of Presenting the New Lesson:
Presenting the New Lesson: multiplying and dividing • Introduce the topic of
Presenting the New Lesson: rational algebraic • Introduce the topic of applying rational algebraic
• Introduce the topic of
expressions. adding and subtracting expressions to real-world
rational algebraic • Introduce the topic of rational algebraic problems.
expressions. simplifying rational • Explain the importance of expressions.
algebraic expressions. these operations in • Explain the importance of
• Explain that these
algebra and real-life • Explain the importance of using these expressions in
expressions are fractions • Explain that simplifying applications. these operations in various fields.
where the numerator and involves factoring the algebra and real-life
denominator are numerator and the applications.
polynomials, and the denominator and then
denominator is not zero. reducing common factors.

B. Establishing a purpose for Discussion: Discussion: Discussion: Discussion: Discussion:

the lesson
 Explain why understanding • Explain the importance of • Explain why multiplying • Explain why adding and • Explain why applying
rational algebraic simplifying rational and dividing rational subtracting rational rational algebraic
expressions is important. algebraic expressions for algebraic expressions is algebraic expressions is expressions is crucial in
 Highlight applications in solving more complex useful in solving complex useful in solving complex solving complex real-
higher mathematics and real- algebraic equations and algebraic equations and algebraic equations and world problems.
world problem-solving, such real-life applications. real-life problems. real-life problems.
as in physics and • Emphasize that
engineering. • Emphasize that • Emphasize the goal of • Emphasize the goal of understanding these
simplification makes simplifying expressions to combining expressions to applications will help
Objective Statement: expressions easier to work make calculations more simplify and solve students in various
 with and understand. manageable. equations. academic and professional
 By the end of this lesson, fields.
students will be able to Objective Statement: Objective Statement: Objective Statement:
define rational algebraic Objective Statement:
expressions and identify • By the end of this lesson, • By the end of this lesson, • By the end of this lesson,
them among other algebraic students will be able to students will be able to students will be able to • By the end of this lesson,
expressions. simplify rational algebraic multiply and divide add and subtract rational students will be able to
expressions by factoring rational algebraic algebraic expressions by apply rational algebraic
and canceling common expressions and simplify finding a common expressions to solve real-
factors. the results. denominator and world problems and
combining the demonstrate their
expressions. understanding through
assessment.

C. Presenting examples/ Examples: Examples: Examples: Examples: Examples:

instances of the lesson
Write examples on the board • Write examples on the • Write examples on the • Write examples on the • Present real-world
and discuss why they are board and show the steps board and show the steps board and show the steps problems that involve
rational algebraic expressions: for simplifying: for multiplying rational for adding rational rational algebraic
expressions: expressions: expressions:
2
2 x +4 x
– 2x 4 2 1 – Example 1:
2x – · – +
3 5x 3x 2 x Calculating the
– Simplify to speed of two
2 x ( x+ 2 ) – Multiply the – Find a common objects moving
2x numerators and denominator: 6 x towards each
Non-examples: denominators: other.
– Cancel common 2x ·4 8 x – Rewrite each
Write non-examples and = fraction with the – Example 2:
factors to get x +2 3 ·5 x 15 x
explain why they are not common Determining the
rational algebraic expressions: Non-examples: – Simplify the denominator: concentration of a
8 4 3 solution after
• Demonstrate an result: (cancel +
15 6x 6x mixing two
expression that cannot be different
x from numerator
simplified: – Combine the solutions.
and
2 denominator). fractions:
x +3 4+ 3 7 Instance 1:
– =
x +1 Non-examples: 6x 6x
• Speed Problem: Two cars
– Discuss why it • Demonstrate incorrect Non-examples: are traveling towards each
cannot be steps to highlight other from different cities.
 simplified without common mistakes. • Demonstrate incorrect Car A travels at 60 mph
common factors. steps to highlight and Car B at 40 mph. How
common mistakes. long will it take for them
to meet if the distance
between the cities is 200
miles?

– Expression:
1
1 1
+
60 40
Instance 2:

• Solution Problem: If you

mix 100 ml of a solution
with 20% concentration
with 200 ml of a solution
with 40% concentration,
what is the concentration
of the resulting mixture?

– Expression:
100· 0.20+200 · 0.40
100+200

D. Discussing new concepts Concepts: Concepts: Concepts: Concepts: Concepts:

and practicing new skills
#1 Define a rational algebraic • Explain the process of • Explain the steps for • Explain the steps for • Explain how to set up
expression: An expression of factoring polynomials: multiplying rational adding rational algebraic rational algebraic
the form algebraic expressions: expressions: expressions for real-world
– Common factors problems.
– Factor the – Find the least
– Difference of numerators and common • Discuss the importance of
squares denominators. denominator understanding the context
where (LCD). of the problem.
– Quadratic – Multiply the
trinomials numerators – Rewrite each Practice:
together and the fraction with the
Practice: • Guided practice with the
denominators LCD.
and class on setting up and
 • Guided practice with the together. – Combine the solving a problem:
are polynomials and class: numerators while
– Simplify the keeping the LCD. • Example: A worker can
2
x −9 resulting complete a task in 5
– Simplify expression by Practice: hours, and another
x−3
canceling worker can complete the
– Factor the common factors. • Guided practice with the same task in 3 hours. How
Practice: class:
numerator to long will it take for them
( x+3 )( x−3 ) Practice: to complete the task
Guided practice with the class: x 2x
Determine if x −3 – Add + . together?
• Guided practice with the x+2 x+3
class: 1 1 1
– Cancel the – Find the LCD: – Set up: + =
common factor to – Multiply 5 3 t
( x +2 ) ( x +3 )
get x +3 2
x −1 3 x
· . – Solve for t :
is a rational algebraic 2 x x +1 – Rewrite each
1 1 15
expression. fraction: t= = =
1 1 3+ 5 8
– Factor first: x ( x+3 ) 2 x ( x +2 ) +
Identify if + 5 3 15
( x−1 )( x +1 ) 3 x ( x+2 )( x +3 ) ( x +2 ) ( x+3 )
· hours
2x x +1
. – Combine the
fractions:
– Cancel common 2
x +3 x +2 x + 4 x
2

factors: ( x+ 2 )( x +3 )
is a rational algebraic
( x−1 ) · 3 3 ( x−1 )
expression. =
2 2 – Simplify the
. numerator:
2
3 x +7 x
( x+2 )( x +3 )

E. Discussing new concepts Concepts: Concepts:

and practicing new skills
#2 • Explain the steps for • Explain the steps for
dividing rational algebraic subtracting rational
expressions: algebraic expressions:

– Multiply by the – Find the least

reciprocal of the common
divisor. denominator
 – Follow the steps (LCD).
for multiplying
rational – Rewrite each
expressions. fraction with the
LCD.
Practice:
– Combine the
• Guided practice with the numerators while
class: keeping the LCD,
subtracting the
– Divide second numerator
2
x −4 2 x from the first.
÷ .
3x x−2
Practice:
– Multiply by the
reciprocal: • Guided practice with the
2
x −4 x−2 class:
· .
3x 2x – Subtract
3x 2x
– Factor first: − .
( x−2 ) ( x +2 ) x−2
2
x −1 x +1
·
3x 2x – Find the LCD:
. ( x−1 ) ( x+ 1 )
– Cancel common – Rewrite each
factors: fraction:
( x+2 ) x +2 3 x ( x+1 ) 2 x ( x−1 )
= . −
3 ·2 6 ( x−1 )( x +1 ) ( x−1 ) ( x +1 )
– Combine the
fractions:
2 2
3 x +3 x−2 x +2 x
( x −1 )( x +1 )
– Simplify the
numerator:
2
x +5 x
( x−1 )( x +1 )
 1.Developing mastery (Leads Independent Practice: Independent Practice: Independent Practice: Independent Practice: Independent Practice:
to Formative Assessment)
Students work individually on a • Students work individually • Students work individually • Students work individually • Students work individually
worksheet to identify rational on a worksheet to simplify on a worksheet to on a worksheet to add on a worksheet with real-
algebraic expressions: rational algebraic multiply and divide and subtract rational world problems involving
expressions: rational algebraic algebraic expressions: rational algebraic
expressions: expressions:
2
4 x −16 4 3
– – +
2x 4 x x−3 x+2 x+3 – Example 1: A train
– ·
x −9 2 x
2 travels from city A
2
9 x −25 2x 3x to city B at 80
– – −
x −4 x +2
2 2
3 x−5 5x 10 x mph and returns
– ÷ at 60 mph. What
6 x+12 3 x+ 6
2
x +6 x +9 5 2x is the average
– – +
x −1 x−1
2 2
x +3 x −25 2 x speed for the
– ·
x +5 x−5 round trip?
3
5 x +10 x
2 x x +3
– – − – Example 2: Two
5x 3x
2
6x x+1 x−1
– ÷ pipes can fill a
x −1 x +1
2
Formative Assessment: Formative Assessment: tank in 5 hours
Formative Assessment: and 7 hours
Circulate the room to check for • Circulate the room to
respectively. How
understanding and provide • Circulate the room to check for understanding
long will it take to
immediate feedback check for understanding and provide immediate
fill the tank if both
and provide immediate feedback.
pipes are used
feedback. together?

Formative Assessment:

• Circulate the room to

check for understanding
and provide immediate
feedback.

2.Finding practical Discussion: Discussion: Discussion: Discussion: Discussion:

applications of concepts and
skills in daily living Discuss real-life applications of • Discuss real-life • Discuss real-life • Discuss real-life • Discuss real-life
rational algebraic expressions: applications of simplifying applications of multiplying applications of adding and applications of rational
rational algebraic and dividing rational subtracting rational
  Ratios in cooking and expressions: algebraic expressions: algebraic expressions: algebraic expressions:
mixing ingredients.
 Financial calculations – Simplifying ratios – Solving problems – Solving problems – Engineering
involving rates and in cooking and involving rates, involving rates, problems
interests. mixing such as speed and such as speed and involving rates
 Physics problems ingredients. work rates. work rates. and ratios.
involving speed and
time. – Financial – Financial – Financial – Financial
calculations calculations calculations calculations
involving involving complex involving involving interest
simplified rates ratios. combined ratios. rates and
and interests. investment
– Physics problems – Physics problems returns.
– Simplifying involving involving
expressions in proportional proportional – Medical dosages
physics for speed relationships. relationships. and
and time concentrations in
calculations. healthcare.

3.Making generalizations and Discussion: Discussion: Discussion: Discussion: Discussion:

abstractions about the lesson
Summarize the key points: • Summarize the key points: • Summarize the key points: • Summarize the key points: • Summarize the key points:

Rational algebraic expressions – Simplifying – Multiplying – Adding and – Rational algebraic

are fractions with polynomials. involves factoring involves subtracting expressions are
and reducing multiplying involves finding a essential in
The denominator must not be common factors. numerators and common modeling and
zero. denominators denominator, solving real-world
– Recognize the separately and rewriting the problems.
Generalize the process of importance of simplifying. fractions, and
identifying these expressions. ensuring the combining the – Understanding
denominator is – Dividing involves numerators. the context and
not zero. multiplying by the setting up the
reciprocal and – Emphasize the correct
• Generalize the process of simplifying. importance of expressions are
simplifying rational simplifying the crucial steps.
expressions. • Generalize the processes final expression.
for both operations. Generalize the importance of
• Generalize the processes these skills in various fields.
for both operations.
4.Evaluating learning Exit Tickets: Exit Tickets: Exit Tickets: Exit Tickets: Exit Tickets:

Have students complete a quick • Have students complete a • Have students complete a • Have students complete a • Have students complete a
exit ticket with a simple quick exit ticket with a quick exit ticket with a quick exit ticket with a quick exit ticket with a
problem to identify a rational simple problem to simple problem to simple problem to add or real-world problem
algebraic expression: simplify a rational multiply or divide rational subtract rational algebraic involving a rational
algebraic expression: algebraic expressions: expressions: algebraic expression:
2
x −4 x – Multiply 2 3 – Example: A
– Simplify . – Add + .
2x x−2 6 x x−1 x+ 1 company has two
· .
3 x x +1 machines, one
a rational algebraic expression? – Subtract produces 30 items
Why or why not? – Divide 4x x per hour and the
2 − .
x +x 2 x x +3 x x +3
2
other produces 20
÷ .
x x+1 items per hour.
How long will it
take for them to
produce 500
items together?

5.Additional activities for Extension:

application or remediation
• Provide additional
challenging problems for
advanced students.

• Real-world application
problems for students to
solve.

Remediation:

• Small group session for

students needing extra
help.

• Simplified problems to
reinforce the concept.
V. REMARKS Reflect on the lesson's • Reflect on the lesson's • Reflect on the lesson's • Reflect on the lesson's • Reflect on the lesson's
effectiveness. effectiveness. effectiveness. effectiveness. effectiveness.
Note any adjustments needed • Note any adjustments • Note any adjustments • Note any adjustments • Note any adjustments
for future lessons based on needed for future lessons needed for future lessons needed for future lessons needed for future lessons
student performance and based on student based on student based on student based on student
feedback. performance and performance and performance and performance and
feedback. feedback. feedback. feedback.

VI. REFLECTION

1. No. of learners who earned

80% on the formative
assessment

2. No. of learners who require

additional activities for
remediation.

3. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

4. No. of learners who continue

to require remediation

5. Which of my teaching
strategies worked well? Why
did these work?

6. What difficulties did I

encounter which my
principal or supervisor can
help me solve?