School MALOK INTEGRATED SCHOOL Grade Level 8

GRADE 8 APRIL LEE P. BECISLAO MATHEMATICS

Teacher Learning Area
DAILY LESSON LOG
Teaching Dates and Time SEPTEMBER 2-6,2024 (8:50-9:35 AM) Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key concepts of understanding of key concepts of understanding of key concepts of understanding of key concepts of
factors of polynomials, rational factors of polynomials, rational factors of polynomials, rational factors of polynomials, rational
algebraic expressions, linear algebraic expressions, linear algebraic expressions, linear algebraic expressions, linear
equations and inequalities in two equations and inequalities in two equations and inequalities in two equations and inequalities in two
variables, systems of linear variables, systems of linear variables, systems of linear variables, systems of linear
equations and inequalities in two equations and inequalities in two equations and inequalities in two equations and inequalities in two
variables and linear functions. variables and linear functions. variables and linear functions. variables and linear functions.
2. Performance The learner is able to formulate The learner is able to formulate The learner is able to formulate The learner is able to formulate
Standards real-life problems involving real-life problems involving real-life problems involving real-life problems involving
operations on rational algebraic operations on rational algebraic operations on rational algebraic operations on rational algebraic
expressions, and solve these expressions, and solve these expressions, and solve these expressions, and solve these
problems accurately using a variety problems accurately using a variety problems accurately using a variety problems accurately using a variety
of strategies. of strategies. of strategies. of strategies.
3. Learning Performs operations on rational Performs operations on rational Performs operations on rational Performs operations on rational
Competencies / algebraic expressions. algebraic expressions. algebraic expressions. algebraic expressions.
Objectives (M8AL-Ic-d-1 ) (M8AL-Ic-d-1 ) (M8AL-Ic-d-1 ) (M8AL-Ic-d-1 )

a. Reduce the fraction in simplest a. Identify the least common a. Identify the least common a. Identify the least common
form. denominator of rational algebraic denominator of rational algebraic denominator of rational algebraic
b. Add or subtract the rational expressions. expressions. expressions.
expression with similar b. Add or subtract the rational b. Add or subtract the rational
denominators. b. Add or subtract the algebraic expressions with algebraic expressions with
c. Develop cooperative learning in rational algebraic expressions with dissimilar denominators. dissimilar denominators.
group activity. dissimilar denominators. c. Apply laws of exponent and c. Apply laws of exponent and
c. Apply laws of exponent and factoring in simplifying rational factoring in simplifying rational
factoring in simplifying rational algebraic expression. algebraic expression.
algebraic expression.

II. CONTENT Adding and Subtracting Adding and Subtracting Adding and Subtracting
Adding and Subtracting Similar
Dissimilar Rational Algebraic Dissimilar Rational Algebraic Dissimilar Rational Algebraic
Rational Algebraic Expressions
Expressions Expressions Expressions
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide 94-114 94-114 94-114 94-114

pages

2. Learner’s 95-97 95-97 95-97 95-97

Materials pages

3. Textbook pages Oronce and Mendoza, e-math, pp.

111-114;
Chua, et.al, Mastering Intermediate
Algebra II, pp. 92-93;
Mendoza, et.al, Intermediate
Algebra, pp. 176-177

4. Additional http://www.mathportal.org/algebra/ https://www.mathplanet.com/ https://www.mathplanet.com/ https://www.mathplanet.com/

Materials from rational-expressions/adding- education/algebra-1/rational- education/algebra-1/rational- education/algebra-1/rational-
Learning subtracting-rational.php expressions/add-and-subtract- expressions/add-and-subtract- expressions/add-and-subtract-
Resource (LR) rational-expressions rational-expressions rational-expressions
portal http://creativecommons.org/ http://creativecommons.org/ http://creativecommons.org/
licenses/by/3.0/ licenses/by/3.0/ licenses/by/3.0/

B. Other Learning Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite
Resources Mathematics 2016 Mathematics 2016 Mathematics 2016 Mathematics 2016
Teacher made Worksheet, Laptop, laptop, monitor, pictures laptop, monitor, pictures laptop, monitor, pictures
monitor
IV. PROCEDURES

A. Reviewing previous A. Preliminaries A. Preliminaries Preliminaries Preliminaries

lesson or presenting the “Answer Mo, Show Mo!” Perform the operation on the “We have…they have…” “Fixing a broken heart”
new lesson Find the factor of the following following fraction. Direction: The class will be group Directions: Fix the broken heart by
expression. 1. ½ + 4/3 into 3. Each group will receive 2 matching the factor and product
1. x2-x-6 2. 5/8 + 3/2 sets of phrase attached with that contains in each half of heart.
2. a2-25 3. −4/8 + 3/10 rational expression, one is for the
3. x3 + 6x2 +12x +8 4. ½ − 4/3 given and the other one is an
4. x2-y2 5. ¼ − 3/2 answer. The group with a given
5. x3 + 3x2 +3x +1 will say “We have…(followed by
the given), and the group holding
the correct answer will say “they
have...(the given),and we have
 (the answer)”.The phrase will be
posted on the board until the class
completes it.
Note: Every group will solve for
the answer, so that they could able
to prove that they handling the
correct answer.

1 In adding or
subtracting is your
3 4 aim,
+
x x2
2 Change the bottom
using multiply or
divide,
5 5
+
6r 8r
3 And don’t forget to
simplify,
8 3
−
2
x −4 x+2

But the same to the

top must be applied,
5
24 r
Before it’s time to say
14−3 x goodbye!
( x +2)( x−2 )
The bottom expressions
must be the same!
3x+4
x2
B. Establishing a purpose for The sum of two rational 1. How do you add or subtract What is the important rules in 1. How will you add dissimilar
the lesson expressions is the product dissimilar fractions? adding or subtracting dissimilar fractions with more than two
of the numerators divided by the 2. What are the laws of exponent? rational algebraic expression? addends?
 product of the denominators. 2. How will you perform
combination of addition and
subtraction dissimilar fraction?
3.What is the relation of factoring in
adding or subtracting dissimilar
rational expressions?

C. Presenting examples/ The teacher will show illustrative The teacher will show illustrative The teacher will show illustrative The teacher will show illustrative
instances of the lesson example of addition and subtraction example of addition and example of addition and subtraction example of addition and subtraction
of rational expressions with the subtraction of rational expressions of rational expressions with the of rational expressions with the
common denominator. with the different denominator. different denominator. different denominator.
Example 1: Example:
Example 1: Example 1:
1 1
+ Add Simplify, state the result in simplest
3x 2a5+3 4+x−2
b 6 + 4 x +12 Add Add form
xc+
2 2 c−3 2
2+3 x−10 x +3 x−10 ● Since the denominators are
2x x 1 Factor the common ● Since the denominators are
+ − Denominator not the same, find the LCD.
x −4 x−2 x +2
2
● Since 3a and 4b have no
not the same, find the LCD.
x2 +3 x−2 4 x +12
+ common factors, the LCM is ● The LCM of c+2 and c-3 is
Find the least
( x +5)( x−2 ) ( x +5 )( x−2) simply their product: 3a ⋅ 4b (c +2) (c-3)
Write as a single common multiple
fraction ● That is, the LCD of the ● That is, the LCD of the
by factoring each
2 fractions is 12ab. fraction (c +2) (c-3)
( x +3 x−2 )+(4 x +12 ) denominator.
● Rewrite the fractions using ● Rewrite the fractions using
( x +5 )( x−2) Remove the parentheses
in the numerator the LCD. the LCD. x2 - 4= (x+2)(x-2)
2

((
x +3 51 x−2+4
c (+2
3
⋅
x+5
a
25(c−3 )
c−3
4b
4 ) )((
⋅c−3++ c−3
)(
b x−2
x1+12
4 b ) )
6 3 ac +2
⋅ ⋅
) 3 ac +2 Combine like terms
x-2 = x-2
+73x+10 6(cb+2 ) x+ 2= x+2
=4 bx + a +3 a+4
=
12((ab
xc+2
+5)()(c−3
12 x−2
ab ) ) (c +2 )(c−3 )
12 ab Factor the numerator LCM: (x+2)(x-2)
( x 2+5x 2)( x +2 ) x 1
● Simplify each numerator

( x +5)( x−2 +) − Divide out common Example 2:

( x +2)(5 c−15
x−2 ) x−2 6 c+12 x+2
= 5 y +2 x factors
Subtract
( c+2 )(c−3 −) (c3 +2 )(c−3 ) ( x  5)( x  2) x  2 ● Add the numerators
56 c−15+6
3 y c+12 
= ( x  5)( x  2) x  2 ● Since the denominators are The LCM becomes
(c +2 )(c−3 ) Example 2:
not the same, find the LCD.
the common
2 2 ● Simplify denominator.
x −2 x+3 x −4 x−5 ● Since 6 and 3y3 have no
Multiply each
11−c−32
x2 +7 x+= +7 x) +12
12( c+2x)(c−3 common factors, the LCM is
expression by the
simply their product: 6 ⋅ 3y3
Write as a single equivalent of 1 that
fraction will give in the
common
denominator.
( x 2−2 x +3 )−( x 2 −4 x −5) ● That is, the LCD of the
Example 2:
x 2 +27 x+12
−
t−2 Remove the parentheses
3
fractions is 18y . Subtract
t+1 t 2 −t−2 in the numerator ● Rewrite the fractions using
x2 −2 x+ 3−x 2 + 4 x +5 the LCD. ● Find the factorization of
2 x2 2
(
x ++ 7 xx +12
⋅
( x +2)( x−2 ) x3−2 x +2 )(
x +2
−
1 x−2
⋅
x+2 x−2 ) Combine like terms
each denominator. t+1

( )(
cannot be factored any
5 y2 x+
3 y8
⋅ 3 −
2x 6
y 12 3 y 3 6
x62 +732x+ t−2
⋅
) Factor
further, but t2- t- 2 can be.
Rewrite the original
problem with the
=2( x +4 −) common
15 y 4 t+1 12 x (t+1 )(t−2 ) denominator. It
= ( x3 +3)( − x +4 ) Divide out common ● Find the least common
18 y 18 y 3 factors multiple. t+1 appears makes sense to keep
4
15 y −12 x 2( x  4 ) 2 exactly once in both of the the denominator in
=  expression, so it will factored form in order
( x  3)( x  4) x  3 Factor both
18 y 3 numerator
appear once in the LCD.( t to check for common
4 - 2) also appears once,
3(52 y 4−4 x ) factors.
== 3(52 x y −4 xx)( x+2 ) and this means that (t+1)
1( x−2)
3 (6 xy+33) − denominator. (t-2) is the LCD.
( x +2)(3(6
x−2 )y ()x +2)( x−2) ( x+2)( x−2 )
(
= 5 yt+1
2 t−2
5=y 4 −4 ⋅x −
4 t−2
−4 3 x
)( (t+1
t−2
)
)(t−2)
Reduce,
Combine the
6 xy
= 2(t−2) t−2
dividing out
= 6 y3 − numerators
(t +1)(t−2 ) (t+1 )(t−2)
2 x 2 +x ( x +2)−1( x−2) ● Subtract the numerators
and simplify. Remember
( x +2 )( x−2) that parentheses need to
be included around the
second (t-2) in the
numerator because the
Simplify the
whole quantity is numerators
subtracted.
2 x 2 + x 2 + 2 x−x +2
( x +2 )( x−2)
2t−4−t+2 Check for
=
2 (t +1)(t−2 )
t−4−(t−2) simplest form.
2 = (t +1)(t−2 )
3 x +x+2
=
t−2
( x +2)( x−2(t )+1)(t−2 ) ● The numerator and
denominator have a
common factor of t - 2, so
the rational expression
Since neither (x+2)
nor (x-2) is a factor of
3x2 + x+ 2, this
 can be simplified.

3 x2 +x+2
D. ( x +2)( x−2
Discussing )
new concepts 1. How do you think sum 1. How do you think sum 1. How do you think sum or the 1. What are the different
1
and practicing new skills or the difference is or the difference is difference is obtained? techniques used to solve for
= #1 obtained? obtained? 2. What are the different combining multiple rational
(t +1) 2. What are the different 2. What are the different techniques used to solve for sum or expressions?
techniques used to solve techniques used to solve difference? 2. Enumerate the pattern you
for sum or difference? for sum or difference? 3. Describe the pattern; Enumerate observed in combining multiple
3. Describe the pattern; the pattern observed. rational expressions.
Enumerate the pattern
observed.
E. Discussing new concepts Perform the indicated operations Perform the indicated Perform the indicated Simplify, state the result in simplest
and practicing new skills and reduce answer in lowest terms. operations and reduce answer in operations and reduce answer in form
#2 lowest terms. lowest terms.
y 23 2 715
11 ..2 m 65−5 m + −+ 5xa+1
21 ... a23 2 y+x +2
32x−8 xx2 x−
+3 6a+2 +39 +5
a22+3x+
a+32
22.2. .x 32+8 4− 2m
x +42 x − +8x+4
210
3 xyx+1 4−
+13 2xyxx++20 2 x+ 5
9 5 x−7
3 . 3 a3 3− 6 7+ x +2
333..12.x−3 2 +
−5x−3a− x−3
ax−7
b−5 2b 3 b−8 28
4 v −4
4 . 1 2 2 +5 2 v
44. .424−a + 3a−2
xz −4 42zx −4 3
4 . 4 x22 −6−xy3−a −
1−2 a −9
xz+12 z +1 4 z 2x+6 −1 2 3
5 . 3 4x2+2 y 2x +2 2 5. −
55 ..4 x2 +28+ −
+ −
49 4 x +28+49 a a−5
3y x+−16 4−x y 2y +1
F. Developing mastery Perform the indicated operations Perform the indicated operations Perform the indicated operations Perform the indicated
(Leads to Formative Assessment 3) and reduce answer in lowest terms. and reduce answer in lowest and reduce answer in lowest terms. operations and reduce answer in
terms. lowest terms.
5 a+5 7n
1. 4 2 7b +
1 . 2− 2 4 53 n 8 y 2 +11 y 4 y 2 −5 y
1 .55an +35−40
+a 2 − 1. −
−52x+ 4a+3 4 x4 +12 4+ x2 +5 x
2 .2 . a+38 + 5 a−3− 2 x 2 + 13 x +20 2 x 2 +13 x+20
x 2++2
2 . t3y2 +8
+4 t 2+i x 2 +2 x −8
2 t−7 t 322−1
x−8
2 4. 9a7t2c3−11a−3
6+t 28 −4 a +13 a+3
33. . a+2 t−1+ a−4 t−1− t+1
33 .. ca+ 2 −ca−4
22b +4
+1 −7 a+5b+4
3x 2+ y−3 434 x 2++5 8y +6
44. . 3− 4−
442..8xx6−3
2+z3 yx+4
3z 5z
−2x +22 x−3
x + 2y
z−1− z+1x +1z −1
x+1
55 .. x−5 28 − x−533 x++122
5 x−4
5 . 2 +−
. x 2−7
x −4 4 x+2 x−2
x−5 x
 G. Finding practical The pathway of a church has a Your teacher asked the class to Juan bought a lawn lot in Manila
applications of 10 z
concepts perimeter of , if find the perimeter of the Memorial Park in Dasmariñas,
and skills in daily
z−1living blackboard in your classroom. Cavite. Find the total area of his
2z the width is what is the length? lawn lot, if he used the lot area
2
2
z−1 ,
x −25 2x
and the remaining lot area is
6x 5 x +4 .
2 x +3
3
x+5
6x
2 x +3 2x
5 x+4 Lorna gives an illustration board to
2z Miguel with an area of . She

z−1 instructed Miguel to cut the board

into two pieces, one for Antonio
with an area of and the other
half is for Miguel. What is the area
of an illustration board goes to
Miguel?

H. Making generalizations Generalization: Generalization: Generalization:

and abstractions about the In adding or subtracting similar There are a few steps to follow In adding or subtracting
lesson rational expressions, add or when you add or subtract rational dissimilar rational expressions
subtract the numerators and write expressions with unlike change the rational algebraic
the answer in the numerator of the denominators. expressions into similar rational
Generalization:
result over the common algebraic expressions using least
In adding or subtracting
denominator. In symbols, 1. To add or common denominator or LCD as in
dissimilar rational expressions
subtract rational adding dissimilar fractions.
a c ( a+c ) change the rational algebraic
+ = , b≠0 expressions with unlike
expressions into similar rational
b d b denominators, first find
algebraic expressions using least
the LCM of the
common denominator or LCD as in
denominator. The LCM of
adding dissimilar fractions.
the denominators of
fraction or rational
expressions is also
called least common
denominator, or LCD.
 2. Write each expression
using the LCD. Make
sure each term has the
LCD as its denominator.
3. Add or subtract the
numerators.
4. Simplify as needed.
I. Evaluating learning “Pick my Pieces” “Four in a Line” “Let’s Gora in Cavite”
Add or subtract the following Directions: Each group will add or Simplify the given algebraic
rational expressions. Match your subtract the given rational expression attached in the
answer with the expression in each expressions. Each correct answer provinces of Cavite, and then state
piece of a puzzle to form it. A hint will gives the group a chance to pin the result in simplest form. Match
will help you to solve the problem. 2 assigned chips in the game the province with its respective
Let’s Amaze it!
board. To win this game, the group landmark.
(Group Activity)
6 5c need to connect 4 pieces in a row,
1. − Complete the maze below by
column or diagonally.
c−1 4 adding each rational expression
5 7y from the start to end. You are free
2. − to choose your way, there are 11
x x +3 possible ways.
7 3
3. +
d e
5
4 . +8
b
4
5 .7−
j−9
Hint:
✔ ”Isang dalagang may
korona,
kahit saan ay may mata. “

Silang, Cavite is very known for

this fruit.

Given:

2 4
1. −
5 x +5 x 3 x+3
2
 5x 18
2. 2
− 2
x −x −6 x −9
4−a2 a−2
3. 2 −
a −9 3−a
3 x+ 2 x
4. +
3 x+ 6 4−x 2
2 4
5. +
x +3 (x +3 )2
 J. Additional activities for Follow up: Follow up: Follow up: Reflection Journal
application or remediation Add or subtract the following Add or subtract the following Add or subtract the following
rational expressions. rational expressions. rational expressions.
5 x−32x−4
x 1 3 x +8
11. . 2 2 −− 2+ 2
x x4−2x−1x−8
6 xx +5
x −2
x+ 4x−8
32 5x−3 7 53 a+1
222.. . 2 + ++ 2 x−1
acx+6+3 c−2
+3 x+ 2 ax 2+3
2 a+2
+5 a+2
x+ 6

V. REMARKS

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?

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