FTHS - LESSON PLAN 2019/20

Lesson 10 – Multiply Simple Algebraic Fractions

Specific Objective(s)
At the end of the lesson, students should be able to:
 Identify common variables in algebraic fractions.
 Simplify algebraic fractions by identifying common terms/variables and reducing to the
lowest form.

Content
Multiplying Fractions
Multiplying fractions is the easiest one of all, just cancel all like terms then multiply the
numerators together, and the denominators together.

Engage
ICE BREAKER/BRAIN TEASER
A man has to take a wolf, a goat and some cabbage across a river. His rowboat has enough space
for the man plus either the wolf or the goat or the cabbage. If he takes the cabbage with him, the
wolf will eat the goat. If he takes the wolf, the goat will eat the cabbage. Only when the man is
present, the goat and cabbage are safe from their enemies. All the same, the man carries the wolf,
goat and cabbage across the river. How?

Explore
Students will be asked to recall multiplication of fractions. The example below will be placed on
the board and students will suggest possible ways to simplify.
2 9
x
3 10

The expected response is:

1. Reduce by cancelling all numbers that have common factors.
2. Multiply across. Numerators together and denominators together.

3xy x 4
2 xy
 FTHS - LESSON PLAN 2019/20
Explain
Students will be given an opportunity to explain their thoughts. All misconceptions will be
cleared.
Elaborate
An example that involves exponents will be placed on the board and students will be guided
through the process with the aid of questions.
r2 x s
s2 r
Guided Questions
 What does ‘52’ mean?
 What does ‘r2’ mean?
 Can we rewrite the expression in a way that simplifies ‘r2’ and ‘s2’?
The expression will be rewritten and reduced.

Evaluate
Simplify the following:
p x 6
14 p

3a x 32n2
16n 9a

25x4y x 12
6 5x2

5xy x 14y
7 10x2

3mn x 25zw x mz
5z2 9m3 15n

5pq X qst X 6rs

r2 3p q2t
 FTHS - LESSON PLAN 2019/20

EVALUATION FORM:

LESSON TOPIC:
____________________________________________________________________
Students
The students participated and were aware of the objectives to be met.
The students knew the pre-requisites.
The students showed interest in the topic.
The students associated what they have learned to real life situations.
The students were able to make conjectures, explain their ideas, and justify their solutions.
Teacher
The teacher was able to explore the mathematical content and ideas.
The teacher was able to present the content making it easy for students to understand.
The teacher used suitable examples and activities to illustrate the content.
The teacher made connections with other areas in mathematics and with real life situations.
The teacher was flexible in representing and communicating ideas to students.
The lesson was activity packed for this topic.
Open-ended questions were asked to develop students’ analytical skills.
The teacher used activities to accommodate different learning styles.
The teacher used assessment activities that extend and highlight the important ideas
Lesson
The objectives were met in this lesson/class.
The lesson was interrupted due to other activities outside of the classroom.

Teacher’s signature: ____________________

Date:___________________

Lesson 11 – Divide Simple Algebraic Fractions

Specific Objective(s)
At the end of the lesson, students should be able to:
 Differentiate between the dividend and divisor in an algebraic expression.
 Accurately invert the divisor and reduce all common terms at the second attempt.

Content
Dividing Fractions
To divide fractions, first "flip" or “invert” the fraction we want to divide by (divisor), then use
the same method as for multiplying:
 FTHS - LESSON PLAN 2019/20

Engage
Go Figure!

Explore
Students will be asked to recall simple division of fractions. The following will be written on the
board:
3 9
5
÷ 25

Students will be asked the following questions:

 Which one is the dividend?
 Which one is the divisor?
 How would you simplify the expression?
The expected response for the last question is keep the dividend, change the division sign to
multiplication and flip the divisor.
A student will volunteer to illustrate.
𝑝𝑥 𝑝𝑦
𝑞𝑟
÷ 𝑞𝑟
students will be asked to attempt this question.

Explain
Students will share their responses. All misconceptions will be cleared.

Elaborate

4pq2 ÷ 8p2

3rs 15r2
 FTHS - LESSON PLAN 2019/20
Students will be asked to simplify the algebraic expression above.
After completing the task, students will be asked to verbalise their thoughts. Emphasis will be
placed on the keep, change and flip principle.
A random student will explain and illustrate on the board.

Evaluate

p3x ÷ py2

q2r q3r

3p3x ÷ p2y

8pr2 16q2r

7a2b ÷ 14ab3

9cd 27c4d2

5z3y2 X 3a3 ÷ 15y

6a2c3 2zy3 3c2

𝑎
𝑏
÷ 𝑎𝑏 ÷ 𝑎
𝑏
 FTHS - LESSON PLAN 2019/20

EVALUATION FORM:

LESSON TOPIC:
____________________________________________________________________
Students
The students participated and were aware of the objectives to be met.
The students knew the pre-requisites.
The students showed interest in the topic.
The students associated what they have learned to real life situations.
The students were able to make conjectures, explain their ideas, and justify their solutions.
Teacher
The teacher was able to explore the mathematical content and ideas.
The teacher was able to present the content making it easy for students to understand.
The teacher used suitable examples and activities to illustrate the content.
The teacher made connections with other areas in mathematics and with real life situations.
The teacher was flexible in representing and communicating ideas to students.
The lesson was activity packed for this topic.
Open-ended questions were asked to develop students’ analytical skills.
The teacher used activities to accommodate different learning styles.
The teacher used assessment activities that extend and highlight the important ideas
Lesson
The objectives were met in this lesson/class.
The lesson was interrupted due to other activities outside of the classroom.

Teacher’s signature: ____________________

Date:___________________