DETAILED LESSON PLAN

DLP No.: 15 Learning Area: Math Grade Level: 8 Quarter:1 Duration:60 minutes
Learning
Competency/ Performs operations on rational algebraic expressions (dividing Code: M8AL-Ic-d-1
ies: rational algebraic expressions).
Key The quotient of two rational expressions is the product of the dividend and the
Concepts / reciprocal of the divisors.
Understandin a c a⋅d
gs to be
Developed: In symbols, b ¿ d = b⋅c , where b & c ¿ 0
Steps:
1. Write the equivalent multiplication expression using the reciprocal of the divisor.
2. Factor the numerator and denominator.
3. Cancel all common factors.
4. Multiply the numerator and denominator.
5. Simplify, if possible.
1. Objectives
Knowledge Explain the steps in dividing rational algebraic expressions.
Skills Demonstrate how to divide rational algebraic expressions.
Attitudes Use initiative in doing the group activity.
Values Show cooperation in working with the group.
2. Content/
Topic Division of Rational Algebraic Expressions

3LearningRe
sources/ LM in Math 8, powerpoint presentation, projector/TV, laptop/netbook, worktext page
Materials/ metacards, cartolina
Equipment
4. Procedures(indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each
step will consume)
Preparation
5 minutes A. Routinary Activities:
1. Prayer
2. Checking of attendance and physical arrangement
3. Energizer (Powerpoint presentation)
B. Review division of fractions . This serves as a springboard of the new lesson.

Presentation C. Consider the expression given below.

25 minutes 2
16−x x−4
2 2
Divide x +2 x by x −4 , simplify the result.
1. Ask the students of what is the first thing to do?
2. Let them observe the given expression, is it factorable?
3. Can you factor the given rational expressions easily?
4. After factoring, what are we going to do next?
5. What is the simplified form of this expression?
6. Let us go deeper by doing the activity. Divide the class into four ( 4 ) groups.
Let the leader from each group to choose one expression written on cartolina
strips. These are the expressions:
2 2
8r +8 s r −s
a. r2 ¿ 8r
2 2
x −y
b. 5 x−5 y ¿ ( x+ y )
24 k 12 k
2
c. 5m ¿ 15 m3
a2 +a−12 3−a
2
d. a +3 a−4 ¿ 1−a
7. They are to present their solutions on the board. One representative from
each group will explain their answer on the board.
 8. Provide two to three examples with increasing levels of difficulty.
Find the quotient of the following rational algebraic expresssions and
simplify the result:
2
n −16 n+4
a. 3 ¿ 21

u 3−v 3
b. 4 u2 v ¿ (u−v)

Practice D. Let the class find the quotient of the following rational expressions & simplify the result
10 minutes on their seats:
2
a −1 a+1
1. 2 x−1 ¿ 4 x 2 −1
2
20d
2. 4 ¿ (5d)
2 2
v −v −12 v −v−6
2
3. v +3 v−4 ¿ v−5 v+ 6

5. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners and/or

Analysis of Learner’s Products and/or Tests)

Written Refer to worktext page 13, even numbers only.

Test Teachers may give additional numbers if necessary.
15 minutes Find the quotient in simplest form:
a2 −11 a+30 2 a2 −9 a−5
2
1. 8+ 2 a−a ¿ 2 a 2−7 a−4
2
9 x −4
2
2. 2 x −2 ¿ (21 x −2 x−8)

6. Assignment (indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the
day’s lesson or Preparation for a new lesson)
Enrichment 2
y −4 y ( y +5 )+6
3 minutes
If you are given the problem ( y +1)( y−6 ) ¿ Q , what must be the epression
−2 y
2
for Q to obtain a quotient of ( y +3) ?
7. Wrap-
up/ Close the period by wrapping – up the day’s lesson.
Concluding
Activity
2 minutes

Prepared by:

Name: Sheiken Lei N. Alisna School: San Jose High School

Position/Designation: Teacher I Division: Bayawan City

Date: July 27, 2018