School Bicol Grade 8

University Level
Teacher Hillary Claire Learning Algebra
R. Azores Area
Teaching Dates and Time January 20, Quarter 1
MY DAILY LESSON PLAN 2023
DAY: Friday
TIME GRADE & SECTION ROOM

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
I. OBJECTIVES followed and if needed additional lessons exercises and remedial activities maybe done for developing content knowledge and
competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
A. Content Standards linear equations and inequalities in two variables, systems of linear equations and inequalities in two
variables and linear functions.
B. Performance Standards 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.
● At the end of the lesson, the students are expected to:
C. Learning a. Relate the rule in multiplying fractions in multiplying rational algebraic expressions,
Competencies/Objectiv b. Perform the steps in multiplying rational algebraic expressions;and
es c. Apply the concept of multiplying rational algebraic expressions in real-life situation.
Write the LC code for M8AL-Ic-d-1
each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled
in a week or two.
II. CONTENT
Perform Operations On Rational Algebraic Expressions
III. LEARNING List the materials to be used in different days. Valid 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
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material Mathematics 8 Alternative Delivery Module (Multiplying and Dividing Rational Algebraic Expression),
pages pages 2-9
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
C. Routinary Activities Greetings, Classroom Management (Checking of attendance, Reminding of classroom rules, etc.)
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
the demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing students by multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion
about what they learned in relation to their life experiences and previous knowledge. Indicate time allotment for each step.
A. Reviewing previous Recall multiplication of fractions.
lesson or presenting
the new lesson Find the product of the following fractions.
4 6 2
1. 3
• 12 (Expected Answer: 3 )
12 3 6
2. 15
• 2
(Expected Answer: 5 )
B. Establishing a Motive Question: How did you find the Activity?
purpose for the Expected Answer: Easy or Difficult, may vary
lesson
C. Presenting The concept of multiplying the numerators and the denominators of fractions also applies to
examples/instances multiplying rational algebraic expressions. For example, to find the product of fractions, we factored
of the new lesson out the numerator and denominator, cancelled out the common terms, and multiplied the remaining
terms in the numerator and denominator.

Multiplying rational algebraic expressions will be discussed using a series of examples.

37𝑥 𝑦
Example #1: 2𝑦
• 4

15𝑦 2𝑦
Example #2: 2𝑦
• 2
5𝑥
D. Discussing new Example #1:
37𝑥
•
𝑦
2𝑦 4
concepts and
practicing new skills
#1 Solution:
Step 1: Factor the numerator and the denominator
E. Discussing new 37𝑥 𝑦 37∙𝑥 𝑦
concepts and 2𝑦
• 4 = 2∙𝑦
• 2∙2
practicing new skills
#2
Step 2: Cancel out or divide common terms
37∙𝑥 𝑦
2∙𝑦
• 2•2
Step 3: Multiply the remaining terms in the numerator and denominator
37∙𝑥 𝑦 37∙𝑥 37𝑥
2∙𝑦
• 2∙2 = 2∙2∙2 = 8

15𝑦 2𝑦
Example #2: 2𝑦
• 2
5𝑥

Solution:
Step 1: Factor the numerator and the denominator
15𝑦 2𝑦 3•5∙𝑦 2∙𝑦
2𝑦
• 2 = 2∙𝑦
• 5∙𝑥∙𝑥
5𝑥

Step 2: Cancel out or divide common terms

3•5∙𝑦 2∙𝑦
2∙𝑦
• 5∙𝑥∙𝑥

Step 3: Multiply the remaining terms in the numerator and denominator

3•5∙𝑦 2∙𝑦 3∙𝑦 3𝑦
2∙𝑦
• 5∙𝑥∙𝑥 = 𝑥•𝑥 = 2
𝑥

F. Developing mastery Activity: Multiply Me!

(Leads to Formative
Assessment 3) 7 𝑥
2
1
1. 3 • 21
(Expected Answer: 6𝑥 )
2𝑥
2 2
4𝑥𝑦 2𝑥 2𝑥
2. 3𝑦
• 4𝑦
(Expected Answer: 3
)
G. Finding practical Teacher will give at least 1 real life problem where multiplication of rational algebraic expression is
applications of used.
concepts and skills
in daily living Situation: Your friend is planting sweet potatoes on a rectangular plot. Suppose the number of sweet
𝑥−3 2𝑥
potatoes planted is represented by x and the length of the plot is 4 units while the width is 𝑥+3
units.

Questions:
1. What shall your friend do to find the area of the rectangular plot?

Expected answer: Multiply the length and the width

2. What is the area of the rectangular plot?

2
𝑥−3 2𝑥 𝑥 −3𝑥
Expected answer:𝐴 = 𝑙𝑤; 4
• 𝑥+3
= 2𝑥+6
square units.
H. Making
generalizations and
abstractions about Teacher will ask one or two students to explain/enumerate to the class the steps in multiplying rational
the lesson algebraic expressions.

Expected answer: To multiply rational algebraic expression, first, we should factor the numerator and
denominator, then cancel out or divide common terms and finally multiply the remaining terms in the
numerator and denominator.

What is the significance of this topic?

Answer may vary.
I. Evaluating learning The students will be given a two-item quiz to assess if they acquired the learning competencies
expected from them.

Answer the following.

2
7𝑥 9 3𝑥
1. 3
• 14𝑥
(Expected Answer: 2
)
2
9𝑥 𝑦 2𝑥𝑧
2. 𝑧
• 2 (Expected Answer: 6x)
3𝑥 𝑦
 J. Additional activities Write a poem about multiplying rational algebraic expressions. Students may include their experience
for application or in going through the activities in this lesson. Their output will be assessed using a rubric.
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works? What else needs to
VI. REFLECTION be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
A. No. of learners who
earned 80% on the
formative
assessment
B. No of learners who
require additional
activities for
remediation
Did the remedial lessons work?
C. No. of learners who
caught up with the
lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter 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?