Lesson Plan in Mathematics 8

FIRST QUARTER WEEK 3-DAY 4

Timeline: 60 minutes

I. OBJECTIVE
A. 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.
B. Performance The learner s able to formulate real life problems
Standards 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.
C. Learning Simplifies rational algebraic expressions (M8AL-Ic-2)
Competencies/
Objectives At the end of the lesson, the learners should be able to:
a. identify the basic principles of simplifying rational
algebraic expressions;
b. develop an empathetic perspective by recognizing
real-life scenarios where simplifying rational algebraic
expressions can be applied; and
c. perform the steps involved in combining like terms
and factoring to simplify expressions accurately.

II. CONTENT Simplifying Rational Algebraic Expressions

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide MELC’s_ (M8AL-Ic-1)
pages
2. Learner’s Materials Mathematics 8 Learners Module: Rational Algebraic
pages Expressions
3. Textbook pages Pages 74-76
4. Additional Materials video clips, pictures, white screen/projector, laptop,
speaker, Index cards or small pieces of paper, writing
utensils, calculator (optional)
B. Other Learning https://www.youtube.com/watch?v=c9q2SwIRC_8
Resources
C. Strategies Station Rotation Model, Collaborative Learning
IV.
PROCEDURES
 Expression Matching
ELICIT
(5 minutes) -Group the students into three teams.
-Prepare cards with unsimplified expressions and their
corresponding simplified forms.

-Shuffle the cards and have students match the

unsimplified expressions with their simplified
counterparts.
-Group that finishes the task first must be the winner.
*Escape Room Challenge: Algebraic Expression
ENGAGE Breakout!*
(5 minutes)
Welcome to the Algebraic Expression Breakout! Your
team's goal is to solve a series of algebraic expression
puzzles to unlock clues and ultimately escape the room
within the given time limit. To succeed, you must work
together to simplify rational algebraic expressions and
crack the codes. Are you up for the challenge?

*Instructions:*

1. *Team Formation:* Divide into teams of three. Each

team should have a unique team name.

2. *Rules:*
- Each team will start in a different corner of the
room.
- You'll find locked boxes at each corner. These boxes
hold clues to your escape.
- Solve the algebraic expression puzzles to get
numerical answers.
- Use the numerical answers to open the
corresponding locks on the boxes.
- Inside each box, you'll find a piece of the final code
that you need to escape.

3. *Puzzle Solving:*
- Read the algebraic expressions carefully.
- Simplify the expressions using the rules you've
learned.
- Calculate the numerical values of the simplified
expressions.
- Remember, teamwork and communication are
essential to success!

4. *Unlocking Clues:*
- Find the locks with numbers that match your
calculated answers.
- Use the correct numerical answer to open the lock.
- Retrieve the code piece from inside the unlocked
box.
 5. *Collect Code Pieces:*
- As you unlock boxes, collect the code pieces.
- Combine the code pieces to form the final code that
will allow you to escape.

6. *Escape:*
- Once your team has the complete code, use it to
open the final door and escape the room.

7. *Time Limit:* You have five minutes to solve the

puzzles, unlock the boxes, and escape. The timer starts
now!

After the activity, the teacher will present the

objectives of the lesson.

Teaching Strategy: Station Rotation Model

EXPLORE
(20 minutes) Set up three stations in your classroom. Divide your
learners into three groups and assign each group to
start at a different station. Set a time limit for each
rotation (e.g., 5 minutes). When the time is up, signal
the groups to rotate to the next station. Repeat the
rotation process until all groups have visited each
station.

*Station 1 - Instructional Video*

- Set up a computer or tablet with an instructional video
explaining the process of simplifying rational algebraic
expressions.
- Provide speakers for students to watch the video and
take notes.
- Include examples and step-by-step explanations in the
video to reinforce the concept.
(you may watch this video in the link provided below)
https://www.youtube.com/watch?v=c9q2SwIRC_8

*Station 2 - Practice Problems

- Provide a set of practice problems related to
simplifying rational algebraic expressions.
- Include a variety of difficulty levels to accommodate
different student abilities.
- Students work together to solve the problems using
the techniques demonstrated in the instructional video.

*Station 3- Peer Collaboration*

- Assign groups of students to work together at this
station.
- Provide a set of more complex expressions that need
simplification.
- Encourage students to collaborate, discuss their
approaches, and share strategies for simplification.
- Designate one student in each group as a "leader" to
facilitate the discussion.

For Learning Station 1: Instructional Video (Offline

Station)

Guide Questions:
1. What is the main goal of simplifying rational algebraic
expressions?
2. What are like terms, and why do we combine them
when simplifying expressions?
3. How does factoring play a role in simplifying
expressions?

For Learning Station 2: Practice Problems

Guide Questions:
1. Given the expression 3x + 2x - 5x, can you simplify it
by combining the like terms? What's the simplified
form? 2. If you have the expression 4y2 - 2y2 + 7y2, how
would you simplify it by combining the like terms?
3. What steps would you take to simplify the expression
2(3x - 5) + 4(2x + 1)?
4. Suppose you have the expression (x 2 - 3x + 2) / (x -
2). Can you simplify it by factoring and canceling out
common terms?
5. How would you simplify the expression (2x 2 + 6x) /
2x?

For Learning Station 3: Peer Collaboration (Teacher-Led

Station)

Guide Questions:
1. How do you approach the process of combining like
terms in an algebraic expression?
2. Can you share a specific strategy you use to decide
which terms can be combined in an expression?
3. Have you come across any shortcuts or tricks that
help make simplification easier? Share with your peers.
4. Describe a real-life scenario where simplifying
rational algebraic expressions could be applied.
5. How might working collaboratively enhance your
 understanding of simplification techniques?

The teacher will explain and reinforce the concepts of

EXPLAIN simplifying rational algebraic expressions after the
(10minutes) station rotation model.

-Begin by briefly summarizing the different stations

students participated in during the rotation. Remind
them of the key concepts and skills they practiced.
- Ask students to share the strategies they found most
helpful or interesting during the activities. Encourage
them to discuss the different methods they used to
simplify expressions.
-Open the floor for students to ask any questions they
might still have about simplifying rational algebraic
expressions. Address misconceptions and provide
additional explanations as needed.
Activity: Algebraic Expression Tangrams
ELABORATE Materials Needed:*
(10 minutes) - Tangram puzzle pieces (or create your own shapes)
- Markers
- Large paper or whiteboard
*Instructions:*

1. Introduction (1 minute):
-Begin by briefly explaining what algebraic expressions
are and why simplifying them is important in
mathematics. Mention that you'll be using tangram
pieces to represent terms of an expression.

2. Tangram Pieces Setup (1 minute):

-Arrange the tangram pieces in a random order on a
table or the floor. Each piece will represent a different
term in an algebraic expression.

3. Expression Creation (1 minute):

-Assign a specific variable to each type of tangram piece
(e.g., triangles for x, squares for y). Create a simple
algebraic expression using the tangram pieces, such as
3x + 2y - 4x.

4. Expression Simplification (2 minutes):

- Invite students to take turns simplifying the
expression by combining like terms using the tangram
pieces. For instance, they can physically remove two x
triangles to simplify 3x - 4x to -x.

5. Visual Representation (1 minute):

- As students simplify the expression, use markers to
write down the original expression and the simplified
 version on a large paper or whiteboard.

● Engage the class in a discussion about the process.

Ask questions like:
- How did combining like terms using tangram pieces
help you visualize the simplification?
- What did you learn about how terms are combined
and canceled out during the simplification process?

●Relate the activity to real-life scenarios where

understanding algebraic simplification could be
beneficial, such as adjusting proportions in art or
scaling recipes in cooking.

●Conclude by asking students to reflect on how the

tangible activity helped them understand the concept of
simplifying rational algebraic expressions.
Directions: Read and analyze the questions carefully.
EVALUATE Write only the letter of the correct answer on your
(5 minutes) answer sheet.
1. Which of the following expressions is simplified
correctly?
A.2x + 3x - 5x = 6x
B. 2x - 3x + 5x = 10x
C. 2x - 3x - 5x = -6X
D. 2x + 3x + 5x = 10x
2. Which step is essential when simplifying the
expression (4x2 + 6x) / 2x?
A. Distributing
B. Factoring
C. Canceling common terms
D. Expanding
3. Which expression is equivalent to 3(2x - 4) + 2(3x +
1)?
A. 9x - 5
B. 8x + 5
C. 12x - 2
D. 6x + 5
4. When simplifying the expression 2(3x - 5) + 4(2x + 1),
which step should you take first?
A. Distribute the constants
B. Combine like terms within each parenthesis
C. Combine like terms after distributing
D. Add the terms without simplifying
5. In which situation would simplifying rational
algebraic expressions be useful?
A. Calculating the area of a square garden
B. Measuring the temperature of a room
C. Tracking the time it takes to complete a race
D. Adjusting a recipe to serve a larger group
Answer Key:
 1. D
2. C
3. A
4. A
5. D

*Assignment: Scaling Up an Artwork*

EXTEND *Instructions:*
(5 minutes)
You are a budding artist tasked with creating an
enlarged version of an existing artwork. The dimensions
of the original artwork need to be scaled up while
maintaining the same proportions. Your task is to
simplify the algebraic expressions that represent the
dimensions of the original and enlarged artworks.

1. Original Artwork:
You have an artwork with dimensions 3x + 2y units.
Here, x represents the width, and y represents the
height.

2. Scaling Factor:
The artwork needs to be scaled up by a factor of k. The
new dimensions of the artwork will be (3xk) + (2yk)
units.

3. Your Task:
a. Write down the algebraic expression that represents
the dimensions of the enlarged artwork.
b. Simplify the algebraic expression for the enlarged
artwork by combining like terms.
c. Write down the simplified expression that
represents the dimensions of the enlarged artwork.
VI. REMARKS
REFLECTION
A. No. of learners
who earn 80% in the
evaluation
B. No. of learners
who require
additional activities
for remediation who
score d below 80%
C. Did the remedial
lesson work? No. of
learners who have
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 works?
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?

Prepared by:

AIZA A. NONONGAN
Teacher I
GODOD NATIONAL HIGH SCHOOL