Lesson Plan in Mathematics 8

FIRST QUARTER WEEK 3-DAY 3

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 involving
Standards 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 Illustrates rational algebraic expressions (M8AL-Ic-1)
Competencies/
Objectives At the end of the lesson, the learners should be able to:
a. define/classify integral exponents;
b. articulate the importance of solving problems related to
rational algebraic expressions and integral exponents in
real-world contexts; and
c. exemplify values of expressions with integral exponents
using exponent rules.

II. CONTENT Rational Algebraic Expressions and Integral Exponents

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 video clips, pictures, white screen/projector, laptop,
Materials speaker, writing utensils, calculator (optional)
B. Other Learning https://www.youtube.com/watch?v=d2S5nY9VR80
Resources
C. Strategies Station Rotation Model, Collaborative Learning
IV.
PROCEDURES

ELICIT Activity: Expression Elicitation

(5 minutes)
(To gauge students' comprehension of rational algebraic
expressions and integral exponents through active
discussion and explanation.)

Materials: Whiteboard, markers, prepared expressions

Instructions:
- Prepare a set of expressions involving rational algebraic
expressions and integral exponents. Include a mix of
addition, subtraction, multiplication, division, and various
types of exponents.
- Make sure to include both simple and more complex
expressions to cater to different proficiency levels.
-Display one expression at a time on the whiteboard. For
3
2 x −5
example: 2
x +3 x
Discuss the expression in pairs or small groups.
- Encourage them to explain the components of the
expression, identify the type of expression (rational
algebraic or integral exponent), and discuss strategies to
simplify it.
(Going back to the previous activity)
ENGAGE
(5 minutes) -Invite different groups to present their analysis and
understanding of the expression to the class.
- Ask them to explain how they approached simplifying
or interpreting the expression.
- After each presentation, ask probing questions to elicit
deeper understanding.

For instance:
- What is the significance of the numerator and
denominator in the expression?
- How would you simplify this expression step by step?
- How does the exponent affect the base number in
integral exponents?
- Can you relate this expression to a real-world
scenario?

After the activity, the teacher will present the objectives of

the lesson.

Teaching Strategy: Station Rotation Model

EXPLORE -Divide the class into smaller groups, ensuring an even
(20 minutes) distribution of proficiency levels within each group.
- Allocate a fixed time (e.g., 3-5 minutes) for learners to
complete each activity at the station.
- Provide clear instructions and expectations at the
beginning of each station.
*Station 1 *Introduction and Concept Definition
- Begin by providing a brief introduction to integral
exponents. Explain their role in expressing repeated
multiplication or division and the significance of positive
and negative exponents.
- Display examples of integral exponents on the
whiteboard and ask learners to share their initial
understanding.

*Station 2 *Classification Activity

- Distribute a worksheet with a list of expressions
involving integral exponents. Some expressions should
have positive exponents, some negative, and some zero.
- Ask learners to classify each expression as having a
positive, negative, or zero exponent.
- Once completed, review the classification as a group,
discussing any common misconceptions.

*Station 3 *Exploring Exponent Properties:*

- Provide a set of expressions involving integral
exponents that require simplification.
- Guide learners through solving these expressions step
by step, highlighting the properties of integral exponents,
such as the product rule, quotient rule, and power rule.

For Learning Station 1: Introduction and Concept

Definition (Offline Station)
Guide Questions:
1. What is an exponent, and how is it typically used in
mathematics?
2. How would you explain the difference between positive,
negative and zero exponents?
3. When we talk about integral exponents, what do you
mean by “integral”?

For Learning Station 2: Classification Activity

Guide Questions:
1. What is the primary characteristic that determines
whether an exponent is integral?
2. How would you classify an exponent as positive,
negative, or zero based on its value?
3. Can you give an example of an expression with a
positive integral exponent? What does it represent?
4. Provide an expression with a negative integral exponent.
How does the negative exponent affect the base number?

For Learning Station 3: Exploring Exponent Properties

(Teacher-Led Station)
 Guide Questions:
1. Explain the significance of a zero exponent in integral
exponents when simplifying expressions.
2. How do exponent properties, such as the product rule
and quotient rule help us simplify expressions?
3. How can the power rule for integral exponents assist in
combining like terms?
-The teacher will explain and reinforce the concepts of
EXPLAIN rational algebraic expressions and integral exponents after
(10minutes) the station rotation model.

-He/she will give each group a new rational algebraic

expressions or integral exponent expression to solve.
-Encourage them to present their solutions on the
whiteboard and discuss the reasoning behind their
approach.

Open the floor to questions from students. Address any

remaining doubts or concerns they may have about
rational algebraic expressions and integral exponents.

Concept Synthesis
ELABORATE -Summarize the key takeaways from the activity,
(10 minutes) emphasizing the connection between rational algebraic
expressions and integral exponents.
-Address any common misconceptions that emerged
during the discussion.

Directions: Read and analyze the questions carefully.

EVALUATE Write only the letter of the correct answer on your answer
(5 minutes) sheet.
1. What is the value of53?
A. 10
B. 15
C. 25
D. 125
2. What is a rational algebraic expression?
A. An expression that is not algebraic
B. An expression containing only variables
C. An expression containing irrational numbers
D. An expression containing variables and rational
numbers
3. What does an integral exponent refer to?
A. An exponent that is not a whole number
B. An exponent that is a fraction
C. An exponent that is a negative number
D. An exponent that is a whole number
 4. What is the classification of the expression x−2?
A. Positive integral exponent
B. Negative integral exponent
C. Zero exponent
D. Non-integral exponent
5. Which of the following expressions involves both a
rational algebraic expression and an integral exponent?
x3
A. 2
x +2

B.√
3
x

2 x−1
C.
x 2−5

D. 52 + 3
Answer Key:
1. D
2. D
3. D
4. B
5. A

Real-World Investigations
EXTEND -Ask students to research and present examples of how
(5 minutes) integral exponents are used in various fields such as
biology, physics, economics and engineering.
-Encourage them to explain the significance of integral
exponents in these contexts.
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