A DETAILED LESSON PLAN IN MATH II

I. Objectives: At the end of a 60 minute period, the students are expected to:

A. determine the steps in multiplying rational Algebraic expressions

B. discover how to solve for the product of rational algebraic expression
C. express ideas freely

II. Subject Matter: Product of Rational Algebraic Expression

Reference : Intermediate Algebra pp. 80 - 83
Materials : tag boards, chalk
Value : being keen

III. Procedure

Teacher’s Activity Students’ Activity

A. Drill

Class we will have a game. I will

group you into 4. Assign specific numbers
to each number and I will call on that number
to answer me.
The winner will have additional points.
Use the tag boards.
Count off.
Are you ready? Yes we are.

Multiply the fractions

15 9 3
1. ∙
18 25 10
24 20 3
2. ∙
35 32 7
18 64 16
3. ∙
8 81 9

B. Review
Now, lets have another set.
Simplify the given rational Algebraic
expression. Work as a group.
3 5 3
x y y
1. 4 2
x y x
2 y (x + y ) 1
2. (x+y)
6y 3
15 x−5 3 x −1
3.
5 x +25 x+5
2 2
2 x +6 x +3
4.
2 x+ 6 x +3
2 y−14 2
5. 2
y −4 y−21 y+ 3

C. Lesson Proper

1. Motivation
Do you like travelling? Yes we do.
Do you like exploring place? Yes of course.

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 How about discovering things? Very much ma’am
Now we will be travelling to the
Mathematical world. Exploring its corners
and discovering mathematical concepts
useful for your future math encounter.

2. Presentation
This morning our goal is for you to
discover how to multiply rational algebraic
expressions. I have here equations, observe
and figure out the steps followed.

1st:
2x 4x 2x .4 x
∙ =
5y 7y 5 y.7 y
2
8x
= 2
35 y

What have you observed? In the expression we multiply the

numerical coefficients and the variables.
It is just like multiplying fractions.
How about these?
2 8 6 2
8x a y 8 . x . x . 3 .3. y . y
6
∙ = 6
3 y 24 x 3. y .8.3.x
6 2
8 . x . x . 3 .3. y . y
= 6
3. y .8.3.x
= xy2

What can you say? It is more complicated than the first one.
We factored out and cancelled what is
common to both and multiplied
remaining terms.
Lets proceed to these,
2
x x + 4 x +3 x ( x +1 ) (x +3)
∙ = ∙
xy 2
x −1 xy ( x +1 ) (x−1)
x . ( x+1 )( x+3)
=
x . y ( x +1 ) (x−1)
x +3
=
y (x−1)

Now, what do you notice? It is similar to the second

Alright, how are the three examples related?
But how do they differ?
Now, who can give me the process the last
two examples undergone?
But, the first example does not need to follow
example, factoring, cancellation and
multiplication.
They are all multiplying rational
algebraic expressions.
The first one is in the simplest form
while the other two needed factorization
and cancellation.
First factor the numerator and
denominator, then cancel any factor that
is common to both. Lastly, multiply the
remaining numerator and denominator.

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factorization because it is already in its simplest form.

Now, I have here another equation.

Solve on your seats and later show it on the board.

4−3 y 3 ( 4−3 y ) 3 1
∙ =
6 3 y−4 3 .2 .(4−3 y) 2

3. Comparison and Abstraction

In your groups solve and discuss the following.
2 2
x −9 x−10 x −49
Group 1. 2
∙ 2
x −14 x+ 49 x −4
Group 2.¿ ¿
2
x +3 x −6 x+ 9
Group 3. ∙
12−4 x x 4−81
2 2
x +2 x−3 x −9
Group 4. 2 ∙ 2 1. (x+1)(x-10)(x+7)(x-7)
x +6 x +9 (x +3) −16
(x-7)(x-7)(x+2)(x-2)
= (x+1)(x-10)(x+7)
(x-7)(x+2)(x-2)
2. x2 – 4x+4 – 4(x2 – 9)
(x2+4) ∙ (x – 4)(x – 3)
= x4 – 9x2 – 4x3 + 36x
(x2 + 4)(x – 4)(x + 3)
3. x + 3(x – 3)(x – 3)
4(3 – x)(x2 – 9)(x2 + 9)
=(x+3)(x-3)(x-3)
-4(x-3)(x-3)(x+3)(x2+9)
-1
4(x2+9)
4. (x2+2x-3)(x2+9)
(x2+6x+9) x2+6x+9+16
=(x-1) (x2+9)
(x+3)(x+7)(x-1)
x2 + 9
= (x+3)(x+7)
4. Generalization
Class, how are we going to find
the products of rational algebraic expressions?
1. Factor the numerator and
denominator
2. Cancel any factor that is common to
both
3. Multiply the remaining numerators
and denominators
What if the algebraic expression is
already in its simplest form? Directly proceed to multiplying
numerators and denominators.
Correct!
D. Fixing Skills
Answer in your groups.
Match the letters of the correct answer.
The final answer is the word formed.

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 3x 8 1
1. ∙ a.
4 9x 8
5 28 x 2(c +5)
2. ∙ b.
7 x 45 c +3
a b c
3. ∙ ∙ c. -1
b c a2
2
5y x x
4. ∙ e.
3x 5 y 3
2t +12 4 c +20 4
5. ∙ l.
2 c +6 2 t+8 a
x+3 x−2 1
6. ∙ g.
x−2 x +3 a
2
25−x 7
7. ∙ r. 0
3 x −15 x +5

Ok, let us check. 1. a 5. b

2. l 6. r
3. g 7. a
4. e
What is the word formed?
ALGEBRA
E. Evaluation
Get one half sheet of paper answer
the following.

x y z 1
1. ∙ ∙ 3
y z x
2 2
x y
2 2
5 x 9 xy 4 y
2. ∙ ∙ y2x
3 y 20 3 x 2
2 2
2 x +2 y x − y
3. ∙ x+y
x + y 2 x−2 y
2 2
x +2 x−3 x +a ( x−1 )( x +3 ) ( x−3 ) (x +3) x−3
4. 2
∙ 2 =
x +6 x +9 (x +3) −16 ( x+3 )( x +3 ) ( x−1 ) (x +7) x+7
2
x +3 x −6 x+ 9 ( x+ 3 )( x−3 )( x−3 ) −1
5. ∙ 4 =
−4 ( x−3 ) ( x −9 ) (x +9) 4 (x + 9)
2 2 2
12−4 x x −81

F. Assignment

Answer in 1 whole sheet of paper.

Paper 81 – 82 Exercises all even numbers.