Republic of the Philippines

Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
LAREG-LAREG NATIONAL HIGH SCHOOL
Malasiqui, Pangasinan
DAILY LESSON LOG
S.Y. 2022-2023

School Lareg-lareg National High Grade Level 8

School

DAILY LESSON LOG Teacher Nikko M. Patungan Learning Area Mathematics

Teaching Date and Time Week 4 Quarter 1

September 12-16, 2022

Monday Tuesday Wednesday Friday

I. OBJECTIVES September 12 September 13 September 14 September 16
1. 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.
2. Performance The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
Standards 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.
3. Learning The learner performs operations The learner performs operations The learner performs operations on The learner performs operations
Competencies / on rational algebraic expressions. on rational rational on rational
Objectives (M8AL-Ic-d-1) algebraic expressions. algebraic expressions. algebraic expressions.
(M8AL-Ic-d-1) (M8AL-Ic-d-1) (M8AL-Ic-d-1)
a. Multiply rational expression.
b. Apply factoring and laws of a. Divide rational expressions. a. Divide rational expressions. a. Reduce the fraction in simplest
exponents in simplifying rational b. Perform the steps in dividing b. Perform the steps in dividing rational form.
expressions. rational algebraic expressions. algebraic expressions. b. Add or subtract the rational
c. Develop cooperative learning in c. Appreciate the values and c. Appreciate the values and expression with similar
group activity. importance of rational importance of rational expressions in denominators.
expressions in real life situation. real life situation. c. Develop cooperative learning
in group activity.
II. CONTENT Multiplying Rational Algebraic Dividing Rational Algebraic Dividing Rational Algebraic Adding Similar Rational
Expressions Expressions Expressions Algebraic Expressions
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages

2. Learner’s
Materials pages pages 88-90 pages 91-92 pages 91-92 pages 95-97

3. Textbook pages Oronce and Mendoza, e-math by Oronce and Mendoza, e-math, Oronce and Mendoza, e-math,pp. 103- Oronce and Mendoza, e-math,
pp. 101-103 pp. 103-105; 105; pp. 111-114;
Chua, et.al, Mastering Intermediate Chua, et. al., Mastering Chua, et.al., Mastering Intermediate Chua, et.al, Mastering
Algebra II pp. 89-91 Intermediate Algebra II, pp. 89- Algebra II, pp. 89-91 Intermediate Algebra II, pp. 92-
Mendoza, et.al, Intermediate 91 93;
Algebra pp. 174-175 Mendoza, et.al, Intermediate
Algebra, pp. 176-177
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite
Resources Mathematics 2016, projector, Mathematics 2016, projector, Mathematics 2016, flashcards, Mathematics 2016, projector,
laptop, power point presentation, laptop, power point projector, laptop, powerpoint laptop, power point presentation,
“Show Me Board” presentation, “Show Me Board” presentation basket

IV. PROCEDURES
A. Reviewing previous Sagot mo, Show mo! Rule Rules! Using flashcards let the students give Pass the Basket
lesson or presenting the Find the product of the following. 1. Unscramble the letters below. the reciprocal of the following. A basket with questions written on
new lesson Write the answer on your “Show IDIVORS strips of paper will be passed
Me Board”. ERCIPORLAC around the class while music is
NACLELALIOTN playing. When the music stops,
 3 8 LUMTIPYL 7 the student who is holding the
1. ⋅ 1. basket will pick a question and
4 9 12 x
2. How do we divide fractions? answer it.
5 3
2. ⋅
Use the key words above to 5x A. Give the sum or
8 2 state the rule in dividing 2. difference of the
10 y
fractions. following.
x−1
4 3 1 3. 3 8 1 4
3 .− ⋅ ⋅ 3. Using show me board, let the 2 x2 1. + 4. +
5 10 2 4 4 3 3
students work by pairs to find 1 5 3
1 4 the quotient of the following 4. 2. + 8 33
4. ⋅ 30 xy 8 8 5. +
2 3 fractions. 40 40
5.4 xyz 4 3 1
8 33 5 6 3 .− + −
5. ⋅ 1. ÷ 1 4 10 10 10
11 40 8 4 4. ÷
2 3
2 9 B. Reduce the following in
2. ÷ 8 2 simplest form.
3 6 5. ÷
11 7
−6 7 3 18
3. ÷ 1. 4.
12 12 9 90
40 21
2. 5.
60 60
4
3.
40

B. Establishing a purpose The product of two rational To divide rational algebraic To divide rational algebraic The sum of two rational
for the lesson expressions is the product of the expressions, multiply the first expressions, multiply the first expressions is the product of the
numerators divided by the product expression by the reciprocal of expression by the reciprocal of the numerators divided by the product
of the denominators. the second expression. second expression. of the denominators.

C. Presenting examples/ Presentation of illustrative Illustrative examples Illustrative examples: Illustrative examples
instances of the lesson examples. Divide and simplify the following.
1. Find the product of 1. Find the sum of 3x
2
x +2 x+ 1
2
x −1 y+5
a+4 a2 + 6 a+5 1. 2
÷ 2 and 4−2x
x + 4 x +3 x −2 x +1
a +7 a+10 and
2
a2 +5 a+ 4 y+5
 Solution: x 2 + 2 x +1 x 2−2 x +1 Solution:
= 2 ⋅ 2
a+4 (a+5)(a+1 ) x +4 x+3 x −1 3 x+4−2 x
= ⋅ =
(a+ 2)(a+5 ) (a+4 )(a+1) y +5
( x +1)( x +1) ( x−1 )( x−1)
a+4 (a+ 5)(a+1 ) = ⋅ x +4
= ⋅ ( x +3 )( x +1) ( x−1 )( x+1 ) =
( a+ 2)(a+5 ) (a+ 4 )(a+1) y +5
x−1
1 = 2
= x+ 3 x +4 x 4
a+2 2. +
x +2 x +2
=2 Final Answer 16−x
2
x−4
x−5 4 x 2 +12 x +9 2. ÷ 2 Solution:
2. 2 ⋅ 2 2
x +2 x x −4
4 x −9 2 x −11 x +5 x+5 x +5 2
2. ÷ x +4 x+ 4
x 5 Solution: =
Solution: x +2
Solution: 2 2
16−x x −4
x−5 (2 x+3)(2 x+3 ) = 2 ⋅
= ⋅ x +5 5 x +2 x x−4 ( x +2)( x +2)
(2 x−3)(2 x+3) (2x−1)(x−5) =. ⋅ =
x x+5 x +2
( 4+x )( 4−x ) ( x +2 )( x−2)
= ⋅
(2 x +3) x +5 5 x ( x+2 ) x−4
= =. ⋅ =x +2
(2 x−3 )(2 x−1 ) x x+5 −1(4 +x )( x−2)
5 =
2 x +3 = x
= 2
4 x −8 x +4 x 2
−1( x +2 x−8 )
=
a
5 x
3. ÷4 a2 2
4 −x −2 x +8
=
Solution: x
5
a3 a 1
⋅
4 4 a2 4
3
a
=
16
Final answer
D. Discussing new 1. What is the first step in 1. What is the first step in 1. How do we divide rational algebraic 1. What are the different
concepts and practicing multiplying rational algebraic dividing rational algebraic expressions? techniques used to solve for sum
new skills #1 expressions? expressions? 2. Why do we have follow rules? or similar rational algebraic
2. What do you observe from each 2. What do you observe from expressions?
step in multiplying rational each step in dividing rational 2. Describe the pattern.
algebraic expressions? algebraic expressions? 3. Enumerate the pattern
 observed.
E. Discussing new Find the product of the following Find the quotient of the Fill in the missing expressions to find Find the sum of the following
concepts and practicing rational algebraic expressions. following rational algebraic the quotient of the following rational rational algebraic expressions.
new skills #2 2 2 expressions. algebraic expressions. Express your answer in simplest
2 x− y x +2 xy+ y form. Let the students work by
1. ⋅ 3 4
4 x 2 −4 y 2 2 x 2 +xy− y 2 1. ÷
16 x 2−9 16 x2 +24 x +9 pairs.
2 2
m m 1. 2 ÷ 2
a −b 2 4 x +5 x−6 4 x +11 x+6
2. 3 3
⋅a +ab+ b2 1 1 x y
a −b 2. ÷ =___________ 1. +
y2 y3 4 4
x 2 −3 x x 2 −4
3. ⋅ 14 6 2
x 2 +3 x−10 x 2 −x−6 3. ÷x−2 2
16 x −9 2 n+1 ? 2. −
2 x −4 = n+3
2. 2 ÷
⋅ 2 a a
2
4 m −1 16 m +8 m
2 42n+8 6 n+24
x + 5 x−6 16 x +24 x +9
4. ⋅ x 7x x−3 y x +3 y
18 m 6 m−3 4. ÷ n+3 x+3)
? 3. +
( 4 x−3)(4 ? 6 x3 y 6 x3 y
2 10 == 2 n+8⋅? ⋅
a2 −2 ab+ b2 a−1 ? (4 x+3)(4 x+3)
5. ⋅ 2a
4
3a
5
6 x 3−4 x
a2 −1 a−b 5. ÷ n+3 ? ? 4. +
3 a−15 a−5 = ⋅ = y−5 y−5
2(? ) 2 n+1 2 n+1
x+ y 2 x− y
5. −
y+2 y+2

2 2
2 x −6 x−8 x −16
3. ÷
8x −4 x−16
2 x 2 −6 x−8 ?
= ⋅ 2
8x x −16

2(? )(? ) −4(? ) (?)

= ⋅ =
8x ? x

9 a2 +43 a−10 5 a2 +29 a+20

4. 2 ÷
27a +12 a−4 6 a2 −11 a−10
 (9 a−2 )(? ) (3 a+2 )(2 a−5 )
= ⋅
(9 a−2 )(? ) (? )(? )

(9 a−2 )(? ) (3 a+2 )(2 a−5 )

= ⋅
(9 a−2 )(? ) (? )(?)

= __________

2 2 2 2
x −y x +2 xy+ y
5. 2 ÷ 2
x +xy−2 y x +3 xy+2 y 2
2

( x− y )(? ) (? )( x + y )
= ⋅
(? )( x +2 y ) (? )(? )

= ________

F. Developing mastery Find the product. “The Fast and the Furious” Find the quotient of the following. Find the sum and simplify your
(Leads to Formative Assessment . Using show me board, let the answer.
students find the quotient of the 1. 2 a+4 ÷ a+2 a−b 6 a−3b
2
3) 3 z +15 z−18 12 z 2 −17 z −40 1. −
1. ⋅ 2 6 a−8 a−5
3 z 3 −2 z2 8 z +2 z−10 following. Whoever gets the 8b 8b
correct answer first gets 1 point. 15 x 2 +16 x+4 6 x 2 +31 x +18 10 2 x+9 5 x−7
2 a2 +6 a 2−a−12 2 2. ÷ 2 2. + +
2. ⋅ b b n 4 20 x 2
+4 x+14 8 x +50 x +63 x−3 x−3 x−3
a3 −2 a2 a2 −16 1. ÷ 4. ÷
4 8 n−3 n−3 5 5 a+1
x 2−2 x−35 2 x2 +7 x+3 4 x2 +8 x+3 3. + 2
3 .3 x 2 −14 x−5⋅ 2 3 ab ab 3. 2 ÷ 2 2
a +3 a+2 a +3 a+ 2
3 x −20 x−7
2. ÷9 5. ÷ 3 x +14 x+15 6 x +19 x +15
2x cd de
2 2 6 x +5
9 x −9 xy +9 y 2 xy x+5 x +5
2
3 x −10 x−8 x −16
2 4. − 2
4. 2 2
⋅ 3 3 3. ÷ 4. ÷ 2
x +8 x+ 4 x +8 x +4
5 x y +5 xy 3 x +3 y x 5 2x −2 x−8
5 x +4 x +2
2
18 y −6 y 15 y +7 y−4
2 5. +
x 2−5 x +6 5 x−15 5. ÷ 2 3 x−5 3 x−5
5. ⋅ 2
10 x−20 x −9 3 y4 10 y −7 y−12
G. Finding practical Find the area of the plane figures Find the missing dimension of Solve for the missing dimension. (Group Activity)
applications of concepts below. the figures. 1. The width of a rectangular plate is Let’s tour the Province!!
and skills in daily living 2 1. The area of a rectangular tile 2
6 x −11 x −10 Find the perimeter of the following
x −100 is
2
x −100
while the plane figures found in each
8 9 x 2 +12 x +4 historical sites of the Province of
8
length is 2 x +20 While the area is 6x -19x-10. Find its Cavite.
2

20 length.

Find the height of the rectangle.

8 x +64
2 x +20
2
x −1002. The base of the triangle formed by
2 x +20 A=
2
b 8 the roof of
20 6x
2−b a bahay kubo is and the area is
2. The base of the triangular x− y
x+ y
part of the Philippine flag 2 2 Find the height of the
is 21 and the x − y triangle.
3 x−21
b−2 2
2b x
area is .
. 35
3y Find the height of the triangle.
2
y +2 y
2
x
A=
35
2
y −4
9
21
b=
3 x−21
1. How did you find the area of
each figure?
2. What are your steps in finding
the area of the figures?
H. Making generalizations To multiply rational algebraic Division of rational expression is Division of rational expression is In adding similar or subtracting
and abstractions about expressions: defined as defined as rational expressions, add or
the lesson 1. Factor all numerators and subtract the numerators and write
denominators as completely as the answer in the numerator of
possible. Where a, b, c and d are b, d, Where a, b, c and d are b, d, and c are the result over the common
2. Divide both numerator and and c are nonzero. nonzero. denominator. In symbols,
denominator by any factor that To divide rational algebraic To divide rational algebraic ,
both have in common. expressions: expressions: a c a+c
+ = , b≠0
3. Multiply remaining factors in the 1. Multiply the dividend by the 1. Multiply the dividend by the b b b
numerator and remaining factors reciprocal of the divisor. reciprocal of the divisor.
in the denominator. 2. Factor the numerator and 2. Factor the numerator and the
In symbols, the denominator. denominator.
a c ac 3. Cancel common factors. 3. Cancel common factors.
⋅ = , bd≠0
b d bd Simplify, if possible. Simplify, if possible.

I. Evaluating learning Solve the given rational To complete the lyrics of the Find the quotient of the following: Find the sum of the following.
expressions to decode the Himno ng Cavite below, find the 2 Write your answer in simplest
mystery word. (Show your quotient of the rational 4 x −1 6 x−3 form.
1. ÷ 2
solution) expressions that correspond to 18 xy 16 x +8 x
6 a+ 4 5
CLUE: Parrot’s Beak the five missing lyrics of the 2
1. +
song. Match your answer to the 2. 20 x +3 x−9 ÷12 x 2 −11 x−15 b+3 b +3
Given: word inside the box. (Show your 21 x−35 x2 y +3 y
solutions.) 2. +
2 x−18 2 x−18
3 3 2 2
Himno ng Cavite x −y 2 x +2 xy+2 y
3. 2 ÷
6 x −6 y 2 9 xy
Bayang Cavite aking mahal 2 x−5 3 x+4
Laging patnubay ng 1._______ 4 . 2 x 2 −x−15 ÷ −2 x 2 −x +10
4 x+3 2 x+6
3. +
Sa yakap mo ay langit ang 4 x− y 4 x− y
buhay 2 2
At laging makulay. x −5 x +6 x −9 10+3 x +9 4 x +7
5. ÷ 4. +
10 x−20 5 x−15 2 x−3 2 x −3
May isang 2._______ na ang
nagdaan x −3 x+5
Bayan mong Kawit at kung saan
5. +
3 x+5 3 x +5
Ay isinilang ang 3.___________
Ang lahat ay nagdiwang.
 Cavite, Cavite lagi ka sa puso
ko
Cavite,Cavite 4.________ ko’y
handog sayo
Kung maaapi lakas ko’y
laan
Ang maglingkod sayo’y kay
gaan

Cavite, Cavite
5._________kong mahal
Mahal kita Cavite
Tangi lang sa Maykapal

Given:
2 2
8c c
1. ÷
15 21
3 b−5 5−3 b
2. ÷ 4
b2 b
2
3 a −3 a a−1
3. ÷
30 6
5 g+10
4. ÷g +2
3g
5 d−20 20
5. ÷
4 d+10 d +5
J. Additional activities for A. “3-2-1 Chart” Find the quotient of the “Chain Reaction” A. “Snow Storm”
application or Write 3 things you found out following rational algebraic Use the chain reaction chart to Let the students get a piece of
remediation Write 2 interesting things you’ve expressions. sequence your steps in dividing rational paper (scratch will do). Tell them
learned 3 2 2
algebraic expressions. Write the to write the concepts, terms
Write 1 question you still have. 81 xz 27 x z process or mathematical concepts they’ve learned in adding similar
1. ÷ used in each step in the chamber. Add rational algebraic expressions.
36 y 12 xy
B. Study the rules in dividing 2 2
another chamber, if necessary. Crumple the paper. Throw it
rational expressions. 16 x −9 4 x +11 x +6 lightly into the air (to create a
2. ÷
x+1 1−x snow). Let them pick the
crumpled paper next to them and
call on at least 5 students to
read the writings aloud. Process
and correct the student’s
misconceptions whenever they
arise.

Follow up Questions: B. Study the rules in adding

1. Does every step have a dissimilar rational algebraic
mathematical concept? expressions.
 2. What makes the mathematical
concept important to every step?
3. Can mathematical concept in every
step be interchanged? How?
4. Can you make another method in
dividing rational algebraic expressions?
How?
V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for remediation.
3. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Noted by:

NIKKO M. PATUNGAN SALVADOR B. TAMAYO

Teacher II Principal II