GRADE 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
Standards 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,
Standards 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.
3. Learning The learner performs The learner performs The learner performs operations The learner performs
Competencies / operations on rational operations on rational on rational operations on rational
Objectives algebraic expressions. algebraic expressions. algebraic expressions. algebraic expressions.
(M8AL-Ic-d-1) (M8AL-Ic-d-1) (M8AL-Ic-d-1) (M8AL-Ic-d-1)

a. Multiply rational a. Divide rational a. Divide rational expressions. a. Reduce the fraction in
expression. expressions. b. Perform the steps in dividing simplest form.
b. Apply factoring and laws b. Perform the steps in rational algebraic expressions. b. Add or subtract the
of exponents in simplifying dividing rational algebraic c. Appreciate the values and rational expression with
rational expressions. expressions. importance of rational similar denominators.
c. Develop cooperative c. Appreciate the values expressions in real life c. Develop cooperative
learning in group activity. and importance of rational situation. learning in group activity.
expressions in real life
situation.

II. CONTENT Multiplying Rational Dividing Rational Dividing Rational Algebraic Adding Similar Rational
Algebraic Expressions Algebraic Expressions Expressions Algebraic Expressions
III. LEARNING
RESOURCES
 A. References
1. Teacher’s
Guide pages

2. Learner’s
Materials pages 88-90 pages 91-92 pages 91-92 pages 95-97
pages
3. Textbook Oronce and Mendoza, e- Oronce and Mendoza, e- Oronce and Mendoza, e- Oronce and Mendoza, e-
pages math by pp. 101-103 math, pp. 103-105; math,pp. 103-105; math, pp. 111-114;
Chua, et.al, Mastering Chua, et. al., Mastering Chua, et.al., Mastering Chua, et.al, Mastering
Intermediate Algebra II pp. Intermediate Algebra II, Intermediate Algebra II, pp. 89- Intermediate Algebra II, pp.
89-91 pp. 89-91 91 92-93;
Mendoza, et.al, Intermediate Mendoza, et.al,
Algebra pp. 174-175 Intermediate Algebra, pp.
176-177
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Mathematics 2016, flashcards, Cavite Mathematics 2016,
projector, laptop, power projector, laptop, power projector, laptop, powerpoint projector, laptop, power
point presentation, “Show point presentation, “Show presentation point presentation, basket
Me Board” Me Board”
IV. PROCEDURES
A. Reviewing previous Sagot mo, Show mo! Rule Rules! Using flashcards let the Pass the Basket
lesson or presenting Find the product of the 1. Unscramble the letters students give the reciprocal of A basket with questions
the new lesson following. Write the answer below. the following. written on strips of paper
on your “Show Me Board”. IDIVORS will be passed around the
3 8 ERCIPORLAC 7 class while music is
1. ⋅ 1.
4 9 12 x
 NACLELALIOTN playing. When the music
LUMTIPYL stops, the student who is
5 3
2. ⋅ 5x holding the basket will pick
8 2 2. How do we divide 2. a question and answer it.
10 y
fractions? Use the key A. Give the sum or
words above to state the x−1 difference of the
4 3 1 3.
3 .− ⋅ ⋅ rule in dividing fractions. 2 x2 following.
5 10 2
1 3 8 1 4
1 4 3. Using show me board, 4. 1. + 4. +
4. ⋅ 30 xy 4 4 3 3
2 3 let the students work by
5 3 8 33
8 33
pairs to find the quotient 5.4 xyz 2. + 5 . +
5. ⋅ of the following fractions. 8 8 40 40
11 40 4 3 1
5 6 3 .− + −
1. ÷ 1 4 10 10 10
8 4 4. ÷
2 3
2 9 B. Reduce the following
2. ÷ 8 2
3 6 5. ÷ in simplest form.
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 The product of two rational To divide rational The sum of two rational
To divide rational algebraic
purpose for the expressions is the product algebraic expressions, expressions is the product
expressions, multiply the first
lesson of the numerators divided multiply the first of the numerators divided
expression by the reciprocal of
by the product of the expression by the by the product of the
the second expression.
denominators. reciprocal of the second denominators.
expression.
C. Presenting Presentation of illustrative Illustrative examples Illustrative examples: Illustrative examples
examples/ instances examples. Divide and simplify the
of the lesson 1. Find the product of following. 1. Find the sum of 3x
y +5
 a+4 2
a + 6 a+5 2 2 and 4−2x
and 2 x +2 x+ 1 x −1
2
a +7 a+10 a +5 a+ 4 1. 2 ÷ 2 y+5
x + 4 x +3 x −2 x +1
Solution: Solution:
2 2
(a+5)(a+1 ) x + 2 x +1 x −2 x +1 3 x+4−2 x
a+4 = ⋅ 2 =
= ⋅ x 2 +4 x+3 x −1
(a+ 2)(a+5 ) (a+4 )(a+1) y +5
a+4 (a+ 5)(a+1 ) ( x +1)( x +1) ( x−1 )( x−1) x+4
= ⋅ =
( a+ 2)(a+5 ) (a+ 4 )(a+1) =2 Final Answer = ⋅
( x +3 )( x +1) ( x−1 )( x+1 ) y+5
1 x+5 x +5 x−1 2
= 2. ÷ = x +4 x 4
a+2 x 5 x+ 3 2. +
x +2 x +2
Solution:
x−5 4 x 2 +12 x +9 Solution:
2. 2 ⋅ 2
x +5 5 16−x 2 x−4
4 x −9 2 x −11 x +5 2. 2 ÷
=. ⋅ x +2 x x 2 −4
2
x +4 x+ 4
x x+5 =
Solution: x +2
Solution:
x +5 5
x−5 (2 x+3)(2 x+3 ) =. ⋅ 16−x x −4
2 2
( x +2)( x +2)
= ⋅ x x+5 = ⋅ =
(2 x−3)(2 x+3) (2x−1)(x−5) 5 x 2 +2 x x−4 x +2
=
(2 x +3) x ( 4+x )( 4−x ) ( x +2 )( x−2)
= = ⋅ =x +2
(2 x−3 )(2 x−1 ) 5
x ( x+2 ) x−4
a
2 x +3 3. ÷4 a2 −1(4 +x )( x−2)
= 2 4 =
4 x −8 x +4 x
Solution:
2
−1( x +2 x−8 )
a3
a 1
5 =
⋅ x
4 4 a2 4 2
3
a −x −2 x +8
= =
16 Final answer x
D. Discussing new 1. What is the first step in 1. What is the first step in 1. How do we divide rational 1. What are the different
concepts and multiplying rational dividing rational algebraic algebraic expressions? techniques used to solve
practicing new skills algebraic expressions? expressions? 2. Why do we have follow rules? for sum or similar rational
 #1 2. What do you observe 2. What do you observe algebraic expressions?
from each step in from each step in dividing 2. Describe the pattern.
multiplying rational rational algebraic 3. Enumerate the pattern
algebraic expressions? expressions? observed.
E. Discussing new Find the product of the Find the quotient of the Fill in the missing expressions Find the sum of the
concepts and following rational algebraic following rational to find the quotient of the following rational algebraic
practicing new skills expressions. algebraic expressions. following rational algebraic expressions. Express your
#2 2 2 3 4 expressions. answer in simplest form.
2 x− y x +2 xy+ y 1. ÷ Let the students work by
1. ⋅ m m
4 x 2 −4 y 2 2 x 2 +xy− y 2 16 x 2−9 16 x2 +24 x +9 pairs.
2 2
1 1 1. ÷
a −b 2 4 x 2 +5 x−6 4 x 2 +11 x+6
2. 3 3
⋅a +ab+ b2 2. ÷ x y
a −b y2 y3 1. +
4 4
x 2 −3 x x 2 −4 14
3. ⋅ 3. ÷x−2 16 x 2 −9 ? 6 2
x 2 +3 x−10 x 2 −x−6 2 x −4 = 2 ⋅ 2 2. −
4 x + 5 x−6 16 x +24 x +9 a a
2
4 m −1 16 m +8 m
2 x 7x
4. ⋅ 4. ÷ ( 4 x−3)(4 x+3) ? x−3 y x+3 y
18 m 6 m−3 2 10 = ⋅ 3. +
4 5
? (4 x+3)(4 x+3) 6 x3 y 6 x3 y
a2 −2 ab+ b2 a−1 2a 3a =___________
5. ⋅ 5. ÷ 6 x 3−4 x
a2 −1 a−b 3 a−15 a−5 4. +
y−5 y−5
n+3 2 n+1
2. ÷
2n+ 8 6 n+24 x+ y 2 x− y
5. −
n+3 ? y+2 y+2
= ⋅
2 n+8 ?
n+3 ? ?
= ⋅ =
2(? ) 2 n+1 2 n+1

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 ÷
27 a +12a−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 Find the quotient of the Find the sum and simplify
(Leads to Formative . Furious” following. your answer.
2 2
Assessment 3) 3 z +15 z−18 12 z −17 z −40 Using show me board, let .
1. ⋅ 2 2 a+4 a+2
3 z 3 −2 z2 8 z +2 z−10 the students find the 1. ÷
quotient of the following. 6 a−8 a−5 a−b 6 a−3b
1. −
2 2
2 a +6 a −a−12 Whoever gets the correct 15 x 2 +16 x+4 6 x 2 +31 x +18 8b 8b
2. ⋅ answer first gets 1 point. 2. ÷ 2
a3 −2 a2 a2 −16 20 x 2
+4 x+14 8 x +50 x +63 10 2 x+9 5 x−7
2 2. + +
b b n 4 x−3 x−3 x−3
2 x 2−2 x−35 1. ÷ 4. ÷
3 .3 x −14 x−5⋅ 2 4 8 n−3 n−3 2
2 x +7 x+3 4 x +8 x+3
2
3 x −20 x−7 3. 2
÷ 2
3 3 x +14 x+15 6 x +19 x +15
2. ÷9
 5 5 a+1
3. + 2
ab ab 2
a +3 a+2 a +3 a+ 2
2
9 x −9 xy +9 y
2
2 xy 5. ÷
4. ⋅ 3 cd de 2
3 x −10 x−8 x −16
2
5 x y +5 xy 3 x +3 y 3
2 2
4. ÷ 4.
6
− 2
x +5
2x −2 x−8 2
2 x +8 x+ 4 x +8 x +4
x −5 x +6 5 x−15 2 2
18 y −6 y 15 y +7 y−4
5. ⋅ 2 5. ÷ 2 5 x +4 x +2
10 x−20 x −9 5. +
3 y4 10 y −7 y−12 3 x−5 3 x−5
G. Finding practical Find the area of the plane Find the missing Solve for the missing dimension. (Group Activity)
applications of figures below. dimension of the figures. 1. The width of a rectangular Let’s tour the Province!!
concepts and skills 1. The area of a plate is Find the perimeter of the
in daily living
x 2−100 2
x −100tile is
rectangular 2 following plane figures
6 x −11 x −10
8 while the8 found in each historical
9 x 2 +12 x +4 sites of the Province of
length is 2 x +20 While the area is 6x2-19x-10. Cavite.
20 Find its length.

8 x +64 Find the height of the

2 x +20 rectangle.
2
b
2 x −1002. The base of the triangle
A=
2−b 2 x +20 8 formed by the roof of
20 6x
a bahay kubo is and
x+ y
2. The base of the the area is x− y
triangular part of the x2− y2
b−2 21
Philippine flag
2b is 3 x−21 and the Find the height of the triangle.

2
x
area is .
. 35
Find the height of the
 triangle.
3y
2
y +2 y 2
x
A=
35

2
y −4
21
9 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 To multiply rational Division of rational Division of rational expression is In adding similar or
generalizations and algebraic expressions: expression is defined as defined as subtracting rational
abstractions about 1. Factor all numerators and expressions, add or
the lesson denominators as completely subtract the numerators
Where a, b, c and d are b, Where a, b, c and d are b, d,
 as possible. d, and c are nonzero. and write the answer in the
2. Divide both numerator To divide rational and c are nonzero. numerator of the result over
and denominator by any algebraic expressions: To divide rational algebraic the common denominator.
factor that both have in 1. Multiply the dividend expressions: In symbols,
common. by the reciprocal of 1. Multiply the dividend by the ,
3. Multiply remaining factors the divisor. reciprocal of the divisor. a c a+ c
+ = , b≠0
in the numerator and 2. Factor the numerator 2. Factor the numerator and the b b b
remaining factors in the and the denominator. denominator.
denominator. 3. Cancel common 3. Cancel common factors.
In symbols, factors. Simplify, if possible.
a c ac Simplify, if possible.
⋅ = , bd≠0
b d bd
I. Evaluating learning Solve the given rational To complete the lyrics of Find the quotient of the Find the sum of the
expressions to decode the the Himno ng Cavite following: following. Write your
mystery word. (Show your below, find the quotient of 2 answer in simplest form.
solution) the rational expressions 4 x −1 6 x−3
1. ÷ 2 6 a+ 4 5
CLUE: Parrot’s Beak that correspond to the five 18 xy 16 x +8 x 1. +
missing lyrics of the song. b+3 b +3
2
Given: Match your answer to the 2. 20 x +3 x−9 ÷12 x 2 −11 x−15 y +3 y
word inside the box. 21 x−35 x2 2. +
2 x−18 2 x−18
(Show your solutions.) 3 3 2 2
x −y 2 x +2 xy +2 y
3. 2 ÷ 4 x+3 2 x+6
Himno ng Cavite 6 x −6 y 2 9 xy 3. +
4 x− y 4 x− y
Bayang Cavite aking 2 x−5 3 x+4
mahal 4. ÷ 10+3 x +9 4 x +7
2 x −x−15 −2 x 2 −x +10
2 4. +
Laging patnubay ng 2 x−3 2 x −3
1._______ 2 2
Sa yakap mo ay langit x −5 x+6 x −9 x −3 x+5
5. ÷ 5. +
ang buhay 10 x−20 5 x−15 3 x+5 3 x +5
At laging makulay.

May isang 2._______ na

ang nagdaan
Bayan mong Kawit at
 kung saan
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 A. “3-2-1 Chart” Find the quotient of the “Chain Reaction” A. “Snow Storm”
for application or Write 3 things you found out following rational Use the chain reaction chart to Let the students get a piece
remediation Write 2 interesting things algebraic expressions. sequence your steps in dividing of paper (scratch will do).
you’ve learned 3 2 2
rational algebraic expressions. Tell them to write the
Write 1 question you still 81 xz 27 x z Write the process or concepts, terms they’ve
have.
1. ÷ mathematical concepts used in learned in adding similar
36 y 12 xy
2 2
each step in the chamber. Add rational algebraic
B. Study the rules in 16 x −9 4 x +11 x +6 another chamber, if necessary. expressions. Crumple the
2. ÷
dividing rational x+1 1−x paper. Throw it lightly into
expressions. the air (to create a 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:
1. Does every step have a B. Study the rules in adding
mathematical concept? dissimilar rational algebraic
2. What makes the expressions.
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?