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Lesson Plan

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You are on page 1of 12

Objectives

At the end of the lesson students should be able to:

a. Define rational equation

b. Simplify rational expression

c. Apply the procedure on how to simplify rational expression

Topic: Quadratic Applications

References: Oronce, O.A and Medoza, M.O

www.purplemath.com

Materials: PowerPoint presentation, LCD, activity sheets, metacards, and cartolina

Time: one hour

Strategies: Guided-Discovery Learning, Exposition and Cooperative Learning

Teachers Activity Student’s Activity

Daily Routine

Before we are going to start our lesson this heads and feel the presence of the Lord.

afternoon, let us have a prayer first. Let us pray. In the name of the Father, and

Pastor, kindly lead the prayer. of the Son, and of the Holy Spirit. Amen.

Before you take your seats please pick up Students will pick up the pieces of paper

the pieces of paper under your chairs and and arrange their chairs

arrange your chairs as well.

You may now take your seat. Students will take their seat

May I know who are absent today? Students will say nobody is absent today.

B. MOTIVATION

Now! Who among here in this class, can It is shorter process of adding numbers,

still recall what multiplication is, Jayson? sir.

Very Good!

Talking about multiplication, what do we call They were called factors, sir.

the two numbers to be multiplied, Danny?

Good!

How about the result of the multiplication, We call them, Product, sir.

what do we call those numbers, Jay Marie?

Very Good!

game. I will have to give the product and I

will call somebody to give the factors. Is it

clear? Yes, sir.

Good!

Correct!

Very Good!

Absolutely Correct.

Quadratic function but before that we will

have an activity first.

I will divide the class into three groups. This Students will choose leader and secretary

side will be the group one while that side

would be the group two. On the other hand,

this side will be the group three. Now,

choose your leader and secretary.

D. Lesson Proper

deal with quadratics and parabolas.

Throwing a ball, shooting a cannon, diving Student listening.

from a platform and hitting a golf ball are all

examples of situations that can be modeled

by quadratic functions.

science, business, and engineering. Most of

the objects we use every day, from cars to

clocks, structures like the parabolic

reflectors would not exist if someone hadn't

applied quadratic functions to their design.

+ bx + c = 0, where the highest exponent is

2.

trajectory it follows is parabolic ... ...

Quadratic Equation tells you where it will

be!

STUDENTS THE IDEA OF UP/DOWN

CONVERTING TO A PARABOLA ON A

DISPLACEMENT / TIME GRAPH .)

the ground, with a velocity of 14m/s.

Assume gravity changes the ball’s speed by

5 m/s 2 When does it hit the ground?

function of time is quadratic, let’s look at

making an equation.

height (h) = at 2 + bt + c

term c = 3

of 14 m/s so that’s the linear term bt = 14t

rate of 5m/s 2 so that’s the quadratic term

at2 = -5t 2

height (h) = -t 2 + 4t + 21

ground so we are looking for the time when

height = 0.

0 = -t 2 + 4t + 21

will factor it using the "Find two numbers

that multiply to give a×c, and add to give b"

method in Factoring Quadratics:

a×c = −15, and b = −14.

Leah, can you give me a factor −15? -3 -5 and 3, sir.

Good!

(Write the answer in tabular form)

Factors of -15

-5 +3

Very Good!

Factors of -15

-5 +3

+5 -3

Absolutely correct!

Factors of -21

-5 +3

+5 -3

-15 +1

Who can give me the last factor of -21, Jason? 15 and -1, sir.

Factors of -21

-5 +3

+5 -3

-15 +1

+15 -1

Based on the given factors, which pairs in will -15 and 1, sir.

give a sum of -14, Felix?

Your right!

+t−3=0

3=0

Common Factor is (t − 3):

(5t + 1)(t − 3) = 0

5t + 1 = 0 or t − 3 = 0

5t +1 = 0 (trasponse 1)

5t = -1 (divide by 5)

t = -1/5

t-3 = 0 (trasponse 3)

t=3

No sir, because it is negative and impossible

negative time, impossible in our case. on our case

E. Generalization

To identify the possible factors of the last

As your observation based on the activity

that you did and based on our discussion, value of the trinomial and determine which

how do you solve quadratic function, of the factors when added together will form

Kenworth? the value of the binomial it preceded, sir.

Your right!

END

identified earlier are a real-world examples

of when this formula can be used to solve

problems that can be modeled using

quadratic functions.)

Before the lesson starts, the teacher will tell

the students that they will have first a game.

After grouping, the teacher will ask each

group to choose a representative who will

get one envelope containing 5 pieces of

bond paper and a pentel pen. After each

group’s representative has taken the

envelope, the teacher will tell the students

to look at the picture slide show and identify

what shape is shown in the picture. After

identifying the shape, the students will then

write their answer on the paper provided.

bond paper with the correct answer will get

a point. There will only be 5 pictures to be

shown. The group with the highest point at

the end of the game wins.

the students that they will have first a game.

complex fraction and we learned that there

are two methods used in simplifying

complex fraction. Let’s see if you really

understood the lesson by recalling some

concepts about our previous lesson. Let’s

do our review in the form of Music and

Learning is Fun.

To play this game, When the music starts I

will give the ball in the class and it will be

passed around. Pass the ball to your

classmate next to you. When the music Yes, Ma’am

stops, the students with the ball will

answer the question. Is my instruction

clear, Class?

expression either in the numerator, Complex fraction

denominator or both.

simplifying complex fraction?

fraction you have to invert the denominator

to its what?

fraction, we multiply the numerator and

denominator to its what?

Motivation

Before we proceed to our new lesson, Yes, Ma’am!

remember that during Grade 7 you

discussed about how to find x, right?

“Find your X”. I will choose 10

representatives from the class .Each (The class will choose a representative)

representative will be given a metacards. Yes, Ma’am!

The metacards consists of an equation to

find x and the answer. Everybody will be

scattered around the room and when the

music starts you must find your x by

greeting to each other and solving the

equation if it matches to yours. When the

music stops, you must already found your

partner and tell to the class how come you

arrive in that pairing. Is it clear?

So, let’s begin! (Music starts) Students will mix around the room to find

their match

(Music stops) Since you already found (Students will explain why they come up

your pairing, will you tell now to the class with such paring)

why you arrive with that pairing?

Very good! You may now take your seats. The representatives will take their seat

Equations Involving Rational Expression

and it involves how to find x.

A. Activity

that you’re going to complete the table

first. (Showing the cartolina with a table to

fill). The first and second column are the

values of a and b. The third and fourth

column, you have to multiply the values of

a and b and simplify it. You will be given 7

minutes to finish the task. Afterwards, I will

randomly call some of you to fill the

columns.

a b a˙b Simplified

form

5 x+ 1

5

12 m- 1

12

4

3x +4

𝑥

10a 1 3

+

2𝑎 5𝑎

Let me answer number one for you. What The value of a and b are 5 and x+1.

is the value of a and b? 5

value of a and b? What does it look like if 5(x+1)

5

we multiply a and b?

number one is what?

Do you understand what are you going to Yes, ma’am

do now?

Ok, you may now begin. Students will start answering the activity

form

answer the activity. (The teacher will

5 x+ 1 5(x+1) 5x+1

randomly call to fill the columns) 5 5

12 m- 1 12(m- 1 ) 12m – 1

12 12

4

3x +4 3x(4 +4) 24

x x

10a 1 3 10a( 1 + 11

+ 2a

2a 5a

3

5a)

to find x? (Showing another set of rational

expressions)

Rational LCD x

Expression

𝑥 1 𝑥

5

+ 4 =2

3(𝑥+3) 3𝑥+1

𝑥+1

+2 = 𝑥+1

2 3 4

𝑥−3𝑥+2 + 𝑥−2= 𝑥−1

𝑥 2 1

9 -5 = 3

B. Analysis

Observe our denominators first. What do They are dissimilar fractions

you notice in our denominators?

Since they are dissimilar fractions, what We’re going to find the LCD

are you going to find?

denominators?

sides by 20 then simplify. What is now our 4x+5= 10x

new equation?

That’s right! Our new equation is 4x+5= Apply the subtraction property and divide

10x. What are we going to do next to find both by 6.

x?

6

6

see if our answer is correct. (Showing the

checking to the class) So we have the

correct answer.

Since our LCD is x+1, what are we going We will cancel out the common term then

to do next? Are we going to multiply first or we multiply.

cancel out the common factors?

After we cancel out and multiply we can The new equation is 5x+11=3x+1

now combine like terms. So what is our

new equation?

So what is x? x is -5

substitute -5 to our x. (Showing the

checking) Therefore, the value of x is

indeed -5.

What if our x didn’t match in our checking? The equation has no solution

How are you going to write the solution if it

is false?

any solution it is called extraneous

solution.

C. Application

Will you try to solve the remaining items? I

will be giving you 7 minutes to complete

the task. Then after 7 minutes, we’re going

to check. Is that clear, Class?

not finish, let’s check. (Checking of

activity)

D. Abstraction

Based on the two activities we have, can Rational equation is an equation that

you described to me rational equation? Or contains one or more rational expressions.

what is a rational equation?

Rational equation is an equation that

contains in which one or more terms is a

fractional one.

eliminate the rational expressions in the

equation by multiplying both sides of the

equation by the LCD. Solve the equation

then check.

class? solution that does not solve its equation.

rational equation?

IV. Evaluation

Let’s have one last activity. I’ll be grouping

you into three groups. I will call the three

leaders of the group to come in front and

get the list of your members and the

activity sheet. I will be giving you another Yes, Ma’am

10 minutes to complete the task then we

will check. Is it clear, class? (The teacher

will call the leaders and give the activity

sheet)

not finish, let’s check.(Randomly calling

students for the checking of activity) Are

you done checking, Class?

Please pass your paper to the center aisle Students will pass the papers to the center

then to the front. aisle then to the front

V. Assignment

For your assignment, answer page135

nos. 2, 3, 21, 27 and 28. Show your

solution. Put it in your notebook.

Prepared by:

Eileen M. Pagaduan

Practice Teacher

Approved by:

Cooperating Teacher

Vice Principal

Principal

Practice Teaching Supervisor

High School

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