I.

Objective
Upon the completion of this lesson, the students should be able to:
 Define rational equation
 Simplify rational expressions
 Apply the procedure on how to simplify rational expressions

II. Content
Topic: Equations Involving Rational Expressions
Reference: Glorial, et. al, 21st Century Mathematics, pp. 121-128
Materials: Metacards, cartolina, activity sheets, chalk and board

III. Procedure
A. Pre-developmental
-Daily Routine
-Motivation
“Find your x”
The teacher will choose 10 representative from the class. Each will be given
metacards which has an equation to find x. Everybody will be scattered around the
room and when the music starts the selected students must find their x by greeting
each other and solving the equation if it matches. The students must find their x
before the music stops. The fastest student to complete the task will be the winner.
- Students start greeting each other and find the x that matches them.

The teacher will now introduce their topic, “Equations Involving Rational
Expressions”, which has something to do in finding x.

B. Developmental
The teacher will present 2 flashcards containing different expressions. The student will
guess which is rational equation and not.

A B
𝑥 𝑥 2𝑥 2 1 2
+ = 2 𝑥+ =
𝑥+1 𝑥−1 𝑥 −1 2 3

- Students choose A because it has rational expressions.

- Students who choose B only guess their answer.

The teacher will ask the students why did they choose A, why B.

The teacher will state that Card A was a rational equation. Since, rational equation
contains at least one rational expression.

Activity
Students will be asked to complete the table, wherein the 1st and 2nd column are the
values of a and b; the 3rd and 4th columns are to be filled by them by multiplying the
values from columns a and b then simplify it.

a b ab Simplified Form
1
3 𝑥+
3

1
10 𝑘−
10
 5
x +2
𝑥

2 4
6b +
4𝑎 6𝑎

The teacher will answer no. 1 to be a guide to the students.

Students will be asked what is the value of a and b?

- The value of a is 3 and b is 𝑥 + 13

Multiply a and b, -> 3 ( 𝑥 + 13 )

Simplify, -> 3𝑥 + 1

Students will be asked if there is any question. If none, the teacher will randomly call
students to answer the succeeding items for them to complete the table.
- Students B, C, and D answered the succeeding numbers.
Simplified
a b ab
Form

1 1
3 𝑥+ 3 (𝑥 + ) 3x + 1
3 3

1 1
10 𝑘− 10 (𝑘 − ) 10k – 1
10 10

5 5
x +2 𝑥 ( + 2) 2x + 5
𝑥 𝑥

2 4 2 4
6b + 6𝑏 ( + ) 7
4𝑎 6𝑎 4𝑎 6𝑎

The teacher will show a rational expression, and ask students what would they do if
they’re about to find x.

Rational Expression LCD x

2𝑥 𝑥
− = 2
5 3

2 3 7
− =
5𝑦 2 2𝑦

𝑥 𝑥 2
+ = 2
𝑥−3 𝑥+3 𝑥 −9

Analysis
Guide Questions:
1. What do the students notice on the denominator of each expression?
- Student will answer that each expression has different denominators.
- They are dissimilar fractions.

2. Since the expressions have dissimilar denominator, what are we going to do?
- Find the LCD

3. In number 1, what is the LCD?

- The LCD is 15.
 (The teacher will show to the class how to multiply both sides and simplify it.)

Multiply each side by 15,

2𝑥 𝑥
15 ( − ) = 15 (2)
5 3

Using distributive property,

2𝑥 𝑥
15 ( ) − 15 ( ) = 15 (2)
5 3

Simplify,
6𝑥 − 5𝑥 = 30

4. What is now our equation?

- 6x – 5x = 30

5. After combining like terms and solving for x, what is the value of x?
- The value of x is 30.

The teacher will show the checking to the class to know if the value of x, which is 30
is correct.

6x – 5x = 30, x=30

6(30) – 5(30) = 30
180 – 150 = 30
30=30

6. What if our x didn’t match in our checking? How are we going to write the solution if
it is false?
- The equation has no solution.

The teacher will state that if an equation doesn’t have any solution it is called
extraneous solution.

Application
The teacher will randomly call student to answer the remaining items on the table to
complete it.
- Students E and F answered the remaining items.
Rational Expression LCD x
2𝑥 𝑥
− = 2 15 30
5 3

2 3 7
− = 2y -1
5𝑦 2 2𝑦

𝑥 𝑥 2 1 and
+ = 2 (x-3) (x+3)
𝑥−3 𝑥+3 𝑥 −9 -1

Abstraction
The teacher will ask the students why we need to find the LCD in solving rational
expression.
- We can’t add fractions with different denominators. We can only add them if
they have the same denominators.
- To know if we arrive at a correct solution.
 Students will be asked why checking is a need after solving a rational expression.
-To know if we obtained an extraneous solution.

C. Post-developmental
Generalization
Students will be asked to differentiate rational equation from not rational equation?
- Rational equation is an equation that contains rational expression while not
rational equation don’t have any rational expression.

How about in finding the value of x? What should be done first?

- In finding the value of x, simplify first the equation. Eliminate the rational
expressions by multiplying both sides of the equation by the LCD. Combine
like terms and solve for the variable.

What about extraneous solution?

- Simply write no solution, because extraneous solution is an apparent
solution that does not solve it equation.

Assessment

The class will be grouped in 7. Each group will choose a leader to come in front to get
the activity sheets they needed to answer. (Each group has different set of problems)

The teacher will ask students to pass their papers to their respective leaders whether
they are finished or not.

IV. Assignment
In your notebook answer Follow-up Practice (p. 125). No Solution No Credit.

Remarks:
Every time a student got a correct answer on recitation. He/She will be given a lifeline to
be used in succeeding activities.
I. Objective
At the end of this lesson, the student should be able to:
 Add and subtract rational expressions with common denominators
 Identify the least common denominator of two or more rational expressions
 Add and subtract rational expressions with unlike denominators

II. Content
Topic: Addition and Subtraction of Rational Expressions
Reference: Glorial, et. al, 21st Century Mathematics, pp. 115-117
Materials: Flashcards, cartolina, activity sheets, chalk and board

III. Procedure
A. Pre-developmental
-Daily Routine
-Motivation
“Magic Squares”
The teacher will divide the class into 5 groups. Each will be given 9 cards to complete
the 3x3 magic square. The sum of each row, column, and diagonal must be 1. The
first group to complete the square with the correct arrangement of cards will be the
winner.
- Group B completed the task and presented it to the class.
8 1 2
15 15 5

1 1 7
5 3 15

4 3 2
15 5 15

The teacher will ask the students to take their seats.

The teacher will now introduce their topic, “Addition and Subtraction of Rational
Expressions”, which has similarity in fraction.

B. Developmental
Activity
The teacher will post 3 cards containing different sets of fraction.

A B
1 5 7 3
+ −
8 8 12 12

C
2 3
+
5 7

The teacher will randomly call students who want to answer the given fraction.
- Student 1, 2 and 3 will answer.

The teacher will state that addition and subtraction of rational expression is similar to
those in fraction.
The teacher will show another set of cards. With the guide of the teacher, students will
answer the cards posted.

A B
2 1 4 3
+ −
𝑥 𝑥 3𝑥 5𝑥

Analysis
Guide Questions:
1. Describe both cards?
- Card A was similar while card B is not.

2. In fraction, what should we do in adding similar fraction?

- Add the numerator then copy the denominator.

3. What is the sum in card A?

- 3/x

4. How about in card B which has unlike denominators?

- Find the LCD.

5. What is the LCD of problem in card B?

- The LCD of card B is 15.

(The teacher will show to the class the succeeding steps in adding and/or subtracting
dissimilar expressions.)

The LCD is 15, write each expressions as an equivalent rational expression with
denominator 15x.
4(5) 3(3) 1
− =
3𝑥(5) 5𝑥(3) 15𝑥

Simplify and perform the operation,

20 9 11
− =
15𝑥 15𝑥 15𝑥

4 3 11
The sum of 3𝑥
−
5𝑥
is, 15𝑥 .

Application
Students will be asked to perform the indicated operation for each problem posted on
the board.

𝑎 𝑐
1) +
𝑚 𝑚
=

10 15
2) − =
𝑥−1 𝑥−1

𝑥 𝑥
3) 𝑥+2
+
𝑥−2
=

The teacher will randomly call students to answer on the board.

 - Students 5, 7, and 8 will answer on the board.
𝑎 𝑐 𝑎𝑐
1) 𝑚
+
𝑚
=
𝑚

10 15 5
2) − = −
𝑥−1 𝑥−1 𝑥−1

𝑥 𝑥 4𝑥
3) 𝑥+2
+
𝑥−2
=
4 − 𝑥2

Abstraction
The teacher will ask the students why smaller numbers are used to convert dissimilar to
similar rational expression.
- It is much easier to work with.

Students will be asked why simplifying terms important in performing operations on

rational expression.
- To come up with the smallest or lowest unit of answer.
- To make the final answer simpler.

C. Post-developmental
Generalization
Students extended addition and subtraction of rational numbers to addition and
subtraction of rational expressions. They will be asked what to do in adding and
subtracting similar rational expression?
- Combine or add the numerator and copy the denominator.

What about adding and subtracting dissimilar rational expression, what should be done
first?
- Find the LCD

After finding the LCD, what are the next steps?

- Rewrite each expression as an equivalent rational expression with the new
denominator then apply the rule in adding or subtracting with the same
denominator.

How to identify the LCD of two or more rational expressions?

- List the multiples of both denominator and locate the lowest value in each
they have both.

Assessment
The teacher will distribute activity sheets to be answered by the students.

Perform the indicated operations. Simplify

if needed.

3 4
1) − =
𝑎+2 𝑎−5

−4 2
2) + =
𝑥 𝑥

5 1
3) − =
4𝑐 5𝑐
 3 5
4) + =
2𝑎 + 2𝑏 𝑎 + 𝑏

8 7
5) + =
3𝑦 3𝑦

The teacher will ask one student to collect the activity sheets.

IV. Assignment
Perform the indicated operation and express your answer in lowest terms.
3 2
1) + =
𝑠 𝑠

𝑥 2𝑥
2) + =
𝑝−5 𝑝−5

2𝑛 + 3 𝑛−4
3) + =
𝑛2 − 4𝑛 + 4 𝑛2 + 𝑛 − 6

8 2
4) − =
3 − 7𝑦 7𝑦 − 3

𝑥 2𝑥
5) + =
𝑘−5 𝑘−5

Remarks:
Follow-up activity will be done on the following meeting.
 The Great Plebeian College
Alaminos City, Pangasinan
Tel. No. & Fax No.: 552-72-50

COLLEGE OF TEACHER EDUCATION

Principles of Teaching 2
(8-11| Sat)

LESSON PLAN IN
MATHEMATICS VIII

Submitted to:

ORLANDO GUERRERO, Ed. D.

Instructor

Prepared and submitted by:

SERRANO, CHRISTINE IVY L.

BSE III-Mathematics
 The Great Plebeian College
Alaminos City, Pangasinan
Tel. No. & Fax No.: 552-72-50

COLLEGE OF TEACHER EDUCATION

Principles of Teaching 2
(8-11| Sat)

LESSON PLAN IN
MATHEMATICS VIII

Submitted to:

ORLANDO GUERRERO, Ed. D.

Instructor

Prepared and submitted by:

SERRANO, CHRISTINE IVY L.

BSE III-Mathematics