8

Quarter 1
Lesson Exemplar Lesson

for Mathematics 6

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 8
Quarter 1: Lesson 6 (Week 6)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Rener D. Daya (University of Mindanao)

Validator:
• Ysmael V. Caballas (Philippine Normal University – South Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 1 / GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of rational algebraic expressions and equations.
Standards

B. Performance By the end of the lesson, the learners are able to simplify, and operate with, rational algebraic expressions and solve
Standards simple rational algebraic equations. (NA)

C. Learning Learning Competency

Competencies By the end of the lesson, the learners are able to:
and Objectives a. simplify rational algebraic expressions.
b. perform operations on rational algebraic expressions.
Lesson Objectives
1. Accurate determine if a rational algebraic expression can be simplified.
2. Correctly simplify a rational algebraic expression.
3. Accurately add or subtract similar algebraic expressions.
4. Accurately add or subtract dissimilar algebraic expressions.

D. Content • Simplifying Rational Algebraic Expression

• Addition or Subtraction of Similar Rational Algebraic Expressions
• Addition or Subtraction of Dissimilar Rational Algebraic Expressions

E. Integration

II. LEARNING RESOURCES

Brainly. (2024, June 2). “What is the rational algebraic expressions and not rational algebraic expressions.”
https://brainly.ph/question/8816229
Freepik (2024, June 3). Math Graphic Images. https://www.freepik.com/free-photos-vectors/math-graphic
Helping with Math (2024, June 3). Addition of Rational Algebraic Expressions with Same Denominators.
https://helpingwithmath.com/worksheet/addition-of-rational-algebraic-expressions-with-same-denominators-school-themed-worksheets/
Houghton Mifflin Harcourt (2024, June 3). Guiding Student Research with a KWL Chart Template. https://www.hmhco.com/blog/free-kwl-
chart-graphic-organizer-template
IXL Learning Inc (2024, June 1). Add and subtract rational expressions. https://www.ixl.com/math/algebra-2/add-and-subtract-rational-
expressions

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 IXL Learning, Inc. (2024, June 1). Simplify rational expressions”. https://www.ixl.com/math/algebra-1/simplify-rational-expressions
Pierce, R. (2024, June 2). Rational Expressions. Math is Fun. https://www.mathsisfun.com/algebra/rational-expression.html
Purple Math (2024, June 1). Adding and Subtracting Rational Expressions. https://www.purplemath.com/modules/rtnladd.htm
Scaffolded Math and Science (2024, June 3). Simplifying Fractions. https://www.scaffoldedmath.com/2021/10/how-to-simplify-fractions-
video-with-models-and-primes.html
Scrib Slide Share (2024, June 2). Rational Algebraic Expressions. https://www.slideshare.net/slideshow/rational-expressions-
module/236916426

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 DAY 1 Time Frame

Knowledge 1. Short Review 15 minutes - Review Activity
A. Simplifying Fractions: Give the learners a short recap about the basic concept 15 minutes - discussion
of simplifying fractions by using the flow chart. 15 minutes – lesson activity
10 minutes – feedback and
Q&A

Note: Time frames are just

suggestions it is up to the
teacher if he/she will make it
more flexible. (situation based)

Introduce the lesson by giving

the learners a short review on
the first day by using the
prepared activities
Image Source: Scaffolded Math and Science
Guide the learners in this
B. Adding and Subtracting Fractions: Use the prepared activity below to recall activity by giving examples
the addition and subtraction of fractions. included in each activity.

1. Draw lines to match the fraction pairs to their LCM. The activity B may also be used
as a group task to promote a
collaborative approach in the
class for faster activation of the
prior knowledge.

2
 2. Solve the following fractions. Write your answer in simplest form. After the activity, give short
feedback so that the learners
will know why they are having
those activities.

Before proceeding to lesson

proper, ask some questions
that will link to the main
3. There is a sale on at Bitoy’s Sleeves. The number on each long sleeve show lesson.
what fraction of the original quantity of that color long sleeve is left in stock.
Example:
Based on the activity you had,
what do you think our lesson
a. What fraction of the orange and blue long sleeves are left in stock? for today?
b. What fraction of the green and white long sleeves are left in stock?
c. What fraction of the pink and black long sleeves have been sold? Note: If the learners have a
d. What fraction of the red and pink long sleeves have been sold? good understanding about
fractions, you may directly use
2. Feedback (Optional) the activity B.

B. Establishing 1. Lesson Purpose

Lesson Purpose Essential Questions: For the lesson purpose, you will
1. How do you know whether a rational algebraic expression can still be introduce the lesson and
simplified? discuss its importance using
2. How do you simplify a rational algebraic expression? essential/guide question/s.
3. How will you add or subtract rational algebraic expressions with the same
denominators? With no the same denominators? Note: Essential questions are
not necessary to be answered in
2. Unlocking Content Vocabulary this part. These questions will
A rational algebraic expression is an algebraic expression that can be written as be answered in part of
a fraction, where both the numerator and the denominator are polynomials, and “learners’ takeaways.”
the denominator is not zero.

C. Developing and SUB-TOPIC 1: Simplifying Rational Algebraic Expression. To introduce the lesson topic,
Deepening 1. Explicitation use the “Classify Me” activity.
Understanding Classify Me! Using the definition let the learners classify the expressions below Present it to the class then ask
to share their understanding of the content. some learner to answer it. Have

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 their answers be written inside
the box.

Process and validate the answer

of learners then continue with
the lesson proper.

Afterwards proceed to lesson

proper and use the worked
examples for elaboration of the
lesson topic and for better
understanding of the concept.
2. Worked Example The teacher may also add more
A. Simplify the following in its simplest form. activities for further elaboration
4𝑎
1) 102𝑏 of the lesson. (If necessary)

Teacher’s Key Points:

Solution:
Rational algebraic expression
is a type of algebraic expression
that can be written in the form
of a fraction whose numerator
and denominator are
polynomials and the
denominator is not equal to
Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.
zero.
4𝑤 2
2) 6𝑤−8𝑤 2 Restricted Values – are values
of the variable that will make
Solution: the denominator equal to zero.

Domain – is the set of allowable

values of the variable.

Completely Factored – if all of

its factors are prime. The factors
can no longer be broken down
into simpler factors.
Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

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 3)
2𝑥−2𝑦 Simplest Form - if the
𝑦 2 −𝑥 2
numerator and denominator
have no common factors other
Solution:
than 1.

Least Common Denominator

(LCD) - is the least common
multiple of the denominators of
the rational algebraic
expressions.
Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

3. Lesson Activity
A. Simplify the following in its simplest form.
9𝑚
1) 21𝑛

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

6𝑝2
2) 2𝑝−4𝑝3

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

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 3𝑥+3𝑦
3)
𝑥 2 −𝑦 2

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

DAY 2
SUB-TOPIC 2: Addition or Subtraction Similar Denominator Rational Algebraic DAY 2 Time Frame
Expression. 5 – minutes review from day 1
1. Explicitation 25 – minutes discussion
To add or subtract rational expressions with 20 – minutes lesson activity
similar denominators, add or subtract the and giving feedback
numerators of the rational algebraic expressions 5 – minutes wrap up
and copy the denominator. Provided the
denominator is not equal to zero, then…

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

2. Worked Example
A. Perform the indicated operations.
3 1
1) 5 + 5

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

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 3𝑥+2 4𝑥
2) +
𝑥+5 𝑥+5

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

5𝑟+2 10𝑟
3) −
𝑟+4 𝑟+4

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

3. Lesson Activity:
Perform the following operation and simplify if possible.
3𝑥 3
1. 𝑥+1 + 𝑥+1 Lesson Activity Answer Key:
1. 3
2𝑥−7
Solution: 2.
𝑥+1

2𝑥−4 3
2. 𝑥+1
− 𝑥+1

Solution:

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DAY 3 DAY 3 Time Frame
SUB-TOPIC 3: Addition or Subtraction Dissimilar Denominator of Rational 5 – minutes short review from
Algebraic Expression. day 2
1. Explicitation 20 – minutes lesson discussion
To add or subtract rational algebraic expressions with dissimilar with worked examples.
denominators, first find their LCD, then rewrite them as expressions with similar 25 – minutes lesson activity
denominators using their LCD, and then add or subtract them. Provided that the and giving feedback
denominators are not equal to zero, then… 5 – minutes wrap up.

For sub-topic 3, use the of

lesson activities from sub-topic
1 that will serve as short review
for this lesson.

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share.

2. Worked Example
Perform the following operation and simplify if possible.
1 2
1) 2𝑟 + 3𝑠

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share

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 2 𝑥
2) +
𝑟+1 𝑟−1

Solution:

Photo by Lorie Jane L. Letada, of the DepEd K-12 Module and Scrib Company Slide Share

Note: You can only add or subtract if they have the same variables and exponents
regardless of their numerical coefficients.

2𝑥−4 3
3) −
𝑥 2 −1 𝑥+1

Solution:

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 3. Lesson Activity
A. Perform the following operation and
simplify if possible.
3𝑥−1 2𝑥+2
1) 𝑥
+ 𝑥+1

Solution:

2𝑥−4 3𝑥
2) 𝑥 2 −4
− 𝑥+2

Solution:

D. Making 1. Learners’ Takeaways To identify the learners’

Generalizations 1. How do you know whether a rational algebraic expression can still be takeaways, let them answer
simplified? essential questions and make
2. How do you simplify a rational algebraic expression? them provide real-life examples.
3. How will you add or subtract rational algebraic expressions with the same It could be a group task or an
denominators? With no the same denominators? individual task. Use the picture
for the learners’ takeaways.

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 Photo from Houghton Mifflin Harcourt (HMH)

2. Reflection on Learning The “Let’s Hear From You”

Let’s Hear From You! activity will help learners to
write or share their reflection/s.
This activity can be done by
pair.

If the time is not enough for

this activity, teacher can adjust
or let the learners write a short
essay instead. Another option is
make this activity as their
homework.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 DAY 4 Time Frame

Learning 1. Formative Assessment 30 – minutes formative
A. On the space before each number, write TRUE if the statement is correct; assessment.
otherwise, write FALSE. 25 – minutes checking of
1. The expression
8𝑥 2 𝑦 2
is simplest form. answers and giving feedback.
9𝑧 5
𝑥 2 −9
2. The expression is in simplest form.
𝑥−3
𝑥 2 −16 (𝑥−4)(𝑥+4) Formative Assessment A.
3. The complete factorization of 𝑖𝑠 .
𝑥−4 𝑥−4 Answer Key:
𝑥+3 (𝑥+3)
4. The complete factorization of 𝑖𝑠 . 1. TRUE
𝑥 3 +27 (𝑥+3)(𝑥 2 +3𝑥+9)
𝑥 3 −8
2. FALSE
5. The expression is in simplest form. 3. TRUE
𝑥+2
6. The
6𝑥+18
expression 9𝑥−3 is in simplest form. 4. FALSE
5. TRUE
𝑥 2 −8𝑥+15 (𝑥−3)(𝑥−5)
7. The complete factorization of 𝑥−3 is 6. FALSE
𝑥−3
𝑥 2 +𝑥−6 (𝑥+3)(𝑥−2) 7. TRUE
8. The complete factorization of is 8. TRUE
𝑥+3 𝑥+3
3
9. The
𝑚 −16
expression 2 is in simplest form. 9. FALSE
𝑚 −4
𝑥 2 −5𝑥+6
10.TRUE
10. The expression 𝑥 2 −3𝑥−10 is in simplest form.

A. Add the following and simplify if possible. Formative Assessment B.

Answer Key:

1.

2.

3.

4.
Photo from Helping with Math

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 C. Perform the following operation as indicated. Formative Assessment C.
1. 2. Answer Key:
1. 7

2.
Solution: Solution:
3.

4.
3. 4.

Solution: Solution:

2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.

Teachers may also suggest

learner engagement/ ways to improve the different
interaction activities explored/lesson
exemplar.
others

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C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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