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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
Teacher’s Activity Student’s Activity
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.
(Music stops)
The teacher will declare the winner and Student A finish the task.
ask the students to take their seats. Students take their seat.
B. Developmental
The teacher will present 2 flashcards
containing different expressions. The
student will guess which is rational
equation and not.
A
Some student will answer A and others
𝑥 𝑥 2𝑥 2
+ = 2 B.
𝑥+1 𝑥−1 𝑥 −1
B
1 2
𝑥+ =
2 3
The teacher will ask the students why did Students choose A because it has
they choose A, why B. rational expressions.
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.
Simplified
a b ab
Form
1
3 𝑥+
3
1
10 𝑘−
10
5
x +2
𝑥
2 4
6b +
4𝑎 6𝑎
Simplify, -> 3𝑥 + 1
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
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.
6x – 5x = 30, x=30
6(30) – 5(30) = 30
180 – 150 = 30
30=30
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.
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.
How about in finding the value of x? What In finding the value of x, simplify first
should be done 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.
Assessment
The teacher will ask students to pass their Groups leaders will collect the activity
papers to their respective leaders whether sheets and give it to the teacher.
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.