Detailed Lesson Plan Rational Equation (grand)

I. 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
II. Subject Matter:
Topic: Equations Involving Rational Expression
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
.
III. Procedure:
Teachers Activities
Students Activities
1. Preparatory Activities
a. Greeting and Prayer
May I request everyone to stand up
and start our day with a prayer.
Everybody, lets recite our mathematical prayer. (Students will recite
the prayer.)
Good morning, Class!
Good Morning!
Teacher Mech.
b. Checking Attendance
(Before you take your seats please pick up the pieces of paper
under your chairs and arrange your chairs as well. You may now take
your seat. Chloe, may I know who are absent today? Kindly give us
your report. Thank you, Chloe.)
(Students will pick up the pieces of paper and arrange their chairs
Students will take their seat Im glad to tell you nobody is absent
today.)
2. Developmental Activities
a. Review
Last time, we discussed about what is a complex fraction and we learned
that there are two methods used in simplifying complex fraction. Lets see if
you really understood the lesson by recalling some concepts about our
previous lesson. Lets 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 stops, the students with the
ball will answer the question. Is my instruction clear, Class? So lets start. (Music plays
then stop) It is a fraction that has a rational expression either in the numerator, denominator
or both. How many methods were used in simplifying complex fraction? In method one, in

simplifying complex fraction you have to invert the denominator to its what? In method
two I simplifying complex fraction, we multiply the numerator and denominator.
b. Motivation
Before we proceed to our new lesson, remember that during Grade 7 you discussed
about how to find x, right? Lets play a short game again. It is called Find your X. I
will choose 10 representatives from the class .Each representative will be given a
metacards. 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? Yes, Maam.(The class will choose a representative).
So, lets begin! (Music starts) (Music stops) Since you already found your pairing, will
you tell now to the class why you arrive with that pairing? Very good!
c. Presentation
You may now take your seats. Today, were going to discuss about
Equations Involving Rational Expression and it involves how to find x.
d. Discussion
A. Activity Our activity before I discuss our topic is that youre 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 ab Simplified form 5 x+ 15 12b- 112 3x 4
+410a
12 + 3 5. Let me answer number one for you. What is the value of a and b? In the third
column, we have to multiply the value of a and b? What does it look like if we multiply a
and b? If we multiply it the simplified form of number one is what? Students will mix
around the room to find their match (Students will explain why they come up with such
paring) The representatives will take their seat The value of a and b are 5 and x+ 15 . 5(x+
15) 5x+1. Do you understand what are you going to do now? Ok, you may now begin.
(After 7 minutes) Ok, times up. Lets answer the activity. (The teacher will randomly call
to fill the columns) Very good! How about if were now going to find x? (Showing
another set of rational expressions) Rational Expression LCD x. 5 + 14 = 2 3(+3) +1
+2 = 3+1 +12 3+2 + 3 2 = 4 1 9 - 2 5 = 1 3 B. Analysis Observe our
denominators first. What do you notice in our denominators? Since they are dissimilar
fractions, what are you going to find? In number 1, what is the LCD of our denominators?
Next thing, were going to multiply both sides by 20 then simplify. What is now our new
equation? Yes, maam Students will start answering the activity a b. Simplified form
1. 5 x+ 15 5(x+ 15)
2. 5x+112b- 112
3.12(b- 1 12) 12b 13x
4. 4x +43x (4 x +4) 24
5. 10a 1 2a + 3 5a 10a( 1 2a + 3 5a ) 11
They are dissimilar fractions Were going to find the LCD The LCD of 5, 4

and 2 is 20. 4x+5= 10x.

Thats right! Our new equation is 4x+5= 10x. What are we going to do next to find x?
Very good! What is x? Excellent! To see if x is 5 6 we will only substitute the value of x to
our equation to see if our answer is correct. (Showing the checking to the class) So we
have the correct answer. In number two, what is our LCD? Since our LCD is x+1, what
are we going to do next? Are we going to multiply first or cancel out the common factors?
After we cancel out and multiply we can now combine like terms. So what is our new
equation? So what is x? Lets see if our x is equal to -5. Lets substitute -5 to our x.
(Showing the checking) Therefore, the value of x is indeed -5. What if our x didnt match
in our checking? How are you going to write the solution if it is false? Very good! If our
equation doesnt have 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, were going to check. Is that clear, Class? (After 7 minutes)Okay,
times up! Finish or not finish, lets check. (Checking of Apply the subtraction property
and divide both by 6. x is 5 6 The LCD is x+1 We will cancel out the common term then
we multiply. The new equation is 5x+11=3x+1 x is -5 The equation has no solution.
e. Generalization
Abstraction Based on the two activities we have, can you described to me
rational equation? Or what is a rational equation? How do we simplify
rational equation? What is an extraneous solution again, class? Do you
have any question, class? Do you understand now how to solve rational
equation? Rational equation is an equation that contains one or more
rational expressions. Rational equation is an equation that contains in which
one or more terms is a fractional one. To simplify rational equation we
must eliminate the rational expressions in the equation by multiplying both
sides of the equation by the LCD. Solve the equation then check.
Extraneous solution is an apparent solution that does not solve its equation.
IV. Evaluation:
Lets have one last activity. Ill 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 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) (After 10 minutes) Ok, times up. Finish
or not finish, lets check.(Randomly calling students for the checking of activity) Are you done
checking, Class? Please pass your paper to the center aisle then to the front. None, maam Yes,
maam Yes, Maam Students will pass the papers to the center 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:
Tumala,
Mechel G.

BSED-3