Lesson Plan in Mathematics

Grade 8

I. Unit Title: Algebraic Expression

Topic: Addition and Subtraction Rational Expression
Strategies: Group Activity, Oral Activity, Written Work
Resources: Math 8 Informative Mathematics
Time frame: 1 hour

II. Teaching/Learning Competencies

At the end of class, students will be able to:
 determine the formula for probability of an event;
 find the probability of an event;
 solve real life problems involving probability of an event.

III. Teaching/Learning Sequence

Daily Routine
 Prayer
 Greetings
 Checking of attendance

A. Explore
 Review of the previous lesson about the “Multiplication and Division of
Rational Expression”.

Activity 1:
Direction: The class will be divided into 2 groups. Each group will need to solve the
given rational numbers posted on the screen. Each group will be given 15 seconds
to write the answer on the piece of paper. At the end of the activity the group who
will get more correct answers will be declared as the winner.
Description: This activity will allow the students to have an idea about their new
topic.

1. 3/5 + 2/5
2. 8/9 – 1/9
3. 7/8 + 3/16
4. 2/3 + 1/4

Question to Ponder:
  What can you observed from the given fractions?
 What are the steps that you followed to add/subtract the similar fractions?
 What are the steps that you followed to add/ subtract dissimilar fractions?

B. Firm Up
Steps in Adding and Subtracting Rational Expression

 Similar Rational Expression

1. Add and subtract the expressions in the numerator.
2. Copy the common denominator and then simplify.
Illustrative example:
1) (7x+1/4x) + (x+3/4x)
2) (2b/3a ) - (3b/3a)
Guided Practice:
1) (4/x) + (2/x)
2) (8/3y) - (7/3y)
3) (5/x) + (4/x)
4) (2x+1/z) - (3x+2/z)
 Dissimilar Rational Expression
1. Get the LCD of the expression.
2. Determine the new numerators.
3. Combine the similar terms and simplify.
Illustrative example:
1. 2b/3a + b/2a
2.
Guided Practice:

C. Deepen

Activity 4: “Rosarian’s Quiz Bee”

Direction: The goal of this game is to earn the highest number of heart. For each
question on the screen, each of this has a corresponding heart to be earned.
Description: This activity will enable the students to solve real life problems
involving the probability of an event.
Mechanics:
 The class will be divided into four groups.
 Each group will be given letter cards that contain the letters A, B, C, and D which
serve as their choices to answer.
 They will be given 10 seconds to answer the questions that are posted on the
screen.
 After 10 seconds they need to raise their answer.
  At the end of the game, the group that will get the highest number of hearts will
be declared as the winner.

D. Transfer
Let the students write a real life situation related to probability.

IV. Assessment
Solve for the following.
1. The numbers 1-30 are written on cards individually, which are placed in a box.
A card is drawn at random. Find the probability that the number is less than 20.
2. In Brgy. Bagbag with 500 people, it is known that 70 are tricycle drivers, 200
are factory workers, 40 are teachers, 90 are un-employed and the rest are
students. If a person is chosen at random, what is the probability that he or she
is a student?
Assignment

Define the following terms.

(Math Connections in Digital Ages pages 390-394)

1. Fundamental counting principle

2. Theoretical probability
3. Experimental probability