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
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 starts) Students start greeting each other and

find the x that matches them.

(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.

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
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.

Students who choose B only guess their

answer.

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.

Simplified
a b ab
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 The value of a is 3 and b is 𝑥 + 13

a and b?

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 in number 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.

Students will be asked why checking is a To know if we arrive at a correct

need after solving a rational expression. solution.

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) Group leaders will go in front to get
their activity sheets.

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.