ST. PIUS X SEMINARY, INC.

The Minor Seminary of the Archdiocese of Capiz

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Subject: Mathematics Grade Level: Grade 9

Unit Topic: Unit II Rational Algebraic Equations Quarte

LEARNING PLAN IN MATHEMATICS 9

 EXPLORE

In Mathematics 8, rational algebraic expressions were introduced, focusing on

simplifying and performing fundamental operations involving these expressions.
In this unit, equations involving rational algebraic expressions, as well as their
applications will be thoroughly discussed.
A number of mathematical relationships such as work, mixture, uniform motion,
and investment are some of the real-life problems that can be modeled using rational
algebraic equations.
It is suggested that a review of concepts of fractions, rational algebraic
expressions, and properties of equality be done for a better understanding of this unit.

Consider this (essential) question: How are rational algebraic equations used to
model real-life situations?

Let the class explore rational algebraic equations using the KWL organizer
through a small group discussion. Allow each group a couple of minutes to present
their output. Then, consolidate the results. Take note of the results. Use these as a
guide to determine the points of emphasis in teaching unit.

Map of Conceptual Change

Instruction: Complete the table below by filling first the what I know and what I
want to know column of the chart. This activity will determine how much you
know about this topic and your progress.

LEARNING FIRM-UP (ACQUISITION)

COMPETENCY
LC1: Review the basic Activity 1: Hook and Hold!
concepts and skills in Ask the student if they have experience or seen a vehicular accident. Then,
rational algebraic give their story about it.
expressions. Process Questions:
1. Why do vehicular accidents happen?
Learning Targets: 2. What should a driver do to avoid accidents?
I can review the basic 3. How important is regular checking of mechanical breaks in vehicles?
concepts and skills in 4. While driving, how far do you think a driver’s car should be from the one
rational algebraic in front if it? Describe the co-called breaking distance?
expressions.
Activity 2:
Solve the problem.
(m−5)−2
1. ∙¿¿
(m +2)−2
2. (n−3 )−1
¿¿
Process Questions:
1. How to determine a rational algebraic expression?
2. what are the basic concepts of rational algebraic expression?
LC2: Recognize
equations that involve
rational expressions.
Learning Targets: Activity 3:
I can recognize Solve each equation, then check:
equations that involve 2 1 3
rational expressions. 1. x + 2 = 4
3 10 1
2. 4 − y = 3
3. 2 x +1
4 x−5 =3
4. 3 y−2 1
2−5 y = 2
5. 16−x 15−x
x+ 10= x+ 9

Process Questions:
1. How did you recognize equations that involve rational expressions?
2. How did you come up with the check process?

Self-assessment:
Instruction: Fill-out the self-assessment form below as you progress with your
scaffold activity. Please be honest enough to assess your skills as seen in the leftmost
column. Just put a check on the box that corresponds to your self- assessment.

K-W-L CHART
Topic: Rational Algebraic Equations.

What I Know What I Want to Know What I Learned

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC3: Solve equations Activity 3: Hook and Hold!
involving rational Introduce rational algebraic equations and its solution. Conduct the following
algebraic expressions. activities.
1. Request a group of three students to prepare a skit that will portray the problem
Learning Targets: below. Without showing or stating the problem to the class, ask the group to
I can solve equations perform the skit. Then, let two students separately state the problem based on the
involving rational skit.
algebraic expressions.
Cheche can clean their house alone in 3 hours. Her sibling Bureche can clean
 the same house alone in 4 hours. I they work together in cleaning the house, in
how many hours can they clean the house?

Process Questions:
1. Assume uniformity in the performance of work. What part of the work is done
in 1 hour if:
a) Cheche works alone?
b) Bureche works alone?
c) Cheche and Bureche will work together?
2. What part of the work is done in 2 hours if:
a) Cheche works alone?
b) Bureche works alone?
c) Cheche and Bureche will work together?
3. What part of the work is done in n hours if:
a) Cheche works alone?
b) Bureche works alone?
c) Cheche and Bureche will work together?
n n
4. Interpret the rational algebraic expression + in relation to the given problem.
3 4
n n
5. Ask the class to work in pain in solving the equation + =1
3 4
LC4: Use equations
involving rational Activity 4:
equations including Solve the following problems in pair.
those in real-life 1. Two pipes fill a swimming pool in 9 hours. If the larger pipe fills the pool three
situations. times faster than the smaller pipe, how long will it take the smaller pipe to fill
the pool alone?
Learning Targets: 2. A tank can be filled in 30 minutes with two identical faucets open. If one faucet
I can use equations runs twice as fast as the second faucet, how long will it take faucet to fill the
involving rational tank alone?
equations including
those in real-life Process Questions:
situations. 1. What is being asked in the problem?
2. How did you come up with the proper technique to be used in solving the
problem?

Guided Generalization
Instructions: Read, analyze and solve the following:

GUIDED GENERALIZATION
TABLE

C-E-R Questions:
1. How did you solve the problem?
2. Which method did you apply?
3. Why did you use such?

Prompt for Generalization:

Apply to mathematical problems and real-life situation

Holistic Rubric for Guided Generalization

The explanation/justification went above and beyond

4 the discussion. Extra research is done to support the answer.
Explanation/justification shows logical reasoning and all details are
3 relevant.
Explanation/justification shows logical reasoning but some details are
2 irrelevant.
Explanation/justification is given but is incomplete and lacks support
1 of evidence.
 0 No answer.

Values Integration:
 The concept of rational algebraic expressions is used in various situations
involving water flow. Integrate values to learn during emergency situations like
flooding or drought.

“We cannot stop natural disasters but we can arm ourselves with knowledge so
many lives wouldn't have to be lost if there was enough disaster preparedness.”

Learning TRANSFER
Competency
PERFORMANCE Transfer Goal: Students on their own and in the long run will be able to
STANDARD: independently use their learning to deal with daily-life situations or problems that
The learner is able to can be solved using the concepts of quadratic equations, inequalities, and functions
investigate thoroughly with ease and confidence.
mathematical
relationships in PERFORMANCE TASK- One Product
various situations;
formulate real-life One of the tasks of Human Resource Management (HRM) team is to
problems involving determine the number of personnel in performing a specific work in the shortest
quadratic equations, period of time. You are the head of HRM department and you task is to assign the
inequalities, and most efficient and effective group of workers to specific tasks. You need to produce
functions; and solve a “workers’ assignment scheme” which to your judgment will provide efficient and
them using a variety of effective group of workers at the least cost on the part of the company. Then, you
strategies. will make an oral presentation of your proposed scheme including the salary scheme
and all the computations involved in the formulation of the scheme to other
department heads who belong to the management team and convince them to adopt
your proposal. Remember that the proposed “workers’ assignment scheme” must be
LC8: Create a appropriate and practical; beneficial to both workers and the employer; and equations
“worker’s and computations used are based to the concepts learned on rational algebraic
assignment scheme”. expressions/equations.
1. Goal. Your task is to assign the most efficient and effective group of workers
to specific tasks.
Learning Targets:
I can assign the most 2. Role. You are the head of HRM department.
efficient and effective
group of workers to 3. Audience. Department heads who belong to the management team.
specific tasks. 4. Situation. You need to produce a “workers’ assignment scheme” which to
your judgment will provide efficient and effective group of workers at the
least cost on the part of the company.

5. Product/Performance. The proposed “workers’ assignment scheme” must

be appropriate and practical; beneficial to both workers and the employer;
and equations and computations used are based to the concepts learned on
rational algebraic expressions/equations.

6. Standards for Success: Content, Benefit and Presentation

Analytic Rubric:

PERFORMANCE TASK ANALYTIC RUBRIC (GROUP WORK)

Beyond
Expectation Developing Beginning
CRITERIA Expectation

4 3 2 1

Content The scheme The scheme The scheme The scheme

reflects reflects reflects does not
maximum maximum minimum reflect
efficiency and efficiency and efficiency and efficiency and
effectiveness effectiveness effectiveness effectiveness
of work at the of work at of work. of work.
 least cost. lesser cost.
Benefit The scheme The scheme is The scheme The scheme
is beneficial to beneficial to is beneficial to is not
both workers workers but not employers but beneficial to
and to employers. not to both workers
employers. workers. and
employers.
Presentation The The The The
presentation presentation presentation presentation
used accurate used concepts used concepts did not use
concepts of of rational of rational the concepts
rational algebraic algebraic of rational
algebraic expressions/eq expressions/e algebraic
expressions/e uations with quations with expressions/e
quations. minimal error. errors that quations.
affect the
result.

Self-Assessment:

In this portion, your task is to make a written explanation and justification regarding
the situation or difficulty you’ve encountered while doing the performance task.
1. How did you find the given performance task?
2. How did the task help you understand the real-world situation?

LAC CARD
Description: Fill-in the learned, affirmed, challenged cards given below to evaluate
what you`ve learned about quadratic equations.
 LEARNED AFFIRMED CHALLENGED
What new realizations What new connections What questions do you still
and learning do you have you made? Which have? Which areas seem
have about the topic? of your old ideas have difficult for you? Which do
been affirmed/ you want to explore?
1. confirmed?
2. 1.
3. 1. 2.
2. 3.
3.