Lesson Plan Demo - Radicals

Region XI Grade Level 9
GRADE 9 Teacher Gerald G. Gayoso Learning Area Mathematics

DAILY
LESSON
Teaching Dates November
LOG
and Time 11, 2024
8:15-9:00am Quarter II
Session 1
I. OBJECTIVES
A. Content
demonstrates understanding of key concepts of variation and radicals
Standards
B. Performance
Able to Formulate and solve accurately problems involving radicals.
Standards
C. Learning
Competencies /
Objectives
performs operations on radical expressions M9AL-IIh-1
Write the LC
code
for each
C.1 At the end of lesson, the students will be able to;
Learning
Objectives a. Differentiate like/similar radicals from, unlike/dissimilar radicals.
b. Perform addition and subtraction of radical expressions.
c. Think and solve on real-life word problems involving radicals.
II. CONTENT
A. TOPIC
Addition and Subtraction of Radical Expressions
III. LEARNING
Mathematics 9 learning material module 7
RESOURCES
A. References K-12 Mathematics Curriculum Guide in Grade 1-10
1. Teacher’s Mathematics: Patterns and Practicalities. p.201-207
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Preliminary Prayer
Activities Greetings
Checking of attendance
Classroom management
B. Other Learning
Projector/LED TV, Laptop, Worksheets for Activity, Chalk, Flash Cards
Resources
IV. PROCEDURES
A. Reviewing
the previous ELICIT (Assess Prior Knowledge)
lesson or
presenting the Time Allotment: 5 minutes
new lesson
Review:
Direction: Simplify the following radical expressions.
1. √ 50
2. √ 72
3. √ 18
4. √ 27
5. √ 48
B. Establishing a
purpose for the ENGAGE (Focus on the topic)
lesson
C. Presenting Time Allotment: 10 mins.
examples/
instances of the * By Group
new lesson
Activity 1: Arrange and Learn
In this game, the teacher will divide the class into 4 groups. Each group will
be given flashcards with equations with corresponding words. Then, the
answers to the flashcards must be arranged into lowest to highest values so
that they can get the hidden phrases that will introduce the topic of the day.
D. Discussing new
concepts and EXPLORE (Discussion of Concept)
practicing new
skills #1
Time Allotment: 5 minutes
E. Discussing new
concepts and
practicing new Activity 2:
skills #2 For starter, the teacher will present images with radical expression,
then the student will state whether the radicals are like or unlike.
Activity 3: Guess and Check
F. Developing
mastery EXPLAIN (post-activity)
(Leads to
Formative Time Allotment: 5 mins.
Assessment)
* Learners will answer the questions below based on the previous activity
Questions:
1. Which of the following statements are true? Which are false?
2. Do they have the same index? Same radicands?
3. Can you add/subtract the two radical expressions with like
radicals? Unlike radicals?
4. How to add/subtract radical expressions?
G. Finding
practical ELABORATE (Applying and making use of information)
applications of
concepts and Time Allotment: 15 mins.
skills in daily
living Radical expression:
H. Making
generalizations There are two keys to combining radicals by addition or subtraction: look at
and the index, and look at the radicand. If these are the same, then addition
abstractions and subtraction are possible. If not, then you cannot combine the two
about the lesson radicals. In the graphic below, the index of the expression 12 √3 xy is 3 and
the radicand is xy.
a √ x +b √ x=(a+b) √ x
n n n
Note:
√ a+ √b cannot be combined.
Ex. √ 4 + √ 9= √13
2 + 3 = √ 13
5 ≠ √ 13
Example: ADDITION
1. 3 √ 11+7 √ 11
Ans: 10 √ 11
2. 5 √ 2+ √ 3+ 4 √ 3+2 √ 2
Ans: 5 √ 2+ 2 √ 2+ 4 √ 3+ √ 3
7 √ 2+5 √ 3
Example: SUBTRACTION
1. 5 √ 13−3 √ 13
Ans: 2 √ 13
Now answer on a scratch paper and afterwards, call someone to answer

and explain on the board:
1. 4√ 3−2 √ 3
2. 4 √ 1 0+6 √ 10−√ 10+ 2
3. 4√ x+ √ x
4. 3 + 4 √ x −6 √ x
I. Evaluating 5. 7
learning EVALUATE
Time Allotment: 10 mins.
Activity 4: Real-world word problem
(1 whole sheet of paper)
Direction: Answer the following real-world problem.
1.Sarah is planting flowers in her garden. She has two types of flower beds.
One flower bed is 3 √ 8 meters long, and the other flower bed is 2 √ 8 meters
long.
What is the total length of both flower beds combined?
2.Liam has a piece of rope that is5 √ 7 meters long and another piece that is
3 √ 7 meters long. He wants to combine both pieces of rope for a project.
How long will the total length of the rope be?
J. Additional EXTEND
activities for
application or
remediation
Assignment:
1.A triangular frame measure 3 √ 2 m on two sides and 4 √ 2 on the base. Find its
perimeter.
2. The length of a rectangle is 5 √ 48 cm and its width is 4 √ 27 cm. What is its

perimeter?
VI. REMARKS
VII. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these works?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Gerald G. Gayoso Checked by:

Pre-service teacher
Jessielyn D. Sagun
Cooperating Teacher

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Region XI Grade Level 9

GRADE 9 Teacher Gerald G. Gayoso Learning Area Mathematics

Activity 3: Guess and Check

Now answer on a scratch paper and afterwards, call someone to answer

Time Allotment: 10 mins.

Activity 4: Real-world word problem

(1 whole sheet of paper)

Direction: Answer the following real-world problem.

2. The length of a rectangle is 5 √ 48 cm and its width is 4 √ 27 cm. What is its

Gerald G. Gayoso Checked by:

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