You are on page 1of 12

School Grade Level 9

GRADES 9 Teacher Learning Area MATH
DAILY LESSON LOG Teaching Dates and
Quarter SECOND
Time
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of exponents and radicals.
2. Performance
Standards The learner is able to formulate and solve accurately problems involving exponents and radicals.

3. Learning Solves problems involving Solves problems involving Solves problems involving Solves problems involving
Competencies/ radicals. (M9AL-IIj-1) radicals. (M9AL-IIj-1) radicals. (M9AL-IIj-1) radicals. (M9AL-IIj-1)
Objectives
a. Follow a step by step a. Follow a step by step a. Follow a step by step a. Follow a step by step
procedure in solving word procedure in solving word procedure in solving word procedure in solving word
problems involving problems involving problems involving problems involving
radicals radicals radicals radicals
b. Recognize formula b. Recognize formula b. Recognize formula b. Recognize formula
necessary to solve a given necessary to solve a given necessary to solve a necessary to solve a given
problem problem given problem problem
c. Appreciate the use of c. Appreciate the use of c. Appreciate the use of c. Appreciate the use of
radicals in real-life radicals in real-life radicals in real-life radicals in real-life
situation situation situation situation
II. CONTENT Solving Radical Equations Solving Radical Equations Solving Radical Equations Solving Radical Equations
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 185-188 pp. 185-188 pp. 185-188 pp. 185-188

2. Learner’s
Materials pp. 289-292 pp. 289-292 pp. 289-292 pp. 289-292

3. Textbook
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
monitor monitor monitor monitor
IV. PROCEDURES
A. Reviewing previous Taas Kamay! Pre-Assessment: Using the Pythagorean
lesson or presenting If the value of the variable at 1. What is the perimeter of relation, a2 + b2 = c2 , look for
the new lesson the right will make the an equilateral triangle the missing numbers in the
if the side is cm? following.
equation correct, draw 2. What is the perimeter of a 1. c2 = 32 + 42
on the space provided before square whose side
2. 252 = a2 + 242
each number. If the value is
is cm ? 3. 102 = 62 + b2
incorrect, just leave it blank.
____ 1. 2 = s=4
____ 2. 10 = e = 100
____ 3.
____ 4. =3 V = 27

_____5. 2(8) = b2 b=4
B. Establishing a Tell whether or not the given
purpose for the lengths determine a right
lesson triangle.
1. 3 cm , 5 cm , 8 cm
2. 7 m, 9 m , 11 m
3. 10 mm , 12 mm , 15 mm

C. Presenting Illustrative Example 1 Illustrative Example: Solutions of problems may Many problems involving
examples/ A sphere has a volume of The square root of 1 more involve work with radicals. right triangles are solved by
instances of the 456 cm 3. If the radius of the than twice a certain number Consider this problem. means of the Pythagorean
lesson sphere is increased by 2 cm, is 5. Find the number. The length of one side of theorem. Most often these
what is the new volume of Representation: Let x be square A is m, one problems involve working
the sphere? the number with radicals. The theorem
Solution: Equation: =5 side of square B is illustrates the relationships
Make a sketch: existing among the sides of a
2 m and one side of square C
Solution: =5 right triangle.
is m. The distance Illustrative Example:
2x + 1 = 25
Define variables: Let R be 2x = 24 therefore, from the first lamp The length of the legs of a
the radius of the sphere. x = 12 post located to the left side right triangle are 5cm and 12
of square A to the second cm. Find the length of the
Find an equation: The Checking: = 5 lamp post located at the hypotenuse.
volume of a sphere is given Let x be the hypotenuse
= 5 right side of square C is the
sum of the lengths of the x2 = 52 + 122
by the formula V= 5 =5
sides of the three x2 = 25 + 144
πR3 consecutive squares. That =
Solve the equation: is, + + x = ±13
Substitute value of the So, x = 13 , since length or
= 10 + 11.2 + 26.5
distance is always positive.
volume: 456 =
Multiply by 3: = 47.7 m
1368 =
Divide by 4π
108.92 = R3
Take the cube root of each
side R=
R = 4.776 cm
The new radius is 2 cm
more: R = 6.776 cm
The new volume is:
V= (6.776)3

V = 1 302.5 cm3

Check: Let’s plug in the
values of the radius into the
volume formula:
V= =

.
The solution checks out.

Illustrative Example 2
Anita’s square vegetable
garden is 21 square feet
larger than Fred’s square
vegetable garden. Anita and
Fred decide to pool their
money together and buy the
same kind of fencing for their
gardens. If they need 84 feet
of fencing, what is the size of
each garden?
Solution:
Make a sketch:

Anita’s Fred’s
Garden Garden
Define Variables: Let Fred’s
area be x;
then Anita’s area is x + 21.
Find an equation:
Side length of Fred’s
garden is .
Side length of Anita’s
garden is .
The amount of fencing is
equal to the combined
perimeters of the two
squares:
4 + = 84
Solve the equation:
Divide all terms by 4: +
= 21
Isolate one of the radical
expression: = 21-
Square both sides (
)2 = (21 - )2
Eliminate parentheses:
x+21 = 441 - 42 +x
Isolate the radical expression
42 = 420
Divide both sides by 42:
= 10
Square both sides:
x = 100 ft2
Check: 4 =4 =
40 + 44 =84. The solution
checks out.
Fred’s garden is 10 ft x 10 ft
= 100 ft2 and Anita’s garden
is 11 t x 11 ft = 121 ft2.

D. Discussing new Answer the following. Solve this problem. Is a triangle with sides of
concepts and 1. What is the perimeter of a A rectangular piece of land lengths 6 cm, 8 cm and 10
practicing new skills rectangle whose width is is 75 meters long and 50 cm a right triangle? Explain
#1 meters wide. What is the why.
and whose length is ? length of the diagonal of this
2. What is the area of a circle rectangular land?
whose radius is
cm ?
3. What is the area of a
square whose side is
cm?

E. Discussing new 1. What are the steps in Find the following: Solve this problem. What kind of triangle is it,
concepts and solving problems 1. What must you multiply to A number is increased by 7. if the sum of the squares of
practicing new skills involving radicals? The positive square root of the lengths of two sides is
#2 2. What are some of the to get ? the increased number is 7.
equal to the square of the
formulas that may be 2. What must you add to 2 + What is the original
used in solving word 3 to get 1- number? length of the third side?
?
problems?
3. What must you divide to The length of the hypotenuse
Solve.
1. The time T (in seconds) + to get 7 ? of a right triangle shown in
taken for a pendulum of 4. What must you multiply to the figure is 25 cm and one
length L (in feet) to make one the denominator of of its legs is 15 cm. Find the
full swing, back and forth, is
length of the other leg.
given by the formula the radical to

rationalize its
denominator? 25 cm
5. What must you subtract to
To the nearest hundredth, 15 cm
- to get –
how long is a pendulum x
which takes 2 seconds to ?
complete one full swing? 6. What must you multiply to
Sketch:
Define variable: - to make it
Find an equation: rational ?
Solve the equation:
Check:
2. Find the length of the side
of a square sign whose area
is 50 square feet.
Sketch:
Define variable:
Find an equation:
Solve the equation:
Check:
F. Developing mastery Solve each problem by Answe Solve: Solve the following Solve this problem step by
(Leads to Formative writing an equation and 1. What is the area of a problems step. Find the length of the
Assessment 3) solving it. Find the exact rectangle whose length is 1. Guy wires 13 meters long diagonal of a square whose
answer and simplify it. are installed from the top of sides measure 1 dm.
1. The length of a rectangle and whose width is ? an electric post to a point 5
is 7 meters less than twice its 2. . What is the side of a square meters from the base of the
width, and its area is 660 m2. that has an area of 64 post. How high is the post?
What are the length and sq. cm ? 2. Find the area of a
width of the rectangle? rectangle with a length of
2. Idris and Sebastian are meters and with a width
sailing in a friend’s sailboat.
They measure the hull speed of 2 meters.
at 9 nautical miles per hour.
Find the length of the 3. A number is decreased by
sailboat’s waterline. Round to 5. The square root of this
the nearest foot. (The difference is equal to 11.
formula for hull speed is What is the original
number?
h=1.34 ).

G. Finding practical Solve the ff. problems. Solve the following problems. Solve the following Solve this problem step by
applications of 1. The area of a triangle is 24 1. If 4 is subtracted from a problems. step.
concepts and skills in2 and the height of the number, the result is equal to 1. A rectangular piece of 1. Find the length of the
triangle is twice as long as the square root of 2 more land is 75 meters long and diagonal of a square whose
in daily living the base. What are the base than the number. Find the 50 meters wide. What is the sides are 8 cm.
and the height of the number. length of this rectangular 2. The diagonal of a certain
triangle? 2. If the square of 2 less than land? square measures m.
2. The amount of time t, in 6 times a number is divided 2. The square of 1 more
seconds, that it takes a by 2 less than the number, than twice a certain number Find the measure of the
pendulum to complete a full the quotient is 2. Find the is 5. Find the number. side of the square.
swing is called the period of number. 3. The square of 5 more
the pendulum, It is given by than twice a certain number
is 7. Find the number.

where is the

length of the pendulum, in
feet. If the Giant Swing
completes a period in about
8 second, about how long is
the pendulum’s arm? Round
to the nearest foot.

H. Making The principles governing The principles governing In any right triangle, the sum
generalizations and radicals and its operations radicals and its operations of the squares of the lengths
abstractions about will be helpful and useful in will be helpful and useful in of the two legs is equal to the
the lesson the solution of word the solution of word square of the length of the
problems. problems. hypotenuse
To solve problems involving To solve problems involving
radicals, follow these steps: radicals, follow these steps:
Sketch Sketch
Define variable Define variable
Find an equation Find an equation
Solve the equation Solve the equation
Check Check

I. Evaluating learning Solve the following problems.Solve the following problems Solve the following Solve the following problems
1. One form of Coulomb’s step by step. problems. step by step.
law in electricity states that 1. The square root of 5 more 1. A motorboat travels east 1. The length of the
. In the formula, d than twice a number is 7. on a lake for 4 km and hypotenuse of a right triangle
is the distance between two Find the number. then travels north for 9 km. is 25 cm and one leg is 15
charged bodies, and q1 and 2. The square root of twice a How far is the motorboat cm. Find the length of the
q2 are the charges carried bycertain number is subtracted from its starting point? other leg.
the bodies. When q1 = 1 , from the number and the 2. A number is increased 2. The diagonal of a
d = 5 cm, and k = 4, find q2. result is 4. Find the number. by 7. The positive square rectangular table of the
2. The approximate radius of 3. The square root of 5 less root of the increased school principal is 26 cm.
a right circular cylinder is than 6 times a certain number is 7. What is the The longer side is 24 cm.
given by the formula number is divided by a original number?. Find the shorter side.
number and the quotient is
Find the number.
, when V is the 4. If 4 is subtracted from a
number, the result is equal
volume and h is the height. to the square root of 2 more
Find the radius to the than the number. Find the
nearest centimeter of a right number.
cylinder with a volume 150 5. If the square root of 2 less
cubic centimetres and the than 6 times a number is
height of 12 centimeters. divided by 2 less than the
number, the quotient is 2.
Find the number.
6. Find a number such that
the square root of 1 less
than the number is equal to
the square root of 3 less than
the number squared.

J. Additional activities 1. Follow-up Follow-up: Solve the following The hypotenuse of a right
for application or The motion of a pendulum 1. What is the hypotenuse of problems. triangle is 20 cm and one leg
remediation can be found using the a right triangle if the two 1. The square root of twice a is 16 cm. Find the length of
legs are and 2 ? certain number is
the other leg.
formula where l is 2. Find x in the radical subtracted from the
number and the result is 4.
the length in centimeters, equation 2x-5 =0 ? Find the number.
and g is the acceleration due 2.The square root of 5 less
to gravity(980cm/sec2). Solve the following problems. than 6 times a certain
a. Find the time in seconds 1.Two is the quotient of the number is divided by the
that it takes a 50-cm number and the
square root of 1 more than
pendulum to make one quotient is 1. Find the
a number divided by 1
complete swing. greater than the number. number
b. Find the length in What is the number?
centimeters of a pendulum 2. Find a number such that
that takes 5 seconds to the square root of 1 less
make one complete than the number is equal
swing. to the square root of 3 less
2. Study quadrilaterals. than the number squared.
a. Define Quadrilaterals.
b. Identify the different kinds
of Quadrilaterals.

Reference: Grade 9
Learner’s Material pp. 306-
308.
V. REMARKS

VI. 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
work?
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?