School SAN JUAN HIGH SCHOOL Grade Level 9

GRADES 9 Teacher ANNIE GLEN A. CANILAO Learning Area MATH

DAILY LESSON LOG
Teaching Dates and Time OCTOBER 14-18,2019 Quarter SECOND
Teaching Day and Time
Grade Level Section

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
1. Content
Standards The learner demonstrates understanding of key concepts of exponents and radicals.
2. Performanc
e Standards The learner is able to formulate and solve accurately problems involving exponents and radicals.
3. Learning Solves equations involving Solves equations involving Solves equations involving Solves equations involving Solves equations involving
Competenci radical expressions. radical expressions. radical expressions. radical expressions. radical expressions.
es/
Objectives a. Determine radical a. Solve a radical equation a. Solve a radical equation a. Solve a radical equation a. Solve a radical equation
equations b. Solve word problems b. Solve word problems b. Solve word problems b. Solve word problems
b. Solve a radical equation involving radical equation involving radical equation involving radical equation involving radical equation
c. Identify extraneous c. Appreciate various c. Appreciate the use of c. Appreciate the use of c. Appreciate the use of
solution festivals celebrated in the radicals in real life radicals in real life radicals in real life
d. Solve word problems province situation situation situation
involving radical equation
e. Appreciate various
festivals celebrated in the
province

II. CONTENT Solving Radical Equations Solving Radical Equations Solving Radical Equations Solving Radical Equations Solving Radical Equations
III. LEARNING
RESOURCES
A. References

Teaching with Compassion

 1. Teacher’
s Guide pp. 191-194 pp. 191-194 pp. 191-194 pp. 185-186 pp.187-188

2. Learner’
s pp.291-292
Material pp. 280-289 pp. 280-289 pp. 280-289 pp. 289-290
s
3. Textboo
k
B. Other
Learning activity sheets, laptop and activity sheets, laptop and Laptop
activity sheets, laptop and
Resources monitor monitor
monitor
IV. PROCEDURES
A. Reviewing Pre-assessment Determine whether the
previous From the given examples statement is true or false.
lesson or and non examples of radical Give the reason for your
presenting the equations, derive the answer.
new lesson definition of a radical 1. is an irrational
equation.
Examples Non Examples number
2. A negative number has
only one square root, the
negative square root.
3.The square root of a
positive number may be
rational or irrational.

Teaching with Compassion

B. Establishing a
purpose for
the lesson
C. Presenting Illustrative Examples: The following examples are  Solve the equation:
examples/ not complete. I'll leave the
instances of checking to you! Square both sides, being
the  Solve: careful to write out the
lesson square on the right-hand
side:
This equation will have
to be squared twice in
order to solve it:

Then x = –8 and x = 2. Are

both of these solutions valid?
It appears that both
solutions are valid.
Here's the check:

x =–8:

It appears that the solutions

are x = –5 and x = 0.
However, only one of these
solutions is actually valid. To

Teaching with Compassion

 find out which one, check
them both.

So the solution is
x = –8 or x = 2.

D. Discussing 1. How will you identify Solve for x and check the A radical equation is an
new concepts radical equations? result. equation which has a variable This one is actually simpler
and practicing 2. What is an extraneous 1. =3 in the radicand. The than the two previous
new skills #1 solution? expressions = 5 and
3. How do you solve radical 2. = 3y – 4
equation? = 5 are radical examples, because the two
4. Why is it necessary to equations. square roots are multiplied
check all solutions when 3. =2 together, rather than added
Solve : =5
solving radical equations? or subtracted. So this
______ Square both equation will need to be
sides of the equation
Guided Practice ______ Solve for x. squared only once:
1. Solve and check: Solve :
Check: = ____
___ = ____
= 12
( )2 = (12)2 Square both sides

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 x = _________ Solve for x

Check: = 12

= 12
_____ = 12
The solution is ___.
2. Solve and check:
=6 Then the solutions are
x= –9 and x = 16.
=6
But x cannot equal –9,
( )____ = 6___ Square both
because this would put
sides.
negatives inside both
x – 3 = ____ radicals in the original
x = _____ equation. Now you check the
other solution, to see if it
Check: might work.
=6

=6
____ = 6
The solution is _____.
3. Solve and check:
4+ =x

4+ =x

= x - __ Isolate radical

expression

( )---=(x-_)--- Square both sides

x–2 = x2-_+_ Expand the right side

x2 - __ + __ = 0

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 (x - _)(x - _) = 0 Factor the trinomial
x = __ ; x = ___
Check: If x = 3 ; If x = 4
4+ = x 4+

4+ =3 4+ = __

4+ =3 4+ = __
__ ≠ 3 __ = ___
Extraneous solution:___
Solution: ____

E. Discussing Solve for x. Check your Directions: Solve for x and Solve each equation and
new answer. check the result. check:
concepts 1. = 99 1. =6 1. =9 3. =3
and practicing
new skills 2. – 8 = 12
#2 2. = 2. =6 4. +5=8
3. =

3. -8=9

Teaching with Compassion

 F. Developing Directions: Solve for x and Directions: Solve for x and
mastery check the result. check the result.
(Leads to 1. = 7 1. +4=3
Formative
Assessment 2. =5 2. =
3)
3. + 10 = 0 3. = 99
G. Finding Solve the following Solve each equation and 1.
practical problems. check:
applications of 1. The square root of 5 more 1. =
concepts and than twice a number is 7.
skills in daily Find the number. 2. -2 = 4 2. -5=5
living 2. The square root of twice a
certain number is
subtracted from the
number and the result is
4. Find the number.
3. The square root of 5 less
than 6 times a certain
number is divided by the
number and the quotient
is 1. Find the number.
4. The square root of the
product of 4 and a number
is 26. Find the number.
5. The square root of 1 more
than twice a certain
number is 5. Find the
number.

H. Making Radical equations are Important: If the squares of Checking the solution against Checking the solution Checking the solution against
generalization equations containing radicals two numbers are equal, the the original equation is against the original equation the original equation is
s and with variables in the numbers may or may not be necessary because squaring is necessary because necessary because squaring
2 2
abstractions radicand. To solve equations equal. Such as, (-3) = 3 , both sides of an equation squaring both sides of an both sides of an equation
with radicals, place the but -3 ǂ 3. It is therefore sometimes result to solutions equation sometimes result to sometimes result to solutions

Teaching with Compassion

 about the radical expression on one important to check any that does not satisfy the solutions that does not that does not satisfy the original
lesson side of the sign of equality, possible solutions for radical original equation. satisfy the original equation. equation.
and then raise both sides of equations. Because in
the equation to the index squaring both sides of a
power to eliminate the radical equation, it is
radical and solve as usual. possible to get extraneous
Test the roots, discarding solutions.
those that are extraneous. To solve a Radical Equation:
Extraneous solution is a1. Arrange the terms of the
solution that does not satisfy equation so that one term
the given equation. with
radical is by itself on one
side of the equation.
2. Square both sides of the
radical equation.
3. Combine like terms.
4. If a radical still remains,
repeat steps 1 to 3.
5. Solve for the variable.
6. Check apparent solutions
in the original equation.

I. Evaluating Solve and check. Directions: Solve for x. Directions: Solve for x. Check Solve each equation and
learning 1. =5 Check your answers. your answers. check:
1. = 40 1. –8=9 1. =4
2. -4=0
2. =2 2. +4=2 2. = -6
3. -3=0
4. – =2 3. = -36 3. =
3. =8
5. - =1 4. + 6 = 12
4. – 1 = 12
5. –4=5
6. = 11
J. Additional 1. Follow-up: Directions: Solve for x. Solve each equation and Solve each equation and check: Solve each equation and check:

Teaching with Compassion

 activities for Solve: a. x=3 Check your answers. check:
application or 1. =
b. x – 3 = 1. =7 2. - = 1. =4 2. =3 1. =3
remediation
2. Study solving problems 2. =5
3. = -8 4. =
involving radicals. 3. =
3. -1=2 4. + = 2. + =2

a. State formulas for area

and volume.
b. What are the steps in
solving problems
involving radicals.
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

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 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?

Teaching with Compassion