Semi – Detailed Lesson Plan in Mathematics 9

Prepared by: Neliza A. Sevilla

Educ 4B MWF 5:31 – 7:31

I. Learning Objectives II. Learning Content III. Teaching - Learning Procedure IV. Evaluation V. Assignment

After a series of illustrative A. Topic: A. Preliminaries Perform the indicated Directions: Analyze
examples, the Grade 9  Addition and 1. Prayer operations and and answer the
students shall be able to: Subtraction of 2. Greetings simplify. following. Show your
Radical Expressions 3. Checking of attendance and management of the solution.
1. differentiate
classroom 1. 4√ 3−2 √ 3
like/similar radicals
B. Reference: B. Lesson Proper 2. 1. Error Analysis:
from unlike/dissimilar
 Nivera,G. C., 1. Introduction 4 √1 0+6 √10−√ 10+ 2 Discuss what is
radicals
2. perform addition and Lapinid, M.R.  Recall 3. 4√ x+ √ x wrong with the
C.Grade 9 4. 3 + 4 √ x −6 √ x following answers of
subtraction of radical The teacher will give examples from the previous
Mathematics: 5. √ 200− √108 students
expressions topic.
3. think and solve on real- Patterns and 6. 3 √3 6 x+2  8 √ 5−4 √ 2=4 √ 3
Practicalities. p.201- Simplify the following radical expressions 
life word problems √3 x+ √3 6 x + √3 x
207 1. √ 20 2. √3 56 x11 √ x−3 √ x + 4 √ x=√ x
involving radicals 7. √ 8+ √ 18
1 3+ √ 2 √ 2

C. Instructional
Materials:
 Motivation
Arrange and Learn
8.

9.
√ 5
+ √ 20 6
=
2

 images, flash cards,
calculator
- In this game, the teacher will divide the class into 4 3 3
√ 16 x3 y 3− √54 x 4 y 3
groups. Each group will be given flash cards with
10. √ 60+ √ 135
equations with corresponding words. Then, the
answers of the flash cards must be arranged into

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 lowest to highest value so that they can get the 2. A triangular frame
D. Skills: hidden phrases which will introduce to the topic of measure 3 √ 2 m on
 critical thinking and the day. two sides and 4 √2
cooperative learning on the base. Find its
2. Activity perimeter.
E. Time Frame: - For starter, the teacher will present flash cards with
 1 Hour radical expression, then the student will state
whether the radicals are like or unlike. 3. The length of a
rectangle is 5 √ 48
a. 4 √2 , 4 √3 c. 8 √3 xy , √3 xy cm and its width is
b. 3 √ x ,−5 √ x d.√ 8 , √3 8 4 √27 cm. What is
its perimeter?
- Then, the teacher will facilitate on differentiating
unlike and like radicals.

- The teacher will move forward to the Guess and

Check Activity in which she will present another set
of radical expressions. The teacher will let the
students study the equations by pair and ask how the
operation was being used.

Guess and Check:

a. √ 5+ √ 3= √8
b. √ 5+ √ 5=2 √ 10
c. 4 √7−2 √ 7=2 √ 7

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 3. Analysis
- The teacher will ask questions about the activity.
1.Find the value of each statement.
2.Which of the following statements are true? Which
are false?
3.Do they have the same index? Same radicands?
4.Can you add/subtract the two radical expressions
with like radicals? Unlike radicals?
5.How to add/subtract radical expressions?

4. Abstraction
- The teacher will present the rules on the simplifying
radical expressions through operations.

a. Addition and Subtraction of Radical Expression

1. Simplify all radicals.
2. Combine only the like radical terms: same
radicands and same indices
3. Combine like radicals by combining the
coefficients of the radical term.
4. Perform the operation (either addition or
subtraction)

a √n x+ b √n x =(a+ b) √n x

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 Note:
√ a+ √ b cannot be combined.

Ex. √ 4 + √ 9= √ 13
2 + 3 = √ 13
5 ≠ √ 13

- The teacher will give some illustrative examples.

Illustrative Examples:
 √ 2+ √ 2=( 1+1 ) √ 2=2 √ 2

6 √ 8−2 √ 8=( 6−2 ) √ 8=4 √8=4 √ 4 ●2=4 ( 2 ) √ 2=8 √ 2
4 4 4
 16 √ w5 −6 √ w5=(16−6) √w 4 ●w 1 = 10 w √4 w
 √3 x−5 √3 x +9 √3 x = ( 1−5+ 9 ) √3 x=5 √3 x

8 √ x 2 y 11 −2 √ x 2 y 11 +5 √ x 2 y 11 =( 8−2+ 5 ) √ x 2 y 10 y=11 x y 5 √ y

1 1 1 1 1 1 1
5


√ √ √ √
2
−6 −x
2 2
+3 x =( 5+ 6−x +3 x ) =11 +2 x
2 2 2 2 √ √ √
3 √ 50+4 √ 50=3 √25 ●2+ 4 √ 25 ●2=3 ●5 √ 2+4 ● 5 √ 2=35 √2

5. Application

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- The teacher will divide the class into three groups.
Each group will answer the given a word problem.
The teacher will provide each group writing
materials for the solution. Then, the teacher will ask
for a volunteer for each group for board work.

For Group 1:

Leg Traction
To help align Adon’s broken bone, a doctor
uses traction as shown in the figure. Traction is
applied by fixing a weight, two pulleys and some
stainless steel cable to a broken leg. Based on the
setup shown, how many meters cable are used?

For Group 2:

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Streamer
The area of the rectangular streamer is 20
square meters. Its width is 2√2 meters. How long is
the streamer?