Lesson Plan in Algebra

I. OBJECTIVES:

At the end of one hour lesson, the students should be able to:

a. define radicals
b. simplify radicals with numerical indices of two and three
c. simplify radicals involving monomial radicands

II. LEARNING TASKS

A. Subject Matter: Simplifying Radicals

B. Concepts:

Radical expression / Radical – is an expression for a root

Radicands – the number inside the radical sign
Index – an argument of a radical
Principal Root – the positive root of a radical expression

C. References: Elementary Algebra – Cecile M. de Leon and Julieta G. Bernabe. , pp.

68-70

D. Materials: Chalkboard, Manila paper/flipchart and Flashcards

E. Strategy: Lecture-Discussion Method, Token Economy and Games

E. Value focus: Accuracy, Cooperation

Major Steps Teacher’s Activity Students Activity

1. Pre-Activity
a. Prayer
b. Review b. (Factoring perfect square and a Possible answers.
perfect cube)
1. What are perfect square numbers? 1. A perfect square number
is the product of two equal
numbers.
2. Can you give examples of a perfect
square? And what are the factors? 2. Students answers may
(at least 3 examples) vary

c. Motivation c. If a number is a perfect square, how c. By getting the square root

do we get its factor?
(use the given examples to explain)

3. What if I have a √12 ? Is twelve a 3. No

perfect square?
 4. Therefore, how can we get for the Students may not know the
√12 ? answer

So, this will be our lesson for today

which is simplifying radical expressions
or simply as radicals.
2. Lesson Proper Radical expression / Radical – is an
expression for a root

Radicands – the number inside the

radical sign

Index – an argument of a radical

Principal root – the positive root of a

radical expression
(use the given example for
explanation)

A. Steps in Simplifying Radicals

1. Identify the factors of the radicands

2. Look for perfect squares/perfect cubes

3.Rewrite the radicals as the product of

two
radicals

4. Take the square root/cube root of a

perfect
square/perfect cube

5.Write the simplified form as a number

and a
radicals

6. Check if the radical is already in

simplest
form. If not, repeat the process.

Examples. (Follow the steps to

answer)
1. √20𝑎3 𝑏7 = 2ab3√5𝑎𝑏
2. 3√24𝑥 5 𝑦 7 = 2x3𝑦 2 √3𝑥 2 𝑦

(more examples are given)

B. Steps in simplifying radicals involving

fractions
1. If, the whole fraction is in radical
form, separate the radical sign for the
 numerator and denominator.

2. Multiply the whole fraction by the

denominator to get rid of the radical in
the denominator.

3. Follow the steps in A.

4. Simplify the fraction if needed

Examples: (Follow the steps)

3 √6
1. √ =
2 2
8 2√3
2. √ =
3 3

(more examples are given)

Note: A radical is simplified if and only

if:
1. The radicand has no square/cube
factor
2. No fractions under the radical sign

3. Engaging Activity (Token Economy)

The students will be divided into 5

groups or more. Each group will be given
an illustration board for the activity.

The teacher will raise a flashcard and the

students will have to answer for the
following questions. The first group who
will raise their flashcard and give the
correct answer will receive a chip (with
points). The accumulated points will be
multiplied to 30% and this will be added
to their scores in the evaluation for the
next meeting.
(If time is limited this can be done
individually)

Chip Points
Green – 1 point
Blue – 2 points
Red – 3 points

Categories
Easy √15
1.
6
 5 √21
1. √ 2.
12 3
3. 2x2 √2𝑥
3
7 4. 3𝑥 √2
2. √ 3
3 5. 2 √5
3.√8𝑥 5
3
4.√54𝑥 3
3
5.√40
1. 5ac3 √2𝑎𝑐
3
Average 2. - 3√3𝑥
1.√50𝑎3 𝑐 7 3. 3xy2√3𝑥𝑦
3
2. √−81𝑥 3
3. √27𝑥 3 𝑦 5
1. (x-3) √3𝑥
Difficult
𝑎𝑏2
1. √3𝑥 3 − 18𝑥 2 + 27𝑥 2.
3
√3𝑎𝑐
3𝑐 2
3 3𝑎4 𝑏6 𝑐
√3𝑥𝑦
2. √ 3.
27𝑐 6 𝑦2
3𝑥
3. √𝑦 3

4.Generalization
1. From what we have done, what are
the following steps in simplifying
radicals?
2. Radical is defined as?
5. Assignment
Simplify the Radical Expression:
1. √10𝑥 2 + 30𝑥 + 45
2. √𝑥 3 − 4𝑥 2 + 4𝑥
2𝑥
3. √3𝑦
3 5𝑏6
4. √
36𝑐 5
5. √𝑎3 𝑏3 + 𝑏3 𝑐 3
3