School KABACAN NATIONAL HIGH SCHOOL

DAILY Teacher
LESSON Learning Area MATH 9
PLAN
Quarter 2nd
Date & Time

I. OBJECTIVES :
A Content Standard The learners will demonstrate understanding of key concepts
of variation and radicals.
B Performance Standard The learners will be able to formulate and solve accurately
problems involving radicals.
C Learning Competency M9AL – IIf – Ib: Writes radical expressions as expressions with
Code rational exponent
Learning At the end of the lesson, at least 80% of the students will be
Competency/Objectives able to:
1. Cognitive define radical expressions;
2. Psychomotor transform radical expressions as expressions with rational
exponent; and
3. Affective observe the pattern in transforming radical expressions as
expressions with rational exponent.

II CONTENT PATTERNS AND ALGEBRA

III LEARNING RESOURCES
A References
1.  Teacher’s Guide
pages
2.  Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B Other Learning
Resource
IV. PROCEDURES
A Reviewing previous INTRODUCTION
lesson or
presenting the new - Can you still recall your last lesson?
lesson - If yes, can you say it for me?
- If no, aha, your last lesson was about writing or transforming
expressions with rational exponents to radical expressions.
- Last time, you have been taught on how to transform
expressions with rational exponents to radical expressions, in
there you only need to move the denominator of the rational
exponent to the index of the radical ( or the number
superscripted outside the symbol √ o ) while the numerator
become the exponent of the radicand (The number inside the
symbol √ o ). You don’t need to change the letters or the
variables of the given expression.
- Now, if you understood well your last lesson, this would be
easy for you to write radical expressions into expressions with
rational exponents which only the inverse of your last lesson.
- Are you now ready? Aha! So lend to me your ears.

(Presentation of objectives)
B Establishing a purpose OVERVIEW
 for the
lesson Before the discussion, the learners must be familiar with the key
points that we will be talking here this time.
- The word ‘index’ is the number (superscripted) outside the
symbol or outside of the radical sign.
- The word ‘radical sign’ means the symbol √ o .
- Moreover, the word ‘radicand’ means the expressions inside
the symbol or the radical sign. Besides variables or letters,
radicands have exponents.
C Presenting I DO IT
examples/Instances of
the new lesson The teacher will present the steps in transforming radical
expressions to expressions with rational exponents.

- First step: Write the letter or variable used in the expression.

No need to put radical sign or the symbol.
- Second step: copy the exponent of the radicand and put it as
exponent of the variable or letter. This number will become
the numerator of your rational exponent.
- Third step: move the index number as the denominator of
your rational exponent.
D Discussing new concepts Example
and
practicing new skills # 1 Let say √o l 2 is the given radical expression. Transform it into
expression with rational exponent.

Step 1. copy the variable – l

Step 2. Put the radicand exponent in l as its exponent. Since
there is no written exponent in radical – it automatically means
2.1. Thus, l is raised to 1 or simply l.
Step 3. Move the index as denominator of your exponent. Since
there is also no written number in the index – it is automatically
3.1. Thus we call it square root. 2 for the word square and root
for the symbol.

Therefore, if we transform √o l 2, we will get l1/2.

E Discussing new concepts WE DO IT
and
practicing new skills # 2 Now, the teacher and the students will show how to use those
steps.

Let say √5 v 2 is the given. And let’s follow the steps.

- What is the first step?

Step 1: copy the variable v. There is no need to put the radical
sign then.
- What’s next?
Step 2: put the radicand exponent 2 as exponent of your
variable v, it becomes v2.
- And the last step is?
Step 3: move your index 5 as the numerator of your exponent
2.
2
- Therefore, by following the steps, we can transform √5 v 2 as v 5 .
F F. Developing Mastery YOU DO IT
(Leads to Formative
Assessment 3) The learners will continue to follow the given steps. They will
transform the following radical expressions flashed in their
screen into expressions with rational exponents. Correct
answers will be showed after they answered all questions.
 G Finding practical
application of concepts 4
and skills in daily living 1. √3 b 4 b3
−6
2. √7 r−6 r 7

1
3. √v w o w2

H Making generalizations - From what you have seen and heard, we actually did the
and inverse of our last lesson.
abstractions about the - In case that the exponent of the radicand has no entry, it
lesson automatically has the value of 1. Also, in case that the index
has no entry, it automatically has the value of 2. That is why
we usually called it as square root. Square means 2 and root
signifies the symbol.
- In general, in transforming radical expressions to expressions
with rational expressions, we need to follow these steps.
- First step: Write the letter or variable used in the expression.
No need to put radical sign or the symbol √ o .
- Second step: copy the exponent of the radicand and put it as
exponent of the variable or letter. This number will become
the numerator of your rational exponent.
- Third step: move the index number as the denominator of
your rational exponent.
- After which, you can simplify the exponents to its lowest form.
If it is not possible, then box the whole expression as your
answer.
I Evaluating learning FORMATIVE ASSESSMENT

Transform the following radical expressions flashed in your

screen into expressions with rational exponents.
13
1. √ g
12 13
g 12
−9
2. √ y
4 −9
4
y
1
3. √ ho
v
2
h
J Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A No. of learners who
earned 80% in the
evaluation
B No. of learners who
require additional
activities for remediation
who scored below 80%
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?