SCHOOL Marber National High School GRADE 9

Individual LEVEL
TEACHER REXANDER S. TECALA LEARNING Mathematics
Lesson Plan
AREA
TEACHING Week 8 QUARTER Second
DUTIES 11/22/2021
AND TIME
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of
variation and radicals.
B. Performance Standard The learner is able to formulate and solve accurately
problems involving radicals.
C. Learning Competency The learners solve equations involving radical expressions.
(M9AL-IIi-1)
Objectives The learners are expected to …
 solve equations involving radical expressions
II. CONTENT Radical Equations
III. LEARNING RESOURCES
REFERENCES Jose-Dilao, Soledad and Bernabe, Julieta G, Intermediate
Algebra, Revised Edition Mathematics 9 Learner’s Module
Next Generation Math http://www.mathisfun.com {
HYPERLINK "http://www.mathbitsnotebook.com" } {
HYPERLINK "http://www.courses.lumenlearning.com" }
IV. PROCEDURES
A. Review the Previous Teacher: A wonderful day to all. It is perfect to start our day
Lesson or Presenting the with new lessons. But today it will be a bit different yet
New Lesson (ELICIT) realistic. To emphasize what I am saying, let us start with
this simple activity.

Direction: Follow the following procedure.

1. You will be Group in to 3.
2. Take a look at the equations given to you.
3. Try to infer conclusions or interpret what are those
equations. Radical or not Radical equation.
4. Brainstorm it within your group and present your
inferences within the class.
B. Establishing a Purpose for Teacher: Did the activity give you an idea of what will be
the Lesson (ENGAGE) the lesson this day? Try to pursue more on that by having
this next activity.

Direction: Let us look to the following terms presented.

1. Identify and try to define the following terms
presented. (Students can use online resources
available via smart phone or any digital gadget.)

Note: (This is the part where INDICATOR no. 3 of the

COT-RPMS Classroom Observation Tool is used.)
 2. Use the provided 3 numbered definitions to match it
to terms presented. Answer: The term Radical
equations best fits definition No. 1.
Teacher: Can you guess our lesson?
Answer: Radical Equations

Teacher: Yes, it is all about RADICAL EQUATIONS. Let us

now proceed to our objectives in this lesson. (Presenting
Objectives)

C. Presenting Examples/ Teacher: Radical Equations has a lot of practical

Instances of the Lesson applications. The financial industry uses rational exponents
(EXPLORE) to compute interest, depreciation and inflation in areas like
home buying. Radical equations are common geometry and
trigonometry especially when calculating triangles. In the
fields of carpentry and masonry, triangles often come into
play when designing or constructing buildings that require
angle measurements. Within the field of electrical
engineering, the use of radical expressions (equations) has
to do with determining how much electricity is flowing
through circuits.

Note: (This is the part where INDICATOR no. 1 of the

COT-RPMS Classroom Observation Tool is applied.)
D. Developing Mastery Teacher: Now you have posted your outputs, we can now
(EXPLAIN) start achieving our objective by performing through solving
simple radical equations. (Presenting the prepared slides)

Teacher: Very good job in presenting your outputs! Now

we can answer the following questions.

Direction: Briefly answer the following.

1. What is Radical Equations?

Answer:

A radical expression is any expression or equation

that contains a square root. The square root symbol
indicates that the number inside is a radical. The
number inside that square root is called the
radicand. Variable numbers can also be radical
expressions.
2. What are the Goals of solving radical equations?

Answer:

3. How do we move or isolate the Variable?

Answer:
 4. How do we verify that our process of moving the
variable is valid or correct?

Answer: The teacher will ask students to answer

guided by the teacher in the process of CHECKING.

5. How to solve Radical Equations?

Answer: In solving radical equations, we need to
take in considerations the STEPS to achieve it and
by following these said steps, we can simply solve
the equation.

6. What are these steps?

Answers: Answers may vary. But the teacher will
provide the definite one. The ff. steps are:

a) Simplify the expression.

b) Isolate the radical.
c) Square both sides.

To fully remember these steps, let us infuse some common

concepts that we have learned from the past months which
directly refer to the COVID 19 PANDEMIC. We have
learned and are knowledgeable that to be less at risk of
these infections, we need to:

1.

2.

3.

Note: (This is the part

where INDICATOR no. 2 of the COT-RPMS Classroom
Observation Tool is integrated and delivered.)

The no. 1 step in ways to help protect from covid 19

signifies also the 1st step in solving radical equations. As
well as no. 2 step to step 2 in solving radical equations. And
lastly, step 3 of covid 19 protections to step 3 of solving
radical equations.

(See significance and relation of steps to the Teacher’s

explanation)
6.a Simplify the expression

6.b Isolate the radical

6.c

After those specific steps are done the students can now
solve the equation by solving the variable x.
E. Making Generalization and Direction: Solve the following examples.
Abstraction about the
Lesson (ELABORATE)
1.

2.
F. Finding Practical Teacher:
Applications and Skills in 1.Real-World Application: Pendulums
Daily Living (ELABORATE) Graph the period of a pendulum of a clock swinging in a
house on Earth at sea level as we change the length of the
pendulum. What does the length of the pendulum need to
be for its period to be one second?
 2. Real-World Application: TV Screens
“Square” TV screens have an aspect ratio of 4:3; in other
words, the width of the screen is 43 the height. TV “sizes”
are traditionally represented as the length of the diagonal of
the television screen. Graph the length of the diagonal of a
screen as a function of the area of the screen.

3. European paper sizes are a good example of real

world usage of a radical.The ratio of the length of the
longer side of A4 paper to the shorter side is a good
approximation of √2. As a result, a sheet of A4 can
be cut in half to produce two smaller sheets (size A5)
with the same proportions as the A4 sheet.

4. Another real life example would be calculation of

interest rates. If the annual interest rate on your
savings is 3% then the monthly interest rate would
be:(12√1.03−1.0) 100%

Question: Do you think we can use radical equations in

simple arithmetic problems in Pythagorean Theorem?
Answer: Yes.

Question: With the development of technology in our

society, do Radical equations played a vital role in the
development of these technologies?
Answer: Yes, it is for the reason that these equations give
light by giving solutions the problems in relation to these
technologies.
 G. Evaluating Learning Direction: Simplify and solve the following Rational
(EVALUATE) Equations below.

V. AGREEMENT 1. Select any fields of study or technological applications

online which uses radical equations. Then developed
a compilation of this fields of study online by posting
through any social media platforms by and organize
the activities (comments, likes) by making a portfolio

Note: (This is the part where INDICATOR no. 3 of the

COT-RPMS Classroom Observation Tool is used.)

Prepared by: Reviewed and Observed by:

REXANDER S. TECALA MARIA THERESA O. MENESES

Teacher- II Master Teacher- I