2022-2023 MATHEMATICS DAILY LESSON LOG

PANSOL
INTEGRATED GRADE LEVEL:
SCHOOL
NATIONAL GRADE 9
HS
LEARNING
LAMETTE A.
TEACHER AREA:
AYONG
MATHEMATICS
TEACHING DATE/TIME : FEBRUARY 21, 2023 (TUESDAY)
9 – NARRA (6:30 – 7:20AM)
QUARTER:
FEBRUARY 22, 2023 (WEDNESDAY)
Third Quarter
9 – MANGROVE (7:20 – 8:10AM)
9 – APITONG (9:30 – 10:20AM)
I.OBJECTIVES
The learner demonstrates understanding of key concepts of variation and
A.CONTENT STANDARD
radicals.
The learner is able to formulate and solve accurately problems involving
B. PERFORMANCE STANDARD
variation and radicals.
M9AL-IIg-1 Simplifies radical expressions using the laws of radicals
C. LEARNING COMPETENCIES/
a. Simplify expressions applying the laws of radicals
OBJECTIVES
b. Simplify radical expressions by removing perfect nth powers
II-CONTENT SIMPLIFYING RADICALS (CASE 1)
III-LEARNING RESOURCES
A.REFERENCES
1. Teacher’s Guide Teacher’s Guide in Grade 9 Mathematics page 131 - 146
2. Learners’ Material Mathematics Learner’s Material pages 225 – 296
3. Textbook page Localized Learner’s Module for Mathematics 9 pages 81 – 95
4. Additional Resource from www.youtube.com; www.purplemath.com
(LR) portal
B.OTHER PowerPoint presentation, video clip, chalk and board
LEARNINGRESOURCES
IV- PROCEDURES
A. Reviewing the previous Start by showing the squares and cubes (with their factors) given by the
lesson or presenting the students.
new lesson 2 2 3
1=1 =(−1 ) 1=1
2 2 3
4=2 =(−2 ) 8=2
2 2 3
9=3 =(−3 ) 27=3
16=4 2=(−4 )2 64=43
Emphasize that the square roots of any positive real number are positive
(principal square root) and negative. Also, the √ symbol indicates the principal
square root and the negative square root is written as -√ .
On cube roots, show that the cube of any positive real number is positive, or
any negative real number is negative.
B. Establishing purpose for the Identifying expressions which are perfect squares and perfect cubes and finding
lesson their square roots and cube roots are important skills needed in simplifying
radicals.
C. Presenting Do Activity 6: Why Am I True/ Why Am I False? found on page 257 of the
examples/Instances Learner’s Module.
for the new lesson
D. Discussing new concepts Processes students’ answers to the follow-up questions. Focus on simplifying
and practicing new skills #1 radicals by removing perfect nth powers.
E. Developing Mastery Working in pairs, the teacher lets the students answer the following exercises.
Leads to formative Simplify the following radicals.
assessment √
1. 5 4 a4 b6
2. √ 27 x 3 y 9
3
 √
3. 4 16 w20 x 4 y 8 z 16
F. Making generalization and The teacher summarizes the mathematical skills or principles used in simplifying
abstraction of the lesson radical expression √n
x in such a way that the radicand contains no perfect nth
root.
Removing Perfect nth Powers:
Break down the radicand into perfect and non perfect nth powers and apply
the property √n
ab=√ a ∙ √b
n n

The teacher lets the students answer individually the formative assessment.
Simplify the following radicals.
G. Evaluating Learning 1. √ 8x y
3 2

2. 3 a √ 25 a3 c 4
3. √ 16 a3 b5 c 7 d 8
4

H. Additional Activities for

application and remediation

V- REMARKS

A. No. of learners who earned

80 in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
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 work well? Why
did this work?
F. What difficulties did I
encounter which my
Principal and Supervisor can
help me solve?
G. What innovation or localized
materials did I discover
which I wish to share with
other teachers?

Prepared by:

LAMETTE A. AYONG
Teacher III

ROSETTE L. TAPALLA
Head Teacher I

ANICIA R. INDICIO EdD

Principal IV