DETAILED LESSON PLAN IN MATHEMATICS

Grade Level GRADE 9

Learning Area MATH 9
Teacher Jellian Dem Nakila
Teaching Date and Time December 10, 2023
Quarter First Quarter
Section
I. OBJECTIVES
A. Content Laws of radicalsThe learner demonstrates understanding of key concepts of
quadratic equations, inequalities, and functions, and rational
algebraic equations.
B. Performance Standard The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life problems
involving Laws of radicals.
C. Learning At the end of the lesson, learner must be able to:
Competencies/Objectives a. Derive the laws of radicals
Write the LC code for
b. Apply the laws of exponents to support such laws of radicals
each
c. derive the radicals from rational expressions.
d. • find the nth root of a number.
II. CONTENT Solving least of radicals and enumerating of lwas of radicals
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, p. 97-98, pp100-102
2. Learner’s Material Learner’s Module (LM) in Math 9, pp. 140-142, pp.145-149
pages
3. Textbook pages Advanced Algebra, Trigonometry and Statistics (Revised Ed) by:
Julieta G. Bernabe , Soledad Jose-Dilao and Fernando B. Orines,
pp 55-56
4. LRMDS portal
B. Other Learning
Resources
IV. PROCEDURES TEACHER’S ACTIVITIES STUDENT’S
ACTIVITIES
PRELIMINARIES Good morning, class? Good morning ma'am.
● Prayer How’s your day, class? Great ma'am.
● Checking of Are you prepared for the new lesson? Yes ma'am.
Attendance Okay, good.
● Setting of Standards Okay, Miss Rosas please lead the prayer.
Now, let’s check your attendance. Say
present if youre name is callled
Good. Pay attention and take
What will you do when we start our note for important
discussion? details
Good.
 Please, settle down and sit properly.
Please be guided with the rubrics in doing
your group activities.
A. Reviewing previous I will group you into 2 groups. I will give
lesson or presenting the you a problem which we can recall the
new lesson/Motivation laws of exponents.

Yes, Leociel answer number one.

Very good!!!
Now, Anzano please answer number 2.
Very good!!!
Ok Bambao answer number 3
Very Good
Moreno answer number 4
Very Good

B. Instances of the new The teacher shows PIcTures of clock

lesson which represent a law of exaponent.

C. Presenting examples of Given a picture below

the new lesson

Answer may vary.

 A radical represents a fractional exponent
in which the numerator of the fractional
exponent is the power of the base and the
denominator of the fractional exponent is
the index of the radicaL.
.

D. Discussing new concepts ILLUSTRATIVE EXAMPLES:

and practicing new skills #1 Study the figure below

The numbers 1, 4, 9, 16, and 25 are called

perfect squares.
Observe that 12 = 1, 22 = 4, 32 = 9, 42 =
16, and 52 = 25. If you look at
these numbers geometrically, four square
units represent an area of a square
having a side of two units.
Similarly, a square with an area of 16
square units has a side with a
length of four units.
If the pattern is continued, then what is the
length of a side of a square
with an area of n square units? To find this
number, you must think of a number.
 whose square is n. This leads you now to
the concept of square roots.

Possible answer.
Start by finding the square root of 4. Think
of a number such that when you square (From the list of
it, you get 4. perfect squares
above, you can easily
say that 22 = 4. Thus,
2 is a square root of 4.
In symbols, √4 = 2. Is
2 the only square root
of 4? The
answer is no. Note
that (-2)2 is also equal
to 4. )
E. Discussing new (Refer to PIcture GIVEN FROM (D))
concepts and practicing How can you differentiate a positive to
new skills # 2 negative square root?

Yes, Ronaldo? Answer number 1. 1) The laws for

radicals are
derived directly
from the laws
for exponents
Very well by using the
definition a m n
ANOTHER HAND pLlss. YEs. Leo. = a m n.
2) To differentiate
the positive
square root
from the
negative square
root, you call
the positive
square root the
principal square
root. The
expression
refers to the
principal square
root of 4. If it is
the negative
square root of 4
that you want,
then simply
write the
negative sign in
front of √4 , i.e.,
-√4.
Good!!!
 F. Developing Mastery Fill in the table with the corresponding
index and radicand then give the
simplest form.

G Finding practical The teacher instructs the students to

applications of concepts and name some famous structures and
skills in daily living. describe the aesthetic value of the (provide answer)
structures.

H. Making Generalizations Guide Questions for Generalization:

and abstractions about the What is the Law of Radicals? 1. A radical
lesson What is the most important thing to represents a
consider in performing operations on fractional
radicals? exponent in
The square of 9 is added to the square which the
root of 9. Find the sum. numerator of
Simplify: the fractional
√45 exponent is the
power of the
base and the
denominator of
the fractional
exponent is the
index of the
radical.
2. look at the
index, and look
at the radicand.
If these are the
same, then
addition and
subtraction are
possible. If not,
 then you cannot
combine the
two radicals.
3. 9+√9=12
4. 3√5

Valuing
How do you find the activity? The activity is
enjoyable.
What did you do to come up with possible We cooperate in doing
answers? the task.
I. Evaluating learning Simplify the following radical.
1. ∛320 = ∛ 64 · 5
∛ 320 = ∛ 64 · ∛ 5 = 4
Simplify the following. Assume all riables ∛5
are positive.

2.y⁷ = y ⁶ y = y (³)(²) y
= ( y³)² y

HOW CAN YOU APPLY THE LAW OF (ANSWERS MAY

RADICALS IN REAL-LIFE SITUATION.? VARYY)
V. I. Additional Solve the following word problems.
activities for 1. The Square of three times a number is
remediation 3. What is the number?
2. The square root of 1 more that a
number is five. What is the number?
3. The cube root of the sum of six times a
number and 5 17. What is four
times the number?
4. A rectangular walk is
53
m wide and
73
m long. What is the
perimeter of the walk?
VI. REMARKS
A. REFLECTION
B. No. of learners who
earned 80% on the
formative assessment
C. No. of learners who
require additional
activities for
remediation
D. Did the remedial
lesson work? No. of
learners who have
 caught up with the
lesson
E. No, of learners who
continue to require
remediation
F. Which of my teaching
strategies worked
well? Why did these
work?
G. What difficulties did I
encountered which
my principal or
supervisor can help
me solve?
H. What innovation or
localized materials did
I use/discover which I
wish to share with
other teacher