Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental
SAN JUAN NATIONAL HIGH SCHOOL
Balingasag, Misamis Oriental
Learning
DAILY Grade Level 9
Area
MATHEMATICS

LESSON Teaching
Date and Quarter 2
PLAN Time 11:00 12:00
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of variation and
Standard radicals.
B. Performance The learner is able to formulate and solve accurately problems involving
Standard radicals.
C. Learning Performs operations on radical expressions. M9AL-IIh-1
Competency/Obj
ectives
Write the LC code for
each
II. CONTENT Addition and Subtraction of Radical Expressions

III. LEARNING
RESOURCES
A. References Learner’s Module, Google, E-Math Worktext in Mathematics
B. Materials Chalkboard, Books, Laptop, LCD Projector
C. Strategies Lecture Method, Group work, Discussion, Inductive Method
IV. PROCEDURES
A. Reviewing B. Recall
previous lesson The teacher will give examples from the previous topic.
Simplify the following radical expressions
1. √ 20 2. √3 56 x 11

C. Motivation Arrange and Learn

- In this game, the teacher will divide the class into 4 groups. Each
group will be given flash cards with equations with corresponding
words. Then, the answers of the flash cards must be arranged into
lowest to highest value so that they can get the hidden phrases
which will introduce to the topic of the day.

D. Presenting - For starter, the teacher will present flash cards with radical
examples/Instanc expression, then the teacher will call students (those students who
 es of the new were identified having learning difficulty) and let them state
lesson whether the radicals are like or unlike.

a. 4 √2 , 4 √3 c. 8 √3 xy , √3 xy
b. 3 √ x ,−5 √ x d.√ 8 , √3 8
E. Lesson Proper - The teacher will then facilitate on differentiating unlike and like
radicals.

- The teacher will move forward to the Guess and Check Activity in
which she will present another set of radical expressions. The
teacher will let the students study the equations by pair (pair
students with learning difficulty to students who performs well in
class) and ask how the operation was being used.

Guess and Check:

a. √ 5+ √ 3= √ 8
b. √ 5+ √ 5=2 √ 10
c. 4 √7−2 √ 7=2 √ 7

F. Finding practical - The teacher will ask questions about the activity.
application of
concepts and 1. Find the value of each statement.
skills in daily 2. Which of the following statements are true? Which are false?
living 3. Do they have the same index? Same radicands?
4. Can you add/subtract the two radical expressions with like
radicals? Unlike radicals?
5. How to add/subtract radical expressions?

G. Making - The teacher will present the rules on the simplifying radical
generalizations expressions through operations.
and abstractions
about the lesson a. Addition and Subtraction of Radical Expression
1. Simplify all radicals.
2. Combine only the like radical terms: same radicands and same
indices
3. Combine like radicals by combining the coefficients of the
radical term.
4. Perform the operation (either addition or subtraction)

a √ x +b √ x=(a+b) √ x
n n n

Note:
 √ a+ √b cannot be combined.
Ex. √ 4 + √ 9= √13
2 + 3 = √ 13
5 ≠ √ 13

- The teacher will give some illustrative examples.

Illustrative Examples:
 √ 2+ √ 2=( 1+1 ) √ 2=2 √2
 6 √ 8−2 √ 8=( 6−2 ) √ 8=4 √ 8=4 √ 4 ●2=4 ( 2 ) √ 2=8 √ 2
16 √ w5 −6 √ w5 =(16−6) √ w4 ● w1 = 10 w √4 w
4 4 4

 √3 x−5 √3 x +9 √3 x = ( 1−5+ 9 ) √3 x=5 √3 x
 8 √ x 2 y 11 −2 √ x 2 y 11 + 5 √ x 2 y 11 =( 8−2+5 ) √ x 2 y 10 y=11 x y 5 √ y


5
√ √ √ √
1
2
−6
1
2
1
2
1
2
1
−x +3 x = ( 5+6−x +3 x ) =11 +2 x
2
1
2 √ √ √1
2
3 √ 50+4 √ 50=3 √ 25 ●2+ 4 √ 25 ●2=3 ●5 √ 2+ 4 ●5 √ 2=35 √ 2

H. Evaluating I. The teacher will divide the class into two groups. Each group will
learning answer the given word problem. The teacher will provide each
group writing materials for the solution. Then, the teacher will ask
one identified student with learning difficulty (to boost their
confidence in talking to crowd) to present their situation/problem to
the class and call another volunteer to present their solution to the
problem.

For Group 1:

Leg Traction
To help align Adon’s broken bone, a doctor uses traction as
shown in the figure. Traction is applied by fixing a weight, two
pulleys and some stainless steel cable to a broken leg. Based on
the setup shown, how many meters cable are used?
 For Group 2:

Streamer
The area of the rectangular streamer is 20 square
meters. Its width is 2√2 meters. How long is the streamer?

J. Agreement
V. REMARKS

Prepared by: Checked by:

SHEILAMAE L. PORAL LOURDES C. VILLADORES

Teacher I School Principal