DAILY Inosloban-Marawoy Integrated National

School Grade Level 9

LESSON High School
LOG Brian A. Briguela, Jinky H. Duque, Francis
(DLL) Teacher C. Mandrique, Villaflor O. Ona, Learning Area Mathematics
Billy Rei M. Pagba
Teaching Dates January 29-February 2, 2024 Quarter Third - Week 1

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
2. Performance Standards The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representation.
3. Learning 1. Recall on writing 1. Recall on writing 1. Recall laws of radicals. 1. Recall laws of radicals.
Competencies/ expressions with rational expressions with rational 2. Simplify expressions 2. Simplify expressions
Objectives exponents as radicals and exponents as radicals and with radicals. with radicals.
vice-versa. vice-versa. 3. Observe accuracy and 3. Observe accuracy and
2. Derive the laws of 2. Derive the laws of patience in simplifying patience in simplifying
radicals radicals radicals. radicals.
3. Appreciate the 3. Appreciate the
importance of laws of importance of laws of
radicals. radicals.

Simplifying Expressions Simplifying Expressions

II. CONTENT Laws of Radicals Laws of Radicals
with Radicals with Radicals
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Teacher's Guide for Teacher's Guide for Teacher's Guide for Teacher's Guide for
Mathematics Grade 9, Mathematics Grade 9, Mathematics Grade 9, Mathematics Grade 9,
pp. 25-27 pp. 25-27 Module 4, pp. 12-17 Module 4, pp. 22-24
2. Learner’s Materials Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
pages Material 9, pp. 252-265 Material 9, pp. 252-265 Material 9, pp. 241-243 Material 9, pp. 252-255
3. Textbook pages Grade 9 Mathematics Grade 9 Mathematics Grade 9 Mathematics Grade 9 Mathematics
Patterns and Patterns and Patterns and Patterns and
Practicalities Practicalities Practicalities Practicalities
pp. 196-213 pp. 196-213 pp. 214-218 pp. 214-218
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Vee Teach Channel Vee Teach Channel
Resources /
Materials
IV. PROCEDURES
A. Reviewing previous ACTIVITY ACTIVITY ACTIVITY ACTIVITY
lesson or presenting the
new lesson Let’s Recall Let’s Do This (work by Let’s Explore: Let’s Recall
1. How do we write pairs) Distance to the Horizon 1. How to remove perfect
expressions with rational 1. Directions: Simplify the Jaime and Noemi rode a nth power. Cite an
exponents as radicals? radical expressions. hot air balloon high above example.
2. What are the necessary 1.√ 63 the earth. The view from 2. How reduce the index
concept/s processes 2.√ 48 above was as majestic as to the lowest possible
needed in writing 3. √ 75 they though it would be. order. Cite an example.
expressions with rational 4. √ 99 At the height of 50 meters
exponents as radicals? above the ground, how far
5. √ 92
3. Have you encountered to the horizon were they
any difficulties while 6. √
3
24 be?
rewriting? If yes, what are 7. √
3
81
your plans to overcome 8. √ 128
3
The approximate distance
them? 9. √
3
40 to the horizon (d) in
kilometers is given by the
10.√ 625
4
equation
d = 112.88√ h
where h is the altitude of
the balloon in kilometers.
Since 50 m is equal to
0.05km, we write
d = 112. 88 √ h
 d = 112. 88 √ 0.05
d ≈ 25.54 km
B. Establishing a purpose Let’s Remember: Let’s Remember: ANALYSIS ANALYSIS
for the lesson Laws of Radicals: Laws of Radicals: How to Simplify How to Simplify
Let a, b, m, n are integers. Let a, b, m, n are Radicals? Radicals?

( )
1 n n integers. Simplifying Radicals: Simplifying Radicals:
1. (√
n
a )n = a n = a n = a
( )
1 n n a) Removing Perfect nth a) Removing Perfect nth
1. (√
n
a )n = a n = a n = a
The nth root of a raised to Powers Powers
to the power of n is equal The nth root of a raised to Break down the radicand Break down the radicand
to a. to the power of n is equal into perfect and into perfect and
1 1
2. ¿) · ¿) = a n · b n = to a. nonperfect nth powers nonperfect nth powers
1 1
2. ¿) · ¿) = a n · b n = and apply the property. and apply the property.
1
( ab ) =√n ab
n
1

The nth root of a times the ( ab ) n =√n ab

nth root of b is equal to The nth root of a times b) Reducing the index to b) Reducing the index to
the nth root of the product the nth root of b is equal the lowest possible order. the lowest possible order
of a and b. to the nth root of the Express the radical into Express the radical into
1
product of a and b. an expression with an expression with

√
√ ( a) n rational exponent then rational exponent then
()
n 1
a a n n a 1
3. n = = =

√
√ ( a) n simplify the exponent or simplify the exponent or
()
n 1
√ b ( b) 1 b b a a n n a
3. n = = = apply the property. apply the property.
n √ b ( b) 1 b b
The nth root of a divided n
by the nth root of b is The nth root of a divided
equal to the nth root of the by the nth root of b is c) Rationalizing the c) Rationalizing the
quotient of a and b. equal to the nth root of denominator of the denominator of the
radicand Rationalization radicand Rationalization
√a
1 the quotient of a and b.
(a )
1
√
n m m 1
4. √a = = m = is the process of removing is the process of removing
√a
n n 1

(a )
1
√
n m m 1
1
4. √a = n = n
m = the radical sign in the the radical sign in the
mn
a = √a
mn
1 denominator. denominator.
The nth root of the mth a =mn√ a
mn

root of a number is the rth The nth root of the mth

of a, where r = mn. root of a number is the rth (Other examples will be (Other examples will be
of a, where r = mn. presented using ppt.) presented using ppt.)

C. Presenting examples/ ANALYSIS ANALYSIS ANALYSIS ANALYSIS

instances of the lesson Let’s try this: (work by Let’s try this: (work by
 Let’s watch and learn: Let’s watch and learn: pairs) pairs)
Examples and solutions Examples and solutions 1. Simplify by removing 4. Rationalize the
will be presented through will be presented through the perfect nth power. denominator.
videos. videos. a. ❑√ b3 3
a.
b. √ 16 x 3 y 3 √23
(Rule #1 and #2 of Laws of (Rule #3 and #4 of Laws
c. √
√
Radicals). of Radicals). 3
−54 x 4 y 8 5 32
b.
2. Simplify x
Questions: Questions: 5. Conjugate of Radical
- What are the rules you 3. Simplify Expression.
understand in the video -- What are the rules you Rationalize the
lesson? understand in the video expression.
-What are the processes lesson?
you observed? -What are the processes
- How do you think the you observed?
given expressions were - How do you think the
simplified? given expressions were
simplified?
D. Discussing new Activity: Why Am I True/ Activity: Let’s Dig Activity: What’s the
concepts and practicing Why Am I False? Deeper! Message?
new skills #1 Given below are examples Apply the laws of Do you feel down even
of how to simplify radicals. radicals. with people around you?
Identify if the given
1.
√18 Don’t feel low. Decode the
process is TRUE or FALSE, √2 message by performing
then state your reason. For the following radical
2. √
3
√ 64
those you identified as operations. Write the
false, make it true by 3. √
3
122 ⋅ √ 12 words corresponding to

(√ )
2
writing the correct part of 4 1 the obtained value in the
the solution. 4. box provided.
256
( Refer to LM p.257-258) ( Refer to LM, p. 263)

E. Discussing new
5.
√
3 x3
8
a. Let’s Communicate!
concepts and practicing b. 1. Is √ 0.01 = 0.1. Explain.
new skills #2 c. 2. Is√
3
−a a real number?
Why or why not?
 d. 3. √
4
−a a real number?
Why and why not?
3 3
e. 4. Is (-9) = 92 ? Explain.
2
4 −4
f. 5. Is (−8) 3 = (−8) 3 n ?
Explain.
F. Developing mastery Let’s Analyze
(Leads to Formative Carefully analyze the
Assessment 3) examples below. ( refer to
LM, p. 265)
G. Finding practical APPLICATION APPLICATION
applications of concepts Let’s Explore!
and skills in daily living Geraldine received a gift Transformers I
from a friend who works Transform the given
as volunteer in Mindanao. radical form into
It was a fabric with a exponential form and
native square design exponential form into
mounted on a frame. The radical form. Assume that
square design has a side all the letters represent
of 3dm. positive real numbers
a.What is the area of the (refer to pages 254-255).
square design?
b. Suppose the square
frame had an area of 16
dm2, what is the length of
the side of the frame?

H. Making generalizations ABSTRACTION 3-2-1 Chart ABSTRACTION ABSTRACTION

and abstractions about Fill in the chart below: The teacher will
the lesson Let’s Remember Directions: emphasize the following
3 things I Write your generalization concepts:
Even powers are always learned on the space provided
perfect squares. regarding simplifying The simplified form of a
2 things radicals. radical expression would
The nth root of a raised to that require;
to the power of n is equal interest ∙ NO prime factor of a

I. Evaluating learning
to a. me radicand that has an
exponent equal to or
The nth root of a times the 1 greater than the index.
nth root of b is equal to applicatio ∙ NO radicand contains a
the nth root of the product n of what I fraction
of a and b. learned ∙ NO denominator
contains a radical sign.
APPLICATION APPLICATION APPLICATION Short Quiz
Short Quiz Short Quiz Short Quiz A. Find the product of the
Directions: Use the laws Simplify radicals by radical expression and its
of radicals to simplify. Directions: Use the laws reducing the order or conjugate.
of radicals to simplify. index of radical. 1. √ 6 – 3

√
1. √ 5 200 1.√
6
16 2. 3 + √ 5
1.
3. ( √
6
3 xy )6 81 2. √ 32
10
3. √ 6 – √ 2

√
4. √ 64 x 2 x5 y2 3.12√ 81 B. Simplify by
2. rationalizing the
5. √
2
−72 125 xy denominators.

√
6. √
3
54 x ² x 8
7. √ 8 3. 3 4.
8 x4 √2
8. √
3
27 y 3
√
4. √
8
16 3 5
9. √
5
m12 5. √ √ 81
3 5.
4
10. √3
16 m

J. Additional activities for Journal Writing Read and study about Performance Task:
application or Think About This Rationalizing the Form groups of 3. Each
remediation When do we say that a denominators of the group is tasked to write a
radicand is a perfect root? radicand and Conjugate real -life problem solving

√ 1 14 2 a perfect? Is of Radical Expressions. involving simplifying

Is x y (refer to LM pp 257-266 radicals.
4
Each group will present
√3 x 9 y '0 z'2 a perfect root ? problem in class 5 days
Explain. from now. You may write
the problem on a manila
paper or use a Powerpoint
presentation. If the other
 groups fail to solve the
problems presented, you
will explain the solution
to the class. Be ready to
submit a hardcopy of the
problem and its solution
to your teacher.

Your output and

presentation will be
graded using this rubric.
Quality of the context -3
Clarity of the problem-3
Accuracy of solution -3
Preparedness and
punctuality - 3
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment

2. No. of learners who

require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.

4. No. of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by:

BRIAN A. BRIGUELA JINKY H. DUQUE FRANCIS C. MANDRIQUE

VILLAFLOR O. ONA BILLY REI M. PAGBA

Mathematics Teachers, Grade 9

Noted:

JEFFREY E. LAGAYA
Head Teacher III-Mathematics

Approved:

LIEZEL M. VILLANUEVA, PhD

Principal IV