GRADES 9 School NANGKA HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher MIA D. ALANO Learning Area MATH

Teaching Dates and Time
Monday:
6:00-7:00 Creative
7:00-8:00 Resilient
Teaching Day and Time 8:00-9:00 Adorable
10:20-11:20 Amiable
11:20-12:20 Bright
JANUARY 8 – 12, 2024 Quarter SECOND
Tuesday:
6:00-7:00 Creative Thursday:
Friday:
7:00-8:00 Resilient 6:00-7:00 Creative
6:00-7:00 Creative
Wednesday: 7:00-8:00 Resilient
8:00-9:00 Adorable
7:00-8:00 Resilient 8:00-9:00 Adorable
10:20-11:20 Amiable
8:00-9:00 Adorable 10:20-11:20 Amiable
11:20-12:20 Bright
10:20-11:20 Amiable 11:20-12:20 Bright
11:20-12:20 Bright

Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of the basic concepts of variation and radicals.

2. Performance The learner is able to formulate and solve accurately problems involving variation and radicals.
Standards

3. Learning Performs operations on radical Solves equations involving Performs operations on radical Performs operations on radical
Competencies / expressions. radical expressions. expressions. expressions.
Objectives (M9AL-IIh-1) (M9AL-IIi-1) (M9AL-IIh-1) (M9AL-IIh-1)

a. Differentiate like and unlike a. Solve a radical equation. a. Perform multiplication on a. Determine the conjugate of an
radicals. b. Solve word problems radical expressions. expressions.
b. Perform addition and involving radical equation. b. Solve problems involving b. Perform division of radicals.
subtraction of radicals. c. Appreciate the use of multiplication of radical c. Solve problems involving division
c. Appreciate historical facts of radicals in real life situation. expressions. of radicals.
Cavite c. Appreciate architectural skills in d. Value the natural resources of
accurate planning our province.
II. CONTENT Radicals Radicals Radicals Radicals
III. LEARNING RESOURCES

A. References

a. Teacher’s
Guide pp. 180-181 pp. 185-188 pp. 181 pp. 183-185
pages

b. Learner’s
Materials pp. 262-263 pp. 289-292 pp. 264-265 pp. 266-272
pages

c. Textbook Intermediate Algebra by Mark Intermediate Algebra by Mark Math Time Activity Source Book Intermediate Algebra Textbook for
pages Dugopolski pp. 407-408 Dugopolski pp. 407-408 pp. 98-101 Second Year pp. 154-156

Intermediate Algebra Textbook Intermediate Algebra Textbook Intermediate Algebra Textbook for Intermediate Algebra by Mark
for Second Year pp. 149-151 for Second Year pp. 149-151 Second Year pp. 151-152 Dugopolski pp. 414-415.

d. Additional http://www.warrick.k12.in.us/ http://www.warrick.k12.in.us/ http://tagalog.wikipilipinas.org/ http://www.pob.k12.ny.us/cms/lib/

Materials schools/castlesouth/docs/
from Math/Algebra/Alg
Learning %201%2012.2%20pg
Resource %20719.pdf
(LR) portal
http://www.pob.k12.ny.us/cms/
lib/NY01001456/Centricity/
Domain/200/Chapter12a.
www.islandcovephil.com/index.p
hp/home/page/about-us
schools/castlesouth/docs/ index.php/ NY01001456/Centricity/Domain/
Math/Algebra/Alg Cavite 200/Chapter12a.
%201%2012.2%20pg
%20719.pdf
http://www.pob.k12.ny.us/cms/
lib/NY01001456/Centricity/
Domain/200/Chapter12a.
www.islandcovephil.com/index
.php/home/page/about-us

B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016 Cavite Mathematics 2016 Mathematics 2016 Mathematics 2016
Activity sheets, Laptop, TV Activity sheets, Laptop, TV Activity sheets, Laptop, TV Activity sheets, Laptop, TV

IV. PROCEDURES

A. Reviewing previous WORK IN PAIR From the given examples and Think-Pair-Share Use your knowledge of product rule
non-examples of radical Using flashcard, allow the and quotient rule for radicals and
lesson or presenting Group the following radicals and equations, derive the definition students to simplify the given rationalization to answer the
the new lesson place them inside each box. of a radical equation. radicals by removing the perfect following.
Examples non-examples nth power. SI or NINO?
1. 6. Write Si (chabacano word which
means yes) if the equation correct.
1. Otherwise, write Nino (chabacano
2. 7. word which means no) if the
2.
equation is wrong.
3.
1. ∙ =
3. 8. 4.
5.
4. 9.
2. =

5. 10.
3. =

4. =

5. =
B. Establishing a Add, Subtract, then Match!
purpose for the
lesson Find the sum and difference of
the following radical expression
by matching column B with
column A.
Find the product of the following Find the quotient of the radical
radical expression in the box. expression by matching column F
with column B.
1.
2.

3.

4.

QUOTE
14-6 QUOTE 18
2m QUOTE
QUOTE
16
C. Presenting examples/ Illustrative Examples Illustrative Example 1
instances of the Adding and Subtracting Like Radicals of the same order.
lesson Radicals
Simplify the following Simplify: ∙
expressions.
Assume the variables represent ∙ =3
positive numbers. Multiply the

coefficients and
multiply
the
radicands.

=3 Factor
the radicand.

=6 Simplify.

Illustrative Example 2
Radicals of the same order.

Simplify: ∙

Multiply the

coefficients

and multiply

the

radicands.

= 10

Factor the
radicand.

= 10 ∙ 2 ∙ x or
Simplify.

= 20x

Illustrative Example 3
Binomials involving radicals
Multiply the binomials and simplify:

- - Use
the

distributive

property

Simplify.

Illustrative Example 4
Radicals with different indices
 Multiply by

= or =

Transform each radical to

similar terms

= or =

Thus ∙

D. Discussing new Perform 1. How will you identify radical Find the product
concepts and equations?
practicing new skills 1. +3 2. What is an extraneous 1. ∙
#1 Add the coefficients then solution?
affix the common radical 3. How do you solve radical = Multiply the
equation? coefficients
2. -3 4. Why is it necessary to check and multiply
Subtract the coefficients all solutions when solving the radicands.
then affix the common radical equations?
radical.
= Factor
Guided Practice the
3. + 1. Solve and check: radicand.
-6
Combine like radicals. = Simplify.
= 12
4. - ( )2 = (12)2 Square 2.
both sides
x = _________ Solve for x
Write the perfect square
factor.
Check: = 12
Use product property.
Simplify. = 12 Use the distributive
Subtract like radicals. _____ = 12 property
The solution is ___. =
5. - 2. Solve and check:
=6 +__ -
+5 -
=6
Factor each radicand. Simplify.
( )____ = 6___
Simplify each radicand. Square both sides. =
Simplify. x – 3 = ____
Combine like x = _____
radicals.
Check: =

=
=
6
=6
____ = 6 3. by
The solution is _____.
3. Solve and check: = or

4+ =x = Transform
4+ =x
each
= x - __
Isolate radical radical to

expression similar

( )---=(x-_) --- terms.

Square both sides
x–2 = x2-_+_ Expand the = or =
right side
x2 - __ + __ = 0
(x - _) (x - _) = 0 Factor the
trinomial Thus ∙
 x = __; x = ___
Check: If x = 3; If x = 4 =

4+ = x 4+

4+ =3 4+
= __
4+ =3 4+
= __
__ ≠ 3 __ = ___
Extraneous solution: ___
Solution: ____

E. Discussing new 1. What is your basis when 1. How did you simplify the given 1. What is the product rule for
concepts and grouping radicals? radical expressions? radical?
practicing new skills 2. How will you identify like 2. How did you find the product of: 2. What is the quotient rule for
#2 radicals? a. Radicals of the same order. radical?
3. What are the steps in adding b. Radicals with different 3. How do you determine the
and subtracting like radicals? indices. conjugate of an expression?
4. Why do we need to simplify c. Binomials involving radicals. 4. How do you perform division of
dissimilar radicals before radicals of the same order?
combining? 5. What are the steps in dividing
radicals of a different order?
6. How do we simplify expressions
with binomial radicals in the
denominator?
 F. Developing mastery
(Leads to Formative It is a word prayer
Assessment 3) that is annually held
in Kawit every
December 24 before
the beginning of the
midnight mass, what
is it?

To reveal the word, multiply the

following radical expressions
and simplify the result. Put a
check mark inside the box if the
expression at the right shows the
correct answer, otherwise put a
cross mark. Then, pick out all
the letters with a check mark.
G. Finding practical Perform the indicated Solve the following problems.
applications of operation(s): 1. The square root of 5 more
concepts and skills in than twice a number is 7.
daily living 1. + Find the number.
2. The square root of twice a
certain number is subtracted
2. -
from the number and the result
is ____.
3. + - 4. Find the number.
3. The square root of 5 less
than 6 times certain
number is divided by the
4. - number and the quotient
is 1. Find the number.
4. The square root of the
product of 4 and a number
is 26. Find the number.
5. +
Emilio is an architect, and you like Solve.
to help him find the exact areas of Dondon is making a replica of
some location in the plan that he Municipality Map for his school
made. Show how to find: project whereas the required Area A
and base b in centimeters are
1. The area of the triangular roof given. Find the height h of the map,
express in simplest form.
sheet for the attic if the base is
m and the height is
m.
2. The area of the rectangular
floor to be covered by tiles
whose dimensions are
m and
m
H. Making Radical equations are
generalizations and Like radicals are equations containing radicals To multiply radicals of
abstractions about with variables in the radicand. the same order, use
radicals that have
the lesson To solve equations with the property QUOTE =
the same index radicals, place the radical QUOTE QUOTE then
and the same expression on one side of the simplifies by removing
radicand. sign of equality, and then raise the perfect nth powers
Unlike radicals are both sides of the equation to from the radicand. To
radicals that have the index power to eliminate
multiply binomials
different radicands the radical and solve as usual.
involving radicals, use
or different Test the roots, discarding
those that are extraneous. the property for the
indexes, or both. product of two
To combine like Extraneous solution is a
solution that does not satisfy binomials.
radicals, add or
the given equation.
subtract their (a ± b )( c ± d ) = ac
coefficients and (ad ± bc ) ± bc, then
annex their simplify by removing
common radical. perfect nth powers
To combine unlike from the radicand or by
radicals, simplify combining similar
each radical if radicals. To multiply
two radicals with
possible, and then
different indices, we
combine like
follow the steps below;
radicals. a. Write each radicand
in fractional exponent.
b. Change the
fractional exponents to
similar fractions. c.
Change each back to
radical form. (The two
radicals will now have
the same index.) d.
Multiply the radicals
and simplify.
I. Evaluating learning ADD and SUBTRACT ME! Solve and check. Anthony is an architect and you Divide and simplify the result.
Perform the indicated 1. =5 like to help him find the exact
operation(s): areas of some location in the plan
2. -4=0 of the Grade 12 Building of
1.
1. + 3. -3=0 GMATHS that he made. Show 2.
how to find:
4. –
3.
=2 1. The area of the roof sheet if the
2. - 5. - =1 length is m and the
height is m. 4.
3. +
2. The area of the rectangular wall
- to be covered by wall tiles whose
dimensions are
m and

4. - m.

5. +
 J. Additional activities 1.Follow-up
for application or Add and Subtract:
remediation
1. + b. x – 3 =
-8
2. + a. State formulas for area
2. Study addition and
subtraction of radicals
with different radicand.
How do you perform
addition and subtraction
of radicals with different
radicand?
Reference: Grade 9
Learner’s Material pp.
262-263
V. REMARKS ___________ Accomplished
___________ Lesson to be
continued
___________ Not accomplished
VI. REFLECTION
1. No. of learners who ___________ Creative
earned 80% on the ___________ Resilient
formative assessment ___________ Adorable
___________ Amiable
___________ Bright
2. No. of learners who ___________ Creative
require additional ___________ Resilient
activities for ___________ Adorable
1. Follow-up:
Solve: a. x=3
2. Study solving problems
involving radicals.
and volume.
b. What are the steps in
solving problems
involving radicals.
___________ Accomplished
___________ Lesson to be
continued
___________ Not accomplished
___________ Creative
___________ Resilient
___________ Adorable
___________ Amiable
___________ Bright
___________ Creative
___________ Resilient
___________ Adorable
1. Follow-up
Multiply:
∙ a.
2. Study Division of Radicals
a. Define rationalization.
b. Discuss how to perform
division of radicals.
Reference: Grade 9 Learner’s
Material pp. 266-267
___________ Accomplished
___________ Lesson to be continued
___________ Not accomplished
___________ Creative
___________ Resilient
___________ Adorable
___________ Amiable
___________ Bright
___________ Creative
___________ Resilient
___________ Adorable
1. Follow-up
Perform the operation and simplify
the result.
b.
2. Study solving radical
equations.
a. Recall Properties of Equality
b. Solve equations involving
radical equations.
Reference: Grade 9 Learner’s
Material pp. 280-288
___________ Accomplished
___________ Lesson to be continued
___________ Not accomplished
___________ Creative
___________ Resilient
___________ Adorable
___________ Amiable
___________ Bright
___________ Creative
___________ Resilient
___________ Adorable
 remediation. ___________ Amiable ___________ Amiable ___________ Amiable ___________ Amiable
___________ Bright ___________ Bright ___________ Bright ___________ Bright

3. Did the remedial ___________ Creative ___________ Creative ___________ Creative ___________ Creative
lessons work? No. of ___________ Resilient ___________ Resilient ___________ Resilient ___________ Resilient
learners who have ___________ Adorable ___________ Adorable ___________ Adorable ___________ Adorable
caught up with the ___________ Amiable ___________ Amiable ___________ Amiable ___________ Amiable
lesson. ___________ Bright ___________ Bright ___________ Bright ___________ Bright

4. No. of learners who ___________ Creative
continue to require ___________ Resilient
remediation ___________ Adorable
___________ Amiable
___________ Bright
___________ Creative
___________ Resilient
___________ Adorable
___________ Amiable
___________ Bright
___________ Creative
___________ Resilient
___________ Adorable
___________ Amiable
___________ Bright
___________ Creative
___________ Resilient
___________ Adorable
___________ Amiable
___________ Bright

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: MIA D. ALANO Checked by: MELODY F. GRIMALDO Approved by: HADJI M. TEJADA
Mathematics 9 Teacher Head Teacher III, Mathematics Principal II