GRADE 9 School
JAVAREZ NATIONAL HIGH SCHOOL
DETAILED DAILY
LESSON PLAN
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Most Essential Learning
Competency (MELC)
D. CONTENT
E. LEARNING RESOURCES
1. References
2. Teacher’s Guide pages
3. Learner’s Materials pages
4. Textbook pages
5. Additional Materials from
Learning Resource (LR)portal
6. Other Learning Resource
F. PROCEDURES
MARCELINO A.
Grade Level 9
Teacher MICHELLE P. VALOROSO Learning Area Mathematics
Date and Time January 11, 2024 (8:45 A.M – 9:45 A.M.) Quarter 2nd Quarter
At the end of the 60 – minute period, the students should be able to:
1. Identify the similar radicals.
2. Perform multiplication on the similar radical expression.
Demonstrates understanding of key concepts of variation and radicals.
Able to formulate and solve accurately problems involving radicals.
(M9AL-IIh-1)
Performs operations on radical expressions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content
can be tackled in a week or two.
Operations on Radicals – (Multiplication)
Mathematics – Grade 9
Contextualized Learning Activity Sheets (CLAS)
Quarter II - Week 6: Operations on Radical Expressions
First Edition, 2020
Mathematics Learner’s Module Grade 9 pp. 262 - 265
ICT equipment such as projector, laptop, and speaker, whiteboard pen
Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with
multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
 Teacher’s Activity Student’s Activity
Everybody please stand for our opening prayer.

Good morning, class.

You may take your seat. How are you?

That’s great! Are you ready to learn today?

Alright, seat back, listen and have fun learning. But before we start, always
remember our school & classroom rules.

To minimize the noise, if you want to use the comfort room, just raise your
hand with a thumbs up. Also, please avoid answering in chorus.

When your classmate is reciting, please listen and react respectfully. No

laughing, no side comments even if they might have said an incorrect word.

1. Reviewing previous lesson or
presenting the new lesson
Kindly arrange your chairs and please sit properly. If you have any questions,
please raise your hand and no shouting. Are we clear?
Activity 1: Recall
Directions: Simplify the following radical expressions.
1. 7 √ 4 +8 √ 4−4 √ 4+7 √ 4=¿
2. 12 √3 5+11 √4 7−5 √3 5+ 8 √4 7=¿
3. √3 320+ √3 40−√3 135

2. Establishing a purpose for the Activity 2: Match me Up!

lesson Directions: Find the similar or synonyms of the words from column A to its
similar word in column B.

Column A Column B
1. Multiply A. Response
2. Exponent B. Increase
3. Radical C. Reduce
4. Simplify D. Root of a number
5. Answer E. Raise to

3. Presenting examples/Instances
of the new lesson
4. Discussing new concepts and
practicing new skills # 1
5. Discussing new concepts and
practicing new skills # 2
Engaging Activity
1. Provide the students with a set of cards containing different radical
expressions.
2. Ask the students to group the cards based on the type of radical
expression (square root, cube root, etc.).
3. In small groups, have the students discuss and record the
properties they observe for each type of radical expression.
4. Facilitate a class discussion to share and compare the groups'
findings.
Yesterday we discussed about addition and subtraction of similar radicals.
Today, we will discuss about the multiplication of similar radical expressions.
Multiplication of radicals comes with a rule.
1. In multiplying radicals of the same order, use the property
√n a ∙ √n b=√n ab and then if necessary, simplify the resulting radicand.
It has to be multiplication of radical expressions with similar indices.
The teacher will show the class how to multiply similar radical expressions.
Example 1:
5 √ 7 ∙ 4 √ 6=¿
3
cannot be answered directly because they don't have the same indices.
Example 2:
3 √ 6 ∙ √ 4=3 √ 6 ∙ 4=3 √ 24=3 √ 8 ∙ 3=3 ( 2 ) √ 3=6 √ 3
3 3 3 3 3 3 3
Example 3:
8 √ x ∙ 3 √ 6 x ∙ √ 2 x=( 8 ∙ 3 ) ( √ x ∙6 x ∙2 x )=24 √ 12 x 3=24 √ 4 ∙ 3 ∙ x 2 ∙ x
¿ 24 ( 2 x ) √ 3 x=48 x √ 3 x
Don’t forget to simplify the radicands to get the correct answer.
Group Activity:
Struggling learners:
Directions: Identify which of the following represents similar radicals. Put
check (  ) under the column that corresponds to the correct answer.

Given Yes No
1. √ 5 ∙ √3 6
2. 7 √ 3 ∙12 √ 8
3. 6 √ 2∙ 2 √ 4 ∙ 5 √ 7
4 3

4. 5√3 4 ∙ 6 √3 5
5. 8 √ 3 ∙5 √ 6
3

Average Learners:
Directions: Identify which of the following represents similar radicals. Put
check (  ) under the column that corresponds to the correct answer.
Then, simplify the similar radicals.

Given Yes No
1. √ 5 ∙ √3 6
2. 7 √ 3 ∙12 √ 8
3. 6 √ 2∙ 2 √ 4 ∙ 5 √ 7
4 3

4. 5√3 4 ∙ 6 √3 5
5. 8 √ 3 ∙5 √ 6
3

Your Solution

Fast Learners:
Directions: Identify which of the following represents similar radicals. Put
check (  ) under the column that corresponds to the correct answer.
Then, simplify the similar radicals.

Given Yes No
1. √ 7 x ∙ √ 6 x2
2. 3 √3 5 y ∙ 10 √ 8
3. 4 √4 8∙ 5 √4 4 r

6. Developing mastery
(leads to Formative
Assessment)
7. Finding practical application of
concepts and skills in daily
living
4. 7√3 x ∙ 9 √3 2
5. 4 √ 10 w2 ∙ 8 √5 4
Your Solution
Choose a member of your group to present your work.
Individual Activity: Radical Multiplication Relay
Instructions:
1.) Divide the class into groups of 4-5 students.
2.) Each group will have a set of index cards with radical expressions.
3.) The first student in each group solves the multiplication problem on
the first card and passes it to the next student.
4.) The process continues until all the cards have been solved.
5.) The group that finishes first and solves all the cards correctly wins.
1.) Physics - Understanding the concept of distance and time in physics
relates to mathematics as it involves calculations and measurements.
Students can use radical multiplication to solve problems involving distance
and time.
2.) Biology - In biology, the concept of exponential growth and decay can be
related to radical multiplication. Students can use radicals to calculate the
growth rate of populations or the decay rate of radioactive substances.
3.) Economics - In economics, the concept of compound interest can be
connected to radical multiplication. Students can use radicals to calculate
the future value of investments or loans with compound interest.
They said birds with the same feather flock together. What does this
praise mean to you?
It means most people with the same characteristics and personality are
mostly of the same group of people.
Did you know that the inventor of the videophone or videocall is a
Filipino? He is Gregorio Zara (+)

8. Making generalizations and
abstractions about the lesson
9. Evaluating learning
1. Additional activities for
application or remediation
Gregorio Ynciong Zara (8 March 1902 – 15 October 1978) was a Filipino
engineer, physicist, a National Scientist, and inventor. He was known as
the father of videoconferencing for having invented the first two-way
videophone. which he patented together with 30 other devices for better
and more convenient communication among people.
How can you describe the similar radicals?
Explain how do we multiply similar radicals?
What will happen to the radicands when we are multiplying radicals with
similar indices?
Multiple Choice Quiz
Directions: Perform the indicated operation and simplify. Choose and
write the letter of the correct answer before each number.
1. Which of the following are similar radical expression?
a. √3 6 ∙ 9 4√ 8 c. 2 √ 12 ∙ √3 11
b. 3 √ 7 x ∙ 5 √ 2
3
d. 8 √3 5 y ∙ √3 y
2. What is the first step in multiplying radicals with similar indices?
a. Simplify the radical
b. Add similar radicals
c. Multiply the whole number and the radicands.
d. If the radicand has a perfect root, find its factor.
3. Which of the following is the correct answer to the expression
5 √ 3∙ √ 6?
a. 15 √ 2 b. 5 √ 18 c. 10 √ 9 d. 10 √ 2
4. What is the product of 3 √ 5 y ∙ √ 6 y ∙ √ 12 y ?
a. 18 y √ 10 y c. 3 √ y
b. 18 √ 10 y d. 3 √ 10 y
5. True or False. Radicals with different indices can be multiplied
directly.
a. True b. False
Assignment:
Assignment Question: Multiply (√15 * √6)
Provide step-by-step solutions for the multiplication and explain the
process used.
 2. REMARKS
3. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about
your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask
them relevant questions.
1. No. of learners who earned 80% in
the evaluation
2. No. of learners who require
additional activities for
remediation who scored below
80%
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:
 MICHELLE P. VALOROSO
Mathematics 9 Teacher
Checked by: Noted by:

ROSALINA T. JAVAREZ JEANETTE S. LATOY

Master Teacher I Head Teacher III

Noted by:

NELBIN R. PALAO
Principal