GRADES 9 School LA FILIPINA NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher MARK JUNIX G. SARCOL Learning Area MATH
Teaching Dates and
Quarter SECOND
Time
Teaching Day and Time
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 P operations on radical Performs operations on Performs operations on
Competencies / radical expressions. expressions. (M9AL-IIh-1) radical expressions. radical expressions.
Objectives (M9AL-IIh-1) (M9AL-IIh-1) (M9AL-IIh-1)
a. Differentiate like and
a. Differentiate like and unlike radicals a. Perform multiplication on a. Determine the conjugate
unlike radicals b. Perform addition and radical expressions of an expression
b. Perform addition and subtraction of radicals b. Solve problems involving b. Perform division of
subtraction of radicals c. Practice the value of multiplication of radical radicals
c. Appreciate historical facts carefulness in the doing expressions c. Solve problems involving
of Cavite all the activities. c. Appreciate architectural division of radicals
skills in accurate d. Value the natural
planning resources of our
province
II. CONTENT Radicals Radicals Radicals Radicals

III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide pp. 180-181 pp. 180-181 pp. 181 pp. 183-185
pages
b. Learner’s
Materials pp. 262-263 pp. 262-263 pp. 264-265 pp. 266-272
pages
c. Textbook Intermediate Algebra by Intermediate Algebra by Math Time Activity Source Intermediate Algebra
pages Mark Dugopolski pp. 407- Mark Dugopolski pp. 407- Book pp. 98-101 Textbook for Second Year
408 408 pp. 154-156
Intermediate Algebra
Intermediate Algebra Intermediate Algebra Textbook for Second Year Intermediate Algebra by
Textbook for Second Year Textbook for Second Year pp. 151-152 Mark Dugopolski pp. 414-
pp. 149-151 pp. 149-151 415.
d. Additional http:// http:// http:// http://www.pob.k12.ny.us/
Materials www.warrick.k12.in.us/ www.warrick.k12.in.us/ tagalog.wikipilipinas.org/ cms/lib/NY01001456/
from schools/castlesouth/docs/ schools/castlesouth/docs/ index.php/ Centricity/Domain/200/
Learning Math/Algebra/Alg Math/Algebra/Alg Cavite Chapter12a.
Resource %201%2012.2%20pg %201%2012.2%20pg
(LR) portal %20719.pdf %20719.pdf

http://www.pob.k12.ny.us/ http://www.pob.k12.ny.us/
cms/lib/NY01001456/ cms/lib/NY01001456/
Centricity/Domain/200/ Centricity/Domain/200/
Chapter12a. Chapter12a.
www.islandcovephil.com/ind www.islandcovephil.com/ind
ex.php/home/page/about-us ex.php/home/page/about-us
B. Other Learning Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite 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 Group Activity Think-Pair-Share Use your knowledge of
lesson or presenting Group the following radicals Using flashcard, allow the product rule and quotient
Group the following radicals students to simplify the rule for radicals and
the new lesson with same radicand, with
and place them inside each rationalization to answer the
different radicand and place given radicals by removing
box. following.
them inside each box. the perfect nth power.
1. 6. SI or NINO?
Write Si (chabacano word
1. + 5 1. which means yes) if the
2. 7.
equation correct.
- 2 2. Otherwise, write Nino
3. 8.
(chabacano word which
2. + 3 3.
4. 9. means no) if the equation is
- 2 wrong.
5. 10. 4.
3. + 5 1. ∙ =
5.
- 4
2. =
4. +3

3. =
-

4. =
5. 9 +
 -3 5. =

B. Establishing a Add, Subtract then Match Add and Subtract Me Find the product of the Find the quotient of the
purpose for the following radical expression radical expression by
lesson Find the sum and difference 1. 8 + 5 - 7 in the box matching column F with
of the following radical column B
expression by matching 1.
column B with column A.

2. 3 +7 - 2.

3.

3. + -7
4.

14-618
2m 16
C. Presenting examples/ Illustrative Examples Example1. Illustrative Example 1
instances of the Adding and Subtracting Like Radicals of the same order.
Radicals Simplifying radicals before
lesson
Simplify the following combining Perform Simplify: ∙
expressions. indicated operations.
Assume the variables Assume the variables ∙ =3
represent positive numbers. represent positive numbers. Multiply the
1. +
coefficients and
2. - +5
multiply the

radicands.

3. - =3
Factor the radicand.
=6
Simplify.

Solution: Illustrative Example 2

Radicals of the same order.
1. + Simplify: ∙ ∙
= + ∙
= + =
= Multiply the

coefficients

and multiply
 the
2. - +5
radicands.
= 10
= ∙ - Factor
the

radicand.
= -
= 10 ∙ 2 ∙ x
or Simplify.
= -
= 20x

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

= -

= - -

= - Use the

distributive
=
property
 =
Example 2
Simplify.
=
1. 7 +3 -
=

= 7+3-1 =9 Illustrative Example 4

Radicals with different
indices
Multiply by
2. 13 + -4
= or =
Transform each radical to
= 13 + –4 similar terms

= or =
= + -
Thus ∙
= =

=
D. Discussing new Perform Add and Subtract Me Find the product
concepts and
practicing new skills 1. +3 1. ∙
#1 Add the coefficients 1. + 5 - 2
then affix the = Multiply the
common radical = coefficients
Factor each radicand. and multiply
2. -3 Simplify each radicand. the radicands.
Subtract the Simplify.
coefficients then affix Combine like radicals.
the common radical.
= Factor the
radicand.
3. + - 6 2. 9 + 5 - = = Simplify.
Combine like
radicals. Combine like radicals.
4. - 2.
Write the perfect 3. 14 + -5 Use the distributive
square factor. property
Use product property.
Simplify.
= = +__
Subtract like radicals. Factor each radicand.
Simplify each radicand. -
5. - +5 Simplify.
Simplify.
Combine like radicals.
- =
Factor each
radicand. =
Simplify each
radicand. =
Simplify.
Combine like
radicals. 3. by
 = or =
Transform

each

radical to

similar

terms.
= or =

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

2. +3 - 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
3. 7 + -2 out all the letters with a
check mark.
G. Finding practical Perform the indicated Add and Subtract Me Emilio is an architect and Solve.
applications of operation(s): you like to help him find the Dondon is making a replica
concepts and skills in 1. 9 + 5 - exact areas of some of Municipality Map for his
daily living 1. + location in the plan that he school project whereas the
2 made. Show how to find: required Area A and base b
in centimetres are given.
2. - 1. The area of the Find the height h of the
2. 8 +2 - triangular roof sheet for map, express in simplest
3. + - form.
the attic if the base is
m and the height is m.
4. - 3. 10 + -2
2. The area of the
rectangular floor to be
covered by tiles whose
5. + dimensions are

m and m.

3. The area of the

square lot where Gazebo
will be placed if the side
is m.

To divide radicals of the

same order, use the
property
= then rationalize the
denominator. To divide
radicals of a different
order, it is necessary to
first change the radicals
to the same order then
rationalize the
denominator. To divide
radicals with a
denominator consisting
of at least two terms, we
follow the steps below:
a. Write each radical in
fractional exponent. b.
Change the fractional
exponents to similar
fractions. c. Change
each back to radical
form. d. Multiply the
radicals and simplify. A
Conjugate pair consist of
two binomial radical
expressions that have
the same numbers but
only differ in the sign
 binomials.

H. Making
generalizations and To multiply radicals of
Like radicals are
abstractions about Like radicals are the same order, use
radicals that have the property = then
the lesson the same index radicals that have
the same index and simplify by removing
and the same the perfect nth powers
radicand. the same radicand.
Unlike radicals are from the radicand. To
Unlike radicals are multiply binomials
radicals that have radicals that have
different radicands involving radicals, use
different radicands the property for the
or different or different indexes,
or both. product of two
indexes, or both. binomials
To combine like To combine like
radicals, add or radicals, add or ( a ± b )( c ± d ) = ac
subtract their subtract their (ad ± bc ) ± bc, then
coefficients and coefficients and simplify by removing
annex their annex their common perfect nth powers
common radical. radical. from the radicand or by
To combine unlike To combine unlike combining similar
radicals, simplify radicals, simplify radicals. To multiply
each radical if two radicals with
each radical if
possible, and then different indices, we
possible, and then follow the steps below;
combine like combine like
radicals. a. Write each radicand
radicals. 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! Add and Subtract Me Anthony is an architect and Divide and simplify the
Perform the indicated you like to help him find the result.
operation(s): exact areas of some
1. 5 +6 -5 location in the plan of the 1.
1. + Grade 12 Building of
GMATHS that he made.
2.
Show how to find:
2. -
3.
2. 9 +2 - 1. The area of the roof sheet
3. + - if the length is m and 4.
the height is m.
3. 15 + -4
2. The area of the
rectangular wall to be
4. - covered by wall tiles whose
dimensions are m and

+ m.

5. +
J. Additional activities 1.Follow-up 1. Follow-up 1. Follow-up 1. Follow-up
for application or Add and Subtract: Add and Subtract: Multiply: Perform the operation and
remediation simplify the result.
1. + -8
∙ a.
2. +
2. Study Division of b.
2. Study multiplication of Radicals
2. Study addition and a. Define rationalization.
subtraction of radicals radicals.
a. Provide examples of b. Discuss how to
with different radicand. perform division of
How do you perform pair of radicals with 2. Study solving radical
same and different radicals.
 addition and subtraction orders. equations.
of radicals with different b. Explain how to perform Reference: Grade 9 a. Recall Properties of
radicand? multiplication of Learner’s Material pp. 266- Equality
radicals. 267 b. Solve equations
Reference: Grade 9 involving radical
Learner’s Material pp. Reference: Grade 9 equations.
262-263 Learner’s Material pp. 264- Reference: Grade 9
265 Learner’s Material pp. 280-
288
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: CHECKED BY: APPROVED BY:

MARK JUNIX G. SARCOL JOMALLY C. MAITO MICHELLE G. DANO
TI OIC/TI PRINCIPAL I