Instructional Plan in Math Grade 9 CO1 Quarter2

1
Instructional Plan in Math – Grade 9

Name of Teacher MERASOL S. MILAR Grade/Year IX
Level
Learning Area: Math Quarter: 2 Module No.: 7
Competency: Performs operations on Radical Expressions. (M9AL-11h-1)
Lesson No. 1 Addition and Subtraction of Radicals Duration 60 mins
(minutes/hours)
Key • In adding and subtracting radicals, combine the coefficients of similar
Understandings to radicals and simplify;
be developed • Group similar radicals;
• Combine coefficients of like radicals and simplify.
Learning Knowledge  Identify similar radical expressions.

Objectives
Skills  Perform addition and subtraction of radical expressions.
Attitudes  Investigate through inquiry the parts of the lesson that they find
difficult.
Resources Projector, Laptop, Chalk, Pen and Paper
Needed Self-learning Modules
Elements of the Methodolo

Plan gy
Preparation Introductory 4 pics 1 word
Activity/Motivation Group the students into 6 groups. Each group will guess the word
being implied by the given pictures and jumbled letters. The first
group to give the correct word will have a point and the group who
will garner the highest points will be the winner.
WORDS are related to the topic that will be discussed in the lesson.
Teacher: Are you all ready?

Students: Yes ma’am!
(Powerpoint Presentation of the game 4 pics 1 word)

~words to guess~
1. Operation
2. Radical
3. Addition
4. Subtraction
5. Expression
6. Combine
7. Similar
Congratulations to our winner!

2
Presentation Activity 1. Using the cards provided, each group will arrange 3 similar
- (How will I radical expressions together by putting them in a straight
present the new horizontal line using the tape and manila paper provided.
lesson?
2. The group will arrange as many similar radical expressions
- What materials
as they can in 1 minute.
will I use?
- What 3. The greatest number of correct groupings will be the winner.
generalization
/concept Possible Groupings of Similar Radical Expressions:
/concIusion 5 √2 , 6 √2 , 7 √2
/abstraction should 5 √3 , 6 √3 , 7 √3
the learners 5 √5 , 6 √5 , 7 √5
arrive at?
√3 4 , 3 √3 4 , 5 √3 4
Analysis The teacher asks:

• What did your group do to arrange radical expressions?
(arrange themselves)
• What did each member in your group do? (cooperate)
• Which of the radicals have the same index and radicand?
• What should we consider in identifying similar radical
expressions?
Abstraction  Radical expressions can be combined by addition and
subtraction if they are similar.
 Similar radicals or like radicals are expressions of the same
order and having the same radicands.
 √ 2 ,3 √ 2 ,−4 √ 2, SIMILAR
 4√ 5, √3 3 DISSIMILAR
 Before adding or subtracting radicals, it is important to reduce them
to its simplest form.
 To add or subtract radicals, combine their coefficients and prefix
their common radicand, or apply the distributive property and prefix
their common radicand.
 Simplify by combining like radicals.
1. 5√ 2 + 4 √ 2 - 6 √ 2
2. 9√ 5 - 2 √ 5 - 4 √ 3+ √ 3
3. √ 32 + √ 128
4. 3 √ 4 x - √ 9 x
5. 4√ 3 - √ 27
Solutions will be shown on the board.
3
Generalization:
When can we add or subtract radical expressions?
-If the radical expressions are similar, then we can add or subtract
them.
How do we know if a radical expression is similar?

-When the radical expressions have the same order (index) and
radicand.
Practice Application Perform the indicated operations. Write it in a ½ crosswise.

- What practice 1. 7√ 3 - 2 √ 3 + 4 √ 3
exercises/application 2. 5√ 2 + 4 √ 2 - 6 √ 2
activities will I give
3. √ 18+ √ 50
to the learners?
4. √ 2+ √ 32
Assessment Assessment
Matrix
(Refer to Levels of Assessment What will I assess? How will I assess? How will I
DepED Order score?
No. 73, S. 2012 Knowledge
for the
examples) Process or Skills Performing indicated 4-item test 2 points for
operations. Refer to powerpoint every correct
presentation Slide answer
#8
Product/Performances
Assignment Reinforcing the day’s

lesson
Enriching the day’s lesson
Enhancing the day’s lesson
Preparing for the new Study Rationalization
lesson of Radical
Expressions
Prepared by:
MERASOL S. MILAR
Subject Teacher
Corrected and Approved for CO:
ZENAIDA R. VALLENTE
School Principal

Instructional Plan in Math Grade 9 CO1 Quarter2

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1

Instructional Plan in Math – Grade 9

Learning Knowledge  Identify similar radical expressions.

Elements of the Methodolo

Teacher: Are you all ready?

(Powerpoint Presentation of the game 4 pics 1 word)

Congratulations to our winner!

Analysis The teacher asks:

How do we know if a radical expression is similar?

Practice Application Perform the indicated operations. Write it in a ½ crosswise.

Assignment Reinforcing the day’s

Corrected and Approved for CO:

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