School JJDVSTVSS Grade Level 9

Learning
Teacher Ceryl Joy S. Mejia Mathematics
Area
Teaching
Dates JANUARY 17,2024 Quarter SECOND
and Time (1:40-2:40)

I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. Content Standards variation and radicals.

B. Performance Standards The learner is able to formulate and solve accurately problems
involving variation and radicals
Performs operations on radical expressions.
(M9AL-IIh-1)

C. Learning Competencies/ The Learners are expected to.

Objectives
Write the LC code for a. Differentiate like/similar radicals from unlike/dissimilar
each radicals.
b. Add and subtract radical Expressions.
c. Solve real life problems involving addition and subtraction of
radical expressions
II. CONTENT Radicals
III. LEARNING RESOURCES
Mathematics Learner’s Module 9. Department of Education. 2014
A. References Mathematics Exemplar: Activity book in Grade 9. Second Edition
Mathematics 9 SLM Q3, M5
1. Teacher’s Guide pages pp. 180-181
2. Learner’s Materials
pp. 262-263
pages
Intermediate Algebra by Mark Dugopolski pp. 407-408
3. Textbook pages
Intermediate Algebra Textbook for Second Year pp. 149-151
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Activity sheets, Colored paper, cutouts, manila Paper, laptop, and
Resources monitor
IV. PROCEDURES
A. Reviewing previous “Move Test”
lesson or presenting the
new lesson a. Divide the class into four groups.
b. Each group shall form a circle.
c. In this activity, each group is given 5 problems involving radical
expressions, 10 seconds is allotted time for each member to
simplify and write their answers on a piece of paper.
 d. After the time allotment, the students shall pass the next
problem to their right and so on until they answer all the
problems.
e. Exchange papers for checking.

The students will be asked the following questions:

How are you and your siblings/friends/mother/father alike?
Different?

“Math 4 pics one word”

In this game, the teacher will present 4 pictures, the students

will guess the hidden word which is common to the 4 images.

B. Establishing a purpose
for the lesson

For starter, the teacher will present radical expressions, then the
students will state whether the radicals are similar or dissimilar.
a. 4 √ 2 , 4 √ 3
b. 3 √ x, −5 √ x
c. 8 √3 xy , √3 xy
d. √3 8, √ 8
C. Presenting
examples/instances of
the new lesson Facilitate differentiating similar and dissimilar radicals.

Questions:
1. What have you observed?
2. Does the given expression have the same indices?
Radicands?
3. How would you identify unlike or dissimilar radicals

Guess and Check:

D. Discussing new
concepts and practicing The teacher will move forward to the Guess and Check Activity in
new skills #1 which another set of radical expressions will be presented. The
 teacher will let the learners observe and study each expression by
pair and ask how the operation was being use.

1. 3 √ 7- 2 √7 = (3−2) √ 7
2. √ 5 + √ 3 =√ 5 + √ 3
3. √3 3 + √3 3 = 2 √3 3

Activity: Show students Illustrative examples of adding and

subtracting radicals, let the students analyze.
The teacher will give them a Conclusion table and let them answer
the given questions.

1. Analysis: Then answer the following Questions:

 How do you think the given expressions were
simplified? What process did you observe?
 What understanding is necessary to simplify the
given expression?
 Based on the given illustrative examples, how
do we add Radicals?
How do we subtract radicals?
 What conclusion can you formulate regarding
Addition and Subtraction of radicals?
E. Discussing new
concepts and practicing
new skills #2 2. Abstraction: teacher will Present the rules in adding
and subtracting radicals

Addition and Subtraction of radicals

1. Simplify all the radicals if possible.
2. only like/similar radicals (same radicand and
index) can be added or subtracted.
3. Add/ subtract the coefficients then copy the
common radical.

a√ x + b√ x = (a + b) √ x
n n n

3. Give some examples of performing addition and

subtraction of radicals
F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical “GROUP ACTIVITY”

applications of concepts
and skills in daily living The teacher will ask the students to remain in their group.
Each group will form a circle and try to answer the given real life
world problem involving radical expressions.

The teacher will provide each group a writing material for

their solution. They will be given 15 minutes to answer the problem.
The teacher will instruct each group to write their answer with
solutions on the board. Rubrics will be presented for how they will
be graded.

Problem 1: Leg Traction

To help align Adon’s broken bone, a doctor uses traction as

shown in the figure. Traction is applied by fixing a weight, two
pulleys and some stainless-steel cable to a broken leg. Based on
the setup shown, how many meters cable are use
 Problem 2: Streamer

Christian has a rectangular streamer with a length of 3 √ 2−7 √ 2,

while, its width is 2 √ 2 meters. What is the perimeter of the steamer?

0000

The teacher pasted 5 questions on a small piece of paper under the

learners’ chairs, then if they can answer the question correctly, they
will receive a reward. Otherwise, other learners can have a chance
to answer and get the reward.
Questions:
1. Differentiate like radicals and unlike radicals.
H. Making generalizations
2. Based on the discussion, how can you add and subtract
and abstractions about
radical expressions?
the lesson
3. You can only add and subtract radicals if the given
expressions/terms have the same radicand and coefficients?
True or False?
4. Can expression 3 √ 5 + 2 √ 3 be simplified? Yes or No? why?
5. Adding and subtracting radicals is like adding and subtracting
variables?

I. Evaluating learning

J. Additional activities for

application or
remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above
B. No. of learners who require additional activities for ___ of Learners who require additional activities for
remediation remediation
C. Did the remedial lessons work? ___Yes ___No
No. of learners who have caught up with the ____ of Learners who caught up the lesson
lesson
D. No. of learners who continue to require ___ of Learners who continue to
remediation require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
E. Which of my teaching strategies worked well? Why
___ Answering preliminary
did these work? activities/exercises
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Lecture Method
F. What difficulties did I encounter which my principal __ Pupils’ behavior/attitude
or supervisor can help me solve? __ Internet Connections
The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
___ worksheets
___ varied activity sheets
G. What innovation or localized materials did I Strategies used that work well:
use/discover which I wish to share with other ___ Group collaboration
teachers? ___ Games
___ Answering preliminary
activities/exercises
___ Think-Pair-Share (TPS)
___ Lecture Method

Prepared by: Checked by:

CERYL JOY S. MEJIA FREDDIE R. MANAOIS

Teacher III Master Teacher I

Noted by:

ADELFO F. MALANUM
Head Teacher II, Mathematics