School Grade Level 9

GRADES 9 Teacher Learning Area MATH

DAILY LESSON LOG 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://www.warrick.k12.in.us/ http://www.warrick.k12.in.us/ http://tagalog.wikipilipinas.or http://www.pob.k12.ny.us/cm
Materials schools/castlesouth/docs/M schools/castlesouth/docs/M g/index.php/ s/lib/NY01001456/Centricity/
from ath/Algebra/Alg ath/Algebra/Alg Cavite Domain/200/Chapter12a.
Learning %201%2012.2%20pg %201%2012.2%20pg
Resource %20719.pdf %20719.pdf
(LR) portal
http://www.pob.k12.ny.us/cm http://www.pob.k12.ny.us/cm
s/lib/NY01001456/Centricity/ s/lib/NY01001456/Centricity/
Domain/200/Chapter12a. Domain/200/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 with same radicand, with students to simplify the rule for radicals and
the new lesson
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.
2. + 3 (chabacano word which
4. 9. 3. means no) if the equation is
- 2 wrong.
5. 10. 4.
3. + 5 1. ∙ =
5.
- 4
2. =
4. +3

3. =
-
4. =
5. 9 +
5. =
-3
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.
2. 3 +7 -
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

2. 13 + -4 Multiply by

= or =
= 13 + –4 Transform each radical to
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. Factor each radicand.
Subtract like radicals. Simplify each radicand. -
Simplify.
5. - +5 Combine like radicals. Simplify.
- =
Factor each
radicand. =
Simplify each
radicand. =
Simplify.
 Combine like
radicals. 3. by

= or =
Transform

each

radical to

similar

terms.
= or =

E. Discussing new 1. What is your basis when
concepts and grouping radicals?
practicing new skills 2. How will you identify like
#2 radicals?
3. What are the steps in
adding and subtracting like
radicals?
4. Why do we need to
simplify dissimilar radicals
before combining?
1. What is your basis when
grouping radicals?
2. How will you identify like
radicals?
3. What are the steps in
adding and subtracting like
radicals?
4. Why do we need to
simplify dissimilar radicals
before combining?
Thus ∙
=
1. How did you simplify the 1. What is the product rule
given radical expressions? for radical?
2. How did you find the 2. What is the quotient rule
product of: for radical?
a. Radicals of the same 3. How do you determine
order. the conjugate of an
b. Radicals with different expression?
indices. 4. How do you perform
c. Binomials involving division of radicals of the
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
3. 7 + -2 cross mark. Then, pick
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. + - the attic if the base is
form.

m and the height is m.

4. - 3. 10 + -2
2. The area of the
rectangular floor to be
5. + covered by tiles whose
dimensions are

m and m.

3. The area of the

square lot where Gazebo
will be placed if the side
is m.
 H. Making
To multiply radicals of To divide radicals of the
Likegeneralizations
radicals are and the same order, use same order, use the
Likeabstractions
radicals
radicals that haveareabout
the property = then property
radicals
the the
same that
lesson have
index
the same index and simplify by removing = then rationalize the
and the same the perfect nth powers
the same radicand. denominator. To divide
radicand. from the radicand. To radicals of a different
Unlike radicals
Unlike radicals are are
radicals that
that have
have multiply binomials order, it is necessary to
radicals involving radicals, use first change the radicals
different radicands
different radicands
or different
different indexes, the property for the to the same order then
or product of two rationalize the
or both. or both.
indexes, binomials denominator. To divide
To combine
To combine like like
radicals with a
radicals, add
radicals, add or or ( a ± b )( c ± d ) = ac denominator consisting
subtract their
subtract their (ad ± bc ) ± bc, then of at least two terms, we
coefficients and
coefficients and simplify by removing follow the steps below:
annex their
annex their common perfect nth powers a. Write each radical in
radical. radical.
common from the radicand or by fractional exponent. b.
To combine
To combine unlikeunlike combining similar Change the fractional
radicals, simplify radicals. To multiply exponents to similar
radicals, simplify fractions. c. Change
each radical
radical ifif two radicals with
each different indices, we each back to radical
possible, and
possible, and then
then
follow the steps below; form. d. Multiply the
combine
combine like like radicals and simplify. A
a. Write each radicand
radicals.
radicals. Conjugate pair consist of
in fractional exponent.
b. Change the two binomial radical
fractional exponents to expressions that have
the same numbers but
similar fractions. c.
only differ in the sign
Change each back to
that connects the
radical form. (The two
binomials.
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 equations.
 of radicals with different orders. a. Recall Properties of
radicand? b. Explain how to perform Reference: Grade 9 Equality
multiplication of Learner’s Material pp. 266- b. Solve equations
Reference: Grade 9 radicals. 267 involving radical
Learner’s Material pp. equations.
262-263 Reference: Grade 9 Reference: Grade 9
Learner’s Material pp. 264- Learner’s Material pp. 280-
265 288
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?