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I. Learning Objectives II. Learning Content III. Teaching - Learning Procedure IV. Evaluation V. Assignment
I. Learning Objectives II. Learning Content III. Teaching - Learning Procedure IV. Evaluation V. Assignment
I. Learning Objectives II. Learning Content III. Teaching - Learning Procedure IV. Evaluation V. Assignment
After a series of illustrative A. Topic: A. Preliminaries Perform the indicated Directions: Analyze
examples, the Grade 9 Addition and 1. Prayer operations and and answer the
students shall be able to: Subtraction of 2. Greetings simplify. following. Show your
Radical Expressions 3. Checking of attendance and management of the solution.
1. differentiate
classroom 1. 4√3 − 2√3
like/similar radicals
B. Reference: B. Lesson Proper 2. 4√10 + 6√10 − 1. Error Analysis:
from unlike/dissimilar
radicals Nivera,G. C., 1. Introduction
√10 + 2
Discuss what is
2. perform addition and Lapinid, M.R. Recall wrong with the
3. 4√𝑥 + √𝑥
C.Grade 9 following answers of
subtraction of radical The teacher will give examples from the previous 4. 3 + 4√𝑥 − 6√𝑥
Mathematics: students
expressions topic. 5. √200 − √108
3. think and solve on real- Patterns and 3 3
8√5 − 4√2 =
Practicalities. p.201- Simplify the following radical expressions 6. 3√6𝑥 +2 √𝑥 +
life word problems 3 3 3
4√3
207 1. √20 2. √56𝑥11 √6𝑥 + √𝑥
involving radicals √𝑥 − 3√𝑥 +
7. √8 + √18 4√𝑥 = √𝑥
C. Instructional Motivation 1 3+√2
√ + √20 √2
Materials: Arrange and Learn 8. 5 =
6 2
images, flash cards, - 3
In this game, the teacher will divide the class into 4 9. √16𝑥 3 𝑦 3 −
calculator groups. Each group will be given flash cards with 3
√54𝑥 4 𝑦 3
equations with corresponding words. Then, the
answers of the flash cards must be arranged into 10. √60 + √135
1
lowest to highest value so that they can get the
D. Skills: hidden phrases which will introduce to the topic of 2. A triangular frame
critical thinking and the day. measure 3√2 m on
cooperative learning two sides and 4√2
2. Activity on the base. Find its
E. Time Frame: - For starter, the teacher will present flash cards with perimeter.
1 Hour radical expression, then the student will state
whether the radicals are like or unlike.
a. √5 + √3 = √8
b. √5 + √5 = 2√10
c. 4√7 − 2√7 = 2√7
2
3. Analysis
- The teacher will ask questions about the activity.
1. Find the value of each statement.
2. Which of the following statements are true? Which
are false?
3. Do they have the same index? Same radicands?
4. Can you add/subtract the two radical expressions
with like radicals? Unlike radicals?
5. How to add/subtract radical expressions?
4. Abstraction
- The teacher will present the rules on the simplifying
radical expressions through operations.
𝑛 𝑛 𝑛
𝑎 √𝑥 + 𝑏 √𝑥 = (𝑎 + 𝑏) √𝑥
3
Note:
√𝑎 + √𝑏 cannot be combined.
Ex. √4 + √9 = √13
2 + 3 = √13
5 ≠ √13
Illustrative Examples:
√2 + √2 = (1 + 1)√2 = 2√2
6√8 − 2√8 = (6 − 2)√8 = 4√8 = 4√4●2 =
4(2)√2 = 8√2
4 4 4
16 √𝑤 5 − 6√𝑤 5 = (16 − 6) √𝑤 4 ●𝑤 1 =
4
10𝑤 √𝑤
3 3 3 3 3
√𝑥 − 5 √𝑥 + 9 √𝑥 = (1 − 5 + 9) √𝑥 = 5 √𝑥
8√𝑥 2 𝑦11 − 2√𝑥 2 𝑦11 + 5√𝑥 2 𝑦 11 =
(8 − 2 + 5)√𝑥 2 𝑦10 𝑦 = 11𝑥𝑦 5 √𝑦
1 1 1 1
5√2 − 6√2 − 𝑥√2 + 3𝑥√2 = (5 + 6 − 𝑥 +
1 1 1
3𝑥)√2 = 11√2 + 2𝑥√2
4
5. Application
- The teacher will divide the class into three groups.
Each group will answer the given a word problem.
The teacher will provide each group writing
materials for the solution. Then, the teacher will ask
for a volunteer for each group for board work.
For Group 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 used?
5
For Group 2:
Streamer
The area of the rectangular streamer is 20
square meters. Its width is 2√2 meters. How long is
the streamer?