School KABACAN NATIONAL HIGH SCHOOL

DAILY Teacher CHEM D. OYASAN

LESSON Learning Area MATH 9
PLAN
Quarter 2nd
Date & Time

I. OBJECTIVES :
A Content Standard The learners will demonstrate understanding of key concepts
of variation and radicals.
B Performance Standard The learners will be able to formulate and solve accurately
problems involving radicals.
C Learning Competency M9AL – IIf – Ia: Writes expressions with rational exponent as
Code radical expressions
Learning At the end of the lesson, at least 80% of the students will be
Competency/Objectives able to:
1. Cognitive define rational exponents;
2. Psychomotor transform expressions with rational exponent as radical
expressions; and
3. Affective observe the pattern in transforming expressions with rational
exponent as radical expressions.

II CONTENT PATTERNS AND ALGEBRA

III LEARNING RESOURCES
A References
1.  Teacher’s Guide
pages
2.  Learner’s Materials
Lesson 1 pp. 256-262 (LM)
pages
3. Textbook pages Experiencing Mathematics III 2007. Pp 165-172
4. Additional Materials
from Learning Resource Visual Aids and Activity Sheets
(LR)portal
B Other Learning
Resource
IV. PROCEDURES
A Reviewing previous REVIEW
lesson or
presenting the new The learners will answer the following questions:
lesson
- What do you call the exponent of any expression with
greater than or more than 0 as its exponent such as x 3 and
x8? Ans. Positive integral exponent
- What do you call the exponent of any expression having zero
or 0 as its exponent? Ans. Zero Exponent
- And those expressions with zero exponents can be simplified
as what? Ans. It can be simplified as 1
- On the other hand, what do you call the exponent of any
expression with less than 0 as its exponent such as y -2 and
y-9? Ans. Negative Integral Exponent
- What do you call the exponent of any expression whose
exponents are fractions such as ½, ¼, and ¾?
Ans. Rational Exponent
- If that would be the case which the exponents of any
1 1 3
expression or any variable as fractions like a 2 , b 4 , and c 4 ,it
is called as rational exponents. This time and onwards we
will be discussing rational exponents and we will convert
 them into so-called the radical expressions.
(Presentation of objectives)
B Establishing a purpose OVERVIEW
for the
lesson Before the discussion, the learners must be familiar with the key
points that we will be talking here this time.
- The word ‘index’ is the number (superscripted) outside the
symbol √ o or outside of the radical sign.
- The word ‘radical sign’ means the symbol √ o .
- Moreover, the word ‘radicand’ means the expressions inside
the symbol or the radical sign. Besides variables or letters,
radicands have exponents.
C Presenting The teacher will introduce the definition of rational exponent.
examples/Instances of
the new lesson - Rational Exponents are exponents of any expression in the
p
form of , where p and q are either positive or negative
q
integers and q is not equal to 0.
- Why q should not be zero? In any fraction, if the denominator
is zero while the numerator can be any number you wished
to, then that fraction can be impossibly be solve even using
your calculators. Thus, q must not be zero because the
whole expression will become undefined or has no possible
solution.
- Expressions with rational exponents can be transformed to
p
radical expressions such as m q = √q m p.

D Discussing new concepts WE DO IT

and
practicing new skills # 1 The learners will analyse the situations below.
3
g4 = √ g
4 3

−5
w 7 = √7 w−5

- The expressions in the left side are the expressions with

rational exponents while in the right side are the radical
expressions.
- Now, what have you observed? Is there a difference
between the two kinds of expressions?
Ans. The left side has fraction as its exponent yet has
no symbol. The right side has no fraction as its exponent
yet has symbol.
- Have you seen any pattern? Are the numbers moved? Are
the letters changed?
Ans. The numbers from the left side have been moved.
The numerator 3 is moved inside the symbol while the
denominator 4 is moved outside the symbol.
E Discussing new concepts YOU DO IT
and
practicing new skills # 2 - Now, from the observations of the learners in the previous
situation, they will answer or transform the following
expressions with rational exponents into radical
expressions.
- They have to try to answer these questions to see if their
observations were correct. Correct answers will be flashed
after all 3 questions given.
 Direction: In the left side are the expressions with rational
exponents, transform them by supplying the missing
part of the radical expressions.

10
1. 5 11 =❑√ ❑❑ Ans. 11√ 510
−7
2. z 4 =❑√❑❑ Ans. √4 z−7
3
3. k 46 =❑√ ❑❑ Ans. √ k3
46

F F. Developing Mastery I DO IT
(Leads to Formative
Assessment 3) In this portion, the teacher will solve one of the given exercises
G Finding practical of the students in YOU DO IT. The other solution will be flashed
application of concepts for the students to determine if their processes are correct or
and skills in daily living not.
H Making generalizations p
- If is a rational exponent and m is a positive integer, then
and q
abstractions about the p
m q = √ m or ( √ m) provided that q is not zero and m is a
q p q p

lesson
positive number including zero.
- A radical expression or a radical is an expression containing
the symbol √ 0 called radical sign. In terms of √q m p, q is called
the index and mp is called the radicand.
- So can you define now what is rational exponent and radical
expressions?
- In transforming expressions with rational exponents to
radical expressions, let’s go back to your observations, the
denominator of the fraction become the index of the radical
while the numerator become the exponent of the radicand.
The numbers have been moved. The letters were not
changed. The symbol only differs in the two kinds of
expressions.
- Now, can you transform or write expressions with rational
exponents into radical expressions?

I Evaluating learning FORMATIVE ASSESSMENT

I. Transform the following expressions with rational

exponents into radical expressions.
1
1. 31 2 =❑√ ❑❑ =√ ❑
4
2. n 9 =❑√❑❑
−11
3. v 17 =❑√❑❑
II. Justify your answers in the following questions.
4. Why the denominator of any fraction is not zero?
5. What is rational exponent?
6. How to transform expressions with rational exponents
as radicals?

Answers:

1. √2 311=√ 31
2. √9 n4
3. 17√ v−11
4. The whole expression will be undefined or has no
 solution.
p
5. If is a rational exponent and m is a positive integer,
q
p
then m q = √q m p or ( √q m) provided that q is not zero and m
p

is a positive number including zero.

6. In transforming expressions with rational exponents to
radical expressions, the denominator of the fraction
becomes the index of the radical while the numerator
becomes the exponent of the radicand. The numbers
have been moved. The letters were not changed. The
symbol only differs in the two kinds of expressions.

J Additional activities for

application or - Try to analyse the reverse of the situation. Transform radical
remediation expressions into expressions with rational exponents. Make
your one problem.

V. REMARKS
VI. REFLECTION
A No. of learners who
earned 80% in the
evaluation
B No. of learners who
require additional
activities for remediation
who scored below 80%
C Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D No. of learners who
continue to require
remediation
E Which of my teaching
strategies worked well?
Why did these work?
F What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by:

CHEM D. OYASAN CONSOLACION T. MAGHUNONG, MT-II

Teacher Subject Specialist

Noted by: Approved by:

MARIO U. CORPUZ MARY JOY D. BAUTISTA, PhD.
Head Teacher III Principal II