DETAILED LESSON PLAN in MATHEMATICS 9

Date: December 12, 2022

Learning Competencies:
Solve equations involving radical expressions. (M9AL-IIh-1)

I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. differentiate radical equation and radical expression.
b. solve equations involving radical expressions.
c. apply the procedure on how to solve radical equations in real life world.
II. SUBJECT MATTER
a. Topic: Solving Radical Equations
b. Time allotment: 1 hour
c. References: Grade 9 Math Textbook pp.214-221
d. Method: Guided discovery, questioning, and discussion
e. Learning Modality: Online Learning
f. Materials: PowerPoint Presentation, Zoom, Laptop, Internet Connection, Cellphone,
Calculator
g. Value Integration: Critical thinking, Cooperation and Patience
III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Daily Routine

a. Prayer
May I request everyone to turn off
their microphone and open their
cameras? Let’s start our day with a
prayer.

Ma. Marie Lee can you please lead

the prayer? The name of the Father and of the Son and of
the Holy Spirit. Dear Lord, Thank you for
today. Thank you for ways in which you
provide for us all. For Your protection and love
we thank you. Help us to focus our hearts and
minds now on what we are about to learn.
Inspire us by Your Holy Spirit as we listen and
write. Guide us by your eternal light as we
discover more about the world around us. We
ask all this in the name of Jesus. Amen.

b. Greetings
Good morning class. Good morning, Ma’am. It’s good to see you!

Its good to see you too class. How

was your day? We’re good Ma’am.

Okay. It seems that you’ve really

enjoy your long weekend class.

c. Checking of Attendance
Kielene, may I know who were the
 absent today? Kindly give us a
report. I’m glad to tell you ma’am that no one is
absent today.
Thank you, Kielene.

d. Reminder and Rules

1.Be on Time. Be sure to logged in 5
minutes in your zoom app before the
class start.
2. Dress Appropriately. You need to
dress appropriately and things like
sando and no shirts for boys are not
allowed in our online class.
3. Choose your Study Space. Set up
your study space in a quiet place away
from distractions.
4.Mute your Microphone and always
turn on your Camera. When you
arrive at the meeting, please be sure to
mute your microphone first and turn on
your camera until at the end of the
class. If I ask a question and if you have
a question, then its okay to unmute
your microphone.
5.No Eating or Drinking. Eating and
drinking should be prohibited in our
online class, wait for your free time for Yes Ma’am.
break.

Okay, Thank you.

B. Review
Today we will be having our new lesson but
before that. Let’s have a recap on the topic
we’ve discussed last meeting.
Who among you remembered the topic that we
have tackled last time?

Anybody from the class who would like to (Students will raise their hands.)
share what he/she had learned about the topic
last meeting?
Ma’am our last topic is all about Laws of
Yes. Chabelita? Radicals.

(Students will raise their hands.)

Very Good. So, again what is radicals?

Ma’am, radicals is symbol that is used to

Yes Rodley? denote square root or nth roots.

(Student will raise their hand)

Very Good. How many laws do we have in
radicals? Ma’am we have 4 Laws in Radicals.
Okay. Yes Christian?

Very Good. What are Laws of Radicals? Ma’am the Laws of Rules are:
1. (√n a)² = a
Yes Ma. Marie Lee? 2.√n a . √n b = √n ab

3. n =
√b √
√n a n a

4.√ √ a = √ a
n m
b
mn

Very Good class. It seems that you really

understand our topic last meeting.

C. Motivation
Before we start our lesson for today, we will be
having a short activity. I will divide the class
into two groups. You only have five minutes
to finish the activities, as many words as you
see once you're done answer type it on the chat
box here in zoom meeting immediately. The
group who will finish it first will get an
incentive afterwards
Group 1 Group 2
Rodley Kielene
Chabelita Ma. Marie Lee Yes Ma’am.

Am I clear class?

Instructions: Inside the cross-word puzzle find

words which you think related to our new
topic. And type it on our chat box.

Let’s start our activity.

R A D I C A L E X M
A N Y N A Y O X P A
R D S V L B V P R T
E A O O L E E R T H
A M T L T G Y E O I
E Y I V E D M S K S
T G N I V L O S J F
I I P N P F L I G U
O N U G Q R U O H N
E Q U A T I O N A T

Ma’am the words are Math is Fun, Radicals,

Equation and Involving.
(After 5 minutes) What words did you found
inside the cross words puzzle Group 1 ?
Ma’am the words that we found are Solving,
Radicals and Expression.
Let’s check the answers of group 1 on our chat
box. Okay. Very Good. How about the Group
2? (Students execute Fireworks clap)

Okay. Very Good class. Let’s give ourselves a

Fireworks clap!

D. Lesson Proper Ma’am I think our lesson for today is about

From our activity, what do you think is our Radicals Equation?
topic for today? Anyone?

Yes Rodley?

That’s right. Very Good. Today, you will learn
more about solving equation involving Radical
Expressions
Are you ready to listen and learn?
Before we start here are our objectives for
today’s lesson. Can you please read Chabelita?
Yes Ma’am.
At the end of the lesson, the students should
be able to:
a. differentiate radical equation and
radical expression
b. solve equations involving radical
expressions.
c. apply the procedure on how to solve
radical equations in real life world

Thank you. So that’s our objectives. Let’s take

a look in the given illustration.

(Students will raise their hands)

The √ symbol that is used to denote square root
or nth roots is called Radical.
Ma’am Radicand is a number or expression
In the given illustrations what do you think is inside the radical symbol.
the Radicand?

Yes Christian?
Very good. While the index is the number
above the root symbol in a radical expression.

Now, Let’s differentiate the Radical

Expressions and Radical Equations before we
proceed to the solving.

When we say Radical Expressions is an

equation that has a variable in a radicand.
While the Radical Equations is an equation
where the variable is found underneath a
square root, cube root or higher root. On in the
other words, is an equation containing radical
expressions with variables in the radicands.

Here are some examples of radical expressions

and radical equations.

Radical Expressions Radical Equations

1.√ 16 1.√ ( 2 x +9 )=5
2.√ 98 2.√ x−7=3
3.√ 45 3.√ 3 x+1=4 Yes Ma’am.
4.√ 60 4.√ 4 x +9=3 x+ 8
5.√ 48 5.√ x+5=7

Based on the given examples. Did you

understand the differences of the two?

So now we're going to the Steps in Solving

Radical Equation.
1. Isolate the radical on the left side by
applying the appropriate properties of
equality.
2. Combine similar terms when possible.
3. Remove the radical sign by raising
both sides of the equation to the index
of the radical.
4. Solve the resulting equation.
5. Check the solutions.

Let’s have an example.

EXAMPLE 1: Solve the given radical

equations.

√ 5 n−4 – 9 = 0 Isolate the radical, add 9 to

both side
√ 5 n−4-9+9 = 0 + 9 Simplify
√ 5 n−4 = 9
The index of a square root is 2,
we square both sides.
(√ 5 n−4 ¿ ¿ ² = (9)²
5n-4 = 81 Solve the new equation.
5n = 81 + 4
5 n 85
=
5 5
n = 17
Check the answer.

√ 5 n−4 – 9 = 0
√ 5(17)−4 – 9 = 0
Yes Ma’am.
√ 85−4 – 9 = 0
√ 81- 9 = 0
9-9 = 0
0=0

Therefore, the solution of n which is 17 is

correct.

Did you understand class?

Okay. Let’s have another example.

EXAMPLE 2: Solve the given radical

equations.

From that illustration you can see the eyes

which serve as the observer. You can also see a
horizontal line in which it is defined as the
horizontal line formed at the eye level of the
observer. Aside from that, you can also notice
the imaginary line that connects the eye of the
observer to the object above. From that
illustration you can formed an angle, and the
angle formed is what we call the angle of
elevation.

In angle of elevation, you just need to

remember that it is the angle formed from the
horizontal line to the line of sight of the
observer from the object above.
Are we clear on angle of elevation?

Okay now when we say angle of depression. It

is the angle formed by a horizontal line and a
line of sight to a point below the line. Here’s an
illustration for angle of depression.

From the illustration you can see that the object

is below and thus, the observer is ofcourse
looking down. The angle formed from the
horizontal line to the line of sight of the
observer from the object below is what we call
the angle of depression. To understand the
concept easily, when we say angle of elevation
the observer is looking upward, while when we
say angle of depression, the observer is looking
down.

Also we have what we call alternate interior

angles. As a result the angles of elevation and
depression are alternate (interior) angles. Since
the transversal intersects two parallel lines,
and alternate interior angles are congruent, the Ma’am TOA.
angle of elevation and angle of depression
must also be congruent.

Do you understand angle of elevation and

depression?

Very good. Now we will move on in solving

word problems involving angle of elevation
and depression. Let’s have the following
examples.

Problem 1:
An airplane pilot sights a life raft at a 26
degree angle of depression. The airplane’s
altitude is 3 km. What is the airplane’s surface
distance x from the raft?

From this problem we are talking about angle

of depression, since it is already stated in the
problem. For us to understand better the
problem let’s have an illustration.

You have the observer which is the pilot of the

airplane looking below the life raft, from that
you can form your horizontal line which is the Yes Ma’am.
eye level of the airplane and the line of sight
from the airplane to the raft.

You can form an angle with the horizontal line

and the line of sight which is the angle of
depression. It is already given that the angle of
depression is 26 degree so; we can label the
angle as 26 degree.

Given that the airplane’s altitude is 3km, we

can label this as 3km.

Ma’am we have a given hypotenuse and

adjacent.
We are looking for the airplane’s surface
distance x from the raft, so we can draw a line
here and label it as x. As you noticed we create
a right triangle. Ma’am we can use CAH.

As I have discussed earlier, we have alternate

interior angles with formed two congruent
angles. Therefore, we can label this angle also
as 26 degrees.
From our previous lesson we talked about
using SOH CAH TOA in right triangles. In
here we have a given opposite which is 3 km
and an adjacent which is the x or what we are
looking for. So, class in this problem what is Yes Ma’am.
the most suitable to use? Is it SOH? CAH? Or
TOA?

(The teacher will call a student to answer the

question.)

Okay very good. Since we have a given

opposite and adjacent, we will use TOA. Let’s
substitute the given. We will have:

3
tan26 ° =
x

Cross multiply, We will have :

xtan 26 °=3

Divide both sides by tan 26° . We will have:

xtan 26 ° 3
=
tan 26 ° tan 26 °

We can cancel tan 26 ° on the left side, so we

will have:
3
x=
tan 26 °

When you use the calculator to solve it. You

will get 6. 15. Therefore, the airplane’s surface
distance from the raft is 6.15 km.

Did you get it class?

Very good. Okay Let’s have another example.

Problem 2:
You sight a rock climber on a cliff at a 32 °
angle of elevation. The horizontal ground
distance to the cliff is 1,000 ft. Find the line of
sight distance to the rock climber.

Now, in this problem we are dealing with angle

of elevation. Let’s illustrate first the problem.
You will be having a rock here in which you
are looking at the rock climber. Ofcourse, you Ma’am there are two right triangles formed.
are at the bottom of the rock and looking
upward to it. We can draw a horizontal line
from your eye level to which has a value of
1000 ft. From you to the cliff of the rock is the
line of sight which is what we are looking for
so, we can label it as x. Then, the angle formed
which is the angle of elevation is 32 degree.
Given the following we formed a right triangle.
Looking at the sides, what are the given sides?

(The teacher will call a student to answer the

question.)

Very Good. So, from SOH CAH TOA what Ma’am we have a given opposite and adjacent.
are we going to use to solve this problem?

(The teacher will call a student to answer the

question.)
Ma’am TOA.
Very Good. So, substituting the given values,
we will have:
1,000
cos 32 °=
x

Cross multiply, We will have :

xcos 32 °=1,000

Divide both sides by cos 32° . We will have:

xcos 32° 1,000

=
cos 32° cos 32 °

We can cancel cos 32 ° on the left side, so we

will have:
1,000
x=
cos 32 °

When you use the calculator to solve it. You

will get 1, 179.18. Therefore, the line of sight
distance to the rock climber is 1, 179.18 ft.

Are we clear on that?

Okay very good. Let’s have our last problem.

Problem 3:
An observer in a lighthouse is 69 ft above the
water. He sights two boats in the water directly
in front of him. The angle of depression to the
nearest boat is 48 ° . The angle of depression to
the other boat is 22 °. What is the distance
between the two boats? Round to the nearest
foot.
Okay ofcourse, first things first, let’s illustrate
this problem.

First, we have an observer in a lighthouse

which is 69 ft. above the water. So we can put
a horizontal line in the observer’s eye level.
Then, he was looking down at the two boats in
front of him. The nearest boat has an angle of
depression of 48 degree and the other boat has
22 degree angle of depression.

Now, we are looking for the distance between

the two boats. Let’s have boat A here and boat
B for the other. Yes Ma’am.

So, class in this problem what have you

noticed? (The teacher will call a student to
answer the question.) Ma’am the difference between angle of
elevation and angle of depression is that when
Very good. So, in this problem we have two we say angle of elevation it is the angle formed
right triangles formed. by a horizontal line and a line of sight to a
point above the line while angle of depression
is the angle formed by a horizontal line and a
line of sight to a point below the line.

Ma’am first we need to illustrate the problem.

Second, mark in the given angle of elevation or
depression and the given sides and lastly, Use
trigonometry to find the required missing
Let’s label the distance of the boat B from the length.
lighthouse as x and y for the distance of boat A
from the lighthouse. To solve the distance
between the two boats we need to subtract y
from x. Solving for x first, what are the given
sides of the right triangle?
(The teacher will call a student to answer the
question.)

So what are we going to use is it SOH? CAH?

Or TOA?

(The teacher will call a student to answer the

question.)

Very good. Since we have a given opposite

and adjacent, we will use TOA. Let’s substitute
the given. We will have:

69
tan 22 °=
x

Cross multiply, We will have :

x tan 22° =69

Divide both sides by tan 22° . We will have:

x tan22 ° 69
=
tan 22 ° tan 22°

We can cancel tan22 ° on the left side, so we

will have:
69
x=
tan 22 °

When you use the calculator to solve it. You

will get 170.78. Therefore, the distance of Boat
B from the lighthouse is 170. 78 ft. Now to
solve for y, we will do the same procedure.
Let’s substitute the given. We will have:

69
tan 48 °=
y

Cross multiply, We will have :

y tan 48 °=69

Divide both sides by tan 48° . We will have:

y tan 48 ° 69
=
tan 48 ° tan 48 °

We can cancel tan 48 ° on the left side, so we

will have:
69
y=
tan 48 °

When you use the calculator to solve it. You

will get 62.13. Therefore, the distance of Boat
A from the lighthouse is 62.13 ft.

In here we are looking for the distance between

the two boats and as I have said earlier to get
the distance between the two boats you need to
subtract y from x. So we will have:
 Distance = x – y
170. 78 ft. – 62. 13 ft.
Distance = 108. 65 ft. or ≈ 109 ft.

Therefore the distance between the two boats is

approximately 109 ft.

Did you get it class?

Very good class. That’s how we solve word

problems involving angle of elevation and
angle of depression.

E. Generalization
Class, from our previous discussion what is the
difference between angle of elevation and
angle of depression?

(The teacher will call a student to answer the

question.)

Very good. That’s right.

What are the steps that we need to follow in

solving word problems involving angle of
elevation and angle of depression?

(The teacher will call a student to answer the

question.)

Very Good. It seems that you really understand

our lesson for today.

IV. EVALUATION

Illustrate and solve the following problems involving angle of elevation and angle of depression.

1. Suppose the plane is at an altitude of 3,500 ft and the angle of elevation from the airport
to the plane is 29°. What is the horizontal distance between the plane and the airport?
Round to the nearest foot.
2. From the top of a vertical cliff 40m high, the angle of depression of an object that is level
with the base of the cliff is 34 ° .  How far is the object from the base of the cliff?
 3. If a kite is 150ft high when 400ft of string is out, what is the angle that the kite makes
with the ground?

V. ASSIGNMENT

Inside or outside your homes look for a situation in which you can create a word problems
involving angle of elevation and angle depression. (one problem each angle). Capture the
situation then create a word problem about it and solve. To be pass on our google classroom.

You will get scores:

10 points – correct and unique concept or situation

10 points – for correct solution
10 points – passing it on time

Prepared by:

Ma. Marie Lee H. Santos

BSED 4D

Mrs. Angielou P. Belza, LPT

Cooperating Teacher