Grades 1-12 School OPOL NATIONAL SECONDARY TECHNICAL SCHOOL Grade Level GRADE 9

Daily Lesson Plan Teacher JOHN ROSEVIL B. SALAAN Learning Area MATHEMATICS
Teaching Dates and Time DECEMBER 5 – DECEMBER 9 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

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

B. Performance Standards
The learner is able to formulate and solve accurately problems involving radicals.

C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
Learning Competency: Writes expressions with rational exponents as radicals Learning Competency: Derives the laws of radicals (M9AL-IIf-2)
and vice versa(M9AL-IIf-1)
Learning Objectives: Learning Objectives:
1. Write expressions with rational exponents as radicals
2. Simplify expressions with rational exponents 1. Rewrite radical expression to exponential form and vice versa.
3. Show critical thinking skills in simplifying expressions with rational 2. Derive the laws of radicals
exponents Apply the concepts of radicals in formulating and solving real-life
situations and related problems.
WRITING RADICALS IN EXPONENTIAL FORM LAWS OF RADICALS
Teacher’s Guide, Learner’s Module Teacher’s Guide, Learner’s Module

A. References

1. Teacher’s Guide pages pp. 251-259 pp. 175-177

2. Learner’s Materials pages pp. pp.

3. Textbook pages

4. Additional Materials from Learning Resource

(LR) portal
B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
A. Reviewing previous lesson or presenting the
new lesson
The teacher will let the students recall their understanding on simplifying zero,
The teacher lets the students work with a partner in performing the
negative, and rational exponents by doing the activity below:
activity below.

Activity 1
Simplify the following expressions.
Instructions: Use your calculator to evaluate each expression in
column A. Compare each result with the value of the corresponding
1. Answer Key: 1.
expression in column B.

Column A Column B
2. 2.

a. = _________ 16 1/2 = __________

3. 3.
1/3
b. = _________ 27 = __________

c. = _________ 16 ¼ = __________ 4. 4.3

d. = ________ 243 1/5 = __________

e. = _________ 2 ½= __________
The teacher asks the students to write down the square and cube numbers from
0 to 100. List alongside the factors of those numbers.

The teacher asks the students the following guide questions: Teacher exposition:
1. What do you observe about the values of the expression in column a. Start by showing the squares and cubes (with their factors) given by the
A to that of column B? students.

Answer: The values are the same.

2. For each pair, what is the relationship between the denominator of

the exponent to that of the index of the radical?

Answer: The denominator in the exponent is the same as the index of

the radical.

The teacher lets the students recall how to write expressions with rational
exponents in radical form by letting them work in pairs to answer the activity Emphasize that the square roots of any positive real number are positive
below. (principal square root) and negative. Also, the symbol indicates the principal

Activity 1: Rewrite and Simplify Me! square root, and the negative square root is written as - .

Write the radical form of the following expressions and simplify if possible.
On cube roots, show that the cube of any positive real number is positive, or any
1. 641/3 negative real number is negative

e.g.
2.
because

3. 643/4

4. -363/2

Answer Key:

1. 4

2.

3. 8
 4. -216

The teacher asks some students show and explain the answer to the class.

The teacher asks the students the following guide questions:

1. How did you simplify expressions with rational exponents?

2. What necessary concepts/processes are needed in writing expressions in

exponential form to radical form?

The teacher explains to the students’ expressions with rational The teacher lets the students realize that simplifying rational exponents are
exponents can be written as radicals and vice versa. important skills needed to understand the concepts of radicals.

The teacher explains to the students that radical expressions can also be
written in exponential form and vice versa. They just to follow the previous
definition on how to write expressions with rational exponents to radicals.
B. Establishing a purpose for the lesson
Definition of If m and n are positive integers greater than 1 with
The teacher lets the students realize that identifying expressions which are
perfect squares and perfect cubes and finding their square roots and cube roots
are important skills needed in simplifying radicals
in

simplest form, then and or , as long as is a real

number.

C. Presenting examples / instances of the new The teacher explains the definition below and gives illustrative The teacher lets the students, in groups of four, do Activity 3: Fill-Me-In found on
lesson
examples. pages 252 of the Learner’s Module.

Answer Key:
Definition: For any integer n > 1 and any real number b for which
is defined,

b 1/n = .
The teacher lets the students work in groups to answer the following
activity.

Activity 2

Use radical notation to rewrite each expression. Simplify if possible.

1. 4 1/2

2. 64 1/3 The teacher lets the students, in group of four, do Activity 6: Why Am I True/
Why Am I False? found on page 257 of the Learner’s Module.
3. x ¼
Simplify
4. – 9 ½

5. (81 x8)1/4 TRUE Identifying the perfect cube factor of 16

6. 5y1/3
TRUE Using the law of radical and
Answer Key:
separating the radicand into perfect and non
1. 2
perfect nth power.
2. 4
TRUE Extracting a perfect nth root
3.

4. -3 TRUE Multiplying the coefficient of which is 1 and

5. 3x2 s the integer 2.

6. 5

The teacher calls some students to write the following radicals in exponential
form.
 1.

3.

4.

Answer Key:

1.

3.

4.

D. Discussing new concepts and practicing new
skills #1
The teacher asks one representative from each group to write and explain
the answer to the class.
The teacher processes the activities by asking the students the following
questions:
1. How would you simplify expressions with rational exponents?
The teacher discusses with the students the process of arriving at the answer of
each exercise in Activity 3. Ask about the mathematical skills or principles that
they used to come up with the solution.
The follow-up questions after this activity may serve as springboard for
discussion. The teacher processes students’ answers to the follow-up questions.
Focus on simplifying radicals by removing perfect nth powers.

Rewrite the given expression in radical and simplify if possible.

2. How do you simplify expressions with rational exponents whose

numerator is not 1, example 163/2?

When 163/2 is written in radical form, the denominator of the rational

exponent becomes the index and the numerator becomes the power to which
the radicand is raised,

Thus 163/2 = 3
= 43= 64.

The teacher explains to the students that some radical expressions can be
simplified by first writing them in exponential form and use the properties of
exponents to simplify them and then convert back to radical notation.

The teacher explains the illustrative examples below.

Example 1. = (Write in exponential form)

= (Simplify the exponent)

= ( Write the final answer in radical form)

Example 2. = (Write in exponential form)

= (Write 25 as )

= 52/6 (Use the power law)

= 51/3 (Simplify the exponent)

= ( Write the final answer in radical form)

Example 3. =( 1/6
(Write in exponential form)
 = r2/6 s4/6 (Use the power law)

= r1/3 s2/3 (Simplify the exponent)

1/3
= (Use anbn = (ab)n

= ( Write the final answer in radical form)

The teacher discusses thoroughly how to simplify exponential expression The teacher discusses thoroughly the important points to be considered in the
whose numerator is not 1. study of radicals presented on page 254 on the Learner’s Module.

The teacher lets the students work with a partner in simplifying the following
radicals. After 10 minutes, he/she calls some students to show and explain
the answer on the board.

E. Discussing new concepts and practicing new skills #2

1.

3.

F. Developing Mastery Working in pairs, the teacher lets the students derive the Laws of Radicals using
(Leads to Formative Assessment)
The teacher lets the students work in their respective groups and answer the laws of exponents. (This can also be done by the teacher which depends on
Activity 3:(Fill-Me-In) on page 252 of the Learner’s module. the type of his/her learners)

Answer Key: Actual Activity

Derivation of the Laws of Radicals

1. 5 ¾ = =

2. 3b3/2 = 3 1.

2.
 = =
3.

4. =
4. = =

Working in pairs, the teacher lets the students answer the following exercises.

Simplify the following radicals. Answer key:

1. 5

2.

The teacher asks the students to answer the problem below with their group
mates.

Basal metabolic rate (BMR) is the number of calories per day a person needs
G. Finding practical application of concepts and
skills in daily living
to maintain life. A person’s basal metabolic rate B(w) in calories per day can
be estimated with the function B(w) = 70w 3/4 , where w is the person’s weight
in kilograms.

Estimate the BMR for a person who weighs 60 kilograms.

Answer: 1509 calories

H. Making generalizations and abstractions about The teacher lets the students summarize the lesson by completing the The teacher summarizes the mathematical skills or principles used to derive the
the lesson
following statements: laws of radicals through asking questions like:

1. Definition of If n is a positive integer greater than 1 and is a real 1. What did you do to derive the laws of radicals?
Answers shall be drawn from the students.
 number, then = _____.
The teacher summarizes the mathematical skills or principles used in simplifying
2. The denominator of the rational exponent corresponds to the _____ of the
radical expression in such a way that the radicand contains no perfect nth
radical.
root.
3. Definition of If m and n are positive integers greater than 1 with in Removing Perfect nth Powers:

simplest form, then and or ______, as long as is a real Break down the radicand into perfect and non-perfect nth powers and apply the
number. property

4. The denominator n of the rational exponent corresponds to the _____ of

the radical and the numerator m of the rational exponent corresponds to the
_____ of the radical.

The teacher lets the students summarize the lesson by answering the
following questions:

1. How do you transform a radical expression in its exponential form?

 Definition of If m and n are positive integers greater than 1

with in simplest form, then and or , as long

as is a real number.
 The denominator n of the rational exponent corresponds to the
index of the radical and the numerator m of the rational exponent
corresponds to the power to which the radical is raised.
2. How do you simplify radicals using the rational exponents?

By rewriting the radicals in exponential form then simplify the exponents or

use the laws of exponents.

I. Evaluating learning The teacher lets the students answer individually the formative assessment.
The teacher lets the students answer individually the formative assessment. Directions: Rewrite the given radical form to exponential form and exponential
form to radical form. Assume that all the letters represent positive real numbers.
A. Write each of the following expressions with rational exponents to its
corresponding radical form and simplify if possible. Answer Key:

1. 271/3 RADICAL FORM EXPONENTIAL FORM

2. -251/2

3. (-27y6)1/3

4. 7x1/5

5. (-32)3/5

6. 16-3/4

Answer Key:

1. 3

2. -5

3. -3y2

4. 7
The teacher lets the students answer individually the formative assessment.
5. -8
Simplify the following radicals. Answer Key:
6. 1/8
1. 1.
The teacher lets the students answer individually the formative assessment.
2. 2.
A. Write the following radicals in exponential form.
3. 3.
 1. Answer:

2. Answer:

3. Answer:

B. Use rational exponents to simplify each radical. Assume that all variables
represent positive real numbers.

1. Answer:

2. Answer:

3. Answer:

J. Additional activities for application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% on this _____ students _____ students
formative assessment
B. No. of learners who require additional activities _____ students _____ students
for remediation
C. Did the remedial lessons work? _____ students _____ students
No. of learners who have caught up the lesson
D. No. of learners who continue to require _____ students _____ students
remediation
E. Which of my teaching strategies worked well?
Why did these work?

F. What difficulties did I encounter which my

principal or supervisor help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teacher?

CHECKED BY: APPROVED BY:

PREPARED BY:
CARMELYN L. DANGCAL ANTHONY Y. PACAMALAN
JOHN ROSEVIL B. SALAAN Head Teacher I-Math Dept. SECONDARY SCHOOL PRINCIPAL II
TEACHER I