Detailed Lesson Plan

in
Mathematics 9

Date: March 15 , 2023

Time: 8:45-9:45/10:00-11:00/1:00-2:00/3:00-4:00
Grade Level: 9
Section: Endurance, Diligence, Honesty, Reliance
Quarter: 3rd Quarter

I. Objectives
A. Content Standard: The learners 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: The learners perform operations on radical
expressions. M9AL-IIh-1
D. Specific Objectives:
At the end of the lesson, the students should be able to:
a. demonstrate understanding on division of radical expressions.
b. the learner will be able to perform multiplication and division of radical
expressions.

II. Subject Matter

Topic: Dividing Radical Expression
Learning Resources: Next Century Mathematics Book-Grade 9: Phoenix
Publishing House
Method: Guided discovery, questioning, and discussion
Materials: Chalk, visual aids
Value Integration: Critical thinking, Cooperation, and Patience

III. Instructional Procedure

Teacher’s Hint Teacher’s Activity Student’s Activity
A. Preliminary
Activities
Prayer Let’s start our day with a prayer. 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. We ask all this in
the name of Jesus. Amen.
Greetings
Good morning class Good morning ma’am. It’s
good to see you!
It’s good to see you too class. How
was your day?
We’re good ma’am.
Classroom monitor, may I know who
were the absent today? I’m glad to tell you ma’am
that no one is absent today.
Okay, very good! That’s good to
hear.
Classroom
Management Before you take your seat, arrange
your chairs properly. Kindly pick-up
some pieces of papers and plastics
under your chair.
Checking of
attendance Today we will be having our new
lesson but before that. Let’s have a
recap on the topic we’ve discussed
last meeting.
B. Review
Anyone from the class who would
like to share what he/she had
learned about the topic last Ma’am our last topic was all
meeting? about multiplication of
radical expressions.
Very good!

If we have the same index, what

should we do with the radicand? We can directly multiply it,
ma’am.
Okay, that’s right.

Are there any clarifications from our

previous discussion? None ma’am.
C. Motivation
Before we start our lesson for today,
we will be having a short activity.
Are you familiar with the game Yes ma’am.
gibberish? All you need to do is to
guess what is the gibberish word
given.
 Ex.
Peel lip Hints Philippines, ma’am.
-Philippines

Okay very good!

Am I clear class?

Direction: Guess the gibberish!

1. Rag day cull

2. Day bay shoe on
3. Spray shown
Ma’am the words we got are
(After 5 minutes) what word did you Dividing, Radical,
got? Expressions.

Okay very good!

Okay very good class. Let’s give

ourselves 5 claps.

Ma’am I think our lesson

From our activity, what do you think today is about dividing
is our topic for today? Anyone? radical expressions.

That’s right. Today you will learn

more about solving equation on
multiplication and division of radical
expressions. Yes ma’am.
Are you ready class?
D. Lesson Proper

Before we start here are our At the end of the lesson the
objectives for today’s lesson. students should be able to:
Everybody please read.
a. demonstrate
understanding on
division of radical
expressions.
b. the learner will be
able to perform
multiplication and
division of radical
expressions.

Thank you. So that’s our objectives.

Division of Radicals

The quotient rule for radicals shows

how to get the quotient of radicals of
the same index. The rule states that
the quotient of two nth root is equal
to the nth root of the quotient.

If we have,

√
√n a = n a
√n b b
Example.
a. √20 ÷√4
Solution:
√ 35
=
√7
=

=√ 5
√
20
4

b. √
3
80÷√ 4
3

Solution:

=
√3 80
√3 4
=
3
4
= 20
√√
80
3

Always check your answer if it is a

perfect cube or if it has a factor of a
perfect cube, to simplify it.

Example.
Same Index
1. √ 8 ÷√ 2
Solution:
=
√8
√2
=
8
2
= √4
√
=2

2. 6 √
3
24 ÷ 2 √ 2
3

Solution:
 6 √3 24
=
2 √2
3

=3√3
12

Different Indices
3. √ 2 ÷√
3
2
Solution:

=
√2
3
√2
2
=
2
2
=
2
=2
=2
=√
6
2

4. √ 6 ÷√
3
2
=
√6
3
√2
6 Yes ma’am.
=
2
=
√6 6³
√6 2²
=
6

√
6³
2²
=
6
= 54
√√
6 216

Did you get it class?

Yes ma’am.
Now, let’s have an activity. I’ll ask a
student to say a number, like 3.
I'll then count
either backwards, forwards, or sidew Answers:
ays: 1, 2, and 3. After the counting is  1. √
3
2
complete, whoever it is will  2. 3
have to answer to the radical  3. 4
expressions pasted on the board. 4. √
3
5
Up till all of the questions have been  5. √ 13
answered, the process is repeated.
E. Generalization
Are we clear?

Radical Expressions
 1. √ 8÷√3
2 We will just copy it, ma’am.
2. √ 45 ÷√ 5
3. √ 24 ÷√ 2
Ma’am, we transform it first
4. √
3
25÷√3 5 into an exponential form.
5. √ 26÷√ 2

Let’s start.

In dividing radical expressions, if we

have the same index, what should
we do? None ma’am.
F. Evaluate
How about if they have different
indices? What should we do first?

Okay, very good!

Answers.
Are there any questions or 1. √
4
80
clarifications on the topic we’ve 2. 2 √ 2
discussed? 3. 6
If that’s the case, let’s have an 4. √
4
16
activity. 5. 4

Direction: Give the quotient of the

following radical equations.
1.√ 20÷√4
5
2. √ 24 ÷√ 3
3. √ 72÷√ 2
4. √
4
32÷√4 2
5. √ 192÷√ 12

G. Assignment

Direction: Solve the following radical expressions,

a. Give the quotient

1. √4
96 ÷√ 3
4

2. √ 74 ÷√ 26

Prepared by:
Jona Charmele Degillo
Pre-Service Teacher
Checked by:
Mr. Bryan Liao
Cooperating Teacher