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Detailed Lesson Plan in Grade 8

Second Grading
S.Y. 2022-2023
Month: JANUARY
Subject: MATH 3
Schedule: MONDAY 2:00 P.M. – 4:00 P.M.

I. Learning Objectives
At the end of this lesson, the student will be able to:
1. know how to multiply radicals in its simplest form
2. apply multiplication rules in multiplying radicals
3. perform and solve radicals by multiplying it and get its simplest form.

II. Subject Matter

a. Topic: 
 Radicals
 Operation Involving Radicals (Multiplication)
b. Strategies to be used
 Inquiry Method
 Guided Discovery Teaching Style
 Cooperative Approach
c. Source of lessons
 Exploring Mathematics (intermediate algebra) (pg. 154-163)
d. Materials
 Powerpoint Presentation
 Laptop
III. Learning Procedures
Teacher’s Activity Student’s Activity
A. DAILY ROUTINE
Prayer
Class, please all stands. Kylie, kindly
lead us in prayer?
Yes, Ma’am. In the name of the Father,
and of the Son and of the Holy Spirit,
Amen. Dear Lord and Father of all,
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. Amen.

Greetings
Good afternoon, Class! Good afternoon, Ma’am.

How are you doing today? We are doing well, Ma’am.

Nice to hear that.

Classroom Management
Before you take your seat, kindly
pick-up those pieces of trash under
and beside your chair
Since we are still in pandemic,
 wearing of face mask is a must,
always sanitize your hand and
observed social distancing.
Is it clear, Class?
Yes, Ma’am.
Checking of Attendance
Class representative, is everyone
present today?
Yes, Ma’am.
Good to hear that.

Checking of Assignment
Class, do you have an assignment last
meeting?

Did everyone pass it already? Yes, Ma’am.

Very good, class. Yes, Ma’am.

Recall
Before we proceed to our topic, let us
recall first your last topic that you have
discussed?

Anyone from the class who can share

the topic that we discussed last
meeting?

Can I hear it from you, Akisha?

Very good, Akisha.

We tackled about the simplifying radical
expressions, ma’am.
And anyone from the class who also
want to share what we discuss last
meeting?

Yes Raczy?

(Student raising their hands)

Very good, Raczy. We can also know on how to simplify

Thank you for sharing class. even though the number is not a perfect
square root or a perfect root.
If there’s none, let’s have a game.

B. Motivation
We will have a group activity first. This
activity will be named as “Find me, I
am the answer”. I will give your group
a random number that will serve as
your answers on the different
equations that I will show to the class
later. And then, you will choose any of
your group member that will represent
your answer here on the front. For
example, we have 102 +104 = 206,
your assigned groupmates will bring
 the number 2, 0 and 6 to represent
your answer. Are we clear?

Your class will be divided by into 3

groups. You will count 1, 2 and 3 for
your respective group. After that, go to
your assigned group and then form a
Yes, Ma’am.
circle.
Are you ready?

1. 764 + 325 =
2. 2,786 – 1, 283 =
3. 76 x 34 =
4. 6,561 ÷ 9 =
5. 2 x 10 + 8 – 4 2 Yes, Ma’am.
3 Answer:
6. 2 ×9 +2 ÷ 2=¿ 1. 1,089
7. 502 ×48=¿ 2. 1,503
8. 986 × 2=¿ 3. 2, 584
9. 69 ×69=¿ 4. 729
10. 3,096 ÷ 6=¿ 5. 12
6. 1,459
11. 9,265−3,456=¿
7. 24, 096
8. 1,972
C. Lesson Proper 9. 4,761
10. 516
Based on that different equation
on that activity earlier, what do you
think its connection to radicals?
Any Idea?

Yes, Ara Mae?

Very good idea, Ara Mae. (Student raising their hands)

Another idea for the topic today?
I think it has something to do with adding
radical expression, Ma’am.
Yes, Jeremy?

Good idea, Jeremy.

(Student raising their hands)
Thank you for sharing class.
I think it is on how we answer radicals
Taylor, kindly read the slide with different operations, Ma’am
presented.

Objectives:
At the end of the lesson, the student will
be able to:
1. know how to multiply radicals in
its simplest form
Thank you, Taylor 2. apply multiplication rules in
Katy, kindly read the slide multiplying radicals
presented. 3. perform and solve radicals by
multiplying it and get its simplest
 form.

Thank you, Katy.
Based on what she read, how do
you understand the definition?
Yes, Oscar?
MULTIPLICATION IN RADICALS
A radicand is a term inside the square
root. We multiply radicals by multiplying
their radicands together while keeping
their product under the same radical
symbol.

(Student are raising their hand)

Based on my own understanding,

radicals are multiply by its radicand first,
ma’am.
Very good, Oscar.
For example:
#1
√ 3+5 √ 3−2 √ 3=¿
Based on this given, what do you
think we are going to do to answer
this one? Any idea?

Yes, Levi?
(Student raising their hands)

Based on the definition earlier, I think we

Very good, Levi. just need to copy the radicals if they are
And if we are going to answer that, the same.
what will be the answer? Who
wants to try to answer this one?

Yes, Miko?
(Student raising their hands)
How do you get that answer,
kindly explain? I will be 4 √ 3 Ma’am.

I just copy the radicals because they

Very good, Miko. have the same radicand and combine the
Another example is: terms outside with the operation to be
#2 used.
4 √7 + √7=¿
Who wants to try this one?

Yes, Jane?

Excellent, Jane. (Student raising their hands)

And how about for this one?
Example #3 It is 5√ 7, ma’am.
5 √2 √2
+ =¿
3 3

Yes, Nicole?
 (Student raising their hands)

Very good, Nicole. 6 √2

Do you think class it is our final I think it is , ma’am.
3
answer? Raised your hand if you
are saying no.

Can we have Michael to explain

why it is not yet the final answer.

(Student raising their hands)

Very nice idea, Michael. For me, I think we can still simplify 6 and
And what will be our final answer? 3 as both are not radicals, we can still
divide both.
Yes, Juno?

Very good, Juno. (Student raising their hands)

Example #4
It will be 2 √ 2 , ma’am.
√ √
9 a7 − a3=

As we can see, this time we have

two different radicals. What is the
first thing to do if we simplify
radicals?

Yes, Alyssa?

(Student are raising their hands)

Observe where the given are perfect root

Very good, Alyssa. or not; if the radical is not a perfect root,
To get the perfect root of the get its factor which the other factor must
given, what it would be? be a perfect root, ma’am.

Yes, Khlye?

Excellent, Khlye. (Student are raising their hands)

And how about for the other term?

Yes, Bheverly?
For √ 9 a7 =√ 9 a6 •a ma’am.

Very good, Bheverly. (Student are raising their hands)

Now, we have
√ 9 a6 • a−√ a2 •a=¿ If we are going to get the factor of
Who can give me the next step to
answer this one?
√ √
a3 = a2 • a, ma’am.

Yes, Honey?
 (Student are raising their hands)
Very good, Honey.
Do you think class it is our final Next is we need to simplify those
answer? radicals, that gives us 3 a3 √ a−a √ a,
ma’am.
Yes, Geleen?

Very good, Geleen. (Student are raising their hands)

Are we clear? Yes, ma’am. Because we cannot

combine those terms which are not
similar.
D. Application
Since everyone understands the
lesson and there are no questions,
let’s have an activity. Are you
ready?
Yes, Ma’am
This activity is called “SHOW IT
BEAUTIFULLY”. This activity will be
by two’s. All you have to do is to
prepare any kind of art materials for
this activity. I will give an equation
to solve, and you must answer it in
creative way. Are we clear, class?

And you will be graded based on

this criteria:
CRITERIA DESCRIPTION POINTS
COMPOSITION Filling the 25
page, colors Yes, ma’am.
are pleasant
to eyes and
still flexing the
answer
APPLICATION Answer the 25
equation with
full
knowledge
and
understanding
based on
what she or
he have
learned.
CREATIVITY Artwork was 25
personality
style and has
its originality.
CRAFTSMASNHIP Complete, 25
neat, clean,
and
presentable.
Total 100

E. Generalization

A job well-done on the activity,

class!
It shows that everyone really
understood and enjoyed the
discussion today. Since all of you
made this activity great, anyone
who will state what did he or she
learned from today’s lesson?

Yes, Deejay.

Very well said, Deejay.

(Student raising their hands)
Another. I want to hear from
Angela.
How to solve and simplify radicals in
different operation especially in addition
and subtraction, Ma’am.
Very good, Angela.
Do you understand it now class?

We also learned that we cannot combine

F. Evaluation that radical which has different
Simplify each radical and perform radicands, Ma’am.
the indicated operations.

Yes, ma’am.

Is there any question?

If that’s the case. I’ll give you 10

 minutes to do it. Your time starts
now.

Time is up, class. Please check

your own paper, be honest and let’s
check. None. Ma’am.

Who got a perfect score?

Who got lower than 5? None? Very

good.

Do you have any clarifications?

Question about the topic? Any
Violent reactions? (Start checking.)

That’s good, you really understood (The students raising their hands)
and learned the today’s discussion.

G. Assignment
Simplify each radical and perform
the indicated operations. Full

1. None, Ma’am

2.
3.
4.
5.

solution.

Is it clear, class?

If that is, that is all for today.

Goodbye, class.

Yes, Ma’am.

Goodbye, ma’am.

Prepared by:
Dannabeth P. Quintal
Practice Teacher

Checked and reviewed by:

MARIBE G. ABLES
Cooperating Teacher

Approved by:
ROSELYN A. YMANA, PhD
Chairperson, TED