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global competitiveness.

Detailed Lesson Plan in Grade 8

Second Grading
S.Y. 2022-2023
Month: FEBRUARY
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 add, subtract, multiply and divide radicals
2. simplify radicals in different operations.
3. solve radicals in four basic operations.
II. Subject Matter
a. Topic: 
 Radicals
 Operation Involving Radicals
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 add, subtract, multiply
and divide radicals
Thank you, Taylor 2. simplify radicals in different
Katy, kindly read the slide operations.
presented. 3. solve radicals in four basic
operations.

Thank you, Katy.
Based on what she read, how do
you understand the definition?
Yes, Oscar?
Addition and subtraction of Radicals
To add and subract radicals, transform
first those which are not in its simplest
form; the combine radicals which are
similar and indicate as addition those
radicals which are not similar.

(Student are raising their hand)

Based on my own understanding, we

Very good, Oscar. need to simplify first those radicals that
For example: we can still be simplify and add those
#1 common radicals, ma’am.
√ 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)

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

Yes, Miko?

How do you get that answer,

kindly explain? (Student raising their hands)

I will be 4 √ 3 Ma’am.

Very good, Miko.

Another example is: I just copy the radicals because they
#2 have the same radicand and combine the
4 √7 + √7=¿ terms outside with the operation to be
Who wants to try this one? used.

Yes, Jane?

Excellent, Jane.
And how about for this one?
Example #3 (Student raising their hands)
5 √2 √2
+ =¿
3 3 It is 5√ 7, ma’am.

Yes, Nicole?
Very good, Nicole. (Student raising their hands)
Do you think class it is our final
answer? Raised your hand if you 6 √2
are saying no. I think it is , ma’am.
3
Can we have Michael to explain
why it is not yet the final answer.

Very nice idea, Michael. (Student raising their hands)

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

Very good, Juno.

Example #4
√ 7
9a − a =
3
√ (Student raising their hands)

As we can see, this time we have It will be 2 √ 2 , ma’am.

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

Yes, Alyssa?

(Student are raising their hands)

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

Excellent, Khlye.
And how about for the other term?
(Student are raising their hands)
Yes, Bheverly?
For √ 9 a7 =√ 9 a6 •a ma’am.
Very good, Bheverly.
Now, we have
√9 a 6
• a−√ a •a=¿
2
(Student are raising their hands)
Who can give me the next step to
answer this one? If we are going to get the factor of

Yes, Honey? √ √
a3 = a2 • a, ma’am.
 Very good, Honey.
Do you think class it is our final (Student are raising their hands)
answer?
Next is we need to simplify those
Yes, Geleen? radicals, that gives us 3 a3 √ a−a √ a,
ma’am.

Very good, Geleen.

Are we clear? (Student are raising their hands)

Yes, ma’am. Because we cannot

D. Application combine those terms which are not
Since everyone understands the similar.
lesson and there are no questions,
let’s have an activity. Are you
ready?

This activity is called “SHOW IT

BEAUTIFULLY”. This activity will be Yes, Ma’am
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
are pleasant
to eyes and Yes, ma’am.
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.

Another. I want to hear from
Angela. (Student raising their hands)

How to solve and simplify radicals in

different operation especially in addition
Very good, Angela. and subtraction, Ma’am.
Do you understand it now class?

F. Evaluation We also learned that we cannot combine

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

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

and learned the today’s discussion. (The students raising their hands)
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