GRADES 9 School Minuyan National High School Grade Level 9

DAILY LESSON LOG

Teacher Jefferson B. Torres Learning Area MATH
Teaching Dates and Time January 8-12, 2024 Quarter SECOND
Teaching Day and Time

Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of exponents and radicals.

2. Performance Standards The learner is able to formulate and solve accurately problems involving exponents and radicals.
3. Learning Competencies/ Solves equations involving radical Solves equations involving radical Solves equations involving radical Solves equations involving radical expressions.
Objectives expressions. expressions. expressions. (M9AL-IIi-1)
(M9AL-IIi-1) (M9AL-IIi-1) (M9AL-IIi-1)
a. Solve a radical equation
a. Determine radical a. Solve a radical equation a. Solve a radical equation b. Solve word problems involving radical equation
equations b. Solve word problems b. Solve word problems involving radical c. Appreciate the use of radicals in real life
b. Solve a radical equation involving radical equation equation situation
c. Identify extraneous c. Appreciate various c. Appreciate the use of radicals in real life
solution festivals celebrated in the situation
d. Solve word problems province
involving radical equation
e. Appreciate various
festivals celebrated in the
province

II. CONTENT Solving Radical Equations Solving Radical Equations Solving Radical Equations
Solving Radical Equations
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
pp. 191-194 pp. 191-194 pp. 191-194 pp. 185-188

2. Learner’s Materials
pp. 280-289 pp. 280-289 pp. 280-289 pp. 289-292

3. Textbook Intermediate Algebra, Dugopolski , pp. Intermediate Algebra, Dugopolski , pp. Intermediate Algebra, Dugopolski , pp. 421-
421-423 421-423 423

Intermediate Algebra Textbook for Intermediate Algebra Textbook for Intermediate Algebra Textbook for Second
 Second Year, Soledad , pp. 157-158
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources Grade 9 LCTG by DepEd Cavite
Mathematics 2016,
activity sheets, laptop and monitor
IV. PROCEDURES
Pre-assessment
From the given examples and non
examples of radical equations, derive
ELICIT the definition of a radical equation.
Examples Non Examples
Second Year, Soledad , pp. 157-158 Year, Soledad , pp. 157-158
Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Mathematics
Grade 9 LCTG by DepEd Cavite Mathematics 2016,
Mathematics 2016, 2016,
activity sheets, laptop and monitor
activity sheets, laptop and monitor activity sheets, laptop and monitor
Determine whether the statement is
true or false. Give the reason for your
answer.
1. is an irrational
number
2. A negative number has
only one square root, the
negative square root.
3.The square root of a
positive number may be
rational or irrational.
ENGAGE Illustrative Examples: The following examples are not complete. I'll
leave the checking to you!  Solve the equation:

 Solve: Square both sides, being careful to write out the square
on the right-hand side:

This equation will have to be

squared twice in order to solve it:

Then x = –8 and x = 2. Are both of these solutions valid?

It appears that both solutions are valid. Here's the

check:

x = –8: x = 2:

It appears that the solutions are x = –

5 and x = 0. However, only one of these
solutions is actually valid. To find out which
one, check them both.

So the solution is
x = –8 or x = 2.
EXPLORE 1. How will you identify radical Solve for x and check the result. A radical equation is an equation which has a
equations?
2. What is an extraneous solution? 1. =3 variable in the radicand. The expressions
3. How do you solve radical equation?
4. Why is it necessary to check all = 5 and = 5 are radical equations. This one is actually simpler than the two previous
2. = 3y – 4 examples, because the two square roots are multiplied
solutions when solving radical
Solve : =5 together, rather than added or subtracted. So this equation
equations?
will need to be squared only once:
______ Square both
Guided Practice sides of the equation
1. Solve and check: 3. =2 ______ Solve for x. Solve :
Check: = ____
___ = ____
= 12

( )2 = (12)2 Square both sides

x = _________ Solve for x

Check: = 12

= 12
_____ = 12 Then the solutions are x = –9 and x = 16. But x cannot
The solution is ___. equal –9, because this would put negatives inside both
2. Solve and check:
 radicals in the original equation. Now you check the other
=6 solution, to see if it might work.

=6

( )____ = 6___ Square both sides.

x – 3 = ____
x = _____

Check:

=6

=6
____ = 6
The solution is _____.
3. Solve and check:

4+ =x

4+ =x

= x - __ Isolate radical
expression

( )---=(x-_)--- Square both sides

x–2 = x2-_+_ Expand the right side
x2 - __ + __ = 0
(x - _)(x - _) = 0 Factor the trinomial
x = __ ; x = ___
Check: If x = 3 ; If x = 4

4+ = x 4+

4+ =3 4+ = __

4+ =3 4+ = __
__ ≠ 3 __ = ___
Extraneous solution:___
Solution: ____
 Solve for x. Check your answer. Directions: Solve for x and check the result. Solve each equation and check:
1. = 99 1. =9 3. =3
1. =6

2. =
2. = 6 4. +5=8
2. – 8 = 12

3. -8=9
3. =

EXPLAIN Directions: Solve for x and check the Directions: Solve for x and check the result.
result.
1. +4=3
1. = 7

2. =
2. =5

3. = 99
3. + 10 = 0

ELABORATE Solve the following problems. Solve each equation and check:
1. The square root of 5 more
than twice a number is 7. 1. = 3. -2 = 4
Find the number.
2. The square root of twice a
certain number is 2. 4. -5=5
subtracted from the
number and the result is
4. Find the number.
3. The square root of 5 less
than 6 times a certain
 number is divided by the
number and the quotient
is 1. Find the number.
4. The square root of the
product of 4 and a number
is 26. Find the number.
5. The square root of 1 more
than twice a certain
number is 5. Find the
number.

Radical equations are equations Important: If the squares of two Checking the solution against the original Checking the solution against the original equation is
containing radicals with variables in the numbers are equal, the numbers may equation is necessary because squaring both necessary because squaring both sides of an equation
radicand. To solve equations with or may not be equal. Such as, (-3)2 = 32 , sides of an equation sometimes result to sometimes result to solutions that does not satisfy the
radicals, place the radical expression on but -3 ǂ 3. It is therefore important to solutions that does not satisfy the original original equation.
one check any possible solutions for radical equation.
side of the sign of equality, and then equations. Because in squaring both
raise both sides of the equation to the sides of a radical equation, it is possible
index power to eliminate the radical and to get extraneous solutions.
solve as usual. Test the roots, discarding To solve a Radical Equation:
those that are extraneous. Extraneous 1. Arrange the terms of the equation so
solution is a solution that does not that one term with
satisfy the given equation. radical is by itself on one side of the
equation.
2. Square both sides of the radical
equation.
3. Combine like terms.
4. If a radical still remains, repeat steps
1 to 3.
5. Solve for the variable.
6. Check apparent solutions in the
original equation.

EVALUATE Solve and check. Directions: Solve for x. Check your Directions: Solve for x. Check your answers. Solve each equation and check:
answers.
1. =5 1. =4
1. –8=9
2. -4=0 1. = 40
2. = -6

3. -3=0 2. +4=2
2. =2
3. =8
4. – =2
3. =
5. - =1 3. = -36 4. – 1 = 12

4. + 6 = 12

5. –4=5
 6. = 11
EXTEND 1. Follow-up: Directions: Solve for x. Check your Solve each equation and check: Solve each equation and check:
answers.
Solve: a. x=3 1. =7 2. - =
1. =4 2. =3
b. x – 3 = 1. =
3. = -8 4. =
2. Study solving problems
involving radicals.
a. State formulas for area 2. =5
3. -1=2 4. + =2
and volume.
b. What are the steps in
3. =
solving problems
involving radicals.

V. REMARKS

VI. REFLECTION DIEGO SILANG MELCHORA AQUINO

a. No. of learners who earned

80% on the formative
assessment

b. No. of learners who require

additional activities for
remediation.

c. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

d. No. of learners who continue

to require remediation

e. Which of my teaching
strategies worked well? Why
did these work?

f. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

g. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked by: Noted by:

JEFFERSON B. TORRES MARIA CYNTHIA C. BASA LUISITO V. DE GUZMAN,PhD.

Mathematics 9 Teacher Head Teacher II Secondary School Principal IV