GRADES 9 School Santiago National High School Grade Level 9

DAILY LESSON LOG Teacher John Reck L. Niepes Learning Area MATHEMATICS
Teaching Dates and July 29-August 1, 2019 (2:10-3:00, 3:00-
Quarter FIRST
Time 3:50, 4:10-5:00, 5:50-6:40)
July 29, 2019 (2:10-3:00, 3:00- July 30, 2019 (2:10-3:00, 3:00-3:50, July 31, 2019 (2:10-3:00, 3:00-3:50, August 1, 2019 (2:10-3:00, 3:00-3:50,
Teaching Day and Time 3:50, 4:10-5:00, 5:50-6:40) 4:10-5:00, 5:50-6:40) 4:10-5:00, 5:50-6:40) 4:10-5:00, 5:50-6:40)

Grade Level Section Grade 9 Atis, Duhat, Guyabano, Mango Grade 9 Atis, Duhat, Guyabano, Mango Grade 9 Atis, Duhat, Guyabano, Mango Grade 9 Atis, Duhat, Guyabano, Mango

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 Solves equations involving Solves equations involving Solves equations involving Solves equations involving
Competencies/ radical expressions. radical expressions. radical expressions. radical expressions.
Objectives (M9AL-IIi-1) (M9AL-IIi-1) (M9AL-IIi-1) (M9AL-IIi-1)

a. Determine radical
equations
b. Solve a radical equation
c. Identify extraneous
solution
d. Solve word problems
involving radical equation
e. Appreciate various
festivals celebrated in the
province
a. Solve a radical equation a. Solve a radical equation a. Solve a radical equation
b. Solve word problems b. Solve word problems b. Solve word problems
involving radical equation involving radical equation involving radical equation
c. Appreciate various c. Appreciate the use of c. Appreciate the use of
festivals celebrated in the radicals in real life radicals in real life
province situation situation

II. CONTENT Solving Radical Equations Solving Radical Equations Solving Radical Equations Solving Radical Equations
III. LEARNING
RESOURCES
 A. References
1. Teacher’s
pp. 191-194 pp. 191-194 pp. 191-194 pp. 185-188
Guide

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

3. Textbook Intermediate Algebra, Intermediate Algebra, Intermediate Algebra,

Dugopolski , pp. 421-423 Dugopolski , pp. 421-423 Dugopolski , pp. 421-423

Intermediate Algebra Intermediate Algebra Intermediate Algebra

Textbook for Second Year, Textbook for Second Year, Textbook for Second Year,
Soledad , pp. 157-158 Soledad , pp. 157-158 Soledad , pp. 157-158
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
monitor monitor monitor monitor
IV. PROCEDURES
A. Reviewing previous Pre-assessment Determine whether the
lesson or presenting From the given examples statement is true or false.
the new lesson and non examples of radical Give the reason for your
equations, derive the answer.
definition of a radical 1. is an irrational
equation.
Examples Non Examples 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.
B. Establishing a
purpose for the
lesson
C. Presenting Illustrative Examples: The following examples are  Solve the equation:
examples/ not complete. I'll leave the
instances of the checking to you!
lesson Square both sides, being
 Solve:
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:

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 So the solution is
them both. x = –8 or x = 2.

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

x = _________ Solve for x

Check: = 12

= 12
_____ = 12
The solution is ___.
2. Solve and check:
=6
Then the solutions are
=6 x = –9 and x = 16.
But x cannot equal –9,
( )____ = 6___ Square both sides. because this would put
x – 3 = ____ negatives inside both
x = _____ radicals in the original
equation. Now you check the
Check: other solution, to see if it
might work.
=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: ____
 E. Discussing new Solve for x. Check your Directions: Solve for x and Solve each equation and
concepts and answer. check the result. check:
practicing new skills 1. = 99 1. =9 3. =3
#2 1. =6

2. = 2. – 8 = 12 2. =6 4. +5=8

3. -8=9 3. =

F. Developing mastery Directions: Solve for x and Directions: Solve for x and
(Leads to Formative check the result. check the result.
Assessment 3)
1. = 7 1. +4=3

2. =5 2. =

3. + 10 = 0 3. = 99

G. Finding practical Solve the following Solve each equation and

applications of problems. check:
concepts and skills in 1. The square root of 5 more 1. = 3. -2 = 4
daily living than twice a number is 7.
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.

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

I. Evaluating learning Solve and check. Directions: Solve for x. Directions: Solve for x. Solve each equation and
1. =5 Check your answers. Check your answers. check:
1. =4
2. -4=0 1. = 40 1. –8=9
3. -3=0 2. = -6
2. =2 2. +4=2
4. – =2
3. =8
5. - =1 3. = -36 3. =
4. – 1 = 12
4. + 6 = 12

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

VI. REFLECTION
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?