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Detailed Lesson Plan: San Roque NHS Grade 9 Mary Jean T. Obiado Mathematics 2 Quarter Day 2

This document contains a lesson plan for teaching radical expressions to 9th grade mathematics students. The objectives are for students to be able to solve equations involving radical expressions and apply them to real-world problems. The lesson activities include reading about solving radicals, answering practice problems, and a formative assessment. Students will learn how to simplify radical expressions by combining like terms with the same radicand and index through examples adding and subtracting radical expressions. The lesson aims to help students understand and apply the steps for solving radical equations.

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Mary Jean Obiado
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698 views4 pages

Detailed Lesson Plan: San Roque NHS Grade 9 Mary Jean T. Obiado Mathematics 2 Quarter Day 2

This document contains a lesson plan for teaching radical expressions to 9th grade mathematics students. The objectives are for students to be able to solve equations involving radical expressions and apply them to real-world problems. The lesson activities include reading about solving radicals, answering practice problems, and a formative assessment. Students will learn how to simplify radical expressions by combining like terms with the same radicand and index through examples adding and subtracting radical expressions. The lesson aims to help students understand and apply the steps for solving radical equations.

Uploaded by

Mary Jean Obiado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name of School San Roque NHS Grade Level: Grade 9

Detailed Mary Jean T. Obiado Mathematics


Teacher: Learning
Area:

lesson plan Teaching Date:  December 9, 2021 Quarter:  2nd quarter


Teaching Time:  3pm No. Of Days:   Day 2
 

At the end of the lesson, learners will be able to:


I. OBJECTIVES  Solve equation involving radical
expression
The learner demonstrates understanding of the basic concepts
A. Content Standards
of radical expression.
The learner is able to apply the radical expression formulate
B. Performance Standards
and solve real-life problems.
Solves problems involving radical expression.
A. Read and Study solving radicals(pp.30-32)
C. Most Essential Learning Competencies
(module) B. Answer Learning task 1 even number only 1,2,7,8 and 10
(p34)
C. Answer summative Test week 4
D. Enabling Competencies

(If available, write the attached enabling


competencies)

.
II. CONTENT

III. LEARNING RESOURCES

http://mathispower4u.com
https://www.khanacademy.org/math/algebra-home/alg-exp-and-
A. References
log/miscellaneous-radicals/v/subtracting-and-simplifying-radicals
(module) (book)

MELC Math G9 Q4, PIVOT BOW R4QUBE,


a. Teacher’s Guide Pages
Curriculum Guide: (p.154)
Learner’s Packet (LeaP) W4
b. Learner’s Material Pages

c. Textbook Pages Pages

d. Additional Materials from Learning


Resources

B. List of Learning Resources for PowerPoint presentation, google meet access.


Development and Engagement Activities
IV Procedures

What I need to know?


 The learners will do the walkthrough of the lesson
expectations.
 Learning objectives will also be introduced to guide
the learners on the learning targets founded on PIVOT
principles.
A. Introduction
 The students will be answer 10-item group activity
after the discussion to practice the use of calculator in
getting the simplifying radical expression.

What’s new?
Let the students answer the remaining activity to form the
lesson for the day.
B. Development What I Know?
 The teacher will ask the students on how they solve
radical expression using calculator.

What’s in?
(There will be 4 images in random order. What have all
these picture in common?)

(In the collage given what is the hidden word?)


Then, the teacher will introduce and explain the new lesson.

ACTIVITY 1
For starter, the teacher will present flash cards with radical
expression and the student will state whether the radical are
like or unlike.
a.) 2√3 + 3√3

b.) b.) 6√5 + 3√5

c.) c.) 9√4 - 4√4

What is it?
 The teacher will move forward to the guess and check
activity in which she will present another set of
radical expressions. The teacher will let the students
study the equation by pair and ask how the operation
was being used.

a.) √5 + √3 = 8
b.) √5 + √5 = 2√10
c.) 4√8 - 2√4 = 2√4

D. Engagement What’s more?


The teacher will ask question about the activity
1.) Find the value of each statement
2.) Which of the following statement are true? Which are
false?
3.) Do they have the same index? Same radicands?
4.) Can you add/subtract the two radical expressions with
like radicals? Unlike radicals?
5.) How to add/subtract radical expression?

What I can do?


The teacher will present the rule on the simplifying radical
expression through operation.
a. Addition and Subtraction of Radical Expression
1. Simplify all radicals
2. Combining only the like radical terms: same
radicands and same indices
3. Combine like radicals by combining the
coefficient of the radical term.
4. Perform the operation (either addition or
subtraction)

What other enrichment activities can I engage?


(Additional Activities)
a√n x + b√n x = (a + b) √n x
Note :

√a + √b cannot be combined.

Ex. √4 +√9 = √13


2+3 =√13
5≠√13

What have I learned?


 The students will answer the question:
1. How did you find the activity?
2. Did you have any difficulty in answering the
activity?
3. What have you realized from the activity?
4. How did you solve radical equation?
5. What are the steps in solving radical equation?
Assimilation

What I can do? (Assessment)


 The teacher will
Answer the remaining activity past it by
tomorrow

1.)7√2 - 4√2
2.) 9√3 - 4√3
3.) 2√8 + 3√8
4.)6√5 + 3√5
5.)12√10 - 28√10
 The learners, in their portfolio will write their
personal insights about the lesson using the prompts
below.
Reflection
I understand that__________________...
I realized that______________________...

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