Operation: English Program/Mini - English Program

English Program/Mini – English Program
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Subject: Basic Mathematics Course Code: 22102
Level: Mathayom 2/4 Semester: Second Semester Academic Year: 2018 – 2019
Unit: 1.5 Topic: Radicals Sub - topic: Simplifying Radicals and
Operation Period: 1 and 7
Teacher’s Name: Ms. Emmary Adelaide I. Canda Date: January 22 - 23, 2019
1. STRAND:
Strand 1: Numbers and Operations
Strand 6: Mathematical Skills and Processes
2. STANDARD
Standard M1.2: Understanding results of operations of numbers, relationships of operations,
and application of operations for problem-solving.
Standard M6.1: Capacity for problem-solving, reasoning, and communication;
communication and presentation of mathematical concepts; linking various
bodies of mathematical knowledge and linking mathematics with other
disciplines; and attaining ability for creative thinking.
3. STUDENTS’ COMPETENCIES/INDICATORS
a. Explore - Find square root and cube root of integral numbers by separating factors for the purpose of
problem-solving as well as be aware of validity of the answers.
b. Analyze - Explain results of finding square root and cube root of integral numbers, fractions and
decimals, and express the relationship between exponents and roots of real numbers. Accurately and
succinctly use mathematical language and symbols for communication, communication of concepts
and presentation.
4. LEARNING OUTCOMES
4.1 Knowledge
4.1.1 Recognize extraneous solutions.
4.1.2 Know the basic operations in solving Radicals
4.1.3 Know the different parts of a radical
4.2 Process
4.2.1 Solve equations containing radicals.
4.3 Attributes
4.3.1 Solve application problems that involves radical equations as part of the solution
4.3.2 Appreciate the use of radical in real world basis
5. SUBJECT MATTER
5.1 Topic: Radicals
5.2 Sub – topics: Simplifying Radicals and Operations
1. PROCEDURES
1.1 Daily Routine
Arrange the chairs, check attendance and greetings, recall of the past lesson and general
discussion.
1.2 Warm up/Lead in

1.2.1 Math Word Drill
1. Power - An expression with a base and an exponent or the value of such an
expression.
2. Base – The number in a power that is used as a factor.
3. Exponent - The number that indicates how many times the base in a power
is used as a factor.
4. Radicand - The expression under the radical sign.
5. Index – In the radical, which represents the nth root of x, n is the index. In
the radical the index is understood to be 2.
6. Radical Function - A function whose rule contains a variable within a
radical
1.2.2 Motivation
The teacher represents a word wall. Where the students will use the words
inside it when answer the questions of the teacher in a complete sentence.
1.3 Presentation
1.3.1 Discussion
The teacher has the students complete the Laws of Exponents and discuss their answers as a
class. The teacher discusses the meaning of radical and how can you say if it is a radical
expression. And then proceed to the Properties of radicals, the first property is Product property, the
square root of a product equals the product of the square root of the factors ab  a  b . Next is
the Quotient Property, the square root of a quotient equals the quotient of the square root of the
a a

numerator and denominator b b . Take note that if the radical sign in the denominator is not
the square root of a perfect square, then we need to simplify the expression by multiplying the
numerator and denominator by the denominator itself. After the discussion proper the teacher group
the students and execute the group activity after the activity the teacher evaluate the students by, as
an exit ticket, have the students list as many ways as they can to represent 5
4n 3
1.3.2 Group Activity

Divide students into 5 groups 4 members each to complete the “Who’s Right?”
Activity. Have groups complete question 1 – 10 given by the teacher then discuss as a
class. Be sure to review the relationship between radical form and rational exponent form.
The best group to explain will get 5 points the second group will have 4 points and the
third will have 3 points and the last two groups will have 2 points for their participation.
1.3.3 Conclusion/Generalization
Radicals is the inverse of roots. They need to know the what is the perfect
square and a cube root. They can easily dissect and simplify radical
expression. The students where attentive to class and actively participate in
the class discussion.
2. EVALUATION
2.1 Question and Answer Drill (Recitation)
The teacher as some few questions and this is how they are graded based on their answers.
Rubrics for Graded Recitation

Criteria Scale
Exemplary response
Gives a complete response with a clear, coherent, unambiguous and
elegant explanation; includes a clear and simplified diagram;
communicates effectively to the identified audience; shows
6
understanding of the open-ended problem's mathematical ideas and
processes; identifies all the important elements of the problem; may
include examples and counterexamples; presents strong supporting
arguments
Competent response
Gives a fairly complete response with reasonably clear
explanations; may include an appropriate diagram; communicates
effectively to the identified audience; shows understanding of the 5
problem's mathematical ideas and processes; identifies the most
important elements of the problem; presents solid supporting
arguments.
Minor Flaws but Satisfactory
Completes the problem satisfactorily, but the explanation may be
muddled; argumentation may be incomplete; diagram may be 4
inappropriate or unclear; understands the underlying mathematical
ideas; uses mathematical ideas effectively.
Serious Flaws but Nearly Satisfactory
Begins the problem appropriately but may fail to complete or may
omit significant parts of the problem; may fail to show full
understanding of mathematical ideas and processes; may make 3
major computational errors; may misuse or fail to use mathematical
terms; response may reflect an inappropriate strategy for solving
the problem.
Begins, But Fails to Complete Problem
Explanation is not understandable; diagram may be unclear; shows
2
no understanding of the problem situation; may make major
computational errors.
Unable to Begin Effectively
Words do not reflect the problem; drawings misrepresent the
problem situation; copies parts of the problem but without 1
attempting a solution; fails to indicate which information is
appropriate to the problem.
2.2 Student Worksheet 5
The teacher let the student have list as many ways as they can to represent 4n 3 as an exit
ticket for their next class.
2.3 Vocabulary
1. Power - An expression with a base and an exponent or the value of such an expression.
2. Base – The number in a power that is used as a factor.
3. Exponent - The number that indicates how many times the base in a power is used as a
factor.
4. Radicand - The expression under the radical sign.
5. Index – In the radical, which represents the nth root of x, n is the index. In the radical
the index is understood to be 2.
6. Radical Function - A function whose rule contains a variable within a radical
2.4 Homework
Study for Property of Square Roots
3. MATERIALS
3.1 Activity sheet
3.2 Power point presentation
3.3 Worksheet
Prepared by:
(Ms. Emmary Adelaide I. Canda)

Subject Teacher
Checked by:
(Mr.Michael Camorongan Ogoy)

Cooperating Teacher
(Miss Thanyawadee Phanomkhet)

Head, E.P./M.E.P.

Operation: English Program/Mini - English Program

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English Program/Mini – English Program

1.2 Warm up/Lead in

1.3.2 Group Activity

Rubrics for Graded Recitation

(Ms. Emmary Adelaide I. Canda)

(Mr.Michael Camorongan Ogoy)

(Miss Thanyawadee Phanomkhet)

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