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Davao City National High School

This document is a lesson plan for teaching subtraction of radicals to 9th grade students. The objectives are for students to be able to identify the steps in subtracting radicals, solve radical expressions using subtraction, and work independently. The lesson will involve reviewing previous concepts through a puzzle game, demonstrating examples of subtracting radicals, practicing sample problems, and assessing student learning through additional practice problems. The teacher aims to relate the topic to real-world examples and evaluate the effectiveness of the lesson strategies.

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JULIAN III MIGUEL
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212 views4 pages

Davao City National High School

This document is a lesson plan for teaching subtraction of radicals to 9th grade students. The objectives are for students to be able to identify the steps in subtracting radicals, solve radical expressions using subtraction, and work independently. The lesson will involve reviewing previous concepts through a puzzle game, demonstrating examples of subtracting radicals, practicing sample problems, and assessing student learning through additional practice problems. The teacher aims to relate the topic to real-world examples and evaluate the effectiveness of the lesson strategies.

Uploaded by

JULIAN III MIGUEL
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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DAVAO CITY NATIONAL HIGH SCHOOL

F. Torres St., Davao City


Telefax No. (082) 227 9102
Mathematics Department

Grade and Section: 7-Anthurium Date: July 17, 2019

I. OBJECTIVES
A. Content Standards  demonstrates understanding of key concepts of variation and radicals.
B. Performance  is able to formulate and solve accurately problems involving radicals
Standards

C. Learning  performs operations on radical expressions. ***


Competencies  LC CODE: M9AL-IIh-1
(Write the LC code
for each)
D. Objectives At the end of the lesson, the Grade 9 Students will be able to;
 identify the stepsin subtracting radicals,
 solve radical expressions using subtraction., and
 manifest self-reliance when working independently in solving problem
II. CONTENT
A. Lesson/Topic  Subtraction of radicals
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide  Pages– 157-159, Grade-8 Mathematics Intermediate Algebra by Soledad Jose-Dilao,Ed.D.& Julieta .
Pages Bernabe.
2. Learning Materials
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning  Visual Aids of Subtracting radicals
Resources  White board and Marker.
 Puzzle

IV.PROCEDURES
A. Reviewing previous Puzzle game
lesson or presenting  The students will proceed to their respective group.
the new lesson  Each group will be given a puzzle of algebraic expression to be arrange and after that they will
be going to solve the equation given in the puzzle.
 The first group who finish first to put the puzzle on the boardand answer will present their
answer in front of the class, if they got the correct answer they will be given 5 points.
B. Establishing a  Based on the recent activity. What do you notice on the expression? On every term?
purpose for the lesson  How do we combine like terms?
C. Presenting examples/  Simplify by combining like radicals.
instances of the new 1. 5√2 − 2√2
lesson =3√2
3 3 3
 2. 6 √𝑎𝑏 − √𝑎𝑏 − 2 √𝑎𝑏
3
= 3 √𝑎𝑏

D. Discussing new •Simplify each radical expression and combine like radicals.
concepts and 1. 7√27 − 2√12 − 3√75
practicing new skills =7.3√3 − 2.2√3 − 3.5√3
#1
=21√3 − 4√3 − 15√3
=2√3
3 3
2. √5𝑥 − √81𝑥 − √45𝑥 − √54𝑥
3 3
=√5𝑥 − √45𝑥 − √81𝑥 − √54𝑥
3 3
=√5𝑥 − 3√5𝑥 − 3 √3𝑥 − 3 √2𝑥
3 3
= − 2√5𝑥 − 3 √3𝑥 − 3 √2𝑥
E. Discussing new  Combine the addition of radicals and subtraction of radicals.
concepts and 3 3
1.2 √𝑎 + 7 √𝑎 − 5 √𝑎
3

practicing new skills 3


=.4 √𝑎
#2
2.√𝑥 − 2√𝑥 + 3√𝑦
= −√𝑥 + 3√𝑦

F. Developing Mastery  Board work


(Leads to Formative 3
1. 4√3 − 5√3 − 2 √3
Assessment) 3
=−√3 − 2 √3
2. 9√5 − 4√3 − 4√5 − 2√3
=5√5 − 6√3
G. Finding practical  The teacher will relate this topic to a mixture of oil and water
applications of concepts It means that you can’t mix everything, just like oil and water because they have different substance.
and skills in daily living
H. Making  What are the things to remember in subtraction of radicals?
generalizations and
abstractions about the
lesson
F. Evaluating learning  Simplify each radical expression
1. 8√3 − 4√3
2. 2√7 − √7
3. 9√3 − 4√3 − 2√3
4. 3√4 − 2√5 − √4
5. 2√8 − 5√2
6. 2√𝑎𝑏 − √𝑎𝑏
7. 13√27𝑥 − 9√12𝑥
8. −2√5𝑥 − 3√20𝑥
9. 3√2𝑛𝑝 − 2√2𝑛𝑝
10. −3√6𝑥 − 3√6𝑥
11. √8𝑚𝑛2 − 2𝑛√18𝑚
12. 5√3𝑥𝑦 + 6√3𝑥𝑦 − 4√3𝑥𝑦
13. 2√5𝑥 + √5 − √5𝑥
14. 7√3𝑏 − 2√3𝑎𝑏 − 2√3𝑏
15. 3√𝑥𝑦𝑧 + 3√𝑥𝑦𝑧 − 2√𝑥𝑦𝑧
G. Additional activities Simplify the radical expression
for application or
remediation 1 1 1
√4𝑥 − √9𝑥 − √64
2 3 4

IV. REMARKS  Remarks: suspension, continuation of lesson plan, re-teaching, lack of time
V. REFLECTION
a. No of learners
who earned
80% in the
evaluation
b. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
c. Did the
remedial
lesson 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  Using modern technology ( laptop), research, and websites from the internet,
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers
Prepared by: Checked by:

JULIAN III M. MIGUEL DOMINGO ELLADORA


BSED MATH OJT COOPERATING TEACHER

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