Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO CITY
CLUSTER 8-A NORTHEAST MARILOG
MARILOG NATIONAL HIGH SCHOOL

DAILY LESSON PLAN

SCHOOL Marilog NHS GRADE LEVEL 9

TEACHER DELSIE S. BANAS LEARNING AREA MATHEMATICS
TEACHING DATE & TIME MARCH 18, 2021 QUARTER 2

I. OBJECTIVES
A. Content Standards The learner will be able to demonstrates understanding of key
concepts of variation and radicals.

B. Performance Standards The learner will be able to formulate and solve accurately problems
involving radicals.
C. Learning Competencies The learner simplifies radical expressions using the laws of
/ Objectives (Write the radicals. M9AL-IIg-1
LC code for each)
II. CONTENT SIMPLFYING RADICAL EXPRESSIONS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Mathematics Learner’s Material 9, Pages 106 - 110
pages
3. Textbook pages Grade 9 Mathematics Patterns and Practicalities pages 157 - 162
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning LCD Projector/TV, Manila Paper, Pentel Pen, Coloring Materials.
Resources
IV. PROCEDURES
A. Reviewing previous The teacher will ask the following questions.
lesson or presenting
1. What does the following symbol represent? 
the new lesson
2. Do you still remember how to find the square of a number?
B. Establishing a purpose “Do What I Say Not What I Do”
for the lesson
The teacher will instruct the learners to do what she say but they
should not follow that the teacher act.
Apply knowledge of content
within and across curriculum
teaching areas.
EXPLORE!

DISTANCE TO THE HORIZON

Julie and Noemi climb the coconut tree. The view from above
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was as majestic as they thought it would be.
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Proper, height District, Davao City
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horizon were they? DepEd Email: [email protected]
The approximate distance to the horizon (d)“Excellence
in and Responsibility”
Kilometers is given by the equation , where h is the altitude
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO CITY
CLUSTER 8-A NORTHEAST MARILOG
MARILOG NATIONAL HIGH SCHOOL

Select, develop, organized, and

used appropriate teaching and
learning resources including ICT,
to address learning goals
C. Presenting examples/ Students will be called in random and answer the following.
instances of the new Simplify the following radicals.
lesson 1. √ 4 = 2
2. √ 16 = 4
3. √ 25 = 5
Apply knowledge of content
4. √ 100 = 10
within and across curriculum
teaching areas. 5. √ 144 = 12

D. Discussing new
concepts and practicing Product Property
new skills #1 The square root of a product equals the product of the square root
of the factors.
Apply knowledge of content Product Property for Radicals
within and across curriculum
teaching areas. ab  a b

Example:
√ 50= √ 25 ∙ √2
Select, develop, organized, and 36  49
√ 50=5 √ 2 100  4  25
used appropriate teaching and 36  4 9
learning resources including ICT, 10  2  5
to address learning goals Steps to Simplify Radicals:
1. 6  2the
Try to divide  3radicand into a perfect square for numbers
2. If there is an exponent make it even by using rules of
exponents
3. Separate the factors to its own square root
Simplify
Simplify: x12 2 y 88
y 44 x 
6

x6
Question/s:
1. What have you observe on the solution?
2. By applying the process find, √ x 13

E. Discussing new Quotient Property

Km. 51 Davao-Bukidnon Highway,
Marilog Proper, Marilog District, Davao City
TIN: 001-384-381-000
Fb account: marilogNHS
DepEd Email: [email protected]
“Excellence and Responsibility”
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO CITY
CLUSTER 8-A NORTHEAST MARILOG
MARILOG NATIONAL HIGH SCHOOL

concepts and practicing 1. The square root of a quotient equals the quotient of the
new skills 2. square root
Apply knowledge of content a a

within and across curriculum b b
teaching areas. of the numerator and denominator.

3 3

4
34

2. If the 2radical in the denominator is not the square root of a
perfect square, then a different strategy is required.
1 1 √2
Example: = ∙
√2 √2 √ 2
=
√2
√4
=
√2
2

F. Developing Mastery The students will be grouped accordingly.

(Leads to formative Each grouped will have different worksheet to answer depending on their
Assessment 3) level.
Plan and deliver teaching
strategies that are responsive to *PLEASE SEE ATTACHMENTS*
special educational needs of
learners in difficult
circumstances, including:
geographic isolation; chronic
illness; displacement due to
armed conflict, urban
resettlement or disasters; child
abuse and child labor practices

Select, develop, organized, and

used appropriate teaching and
learning resources including ICT,
to address learning goals

G. Finding practical The topic is linked to ESP “Nakagagawa ng angkop na kilos upang
applications of itama ang mga maling pasyang ginawa” EsP10MP-Ic-2.4
concepts and skills in In stating the multiplication and division properties of
daily living radicals, did you notice how we stated them un symbols and
then in words? Why is there a need to express properties,
Apply knowledge of content
within and across curriculum
rules, and laws clearly?
teaching areas.
Km. 51 Davao-Bukidnon Highway,
Marilog Proper, Marilog District, Davao City
TIN: 001-384-381-000
Fb account: marilogNHS
DepEd Email: [email protected]
“Excellence and Responsibility”
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO CITY
CLUSTER 8-A NORTHEAST MARILOG
MARILOG NATIONAL HIGH SCHOOL

H. Making generalizations What have you learned?

and abstractions about
the lesson

I. Evaluating Learning Fill in the blanks with the word/phrase that correctly completes the
sentence.
Apply knowledge of content 1. Numbers such as 4, 9, and 25 whose square roots are
within and across curriculum integers are called _______.
teaching areas. 2. Numbers such as 8, 27, and 125 whose cube roots are
integers called _________.
3. The square of the square root of 6 is ____________.
4. The multiplication property of radicals states that if a and b
are non negative real numbers, then √ ab=¿_________.
5. The division property of radicals states that if a and b are
a
real numbers with a ≥ b and b> 0, then
b √
= ____________.

J. Additional activities for

application for
remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself a teacher. Think about
students’ progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask
them relevant questions.
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
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
Km. 51 Davao-Bukidnon Highway,
Marilog Proper, Marilog District, Davao City
TIN: 001-384-381-000
Fb account: marilogNHS
DepEd Email: [email protected]
“Excellence and Responsibility”
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO CITY
CLUSTER 8-A NORTHEAST MARILOG
MARILOG NATIONAL HIGH SCHOOL

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:

DELSIE S. BANAS
Teacher I

Checked By:

GLENDA R. ZULUETA
Master Teacher I

Km. 51 Davao-Bukidnon Highway,

Marilog Proper, Marilog District, Davao City
TIN: 001-384-381-000
Fb account: marilogNHS
DepEd Email: [email protected]
“Excellence and Responsibility”