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DLL Math 9

The document summarizes a mathematics lesson plan for 9th grade students on radicals. The objectives are to differentiate like and unlike radicals and perform addition and subtraction of radical expressions. The lesson involves a review game, examples of like and unlike radicals, and steps to simplify radical expressions through addition and subtraction. Formative assessment includes multiple choice questions and a group activity to write an original word problem involving radicals.

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SHEILA MAE CABASAG
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325 views3 pages

DLL Math 9

The document summarizes a mathematics lesson plan for 9th grade students on radicals. The objectives are to differentiate like and unlike radicals and perform addition and subtraction of radical expressions. The lesson involves a review game, examples of like and unlike radicals, and steps to simplify radical expressions through addition and subtraction. Formative assessment includes multiple choice questions and a group activity to write an original word problem involving radicals.

Uploaded by

SHEILA MAE CABASAG
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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School LIBERTY NATIONAL HIGH SCHOOL Grade Level Grade 9-Kalimbahin

Teacher SHEILA MAE V. CABASAG Learning Area MATHEMATICS


Dates and January 19,2023
Grades 1 to 12 Time 10:45 – 11:45 AM
LESSON LOG

I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. Content Standards radicals.

The learner is able to formulate and solve accurately problems


B. Performance Standards involving radicals.

C. Learning MELC Q2, Wk 8


Competencies/Objectives Performs operations on radical expressions.

Objectives:
1. differentiate like radicals from unlike radicals
2. perform operations on radicals
a. add and subtract radical expressions
3. Solve problems involving addition/subtraction of radicals.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from SLM in Mathematics 9 Quarter 2, Department of Education –
Learning Resource (LR) portal SOCCSKSARGEN Region
B. Other Learning Resources PowerPoint Presentation, Internet Connectivity, Kahoot Video
Game
IV. PROCEDURES
A. Reviewing previous lesson GROUP ACTIVITY. Review on simplifying the radical
or presenting the new expressions by using “kahoot video game”.
lesson
The students will join the game virtually by entering the pin
code given by the teacher, if and only if they have another
device to be use. If not, the teacher will instruct them to get a
whole sheet of paper and divide it into 4 and draw in each
piece a triangle, a rhombus, a circle and a square.
B. Establishing a purpose for Picture Analysis.
the lesson There will be 4 images in a random order. What have all these
pictures in common?

- In the collage given, what is the hidden word?


C. Presenting Leg Traction
examples/instances of the To help align Alexander’s broken bone, a
new lesson doctor uses traction as shown in the figure. A traction is
applied by fixing a weight, two pulleys and some stainless
steel cable to a broken leg. Based on the setup shown, how
many meters cable are used?
Guide Questions:
1. What are the given lengths of
cables as indicated in the
illustration?
2. Do they have the same radicand?
Same index?
3. What are like radicals? Unlike
radicals?
4. What is asked in the problem?
5. How do you solve the problem?
D. Discussing new concepts  Discuss further the difference of like radicals from unlike
and practicing new skills #1 radicals.
 Let the learners give examples of these radicals.
E. Discussing new concepts  Discuss how to perform Addition/Subtraction of Radical
and practicing new skills #2 Expressions.
 Show them the steps to simplify radicals by addition and/or
subtraction.
1. Simplify all radicals.
2. Combine like radicals by combining the coefficients
of the radical term.
3. Perform the operation (either addition or subtraction)

a √n x+ b √n x =(a+ b) √n x
a √n x−b √n x=(a−b) √n x

 Give the learners illustrative examples in each case.

F. Developing mastery (leads BOARDWORK


to Formative Assessment 3)  Let the learners do “try this” part of the discussion given by
the teacher.

G. Finding practical Solve the problem


applications of concepts Janice wants to put lace on the edge of her triangular frame
and skills in daily living measures 3 √ 2 m on two sides and 4 √ 2 m on the base. How long
is the lace she needed?
H. Making generalizations and Answer the given activity by writing the concept/process/
abstractions about the law used in simplifying the given expression, where each variable
lesson represents a positive real number.
I. Evaluating learning Answer 5-items Multiple Choice Type of Test.
 differentiate like radicals from unlike radicals
 add and subtract radical expressions
 Solve problems involving addition/subtraction of radicals.
a. Additional activities for Form groups of 3. Each group is tasked to write a real-life problem involving
application or remediation addition and subtraction of radical expressions.
Each group will present their problem in class. The hardcopy of the problem and
its solution will be submitted to the teacher.
The output and presentation will be graded using this rubric
Great! Good! U-Uh!
Criteria (5 points) (3 points) (1 point)
Quality of the Problem is realistic, and Problem is interesting and Problem is not anchored
Context Used interesting, challenging. challenging but not anchored on real life and is not
on real life. interesting.
Clarity of the Problem is clearly stated Problem lacks clarity and Problem is confusing; it
Problem and uses correct terms and contains grammatical errors. lacks necessary data
phrases. and/or conditions.

Accuracy of Solutions are accurate and Solutions have minimal errors. Solutions are incorrect.
Solution well-explained.
Preparedness and Submits the hardcopy of the Writes the problem and solution Not ready with the
Punctuality problem and its solution on on the board; or submits the presentation nor the
time; Visual aids for hard copy at a later date hardcopy.
presentation are ready.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
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?
Prepared:

SHEILA MAE V. CABASAG


Teacher II

Checked and Observed:

NICSON P. BEHAG, HT-III


School Head

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