GRADE 9 School SINAMAN INTEGRATED SCHOOL Grade Level 9

DAILY LESSON LOG Teacher CHARLENE GRACE B. BROÑ OLA Learning Area MATHEMATICS
Daily
Teaching Dates and Time Quarter THIRD
2:00-3:00 PM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
2. Performance The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and accurate representation.
Standards
3. Learning The learner solves problem involving P operations on radical expressions. Performs operations on radical Performs operations on radical
Competencies / parallelograms, trapezoids, and kites. (M9AL-IIh-1) expressions. expressions.
Objectives (M9GE-IIIe-1) (M9AL-IIh-1) (M9AL-IIh-1)
a. Differentiate like and unlike radicals
a. State the properties of b. Perform addition and subtraction of a. Perform multiplication on a. Determine the conjugate of
parallelograms. radicals radical expressions an expression
b. Apply the properties of c. Practice the value of carefulness in b. Solve problems involving b. Perform division of radicals
quadrilaterals in solving the doing all the activities. multiplication of radical c. Solve problems involving
problems expressions division of radicals
c. Appreciate the c. Appreciate architectural skills d. Value the natural resources
importance of the in accurate planning of our province
properties in solving
real-life problems
involving parallelograms.
II. CONTENT Solving Problems involving Radicals Radicals Radicals ICL
Parallelogram
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
pages
b. Learner’s Materials
pages
c. Textbook pages
d. Additional Materials http://www.slideshare.net/ http://www.warrick.k12.in.us/schools/ http://tagalog.wikipilipinas.org/ http://www.pob.k12.ny.us/cms/
from Learning ebenezerburgos/solving-problems- castlesouth/docs/Math/Algebra/Alg index.php/ lib/NY01001456/Centricity/
Resource (LR) involving-parallelograms-trapezoids- %201%2012.2%20pg%20719.pdf Cavite Domain/200/Chapter12a.
 portal and-kites http://www.pob.k12.ny.us/cms/lib/
NY01001456/Centricity/Domain/200/
Chapter12a.
www.islandcovephil.com/index.php/hom
e/page/about-us
B. Other Learning Grade 9 SLM Mathematics, Grade 9 SLM Mathematics, Grade 9 SLM Mathematics, Grade 9 SLM Mathematics,
Resources Activity sheets, Laptop Activity sheets, Laptop Activity sheets, Laptop Activity sheets, Laptop,
IV. PROCEDURES
A. Reviewing Use your knowledge of product
previous lesson or Recall the properties of rule and quotient rule for radicals
presenting the parallelograms. and rationalization to answer the
new lesson following.
SI or NINO?
Write Si (chabacano word which
means yes) if the equation
correct. Otherwise, write Nino
(chabacano word which means
no) if the equation is wrong.
1. √ 3∙√ y = √ 3 y

2.
√4 =2
25 5
3.
√
3 8

27 9
=
2

10 10 √ 3
4. =
√3 3
a a √4 3
5. 3 =
√2 3
B. Establishing a Activity 1: Think-Pair-Share Add and Subtract Me Find the product of the following Find the quotient of the radical
purpose for the 1. 8√ 72 + 5√ 20 - 7√ 5 radical expression in the box expression by matching column

√ √ √
lesson 3x +7 3x - 3x 1. 2 √ 3 ∙ √ 7 F with column B
2. 3
2 2 2 2. 2 √ 27 ∙ √ 3
3.
√ 5 + √ 80 - 7 √ 5
4 2 2
3. √3 4 m ∙ √3 4 m2
4. √3 3 ∙ √ 3
C. Presenting Teaching modeling Example1. Illustrative Example 1
examples/ Illustrative examples Simplifying radicals before combining Radicals of the same order.
instances of the Perform indicated operations. Assume Simplify: 3 √ 2 ∙√ 6
lesson the variables represent positive 3 √ 2 ∙√ 6 = 3 √ 6
numbers. Multiply the
1. √ 8 + √ 18
2. √ 2 x 3 - √ 4 x 2 + 5√ 18 x 3 coefficients and
3. √ multiply
16 x y - √ 54 x y
3 4 3 3 4 3
the
radicands.
Solution: = 3 √ 4 ∙ 3 Factor the
1. √ 8 + √ 18 radicand.
= √ 4 ∙ √2 + √ 9 ∙ √ 2 = 6 √3 Simplify.
= 2 √2 + 3 √ 2
= 5√2 Illustrative Example 2
Radicals of the same order.
Simplify: 2 √ x ∙5 √ 6 x ∙√ 2 x
2. √ 2 x 3 - √ 4 x 2 + 5√ 18 x 3 = 10 √ 12 x 3
= √ x 2 ∙√ 2 x - 2 x+5 ∙ √ 9 x 2 ∙ √ 2 x Multiply the
= x √2 x - 2 x+15 x √2 x
= 16 x √ 2 x - 2 x coefficients

and multiply
3. √3 16 x 4 y3 – √3 54 x 4 y 3
=√
3
8 x3 y 3 ∙ √3 2 x - √ 27 x 3 y 3 ∙ √ 2 x
3 3
the
= 2 xy √ 2 x - 3 xy √ 2 x
3 3
radicands.
= −xy √ 3
2x = 10 √ 4 ∙ 3 ∙ x 2 ∙ x
Factor the
Example 2
radicand.
1. 7
√ √ √
x +3 x - x
5 5 5 Simplify.
= 10 ∙ 2 ∙ x √ 3 x or

= 20x √ 3 x
√ √
= 7+3-1
x =9 x
5 5
Illustrative Example 3
2. 13
√ 3 + √ 12 - 4 √ 3
9 3 3
√3 + √ 4 ∙ √ 3 – 4 √3
Binomials involving radicals
Multiply the binomials and
simplify:
= 13
√9 3 3 ( √ 2+ √ 3 ) ( 4 √ 2−2 √ 3 )
13 √3 2 √ 3 4 √3 = 4 √ 4+ 4 √ 6 - 2 √ 6 - 2 √ 9 Use
= + - the
3 3 3
11 √ 3
= distributive
3
property
= 4 ∙2+2 √ 6−2∙ 3
Simplify.
= 8+2 √ 6−6
= 2+2 √ 6

Illustrative Example 4
Radicals with different indices
Multiply √ 6 by √3
5
1 3
√ 6 = 6 2 or 6 6 = √6 63
Transform each radical to
similar terms
1 2
√3 5 = 5 3 or 5 6 = √6 52
Thus √ 6 ∙ √5
6 3 6 2

=√ 6
216 ∙ √25
6

=√ 6
5400
D. Discussing new Perform Add and Subtract Me Find the product
concepts and 1. √ 2 + 3√ 2 1. 7 √ 2 ∙√ 10
practicing new Add the coefficients then 1. 8 √ 12 + 5√ 45 - 2√ 5 = = ¿√ ¿ ¿ Multiply the ¿

skills #1 affix the common radical Factor each radicand. coefficients

2. √ 2 - 3√ 2 Simplify each radicand. Simplify. and multiply
Subtract the coefficients Combine like radicals. the radicands.
then affix the common
radical.
3. 2 √ 2 + √ 5- 6√ 2
2. 9
√ √ √
x
5
+5
x
5
-
x
5
=
Combine like radicals.
= ¿√ ¿ Factor the ¿

radicand.
= ¿√ ¿ ¿ Simplify.

√
Combine like radicals. √3 27 √3 = ¿

4. 4 √ 3 - √ 27 3. 14 + -5
9 3 3 2. ( √ 5+ √ 2 ) ( 2 √ 5−3 √2 )
Write the perfect square
Factor each radicand. Use the distributive
factor.
Simplify each radicand. property
Use product property.
Simplify.
Simplify. = ¿√ ¿ − √ ¿ ¿¿ +__√ ¿¿ ¿ - ¿√ ¿ ¿
Combine like radicals. ¿ ¿ ¿ ¿

Subtract like radicals. Simplify.

5. 3 √ 4 x - √ 9 x + 5√ 27 - √ x =¿¿ −¿ √ ¿¿ −¿ ∙¿ ¿
Factor each radicand. = ¿− √¿ − ¿ ¿
¿ ¿ ¿

Simplify each radicand. = ¿− √¿ ¿ ¿ ¿

Simplify.
Combine like 3. √3 by √
3
5
radicals. √ 3 = 3¿ ¿ or 3¿ ¿ = ¿ ¿

¿¿
¿¿ 3 ¿¿
√ ¿ Transform

each

radical to

similar

terms.
¿¿ ¿¿
√3 5 = 5 or 5 = ¿ 5 ¿¿√ ¿
¿¿
¿ ¿ ¿

¿¿ ¿¿
Thus ¿ 3 ¿¿√ ¿ ∙ ¿ 5 ¿¿√ ¿
¿ ¿

= ¿ ¿ ¿¿√ ¿ ¿ ¿

E. Discussing new 1. What is your basis when grouping 1. What is your basis when grouping 1. How did you simplify the given 1. What is the product rule for
concepts and radicals? radicals? radical expressions? radical?
practicing new 2. How will you identify like radicals? 2. How will you identify like radicals? 2. How did you find the product of: 2. What is the quotient rule for
skills #2 3. What are the steps in adding and 3. What are the steps in adding and a. Radicals of the same order. radical?
subtracting like radicals? subtracting like radicals? b. Radicals with different 3. How do you determine the
 4. Why do we need to simplify 4. Why do we need to simplify dissimilar indices. conjugate of an expression?
dissimilar radicals before combining? radicals before combining? c. Binomials involving radicals. 4. How do you perform division of
radicals of the same order?
5. What are the steps in dividing
radicals of a different order?
6. How do we simplify
expressions with binomial
radicals in the denominator?

F. Developing Find the sum and difference of the

mastery following radical expressions in the box. It is a word prayer
that is annually held
(Leads to Formative
in Kawit every
Assessment 3) 1. 5 √ 8 + 2√ 18 - 3√ 2 December 24 before
2. 10
7 √ √√ √√
3m + 3 3m -
7
3m
7
the beginning of the
midnight mass,
What is it?
3. 7
√
2 x + 32 x - 2
25 5
2x
5
To reveal the word, multiply the
following radical expressions
and simplify the result. Put a
check mark inside the box if
the expression at the right

√ √
shows the correct answer,
3x 3x
13 √ 2 12 13 otherwise put a cross mark.
5 5 Then, pick out all the letters
with a check mark.
9 √2 x 8 √2 x
5 5
G. Finding practical Perform the indicated operation(s): Add and Subtract Me Emilio is an architect and you like Solve.
applications of 1. 8 √ 5 + √ 5 1. 9√ 45 + 5√ 80 - 2√ 5 to help him find the exact areas Dondon is making a replica of

√ √ √
concepts and 3x +2 3x - 3x of some location in the plan that Municipality Map for his school
2. 7 √ 2 - √ 2 2. 8 he made. Show how to find: project whereas the required
skills in daily living 5 5 5
3. 5 √ 3 + √ 3 - 2 √ 3 Area A and base b in
4. 15 √ y - 7 √ y
5. 4 √3 3 + √3 24
3. 10
√ 3 + √
9
48
3
-2
√3
3
1. The area of the triangular
roof sheet for the attic if the
centimetres are given. Find the
height h of the map, express in
base is √ 5 m and the height is simplest form.
√ 2 m.
2. The area of the rectangular
floor to be covered by tiles
whose dimensions are
( 3 √ 5+1 ) m and ( 2 √ 5+ 3 ) m.
3. The area of the square lot
where Gazebo will be placed
if the side is ( √ 3+1 )m.
H. Making
generalizations
and abstractions Like radicals are
about the lesson radicals that have the
same index and the
same radicand.
Unlike radicals are
radicals that have
different radicands or
different indexes, or
both.
To combine like
radicals, add or
subtract their
coefficients and
annex their common
radical.
To combine unlike
radicals, simplify
each radical if
possible, and then
combine like radicals.

I. Evaluating ADD and SUBTRACT ME! Add and Subtract Me Anthony is an architect and you Divide and simplify the result.
learning Perform the indicated operation(s): like to help him find the exact 1. √ 63 ÷ √ 3
1. 4 √ 3 + 12 √ 3 1. 5√ 48 + 6√ 75 - 5√ 3 areas of some location in the 2. √3 20 ÷ √3 2
plan of the Grade 12 Building of
3. 10 √ 6 ÷ 2 √3
 2. 14 √ 2 - 3 √ 2
√ √ √ 4. √ 2 xy 2 ÷ √3 8 xy 3
2y +2 2y - 2y GMATHS that he made. Show
2. 9 how to find:
3. 13 √ xy + 2 √ xy - 3 √ xy 3 3 3 2 √ 3 ÷ ( 3 √ 2−√ 5 )
4.
5.
20 √3 2m - 14 √3 2 m + 2 √3 2 m
7 √ 2 x + 2 √ 54 x
3 3
3. 15
√
3 + √
4
27
2
-4
√
2
3 1. The area of the roof sheet if the
length is √ 900 m and the height
is√ 2 √ 100m.
2. The area of the rectangular wall
to be covered by wall tiles whose
dimensions are ( 3 √ 5+1 )
( 3 √ 5+1 ) m and ( 2 √ 5+ 3 ) m.
J. Additional 1.Follow-up 1. Follow-up 1. Follow-up 1. Follow-up
activities for Add and Subtract: Add and Subtract: Multiply: Perform the operation and
application or 1. 5 √3 1. 5 √ 3 + 2 √ 3 - 8√ 3 a . √ 2 ( 3+ 4 √ 5 ) simplify the result.
remediation 2. √ 2 + 50 √ 2 b . √ 10 a3 b5 ∙ √ 50 a2 b3 a. √3 80 ÷ √3 5
2. Study addition and b. √ 50 x 5 t3 ÷ √ 2 x 2 t
subtraction of radicals 2. Study Division of Radicals
with different radicand. a. Define rationalization. 2. Study solving radical
How do you perform 2. Study multiplication of
b. Discuss how to perform equations.
addition and subtraction radicals.
division of radicals. a. Recall Properties of
of radicals with different a. Provide examples of
Equality
radicand? pair of radicals with
Reference: Grade 9 Learner’s b. Solve equations involving
same and different
Material pp. 266-267 radical equations.
Reference: Grade 9 orders.
Reference: Grade 9 Learner’s
Learner’s Material pp. b. Explain how to perform
Material pp. 280-288
262-263 multiplication of
radicals.

Reference: Grade 9 Learner’s Material

pp. 264-265
V. REMARKS
VI. REFLECTION
1. No. of learners who
earned 80% on the
formative
assessment
2. No. of learners who
require additional
activities for
 remediation.
3. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
4. No. of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Reviewed and Approved by:

CHARLENE GRACE B. BROÑOLA FERDINAND R. CORNELIO

Teacher I School Principal II