ST. THERESE SCHOOL OF MARILAO, INC.

Blk. 209 Lot 15-16 Heritage Homes, Marilao, Bulacan

JUNIOR HIGH SCHOOL DEPARTMENT

SY 2022 - 2023

LEARNING PLAN
MATHEMATICS 9
Subject: MATHEMATICS Grade Level: 9
Unit Topic: QUADRATIC FUNCTIONS, EQUATIONS, AND RADICALS Quarter: 1st

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The Learners on their own and in Create a Newspaper column

the long run will be able to solve
on Sports showing the hang
real-life situation in order to come
up with recommendation.
time of basketball team
members .

The learner is able to formulate

and solve accurately problems
involving radicals

1.Illustrates expressions with

EQ: How can certain real-life problems
rational exponents
be solve accurately?
2.Simplifies expressions with EU: Students will understand that
rational exponents certain real-life problems can be solve
3. Write expressions with rational accurately using key concepts of
exponents as radicals and vice versa radicals.

The learners demonstrate

3.Determines arithmetic means and nth
understanding of the key
term of a given arithmetic sequence concepts of radicals

ACQUISITION
UNIT INTRODUCTION: This unit is about Radicals. In this unit, you will learn to demonstrate
understanding of key concepts, formulate and solve accurately problems involving radicals.
At the end, for your Performance Task, you will use radicals to solve real-life situation in order to
come up with recommendation.
EQ: How can mathematical formulas in scientific investigations be determined and can be solved
accurately?

ACTIVITY 1. Situation Analysis – CAUGHT IN THE CAMERA

Description: this video shows an excerpt from different amazing videos caught in
the camera.
Clickable Link: http://www.youtube.com/watch?v=2EW5hauGXv4
Process Questions:
 1.What is the video all about?

2. In what way did the Don Mariano accident affect you?

3. Why do you think such accidents happen?

4. What do you think are the best ways to solve these problems?

5. How are accidents properly investigated?

Instruction: Below is an Initial-Revise-Final Sheet. It will help your understanding of the

topics in this lesson. You will be asked to fill in the information in different sections of this
lesson. For now you are supposed to complete the first column with what you know about
the topic.
Clickable Link: https://app.wizer.me/editor/3peYePB4xnh7

LEARNING
COMPETENCY FIRM-UP
LC1: Apply the ACTIVITY 1: THE SEEKER (Synchronous)
Laws involving Clickable Link: http://www.harristechnical.com/skid33.htm.
positive integral Directions: Consider the situation below. Open the website below and follow the given
exponents to instructions.
zero and negative
integral
exponents
M9AL-1Ia-1

Learning
Targets:
I can apply the
Laws involving
positive integral
exponents to
SITUATION
zero and negative
You are on your way to Baguio City to attend the Panagbenga Festival. A few hours
integral
exponents later, you experienced a car accident on the expressway. You then went to the police
station for the investigation. During the investigation, the police officer provided the
following information about the accident: the length of the skid mark, the number of skid
marks and the damage of your car.
Illustrates Instruction: Click on the site and a vehicle speed estimator will be displayed. Below are
expressions with spaces where you can type in the information. Through these, the breaking and the speed
of your car will be determined. Vary the length of the skid marks such as 10, 20, 30, 40
rational and 50 ft. observe
exponents what happens to the speed.
Simplifies
expressions with Length of Skid Marks Speed of the Car Damage to the car
rational 10 ft.
exponents 20 ft.
30 ft.
40 ft.
50 ft.

Process Questions:
1.What have you observed about the speed upon increasing the length of the skid
mark?

2.How do you describe the difference of the speed upon increasing the length of the
skid mark?

3.By how much do you think is the change in the speed once the length is changed?

4.How is the knowledge of radical expressions and equations used to solve real-life
problems?

Activity 2: Remember Me This Way!

A. Simplify the following expressions.

1. m4 • m3 4. 10m6/2m10

2. (-2)3 5. (m3)4

3. (r2/s4)2 6. (2/3)3

B. Solve the given problem then answer the questions that follow.
The speed of light is approximately 3 x 108 meters per second. If it takes seconds
for light to travel from the sun to the earth, what is the distance between the sun
and the earth?
Questions:
1. How did you solve the given problem?
2. What concepts have you applied?
3. How did you apply your knowledge of the laws of integral exponents in answering
the given problem?

LAWS of EXPONENTS
Review: If a and b are real numbers and m and n are positive integers, then

1. am • an = a m+n 4. (a/b)m = (am/bm), b ≠ 0

2. (am)n = amn 5. am / an = am-n, if m > n, a ≠ 0

3. (ab)m = am bm 6. am/an = 1/ an-m, if m< n, a ≠ 0

ACTIVITY 3: AGREE or DISAGREE! (AR-GUIDE) (Asynchronous)
Instructions: Write your response for each statement in the Before Lesson only.
Write A if you agree with the statements
Write D if you disagree with the statements
Clickable Link: https://app.wizer.me/editor/lHjtzam6Zwys
At the end of your performance task, you will use radicals to solve real-life situation in order
to come up with recommendation.
Assignment 1.1 Solve Time To Think Letter A- 1-10, letter B, numbers 2,4,6,8 and 10
ACTIVITY 4: Read and Think Aloud.

Given below are different applications of Radical Expressions in real life:

For instance in, FINANCIAL PLANNING

A financial planner has been asked to determine the inflation rate
for homes.
To calculate the inflation of homes that increases from p1 to p2 over
n years, the annual rate of inflation (expressed as a decimal) can
be modeled as:
I = ( p2/p1) 1/n -1

In MEDICINE,
Doctors can approximate the Body Surface Area of an adult (in
square meters) using an index called BSA where H is height in
centimeters and W is weight in kilograms:

BSA = √𝐻 • W/ 3600

In Geology/Meteorology/Oceanography

The Pacific Tsunami Warning Center is responsible for

monitoring earthquakes that could potentially cause tsunamis in
the Pacific Ocean. Through measuring the water level and
calculating the speed of a tsunami, scientists can predict arrival
times of tsunamis.
The speed (in meters per second) at which a tsunami moves is
determined by the depth d (in meters) of the ocean:
s = √𝑔 • 𝑑
in which g is acceleration due to
gravity, which is 9.8 meters per square second

In Supply Chain Management/Business

• You are a purchasing manager for a medical device company.

• You are responsible for directing the way the company buys,
stores, and sells supplies to other companies.
• You want to reduce the company’s warehousing costs by
ordering the supplies needed to produce the medical devices
just in time to use them.
In order to determine the most economic order quantity E for
parts used in production of the medical devices, you need to
use the following formula:

E = √2 • 𝐴 • 𝑆 / I

Where A is the quantity the plant will use in one

year, S is the cost of setup for making the device and I is the
cost of holding one unit in stock for one year
Clickable Link:
http://www.youtube.com/watch?v=tvvTaFaaMjc
this site involves concepts of radical expressions and how they
are applied in real life.
 http://www.youtube.com/watch?v=OgfnHDQwxVU
site showing an example of solving real life problems involving
radical expressions
http://www.youtube.com/watch?v=N6CUxqQY0KU&list=PLDkXP6
pQoNb4QJdSw0azDlQ3nVlzYgNj6
in this 6 – part video, you will see the application of radical
expressions in solving architectural problems, specifically
involving the Pythagorean theorem

http://www.youtube.com/watch?v=5fmnKCOnwpE
This video provides an example of how to use a radical equation
to determine the speed of a vehicle based upon the length of its
skid mark.
Something to Ponder
Integer Exponents.
Definition1: an, n an integer and a, a real number
1. For n a positive integer:

an = a • a …a

Example: 36 = 3 • 3 • 3 • 3 • 3 • 3

2. For n = 0
a0 = 1

1350 = 1
Example:
7-3 = 1/ 73

73 = 1/ 7-3
ACTIVITY 5: Watching a Video ( Synchronous)

Clickable Link: https://www.youtube.com/watch?v=wSracfsnFI8

Watch these video about solving negative exponents. After watching the video
answer the questions that follow.
Screenshot of Online Resources:

Questions:
1. What did you observe about the exponents?
2. How ere the problems solved?
3. What can you conclude from the process of solving problems?
4. What can you conclude from the process of solving problems?
 Activity 6: LET’S TALK ABOUT RULES!
I can simplify
expressions with
rational
exponents

Examples. Simplify using exponent properties, and express answers using

positive exponents.
1. (3a5)(2a-3 = ( 3 • 5) ( a5 • a-3 ) = 6a2

2. 6x-2 / 8x-5 = 3x-2-(-5) / = 3x3 / 4

3. -4y3 – (-4y)3 = -4y3 – (-4)3 • y3

= -4y3 + 64y3
= 60y3

By “simplify” we mean eliminating common factors from numerators and

denominators and reducing the number of times a given constant or variable
appears in an expression. We ask that answers be expressed using positive
exponents only in order to have a definite form for an answer. Later, we will
encounter situations where we will want negative exponents in a final answer.

If all exponent properties are to continue to hold even if some of the

exponents are rational numbers then,

( 51/3)3 = 53/3 = 5 and ( 71/2)2 = 72/2 = 7

Since, the number of Real nth roots of a real numbers b states that:

n even n odd
b positive Two real nth roots One real nth root
-3 and 3 are both fourth 2 is the only real cube root
roots of 81 of 8
b negative No real nth root One real nth root
-9 has no real roots -2 is the only real cube root
of -8
 Then the number 5 has one real cube root, it seems reasonable to use the
symbol

51/3 to represent this root. On the other hand, it also states that 7 has two

real square roots. Which real square root of 71/2 does

represent? We answer this question in the following definition:

Definition b1/n , Principal nth Root

For n a natural number and b a real number, b1/n is the principal nth root of b defined
as follows:
1. If n is even and b is positive, then b1/n represent the positive nth root of b.
2. If n is even and b is negative, then b1/n does not represent a real number.
3. If n is odd, then b1/n represents the real nth root of b.
4. 01/n = 0
A number or an expression is a perfect square if it can be expressed as product of
two same rational numbers or expressions.
Examples:
1. 4 is a perfect square because it can be expressed as product of two same
rational numbers 2 • 2 = 4 or (2)(2) = 4
2. The number (2)(2) = 4 is a perfect square because
(4/6) (4/6) = 16/36 or (-4/6) (-4/6) = 16/36
3. The expression 25x2 is a perfect square because it can be expressed as product of
two same rational expressions.

5x • 5x = 25x2 or = (-5x) (-5x) = 25x2

A number or an expression is a perfect cube if it can be expressed as product of
three same rational numbers or expressions.
Examples:
1. 8 is a perfect cube because it can be expressed as product of three same
rational numbers.
2•2•2=8
2. The number -27/64 is a perfect cube because

(-3/4) (-3/4) (-3/4) = -27/64

3. The expression 8x3y3 is a perfect cube because it can be expressed as product
of three same rational expressions.
2xy • 2xy • 2xy = 8x3y3
ACTIVITY 7: LET’S FIND OUT!

Which of the following numbers or expressions are perfect squares or perfect

cubes? Explain or justify your answer. Put a check mark on the space provided.

Given Perfect Square Perfect Cube Explanation

1. 0.09

2. 1/4

3. 16/100

4. 27/8

5. 256

6. -125

7. -1/4

8. 169

9. -27

10. 1000
 Process:
1. How did you find the activity?
2. Did you encounter any difficulty in answering the exercises? Why?
3. How did you overcome these difficulties?
4. How can radicals help us solve real-life problems?

ACTIVITY 8: Agree or Disagree AR-Guide (revisited)(Asynchronous)

Read each statement under the column Statement, then write A if you agree with the
statement; otherwise, write D. Write your answer on the Response-After-The-Discussion’
column
Clickable Link: https://app.wizer.me/editor/MzgG0Fx2eZLx

Questions:
1. Is there any change in your answer from the Response-Before-The – Discussion”
column to the “Response-After-the-Discussion” column? Why?

2. Based on your understanding, how would you explain the use of the laws of
exponents in simplifying expressions with rational exponents?

3. What examples can you give that show the importance of expressions with
negative and rational exponents?

ACTIVITY 9: Your Skidding Me!

Scaffold 1:
The formula r = 2 √5𝐿 can be used to approximate the speed r, in miles per hour,
of a car that has left a skid mark of L, in feet.
1. How far will a car skid at 50 mph?
2. How far will a car skid at 60 mph? at 100 mph?

LC2: Writes RADICALS

expression with EQ: How can mathematical formulas in scientific investigations be determined and can be solved
rational accurately?
exponents as
ACTIVITY 10:LET’S RECALL ( Synchronous)
radicals and vice Simplify the following expressions.
versa.
M9AL-1If-1 1. (52/7) (55/6) 2. ( x16 y0 z8 )1/4 3. ( s1/4 / t1/8) 24

Simplifies radical
expressions using 4. m1/5 n -1/7 / m1/4 n0 5. (-3e2/4 ) ( f6/5) ( -50)
the laws of
radicals
M9AL-II-g-1 Questions:
1. How did you solve the problem?
2. What important concepts / skills are needed to solve the problem?
ACTIVITY11: IRF SHEET (Synchronous)
Learning Below is an Initial-Revise-Final Sheet. It will help check your understanding of the topics in
Targets: this lesson. You will ask to fill in the information in different sections of this lesson. For
I can write now you are supposed to compete the first column with what you know about the topi:
expression with Clickable Link: https://app.wizer.me/editor/8WyoQnpjVXMF
rational
exponents as
radicals and vice
versa.

ACTIVITY 12: FILL- ME- IN! (Synchronous)

Carefully analyze the first two examples below then fill in the rest of the exercises with
the correct answer.
3 3
1. 3 2/3 √3^2 √9

5 5
2. (2n)3/5 √23 𝑛^3 √8𝑛^3

3. 53/4 _______ ________

4. 3b 2/3 _______ ________

5. (3/2p2) 2/3 ________ ________

6. (x2 + 3) 2/3 ________ ________

1.How do you think the given expressions with a rational exponent were written as
radicals?

2.What necessary understanding is needed to simplify the given expression?

3.What are the bases for arriving at your conclusion?

Assignment: Solve To Think on page 14 of the Book Module, Letter A, 1-5, Letter B, 1-5

ACTIVITY 13: TRANSFORMERS 1

Transform the given radical form into exponential form and exponential form into radical
form. Assume that all the letters represent positive real numbers.

Radical Form Exponential Form

3
√11𝑥^2
(26)1/4
(5a3b2)2/3
√3/𝑦^5
- 29√4𝑛/𝑚^5𝑝

(4r2 s3 t4)2/5
x6 / 4√𝑦^4
7

7
3/ √4𝑏^4
-(3k3) -2/7
(4a4 / 5b5) -3/5

Questions:
1. How did you answer the given activity
2. What are the necessary concepts/processes needed in writing expressions with
rational exponents as radicals?
3. At which part of the process are the laws of exponents necessary?
4. What step-by-step process can you create on how to write expressions with
rational exponents as radicals? Radicals as expressions with rational exponents?
5. Have you encountered any difficulties while rewriting? If yes, what are your plans
to overcome them?
ACTIVITY 14: Video Watching about the Laws of Radicals ( Asynchronous)
Clickable Link: https://www.youtube.com/watch?v=2bQL_tGZDEw (English)
Clickable Link: https://www.youtube.com/watch?v=90Htw7hmv4w ( Tagalog)
 Questions:
1. How do you find the given activity?
2. How do we simplify radicals using the product rule?
3. How do we simplify radicals using the quotient rule?

The following laws of radicals can be applied when simplifying or

evaluating radicals. The laws of radicals will provide us with the means of
changing algebraic expressions containing radicals to a variety of equivalent
forms.

The nth root of a number raised to n is equal to the number

𝒏 𝒏
√𝒙^𝒏 = x or ( √𝒙 )n

Examples
1.
3
√16^3 16

2.
6
√21^6 21

3. 5
√(3𝑥 − 4)^5 3x - 4

4. (√3𝑥/𝑦 )2 3𝑥
𝑦

5. √(3𝑥 − 4) 2 3x - 4
7
6. (√8 − 4𝑦 ) 7 8 – 4y

The product of two radicals having the same index n is equal to the

nth root of the product of their radicands.

𝒏
√𝒙𝒚 = √𝒙 • √𝒚
𝒏 𝒏

Examples

1. √2 • √18 √36 = 6
Learning
Target: 2.
3 3
√4 • √16
3
√64 = 4
5 5 5
3. √2𝑦 • √16𝑦 4 √32𝑦 5 = 2y
I can simplify 5 5 5 5
radicals using the 4. √8𝑎 3 • √8𝑎 3 √64 𝑎 6 = 2a √2𝑎
laws of radicals

The quotient of two radicals having the same index n is equal to the

nth root of the quotient of their radicands.

𝒏 𝒏
√𝒙/𝒚 = √𝒙 / 𝒏√𝒚
 1. √32 / √2 √16 = 4
3 3
√27 = 3
3
2. √54 / √2
3. √64 / 9 √64 / √9 = 8/3
3 3
√8 / √27 = 2/3
3
4. √8/27

The nth root of the mth root of a number x is equal to a radical

whose radicand is x and whose index is the product of m and n
𝒎𝒏 𝒏 𝒎
√𝒙 = √ √𝒎

(2)(3 𝟔
1. √
3
√729 )√𝟕𝟐𝟗 = √𝟕𝟐𝟗 = 3
(3)(4) 𝟏𝟐
√𝒂 12 = √𝒂 12
4 3
2. √ √𝑎 12

Assignment # 2: Solve Time to Think of your Book Module on page 18, 1-10

LEARNING
COMPETENCY MAKE MEANING

LC3: Simplifies radical Radicals may be combined into simple radical expressions
expressions using the by adding similar terms. The sum of two radicals cannot be
laws of radicals simplified if the radicals have different indices or different radicands.
M9AL-II-g-1
Adding and subtracting radical expressions is very much
similar to adding and subtracting similar terms of polynomials.
Similar terms or like terms are those with the same literal parts or
literal factors. Radicals are similar if they have the same index and
the same radicands.
Learning Targets:

I can simplify radical ACTIVITY 15: (Synchronous)

expressions using the Instruction: Watch these video and answer questions that follow.
laws of radicals Clickable Link: https://www.youtube.com/watch?v=HXrFYIsqgWo

I can perform
operations on radical
expression
Questions:
1. Base on the examples given on the video how do we add radicals? How do we
subtract radicals?
What conclusion can you formulate regarding addition and subtraction of
radicals?
2. What are your bases for arriving at your conclusion?
Let’s Practice!
Solve Time to think on Math Book Module on page 27, Set A, 1-10

ACTIVITY 16: Watch these video and answer the questions that follow.

Clickable Link: https://www.youtube.com/watch?v=0Wh5mNGEmBE

Questions:
1. How do you think the given expressions were simplified? What process did
you observe?
2. Base on the video how do we multiply radicals with the same index? With
different indices?
3. What are your conclusions on how to multiply radicals?
Multiplying Radicals
In the process of multiplying radicals, there are three cases to be considered.
a. when indices are the same. Multiply radicals and apply
Simplify the resulting radicand when necessary.
b. when indices are different but radicands are the same. Apply the following
steps:
1.Transform the radical to fractional exponents.
2. Multiply the powers by applying: xm ꞏ xn= xm+n (law of exponents)
3. Rewrite the product as a single radical.
4. Simplify the resulting radicand if necessary.
Examples:
1. √2 • √7 • √5 = √2 • 7 • 5 = √70
2. √12 • √18 = √12 • 8 = √2 • 2 • 3 • 2 • 3 • 3 = 2√6
3. 𝑥√5 • y√7 = x y √35
ACTIVITY 17. Go and Multiply!
Perform the indicated operations. Simplify all answers as completely as possible.
1. √3 • √32
2. √3 • √27
3. √3 • √4 • √5
3 3
4. (√20𝑏 2 ) ( √50𝑏 2

5. √12𝑥^𝑦 • √9𝑥^2𝑦^3
In some cases if the radicals have different indices but same radicands,
transform the radical form to exponential form. Then, multiply the powers by
applying the law of exponents and then rewriting the product as a single radical

ACTIVITY 18: Watch a video about dividing radicals. After watching answer the
question that follow. (Asynchronous)
Clickable Link: https://www.youtube.com/watch?v=NxRDUc3p0QQ

Questions:
1. How do we divide radicals?
2. How ca you divide radicals of the same order?
3. How can you divide radicals of different orders?
4. What is rationalization?

Dividing Radicals
Like the multiplication of radicals, Division of radicals follows several rules,
one is simplifying by rationalization of denominators. See the examples and apply
them in the exercise that follows.
Examples:
1. √9 / √4 = 3 / 2

2. √25 / √16 = 5 / 4

3. √49 / √81 = 7 / 8

4. 10 / √6 = 10/ √6 • √6 / √6 = 10 √6 / √36 = 5√6 / 3

5. ( 5 + √2 ) ( 5 - √2 ) = 52 – (√2 )2 = 25 – 2 = 23

6. 1 / 1 + √2 = 1 / 1 + √2 • 1 - √2 / 1 - √2 = 1 - √2 / -1 = -1 + √2

When the denominator of a fraction contains two terms where one or both
terms contain a square root, the denominator can be rationalized by
multiplying it by its conjugate.

Assignment: Solve time to Think on page 33, letter B, 1-10 of Math 9 Book Module
 RADICAL EQUATION
Now let’s learn about radical equations:
A radical equation is an equation in which an unknown letter/variable
occurs under a radical sign, or with a fractional exponent.
lf an equation that contains a square root, cube root, or nth root radical, the
following procedures could be followed.
1. Isolate the radical from the other terms of the equation.
2. Raise both sides of the resulting equation to a number equal to the
index of the radical.

3. Solve the equation by applying the different properties of equality and

other related mathematics concepts.

Example:

1. √𝑥 – 2 = 5
√𝑥 = 7
(√𝑥) 2 = (7)2
x = 49

2. √𝑥 + 4 - 2 = 5
√𝑥 + 4 =5+2
√𝑥 + 4 =7
2
(√𝑥 + 4) = (7)2
x + 4 = 49
x = 49 – 4
x = 45

I can solve equations 3. √3𝑥 + 4 / 2 = 5

involving radical (2)(√3𝑥 + 4 ) / 2 = 2(5)
expressions (√3𝑥 + 4 )2 = (10)2
3𝑥 + 4 = 100
3x = 100 – 4
3x = 96
x = 32

ACTIVITY 19: Revisiting Activity 11. (Synchronous)

Instruction: Below is an Initial-Revise-Final Sheet. It will help check your understanding
of the topics in this lesson. You will ask to fill in the information in different sections
of this lesson. For now you are supposed to complete the last column with what you
know about the topic:
Clickable Link: https://app.wizer.me/editor/8WyoQnpjVXMF
 ACTIVITY 20!: I Am falling! (Synchronous)

Scaffold 2:
Instruction: Solve the given problem then submit it to me using onmicrosoft.com. Show
your step-by-step-solution
The formula t = √2ℎ / 32, solves the time (t), in seconds, for an object
To reach the ground when it was dropped at a certain height (h), in ft.. If an object
was dropped at a building 384 feet high , how long will it take to reach the ground?

Scaffold 3:
Solve the given problem below using the concepts that you have earn about radicals.
Submit to me your step-by-step solution using onmicrosoft.com.
A clock maker wants to make a pendulum with a period of 1 second. How long
should the pendulum be(to the nearest tenth of a centimeter)? Recall T = 2𝜋√𝐿 / 980

LC4: Solves problems Application to a real-life situation

involving radicals Determine the answer to the following problem. Then look for a partner and
M9AL-II-j-1 compare your answer with his/her answer. Discuss with him/her your technique (if
any) in getting the answer quickly. Then with your partner, answer the question
Learning Target: below and see if this is similar to your technique.
1. A car that was involved in a mishap left a skid marks 120 ft. long. A witness told that the
I can solve problems car was travelling at about 50 miles an hour. Was the witness right? Justify your answer by
involving radicals showing a solution.

2.The equation v= 8√ℎ can be used to find the approach velocity v (in feet per
second) of a pole-vaulter. h represents the height a pole-vaulter can reach.
a. Erwin and Elmer are pole-vaulters. In one of the events they
participated, Erwin’s approach velocity was 40 feet per second while
Elmer’s approach velocity was 35 feet per second. Who reached
greater height? Justify your answer.

3.Find the flow rate for: a) a 35 lbs. / in2 nozzle? B) for a 100 lbs./in2 nozzle?
(f = 120√𝑝 )

4.Find the velocity of a rocket with a)E = 10,000,000 mega joules, b) 8,000,000mj
(V = √𝐸 )

5. The formula V = 3.5√ℎ is used to approximate how far V, in km, a person can see
to the horizon from a given height, h, in meters. How far can you see to the horizon
through an airplane window at a height of 9000 m?
 GUIDED GENERALIZATION TABLE

Essential Situation 1: Situation 2: Situation 3:

Question Gardening Engineering Interior Design
A triangular plot is A new observation Lani purchased a
How can real-life 30√2 feet high and tower is to be square painting with
Problems be constructed 2km. an area of
solved accurately? has a base of 15√2 2
feet. The nursery from a major 392cm .She wants
suggest that 5 plants highway, as shown. the painting be
will be planted per These are two placed in a frame so
square foot? possible routes to need wood. Don't
the tower. worry about the
1. What is the width and the height
maximum area of Highway 2.5 km. of the wood, just the
the triangular plot? length.
2. At least how

Route 1

2 km.
many plants are 1. Find the length of
needed to fill up the the frame.
plot. 2. What is the
3. If you want the perimeter of the
plants to absorb Tower frame?
enough nutrients, 3. If the area of the
how many will be wall is 18m2., how
planted per square many paintings can
ft. Lani hang on the
wall?

Answer: Answer: Answer:

1.The maximum area I will travel 3.2km. 1.The length of the
of the triangular plot from the highway. frame is 14√2𝑐𝑚.
is 450ft2. 2.The perimeter of
2.2,250 plants are the frame is 56√2𝑐𝑚.
needed to fill up the At most 5 paintings.
plot.
3.Less than five.

Supporting Text: Supporting Texts” Supporting Texts:

1. Use the 1. Use the 5.By using the formula,

formula A= Pythagorean A= s2.
𝑏ℎ
to Theorem: 6.By using the formula
2
c = √𝑎2 + 𝑏 2 P= 4s
compute for
b.
the area.
Simply multiply the
area by 5.
a.

Reason: Solution: Reason: Reason:

Solution: Solution: Solution:
1. A=
𝑏ℎ 𝑐 1. (392cm)2 = s2
2
A= = √((2𝑘𝑚)^2 𝟏𝟒√𝟐𝒄𝒎 = 𝒔
30√2 (15√2)
+ (2.5𝑘𝑚)^2 ) 2. P = 4s
2
c= P=4
A= 450ft2 2
√4𝑘𝑚 + 6.25𝑘𝑚 2 (14√2𝑐𝑚)
 c=
√10.25𝑘𝑚2
c = 3.2km.

Common Ideas in Reasons:

Radicals

Enduring Understanding/Generalization:
Students will understand that certain real-life problems can be solve accurately using key
concepts of radicals

C-E-R Questions:
1. How are the answer to each problem solved?
2. What concepts /skills have you applied to arrive at your answer?
3. How do you solve real-life related problems involving radicals?
Prompt for Generalization:
1. What is the task all about?
2. What are the principles concepts procedures that you employed to come up
with the expected output?
3. How can the outcome of certain real-life problems can be solve accurately
using key concepts of radicals?
ASYNCHRONOUS ONLINE LEARNING MATERIAL
Text 1: Gardening
Reference: Next Century Mathematics pages 40 – 41.
Text 2: Engineering
Link:
https://www.academia.edu/38553762/Lesson_Plan_in_Grade_9_Operations_on_Radi
cals_finals_1_docx
Text 3: Interior Design
Link: https://www.google.com/search?source=hp&ei=LTjCX4SyJZaQr7wPsoe
RwAw&q=Lani+purchased+a+square+painting+with+an+area+of+392cm2.She+wants
+the+painting+b

TRANSFER

Transfer Task Narrative

Hang time is defined as the time that you are in the air when you jump, it can be
calculated using the formula t = √2ℎ / g, where his height is in feet, t is time in
seconds and g is the gravity given as 32ft/sec2. Your school newspaper is to release its
edition for this month. As a writer/ researcher of the sports column, you were task
to create a feature regarding the hang time of your school’s basketball team members.
Your output shall be presented to the newspaper adviser and chief editor and will be
evaluated according to the mathematical concepts used, organization of report,
accuracy of computations, and practicality of your suggested game plan based on the
result of your research.

Performance Task (GRASPS)

GOAL – to create feature regarding the hang time of your school’s basketball team
ROLE– Writer/Researcher
AUDIENCE – Newspaper adviser and Chief Editor
SITUATION – to release the first edition of the newspaper this month
PRODUCT – School Newspaper on Sports Column
STANDARDS – the output will be graded based of the following criteria:
mathematical concepts used, organization of report, accuracy of computations, and
practicality of your suggested game plan based on the result of your research.

Scaffold For The use of Web 2.0 App for output:

Use Visme to prepare your presentation about your recommended project.
LINK:https://my.visme.co/templates/YlRzK05LMVh5Rm1BS0UrQ0lKbkNNQT09Ojp8ffo
l3Az4jx4OkZap7FP1/createProject#/presentations

ANALYTIC RUBRIC FOR PERFORMANCE TASK TEMPLATE

4 3 2 1
CRITERIA OUTSTANDING SATISFACTORY DEVELOPI BEGINNING
NG

Mathemati Shows deep Shows adequate Show Shows lack of

cal understanding of understanding of limited understanding
Concept the relevant ideas the relevant ideas understand relevant ideas
and use it and use it to ing relevant and has severe
appropriately to simplify the ideas and misconception
solve the problem. have some s.
problem.
misconcept
ions.

Accuracy All computations The computations Generally, Errors in

of are correct and are correct. most of the computations
Computati logically computatio are severe.
on presented. ns
are not
correct.
The output
Practicality The output is The output is is suited to The output is
suited to the suited to the the needs not suited to
needs of the needs of the client of the the needs of
client and can be and can be client the client and
executed easily. executed easily. and cannot cannot be
Ideas presented be executed
are appropriate executed easily.
to solve the easily.
problem.

Organizati Highly organized, Organized, Somewhat Illogical and

on of the flows smoothly, sentence flow is cluttered. obscure. No
Report and observes generally smooth Flow is not logical
logical and logical. consistentl connections of
connections of y ideas.
points. smooth,
appears
disjointed

4 3 2 1
Excellent Proficient Progressing Beginning

Authenticity The data The data Some of the Data are not
of Data used are used are data used are useful and
authentic and authentic. not authentic. relevant.
updated Data are
Data are taken from
taken from reliable
reliable resources.
resources.
Accuracy of Computations Computation Computation Most of the
the are accurate s are s are correct computations
Computations and supported accurate and but and
with correct supported interpretation interpretation
and detailed with correct is incorrect. s are
interpretation interpretatio erroneous.
n
Practicality of The The The The
Recommendati recommendati recommenda recommenda recommend
on on suggests a tion suggests tion suggests ation
bank which a bank which a bank which suggests a
offers the offers a offers a bigger bank which
lowest loan reasonable
loan interest offers the
interest which which will be biggest loan
loan interest Interest which
will be paid for which will be paid for 15
15 years. years. will be paid for
paid for 15 15 years.
years.

Application of The formulation The The formulation The formulation

the Concepts of formulation of of of
of Sequences mathematical mathematical mathematical mathematical
equation equation equation equation
derived from derived from derived from derived from
sequences and sequences and sequences and sequences and
series is correct series is series does series is
with additional correct. not use the incorrect.
model to defined
support it. variables.