Daily SCHOOL: Del Gallego National High School Grade: 9

Lesson Log
TEACHE Learning
Alfred E. Lorejo Math
R: Areas:
Teaching
Dates
Quarter: II
and
Time

I .OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard variation and radicals.
B. Performance The learner is able to formulate and solve accurately problems
Standard involving radicals.
C. Learning The learner simplifies radical expressions using the laws of
Competencies/ radicals. (M9AL-IIg-1)
Objectives
At the end of this lesson the learner are expected to;
 enumerate the rules of radicals in simplifying radical;
 simplify radical expression using the 3 rule of radical; and
 appreciate the importance of simplifying radical expression
by solving real life problems.
II. CONTENT
Subject Matter 4.4 Simplifying Radical Expression
III. Learning
Resources
A. References
1. Learners' Next Century Mathematics 9, by Zenaida B. Diaz et al.
Materials Pages
2. Textbook Pages pp. 192-197
3. Additional
Material from
learning resources
(LR) Portal.
IV. PROCEDURE Teachers’ Activity Learners’ Activity
A. Reviewing of Drill
previous lesson Now class before we
move on I want you to
answer some exercises
real quickly. Yes sir!
Just to warm up our
brains.
Are your ready?
Same rule, the first one to
give the correct answer
wins. Let’s begin. 1. 16
1. 42 2.125
2. 53 3. 8
3. √ 64 4. 3
4. √3 27 5. 1131
5. 113
Review of previous lesson Sir about deriving law of
Class, what did we radicals.
discuss last meeting?
 How many laws do we
have? Sir 5.

Unlocking of Difficulties
Now we have here some
words that we may
encounter during our
discussion.

Everybody read.
Radical – is the symbol √
that is used to denote Radical – is the symbol √ that
square root or nth root. is used to denote square root or
Radicand – is the nth root.
number found under the Radicand – is the number
radical symbol. found under the radical symbol.
Index – In the small Index – In the small number
number found at the top found at the top left of radical
left of radical symbol. symbol. Telling us what root we
Telling us what root we are asked to find.
are asked to find.

Motivation
Now we are going to have a
game. This game is called
“Connect the Dots.”
I will divide you into two
groups. Each group must
select representative to go
to the boar one at a time,
your groupmates can yelp to
get the answer. Answer the
given questions and connect
the dots to the
corresponding answers
beginning from the yellow
dot. The first group to
complete and generate a
figure will be the winner.
Yes Sir!
Is that clear class?
(The teacher will facilitate (The students will play)
the game.) Possible answer
1. ❑√ 49 1. 7
2. 2 •2
1/2 1/2 2. 2
3. Which of the following is a 3. √5
radical expression? 4. perfect square

b. 𝑥
a. 5 5. perfect cube
5

c. √5
4. Numbers such as 4, 9, and
25 whose square roots are
integers are called ______.
 5. Numbers such as 8, 27,
and 125 whose cube roots
are integers are called _____

Okay everybody settle

down.
Did you have fun class? Yes sir.
Everybody go back to
your sit and we will
continue.

B. Establishing a Did the activity give you

purpose for the an idea of what will be
lesson. the lesson this day? Class
based on your activity,
what is our topic today?
Yes sir.
Sir. Our topic for today is radical
Yes, it is all about Radical expression.
expression.

Presentation of Lesson
Objectives
Let us now proceed to our
lesson objective. Please At the end of this lesson the
everybody read the learner are expected to;
objectives.  enumerate the rule of
radicals in simplifying
radical;
 simplify radical expression
using the 3 rule of radical;
and
 appreciate the importance
of simplifying radical
expression by solving real
life problems.

C. Presenting Presentation of the Lesson

example/ Now class I will show you
instances of the a picture and after
new lesson. analyzing the picture I will
ask you some question.
 Picture A
Picture A

Picture B
Picture B

Okay, what are the words

that you saw in picture A? Sir radical symbol
Sir index
Sir radicand
Sir radical
Those are the word that
we define earlier, I am
right? Yes sir!

Presentation of Example
How about picture B.
What have you noticed in
picture B?
Do you think you can get
an answer by solving it or
getting the lowest term?
Okay, in short the Yes sir!
expression in the picture
can be simplified.
Today we will be going to
discuss about simplifying
radical expressions using
the laws of radicals.
The expression in the
picture B are example of
radical expression that
can be simplified using
rule of radicals.

D. Discussing new The laws for radicals are (The student will listen)
concepts and derived directly from the laws
practicing new skill for exponents by using the
number 1. definition
n
√n am =a m . The laws are
designed to make simplification

(√n a)𝑛 = 𝑎
much easier.
 Example ( √3 8)3 = 8

Rationalizing the
denominator.

A radical expression is not

considered in simplest form
when its denominator contains
a radical. To rationalize the
denominator, we multiply the
denominator by an appropriate
expression such that the
product will be a perfect nth
root.

Example;
1 √5 √ 5
• =
√5 √5 5
We follow 3 rules in simplifying
radical expression.

Product rule of radical.

If a and b are nonnegative real
number then, √n a ⋅ √n b=√n ab

Example 1.
√ 8= √( 4 ) ( 2 )
¿√4 √2
= 2 √2
Example 2.
√3 81= √3 ( 27 )( 3 )
=√3 27 √3 3
= 3 √3 3

Quotient rule of radical.

If a ≥ 0 and b > 0

Example 1.
√n a = n a
√n b b √
√2 2 √
√8 = 8 = 4=2
√

Example 2.

√
√3 x 10 = 3 x 1 =√3 x 3=x
0

√3 x7 x7
Power Rule
When a is nonnegative number
under radical and under
another radical then √n m√ a=mn√ a
 Example.
√ √3 64=(2)(3)√ 64 = √6 26 =2
E. Discussing new Now class, I will give you some
concepts and problem to answer, I will choose
practicing new skill a student to solve it on the
number 2. board and the rest of the class
will solve it on your sit.

1. What is the simplified Sir rule of product.

form of √ 48 .

What rule should we use Sir I want to.

in number 1? 1. √ 48= √16 ⋅ √ 3
Very good! =4 √ 3
Now lets solve it.
Who wants to volunteer?
(The teacher will guide the
student to solve the problem
step by step)

2. Simplify √3 √ 32
Sir rule of power.
What rule should we use Sir
in number 2?
2. √3 √ 32=√5 32
Very good!
=2
Now lets solve it.
Who wants to volunteer?
(The teacher will guide the
student to solve the problem
step by step)

3. The teacher asked Anna

to simplify √3 40 . What is Sir rule of product.
the rule that Anna should
use? What is the answer.
What rule should we use Sir I want to.
in number 3? 3. √3 40=√3 8 ⋅ √3 5
Very good! = 2 √3 5
Now lets solve it.
Who wants to volunteer?
(The teacher will guide the
student to solve the problem
step by step)

(The teacher will provide more

example if needed)

F. Developing Now we are going to have a

mastery group activity. I will divide the
class into two groups. Each
group will be given a different
task.

Before you start this is how I

am going to grade you.

You have 5 minutes to do the

task.

Group 1 Group 1
Direction: Complete the Direction: Complete the
concept map. concept map.
Examples should contain Examples should contain
solution. solution.

Group 2 Group 2
Direction: Solve the following. Direction: Solve the following.

1. √ 63 m2 1. 3m√ 7
2. √72 2. 3√ 8
√12 3. 2
3.
√3 4. 4
4. √ √ 81 3 √6
5.
3 6
5.
√6
(After 5 minutes the teacher (The student will present their
will ask his student to present output)
their output))
G. Finding Now we are going to see
practical how can we use
application of simplifying radicals in real
concepts and skills life situation.
in daily living. Here in the first problem
Problem 1.
Find the area of the triangle 4.
=
with sides 8cm, 9cm, and a+ b+c 8+9+11 28
s= = =14
11cm. 2 2 2
Where A=√ s ( s−a ) ( s−b ) ( s−c )
Oblique triangle A=√ 14 ( 14−8 ) ( 14−9 ) (14−11 )
A=√ s ( s−a ) ( s−b ) ( s−c ) A=√ 14 ( 6 ) ( 5 ) ( 3 )
a+ b+c A=√ 14 (90)
s=
2
A=√ 1260
A=√ 36 ⋅ √ 35
A=6 √ 35

Very good!

Problem 2.
If Macky wants to create a
rectangular kite with one angle
measuring 130 degrees and
side 8, 5 and 5 inches. What is
Sir I would like to try.
the area of Macky’s kite if
Oblique triangle
successfully formed?
A=√ s ( s−a ) ( s−b ) ( s−c )
a+ b+c
Okay who would like to try? s=
2
=
a+ b+c 8+5+5 18
s= = =9
2 2 2
A=√ s ( s−a ) ( s−b ) ( s−c )
A=√ 9 ( 9−8 )( 9−5 ) ( 9−5 )
A=√ 9 (1 )( 4 ) ( 4 )
A=√ 9(16)
A=√ 144
A=12

Excellent!
H. Making Now class have you Yes sir.
generalizations understand our lesson?
and abstraction Do you have any question or None sir.
about the lesson. clarification about our
discussion?
Okay then I will be the to ask
question to make sure that you
really understand our lesson.

What is the symbol we used to Sir like this (√)

 represent radical?

Can we consider the radical No sir.

expression as simplified form if
it has radical in the
denominator?
Then what should we do to Multiply both numerator and
simplify it. denominator to the value of the
denominator.
Very good!
What are the rules we follow
when simplifying radicals? Rule of product
Rule of Quotient
Rule of power
Excellent!
How do you think we can use it
in our daily life. (Answer may vary)

I. Evaluating Direction: Answer the following

learning. Show your solution. (1 point for solution and 1 point for correct
answer)
1-2. Give the simplified form of √ √ 32.

3-4. Give the simplified form of

√9
√27
5-7. What are the three rules used to follow in simplifying radical
expression?(1 point each)
8. What is the symbol used to represent radical? (Draw your
answer)
9-10. Gerald wants to find the area of a obliquely triangular park
with sides 2km, 4km and 5km. What is the area of the park?

J. Additional Assignment: Simplify the following radical expressions:

activities for (Show your solution)
application or
1.
√2
remediation. √18
2. √4 32
3. √4 √3 128

4. √ 8 x2
√9
5. What is the area of an oblique triangle if it’s sides are 5, 6 and
8 inches?

V. Remarks
VI. Reflection

Prepared by:
Alfred E. Lorejo
Pre-service teacher

Noted by:
Instructress