Republic of the Philippines

Department of Education
Region VI-Western Visayas
Province of Antique
PIS- ANAN NATIONAL HIGH SCHOOL
Pis-anan, Sibalom, Antique

LESSON PLAN IN MATH 9

Name of Teacher Ambrocio Jr. A. Molvizar Year & Grade 9

Section
Name of Rater Sheryl Joy S. Pameroyan Date/ Time
I.OBJECTIVE
A. Content Standard The learner demonstrates understanding of key concepts of variation and
radicals.
B. Performance The learner is able to formulate and solve accurately problems involving radicals.
Standard
c. Learning performs operations on radical expressions (M9AL-IIh-1)
Competencies
D. Learning Outcome
E. Learning Objectives The learner should be able to:
(KSA) a. Define and identify the similar and dissimilar radical expressions
b. Add and subtract similar and dissimilar radicals
c. Participate in class discussion in adding and subtracting radicals

II. CONTENT Adding and subtracting radical expressions

III. LEARNING RESOURCES
A.References
IV. PROCEDURES TEACHER ACTIVITY STUDENTS ACTIVITY
Preliminary Activities
A.Reviewing previous Last meeting we discuss about
lesson or presenting simplifying radical expression using laws
the new lesson on radical.

Do you still remember those law on Yes, Sir!

radicals?

Who wants to enumerate those laws on Student raise a hand

radicals?

Joaquin a ) = a or √ a = a
n
first law is ( √
n n n

Second law is √
n
ab =√ a √ b
n n

√
a = √a
n
n
Third law
b √n b
Fourth law √ √ a= √ √ a = √ a
m n n m mn
Good,
B. Establishing a Before we delve into our next lesson
purpose for the lesson let’s have an activity in titled “Guess
me”. I have here set of radical
expressions all you need to do is
guess whether it is similar or
dissimilar.

1. 5 √ 3,2√ 3 1. similar
 Republic of the Philippines
Department of Education
Region VI-Western Visayas
Province of Antique
PIS- ANAN NATIONAL HIGH SCHOOL
Pis-anan, Sibalom, Antique

LESSON PLAN IN MATH 9

2. √3 5 ,5 √ 5
3. 3 √ 2, −√ 2
2. dissimilar

4. √ 2, −√ 3
3. similar
4. dissimilar

How can you identify that the following student raise a hand
radical is similar or dissimilar?

Yes, Preconcillo I identify the following radical

expression similar if they have the
same index and the same radicand, It
is dissimilar if the index and radicand
is not the same.
Good,
After going through this lesson, you are
expected to:
a. Define and identify the similar
and dissimilar radical expressions
b. Add and subtract similar and
dissimilar radicals
c. Participate in class discussion in
adding and subtracting radicals

C. Presenting Using the set of radical expressions that

examples/ instances of we have in our previous activity let’s
the new lesson indicate the corresponding operation to
simplify. Please observe as I answer the
following.

1. 5 √ 3 +¿ 2√ 3 =2 √ 3
2.√ 2−√ 3 = √ 2−√ 3
3. √3 5+5 √ 5 = √3 5+5 √ 5
4. 3 √ 2 −√ 2=2 √ 2
D. Discussing new Before we add and subtract the radicals
concepts and let us be familiar in the two types of
practicing new skills # radicals which are similar and dissimilar.
1
When we say similar radical what it
means, based on your activity earlier? Student raise a hand

Pepiga, Similar radical is a radical that the

index and radicand is the same.
Correct, similar radical is radical that has
the same index and radicand.

5 √ 3 , 2√ 3
Example:

How about dissimilar radical

 Republic of the Philippines
Department of Education
Region VI-Western Visayas
Province of Antique
PIS- ANAN NATIONAL HIGH SCHOOL
Pis-anan, Sibalom, Antique

LESSON PLAN IN MATH 9

Student raise a hand

Seguinte,
Dissimilar radical is a radical that the
index and radicand is not the same.
That’s right, dissimilar radical is a radical
that the index and radicand is not the
same.
Example:
√ 2 , √3
Do you understand?
Yes, sir
Since you already know the similar and
dissimilar radical let’s proceed in adding
and subtracting radicals.

In adding or subtracting of radicals we

need to simplify first the radicand, then
perform addition and subtraction on the
coefficient of the terms with similar
radicand.

When we say coefficient, it is a number

that can be found before the radical sign
or outside the radical.

Do you get it?

Yes, Sir
Example 1:

2 √ 3 + 4√ 3 =(2+ 4) √ 3
= 6√ 3

We add the coefficients and annex their

common radicand factor.

Now what are the coefficient in the given

radical expressions.
Student raise a hand
Elisan,
2 and 4
Good, 2 and 4
Let’s add 2 and 4

What is their common radicand factor?

Student raise a hand
Poticar,
Thank you, √3
 Republic of the Philippines
Department of Education
Region VI-Western Visayas
Province of Antique
PIS- ANAN NATIONAL HIGH SCHOOL
Pis-anan, Sibalom, Antique

LESSON PLAN IN MATH 9

Their common radicand factor is √ 3

That’s why our answer is 6√ 3
Do you understand

Example 2: Yes, sir

5 √ 2−√ 2= (5−1) √ 2
= 4√ 2

Subtract the coefficient and annex their

common radicand factor.

What are the coefficients in the radical

expressions that we have? Student raise a hand
Servidad,
5 and 1, sir
That’s right, the coefficients are 5 and 1.
Let’s subtract 5 and 1
What is the answer?
Student answer in chorus
Correct, 4, sir!
What is their common radicand factor?
Moises, Student raise a hand
Correct, their common radicand factor is √2
√2
Now we got the answer 4√ 2

What have you notice in my given

example? Student raise a hand
Coredero,
I notice that the following examples is
That’s good, the following example is similar radicals
similar.

Now, lets proceed in adding and

subtracting dissimilar radicals.

Example 3:
3 √ 3 + √ 27
In this case we must first simplify the
radicand, since the lowest radicand is 3,
we must factor the 27 that one of its
factors is 3 and one is a perfect square.
 Republic of the Philippines
Department of Education
Region VI-Western Visayas
Province of Antique
PIS- ANAN NATIONAL HIGH SCHOOL
Pis-anan, Sibalom, Antique

LESSON PLAN IN MATH 9

Now, what is the factor of 27?

Fortin, Student raise a hand

Yes, its 9 and 3 since 9 is a perfect
square. 9 and 3 sir,

Now, we have 3 √ 3 + √ 9∗3 then simplify

first the √ 9, what is the √ 9

Geraldez, Student raise a hand

Correct, now we have 3 √ 3 + 3 √ 3 then 3, Sir!

we can add the radical expression.

3 √ 3 + 3 √ 3 = 6√ 3

Do you understand?

Yes, sir
E. Discussing new
concepts and
practicing new skills #2
F. Developing mastery ( This time, group yourselves into 2
Leads to formative groups and answer the following.

Answer this on A4 size bond paper.

Direct: Perform the operation on radical

expressions with the problem solving
maps as guide.

Criteria
Accuracy – 20%
Time – 20%
Neatness – 10%
Total –50%
 Republic of the Philippines
Department of Education
Region VI-Western Visayas
Province of Antique
PIS- ANAN NATIONAL HIGH SCHOOL
Pis-anan, Sibalom, Antique

LESSON PLAN IN MATH 9

Activity: addition and subtraction of

radical expressions a Multi-Rule
Map(MRM)

G. Finding Practical Mrs. Reyes went to the market to buy

applications of some fruits. She wants to buy apple and 2 √3 + 6 √ 3 = 8 √ 3
concepts orange; the cost of apple is 2 √ 3 each
while the cost of orange 6 √ 3 each. Mrs.
Reyes buy 1 apple and 1 orange. How
much will Mrs. Reyes pay?
H. Making We already finished discuss our lesson,
generalizations and to know if you understand what have
abstractions about the been taught, I want you to answer the
lesson following question.

What is similar radical? Student raise a hand

Ladiao, Similar radical is a radical that the
index and radicand is the same.

How about dissimilar radical? Student raise a hand

Dalamcio, Dissimilar radical is a radical that the
index and radicand is not the same.

How we can add and subtract radical? Student raise a hand

Abanto, In adding and subtracting radical,
simplify first the radicand, then
perform addition and subtraction on
the coefficient of the terms with similar
radicand.
 Republic of the Philippines
Department of Education
Region VI-Western Visayas
Province of Antique
PIS- ANAN NATIONAL HIGH SCHOOL
Pis-anan, Sibalom, Antique

LESSON PLAN IN MATH 9

I. Evaluating learning 1
Please get crosswise and answer the
2
following.
Test I
Direction: Add and subtract the following
radical expression. 1. 5 √2
1. 4 √ 2 + √ 2 2. 4 √3
2. √ 3 + √ 27 3. 3 √7
3. 4 √ 7 - √ 7 4. 4 √5
4. 2 √ 45 - 2 √ 5 5. 6 √6
5. 5 √ 6 + √ 6
Test II Test II
Give 2 example of similar and Student answer may vary
dissimilar radical.
J. Additional Activities Please study on how to multiply and
for application or divide the radicals.
remedition/
Assignment
V. Refelection

Prepared by:
AMBROCIO JR. A. MOLVIZAR

Checked and Observed by:

SHERYL JOY S. PAMEROYAN