School LALA NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher RODEL M. CALINIAHAN  Learning Area MATHEMATICS 
LOG
Teaching Dates and Time JAN. 9 – 13, 2023 Quarter Second 
 

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of variations and radicals.
The learner is able to formulate and solve accurately problems involving radicals.
B. Performance Standards
Learning Competency:
Simplifies radical
Learning Competency: Learning Competency:
expressions using the laws Learning Competency:
Simplifies radical Simplifies radical
of radicals. Simplifies radical

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expressions using the laws expressions using the laws
Learning Objectives: expressions using the laws
of radicals. of radicals.
1. Identify perfect of radicals.
Learning Objectives: Learning Objectives:
numbers at a certain Learning Objectives:
1.) Identify perfect 1. Identify perfect

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power. 1. Determine ways of
numbers at a certain numbers at a certain
C. Learning Competencies 2. Simplify radicals using
power power
simplifying radicals
the law of radical: 2. Simplify radicals using
n n n 2.) Simplify radicals using 2. Simplify radicals using
the laws of radicals and
√ ab = √ a √ b
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the law of radicals the laws of radicals
related concepts.
3. Demonstrate the 3.) Demonstrate the 3. Demonstrate the
3. Display independence
ability to work well ability to work well ability to work well
and honesty
with others. with others
with others.

Write the LC code for each (M9AL-IIg-1) (M9AL-IIg-1) (M9AL-IIg-1) (M9AL-IIg-1)

Simplifying Radicals:
Simplifying Radicals: Simplifying Radicals:
Rationalizing the
II. CONTENT Removing Perfect nth Reducing the Index to the Simplifying Radicals
denominator of the
Power Lowest Possible Order
radicand
Teacher’s Guide, Learner’s
III. LEARNING RESOURCES
Material
A. References
1. Teacher's Guide pages Pages 178-180 Pages 178-180 Pages 178-180 Pages 178-179
2. Learner's Materials pages Pages 256- 258 Pages 256- 258 Pages 256- 258 Pages 256- 260
3. Textbook pages
 4. Additional Materials from
Learning
Resources (LR) portal
Worksheet, picture of a
B. Other Learning Resources Laptop, TV  Laptop, TV  Laptop, TV 
worm or caterpillar
IV. PROCEDURES
The teacher reviews the
lesson discussed by citing
an example and then elicits
The teacher asks the the rule used in simplifying
The teacher reviews the
students: “What are the the example presented.
lesson discussed and
different Laws of The teacher can use this as
presents the lesson by The teacher reviews the
Radicals?” example for review.
asking the following: lesson and asks the

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Possible responses: 1. What are the ways of following questions:
n n Simplify: √
3

a. √a 24 simplifying radicals?”
Ans:
1.What are the ways in
simplifying radicals?

√
n
a √a
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n 1. How do you Removing perfect nth Ans. Removing perfect
A. Reviewing previous lesson or simplify this
n power and reducing nth power, reducing the
presenting the new lesson c. b = √b expression? the index to the index to the lowest
, b>0 Ans. Factor possible

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n n n
b. √ ab = √ a √ b the radicand, into lowest possible order. order and
highest perfect 2. How else do we rationalizing the
√ √a =
mn
d. and non-perfect simplify radicals? denominator
cube. Ans: Rationalization
√ a = √ √a
mn nm
2. What law of of the denominator of the
radical is used in radicand.
simplifying the
expression?
n n n
Ans. √ ab = √ a √ b
The teacher lets the
The teacher lets the The teacher lets the The teacher lets the
students realize the
students realize the students realize the students realize the
importance of getting to
importance of getting to importance of getting to importance of getting to
know the laws of radicals
B. Establishing a purpose for the lesson know the laws of radicals know the laws of radicals know the laws of radicals
and other related concepts
and other related concepts and other related concepts and other related concepts
in order to simplify radicals
in order to simplify radicals in order to simplify radicals in order to simplify radicals
easily.
easily. easily. easily.
C. Presenting examples/instances of The teacher groups The teacher instructs The teacher
The teacher instructs the students to workdiagnoses
in pairs. The teacher assigns each pair one item
the new lesson students into 5 groups. students to gather with from the table below for them student’s understanding
to answer.
Each group is assigned to their group. With their on simplifying radicals by
get the first 6 perfect assignment from Activity 6, asking
Fill-in the table with the smallest the following
possible
 2nd Power questions:
Factor Result 1. What
s ways of
4b3 simplifyin
numbers. g radicals
Group 1 – Perfect Squares 8a4
are
Group 4 – Perfect 5th 5t6w7 applicabl
Power 7a2b3c4 e on the
Group 2 – Perfect Cube they will brainstorm and 9xy2z5 following
Group 5 – Perfect 6th come up with a unified ? Give
Power answer as a group. They -The teacher checks students’ answers. the
Group 3 – Perfect 4th will then present their answers.
Power answers to the class. Answer of the table: i.

√
2nd Power 3 5x
The teacher asks students
Facto Results 2
to post their answers on 3x y
r
the board. ii.
4b3 b 4b4
8a 4
2 16a4 √8 25 x12
6 7
5t w 5w 25t6w8 iii.
3a2b3c4 3b 9a2b4c4 √3 54 g h8
9xy z2 5
xz 9x2y2z6
D. Discussing new concepts and The teacher calls The teacher calls
practicing new skills # 1 representatives of the
group to discuss how they
arrive at their answers in
Ideal Answers for the table: The teacher asks the
True orfollowing
False questions for
lesson development:
representatives to
determine the process of
getting the answer of the
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the activity. The teacher 1.How did you arrive at activity above.
then introduces the your answers?
importance of knowing the √8
Simplify m 12 Ans. Use the concepts of Answer of the activity:
perfect numbers in order
√8 perfect numbers done in a. Rationalizing the

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12
to simplify radicals.
m = (m ) 12 1/8

TRUE the previous activity. denominator

2. How do you determine
that the exponent of the
√3 45 x2 y 2
=m 12/8 3 xy
TRUE variable becomes perfect? b. Reducing the index to
Ans. The exponent must
the lowest possible order
=m 3/2 become a multiple of the
TRUE power specified. √4 5 x6
c. Removing the perfect
The teacher informs nth power
√8 m12 = √ m3 TRUE students that the skills √
3
3h 2 g h 2
they used to answer the
activity
The teacher asks the following are useful
questions in development:
for lesson
 1. How do you think the given expression was simplified?
Ans. Reducing the index to the lowest possible order.
2. What processes were done?
Ans. Expressing the radical into an expression with a rational exponent
then simplify the exponent. The expression then was transformed back
simplifying radicals.
to its radical form.
3. What important understanding is necessary to simplify the given
expression?
Ans. Radicals can be simplified by reducing its index to its lowest
possible order.
The teacher emphasizes to
The teacher discusses the students the conditions
Simplifying Radicals: By that indicate radicals are in
Rationalizing the its simplest forms. (refer to

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The teacher discusses denominator of the LM p. 257)
Simplifying Radicals: a. radicand of the Learner’s
The teacher discusses the  No prime factor of
Removing the Perfect nth Module p. 257.
concepts on Simplifying the radicand that has
Power of the Learner’s The teacher emphasizes

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Radicals: By Reducing the an exponent equal or
E. Discussing new concepts and Module p. 256. the conditions required in
index to the lowest greater than the
practicing new skills # 2 The teacher emphasizes order to tell that a certain
possible order of the index.
that no factor of the radical is simplified.
Learner’s Module p. 257.  No radicands must

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radicand must have an 1. No radicand contains a
contain a fraction
exponent equal to or fraction.
 No denominator
greater than the index. 2. No denominator
contains a radical
contains a radical sign.
sign

F. Developing mastery (Leads to Thework

The teacher allows students to teacher allows
in pairs andthe
instructs students
The teacher
to doallows
the activity
the students to work in pairs and together, they answer
Formative Assessment 3) below. students work with their Am I True/ Why Am I False of LM p 258
Task : Simplify: √
3
54 groupmates. The teacher True or False
assigns one item for them
to solve and present.
Answer: TG (p. 179)

√
True or False
Simplify the following:
Simplify
6 1 where s ≠ 0.
Answers: 2s
√
√
Group 1. 20 9t 12 ❑
6 1 =
Simplify √
3
54 1. √3 t 6
10
2s
√3 54= √3 27 √3 2
√
Group 2. √
8
100 g
8
5 5
TRUE 6 1 2 s
2. √ 10 g 2
4 · 5 5
2s 2 s
√
3
= 33 √
3
2 TRUE Group 3. √ 27 e 21 f 14
14
 √2 2 e3 f 2
√
3. 6
5 5
2 s
=
Group 4. √ t 24 u30
18
26 s6
4. √3 t 4 u 5 √6 25 s5
Group 5. √ 625 d 20 e 4 =
12
√6 26 s6
√3 5 d 5 e ❑
√
5.
=3
3
√2 TRUE 6 1 =
√6 32 s5
3 2s 2s
√3 54= 3 √ 2
TRUE
Answer of the table:

True or False

Simplify
√
6 1 where s ≠ 0.
2s

√
❑
6 1 =
2s

√
6 1 25 s5
·
2 s 25 s5
TRUE

√√
5 5
=
6 2 s
6 6
TRUE
2 s
6 5 5
2 s
=
√6 26 s6 TRUE

√ 1 = √32 s
6 5
6

2s 2s TRUE
 Working in pairs, the
teacher gives this activity.
(From Localization and
Contextualization guide in
Math 9)
“A very young caterpillar
may weight only √ 12
grams. Is it possible to
grow to an adult with a
weight of √3
125 grams”
G. Finding practical application of 1. How many grams can
concepts and skills in daily living a very young
caterpillar weigh?
2. How many grams can
an adult caterpillar
weigh?
3. How did you apply
your understanding
in simplifying
radicals?
Ans:
1.2 √ 3 grams
2. 5 grams
H. Making generalization and To summarize the lesson, To summarize the lesson, To summarize the lesson, To summarize the lesson,
abstractions about the lesson the teacher asks the
following questions:
1. How do we remove
the teacher asks the
following questions:
1. How else can we
the teacher asks the
following questions:
1. How is rationalization
the teacher instructs
students to fill Activity 8:
Generalization p. 260 (LM)
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the perfect nth simplify radicals? of the denominator
power? 2. What are the ways done? We can simply radicals…
2. How can we tell that that the index of 2. What are the
the radicand is radicals be reduced to indications that a
already simplified?
Answers:
1. Breakdown the radicand
its lowest possible
order?
Answers:
radical has been
simplified?
Answers:
Ans:
 Removing the perfect
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into perfect and non- 1. Radicals can be 1. It is done by multiplying
nth power, Reducing
perfect nth power using simplified by reducing its the denominator with a
n n n the index to the lowest
index to the lowest factor that will make it
√
the law ab = a √ √b . possible order. perfect so that its roots
possible order and
2. There should be no rationalizing the
2. The index of a radical can be extracted and that
prime factor of the denominator.
can be reduced by the radical sign will be
radicand that has an  Using the laws of
 changing the radical into a
form with rational Radicals
exponent, reduce its eliminated.
 Writing radicals to
exponent to its lowest 2. The radicands do not
exponential form
exponent equal to or term and change it back to contain fractions and there
greater than the index. its radical form. is no radical sign in the
Note the teacher can refer
The property, √
m n
√
a = √a
mn denominator.
to TG p. 180.
= √ √ a may also be used.
n m

The teacher lets the

students answer the
activity individually.
The teacher lets the
students answer The teacher asks the Simplify the following
individually the formative students to answer the radicals by rationalizing the
assessment. activity individually. denominator.
Answer:

√
Simplify the following :
Simplify the following : 4 a
❑
√4 8 a
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Answers: Answers: 1. 1.
2 2
1. √ 45 p
2
√
1. 4 9 p2
1. 3p √ 5 1. √3 p 2.
√
3 5c

9 a2
2.
The teacher conducts a

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2. √3 16 d 2 2. 12
√16 c 16 long quiz on simplifying
I. Evaluating learning
2. 2 √ 2 d 2
3
2. √ 2 c 4
3 √3 5 ac radicals.
3a
3. 10 √ 32
4
3. √9 g3 See Worksheet attached.

4.
3.
√ 32 b
5
20 √ 2
7
4

4.
3.
√3
20
b
√3 g
4 12
3.
√
❑ 3f
5g
√15 fg
3.
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4. 2b b √
5 2
√ 3 b3
4. 5
5g
√
√
5. √ 125 x 6 y3 z 12
15
5. 4 36 x 2 y 3 z 4 3
6 3 b
5. 24xy √ yz 5. √
5 2
5x yz
4 4. 4. √6 36 b2
3 2 b❑
5.
√
❑ 1
8g
5.
√2 g
4g

J. Additional activities for application or Study: Reducing the index Study: Rationalizing the Study the ways in
remediation to the lowest possible denominator of radicands . simplifying radicals and get
order. Answer Activity 2 of P.257 (LM) ready for a long test.
Activity 6: p. 258.
 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 by: Checked by: Noted by Approved by:

RODEL M. CALINIAHAN GIDEON J, MIYAS CECILIA T. VIOS PABLO B. NISNISAN,EdD

Math Teacher Head Teacher III ASSP II SSP-IV