CHRIST THE KING COLLEGE de MARANDING

Maranding, Lala Lanao del Norte

College of Education

School Christ the King College de Maranding Grade Level Grade 9

Teacher Alfie John M. Serino Learning Areas Mathematics

Teaching date
April 29, 2021; 1:30 – 2:30 Quarter Fourth Quarter
and time

Objectives

A. Content Standard

B. Performance Standard

At the end of the lesson, students will be able to:

a. Define radical
C. Learning Competencies / Objectives (write b. Simplify radical expressions using the law
the code for each RA) of radicals
c. Perform addition and subtraction of radical
expression
d. Give importance of Mathematics in daily life
II. Content

A. Subject Matter Addition and Subtraction of Radical Expressions

III. Learning References

a. References
Teacher Guide Pages 190-199
1. Learners Materials Pages Next Century Mathematics
2. Textbook Instructional Materials
3. Other Learning Resources

IV. Teacher’s Students’ Activity

Proced
ures
a. Revi
ewin
g In the name of the Father and of the
previ Rey, please lead the prayer Son, the Holy Spirit, Amen.
ous Our Father… Amen.
less
on
Good morning class!
Now and Forever
Praise be Jesus and Mary
Before you take your seats, kindly pick (Students do as told)
up the pieces of paper under your chairs
 and arrange your chairs properly
Is there anybody absent from the class? None, Sir
Very Good!
Now, before we start our discussion, I
just want you to obey these three rules
that I made in this classroom.
First, refrain from going out as soon as
the class starts,
Second, respect, when someone is
talking and you must listen
Lastly, raise your right hand if you want Yes, Sir
to answer.
Am I understood?
What was our last discussion? Our last topic was all about Law of
Yes, Steven Radicals
Bravo!
I prepared here a chart in order for you
to understand better for our last
discussion
Law of Radicals
Ex:
n n 3 3 1 3 3
√ a = a, √ x = ( x ¿¿ 3 ) ¿ = x 3 = x
√n a ⦁ √n b = √n ab, √3 3 ⦁ √3 18 = √3 3(18) =
√3 54
√n a = n a , √3 128 = 3 128 = 3 = 4
√n b
m n
√ b √
√3 2 2
√ 64
√ √ a = mn√ a, √2 √3 64 = √6 64 = 2
Any question regarding to our last
None, Sir
discussion?
Okay good

A C K C B M O N L P
T O Q E K J E R D P
S M B U M N H I A D
A P R O W E C B S E
U R N U L M R T O C
R E P L D A I T E L
b. Estab E H S T U I N D X A
lishin
g the D E C R E A S E T R
purpo U N M O D C X Y E A
se for C S T A T E M E N T
the T I W X U B Y V S I
lesso
n I V I O L E N T I O
O E X U B Z D C O N
N W E S A E R C N I

Increase Decrease Violent

Extension Reduction Extreme
Declaration Comprehensive
Statement
All you have to do is to find the given
word by encircling the word in the cross-
word in connection with our topic.
Arrange the word with their the same
meaning
Increase and Extension
Decrease and Reduction
 Violent, Extreme and Comprehensive
Statement and Declaration
Now, give me the synonyms of that
words to unlock for out topic for this
morning.
Addition, Subtraction, Inclusive and
Uttering
You got the point!

c. Prese This morning we are going to tackle

nting
about the Addition and Subtraction of
the
Less Radical Expression
on
I want you to listen carefully because
after my discussion, I will give you a quiz

Radical - is an expression containing the

symbol √ called radical sign.

√n am index exponent

radicand
radical sign

d. Discu
ssing
new
conc Simplify the radical expression
epts 6 = √3 216
and Think a possible number that can
practi eliminate the cube root
cing
new
skills
So it can be 8 and 27. Why 8 and 27 Sir?
It’s because 8 x 27 is equal to 216
Yes, Sir
Got it?
So, √3 (8)(27) and it can be
√3 8 ⦁ √3 27 in what law of radical is it? The 2nd law, Sir
Yes, Kath

Okay, Thank you

Okay now what is the cube root of 8 and 2 and 3, Sir
27?
Yes, Kaye
Bravo
So, 2 ⦁ 3 = 6
Is it correct?
Yes, Sir
Very good, we got the same answer.
Another example
6 = √ 36
The two possible numbers that can be
eliminate in square roots are? What are
4 and 9, Sir
they?
Yes, Algie
So,
√(4)(9)
Excellent
And the square root of 4 and 9 are? 2 and 3, Sir
 What are those numbers?
Yes Kier
So, 2 ⦁ 3 = 6
6=6
Therefore we got the same answer. So it
is correct!
e. Conti
nuati We are done with simplifying radical
on of expression, now we are going to add or
Discu subtract radicals.
ssion
2√ 2 + 5√ 2
So in adding or subtracting radicals
remember that we can only combine like
radicals Yes, Sir
Got it?
The final answer will be?
Yes Catherine 7√ 2
You got it!
Another example
5√3 3 x + √3 3 x
The final answer will be?
6√3 3 x
Yes Yang
Excellent
How about this
18 x 3 √3 3 xy – x3√3 3 xy
The final answer will be?
17x3√3 3 xy
Yes Ivy
Bravo
Any question or clarification? None, Sir
Okay good, Now let’s have an activity
This game is so called “Find your
partner”
Direction: I need 10 representatives, I
prepared a headband. All you have to do
is to wear a headband that contains a
Yes, Sir
radical expression and then find your
partner which is wearing the equivalent
or the final answer. 4
-3√ 2
4
3√ 2 - 6√4 2
Remain silent in order to avoid deduction
of points.
Am I clear? 2 3
√6 64 √ √ 64
√6 64 2 3 4√ 3 + 7√ 3 64
11√ 3
√3 8 x3
√ √ 64
3
√64
√3 8
4
64
3√ 2 - √ 2
4
√
3

8
2x
11√ 3 4√ 3 + 7√ 3

3√ 2
√3 64 64
√3 8 √
3

√3 8 x3 2x

Very good, Give Wakanda Clap (Do as told)

You already done how to simplify and
add or subtract radical expression. Now
we will going to use it together by using
the 2 steps.
 Step 1: Simplify each radical
Step 2: Remember that we can only
combine like radicals
For example:
√3 250 + √3 128 - √3 54
First do the Step 1: Simplify the radicals
√3 (125)(2) + √3 (64 )(2) - √3 (27)(2)
So what is the cube root of 125?
5 Sir
Yes Joan
Okay, Thank you
How about the cube root of 64?
Yes Don 4 Sir
You got it
Last, the cube root of 27?
Yes Kate 3 Sir
Bravo!
So, we will going to the 2nd Step: Add or
subtract radicals
(5 + 4 – 3)√ 2 is equal to?
6√ 2 Sir
Yes Ling
Excellent
Another example: It is a square root √(49)( 2) + √(25)(2) - √(9)(2)
√ 98 + √ 50 - √ 18 7 √ 2 + 5 √ 2 - 3√ 2
Who can solve on the board? 12 √ 2 - 3 √ 2
Yes Andy ¿ 9 √2
Bravo!

Now, we’re going to play, “Solutions

Relay (On the board)”. Same mechanics.
I need 3 pairs to answer this problem. I
prepared a problem inside the pocket
and you will going to pick 1 problem, all
f. Devel you have to do is to copy the given
oping
mast problem. The 1st person will answer the
ery 1st step and then your partner will do the
rest. Just follow the instructions and
remain silent in order to avoid deduction
of points.
Am I clear?

Problem: Answer:
1.) √ 243 + √ 147 - √ 75 Step 1:
1.) √ 243 + √ 147 - √ 75
2.) √ 98 - √ 200 + √ 72 = √ (81)(3) + √ (49)( 3) - √ (25)(3)

3.) 3 √ 20 - 6 √ 125 + 5 √ 45 Step 2:

= 9√ 3 + 7√ 3 - 5√ 3
= 16√ 3 - 5√ 3
= 11√ 3

Step 1:
2.) √ 98 - √ 200 + √ 72
= √ (49)( 2) - √ (100)(2) +
√(36)(2)
Step 2:
= 7√ 2 - 10√ 2 + 6√ 2
= 13√ 2 - 10√ 2
 = 3√ 2

Step 1:
1.) 3 √ 20 - 6√ 125 + 5√ 45
= 3√ (4)(5) - 6√ (25)(5) + 5
√(9)(5)
Step 2:
= 3(2)√ 5 – 6(5)√ 5 + 5(3)√ 5
= 6√ 5 – 30√ 5 + 15√ 5
= 21√ 5 - 30√ 5
= -9√ 5
Give Bayani Clap to everyone (Do as told)
g. Findi
ng
practi
cal
Class what have you learned from our We learned about the addition and
appli
catio topic today? subtraction of radical expression.
n of
conc
ept
How’s your activity together with your
Doing better, it’s all about fun and
partner? How’s it going?
excitement
Is it important to collaborate with your
partner in terms of problem solving? Yes, It’s because it makes the
Why? problem easier and faster. Two heads
is better than one.
Excellent!
Definitely, As they says that “No man is
an island”. No man can stand alone. It is
important to collaborate in order to have
a successful outcome.

h. Makin
g
gener
alizati
Okay class, What is Radical? Radical - is an expression containing
on
and Yes Peter the symbol √ called radical sign.
abstr
actio
ns
Very good

What is the 1st step in solving radicals? The 1st step in solving radicals is to
Yes Garrie simplify.
Excellent!

How about the 2nd step? Combine like radicals by adding and
Yes Lyn subtracting it.
Bravo,
Do you have any questions regarding to None, Sir
our topic?

i. Evalu Direction: Write your answer in the

ating space provided before the number Answers:
learni
ng
______ 1.) 4 √ 5 + 3 √ 5 7 √5

______ 2.) 5√3 3 x + √3 3 x 6√3 3 x

 ______ 3.) 3 x 2 √ xy – 2x√ xy (3 x 2– 2x¿ √ xy

______ 4.) √ 32 + √ 18 - √ 50 √ 32 + √ 18 - √ 50
√ ( 16 ) (2) + √(9)(2) - √(25)(2)
4√ 2 + 3 √ 2 - 5 √ 2
(4 + 3 – 5)√ 2
2√ 2

______ 5.) √3 375 - √3 81 - √3 24

√3 375 - √3 81 - √3 24
√3 (125)(3) - √3 (27)(3) - √3 (8)(3)
(5 – 3 – 2)√3 3
0 √3 3
0

Direction: In a ¼ sheet of paper

(0-2 Score)
Give at least 3 examples of addition
and subtraction of radical expression
together with the answer.
Assignme
nt (3-5 Score)
Study in advance, give at least 1
example for multiplication and division of
radical expression.
Pass it tomorrow.

IV. Remarks

Reflections
A. No. of learners who earned 80% on the
formative assessment.
B. No. of learners who require additional
activities for remediation.
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?
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:

Alfie John M. Serino

Student teacher

Approved by:

Randy D. Anghel
Cooperating Teacher
Evaluators:

Mrs. Nimfa A. Albarico Mrs. Everose C. Toylo, MAEd Math

Student Intern Supervisor Associate Dean, CED

Mr. Dario N. Caylan, MAEd

High School Principal