Grade 9 Teacher Ms.

Gellie Bonita Learning Area MATHEMATICS

Daily Lesson
Date March 9, 2023 Quarter 2nd Quarter
Plan

DLC Number and M9AL-IIi-1 - The learner solves equations involving radical expressions.
Statement
Topic Radical Equations
Value to be Integrated Intellectual Dimension - Critical Thinking
Value Concept Critical thinking refers to the active, objective and consistent analysis of
beliefs. These beliefs which are grounded in a reason will serve as a basis
when making informed decisions and actions. Critical Thinking is a
naturally integrated value in solving radical equations as learners need to
critically assess a given radical equation, wherein they need to identify
which necessary steps to execute in order to find the value of the
unknown quantity in the radicand.
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of variation and
radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving
radicals.
C. Specific Objectives At the end of the period, at least 75% of the students with 75% level of
proficiency should be able to:
1. identify the value of the unknown quantity in the radicand; - C
2. encourage students to analyze and evaluate information critically;
and - A
3. solve equations involving radical equations. - B
II. CONTENT Topics: Patterns and Algebra
Subtopic: Radical Equations
LEARNING RESOURCES
A. References Textbook/Online Reference
1. Delos Santos et al., (2020). Mathematics Quarter 2-Module 9
Solving Equations involving Radical Expressions.
https://depedtambayan.net/wp-content/uploads/2021/11/M
ath-9_Q2_Mod9.pdf
2. Sir Chad. (2021, February 9). Grade 9: Operations of Radicals
[Video]. YouTube. https://www.youtube.com/watch?
v=8phbOhuV7cs&ab_channel=SirChad
3. Sir Chad. (2021, February 17) Grade 9: Radical Equations
[Video]. YouTube. https://www.youtube.com/watch?
 v=bCrTLp4y6xg&ab_channel=SirChad

B. Materials Powerpoint Presentation, Laptop, Technological Instructional Materials,

Video Conference App., Microphone, Video Camera
III. PROCEDURES
PRELIMINARIES The teacher will start the class with a prayer, checking of attendance and
Creating an appropriate reminding the class of the classroom rules.
learning environment A. Prayer - https://www.youtube.com/watch?v=A5Tq-2fSTFY&ab_channel=HirayaTV

B. Attendance Check
C. Classroom Rules

MOTIVATIONAL ACTIVITY ENTRY POINT FOR VTI

Encouraging student MATH BINGO!
engagement and
participation Directions: The students will identify which of the following equations is a
radical equation, in order to accomplish a “bingo”.

An equation in which a variable is in the radicand of a radical expression is

called a radical equation.

B I N G O
√7 + 2 − 2x = 0 x = √x − 4 + 4
√25 + x = 5 2x√6-1 = 5 √x− 1 = 2
3
 3
√5 + x = 12 √x − 7 = 3 √40 + x = 2 √2x + 3 + 5 = 0 x√7 = 3

√25 − x2 = 4 x - √5 = 10 √x-5 = 10 √35 + x = 5 35√5 = x

√8 = x √x − 3 = 5 x +√3 = 10 4 = 1+2x √16 = x

3√3x-3 = 15 √x + 8 = 3 x√55=5 √81 = x √2x− 2 = x − 1

1. What do we need to remember when identifying radical

equations?
2. Why is it important to identify if an equation is a radical equation?
3. Why is it necessary to critically analyze and evaluate information?
4. Will critically analyzing information affect you positively?

PRESENTATION OF THE THE MORE YOU KNOW!

LESSON Did you know that mathematical concepts such as radical equations are
Establishing a purpose for used by different professions, such as engineers, scientists, and real
the lesson. estate agents. Engineers use radical equations for measurements and
calculations. Financial industries use radical expressions to calculate
formulas for depreciation, home inflation, and interest. Biologists
compare animal surface areas with radical exponents for size
comparisons in scientific research.

Moreover, its usage is not limited in the professional field, but also in our
everyday life. The European paper sizes are a good example of real-world
usage of a radical.

The ratio of the length of the longer side of A4 paper to the shorter side is
a good approximation of √2. As a result, a sheet of A4 size can be made
into half and we get two smaller sheets (size A5) with the same
proportions as the A4 sheet. So, in short everything around actually
behaves as a radical expression.

An equation in which a variable is in the radicand of a radical expression is

called a radical equation.

Example:

√x-5 √x=
= 10 9
3
√3x √6x
-3 = + 4
 15 =4
ILLUSTRATIVE EXAMPLES When solving radical equations, it is important to follow the identified
Discussing new concepts steps in order to find the value of x.
and practicing new skills.

To solve radical expressions, we must follow the following identified

steps.

Let us use √x=9 as our example.

Fi Si
rs nc
t e
√x=
St √x
ep is 9
W al
rit re
e ad
th y
e w
eq ri
ua tt
ti en
o o
n n
su o
ch ne
th si
at de
th of
e th
ra e
di eq
ca ua
l ti
co o
nt n,
ai th
ni er
ng e
th is
e n
u o
nk ne
n ed
o to
w su
n bs
is tit
o ut
n e
o an
ne y
si eq
de ua
of ti
th o
e n.
eq
ua
ti
o
n.

2 Si
n nc √x=
d e
9
St th
ep er
C e
o ar
m e
bi n
ne o
si si
mi mi
la la
r r
te te
r r
m m
s. s,
w
e
wi
ll
pr
oc
ee
d
to
th
e
ne
xt
st
ep
.
3r Th
d e
St in [√
ep de x]
x 2
Ra of =
is th [9
e e
]2
b ra
ot di x
h ca =
si l 8
de is 1
s 2,
of th
th er
e ef
eq or
ua e,
ti w
o e
n m
to us
a t
p ra
o is
w e
er th
sa e
m ex
e p
as o
th ne
e nt
in of
de th
x e
of b
th ot
e h
ra si
di de
ca s
l. of
Th th
e e
eq eq
ua ua
ti ti
o o
n n
sh in
o to
ul t
d w
be o.
fr
ee
of
ra
di
ca
l
to
co
m
pl
et
e
th
e
so
lu
ti
o
n.

4t In √x =
h or 9
St de
ep r
C to √
he ch 8
ck ec 1
if k =
th if 9
e th
va e
lu tr 9
e/ ue =
s va 9
o lu
bt e Th
ai of er
ne x ef
d is or
wi 81 e,
ll , th
m w e
ak e tr
e m ue
th us va
e t lu
or fi e
igi n of
na d x
l th is
eq e 81
ua sq .
 ti ua
o re
n ro
tr ot
ue of
. 81
.

PRACTICE EXERCISES The teacher will give additional exercises to develop the mastery of the
Developing mastery of the students.
lesson.

1. Solve √x = 8.

S C
o h
l e
u c
ti k
o :
n
: √
√xx= 8
(√x)
=
2
8 8
x = 64
√64 =
8

8
=
8

2. Solve √3x + 2 = √x + 10

S C
o h
l e
u c
ti k
o :
n
: √3
√3xx +
2 = +√x
+ 102
(√3x= +
2) √x
(√x + +
10) 10
 3x +√32
= x∙ 4+
10 +
3x -2 x
= 10= -
2 √4
2x -+8
2 x 10
2 √1
8 4
2 =
x= 4√1
4

3. Solve 3√x + 3 = 2

S C
o h
l e
u c
ti k
o :
3
n √x
: + 3
3
√x = 2
+ 33√5
=2+ 3
(3 = 2
+ 3√8
3) =2
23 2= 2
x +
3 =
8
x =
8 −
3
x =
5

Seatwork 1
Directions: The class will individually solve the following equations. They
must include their solutions. (5 pts each)
1. √x + 2 = 3
2. √7x + 2 − 2x = 0
3. √5x + 1 + 2 = 6
4. 2 = 3√m
GENERALIZATION Steps in solving Radical Equations
Making generalization and 1. Write the equation such that the radical containing the unknown
abstraction about the is on one side of the equation.
lesson. 2. Combine similar terms.
3. Raise both sides of the equation to a power same as the index of
the radical. The equation should be free of radical to complete the
solution.
4. Check if the value/s obtained will make the original equation true.

EVALUATION GROUP ACTIVITY

Evaluating learning. Directions: The teacher will designate each student to their specific
(* If time permits) groups. Each group must submit their answers together with its solutions.
1. 3√4x = 36
2. √x + 13 = 20
3. √2x = 6

ASSIGNMENT The teacher will assign her students to upload their assignments including
Additional activities for their solutions using the upload image feature in Socrative.
application or Direction: The class will individually construct a word problem involving
remediation. radical equations. They must follow the following instructions when
submitting their assignment.
1. Highlight the final answer in green pen.
2. Include the word problem and solution in the image uploaded in
Socrative.
Guide for Checking the Seatwork Activity

● Right process shown through solutions (2)

● Final Answer (2 points)

● Effort (1)

Rubric for Assignment:

Very
Excellent Satisfactory Poor
Criteria Satisfactory
4 2 1
3
Student utilized Students did
Students
a real life not use a real
utilized a real
application of life application
life application
Students utilized a radical of radical
of radical
real life application equations, but equations as
equations as the
of radical equations was not the premise of
premise in their
as the premise in properly their word
Content and word problem.
their word problem. elaborated. problem.
Originality Students
Students completely Students show Students did
showed partial
(40%) understood the little not show
understanding
mathematical understanding understanding
of the
concept and showed of the of the
mathematical
creativity and mathematical mathematical
concept and
originality. concepts and concepts and
showed
show little showed no
creativity and
creativity and creativity and
originality.
originality. originality.
Solution is correct Solution is Solution has Solution is
and follows the right correct, some errors, entirely wrong,
Solution sequence of steps in however some but the student but the student
solving radical steps are not showed effort showed effort
(40%)
equations. followed. in solving the in solving the
equation. equation.

The presentation is The The The

submitted ahead of presentation is presentation is presentation is
Timeframe time (due date). submitted on submitted on submitted after
the given due the given the given
date. extension date. extension date.