DETAILED LESSON PLAN

Learning Area: Mathematics 9 Date: February 25, 2025

Grade level: Grade 9 Time: 7:50am – 8:30am
 Serdan 10:25am –
 Villarez 11:15am
Duration: 45 minutes Quarter: 3

I. OBJECTIVES
At the end of the lesson, the learners should be able to:
a) define radical expression.
b) translate expression from radical form to exponential form and vice versa.
c) simplify radical expressions using the law of radicals.

II. LEARNING COMPETENCY

 Simplifies radical expressions using the laws of radicals. (M9AL-IIg-1)

III. SUBJECT MATTER

a. Topic:
 Radicals
b. Instructional Materials:
 laptop, chalk, board, and manila paper
c. References:
 Mathematics learner’s material 9
d. Values Integration:
 Participation, Collaboration, Listening
e. Teaching Strategy:
 4 A’s Approach (Activity, Analysis, Abstraction,
Application)

IV. PROCEDURE
Teacher’s Activity Student’s Activity

A. PRELIMINARIES

Greetings
Good morning, Class! Good morning, Sir!

Before we start in our discussion,

let’s begin it to the opening
prayer. Please stand.

Prayer

Let us bow our head for

the word of prayer.

Student 1, please lead

“Praise be the name of our Lord Jesus Christ”
the prayer.

Now and forever. Amen.

Classroom Management

Before you take your seat,

kindly pick up the pieces of
paper under your chair and
arrange your seats
accordingly.

Checking of Attendance

Now, I will be checking your

attendance. As I call your name,
raise your hand and say present.
(calling their name)

Checking the Assignments None Sir!

Do we have an assignment last

meeting?

Reviewing the previous

discussion.

Last meeting, we discussed about

zero, negative, and rational Any base is raised to power zero, then the
result will be 1.
exponents.

When we say zero exponent?

Mr. Asia?
If a number is raised to negative power, then
Very good! we convert the base to its reciprocal, and the
power is changed to positive.
How about negative exponent?
Yes, Ms. Siera?
They combine the ideas of exponents and
Very good! roots.

How about rational exponent?

Yes, Ms. Obias?

Very good!

Motivation
Before we start our discussion,
 we will be having an activity.
This activity called “Cross-word
Puzzle” you only have 5 minutes
to finish this activity. E B I P H X F Z R J R U A
X C E X P O N E N T I A L
P R S O L Q M T Z J O I T
Instruction: Inside the cross- O R A M G W E N E P Y H F
word puzzle, find five words S N B D H T S U R F G Q K

which you think related to our X E D N I C Y L X V S L I

I G P A I C R E F L A K P
new topic. T Q B S V R A D I C A N D
E I U Y J L F L I A G J W

E R A U Q S F Z R J R U A
X C E X P O N E N T I A L
P R S O L Q M T Z J O I T
O R A M G W E N E P Y H C
Sir, the words are RADICAL, EXPONENTIAL,
S N B D H T S R O O T Q U
X E D N I C Y L X V S L B
RADICAND, BASE, ROOT, SQUARE, CUBE
I G P A I C R E F L A K E
and INDEX.
T Q B S V R A D I C A N D
E I U Y J L F L I A G J W

What words did you find in the

cross-words puzzle?

Okay, very well. That’s correct!

B. LESSON PROPER At the end of the lesson, the learners

should be able to;
a) define radical expression
Now, before we formally start b) identify the parts of radical
our discussion, let us read first expression
the objectives for today’s lesson. c) simplify the radical expression
using the law of radicals
At the end of the lesson, the learners
should be able to;
a) define radical expression
b) identify the parts of radical
expression
c) Simplify the radical expression
using the law of radicals

1. Activity
Now, since you have already
answered the cross-word puzzle.
You may now try to answer this
activity. This activity will be done
by partner. Kindly choose your
partner now.
Instructions:
a). We have three items having Expected Answer
two sets of expressions each (A 1. 5 and 5
2. 3 and 3
and B), all we have to do is to 3. 3 and 3
answer them.
b). You can use a calculator to
 answer the given expression.
c). The activity will be done in 3
minutes.
Answer the following. Yes Sir!
1. A. √ 25 =
(Ms. Narvaez explains their answer for
B. 251/2 = number 1)
2. A. √ 9 =
B. 91/2 =
(Mr. Pielago will explain their answer for
3. A. √3 27= number 2)
B. 271/3 =
2. Analysis (Ms. Siera will explain the answer for number
3)
Did you enjoy answering your
activity?

Yes, Ms. Narvaez, will you please

explain you answer for number 1?
Square root of 25 is equal to 5 because if we
Nice, very good! How about for
are going to multiply 5 by itself twice, the
number 2? Yes, Mr. Pielago?
result is 25.
Absolutely!
And for number 3? Yes, Ms. Since we are allowed to use calculator, we
Siera? have just used it to get the answer.

Okay! Nice job everyone!

Now, let see the answer for
number 1, we have there √ 25
which is 5. How did you get that They are equal.
answer?

They are also the same

Very good! How about 251/2? How
They have the same answer also.
did you get 5 as the answer?

Okay, Thank you for the answer Radical form

I allow you to use calculator for
you to see the relationship of Exponential form
two set with each other. Now,
what did you observe to the
answer for number 1?

That’s right, they are equal. How

about in number 2?
What about for number 3?

Absolutely right! Now, what do

we call to the letter A in each
set? The opposite of an exponent that is
represented with a symbol '√' also known as
root.
 How about the letter B?

Awesome! For number 1, 251/2 is

really the exponential form of
√ 25. Then √ 25 is the radical form
of 251/2.

3. Abstraction
So now, what is radical
expression? When you heard the
word radical what comes to your
mind?

Yes, Mr. Brutas?

Thank you, Mr. Brutas. You may

now take your seat.

Radical expression
are mathematical expressions
that contain a root symbol, most
commonly the square root,
cube root, or higher roots.

Now let’s identify first the parts

of a radical expression.

There are 5 laws of radical that

we will discuss for this morning.

1. ( √n a) n = a Example 1: ( √3 7) 3

( ) ( )
1 1
= an n = 73 3

n 3
= an = 73
=a =7

2. √n ab = √n a ∙ √n b Example: √ 32
1
= ( ab ) n = √ 16 ∙ √ 2
1 1
= a n ∙ bn = 4√ 2
= √n a ∙ √n b Example: √3 16❑
= √3 8❑ ∙ √3 2
 = 2 √3 2

3.
√n a =
b
√n a
√n b
Example:
√ 15
25

() √15 =
1
a n
= =
b √25
√15
5
1

=
a n
√
5
Example: 5
18

bn
1
√3
√
√
n
a 5 18
= n =
√b 3
= √5 6
4. √√a = √a
m n mn

Example: √8 16 Yes, Sir!

= ❑ 4
√ √ 16
= √2
Example: √6 81
= √ √ 16
3 2

= √3 9
5. √n am = ( √n a ) m Expected answer
m
= an 1. 10
2. 16
( )
1
= an m 3. 2
4. 2√ 12
= ( √n a ) m 5. 3√ 2
Example: √5 y 4 Example: √3 272
4 2
= y5 = 27 3

= ( √5 y ) 4 = ( √3 27 ) 2
= ( 3) 2
=9
Are you still with me class?
Did you’ll get it?

4. Application
Since we are done to our topic.
Let’s try your skill in simplifying
radicals. Get your notebook and
try to answer the following
problems.

1. ( √2 10) 2
2. √3 642
3.
√
3 64
8
 4. √ 48
❑

5. √ 18

Integration:
Poto is designing a square garden with an
area of 196 square meters. She wants to
place a fence around the garden.

Question:
How long will each side of the garden be?

Given:
 The area of the square garden =
196 m²
 The formula for the area of a
square is:
Area = side2
196 = s2
√ 196= √ s2
14 = s
Final Answer:
Each side of the garden is 14 meters
long.

V. EVALUATION

Fill-in the chart below by writing what you have learned from the topic
“Simplifying the radical expression”

What I know What I to know What I learned

VI. ASSIGNMENT
Study the next topic “Solving Radical Equations”

Prepared by:

SENEN P. PELAEZ
Student teacher

Checked by:

MS. ROSELYN H. SERDAN

Cooperating teacher
Approved by:

ROBERT C. GONZALES
Mathematics Dept. Head

Noted by:

FLOMINA C. VERGARA
Principal II