Uploaded by Chem Oyasan

Lesson-2.-edited

advertisement
DAILY
LESSON
PLAN
I.
School
Teacher
Learning Area
Quarter
Date & Time
OBJECTIVES :
A Content Standard
KABACAN NATIONAL HIGH SCHOOL
MATH 9
2nd
The learners will demonstrate understanding of key concepts
of variation and radicals.
B
Performance Standard
The learners will be able to formulate and solve
problems involving radicals.
accurately
C
Learning Competency
Code
M9AL – IIf – Ib: Writes radical expressions as expressions with
rational exponent
Learning
At the end of the lesson, at least 80% of the students will be
Competency/Objectives able to:
define radical expressions;
1. Cognitive
2. Psychomotor
transform radical expressions as expressions with rational
exponent; and
3. Affective
observe the pattern in transforming radical expressions as
expressions with rational exponent.
II
CONTENT
III
LEARNING RESOURCES
A References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B Other Learning
Resource
IV.
PATTERNS AND ALGEBRA
PROCEDURES
A
Reviewing previous
lesson or
presenting the new
lesson
INTRODUCTION
- Can you still recall your last lesson?
- If yes, can you say it for me?
- If no, aha, your last lesson was about writing or transforming
expressions with rational exponents to radical expressions.
- Last time, you have been taught on how to transform
expressions with rational exponents to radical expressions, in
there you only need to move the denominator of the rational
exponent to the index of the radical ( or the number
superscripted outside the symbol √𝑜) while the numerator
become the exponent of the radicand (The number inside the
symbol √𝑜). You don’t need to change the letters or the
variables of the given expression.
- Now, if you understood well your last lesson, this would be
easy for you to write radical expressions into expressions with
rational exponents which only the inverse of your last lesson.
- Are you now ready? Aha! So lend to me your ears.
(Presentation of objectives)
B
C
D
Establishing a purpose
for the
lesson
Presenting
examples/Instances of
the new lesson
Discussing new concepts
and
practicing new skills # 1
OVERVIEW
Before the discussion, the learners must be familiar with the key
points that we will be talking here this time.
- The word ‘index’ is the number (superscripted) outside the
symbol or outside of the radical sign.
- The word ‘radical sign’ means the symbol √𝑜.
- Moreover, the word ‘radicand’ means the expressions inside
the symbol or the radical sign. Besides variables or letters,
radicands have exponents.
I DO IT
The teacher will present the steps in transforming radical
expressions to expressions with rational exponents.
- First step: Write the letter or variable used in the expression.
No need to put radical sign or the symbol.
- Second step: copy the exponent of the radicand and put it as
exponent of the variable or letter. This number will become the
numerator of your rational exponent.
- Third step: move the index number as the denominator of your
rational exponent.
Example
𝑜
Let say √𝑙 2 is the given radical expression. Transform it into
expression with rational exponent.
Step 1. copy the variable – l
Step 2. Put the radicand exponent in l as its exponent. Since
there is no written exponent in radical – it automatically means
2.1. Thus, l is raised to 1 or simply l.
Step 3. Move the index as denominator of your exponent. Since
there is also no written number in the index – it is automatically
3.1. Thus we call it square root. 2 for the word square and root
for the symbol.
𝑜
E
Discussing new concepts
and
practicing new skills # 2
Therefore, if we transform √𝑙 2 , we will get l1/2.
WE DO IT
Now, the teacher and the students will show how to use those
steps.
5
Let say √𝑣 2 is the given. And let’s follow the steps.
- What is the first step?
Step 1: copy the variable v. There is no need to put the radical
sign then.
- What’s next?
Step 2: put the radicand exponent 2 as exponent of your
variable v, it becomes v2.
- And the last step is?
Step 3: move your index 5 as the numerator of your exponent
2.
5
- Therefore, by following the steps, we can transform √𝑣 2 as
2
𝑣5.
F
G
F. Developing Mastery
(Leads to Formative
Assessment 3)
YOU DO IT
The learners will continue to follow the given steps. They will
transform the following radical expressions flashed in their
screen into expressions with rational exponents. Correct
answers will be showed after they answered all questions.
Finding practical
application of concepts
and skills in daily living
3
𝑏3
7
𝑟7
2. √𝑟 −6
𝑣
3. √𝑤 𝑜
H
Making generalizations
and
abstractions about the
lesson
I
Evaluating learning
4
1. √𝑏 4
−6
1
𝑤2
- From what you have seen and heard, we actually did the
inverse of our last lesson.
- In case that the exponent of the radicand has no entry, it
automatically has the value of 1. Also, in case that the index
has no entry, it automatically has the value of 2. That is why
we usually called it as square root. Square means 2 and root
signifies the symbol.
- In general, in transforming radical expressions to expressions
with rational expressions, we need to follow these steps.
- First step: Write the letter or variable used in the expression.
No need to put radical sign or the symbol √𝑜.
- Second step: copy the exponent of the radicand and put it as
exponent of the variable or letter. This number will become the
numerator of your rational exponent.
- Third step: move the index number as the denominator of your
rational exponent.
- After which, you can simplify the exponents to its lowest form.
If it is not possible, then box the whole expression as your
answer.
FORMATIVE ASSESSMENT
Transform the following radical expressions flashed in your
screen into expressions with rational exponents.
𝑔12
4
𝑦4
𝑣
ℎ2
2. √𝑦 −9
3. √ℎ𝑜
J
Additional activities for
application or
remediation
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
13
12
1. √𝑔13
−9
1
E
F
G
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Download