Republic of the Philippines
DEPARTMENT OF EDUCATION
Division of Cagayan
GONZAGA NATIONAL HIGH SCHOOL – Sta. Clara Annex
Gonzaga, Cagayan
DAILY LESSON LOG IN MATH GRADE 9
DATE: November 29, 2018
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
The learner demonstrates understanding of key concepts of exponents
and radicals.
The learner is able to formulate and solve accurately problems
involving exponents and radicals.
Solves equations involving radical expressions.
(M9AL-IIi-1)
a. Determine radical equations
b. Solve a radical equation
c. Identify extraneous solution
d. Solve word problems involving radical equation
Solving Radical Equations
a. Teacher’s Guide
pages
b. Learner’s Materials
pages
c. Textbook pages
d. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous lesson or Just Give Me a Reason!
presenting the new lesson
Answer the given activity by writing the concept/process/law used to
simplify the given equation.
3
√𝑥 + 2 = 3
1
3
(𝑥 + 2) = 3
1
([𝑥 + 2]3 )3=33
2
(𝑥 + 2)3 = 33
3
(𝑥 + 2)3 =3
𝑥 + 2 = 27
x = 27 – 2
x=5
Checking:
3
√𝑥 + 2 = 3
3
√25 + 2 = 3
3
√27 = 3
3=3
Why?
Conclusion:
Why?
−3√𝑥 + 2 = x -16
1
(−3√𝑥 + 2)2 = x -16
12
[(−3√𝑥 + 2)2 ] = (x -16)2
9(x+ 2) = (x -16)2
9x + 18 = x2 -32x + 256
x2 - 41x + 238 = 0
41 ± √729
𝑥=
2
x= 7, x =34
Checking:
𝑥=7
−3√7 + 2 = 7 -16
−3√9 = -9
−3(3) = −9
−9=-9
x=34
𝑥=7
−3√34 + 2 = 7 -16
−3√36 = 34-16
−3(6) = 18
−18 = 18
B. Establishing a purpose for the lesson
Conclusion:
Ask:
How did you arrive at your conclusion?
How would you justify your conclusions? What data was used?
Can you elaborate on the reason at arriving at the conclusion?
Can you find an alternative process of solving this type of problem?
In the second problem, 34 is called an extraneous root. How do you
define an extraneous root?
Compare your conclusions and reasons with that of your classmates’.
What have you observed? Have you arrived at the same answers?
Why?
What important insights have you learned from the activity?
C. Presenting examples/instances of the
new lesson
Carefully analyse the given examples below then answer the
questions that follow.
Ask:
Based on the illustrative examples, how would you define radical
equations?
How were the radical equations solved?
Can you identify the different parts of the solution and the reason/s
behind each?
What important concepts/skills were needed to solve radical
equations?
What judgment can you make on how to solve radical equations?
D. Discussing New Concepts and
Practicing New Skills#1
E. Discussing New Concepts and
Practicing New Skills#2
F. Developing Mastery (Leads To
Formative Assessment 3)
G. Finding Practical Application of
Concepts and Skills in Daily Living
H. Making Generalization and
Abstractions about the lesson
Radical equations are equations containing radicals with variables in
the radicand. To solve equations with radicals, place the radical
expression on one side of the sign of equality, and then raise both
sides of the equation to the index power to eliminate the radical and
solve as usual. Test the roots, discarding those that are extraneous.
Extraneous solution is a solution that does not satisfy the given
equation.
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Prepared by:
MARK ANTHONY R. RAGUDO
Math Teacher
1. Follow-up:
Solve: a. √2x = 3
b. x – 3 = √30 − 2x
2. Study solving problems involving radicals.
a. State formulas for area and volume.
b. What are the steps in solving problems involving radicals?
It was not executed due to lack of mastery of the prerequisites.
Checked by:
GERRY S. ILAGA
Teacher-in-charge