SCHOOL
Individual
Learning Plan
TEACHER
TEACHING
DUTIES
AND TIME
San Roque National High School
CLIFFORD CYRIL D. DEDASE
Week 8
GRADE
LEVEL
LEARNING
AREA
QUARTER
9
Mathematics
Second
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. Learning Competency
The learners solves equations involving radical
expressions.. (M9AL-IIi-1)
Objectives
The learners are expected to …
 solve equations involving radical expressions
II.
CONTENT
Radical Equations
III.
LEARNING RESOURCES
REFERENCES
Jose-Dilao, Soledad and Bernabe , Julieta G, Intermediate
Algebra ,Revised Edition Mathematics 9 Learner’s Module
Next Generation Math http://www.mathisfun.com {
HYPERLINK "http://www.mathbitsnotebook.com" } {
HYPERLINK "http://www.courses.lumenlearning.com" }
IV.
PROCEDURES
A. Review
the
Previous Teacher: A wonderful day to all. It is perfect to start our day
Lesson or Presenting the with new lessons .But today it will be a bit different yet
New Lesson (ELICIT)
realistic. To emphasize what I am saying, Let us start with
this simple activity.
Direction: Follow the following procedure.
1. You will be Group in to 3.
2. Take a look at the images given to you.
3. Try to infer conclusions or interpret what are those
images.
4. Brainstorm it within your group and present your
inferences within the class.
B. Establishing a Purpose
Teacher: Did the activity give you an idea of what will be
for the Lesson (ENGAGE) the lesson this day? Try to pursue more on that by having
this next activity.
Direction: Let us look to the following terms presented.
1. Identify and try to define the following terms
presented. (Students can use online resources
available via smart phone or any digital gadget.)
Note: (This is the part where INDICATOR no. 3 of the
COT-RPMS Classroom Observation Tool is used.)
2. Use the provided 3 numbered definition to match it
to terms presented. Answer: The term Radical
equations best fits definition No. 1.
Teacher: Can you guess our lesson?
Answer: Radical Equations
Teacher: Yes, it is all about RADICAL EQUATIONS. Let us
now proceed to our objectives in this lesson. (Presenting
Objectives)
C. Presenting Examples/
Instances of the Lesson
(EXPLORE)
D. Developing Mastery
(EXPLAIN)
Teacher: Radical Equations has a lot of practical
applications. The financial industry uses rational exponents
to compute interest, depreciation and inflation in areas like
home buying. Radical equations are common geometry and
trigonometry especially when calculating triangles. In the
fields of carpentry and masonry, triangles often come into
play when designing or constructing buildings that require
angle measurements. Within the field of electrical
engineering, the use of radical expressions (equations) has
to do with determining how much electricity is flowing
through circuits.
Note: (This is the part where INDICATOR no. 1 of the
COT-RPMS Classroom Observation Tool is applied.)
Teacher: Now you have posted your outputs, we can now
start achieving our objective by performing through solving
simple radical equations. (Presenting the prepared slides)
Teacher: Very good job in presenting your outputs! Now
we can answer the following questions.
Direction: Briefly answer the following.
1. What is Radical Equations?
Answer:
A radical expression is any expression or equation
that contains a square root. The square root symbol
indicates that the number inside is a radical. The
number inside that square root is called the
radicand. Variable numbers can also be radical
expressions.
2. What are the Goals of solving radical equations?
Answer:
3. How do we move or isolate the Variable?
Answer:
4. How do we verify that our process of moving the
variable is valid or correct?
Answer: The teacher will ask students to answer
guided by the teacher in the process of CHECKING.
5. How to solve Radical Equations?
Answer: In solving radical equations, we need to
take in considerations the STEPS to achieve it and
by following these said steps, we can simply solve
the equation.
6. What are these steps?
Answers: Answers may vary. But the teacher will
provide the definite one. The ff. steps are:
a) Simplify the expression.
b) Isolate the radical.
c) Square both sides.
To fully remember these steps, let us infuse some common
concepts that we have learned from the past months which
directly refer to the COVID 19 PANDEMIC. We have
learned and are knowledgeable that to be less at risk of
these infections, we need to:
1.
2.
3.
Note: (This is the part where INDICATOR no. 2 of the
COT-RPMS Classroom Observation Tool is integrated
and delivered.)
The no. 1 step in ways to help protect from covid 19
signifies also the 1st step in solving radical equations. As
well as no. 2 step to step 2 in solving radical equations. And
lastly, step 3 of covid 19 protections to step 3 of solving
radical equations.
(See significance and relation of steps to the Teacher’s
explanation)
6.a Simplify the expression
6.b Isolate the radical
6.c
After those specific steps are done the students can now
solve the equation by solving the variable x.
E. Making Generalization and
Direction: Solve the following examples.
Abstraction about the
Lesson (ELABORATE)
1.
2.
F. Finding Practical
Applications and Skills in
Daily Living (ELABORATE)
Teacher:
1.Real-World Application: Pendulums
Graph the period of a pendulum of a clock swinging in a
house on Earth at sea level as we change the length of the
pendulum. What does the length of the pendulum need to
be for its period to be one second?
2. Real-World Application: TV Screens
“Square” TV screens have an aspect ratio of 4:3; in other
words, the width of the screen is 43 the height. TV “sizes”
are traditionally represented as the length of the diagonal of
the television screen. Graph the length of the diagonal of a
screen as a function of the area of the screen.
3. 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
can be cut in half to produce two smaller sheets
(size A5) with the same proportions as the A4 sheet.
4. Another real life example would be calculation of
interest rates. If the annual interest rate on your
savings is 3% then the monthly interest rate would
be:(12√1.03−1.0)⋅100%
Question: Do you think we can use radical equations in
simple arithmetic problems in Pythagorean Theorem?
Answer: Yes.
Question: With the development of technology in our
society, do Radical equations played a vital role in the
development of these technologies?
Answer: Yes, it is for the reason that these equations give
light by giving solutions the problems in relation to these
technologies.
G. Evaluating Learning
(EVALUATE)
V.
AGREEMENT
Direction: Simplify and solve the following Rational
Equations below.
1. Select any fields of study or technological
applications online which uses radical equations.
Then developed a compilation of this fields of study
online by posting through any social media platforms
by and organize the activities (comments, likes) by
making a portfolio
Note: (This is the part where INDICATOR no. 3 of the
COT-RPMS Classroom Observation Tool is used.)
Prepared by:
CLIFFORD CYRIL D. DEDASE
Subject Teacher
Reviewed and Observed by:
MARIA LUISA T. CALUYO
Principal I