Lesson Plan in
Mathematics Grade 9
School Year 2022-2023
Quarter:
3rd Quarter
Time Finished: 4:00 pm
Date:
February 29, 2023
Time Started: 3:00 pm
I. OBJECTIVES/S:
At the end of the lesson the students will be able to:
A. Cognitive: Divide radical expressions
B. Affective: Reflect the radical expression in real life situations.
C. Psychomotor: Manipulate rules in dividing radical expression.
II. SUBJECT MATTER:
A. Topic: Division of Radicals
B. Reference/s: Intermediate Algebra/4th
C. Materials Used: Laptop, PPT, SMART TV, chalk, etc.
D. Subject Integration: Science.
E. Value Focus: Attentiveness & Rationality
Preliminary
A. A. Review
B. Drill
Teacher’s Activity
 How do we multiply
radicals?
Student’s Activity
 We multiply radicals by
multiplying coefficient to
coefficient and radicand to
radicand.
 When can we multiply
radicals?

We can only multiply
radicals if they have the
same indices.
 What is a rational
number?

Any number written as a
fraction, where both the
number of numerator and
denominator are integers,
and the denominator ≠ 0
 What is a irrational
number?
 Simplify the indicated
expression:

Is a real number that is not
rational.
√𝟐 (√𝟓)
√𝟏𝟎
𝟑 (√𝟏𝟎)
𝟑√𝟏𝟎
2 (√𝟏𝟐)
𝟒 √𝟑
𝟔
𝟏𝟐
𝟏
𝟐
4x3
6x2
C. Motivation
 “Guess the animal”
D. Activity
 “Fact”
- This animal/bird
(falcon) is best known
for its driving speed
during flight, which can
reach more than 300
km/hr making not only
the world’s fastest bird
but also the world’s
fastest animal.
 “Name the bird”
 Every correct answer
will help to fill the
blanks and get the name
of the animal of the
fastest animal living on
planet earth.
2x
𝟑

Students trying to guess
.


Students listen.
E. Analysis
 How do we come up
with 2√𝟕 from the
𝟑√𝟕
with the answer of
from the expression
𝟕
𝟑
√𝟕
 “Division of Radicals”
𝟑
, this fraction is not
simplified, it will only
be in simplified if the
denominator is not an
irrational number/radical
expression.
√𝟕
 How?
“Rationalize the
denominator”

𝟑
√𝟕
𝟑 √𝟕
√𝟕
√𝟒𝟗
( )=
𝟓 √𝟐
𝟕
( )=
√𝟓 √𝟓
𝟓√𝟏𝟎
=
√𝟐𝟓
𝟑√𝟕
=
𝟓 √𝟐 √𝟓
=
√𝟓
𝟓 √𝟏𝟎
= √𝟏𝟎
𝟓
“Quotient Rule of Radicals”
𝑛
𝑎
𝑛
√𝑎
√𝑏 =
𝑛
√𝑏
24
√𝟐𝟒
 √5 =
24
√
5
𝟐√𝟔
√𝟒(𝟔)
√𝟓
𝟓𝒙2
√ y5
√𝟓
𝟐 √𝟑𝟎
√𝟓
√𝟐𝟓
25x4
y5
𝟐√𝟔
=
√𝟓
( )=
√𝟓
 √
√𝟓
=
=
𝒚
𝟓𝒙2
√ y5
(√𝒚) =
√

Students listen and think.
√𝟐𝟓
 How do we come up
√𝟕
By simplifying the
denominator √𝟐𝟓 to 5, and
simplify the coefficient 5 of
the numerator to the
simplified form of √𝟐𝟓.
𝟓√𝟕
expression


=
=
𝟓𝒙2√𝒚
y3
𝟐√𝟑𝟎
𝟓
D. Abstraction
 How do we divide
radicals?
E. Application
 Work by pair with
Force!
Earl pushes the table of
Mr. Ramirez with a
force of √𝟏𝟎𝟎 N and
with an acceleration of
√𝟑 m/s. Find the mass
of the table using the
formula of Force “𝑭 =
𝑭
𝒎𝒂 as 𝑚 = 𝒂 , where F
is force, and a is
acceleration, and m is
mass.
Unit of mass (kg).

Create a perfect square to
make the radicand a perfect
square number of the
denominator by
multiplying the top and
bottom of the fraction by
the same value.

√𝟏𝟎𝟎

The mass of the table is
√𝟑
𝟏𝟎√𝟑
𝟑
16
7
2. √36
𝑥
3. √9
1
4. √𝑥
√𝟑
𝒌𝒈.
 On your note book,
simplify the following
expressions and show
your process:
1. √25
𝟏𝟎
=
𝟏𝟎 √𝟑
( )=
√𝟑 √𝟑
𝟑
𝟏𝟎√𝟑
F. Evaluation
=
1.
𝟒
𝟓
2.
√𝟕
𝟓
3.
√𝒙
𝟑
4.
√𝒙
𝒙

 Make your own word
problem using division
of radicals, and give the
solution to the problem
15 pts.
G. Assignment
Prepared/Demonstrated by:
Ralph David M. Osorio
Student intern
Processed/Observed by:
Master Teacher
or Teacher
Noted by:
Principal
/ Head Teacher