School Bolo National High School Grade Level 9 Teacher Mr. Aldrin L. Espinas Learning Area Mathematics 9 Teaching Quarter Grade 9 Week / Session January 25, 2024 Daily Lesson Plan I. Objectives A. Content Standard The learner demonstrates understanding of key concepts radicals. B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals. A. Learning Applies the laws involving zero and positive integral exponents. (M9AL – IId – 1) Competencies II. CONTENT Zero and Positive Exponents III. LEARNING RESOURCES A. Reference 1. Teacher’s Guide pages 2. Learner’ s material pages ADM Module Mathematics 9 pp.85-89 Mathematics Learning Materials Grade 9 Pages 231-235 3. Textbook pages 4. Additional l materials from LR B. Other learning Resources IV. PROCEDURES A. Presenting the new lesson Kuta software, YouTube, laptop and TV, Google Identify the laws of exponents represented by the given expressions: 1. x2. x2= x2 + 2 2. (a2) 3 = a6 3. (xy)2= x2y2 4. B. Establishing purpose for the lesson 𝑦3 𝑦2 = 𝑦 3−2 Let us take 𝑦3 𝑦3 =, what is the quotient of the given expression? 𝑦3𝑦3 = 1 Applying the 4th law of exponent, it will lead us to 𝑦3 𝑦3 C. Presenting examples / instances of the new lesson = 𝑦 3−3 = 𝒚𝟎 = 1 Suppose we also take (𝑥𝑦)2, How will you simplify expressions like this? You will simplify expressions with zero and positive exponents applying the laws of exponents Use (𝑥𝑦)0 and (𝑥𝑦)2, the teacher will show the process of simplifying the expressions with positive exponents. D. Discussing new concept and practicing new skills #1 Discuss the process of simplifying expressions with zero and positive exponent. E. Developing Mastery Solve the problem involving positive exponent. Questions: 1. Write the exponential growth model giving the number of the teenage pregnancy each year? 2. what are the effects of teenage pregnancy? 3. How to avoid the early teenage pregnancy as student? F. Finding Practical Applications or concepts and skills in daily living ACTIVITY: Weigh Me in Another Way…. Solve the problem involving simplifying positive integral exponents. A young pregnant mother (16 years old) may weigh 24 kilograms. It is possible for it to grow 26 times its body weight during its pregnancy. Questions: 1. How many kilograms can it reach during its pregnancy? (open-ended problem) 2. How did you apply your understanding of positive exponents in solving the problem? G. Making generalizations and abstractions 3. Based from the record of Barangay Health Center in coastal with high cases of Teenage pregnancy, as a student how can you help to avoid teenage pregnancy or early sexual engagement? How do we simplify expressions with zero and positive integral exponents? What are the necessary skills/ mathematical concepts needed in simplifying expressions with zero and positive integral exponents? H. Evaluate Learning Remarks Reflection A. No. of learners who earned 80% on the formative assessment B. No. of learners who required additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: ALDRIN L. ESPINAS TEACHER III Checked by: ERA E. DEOCARIZA PRINCIPAL I ALDRIN L. ESPINAS BOLO NHS Direction: Complete the figure for each sequence. Use the function rule for finding the number needed for the shape in the given term. ALDRIN L. ESPINAS BOLO NHS Why do the Gardens Have to be Adjacent? Directions: Use the situation below to answer the questions that follow. Mr. Zaragoza, a farmer from Barangay Bolo, would like to enclose his two adjacent rectangular gardens with 70.5 m of fencing materials. The gardens are of the same size and their total area is 180 m2 . Question 1. How would you represent the dimensions of each garden? 2. What mathematical sentence would represent the length of fencing material to be used in enclosing the two gardens? How about the mathematical sentence that would represent the total area of the two gardens? 3. How will you find the dimensions of each garden? 4. What equation will you use in finding the dimensions of each garden? 5. How would you describe the equation formulated in item 4? How are you going to find the solutions of this equation? 6. Do you think the methods of solving quadratic equations that you already learned can be used to solve the equation formulated in item 4? Why? ALDRIN L. ESPINAS BOLO NHS The Clinometer Objective: To make a clinometer and use it to measure the height of an object. Materials required: Stiff card, small pipe or drinking straw, thread, a weight (a metal washer is ideal) The clinometer can be effective in developing manipulative skills among learners as it requires precise measurement and angular calculations. Hands-on use of the clinometer enhances spatial awareness and improves accuracy in measuring angles, contributing to a better understanding of trigonometric concepts. Furthermore, the clinometer serves as a bridge between theory and real-world applications. As students manipulate the tool to measure angles in various scenarios, they connect abstract geometric concepts to tangible, everyday situations. This not only enhances their geometric reasoning but also cultivates problem-solving skills, encouraging a holistic understanding of geometry beyond theoretical constructs. In essence, the clinometer proves to be an effective educational aid, promoting active learning and a practical grasp of geometry among learners