CAMARINES SUR NATIONAL HIGH SCHOOL ANNEX

LIBOTON, NAGA CITY

THIRD QUARTER, S/Y 2022-2023

MATHEMATICS 9
DETAILED LESSON PLAN
I. OBJECTIVES
A. CONTENT STANDARD The learner demonstrates an understanding of key concepts of
radicals.
B. PERFORMANCE STANDARD The learner is able to formulate and solve accurately problems
involving radicals.
C. LEARNING COMPETENCY The learner performs operations on radical expressions.
(M9AL-IIh-1)
D. LEARNING OBJECTIVES At the end of the 60-minute discussion, the learner should be
able to:
a. Differentiate like and unlike radicals.
b. Perform addition and subtraction of radicals.
c. Add and Subtract similar and dissimilar
radicals.
II. SUBJECT MATTER
A. TOPIC Zero, Negative and Rational Exponents and Radicals
B. SUB-TOPIC Operations on Radicals
C. INSTRUCTIONAL Printed Materials, Manila Paper
MATERIALS
D. REFERENCES Grade 9 Teacher’s Guide pp 180-181
Grade 9 Learner’s Material pp 262-263
III. PROCEDURE
A. BEFORE THE LESSON
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Greetings Good morning, class! How is Good morning, ma’am! We are fine.
your day so far?

That’s good to hear!

Prayer May I request everyone to
please all rise and let us feel the (Student will lead the prayer)
presence of the Lord.
Orderliness/Cleanliness of the Before you take your seats,
Classroom arrange your chairs properly. (Students will arrange their chairs
Kindly pick up the pieces of and will pick up the trashes)
paper and plastic under your
chair.
Checking the Attendance May I know who are the None ma’am!
absentees today?
REVIEW Let’s have a recap on the topic
we’ve discussed last meeting.

Anyone from the class, who

would like to share what he/she
had learned about the topic last
meeting?

Yes (student’s name)?

MOTIVATION Group the following radicals

and place them inside each box. Answer:

5√3 7 √5 10 √ 3 𝟖ξ 3 5√3

2 √2 4 √2 6√5 10 √ 3

9 √2 3√5 8√3
7 √5 6 √5
√5
3 √5 √5
 𝟐ξ 2 𝟒ξ 2

𝟗ξ 2

Guide Question:
 What is your basis when (Students’ answers may vary)
grouping radicals?
B. DURING THE LESSON
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Today, we are going to discuss the addition and
subtraction of radicals.

Can you try adding the groups you’ve made during the Yes ma’am.
activity?

How will you add it? Add the coefficient and copy the radicand.

In adding or subtracting radicals, we need to check first if

the index is similar to each other.

In our activity, are the indexes/indices similar? Yes ma’am.

The next thing that we have to check is the radicand or the

number inside the radical sign. To be able to add the
radical, radicands should also be similar.

In the activity, is the radicand similar? Yes ma’am.

In adding?subtracting radicals, we simply write…

Addition and Subtraction of Like Radicals

a √ x+ b √ x =(a+ b) √ x
a √ x − b √ x =(a − b) √ x

Let us solve the grouped like radicals on the activity that

we’ve done earlier using this rule in adding and
subtracting like radicals.

(No response)

Addition of Like Radicals

8 √ 3+5 √ 3+10 √3=(8+5+10) √ 3
¿ 23 √ 3
Easy right? Yes, ma’am.

Next, Subtraction of Like Radicals

8 √ 3 −5 √ 3 − 10 √ 3=(8 − 5− 10) √ 3
= -7√ 3

On the board, try to add and subtract the like radicals

on the other two remaining groups that we had on our
activity.

Yes(name of student)?
Addition of Like Radicals
7 √ 5+3 √ 5+ 6 √5+ √5=(7 +3+6+1) √ 5
¿ 17 √ 5
Subtraction of Like Radicals
7 √ 5− 3 √5 − 6 √5 − √5=(7 − 3− 6 −1) √ 5
¿ −3 √ 5
 Addition of Like Radicals
2 √ 2+ 4 √ 2+9 √ 2=(2+ 4+ 9)2
¿ 15 √ 2
Subtraction of Like Radicals
2 √ 2 − 4 √ 2− 9 √ 2=( 2− 4 − 9) √ 2
¿ −11 √ 2

Yes ma’am.
Easy right?

What if this is the given example “Combined like terms and then perform the
5 √ a b+6 √3 ab − 2 √3 ab − 3 √a b indicated operation.”
what are we going to do now?

Very good.

5 √ a b+6 √ ab − 2 √ ab − 3 √a b
3 3

= (5 √ a b −3 √ ab)+(6 √3 ab −2 √3 ab )
= (5-3)√ ab+(6-2)√3 ab
= 2√ ab+4√3 ab

But what if the given is 6√ 2+ √ 18, how are we going to

(Students’ response may vary)
add this knowing that their radicands are different?

Note: Sometimes, we need to simplify radical

expressions to produce like radicals.

Example: 6√ 2+ √ 18
= 6√ 2+ √ 9 ∙2
(Factor 18. Look for perfect square factors.)
= 6√ 2+ √ 9 √ 2
(Apply product rule for radicals.)
= 6√ 2+3 √ 2
(We can now combined/add like radicals)

Do you understand? Can you follow?

Another example, try to answer this on your notebook.

4√ 27 −5 √ 12 4√ 27 −5 √ 12
¿ 4 √ 9∙ 3 −5 √ 4 ∙ 3
Factor 27 annd 12. Look for perfect square
factors.
¿ 4 √ 9 √3 −5 √ 4 √3
¿ 4 (3) √3 −5 (2) √ 3
¿ 12 √3 -10√ 3
=2 √ 3
A. AFTER THE LESSON
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
“You should know by now that only similar
radicals can be added or subtracted.”

 What are Like radicals? - Like radicals are radicals that have the same index
and the same radicand.
 What are Unlike radicals? - Unlike radicals are radicals that have different
radicands or different indexes, or both.
 What do we do to combine Like radicals? - We add or subtract their coefficients and affix
their common radical.
 What do we do to combine Unlike - To combine unlike radicals, we simplify each
radicals? radical if possible, and then combine like radicals.
 IV. EVALUATION
Perform each indicated operation.
1. 8 √ 5+ √ 5
2. 7 √ 2− √ 2
3. 5√ 3+ √ 3 −2 √3
4. 15√ y − 7 √ y
5. √ 27+ √ 75
V. ASSIGNMENT
Solve.
1. 5 √ 3+2 √ 3 − 8 √3
2. √ 2+ √ 50

Prepared by: Checked by:

ANGELA C. BALINGBING MR. JOHN OLIVER CHAVEZ IV

STUDENT TEACHER COOPERATING TEACHER - MATHEMATICS