Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE
Dagupan City

DEMONSTRATION LESSON IN MATHEMATICS 9

I. Objectives:
A. Content Standards
The learner demonstrates understanding of key concepts radicals.
B. Performance Standards
The learner is able to formulate and solve accurately problems involving
radicals
C. Learning Competency/Objective
The learner performs operations on radicals.
(M9AL-IIh-1)

II. Content
Topic: Addition and Subtraction of Radicals
Reference: Mathematics Learners Materials 9 pp. 260- 261
E- math worktext in Mathematics 9 pp.46-51
Materials:Power point presentation, chart,chalkboard, Laptop,Projector, Timer

III. Procedures

A. Review
1. Prayer
2. Greetings
3. Checking of Attendance
4. Recall: the teacher will give examples from the previous topic.

“Move Test”
a. Divide the class into four groups
b. Each group shall form a circle.
c. In this activity, each group is given 10 problems involving radical
expressions, 10 seconds is allotted time for each member to simplify
and write their answers on the piece of paper.
d. After the time allotment, the students shall pass the next problem to
their right and so on until they answer the all the problems.
e. Exchange papers for checking.

Play “who wants to be a millionaire”

(Teacher will flash 5 questions about the previous topic)

B. Motivation

“Arrange and Learn”

 In this game, the class will remain with their group. Each group will
be given flashcards with equation and corresponding words. Then
the answers of the flashcards must be arranged from highest to
lowest value so that they can get the hidden phrases which will
introduce to the topic of the day.

(Teacher will present the “Hidden Phrase” using the PowerPoint

presentation)
C. Lesson Proper

1. For starter, the teacher will present radical expressions, then the
students will state whether the radicals are similar or dissimilar.
a. 4 √ 2 , 4 √3
b. 3 √ x, −5 √ x
c. 8 √3 xy , √3 xy
d. √3 8, √ 8

2. Facilitate on differentiating similar and dissimilar radicals.

3. Activity: Show students Illustrative examples of adding and

subtracting radicals, let the students analyze.

(Each group of the students will assigned who will be the Leader,
Material Manager, Note taker, Observer, Presenter)

4. Analysis: Then answer the following Questions:

 How do you think the given expressions were simplified? What
process did you observe?
 What understanding is necessary to simplify the given
expression?
 Based on the given illustrative examples, how do we add
Radicals?
How do we subtract radicals?
 What conclusion can you formulate regarding Addition and
Subtraction of radicals?
(Each group will present their conclusion Table)
5. Abstraction: teacher will Present the rules in adding and subtracting
radicals

Addition and Subtraction of radicals

1. Simplify all the radicals if possible
2. only like/similar radicals (same radicand and index ) can be
added or subtracted
3. Add/ subtract the coefficients then copy the common radical.

a√ x + b√ x = (a + b) √ x
n n n

6. Give some examples of performing addition and subtraction of

radicals
 E. Practice Exercise
“Quiz Bee”
(Group work)
(PowerPoint presentation with Timer)

3√ 2 + 5√ 2 = 1 6√4 5
- + 5 -
2 + 10√3 6 - 6 √2 = 6
= = + -
-10√ 2 + 3 = 4 9
3
= 5√ 6
= =
-24√ 2 - -20√3 6 - 7 = 8
Do the Puzzle- Math

f. Generalization

State the Rule in Adding and Subtracting Radical Expressions.

IV. Evaluation

Students will be given Worksheets on Adding and Subtracting radicals.

Prepared by:

CERYL JOY E. SANTOS

Teacher I
JJDVSTVSS

Noted by:

ROSALIND R. LOMIBAO, Ed.D.

Education Program Supervisor
 Recommending Approval:

Recommending Approval:

VENUS MARIA SM. ESTONILLO, Ed.D. LOURDES D. SERVITO, Ed.D., CESE

Chief Education Supervisor Assistant Schools Division Superintendent
Curriculum and Instruction Division

Approved:

MARIA CELIA JUNIO-FERNANDEZ, Ed.D., MDM-SEC

Schools Division Superintendent