UNIVERSITY OF SAN CARLOS

Basic Education Department – South Campus

J. Alcantara St., Cebu City
INSTRUCTIONAL PLAN

Time Frame : 5 days AY : 2018 - 2019 Lesson # : 4

Learning Area : Math _ First Quarter ` Date : August 24, 28- 31, 2018
Grade Level : Grade 9 Teacher : Miss Putri Mayasari

CONTENT OBJECTIVES LEARNING EXPERIENCE ASSESSMENT /REMARKS

Subject Matter: Content Standard: Day 1
Properties of Radicals I Remembering Day 4 or Day 5
Skills: The learner will demonstrate
 Multiplying, understanding the key concepts  Recall the last materials about square root by give the students some (Summative Test about
properties of radicals and used it to questions. Properties of Radicals: The
 Simplifying product rule for radicals)
Values Integrated: simplify the square root expression
1. √81
Core Value: Social Responsibility Day 4
Formation Standard: 2. √49
- Patience and perseverance The learner will become socially If still more deepen then will
in applying the operations of 3. √𝑦 4
responsible in their work through
1
be more exercises for the
integral exponents showing self-determination and 4. students whether it will be
252
- Confidence in answering and patience in learning the law of 1 individual exercises or
radicals and learninfg how to simplify 5.
explaining the concept 32
- Making wise decision in life the square root expression using the  Ask the students to raise their hand who want to answer the discussing group exercises.
law of radicals. And the Summative test will
- Logical thinking question/point some students to answer the question. be given on day 5.
Performance Standard:
Learning Resources: The learner will be able to  Give clarification/ let them asking.
understanding the law of radicals
* Oronce, Mendoza, e – Math 9, II Explore
and apllied it to solve/simplifying the
REX
* Nivera Gladys, Mathematics
square root expression.  Make discussion group, one group consist 4 or 5 students.
Patterns and Practicalities, Salisiana  Complete the table of number 2, page 158.
Day 1 – 5
Books  Give the students an example to complete the table on the board.
Students will be able to:
Materials: Ex: √4√9 = 2 × 3 = 6
 Understand the law of radicals
- whiteboard marker,  Simplify perfect square root √4 × 9 = √36 = 6
- activity sheets expression using the law of
- LCD and Laptop radicals  Give the students time to answer the problem for 10 minutes.
 Let the representative of each group answer it on the board and
one of them will explain it to their friends.
 Simplify non perfect square root
expression using the law of
radicals
 Ask other group to comment the work of the grup wether it’s
wrong or right
 Give clarification
 Let them asking
 Guided the students to conclude what they had done.
Guided Question:
What is the relation of √𝑥 √𝑦 with √𝑥𝑦 ?
 Clarification the conclusion/ give the proof (that is called as Product
Law for Radicals).

Let the students work on some numbers for 10 minutes and let them
show their work on the board.

1) √10√10
2) √4√9
3) √25√𝑏 4
4) √𝑦𝑥 4 √𝑦
5) √9𝑥 8 √𝑥 0
6) √2𝑝√8𝑝
 LEARNING EXPERIENCE ASSIGNMENT/REMARKS
Ask the students answer it on the board.
Ask other students to comment the work of their friends whether it’s wrong or right
Give them clarification
Let them asking
Is the concept clearly presented to you?
In your opinion, where else can this concept be of use?
Can you state where can this be of use in some problems?

Day 2
II. Firm Up:

 Recall the last materials and exercise of previous lesson.

 Explain and give and give an example of simplifying the non-perfect square root.
Ex:
√𝑎√𝑦
√5√2
√12
√𝑟 3
√20𝑥 4
√18𝑟 9
2√𝑥 7
 Let them asking
 Clarification

Partner work for 10 minutes: Given the following expression: Simplify

1) √32
2) √𝑚5
3)√2𝑏√7𝑏 3
4) 4√27𝑞2 6) √2√𝑎 + 𝑏 8) -2√8𝑧 6
5) √12𝑐 5 √𝑐 7 7) √7𝑥√5𝑦

- How did you arrive at the answers to the given numbers?

- What are the RULES to be applied to simplify said expressions?
- What are the Laws of radicals used to simplify the expressions given?
Answer the given exercises.
A Comprehension check:
Simplify: Express all answers using product rule for radicals
1) √3√12 6 ) √9𝑚

2) √8√2𝑏 7) √𝑎9
3) √6𝑚9 √3𝑚3 8) √−9 + 10
4) −7√7 5√13 9) ½ √100𝑦 5

5) √11𝑥 3 √11𝑥 10) 2𝑎𝑘√4𝑘 2

Day 3
III. Deepen:
Drill on simplifying expressions using the Laws of radicals discussed in the previous days.

 Slide show are shown the given expression (10 questions)

 In the slide show there given a time of each question, so they have to hurry to answer it because the slide will move to the next
slide
 Give the reward to the student who get high score.
 Let them asking
 Clarification

Let the students state the rules/ laws of exponents.

Emphasize important concepts.

Activity sheets are given

Let the students work on the exercises.
Check the activity, the students show their answers on the board.
Clear up missconceptions , and emphasize important concept.

Checked by:

Mrs. Mrs. Maria Esie B. Bacus

The Advisor