GRADE 9 School Grade Level 9

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and
Quarter SECOND
Time
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of variation and radicals
2. Performance
Standards The learner is able to formulate and solve accurately problems involving variation and radicals.

3. Learning Simplifies expressions with Writes expressions as rational Writes expressions as Writes expressions as rational
Competencies/ rational exponents. exponents as radicals and vice rational exponents as exponents as radicals and
Objectives (M9AL-IIe-1) versa. (M9AL-IIf-1) radicals and vice versa. vice versa. (M9AL-IIf-1)
(M9AL-IIf-1)
a. Simplify expressions with a. Relate expressions with a a. Transform the given
rational exponents rational exponents to a. Relate radical radical form into
b. Apply the laws involving radical expressions expressions to exponential form and vice
integral exponents to b. Write expressions with expressions with rational versa.
rational exponents rational exponents as exponents b. Value accumulated
c. Value accumulated radicals b. Write radical expressions knowledge as means of
knowledge as means of c. Value accumulated to expressions with new understanding
new understanding knowledge as means of rational exponents
new understanding c. Value accumulated
knowledge as means of
new understanding
II. CONTENT Zero, Negative, and Zero, Negative, and Rational Zero, Negative, and Zero, Negative, and
Rational Exponents Exponents Rational Exponents Rational Exponents
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 169 pp. 176 pp. 177 pp. 177

2. Learner’s
Materials pp. 240-242 pp. 251-255 pp. 251-255 pp. 251-255

3. Textbook
pages
4. Additional XP Intermediate algebra II, 21st Century Mathematics Dynamic Math III, page 259,
Materials from pages 18-19, Bautista (Third year), page 27 -28, Ju De Sagun Priscila C.
Learning Evangeline P., et.al, Se T. Ho, Et. Al.
Resource (LR) 21st Century Mathematics
portal (Third Year), page 26-27, Ju
Se T. Ho, Et. Al.
B. Other Learning Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
monitor monitor monitor monitor
IV. PROCEDURES
A. Reviewing previous Recall Recall Recall Recall: Simplify the following
lesson or presenting Write each expression by Simplify the following Simplify the following
the new lesson using rational exponents. expressions expressions: 1.
1. 1.
2.
2. 2.
3. 3.
3.
4.
4.
5.
5.
4.

5.
B. Establishing a Activity Activity: Justify your answer! Carefully analyse the Activity: Justify your answer!
purpose for the Answer the following: Identify if the given process examples below then fill in Identify if the given process
lesson 1. Explain why below is TRUE or FALSE the rest of the exercises with below is TRUE or FALSE
based on writing rational form based on writing rational
and to radical form then state your form to radical form and vice
are not equal. reason. For those you versa then state your reason.
2. Explain why identified as false, make them For those you identified as
true by writing the correct part false, make them true by
and of the solution. writing the correct part of the
solution.
the correct answer.

are not equal.

3. Are and

equal? What are

their values?

Question: How do we write

expressions with rational
exponent as radical?
 C. Presenting Examples: Simplify Illustrative Examples: Illustrative Examples: Illustrative Examples:
examples/ Write each expression in Write each as expression
instances of the radical form. with positive rational 1.
lesson exponent.

a. = 1. =
b. = 2. =
c. = 3. =
2.
4. =
d. = = = =
5. =

D. Discussing new Activity Activity: Fill Me In!

concepts and Carefully analyze the first two Carefully analyze the first
practicing new skills examples below the fill in the two examples below the fill
#1 rest of the exercises with the in the rest of the exercises
correct answer. with the correct answer.
 Activity: Fill-me-In ( by Activity: Transformer
dyad/triad) Transform the given radical
Simplify the following form into exponential form
expressions with rational and exponential form into
exponents by filling in the radical form. Assume that all
boxes with solutions. the letters represent positive
real numbers.

E. Discussing new 1. How do you simplify 1. How do you think the given 1. How do you think the 1. What are the necessary
concepts and expressions with rational expressions with a rational given expressions in a concepts
practicing new skills exponents? exponent were written as radical form were written concepts/processes
#2 2. What are the needed radicals? What processes as exponential form? needed in writing
knowledge and skills to have you observed? What processes have expressions with rational
 remember in simplifying 2. What necessary you observed? exponents as radicals?
expressions with rational understanding is needed to 2. At which part of the
exponents? simplify the given 2. What necessary process are the laws of
3. Can you propose an expression? understanding is needed exponent necessary?
alternative process in 3. What are the bases for to simplify the given 3. What step-by-step
simplifying these arriving at your conclusion? expression? process can you create
expressions? How? 3. What are the bases for on how to write
4. Have you encountered arriving at your expressions with rational
any difficulties while conclusion? exponents as radicals?
solving? If yes, what are Radicals as expressions
your plans to overcome with rational exponents?
these difficulties?

F. Developing mastery Simplify the following: Write each of the following Write each of the following in Transform the following to
(Leads to Formative expressions in radical form. exponential form. exponential form to radical
Assessment 3) form or radical form to
1. exponential form.

2.
1.
3.
2.
4. 3.
.
5. 4.

G. Finding practical Activity Activity: Rewrite in radical Write each as expressions Activity: The Pair Cards
applications of Simplify and express form, then decode the with positive rational Mechanics of the Game
concepts and skills in answers with positive following. exponents, and then decode 1. You will be playing
daily living exponents, then decode Fish Be With You! the following. “The Pair Cards”
the following It is a freshwater fish that is game similar to a well-
found in Taal Lake. Also Show Me Your Sweet Smile known card game,
called giant trevally, this fish Amira’s, Rowena’s “Unggoyan”.
Is This Garden of EVE? can weigh up to 3 kilos. It and Loumars are the most 2. Every group shall be
This garden is located at looks like talakitok but tastes famous stop-over in given cards. Select a
Barangay Buck State, a lot better and best served Tagaytay for pasalubong. dealer, who is at the
Alfonso, Cavite which when grilled. What’s this fish? What do you think is same time a player, to
offers romantic nature To find out, write the letter of common to these Tagaytay’s facilitate the
garden dining and lodging. the correct choice in each tourist flavor attraction? To distributions of cards.
The garden was supposed blank at the bottom that find out, write the letter of There must be at
to be the owner’s private contains the exercise number. the correct choice in each most 10 cards in
paradise and just opened blank at the bottom that every group. (Note:
the doors to the public in contains the exercise There should be an
February number. even number of cards
1998 in time for Valentine’s in every group.)
Day. What garden is this? 3. After receiving the
cards, pair the
expressions. A pair
consists of a radical
expression and its
equivalent expression
with a rational
exponent. Then, place
and reveal the paired
cards in front.
4. If there will be no
paired cards left with
each player, the
dealer will have the
privilege to be the first
to pick a card from the
player next to him
following clockwise
direction. He/She will
 To find out, write the letter the do step 3. This
of the correct choice in process will be done
each blank at the bottom by the next player one
that contains the exercise at a time.
number. 5. The game continues
until all the cards are
paired.
6. The group who will
finish the game ahead
of others will be
declared the
“WINNER!”
Examples of expressions in
the card;

H. Making Things to Remember: Things to Remember: Things to Remember: Things to Remember:

generalizations and The laws of exponents for
abstractions about integral exponents may be If is a rational number and If is a rational number If is a rational number and
the lesson used in simplifying
a is a positive real number, and a is a positive real a is a positive real number,
expressions with rational
exponents.
then = = number, then = then = =
Let m and n be rational
numbers and x and y be
 real numbers, variables or
algebraic expressions. provided that = provided that provided that
is a real number. The form
is a real number. The is a real number. The

= is called the
form = is form = is

principal nth root of called the principal nth root called the principal nth root
.Through this we can write of . of .
expressions with rational
exponents as radicals.

I. Evaluating learning Quiz Quiz Quiz Quiz

Using your knowledge on Write each of the following Write each as expressions Transform the given radical
rational expressions, expressions in radical form. with positive rational form into exponential form
simplify the following. exponents. and exponential form into
1. radical form.
1.
2. 2.
3.
3.
4.
4.
5.
5.
 J. Additional activities Assignment Follow-Up Follow Up Study
for application or Study Express the following as 1. Expressing Radicals in
remediation 1. Writing Expressions With radicals. Simplest Form
1. Write in exponential
Rational Exponents As 2. What are the laws used to
Radicals 1. express radicals in simplest
2. How do we write form. form?
2.
expressions with rational
exponents as radicals? 3. Reference: Learner’s
Material pp. 256-257
Reference: Learner’s
Material 251-252

V. REMARKS

VI. REFLECTION
a. No. of learners who
earned 80% on the
formative assessment
b. No. of learners who
require 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 these
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?