Grades 1-12 School OPOL NATIONAL SECONDARY TECHNICAL SCHOOL Grade Level GRADE 9

Daily Lesson Plan Teacher JOHN ROSEVIL B. SALAAN Learning Area MATHEMATICS
Teaching Dates and Time NOVEMBER 28 – DECEMBER 2 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of variation and radicals.

B. Performance Standards
The learner is able to formulate and solve accurately problems involving radicals.

Learning Competency: Simplifies expressions with rational Learning Competency: Simplifies expressions with rational
exponents. (M9AL-IIe-1) exponents. (M9AL-IIf-1)
Learning Objectives: Learning Objectives:
C. Learning Competencies/Objectives 1. Apply the laws of exponents in simplifying expressions with 1. Apply the laws of exponents in simplifying expressions with
Write the LC code for each rational exponents. rational exponents.
2. Simplify expressions with rational exponents. 2. Simplify expressions with rational exponents.
3. Internalize the value of concern for others in doing the day’s 3. Internalize the value of concern for others in doing the day’s
tasks. tasks.
II. CONTENT Simplifying Expressions with Rational Exponents
Simplifying Expressions with Rational Exponents

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 245-250 pp. 245-250

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from Learning Resource

(LR) portal
 https://www.slideshare.net/janicecudiamat52/directvariation-final
B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
A. Reviewing previous lesson or presenting the
new lesson

The teacher lets the students answer the following The teacher lets the students answer the following given.
activity. Simplify the following expression:
1.
Give the sum.
1. 2. 3. 4. 2. ( )3

Answer Key: Answer Key:

1. 11/12 1. a3
2. 11/15 2.
3. 7/12
4. 17/12

The teacher lets the students answer individually the The teacher asks volunteers to do the following activity
following activity. on the board.
Give the product. Reduce the fractions to lowest term.
1. 2. 3. 3.
a. d.

1.
b. e.
2.
 3. c. f.
4.

Answer Key:
a. ¾ b. 2/8 c. 1/3 d. 1/3 e. 2/3 f. ¼

The teacher lets the students realize that subtraction of fraction is

The teacher lets the students realize that addition of very important in simplifying expressions with rational exponents.
fraction is very important in simplifying expressions with “In simplifying rational exponents, the following conditions must
rational exponents. be observed: fraction should be in the lowest term and is
positive.”
The teacher lets the students realize that multiplication of
B. Establishing a purpose for the lesson fraction is very important in simplifying expressions with rational The teacher lets the students realize that in simplifying expressions
exponents. with rational exponents, you have to master the following pre-
“In simplifying rational exponents, the following conditions must requisite skills:
be observed: fraction should be in the lowest term and is - reducing fractions to lowest terms
positive.” - performing operations on fractions
- performing operations on integers

C. Presenting examples / instances of the new

lesson
The teacher asks a representative among students to The teacher asks the students to do the following activity.
answer the following exercises on the board. He/She then asks two students to show their answers on
the board.
Simplify the given expressions.
1. ( ) ( ) Simplify the given expressions.
2. ( ) ( )
1.
The teacher, with the students, checks and discusses
the answers.
Answer Key:
2
2. (
1. 2.
The teacher, with the students, checks and discusses the
answers.
The teacher asks the students to do the following
Answer Key:
activity. He/She then asks two students to show their
answers on the board. 1.
2.
Simplify the given expressions.
3. ( )2 The teacher lets the students answer individually the
4. ( )1/2 activity below.
Study the first three sets of expressions of activity 14: Fill-
Me-In! very closely. Do all possible manipulations to
The teacher, with the students, checks and discusses
arrive at the expected expression.
the answers.
(Activity lifted from p 242 of LM)
Answer Key:
1.
2.

Answer Key:
 The teacher helps the students recall the laws of The teacher helps the students recall the laws of integral
integral exponents in simplifying expressions with exponents in simplifying expressions with rational
rational exponents particularly the following law: exponents particularly the following law:
Let m and n be rational numbers and a and b be real
numbers. Let m and n be rational numbers and a and b be real
am x an = am+n numbers.
D. Discussing new concepts and practicing new
skills #1
The teacher helps the students recall the laws of ( )m = , b ≠ 0 = am-n, if m> n = , if m< n
integral exponents in simplifying expressions with
rational exponents particularly the following law:
Let m and n be rational numbers and a and b be real The teacher discusses with the students the process of
numbers. arriving at the answers of each exercise in the previous
activity.
m n mn m m m
(a ) = a (ab) = a b
E. Discussing new concepts and practicing new skills #2

F. Developing Mastery
(Leads to Formative Assessment)
Working in pairs, the teacher lets the students answer Working in pairs, the teacher lets the students answer
the following exercise. the following exercise.

Simplify the given expressions. Simplify the given expressions.

1. ( ) ( )
 2. ( ) ( )
1. ( )3 2. 3.
3. ( ) ( )
4. ( ) ( ) Answer Key:
1.
Answer Key: 2.

3.
1.
2. Working in pairs, the teacher lets the students answer
Activity 13: Follow Me! Found on page 241 of the LM.
3.
4. Answer Key:
1. ( ) ( ) = =

Working in pairs, the teacher lets the students answer 2. (

the following exercise.

Simplify the given expressions.

3. = = =
5. ( )3/4 =
6. ( )3/4 =
7. ( )2= 4. ( )2 =
8. ( )1/6 =
Answer Key:
5. ( )1/3 = =
1.
 2.
3.
4.

G. Finding practical application of concepts and

skills in daily living

H. Making generalizations and abstractions about

the lesson
The teacher summarizes the mathematical skills or The teacher summarizes the mathematical skills or
principles used to simplify expressions with rational
exponents through questions like: principles used to simplify rational exponents through
1. How do you simplify expressions with rational questions like:
exponents? 1. How do you simplify expressions with rational
2. What are the necessary knowledge/skills you should exponents?
remember in order to perform the task?
3. What difficulties did you find?
4. Which part is confusing? 2. What are the necessary knowledge/skills you should
remember in order to perform the task?
Possible Answers:
Copy the common base and add the exponents.
3. What difficulties did you find?
Addition of fractions.
Adding dissimilar fractions.
Getting the LCD. 4. Which part is confusing?

The teacher summarizes the mathematical skills or

Possible Answers:
principles used to simplify rational exponents through
questions like:
1. Subtract the exponents.
1. How do you simplify expressions with rational 2. Subtraction of fractions.
exponents? 3. Subtracting dissimilar fractions.
 2. What are the necessary knowledge/skills you should 4. Nothing.
remember in order to perform the task?

3. What difficulties did you find? The teacher summarizes the mathematical skills or
principles used to simplify rational exponents through
4. Which part is confusing? questions like:
1. How do you simplify expressions with rational
Possible Answers:
exponents?
1. Multiply the exponents. 2. What are the necessary knowledge/skills you should
2. Multiplication of fractions. remember in order to
3. Nothing perform the task?
4. Nothing
3. What difficulties did you find?
4. Which part is confusing?

Possible Answers:
1. By applying the laws on rational exponents.
2. In simplifying expressions with rational exponents, you
have to master the following pre-requisite skills:
- reducing fractions to lowest terms
- performing operations on fractions
- performing operations on integers
3. Nothing.
4. Nothing.
I. Evaluating learning

The teacher lets the students answer individually the The teacher lets the students answer individually the
formative assessment. formative assessment.
Simplify the following expressions with rational Simplify the following expressions with rational
exponents. exponents.
 1. ( ) ( )
1. 2. ( )2
2. ( ) ( )
3. ( ) ( )

Answer Key:

1.
Answer Key: 2.
1.
The teacher lets the students answer individually the
2. formative assessment found on Activity 15: Make ME
Simple! Numbers 1-3.
The teacher lets the students answer individually the Answer Key:
formative assessment.
Simplify the following expressions with rational
exponents 1.
1. ( )2/5 2.
2. ( )3/7
3.
3. ( )3
Answer Key:
1.
2.
3.
J. Additional activities for application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% on this _____ students _____ students
formative assessment
B. No. of learners who require additional activities _____ students _____ students
for remediation
C. Did the remedial lessons work? _____ students _____ students
No. of learners who have caught up the lesson
D. No. of learners who continue to require _____ students _____ students
remediation
E. Which of my teaching strategies worked well?
Why did these work?

F. What difficulties did I encounter which my

principal or supervisor help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teacher?

Prepared by: Checked by: Attested by:

CARMELYN L. DANGCAL
JOHN ROSEVIL B. SALAAN ANTHONY Y. PACAMALAN
Head Teacher I-Math Dept.
Teacher I Secondary School Principal II