School
Bolo National High School
Grade Level
9
Teacher
Mr. Aldrin L. Espinas
Learning Area
Mathematics 9
Teaching
Quarter
Grade 9
Week / Session
January 25, 2024
Daily Lesson Plan
I.
Objectives
A. Content Standard
The learner demonstrates understanding of key concepts radicals.
B. Performance Standard
The learner is able to formulate and solve accurately problems involving radicals.
A. Learning
Applies the laws involving zero and positive integral exponents.
(M9AL – IId – 1)
Competencies
II. CONTENT
Zero and Positive Exponents
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide pages
2. Learner’ s material pages
ADM Module Mathematics 9
pp.85-89
Mathematics Learning Materials Grade 9
Pages 231-235
3. Textbook pages
4. Additional l materials from LR
B. Other learning Resources
IV. PROCEDURES
A. Presenting the new
lesson
Kuta software, YouTube, laptop and TV, Google
Identify the laws of exponents represented by the given expressions:
1. x2. x2= x2 + 2
2. (a2) 3 = a6
3. (xy)2= x2y2
4.
B. Establishing purpose
for the lesson
𝑦3
𝑦2
= 𝑦 3−2
Let us take
𝑦3
𝑦3
=, what is the quotient of the given expression?
𝑦3𝑦3 = 1
Applying the 4th law of exponent, it will lead us to
𝑦3
𝑦3
C. Presenting examples /
instances of the new
lesson
= 𝑦 3−3 = 𝒚𝟎 = 1
Suppose we also take (𝑥𝑦)2,
How will you simplify expressions like this?
You will simplify expressions with zero and positive exponents applying the laws of
exponents
Use (𝑥𝑦)0 and (𝑥𝑦)2, the teacher will show the process of simplifying the
expressions with positive exponents.
D. Discussing new
concept and practicing
new skills #1
Discuss the process of simplifying expressions with zero and positive exponent.
E. Developing Mastery
Solve the problem involving positive exponent.
Questions:
1. Write the exponential growth model giving the number of the teenage
pregnancy each year?
2. what are the effects of teenage pregnancy?
3. How to avoid the early teenage pregnancy as student?
F. Finding Practical
Applications or concepts
and skills in daily living
ACTIVITY: Weigh Me in Another Way….
Solve the problem involving simplifying positive integral exponents.
A young pregnant mother (16 years old) may weigh 24 kilograms. It is possible
for it to grow 26 times its body weight during its pregnancy.
Questions:
1. How many kilograms can it reach during its pregnancy? (open-ended
problem)
2. How did you apply your understanding of positive exponents in solving the
problem?
G. Making
generalizations and
abstractions
3. Based from the record of Barangay Health Center in coastal with high cases
of Teenage pregnancy, as a student how can you help to avoid teenage
pregnancy or early sexual engagement?
How do we simplify expressions with zero and positive integral exponents?
What are the necessary skills/ mathematical concepts needed in simplifying
expressions with zero and positive integral exponents?
H. Evaluate Learning
Remarks
Reflection
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who required
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 this 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?
Prepared by:
ALDRIN L. ESPINAS
TEACHER III
Checked by:
ERA E. DEOCARIZA
PRINCIPAL I
ALDRIN L. ESPINAS
BOLO NHS
Direction: Complete the figure for each sequence. Use the function rule for finding the number
needed for the shape in the given term.
ALDRIN L. ESPINAS
BOLO NHS
Why do the Gardens Have to be Adjacent?
Directions: Use the situation below to answer the questions that follow.
Mr. Zaragoza, a farmer from Barangay Bolo, would like to enclose his two adjacent
rectangular gardens with 70.5 m of fencing materials. The gardens are of the same
size and their total area is 180 m2 .
Question
1. How would you represent the dimensions of each garden?
2. What mathematical sentence would represent the length of fencing material to be
used in enclosing the two gardens? How about the mathematical sentence that
would represent the total area of the two gardens?
3. How will you find the dimensions of each garden?
4. What equation will you use in finding the dimensions of each garden?
5. How would you describe the equation formulated in item 4? How are you going to
find the solutions of this equation?
6. Do you think the methods of solving quadratic equations that you already learned
can be used to solve the equation formulated in item 4? Why?
ALDRIN L. ESPINAS
BOLO NHS
The Clinometer
Objective: To make a clinometer and use it to measure the height of an
object. Materials required: Stiff card, small pipe or drinking straw, thread,
a weight (a metal washer is ideal)
The clinometer can be effective in developing manipulative skills among learners as
it requires precise measurement and angular calculations. Hands-on use of the
clinometer enhances spatial awareness and improves accuracy in measuring
angles, contributing to a better understanding of trigonometric concepts.
Furthermore, the clinometer serves as a bridge between theory and real-world
applications. As students manipulate the tool to measure angles in various
scenarios, they connect abstract geometric concepts to tangible, everyday
situations. This not only enhances their geometric reasoning but also cultivates
problem-solving skills, encouraging a holistic understanding of geometry beyond
theoretical constructs. In essence, the clinometer proves to be an effective
educational aid, promoting active learning and a practical grasp of geometry among
learners