LP Math 9 q2 Peac Mar
LP Math 9 q2 Peac Mar
LP Math 9 q2 Peac Mar
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Subject: MATHEMATICS
Grade Level: 9
Unit Topic: RADICALS Quarter: SECOND
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2. In what way did the Don Mariano accident affect
you?
4. What do you think are the best ways to solve these problems?
LEARNING
COMPETENCY FIRM-UP
LC1: Apply the ACTIVITY 1: THE SEEKER (Synchronous)
Laws involving Clickable Link: http://www.harristechnical.com/skid33.htm.
positive integral Directions: Consider the situation below. Open the website below and follow the given
exponents to zero instructions.
and negative
integral
exponents
M9AL-1Ia-1
Learning
Targets:
I can apply the
Laws involving
positive integral
exponents to zero
SITUATION
and negative
You are on your way to Baguio City to attend the Panagbenga Festival. A few hours
integral
later, you experienced a car accident on the expressway. You then went to the police
exponents
station for the investigation. During the investigation, the police officer provided the
following information about the accident: the length of the skid mark, the number of skid
marks and the damage of your car.
Instruction: Click on the site and a vehicle speed estimator will be displayed. Below are
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spaces where you can type in the information.
Through these, the breaking and the speed of your
Illustrates car will be determined. Vary the length of the skid marks such as 10, 20, 30, 40 and 50 ft.
expressions with observe
rational what happens to the speed.
exponents
Simplifies Length of Skid Marks Speed of the Car Damage to the car
expressions with 10 ft.
rational 20 ft.
exponents 30 ft.
40 ft.
50 ft.
Process Questions:
1.What have you observed about the speed upon increasing the length of the skid
mark?
2.How do you describe the difference of the speed upon increasing the length of the
skid mark?
3.By how much do you think is the change in the speed once the length is changed?
4.How is the knowledge of radical expressions and equations used to solve real-life
problems?
1. m4 • m3 4. 10m6/2m10
2. (-2)3 5. (m3)4
3. (r2/s4)2 6. (2/3)3
B. Solve the given problem then answer the questions that follow.
The speed of light is approximately 3 x 108 meters per second. If it takes seconds for
light to travel from the sun to the earth, what is the distance between the sun and the
earth?
Questions:
1. How did you solve the given problem?
2. What concepts have you applied?
3. How did you apply your knowledge of the laws of integral exponents in answering
the given problem?
LAWS of EXPONENTS
Review: If a and b are real numbers and m and n are positive integers, then
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In MEDICINE,
Doctors can approximate the Body Surface Area of an adult (in
square meters) using an index called BSA where H is height in
centimeters and W is weight in kilograms:
BSA = √ H • W/ 3600
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In Geology/Meteorology/Oceanography
E = √ 2• A •S / I
http://www.youtube.com/watch?v=OgfnHDQwxVU
site showing an example of solving real life problems involving
radical expressions
http://www.youtube.com/watch?v=N6CUxqQY0KU&list=PLDkXP6
pQoNb4QJdSw0azDlQ3nVlzYgNj6
in this 6 – part video, you will see the application of radical
expressions in solving architectural problems, specifically
involving the Pythagorean theorem
http://www.youtube.com/watch?v=5fmnKCOnwpE
This video provides an example of how to use a radical equation
to determine the speed of a vehicle based upon the length of its
skid mark.
Something to Ponder
Integer Exponents.
Definition1: an, n an integer and a, a real number
1. For n a positive integer:
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an = a • a …a
Example: 36 = 3 • 3 • 3 • 3 • 3 • 3
2. For n = 0
a0 = 1
1350 = 1
Example:
7-3 = 1/ 73
73 = 1/ 7-3
ACTIVITY 5: Watching a Video ( Synchronous)
Questions:
1. What did you observe about the exponents?
2. How ere the problems solved?
3. What can you conclude from the process of solving problems?
4. What can you conclude from the process of solving problems?
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= -4y3 + 64y3
= 60y3
By “simplify” we mean eliminating common factors from numerators and
denominators and reducing the number of times a given constant or variable
appears in an expression. We ask that answers be expressed using positive
exponents only in order to have a definite form for an answer. Later, we will
encounter situations where we will want negative exponents in a final answer.
n even n odd
b positive Two real nth roots One real nth root
-3 and 3 are both fourth 2 is the only real cube root
roots of 81 of 8
b negative No real nth root One real nth root
-9 has no real roots -2 is the only real cube root
of -8
Then the number 5 has one real cube root, it seems reasonable to use the
symbol
51/3 to represent this root. On the other hand, it also states that 7 has two
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For n a natural number and b a real number, b1/n is the principal nth root of b defined as
follows:
1. If n is even and b is positive, then b1/n represent the positive nth root of b.
2. If n is even and b is negative, then b1/n does not represent a real number.
3. If n is odd, then b1/n represents the real nth root of b.
4. 01/n = 0
A number or an expression is a perfect square if it can be expressed as product of
two same rational numbers or expressions.
Examples:
1. 4 is a perfect square because it can be expressed as product of two same rational
numbers 2 • 2 = 4 or (2)(2) = 4
2. The number (2)(2) = 4 is a perfect square because
(4/6) (4/6) = 16/36 or (-4/6) (-4/6) = 16/36
3. The expression 25x2 is a perfect square because it can be expressed as product of
two same rational expressions.
2. 1/4
3. 16/100
4. 27/8
5. 256
6. -125
7. -1/4
8. 169
9. -27
10. 1000
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Process:
1. How did you find the activity?
2. Did you encounter any difficulty in answering the exercises? Why?
3. How did you overcome these difficulties?
4. How can radicals help us solve real-life problems?
Questions:
1. Is there any change in your answer from the Response-Before-The – Discussion”
column to the “Response-After-the-Discussion” column? Why?
2. Based on your understanding, how would you explain the use of the laws of
exponents in simplifying expressions with rational exponents?
3. What examples can you give that show the importance of expressions with negative
and rational exponents?
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RADICALS
EQ: How can mathematical formulas in scientific
LC2: Writes investigations be determined and can be solved accurately?
expression with
rational ACTIVITY 10:LET’S RECALL ( Synchronous)
exponents as Simplify the following expressions.
radicals and vice
versa. 1. (52/7) (55/6) 2. ( x16 y0 z8 )1/4 3. ( s1/4 / t1/8) 24
M9AL-1If-1
1. 3 2/3 √3 32 √3 9
2. (2n)3/5 √5 23 n3 √5 8 n3
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5. (3/2p2) 2/3 ________
________
1.How do you think the given expressions with a rational exponent were written as
radicals?
Assignment: Solve To Think on page 14 of the Book Module, Letter A, 1-5, Letter B, 1-5
(4r2 s3 t4)2/5
x6 / 4√ y 4
7
3/ √7 4 b4
-(3k3) -2/7
(4a4 / 5b5) -3/5
Questions:
1. How did you answer the given activity?
4. What step-by-step process can you create on how to write expressions with rational
exponents as radicals? Radicals as expressions with rational exponents?
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5. Have you encountered any difficulties while rewriting? If yes, what are your plans
to overcome them?
Questions:
1. How do you find the given activity?
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I
can simplify The nth root of a number raised to n is equal
radicals using the to the number
laws of radicals
√n x n = x or ( √n x )n
Examples
1. √3 163 16
2. √6 216 21
3. √5 (3 x−4)5 3x - 4
4. ¿ )2 3x
y
5. √(3 x−4) 2 3x - 4
6. ¿ 7 8 – 4y
The product of two radicals having the same index n is equal to the
√n xy = √n x • √n y
Examples
1. √ 2 • √ 18 √ 36 = 6
2. √3 4 • √3 16 √3 64 = 4
3. √5 2 y • √5 16 y 4 √5 32 y 5 = 2y
4. √5 8 a 3 • √5 8 a 3 √5 64 a 6 = 2a √5 2 a
The quotient of two radicals having the same index n is equal to the
√n x / y = √n x / √n y
1. √ 32 / √ 2 √ 16 = 4
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√3 27 = 3
2. √3 54 / √3 2
3. √ 64 / 9 √ 64 / √ 9 = 8/3
4. √3 8/27 √3 8 / √3 27 = 2/3
√ x = √ m√ m
mn n
1. √ ❑ √
3
729 (2)(3
)√ 729 = √6 729 = 3
4
2. √ ❑ √3 a 12 (3)(4)
√ a 12 = 12√a 12
Assignment # 2: Solve Time to Think of your Book Module on page 18, 1-10
LEARNING
COMPETENCY DEEPEN
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Radicals may be combined into simple radical
expressions
LC3: Simplifies by adding similar terms. The sum of two radicals cannot be
radical expressions simplified if the radicals have different indices or different radicands.
using the laws of
radicals Adding and subtracting radical expressions is very much
M9AL-II-g-1 similar to adding and subtracting similar terms of polynomials.
Similar terms or like terms are those with the same literal parts or
literal factors. Radicals are similar if they have the same index and
the same radicands.
I can perform
operations on radical
expression
Questions:
1. Base on the examples given on the video how do we add radicals? How do we
subtract radicals?
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Let’s Practice!
Solve Time to think on Math Book Module on page 27, Set A, 1-10
ACTIVITY 16: Watch these video and answer the questions that follow.
Questions:
1. How do you think the given expressions were simplified? What process did
you observe?
2. Base on the video how do we multiply radicals with the same index? With
different indices?
3. What are your conclusions on how to multiply radicals?
Multiplying Radicals
In the process of multiplying radicals, there are three cases to be considered.
a. when indices are the same. Multiply radicals and apply
Simplify the resulting radicand when necessary.
b. when indices are different but radicands are the same. Apply the following
steps:
1.Transform the radical to fractional exponents.
2. Multiply the powers by applying: xm ꞏ xn= xm+n (law of exponents)
3. Rewrite the product as a single radical.
4. Simplify the resulting radicand if necessary.
Examples:
1. √ 2 • √ 7 • √ 5 = √ 2• 7 •5 = √ 70
2. √ 12 • √ 18 = √ 12 • 8 = √ 2• 2• 3• 2• 3• 3 = 2√ 6
3. x √5 • y√ 7 = x y√ 35
ACTIVITY 17. Go and Multiply!
Perform the indicated operations. Simplify all answers as completely as possible.
1. √ 3 • √ 32
2. √ 3 • √ 27
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3.
√3 •
√4 • √5
4. (√3 20 b 2 ) (√3 50 b 2
5. √ 12 x y • √ 9 x ¿
In some cases if the radicals have different indices but same radicands,
transform the radical form to exponential form. Then, multiply the powers by
applying the law of exponents and then rewriting the product as a single radical
ACTIVITY 18: Watch a video about dividing radicals. After watching answer the
question that follow. (Asynchronous)
Clickable Link: https://www.youtube.com/watch?v=NxRDUc3p0QQ
Questions:
1. How do we divide radicals?
2. How ca you divide radicals of the same order?
3. How can you divide radicals of different orders?
4. What is rationalization?
Dividing Radicals
Like the multiplication of radicals, Division of radicals follows several rules,
one is simplifying by rationalization of denominators. See the examples and apply
them in the exercise that follows.
Examples:
1. √ 9/ √ 4 = 3 / 2
2. √ 25 / √ 16 = 5 / 4
3. √ 49 / √ 81 = 7 / 8
4. 10 / √ 6 = 10/ √ 6 • √ 6 / √ 6 = 10 √ 6 / √ 36 = 5√ 6 / 3
5. ( 5 + √ 2 ) ( 5 - √ 2 ) = 52 – (√ 2 )2 = 25 – 2 = 23
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6. 1 / 1+ √ 2 = 1 / 1+ √ 2 • 1 - √ 2 / 1 - √ 2 = 1 -
√ 2 / -1 = -1 + √ 2
When the denominator of a fraction contains two terms where one or both
terms contain a square root, the denominator can be rationalized by
multiplying it by its conjugate.
Assignment: Solve time to Think on page 33, letter B, 1-10 of Math 9 Book Module
RADICAL EQUATION
Now let’s learn about radical equations:
A radical equation is an equation in which an unknown letter/variable
occurs under a radical sign, or with a fractional exponent.
lf an equation that contains a square root, cube root, or nth root radical, the
following procedures could be followed.
1. Isolate the radical from the other terms of the equation.
2. Raise both sides of the resulting equation to a number equal to the
index of the radical.
1. √x – 2 = 5
√x = 7
(√ x ¿ 2 = (7)2
x = 49
2. √ x+ 4 - 2 = 5
√ x+ 4 = 5 + 2
√ x+ 4 = 7
(√ x+ 4 ¿ 2 = (7)2
x + 4 = 49
x = 49 – 4
x = 45
3. √ 3 x+ 4 / 2 = 5
(2)(√ 3 x + 4) / 2 = 2(5)
¿ )2 = (10)2
3 x+ 4 = 100
3x = 100 – 4
3x = 96
x = 32
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Clickable Link:
https://app.wizer.me/editor/8WyoQnpjVXMF
Scaffold 2:
Instruction: Solve the given problem then submit it to me using onmicrosoft.com.
Show your step-by-step-solution
The formula t = √ 2 h / 32, solves the time (t), in seconds, for an object
To reach the ground when it was dropped at a certain height (h), in ft.. If an object was
dropped at a building 384 feet high , how long will it take to reach the ground?
Scaffold 3:
Solve the given problem below using the concepts that you have earn about radicals.
Submit to me your step-by-step solution using onmicrosoft.com.
A clock maker wants to make a pendulum with a period of 1 second. How long should
the pendulum be(to the nearest tenth of a centimeter)? Recall T = 2 π √ L / 980
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2.The equation v= 8√ h can be used to find the approach velocity v (in feet per
second) of a pole-vaulter. h represents the height a pole-vaulter can reach.
a. Erwin and Elmer are pole-vaulters. In one of the events they
participated, Erwin’s approach velocity was 40 feet per second while
Elmer’s approach velocity was 35 feet per second. Who reached
greater height? Justify your answer.
3.Find the flow rate for: a) a 35 lbs. / in2 nozzle? B) for a 100 lbs./in2 nozzle?
(f = 120√ p )
4.Find the velocity of a rocket with a)E = 10,000,000 mega joules, b) 8,000,000mj
(V = √ E )
5. The formula V = 3.5√ h is used to approximate how far V, in km, a person can see
to the horizon from a given height, h, in meters. How far can you see to the horizon
through an airplane window at a height of 9000 m?
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foot? the tower. Don't worry about
the width and the
1. What is the Highway
Lake 2.5 km. height of the
maximum area of Route 1 wood, just the
the triangular plot? 2 km. length.
2. At least how
Route 2
many plants are 1. Find the length
needed to fill up the of the frame.
plot. 2. What is the
3. If you want the Tower perimeter of the
plants to absorb frame?
enough nutrients, 3. If the area of
how many will be the wall is 18m2.,
planted per square how many
ft. paintings can
Lani hang on the
wall?
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Enduring Understanding/Generalization:
Students will understand that certain real-life problems can be solve accurately
using key concepts of radicals
C-E-R Questions:
1. How are the answer to each problem solved?
2. What concepts /skills have you applied to arrive at your answer?
3. How do you solve real-life related problems involving radicals?
Prompt for Generalization:
1. What is the task all about?
2. What are the principles concepts procedures that you employed to come up
with the expected output?
3. How can the outcome of certain real-life problems can be solve accurately
using key concepts of radicals?
ASYNCHRONOUS ONLINE LEARNING MATERIAL
Text 1: Gardening
Reference: Next Century Mathematics pages 40 – 41.
Text 2: Engineering
Link:
https://www.academia.edu/38553762/Lesson_Plan_in_Grade_9_Operations_on_Radi
cals_finals_1_docx
Text 3: Interior Design
Link: https://www.google.com/search?source=hp&ei=LTjCX4SyJZaQr7wPsoe
RwAw&q=Lani+purchased+a+square+painting+with+an+area+of+392cm2.She+want
s+the+painting+b
TRANSFER
Hang time is defined as the time that you are in the air when you jump, it can be
calculated using the formula t = √ 2 h / g, where his height is in feet, t is time in
seconds and g is the gravity given as 32ft/sec2. Your school newspaper is to release its
edition for this month. As a writer/ researcher of the sports column, you were task to
create a feature regarding the hang time of your school’s basketball team members.
Your output shall be presented to the newspaper adviser and chief editor and will be
evaluated according to the mathematical concepts used, organization of report,
accuracy of computations, and practicality of your suggested game plan based on the
result of your research.
GOAL – to create feature regarding the hang time of your school’s basketball team
ROLE– Writer/Researcher
AUDIENCE – Newspaper adviser and Chief Editor
SITUATION – to release the first edition of the newspaper this month
PRODUCT – School Newspaper on Sports Column
STANDARDS – the output will be graded based of the following criteria:
mathematical concepts used, organization of report, accuracy of computations, and
practicality of your suggested game plan based on the result of your research.
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YlRzK05LMVh5Rm1BS0UrQ0lKbkNNQT09Ojp8ffol3Az4jx4OkZap7FP1/
createProject#/presentations
4 3 2
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING
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The output is suited to
The The output is the needs of the client
output is suited to suited to the needs and cannot be executed
Practicality
the needs of the of the client and easily.
client and can be can be executed
executed easily. easily.
Ideas presented are
appropriate to
solve the problem.
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4 3 2 1
Excellent Proficient Progressing Beginning
Authenticity The data The data Some of the Data are not
of Data used are used are data used are useful and
authentic and authentic. not authentic. relevant.
updated Data are
Data are taken from
taken from reliable
reliable resources.
resources.
Accuracy of Computations Computation Computations Most of the
the are accurate s are accurate are correct computations
Computations and supported and supported but and
with correct with correct interpretation interpretations
and detailed interpretation is incorrect. are erroneous.
interpretation
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