# Ubd Lesson Plan for Mthematics 2

Lesson Exemplar in Intermediate Algebra

General Statement

Quarter 3Radical Expressions and EquationsTopicAddition and Subtraction of Radical ExpressionsTime Frame1 day Stage 1: Results/Outcomes

Content Standard:

The learner demonstrates understanding of the concepts of addition and subtraction of radical expressions.Performance Standard: The learner can add and subtract radicals.

Essential Understanding:

Understanding addition and subtraction of radicalsEssential Question:

How do we add and subtract radicals?

The learner will know:

similar radicals

addition of radical expressions

subtraction of radical expressionsThe learner will be able to:

add and subtract radical expressions

Stage 2: Assessment

Product/Performance Task

problems involving addition and subtraction of radicalsEvidence at the level of understanding: The learner should be able to demonstrate understanding of adding and subtracting radical expressions.Evidence at the level of Performance Assessment of portfolio based on the following suggested criteria:

real life problem

problems involving angles

problems are solve using a variety of strategy

Stage 3: Learning Plan

Teaching/Learning Plan

Teacher’s Activity

A. Explore

Activity 1:

Directions: Simplify each of the following:

2a + 8a = __________________

8p + (-4p) = ________________

-14b + (-5b) = ______________

-17x + (-5x) = ______________

-10x – (-6x) = ______________

-21t + 17t = ________________

-8m + 12m + 4m = _________

-19x + 12x – 3x = __________

6x + 4y -3x + 9y = __________

15a - 8b + 3a – 7b = ________

How are the given expressions combined?

Activity 3: Comparison and Contrast

Questions:

What can you observe in Set A?

How about Set B?

What do you call those radicals in Set A?

How about in Set B?

Based on the examples on Set A, how would you describe similar radicals?

Activity 4: Review on Simplifying Radicals

√(27 ) and √12

√4x and √9x

What can you notice on our examples?

Is it possible to make the similar radicals?

How are we going to make these radicals similar?

√(27 ) and √12

What factors of 27 and 12 could be used to make them similar radicals? Who will simplify √27 and √12?

√4x and √9x

What factors of 4x and 9x could be used to make them similar radicals? Who will simplify it?

B. Firm Up

Activity 5:

Directions: The following show how expressions containing radicals are combined. Use these in answering the questions that follow.

4√3 + 7√3 = (4+7) √3 =11√3

5 ∛4m + 9∛4m=(5+9) ∛4m=14 ∛4m

10∜5 - 7∜5 =(10-3)∜(5 )=3∜5

15 √(5&29) - 6√(5&29) =(15-6)√(5&29) =9√(5&29)

12∛m + 5∛n - 7∛m + 6∛n=(12-7)∛m)+(5+6)∛n=5∛m + 11∛n

16√x+7∛x-5√x+2∛x=(16-5) √x + (7+2) ∛x =11√x+9∛x Questions:

What kind of radicals are given in each item?

Based on our previous activity, are there any similarities or differences in adding and subtracting polynomials and adding and subtracting expressions containing radicals?

How is addition and subtraction of expressions containing radicals similar with or different from addition or subtraction of polynomials?

How are radicals added and subtracted?

Activity 6: Quiz Bee

The class will be divided into 5 groups.

Each group will have a cardboard and chalk.

Students are going to identify if the given radicals can be combine or not.

Students will write C if it can be combined, then their answer. They will write NC if it cannot be combined.

5∛2+8∛2 5∜2+8∛2= ______________

5∜2+8∛2= ______________

5∛7+8∛9= ______________

15∜3m+8∜3m=______________

15√(6&3m)+8√(5&3m)=______________

15∜3m+8∜3n= ______________

17√8+5√18=______________

∛72-∛9=______________

2a∜2-∜(〖2a〗^4 )=______________

a∛12+3b∛12=______________

√18+√32= ______________

5√25+7√16= ______________

C. Deepen

Activity 7

Directions: Answer each of the following....

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