I.

OBJECTIVES

At the end of the lesson, the students will be able to:

1. Define exponent and base;
2. Identify the different laws of exponents;
3. Evaluate exponents into its numerical values; and
4. Develop cooperation through group activity.

II. SUBJECT MATTER

Topic: The Laws of Exponents

Reference: Crisostomo, Ricardo M. et. al. (2013) Our World of Math.

Vibal Publishing House, Inc. Pages 143-148

Materials: Laptop

Value Focus: Cooperation, Patience, and Participation

Strategy: Deductive Method, Cooperative Learning Method and Lecture Method

III.METHODOLOGY

TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY

A. Preparatory Activities
 Word of Prayer
 Greetings
Good Morning Class! Good Morning Sir.

How are you today? We’re awesome.

 Checking of Attendance
 Passing of Assignments
Did I give you an assignment last time? Yes Sir.
Kindly pass your assignments in the center
aisle and pass it forward.

 Recapitulation
Before we proceed to our next lesson, let
us first review what we have discussed last
meeting.

What was our previous topic all about? We’ve discussed about Verbal Phrases
and Mathematical Expressions.

That’s Correct! You are already familiar

with algebraic expressions, right? Yes Sir.

Good! Who can give me an example of an x +4 Sir.

algebraic expression?
That’s right! Another example? 4 + x Sir.

Very Good! From the two examples you The following phrases suggest addition.
gave, notice the differences and think of The phrases on the first example suggest
word phrases that will differentiate both x +4 . The phrases on the second example
algebraic expressions. suggest 4 + x .

Excellent! Is everything clear to you? Yes Sir.

Do you have any question? None Sir.

That’s Good! It means that you’ve

understood the past lesson. Let’s have first
an activity.

 Motivation Mechanics of the Game

Before we proceed to our next lesson, let 1. The class will be given 10 minutes to
us have first a short game; We will call this finish the activity.
game as “Matchy-Matchy”. 2. The box contains questions which are
the answer that matches to the other
Here are the mechanics, kindly read. box.
3. The students who got their match within
10 minutes will be given a prize.

Are you now ready? Yes Sir.

Okay. Let’s start the activity. Answer

CENTER OF ACTIVITY Match 1 Match 2

2
n ∙n n
3
2
4
16 2
n ∙n n3 2
4
16

8 5
y ∙y Match 3 Match 4
22 ∙ 2 y6
6
2
2 ∙2 8 5
y ∙y y
2
x ∙y
2
x y 2
0 1
Match 5 Match 6
2 2
3 x ∙y x y 2
0
1
5 125 m
4
m
3

m Match 7 Match 8
7
z ∙z z
8
3n
4
3n
2
5
3
125 m
4
m
3

n
2 m

0
Match 9 Match 10
1 ∙1 1 2m3 1 2
4
7
z ∙z z
8
3n 3n
2m3 2
1 0
1 n 1
44 256 y−2 1Match
∙1 11 2m 3Match 12
2 3
y 2m
 11
2
121 mn−2 m
n2 Match 13 Match 14
−2
2
64 0 4
4
256 y 1
8 y 1 2
y
Match 15 Match 16
2
y ∙x xy
2
3m
−2
3 2
121 −2
m
11 mn
m2 n2
Match 17 Match 18
8
2
64 y
0
1

Match 19 Match 20
2
y ∙x xy
2
3m
−2
3
2
m
Very Good class! Congratulations for a job
well done. Let’s give yourselves a round of
applause.

What have you developed in the activity?

Cooperation and teamwork Sir.
That’s good! What else?
We’ve also developed our communication
skills Sir.
Absolutely! What can you say about the
activity? It is fun Sir because we can compare and
identify the things that we don’t usually do.
That’s right! What have you noticed in the
activity? We’ve evaluated exponents Sir.

Great! You have now an idea to our lesson.

B. Presentation
Today, we will discuss the laws of
exponents. Our learning objectives for At the end of the lesson, the students will
today’s lesson are as follows, kindly read. be able to:
1. Define exponent and base;
2. Identify the different laws of
exponents;
3. Evaluate exponents into its
numerical values; and
4. Develop cooperation through group
activity.
Thank You.

Who among you has an idea of what is an

exponent? It is the number written at the upper right
corner of a variable or a constant.
Very Good! What else?
Exponent means the number of times a
constant or variable is being used.
Exactly! Here’s the definition. Everybody
kindly read. An exponent is a symbol or a number at
the upper right-hand corner of a variable or
 a constant. It indicates the number of times
the base is used as a factor.
Thank You.

The base is the repeated factor in a

product.

a
n exponent

base
There are 6 laws of exponents. The first
one, is the Product of Powers. Kindly read. Product of Powers: To multiply powers of
the same base, add the exponents. In
symbols, for any number a and positive
integers in m and n.
m n m+n
a a =a
Let us try this example.

Example 1: Find 100 1,000 or 102 103

Solution:
2 3
10 10 = ( 10 10) (10 10 10)
= 10 10 10 10 10
= 105

The second rule is the Quotient of powers. Quotient of Powers: If a is any real
Kindly read. number except 0 and m, n, and m – n are
positive integers, then
am m−n
n
=a
Let us try this example. a

a7
Example 2: Find
a4
Solution:
a7 a ∙ a∙ a ∙ a ∙ a ∙ a∙ a
=
a4 a∙ a ∙ a ∙ a
= a∙a∙a
= a3

Alternative solution:
a7 7−4
4 = a
a
= a3
Power of a Power: Is a is any real number
and m and n are any positive integers, then
¿¿
Very well said! We also have the third rule,
which is the power of a power. Kindly read.

Here’s an example.
Example 3: Find ¿ ¿
Solution: Powers of Products or Quotients: If a
¿¿ and b are any real numbers, and n is a
positive integer, then
Lastly, we have the Powers of Products or
Quotients rule. Kindly read. n n a n an
n
(ab) =a b ∧( ) = n ; b ≠ 0.
b b

None Sir.
Do you have questions?

In addition, we also have Zero Exponent

which means a 0=1, if a is any number
except 0.

am m−n
For example, we have =a
an
m
a m−n 0
Suppose m=n, then n
=a =a
a
We also know that a number divided by
a
m
Negative Exponent: If a ≠0 and n is a
itself is 1. Hence, n =1. Therefore, a m−n=a 0 positive integer, then
a
−n 1
and a 0=1. a = n
a
Another is the Negative Exponent, kindly
read.

Here’s an example.
Example 7: Find a−3
Solution:
−3 1 None Sir.
a = 3
a

Yes Sir.
Do you have clarifications about our
lesson?

Did you understand our lesson?

Great! Let’s try to apply what we have

discussed.

C. APPLICATION Answers
On a ½ sheet of paper (crosswise) copy 1. x 14
and answer the following. Perform the 2. y 16
indicated operations and simplify the 3. 4 x2
exponents. x3
4. 6
y
1. x 4 ∙ x 10 5. x 12 y 4
 y 23
2.
y7
2
3. (2 x) There’s none Sir.
4. ¿
5. ¿¿

Very Good! Do you still have any

clarification?

Brilliant!
Product of Powers Sir.
D. GENERALIZATION
To sum up this morning’s lesson, what are Quotient of Powers.
the 6 laws of exponents? Give one.
Power of a Power Sir.
Good! What else?
Powers of Products or Quotients.
That’s right! Another one? The Zero and Negative Exponents Sir.

Correct! Some more?

Product of Powers: To multiply powers of
Exactly! How about the last two rules? the same base, add the exponents. In
symbols, for any number a and positive
integers in m and n.

Absolutely! What do we mean by the

Product of Powers rule?
None Sir.

None Sir.

Awesome! Do you still have questions?

Any clarification?

Prepare yourselves for a short evaluation.

IV. EVALUATION
TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
Direction: Get a one whole sheet of paper.
Answer the following test items.

Test A.
Direction: Find the numerical value of the
following. Show your solution (3 pts. each) A.
1. 3 y−1
 2. ¿¿ 3
3. ¿¿ 1.
y1
−1
4. (3 x) 2. 64
5. ¿ 3. 15 x 7
1
4.
3x
9 1
5. ∨2
4 4

V. ASSIGNMENT
TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
Direction: On a 1 whole sheet of paper,
find the numerical value of the following.
Show your solution (3 pts. each) Answer
1. 14 xy −1 14 x
1. 1
2. ¿ y
3. ¿ ¿ 2. 16
4. (2 z)−1 3. 12 x7 y
2−2 1
5. ( −2 ) 4.
3 2z
4
5.
9