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: Chalk, Chalkboard, Cartolina, Manila paper, Double-sided Tape and
Pentel pen
Value Focus: Cooperation, Patience, and Participation
NCBTS: Domain 4: Curriculum (C)
Strategy: Deductive Method, Cooperative Learning Method and Lecture Method

III.METHODOLOGY
TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
A. Preparatory Activities
 Prayer
 Greetings
Good Morning Class!
Good Morning Ma’am.
How are you today?
We’re awesome.
 Checking of Attendance
 Passing of Assignments
Did I give you an assignment last time? Yes Ma’am.
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 Ma’am.

Good! Who can give me an example of an

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

Very Good! From the two examples you

gave, notice the differences and think of
word phrases that will differentiate both
algebraic expression.
The following phrases suggest addition. The
Who can translate the mathematical phrases on the first example suggest x +4 .
expressions into verbal phrases? The phrases on the second example suggest
4+x .

That’s correct! Now, who can translate x +4 A number increased by 4.

into verbal phrases?
A number plus 4.
That’s right! What else?
 Add 4 from a number.
Definitely! Who can give another one?
4 greater than a number.
Great! Some more?

That’s right! How about the mathematical 4 increased by a number.

expression 4 + x ?
4 plus a number.
Very good! What else?
Add a number from 4.
Absolutely! Another one?
Yes Ma’am.
Excellent! Is everything clear to you?
None Ma’am.
Do you have any question?

That’s Good! It means that you’ve

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

 Motivation
Before we proceed to our next lesson, let us
have first a short game; We will call this
game as “Matchy-Matchy”. Mechanics of the Game
1. The class will be given 10 minutes to
Here are the mechanics, kindly read. finish the activity.
2. Each student in the class will be given a
card needed for the activity. The card
contain questions which are the answer
that matches to the other cards.
3. The students who got their match within
10 minutes will be given a prize.

Yes Ma’am.
Are you now ready?

Okay. Let’s start the activity. Answer

CENTER OF ACTIVITY Match 1 Match 2

2 3
n ∙n n 2
4
16
2 3 4
n ∙n n 2 16
Match 3 Match 4
5
2
2 ∙2 8 y ∙y y
6
22 ∙ 2 8 y5 ∙ y y
6

Match 5 Match 6
2 2
x ∙y x y 2
0
1
2
x ∙y
2
x y 2 0 1
Match 7 Match 8
53 125 3
5
3 125 m4 m
3
m4 m
m m
7
z ∙z z8 3 n4 3 n2 Match 9 Match 10
2
n2 7
z ∙z z8 3n
4
3n
2
0
1 ∙1 1 2m3 1 n
2m3 Match 11 Match 12
44 256 y
−2 1 0
1 ∙1 1 2m 3 1
2 3
y 2m
112 121 mn
−2
m
Match 13 Match 14
n2
 −2
4
4
256 y 1
8
2
64 y 0 1
y2
Match 15 Match 16
2
y ∙x xy
2
3m
−2
3
2 11
2
121 mn−2 m
m
n2
Match 17 Match 18
82 64 y0 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 Ma’am.

That’s good! What else? We’ve also developed our communication

skills Ma’am.

Absolutely! What can you say about the It is fun Ma’am because we are able to
activity? 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 Ma’am.

Great! You have now an idea to our lesson.

B. Presentation
Today, we will discuss the laws of
exponents. Our learning objectives for
today’s lesson are as follows, kindly read. 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.

Thank You.
It is the number written at the upper right
Who among you has an idea of what is an corner of a variable or a constant.
exponent?
Exponent means the number of times a
constant or variable is being used.
Very Good! What else?

An exponent is a symbol or a number at the

Exactly! Here’s the definition. Everybody
upper right hand corner of a variable or a
kindly read.
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.

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

Test A. True of false

Direction: Write TUMPAK if the statement
is true and LIGWAK if the statement is false.
Write the only answer. (1 pt. each)
ANSWERS
1. Exponents are the repeated factor in a
product. A.
2. In the Quotient of Powers Rule the 1. LIGWAK
exponents are being subtracted. 2. TUMPAK
3. Exponent indicates the number of 3. TUMPAK
times the base is being used as a 4. LIGWAK
factor. 5. LIGWAK
4. Base is a symbol or a number written
at the upper right hand corner of a
variable or a constant.
5. To multiply powers of the same base, B.
subtract the exponents. 3
1.
y1
Test B. 2. 64
Direction: Find the numerical value of the
3. 15 x 7
following. Show your solution (3 pts. each)
1
1. 3 y−1 4.
3x
2. ¿ ¿ 9 1
3. ¿ ¿ 5. ∨2
4 4
4. (3 x)−1
5. ¿

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