DAILY LESSON LOG School Grade Level 9

Teacher Learning Area MATHEMATICS

Quarter SECOND
Teaching Date and Checked by:
Teaching Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
27 – Nov – 2023 28 – Nov – 2023 29 – Nov – 2023 30 – Nov – 2023 01 – Dec – 2023

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of variation and radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
C. Learning Applies the laws involving Simplifies expressions with Simplifies expressions with
Competency/ positive integral exponents to rational exponents. rational exponents.
Objectives zero and negative integral (M9AL-IIe-1) (M9AL-IIe-1)
exponents. (M9AL-IId-1)
II. CONTENT Zero, Negative, and Rational Zero, Negative, and Rational Zero, Negative, and Rational
Bonifacio Day ICL
Exponents Exponents Exponents
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 167 pp. 169 pp. 169
2. Learner’s Materials pp. 231-234 pp. 240-242 pp. 240-242
3. Textbook
4. Additional Materials Intermediate algebra II, page
from Learning 129-131, Jose-Dilao,
XP Intermediate algebra II, XP Intermediate algebra II,
Resource (LR) Soledad, et. Al.
page 12-16, Bautista, page 12-16, Bautista,
Portal Intermediate Algebra, page
Evangeline P., et.al Evangeline P., et.al
288, Sarmiento, Amando A.,
et. Al.
B. Other Learning Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
monitor monitor monitor
IV. PROCEDURES
A. Revising previous Recall Recall Recall
lesson or presenting Write the following Using flashcards tell whether Write each expression by
the new lesson expressions into its simplest the following expression has using rational exponents.
form. a rational exponent or not.
2 1 1. √
4 3
7
1. ( 43 ) 1. 4 −3 6. 125 a
2. √x r b

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 3. √ y 3
( )
2 1
r 2. x 2 7. 30
2. 4
r 3. ( 52 4 0 ) 8. 12− 4 4. √
3 2
5

( ) 5. √
4 2 5 m
100 m 2 a
2 2
3. 2 4. a 0 b 5 9. 5
50 m b

()
3
s 2 2
4. 3 y 3
s 5. (−8 )−3 10. 1
y2
B. Establishing a Simplify each expression Two Sides of The Same Activity Setting of standards.
purpose for the without zero and negative Coin! Answer the following:
lesson exponent. Simplify the following 4
expressions. If the 1. Explain why (−27 ) 6 and
1. x 3 y −3
expressions are undefined, 2
2
2. ( 2 x−3 ) write “undefined.” (−27 )3 are not equal.
1
3. ( 3 x−3 ) ( 4 x−3 ) 1. 49 2 2. Explain why (−27 ) 6 and
4

−3 −2 −2 1
a b c 2. 125 3 1
4. 2 −1 −5
4
6 are not equal.
ab c 1 (−27 )
2 3. 1000 3 4 2
5.
( x 5 y −3 ) 1
3. Are 27 6 and 27 3 equal?
x
−2 4. (−32 ) 5
What are their values?
Questions: 1
5. (−100 ) 2
What mathematical concepts
are important in simplifying
expressions with zero and
negative exponent?
C. Presenting 1. Illustrative Examples: Examples: Simplify
examples/ instances
of the new lesson −5 1 1.
2. a =
(−8 ) =(−8 ) =[ (−8 ) ] =(−2 ) =4
5 6 2 1 2
a 9 3 3 2

−3 1 1
3. ( 3 x ) = = −2
1
( 3 x ) 27 x 3
3 3
2. x = 2
x3
1 2
=( 4 x y ) =4 x y
2 2 2
−2 3.
(4 x y )
2

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 5 4 9
(−8 )3 (−8 ) 3 =(−8 ) 3 =−512

4.
3

[( 32 ) ] =( 32 ) =(32 ) =2 =8
2 3 1 3
2
5 5 5 3

( ) =2
1 1 1
5. 18
2
( 512 ) = 512 9 2

D. Discussing new Activity: Activity: Follow Me! Activity: Fill-me-In (by The teacher will ask
concepts and A puto pao has a volume of Fill in the missing parts of dyad/triad) the students to be
practicing new skills −9 3 Simplify the following ready.
5 m . A box full of puto
#1 pao has a volume of 5−5 m 3. expressions with rational
How many grains of rice are exponents by filling in the
there in the box? boxes with solutions.

the solution in simplifying

expressions with rational
exponents.

E. Discussing concepts Answer the following. Answer the following. 1. How do you simplify
and practicing new 1. What have you noticed 1. Based on the activity, how expressions with rational
skills #2 from the values given in do you simplify exponents?
the problem? expressions involving 2. What are the needed
2. What have you observed rational exponents? knowledge and skills to
from the exponents? 2. What are the necessary remember in simplifying
3. What have you done to skills in simplifying expressions with rational
simplify these values? expressions with rational exponents?
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 4. How did you solve the exponents? 3. Can you propose an
problem? 3. Did you encounter any alternative process in
Have you applied any law? difficulties while solving? simplifying these
Why? If yes, what are your plans expressions? How?
to overcome them? 4. Have you encountered any
difficulties while solving?
If yes, what are your plans
to overcome these
difficulties?
F. Developing mastery Answer the following Make Me Simple! Simplify the following: Let the students
(Leads to Formative questions correctly and write Using your knowledge of answer and solve the
( )( )
3 5
Assessment 3) your solution on your answer rational expressions, simplify 1. h 5 h 6 questions/problems
the following. honestly.
sheet.
( )( )
2 6 1
1. k 5 k 7 2. ( a 6 b2 c12 ) 4
The annual corn yield is 5a² 1
kg per hectare. If there are 1 3. ( p−3 q 5 r −3 ) 3
8 2. ( x 16 y 20 z )
8 4
2 b hectares of corn field in
4 1
Maragondon and 7 b b 5 8
1 x y
hectares of corn field in 3. ( p21 q−15 r−3 ) 3 4. −1 1
Magallanes, what is the total 4
x y2
annual corn yield in these 1 −1
3 −1
two cities?
m5 n 7
p2n 4
4. −1 2 5. 5 2
m 4 n7 p 4 n4
3 −1
x2 n 4
5. 3 3
m4 n 4

G. Finding practical Activity Activity: Who is correct? Activity: Simplify and express
applications of Try these practice problems; Analyze the given solution answers with positive
concepts and skills write the name of right icon the two students based on the exponents, then decode the
in daily living appropriate to your answer. following:
Is This Garden of EVE?This
garden is located at Barangay
Buck State, Alfonso, Cavite
which offers romantic nature
garden dining and lodging.
The garden was supposed to
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 process of simplifying be the owner’s private paradise
rational exponents and and just opened the doors to
answer the question “Who the public in February 1998 in
among the two students is time for Valentine’s Day.
correct? Justify your answer. What garden is this? To find
out, write the letter of the
correct choice in each blank at
the bottom that contains the
exercise number.

H. Generalizing and Definition Things to remember! Things to remember!

abstractions about The laws of exponents for The laws of exponents for
Definition:
the lesson integral exponents may be integral exponents may be
( a m ) ( an ) =a m+n used in simplifying used in simplifying
Definition: Repeated expressions with rational expressions with rational
multiplication exponents. exponents.
n
( a m ) =amn Let m and n be rational Let m and n be rational
Definition: Fraction Raised numbers and x and y be real numbers and x and y be real
to an Integral Power numbers, variables or numbers, variables or
Raising a Number to a Zero algebraic expressions. algebraic expressions.
Exponent1 1. x m ∙ x n=x m +n 1. x m ∙ x n=x m +n
m m
Definition: x m −n x m −n
0 2. n =x 2. n =x
a =1 ( a ≠ 0 ) x x
Note 1: a 0=1is a 3. ( xy )m=x m y m 3. ( xy )m=x m y m
convention, that is, we agree n n
4. ( x m ) =x mn 4. ( x m ) =x mn
that raising any number to

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 () ()
the power 0 is 1. We cannot m m m m
x x x x
multiply a number by itself 5. = m 5. = m
y y y y
zero times. 0 0
6. x =1 6. x =1
Note 2: In the case of zero −m 1 −m 1
7. x = m 7. x = m
raised to the power 0 (written x x

() ( ) () ( )
00), mathematicians have x
−m
y
m
x
−m
y
m
been debating this for 8. = m 8. = m
hundreds of years. It is most y x y x
commonly regarded as
having value 1, but is not so
in all places where it occurs.
That's why we write a≠0.

Raising a Number to
Negative Exponents
Definition
−n 1
a = n
a
(once again, a≠0)
In this exponent rule, a
cannot equal 0 because you
cannot have 0 on the bottom
of a fraction.

I. Evaluating Learning 1. Quiz Quiz: Simplify the given Quiz: Using your knowledge
Apply laws of exponents in expression. on rational
1 2 expressions,
simplifying the expressions 1. x 5 ∙ x 3
simplify the
below; write your solution on
2. a 3 ∙ b3 following.
the blank provided.

( )
6 −1
2 0 2 3
2. ( 4 ) (8 ) −1
3. 3
3
5
4x 1
3. 5 2
2x y x4
4. 5
4 (40) x4
4.
2 ( 2−2 ) 3
5. 3 4 ∙ 3 4
1

5. ( 2 x )−3 ( 2 x−3 )

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 ( )
2 −4 −2
6x y
−3 2
2x y
J. Additional activities Assignment Follow-up:
for application or Study: Illustrations of Simplify and express
remediation Rational Exponents answers with positive
exponents.
1. What is a rational
exponent?
2. How do we illustrate
expressions with rational
exponents?
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require 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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
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 localized materials
did I used/discover
which I wish to
share with other
learners?

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