Republic of the Philippines

Department of Education

School Year: 2024 - 2025 Date: November 13, 2024

Year & Section: Grade 9 - Ruby Time: 10:45 am – 11:30 am

A DETAILED LESSON PLAN IN MATHEMATICS 9

CONTENT STANDARD The learner demonstrates understanding
of key concepts of radicals.
PERFORMANCE The learner is able to formulate and solve
STANDARD accurately problems involving radicals.
LEARNING Applies the laws involving positive integral
COMPETENCY/IES exponents.
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Recall the laws of Integral exponents,
2. apply the rules of exponents, and
3. demonstrate mastery by accurately simplifying expressions with positive integral
exponents.

II. SUBJECT MATTER

Topic: Reviewing Integral Exponents
References: Growing up with Mathematics Second Edition 9 Book
Tools and Materials: PPT, projector, chalk, and board
Values Integration: Cooperation, Participation, Enthusiasm, Teamwork, Discipline
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. PRELIMINARY ACTIVITIES
1. Greetings
“Good morning, class!” “Good morning, Sir!”

“Before we start our discussion, let's pray first. (Student will lead the prayer) “Let’s bow our
Anyone who can lead the prayer?” head and pray”

“Thank you.”

2. Classroom Management
“Before you take your seat, kindly pick up
those papers and plastics under your chairs and (Students picking up and arrange their
arrange your chairs properly. After that, you chairs)
can take your seat.”

3. Checking of Attendance
“Secretary, are there any absences for today?”
“None, Sir”

“Okay, thank you.”

B. REVIEW OF PAST LESSON
“Before we start let’s recall our last topic”

“Who can still remember our last topic?’ (Student will answer) “It is about the
variation, sir”

“Very good! Who can give me the exact “The last variation that we discussed is the
variation that we tackle?” combined variation, sir.”

“Exactly! What is combined variation now?” “Combined Variation, it is a combination of

direct and inverse variations.”

“That’s right! Thank you! I am glad that you

still recall our previous topic!”

C. MOTIVATION
“So, before I open up the next topic or lesson,
let’s have an energizer first. I want you all to
participate on it”

Game title: True or False: Exponent Edition

How to play:
1. The teacher will show one true or false
statement per slide.
2. The students will determine if the given
statement is either true or false.
Let’s start.
1. Any number raised to the zero power
equals zero. False
2. 32 means 3 x 2 False
3. 51 is equal to 5 True
4. When we are multiplying with the same
base, you add the exponents. True
5. 40 is equal to 1. True

End of the game

D. LESSON PROPER
“Based on our activity earlier, what have you
noticed or observed? Yes, (name of the
student)” (Student will answer) “It is about the
exponent”
“Exactly! Thank you!”

“Before we start to discuss, let’s take a look

first our objectives. Kindly read please, name (Student will read) At the end of the lesson,
of the student” the students will able to:
1. Recall the laws of Integral exponents,
2. apply the rules of exponents, and
3. demonstrate mastery by accurately
simplifying expressions with positive
“Thank you! That would be our goal in our integral exponents.
lesson.”

“Today, as your classmate said earlier we are

going to discuss about the exponents. So, our
lesson for today is about Reviewing Integral
Exponents.

“What comes to your mind if you hear the

word exponents? Yes, do you have an idea?
name of the student”
“An exponent refers to the number of times a
number is multiplied by itself.”
“Exactly! Very good! When we say exponent
class, An exponent tells you how many times to
multiply a number by itself. It's written as a
superscript number next to the base number.”

“In this new lesson, I think you’re familiar in

this because it already discussed in grade 8,
right?” “Yes, Sir!”
“Now, we’re going to recall the laws of
exponent, how many laws of exponent we
have? Yes, name of the student.” “I think we have 5 laws of exponent, sir”

“That’s right, the laws of exponent has 5 parts”

“In law of exponent, let a and b be any real

number and m and n be any positive integer”

PRODUCT RULE

“The first law is the product rule. Kindly read

the meaning of product rule. Yes, name of the
student.” “The product rule of exponents is used to
multiply expressions with the same bases.
“Exactly! When we say product rule, When
multiplying powers with the same base, you
add the exponents.”

“For example, 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛 . If the base

are the same you just need to copy the base and
then add the exponents” “Yes, Sir!’

“Do you understand, class?”

“Let’s have an example”

1. 55 × 53 55+3 58
× 3 × 3

2. 52 × 53 52+3 55
3
×
3. ℎ3 × ℎ8 ℎ3+8 ℎ11
3
×
(The students will explain how they get the
answer).

QUOTIENT RULE:

“Okay class, the second law is the quotient

rule. What do you mean by the word quotient?” “When we say quotient, it is a result obtained
by dividing one quantity by another.
“Definitely! Quotient is the answer when we
divide one quantity to another quantity”

“If in product rule we add the exponents, in

quotient rule, when we dividing powers with
same base, we subtract the exponent.”
 𝑎𝑚
“Example, = 𝑎𝑚−𝑛 . In quotient it is the
𝑎𝑛
opposite of the product rule. If the base are the
same you just need to copy that and then
subtract the exponents.”
“Yes, sir!”
“Do I make myself clear to this one class?”

EXAMPLES:
1. 6
ℎ ℎ4
ℎ6−2
ℎ2

𝑥 2 𝑚3 𝑥 3 𝑥 2+3 𝑚3 5−1 3−2

𝑥 4𝑚
𝑥 𝑚
2. 𝑚2 𝑥 𝑚2 𝑥

3. 69 66
69−3
63 (The students will explain how they get the
answer).
POWER RULE
“Now, let’s move on to the third law which is
the power rule. Can you please read the
“The power of a power rule says if a power is
definition, name of the student”
being raised to another power, multiply the
exponents and leave the base the same.
“Thank you! This is similar to product rule but
instead add the exponent, in a power rule you
need to multiply the exponents and then copy if
the base are the same.”

“Simply like this (am)n = am x n , we multiply the

exponents m and n, then the base remains the
same.”

“Do you have questions?” “None, Sir!”

EXAMPLES:
1.
(𝑥 2 )3 𝑥 2×3 𝑥6

2. (3𝑥 2 𝑦 4 )2 9𝑥 4 𝑦 8
32 𝑥 2×2 𝑦 4×2

3 2 4𝑥 6 𝑦 2
3. (−2𝑥 𝑦) −22 𝑥 3×2 𝑦 2
(The students will explain how they get the
answer).
“Is power rule clear to all of you?”
 “Yes, sir!”

POWER OF A POWER RULE

“That’s great! After the power rule. What

would be the next law? Yes, name of the
student” “The next rule is power of a power rule, sir!”

“Exactly, the next law is the power of a power

rule. So what is power of a power rule? Kindly
read please, name of the student” “It states that when a base raised to a power
is raised to another power, the two powers
are multiplied together, and the base remains
the same.
“Thank you! In power of a product rule we can
simply explain it that when a product is raised
to a power, the exponent can be distributed to
each factor in the product. It would be looked
like this (𝑎𝑏)𝑚 = 𝑎𝑚 𝑏𝑚 .

“Is it clear class?” “Yes, sir!”

“Let’s have an example” Answer:

1. (𝑥𝑦)𝑎 𝑥𝑎 𝑦𝑎

2. (2𝑦)3 23 𝑦 3 8𝑦 3

3.
(22 )3 22×3 26 64
(The students will explain how they get the
answer).
“Do you have any questions?”
“None, sir!”

POWER OF A QUOTIENT
Lastly, we have the Power of a quotient. We
can consider this as the extension of Rule
number 2 and 3.

What do you observe in the given expression?

𝑎𝑚 𝑟 𝑎𝑚𝑟
( 𝑛 ) = 𝑛𝑟 = 𝑎𝑚𝑟−𝑛𝑟
𝑎 𝑎 Sir, it is a combination of rule 2 and 3. Firstly,
we apply rule 3, let us first distribute the
exponent r to the exponents m and n. Then, we
can now proceed to rule 2, which is the
quotient rule. We are just going subtract the
exponents in denominator from numerator.
Example:
2
𝑎3 𝑎6
( 2 ) = 4 = 𝑎6−4 = 𝑎2
𝑎 𝑎
3
𝑥2 𝑥3
( 3) = 9
𝑦 𝑦

“Do you have any questions?”

None, sir.

“If that so, let’s have an activity.”

E. APPLICATION
“Find a partner and simplify the following
power rule and power of a power rule. Each of
you will answer and then compare your answer
to each other.”

“Ready class!”

Directions: Simplify the following expression.

Show your solution and answer.
1. [(x + y)5]7
2. (2x3yz2 ) 3
3. (−5)−10 × (−5)15
4. 154 × 152
4 4
5. ( )5 × ( )2 Answer:
5 5
4. (𝑥 + 𝑦)5×7 = (𝑥 + 𝑦)35
5. (2𝑥 3 𝑦𝑧 2 )3 = (23 𝑥 3×3 𝑦 3 𝑧 2×3 ) =
8𝑥 9 𝑦 3 𝑧 6
6. (−5)5
7. 156
4
8. ( )7
5
F. GENERALIZATION
Alright, class, let’s wrap it up! Let me ask you
a few quick questions to see what we’ve
learned today.

What do we call the small number written

above and to the right of a base number?
Students: An exponent.
What happens when we multiply numbers with
the same base?
Students: We add the exponents.
What do we do when we divide numbers with
the same base?
Students: We subtract the exponents.
 Exactly! When we know the laws of exponents,
we can work faster and solve tougher problems.
Do you all understand? Students: Yes, Sir!

IV. EVALUATION
Direction: Simplify the following:
1. 𝟒𝟑 ∗ 𝟒𝟓
2. 𝟓𝒙𝟒 ∗ 𝟔𝒙𝟑
3. (-3𝒚𝟓 ) (-7𝒚𝟒 )
𝟑𝟐𝒙𝟗 𝒚𝟒
4.
𝟐𝟒𝒙𝟓 𝒚𝟑

𝟒𝟗𝒂𝟒 𝒃𝒄𝟏𝟎
5.
−𝟕𝒂𝒃𝒄𝟖

ANSWER:
1. 𝟒𝟑 ∗ 𝟒𝟓 = 𝟒𝟖
2. 𝟓𝒙𝟒 ∗ 𝟔𝒙𝟑 = 𝟑𝟎𝒙𝟕
3. (-3𝒚𝟓 ) (-7𝒚𝟒 )= 𝟐𝟏𝒚𝟗
𝟑𝟐𝒙𝟗 𝒚𝟒 𝟑
4. = 𝒙𝟒 𝒚
𝟐𝟒𝒙𝟓 𝒚𝟑 𝟒

𝟒𝟗𝒂𝟒 𝒃𝒄𝟏𝟎
5. = −𝟕𝒂𝟑 𝒄𝟐
−𝟕𝒂𝒃𝒄𝟖

V. ASSIGNMENT
Direction: Simplify the following expressions using the rules of exponents. Show your work for
each problem.
1. 30 × 5−2
2
2. ( )−2
3
2
3. 8(3)
3
4. 25(2)
2
1
5. ( )(−3)
8

Prepared by:

PAUL D. NADAL
Teacher