A Detailed Lesson Plan in Mathematics

Jaili Mae Jagus Mathematics Grade 7

Saharah Pundug Date Implemented
Student teachers February 6, 2020
Mindanao State University Time: 1hour
Iligan Institute of Technology

BASES AND EXPONENTS

I. Learning Goals
A. Topic: Bases and Exponents
B. Content Standard: The learner is able to demonstrate understanding of key
concept of algebraic expressions.
C. Performance Standard: The learner is able to explore the concept and
manipulate polynomials.
D. Competencies: The learner derives inductively the laws of exponents and
illustrates the law of exponents.
E. Learning Objectives:
1. Write a product using exponents.
2. Illustrate the product rule for exponents;
3. Illustrate and apply the quotient rule for exponents. and
4. Illustrate and apply the power rule for exponents.
5. Simplify the expressions using the laws of exponents.

II. Learning Content

Skill: Defining and simplifying expressions using the laws of exponent.
Reference: E-Math Worktext in Mathematics by Orlando A. Oronce & Marilyn O.
Mendoza pp.202-2015 and Math World 7 by Lady Angela M. Rocena, Haidee P.
Rosete and Luzviminda M. Sibbaluca
Materials: Laptop, black board, visual aids and book
Value: Active participation

III. Learning Experience

Teacher’s Activity Learners’ Activity
A. Preparatory Activities
Greetings
Good Morning Class!
Good Morning Teacher Saharah
Before you sit, please pick up some pieces
of paper under your chair and arrange your
chair properly.

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How are you doing? Have you eaten your We’re doing fine Teacher. Yes, we
breakfast? already ate.
Checking of Attendance
No one teacher.
Okay great. Anyway, who’s not around
(Clapping their hands)
today?
Wow! Very good! Give yourself a round of
applause for a perfect attendance.
Students who are not in their proper seats
will be marked as absent.
Checking of Assignment
Did Ma’am Mendoza give you an No teacher
assignment last meeting?
Review
Who can recall our topic last meeting? (students raise their hand)
Our topic last meeting was all about
Subtracting Polynomials.
Yes, very good!

What are the things we need to remember Ma’am, we must remember to

in adding and subtracting polynomials? combine like terms the literal
coefficient and the power of each
literal coefficient must be exactly the
same.
Is it possible to combine un-like terms? (students raise their hand)

Motivation
Now, we will be having an activity. (Learners are listening to the
So here’s what are you going to do. I will instruction)
be showing you some expressions, and
then simplify it. Am I clear? Yes, teacher.
Flashes the following:
1. 4 ∙ 4 ∙ 4 1) 64
2. 2 ∙ 3 ∙ 2 ∙ 3 ∙ 2 2) 23 ∙ 32 = 72
3. (22 )3 3) (26 ) = 64
4. (4 ∙ 𝑥)2 4) (42 ∙ 𝑥 2 )
5. (5 ∙ 𝑥 ∙ 𝑦)4 5) (54 ∙ 𝑥 4 ∙ 𝑦 4 )
Did all of you participate in the activity?
What will happen if you will not participate Yes, teacher
in any of the activities actively?

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B. Developmental Activities
1. Presentation
Based on our activity earlier what do you (The learners listen attentively.)
think is our lesson for today?
Our lesson for today is all about Bases and
Exponents
For today’s lesson, you are expected to:
 Write a product using
exponents.
 Illustrate the product rule for
exponents;
 Illustrate and apply the first
power rule for exponents; and
 Illustrate and apply the
quotient rule for exponents.
Now who can tell me the value of 4 ∙ 4? 16 teacher
Very good! And now, how can we write in 42 teacher
other form? Do you have any idea?
What is “4” and what is “2” do you have 4 is the base and 2 is the exponent
any idea?
Very good!
Kindly read the definition of exponent on p. An exponent which is a natural
203 everyone. number, tells how many times its
We have an example here: base is to be used as a factor.
41 = 4
23 = 2 ∙ 2 ∙ 2 = 8
Okay class, based on our previous activity, Teacher, in number 1 they have
again what have you noticed in number 1? same bases.
So if they have same bases what will we Teacher, if they have the same base
do? you just add their exponent.

Yes, Very Good and that’s the Product

Rule for exponents.
(Learners listening attentively)
It states that If n and m are natural
numbers, then
𝒙𝒎 ∙ 𝒙𝒏 = 𝒙𝒎+𝒏
It says that if we are going to multiply
expressions with the same bases then we
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can just copy the base and add their
exponents.

Now, back in your activity, in number 1 and

2, what have you noticed class? Teacher the process is the same as
number 1.
Since they have same bases
Yes, that’s right. In number 1, we can see therefore you will add their exponent.
here that they have the same bases, which
is 4. So, their exponents were just easily
added. Same in number 2.

41 ∙ 41 ∙ 41 = 41+1+1 = 43 = 64
22 ∙ 23 = 22+3 = 25 = 32

Let’s have another examples class.

1. 𝑥 ∙ 𝑥 4 ∙ 𝑥 = 𝑥 1+4+1 = 𝑥 6
2. 𝑎2 ∙ 𝑎 ∙ 𝑎3 = 𝑎2+1+3 = 𝑎6

So class, how about in number 3? Is it also

same process with numbers 1 and 2?
No teacher!
Why do you say so?
Teacher in number 3, we can see
that exponents were not added. They
were multiplied
Yes, that’s right. Kindly read the Power
Rule of Exponent on page 205.
If n and m are natural numbers, then
It tells us that to raise a power to a power, (𝒙𝒏 )𝒎 = 𝒙𝒏𝒎 .
just multiply the exponents.

Take this example:

(32 )3 = 36 = 729

Here’s another example.

(𝑥 2 )5 = 𝑥 2∙5
= 𝑥 10
Did you get it?

So, let’s have another example class. Yes, teacher.

(𝑚3 )4 =𝑚 3∙4
=𝑚 12

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 (𝑎)2 = 𝑎1∙2 = 𝑎2

Now, how about in number 4 & 5 what

have you noticed?
Teacher, as we can see, the
Yes, Very Good! exponent 2 was distributed to each
base inside the parenthesis.
So that’s what we called Product-to-a-
Power rule for Exponent

Can you please read it on page 206?

Yes, that’s right. Here’s an example to
illustrate that rule: If any factors x and y and integer
exponent n:
(𝒙𝒚𝟐 )𝟐 = 𝒙𝟐 𝒚𝟒
(𝒙𝒚)𝒏 = 𝒙𝒏 𝒚𝒏 .
Okay, here’s another example.
(3𝑎3 )4
= 34 𝑎3∙4
= 81𝑎12

I have an expression here. Just raise your

right hand if you want to answer orally.
(−4𝑒 2 𝑓 3 )2
(−4𝑒 2 𝑓 3 )2 = (−4)2 𝑒 4 𝑓 6
= 8𝑒 4 𝑓 6
Did you get it?
Okay. Now, let’s proceed to the next rule
Yes, teacher.
called Quotient Rule for Exponents.

If n and m are positive integers and a is a

real number where x ≠ 0, then
𝑥 𝑚−𝑛 𝑖𝑓 𝑚 > 𝑛
𝑚
𝑥 1
𝑛
= { 𝑛−𝑚 𝑖𝑓 𝑚 < 𝑛 }
𝑥 𝑥
1 𝑖𝑓 𝑚 = 𝑛

I will give you some examples to better

understand this rule. This is what the first
condition says,
𝑥6
2
= 𝑥 6−2 = 𝑥 4
𝑥
Another example.

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 𝑚10 𝑛3
= 𝑚10−7 𝑛3−1 = 𝑚3 𝑛2
𝑚7 𝑛

This is what the second condition says,

consider this example,
𝑥3
7
= 𝑥 3−7 = 𝑥 −4
𝑥
Or
3
𝑥 1 1
= =
𝑥 7 𝑥 7−3 𝑥 4

Recall the definition of negative exponent,

any negative exponent is equal to its
reciprocal.

That is what the third condition says,

consider this example,
𝑥5
5
= 𝑥 5−5
𝑥
= 𝑥0
=1
Recall the definition of zero exponent, any
number or variable raised zero exponent is
equal to 1.

Another example.

𝑎−5
−5
= 𝑎−5−(−5) = 𝑎−5=5 = 𝑎0 = 1
𝑎
𝑥
= 𝑥 1−1 = 𝑥 0 = 1
𝑥
Did you understand?
So let’s proceed. Examine this expression
below and its simplification.
2 3 23 8
( ) = 3= Yes, teacher!
5 5 125

What did you notice? Anyone?

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Excellent! Yes, you are right. According to I noticed that the exponent was being
Quotient-to-a-Power Rule for Exponents, distributed in both numerator and
denominator even if they don’t have
If n is a positive integer and x and y are the same bases.
𝑥 𝑛 𝑥𝑛
real numbers where 𝑦 ≠ 0, then (𝑦) = .
𝑦
Here’s another example.
2
2𝑢4
( 3)
3𝑣
22 𝑢4∙2
= 2 3∙2
3 𝑣
4𝑢8
= 6
9𝑣
Okay, did you understand?

Are there any questions regarding about

our topic today? Did you understand our
lesson for today?
Okay, very good! There’s none. Yes, we understood
teacher.
2. Fixing skills
Now, Let’s have a short exercise. I will call
someone to simplify some expressions on
the board by applying the rules of
exponent.

Give yourselves a round of applause for a

job well done.

(clapping their hands)

3. Generalization
So we learned the rules of exponent. Can
you recall all those rules? What do you call

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 the first? The second? The third? How The first one is called the Product
about the fourth? The fifth? And lastly? Rule of Exponents.
The second one is called Power Rule
for Exponents.
The third is called the Product-to-a-
power Rule for Exponents.
The fourth is called the Quotient Rule
for Exponents.

V. Evaluation
A. Use the rules of exponent to simplify the following expressions.
1. (𝑥 −3 )4
2. (𝑢3 𝑣 −2 )3
2
9𝑤 2 𝑧 2
3. ( )
3𝑧 3
52
4. (𝑥𝑦𝑧)0
2−3
5. 𝑥 ∙ 𝑥18
2

IV. Enhancement
On page 208-209
Answer the following even numbers:
 Vocabulary and concept
 Practice Application

V. Assignment
On Page 203-207
Use the rules of exponent to simplify the following expressions.
 On try 1,2,3,4, and 5.
 Simplify the following expressions using the rules of exponents.
1. (4𝑥 4 𝑦 3 )(−5𝑥 5 𝑦 2 )
−4
3𝑎3
2. ( )
𝑏
𝑎8 𝑏−2 𝑎3
3.
𝑎−1 𝑏−5
4. (143𝑥𝑦12 )(143𝑥 30 )0
−2
𝑥 2𝑛 ∙𝑥 2
5. [ (𝑥 𝑛 )2 ]
3−2 𝑥 −9
6.
𝑦 0 (3𝑥 2 𝑦 3 )−4

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 2
7𝑥 5
7. ( )
8𝑤 3 𝑦 4 𝑧 6