PALOMPON

INSTITUTE
COLLEGE OF
OF
TEC HNOLOGY
6538 PALOMPON, LEYTE
TEACHER
Telefax No. (053) 555- 9841 Email: cte@pit.edu.ph Website: www.pit.edu.ph

A DETAILED LESSON PLAN IN MATHEMATICS

SCHOOL: PALOMPON NATIONAL HIGH GRADE LEVEL: GRADE 7

SCHOOL
NAME OF FIELD JERICA M. MARU SECTION MALAYSIA
STUDY
STUDENT:
COOPERATING JENNY E. SAMPITAN SUBJECT: MATHEMATI
TEACHER: CS 7
DATE OF APRIL 22, 2024 QUARTER/ WEEK: 2nd
OBSERVATION QUARTER/
WEEK 3
TIME: 9:45 – 10:45 CHECKED BY:

I. OBJECTTIVE
A. Content Standards The learner demonstrates understanding of key concepts of algebraic
expressions, the properties of real numbers as applied in linear
equations, and inequalities in one variable.
B. Performance Standards The learner is able to model situations using oral, written, graphical, and
algebraic methods in solving problems involving algebraic expressions,
linear equations, and inequalities in one variable.

C. Learning Laws of Exponents M7AL-IId-e1

Competencie At the end of the lesson, 89% of the students should be able to:
s/ Objectives  define the laws of exponent for multplication,
 apply the laws of exponent for multiplication.

II. CONTENT/
SUBJECT
MATTER
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
Guide
2. Learner’s Mathematics 7 Learner’s Materials pp. 126 – 129
Materials
3. Textbook
4. Additional
Resources from
LRMDS
B. Other Learning YouTube:
Resources  https://www.youtube.com/watch?v=55dQ_aWJKX0
  https://www.youtube.com/watch?v=YIEsSUzTUSE

IV. PROCEDURES: TEACHER’S ACTIVITY LEARNER’S ACTIVITY

A. Reviewing past Good morning class! Good morning ma’am!
lesson or presenting How are you today? We’re fine ma’am.
the new lesson That’s good to hear that you are all fine!

1.) Greetings So before we start our lesson for today,

2.) Prayer please stand up for a prayer. (audio-
video presentation)

Pick up the pieces of papers and

3.) Classroom arrange your chairs.
Management
Okay, settle down everyone. Let me
remind you our classroom rules.
 Keep quite if you are not called
 Raise your hand if you have
questions or if you want to
answer
 Respect each other
Am I clear, students? yes, ma’am!

Prepare your lecture notebook, so you

can take down notes of our discussion.

Before we proceed to our discussion.

4.) Review Let’s have a recap with what we have
discussed last meeting.

Who can share what we have discussed We discussed about addition

last meeting? and subtraction of polynomials

How do we add polynomials? What are Step 1 is combine similar

the steps? terms.

How do we combine similar terms? Get the sum of the numerical

coefficients and simply copy
the same literal coefficients.

If there is more than one term, what Write similar terms in the same
should we do? column then go back to the
first step.

Okay, very good!

How about subtraction? How do we Change the sign of the

subtract polynomials? subtrahend then proceed to
the addition rule.
 Example: Answer:
3 3
4 x −4 x +7 4 x −4 x +7
- −2 x 2+3 x−5 - −2 x 2+3 x−5
3
= 4 x −4 x +7
+ 2 x 2−3 x +5
3 2
4 x +2 x −7 x +12

Very good!
It seems that you have learned a lot, so
good job! Keep up the good work!

So in addition and subtraction of

polynomials we have certain rules to
follow right? So, how about you? Do you Yes, in our house
5.) Integration across
other curriculum follow certain rules or law? How about
(localization) here in our community of Palompon? Is Possible answer:
there a law from the municipality that we
need to follow? So what are those that Curfew, wearing helmet,
you have observed? (call at least 3
students)
6.) Integration across
other curriculum What about before? From the story Possible answer:
(History) you’ve heard from your grandparents?
Do you observe some laws they are Stay at home during 6 pm, not
following? What are those? (call at least sweeping at night time, not
3 students) sweeping during burial,
Yes, so there are lots of rules or law that
we follow every day, so now I will be
giving you an activity.
B.
Establishi Preliminary activity: WHAT LAW AM I
ng a
Purpose There are three sets of laws:
of the new Law #1: if we are the same, we are
lesson ADDITION
Law #2: if I have a power and another
power, I am MULTIPLICATION
Law #3: if we both have the same
power, we are DISTRIBUTION

So I have here expressions, study and

tell what law it falls and why.

1. x2 • x2 = x2 + 2 Answer:
2. (ab)3 = (a3b3) 1. Law #1
3. (52)3 = 52 x 3 2. Law #3
3. Law #2
So from the activity we had, can you
now tell what will be our topic today? About law and
 power/exponents
Yes, our topic will be about the Laws of
exponents

So this is our objective:

At the end of the lesson, 89% of the
students should be able to:
 define the laws of exponent for
multiplication
 apply the laws of exponent for
multiplication.

C. Presenting Lesson proper:

examples.
Instances Let us first define what is law?
of the new
lesson. Law means a rule defining correct
procedure

What is exponent? (integration within curriculum)

Exponents are used to show repeated

multiplication of a number by itself. For
example, a × a × a can be represented
as a3.
Here, the exponent is ‘3’ which stands
for the number of times the variable a is
multiplied.
a is the base here which is the actual
number that is getting multiplied.

Lesson Proper
So basically, Laws of exponents are
rules defining correct procedure of
simplifying expressions with exponents.

So your previous activity are the laws of

exponents for multiplication.

Take a look at this table:

Product of the am • an = am+n
same base
Power Raised to (an)m = an x m
a Power
Product to a (ab)n = anbn
Power

What have you observe with their Their exponents are added,
exponents? Are they having the same multiplied, distributed
procedure?
D. Discussing Let’s discuss first the Product of the
new concepts same base. We have am • an = am+n
and practicing
new skills No. 1 This law states that if two expressions
have the same base then we just have
to add their exponents. Let’s try another
example.

(ab3)(a2b) = a1+2b3+1 = a3b4

4x3 • 5x2 in this example, there is a

numerical coefficient, but still the same
base which is x, what we going to do,
we will just multiply the numerical
coefficient which is 4 and 5 so we have
20, and then just add the exponent 3
and 2 since they have the same base so
we have x3+2, final answer we have
20x3+2 = 20x5.

Another example,
(2mn5)(-2m3n) any volunteer? -4m4n6

How about this example:

2ab3 • a2bc4

Do they have the same base? No,

They have, base a and b then what we
are going to do for the base c and its
exponent 4 is to simply copy it after we
simplify the base a and b

All we have to do is to add the exponent

of the same base, let’s have first the
numerical coefficient we have (2)(1)
equals 2 the next add the exponents of
the same bases we have
a1+ 2b3 + 1 and copy the other term which
is c4, final answer we have 2a3b4c4

try this example:

(x2y3)(xy2z4) Answer: x3y5z4

Very good! So again what law is this? Product of the same base.

Okay, so let’s go to the next law,

The second law of exponent for

multiplication is the power raised to a
power. We have (an)m = an x m
What have you observe with this law The exponents are multiplied.
compared the previous law?

Yes, according to this law if we have an

expression (xn)m we will multiply the
exponents which are the n and m. so we
have, copy the base x then multiply the
exponent n and m so final answer we xn
xm

Let’s try this for the numerical example,

We have (52)2, first copy the base which
is 5 then multiply the exponents 2 and 2,
so we have 52 x 2 = 54 = 625

Another example, we have (32)4 who Answer: 32 x 4 = 38 = 6561

wants to volunteer?

Okay, so let’s move on to the next law.

The third law of exponent for
multiplication is the Product to a Power, There are 2 bases, the a and b
we have (ab)n = anbn. What have you and they have only one
observe class? exponent n.

Very good! As per this law, for two or

more different bases, if the power is
same, then we just only distribute the
exponent to the bases, so we have here
(xy)n distribute the exponent n to both x
and y we have xnyn.

What if the bases have an exponent

also, what should we do?

Who has an idea?

For example we have (a3b2)2, what we

are going to do is to multiply the power 2
to the exponent of both a and b, we
have a3 x 2b2 x 2, so the final answer is
a6b4, did you get it? Yes ma’am!

Okay let’s try another example,

We have (2x3)2, so we have 22x3 x 2, so
we have 22x6, is that our final answer? No ma’am.
We need to simplify our answers if we
have numerical coefficient, so our final is
22 is 4 and then we have x6, so we get
4x6. Did you understand class? Yes ma’am!

Okay another example, Answer: 33a9b18c12 = 27a9b18c12

(3a3b6c4)3any volunteer?
 Okay very good!

E. Discussing At this juncture, we will delve to a more

newconcept complex example, since we are done
and practicing new with the basic examples involving one
skills No. 2 certain law, now we will answer
examples that involve two or more laws.

First example,

1. (4a2)4 (2a2)3

What laws are associated with this

Possible answer:
expression?
Product to a power and
product of the same base
The first thing we do, we need to
operate first the law product to a power
then next is the product of the same
base.

So, we have first (4a2)4 and (2a2)3

(4a2)4 = (44a8) = 256a8

(2a2)3= (23a6) = 8a6

Now, we can rewrite the expression

using these answers we got, so we have
(256a8)(8a6), then simplify it applying
product of the same base
what law?

We have 2,048a8 + 6 = 2,048a14

answers:
Try another example: 1. (22m4)(m12) = (4m4)(m12) =
1. (2m2)2 • (m4)3
4m16
2. (a3b2)2 (2ab2)
2. (a6b4)(2ab2) = 2a7b6

Okay very good! It seems that you have

understood the laws of exponents for
multiplication. Now count 1 – 4, we will
have a group activity. The group who
will finish first will have additional points.
F.Developing Group Activity:
Mastery
(Leads to formative WHO IS THE FATHER OF
assessments) MATHEMATICS AND CONSTRUCTED
THE LAWS OF EXPONENT?
Direction: Match the following
expressions in column A to its
corresponding answers in column B to
discover the hidden word.
 COLUMN A:

1. 3x2 • 4x5 • -2x3

2. (z4)2
3. (42m3n4)3
4. 103 • 10
5. (24)2
6. (5m2)4 (m2)3
7. (a3b)(ab2c)
8. (102)3
9. (3x3y4z2)3
10. (22)3 • (23)2

COLUMN B: ANSWERS:

M: 625m14 1. A
D: 1, 000, 000 2. R
3. C
A: -24x10
4. H
E: 27x9y12z6
5. I
C: 64m9n12
6. M
S: 4, 096
7. E
H:10, 000
8. D
R: z8 9. E
E: a4b3c 10. S
I: 256

TRIVIA: (Integration within curriculum)

ARCHIMEDES is the father of Math - a

great Greek mathematician and
philosopher. He discovered and proved
the law of exponents, where he
constructed the necessary rules to
manipulate powers of 10. His
contribution to discovering the exponent
system or large number is mentioned in
his book "The Sand Reckoner"

G. Finding practical So, why is it important to learn the Laws

application of of exponents? How will it relate to your
concepts and skills real life situation?
in daily living
Anyone?

All the rules of exponents are used to

solve many mathematical problems
which involve repeated multiplication
processes. The laws of exponents
simplify the multiplication and division
operations and help to solve the
problems easily.
 They are widely used to calculate
volume, area, and measurement-related
problems.

One example of using exponents in real

life is when you calculate the area of
any square. If you say "your room is
twelve foot by twelve foot square"

12ft.

12ft
So, meaning your room is 12 feet × 12
feet — 12 feet multiplied by itself —
which can be written as (12 ft)2. And that
simplifies to 144 ft2

H.Making So again what are the three laws of Product of the same base,
Generalization exponent for multiplication? power raised to a power,
abstraction about product to a power
the lesson
How do we multiply expressions of the Add their exponents
same base?

How about if the power is raised to Multiply the exponents

another power?

How about if we have two or more Distribute or multiply the

different bases and the same exponent? exponents to the exponents of
the bases.

Good job! It seems that you are ready

for a quiz.
I. Evaluating Quiz 1:
Learning Simplify the following expressions and
state what laws of exponent is falls.
Show your solution.
1. (7xyz)(2x2y)
2. (102)2
3. (3x3)3(2x4)2
4. (5a2m)3
5. 3(2a3)4

Problem-solving (4points)
Zia wants to know the area of her
rectangular garden. The length of her
garden is 9x3y4 cm. and the width is
4x2y3 cm. What is the Area of Zia’s
garden?
 Note: area of a rectangle; A = lw
J. Additional Assignment:
Activities To further your knowledge in the laws of
for exponents, search this link, you will be
Application directed to a YouTube video that tackles
and the laws of exponents.
Remediatio  https://www.youtube.com/watch?
n v=55dQ_aWJKX0

To advance study of our lesson next

meeting, search link.
 https://www.youtube.com/watch?
v=YIEsSUzTUSE

simplify each:
1. (x2)3(x3)4
8
x
2. 5
x
3. z3z9
4. m-4
5. (ab3c2)2

V. REMARKS:
VI. REFLECTIONS:
A. No of Learners who
eared 80% with the
evaluation
B. No. of Learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work?
No. of Learners
who have caught
up with the lesson.
D. No. of Learners
who contains to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these works?
F. What difficulties did
I encounter which
my principal or
mentor can help
me solve?
G. What innovation or
 localized materials
did I used/ discover
which I wish to
share with other
teachers?

Draft Lesson Plan Date of Submission: April 12, 2024

Date of Consultation: ___________

Revised & Final Lesson Plan Date of Submission: ____________

Submitted by: Reviewed by & Approved by:

JERICA M. MARU JENNY E. SAMPITAN

FS Student Cooperating Teacher