School (Insert School Name) Grade Grade 6
Teacher (Insert Teacher’s Name) Learning Area MATH 6
Daily Lesson Log Week/Teaching Week 5 Quarter Quarter 2
Date
Time
WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Demonstrates Demonstrates Demonstrates Demonstrates
Standards understanding of order of understanding of order of understanding of order of understanding of order of
operations, ratio and operations, ratio and operations, ratio and operations, ratio and
proportion, percent, proportion, percent, proportion, percent, proportion, percent,
exponents, and integers. exponents, and integers. exponents, and integers. exponents, and integers.
B. Performance is able to apply knowledge is able to apply knowledge is able to apply knowledge is able to apply knowledge
Standards of order of operations, of order of operations, of order of operations, of order of operations,
ratio and proportion, ratio and proportion, ratio and proportion, ratio and proportion,
percent, percent, percent, percent,
exponents, and integers exponents, and integers exponents, and integers exponents, and integers
in mathematical problems in mathematical problems in mathematical problems in mathematical problems
and real-life situations. and real-life situations. and real-life situations. and real-life situations.
C. Learning Describes the exponent Describes the exponent Describes the exponent Describes the exponent
Competencies and the base in a number and the base in a number and the base in a number and the base in a number
expressed in exponential expressed in exponential expressed in exponential expressed in exponential
notation. M6NS-IIf-146 notation. M6NS-IIf-146 notation. M6NS-IIf-146 notation. M6NS-IIf-146
Gives the value of Gives the value of Gives the value of Gives the value of
numbers expressed in numbers expressed in numbers expressed in numbers expressed in
exponential notation. exponential notation. exponential notation. exponential notation.
M6NS-IIf-147 M6NS-IIf-147 M6NS-IIf-147 M6NS-IIf-147
D. Learning Describes the exponent Describes the exponent Describes the exponent Describes the exponent
Objectives and the base in a number and the base in a number and the base in a number and the base in a number
expressed in exponential expressed in exponential expressed in exponential expressed in exponential
notation. M6NS-IIf-146 notation. M6NS-IIf-146 notation. M6NS-IIf-146 notation. M6NS-IIf-146
Gives the value of Gives the value of Gives the value of Gives the value of
numbers expressed in numbers expressed in numbers expressed in numbers expressed in
exponential notation. exponential notation. exponential notation. exponential notation.
M6NS-IIf-147 M6NS-IIf-147 M6NS-IIf-147 M6NS-IIf-147
Describing and Giving Describing and Giving Describing and Giving Describing and Giving Catch Up Friday
II. CONTENT the Value of Numbers the Value of Numbers the Value of Numbers the Value of Numbers
( Subject Matter) Expressed in Expressed in Expressed in Expressed in
Exponential Form Exponential Form Exponential Form Exponential Form
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional SLM/ADM SLM/ADM SLM/ADM SLM/ADM
Materials from
Learning Resource
LR portal
B. Other Learning Laptop, Audio-visual, Laptop, Audio-visual, Laptop, Audio-visual, Laptop, Audio-visual,
Resources Presentation Presentation Presentation Presentation
IV. PROCEDURE
A. Drill/Reviewing Take a Look Back Complete the table below. Evaluate each expression.
previous Lesson or On the board. Row one is done for you.
presenting new In the following figures, fill Write your answers on 1. 23 x 52 = _________
in the missing numbers Write the expanded form your answer sheet. 2. 8 sqauared _______
lesson
such that each number of the following numbers: 3. 15 x 35 x 52 = ________
above is the product of 4. if a = 2 what is the
the two numbers below. 1. 12 456 768 = value of a4?
__________________________
Example: 2. 6 789 034 =
__________________________
1.
2.
3.
s
B. Establishing a Let’s try! Study: What have you learn from What is the importance of
purpose for the our previous lesson? exponent in ma
lesson Find each product. Write Exp Fact Wo Stan
the answers on your one ored rd dard
answer sheet. nt form for For
1. 3 x 3 x 3 x 3 = m m
2. 7 x 7 x 7 = 22 2.2 2 4
3. 2 x 2 x 2 x 2 x 2 x 2 = to
4. 9 x 9 = the
5. 4 x 4 x 4 x 4 x 4 = 2nd
po
we
r
oe
2
sq
ure
d
23 2.3 2 8
to
the
3rd
po
we
r or
3
cu
be
24 2.4 2 16
to
the
4th
25 2.5 2 32
to
the
5th
C. Presenting Do you know how to Notice, too, that the Let’s try The student will try to
examples/ square a number? numbers in the decimal make their own exponent.
instances of the system may be written in 33 = Their classmates will
new lesson How important do you exponential form to 23 = answer their equation.
think is acquiring this represent big number ow 42 =
skill? what you called power of 83 =
10. 32 =
Let’s work on the
following problem to find Thus,
out.
100 = 102 because 100 =
10 x 10
1000 = 103 because 1000
= 10 x 10 x 10
D. Discussing new Exponent is a number that Now, how about a cube of Evaluate the following Evaluate the following
concepts and gives the power to which a whole number? Let’s try exponential Notation exponential Notation
practicing new the base is raised the following example. A. 63 A. 63
For example 42 the 4 is B. 46 B. 46
skills.#1
base where 2 is the C. 37 C. 37
exponent. A cube has edges 6 Multiply each Base (B) by Multiply each Base (B) by
The exponent will centimeters long. What is itself depending on the itself depending on the
determine on how many its volume? value of their exponents value of their exponents
times you to multiply a A. multiply the Base 6 by A. multiply the Base 6 by
certain number (base) to itself 3 times therefore: 6 itself 3 times therefore: 6
itself. x 6 x 6 = 216 x 6 x 6 = 216
B. multiply the Base 4 by B. multiply the Base 4 by
For example 42 therefore itself 6 times therefore: 4 itself 6 times therefore: 4
you can multiply the x 4 x 4 x 4 x 4 x 4 = 4,096 x 4 x 4 x 4 x 4 x 4 = 4,096
base or 4, 2 times 4 x 4 = C. multiply the Base 3 by C. multiply the Base 3 by
16 itself 7 times therefore: 3 itself 7 times therefore: 3
Another example 25 = x 3 x 3 x 3 x 3 x 3 x 3 = x 3 x 3 x 3 x 3 x 3 x 3 =
2x2x2x2x2= 2,187 2,187
4 x 4 x2= Exponent is also useful Exponent is also useful
with the Base of 10 with the Base of 10
16 x 2 = 32 1. 101 6. 106 1. 101 6. 106
2. 102 7. 107 2. 102 7. 107
Note: Base with any value 3. 103 8. 108 3. 103 8. 108
of positive integers but 4. 104 9109 4. 104 9
NOT equal to zero, that 5. 105 10. 1010 . 109
raise to zero is 1. You can notice that the 5. 105 10. 1010
value of exponent will You can notice that the
determine the number of value of exponent will
zero/s determine the number of
in the base 10 zero/s
1. 10 in the base 10
2. 10 x 10 = 100 1. 10
2. 10 x 10 = 100
To find the volume of the
cube:
Volume of the cube = 6
cm x 6 cm x 6 cm
= 216 cm3
6 x 6 x 6 is called the
cube of 6.
We can write 6 x 6 x 6 as
63.
6 is the base. 3 is the
exponent.
63is read as:
6 cubed
the cube of 6
6 to the third power
6 raised to the power of 3
E. Discussing new Let us look at more Rewrite each expression The student will make a
concepts and examples. using exponents. maze of exponent. Using
practicing new their art materials, they
skills #2. Example: 7 x 7 x 7 x 7 = are the one who will make
74 a formula. Sample will be
1. 6x6x6x6x6 = given by the teacher.
2. 2x2x2x2x2x =
3. 9x9 =
4. 14x14x14 =
5. 3x3x3x3x3 =
Write and Evaluate the
exponential notation of 4
x4x4
Solution: 43 the base is 4
while the exponent is 3
43
Use 4 as a base as a
factor 3 times;
therefore: 4 x 4 x 4 =
64
5 is the base. 4 is the
4 is called the base, which exponent. 54 is read as: 5
is the number used as a to the fourth power 5
factor. raise
2 is called the exponent, d
which says how many to the power of 4
times the base is used as
a factor. 54
42 is an example of a means 5 x 5 x 5 x 5.
number written in
exponential notation.
We use exponential
notation as a shorter way
of writing repeated
multiplication.
3 is the base. 5 is the
exponent. 35 is read as:
3 to the fifth power
3 raised to the power of 5
35
means 3 x 3 x 3 x 3 x 3.
F. Developing Fill in the box with the Instruction: Evaluate the Rewrite each exponent in Let’s Solve
Mastery correct exponent. following and write your expanded form. 1. (-100)8 =
(Lead to Formative answer in your notebook. 2. (-9)1 =
Assessment 3) 1. 3x3x3x33x3= 1. 83 = 3. (-2)3 =
2. 6x6x6x6x6x6x6 2. 43 = 4. (-3)1 =
= 3. 134 = 5. (-10)5 =
3. 10 x 10 x 10 x 5 x 5 x 5 4. 1003 =
=
4. 7 x 7 x 7 x 5 x 5 x 6 x6
=
5.
G. Finding practical Instruction: Match the Let’s Try Read the riddle and
application of following expression write Solve each exponent answer the questions:
concepts and skills the corresponding letter
before each number. 1. 32 = ______ = ______ As I was going to Tarlac,
in daily living
2. 54 = ______ = ______ I met a stranger with 10
3. 47 = ______= _______ sacks.
4. 59 = ______ = ______ Every sack had 10 duck.
5. 82 = ______ = ______ Every duck 10 ducklings.
Stranger, ducklings, duck,
and sacks.
1. How many were going
to Tarlac?
2. How many ducks were
there? Show your answer
using exponent.
3. How many ducklings
were there? Show your
answer using sxponents.
H. Making A number expressed in Let’s Solve An exponent tells how Hands-on activity
Generalizations exponential notation is 1. 017 = many times a number
and Abstraction composed of a base and 2. 52 = called base is written as a
an exponent. 3. 72 = factor. In the given
about the Lesson.
• It is a “shorthand” way 4. 023 = expression, the number 5
of writing repeated 5. 104 = is an exponent to the base
multiplication. n.
• The base is the number
used as a repeated factor
and the exponent
indicates the number of
times you are going to
multiply the base or is
used as factor.
• The exponent is placed
at the upper right side of
the base
I. Evaluating Solve each problem. How these exponent help What are the things you How can you apply the
Learning you to solve mathematical need to remember in concept of exponent in
1. What is the power of 10 equations? solving exponents? real life?
is equal to 10 million?
2. What power of 6 is
nearest to 1 million?
Why 32 not the same as
23? Which number is
greater? Prove you
answer.
J. Additional Answer: Search for other Assignment: Review for weekly quiz
Activities for exponents. Bring the following
Application or How many numbers materials for your
between 100 and 400 can performances task.
Remediation
be expressed as power of
4? Show your answer. 1. bond paper
2. coloring materials
V. REMARKS
VI. REFLECTION
[Link]. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
earned 80% in the earned 80% above ___ of Learners who earned 80% above earned 80% above earned 80% above
evaluation earned 80% above
[Link]. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
require additional require additional require additional require additional require additional require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
who scored below 80%
[Link] the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. of ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
learners who have caught caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
up with the lesson
[Link]. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation remediation
[Link] of my teaching Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? well: well: well: well: well:
Why did these work? __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
__Games __Games __Games __Games __Games
__Power Point __Power Point __Power Point __Power Point __Power Point
Presentation Presentation Presentation Presentation Presentation
__Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
__activities/exercises __activities/exercises __activities/exercises __activities/exercises __activities/exercises
__Discussion __Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share
[Link] difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension
encounter which my __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
principal or supervisor can
help me solve?
[Link] innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
use/discover which I wish __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
to share with other
__Math Module __Math Module __Math Module __Math Module __Math Module
teachers? __Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation
Prepared by: Checked & Noted:
TEACHER’S NAME
Position Master Teacher 2
Approved:
Principal IV
