A Semi-Detailed Lesson Plan in Mathematics VI-III

Prepared by: Maria Del A. Cortez

I. Objectives

A. Content Standard: The learner demonstrate understanding of order of operations,

ratio and proportion, percent, exponent, and integers

B. Performance Standard: The learner is able to apply knowledge of order of

operations, ratio and proportion, percent, exponent, and
integers in mathematical problems and real-life situations

C. Learning Competencies / Objectives:

Gives the meaning of exponent, and base
Describes the exponent and the base in a number expressed in
exponential notation
Code: M6NS-IIf-146

II. Content: Exponent and Base

III. Learning Resources:

A. References

1. Teacher’s Guide pages: Lesson Guide in Elementary Mathematics

2. Learner’s Materials pages:
3. Textbook pages: Mathematics in a Challenging World 6 pp. 19
4. Additional Materials from Learning Resource (LR) Portal:
Distance Education for Elementary Schools
Self- Instructional Materials, “Exponents” pp. 1-7
Understanding Exponents pp. 1-6
B. Other Learning Resources: Charts, strips, activity cards

IV. Procedures:
A. Reviewing previous lesson or presenting the new lesson:
1. Drill: Spinning the roulette
Spin the double roulette and give the answer.

3
15

18
+ - 5

36 ÷ x 24

12 8

2. Review: Find the product of each of the following:

1. 100 x 100 = _______

2. 2 x 2 x 2 = ______

3. 4 x 4 = _____

4. 9 x 9 = _______

5. 10 x 10 = ________
B. Establishing a purpose for the lesson: Jigsaw Puzzle

- What are the factors formed in the puzzle?

- Are the factors the same?
-How many times is the number 10 used as a factor? Number 4? 2? 12?
- What operation is used repeatedly?
- Is there another way on how to write 10x10? 4x4x4? How do you think can it be
written?
Say: The product 10x10 can be written as 102 where 10 is the base and 2 is the
exponent. So, what do you think is our lesson for today?

C. Presenting examples/instances of the new lesson

1. Presentation: Our lesson for today is about describing the exponent and the base
in a number expressed in exponential notation.

Say: I have here a problem to show you. So let’s take a look at it.

Rhoda has to sew a tablecloth 9 dm by 9 dm for their square-shaped table in the

living room. How big is the area of the tablecloth?

D. Discussing new concepts and practicing new skills #1

Answering questions about the problem:

a. How will you find the area of the table cloth? by multiplying 9 by 9
b. What number sentence will be used to solve the problem? 9x9=n
c. Are the two quantities equal? yes
d. Let us write the equation about the problem. (9x9=81)
e. How many times did we multiply 9 to get 81? 2
Say: The product 9 x 9 can be written as power of 9 where 9 is the base and 2 is the
exponent.
The exponent tells how many times the base is used as a factor to form a
product.
The base is the factor which is to be multiplied by itself the number of times
indicated in the exponent to obtain the product.

f. In the problem, how big is the tablecloth to be sewed by Rhoda? 81 dm2

g. Write the equation for the problem in exponential notation form. 92 = 81
Valuing:
a. Who has to sew a tablecloth?
b. Where will she put the tablecloth?
c. If you were Rhoda, will you also sew a table cloth?
E. Discussing new concepts and practicing new skills # 2
Passing the ball- Activity 2 (Individual Performance Task)
The ball is posted with multiplication equation and is passed around by the pupils with
the music. When the music stops, the one who holds the ball will get one posted and give
its exponential form and have to identify the base and its exponent orally.
Example:
3x3x3x3=32 base-3; exponent-2

F. Developing mastery (Leads to Formative Assessment)

Cooperative Learning – Small Group Activity
1. Maze
2. complete the table
3. coloring activity
4. Matching Type
5. Completing the sentence

G. Finding practical applications of concepts and skills in daily living

Describe the exponent and the base in a number expressed in exponential notation.
Choose the correct answer for each. Write your answer on the board.

1. In 65, the number 6 is the (base, exponent).

2. In 106, the number 6 is the (is the factor, tells how many times the factor is used).
3. In 314, the number 14 is the (base, exponent).
4. In 568, the number 56 is written in (normal, small) size.
5. In 214, the number 21 (is the factor, tells how many times the factor is used).

H. Making generalizations and abstractions about the lesson

What is an exponent? base?
-The exponent tells how many times the base is taken as a factor.
-The base is the bottom part of anything. It is the number used as the factor.

I. Evaluating Learning
Describe the exponent and the base in a number expressed in exponential notation.
Underline the correct answer for each..

1. In 79, the number 7 is the (base, exponent).

2. In 92, the number 2 is the (is the factor, tells how many times the factor is used).
3. In 37141, the number 41 is the (base, exponent).
4. In 658, the number 65 is written in (normal, small) size.
5. In 4197, the number 419 (is the factor, tells how many times the factor is used).

J. Additional activities for application and remediation

Rewrite using exponents or as a simple expression

1) 453
2) 1635
3) 87 x 87 x 87 x 87 x 87 x 87
4) 136 x 136 x 136 x 136
5) 8 x 8 x 8 x 8 x 8 x 8 x 8 x 8