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Detailed Lesson Plan in Mathematics 7 (2nd Quarter)

Time Allotment: 1 hour


November 18, 2019

I. Objectives: At the end of the lesson, the students are expected to:
a. Use 0 as an exponent.
b. Use negative numbers as exponents.
c. Use the quotient rule for exponents.
d. Use combination of rules.

II. Subject Matter:


Topic: The Power Rule and Power Rules for Exponents.
References: Beginning Algebra 9th Edition, Beginning Algebra 11th Edition.
Instructional Materials: PowerPoint Presentation.

III. Teaching Strategies


Teacher’s Activity Student’s Activity

A. Preparation

a.1. Routinized Activities.

Good Afternoon Class!


Good Afternoon Sir. It’s nice to see you today.
Okay, before you take your seat, kindly arrange
the chairs and pick up those trashes under your
chair. Class secretary who is absent today?
(The Class Secretary will give an update)
Thank You.

a.2. Review
Last time, we tackled about the product rule and
the power rule for exponents. What can you
recall about the product rule?
Keep the same base and add the exponents Sir.
Very Good. How about power rule a?
Raise a power to a power by multiplying the
exponents.
Very Good, and how about the power rule b?
Raise a product to a power by raising each factor
to the power.
Correct, and how about the power rule c?
Raise a product to a power by raising both
numerator and denominator to the power.
Very Good, it seems that you fully understood
our previous lesson.
a.3. Motivation

B. Lesson Proper
Today, we will talk about the integer exponents
and the quotient rule.
In all earlier work, exponents were positive
integers. Now, to develop a meaning for
exponents that are not positive integers, consider
the following list.
2 4  16
23  8
22  4
What did you observe class in the results when
each time the exponent reduced by 1?
Sir the results are dividing into two which is the
base.
Each time the exponent is reduced by 1, the
value is divided by 2 (the bases). Using this
pattern, the list can be continued to smaller and
smaller integers.
1 1
21  2 20  1 2 1  2 2 
2 4

From the preceding list, it appears that we


should define 20 as 1 and negative exponents as
reciprocals.
So first, let’s talk about Zero Exponents. Will
you read the definition?
For any nonzero real number a, a0 = 1.
Okay thank you, It states that any real number
raise to 0 are equals to 1.
Let’s consider these examples. Will you please
read the direction?
Evaluate each exponential expression
0
1.) 6
2.) −120
3.) (−9)0
4.) (−12𝑥)0
5.) 140 − 120
6.) 6𝑦 0

Number 1 example is 60 by the definition of


Zero exponent that any number raise to zero is
equal to 1 therefore 60 = 1. Is that clear?
Yes Sir.
0
Number 2, −12 .
−120
−1 ∙ 120
−1 ∙ 1
−1
Who wants to try number 3?
3.) (−9)0 = 𝟏
Very good, how about number 4?
4.) (−12𝑥)0 = (−120 )(𝑥 0 ) = 1 ∙ 1 = 𝟏
Very good, how about number 5?
5.) 140 − 120 = 1 − 1 = 𝟎
Very good, how about number 6?
6.) 6𝑦 0 = 6(1) = 𝟔
Very Good, so class, is the concept of Zero
exponent clear to you?
2 1 3 1 Yes Sir.
Sinc 2  4 and 2  8 , we can deduce that
1
2−n should equal 2 n .

So now, let’s move on with Negative Exponent.


Will you please read? For any nonzero real number a and any integer n,
1
an  n .
a
So class, when we have a negative exponent the
result will be its reciprocal. For example,
1
32  .
32
Let’s answer the following.
Simplify by writing each expression with
positive exponents.
1.) 2−3
2.) 𝑥 3 𝑦 −4
3.) 3−2 + 4−2
4.) 𝑚−5 𝑛3
By the definition of Negative exponent, we can
answer number one.
1 1
2−3 = 3 =
2 8
Is this clear?
Yes Sir.
For number 2,
1 𝑥3
𝑥 3 𝑦 −4 = 𝑥 3 ∙ =
𝑦4 𝑦4
Did you get it class?
Yes Sir,
Do you have any question?
None Sir.
Can you try number 3?
3−2 + 4−2
1 1
2
+ 2
3 4
1 1
+
9 16
16 + 9
144
25
144
Very Good, how about number 4?
𝑚−5 𝑛3
1
∙ 𝑛3
𝑚5
𝑛3
𝑚5
Very good, that’s correct.
Let’s move on with Changing from Negative to
Positive Exponent. Will you read?
For any nonzero numbers a and b and any
integers m and n,
a  m bn -m m
 and  a  =  b 
b n a m b a
For example,
3−5 24 4 −3 5 3
= 35 and (5) = (4)
2−4 For any positive integers m and n,
That is because, (𝑎𝑏)𝑚 = 𝑎𝑚 𝑏 𝑚
1
35
3−5 1 =2
4
=
2−4 24 35
And
1
43
4 −3 4−3 53 5 3
( ) = −3 = 13 = 3 = ( )
5 5 5 4 4
Did you get it class?
Yes Sir.
Can you try these examples?
5−3 𝑥 2 𝑦 −3
1.) 2.) 𝑚2 𝑛−4 3.)
6−2 5𝑧 −4
5−3
1. ) −2
6

5−3 62
=
6−2 53
Very Good, how about number 2? 2. ) 𝑚2 𝑛−4
2 −4
𝑚2
𝑚 𝑛 = 4
𝑛
Very Good and for the last who wants to try?
Yes, answer on the board.
𝑥 2 𝑦 −3
3. )
5𝑧 −4
𝑥 2 𝑦 −3 𝑥 2 ∙ 𝑧 4 𝑥 2 𝑧 4
= =
5𝑧 −4 5𝑦 2 5𝑦 2
Did you get the same answer class?
Yes Sir.
That’s nice then let’s proceed to the last rule
which is the Quotient Rule for Exponents.
Will you please read?
For any nonzero real number a and any integer m
and n,
𝑎𝑚
𝑛
= 𝑎𝑚−𝑛
𝑎
Okay thank you, so class the rule is Keep the
same base; subtract the exponents. For example,
58
4
 584  54
5
Did you get it class?
Yes Sir.
Okay let’s try these examples.
63
1.) 64

𝑡4
2.)
𝑡 −5

(𝑝+𝑞)−3
3.) (𝑝+𝑞)−7

52 𝑥𝑦 −3
4.) 3−1 𝑥 −2 𝑦 2

I will answer number 1.


63 1
4
= 63−4 = 6−1 =
6 6
Did you get it?
Yes Sir.
Can you try number 2?
𝑡4
= 𝑡 4−(−5) = 𝑡 (4+5) = 𝑡 9
𝑡 −5
Very Good, how about number 3?
(𝑝 + 𝑞)−3
(𝑝 + 𝑞)−7
= (𝑝 + 𝑞)−3−(−7)
= (𝑝 + 𝑞)4
= 𝑝4 + 𝑞 4
Very good, and last number 4?
52 𝑥𝑦 −3
3−1 𝑥 −2 𝑦 2
(52 ∙ 3 ∙ 𝑥 ∙ 𝑥 2 )/(𝑦 2 ∙ 𝑦 3 )
25 ∙ 3 ∙ 𝑥 3
𝑦5
75𝑥 3
𝑦5
Very good.

C. Application
Now let’s answer these examples using
combination of rules.

315
1.) (33 )4
2.) (4𝑡)5 (4𝑡)−3
−3
7𝑦 4
3.) ( 10 )
4.) (𝑎2 𝑏 −2 𝑐)−3 /(2𝑎𝑏 3 𝑐 −4 )5
315 315
= = 33 = 27
(33 )4 312

(4𝑡)5 (4𝑡)−3 = (4𝑡)2 = 42 𝑡 2 = 16𝑡 2

−3
7𝑦 4 7−3 𝑦 −12 103 1000
( ) = = =
10 10−3 73 𝑦12 343𝑦12
Very good.
Do you have any question class?
None Sir.
D. Generalization
Okay now let’s recall, what are the three rules
we discussed for today?
Zero Exponent, Negative Exponent and Quotient
Rule Sir.
Very Good, what can you recall about zero
exponent?
Any number raise to zero is equal to 1.
Very good, how about negative exponents?
Any number raise to a negative number will be
equal to its reciprocal and then the negative
exponent will become positive.
Very Good, and how about the Quotient Rule?
Keep the same base and then subtract the
exponents.
Very good, it seems that you fully understood
our lesson for today.
Do you still have any question?
None Sir.

IV. Evaluation

V. Assignment

If you don’t have any question.


Prepare yourselves for our performance task.
Okay Class, prepare for your next subject, Good
bye class!
Good bye and thank you Sir, see you again next
time, God bless!

Prepared By: Noted By:

ARIEL B. DELA CRUZ MR. JORDAN F. GUNDRAN

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