DEMO

TEACHING
By:

Evelyn T. Burgos

Using the
Understanding by
Design
(UBD) Model

HOOK.

a.

Multiply 50 by
itself 50 times

HOOK.
b.

Multiply 100 by
itself 60 times..

HOOK
WORKSHEET
Complete the saying

Life can be learned

______________ but must be
lived forwards.

Expand and evaluate the expression

. Find the answer from the box.
Write the letter before the
number. The completed word is

HOOK WORKSHEET

Example:

2* 2*2*2=8
1. 32
2. 24
3. 3(2)
4. 2(5)
5. 24+23
6.22*22
7.32+33
8.32*33
9. 34-33

a. 16
f.17
k.10
p.8
u.5
z.2

b.9
g.99
l.1
q.12
v.15

c. 6 d.243
h.35 i.244
m.26 n.255
r.36 s.54
w.24 x.53

e.11
j.19
o.28
t.60
y.50

What did you

learn from
that activity?

Introduce the essential questions

1.

2.

What are bases and

exponents?
Are you aware of the
importance of bases
and exponents?

3. How could a student

know that his simplified
form of expressions
involving bases and
exponents is correct?
4. Why do you fail to
simplify or evaluate an
expression involving
bases and exponents?

introduce key vocabulary terms

Key terms

integer, subtraction,
multiplication, bases,
addition, exponents,
natural number

Provide Worksheet1
I. identify the base and the exponent by
writing on the spaces provided

Base
Exponent
1. 43
____________ _____________
2. (5x)4 ____________ _____________
3.(2ab)2
____________ _____________
4. (a+b)5
____________ _____________
5. (x+y+z)a ____________ _____________

Present concept
Definition of the Natural Number
Exponents

X =xxxxx
n

X
n

the base (integer)

exponent (natural number)

Example

64 =6666
n
x

6434

Give a 5 item quiz

I.

Expand the given base with positive

integral exponents

1. d3 _____________________________________________
2.(4xy)2 _____________________________________________
3. (a+b+c) 4
_____________________________________________

4. (-3) 6
5. (-2) 5

_____________________________________________
_____________________________________________

II. Rewrite each expression using

exponents.
1. ccc
___________________
2. d squared ___________________
3. I used as a factor 8
times___________________
4. the cube of uw ___________________
5. the cube of (x-2) ___________________

Review and discuss

Mathematics concepts

I already checked the

papers and found out that
only 10 out of 30 students
passed the quiz
Tell me, what are your
problems?

RETHINK:
Are -3 and (-3)
equal ?

Introduce Worksheet2
Substitute for the value of the unknown. The answers are already given. You just need to show
the solution

1. x ; x=
_____________________ ans.
_____________________
_____________________
2. 5d ;d=5
_____________________ ans. 125
_____________________
_____________________

3. (7f+2) ;f=5
_____________________ans. 50,653
_____________________
_____________________

Review and discuss

Mathematics concepts

How do you find worksheet

2?
What are your problems?

THINK PAIR & SHARE

Try these examples:
Rewrite using exponents:
1. The cube of (x-2)
2. 21*n*n*n*n*n*n*n

THINK PAIR & SHARE

Simplify:

(4x)
4
(-2x)

Call for 2 pairs to

share their analysis
and discuss as a
class

Integrating ESD

Let the fast learner plan

to offer slow learner
students techniques
how to rewrite
expression using
exponents and vice
versa . This is done
outside the class.

Students respond to written

prompts
Which student has the correct answer?
Write a sentence or two to explain to
the other students what they did
wrong?

a. Student A has (4x ) 2=16x

b. Student B has (4x ) 2=8x
c. Student C has (4x ) 2=16x 2

Evaluate

Let students exchange

plans with members of
their group for a peer
assessment based on a
criteria.

In expanding expressing using

exponents and vice versa:
1.Is the expression correct?
2. Were the rules/properties
utilized in simplifying the
expression ?
3.Does it provide for the brightest
group and the slower ones?
Allow students to make revision
based on feedback.

Rubrics

Bongga
6 Pwede Na rin
3 Ok lang
2 anu ba yan?
1 susmaryosep!!
5

Let students work independently on

2 other examples.
CONNECTIONS:
2x
Given a square with side 2x
a.
b.

c.

d.

Find the area.

If the side of the square is 4y2 , what is
the area now?
What are the skills required for you to find
the area?
Why are these skills important to you?

Affective aspects
Review their daily lesson chart
and self assess what they
have understood.
1. Have they noticed changes?
2. Do they notice the
changes?
3. How do they feel about
Bases and Exponents?

Conclusion of the topic

PERFORMANCE TASK:
Cite 2 real life situations where you can
apply bases and exponents.
Give the following:
a. Illustration
b. Step by step solution. Beside each step
write the Property involve

Thank you

Understanding is
the GOAL
of teaching