Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

Detailed
Lesson Plan
On
Law of Exponents

ANDREA MARIE S. DELA CRUZ

BSED-MATH 3A

MARY GRACE AUREUS

INSTRUCTOR
 Detailed Lesson Plan on Law of Exponents

I. LEARNING OBJECTIVES

At the end of the lesson, 75% of the students must be able to:
a. Define the term exponent;
b. List the rules and properties of exponents; and
c. Demonstrate the ability to use the properties of exponents.

II. SUBJECT MATTER

A. Topic : Law of Exponents

B. Materials: Laptop, Mobile Phone, PowerPoint Presentation, and
Instructional Materials
C. References: Self-Learning Module 7: Law of Exponents by Roselle
May R. Robes et. Al First Edition, 2020

III. PROCEDURE

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. PRELIMINARY ACTIVITIES

1. Prayer

Good morning class! Before we start our lesson for (The students will stand
today. May I request everybody to please stand for up and pray.)
our Prayer.

Ms. Ballera could you lead the prayer? Yes, ma’am.

2. Daily Routine

Before you take your seats, kindly pick up some (The students pick up
pieces of paper or dirt and arrange your chairs clutters around them,
properly. arrange their chairs and
they sit properly.)
3. Greetings
Good morning, Ma’am!
Good morning again, class. (Different response)

How are you feeling today? (Different response from

the students)
4. Checking of Attendance
Anyway, who are absent today? None, Ma’am.

Very good!

5. Review

Before we start with our discussion, who can give (Students will raise their
me a short recap about the lesson last meeting? hands.)

Yes, student A? Last meeting, we

discussed the Addition
and Subtraction of
Polynomials.

Very good! So, how do we add and subtract (Students will raise their
polynomials? hands.)

Yes, student B? There are two rules in

adding and subtracting
polynomials:
• Same sign: Add the
absolute value of the
integers, then, copy the
common sign.
• Different signs: Subtract
the absolute value of the
integers and copy the sign
of the integer with greater
absolute value.
Yes, that’s correct. Thank you.

6. Drill

(Put the visual materials on the board.) (Students will examine

the visual materials on the
board.)

Class, tell whether the given expression is a (Expected answer from

polynomial or not. the students)

a. 3x² 3x² = Polynomial

b. x²-5xy X²-5xy = polynomial

Okay, very good. Now, let’s continue.

7. Motivation

Today, we will have an activity. (Students listen carefully.)

We will call this activity “Race to the Product”.

For the mechanics of the game, I have five

flashcards here. You will find the product of what’s
written here as fast as you can.

Do you understand?
Yes, Ma’am.
Are you ready?
Yes, Ma’am.
1. 7×7
2. 3×3×3 1. 49
3. 4×4×4 2. 27
4. 2×2×2×2×2 3. 64
5. 5×5×5 4. 32
5. 125
You all did great, class. Do you want more?
Yes, Ma’am.
B. ACTIVITY

Good, we will call our next activity “Complete Me!”

Complete Me!

Direction: Complete the missing letters to identify the

laws of exponents. Refer your answer in the given
laws inside the box.

1. _EG_ _IVE EXP_N_T_ R_ _E

2. Z_R_ P_ _E_ R_L_

3. PO_ _R OF A P_ _D_CT R_LE

4. P_W_R OF _ Q_ _TI_NT _UL_

5. P_WE_ _U_E

6. PR_ _ _CT R_L_

7. _ U_T_ _ N_ R _ _ E

Product Rule Negative Exponents Rule

Quotient Rule Power of a Product Rule

Zero Power Rule Power of Quotient Rule

Power Rule
I need seven (7) students, who will answer the (Students will raise their
activity. Who wants to answer? hands.)

1. Negative
Yes, student A, C, D, E, F, G, and H. Exponents Rule
2. Zero Power Rule
3. Power of a Product
Rule
4. Power of Quotient
Rule
5. Power Rule
6. Product Rule
7. Quotient Rule

Thank you for your active participation. I hope you’ve

learned from the activity because it has something to
do with our discussion later.

C. ANALYSIS
(Students will raise their
How did you find the activity? hands.)

It is challenging and fun,

Yes, student I? Ma’am.

(Student J will raise his

Thank you, student I. Based from the activity, what hand.)
do you think is our topic for today?
Our lesson for today is
Yes, student J? about exponents.

That’s correct!

Today, as a continuation with our discussion, we will

discuss the Law of Exponent.

At this juncture, let us know our objectives.

At the end of the lesson,
Student K, kindly read the objectives? 75% of the students must
be able to:

a. Define the term

exponent;

b. List the rules and

properties of
exponents;
 c. Demonstrate the
ability to use the
properties of
exponents.

Thank you, student K.

D. ABSTRACTION

For today’s lesson, I am going to discuss to you the

Law of Exponents.

First, let me introduce to you what is Exponent?

An Exponent is a little number written at the upper

right portion of a base that tells how many times the
base is used in a multiplication. Exponents are also
called powers or indices.

In words: 8 could be called “8 to the second power”, “8

to power of 2” or simply 8 squared

The exponent of a number says how many times the

base is used in multiplication. In the example given,
the exponent is 2 and the base is 8. This means that
8 was used in the multiplication twice. In symbols, 8²
= 8 × 8 = 64.

Now, let us proceed to the Law of Exponents.

LAW OF EXPONENTS

• RULES OF 1

There are two simple "rules of 1" to remember.

1. Any number raised to the power of "one" equals

itself.
x¹ = x

2. One raised to any power in one.

1^n = 1
Example:
• (-2xy)-(-2)(x)(v) = -8x³y

• PRODUCT RULE

If m and n are natural numbers, then (x^m) (x^n) =

x^(m+n).

Example:
• (a³)(a⁵) = a^(3+5) = a⁸ (Students will raise their
hands.)
What we are going to do in Product Rule?
Copy the Base and Add
the Exponent.
Yes, student L?

Very good!

• POWER RULE

If m and n are natural numbers, then (x^m)^n =

x^mn.

Example:
• (2²)⁵ = 2^(2×5) = 2¹⁰ (Student M raise his
hand.)
What we are going to do in Power Rule?
Copy the Base and
multiply the Exponent.
Yes, student M?

Very good!

• POWER OF A PRODUCT RULE

If m and n are natural numbers, then (xy)^m =

(x^m)(y^m).

Example:
• (-2xy) = (-2)³(x)³(y)³ = -8x³y³ (Student N raise his
hand.)
What we are going to do in Power of a Product
Rule? Distribute the exponent.

Yes, student N?

Very good!
 • POWER OF A QUOTIENT RULE

For all real numbers x, y and m (as long as y=0, and

x and mare not both 0) (x/y)^m = (x^m)/(y^m).

Example:
• (2/3)^4 = (2^4)/(3^4) = 16/81
(Students will raise their
What we are going to do in Power of a Quotient hands.)
Rule?
Distribute the exponent
Yes, student O? both in numerator and
denominator.

Very good!

• QUOTIENT RULE

If m and n are natural numbers, and m > n and x 0,

then (x^m/x^n) = x^(m-n).

Example:
• 6⁵/6³ = 6^(5-3) = 6²
(Students will raise their
What we are going to do in Quotient Rule? hands.)

Copy the Base and

Yes, student P? Subtract the Exponent.

• NEGATIVE EXPONENTS

Any nonzero number raised to a negative power

equals its reciprocalrained to the opposite positive
power x^(-n) = 1/(n).

Example:
• 4^-2 = 1/(4²) = 1/16

• ZERO RULE

Any nonzero number raised to the power of “zero”

equals 1. x⁰ = 1.

Example
• a⁰ = 1
• (x+2y)⁰ = 1

E. GENERALIZATION
None, Ma’am.
Is there any questions?

None, so I will be the one to ask.

(Student Q raise his
What are the other terms for exponents? hand.)

The other terms for

Yes, student Q? exponents power or
incides.

Very good!
(Student R raise his
What would be the function of exponent? hand.)

It is located at the upper

Yes, student R? right of the mathematical
expression.

Very good!
(Students raise their
Last question, what are the laws of exponent? hands.)

1. Product Rule
Yes, student S? 2. Power Rule
3. Power of a Product
Rule
4. Power of a Quotient
Rule
5. Quotient Rule
6. Negative
Exponents Rule
7. Zero Power Rule

Very good! That’s correct.

F. APPLICATION

Now, let’s do an activity that will help you integrate

what you’ve learned in this lesson.

Activity:
Expected Answers:
Direction: Simply each of the following by applying
Laws of Exponents.
1. a¹¹
1. a⁴ • a⁷ 2. a²⁰
2. (a⁴)⁵ 3. x³/27y³
3. (x/3y)³ 4. 27e¹²
4. (3e⁴)³ 5. Y⁶
5. y⁸/y²
IV. EVALUATION

Group Activity:

The teacher will group the students into two (2). Each group will be given five
(5) the same equation to be expand and simplify in 10 to 15 mins. The group
1 will expand the given equation while the group 2 will simplity the given
equation using Product of Power Rule. Then, will have their representative to
present their work in the class

Equation:

1. (y⁵)(x⁶)
2. 3b • 3b³
3. (abc)(a²b³c⁴)
4. 3² • 2²
5. (5ab) (2bc) (abc)

V. ASSIGNMENT

Research about the second law of exponent (Quotient of Power Rule) and
give at least 3 examples.