Topic: Integral Exponents Time Frame: 10 days Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding

of the key concepts The learner formulates real-life problems involving positive of the positive exponents. integral exponents and solves these by applying the different laws of exponent with utmost accuracy. Essential Understanding(s): Some real life problems can be modeled by positive integral exponents using different laws of exponents. The learner will know: the definition of positive integral exponents the different laws of integral exponents such as power of a power, product of a power, quotient of power, power of the product. to simplify expressions of integral exponents. evaluate expressions of integral exponents Product or Performance Task: Problems formulated are real life. involve sum and product of roots of quadratic equations. are solved through appropriate and accurate representations Essential Question(s): How do you solve real life problems involving positive integral exponents? The learner will be able to: define positive integral exponents identify the different laws of exponent apply the different laws of exponent evaluate expressions of integral exponents

Quarter I: Integral Exponents

Stage 2 Evidence at the level of understanding The learner should be able to demonstrate understanding of quadratic equations using the six (6) facets of understanding: Explanation Discuss how sum and product of roots of a quadratic equation are related to the coefficients of its terms . Criteria: Thorough Coherent

Evidence at the level of performance Performance Assessment of problems formulated based on the following suggested criteria: real-life problems problems involve relations between sum and product of the roots of quadratic equations problems are solved through

Accurate Interpretation State the process of getting the quadratic equation using the sum and product of its roots. Criteria: Creative Illustrative Meaningful Application Pose real-life situations involving sum and product of roots of quadratic equations and solve them using different strategies. Criteria: Appropriate Practical Authentic Perspective Compare and contrast the different ways of solving quadratic equations. Criteria: Critical Credible Realistic Empathy Describe the difficulties one can experience in life without knowing the concepts of sum and product of the roots of quadratic equations. Criteria: Open

appropriate and accurate representations Tools: Rubrics for assessment of problems formulated and solved

Sensitive Responsive Self- Knowledge Assess how one can give his/her best solution to a problem/situation involving sum and product of roots of quadratic equations. Criteria: Reflective Responsive Relevant Stage 3 Teaching/Learning Sequence: Initially, begin with some interesting and challenging exploratory activities on finding the roots of quadratic equations that will make the learner aware of what is going to happen or where the said pre-activities would lead to through meaningful and relevant real-life context. Mrs. Sanchez has two square lots for sale. One lot has length of side equal to sixteen. The second lot has a length of side equal to diagonal of the first. What is the area of the second lot?

Activity I. In writing, there are words that are spelled the same but have different pronunciations and different definitions, these called heteronyms. Many mathematical expressions look similar but are really very different. A. In each set of expression below, pay close attention to the use of parenthesis and the mathematical operations and notation. Perform the indicated operations. 1. 31 3( - 1 ) 31 3 (-1) 31

2. 5
1

25

2( - 5 )

25

2 1 ( - 5 )

2 1

3.

x 2 x3

x 2 (- x 3)

x 4 x5

x3 x 4

x3 x 4

4. (3a) 2 3( - 1 ) 31 3 (-1) 31

How did you arrive with your abswers to the give exercises? Are your answers the same as those with your classmates? Explain why or why not.

Activity II. Express the following with positive exponents 1. 2 5 5. 5m 3 y 2 2. 5 1 6. m 4 n 3 2 5 3. a x 7. ( x 3 ) 2 4. 8. a 2 x 2 b y 3 z 2

Activity III. Simplify each equations, assume that all denominators are not 0. 1. 2 4 2 1 4. ( 18a 2 b 2 7 a3 b 5 ) 0 0 3 2. 3 3 5. 3 c 1 d 1 (2cd 7 c 2d 2 ) 2 2 3 3. ( 2a b ) 2. Firm Up Think About This. Ask the students to ask his/her analysis by answering questions that will indicate ones understanding of the lesson. Activity I Answer the following: 1. Express the process of multiplying powers with the same base. Illustrate your own example. 2. Express 15 m 9 n 7 as a product of two terms. 3. Are m 9 and m 7 the same? Explain m7 m9 4. In your own words state the rules in multiplying and dividing powers with the same bases. Give an example each. 5. Explain how an expression with negative exponents is simplified to get a positive exponent. Give an example.

6. Can the expression

x8 still be simplified? Why or why not? y3

7. A student says that a product of (2xy) and (3xy) is 6xy. Is he correct or not? 8. Is there any difference (a2)3 and (a3)2? Explain. 9. Marco says that (-2)6 and -26 are just the same? Do you agree with him? Why or why not? 10. Does the expression (5x)5 differ from 5x5? Explain.

Activity II Perform the indicated operation: 1. 81a 3b6 9ab3 2. ( 2a 2b c3) 3

3. 4.

a 3b2 2cd4

5. ( - 2/3 + ) 2

(2x) 2 3x 2

Activity III Double the Fun on Exponent Rules There are at least to tackle various problems involving simplification of exponents. Simplify the expressions using both ways. Take note you must have uniform answers from both methods. An example is done for you. Simplify this expression. Apply exponent rules directly. First use factors to avoid working with negative exponents. Example: x 2 y 5 = x 6 y 1 = x 2 x 4 y6 = 1. 5 m 2 m 6 m 4 2. 27 a5 b 3 9 a 2 b 7 m6 n mn2
2
( 6 )

5 ( 1 )

or

x 6 y 5y 1 x2 = x 62y 5+1 4 x y6

3.

4.

a a

2 1

b b5

5.

p r3 2p4 r 1

3. Deepen The teacher will decide which activity is appropriate to use his/ her learners level of understanding. Activity I. Perform the indicated operations: 1. ( - 2ab ) ( 3a2bc) (4b3c) 2. ( x y 2) ( - 2 x3) (y2z) Activity II. Simplify: 1. b8 b 12 2. ( 12m4 n7 p5) ( - 3mn9)

3. ( 4mn ) ( -2x3) (3n3p) 4. ( - 3mn2p) 3

5. ( - 2ab ) 2 ( - 3b2c) 3 6. ( - xy 2 ) 12 ( - 2y2z) 3

3. 12 7 12 3 4. ( a 2 b3 ) ( a5b)

How did you simplify each expression? Are your answer the same as those with your classmates? What do you think would make ti easy to simplify the given expressions? Why?

Activity III. Brain Cracking Perform the indicated operations: 1. 2 x 1 3x 2 2. y 3a + 1 4. Transfer

3.

9 a3b 4ab 1 2

2 9a 2 b 3 4a 3 b 2

4.

35 x 1 y 2 7 x 4y 3

Applications of learners understanding on sum and product of roots of quadratic equations are demonstrated through culminating activities that reflect meaningful and relevant problems/situations. Activity Instruct the learners to make a ten item test on simplifying expressions containing integer exponents. Let the students find their partners to answer their work. The test will be returned to the learners after 20 minutes.

Quarter III: Expressions with Rational Exponents

Topic: Simplifying Rational Exponents

Time Frame: 2 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the key concepts The learner creates, analyzes and solves mathematical situations of Simplifying Rational Exponents. involving simplifying rational exponents. Essential Understanding(s): The concept of simplifying rational exponents can be applied in solving real-life problems The learner will know: The rules or steps in simplifying expressions with rational exponents how to simplify expressions with rational exponents applications of expressions with rational exponents in real life. Essential Question(s): How are real-life problems involving simplifying rational exponents solved? The learner will be able to: simplify expressions with rational exponents apply the concept of expressions with rational exponents in real life.

Product or Performance Task: Problems formulated: are based on real-life situations. involve expression with rational exponents are solved through appropriate and accurate representations

Stage 2 Evidence at the level of understanding The learner should be able to demonstrate understanding of expression with rational exponents using the six (6) facets of understanding: Explanation Demonstrate expression with rational exponents through examples. Criteria: Accurate Clear Relevant Interpretation

Evidence at the level of performance Performance assessment of problems formulated based on the following suggested criteria: real-life problems problems involve inverse variations. problems are solved through appropriate and accurate representations Tools: Rubrics for assessment of

Narrate a story about situations where the concept of expression with rational exponents is applied. Criteria: Creative Meaningful Realistic Application Create situations in real life where the concept of expressions with rational exponents is applied in making wise decisions. Criteria: Appropriate Practical Relevant Perspective Show how expressions with rational exponents are represented in various ways. Criteria: Credible Critical Insightful Empathy Portray situations where the concept of simplifying rational exponents is used in making ones choice. Criteria: Open Responsive Sensitive Self-knowledge Share insights on the appropriateness of the

problems formulated and solved

equations used in solving problems involving the concept of simplifying rational exponents Criteria: Accurate Credible Realistic Stage 3 Teaching/Learning Sequence: At this point, the learners should know how one variable varies as another variable. After learning about the analytical concepts on inverse variation, they will now be able to enhance their problem solving skills in dealing with situations involving inverse variations. 1. Explore Initially, begin with some interesting and challenging exploratory activities on simplifying rational exponent that will make the learner aware of what is going to happen or where the said pre-activities would lead to through meaningful and relevant real-life context. Mrs. Sediarin went to SM Marikina and bought canned goods worth P87.50, Dairy Products worth P 56.25, junk foods worth P36.00. What is the sum of her expenses? 2. Firm Up Group Activity 1. MATH TRIVIA: He was a teacher of Geometry who wrote the elements consisting of 13 books. Coded answer:

To answer the trivia, simplify the following. Match your answer to column B. Column A Column B

1.

2.

U D y

3. I 4. C 5. E 6.

5. Deepen Activities in this stage shall provide opportunity for the learners to reflect, revisit, revise and rethink about a variety of experiences. Moreover, the learners shall express his/her understanding of expressions with rational exponents.

Activity 2: Solve the problems: 1. An electric current of 1 ampere will deposit about 0.0011180 g of silver each second from a water solution of silver nitrate. About how many grams of silver will be deposited if the current is 1x ampere and the time is 1 hour and 20 minutes? 2. The D line or yellow line of the metal sodium has a wavelength of about 5.89 x meter. If 1 millimicron equals 1 x meter, express the wavelength of the D line in millimicron. 4. Transfer Applications of learners understanding on expression with rational exponents are demonstrated through culminating activities that reflect meaningful and relevant problems/situations. Activity 4: Design and make your own hanging dcors.

Quarter II: Rational Algebraic Equation and Expressions with Rational Exponents

Topic: Expressions with Rational Exponents Subtopic: Positive Integral Exponents

Time Frame: 2 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the key concepts The learner formulates real-life problems involving positive of Expressions with rational exponents. integral exponents and solves these using a variety of strategies with speed and accuracy. Essential Understanding(s): Realize how positive integral exponent exist, leading to its definition, properties of positive integral exponents and their applications will facilitate the solutions of real-life problems The learner will know of positive integral exponents. Essential Question(s): How are properties of positive integral exponents be applied and solved life problems? The learner will be able to: -define positive integral exponents -find the product of powers -simplify power -simplify power of a product -simplify power of a quotient -simplify quotient of powers Evidence at the level of performance

Product or Performance Task:

Stage 2 Evidence at the level of understanding The learner should be able to demonstrate

Problems formulated are: 1. real-life problems 2. involves rewriting given expressions in exponential form

understanding of positive integral exponents using the six (6) facets of understanding: Explanation Explain the properties of exponents in obtaining a product and quotient of expressions with positive integral exponents Criteria: Clear Coherent Precise Interpretation Interpret representation of variables and their relationship Criteria: Creative Illustrative Meaningful Application Apply the properties of exponents daily life problems Criteria: relevant practical appropriate accurate Perspective Compare and contrast different approaches in simplifying expressions with positive integral exponents. Criteria: Credible

Assessment of problems formulated based on the following suggested criteria: real-life situations problems involving positive and negative integers problems are solved using variety of strategies Tools: Rubrics for assessment of problems formulated and solved

Realistic Empathy Value the feelings of person who experience difficulty in not knowing the concept of laws of exponents. Criteria: Open Sensitive Self-Knowledge Make assessment on how one can give the best and quickest solution using the properties of exponents Criteria: Responsive Relevant Stage 3 Teaching/Learning Sequence: Activity 1 The learners are expected to master the Power to a Power Law (x m)n = xmn Express the following number in exponential form as many ways as you can. Answer the questions that follow. 1. Explore How did you arrive with your answers above? Provide3learners opportunities to recall the previously learned power to a power law of exponent 1. (X )(x3) 2. 32.32.32 3. (3a)(3a) 4. (x)(-x) 5. (3a+b)( 3a+b)( 3a+b) How did you express each number in exponential form? Compare your solution with the solution of your classmates? Did you get the same answer? Explain why or why not.

2. Firm Up Provide learners opportunities to reflect, revise or rethink their understanding on simplifying expressions with rational exponents. Allow the learners to make/give technique on how to easily simplify the expressions using the second law of exponent Activity 3 Simplify the following using the second law of exponent, that is power to power law 1. (b2)4 2. (t3)2 3. (p2)3 4. (p3)4 5. (2x3)3 6. (5a3)2 7. (a5c2)3 8. (2x2)4 9. (a3)5 10. (3b)2 3. Deepen Provide learners activities to further validate and deepen their understanding of simplifying expressions with rational exponents.

Work by twos and be ready to explain your work in front of the class.

4. Transfer Provide learners opportunities to apply their understanding on simplifying expressions with rational exponents through culminating activities that reflect meaningful and relevant problems/situations. Activity 4 Make your own examples (minimum of 5) showing the application of the second law of exponent, power of a power

Qua rte r1 : Rational Algebraic Equation and Expressionswith rational exponents

Top ic: Expressions with rational exponents S ubtop ic: Zero and Negative Exponents

TimeFra me: 3 Days

S T AGE 1 PERFORMANCE S TANDARD CONTENT S TANDARD The learner simplifies expressions using the laws The learner demonstrates understanding of of exponents; solves real life applications of the key concepts of zero and negative laws of exponents using a variety of strategies exponents with utmost accuracy ES S ENTIAL UNDERS TANDING(S ) ES S ENTIAL QUES TION(S ): Rules in S implifying Rational Algebraic How are rules used to solve real- life problems Expressionswith Zero and Negative involving zero and negative exponents? Exponents that facilitates solutions in realWhat does zero exponent mean? life problems S TUDENTSWILL KNOW: Any nonzero number raised to a zero exponent is always equal to 1 For any nonzero number a, a0= 1 For any nonzero number a and any integer n, S TUDENTSWILL B E AB LE TO DO: S implify expressions with zero exponent S implify expressions with negative exponent

S T A GE2 PRODUCT OR PERFORMANCE TAS K A portfolio of work samples J ournal writing on the applications of zero and negative exponent
EVIDENCE AT THE LEVEL OF UNDERS TANDING The learner s hould be able to demonstrate understanding of expressions with zero and negative exponents using the six(6) facets of understanding: Exp la na tion Cite a situation where expressions with zero and negative exponents are evident Crite rion: Correctness Inte rp re ta tion S tate the concept in simplifying expressions with zero and negative exponents Crite rion: Clarity of ideas Ap p lica tion: Apply the concept in simplifying expressions with zero and negative exponents Crite ria : Effective, efficient, adaptive Pe rs p e ctiv e Analyze and simplify expressions with zero and negative exponents Crite rion : Credible Emp a thy: Imagine difficulties one can experience in real- life without knowing simplifying expressions with zero and negative exponents Crite rion : Teamwork S e lf-know le d g e : Can express their own prejudgment in simplifying expression with zero and negative exponents Crite ria : Clear, Correct, Coherent

EVIDENCE AT THE LEVEL OF PERFORMANCE Assessment of situations formulated based on the following suggested criteria: real- life situations situations involving expressions with zero and negative exponents expressions are evaluated with confidence Tools: Rubrics on port folio Mathematical Investigation Paper and pen activities

Find out theyie ld for as a vings a ccount in aba nk or othe r s a vingsins titution ne a r your hous ea nd choos ethebe s t ra te a nd timeto inve s t your mone y.

BANK DEPOS ITOR

Theinte re s t in ma ny ba nks p rop os e d to you isca lcula te d w ith a nnua l comp ounding . If you w a nt A p e s osn ye a rsin thefutureyou ne e d to inve s t P pe s osa t inte re s t ra ter (e xp re s s e da sde cima l)

a . Us etheformulaA= P(1 + r)n in theta bleto ca lcula tehow much, P, you ne e d to s a ve nowto ha ve50,000 p e s osin thefuture . Round your a ns w e r to thene a re s tp e s o

INTER E S TR A TE

P = 50,000(1+ r)-10 n=10y ears

P = 50,000(1+ r)-20 n=20years

r= 0.03 r= 0.04 r= 0.05 r= 0.06 r= 0.07 r= 0.08

S TANDARDS

If you s ta rt w ith a n inve s tme nt 25,000 p e s os, us etheta bleto p re dict theinte re s t ra tene e de d to re a ch 50,000 p e s osin a . 1 0 ye a rs b. 20 ye a rs And w hich of the s etw op rop os a lsis thebe s t to inve s t

RUB RIC FOR PERFORMANCE TAS K S C AL E 4 3 2 1 DE S C R IPTION

Wasable to use the given formula correctly Was able to finish the activity accurately and on time Was able to determine the best rate and number of years to invest Wasable to use the given formula correctly Was able to finish the activity accurately with longer period of time Was able to determine the best rate and number of years to invest Wasable to use the given formula correctly The data on the table is incomplete but able to predict the best rate and number of years to invest Wasable to use the given formula correctly

Stage 3 Teaching/Learning Sequence The learners are expected to master the following subtopics: 1. expressions with zero exponents 2. expressions with negative exponents 1. EXPLORE Initially, begin with some interesting and challenging exploratory activities on simplifying expressions with zero and negative exponents.

ACTIVITY 1 Rewrite each expression with a single exponent by using the division property of exponents. n5 72 23 5 1. 3. 5. 7. 4 3 6 3 5 n 7 2 2.
y6 y 10

4.

m8 m

6.

84 84

8.

x 10 x3

ACTIVITY 2 Some of your answers in Activity 1 have positive exponents, some have negative exponents, and some have zero exponents. Answer the following questions. 1. By simply looking at the original expression, how can you tell what type of exponent will result?

2. Write the expressions in Activity 1 that resulted in negative exponents in their expanded forms. Then, reduce them. 3. Compare your answers in Activity 1 and no. 2. What does the term a base raised to a negative exponent mean? 4. Write the expressions in Activity 1 that resulted in zero exponent in their expanded forms. Then, reduce them. 5. Compare your answers in Activity 1 and no.4. tell what a base raised to a zero exponent means. 6. Rewrite each expression using positive exponents and only one fraction bar. a.
8 3 1

b.

1 5 2

c.

7 m 5 n 3 p 4

7. Explain how to write fractions with negative exponents in the numerator or denominator as fractions with positive exponents. 2. FIRM UP These are enabling activities, experiences that the learner will have to go through to validate understanding of simplifying expressions with zero and negative exponents during the activities in the exploratory phase. These would answer some misconceptions on simplifying expressions with zero and negative exponents that have been encountered in real-life situation.

Activity 3 A. Write each expression without using exponents. 1.

n5 n5

2.

7 12

3.

8x 8x

4.

pr pr

5. 9m0

6. (9m)0

B. Write each expression without using negative exponents or parentheses.

1. 4 7

2. y-2 3.(7p)-3

4. 7p-3

5. (-3x)-4

6. (a3a4)-2

3. DEEPEN Activities in this stage shall provide opportunity for the learner to reflect, revise and rethink about a variety of experience. Moreover, the learner shall express his/her understanding of the topic and engaging multi directional self-assessment.

Activity 4 Simplify each. Express your answers using positive exponents. Assume that the variable and denominators are nonzero constant. 1. 7 4 7 4 6. (5,936x-2)0 2.
( m 2 ) 3 n 5 3. n 3
8 3
2

7.

18 2 y 4 z 0 ( 2 y 2 z ) 7

56(a + b) 2 8. (a b) 4

4.

r 6 2 r

9.
0

10c 3 d 7c 4 d 9

y

57 5. 5 10

a 4 x 1b x +3 10. a 1x b x

4. TRANSFER Applications of learners understanding on simplifying expressions with zero and negative exponents are demonstrated through culminating activities that reflect meaningful and relevant problems/activities.

Activity 5 Do the following: 1. Ferdie says that 5-3 is the same as -53. Write an explanation of how Ferdie should interpret 5 -3, then show him now how

each expression results in a different value. 2. Investigate xn. a. In general, what does a negative exponent do? b. Which exponent of gives the reciprocal of a number? c. Which exponent gives the square of the reciprocal of a number? d. Which exponent gives 1 unless the exponent is zero? e. Name a number with a reciprocal larger than the original number.

QUARTER II Rational Algebraic Equation Expression with Rational Exponent

Topic: Expression with Rational Exponent Subtopic: Scientific Notation Problems Involving Expressions with Exponents

Time Frame: 2 sessions

Stage 1 Content Standard: The learner demonstrate understanding of key concepts of Scientific notation and problems involving expressions with exponents Essential Understanding (s): Scientific notation is useful in expressing very large and very small numbers especially when you are solving problems. Students will know: Performance Standard: The learner formulate real-life problem involving expressions with exponents and solve it with confidence

Essential Question (S): How do you write a number in scientific notation? How do you solve real-life problems involving expressions with exponents?

Students will be able to:

 The rules in writing a number in scientific notation and vice versa How to apply the rules of scientific notation in solving problems involving expressions with exponents.

Explore the rules in writing a number in scientific notation and vice versa Solve real-life problems involving expression with exponents

Stage 2 Product or Performance Task Evidence at the level of understanding Evidence at the level of performance

Numbers can be expressed in scientific notation and vice versa. Solve problems involving expressions with exponents.

The Learner should be able to demonstrate understanding of scientific notation using the (6) facets of understanding: Explanation Discuss how to write numbers in scientific notation and vice versa Criteria: -Clear -Coherent -Justify Interpretation State the rules in expressing numbers in scientific notation Criteria: Illustrative Accurate Application Pose real-life situation of problems involving expressions with exponents. Criteria: -Effective -Efficient -Adaptive Perspective Compare and contrast the different ways of solving problems involving expressions with exponents. Criteria: -Credible

Performance assessment is based on the following suggested criteria: numbers can be expressed in scientific notation and vice versa solutions to real-life problems involving expressions with exponents are presented using a variety of strategies

TOOLS formative assessment Graffiti wall

-Responsive Empathy Imagine the difficulties one can experience in life without knowing the concepts of writing numbers in scientific notation and vice versa. Criteria: -Perceptive -Responsive -Open Self-Knowledge Assess how one can give his/her best solution to a problem involving expressions with exponents. Criteria: -Reflective -Relevant