Emelyn C. Sabadlab Noah Justine C. Sayson

Division of Tacloban City
Marasbaras National High School

Tacloban City
A Detailed Lesson Plan in Mathematics 7

September 11, 2018
EMELYN C. SABADLAB NOAH JUSTINE C. SAYSON

BSEd Mathematics Intern Cooperating Teacher Educator
I Objective
Given with several activities, the Grade 7 students are expected do the following
with 75% proficiency:
a. identify the laws of exponent
b. apply the laws of exponent in simplifying expression.
II Contents and Materials
A. Topic: Laws of Exponent
B. References:
Mathematics, learner’s material 7; department of education, Republic
of the Philippines, 126-129
Jisela N. Ulpina, et.al (2014), math builders grade 7: JO-ES Publishing
House, Inc., pp. 191-197
K to 12 curriculum guide mathematics 2016; department of education,
Republic of the Philippines, M7AL-IId-e-1
C. Instructional Materials:
Multimedia and visual aids
D. Method of Teaching: 4 A’s Method

III Procedures
Preparation
1. Greetings
2. Checking of Attendance
3. Passing the Assignment
Teachers Activity Students Activity

Activity
Class I’m going to show a flash card then

determine what happen to the exponent.
Possible answers:
1. a ∙ a2=a3 1. Get the sum of the exponents
3 2. Get the product of the two exponents
2. ( a 2 ) =a6
3. The exponent is being distributed
3. ( ab )2=a2 b2
4. Get the difference of the exponents
a3 5. Distribute the exponent.
4. =a
a2
Analysis
The expression earlier is being simplified using
the different laws of exponent, but before we
discuss the laws of exponent lets understand first
the meaning of a n ; n ≠ 0
Example we have 22, this expression is equal to

2 ∙2
Class, what is the equivalent of the expression 4 3 4 ∙4∙4
?
That’s correct.
Since you understand already the meaning of
a n ; n ≠ 0, lets discuss the laws of exponent
The exponent of the first term is being added to
For our first example we havea ∙ a2=a3, what
the exponent of the second term.
happened to the exponent here?
That’s right.
The expression being applied here is the product

rule which states that “ for any number a, and
positive integers m and n;
a m ∙ an =am +n
As you observed, the two expression have the

same base which is a, every time we multiply two
terms with the same base we’re going to add
their exponents
An example for this is 22 ∙ 23, by applying the

product rule we have:
( 2 ∙2 ) ( 2∙ 2 ∙2 ) = 25
( 3 ●3 ) ( 3 )=3 3
By applying the product rule, Simplify the
expression 32 ∙3
( 5 ∙5 )( 5 ∙5 )=54
2 2
Another, try simplifying the expression 5 ∙5
No ma’am.
2 2
Class, can we simplify the expressiona ∙ b ?
Because their base are not the same.
Why is that so?
That’s correct.
Another example from our activity is ( a 2 ) =a6 ,

3 The exponent was being multiplied.
what happened to the exponent here?
That’s right.
The rule being applied here is the first rule under

“for any number a, and any positive m and n:
power rule called power of power. This rule n
states that, please read. ( a m ) =amn
The exponent m and n is being multiplied.
4
Let’s simplify the expression( 22 ) , applying the
rule power of power, we have:
[ ( 2 ∙2 ) ( 2∙ 2 ) ( 2∙ 2 )( 2 ∙ 2 ) ]=28 [ ( 3 ∙3 )( 3 ∙ 3 )( 3 ∙ 3 ) ] =36
3
Try simplifying the expression ( 32 )
Very good. [ ( 4 ∙ 4 ) ( 4 ∙ 4 ) ] =4 4
For the second example, try again simplifying the
2
expression( 42 ) .
That’s right.
The third example that was included in the

activity is ( ab )2=a2 b2 The exponent 2 is being distributed to the base.
In this example, what happen to the exponent?
That’s right.
The rule being used to simplify this expression is For all number a and b, and any positive integer
the second rule under power rule called power of m:
a product. ( ab )m=a m b m
What does power of a product states?
Applying this rule, lets simplify the expression

( xy )3.
Upon applying the rule, we have:

( xy )3=[ ( xy ) ( xy )( xy ) ] ( 2 ∙ 4 )2= [ (2 ∙ 4 )( 2 ∙ 4 ) ]
¿ ( x ∙ x ∙ x )( y ∙ y ∙ y ) ¿ ( 2 ∙2 ) ( 4 ∙ 4 )
¿ x3 y3 22 4 2
Try simplifying the expression ( 2 ∙ 4 )2
The exponents was being subtracted.
Fourth earlier in the activity is the expression

a3
=a , what happen to the exponent here?
a2
That’s right.
For all integers m and n and any non-zero
The rule being used here is quotient of a power
am m−n
rule. This rule states that, please read. number a: n
=a ;if m> n
a
As you observed, just like in the product rule, the
base of the two terms must be the same and the
exponent of the numerator must be greater than
the exponent of the denominator because if not,
the exponent of the simplified expression will be
negative.
44 44 (4 ∙ 4 ∙ 4 ∙ 4 ) 2
Try to simplify the expression 2 = =4
4 42 (4 ∙ 4)
Very good.
23 23 ( 2 ∙2 ∙ 2 ) 2
Try again simplifying the expression = =2
2 2 2
That’s correct.
Yes ma’am, that is equal to 1
0
Class did you remember the value of x ?
That’s right, the law for zero exponent was

being applied here, as long as x ≠ 0.
Abstraction
What do we mean by the expression a n a n=a ∙ a · a· a … . ; n ≠ 0
What are the different laws of exponent? Product rule, power rules, quotient of a power
rule and the law of zero exponent.
What are the two rule that is under the product Power of a power and product of a power.
rule?
Application
Within your group, simplify the following for five
minutes?
1. 3 ∙3 2
3
2. ( 22 )
3. ( 4 ·7 )2
63
4.
62
IV. Assessment
Directions: answer the following in a ½ crosswise.
I. Determine the rule applicable to the expression in column A.
A. B
1. x 0
2. 22 · 22
3
3. ( 42 )
4. ( 5 ·6 )2
34
5.
32
II. Simplify the following

3
1. ( 22 )
24
2.
2

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Division of Tacloban City

Marasbaras National High School

A Detailed Lesson Plan in Mathematics 7

EMELYN C. SABADLAB NOAH JUSTINE C. SAYSON

with 75% proficiency:

a. identify the laws of exponent

b. apply the laws of exponent in simplifying expression.

II Contents and Materials

A. Topic: Laws of Exponent

Mathematics, learner’s material 7; department of education, Republic

of the Philippines, 126-129

Jisela N. Ulpina, et.al (2014), math builders grade 7: JO-ES Publishing

House, Inc., pp. 191-197

K to 12 curriculum guide mathematics 2016; department of education,

Republic of the Philippines, M7AL-IId-e-1

Multimedia and visual aids

D. Method of Teaching: 4 A’s Method

Teachers Activity Students Activity

Class I’m going to show a flash card then

Example we have 22, this expression is equal to

The expression being applied here is the product

As you observed, the two expression have the

An example for this is 22 ∙ 23, by applying the

Another example from our activity is ( a 2 ) =a6 ,

The rule being applied here is the first rule under

The exponent m and n is being multiplied.

The third example that was included in the

Applying this rule, lets simplify the expression

Upon applying the rule, we have:

Fourth earlier in the activity is the expression

That’s right, the law for zero exponent was

Directions: answer the following in a ½ crosswise.

I. Determine the rule applicable to the expression in column A.

II. Simplify the following

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