School: Teacher:: Pangarap High School 9 Kheila Jane V. Villas Mathematics Second
School: Teacher:: Pangarap High School 9 Kheila Jane V. Villas Mathematics Second
Signature/
Date
Learning Area: MATHEMATICS Imelda R. Estoloa
Teacher SECOND Master Teacher I
Kheila Jane V. Villas
: Quarter: Signature/
DAILY LESSON LOG Verified : Date
S.Y.: 2023-2024 Glenda S. Atchico
Head Teacher I
Teaching Date Signature/
Nov. 27 – Dec. 1, 2023 Nov. 28, 2023 Noted:
Dates: Submitted: Date
Amelia D. Soni
Principal I
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of variation and radicals.
Standards
B. Performance The learner is able to formulate and solve accurately problems involving radicals.
Standards
C. Learning Identifies and applies the laws involving Illustrates expressions with rational exponents. Illustrates expressions with rational
Competencies positive integral exponents to zero. (M9AL-IId-1) (M9AL–IId–2) exponents. (M9AL–IId–2)
D. Specific a. Recall the laws of exponent 1. Apply the laws of exponents in rewriting 1. Apply the law of exponents in
Objectives b. Learn and understand the key concepts of expression with rational exponents. rewriting expression with rational
negative integral and zero
2. Rewrite the expression with a rational exponent
( a ) =( a )=( a
1 m m 1
c. Write the given expressions into its exponents .
simplest form from expanded form to exponential form or vice
n n
)
m n
( y )( y )( y )( y )( y ) ? ( y )
−1 −1 −1 −1 −1 −5
3 3 3 3 3 3
(−9 ) ?
7
expression 5
B.Establishing a Exponential expressions are said to be in The teacher lets the students realize that
purpose for the simplest form if: applying the laws of exponents is an
lesson 1. the exponents are positive,
important skill in illustrating expressions
2. there are no powers of powers’
3. each base appears only once, and with rational exponents.
4. all fractions are in the simplest form.
C.Presenting ZERO EXPONENT Groups of three students: The teacher lets the students, in groups of
examples of the m0 = 1, where m ≠ 0.
Do Activity 5: A New Kind of Exponent found on three, do the activity below:
Any number, excluding zero, with an exponent of
new lesson zero is equal to one. pages 235 – 236 of the Learner’s Module. Rewrite the given expressions with
rational exponents using the law of
Answer Key:
( a )=( a ) .One example is
m 1 m
exponent n n
Column A Column B Column C
(b )
1 1 n 1
worked out for you.
Value(s) of that satisfies the equation
bn n
bn
( 4 )=( 4 )
3 1 3
in Column B 1. 2 2
( 25 ) =25
1 1 2
5∧−5
( 27 )= ¿
2 2 2
25 2. 3
¿
( 64 ) =64
1 1 3
3 3 4 Answer Key:
64
(4 )
1 3
1.
( (−8 ) ) =−8
1 1 3 2
(−8 ) 3 3 −2
( 27 )
1 2
2. 3
( (−1 ) ) =−1
1 1 3
(−1 ) 2 2 No possible values
Questions:
1) When n is odd.
2) When b is negative and n is even.
3) When b is positive and n is even.
4) They are additive inverse of each other.
D. Discussing Since only 1 can be multiplied by m that will give a The teacher discusses with the students the process The teacher discusses with the students
product that is equal to m, using multiplicative
new concepts of arriving at the answer of each item in Activity 5. the process of arriving at the answer of
identity, m0 = m/m = 1
and practicing Furthermore, the teacher asks the students the each item in the above activity.
new skills mathematical principles or skills that they used to Furthermore, the teacher asks the
(FA#1) generate a pattern to illustrate expressions with students the mathematical principles or
rational exponents. skills that they used to generate a pattern
to illustrate expressions with rational
exponents.
c.
5q0 = 5(1)
= d0 = 50
=5
=1 =1
E. Discussing Page 236 – 237 of the Learner’s Module. Activity 6 Rewrite the given expressions with
new concepts Extend Your Understanding! rational exponents using the law of
and practicing Rewrite the following expressions below by
( a )=( a ) .One example is
m 1 m
new skills exponent n n
illustrating the given exponents into one single
(FA#2) expression using the law of exponent a m ⋅ an=am+ n . worked out for you.
( 9 )= ¿
3
One example is worked out for you.
3. 2
( 6 )( 6 )=(6 )=(6 )
1 1 1 1 2 ¿
+
1. 2 2 2 2 2
Answer Key:
( )
1 3
( 2 )(2 )( 2 )( 2 )(2 )(2 )( 2 )= ¿
1 1 1 1 1 1 1
2. 3 3 3 3 3 3 3
3. 9 2
¿ ¿
Answer Key:
( 6 )( 6 )=(6 )=(6 )
1 1 1 1 2
+
1. 2 2 2 2 2
2.
3.
( a )= ( a ) .
1 1 1 m 1
4. (−4 ) 7 (−4 ) 7 (−4 )7 =¿ ¿¿ exponent n m n
1. (
−8 )= ¿
5. 4
−1 −1 −1 −1 −1 −1 3
4 4 4 4 4 4 ¿
( 13 ) ( 13 ) ( 13 ) ( 13 ) ( 13 ) ( 13 ) =¿ ¿ ¿
2. (
−27 )= ¿
2
3
¿
Answer Key:
3. ( )
5
1 1 1 1 1 1 3 3
4. 7 7 7
+ +
7 7 7 7 8 =¿ ¿
(−4 ) (−4 ) (−4 ) =(−4 ) =(−4 ) Answer Key:
5. 1
−1 1 1 1 1 1.1
−1
4
−1
4
−1
4
−1
4
−1
4
−1
4
± ± ± ± ±
4 4 4 4 4 4 (−8 ) 4−63
4
( 13 ) ( 13 ) ( 13 ) ( 13 ) ( 13 ) ( 13 ) =( 13 ) = (13 ) 1
2.
(−27 2 ) 3
1
3.
(85)3
G. Practical Activity
Application in
A puto pao has a volume of 5−9 m 3. A box
Daily Living full of puto pao has a volume of 5−5 m 3.
How many grains of rice are there in the
box?
( a ) =( a )=( a
1 m m 1
For any number a where a≠0 2. If rules for integer exponents are applied to
, rational exponents, how can you simplify
n n
)
m n
I.Evaluating QUIZ Transform the given expressions into exponential Transform the given expressions with
Learning Simplify the following expressions: form to expanded form or vice versa. rational exponents into the form
1. ( 5 x 2 y 3 z5) 0 1. 3 3 3 3
¿
n m n
1. (
(5 )= ¿ m )=( m )
0 5 0 9 3 ❑
2. 75 d c 2. 4 5 ❑ ❑
¿
()
−1
3 2. (
−9 )=( −9 )
8
(−4 )= ¿
7 ❑
❑ ❑
3. 3 2
3. 5 ¿
3. ( ) (
3 ❑ ❑
(7 )(7 )(7 )(7 )(7 )(7 )= ¿ 6 =6 )
1 1 1 1 1 1
2 5 −2 5
(2 m n ) 4. ❑
2 2 2 2 2 2
4. ¿
4. (
−d )=(−d )
3 ❑
( x )= ¿
−2 0 3 5 ❑ ❑
5. m n 5. 5
¿
x =( x )=( x )
❑ 9 ❑ ❑
Answer Key: 5. ( ) ❑❑ 4 ❑
Answer Key:
(−a )(−a )(−a )(−a )=(−a ) =(−a )
1 1 1 1 1 4 4
5 1 1. 3 3 3 3 3 3 Answer Key:
( m )=( m )
3 1
5
1. 1 2. d 3. 3 4. 4 m 4 n10 5. 2. 1. 5 3 5
1
(5 )=( 5 ) =( 5 )(5 )(5 )( 5 )( 5 )(5 )( 5 )( 5 )(5 ) 2. (−9 )=( −9 )
9 1 9 1 1 1 1 1 1 1 1 1 8 1
4 4 4 4 4 4 4 4 4 4 4 2 8 2
m2
3. ( ) ( )
3 1 3
3. 5 5
6 =6
(−4 )=(−4 ) =(−4 )(−4 )(−4 )(−4 )(−4 )(−4 )(−4 )−d )=(−d )
7 1 7 1 1 1 1 1 1 1
4. (
3 3 3 3 3 3 3 3 3 3 1
5 3 5
4. ( )( )( )( )( )( ) ( ) ( )
1 1 1 1 1 1 1 6 6
( x ) =( x )=( x )
2 2 2 2 2 2 2 2 1 9 1 9
7 7 7 7 7 7 =7 =7 5. 9 4 4 4
5. ( ) ( ) ( )( )( )
3 1 3 1 1 1
5 5 5 5 5
x = x =x x x
J. Additional Write the given expressions into its You Simplify Me! Rewrite the given expressions from the
Activities for simplest form. One example is worked out for you.
(a )
m 1 m 1
form into or using the
Remediation a n n
(a )m n
( x )( x )( x )( x )= ¿ ( m )=( m )
1 1 1 1 3 ❑ ❑
2. 5 5 5 5 1. 5 ❑
¿ ¿
3.
(−9 )=(−9 )
8 ❑ ❑
2. 2 ❑
( 3 )(3 )(3 )= ¿ ( 6 )=( 6 )
1 1 1 3 ❑
4. 2 2 2 3. 5 ❑ ❑
¿ ¿
( x ) =( x )=( x )
❑ 9 ❑ ❑
5. ❑❑ 4 ❑
V. REMARK
VI. REFLECTION Emerald Jade Emerald Jade Emerald Jade Emerald Jade
A. No. of Learners who
earned 80% in the
evaluation.
B. No. of Learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lessons.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teacher?