LESSON PLAN

I. OBJECTIVES
At the end of the lesson, students will be able to:
A. Understand the concept of exponential rules.
B. Apply the exponential rules in multiplying and dividing exponential expressions.
C. Appreciate the importance of exponential rules in the field of mathematics and real life
situations.

II. SUBJECT MATTER

A. Topic: Rules of Exponents
B. References: BR, S. (2023, January 25). Multiplication of Integers: Rules, Formula,
Properties - Embibe. Embibe Exams. https://www.embibe.com/exams/multiplication-of-
integers, Exponential Form - Meaning, Conversion, Formula, Examples. (n.d.).
Cuemath. https://www.cuemath.com/algebra/exponential-form, What is Exponential
Form | How to Write Numbers in Exponential Form? (2020, April 6). Toppr-
guides. https://www.toppr.com/guides/maths/factorisation/what-is-exponential-form-how-
to-write-numbers-in-exponential-form, Cuemath. (n.d.).
Cuemath. https://www.cuemath.com/en-sg/?
fbclid=IwAR1T0_Z3prsaK8uEdYzwJxqE0wXPUJsiJIpLQvoFFaD7LfLTGzH_gSRglrY
C. Materials: Visual Aids, Cartolina, Manila paper
D. Duration: 1 hour
III. Learning Procedure:
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Engage
I. Greetings
• How are you students? We’re doing good.
II. Prayers
• Ereca led the prayer. The students do as directed.
III. Attendance
IV. Review
• What is multiplying integers? Multiplying integers is the process of
repetitive addition, including positive
or negative integers.

• When you multiply integers with two Positive

positive signs, what would you get?
 • What is negative x negative? Positive

• How about negative x positive? Negative

V. Motivation
• Let’s try the following:
__ __ __ __ __
1 -2 -3 4 5 The students do as directed.

E►20÷5= R► -6÷(-6)
U►16÷(18)
L►-21÷7
S►50÷10

__ __ __ __ __ __ __ __
-1 2 3 4 5 6 7 8 The students do as directed.
T►2 x 4= P► 1 x 3 =
E►-1 x -1= O► 2 x 2 =
N►-5 x -1= X► -2 x -1 =
N►-7 x -1= E► -2 x -3 =

The teacher shows the students the significance of the

old lesson to the new lesson.
B. Explore

 The teachers introduce the topic.

 The teachers present an expression a n , and let the

students observe it.
 What do you call the variable a? How about the Variable a is what we called the
variable n? “base” while variable n is the
“exponent.”

 What’s the functions of base and exponents? The base is the one that is being
multiplied while the exponent tells
how many times a number is
multiplied.

In the given expression 82 ,”8“is the

 Identify the base and exponent of the exponential
expression 82 .
 Differentiate the three exponential forms:
standard form, factor form, and exponential
form.
base while “2” is the exponent.
The standard form of a number is
written in a form of an integer.
A factor is a number that is a multiple
of another number.
The exponential form is an easier
way of writing repeated
 multiplication involving base and
exponents.

The standard form is 8.

 Based on the given expression 23= 2x2x2= 8 The factor form is 2x2
which part is expressed in standard form?
The exponential form is 23
 How about the factor form?

 Give the definition of exponential form.

 The teacher introduces to students the rules of
exponents.
 The teachers let the students observe and analyze
the rules of exponents being used in the
following expression and it is composed of three
rules: multiplication Rule, division rule, and
power rule.
 Now, when we say multiplication and division it
is understandable that we will need to multiply
and divide numbers if we relate it to the
questions, I’ve asked you previously what’s take
in?
Student #1: Multiplication rules state
that when you multiply exponential
expressions with the same base, you
add their exponents.
Student #2: The division rules state
that when you divide exponential
expressions with the same base, you
subtract their exponents.
Student #3: The power rules state that
when you raise an exponential
expression to another exponent, you
multiply the exponents together.

 How about power rules?

C. Explain

Exponential Factor Form Standard

Form Form
2
2
2x2 4
2
3
2x2x2 8
2
4
2x2x2x2 16
2
5
2x2x2x2x2 32
2
6
2x2x2x2x2x2 64
27 2x2x2x2x2x2x2 128
2
8
2x2x2x2x2x2x2 256
 The teacher let the students answers the
following as fast as they can.
1. 2x2 1. 4
2. 2
2
2. 4
3. 3 x3 x3 3. 27
4. 9
2 4. 9x9
5. 3
3 5. 3x3x3

 The teacher then asks the students to answer

quotients of power rule and power of power rule.

1. 5 3 1. 25
5 ÷5
2. 2
2. 23 ÷22 9
3. x
3. ¿¿
4. 16
4. ¿

D. Elaborate
 The teacher will group the students into two
groups and asks the students to identify the
exponents and the base in equation a nin a fun 1. 3 is the base, while 4 is the
learning way. exponent.
1. 3 4 2. The base is 5 and the
2. 52 exponent is 2.
3. 22 3. The number that is big is the
base while the mini version is
4. n a
the exponent.
5. a b
4. n is the base and a is the
exponent.
5. a is the base while b is the
exponent.

The students will answer the

following equations accordingly.
 The teacher then asks the students to find the 1. (4²)⁴ = 4^(²x⁴) = 4⁸ = 65, 536
value of the following equations by following 2. 6⁶ ÷ 6⁴ = 6^(⁶-⁴) = 6² = 36
thw rules of exponents. 3. (5³)² = 5^(³x²) = 5⁶ = 15, 625
1. (4²)⁴ 4. 3³ x 3² = 3^(³+²) = 3⁵ = 243
2. 6⁶ ÷ 6⁴ 5. 2⁴ ÷ 2² = 2^(⁴-²)= 2² = 4
3. (5³)²
4. 3³ x 3²
5. 2⁴ ÷ 2²

 The teacher will present an exponent puzzle 1. 82 = 64

wherein the students will think the same base 2. 53 = 125
number to complete each pair of equations.
 1. ❑❑ = 64 12 1
2. ❑❑ = 125 3. =
2 4
1 2
4. 9 = 81
3. ❑❑ =
4 1
2
1
4. ❑❑ = 81 5. =
4 16
1
5. ❑❑ =
16
E. Evaluation
 Give the value (standard form) and write the
factor form of the following.
1. 33 1. 27 (3 x 3 x 3)
2. 106 2. 1,000,000
3. 52 (10x10x10x10x10x10)
4. 63 3. 25 ( 5 x 5)
4. 216 (6 x6 x 6)
5. 112
5. 1(1x1x1x1x1x1x1x1x1x1x1x
6. 152
1)
7. 4 2 6. 225(15 x 15)
8. 114 7. 16 (4 x 4)
9. 66 8. 14, 641 ( 11x11x11x11)
10. 133 9. 46, 656(6x6x6x6x6x6)
10. 2197(13 x 13 x13)
 Fill in the blank.
Exponentia Factor Form Standar
l Form d Form
4
4
4x4x4x4 1. 1. 256
2. 9x9x9x9x9 59,049 2. 95
3
9
3. 19, 683 3. 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x
6 3
6x6x6 4. 3
10
5. 1,024 4. 216
2
5. 1,024
6. 5x5x5x5x5 3,125
6. 55
110
1x1x1x1x1x1x1x1x1x 7.
1 7. 1
8. 7 x 7
7
2
8. 49
9. 8 4
9. 8x8x8x8 4,096
10. 113
10. 11 x 11 x 11 1, 331

 Assignment
Answer the following:
2 2
1. 4 ÷2
3 2
2. 3 ÷3 1. 64
4 2
3. 5 ÷5 2. 3
4. ¿¿ 3. 25
5. ¿¿ 4. 4,096
5. 1