School: KAPATAGAN NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: GEMVIE T. SAYON Learning Area: MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time: January 1-5, 2024 (week 8) Quarter: 2nd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key concepts understanding of key understanding of key concepts understanding of key concepts
concepts of variation and of variation and radicals. concepts of variation and of variation and radicals. of variation and radicals.
radicals. radicals.
B. Performance Standard The learner is able to The learner is able to formulate The learner is able to The learner is able to The learner is able to
formulate and solve and solve accurately problems formulate and solve formulate and solve accurately formulate and solve accurately
accurately problems involving radicals. accurately problems involving problems involving radicals. problems involving radicals.
involving radicals. radicals.
C. Learning Competency/Objectives M9AL-IId-1 M9AL-IId-1 M9AL-IId-2
Write the LC code for each. The learner is able to: The learner is able to: The learner is able to:
a. Recall the laws of a. Simplify the given a. Define rational exponents
exponent expressions b. Illustrate expressions with
NEW YEAR PART OF b. Write the given b. Apply the laws involving rational exponents
HOLIDAY THE LONG expressions into its positive integral exponents c. Value accumulated
simplest form to zero and negative knowledge as means of new
VACATION c. Learn and understand the c. Show camaraderie in doing understanding
key concepts of negative the activity
integral, zero
II. CONTENT Zero, Negative, and Rational Zero, Negative, and Rational Zero, Negative, and Rational
Exponents Exponents Exponents
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 167 pp. 167 pp. 169-170
2. Learner’s Materials pages pp. 231-234 pp. 231-234 pp. 235-239
3. Textbook pages
4. Additional Materials from Intermediate algebra II, page Intermediate algebra II, page
Learning Resource 129-131, Jose-Dilao Soledad, 129-131, Jose-Dilao, Soledad,
(LR)portal et. Al. et. Al.
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall: Remember Me This Recall Preliminary
presenting the new lesson Way! Write the following
 Simplify the following expressions into its simplest You can use your calculator to
expressions. form. evaluate each expression in
column A. Compare each
1. )( result with the value of the
corresponding expression in
column B.
2. (

3. (

4.

5.
Questions: For each pair, what is the
1. How did you solve the relationship between the
given problem? denominator of the exponent
and the index of the radical?
2. What concepts have you
applied?
3. How did you apply your
knowledge of the laws of
integral exponents in
answering the given
problem?
B. Establishing a purpose for the Simplify the each expression Work in Pairs.
lesson without zero and negative
exponent. Fill up the table of the correct
answer. One row is filled up as
an example
1.

2.
3.

5 −3 2
(x y )
4.
x −2
 Activity: Agree or Disagree! −3
a b c
−2 −2

2 −1 −5
ab c

Questions:
What mathematical concepts
are important in simplifying
expressions with zero and
negative exponent?

Read each statement under

C. Presenting examples/Instances
of the new lesson
the column STATEMENT
then write A if you agree with
the statement; otherwise,
write D. Write your answer on
the “Response-Before-the-
discussion” column.
Questions:
1. How did you find the
activity?
2. What mathematical
concepts or principles
did you apply to come up
with your response?
Raising a Number to a Zero Illustrative Examples: In each part, the exponential
Exponent expression and the radical
Definition: a 0 =1 (a≠0) expression have the same
Example 1 value.
=
=1
Example 2
1. = 5
=1 2. = =
Example 3 2. = -2
 =1
3. = 4
Note 1: = 1 is a
convention, that is, we agree 4. = 2
that raising any number to Also, the denominator of the
the power 0 is 1. We cannot 3. = exponent is the same as the
multiply a number by itself index of the radical.
zero times. = The result in the above activity
suggest that
Note 2: In the case of zero =
raised to the power 0 (written
), mathematicians have This conclusion is supported
been debating this for by an application of the Power
hundreds of years. It is most Law for Exponents.
commonly regarded as
having value 1, but is not so Illustrative Example:
in all places where it occurs. Consider the equation
That's why we
write a≠0. ). Using the
properties of exponents,
Raising a Number to squaring
Negative Exponents both sides will give you
Definition
−2 1
a = n (once again, a≠0)
a 2
x =( 25)
1
In this exponent rule, a 2
cannot equal 0 because you x =25
cannot have 0 on the bottom
of a fraction. Extracting the square root of
Example 1 both sides will give you
−2 1 1
3 = =
3 9
2

Example 2
−2 1
x = 8
x
Explanation: 0 and Negative
Exponents
Observe the following
decreasing pattern

D. Discussing new concepts and
practicing new skills # 1
What do you notice about
each step? Now continuing
beyond, what do you notice?
Using a as base and m and n
as exponent
Activity: You Complete Me!
Fill in the missing parts of the
solution in simplifying the
given expression. Assume
that
Activity Look at the expression below.
A puto pao has a volume of
−9
5 . A box full of puto pao
−5
has a volume of 5 . How
many grains of rice are there
in the box?
Questions:
1. What can you observe
about the exponents of the
given expressions?
2. Do you think you can still
apply the understanding of
the laws of exponents to
simplifying the given

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
Answer the following.
1. What did you observe
about the exponents?
2. How were the problems
solved?
3. What can you conclude
from the process of
solving problems?
QUIZ
Write the given expressions
into its simplest form.
The Mayor and the vice-
mayor of Ternate asked to
simplify the given expression.
Their solutions are shown
below.
Questions: Who do you think
is correct in simplifying the
given expressions? Justify
your answer.
Answer the following.
1. What have you noticed from
the values given in the
problem?
2. What have you observed
from the exponents?
3. What have you done to
simplify these values?
4. How did you solve the
problem?
5. Have you applied any law?
Why?
Answer the following questions
correctly and write your
solution on your answer sheet.
The annual corn yield is 5 a²
kg per hectare. If there are
hectares of corn field in
Maragondon and
hectares of corn field in
Magallanes, what is the total
annual corn yield in these two
cities?
Activity
Try these practice problems;
write the name of right icon
appropriate to your answer.
examples? Why?
Answer the following.
a. How do you define rational
exponent?
b. How do you illustrate
rational exponent?
Find all real roots.
1. fourth roots of 81
2. cube roots of -125
3. sixth roots of -729
4. square roots of 100
5. fourth roots of 256
What’s This Farm???
This is located at Buho, Silang,
Cavite. This farm is known for
being the first organic farm in
the country. They manufacture
local medicinal herbal teas
made from plants that are
known to have healing
properties. They also
manufacture sauces,
dressings, dips and ready-to-
eat food items. To find out
what’s this farm, write the letter
of the correct choice in each
 blank at the bottom that
contains the exercise number.

Simplify the following

expressions, then decode the
following.

H. Making generalizations and THINGS TO REMEMBER Definition A rational exponent is an

abstractions about the lesson exponent that can be
Definition:

Definition: Repeated
multiplication
Definition: Fraction Raised to
an Integral Power
Raising a Number to a Zero
Exponent1
Definition:
(a
Note 1: = 1 is a
convention, that is, we agree
that raising any number to the
power 0 is 1. We cannot
multiply a number by itself
zero times.
expressed as where m
and n are integers and n ≠ 0.
Radical expressions can be
written by using rational
exponents. For any natural
number n and integer m, the
exponent indicates the nth
root . The
exponent indicates the nth
root raised to the mth power
=

I. Evaluating learning Revisit the activity entitled
Agree or Disagree. Read
again the statement under
column statement and
answer the “Response-
After-the-Discussion”
column with A for Agree and
D for Disagree.
Note 2: In the case of zero
raised to the power 0 (written
), mathematicians have
been debating this for
hundreds of years. It is most
commonly regarded as having
value 1, but is not so in all
places where it occurs. That's
why we write a≠0.
Raising a Number to Negative
Exponents
Definition
(once again,
a≠0)
In this exponent rule, a cannot
equal 0 because you cannot
have 0 on the bottom of a
fraction.
Quiz Assessment
Apply laws of exponents in
simplifying the expressions 1. In the expression we call
below; write your solution on
as a _________ exponent.
the blank provided.
2. When we write as a
radical, n is the ________ of
the
radical.
Select the expression from A,
B and C that correctly
 completes the statement.
J. Additional activities for Assignment 1. Follow-up:
application or remediation Study: Illustrations of Rational Simplify the given expressions
Exponents

1. What is a rational a.
exponent?
2. How do we illustrate b.
expressions with rational
exponents? 2. Study Simplifying
Follow-up: Expressions With Rational
a. Negative and Zero Exponents
Exponent Worksheet a. What are the laws of
Simplify. Express your integral exponents?
answers in fraction form. b. How do we simplify
expressions with rational
exponents?

Reference: Grade 9 Learner’s

Material p 241
V. REMARKS
VI. REFLECTION
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 lesson
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
encounter 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
teachers?