Grade 9 Math

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
SECOND YEAR - MATHEMATICS

INTEGRAL EXPONENTS
Module 9: With Powers
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Written, edited and produced by Basic Education Assistance for Mindanao, April 2009
INTEGRAL EXPONENTS
MODULE 9: WITH POWERS
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 6
Basic Education Curriculum Competencies

Year 2 Mathematics: With Powers
• Demonstrate knowledge and skill in simplifying expressions with integral exponents and
apply these in the solution of problems.
• Demonstrate understanding of expressions with:
• positive exponents
• negative exponents
• zero exponents
• Evaluate numerical expressions involving integral exponents.
• Rewrite algebraic expressions with zero and negative exponents.
• Solve problems involving expressions with exponents.
Objectives
• Identify prime factors of a number.
• Demonstrate understanding of expressions with positive, negative and zero exponents.
• Evaluate numerical expressions involving integral exponents.
• Rewrite algebraic expressions with zero and negative exponents.
• Solve problems involving expressions with exponents.
Essential concepts, knowledge and understandings targeted

• Exponential Notation. If a is a real number and n is a positive integer, then the symbol an
represents the product of n factors of a. That is, an = a•a•a•...a•a. In an, a is called the
base and n is the exponent.
• Rules for integral exponents:
Let m and n are integers, and a and b are nonzero real numbers.
➢ Product rule: am•an = am+n
m
a m−n
➢ Quotient rule: n = a
a
➢ Power of a power rule: (am)n = amn
➢ Power of a product rule: (ab)n = anbn
n n
➢ Power of a quotient rule:

a
b
=
a
b
n
➢ Definition of zero exponent: a0 = 1
Basic Education Assistance for Mindanao

Learning Guide, April 2009 3
INTEGRAL EXPONENTS
1
➢ Definition of negative exponent: a−n = n
a
• Exponential expressions are said to be in simplest form if:
1. the exponents are positive,
2. there are no powers of powers,
3. each base appears only once, and
4. all fractions are in simplest form.
Specific vocabulary introduced

• Exponent – a number used to tell how many times a number is used as a factor
• Power – a product represented by the number and its exponent
• Integral exponent – power of a number in the form of an integer
Suggested organizational strategies

• Have the classroom ready to accommodate groups of students to learn and explore the
activities where they will be at ease and comfortable to move and explore the activities in
every stage of learning.
• Assign roles to students within the groups.
• Be prepared with the complete materials to be used by students in performing the tasks.
• Prepare enough and clear copies of the activity sheets prior to the lessons.
Opportunities for Integration

PEACE EDUCATION
• The activities encourage the students to work harmoniously with others to achieve
accuracy and considerable outputs.
VALUES EDUCATION
• Students working in a group develop their sense of being sensitive to the needs and
feelings of others especially in doing group tasks.
GENDER INCLUSIVITY
• Mutual responsibility and conscious participation of both boys and girls are considered.
MULTICULTURALISM
• The activities in this Learning Guide are suited to different tribes and cultures.
ENGLISH
• Some of the suggested activities in this Learning Guide require students to express their
ideas.
GENERAL INFORMATION
• Student Activities 4 and 5 encourage them to discover the hidden messages that will give
them useful information.
HISTORY

INTEGRAL EXPONENTS
• Student Activity 4, “Task B: Pyramid Passage”, acquaint students about pyramids of the
ancient Egyptians.
Activities in this Learning Guide

Activity 1: Get Intersected
Multiple Intelligences
• Logical/Mathematical
• Interpersonal
Skills
• Use information
• Observation and recall of information
Activity 2: Starts With...
• Interpersonal
Skills
• Predict consequences
• Use information
Activity 3: What Power?
• Interpersonal
Skills
• Identification of components
• Understanding information
• Use information
Activity 4: “More Powers”
• Interpersonal
Skills
• Knowledge of major ideas

INTEGRAL EXPONENTS
• Solve problems using required skills or knowledge

Activity 5: Inbox Message
• Interpersonal
Skills
• Mastery of subject matter
Activity 6: Find Out
• Body/Kinaesthetic
• Interpersonal
Skills
Activity 7: Go around the Stations
• Body/Kinaesthetic
• Interpersonal
Skills
• Use methods, concepts, theories in new situations
Activity 8: Check It Out

INTEGRAL EXPONENTS
Skills
• Use information
Key Assessment Strategies

• Self and Peer Assessments
• Observing students
• Trivia
• Puzzle

INTEGRAL EXPONENTS
Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
In this stage, students will identify the prime factors of a number. The activity will lead
them to realize a more convenient way of writing repeated multiplication or very large
numbers.
Strategy
THINK PAIR SHARE. This strategy allows groups to reach consensus or check
understanding. This can be used in an introductory activity. This also encourages students
to think about an issue, question or problem and record response. Students will discuss
ideas with a partner and record what they have shared and finally, share with the whole
group or join another pair to reach consensus.

INTEGRAL EXPONENTS
Materials
• activity sheet (refer to Student Activity 1, “Get Intersected” on page 15)
• ruler
Activity 1: “Get Intersected”
Instructions:
1. Let each student look for a partner and distribute to each pair the sheet of
Student Activity 1.
2. Instruct them to answer individually the problems. After which, let them compare
answers with their partner to reach consensus.
3. Assign pairs to present to the class their outputs for discussion. Refer to page 16
for the answer key.
Formative Assessment
See to it that each pair of students are working cooperatively.
Check their outputs.
Roundup
The students would have identified prime factors of a number. It is hoped that they
realized a more convenient way of writing repeated multiplication or very large number.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
Students at this stage will identify what they already know and want to know more about
the integral exponents by completing the chart.
Strategy
KWL. A chart to ascertain what students KNOW about a topic, what they WANT to know
and what they have LEARNED. This strategy helps the students identify prior knowledge
and experience as a bridge to a new concept, lesson, or unit of work.
Materials
• KWL chart • manila paper • pentel pen
Activity 2: “Starts with...”

Instructions:
1. Prior to the activity, prepare and post the chart found on page 17.
2. Organize the class into groups of 10 or as desired.
3. Let them complete the first and second columns of the KWL chart. Ask them to
write their consolidated output on a manila paper to be presented to the class.
The last column will be revisited in the Closure.
4. Facilitate the presentation of outputs.

INTEGRAL EXPONENTS
Monitor the involvement of all the students in the activity.
Roundup
The students would have identified what they already knew and want to know more about
integral exponents by completing the chart.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
In this stage, the students will be able to:
• demonstrate understanding of expressions with positive, negative and zero
exponents;
• evaluate numerical expressions involving integral exponents;
• rewrite algebraic expressions with zero and negative exponents; and
• solve problems involving expressions with exponents.
Strategies
INTERACTIVE LECTURE. This strategy provides students with a general outline to give
them a framework for thinking about a subject and to structure their note taking. This
type of lecture involves students by focusing their attention on key words. This emphasizes
information transfer at the knowledge, recall, and comprehension levels of learning.
DECODING. A strategy used to translate data or a message from a code into the original
language or form. In the context of this activity, students will perform certain expressions.
After which, students will look for the corresponding answers on the choices to decode the
words that will satisfy the given challenge/puzzle.
Materials
• activity sheet 3 (refer to Student • activity sheets 5 (refer to Student
Activity 3, What Power?, on page 18) Activity 5, “Inbox Message”, on pages
25-26)
• activity sheet 4 (refer to Student
Activity 4, “Lettered Number Line”,
on page 24)
Activity 3: “What Power?”

Instructions:
1. Organize the class into groups of 5 or as desired.
2. Provide them the materials and let them perform the activity at a given time.
3. After which, ask them to compare outputs with the other groups for discussion.
Refer to Teacher Resource Sheet 3 on page 19 for the answer key.
4. Conduct a brief interactive lecture for clarification of the concepts presented in
the activity. Refer to Teacher Resource Sheet 4 on pages 20-.

INTEGRAL EXPONENTS
Activity 4: More Power

Instructions:
1. Organize the class into groups of 8 or as desired and distribute to them the
Student Activity 4 on page 24.
2. Allow them to finish the activity with the time you set.
3. After which, let them compare outputs with the other groups to reach consensus.
4. Ask volunteers to present their outputs to the class for comparison and discussion.
Activity 5: “Inbox Message”
Pre-Activity
Conduct a brief interactive discussion on Rewriting and Simplifying Algebraic Expressions
with Zero and Negative Exponents. Then, let the students try to rewrite and simplify the
following algebraic expressions: (Note: Assume that no denominators are zero.)
7 3
a) x-5 b) (2x)-4 4x y
c) 9 3
28x y
2 −6 12 18
75r s e) 4a3b0(20a-5b)-1 2 ⋅5
d) −4 5 −2 f) 12
5q r s 10
Expected solution:
a) b) c)
   
1 (2x)-4 = 2-4 • x-4 7
4x y
3
4 x
7
y
3
x−5 = 5 9 3 =
x 28 9 3
=
  
1
24
1
x4
28x y x y
=
1 1
⋅ =
1
=
1 −2 0
7   
x y =
1
7
1
x 2
1
1 = 2
7x
16 x 4 16x 4
d) e) f)
12 18 12 18
       2 ⋅5 2 ⋅5
2 −6 2
75r s 75 1 r s
−6
3 0 −5 −1 3 1
−4 5 −2 =
4a b 20a b = 4a 1 12 = 12
5q r s 5 q
−4
r
5
s
−2
20a−5 b 10 2⋅5
  
4
4 −3 −4 15q 4 3 5 1
= 15q r s = = a ⋅a 
3 4
20 b
  
12 18 12 18
r s 2 ⋅5 2 5
= 12 12 = 12 12
4a
8
a
8
2 ⋅5 2 5
= =
20b 5b = 20•56 = (1)(15625)
= 15,625
From the exercise given, when do we say that an exponential expression is in the simplest form?
Exponential expressions are in simplest forms if:

• the exponents are positive, • there are no powers of powers,
• each base appears only once, and • all fractions are in simplest form.

INTEGRAL EXPONENTS
Activity Proper
Instructions:
1. Reorganize the class into groups of 5 or as desired.
2. Distribute to them the activity sheet. Refer to Student Activity 5 on pages 25-26.
3. Let them perform the task at a sufficient time.
4. After which, ask a representative from a group to present their output for
comparison and discussion. Refer to the answer key on page 27.
Ensure the involvement of all students in their group activities.
Check their outputs using the answer key provided in each task.
Roundup
The students would have:
• demonstrated understanding of expressions with positive, negative and zero
exponents;
• evaluated numerical expressions involving integral exponents;
• rewritten algebraic expressions with zero and negative exponents; and
• solved problems involving expressions with exponents.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
Students at this stage will simplify expressions with integral exponents.
Strategy
GAME. This strategy enables the students to learn and develop their mathematical skills in
a fun and interesting way. It caters students whose comprehensions are activated using
visuals. This enhances their logical/mathematical, kinesthetic and spatial intelligences.
Materials
• expression strips (refer to Teacher Resource Sheet 6A on pages 29-30)
• masking tape
Activity 6: “Find Out”
Instructions:
1. Prior to the activity, prepare the expression strips and table of answers on page
31).
2. Organize the class into 4 groups and distribute the materials.
3. Explain to them the mechanics of the game.
a) Each group will be given 1 set of expression strips.

INTEGRAL EXPONENTS
b) Form 4 words out of the strips containing letters and algebraic expressions
involving integral exponents.
a) Simplify each given expression. Then, look for the answer on the board and
paste its corresponding strip below it.
b) The game starts upon the GO-signal of the teacher and when all the groups
are ready.
c) The score depends on your rank in completing the activity (first, second,
third, or fourth).
4. Set a time allotment for the activity. Refer to page 31 for the answers.
Roam around to ensure the active participation of all the students in the activity.
Roundup
The students should have simplified expressions with integral exponents.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
Students' learning on the integral exponents will be applied in solving problems involving
real-life situations.
Strategy
LEARNING STATIONS. This strategy allows each group to perform the task in each station.
The teacher needs to post the tasks in 4 different stations or distinct parts of the
classroom. Each group will move from one station to another in any order.
Material
• station cards (refer to Teacher Resource Sheet 7 on page 32-34)
Activity 7: “Go Around the Stations”
Instructions:
1. Prior to the activity, prepare the station cards. Arrange each set in a designated
corner of the classroom.
2. Organize the class into 8 groups. Assign each group to a specific station.
3. Then, let them move to another station until they have visited all the stations. Set
a time allotment for them to perform each task.
4. After which, ask volunteers to present their outputs for comparison and discussion.
See to it that all students are actively involved in the group activity.
Check their outputs. You may refer to the answer key on page 35.

INTEGRAL EXPONENTS
Roundup
Students would have applied their learning on integral exponents in solving problems
involving real-life situations.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage, students will consolidate their learning on integral exponents.
Strategy
KWL. A chart to ascertain what students KNOW about a topic, what they WANT to know
and what they have LEARNED. This strategy helps students identify prior knowledge and
experience as a bridge to a new concept, lesson, or unit of work and record as well their
learning.
Material
• activity sheet (refer to Student Activity 8 on page 36)
Activity 8: “Check It Out”
Instructions:
1. Use the same grouping as in Activity 2.
2. Distribute the activity sheets and let them complete it at a set time.
3. After which, collect and consolidate their outputs.
See to it that all students are working collaboratively in their group.
Roundup
The students would have consolidated their learning on integral exponents.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

INTEGRAL EXPONENTS
STUDENT ACTIVITY 1
Get Intersected
Directions:
1. Match each number in the first column to its equivalent prime factors in the last
column of the table below by connecting them with a straight line.
8 (5)(5)
C
P
12 (2)(2)(2)(2)(2)
X
25 (2)(2)(3)
A
N E
27 (2)(2)(3)(3)(5)
32 (2)(2)(2)
O T
90 (2)(2)(3)(3)(13)
E
100 (2)(3)(3)(5)
180 N (3)(3)(3)
324 S (2)(2)(3)(3)(3)(3)
468 L (2)(2)(5)(5)
2. Write each intersected letter below the corresponding number to reveal the
word.
ITEM 8 12 25 27 32 90 100 180 324 468
LETTER

INTEGRAL EXPONENTS
Teacher Resource Sheet 1

Get Intersected – Answer Key
8 (5)(5)
C
P
12 (2)(2)(2)(2)(2)
X
25 (2)(2)(3)
A
N E
27 (2)(2)(3)(3)(5)
32 (2)(2)(2)
O T
90 (2)(2)(3)(3)(13)
E
100 (2)(3)(3)(5)
180 N (3)(3)(3)
324 S (2)(2)(3)(3)(3)(3)
468 L (2)(2)(5)(5)
ITEM 8 12 25 27 32 90 100 180 324 468
LETTER E X P O N E N T S

INTEGRAL EXPONENTS

KWL Chart
Directions: Enlarge this chart on a manila paper.
Topic What you KNOW WANT to know Have LEARNED
Positive Integral
Exponents
Negative Integral
Exponents
Zero Exponent
Solve problems
involving
expressions with
exponents

INTEGRAL EXPONENTS
STUDENT ACTIVITY 3
What Power?
Objective: Define exponential expression.
Directions:
1. Fold the paper according to the number of times indicated in the table.
2. Determine the number of regions formed in each fold and express it as a
product of its prime factors. Record the results in the second and third rows
respectively.
3. Then, write the factors in exponential form to complete the table.
Number of Folds 1 2 3 4 5
Number of Regions
● Prime Factors
● Exponential form
4. Write an exponential expression that describes the number of regions

formed when the paper is folded n times. Then, name/label and describe its
parts.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. How many region/s is/are formed when the paper is NOT folded? Express
this in exponential form based on the pattern observed in the table.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. What conclusion can you make when the exponent of a number is zero.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

INTEGRAL EXPONENTS

What Power?
Answer Key
Number of Folds 1 2 3 4 5
Number of Regions 2 4 8 16 32
● Prime Factors 2 (2)(2) (2)(2)(2) (2)(2)(2)(2) (2)(2)(2)(2)(2)
● Exponential
21 22 23 24 25
form
4. Write an exponential expression that describes the number of regions formed

when the paper is folded n times. Then, name and describe its parts.
2n, where 2 is the base and n is the exponent.
5. How many regions are formed when the paper is NOT folded? Express this in
exponential form based on the pattern observed in the table.
There is only 1 region when the paper is not folded. This can be expressed
in exponential form as 10, where 1 is the base and 0 is the exponent.
6. What conclusion can you make when the exponent of a number is zero?
When the exponent is 0, the expression is equal to 1.

INTEGRAL EXPONENTS

Interactive Lecture
(Positive Integral Exponent)
In the paper-folding activity, we learned that for any positive integer n and real number a,
an = a•a•a•...a
n factors
where a is called the base and n is the exponent of a, and n is any positive integer. The
exponent indicates the number of times the base is taken as a factor. an is read as “a to
the nth power” or simply “a raised to n”. The expression an is also referred to as an
exponential expression.
Let the students recall the laws of exponent by CALCULATOR TIP
simplifying the following expressions: When using a scientific or graphing
calculator, there are multiple ways to
5
evaluate exponents. To square a
53 (-2)4 -82

3
4 number, or raise it to a power of 2, use
2
the x button. To evaluate exponents
Expected answer: other than 2, use the power key which
looks like
53 = (5)(5)(5) = 125
y x or x y
4
(-2) = (-2)(-2)(-2)(-2) = 16 For example to calculate the value of 53 press
the key sequence
-82 = -(8)(8) = -64 x
5 y 3
5
       
3
4
=
3
4
3
4
3
4
3
4
3
4
=
243
1024
The answer is 125. If your particular calculator
has the button
Again, by applying the laws of exponents, let them ^

to raise a number to an exponent, use it in the
simplify the following expressions: same manner. For example, 3 4 would be entered
1. (a3b4)(a2b2) 4. (-2p•2q3)3 3 ^ 4
The result is 81.
2. (c5)2 3 3
3.
c d
2
4 6
5.
 
7x
9y 2
c d
Solutions:
1. (a3b4)(a2b2) = (a3•a2)(b4•b2) When multiplying like bases, we add
3+2 4+2 their exponents.
=a b
( The Product Rule for Exponents)
5 6
=ab
When we raise a base to two exponents, we
5 2
2. (c ) = c 5(2)
=c 10 multiply those exponents together.
( The Power Rule for Exponents)
4 6
c d When dividing like bases, we subtract
3. 2 = c 4 – 2 • d6 – 1
c d their exponents.
( The Quotient Rule for Exponents)
= c2d5, where c ≠ 0 and d ≠ 0

INTEGRAL EXPONENTS
When we have a PRODUCT raised to an

4. (-2p•2q3)3 = (-2)3p3 • 23q3(3) exponent, we can simplify by raising each
= (-8p3)(8q9) base in the product to that exponent.
( The Power of a Product Rule)
= -64p3q9
When we have a QUOTIENT raised to an

exponent, we can simplify by raising each
3 3
 
3 3 3 9
7x 7 3x  343x base in the numerator and denominator of
5. = =
9y 2 93  y2 3 729y6 the quotient to that exponent.
( The Power of a Quotient Rule)
Post the following problem on the board and let the students perform it by pair.
7 2
 
12
11 3x
a. 103•102 b. (32)3 c. 10 d. (2x3)4 e.
11 x3
Solution:
7 2
 
12
11 2 3x 8
103•102 = 105 = 100 000 (32)3 = 36 = 729 10 = 11 = 121 (2x ) = 2 x
3 4 4 12
= 16x12 = 9x
11 x3
Let a and b be any real numbers and m and n be any positive integers.
m
1. a •a = a
n mn
Product of two powers R
BE
EM
R EM
2. a m n = a mn Power of a power
m−n
m
a , if mn
3.
a  1, if m=n Quotient of two powers
n
= 1
a n−m
, if mn
a
m m m
4. a • b = a b Power of a product
m
5.
 a
b
=
am
b
m
, b≠0 Power of a quotient
(Zero and Negative Exponents)

You have learned the Law of Exponents for division of powers to the same base. It is said
m
x m−n
that when m > n, mn , n = x . We will apply this law when m = n.
x

INTEGRAL EXPONENTS
5 7
3 2
Simplify 5 and 7 .
3 2
Solution:
5 7
3 5−5 0 2 7−7 0
5 = 3 = 3 and 7 = 2 = 2
3 2
You also learned that any number (other than zero) divided by itself is one. Thus,
5 7
3 2
5 = 1 and 7 = 1.
3 2
From the illustrative examples, what can you conclude about the definition of zero
exponent?
From the above, we can see that it is reasonable to conclude that 30 = 1 and 20 = 1. These
examples suggest a definition for zero exponents.
Remember
0
If x is any nonzero number, then x = 1.
Let the students simplify the following on the board and the other on their seats.
9 0
  
2
0 2 0 0 2x  3
5 (5 - 2) (x + 3)
2 x−4
Solution:
9 0
  
2
0 2 0 0 2x  3
5 =1 =1 (5 – 2) = 1 (x + 3) = 1 =1
2 x−4
THINK ABOUT THIS

What happens when the exponent of the numerator
is less than the exponent of the denominator?
In addition to the law of exponents stated above for m > n, you learned that when m < n,
m
x 1
mn , n = n−m . We will apply these two laws for division of exponents.
x x
2 7
4 3
Applying the two laws for the expressions 5 and 9 .
4 3
Solution:
m m
x m−n x 1
mn , n = x mn , n = n−m
x x x
2 2
4 2−5 −3 4 1 1
5 = 4 =4 5 = 5−2 = 3
4 4 4 4

INTEGRAL EXPONENTS
7 7
3 7−9 −2 3 1 1
9 =3 =3 9 = 9−7 = 2
3 3 3 3
From the illustrative examples, what can you conclude?

1 1
We can see from the examples that 4 = and 3 = 2 . This leads to the definition
−3 −2
3
4 3
of negative exponents.
Remember
1
If x is any nonzero number, then x−n = .
xn
Let the students do on the these expressions: (2)-1, (-3)-2, and -5-2
Solution:
1 1 1 1 1
2−1 = −3−2 = 2
= −5−2 = − =−
2 −3 9 5
2
25
From the definition and the examples given, we can say that x-n is the reciprocal of xn.
−2
Try this another example,

 2
3
.
−2 2 2
Solution: 
2
3
= 2
1
= 1÷
2
3  4 9
= 1÷ = 1 x =
9 4
3
2
2
3 

INTEGRAL EXPONENTS: MODULE 9: WITH POWERS
STUDENT ACTIVITY 4
Task A: Lettered Number Line
Objective: Evaluate numerical expressions involving integral exponents.

Directions:
1. Evaluate each numerical expression in the first row of the table below.
70+(6-1•
   
0 3
−118
−3
−3−2 9 0 1 −5 2 4
 
2
20
−2
2 3 1
3 •3
11
7  
10
5 36
−1
7 −1
−2
20
3
4
2
2  
93
81
−6
04
−9
−55⋅29
54⋅28
(1 )(-6)
-4
5
11 − 
10 2
5
−1
−5 −
5 24)
−62
6
E R A H L N B W H A T A F U V I G E
2. Write the letter of the expression inside the box that corresponds to your answer to reveal the message.
-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

STUDENT ACTIVITY 5
Inbox Message
Objective: Rewrite and simplify algebraic expressions with zero and negative exponents.
Task: A message is hidden in the answer box. Follow the steps to decode it.
Step 1. Simplify each expression in the Question Box.
Step 2. Match your answer with those found in the Answer Box.
Step 3. Take note of the word/mark above each expression. Write this in the appropriate space
below its corresponding answer in the Answer Box.
Question Box
TO NOT PERSON PRAY FOR
(-2)0 (8)2(3)0 (2-3)2 (x-5)-4 (-3x2y-1)-4
; AN A BE STRONG
−3 −1
(3y )-3 -2
 
x2 y4
3z  2x 3 y 2
5z4  8
(2 )(2 )(2 )-7 0 20  2−3
2−1  22
PRAY EASY INSTEAD • LIFE
−3 3
33  3−2 −4x 2 y0  2x3 y 2 3
 
0 2 4
 x  y  x  y  −3x y
3−4 − 30 2xy 2  3xy 2 x  y  x−3 y 7

Answer Box
549 y4 27 z 3 1
− 64
20 81x 8 x 6 y 12 4 x2 y2
−27 x 21 y6 8 7 4
x y x20 1
y30 9 9
2  5z4
2x 3 y 2  1
4
1
64
x+y


Inbox Message - Answer Key
Answer Box
549 y4 27 z3 1
− 64
20 81x8 x6 y 12 4 x 2 y2
PRAY NOT FOR AN EASY
−27 x 21 y6 8 7 4
x y x20 1
y30 9 9
LIFE ; INSTEAD PRAY TO
2  
5z 4
2x3 y 2
1
4
1
64
x+y
BE A STRONG PERSON •
You may check their solution using the following:
 
−1
(-2)0 = 1  
2x 3 y 2
5z 4
=
5z 4
2x 3 y 2
(8)2(3)0 = 82•1 = 64 (28)(2-7)(20) =     

28
1
1 =  256 
1
 1  = 256 =2
27 128 128
3
1 2 1 9
0 −3 1
1 1 2 2 23 23 8 9 2 1
(2-3)2 = (2-3)2 = 2-3(2) = 2-6 = 26
= 64 −1 2 = 1
= 2
=
9
= ⋅ =
8 9 4
2 2 22 1  2 2 
2 2 2

1 244 1
3 −2 33  27 
3 3 32
-5 -4
(x ) = (x ) = x -5 -4 -5(-4)
=x 20
−4
3 −3
0 = 1
−1
=
1
=
−1 −
9
80
9
=   
244
9
−
81
80
=
549
20
34 81 81
2 0
   −4x y  1 1
4
1 1 4 1 1 4 y
(-3x2y-1)-4 = (-3)-4(x2)-4(y-1)-4 = y = ⋅ ⋅y = = =
−34 x8 81 x 8 81x 8 2xy
2 22 2
2 x y
2 2
4x y
6 6 0 2
1 6 y y x  y  x  y 
3-2y-3(-2) = 2 y = 2 = = 1(x + y)2-1 = (x + y)1 = x + y
3 3 9 x  y
4 −3 3 43  3 12 3 21
 
−3 3 −9 21
2
x y
2
x y 
4 −3
3z 3 z
3
27 z
3 3 3
−3 x y −3 x y −3 x −27 x
= = 2 4 3 = 6 12 = 6 12 −33 73
= −9 21
= 30
= 30
3z 3z−3 x y  x y x y x y x y y y

Teacher Resource Sheet 6A: Expression Strips

Directions: Reproduce 4 copies of these (2) sheets and cut each strip.
I N T E G
3 2
x   2x  2 3
−5
2 −4x 2 −4x2 −35
E R P O W
4
 
2
2 5
−5 • 6 12
 x  x 
10 2 4
5 • 64 3 x •x 6 3
 2x 4 y
5xy  4x 3 y 5
x3 y2 
x5
E R E X P
0
3
2 4
 3x y  4y x 
5 3
 
3
5
2
4 7 − 4
0
3x 0  y 0 8 • −3
0

R E S S I
−2 −3 −7
−46x 2 y 3 0  30   40   22  −5 2 5x
O N E X P
−2 3
−11 9 x
−2
x
−3
1 1 4x y
x • x  −7  3 2
−3 −−3 −2
2
x −7
x 3−1 2−1 16x−6 y−5
O N E N T
−3
  
4
−1 1 x
 25x 6 y 1 5x 3 y 0 −2 −2 2 2 −5x
−3 0 −1
y  x
0

Teacher Resource Sheet 6B: Table of Answers

Copy this table of answers on the board.
16
x6 8x6 -25 -64x4 -243 -30
81
1024x 6 y 12
x17 x9 12x5y9 1
25
3 1 1 5 1
16 -8 -1 4 x5 + x4
4 25 8 x7 x2
x 4 y8 3 x3
5 -32 y 8 − x4
4 2 5
Expected answers:
16 1024x 6 y 12 3 1 1 5 1 x 4 y8 3 x3
x6 8x6 -25 -64x4 -243 -30 x17 x9 12x5y9 1 16 -8 -1 4 x5 + x4 5 -32 y 8 − x4
81 25 4 25 8 x7 x2 4 2 5
I N T E G E R P O W E R E X P R E S S I O N E X P O N E N T

INTEGRAL EXPONENTS
Teacher Resource Sheet 7: Station Cards

Directions: Reproduce two copies of each card and cut.
STATION
1
If the area of a
rectangular garden is 16y 8
and its width is 2y , what
2
is the measure of its

length?
STATION
2
The sun has a mass of about

2 000 000 000 000 000 000 000
000 000 000 kilograms. The Earth
has a mass of about 5 980 000
000 000 000 000 000 000
kilograms. How many times heavier
is the sun than the Earth?

INTEGRAL EXPONENTS
STATION
3
Allan Jay will celebrate his

birthday on September 12. As
a gift, he can choose one of
the following options:
OPTION 1 His parents will give him Php 7,000.00 on

September 12.
His parents will give him Php 2.00 starting

OPTION 2
September 1. After each day, they will
double the amount given until September 12.
If you are Allan Jay, which of the options you

will choose? Support your answer.

INTEGRAL EXPONENTS
STATION
4
The price of a bike is Php 2,500.00 now and

it increases at a rate of 5% per year. What
will be the cost of the bike in 4 years?
Hint: We can mathematically model this

problem by using the following:
t
A = A 0 1  r 
where A 0 = initial amount at time t=0
r = rate (as a decimal)
t = time
A = amount after the time t

INTEGRAL EXPONENTS

Go Around the Stations – Answer Key
Station 1. Station 2.
Solution: Solution:
Given: A = 16y8 Write both quantities in scientific
notation since the numbers are very
w = 2y2
large.
A = lw
Given: 2 x 1030 = mass of the sun
8 2
16y = l(2y )
5.98 x 1024 = mass of the Earth
16y8 = l(2y2) =
  
8
16 y Divide the mass of the sun by the mass
2
= 8y 6 = l
2y2 2y2 2 y of the Earth.
Therefore, the measure of the length

of the rectangular garden is 8y6.
2 x 1030
5.98 x 10 24
=  
2 1030
5.98 1024
1
• 10 6 = 334 448.16
2.99
Thus, the sun is about 334 448 times
heavier than the Earth.
Station 3. Station 4.
Solution: Solution:
Option 1. Allan Jay will receive Php Given: A0 = 2,500
7,000.00 on September 12. r = 5% = 0.05
Option 2. Allan Jay will receive a total t=4
of Php.8,190.00 on September 12.
Using the formula A = A0(1 + r)t,
Accounts
we have, A = 2,500(1 + 0.05)4
Sept. Sept. Sept. Sept. Sept. Sept.
1 2 3 4 5 6 = 2,500(1.05)4
21 22 23 24 25 26 = (2,500)(1.2155063)
Sept. Sept. Sept. = 3,038.7656 or 3,039
Sept.10 Sept.11 Sept.12
7 8 9 (rounded to the nearest
210 211 212 whole number)
27 28 29
Therefore, the bike will cost Php
Therefore, if I were Allan Jay, I will
3,039.00 in 4 years.
choose option 2 so that I can receive
Php 8,190.00.

STUDENT ACTIVITY 8 - Check It Out

Directions: Complete the table below. In line with each topic, write U if you understood it well, NM if you need more
explanation, or NU if you did not understand at all.
Group #:_______ GROUP MEMBERS
TOPICS
Expressions with:
• positive exponents
• zero exponents
• negative exponents
Evaluating numerical expressions

involving integral exponents.
Rewriting algebraic expressions with

zero and negative exponents.
Solving problems involving

expressions with exponents.

For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

SECOND YEAR - MATHEMATICS

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

➢ Definition of zero exponent: a0 = 1

Basic Education Assistance for Mindanao

Specific vocabulary introduced

Suggested organizational strategies

Opportunities for Integration

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Activities in this Learning Guide

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• Solve problems using required skills or knowledge

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Key Assessment Strategies

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1. Activating Prior Learning

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2. Setting the Context

Activity 2: “Starts with...”

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3. Learning Activity Sequence

Activity 3: “What Power?”

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Activity 4: More Power

Exponential expressions are in simplest forms if:

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4. Check for Understanding of the Topic or Skill

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5. Practice and Application

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ITEM 8 12 25 27 32 90 100 180 324 468

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Teacher Resource Sheet 1

ITEM 8 12 25 27 32 90 100 180 324 468

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Teacher Resource Sheet 2

Topic What you KNOW WANT to know Have LEARNED

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4. Write an exponential expression that describes the number of regions

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Teacher Resource Sheet 3

● Prime Factors 2 (2)(2) (2)(2)(2) (2)(2)(2)(2) (2)(2)(2)(2)(2)

4. Write an exponential expression that describes the number of regions formed

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Teacher Resource Sheet 4

Again, by applying the laws of exponents, let them ^

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When we have a PRODUCT raised to an

When we have a QUOTIENT raised to an

(Zero and Negative Exponents)

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THINK ABOUT THIS

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From the illustrative examples, what can you conclude?

Try this another example,

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Objective: Evaluate numerical expressions involving integral exponents.

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(-2)0 (8)2(3)0 (2-3)2 (x-5)-4 (-3x2y-1)-4

PRAY EASY INSTEAD • LIFE

Basic Education Assistance for Mindanao