SAINT MARY’S ACADEMY

Andres Bonifacio, Diffun, Quirino

4th Quarter

JHS LEARNING ACTIVITY

NAME OF TEACHER: _____________________________________ Activity No.:

_____________
SUBJECT: _________________________ Grade &
Section:_____________ DATE: ______________________
Highest Possible Score : ____________

CURRICULUM GUIDE CODE:

____________________________________________________________

CONTENT
STANDARD:_________________________________________________________________.

PERFORMANCE STANDARD:
___________________________________________________________
________________________________________________
____________
ACTIVITY TITLE:
_______________________________________________________________________

LEARNING TARGET:
____________________________________________________________________

_____________________________________________________________________

TYPE OF ACTIVITY: (Check or choose from below)

CONCEPT NOTES LABORATORY REPORT FORMAL THEME OTHERS:
SKILLS: EXERCISE/DRILL ILLUSTRATION INFORMAL THEME

REFERENCES: (Book/s, Author/s, Page/s)

__________________________________________________________________________________________________

CONTENT/LESSON

ACTIVITY
 SAMPLE

SAINT MARY’S ACADEMY

Andres Bonifacio, Diffun, Quirino

JHS LEARNING ACTIVITY

NAME OF TEACHER: ______________________________________________ Activity No. 01

SUBJECT: Mathematics 9 SECTION:
__________________________ DATE: _____________________ HIGHEST
POSSIBLE GRADE/SCORE: ____________

CURRICULUM GUIDE CODE: M9AL –IIa-1

CONTENT STANDARD: The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
PERFORMANCE STANDARD: The learner is able to investigate thoroughly mathematical relationships in
various situations, formulate real-life problems involving quadratic equations, inequalities and functions,
and rational algebraic equations and solve them using a variety of strategies.
ACTIVITY TITLE: Fractions as Exponents
LEARNING TARGET: At the end of the lesson, the learners are expected to:
Define a rational and negative exponents
Simplify exponential notations with rational exponents
TYPE OF ACTIVITY: (Check or choose from below)
CONCEPT NOTES LABORATORY REPORT FORMAL THEME OTHERS:
SKILLS: EXERCISE/DRILL ILLUSTRATION INFORMAL THEME
REFERENCES: (Book/s, Author/s, Page/s)
Practical Math 9, Eduard M. Albay
Patterns and Practicalities, Nivera & Lapinid, pp. 173-179

CONTENT: [Teacher’s Explanation]

FRACTIONS AS EXPONENTS
Rational Exponent
1
a k =√k a for any natural number k and any a, where a>0
In √k a, a is the radicand and k is the index.

Example 1:
1 1 1 1
a. 9 2 b. 16 2 c. 27 3 d. 16 4

Solutions:
1
a. 9 2 = √ 9=3 since (3)(3)=9
1
b. 16 2 = √16=4 since (4)(4)=16
1
c. 27 3 =√3 27=3 since (3)(3)(3)=27
1
d. 16 4 =√4 16=2 since (2)(2)(2)(2)=16

Example 2:
1 1 1 1
a. 36 4 . 36 4 c. 16 8 . 16 8
 1 1 1 1
b. 9 2 . 9 2 d. 49 3 . 49 6

Solutions: Recall the Product Rule, a m . a n=am +n, since the bases are the same.
1 1 1 1 1
a. 36 4 . 36 4 =36 4 + 4 =36 2 = √ 36=6
1 1 1 1
b. 9 2 . 9 2 =9 2 + 2 =91=9
1 1 1
c. 16 8 . 16 8 =16 4 =√4 16=2
1 1 1
d. 49 3 . 49 6 =49 2 = √ 49=7

Example 3:
3 −1 −1 1
a. 16 4 . 16 2 b. 64 6 . 64 3

Solutions:
3 −1 3+(2)(−1) 3−2 1
a. 16 4 . 16 2 =16 4
=16 4
=16 =√4 16=2
4

−1 1 ( −1) +(2)(1) ( −1 ) +2 1
b. 64 6
. 64 =64 3 6
=64 6
=64 6 = √ 64=2
6

am
=a , since the given have the same bases.
m−n
Example 4: Recall the Quotient Rule, n
a
3 2 3
81 4 83 15 4
a. 1 b. 1 c. 3
2 3 4
81 8 15
Solutions:
3
4 3 1 3−(2)(1) 3−2 1
81 −
4
a. 1
=81 4 2
=81 4
=81 4
=81 4 =√ 81=3
81 2
2
3 2 1 (1)(2)−(1)(1) 2−1 1
8 −
3 3 3 3 3 3
b. 1
=8 =8 =8 =8 =√ 8=2
3
8
3
3 3
15 4 −
c. 3
=15 4 4
=150 =1
4
15
Example 5:

1 3 1 2 1
a. (2 ¿ ¿ ) ¿ b. (27 ¿ ¿ ) ¿ c. 729 6
3 3
Solutions:
1 3
1 3 ( 3 )(3) 3 1
a. (2 ¿ ¿ ) =2 =2 =2 =2 ¿
3
1 2 3 2
b. (27 ¿ ¿ ) =( √ 27) =¿ ¿
3
1
c. 729 6 =¿

Example 6: Recall the product to a power rule, (ab)m =am b m.

1 1
a. ( 4 . 9)2 b. (8 . 64) 3

Solutions:
 1 1
a. ( 4 . 9)2 =36 2 =√ 36=6
1 1
b. (8 . 64) 3 =512 3 = √3 512=8

ACTIVITY:

Simplify the following:

1 1 1 1 1 1
a. 25 2 b. 100 2 c. 64 3 . 64 6 d. 100 4 . 100 4

−1 2 1 −1 1 3 1 2
e. 32 5 .32 5 f. 4
625 . 625 8 g. ( 4¿¿ ) ¿ h. (64 ¿ ¿ ) ¿
2 3

1
i. (27 . 64) 3