Department of Education

(Region)
(Division)
(Name of School)
(Address of School)

School Grade SIX

Teacher Learning MATHEMATICS
Area
Week/Teaching Quarter Second-Week 8
Date
Grade 5 Time
Detailed Lesson
Plan
Detailed Lesson Plan in Mathematics 6

I. OBJECTIVES
A. Content The learner demonstrates understanding of order of operations, ratio
Standards and proportion, percent, exponents, and integers.
The learner is able to apply knowledge of order of operations, ratio and
B. Performance
proportion, percent, exponents, and integers in mathematical problems
Standards
and real-life situations.
C. Learning Describe the exponent and the base in a number expressed in
Competencies exponential notation. MELC No. 25
⮚ Describe the exponent and the base in a number expressed in
exponential notation.
D. Lesson
Objectives ⮚ Give the value of numbers expressed in exponential notation.

⮚ Practice cooperation in group activities.

II. CONTENT Understanding Numbers Expressed in Exponential Notation

III. LEARNING
RESOURCE
A. References
1.Teacher's Guide MELC, K to 12 Curriculum Guide p.223
pages
2. Learner's Materials
pages
3. Textbook pages
4. Additional Materials PIVOT Modules pp.22-23
from learning ADM Quarter 2 Module 8, pp 8-17
Resource portal
B. Other Learning
PowerPoint presentation, show-me-board, pictures
Resources/ SIM
IV. PROCEDURE
A. Reviewing Begin with classroom routine:
previous lesson
or presenting a. Prayer
the new lesson
(Introductory
 Page 2 of 6
b. Checking of attendance
Indicator 1: Applied
Review
knowledge of
Find each product. Write the answers on your content within and
show-me- board. across curriculum
teaching areas,
Activity)
Indicator 2: Used
range of teaching
strategies that
enhance learner
achievement in
numeracy skills
There were five pupils who went to their Indicator 2:
canteen to buy some Turon. A piece of Turon Used range of
costs five pesos ( 5.00). If each one of them teaching strategies
bought five (5) Turon, how much did they pay in that enhance
all? learner achievement
in literacy and
1. What is asked in the problem? numeracy skills.
B. Establishing a 2. What are the given facts? Indicator 7:
purpose for the 3. What operations are we going to use?
lesson 4. What is the number sentence? Established a
(Motivation) 5. What is the solution or answer to the problem? learner-centered
culture by using
teaching strategies
that respond to their
linguistic, cultural,
socio-economic and
religious
backgrounds.

Given:5 pupils 5 Turon 5 each pupil Indicator 1:

Applied knowledge
Number Sentence: 5 x 5 x 5 = N of content within
5 x 5 x 5 = 125 and across learning
areas.
can also be written as
53 = 125 is an example of Exponential Notation
C. Presenting
examples/insta Exponential Notation is another way of expressing
nces of the new number.
lesson ##- exponent
(Demonstration
/ Modeling) Base
Exponent will determine how many times you
multiply a certain number (base) to itself.
Note: Base with any value of positive integers but
NOT equal to zero, that raise to zero is 1.
n0 = 1 n = 0
D. Discussing new Let’s work on the following problem . Indicator 1:
 Page 3 of 6
Each side of a square is 4 centimeters long. Find Applied knowledge
the area of the square. of content within
and across learning
areas.

To find the area of the square:

Area of the square = side x side
= 4cm x 4 cm
= 16 cm 2
We can write 4 x 4 as 4 2.
concepts and
practicing new
skills #1
base 42 exponent

(Analysis)
4 is called the base, which is the number used as
a factor.
2 is called the exponent, which says how many
times the base is used as a factor.
42 is an example of a number written in
exponential notation.
We use exponential notation as a shorter way of
writing repeated multiplication.
42 is read as “4 to the second power”, “4 raised to
the power of 2”, “the square of 4”, or “4 squared”.
.Group Activities
Indicator 2:
Group I Used range of
Evaluate the following. teaching
Exponential Expanded Value strategies that
Notation Form enhance learner
1. (-10)2 achievement in
2. 86 literacy skills.
3. 34
4. (-2)5
E. Discussing new
5. 410
concepts and
practicing new Indicator 1:
skills #2 Group II Applied
(Analysis) knowledge of
Express each repeated multiplication in content within and
exponential notation. across learning
Exponential Notation areas.
1. 4 x 4 x 4 x 4 x 4 __________
2. 6 x 6 x 6 x 6 __________
3. 11 x 11 x 11 x 11 x 11 x 11 __________
4. 250 x 250 x 250 __________
5. 26 x 26 x 26 x 26 x 26 x 26 x 27 __________
 Page 4 of 6
Indicator 9
Used strategies
for providing
Group III timely, accurate
and constructive
Complete the table. feedback to
improve learner
Factored Form Base Exponent Exponential performance.
Form
1.) 2x2x2x2x2x2x2
2. ) 4x4x4x4x4
3.) 10 x10 x 10
4.) 13x13x13x13
5.) 9x9x9x9x9x9

Group IV

Complete the table by determining the base

and exponent in the given exponential expression.
Write your answer on the activity sheet.

Exponential Base Exponent

Expression
e.g. 32 3 2
5
1. 2
2. 73
3. 140
5 340
Vince saved Ᵽ5 on Monday, Ᵽ25 on Tuesday,
Ᵽ125 on Wednesday and so on. If the pattern Indicator 9
continues, how much will he save on Friday? Used strategies
F. Developing mastery. Determine for providing
(Independent Practice) timely, accurate
What number is the base and the exponent. and constructive
feedback to
Base_________ Exponent _________
improve learner
Money saved on Friday ____________ performance.

G. Finding practical Complete the table below. Row one is done for Indicator 8
applications of you. Adapted and used
concepts and skills in culturally
daily living Exponential Read Meaning Factored appropriate
Notation as…. Form
(Application) teaching
83 8 to the 8 is used 8 x 8 x 8 x 6 strategies to
third as a address the needs
power factor of learners from
indigenous
three
8 cubed groups.
times
1.) 59 Indicator 9
Used strategies
2.) 64 for providing
timely, accurate
and constructive
 Page 5 of 6
3.) 412 feedback to
improve learner
4.) 125 performance.
5.) 71

What is an exponential notation? Indicator 3:

Applied arrange of
• A number expressed in exponential notation teaching
is composed of a base and an exponent. strategies to
develop critical
• It is a “shorthand” way of writing repeated and creative
H. Making multiplication. thinking, as well
generalizations and as other higher-
abstractions about the • The base is the number used as a repeated order thinking
lesson (Generalization) factor and the exponent indicates skills.

the number of times you are going to multiply

the base or is used as factor.

• The exponent is placed at the upper right

side of the base.

Match the following expression. Write the Indicator 9

corresponding letter before each number. Used strategies
for providing
A B timely, accurate
I. Evaluating learning 1.___ 103 A. 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 and constructive
(Evaluation) 2.___ 28 B. 1,296 feedback to
3.___ 64 C. 1,000 improve learner
4.___ 1000 D. 1 performance.
5.___ (-8)5 E. –32 768

J. Additional activities Jenny sent an email to three of her friends. Each

for application or of her 3 friends sent the mail to three more
remediation friends. And each of those friends sent it to three
(Assignment) other friends, and so on. How many messages
sent at stage four?
V. REMARKS Index of Mastery

VI. REFLECTION
A. No. of learners who
earned at least 80% on
the formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
 Page 6 of 6
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 teacher?

Note: This Lesson plan can be modified by the teacher base on the needs of the learners.

Prepared by:

_______________________
Subject Teacher Checked by:
________________________
Master Teacher

Noted by:
________________________
School Head