DAILY School: MILIBILI NHS Grade Level: 9

LESSON LOG Name: MA. ANGIE A. RELIENTE Learning Area: MATHEMATICS 9

Grade 9 Teaching Date/Time: October 7, 2019 ( 1:00-2:00 Quarter: 2ND
p.m)

I. OBJECTIVES
1. CONTENT The learner demonstrates understanding of key
STANDARDS concepts of variation and radicals.
2. PERFORMANCE The learner is able to formulate and solve
STANDARDS accurately problems involving variation and
radicals.
3. Learning Simplifies expressions with rational exponents.
Competencies (M9AL-IIe-1)
a. Simplify expressions with rational exponents,
b. Apply the laws involving integral exponents to
rational exponents; and
c. Develop patience in simplifying expressions
involving rational exponents.
II. ,CONTENT Zero, Negative, and Rational Exponents
(Simplifying Expressions with Rational
Exponents)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 154-172
2. Learner’s Material pages 225-246
3. Textbook pages
4. Additional Materials from Multimedia, Worksheets, Interactive Board,
Learning Resource Rubrics
(LR)portal
5. Other Learning Resouces
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing previous lesson Remember Me!
or presenting the new less A. The class will be divided into five groups. Group Activity:

Mechanics: Each group will work with each other

a. Mathematical expressions will be flashed to obtain the following answers.
on screen.
b. Each group will simplify each expression 8 5
by using the rules of integer exponents. 1 1. a 6.
minute will be given per mathematical
n4
expression but the group can answer as fast x6 100
2. 7. 6
as they can. y12 c
c. The group who will get 3 correct answers
will be the winner. A rubric will be used t5 1
3. 8.
performance task ratings. p3 16
10n6
  a 
1. a 5 3
6.
2n10 1
3
4. 81 9.
 x2  2 0 0 6
d8
2.  4 
7. 10 a b c
y  5. m
56
10. 10
3 5 0 2
3. p t 8. 3 4
4.  3  9. d 100 xy 
4 8 0

5. m 7 8
10. 3  4  1  5
2 0 2 0

B. Establishing a purpose for the Ask the students:

lesson 4 2 1. Students will have varied answers.
1. Is  27  6 and  27  3 ? Why or why not? 2. Students will state the rules of
equal
2. Recall the laws of integer exponents. integer exponents.
C. Presenting examples/Instances Ask the students:
of the new lesson 2 A. The students will first define
2 3
A. Given a and a , which of the following is integer and rational as a term which
the integer exponent? Rational exponent? will lead them to these answers:
Differentiate. Integer exponents are
positive/negative whole number
exponents while rational exponents
are exponents in fraction form.
D. Discussing new concepts and Notice, Think, Wonder, Share! 1. Students will work in groups.
practicing new skills # 1 (The students will be given 2 mins. To roam 2. Based on the activity, we can use
around the classroom to see and observe some the laws of integer exponents to
mathematical expressions paste on the walls). simplify expressions with rational
exponents.
How did the following expressions being
simplified?
 1
 1
 1 1
1.  6 2  6 2   6 2  6 2  6  6
1

  
 1  1  1  1  1  1  1  7
2.  2 3  2 3  2 3  2 3  2 3  2 3  2 3   2 3
       
3.
 12  12  12  12  4

10 10 10 10   10  10  100

2 2

    
1 1 1  73 
4.  4   4   4    4 
7 7 7

 
5.
1 1 1 1 1 1 6
       1 1
(13) 4 (13) 4 (13) 4 (13) 4 (13) 4 (13) 4  13 4  6
 3
4 2
13 13

Question:
Based on the activity, what can you conclude?

E. Discussing new concepts and Simplify each rational exponent by applying the Discussion Method. Students will
practicing new skills # 2 rules of integer exponents. recall on how to apply the laws of
 3
 5
 integer exponents to rational
1.  h 5   h 6  exponents.
  
1


2. a b c
6 2 12
 4

F. Developing mastery (leads to 1

Formative Assessment 3)
16 20 8
1. x y z   4

1 Think-Pair-Share

2. p q
21 15 3 3
r 
G. Finding practical application of How important is exponent in real-life? The students will have varied
concepts and skills in daily living answers.
1. Exponents are used to measure the
strength of earthquakes. A level 1
earthquake is 1  10 , a level 2
1

earthquake is 1  10 and so on.

2

2. Exponents are used when counting

things that grow very quickly. For
example, the number of bacteria in a
single sneeze is between 1  10 and
4

1  105 .
3. Exponents are often used to
describe a computer’s memory. 1
gigabyte is equivalent to 1  10
9

bytes.
H. Making generalizations and Ask students: Can we apply the rules of integer *We can simplify expressions
abstractions about the lesson exponents in simplifying rational exponents? involving rational exponents by using
How? the laws of integer exponents.
I. Evaluating learning Do: Activity 15, Make Me Simple!
#’s 1, 4 and 5 on page 243

J. Additional activities for Each group will do the task on page 245, Activity Power of four: The group will do
application or remediation 18: Create a Problem for Me! their task/output composing four
members in 1 group.
*Use the rubrics on page 246.
 V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluatio
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?

Prepared by:

Ma. Angie A. Reliente

Teacher I