8

NATIONAL MATHEMATICS
PROGRAM

Lesson Script in
Mathematics

Week 5
Quarter 1
Day 4
National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 5
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K
to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and lesson
competencies.

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Published by the Department Education

Development Team of the Lesson Script

.
Writer: Rheaneza A. Loon

Evaluators: Anelito B. Callo, PhD

Allen Joy A. Vedra

Illustrator and Lay-out Artist: Rheaneza A. Loon

Management Team

Chairperson: Arturo B. Bayocot, CESO III

Regional Director

Co-Chairpersons: Federico P. Martin, CESO IV

Assistant Regional Director

Mala Epra B. Magnaong

CLMD Chief

Members: Marie Emerald A. Cabigas, PhD – LRMS Region X

Learning Area Supervisor (RO)

Marino O. Dal, DM
Mathematics Education Program Supervisor, Region X

Purisima J. Yap
LRMS Education Program Supervisor Assigned SDO Malaybalay City

Gines C. Cacayan
Mathematics Education Program Supervisor Assigned
SDO – Misamis Oriental
 LESSON SCRIPT IN MATHEMATICS 8
Week 5 Day 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate knowledge and understanding of
A. Content algebraic expressions and operations with monomials, binomials,
Standards
and multinomials
By the end of the quarter, the learners can add and subtract
B. Performance
monomials, and multiply combinations of monomials, binomials,
Standards
and multinomials
C. Learning The learners will be able to multiply and divide simple monomials,
Competencies leading to the derivation of the laws of exponent
At the end of the lesson, the learners are able to raise a product to
D. Learning a power; raise a quotient to a power and derive the law of exponent
Objectives
(Second Power Rule)
II. CONTENT
Multiplication and Division of the Product of Powers of Monomial
Subject Matter
Second Power Rule for Exponents
III. LEARNING RESOURCES
Oronce, Orlando A. and Marilyn O. Mendoza, e-Math: Intermediate
Algebra Revised Edition. Nicanor Reyes Sr. St., C.M. Recto Avenue,
Manila, Philippines: Rex Bookstore Inc., Revised Edition 2013,
p.20.
A. References
Oronce, Orlando A. and Marilyn O. Mendoza, e-Math: Intermediate
Algebra Revised Edition. Nicanor Reyes Sr. St., C.M. Recto Avenue,
Manila, Philippines: Rex Bookstore Inc., Revised Edition 2010,
p.80.

“10 Creative Ideas for Classroom Flash Cards: Kids Games and
Active Learning Tools.” n.d. Blue Summit Supplies.
B. Other
https://www.bluesummitsupplies.com/blogs/teachers/10-
Learning creative-ideas-for-classroom-flash-cards-kids-games-and-active-
Resources learning-tools.

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Good morning/afternoon, everyone! Welcome to our National
Mathematics Program.

Do you want to play before we will start our lesson? If so, I need
everyone to listen to the mechanics of the game. This game is
entitled, “Flash card Hide and Seek”.
Activating Prior
Knowledge
(5 minutes) Activity 1: Flash Card Hide and Seek

Mechanics:
Hide flashcards around the classroom and have the learners look
for them. When a flash card is found, it must be solved. Have the
flash card answered after each one is found. The more flash cards
someone finds, the more chances of winning!

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 LESSON SCRIPT IN MATHEMATICS 8

Happy hunting!

The expected answers:

(x4)2 = x8 2(t2)3 = 2t6 (2t2)6 = 64t12

(b3)2 = b6 (-3s)4 = 81s4 (-3s)2 = 9s2

(-x4)2 = x8 (2xx2)3 = 8x9 (2xx4)6 = 64x30

-2(y3)2 = -2y6 (-2g5)2 = 4g10 (-3x10)2 = 9x20

(2c2)3 = 8c6 3(b2)3(b)3 = 3b9 6(b7)3(b2)3 = 6b27

-(3s3)2 = -9s6 (ax4)5 = a5x20 (4ax8)5 = 1024a40

(3y2)3= 27y6 -(3k4)2 = -9k8 -2x7(x2)4=-2x15

3(4x)2 = 48x2 (-2a7a3)2 = 4a20 -(2a6)2 = -4a12

(-4r4)3 = -64r12 -(-u6)4 = -u24 (-3a7a3)2 = 9a20

2(5x2)4 = 1250x8 -(-5y6)4 = -625y24

NOTE TO THE TEACHER: This game aims the students to apply their skills and
knowledge in solving problems in a very limited time.

Did you have fun searching for your treasures? I hope you
enjoyed our treasure hunting activity.

So, from our discussion of raising an exponential expression to a

power, today, we will be continuing our lesson with raising
Lesson product and quotient to a power.
Purpose/Intention
(1 minute) If you are ready, then let us do it!

NOTE TO THE TEACHER: This lesson part introduces the competency to be mastered
which is division of monomials with the same bases.

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 LESSON SCRIPT IN MATHEMATICS 8

To start with our lesson, let us first define the terms below.

Law of exponents

Second Power Rule

If n is a natural number, then

A. Product of Power Rule

𝑥 𝑛 𝑥𝑛
(𝑥𝑦)𝑛 = 𝑥 𝑛 𝑦 𝑛 and ( ) = 𝑛 and (y≠ 0)
𝑦 𝑦

B. Quotient of Power Rule

Lesson Language 𝑥 𝑛
( ) =
𝑥𝑛
and (y≠ 0)
Practice 𝑦 𝑦𝑛

(1 minute)
NOTE TO THE TEACHER: This part introduces the key terms to be used in the lesson or
terms that are new in the lesson.

During/Lesson Proper

Product of Power Rule

A. (𝑥𝑦)𝑛 = 𝑥 𝑛 𝑦 𝑛 where (y≠ 0)

Proof:

(𝑥𝑦)3 = (xy)(xy)(xy) Definition of exponent

= x •y •x •y •x •y where x and y is
=x•x•x•y•y•y multiplied by itself 3
(𝒙𝒚) = x 3y3
𝟑 times

Thus, to raise a product to a power; raise each factor of the product

to that power.

Quotient of Power Rule

Reading the Key
Idea/Stem 𝑥 𝑛 𝑥𝑛
(3 minutes) B. (𝑦) =𝑦𝑛 and (y≠ 0)

Proof:
𝑥 3 𝑥 𝑥 𝑥
( ) = ( )( )( )
𝑦 𝑦 𝑦 𝑦

𝒙 𝟑 𝒙𝟑
( ) = 𝟑
𝒚 𝒚

Thus, to raise a quotient to a power; raise both the numerator and

denominator to that power.

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 LESSON SCRIPT IN MATHEMATICS 8

To check your understanding, let us have another activity. This

time, it is entitled, “To multiply and divide”
Intervention Consolidation Enhancement
Group Group Group
Write your solutions on your worksheet.

Given may vary

Expected answers:
Intervention Group
𝑎 2 𝑎2
2
(𝑏 ) = 𝑏 2
൫𝑥𝑦൯ = 𝑥 2 𝑦 2
2
൫𝑒𝑓൯ = 𝑎2 𝑏2 𝑥 2 𝑥2
(𝑦 ) = 𝑦 2

Consolidation Group
𝑘 3 𝑘3
(𝑔 ) =
(𝑑𝑒 )3 3 3
=𝑑 𝑒 𝑔3
𝑝 3 𝑝3
(𝑠 ) =
(ℎ𝑡)3 = ℎ3 𝑡 3 𝑠3

Enhancement Group

Answers may vary

Now you are ready to answer more complex examples!

NOTE TO THE TEACHER: The activity helps the learners visualize the process of solving
through the samples presented. The cards in the intervention and consolidation group
should be printed ahead of time. Answers in the enhancement may vary. Give appropriate
feedback.

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 LESSON SCRIPT IN MATHEMATICS 8
Now, let us apply the proof in our example below.

1. (2𝑥𝑥 2 𝑦)3

Solution:
(2𝑥𝑥 2 𝑦)3 = (23 )𝑥 (1+2)(3) 𝑦1(3) Product rule for exponents
= 8𝑥 3(3) 𝑦 3
Second Power rule for
(2𝑥𝑥 2 𝑦)3 = 8𝑥 9 𝑦 3
Exponents

2. (2𝑝2 3𝑞3 )4

Solution:
(2𝑝2 3𝑞3 )4 = (24 )(34 )(𝑝 2 )4 (𝑞3 )4 Second Power Rule for
Exponents
= (16)(81)𝑝8 𝑞12 Simplify numerical
coefficients
(2𝑝2 3𝑞3 )4 = 1296𝑝8 𝑞12

2 4
3. − ൫𝑥𝑦2 𝑧3 ൯
3

Solution:
2 4 2
− ൫𝑥𝑦2 𝑧3 ൯ = − (𝑥1 )4 (𝑦 2 )4 (𝑧 3 )4 Second Power Rule
3 3
Developing for exponents
2 4 2
Understanding of − 3 ൫𝑥𝑦2 𝑧3 ൯ = − 3 𝑥 4 𝑦 8 𝑧12
the Key Idea/Stem
(10 minutes) 4𝑎 2
3
4. (2𝑏4 )

Solution:
3
4𝑎 2 (43 )𝑎 2(3) ) Second Power Rule
(2𝑏4 ) =
(23 )𝑏4(3) for Exponents
(43 )𝑎6
=
(23 )𝑏12
(64)𝑎6
= Simplify
(8)𝑏12
6
= 8 𝑏𝑎12

2
4𝑎 5
5. (− 2𝑔3 )
2
4𝑎5 (42 )(𝑎5(2) ) Second power rule
(− ) =
2𝑔3 (22 )(𝑔3(2) ) for exponents
16𝑎 10
=
4𝑔 6
10
𝑎
=4 Simplify
𝑔6

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 LESSON SCRIPT IN MATHEMATICS 8

Let’s Practice…

Simplify the following exponential expressions below.

Intervention Consolidation Enhancement

Group Group Group
2 3 4
1. ൫𝑎 3 𝑏2 ൯ 1. ൫4𝑗 5 𝑘 6 ൯ 1. −൫3𝑏2 𝑦 3 ൯
2 3 4 5
2. ൫−4𝑥𝑦 3 ൯ 2. ൫6𝑎3 𝑏2 ൯ 2. ൫5𝑐 3 ൯ ൫6𝑐 4 𝑑2 ൯
2
3. -൫𝑥𝑦 2 𝑧 3 ൯ 3. ൫−5𝑏3 𝑑൯
3
2 6
3. (− 5 𝑏3 𝑑)

Expected Answers:

Intervention Group

1. (𝑎3 𝑏2 )2 = (𝑎)3(2) (𝑏)2(2)

(𝑎 3 𝑏 2 ) 2 = 𝑎 6 𝑏 4

2
2. ൫−4𝑥𝑦 3 ൯ = (−42 ) 𝑥 2 𝑦 3(2)
2
൫−4𝑥𝑦 3 ൯ = 16 𝑥 2 𝑦 6

2
3. −൫𝑥𝑦 2 𝑧 3 ൯ = −𝑥 2 𝑦 2(2) 𝑧 3(2)
2
−൫𝑥𝑦 2 𝑧 3 ൯ = −𝑥 2 𝑦 4 𝑧 6

Consolidation Group
3
1. ൫4𝑗 5 𝑘 6 ൯ = 43 (𝑗 5 )3 (𝑘 6 )3
3
൫4𝑗 5 𝑘 6 ൯ = 64𝑗 15 𝑘18

3
2. ൫6𝑎3 𝑏2 ൯ = (4)3 (𝑎3 )3 (𝑏2 )3
= 216𝑎3(3) 𝑏2(3)
3
൫6𝑎3 𝑏2 ൯ = 216𝑎9 𝑏6

3
3. ൫−5𝑏3 𝑑൯ = (−5)3 (𝑏3 )3 (𝑑)3
= −125𝑏3(3) 𝑑3
3
൫−5𝑏3 𝑑൯ = −125𝑏9 𝑑3

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 LESSON SCRIPT IN MATHEMATICS 8

Enhancement Group
1. −(3𝑏2 𝑦 3 )4

−(3𝑏2 𝑦 3 )4 = −(3)4 (𝑏2 )4 (𝑦 3 )4

= − 81𝑏2(4) 𝑦 3(4)
−(3𝑏2 𝑦 3 )4 = − 81𝑏8 𝑦12

2. (5𝑐 3 )4 (6𝑐 4 𝑑2 )5

(5𝑐 3 )4 (6𝑐 4 𝑐 2 )5 = 54 (𝑐 3 )4 • 65 (𝑐 4 )5 (𝑑2 )5

= (54 )(65 )𝑐 3(4) 𝑐 4(5) 𝑑2(5)

= (625)(7776)𝑐12 𝑐 20 𝑑10

(5𝑐 3 )4 (6𝑐 4 𝑐 2 )5 = 4,860,000𝑐 32 𝑑10

2 6
3. (− 𝑏3 𝑑)
5

2 6 2 6 6
(− 𝑏3 𝑑) = (− ) ൫𝑏3 ൯ (𝑑)6
5 5

64
= 15625
𝑏3(6) (𝑑)6

2 6 64
(− 𝑏3 𝑑) = 𝑏18 𝑑6
5 15625

NOTE TO THE TEACHER: The activity helps the learners visualize the process of solving
through the samples presented. Once the teacher is done writing the given on the board, the
students will be given time to answer by themselves and then checking their answers
together.

Alright!

So, based on what you observed in examples we have gone

through raising a product to a power. In this case, what shall we
do?

Expected answer:
Deepening
Understanding of To raise a product to a power; raise each factor of the product to that
the Key Idea/Stem
power.
(5 minutes)

How about raising a quotient to a power?

Expected answer:

To raise a quotient to a power; raise both the numerator and

denominator to that power.

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 LESSON SCRIPT IN MATHEMATICS 8

Yes, that’s correct! And that process is what we call the Second
Power Rule for Exponents!

Congratulations for doing a great work everyone!

NOTE TO THE TEACHER: These items were given to provide more

examples to the learners. The constants and exponents may be adjusted
to lower numbers in the intervention or consolidation group

After/Post-Lesson Proper

You've embarked on an incredible journey as a young

mathematician!
Let us recap what we have discussed today.

Second Power Rule

If n is a natural number, then

A. Product of Power Rule

Making 𝑥 𝑛 𝑥𝑛
(𝑥𝑦)𝑛 = 𝑥 𝑛 𝑦 𝑛 and ( ) = 𝑛 and (y≠ 0)
Generalizations 𝑦 𝑦

and Abstractions
2 minutes (to raise a product to a power; raise each factor of the product to that
power)

B. Quotient of Power Rule

𝑥 𝑛 𝑥𝑛
( ) = 𝑛 and (y≠ 0)
𝑦 𝑦

(to raise a quotient to a power; raise both the numerator and

denominator to that power)

Now, we will test our understanding by answering the

following tasks. Write your answers on the activity sheet.

Simplify the following exponential expressions below.

Intervention Consolidation Enhancement
Evaluating Group Group Group
Learning 1. 6(𝑎3 𝑏)3 1. 3𝑎 (3𝑏3 )6 1. 3𝑎(−3𝑏3 )6
4 minutes 2. (−5𝑓 2 ℎ )3 2. (−2𝑓 2 )3 𝑎(𝑏2 )4 2. −(−2𝑓 2 )3 (𝑔2 )4

The expected answers:

Intervention Group

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 LESSON SCRIPT IN MATHEMATICS 8
1. 6(𝑎3 𝑏)3

6(𝑎3 𝑏)3 = 6(𝑎3 )3 𝑏3

6(𝑎3 𝑏)3 = 6𝑎9 𝑏3

2. (−5𝑓 2 ℎ )3

(−5𝑓 2 )3 = (−5)3 (𝑓 2 )3
= −125 𝑓 2(3) ℎ1(3)
(−5𝑓 2 )3 = −125 𝑓 6 ℎ 3

Consolidation Group
1. 3𝑎(3𝑏3 )6

3𝑎 (3𝑏3 )6 = 3𝑎 • (36 )(𝑏3 )6

= 3𝑎 • (729)𝑏3(6)
= 3(729)𝑎𝑏18
3𝑎(3𝑏3 )6 = 2187𝑎𝑏18

2. (−2𝑓 2 )3 𝑎(𝑏2 )4

(−2𝑓 2 )3 𝑎(𝑏2 )4 = (−23 )(𝑓 2 )3 𝑎𝑏2(4)

= -8𝑓 2(3) 𝑎𝑏2(4)
= -8(𝑓 6 )𝑎𝑏8
(−2𝑓 2 )3 𝑎(𝑏2 )4 = -8𝑓 6 𝑎𝑏8

Enhancement Group
1. 3𝑎(−3𝑏3 )6

3𝑎(−3𝑏3 )6 = 3𝑎[(−36 )(𝑏3 )6 ]

= 3𝑎[(−36 )(𝑏3 )6 ]
= 3(−36 )𝑎𝑏3(6)
3𝑎(−3𝑏3 )6 = 2187 𝑎𝑏18

2. −(−2𝑓 2 )3 (𝑔2 )4
−(−2𝑓 2 )3 (𝑔2 )4 = −(−23 )𝑓 2(3) (𝑔2 )4
= −(−8)𝑓 6 𝑔8
−(−2𝑓 ) (𝑔 ) = 8𝑓 6 𝑔8
2 3 2 4

NOTES TO THE TEACHER: These items were given to provide more examples to the
learners. The constants and exponents may be adjusted to lower numbers in the
intervention or consolidation group.

Additional
Activities for
Application or
Remediation (if
applicable)
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 LESSON SCRIPT IN MATHEMATICS 8

Remarks

Reflection

Prepared by:

RHEANEZA A. LOON
Name of Writer

Reviewed by:

ANELITO B. CALLO, PhD CATHERINE S. KE-E PURISIMA J. YAP

Content Evaluator Language Evaluator LR Supervisor

RHEANEZA A. LOON RHEANEZA A. LOON GINES C. CACAYAN

Illustrator Layout Artist Division EPS

Approved by:

MARINO O. DAL, DM MARIE EMERALD A. CABIGAS, PhD MALA EPRA B. MAGNAONG

Regional Program Regional LR Supervisor CHIEF CLMD
Supervisor

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