Detailed Lesson plan of Product Rule for Exponent Using the Deductive Method

1. Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
Main Campus
Corner M.J. Cuenco Avenue and R. Palma Street, Cebu City
hhtp://www.cscst.ph e-mail: information@csct.ph
Tel. No. 416-6585, Telefax No. 256-3608
_____________________________________________________________________
Name: Lorie Jane L. Letada Instructor: Dr. Elena Cecilia P. Delos Reyes, Ed. D
Methodology: Deductive Date: October 13, 2014
Product Rule for Exponent-Like Terms with Exponent
Subject Matter
I. Objectives
At the end of the lesson, the students can:
1. Identify the product rule of exponent in like terms.
2. Simplify carefully the exponents of same bases of like terms.
3. Apply the law of exponent for integer exponents.
II. Subject Content
Topic: Product Rule for Exponent-Like Terms with Exponent
Reference: e-math Intermediate Algebra; Manilyn O. Mendoza; pp 76-83; Algebra 1-
An Incremental Development Second Edition; Saxon; pp. 88-91
http://education-portal.com/academy/lesson/product-of-powers-definition-rule-
property.html#lesson
Materials: Chalk board/ whiteboard, chalk/marker, visual aid and algebra tiles
III. Procedures
A. Preparation
Teacher’s Activity Student’s Activity
-Good morning Class!
-Kindly pick up pieces of paper under
your chair and arrange it properly.
-Now who is his return to lead the prayer?
-Okay, please come in front.
-Good morning again class!
-How are you today?
-Anyway, who are absent today?
-Good morning Ma’am!
- (Pick the trashes and arrange their
chair.)
-I am, Ma’am!
- (Student 1 leads the prayer.)
-Good morning, Ms. Letada!
-I’m okay!
-I’m fine!
-Sleepy!
-Tired!
-No one!

2. -Wow! Very good! Give yourself a round of
applause for a perfect attendance.
-So now class, I want you to group
yourself into five. So start counting here.
-So I want you to come in your group and
form a circle. So for group here near the
door, For group 2 there and so on and so
for.
-Now, class I have chips here. So first get
your chips. For group 1 here. For group 2
and so on and so forth.
- So now class, the mechanics of our
game will be like this. I will say two
numbers for example number 4 and 5.
Then the thing you’ll going to do is to
arrange the chips into four row and five
groups. So meaning to say, the first
number that I said will be number of row
and the second one will be number of
group. But class there’s a thrill in our
game; you notice that there have two
different colors in the chips, the yellow and
green. The yellow represents the even
number and the green one represents the
odd number. If the sum of the two
numbers I said is an even number, so the
color of the chips you choose will be
yellow, but if it is an odd, the entire one
will be green. So in our example, 4 and 5,
the sum of them is 9 therefore, the green
one will be the one you choose since it is
an odd number.
-Is it clear?
-Of course and I will put this in your
participation! I will give you ten seconds to
perform the task and the first group that
will get the correct answer will be the
winner. So in other word, the group that
will get the highest point will earn 20
points. The second one will earn 18
points. The third will earn 16 , the fourth
(Clapping their hands)
(counting from 1-5)
(Move and find their group)
(A representative of each group gets
the chips.)
- (listen attentively to the mechanics
of the game.)
-Ma’am, is it graded?

3. will earn 14 and the last one will earn 12
points.
-Is it clear?
-Good! Now Let’s start the
Game!
(The allotted time for this activity will be
ten minutes.)
-Okay, thank you to your participation and
you may now take your seat.
-By the way, do not forget to give me the
list of your names for recording your
score.
-Yes, Ma’am!
(enjoying and participating the game)
B. Presentations
-So now class, who can recall our lesson
yesterday?
-Yes, Mister.
-Now who can give me the answer of 32.
-Yes Miss!
-How about 25? Yes mister.
-Very good! How about 53?
-I asked you about that because our
lesson for today is about the product rule
for exponents in like terms.
-So class, kindly read this all together.
The product of powers rule states that
when multiplying two powers with the
same base, just add the exponents.
-So class, do you understand in what you
have read?
-Okay, it is said when we will going to
multiply the same bases, just add their
exponent.
-For example: 32 x 33 = 35
-Since they are the same bases which is
three, in order to multiply them we only
-Ma’am! (Student 1 raising his hand.)
-Our lesson yesterday was about
bases and exponents.
(Students raising their hand.)
-Nine!
-Thirty-two.
-One hundred twenty-five.
(The students read all together.)
-No!

4. add their exponents.
-Did you get it?
-Okay, another example.
54 x 55 is equal to? What do you think will
be the answer?
-Very good!
-How about 푚푛 x 푚푝? What do you think
will be the answer?
-Very good, but how did you get it?
-That’s right!
-How about this one class, (푝12)(푥 2).
-who can come in front and answer this?
-Yes, Miss!
-Is it right, Class?
-Okay, who can explain me why?
-Yes, mister!
-Very good and also clap your hands to
miss student 1 for the very good answer!
- So class, here is another example.
(푥 2)(푦4)(푥 4) = 푥 6푦4
-Since 푥 2 and 푥 4 have the same bases,
therefore we can add their exponent , but
we cannot add the 푥 6 to 푦4 since their
bases are not the same.
-Did you get it?
-Okay very good!
-Another example, Ma’am.
59 , Ma’am!
푚푛+푝 , Ma’am!
-Since both bases are the same,
that’s why I only add their exponent
in order to get the product of them.
(푝12)(푥 2) = (푝12)(푥 2)
-Yes, ma’am!
-Since their bases are not the same,
that’s why we cannot add their
exponent so the answer is the same
to its original given.
-Yes, Ma’am!
C. Application:
-Now who want to answer the equation on
the board?
(The teacher calls the name of the
students randomly.)
3
• y
1. y
4
2
y
2. x
2
(x
2
)
2
)
3. 18xy(2x
4. –5a
3
b(–6a
2
b
4
)
2
(6y
5. 2y
3
z)
6. –12a
3
b
2
(–3a
2
b)
2
n(–3mn)
7. 8m
(Students are raising their hands.)
(Students are actively answering the
equation on the board and then,
explaining it afterwards.)

5. 8. 3ab2ab4
2
9. (–1.2r
s
3
)(0.4rs)
2
)
10. (3m
4
-So class, do you have any question?
-Okay good! Kindly get your activity
notebook and answer the following
equation. To those I will catch cheating
with his seatmates will get minus five. Is it
clear?
-None so far!
-Yes, Ma’am!
IV. Testing/Evaluation
Simplify the following expression using the
product rule of exponent.
2
)
1. (3y
3
2. (5s
4
t
5
)
3
3
)
3. (8y
2
2
y
4. (–7x
3
)(–4xy
4
)
2
)(y
5. (3y
3
)
6. 8 f 6g7 f 2g5h 
7.  8
4 6 yd 
8.  2
5 8c 
9.    2 3 2 2x 4x y 
10.    2 4 3a b 6ab c 
11.    10 2 5 3 9x z x y 
12.    5 3 5 7q 12q r 
13.    8 4 11c 10c d 
14.  3
9 7 15h k 
15.  4
13 y 
V. Assignment
In ½ sheet of paper, simplify each
expression.
3
1)  3h
9 2)  8
4 6 y d 
3)  3
9 7 15h k 
4)     2 3
3 3 4h 2g h 
5 2
5)  k 9   k 3  
6)     2
6 5 2 3y x y z 
7)  4
5 6 c h 
 2 7
8) 14a 4 b 6   a 6 c 3  
9)  8
7 23 
10)  8
4 6 y d 