GRADE 9 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and
Quarter
Time
Grade Level Section
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of variation and radicals
2. Performance
Standards The learner is able to formulate and solve accurately problems involving variation and radicals.
3. Learning Applies the laws involving positive integral exponents to zero and negative integral exponents. (M9AL-IId-1)
Competencies/
Objectives a. Recall the laws of exponent
b. Write the given expressions into its simplest form
c. Learn and understand the key concepts of negative integral, zero
II. CONTENT Zero, Negative, and Rational Exponents
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 167
2. Learner’s
Materials pp. 231-234
3. Textbook
pages
4. Additional Intermediate algebra II, page 129-131, Jose-Dilao Soledad, et. Al.
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 9 LCTG by DepEd Cavite Mathematics 2016,
Resources activity sheets, laptop and monitor
IV. PROCEDURES
A. Reviewing previous Recall: Remember Me This Way! KRA 9 (Uses strategies for
lesson or presenting Simplify the following expressions. providing timely, accurate and
the new lesson constructive feedback to improve
learners performance)
1. )(
2. (
3. (
4.
5.
Questions:
1. How did you solve the given problem?
2. What concepts have you applied?
3. How did you apply your knowledge of the laws of integral exponents in
answering the given problem?
B. Establishing a Activity: Agree or Disagree! KRA 9 (Uses strategies for
purpose for the providing timely, accurate and
lesson Read each statement under the column STATEMENT then write A if you agree constructive feedback to improve
with the statement; otherwise, write D. Write your answer on the “Response- learners performance)
Before-the-discussion” column.
Questions:
1. How did you find the activity?
2. What mathematical concepts or principles did you
apply to come up with your response?
C. Presenting Raising a Number to a Zero Exponent KRA 8 (Adapts and use culturally
examples/ appropriate teaching strategies to
instances of the Definition: a 0 =1 (a≠0) address the needs of learners
lesson Example 1 from indigenous groups)
=1
Example 2
=1
Example 3
=1
Note 1: = 1 is a convention, that is, we agree that raising any number to the
power 0 is 1. We cannot multiply a number by itself zero times.
Note 2: In the case of zero raised to the power 0 (written ), mathematicians
have been debating this for hundreds of years. It is most commonly regarded as
having value 1, but is not so in all places where it occurs. That's why we
write a≠0.
Raising a Number to Negative Exponents
Definition
(once again, a≠0)
In this exponent rule, a cannot equal 0 because you cannot have 0 on the bottom
of a fraction.
Example 1
Example 2
Explanation: 0 and Negative Exponents
Observe the following decreasing pattern
What do you notice about each step? Now continuing beyond, what do you
notice?
Using a as base and m and n as exponent
D. Discussing new Activity: You Complete Me! Fill in the missing parts of the solution in simplifying the KRA 7 (Establishes a learner-
concepts and given expression. Assume that centered culture by using
practicing new skills teaching strategies that respond
#1 to their linguistic, cultural, socio-
economic, and religious
backgrounds)
E. Discussing new Answer the following. KRA 9 (Uses strategies for
concepts and providing timely, accurate and
practicing new skills 1. What did you observe about the exponents? constructive feedback to improve
#2 2. How were the problems solved? learners performance)
3. What can you conclude from the process of solving problems?
F. Developing mastery QUIZ KRA 7 (Establishes a learner-
(Leads to Formative Write the given expressions into its simplest form. centered culture by using
Assessment 3) teaching strategies that respond
to their linguistic, cultural, socio-
economic, and religious
backgrounds)
G. Finding practical The Mayor and the vice-mayor of Nagtipunan asked to simplify the given KRA 8 (Adapts and use culturally
applications of expression. Their solutions are shown below. appropriate teaching strategies to
concepts and skills in Questions: Who do you think is correct in simplifying the given expressions? address the needs of learners
daily living Justify your answer. from indigenous groups)
H. Making THINGS TO REMEMBER KRA 7 (Establishes a learner-
generalizations and centered culture by using
abstractions about teaching strategies that respond
the lesson to their linguistic, cultural, socio-
economic, and religious
backgrounds)
I. Evaluating learning Revisit the activity entitled Agree or Disagree. Read again the statement under KRA 9 (Uses strategies for
column statement and answer the “Response-After-the-Discussion” column with A providing timely, accurate and
for Agree and D for Disagree. constructive feedback to improve
learners performance)
J. Additional activities Follow-up: KRA 9 (Uses strategies for
for application or a. Negative and Zero Exponent Worksheet providing timely, accurate and
remediation Simplify. Express your answers in fraction form. constructive feedback to improve
learners performance)
V. REMARKS
VI. REFLECTION
a. No. of learners who
earned 80% on the
formative assessment
b. No. of learners who
require additional
activities for
remediation.
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?