Detailed Lesson Plan in Mathematics 6

School NAVALING ES Grade SIX

Teacher SARAH JANE R. NAPO Learning MATHEMATICS

Area

Week/Teaching NOVEMBER 13, 2024 Quarter Second-Week 9

Date

Grade 5 Time 1:00 PM – 1:45 PM

Detailed Lesson
Plan

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
[Link]'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
Begin with classroom routine:
a. Prayer
b. Checking of attendance
Review Indicator 1: Applied
A. Reviewing Find each product. Write the answers on your knowledge of
previous lesson show-me- board. content within and
or presenting across curriculum
the new lesson teaching areas,
(Introductory
Activity)
Indicator 2: Used
range of teaching
strategies that
enhance learner
achievement in
numeracy skills
B. Establishing a There were five pupils who went to their Indicator 2:
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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.
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:
concepts and Applied knowledge
practicing new Each side of a square is 4 centimeters long. Find of content within
skills #1 the area of the square. and across learning
(Analysis) 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.

base 42 exponent

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
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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”.
E. Discussing new .Group Activities
concepts and Indicator 2:
practicing new Group I Used range of
skills #2 Evaluate the following. teaching
(Analysis) Exponential Expanded Value strategies that
enhance learner
Notation Form
achievement in
1. (-10)2 literacy skills.

2. 86
3. 34
4. (-2)5 Indicator 1:
Applied
5. 410 knowledge of
content within and
across learning
Group II areas.
Express each repeated multiplication in
exponential notation.
Exponential Notation

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 __________ Indicator 9
4. 250 x 250 x 250 __________ Used strategies
5. 26 x 26 x 26 x 26 x 26 x 26 x 27 __________ for providing
timely, accurate
and constructive
feedback to
improve learner
Group III performance.
Complete the table.

Factored Form Base Exponent Exponential

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.
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Exponential Base Exponent
Expression
e.g. 32 3 2
1. 25
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.

Complete the table below. Row one is done for Indicator 8

you. Adapted and used
culturally
Exponential Read Meaning Factored appropriate
Notation as…. Form
teaching
8 3
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
G. Finding practical three
8 cubed groups.
applications of times
concepts and skills in 9 Indicator 9
daily living 1.) 5
Used strategies
(Application) 2.) 64 for providing
timely, accurate
3.) 412 and constructive
4.) 125 feedback to
improve learner
5.) 71 performance.

What is an exponential notation? Indicator 3:

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

Prepared by: Checked by:

SARAH JANE R. NAPO HAIZALEEN R. LUMAWIG

Teacher II Master Teacher I

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Noted by:

EDILBERTO D. GONZALES

Head Teacher III