TOPIC:

UNIT II:
RATIONAL ALGEBRAIC EQUATIONS AND
EXPRESSIONS WITH RATIONAL EXPONENTS

EXPRESSIONS WITH
RATIONAL EXPONENTS
Sub Topic: Evaluating expressions with
Rational Exponents
Stage 1

Time Frame:
5 days

Content Standard:

Performance Standard:

The learner demonstrates understanding of the key

concepts on expressions with rational exponents and its
applications in real life.

The learner formulates real-life problems involving

expressions with rational exponents and solves these using
a variety of strategies with utmost accuracy.

Essential Understanding(s):

Essential Question(s) :

Expressions with rational exponents can be

evaluated, simplified and applied in solving reallife problems.
The learner will know:

How can expressions with rational exponents be evaluated,

simplified and applied in solving real-life problems.

* definition of rational exponents

* evaluating and simplifying expressions with rational
exponents
* applications of expressions with rational exponents

Product or Performance
Task:
Problems formulated:
are based on reallife situations
involve expressions
with rational
exponents
are solved using a
variety of strategies
with utmost
accuracy

The learner will be able to:

* describe rational exponents

* evaluate and simplify expressions with rational
exponents
* apply exponents to solve real-life problems
Stage 2

Evidence at the Level of Understanding:

The learner should be able to demonstrate understanding by
covering the six Facets of Understanding:
Explaining ones procedure in evaluating expressions with
rational exponents
Criteria:
Clear
Coherent
Accurate
Interpreting possible relationships of expressions with rational
exponents into radical expressions and determining the best
procedure in evaluating expressions with rational exponents
Criteria:
Creative
Illustrative
Meaningful
Applying the rules on exponents to evaluate expressions with
rational exponents.
Criteria:
Practical
Appropriate
Accurate
Developing Perspective on the most likely outcomes that may
result from evaluating expressions with rational exponents.
Criteria:
Credible
Insightful
Showing Empathy on people experiencing difficulties in
evaluating expressions with rational exponents
Criteria:
Perceptive
Responsive
Sensitive
Manifesting Self-Knowledge by sharing insights one may have
about how math can help reasonable judgment and predictions.
Criteria:
Reflective
Insightful

Stage 3

Evidence at the Level

of
Performance:
Assessment of
problems formulated
are based on the
following suggested
criterion:
* Use of numerical,
physical, and verbal
mathematical models
or representation.
* Real life related
problems
* Problems involving
exponents
* Problems are solved
using properties of
exponents

Tools:
Rubrics for assessment
of solutions to
problems

Teaching / Learning Sequence:

DAY 1
Explore
The activities in this part generate learning by identifying the learning needs of the children and clarifying their
expectations. The latter directs the appraisal of how these expectations may be achieved which may include engaging
students interest and encouraging questions for further explanation.

ACTIVITY 1

Material:
Sheet of intermediate paper
Procedures:
1. Fold the paper into half as shown below.
2.
3.
4.
5.

Unfold the paper and determine the numbers of regions formed.

Refold again the same paper as before and then fold it again into half.
Unfold and determine the number of regions form.
Repeat steps 3 six times and complete the table below.
Number of times the paper is fold

Number of regions formed

Guide Questions:
1. Into how many regions were formed when a sheet of bond paper was folded the first
time? The second time? The third time? the fourth time? The fifth time? The sixth time?
Enter your number into the table provided.
2. What happened every time you fold the paper into half? What number does it
represents?
Enabling Prompt:
1. Observe the table carefully. How many times do you multiply 2 to get 4? 8? 16? 32? 64?
2. Write / Express 4 , 8 , 16 , 32 and 64 in exponential form. Is there any other way of writing?
Give as many as you can?
3. Can 4 be expressed as 161/2? Prove.
4. What can you say about the exponent? Express remaining numbers in this form.
5. Define rational exponents
ACTIVITY 2: Express the following numbers in exponential form in as many ways as you can.

1. 9

6.

2. 16

7.

3. 25

8.

4. 8

9. 1.96

5. -32

10. 2.89

Teaching Notes :

____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________

________________________________________________________________

_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________

DAY 2: _________________
1. Firm Up

Activity 3:

Solve the problems and write the letter above each matching answer to decode the message.
A.

23

N.

111

B.

O.

P.

103

D. 43

Q.

63

E.

102

R.

35

F.

152

S.

111

G. 12

T.

22

H.

05

U.

54

I.

33

V.

35

J.

72

W.

27

K.

34

X.

44

L.

31

Y.

32

M.

202

Z.

121

C.

____
(5-2)

____ ____ ____

4(2) 4(32) (10+1)

____ ____
(20/4) 9(25)

____
9(3)

____
4(25)

____
(2-1)

____
4(64)

____ ____ ____ ____ ____

(2+2) 10(10) (0-1) 9(27) (1+7)

____ ____ ____ ____ ____

10(100) (3+2) (0+1) (200/2) (5/5)

Activity 4:
Simplify the following

6.

11.

7.

12.

( )

8.

13.

4.

( )

9.

14.

5.

( )

10. (

15.

1.

2.

3.

)
)

Teaching Notes :

)
)

___
6/2

____ ____
2(2) (5+4+2)

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

_____________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________

DAY 3: _________________
2. Deepen

Hint: It runs all over our body.

Direction: Write the in the space that correspond to the correct answer.
Activity 5:

Evaluate the following.

What kind of Boats
16 3/4

1000 1/3

E
9 5/2

B
(8/125)1/3

L
27 2/3

O
64 2/3
O
____
13

(27/8) 2/3
D

169 1/2

E
____
27

81 3/4

[16/25] 1/2

____
1/2

[1/32] 1/5

____ ____
4/5
9/4

49 3/2
V
____ ____ ____ ____ ____ ____
343 16
8
9
10
2/5

DAY 4: _________________
Activity 6:

Evaluate each expression given the value of the variable/s.

Explain how you arrived at your answer
1) (2x2/5)5 ; x = 3
2) (a6b8)1/2 ; a= 4 and b = 2
3) (x-2/3y1/2)6 ; x = 2 and y = 4
4) (m4)1/2(n2/3)-3 ; m = 5 and n = 2
5) (a-6/b-4)1/2 ; a= -2 and b = -3
3. Transfer
Applications of learners understanding on expression with rational exponent

Journal Writing
On their journal, the learner will write his answer to the following questions:
1 What I already know about this lesson
__________________________________________________________________
2

What I learned from this lesson.

__________________________________________________________________

What I still want to know this lesson

__________________________________________________________________

Teaching Notes : ____________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________

STAGE 3
Teaching/Learning Sequence:

DAY 1: _________________
1. Explore
Provide learners opportunities to recall mathematics concepts related to expressions with rational exponents.
Activity 1:
Directions: Simplify each of the following expressions without zero or negative exponents then
answer the questions below.
__________ 1.

__________ 6. (

___________ 11.

__________ 2.

__________ 7. (

___________ 12.

_________ 3. (

)(

__________ 4. (

__________ 5. (

( )

___________ 8.

__________ 9. (

___________ 13.(

)
)

___________ 14.

__________ 10.

___________ 15.

Enabling Questions:
1.
2.

How did you simplify each expressions?

Which laws of exponent did you apply on each item?

Let the learners discuss the different laws of exponent used in simplifying expressions from the previous activity.

EXPONENT RULES

Power of a Quotient Rule:

( )

Product Rule:

Power of a Product Rule :

Quotient Rule:

Zero Exponent Property :

Negative Exponent Property :

Power of a Power Rule:

2. Firm - up
Activity 2:
Directions: Simplify the following rational exponents.

1. (

2. (

3.
4.
5.

=
=

6.

7.(

)-1/3 =

8.
9. (

Teaching Notes :

10. (

=
y )(

)=
)(

)=

_____________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

DAY 2: _________________
Activity 3:

What did the pig say when the man grabbed him by the tail?
Directions: Answer the questions below then transfer the letter associated to each question to the box
which contains the correct answer

)(

S
(

)(

-8

7x2

Teaching Notes :

(
F
(

T
)(

(
T

N
(

3x2

_____________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________

DAY 3: _________________
3. Deepen

1
2
3

Activity 4:
A message is hidden in the answer box. Follow these steps to decode the message:
Evaluate or simplify the expression in the question box.
Write the answer that you get with those found in the answer box.
Write the corresponding word below the correct answer in answer box.

QUESTION BOX:
TO

NOT

PERSON

PRAY

FOR

x1/3 (x2/4)

53/4 (51/8)

(b2/3)3/2

(a-1/3b2/5)1/2

(x3/4y1/8z5/6)4/5

AN

BE

STRONG

X3/x1/2

(x1/2/y1/3)6

(49x6y-2)1/2 / z-4

(25a6b4)1/2
(8a-9b3)-1/3

(2x1/2y1/3)3

PRAY

EASY

INSTEAD

LIFE

(49x4/100y-8)-1/2

(-x3y6z-6)-2/3

(9x4y-1)1/2
(2x1/5y3/5)3

(x2y-3/z4)-1/2

(125x-1/2)2/3

ANSWER BOX:
b1/5/a2/3

57/8

X3/5y1/10z2/3

X3/y2

-x2y4/z4

25/x1/3

x5/2

3x7/5 /8y23/10

5/7x2y4

x5/6

5b3/2

7x3z2/y

8x3/2y

y3/2z2/x

MESSAGE:______________________________________________________________________
4. Transfer
Activity 5:

Answer each of the following questions.

0

Louise says that if (3x ) (3x )

a
b
c

1/ 2

is simplified, it will be equal to 1.

Is Louise correct? Why?

What do you think Louise had done to arrive at her answer?
How should the expression be simplified?
4 1/ 2
Mike and Cora showed their own way of simplifying the expression (36x ) .
4 1/2

= 36

4 1/2

= [2 (3 )(x )(x )]

Mike:

(36x )

Cora:

(36x )

1/2

4 1/2

(x )
2

2(1/2)

=6

2 1/2

[x

4(1/2)

2(1/2) .

=2

] = 6x
3

2(1/2) .

2(1/2). 2(1/2)

= 2(3)(x)(x) = 6x

a. Who simplified the expression the right way? Why?

b. Which procedure of simplifying the expression would you follow? Why?
c. Think and show other ways of simplifying the expression.
d. How would you compare your procedure with those shown by Mike and Cora?
3
Identify what is wrong with the procedure followed in simplifying each expression below then make the
necessary corrections.
1/3

(2b)

[4x/y]

c
d

1/6

. (3b)

3/4

= (2.3)

1/3 + 1/3

1/3 + 1/3

.b

2/3

=6

2/3

.b

3/4

= 4x
3/4
y

1/2 1/3 1/6

[5 m n ]
1/3

1/3

=5

8x = __2___
5/6
1/3 5/6
4x
x

1/6 + 1/6

.m

1/2 + 1/6

= ___2__
2/6 5/6
x

1/3 + 1/6

.n

1/3

2/3 1/6

=5 m n

= __2_ = 2x
-1/2
x

1/2

Teaching Notes :

_____________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________

Teaching Notes :

_____________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________