Slide 1

DEMO TEACHINGBy:

Evelyn T. BurgosUsing the

Understanding by Design(UBD) Model HOOK.

Multiply 50 by itself 50 times

HOOK.

b. Multiply 100 by itself 60 times..

HOOK WORKSHEETComplete the sayingLife can be learned ______________ but must be lived forwards.Expand and evaluate the expression . Find the answer from the box. Write the letter before the number. The completed word is the word missing in the saying.HOOK WORKSHEET

a. 16 b.9 c. 6 d.243 e.11f.17 g.99 h.35 i.244 j.19k.10 l.1 m.26 n.255 o.28p.8 q.12 r.36 s.54 t.60u.5 v.15 w.24 x.53 y.50z.2Example: 2* 2*2*2=8 =

1. 322. 243. 3(2)4. 2(5)5. 24+236.22*227.32+338.32*339. 34-336What did you learn from that activity? Introduce the essential questions What are bases and exponents?Are you aware of the importance of bases and exponents?

3. How could a student know that his simplified form of expressions involving bases and exponents is correct?4. Why do you fail to simplify or evaluate an expression involving bases and exponents?

introduce key vocabulary termsKey terms

integer, subtraction, multiplication, bases, addition, exponents, natural number

Provide Worksheet1 I. identify the base and the exponent by writing on the spaces providedBaseExponent1. 43_________________________2. (5x)4_________________________3.(2ab)2_________________________4. (a+b)5_________________________5. (x+y+z)a_________________________Present concept Definition of the Natural Number Exponents Xn=xxxxx

X the base (integer)n exponent (natural number) Example64 =6666

n x

Give a 5 item quiz Expand the given base with positive integral exponents 1. d3_____________________________________________2.(4xy)2_____________________________________________3. (a+b+c) 4 _____________________________________________4. (-3) 6_____________________________________________5. (-2) 5 _____________________________________________

II. Rewrite each expression using exponents.1. ccc___________________2. d squared___________________3. I used as a factor 8 times___________________4. the cube of uw___________________5. the cube of (x-2) ___________________Review and discuss Mathematics concepts I already checked the papers and found out that only 10 out of 30 students passed the quizTell me, what are your problems? RETHINK:

Are -3 and (-3) equal ? Introduce Worksheet2Substitute for the value of the unknown. The answers are already given. You just need to show the solution1. x ; x= _____________________ans. __________________________________________2. 5d ;d=5_____________________ ans. 125__________________________________________3. (7f+2) ;f=5_____________________ans. 50,653__________________________________________

Review and discuss Mathematics concepts How do you find worksheet 2?

What are your problems? THINK PAIR & SHARETry these examples:

Rewrite using exponents:The cube of (x-2)21*n*n*n*n*n*n*n

Simplify:

(4x)(-2x)4THINK PAIR & SHARE

Call for 2 pairs to share their analysis and discuss as a classIntegrating ESDLet the fast learner plan to offer slow learner students techniques how to rewrite expression using exponents and vice versa . This is done outside the class.Students respond to written prompts Which student has the correct answer? Write a sentence or two to explain to the other students what they did wrong?Student A has (4x )2=16x Student B has (4x )2=8x Student C has (4x )2=16x 2

EvaluateLet students exchange plans with members of their group for a peer assessment based on a criteria.

In expanding expressing using exponents and vice versa: 1.Is the expression correct? 2. Were the rules/properties utilized in simplifying the expression ? 3.Does it provide for the brightest group and the slower ones?

Allow students to make revision based on feedback. Rubrics Bongga Pwede Na rin3 Ok lang2 anu ba yan?1 susmaryosep!!Let students work independently on 2 other examples.

CONNECTIONS: 2x Given a square with side 2x

Find the area.If the side of the square is 4y2 , what is the area now?What are the skills required for you to find the area? Why are these skills important to you?

Affective aspectsReview their daily lesson chart and self assess what they have understood.

1. Have they noticed changes? 2. Do they notice the changes? 3. How do they feel about Bases and Exponents?Conclusion of the topicPERFORMANCE TASK:

Cite 2 real life situations where you can apply bases and exponents.Give the following:IllustrationStep by step solution. Beside each step write the Property involve

Thank youUnderstanding is the GOALof teaching