Republic of the Philippines
Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila
MATH 7
“Success is the
Exponential Effect
of little things
done consistently
over time.”
Quarter 2 Week 3 Module 4
Learning Competency:
Illustrates and differentiates related terms in algebra. (M7AL-IIc-1)
(a) 𝑎 𝑛 where n is a positive integer
1
HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that
will disturb you while enjoying the lessons. Read the simple
instructions below to successfully enjoy the objectives of this kit.
Have fun!
1. Follow carefully all the contents and instructions
indicated in every page of this module.
2. Write on your notebook the concepts about the lessons.
Writing enhances learning, that is important to develop
and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using
the answer key card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!
PARTS OF THE MODULE
• Expectations - These are what you will be able to know after
completing the lessons in the module.
• Pre-test - This will measure your prior knowledge and the
concepts to be mastered throughout the lesson.
• Looking Back to your Lesson - This section will measure what
learnings and skills did you understand from the previous
lesson.
• Brief Introduction- This section will give you an overview of the lesson.
• Activities - This is a set of activities you will perform with a partner.
• Remember - This section summarizes the concepts and
applications of the lessons.
• Check your Understanding - It will verify how you learned
from the lesson.
• Post-test - This will measure how much you have learned from the
entire module.
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Learning Module for Junior High School Mathematics
LESSON 4 EXPONENTIAL NOTATION
EXPECTATIONS
You will illustrate and differentiate related terms in algebra.
Specifically, this module will help you to:
• define exponential notation 𝑎𝑛 where n is a positive integer;
• describe how exponential notation is used in math; and
• convert exponential notation into mathematical expression.
Let us start your journey in learning
more on Exponential Notation.
I am sure you are ready
and excited to answer the Pretest.
PRETEST
Read the questions carefully. Encircle the letter of the correct answer.
1. It is a method for writing an expression that shows a certain term multiplied to
itself many times.
a. Exponent c. Exponential Notation
b. Base d. Algebraic Expression
2. It tells how many times the base is used as a factor.
a. Exponent c. Exponential Notation
b. Base d. Algebraic Expression
3. What is the base in the exponential notation -8x5?
a. -8 c. x
b. -8x d. x5
4. Write (-2)(-2)(-2) in exponential form.
a. -23 c. –(2)3
b. 23 d. (-2)3
5. Write (3a)3 in expanded form.
a.( 3)(a)(a)(a) c. (3)(a)(3)
b. (3)(3)(3)(a) d. (3a)(3a)(3a)
6. What operation do you use with exponents?
a. Addition c. Multiplication
b. Subtraction d. Division
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Learning Module for Junior High School Mathematics
7. Simplify 5 ● 5● m ● m ● m ● m
a. 10m c. 25m4
b. 25m d. 125m4
8. The exponential notation 24 is read as____________.
a. two fourth c. two to the fourth power
b. four squared d. fourth squared
For no. 9-11
Write an expression in exponential form, given the base and the exponent.
9. base = 7, exponent = 3
a. 73 c. 7.7.7
b. 37 d. [Link].3.3.3
10. base = (-3x), exponent = 5
a. -3x5 c. 5-3x
b. (-3x)5 d. -3(x)5
11. base = -10, exponent = 6
a. (-10)6 c. 10-6
b. 106 d. 6-10
For no. 12-15
Determine the value of the following exponential notation.
12. 34 13. -26 14. 103 15. (-5)2
a. 12 a. -12 a. 100 a. -10
b. 18 b. 12 b. 1000 b. 10
c. 21 c. -64 c. 10000 c. -25
d. 81 d. 64 d. 100000 d. 25
Good job! You were able to finish
answering the pre-test. You may
ask your facilitator/guardian to
check your work. Congratulations
and keep on learning!
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Learning Module for Junior High School Mathematics
LOOKING BACK TO YOUR LESSON
Savings! Is it important?
Let me introduce to you a boy named “Coco”. He decided to
start saving money by putting a coin in his piggy bank, then
doubling the amount he saves each week. Use the questions below
to find how much money Coco will save in 8 weeks.
1. Complete the table below to find the amount Coco saved each week and the total
amount in his piggy bank.
Week 0 1 2 3 4 5 6
Weekly Savings ₱1 ₱2 ₱4
Total Savings ₱1 ₱3 ₱7
2. How many 2’s is multiplied to find his savings in week 4? ____ in week 5? ____
3. How much money will Coco save in Week 8? ____
4. Continue completing the table to find when he will have enough to buy a pair of
shoes for ₱800.
Week 7 8 9 10 11 12
Weekly
Savings
Total
Savings
Were you able
to recall this
lesson? Then,
let’s proceed.
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Learning Module for Junior High School Mathematics
BRIEF INTRODUCTION
“Save money and money will save you!”
How do you interpret this quote? Is it important to save?
The whole world is suffering from a crisis because of the
pandemic, COVID-19. No one hoped for this disease to invade the
world. So, being financially prepared can really help us to lessen the
burden that we are going through. Saving money for the future is one
of the great habits of wealthy people. Rich people are getting richer
because they have successful habits of controlling their expenses and
being careful in the way they spend their money. Saving money does
not mean that you have to be thrifty. People who set the goal to save
must learn to save first and spend afterwards.
Are you familiar with the humorous statement about panic
buying? Before President Duterte declared the Enhanced Community
Quarantine, there are already hearsay that Metro Manila will be
placed under “Total Lock Down”. This causes fear to most of us and
many people do “PANIC BUYING” but not every Filipino can afford to
do that! As what the humorous statement says “Sila “Panic Buying”
kami “Panic Lang!” It points out that for those who have saved, they
can afford to buy their basic needs for a month or more. Yet, for those
who have no savings “Panic Lang” because they cannot afford to buy
even their basic needs. They are just waiting for the government’s
help.
This pandemic will surely give us a new perspective
about saving money. As a student, are you starting to save for
something? Do you already have a piggy bank? Start saving now!
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Learning Module for Junior High School Mathematics
Coco’s savings can be expressed using the exponential notation.
What is an Exponential Notation?
➢ Exponential Notation is a method for writing an expression that shows
a certain term multiplied to itself many times.
A product of repeated factors can be expressed as a power, that is using an
exponent and a base
2●2●2●2= 24
The EXPONENT tells how
The BASE is the common many times the base is
factor. used as a factor.
Powers are read in a certain way.
POWER WORDS FACTORS
31 3 raised to 1 or the first power of 3 3
32 3 squared or 3 to the second power 3∙3
33 3 cubed or 3 to the third power 3∙3∙3
34 3 raised to 4 or 3 to the fourth power 3∙3∙3∙3
⁞ ⁞ ⁞
3n 3 raised to n or 3 to the nth power 3 ∙ 3 ∙ 3 ∙ … . .∙ 3
Note:
➢ If the power or exponent of a number is one (1) you don’t need to write it.
It is called an invisible exponent.
➢ Any number (except zero) raised to 0 is equal to 1.
More Examples:
I. Write in Exponential Form II. Write the following in Expanded
Form
1) 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 a7
1) 7x5 𝟕∙𝐱∙𝐱∙𝐱∙𝐱∙𝐱
2 2
2) 8 ∙ 8 ∙ 𝑏 ∙ 𝑐 ∙ 𝑐 8 bc
2) a2b3 𝐚∙𝐚∙𝐛∙𝐛∙𝐛
3 4
3) 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 xy
3) 105 𝟏𝟎 ∙ 𝟏𝟎 ∙ 𝟏𝟎 ∙ 𝟏𝟎 ∙ 𝟏𝟎
III. Write in Exponential Form
a) −2 ∙ −2 ∙ −2 ∙ −2 (-2)4 b) −5 ∙ −5 ∙ −5 (-5)3
Note: Remember to keep the – (negative) sign inside the ( ) parenthesis! If it
is outside, your answer will be negative even if you have an even number of
– (negative) signs. That is -53 means −(5 ∙ 5 ∙ 5) which is equal to -125.
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Learning Module for Junior High School Mathematics
IV. Write in Expanded form and then evaluate.
1) 52 2) - 43
5∙5 −(4 ∙ 4 ∙ 4)
25 - 64
3) (-3)4 4) (2x)5
−3 ∙ −3 ∙ −3 ∙ −3 2∙2∙2∙2∙2∙𝑥∙𝑥∙𝑥∙𝑥∙𝑥
81 32x5
ACTIVITIES
Activity 1
Directions: Identify the base and the exponent.
Base Exponent
1) x4 y 2 ___________ ___________
2) 11r2s2 ___________ ___________
3) 34 ___________ ___________
4) (7x) 5 ___________ ___________
5) (-2)7 ___________ ___________
Activity 2
Directions: Write in Exponential Form.
1) 𝑏 ∙ 𝑏 ∙ 𝑏 ∙ 𝑐 ∙ 𝑐 ______ 4) 8 ∙ 8 ∙ 𝑏 ∙ 𝑐 ∙ 𝑐 ______
2) 9 ∙ 9 ∙ 9 ∙ 9 ∙ 9 ∙ 9 ∙ 9 ______ 5) 2𝑎 ∙ 2𝑎 ∙ 2𝑎 ______
3) 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ______ 6) −7 ∙ −7 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ______
Activity 3
Directions: Write the following expressions in expanded form.
1) x4 y 2 ______________________
2) 11r s2 2 ______________________
3) 34 ______________________
4) (7x)5 ______________________
5) (-2)7 ______________________
6) -3x 3 ______________________
7) a2bc2 ______________________
8) (-5x)4 ______________________
9) (y2)5 _____________________
REMEMBER
Exponential notation
➢ is a method for writing an expression that shows certain term multiplied to itself
many times.
In the term 27; 2 is the base and 7 is the exponent.
Note: the exponent represents how many times the base is to be used as a factor.
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Learning Module for Junior High School Mathematics
You may explore more to check your
understanding!
CHECK YOUR UNDERSTANDING
A. Write in exponential notation then find the product.
1. 2∙2∙2∙2∙2∙2∙2∙2 = _________________ = ________
2. (−3)(−3)(−3) = _________________ = ________
3. (−11)(−11) = _________________ = ________
4. 10 ∙ 10 ∙ 10 = _________________ = ________
5. 8∙8∙8 = _________________ = ________
B. Can you give the difference between (-3)4 and -34.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
POSTTEST
Read the questions carefully. Encircle the letter of the correct answer.
1. In the exponential notation (43m) 2, what is the exponent?
a. 2 c. 43m
b. 43 d. m
2. Which is the base in x ? y
a. x c. xy
b. y d. 1
3. What is the value of 100 ? 0
a. 100 c. 1
b. 10 d. 0
4. Write (-7)(-7)(-7)(-7) in exponential form.
a. -74 c. –(7)4
b. 74 d. (-7)4
5. Write (2b) in expanded form.
3
a. 2.b.b.b c. 2.b.3
b. 2.2.2.b d. (2b)(2b)(2b)
6. What special word do you use if the exponent is 2?
a. squared c. triangled
b. cubed d. box
7. What operation do you use with exponents?
a. Addition c. Multiplication
b. Subtraction d. Division
8. It tells how many times the base is used as a factor.
a. Exponent c. Factor
b. Base d. Term
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Learning Module for Junior High School Mathematics
For nos. 9-12
Determine the value of the following exponential notation.
9. (2x)4 10. 202 11. (-3a)3 12. -(5x)2
a. 16x a. 4 a. -9a3 a. -10x2
b. 16x4 b. 40 b. 9a3 b. 10x2
c. 8x 4 c. 400 c. -27a 3 c. -25x2
d. 2x4 d. 4000 d. 27a3 d. 25x2
For nos. 13-15
Write an expression in exponential form, given the base and the exponent.
13. base = 3, exponent = 7
a. 73 c. 7.7.7
b. 37 d. [Link].3.3.3
14. base = a, exponent = b
a. ab c. ab
b. ba d. aab
15. base = -7, exponent = 2
a. 72 c. 2-7
b. (-7)2 d. 27
REFLECTIVE LEARNING SHEET
Spending your money wisely, saving up for a rainy day, and
multiplying it is a wise thing to do. Would you rather have a peso
doubled every day of your life? Or a million peso? Why?
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Proverbs 21:5
The plans of the diligent lead to profit as surely as haste leads to poverty.
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Learning Module for Junior High School Mathematics
E-SITES
To further explore the concept learned today and if it possible to
connect the internet, you may visit the following links:
[Link]
[Link]
[Link]
[Link]
nd
REFERENCES
➢ Figueroa, Michael, et al (2013)., MATH @ WORK. Neo Asia
Publishing, Inc. Quezon City
➢ Garces, Arnold, et al (2013). SIMPLIFIED MATHEMATICS.
St. Augustine Publications, Inc. Sampaloc, Manila
➢ Orlando Oronce, et al (2003)., EXPLORING
MATHEMATICS. Rex Bookstore, Inc. Sampaloc Manila
➢ Magtagñob, Irish Mae, et al (2013) GLOBAL MATHEMATICS.
The Library Publishing House Inc. Panay Ave. Quezon City
➢ Ogena, Ester et al (2013). OUR MATH. The McGraw-Hill
Companies Inc., and Vibal Group, Inc.
NET
[Link]
[Link]
[Link]
and-scientific-notation
IMAGES
[Link]
FDHdL4Dobw57lH6E0ntgRGdfuP5IN3Y4UhS1ZJ1zNK1uKvi7THr2SmyLxN5J_Q
[Link]
[Link]
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Learning Module for Junior High School Mathematics
Acknowledgements
Writer: Ma. Dolores A. Perez TI
Editors: Melody P. Rosales - Head Teacher VI
[Link] G. Mallari -Head Teacher VI
Maita G. Camilon - Head Teacher VI
Evaluators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS
Management Team: Maria Magdalena M. Lim-Schools Division
Superintendent-Manila,
Aida H. Rondilla-Chief Education Supervisor,
Lucky S. Carpio-EPS and Lady Hannah C Gillo, Librarian II-LRMS
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Learning Module for Junior High School Mathematics
PROBLEM-BASED LEARNING WORKSHEET
RED CROSS MISSION
Philippine Red Cross has truly become the premier
humanitarian organization in the country, committed to providing
quality life-saving services that protect the life and dignity especially
of indigent Filipinos in vulnerable situations. It provides six major
services: Blood Services, Disaster Management Services, Safety
Services, Health Services, Social Services, Red Cross Youth and
Volunteer Services.
When the super typhoon Yolanda hit the Philippines, the Red
Cross involved the different agencies, organizations, and offices,
public and private, local and international, in their project to have a
massive medical service. The Red Cross contacted first 3 biggest
networks, each of these networks contacted three other networks and
agencies, organizations, and offices, and so on, until enough of these
were contacted. It took one hour for an organization to contact three
other organizations and all the contacts made were completed within
4 hours and no group was contacted twice. The number of
organizations contacted for every round is represented by the
expression 3n where n is the number of hours.
Let’s Analyze
Questions
1. Suppose you are one of the people in the Red Cross who visualized this
project, how many organizations were contacted in the fourth hour?
___________________________________________________________________
2. How many organizations were contacted within 4 hours?
___________________________________________________________________
3. If another hour was used to contact more organizations, how many
additional organizations, agencies, and offices could be contacted?
___________________________________________________________________
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