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Department of Education
National Capital Region
S CHOOLS DIVIS ION OFFICE
MARIK INA CITY

MATHEMATICS
Quarter 2 – Module 3:
Laws Involving Positive Integral Exponents

Writer: Alden O. Madregalejo

Cover Illustrator: Joel J. Estudillo

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DISCIPLINE • GOOD TASTE • EXCELLENCE
 What I Need to Know
now
Hello Grade, 9 learners! In this module, you will learn how to:

Apply the laws involving positive integral exponents to zero and

negative integral exponents. M9AL-IId-1

You can say that you understood the lesson in this module if you can
already:
1. State the laws of exponents.
2. Apply the laws involving positive integral exponents to zero
and negative integral exponents.
3. Appreciate exponents as applied in real life situational
problems.

What I Know

Encircle the letter that corresponds to the correct answer.

1. In the expression 3𝑥 2 , 2 is called _____.

A. Constant term C. Literal Coefficient
B. Exponent D. Numerical Coefficient

2. Which expression is equivalent to 𝑦 5 ?

A. 𝑦 3 ∙ 𝑦 2 C. (𝑦 2 )3
𝑦3
B. D. 𝑦 2 + 𝑦 3
𝑦2

3. Which of the following is TRUE?

A. 𝑥 6 ∙ 𝑥 3 = 𝑥 9 C. (𝑏−5 )0 = 𝑏−5
𝑥 −2
B. = 𝑥3 D. 𝑎0 𝑏 2 = 𝑎𝑏0
𝑥5

24
4. What law of exponent is applied in the expression = 26 ?
2−2
A. Product Law C. Power Law
B. Quotient Law D. Radical Law

𝑏10
5. Transform 𝑎3 𝑎5 in simplified form by applying the laws of exponent.
𝑏5
A. 𝑎8 𝑏5 C. 𝑎𝑏23
B. 𝑎8 𝑏15 D. (𝑎𝑏8 )5

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DISCIPLINE • GOOD TASTE • EXCELLENCE
 APPLYING THE LAWS INVOLVING POSITIVE INTEGRAL EXPONENTS,
TO ZERO AND NEGATIVE INTEGRAL EXPONENTS.

What’s In
Determine the exponent and base each given expression.

Given Exponent Base

𝟐𝟔
𝒂−𝟏
𝟑𝟎
(𝒙𝟑 )−𝟐
(𝒂 + 𝒃)𝟓

1. How did you determine the exponent? base?

2. What idea did you use to arrive at that answer?

What’s New
Think about this!
Lerna’s Hydra is a mythological character that appears in
some stories such as 12 Tasks of Hercules. The Hydra was
one-headed monster but when it is cut off, two more heads
grow in its place. If a hero tried to conquer it by cutting off all
of its heads every day,
a. How many heads would the Hydra have on the second
day? third day? And on the tenth day?
b. What mathematical concept is generated by this problem?

Answers: a.) The 1st day, upon cutting the head off, the monster has 2
heads.
The 2nd day, upon cutting both heads off, they doubled into
22 .
The 3rd day, upon cutting the heads off, they doubled again
into 23 .
On the 10th day, upon cutting the heads off, they doubled
it again into 210 .
b.) The mathematical concept/ idea about this problem would
be exponential growth.

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DISCIPLINE • GOOD TASTE • EXCELLENCE
 What is It
An exponent is a number or letter written above and to the right of a
mathematical expression called the base.
In the mathematical expression 𝑎𝑥 , 𝑎 is the base and 𝑥 is the exponent.
If 𝑎 is a positive number and 𝑥 is its exponent, then 𝑎 𝑥 means 𝑎 is multiplied by
itself 𝑥 times.
If 𝑎 is a positive number and 𝑥 is negative number as the exponent, then 𝑎−𝑥
1
becomes .
𝑎𝑥
If 𝑎 is a positive number and its exponent is zero (0), then 𝑎0 becomes 1.

Laws of Exponent
1. Product Law of Exponent
Multiplying powers containing the same base, simply add their
exponents.
𝑎 𝑥 𝑎 𝑦 𝑎 𝑥+𝑦
I. 𝑎𝑥 ∙ 𝑎 𝑦 = 𝑎 𝑥+𝑦 and II. (𝑏 ) ∙ (𝑏 ) = (𝑏 )

Example1
Solutions:
𝑥 2 ∙ 𝑥 4 = 𝑥 2+4 Apply the Product Law of Exponent
= 𝑥6 Simplify

Example 2
Solutions:
𝑎 ∙ 𝑎−3 ∙ 𝑎−4 = 𝑎(−2)+(−3)+(−4)
−2 Apply the Product Law of Exponent
= 𝑎−9
1 Simplify
= 𝑎9

Example 3
Solutions:
23 ∙ 27 = 23+7 Apply the Product Law of Exponent
= 210 Simplify
= 1024

Example 4
Solutions:
30 ∙ 35 ∙ 3−3 = 30+5+(−3) Apply the Product Law of Exponent
= 32
=9 Simplify

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DISCIPLINE • GOOD TASTE • EXCELLENCE
Example 5
Solutions:
2 3 2 −3 2 3+(−3) Apply the Product Law of Exponent
( ) ∙( ) = ( )
3 3 3
2 0 Simplify
= (3)
=1

Example 6
Solutions:
3𝑥 2 ∙ 4𝑥 7 = (3 ∙ 4)(𝑥 )2+7 Apply the Product Law of Exponent
= 12𝑥 9
Simplify by multiplying their
numerical coefficients.

2. Quotient Law of Exponent

Dividing powers containing the same base, simply subtract their
exponents.
𝑎𝑥
a. = 𝑎𝑥−𝑦 if 𝑥 > 𝑦, then the resulting power is positive
𝑎𝑦
𝑎𝑥
b. = 𝑎0 = 1 if 𝑥 = 𝑦, then the resulting power is 1.
𝑎𝑦

𝑎𝑥
c. = 𝑎𝑥−𝑦 if 𝑥 < 𝑦, the resulting power is negative
𝑎𝑦
1
= 𝑎𝑥−𝑦

Note:
In mathematics, negative power is not accepted. To make it a
𝟏
positive power, use the pattern 𝐚−𝐱 = 𝐚𝐱
Any number or letter when it is raised to a zero power such as
𝑎 , 2 , −4)0 ,and many more, the result is always 1.
0 0 (

Example 1
Solutions:
𝑥 10 Apply the Quotient Law of Exponent
= 𝑥 10−6 (a).
𝑥6
= 𝑥4 Simplify

Example 2
Solutions:
𝑥 10 Apply the Quotient Law of Exponent
= 𝑥 10−10 (b).
𝑥 10
= 𝑥0
=1 Simplify

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DISCIPLINE • GOOD TASTE • EXCELLENCE
Example 3
Solutions:
𝑥6 Apply the Quotient Law of Exponent
= 𝑥 6−10 (c).
𝑥 10
= 𝑥 −4
1 𝟏
= 𝑥4 Simplify using the pattern 𝐚−𝐱 = 𝐚𝐱

Example 4
Solutions:
12𝑎2 𝑏3 12 2−2 3−2 Apply the Quotient Law of Exponent
= 𝑎 𝑏
3𝑎2 𝑏2 3
0 1 Simplify by dividing their numerical
= 4𝑎 𝑏
= 4 (1)𝑏 coefficients.
= 4𝑏

Example 5
Solutions:
34 𝑎2 𝑏8 Apply the Quotient Law of Exponent
= 34−2 𝑎2−13 𝑏8
32 𝑎13
= 32 𝑎−11 𝑏8
1
= (9) (𝑎11 ) 𝑏8
Simplify by multiplying (9)(1)(𝑏8 )
(9)(1)(𝑏8 )
= then divided by 𝑎11 .
𝑎11
9𝑏8
= 𝑎11

Example 6
Solutions:
24 𝑎7 𝑏 −3 Apply the Quotient Law of Exponent
= 24−2 𝑎7−5 𝑏(−3)−0
22 𝑎5 𝑏0
= 22 𝑎2 𝑏−3
1
= (4)(𝑎2 ) (𝑏3 )
Simplify by multiplying (4)(𝑎2 )(1)
4𝑎2
= 𝑏3
then divided by 𝑏3 .

3. Power Law of Exponent

When a power is raised to another power, simply multiply
their exponents.
𝑎 𝑥 𝑎𝑥 𝑎𝑥 𝑧 𝑎𝑥𝑧
I. (ax )y = axy ; II. (𝑏 ) = 𝑏𝑥 , 𝑏 ≠ 0 ; III. (𝑏𝑦 ) = 𝑏𝑦𝑧 , 𝑏 ≠ 0

Example 1
Solutions:
(𝑥 3 )4 = 𝑥 3∙4 Apply the Power Law of Exponent.
= 𝑥 12 Simplify

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DISCIPLINE • GOOD TASTE • EXCELLENCE
Example 2
Solutions:
2 4 21∙4 Apply the Power Law of Exponent.
( ) = 1∙4
3 3
24 Simplify
= 4
3
16
= 81

Example 3
Solutions:
7 Apply the Power Law of Exponent.
𝑎3 𝑎3∙7
( 6 ) = 6∙7
𝑏 𝑏
𝑎21
Simplify
= 𝑏42

Example 4
Solutions:
4 Apply the Quotient Law of Exponent
3−1 𝑎𝑏0 3(−1)∙4 𝑎1∙4 𝑏0∙4
( ) =
𝑥2 𝑥 2∙4
3−4 𝑎4𝑏0
= Simplify by
𝑥8
1 1
( 4)(𝑎4 )(1)
3  multiplying (34 ) (𝑎4 )(1)
= 𝑥8
1 4 then divided by 𝑥 8 .
𝑎
= 81
 multiplying
𝑥8
𝑎4 (1)(𝑎4 ) divided by 81.
81 44
= 𝑥8  dividing 81
𝑎4 𝑥8
= 81𝑥 8

What’s More
Supply the missing term with the appropriate value in each given exponential
expression to make the statement TRUE and write the correct whole
exponential expression in each number inside the box.

1. 𝒂𝟑 ∙ 𝒂𝟗 = 𝒂

2. (𝒙 )𝟗 = 𝒙𝟏𝟖

𝟑
𝟐𝟐 𝟐
3. (𝒚 ) = = 𝒚𝟔
𝒚𝟔

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DISCIPLINE • GOOD TASTE • EXCELLENCE
 𝒂𝟓
4. 𝟖𝒂 𝒃 =𝟐 ∙ 𝒃𝟑 ∙ 𝒃−𝟐 ∙ 𝒂 𝟎 ∙ 𝒃𝟖

5. (𝟑𝒙𝟑𝒎𝒚𝟐𝒏)𝟑 = 𝒙 𝒚

What I Have Learned

Fill up the boxes with the laws of exponent and explain each by illustration.

1 ________________________

Laws of
2 ________________________
Exponent

3 ________________________

What I Can Do

PERFORMANCE TASK
GOAL
You will create a scrapbook showing illustrations of the laws of
exponents.
ROLE
You are the designer of the scrapbook.
AUDIENCE
The target audiences are all JHS students of your school.
SITUATION
In line with the incoming celebration of Math Month in you school, you
are asked by your Math teacher to create an elegant scrapbook.
One of the aims of the program is to showcase the creativity,
intelligence, and resourcefulness of the students through their self-reliance.

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DISCIPLINE • GOOD TASTE • EXCELLENCE
PRODUCT and PERFORMANCE
A scrapbook must contain illustrations showing the laws of exponents.
STANDARDS and CRITERIA for SUCCESS
Your product must be graded according to the rubrics:
Criteria Beginning Developing Accomplished Exemplary Score
1 2 3 4
Neatness The The The scrapbook The
scrapbook scrapbook was generally neat scrapbook
was poorly was sloppy and readable. was done
created and and difficult to very neat and
difficult to read. easy to read
read. and
understand.
Creativity A little Some with Good quality and Well thought
creativity and creativity, Not mostly throughout. out and very
some enough creative.
planning. planning.
Organization The The The information The
information information was organized information
appears to was organized and sections are was
be but not entirely identified with organized
disorganized. sequential or good amount of with very
with clarity. clarity and clear sections
sequencing. and with
superb
sequential
order.
Explanation Student Student Student explained Student
poorly somehow his thinking using explained
explained his explained his one explanation and
thinking. thinking using and provided with supported his
one evidence of thinking with
explanation thinking. more than
with minimal one
evidence of explanation
thinking. and provided
evidence of
thinking.

Assessment
Encircle the letter that corresponds to the correct answer.

1. In the expression 3𝑥 𝑎 , 𝑥 is called _____.

A. Base C. Literal Coefficient
B. Exponent D. Numerical Coefficient

2. Which expression is equivalent to 𝑦 5 𝑧 0 ?

𝑦3
A. 𝑦 3 ∙ 𝑦 2 B. 𝑦2 C. (𝑦 2 )3 D. 𝑦 2 + 𝑦 3

3. Which of the following is TRUE?

A. 𝑥 6 ∙ 𝑥 −3 = 𝑥 9 C. (𝑎𝑏5 )0 = 𝑎𝑏 5
𝑥8
B. = 𝑥3 D. 𝑎0 𝑏−2 = 𝑎𝑏 −2
𝑥5

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DISCIPLINE • GOOD TASTE • EXCELLENCE
 2−4 1
4. What law of exponent is applied in the expression = 4?
2−2
A. Product Law C. Power Law
B. Quotient Law D. Radical Law

5. Which expression is equivalent to((2𝑥 2 )−2 )0?

A. 1 B. 4 C. 8 D. 10

Additional Activities

Materials and procedures:

a. Prepare 1 piece of paper.
b. Paper folding process.
c. Complete the table below.

Number of
fold 1 fold 2 folds 3 folds 4 folds 5 folds
Number of
produced
divisions 2 ____ ____ ____ ____
per fold divisions

Guided tasks:
1. Fold the paper once, twice, and so on and so forth to complete the
table above.
2. Write the resulting number of produced divisions per fold.
3. What mathematical concept does it show?
4. Suppose, you fold the paper into 10 times, how many divisions are
generated from it?

Rubrics for Scoring:

Criteria Score
Neatness and clarity of work 2
REPRESENTATIONS 3
CORRECTNESS OF WORK 5
TOTAL 10

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Answer Key

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DISCIPLINE • GOOD TASTE • EXCELLENCE
 Development Team of the Module

Writer: Alden O. Madragalejo, Teacher I - Sto. Niño National High School

Validators: Gemo D. Parajas (Principal I,BNHS)
Olive R. Lomibao, Head Teacher III - Sta. Elena High School
Edith B. Cajilig, Head Teacher III - Marikina High School
Lilibeth C. Pulido, Teacher I – Marikina Science High School
Michelle M. Villanueva, Teacher I - Marikina Science High School
Elizalde A. Sarmiento, Teacher III – San Roque National High School

Internal Reviewer: Dominador J. Villafria (Education Program Supervisor-Mathematics)

External Reviewer: Philippine Normal University
Cover Illustrator & Layout Artist: Joel J. Estudillo (SNNHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: [email protected]

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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