B8 Maths WK9

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FIRST TERM
WEEKLY LESSON NOTES
WEEK 9
Week Ending: 10-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Class: B8 Class Size: Sub Strand: Indices

Content Standard: Indicator:
B8.1.2.3.2 Apply the laws of indices to Lesson:
B8.1.2.3 Demonstrate understanding and the
use of the laws of indices in solving problems simplify and evaluate numbers involving 1 of 2
involving powers of natural numbers powers of numbers. (PEDMAS)
Performance Indicator: Core Competencies:
Learners can solve story problems involving decimals on the Communication and Collaboration (CC)
four basic operations. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 98
Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW The laws of indices are a set of rules that govern how we can Counters, bundle
LEARNING manipulate expressions involving powers of numbers. These rules and loose straws
are: base ten cut
1. Product rule: am * an = a(m+n) square, Bundle of
sticks
This rule tells us that when we multiply two numbers with the
same base, we can add their exponents to get the exponent of the
result.
Example: 23 x 24 = 2(3+4) = 27 = 128
2. Quotient rule: am / an = a(m-n)
This rule tells us that when we divide two numbers with the same
base, we can subtract their exponents to get the exponent of the
result.
Example: 58 / 53 = 5(8-3) = 55 = 3125
3. Power rule: (am)n = a(m*n)
This rule tells us that when we raise a number to a power and
then raise the result to another power, we can multiply the
exponents to get the exponent of the final result.
Example: (34)2 = 3(4*2) = 38 = 6561
4. Negative exponent rule: a(-m) = 1/am
This rule tells us that when we have a negative exponent, we can
flip the base and make the exponent positive to get the reciprocal
of the result.
Example: 2-5 = 1/25 = 1/32
5. Zero exponent rule: a0 = 1
This rule tells us that any number raised to the power of zero is
equal to one.
Example: 70 = 1
Using these rules, have learners simplify and evaluate expressions
involving powers of numbers. Here are a few examples:
Example 1: Simplify 43 * 45
Using the product rule, we can add the exponents:
43 * 45 = 4(3+5) = 48 = 65536
Assessment
1. Using the power rule, Evaluate (24)3
2. Using the quotient rule, Simplify 35 / 32
3. Using the negative exponent rule, Simplify 5(-2)
4. Using the zero exponent rule, Simplify 20

PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.

Week Ending: 10-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Class: B8 Class Size: Sub Strand: Indices

Content Standard: Indicator:
B8.1.2.3.3-4 Solve exponential equations and Lesson:
B8.1.2.3 Demonstrate understanding and the use
of the laws of indices in solving problems Solve real life problems involving powers of 2 of 2
involving powers of natural numbers natural numbers
Performance Indicator: Core Competencies:
Learners can solve exponential equations and solve real life Communication and Collaboration (CC)
problems involving powers of natural numbers Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 101
Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Guide learners to solve exponential equations and Solve real life Counters, bundle
LEARNING problems involving powers of natural numbers and loose straws
1. A person has a piece of land that is 50 meters long and 30 base ten cut
meters wide. How many square meters is the land? square, Bundle of
sticks
Solution: The area of the land is given by the product of its length
and width, so we have: Area = 50 m x 30 m = 1500 m2
Therefore, the land has an area of 1500 square meters.
2. A car travels at a speed of 60 km/h for 3 hours. How far does

the car travel?
Solution: The distance travelled by the car is given by the product
of its speed and time, so we have: Distance = Speed x Time = 60
km/h x 3 h = 180 km
Therefore, the car travels 180 kilometers.
3. A building has 10 floors, each with a height of 3 meters. How

high is the building?
Solution: The total height of the building is given by the product of
the height of each floor and the number of floors, so we have:
Height = 10 x 3 m = 30 m
Therefore, the building is 30 meters high.
4. A recipe calls for 2 cups of flour, 1/2 cup of sugar, and 1/4 cup
of butter. If you want to make twice the recipe, how much
flour do you need?
Solution: If we want to make twice the recipe, we need to double
the amount of each ingredient. So we have: Flour = 2 cups x 2 = 4
cups Sugar = 1/2 cup x 2 = 1 cup Butter = 1/4 cup x 2 = 1/2 cup
Therefore, we need 4 cups of flour to make twice the recipe.
5. A container of juice contains 1 liter of juice. If we pour 1/4 of

the juice into a glass, how much juice is left in the container?
Solution: If we pour 1/4 of the juice into a glass, we are left with
3/4 of the juice in the container. So we have: Juice left in container
= 1 L x 3/4 = 0.75 L
Therefore, there is 0.75 liters of juice left in the container
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.

B8 Maths WK9

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Fayol Inc.

Class: B8 Class Size: Sub Strand: Indices

Phase/Duration Learners Activities Resources

2. Using the quotient rule, Simplify 35 / 32

3. Using the negative exponent rule, Simplify 5(-2)

4. Using the zero exponent rule, Simplify 20

Take feedback from learners and summarize the lesson.

Class: B8 Class Size: Sub Strand: Indices

Phase/Duration Learners Activities Resources

2. A car travels at a speed of 60 km/h for 3 hours. How far does

3. A building has 10 floors, each with a height of 3 meters. How

5. A container of juice contains 1 liter of juice. If we pour 1/4 of

Take feedback from learners and summarize the lesson.

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