s

Mathematics
Quarter 2-Module 4
Zero and Negative Integral Exponents
Week 3
Learning Code - M9AL-IId-1
 GRADE 9
Learning Module for Junior High School Mathematics

Quarter 2 – Module 4 – New Normal Math for G9

First Edition 2020
Copyright © 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do
not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Rhoda P. Luis - TIII
Cherry Lyn R. Solis – MTI

Editor: Andrea R. Intal - Head Teacher III

Juvy G. Delos Santos- Head Teacher III
Rolando A. Ibayan Jr. – Head Teacher VI

Validators: Remylinda T. Soriano, EPS, Math

Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS

Illustrator: Writers
Layout Artist: Writers

Management Team: Malcolm S. Garma, Regional Director

Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

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 GRADE 9
Learning Module for Junior High School Mathematics

MODULE
4
Zero and Negative Integral Exponents

In the previous grade level, you have learned about the different laws involving
positive integral exponents. You were also taught the importance of this concept in
our daily lives. In this module, you will learn how to apply the laws involving positive
integral exponents to zero and negative integral exponents. With this, you will
appreciate more the concepts of exponents.

LEARNING COMPETENCY
The learner
• applies the laws involving positive integral exponents to zero and
negative integral exponents. M9AL-IId-1

WHAT I KNOW
PPREPREVIER
Find out how much you already know about the module. Write the letter that
!
you think is the best answer to each question on a sheet of paper. Answer all items.
After taking and checking this short test, take note of the items that you were not able
to answer correctly and look for the right answer as you go through this module.

1. Simplify 4x0.
a. x b. 4 c. 1 d. 4x
2. 2-2 is equal to __.
1 1
a. -4 b. − c. 4 d.
4 4
3. What is the base in the expression –(–6)5 ?
a. 6 b. -6 c. -6 x 5 d. 5
4. What is the product of x-5 and 2x7?
a. 2x2 b. 3x-2 c. 3x2 d. 2x12
5. Which of the following is true?
𝑥7 1 25𝑥 4
a. (x3)2 = x5 b. 53 ● 57 = 2510 c. = d. = 5x
𝑥 10 𝑥3 5𝑥 4
6. Simplify the expression 3x-5.
1 3 𝑥 35
a. b. c. d.
3𝑥 5 𝑥5 35 𝑥
34
7. Write the quotient of as a single power.
3−3
1
a. 37 b. 3 c. d. 3-1
3
8. What rule/s should be applied to simplify the expression (3x3y2)-3?
i. Quotient Rule
ii. Power Rule
iii. Negative Rule
iv. Product Rule
a. i & iii b. ii & iv c. ii & iii d. iii & iv

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Learning Module for Junior High School Mathematics

9. Simplify the expressions

16𝑦 4 3 3𝑥 2
a. 1 b.
𝑥6
c.
4
d.
4

10. When a caterpillar larvae hatches, it weighs only 10-2 grams. However, each
day it can eat 104 times its initial body weight. How many grams of food can the
larvae eat each day?
a. 102 b. 103 c. 104 d. 106

WHAT’S IN
PPREPREV
IER!Let us recall the different laws involving positive integral exponents, where a and
b are not equal to zero, and m, n and x are nonnegative integers.
Product Rule am ∙ an = a m + n
Power Rule (am)n = amn
Power of a Product Rule (a bn)x = amxbnx
m

Quotient Rule 𝑎𝑚
= am - n
𝑎𝑛
Power of a Quotient Rule 𝑎 𝑎𝑚
( )m =
𝑏 𝑏𝑚

Study the examples below.

4 42 16
1. x2  x5 = x2 + 5 = x7 4. ( )2 = =
𝑦 𝑦2 𝑦2

56
2. (m3)4 = m3  4 = m12 5. = 56 – 4 = 52 = 25
54

3. (2x2)3 = 23x2  3 = 8x6

Try This!

Activity 1: Know Me More

Simplify the following expressions.
15𝑚11
1. 32 ∙ 33 6.
3𝑚7
2. (-2)3 7. (3x2y4)2
𝑝3 𝑥8
3. ( 2)2 8.
𝑞 𝑥6
𝑎5 2
4. (x4)3 9. ( 4)
𝑎
24𝑛12 2
5. (2z)4 10.
3𝑛8

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Learning Module for Junior High School Mathematics

WHAT’S NEW Communication, Critical

Thinking and Collaboration

CUTE BATS: DO THEY EXIST?

Last December 2019, reports showed that a coronavirus that specialists had
never seen before in humans had started to spread in Wuhan, a large city in the
Chinese province of Hubei. It is said that when humans contract a coronavirus, it
normally happens due to contact with an infected animal. Some of the most
common carriers are bats, though they do not typically transmit coronaviruses
directly to humans. It is said that the transmission might occur via an intermediate
animal, which will usually, though not always, be a domestic one. And maybe this
is one of the reasons why most people now fear this mammal.

But did you know that the world’s smallest bat is the
kitti’s hog-nosed bat or also known as bumblebee bat. It
weighs only 7 x 10-2 ounces. It is an incredible tiny creature.
The bumblebee bats are found in Thailand and Myanmar,
where they occupy limestone caves along rivers. Bumblebee
bats are vulnerable and endangered species because of the
loss of habitat from human interference.
news.mongabay.com/Bat Conversation International
The weight of the bumblebee is represented in scientific notation where the
exponent of the base 10 is negative. Exponents can be used in a variety of ways to
represent length. Specifically, negative exponents are used to represent how small
thing is. But what does it mean when a number is raised to a negative number? How
are we going to evaluate a number with a negative exponent?

WHAT IS IT
Let us analyze what you have read.

1. What is the smallest bat in the world?

__________________________________________________________________________
2. Where can you find these mammals?
__________________________________________________________________________
3. How heavy is this mammal?
__________________________________________________________________________
4. What do you think can you do to protect them?
__________________________________________________________________________
5. Is there really a reason for us to be afraid of bats?
__________________________________________________________________________
6. What does it mean when a number is raised to a negative number? How are
we going to evaluate a number with a negative exponent?
__________________________________________________________________________

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Learning Module for Junior High School Mathematics

In the previous grade level, quotient rule was discussed. The given exponent in
the numerator is always greater than the exponent in the denominator. But what will
happen when we will be asked to divide an expression where the base and exponent
107
are the same? For instance, what if we are asked to simplify .
107

107
If we apply the quotient rule to the fraction , we obtain 100. But we also know
107
that any nonzero number divided by itself is equal to 1.

That is,
107 107 10 ∙ 10 ∙ 10 ∙ 10 ∙ 10 ∙ 10 ∙ 10
= 100 and = =1
107 107 10 ∙ 10 ∙ 10 ∙ 10 ∙ 10 ∙ 10 ∙ 10

These are the same.

Therefore, 100 = 1.

In general, we define

Zero Exponent
a0 = 1, where a ≠ 0
Any number, excluding zero, with an exponent of zero is equal to 1.

Example 1: Evaluate each expression.

a. 60 b. (-5)0 c. -9240 d. (100 + 200)0
Solution
a. 60 = 1 b. (-5)0 = 1 c. -9240 = -1 d. (100 + 200)0 = 3000 = 1

103
Let us now consider the fraction . In this case, the exponent of the
105
numerator is less than the exponent of the denominator. If we will apply the quotient
1
rule, we will obtain 10-2. If we will divide the common factors of 10, we will get .
102

That is,
103 103 10 ∙ 10 ∙ 10 1
= 10–2 and = =
105 105 10 ∙ 10 ∙ 10 ∙ 10 ∙ 10 102

These are the same.

1
Hence, 10-2 =
102

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Learning Module for Junior High School Mathematics

In general, we have

Negative Exponents

a-n =
1
, where a ≠ 0 and n is a counting number.
𝑎𝑛

To show that a-n = 1

𝑎𝑛
, let us consider an  a-n
an  a-n = an + (-n) Product Rule
= a0
=1 Zero Exponent
Therefore, a-n is the reciprocal or the multiplicative inverse of an.

Example 2: Transform into expressions with positive exponents only and then
evaluate.
1 2
d.
1
a. 3−4 b. ( )−2 c.
6 10−2 3−2
Solution:
1 𝟏 1 1
a. 3-4 = = c. = 1 = 102 = 100
34 𝟖𝟏 10−2
102

1 1 2 2 2
b. ( )-2 = 12 = 62 = 36 d. = 1 = 1 = 2  9 = 18
6 3−2
6 32 9

Note: The quotient rule can be simplified now that we have given meaning to zero and
negative integral exponents.

Example 3: Simplify the following and write your answers with positive exponents.
a. 9x0 c. (3b)-3
24𝑥 5
b. 2x7  2x-3 d.
12𝑥 −5
Solution:
a. 9x0 = 9(1) Zero Exponent
=9
b. 2x  2x-3 = 4  x7 + (-3)
7 Product Rule
= 4x4
1
c. (3b)-3 = Negative Exponent
(3𝑏)3
1
= 3 3 Power of a Product Rule
3 𝑏
𝟏
=
𝟐𝟕𝒃𝟑
24𝑥 5 24
d. = (x5 – (– 5)) Quotient Rule
12𝑥 −5 12
= 2x10
Example 4: Write each expression with positive exponents only.
x−4 2x−3
a. b.
y−2 3y−1

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Learning Module for Junior High School Mathematics

Solution:
1
x−4 x4
a. = 1 Negative Exponents
y−2
y2
1 y2
=  Get the reciprocal of the divisor and then multiply
x4 1
𝐲𝟐
=
𝐱𝟒

2
2x−3 x3
b. = 3 Negative Exponents
3y−1
y
2 y
=  Get the reciprocal of the divisor and then multiply
x3 3
𝟐𝐲
=
𝟑𝐱 𝟑

Timesaving Method
Any factor of an expression can be moved from the numerator to the
denominator, or from the denominator to the numerator, by changing the sign
of its exponents.

Note: Only factors, not terms of the numerator and denominator can be handled
this way.
x−4
Let us answer again example 4a, solve using the timesaving method or commonly
y−2
referred to as "shortcut".
Since the base 𝑥 in the numerator has a negative exponent move it to the
denominator then change the sign of its exponent. The base 𝑦 in the
denominator has a negative exponent so, move it to the numerator, and change
the sign of its exponent.
x−4 𝐲𝟐
In this case, will now become when simplified without negative exponents.
y−2 𝐱𝟒

Let us have more examples.

Example 5: Simplify and write each expression with positive exponents only.
2𝑥 −4 5𝑎−5 4𝑥 3 𝑦 −2
a. b. c.
3𝑦 6𝑏 −2 8𝑥 −2 𝑦 4
Solution:
2𝑥 −4
a.
3𝑦

2𝑥 −4 𝟐
= Using the timesaving method, move the factor x-4 to the
3𝑦 𝟑𝒙𝟒 𝒚
denominator and change the sign of its exponent.

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 GRADE 9
Learning Module for Junior High School Mathematics

5𝑎−5
𝑏. Move the factor a-5 to the denominator and change the sign
6𝑏−2
of its exponent. Also, move b-2 to the numerator and change
the sign of its exponent.

5𝑎−5 𝟓𝒃𝟐
Hence, we have =
6𝑏−2 𝟔𝒂𝟓
4𝑥 3 𝑦 −2
c. Using the timesaving method, move the factor y-2 to the
8𝑥 −2 𝑦 4
denominator and the factor x-2 to the numerator. Do not
forget to change the signs of their exponents.

4𝑥 3 𝑦 −2 4𝑥 3 𝑥 2
= Simplify and apply the Product Rule.
8𝑥 −2 𝑦 4 8𝑦 4 𝑦 2

𝑥5
=
2𝑦 6

4𝑥 3 𝑦 −2 𝒙𝟓
Therefore, = .
8𝑥 −2 𝑦 4 𝟐𝒚𝟔
To simplify the expression:
4𝑥 3 𝑦 −2
, Apply the Quotient Rule.
8𝑥 −2 𝑦 4
4𝑥 3 𝑦 −2 4
= 𝑥 3−(−2) 𝑦 −2−4 Simplify
8𝑥 −2 𝑦 4 8
1
= 𝑥 5 𝑦 −6 Negative Exponent
2
4𝑥 3 𝑦 −2 𝒙𝟓
= 𝟔
8𝑥 −2 𝑦 4 𝟐𝒚

In simplifying exponential expressions using the rules, we can say that:

1. There is no recommended sequence to follow. You may use the properties
in whatever sequence that is convenient.
2. All rules apply to products and quotients, not to sum and differences. For
instance,
(3x)2 = 32x2
(3 + x)2 is not equal to 32 + x2

WHAT’S MORE
Critical
It is now your turn. Try the following exercises! Thinking

Activity 2
Simplify each.
1. 8-2 6. 22-1
2. 60 7. 4-3 -2
2
3. 15a0 8. ቀ ቁ
3
1 0 8−3
4. ቀ ቁ 9.
3 8−4
5. 1000 + 2000 + 3000 10. 16  4-2

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Learning Module for Junior High School Mathematics

Activity 3
Simplify each. Express your answers using positive exponents only. Assume that
the variables are nonzero constants.
1. (-4b-2)0 6. (ab2)– 1
54
2. 7. a6b-2
54
3. x–8  x5 8. (2x2y –3)4
4. 4h-2 (–2h–4) 9. (9y0)2
5. 5x0 – 10y0 10. (-7m– 2n-1)-2

Activity 4
Simplify each. Express your answers using positive exponents only. Assume that
the variables and denominators are nonzero constants.
104 0 𝑥 2 -1
1. ቀ ቁ 4. ቀ 3 ቁ
10−5 𝑦
𝑝−9 15𝑛−4 𝑝5
2. 5.
𝑞−6 −3𝑛6 𝑝−7
𝑔4 5 𝑐 −2 𝑑4
3. ቀ ቁ 6.
𝑔−1 𝑐 −5 𝑑 2

WHAT I HAVE LEARNED

Zero Exponent: a0 = 1, where a ≠ 0

Any number, excluding zero, with an exponent of zero is equal to 1.

Negative Exponent: a ≠ 0 and n is a nonnegative integer

a-n is the reciprocal or the multiplicative inverse of an.
Timesaving Method
Any factor of an expression can be moved from the numerator to the
denominator, or from the denominator to the numerator, by changing the sign
of its exponents.

In simplifying exponential expressions using the rules, we can say that:

1. There is no recommended sequence to follow. You may use the
properties in whatever sequence that is convenient.
2. All rules apply to products and quotients, not to sum and differences.

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 GRADE 9
Learning Module for Junior High School Mathematics

WHAT I CAN DO Critical

I. Simplify the following expressions with positive exponents only. Thinking
1
1. −4 6. (2r-5s9t6)-3
2
(𝑥 −2 ) 𝑦 4
2. (2x4y-4)(3x2y4) 7.
𝑦 −5
(10𝑥 5 )
3. (2p3)0(p4) 8.
𝑦 4 𝑧 −7
−12𝑥 5 𝑦 −2
4. 9. (a + b)-2
8 𝑥 −3 𝑦
(𝑥 + 𝑦)−1
5. (-3x7y-4z0)3 10.
2𝑧 −6
II. Answer5 the following problems.
1. A seed on a dandelion flower weighs 10-3 grams. A dandelion itself can weigh
up to
0 103 grams. How many times heavier is a dandelion than its seeds?

Express your answer in exponential form.

2. The weight of a newborn baby chicken weighs 3-2 pounds. If an adult chicken
can weigh up to 34 times more than a newborn chicken, how much does an
adult chicken weigh?

ASSESSMENT

Write the letter of the correct answer on your answer sheet. If your answer is not
among the choices, write the correct answer.
1. Simplify (2𝑟 3 )(2𝑟 −2 )
a. 2r b. 2r5 c. 4r d. 2r6
2. (x-2)0 is equal to
a. -x b. x c. 1 d. x0
3. A number with a negative exponent can be expressed as _____________.
a. a number base with a positive exponent in the denominator
b. a negative base number with a positive exponent
c. a negative base number with a negative exponent
d. a base number with a negative exponent in the denominator
4. What is the product of 4x5y-3 and -3x-3y3?
a. x2y b. -12x2 c. 12x2 d. x8y6
5. Simplify: (2𝑥 ) + (3𝑥 )
−2 0 2 0

a. 2 b. 3 c. 4 d. 5
6. Simplify the expressions (2b4)-5 with positive exponents only.
2 32 1 𝑏20
a. 20 b. c. d.
𝑏 𝑥 32𝑏20 32
7. Which of the following equations is true?
1 1
a. 2-3 = -8 b. 2-3 = c. 2-3 = - d. 2-3 = -6
8 8
2𝑥 3 𝑦 0 -3
8. What rule/s are you going to apply in this expression, ( ) ?
−7𝑥 5 𝑦 3
i. Quotient Rule
ii. Power Rule
iii. Negative Rule
iv. Factor Rule

a. i & iii b. i, ii & iv c. i, ii & iii d. ii, iii & iv

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 GRADE 9
Learning Module for Junior High School Mathematics

12𝑥 4 𝑦7 𝑧 0
9. Write the quotient of as a single power.
−3𝑥 3 𝑦 9 𝑧 −5
4𝑥 4𝑥𝑧 5
a. - 4x7z5 b. 4xy2 c. d. -
𝑦2 𝑧5 𝑦2
(𝑎3 𝑏−4 𝑐 0 )−2
10. Simplify the expressions
(𝑎2 𝑏5 𝑐 3 )−4
𝑎14 𝑎𝑏
a. 𝑏20 𝑐 2
b. a6b8c9 c 3.
𝑐
d. a2b28c12

ADDITIONAL ACTIVITIES Communication, Critical

Thinking
I. Read, analyze and solve each problem.
1. Mr. Gonzales posted a problem in the class. The students were asked to find
a number that could replace the question mark.
(4x2y4)0 = x7 ● x?
Mica says that the question mark should be replaced by 0.
Richard says that the question mark should be 1.
Amy says that the question mark should be -7.
Leni says that the question is impossible to answer.
Who is correct and explain why?

2. Is 5-3 = -53? Explain why or why not.

II. Complete the Math-Rule Map (MRM) by supplying the missing rules inside the
clouds.

1
..

2
..

3
..

III. REFLECT!
Viruses like COVID-19 spread at an exponential rate causing epidemics affecting
millions of people. How can you help stop the spread of this virus in your
community?

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 GRADE 9
Learning Module for Junior High School Mathematics

E-Search
You may also check the following link for your reference and further learnings
on representing quadratic function through table of values and graphs:
https://www.youtube.com/watch?v=j7N-vvjEKIQ
https://www.youtube.com/watch?v=tOuCdKqO6-s
https://www.youtube.com/watch?v=Zt2fdy3zrZU
https://www.youtube.com/watch?v=P2yeKYke_WE

REFERENCES
Yeo, Joseph, et.al (2017), Mathematics Singapore Math pp. 135 – 141, Rex Bookstore
Inc.
Oronce, Orlando A. & Mendoza, Marilyn O. (2015), E-Math 9 pp. 2 – 7, Rex Bookstore
Inc.
Boye, Dale E. et.al., Intermediate Algebra pp. 171 – 175, PWS-KENT Publishing
Company, Boston, Massachusetts
Mathematics 9 Learner’s Material, Department of Education pp. 233 -237
https://www.softschools.com/math/topics/positive_and_negative_integer_exponents/
https://www.katesmathlessons.com/zero-and-negative-exponents.html
https://www.azquotes.com/quotes/topics/exponents.html
https://courses.lumenlearning.com/waymakercollegealgebra/chapter/zero-and-
negative-exponents/
https://jenisesexton.files.wordpress.com/2016/02/exponent-activity.pdf
https://cdn.kutasoftware.com/Worksheets/Alg1/Graphing%20Quadratic%20Functio
ns.pdf
https://centralplainsbatremoval.com/fun-bat-facts-the-bumblebee-bats/
https://en.wikipedia.org/wiki/Kitti%27s_hog-nosed_bat
https://braingenie.ck12.org/skills/105553
bitmoji application

Coronavirus: Here’s how small the enemy is and how it attacks. Accessed June 2020.
https://www.ocregister.com/2020/04/10/coronavirus-heres-how-small-
the-enemy-is-and-how-it-attacks/
Coronavirus. University of Texas McLellan Lab.Posted Feb.19, 2020.
https://news.utexas.edu/2020/02/19/breakthrough-in-coronavirus-research-
results-in-new-map-to-support-vaccine-design/

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Learning Module for Junior High School Mathematics

PROBLEM-BASED LEARNING WORKSHEET

SMALL ENEMY

SARS-CoV-2 is the virus that causes the disease COVID-19. The name
“coronavirus” is derived from Latin “corona,” meaning crown or wreath. The
spikes adorning the virus’s outer surface gave its original images the look of a
corona like that surrounding our sun. Coronaviruses have enveloped virions
(virus particles) that measure approximately 120 nm (1 nm = 10 −9 meter) in
diameter.

Accessed from: Coronavirus: Here’s how small the enemy is and how it attacks.
https://www.ocregister.com/2020/04/10/coronavirus-heres-how-small-the-enemy-is-and-how-it-attacks/

LET’S ANALYZE

1. What is 10-9 using positive exponent?

2. What is its value in fraction form and decimal form?

3. Express the approximate measure of the virus particles in scientific notation in

meters.

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Learning Module for Junior High School Mathematics

PROBLEM-BASED LEARNING WORKSHEET

15