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9
Mathematics
Quarter 2, Week 4
Zero and Negative Integral Exponents

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Department of Education ● Republic of the Philippines
Math- Grade 9
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Quarter 2, Week 4 - Module on Zero Exponents and Negative Integral
Exponents
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 9
Mathematics
Quarter 2, Week 4 - Module on
Zero and Negative Integral Exponents

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Department of Education ● Republic of the Philippines
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 Table of Contents

What this Module is About i

What I Need to Know i
How to Learn from this Module ii
Icons of this Module ii
What I Know (Pre-Assessment) iii

Lesson 1:

Zero and Negative Integral Exponents

What’s New
What Is It
What’s More
What I Have Learned
What I Can Do

Summary
Assessment: (Post-Test)
Key to Answers
References
This page is intentionally blank
What this Module is About
Have you thought of how scientists measured the length or weight of very tiny objects
or creatures or microscopic organisms such as viruses and bacteria? Have you at some
point asked yourself how computer programmers calculated the increase in the speed and
power of computers over recent years?
Problems on measurement of very small objects involve very small quantities that can
be represented in exponential expressions. Also, problems involving rapid increase of
quantities can be represented by exponents.
In your previous lessons, you have encountered exponents. Exponents provide you
with a convenient way to represent and work with very large and very small numbers. In this
module, you will extend your understanding on exponents, specifically on zero and negative
integral exponents. Initially, you will recall the rules for positive integral exponents and then
you will be able to apply these rules to zero and negative exponents. Also, in this module,
you will work on real-life situations involving integral exponents and understand how
important exponents are in real world.

A B
Image Sources: (A) [Link]
illustration-659631841 and (B) [Link]

What I Need to Know

In this module you will learn to:

⮚ apply the laws involving positive integral exponents to zero and negative
integral exponents; and
⮚ simplify expressions involving integral exponents.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
This part connects previous lesson with
What’s In that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be
presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order
to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

These are tasks that are designed to

What I can do show-
case your skills and knowledge gained,
and
applied into real-life concerns and
situations.
 What I Know

PRE-ASSESSMENT
Directions: Find out how much you already know about this module. Choose the letter that
you think best answers the question. Please answer all items. Take note of the items that
you were not able to answer correctly and find the right answer as you go through this
module.

1. Which of the following is TRUE about zero exponent?

a. Any real number raised to zero is equal to 1.
b. Any nonzero real number raised to zero is equal to 1.
c. Exponent rules for positive exponents cannot be applied to zero exponent.
d. All of the above.

2. Which of the following is equal to −4 d 0?

a. 1 b. –1 c. 4 d. –4

3. Which of the following statements is TRUE?

100 −7 54 1/ 2
a 200 b −1 c d
a. 100
=a b. −7 =b c. 54
=0 d. 1/ 2
=1
a b c d

? 1
4. What is the value of the missing exponent in the equation 3 = ?
27
a. –3 b. 3 c. 1/3 d. –1/3

5. What is the simplified form of −5 x−5 x 0 ?

−5 1
a. -5 b. 5 c. 5 d. −5 x 5
x 5x

6. Which of the following is NOT TRUE?

( ) ( ) ()
−1 −1 −1
−6 7 −6 −7 6 −7
a. = b. = c. − = d.
7 6 7 6 7 6

()
−1
6 7
=
7 6

7. Which of the following is not equal to 1?

2
0 0 d
a. −20 +2 b. ( 21 /3 2−3 ) c. −( 2 x−2 yz ) d. 0 2
b d
−3
( m4 n−2 )
8. Which of the following is equal to −2 ?
( m−1 n )
 4 8 8 4
n n n n
a. 14 b. 10 c. 14 d. 10
m m m m
−2
9. Which expression is equivalent to ( 4−1 +2−3 ) ?
64 9
a. b. 144 c. d. 80
9 64

10. One nanometer is equal to 10-7 centimeter. If the diameter of a virus is 20

nanometers, what is its diameter in centimeter?
2 2 2 2
a. 7 cm. b. 8 cm. c. 6 cm. d. 5 cm.
10 10 10 10
 This page is intentionally blank

Lesson
Zero and Negative
Integral Exponents

What’s In

Before going on to this lesson, let us review first what you have learned about
exponents before by answering Activity 1.

 Activity 1. Opening Exercise!

A. Direction: Identify the base and exponent of the following.

Expression Base Exponent Meaning

2
1. 3 3 2 3∙3
3
2. 2
3. b 5
4. 4 x
3
5. (−5 )

Definition:

For any real number x and any positive integer m, the

 Now recall your knowledge on positive integral exponents. These knowledge and skills
may help you in understanding zero and negative integral exponents.

A. Multiplying Powers with like Bases

Consider the product of x 2∧x 3. Study the solution below.

2
x ∙x
3
x∙ x⋅ x ∙x ∙x By the Definition of Exponent

5
x Product

As illustrated in the table, the sum of the exponents of the two factors x 2 and x 3
is the exponent of the product.

In general,

Product rule (Product of powers)

If x is a real number and m and n are positive integers, then

m n m+ n
x ∙x =x

 Try to answer Activity 2.1

Find the product of the following:

1. a 3 ∙ a 4
2. 25 ∙23
3. z 4 ∙ z 3 ∙ z 10
4. y 9 ∙ y
5. 2 x 4 ∙ 3 x 6

B. Dividing Powers with the same Bases

 Consider the quotient of b 5∧b2. Study the solution below.

5
b b ∙b ∙ b ∙ b ∙ b
Definition of the Exponent
b
2
b∙b
Dividing the same quantity is
b ∙b ∙ b ∙ b ∙ b
b∙b b
equal to 1 or =1.
b

b ∙ b ∙ b =b 3 Quotient

As illustrated in the table, the difference of the exponents of the two factors b 5
and b 2 is the exponent of the quotient.
In general,

Quotient rule (Quotient of powers)

If x is real number and m and n are positive integers, then

m
x m −n
n
=x .
x

 Try to answer Activity 2.2

Find the quotient of the following:

11
x
1. 4
x
6
y
2. 5
y
7
8
3.
8
(−4 )7
4. 4
(−4 )
4
3
5. 2
3

C. Raising a Power to a Power

2
Consider ( p3 ) . Study the solution below.

( p3 )
2
( p3 ) ∙ ( p 3 ) Definition of the Exponent

( p ∙ p ∙ p )∙ ( p ∙ p ∙ p ) Simplify
 6
p Product

As illustrated in the table, the square (2 nd power) of a cube (3rd power) is equal
to the 6th power of the base.

In general,

Power rule (Power of a power)

If x is real number and m and n are positive integers, then

n
( x m ) =x mn.

 Try to answer Activity 2.3

Simplify the following:

5
1. (b2)
2
2. ( 23 )
2 3
3. −( 2 )
4
4. (a7)
7
5. ( y 4 ∙ z3 )

D. Raising a Power to a Product

Consider ( 5 q )3. Study the solution below.

( 5 q )3=( 5 q ) ∙ ( 5 q ) ∙ ( 5 q )=( 5 ∙5 ∙ 5 ) ∙ ( q ∙q ∙ q )=53 q 3=125 q3 .

As illustrated above, the cube of the product of 5 and q is the product of 53 and
3
q.

In general,

Power rule (Power of a Product)

If x and y are real numbers and m and n are positive integers, then
( xy )m=x m ∙ y m.

 Try to answer Activity 2.4

 Simplify the following:

1. ( mn )6
2. ( 3 x )5
3. ( abc )4
4. (−2 p )6
3
5. ( y 3 z 5 )

E. Raising a Power to a Quotient

()
4
2
Consider . Study the solution below.
3

( ) ( )( )( )( )
4 4
2 2 2 2 2 2∙ 2∙ 2 ∙2 2 16
= ∙ ∙ ∙ = = = .
3 3 3 3 3 3 ∙ 3∙ 3 ∙3 3 4 81

As illustrated above, the 4th power of the quotient of 2 and 3 is the quotient of 24
and 3 4.

In general,

Power rule (Power of a Quotient)

If x and y are real numbers and m and n are positive integers, then

()
m m
x x
= m.
y y

 Try to answer Activity 2.5

Simplify the following:

( )
8
a
1.
b

( )
3
−3
2.
5

( )
5
2g
3.
h

( )
2
−7
4.
8

( )
3 6
x y
5. 4
z
 What’s New

In the next activities, you will apply the concepts that you have learned about exponent
in simplifying expressions.

Activity 3.1

Direction: Simplify the following expressions and answer the questions below.

2 7 ∙7 49
1. 7 2−2 0 = =
2 7 =7 7 ∙7 49
7 1

5
2. 2
5
2

3
3. a
3
a

4
4.
y
4
y

Questions:

1. What did you observe about the exponents?

2. What can you conclude from your answers?

m
x
n = 1 or 5 =1
0
The activity illustrates that,
x

Definition: Zero Exponent

Any nonzero real number raised to the zero power is

equal to one. That is if x ≠ 0, then x0 = 1.
 Examples:

( ) =1
0
4
1. 1320 = 1 2. (-12)0 = 1 3.
7

Activity 3.2

Direction: Simplify the following expressions and answer the questions below.

2
1. 2 2
2−4 −2
=2 2 ∙2 1
2
4 = 2
2∙ 2 ∙2 ∙2 2

4
2. 5
5
5

3. x x1 – 7 =
7
x

Questions:

1. What did you observe about the exponents?

2. What can you conclude from your answers?

−m 1
The activity illustrates that, x = m .
x

Definition: Negative exponent

A nonzero real number raised to a negative power is the

multiplicative inverse (reciprocal) of the number raised to the
positive opposite of the power. That is, if x ≠ 0 and m is a positive
integer, then
1 1 m
−m
x =¿ m
∨ −m =x
x x
 Examples:

1 1
1. 2-4 = =
2 16
4

1 1
2. 3-2 = 2 =
3 9

What Is It

At this point, you will study more illustrative examples on how to simplify expressions
involving zero and negative integer exponents.

1. Simplify the following.

0
−4 x
a. (-2136xy-5)0 b. 5( 3
)
108 x

Solutions.
0
−4 x
a. (-2136xy-5)0 = 1 b. 5( 3
) = 5(1) = 5
108 x

2. Simplify the following.

a. (-3)-4

Solution.

(-3)-4 = 1 = 1 .
4
(−3) 81

Note: In this example, the base is negative since the negative sign is enclosed in the
parenthesis.

b. -3-4

Solution.
−1 −1
-3-4 = 4 = .
3 81

Note: In this example, the base is positive since the negative sign is not enclosed in
parentheses, so we do not carry the negative down to the denominator with the base.

3. Simplify the following.

a. 3x-2.
Solution.

3x-2 = 3 ( )
1
x
2 =
3
x
2 .

Note: In this problem, only the x is raised to the negative exponent, so we do not carry
the coefficient 3 down to the denominator with the base.

()
−2
3
b.
4

Solutions.

()
−2 2 2
3 1 1 4 4 16
= = 2 =1 ∙ 2 = 2 =
()
2
i. 4 3 3 3 3 9
2
4 4

() ()
−2 2 2
3 4 4 16
ii. = = 2=
4 3 3 9

Note: In solution ii, we take the reciprocal of the base and raised it to the positive
opposite of the power.

4. Simplify the following.

2
a. ( 5 m−3 n0 )

Solution.

( ) (m )
2 2 2
( 5 m−3 n0 ) = 5 ∙ 13 ∙ 1 = 53 = 5 3 = 253 .
2

m m m

1 −2 5 −3
b. x y z
2

Solution.
5
1 −2 5 −3 1 1 5 1 y
x y z = ∙ 2 ∙ y ∙ 3= 2 3 .
2 2 x z 2x z
8 −3
−9 a b
c. 2 −4
6b a

Solution.
8 −3 8− ( −4 )
8 +4 12
−9 a b −3 a −3 a −3 a
2 −4 = ( ) = 2 +3 = 5 .
6b a 2 b2− −3 2b b
 3
( 4 d 2 h−5 )
d. −2
( 2 d−1 h 5 )
Solution.

Steps Reasons

( ) ( h )
3 2 3 First, simplify the negative exponents
2 1 4d
2 −5 3
4d ∙ inside the parentheses.
(4 d h ) h
5 5

= =
(2 ∙ d1 ∙ h ) ( 2dh )
−2 −2 5 −2
( 2 d−1 h 5 ) 5
1

( )
4d
2 3 Definition of Negative Exponent
5
h
= 1

( )
2
2 h5
d

( )
5 2 Division of Fractions
2h

( )
2 3
= 4d d
5
∙
h 1
3 6 2 10 Power of Product and Power of Quotient
4 d 2h
= 15
∙ 2
h d
6 −2 Definition of Exponent and Quotient Rule
64 ∙ 4 d
= 15−10
h
4 Simplify.
256 d
= 5 .
h

Another shorter method for this problem is illustrated below.

Steps Reasons
2 −5 3 First, apply the Power Rule.
(4 d h ) 4 d h
3 6 −15

−1 5 −2
=¿ −2 2 −10
(2 d h ) 2 d h
3 2
4 2 d h
6 10 Definition of Negative Exponents
= 2 15
d h
6 −2 Definition of Exponent and Quotient
64 ∙ 4 d
= 15−10 Rule
h
256 d
4 Simplify
= 5 .
h
 What’s More

In the previous activity, you were given examples in simplifying expressions involving
zero and negative exponents. Now, are you ready to answer the following?

Direction: Simplify the following. Your answers should contain only positive exponents.

1. −23 ∙3 0

2. −1−5 y 2

2
3. ( 2−2)
−5
7
4. −4
7

5. −40 b−4

4
gh
6. −4
−3 g
−4 −1
4m n
7. 3
4n
3 2
5x y
8. 0
3x y

( )
4 −2 −2
3a b
9. −3
6 ab

( 143 xy )0 d −8
10.
d−5

What I Have Learned

To know how much you have learned the concepts on positive integral, zero and
negative integral exponent, you answer the following items below. Please take note that
answers must be in simplest form.

A. Multiple Choice:
6
1. What is the value of the missing exponent in the equation ( 3 x y
?
) = x 12 ?
4 −3

27 y
a. 2 b. -2 c. 3 d. -3
 −2
2. Which expression is equivalent to (−3 ∙ 60 ∙ 4 ) ?
1 −1
a. – 144 b. 144 c. d.
144 144

3. Which of the following statements is/are true?

−3 −3
I. −2 =(−2 ) II. −3−2=(−3 )−2 III. −3−2=(−2 )−3

a. I only b. II only c. III only d. I and II

3
4. What is the simplified form of ( 4 a2 b0 c−5 ) ?
6 6 6 3
64 a b 64 a 64 a b
a. 15 b. 15 c. 15 d.
c c c
6
64 a
15
bc
−1
5. Which of the following shows the correct solution in simplifying(−5−2 x 3 ) ?

1 −25
= (−5 )2 x−3 = −25 ∙
−1
a. (−5−2 x 3 ) 3 = 3
x x

( ) ( ) ( )
−1 −1 1
−1 −1 3 −x
3
−25 −25
b. (−5−2 x 3 ) = 2
x = = 3 = 3
5 25 x x

( ) ( ) ( )
−1 3 −1 1
3 −1
1 3 x −25 −25
c. (−5 x )
−2
= 2
x = = 3 = 3
(−5) 25 x x

B. Simplify the following expressions.

( ) ( )
0 −4 −6 4 −2
m n
−3 a b
1. ( 2 m n ) ∙ ∙(ab )
−1 2 −3
−1 2. −9 −2
4m n 2a b
 What I Can Do

In this section, you will be given tasks to showcase your skills and knowledge gained
about this lesson.

−3
m
Lyn and Rudy where asked to simplify 3 . Their solutions and explanations are
m
illustrated in the table below.

Lyn Rudy
1 m
−3
1 1 1
1 1 1 = 3−(−3) = 3 +3 = 6
m = 3 ∙ 3= 6
−3 3 3
m m m m m
3
= 3 m m m
m m
Rudy applied the quotient rule of the law
Lyn used the negative exponent rule of exponents.
then applied the concept of dividing
fractions.

Question:
Which solution is correct? Justify your answer.
SUMMARY

This lesson was about zero and negative integral exponents. The lesson
provided you with the chance to apply your knowledge on the laws of exponents in
defining the zero and negative exponents. This lesson also provided you with
opportunities to simplify expressions involving zero and negative integral exponents, as
well as expressions involving positive integral exponents. You have learned that any
nonzero real number raised to zero will always result to 1. Also, expressions with
negative integral exponents can be written with a positive integral exponent by taking
the reciprocal of the base. Furthermore, you were given the chance to demonstrate
your understanding of the lesson by doing exercises and performance task. Your
understanding of this lesson will facilitate your learning of the next lesson on rational
exponents.
 POST-ASSESSMENT

Directions: Find out how much you already know about this module. Choose the letter that
you think best answers the question. Please answer all items. Take note of the items that
you were not able to answer correctly and find the right answer as you go through this
module.

−m 1
1. Which of the following is/are NOT TRUE about x = m?
x
I. m is an integer. II. x is any real number. III. x cannot be
negative.

a. I and II only b. II and III only c. I and III only d.

all of the above.

2. Which of the following is equal to (−9 p 1/ 2 q ) [ ]

0 −1
?
1 −1
a. 1 b. –1 c. d.
9 9

3. Which of the following statements is incorrect?

100 −5 23 1/ 3
x 0 z 2 m n
a . 100 =x b. −7 =z c. 23 =0 d. 1/ 3 =1
x z m n
8
a ?
What is the value of the missing exponent in the equation ( a b ) = 12 ?
2 −3
4.
b
a. –4 b. 4 c. 6 d. –6
−1
5. What is the simplified form of (−4 d 0 ∙2−3 ∙ e 5 ) ?
−32 −1 −2
a. –1 b. 5 c. 5 d. 5
e 32 e e

6. Which of the following is NOT TRUE?

()
−3 −1
−1 −3 6 −2 6 7
a .−3 x = b. 4 y 0=4 c. =6 d. =
x 6
−5
7 6

7. Which of the following is not equal to 1?

0 −3
0 k m 0
a .−(−5 a bc ) d. ( r −5+ r 5 )
−2 0
b. −x +2 c. −3
m
−2

8. Which of the following is equal to

[ −(14 x ) y z ]
0 −7

?
−2
( y −3 z )
8
1 −1
a. y b. − y 8 c. 8 d. 8
y y

9. Which of the following simplifies to a negative number?

1
a.7
−6
b. (−7 )−6 c. −6 d. −7−6
7

10. Which is greater, 20−3 or 20−1? How many times it is greater than the other?
a. 20−3; it is 20−2 times greater c. 20−1; it is 202 times greater
b. 20−3; it is 202 times greater d. 20−1 ; it is 20−2 times greater
 Key to Answers

PRE-ASSESSMENT

1. b 2. d 3. d 4. a 5. b
6. a 7. c 8. c 9. a 10. c

 Activity 1. Opening Exercise!

Expression Base Exponent Meaning

2
1. 3 3 2 3∙3
3
2. 2 2 3 2 ∙2 ∙ 2
3. b 5 b 5 b ∙ b ∙ b ∙b ∙ b
4. 4 x 4 x x factor of 4
3
5. (−5 ) -5 3 (−5)∙(−5)∙(−5)

 Activity 2.1

1. a 3 ∙ a 4=a 7
2. 25 ∙23=28=256
3. z 4 ∙ z 3 ∙ z 10=z 17
4. y 9 ∙ y = y 10
5. 2 x 4 ∙ 3 x 6=6 x 10

 Activity 2.2
11
x 7
1. 4
=x
x
6
y
2. 5
=y
y
7
8 6
3. =8 =262,144
8
(−4 )7
4. 4
=(−4 )3=−64
(−4 )
4
3 2
5. 2
=3 =9
3

 Activity 2.3
5
1. ( b 2 ) =b 10
2
2. ( 23 ) =26=64
2 3
−( 2 ) =−2 =−64
6
3.
 4
4. ( a 7 ) =a28
7
5. ( y 4 ∙ z 3 ) = y 28 ∙ z 21

 Activity 2.4

1. ( mn )6=m6 ∙ n6
2. ( 3 x )5=35 ∙ x 5=243 x 5
3. ( abc )4 =a 4 ∙ b 4 ∙c 4
4. (−2 p )6=(−2 )6 p6=64 p6
3
5. ( y 3 z 5 ) = y 9 ∙ z 15

 Activity 2.5

( )
8 8
a a
1. = 8
b b
2. ( )
−3 3
(−3 )3 −27
= 3 =
5 5 125

3. ( )
5 5 5 5
2g 2 ∙ g 32 g
= 5 = 5
h h h
4. ( )
2 2
−7 ( −7 ) 49
= 2 =
8 8 64

( )
3 6 18 6
x y x ∙y
5. 4
= 24
z z

 Activity 3.1

2 7 ∙7 49
1. 7 2−2 0 = =
2 7 =7 7 ∙7 49
7 1

5 2∙ 2 ∙2 ∙2 ∙ 2 32
2 5−5 0 =
2. 5 2 =2 2∙ 2 ∙2 ∙2 ∙ 2 32
2 =1

3
a 3−3 0 a ∙ a ∙a
3. a =a =1
a
3
a ∙ a ∙a

y
4 y∙ y ∙ y ∙ y
4 −4 0 =¿
4. 4 y =y y∙ y ∙ y ∙ y
y
1
 Activity 3.2

2
1. 2 2
2−4
=2
−2
2 ∙2 1
2
4 =
2∙ 2 ∙2 ∙2 22

4 4 −5 −1
2. 5 5 =5
5
5 5 ∙ 5∙ 5 ∙5 1
=
5∙ 5 ∙5 ∙ 5 ∙5 51

x x
1−7
=x
−6
3. x 1
x
7 = 6
x∙ x∙ x∙ x∙ x∙ x∙x x

 Activity 4

1. −23 ∙3 0=−8

2. −1−5 y 2=− y 2

( 2−2) = 1
2
3.
16
−5
7 1
4. −4
=
7 7

0 −4 −1
5. −4 b = 4
b
4 5 4 5 4
gh g h −g h
6. −4
= ∨
−3 g −3 3

−4 −1
4m n 1
7. 3
= 4 4
4n m n
3 2 2 2
5x y 5 x y
8. 0
=
3x y 3

( )
4 −2 −2
3a b 4
9. −3
= 6
2
6 ab a b

( 143 xy )0 d −8 1
10. = 3
d−5 d

 Activity 5
 A. Multiple Choice.
1. b
2. c
3. a
4. b
5. b.

B.

( )
0 −4
−1 2 −3 m n 2
1. ( 2 m n ) ∙ −1
= 5 8
4m n m n

( )
−6 4 −2
a b 4
∙ ( a b ) = 5 15
−3
2. −9 −2
2a b ab

 Activity 6.1

Answer: Both Lyn and Rudy got the correct solution. Lyn used the negative exponent
rule then applied the concept of dividing fractions while Rudy applied the quotient
rule of the law of exponents.

POST-ASSESSMENT

1. b 2. a 3. c 4. b 5. d
6. c 7. a 8. a 9. d 10. c
References
9.3 Zero and Negative Exponents – Algebra. [Link]
[Link]

Dawkins, P. (2018). Algebra – Integer Exponents – Paul’s Online Notes. Modified 01 June,
2018 from [Link]

Braingenie – Solving Word Problems Involving the Negative Exponent Property and Other
Properties. [Link]

Negative Exponents and Zero Exponents – Algebra Class.

[Link]

Holt, Rinehart and Winston. Powerpoint Integer [Link] – Google slides. Holt Algebra
1. [Link]
kZePLw7oKMG0Q/htmlpre