DAY 1:

LESSON DEVELOPMENT

Revision:

Let us see how well you remember your multiplication table?

1. Find the product of each of the following expressions.

a) 2 × 2 × 2
b) 4 × 4
c) 10 × 10 ×10 ×10 × 10
d) 9 × 9 × 9 × 9

2. Now, let’s look closely at the numbers used in each expression above.

Let’s discuss:

Examples
Questions a b c d
Are the factors identical? yes yes yes yes
How many times is one 3 times 2 times 5 times 4 times
factor used?
What operation is used multiplication multiplication multiplication multiplication
repeatedly?

What do we notice?

Each expression in the examples above

represents repeated multiplication of the same
factor.
Hence, each expression can be written in a
short/simple way as shown below:

a) 2 × 2 × 2 = 𝟐𝟑 = 8
b) 4 × 4 = 𝟒𝟐 = 16
c) 10 × 10 ×10 ×10 × 10 = 𝟏𝟎𝟓 = 100 000
d) 9 × 9 × 9 × 9 = 𝟗𝟒 = 6 561

Grade 8 Page 1 of 41
EXPONENTS (draft)
Let us look at Example A:
𝟑
When we write 𝟐×𝟐×𝟐 as 𝟐 we are using exponential notation.
Exponential notation was developed to write repeated multiplication more efficiently.

Power:
A base raised to
an exponent is
called a power.

The BASE tells us the number is repeatedly used as a factor.

The EXPONENT tells us how many times the number (base) is used as a factor.

MATH TALK!
Watch how to change these expressions from Math Talk
into Plain English.
a) 𝟐𝟑
two times two times two
two the power of three
two cubed
b) 𝟒𝟐
four times four
four to the power of two
four squared
c) 𝟏𝟎𝟓
ten times ten times ten times ten times
ten ten to the power of five
d) 𝟗𝟒
nine times nine times nine times nine
nine to the power of four

Grade 8 Page 2 of 41
EXPONENTS (draft)
CLASSWORK:
1. Write each of the following in exponential form:

a) 2 × 2 × 2
b) 2 × 2 × 2 × 2 × 2 × 2
c) 3 × 3 × 3
d) 3 × 3 × 3 × 3 × 3 × 3

2. Calculate each of the following:

a) 52 b) 25 c) 102 d) 152 e) 34 f) 43 g) 23 h) 32

3. WHICH ONE DOESN’T BELONG? Which one does not belong with the other
three? Explain your reasoning

53 53 53 53
The exponent is 3. The power is 5. The base is 5. Five is used as a factor
3 times.

CONSOLIDATION
Instead of writing 3 × 3 × 3 × 3 × 3 × 3, we can write 36.
We read this as 3 to the power of 6. The number 3 is the base and 6 is the

exponent. When we write 3 × 3 × 3 × 3 × 3 × 3 as 36, we are using exponential

notation.

CAUTION – MAJOR MISTAKE TERRITORY!

32 is three times three which is nine, 32 = 3 x 3 = 9

32 is not three times two, which is six, 32 ≠ 3 × 2 = 6

Math Antics - Intro

To Exponents (aka Ind

Grade 8 Page 3 of 41
EXPONENTS (draft)
HOMEWORK:
1. Complete the following:

An exponent is used as a simple way to write

2. Rewrite each of the following using exponential notation.
.

2.1 The
6 × 6number
×6 that is raised to an exponent is called the
.
2.2 2 × 2 × 2 × 2
3 × exponent
2.3 The 3 × 3 × tells
7 × 7how many times the
2.4 base
2 × 2number
× 2 × is
2 × 𝑠 × 𝑠 × 𝑠. × 𝑠
2.5 (𝑎 × … … .× 𝑎)

𝒎 𝑡𝑖𝑚𝑒𝑠

3. Rewrite each of the following in expanded form.

3.1 36
3.2 83
3.3 Does 23 = 32? Justify your answer.

4. Write each of the numbers in exponential notation in some different ways, if

possible: 4.1 81
4.2 125
4.3 1 000

Grade 8 Page 4 of 41
EXPONENTS (draft)
 DAY 2:
LESSON DEVELOPMENT
Squares and Cubes

Squares

When you think of a square, you probably think of a box-shaped figure with four equal sides
like the one shown here.

A square of a number is just the number multiplied by itself.

So, the square of 4 is 4 × 4 = 16.

How does this relate to a square-shaped figure?

The area of a square is the amount of space a square takes up.

To calculate the area, you

multiply the length of one side by
itself.
𝒔×𝒔
That is why the area of a square
is sometimes written as squared,
or
𝒔𝟐.

Grade 8 Page 5 of 41
EXPONENTS (draft)
Example 1

What is the square of 30 ?

To find the square of a number, multiply it by itself. Thus, the square of 30 is 𝟑𝟎 × 𝟑𝟎, or 900.

Example 2

Find 92.
When a number is followed by a raised 2, you should square it. Thus, 𝟗𝟐 = 𝟗 × 𝟗 = 81.

Cubes
The result of multiplying a whole
number by itself twice.
(the number will be used 3 times)

The whole number is used three

times, just like the sides of a cube.

Cube

Example:

3 × 3 × 3 = 33 = 27, so, 27 is a cube number.

Here are the first few cube numbers:

1 × 1 × 1 = 13 = 1
2 × 2 × 2 = 23 = 8
3 × 3 × 3 = 33 = 27
4 × 4 × 4 = 43 = 64
5 × 5 × 5 = 53 = 125

Grade 8 Page 6 of 41
EXPONENTS (draft)
CLASSWORK:
1.

2. Copy and complete the following table:

Number Square the number Exponential form Square

2 2×2 4
22
3
4
5

3. Calculate each of the following expressions:

a) 32 × 42 b) 22 × 32 c) 22 × 52

4. Copy and complete the following statements to make them true:

a) 32 × 42 = 2
b) 22 × 32 = 2

c) 22 × 52 = 2
d) 22 × 4 2 = 2

HOMEWORK:

1.

2. Copy and complete the following table:

Number Cube the number Exponential form Cube
1
2
3
4
5
6
7
8
9
10

3.Calculate each of the following (Read the values from the table above).
a) 2 3 × 33 b) 23 × 53 c) 2 3 × 43 d) 1 3 × 93

4. Which of the following statements are true? If a statement is false, rewrite it as a

true statement.
a) 23 × 33 = 63 b) 23 × 53 = 73 c) 23 × 43 = 83 d) 13 × 93 = 103

Grade 8 Page 7 of 41
EXPONENTS (draft)
 DAY 3:
LESSON DEVELOPMENT

Square and Cube

Roots Example:

Square root
symbol

The flow diagram above can be used to determine what

number, when squared,
equals 25.
This resembles finding the side length of a square when its
area is
given. The answer is 5, because 5 × 5 = 25.
Therefore, the square root of 25 equals 5 or √𝟐𝟓 = 𝟓.

Example :

Cube root
symbol

The flow diagram can be used to determine what number, when

cubed, equals 125. This resembles finding the side length of a
cube when its
volume is given. The answer is 5, because 5 × 5 × 5 = 125.
𝟑
Therefore, the cube root of 125 equals 5 𝒐𝒓 √𝟏𝟐𝟓 = 𝟓

Grade 8 Page 8 of 41
EXPONENTS (draft)
 MATH TALK!
Watch how to change these expressions from Math Talk
into Plain English.
√𝟗
What is the square root of nine?
What number times itself equals nine?

√𝟖
�

What is the cube root of eight?

What number multiplied three times equals eight?

√𝟏𝟔
� =𝟐
Fourth root of sixteen equals two

√𝟗
�

What number multiplied by itself 𝑛 times equals nine

CLASSWORK:
1. Copy and complete the following table:
Number Square of the number Square root of the Reason
square of the number
1
2
3
4 16 4 4×4
5
6

2. Calculate the following. Justify your answer.

a) √144 b) √100 c) √81 d) √64

Grade 8 Page 9 of 41
EXPONENTS (draft)
CONSOLIDATION
2
Square root → √ /√ → the opposite (inverse) operation of squaring.

3
Cube root → √ → the opposite (inverse) operation of cubing.

Math Antics -
Exponents and Squar

HOMEWORK:

1. Copy and complete the following table:

Number Cube of the number Cube root of the Reason

cube of the
number
1 1
2
3
4 64 4 4×4×4
5
6

2. Calculate the following and give reasons for your answers:

3 3 3
a) √216 b) √8 c) √125

3 3 3
d) √27 e) √64 f) √1000

Grade 8 Page 10 of
EXPONENTS (draft)
 DAY 4:
LESSON DEVELOPMENT

Representing integers in exponential form

Remember:
Summary Table for Multiplying Positive
and Negative Integers

First Factor Second Factor Product

Positive Positive Positive
Positive Negative Negative
Negative Positive Negative
Negative Negative Negative

Let us Investigate:

1. Calculate the following expressions, without using a calculator:

a) −2 × −2 × −2 =
b) −2 × −2 × −2 × −2 =
c) −5 × −5 =
d) −5 × −5 × −5 =
e) −1 × −1 × −1 × −1 =
f) −1 × −1 × −1 =

2. Calculate each of the following expressions:

a) −22 = b) (−2)2 =
c) (−5)3 = d) −53 =

3.Use your calculator to work out the answers to question 2.

a) Are your answers to question 2(a) and (b) different or the same as those of
the calculator?

b) If your answers are different to those of the calculator, try to explain how
the calculator did the calculations differently from you.

Grade 8 Page 11 of
EXPONENTS (draft)
 Solutions:

Number 1
a) −2 × −2 × −2 = −𝟖
b) −2 × −2 × −2 × −2 = + 𝟏𝟔
c) −5 × −5 = +𝟐𝟓
d) −5 × −5 × −5 = −𝟏𝟐𝟓
e) −1 × −1 × −1 × −1 = +𝟏
f) −1 × −1 × −1 = −𝟏

Number 2
a) −22 = −𝟒 b) (−2)2 = +𝟒
c) (−5)3 = −𝟏𝟐𝟓 d) −53 = −𝟏𝟐𝟓

Number 3(b)

Take note:
NB!!! The calculator “understands” −𝟓𝟐 and (−𝟓)𝟐as two NB!!!
different numbers.
It understands −𝟓𝟐 as −𝟓 × 𝟓 = −𝟐𝟓 and
(−𝟓)𝟐 as −𝟓 × −𝟓 = 𝟐𝟓.

CLASSWORK:
1. Write the following in exponential
form: a) −2 × −2 × −2
b) −2 × −2 × −2 × −2
c) −5 × −5
d) −5 × −5 × −5
e) −1 × −1 × −1 × −1
f) − 1 × −1 × −1

2. Calculate each of the

following: a) (−3)2 b) (−3)3
c) (−2) 4
d) (−2) 6

e) (−2)5 f) (−3)4

Grade 8 Page 12 of
EXPONENTS (draft)
 HOMEWORK:
Note: When you square a negative number, the answer is always
positive.
A negative number times a negative number is a positive
number.
(– 𝟐)𝟐 = (– 𝟐)(– 𝟐) = + 𝟒
(– 𝟑)² = (– 𝟑)(– 𝟑) = + 𝟗
A negative number cubed is always a negative
number.
(– 𝟐)𝟑 = (– 𝟐)(– 𝟐)(– 𝟐) = – 𝟖
(– 𝟑)³ = (– 𝟑)(– 𝟑)(– 𝟑) = – 𝟐𝟕

1. Say whether the sign of the answer is negative or positive. Explain

why. a) (−3)6 b) (−5)11
c) (−4)20
d) (−7)5

2. Say whether the following statements are true or false. If a statement is false, rewrite
it as a correct statement.
a) (−3)2 = −9 b) −32 = 9
c) (−52) = −52 d) (−1)3 = −13
e) (−6)3= −18 f) (−2)6 = 26

CONSOLIDATION
A negative number raised to any even power is always a positive number. A negative number raised to any odd power is al

Grade 8 Page 13 of
EXPONENTS (draft)
 DAY 5:
LESSON DEVELOPMENT

Laws of Exponents
a. Powers of a Product
Rule: Like bases being multiplied, keep the base and add the exponents of that base.

Suppose we are asked to simplify: 32 × 34.

The base (3) is a repeated
The solution is: 32 × 34 factor.
= 9 × 81 The exponents (2) and (4)
= 729 tell us the number of times
= 𝟑𝟔 each factor is repeated.

We can explain this solution in the following manner:

32 × 34 = 3 × 3 × 3 × 3 × 3 × 3 = 3 × 3 × 3 × 3 × 3 × 3 = 𝟑 𝟔

2 factors 4 factors 6 factors

The Key to the Laws

NB!!!
When in doubt, just remember to write
down all the factors (as many as the
exponent tells you to) and see if you can
make sense of it.

CLASSWORK: (You try!)

1. Express each of the following as a product of the powers of 2, as indicated by the brackets.
a) (2 × 2 × 2) × (2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2)
b) (2 × 2 × 2 × 2 × 2) × (2 × 2 × 2 × 2 × 2) × (2 × 2)
c) (2 × 2) × (2 × 2) × (2 × 2) × (2 × 2) × (2 × 2) × (2 × 2)

2. Copy and complete the following statements so that they are true. Use your answers in Q1
to assist you.

a) 23 ×. . . . . . . . . .. = 212 b) 25 ×. . . . . . . .× 22 = 212
c) 22 × 22 × 22 × 22 × 22 × 22 =...............d) 28 ×..................= 212

Grade 8 Page 14 of
EXPONENTS (draft)
3. Copy and complete the following table:
Product of Repeated Expanded Form Answer Add
Powers factor Exponents

1. 24  22 2 222222 426
26
2. x3  x x x x x x 314
x4
3. y2  y6

4. 53.54

5. b3  b7

6. 72  7

7. a  a5

8. y5  y5

9. d 2e  d 4e 3 d;e ddeeeeddd 246

d d 6 e4
1 3  4

10. x2 y  xy4

11. a2b2  b

12. x2 yz3  xyz

Think about it ….

 What do you notice about the base in each of the problems above?

 What do you notice about the solution to each of the problems above?

 Use what you have learned to write a “rule” for the Product of Powers:

Grade 8 Page 15 of
EXPONENTS (draft)
CONSOLIDATION
When you multiply two or more powers that have the same base,
the answer has the same base,
its exponent is equal to the sum of the exponents of the numbers you are multiplying.

We can express this symbolically as 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛, where m and n are natural numbers and
a is not zero.

CAUTION – MAJOR MISTAKE TERRITORY!

You cannot multiply exponential expressions with different bases

32 × 23 cannot be simplified because 32 and 23 do not have the same base.

(Therefore, we cannot apply the rule to add exponents!!)

𝑎2 × 𝑏5 cannot be simplified because 𝑎2 and 𝑏5 do not have the same base.

(Therefore, we cannot apply the rule to add exponents!!)

HOMEWORK:
1. What is wrong with these Correct each one.
statements? a) 23 × 24 = 212
b) 10 × 102 × 103 = 101×2×3 = 106
c) 32 × 33 = 36
d) 53 × 52 = 15 × 10
*Remember to do: 1. Signs 2. Coefficients 3. Variables (bases)

REMEMBER

Coefficients: 2; 4
Example: 2x2  4x6 Like bases: x
=2×4×𝑥 2+6
 8x8

2. Simplify the following (Leave the ers in exponential form)

answ a) 5𝑥 × 5𝑥2 = b) 8𝑥2 × 4𝑥5 =

c) 12𝑎 × 3𝑎6 × 𝑎2 = d) 9𝑥5 × −6𝑥2 =
e) 𝑥2 × 𝑥4 × 𝑥 = f) −2𝑥2𝑦 × −4𝑥𝑦6 =
g) 2𝑎 × 2𝑏 = h) (−𝑎4)(2𝑎2)(−3𝑎) =

Grade 8 Page 16 of
EXPONENTS (draft)
 DAY 6:
LESSON DEVELOPMENT
Laws of Exponents
b. Raising a Power to a Power
Rule: When raising a power to a further power, multiply exponents.

Let us investigate the rule

CLASSWORK:

Section A

1.1Copy and complete the table.

Product of powers Repeated Power of Total Simplified

factor power number of form
notation repetitions
24 × 24 × 24 2 (𝟐𝟒)𝟑 12 𝟐𝟏𝟐
32 × 32 × 32 × 32
23 × 23 × 23 × 23 × 23
34 × 34 × 34

26 × 26 × 26

Think about it ….

• How would you describe the use of exponents in the above problems?
How are they different than the problems you looked at in the Powers of Product rule?

• What do you notice about the solution to each of the problems above?

• Use what you have learned to write a new “rule” for exponents:

Grade 8 Page 17 of
EXPONENTS (draft)
 Section B

To simplify (𝑥2)5we can write it out as a product of powers or we can use a shortcut.

The Key to the Laws

When in doubt, just remember to write

down all the factors (as many as the
exponent tells you to) and see if you can
make sense of it.

(𝑦2)5
= 𝑦 2 × 𝑦2 × 𝑦 2 × 𝑦 2 × 𝑦 2
= 𝑦 × 𝑦 × 𝑦 × 𝑦 × 𝑦 × 𝑦 × 𝑦 × 𝑦 × 𝑦 × 𝑦 = 𝑦10

2 × 5 𝑓𝑎𝑐𝑡𝑜𝑟𝑠 = 10 𝑓𝑎𝑐𝑡𝑜𝑟𝑠

1.2 Copy and complete the following table:

𝒎 𝒏
Expression Write as a product of the powers and then Use the rule (𝒂 ) to
simplify simplify

(𝑎4)5 𝑎4 × 𝑎4 × 𝑎4 × 𝑎4 × 𝑎4 (𝑎4)5 = 𝑎4×5 = 𝑎20

= 𝑎4+4+4+4+4 = 𝑎20
(𝑏10)5
(𝑥7)3
𝑠6 × 𝑠6 × 𝑠6 × 𝑠6

= 𝑠6+6+6+6

= 𝑠24
𝑦3×7 = 𝑦21

Grade 8 Page 18 of
EXPONENTS (draft)
CONSOLIDATION
• When you raise a power to a power the answer has the same base, but its exponent is equal
to the product of the two exponents.

𝑚 𝑛
• In algebraic notation it means that (𝑎 ) = 𝑎𝑚×𝑛, where m and n are
natural numbers and a is not zero

HOMEWORK:
1.1
Simplify the following:
Example: (102)3 = 102 × 102 × 102 = 102+2+2= 106 = 1000 000

(a) (33)2 (b) (43)2 (c) (24)2 (d) (92)2

1.2
a) Calculate 22 × 22 × 22 and express your answer as a single power of 2.
b) Can (22) × (22) ×(22) be expressed as (22)3?
c) Is (22)3 = 22+3 or is (22)3 = 22×3?

(𝑥2)3
When raising a power to a further
Remember the rule: power, multiply exponents.
𝑥2×3 = 𝑥6

2.

Write the following as a product of powers.

Example: (3𝑥) = 3 × 𝑥 = 27𝑥
3 3 3 3

a) (𝑎𝑏)3 b) (2𝑥)2
c) (3𝑦)
5
d) (3𝑐)
2
The Key to the Laws

When in doubt, just remember to write

down all the factors (as many as the
exponent tells you to) and see if you
can make sense of it.
3.
Example 2: (3𝑎𝑏3)2
= 31×2𝑎1×2𝑏1×2
= 32𝑎2𝑏2
= 9𝑎2𝑏6
a) (−2𝑥2𝑦)3
b) (3𝑐 𝑑 ) (4𝑐𝑑)
3 3 2 2

Grade 8 Page 19 of
EXPONENTS (draft)
 DAY 7:
LESSON DEVELOPMENT

Laws of Exponents
c. Quotient of Powers
Rule: Like bases being divided, keep the base and subtract the exponents of that base.

Let’s investigate

Consider the following table:

𝒙 1 2 3 4 5 6
21 = 2 22 = 2 × 2 = 4 23 = 2 × 2 × 2 = 8 16 32 64
𝟐𝒙
3 9 27 81 243 729
𝟑𝒙
5 25 125 625 3 125 15 625
𝟓𝒙
Answer the following questions by referring to the table when needed.

a) Calculate 36÷ 33 (Read the values of 𝟑𝟔 and 𝟑𝟑from the table and then divide.
You may use a calculator where necessary.)

b) Calculate 36−3

c) Is 36 ÷ 33 equal to 33? Explain.

Solutions:

a) 36÷ 33 = 729 ÷ 27 = 27

b) 36−3 = 33 = 𝟐𝟕

c) Yes, they are both equal to 27.

Therefore:
To divide powers with the same base, subtract
their exponents.
𝟒𝟓 𝟓−𝟐 𝒂𝒎 𝒎−
Numbers: 𝟐 = = 𝟒 𝟑
Algebra: 𝒏 = 𝒂𝒏 ,where 𝑎 ≠0
𝟒 𝟒 𝒂

Grade 8 Page 20 of
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Laws of Exponents

d. The Power of Zero

Rule: Any number raised to the power of zero is always
equal to 1.
𝒙
Remember that = 1, so every time you see 𝒙 "above the line" and 𝒙
𝒙
"below the line" you can cancel them out.

This law can also show you why 𝒙0=1

32 𝟐−
Example:
= = 𝟑𝟎 = 𝟏
32 𝟐
𝟑

CLASSWORK 1:
1.

a) Calculate the value of 26 − 2

b) Calculate the value of 26 ÷ 22

c) Calculate the value of 26÷2

d) Read the value of 23 from the table.
e) Read the value of 24 from the table.
f). Which of the statements below is true? Explain your answer.

1.1) 2 6 ÷ 2 2= 2 6 − 2= 2 4 1.2) 26 ÷ 22 = 26 ÷ 2 = 23
2.
Say which of the statements below are true and which are false. Rewrite false
statements as correct statements.

a) 56 ÷ 54 = 56÷4 b) 34 − 1 = 34÷3
c) 56÷1 = 56−1 d) 25 ÷ 23 = 22
3.
Simplify the following:

a) 212 ÷ 212 b) 617 ÷ 617 c) 614÷ 614 d) 210÷ 210

Grade 8 Page 21 of
EXPONENTS (draft)
 CONSOLIDATION 1
When you divide two powers that have the same base, the answer has the same base, but its ex
𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚
Here, m and n are natural numbers, and m is a number greater than n and a is not zero.

We define 𝑎0 = 1.Any number raised to the power of zero is always equal to 1.

CAUTION – MAJOR MISTAKE TERRITORY!

You cannot divide exponential expressions with different bases.

52 ÷ 83 cannot be simplified,
because 52 and 83 do not have the same base.
𝑎5
cannot be simplified,
𝑏4
because 𝑎5 and 𝑏4 do not have the same base.
When dividing powers, do not divide the bases.
26
= 22, 𝑛𝑜𝑡 12
24

CONSOLIDATION 2 – Summary of the Laws of Exponents

Algebra Basics- Laws Of Exponents - Math

HOMEWORK
1.
Simplify the following. Do not use a calculator.
Example: 317 ÷ 312 = 317 − 12 = 35 = 243

a) 212 ÷ 210 b) 617 ÷ 614 c) 1020 ÷ 1014 d) 511 ÷ 58

2.
Simplify the following:
a) 𝑥12 ÷ 𝑥10b) 𝑦17÷ 𝑦14 c) 𝑡20 ÷ 𝑡14 d) 𝑛11 ÷ 𝑛8

3.
Simplify the following: a) 1000b) 𝑥0
c) (100𝑥)0 d)(5𝑥3)0
Grade 8 Page 22 of
EXPONENTS (draft)
 DAY 8:
LESSON DEVELOPMENT

Calculations: Mixed operations

Remember to use BEDMAS: Questions requiring more than

one operation

B-Brackets
E-
Exponents
D-
Division
M-

What else do we want to remember:

There is a difference between operations

(“plus” and “minus”) and signs of
integers (“positive” and “negative”).

Grade 8 Page 23 of
EXPONENTS (draft)
Example:

It should read −6 as “negative 6”

and not “minus 6”.

The operation sign “−” is always

separated from numbers by a
space, so “10 minus 8” is written as,
𝟏𝟎 − 𝟖.

However, when the − sign is used

to indicate a negative number,
there is no space between the
sign and the number, for example,
the number “negative 8” is written
as
−𝟖 and not as − 8.

CLASSWORK:
Simplify the following:
1. 2.

3. 4.

5. 6.

Grade 8 Page 24 of
EXPONENTS (draft)
 DAY 9:
LESSON DEVELOPMENT

Squares, cubes and roots of rational numbers

Squaring or cubing a fraction or a decimal fraction

is no different from squaring or cubing an integer.

CLASSWORK 1:

1. Copy and complete the following table:

Method:
Multiply the
numerator by itself
(1 × 1 = 1)
and
Multiply the
denominator by
itself (2 × 2 = 4).

Grade 8 Page 25 of
EXPONENTS (draft)
2.
6
a) Use the fact that 0,6 can be written as
10 to calculate (0,6)2.
8
b) Use the fact that 0,8 can be written as
10 to calculate (0,8)2.

CLASSWORK 2:

Finding the square root of a fraction

1. Copy and complete the following expressions in the table below:

2. Determine the following:

a) b) c)

HOMEWORK:
1. Calculate each of the following expressions:
a) b) c)

2.
1
a) Use the fact that 0,01 can be written as
100 to calculate √0.01.
49
b) Use the fact that 0,49 can be written as
100 to calculate √0.49 .

Grade 8 Page 26 of
EXPONENTS (draft)
Cubing a fraction

Note:One half cubed is equal to one eighth.

We write this as

1. Calculate each of the following expressions:

a) b) c)

2.
a) Use the fact that 0,6 can be written as 6 to find (0,6)3.
10

b) Use the fact that 0,8 can be written as 8 to calculate (0,8)3.

10

Grade 8 Page 27 of
EXPONENTS (draft)
 DAY 10:
LESSON DEVELOPMENT

Scientific notation - Very large numbers

Scientific Notation was developed to easily

represent numbers that are either very large or
very small.

Example:

USB flash drives are the perfect portable solution to your data storage needs:

1GB – can hold approximately 640 images, 240 songs, 19200 pages of Word documents, or 320
minutes of video.

GB is an abbreviation
for gigabyte. A gigabyte is a
Note:
measurement of data storage for
1 GB = 1000 000 000 bytes computers, tablets, smartphones,
gaming consoles, and other
This is a very large number.
computing devices. You may be
familiar with the slang for
gigabytes: gigs!

In fact, 1000 000 000 is ten multiplied by itself nine times:

Example:

1 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 = 1 000 000 000

So, we would write 1,000,000,000 in scientific notation as:

1 × 109

Grade 8 Page 28 of
EXPONENTS (draft)
To emphasize
1,36 × 108 is called the scientific notation for 136 000 000.

In scientific notation, a number is expressed in two

parts: a number between 1 and 10 multiplied by a power
of 10.

The exponent must always be an integer.

When writing numbers in scientific notation, there is a relationship between the

number of decimal places and the power of 10.

Examples: a) 25 = 2.5 × 101

b) 250 = 2.5 × 102
c) 2500 = 2.5 × 103

CLASSWORK:
1.
Write the following numbers in scientific notation:
a) 367 000 000 b) 21 900 000
c) 600 000 000 000 d) 178
2.
Write each of the following numbers in the ordinary way.
For example: 3,4 × 105 written in the ordinary way is 340 000.

a) 1,24 × 108 b) 9,2074× 104

c) 1,04 × 106 d) 2,05 × 103

3.
The universe is 15 000 000 000 years old. Express the age of the universe in scientific
notation.
4.
The average distance from the earth to the sun is 149 600 000 km. Express this
distance in scientific notation.

HOMEWORK:
Calculate the following. Do not use a calculator.
Example:
3 000 000 × 90 000 000
= 3 × 106 × 9 × = 3 × 9 × 106 + 7=
27 × = 270 000 000 000

a) 13 000 × 150 000 b) 200 × 6 000 000

c) 120 000×120 000 000 d) 2,5 × 40 000 000
Grade 8 Page 29 of
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MEMORANDUM: DAY 1:
CLASSWORK

1. a) 23 b) 26 c) 33 d) 36

2.
a) 5 × 5 = 25 b) 2 × 2 × 2 × 2 × 2 = 32 c) 10 × 10 = 100
d) 15 × 15 = 225 e) 3 × 3 × 3 × 3 = 81 f) 4 × 4 × 4 = 64
g) 2 × 2 × 2 = 8 h) 3 × 3 = 9

3.

53
The power is 5.

HOMEWORK

1.
2.

An63exponent is used as a simple way to write

2.1
repeated
2.2 24 multiplication .
2.3 3 × 7
3 2
The
2.4 24number
𝑠4 that is raised to an exponent is called the
base.
2.5 𝑎𝑚
The exponent tells how many times the
3.
base number is multiplied.
3.1 3 × 3 × 3 × 3 × 3 × 3
3.2 8 × 8 × 8
3.3 2 × 2 × 2 ≠ 3 × 3
8 ≠9
4.
4.1 92
4.2 53
4.3 23 × 53

Grade 8 Page 30 of
EXPONENTS (draft)
MEMORANDUM: DAY 2:
CLASSWORK
1. area = 25
2.
Number Square the number Exponential form Square
2 2×2 22 4
3 3×3 32 9
4 4×4 42 16
5 5×5 52 25

3.
a) 9 × 16 = 144 b) 4 × 9 = 36 c) 4 × 25 = 100 d) 4 × 16 = 64

4.

HOMEWORK

1. volume =
125 2.

Grade 8 Page 31 of
EXPONENTS (draft)
 3.
a) 8 × 27 = 216 b) 8 × 125 = 1 000 c) 8 × 64 = 512 d) 1 × 729 = 729

4.
a) True b) False. 23 × 53 = 1 000 (which is 103)
c) True d) False. 13 × 93= 93 = 729 (and not 103 (1 000))

MEMORANDUM: DAY 3:
CLASSWORK
1.

HOMEWOR

2.
a) 12, because 12 × 12 = 144 b) 10, because 10 × 10 = 100
c) 9, because 9 × 9 = 81 d) 8, because 8 × 8 = 64

HOMEWORK:
1.

Grade 8 Page 32 of
EXPONENTS (draft)
 2.
a) 6, because 6 × 6 × 6 = 216 b) 2, because 2 × 2 × 2 = 8
c) 5, because 5 × 5 × 5 = 125 d) 3, because 3 × 3 × 3 = 27
e) 4, because 4 × 4 × 4 = 64 f) 10, because 10 × 10 × 10 = 1 000

MEMORANDUM: DAY 4: CLASSWORK

1.
a) −8b) 16c) 25
d) −125 e) 1 f) −1

2.
a) −3 × −3 = 9 b) −3 × −3 × −3 = −27
c) −2 × −2 × −2 × – 2 = 16 d) −2 × −2 × −2 × −2 × −2 × −2 = 64
e) −2 × −2 × −2 × −2 × −2 = −32 f) −3 × −3 × −3 × −3 = 81

HOMEWORK:
1.
a) Positive. The power is even. b) Negative. The power is odd.
c) Positive. The power is even. d) Negative. The power is odd.

2.
a) False. (−3)2 = −3 × −3 = 9 b) False. −32 = −9 because −32 = −(32)
c) True. Both are equal to – 25. e) False. −6 × −6
d) True.
× −6 =Both
−216are equal to −1.
f) True. Both are equal to 64.

MEMORANDUM: DAY 5: CLASSWORK

1.
a) 23 × 29
b) 25 × 25 × 22
c) 22 × 22 × 22 × 22 × 22 × 22

2.

Grade 8 Page 33 of
EXPONENTS (draft)
3.

Base Expanded Form Answer Add

Exponents
1. 24  22 2 222222 426
2. x x x x x
26
x3  x x4
314
3. y2  y6 y yyyyyyyy 268
y8
4. 53.54 5 5 5 5 5 5 5 5 347
57
5. b3  b7 b bbbbbbbbb 3  7  10
b b10
6. 72  7 7 777 2 1  3
73
7. a  a5 a a a a a a a 156
y yyyyyyyyy
a6
8. y5  y5 5  5  10
y y10

9. d 2 e  d 4 e3 d;e ddeeeedd 246

dd d 6e4 1 3  4
10 x2 y  xy4 x;y xxyxyyyy 2 1  3
. x3 y5
1 4  5
11 a2b2  b a;b aabbb 202
. a2b3 2 1  3
12 x2 yz3  xyz x; y; z xxyzzzxyz 2 1  3
. x3 y2 z 4
11  2
3 1  4

 What do you notice about the base in each of the problems above?
The base is always the same
 What do you notice about the solution to each of the problems above?
The solution is the sum of the exponents
 Use what you have learned to write a “rule” for the Product of Powers:
_𝑎𝑚 × 𝑎𝑛 = 𝑎m+n

Grade 8 Page 34 of
EXPONENTS (draft)
 HOMEWORK
1.
a) 23+4 = 27
c) 32+3 = 35 b) 101+2+3 = 106
d) 53+2 = 55

2.

i) 5𝑥 × 5𝑥2 = 25𝑥3 j) 8𝑥2 × 4𝑥5 = 32𝑥7

k) 12𝑎 × 3𝑎6 × 𝑎2 = 36𝑎9 l) 9𝑥5 × −6𝑥2 = −54𝑥7

m) 𝑥2 × 𝑥4 × 𝑥 = 𝑥7 n) −2𝑥2𝑦 × −4𝑥𝑦6 = +8𝑥3𝑦7

o) 2𝑎 × 2𝑏 = 2𝑎+𝑏 p) (−𝑎4)(2𝑎2)(−3𝑎) = +6𝑎7

MEMORANDUM: DAY 6:

CLASSWORK:
1.1 Section A

How would you describe the use of exponents in the above problems?
How are they different than the problems you looked at in the Powers of Product rule?
A power raised to a power, There’s only one base
What do you notice about the solution to each of the problems above?
The exponent is the product of the exponents

Use what you have learned to write a new “rule” for exponents:

Grade 8 Page 35 of
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1.2 Section B

HOMEWORK:
1.1

1.2

a) 4 × 4 × 4 = 64 and 64 = 26. Learners may also do it differently.

b) Yes
c) 22×3

2.
a) 𝑎3𝑏3 b) 22×2= 4𝑥2 c) 35𝑦5= 243𝑦5 d) 32𝑐2 = 9𝑐2

3.
a) 8x 6 y3

b) 144c8d 8

Grade 8 Page 36 of
EXPONENTS (draft)
MEMORANDUM: DAY 7:

CLASSWORK 1
1.
a) 26−2 = 24= 16
6 2
b) 2 ÷ 2 = 64 ÷ 4 = 16
c) 2
6÷2
= 23 = 8
d) 8
e) 16
f) Statement 1.1 is true because 26 ÷ 22 = 64 ÷ 4 = 16 = 24
6 2 3
Statement 1.2 is false because 2 ÷ 2 = 64 ÷ 4 = 16 but 2 = 8.
2.

a) False. 56 ÷ 54 = 15 625 ÷ 625 = 25; 56−4 = 52

b) True. 3
4−1
= 33 = 27; 34 ÷ 3 = 81 ÷ 3 = 27
c) True
d) True

3.
a) 212−12 = 20 b) 617−17 = 60 c) 614−14= 60 d) 210−10 = 20

HOMEWORK:
1.
a) 212−10 = 22= 4 b) 617−14 = 63 = 216
11−8
c) 1020−14 = 106 = 1 000 000 d) 5 = 53= 125
2.

a) 𝑥12−10 = 𝑥2 b) 𝑦17−14 = 𝑦3
c) 𝑡20−14= 𝑡6 d) 𝑛11−8= 𝑛3

3.
a) 1 b) 1 c) 1 d) 1

Grade 8 Page 37 of
EXPONENTS (draft)
MEMORANDUM: DAY 8:

CLASSWORK 1:
1.

= 27 + (−3) × 2
= 27 − 6
= 21

2.

= 5 × 52 + 1
= 125 + 1
= 126

3.

= 9 × 8 + 5 × 10
= 72 + 50
= 122

4.
10
= 10
+ 32

=1+9
= 10

5.

= 4 × 4 + 6 + 9 × 10
= 16 + 6 + 90
= 112

6.

= 64 ÷ 8 + 12
= 8 + 12
= 20

Grade 8 Page 38 of
EXPONENTS (draft)
MEMORANDUM: DAY 9:

CLASSWORK 1:
1.

2.

6
a) (0,6)2 = ( )2 = 0.36 b) (0,8)2= (
8 2
) =
64
= 0.64
36
10 = 100 10 100

CLASSWORK 2:
1.

Grade 8 Page 39 of
EXPONENTS (draft)
2.
𝟓
a) 𝟗
b) 𝟐𝟎
𝟒 c) 𝟑𝟎
𝟏𝟐

HOMEWORK:
1.
3 3 9
a) × = 4 4 16 7 7 49
2 2 4 b) 5 ×5 = 25 c) 8 ×8 = 64

2.
1 1 49
a) √0.01 √ = = 0.1 b) √0.49 = √ = 7
= 0.7
100 10 100 10
=

Cubing a fraction

1.
2 2 2 8 5
a
× × = b) 5 5 125
5
× × =
5 5 125
3 3 3 27 10 × 10 × 10 = 1000 c6 6 216
6

2.6
6 3 6
a) (0.6)3 6 6 215 = 0.216
= (10 ) 10 × 10 × 10 = 1000
8 3 8
b) (0.8)3
8 8 512 = 0.512
= (10 ) 10 × 10 × 10 = 1000

MEMORANDUM: DAY 10:

CLASSWORK

1.
a) 3,67 × 108 b) 2,19 × 107 c) 6 × 1011 d) 1,78 × 102

2.
a) 124 000 000 b) 92 074 c) 1 040 000 d) 2 050

3. 1,5 × 1010 years

Grade 8 Page 40 of
EXPONENTS (draft)
4. 1,496 × 108 km

Grade 8 Page 41 of
EXPONENTS (draft)
HOMEWORK:
a)
= 13 × 103 × 15 × 104
= 13 × 15 × 103 × 104
= 13 × 15 × 103+4
= 195 × 107
= 1 950 000 000

b)
= 2 × 102 × 6 × 106
= 2 × 6 × 102 × 106
= 2 × 6 × 102+6
= 12 × 108
= 1 200 000 000

c)
= 12 × 104 × 12 × 107
= 12 × 12 × 104 × 107
= 144 × 104+7
= 144 × 1011
= 14 400 000 000 000

d)
= 2,5 × 4 × 107
= 10 × 107
= 108
= 100 000 000

Grade 8 Page 42 of
EXPONENTS (draft)