EXPONENTS-Lesson Plans

TOPIC:EXPONENTS
LESSON 1
TERM 2 WEEK 3 and 4 GRADE 8
DURATION 1 hour DATE
Concepts and skills Revise compare and represent whole numbers in exponential form
RELATED CONCEPTS / TERMS / VOCABULARY / EAC
Factor, power, base, expand, exponent
PRIOR-KNOWLEDGE / BACKGROUND KNOWLEDGE
Prime factorization, Recognize, order, compare and add integers, multiplication of whole numbers and
writing numbers in exponential form.
RESOURCES
DBE Workbook
DBE textbook
ERRORS/MISCONCEPTIONS / PROBLEM AREAS AND REMEDIATION
Errors/misconceptions
Multiplying base and exponent Incorrect: 23  2 3 Correct: 23  2 2 2  8
Learners assume that anything raised to exponent "zero" is 0 i.e. Incorrect: 70  0 Correct: 70  1
Remediation
Some examples can be used to illustrate this point:
3
Write 23 in words as 3 groups of 2 = 2 × 2 × 2 = 2
METHODOLOGY
Introduction
In the previous grades learners were introduced to multiplication of whole numbers as repeated addition.
6×3 = 6 +6+6.
a × 𝑎 × 𝑎 × 𝑎 … = 𝑎𝑏 … for b number of times. Learners need to understand that representing
numbers in exponential form is a shorter notation for repeated multiplication. 5 × 5 × 5 = 53
Revise terminology:
Power: 𝑎𝑛; in 35 where 3 is the base and 5 is the exponent;
The exponent is the number of the times the base is multiplied by itself: 35 = 3 × 3 × 3 × 3 × 3
Recap:
 18 expressed as a product of its prime factors = 2 × 3 × 3
 11x11x11x11x11x11x11=117
 Cube roots : 3√27 = 3, 3√125 = 5, 3√625 = 6
ACTIVITIES/ASSESSMENTS
Lesson Presentation
Learners work in pairs to do the following activity
Revision activities
Activity 1
1.1 Write the following numbers in terms of their prime
factors: a) 12 =
b) 27 =
c) 35 =
1.2 Write the following in exponential notation or form
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a) 5× 5 × 5 =
b) 8× 8 × 8 × 8 ×=
c) 12 × 12 × 12 × 12 × 12 =
Activity 2
Write the numbers in expanded form.
2.1 22 =
2.2 32 =
2.3 22 × 32 =
2.4 62 =
2.5 63 =
2.6 23 × 33 =
HOMEWORK
Activity 3
3.1 Expand the following exponents:
a) 53
b) 102
c) 43
d) 32
3.2 Use < , > or = to compare the numbers.

(a) 102 105
(b) 25 53
(c) 55 ∗ 44
(d) 27 ∗ 33
Consolidation:
Emphasise that:
3

3√123 + 2 = √125 NOT 3√123 + 3√2. The root sign binds the numbers inside it.

Any number raised to the exponent 0 is =1
The exponent is the number of the times the base is multiplied by itself
Page 2 of 173
TOPIC: EXPONENTS
LESSON 2:
TERM 2 WEEK GRADE 8
Concepts and skills
Integers, Negative numbers, Positive numbers, Ascending, Descending, Factor, Distribute, Power, Base
Recognize, order and compare integers, Add and subtract with integers
RESOURCES
DBE Workbook
DBE textbook
Inability of leaners to distribute exponents :
 Incorrect: (2 + 4)3 ≠ 23 + 43
 Correct: (2 + 4)3 = 63 = 6 x 6 x 6 =216
Learners assume that anything raised to exponent "zero" is 0 i.e Incorrect: 70 ≠ 0 Correct: 70 = 1
Proof: 70 = 7(m-m) = 7m ÷ 7m = 1 (anything divided by itself is just "1")
Remediation
Some examples can be used to illustrate this point:
i.e. (pq) ³ = (pq) x (pq) x (pq) = (p x p x p) x (q x q x q) = p³ x q³
(p + q) ³ = (p + q) x (p + q) x (p + q) = use of distributive property to solve.
i.e. (3 x 4)³ = (3 x 4) x (3 x 4) x (3 x 4) = (3 x 3 x 3) x (4 x 4 x 4) = 3³ x 4³, which is same as 12³ but
i.e. (3 + 4)³ = (3 + 4) x (3 + 4) x (3 +4) = 7³, which is not the same as 3³ + 4³
METHODOLOGY
Introduction
In the previous grades learners were introduced to the relationship between addition and multiplication
of whole numbers. 2 + 2 + 2 = 2 × 3
In grade 7 leaners were further introduced to addition of integers and this should be used as basis for
representing integers in exponential form: (−2) + (−2) + (−2) = −2 × 3
Revision activity
Activity 1 Answers
(a) −3 + 3
a) 0
(b) −2 + 3
b) 1
(c) −8 + (−3) c) −11
(d) 9 + (−11) d) – 2
(e) 19 + (−8) e) 11
Activity 2
a) −11 – (−8) = a) −3
b) −10 – (−10) = b) 0
c) −4 – (-5) = c) 1
d) 4 – (−2) = d) 6
e) −7 – (+ 2) = e) −9
f) 1 – (− 4) = f) 5
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Lesson Presentation
a × 𝑎 × 𝑎 × 𝑎 … = 𝑎𝑏 … for b number of times. Learners need to understand that representing numbers
in exponential form is a shorter notation for repeated multiplication. −2 × −2 × −2 = − 23
Activity 1
Learners work in pairs to do the following activity Express the following as the product of one
Calculate and write the answers in exponential repeated factor
form a) −125 =
a) −3 × −3 = b) −81 =
b) −2 × −2 × −2 = c) −216 =
c) −7 × −7 = d) 64 =
d) −6 × −6 × −6 = e) 625 =
e) Arrange the answers in a - d in ascending f) −243 =
order
Write the answers in f – k in exponential form

Arrange the answers in f - k in descending order
Activity 2
Learners work individually to do the following activity
Insert the missing symbol >, = or <
g)
73 ∗ (−2)2 × 62
h)
32 × (−2)3 ∗ 62
State whether the value is positive or negative

i) (−5)11
ii) (−3)18
HOMEWORK
Complete the table and write the answers in expanded form
Value of 𝟐𝒙 Expanded 𝟑𝒙 Expanded 𝟔𝒙 Expanded 𝒑𝒙 Expanded

𝒙 form form form form
1
2
3
4
Arrange the numbers from biggest to smallest: 24; 63;34;52;116;60
Consolidation:
Emphasise that:
 when multiplying negative integers that an even number of times, the answer will always be
a positive
 when multiplying negative integers an odd number of times, the answer will always be a
negative
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TOPIC: EXPONENTS
LESSON 3
TERM 2 WEEK GRADE 8
Concepts and skills Compare and represent numbers in scientific notation, limited to
positive exponents.
Integers, Positive numbers, Ascending, Descending, Factor, Distribute, Power, Base
Recognize, order and compare integers, Add and subtract with integers
RESOURCES
DBE Workbook
DBE textbook
Learners do not understand how the shift and exponents link, for example
1000 = 1,000 × 103 Learners still keep zero after converting to in the answer
Remediation
Some of the investigative activities that can help learners draw own conclusions on the effect of
multiplying by multiples of 10:
1 = 1 × 100
10 = 1 × 101
100 = 1 × 102
1000 = 1 × 103
What conclusion can be drawn from the four examples above?
METHODOLOGY
Introduction
Learners are familiar with comparing and representing whole numbers and integers in exponential form
from grade 7.
Recap on previous lesson
1. Represent in exponential form 2. Expand

(a) 10 × 10 × 10 × 10 = (a) 105 =
(b) 10 × 10 × 10 × 10 × 10 × 10 = (b) 1012 =
3. Calculate and write the answers in exponential form

a) −3 × −3 =
b) −2 × −2 × −2 =
c) −7 × −7 =
d) −6 × −6 × −6 =
4. Express the following as the product of its prime factors
a) −125 =
b) −81 =
c) −216 =
d) 64 =
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e) 625 =
f) −243 =
Lesson Presentation
 Scientific notation is used in the context of very big numbers.
 When multiplying by 10 the position of the number shifts one place to the left, for example:
300 000 000 is written as 3 x108.
456 000 000 000 can be written as 456 × 109 .
456 = 45,6 × 10
 When multiplying by 100 the position of the number shifts two places to the left, for example
 456 = 4,56 × 10 × 10 = 4,56 × 102
Activity 1
1. Simplify the following without using
a calculator
(a) 7,56 × 100 =
(b) 2 × 1012 =
2. Replace * by a number to make each statement

true (a) 700 000 000 = 7 × 10∗
(b) 59 000 000 = 5,9 × 10∗
(c) 5,120 251 × 10∗ = 5 120 251
Activity 2
1. Complete the table below without use of a calculator
Item Number value Scientific Notation
Number of seconds in 2 years 64 000 000
World population (2015) 7 300 000 000
Approximate distance between 150 000 000km
earth and the sun
2. Multiply and give answers in scientific

notation (a) 120 000 × 120 000 000
(b) 2,5 × 40 000 000
3. Explain why the number 24 × 103 is not in scientific notation
HOMEWORK
1. Write in scientific notation
a) 9207,45
b) 5670432,845
2. Simplify and represent in scientific notation without using a calculator
a) 110 000 × 700 000 000
b) 1,2 × 900 000 000
3. Replace the asterisk by using > or < to compare the following numbers
a) 1,3 × 109 ∗ 2,4 × 107
b) 7,3 × 104 ∗ 7,3 × 102
Consolidation:
 Emphasise that 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.
Page 6 of 173
TOPIC: EXPONENTS
LESSON 4
Term 2 Week Grade 8
Duration 1 hour Date
Concepts Skills  Recognize and use the appropriate laws of operations using numbers
involving exponents and square and cube roots.
RELATED CONCEPTS/ TERMS/VOCABULARY/EAC
 A square number is the number we get after multiplying an integer by itself. Example: 16 = 4
× 4 so, 16 is a square number.
 A cube number is a number that is the product of three numbers which are the same. In
other words, if you multiply a number by itself and then by itself again, the result is a
cube number. Example 27 = 3 × 3 × 3
 The square root of a number is a value that, when multiplied by itself, gives the
number. Example: 4 × 4 = 16, so a square root of 16 is 4.
 The cube root of a number is a value that, when used in a multiplication three times, gives that
number. Example: The cube root of 27 is 3 because 3 × 3 × 3 = 27.
PRIOR-KNOWLEDGE/ BACKGROUND KNOWLEDGE
 Addition and subtraction of integers.
 Multiplication and division of integers, especially multiplying more than two integers together.
 Four operations with numbers that involve squares, cubes, square roots, and cube roots.
RESOURCES
 DBE Textbook; DBE Lesson Plans; Mind Action Series
ERRORS/MISCONCEPTIONS/PROBLEM AREAS
 Multiplying base and exponent: Incorrect: 23 ≠ 2 x 3 Correct: 23 = 2 x 2 x 2 = 8
 Exponents "distribute": Incorrect: (2 + 4)3 ≠ 23 + 4 Correct: (2 + 4)3 = 63 = 6 x 6 x 6 =216
 Anything to the exponent of "zero" is ….. Incorrect: 70 ≠ 0 Correct: 70 = 1
 A negative on an exponent and a negative on a number are equal: Incorrect: -42 ≠ 16
Correct: -42 = -16
Correct: -42 = -(4)2 = -16
Correct: (-4)2 = 16
METHODOLOGY
Guided Investigation:
 The square of a negative number.
 The cube of a negative number.
 A negative base to an even exponent.
 A negative base to an odd exponent.
Complete the following table

Squares
No. Working Answer
(a (3)2
(b (3)2
(c 32
(d (3)2
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(e (3)2
Cubes
No. Working Answer
(a (4)3
(b 43
(c 43
(d (4)3
(e (4)3
Solutions:
Squares
No. Working Answer
a) (3) 2
 3 3 9
b) (3)
2
 3 3 9
c) 32  (33)  9
d) (3)
2
 (33)  9
e) (3)
2
 (33)  9
Cubes
No. Working Answer
f) (4) 3
 4 4 4 = 16 4  64
g) 43  4 4 4  64
h) 43  (4 4 4)  64
i) (4)
3
 (444) =  (64)  64
j) (4)
3
 (4 4 4)  64
Ask learners what they observe about the signs in the answers.
Conclusion:
 The square of any number is positive. ( p)2  ve also ( p)2  ve
 The cube of a positive number is positive. ( p)3  ve
 The cube of a negative number is negative. ( p)3  ve
 ( p)even number   peven number

( p)odd number   peven number
Classwork/Homework
Activity
1. Without working out the answer, state whether the following will have a positive or negative
answer.
a) (1)3
b) (1)4
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c) (1)7
d) (1)6
e) (2)6
f) (2)9
2. Verify your answers to question 1, show all your working.
Working Answer
a) (1)3
b) (1)4
c) (1)7
d) (1)6
e) (2)6
f) (2)9
3. DBE Workbook 1:
Page 32 Question 2 a) to d)
Page 36 Question 2 a) to f)
Page 10 of 173
TOPIC: EXPONENTS
LESSON 5:
Term 2 Week Grade 8
Concepts Skills Calculations using numbers in exponential form, establish general laws of
exponents, limited to:
am  an  amn

m
 a
 a a  a if m  n
m n mn
n
a
 Signs
 Coefficients
 Variables
 Exponents
 Multiplication and Division of integers
 Definition
RESOURCES
 DBE Textbook
 DBE Lesson Plans
 Mind Action Series
Rules of exponents are often used incorrectly:
Multiplication: a3  a2  a32  a6
Division: a8  a2  a82  a4
3
Exponent: (a2 )3  a2  a8 or (a2 )3  a23  a5
Multiply unlike bases and add exponents: 2m 3n  6mn
Exponent zero: Anything to the exponent zero is zero. Incorrect: 70 ≠ 0 Correct: 70 = 1
Learners often forget that exponential laws are reversible: am  an  amn also amn  am  an
METHODOLOGY
Exponential Laws
1. Multiplying numbers in exponential form: When we multiply two numbers
written in exponential form and with the same base, we can see an interesting
result.
For example:
1.1 34 × 32 = (3 × 3 × 3 × 3) × (3 × 1.2 a3 × a5 = (a × a× a) × (a × a × a ×a ×
3) a)
=3×3×3×3×3×3 = a × a × a ×a × a × a × a× a
6
=3 = a8
= 3(4 + 2) = a(3 + 5)
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When we multiply two numbers with the same base the exponents are added. In
general, am  an  amn
2. Dividing numbers in exponential form: When we divide two numbers written in

exponential form and with the same base, we can see another interesting result.
For example:
2.1 4 4 4 4 4 2.2 aaaaaa
45 ÷ 42 = 4 4 a6 ÷ a4  aaaa
 4 4 4 aa
 43  a2
52
4  a64
When we divide two numbers with the same base the exponents are subtracted. In
m
a
general, n n a  a  a
m n mn
if m 
a
Examples:
Simplify the following:
1. 26  23 2. x2  x4  x
 263 (Same base 2,  add the exponents)  x241 (Same base x, add the exponents)
 29  x7
3. 5a  5a2
 52  a12 (Multiply coefficients, and apply exponential law)
 25a3
4. (  a2b)(2ab3)(3a)
 (1 2 3)(a211)(b13) (multiply coefficients, apply exponential law)
 6a4b4
4a3
5.
2a
  4  2a31  (Divide coefficients, apply exponential law)
 2a2
4 3
6. x 2y
x y
 x  y  (Apply exponential law)
42 31
2 2
x y
Classwork/Homework
Activity 1
DBE Workbook 1:
Pages 42 to 45
Activity 2
1. Simplify the following:
1. 3a. 3b 2. y  y5 3. 8c2  4c5 4.  2x2 y  4xy6 8a
5 4
6. 8b
3 2
5. 3
7. a 2b
2a 2b
3
ab
Page 12 of 173
Page 13 of 173
TOPIC: EXPONENTS
LESSON 6:
Term 2 Week Grade 8
Concepts Skills Calculations using numbers in exponential form, establish general laws of
exponents, limited to:

m n mn
(a )  a
 (a  t)n  an  t n
 a0  1 (a  0)
 Signs
 Coefficients
 Variables
 Exponents
 Multiplication and Division of integers
 Definition.
RESOURCES
 DBE Workbooks
 DBE Lesson Plans
 Mind Action Series
Rules of exponents are often used incorrectly:
Multiplication: a3  a2  a32  a6
Division: a8  a2  a82  a4
3
Exponent: (a2 )3  a2  a8 or (a2 )3  a23  a5
Multiply unlike bases and add exponents: 2m 3n  6mn
Exponent zero: Anything to the exponent zero is zero. Incorrect: 70 ≠ 0 Correct: 70 = 1
Learners often forget that exponential laws are reversible: am  an  amn also amn  am  an
METHODOLOGY
Exponential laws continued…
1. Raising an exponent to an exponent: Sometimes numbers can be raised to an exponent and
the result raised to another exponent.
For example:
1.2 (43)2 = 43 × 43 1.2 (a5)3 = a5 × a5 × a5
= (4 × 4 × 4) × (4 × 4 × = (a × a × a × a × a) × (a × a × a × a × a) × (a × a × a
4) × a × a)
6
=4 = a15
= 4(3 × 2) = a(5 × 3)
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When a number is raised to an exponent and then raised to another exponent, the exponents are
multiplied. In general, (am )n  amn
2. More than one base is raised to an

exponent. For example:
2.1 (2 × 3)3 2.2 (a × t)3
= (2 × 3) × (2 × 3) × (2 × 3) = (a × t) × (a × t) × (a × t)
=2×2×2×3×3×3 =a×a×a×t×t×t
3 3 3 3
= 23 = at
When more than one base is raised to an exponent, the exponent belongs to both (all)
bases. (a  t)n  an  t n
Note: Law 3 and 4 are often used together.
For example: (2a2 b3 )3 = 23 a6 b9= 8 a6 b9
3. The exponent zero.

Look at the following division:
64 ÷ 64 = 1
Using the second exponential law,
64 ÷ 64 = 6(4 – 4) = 60
That means that: 60 = 1
Any non-zero number raised to the exponent of 0 is equal to 1.
a0  1(a  0)
Another way to help you remember this rule about a power zero is to say that ‘power zero means that
there are none of those bases left after simplifying has taken place’. So a0 means that all as must
have been cancelled out and now there are no as left at all.
Examples:
1.  a 3 
5
 a35 (Exponential law)

15
a
2.  2a 4 
3
  2 
13
 a  (apply exponential law to the different bases.)
43
 8a12
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6  ab 
2
3.
3a2b
6a 2b 2
 (Apply exponential law to remove brackets in the
numerator.) 3a2b
 (6  3) a22 b21  (Apply exponential laws, ask learners what they are)
 2a0b (Emphasize that exponent 1 is there but we don't show it.)
 2b Apply exponential law
Classwork/Homework
Activity 1
DBE Workbook 1:
Pages 49 Questions 3 and 4
Activity 2
3.  4a 2b2c3   2a 
2 4
1. (a.b)4 2. (y2.y3 )2 2 2
4. 5. a b
 2a 
2
 ab 
2 2
Page 16 of 173
TOPIC: EXPONENTS
LESSON 7:
TERM 2 WEEK GRADE 8
CONCEPTS AND SKILLS Laws of exponents
 Power- an expression that represents repeated multiplication of the same factor.
 Base and Exponent.
 Square means multiplying a number by itself.
 m n
(a )  a
mn
 (a  t) n  a n  t n
 a0  1 (Note: 00  1)
Note: 1) (am )n  amn

Examples
(22 )3  26
223  25
2) (a  t) n  a n  t n
Example
(2  3)2  52  5  5  25
22  32  4  9  13
REVIEW AND CORRECTION OF HOMEWORK (suggested time: 15 minutes)

Crucial sets for both the teacher and the parent to check on a daily basis, which could help in tracing
mistakes and correcting them at an early stage.
Common mistakes that students make.
 Adding the exponents given just one
base. Incorrect: (22 )3  25
Correct : (22 )3  26
 Students not seeing which base the exponent zero belongs too.
Incorrect: ab0  1
Correct: ab0  a(1)  a
METHODOLOGY
Possible ways of expanding and solve
1. (33 ) 2  36
(33 )2  (33 )(33 )  333  36
2. (2  3)2  (6)2  36
(2  3)2  22  32  4  9  36
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3. (x 2 )3  x 23  x 6
(x 2 )3  (x 2 )(x 2 )(x 2 )  x 222  x6
4. (2a3 )2  (2a3 )(2a3 )  4a 6

(2a3 )2  212 a32  22 a 6  4a 6
5. 43  43  433  40
3 3 43 4  4  4
4 4   1
43 4  4  4
 40  1
In general:
6. 40  1 /  20  1 / (a  b)0  1 / (5)0  1
CLASSWORK
QUESTIONS ANSWERS
Use the definition of a0  1 (i.e. any number to the 1)

power of zero equals 1) a) 1 b) 1 c) 1 d) 1
1. To simplify the following: e) x f) p 4
a) 70 b) (5)0 c) (5)0 d) y 0
e) x.y 0 f) p 4 . p 0
2. Simplify the following: 2) a) (32 )4  324  38
a) (32 ) 4 b) (4x 3 )3 c) 4(x3 )3 Or
6561
b) 43.x33  64x9
c) 4.x33  4x9
3. Use BODMAS to answer these questions 3)

without using your calculator: a) (2  3)2  (9  3)3
a) (2  3)2  (9  3)3  (6)2  (321)3
 36  27
b) (2)2 (3)  42  63
b) (2)2 (3)  42
 (4)(3) 16
 12  16
4
HOMEWORK
1) Complete the following laws of exponents:
(a) (x m  y n ) p  ? (a)
xmp  y np
(b) (a p )q  ? a pq
(b)
(c) x0  ? 1
(c)
Page 18 of 173
TOPIC: EXPONENTS
LESSON 8
TERM 2 WEEK GRADE 8
CONCEPTS AND SKILLS Laws of exponents
 Power- an expression that represents repeated multiplication of the same factor.
 Base and Exponent.
 Square: To multiply a number by itself.
 m n
(a )  a
mn
 (a  t) n  a n  t n
 a0  1 (Note: 00  1)
Note:
m n mn
a
1. (a ) 2. (a  t)  a  t
n n n
Examples
(22 )3  26 Example
(2  3)2  52  5  5  25
223  25
22  32  4  9  13
RESOURCES: DBE workbook, grade 8 textbooks, planner and tracker, sharp
Common mistakes that students make.
 Adding the exponents given just one
base. Incorrect: (22 )3  25
Correct : (22 )3  26
 Students not seeing which base the exponent zero belongs too.
Incorrect: ab0  1
Correct: ab0  a(1)  a
METHODOLOGY
Possible ways of expanding and solve
1. (3 )  3
3 2 6
(33 )2  (33 )(33 )  333  36
2. (2  3)2  (6)2  36
(2  3)2  22  32  4  9  36
3. (x )  x  x
2 3 23 6
(x 2 )3  (x 2 )(x 2 )(x 2 )  x 222  x6
Page 19 of 173
4. (2a )  (2a )(2a )  4a
3 2 3 3 6
(2a3 )2  212 a32  22 a 6  4a 6
5. 4  4  4  4
3 3 33 0
3 3 4 3
444
4 4   1
43 4  4  4
 40  1
In general:
6. 40  1 /  20  1 / (a  b)0  1 / (5)0  1
CLASSWORK
ACTIVITY 1
Use the definition of a0  1 (i.e. any number to the power of zero equals
1) To simplify the following:
0
7 b) (5)0 c) (5)0 d) y 0 e) x.y 0 f) p 4 . p 0
ACTIVITY 2
a) (32 ) 4 b) (4x 3 )3 c) 4(x3 )3
ACTIVITY 3
Use BODMAS to answer these questions without using your calculator:
1. (2  3)  (9  3)
2 3
2. (2) (3)  4
2 2
HOMEWORK
Complete the following laws of exponents:
a) (x m  y n ) p  ?
b) (a p )q  ?
c) x0  ?
Page 20 of 173
TOPIC: Exponents
LESSON 9
Term 2 Week Grade 8
CONCEPTS AND SKILLS Squares, cubes, square and cube roots of integers
 Square roots
 Cube roots
 Square – To multiply a number by itself
 Cube – Cubing means multiplying a number by the squared of the number
 Power – An expression that represents repeated multiplication of the same factor. It is a base
raised to an exponent.
PRIOR-KNOWLEDGE/n
BACKGROUND KNOWLEDGE
a
 n

(a)
t
tn
 ab  a  b
 a a
b  b
Note: 1) ab  a b
2) 2 22 2
3) ab  a b

Some errors done by learners:
1. 32  42  32  42  3  4  7
32  42  9 16  25  5 5  52  5
 a 2  b2  a 2  b2
2. 42  32  42  32  4  3  1
42  32  16  9  7
 a 2  b2  a 2  b2
METHODOLOGY
Steps needed for learners to understand the concept
Ways of answering questions.

1. 00
2. 1  11  12  1
Page 21 of 173
3. 16  4  4  42  4
4. 25  5 5  52  5
5.  36   6  6   62  6
6. 3
x3  x
4 22 22 2
7.   
9 3 3 32 3
2 2
22 4
8. ( )  
3
32 9
16
9. ( 4 )2  ( 4 )( 4 ) 
9 9 9
81
CLASSWORK
Activity 1
Calculate the answers for each of the these, do not use your calculator:
a) 42 b) 13 c) 33 d)  122 e) (4)3
Activity 2
Calculate the answers for each of these, do not use your calculator:
a) 16 b) 100 c) 3 125 d) 3 8 e) ( 1 )2
2
Activity 3
Calculate the answers for each of these, do not use your calculator:
36
a)  36 b)  121 c)  64 d) 
49
Activity 4
Give the answers for each of these, do not use your calculator:
a) 25  (5  4)  62 b) 3
125  3  (6  5) c) (5  4)  53  3 8
HOMEWORK
Activity 5
Find the answers for each of the these, do not use your calculator:
a) 22 b) 03 c) 53 d) 182
Activity 6
3
a) 25 b) 169 c) 27
Activity 7
a)  9 b)  64
Activity 8
a) 9  (1  4)  32 b) 3
8  6  (6  4)
Page 22 of 173
TOPIC: Exponents
SKILLS MASTERY ACTIVITY
Term 2 Week Grade 8
CONCEPTS AND SKILLS
 Whole Numbers; Natural Numbers; BODMAS; Multiples
 Power – An expression that represents repeated multiplication of the same factor. It is a base raised
to an exponent.
 m
a a a
n mn
or a a a
x y x y
m x
 m n a mn x y a x y
a a  a if m  n or a a  a if x  y
n y
a a
REVIEW AND CORRECTION OF THE ACTIVITY (suggested time: 15 minutes)
It’s important to mark the test so you can give constructive criticism and also understand the
challenges that students encounter in a certain concept.
QUESTION 1
Simplify, WITHOUT using a calculator
(4a 2 )(3a3 )
1.1 4
(3)
 6a
1.2 (x 3  1)0 (1)
2x 3 y  3x 2 y
1.3 (2)
12x 6 y 3
1.4 (3d 5 e 2 f 3 )3  9d 8ef 4 g (3)
1.5 25y16 (1)
2 3 2
3x y (4x)
1.6  (3)
(2 y)3  9x 6
QUESTION 2
Determine the value of P or Q or P and Q
2.1 (x 2 y p )3  xQ y15 (2)
2.2 (2x p )3  Qx9 (2)
2.3 2.3710P  23700000 (1)
2.4 Q 10  5808000000
9
(1)
QUESTION 3
If 3x  4 and 3y  6 , Determine the value of the
following: 3.1 3x  3y
(2)
3.2 3x y (2)
3.3 3.2x (2)
END
Page 23 of 173
Page 24 of 173
TOPIC: Exponents
SKILLS MASTERY ACTIVITY
Term 2 Week Grade 8
CONCEPTS AND SKILLS
 Whole Numbers
 Natural Numbers
 BODMAS
 Multiples
 Power – An expression that represents repeated multiplication of the same factor. It is a
base raised to an exponent.
 m
a a a
n mn
or a a a
x y x y
am ax
 am  an   amn if m  n or a x  a y   a x y if x  y
an ay
REVIEW AND CORRECTION OF THE TEST (suggested time: 15 minutes)
It’s important to mark the test so you can give constructive criticism and also understand the
challenges that students encounter in a certain concept.
SOLUTIONS
Total marks: 25
QUESTION 1
(4a 2 )(3a3 ) √
1.1
 6a 4 √
(12a 23
√ (3)

 6a 4
54
 2a
 2a
1.2 1 √ (1)
2x 3 y  3x 2
1.3 y
12x 6 y 3
6x5 y 2
= √
12x6 y 3
1 √ (2)
= 2x1 y1
1.4 (3d 5 e 2 f 3 )3  9d 8ef 4 g
= 27d 15e6 f 9  9d 8ef 4 g
√
= 243d 158 e61 f 94
g
√
= 243d 23e7 f 13 g
√ (3)
Page 25 of 173
1.5 5 y16 √ (1)
3x2 y 3 (4x)2 √
1.6 
(2 y) 3
 9x 6
√
3xxyyy 82xx √ (3)
= 8yyy 3  3  x  x  x  x  x  x15
2 √
=  3x 2
√√ (3)
QUESTION 2
Determine the value of P or Q or P and Q Q6√
2.5 (x y )  x y
2 p 3 Q 15
x 6 y 3 p  xQ y15
p5√ (2)
Q  6 and 3 p  15
p5
2.6 (2x )  Qx p 3 9
Q  8 √
 8x 3 p  Qx9 P3√ (2)
2.7 2.3710P  2.37107 P  7 √ (1)
2.8 Q 10  5.80810
9 9
Q  5.808 √ (1)
QUESTION 3
3.1 4  6  10 √√ (2)
3.2 3 x y
 3 .3  4.6  24
x y
√√ (2)
3.3  4  16
2
√√ (2)
Page 26 of 173

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TOPIC:EXPONENTS

3.2 Use < , > or = to compare the numbers.

Write the answers in f – k in exponential form

State whether the value is positive or negative

Value of 𝟐𝒙 Expanded 𝟑𝒙 Expanded 𝟔𝒙 Expanded 𝒑𝒙 Expanded

Arrange the numbers from biggest to smallest: 24; 63;34;52;116;60

1. Represent in exponential form 2. Expand

3. Calculate and write the answers in exponential form

2. Replace * by a number to make each statement

2. Multiply and give answers in scientific

Complete the following table

2. Verify your answers to question 1, show all your working.

2. Dividing numbers in exponential form: When we divide two numbers written in

2. More than one base is raised to an

3. The exponent zero.

 a35 (Exponential law)

Note: 1) (am )n  amn

REVIEW AND CORRECTION OF HOMEWORK (suggested time: 15 minutes)

4. (2a3 )2  (2a3 )(2a3 )  4a 6

Use the definition of a0  1 (i.e. any number to the 1)

3. Use BODMAS to answer these questions 3)

(33 )2  (33 )(33 )  333  36

(x 2 )3  (x 2 )(x 2 )(x 2 )  x 222  x6

(2a3 )2  212 a32  22 a 6  4a 6

REVIEW AND CORRECTION OF HOMEWORK (suggested time: 15 minutes)

Ways of answering questions.

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