Hello 8th Grade Families!
Our upcoming unit is all about Exponents. Here are some prerequisites that your child will need in order
to be successful with this unit:
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How to represent repeated multiplication with exponents. Ex: 2 x 2 x 2 = 23
How to represent exponents as repeated multiplication. Ex: 43 = 4 x 4 x 4
How to evaluate numbers raised to exponents. Ex: 52 = 25
How to convert between fractions and decimals. Ex: ½ = 0.5
How to determine the reciprocal of a number. Ex: the reciprocal of 1/3 is 3
The following are the common core standards and Learning Targets that your child will be learning
throughout this unit.
Common Core Learning Standard
8N1: Know and apply the
properties of integer exponents
to generate equivalent numerical
expressions. For example, 32 × 3–
5 = 3–3 = 1/33 = 1/27.
8EE3: Use numbers expressed in
the form of a single digit times an
integer power of 10 to estimate very
large or very small quantities, and to
express how many times as much
one is than the other. For example,
estimate the population of the United
States as 3 × 108 and the population of
the world as 7 × 109, and determine that
the world population is more than 20
times larger
Learning Targets associated with this CCLS
1. I can represent repeated multiplication with exponents
2. I can apply the laws of exponents for multiplication
involving bases that are the same
3. I can apply the laws of exponents for division involving
bases that are the same
4. I can rewrite numbers in an equivalent exponential form
5. I can apply the power to power laws to rewrite
expressions in equivalent forms
6. I can apply the laws of exponents to rewrite expressions
in equivalent forms (mult. same exponent, different
base)
7. I can apply the laws of exponents to rewrite expressions
in equivalent forms (div. same exponent, different base)
8. I can prove the value of the zero exponent
9. I can evaluate expressions using negative exponents
10. I can compare very large and very small numbers with
powers of 10
11. I can convert large numbers into scientific notation
12. I can represent numbers in scientific notation (small
numbers)
13. I can represent numbers in scientific notation (mixed review)
14. I can use scientific notation to estimate products and
quotients (how many times more)
15. I can use scientific notation to estimate products and
quotients
8EE4: Perform operations with
numbers expressed in scientific
notation, including problems where
both decimal and scientific notation are
used. Use scientific notation and
choose units of appropriate size for
measurements of very large or very
small quantities (e.g., use millimeters
per year for seafloor spreading).
Interpret scientific notation that has
been generated by technology.
16. I can multiply and divide numbers written in scientific
notation
17. I can perform operations with scientific notation to solve
problems (multiplication word problems)
18. I can perform operations with scientific notation to solve
problems (div word problems)
19. I can add, subtract, multiply, and divide numbers written in
sci. not.
During this unit, the goal for your child will be to demonstrate understanding for each of the
standards. In order to monitor your child’s progress, he/she will be assessed in the following ways
throughout this unit:
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daily homework
exit cards
mid-unit quiz
end of unit post-test
end of unit performance task.
Bel
ow are resources that can be used to support student learning at home:
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www.learnzillion.com for videos and practice for these standards
www.khanacademy.org for videos and practice for these topics
www.regentsprep.org –use this link:
http://www.regentsprep.org/Regents/math/ALGEBRA/AO5/indexAO5.htm
www.maels.net for additional resources and a list of all the Learning Targets for this unit
Buckledown pgs. 31-40 (remember—the practice problems in this book are used for hw)
Please feel free to reach out to me if you have any questions.
Sincerely,
Mrs. Kartalis
Ms. Fitzgerald
Ms. Siano