Students identify and label bases and exponents (Activity 1 booklet and worksheet showing 4^5 with prompts "The base is..." and "The exponent tells us..."). Students write exponential notation from words and expanded multiplication (Activity 2 Section 1: "4 to the power of 5," "3 x 3 x 3 x 3 x 3") and convert given exponentials to expanded form and final value (worksheets with 10^6, 5^4, 2^5, 8^2, 4^3, 6^1 and practice problems like 2^4, four cubed, 95^0, 5^2+6^1, 8^2-3^3). Students evaluate exponents in isolation and inside larger expressions and use them in order-of-operations problems ((3 × (4^2 + 5^2)), (5+7)^2, examples and PEMDAS practice problems).

Students are asked to "write each number as the product of its primes, using exponential notation" and provided an example that 24 = 2^3 · 3. Activity pages and answer keys show multiple prime factorizations written with whole-number exponents (e.g., 20 = 2^2 · 5, 54 = 2 · 3^3, 180 = 2^2 · 3^2 · 5). Students create factor trees and record the prime factors using exponential notation on several exercises (20, 54, 76, 99, 180, 225, 300, 720).

Students are asked to evaluate numerical expressions that include whole-number exponents on the Basic Skills Review: problem 7 asks them to evaluate 8^3 and problem 8 includes (7 - 2)^2 as part of a larger expression. The answer key shows the evaluated results (8^3 = 512 and the full expression evaluated to 41), indicating students practice computing values of exponent expressions.

Students see and use exponential notation in multiple places: examples show 8 = 2^3, 140 = 2^2 · 5 · 7, and 250 = 2 · 5^3. The lesson instructs students to "evaluate the exponents first (order of operations)" and demonstrates computing 2^3 × 3 = 8 × 3 = 24. Student activity problems and LCM tasks require writing prime factorizations using exponents and evaluating those exponential expressions to compute LCMs.

Students are asked to "write and evaluate expressions using exponential notation" in the unit skills and parent plan. Multiple Student Activity Page items explicitly ask students to evaluate powers (e.g., "8 squared," "10 to the power of 3," "five cubed," "3 to the power of 4"), and the Answer Key provides the evaluated results. Additional pages include similar exponent evaluation items (e.g., 5^2, four cubed, nine squared, 10^4) confirming repeated practice in evaluating whole-number exponents.

Students create exponent expressions in the Exponent Tic-Tac-Toe activity by choosing a base card and an exponent card, writing that number in the base square and the exponent square, and then evaluating the exponential notation to record its value. The Exponent Problem Sheet provides nine problems with boxes to fill in base and exponent and a space to write the result, so students repeatedly write and compute whole-number exponent expressions. The Parent Plan and wrap-up also explicitly list "write and evaluate expressions using exponential notation," reinforcing that students practice writing and evaluating whole-number exponents.

The Basic Skills Review #5 includes Question 2 that asks students to evaluate 6^4. The answer key explicitly shows 6^4 written as 6 × 6 × 6 × 6 and evaluates it to 1,296.

Students are given explicit instruction and practice evaluating exponential expressions such as 6^2, 5^3, (1.5)^3, and (2/5)^2 and shown how to expand exponents as repeated multiplication (e.g., 3 × 3 × 3 × 3 = 3^4). The Using Exponents activity page asks students to compute numerical exponent problems (12^2, 3^4, 0.2^3, (3/5)^2, 8^2 × 2^3, 9^3 ÷ 3^2) and to apply formulas that use whole-number exponents (V = s^3, A = s^2) by evaluating at specific values (s = 5, s = 13). The lesson also reviews exponent vocabulary (squared, cubed) and connects exponent notation to area/volume word problems where students write and evaluate expressions like s^2 and s^3.

Students encounter variables with exponents in multiple examples (e.g., 5x^2, x^3y, 4n^2 + 7n − 3) and are asked to identify the numeral used as an exponent. Students learn that like terms must have the same variable including the same exponent, and several activities include expressions that show exponents so students can recognize them when identifying terms.

Students evaluate expressions that include whole-number exponents in multiple places: Activity 3 asks students to evaluate (n − 3)^2 + 4 for n = 4, 7, and 12; the student practice chart includes p^2 + 2 evaluated at 4, 9, and 12; Basic Skills Review #7 uses 2^3 in an order-of-operations problem. The student pages require substituting numeric values for variables to produce and then evaluate numerical expressions with exponents (e.g., replacing p with 4 to write 4^2 + 2 and then computing the value).

The lesson includes a worked example evaluating x^2 + 3x + 12 when x = 2, showing substitution (2)^2 + 3(2) + 12 and the step-by-step arithmetic to reach 22. Several student activity pages require students to substitute numeric values for variables and evaluate expressions, and one worked evaluation explicitly shows handling a squared term during evaluation.

Students evaluate exponential expressions in multiple activities: the Unit 4 Test Review asks them to evaluate (3)^2, (0.2)^1, and expressions containing 4^2 and 2^2. The Unit 4 test asks students to compute 4^3, 0^4, and 6^7 ÷ 3^7, and the answer key shows worked evaluations such as (4/5)^2 and (0.4)^3. The Parent Plan/Skills list explicitly includes the objective to "Write and evaluate numerical expressions involving whole-number exponents."

The Parent Plan skills list explicitly includes "Write and evaluate numerical expressions involving whole-number exponents." The Exponent Matching activity asks students to create cards showing fractions or decimals raised to a power and to match each exponential expression with its simplified form, with examples such as (1/5)^3 = 1/125 and (1.2)^2 = 1.44. The rubric and assessment notes require checking that students correctly evaluated each exponential expression.

The lesson explicitly notes that equations can include exponents and directs students to "practice working with equations … with decimals, fractions, and exponents" on the Equations: Statements of Equality activity sheet. A student activity item presents an expression with exponents (2^x · 3^2 = _) and the answer key evaluates it as 2^3 · 3^2 = 72, showing students evaluate at least one numerical expression involving whole-number exponents. The parent/teacher notes reiterate review of computations involving exponents, indicating students will compute expressions that include powers.

Students are asked to evaluate an expression containing an exponent in the Basic Skills Review (#4): "If x = 3, evaluate x^2 + 5x - 6," and the answer key shows the worked evaluation of that expression. The lesson includes substitution and simplification of an expression with a squared term, demonstrating that students perform at least one evaluation involving a whole-number exponent.

Students encounter whole-number exponents in the Basic Skills Review #11 problem that asks them to use order of operations on the expression 3^2 × 3 - (4^2 + 8) + 2. The answer key shows evaluation of 3^2 and 4^2 as part of solving the expression. The materials require students to compute numerical expressions that include whole-number exponents as part of a multi-step calculation.

Students are shown and use the area formula A = πr^2, including the algebraic step r × r = r^2. The lesson gives worked examples where students compute squares (e.g., "Nine squared is 81") and then multiply by π to find area (examples and answer key show A = π·9^2, A = π·4^2, etc.). Student activity pages ask students to find areas by squaring the radius and computing numerical results.

The lesson repeatedly states that the area of a scale drawing changes by the square of the scale factor and gives numeric examples (e.g., a linear scale factor of 2/1 leads to an area factor of 4/1). In Activity 5 students compute original and scaled areas (48 → 192) and the text explicitly notes "If you square the scale factor 2/1, you get 4/1." These items show students using the idea of squaring a number to relate linear and area scale factors.

Students are shown exponent notation in formulas such as SA = 6s2 and V = s3 (e.g., "Side × side can be written as s²" and "6(3^2) = 6(9) = 54"). The Getting Started section explicitly asks students to use V = s3 and A = 6 s2 with a specific value s = 1/2. The Basic Skills Review includes evaluating an expression with an exponent when n = 3 for n^2 − (−5) = 14.

The lesson defines the volume of a cube as V = s^3 and explicitly shows converting repeated multiplication to exponent form (e.g., 5 × 5 × 5 written as 5^3 and evaluated to 125). It asks students to try an example with a fractional side and evaluates (1 1/3)^3 = (4/3)^3 = 64/27, demonstrating writing and evaluating a numerical expression with a whole-number exponent. The text explains base and exponent language and connects the exponent notation to repeated multiplication in student calculations.

The lesson explicitly introduces exponent notation in the cube surface-area example: it states the formula SA = 6s2 and explains that an exponent of 2 means the base (s) is multiplied by itself (s × s). Students compute areas and volumes of cubes and rectangular prisms using repeated multiplication (e.g., Box A: V = 8 × 8 × 8 = 512; Challenge: V = 10 × 10 × 10 = 1000). The lesson also uses the algebraic form SA = 6s2 when solving for a missing side length of a cube (864 = 6s2 → s2 = 144 → s = 12).

Students are given formulas that use exponent notation (e.g., Area of a square: A = s2; Surface area of a cube: SA = 6s2; Volume of a cube: V = s3) in the Parent Plan. Multiple student problems require computing these values, such as computing SA = 6(6)2 = 216 and V = 63 = 216, and the answer key shows evaluation of 12^3 as 12 × 12 × 12 = 1,728. Several tasks explicitly ask students to find surface area and volume of cubes and rectangular solids, which require writing and evaluating square and cube expressions.

Students are asked to calculate volumes using the provided Volume page that gives the formula for a cube as s³ and for rectangular prisms as V = l × w × h. The Surface Area and Volume sheets and the Answer Key explicitly show exponent notation and evaluation (e.g., 6s² = 6(4²) and s³ = 4³ = 64). Step 3 directs students to compute the volume of the cube as part of their project work, requiring them to substitute measured side lengths into expressions with whole-number exponents.

Students are asked to evaluate 2^4 directly on the Basic Skills Review (#8). In the circle area problem students use and evaluate r^2 when computing area for a radius of 10 (A = πr^2, r^2 = 10^2 = 100). The answer key shows the expansion and evaluation of these exponent expressions.

The Basic Skills Review includes a problem about a cube with volume 27 ft^3 that requires students to reason 27 = s^3 and then compute surface area using SA = 6s^2; the answer key shows the steps 27 = s^3, s = 3, and SA = 6(3)^2 = 54. The problem statement uses the exponent notation in the unit (ft^3) and the answer key explicitly uses s^3 and s^2, which requires evaluating a whole-number exponent (3^2).

Activity 2 includes problem 5: "5 + 3² × (6 - 2) + 18 ÷ 3 = ________", and the answer key shows students compute 3² = 9 and then evaluate the full expression using order of operations. The lesson also highlights order of operations in the "Ideas to Think About" and in the Activity 2 answer explanation, which supports evaluating the expression with the exponent.

Students compute areas that require squaring a length: the square area problem uses A = s2 and shows 4 1/2 × 4 1/2 = 81/4, and the circle area problem uses A = πr2 and evaluates π × 25. The answer key explicitly displays exponent notation r2 and s2 and shows students evaluating those squared values (e.g., r2 = 25).

The lesson defines positive exponents as repeated multiplication and gives explicit examples such as 3^3 = 3 × 3 × 3 in the "Things to Know" section. Multiple student activity pages (Negative & Zero Exponents, Multiplying Exponents, Dividing Exponents, Power of a Power, Power of a Product, and Mixed Review) ask students to compute values like 2^3, 5^0, (2^2)^3 and to produce both exponent form and numerical answers. The Mixed Review explicitly instructs students to "find the answer in Exponent Form" and then simplify to a numerical answer, showing practice in both writing exponent notation and evaluating whole-number exponents.

Students calculate squares and cubes and then find the corresponding roots (e.g., 2^2 = 4 → √4 = 2; 3^3 = 27 → ∛27 = 3) on the Student Activity Page and Answer Key. Students use a calculator to enter and evaluate exponents (x^2 button and the caret ∧ for general exponents) and practice positive and negative exponent evaluations (e.g., 2^5, 2^(−3)). The Review Quiz and activity pages ask students to simplify and evaluate exponent expressions and apply exponent rules (e.g., simplify 5^3, (2^3)^2, (4·5)^2, 3^4·3^2) and to interpret exponents in word problems (e.g., 3 × 2^4).

Students are asked to evaluate and use whole-number exponents in several problems on the Review Quiz and answer key (e.g., simplify (2)^4, compute 2^3, evaluate 5 × 2^n for n = 6). The lesson shows exponent expressions in context (area with s = 3 × 2^2, (2^3)^4 = 2^(3×4) = 4096) and includes tasks that require evaluating 2^3, 2^4, and 2^6. The answer key also works out expressions involving powers and uses exponent notation in calculations (e.g., 3^2, 2^3, 2^12).

Students convert between standard form and scientific notation by writing numbers as a coefficient times 10 raised to an exponent (e.g., 56,000 → 5.6 × 10^4; 0.00045 → 4.5 × 10^-4) and reverse the process by moving the decimal according to the exponent. The materials show and have students evaluate powers of ten (examples: 10^6 = 1,000,000 and 10^-3 = 0.001) and include activity problems that require writing answers in scientific notation. Students also perform operations that use exponent rules (multiply: add exponents; divide: subtract exponents) when combining expressions like (3 × 10^4) × (6 × 10^3) and (6 × 10^8) ÷ (2 × 10^3).

Students write and evaluate exponential expressions in Phase 3 where they use the model N = 2^t to compute population after 6 intervals and compare with 3^t after 4 intervals. Students also compute 2^10 for DNA replication after 10 cycles. In Phase 1 students convert small decimal measurements into scientific notation (e.g., 0.0000042 → 4.2 × 10^(-6)) and compare quantities expressed with powers of ten. The answer key provides evaluated results (64, 81, 1024 and scientific-notation conversions), showing explicit evaluation of whole-number exponents.

Students are asked to simplify and evaluate multiple numerical expressions with exponents such as 5^3 × 5^2, 4^5 ÷ 4^3, 3^4 × 3^2, 2^6 ÷ 2^3, and 4^{-2}. Students convert between standard form and scientific notation using powers of 10 (e.g., convert 450,000 to 4.5 × 10^5 and 3.2 × 10^4 into standard form) and multiply expressions in scientific notation (e.g., (2 × 10^2) × (3 × 10^5), (4 × 10^3) × (2 × 10^4)). The parent plan explicitly states and students practice applying the properties of integer exponents to generate equivalent numerical expressions and rewrite/simplify expressions (example given: 3^2 × 3^{-5} = 3^{-3} = 1/3^3).

The lesson explicitly gives a fuel cell energy amount as 7 × 10^2 kWh in Task 3 and directs students to "convert this to a whole number," which requires evaluating a numerical expression with a whole-number exponent. The Skills and Parent Plan sections list objectives such as "Know and apply the properties of integer exponents" and "Use numbers expressed in the form of a single digit times an integer power of 10," indicating use of scientific notation and powers of 10 in student work. The answer key for Task 3 shows the conversion 7 × 10^2 → 700, demonstrating an expected student computation of a power of 10.

The Skills Review includes problems that require work with whole-number exponents and scientific notation (e.g., write 5,600,000 as 5.6 × 10^6; compute (3 × 10^7) × (2 × 10^3); simplify exponent expressions such as (2^3 × 2^2) ÷ 2^4). The Answer Key supplies solutions for these exponent and scientific-notation items, showing expected evaluations.

Students are shown and prompted to write repeated multiplication with exponent notation (hint in Activity 3: x · x = x^2) and they produce and work with expressions containing whole-number exponents (many problems and answer keys include x^2, a^2, q^2, etc.). Students simplify multiplication of variables into exponent form (e.g., 3x · x · y → 3x^2y) and several activities require combining like terms that include squared terms (Activities 3, 4, and 6). The student pages and answer keys explicitly use and expect students to manipulate expressions that include whole-number exponents.

Students write and use squared expressions such as y = x^2 - 2, y = x^2 - 1, and y = x^2 + x in multiple activities (Activity 3, Activity 4, and Exercise 7). Students evaluate those expressions for given numeric inputs in tables and examples (e.g., computing (−2)^2, 3^2, filling tables for x^2 − 1 and plotting points from x^2-based rules). The student tasks include the phrase "product of a number and itself" and have students write the equation y = x^2 + 5 and compute outputs from that rule.

Students are given equations that include whole-number exponents (for example y = x^2 and y = x^3 - x) and are instructed to plug in x-values and compute the corresponding y-values in tables. The lesson explicitly shows completing a table for y = x^2 (0,1,4,9) and explains that squaring means multiplying x by itself. Activity pages require students to evaluate these exponent expressions when filling tables and graphing the results.

Students write and work with expressions that use a whole-number exponent in Problem 17 where they translate the verbal rule "squaring a number and then subtracting two" into the equation y = x^2 - 2. Students evaluate that numerical expression for x = 0, 1, 2, 3, filling the table with the computed y-values (answered as [−2, −1, 2, 7]). The multiple-choice and answer key also identify y = x^2 + 2 as a nonlinear equation, reinforcing recognition of the exponent notation.

Students encounter exponent notation in examples such as A = s^2 when discussing nonlinearity and the explicit example y = x^2 + 3 in the Blue Cards image. The lesson lists the points (1, 1), (2, 4) and (3, 9) to illustrate the quadratic relationship A = s^2, which shows evaluation of squares for specific inputs. Blue card tasks ask students to identify whether y = x^2 + 3 is linear, which requires recognizing whole-number exponents in expressions.

Students repeatedly see and use the notation a^2 + b^2 = c^2 and plug numerical values into that expression (e.g., 3^2 + 4^2 = c^2, 5^2 + b^2 = 13^2). Activity pages and examples require students to square given whole numbers (for example 3^2 → 9, 4^2 → 16, 13^2 → 169, 26^2 → 676) and use those evaluated squares in calculations. Directions and problems prompt students to "square each leg" and to "plug in the leg lengths," and calculators may be used to evaluate the squared values.

Students repeatedly work with expressions using whole-number exponents in the formulas V = πr^2h, V = (1/3)πr^2h, and V = (4/3)πr^3. The lesson explicitly tells students that r^3 means multiply the radius × itself × itself and shows step-by-step calculations such as (3 in)^2 = 9 and 3^3 = 27 when evaluating volumes. Student activity pages ask students to plug numeric radius values into r^2 and r^3, compute those powers, and use them in numerical calculations (e.g., computing 3.14×r^2×h and (4/3)×3.14×r^3).

Students compute squares when finding hypotenuses (e.g., problems asking for the hypotenuse of right triangles and answer keys showing 9² + 12² = 225 = 15²). Students use powers in volume formulas that require r² or r³ (e.g., sphere, cone, and cylinder problems where answers reference r³ = 64 or use πr²h). Several answer keys explicitly display exponent notation (² and ³) when evaluating numerical results from those geometry problems.

Students complete problems that require evaluating numerical expressions with whole-number exponents, such as 5^0, 2^3, and 3^4 * 3^2. They practice exponent rules including product of powers, power of a product, and power of a power ((2^1)^2, (4·5)^2), and they evaluate compound expressions like (3^3)^2 + 3^3. Answer keys show students calculate values (e.g., 2^3 = 8, 3^6 = 729) and justify statements about combining exponents (True/False item).

Students are given numerical expressions with whole-number exponents to simplify and evaluate, such as "Simplify: 6.9 x 10^2", "Simplify: 5^1 x 5^2", and "Simplify: 8^4 ÷ 8^2." Students receive answer key values for these problems, indicating evaluation of powers and use of exponent arithmetic (multiplication/division of like bases and powers of 10).

Students encounter expressions with whole-number exponents in examples such as y = x^2 + 3 and A = s^2, and they are asked to identify that these create nonlinear functions. Students choose the nonlinear equation (y = x^2 + 3) and explain that the variable is squared, linking the exponent notation to the shape of the graph.

Students are asked to write the Pythagorean Theorem using exponent notation (a² + b² = c²) and to evaluate it for a 9-12 right triangle by computing 9² and 12² to find c. Students write and use volume formulas that include r² and r³ (V = πr²h, V = 1/3πr²h, V = 4/3πr³) and substitute numeric values to compute cylinder, cone, and sphere volumes. Students also solve an equation involving a cube (268.08 = 4/3·3.14·r³ leading to r³ = 64 and r = 4), which requires evaluating and reasoning with whole-number exponents.