Students practice multiplying and dividing by 10 in multiple activities (Digit Values problems: 3 × 10, 30 × 10, etc.; Values Left and Right examples: 6 × 10 = 60, 54 ÷ 10 = 5.4, 1.2 ÷ 10 = 0.12). The answer key and parent notes explicitly state what happens when multiplying by 10 ("the number gets 10 times greater/another 0 is added") and describe how the decimal point moves right when multiplied by 10 and left when divided by 10. Worksheets ask students to identify place-value relationships (a digit represents 10 times the value of the place to its right) and to compute repeated ÷10 problems (400,000 ÷ 10, 40,000 ÷ 10, etc.).

Students use laminated decimal grids and are asked to show 0.6, 0.06, and 0.006, with explicit text noting that digits get smaller as you move right and that each decimal place is one tenth the size of the previous. Students identify place-value values as fractions (e.g., 3 in 24.673 = 3/1000) and match decimals to written place-value names, reinforcing decimal point position and place-value shifts. The materials include expanded-notation examples that use powers of ten for whole numbers (e.g., (9 × 10^2), (1 × 10^3), (… × 10^0)) and decimal expanded notation like 0.82 = (8 × 0.1) + (2 × 0.01).

Students are asked to write 1,000,000 in exponential form (10^6) and use a number line labeled 10^0 through 10^6, showing that powers of ten are represented with whole-number exponents. The answer key and prompts ask students to notice that the number of 10s being multiplied matches the number of zeros in the product. Activity 3 has students multiply and divide decimals by 10 and other powers of 10 (e.g., 0.01 × 10 = 0.1; 0.01 ÷ 10 = 0.001), and the parent notes explicitly state that students will discover rules for multiplying and dividing decimals by powers of 10.

Students write and convert powers of ten between number form, expanded multiplication, and exponent form (e.g., 10,000; 10 × 10 × 10 × 10; 10^4) in the Interactive Notebook grid and answer key. Students multiply whole numbers by powers of ten and record products while noting that the product has the same number of zeros as the power of ten (Activity 1 and the "Exponents, Powers of 10, and Multiplication" sheet). Students multiply decimals by powers of ten by moving the decimal point to the right and rewrite problems using exponents (Activity 2 examples such as 4.5 × 10,000 = 4.5 × 10^4 = 45,000). Students divide by powers of ten and observe decimal-point shifts to the left and use exponent notation for the divisors (Activity 3 sequences and practice problems demonstrating movement and 10^n notation).

Students compute 5 x 10^6 on the Basic Skills Review #3 and the answer key shows 5,000,000, demonstrating use of whole-number exponent notation for a power of ten. The materials also list base-10 values in historical numeral tables (e.g., Egyptian symbols for 1, 10, 100 and Roman numerals X = 10, C = 100), which exposes students to multiples of ten in numeral contexts.

Students work with expressions that multiply and divide decimals and whole numbers by powers of 10 (e.g., 0.005 × 10^6, 10^2 × 0.001, 40,000 ÷ 10^6, 300 ÷ 10^2) in Activity 1. The skills list explicitly includes "Use whole-number exponents to denote powers of 10," and parent prompts ask the child to "explain her thinking" about how digits and decimal points move when multiplying and dividing by powers of 10. The review and wrap-up sections direct students to practice multiplying and dividing by powers of 10 and include the step: move digits or the decimal point the number of zeros or the exponent amount.

Students complete multiple problems that multiply and divide numbers by powers of ten using exponent notation (e.g., 10^5 = 100,000; 2.56 × 10^2 = 256; 4,980 ÷ 10^2 = 49.8). Practice items require moving the decimal (e.g., 2.98 × 10^3 = 2,980; 3780 ÷ 10^2 = 37.8; multiply 6.21 by 10^4 = 62,100; divide 329.36 by 10^2 = 3.2936). Student worksheets include fill-in-the-blank and word problems that use whole-number exponents to denote powers of 10 and ask for products/quotients after multiplying or dividing by powers of ten.

The project requires students to list each featured number in at least one form including 'Powers of ten or scientific notation', and an Ideas to Think About prompt asks 'How do you read and write numbers in exponent form?'. Students must collect numbers with decimals to the hundredths and show numbers in decimal expanded form or other representations on their cards. The Number Collection pages and back-of-card requirements ask students to show multiple representations, which can include writing numbers using powers of ten.

Students multiply whole numbers by multiples of 10 in worked examples (e.g., 185 × 20 = 3,700 and 314 × 500 = 157,000) and create partial products that include zero placeholders. Students complete practice problems that involve multiplying by numbers with trailing zeros (e.g., 81 × 250 = 20,250 and other multi-digit multiplication problems). Instructions and examples explicitly show placing zeros as placeholders when forming partial products and stacking rows in the standard algorithm.

Students practice removing zeros from dividends and divisors when dividing by powers of 10 (e.g., examples 1,600 ÷ 8 solved by reducing to 16 ÷ 8 and then adding zeros back; 1,200 ÷ 30 solved by dividing both numbers by 10 to get 120 ÷ 3). The student activity page and parent notes give multiple problems that require crossing out zeros (e.g., 3,600 ÷ 60, 45,000 ÷ 50) and checking answers by reversing division to multiplication (e.g., 40 × 30 = 1,200). Instructions and examples explicitly have students count zeros removed and add them back to quotients.

Students review place-value relationships for tenths, hundredths, and thousandths (Questions #1–#4 and discussion prompts) and practice adding trailing zeros to decimals to align place values (examples showing 3.4 = 3.40 and instructions to add zeros). Students also encounter an exponent problem (3 × 10^5 = 300,000) on the Basic Skills Review, showing use of a whole-number exponent with a power of 10.

Students model decimal multiplication with base-10 blocks and grids, counting hundredths and tenths to find products (e.g., drawing 2 × 0.45 and using grids for 0.3 × 0.5). Students learn and practice the algorithm: remove decimal points, multiply as whole numbers, count how many digits are to the right of the decimal in both factors, add those counts, and place the decimal in the product accordingly (several examples and practice problems provided).

Students set up and compute multiplication by 10 (32.56 x 10 = 325.6) on the Unit 2 quiz, showing practice with decimal placement when multiplying by 10. Students practice moving decimal points when dividing by decimal divisors (move decimal in divisor and dividend the same number of places) and adding zeros to the dividend to continue division, so they physically shift decimal placement in several activities. The Basic Skills Review includes expressions using powers of ten (7 x 10^3 and 2 x 10^2), so students encounter whole-number exponent notation at least once.

Students compute decimal products that use powers of 10, for example Unit Review item 5 asks students to calculate 43.76 × 10 = 437.6 and the Unit Test item 1 asks students to calculate 48.76 × 100 = 4,876. Multiple practice problems require students to perform decimal multiplication and division so students practice shifting decimal placement in actual calculations.

Students compute with powers of ten in Basic Skills Review item 4, which asks for 37 times 10 to the power of 6 and the answer key gives 37,000,000. The lesson also includes several decimal multiplication/division problems (e.g., 36.6 ÷ 0.3 and 266.3 × 3.9) that require computation with decimals. The lesson states that the metric system is based on the number 10, signaling a connection to base-ten reasoning.

Students are shown that multiplying whole numbers by 10 or by powers of 10 adds zeros (example: 257 × 1,000 = 257,000) and are given a practice problem using exponent notation (What is 4.7 times 10 to the power of 5?). Students are taught and practice moving the decimal point right when multiplying by 10 and left when dividing by 10, with examples (4.5 × 10 = 45 and 4.5 ÷ 10 = 0.45). The metric activities ask students to count 'steps' between prefixes and use that count as the power of ten to multiply or divide (e.g., 35 meters × 10^3 = 35,000 mm and 35 meters ÷ 10^3 = 0.035 km).

Students encounter exponent notation in the Basic Skills Review where they compare expressions written with powers of ten (e.g., "3.5 times 10 to the power of ..." and "35 times 10 to the power of ..."). The answer key converts those expressions to standard form (for example showing values like 35,000 and 3,500), which demonstrates the numeric effect of multiplying by powers of 10. The review also includes several decimal multiplication and division problems (for example 54.3 × 2.7 and 151.62 ÷ 0.3), so students practice calculations with decimals.

Students are asked to "think about how metric conversions are based on powers of ten" and to "review how you change one unit to another by multiplying or dividing by ten or by moving the decimal the correct number of spaces." The student pages and answer key include multiple worked conversions that require multiplying or dividing by 10, 100, and 1,000 (for example, 4 kg = 4,000 g; 4.5 L = 4,500 mL; 450 g = 0.45 kg). A conversion flowchart and the kilo–hecto–deka–base–deci–centi–milli chart visually show conversions by factors of ten and arrows indicating movement of the decimal or multiplication/division by powers of ten.

Students are asked to show equivalent metric measurements such as "1 meter = 100 centimeters," "1000 grams = 1 kilogram," and "1000 milliliters = 1 liter" and to provide examples of converting between metric units (Pages 5–7). The student-facing sample about decimals represents 0.25 as 25/100 and shows a 100-square grid and base-10 representations, and Page 8 requires creating conversion problems for readers to solve. Several pages require students to demonstrate conversions within a system using words, images, or word problems.

The Basic Skills Review includes an item that compares expressions written with powers of 10 (e.g., "7.6 times 10 to the power of 3 ◻ 76 times 10 to the power of 4") and the answer key shows an equality using exponents (e.g., "7.6 times 10 to the power of 5 = 76 times 10 to the power of 4"). The lesson also has decimal multiplication and division problems (e.g., find the product of 17.3 and 4.6; 17.65 ÷ 0.5) where students calculate with decimals. The student pages and answer keys use the phrase "times 10 to the power of" indicating use of whole-number exponents in at least one task.

Students see a use of power-of-10 notation in the Basic Skills Review item that asks them to compare "34.5 times 10 ___ 10 to the power of 3," exposing them to 10^3 notation. Students also solve decimal multiplication and division problems (e.g., "What is 136.6 divided by 0.8?" and "What is the product of 134.5 and 0.5?"), giving practice with decimal computations.

The Basic Skills Review #12 includes a problem that uses exponent notation with powers of ten: "What's the difference between 4.6 × 10^4 and 5.4 × 10^2?" Additionally, the review asks students to compute decimal multiplication and division (e.g., 257.2 × 0.6 and 234.2 ÷ 0.4), which involves working with decimals in operations related to place value.

The Basic Skills Review includes a comparison problem that uses powers of ten in exponential notation ("67.24 x 10^2 ( ) 672.4 x 10^3"), so students encounter expressions written with 10^2 and 10^3. Students also complete decimal multiplication and division problems (e.g., "What is the product of 87.3 and 1.6?" and "If the dividend is 145.2 and the divisor is 8, what's the quotient?"), which require operations with decimal placement.

Students compare quotients that involve division by 10 and 100 (for example, problems ask to compare 6700 ÷ 100 and 6700 ÷ 10). A parent prompt explicitly asks how a student might explain solving 1800 ÷ 60 and suggests a student response of "removing the same number of zeros in both numbers and then completing the division." Activity 2 has students practice dividing decimal numbers (for example 24.6 ÷ 0.2) and a parent note emphasizes restoring the decimal point after removing it.

Students complete a "Powers of 10 and Exponents" chart where they write number form, expanded form (e.g., 10 x 10 x 10), word form, and exponent form (e.g., 10^2, 10^3, 10^6). The parent plan and skills list explicitly state that students will "use whole-number exponents to denote powers of 10," and the answer key provides exponent notations for 10^2, 10^3, 10^4, 10^5, and 10^6. Ideas to Think About ask "What is an exponent?" and "How do you read and write numbers in exponent form?", prompting students to read, write, and convert between forms of powers of ten.

Students match and convert metric and customary measures (e.g., 2 kg ↔ 2,000 g; 2 m ↔ 200 cm; 3.5 liters ↔ 3,500 ml) on the converting-units activity. Students perform unit conversions in worked examples (Brigid: 3 ft × 12 in/ft = 36 in; Ace: 8 gallons × 4 quarts/gallon = 32 quarts). The volume tasks include a cube with 10 cm sides where students calculate 10 × 10 × 10 = 1,000 cubic cm, showing multiplication by powers of ten in a context.