Give this before the unit. It doesn't test the exponent rules themselves (8.EE.A.1). It checks the grade 6 and 7 skills they build on, so you can see who is ready and what to review first. It isn't meant to be graded. The answer key, with what each part tells you and how to reteach it, prints on its own page after it.

Pre-Assessment: Getting Ready for Exponent Rules

Grade 8, Algebra 1 · Checks earlier skills: 6.EE.A.1, 6.EE.A.2, 6.EE.A.3, 6.EE.A.4, 7.NS.A.1

Name

Date

Part A: Powers of numbers 6.EE.A.1

1. 2⁴ =

2. 5² =

3. 10³ =

4. Write 7 · 7 · 7 as a power.

How sure do you feel? Not yet A little I've got it

Part B: Variables 6.EE.A.2

5. Write x · x · x · x as a power.

6. Find x³ when x = 2.

7. Find n² when n = 6.

How sure do you feel? Not yet A little I've got it

Part C: Equivalent expressions 6.EE.A.3, 6.EE.A.4

8. Is x · x the same as 2x? Test it with x = 3.

x · x = 2x = same?

9. Simplify: 3a + 5a

10. Can 3a + 5b be simplified? Why or why not?

How sure do you feel? Not yet A little I've got it

Part D: Adding and subtracting integers 7.NS.A.1

11. 5 + (−2) =

12. 3 − 7 =

13. 4 − (−2) =

14. −3 + (−4) =

How sure do you feel? Not yet A little I've got it

Answer Key: Pre-Assessment

Getting Ready for Exponent Rules · for the teacher

16
25
1,000
7³
x⁴
8
36
x · x = 9, 2x = 6: not the same. x · x is x².
8a
No: a and b are different variables, so they aren't like terms.
3
−4
6
−7

What each part tells you

Part	Why it matters for this unit	If many students miss it
A: Powers	The rules with letters only make sense once numbers make sense.	Start with Exponent Racer, which teaches the same rules with numbers.
B: Variables	x⁴ is just x · x · x · x. Students who see that can count factors to check every rule.	Write out every power the long way for the first lesson.
C: Equivalent expressions	#8 is the classic x² = 2x mistake; #10 is why x² · y³ can't become one power.	Test expressions with a number, as in #8, whenever students are unsure.
D: Integers	Adding and subtracting exponents gives negative results, like b³ ÷ b⁶ = b⁻³.	A number-line warm-up before Part B of the worksheet.

Reading the results: students strong in Parts A and B are ready to start the rules right away. Compare the “How sure do you feel?” circles with the answers: a student who circles “I've got it” but misses the part is worth a quick conversation.