Give this before the unit. It doesn't test exponents or the exponent rules themselves. It checks the grade 3, 4 and 5 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.
Before we start: exponents are a shortcut for multiplying the same number again and again, like cells that keep doubling. This page shows what you already know about multiplying, powers of 10 and patterns. It's fine if some of it is new. Try every question and circle how sure you feel after each part.
Part A: Multiplying 3.OA.C.7
1. 6 × 7 = 8 × 8 = 9 × 4 =
2. 2 × 2 × 2 × 2 = 3 × 3 × 3 =
3. Is 2 × 2 × 2 the same as 2 × 3? Explain.
How sure do you feel? Not yetA littleI've got it
Part B: Powers of 10 5.NBT.A.2
4. 10 × 10 × 10 =
5. 10³ =
6. 45 × 100 =
7. 3,000 ÷ 10 =
How sure do you feel? Not yetA littleI've got it
Part C: Growing patterns 4.OA.C.5
8. One cell splits into 2 every hour. Continue the pattern and write the rule.
1, 2, 4, 8, , rule:
9. Continue: 1, 3, 9, 27, . What is the rule?
rule:
10. Continue going down: 1,000, 100, 10, 1, . What is the rule?
No: 2 × 2 × 2 = 8, but 2 × 3 = 6. Multiplying a number by itself 3 times isn't the same as multiplying it by 3.
1,000
1,000
4,500
300
16, 32; double each time (× 2)
81; multiply by 3 each time
1/10 (or 0.1); divide by 10 each time
¼
¼
½
What each part tells you
Part
Why it matters for this unit
If many students miss it
A: Multiplying
Evaluating powers is repeated multiplication. #3 catches the most common mistake: 2³ = 6.
Quick fact practice; write powers out the long way before using shortcuts.
B: Powers of 10
Students met exponents with 10 in grade 5; build on it.
Count the zeros: 10³ has 3 zeros. Start the unit there.
C: Patterns
#8 and #9 are powers of 2 and 3. #10 going down past 1 leads to zero and negative exponents.
Use the doubling cells picture: 2¹, 2², 2³…
D: Fractions
Negative exponents are fractions: 2⁻² = ¼.
Review unit fractions before Part C of the worksheet.
Reading the results: students who answer 6 on #3 will write 2³ = 6; start the unit by writing powers out as repeated multiplication. Students strong on #10 are ready for zero and negative exponents early. 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.