6

Mathematics
Quarter 2 – Module 3:
Exponents and Exponential
Notation
Mathematics 6
Alternative Delivery Mode
Quarter 2 – Module 3: Exponents and Exponential Notation
First Edition, 2020

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 6

Mathematics
Quarter 2 – Module 3:
Exponents and Exponential
Notation
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 6 Alternative Delivery Mode (ADM)

Module on Exponents and Exponential Notation!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 6 Alternative Delivery Mode (ADM)

Module on Exponents and Exponential Notation!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

iii
 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was made and written to meet the needs of every Grade 6 learner like
you.

After this module, you are expected to learn:

1. How to describe the exponent and the base in a number expressed in

exponential notation. (M6NS-IIf-146)
2. How to give the value of numbers expressed in exponential notation. (M6NS-
IIf-147)

5
 What I Know

Show how the number 7 is used as a factor in exponential form and value.

A. Complete the table below.

Exponential Form Value

Six times

Four times

Seven
times

Five times

Three
times

B. Find the value of the following.

1. 29 =

2. 30 =

3. 356, 6981 =

4. 64 =

5. 115 =

6
Lesson The Exponent and the Base
1 in a number expressed in
Exponential Notation

Exponential Notation is needed to understand mathematical thoughts clearly. It

was developed to make the repeated multiplication easier to write. It has two parts,
the base, and the exponent. In this module, you will learn to describe and identify
each of them. This module helps to improve your skills in describing and
identifying the exponent and the base in a number expressed in exponential
notation.

Let’s start!

What’s In

What is a pattern?
A pattern is a repeated form of a group of numbers, shapes, or objects that follow
a rule while repeating or changing. It’s something that happens in a repeated way.

Very Good!
I have here different sets of numbers and figures. All you need to do is to give and
find the missing term in the pattern.

a.

Fig.1 Fig. 2 Fig. 3 Fig. 4 Fig. 5

b. ___
3 6 12 24 __ __ 384
_

c. 16, 22, 28, __, 40, 46, __, __, 64, __, 76, __

7
 What’s New

In this portion you will learn, describe, and identify what are exponential
notation and its part. It will surely help you! So, just sit back, relax, and enjoy our
new topic!

I have here the first 3 questions for you and your family before we proceed to our
lesson.

Did you follow your parents?

Did you stay at home and do some household chores during this pandemic?
Did you study or read some lessons at home during Community Quarantine?

I hope that your answers to the questions above are all YES!

Just a gentle reminder:

As a child, you should always follow the rules set by your parents, these
rules are for your safety. We could help our doctors, nurses, health workers and
the other front liners if we choose to stay at home. So, if you want to help them,
just stay at home, and enjoy this precious time bonding with your family. Staying
at home will help to prevent the spread of the virus.

Going back...

Try to read and understand the problem below with one of your family members.

Suppose the virus spreads to 2 persons in one hour, how many

individuals will be affected in 4 hours? In 7 hours?

8
 What is It

After reading the problem, let’s try to analyze and understand it by

answering the questions below.

What is asked in the problem?

What are the given facts in the problem?

As a child, what do you think is the best way to do to stop or to lessen the spread
of the virus?

After analyzing the given problem, let’s try to solve the problem.

We are going to solve the problem by considering the following:

In 1 hour, 2 individuals were affected. 2

In 2 hours, the number of individuals was doubled. 2×2

In 3 hours, the number of individuals has doubled again. 2×2×2

In 4 hours, the number of individuals has also doubled. 2×2×2×2

To answer the first question above we need to multiply 2 individuals, 4 times.

2 × 2 × 2 × 2 = 16

Therefore, 16 individuals were affected by the virus in 4 hours.

To answer the second question we need to do the same procedure, multiply the 2
individuals, 7 times.

2×2×2×2×2×2×2

It is too long, right? To write it easily or to make it short and simple, the
exponential notation will help us.

Anyway, what is an exponential notation?

Exponential notation or exponential form is an easier method or way of

writing a number as a product of many factors.

9
There are 2 parts of exponential notation . . .

𝟐6

In the expression 26 , the number 2 is called the base and the number 6 is
called the exponent.

The exponent tells how many times the base is used as a factor (or the
number of times it is multiplied by itself).

The base is the number used as a factor (or the number multiplied by itself).

Thus, in the expression 26 , the exponent 6 tells that base 2 is used as a

factor 6 times.

So, instead of writing 2 × 2 × 2 × 2 × 2 × 2, you can write 26 meaning 2 is

used as a factor of 6 times.

Therefore, 128 individuals were affected by the virus in 7

hours.

Look at the examples below . . .

a. Write 4 × 4 × 4 × 4 × 4 × 4 in exponential notation.

The base is 4. Since 4 is used as a factor six times, the exponent is 6.

Therefore,

4 × 4 × 4 × 4 × 4 × 4 = 46

b. 13 × 13 × 13 × 13 = 134 13 is used as a factor 4 times

c. 7×7×7×7 × 7 × 7 × 7 = 77 7 is used as a factor 7 times
d. 4×4×4×4 × 4 = 45 4 is used as a factor 5 times
e. 9×9×9×9 × 9 × 9 = 96 9 is used as a factor 6 times

10
Reading exponential notation

In reading exponential notation or in changing exponential notation into

word form, you need to follow the format below:

base raised to the exponent (plus –th) power

Look at the examples…

26 - two is the base

- six is the exponent
- Two raised to the sixth power

84 - eight is the base

- three is the exponent
-Eight raised to the fourth power

35 - three is the base

- five is the exponent
-Three raised to the fifth power

More Examples . . .

117 - Eleven raised to the seventh power

58 - Five raised to the eighth power
75 - Seven raised to the fifth power
69 - Six raised to the ninth power

Reminders:
If the exponent is “to the second power” you can also read or write it as “squared
If the exponent is “to the third power” you can also read or write it as “cubed”.

Example:

102 – Ten raised to the second power or Ten squared

153 – Fifteen raised to the third power or Fifteen cubed

5 × 5 × 5 × 5 × 5 × 5 × 5 – this form is called the expanded form or factor form

11
 What’s More

Exercise 1:

Write the following expanded forms into exponential forms.

1. 5×5×5×5×5×5×5
2. 7×7×7×7×7×7×7×7×7×7×7
3. 4×4×4×4
4. 10 × 10 × 10 × 10 × 10 × 10 × 10
5. 8×8

Exercise 2:

Write the exponential form of the following.

1. eight raised to the fourth power

2. five squared

3. ten raised to the third power

4. four raised to the sixth power

5. nine cubed

Exercise 3:

Complete the table below.

Exponential Expanded Form Word Form

Notation

1. ______ 3×3×3×3×3×3 2. ______________________

3. ______ 4. ________________ six to the tenth power

57 5. _________________ 6. ______________________

7. ______ 8. _________________ ten squared

95 9. _________________ 10. ______________________

12
 What I Have Learned

Learners, have you learned about today’s lesson?

What is exponential notation or exponential form?

___________________ is an easier method or way of writing a number as a

product of many factors.

What is exponent?

_____________ tells how many times the base is used as a factor (or the
number of times it is multiplied by itself).

What is a base?

A _____________ is a number used as a factor (or the number multiplied by

itself).

What I Can Do

Rewrite each of the following using exponents.

1. 16 × 16 × 16 × 16
2. 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2
3. Eight raised to the fourth power
4. Seven raised to the tenth power
5. Twelve raised to the eleventh power

2
 Assessment

A. Choose the letter of the correct answer.

1. In exponent 164 , the sixteen represents the _________.

a. Base
b. Exponent
c. Value
d. Number

2. In exponent 59 , 5 is the base and 9 is the _________.

a. Value
b. Number
c. Exponent
d. Base

3. Write 15 × 15 × 15 × 15 × 15 in exponential notation or exponential form.

a. 515
b. 155
c. 156
d. 615

4. 94 can also be written in __________.

a. 8 × 8 × 8×8
b. 3 × 3 × 3×3×3×3×3×3
c. 4 × 4 × 4×4×4×4×4×4×4
d. 9 × 9 × 9×9

5. The expression 14 × 14 × 14 × 14 × 14 × 14 can also be expressed as

_____.

a. 145
b. 146
c. 144
d. 614

3
 B. Complete the sentences below.

6. In the expression 63 , _____ is the base and _____ is the exponent.

7. 108 means _____ is multiplied by itself eight times.
8. 155 means 15 multiplied by _____, 5 times.
9. In 215 , _____ is used as a factor 5 times.
10. _______________ is a way of writing a number as a product of many
factors.

Additional Activities

Find the value of n to make the statement correct.

1. 2 × 2 × 2 × 2 × 2 = 2𝑛

2. 43 = n

3. eleven raised to the sixth power = 𝑛6

4. 963, 789 1 = n

5. 6𝑛 = 216

4
Lesson Giving the value of numbers
2 expressed in Exponential
Notation
In giving the value of numbers expressed in Exponential Notation you always need
first to identify what is the base and the exponent, then the base is multiplied by
itself to the number of times the exponent says. In this lesson, you will be able to
give the value of numbers expressed in exponential notation. It will also help you to
develop your skills in finding the value of it. It has a lot of activities that can
improve your learning capabilities.

Let”s Start!

What’s In

What is exponential notation?

Exponential notation is an easier way of writing a number as a product of many

factors

What are the 2 parts of exponential notation?

𝟏𝟎𝟐

Now let’s see if you can still remember our previous lesson.

5
 A. Identify the base of each of the following. Do it as fast as you can.
Ready! Go!

1. 152
2. 96
3. Seventeen squared
4. Eleven raised to the tenth power
5. 18 × 18 × 18 × 18 × 18 × 18

B. Change the following exponential notation into expanded form and vice-
versa.

6. 1210 = ______________________________________
7. 65 = ________________________________________
8. 103 = _______________________________________
9. 19 × 19 × 19 × 19 × 19 = ____________________
10. 8 × 8 × 8 × 8 × 8 × 8 × 8 = _______________

What’s New

Now that you can describe or identify the exponent and the base in a
number expressed in exponential notation, in this part of the module, you will
learn how to give or find the value of numbers expressed in exponential notation.

First, read the problem below.

6
 Andrew is the official President of the Math Club in their school. Last
Monday, he invited 3 of his classmates to join. The next day, Tuesday, each of his
classmates invited 3 other students in Grade 4. If this pattern continued until
Thursday, how many students were invited on Thursday? How many students
invited to join in all?

What is It

After reading the problem with one of your family members, it’s time to analyze and
understand the problem.

Answer the questions below.

1. What is asked in the problem?

2. What are the given facts in the problem?

After analyzing the problem, let’s try to answer the problem considering the
following…

On Monday, Andrew invited 3 of his classmates.

On Tuesday, each of his classmates invited 3 other students. So, the number of
students they invited was doubled on Tuesday.

3×3=9

On Wednesday, the pattern continued. So the number of students they invited

doubled again on Wednesday.

3 × 3 × 3= 27

On the last day, Thursday, the pattern continued. So the number they invited was
doubled also.

3 × 3 × 3 × 3 = 81

Answer: 81 students are invited to join the club on Thursday, and the total
number of students they invited is 120.

As we said to our previous lesson, we can use exponential notation to make the
number shorter and simple and to write easily.

7
 So, let’s try to make the data above in exponential notation.

Day Expanded Form Exponential Form Value

Monday 3 31 3

Tuesday 3×3 32 9

Wednesday 3×3×3 33 27

Thursday 3×3 ×3×3 34 81

Total: 120

How to give the value of numbers expressed in exponential notation?

To give or to find the value of numbers expressed in exponential notation, just

simply multiply the base to itself to the number of times the exponent says.
Let’s try the following examples . . .

• Write 7 × 7 × 7 in exponential notation and find the value of it.

73 – The base is 7, the exponent is 3. So, we need to multiply 7 to

itself 3 times.

Solution:

7×7×7

49 × 7 Therefore, 7 × 7 × 7 = 𝟕𝟑 = 343

343

• Write 3 × 3 × 3 × 3 × 3 in exponential notation and find the value of it.

35 - The base is 3, the exponent is 5. So, we need to multiply 3 to
itself 5 times.
Solution:

3×3×3×3×3

9 × 9 ×3 Therefore, 3 × 3 × 3× 3 × 3 = 𝟑𝟓 = 243

81 × 3

243

8
 • Write 6 × 6 × 6 × 6 × 6 in exponential notation and find the value of it.

64 - The base is 6, the exponent is 4. So, we need to multiply 6 to

itself 4 times.

Solution:

6×6×6×6

36 × 36 Therefore, 6 × 6 × 6× 6 = 𝟔𝟒 = 1,296

1,296

Also, remember the following rules:

Any number (except 0) with a zero exponent equal to 1.

90 = 1 3690 = 1 1,3540 = 1 7,3210 = 1

Any number raised to the first power is equal to the number itself.
51 = 5 1501 = 150 2,4321 = 2,432 98,1271 = 98, 127

Expressions such as 101 , 102 , 103 , 104 , 105 , and so on are called power of 10.
The exponent indicates the number of zeroes the power of 10 has in expanded
form and its value.

102 = 10 × 10 = 100
= 10 ×
103More
What’s 10 × 10 = 1, Activity)
(Enrichment 000
106 = 10 × 10 × 10 × 10 × 10× 10 = 1, 000 000
1071:= 10 × 10 × 10 × 10 × 10× 10 × 10 = 10, 000 000
Exercise

What’s More

Exercise 1:

Find the value of the following and choose your answer inside the box.

1. 36 = 3. 104 =
2. 25 = 4. 63 =

9
 5. 56 = 8. 85 =
6. 572, 6340 = 9. 107 =
7. 5891 = 10. 896, 6471 =

32, 768 32 589

216 1 10, 000

729 15, 625 896, 647

32 10, 000, 000

Exercise 2

Exponent Maze

Direction: Give the value of the exponential notation inside the box. Choose
the right way to find the correct answer. Write only the letter of the correct
answer in finding the missing word below.

Missing Word
_____ _____ _____ _____ _____ _____ _____ _____

2
 What I Have Learned

Let us see if you learn from our lesson today…

Again, what is Exponential Notation?

Exponential Notation is an easier method or way of writing a number as a
product of many factors.

What are the parts of it?

The parts of Exponential Notation are exponent and base.

The exponent tells how many times the base is used as a factor (or the number of
times it is multiplied by itself).

The base is the number used as a factor (or the number multiplied by itself).

What are the other rules to remember in getting the value of a number expressed in
exponential notation?

• Any number (except 0) with a zero exponent equal to 1.

• Any number raised to the first power is equal to the number itself.
• The exponent indicates the number of zeroes the power of 10 has in
expanded form and its value.

What I Can Do

Problem Solving:

Your teacher sent worksheets to the class for your activity. She sent 4
worksheets to 4 of your classmates on Monday. On Tuesday, each of your 4
classmates sent the worksheets to your 4 other classmates. And each of those
classmates sent it to 4 others on Wednesday. How many worksheets were sent on
Thursday? And if the pattern continues until Friday, how many worksheets were
sent on Friday?

2
Complete the table to organize the given information above. Use the concept
of exponents.

No. of Worksheets sent (as

Day exponents) Value
Monday 41 4
Tuesday 42 16
Wednesday 43 1. ________
Thursday 2. ________ 3. ________
Friday 4. ________ 5. ________

Assessment

Find the value of the exponential notation on Column A and match the correct
answer on Column B. Choose only the letter of the correct answer.

Column A Column B

1. 3651 a. 6, 561
2. 108 b. 343
3. 94 c. 1, 024
4. 210 d. 365
5. 73 e. 1,000
f. 100, 000, 000
Give the value of the following

6. 122 =
7. 45 =
8. 133 =
9. 39 =
10. 57 =

Additional Activities

Answer the following.

1. What is 102, 364 raised to the zero power?

2. What is 10 raised to the fifth power?
3. 128 is 2 raised to which power?
4. What is 99, 567, 621 raised to the first power?

3
 2
Additional Activities: What’s More:
1. 5 Exercise 3
2. 64 Assessment: 1. 36
1. a 2. Three raised to
3. 11 the sixth power
2. c
4. 963, 789 3. b 3. 610
4. d 1211 5. 4. 6×6×6×6×6
5. b ×6
5 .363, 789 710 4.
6. 6/3 5. 5×5×5×5×5
84
×5×5
3.
7. 10
6. Five raised to
211 2.
8. 15
the seventh
164 1.
1. 64 9. 21
10.Exponenti power
7. 102
What I Can Do:
2. 11 al notation
8. 10 × 10
3. 963, 789 9. 9×9×9×9×9
4. 35 10. Nine raised to
the fifth power
5. 64
What’s More:
What’s In:
Exercise 2
1.
1. 𝟖𝟒
2. 𝟓𝟐
3. 𝟏𝟎𝟑
What I Know:
4. 𝟒𝟔
A.
5. 𝟗𝟑 What is It: 1. 76 – 117, 649
2. 2. 74 – 2, 401
1. The number of
individuals 3. 77 – 823, 543
affected by the 4. 75 – 16, 807
What’s More: virus in 4 hours. 5. 73 – 343
The total number B.
Exercise 1 of individuals 1. 512
affected by the 3. 48 2. 1
1. 57 virus in 7hours. 4. 96
3. 356, 698
2. 711 5. 192
2. The virus spreads 4. 1, 296
3. 44 6. 34
to 2 individuals in 5. 161, 051
4. 107 7. 52
one hour. The virus 8. 58
5. 82
spreads until 7 9. 70
hours. 10. 82
Lesson 1
Answer Key
5. 243 is 3 raised to which power?
 3
Additional Activities:
1. 1
2. 100, 000
3. 7
4. 99, 567, 621
5. 5
What I Can Do:
Assessment:
1.64
1. d What’s More:
2. 44
2. f Exercise 2
3. a 3. 256 C - 64
4. c O – 100
4. 45 N – 16
5. b
G – 27
6. 144 5. 1, 024
R – 25
7. 1, 024 Therefore, 256 worksheets were A – 49
8. 2, 197 T – 81
sent on Thursday, and 1, 024
S–1
9. 19, 683
worksheets were sent on Friday.,
10. 78, 125
and 1, 024 worksheets
were sent on
What’s More: What is It
What’s In:
Exercise 1 1.The number of students invited to
1. 729 join on Thursday. A.
2. 32 1. 15
3. 10, 000 The total number of students
2. 9
4. 216 invited to join.
3. 17
5. 15, 625 4. 11
6. 1 5. 18
7. 589 2.Andrew invited his classmates to B.
8. 32, 768 join. Each of his classmates invited
6. 12 × 12 × 12 × 12 × 12 ×
9. 10, 0000, 000 3 other students. The pattern
12 × 12 × 12 × 12 × 12
10. 896, 647 continued until Thursday.
7. 6×6×6×6×6
8. 10 × 10 × 10
9. 195
10. 87
Lesson 2
References
Marjoseph H. Perez, Donnel P. Placer, Jaime R. Burgos, Arsenio S. Dimaranan.
2016. 21st Century MATHletes. 1253 G. Araneta Avenue, Quezon City
Philippines: Vibal Group, Inc.

Irysh Paul R. Tipay & Yumie Manalo Pasiol. 2017. The Principles in Mathematics
Wortext 6. San Sebastian mc-Arthur Hi-way, Tarlac City: Wizard Publiching
Haws, Inc.

Marilou S. Alonzo. 2017. Math Connects 6. F.Ortigas Jr. Avenue, Ortigas Center
1605 Pasig City: ICI Ministries-Foundation Inc.

4
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph