Beast Academy 5

Chapter 1: 3D Solids

Sequence: BA3, Chapter 1 BA3, Chapter 12 BA4, Chapter 1 BA5, Chapter 1

Shapes Area Shapes This Chapter

Students must be comfortable finding the areas of rectangles and triangles.

Overview
This chapter introduces three-dimensional solids and their surface area and volume. We encourage
the use of manipulatives in this chapter. Just holding and unfolding a cereal box can help students
visualize three dimensional objects and understand the concepts in this chapter.
It is fine for students to use a reference sheet to organize new terms and definitions.

Basics
Vertex
A polyhedron is a 3D solid with flat sides called faces Face
and straight edges that meet at corners called vertices.
We explore patterns in the relationships between faces, Edge
vertices, and edges.

Prisms and Pyramids

A prism has two congruent (same size, same shape) faces that are parallel. These congruent faces
are called its bases. All of the prisms in this chapter are right prisms, meaning the bases are always
connected by rectangles.
It is important to emphasize that “base” doesn’t always mean the bottom face. In a rectangular
prism, any pair of opposite faces can be used as the bases. For other prisms, the bases are the
faces that are not rectangles. Prisms are named by the shape of their bases. A prism’s height is the
distance between its bases.

ht height
heig
Rectangular Triangular Heptagonal
prism prism prism

A pyramid has one base. All of the other faces are triangles that meet at a single point called its
apex. Like prisms, pyramids are named by the shape of their base.
Apex
height

Square Pentagonal Hexagonal

Pyramid Pyramid Pyramid
A student should be able to figure out how many faces, vertices, and edges a prism or pyramid
has given the shape of its base by visualizing how all of its parts are connected.
Beast Academy 5
Chapter 1: 3D Solids

Nets
A net is a 2-dimensional shape that can be folded to make the surface of a 3-dimensional solid.
Playing with the nets of various solids can help students improve their spatial reasoning skills.
Playing with the nets of polyhedra will also help students find their surface areas later. Printable nets
for all 5 Platonic solids are at BeastAcademy.com/resources/printables.
Once students have played with physical nets, they can practice visualizing nets being folded
mentally to solve a variety of cube net puzzles.

Surface Area
The surface area of a polyhedron is the sum of all the areas of its faces.
Encourage students to stay organized. “How many faces are there all together? Are any of them the
same? Can you list them all? What is the area of the front face? The back face? The top?”
Students can move on to triangular prisms and even more complicated solids where organization
becomes even more important. It helps for students to sketch individual faces.

10 20

8 8 8
20 20
6 6 6

24 + 24 + 120 + 200 + 160 = 528 (square units)

Volume
Volume is the number of cubic units in a 3-dimensional solid. We focus on prism volume. Guide
students to find a formula they can use to find the volume of any prism.
The area of the base of a prism tells us how many cubes it will take to cover its base. The height of
the prism tells us how many layers of cubes it will take to fill the prism.

5 4 5 4
3 3
3 3
5 5
8 8
It takes 5×8=40 cubes to cover the area It takes (4×5)÷2=10 cubes to cover the
of the rectangular base. It takes 3 layers to area of the triangular base. It takes 3 layers
fill the prism. So, the volume of the prism to fill the prism. So, the volume of the prism
is 3×40=120 cubic units. is 3×10=30 cubic units.
Students can find the volume of any prism similarly by multiplying the area of its base by its height.
Beast Academy 5
Chapter 2: Integers

Sequence: BA4, Chapter 9 BA5, Chapter 2

Integers This Chapter

Students must be able to add and subtract positive and negative integers fluently before learning to
multiply and divide with negatives. Students without a solid grasp of addition and subtraction often
misapply the multiplication and division rules to addition and subtraction problems.

Overview
This chapter focuses on multiplying and dividing with positive and negative integers. Students are
often given the rules without understanding why they work. Guide students to discover these rules
on their own using patterns and examples. Students who understand the rules for multiplication and
division are far less likely to misapply them.

Multiplying Positive and Negative Integers

Encourage students to create rules for multiplying positive and negative integers as they discover
patterns.

Positive Times Negative

We write the product of a positive and a negative as 4×(-5) = (-5)+(-5)+(-5)+(-5)
repeated addition. For example, 4×(-5) is the same as = -20
adding four -5’s. Adding -5’s gives us a number that is
“more negative.” The same works for multiplying any
positive times a negative. The result is always negative.

Negative Times Positive

Since multiplication is commutative (the order of the -5×4 = 4×(-5)
numbers you are multiplying doesn’t matter), we can use = (-5)+(-5)+(-5)+(-5)
the same rule we found above. For example, since -5×4 = -20
equals 4×(-5), we know -5×4=-20. The result of multiplying
a negative times a positive is also always negative.

Negative Times Negative

This rule is easiest to discover by looking at a pattern of -3×3 = -9 +3 -3×3 =-9
products like the one on the right. Students can complete -3×2 = -6 +3 -3×2 =-6
patterns of products to see that the result of multiplying two -3×1 = -3 +3 -3×1 =-3
negatives is always positive. -3×0 = 0 -3×0 = 0 +3
-3×(-1) = __ -3×(-1) = 3 +3
-3×(-2) = __ -3×(-2) = 6
Beast Academy 5
Chapter 2: Integers

Longer Products
Help students discover how to quickly tell whether a product is positive or negative.
In products with more than two terms, two negatives can always be paired to make a positive.
If there are an even number of negatives in the product, all of the negatives can be paired to make
positives, so the product is positive.
If there are an odd number of negatives, there will be one negative that cannot be paired, so the
product is negative.

Dividing Positive and Negative Integers

Students can use the relationship between multiplication and division to find the rules for division.

Positive Divided by Negative Examples:

Since (−)×(−)=(+), we know (+)÷(−)=(−). -7×(-4) =28, so 28÷(-4) = -7.
Negative Divided by Positive
Since (−)×(+)=(−), we know (−)÷(+)=(−). -7×4= -28, so -28÷4 = -7.
Negative Divided by Negative
Since (+)×(−)=(−), we know (−)÷(−)=(+). 7×(-4) =-28, so -28÷(-4)= 7.

Opposites
A negative in front of an expression means to take -(-7+5) -(-7+5)
its opposite. Taking the opposite of an expression = -(-2) – or – = -1×(-7+5)
is the same as multiplying it by -1. = 2 = -1×(-2)
= 2
Later on, this concept will be useful for students
when distributing a negative.

Exponents
There is a frustrating notation issue with exponents. -23 and (-2)3 mean different
The expression -52 is ambiguous. It’s not obvious things, but are equal.
whether -52 means (-5)2=(-5)×(-5), or -(52)=-(25). -23 = -(23) = -8
The rule is that -52 means -(52), which is -25. (-2)3=(-2)×(-2)×(-2)=-8
This is easy to mess up, especially since the wrong
interpretation often gives the right answer. -22 and (-2)2 mean different
It’s good for students to get exposure to this rule early things, and are not equal.
on, as it comes up often in algebra. -22 = -(22) = -4
It’s best to use parentheses to make sure your (-2)2=(-2)×(-2)=4
notation is not ambiguous, using -(52) and (-5)2.
Beast Academy 5
Chapter 3: Expressions & Equations

BA2, Chapter 5 BA3, Chapter 7 BA5, Chapter 2 BA5, Chapter 3

Sequence: Expressions Variables Integers This Chapter

Students should be comfortable with the order of operations, using variables, and negative integers.

Overview
This chapter helps students transition from arithmetic to prealgebra. The primary goal is to help
students become fluent in simplifying expressions and solving equations.

New Notation
We introduce several new ways to write multiplication. We avoid using the × symbol, which looks like
the variable x. For example, 2 • 7 means 2×7, 4(5−7) means 4×(5−7), and 2x means 2 times x.
We also use the fraction bar instead of ÷ to write most division.

New Vocabulary
In a math expression, a term is a number, a variable, or a product of numbers and variables.
For example, the expression 3x2+3xy+7 has three terms: 3x2, 3xy, and 7. If two terms have the exact
same variables, we call them like terms. For example, 3n and 7n are like terms, and so are 11ab
and -12ab.
The coefficient of a term is the number part. The coefficient of 3n is 3, and the coefficient of -12ab is
-12. If a term like xy doesn’t have a number written, its coefficient is 1 (since xy=1xy).
Knowing these words helps us talk about math. If there were no word for “coefficient,” we’d have to
say, “the number in front of a product of variables” which is even worse than learning a word like
coefficient.

Simplifying Expressions
We can often simplify expressions by combining like terms—adding the stuff that’s the same. For
example, 7c+11c can be simplified. Adding 7 c’s plus 11 c’s gives us 18 c’s: 7c+11c=18c.
For more complicated expressions, we can begin by writing all of the subtraction as addition. That
way, since we can add terms in any order, we can rearrange the expression to get the like terms
together. Then, we simplify as shown below on the left.
Once students get the hang of it, they can combine like terms without rewriting everything. It helps to
think of subtraction as adding the opposite. In other words, think of “−6a” as adding -6a. This means
that if we keep the + and − signs “glued” to the numbers we’re adding or subtracting, we can add
them in any order. So, to simplify, we just circle like terms (with their + and − signs) and add them.
Simplify the expression
7−6a−2+5b+3a−b.

7−6a−2+5b+3a−b = 7+(-6a)+(-2)+5b+3a+(-b) 7 − 6a −2 +5b +3a −b

= -6a+3a + 5b+(-b)+7+(-2) –or– 5 −3a +4b
= -3a + 4b + 5 = -3a + 4b + 5
Beast Academy 5
Chapter 3: Expressions & Equations

Solving Equations
Solving an equation means figuring out the value of the variable(s). To solve a+4=13, most students
will “see” that a is 9. But as equations get more complicated, students need better ways to solve
them. This usually involves working backwards. We introduce this with word problems. Try this one:
If I take my favorite number, double it, take away 7, then divide the result by 5, I get 9.
What’s my favorite number?
To figure out the favorite number, we undo everything that was done to it. Before you divided by 5,
you had 9×5=45. Before you took away 7, you had 45+7=52. Before you doubled, you had 52÷2=26.
So, your favorite number is 26.

Most equations can be solved like this. For example, the word problem above
can be written as an equation, with f representing the favorite number: 2f−7
=9.
5
Ask students to describe what happens to f to give us 9.

As in the word problem, we start with a number ( f ), multiply it by 2, subtract 7, divide by 5 and get 9.
We solve the equation just like the word problem—by working backwards. To undo dividing by 5, we
multiply by 5. To undo subtracting 7, we add 7. To undo multiplying by 2, we divide by 2.

2f−7
Solve the equation = 9.
5
2f−7
2f−7 divided by 5 equals 9. = 9.
5
Before we divided 2f−7 by 5, we had 9×5=45. So, 2f−7=45. 2f−7 = 45
Before we subtracted 7 from 2f, we had 45+7=52. So, 2f=52. 2f = 52
And before we multiplied by 2, we had 52÷2=26. So, f=26. f = 26

Solving equations is usually taught as doing the same thing to both sides of an equation to get the
variable by itself. As long as we do the same thing to both sides, they will stay equal:

1. Multiply both sides by 5. 2. Add 7 to both sides. 3. Divide both sides by 2.

2f−7 2f−7 = 45 2f = 52
5• =9 • 5.
5 +7 +7 2 2
2f−7 = 45 2f = 52 f = 26

This is great, and we can apply this idea to any equation. But, students often have trouble figuring out
what steps to take, or in what order. For example, it’s common for students to first add 7 to both sides
to ‘cancel’ the 7.
2f−7 2f−7 35 2f+28
Sadly, +7 gives us + = , and we’re not any closer to getting f by itself.
5 5 5 5
Undoing what happened to f in reverse order helps students solve equations efficiently.
Beast Academy 5
Chapter 4: Statistics

BA5, Chapter 4
Sequence: This Chapter (This is the only statistics chapter in the BA curriculum.)

Overview
Statistics is the study of data. In this chapter, we introduce four basic statistical measures: average
(mean), median, mode, and range. We focus on the average and explain how these measures can be
used to describe a set of data.

Median
The median is the middle number of an ordered list. What is the median of this list?
There are the same number of numbers above and 72 19 17 29 33 55 54 41
below the median. First, we list the numbers in order:
If there is an even number of numbers in the list, the 17 19 29 33 41 54 55 72
median is the number halfway between the two middle
The median is the number exactly
numbers.
between 33 and 41, which is 37.

Average (Mean)
Quan has four bowls, containing 3, 5, 6, and 10
Our approach to average involves equal sharing. eggs. If Quan wants to arrange the eggs so each
If all of the amounts in a list are shared equally among bowl holds the same number, how many eggs
will be in each bowl?
a group, the average is the amount each person gets.
Explain the concept of the average as equal sharing
Quan could take four eggs from the
and encourage students to figure out their own ways of
bowl that has 10 eggs and put one in
finding the average.
the bowl that holds 5, and three in the
Try distributing items unevenly to a group of students bowl that holds 3. Each bowl will then
and ask them to figure out how to share the items hold 6 eggs.
equally (the total number of items should probably be
divisible by the number of people).
Students may use several methods like the example
given on the right. Encourage these strategies. Equal
sharing approaches like these will help students
understand the more sophisticated strategies later in
the chapter.
All students should eventually arrive at the traditional Or, since there are a total of
strategy of finding the average by adding all of the 3+5+6+10=24 eggs to put in 4 bowls,
numbers, and then dividing by how many numbers there will be 24÷4=6 eggs in each
bowl.
there are.
Beast Academy 5
Chapter 4: Statistics

Balancing Around the Average The average of the eight numbers in the list below
is 40. What is the missing number?
The numbers in a set of data always balance
30 33 34 37 41 45 45 ?
around the average. The numbers above
the average balance the numbers below the We compare each number on the list to the
average. average (40). The four numbers on the left
are less than the average by a total of 26,
For example, if the numbers below the average so the four numbers on the right must be
in a list are less than the average by a total of more than the average by a total of 26.
26, then the numbers above the average must Avg
be more than the average by a total of 26. 30 33 34 37 (40) 41 45 45 ?
This gives us a way to solve problems involving -10 -7 -6 -3 +1 +5 +5 +?
average without adding all of the numbers in a -26 +26
list. It also gives students a way of thinking about So, the missing number must be 15 more
average without using a specific process or than the average, which is 40+15=55.
formula.
Avg
30 33 34 37 (40) 41 45 45 55
-10 -7 -6 -3 +1 +5 +5 +15
-26 +26

Averaging Averages
Students can find the combined average of two
Twelve apples weigh an average of 5 ounces each.
lists of numbers that have different averages. Four grapefruits weigh an average of 9 ounces each.
In the example to the right, the average weight What is the average weight of all 16 fruits?
of all 16 fruits is not (5+9)÷2=7 ounces. Is the The twelve apples weigh a total of
average closer to the weight of a grapefruit, or to 12×5=60 ounces, and the four grapefruits
the weight of an apple? Why? weigh a total of 4×9=36 ounces.
Help students discover that they can’t just average The total weight is 60+36=96 ounces,
the two averages, and that the average weight so the average weight of all 16 fruits is
must be closer to the weight of the apple since 96÷16=6 ounces.
there are more of them.

How Many? Tanya has 1 quarter (25¢) and some dimes (10¢).
Encourage students to try various strategies to The average value of all her coins is 11¢.
tackle novel problems that can’t be solved just by How many dimes does she have?
applying a formula. Problems where students have Since the quarter is 14¢ above the average, and
to find the total size of a list are great for balance each dime is just 1¢ below the average, Tanya
strategies. must have 14 dimes to “balance” the quarter.

Range, Mode, and Data Display

Two very different lists of numbers can have the same average and median. Range (the difference
between the smallest and largest numbers) and mode (the number that appears most) give a clearer
picture of a data set.
Beast Academy 5
Chapter 5: Factors & Multiples

BA4, Chapter 7 BA5, Chapter 5

Sequence:
Factors This Chapter

Before beginning this chapter, students must be able to identify a number’s factor pairs and find its
prime factorization using a factor tree.

Overview
This chapter emphasizes prime factorization and the relationship between factors and multiples.
Mastery of these concepts is necessary for students to understand the GCF and LCM relationships
introduced in this chapter.
Students will apply these skills to solve many types of problems, including factoring algebraic
expressions. For example, students will factor 3x from 3x2−6x to get 3x(x−2).

Factors and Multiples

Is 28=22 • 7 a factor of
It is very important that students understand the relationship 2,660 = 22 • 5 • 7 • 19?
between factors and multiples.
2,660 = 2 • 2 • 5 • 7 • 19
One number is a factor of a second number if the first
number’s prime factorization is included in the second = (2 • 2 • 7) • (5 • 19)
number’s prime factorization. This also means the second = 28 • 95
number is a multiple of the first.
Is 190 = 2 • 5 • 19 a factor of
For example, we can look at the prime factorization of 2,660 2,660 = 22 • 5 • 7 • 19?
to see that 28, 95, 190, and 14 are all factors of 2,660 (and
that 2,660 is a multiple of all four). 2,660 = 2 • 2 • 5 • 7 • 19

We can also see that 8=2×2×2 is not a factor of 2,660, since = (2 • 5 • 19) • (2 • 7)
there are only two 2’s in the prime factorization of 2,660. = 190 • 14

Introducing GCF (Greatest Common Factor) and LCM (Least Common Multiple)
The terms GCF and LCM are easily confused. We recommend students initially learn to find GCF and
LCM without using prime factorization. This will help them solidify the meaning of GCF and LCM.

The Greatest Common Factor The Least Common Multiple

of 180 and 234 is 18. of 90 and 120 is 360.

180 234
1 180 6 • 30
• 1 • 234 Multiples of 90: 90, 180, 270, 360, 450, ...
2 • 90 9 • 20 2 • 117
3 60 10 • 18
• 3 • 78 Multiples of 120: 120, 240, 360, 480, ...
4 • 45 12 • 15 6 • 39
5 • 36 9 • 26
13 • 18
Beast Academy 5
Chapter 5: Factors & Multiples

GCF (Using prime factorizations)

We can find the GCF of 180 and 234 using their prime factorizations.
180 =2 • 2 • 3 • 3 • 5 234=2 • 3 • 3 • 13
The goal is to help students discover that the greatest common factor of a pair or set of numbers is
the product of all their common prime factors.
Guide students with questions like, “Is 6 a factor of both 180 and 234? How can you tell? Is there a
larger number that is a factor of both 180 and 234?”
For example, students should see that since 180 and 234 both have two 3’s in their prime
factorizations, 3 • 3= 9 is a factor of both. But it’s not the greatest factor they have in common.
180 and 234 both have at least one 2, and at least two 3’s. They don’t have any other factors in
common. So, their GCF is 2 • 3 • 3 = 18.

LCM (Using prime factorizations)

Similarly, we can use prime factorizations to find the LCM of 180 and 234:
180 = 2 • 2 • 3 • 3 • 5 234 = 2 • 3 • 3 • 13
The goal is to help students realize that the LCM is the smallest number that includes the prime
factorizations of both numbers.
Ask questions like “Does a multiple of 180 and 234 have any 2’s in its prime factorization? How
many?” How many 3’s? How many 7’s? Is 2 • 2 • 3 • 5 • 13 a multiple of both 180 and 234? How can
you tell?”
Every multiple of 180 must have at least two 2’s, two 3’s, and one 5 in its prime factorization.
Every multiple of 234 must have at least one 2, two 3’s, and one 13 in its prime factorization.
So, a multiple of both numbers must have at least two 2’s, two 3’s, one 5, and one 13 in its prime
factorization. The least common multiple is the number with only these prime factors:
22 • 32 • 5 • 13 = 2,340.

Venn Diagrams
Venn diagrams are used to help students visualize these relationships.

180 = 2 • 2 • 3 • 3 • 5 234 = 2 • 3 • 3 • 13
2•5 2•3•3 13

GCF = 2 • 3 • 3 = 18
LCM = 2 • 2 • 3 • 3 • 5 • 13 = 2,340

Factorials
The sections on Factorials are optional. We introduce factorials to give students another avenue for
practice with prime factorizations.
Beast Academy 5
Chapter 6: Fractions

BA3, Chapter 10 BA4, Chapter 8 BA4, Chapter 10 BA5, Chapter 5 BA5, Chapter 6
Sequence:
Fractions Basics Fractions (+&−) Fractions (×&÷) Factors This Chapter

This is the last of the Fractions chapters in Beast Academy. It is very important that students begin
this chapter with a firm understanding of fractions as presented in the chapters listed above. Before
beginning, students should be able to fluently:
• convert between fractions and mixed numbers,
• label and order fractions and mixed numbers on the number line,
• add and subtract fractions with like denominators, and
• multiply and divide whole numbers by fractions and mixed numbers.

Overview
In this chapter, we tie everything students have learned about fractions together. By the end, students
should be able to add, subtract, multiply, or divide using fractions and mixed numbers.
As always, aim for conceptual understanding as described in each section below. Avoid teaching
formulas and processes without understanding.

Addition and Subtraction (Unlike Denominators)

3 2
Tie new concepts to ones students already understand. Add + .
10 5
Adding only makes sense if the things we’re adding are the 2
same in some way. For example, 3 apples plus 5 oranges First, we convert into tenths.
5
equals 8 fruits, because they are both fruits. To add 2 meters • 2
plus 40 centimeters, you would use a common unit to get 2 4
2.4 meters, or 240 centimeters. Similarly, to add fractions =
5 10
like fifths and thirds, you need to make them the same by • 2
converting both to fifteenths. Then, we add:
Students who learn to use a rule without understanding why 3 2 3 4 7
it works have trouble remembering when and how to apply + = + = .
10 5 10 10 10
it. For example, after learning to use a common denominator
for addition, some students may try to use a common
denominator for multiplication (which works, but is inefficient). 5 3
Add + .
Students who struggle with multiplication facts may have 12 8
difficulty finding common denominators. Give problems that 5 3
First, we convert and into 24ths.
have small denominators with obvious common factors at 12 8
first, and guide students to look for the smallest possible • 2 • 3
denominator. 5 10 3 9
= =
It’s ok if students use any common denominator and simplify 12 24 8 24
• 2 • 3
afterwards, but encourage students to look for the smallest
common denominator when adding fractions. “Is there a Then, we add:
smaller denominator that would have worked?” 5 3 10 9 19
+ = + = .
12 8 24 24 24
Beast Academy 5
Chapter 6: Fractions

Multiplying Fractions
1 • 1 1 1
Multiplying means finding of . We can show this on the number line and in a unit square.
3 2 3 2
Both models point to the idea that to multiply two unit fractions, we multiply their denominators.

1
1 1 3
0 1
6 2 1
1 1 1 1
3 • = = .
3 2 3•2 6
1 1
1 1 3 6
3
of 2
1 1
2 2

Students can use this along with what they know about fractions and Multiply
2 •
3
.
multiplication to multiply any two fractions as shown on the right. 5 7
2 3 1 • • 1
Students will notice that all we’re doing is multiplying the numerators to • =2• 3
5 7 5 7
get the numerator, and the denominators to get the denominator.
a • c a •c
=
b d b •d
.
=(2 • 3) •
1 • 1
5 7 ( )
So, why didn’t we just say that in the first place!? = 6 •
1
35 ( )
Guiding students to understand a rule helps them remember the rule 6
=
and apply it correctly, and gives students tools that will be useful for 35
other skills (like the simplifying that comes next).

Simplifying
We can use similar strategies to simplify fractions by “cancelling” common factors. Simplifying
fractions before we multiply can make computations a lot easier.
2 6
Multiply • .
3 7

Showing all of the steps: After some practice:

2
2 6 2•6 6•2 6 2 2 4 2 6 2•2 4
• = = = • =2• = • = =
3 7 3 7
• 3 7
• 3 7 7 7 3 7 1 7
• 7
1

Division
1
Simple examples give students intuition for how division by a fraction works. To solve 3 ÷ , students
1 4
can reason that there are 4 fourths in 1, so there are 3 • 4 fourths in 3. So, 3÷ = 3 • 4= 12.
4
Students learned in Beast Academy 4D that to divide by any number, we multiply by its reciprocal.
A number’s reciprocal is the number you multiply it by to get 1.
a b ab a b a b
Since • = = 1, the reciprocal of any fraction is . So, to divide by , we multiply by .
b a ba b a b a
Beast Academy 5
Chapter 7: Sequences

Sequence: BA5, Chapter 3 BA5, Chapter 4 BA5, Chapter 7

Expressions & Equations Statistics This Chapter

Before beginning this chapter, students must be comfortable manipulating expressions and equations
and should understand the concept of average. It may also help if students have used expressions to
describe patterns as shown in the variables chapter of BA3.

Overview
Finding patterns is an important part of mathematics. This chapter introduces patterns and arithmetic
sequences (sequences where we add the same number over and over again), and helps students
describe them using algebraic expressions.
It is important not to take a formulaic approach to solving sequence problems, where students plug
numbers into mysterious formulas they don’t understand. Arithmetic sequences are just skip-counting
patterns, and students should be able to reason their way through problems.
Many of the puzzles in this chapter are very challenging (even by BA standards), but the math is
approachable and the puzzles are a lot of fun for students looking for a good mental workout.

Basics
Students learn some new vocabulary. A sequence is a list of terms, usually numbers, that follow a
pattern. Each term has a position in the sequence (1st, 2nd, 3rd, etc.). If a sequence has ellipses (...)
at the end, it continues forever. Sequences that go on forever are called infinite sequences.

Arithmetic Sequences
In an arithmetic sequence, the same amount is always added to get from one term to the next (that
number is negative if the numbers in the sequence are getting smaller). The amount that is added is
called the common difference.
Encourage students to reason their way through finding unknown terms in an arithmetic sequence.

What is the 50th term in the sequence below?

7, 13, 19, 25, 31, 37, ...

Encourage This Not This

+6 +6 +6 +6 +6
The formula for the nth term of an
7, 13, 19, 25, 31, 37, ... arithmetic sequence is:
We’re counting by 6’s, starting at 7. an = a1+(n−1)d
To get the 2nd term we add one 6. common
To get the 3rd term, we add two 6’s. nth term difference
To get the 4th term, we add three 6’s. 1st term term position
We want the 50th term, so we need to add
forty-nine 6’s.
So, the 50th term is 7+(49×6)=7+294 = 301. Plugging in, we get a50=7+(50−1)6 = 301.
Beast Academy 5
Chapter 7: Sequences

The nth Term

Students can write expressions that will help them find any term of a sequence (usually called the “nth
term,” where n is the term’s position). Students may come up with different expressions. That’s great!
Encourage them to always check their expressions to make sure they work.
Below, we show two ways to write expressions for the nth term in an arithmetic sequence.

Write an expression that represents the nth

term of the sequence:
40, 51, 62, 73, 84, 95, ...

+11 +11 +11 +11 +11 +11 +11 +11 +11 +11

40, 51, 62, 73, 84, 95, ... 40, 51, 62, 73, 84, 95, ...
We’re adding 11’s, starting at 40. We’re adding 11’s.
The 2 term is 40 plus one 11.
nd
The 1st term is 29+11.
The 3rd term is 40 plus two 11’s. The 2nd term is 29 plus two 11’s.
The 4th term is 40 plus three 11’s. The 3rd term is 29 plus three 11’s.
We always add one less 11 than the So, the nth term is 29 plus n elevens,
term’s position. which is 29+11n.
So, the nth term is 40 plus n−1 elevens,
which is 40+11(n−1).

Students may find many expressions that work. With a little bit of work, it’s usually not hard to show
students that all of the expressions that work are equal. For example, in the expression on the left, we
can distribute the 11 in 40+11(n−1) to get 40+11n−11. Then, we can simplify to get 29+11n, which
is the expression we got on the right.
Students also write expressions for other sequences; for example, sequences where the nth term is a
power like (n2) or (-1)n.

Arithmetic Series
An arithmetic series is a sum of terms in an arithmetic sequence. For example, 2+4+6+8 is an
arithmetic series that equals 20. Avoid giving students formulas. Instead, encourage students reason
through finding the sum as shown in one of the two methods below.

Add: 50+52+54+56+58+60+62+64+68+70.

We can add the list of numbers to itself, We can find the average of the terms
with one copy written backwards. (which, for a series, equals the median),
then multiply by the number of terms.
50 + 52 + 54 + 56 + 58 + 60 + 62 + 64 + 66 + 68 + 70
70 + 68 + 66 + 64 + 62 + 60 + 58 + 56 + 54 + 52 + 50
120+120+120+120+120+120+120+120+120+120+120 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70

We have 11 pairs of numbers that sum to 120.

So, the sum of two copies of the list is 11×120=1,320. The 11 terms have an average of 60.
So, the sum of one copy of the list is 1,320÷2=660. So, their sum is 60×11=660.
Beast Academy 5
Chapter 8: Ratios & Rates

BA5, Chapter 3 BA5, Chapter 6 BA5, Chapter 8 BA5, Chapter 9 BA5, Chapter 10
Sequence: Expressions Fractions This Chapter Decimals Percents

Before beginning this chapter, students must have a solid understanding of fractions.

Overview
A ratio describes a relationship between two quantities. For example, the ratio of water to flour in
a bread recipe is 3-to-5. Ratios are usually written as two values separated by a colon; the ratio of
water to flour is written 3:5.
A ratio doesn’t tell us how much of each quantity there is, only how quantities are related. For
example, you could get a 3:5 ratio by using 30 cups of water and 50 cups of flour, or by using 1.5
cups of flour 2.5 cups of flour. Each has 3 parts water for every 5 parts flour.
In some ways, ratios work a lot like fractions. So, we often use fraction notation to write and compare
ratios. However, unlike fractions, ratios are not numbers on the number line. Ratios simply describe
relationships. For example, we don’t add or subtract ratios.

Using Ratios
It is often useful to consider how the parts in a ratio relate to the whole amount. For example,
in the water-to-flour ratio of 3:5 above, we can think of a total mixture that is 3 parts water and 5 parts
flour for a total of 8 parts; 3 of those 8 parts are water and 5 of the 8 parts are flour.
Below, we show several ways to reason through the same ratio problem.

The ratio of soda to juice in a fruit punch recipe is 3:7. How many
ounces of each will you need to make a 50-ounce fruit punch mix?

For every 3 fluid ounces of soda in the fruit punch, there are 7 fluid
ounces of juice. So, in every 10-ounce serving of punch, there are 3 fl oz 3 fl oz 3 fl oz 3 fl oz 3 fl oz
3 ounces of soda and 7 ounces of juice. There are five 10-ounce 7 fl oz 7 fl oz 7 fl oz 7 fl oz 7 fl oz
servings in a 50-ounce mix. So, we need 3 • 5 = 15 fl oz of soda and
7 • 5 = 35 fl oz of juice.
or
For every 3 parts soda, there are 7 parts juice, for a total of 3+7=10 5 5 5
fl oz fl oz fl oz
parts. If we divide 50 fluid ounces of punch into 10 equal parts, each
part is 5 fluid ounces. So, the 3 parts of soda is 3 • 5 = 15 fl oz and 5 5 5 5 5 5 5
fl oz fl oz fl oz fl oz fl oz fl oz fl oz
the 7 parts juice is 7 • 5 = 35 fl oz.
or
In a punch that is 3 parts soda and 7 parts juice, 3 of the 10 parts
3
are soda and 7 of the 10 parts are juice. In other words, 10 of the 3 parts soda
3
10
• 50=15 fl oz
7
punch is soda, and 10 of the punch is juice. 50
3 fl oz
7 parts juice
So, to make 50 fluid ounces of punch, we need 10
• 50 = 15 fl oz of 7 • 50=35 fl oz
7 10
soda and 10 • 50 = 35 fl oz of juice.
Beast Academy 5
Chapter 8: Ratios & Rates

Proportional Reasoning
Two ratios are equivalent if they have the same simplest form. For example, all of the ratios below
can be simplified to 3:5. This is easiest to see when they are written as fractions.

540:900 = 54:90 = 27:45 = 9:15 = 3:5 = 21:35 = 105:175

÷10 ÷2 ÷3 ÷3 ×7 ×5

540 54 27 9 3 21 105
= = = = = =
900 90 45 15 5 35 175
÷10 ÷2 ÷3 ÷3 ×7 ×5

A proportion is an equation that shows two ratios are equal. Encourage students to come up with
their own methods for solving proportions by “scaling” both parts of the ratio up or down by the same
factor. Below are some examples of ways kids might solve some basic proportions.
×3 ÷3 ×1.5

6
=
x 15
=
5 8
=
10 18
=
12
10 30 16 z 20 t n 14
×3 ÷3 ×1.5
Since 8 = 2 ,
20 5
x = 18 z= 16
and 2 10
= ,
n = 21.
3 5 25
t = 25.
Once students understand methods like the ones above, they can learn to compare ratios using a
common denominator. This can lead them to cross multiplication as a method of solving proportions.

Rates
A rate is a special kind of ratio that compares quantities that have different units. For example, if a
farm has 8 sheep for every 5 acres, the ratio of sheep to acres (8:5) is a rate. Most of the time we use
rates, we use unit rates. A unit rate describes how much of a quantity there is for one unit of another
quantity. Unit rates usually use the word “per,” as in “30 miles per hour.”
8
In the 8:5 sheep-to-acres ratio above, there are 5 =1.6 sheep per acre, which is a unit rate.
One advantage of using unit rates is that it makes comparison easy. For example, comparing which
is the better deal—$3.60 for a 5-pound bag, or $6 for an 8-pound bag—we can convert both to
unit rates. The 5-pound bag is $0.72/lb, and the 8-pound bag is $0.75/lb. So, the 5-pound bag is a
(slightly) better deal.
÷5 ÷8

$3.60 $0.72 $6 $0.75

= =
5 lbs 1lb 8 lbs 1lb
÷5 ÷8
Beast Academy 5
Chapter 9: Decimals

BA4, Chapter 8 BA4, Chapter 11 BA5, Chapter 9

Sequence:
Fractions (+&−) Decimals This Chapter

Before beginning this chapter, students must have a solid understanding of place value and must be
able to add and subtract decimals, which is covered in BA4, Chapter 11.

Overview
This chapter focuses on multiplying decimals and on converting between fractions and decimals.

Multiplying Decimals by Powers of 10 (10, 0.1, 10,000, 0.001, etc.)

Each place value is 10 times the place value to its right.
Multiplying a number by 10 moves each digit to the next-larger Compute 3.45×10.
place value. This is the same as moving its decimal point one place 3.45 × 10 = 34.5
to the right. For example, 3.45×10=34.5.
Multiplying a number by 0.1 moves each digit to the next-smaller
place value. This is the same as moving its decimal point one place Compute 98.7×0.1.
to the left. For example, 98.7×0.1=9.87. 98.7 × 0.1 = 9.87
Using these two facts, we can multiply by any power of 10.
Since 10,000=10×10×10×10, multiplying by 10,000 is the same as Compute 56.7×10,000.
multiplying by 10 four times. So, the decimal point moves four places.
56.7×10,000 = 567,000
Since 0.001=0.1×0.1×0.1, multiplying by 0.001 is the same as 4
multiplying by 0.1 three times, so the decimal point moves 3 places.
It’s important not to focus on memorizing rules for whether the Compute 45.6×0.001.
decimal moves left or right. Instead, students should consider 45.6×0.001= 0.0456
what makes sense. Questions like, “Does the number get bigger or 3
smaller?” help students avoid memorization.

Multiplying Decimals
Once students understand how to multiply by powers of 10, encourage students to use those skills to
help them multiply any two decimals. Guide students to look for patterns and write their own “rules”.
Relate multiplying decimals to multiplying whole numbers, with the added difficulty of figuring out
where the decimal point goes. Start simple. “What’s 3×0.1? What’s 3×0.2? How about 0.3×0.2?”
The goal is to reach more difficult computations like the example below.
With a little practice and experimentation, students should be able to find and describe patterns for
multiplying numbers with decimals.
0.03×0.009 = (3×0.01)×(9×0.001) Students should use multiplication with powers of 10 to
2 3 discover and write “rules” like:
digits digits = (3×9)×(0.01×0.001)
When multiplying decimals, we can count the total number
= 27×0.00001
of digits to the right of the decimal point to figure out where
= 0.00027. to place the decimal point in their product.
2+3=5 digits
Beast Academy 5
Chapter 9: Decimals

Multiplying Decimals (continued)

Watch out for trailing zeros!
Challenge students to explain computations like 0.2×0.5=0.1 and 0.25×0.008, where the “rules” they
have come up with may seem hard to apply because of trailing zeros.

0.25×0.008 = (25×0.01)×(8×0.001) Since 25×8=200, we include two zeros when we

2 3 place the decimal point. Then, we can remove the
digits digits = 200×0.00001 trailing zeros. 0.25×0.008=0.002.
= 0.00200. 1
2+3=5 digits Even better, since we know 0.25= 4 , we see that
one fourth of 0.008 is 0.002.

Encourage mental computation and estimation.

Estimating and mental computation with decimals can be hard, but always be on the lookout for quick
ways to estimate and compute. In the example above, for instance, students who recognize 0.25 as
one-fourth can see that 0.25×0.008 means “one-fourth of 0.008,” which is 0.002.

Converting Fractions to Decimals

Terminating Decimals
1 7
Fractions that can be written with a denominator Write 25
and 8
as decimals.
that is a power of 10 are easiest to write as ×4 ×125
decimals, using what we know about place value. 1 4 7 875
= = 0.04 = = 0.875
These will always be terminating decimals 25 100 8 1,000
×4 ×125
(decimals that don’t continue forever).
15
Write as a decimal.
Repeating Decimals 37

Fractions that cannot be written with a 0.405405...

15
denominator that is a power of 10 are usually = 15 ÷37 37 15.0
37
easiest to convert to decimals using long division. −14.8
= 0.405405... 0.200
This is no fun at all, and always gives a repeating −0.185
= 0.405
decimal. We write a bar over the repeating part of 0.0150
the decimal. −0.0148
...
Other Strategies
This is a fun but very difficult (optional) section Use the fact that
5
=0.5 to write
5
as a decimal.
9 90
that explores relationships between fractions and
decimals that give clever conversion strategies. 5 5 1
= × = 0.5×0.1 = 0.05.
90 9 10
For example, students can use the fact that ninths
give repeating decimals to write 90ths as repeating
decimals.
Beast Academy 5
Chapter 10: Percents

BA5, Chapter 6 BA5, Chapter 8 BA5, Chapter 9 BA5, Chapter 10

Sequence:
Fractions Ratios & Rates Decimals This Chapter

Students must have a solid understanding of fractions, ratios, and decimals before beginning.

Overview percent
A percent is a ratio that means “for every 100.” If we say “25% of the
monsters are purple,” it means that for every 100 monsters, 25 are For every 100.
purple. It does not mean that there are exactly 100 monsters and that
25 are purple. It could mean 1 of 4 monsters are purple, or 15 of 60. Per means “for every” as
in 30 miles per gallon.
Percents give us a standard way to write ratios in a way that makes
them easy to compare. Cent means “100” as in
3 7 100 years in a century or
For example, it is easier to see that 37.5%>35% than > . 100 cents in a dollar.
8 20

Conversions
We can convert percents to fractions and decimals (and back).
Percent to Fraction ÷4
36 9
Since a percent is a ratio of a number to 100, we can write the number 36%= =
100 25
(without the % sign) over 100, then simplify if needed. ÷4

×12.5
Fraction to Percent 3 = 37.5 = 37.5%
Convert the fraction so that its denominator is 100. 8 100
×12.5

Converting Between Percents and Decimals

The rules for converting between percents and decimals are often taught as rules to memorize that
involve moving the decimal point two places one direction or the other. Students who try to memorize
these rules without understanding why they work often get mixed up and have a lot of trouble with
large and small percents and decimals (like 950% or 0.009).
Instead, students can use what they know about fractions to convert percents to decimals
950 9 0.9
(950%= =9.5, for example) and decimals to percents (0.009= = =0.9%).
100 1,000 100
Then, they can recognize patterns in how the decimal point moves. Converting a decimal to a
percent, the decimal point moves 2 places to the right. Converting a percent to a decimal, the decimal
point moves 2 places to the left. Students can then use a common conversion like 25%=0.25 to help
them remember which way to move the decimal.
What number is 20% of 80?
Percent of a Number 1
20% =0.2. 20% = .
We can find a percent of a number by converting 5
the percent to a fraction or decimal and multiplying. So, 20% of 80 is – or – So, 20% of 80
0.2 ×80 =16.0. 1
is ×80 = 16.
5
Beast Academy 5
Chapter 10: Percents

Equations
Many percent problems can be solved by setting up an equation and solving for the variable.
Proportions
A proportion is an equation that shows two ratios are equal. 15% of the fish in a tank are purple.
If there are 24 purple fish, how
In the example on the right, 15% means 15 out of every 100 fish
many total fish are in the tank?
15
are purple. As a fraction, the ratio of purple fish to total fish is .
100 We let f stand for the
We are given that 24 of the fish ( f ) are purple. So, the ratio of total number of fish and
purple fish to total fish is 24. write a proportion:
f
24 purple fish
Since these two fractions are the same ratio, they are equal. f
= 15 total fish
100
15 24
We set up a proportion: = .
100 f Solving for f, we get
We solve for f using the strategies learned in BA 5 Chapter 8. f=160.

Other Equations
We can “translate” many sentences into equations to help us solve problems involving percents.
In the example below, we are trying to find a number, n, so that 35% of n is 28.
We write “35% of n is 28” as an equation and solve for n.
35% of what number is 28?

35% = 35 = 7 . To solve for n, we We check our answer.

100 20 multiply both sides of 35% of 80 is
So, 7 of n is 28. the equation by 20 . 7
20 7 20
• 80=28.
ü
As an equation, 7 •
n = 28 We could also have
we have 20
20 • 7 • 4 used decimals to
7 • n=28. 7 20
n = 20
7
• 28
20 write and solve the
n = 80. equation 0.35n = 28.

Percent Change
Percents are often used to express how a value changes. For example, a monster’s height might
increase by 30%, or price might decrease by 25%. There are two common ways to compute a
percent change, as shown below.
What number is 75% more than 36?

Method 1: Method 2:
To find 75% more than 36, we can find 75% more than 36 is 100% of 36 plus 75% of 36.
75% of 36, then add that amount to 36. So, 75% more than 36 is 175% of 36.
75 3 3
75% is 100 = 4 . So, 75% of 36 is 4 • 36 = 27. 175 7 7
175% is 100 = 4 . So, 175% of 36 is 4 • 36 =63.
Therefore, 75% more than 36 is 36+27 = 63.
Beast Academy 5
Chapter 11: Square Roots

Sequence: BA3, Chapter 5 BA5, Chapter 5 BA5, Chapter 6 BA5, Chapter 11

Perfect Squares Factors & Multiples Fractions This Chapter

Students must be very comfortable with factoring before beginning this chapter.

Overview
This chapter introduces students to square roots and the Pythagorean theorem.

Basics
The square root of a number is the nonnegative value we square to get the
number. For example, since we square 4 to get 16, the square root of 16 is 4.
16=4
To avoid confusion, the square root of a number is never negative.
So, even though 42 and (-4)2 both equal 16, the only square root of 16 is 4.
9+16 = 25 =5
The square root symbol, , called a radical, is a grouping symbol. We
compute everything under the radical before finding the square root.
Familiar square roots can help us find square roots of other numbers.
For example, knowing 64 =8 makes it easier to find 6,400=80 and 0.01 = 0.1
0.0064=0.08.
Careful! It is easy to make mistakes when finding square roots this way.
For example, 250 is not 50, since 502=2,500, not 250. The square root of 0.0036 = 0.06
250 is actually a little less than 16 (since 162=256).
2 2
We can find square roots of fractions. For example, since • = , we
4 4 2
7 7 49 =
have 4 = 2 . 49 7
49 7
By definition, if we square the square root of a number, we get the number.
For example, ( 9 )2=9 and ( 15 )2=15. ( 5 ) =5
2

Comparing
Which consecutive integers is 3 11 between?
For positive numbers, the bigger the number, the bigger
its square. 53 is more than 52, so 532 is more than 522. First, we square 3 11 .
We can compare any two positive numbers by (3 11 ) = 3 11 • 3 11
2

comparing their squares.

= (3 • 3) • ( 11 • 11 )
For example, to figure out whether 250 is more or less = 9 • 11
than 15, we can square both:
= 99.
( 250 ) =250, and 152=225.
2
Since (3 11 )2 =99 is between
Since ( 250 )2 is greater than 152, we know that 250 is 92=81 and 102=100, 3 11 is
greater than 15. between 9 and 10.
Beast Academy 5
Chapter 11: Square Roots

Tricky Square Roots (Factoring)

Factoring can help us find many tricky square roots. The goal is to write the expression under the
radical as a perfect square so we can find its square root. This is a great opportunity for factoring
review and practice.
Compute 12 • 27 .
Compute 15 • 375 . 11 275

We can factor 15 and 375, then 12 • 27 2•2•3• 3•3•3

rearrange the factors to make a =
11 275 11 5 • 5 • 11
perfect square: ( • • )•( • • )
= 2( 3• 3) • (2 • 3 )3
15 • 375 = (3 • 5) • (3 • 5 • 5 • 5) 5 11 5 11

= (3 • 5 • 5) • (3 • 5 • 5) = (
5 • 11 )(
2•3•3 • 2•3•3
5 • 11 )
= (3 • 5 • 5)2
= 3•5•5
= (
2•3•3 2
5 • 11 )
= 2 •3 3
• •
= 75. 5 11
= 18
55

The Pythagorean Theorem

The Pythagorean theorem describes a relationship between the two short sides of a right triangle,
called its legs, and its longest side, called its hypotenuse.
For any right triangle, the sum of the squares of its legs is equal to the square of its hypotenuse. If we
know two side lengths in a right triangle, we can use the Pythagorean Theorem to find its third side.
Right triangles are everywhere! We don’t always see them, though. Sometimes we need to add a
line to a diagram. For example, the diagonal of a rectangle splits it into two right triangles where the
diagonal is the hypotenuse.
A 15-foot ladder leans against a wall. Its base is 4 feet
from the wall. How high is the top of the ladder?

The Theorem: We use h for the height to the top

of the ladder. We write and solve
an equation:
c
a 2
42+h = 152
2
16+h = 225
15 ft
height

b h2 = 209
In any right triangle with short 2
Since h =209, the height of the
sides (legs) a and b, and long top of the ladder is 209 feet,
side (hypotenuse) c, we have: which is about 14.5 feet.
4 ft
a2+b2=c2
2
There is also a negative solution to h =209, but
distances cannot be negative, so we can ignore it.
Beast Academy 5
Chapter 12: Exponents

Sequence: BA4, Chapter 3 BA5, Chapter 5 BA5, Chapter 6 BA5, Chapter 12

Exponents Factors & Multiples Fractions This Chapter

Students must be very comfortable with factoring and fraction operations before starting this chapter.

Overview
The goal in this chapter is to help students use what they’ve learned about exponents to
discover some rules and apply them. Even though all of these exponent rules follow from a basic
understanding of multiplication, division, and exponents, this is a challenging chapter that includes
some concepts that are often not taught until algebra in many curricula.
Exponent rules should not be given as a list of formulas that must be memorized. Students
can discover these rules for exponents on their own. Once the rules make sense, they are
much easier to recall and apply.
Multiplying and Dividing Powers
Multiplication
Students can write-out (expand) powers using multiplication to help them discover the rule for
multiplying two powers that have the same base.
Write 1112×1113 as a power of 11.

Encourage This Not This

1112 • 1113 = (11 • 11 • ... • 11) • (11 • 11 • ... • 11) Use the formula a m• a n=am+n.
12 elevens 13 elevens When we multiply two powers that have
the same base, we add their exponents.
Multiplying 1112 • 1113 gives a product of
So, 1112 • 1113=1112+13=1125.
12+13=25 elevens. So, 1112 • 1113=1125.

Once they are comfortable multiplying powers as shown on the left, the add-the-exponents formula
used on the right is obvious and easy to remember. Students should only use the formula once they
understand it and can explain why it works.
Division
Students can use what they know about multiplication, division, and fractions to find a rule for dividing
powers that have the same base. For example, to divide 75÷73, we can write the division as a
fraction. Then, we write the powers as multiplication and cancel:

75÷73 = 73 = 7 7 • 7 • 7 7 = 7•7 = 72.

5 • • • •
7 7 7 7
Once students are comfortable with dividing powers this way, they can recognize that to divide
powers with the same base, they can subtract their exponents:

am ÷ an = am−n. As a fraction, aan = am−n.

m
Help students
discover:
Beast Academy 5
Chapter 12: Exponents

Zero and Negative Exponents

Have students explore patterns with powers of a number to infer what it means 53= 125 ÷5
when an exponent is zero or negative. 52= 25
÷5
For example, on the right we list the powers of 5. To get the next larger power 5 1= 5
÷5
of 5, we multiply by 5. To get the next smaller power of 5, we divide by 5. 5 0= 1
1 ÷5
So, to get 50, we can divide 51 by 5. This gives us 50=5÷5=1. 5-1= 5
Similarly, to get 5-1, we divide 50 by 5. Since 50=1, this gives us 5-1=1÷5= 15 . 1
÷5
5-2= 25
We can continue this way to get 5-2= 15 ÷5= 25
1
= 512 . Next, 5-3= 25
1 1
÷5=125 = 513 .
This pattern continues and works for any nonzero base. We have two rules:

Help students Any number raised to If a is not zero, a-n is

discover: the power of 0 is 1. the reciprocal of an.
a0=1. a-n= 1 .
an
We can use the rules for multiplying and dividing exponents to support both rules above.
For example, 74÷74 = 74−4, which is 70. Since we’re dividing a number by itself, 74÷74 = 1. So, 70 = 1.
Similarly, 73÷75=73−5, which is 7-2. We know 75= 7 • 7 • 7 = 1 = 12. So, 7-2 = 12 . Yay math!
3

7 7•7•7•7•7 7•7 7 7

Raising a Power to a Power

Students can reason through a problem like the one below to help them discover the rule for raising a
power to a power.
Write (54)3 as a power of 5.

54 is the product of (54)3 is the product of So, (54)3 is 3 copies of 5 • 5 • 5 • 5:

4 copies of 5: 3 copies of 54: (54)3 = (5 • 5 • 5 • 5) • (5 • 5 • 5 • 5) • (5 • 5 • 5 • 5).
54 = 5 • 5 • 5 • 5. (54)3 = 54 • 54 • 54. = 512.
For a problem like (57)9, students can use the same reasoning without writing everything out. 9 groups
of 7 fives is a total of 7 • 9=63 fives. So, (57)9=57 9=563. Let students find the rule below on their own.
•

Help students When raising a power to a power, multiply the

discover: exponents and keep the same base.
(am)n=am n •

Same Exponent
What happens when you multiply or divide two bases with the same exponent?
Is 24 • 34=(2 • 3)4? Is 123÷43=(12÷4)3?
Write out the expressions and see! It may help to use fractions for the second one.
Memorizing rules like these leads to a lot of confusion. All of the operations are easy to mix up.
Expand, rearrange, and cancel. Figure out what works and why. Once the rules make sense, no
memorization is needed.