![]() Why? Because the 2 is squared before the effects of the negative take place. Example 3īut, if we were to take the parentheses away and instead say \(-2^2\), then our answer would be negative 4. Multiplying two negative numbers using parentheses results in a positive value: \((-2)(-2) = 4\). The interpretation is the same! Simply multiply negative 2 by itself twice. Negative 2 is being raised to the second power. It is important to point out that parentheses are being used with this example to define the base. Let’s try another one, but this one will look a little different: \((-2)^2\). Seven times itself three times equals 343. This can be read as “7 to the third” or “seven cubed.” Raising a base of 7 to the power of 3 means to multiply 7 by itself 3 times: \(7^3=7 \times 7 \times 7\). For \(7^3\), the base is 7 and the exponent is 3. Whatever is defined as the base should be multiplied by itself however many times the exponent implies. There are a few ways to verbalize a “power.” \(5^2\) can be read as “five squared,” “five to the second,” “five raised to the second power,” or “five raised to the power of 2.” In any case, the exponent should be interpreted as repeated multiplication. An exponent is written as a superscript on a number or algebraic expression, which is referred to as the base. ![]() Let’s start by quickly reviewing some terminology. Other types of exponents are interpreted differently and will be covered in other videos. This video will also focus on the meaning of exponents that are natural numbers, also referred to as “counting numbers” (i.e., 1, 2, 3, etc.). ![]() In this video, we will focus on the notation and interpretation of exponents. Some students who struggle with math are confused by how to apply the rules and interpret the notation. If that is true, then algebraic rules and notation should be considered the grammar and punctuation of the language of math! You may have heard a math teacher or two say that math is a language.
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