Squares, Cubes & Exponents
The Class 7 and 8 syllabus closes the number system with squares, square roots, cubes, cube roots and the laws of exponents, plus standard (scientific) notation for large numbers. The misconceptions here are sharp and very testable. The most common is confusing the operation with multiplication or doubling: a child reads 3^2 as 3 x 2 = 6 instead of 3 x 3 = 9, or thinks squaring means doubling. A second is mishandling the laws of exponents, writing a^2 x a^3 = a^6 (multiplying the exponents) instead of a^5 (adding them when the base is the same), and forgetting that a^0 = 1. A teacher grounds squares in the area of a square (side x side) and cubes in the volume of a cube (side x side x side), so the words match a picture. Useful facts to carry: perfect squares end only in 0, 1, 4, 5, 6 or 9 (never 2, 3, 7 or 8), and the square root undoes the square. CTET asks for a value, a law of exponents, or the spotting of the 3^2 = 6 type of child error.
✅ Solved examples
✏️ Practice — try these, take hints as needed
📝 Topic test — 8 questions
Auto-graded with full solutions; saved to your dashboard. Use the calculator and formula sheet (top-right) any time.
Key Concepts — Quick Reference
HCF, LCM and divisibility (the workhorses)
| HCF | Highest common factor = product of the LOWEST powers of common primes |
|---|---|
| LCM | Lowest common multiple = product of the HIGHEST powers of all primes present |
| Key identity | HCF(a,b) x LCM(a,b) = a x b (for any two numbers) |
| Divisibility by 3 / 9 | Divisible if the digit sum is divisible by 3 / by 9 |
Integers, fractions and exponents
| Integer signs | Two like signs -> +, two unlike signs -> - (for x and division) |
|---|---|
| Adding fractions | Take the LCM of denominators, then add the numerators only |
| Laws of exponents | a^m x a^n = a^(m+n); a^m / a^n = a^(m-n); a^0 = 1 |
| Squares and cubes | Square = n x n (area model); cube = n x n x n (volume model) |