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Indices, surds and

1 logarithms
LEARNING SEQUENCE
1.1 Overview ....................................................................................................................................................................2
1.2 Number classification review .............................................................................................................................4
1.3 Surds (10A) ............................................................................................................................................................... 9
1.4 Operations with surds (10A) ............................................................................................................................ 14
1.5 Review of Index laws ......................................................................................................................................... 28
1.6 Negative indices ...................................................................................................................................................35
1.7 Fractional indices (10A) ..................................................................................................................................... 40
1.8 Combining index laws ....................................................................................................................................... 47
1.9 Application of indices: Compound interest ............................................................................................... 53
1.10 Logarithms (10A) ..................................................................................................................................................60
1.11 Logarithm laws (10A) ..........................................................................................................................................66
1.12 Solving equations (10A) .................................................................................................................................... 73
1.13 Review ..................................................................................................................................................................... 79
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1.1 Overview
Why learn this?
We often take for granted the amount of time and effort that has
gone into developing the number system we use on a daily basis.
In ancient times, numbers were used for bartering and trading
goods between people. Thus, numbers were always attached
to an object; for example, 5 cows, 13 sheep or 20 gold coins.
Consequently, it took a long time before more abstract concepts
such as the number 0 were introduced and widely used. It took
even longer for negative numbers or irrational numbers such as
surds to be accepted as their own group of numbers. Historically,
there has always been resistance to these changes and updates. In
folk law, Hippasus — the man first credited with the discovery of
irrational numbers — was drowned at sea for angering the gods
with his discovery.
A good example of how far we have come is to look at an ancient number system most people are familiar with:
Roman numerals. Not only is there no symbol for 0 in Roman numerals, but they are extremely clumsy to use
when adding or subtracting. Consider trying to add 54 (LIV) to 12 (XII). We know that to determine the answer
we add the ones together and then the tens to get 66. Adding the Roman numeral is more complex; do we write
LXVIII or LIVXII or LVXI or LXVI?
Having a better understanding of our number system makes it easier to understand how to work with concepts
such as surds, indices and logarithms. By building our understanding of these concepts, it is possible to more
accurately model real-world scenarios and extend our understanding of number systems to more complex sets,
such as complex numbers and quaternions.

Where to get help

Go to your learnON title at www.jacplus.com.au to access the following digital resources. The Online
Resources Summary at the end of this topic provides a full list of what’s available to help you learn the
concepts covered in this topic.

Fully worked
Video Interactivities
solutions
eLessons
to every
question

Digital
eWorkbook
documents

2 Jacaranda Maths Quest 10 + 10A

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Exercise 1.1 Pre-test

Complete this pre-test in your learnON title at www.jacplus.com.au and receive automatic marks,
immediate corrective feedback and fully worked solutions.
1. Positive numbers are also known as natural numbers. Is this statement true or false?
√
2. State whether 36 is a rational or irrational number.

1 1
3. Simplify the following: 3n 5 × 5n 3 .
√
5
4. Simplify the following: 32p10 q15 .

−3
5. Determine the exact value of 81 4 .
√ 2
6. MC Select which of the numbers of the set { 0.25, 𝜋, 0.261, −5, } are rational.
3
√ 2
A. { 0.25, 𝜋, 0.261} B. {0.261, −5, } C. {𝜋, 0.261}
√ √ 3
2
D. { 0.25, 0.261, −5, } E. { 0.25, 𝜋, 0.261, −5}
3

12x8 × 3x7
7. MC simplifies to:
9x10 × x3
5x2 5x26 x2
A. B. 4x2 C. 4x26 D. E.
3 3 4
√ √
8. Simplify the following expression: 3 2× 10.
√ √ √
9. Simplify the following expression: 5 2 + 12 2 − 3 2.
√ √ √
10. MC Choose the most simplified form of the following expression: 8a3 + 18a + a5
√ √ √ √ √
A. 5 2a + a a B. 2a 2a2 + 3 2a + a4 a
√ √ √ √ √ √
C. 2a2 2a + 2 3a + a4 a D. 2a2 2a + 2 3a + a2 a
√ √ √
E. 2a 2a + 3 2a + a2 a

1
11. Solve the following equation for y: = 5y+2 .
125

12. Solve the following equation for x: x = log 1 16.

4

13. Calculate the amount of interest earned on an investment of $3000 compounding annually at 3% p. a. for
3 years, correct to the nearest cent.
( )
1
14. Simplify the following expression. log2 + log2 (32) − log2 (8).
4

15. MC Choose the correct value for x in 3 + log2 3 = log2 x.

A. x = 0 B. x = 3 C. x = 9 D. x = 24 E. x = 27

TOPIC 1 Indices, surds and logarithms 3

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1.2 Number classification review

LEARNING INTENTION
At the end of this subtopic you should be able to:
• define the real, rational, irrational, integer and natural numbers
• determine whether a number is rational or irrational.

1.2.1 The real number system

eles-4661
• The number systems used today evolved from a basic and practical need of primitive people to count and
measure magnitudes and quantities such as livestock, people, possessions, time and so on.
• As societies grew and architecture and engineering developed, number systems became more sophisticated.
Number use developed from solely whole numbers to fractions, decimals and irrational numbers.

• The real number system contains the set of rational and irrational numbers. It is denoted by the symbol R.
The set of real numbers contains a number of subsets which can be classified as shown in the chart below.

Real numbers R

Irrational numbers I
(surds, non-terminating and Rational numbers Q
non-recurring decimals, π, e)

Non-integer rationals
Integers Z (terminating and
recurring decimals)

Positive Z+ Zero
(neither positive nor negative) Negative Z–
(Natural numbers N)

4 Jacaranda Maths Quest 10 + 10A

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Integers (Z)
• The set of integers consists of whole positive and negative numbers and 0 (which is neither positive
nor negative).
• The set of integers is denoted by the symbol Z and can be visualised as:

Z = {… , −3, −2, −1, 0, 1, 2, 3, …}

• The set of positive integers are known as the natural numbers (or counting numbers) and is denoted Z+ or
N. That is:

Z+ = N = {1, 2, 3, 4, 5, 6, …}

• The set of negative integers is denoted Z− .

Z− = {… − 6, −5, −4, −3, −2, −1}

• Integers may be represented on the number line as illustrated below.

–3 –2 –1 0 1 2 3 Z 1 2 3 4 5 6 N Z – –6 –5 –4 –3 –2 –1
The set of integers The set of positive integers The set of negative integers
or natural numbers

Rational numbers (Q)

a
• A rational number is a number that can be expressed as a ratio of two integers in the form , where b ≠ 0.
b
• The set of rational numbers are denoted by the symbol Q.
• Rational numbers include all whole numbers, fractions and all terminating and recurring decimals.
• Terminating decimals are decimal numbers which terminate after a specific number of digits.
Examples are:
1 5 9
= 0.25, = 0.625, = 1.8.
4 8 5
• Recurring decimals do not terminate but have a specific digit (or number of digits) repeated in a pattern.
Examples are:
1
= 0.333 333 … = 0.3̇ or 0.3
3
133 ̇ 6̇ or 0.1996
= 0.199 699 699 6 … = 0.199
666
• Recurring decimals are represented by placing a dot or line above the repeating digit/s.
• Using set notations, we can represent the set of rational numbers as:

a
Q = { ∶ a, b ∈ Z, b ≠ 0}
b
a
• This can be read as ‘Q is all numbers of the form given a and b are integers and b is not equal to 0’.
b

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Irrational numbers (I)

a
• An irrational number is a number that cannot be expressed as a ratio of two integers in the form ,
b
where b ≠ 0.
• All irrational numbers have a decimal representation that is non-terminating and non-recurring. This means
the decimals do not terminate and do not repeat in any particular pattern or order.
For example: √
5 = 2.236 067 997 5 …
𝜋 = 3.141 592 653 5 …
e = 2.718 281 828 4 …

• The set of irrational numbers is denoted by the symbol I. Some common irrational numbers that you may
√ √
be familiar with are 2, 𝜋, e, 5.
• The symbol 𝜋 (pi) is used for a particular number that is the circumference of a circle whose diameter
is 1 unit.
• In decimal form, 𝜋 has been calculated to more than 29 million decimal places with the aid of a computer.

Rational or irrational
• Rational and irrational numbers combine to form the set of real numbers. We can find all of these number
somewhere on the real number line as shown below.

. 2
–
–4 –3.236 –√ 3 –0.1 3 2 e π

–5 –4 –3 –2 –1 0 1 2 3 4 5 R

• To classify a number as either rational or irrational:

1. Determine whether it can be expressed as a whole number, a fraction, or a terminating or
recurring decimal.
2. If the answer is yes, the number is rational. If no, the number is irrational.

WORKED EXAMPLE 1 Classifying numbers as rational or irrational

Classify whether the following numbers are rational or irrational.

1 √ √
a. b. 25 c. 13 d. 3𝜋
5 √
√
3
√3 1
3
e. 0.54 f. 64 g. 32 h.
27

THINK WRITE
1 1
a. is already a rational number. a. is rational.
5 5
√ √
b. 1. Evaluate 25. b. 25 = 5
√ √
2. The answer is an integer, so classify 25. 25 is rational.
√ √
c. 1. Evaluate 13. c. 13 = 3.605 551 275 46 …
√
2. The answer is a non-terminating and 13 is irrational.
√
non-recurring decimal; classify 13.

6 Jacaranda Maths Quest 10 + 10A

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d. 1. Use your calculator to find the value of 3𝜋. d. 3𝜋 = 9.424 777 960 77 …
2. The answer is a non-terminating and 3𝜋 is irrational.
non-recurring decimal; classify 3𝜋.
e. 0.54 is a terminating decimal; classify it e. 0.54 is rational.
accordingly.
√3
√
3
f. 1. Evaluate 64. f. 64 = 4
√
3
2. The answer
√ is a whole number, so 64 is rational.
3
classify
64.
√
3
√
3
g. 1. Evaluate 32. g. 32 = 3.17480210394 …
√
3
2. The result is a non-terminating and 32 is irrational.
√
3
non-recurring decimal; classify 32.
√ √
3 1 3 1 1
h. 1. Evaluate . h. = .
27 27 3
√
3 1
2. The result is a number in a rational form. is rational.
27

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Interactivities Individual pathway interactivity: Number classification review (int-8332)
The number system (int-6027)
Recurring decimals (int-6189)

Exercise 1.2 Number classification review

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 14, 17, 20, 23 2, 5, 8, 11, 15, 18, 21, 24 3, 6, 9, 12, 16, 19, 22, 25

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
For questions 1 to 6, classify whether the following numbers are rational (Q) or irrational (I).
1. WE1
√ 4 7 √
a. 4 b. c. d. 2
5 9
√ √ 1 √
2. a. 7 b. 0.04 c. 2 d. 5
2
9 √
3. a. b. 0.15 c. −2.4 d. 100
4

TOPIC 1 Indices, surds and logarithms 7

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√
√ √ 25
4. a. 14.4 b. 1.44 c. 𝜋 d.
9
√ √
5. a. 7.32 b. − 21 c. 1000 d. 7.216 349 157 …
√
√ √
3 1
6. a. − 81 b. 3𝜋 c. 62 d.
16
For questions 7 to 12, classify the following numbers as rational (Q), irrational (I) or neither.
1 √ 11 0
7. a. b. 625 c. d.
8 4 8
√
1 √3
√ 1.44
8. a. −6 b. 81 c. − 11 d.
7 4
√ 8 √
3 𝜋
9. a. 𝜋 b. c. 21 d.
0 7
√ √
3 2 3 1 64
10. a. (−5) b. − c. d.
11 100 16
√ √
2 6 √
3 1
11. a. b. c. 27 d. √
25 2 4

22𝜋 √
3
√ √
12. a. b. −1.728 c. 6 4 d. 4 6
7
13. MC Identify a rational number from the following.
√ √
4 9 √
3
√
A. 𝜋 B. C. D. 3 E. 5
9 12
14. MCIdentify which of the following best represents an irrational number from the following numbers.
√ 6 √3
√ √
A. − 81 B. C. 343 D. 22 E. 144
5
√ 𝜋 √
15. MC Select which one of the following statements regarding the numbers −0.69, 7, , 49 is correct.
3
𝜋
A. is the only rational number.
√3 √
B. 7 and 49 √ are both irrational numbers.
C. −0.69 and 49 are the only rational numbers.
D. −0.69 is the only rational number.
√
E. 7 is the only rational number.
1 11 √ √
3
16. MC Select which one of the following statements regarding the numbers 2 , − , 624, 99 is correct.
2 3
11 √
A. − and 624 are both irrational numbers.
3
√ √3
B. 624 is an irrational number and 99 is a rational number.
√ √
3
C. 624 and 99 are both irrational numbers.
1 11
D. 2 is a rational number and − is an irrational number.
2 3
√3
E. 99 is the only rational number.

8 Jacaranda Maths Quest 10 + 10A

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Understanding
√
a2
17. Simplify .
b2
√
18. MC If p < 0, then p is:
A. positive B. negative C. rational D. irrational E. none of these
√
19. MC If p < 0, then p2 must be:
A. positive B. negative C. rational D. irrational E. any of these

Reasoning
(√ √ ) (√ √ )
20. Simplify p− q × p + q . Show full working.

21. Prove that if c2 = a2 + b2 , it does not follow that a = b + c.

√
22. Assuming that x is a rational number, for what values of k will the expression x2 + kx + 16 always
be rational? Justify your response.

Problem solving
36
23. Determine the value of m and n if is written as:
11
1 1 1 1
a. 3 + m b. 3 + c. 3 + d. 3 +
n 3 + mn 3+
1
m
1
3 + 1+ m
n n
−1 −1
1 3 −4
24. If x−1 means , determine the value of −1 .
x 3 + 4−1
1 3−n − 4−n
25. If x−n = n , evaluate −n when n = 3.
x 3 + 4−n

1.3 Surds (10A)

LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine whether a number under a root or radical sign is a surd
• prove that a surd is irrational by contradiction.

1.3.1 Identifying surds

eles-4662
• A surd is an irrational number that is represented by a root sign or a radical sign, for example:
√ √
3
√
4
, , .
√ √ √ 3
√4
Examples of surds include: 7, 5, 11, 15.
√ √ √ √
• The numbers 9, 16, 3 125, and 4 81 are not surds as they can be simplified to rational numbers,
√ √ √3
√4
that is: 9 = 3, 16 = 4, 125 = 5, 81 = 3.

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WORKED EXAMPLE 2 Identifying surds

Determine which of the following numbers

√ are surds.
√ √ 1 √
3
√
4
√
3
a. 16 b. 13 c. d. 17 e. 63 f. 1728
16

THINK WRITE
√ √
a. 1. Evaluate 16. a. 16 = 4
√
2. The answer is rational (since it is a whole 16 is not a surd.
number), so state your conclusion.
√ √
b. 1. Evaluate 13. b. 13 = 3.605 551 275 46 …
√
2. The answer is irrational (since it is a 13 is a surd.
non-recurring and non-terminating decimal),
so state your conclusion.
√ √
1 1 1
c. 1. Evaluate . c. =
16 16 4
√
1
2. The answer is rational (a fraction); state is not a surd.
your conclusion. 16
√3
√
3
d. 1. Evaluate 17. d. 17 = 2.571 281 590 66 …
√
3
2. The answer is irrational (a non-terminating 17 is a surd.
and non-recurring decimal), so state
your conclusion.
√
4
√
4
e. 1. Evaluate 63. e. 63 = 2.817 313 247 26 …
√
4
√
4
2. The answer is irrational, so classify 63 63 is a surd.
accordingly.
√
3
√
3
f. 1. Evaluate 1728. f. 1728 = 12
√
3
2. The answer is rational; state your conclusion. 1728 is not a surd. So b, d and e are surds.

1.3.2 Proof that a number is irrational

eles-4663
• In Mathematics you are required to study a variety of types of proofs. One such method is called proof
by contradiction.
• This proof is so named because the logical argument of the proof is based on an assumption that leads to
contradiction within the proof. Therefore the original assumption must be false.
a
• An irrational number is one that cannot be expressed in the form (where a and b are integers). The next
√ b
worked example sets out to prove that 2 is irrational.

10 Jacaranda Maths Quest 10 + 10A

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√
WORKED EXAMPLE 3 Proving the irrationality of 2
√
Prove that 2 is irrational.

THINK WRITE
√ √ a
1. Assume that 2 is rational; that is, it can be Let 2 = , where a and b are integers that have no
a b
written as in simplest form. We need to common factors and b ≠ 0.
b
show that a and b have no common factors.
a2
2. Square both sides of the equation. 2=
b2
3. Rearrange the equation to make a2 the subject a2 = 2b2 [1]
of the formula.
4. 2b2 is an even number and 2b2 = a2 . ∴ a2 is an even number and a must also be even; that
is, a has a factor of 2.
5. Since a is even it can be written as a = 2r. ∴ a = 2r

6. Square both sides. a2 = 4r2 [2]

But a2 = 2b2 from [1]

7. Equate [1] and [2]. ∴ 2b2 = 4r2

4r2
b2 =
2
= 2r2
2
∴ b is an even number and b must also be even; that
is, b has a factor of 2.
√ a
8. Use reasoning to deduce that 2= where Both a and b have a common factor of 2.√This
b a
a and b have no common factor. contradicts the original assumption that 2 = ,
b
where
√ a and b have no common factors.
∴ 2 is not rational.
∴ It must be irrational.

• Note: An irrational number written in surd form gives an exact value of the number; whereas the same
number written in decimal form (for example, to 4 decimal places) gives an approximate value.

DISCUSSION
√
How can you be certain that root a is a surd?

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Digital document SkillSHEET Identifying surds (doc-5354)
Interactivity Surds on the number line (int-6029)

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Exercise 1.3 Surds (10A)

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 8, 11, 14, 17 2, 5, 9, 12, 15, 18 3, 6, 10, 13, 16, 19

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE2 For questions 1 to 6, determine which of the following numbers are surds.
√ √ √ √
1. a. 81 b. 48 c. 16 d. 1.6
√ √
√ √ 3 3
3
2. a. 0.16 b. 11 c. d.
4 27
√ √ √ √
3. a. 1000 b. 1.44 c. 4 100 d. 2 + 10
√
3
√ √
3
√
3
4. a. 32 b. 361 c. 100 d. 125
√
√ √ √
3 7
5. a. 6+ 6 b. 2𝜋 c. 169 d.
8
√ (√ )2 √ √
4 3
6. a. 16 b. 7 c. 33 d. 0.0001
√
5
√
e. 32 f. 80
√
6 √ √ √ 3
√
7. MC The correct statement regarding the set of numbers { , 20, 54, 27, 9} is:
9
√
3
√
A. 27 and 9 are the only rational numbers of the set.
√
6
B. is the only surd of the set.
9
√
6 √
C. and 20 are the only surds of the set.
9
√ √
D. 20 and 54 are the only surds of the set.
√ √
E. 9 and 20 are the only surds of the set.
√ √ √
1 3 1 1 √ √ 3
8. MC Identify the numbers from the set { , , , 21, 8} that are surds.
4 27 8
√
√ 1
A. 21 only B. only
8
√ √
1 √
3 1 √
C. and 8 D. and 21 only
8 8
√
1 √
E. and 21 only
4

12 Jacaranda Maths Quest 10 + 10A

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√
1 √ √ √
9. MC Select a statement regarding the set of numbers {𝜋, , 12, 16, 3, +1} that is not true.
49
√ √ √
A. 12 is a surd. B. 12 and 16 are surds.
√ √
C. 𝜋 is irrational but not a surd. D. 12 and 3 + 1 are not rational.

E. 𝜋 is not a surd.
√
√ 144 √ √ √ √
10. MC Select a statement regarding the set of numbers {6 7, , 7 6, 9 2, 18, 25} that is not true.
16
√ √
144 144 √
A. when simplified is an integer. B. and 25 are not surds.
16 16
√ √ √ √
C. 7 6 is smaller than 9 2. D. 9 2 is smaller than 6 7.
√
E. 18 is a surd.

Understanding
11. Complete
√ the following statement by selecting appropriate words, suggested in brackets:
a is definitely not a surd, if a is… (any multiple of 4; a perfect square; cube).
√3
12. Determine the smallest value of m, where m is a positive integer, so that 16m is not a surd.

Determine any combination of m and n, where m and n are positive integers with m < n, so that
13. a. √
4
(m + 4) (16 − n) is not a surd.
b. If the condition that m < n is removed, how many possible combinations are there?

Reasoning
14. Determine whether the following are rational or irrational.
√ √ √ √ (√ √ ) (√ √ )
a. 5+ 2 b. 5− 2 c. 5+ 2 5− 2

15. WE3 Prove that the following numbers are irrational, using a proof by contradiction:
√ √ √
a. 3 b. 5 c. 7.
√ ( √ )( √ )
16. 𝜋 is an irrational number and so is 3. Therefore, determine whether 𝜋 − 3 𝜋 + 3 is an
irrational number.

Problem solving
17. Many composite numbers have a variety of factor pairs. For example, factor pairs of 24 are 1 and 24, 2 and
12, 3 and 8, 4 and 6.
a. Use each pair of possible factors to simplify the following surds.
√ √
i.48 ii. 72
b. Explain if the factor pair chosen when simplifying a surd affect the way the surd is written in
simplified form.
c. Explain if the factor pair chosen when simplifying a surd affect the value of the surd when it is written in
simplified form.
√ √ √ √
18. Consider the expression ( p + q)( m − n). Determine under what conditions will the expression
produce a rational number.
√ √ √
19. Solve 3x − 12 = 3 and indicate whether the result is rational or irrational.

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1.4 Operations with surds (10A)

LEARNING INTENTION
At the end of this subtopic you should be able to:
• multiply and simplify surds
• add and subtract like surds
• divide surds
• rationalise the denominator of a fraction.

1.4.1 Multiplying and simplifying surds

eles-4664
Multiplication of surds
• To multiply surds, multiply the expressions under the radical sign.
√ √ √ √
For example: 8 × 3 = 8 × 3 = 24
• If there are coefficients in front of the surds that are being multiplied, multiply the coefficients and then
multiply the expressions
√ √ under the radical
√ signs.√
For example: 2 3 × 5 7 = (2 × 5) 3 × 7 = 10 21

Multiplication of surds
In order to multiply two or more surds, use the following:
√ √ √
• a× b= a×b
√ √ √
• m a × n b = mn a × b

where a and b are positive real numbers.

Simplification of surds
• To simplify a surd means to make the number under the radical sign as small as possible.
• Surds can only be simplified if the number under the radical sign has a factor which is a perfect square
(4, 9, 16, 25, 36, …).
• Simplification of a surd uses the method of multiplying surds in reverse.
• The process is summarised in the following steps:
1. Split the number under the radical into the product of two factors, one of which is a perfect square.
2. Write the surd as the product of two surds multiplied together. The two surds must correspond to the
factors identified in step 1. √
3. Simplify the surd of the perfect square and
√ write the surd in the form a b.
• The example below shows the how the surd 45 can be simplified by following the steps 1 to 3.

√ √
45 = 9 × 5 (Step 1)
√ √
= 9× 5 (Step 2)
√ √
= 3 × 5 = 3 5 (Step 3)

• If possible, try to factorise the number under the radical sign so that the largest possible perfect square is
used. This will ensure the surd is simplified in 1 step.

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Simplification of surds
√ √
n = a2 × b
√ √
= a2 × b
√
= a× b
√
=a b

WORKED EXAMPLE 4 Simplifying surds

Simplify the following surds. Assume that x and y are positive real numbers.
√ √ 1√ √
a. 384 b. 3 405 c. − 175 d. 5 180x3 y5
8

THINK WRITE
√ √
a. 1. Express 384 as a product of two factors where one a. 384 = 64 × 6
factor is the largest possible perfect square.
√ √ √
2. Express 64 × 6 as the product of two surds. = 64 × 6
√
3. Simplify the square root from the perfect
√ =8 6
square (that is, 64 = 8).
√ √
b. 1. Express 405 as a product of two factors, one b. 3 405 = 3 81 × 5
of which is the largest possible perfect square.
√ √ √
2. Express 81 × 5 as a product of two surds. = 3 81 × 5
√ √
3. Simplify 81. = 3×9 5
√
4. Multiply together the whole numbers outside = 27 5
the square root sign (3 and 9).
1√ 1√
c. 1. Express 175 as a product of two factors c. − 175 = − 25 × 7
in which one factor is the largest possible 8 8
perfect square.
√ 1 √ √
2. Express 25 × 7 as a product of 2 surds. = − × 25 × 7
8
√ 1 √
3. Simplify 25. = − ×5 7
8
5√
4. Multiply together the numbers outside the =− 7
square root sign. 8
√ √
d. 1. Express each of 180, x3 and y5 as a product d. 5 180x3 y5 = 5 36 × 5 × x2 × x × y4 × y
of two factors where one factor is the largest
possible perfect square.
√ √
2. Separate all perfect squares into one surd and = 5× 36x2 y4 × 5xy
all other factors into the other surd.

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√ √
3. Simplify 36x2 y4 . = 5 × 6 × x × y2 × 5xy
√
4. Multiply together the numbers and the = 30xy2 5xy
pronumerals outside the square root sign.

WORKED EXAMPLE 5 Multiplying surds

Multiply the following surds, expressing answers in the simplest form. Assume that x and y are
positive
√ real √ numbers. √ √ √ √ √ √
a. 11 × 7 b. 5 3 × 8 5 c. 6 12 × 2 6 d. 15x5 y2 × 12x2 y

THINK WRITE
√ √ √
a. Multiply
√ the √surds together, using a. 11 × 7 = 11 × 7
√ √
a × b = ab (that is, multiply = 77
expressions under the square root sign).
Note: This expression cannot be simplified
any further.
√ √ √ √
b. Multiply the coefficients together and then b. 5 3×8 5 = 5×8× 3× 5
√
multiply the surds together. = 40 × 3 × 5
√
= 40 15
√ √ √ √ √
c. 1. Simplify 12. c. 6 12 × 2 6 = 6 4 × 3 × 2 6
√ √
= 6×2 3×2 6
√ √
= 12 3 × 2 6
√
2. Multiply the coefficients together and = 24 18
multiply the surds together.
√
3. Simplify the surd. = 24 9 × 2
√
= 24 × 3 2
√
= 72 2
√ √
d. 1. Simplify each of the surds. d. 15x5 y2 × 12x2 y
√ √
= 15 × x4 × x × y2 × 4 × 3 × x2 × y
√ √
= x2 × y × 15 × x × 2 × x × 3 × y
√ √
= x2 y 15x × 2x 3y
√
2. Multiply the coefficients together and the = x2 y × 2x 15x × 3y
surds together. √
= 2x3 y 45xy
√
= 2x3 y 9 × 5xy
√
3. Simplify the surd. = 2x3 y × 3 5xy
√
= 6x3 y 5xy

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• When working with surds, it is sometimes necessary to multiply surds by themselves; that is, square them.
Consider the following examples:
(√ )2 √ √ √
2 = 2× 2= 4=2
(√ )2 √ √ √
5 = 5 × 5 = 25 = 5

• Observe that squaring a surd produces the number under the radical sign. This is not surprising, because
squaring and taking the square root are inverse operations and, when applied together, leave the
original unchanged.

Squaring surds

When a surd is squared, the result is the expression under the radical sign;
that is:
(√ )2
a =a

where a is a positive real number.

WORKED EXAMPLE 6 Squaring surds

Simplify each of the following.

(√ )2 ( √ )2
a. 6 b. 3 5

THINK WRITE
(√ )2 (√ )2
a. Use a = a, where a = 6. a. 6 =6

(√ )2 √ ( √ )2 (√ )2
b. 1. Square 3 and apply a = a to square 5. b. 3 5 = 32 × 5
= 9×5

2. Simplify. = 45

1.4.2 Addition and subtraction of surds

eles-4665
• Surds may be added or subtracted only if they are alike.
√ √ √
Examples of like surds include 7, 3 7 and − 5 7.
√ √ √ √
Examples of unlike surds include 11, 5, 2 13 and − 2 3.
• In some cases surds will need to be simplified before you decide whether they are like or unlike, and then
addition and subtraction can take place. The concept of adding and subtracting surds is similar to adding
and subtracting like terms in algebra.

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WORKED EXAMPLE 7 Adding and subtracting surds

Simplify each of the following expressions containing surds. Assume that a and b are positive
real numbers.
√ √ √ √ √ √ √
a. 3 6 + 17 6 − 2 6 b. 5 3 + 2 12 − 5 2 + 3 8
1√ √ √
c. 100a3 b2 + ab 36a − 5 4a2 b
2

THINK WRITE
√ √ √ √
a. All 3 terms are √
alike because they contain a. 3 6 + 17 6 − 2 6 = (3 + 17 − 2) 6
√
the same surd ( 6). Simplify. = 18 6
√ √ √ √
b. 1. Simplify surds where possible. b. 5 3 + 2 12 − 5 2 + 3 8
√ √ √ √
= 5 3+2 4×3−5 2+3 4×2
√ √ √ √
= 5 3+2×2 3−5 2+3×2 2
√ √ √ √
2. Add like terms to obtain the simplified = 5 3+4 3−5 2+6 2
√ √
answer. = 9 3+ 2
1√ √ √
c. 1. Simplify surds where possible. c. 100a3 b2 + ab 36a − 5 4a2 b
2 √ √
1 √
= × 10 a2 × a × b2 + ab × 6 a − 5 × 2 × a b
2
1 √ √ √
= × 10 × a × b a + ab × 6 a − 5 × 2 × a b
2
√ √ √
2. Add like terms to obtain the simplified = 5ab a + 6ab a − 10a b
√ √
answer. = 11ab a − 10a b

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

a–c. a–c. a–c. a–c.
In a new document, on a On the Main screen,
Calculator page, complete complete the entry lines
the entry lines as: as:
√ √ √ √ √ √
3 6 + 17 6 − 2 6 3 6 + 17 6 − 2 6
√ √ √ √ √ √
5 3 + 2 12 − 5 2 5 3 + 2 12 − 5 2
√ √
+3 8 +3 8
( √
1√ √ simplify
1
100a3 b2 +
100a3 b2 + ab 36a− 2
2√ √ √ √ √
3 6 + 17 √
5 4a2 b|a > 0 and b > 0 √ √ 6 − 2√6 = 18√ 6 a × b × 36a−
5 3√+ 2 √12 − 5 2 + 3 8 √
Press ENTER after each 5 4a2 b|a > 0|b > 0)
=9 3+ 2
entry.
1√ √ Press EXE after each √ √ √ √
100a3 b2 + ab 36a− entry. 3 6 + 17√ 6 − 2√6 = 18√ 6
√
2√ 2 √ 5 3√+ 2 √12 − 5 2 + 3 8
5 4a2 b = 11a 3 b − 10a b =9 3+ 2
1√ √
100a3 b2 + ab 36a−
2√ 2 √
5 4a2 b = 11a 3 b − 10a b

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1.4.3 Dividing surds

eles-4666
• To divide surds, divide the expressions under the radical signs.

Dividing surds
√ √
a a
√ =
b b
where a and b are positive real numbers.

• When dividing surds it is best to simplify them (if possible) first. Once this has been done, the coefficients
are divided next and then the surds are divided.
√ √
m a m a
√ =
n b n b

WORKED EXAMPLE 8 Dividing surds

Divide the following surds, expressing answers in the simplest form. Assume that x and y are positive
real numbers.
√ √ √ √
55 48 9 88 36xy
a. √ b. √ c. √ d. √
5 3 6 99 25x9 y11

THINK WRITE
√ √ √ √
a a 55 55
a. 1. Rewrite the fraction, using √ = . a. √ =
b b 5 5
√
2. Divide the numerator by the denominator = 11
(that is, 55 by 5). Check if the surd can be
simplified any further.
√ √ √ √
a a 48 48
b. 1. Rewrite the fraction, using √ = . b. √ =
b b 3 3
√
2. Divide 48 by 3. = 16
√
3. Evaluate 16. =4
√ √ √ √
a a 9 88 9 88
c. 1. Rewrite surds, using √ = . c. √ =
b b 6 99 6 99
√
9 8
2. Simplify the fraction under the radical by =
dividing both numerator and denominator 6 9
by 11.

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√
9×2 2
3. Simplify surds. =
6×3
√
18 2
4. Multiply the whole numbers in the numerator =
together and those in the denominator 18
together.
√
5. Cancel the common factor of 18. = 2
√ √
36xy 6 xy
d. 1. Simplify each surd. d. √ = √
25x9 y11 5 x8 × x × y10 × y
√
6 xy
= 4 5√
5x y xy
6
2. Cancel any common factors — in this
√ =
case xy. 5x4 y5

1.4.4 Rationalising denominators

eles-4667
• If the denominator of a fraction is a surd, it can be changed into a rational number through multiplication.
In other words, it can be rationalised.
• As discussed earlier in this chapter, squaring a simple surd (that is, multiplying it by itself) results in a
rational number. This fact can be used to rationalise denominators as follows.

Rationalising the denominator

√ √ √ √
a a b ab
√ =√ ×√ =
b b b b

• If both numerator and denominator of a fraction are multiplied by the surd contained in the denominator,
the denominator becomes a rational number. The fraction takes on a different appearance, but its numerical
value is unchanged, because multiplying the numerator and denominator by the same number is equivalent
to multiplying by 1.

WORKED EXAMPLE 9 Rationalising the denominator

Express
√ the following in their simplest form with a rational
√ denominator.
6 2 12
a. √ b. √
13 3 54
√ √
17 − 3 14
c. √
7

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THINK WRITE
√
6
a. 1. Write the fraction. a. √
13
√ √
6 13
2. Multiply both the numerator and denominator by the
√ =√ ×√
13 13
surd contained in the denominator (in this case 13). √
This has the same
√ effect as multiplying the fraction 78
=
13 13
by 1, because √ = 1.
13
√
2 12
b. 1. Write the fraction. b. √
3 54
√ √
2 12 2 4 × 3
2. Simplify the surds. (This avoids dealing with large √ = √
numbers.) 3 54 3 9 × 6
√
2×2 3
= √
3×3 6
√
4 3
= √
9 6

√ √
√ 4 3 6
3. Multiply both the numerator and denominator by 6. = √ ×√
This has √
the same effect as multiplying the fraction by 1, 9 6 6
√
6 4 18
because √ = 1. =
6 9×6
Note: We need to multiply√ only by the surd part
√ of the
denominator (that is, by 6 rather than by 9 6.)
√
√ 4 9×2
4. Simplify 18. =
9×6
√
4×3 2
=
54
√
12 2
=
54
√
2 2
5. Divide both the numerator and denominator by 6 =
(cancel down). 9
√ √
17 − 3 14
c. 1. Write the fraction. c. √
7
√ √ √
√ ( 17 − 3 14) 7
2. Multiply both the numerator and denominator by 7. = √ ×√
Use grouping symbols (brackets) to make it √
clear that 7 7
the whole numerator must be multiplied by 7.

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√ √ √ √
3. Apply the Distributive Law in the numerator. 17 × 7 − 3 14 × 7
a (b + c) = ab + ac = √ √
7× 7
√ √
119 − 3 98
=
7

√ √
√ 119 − 3 49 × 2
4. Simplify 98. =
√ 7 √
119 − 3 × 7 2
=
√ 7 √
119 − 21 2
=
7

1.4.5 Rationalising denominators using conjugate surds

eles-4668
• The product of pairs of conjugate surds results in a rational number.
√ √ √ √ √ √
• Examples of pairs of conjugate surds include 6 + 11 and 6 − 11, a + b and a − b, 2 5 − 7 and
√ √
2 5 + 7.
This fact is used to rationalise denominators containing a sum or a difference of surds.

Using conjugates to rationalise the denominator

• To rationalise the denominator that contains a sum or a difference of surds, multiply both numerator
and denominator by the conjugate of the denominator.
Two examples are given below: √
√
1 b a−
1. To rationalise the denominator of the fraction √ √ , multiply it by √ √ .
a+ b a− b
√ √
1 a+ b
2. To rationalise the denominator of the fraction √ √ , multiply it by √ √ .
a− b a+ b
• A quick way to simplify the denominator is to use the difference of two squares identity:
(√ √ ) (√ √ ) (√ )2 (√ )2
a− b a+ b = a − b
= a−b

WORKED EXAMPLE 10 Using conjugates to rationalise the denominator

Rationalise the denominator and simplify the following.

1
a. √
4− 3
√ √
6+3 2
b. √
3+ 3

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THINK WRITE
1
a. 1. Write the fraction. a. √
4− 3
√
1 (4 + 3)
2. Multiply the numerator and = √ × √
denominator by the conjugate of the (4 − 3) (4 + 3)
denominator. √
(4 + 3)
(Note that √ = 1).
(4 + 3)
√
4+ 3
3. Apply the Distributive Law in the = √ 2
numerator and the difference of two (4)2 − ( 3)
squares identity in the denominator.
√
4+ 3
4. Simplify. =
16 −
√3
4+ 3
=
13
√ √
6+3 2
b. 1. Write the fraction. b. √
3+ 3
√ √ √
( 6 + 3 2) (3 − 3)
2. Multiply the numerator and = √ × √
denominator by the conjugate of the (3 + 3) (3 − 3)
denominator. √
(3 − 3)
(Note that √ = 1.)
(3 − 3)
√ √ √ √ √ √
3. Multiply the expressions in grouping 6 × 3 + 6 × (− 3) + 3 2 × 3 + 3 2 × −( 3)
symbols in the numerator, and apply the = √ 2
difference of two squares identity in the (3)2 − ( 3)
denominator.
√ √ √ √
3 6 − 18 + 9 2 − 3 6
4. Simplify. =
9−3
√ √
− 18 + 9 2
=
6
√ √
− 9×2+9 2
=
6
√ √
−3 2 + 9 2
=
6
√
6 2
=
6
√
= 2

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TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

a-b. a-b. a-b. a-b.
On a Calculator page, On the Main screen, complete
complete the entry lines the entry(
lines as: )
as: 1
1 simplify √
√ 4− 3
4 − 3√ (√ √ )
√ 6+3 2
6+3 2 simplify √
√ 3+ 3
3+ 3
Press EXE after each entry.
Press ENTER after each √
entry. 1 4+ 3
√ =
4− 3 13
√ √
6+3 2 √
√ = 2 √
3+ 3 1 4+ 3
√ =
4− 3 13
√ √
6+3 2 √
√ = 2
3+ 3

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Digital documents SkillSHEET Simplifying surds (doc-5355)
SkillSHEET Adding and subtracting surds (doc-5356)
SkillSHEET Multiplying and dividing surds (doc-5357)
SkillSHEET Rationalising denominators (doc-5360)
SkillSHEET Conjugate pairs (doc-5361)
SkillSHEET Applying the difference of two squares rule to surds (doc-5362)
Video eLessons Surds (eles-1906)
Rationalisation of surds (eles-1948)
Interactivities Addition and subtraction of surds (int-6190)
Multiplying surds (int-6191)
Dividing surds (int-6192)
Simplifying surds (int-6028)
Conjugate surds (int-6193)

Exercise 1.4 Operations with surds (10A)

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 12, 15, 18, 21, 24, 27, 2, 5, 8, 11, 13, 16, 19, 22, 25, 28, 3, 6, 9, 14, 17, 20, 23, 26, 29, 32,
30, 33, 36, 39 31, 34, 37, 40 35, 38, 41

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE4a For questions 1 to 3, simplify the following surds.
√ √ √ √
1. a. 12 b. 24 c. 27 d. 125
√ √ √ √
2. a. 54 b. 112 c. 68 d. 180

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√ √ √ √
3. a. 88 b. 162 c. 245 d. 448
WE4b,c For questions 4 to 6, simplify the following surds.
√ √ √ √
4. a. 2 8 b. 8 90 c. 9 80 d. 7 54
√ √ √ 1√
5. a. −6 75 b. −7 80 c. 16 48 d. 392
7
1√ 1√ 1√ 3√
6. a. 162 b. 192 c. 135 d. 175
9 4 9 10
WE4d For questions 7 to 9, simplify the following surds. Assume that a, b, c, d, e, f, x and y are positive
real numbers.
√ √ √ √
7. a. 16a2 b. 72a2 c. 90a2 b d. 338a4
√ √ √ √
8. a. 338a3 b3 b. 68a3 b5 c. 125x6 y4 d. 5 80x3 y2
√ √ 1√ 1√
9. a. 6 162c7 d5 b. 2 405c7 d9 c. 88ef d. 392e11 f11
2 2
10. WE5a Simplify the following expressions containing surds. Assume that x and y are positive real numbers.
√ √ √ √ √
a. 3 5 + 4 5 b. 2 3 + 5 3 + 3
√ √ √ √ √ √
c. 8 5 + 3 3 + 7 5 + 2 3 d. 6 11 − 2 11

11. Simplify the following expressions containing surds. Assume that x and y are positive real numbers.
√ √ √ √ √ √ √
a. 7 2+9 2−3 2 b. 9 6 + 12 6 − 17 6 − 7 6
√ √ √ √ √ √ √ √
c. 12 3 − 8 7 + 5 3 − 10 7 d. 2 x + 5 y + 6 x − 2 y

WE5b For questions 12 to 14, simplify the following expressions containing surds. Assume that a and b are
positive real numbers.
√ √ √ √ √
12. a. 200 − 300 b. 125 − 150 + 600
√ √ √ √ √ √
c. 27 − 3 + 75 d. 2 20 − 3 5 + 45
√ √ √ √ √ √ √ √
13. a. 6 12 + 3 27 − 7 3 + 18 b. 150 + 24 − 96 + 108
√ √ √ √ √ √ √ √
c. 3 90 − 5 60 + 3 40 + 100 d. 5 11 + 7 44 − 9 99 + 2 121
√ √ √ √ √ √ √ √
14. a. 2 30 + 5 120 + 60 − 6 135 b. 6 ab − 12ab + 2 9ab + 3 27ab
1√ 1√ 1√ 1√ 7√ √
c. 98 + 48 + 12 d. 32 − 18 + 3 72
2 3 3 8 6
WE5c For questions 15 to 17, simplify the following expressions containing surds. Assume that a and b are
positive real numbers.
√ √ √ √ √ √ √ √
15. a. 7 a − 8a + 8 9a − 32a b. 10 a − 15 27a + 8 12a + 14 9a
√ √ √ √ √ √ √
c. 150ab + 96ab − 54ab d. 16 4a2 − 24a + 4 8a2 + 96a

√ √ √ 1√ 1√ 1√
16. a. 8a3 + 72a3 − 98a3 b. 36a + 128a − 144a
√ √ 2√ √4 √6
c. 9a3 + 3a5 d. 6 a5 b + a3 b − 5 a5 b

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√ √ √ √ √ √ √
17. a. ab ab + 3ab a2 b + 9a3 b3 b. a3 b + 5 ab − 2 ab + 5 a3 b
√ √ √ √ √ √
c. 32a3 b2 − 5ab 8a + 48a5 b6 d. 4a2 b + 5 a2 b − 3 9a2 b
WE6 For questions 18 to 20, multiply the following surds, expressing answers in the simplest form. Assume that
a, b, x and y are positive real numbers.
√ √ √ √ √ √
18. a. 2× 7 b. 6× 7 c. 8× 6
√ √ √ √ √ √
d. 10 × 10 e. 21 × 3 f. 27 × 3 3
√ √ √ √ √ √
19. a. 5 3 × 2 11 b. 10 15 × 6 3 c. 4 20 × 3 5
√ √ 1√ √ 1√ √
d. 10 6 × 3 8 e. 48 × 2 2 f. 48 × 2 3
4 9
1√ 1√ √ √ √ √
20. a. 60 × 40 b. xy × x3 y2 c. 3a4 b2 × 6a5 b3
10 5√ √
√ √ √ 1√ 3 3
d. 12a7 b × 6a3 b4 e. 15x3 y2 × 6x2 y3 f. 15a b × 3 3a2 b6
2
WE7 For questions 21 to 23, simplify each of the following.
(√ )2 (√ )2 (√ )2
21. a. 2 b. 5 c. 12

(√ )2 ( √ )2 ( √ )2
22. a. 15 b. 3 2 c. 4 5

( √ )2 ( √ )2
23. a. 2 7 b. 5 8

WE8 For questions 24 to 26, divide the following surds, expressing answers in the simplest form. Assume that
a, b, x and y are positive real numbers.
√ √
15 8
24. a. √ b. √
3 2
√ √
60 128
c. √ d. √
10 8
√ √
18 65
25. a. √ b. √
4 6 2 13
√ √
96 7 44
c. √ d. √
8 14 11
√ √ √
9 63 2040 x4 y3
26. a. √ b. √ c. √
15 7 30 x2 y5
√ √ √ √ √
16xy xy 12x8 y12 2 2a2 b4 10a9 b3
d. √ e. √ × √ f. √ × √
8x7 y9 x5 y7 x2 y3 5a3 b6 3 a7 b
WE9a,b For questions 27 to 29, express the following in their simplest form with a rational denominator.
√
5 7 4 8 12
27. a. √ b. √ c. √ d. √ e. √
2 3 11 6 7

26 Jacaranda Maths Quest 10 + 10A

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√ √ √ √ √
15 2 3 3 7 5 2 4 3
28. a. √ b. √ c. √ d. √ e. √
6 5 5 2 3 3 5

Understanding
√ √ √ √ √
5 14 16 3 8 3 8 60 2 35
29. a. √ b. √ c. √ d. √ e. √
7 8 6 5 7 7 28 3 14
WE9c For questions 30 to 32, express the following in their simplest form with a rational denominator.
√ √ √ √ √ √ √ √
6 + 12 15 − 22 6 2 − 15 2 18 + 3 2
30. a. √ b. √ c. √ d. √
3 6 10 5
√ √ √ √ √ √ √ √
3 5+6 7 4 2+3 8 3 11 − 4 5 2 7−2 5
31. a. √ b. √ c. √ d. √
8 2 3 18 12
√ √ √ √ √ √ √ √
7 12 − 5 6 6 2− 5 6 3−5 5 3 5+7 3
32. a. √ b. √ c. √ d. √
6 3 4 8 7 20 5 24
WE10 For questions 33 to 35, rationalise the denominator and simplify.
1 1 4
33. a. √ b. √ √ c. √ √
5+2 8− 5 2 11 − 13
√ √ √ √
5 3 8−3 12 − 7
34. a. √ √ b. √ c. √ √
3 5+4 2 8+3 12 + 7
√ √ √ √ √
3−1 3 6 − 15 5− 3
35. a. √ b. √ √ c. √ √
5+1 6+2 3 4 2− 3

Reasoning
3 5
36. Calculate the area of a triangle with base length √ and perpendicular height √ . Express your
2+2 8−1
answer with a rational denominator. Show full working.
1 1
37. Determine the average of √ and √ , writing your answer with a rational denominator. Show
2 x 3−2 x
full working.
(√ √ )2 √
38. a. Show that a + b = a + b + 2 ab.
b. Use this result to evaluate:
√ √ √ √ √ √
i. 8 + 2 15 ii. 8 − 2 15 iii. 7 + 4 3.

Problem solving
√ √ √ √
5+ 3 5− 3
39. Simplify √ √ √ −√ √ √ .
3+ 3+ 5 3+ 3− 5

TOPIC 1 Indices, surds and logarithms 27

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40. Solve for x.

√ √
√ √ 5 9 x−7 3 x+1
a. 9+x− x= √ b. √ = √
9+x 3 x x+5
√ √ √
41. Solve the following for x: 2 − 2− 2− 2−…=x

1.5 Review of index laws

LEARNING INTENTION
At the end of this subtopic you should be able to:
• recall and apply the index or exponent laws
• simplify expressions involving multiplication and division of terms with the same base
• evaluate expressions involving powers of zero
• simplify expressions involving raising a power to another power.

1.5.1 Review of index laws

eles-4669
Index notation
• When a number or pronumeral is repeatedly multiplied by itself, it can be
Index
written in a shorter form called index form.
• A number written in index form has two parts, the base and the index, and is
written as:
• In the example shown, a is the base and x is the index. Base
ax
• Another name for an index is exponent or power.

Index laws
• Performing operations on numbers or pronumerals written in index form requires application of the
index laws. There are six index laws.

First Index Law

When terms with the same base are multiplied, the indices are added.
am × an = am+n

Second Index Law

When terms with the same base are divided, the indices are subtracted.
am ÷ an = am−n

WORKED EXAMPLE 11 Simplifying using the first two index laws

Simplify each of the following.

2x5 y4
a. m4 n3 p × m2 n5 p3 b. 2a2 b3 × 3ab4 c.
10x2 y3

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THINK WRITE
a. 1. Write the expression. a. m4 n3 p × m2 n5 p3

2. Multiply the terms with the same base by adding the = m4+2 n3+5 p1+3
1
indices. Note: p = p . = m6 n8 p4

b. 1. Write the expression. b. 2a2 b3 × 3ab4

2. Simplify by multiplying the coefficients, then multiply = 2 × 3 × a2+1 × b3+4

the terms with the same base by adding the indices. = 6a3 b7

2x5 y4
c. 1. Write the expression. c.
10x2 y3
1x5−2 y4−3
2. Simplify by dividing both of the coefficients by the =
same factor, then divide terms with the same base by 5
x3 y
subtracting the indices. =
5
TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE
a–c. a–c. a–c. a–c.
In a new document on a On the main screen, using
calculator page, complete the Var tab, complete the
the entry lines as: entry lines as:
m4 × n3 × p × m2 × n5 × p3 m4 n3 p × m2 n5 p3
2 × a2 × b3 × 3 × a × b4 2a2 b3 × 3ab4
2 × x5 × y4 2x5 y4
10 × x2 × y3 10x2 y3
Press ENTER after each Press EXE after each
entry. entry.
Be sure to include the m4 n3 p × m2 n5 p3 = m6 n8 p4
multiplication sign between 2a2 b3 × 3ab4 = 6a3 b7
each variable. 2x5 y4 x3 y m4 n3 p × m2 n5 p3 = m6 n8 p4
=
10x2 y3 5 2a2 b3 × 3ab4 = 6a3 b7
2x5 y4 x3 y
=
10x2 y3 5

Third Index Law

Any term (excluding 0) with an index of 0 is equal to 1.
a0 = 1, a ≠ 0

WORKED EXAMPLE 12 Simplifying terms with indices of zero

Simplify each of the following.

( )0 ( )0
a. 2b3 b. −4 a2 b5

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THINK WRITE
( )0
a. 1. Write the expression. a. 2b3
2. Apply the Third Index Law, which states that any =1
term (excluding 0) with an index of 0 is equal to 1.
( )0
b. 1. Write the expression. b. −4 a2 b5

2. The entire term inside the brackets has an index of 0, = −4 × 1

so the bracket is equal to 1.
3. Simplify. = −4

Fourth Index Law

When a power (am ) is raised to a power, the indices are multiplied.
(am )n = amn

Fifth Index Law

When the base is a product, raise every part of the product to the index
outside the brackets.
(ab)m = am bm

Sixth Index Law

When the base is a fraction, raise both the numerator and denominator to the
index outside the brackets.
( )m
a am
= m
b b

WORKED EXAMPLE 13 Simplifying terms in index form raised to a power

Simplify each of the following.

( )4
( )3 ( )3 2x3 3
a. 2n4 b. 3a2 b7 c. d. (−4)
y4

THINK WRITE
( )3
a. 1. Write the term. a. 2n4

2. Apply the Fourth Index Law and simplify. = 21×3 × n4×3

= 23 n12
= 8n12
( )3
b. 1. Write the expression. b. 3a2 b7

2. Apply the Fifth Index Law and simplify. = 31×3 × a2×3 × b7×3
= 33 a6 b21
= 27a6 b21

30 Jacaranda Maths Quest 10 + 10A

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( )4
2x3
c. 1. Write the expression. c.
y4
21×4 × x3×4
2. Apply the Sixth Index Law and simplify. =
y4×4
16x12
=
y16

3
d. 1. Write the expression. d. (−4)
2. Write in expanded form. = −4 × −4 × −4
3. Simplify, taking careful note of the negative sign. = −64

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

a–d. a–d. a–d. a–d.
On a Calculator page, use On the Main screen, use the
the brackets and complete brackets and complete the entry
the entry line as: lines
( 4 )as:
( 4 )3 3
2n 2n
( 2 7 )3 ( 2 7 )3
3a b 3a b
( )4 ( )4
2x3 2x3
y4 y4
(−4)3 (−4)3
Press Enter after each ( 4 )3 Press EXE after each entry.
2n = 8n12
entry. ( 2 7 )3
3a b = 27a6 b21
( )4 ( 4 )3
2x3 16x12 2n = 8n12
= ( 2 7 )3
y4 y16 3a b = 27a6 b21
( )4
(−4)3 = −64 2x3 16x12
=
y4 y16
(−4)3 = −64

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Digital documents SkillSHEET Index form (doc-5168)
SkillSHEET Using a calculator to evaluate numbers given in index form (doc-5169)
Video eLesson Index laws (eles-1903)
Interactivities Individual pathway interactivity: Review of index laws (int-4652)
First Index Law (int-3709)
Second Index Law (int-3711)
Third Index Law (int-3713)
Fourth Index Law — Multiplication (int-3716)
Fifth and sixth index laws (int-6063)

TOPIC 1 Indices, surds and logarithms 31

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Exercise 1.5 Review of index laws

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 15, 18, 21, 22, 26 2, 5, 8, 11, 14, 16, 19, 23, 24, 27 3, 6, 9, 12, 17, 20, 25, 28

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE11a,b For questions 1 to 3, simplify each of the following.

1. a. a3 × a4 b. a2 × a3 × a c. b × b5 × b2 d. ab2 × a3 b5

2. a. m2 n6 × m3 n7 b. a2 b5 c × a3 b2 c2 c. mnp × m5 n3 p4 d. 2a × 3ab

1 5 1 3 1 4 4
3. a. 4a2 b3 × 5a2 b × b b. 3m3 × 2mn2 × 6m4 n5 c. 4x2 × xy × 6x3 y3 d. 2x3 y2 × 4x × xy
2 2 2
WE11c For questions 4 to 6, simplify each of the following.
4a7
4. a. a4 ÷ a3 b. a7 ÷ a2 c. b6 ÷ b3 d.
3a3

21b6 48m8 m7 n3 2x4 y3

5. a. b. c. d.
7b2 12m3 m4 n2 4x4 y

20m5 n3 p4 14x3 y4 z2
6. a. 7ab5 c4 ÷ ab2 c4 b. c.
16m3 n3 p2 28x2 y2 z2
WE12 For questions 7 to 9, simplify each of the following.
0 ( )0
7. a. a0 b. (2b) c. 3m2
0
8. a. 3x0 b. 4b0 c. −3 × (2n)

( )0
a
0
( )0
9. a. 4a − b. 5y0 − 12 c. 5x0 − 5xy2
4
WE13 For questions 10 to 12, simplify each of the following.
( 2 )4 ( )2
( )3 ( )4 m 2n4 2
10. a. a2 b. 2a5 c. d. e. (−7)
3 3
( )3 ( )2
( )3 ( )
3 2 2
( )
3 5 4 3m2 n a2
11. a. a2 b b. 3a b c. 2m n d. e.
4 b3
( )4 ( )3 ( )4
5m3 7x 3a 5 5
12. a. b. c. d. (−3) e. (−2)
n2 2y5 5b3

32 Jacaranda Maths Quest 10 + 10A

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13. MC a. 2m10 n5 is the simplified form of:

( )2
5 3 4 2 6m10 n4 ( )
5 2 2
( )
5 2 4 2m5
A. m n × 2m n B. C. 2m n D. 2n m ×n E.
3n n3
0
b. The value of 4 − (5a) is:

A. −1 B. 9 C. 1 D. 3 E. 5

14. MC a. 4a3 b × b4 × 5a2 b3 simplifies to:

A. 9a5 b8 B. 20a5 b7 C. 20a5 b8 D. 9a5 b7 E. 21a5 b8

15x9 × 3x6
b. simplifies to:
9x10 × x4
A. 5x9 B. 9x C. 5x29 D. 9x9 E. 5x
3p7 × 8q9
c. simplifies to:
12p3 × 4q5
p4 q4 q4 p4 q4 q4
A. 2q4 B. C. D. E.
2 2 24 24
7a5 b3 7b3 a2
d. ÷ simplifies to:
5a6 b2 5b5 a4
49a3 b 25a3 b 25ab3
A. B. C. a3 b D. ab3 E.
25 49 49

Understanding
For questions 15 to 17, evaluate each of the following.
( 2 )2
15. a. 23 × 22 × 2 b. 2 × 32 × 22 c. 5
( )3
35 × 46 ( 3
)2 3
16. a. b. 2 × 5 c.
34 × 44 5

44 × 56 ( )0 ( )0
17. a. b. 33 × 24 c. 4 52 × 35
43 × 55
For questions 18 to 20, simplify each of the following.
3z 0
18. a. (xy ) b. ab × (pq )
( )x
a b 0 a2
19. a. m × n × (mn) b.
b3

n3 m2 p
20. a. b. (am+n )
np mq

Reasoning
21. Explain why a3 × a2 = a5 and not a6 .

22. Is 2x ever the same as x2 ? Explain your reasoning using examples.

0
23. Explain the difference between 3x0 and (3x) .

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24. a. Complete the table for a = 0, 1, 2 and 3.

a 0 1 2 3
3a2
5a
2
3a + 5a
3a2 × 5a

b. Analyse what would happen as a becomes very large.

2
25. Evaluate algebraically the exact value of x if 4x+4 = 2x . Justify your answer.

Problem solving
26. Binary numbers (base 2 numbers) are used in computer operations. As the
name implies, binary uses only two types of numbers, 0 and 1, to express
all
( numbers.
) ( A binary
) (number) such as 101 (read one, zero, one) means
1 × 22 + 0 × 21 + 1 × 20 = 4 + 0 + 1 = 5 (in base 10, the base we are
most familiar with).
The number 1010 (read one, zero, one, zero) means
( ) ( ) ( ) ( )
1 × 23 + 0 × 22 + 1 × 21 + 0 × 20 = 8 + 0 + 2 + 0 = 10.

If we read the binary number from right to left, the index of 2 increases
by one each time, beginning with a power of zero. Using this information,
write out the numbers 1 to 10 in binary (base 2) form.

27. Solve for x:

7x × 71+2x
a. = 16 807 b. 22x − 5 (2x ) = −4
(7x )2
28. For the following:
a. determine the correct answer
b. identify the error in the solution.

( )3 ( )2 ( )3 ( 2 2 )2
a2 b3 c a3 b2 c2 b3 c ab c
× = ×
a2 b2 a2 b3 b 2
b2
( )3 ( 2 )2
bc ac
= ×
1 b
( ) 6
abc3
=
b
( 3 )6
ac
=
1
= a6 c18

34 Jacaranda Maths Quest 10 + 10A

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1.6 Negative indices

LEARNING INTENTION
At the end of this subtopic you should be able to:
• evaluate expressions involving negative indices
• simplify expressions involving negative indices and re-write expressions so that all indices are positive.

1.6.1 Negative indices and the Seventh Index Law

eles-4670
a3
• Consider the expression. . This expression can be simplified in two different ways.
a5
a3 a×a×a
1. Written in expanded form: 5 =
a a×a×a×a×a
1
=
a×a
1
= 2
a
a3
2. Using the Second Index Law: 5 = a3−5
a
= a−2
1
• Equating the results of both of these simplifications we get a−2 = .
a2
1 a0 ( 0
)
• In general, = 1 = a
an an
= a0−n (using the Second Index Law)
= a−n
This statement is the Seventh Index Law.

Seventh Index Law

A term raised to a negative index is equivalent to 1 over the original term with
a positive index.
1
a−n =
an

• The converse of this law can be used to rewrite terms with positive indices only.

1
−n
= an
a
• It is also worth noting that applying a negative index to a fraction has the effect of swapping the numerator
and denominator.
( )−n
a bn
= n
b a

Note: It is proper mathematical convention for an algebraic term to be written with each variable in alphabetical
b3 a2 c−4 a2 b3 x5
order with positive indices only. For example: 6 −5 should be written as 4 6 .
yx cy

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WORKED EXAMPLE 14 Writing terms with positive indices only

Express each of the following with positive indices.

4
a. x−3 b. 2m−4 n2 c.
a−3

THINK WRITE
a. 1. Write the expression. a. x−3
1
2. Apply the Seventh Index Law. =
x3
b. 1. Write the expression. b. 2m−4 n2

2n2
2. Apply the Seventh Index Law to write the =
expression with positive indices. m4

4
c. 1. Write the expression and rewrite the c.
−3
= 4 ÷ a−3
fraction, using a division sign. a

1
2. Apply the Seventh Index Law to write the =4÷
expression with positive indices. a3

a3
3. To divide the fraction, change fraction =4×
division into multiplication. 1
= 4a3

WORKED EXAMPLE 15 Simplifying expressions with negative indices

Simplify each of the following, expressing the answers with positive indices.
( 3 )−2
2 –3 – 5
2x4 y2 2m
a. a b × a b b. c.
3xy 5
n−2

THINK WRITE
a. 1. Write the expression. a. a2 b−3 × a−5 b

2. Apply the First Index Law. Multiply terms = a2+−5 b−3+1

with the same base by adding the indices. = a−3 b−2

1
3. Apply the Seventh Index Law to write the = 3 2
answer with positive indices. ab

2x4 y2
b. 1. Write the expression. b.
3xy5
2x4−1 y2−5
2. Apply the Second Index Law. Divide terms =
with the same base by subtracting the indices. 3
2x3 y−3
=
3

2x3
3. Apply the Seventh Index Law to write the =
answer with positive indices. 3y3

36 Jacaranda Maths Quest 10 + 10A

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( )−2
2m3
c. 1. Write the expression. c.
n−2
2−2 m−6
2. Apply the Sixth Index Law. Multiply =
the indices of both the numerator and n4
denominator by the index outside
the brackets.
1
3. Apply the Seventh Index Law to express all =
terms with positive indices. 22 m6 n4

1
4. Simplify. =
4m6 n4

WORKED EXAMPLE 16 Evaluating expressions containing negative indices

Evaluate 6 × 3−3 without using a calculator.

THINK WRITE
1. Write the multiplication. 6 × 3−3
1
2. Apply the Seventh Index Law to write 3−3 with a = 6×
positive index. 33

6
3. Multiply the numerator of the fraction by the whole =
number. 33
6
4. Evaluate the denominator. =
27
2
5. Cancel by dividing both the numerator and =
denominator by the highest common factor (3). 9

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Video eLesson Negative indices (eles-1910)
Interactivities Individual pathway interactivity: Negative indices (int-4563)
Negative indices (int-6064)

TOPIC 1 Indices, surds and logarithms 37

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Exercise 1.6 Negative indices

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 15, 17, 18, 28, 31 2, 5, 8, 11, 14, 16, 19, 20, 23, 26, 3, 6, 9, 12, 21, 22, 24, 25, 27, 30,
29, 32 33

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE14 For questions 1 to 3, express each of the following with positive indices.
4 −3
1. a. x−5 b. y−4 c. 2a−9 d. a
5
1
2. a. 3x2 y−3 b. 2−2 m−3 n−4 c. 6a3 b−1 c−5 d.
a−6
2 6a 7a−4 2m3 n−5
3. a. b. c. d.
3a−4 3b−2 2b−3 3a−2 b4
WE15 For questions 4 to 6, simplify each of the following, expressing the answers with positive indices.

4. a. a3 b−2 × a−5 b−1 b. 2x−2 y × 3x−4 y−2 c. 3m2 n−5 × m−2 n−3

d. 4a3 b2 ÷ a5 b7 e. 2xy6 ÷ 3x2 y5

6m4 n 4x2 y9 2m2 n−4 ( )−5

5. a. 5x−2 y3 ÷ 6xy2 b. c. d. e. 2a3 m4
2n3 m6 x7 y−3 6m5 n−1
( )−3 ( )2 ( )−3
( )
7 −4 −2
( )
−2 −3 4 2p2 a−4 6a2
6. a. 4 p q b. 3 a b c. d. e.
3q3 2b−3 3b−2
WE16 For questions 7 to 9, evaluate each of the following without using a calculator.

7. a. 2−3 b. 6−2 c. 3−4 d. 3−2 × 23

6 4 × 3−3
8. a. 4−3 × 22 b. 5 × 6−2 c. d.
2−3 2−3

1 160 × 24 53 × 250 34 × 42
9. a. × 5−2 × 34 b. c. d.
3 82 × 2−4 252 × 5−4 123 × 150
10. Write each of these numbers as a power of 2.
1 1
a. 8 b. c. 32 d.
8 64
11. Solve each of the following for x.
1 1 x
a. 125 = 5x b. = 4x c. = 7x d. 216 = 6x e. 0.01 = 10
16 7
12. Solve each of the following for x.
1 1 1
a. 1 = 8x b. 64 = 4x c. = 4x d. = 2x e. = 8x
64 64 64

38 Jacaranda Maths Quest 10 + 10A

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13. Evaluate the following expressions.

( )−1 ( )−1 ( )−1 ( )−1
2 5 1 1
a. b. c. 3 d.
3 4 2 5
14. Write the following expressions with positive indices.
( )−1 ( )−1 ( )−1 ( )−1
a a2 a−2 m3
a. b. c. d.
b b3 b−3 n−2
15. Evaluate each of the following, using a calculator.
−4
a. 3−6 b. 12 c. 7−5

16. Evaluate each of the following, using a calculator.

( )−8 ( )−7
1 3 −5
a. b. c. (0.04)
2 4

Understanding
1
17. MC is the same as:
a−4
1
A. 4a B. −4a C. a4 D. E. −a4
a4
1
18. MC is the same as:
8
1
A. 23 B. 2−3 C. 32 D. 3−2 E.
2−3
3m4
19. MC Select which of the following, when simplified, gives .
4n2
3m−4 n−2 3n−2
A. B. 3 × 2−2 × m4 × n−2 C.
4 2−2 m−4
22 n−2
D. E. 3m4 × 22 n−2
3−1 m−4
( )
−2 −7 3 −4 6
20. MC When simplified, 3a b ÷ a b is equal to:
4
4 9b 9a2 4a2 4a2
A. B. C. D. E.
6 13
ab 4a6 4b b13 b
−3
21. MC When (2x6 y−4 ) is simplified, it is equal to:
2x 18
x18 y12 8y12 x18
A. B. C. D. E.
y12 8y12 8x18 x18 6y12
( )3
2ax 8b9
22. MC If is equal to , then x and y (in that order) are:
by a6
A. −3 and −6 B. −6 and −3 C. −3 and 2 D. −3 and −2 E. −2 and −3

23. Simplify, expressing your answer with positive indices.

( )−7 ( )2 ( −2 )−1
m−3 n−2 m3 n−2 5 a3 b−3 5a b
a. b. ( )4 c. ( ) −1
÷ ( −4 )3
m−5 n6 m−5 n3 ab−4 a b

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24. Simplify, expanding any expressions in brackets.

( )( ) ( )2
a. r3 + s3 r3 − s3 b. m5 + n5
( a+1 )b a+b ( )−4
x ×x px+1 p8(x+1) p2
c. d. × ( )4 × ( )0
xa(b+1) × x2b px−1 p2x p12x
( r )
2 × 8r
25. Write in the form 2ar+b .
22r × 16
26. Write 2−m × 3−m × 62m × 32m × 22m as a power of 6.

27. Solve for x if 4x − 4x−1 = 48.

Reasoning
6 6
28. Consider the equation y = . Clearly x ≠ 0 as would be undefined.
x x
Explain what happens to the value of y as x gets closer to zero coming from:
a. the positive direction b. the negative direction.
−n
29. Consider the expression 2 . Explain what happens to the value of this expression as n increases.
30. Explain why each of these statements is false. Illustrate each answer by substituting a value for the
pronumeral
1
a. 5x0 = 1 b. 9x5 ÷ (3x5 ) = 3x c. a5 ÷ a7 = a2 d. 2c−4 =
2c4
Problem solving
31. Solve the following pair of simultaneous equations.
1 5y
3y+1 = and = 125
9 125x
xn+2 + xn−2
32. Simplify .
xn−4 + xn
33. Solve for x and y if 5x−y = 625 and 32x × 3y = 243.
35x
Hence, evaluate .
7−2y × 5−3y

1.7 Fractional indices (10A)

LEARNING INTENTION
At the end of this subtopic you should be able to:
• evaluate expressions involving fractional indices
• simplify expressions involving fractional indices.

1.7.1 Fractional indices and the Eighth Index Law

eles-4671
1
• Consider the expression a 2 . Now consider what happens if we square that expression.
( )2
1
= a (Using the Fourth Index Law, (am )n = am×n )
a2
(√ )2
• From our work on surds, we know that a = a.

40 Jacaranda Maths Quest 10 + 10A

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( )2 (√ )2
1 1 √
• Equating the two facts above, a2 = a . Therefore, a 2 = a.
1 1 1
( 1
)3 1 √
3
• Similarly, b 3 × b 3 × b 3 = b3 = b implying that b 3 = b.
1 √
• This pattern can be continued and generalised to produce a n = n a.

m m 1
m× 1 ×m
• Now consider: a n = a n or a n = a n
1 ( )m
1
= (am ) n = an
√
= n am (√ )m
= na

Eighth Index Law

m
A term raised to a fractional index is equivalent to the nth root of the term
n
raised to the power m.
m √ (√ )m
n n
an = am = a

WORKED EXAMPLE 17 Converting fractional indices to surd form

Write each of the following expressions in simplest surd form.

1 3
a. 10 2 b. 5 2
THINK WRITE

1 1 √
a. Since an index of is equivalent to taking the a. 10 2 = 10
2
square root, this term can be written as the square
root of 10.
3 3 √
b. 1. A power of means the square root of the b. 5 2 = 53
2
number cubed.
√
2. Evaluate 53 . = 125
√ √
3. Simplify 125. =5 5

WORKED EXAMPLE 18 Evaluating fractional indices without a calculator

Evaluate each of the following without using a calculator.

1 3
a. 9 2 b. 16 2

THINK WRITE
1 √
a. 1. Rewrite the number using Eighth Index Law. a. 9 2 = 9

2. Evaluate. =3

TOPIC 1 Indices, surds and logarithms 41

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m (√ )m 3 (√ )3
n
b. 1. Rewrite the number using a n = a . b. 16 2 = 16

= 43

2. Simplify and evaluate the result. = 64

WORKED EXAMPLE 19 Evaluating fractional indices with a calculator

Use a calculator to determine the value of the following, correct to 1 decimal place.
1 1
a. 10 4 b. 200 5

THINK WRITE
1
a. Use a calculator to produce the answer. a. 10 4 = 1.77827941
≈ 1.8
1
b. Use a calculator to produce the answer. b. 200 5 = 2.885399812
≈ 2.9

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

a. a. a–b. a–b.
In a new document on a On the Main screen, complete
Calculator page, complete the entry lines as:
the entry line as: 1
1 10 4
1
10 4 200 5
Then press ENTER. Press EXE after each entry.
To convert the answer to
Note: Change Standard to
decimal press:
Decimal.
• MENU
• 2: Number 1
• 1: Convert to Decimal 10 4 = 1.77827941
Then press ENTER. ≈ 1.8

b. b.
In a new document on a 1
10 4 = 1.77827941
Calculator page, complete
≈ 1.8
the entry line as: 1
1
200 5 200 5 = 2.885399812
Then press ENTER. ≈ 2.9
To convert the answer to
decimal press:
• MENU
• 2: Number
1
• 1: Convert to Decimal 200 5 = 2.885399812
Then press ENTER. ≈ 2.9

42 Jacaranda Maths Quest 10 + 10A

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WORKED EXAMPLE 20 Simplifying expressions with fractional indices

Simplify each of the following.

1
1 2 1 ⎛ 32 ⎞ 2
x
a. m 5 × m 5 b. (a2 b3 ) 6 c. ⎜ ⎟
⎜ 3⎟
⎝ y4 ⎠

THINK WRITE
1 2
a. 1. Write the expression. a. m 5 × m 5
3
2. Multiply numbers with the same base by adding the = m5
indices.
1
b. 1. Write the expression. b. (a2 b3 ) 6
2 3
2. Multiply each index inside the grouping symbols = a6 b6
(brackets) by the index on the outside.
1 1
3. Simplify the fractions. = a3 b2
1
⎛ 23 ⎞ 2
x
c. 1. Write the expression. c. ⎜ ⎟
⎜ 3⎟
⎝ y4 ⎠
1
x3
2. Multiply the index in both the numerator and denominator = 3
by the index outside the grouping symbols. y8

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Digital documents SkillSHEET Addition of fractions (doc-5176)
SkillSHEET Subtraction of fractions (doc-5177)
SkillSHEET Multiplication of fractions (doc-5178)
SkillSHEET Writing roots as fractional indices (doc-5179)
Video eLesson Fractional indices (eles-1950)
Interactivities Individual pathway interactivity: Fractional indices (int-4564)
Fractional indices (int-6107)

Exercise 1.7 Fractional indices (10A)

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 7, 10, 13, 15, 17, 20, 23, 25, 2, 4, 5, 8, 11, 14, 18, 21, 26, 6, 9, 12, 16, 19, 22, 24, 27, 30,
28, 31 29, 32 33, 34

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

TOPIC 1 Indices, surds and logarithms 43

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Fluency
WE17 For questions 1 to 4, write the following in surd form.
1 1 2 5
1. a. 15 2 b. m 4 c. 7 5 d. 7 2

3 1
2. a. w 8 b. w1.25 c. 53 3 d. a0.3
√ √
4
√
6
√
7 6
3. a. t b. 57 c. 611 d. x
√
6
√
5
√ √
x
4. a. x7 b. w10 c. 10 w5 d. 11n

5. WE18 Evaluate each of the following without using a calculator.

1 1 1
a. 16 2 b. 25 2 c. 81 2

6. Evaluate each of the following without using a calculator.

1 1 1
a. 8 3 b. 64 3 c. 81 4

WE19 For questions 7 to 9, use a calculator to evaluate each of the following, correct to 1 decimal place.
1 1 1
7. a. 5 2 b. 7 5 c. 8 9

3 5 2
8. a. 12 8 b. 100 9 c. 50 3

4
( )3 ( )2
3 4 4 3
9. a. (0.6) 5 b. c.
4 5
For questions 10 to 19, simplify each of the expressions.
3 1 1 3 1 1
10. a. 4 5 × 4 5 b. 2 8 × 2 8 c. a 2 × a 3

3 2 1 1 1 3 2
11. a. x 4 × x 5 b. 5m 3 × 2m 5 c. b 7 × 4b 7
2
2 2 3 3 1
12. a. −4y2 × y 9 b. a 8 × 0.05a 4 c. 5x3 × x 2
5
2 3 1 3 3 2 1 1 1 3 4
13. a. a 3 b 4 × a 3 b 4 b. x 5 y 9 × x 5 y 3 c. 2ab 3 × 3a 5 b 5

3 1 1 2 1 1 1 1 1 2 3 1 3 3
14. a. 6m 7 × m4 n5 b. x3 y 2 z 3 × x 6 y 3 z 2 c. 2a 5 b 8 c 4 × 4b 4 c 4
3
4 3 5 2 2 2 3 4 3
15. a. x3 y2 ÷ x 3 y 5 b. a 9 b 3 ÷ a 5 b 5 c. m 8 n 7 ÷ 3n 8

3 3 7 1
4 2 1 5a 4 b 5 p8 q4
16. a. 10x 5 y ÷ 5x 3 y 4 b.
1 1
c.
2 1
20a 5 b 4 7p 3 q 6

( 3
)3 ( 2
)1 ( 1
)6
5 4
17. a. 24 b. 53 c. 75

44 Jacaranda Maths Quest 10 + 10A

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( )3 ( )1
( )1 4 8 1 3
18. a. a3 10 b. m9 c. 2b 2

( ) 14 ( m ) pn ( a )c
b
3 15
19. a. 4 p7 b. x n c. 3m b

Understanding
WE20 For questions 20 to 22, simplify each of the following.
( )1 ( )2
1 1 2 ( 4
)3 3 7
20. a. a2 b3 b. a b 4 c. x5 y8

2
( 1 3 3
)1 ( 2
)1 ⎛ 43 ⎞ 3
3 1 2 2 a
21. a. 3a 3 b 5 c 4 b. 5 x 2 y 3 z 5 c. ⎜ ⎟
⎜b⎟
⎝ ⎠
2 1
2
⎛ 54 ⎞ ⎛ 35 ⎞ 3 ⎛ 7 ⎞2
m ⎟ b 4x ⎟
22. a. ⎜ b. ⎜ ⎟ c. ⎜
⎜ 7⎟ ⎜ 4⎟ ⎜ 3⎟
⎝ n8 ⎠ ⎝ c9 ⎠ ⎝ 2y 4 ⎠
2
23. MC a. y 5 is equal to:
( )5 ( 1 )2
1 2 ( )1 √
A. y2 B. y × C. y5 2 D. 2 5 y E. y5
5
2
b. k 3 is not equal to:
( 1 )2 √ ( )3 (√ )2 1
1
3 2 3
A. k3 B. k C. k2 D. k E. (k2 ) 3

1
c. √ is equal to:
2
5 g
2 2 5 5 1
A. g 5 B. g− 5 C. g 2 D. g− 2 E. 2g 5
m
3 n 1
24. MC a. If (a 4 ) is equal to a 4 , then m and n could not be:
A. 1 and 3 B. 2 and 6 C. 3 and 8 D. 4 and 9 E. both C and D
( m ) mp
an
b. When simplified, n is equal to:
bp
2
m p mp m
p
ap an an a a np
A. n B. n C. n D. E. nm
bm bm bm bm 2
bp
25. Simplify each of the following.
√ √
3
√
4
a. a8 b. b9 c. m16
26. Simplify each of the following.
√ √ √
3 4
a. 16x4 b. 8y9 c. 16x8 y12

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27. Simplify each of the following.

√
3 √ √
3
5
a. 27m9 n15 b. 32p5 q10 c. 216a6 b18

Reasoning
28. The relationship between the length of a pendulum (L) in a grandfather clock and
the time it takes to complete one swing (T) in seconds is given by the following
rule. Note that g is the acceleration due to gravity and will be taken as 9.8.
( )1
L 2
T = 2𝜋
g

a. Calculate the time it takes a 1 m long pendulum to complete one swing.

b. Determine the time it takes the pendulum to complete 10 swings.
c. Determine how many swings will be completed after 10 seconds.
√
5
29. Using the index laws, show that 32a5 b10 = 2ab2 .
30. To rationalise a fraction means to remove all non-rational numbers from the
a2
denominator of the fraction. Rationalise √ by multiplying the numerator
3 + b3
√
and denominator by 3 − b3 , and then evaluate if b = a2 and a = 2. Show all of
your working.

Problem solving
31. Simplify:
1 1 √
x + 2x 2 y 2 + y − z 2
t
a. ( ) b. 5 √
1 1 1
x +y +y
2 2 2 t3

( 3 3
)( )
1 1 1 1 1
32. Expand m4 + m2 n2 + m4 n + n2 m4 − n2 .

2 1 1 2 2
m 5 − 2m 5 n 5 + n 5 − p 5
33. Simplify
1 1 1
m5 − n5 − p5
34. A scientist has discovered a piece of paper with a complex formula written on it. She thinks that someone
has tried to disguise a simpler formula. The formula is:
√
4 13 2
√ (√ )2 ( )3
a a b3 a 3b 2
b
√ × b3 × × √
1
ab ab2 a2 b

a. Simplify the formula using index laws so that it can be worked with.
b. From your simplified formula, can a take a negative value? Explain.
c. Evaluate the smallest value for a for which the expression will give a rational answer. Consider
only integers.

46 Jacaranda Maths Quest 10 + 10A

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1.8 Combining index laws

LEARNING INTENTION
At the end of this subtopic you should be able to:
• simplify algebraic expressions involving brackets, fractions, multiplication and division using
appropriate index laws.

1.8.1 Combining index laws

eles-4672 • When it is clear that multiple steps are required to simplify an expression, expand brackets first.
• When fractions are involved, it is usually easier to carry out all multiplications first, leaving one division as
the final process.
• Make sure to simplify terms to a common base, before attempting to apply the index laws.
( )3
For example: 52x × 253 = 52x × 52 = 52x × 56 = 52x+6 .
• Finally, write the answer with positive indices and variables in alphabetical order, as is convention.

WORKED EXAMPLE 21 Simplifying expressions in multiple steps

Simplify each of the following.

(2a)4 b4 3n−2 × 9n+1
a. b.
6a3 b2 81n−1

THINK WRITE
(2a)4 b4
a. 1. Write the expression. a.
6a3 b2
16a4 b4
2. Apply the Fourth Index Law to remove the bracket. =
6a3 b2
8a4−3 b4−2
3. Apply the Second Index Law for each number and =
pronumeral to simplify. 3

8ab2
4. Write the answer. =
3

3n−2 × 9n+1
b. 1. Write the expression. b.
81n−1
n+1
3n−2 × (32 )
2. Rewrite each term in the expression so that it has a = n−1
base of 3. (34 )

3n−2 × 32n+2
3. Apply the Fourth Index Law to expand the brackets. =
34n−4
33n
4. Apply the First and Second Index Laws to simplify =
and write your answer. 34n−4
1
= n−4
3

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WORKED EXAMPLE 22 Simplifying complex expressions involving multiple steps

Simplify each of the following.

4 7xy3 2m5 n × 3m7 n4
a. (2a3 b) × 4a2 b3 b. c.
2
(3x3 y2 ) 7m3 n3 × mn2

THINK WRITE
4
a. 1. Write the expression. a. (2a3 b) × 4a2 b3

2. Apply the Fourth Index Law. Multiply each index = 24 a12 b4 × 4a2 b3
inside the brackets by the index outside the brackets.
3. Evaluate the number. = 16a12 b4 × 4a2 b3

4. Multiply coefficients and multiply pronumerals. = 16 × 4 × a12+2 b4+3

Apply the First Index Law to multiply terms with the = 64a14 b7
same base by adding the indices.
7xy3
b. 1. Write the expression. b.
2
(3x3 y2 )
7xy3
2. Apply the Fourth Index Law in the denominator. =
Multiply each index inside the brackets by the index 9x6 y4
outside the brackets.
7x−5 y−1
3. Apply the Second Index Law. Divide terms =
with the same base by subtracting the indices. 9

1 7
4. Use a−m = m to express the answer with positive =
a 9x5 y
indices.
2m5 n × 3m7 n4
c. 1. Write the expression. c.
7m3 n3 × mn2
6m12 n5
2. Simplify each numerator and denominator by =
multiplying coefficients and then terms with the same 7m4 n5
base.

6m8 n0
3. Apply the Second Index Law. Divide terms with the =
same base by subtracting the indices. 7

6m8 × 1
4. Simplify the numerator using a0 = 1. =
7
8
6m
=
7

48 Jacaranda Maths Quest 10 + 10A

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WORKED EXAMPLE 23 Simplifying expressions with multiple fractions

Simplify each of the following.

2
(5a2 b3 ) a2 b5 8m3 n−4 4m−2 n−4
a. × b. ÷
a10 (a3 b)
7
(6mn2 )
3
6m−5 n

THINK WRITE
2
(5a2 b3 ) a2 b5
a. 1. Write the expression. a. × 7
a10 (a3 b)
25a4 b6 a2 b5
2. Remove the brackets in the numerator of the first = × 21 7
fraction and in the denominator of the second fraction. a10 a b

25a6 b11
3. Multiply the numerators and then multiply the =
denominators of the fractions. (Simplify across.) a31 b7

4. Divide terms with the same base by subtracting the = 25a−25 b4

indices. (Simplify down.)
25b4
5. Express the answer with positive indices. =
a25
8m3 n−4 4m−2 n−4
b. 1. Write the expression. b. ÷
(6mn2 )
3
6m−5 n

8m3 n−4 4m−2 n−4

2. Remove the brackets. = ÷
216m3 n6 6m−5 n
8m3 n−4 6m−5 n
3. Multiply by the reciprocal. = ×
3 6
216m n 4m−2 n−4
48m−2 n−3
4. Multiply the numerators and then multiply the =
denominators. (Simplify across.) 864mn2

m−3 n−5
5. Cancel common factors and divide pronumerals with =
the same base. (Simplify down.) 18

1
6. Simplify and express the answer with =
positive indices. 18m3 n5

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Interactivities Individual pathway interactivity: Combining index laws (int-4565)
Combining index laws (int-6108)

TOPIC 1 Indices, surds and logarithms 49

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Exercise 1.8 Combining index laws

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 16, 17, 23, 26 2, 5, 8, 11, 14, 18, 19, 21, 24, 27 3, 6, 9, 12, 15, 20, 22, 25, 28

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE22 For questions 1 to 3, simplify each of the following.
3 2 −6
1. a. (3a2 b2 ) × 2a4 b3 b. (4ab5 ) × 3a3 b6 c. 2m3 n−5 × (m2 n−3 )

2 3 2 2 3 −4
2. a. (2pq3 ) × (5p2 q4 ) b. (2a7 b2 ) × (3a3 b3 ) c. 5(b2 c−2 ) × 3(bc5 )

( 3 4
)1 3
( )3
1 1 2 1 1
3. a. 6x 2 y 3 × 4x 4 y 5 b. (16m3 n4 ) 4 × m2 n4
( 2 1
)− 3 ( 3
)− 1 ( 1 2
)− 1 ( 1 3
)2
4 1 3 3 3
c. 2 p3 q3 ×3 p 4 q− 4 d. 8p 5 q 3 × 64p 3 q 4

WE21 For questions 4 to 6, simplify each of the following.

3
5a2 b3 4x5 y6 (3m2 n3 )
4. a. b. c.
3 4 7
(2a3 b) (2xy3 ) (2m5 n5 )
( )6 ( )3
4x3 y10 3a3 b−5 3g2 h5
5. a. b. c.
−3
2x7 y4 (2a7 b4 ) 2g4 h
( )2
1 1 1
1 2 ( )−4 x2 y4 z2
(5p6 q 3 ) 3b2 c3
6. a. b. c.
( )2 5b−3 c−4 ( 2 1
)− 3
1 1 3 −1 2
25 p2 q4 x3 y 4 z3

WE22c For questions 7 to 9, simplify each of the following.

2a2 b × 3a3 b4 4m6 n3 × 12mn5 10m6 n5 × 2m2 n3

7. a. b. c.
4a3 b5 6m7 n6 12m4 n × 5m2 n3
4
6x3 y2 × 4x6 y (6x3 y2 ) 5x2 y3 × 2xy5
8. a. b. c.
9xy5 × 2x3 y6 9x5 y2 × 4xy7 10x3 y4 × x4 y2

3 −3 3 1 4 3
a3 b2 × 2(ab5 ) (p6 q2 ) × 3pq 6x 2 y 2 × x 5 y 5
9. a. b. c.
3
6(a2 b3 ) × a4 b 2p−4 q−2 × (5pq4 )
−2 ( )1
1 5 1 1
2 x 2 y × 3x 2 y 5

50 Jacaranda Maths Quest 10 + 10A

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WE23a For questions 10 to 12, simplify each of the following.

2 2 3
a3 b2 2a6 b (2a6 ) 4ab6 (m4 n3 ) (m3 n3 )
10. a.
4 7
× 9 3 b.
7 3
× c. ×
5a b ab 10a b 6a3 (m6 n)
4
(2mn)2
( )3 ( )4 ( )2
2m3 n2 6m2 n4 2xy2 x3 y9 4x−5 y−3 3x5 y6
11. a. × b. × c.
−2
×
3mn5 4m3 n10 3x3 y5 2y10 (x2 y2 ) 2−2 x−7 y

( )1
1 2
6 −5
( 6 4
)−2 1 1 4a 4 b 2 1 1
5p q 5p q 2a 2 b 3 3x 3 y 5 4x 2
12. a. × b. × c. ×
3q−4 3p5 1 1 1 1 1 3
6a 3 b 2 b4 a 9x 3 y 4 x4 y
WE23b For questions 13 to 15, simplify each of the following.
( )3
5a2 b3 a9 b4 7a2 b4 3ab
13. a. ÷ b. ÷
6a7 b5 3ab6 3a6 b7 2a6 b4
( )3 ( )4 3 ( )−4
4a9 3a7 5x2 y6 (4x6 y) x5 y−3 4x6 y−10
14. a. ÷ b.
2
÷ c. ÷ −3
b6 2b5 (2x4 y5 ) 10xy3 2xy5 (3x−2 y2 )
1
( )
6 −2
1 1 ⎛ 3 13 ⎞ 2 1
3m3 n4 2m4 n 1 3 6m 3 n 4 4b c ⎟ − 3
15. a. ÷ b. 4m 2 n 4 ÷ c. ⎜ ÷ (2b 3 5 −2
c )
2m−6 n−5 m−1 n 3 1 ⎜ 1 ⎟
8m 4 n 2 ⎝ 6c 5 b ⎠

Understanding
16. Evaluate each of the following.
0
2 0 −3 0 5 6 −1 −3 3 3 −2 (26 × 39 )
a. (5 × 2) × (5 × 2 ) ÷ (5 × 2 ) b. (2 × 3 ) ÷ −3
26 × (3−2 )
17. Evaluate the following for x = 8. (Hint: Simplify first.)
( )2
−3 x 2x
(2x) × ÷ 4
2 (23 )
a2y × 9by × (5ab)y
18. a. Simplify the following fraction:
(ay )3 × 5(3by )2
b. Determine the value of y if the fraction is equal to 125.
3
19. MC Select which of the following is not the same as (4xy) 2 .
1
3 3 √ 3 √ (2x3 y3 ) 2 1 1
8x 2 y 2 B. ( 4xy) C. 64x3 y3 D. ( E. 4xy 2 × (2xy2 ) 2
A.
√ )−1
32

x2 y xy
20. MC The expression ÷ is equal to:
2 3 16x0
(2xy )
2 2x2 2 1
A. B. C. 2x2 y6 D. E.
2 6
xy b6 xy6 128xy5

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21. Simplify the following.

√ √ ( )1 1
3 3 1 2 45 3
−2
a. m2 n ÷ mn3 b. (g h) × c.
n−3 3 3
9 4 × 15 2
22. Simplify the following.
( )−2 ( )2 (√ ) 3 (√ ) 1
3
−1 −3 a3 b−2 3−3 a−2 b 5 2 2 3 5 5
a. 22 ×4 4 × 16 4 b. ÷ c. d × d
3−3 b−3 a4 b−2

Reasoning
23. The population of the number of bacteria on a petri dish is modelled by N = 6 × 2t+1 , where N is the number
of bacteria after t days.
a. Determine the initial number of bacteria.
b. Determine the number of bacteria after one week.
c. Calculate when the number of bacteria will first exceed 100 000.

24. In a controlled breeding program at the Melbourne Zoo, the population (P) of koalas at t years is modelled
by P = P0 × 10kt . Given P0 = 20 and k = 0.3:
a. Evaluate the number of koalas after 2 years.
b. Determine when the population will be equal to 1000. Show full working.

25. The decay of uranium is modelled by D = D0 × 2−kt . It takes 6 years for the mass of uranium to halve.
Giving your answers to the nearest whole number, determine the percentage remaining after:
a. 2 years b. 5 years c. 10 years.

Problem solving
26. Solve the following for x: 22x+2 − 22x−1 − 28 = 0.

72x+1 − 72x−1 − 48
27. Simplify .
36 × 72x − 252
z4 + z−4 − 3
28. Simplify .
1
2 −2
z +z − 52

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1.9 Application of indices: Compound interest

LEARNING INTENTION
At the end of this subtopic you should be able to:
• calculate the future value of an investment earning compound interest
• calculate the amount of interest earned after a period of time on an investment with compound interest.

1.9.1 Application of indices: compound interest

eles-4673
• One practical application of indices is compound interest.
• Compound interest is the type of interest that is applied to savings in a bank account, term deposits and
bank loans.
• Unlike simple interest, which has a fixed amount of interest added at each payment, compound interest
depends on the balance (or principal) of the account. This means that the amount of interest increases with
each successive payment. It is often calculated per year (per annum or p.a.)
• The following graph shows how compound interest increases over time. Each interest amount is 20% of the
previous balance. As the balance grows, the interest increases and the balance growth accelerates.
Compound interest (20% p.a. over 8 years)

40 000
Balance

35 000
Interest p.a.

30 000
Compound interest

25 000

20 000

15 000

10 000

5000

0
1 2 3 4 5 6 7 8
Time (years)

• The amount to which the initial investment grows is called the compounded value or future value.
• Compound interest can be calculated by methodically calculating the amount of interest earned at each
time, and adding it to the value of the investment.

WORKED EXAMPLE 24 Calculating compound interest step by step

Kyna invests $8000 at 8% p.a. for 3 years with interest paid at the end of each year. Determine the
compounded value of the investment by calculating the simple interest on each year separately.

THINK WRITE
1. Write the initial (first year) principal. Initial principal = $8000

2. Calculate the interest for the first year. Interest for year 1 = 8% of $8000
= $640

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3. Calculate the principal for the second year Principal for year 2 = $8000 + $640
by adding the first year’s interest to the = $8640
initial principal.
4. Calculate the interest for the second year. Interest for year 2 = 8% of $8640
= $691.20

5. Calculate the principal for the third year Principal for year 3 = $8640 + $691.20
by adding the second year’s interest to the = $9331.20
second year’s principal.
6. Calculate the interest for the third year. Interest for year 3 = 8% of $9331.20
= $746.50

7. Calculate the future value of the investment Compounded value after 3 years = $9331.20 + $746.50
by adding the third year’s interest to the third = $10 077.70
year’s principal.

• To calculate the total amount of interest received, subtract the initial value from the future value.
• In Worked example 24, the total amount of interest is $10 077.70 − $8000 = $2077.70.

1.9.2 The compound interest formula

eles-5357
• Calculating compound interest in a step by step manner is very time consuming, particularly for an
investment or loan over 20 or more years.
• By investigating the process however, we are able to simplify things and create a formula to calculate
compound interest over extended periods of time.
• To increase a number by a certain percentage we can multiply the number by a decimal that is greater
than 1. For example, to increase a number by 8%, multiply by 1.08.
• Consider Worked example 24. Let the compounded value after n years be An .
• The initial value of the investment (after 0 years) is $8000.
Therefore, A0 = 8000.
• After 1 year, 8% interest has been added to the investment.
Therefore, A1 = 8000 × 1.08
• After 2 years, another 8% interest has been added to the investment.
Therefore, A2 = (8000 × 1.08) × 1.08 = 8000 × (1.08)2
• After 3 years, another 8% interest has been added to the investment.
Therefore, A3 = (8000 × 1.08 × 1.08) × 1.08 = 8000 × (1.08)3
• Continuing this pattern, the value of the investment after n years is given by An = 8000 × (1.08)n .

× 1.08 × 1.08 × 1.08 × 1.08 × 1.08

A0 = $8000 A1 = $8640 A2 = $9331.20 A3 = $10 077.70 … An = $8000 × 1.08 n

× 1.081 × 1.082 × 1.083 × 1.08 n

• We can simplify this so that we skip all of the values in the middle and focus on the initial value (principal)
and the final (future) value.

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Compound interest formula

For any investment or loan, the balance after n compounding periods is given by:
A = P(1 + r)n
where:
• A is the future value of the investment in $
• P is the principal (initial value of the investment) in $
• r is the interest rate per compounding period as a decimal. (Note: The pronumeral
i can also be used in the formula to represent the interest rate.)
• n is the number of compounding periods.

• The interest, (I), can then be calculated using the formula:

I=A−P

WORKED EXAMPLE 25 Using the compound interest formula

William has $14 000 to invest. He invests the money at 9% p.a. for 5 years with interest
compounded annually.
n
a. Use the formula A = P(1 + r) to calculate the amount to which this investment will grow.
b. Calculate the compound interest earned on the investment.

THINK WRITE
n
a. 1. Write the compound interest formula. a. A = P(1 + r)

2. Write down the values of P, r and n. P = $14 000, r = 0.09, n = 5

3. Substitute the values into the formula. A = $14 000 × 1.095

4. Calculate. = $21 540.74
The investment will grow to $21 540.74.
b. Calculate the compound interest earned. b. I = A − P
= $21 540.74 − $14 000
= $7540.74
The compound interest earned is $7540.74.

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

a–b. a–b. a–b. a–b.
On a Calculator page, store On the Main screen, complete
the value of p. To do this, the entry line as:
complete the entry line as: solve (A = P × (1 + r)n , A)|r =
p: = 14000 0.09|n = 5|P = 14000
Then press: Then press EXE and complete
• MENU as shown.
• 3: Algebra
• 1: Solve
Complete the entry line as:
solve (a = p × (1 + r)n , a) The investment will grow to
|r = 0.09 and n = 5 $21 540.74.
Then press ENTER and The compound interest earned is
complete as shown. $7540.74. The investment will
grow to $21 540.74
The compound interest
earned is $7540.74.

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1.9.3 Compounding period

eles-5358
• In Worked example 25, interest is paid annually. Interest can be paid more regularly — it may be paid
six-monthly (twice a year), quarterly (4 times a year), monthly or even daily.
• The frequency of interest payment is called the compounding period.
• In general, the time period of a loan will be stated in years and the interest rate will be quoted as % p.a.
(per annum). If the compounding period is not annual, these values must be adjusted in the compound
interest formula.
• For example, an investment over 5 years at 6% p.a. compounding quarterly will have:

n = 5 × 4 = 20 compounding periods
6
r = % = 1.5% = 0.015
4

Calculating n and r for different compounding time periods

• n is the total number of compounding time periods:

n = number of years × number of compounding periods per year

• r is the interest rate per compounding time period:

interest rate per annum

r=
number of compounding periods per year

WORKED EXAMPLE 26 Calculating the future value of an investment

Calculate the future value of an investment of $4000 at 6% p.a. for 2 years with interest
compounded quarterly.

THINK WRITE

1. Write the compound interest formula. A = P(1 + r)n

2. Write the values of P, n and r. The number of P = $4000,

compounding periods, n, is 4 compounding periods n = 2 × 4 = 8
per year for two years. The interest rate, r, is the 6
r = ÷ 100 = 0.015
interest rate per annum divided by the number of 4
compounding periods per year, expressed as
a decimal.
3. Substitute the values into the formula. A = $4000 × 1.0158
4. Calculate the future value of an investment. = $4505.97
The future value of the investment is $4505.97.

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TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

Use the finance functions On the Financial screen, press:
available on the calculator for • Compound Interest
this question. Enter the values as shown in
On a Calculator page, press: the screenshot. The FV is
• MENU left blank. Tap it and it will
• 8: Finance calculate the value.
• 2: TVM Functions Note that the number of
• 5: Future Value compounding periods is 8, that
Complete the entry line as: is 4 times a year for 2 years,
tvmFV(8, 1.5, 4000, 0) 6
The future value is $4505.97. and the interest is = 1.5%
Press ENTER. 4
Note that the number of quarterly.
compounding periods is 8, that
The future value is $4505.97.
is 4 times a year for 2 years,
6
and the interest is = 1.5%
4
quarterly.

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Interactivities Individual pathway interactivity: Compound interest (int-4636)
Compound interest (int-6075)
Compounding periods (int-6186)

Exercise 1.9 Application of indices: Compound interest

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 9, 10, 14, 19, 22 2, 5, 8, 11, 15, 17, 20, 23 3, 6, 12, 13, 16, 18, 21, 24

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
For questions 1 to 3, use the formula A = P(1 + r)n to calculate the amount to which each of the following
investments will grow with interest compounded annually.
1. a. $3000 at 4% p.a. for 2 years b. $9000 at 5% p.a. for 4 years

2. a. $16000 at 9% p.a. for 5 years b. $12500 at 5.5% p.a. for 3 years

3. a. $9750 at 7.25% p.a. for 6 years b. $100 000 at 3.75% p.a. for 7 years

For questions 4 and 5, calculate the compounded value of each of the following investments.
4. a. $870 for 2 years at 3.50% p.a. with interest compounded six-monthly
1
b. $9500 for 2 years at 4.6% p.a. with interest compounded quarterly
2
1
5. a. $148 000 3 for years at 9.2% p.a. with interest compounded six-monthly
2
b. $16 000 for 6 years at 8 p.a. with interest compounded monthly

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6. Calculate the compounded value of each of the following investments.

a. $130 000 for 25 years at 12.95% p.a. with interest compounded quarterly
b. $250 000 for 8.5 years at 6.75% p.a. with interest compounded monthly

Understanding
7. WE24 Danielle invests $6000 at 10% p.a. for 4 years with interest
paid at the end of each year. Determine the compounded value of the
investment by calculating the simple interest on each year separately.
8. Ben is to invest $13 000 for 3 years at 8% p.a. with interest paid
annually. Determine the amount of interest earned by calculating the
simple interest for each year separately.

9. WE25 Simon has $2000 to invest. He invests the money at 6% p.a. for 6 years
with interest compounded annually.
n
a. Use the formula A = P(1 + r) to calculate the amount to which this investment will grow.
b. Calculate the compound interest earned on the investment.

10. WE26Calculate the future value of an investment of $14 000 at 7% p.a. for 3 years with interest
compounded quarterly.
11. A passbook savings account pays interest of 0.3% p.a. Jill has $600 in such an account. Calculate the amount
in Jill’s account after 3 years, if interest is compounded quarterly.
12. Damien is to invest $35 000 at 7.2% p.a. for 6 years with interest compounded six-monthly. Calculate the
compound interest earned on the investment.
13. Sam invests $40 000 in a one-year fixed deposit at an interest rate of 7% p.a. with interest
compounding monthly.
a. Convert the interest rate of 7% p.a. to a rate per month.
b. Calculate the value of the investment upon maturity.

14. MC A sum of $7000 is invested for 3 years at the rate of 5.75% p.a., compounded quarterly. The interest paid
on this investment, to the nearest dollar, is:
A. $1208 B. $1308 C. $8208 D. $8308 E. $8508.

15. MC After selling their house and paying off their mortgage, Mr and Mrs
Fong have $73 600. They plan to invest it at 7% p.a. with interest
compounded annually. The value of their investment will first exceed
$110 000 after:
A. 5 years
B. 6 years
C. 8 years
D. 10 years
E. 15 years

16. MC Maureen wishes to invest $150 000 for a period of 7 years. The following investment alternatives are
suggested to her. The best investment would be:
A. simple interest at 8% p.a.
B. compound interest at 6.7% p.a. with interest compounded annually
C. compound interest at 6.6% p.a. with interest compounded six-monthly
D. compound interest at 6.5% p.a. with interest compounded quarterly
E. compound interest at 6.4% p.a. with interest compounded monthly

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17. MC An amount is to be invested for 5 years and compounded semi-annually at 7% p.a. Select which of the
following investments will have a future value closest to $10 000.
A. $700 B. $6500 C. $7400 D. $9000 E. $9900

18. Jake invests $120 000 at 9% p.a. for a 1-year term. For such large investments interest is compounded daily.
a. Calculate the daily percentage interest rate, correct to 4 decimal places. Use 1 year = 365 days.
b. Hence, calculate the compounded value of Jake’s investment on maturity.
c. Calculate the amount of interest paid on this investment.
d. Calculate the extra amount of interest earned compared with the case where the interest is calculated only
at the end of the year.

Reasoning
19. Daniel has $15 500 to invest. An investment over a 2-year term will pay interest of 7% p.a.
a. Calculate the compounded value of Daniel’s investment if the compounding period is:

i. 1 year ii. 6 months iii. 3 months iv. monthly.

b. Explain why it is advantageous to have interest compounded on a more frequent basis.

20. Jasmine invests $6000 for 4 years at 8% p.a. simple interest. David also invests $6000 for 4 years, but his
interest rate is 7.6% p.a. with interest compounded quarterly.
a. Calculate the value of Jasmine’s investment on maturity.
b. Show that the compounded value of David’s investment is greater than Jasmine’s investment.
c. Explain why David’s investment is worth more than Jasmine’s investment despite receiving a lower rate
of interest.
21. Quan has $20 000 to invest over the next 3 years. He has the choice of investing his money at 6.25% p.a.
simple interest or 6% p.a. compound interest.
a. Calculate the amount of interest that Quan will earn if he selects the simple interest option.
b. Calculate the amount of interest that Quan will earn if the interest is compounded:
i. annually ii. six monthly iii. quarterly.
c. Clearly Quan’s decision will depend on the compounding period. Explain the conditions under which
Quan should accept the lower interest rate on the compound interest investment.
d. Consider an investment of $10000 at 8% p.a. simple interest over 5 years. Use a trial-and-error method to
determine an equivalent rate of compound interest over the same period.
e. State whether this equivalent rate be the same if we change:
i. the amount of the investment ii. the period of the investment.

Problem solving
22. A building society advertises investment accounts at the following rates:
i. 3.875% p.a. compounding daily
ii. 3.895% p.a. compounding monthly
iii. 3.9% p.a. compounding quarterly.

Peter thinks the first account is the best one because the interest is calculated more frequently. Paul thinks
the last account is the best one because it has the highest interest rate. Explain whether either is correct.
23. Two banks offer the following investment packages.
Bank west: 7.5% p. a. compounded annually fixed for 7 years.
Bank east: 5.8% p. a. compounded annually fixed for 9 years.
a. Determine which bank’s package will yield the greatest interest.
b. If a customer invests $20 000 with Bank west, determine how much she would have to invest with Bank
east to produce the same amount as Bank west at the end of the investment period.

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24. a. Consider an investment of $1 invested at 100% interest for 1 year. Calculate the value of the investment if
it is compounded:
i. quarterly ii. monthly iii. daily iv. once every hour.
b. Comment on the pattern you notice as the compounding period become more frequent. Do you notice
any connection to an important mathematical constant?

1.10 Logarithms (10A)

LEARNING INTENTION
At the end of this subtopic you should be able to:
• convert between index form and logarithmic form
• evaluate logarithms and use logarithms in scale measurement.

1.10.1 Logarithms
eles-4676
• The index, power or exponent in the statement y = ax is also known as a logarithm (or log for short).

Logarithm or index or power or exponent

x
y= a Base

• This statement y = ax can be written in an alternative form as log y = x, which is read as ‘the logarithm of y
a
to the base a is equal to x’. These two statements are equivalent.

Index form Logarithmic form

ax = y ⇔ loga (y) = x

• For example, 32 = 9 can be written as log 9 = 2. The log form would be read as ‘the logarithm of 9, to the
3
base of 3, is 2’. In both forms, the base is 3 and the logarithm is 2.
• It helps to remember that the output of a logarithm would be the power of the equivalent expression in
index form. Logarithms take in large numbers and output small numbers (powers).

WORKED EXAMPLE 27 Converting to logarithmic form

Write the following in logarithmic form.

a. 104 = 10 000 b. 6x = 216

THINK WRITE
4
a. 1. Write the given statement. a. 10 = 10 000

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2. Identify the base (10) and the logarithm (4) and log10 (10 000) = 4
write the equivalent statement in logarithmic
form. (Use ax = y ⇔ loga y = x, where the base
is a and the log is x.)
b. 1. Write the given statement. b. 6x = 216

2. Identify the base (6) and the logarithm (x) and log6 (216) = x
write the equivalent statement in
logarithmic form.

WORKED EXAMPLE 28 Converting to index form

Write the following in index form.

1
a. log2 (8) = 3 b. log25 (5) =
2

THINK WRITE
a. 1. Write the statement. a. log2 (8) = 3

2. Identify the base (2) and the log (3), and write the 23 = 8
equivalent statement in index form. Remember that
the log is the same as the index.
1
b. 1. Write the statement. b. log25 (5) =
2
( )
1 1
2. Identify the base (25) and the log , and write the 25 2 = 5
2
equivalent statement in index form.

• In the previous examples, we found that:

log2 (8) = 3 ⇔ 23 = 8 and log10 (10 000) = 4 ⇔ 104 = 10 000.

( )
We could also write log2 (8) = 3 as log2 (23 ) = 3 and log10 (10 000) = 4 as log2 104 = 4.
• Can this pattern be used to work out the value of log (81)? We need to find the power when the base of 3 is
3
raised to that power to give 81.

WORKED EXAMPLE 29 Evaluating a logarithm

Evaluate log3 (81).

THINK WRITE
1. Write the log expression. log3 (81)

2. Express 81 in index form with a base of 3. = log3 (34 )

3. Write the value of the logarithm. =4

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1.10.2 Using logarithmic scales in measurement

eles-4677
• Logarithms can also be used to display data sets that cover a
range of values which vary greatly in size. For example,
when measuring the amplitude of earthquake waves, some
earthquakes will have amplitudes of around 10 000, whereas
other earthquakes may have amplitudes of around 10 000 000
(1000 times greater). Rather than trying to display this data on a
linear scale, we can take the logarithm of the amplitude, which
gives us the magnitude of each earthquake.
• The Richter scale uses the magnitudes of earthquakes to display
the difference in their power.
• The logarithm that is used in these scales is the logarithm with
base 10, which means that an increase by 1 on the scale, is an
increase of 10 in the actual value.
• The logarithm with base 10 is often written simply as log (x),
with the base omitted.

WORKED EXAMPLE 30 Real world application of logarithms

Convert the following amplitudes of earthquakes into values on the Richter scale, correct to
1 decimal place.
a. 1989 Newcastle earthquake: amplitude 398 000
b. 2010 Canterbury earthquake: amplitude 12 600 000
c. 2010 Chile earthquake: amplitude 631 000 000

THINK WRITE
a. Use a calculator to calculate the logarithmic a. log(398 000) = 5.599. . .
value of the amplitude. Round the answer to = 5.6
1 decimal place. The 1989 Newcastle earthquake rated 5.6 on the
Write the answer in words. Richter scale.
b. Use a calculator to calculate the logarithmic b. log(12 600 000) = 7.100. . .
value of the amplitude. Round the answer to = 7.1
1 decimal place. The 2010 Canterbury earthquake rated 7.1 on the
Write the answer in words. Richter scale.
c. Use a calculator to calculate the logarithmic c. log(631 000 000) = 8.800. . .
value of the amplitude. Round the answer to = 8.8
1 decimal place. The 2010 Chile earthquake rated 8.8 on the
Write the answer in words. Richter scale.

Displaying logarithmic data in histograms

• If we are given a data set in which the data vary greatly in size, we can use logarithms to transform the data
into more manageable figures, and then group the data into intervals to provide an indication of the spread
of the data.

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WORKED EXAMPLE 31 Creating a histogram with a log scale

The following table displays the population of 10 different Town or city Population
towns and cities in Victoria (using data from the 2011 census). Benalla 9328
a. Convert the populations into logarithmic form, correct to
Bendigo 76 051
2 decimal places.
b. Group the data into a frequency table. Castlemaine 9124
c. Draw a histogram to represent the data. Echuca 12 613
Geelong 143 921
Kilmore 6 142
Melbourne 3 707 530
Stawell 5734
Wangaratta 17 377
Warrnambool 29 284

THINK WRITE
a. Use a calculator to calculate the a.
Town or city log(population)
logarithmic values of all of the
populations. Round the answers to
Benalla 3.97
2 decimal places. Bendigo 4.88
Castlemaine 3.96
Echuca 4.10
Geelong 5.16
Kilmore 3.79
Melbourne 6.57
Stawell 3.76
Wangaratta 4.24
Warrnambool 4.67

b. Group the logarithmic values into class b.

log(population) Frequency
intervals and create a frequency table.
3− < 4 4
4− < 5 4
5− < 6 1
6− < 7 1

c. Construct a histogram of the data set. c.

5
Frequency

4
3
2
1

0 1 2 3 4 5 6 7 8 9
Log (population)

TOPIC 1 Indices, surds and logarithms 63

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Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Interactivity Logarithms (int-6194)

Exercise 1.10 Logarithms (10A)

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 5, 9, 12, 14, 17, 20 2, 6, 8, 10, 13, 15, 18, 21 3, 7, 11, 16, 19, 22

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE27 For questions 1 to 3, write the following in logarithmic form.
3
1. a. 42 = 16 b. 25 = 32 c. 34 = 81 d. 62 = 36 e. 1000 = 10

2. a. 25 = 52 b. 43 = x c. 5x = 125 d. 7x = 49 e. p4 = 16

1 1 1 3
−1
3. a. 9 2 = 3 b. 0.1 = 10 c. 2 = 8 3 d. 2−1 = e. 4 2 = 8
2
4. MC The statement w = ht is equivalent to:
A. w = logt (h) B. h = logt (w) C. t = logw (h) D. t = logh (w) E. h = logw (t)

WE28 For questions 5 to 7, write the following in index form.

5. a. log2 (16) = 4 b. log3 (27) = 3 c. log10 (1 000 000) = 6 d. log5 (125) = 3

1 1
6. a. log16 (4) = b. log4 (64) = x c. = log49 (7) d. log3 (x) = 5
2 2
1 1
7. a. log81 (9) = b. log10 (0.01) = −2 c. log8 (8) = 1 d. log64 (4) =
2 3
8. MC The statement q = logr (p) is equivalent to:
A. q = rp B. p = rq C. r = pq D. r = qp E. p = qr

WE29 For questions 9 to 11, evaluate the following logarithms.

9. a. log2 (16) b. log4 (16) c. log11 (121) d. log10 (100 000)

10. a. log3 (243) b. log2 (128) c. log5 (1) d. log9 (3)

( ) ( )
1 1
11. a. log3 b. log6 (6) c. log10 d. log125 (5)
3 100

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12. Write the value of each of the following.

a. log10 (1) b. log10 (10) c. log10 (100)

13. Write the value of each of the following.

a. log10 (1000) b. log10 (10 000) c. log10 (100 000)

Understanding
14. Use your results to question 12 and 13 to answer the following.
a. Between which two whole numbers would log10 (7) lie?
b. Between which two whole numbers would log10 (4600) lie?
c. Between which two whole numbers would log10 (85) lie?

15. a. Between which two whole numbers would log10 (12 750) lie?
b. Between which two whole numbers would log10 (110) lie?
c. Between which two whole numbers would log10 (81 000) lie?

16. WE30 Convert the following amplitudes of earthquakes into values on the Richter scale, correct to
1 decimal place.
a. 2016 Northern Territory earthquake: amplitude 1 260 000.
b. 2011 Christchurch earthquake: amplitude 2 000 000.
c. 1979 Tumaco earthquake: amplitude 158 000 000.

Reasoning
( )
17. a. If log10 (g) = k, determine the value of log10 g2 . Justify your answer.
b. If logx (y) = 2, determine the value of logy (x). Justify your answer.
c. By referring to the equivalent index statement, explain why x must be a positive number given
log4 (x) = y, for all values of y.
18. Calculate each of the following logarithms.
( )
1
a. log2 (64) b. log3 c. log10 (0.00001)
81
19. Calculate each of the following logarithms.
( ) (√ )
1
a. log3 (243) b. log4 c. log5 125
64

Problem solving
20. For each of the following, determine the value of x.
( )
1 1
a. logx = −5 b. logx (343) = 3 c. log64 (x) = −
243 2
log10 (x)
21. Simplify 10 .
2−log3 (x)
22. Simplify the expression 3 .

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1.11 Logarithm laws (10A)

LEARNING INTENTION
At the end of this subtopic you should be able to:
• simplify expressions using logarithm laws.

1.11.1 Logarithm laws

eles-4678 • Recall the index laws:

am
Index Law 1: am × an = am+n Index Law 2: = am−n
an

Index Law 3: a0 = 1 Index Law 4: (am )n = amn

( )m
a am
Index Law 5: (ab)m = am bm Index Law 6: = m
b b
1 m √
Index Law 7: a−m = Index Law 8: a n = n am
am
• The index laws can be used to produce a set of equivalent logarithm laws.

Logarithm Law 1
• If x = am and y = an , then log x = m and log y = n (equivalent log form).
a a

Now xy = am × an
or xy = am+n (First Index Law).
So loga (xy) = m + n (equivalent log form)
or loga (xy) = loga x + loga y (substituting for m and n).

Logarithm Law 1

loga (x) + loga (y) = loga (xy)

• This means that the sum of two logarithms with the same base is equal to the logarithm of the product of
the numbers.

WORKED EXAMPLE 32 Adding logarithms

Evaluate log10 (20) + log10 (5).

THINK WRITE
1. Since the same base of 10 used in each log log10 (20) + log10 (5) = log10 (20 × 5)
term, use loga (x) + loga (y) = loga (xy) = log10 (100)
and simplify.
2
2. Evaluate. (Remember that 100 = 10 .) =2

66 Jacaranda Maths Quest 10 + 10A

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Logarithm Law 2
• If x = am and y = an , then log (x) = m and log (y) = n (equivalent log form).
a a

x am
Now =
y an
x
or = am−n (Second Index Law).
y
( )
x
So loga =m−n (equivalent log form)
y
( )
x
or loga = loga (x) − loga (y) (substituting for m and n).
y

Logarithm Law 2
( )
x
loga (x) − loga (y) = loga
y

• This means that the difference of two logarithms with the same base is equal to the logarithm of the
quotient of the numbers.

WORKED EXAMPLE 33 Subtracting logarithms

Evaluate log4 (20) − log4 (5).

THINK WRITE
( )
20
1. Since the same base of 4(is )
used in each log term, use log4 (20) − log4 (5) = log4
x 5
loga (x) − loga (y) = loga and simplify. = log4 (4)
y
2. Evaluate. (Remember that 4 = 41 .) =1

WORKED EXAMPLE 34 Simplifying multiple logarithm terms

Evaluate log5 (35) + log5 (15) − log5 (21).

THINK WRITE

1. Since the first two log terms are being added, use log5 (35) + log5 (15) − log5 (21)
loga (x) + loga (y) = loga (xy) and simplify. = log5 (35 × 15) − log5 (21)
= log5 (525) − log5 (21)

( )
525
2. To find the difference between the (
two)remaining log = log5
x 21
terms, use loga (x) − loga (y) = loga and simplify. = log5 (25)
y
3. Evaluate. (Remember that 25 = 52 .) =2

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TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

On a Calculator page, press On the Math1 keyboard
CTRL log (above 10x ) and screen, tap:
complete the entry line as:
•
log5 (35) + log5 (15) −
log5 (21) Complete the entry line as:
log5 (35) + log5 (15) − log5 (21)
Then press ENTER. Then press EXE.

log5 (35) + log5 (15) − log5 (21) = 2

log5 (35) + log5 (15) − log5 (21) = 2

• Once you have gained confidence in using the first two laws, you can reduce the number of steps of
working by combining the application of the laws. In Worked example 34, we could write:
( )
35 × 15
log5 (35) + log5 (15) − log5 (21) = log5
21
= log5 (25)
= 2
Logarithm Law 3
• If x = am , then log (x) = m (equivalent log form).
a

Now xn = (am )n
or xn = amn (Fourth Index Law)
So loga (xn ) = mn (equivalent log form)
( )
or loga (xn ) = loga (x) × n (substituting for m)
or loga (xn ) = n loga (x)

Logarithm Law 3
loga (xn ) = nloga (x)

• This means that the logarithm of a number raised to a power is equal to the product of the power and the
logarithm of the number.

WORKED EXAMPLE 35 Simplifying a logarithm of a number raised to a power

Evaluate 2log6 (3) + log6 (4).

THINK WRITE
( )
1. The first log term is not in the required form to 2 log6 (3) + log6 (4) = log6 32 + log6 (4)
use the log law relating to sums. Use = log6 (9) + log6 (4)
loga (xn ) = n loga (x) to rewrite the first term in
preparation for applying the first log law.
2. Use loga (x) + loga (y) = loga (xy) to simplify the = log6 (9 × 4)
two log terms to one. = log6 (36)

3. Evaluate. (Remember that 36 = 62 .) =2

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Logarithm Law 4

• As a0 = 1 (Third Index Law)

loga (1) = 0 (equivalent log form)

Logarithm Law 4

loga (1) = 0

• This means that the logarithm of 1 with any base is equal to 0.

Logarithm Law 5

• As a1 = a
loga (a) = 1 (equivalent log form)

Logarithm Law 5

loga (a) = 1

• This means that the logarithm of any number a with base a is equal to 1.

Logarithm Law 6
( )
1 ( )
• Now loga = loga x−1 (Seventh Index law)
x
( )
1
or loga = −1 × loga (x) (using the fourth log law)
x
( )
1
or loga = − loga (x).
x

Logarithm Law 6
( )
1
loga = − loga (x)
x

Logarithm Law 7
• Now loga (ax ) = x loga (a) (using the third log law)
or loga (ax ) = x × 1 (using the fifth log law)
or loga (ax ) = x.

Logarithm Law 7

loga (ax ) = x

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Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Interactivities The first law of logarithms (int-6195)
The second law of logarithms (int-6196)
The third law of logarithms (int-6197)
The fourth law of logarithms (int-6198)
The fifth law of logarithms (int-6199)
The sixth law of logarithms (int-6200)
The seventh law of logarithms (int-6201)

Exercise 1.11 Logarithm laws (10A)

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 2, 3, 6, 9, 12, 13, 15, 18, 22, 4, 7, 10, 14, 16, 19, 21, 23, 27, 5, 8, 11, 17, 20, 24, 25, 28, 31
26, 29 30

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. Use a calculator to evaluate the following, correct to 5 decimal places.
a. log10 (50) b. log10 (25) c. log10 (5) d. log10 (2)

2. Use your answers to question 1 to show that each of the following statements is true.
a. log10 (25) + log10 (2) = log10 (50) b. log10 (50) − log10 (2) = log10 (25)
c. log10 (25) = 2 log10 (5) d. log10 (50) − log10 (25) − log10 (2) = log10 (1)

WE32 For questions 3 to 5, evaluate the following.

3. a. log6 (3) + log6 (2) b. log4 (8) + log4 (8)

4. a. log10 (25) + log10 (4) b. log8 (32) + log8 (16)

5. a. log6 (108) + log6 (12) b. log14 (2) + log14 (7)

WE33 For questions 6 to 8, evaluate the following.

6. a. log2 (20) − log2 (5) b. log3 (54) − log3 (2)

7. a. log4 (24) − log4 (6) b. log10 (30 000) − log10 (3)

8. a. log6 (648) − log6 (3) b. log2 (224) − log2 (7)

WE34 For questions 9 to 11, evaluate the following.

9. a. log3 (27) + log3 (2) − log3 (6) b. log4 (24) − log4 (2) − log4 (6)

10. a. log6 (78) − log6 (13) + log6 (1) b. log2 (120) − log2 (3) − log2 (5)

70 Jacaranda Maths Quest 10 + 10A

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11. a. log7 (15) + log7 (3) − log7 (315) b. log9 (80) − log9 (8) − log9 (30)

12. Evaluate 2 log4 (8).

WE35 For questions 13 to 17, evaluate the following.

13. a. 2 log10 (5) + log10 (4) b. log3 (648) − 3 log3 (2)

1
14. a. 4 log5 (10) − log5 (80) b. log2 (50) + log2 (16) − 2 log2 (5)
2
( )
1 ( )
15. a. log8 (8) b. log5 (1) c. log2 d. log4 45
2
( )
( −2
) 1
16. a. log6 6 b. log20 (20) c. log2 (1) d. log3
9
( ) ( )
1 (√ ) 1 ( √ )
17. a. log4 b. log5 5 c. log3 √ d. log2 8 2
2 3

Understanding
For questions 18 to 20, use the logarithm laws to simplify each of the following.
18. a. loga (5) + loga (8) b. loga (12) + loga (3) − loga (2)
c. 4 logx (2) + logx (3) d. logx (100) − 2 logx (5)
( ) ( )
19. a. 3 loga (x) − loga x2 b. 5 loga (a) − loga a4
( 7)
c. logx (6) − logx (6x) d. loga a + loga (1)

( ) ( )
(√ ) ( √ ) 1 1
20. a. logp p b. logk k k c. 6 loga d. loga √
3
a a
21. MC Note: There may be more than one correct answer.
x
a. The equation y = 10 is equivalent to:
y
A. x = 10 B. x = log10 (y) C. x = logx (10)
D. x = logy (10) E. x = log10 (10)
4x
b. The equation y = 10 is equivalent to:
(√ ) (√ )
A. x = log10 4y B. x = log10 4y

1 1
y
C. x = 10 4 D. x = log10 (y)
4
E. x = 4 log10 (y)
3x
c. The equation y = 10 is equivalent to:
( 1)
1
A. x = log10 (y) B. x = log10 y 3 C. x = log10 (y) − 3
3
y–3
D. x = 10 E. x = 3 log10 (y)
d. The equation y = manx is equivalent to:
( )n
1 my m 1( )
A. x = a B. x = loga C. x = loga (y) − loga (m)
n y n
( ) ( )
1 y y
D. x = loga E. x = n loga
n m m

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For questions 22 to 24, simplify, and evaluate where possible, each of the following without a calculator.
22. a. log2 (8) + log2 (10) b. log3 (7) + log3 (15) c. log10 (20) + log10 (5) d. log6 (8) + log6 (7)
( )
1
23. a. log2 (20) − log2 (5) b. log3 (36) − log3 (12) c. log5 (100) − log5 (8) d. log2 + log2 (9)
3
( ) ( ) ( )
1 4 1
24. a. log4 (25) + log4 b. log10 (5) − log10 (20) c. log3 − log3
5 5 5
d. log2 (9) + log2 (4) − log2 (12) e. log3 (8) − log3 (2) + log3 (5) f. log4 (24) − log4 (2) − log4 (6)

25. MC a. The expression log10 (xy) is equal to:

A. log10 (x) × log10 (y) B. log10 (x) − log10 (y) C. log10 (x) + log10 (y)
D. y log10 (x) E. x log10 (y)
b. The expression log10 (xy ) is equal to:

A. x log10 (y) B. y log10 (x) C. 10 logx (y)

D. log10 (x) + log10 (y) E. 10 logy (x)
1
c. The expression log2 (64) + log2 (10) is equal to:
3
( )
64
A. log2 (40) B. log2 (80) C. log2
10
D. 1 E. 2

Reasoning
26. For each of the following, write the possible strategy you intend to use.
( )( )
a. Evaluate log3 (81) log3 (27) .
loga (81)
b. Evaluate .
loga (3)
log5 (7)
c. Evaluate 5 .
In each case, explain how you obtained your final answer.
27. Simplify log5 (10) + 2 log5 (2) − 3 log5 (10).
( ) ( ) ( )
8 3 1
28. Simplify log2 − 3 log2 − 4 log2 .
125 5 2

Problem solving
( ) ( )
29. Simplify loga a5 + a3 − loga a4 + a2 .

30. If 2 loga (x) = 1 + loga (8x − 15a), determine the value of x in terms of a where a is a positive constant and x is
positive.
31. Solve the following for x:
log3 (x + 2) + log3 (x − 4) = 3

72 Jacaranda Maths Quest 10 + 10A

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1.12 Solving equations (10A)

LEARNING INTENTION
At the end of this subtopic you should be able to:
• simplify and solve equations involving logarithms using the logarithm laws and index laws.

1.12.1 Solving equations with logarithms

eles-4679
• The equation log (y) = x is an example of a general logarithmic
a
equation. Laws of logarithms and indices are used to solve
these equations.

WORKED EXAMPLE 36 Solving by converting to index form

Solve for x in the following equations.

a. log2 (x) = 3 b. log6 (x) = −2 c. log3 (x4 ) = −16 d. log5 (x − 1) = 2

THINK WRITE
a. 1. Write the equation. a. log2 (x) = 3

2. Rewrite using ax = y ⇔ loga (y) = x. 23 = x

3. Rearrange and simplify. x=8
b. 1. Write the equation. b. log6 (x) = −2

2. Rewrite using ax = y ⇔ loga (y) = x. 6−2 = x

1
3. Rearrange and simplify. x=
62
1
=
36
( )
c. 1. Write the equation. c. log3 x4 = −16

2. Rewrite using loga (xn ) = n loga (x). 4 log3 (x) = −16

3. Divide both sides by 4. log3 (x) = −4

4. Rewrite using ax = y ⇔ loga (y) = x. 3−4 = x

1
5. Rearrange and simplify. x=
34
1
=
81

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d. 1. Write the equation. d. log5 (x − 1) = 2

2. Rewrite using ax = y ⇔ loga (y) = x. 52 = x − 1

3. Solve for x. x − 1 = 25
x = 26

WORKED EXAMPLE 37 Solving for the base of a logarithm

Solve for x in logx (25) = 2, given that x > 0.

THINK WRITE
1. Write the equation. logx (25) = 2

2. Rewrite using ax = y ⇔ loga (y) = x. x2 = 25

3. Solve for x. x = 5 (because x > 0)
Note: x = −5 is rejected as a solution because x > 0.

WORKED EXAMPLE 38 Evaluating logarithms

Solve for x in the following. ( )

1
a. log2 (16) = x b. log3 =x c. log9 (3) = x
3

THINK WRITE
a. 1. Write the equation. a. log2 (16) = x

2. Rewrite using ax = y ⇔ loga (y) = x. 2x = 16

3. Write 16 with base 2. = 24

4. Equate the indices. x=4
( )
1
b. 1. Write the equation. b. log3 =x
3
1
2. Rewrite using ax = y ⇔ loga (y) = x. 3x =
3
1
= 1
3

1
3. Write with base 3. 3x = 3−1
3
4. Equate the indices. x = −1
c. 1. Write the equation. c. log9 (3) = x

2. Rewrite using ax = y ⇔ loga (y) = x. 9x = 3

( 2 )x
3. Write 9 with base 3. 3 =3

74 Jacaranda Maths Quest 10 + 10A

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4. Remove the grouping symbols. 32x = 31

5. Equate the indices. 2x = 1
1
6. Solve for x. x=
2

WORKED EXAMPLE 39 Solving equations with multiple logarithm terms

Solve for x in the equation log2 (4) + log2 (x) − log2 (8) = 3.

THINK WRITE
1. Write the equation. log2 (4) + log2 (x) − log2 (8) = 3
( )
4×x
2. Simplify the left-hand side. log2 =3
Use loga (x) + loga (y) = loga (xy) and 8
( )
x
loga (x) − loga (y) = loga .
y
( )
x
3. Simplify. log2 =3
2
x
4. Rewrite using ax = y ⇔ loga (y) = x. 23 =
2
5. Solve for x. x = 2 × 23
= 2×8
= 16

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Interactivity Solving logarithmic equations (int-6202)

Exercise 1.12 Solving equations (10A)

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 14, 17, 20 2, 5, 8, 11, 15, 18, 21 3, 6, 9, 12, 13, 16, 19, 22

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE38 For questions 1 to 3, solve for x in the following equations.
( )
1. a. log5 (x) = 2 b. log3 (x) = 4 c. log2 (x) = −3 d. log4 (x) = −2 e. log10 x2 = 4

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( )
2. a. log2 x3 = 12 b. log3 (x + 1) = 3 c. log5 (x − 2) = 3 d. log4 (2x − 3) = 0 e. log10 (2x + 1) = 0

3. a. log2 (−x) = −5 b. log3 (−x) = −2 c. log5 (1 − x) = 4 d. log10 (5 − 2x) = 1

WE39 For questions 4 to 6, solve for x in the following equations, given that x > 0.
2
4. a. logx (9) = 2 b. logx (16) = 4 c. logx (25) =
3
( ) ( )
3 1 1
5. a. logx (125) = b. logx = −3 c. logx = −2
4 8 64
( 2) ( )
6. a. logx 6 = 2 b. logx 43 = 3

WE40 For questions 7 to 9, solve for x in the following equations.

( )
1
7. a. log2 (8) = x b. log3 (9) = x c. log5 =x
5
( )
1
8. a. log4 =x b. log4 (2) = x c. log8 (2) = x
16

9. a. log6 (1) = x b. log8 (1) = x c. log 1 (2) = x d. log 1 (9) = x

2 3

WE41 For questions 10 to 12, solve for x in the following.

10. a. log2 (x) + log2 (4) = log2 (20) b. log5 (3) + log5 (x) = log5 (18)
c. log3 (x) − log3 (2) = log3 (5) d. log10 (x) − log10 (4) = log10 (2)

11. a. log4 (8) − log4 (x) = log4 (2) b. log3 (10) − log3 (x) = log3 (5)
c. log6 (4) + log6 (x) = 2 d. log2 (x) + log2 (5) = 1

12. a. 3 − log10 (x) = log10 (2) b. 5 − log4 (8) = log4 (x)

c. log2 (x) + log2 (6) − log2 (3) = log2 (10) d. log2 (x) + log2 (5) − log2 (10) = log2 (3)
e. log3 (5) − log3 (x) + log3 (2) = log3 (10) f. log5 (4) − log5 (x) + log5 (3) = log5 (6)

13. MC a. The solution to the equation log7 (343) = x is:

A. x = 2 B. x = 3 C. x = 1
D. x = 0 E. x = 4
b. If log8 (x) = 4 , then x is equal to:

A. 4096 B. 512 C. 64
D. 2 E. 16
1
c. Given that logx (3) = , x must be equal to:
2
A. 3 B. 6 C. 81
D. 9 E. 18
( )
d. If loga (x) = 0.7 , then loga x2 is equal to:

A. 0.49 B. 1.4 C. 0.35

D. 0.837 E. 0.28

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Understanding
For questions 14 to 16, solve for x in the following equations.
1
14. a. 2x = 128 b. 3x = 9 c. 7x = d. 9x = 1 e. 5x = 625
49
√ √ 1
x
15. a. 64 = 8 b. 6x = 6 c. 2x = 2 2 d. 3x = √ e. 4x = 8
3
√ 1 √ 1 1
16. a. 9x = 3 3 b. 2x = √ c. 3x+1 = 27 3 d. 2x−1 = √ e. 4x+1 = √
4 2 32 2 8 2

Reasoning
17. The apparent brightness of stars is measured on a logarithmic scale
called magnitude, in which lower numbers mean brighter stars. The
relationship between the ratio of apparent brightness of two objects
and the difference in their magnitudes is given by the formula:
( )
b2
m2 − m1 = −2.5 log10
b1

where m is the magnitude and b is the apparent brightness. Determine

how many times brighter a magnitude 2.0 star is than a magnitude
3.0 star.

12
18. The decibel (dB) scale for measuring loudness, d, is given by the formula d = 10 log10 (I × 10 ) , where I is
the intensity of sound in watts per square metre.

a. Determine the number of decibels of sound if the intensity is 1.

b. Evaluate the number of decibels of sound produced by a jet engine at a distance of 50 metres if the
intensity is 10 watts per square metre.
c. Determine the intensity of sound if the sound level of a pneumatic drill 10 metres away is 90 decibels.
d. Determine how the value of d changes if the intensity is doubled. Give your answer to the nearest
decibel.
e. Evaluate how the value of d changes if the intensity is 10 times as great.
f. Determine by what factor does the intensity of sound have to be multiplied in order to add 20 decibels to
the sound level.

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19. The Richter scale is used to describe the energy of earthquakes. A formula for the Richter scale is:
2
R= log10 (K) − 0.9, where R is the Richter scale value for an earthquake that releases K kilojoules (kJ)
3
of energy.
a. Determine the Richter scale value for an earthquake that releases the following amounts of energy:
i. 1000 kJ ii. 2000 kJ iii. 3000 kJ iv. 10 000 kJ v. 100 000 kJ vi. 1 000 000 kJ
b. Does doubling the energy released double the Richter
scale value? Justify your answer.
c. Determine the energy released by an earthquake of:

i. magnitude 4 on the Richter scale

ii. magnitude 5 on the Richter scale
iii. magnitude 6 on the Richter scale.

d. Explain the effect (on the amount of energy released)

of increasing the Richter scale value by 1.
e. Explain why an earthquake measuring 8 on the
Richter scale so much more devastating than one that
measures 5.

Problem solving
20. Solve for x.
a. 3x+1 = 7 b. 3x+1 = 7x

21. Solve the following for x.

(27 × 3x )3 = 81x × 32
2
22. Solve {x ∶ (3x ) = 30 × 3x − 81} .

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1.13 Review
1.13.1 Topic summary

Number sets Surds

n
• Natural numbers: N = {1, 2, 3, 4, 5 …} • A surd is any number that requires a x or x symbol
• Integers: Z = {… , –2, –1, 0, 1, 2 …} and does not simplify to a whole number.
1 9 e.g. 2 is a surd, but 9 = 3 is not.
• Rational numbers: Q = – , – 0.36, 2, – , 0.3̇6̇
4 7 • To simplify a surd look for the highest square factor.
• Irrational numbers: I = { 2, π, e} e.g. 48 = 16 × 3 = 4 3
• Real numbers: R = Q + I
• Only like surds can be added and subtracted.
e.g. 5 , 3 5 and –6 5 are like surds whereas 7
Index notation and 2 11 are not like surds.
• Index notation is a short way of writing a repeated • Surds are added and subtracted the same way like terms
multiplication.
e.g. 2 × 2 × 2 × 2 × 2 × 2 can be written as 26, which is e.g. 3 2 + 7 2 – 2 2 = 10 2 – 2 2 = 8 2
read ‘2 to the power of 6’. e.g. 12 + 75 = 2 3 + 5 3 = 7 3
• The base is the number that is being repeatedly multiplied
and the index is the number of times it is multiplied.
e.g. 26 = 2 × 2 × 2 × 2 × 2 × 2 = 64

INDICES, SURDS AND LOGARITHMS

Index laws Multiplying and dividing surds Rationalising the denominator

• 1st law: a m × a n = a m + n • a× b = ab • Involves re-writing a fraction with a

• 2nd law: a m ÷ a n = a m – n rational denominator.
• m a × n b = mn ab
• 3rd law: a 0 = 1, a ≠ 0 2 2 5 2 5
a a e.g. – = – × – = –
• 4th law: (a m) n = a m × n = a mn • a÷ b= – = – 5 5 5 5
• 5th law: (ab) n= a nb n b b • It may be necessary to multiply by the
a n an m a m a conjugate in order to rationalise.
• 6th law: – = –n • m a ÷ (n b ) = – = – –
b b n b n b 1 6–2 6–2
1 e.g. – × – = –
• 7th law: a = –n
–n 6+2 6–2 2
1 a
–
• 8th law: a n = a
Compound interest
• To calculate the value of an investment earning compound interest:
• A = future value A = P(1 + r)n
Logarithms
• P = principal (starting value)
• Index form: y = ax • r = interest rate as a decimal (e.g. 7.5% p.a. is equal to 0.075 p.a.)
• Logarithmic form: loga(y) = x • n = number of periods
• Log laws: • calculate Interest = I = A – P
• log a(x) + log a(y) = log a(xy)
x
• log a(x) – log a(y) = log a –
y Solving logarithmic equations Compounding multiple times per year
• log a(x)n = nlog a(x)
• log a(1) = 0 • Simplify both sides of the • The more frequently interest is
• log a(a) = 1 equation so there is at most a compounded per year, the faster the
1 single logarithm on each side. value of an investment will grow.
• log a – = –log a(x) • Switch to index form or log form • To account for this, adjust the rule for
x
• log a(ax) = x as required. compound interest by:
e.g. n = periods per year × years
• Each log law is equivalent to
log3(x) = 4 ⟹ x = 34 r = interest rate ÷ periods per year
one of the index laws.
5x = 7 ⟹ log5(7) = x

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1.13.2 Success criteria

Tick a column to indicate that you have completed the subtopic and how well you think you have understood it
using the traffic light system.
(Green: I understand; Yellow: I can do it with help; Red: I do not understand)

Subtopic Success criteria

1.2 I can define the real, rational, irrational, integer and natural numbers.

I can determine whether a number is rational or irrational.

1.3 I can determine whether the number under a root or radical sign is a surd.

I can prove that a surd is irrational by contradiction.

1.4 I can multiply and simplify surds.

I can add and subtract like surds.

I can divide surds.

I can rationalise the denominator of a fraction.

1.5 I can recall and apply the index laws.

I can simplify expressions involving multiplication and division of terms with

the same base.

I evaluate expressions involving powers of zero.

I simplify expressions involving raising a power to another power.

1.6 I can evaluate expressions involving negative indices.

I can simplify expressions involving negative indices and re-write expressions

so that all indices are positive.

1.7 I can evaluate expressions involving fractional indices.

I can simplify expressions involving fractional indices.

1.8 I can simplify algebraic expressions involving brackets, fractions,

multiplication and division using appropriate index laws.

1.9 I can calculate the future value of an investment earning compound interest.

I can calculate the amount of interest earned after a period of time on an

investment with compound interest.

1.10 I can convert between index form and logarithmic form.

I can evaluate logarithms and use logarithms in scale measurement.

1.11 I can simplify expressions using logarithm laws.

1.12 I can simplify and solve equations involving logarithms using the logarithm
laws and index laws.

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1.13.3 Project
Other number systems

Throughout history, different systems have been used to aid with counting. Ancient tribes are known to
have used stones, bones and knots in rope to help keep count. The counting system that is used around the
world today is called the Hindu-Arabic system. This system had its origin in India around 300–200BC . The
Arabs brought this method of counting to Europe in the Middle Ages.

The Hindu–Arabic method is known as the decimal or base 10 system, as it is based on counting in lots of
ten. This system uses the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. Notice that the largest digit is one less than the
base number, that is, the largest digit in base 10 is 9. To make larger numbers, digits are grouped together.
The position of the digit tells us about its value. We call this place value. For example, in the number 325 ,
the 3 has a value of ‘three lots of a hundred’, the 2 has a value of ‘two lots of ten’ and the 5 has a value of
‘five lots of units’. Another way to write this is:
3 × 100 + 2 × 10 + 5 × 1 or 3 × 102 + 2 × 101 + 5 × 100
In a decimal system, every place value is based on the number 10 raised to a power. The smallest place
value (units) is described by 100 , the tens place value by 101 , the hundreds place value by 102 , the
thousands by 103 and so on.
Computers do not use a decimal system. The system for computer languages is based on the number 2 and
is known as the binary system. The only digits needed in the binary system are the digits 0 and 1. Can you
see why?

Decimal 0 1 2 3 4 5 6 7 8 9 10 11 12 13
number
Binary 0 1 10 11 100 101 110 111 1000 1001 1010 1011 1100 1101
number

Consider the decimal number 7. From the table above, you can see that its binary equivalent is 111. How
can you be sure this is correct?

111 = 1 × 22 + 1 × 21 + 1 × 20 = 4 + 2 + 1 = 7

Notice that this time each place value is based on the number 2 raised to a power. You can use this
technique to change any binary number into a decimal number. (The same pattern applies to other bases,
for example, in base 6 the place values are based on the number 6 raised to a power.)

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Binary operations
When adding in the decimal system, each time the addition is greater than 9, we need to ‘carry over’ into
the next place value. In the example below, the units column adds to more than 9, so we need to carry over
into the next place value.
1 17

+ 13
30

The same is true when adding in binary, except we need to ‘carry over’ every time the addition is greater
than 1.
1 01

+ 01
10

1. Perform the following binary additions.

a. 112 b. 1112 c. 10112
+ 012 + 1102 + 1012

2. Perform the following binary subtractions. Remember that if you need to borrow a number from a
column on the left-hand side, you will actually be borrowing a 2 (not a 10).
a. 112 b. 1112 c. 10112
− 012 − 1102 − 1012

3. Try some multiplication. Rem||ember to carry over lots of 2.

a. 112 b. 1112 c. 10112
× 012 × 1102 × 1012

4. What if our number system had an 8 as its basis (that is, we counted in lots of 8)? The only digits
available for use would be 0, 1, 2, 3, 4, 5, 6 and 7. (Remember the maximum digit is 1 less than the base
value.) Give examples to show how numbers would be added, subtracted and multiplied using this base
system. Remember that you would ‘carry over’ or ‘borrow’ lots of 8.
5. The hexadecimal system has 16 as its basis. Investigate this system. Explain how it would be possible to
have 15, for example, in a single place position. Give examples to show how the system would add,
subtract and multiply.

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-2027)
Interactivities Crossword (int-2872)
Sudoku puzzle (int-3891)

82 Jacaranda Maths Quest 10 + 10A

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Exercise 1.13 Review questions

To answer questions online and to receive immediate corrective feedback and fully worked solutions for
all questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. MC Identify which of the given numbers are rational.
√ √
6 √ 𝜋 3
, 0.81, 5, −3.26, 0.5, ,
12 5 12
√ √
√ 3 6 𝜋
A. 0.81, 5, −3.26, 0.5 and B. and
12 12 5
√ √ √
6 √ 3 6
C. , 0.81 and D. 5, −3.26 and
12 12 12
√
√ 3
E. 0.81 and
12

2. For each of the following, state whether the number is rational or irrational and give the reason for
your answer:
√ √ 2 √
3
a. 12 b. 121 c. d. 0.6̇ e. 0.08
9

3. MC Identify which of the numbers of the given set are surds.

√ √ √ √ √ √
{3 2, 5 7, 9 4, 6 10, 7 12, 12 64 }

√ √ √ √
A. 9 4, 12 64 B. 3 2 and 7 12 only
√ √ √ √ √ √ √
C. 3 2, 5 7 and 6 10 only D. 3 2, 5 7, 6 10 and 7 12
√
E. 5 7 only

√ √ √ √ √
m m √ 3
4. Identify which of 2m, 25m, , , 3 m, 8m are surds:
16 20
a. if m = 4 b. if m = 8

5. Simplify each of the following.

√ √ √ √
a. 50 b. 180 c. 2 32 d. 5 80
√
6. MC The expression 392x8 y7 may be simplified to:
√ √ √
A. 196x4 y3 2y B. 2x4 y3 14y C. 14x4 y3 2y
√ √
D. 14x4 y3 2 E. 14x8 y7 2

7. Simplify the following surds. Give the answers in the simplest form.
√ √
7 2 25 5 11
a. 4 648x y9 b. − xy
5 64

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8. Simplify the following, giving answers in the simplest form.

√ √ √
a. 7 12 + 8 147 − 15 27
1√ 3 √ 1 √
b. 64a3 b3 – ab 16ab + 100a5 b5
2 4 5ab

9. Simplify each of the following.

√ √ √ √ √ √ (√ )2
a. 3× 5 b. 2 6×3 7 c. 3 10 × 5 6 d. 5

10. Simplify the following, giving answers in the simplest form.

1√ √ √ √
a. 675 × 27 b. 10 24 × 6 12
5

11. Simplify the following.

(√ )2
√ √ √ 7
30 6 45 3 20
a. √ b. √ c. √ d.
10 3 5 12 6 14

12. Rationalise the denominator of each of the following.

√ √
2 3 2 3−1
a. √ b. √ c. √ d. √
6 2 6 5−2 3+1

13. Evaluate each of the following, correct to 1 decimal place if necessary.

1 1 1 1
a. 64 3 b. 20 2 c. 10 3 d. 50 4

14. Evaluate each of the following, correct to 1 decimal place.

2 3 3
( )2
2 3
a. 20 3 b. 24 c. (0.7) 5 d.
3

15. Write each of the following in simplest surd form.

1 1 3 4
a. 2 2 b. 18 2 c. 5 2 d. 8 3

16. Evaluate each of the following, without using a calculator. Show all working.
3 1 ( )1
16 4 × 81 4 2 2 2
a.
1
b. 125 3 − 27 3
6 × 16 2

17. Evaluate each of the following, giving your answer as a fraction.

−3
a. 4−1 b. 9−1 c. 4−2 d. 10

18. Determine the value of each of the following, correct to 3 significant figures.
−1 −1 −4
a. 12 b. 7−2 c. (1.25) d. (0.2)

19. Write down the value of each of the following.

( )−1 ( )−1 ( )−1 ( )−1
2 7 1 1
a. b. c. d. 3
3 10 5 4

84 Jacaranda Maths Quest 10 + 10A

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√
20. MC a. The expression 250 may be simplified to:
√ √ √ √
A. 25 10 B. 5 10 C. 10 5 D. 5 50 E. 25
√ √
b. When expressed in its simplest form, 2 98 − 3 72 is equal to:
√ √
A. −4 2 B. −4 C. −2 4
√
D. 4 2 E. None of these options.
√
8x3
c. When expressed in its simplest form, is equal to:
√ √ 32 √
x x x3 x3
A. B. C.
√2 4 2
x x
D. E. None of these options.
4

21. Determine the value of the following, giving your answer in fraction form.
( )−1 ( )−2
2 2
a. b.
5 3

22. Determine the value of each of the following, leaving your answer in fraction form.
( )−1
−1 −2 −3 1
a. 2 b. 3 c. 4 d.
2

23. MC 3d10 e4 is the simplified form of:

( )2
6 2 4 3 6d10 e5 ( )
5 2 2
( )2 d5
A. d e × 3d e B. C. 3d e D. 3e d5 × e3 E. 3
2e2 e2

24. MC 8m3 n × n4 × 2m2 n3 simplifies to:

A. 10m5 n8 B. 16m5 n7 C. 16m5 n8 D. 10m5 n7 E. 17m5 n8

25. MC 8x3 ÷ 4x−3 is equal to:

2
A. 2 B. 2x0 C. 2x6 D. 2x−1 E.
x9

12x8 × 2x7
26. MC simplifies to:
6x9 × x5
A. 4x5 B. 8x C. 4x D. 8x5 E. 4x29

5
(a2 b3 )
27. MC The expression 2
is equal to:
(2a2 b)
a6 b13 a3 b6 a6 b13 a3 b6
A. B. 2a6 b13 C. D. E.
4 2 2 4
( )4 ( )2
p2 q p5 q2
28. MC
( )3 ÷ can be simplified to:
2p5 q2 2pq5
1 22 1 1
A. B. C. D. E. 22 p16 q
4p16 q p16 q 4p8 2p16 q

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3 3
29. MC 16− 4 ÷ 9 2 can be simplified to:
1 8 3 1
A. 2 B. C. D. 3 E.
216 27 8 2
( 2
)−3
2l 9 m−1
30. MC
( )2 can be simplified to:
1 −2
8 lm
16
8m7 2m7 4m7 16m7 m7
A. B. C. D. E.
11 7 8 5 7
l3 l3 l3 l3 2l 3
√
5 10 5
31. MC 32i 7 j 11 k2 can be simplified to:
2 1 2 10 5 2 1 2
32i 7 j 11 k 5 2 1 2 32i 7 j 11 k2 50 25 2i 7 j 11 k 5
A. B. 2i 7 j 11 k 5 C. D. 2i 7 j 11 k10 E.
5 5 5

32. Simplify each of the following.

3 26a4 b6 c5
a. 5x3 × 3x5 y4 × 5 x2 y6 b.
12a3 b3 c3
( )3 ( )4
20m5 n2 14p7
c. d.
6 21q3

33. Evaluate each of the following.

( )0
0 2a 0 (4b)0
a. 5a − + 12 b. −(3b) −
3 2

34. Simplify each of the following and express your answer with positive indices.
( )−4
a. 2a−5 b2 × 4a−6 b−4 b. 4x−5 y−3 ÷ 20x12 y−5 c. 2m−3 n2

35. Evaluate each of the following without using a calculator.

( )−3 ( )2
1 −3 9 5
a. b. 2 × (3) × c. 4−3 × −5
2 2 8−2

36. Simplify each of the following.

1
3 1
⎛ 13 ⎞ 2
4 1 1 3 3 2 43 x 4 y 9 4a ⎟
a. 2a 5 b 2 × 3a 2 b 4 × 5a 4 b 5 b. c. ⎜
4 1 ⎜ b3 ⎟
16x 5 y 3 ⎝ ⎠

37. Evaluate each of the following without using a calculator. Show all working.
3 1 ( )1
16 4 × 81 4 2 2 2
a.
1
b. 125 3 − 27 3
6 × 16 2

38. Simplify:
√ √ (√ )15 √ √
3 4 5 3
a. a9 + 16a8 b2 − 3 5 a b. 32x5 y10 + 64x3 y6

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39. Simplify each of the following.

( )−3 ( )1 −1
−2 6 −2 ( )−3 3 ⎛ 13 −2 ⎞ 2
5a b × 4a b 4 −5
2x y 4xy −2 3 4
2m n 4m n ⎟
a. b. × c. ÷⎜
2 3
2a b × 5 a b −2 −3 −6 6 −2
3y x −6 3
3x y 1 ⎜ −2 ⎟
5m 2 n ⎝ 5 3 ⎠

40. Simplify each of the following and then evaluate.

( 1
)6
1
( )0 32 × 63
( )1 3 1 ( )−1
a. 3 × 56 2 × 3 2 × 5−2 + 36 × 5− 2 b. 6 × 3−2 ÷ ( )0
−62 × 3−3

41. Ryan invests $12 500 for 3 years at 8% p.a. with interest
paid annually. By calculating the amount of simple
interest earned each year separately, determine the
amount to which the investment will grow.

42. Calculate the compound interest earned on $45 000 at

12% p.a. over 4 years if interest is compounded:
a. annually b. six-monthly
c. quarterly d. monthly.

43. Evaluate the following.

a. log12 (18) + log12 (8) b. log4 (60) − log4 (15)
( )
c. log9 98 d. 2 log3 (6) − log3 (4)

44. Use the logarithm laws to simplify each of the following.

( √ )
a. loga (16) + loga (3) − loga (2) b. logx x x
( )
( ) 1
c. 4 loga (x) − loga x2 d. 5 logx
x

45. Solve for x in the following, given that x > 0.

a. log2 (x) = 9 b. log5 (x) = −2 c. logx (25) = 2
( )
d. logx 26 = 6 e. log3 (729) = x f. log7 (1) = x

46. Solve for x in the following.

a. log5 (4) + log5 (x) = log5 (24)
b. log3 (x) − log3 (5) = log3 (7)

47. Solve for x in the following equations.

1 1 √
a. 6x = b. 7x = √ c. 2x+1 = 8 2
36 7

48. Solve for x in the following equations, correct to 3 decimal places.

x
a. 2x = 25 b. 0.6 = 7 c. 9−x = 0.84

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Problem solving
49. Answer the following. Explain how you reached your answer.
3
a. What is the hundred’s digit in 33 ?
b. What is the one’s digit in 6704 ?
c. What is the thousand’s digit in 91000 ?

50. a. Plot a graph of y = 4x by first producing a table of values. Label the y-intercept and the equation of
any asymptotes.
b. Draw the line y = x on the same set of axes.
c. Use the property of inverse graphs to draw the graph of y = log4 (x). Label any intercepts and the
equation of any asymptotes. Use a graphics calculator or graphing software to check your graphs.
( )−1
6 1
51. Solve for x: + = x−1
x 6
−1
⎛( (a2 )−1 ) ⎞
−1

52. Simplify ⎜ ⎟
⎜ b 12 ⎟
⎝ ⎠

53. If m = 2, determine the value of:

6a3m × 2b2m × (3ab)−m

1
(4b)m × (9a4m ) 2

54. Answer the following and explain your reasoning.

3
a. Identify the digit in the tens of 33 .
b. Identify the digit in the ones of 6309 .
c. Identify the digit in the ones of 81007 .

55. For the work shown below:

a. calculate the correct answer
b. identify where the student has made mistakes.

( )2 ( )
3a3 b5 c3 2ab 3a6 b10 c6 2ab
÷ = ÷
5a2 b c 10a4 b2 c
3a6 b10 c6 c
= 4 2
×
10a b 2ab
3a6 b10 c7
=
20a5 b3
3ab7 c7
=
20

88 Jacaranda Maths Quest 10 + 10A

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56. A friend is trying to calculate the volume of water in

a reservoir amid fears there may be a severe water
shortage. She comes up with the following
expression:
r4 u2 ru × d2
W= 3 √
× ,
dr3 u4
r 2 d2 u
where r is the amount of rain, d is how dry the area
is, u is the usage of water by the townsfolk, and W is
the volume of water in kL.

a. Help your friend simplify the expression by

simplifying each pronumeral one at a time.
b. Explain whether the final expression contain any
potential surds.
c. Express the fraction with a rational denominator.
d. List the requirements for the possible values of r, u and d to give a rational answer.
e. Calculate the volume of water in the reservoir when r = 4, d = 60 and u = 9. Write your answer in:
i. kL ii. L iii. mL.
f. Does a high value for d mean the area is dry? Explain using working.

p2
57. The speed of a toy plane can be modelled by the equation S = √ , where:
2 + w3
w = wind resistance
p = battery power (from 0 (empty) to 10 (full)).
a. Rationalise the denominator of the expression.
b. Using your knowledge of perfect squares, estimate the speed of a toy plane with its battery half full
and a wind resistance of 2. Check your answer with a calculator.
c. How does the speed of the toy plane change with increasing wind resistance? Explain providing
supportive calculations.

To test your understanding and knowledge of this topic, go to your learnON title at
www.jacplus.com.au and complete the post-test.

TOPIC 1 Indices, surds and logarithms 89

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Online Resources Resources

Below is a full list of rich resources available online for this topic. These resources are designed to bring ideas to life,
to promote deep and lasting learning and to support the different learning needs of each individual.

eWorkbook 1.10 Logarithms (eles-4676) ⃞

Using logarithmic scales in measurement (eles-4677) ⃞
Download the workbook for this topic, which includes 1.11 Logarithm laws (eles-4678) ⃞
worksheets, a code puzzle and a project (ewbk-2027) ⃞ 1.12 Solving equations with logarithms (eles-4679) ⃞

Solutions Interactivities
Download a copy of the fully worked solutions to every 1.2 Individual pathway interactivity: Number classification
question in this topic (sol-0735) ⃞ review (int-8332) ⃞
The number system (int-6027) ⃞
Digital documents Recurring decimals (int-6189) ⃞
1.3 SkillSHEET Identifying surds (doc-5354) ⃞ 1.3 Surds on the number line (int-6029) ⃞
1.4 SkillSHEET Simplifying surds (doc-5355) ⃞ 1.4 Addition and subtraction of surds (int-6190) ⃞
SkillSHEET Adding and subtracting surds (doc-5356) ⃞ Multiplying surds (int-6191) ⃞
SkillSHEET Multiplying and dividing surds (doc-5357) ⃞ Dividing surds (int-6192) ⃞
SkillSHEET Rationalising denominators (doc-5360) ⃞ Simplifying surds (int-6028) ⃞
SkillSHEET Conjugate pairs (doc-5361) ⃞ Conjugate surds (int-6193) ⃞
SkillSHEET Applying the difference of two squares 1.5 Individual pathway interactivity: Review of index laws
rule to surds (doc-5362) ⃞ (int-4652) ⃞
1.5 SkillSHEET Index form (doc-5168) ⃞ First Index Law (int-3709) ⃞
SkillSHEET Using a calculator to evaluate numbers Second Index Law (int-3711) ⃞
given in index form (doc-5169) ⃞ Third Index Law (int-3713) ⃞
1.7 SkillSHEET Addition of fractions (doc-5176) ⃞ Fourth Index Law — Multiplication (int-3716) ⃞
SkillSHEET Subtraction of fractions (doc-5177) ⃞ Fifth and sixth index laws (int-6063) ⃞
SkillSHEET Multiplication of fractions (doc-5178) ⃞ 1.6 Individual pathway interactivity: Negative indices
SkillSHEET Writing roots as fractional indices (int-4563) ⃞
(doc-5179) ⃞ Negative indices (int-6064) ⃞
1.7 Individual pathway interactivity: Fractional indices
Video eLessons (int-4564) ⃞
Fractional indices (int-6107) ⃞
1.2 The real number system (eles-4661) ⃞ 1.8 Individual pathway interactivity: Combining index
1.3 Identifying surds (eles-4662) ⃞ laws (int-4565) ⃞
Proof that a number is irrational (eles-4663) ⃞ Combining index laws (int-6108) ⃞
1.4 Multiplying and simplifying surds (eles-4664) ⃞ 1.9 Individual pathway interactivity: Compound interest
Addition and subtraction of surds (eles-4665) ⃞ (int-4636) ⃞
Dividing surds (eles-4666) ⃞ Compound interest (int-6075) ⃞
Rationalising denominators (eles-4667) ⃞ Compounding periods (int-6186) ⃞
Rationalising denominators using conjugate surds 1.10 Logarithms (int-6194) ⃞
(eles-4668) ⃞ 1.11 The first law of logarithms (int-6195) ⃞
Surds (eles-1906) ⃞ The second law of logarithms (int-6196) ⃞
Rationalisation of surds (eles-1948) ⃞ The third law of logarithms (int-6197) ⃞
1.5 Review of index laws (eles-4669) ⃞ The fourth law of logarithms (int-6198) ⃞
Index laws (eles-1903) ⃞ The fifth law of logarithms (int-6199) ⃞
1.6 Negative indices and the Seventh Index Law The sixth law of logarithms (int-6200) ⃞
(eles-4670) ⃞ The seventh law of logarithms (int-6201) ⃞
Negative indices (eles-1905) ⃞ 1.12 Solving logarithmic equations (int-6202) ⃞
1.7 Fractional indices and the Eighth Index Law 1.13 Crossword (int-2872) ⃞
(eles-4671) ⃞ Sudoku puzzle (int-3891) ⃞
Fractional indicies (eles-1950) ⃞
1.8 Combining index laws (eles-4672) ⃞
1.9 Application of indices: compound interest (eles-4673) ⃞ Teacher resources
The compound interest formula (eles-4674) ⃞ There are many resources available exclusively for teachers
Compounding period (eles-4675) ⃞ online.

To access these online resources, log on to www.jacplus.com.au.

90 Jacaranda Maths Quest 10 + 10A

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1
Answers 24.
7
or 7−1
37
Topic 1 Indices, surds and 25.
91
logarithms Exercise 1.3 Surds
Exercise 1.1 Pre-test 1. b and d
1. True 2. b, c and d
2. Rational 3. a and d
8
3. 15 n 15 4. a and c
2 3
4. 2p q 5. a, c and d
1 6. c and f
5.
27 7. A
6. D 8. D
7. B√ 9. B
8. 6 5 10. C
√
9. 14 2 11. Any perfect square.
10. E 12. m=4
11. y = −5 13. a. m = 5 , n = 7 and m = 4, n = 14

12. x = −2 b. 15

13. $278.18 14. a. Irrational b. Irrational c. Rational

14. 0 15. Sample responses can be found in the worked solutions in

15. D the online resources.
16. Irrational
√ √
Exercise 1.2 Number classification review 17. a. i. 4 3 ii. 6 2
1. a. Q b. Q c. Q d. I Yes. If you don’t choose the largest perfect square, then
b.
you will need to simplify again.
2. a. I b. Q c. Q d. I
c. No
3. a. Q b. Q c. Q d. Q
18. p = m and q = n
4. a. I b. Q c. I d. Q 19. x = 3, rational
5. a. Q b. I c. I d. I
Q I I Q Exercise 1.4 Operations with surds
6. a. b. c. d. √ √
1. a. 2 3 b. 2√6
7. a. Q b. Q c. Q d. Q √
c. 3 3 d. 5 5
8. a. Q b. I c. I d. Q √ √
2. a. 3 6 b. 4√7
9. a. I b. Undefined √
c. I d. I c. 2 17 d. 6 5
√ √
10. a. I b. Q c. Q d. Q 3. a. 2√22 b. 9 2
√
11. a. I b. I c. Q d. Q c. 7 5 d. 8 7
√ √
12. a. I b. Q c. Q d. I 4. a. 4 √ 2 b. 24 10
√
13. B c. 36 5 d. 21 6
14. D √ √
5. a. −30 3 b. −28
√ 5
15. C √
c. 64 3 d. 2 2
16. C √ √
a 6. a. 2 b. 2 3
17. 1√ 3√
b c. 15 d. 7
3 2
18. E √
A 7. a. 4a b. 6a √ 2
19. √
20. p−q c. 3a 10b d. 13a2 2
√ √
21. Sample responses can be found in the worked solutions in 8. a. 13ab √2ab b. 2ab2 √17ab
the online resources.
c. 5x3 y2 5 d. 20xy 5x
22. 8, − 8 √ √
3 2
23. a. m = 11, n = 3 b. m = 2, n = 3 9. a. 54c
√ d 2cd b. 18c3 d√4
5cd
c. m = 3, n = 2 d. m = 1, n = 2 c. 22ef d. 7e5 f5 2ef

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√ √ √ √ √
10. a. 7 √5 √ b. 8√3 5 7 8 15 8 21
29. a. b. c.
c. 15 5 + 5 3 d. 4 11 √
14 √15 49
√ √ 8 105 10
11. a. 13√2 √ b. −3 6 d. e.
√ √ 7 3
c. 17 3 − 18 7 d. 8 x+3 y √ √
(√ √ ) (√ √ ) √ 3 10 − 2 33
12. a. 10 2− 3 b. 5 5+ 6 30. a. 2+2 b.
√ √ √ √ √ 6
c. 7 3 d. 4 5 12 5 − 5 6 9 10
√ √ √ √ c.
10
d.
5
13. a. 14√3 + 3 2√ b. 3 √ 6+6 3 √ √ √
c. 15 10 − 10 15 + 10 d. −8 11 + 22 3 10 + 6 14 5 6
31. a. b.
√ √ √ √
14. a. 12 30 − 16 15 b. 12 ab + 7 3ab √4 √ √3 √
3 22 − 4 10 21 − 15
7√ √ √ c. d.
c. 2+2 3 d. 15 2 6 3
2 √ √ √
√ √ √ √ 14 − 5 2 12 − 10 6 15 − 25
15. a. 31 a − 6 2a b. 52 a − 29 3a 32. a. b. c.
√ √ √ √ 6 √ 16 70
c. 6 6ab d. 32a + 2 6a + 8a 2 30 + 7 2
√ √ √ d.
16. a. a 2a b. a+2 √ 2a 20
√ √ ( 2 ) √ √ √ √
c. 3a a + a2 3a d. a +a ab √ 2 2+ 5 8 11 + 4 13
√ √ 33. a. 5−2 b. c.
17. a. 4ab ab + 3a2 b b 3 31
√ √ √
b. 3 ab (2a + 1) 15 15 − 20 6
√ √ 34. a.
c. −6ab 2a + 4a2 b3 3a
√ √ 13
b. 12 2 − 17
d. −2a b
√ √ √ √
14 19 − 4 21
18. a. b.
√42 c. 4 3 c.
d. 10 e. 3 7 f. 27 √ 5 √ √
√ √ 15 − 3 − 5 + 1
19. a. 10 33 b. 180 5 c. 120 35. a.
√ √ 2 √4 √ √
d. 120 3 e. 2 6 f. 2 −6 + 6 2 + 10 − 2 5
3 b.
2√ 2√ 4 2
√
√ √ 2 √
20. a. 6 b. x y y c. 3a b 2ab
5 4 10 + 15 − 4 6 − 3
√ √ 9 √ c.
d. 6a5 b2 2b 2 2
e. 3x y 10xy f. a2 b4 5ab ( √ )29
2
15 3 2 − 2
21. a. 2 b. 5 c. 12
36.
22. a. 15 b. 18 c. 80 √ 28
9 x + 6x
23. a. 28 b. 200 37.
√ 36x − 16x2
24. a.
√5 b. 2 38. a. Sample responses can be found in the worked solutions
c. 6 d. 4 in the
√ online
√ resources.
√ √ √
√ √ b. i. 5+ 3 ii. 5+ 3 iii. 3+2
3 5
25. a. b. 2
√
4 2 39.
c. 2 3 d. 1 7
√ 40. a. x = 16 b. x=1
4 x
26. a. 1 b. 2 17 c. 41. 1
√5 y√
2 √ 4 a
Exercise 1.5 Review of index laws
d. e. 2xy 3y f.
x3 y4 3 1. a. a7 b. a6 c. b8 d. a4 b7
√ √ √
5 2 7 3 4 11 2. a. m n 5 13
b.
5 7 3
a b c c. m n p6 4 5
d. 6a2 b
27. a. b. c.
√
2 √
3 11 3. a. 10a4 b9 b. 36m8 n7 c. 12x6 y6 d. 4x8 y6
4 6 2 21
d. e. 4 4
3 7 4. a. a b. a5 c. b3 d. a
√ √ √ 3
10 2 15 3 35 1 2
28. a. b. c. 5. a. 3b4 b. 4m5 c. m3 n d. y
√
2 √5 5 2
5 6 4 15
d. e.
6 15

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5 2 2 1 2 27. a. x=4 b. x = 0, 2
6. a. 7b3 b. m p c. xy
4 2 28. a.
2
a bc 7

7. a. 1 b. 1 c. 1 b. The student made a mistake when multiplying the

8. a. 3 b. 4 c. −3 two brackets in line 3. Individual brackets should be
expanded first.
9. a. 3 b. −7 c. 4
6 20
10. a. a b. 16a Exercise 1.6 Negative indices
1 8 4 8 1 1 2 4
c. m d. n 1. a. b. c. d.
81 9 x5 y4 a9 5a3
e. 49
3x2 1 6a3
11. a. a6 b3 b. 9a6 b4 c. 16m12 n20 2. a. b. c. d. a6
27 6 3 a4 y3 4m3 n4 bc5
d. m n e.
2a4 7b3 2m3 a2
64 b6 3. a. b. 2ab2 c. d.
625m12 343x3 81a4 3 2a4 3b4 n5
12. a. b. c. 1 6 3
n8 8y15 625b12 4. a. b. c.
d. −243 e. −32 a2 b3 x6 y n8
13. a. D b. D 4 2y
d. e.
a2 b5 3x
14. a. C b. E
c. B d. D 5y 3 4y12
5. a. b. c.
6x3 m2 n2 x5
15. a. 64 b. 72 c. 625
1 1
27 d. e.
16. a. 48 b. 1600 c. 3m3 n3 32a m20
15
125
4q8 3 27q9
17. a. 20 b. 1 c. 4 6. a. b. c.
p14 a8 b12 8p6
18. a. x3yz b. ab
6
b 1
a b a2x d. e.
19. a. m n b. 4a8 8a6 b6
b3x 1 1 1 8
20. a. n3−p m2−q b. a
mp+np 7. a. b. c. d.
8 36 81 9
21. a3 = a × a × a
1 5 32
a2 = a × a 8. a. b. c. 48 d.
16 36 27
a3 × a2 = a × a × a × a × a
27 2
= a5 , not a6 9. a. =1 b. 4
25 25
Explanations will vary. 3
c. 125 d.
22. They are equal when x = 2. Explanations will vary. 4
0 0
23. 3x = 3 and (3x) = 1. Explanations will vary. 10. a. 23 b. 2−3 c. 2
5
d. 2−6
11. a. x=3 b. x = −2 c. x = −1
24. a.
a 0 1 2 3 d. x=3 e. x = −2
3a2 0 3 12 27 12. a. x=0 b. x=3 c. x = −3
5a 0 5 10 15 d. x = −6 e. x = −2
3a2 + 5a 0 8 22 42 3 4 2
13. a. b. c. d. 5
2
3a × 5a 0 15 120 405 2 5 7

b b3 a2 1
3a2 × 5a will become much larger than 3a2 + 5a.
b. 14. a. b. c. d.
a a2 b3 m3 n2
25. x = −2 or 4
26. 1 ≡ 1 1
15. a.
2 ≡ 10 729
3 ≡ 11 1
b.
4 ≡ 100 20 736
5 ≡ 101 1
c. 0.000059499 or
6 ≡ 110 16807
7 ≡ 111 16 384
8 ≡ 1000 16. a. 256 b. c. 9 765 625
2187
9 ≡ 1001
17. C
10 ≡ 1010

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5 7 7 4 1 3 11
18. B 15. a. x3 y5 b. a 45 b 15 c. m 8 n 56
19. B 3
2 3 1 11 7 1 5 1
20. D 16. a. 2x 15 y 4 b. a 20 b 20 c. p 24 q 12
21. C 4 7
9 1 6
22. E 17. a. 2 20 b. 56 c. 75
m2 n2 25 3 1 1 1
23. a. b. c.
n8 m a7 b6 18. a. a 10 b. m6 c. 23 b6
2 m b a
24. a. r6 − s6 19. a. 4p 5 b. xp c. 3c mc
10 5 5 10
b. m + 2m n + n 1 1 3 6 7
c. 1 20. a. a4 b6 b. a3 b 4 c. x5 y4
2 1
d. p
1 1 1 1 1 1 1 a2
2r−4
25. 2 21. a. 3 3 a 9 b 5 c 4 b. 5x 4 y 3 z 5 c.
2
26. 63m b3
8 2 1 7
27. x=3 m5 b5 22 x2
28. a. As x gets closer to 0 coming from the positive direction, 22. a. b. c.
7 8 3
y gets more and more positive, approaching ∞. n4 c 27 y8
b. As x gets closer to 0 coming from the negative direction, 23. a. E b. C c. B
y gets more and more negative, approaching −∞.
24. a. E b. B
−n 1
29. 2 = n 25. a. a4
b. b3 c. m4
2
A n increases, the value of 2n increases, so the value of 2−n
26. a. 4x2 b. 2y3 c. 2x2 y3
gets closer to 0.
30. Sample responses can be found in the worked solutions of 27. a. 3m3 n5 b. 2pq2 c. 6a2 b6
your online resources. 28. a. 2.007 s b. 20.07 s c. 4.98 swings
31. x = −2, y = −3 ( )1
x2 29. 25 a5 b 5 = 2ab2 10
32. ( √ )
33. x = 3, y = −1 ; 7 a2 3 − b3 4
30.
3
;
Exercise 1.7 Fractional indices 9−b 11
√ √ 1 1 1 1
1. a. 15 b. 4 m 31. a. x 2 + y 2 − z 2 b. t 10
√ √
c.
5
72 d. 75 32. m − n2
√ √ 1 1 1
2. a.
8
w3 b.
4 5
w 33. m5 − n5 + p5
√
3
√ −
1 13
10
c. 510 d. a3 34. a. a 4 ×b 2
1 7 b. No, because you can’t take the fourth root of a negative
3. a. t2 b. 54 number.
11 6
c. 66 d. x7 c. a = 1
7
4. a. x6 b. w2 Exercise 1.8 Combining index laws
1 n
c. w 2 d. 11 x 2n13
1. a. 54a10 b9 b. 48a5 b16 c.
5. a. 4 b. 5 c. 9 m9
6. a. 2 b. 4 c. 3 15b2
2. a. 500p8 q18 b. 36a20 b10 c.
c26
7. a. 2.2 b. 1.5 c. 1.3
7 11 15 15 6
8. a. 2.5 b. 12.9 c. 13.6 3. a. 12x 8 y 15 b. 8m 4 n 4 c.
7

9. a. 0.7 b. 0.8 c. 0.9 p 12

7 5
4 1 5 d. 8p 45 q 18
10. a. 4 5 b. 2 2 c. a 6
5 x 27
23 8 5 4. a. b. c.
11. a. x 20 b. 10m 15 c. 2b 7 8a7 4y6 128m29 n26
20 9 7 64y36 27h12
12. a. −4y 9 b. 0.02a 8 c. 5x 2 5. a. b. 24a24 b7 c.
x24 8g6
3 4 5 8 17
13. a. ab 2 b. x 5 y 9 c. 6a 5 b 15 35 1 625 5 1 3
6. a. p 3 q 2 b. c. x3 y8 z2
19 2 19 5 5 2 9 81b20 c28
14. a. 2m 28 n 5 b. x 6 y6 z6 c. 8a 5 b 8 c

94 Jacaranda Maths Quest 10 + 10A

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3a2 m2 n4 6. a. $3 145 511.41

7. a. b. 8n2 c.
2 3 $443 014.84
b.
4x5 36x6 y2 7. $8784.60
8. a. b. c.
3y8 y x4 8. $3376.26

b 7
75q 5 17 7 9. a. $2837.04 b. $837.04
9. a. b. c. x 10 y 10
3a4 2p11 10. $17 240.15
2 4a b 3 3
n 9 11. $605.42
10. a. b. c. 12. $18 503.86
5a4 b7 15 4m9
13. a. 0.5833% b. $42 891.60
4m5 4
11. a. b. c. 48x11 y6 14. B
9n15 81x2 y14
1 1 15. B
3p4 2b 12 4x 12 16. C
12. a. b. c.
5q9 17 21
17. C
3a 24 3y 20
18. a. 0.0247%
5 56a11 b6
13. a. b. b. ≈ $131 295.85
2a13 81
c. ≈ $11 295.85
1024b2 25 4y36
14. a. b. c. d. ≈ $495.85
81a 128x23 y4 27x16
19. a. i. $17 745.95
11 11
16m 12 n 4b 2 ii. $17 786.61
15. a. 6m19 n19 b. c.
1 7 iii. $17 807.67
3
3 2 c 30 iv. $17 821.99
125
16. a. b. 1 b. The interest added to the principal also earns interest.
8
20. a. $7920
17. 1
y−1 b. David’s investment = $8108.46
18. a. 5 b. y=4
c. Because David’s interest is compounded, the interest
19. E
is added to the principal each quarter and earns itself
20. A √ interest.
1 7 m
−
21. a. m6 n 6 or 6 21. a. $3750 interest
n7 b. i. $3820.32 interest
3
b. g−6 h3 n 2 ii. $3881.05
7 7
− − iii. $3912.36
c. 3 3 ×5 6
1 a6 14 √
15
c. Compound quarterly gives the best return.
22. a. 2−2 or b. a6 b−8 or c. d 15 or d14 d. If we assume that interest is compounded annually, an
4 b8
equivalent return of I = 7% would be achieved.
23. a. 12 b. 1536 c. 14 days
e. i. Yes
24. a. 80 koalas
ii. No
During the 6th year.
b.
22. Neither is correct. The best option is to choose 3.895% p.a.
25. a. 79% b. 56% c. 31%
compounding monthly.
3 23. a. Bank east b. $19 976.45
26.
2
4 24. a. i. $2.44 ii. $2.61
27. iii. $2.71 iv. $2.71
21 √
2 −2 b. Compounding more frequently increases the final value,
28. z + z + 5
but the amount of increase becomes less and less. The
final value of iv. is 2.7181 which is almost equal to iii.
Exercise 1.9 Compound interest
1. a. $3244.80 b. $10 939.56 Exercise 1.10 Logarithms
2. a. $24 617.98 b. $14 678.02 1. a. log4 (16) = 2 b. log2 (32) = 5
3. a. $14 838.45 b. $129 394.77 c. log3 (81) = 4 d. log6 (36) = 2
e. log10 (1000) = 3
4. a. $932.52 b. $10 650.81
5. a. $20 2 760.57 2. a. log5 (25) = 2 b. log4 (x) = 3
b. $25 816.04 c. log5 (125) = x d. log7 (49) = x
e. logp (16) = 4

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1 6. a. 2 b. 3
3. a. log9 (3) = b. log10 (0.1) = −1
2 ( ) 7. a. 1 b. 4
1 1
c. log8 (2) = d. log2 = −1
3 2 8. a. 3 b. 5
3 1
e. log4 (8) =
2 9. a. 2 b.
2
4. D
4
10. a. 1 b. 3
5. a. 2 = 16 b. 33 = 27
6 3 1
c. 10 = 1 000 000 d. 5 = 125 11. a. −1 b. −
1
2
6. a. 16 2 = 4 b. 4x = 64 12. 3
1
c. 49 2 =7 d. 3 =x5 13. a. 2 b. 4
1 14. a. 3 b. 3
7. a. 81 2 = 9 b. 10−2 = 0.01
1 15. a. 1 b. 0
c. 81 = 8 d. 64 3 = 4 c. −1 d. 5
8. B 16. a. −2 b. 1
9. a. 4 b. 2 c. 0 d. −2
c. 2 d. 5 1 1
17. a. − b.
10. a. 5 b. 7 2 2
1
c. 0 d. 1 7
2 c. − d.
2 2
11. a. −1 b. 1
1 18. a. loga (40) b. loga (18)
c. −2 d. c. logx (48) d. logx (4)
3
12. a. 0 b. 1 c. 2 19. a. loga (x) b. 1
13. a. 3 b. 4 c. 5 c. −1 d. 7
1 3
14. a. 0 and 1 b. 3 and 4 c. 1 and 2 20. a. b.
2 2
15. a. 4 and 5 b. 2 and 3 c. 4 and 5 1
c. −6 d. −
16. a. 6.1 b. 6.3 8.2 c. 3
2
( k )2 21. a. B b. B, D
17. a. log10 (g) = k implies that g = k so g = 10 . That is,
( ) c. A, B d. C, D
g2 = 102k , therefore, log10 g2 = 2k.
1
22. a. log2 (80) b. log3 (105)
2
logx (y) = 2 implies that y = x , so
b. x = y2
and therefore c. log10 (100) = 2 d. log6 (56)
1
logy (x) = . 23. a. log2 (4) = 2 b. log3 (3) = 1 c. log5 (12.5)
2 d. log2 (3)
y
c. The equivalent exponential statement is x = 4 , and we
y ( )
know that 4 is greater than zero for all values 1
24. a. log4 (5) b. log10
of y. Therefore, x is a positive number. 4
18. a. 6 b. −4 c. −5 c. log3 (4) d. log2 (3)
3 1
19. a. 5 b. −3 c. e. log3 (20) f. log4 (2) =
2 2
1 25. a. C b. B c. A
20. a. 3 b. 7 c.
8 26. a. 12 (Evaluate each logarithm separately and then find the
21. x product.)
9 b. 4 (First simplify the numerator by expressing 81 as a
22.
x power of 3.)
log (7)
c. 7 (Let y = 5 5 and write an equivalent statement in
Exercise 1.11 Logarithm laws
logarithmic form.)
1. a. 1.698 97 b. 1.397 94
27. −2
c. 0.698 97 d. 0.301 03
28. 7 − 3 log2 (3)
2. Sample responses can be found in the worked solutions in
29. 1
the online resources.
3. a. 1 b. 3
30. x = 3a, 5a
31. 7
4. a. 2 b. 3
5. a. 4 b. 1

96 Jacaranda Maths Quest 10 + 10A

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Exercise 1.12 Solving equations Project

1 1. a. 1002 b. 11012 c. 100002
1. a. 25 b. 81 c.
8 2. a. 102 b. 12 c. 1102
1
d. e. 100, −100
16 3. a. 112 b. 1010102 c. 1101112
2. a. 16 b. 26 c. 127 4. Sample responses can be found in the worked solutions in the
d. 2 e. 0 online resources. The digits in octal math are 0, 1, 2, 3, 4, 5,
1 1 6, and 7. The value “eight” is written as “1 eight and 0 ones”,
3. a. − b. − c. −624 or 108.
32 9
d. −2.5 5. Sample responses can be found in the worked solutions in the
online resources. The numbers 10, 11, 12, 13, 14 and 15 are
4. a. 3 b. 2 c. 125
allocated the letters A, B,C, D, E and F respectively.
5. a. 625 b. 2 c. 8
6. a. 6 b. 4 Exercise 1.13 Review questions
1. A
7. a. 3 b. 2 c. −1
2. a. Irrational, since equal to non-recurring and
1 1
8. a. −2 b. c. non-terminating decimal
2 3
b. Rational, since can be expressed as a whole number
9. a. 0 b. 0 c. −1
c. Rational, since given in a rational form
d. −2
d. Rational, since it is a recurring decimal
10. a. 5 b. 6 c. 10
e. Irrational, since equal to non-recurring and
d. 8
non-terminating decimal
11. a. 4 b. 2 c. 9 3. D
2 √
d. √ 20 √ √3
5 4. a. , 3 m, 8m
2m,
m
12. a. 500 128 5 √ √
b. c. √ m 20
d. 6 e. 1 f. 2 b. 25m, ,
16 m
13. a. B b. A c. D √ √ √ √
5. a. 5 2 b. 6 5 c. 8 2 d. 20 5
d. B
6. C
14. a. 7 b. 2 c. −2 √ 1 √
d. 0 e. 4 7. a. 72x3 y4 2xy b. − x2 y5 xy
4
1 1 3 √ √
15. a. b. c. 8. a. 25 3 b. 3ab ab
2 2 2 √ √
1 3 9. a. 15
√ b. 6 42
d. − e.
2 2 c. 30 15 d. 5
√
3 5 5 10. a. 27 b. 720 2
16. a. b. − c. √
4 2 2
9 11
11. a.
√3 √ b. 6
d. − e. − 10 30 1
2 4 c. √ or d.
4 3 12 2
17. Approximately 2.5 times brighter. √ √
18. a. 120 b. 130 6 2
12. a. b.
c. 0.001 d. 3 dB are added. √
3 4 √
e. 10 dB are added. f. 100 c. 2 5+4 d. 2− 3
19. a. i. 1.1 ii. 1.3 iii. 1.418 13. a. 4 b. 4.5
iv. 1.77 v. 2.43 vi. 3.1 c. 2.2 d. 2.7
b. No; see answers to 19a i and ii above. 14. a. 7.4 b. 1.7
c. i. 22 387 211 KJ c. 0.8 d. 0.8
√ √
ii. 707 945 784 KJ
15. a.
√2 b. 3 2
iii. 22 387 211 386 KJ.
c. 5 5 d. 16
d. The energy is increased by a factor of 31.62.
16. a. 1 b. 4
e. It releases 31.623 times more energy.
1 1
20. a. x = 0.7712 b. x = 1.2966 17. a. b.
4 9
21. x=7
1 1
22. x = 1, 3 c. d.
16 1000

TOPIC 1 Indices, surds and logarithms 97

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18. a. 0.0833 b. 0.0204 3

44. a. loga (24) b.
c. 0.800 d. 625 ( 2) 2
c. loga x or 2 loga (x) d. −5
1 3
19. a. 1 b. 1 1
2 7 45. a. 512 b. c. 5
4 25
c. 5 d.
13 d. 2 e. 6 f. 0
20. a. B b. A c. A 46. a. 6 b. 35
1 1 1 5
21. a. 2 b. 2 47. a. −2 b. − c.
2 4 2 2
1 1 48. a. 4.644 b. −3.809 c. 0.079
22. a. b.
2 9 49. a. 9 b. 6 c. 0
1 2
c. d. 50. a, b, c
64 1 y y = 4x
23. D 3 y=x
24. C 2 y = log4 (x)
25. C y=0 1

26. C –3 –2 –1–10 1 2 3 4 x
27. A –2
x=0
28. A
51. x = 2, −3
29. B
1
30. C 52.
a2 b 12
31. B
1
13ab3 c2 53.
32. a. 9x10 y10 b. 36
6
54. a. 8 b. 6 c. 2
1000m15 n6 16p28 7 7
c. d. 9ab c
27 81q12 55. a.
50
3 b. The student has made two mistakes when squaring the
33. a. 16 b. −
2 left-hand bracket in line 1 ∶ 32 = 9, 52 = 25.
√
8 y2 m12 r
34. a.
a b2
11
b.
5x17
c.
16n8
56. a. √
d u3
3 √ √
35. a. 8 b. c. 0 b. Yes, r, u3
2 √
1 ru3
41 33 4 2a 6 c.
36. a. 30a 20 b 20 b.
1 2
c.
3
du3
x 20 y 9 b2 d. r should be a perfect square, u should be a perfect cube
and d should be a rational number.
37. a. 1 b. 4
e. i. 0.0012346 kL
1
2 2 ii. 1.2346 L
38. a. −2a3 + 2a b
2 iii. 1234.6 mL
b. 6xy
f. A high value for d causes the expression to be smaller,
2a 13
9y4 4
39. a. b. c. 2 3 m as d only appears on the denominator of the fraction.
5b 2 32x 15
This means that when d is high there is less water in the
1 reservoir and the area is dry.
40. a. 46 b. − ( √ )
18
p2 2 − w3
41. $15 746.40
57. a.
42. a. $25 808.37 b. $26 723.16 4 − w3
c. $27 211.79 d. $27 550.17 b. Sample responses can be found in the worked solutions
in the online resources; approximately 5.
43. a. 2 b. 1
c. Speed decreases as wind resistance increases.
c. 8 d. 2

98 Jacaranda Maths Quest 10 + 10A