Math in Focus Year 11 2 Unit Ch1basic Algebra

TERMINOLOGY TERMINOLOGY TERMINOLOGY
1
Basic Arithmetic
Absolute value: The distance of a number from zero on
the number line. Hence it is the magnitude or value of a
number without the sign
Directed numbers: The set of integers or whole
numbers 3, 2, 1, 0, 1, 2, 3, f f - - -
Exponent: Power or index of a number. For example 2
3

has a base number of 2 and an exponent of 3
Index: The power of a base number showing how
many times this number is multiplied by itself
e.g. 2 2 2 2.
3
# # = The index is 3
Indices: More than one index (plural)
Recurring decimal: A repeating decimal that does not
terminate e.g. 0.777777 is a recurring decimal that can
be written as a fraction. More than one digit can recur
e.g. 0.14141414 ...
Scientic notation: Sometimes called standard notation.
A standard form to write very large or very small numbers
as a product of a number between 1 and 10 and a power
of 10 e.g. 765 000 000 is 7.65 10
8
# in scientifc notation
3 Chapter 1 Basic Arithmetic
INTRODUCTION
THIS CHAPTER GIVES A review of basic arithmetic skills, including knowing the
correct order of operations, rounding off, and working with fractions, decimals
and percentages. Work on signifcant fgures, scientifc notation and indices is
also included, as are the concepts of absolute values. Basic calculator skills are
also covered in this chapter.
Real Numbers
Types of numbers

Irrational
numbers
Unreal or imaginary
numbers
Integers
Rational
numbers
Real numbers
Integers are whole numbers that may be positive, negative or zero.
e.g. , , , 4 7 0 11 - -
Rational numbers can be written in the form of a fraction
b
a

where a and b are integers, . b 0 ! e.g. , . , . , 1
4
3
3 7 0 5 5
-
Irrational numbers cannot be written in the form of a fraction
b
a
(that
is, they are not rational) e.g. , 2 r
EXAMPLE
Which of these numbers are rational and which are irrational?
, . , , , , . 3 1 3
5
3
9
4
2 65
r
-
Solution
3
4
and
r
are irrational as they cannot be written as fractions (r is irrational).
. , . 1 3 1
3
1
9
1
3
2 65 2
20
13
and
= = - = - so they are all rational.

4 Maths In Focus Mathematics Preliminary Course
Order of operations
1. Brackets: do calculations inside grouping symbols rst. (For example,
a fraction line, square root sign or absolute value sign can act as a
grouping symbol.)
2. Multiply or divide from left to right.
3. Add or subtract from left to right.

EXAMPLE
Evaluate . 40 3 5 4 - + ] g
Solution

40 3(5 4) 40 3 9
40 27
13
# - + = -
= -
=

PROBLEM
What is wrong with this calculation?
Evaluate
1 2
19 4
+
-

- + Press 19 4 1 2 19 4 1 2 ' + - = '
17

What is the correct answer?
BRACKETS KEYS
Use ( and ) to open and close brackets. Always use them in pairs.
For example, to evaluate 40 5 4 3 - +
] g

press 40 3 ( 5 4 )
3 1
#
=
- + =

To evaluate
1.69 2.77
5.67 3.49
+
-
correct to 1 decimal place

press ( ( 5.67 3.49 ) ( 1.69 2.77 ) ) ' : - + =
0.7
correct to 1decimal place
=

Rounding off
Rounding off is often done in everyday life. A quick look at a newspaper will
give plenty of examples. For example in the sports section, a newspaper may
report that 50 000 fans attended a football match.
An accurate number is not always necessary. There may have been exactly
49 976 people at the football game, but 50 000 gives an idea of the size of the
crowd.
EXAMPLES
1. Round off 24 629 to the nearest thousand.
Solution
This number is between 24 000 and 25 000, but it is closer to 25 000.

24 629 25 000 ` = to the nearest thousand
CONTINUED
MEMORY KEYS
Use STO to store a number in memory.
There are several memories that you can use at the same timeany letter from
A to F, or X, Y and M on the keypad.
To store the number 50 in, say, A press 50 STO A
To recall this number, press ALPHA A =
To clear all memories press SHIFT CLR
X
-1
KEY
Use this key to fnd the reciprocal of x . For example, to evaluate

7.6 2.1
1
# -

0.063 = -
press ( ( ) 7.6 2.1 ) x
1
# - =
-
(correct to 3 decimal places)

Different calculators use
different keys so check
the instructions for your
calculator.
2. Write 850 to the nearest hundred.
Solution
This number is exactly halfway between 800 and 900. When a number is
halfway, we round it off to the larger number.
850 900 ` = to the nearest hundred
In this course you will need to round off decimals, especially when using
trigonometry or logarithms.
To round a number off to a certain number of decimal places, look at the
next digit to the right. If this digit is 5 or more, add 1 to the digit before it and
drop all the other digits after it. If the digit to the right is less than 5, leave the
digit before it and drop all the digits to the right.
EXAMPLES
1. Round off 0.6825371 correct to 1 decimal place.
Solution

.
. .
0 6825371
0 6825371 0 7 correct to1decimal place ` =
#

2. Round off 0.6825371 correct to 2 decimal places.
Solution

.
. .
0 6825371
0 6825371 0 68 correct to 2 decimal places ` =
#

3. Evaluate . . 3 56 2 1 ' correct to 2 decimal places.
Solution

. . . 5
.
3 56 2 1 1 69 238095
1 70 correct to 2 decimal places
' =
=
#

Drop off the 2 and all digits
to the right as 2 is smaller
than 5.
Add 1 to the 6 as the 8 is
greater than 5.
Check this on your
calculator. Add 1 to the
69 as 5 is too large to just
drop off.
While using a fxed number of decimal places on the display, the
calculator still keeps track internally of the full number of decimal places.
EXAMPLE
Calculate . . . . 3 25 1 72 5 97 7 32 # ' + correct to 2 decimal places.
Solution

. . . . . . .
. .
.
3 25 1 72 5 97 7 32 1 889534884 5 97 7 32
11 28052326 7 32
18 60052326
18.60 correct to 2 decimal places
' # # + = +
= +
=
=

If the FIX key is set to 2 decimal places, then the display will show
2 decimal places at each step.

3.25 1.72 5.97 7.32 1.89 5.97 7.32
. .
.
11 28 7 32
18 60
' # # + = +
= +
=

If you then set the calculator back to normal, the display will show the
full answer of 18.60052326.
Dont round off at
each step of a series of
calculations.
The calculator does not round off at each step. If it did, the answer might
not be as accurate. This is an important point, since some students round
off each step in calculations and then wonder why they do not get the same
answer as other students and the textbook.
1.1 Exercises
FIX KEY
Use MODE or SET UP to fx the number of decimal places (see the
instructions for your calculator). This will cause all answers to have a fxed number
of decimal places until the calculator is turned off or switched back to normal.
1. State which numbers are rational
and which are irrational.
(a) 169
0.546 (b)
(c) 17 -
(d)
3
r

(e) . 0 34

(f) 218
(g) 2 2
(h)
27
1

17.4% (i)
(j)
5
1

2. Evaluate
(a) 20 8 4 ' -
(b) 3 7 2 5 # # -
(c) 4 27 3 6 # ' '
] g

(d) 17 3 2 # + -
(e) . . 1 9 2 3 1 # -
(f)
1 3
14 7 '
- +

(g) 2
5
3
5
1
3
2
# -
(h)
6
5
1
4
3
8
1
-

(i)
4
1
8
1
8
5
6
5
'
+

(j)
1
4
1
2
1
3
5
1
10
7
-
-

3. Evaluate correct to 2 decimal
places.
(a) 2.36 4.2 0.3 ' +
(b) . . . 2 36 4 2 0 3 ' +
] g

(c) 12.7 3.95 5.7 # '
(d) 8.2 0.4 4.1 0.54 ' # +
(e) . . . . 3 2 6 5 1 3 2 7 # - +
] ] g g

(f)
4.7 1.3
1
+

(g)
4.51 3.28
1
+

(h)
5.2 3.6
0.9 1.4
-
+

(i)
1.23 3.15
5.33 2.87
-
+

(j) 1.7 8.9 3.94
2 2 2
+ -
4. Round off 1289 to the nearest
hundred.
5. Write 947 to the nearest ten.
6. Round off 3200 to the nearest
thousand.
7. A crowd of 10 739 spectators
attended a tennis match.
Write this fgure to the nearest
thousand.
8. A school has 623 students. What
is this to the nearest hundred?
9. A bank made loans to the value
of $7 635 718 last year. Round this
off to the nearest million.
10. A company made a proft of
$34 562 991.39 last year. Write
this to the nearest hundred
thousand.
11. The distance between two cities
is 843.72 km. What is this to the
nearest kilometre?
12. Write 0.72548 correct to
2 decimal places.
13. Round off 32.569148 to the
nearest unit.
14. Round off 3.24819 to 3 decimal
places.
15. Evaluate 2.45 1.72 # correct to
2 decimal places.
16. Evaluate 8.7 5 ' correct to
1 decimal place.
17. If pies are on special at 3 for
$2.38, fnd the cost of each pie.
18. Evaluate 7.48 correct to
2 decimal places.
19. Evaluate
8
6.4 2.3 +
correct to
1 decimal place.
20. Find the length of each piece
of material, to 1 decimal place,
if 25 m of material is cut into
7 equal pieces.
DID YOU KNOW?
In building, engineering and other industries where accurate measurements are used, the
number of decimal places used indicates how accurate the measurements are.
For example, if a 2.431 m length of timber is cut into 8 equal parts, according to the
calculator each part should be 0.303875 m. However, a machine could not cut this accurately.
A length of 2.431 m shows that the measurement of the timber is only accurate to the nearest
mm (2.431 m is 2431 mm). The cut pieces can also only be accurate to the nearest mm (0.304 m
or 304 mm).
The error in measurement is related to rounding off, as the error is half the smallest
measurement. In the above example, the measurement error is half a millimetre. The length of
timber could be anywhere between 2430.5 mm and 2431.5 mm.
Directed Numbers
Many students use the calculator with work on directed numbers (numbers
that can be positive or negative). Directed numbers occur in algebra and
other topics, where you will need to remember how to use them. A good
understanding of directed numbers will make your algebra skills much better.
- ^ h KEY
Use this key to enter negative numbers. For example,
press ( ) 3 - =
21. How much will 7.5 m
2
of tiles
cost, at $37.59 per m
2
?
22. Divide 12.9 grams of salt into
7 equal portions, to 1 decimal
place.
23. The cost of 9 peaches is $5.72.
How much would 5 peaches cost?
places.
(a) 17.3 4.33 2.16 # -
(b) . . . . 8 72 5 68 4 9 3 98 # # -
(c)
5.6 4.35
3.5 9.8
+
+

(d)
7.63 5.12
15.9 6.3 7.8
-
+ -

(e)
6.87 3.21
1
-

25. Evaluate
.
. . .
5 39
9 68 5 47 9 91
2
- -
] g

correct to 1 decimal place.
Adding and subtracting
To add: move to the right along the number line
To subtract: move to the left along the number line

Add Subtract
-4 -3 -2 -1 0 1 2 3 4

Same signs
Different signs
= +
+ + = +
- =
= -
+ - = -
- + = -
- +

EXAMPLES
Evaluate
1. 4 3 - +
Solution
Start at 4 - and move 3 places to the right.
-4 -3 -2 -1 0 1 2 3 4
4 3 1 - + = -
2. 1 2 - -
Solution
Start at 1 - and move 2 places to the left.
-4 -3 -2 -1 0 1 2 3 4
1 2 3 - - = -
Multiplying and dividing
To multiply or divide, follow these rules. This rule also works if there are two
signs together without a number in between e.g. 3 2 -
-

You can also do these on a
calculator, or you may have
a different way of working
these out.
EXAMPLES
Evaluate
1. 2 7 # -
Solution
Different signs ( 2 7 and - + ) give a negative answer.
2 7 14 # - = -
2. 12 4 ' - -
Solution
Same signs ( 12 4 and - - ) give a positive answer.
12 4 3 ' - - =
3. 1 3 - -
-

Solution
The signs together are the same (both negative) so give a positive answer.

1 3
2
= - +
=
1 3 - -
-

1. 2 3 - +
2. 7 4 - -
3. 8 7 # -
4. 3 7 - -] g
5. 28 7 ' -
6. . . 4 9 3 7 - +
7. . . 2 14 5 37 - -
8. . . 4 8 7 4 # -
9. . . 1 7 4 87 - -
] g

10.
5
3
1
3
2
- -
11. 5 3 4 # -
12. 2 7 3 # - + -
13. 4 3 2 # - -
14. 1 2 - - -
15. 7 2 +
-

16. 2 1 - - ] g
17. 2 15 5 ' - +
18. 2 6 5 # # - -
19. 28 7 5 # ' - - -
20. 3
2
-
] g

1.2 Exercises
Evaluate
Start at 1 - and move 3
places to the right.
Fractions, Decimals and Percentages
EXAMPLES
1. Write 0.45 as a fraction in its simplest form.
Solution

. 0 45
100
45
5
5
20
9
' =
=

2. Convert
8
3
to a decimal.
Solution
.
.
.
8 3 000
0 375
8
3
0 375 So =
g

3. Change 35.5% to a fraction.
Solution

. %
.
35 5
100
35 5
2
2
200
71
# =
=

4. Write 0.436 as a percentage.
Solution

. . %
. %
0 436 0 436 100
43 6
# =
=

5. Write 20 g as a fraction of 1 kg in its simplest form.
Solution
1 1000 kg g =
1
20
1000
20
50
1
kg
g
g
g
=
=
Multiply by 100% to
change a fraction or
decimal to a percentage.
Conversions
You can do all these
conversions on your
calculator using the
a
c
b
or S D + key.
8
3
means 3 8. '
Sometimes decimals repeat, or recur.
Example
. 0.
3
1
0 33333333 3
f = =
There are different methods that can be used to change a recurring
decimal into a fraction. Here is one way of doing it. Later you will discover
another method when studying series. (See HSC Course book, Chapter 8.)
EXAMPLES
1. Write . 0 4
as a rational number.
Solution

. ( )
. ( )
( ) ( ):
n
n
n
n
0 44444 1
10 4 44444 2
2 1 9 4
9
4
Let
Then
f
f
=
=
- =
=

2. Change . 1 329

to a fraction.
Solution

. ( )
. ( )
( ) ( ): .
.
n
n
n
n
1 3292929 1
100 132 9292929 2
2 1 99 131 6
99
131 6
10
10
990
1316
1
495
163
Let
Then
#
f
f
=
=
- =
=
=
=

A rational number is
any number that can be
written as a fraction.
Check this on your
calculator by dividing
4 by 9.
Try multiplying n by 10.
Why doesnt this work?
6. Find the percentage of people who prefer to drink Lemon Fuzzy, if 24
out of every 30 people prefer it.
Solution

%
%
30
24
1
100
80 # =
CONTINUED
1. Write each decimal as a fraction
in its lowest terms.
0.64 (a)
0.051 (b)
5.05 (c)
11.8 (d)
2. Change each fraction into a
decimal.
(a)
5
2

(b) 1
8
7

(c)
12
5

(d)
11
7

3. Convert each percentage to a
fraction in its simplest form.
2% (a)
37.5% (b)
0.1% (c)
109.7% (d)
4. Write each percentage as a decimal.
27% (a)
109% (b)
0.3% (c)
6.23% (d)
5. Write each fraction as a
percentage.
(a)
20
7

(b)
3
1

(c) 2
15
4

(d)
1000
1

6. Write each decimal as a
percentage.
1.24 (a)
0.7 (b)
0.405 (c)
1.2794 (d)
7. Write each percentage as a
decimal and as a fraction.
52% (a)
7% (b)
16.8% (c)
109% (d)
43.4% (e)
(f) % 12
4
1

8. Write these fractions as recurring
decimals.
(a)
6
5

(b)
7
99

(c)
99
13

(d)
6
1

(e)
3
2

1.3 Exercises
Another method

Let .
. ( )
. ( )
( ) ( ):
n
n
n
n
n
1 3292929
10 13 2929292 1
1000 1329 292929 2
2 1 990 1316
990
1316
1
495
163
Then
and
f
f
f
=
=
=
- =
=
=

This method avoids decimals
in the fraction at the end.
Investigation
Explore patterns in recurring decimals by dividing numbers by 3, 6, 9, 11,
and so on.
Can you predict what the recurring decimal will be if a fraction has 3 in
the denominator? What about 9 in the denominator? What about 11?
Can you predict what fraction certain recurring decimals will be? What
denominator would 1 digit recurring give? What denominator would you
have for 2 digits recurring?
Operations with fractions, decimals and percentages
You will need to know how to work with fractions without using a calculator,
as they occur in other areas such as algebra, trigonometry and surds.
(f)
33
5

(g)
7
1

(h) 1
11
2

9. Express as fractions in lowest
terms.
(a) . 0 8

(b) . 0 2

(c) . 1 5

(d) . 3 7

(e) . 0 67

(f) . 0 54

(g) . 0 15

(h) . 0 216

(i) . 0 219

(j) . 1 074

10. Evaluate and express as a decimal.
(a)
3 6
5
+

(b) 8 3 5 ' -
(c)
12 3
4 7
+
+

(d) 1
99
31
-
(e)
7 4
13 6
+
+

11. Evaluate and write as a fraction.
(a) . . . 7 5 4 1 7 9 ' +
] g

(b)
4.5 1.3
15.7 8.9
-
-

(c)
12.3 8.9 7.6
6.3 1.7
- +
+

(d)
. .
.
11 5 9 7
4 3
-

(e)
8100
64

12. Angel scored 17 out of 23 in a
class test. What was her score as a
percentage, to the nearest unit?
13. A survey showed that 31 out of
40 people watched the news on
Monday night. What percentage
of people watched the news?
14. What percentage of 2 kg is 350 g?
15. Write 25 minutes as a percentage
of an hour.
DID YOU KNOW?
Some countries use a comma for the decimal pointfor example, 0,45 for 0.45.
This is the reason that our large numbers now have spaces instead of commas between
digitsfor example, 15 000 rather than 15,000.
EXAMPLES
1. Evaluate 1 .
5
2
4
3
-
Solution

1
5
2
4
3
5
7
4
3
20
28
20
15
20
13
- = -
= -
=

2. Evaluate 2
2
1
3 ' .
Solution

2
2
1
3
2
5
1
3
2
5
3
1
5
6
' '
#
=
=
=

3. Evaluate . . 0 056 100 #
Solution
. . 0 056 100 5 6 # =
Move the decimal point
2 places to the right.
The examples on fractions show how to add, subtract, multiply or divide
fractions both with and without the calculator. The decimal examples will
help with some simple multiplying and the percentage examples will be useful
in Chapter 8 of the HSC Course book when doing compound interest.
Most students use their calculators for decimal calculations. However, it
is important for you to know how to operate with decimals. Sometimes the
calculator can give a wrong answer if the wrong key is pressed. If you can
estimate the size of the answer, you can work out if it makes sense or not. You
can also save time by doing simple calculations in your head.
4. Evaluate . . . 0 02 0 3 #
Solution
. . . 0 02 0 3 0 006 # =
5. Evaluate
10
8.753
.
Solution
. . 8 753 10 0 8753 ' =
6. The price of a $75 tennis racquet increased by %. 5
2
1
Find the new
price.
Solution

% $ . $
$ .
5 75 0 055 75
4 13
of ` # =
=
% . % $ . $
$ .
5
2
1
0 055 105
2
1
75 1 055 75
79 13
2
1
or of # = =
=

So the price increases by $4.13 to $79.13.
7. The price of a book increased by 12%. If it now costs $18.00, what did
it cost before the price rise?
Solution
The new price is 112% (old price 100%, plus 12%)

1%
$ .
100%
$ .
$16.07
112
18 00
112
18 00
1
100
`
#
=
=
=

So the old price was $16.07.
1.4 Exercises
1. Write 18 minutes as a fraction of
2 hours in its lowest terms.
2. Write 350 mL as a fraction of
1 litre in its simplest form.
3. Evaluate
(a)
5
3
4
1
+
(b) 3
5
2
2
10
7
-
(c)
4
3
1
5
2
#
(d)
7
3
4 '
(e) 1
5
3
2
3
2
'
Multiply the numbers
and count the number
of decimal places in
the question.
Move the decimal
point 1 place to
the left.
4. Find
5
3
of $912.60.
5. Find
7
5
of 1 kg, in grams correct
to 1 decimal place.
6. Trinh spends
3
1
of her day
sleeping,
24
7
at work and
12
1

eating. What fraction of the day
is left?
7. I get $150.00 a week for a casual
job. If I spend
10
1
on bus fares,

15
2
on lunches and
3
1
on outings,
how much money is left over for
savings?
8. John grew by
200
17
of his height
this year. If he was 165 cm tall
last year, what is his height now,
to the nearest cm?
9. Evaluate
(a) 8.9 3 +
(b) 9 3.7 -
(c) . 1 9 10 #
(d) . 0 032 100 #
(e) . 0 7 5 #
(f) . . 0 8 0 3 #
(g) . . 0 02 0 009 #
(h) . 5 72 1000 #
(i)
100
8.74

(j) . . 3 76 0 1 #
10. Find 7% of $750.
11. Find 6.5% of 845 mL.
12. What is 12.5% of 9217 g?
13. Find 3.7% of $289.45.
14. If Kaye makes a proft of $5 by
selling a bike for $85, fnd the
proft as a percentage of the
selling price.
15. Increase 350 g by 15%.
16. Decrease 45 m by %. 8
2
1

17. The cost of a calculator is now
$32. If it has increased by 3.5%,
how much was the old cost?
18. A tree now measures 3.5 m, which
is 8.3% more than its previous
years height. How high was the
tree then, to 1 decimal place?
19. This month there has been a
4.9% increase in stolen cars. If
546 cars were stolen last month,
how many were stolen this
month?
20. Georges computer cost $3500. If
it has depreciated by 17.2%, what
is the computer worth now?
Powers and Roots
A power (or index ) of a number shows how many times a number is
multiplied by itself.
PROBLEM
If both the hour hand and minute hand start at the same position at
12 oclock, when is the frst time, correct to a fraction of a minute, that
the two hands will be together again?
EXAMPLES
1. 4 4 4 4 64
3
# # = =
2. 2 2 2 2 2 2 32
5
# # # # = =
In 4
3
the 4 is called the base
number and the 3 is called
the index or power.
A root of a number is the inverse of the power.
EXAMPLES
1. 36 6 = since 6 36
2
=
2. 8 2
3
= since 2 8
3
=
3. 64 2
6
= since 2 64
6
=
DID YOU KNOW?
Many formulae use indices (powers and roots).
For example the compound interest formula that you will study in Chapter 8 of the HSC
Course book is 1 A P r
n
= + ^ h
Geometry uses formulae involving indices, such as
3
4
V r
3
r = . Do you know what this
formula is for?
In Chapter 7, the formula for the distance between 2 points on a number plane is
d x x y y ( ) ( )
2 1
2
2 1
2
= - + -
See if you can fnd other formulae involving indices.
Proof

( )
( )
( )
a a
a
a
a a a
a a a m
n
a a a m n
a
1
times
times
times
m n
n
m
m n
'
# # #
# # #
# # #
f
f
f
=
=
=
-
=
-

Index laws
There are some general laws that simplify calculations with indices.
a a a
m n m n
# =
+

Proof

( ) ( ) a a a a a a a a
a a a
a
m n
m n
m n
m n
times times
times
# # # # # # # #
# # #
f f
f
=
=
=
+
+
1 2 3 4444 4444 1 2 3 4444 4444
1 2 3 4444 4444

These laws work for any m
and n , including fractions and
negative numbers.
a a a
m n m n
' =
-

a = ( ) a
m n mn

Proof

( ) ( )
( )
a a a a a n
a n
a
times
times
m n m m m m
m m m m
mn
# # # # f =
=
=
f + + + +

POWER AND ROOT KEYS
Use the x
2
and x
3
keys for squares and cubes.
Use the x
y
or ^ key to fnd powers of numbers.
Use the key for square roots.
Use the
3
key for cube roots.
Use the
x
for other roots.
( ) ab a b
n n n
=
Proof

( ) ( )
( ) ( )
ab ab ab ab ab n
a a a b b b
a b
times
n
n n
n n times times
# # # #
# # # # # # #
f
f f
=
=
=
1 2 3 4444 4444 1 2 3 4444 4444

b
a
b
a
n
n
n
= c m
Proof

( )
( )
( )
b
a
b
a
b
a
b
a
b
a
n
b b b b
a a a a n
n
b
a
times
times
times
n
n
n
# # # #
# # # #
# # # #
f
f
f
=
=
=
c m

EXAMPLES
Simplify
1. m m m
9 7 2
# '
Solution

m m m m
m
9 7 2 9 7 2
14
# ' =
=
+ -

2.
3
( ) y 2
4

Solution

( ) ( ) y y
y
y
2 2
2
8
4 3 3 4 3
3 4 3
12
=
=
=
#

CONTINUED
1. Evaluate without using a
calculator.
(a) 5 2
3 2
#
(b) 3 8
4 2
+
(c)
4
1
3
c m
(d) 27
3

(e) 16
4

place.
(a) 3.7
2

(b) 1.06
1.5

(c) 2.3
0.2 -

(d) 19
3

(e) . . . 34 8 1 2 43 1
3
# -
(f)
0.99 5.61
1
3
+

3. Simplify
(a) a a a
6 9 2
# #
(b) y y y
3 8 5
# #
-

(c) a a
1 3
#
- -

(d)
2 2
w w #
1 1

(e) x x
6
'
(f) p p
3 7
'
-

(g)
y
y
5
11

(h) ( ) x
7 3

(i) (2 ) x
5 2

(j) (3 ) y
2 4 -

(k) a a a
3 5 7
# '
(l)
y
x
9
2
5
f p
(m)
w
w w
3
6 7
#

(n)
( )
p
p p
9
2 3 4
#

(o)
x
x x
2
6 7
'

(p)
( )
a b
a b
4 9
2 2 6
#
#

(q)
( ) ( )
x y
x y
1 4
2 3 3 2
#
#
-
-

4. Simplify
(a) x x
5 9
#
(b) a a
1 6
#
- -

(c)
m
m
3
7

(d) k k k
13 6 9
# '
(e) a a a
5 4 7
# #
- -

(f)
5 5
x x #
2 3

(g)
m n
m n
4 2
5 4
#
#

1.5 Exercises
3.
( )
y
y y
5
6 3 4
#
-

Solution

( )
y
y y
y
y y
y
y
y
y
y
( )
5
6 3 4
5
18 4
5
18 4
5
14
9
# #
=
=
=
=
- -
+ -

(h)
2 2
p
p p
2
#
1 1

(i) (3 ) x
11 2

(j)
( )
x
x
3
4 6

5. Simplify
(a)
5
( ) pq
3

(b)
b
a
8
c m
(c)
4
b
a
4
3
d n
(7 (d) a
5
b )
2

(e)
(2 )
m
m
4
7 3

(f)
( )
xy
xy xy
3 2 4
#

(g)
3
4
( )
( )
k
k
6
2
3
8

(h) y
y
2
8
5
7
12
# _ i
(i)
a
a a
11
6 4
3
#
-
e o
(j)
x y
xy 5
8 3
9
3
#
f p
6. Evaluate a
3
b
2
when 2 a = and

4
3
b = .
7. If
3
2
x = and
9
1
, y = fnd the value
of
xy
x y
5
3 2
.
8. If
2
1
,
3
1
a b = = and
4
1
, c =
evaluate
c
a b
4
2 3
as a fraction .
9. (a) Simplify
a b
a b
8 7
11 8
.
Hence evaluate (b)
a b
a b
8 7
11 8
when

5
2
a = and
8
5
b = as a fraction .
10. (a) Simplify
p q r
p q r
4 6 2
5 8 4
.
(b) Hence evaluate
p q r
p q r
4 6 2
5 8 4
as a
fraction when
8
7
,
3
2
p q = = and

4
3
r = .
11. Evaluate ( ) a
4 3
when
6
. a
3
2
=
1
c m
12. Evaluate
b
a b
4
3 6
when a
2
1
= and
b
3
2
= .
13. Evaluate
x y
x y
5 5
4 7
when x
3
1
= and
y
9
2
= .
14. Evaluate
k
k
9
5
-
-
when . k
3
1
=
15. Evaluate
( ) a b
a b
3 2 2
4 6
when a
4
3
= and
b
9
1
= .
16. Evaluate
a b
a b
5 2
6 3
#
#
as a fraction
when a
9
1
= and b
4
3
= .
17. Evaluate
a b
a b
3
2 7
as a fraction in
index form when a
5
2
4
= c m and
b
8
5
3
= c m .
18. Evaluate
( )
( )
a b c
a b c
2 4 3
3 2 4
as a fraction
when , a
3
1
= b
7
6
= and c
9
7
= .
Proof

x x x
x
x x
x
x
x
1
1
n n n n
n n
n
n
0
0
'
'
`
=
=
=
=
=
-

Negative and zero indices
Class Investigation
Explore zero and negative indices by looking at these questions.
For example simplify x x
3 5
' using (i) index laws and (ii) cancelling.
(i) x x x
3 5 2
' =
-
by index laws
(ii)
x
x
x x x x x
x x x
x
1
5
3
2
# # # #
# #
=
=

x
x
1
So
2
2
=
-

Now simplify these questions by (i) index laws and (ii) cancelling.
(a) x x
2 3
'
(b) x x
2 4
'
(c) x x
2 5
'
(d) x x
3 6
'
(e) x x
3 3
'
(f) x x
2 2
'
(g) x x
2
'
(h) x x
5 6
'
(i) x x
4 7
'
(j) x x
3
'
Use your results to complete:

x
x
0
n
=
=
-

x 1
0
=

1
x
x
n
n
=
-

Proof

x x x
x
x x
x
x
x
x
x
1
1
n n
n
n
n
n
n
n
0 0
0
0
'
'
`
=
=
=
=
=
-
-
-

EXAMPLES
1. Simplify .
abc
ab c
4
5
0
e o
Solution
1
abc
ab c
4
5
0
= e o
2. Evaluate . 2
3 -

Solution

2
2
1
8
1
3
3
=
=
-

3. Write in index form.
(a)
1
x
2

(b)
3
x
5

(c)
5
1
x

(d)
x 1
1
+

CONTINUED
1. Evaluate as a fraction or whole
number.
(a) 3
3 -

(b) 4
1 -

(c) 7
3 -

(d) 10
4 -

(e) 2
8 -

6 (f)
0

(g) 2
5 -

(h) 3
4 -

(i) 7
1 -

(j) 9
2 -

(k) 2
6 -

(l) 3
2 -

4 (m)
0

(n) 6
2 -

(o) 5
3 -

(p) 10
5 -

(q) 2
7 -

(r) 2
0

(s) 8
2 -

(t) 4
3 -

2. Evaluate
(a) 2
0

(b)
2
1
4 -
c m
(c)
3
2
1 -
c m
(d)
6
5
2 -
c m
(e)
3
2
x y
x y
0
-
+
f p
(f)
5
1
3 -
c m
(g)
4
3
1 -
c m
(h)
7
1
2 -
c m
(i)
3
2
3 -
c m
(j)
2
1
5 -
c m
(k)
7
3
1 -
c m
1.6 Exercises
Solution
(a)
1
x
x
2
2
=
-

(b)
x x
x
3
3
1
3
5 5
5
# =
=
-

(c)
x
x
x
5
1
5
1 1
5
1
1
# =
=
-

(d)
( )
x
x
x
1
1
1
1
1
1
1
+
=
+
= +
-
] g

4. Write a
3
without the negative index.
Solution
a
a
1
3
3
=
-

(l)
9
8
0
c m
(m)
7
6
2 -
c m
(n)
10
9
2 -
c m
(o)
11
6
0
c m
(p)
4
1
2
-
-
c m
(q)
5
2
3
-
-
c m
(r) 3
7
2
1
-
-
c m
(s)
8
3
0
- c m
(t) 1
4
1
2
-
-
c m
3. Change into index form.
(a)
1
m
3

(b)
1
x

(c)
1
p
7

(d)
1
d
9

(e)
1
k
5

(f)
1
x
2

(g)
2
x
4

(h)
3
y
2

(i)
2
1
z
6

(j)
5
3
t
8

(k)
7
2
x

(l)
2
5
m
6

(m)
3
2
y
7

(n)
(3 4)
1
x
2
+

(o)
( )
1
a b
8
+

(p)
2
1
x -

(q)
( ) p 5 1
1
3
+

(r)
(4 9)
2
t
5
-

(s)
( ) x 4 1
1
11
+

(t)
9( 3 )
5
a b
7
+

4. Write without negative indices.
(a) t
5 -

(b) x
6 -

(c) y
3 -

(d) n
8 -

(e) w
10 -

(f) x 2
1 -

(g) 3m
4 -

(h) 5x
7 -

(i) 2x
3 -
] g
(j) n 4
1 -
] g
(k) x 1
6
+
-
] g

(l) y z 8
1
+
-
^ h
(m) 3 k
2
-
-
] g
(n) 3 2 x y
9
+
-
^ h
(o)
1
x
5 -
b l

(p)
y
1
10 -
c m
(q)
2
p
1 -
d n
(r)
1
a b
2
+
-
c m
(s)
x y
x y
1
-
+
-
e o

(t)
3
2
x y
w z
7
+
-
-
e o
Proof

n
n
a a
a a
a a
by index laws
n
n
n
n
`
=
=
=
1
1
`
^
^
j
h
h

Fractional indices
Class Investigation
Explore fractional indices by looking at these questions.
For example simplify (i)
2
x
2 1
` j
and (ii) . x
2
^ h

2
( ) x x
x
i by index laws
2
1
=
=
1
`
^
j
h

2
2
( ) x x
x x x
x x
ii
So
2
2
2
`
=
= =
=
1
1
^
`
^
h
j
h

Now simplify these questions.
(a)
2
x
2
1
^ h

(b) x
2

(c)
3
x
3 1
` j

(d)
3
x
3
1
^ h

(e) x
3
3
^ h

(f) x
3 3

(g)
4
x
4
1
` j

(h)
4
x
4
1
^ h

(i) x
4
4
^ h

(j) x
4 4

Use your results to complete:

n
x =
1

n
a a
n
=
1

EXAMPLES
1. Evaluate
(a)
2
49
1

(b)
3
27
1

Solution
(a)
2
49 49
7
=
=
1

(b)
3
27 27
3
3
=
=
1

2. Write x 3 2 - in index form.
Solution

2
( ) x x 3 2 3 2 - = -
1

3. Write
7
( ) a b +
1
without fractional indices.
Solution

7
( ) a b a b
7
+ = +
1

Proof

n n
n
n
a a
a
a
a
m
n
m
m
m n
=
=

a =
=
m
m
1
1
`
^
^
j
h
h

Putting the fractional and negative indices together gives this rule.

-
n
a
a
1
n
=
1

Here are some further rules.

n
( )
a a
a
m n
n m
=
=
m


b
a
a
b
n n
=
-
c
b
m
l

EXAMPLES
1. Evaluate
(a)
3
8
4

(b)
-
3
125
1

(c)
3
2
3 -
c m
Solution
(a)
3
( ) ( )

8 8 8
2
16
or
3 4 4 3
4
=
=
=
4

(b)
-
3
3
125
125
1
125
1
5
1
3
=
=
=
1
1

Proof

b
a
b
a
b
a
b
a
a
b
a
b
a
b
1
1
1
1
n
n
n
n
n
n
n
n
n
n
n
'
#
=
=
=
=
=
=
-
c
c
b
m
m
l

(c)
3
2
2
3
8
27
3
8
3
3 3
=
=
=
-
c c m m

(a) x
5

(b)
( ) x 4 1
1
2 2
3
-

Solution
(a)
2
x x
5
=
5

(b)
-
3
3
( )
( )
( )
x
x
x
4 1
1
4 1
1
4 1
2 2
3
2
2
-
=
-
= -
2
2

3. Write
-
5
r
3
without the negative and fractional indices.
Solution

-
5
5
r
r
r
1
1
3 5
=
=
3
3

DID YOU KNOW?
Nicole Oresme (132382) was the frst mathematician to use fractional indices.
John Wallis (16161703) was the frst person to explain the signifcance of zero, negative
and fractional indices. He also introduced the symbol 3 for infnity.
Do an Internet search on these mathematicians and fnd out more about their work and
backgrounds. You could use keywords such as indices and infnity as well as their names to fnd
this information.
1. Evaluate
(a)
2
81
1

(b)
3
27
1

(c)
2
16
1

(d)
3
8
1

(e)
2
49
1

(f)
3
1000
1

(g)
4
16
1

(h)
2
64
1

(i)
3
64
1

(j)
7
1
1

(k)
4
81
1

(l)
5
32
1

(m)
8
0
1

(n)
3
125
1

(o)
3
343
1

(p)
7
128
1

(q)
4
256
1

(r)
2
9
3

(s)
-
3
8
1

(t)
-
3
64
2

places.
(a)
4
23
1

(b) 45.8
4

(c) 1.24 4.3
2 7
+
(d)
12.9
1
5

(e)
. .
. .
1 5 3 7
3 6 1 4
8
+
-

(f)
. .
. .
8 79 1 4
5 9 3 7
4
#
-

3. Write without fractional indices.
(a)
3
y
1

(b)
3
y
2

(c)
2
x
-
1

(d)
2
( ) x 2 5 +
1

(e)
-
2
( ) x 3 1 -
1

(f)
3
( ) q r 6 +
1

(g)
-
5
( ) x 7 +
2

(a) t
(b) y
5

(c) x
3

(d) 9 x
3
-
(e) s 4 1 +
(f)
2 3
1
t +

(g)
(5 )
1
x y
3
-

(h) ( ) x 3 1
5
+
(i)
( 2)
1
x
2
3
-

(j)
2 7
1
y +

(k)
4
5
x
3
+

(l)
y 3 1
2
2
-

(m)
5 ( 2)
3
x
2 3
4
+

5. Write in index form and simplify.
(a) x x
(b)
x
x

(c)
x
x
3

(d)
x
x
3
2

(e) x x
4

1.7 Exercises
6. Expand and simplify, and write in
index form.
(a) ( ) x x
2
+
(b) ( )( ) a b a b
3 3 3 3
+ -
(c)
1
p
p
2
+
f p

(d) (
1
) x
x
2
+
(e)
( )
x
x x x 3 1
3
2
- +

7. Write without fractional or
negative indices.
(a)
-
3
( ) a b 2 -
1

(b)
3
( ) y 3 -
-
2

(c)
-
7
( ) a 4 6 1 +
4

(d)
-
4
( ) x y
3
+
5

(e)
-
9
( ) x
7
6 3 8 +
2

Scientic notation (standard form)
Very large or very small numbers are usually written in scientic notation to
make them easier to read. What could be done to make the gures in the box
below easier to read?
DID YOU KNOW?
The Bay of Fundy, Canada, has the largest tidal changes in the world. About 100 000 000 000
tons of water are moved with each tide change.
The dinosaurs dwelt on Earth for 185 000 000 years until they died out 65 000 000 years ago.
The width of one plant cell is about 0.000 06 m.
In 2005, the total storage capacity of dams in Australia was 83 853 000 000 000 litres and
households in Australia used 2 108 000 000 000 litres of water.
A number in scientic notation is written as a number between 1 and 10
multiplied by a power of 10.
EXAMPLES
1. Write 320 000 000 in scientic notation.
Solution
. 320 000 000 3 2 10
8
# =
2. Write . 7 1 10
5
#
-
as a decimal number.
Solution

. .
.
7 1 10 7 1 10
0 000 071
5 5
# ' =
=
-

Write the number
between 1 and 10
and count the decimal
places moved.
Count 5 places to
the left.
SIGNIFICANT FIGURES
The concept of signicant gures is related to rounding off. When we look
at very large (or very small) numbers, some of the smaller digits are not
signicant.
For example, in a football crowd of 49 976, the 6 people are not really
signicant in terms of a crowd of about 50 000! Even the 76 people are not
signicant.
When a company makes a prot of $5 012 342.87, the amount of
87 cents is not exactly a signicant sum! Nor is the sum of $342.87.
To round off to a certain number of signicant gures, we count from the
rst non-zero digit.
In any number, non-zero digits are always signicant. Zeros are not
signicant, except between two non-zero digits or at the end of a decimal
number.
Even though zeros may not be signicant, they are still necessary. For
example 31, 310, 3100, 31 000 and 310 000 all have 2 signicant gures but
are very different numbers!
Scientic notation uses the signicant gures in a number.
SCIENTIFIC NOTATION KEY
Use the EXP or 10
x
# key to put numbers in scientifc notation.
For example, to evaluate 3.1 10 2.5 10 ,
4 2
# ' #
-

press 3.1 EXP 4 2.5 EXP ( ) 2
1240 000
' = -
=

DID YOU KNOW?
Engineering notation is similar to scientifc notation, except the powers of 10 are always
multiples of 3. For example,
3.5 10
3
#
15.4 10
6
#
-

EXAMPLES

. ( )
. . ( )
. . ( )
12 000 1 2 10 2
0 000 043 5 4 35 10 3
0 020 7 2 07 10 3
significant figures
significant figures
significant figures
4
5
2
#
#
#
=
=
=
-
-

When rounding off to signicant gures, use the usual rules for rounding off.
EXAMPLES
1. Round off 4 592 170 to 3 signifcant fgures.
Solution
4 592 170 4 590 000 = to 3 signifcant fgures
2. Round off 0.248 391 to 2 signifcant fgures.
Solution
. . 0 248 391 0 25 = to 2 signifcant fgures
3. Round off 1.396 794 to 3 signifcant fgures.
Solution
. . 1 396794 1 40 = to 3 signifcant fgures
1. Write in scientifc notation .
3 800 (a)
1 230 000 (b)
61 900 (c)
12 000 000 (d)
8 670 000 000 (e)
416 000 (f)
900 (g)
13 760 (h)
20 000 000 (i)
80 000 (j)
2. Write in scientifc notation.
0.057 (a)
0.000 055 (b)
0.004 (c)
0.000 62 (d)
0.000 002 (e)
0.000 000 08 (f)
0.000 007 6 (g)
0.23 (h)
0.008 5 (i)
0.000 000 000 07 (j)
3. Write as a decimal number.
(a) . 3 6 10
4
#
(b) . 2 78 10
7
#
(c) . 9 25 10
3
#
(d) . 6 33 10
6
#
(e) 4 10
5
#
(f) . 7 23 10
2
#
-

(g) . 9 7 10
5
#
-

(h) . 3 8 10
8
#
-

(i) 7 10
6
#
-

(j) 5 10
4
#
-

4. Round these numbers to
2 signifcant fgures.
235 980 (a)
9 234 605 (b)
10 742 (c)
0.364 258 (d)
1.293 542 (e)
8.973 498 011 (f)
15.694 (g)
322.78 (h)
2904.686 (i)
9.0741 (j)
1.8 Exercises
Remember to put
the 0s in!
5. Evaluate correct to 3 signifcant
fgures.
(a) . . 14 6 0 453 #
(b) . 4 8 7 '
(c) 4. . . 47 2 59 1 46 # +
(d)
. . 3 47 2 7
1
-

6. Evaluate . . , 4 5 10 2 9 10
4 5
# # #
giving your answer in scientifc
notation.
7. Calculate
.
.
1 34 10
8 72 10
7
3
#
#
-
and write
your answer in standard form
correct to 3 signifcant fgures.
Investigation
A logarithm is an index. It is a way of fnding the power (or index) to
which a base number is raised. For example, when solving , 3 9
x
= the
solution is . x 2 =
The 3 is called the base number and the x is the index or power.
You will learn about logarithms in the HSC course.
If a y
x
= then log y x
a
=
The expression log 1.
7
49 means the power of 7 that gives 49.
The solution is 2 since . 7 49
2
=
The expression log 2.
2
16 means the power of 2 that gives 16.
The solution is 4 since . 2 16
4
=
Can you evaluate these logarithms?
log 1.
3
27
log 2.
5
25
log 3.
10
10 000
log 4.
2
64
log 5.
4
4
log 6.
7
7
log 7.
3
1
log 8.
4
2
9.
3
1
log
3

10.
4
1
log
2

The a is called the base
number and the x is the
index or power.
Absolute Value
Negative numbers are used in maths and science, to show opposite directions.
For example, temperatures can be positive or negative.
But sometimes it is not appropriate to use negative numbers.
For example, solving 9 c
2
= gives two solutions, c 3 ! = .
However when solving 9, c
2
= using Pythagoras theorem, we only use
the positive answer, 3, c = as this gives the length of the side of a triangle. The
negative answer doesnt make sense.
We dont use negative numbers in other situations, such as speed. In
science we would talk about a vehicle travelling at 60k/h going in a negative
direction, but we would not commonly use this when talking about the speed
of our cars!
Absolute value defnitions
We write the absolute value of x as x
x
x x
x
0 when
when x 0 1
$
=
-
)

EXAMPLES
1. Evaluate . 4
Solution
4 4 0 4 since $ =
We can also defne
x as the distance
of x from 0 on the
number line. We will
use this in Chapter 3.
CONTINUED
2. Evaluate . 3 -
Solution

3 3 3 0
3
since 1 - = - - -
=
] g

The absolute value has some properties shown below.
Properties of absolute value

a 9 = = =
| | | | | | | | | | | |
| | | |
| | | |
| | | | | | | |
| | | | | | | |
| | | | | | | | | | | | | | | | | |
ab a b
a
a a
a a
a b b a
a b a b
2 3 2 3 6
3 3
5 5 5
7 7 7
2 3 3 2 1
2 3 2 3 3 4 3 4
e.g.
e.g.
e.g.
e.g.
e.g.
e.g. but
2 2 2 2
2 2
# # #
1 #
= - = - =
- -
= = =
- = - = =
- = - - = - =
+ + + = + - + - +
] g

EXAMPLES
1. Evaluate 2 1 3
2
- - + - .
Solution

2 1 3 2 1 3
2 1 9
10
2 2
- - + - = - +
= - +
=

2. Show that a b a b # + + when a 2 = - and 3 b = .
Solution

a b
2 3
1
1
LHS = +
= - +
=
=

LHS means Left Hand Side.

a b
2 3
2 3
5
RHS = +
= - +
= +
=

a b a b
1 5 Since 1
# + +

3. Write expressions for 2 4 x - without the absolute value signs.
Solution

1

x x x
x
x
x x x
x x
x
2 4 2 4 2 4 0
2 4
2
2 4 2 4 2 4 0
2 4 2 4
2
when
i.e.
when
i.e.
1
1
$
$
$
- = - -
- = - - -
= - +
] g

Class Discussion
Are these statements true? If so, are there some values for which the
expression is undefned (values of x or y that the expression cannot
have)?
1.
x
x
1 =
2. 2 2 x x =
3. 2 2 x x =
4. x y x y + = +
5. x x
2 2
=
6. x x
3 3
=
7. x x 1 1 + = +
8.
x
x
3 2
3 2
1
-
-
=
9.
x
x
1
2
=
10. x 0 $
Discuss absolute value and its defnition in relation to these statements.
RHS means Right Hand Side.
1. Evaluate
(a) 7
(b) 5 -
(c) 6 -
(d) 0
(e) 2
(f) 11 -
(g) 2 3 -
(h) 3 8 -
(i) 5
2
-
(j) 5
3
-
2. Evaluate
(a) 3 2 + -
(b) 3 4 - -
(c) 5 3 - +
(d) 2 7 #-
(e) 3 1 - + -
(f) 5 2 6
2
# - -
(g) 2 5 1 # - + -
(h) 3 4 -
(i) 2 3 3 4 - - -
(j) 5 7 4 2 - + -
3. Evaluate a b - if
(a) 5 2 a b and = =
(b) 1 2 a b and = - =
(c) 2 3 a b and = - = -
(d) 4 7 a b and = =
(e) . a b 1 2 and = - = -
4. Write an expression for
(a) a a 0 when 2
(b) 0 a a when 1
(c) 0 a a when =
(d) 0 a a 3 when 2
(e) 0 a a 3 when 1
(f) 0 a a 3 when =
(g) a a 1 1 when 2 + -
(h) 1 a a 1 when 1 + -
(i) 2 x x 2 when 2 -
(j) 2 x x 2 when 1 - .
5. Show that a b a b # + +
when
(a) 2 4 a b and = =
(b) 1 2 a b and = - = -
(c) 2 3 a b and = - =
(d) 4 5 a b and = - =
(e) . a b 7 3 and = - = -
6. Show that x x
2
= when
(a) 5 x =
(b) x 2 = -
(c) x 3 = -
(d) 4 x =
(e) . x 9 = -
7. Use the defnition of absolute
value to write each expression
without the absolute value signs
(a) x 5 +
(b) 3 b -
(c) 4 a +
(d) 2 6 y -
(e) 3 9 x +
(f) 4 x -
(g) k 2 1 +
(h) 5 2 x -
(i) a b +
(j) p q -
8. Find values of x for which . x 3 =
9. Simplify
n
n
where . n 0 !
10. Simplify
2
2
x
x
-
-
and state which
value x cannot be.
1.9 Exercises
1. Convert
0.45 to a fraction (a)
14% to a decimal (b)
(c)
8
5
to a decimal
78.5% to a fraction (d)
0.012 to a percentage (e)
(f)
15
11
to a percentage
2. Evaluate as a fraction.
(a) 7
2 -

(b) 5
1 -

(c)
2
9
-
1

3. Evaluate correct to 3 signifcant fgures.
(a) . . 4 5 7 6
2 2
+
(b) 4.3
0.3

(c)
5.7
2
3

(d)
.
.
3 8 10
1 3 10
6
9
#
#

(e)
-
3
6
2

4. Evaluate
(a) | | | | 3 2 - -
(b) | 4 5 | -
(c) 7 4 8 # +
(d) [( ) ( ) ] 3 2 5 1 4 8 # ' + - -
(e) 4 3 9 - + -
(f) 1 2 - -
-

(g) 24 6 ' - -
5. Simplify
(a) x x x
5 7 3
# '
(b) (5 ) y
3 2

(c)
( )
a b
a b
9
5 4 7

(d)
3
2x
6
3
d n

(e)
a b
ab
5 6
4
0
e o
6. Evaluate
(a) 1
5
3
8
7
-
(b)
7
6
3
3
2
#
(c) 9
4
3
'
(d)
5
2
2
10
1
+
(e) 15
6
5
#
7. Evaluate
(a) 4 -
(b)
2
36
1

(c) 5 2 3
2
- -
(d) 4
3 -
as fraction
(e)
3
8
2

(f) 2 1 - -
(g)
2
49
-
1
as a fraction
(h)
4
16
1

(i) 3
0
- ] g
(j) 4 7 2 3
2
- - - -
8. Simplify
(a) a a
14 9
'
(b) x y
5 3
6
_ i
(c) p p p
6 5 2
# '
(d) 2b
9
4
^ h

(e)
(2 )
x y
x y
10
7 3 2

(a) n
(b)
1
x
5

(c)
1
x y +

(d) x 1
4
+
Test Yourself 1
(e) a b
7
+
(f)
2
x

(g)
2
1
x
3

(h) x
4 3

(i) (5 3) x
9
7
+
(j)
1
m
3 4

10. Write without fractional or negative
indices .
(a) a
5 -

(b)
4
n
1

(c)
2
( ) x 1 +
1

(d) ( ) x y
1
-
-

(e) (4 7) t
4
-
-

(f)
5
( ) a b +
1

(g)
3
x
-
1

(h)
4
b
3

(i)
3
( ) x 2 3 +
4

(j)
-
2
x
3

11. Show that a b a b # + + when 5 a =
and 3 b = - .
12. Evaluate a
2
b
4
when
25
9
a = and 1
3
2
b = .
13. If
3
1
a
4
=c m and
4
3
, b = evaluate ab
3
as a
fraction.
14. Increase 650 mL by 6%.
15. Johan spends
3
1
of his 24-hour day
sleeping and
4
1
at work.
How many hours does Johan spend (a)
at work?
What fraction of his day is spent at (b)
work or sleeping?
If he spends 3 hours watching TV, (c)
what fraction of the day is this?
What percentage of the day does he (d)
spend sleeping?
16. The price of a car increased by 12%. If
the car cost $34 500 previously, what is
its new price?
17. Rachel scored 56 out of 80 for a maths
test. What percentage did she score?
18. Evaluate , 21
18
and write your answer in
scientifc notation correct to 1 decimal
place.
(a) x
(b)
1
y

(c) 3 x
6
+
(d)
(2 3)
1
x
11
-

(e) y
7
3

20. Write in scientifc notation.
0.000 013 (a)
123 000 000 000 (b)
21. Convert to a fraction.
(a) . 0 7

(b) . 0 124

22. Write without the negative index.
(a) x
3 -

(b) ( ) a 2 5
1
+
-

(c)
b
a
5 -
c m
23. The number of people attending a
football match increased by 4% from last
week. If there were 15 080 people at the
match this week, how many attended
last week?
24. Show that | | a b a b # + + when
2 a = - and 5. b = -
1. Simplify 8
4
3
3
3
2
4 1 .
5
2
8
7
' + - c c m m
2. Simplify .
5
3
12
5
180
149
30
7
+ + -
3. Arrange in increasing order of size: 51%,
0.502, . , 0 5
.
99
51

4. Mark spends
3
1
of his day sleeping,
12
1

of the day eating and
20
1
of the day
watching TV. What percentage of the day
is left?
5. Write
-
3
64
2
6. Express . . 3 2 0 014
25
' in scientifc
notation correct to 3 signifcant fgures.
7. Vinh scored 17
2
1
out of 20 for a maths
test, 19 out of 23 for English and 55
2
1

out of 70 for physics. Find his average
score as a percentage, to the nearest
whole percentage.
8. Write . 1 3274

9. The distance from the Earth to the moon
is . 3 84 10
5
# km. How long would it take
a rocket travelling at . 2 13 10 km h
4
# to
reach the moon, to the nearest hour?
10. Evaluate
. . .
. .
0 2 5 4 1 3
8 3 4 1
3
'
#
+
correct to
11. Show that ( ) ( ) . 2 2 1 2 2 2 1
k k k 1 1
- + = -
+ +

12. Find the value of
b c
a
3 2
in index form if
. , a b c
5
2
3
1
5
3
and
4 3 2
= = - = c c c m m m
13. Which of the following are rational
numbers: , . , , , . , , 3 0 34 2 3 1 5 0
7
3
r - ?
14. The percentage of salt in 1 L of water is
10%. If 500 mL of water is added to this
mixture, what percentage of salt is there
now?
15. Simplify
| |
x
x
1
1
2
-
+
for . x 1 ! !
16. Evaluate
2.4 3.31
4.3 2.9
3 2
1.3
6
+
-
correct to
2 decimal places.
17. Write 15 g as a percentage of 2.5 kg.
18. Evaluate . . 2 3 5 7 10
. 1 8 2
# +
-
correct to
19. Evaluate
( . )
. .
6 9 10
3 4 10 1 7 10
5 3
3 2
#
# # - +
- -
and
express your answer in scientifc notation
correct to 3 signifcant fgures.
20. Prove | | | | | | a b a b # + + for all real a , b .
Challenge Exercise 1

Math in Focus Year 11 2 Unit Ch1basic Algebra

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TERMINOLOGY TERMINOLOGY TERMINOLOGY

= = - = - so they are all rational.

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