CH 1

1
Basic Arithmetic
TERMINOLOGY
Absolute value: The distance of a number from zero on Indices: More than one index (plural)
the number line. Hence it is the magnitude or value of a
Recurring decimal: A repeating decimal that does not
number without the sign
terminate e.g. 0.777777 … is a recurring decimal that can
Directed numbers: The set of integers or whole be written as a fraction. More than one digit can recur
numbers f -3, -2, -1, 0, 1, 2, 3, f e.g. 0.14141414 ...
Exponent: Power or index of a number. For example 23 Scientific notation: Sometimes called standard notation.
has a base number of 2 and an exponent of 3 A standard form to write very large or very small numbers
as a product of a number between 1 and 10 and a power
Index: The power of a base number showing how
of 10 e.g. 765 000 000 is 7.65 # 10 8 in scientific notation
many times this number is multiplied by itself
e.g. 2 3 = 2 # 2 # 2. The index is 3
Chapter 1 Basic Arithmetic 3
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 significant figures, scientific 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
Unreal or imaginary
numbers
Real numbers
Rational
Irrational
numbers
numbers
Integers
Integers are whole numbers that may be positive, negative or zero.

e.g. - 4, 7, 0, -11
a
Rational numbers can be written in the form of a fraction
3 •
b
where a and b are integers, b ! 0. e.g. 1 , 3.7, 0. 5, - 5
4 a
Irrational numbers cannot be written in the form of a fraction (that
b
is, they are not rational) e.g. 2 , r
EXAMPLE
Which of these numbers are rational and which are irrational?

• 3 r
3 , 1. 3, , 9 , , - 2.65
5 4
Solution
r
3 and are irrational as they cannot be written as fractions (r is irrational).
4
• 1 3 13
1. 3 = 1 , 9 = and - 2.65 = - 2 so they are all rational.
3 1 20
4 Maths In Focus Mathematics Extension 1 Preliminary Course
Order of operations
1. Brackets: do calculations inside grouping symbols first. (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
BRACKETS KEYS
Use ( and ) to open and close brackets. Always use them in pairs.
For example, to evaluate 40 - 3 ] 5 + 4 g
press 40 - 3 # ( 5 + 4 ) =
= 13
5.67 - 3.49
To evaluate correct to 1 decimal place
1.69 + 2.77
press : ( ( 5.67 - 3.49 ) ' ( 1.69 + 2.77 ) ) =
= 0.7
correct to 1 decimal place
PROBLEM
What is wrong with this calculation?

19 - 4
Evaluate
1+2
Press 19 - 4 ' 1 + 2 = 19 - 4 '1 + 2
17
What is the correct answer?
MEMORY KEYS
Use STO to store a number in memory.

There are several memories that you can use at the same time—any letter from
A to F, or X, Y and M on the keypad.
Different calculators use
To store the number 50 in, say, A press 50 STO A different keys so check
To recall this number, press ALPHA A = the instructions for your
calculator.
To clear all memories press SHIFT CLR
X -1 KEY
Use this key to find the reciprocal of x. For example, to evaluate

1
- 7.6 # 2.1
-1
press ( (-) 7.6 # 2.1 ) x =
= - 0.063 (correct to 3 decimal places)
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
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
Add 1 to the 6 as the 8 is
greater than 5. 0.6825371
#
` 0.6825371 = 0.7 correct to 1 decimal place
2. Round off 0.6825371 correct to 2 decimal places.
Drop off the 2 and all digits Solution

to the right as 2 is smaller
than 5.
0.6825371
#
` 0.6825371 = 0.68 correct to 2 decimal places
3. Evaluate 3.56 ' 2.1 correct to 2 decimal places.
Check this on your Solution

calculator. Add 1 to the
69 as 5 is too large to just 3.56 ' 2.1 = 1.69 #
5238095
drop off.
= 1.70 correct to 2 decimal places
FIX KEY
Use MODE or SET UP to fix the number of decimal places (see the
instructions for your calculator). This will cause all answers to have a fixed number
of decimal places until the calculator is turned off or switched back to normal.
While using a fixed 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. Don’t round off at
3.25 ' 1.72 # 5.97 + 7.32 = 1.89 # 5.97 + 7.32 each step of a series of
calculations.
= 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.
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
•
1. State which numbers are rational (e) 0.34
and which are irrational. (f) 218
(a) 169 (g) 2 2
(b) 0.546 1
(h)
(c) -17 27
r (i) 17.4%
(d)
3 1
(j)
5
2. Evaluate 7. A crowd of 10 739 spectators

(a) 20 - 8 ' 4 attended a tennis match.
(b) 3 # 7 - 2 # 5 Write this figure to the nearest
(c) 4 # ] 27 ' 3 g ' 6 thousand.
(d) 17 + 3 # - 2
8. A school has 623 students. What
(e) 1.9 - 2 # 3.1 is this to the nearest hundred?
14 ' 7
(f)
-1 + 3 9. A bank made loans to the value
3 1 2 of $7 635 718 last year. Round this
(g) 2 - #
5 5 3 off to the nearest million.
3 1
1 - 10. A company made a profit of
4 8
(h)
5 $34 562 991.39 last year. Write
6 this to the nearest hundred
5 5 thousand.
'
8 6
(i)
1 1 11. The distance between two cities
+
4 8 is 843.72 km. What is this to the
1 7 nearest kilometre?
3 -
5 10
(j)
1 1 12. Write 0.72548 correct to
1 -
4 2 2 decimal places.
3. Evaluate correct to 2 decimal 13. Round off 32.569148 to the

places. nearest unit.
(a) 2.36 + 4.2 ' 0.3
14. Round off 3.24819 to 3 decimal
(b) ] 2.36 + 4.2 g ' 0.3
places.
(c) 12.7 # 3.95 ' 5.7
(d) 8.2 ' 0.4 + 4.1# 0.54 15. Evaluate 2.45 # 1.72 correct to
(e) ] 3.2 - 6.5 g # ] 1.3 + 2.7 g 2 decimal places.
1
(f) 16. Evaluate 8.7 ' 5 correct to
4.7 + 1.3
1 1 decimal place.
(g)
4.51 + 3.28 17. If pies are on special at 3 for
0.9 + 1.4 $2.38, find the cost of each pie.
(h)
5.2 - 3.6
5.33 + 2.87 18. Evaluate 7.48 correct to
(i)
1.23 - 3.15 2 decimal places.
(j) 1.7 2 + 8.9 2 - 3.94 2 6.4 + 2.3
19. Evaluate correct to
8
4. Round off 1289 to the nearest 1 decimal place.
hundred.
20. Find the length of each piece
5. Write 947 to the nearest ten. of material, to 1 decimal place,
if 25 m of material is cut into
6. Round off 3200 to the nearest
7 equal pieces.
thousand.
21. How much will 7.5 m 2 of tiles 3.5 + 9.8

(c)
cost, at $37.59 per m2? 5.6 + 4.35
15.9 + 6.3 - 7.8
22. Divide 12.9 grams of salt into (d)
7.63 - 5.12
7 equal portions, to 1 decimal 1
place. (e)
6.87 - 3.21
23. The cost of 9 peaches is $5.72.
9.91 - ] 9.68 - 5.47 g
How much would 5 peaches cost? 25. Evaluate
5.39 2
24. Evaluate correct to 2 decimal correct to 1 decimal place.
places.
(a) 17.3 - 4.33 # 2.16
(b) 8.72 # 5.68 - 4.9 # 3.98
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 =
Adding and subtracting
To add: move to the right along the number line

To subtract: move to the left along the number line
-4 -3 -2 -1 0 1 2 3 4
Subtract Add
EXAMPLES
You can also do these on a
calculator, or you may have
a different way of working Evaluate
these out.
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. 2 - -3
Same signs = +
+ + =+
- - =+
Different signs = -
+ - =-
- + =-
EXAMPLES
Evaluate
1. - 2 #7
Solution
Different signs (- 2 and + 7) give a negative answer.
- 2 # 7 = -14
2. -12 ' - 4
Solution
Same signs (-12 and - 4) give a positive answer.
-12 ' - 4 = 3
3. -1 - - 3
Solution
The signs together are the same (both negative) so give a positive answer. Start at -1 and move 3
- places to the right.
-1 - 3 = -1 + 3
=2
1.2 Exercises
Evaluate
1. -2 + 3 11. 5 - 3 # 4
2. -7 - 4 12. - 2 + 7 # - 3
3. 8 # -7 13. 4 - 3 # - 2
4. 7 - ]-3 g 14. -1 - -2
5. 28 ' -7 15. 7 + - 2
6. - 4 . 9 + 3 .7 16. 2 - ] -1 g
7. - 2.14 - 5.37 17. - 2 + 15 ' 5
8. 4.8 # -7.4 18. - 2 # 6 # - 5
9. 1.7 - ] - 4.87 g 19. - 28 ' -7 # - 5

3 2
10. - -1 20. ] - 3 g2
5 3
Fractions, Decimals and Percentages

Conversions
You can do all these

conversions on your EXAMPLES
calculator using the
b
a or S + D key.
c
1. Write 0.45 as a fraction in its simplest form.
Solution
45 5
0.45 = '
100 5
9
=
20
3 3
means 3 ' 8. 2. Convert to a decimal.
8
8
Solution
0.375
8 g 3.000
3
So = 0.375
8
3. Change 35.5% to a fraction.
Solution
35.5 2
35.5% = #
100 2
71
=
200
4. Write 0.436 as a percentage.
Solution
Multiply by 100% to
change a fraction or 0.436 = 0.436 #100%
decimal to a percentage.
= 43.6%
5. Write 20 g as a fraction of 1 kg in its simplest form.
Solution
1 kg = 1000 g
20 g 20 g
=
1 kg 1000 g
1
=
50
6. Find the percentage of people who prefer to drink Lemon Fuzzy, if 24

out of every 30 people prefer it.
Solution
24 100%
# = 80%
30 1
Sometimes decimals repeat, or recur.

Example
1 •
= 0.33333333 f = 0. 3
3
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
A rational number is
any number that can be
•
1. Write 0. 4 as a rational number. written as a fraction.
Solution
Let n = 0.44444 f ( 1)
Then 10n = 4.44444 f ( 2) Check this on your
(2) - (1): 9n = 4 calculator by dividing
4 by 9.
4
n=
9
• •
2. Change 1.329 to a fraction.
Solution
Let n = 1.3292929 f ( 1) Try multiplying n by 10.
Then 100n = 132.9292929 f ( 2) Why doesn’t this work?
(2) - (1): 99n = 131.6

131.6 10
n= #
99 10
1316
=
990
163
=1
495
CONTINUED
Another method
Let n = 1.3292929 f
This method avoids decimals Then 10n = 13.2929292 f (1 )
in the fraction at the end.
and 1000n = 1329.292929 f (2 )
(2) - (1): 990n = 1316
1316
n=
990
163
=1
495
1.3 Exercises
1. Write each decimal as a fraction 4
(c) 2
in its lowest terms. 15
(a) 0.64 1
(d)
(b) 0.051 1000
(c) 5.05
6. Write each decimal as a
(d) 11.8
percentage.
2. Change each fraction into a (a) 1.24
decimal. (b) 0.7
2 (c) 0.405
(a) (d) 1.2794
5
7
(b) 1 7. Write each percentage as a
8
5 decimal and as a fraction.
(c) (a) 52%
12
7 (b) 7%
(d)
11 (c) 16.8%
(d) 109%
3. Convert each percentage to a (e) 43.4%
fraction in its simplest form.
1
(a) 2% (f) 12 %
4
(b) 37.5%
(c) 0.1% 8. Write these fractions as recurring
(d) 109.7% decimals.
5
(a)
4. Write each percentage as a decimal. 6
(a) 27% 7
(b)
(b) 109% 99
(c) 0.3% 13
(c)
(d) 6.23% 99
1
5. Write each fraction as a (d)
6
percentage. 2
7 (e)
(a) 3
20
1
(b)
3
5 31
(f) (d) 1 -
33 99
1 13 + 6
(g) (e)
7 7+4
2
(h) 1 11. Evaluate and write as a fraction.
11
(a) 7.5 ' ] 4.1 + 7.9 g
9. Express as fractions in lowest 15.7 - 8.9
(b)
terms. 4.5 - 1.3
(a) 0. 8
•
6.3 + 1.7
(c)
• 12.3 - 8.9 + 7.6
(b) 0. 2
• 4 .3
(c) 1. 5 (d)
•
11.5 - 9.7
(d) 3. 7 64
(e)
• •
0. 67 (e)
8100
• •
(f) 0. 54
(g) 0.15
• 12. Angel scored 17 out of 23 in a
• class test. What was her score as a
(h) 0.216
• • percentage, to the nearest unit?
(i) 0.2 19
• •
(j) 1.074 13. A survey showed that 31 out of
40 people watched the news on
10. Evaluate and express as a decimal.
Monday night. What percentage
5
(a) of people watched the news?
3+6
(b) 8 - 3 ' 5 14. What percentage of 2 kg is 350 g?
4+7
(c)
12 + 3 15. Write 25 minutes as a percentage
of an hour.
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.
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.
DID YOU KNOW?
Some countries use a comma for the decimal point—for example, 0,45 for 0.45.
This is the reason that our large numbers now have spaces instead of commas between
digits—for example, 15 000 rather than 15,000.
EXAMPLES
2 3
1. Evaluate 1 - .
5 4
Solution
2 3 7 3
1 - = -
5 4 5 4
28 15
= -
20 20
13
=
20
1
2. Evaluate 2 ' 3.
2
Solution
1 5 3
2 '3 = '
2 2 1
5 1
= #
2 3
5
=
6
3. Evaluate 0.056 # 100.
Solution
Move the decimal point
2 places to the right.
0.056 #100 = 5.6
4. Evaluate 0.02 # 0.3.

Multiply the numbers
Solution and count the number
of decimal places in
0.02 # 0.3 = 0.006 the question.
8.753
5. Evaluate .
10
Solution Move the decimal
point 1 place to
8.753 ' 10 = 0.8753 the left.
1
6. The price of a $75 tennis racquet increased by 5 %. Find the new
2
price.
Solution
1 1
5 % = 0.055 or 105 % of $75 = 1.055#$75
2 2
= $79.13
1
` 5 % of $75 = 0.055#$75
2
= $4.13
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%)
$18.00
` 1% =
112
$18.00 100
100% = #
112 1
= $16.07
So the old price was $16.07.
1.4 Exercises
1. Write 18 minutes as a fraction of 2 7
(b) 3 -2
2 hours in its lowest terms. 5 10
3 2
2. Write 350 mL as a fraction of (c) #1
4 5
1 litre in its simplest form. 3
(d) ' 4
7
3. Evaluate
3 2
3 1 (e) 1 ' 2
(a) + 5 3
5 4
3 15. Increase 350 g by 15%.

4. Find of $912.60.
5 1
16. Decrease 45 m by 8 %.
5 2
5. Find of 1 kg, in grams correct
7 17. The cost of a calculator is now
to 1 decimal place.
$32. If it has increased by 3.5%,
1 how much was the old cost?
6. Trinh spends of her day
3
7 1 18. A tree now measures 3.5 m, which
sleeping, at work and
24 12 is 8.3% more than its previous
eating. What fraction of the day year’s height. How high was the
is left? tree then, to 1 decimal place?
7. I get $150.00 a week for a casual

1
job. If I spend on bus fares,
10
2 1
on lunches and on outings,
15 3
how much money is left over for
savings?
17
8. John grew by of his height
200
this year. If he was 165 cm tall
last year, what is his height now,
to the nearest cm? 19. This month there has been a
4.9% increase in stolen cars. If
9. Evaluate 546 cars were stolen last month,
(a) 8.9 + 3 how many were stolen this
(b) 9 - 3.7 month?
(c) 1.9 #10
(d) 0.032 #100 20. George’s computer cost $3500. If
(e) 0.7 # 5 it has depreciated by 17.2%, what
(f) 0.8 # 0.3 is the computer worth now?
(g) 0.02 # 0.009
(h) 5.72 #1000
8.74
(i)
100
(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 profit of $5 by

selling a bike for $85, find the
profit as a percentage of the
selling price.
PROBLEM
If both the hour hand and minute hand start at the same position at
12 o’clock, when is the first time, correct to a fraction of a minute, that
the two hands will be together again?
Powers and Roots

A power (or index) of a number shows how many times a number is
multiplied by itself.
EXAMPLES
In 4 3 the 4 is called the base
number and the 3 is called
the index or power.
1. 4 3 = 4 # 4 # 4 = 64
2. 2 5 = 2 # 2 # 2 # 2 # 2 = 32
A root of a number is the inverse of the power.
EXAMPLES
1. 36 = 6 since 6 2 = 36
2. 3
8 = 2 since 2 3 = 8
3. 6
64 = 2 since 2 6 = 64
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 A = P ^ 1 + r h
n
4
Geometry uses formulae involving indices, such as V = rr 3. Do you know what this
3
formula is for?
In Chapter 7, the formula for the distance between 2 points on a number plane is
2 2
d= (x 2 - x 1) + (y 2 - y 1)
See if you can find other formulae involving indices.
POWER AND ROOT KEYS
Use the x 2 and x 3 keys for squares and cubes.

Use the x or ^ key to find powers of numbers.
y
Use the key for square roots.

Use the 3
key for cube roots.
Use the x
for other roots.
These laws work for any m

Index laws
and n, including fractions and
negative numbers. There are some general laws that simplify calculations with indices.
am # an = am + n
Proof
a m # a n = (a # a #f# a) # (a # a #f# a)
14444244443 14444244443
m times n times
=a # a # f
14444244443# a
m + n times
= am + n
am ' an = am - n
Proof
am
am ' an =
an
a # a #f# a (m times)
=
a # a #f# a (n times)
a # a #f# a (m - n times)
=
1
= am - n
(a m)n = a mn
Proof
(a m) n = a m # a m # a m #f# a m (n times)
= am + m + m + f + m (n times)
= a mn
(ab) n = a n b n
Proof
(ab) n = ab # ab # ab #f# ab (n times)
= (a # a #f# a) # (b # b #f# b)
14444244443 14444244443
n times n times
= an bn
a n an
c m = n
b b
Proof
a n a a a a
c m = # # #f# (n times)
b b b b b
a # a # a #f # a (n times)
=
b # b # b #f # b (n times)
an
= n
b
EXAMPLES
Simplify
1. m 9 # m 7 ' m 2
Solution
m9 #m7 ' m2 = m9 + 7 - 2
= m 14
2. (2y 4)3
Solution
(2y 4) 3 = 2 3 (y 4) 3
= 23 y4 # 3
= 8y 12
CONTINUED
(y 6) 3 # y - 4
3.
y5
Solution
(y 6) 3 # y - 4 y 18 # y - 4
=
y5 y5
y 18 + (- 4)
=
y5
y 14
=
y5
= y9
1.5 Exercises
1. Evaluate without using a (h) (x 7) 3
calculator. (i) (2x 5) 2
(a) 5 3 # 2 2 (j) (3y - 2) 4
(b) 3 4 + 8 2 (k) a3 #a5 ' a7
1 3
(c) c m x2
5
4 (l) f p
3 y9
(d) 27
w6 # w7
(e) 4
16 (m)
w3
2. Evaluate correct to 1 decimal p #(p 3) 4
2
(n)
place. p9
(a) 3.7 2 x ' x7
6
(o)
(b) 1.06 1.5 x2
(c) 2.3 - 0.2 a # ( b 2) 6
2
(p)
(d) 3 19 a4 # b9
(e) 3 34.8 - 1.2 # 43.1 (x 2) - 3 #(y 3) 2
(q)
1 x -1 # y 4
(f) 3
0.99 + 5.61
4. Simplify
3. Simplify (a) x 5 # x 9
(a) a 6 # a 9 # a 2 (b) a -1 # a - 6
(b) y 3 # y - 8 # y 5 m7
(c)
(c) a -1 # a -3 m3
1 1
(d) k 13 # k 6 ' k 9
(d) w 2 # w 2
(e) a - 5 # a 4 # a - 7
(e) x 6 ' x 2 3
(f) p 3 ' p - 7 (f) x 5 # x 5
y 11 m5 # n4
(g) 5 (g) 4
y m # n2
1 1
p5 q8 r4
p2 # p2 10. (a) Simplify .
(h) p4 q6 r2
p 2
p5 q8 r4
(i) (3x 11) 2 (b) Hence evaluate as a
p4 q6 r2
(x 4) 6 7 2
(j) fraction when p = , q = and
x3 8 3
3
5. Simplify r= .
4
(a) (pq 3) 5
1
a 8 2 6
11. Evaluate (a ) when a = c m .
4 3
(b) c m
b 3
4a 3
(c) d 4 n a3 b6 1
b 12. Evaluate when a = and
b4 2
(d) (7a5b)2 2
b= .
(2m 7) 3 3
(e)
m4
xy 3 #(xy 2) 4 x4 y7 1
(f) 13. Evaluate when x = and
xy x5 y5 3
(2k )8 4 2
y= .
(g) 9
(6k 3) 3
y 12
7
(h) _ 2y 5 i # k-5 1
8 14. Evaluate when k = .
k-9 3
-3
a6 # a4
(i) e o
a 11 a4 b6 3
3 15. Evaluate when a = and
5xy 9 a (b )
3 2 2 4
(j) f p 1
x8 # y3 b= .
9
6. Evaluate a3b2 when a = 2 and a6 # b3
16. Evaluate as a fraction
b= .
3 a5 # b2
4 1 3
when a = and b = .
9 4
2 1
7. If x = and y = , find the value
3 9 a2 b7
x3 y2 17. Evaluate as a fraction in
of . a3 b
xy 5 2 4
index form when a = c m and
5
1 1 1 5 3
8. If a = , b = and c = , b=c m.
2 3 4 8
a2 b3
evaluate 4 as a fraction.
c (a 3) 2 b 4 c
18. Evaluate as a fraction
a (b 2) 4 c 3
a b
11 8
1 6 7
9. (a) Simplify . when a = , b = and c = .
a8 b7 3 7 9
a 11 b 8
(b) Hence evaluate when
a8 b7
2 5
a= and b = as a fraction.
5 8
Negative and zero indices
Class Investigation
Explore zero and negative indices by looking at these questions.
For example simplify x 3 ' x 5 using (i) index laws and (ii) cancelling.
(i) x 3 ' x 5 = x - 2 by index laws

(ii) x = x# x# x
3
x 5 x # x# x# x# x
1
= 2
x
1
So x - 2 = 2
x
Now simplify these questions by (i) index laws and (ii) cancelling.
(a) x 2 ' x 3
(b) x 2 ' x 4
(c) x 2 ' x 5
(d) x 3 ' x 6
(e) x 3 ' x 3
(f) x 2 ' x 2
(g) x ' x 2
(h) x 5 ' x 6
(i) x 4 ' x 7
(j) x ' x 3
Use your results to complete:

x0 =
x-n =
x0 = 1
Proof
xn ' xn = xn - n
= x0
xn
xn ' xn = n
x
=1
` x0 = 1
1
x-n =
xn
Proof
x0 ' xn = x0 - n
= x-n
x0
x0 ' xn = n
x
1
= n
x
1
` x-n = n
x
EXAMPLES
0
ab 5 c
1. Simplify e o .
abc 4
Solution
0
ab 5 c
e o =1
abc 4
2. Evaluate 2 - 3 .
Solution
1
2-3 =
23
1
=
8
3. Write in index form.

1
(a)
x2
3
(b) 5
x
1
(c)
5x
1
(d)
x +1
CONTINUED
Solution
1
(a) = x-2
x2
3
(b) 5 = 3# 15
x x
-5
= 3x
1 1 1
(c) = #x
5x 5
1 -1
= x
5
1 1
(d) =
x +1 (x + 1) 1
= ] x + 1 g-1
4. Write a−3 without the negative index.
Solution
1
a-3 =
a3
1.6 Exercises
1. Evaluate as a fraction or whole 2. Evaluate
number. (a) 2 0
(a) 3 - 3 1 -4
(b) c m
(b) 4 - 1 2
(c) 7 - 3 2 -1
(c) c m
(d) 10 - 4 3
(e) 2 - 8 5 -2
(d) c m
(f) 60 6
x + 2y 0
(g) 2 - 5 (e) f p
(h) 3 - 4 3x - y
(i) 7 - 1 1 -3
(f) c m
5
(j) 9 - 2
(k) 2 - 6 3 -1
(g) c m
4
(l) 3 - 2
1 -2
(m) 40 (h) c m
7
(n) 6 - 2
2 -3
(o) 5 - 3 (i) c m
3
(p) 10 - 5
1 -5
(q) 2 - 7 (j) c m
2
(r) 2 0
3 -1
(s) 8 - 2 (k) c m
7
(t) 4 - 3
8 0 1
(l) c m (n)
9 (3x + 4) 2
6 -2 1
(m)c m (o)
7 ( a + b) 8
9 -2 1
(n) c m (p)
10 x-2
6 0 1
(o) c m (q)
11 (5p + 1) 3
1 -2 2
(p) c - m (r)
4 (4t - 9) 5
2 -3
(q) c - m (s)
1
5
4 (x + 1) 11
2 -1
(r) c - 3 m (t)
5
7
9 ( a + 3 b) 7
3 0
(s) c - m
8 4. Write without negative indices.
1 -2 (a) t - 5
(t) c - 1 m
4
(b) x - 6
3. Change into index form. (c) y - 3
1 (d) n - 8
(a)
m3 (e) w - 10
1 (f) 2x -1
(b) x
(g) 3m - 4
1
(c) (h) 5x - 7
p7
1 (i) ]2xg- 3
(d)
d9 (j) ] 4n g-1
(e)
1 (k) ] x + 1 g- 6
k5 (l) ^ 8y + z h-1
1
(f) (m) ]k - 3g- 2
x2
(n) ^ 3x + 2y h- 9
2
(g) 1 -5
x4 (o) b x l
3
(h) 1 -10
y2 (p) c y m
1
(i) 2 -1
2z 6 (q) d n
p
3
(j) 1 -2
5t 8 (r) c m
a+b
2 x + y -1
(k)
7x (s) e x - y o
5 2w - z - 7
(l) (t) e
2m 6 o
3x + y
2
(m) 7
3y
Fractional indices
Class Investigation
Explore fractional indices by looking at these questions.

1 2
For example simplify (i) ` x 2 j and (ii) ^ x h .
2
1 2
(i) ` x 2 j = x 1 ^ by index laws h
=x
(ii) ^ x h = x
2
1 2
So ` x 2 j = ^ x h = x
2
1
` x2 = x
Now simplify these questions.
1
(a) ^ x 2 h 2
(b) x2
1 3
(c) ` x 3 j
1
(d) ^ x 3 h 3
(e) ^ 3 x h
3
(f) 3
x3
1 4
(g) ` x j
4
1
(h) ^ x 4 h 4
(i) ^ 4 x h
4
(j) 4
x4
Use your results to complete:

1
xn =
1
n
a =n a
Proof
1 n
àn j = a ^ by index laws h
^ n a hn = a
1
n
` a =n a
EXAMPLES
1. Evaluate
1
2
(a) 49
1
(b) 27 3
Solution
1
2
(a) 49 = 49
=7
1
3
(b) 27 = 3 27
=3
2. Write 3x - 2 in index form.
Solution
1
3x - 2 = (3x - 2) 2
1
3. Write (a + b) 7 without fractional indices.
Solution
1
( a + b) 7 = 7 a + b
Putting the fractional and negative indices together gives this rule.
1
-n 1
a = n
a
Here are some further rules.
m
n
a = n am
= (n a ) m
Proof
m 1 m
a = à j
n n
m
= ^n a h
m 1
n
a = ^ am h
n
= n am
a -n b n
c m = bal
b
Proof
a -n 1
c m =
b a n
c m
b
1
= n
a
bn
an
=1'
bn
bn
=1# n
a
bn
= n
a
b n
= bal
EXAMPLES
1. Evaluate
4
(a) 8 3
1
-
3
(b) 125
2 -3
(c) c m
3
Solution
4
(a) 8 3 = (3 8 ) 4 (or 3 8 4 )
= 24
= 16
1
- 1
(b) 125 3
= 1
125 3
1
=3
125
1
=
5
-3
(c) c 2 m 3 3
=c m
3 2
27
=
8
3
=3
8

(a) x5
1
(b)
3
(4x - 1) 2
2
Solution
5
(a) x5 = x 2
(b) 1 1
= 2
3
(4x - 1) 2 2
(4x 2 - 1) 3
2
-
= (4x 2 - 1) 3
3
-
3. Write r 5
without the negative and fractional indices.
Solution
3
- 1
r 5
= 3
r5
1
=
5
r3
DID YOU KNOW?
Nicole Oresme (1323–82) was the first mathematician to use fractional indices.
John Wallis (1616–1703) was the first person to explain the significance of zero, negative
and fractional indices. He also introduced the symbol 3 for infinity.
Do an Internet search on these mathematicians and find out more about their work and
backgrounds. You could use keywords such as indices and infinity as well as their names to find
this information.
1.7 Exercises
1. Evaluate 3. Write without fractional indices.
1 1
(a) 81 2
(a) y 3
1 2
(b) 27 3 (b) y 3
1 1
-
(c) 16 2 (c) x 2
1 1
(d) 8 3 (d) (2x + 5) 2
1 1
-
(e) 49 2 (e) (3x - 1) 2
1 1
(f) 1000 3 (f) (6q + r) 3
1 2
-
(g) 16 4 (g) (x + 7) 5
1
(h) 64 2 4. Write in index form.
1
(i) 64 3 (a) t
1
7 (b) 5 y
(j) 1
1 (c) x3
4
(k) 81 (d) 3
9-x
1
(l) 32 5
(e) 4s + 1
1
1
(m) 0 8 (f)
1 2t + 3
3
(n) 125 1
1 (g)
(o) 343 3 (5x - y) 3
(3x + 1) 5
1
(h)
(p) 128 7
1 1
(i)
(q) 256 4 3
(x - 2) 2
3
(r) 9 2 1
(j)
-
1
3 2 y+7
(s) 8
2 5
-
3 (k) 3
(t) 64 x+4
2
2. Evaluate correct to 2 decimal (l)
3 y2 - 1
places.
3
1 (m)
(a) 23 4 5 4 (x 2 + 2) 3
(b) 4 45.8
(c) 7
1.24 + 4.3 2 5. Write in index form and simplify.
(d)
1 (a) x x
5
12.9 x
(b) x
3 .6 - 1 .4
(e) 8
x
1 .5 + 3 .7 (c) 3
4
5 .9 # 3 .7 x
(f) x2
8.79 - 1.4 (d) 3
x
(e) x 4 x
6. Expand and simplify, and write in 7. Write without fractional or

index form. negative indices.
1
(a) ( x + x) 2 (a) (a - 2b)
-
3
(b) (3 a + 3 b ) (3 a - 3 b ) -
2
1 2 (b) (y - 3) 3
(c) f p + p
p -
4
(c) 4 (6a + 1) 7
1 2
(d) ( x + ) -
5
x ( x + y) 4
(d)
x ( x 2 - 3x + 1 ) 3
(e) 2
x3 -
6 (3 x + 8 ) 9
(e)
7
Scientific notation (standard form)
Very large or very small numbers are usually written in scientific notation to
make them easier to read. What could be done to make the figures 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 scientific notation is written as a number between 1 and 10

multiplied by a power of 10.
EXAMPLES
1. Write 320 000 000 in scientific notation.

Write the number
Solution between 1 and 10
and count the decimal
320 000 000 = 3.2 #10 8 places moved.
2. Write 7.1#10 -5 as a decimal number.
Solution
Count 5 places to
-5 the left.
7.1#10 = 7.1 ' 10
5
= 0.000 071
SCIENTIFIC NOTATION KEY
Use the EXP or #10 x key to put numbers in scientific notation.

For example, to evaluate 3.1#10 4 ' 2.5 #10 - 2,
press 3.1 EXP 4 ' 2.5 EXP (-) 2 =

= 1 240 000
DID YOU KNOW?
Engineering notation is similar to scientific notation, except the powers of 10 are always
multiples of 3. For example,
3
3.5 # 10
-6
15.4 # 10
SIGNIFICANT FIGURES
The concept of significant figures is related to rounding off. When we look
at very large (or very small) numbers, some of the smaller digits are not
significant.
For example, in a football crowd of 49 976, the 6 people are not really
significant in terms of a crowd of about 50 000! Even the 76 people are not
significant.
When a company makes a profit of $5 012 342.87, the amount of
87 cents is not exactly a significant sum! Nor is the sum of $342.87.
To round off to a certain number of significant figures, we count from the
first non-zero digit.
In any number, non-zero digits are always significant. Zeros are not
significant, except between two non-zero digits or at the end of a decimal
number.
Even though zeros may not be significant, they are still necessary. For
example 31, 310, 3100, 31 000 and 310 000 all have 2 significant figures but
are very different numbers!
Scientific notation uses the significant figures in a number.
EXAMPLES
12 000 = 1.2 #10 4 (2 significant figures)

0.000 043 5 = 4.35#10 - 5 (3 significant figures)
0.020 7 = 2.07 #10 - 2 (3 significant figures)
When rounding off to significant figures, use the usual rules for rounding off.
EXAMPLES
1. Round off 4 592 170 to 3 significant figures.
Solution
Remember to put
4 592 170 = 4 590 000 to 3 significant figures the 0’s in!
2. Round off 0.248 391 to 2 significant figures.
Solution
0.248 391 = 0.25 to 2 significant figures
3. Round off 1.396 794 to 3 significant figures.
Solution
1.396 794 = 1.40 to 3 significant figures
1.8 Exercises
1. Write in scientific notation. 3. Write as a decimal number.
(a) 3 800 (a) 3.6 #10 4
(b) 1 230 000 (b) 2.78 #10 7
(c) 61 900 (c) 9.25#10 3
(d) 12 000 000 (d) 6.33#10 6
(e) 8 670 000 000 (e) 4 #10 5
(f) 416 000 (f) 7.23#10 - 2
(g) 900 (g) 9.7 #10 - 5
(h) 13 760 (h) 3.8 # 10 - 8
(i) 20 000 000 (i) 7 #10 - 6
(j) 80 000 (j) 5#10 - 4
2. Write in scientific notation. 4. Round these numbers to

(a) 0.057 2 significant figures.
(b) 0.000 055 (a) 235 980
(c) 0.004 (b) 9 234 605
(d) 0.000 62 (c) 10 742
(e) 0.000 002 (d) 0.364 258
(f) 0.000 000 08 (e) 1.293 542
(g) 0.000 007 6 (f) 8.973 498 011
(h) 0.23 (g) 15.694
(i) 0.008 5 (h) 322.78
(j) 0.000 000 000 07 (i) 2904.686
(j) 9.0741
5. Evaluate correct to 3 significant 6. Evaluate 4.5#10 4 # 2.9 #10 5,

figures. giving your answer in scientific
(a) 14.6 # 0.453 notation.
(b) 4.8 ' 7
8.72 #10 - 3
(c) 4.47 + 2.59 #1.46 7. Calculate and write
1.34 #10 7
1 your answer in standard form
(d)
3.47 - 2.7
correct to 3 significant figures.
Investigation
A logarithm is an index. It is a way of finding the power (or index) to

which a base number is raised. For example, when solving 3 x = 9, 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.

The a is called the base
number and the x is the
index or power. If a x = y then log a y = x
1. The expression log7 49 means the power of 7 that gives 49.

The solution is 2 since 7 2 = 49.
2. The expression log2 16 means the power of 2 that gives 16.
The solution is 4 since 2 4 = 16.
Can you evaluate these logarithms?

1. log3 27
2. log5 25
3. log10 10 000
4. log2 64
5. log4 4
6. log7 7
7. log3 1
8. log4 2
1
9. log 3
3
1
10. log 2
4
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 c 2 = 9 gives two solutions, c = !3.
However when solving c 2 = 9, using Pythagoras’ theorem, we only use
the positive answer, c = 3, as this gives the length of the side of a triangle. The
negative answer doesn’t make sense.
We don’t 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 definitions
We write the absolute value of x as x We can also define

x as the distance
of x from 0 on the
number line. We will
x when x $ 0 use this in Chapter 3.
x =)
- x when x 1 0
EXAMPLES
1. Evaluate 4 .
Solution
4 = 4 since 4 $ 0
CONTINUED
2. Evaluate - 3 .
Solution
-3 = - ] - 3 g since - 3 1 0
=3
The absolute value has some properties shown below.
Properties of absolute value
| ab | = | a |#| b | e.g. | 2 # - 3 | = | 2 |#| - 3 | = 6

|a | = a
2 2
e.g. | - 3 | 2 = ] - 3 g2 = 9
a2 = | a | e.g. 5 2 = | 5 | = 5
|- a | = | a | e.g. | -7 | = | 7 | = 7
|a - b | = | b - a | e.g. | 2 - 3 | = | 3 - 2 | = 1
| a + b |#| a | + | b | e.g. | 2 + 3 | = | 2 | + | 3 | but | - 3 + 4 | 1 | - 3 | + | 4 |
EXAMPLES
1. Evaluate 2 - -1 + - 3 2.
Solution
2 - -1 + - 3 2 = 2 - 1 + 3 2
=2 -1 + 9
= 10
2. Show that a + b # a + b when a = - 2 and b = 3.
Solution
LHS means Left Hand Side.
LHS = a + b
= -2 + 3
= 1
=1
RHS means Right Hand Side.

RHS = a + b
= -2 + 3
= 2+3
=5
Since 11 5
a+b # a + b
3. Write expressions for 2x - 4 without the absolute value signs.
Solution
2x - 4 = 2x - 4 when 2x - 4 $ 0
i.e. 2x $ 4
x$2
2x - 4 = - ] 2x - 4 g when 2x - 4 1 0
= - 2x + 4 i.e. 2x 1 4
x12
Class Discussion
Are these statements true? If so, are there some values for which the
expression is undefined (values of x or y that the expression cannot
have)?
x
1. =1
x
2. 2x = 2x
3. 2x = 2 x
4. x + y = x+y
x = x2
2
5.
x = x3
3
6.
7. x +1 = x +1
3x - 2
8. =1
3x - 2
x
9. =1
x2
10. x $ 0
Discuss absolute value and its definition in relation to these statements.

1.9 Exercises
1. Evaluate (h) a + 1 when a 1 -1
(a) 7 (i) x - 2 when x 2 2
(b) - 5 (j) x - 2 when x 1 2.
(c) - 6
(d) 0 5. Show that a + b # a + b
(e) 2 when
(f) -11 (a) a = 2 and b = 4
(g) - 2 3 (b) a = -1 and b = - 2
(h) 3 - 8 (c) a = - 2 and b = 3
(i) - 5
2
(d) a = - 4 and b = 5
(j) - 5 3 (e) a = -7 and b = - 3.
2. Evaluate 6. Show that x 2 = x when

(a) 3 + - 2 (a) x = 5
(b) - 3 - 4 (b) x = - 2
(c) - 5 + 3 (c) x = - 3
(d) 2 #-7 (d) x = 4
(e) - 3 + -1 (e) x = - 9.
2
(f) 5 - - 2 # 6
7. Use the definition of absolute
(g) - 2 + 5# -1
value to write each expression
(h) 3 - 4
without the absolute value signs
(i) 2 - 3 - 3 - 4
(a) x + 5
(j) 5 - 7 + 4 - 2
(b) b - 3
3. Evaluate a - b if (c) a + 4
(a) a = 5 and b = 2 (d) 2y - 6
(b) a = -1 and b = 2 (e) 3x + 9
(c) a = - 2 and b = - 3 (f) 4 - x
(d) a = 4 and b = 7 (g) 2k + 1
(e) a = -1 and b = - 2. (h) 5x - 2
(i) a + b
4. Write an expression for (j) p - q
(a) a when a 2 0
8. Find values of x for which x = 3.
(b) a when a 1 0
(c) a when a = 0 n
9. Simplify n where n ! 0.
(d) 3a when a 2 0
(e) 3a when a 1 0 x-2
10. Simplify and state which
(f) 3a when a = 0 x-2
(g) a + 1 when a 2 -1 value x cannot be.
Test Yourself 1
1. Convert 6. Evaluate
(a) 0.45 to a fraction 3 7
(a) 1 -
(b) 14% to a decimal 5 8
5 6 2
(c) to a decimal (b) #3
8 7 3
(d) 78.5% to a fraction
3
(e) 0.012 to a percentage (c) 9'
4
11
(f) to a percentage 2 1
15 (d) +2
5 10
2. Evaluate as a fraction. 5
(e) 15#
(a) 7 - 2 6
(b) 5 -1
-
1 7. Evaluate
2
(c) 9 (a) - 4
1
3. Evaluate correct to 3 significant figures. (b) 36 2
(a) 4.5 2 + 7.6 2 (c) - 5 2 - 2 3
(b) 4.3 0.3 (d) 4 - 3 as fraction
2
2
(c) 3 (e) 8 3
5.7
(f) - 2 - 1
1.3#10 9
(d) -
1
3.8 #10 6 (g) 49 2
as a fraction
2
- 1
3
(e) 6 (h) 16 4
(i) ] -3 g0
4. Evaluate
(j) 4 - 7 2 - -2 - 3
(a) |-3 | -| 2 |
(b) | 4 - 5 | 8. Simplify
(c) 7 + 4 # 8 (a) a 14 ' a 9
(d) [(3 + 2)#(5 - 1) - 4] ' 8 (b) _ x 5 y 3 i
6
(e) - 4 + 3 - 9 (c) p 6 # p 5 ' p 2

(f) - 2 - -1 (d) ^ 2b 9h
4
(g) - 24 ' - 6
(2x 7) 3 y 2
(e)
5. Simplify x 10 y
(a) x 5 # x 7 ' x 3
(b) (5y 3) 2
(a 5) 4 b 7 (a) n
(c) 1
a9 b (b) 5
3 x
2x 6 n
(d) d 1
3 (c)
x+y
0
ab 4 (d) 4
x +1
(e) e o
a5 b6
(e) 7
a+b (c) If he spends 3 hours watching TV,
2 what fraction of the day is this?
(f) x (d) What percentage of the day does he
1 spend sleeping?
(g)
2x 3
16. The price of a car increased by 12%. If
(h) 3
x4
the car cost $34 500 previously, what is
(i) 7
(5x + 3) 9 its new price?
1
(j) 17. Rachel scored 56 out of 80 for a maths
4
m3
test. What percentage did she score?
10. Write without fractional or negative
18. Evaluate 2118, and write your answer in
indices.
scientific notation correct to 1 decimal
(a) a - 5
1 place.
(b) n 4
1
(c) (x + 1) 2
(a) x
(d) (x - y) -1
1
(e) (4t - 7) - 4 (b) y
1
(f) (a + b) 5 (c) x+3
6
1
-
(g) x 3 1
(d)
3
(2x - 3) 11
(h) b 4
4 (e) 3
y7
(i) (2x + 3) 3
-
3
20. Write in scientific notation.
(j) x 2
(a) 0.000 013
11. Show that a + b # a + b when a = 5 (b) 123 000 000 000
and b = - 3.
21. Convert to a fraction.
•
9 2 (a) 0. 7
12. Evaluate a b when a =
2 4
and b = 1 .
25 3 (b) 0.124
• •
1 4 3
13. If a = c m and b = , evaluate ab 3 as a 22. Write without the negative index.
3 4
fraction. (a) x - 3
(b) (2a + 5)- 1
14. Increase 650 mL by 6%. a -5
(c) c m
1 b
15. Johan spends of his 24-hour day
3
1 23. The number of people attending a
sleeping and at work. football match increased by 4% from last
4
(a) How many hours does Johan spend week. If there were 15 080 people at the
at work? match this week, how many attended
(b) What fraction of his day is spent at last week?
work or sleeping?
24. Show that | a + b | # a + b when
a = - 2 and b = - 5.
Challenge Exercise 1
1. Simplify c 8
3 2 2 7
+ 3 m ' c4 - 1 m. 11. Show that 2 (2 k - 1) + 2 k + 1 = 2 (2 k + 1 - 1) .
4 3 5 8
a
3 5 149 7 12. Find the value of in index form if
2. Simplify + + - . b3 c2
5 12 180 30
2 4 1 3 3 2
a = c m , b = c - m and c = c m .
3. Arrange in increasing order of size: 51%, 5 3 5
• 51
0.502, 0. 5, . 13. Which of the following are rational
99 • 3
numbers: 3 , - 0.34, 2, 3r, 1. 5, 0, ?
1 1 7
4. Mark spends of his day sleeping,
3 12 14. The percentage of salt in 1 L of water is
1 10%. If 500 mL of water is added to this
of the day eating and of the day
20
mixture, what percentage of salt is there
watching TV. What percentage of the day
now?
is left?
2
5. Write 64
-
3
as a rational number. |x + 1 |
15. Simplify for x ! !1.
x2 - 1
6. Express 3.2 ' 0.014 in scientific
25
notation correct to 3 significant figures. 4.3 1.3 - 2.9

16. Evaluate 6 correct to
1 2.4 3 + 3.31 2
7. Vinh scored 17 out of 20 for a maths 2 decimal places.
2
1
test, 19 out of 23 for English and 55
2 17. Write 15 g as a percentage of 2.5 kg.
out of 70 for physics. Find his average
score as a percentage, to the nearest 18. Evaluate 2.3 1.8 + 5.7 #10 - 2 correct to
whole percentage. 3 significant figures.
• • •
8. Write 1.3274 as a rational number. - 3.4 #10 - 3 + 1.7 #10 - 2
19. Evaluate and
(6.9 #10 5) 3
9. The distance from the Earth to the moon express your answer in scientific notation
is 3.84 #10 5 km. How long would it take correct to 3 significant figures.
a rocket travelling at 2.13#10 4 km h to
reach the moon, to the nearest hour? 20. Prove | a + b | # | a | + | b | for all real a, b.
8.3# 4.1
10. Evaluate 3 correct to
0.2 + 5.4 ' 1.3
3 significant figures.

CH 1

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CH 1

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1

Integers are whole numbers that may be positive, negative or zero.

Which of these numbers are rational and which are irrational?

1. Brackets: do calculations inside grouping symbols ﬁrst. (For example,

What is wrong with this calculation?

Use STO to store a number in memory.

Use this key to find the reciprocal of x. For example, to evaluate

1. Round off 24 629 to the nearest thousand.

` 24 629 = 25 000 to the nearest thousand

2. Write 850 to the nearest hundred.

1. Round off 0.6825371 correct to 1 decimal place.

2. Round off 0.6825371 correct to 2 decimal places.

Drop off the 2 and all digits Solution

3. Evaluate 3.56 ' 2.1 correct to 2 decimal places.

Check this on your Solution

While using a ﬁxed number of decimal places on the display, the

Calculate 3.25 ' 1.72 # 5.97 + 7.32 correct to 2 decimal places.

2. Evaluate 7. A crowd of 10 739 spectators

3. Evaluate correct to 2 decimal 13. Round off 32.569148 to the

21. How much will 7.5 m 2 of tiles 3.5 + 9.8

DID YOU KNOW?

Use this key to enter negative numbers. For example,

Adding and subtracting

To add: move to the right along the number line

Multiplying and dividing

7. - 2.14 - 5.37 17. - 2 + 15 ' 5

8. 4.8 # -7.4 18. - 2 # 6 # - 5

9. 1.7 - ] - 4.87 g 19. - 28 ' -7 # - 5

Fractions, Decimals and Percentages

You can do all these

3. Change 35.5% to a fraction.

4. Write 0.436 as a percentage.

5. Write 20 g as a fraction of 1 kg in its simplest form.

6. Find the percentage of people who prefer to drink Lemon Fuzzy, if 24

Sometimes decimals repeat, or recur.

Let n = 1.3292929 f ( 1) Try multiplying n by 10.

Then 100n = 132.9292929 f ( 2) Why doesn’t this work?

(2) - (1): 99n = 131.6

Explore patterns in recurring decimals by dividing numbers by 3, 6, 9, 11,

Operations with fractions, decimals and percentages

The examples on fractions show how to add, subtract, multiply or divide

DID YOU KNOW?

3. Evaluate 0.056 # 100.

4. Evaluate 0.02 # 0.3.

So the price increases by $4.13 to $79.13.

3 15. Increase 350 g by 15%.

7. I get $150.00 a week for a casual

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 profit of $5 by

Powers and Roots

A root of a number is the inverse of the power.

DID YOU KNOW?

POWER AND ROOT KEYS

Use the x 2 and x 3 keys for squares and cubes.

Use the key for square roots.

These laws work for any m

Negative and zero indices

Explore zero and negative indices by looking at these questions.

(i) x 3 ' x 5 = x - 2 by index laws

Use your results to complete: