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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 Scientic 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 signicant gures, scientic 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
EXAMPLE
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
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
MEMORY KEYS
X -1 KEY
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
Solution
This number is between 24 000 and 25 000, but it is closer to 25 000.
CONTINUED
6 Maths In Focus Mathematics Extension 1 Preliminary Course
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
Solution
Add 1 to the 6 as the 8 is
greater than 5. 0.6825371
#
` 0.6825371 = 0.7 correct to 1 decimal place
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.
EXAMPLE
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. Dont 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
8 Maths In Focus Mathematics Extension 1 Preliminary Course
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
-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
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 = -
+ - =-
- + =-
Chapter 1 Basic Arithmetic 11
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
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
Solution
35.5 2
35.5% = #
100 2
71
=
200
Solution
Multiply by 100% to
change a fraction or 0.436 = 0.436 #100%
decimal to a percentage.
= 43.6%
Solution
1 kg = 1000 g
20 g 20 g
=
1 kg 1000 g
1
=
50
Chapter 1 Basic Arithmetic 13
Solution
24 100%
# = 80%
30 1
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
CONTINUED
14 Maths In Focus Mathematics Extension 1 Preliminary Course
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
Chapter 1 Basic Arithmetic 15
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
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?
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.
16 Maths In Focus Mathematics Extension 1 Preliminary Course
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
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
Solution
Move the decimal point
2 places to the right.
0.056 #100 = 5.6
Chapter 1 Basic Arithmetic 17
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
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
18 Maths In Focus Mathematics Extension 1 Preliminary Course
PROBLEM
If both the hour hand and minute hand start at the same position at
12 oclock, when is the rst time, correct to a fraction of a minute, that
the two hands will be together again?
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
EXAMPLES
1. 36 = 6 since 6 2 = 36
2. 3
8 = 2 since 2 3 = 8
3. 6
64 = 2 since 2 6 = 64
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.
20 Maths In Focus Mathematics Extension 1 Preliminary Course
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
Chapter 1 Basic Arithmetic 21
(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
22 Maths In Focus Mathematics Extension 1 Preliminary Course
(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
Chapter 1 Basic Arithmetic 23
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 = , nd 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
24 Maths In Focus Mathematics Extension 1 Preliminary Course
Class Investigation
For example simplify x 3 ' x 5 using (i) index laws and (ii) cancelling.
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
x0 = 1
Proof
xn ' xn = xn - n
= x0
xn
xn ' xn = n
x
=1
` x0 = 1
Chapter 1 Basic Arithmetic 25
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
CONTINUED
26 Maths In Focus Mathematics Extension 1 Preliminary Course
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
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
Chapter 1 Basic Arithmetic 27
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
28 Maths In Focus Mathematics Extension 1 Preliminary Course
Fractional indices
Class Investigation
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
1
n
a =n a
Proof
1 n
`an j = a ^ by index laws h
^ n a hn = a
1
n
` a =n a
Chapter 1 Basic Arithmetic 29
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
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
m
n
a = n am
= (n a ) m
Proof
m 1 m
a = `a j
n n
m
= ^n a h
m 1
n
a = ^ am h
n
= n am
30 Maths In Focus Mathematics Extension 1 Preliminary Course
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
Chapter 1 Basic Arithmetic 31
-3
(c) c 2 m 3 3
=c m
3 2
27
=
8
3
=3
8
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
Nicole Oresme (132382) was the first mathematician to use fractional indices.
John Wallis (16161703) 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.
32 Maths In Focus Mathematics Extension 1 Preliminary Course
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
Chapter 1 Basic Arithmetic 33
(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
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?
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.
EXAMPLES
Solution
Count 5 places to
-5 the left.
7.1#10 = 7.1 ' 10
5
= 0.000 071
34 Maths In Focus Mathematics Extension 1 Preliminary Course
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 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.
EXAMPLES
When rounding off to signicant gures, use the usual rules for rounding off.
Chapter 1 Basic Arithmetic 35
EXAMPLES
Solution
Remember to put
4 592 170 = 4 590 000 to 3 signicant gures the 0s in!
Solution
0.248 391 = 0.25 to 2 signicant gures
Solution
1.396 794 = 1.40 to 3 signicant gures
1.8 Exercises
1. Write in scientic 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
Investigation
The 3 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.
EXAMPLES
1. Evaluate 4 .
Solution
4 = 4 since 4 $ 0
CONTINUED
38 Maths In Focus Mathematics Extension 1 Preliminary Course
2. Evaluate - 3 .
Solution
-3 = - ] - 3 g since - 3 1 0
=3
EXAMPLES
1. Evaluate 2 - -1 + - 3 2.
Solution
2 - -1 + - 3 2 = 2 - 1 + 3 2
=2 -1 + 9
= 10
Solution
LHS means Left Hand Side.
LHS = a + b
= -2 + 3
= 1
=1
Chapter 1 Basic Arithmetic 39
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
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.
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 signicant gures. (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
(g) - 24 ' - 6
(2x 7) 3 y 2
(e)
5. Simplify x 10 y
(a) x 5 # x 7 ' x 3
9. Write in index form.
(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
42 Maths In Focus Mathematics Extension 1 Preliminary Course
(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.
scientic notation correct to 1 decimal
(a) a - 5
1 place.
(b) n 4
19. Write in index form.
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 scientic 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.
Chapter 1 Basic Arithmetic 43
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 scientic
25
8.3# 4.1
10. Evaluate 3 correct to
0.2 + 5.4 ' 1.3
3 signicant gures.