number AND algebra • REAL NUMBERS

18
18A Number classification review
18B Surds
18C Operations with surds
18D Fractional indices
18E Negative indices
18F Logarithms
18G Logarithm laws
18H Solving equations

What do you know ?

1 List what you know about real numbers.
Create a concept map to show your list.

Real numbers 2 Share what you know with a partner and

then with a small group.
3 As a class, create a large concept map
that shows your class’s knowledge of
real numbers.

opening question

Manning’s formula is a formula used to

estimate the flow of water down a river in
a flood event, measured in metres per
2 1
R3 S 2
second. The formula is v = , where
n
R is the hydraulic radius, S is the slope
of the river and n is the roughness
coefficient. What will be the flow of
water in the river if R = 8, S = 0.0025 and
n = 0.625?
 number AND algebra • REAL NUMBERS

Are you ready?

Try the questions below. If you have difficulty with any of them, extra help can be obtained by
completing the matching SkillSHEET. Either search for the SkillSHEET in your eBookPLUS or
ask your teacher for a copy.

eBook plus Identifying surds

1 Which of the following are surds?
Digital doc
SkillSHEET 18.1 a 7 b 10
doc-5354 c 49 d 4 2

eBook plus
Simplifying surds
2 Simplify each of the following.
Digital doc
SkillSHEET 18.2 a 48 b 98
doc-5355 c 5 12 d 3 72

eBook plus
Adding and subtracting surds
3 Simplify each of the following.
Digital doc
SkillSHEET 18.3 a 2 6−4 3+7 3−5 6 b 2 32 − 5 45 − 4 180 + 10 8
doc-5356

eBook plus
Multiplying and dividing surds
4 Simplify each of the following.
Digital doc
SkillSHEET 18.4 a 7 × 10 b 2 3×4 6
doc-5357 6 5 6
c d
2 10 3

eBook plus
Evaluating numbers in index form
5 Evaluate each of the following.
Digital doc
a 72 b 34
SkillSHEET 18.5
doc-5358 c (2.5)6 d (0.3)4

eBook plus
Using the index laws
6 Simplify each of the following.
Digital doc a x3 ì x7 b 4y3 ì 5y8
SkillSHEET 18.6
doc-5359
c 24a3b ó 6ab5 d (2m4)2

590 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

18A Number classification review

eBook plus
■■ The number systems used today evolved from a basic and practical need of primitive people
to count and measure magnitudes and quantities such as livestock, people, possessions, time
Interactivity and so on.
Classifying
■■ As societies grew and architecture and engineering developed, number systems became more
numbers
int-2792 sophisticated. Number use developed from solely whole numbers to fractions, decimals and
irrational numbers.

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

Real numbers R

Irrational numbers I Rational numbers Q

(surds, non-terminating
and non-recurring
decimals, π ,e) Integers Non-integer rationals
Z (terminating and
recurring decimals)

Negative Zero Positive

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

Rational numbers (Q )

■■ A rational number (ratio-nal) is a number that can be expressed as a ratio of two whole
a
numbers in the form , where b ò 0.
b
Rational numbers are given the symbol Q. Examples are:
1 2 3 9 
, , , ,
5 7 10 4
7, -6, 0.35, 1. 4

Chapter 18 Real numbers 591

 number AND algebra • REAL NUMBERS

Integers (Z )
■■ Rational numbers may be expressed as integers. Examples are:
5 −4 27 15
1
= 5, 1
= -4, 1
= 27, - 1
= -15
■■ The set of integers consists of positive and negative whole numbers and 0 (which is neither
positive nor negative). They are denoted by the letter Z and can be further divided into
subsets. That is:
Z = {.  .  ., -3, -2, -1, 0, 1, 2, 3, .  .  .}
Z + = {1, 2, 3, 4, 5, 6, .  .  .}
Z - = {-1, -2, -3, -4, -5, -6, .  .  .}
■■ Positive integers are also known as natural numbers (or counting numbers) and are denoted
by the letter N. That is:
N = {1, 2, 3, 4, 5, 6, .  .  .}
■■ Integers may be represented on the number line as illustrated below.

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

Note: Integers on the number line are marked with a solid dot to indicate that they are the
only points in which we are interested.

Non-integer rationals
■■ Rational numbers may be expressed as terminating decimals. Examples are:
7 1 5 9
10
= 0.7, 4 = 0.25, 8 = 0.625, 5 = 1.8
■■ These decimal numbers terminate after a specific number of digits.
■■ Rational numbers may be expressed as recurring decimals (non-terminating or periodic
decimals). For example:
= 0.333  333 .  .  . or 0.3
1
3
9   (or 0.81)
= 0.818  181 .  .  . or 0.81
11

= 0.833  333 .  .  . or 0.83

5
6
3   (or 0.230769)
= 0.230  769  230  769 .  .  . or 0.230769
13
■■ These decimals do not terminate, and the specific -3.743 3 1–
digit (or number of digits) is repeated in a pattern. -2–4 2 1.63 3.6
Recurring decimals are represented by placing a dot or
line above the repeating digit or pattern.
- 4 -3 -2 -1 0 1 2 3 4 Q
■■ Rational numbers are defined in set notation as:
Q = rational numbers
a 
Q =  , a, b ∈ Z , b ≠ 0  where Æ means ‘an element of’.
 b 

Irrational numbers (I )

■■ An irrational number (ir-ratio-nal) is a number that cannot be expressed as a ratio of two
a
whole numbers in the form , where b ò 0.
b
■■ Irrational numbers are given the symbol I. Examples are:
7
7, 13, 5 21, , p, e
9

592 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

■■ Irrational numbers may be expressed as decimals. For example:

5 = 2.236  067  977  5 .  .  . 0.03 = 0.173  205  080  757 .  .  .
18 = 4.242  640  687  12 .  .  . 2 7 = 5.291  502  622  13 .  .  .
p = 3.141  592  653  59 .  .  . e = 2.718  281  828  46 .  .  .
■■ These decimals do not terminate, and the digits do not repeat themselves in any particular
pattern or order (that is, they are non-terminating and non-recurring).
■■ Rational and irrational numbers belong to the set of
- 1–2 π–
real numbers (denoted by the symbol R). They can - 12 - 5 4 2 π
be positive, negative or 0. The real numbers may be
represented on a number line as shown at right (irrational - 4 -3 -2 -1 0 1 2 3 4
R
numbers above the line; rational numbers below it).
■■ To classify a number as either rational or irrational:
1. Determine whether it can be expressed as a whole number, a fraction or a terminating or
recurring decimal.
2. If the answer is yes, the number is rational; if the answer is no, the number is irrational.

p (pi)
■■ The symbol p (pi) is used for a particular number; that is, the circumference of a circle whose
diameter length is 1 unit.
■■ It can be approximated as a decimal that is non-terminating and non-recurring. Therefore, p
is classified as an irrational number. (It is also called a transcendental number and cannot be
expressed as a surd.)
■■ In decimal form, p = 3.141  592  653  589  793  23  .  .  . It has been calculated to
29  000  000 (29 million) decimal places with the aid of a computer.

Worked Example 1

Specify whether the following numbers are rational or irrational.

1 3 3 3
1
a    b 25   c 13   d 3p    e 0.54   f 64    g 32    h
5 27
Think Write
1 1
a
5
is already a rational number. a
5
is rational.

b 1 Evaluate 25. b 25 = 5
2 The answer is an integer, so classify 25. 25 is rational.
c 1 Evaluate 13. c 13 = 3.605  551  275  46 .  .  .
2 The answer is a non-terminating and 13 is irrational.
non-recurring decimal; classify 13.
d 1 Use your calculator to find the value of d 3p = 9.424  777  960  77 .  .  .
3p.
2 The answer is a non-terminating and 3p is irrational.
non-recurring decimal; classify 3p.
e 0.54 is a terminating decimal; classify it e 0.54 is rational.
accordingly.
f 1 Evaluate 3 64 . f 3
64 = 4
3
2 The answer is a whole number, so 64 is rational.
classify 3 64 .

Chapter 18 Real numbers 593

 number AND algebra • REAL NUMBERS

g 1 Evaluate 3 32 . g 3
32 = 3.174  802  103  94 .  .  .
3
2 The result is a non-terminating and 32 is irrational.
non-recurring decimal; classify 3 32 .
1 1 1
h 1 Evaluate 3 . h 3 =
27 27 3

3
1
2 The result is a number in a rational form. is rational.
27

remember
a
1. Rational numbers (Q) can be expressed in the form , where a and b are whole
b
numbers and b ò 0. They include whole numbers, fractions and terminating and
recurring decimals.
a
2. Irrational numbers (I) cannot be expressed in the form , where a and b are whole
b
numbers and b ò 0. They include surds, non-terminating and non-recurring decimals,
and numbers such as p and e.
3. Rational and irrational numbers together constitute the set of real numbers (R).

Exercise
18A Number classification review
fluency
1 WE 1 Specify whether the following numbers are rational (Q) or irrational (I ).
4 7
a 4 b c d 2 e 7
5 9
1 9
f 0.04 g 2
2
h 5 i j 0.15
4
k -2.4 l 100 m 14.4 n 1.44 o p
25
p q 7.32 r − 21 s 1000 t 7.216  349  157 .  .  .
9
3 1
u − 81 v 3p w 62 x y 3 0.0001
16
2 Specify whether the following numbers are rational (Q), irrational (I ) or neither.
1 11 0 1
a b 625 c d e -6
8 4 8 7

1.44 8
f 3
81 g − 11 h i π j
4 0
3 π 3
(−5)2 3 1
k 21 l m n - o
7 11 100
64 2 6 3 1
p q r s 27 t
16 25 2 4
22π
( 2)
4
3
u v −1.728 w 6 4 x 4 6 y
7

594 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

3 MC Which of the following best represents a rational number?

4 9 3
A p B C d 3 e 5
9 12
4 MC Which of the following best represents an irrational number?
6 3
A − 81 B C 343 d 22 e 12
5
π
5 MC Which of the following statements regarding the numbers -0.69, 7, , 49 is correct?
3
π
A is the only rational number.
3
B 7 and 49 are both irrational numbers.
C -0.69 and 49 are the only rational numbers.
D -0.69 is the only rational number.
7 is the only rational number.
E
1 11
6 MC Which of the following statements regarding the numbers 2 , - , 624, 3 99 is correct?
2 3
11
A - and 624 are both irrational numbers.
3

B 624 is an irrational number and 3 99 is a

rational number.
C 624 and 3 99 are both irrational numbers.
1 11 reflection
D 2 is a rational number and - is an irrational
2 3
number. Why is it important to understand
the real number system?
3
E 99 is the only rational number.

18b Surds
■■ A surd is an irrational number that is represented by a root sign or a radical sign, for
example: ,3 ,4
Examples of surds include: 7, 5, 3 11 , 4 15
Examples that are not surds include:
9, 16 , 3 125 , 4 81
■■ Numbers that are not surds can be simplified to rational numbers, that is:

9 = 3, 16 = 4 , 3 125 = 5, 4 81 = 3

Worked Example 2

Which of the following numbers are surds?

1
a 16    b 13   c    d 3 17    e 4
63    e 3
1728
16
Think Write

a 1 Evaluate 16 . a 16 = 4
2 The answer is rational (since it is a whole 16 is not a surd.
number), so state your conclusion.

Chapter 18 Real numbers 595

 number AND algebra • REAL NUMBERS

b 1 Evaluate 13. b 13 = 3.605  551  275  46 .  .  .

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

Proof that a number is irrational

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

Worked Example 3

Prove that 2 is irrational.

Think Write
a
1 Assume that 2 is rational; that is, it Let 2 = , where b ò 0
a b
can be written as in simplest form.
b
We need to show that a and b have no
common factors.
a2
2 Square both sides of the equation. 2=
b2
3 Rearrange the equation to make a2 the a2 = 2b2 [1]
subject of the formula.

596 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

4 If x is an even number, then x = 2n. \ a2 is an even number and a must also be even;
that is, a has a factor of 2.
5 Since a is even it can be written as a = 2r. \ a = 2r
6 Square both sides. a2 = 4r2 [2]
But a2 = 2b2 from [1]
7 Equate [1] and [2]. \ 2b2 = 4r2
4r 2
b2 =
2
= 2r2
\ b2 is an even number and b must also be even;
that is, b has a factor of 2.
8 Repeat the steps for b as previously done for a. Both a and b have a common factor of 2.
This contradicts the original assumption that
a
2 = , where a and b have no common factor.
b
\ 2 is not rational.
\ It must be irrational.

■■ The dialogue included in the worked example should be present in all proofs and is an
essential part of the communication that is needed in all your solutions.
■■ Note: An irrational number written in surd form gives an exact value of the number; whereas
the same number written in decimal form (for example, to 4 decimal places) gives an
approximate value.

remember

A number is a surd if:

1. it is an irrational number (equals a non-terminating, non-recurring decimal)
2. it can be written with a radical sign (or square root sign) in its exact form.

Exercise
18b Surds
fluency

eBook plus
1 WE 2 Which of the numbers below are surds?

Digital doc
a 81 b 48 c 16 d 1.6 e 0.16 f 11
Skillsheet 18.1
doc-5354 3 3
g h 3 i 1000 j 1.44 k 4 100 l 2 + 10
4 27
3 3 3
m 32 n 361 o 100 p 125 q 6+ 6 r 2p

3 7 4 2 3
s 169 t u 16 v ( 7) w 33 x 0.0001
8
5
y 32 z 80

Chapter 18 Real numbers 597

 number AND algebra • REAL NUMBERS

 6 
2 MC The correct statement regarding the set of numbers  , 20 , 54 , 3 27 , 9  is:
 9 
3
A 27 and 9 are the only rational numbers of the set.
6
B is the only surd of the set.
9

6
C and 20 are the only surds of the set.
9
D 20 and 54 are the only surds of the set.
E 9 and 20 are the only surds of the set.
 1 1 1 
3 MC Which of the numbers of the set  , 3 , , 21, 3 8  are surds?
 4 27 8 
1 1
A 21 only B only C and 3 8
8 8

1 1
d and 21 only e and 21 only
8 4

 1 
4 MC Which statement regarding the set of numbers π , , 12 , 16 , 3 + 1 is not true?
 49 

A 12 is a surd. B 12 and 16 are surds.

c p is irrational but not a surd. d 12 and 3 + 1 are not rational.
E p is not a surd.
 144 
5 MC Which statement regarding the set of numbers 6 7 , , 7 6 , 9 2 , 18 , 25  is
 16 
not true?
144 144
A when simplified is an integer. B and 25 are not surds.
16 16

c 7 6 is smaller than 9 2 . d 9 2 is smaller than 6 7.

E 18 is a surd.

understanding
6 Complete the following statement by selecting appropriate words, suggested in brackets:
6
a is definitely not a surd, if a is .  .  . (any multiple of 4; a perfect square and cube).
7 Find the smallest value of m, where m is a positive integer, so that 3 16m is not a surd.

Reasoning

8 WE 3 Prove that the following numbers are irrational, using a proof by contradiction:
a 3
reflection
b 5
How can you be certain that a is a surd?
c 7

598 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

18c Operations with surds

Simplifying surds
■■ To simplify a surd means to make a number (or an expression) under the radical sign ( ) as
small as possible.
■■ To simplify a surd (if it is possible), it should be rewritten as a product of two factors, one of
which is a perfect square, that is, 4, 9, 16, 25, 36, 49, 64, 81, 100 and so on.
■■ We must always aim to obtain the largest perfect square when simplifying surds so that
there are fewer steps involved in obtaining the answer. For example, 32 could be written
as 4 × 8 = 2 8 ; however, 8 can be further simplified to 2 2 , so 32 = 2 × 2 2 ; that is
32 = 4 2 . If, however, the largest perfect square had been selected and 32 had been
written as 16 × 2 = 16 × 2 = 4 2 , the same answer would be obtained in fewer steps.

Worked Example 4

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

a 1 Express 384 as a product of two factors a 384 = 64 × 6

where one factor is the largest possible
perfect square.
2 Express 64 × 6 as the product of two = 64 × 6
surds.
3 Simplify the square root from the perfect =8 6
square (that is, 64 = 8).
b 1 Express 405 as a product of two factors, b 3 405 = 3 81 × 5
one of which is the largest possible
perfect square.
2 Express 81 × 5 as a product of two = 3 81 × 5
surds.
3 Simplify 81. = 3× 9 5
4 Multiply together the whole numbers = 27 5
outside the square root sign (3 and 9).
1 1
c 1 Express 175 as a product of two factors c − 175 = − 25 × 7
in which one factor is the largest possible 8 8
perfect square.
1
2 Express 25 × 7 as a product of 2 surds. = − × 25 × 7
8
1
3 Simplify 25. =− ×5 7
8
5
4 Multiply together the numbers outside =− 7
the square root sign. 8

Chapter 18 Real numbers 599

 number AND algebra • REAL NUMBERS

d 1 Express each of 180, x3 and y5 as a d 5 180 x 3 y 5 = 5 36 × 5 × x 2 × x × y 4 × y

product of two factors where one factor
is the largest possible perfect square.
2 Separate all perfect squares into one surd = 5 × 36 x 2 y 4 × 5 xy
and all other factors into the other surd.
3 Simplify 36 x 2 y 4 . = 5 × 6 × x × y 2 × 5 xy
4 Multiply together the numbers and the = 30 xy 2 5 xy
pronumerals outside the square root sign.

Addition and subtraction of surds

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

Worked Example 5

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

a All 3 terms are alike because they contain the a 3 6 + 17 6 − 2 6 = (3 + 17 − 2) 6

same surd ( 6 ).
Simplify. = 18 6
b 1 Simplify surds where possible. b 5 3 + 2 12 − 5 2 + 3 8
= 5 3+2 4×3−5 2 +3 4×2
= 5 3 + 2× 2 3 − 5 2 +3× 2 2
= 5 3+4 3−5 2 +6 2
2 Add like terms to obtain the simplified =9 3+ 2
answer.
1
c 1 Simplify surds where possible. c 100 a3b 2 + ab 36a − 5 4 a 2 b
2
1
= × 10 a 2 × a × b 2 + ab × 6 a − 5 × 2 × a b
2
1
= × 10 × a × b a + ab × 6 a − 5 × 2 × a b
2
= 5ab a + 6ab a − 10 a b
2 Add like terms to obtain the simplified = 11ab a − 10 a b
answer.

600 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

Multiplication and division of surds

Multiplying surds
■■ To multiply surds, multiply together the expressions under the radical signs. For example,
a × b = ab , where a and b are positive real numbers.
■■ When multiplying surds it is best to first simplify them (if possible). Once this has been done
and a mixed surd has been obtained, the coefficients are multiplied with each other and then
the surds are multiplied together. For example,
m a × n b = mn ab

Worked Example 6

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

a Multiply the surds together, using a 11 × 7 = 11 × 7

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

= 15 × x 4 × x × y 2 × 4 × 3 × x 2 × y
= x 2 × y × 15 × x × 2 × x × 3 × y
= x 2 y 15 x × 2 x 3 y
2 Multiply the coefficients together and = x 2 y × 2 x 15 x × 3 y
the surds together.
= 2 x 3 y 45 xy

3 Simplify the surd. = 2 x 3 y 9 × 5 xy

= 2 x 3 y × 3 5 xy
= 6 x 3 y 5 xy

Chapter 18 Real numbers 601

 number AND algebra • REAL NUMBERS

■■ When working with surds, we sometimes need to multiply surds by themselves; that is, square
them. Consider the following examples:

( 2 )2 = 2 × 2 = 4 = 2

( 5 )2 = 5 × 5 = 25 = 5
■■ Observe that squaring a surd produces the number under the radical sign. This is not
surprising, because squaring and taking the square root are inverse operations and, when
applied together, leave the original unchanged.
■■ When a surd is squared, the result is the number (or expression) under the radical sign; that is,
( a )2 = a, where a is a positive real number.

Worked Example 7

Simplify each of the following.

a ( 6 )2
b ( 3 5 )2

Think Write

a Use ( a )2 = a, where a = 6. 2
a ( 6) = 6

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

=9ì5
2 Simplify. = 45

Dividing surds
a a
■■ To divide surds, divide the expressions under the radical signs; that is, = , where a and
b are whole numbers. b b
■■ When dividing surds it is best to simplify them (if possible) first. Once this has been done, the
coefficients are divided next and then the surds are divided.

Worked Example 8

Divide the following surds, expressing answers in the simplest form. Assume that x and y are positive
real numbers.
55 48
a b
5 3

9 88 36 xy
c d
6 99 25 x 9 y11
Think Write

a a 55 55
a 1 Rewrite the fraction, using = . a =
b b 5 5

602 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

2 Divide the numerator by the denominator = 11

(that is, 55 by 5).
3 Check if the surd can be simplified any
further.
a a 48 48
b 1 Rewrite the fraction, using = . b =
b b 3 3

2 Divide 48 by 3. = 16
3 Evaluate 16 . =4
a a 9 88 9 88
c 1 Rewrite surds, using = . c =
b b 6 99 6 99

9 8
2 Simplify the fraction under the radical =
by dividing both numerator and 6 9
denominator by 11.
9×2 2
3 Simplify surds. =
6×3
18 2
4 Multiply the whole numbers in the =
18
numerator together and those in the
denominator together.
5 Cancel the common factor of 18. = 2

36 xy 6 xy
d 1 Simplify each surd. d =
9 11
25 x y 5 x × x × y10 × y
8

6 xy
=
5 x 4 y 5 xy
6
2 Cancel any common factors — in this =
5x 4 y 5
case xy.

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

a b ab b
× = , where =1
b b b b

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

Chapter 18 Real numbers 603

 number AND algebra • REAL NUMBERS

Worked Example 9

Express the following in their simplest form with a rational denominator.

6 2 12 17 − 3 14
a        b        c
13 3 54 7
Think Write

6
a 1 Write the fraction. a
13
6 13
2 Multiply both the numerator and denominator by the surd = ×
13 13
contained in the denominator (in this case 13). This has the
13 78
same effect as multiplying the fraction by 1, because = 1. =
13 13

2 12
b 1 Write the fraction. b
3 54
2 12 2 4×3
2 Simplify the surds. (This avoids dealing with large numbers.) =
3 54 3 9×6
2×2 3
=
3×3 6
4 3
=
9 6
4 3 6
3 Multiply both the numerator and denominator by 6. = ×
(This has the same effect as multiplying the fraction by 1, 9 6 6
6 4 18
because = 1.) =
6 9×6
Note: We need to multiply only by the surd part of the
denominator (that is, by 6 rather than by 9 6).
4 9×2
4 Simplify 18. =
9×6
4×3 2
=
54
12 2
=
54

2 2
5 Divide both the numerator and denominator by 6 (cancel down). =
9
17 − 3 14
c 1 Write the fraction. c
7
( 17 − 3 14 ) 7
2 Multiply both the numerator and denominator by 7. Use = ×
grouping symbols (brackets) to make it clear that the whole 7 7
numerator must be multiplied by 7.

604 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

17 × 7 − 3 14 × 7
3 Apply the Distributive Law in the numerator. =
a(b + c) = ab + ac 7× 7
119 − 3 98
=
7
119 − 3 49 × 2
4 Simplify 98. =
7
119 − 3 × 7 2
=
7
119 − 21 2
=
7

Rationalising denominators using conjugate surds

■■ The product of pairs of conjugate surds results in a rational number. (Examples of pairs
of conjugate surds include 6 + 11 and 6 − 11, a + b and a − b, 2 5 − 7 and 2 5 + 7 .)
This fact is used to rationalise denominators containing a sum or a difference of surds.
■■ To rationalise the denominator that contains a sum or a difference of surds, multiply both
numerator and denominator by the conjugate of the denominator.
Two examples are given below:
1 a− b
1. To rationalise the denominator of the fraction , multiply it by .
a+ b a− b
1 a+ b
2. To rationalise the denominator of the fraction , multiply it by
.
a− b a+ b
A quick way to simplify the denominator is to use the difference of two squares identity:

( a − b )( a + b) = ( a )2 − ( b )2
=a-b

Worked Example 10

Rationalise the denominator and simplify the following.

1
a
4− 3
6+3 2
b
3+ 3
Think Write

1
a 1 Write down the fraction. a
4− 3
1 (4 + 3 )
2 Multiply the numerator and denominator = ×
by the conjugate of the denominator. (4 − 3 ) (4 + 3 )
(4 + 3 )
(Note that = 1.)
(4 + 3 )

Chapter 18 Real numbers 605

 number AND algebra • REAL NUMBERS

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

remember

1. To simplify a surd means to make a number (or an expression) under the radical sign as
small as possible.
2. To simplify a surd, write it as a product of two factors, one of which is the largest
possible perfect square.
3. Only like surds may be added and subtracted.
4. Surds may need to be simplified before adding and subtracting.
5. When multiplying surds, simplify the surd if possible and then apply the following
rules:
(a) a × b = ab
(b) m a × n b = mn ab , where a and b are positive real numbers.

606 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

6. When a surd is squared, the result is the number (or the expression) under the radical
sign: ( a )2 = a, where a is a positive real number.
7. When dividing surds, simplify the surd if possible and then apply the following rule:

a a
a÷ b= =
b b
where a and b are whole numbers, and b ò 0.
8. To rationalise a surd denominator, multiply the numerator and denominator by the surd
contained in the denominator. This has the effect of multiplying the fraction by 1, and
thus the numerical value of the fraction remains unchanged, while the denominator
becomes rational:
a a b ab
= × =
b b b b
where a and b are whole numbers and b ò 0.
9. To rationalise the denominator containing a sum or a difference of surds, multiply both
the numerator and denominator of the fraction by the conjugate of the denominator.
This eliminates the middle terms and leaves a rational number.

Exercise
18C Operations with surds
fluency
1 WE 4a Simplify the following surds.
eBook plus
a 12 b 24 c 27 d 125
Digital doc
Skillsheet 18.2 e 54 f 112 g 68 h 180
doc-5355
i 88 j 162 k 245 l 448
2 WE 4b, c Simplify the following surds.
a 2 8 b 8 90 c 9 80 d 7 54
1
e −6 75 f −7 80 g 16 48 h 392
7
1 1 1 3
i 162 j 192 k 135 l 175
9 4 9 10
3 WE 4d Simplify the following surds. Assume that a, b, c, d, e, f, x and y are positive real
numbers.
a 16a 2 b 72a 2 c 90 a 2 b d 338a 4

e 338a3b3 f 68a3b 5 g 125 x 6 y 4 h 5 80 x 3 y 2

1 1
i 6 162c 7 d 5 j 2 405c 7 d 9 k 88ef l 392e11 f 11
2 2
4 WE 5a Simplify the following expressions containing surds. Assume that x and y are positive
real numbers.
a 3 5+4 5 b 2 3+5 3+ 3
c 8 5+3 3+7 5+2 3 d 6 11 − 2 11
e 7 2 +9 2 −3 2 f 9 6 + 12 6 − 17 6 − 7 6
g 12 3 − 8 7 + 5 3 − 10 7 h 2 x +5 y +6 x −2 y

Chapter 18 Real numbers 607

 number AND algebra • REAL NUMBERS

eBook plus
5 WE 5b Simplify the following expressions containing surds. Assume that a and b are positive
real numbers.
Digital doc
Skillsheet 18.3 a 200 − 300 b 125 − 150 + 600
doc-5356
c 27 − 3 + 75 d 2 20 − 3 5 + 45

e 6 12 + 3 27 − 7 3 + 18 f 150 + 24 − 96 + 108
g 3 90 − 5 60 + 3 40 + 100 h 5 11 + 7 44 − 9 99 + 2 121

i 2 30 + 5 120 + 60 − 6 135 j 6 ab − 12ab + 2 9ab + 3 27ab

1 1 1 1 7
k 98 + 48 + 12 l 32 − 18 + 3 72
2 3 3 8 6
6 WE 5c Simplify the following expressions containing surds. Assume that a and b are positive
real numbers.
a 7 a − 8a + 8 9a − 32a b 10 a − 15 27a + 8 12a + 14 9a

c 150 ab + 96ab − 54 ab d 16 4 a 2 − 24 a + 4 8a 2 + 96a

1 1 1
e 8a3 + 72a3 − 98a3 f 36a + 128a − 144 a
2 4 6
g 9a3 + 3a 5 h 6 a 5b + a3b − 5 a 5b

i ab ab + 3ab a 2 b + 9a3b3 j a3b + 5 ab − 2 ab + 5 a3b

k 32a3b 2 − 5ab 8a + 48a 5b6 l 4 a 2 b + 5 a 2 b − 3 9a 2 b

eBook plus
7 WE 6 Multiply the following surds, expressing answers in the simplest form. Assume that a,
b, x and y are positive real numbers.
Digital doc
Skillsheet 18.4 a 2× 7 b 6× 7 c 8× 6
doc-5357
d 10 × 10 e 21 × 3 f 27 × 3 3
g 5 3 × 2 11 h 10 15 × 6 3 i 4 20 × 3 5
1 1
j 10 6 × 3 8 k 48 × 2 2 l 48 × 2 3
4 9
1 1
m 60 × 40 n xy × x 3 y 2 o 3a 4 b 2 × 6a 5b3
10 5
1
p 12a 7 b × 6a3b 4 q 15 x 3 y 2 × 6 x 2 y 3 r 15a3b3 × 3 3a 2 b6
2
8 WE 7 Simplify each of the following.
a ( 2 )2 b ( 5 )2 c ( 12 )2

d ( 15 )2 e (3 2 )2 f (4 5 ) 2
g (2 7 ) 2 h (5 8 ) 2
9 WE 8 Simplify the following surds, expressing answers in the simplest form. Assume that a,
b, x and y are positive real numbers.
15 8 60 128
a b c d
3 2 10 8
18 65 96 7 44
e f g h
4 6 2 13 8 14 11

608 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

9 63 2040 x 4 y3 16 xy
i j k l
15 7 30 x2y5 8x 7 y 9

xy 12 x8 y12 2 2a 2 b 4 10 a 9 b3
m × n ×
x5y7 x 2 y3 5a3b6 3 a7b
10 WE 9a, b Express the following in their simplest form with a rational denominator.
eBook plus
5 7 4 8 12
Digital doc a b c d e
Skillsheet 18.7 2 3 11 6 7
doc-5360
15 2 3 3 7 5 2 4 3
f g h i j
6 5 5 2 3 3 5
5 14 16 3 8 3 8 60 2 35
k l m n o
7 8 6 5 7 7 28 3 14

understanding
11 WE 9c Express the following in their simplest form with a rational denominator.
eBook plus
6 + 12 15 − 22 6 2 − 15 2 18 + 3 2
Digital doc a b c d
Skillsheet 18.8 3 6 10 5
doc-5361
3 5+6 7 4 2 +3 8 3 11 − 4 5 2 7−2 5
e f g h
8 2 3 18 12
eBook plus 7 12 − 5 6 6 2− 5 6 3−5 5 3 5+7 3
i j k l
Digital doc 6 3 4 8 7 20 5 24
Skillsheet 18.9
12 WE 10 Rationalise the denominator and simplify.
doc-5362
1 1 4
a b c
5+2 8− 5 2 11 − 13
5 3 8−3
d e
3 5+4 2 8+3
12 − 7 3 −1 reflection
eBook plus f g
12 + 7 5 +1 Under what circumstance might
Digital doc you need to rationalise the
WorkSHEET 18.1
3 6 − 15 5− 3
h i denominator of a fraction
doc-5363 6+2 3 4 2− 3

18D Fractional indices 1

■■ Consider the expression a 2 . Now consider what happens if we square that expression.
1
(a 2 )2 = a (using the Fourth Index Law, (am)n = am ì n)
2
■■ Now, from our work on surds we know that ( a ) = a.
1 1
2 2
■■ From this we can conclude that (a 2 ) = ( a ) and further conclude that a 2 = a .
1
■■ We can similarly show that a 3 = 3 a .
1
■■ This pattern can be continued and generalised to produce a n = n a .

Chapter 18 Real numbers 609

 number AND algebra • REAL NUMBERS

Worked Example 11

Evaluate each of the following without using a calculator.

1 1
a 9 2              b 64 3

Think Write
1 1
a 1 Write 9 2 as 9. a 92 = 9
2 Evaluate. =3
1 1
b 1 Write 64 3 as 3 64 . b 64 3 = 3 64
2 Evaluate. =4

Worked Example 12

Use a calculator to find the value of the following, correct to 1 decimal place.
1 1
a 10 4              b 200 5
Think Write
1
a Use a calculator to produce the answer. a 10 4 = 1.778  279  41
ö 1.8
1
b Use a calculator to produce the answer. b 200 5 = 2.885  399  812
ö 2.9

1
■■ Consider the expression (a m ) n . Using our work so far on fractional indices, we can say
1
(a m ) n = n a m .
1 m
■■ We can also say (a m ) n = a n using the index laws.
m
■■ We can therefore conclude that a n = n a m .
■■ Such expressions can be evaluated on a calculator either by using the index function, which is
usually either ^ or xy and entering the fractional index, or by separating the two functions for
power and root.

Worked Example 13

2
Evaluate 3 7 , correct to 1 decimal place.
Think Write
2 2
Use a calculator to evaluate 3 7 . 3 7 ≈ 1.4

1
■■ We can also use the index law a 2 = a to convert between expressions that involve fractional
indices and surds.

610 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

Worked Example 14

Write each of the following expressions in simplest surd form.

1 3
a 10 2              b 5 2

Think Write
1
1
a Since an index of is equivalent to taking the square root, this a 10 2 = 10
2
term can be written as the square root of 10.
3
b 1 A power of 32 means square root of the number cubed. b 52 = 53
2 Evaluate 53. = 125

3 Simplify 125. =5 5

■■ In Year 9 you would have studied the index laws and all of these laws are valid for fractional
indices.

Worked Example 15

Simplify each of the following. 1

1 2 1
 2 2
 x3 
a m 5 × m 5          b ( a2 b3 ) 6          c  3 
 y 4 

Think Write
1 2
a 1 Write the expression. a m5 × m5
3
2 Multiply numbers with the same base by adding the indices. = m5
1
b 1 Write the expression. b (a 2 b 3 ) 6
2 3
2 Multiply each index inside the grouping symbols = a6b6
(brackets) by the index on the outside.
1 1
3 Simplify the fractions. = a3b2
1
 2 2
x3 
c 1 Write the expression. c 
 3
 y 4 

1
x3
2 Multiply the index in both the numerator and = 3
denominator by the index outside the grouping symbols. y 8

Chapter 18 Real numbers 611

 number AND algebra • REAL NUMBERS

remember

1. Fractional indices are those that are expressed as fractions.

2. Numbers with fractional indices can be written as surds, using the following identities:
1 m
n m n m
= a         a n = a = ( a )
an n

3. All index laws are applicable to fractional indices.

Exercise
18D Fractional indices
Fluency
1 WE 11 Evaluate each of the following without using a calculator if necessary.
1 1 1
a 16 2 b 25 2 c 812
1 1 1
d 83 e 27 3 125 3 f
2 WE 12 Use a calculator to evaluate each of the following, correct to 1 decimal place if necessary.
1 1 1
a 814 b 16 4 c 33
1 1 1
d 52 e 75 89 f
3 WE 13 Use a calculator to find the value of each of the following, correct to 1 decimal place.
3 5 2
a 12 8 b 100 9 c 50 3
3 2
4
 3 4  4 3
d (0.6) 5 e   f  5 
 4
4 WE 14 Write each of the following expressions in simplest surd form.
1 1 1
a 72 b 12 2 c 72 2
5 3 5
d 22 e 32 f 10 2
5 Write each of the following expressions with a fractional index.

a 5 b 10 c x
3 3
d m e 2 t 6 f
6 WE 15a Simplify each of the following. Leave your answer in index form.
3 1 1 3 1 1
a 45 × 45 b 28 × 28 c a2 × a3
3 2 1 1 3 2
d x4 × x5 e 5m 3 × 2m 5 f 1 7
b × 4b 7
2
2 3 3 1
2 8
g −4 y 2 × y 9 h a × 0.05a 4 i 5x3 × x 2
5
7 Simplify each of the following.
2 3 1 3 3 2 1 1 1 3 4
a a3b4 × a3b4 b x5y9 × x5y3 c 2ab 3 × 3a 5 b 5
3 1 2 1 1 1 1 1 2 3 1 3 3
1 4 5
d 6m 7 × m n e x3 y 2 z 3 × x 6 y 3 z 2 f 2a 5 b 8 c 4 × 4 b 4 c 4
3

612 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

8 Simplify each of the following.

1 1 2 1 3
a 3 2 ÷ 33 b 53 ÷ 54 c 122 ÷ 12 2
4
6 3 3 1
m5
d a7 ÷ a7 e x2 ÷ x4 f 5
m9
3 3
2x 4 7 n2 25b 5
g 3
h 4
i 1
4x 5 21n 3 20 b 4
9 Simplify each of the following.
4 3 5 2 2 2 3 4 3
a x3 y 2 ÷ x 3 y 5 b a9b3 ÷ a5b5 c m 8 n 7 ÷ 3n 8
3 3 7 1
4 2 1
5a 4 b 5 p8 q 4
d 10 x 5 y ÷ 5x 3 y 4 e 1 1
f 2 1
20 a 5 b 4 7 p3q6
10 Simplify each of the following.

( ) ( ) (7 )
3 1
6
3 5 2 4 1
a 24 b 53 c 5

(m ) ( 2b )
3 1
1 4 8 1 3
d (a3 )10 e 9 f 2

( )
14

(x ) (3m )
n b
3 15 m p a c
g 4 p7 h n i b

Understanding
11 WE 15b, c Simplify each of the following.

( ) ( )
1
3 2
1 1 2 3 7
4 4
a a2b3 b (a b) c x5y8
2

( )
1

( )
1
1 3 3 3 1 2 2 2  3 3
x2y3z5  a4 
d 3a 3 b 5 c 4 e f  
b
2
2
 4  33 1
 m5   b5   4x7  2
g  7 h  4 i  3
 8   9   2 y 4 
n c
12 MC Note: There may be more than one correct answer.

If ( )
m
3 n 1
a4 is equal to a4, then m and n could not be:
A 1 and 3 B 2 and 6
C 3 and 8 D 4 and 9
13 Simplify each of the following.
3 4
a a8 b b9 c m16
d 16 x 4 e 3
8y 9 f 4
16 x8 y12
3 3
g 27m 9 n15 h 5
32 p5q10 i 216a6 b18

Chapter 18 Real numbers 613

 number AND algebra • REAL NUMBERS

Reasoning
14 At the start of this chapter we looked at Manning’s formula, which is used to calculate the flow
2 1
R3S 2
of water in a river during a flood situation. Manning’s formula is v = , where R is the
n
hydraulic radius, S is the slope of the river and n is the roughness coefficient. This formula is
used by meteorologists and civil engineers to analyse potential flood situations.
  We were asked to find the flow of water in metres per second in the river if
R = 8, S = 0.0025 and n = 0.625.
a Use Manning’s formula to find the flow of water in the river.
b To find the volume of water flowing through the river, we multiply the flow rate by the
average cross-sectional area of the river. If the average cross-sectional area is 52 m2, find the
volume of water (in L) flowing through the river each second. (Remember 1 m3 = 1000 L.)
c If water continues to flow at this rate, what will
be the total amount of water to flow through in reflection
one hour? Justify your answer. How will you remember the rule
d Use the Internet to find the meaning of the terms for fractional indices?
hydraulic radius and roughness coefficient.

eBook plus

Digital doc
WorkSHEET 18.2
doc-5364

18E Negative indices

23
■■ Consider the following division 4
= 2−1 (using the Second Index Law).
2
23 8 1
Alternatively, 4 = = .
2 16 2
1
We can conclude that 2−1 = .
2
■■ In general form:
1 −n 1
a −1 = and a = n .
a a
■■ When using a calculator to evaluate expressions that involve negative indices, we need to
familiarise ourselves with the keys needed.

614 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

Worked Example 16

Evaluate each of the following using a calculator.

a 4-1       b 2-4
Think Write

a Use a calculator to evaluate 4-1. a 4-1 = 0.25

b Use a calculator to evaluate 2-4. b 2-4 = 0.0625

1
■■ Consider the index law a −1 = . Now let us look at the case in which a is fractional.
a
−1
 a
Consider the expression   .
 b
−1
 a 1
  =
b a
b
b
= 1×
a
b
=
a
■■ We can therefore consider an index of -1 to be a reciprocal function.

Worked Example 17

Write down the value of each of the following without the use of a calculator.
−1 −1
 2  1
a                b  
3 5
−1
 1
c  1 
4

Think Write
−1 −1
 2 2  2 3
a To evaluate   take the reciprocal of . a   =
 3 3 3 2
−1 −1
 1 1  1 5
b 1 To evaluate   take the reciprocal of . b   =
 5 5 5 1

5
2 Write as a whole number. =5
1
−1 −1
1 c  1  5
c 1 Write 1 as an improper fraction.  1  = 
4 4  4

5 4
2 Take the reciprocal of . =
4 5

Chapter 18 Real numbers 615

 number AND algebra • REAL NUMBERS

remember

1
1. To evaluate an expression that involves negative indices, use the or the x-1 function.
xy
2. An index of -1 can be considered as a reciprocal function and applying this to fractions
−1
 a b
gives us the rule   = .
 b a

Exercise
18E Negative indices
Fluency
1 WE 16 Evaluate each of the following using a calculator.
a 5-1 b 3-1 c 8-1
-1
d 10 e 2-3 f 3-2
-2
g 5 h 10-4
2 Find the value of each of the following, correct to 3 significant figures.
a 6-1 b 7-1 c 6-2
-3 -3
d 9 e 6 f 15-2
-2 -4
g 16 h 5
3 Find the value of each of the following, correct to 2 significant figures.
a (2.5)-1 b (0.4)-1 c (1.5)-2
-2 -3
d (0.5) e (2.1) f (10.6)-4
-3 -4
g (0.45) h (0.125)
4 Find the value of each of the following, correct to 2 significant figures.
a (-3)-1 b (-5)-1 c (-2)-2
-2 -1
d (-4) e (-1.5) f (-2.2)-1
-1 -2
g (-0.6) h (-0.85)
5 WE 17 Write down the value of each of the following without the use of a calculator.
−1 −1 −1 −1
 4  3  7  13 
a   b   c   d  
 5  10   8  20 
−1 −1 −1 −1
 1  1  1  1
e   f   g   h  
 2 4  8 10 
−1 −1 −1 −1
 1  1  1  1
i  1  j  2  k 1
  l 5 
 2
2 4 10
6 Find the value of each of the following, leaving your answer in fraction form if necessary.
−2 −2 −3 −2
 1  2  2  1
a   b   c   d  
 2  5  3  4
−2 −2 −3 −3
 1  1  1  1
e 1  f 2  g 1  h 2 
 2  4   3  
5
7 Find the value of each of the following.
−1 −1 −1 −1
 2  3  1  1
a −  b −  c −  d − 
 3   5  4  10 
−2 −2 −1 −2
 2  1  1  3
e −  f  −  g  −1  h  −2 
 3 5   2   4

616 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

Reasoning
eBook plus
8 Consider the expression 2-n. Explain what happens to
Digital doc
the value of this expression as n increases. reflection
WorkSHEET 18.3
doc-5365 How can division to used to
explain negative indices?

18F Logarithms
■■ The index, power or exponent in the statement y = ax is also known as a logarithm (or log for
short).
     Logarithm (or index or power or exponent)
y = ax
     Base
■■ This statement y = ax can be written in an alternative form as loga y = x, which is read as ‘the
logarithm of y to the base a is equal to x’. These two statements are equivalent.

ax = y «   loga y = x
Index form   Logarithmic form

■■ For example, 32 = 9 can be written as log3 9 = 2. The log form would be read as ‘the
logarithm of 9, to the base of 3, is 2’. In both forms, the base is 3 and the logarithm is 2.

Worked Example 18

Write the following in logarithmic form.

a 104 = 10  000      b 6x = 216

Think Write

a 1 Write the given statement. a 104 = 10  000

2 Identify the base (10) and the logarithm (4) and write log10 10  000 = 4
the equivalent statement in logarithmic form. (Use
ax = y « loga y = x, where the base is a and the log is x.)
b 1 Write the given statement. b 6x = 216
2 Identify the base (6) and the logarithm (x) and write log6 216 = x
the equivalent statement in logarithmic form.

Worked Example 19

Write the following in index form.

1
a log2 8 = 3      b log25 5 =
2
Think Write

a 1 Write the statement. a log2 8 = 3

2 Identify the base (2) and the log (3) and write the 23 = 8
equivalent statement in index form. Remember that the
log is the same as the index.

Chapter 18 Real numbers 617

 number AND algebra • REAL NUMBERS

1
b 1 Write the statement. b log25 5 =
2
1
 1
2 Identify the base (25) and the log   25 2 = 5
2
and write the equivalent statement in index form.

■■ In the previous examples, we found that:

log2 8 = 3 « 23 = 8 and log10 10  000 = 4 « 104 = 10  000.
We could also write log2 8 = 3 as log2 23 = 3 and log10 10  000 = 4 as log10 104 = 4.
■■ Can this pattern be used to work out the value of log3 81? We need to find the power when the
base of 3 is raised to that power to give 81.

Worked Example 20

Evaluate log3 81.

Think Write

1 Write the log expression. log3 81

2 Express 81 in index form with a base of 3. = log3 34
3 Write the value of the logarithm. =4

remember

1. Logarithm is another name for an index, power or exponent.

For example, in the statement 23 = 8, the logarithm is 3.
2. The logarithm of a number to any positive base is the index when the number is
expressed as a power of the base.
That is, ax = y « loga y = x, where a > 0, y > 0.
3. One way of evaluating the logarithm of a number is to write the number in index form
to the given base.
That is, loga ax = x.
For example, log3 81 = log3 34 = 4.

Exercise
18F Logarithms
Fluency
1 WE 18 Write the following in logarithmic form.
a 42 = 16 b 25 = 32 c 34 = 81 d 62 = 36
e 1000 = 103 f 25 = 5 2
g 43 = x h 5x = 125
1
i 7x = 49 j p4 = 16 k 92 = 3 l 0.1 = 10-1
1 3
1
m 2 = 83 n 2−1 = o a0 = 1 p 42 = 8
2
2 MC The statement w = h is equivalent to:
t

A w = logt h B h = logt w
C t = logw h D t = logh w

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 number AND algebra • REAL NUMBERS

3 WE 19 Write the following in index form.

a log2 16 = 4 b log3 27 = 3 c log10 1  000  000 = 6
1
d log5 125 = 3 e log16 4 = f log4 64 = x
2
1 1
g = log49 7 h log3 x = 5 i log81 9 =
2 2
1
j log10 0.01 = -2 k log8 8 = 1 l log64 4 =
3
4 MC The statement q = logr p is equivalent to:
A q = rp B p = rq
C r = pq D r = qp
5 WE 20 Evaluate the following logarithms.
a log2 16 b log4 16
c log11 121 d log10 100  000
e log3 243 f log2 128
g log5 1 h log9 3
 1
i log3   j log6 6
 3
 1 
k log10  log125 5
 100 
l

6 Write the value of each of the following.

a log10 1 b log10 10
c log10 100 d log10 1000
e log10 10  000 f log10 100  000

Understanding
7 Use your results to question 6 to answer the following.
a Between which two whole numbers would log10 7 lie?
b Between which two whole numbers would log10 4600 lie?
c Between which two whole numbers would log10 85 lie?
d Between which two whole numbers would log10 12  750 lie?
e Between which two whole numbers would log10 110 lie?
f Between which two whole numbers would log10 81  000 lie?

Reasoning
8 a If log10 g = k, find the value of log10 g2. Justify your answer.
b If logx y = 2, find the value of logy x. Justify your answer. reflection
c By referring to the equivalent index statement, explain How are indices and
why x must be a positive number given log4 x = y, for all logarithms related?
values of y.

18G Logarithm laws

■■ From previous work, you will be familiar with the index laws.
am
1. am ì an = am + n 2. n = a m − n 3. (am)n = amn
a
1
4. a0 = 1 5. a1 = a 6. a−1 =
a
■■ We can use these index laws to produce equivalent logarithm laws.

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 number AND algebra • REAL NUMBERS

Law 1
■■ If x = am and y = an, then loga x = m and loga y = n (equivalent log form).
Now xy = am ì an
or xy = am + n (First Index Law).
So loga (xy) = m + n (equivalent log form)
or loga (xy) = loga x + loga y (substituting for m and n).
log a x + log a y = log a (xy)
■■ This means that the sum of two logarithms with the same base is equal to the logarithm of the
product of the numbers.

Worked Example 21

Evaluate log10 20 + log10 5.

Think Write

1 Since the same base of 10 is used in each log log10 20 + log10 5 = log10 (20 ì 5)
term, use = log10 100
loga x + loga y = loga (xy) and simplify.
2 Evaluate. (Remember that 100 = 102.) =2

Law 2
■■ If x = am and y = an, then loga x = m and loga y = n (equivalent log form).
x am
Now =
y an
x
or = am −n (Second Index Law).
y
 x
So log a   = m − n (equivalent log form)
 y
 x
or log a   = log a x − log a y (substituting for m and n).
 y
 x
log a x - log a y = log a  
 y
■■ This means that the difference of two logarithms with the same base is equal to the logarithm
of the quotient of the numbers.

Worked Example 22

Evaluate log4 20 - log4 5.

Think Write

 20 
1 Since the same base of 4 is used in each log4 20 - log4 5 = log4  
5
 x
log term, use log a x − log a y = log a   and = log4 4
 y
simplify.
2 Evaluate. (Remember that 4 = 41.) =1

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 number AND algebra • REAL NUMBERS

Worked Example 23

Evaluate log5 35 + log5 15 - log5 21.

Think Write

1 Since the first two log terms are being added, log5 35 + log5 15 - log5 21
use loga x + loga y = loga (xy) and simplify. = log5 (35 ì 15) - log5 21
= log5 525 - log5 21
 525 
2 To find the difference between the two = log 5 
 21 
remaining log terms, use
 x = log5 25
log a x − log a y = log a   and simplify.
 y
3 Evaluate. (Remember that 25 = 52.) =2

■■ Once you have gained confidence in using the first two laws, you can reduce the number of
steps of working by combining the application of the laws. In Worked example 23, we could
write:
 35 × 15 
log 5 35 + log 5 15 − log 5 21 = log 5 
 21 
= log5 25
=2

Law 3
■■ If x = am, then loga x = m (equivalent log form).
Now xn = (am)n
or xn = amn (Third Index Law).
So loga xn = mn (equivalent log form)
or loga xn = (loga x) ì n (substituting for m)
or loga xn = n loga x.
log a xn = n log a x
■■ This means that the logarithm of a number raised to a power is equal to the product of the
power and the logarithm of the number.

Worked Example 24

Evaluate 2 log6 3 + log6 4.

Think Write

1 The first log term is not in the required form 2 log6 3 + log6 4 = log6 32 + log6 4
to use the log law relating to sums. Use = log6 9 + log6 4
loga xn = n loga x to rewrite the first term in
preparation for applying the first log law.
2 Use loga x + loga y = loga (xy) to simplify the = log6 (9 ì 4)
two log terms to one. = log6 36
3 Evaluate. (Remember that 36 = 62.) =2

Chapter 18 Real numbers 621

 number AND algebra • REAL NUMBERS

Law 4
■■ As a0 = 1 (Fourth Index Law),
loga 1 = 0 (equivalent log form).
log a 1 = 0
■■ This means that the logarithm of 1 with any base is equal to 0.

Law 5
■■ As a1 = a (Fifth Index Law),
loga a = 1 (equivalent log form).
log a a = 1
■■ This means that the logarithm of any number a with base a is equal to 1.

Law 6
 1
■■ Now log a   = log a x −1 (Sixth Index Law)
 x
 1
or log a   = −1 × log a x (using the fourth log law)
 x
 1
or log a   = − log a x.
 x
 1
log a   = − log a x
 x

Law 7
■■ Now loga ax = x loga a (using the third log law)
or loga ax = x ì 1 (using the fifth log law)
or loga ax = x.
log a ax = x

remember

The index laws can be used to produce the following logarithm laws.
 x
1. loga x + loga y = loga (xy) 2. log a x − log a y = log a  
 y
3. loga xn = n loga x 4. loga 1 = 0
 1
5. loga a = 1 6. log a   = − log a x
 x
7. loga ax = x

Exercise
18G Logarithm laws
Fluency
1 Use a calculator to evaluate the following, correct to 5 decimal places.
a log10 50 b log10 25 c log10 5 d log10 2
2 Use your answers to question 1 to show that each of the following statements is true.
a log10 25 + log10 2 = log10 50 b log10 50 - log10 2 = log10 25
c log10 25 = 2 log10 5 d log10 50 - log10 25 - log10 2 = log10 1

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 number AND algebra • REAL NUMBERS

3 WE 21 Evaluate the following.

a log6 3 + log6 2 b log4 8 + log4 8
c log10 25 + log10 4 d log8 32 + log8 16
e log6 108 + log6 12 f log14 2 + log14 7
4 WE 22 Evaluate the following.
a log2 20 - log2 5 b log3 54 - log3 2
c log4 24 - log4 6 d log10 30  000 - log10 3
e log6 648 - log6 3 f log2 224 - log2 7
5 WE 23 Evaluate the following.
a log3 27 + log3 2 - log3 6 b log4 24 - log4 2 - log4 6
c log6 78 - log6 13 + log6 1 d log2 120 - log2 3 - log2 5
6 Evaluate 2 log4 8.
7 WE 24 Evaluate the following.
a 2 log10 5 + log10 4 b log3 648 - 3 log3 2
1
c 4 log5 10 - log5 80 d log2 50 + log2 16 - 2 log2 5
2
8 Evaluate the following.
 1
a log8 8 b log5 1 c log2  
2
d log4 45 e log6 6-2 f log20 20
 1  1
g log2 1 h log3   i log4  
9 2
 1 
j log 5 5 k log 3   l log 2 8 2
 3

Understanding
9 Use the logarithm laws to simplify each of the following.
a loga 5 + loga 8 b loga 12 + loga 3 - loga 2
c 4 logx 2 + logx 3 d logx 100 - 2 logx 5
e 3 loga x - loga x2 f 5 loga a - loga a4
g logx 6 - logx 6x h loga a7 + loga 1

i log p p j log k k k
 1  1 
k 6 log a   l log a  3 
 a  a
10 MC Note: There may be more than one correct answer.
a The equation y = 10x is equivalent to:
A x = 10y B x = log10 y
C x = logx 10 D x = logy 10
b The equation y = 104x is equivalent to:
A x = log10 4 y B x = log10 4 y
1
y 1
C x = 10 4 D x= log10 y
4
c The equation y = 103x is equivalent to:
1
1
A x = log10 y B x = log10 y3
3
C x = log10 y – 3 D x = 10y – 3

Chapter 18 Real numbers 623

 number AND algebra • REAL NUMBERS

d The equation y = manx is equivalent to:

n
1 my  m
A x= a B x = log a 
n  y 
1 1  y
C x= (log a y − log a m) D x= log  
n n a  m
11 Simplify, and evaluate where possible, each of the following without a calculator.
a log2 8 + log2 10 b log3 7 + log3 15 c log10 20 + log10 5
d log6 8 + log6 7 e log2 20 - log2 5 f log3 36 - log3 12
1 1
g log5 100 - log5 8 + log2 9
h log2 i log4 25 + log4
3 5
4 1
j log10 5 - log10 20 k log3 - log3 l log2 9 + log2 4 - log2 12
5 5
m log3 8 - log3 2 + log3 5 n log4 24 - log4 2 - log4 6
12 MC a The expression log10 xy is equal to:
A log10 x ì log10 y B log10 x - log10 y
C log10 x + log10 y D y log10 x
b The expression log10 xy is equal to:
A x log10 y B y log10 x
C 10 logx y D log10 x + log10 y
1
c The expression log2 64 + log2 10 is equal to:
3
A log2 40 B log2 80
64
C log2 D 1
10

Reasoning
13 For each of the following, write the possible strategy you intend to use.
a Evaluate (log3 81)(log3 27).
log a 81
b Evaluate . reflection
log a 3
log 5 7
What technique will you use
c Evaluate 5 . to remember the log laws?
In each case, explain how you obtained your final answer.

18H Solving equations

■■ The equation loga y = x is an example of a general logarithmic equation. Laws of logarithms
and indices are used to solve these equations.

Worked Example 25

Solve for x in the following equations.

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

Think Write

a 1 Write the equation. a log2 x = 3

2 Rewrite using = y « loga y = x.
ax 23 = x
3 Rearrange and simplify. x=8

624 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

b 1 Write the equation. b log6 x = -2

2 Rewrite using ax = y « loga y = x. 6-2 = x
1
3 Rearrange and simplify. x= 2
6
1
=
36
c 1 Write the equation. c log3 x4 = -16
2 Rewrite using loga xn = n loga x. 4 log3 x = -16
3 Divide both sides by 4. log3 x = -4
4 Rewrite using ax = y « loga y = x. 3-4 = x
1
5 Rearrange and simplify. x= 4
3
1
=
81

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

2 Rewrite using ax = y « loga y = x. 52 = x - 1
3 Solve for x. x - 1 = 25
x = 26

Worked Example 26

Solve for x in log x 25 = 2, given that x > 0.

Think Write

1 Write the equation. logx 25 = 2

2 Rewrite using ax = y « loga y = x. x2 = 25
3 Solve for x. x = 5 (because x > 0)
Note: x = -5 is rejected as a solution
because x > 0.

Worked Example 27

Solve for x in the following.

 1
a log2 16 = x      b log3   = x      c log9 3 = x
 3
Think Write

a 1 Write the equation. a log2 16 = x

2 Rewrite using ax = y « loga y = x. 2x = 16
3 Write 16 with base 2. = 24
4 Equate the indices. x=4

Chapter 18 Real numbers 625

 number AND algebra • REAL NUMBERS

b
 1
b log 3   = x
1 Write the equation.
 3

1
2 Rewrite using ax = y « loga y = x. 3x =
3
1
=
31
1
3 Write with base 3. 3x = 3-1
3
4 Equate the indices. x = -1
c 1 Write the equation. c log9 3 = x
2 Rewrite using ax = y « loga y = x. 9x = 3
3 Write 9 with base 3. (32)x = 3
4 Remove the grouping symbols. 32x = 31
5 Equate the indices. 2x = 1
1
6 Solve for x. x=
2

Worked Example 28

Solve for x in the equation log2 4 + log2 x - log2 8 = 3.

Think Write

1 Write the equation. log2 4 + log2 x - log2 8 = 3

2 Simplify the left-hand side.  4 × x
log 2  =3
Use loga x + loga y = loga (xy) and  8 
 x
log a x − log a y = log a   .
 y

 x
3 Simplify. log 2   = 3
 2

x
4 Rewrite using ax = y « loga y = x. 23 =
2
5 Solve for x. x = 2 ì 23
=2ì8
= 16

■■ When solving an equation like log2 8 = x, we could rewrite it in index form as 2x = 8. This can
be written with the same base of 2 to produce 2x = 23. Equating the indices gives us a solution
of x = 3.
■■ Can we do this to solve the equation 2x = 7? Consider the method shown in the next worked
example. It involves the use of logarithms and the log10 function on a calculator.

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 number AND algebra • REAL NUMBERS

Worked Example 29

Solve for x, correct to 3 decimal places, if

a 2x = 7              b 3-x = 0.4

Think Write

a 1 Write the equation. a 2x = 7

2 Take log10 of both sides. log10 2x = log10 7
3 Use the logarithm-of-a-power law to x log10 2 = log10 7
bring the power, x, to the front of the
logarithmic equation.
log10 7
4 Divide both sides by log10 2 to get x by Therefore, x =
itself. log10 2

5 Use a calculator to evaluate the = 2.807

logarithms and write the answer correct
to 3 decimal places.
b 1 Write the equation. b 3-x = 0.4
2 Take log10 of both sides. log10 3-x = log10 0.4
3 Use the logarithm of a power law to -x log10 3 = log10 0.4
bring the power, x, to the front of the
logarithmic equation.
log10 0.4
4 Divide both sides by log10 3 to get the -x −x =
by itself. log10 3

5 Use a calculator to evaluate the -x = -0.834

logarithms and write the answer correct
to 3 decimal places.
6 Divide both sides by -1 to get x by itself. x = 0.834

■■ Therefore, we can state the following rule:

log10 b
If ax = b, then x = .
log10 a
This rule applies to any base, but since your calculator has base 10, this is the most
commonly used for this solution technique.

remember

1. In a logarithmic equation the unknown, x, can be:

(a) the number, log2 x = 5
(b) the base, logx 8 = 3
(c) the logarithm, log2 4 = x.
2. The laws of logarithms and indices can be used to solve these equations.
log10 b
3. If ax = b, then x = .
log10 a

Chapter 18 Real numbers 627

 number AND algebra • REAL NUMBERS

Exercise
18H Solving equations
Fluency
1 WE 25 Solve for x in the following.
a log5 x = 2 b log3 x = 4 c log2 x = -3
d log4 x = -2 e log10 x2 = 4 f log2 x3 = 12
g log3 (x + 1) = 3 h log5 (x - 2) = 3 i log4 (2x - 3) = 0
j log10 (2x + 1) = 0 k log2 (-x) = -5 l log3 (-x) = -2
m log5 (1 - x) = 4 n log10 (5 - 2x) = 1
2 WE 26 Solve for x in the following, given that x > 0.
2
a logx 9 = 2 b logx 16 = 4 c logx 25 =
3
3  1  1
d logx 125 = e logx   = -3 f logx   = -2
4 8   64 
g logx 6 = 2
2 h logx 4 = 3
3

3 WE 27 Solve for x in the following.

a log2 8 = x b log3 9 = x
 1  1
c log5   = x d log4  =x
 
5  16 
e log4 2 = x f log8 2 = x
g log6 1 = x h log8 1 = x
i log 1 2 = x j log 1 9 = x
2 3

4 WE 28 Solve for x in the following.

a log2 x + log2 4 = log2 20 b log5 3 + log5 x = log5 18
c log3 x - log3 2 = log3 5 d log10 x - log10 4 = log10 2
e log4 8 - log4 x = log4 2 f log3 10 - log3 x = log3 5
g log6 4 + log6 x = 2 h log2 x + log2 5 = 1
i 3 - log10 x = log10 2 j 5 - log4 8 = log4 x
k log2 x + log2 6 - log2 3 = log2 10 l log2 x + log2 5 - log2 10 = log2 3
m log3 5 - log3 x + log3 2 = log3 10 n log5 4 - log5 x + log5 3 = log5 6
5 MC a The solution to the equation log 7  343 = x is:
A x=2 B x=3 C x=1 D x=0
b If log8 x = 4, then x is equal to:
A 4096 B 512 C 64 D 2
1
c Given that logx 3 = , x must be equal to:
2
A 3 B 6 C 81 D 9
d If log a  x = 0.7, then log a  x2 is equal to:
A 0.49 B 1.4 C 0.35 D 0.837
6 Solve for x in the following equations.
1
a 2x = 128 b 3x = 9 c 7x = d 9x = 1
49
e 5x = 625 f 64x = 8 g 6x = 6 h 2x = 2 2
1 1
i 3x = j 4x = 8 k 9x = 3 3 l 2x =
3 4 2
1 1
m 3 x + 1 = 27 3 n 2x − 1 = o 4x + 1 =
32 2 8 2

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 number AND algebra • REAL NUMBERS

Understanding
7 WE 29 Solve the following equations, correct to 3 decimal places.
a 2x = 11 b 2x = 0.6 c 3x = 20
d 3 = 1.7
x e 5x = 8 f 0.7x = 3
g 0.4x = 5 h 3x + 2 = 12 i 7-x = 0.2
j 8-x = 0.3 k 10-2x = 7 l 82 - x = 0.75
8 The decibel (dB) scale for measuring loudness, d,
is given by the formula d = 10 log10 (I ì 1012),
where I is the intensity of sound in watts per
square metre.
a Find the number of decibels of sound if the
intensity is 1.
b Find the number of decibels of sound
produced by a jet engine at a distance of
50 metres if the intensity is 10 watts per
square metre.
c Find the intensity of sound if the sound
level of a pneumatic drill 10 metres away is
90 decibels.
d Find how the value of d changes if the
intensity is doubled. Give your answer to the
nearest decibel.
e Find how the value of d changes if the
intensity is 10 times as great.
f By what factor does the intensity of sound
have to be multiplied in order to add
20 decibels to the sound level?

Reasoning
9 The Richter scale is used to describe the energy of earthquakes. A formula for the Richter
2
scale is: R = log10 K – 0.9, where R is the Richter scale value for an earthquake that
3
releases K kilojoules (kJ) of energy.
a Find the Richter scale value for an earthquake that releases the following amounts of
energy:
i 1000 kJ ii 2000 kJ iii 3000 kJ
iv 10  000 kJ v 100  000 kJ vi 1  000  000 kJ
b Does doubling the energy released double the Richter scale value? Justify your answer.
c Find the energy released by an earthquake of:
i magnitude 4 on the Richter scale
ii magnitude 5 on the Richter scale
iii magnitude 6 on the Richter scale.
d What is the effect (on the amount of energy released) of
increasing the Richter scale value by 1?
e Why is an earthquake measuring 8 on the Richter scale
so much more devastating than one that measures 5?

eBook plus
reflection
Digital doc
Tables of logarithms were used in classrooms before calculators were used
WorkSHEET 18.4
there. Would using logarithms have any effect on the accuracy of calculations?
doc-6754

Chapter 18 Real numbers 629

 number AND algebra • REAL NUMBERS

Summary
Number classification review
a
■■ Rational numbers (Q) can be expressed in the form , where a and b are whole numbers
b
and b ò 0. They include whole numbers, fractions and terminating and recurring decimals.
a
■■ Irrational numbers (I) cannot be expressed in the form , where a and b are whole
b
numbers and b ò 0. They include surds, non-terminating and non-recurring decimals, and
numbers such as p and e.
■■ Rational and irrational numbers together constitute the set of real numbers (R).

Surds
A number is a surd if:
■■ it is an irrational number (equals a non-terminating, non-recurring decimal)
■■ it can be written with a radical sign (or square root sign) in its exact form.

Operations with surds

■■ To simplify a surd means to make a number (or an expression) under the radical sign as small
as possible.
■■ To simplify a surd, write it as a product of two factors, one of which is the largest possible
perfect square.
■■ Only like surds may be added and subtracted.
■■ Surds may need to be simplified before adding and subtracting.
■■ When multiplying surds, simplify the surd if possible and then apply the following rules:
(a) a × b = ab
(b) m a × n b = mn ab , where a and b are positive real numbers.
■■ When a surd is squared, the result is the number (or the expression) under the radical
sign: ( a )2 = a, where a is a positive real number.
■■ When dividing surds, simplify the surd if possible and then apply the following rule:
a a
a÷ b= =
b b
where a and b are whole numbers, and b ò 0.
■■ To rationalise a surd denominator, multiply the numerator and denominator by the surd
contained in the denominator. This has the effect of multiplying the fraction by 1, and thus the
numerical value of the fraction remains unchanged, while the denominator becomes rational:
a a b ab
= × =
b b b b
where a and b are whole numbers and b ò 0.
■■ To rationalise the denominator containing a sum or a difference of surds, multiply both
the numerator and denominator of the fraction by the conjugate of the denominator. This
eliminates the middle terms and leaves a rational number.

Fractional indices
■■ Fractional indices are those that are expressed as fractions.
■■ Numbers with fractional indices can be written as surds, using the following identities:
1 m
n m n m
a n = n a         a n = a = ( a )
■■ All index laws are applicable to fractional indices.

630 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

Negative indices
1
■■ To evaluate an expression that involves negative indices, use the or the x-1 function.
xy
■■ An index of -1 can be considered as a reciprocal function and applying this to fractions
−1
 a b
gives us the rule   = .
 b a

Logarithms
■■ Logarithm is another name for an index, power or exponent.
For example, in the statement 23 = 8, the logarithm is 3.
■■ The logarithm of a number to any positive base is the index when the number is expressed as
a power of the base.
That is, ax = y « loga y = x, where a > 0, y > 0.
■■ One way of evaluating the logarithm of a number is to write the number in index form to the
given base.
That is, loga ax = x.
For example, log3 81 = log3 34 = 4.

Logarithm laws
■■ The index laws can be used to produce the following logarithm laws.
1. loga x + loga y = loga (xy)
 x
2. log a x − log a y = log a  
 y
3. loga xn = n loga x
4. loga 1 = 0
5. loga a = 1
 1
6. log a   = − log a x
 x
7. loga ax = x

Solving equations
■■ In a logarithmic equation the unknown, x, can be:
(a) the number, log2 x = 5
(b) the base, logx 8 = 3
(c) the logarithm, log2 4 = x.
■■ The laws of logarithms and indices can be used to solve these equations.
log10 b
■■ If ax = b, then x = .
log10 a

Mapping your understanding

Using terms from the summary, and other terms if you wish, construct a concept map that
illustrates your understanding of the key concepts covered in this chapter. Compare your
concept map with the one that you created in What do you know? on page 589.

Chapter 18 Real numbers 631

 number AND algebra • REAL NUMBERS

Chapter review
Fluency 8 Simplify the following, giving answers in the
simplest form.
6
1 MC Which of the given numbers, , 0.81, 5, a 7 12 + 8 147 − 15 27
12
π 3 1 3 1
-3.26, 0.5 , , are rational? b 64 a3b3 − ab 16ab + 100 a 5b 5
5 12 2 4 5ab
3 9 Simplify each of the following.
A 0.81, 5, -3.26, 0.5 and
12
a 3× 5 b 2 6 ×3 7
6 π
B and c 3 10 × 5 6 d ( 5 )2
12 5
10 Simplify the following, giving answers in the
6 3 simplest form.
C , 0.81 and
12 12
1
a 675 × 27
6 5
d 5, -3.26 and
12 b 10 24 × 6 12
2 For each of the following, state whether the number
is rational or irrational and give the reason for your 11 Simplify the following.
answer: 30 6 45
2 a b
a 12 b 121 c 10 3 5
9
3 20 ( 7 )2
d 0.6 e 3 0.08 c d
12 6 14
3 MC Which of the numbers of the given set, 12 Rationalise the denominator of each of the
{3 2 , 5 7 , 9 4 , 6 10 , 7 12 , 12 64 }, are surds? following.
2 3
A 9 4 , 12 64 a b
6 2 6
B 3 2 and 7 12 only
C 3 2 , 5 7 and 6 10 only 2 3 −1
c d
5−2 3 +1
D 3 2 , 5 7 , 6 10 and 7 12
13 Evaluate each of the following, correct to 1 decimal
m 20 3 place if necessary.
4 Which of 2m , 25m , , , m , 3 8m are
surds 16 m 1 1

a if m = 4? b if m = 8? a 64 3 b 20 2
1 1
5 Simplify each of the following.
c 10 3 d 50 4
a 50 b 180
14 Evaluate each of the following, correct to 1 decimal
c 2 32 d 5 80 place.
8 7 2 3
6 MC The expression 392 x y may be
a 20 3 b 24
simplified to: 2
3
a 196 x 4 y 3 2 y B 2 x 4 y 3 14 y  2 3
c (0.7) 5 d  
 3
c 14 x 4 y 3 2 y D 14 x 4 y 3 2
15 Write each of the following in simplest surd form.
7 Simplify the following surds. Give the answers in
1 1
the simplest form.
a 22 b 18 2
2 25 5 11
a 4 648 x 7 y 9 b - x y 3 4
5 64 c 52 d 83

632 Maths Quest 10 + 10A for the Australian Curriculum

 number AND algebra • REAL NUMBERS

16 Evaluate each of the following, without using a 26 Use the logarithm laws to simplify each of the
calculator. Show all working. following.
a loga 16 + loga 3 - loga 2
( )
3 1 1
2 2 2
16 4 × 814 b log x x x
a
1
b 125 3 − 27 3
c 4 loga x - loga x2
6 × 16 2
17 Evaluate each of the following, giving your answer  1
d 5 log x  
as a fraction.  
x
a 4-1 b 9-1 c 4-2 d 10-3 27 Solve for x in the following, given that x > 0.
18 Find the value of each of the following, correct to a log2 x = 9 b log5 x = -2
3 significant figures. c logx 25 = 2 d logx 26 = 6
a 12-1 b 7-2 e log3 729 = x f log7 1 = x
-1
c (1.25) d (0.2)-4 28 Solve for x in the following.
19 Write down the value of each of the following. a log5 4 + log5 x = log5 24
−1 −1 b log3 x - log3 5 = log3 7
 2  7
a   b   29 Solve for x in the following equations.
 3  10 
1 1
a 6x =
x
−1 −1 b 7 =
 1  1 36 7
c   d 3 
 5  4
c 2 x+1 = 8 2
20 MC The expression 250 may be simplified to:
30 Solve for x in the following equations, correct to
a 25 10 B 5 10 3 decimal places.
c 10 5 D 5 50 a 2x = 25 b 0.6x = 7
c 9-x = 0.84
21 MC When expressed in its simplest form,
2 98 − 3 72 is equal to: Problem solving
a −4 2 B -4 1 Answer the following. Explain how you reached
c −2 4 D 4 2 your answer. 3
3
a What is the hundred’s digit in 3 ?
3
8x b What is the one’s digit in 6704?
22 MC When expressed in its simplest form, is
equal to: 32 c What is the thousand’s digit in 91000?
2 a Plot a graph of y = 4x by first producing a table
x x x3
a B of values. Label the y-intercept and the equation
2 4 of any asymptotes.
x3 x x b Draw the line y = x on the same set of axes.
c D c Use the property of inverse graphs to draw the
2 4
graph of y = log4 x. Label any intercepts and
23 Find the value of the following, giving your answer
the equation of any asymptotes.
in fraction form.
d Use a graphics calculator or graphing software
−1 −2
 2  2 to check your graphs.
a   b  
 5  3
24 Find the value of each of the following, leaving
your answer in fraction form.
a 2-1 b 3-2 eBook plus
−1
 1 Interactivities
c 4-3 d  
 2 Test Yourself Chapter 18
int-2873
25 Evaluate the following. Word search Chapter 18
a log12 18 + log12 8 int-2871
b log4 60 - log4 15 Crossword Chapter 18
c log9 98 int-2872
d 2 log3 6 - log3 4

Chapter 18 Real numbers 633

 eBook plus Activities
Are you ready? 18d Fractional indices
Digital docs (page 590) Digital doc
• SkillSHEET 18.1 (doc-5354): Identifying surds • WorkSHEET 18.2 (doc-5364): Real numbers II
• SkillSHEET 18.2 (doc-5355): Simplifying surds (page 614)
• SkillSHEET 18.3 (doc-5356): Adding and
subtracting surds 18e Negative indices
• SkillSHEET 18.4 (doc-5357): Multiplying and Digital doc
dividing surds • WorkSHEET 18.3 (doc-5365): Real numbers III
• SkillSHEET 18.5 (doc-5358): Evaluating numbers in (page 617)
index form
• SkillSHEET 18.6 (doc-5359): Using the index laws 18h Solving equations
Digital doc
18A Number classification review
• WorkSHEET 18.4 (doc-6754): Real numbers IV
Interactivity (page 629)
• Classifying numbers (int-2792) (page 591)
Chapter review
18b Surds
Interactivities (page 633)
Digital doc • Test yourself Chapter 18 (int-2873): Take the end-of-
• SkillSHEET 18.1 (doc-5354): Identifying surds chapter test to test your progress
(page 597) • Word search Chapter 18 (int-2871): an interactive
18c Oprations with surds
word search involving words associated with this
chapter
Digital docs(pages 607–9) • Crossword Chapter 18 (int-2872): an interactive
• SkillSHEET 18.2 (doc-5355): Simplifying surds crossword using the definitions associated with the
• SkillSHEET 18.3 (doc-5356): Adding and chapter
subtracting surds
• SkillSHEET 18.4 (doc-5357): Multiplying and To access eBookPLUS activities, log on to
dividing surds
www.jacplus.com.au
• SkillSHEET 18.7 (doc-5360): Rationalising
denominators
• SkillSHEET 18.8 (doc-5361): Conjugate pairs
• SkillSHEET 18.9 (doc-5362): Applying the
difference of two squares rule to surds
• WorkSHEET 18.1 (doc-5363): Real numbers I

634 Maths Quest 10 + 10A for the Australian Curriculum