TOPIC 2

Indices [Stages 5.1, 5.2 and 5.3]

2.1 Overview
Numerous videos and interactivities are embedded just
where you need them, at the point of learning, in your
­learnON title at www.jacplus.com.au. They will help you to
learn the concepts covered in this topic.

2.1.1 Why learn this?

Don’t you wish that your money could grow as quickly
as a culture of bacteria? Perhaps it can — both financial
­investments and a culture of bacteria can grow exponentially,
that is, according to the laws of ­indices. Indices are useful
when a number is continually multiplied by itself, becoming
very large or ­perhaps very small.

LEARNING SEQUENCE
2.1 Overview
2.2 [Stage 5.1] Review of index laws
2.3 [Stage 5.2] Negative indices
2.4 [Stage 5.3] Fractional indices
2.5 [Stage 5.3] Combining index laws
2.6 Review

LEARNING OUTCOMES
A student:
• uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1-1WM
• provides reasoning to support conclusions that are appropriate to the context MA5.1-3WM
• operates with algebraic expressions involving positive-integer and zero indices MA5.1-5NA
• selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM
• constructs arguments to prove and justify results MA5.2-3WM
• applies index laws to operate with algebraic expressions involving integer indices MA5.2-7NA
• uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures MA5.3-1WM
• generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-2WM
• uses deductive reasoning in presenting arguments and formal proofs MA5.3-3WM
• performs operations with indices MA5.3-6NA

CONTENT DESCRIPTIONS
Students:
Extend and apply the index laws to variables, using positive-integer indices and the zero index (ACMNA212)
Simplify algebraic products and quotients using index laws (ACMNA231)
Apply index laws to numerical expressions with integer indices (ACMNA209)
Apply index laws to algebraic expressions involving integer indices (NSW)
Perform operations with fractional indices (ACMNA264)
Source: NSW Syllabus for the Australian curriculum

TOPIC 2 Indices 29
 RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Leibniz (eles-1840)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

2.2 Review of index laws [Stage 5.1]

•• When a number or pronumeral is repeatedly multiplied by itself, it can be written in a shorter form
called index form.
•• A number written in index form has two parts, the base and the index, and is written as:

Base ax Index
(power or
exponent)

•• Another name for an index is an exponent or a power.

•• Performing operations on numbers or pronumerals written in index form requires the application of
the index laws.
•• First Index Law: When terms with the same base are multiplied, the indices are added.
am × an = am+n
•• Second Index Law: When terms with the same base are divided, the indices are subtracted.
am ÷ an = am−n

WORKED EXAMPLE 1

Simplify each of the following.

2x5y4
a m4n3p × m2n5p3 b 2a2b3 × 3ab4 c
10x2y3

THINK WRITE
a 1 Write the expression. a m4n3p × m2n5p3
2 Multiply the terms with the same base by adding the indices. = m4+2n3 + 5p1 + 3
Note: p = p1. = m6n8p4
b 1 Write the expression. b 2a2b3 × 3ab4
2 Simplify by multiplying the coefficients, then multiply the = 2 × 3 × a2+1 × b3+4
terms with the same base by adding the indices. = 6a3b7
c 1 Write the expression. c 2x5y4
10x2y3

2 Simplify by dividing both of the coefficients by the same 1x5−2y4−3

=
­factor, then divide terms with the same base by subtracting the 5
indices. x3y
=
5

30 Maths Quest 10 Stage 5 NSW Australian curriculum

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

WORKED EXAMPLE 2

Simplify each of the following.

a (2b3) 0 b −4(a2b5) 0
THINK WRITE
a 1 Write the expression. a (2b3) 0
2 Apply the Third Index Law, which states that any term =1
(excluding 0) with an index of 0 is equal to 1.
b 1 Write the expression. b −4(a2b5) 0
2 The entire term inside the brackets has an index of 0, so the = −4 × 1
bracket is equal to 1.
3 Simplify. = −4

•• Fourth Index Law: When a power (am) is raised to a power, the indices are multiplied.
(am) n = amn
•• Fifth Index Law: When the base is a product, raise every part of the product to the index outside the
brackets.
(ab) m = ambm
•• Sixth Index Law: When the base is a fraction, multiply the indices of both the numerator and
­denominator by the index outside the brackets.

(b)
a m am
=
bm
WORKED EXAMPLE 3

Simplify each of the following.

c ( )
2x3 4
a (2n4) 3 b (3a2b7) 3 d (−4) 3
y4
THINK WRITE

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

2 Apply the Fourth Index Law and simplify. = 21 × 3 × n4 × 3
= 23n12
= 8n12
b 1 Write the expression. b (3a2b7) 3
2 Apply the Fifth Index Law and simplify. = 31 × 3 × a2 × 3 × b7 × 3
= 33a6b21
= 27a6b21

( y4 )
c 1 Write the expression. c 2x3 4

21×4 × x3×4
2 Apply the Sixth Index Law and simplify. =
y4×4
12
16x
=
y16

TOPIC 2 Indices 31
 d 1 Write the expression. d (−4) 3
2 Expand the expression. = −4 × −4 × −4
3 Simplify, taking careful note of the negative sign. = −64

RESOURCES — ONLINE ONLY

Interactivity: First Index Law (int-3709)

Interactivity: Second Index Law (int-3711)
Interactivity: Third Index Law (int-3713)
Interactivity: Fourth Index Law (int-3715)
Interactivity: Fourth Index Law — multiplication (int-3716)
Interactivity: Fifth and Sixth Index Laws — multiplication (int-6063)
eLesson: Index laws (eles-1903)
Digital doc: SkillSHEET Index form (doc-5168)
Digital doc: SkillSHEET Using a calculator to evaluate numbers given in index form (doc-5169)

Exercise 2.2 Review of index laws

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–f, 2a–f, 3a–f, 4a–f, 6, 7a–f, 9, 10 1d–i, 2d–i, 3a–f, 4e–l, 6, 7a–f, 1d–l, 2d–l, 3, 4d–o, 5, 6, 7d–i, 8–18
9–11, 15

To answer questions online and to receive immediate feedback and fully worked solutions for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE1a, b Simplify each of the following.
a. a3 × a4 b. a2 × a3 × a c. b × b5 × b2
d. ab × a b
2 3 5
e. m2n6 × m3n7 f. a2b5c × a3b2c2
g. mnp × m5n3p4 h. 2a × 3ab i. 4a2b3 × 5a2b × 12b5
j. 3m3 × 2mn2 × 6m4n5 k. 4x2 × 12xy3 × 6x3y3 l. 2x3y2 × 4x × 12x4y4
2. WE1c Simplify each of the following.

a. a4 ÷ a3 b. a7 ÷ a 2 c. b6 ÷ b3
7
4a 21b6 48m8
d. e. f.
3a3 7b2 12m3
m7n3 2x4y3
g. h. i. 6x7y ÷ 8x4
m4n2 4x4y
20m5n3p4 14x3y4z2
j. 7ab5c4 ÷ ab2c4 k. l.
16m3n3p2 28x2y2z2

32 Maths Quest 10 Stage 5 NSW Australian curriculum

 3. WE2 Simplify each of the following.
a. a0 b. (2b)0 c. (3m2)0 d. 3x0 e. 4b0
g. 4a0 − ( )
a 0
f. −3 × (2n)0 h. 5y0 − 12 i. 5x0 − (5xy2)0
4
4. WE3 Simplify each of the following.
c. (
3)
d. (
3 )
m2 4 2n4 2
a. (a2)3 b. (2a5)4 e. (a2b)3

h. (
4 )
i. ( ) j. (
n2 )
3m2n 3 a2 2 5m3 4
f. (3a3b2)2 g. (2m3n5)4
b3
k. (
2y5 ) ( 5b3 )
7x 3 3a 4
l. m. (−3)5 n. (−7)2 o. (−2)5

5. MC a. 2m10n5 is the simplified form of:

e. (
n3 )
6m10n4 2m5 2
a. m5n3 × 2m4n2 b. c. (2m5n2)2 d. 2n(m5)2 × n4
3n
b. The value of 4 − (5a)0 is:
a. −1 b. 9 c. 1 d. 3 e. 5
6. MC a. 4a b × b × 5a b simplifies to:
3 4 2 3

a. 9a5b8 b. 20a5b7 c. 20a5b8 d. 9a5b7 e. 21a5b8

15x9 × 3x6
b. simplifies to:
9x10 × x4
a. 5x9 b. 9x c. 5x29 d. 9x9 e. 5x
3p7 × 8q9
c. simplifies to:
12p3 × 4q5
a. 2q4 p4q4 q4 p4q4 q4
b. c. d. e.
2 2 24 24
5
7a b 3 3
7b a 2
d. ÷ simplifies to:
5a6b2 5b5a4
49a3b 25a3b 25ab3
a. b. c. a3b d. ab3 e.
25 49 49
7. Evaluate each of the following.
35 × 46
a. 23 × 22 × 2 b. 2 × 32 × 22 c. (52)2 d. e. (23 × 5)2
34 × 44
3
44 × 56
f. (35) g. h. (33 × 24)0 i. 4(52 × 35)0
43 × 55
8. Simplify each of the following.
a. (xy)3z b. ab × (pq)0 c. ma × nb × (mn)0
d. ( )
a2 x n3m2
e. p q f. (am + n) p
b3 nm
Communicating, reasoning and problem solving
9. Explain why a3 × a2 = a5 and not a6.
10. Is 2x ever the same as x2? Explain your reasoning using examples.
11. Explain the difference between 3x0 and (3x)0.
12. a. In the following table, enter the values of 3a2 and 5a when a = 0, 1, 2 and 3.
a 0 1 2 3
3a2
5a
3a2 + 5a
3a2 × 5a

TOPIC 2 Indices 33
 b. Enter the values of 3a2 + 5a and 3a2 × 5a in the table.
c. What do you think will happen as a becomes very large?
Find algebraically the exact value of x if 4x+4 = 2x . Justify
2
13.
your answer.
14. Binary numbers (base 2 numbers) are used in ­computer
operations. As the name implies, binary uses only two
types of numbers, 0 and 1, to express all numbers.
A binary number such as 101 (read ‘one, zero, one’) means
(1 × 22) + (0 × 21) + (1 × 20) = 4 + 0 + 1 = 5 in base 10,
the base we are most familiar with.
The number 1010 (read ‘one, zero, one, zero’) means
(1 × 23) + (0 × 22) + (1 × 21) + (0 × 20) = 8 + 0 + 2
+ 0 = 10.
If we read the binary number from right to left, the index
of 2 increases by one each time, beginning with a power of zero.
Using this information, write out the numbers 1 to 10 in binary (base 2) form.
15. Solve the following for x.
7x × 71+2x
a. = 16 807 b. 22x − 5(2x) = −4
(7x) 2
16. For the following:
a. calculate the correct answer
b. identify the error in the solution.

( a2b2 ) ( a2b3 ) ( b2 ) ( b3 )
a2b3c 3 a3b2c2 2 b3c 3 ab2c2 2
× = ×

(1) ( b )
bc 3 ac2 2
= ×

( b )
abc3 6
=

( 1 )
ac3 6
=

= a6c18
17. Why are these laws called index laws?
18. It was estimated that there were 4 × 1010 locusts in the largest swarm ever seen. If each locust can
consume 2 grams of grain in a day, how long would it take the swarm to consume 1 tonne of grain?

34 Maths Quest 10 Stage 5 NSW Australian curriculum

2.3 Negative indices [Stage 5.2]
a3
•• Consider the expression . This expression can be simplified in two different ways.
a5
3
1. Written in expanded form: a = a×a×a
a 5 a×a×a×a×a
1
=
a×a
1
=
a2
a3
2. Using the Second Index Law: = a3−5
a 5
= a−2
1
So, a−2 = .
a2
0
1 a
•• In general, n = n (1 = a0)
a a
= a0−n (using the Second Index Law)
= a−n
1
•• Seventh Index Law: a−n = n
a
•• The convention is that an algebraic term should be written using positive indices and with
­pronumerals given in alphabetical order.

DISCUSSION
Why do we write algebraic terms in alphabetical order?

WORKED EXAMPLE 4

Express each of the following with positive indices.

4
a x−3 b 2m−4n2 c
a−3
THINK WRITE
a 1 Write the expression. a x−3
1
2 Apply the Seventh Index Law. =
x3
b 1 Write the expression. b 2m−4n2
2n2
2 Apply the Seventh Index Law to write the expression with =
positive indices. m4
4
c 1 Write the expression and rewrite the fraction using a division sign. c
−3
= 4 ÷ a−3
a

TOPIC 2 Indices 35
 1
2 Apply the Seventh Index Law to write the expression with =4÷
­positive indices. a3

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

1
•• Part c from Worked example 4 demonstrates the converse of the Seventh Index Law, = an.
a−n

WORKED EXAMPLE 5

Simplify each of the following, expressing the answers with positive indices.

( n−2 )
2 x4y2 2m3 −2
a a2b−3 × a−5b b c
3xy5
THINK WRITE

a 1 Write the expression. a a2b−3 × a−5b

2 Apply the First Index Law. Multiply terms with the same base by = a2 + −5b−3 + 1
adding the indices. = a−3b−2
1
3 Express the answer with positive indices. =
a b2
3

4 2
b 1 Write the expression. b 2x y
3xy5
2x4−1y2−5
2 Apply the Second Index Law. Divide terms with the same base by =
3
subtracting the indices.
2x y−3
3
=
3
3 Express the answer with positive indices. 2x3
=
3y3

( n−2 )
c 1 Write the expression. c 2m3 −2

2 Apply the Sixth Index Law. Multiply the indices of both the 2−2m−6
=
numerator and denominator by the index outside the brackets. n4
1
3 Express all terms with positive indices. =
2 m6n4
2

1
4 Simplify the expression. =
4m6n4

•• Numbers in index form can easily be evaluated if they are expressed with positive indices first.
Consider the following example.

36 Maths Quest 10 Stage 5 NSW Australian curriculum

 WORKED EXAMPLE 6

Evaluate 6 × 3−3 without using a calculator.

THINK WRITE

1 Write the multiplication. 6 × 3−3

2 Apply the Seventh Index Law to write 3−3 with a positive index. 1
=6×
33
6
3 Multiply the numerator of the fraction by the whole number. =
33
6
4 Evaluate the denominator. =
27
2
5 Cancel by dividing both the numerator and denominator by the highest =
­common factor (3). 9

RESOURCES — ONLINE ONLY

Interactivity: Colour code breaker (int-2777)

Interactivity: Negative indices (int-6064)
eLesson: Negative indices (eles-1910)

Exercise 2.3 Negative indices

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–i, 2a–i, 3a–f, 4, 5a–e, 6a–b, 1a–i, 2a–i, 3c–h, 4, 5a–g, 6, 7, 1, 2c–o, 3c–l, 4, 5d–j, 6, 7, 8c–f,
8a–c, 9, 11a, 12 8b–e, 9, 11a–b, 12, 13, 15, 18 9–20

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE4 Express each of the following with positive indices.
a. x−5 b. y−4 c. 2a−9 d. 45a−3
1
e. 3x2y−3 f. 2−2m−3n−4 g. 6a3b−1c−5 h.
a−6
2 6a 7a−4 2m3n−5
i. j. k. l.
3a−4 3b−2 2b−3 3a−2b4
2. WE5 Simplify each of the following, expressing the answers with positive indices.
a. a3b−2 × a−5b−1 b. 2x−2y × 3x−4y−2 c. 3m2n−5 × m−2n−3 d. 4a3b2 ÷ a5b7
6m4n 4x2y9
e. 2xy6 ÷ 3x2y5 f. 5x−2y3 ÷ 6xy2 g. h.
2n3m6 x7y−3

TOPIC 2 Indices 37
 2m2n−4
i. j. (2a3m4)−5 k. 4(p7q−4)−2 l. 3(a−2b−3)4
6m5n−1

(3q3) (2b−3) (3b−2)

2p2 −3 a−4 2 6a2 −3
m. n. o.

3. WE6 Evaluate each of the following without using a calculator.

−3
a. 2 b. 6−2 c. 3−4 d. 3−2 × 23
6 4 × 3−3
e. 4−3 × 22 f. 5 × 6−2 g. h.
2−3 2−3
1 160 × 24 53 × 250 34 × 42
i. × 5−2 × 34 j. k. l.
3
82 × 2−4 252 × 5−4 123 × 150
4. Write each of these numbers as a power of 2.
a. 8 b. 18 c. 32 d. 1
64
5. Complete each statement by writing the correct index.
1
a. 125 = 5 ⋯ b. 16 = 4⋯ c. 17 = 7 … d. 216 = 6 ⋯
1
e. 0.01 = 10 ⋯ f. 1 = 8 ⋯ g. 64 = 4 ⋯ h. 64
= 4…
1 1
i. 64
= 2… j. 64
= 8…
6. Evaluate the following expressions.

(3 )
b. (54 ) c. (3 12 ) d. (15 )
−1 −1 −1 −1
2
a.

7. Write the following expressions with positive indices.

(b) ( b3 ) (b−3) (n−2)

a −1 a2 −1 a−2 −1 m3 −1
a. b. c. d.

8. Evaluate each of the following using a calculator.

d. (12 )
−8
a. 3−6 b. 12−4 c. 7−5
e. (34 )
−7
f. (0.04)−5

9. MC a. x−5 is the same as:

1 1
a. −x5 b. −5x c. 5x d. e.
1 x5 x−5
b. is the same as:
a−4
1
a. 4a b. −4a c. a4 d. e. −a4
1 a4
c. is the same as:
8
1
a. 23 b. 2−3 c. 32 d. 3−2 e.
2−3
3m4
10. MC a. Which of the following, when simplified, gives ?
4n2
3m−4n−2 3n−2
a. b. 3 × 2−2 × m4 × n−2 c.
4 2−2m−4
22n−2
d. e. 3m4 × 22n−2
−1
3 m −4

b. When simplified, 3a−2b−7 ÷ 34a−4b6 is equal to:

4 9b 9a2 4a2 4a2
a. b. c. d. e.
a6b13 4a6 4b b13 b
6 −4 −3
c. When (2x y ) is simplified, it is equal to:
2x18 x18 y12 8y12 x18
a. b. c. d. e.
y12 8y12 8x18 x18 6y12

38 Maths Quest 10 Stage 5 NSW Australian curriculum

 (b )
2ax 3 8b9
d. If y
is equal to , then x and y (in that order) are:
a6
a. –3 and –6 b. –6 and –3 c. –3 and 2 d. –3 and –2 e. –2 and –3
11. Simplify the following, expressing your answers with positive indices.
m−3n−2 (m3n−2)−7 5(a3b−3)2 (5a−2b)−1
a. b. c. ÷
m−5n6 (m−5n3)4 (ab−4)−1 (a−4b)3
12. Simplify the following, expanding any expressions in brackets.
a. (r3 + s3) (r3 − s3) b. (m5 + n5)2

(px−1)
(xa+1)b × xa+b px+1 −4 p8(x+1) p2
c. d. × ×
xa(b+1) × x2b (p2x)4 (p12x)0

(22r × 16)
2r × 8r
13. Write in the form 2ar+b.

14. Write 2−m × 3−m × 62m × 32m × 22m as a power of 6.

15. Solve for x if 4x − 4x−1 = 48.
Communicating, reasoning and problem solving
16. Explain why each of these statements is false. Illustrate each answer by substituting a value for the
pronumeral.
1
a. 5x0 = 1 b. 9x5 ÷ 3x5 = 3x c. a5 ÷ a7 = a2 d. 2c−4 =
17. Solve for x and y if 5x−y = 625 and 32x × 3y = 243. 2c4
35x
Hence, evaluate .
7 × 5−3y
−2y

18. Solve for n. Verify your answers.

(3n)n × (3n)−1
a. (2n)n × (2n)3 × 4 = 1 b. =1
81
19. Are there any index laws from Section 2.2 that do not apply to negative indices?
20. Are x −2 and −2x equivalent expressions? Why or why not?

2.4 Fractional indices [Stage 5.3]

•• Terms with fractional indices can be written as surds, using the following laws:
1
n n
1.   a = √a
m
n n
2. a = √am
n
= (√a) m
•• To understand how these laws are formed, consider the following numerical examples.
1 1
We know 42 × 42 = 41

and that √4 × √4 = √16

=4
1
It follows, then, that 4 = √4.
2

1 1 1
Similarly, we know that 83 × 83 × 83 = 81
and that √3 8 × √3 8 × √3 8 = √3 512
=8
1
It follows, then, that 83 = √3 8.

TOPIC 2 Indices 39
 1
n n
This observation can be generalised to a = √a.
m 1 m 1
n n n n×m
Now consider: a = am ×   or  a = a
1 1
n n
= (am) = (a ) m
n n
= √am = (√a) m
m
n n n
•• Eighth Index Law: a = √am = (√a) m

WORKED EXAMPLE 7

Evaluate each of the following without using a calculator.

1 3
a 92 b 162
THINK WRITE
1
a 1 Rewrite the number using the Eighth Index Law. a 9 = √9
2

2 Evaluate the result. =3

m 3
n n
b 1 Rewrite the number using a = (√a) m. b 162 = (√16) 3
= 43
2 Simplify and evaluate the result. = 64

WORKED EXAMPLE 8

Simplify each of the following. 1

( y4 )
2 2
1 2 1 3
x
a m ×m
5 5
b (a2b3) 6 c
3

THINK WRITE
1 2
a 1 Write the expression. a m5 × m5
3
2 Apply the First Index Law to multiply terms with the same base = m5
by adding the indices.
1
b 1 Write the expression. b (a2b3) 6
2 Use the Fourth Index Law to multiply each index inside the 2 3

brackets by the index outside the brackets. = a6b6

1 1
3 Simplify. = a3b2
1

(y4 )
2 2
3
x
c 1 Write the expression. c
3

1
2 Use the Sixth Index Law to multiply the index in both x3
the numerator and denominator by the index outside =
3
the brackets. y8

40 Maths Quest 10 Stage 5 NSW Australian curriculum

 DISCUSSION
Why is finding the square root of an expression the same as raising the expression to the power of a half?

RESOURCES — ONLINE ONLY

Interactivity: Fractional indices (int-6107)

eLesson: Fractional indices (eles-1950)
Digital doc: SkillSHEET Addition of fractions (doc-5176)
Digital doc: SkillSHEET Subtraction of fractions (doc-5177)
Digital doc: SkillSHEET Multiplication of fractions (doc-5178)
Digital doc: SkillSHEET Writing roots as fractional indices (doc-5179)

Exercise 2.4 Fractional indices

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–5, 6a, d, g, 7a, d, 8a, d, g, 9a, 1–5, 6a, b, e, h, i, 7a, b, c, f, 8a, 1–5, 6c, f, i, 7c, f, 8c, f, i, 9b, c, e,
d, 10a, d, g, 11a, d, g, 12, 13, b, d, e, g, h, 9a, b, d, e, 10b, e, h, f, 10c, f, i, 11c, f, i, 12–20
14a, d, g, 15, 16 11b, e, h, 12, 13, 14b, e, h, 15,
16, 17

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

Understanding and fluency

1. WE7 Evaluate each of the following without using a calculator.
1 1 1 1 1 1
a. 162 b. 252 c. 812 d. 83 e. 643 f. 814
2. Write the following in surd form.
1 1 2 5 3
a. 152 b. m4 c. 75 d. 72 e. w8 f. w1.25
1
g. 533 h. a0.3
3. Write the following in index form.
a. √t b. √4 57 c. √6 611 d. √7 x6 e. √6 x7 f. √5 w10
x
g. √5 w10 h. √11n
4. Without using a calculator, find the exact value of each of the following.
2 4 3 4 3 2
a. 83 b. 83 c. 325 d. 325 e. 252 f. 273
−2 3 6 1 1 1
3 4 2 12 2 3
g. 27 h. 81 i. 10 j. 36 k. 7 l. 12

TOPIC 2 Indices 41
 5. Using a calculator, evaluate each of the following. Give answers correct to 2 decimal places.
1 1 1 1 3 4
a. 33 b. 52 c. 75 d. 89 e. 128 f. (0.6)5
3 3 2

(3) (4) (5)

2 2 3 4 4 3
g. h. i.

6. WE8a Simplify each of the following.

3 1 1 3 1 1 3 2 1 1 3 2
a. 4 × 45
5
b. 28 × 28 c. a2 × a3 d. x4 × x5 e. 5m3 × 2m5 f. 12b7 × 4b7
2 3 3 1
g. −4y2 × y9 h. 25a8 × 0.05a4 i. 5x3 × x2
7. Simplify each of the following.
2 3 1 3 3 2 1 1 1 3 4
a. a3b4 × a3b4 b. x5y9 × x5y3 c. 2ab3 × 3a5b5
3 1 2 1 1 1 1 1 2 3 1 3 3
d. 6m7 × 13m4n5 e. x3y2z3 × x6y3z2 f. 2a5b8c4 × 4b4c4
8. Simplify each of the following. 4
1 1 2 1 3 6 3 3 1
m5
a. 3 ÷ 3
2 3
b. 5 ÷ 5
3 4
c. 122 ÷ 12 2
d. a ÷ a
7 7
e. x ÷ x
2 4
f.
5
3 3
2x 4
7n2 25b 5 m9
g. h. 4
i.
3 1
3
4x 5 21n 20b4
9. Simplify each of the following.
4 3 5 2 2 2 3 4 3
a. x3y2 ÷ x3y5 b. a9b3 ÷ a5b5 c. m8n7 ÷ 3n8
3 3 7 1
4 2 1
5a4b5 p8 q4
d. 10x y ÷ 5x y
5 3 4
e. f.
1 1 2 1
5 4
20a b 7p3q6
10. Simplify each of the following.
3 3 2 1 1 1 4 3 1 1
a. (24) 5 b. (53) 4 c. (75) 6 d. (a3) 10 e. (m9) 8 f. (2b2) 3
3 14 m n a b
n p c
g. 4(p7) 15 h. (x ) i. (3mb)
11. WE8b, c Simplify each of the following.
3 2

(b)
1 1 1 3 3 7 1 3 3 1 1 2 2 1
2 3 2 4 a4 3
a. (a b ) b. (a4b) c. (x5y8) 2 3 5 4 3
d. (3a b c ) 2 3 5 2
e. 5(x y z ) f.
1

(n ) ( c49 )
2 1

(2y4 )
4 3 2
5 2
m 5 b 4x7
g. 7
h. i. 3
8

2
12. MC a. y5 is equal to:
1 1 1
2 5
a. (y2) 5 b. y × c. (y5) 2 d. 2√y e. (y5) 2
5
2
b. k3 is not equal to:
1 1 1
3 3
a. (k3) 2 b. √k2 c. (k2) 3 d. (√k) 2 e. (k2) 3

42 Maths Quest 10 Stage 5 NSW Australian curriculum

 1
c. 5
is equal to:
√g2
2 −2 5 −5 1
5 5 2 2
a. g b. g c. g d. g e. 2g5
3 m 1
n
13. MC a. If (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 e. both C and D
p

(bp )
m m
n
a
b. When simplified, n is equal to:

m p mp m2
p n n np
a a a ap a
a. n b. n c. n d. e. nm
m m m bm 2
b b b bp
14. Simplify each of the following.
a. √a8 b. √3 b9 c. √4 m16 d. √16x4 e. √3 8y9
f. √4 16x8y12 g. √3 27m9n15 h. √5 32p5q10 i. √3 216a6b18
15. The relationship between the length of a pendulum (L) in a grandfather
clock and the time it takes to complete one swing (T) in seconds is given
by the following rule. Note that g is the acceleration due to gravity and
should be taken as 9.8. 1

( g)
L 2
T = 2π
a. Calculate the time it takes a 1-m-long pendulum to complete one swing.
b. Calculate the time it takes the pendulum to complete 10 swings.
c. How many swings will be completed after 10 seconds?
Communicating, reasoning and problem solving
16. Using the index laws, show that √5 32a5b10 = 2ab2.
17. To rationalise a fraction means to remove all non-rational numbers from the
a2
denominator of the fraction. Rationalise by multiplying the numerator and
3 + √b3
denominator by 3 − √b3, and then evaluate if b = a2 and a = 2. Show all of your
working.
2 1 1 2 2
m5 − 2m5n5 + n5 − p5
18. Simplify .
1 1 1
m −n −p
5 5 5

19. A scientist has discovered a piece of paper with a complex formula written on it. She thinks that
someone has tried to disguise a simpler formula. The formula is:

( ab2 ) (a2√b)
√4 a13a2√b3 √a3b 2 b2 3
× b3 × ×
√a1b
a. Simplify the formula using index laws so that it can be worked with.
b. From your simplified formula, can a take a negative value? Explain.
c. What is the smallest value for a for which the expression will give a rational answer? Consider only
integers.
20. Why is it easier to perform operations with fractional indices than with expressions using surds?

TOPIC 2 Indices 43
2.5 Combining index laws [Stage 5.3]
•• When several steps are needed to simplify an expression, expand brackets first.
•• When fractions are involved, it is usually easier to carry out all multiplications first, leaving one
­division as the final process.
•• Final answers are conventionally written using positive indices.

DISCUSSION
Do you still need to follow the correct order of operations when simplifying expressions with indices? Use some
examples to explain your response.

WORKED EXAMPLE 9

Simplify each of the following.

(2a)4b4 3n−2 × 9n+1
a b
6a3b2 81n−1

THINK WRITE
a 1 Write the expression. a (2a) 4b4
6a3b2
2 Apply the Fourth Index Law to remove the bracket. 16a4b4
=
6a3b2
3 Apply the Second Index Law for each number and pronumeral to 8a4 − 3b4 − 2
=
simplify. 3
4 Write the answer. 8ab2
=
3
b 1 Write the expression. b 3n − 2 × 9n + 1
81n − 1
2 Rewrite each term in the expression so that it has a base of 3. 3n − 2 × (32) n + 1
=
(34) n − 1
3 Apply the Fourth Index Law to expand the brackets. 3n − 2 × 32n + 2
=
34n − 4
4 Apply the First and Second Index Laws to simplify and write your 33n
=
answer. 34n − 4
1
=
3n − 4

WORKED EXAMPLE 10

Simplify each of the following.

a (2a3b) 4 × 4a2b3 7xy3 2m5n × 3m7n4
b c
(3x3y2) 2 7m3n3 × mn2

44 Maths Quest 10 Stage 5 NSW Australian curriculum

THINK WRITE
a 1 Write the expression. a (2a3b) 4 × 4a2b3
2 Apply the Fourth Index Law. Multiply each index inside the = 24a12b4 × 4a2b3
brackets by the index outside the brackets.
3 Evaluate the number. = 16a12b4 × 4a2b3
4 Multiply coefficients and multiply pronumerals. Apply the First = 16 × 4 × a12+2b4+3
Index Law to multiply terms with the same base by adding the = 64a14b7
indices.
b 1 Write the expression. b 7xy3
(3x3y2) 2

2 Apply the Fourth Index Law in the denominator. Multiply each 7xy3
index inside the brackets by the index outside the brackets. =
9x6y4
3 Apply the Second Index Law. Divide terms with the same base by 7x−5y−1
subtracting the indices. =
9
1
4 Use a−m = m to express the answer with positive indices. 7
a =
9x5y
c 1 Write the expression. c 2m5n × 3m7n4
7m3n3 × mn2

2 Simplify each numerator and denominator by multiplying 6m12n5

=
coefficients and then terms with the same base. 7m4n5
3 Apply the Second Index Law. Divide terms with the same base by 6m8n0
=
subtracting the indices. 7
4 Simplify the numerator using a0 = 1. 6m8 × 1
=
7
6m8
=
7

WORKED EXAMPLE 11

Simplify each of the following.

(5a2b3) 2 a2b5 8m3n−4 4m−2n−4
a × b ÷
a10 (a3b) 7 (6mn2) 3 6m−5n

THINK WRITE

a 1 Write the expression. a (5a2b3) 2 a2b5

×
a10 (a3b) 7
2 Remove the brackets in the numerator of the first 25a4b6 a2b5
= ×
fraction and in the denominator of the second fraction. a10 a21b7
3 Multiply the numerators and then multiply the denomi- 25a6b11
     =
nators of the fractions. (Simplify across.) a31b7

TOPIC 2 Indices 45
 4 Divide terms with the same base by subtracting the = 25a−25b4
indices. (Simplify down.)
25b4
5 Express the answer with positive indices. =
a25
b 1 Write the expression. b 8m3n−4 4m−2n−4
÷
(6mn2) 3 6m−5n

2 Remove the brackets. 8m3n−4 4m−2n−4

= ÷
216m3n6 6m−5n

3 Change the division to multiplication. 8m3n−4 6m−5n

= ×
216m3n6 4m−2n−4

4 Multiply the numerators and then multiply the denomi- 48m−2n−3

=
nators. (Simplify across.) 864mn2
5 Cancel common factors and divide pronumerals with the m−3n−5
=
same base. (Simplify down.) 18
6 Simplify and express the answer with positive indices. 1
=
18m3n5

•• Note that the whole numbers in part b of Worked example 11 could be cancelled in step 3.

RESOURCES — ONLINE ONLY

Interactivity: Combining index laws (int-6108)

Digital doc: WorkSHEET Combining index laws (doc-5181)

Exercise 2.5 Combining index laws

Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 2a–d, 3a–d, 4a–d, 5a–d, 6, 1c–h, 2c–f, 3c–g, 4b–f, 5c–f, 6–10, 1f–j, 2e–i, 3f–i, 4d–f, 5e–h, 6–10,
7, 9, 10, 11a, d, 12 11b–e, 12 11c–f, 12–17

To answer questions online and to receive immediate feedback and fully worked solutions for every
­question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE10a Simplify each of the following.
a. (3a2b2) 3 × 2a4b3 b. (4ab5) 2 × 3a3b6 c. 2m3n−5 × (m2n−3) −6
d. (2pq ) × (5p q )
3 2 2 4 3 e. (2a7b2) 2 × (3a3b3) 2 f. 5(b2c−2) 3 × 3(bc5) −4
1 1 3 4 1 3 1 1 2 1 3 1 3 1
−4 − −3
g. 6x2y3 × (4x4y5) 2 h. (16m3n4) 4 × (m2n4) 3 i. 2(p3q3) × 3(p4q 4)
1 2 1 1 3 2
−3
j. (8p5q3) × (64p3q4) 3

46 Maths Quest 10 Stage 5 NSW Australian curriculum

2. WE10b Simplify each of the following.

( 2x7y4 )
5a2b3 4x5y6 (3m2n3) 3 4x3y10 6
3a3b−5
a. b. c. d. e.
(2a3b) 3 (2xy3) 4 (2m5n5) 7 (2a7b4) −3
1 1 1 1

( 2g4h ) (5b−3c−4)
3g2h5 3 (5p6q3) 2 3b2c3 −4 (x3y4z2) 2
f. g. h. i.
1 1 2 2 1 1 3
2 4 3 − −2
25(p q ) (x3y 4z3)
3. WE10c Simplify each of the following.
2a2b × 3a3b4 4m6n3 × 12mn5 10m6n5 × 2m2n3
a. b. c.
4a3b5 6m7n6 12m4n × 5m2n3
6x3y2 × 4x6y (6x3y2) 4 5x2y3 × 2xy5
d. e. f.
9xy5 × 2x3y6 9x5y2 × 4xy7 10x3y4 × x4y2
3 1 4 3
a3b2 × 2(ab5) 3 (p6q2) −3 × 3pq 6x2y2 × x5y5
g. h. i.
6(a2b3) 3 × a4b 2p−4q−2 × (5pq4) −2 1 1 1 1
2(x2y) 5 × 3x2y5
4. WE11a Simplify each of the following.
a3b2 2a6b (2a6) 2 4ab6 (m4n3) 2 (m3n3) 3
a. × b. × c. ×
5a4b7 a9b3 10a7b3 6a3 (m6n) 4 (2mn) 2

( 3mn5 ) (3x3y5) (2y10)

2m3n2 3 6m2n4 2xy2 4 x3y9 2 4x−5y−3 3x5y6
d. × e. × f. ×
4m3n10 (x2y2) −2 2−2x−7y
1 1 1 1 2 1 1

( 3p5 )
5p6q−5 5p6q4 −2
2a b2 3 (4a b) 4 2 3x3y5 4x2
g. × h. × i. ×
3q−4 1 1
3 2
1
4
1 1
3 4
3
6a b ba 9x y x4y
5. WE11b Simplify each of the following.

3a6b7 (2a6b4) ( b6 ) (2b5)

5a2b3 a9b4 7a2b4 3ab 3 4a9 3 3a7 4
a. ÷ b. ÷ c. ÷
6a7b5 3ab6

( 2xy5 ) 2m−6n−5 ( m−1n )

5x2y6 (4x6y) 3 x5y−3 −4 4x6y−10 3m3n4 2m4n6 −2
d. ÷ e. ÷ f. ÷
(2x4y5) 2 10xy3 (3x−2y2) −3
1 1 1 1

( )
1 3 2 1 3
6m3n4 4b3c3 − −2
g. 4m n ÷
2 4
h. ÷ (2b3c 5)
3 1 1
8m4n2 6c5b
6. Evaluate each of the following.
(26 × 39)0
a. (52 × 2)0 × (5−3 × 20)5 ÷ (56 × 2−1)−3 b. (23 × 33)−2 ÷
26 × (3−2)−3
7. Evaluate the following for x = 8. (Hint: Simplify first.)
(2x)−3 × ( ) ÷
x 2 2x
2 (23) 4
a2y × 9by × (5ab)y
8. a. Simplify the following fraction.
(ay) 3 × 5(3by) 2
b. Find the value of y if the fraction is equal to 125.
3
9. MC Which of the following is not the same as (4xy)2?
1
3 3 1 1
(2x3y3) 2
a. 8x y2 2
b. (√4xy) 3 c. √64x3y3 d. e. 4xy2 × (2xy2) 2
(√32) −1

TOPIC 2 Indices 47
 x2y xy
10. MC The expression ÷ is equal to:
(2xy2) 3 16x0
2 2x2 2 1
a. b. c. 2x2y6 d. e.
x y6
2 b6 xy6 128xy5
11. Simplify the following.
1 1

(n−3)
1 2 453
a. 3
√m2n ÷ √mn3 b. (g−2h) 3 × c.
3 3
94 × 152

(3−3b−3) ( a4b−2 )
3 1 3 3 1
−4 −4 a3b−2 −2 3−3a−2b 2
d. 22 × 4 × 16 e. ÷ f. (√5 d 2) 2 × (√3 d 5) 5

Communicating, reasoning and problem solving

12. In a controlled breeding program at Melbourne Zoo, the
population (P) of koalas at t years is modelled by
P = P0 × 10kt. Given P0 = 20 and k = 0.3:
a. calculate the number of koalas after 2 years
b. determine when the population will be equal to 1000.
13. The decay of uranium is modelled by D = D0 × 2−kt. If it
takes 6 years for the mass of uranium to halve, find the
percentage remaining after:
a. 2 years b. 5 years c. 10 years.
Give your answers to the nearest whole number.
72x + 1 − 72x − 1 − 48
14. Simplify .
36 × 72x − 252
z4 + z−4 − 3
15. Simplify .
1
−2
z +z −52 2

16. Do index laws need to be performed in a certain order?

17. Find an expression for x in terms of y, given that
(√ay) x = ax × ay.

48 Maths Quest 10 Stage 5 NSW Australian curriculum

2.6 Review
Investigation | Rich task
Digital world: ‘A bit of this and a byte of that’
‘The digital world of today is run by ones and
zeros.’ What does this mean?
Data is represented on a modern digital com-
puter using a base two (binary) system, that is,
using the two digits 1 and 0, thought of as ‘on’
and ‘off’. The smallest unit of data that is trans-
ferred on a computer is a bit (an abbreviation of
binary digit). Computer and storage mecha-
nisms need to hold much larger values than a
bit. Units such as bytes, kilobytes (KB), mega-
bytes (MB), gigabytes (GB), and terabytes (TB)
are based on the conversion of 8 bits to 1 byte.
Your text messages, graphics, music and photos
are files stored in sequences of bytes, each byte
being 8 bits (8b = 1B).
You may have heard the terms ‘meg’ and ‘gig’. In computer terminology, these refer to gigabytes
and megabytes. In the digital world, the prefixes kilo-, mega- and giga- express powers of two, where
kilo- means 210, mega- means (210) 2 and so on. Thus the number of bytes in a computer’s memory
builds in powers of 2, for example 1 kilobyte = 1024 bytes (210 bytes). (This differs from the decimal
system, in which the prefixes kilo-, mega- and giga- express powers of ten, with kilo- meaning 103,
mega- meaning (103) 2 and so on.)
A byte (8 bits) is used to represent a single character. For example the letter ‘A’ is represented in
binary as 01000001. A book of a thousand pages in print can be stored in millions of bits, but more
commonly it would be described as being stored in megabytes with one byte per character.
1. Complete the table below to show the difference in value between the binary and decimal
systems.
Power of 2 and Power of 10 and
Unit Symbol value in bytes value in bytes
Byte B 20 = 1 100 = 1
Kilobyte KB 210 = 1024 103 = 1000
Megabyte 220 =
Gigabyte
Terabyte

2. The two numbering systems have led to some confusion, with some manufacturers of digital
products thinking of a kilobyte as 1000 bytes rather than 1024 bytes. Similar confusion arises
with megabytes, gigabytes, terabytes and so on. This means you might not be getting exactly the
amount of storage that you think.
If you bought a device quoted as having 16 GB memory, what would be the difference in
memory storage if the device had been manufactured using the decimal value of GB as opposed
to the binary system?

TOPIC 2 Indices 49
 Many devices allow you to check the availability of
General Usage
storage. On one such device, the iPhone, available
storage is found by going to ‘General’ under the heading Storage
‘Settings’. 3.9 GB Available 9.5 GB Used
3. How much storage is left in MB on the following iPhone?
4. If each photo uses 3.2 MB of memory, how many photos Photos & Camera 1.6 GB
can be added?
Have you ever wondered about the capacity of our brain Radio 1.6 GB
to store information and the speed at which information is
transmitted inside it? Maps 1.2 GB
5. Discuss how the storage and speed of our brains compares
to our current ability to send and store information in the My Movie 461 MB
digital world. The capacity of the human brain is 10–100
terabytes. On average, 20 million billion bits of informa-
tion are transmitted within the brain per second.
6. Investigate which country has the fastest internet speed and compare this to Australia.

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Digital world: ‘A bit of this and a byte of that’ (doc-15916)
Digital doc: Code puzzle — What historical event took place in France in 1783? (doc-15917)
Digital doc: Summary Topic 2 (doc-22900)
Interactivity: Word search Topic 2 (int-2826)
Interactivity: Crossword Topic 2 (int-2827)
Interactivity: Sudoku Topic 2 (int-3588)

50 Maths Quest 10 Stage 5 NSW Australian curriculum

Exercise 2.6 Review questions
To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at http://www.jacplus.com.au. Note: Question numbers may vary
slightly.
Understanding and fluency
1. MC 3d10e4 is the simplified form of:

( e2 )
6d10e5 d5 2
a. d 6e2 × 3d4e3 b. c. (3d5e2) 2 d. 3e (d5) 2 × e3 e. 3
2e2
2. MC8m3n × n4 × 2m2n3 simplifies to:
a. 10m5n8 b. 16m5n7 c. 16m5n8 d. 10m5n7 e. 17m5n8
3. MC 8x3 ÷ 4x−3 is equal to:
2
a. 2 b. 2x0 c. 2x6 d. 2x−1 e.
x9
12x8 × 2x7
4. MC simplifies to:
6x9 × x5
a. 4x5 b. 8x c. 4x d. 8x5 e. 4x29
(a b3) 5
2
5. MC The expression is equal to:
(2a2b) 2
a6b13 a3b6 a6b13 a3b6
a. b. 2a6b13 c. d. e.
4 2 2 4
(p2q) 4 (p5q2) 2
6. MC ÷ can be simplified to:
(2p5q2) 3 2pq5
1 22 1 1
a. b. c. d. e. 22p16q
4p16q p16q 4p8 2p16q
−3 3
7. MC 16 4
÷ 92 can be simplified to:
1 8 3 1
a. 2 b. c. d. 3 e.
216 27 8 2
2
(2l9m−1) −3
8. MC can be simplified to:
8(16 lm−2)
2
1

7
8m 2m7 4m7 16m7 m7
a. b. c. d. e.
11 7 8 5 7
l3 l3 l3 l3 2l3

√32i
5 10 5
9. MC
7 j11 k2 can be simplified to:

2 1 2 10 5 2 1 2
2 1 2 50 25
32i7j11k5 7 11 5 32i 7 j11k2 2i7j11k5
a. b. 2i j k c. d. 2i 7 j11k10 e.
5 5 5
10. Simplify each of the following.

( 6 ) (21q3)
3 26a4b6c5 20m5n2 3 14p7 4
a. 5x3 × 3x5y4 × x2y6 b. c. d.
5 12a3b3c3
11. Evaluate each of the following.

(3)
2a 0 (4b)0
a. 5a0 − + 12 b. −(3b)0 −
2

TOPIC 2 Indices 51
12. Simplify each of the following and express your answer with positive indices.
a. 2a−5b2 × 4a−6b−4 b. 4x−5y−3 ÷ 20x12y−5 c. (2m−3n2)−4
13. Evaluate each of the following without using a calculator.
a. (12 ) b. 2 × (3)−3 × (92 )
−3 2
5
c. 4−3 × −5
8−2
14. Simplify each of the following.
3 1 1 1

( b3 )
4 1 1 3 3 2
43x4y9 4a3 2
a. 2a b × 3a b × 5a b
5 2 2 4 4 5
b. c.
4 1
16x5y 3
15. Evaluate each of the following without using a calculator. Show all working.
3 1
2 2 1
164 × 814
a. b. (1253 − 273) 2
1
6 × 16
2
16. Simplify the following.
a. √3 a9 + √4 16a8b2-3(√5 a) 15 b. √5 32x5y10 + √3 64x3y6
17. Simplify the following.
1

(3x−6y3)
(5a−2b)−3 × 4a6b−2 2x4y−5 4xy−2 1 −1

( 5m2n ) ( 5−3 )
−3
2m3n4 4m3n−2
a. b. × c. 3
÷ 2
2a2b3 × 5−2a−3b−6 3y6x−2 1 2

18. Simplify each of the following and then evaluate.

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

Communicating, reasoning and problem solving

6a3m × 2b2m × (3ab)−m
19. If m = 2, determine the value of .
1
(4b)m × (9a4m) 2
20. Answer the following and explain your reasoning.
3
a. What is the tens digit of 33 ?
b. What is the ones digit of 6309?
c. What is the ones digit of 81007?
21. For the work shown below:
a. calculate the correct answer
b. identify where the student has made mistakes.

( 5a2b ) ( c )
3a3b5c3 2 2ab 3a6b10c6 2ab
÷ = ÷
10a4b2 c
6b10c6
3a c
= ×
10a b4 2 2ab
3a6b10c7
=
20a5b3
3ab7c7
=
20
22. A friend is trying to calculate the volume of water in a reservoir amid fears there may be a severe
water shortage. She comes up with the following expression:
r4u2 ru × d2
W= × ,
3 dr3u4
r2d2√u

52 Maths Quest 10 Stage 5 NSW Australian curriculum

 where r is the amount of rain, d is how dry the area is, u is the usage of water by the townsfolk, and
W is the volume of water in kL.
a. Help her simplify the expression by simplifying each pronumeral one at a time.
b. Does the final expression contain any potential surds?
c. Express the fraction with a rational denominator.
d. List the requirements for the possible values of r, u and d to give a rational answer.
e. Calculate the volume of water in the reservoir when r = 4, d = 60 and u = 9. Write your answer in:
i. kL ii. L iii. mL.
f. Does a high value for d mean the area is dry? Explain using working.
p2
23. The speed of a toy plane can be modelled by the equation S = , where
2 + √w3
w = wind resistance and
p = battery power (from 0 (empty) to 10 (full)).
a. Rationalise the denominator of the expression.
b. Using your knowledge of perfect squares, estimate the speed of a toy plane with its battery half full
and a wind resistance of 2. Check your answer with a calculator.
c. How does the speed of the toy plane change with increasing wind resistance? Explain, providing
­supportive calculations.

TOPIC 2 Indices 53
Answers
Topic 2 Indices
Exercise 2.2 Review of index laws
1. a. a7 b. a6 c. b8 d. a4b7 e. m5n13 f. a5b7c3
g. m6n4p5 h. 6a2b i. 10a4b9 j. 36m8n7 k. 12x6y6 l. 4x8y6
4 4
2. a. a b. a5 c. b3 d. 3
a e. 3b4 f. 4m5
1 2 3 3 5 2 2
g. m3n h. 2
y i. 4
xy j. 7b3 k. 4
mp l. 12xy2
3. a. 1 b. 1 c. 1 d. 3 e. 4
f. −3 g. 3 h. −7 i. 4
1 8
4. a. a6 b. 16a20 c. 81
m d. 49n8 e. a6b3
27 6 3 a4 625m12
f. 9a6b4 g. 16m12n20 h. 64
mn i. j.
b6 n8
343x3 81a4
k. l. m. −243 n. 49 o. −32
8y15 625b12
5. a. D b. D
6. a. C b. E c. B d. D
7. a. 64 b. 72 c. 625 d. 48 e. 1600
27
f. 125
g. 20 h. 1 i. 4
a2x
8. a. x3yz b. ab c. manb d. e. n3−pm2−q f. amp + np
b3x
9. a3 = a × a × a
a2 = a × a
a × a2 = a × a × a × a × a
3

= a5, not a6
Explanations will vary.
10. They are equal when x = 2. Explanations will vary.
11. 3x0 = 3 and (3x)0 = 1. Explanations will vary.
12. a, b
a 0 1 2 3
3a2 0 3 12 27
5a 0 5 10 15
3a2 + 5a 0 8 22 42
3a2 × 5a 0 15 120 405
c. 3a2 × 5a will become much larger than 3a2 + 5a.
13. x = −2 or 4
14. 1 ≡ 1 2 ≡ 10 3 ≡ 11 4 ≡ 100 5 ≡ 101
6 ≡ 110 7 ≡ 111 8 ≡ 1000 9 ≡ 1001 10 ≡ 1010
15. a. x = 4 b. x = 0, 2
16. a. a2bc7
b. The student made a mistake when multiplying the two brackets in line 3. Individual brackets should be expanded first.
17. Discuss with your teacher
18. 1.08 seconds

Exercise 2.3 Negative indices

1 1 2 4
1. a. b. c. d.
x5 y4 a9 5a3
3x2 1 6a3 6
e. 3 f. g. h. a
y 4m3n4 bc5
2a4 7b3 2m3a2
i. 3 j. 2ab2 k. 4 l.
2a 3b4n5

54 Maths Quest 10 Stage 5 NSW Australian curriculum

 1 6 3 4 2y
2. a. b. c. d. e.
a2b3 x6y n8 a2b5 3x
5y 3 4y12 1 1
f. g. h. i. j.
6x3 m2n2 x5 3m3n3 32a15m20
4q8 3 27q9 b6 1
k. l. m. n. o.
p14 a8b12 8p6 4a8 8a6b6
1 1 1 8 1 5
3. a. 8
b. 36
c. 81
d. 9
e. 16
f. 36
32 27 2 3
g. 48 h. 27
i. 25
= 1 25 j. 4 k. 125 l. 4

4. a. 23 b. 2−3 c. 25 d. 2−6
5. a. 3 b. −2 c. −1 d. 3 e. −2
f. 0 g. 3 h. −3 i. −6 j. −2
3 4 2
6. a. 2
b. 5
c. 7
d. 5
b b3 a2 1
7. a. b. c. d.
a a2 b3 m3n2
1 1
8. a. 729
b. 20 736
c. 0.000 059 499 or 16 1807
16 384
d. 256 e. 2187
f. 9 765 625
9. a. D b. C c. B
10. a. B b. D c. C d. E
m2 n2 25
11. a. b. c.
n8 m a7b6
12. a. r6 − s6 b. m10 + 2m5n5 + n10
c. 1 d. p2
13. 22r − 4 14. 63m 15. x = 3
16. Answers will vary; check with your teacher.
17. x = 3, y = −1; 7
18. a. n = −1, −2 b. n = −1, 4
19. Discuss with your teacher
1 1
20. They are not equivalent expressions. For example, if x = 3, then x −2 = 3 −2 = = , but −2x = −2 × 2 = −6.
32 9

Exercise 2.4 Fractional indices

1. a. 4 b. 5 c. 9 d. 2 e. 4 f. 3
4 5 2
2. a. √15 b. √m c. √7 d. √7 5
10
e. √8 w3 f. √4 w5 g. √3 510 h. √a3
1 7 11 6
3. a. t27 b. 5 4
c. 6 16 d. x7 n
6 2 x
e. x f. w2 g. w h. 11
4. a. 4 b. 16 c. 8 d. 16 e. 125 f. 9
1
g. h. 27 i. 1000 j. 216 k. √7 l. √3 12
9
5. a. 1.44 b. 2.24 c. 1.48 d. 1.26 e. 2.54 f. 0.66
g. 0.54 h. 0.81 i. 0.86
4 1 5 23 8 5
6. a. 4 5
b. 2 2
c. a6 d. x20 e. 10m15 f. 2b7
20 9 7
g. −4y 9 h. 0.02a8 i. 5x2
3 4 5 8 17 19 2 19 5 5 2 9
7. a. ab2 b. x5y9 c. 6a5b15 d. 2m28n5 e. x 6 y6z6 f. 8a5b8c
1 5 1 3 5 11
8. a. 36 b. 512 c. 122 d. a7 e. x4 f. m45
3 2 7
g. 12x20 h. 13n3 i. 54b20
5 7 7 4 3 11 2 3 11 7 5 1
9. a. x3y5 b. a45b15 c. 13m8n56 d. 2x15y4 e. 14a20b20 f. 17p24q12

TOPIC 2 Indices 55
 9 1 6 3 1 1 1
10. a. 220 b. 56 c. 75 d. a10 e. m6 f. 23b6
2 m b a
p c c
g. 4p5 h. x i. 3 m
1
1 1 3 6 7 1 1 1 1 1 1 1
4 6 a2
11. a. a b b. a3b4 c. x y 5 4 3 9 5 4
d. 3 a b c 4 3 5
e. 5x y z f.
2
8 3 1 7
5 10 2 2 b3
m b 2x
g. h. i.
7 2 3
4 9
n c y8
12. a. E b. C c. B
13. a. E b. B
14. a. a4 b. b3 c. m4 d. 4x2 e. 2y3 f. 2x2y3
g. 3m3n5 h. 2pq2 i. 6a2b6
15. a. 2.007 s b. 20.07 s c. 4.98 swings
1 1 1 1
a2 (3 − √b3) 4
16. (25a5b10)5 = 2ab2 17. ; 18. m5 − n5 + p5
13 9 − b3 11
−1
19. a. a 4
× b2
b. No, because you can’t take the fourth root of a negative number.
c. a = 1
20. Discuss with your teacher.

Exercise 2.5 Combining index laws

2n13 15b2
1. a. 54a10b9 b. 48a5b16 c. d. 500p8q18 e. 36a20b10 f.
m9 c26
7 11 15 15 7 5
8 15 4 4 6 45 18
g. 12x y h. 8m n i. j. 8p q
7
12
p
5 x 27 64y36 27h12
2. a. b. c. d. e. 24a24b7 f.
8a7 4y 6
128m n 29 26
x24
8g6
35 5 1 3
625
g. p 3 q 12 h. i. x3y8z2
81b20c28
3a2 m2n4 4x5 36x6
3. a. b. 8n2 c. d. e.
2 3 3y8 y
17 7
y2 b 7 75q5
f. g. h. i. x10y10
x4 3a4 2p11
2 4a3b3 n9 4m5 4
4. a. b. c. d. e.
5a b 4 7 15 4m9 9n15 81x2y14
1 1
11 6 3p4 2b12 4x12
f. 48x y g. h. i.
5q9 17 21
3a 24
3y20
5 56a11b6 1024b2 25 4y36
5. a. b. c. d. e.
2a13 81 81a 128x23y4 27x16
11 11
12 2
16m n 4b
f. 6m19n19 g. h.
3 1 7
32c30
125
6. a. 8
b. 1
7. 1
8. a. 5y-1 b. y = 4
9. E
10. A
1 −7 m 3 −7 −7 14
or √
a6
6
b. g−6h3n2 d. 2−2 or 14 e. a6b−8 or
15
11. a. m6n 6
c. 3 3
×5 6
f. d15 or √d14
n7 b8

56 Maths Quest 10 Stage 5 NSW Australian curriculum

12. a. 80 koalas b. During the 6th year
13. a. 79% b. 56% c. 31%
4
14.
21
15. z2 + z−2 + √5
16. Discuss with your teacher.
2y
17. x =
y−2

Investigation | Rich task

1.
Unit Symbol Power of 2 and value in bytes Power of 10 and value in bytes
Byte B 20 =1 100 = 1
Kilobyte KB 2 = 1024
10
103 = 1000
Megabyte MB 220 = 1 048 576 106 = 1 000 000
Gigabyte GB 230 = 1 073 741 824 109 = 1 000 000 000
Terabyte TB 240 = 1 099 511 627 776 1012 = 1 000 000 000 000

2. Approximately 1.1 GB
3. 3993.6 MB
4. 1248 photos
5. Discuss with your teacher.
6. Discuss with your teacher. The discussion will depend on the latest information from the internet.

Exercise 2.6 Review questions

1. D 2. C 3. C 4. C 5. A
6. A 7. B 8. C 9. B
13ab3c2 1000 m15n6 16p28
10. a. 9x10y10 b. c. d.
6 27 81q12
3
11. a. 16 b. −
2
8 y2 m12
12. a. b. c.
a11b2 5x17 16n8
3
13. a. 8 b. c. 0
2
1
41 33
20 20 4 2a6
14. a. 30a b b. c.
1 2 3
20 9
x y b2
15. a. 1 b. 4
1
16. a. −2a + 2a b
3 2 2 b. 6xy2
4
2a13 9y4
17. a. b. c. 23m
5b2 32x15
1
18. a. 46 b. −18
1
19. 36
20. a. 8 b. 6 c. 2
9ab7c7
21. a.
50
b. The student has made two mistakes when squaring the left-hand bracket in line 1 : 32 = 9, 52 = 25.
√r √ru3
22. a. b. Yes, √r, √u3 c.
d√u3 du3
d. r should be a perfect square, u should be a perfect cube and d should be a rational number.

TOPIC 2 Indices 57
 e. i. 0.001 234 6 kL ii. 1.2346 L iii. 1234.6 mL
f. A high value for d causes the expression to be smaller, as d only appears on the denominator of the fraction. This means
that when d is high there is less water in the reservoir and the area is dry.
p2(2 − √w3)
23. a.
4 − w3
b. Answers will vary; approximately 5.
c. Speed decreases as wind resistance increases.

58 Maths Quest 10 Stage 5 NSW Australian curriculum