2

Powers and roots

Unit presentation

Written and mental calculation:

Operations with powers and radicals are mathematical tools used mostly
in higher level courses
For this reason the core of this content appears later, in the second
cycle of Secondary Education. Never-theless, it is beneficial for
students to begin building some of the basic concepts and to learn to
use the no-tations, nomenclatures, and procedures they will need
later. This will make future learning much easier.
As we are introducing material at a beginners level, a lot of the students
may find the content difficult This is to be expected.

Using powers to abbreviate numbers and operations.

Acquiring techniques for calculating with powers and square roots.
Mental calculation. Approximations and estimates.
Using a calculator:
Knowledge of basic techniques.
Strategies for researching the properties of numbers.
The correct use of a calculator. Becoming accustomed to doing
mental calculations without using a calculator.

The objectives of the unit are to focus on procedural aspects, without

neglecting the process of concept-building and understanding of
properties.
The contents of the unit is divided into three parts:
Theoretical aspects:
The concept of powers.
The concept of square roots.

Unit outline

POWERS AND ROOTS

POWERS

which are

which are used for

which operate on

which is

ABBREVIATED
EXPRESSIONS
OF PRODUCTS OF
IDENTICAL FACTORS

WRITING
LARGE NUMBERS
IN LITTLE SPACE

POWER OF A PRODUCT
POWER OF A QUOTIENT
PRODUCT OF POWERS OF
THE SAME BASE
QUOTIENT OF POWERS
OF THE SAME BASE
POWER OF A POWER

THE OPPOSITE
OPERATION TO
SQUARING

on the number of
factors are called

38

SQUARE ROOT

SQUARE

CUBE

if it has

if it has

TWO
EQUAL
FACTORS

THREE
EQUAL
FACTORS

using

BASE 10
POWERS

BY TRIAL AND
ERROR

BY CALCULATION

and may be calculated

USING THE
ALGORITHM

Powers and roots

Square and cubic numbers

Pythagoreans, in their investigations into the properties of number, related numbers
to geometry. Thats why we talk about square numbers and cubic numbers. Here you
can see some examples of the first square and cubic numbers.

Throughout history, maths has been used as a tool to solve

common problems. What size is this piece of land? How can the
harvest be distributed? How can we use the stars to navigate?

Square numberS

A2

A1

Listen to the information about Pythagoras and

Archimedes and then complete the activities.

A3

64
27
8
1
B2

B1

B3

2. Calculate A100 and B100.

Archimedes

Pythagoras and Archimedes dedicated their whole lives to

their studies. They didnt have hi-tech machines to help
them, either! There was no Internet, no computers,
and no electricity. But, through dedicating time
and making a big effort, they made great
discoveries, which are still relevant today.

Adding odd numbers

Look at the following Pythagorean relationship:
We can express any square number as the result of adding some of the first odd numbers.
S1
S2
S3
S4
S5
1

Pythagoras

1. Are the following sentences true or false? Correct the false sentences in your notebook.

1 Pythagoras and Archimedes were Italian.

1+3

1+3+5

1+3+5+7

16

32

2 Pythagoras studied mathematics, philosophy, music and politics.

42

3 Archimedes was a mathematician, physicist and musician.

4 In the Ancient World, everybody could go to school.

1+3+5+7+9

25

52

3. According to this, calculate:

5 Pythagoras and Archimedes dedicated time and effort to advance science.

1 The sum of adding the first seven odd numbers.

Read and think about the following questions.

Note down your thoughts and then discuss them in small groups.

2 Do you think that knowing a lot about one subject (like

maths) can help you understand a different subject
(like music)? Explain your answer.

B4

1. Write the next three numbers of each of the series shown above.

It was not easy to be a scientist in the Ancient World. In most cases,

only rich people could study. Most people had to work the
land to get food, so they did not have any time for studying.

1 Are scientists more specialised today than in the Ancient

World? What are the advantages and disadvantages of this?

A4

CubiC numberS

Pythagoras and Archimedes lived in Ancient Greece. They were

both mathematicians, but they also worked in many other fields.
Pythagoras was a philosopher and he was also interested in music
and politics. Archimedes was a physicist, an engineer and an
astronomer. This was quite common in the Ancient World. At
that time, scientists were not specialized in one single field; they
researched very different subjects.

2.

16

S7 = 1 + 3 + 5 + 7 + 9 + 11 + 13
2 The sum of adding the first ten odd numbers (S10).

Language bank

4. How would you calculate the sum of the first hundred odd numbers in a

I think that

I believe that

I dont think that

I dont believe that

Starting the unit

The unit starts with a text that presents two scientists who made great
discoveries in the fields of Mathematics and Science: Pythagoras and
Archimedes. The influence that their discoveries had in these fields, and
in life in general, was enormous, especially considering that they worked
without all the high-tech machines and technologies we have today.
Before playing the audio and/or reading the text, students could discuss
how the work of scientists and mathematicians would have been
different in the ancient world compared with what it is like today. How
would it have been harder and how would it have been easier?
Students will eventually recognise that Mathematics has evolved
throughout history as a result of the contributions of different individuals,
cultures, and populations.

Answers to activities (page 26)

1 1 False. Pythagoras and Archimedes were Greek. 2 True. 3 False.
Archimedes was a mathematician, physicist, engineer and astronomer.
4 False. Most people had to work and therefore couldnt study. Only
rich people could study. 5 True.

2 Open answer. Students should use the Language bank to help them
structure their answer correctly.

Detecting previous knowledge

Ask students if the names of the scientists mentioned in the text sound
familiar. Have they seen these names in any mathematical theories or
concepts (Pythagorean theorem)? What does the Pythagorean theory
explain? What are squared and cubed numbers?

quick and simple way?

S100 = 1 + 3 + 5 + + 199

If the activities on page 29 are too difficult for the group, they could be
completed after studying the unit.
For the same reasons, we propose the following activities that can be
completed in small groups to encourage peer teaching and learning:
Represent and ensure that any perfect square may be expressed as a
sum of a series of odd numbers.
Keeping in mind that 13 = 1; 23 = 3 + 5; 33 = 7 + 9 + 11; 43 = , write
other perfect cubes as sums of odd numbers.
And as a consequence of the above:
(1 + 2)2 = 32 = (1) + (3 + 5) = 13 + 23
(1 + 2 + 3)2 = 62 = (1) + (3 + 5) + (7 + 9 + 11) = 13 + 23 + 33
What may we say about (1 + 2 + 3 + 4)2?

Answers to activities (page 27)

1 A5 = 25
B5 = 125

A6 = 36

A7 = 49

B6 = 216

B7 = 343

2 A100 = 10000
B100 = 1000000

3 1) S7 = 49
2) S10 = 100

4 S100 = 1002 = 10000

The activities on page 29 can be used to help detect and activate

students prior knowledge.

39

UNIT

Think and practise

Powers

1. Express using powers.

A power is an abbreviated way of writing a product of equal factors.

a a a a a = a5
In powers, the repeated number is called base, and the number of times
that it is repeated is called index.

Examples

Express each product as a power.

a) 3 3 3 3 = 34 Three to the power of four or three raised to the fourth.
b) 2 2 2 2 2 = 25 Two to the power of five or two raised to the fifth.

In English, the words base

and exponent are very similar
to the words in Spanish. For
example, in 25, 2 is the base
(base) and 5 is the exponent
(exponente). However, when
you read a maths power out
loud in English you should say
2 to the power of 5. There are
two special cases: a2 is read
a squared, and a3 is read a
cubed.

a) 34

b) 27

d) 152

e)

index

c) The square of 10 is 20.

d) The cube of 10 is 1 000.

26

highest to the lowest.

b) 52
a) 23
d) 203
e) 104

On the Web

The concept of power.

For example: 72 = 7 7 = 49 The square of 7 is 49.

To raise a number to the power of index 3 is to raise to it the cube.

e) Thirteen to the power of five is equal to five to

the power of thirteen.

1.2 The powers in calculators

Powers, except in the simplest cases, produce large numbers as a result.
For example:
96 = 9 9 9 9 9 9 = 81 9 9 9 9 = 729 9 9 9 = = 531 441
These calculations can be routine and annoying, so they are usually made
with a calculator.
With simple calculators, we use the * and = keys.

92

93

94

The square of 5 is
52 = 5 5 = 25
(25 squares).

the cube
5

With scientific calculators, we use the key.

96 9 6 = {}
Note: When the result is too big and does not fit on the screen, simple
calculators give an error as result, while scientific calculators give a result
in formats such as the following:
458 [VCWHJCGCDGEK]
which means that the decimal number on the screen must be multiplied
13 times by 10 (i.e. move the decimal point 13 places to the right).

a) 28

b) 35

d) 94
g) 123

e) 152
h) 304

a) 115
d) 1363

the square

96

12 cm and the third one of 13 cm. He then colours

the first two in red and the last one in green. Which
area is the biggest, green or red?

c) 43
f ) 112

13. Cut two squares from graph paper, one of ten

squares and the other of five squares.

Is there double the number of squares in the first?

Explain your answer.

123

c)
f ) 852
i) 1003

14. These buildings have the same number of windows

on all sides. Express as a power of base five, and

calculate how many there are in total.

6. Find these powers with the help of a calculator.

Numbers and geometry

= = {}

95

12. Alvaro draws three squares: one of 5 cm, another of

5. Calculate with a pencil and paper.

For example: 73 = 7 7 7 = 343 The cube of 7 is 343.

f ) (82 72)2 2 102 25

b) To raise a number to the power of four is like

multiplying it by four.

4. Mentally calculate and sort the numbers from the

1.1 Two special powers: the square and the cube

base

d) (92 72) + 42

e) (26 24)5 24

a) To raise a number to the cube is the same as

multiplying it by itself three times.

3. Complete the table in your notebook.

power

b) 33 32

c) 53 52 + 5
11. True or false?

c)
f ) 204

106

b) 104 = 10 10 10 10 = 10 000

To raise a number to the power of index 2 is to raise to it the square.

a) 82 + 8

93

a4

a) 73 = 7 7 7 = 343

b) 6 6 6
d) 5 5
f)4 4 4 4
h) 10 10 10 10 10

2. Express using products.

Calculate these powers.

96

10. Calculate, showing the process step by step.

a) 6 6
c) 7 7
e) 10 10 10
g) 3 3 3 3 3 3

FOCUS
on English

Practise the concept of power and do some simple calculations.

On the Web

The cube of 5 is
53 = 5 5 5 = 125
(125 cubes).

b) 623
e) 1014

c) 374
f ) 1404

7. Calculate the value of each index.

a) 2x = 64
c) 6z = 36
e) 10n = 10 000

b) 3 y = 81
d) 8m = 512
f ) 30t = 810 000

15. Using powers, express the number of cubes in each

poly cube construction.

8. Calculate the value of the base a in each case.

a) a4 = 16
d) a4 = 2 401

b) a2 = 25
e) a3 = 1 000

c) a3 = 64
f ) a10 = 1 024

9. Write the square number of the first twenty natural

numbers.
12

How can you geometrically represent

the numbers 32 and 33? Can you also
think of a way of representing 34?

22

32

202

400

28

29

Suggestions

power

base

index

26

53

a4

m5

Although the students know the notation for powers, the concept may
still be new to them and they will more than likely make mistakes.
Therefore, it is a good idea to begin the unit by explaining the meaning
of and calculation with powers. Repeating exercises and comparison
with other operations will help to consolidate the mathematical
vocabulary of the students.
It is also useful to obtain powers with a simple calculator, as shown in the
second sub-section of section 1.
It is important to explain that the procedure is an application of the
constant factor. That is, when you enter a number and click the
multiplication button twice, it programs the calculator to calculate the
product of that number by the amount input. So, if all we do is repeatedly
press the = key, we will obtain increasingly high powers of the number
we input.

Focus on English

FOCUS
on English

This Focus on English gives students the opportunity to learn how to read
powers out loud, as well as specific terms relating to the powers of 2 and 3
in English. To practise further, write a few equations that include powers
on the board. Students should work in pairs saying the written equations
verbally to one another.

Answers to Think and practise

1 a) 62
e) 103

2 a) 3 3 3 3
d) 15 15

40

4 a) 8

b) 25

c) 64

d) 8000

e) 10000

f) 121

10000 > 8000 > 121 > 64 > 25 > 8

5 a) 256
f) 7225

b) 243

c) 1728

d) 6561

g) 1728

h) 810000

i) 1000000

6 a) 161051
d) 2515456

e) 225

b) 1874161

c) 238328

e) 104060401

f) 384160000

7 a) 6

b) 4

c) 2

d) 3

e) 4

f) 4

8 a) 2

b) 5

c) 4

d) 7

e) 10

f) 2

9 1; 4; 9; 16; 25; 36; 49; 64; 81; 100; 121; 144; 169; 196; 225; 256; 289; 324;
361; 400

10 a) 72

b) 18

c) 105

d) 48

e) 16

11 a) T

b) F

c) F

d) T

e) F

12 They are equal.

b) 63

c) 72

d) 52

f) 44

g) 36

h) 105

b) 2 2 2 2 2 2 2

c) 9 9 9

14 54 = 625 windows

e) 10 10 10 10 10 10

f) 20 20 20 20

15 A = 33

13 No, the first has 100 and the second 25.

B = 53

f) 0

UNIT

Powers of base 10.

Applications

We all know that to multiply by 10 we simply add a zero. Like this:

102 = 10 10 = 100

103 = 10 10 10 = 1 000

105 = 100 000

109 = 1 000 000 000

9 zeros

Reflect
Which way is easier to write and
understand?
1 000 000 000 000
1012

Operations with powers

You will now learn some properties that help us calculate with powers.
Therefore, it is important that you understand and memorise them, and
practise how to apply them in different situations.
3.1 Power of a product (product of
powers with the same index)
Compare the two following expressions and note that the result is the same
on both.
(2 3)3 = 63 = 6 6 6 = 216

2.1 Abbreviation of large numbers

23 33 = (2 2 2) (3 3 3) = 8 27 = 216

Numbers ending in zeros can be expressed as the product of a number by

a power of base 10.

Or

For example: 400 000 = 4 100 000 = 4 105

23 33 = (2 2 2) (3 3 3) = (2 3) (2 3) (2 3) = (2 3)3

This makes it easier to express and understand very large numbers.

Example

A light year is equal to 9 460 800 000 000 km. Look at how the number is
made easier to read, write and remember:
Round it up, leaving two significant digits 9 500 000 000 000

(a b)n = an bn
In one gram of oxygen there are
37 638 383 060 000 000 000 000
atoms.

Break it down into a product 95 100 000 000 000

In one gram
of oxygen, there
are 38 1021
atoms.

Express the second factor as a power of base 10 95 1011

One year light is equal to 95 1011 km.

The decomposition of a number according to the positional value of its

digits, and what you have learned about the powers of base 10, allow the
transformation shown in the following example. This is the polynomial
decomposition of the number.
800 000 + 30 000 + 6 000 + 200 +
8

105

+3

104

+6

103

+2

102

70

+ 9

+ 7 10 + 9

3.2 Power of a quotient

(quotient of powers with the same index)
See two more expressions that also have the same value.
(6 : 3)3 = 23 = 2 2 2 = 8
63 : 33 = (6 6 6) : (3 3 3) = 216 : 27 = 8
63 : 33 = (6 6 6) : (3 3 3) = (6 : 3) (6 : 3) (6 : 3) = (6 : 3)3

37 638 383 060 000 000 000 000

(a : b)n = an : bn

21 digits

On the Web

Worked example

Practise the approximation of large numbers

using powers of base 10.

1. Calculate 5 6 2 6 in the
simplest way.

Think and practise

1. Write as powers of base 10.

a) One thousand.

a) 4 105

b) One million.

b) 15 109

c) 86 1014

2. Find the easiest way to

calculate 12 3 : 4 3.

following numbers.

c) One thousand million. d) One billion.

a) 74 238

b) 680 290

c) 4 528 926

d) 46 350 000
3. Calculate

a) The number of elemental molecules in one litre

of water is 334 326 000 000 000 000 000 000.

a) 2 936 428 29 10 x b) 3 601 294 835 36 10 x

(6 4

5 4)

15 4.

We apply the first property inside the parentheses: 64 54 = (6 5)4 = 304

Then the second property: 304 : 154 = (30 : 15)4 = 24
We then put it all together, like this:

b) The Alpha Centauri stars are about forty billion

kilometres from the sun.

c) 19 570 000 000 000 20 10 x

Note that it is a quotient of powers with the same exponent. We perform

fewer operations if we apply the second property:
123 : 43 = (12 : 4)3 = 33 = 27

5. Use abbreviated notation to write the following data:

3. Write the value of x in each case.

Before getting started, note that it is a product of powers with the same
index. We apply the first property:
56 26 = (5 2)6 = 106 = 1 000 000

4. Perform the polynomial decomposition of the

2. Write with all the digits.

(2 + 3)4 = 54 = 625
24 + 34 = 16 + 81 = 97
(2 + 3)4 24 + 34
The power of a sum (or a
subtraction) IS NOT EQUAL to
the sum of the addends.
(a + b)n an + bn
(a b)n an bn

Or

2.2 Polynomial decomposition of a number

836 279 =

Dont get confused!

(64 54) : 154 = (6 5)4 : 154 = 304 : 154 = (30 : 15)4 = 24 = 2 2 2 2 = 16

30

31

Suggestions (page 30)

Suggestions (page 31)

Calculating successive powers of ten allows students to create

mechanisms for calculating in their heads and rapid calculation.

Experimental and intuitive methods of teaching powers, such as

repetition of activities and practical testing, tend to be more effective
than deductive methods such as theoretical demonstrations for students
at this age.

This section shows some applications of powers of ten. We highlight the

approximation of large numbers. This way of presenting numbers allows
us to handle large numbers, compare their ranges and estimate
operations.

The students will attempt similar exercises of little or moderate difficulty

either individually or in small groups. For example:

Critical thinking
Write numbers of two or three digits followed by lots of zeros. Then, write
the number as a product of a power of ten. Looking at both notations, ask:
Which way is easier? Which one allows us to better appreciate the size of
the number? Which option is more manageable for making comparisons?

Answers to Think and practise

1 a) 103

If the characteristics of the group allow it, sequential problem-solving

activities could be done individually or in small groups.

b) 106

Calculate and compare the value of these expressions: 43 33 y (4 3)3.

Find the shortest, easiest way to calculate 25 55.
After solving various exercises like this, and observing the results, some
students will propose a more direct path:

c) 109

25 55 = (2 5)5 = 105

d) 1012

2 a) 400000

b) 15000000000

c) 8600000000000000

3 a) 5

b) 8

c) 12

Notes

4 a) 7 104 + 4 103 + 2 102 + 3 10 + 8

b) 6 105 + 8 104 + 2 102 + 9 10
c) 4 106 + 5 105 + 2 104 + 8 103 + 9 102 + 2 10 + 6
d) 4 107 + 6 106 + 3 105 + 5 104

5 a) 33 1022

b) 40 1012

41

UNIT

3.3 Product of powers of the same base

When multiplying two powers of the same number, the result is another
power of that number.

3.6 Power of index zero

On the Web

Practise the product of powers of the

same base.

54 53 = (5 5 5 5) (5 5 5) = 57 54 53 = 54 + 3 = 57
4 times

3 times

an

a0 = 1 (a 0)
For example:
20 = 1

1. Complete in your notebook, as shown in the example.

am : an = am n
On the Web

3.5 Power of another power

When raising a power to another power, we get a new power of the same base.

Practise the power of another power.

(54)3 = 54 54 54 = 54 + 4 + 4 = 54 3 = 512
Note that the final index is the product of the indexes of the original
expression.
(an)m = an m

Practise operations with powers.

a) (3 5) 2 =
4
32 52 =

b) (4 2) 3 =
4
43 23 =

c) (12 : 3) 2 =
4
12 2 : 3 2 =

d) (20 : 4) 3 =
4
20 3 : 4 3 =
b) 42 52

c) 252 42

d) 203 53

e) 165 : 85

f ) 183 : 63

g) 214 : 74

h) 352 : 52

i) 1003 : 503

(803

83)

d) (482

e) (82 122) : (62 82)

In the first parenthesis, we apply the power of another power:

(83)2 = 83 2 = 86

In the second, the product of powers of the same base: 83 82 = 83 + 2 = 85

We complete it by subtracting indexes to divide two powers of the same base:
(83)2 : (83 82) = 86 : 85 = 86 5 = 81 = 8

62

f ) (33 43) : (203 : 53)

4. Calculate and note that the results do not match.

a) (6 + 4)2

b) (5 + 2)3

62 + 42

53 + 23

We reduce the parentheses, applying the product and the quotient of powers
of the same base: (a2 + 1)4 : (a6 3)3 = (a3)4 : (a3)3
a12 9

a3

In summary: (a2 a)4 : (a6 : a3)3 = (a3)4 : (a3)3 = a12 : a9 = a12 9 = a3

a) (4 + 1)3

43 + 13

b) (4 + 1)3

c) (6 2)4

64 24

d) 73

(10 3)3

f ) 104

52 22

52 22

g) (12 : 3)2

122 : 32

a) 26 : 22

b) 38 : 35

c) 107 : 106

d) a10 : a6

e) m5 : m

f ) x8 : x4

a) (52)3

b) (25)2

c) (103)3

d) (a5)3

e) (m2)6

f ) (x4)4

a) x x2 x3

b) m2 m4 m4

c) (k9 : k5) : k3

d) (x5 : x3) : x2

e) m6 : (m8 : m4)

f ) (k2 k5) : k6

g) (x2)5 : x7

h) m10 : (m3)3

i) (k2)6 : (k3)4

j) (x5 : x3)2

operations.

the sign = or , as appropriate.

e) 102

f ) x2 x6

10. Resolve these expressions using combined

5. Copy in your notebook and replace each box with

We move on by applying the power of another power: a3 4 : a3 3 = a12 : a9

We then end up with the quotient of powers of the same base:

22)

d) a5 a5

e) m7 m

9. Reduce to a single power.

b) (64 34) : 94

53

b) 32 35

c) 105 102

8. Reduce to a single power.

a) 53 23

a) (25 35) : 65

a) 52 52

7. Reduce to a single power.

2. Reflect and calculate in the easiest way.

c)

6. Reduce to a single power.

(4 3) 2 = 12 2 = 144
4 " (4 3) 2 = 4 2 3 2
4 2 3 2 = 16 9 = 144

3. Calculate.

On the Web

Practise operations with powers.

Worked example

(a2 a)4 : (a6 : a3)3

On the Web

340 = 1

Think and practise

Note that the index of each quotient is the difference between the index of
the dividend and the index of the divisor.

2. Reduce to a single power.

100 = 1

Practise the quotient of powers of the

same base.

57 : 53 = 54 57 : 53 = 57 3 = 54
57 : 54 = 53 57 : 54 = 57 4 = 53

(83)2 : (83 82)

80 = 1

On the Web

Lets think about the relationship between multiplication and division. We

know that:

1. Calculate, using properties.

50 = 1

This way, we assign 50 the value of 1.

am + n

3.4 Quotient of powers of the same base

5 4 53 = 57

Applying the quotient property 53 : 53 = 53 3 = 50

Applying the usual calculation 53 : 53 = 125 : 125 = 1

Note that the index of the final product is the sum of the indexes of the
factors.
am

See what happens when we divide a given power, for example 53, by itself.

h) 127 : 32

53

a) 62 + 22 22 + 5
b) 24 38 : 36 22
c) 10 + (52)3 : (53)2
d) (105 : 55) (22 22)
e) [(8 5)2 (9 6)3] : 35

45

f ) [(7 4)3 (9 4)2]4

32

33

Suggestions
We suggest activities such as the following ones for each case:
33 35 = (3 3 3) (3 3 3 3 3) = 3 3 3 3 3 3 3 3 = 38
These examples intentionally require long and tedious work that will
give students an incentive to develop ideas of how to improve and
simplify the calculations.
Once students discover these proven shortcuts, we will guide their
formalisation.

Cooperative learning
Divide the class into two teams.
Each student takes two blank cards and writes a power operation on one
and its solution on the other. Then, he or she shows it to the rest of the
team to make sure that it is correct.
Once the team accepts all the pairs of cards, they should mix them up and
hand them to the other team.
Each team must pair up the cards it receives (operations with their
solutions).
The team that finishes first, wins.

Notes

Answers to Think and practise

1 a) (3 5)2 = 152 = 225
32 52 = 9 25 = 225

43 23 = 64 8 = 512

c) (12 : 3)2 = 42 = 16

d) (20 : 4)3 = 53 = 125

122 : 32 = 144 : 9 = 16

203 : 43 = 8000 : 64 = 125

2 a) 1000

b) 400

c) 10000

d) 1000000

e) 32

f) 27

g) 81

h) 49

i) 8

3 a) 1

b) 16

c) 8

d) 16

e) 4

f) 27

4 a) (6 + 4)2 = 102 = 100; 62 + 42 = 36 + 16 = 52

b) (5 + 2)3 = 73 = 343; 53 + 23 = 125 + 8 = 133

5 a)

b) =

c)

d) =

e) =

f)

g) =

h)

6 a) 54

b) 37

c) 107

d) a10

e) m8

f) x8

7 a) 24

b) 33

c) 101

d) a4

e) m4

f) x4

8 a) 56

b) 210

c) 109

d) a15

e) m12

f) x16

9 a) x6
f) k1

10 a) 41

42

b) (4 2)3 = 83 = 512

b) m10

c) k1

d) x0 = 1

e) m2

g) x3

h) m1

i) k0

j) x4

b) 3

c) 11

d) 16

= 1
e) 1

f) 16

UNIT

4.2 Calculation of the square by guessing

Square roots

To calculate the square root is to do the opposite of raising to the square.

b2 = a ) a = b
Examples

42 = 16
152 = 225

16 = 4 The square root of 16 is 4.

225 = 15 The square root of 225 is 15.

With what you already know, you can calculate roots through guesswork.
This technique will help you understand the ideas and learn the concept.
Later you will learn some faster techniques.

FOCUS
on English
As you probably know, the
word root refers to the part of
a plant that is underground.
It is also used to talk about the
origin of something. In maths,
the square root of a number
can be seen as its origin:
another number that produced
it by multiplying itself.

Example

Calculate 3 900 by guessing.

_
60 2 = 3 600 < 3 900b
h
h
h b As you can see, 3 900 is greater 2
Como ves, 3 900 es mayor que 62 y menor que 63 2 .
`
62 2 = 3 844 < 3 900b than 62 and less than 63.
63 2 = 3 969 > 3 900b
a
3 900
Therefore: 62 < 3 900 < 63
2
2
62

The square root of 3 900 is a

number between 62 and 63.
4.1 Exact roots and whole roots

Don't forget!

The square roots of natural numbers are called perfect squares:

12 - 22 - 32 - 42 - 52 - - 82 - - 112 - - 202 -

1
4
9 16 25
64
121
400

You should memorise the first perfect

squares.

The square root of a perfect square is an exact root.

For example, the following are exact roots:
9=3

121 = 11

400 = 20

However, for the majority of the numbers, the root does not match with
an exact number of whole units.
For example, lets find the square root of 40.

12 = 1
22 = 4
32 = 9
42 = 16
52 = 25
62 = 36
72 = 49
82 = 64
92 = 81

102 = 100
112 = 121
122 = 144
132 = 169
142 = 196
152 = 225
162 = 256
172 =
182 =

6 2 = 36 < 40
The square root of 40 is a
4 6 < 40 < 7
number between 6 and 7.
7 2 = 49 > 40
The closest natural number to the square root, without exceeding it, is
called the whole root.
40 6 The whole root of 40 is 6.
Worked example

1. Calculate mentally 900 .

x2 = 900 302 = 900

3 969

3900 62 The whole root

of 3 900 is 62.

3 900

62

2. Taking into account the data from the previous table, calculate 1440 ,
1 444 and 1 580 .
37 2 = 1 369
1440 37 Whole root
38 2 = 1 444
1444 = 38 Exact root
39 2 = 1 521
40 2 = 1 600
1580 39 Whole root

63

On the Web

Practise calculating whole roots.

Think and practise

1. Copy and complete, as in the example.

5. Calculate, taking into account the results of the

root
equal
to 5.
25 = 5 " The
La raz
deof2525esisigual
a 5.

previous exercise.

a) 49 = 7 "

a) 289

b) 361

c) 484

b) 64 = "

d) 576

e) 676

f ) 841

6. Look at the table and calculate, indicating whether

c) 81 = "

the root is exact or whole.

d) 121 = "
2. Calculate mentally.

a) 4

b) 9

c) 36

d) 400

e) 900

f ) 3 600

g) 6 400

h) 8100

i) 10 000

a) 5

b) 10

c) 24

d) 32

e) 39

f ) 50

g) 68

h) 92

i) 105

your notebook.
162
256

172
289

182
324

512 = 2 601

522 = 2 704

532 = 2 809

542 = 2 916

552 = 3 025

a) 2 550

b) 2 601

c) 2 725

d) 2 815

e) 2 916

f ) 2 929

a) 90

b) 150

c) 700

d) 1521

e) 6 816

f ) 10 816

8. Resolve.

4. Write the perfect squares between 200 and 900 in

152
225

502 = 2 500

7. Calculate through guesswork.

3. Calculate the whole root in each case.

900 = 30 Exact root

63

3 844

302
900

a) 121 100 + 81
b) `4 25 5 9 j : 5
c) 4 3 2 5 5 2 + 7
d) (8 6) 6 : 4 4

34

35

Suggestions

Answers to Think and practise

Traditionally, students at this level learned to calculate square roots by

applying an appropriate algorithm. But now that simple calculators are
capable of performing this operation at the push of a button, algorithms
are only a backup. We believe that it is more rewarding to focus on the
building the concept, which may not be easy for students.
We propose the following sequence of material:
Finding perfect squares and associating each one with its matching
square root.
Students will learn to distinguish numbers that have exact roots, the
perfect squares, from those that do not.
Finding exact roots by trial and error.
Ask for the square roots of large numbers that are perfect squares.
The problem-solving method will be used to square various numbers
until the right one is found, with the goal of reaching the objective in
the fewest possible attempts.
Approximating whole roots.
We will begin by proposing a root, without saying that the radicand is
not a perfect square. When they say it cannot be done, we shall ask
them to search by trial and error for the whole number whose square
is closest to the given quantity (whether over or under).

1 a) 49 = 7 The square root of 49 is 7.

b) 64 = 8 The square root of 64 is 8.
c) 81 = 9 The square root of 81 is 9.
d) 121 = 11 The square root of 121 is 11.

2 a) 2

b) 3

c) 6

d) 20

g) 80

h) 90

i) 100

3 a) 2

b) 3

c) 4

d) 5

f) 7

g) 8

h) 9

i) 10

f) 60

Focus on English

e) 6

4 225; 256; 289; 324; 361; 400; 441; 484;

529; 576; 625; 676; 729; 784; 841; 900

5 a) 17

b) 19

c) 22

d) 24

e) 26

f) 29

6 a) 50, whole

b) 51, exact

c) 52, whole

d) 53, whole

e) 54, exact

f) 54, whole

b) 150 12

c) 700 26

e) 6 816 82

f) 10 816 = 104

7 a) 90 9
d) 1521 = 39

FOCUS
on English

e) 30

8 a) 10

b) 1

c) 0

d) 4

Different meanings of the word root are explained within this section. To
practise comprehension of the different meanings, students should invent
sentences that include the word root and say them to a partner. Then, their
partner must indicate which meaning of the word root was used.

43

UNIT

4.3 Algorithm for the calculation of square roots

To calculate a square root with a pencil and paper, follow the steps below.

1.

Lets calculate 105674.

6 c c
c =2

1 56

4.

156

5.
6.

3 We move the value c = 2 to the answer field, write the double of c

below, bring down the following pair (74) and repeat the process.
10 . 56 . 74

32
62 2 = 124

64 d d

156
124
32

32

7.
On the Web

124
d =5

74

Practise the algorithm of the square root.

3274

64 5 5 = 3 225 3225

On some calculators, the succession

8.

= 4 900

= 160 000

105674 $ {|}
On other calculators, it is:
$ 105674 = {|}

105 674 = 325

Test: 3252 + 49 = 105 674

9.

= 256

Think and practise

a) 1 444

b) 2 025

c) 2 945

d) 3 974

e) 20 164

f ) 126 782

11.

e) 164

d) 674

e) 993

Resolve using a calculator.

a) 2 936

b) 10 568

c) 1010

b) (5 4 + 2 1)3
c) (10 6)2 (10 8)3
d) 34 (5 3)2 (23)2
e) (13 3)2 (7 + 3)2 + (15 5)2 10
16.

d) 1012

e) 1016

b) One hundred thousands.

Write with all their digits.

109

c) 62

1011

Transform like in the example.

12.

b) 1 700 000

c) 4 000 000 000

18.

In a kilometre there are 103 = 1 000 metres, and

in a metre there are 102 = 100 centimetres.

b) 26 56

c) 253 43

d) 65 : 35

e) 153 : 53

f ) 204 : 54

Copy in your notebook and complete.

a) 52 53 = 5

b) 64 63 = 6

c) a5 a3 = a

d) m3 m = m9

e) 26 : 24 = 2

f ) 78 : 75 = 7

g) a9 : a8 = a

h) m8 : m = m6

i) (42)3 = 4

j) (53)3 = 5

k) (a2)2 = a

l) (m4) = m12

Reflect on the following statements and translate

them into mathematical equalities or inequalities.
a) The power of a product. Product of the powers
of factors.

In the same way, express how many centimetres there

are in a kilometre.

b) The power of a sum. Sum of the powers of

addends.

Round off the number of inhabitants in each of

these cities to hundreds of thousands and write the
numbers using a power of base 10.

c) Product of powers of the same base. The same

base raised to the sum of indexes.

2 823 201

Paris: 11 837 743

d) The power of a power. The same base raised to

the product of the indexes.

Madrid: 3 234 359

Cairo: 16 248 530

e) Power of index zero. One.

Rome:
c) 528 471

b) 34

Calculate in the easiest way.

a) 82 52

17.

Write as a power of base 10.

107

Calculate.
a) 72 62 + 52 42

Write with all their digits.

b) 106

Write in abbreviated notation, using a power of

base 10.

15.

Write all the perfect squares between 1 000 and 1 500.

a) 5 000

with a calculator.

2 7 3 8 5
102 2
2 3 8

c) 453

9 109

Operations with powers

d) 153

Resolve using a calculator.

b) 510

98 106

16 108

c) Forty-nine billion.

180 000 = 18 104

10. Calculate with a pencil and paper, and then check

notebook and complete using the algorithm.

c) 110

17 107

1010

b) Twenty-three hundred million.

= 10 000

d) 13x = 2 197

b) 95

8 109

a) Eighty-five hundred million.

Calculate with a pencil and paper.

a) 13
10.

11.

9. Copy the following resolved roots into your

14.

Calculate the index in each case.

a) One hundred.

of keys to calculate 105 674 is:

4 We move the value d = 5 to the answer field.

Answer:

2 5 6
0 0

d)

c) One hundred millions.

Use a calculator

0049

1 1 5 8
4

b)

= 10 000

a) 102

645 5 = 3 225

156

= 8 000

Powers of base 10.

Abbreviation of large numbers

62 2 = 124

b) 10x

Sort the following figures from the smallest to

the largest.

e) 300

c)

a) 412

032

d) 204

a)

a) 55

6 2 2 = 124 124

10 . 56 . 74

c) 35

c) 7x = 2 401

62 2 = 124

b) 63

Copy into your notebook and complete.

a) 2x

10 . 56 . 74 3

3.

c , so that

2 We get the following pair (56) and look for the digit
6 c c is as close to 156 without exceeding it.
10 . 56 . 74

2.

A = 10 = 3 and leave
1 as remainder.
B: We write the double of A.

Calculate mentally.
a) 24

1 Separate the digits from the radicand in pairs from the right, and
calculate the root of the first pair on the left ` 10j.
10 . 56 . 74 3

13.

Calculation of powers

Example

33 9

Exercises and problems

36

37

Suggestions
Once you have built the concept of the square root and the class
understands, you may introduce the algorithm.
We shall use a calculator to confirm the result of each calculation.
The interpretation of the result is important, including the practice of
rounding off to the nearest unit.

3 4
9 6 4
2 5 8
2 5 6
0 0 2

2 7 3 8 5 2
2 5 102 2
2 3 8

2 0 4

0 3 4

10 a) Root = 38. Remainder = 0

342 = 1156

362 = 1296

372 = 1369

382 = 1444

7 a) 100
8 a) 102

15 a) 22

c) 243

d) 160000

2 a) 20

b) 70

c) 10

d) 20

3 a) 8

b) 4

c) 4

d) 3

4 a) 3125
5 a) 16777216
d) 20151121

b) 59049

c) 1
b) 9765625
e) 970299

d) 3375

e) 65536

c) 91125

b) 17 105

c) 4 109

Paris 118 105

Cairo 162 105

b) 23 1011
b) 8

16 a) 1600
d) 32

e) 1

c) 6200000000000

13 98 106 < 17 107 < 16 108 < 8 109 < 9 109 < 1010

f) Root = 356. Remainder = 46

b) 216

b) 34000000000

Madrid 32 105

e) Root = 142. Remainder = 0

Answers to Exercises and problems

c) 1014

12 Rome 28 105

d) Root = 63. Remainder = 5

c) 727

c) 10000000000

11 1 km = 105 cm

c) Root = 54. Remainder = 29

b) 103

352 = 1225

e) 10000000000000000

b) 108

10 a) 5 103

14 a) 85 108

1 a) 16

b) 1000000

d) 1000000000000

b) Root = 45. Remainder = 0

11 a) 54

44

332 = 1089

9 a) 130000000

Answers to Think and practise

9 1 1 5 8

6 322 = 1024

c) 49 1017

c) 8

d) 13

e) 11000

b) 1000000

c) 1000000

e) 27

f) 256

17 a) 5

b) 7

c) 8

d) 6

e) 2

f) 3

g) 1

h) 2

i) 6

j) 9

k) 4

l) 3

18 a) (a b)m = am bm
d) (am)n = am n

b) (a + b)m am + bm
e) a0 = 1

c) am an = am + n

UNIT

Exercises and problems

19.

23.

Reduce these expressions:

Reduce to a single power, and then calculate.

a) x 8 : x 3

b) m4 m2

c) (k 2)4

a) 210 : 44

b) 36 : 92

d) x 5 x 5

e) (m3)2

f ) k6 : k4

d) (23 42) : 8

e) (34 92) : 272 f ) (55 53) : 253

20.

Calculate.
a) 364 : (24 94)
c)

(155

55)

d) 129

e) (43 45) : (44 42)

21.

Square root

b) (24 25) : 29

33

(47

24.

37)

f ) (307 : 57) : (25 35)

c)

(x 2)4

d) (m4)3

e) (a3 a5) : (a a4)

22.

25.

b) (m7 : m4) : m3

(x 2)3

Calculate, either the exact or whole root through

guesswork.

b) 121

a) 90

Reduce to a single power.

a) (x 5 : x) x 2

c) 253 : 54

(m5)2

f ) (x 3 : x 2) (x 4 x 3)

b) 1024

c) 1369

d) 4 225

e) 12 664

f ) 33 856

Copy the perfect squares in your notebook.

Worked example

Reduce to a single power, and then calculate.

27.

1 000

1 225

1 600

1 724

1 601

2 464

3 364

3 540

3 773

3 844

4 000

5 625

Resolve.

a) 5 2 + 12 2 ` 5j

164 : 45 = (42)4 : 45 = 48 : 45 = 48 5 = 43 = 64

A farmer plants some carrots in her garden. She

distributes them in 25 rows and plants 25 carrots in
each row. How many carrots does she plant?

29.

A summer
cinema has 625 seats
distributed in an
equal number of
rows and columns.
How many seats are
there in each row?

Resolve using a calculator.

26.

164 : 45

28.

c) 1 785

a) 655

b) ` 2j + ` 3j 5 0
4

34.

Solve problems

a) Suppose that we paint the outside red. How many

individual cubes would have been painted?
b) Suppose that we want to make it bigger by covering
it entirely with a layer of small green cubes. How
many green cubes would we need?

30.

A square farm has an area of 900 square metres.

How many linear metres of wire are needed to put a
fence around it?

31.

A package with the same height, width and

length, contains 1 000 cubes of sugar with sides of one
centimetre. What are the dimensions of the package?

32.

We build these two structures using wooden

blocks with edges of 1 cm (Careful! The drawings do
not have the same proportions):

Learn how to solve problems

a) A square plate of
1 000 cm each side.

Marta bought five sheets with 40 stickers each and decorated the small cube. Are
there enough stickers left to decorate the large cube in the same way?

b) A cube of
100 cm each side.

Problems '+'
35.

36.

Where do you think you need

to start?

Start by calculating how many stickers she bought.

5 sheets of 40 stickers 5 40 = 200 stickers bought.

1000 cm

Will it be good to know how

many stickers she used? How
many does she have left?

She decorated a 6-sided cube, and on each side she used 32 = 9 stickers.
Stickers used: 9 6 = 54 stickers
Therefore, she has 200 54 = 146 stickers left.

How will you know

if the remaining 146
stickers are enough
to decorate the large
cube?

First, I need to know how many stickers are needed for the
large cube, which has 6 sides with 6 6 squares per side.
She needs 6 6 6 = 63 = 216 stickers, which is more than 146.
She does not have enough stickers!
Answer: Marta does not have enough stickers to decorate the large cube.

1000 cm

100 cm

After ten more minutes, Rosa and Paul have both

told two people.

33.

If the secret continues to spread at the same rate,

how many many people will know it two hours after
Nacho and Sarah knew?

100 cm

Which of the two do you think is heavier? Explain

your answer.
How many fathers and mothers were there among
all your great-great-grandparents?

Alberto told a secret to his friends Nacho and Sara.

Ten minutes later, Nacho has already told Rachel and
Marta, and Sara has already told Rosa and Paul.

100 cm

How many stickers did Marta buy? Did she use any? What does she
want to do with the remaining ones?

The floor of a room of 6 m 6 m has been

covered with square tiles which are sold in packs of
12. How big are the tiles, knowing that 34 packages
were needed, that no tile broke and that a few were
left?
If 12 34= 408 tiles were purchased, how many rows of
tiles have been laid?

Check that you have understood the information.

Think about how you are going to solve this problem. What do you need to know?

Look at the cube in the image formed by

5 5 5 individual cubes.

37.

The floor of a square room is covered with 484

tiles of 15 cm in length. All the tiles are white except
for those that are 15 cm away from the wall forming
a decorative red frame as shown in the image below:

How many red tiles are on the floor?

38

39

Answers to Exercises and problems

19

34 a) 98 cubes would be painted.

b) We would need 218 green cubes.

a) x5

b) m6

c) k8

d) x10

e) m6

f) k2

35 The tiles are 30 cm2.

b) 1

c) 9

36 4096 people would have heard the gossip.

d) 144

e) 16

f) 36

a) x6

b) m0

c) x2

d) m2

e) a3

f) x8

b) 32 = 9

c) 52 = 25

e) 32 = 9

f) 52 = 25

24 a) 9, whole

b) 11, exact

c) 42, whole

25 a) 25, whole

b) 32, exact

c) 37, exact

e) 112, whole

f) 184, exact

26 1225 = 352

1600 = 402

3364 = 582

3844 = 622

5625 = 752

20 a) 16

21

23 a) 22 = 4
d) 24 = 16

d) 65, exact

27 a) 8

= 1

37 There are 76 red tiles.

Notes

b) 6

28 He has planted 625 plants.

29 Each row has 25 seats.
30 We would need to buy 120 m of wire.
31 The package dimensions are 10 cm 10 cm 10 cm.
32 The two would weigh the same, since both are made of 1000000
cubes.

33 Your great-great-grandparents had a total of 32 mothers and fathers.

45

Maths workshop

Take action

Learn

Read, reflect and deduce

I have three identical boxes One contains orange sweets, one

64

OO Orange sweets only.

27

Self-assessment

62 = 36 = (1 + 2 + 3)2 = 13 + 23 + 33
Check that 13 + 23 + 33 + 43 is equal to a square number.
Find another square number that can be expressed as the sum of cubes.

5. Reduce to a single power.

a) a3 a2

c) a a a a a

d) m m

6. Calculate the shortest way.

a) 26

b) 53

c) 72

c) 106

7. Copy and complete in your notebook.

a) 24 54

a) 2 = 8

We use the decimal system to write numbers, using ten

symbols, from 0 to 9.
Computers and calculators, in their internal language,
write numbers in the binary system; that is, using
only two digits, 0 and 1.
Study and complete the tables in your notebook,

following the logic of the first rows. When you finish

it, you have the first fifteen natural numbers into the
binary system.

b)

a) x 3 y 3 = (

22

21

20

23

22

21

20

properTies oF powers

The power of a product is equal to the

(a b)n = an bn
product of the powers of the factors.

10

11

12

13

14

15

b) x 4 : y 4 = (

b) (a5)2 : (a2)3

9. Copy and complete in your notebook.

a) 36 =

b) 400 =

c) 10 000 =

d)

e)

f)

=3

=8

= 30

10. Using a pencil and paper, calculate the whole square

11. How many wooden cubes of 1 cm are there in 10

packages like the one in the image?

am

To divide...
1

root of 2 920. Then check with a calculator and see

if the result is correct.

The power of a quotient is equal to the

quotient of the powers of the dividend
and divisor.
To multiply two powers of the same
base, we add the indexes.

a) (x 5 x 2) : x 4

= 81

23

b) 183 : 93

8. Reduce.

4. Copy and complete this table in your notebook.

orders oF
UniTs

c) (a3)4

b) 10 10 10

2. Calculate.

orders oF
UniTs

b) x5 : x4

a) 5 5 5 5

3. Copy and complete in your notebook.

Numbers in computers

The answers to these exercises.

On the Web

1. Express in the form of powers.

62 = 36 = 1 + 3 + 5 + 7 + 9 + 11 = 13 + 23 + 33

Learn

OL Orange and lemon sweets.

Divide this figure into four parts, all of them of equal shape and size.

As a result of the above, and taking into account what we learned

in the first pages of this unit, we can see a surprising relationship
between some square numbers and cube numbers:

OL

If you think what Rachel says is true, then explain how she does it.

Find the addends you need to take to get 53 = 125.

LL Lemon sweets only.

LL

Rachel says that if she gives me a box and I choose a sweet and show it to her, she can
guess the contents of all the boxes.

1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 +
13
23
33
43

36

OO

contains lemon sweets, and the third one contains a mixture of

orange and lemon sweets. They are labelled with these names, but
none of the boxes has the right label.

In the sum of odd numbers, we find the sum of cube numbers:

27

Train yourself solving problems

Some examples of guesswork

The world of numbers presents multiple relationships, some of which are so surprising that
they seem almost magical. As an example, look at the following:

an

am n

10 cm

To raise a power to another power...

10 cm

10 cm

40

41

Read, reflect and deduce

Train yourself solving problems

In this section, we revisit and expand on the exercises on the second page
of the unit.

Students should observe the first cases and infer the rule to complete the
table.

The students will draw new elements in a series, experiment, make

conjectures, make hypotheses and check them.

Solutions

Finally, we suggest sharing the conclusions as a class.

Answers
53 = 21 + 23 + 25 + 27 + 29
13 + 23 + 33 + 43 = 1 + 8 + 27 + 64 = 100 = 102
For example: 13 + 23 = (1 + 2)2 = 32 = 9
13 + 23 + 33 + 43 + 53 = (1 + 2 + 3 + 4 + 5)2 = 152 = 225

Raquel will take the box labelled NL and remove a sweet.

If the sweet is lemon, NL has lemon sweets, NN is the mixed box, and LL
contains orange sweets.
If the sweet is orange, NL is the box of orange sweets, LL, the mixed
box, and NN the lemon box.

Answer to Self-assessment
1 a) 54

b) 103

c) a5

d) m2

Learn

2 a) 64

b) 125

c) 49

d) 1000000

Students should observe the first cases and infer the rule to complete the
table.

3 a) 3

b) 9

Be alert for deviations and errors in the process. To help, you could remind
students of the operation of the abacuses of the decimal system and give
students an abacus and the rules of the binary system: two units of any
order make a higher order.

4 These properties may be found on pages 31 and 32 of the Students

Answers

6 a) 10000

b) 8

7 a) (x y)3

b) (x : y)4

8 a) x3

b) a4

7 0111

8 1000

9 1001

11 1011

12 1100

13 1101

14 1110

Book.

5 a) a5

9 a) 6

b) 20

c) 100

10 2 920 = 54
11 There will be 10000 dice total.

46

c) a12

b) x

d) 9

e) 64

f) 900

Notes

Notes