2 Powers and roots

Unit presentation –– Written and mental calculation:

• Using powers to abbreviate numbers and operations.
• Operations with powers and radicals are mathematical tools used mostly
• Acquiring techniques for calculating with powers and square roots.
in higher level courses
• Mental calculation. Approximations and estimates.
–– For this reason the core of this content appears later, in the second
cycle of Secondary Education. Nevertheless, it is beneficial for –– Using a calculator:
students to begin building some of the basic concepts and to learn to • Knowledge of basic techniques.
use the notations, nomenclatures, and procedures they will need later. • Strategies for researching the properties of numbers.
This will make future learning much easier.
• The correct use of a calculator. Becoming accustomed to doing
• As we are introducing material at a beginners level, a lot of the students mental calculations without using a calculator.
may find the content difficult This is to be expected.
• 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 SQUARE ROOT

which are which are used for which operate on which is

ABBREVIATED WRITING • POWER OF A PRODUCT THE OPPOSITE

EXPRESSIONS LARGE NUMBERS • POWER OF A QUOTIENT OPERATION TO
OF PRODUCTS OF IN LITTLE SPACE • PRODUCT OF POWERS OF SQUARING
IDENTICAL FACTORS THE SAME BASE
• QUOTIENT OF POWERS
OF THE SAME BASE
on the number of • POWER OF A POWER and may be calculated
using
factors are called

SQUARE CUBE BASE 10 BY TRIAL AND BY CALCULATION USING THE

POWERS ERROR ALGORITHM
if it has if it has

TWO THREE
EQUAL EQUAL
FACTORS FACTORS

38
 2 Powers and roots
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 and cubic numbers
Pythagoreans, in their investigations into the properties of number, related numbers
to geometry. That’s why we talk about square numbers and cubic numbers. Here you
can see some examples of the first square and cubic numbers.
Square numberS
9 16
1 4

A1 A2 A3 A4
2 Listen to the information about Pythagoras
and Archimedes and then complete the activities. CubiC numberS
64
Pythagoras and Archimedes lived in Ancient Greece. They were 27
both mathematicians, but they also worked in many other fields. 8
Pythagoras was a philosopher and he was also interested in music 1
and politics. Archimedes was a physicist, an engineer and an
astronomer. This was quite common in the Ancient World. At B1 B2 B3 B4
that time, scientists were not specialized in one single field; they
researched very different subjects. 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, 2. Calculate A100 and B100.
only rich people could study. Most people had to work the
Archimedes
land to get food, so they did not have any time for studying.
Pythagoras and Archimedes dedicated their whole lives to
their studies. They didn’t have hi-tech machines to help
them, either! There was no Internet, no computers,
and no electricity. But, through dedicating time Adding odd numbers
and making a big effort, they made great Look at the following Pythagorean relationship:
discoveries, which are still relevant today. We can express any square number as the result of adding some of the first odd numbers.
S1 S2 S3 S4 S5

Pythagoras 1
↓ 1+3
1 ↓ 1+3+5
1. Are the following sentences true or false? Correct the false sentences in your notebook.
1 2 4 ↓ 1+3+5+7
1 Pythagoras and Archimedes were Italian. 22 9 ↓ 1+3+5+7+9
2 Pythagoras studied mathematics, philosophy, music and politics. 32 16 ↓
42 25
3 Archimedes was a mathematician, physicist and musician.
52
4 In the Ancient World, everybody could go to school.
5 Pythagoras and Archimedes dedicated time and effort to advance science. 3. According to this, calculate:
1 The sum of adding the first seven odd numbers.
2. Read and think about the following questions.
S7 = 1 + 3 + 5 + 7 + 9 + 11 + 13
Note down your thoughts and then discuss them in small groups.
2 The sum of adding the first ten odd numbers (S10).
1 Are scientists more specialised today than in the Ancient
World? What are the advantages and disadvantages of this? Language bank
4. How would you calculate the sum of the first hundred odd numbers in a
2 Do you think that knowing a lot about one subject (like I think that… I believe that… quick and simple way?
maths) can help you understand a different subject I don’t think that… I don’t believe that… S100 = 1 + 3 + 5 + … + 199
(like music)? Explain your answer.

■■ Starting the unit • If the activities on page 27 are too difficult for the group, they could be
completed after studying the unit.
• The unit starts with a text that presents two scientists who made great
• For the same reasons, we propose the following activities that can be
discoveries in the fields of Mathematics and Science: Pythagoras and
completed in small groups to encourage peer teaching and learning:
Archimedes. The influence that their discoveries had in these fields, and
in life in general, was enormous, especially considering that they worked –– Represent and ensure that any perfect square may be expressed as a
without all the high-tech machines and technologies we have today. sum of a series of odd numbers.
Before playing the audio and/or reading the text, students could discuss –– Keeping in mind that 13 = 1; 23 = 3 + 5; 33 = 7 + 9 + 11; 43 = …, write
how the work of scientists and mathematicians would have been other perfect cubes as sums of odd numbers.
different in the ancient world compared with what it is like today. How –– And as a consequence of the above:
would it have been harder and how would it have been easier?
(1 + 2)2 = 32 = (1) + (3 + 5) = 13 + 23
• Students will eventually recognise that Mathematics has evolved
throughout history as a result of the contributions of different individuals, (1 + 2 + 3)2 = 62 = (1) + (3 + 5) + (7 + 9 + 11) = 13 + 23 + 33
cultures, and populations. What may we say about (1 + 2 + 3 + 4)2?

■■ Answers to activities (page 26) ■■ Answers to activities (page 27)

1 1 False. Pythagoras and Archimedes were Greek. 2 True. 3 False. 1 A5 = 25 A6 = 36 A7 = 49
Archimedes was a mathematician, physicist, engineer and astronomer. B5 = 125 B6 = 216 B7 = 343
4 False. Most people had to work and therefore couldn’t study. Only
rich people could study. 5 True. 2 A100 = 10 000
2 Open answer. Students should use the Language bank to help them B100 = 1 000 000
structure their answer correctly.
3 1) S7 = 49
2) S10 = 100
■■ Detecting previous knowledge
• Ask students if the names of the scientists mentioned in the text sound 4 S100 = 1002 = 10 000
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?
• The activities on page 27 can be used to help detect and activate
students’ prior knowledge.

39
 UNIT

1 Powers
Think and practise

1. Express using powers.

On the Web Practise the concept of power and do some simple calculations.

10. Calculate, showing the process step by step.

A power is an abbreviated way of writing a product of equal factors. FOCUS a) 6 · 6 b) 6 · 6 · 6 a) 82 + 8 b) 33 – 32
a · a · a · a · a = a5 on English c) 7 · 7 d) 5 · 5 c) 53 – 52 + 5 d) (92 – 72) + 42
In powers, the repeated number is called base, and the number of times In English, the words ’base’ e) 10 · 10 · 10 f)4 · 4 · 4 · 4 e) (26 – 24)5 – 24 f ) (82 – 72)2 – 2 · 102 – 25
that it is repeated is called exponent. and ‘exponent’ are very similar
g) 3 · 3 · 3 · 3 · 3 · 3 h) 10 · 10 · 10 · 10 · 10
to the words in Spanish. For 11. True or false?
example, in 25, 2 is the base 2. Express using products. a) To raise a number to the cube is the same as
(base) and 5 is the exponent
(exponente). However, when
a) 34 b) 27 c) 93 multiplying it by itself three times.
you read a maths power out d) 152 e) 106 f ) 204 b) To raise a number to the power of four is like
Examples loud in English you should say multiplying it by four.
‘2 to the power of 5’. There are 3. Complete the table in your notebook.
• Express each product as a power. c) The square of 10 is 20.
two special cases: a2 is read power base index
a) 3 · 3 · 3 · 3 = 34 → Three to the power of four or three raised to the fourth. ‘a squared’, and a3 is read ‘a d) The cube of 10 is 1 000.
26
cubed’. e) Thirteen to the power of five is equal to five to
b) 2 · 2 · 2 · 2 · 2 = 25 → Two to the power of five or two raised to the fifth. 5 3
the power of thirteen.
• Calculate these powers. a4
a) 73 = 7 · 7 · 7 = 343 b) 104 = 10 · 10 · 10 · 10 = 10 000 m 5 12. Alvaro draws three squares: one of 5 cm, another of
12 cm and the third one of 13 cm. He then colours
4. Mentally calculate and sort the numbers from the the first two in red and the last one in green. Which
1.1 Two special powers: the square and the cube highest to the lowest. area is the biggest, green or red?
To raise a number to the power of exponent 2 is to raise to it the square. On the Web
a) 23 b) 52 c) 43 13. Cut two squares from graph paper, one of ten
For example: 72 = 7 · 7 = 49 → The square of 7 is 49. The concept of power. d) 203 e) 104 f ) 112 squares and the other of five squares.
To raise a number to the power of exponent 3 is to raise to it the cube. Is there double the number of squares in the first?
5. Calculate with a pencil and paper.
For example: 73 = 7 · 7 · 7 = 343 → The cube of 7 is 343. Explain your answer.
a) 28 b) 35 c) 123
d) 94 e) 152 f ) 852 14. These buildings have the same number of windows
1.2 The powers in calculators on all sides. Express as a power of base five, and
g) 123 h) 304 i) 1003 calculate how many there are in total.
Powers, except in the simplest cases, produce large numbers as a result. 6. Find these powers with the help of a calculator.
For example: Numbers and geometry a) 115 b) 623 c) 374
96 = 9 · 9 · 9 · 9 · 9 · 9 = 81 · 9 · 9 · 9 · 9 = 729 · 9 · 9 · 9 = … = 531 441 the square d) 1363 e) 1014 f ) 1404
These calculations can be routine and annoying, so they are usually made 5
with a calculator. The square of 5 is 7. Calculate the value of each exponent.
52 = 5 · 5 = 25 a) 2x = 64 b) 3 y = 81
• With simple calculators, we use the * and = keys. 5
(25 squares). c) 6z = 36 d) 8m = 512
96 ⎯→ 9 * * = = = = = ⎯→{∫∫∞«‘¢¢‘} 15. Using powers, express the number of cubes in each
↓ ↓ ↓ ↓ ↓ e) 10n = 10 000 f ) 30t = 810 000
the cube polycube construction.
92 93 94 95 96
8. Calculate the value of the base a in each case.
B
• With scientific calculators, we use the ‰ key.
5

The cube of 5 is
a) a4 = 16 b) a2 = 25 c) a3 = 64 A
96 ⎯→ 9 ‰ 6 = ⎯→ {∫∫∞«‘¢¢‘} 53 = 5 · 5 · 5 = 125
5
d) a4 = 2 401 e) a3 = 1 000 f ) a10 = 1 024
Note: When the result is too big and does not fit on the screen, simple (125 cubes).
calculators give an error as result, while scientific calculators give a result 9. Write the square number of the first twenty natural
in formats such as the following: 5 numbers. C D

458 ⎯→ [VCWHJCGCDGEKÀÍÏ] How can you geometrically represent 12 22 32 … 202

the numbers 32 and 33? Can you also
which means that the decimal number on the screen must be multiplied ↓ ↓ ↓ ↓ ↓
think of a way of representing 34?
13 times by 10 (i.e. move the decimal point 13 places to the right). 1 4 9 … 400
28 29

■■ Suggestions 3 power base index

• Although the students know the notation for powers, the concept may 26 2 6
still be new to them and they will more than likely make mistakes.
53 5 3
Therefore, it is a good idea to begin the unit by explaining the meaning
a  4 a 4
of and calculation with powers. Repeating exercises and comparison
with other operations will help to consolidate the mathematical m  5 m 5
vocabulary of the students.
4 a) 8 b) 25 c) 64 d) 8 000 e) 10 000 f ) 121
• It is also useful to obtain powers with a simple calculator, as shown in the
10 000 > 8 000 > 121 > 64 > 25 > 8
second sub-section of section 1.
It is important to explain that the procedure is an application of the 5 a) 256 b) 243 c) 1 728 d) 6 561 e) 225
constant factor. That is, when you enter a number and click the f ) 7 225 g) 1 728 h) 810 000 i ) 1 000 000
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 6 a) 161 051 b) 1 874 161 c) 238 328
press the = key, we will obtain increasingly high powers of the number d) 2 515 456 e) 104 060 401 f ) 384 160 000
we input.
7 a) 6 b) 4 c) 2 d) 3 e) 4 f ) 4

■■ Focus on English
FOCUS
on English 8 a) 2 b) 5 c) 4 d) 7 e) 10 f ) 2
This Focus on English gives students the opportunity to learn how to read 9 1; 4; 9; 16; 25; 36; 49; 64; 81; 100; 121; 144; 169; 196; 225; 256; 289; 324;
powers out loud, as well as specific terms relating to the powers of 2 and 3 361; 400
in English. To practise further, write a few equations that include powers
on the board. Students should work in pairs saying the written equations 10 a) 72 b) 18 c) 105 d) 48 e) 16 f ) 0
verbally to one another.
11 a) T b) F c) F d) T e) F

■■ Answers to ‘Think and practise’ 12 They are equal.

1 a) 62 b) 63 c) 72 d) 52 13 No, the first has 100 and the second 25.
e) 103 f ) 44 g) 36 h) 105 14 54 = 625 windows
2 a) 3 · 3 · 3 · 3 b) 2 · 2 · 2 · 2 · 2 · 2 · 2 c) 9 · 9 · 9 15 A = 33 B = 53
d) 15 · 15 e) 10 · 10 · 10 · 10 · 10 · 10 f ) 20 · 20 · 20 · 20 C = 33 + 53 D = 53 – 33

40
 UNIT

2 Powers of base 10.

Applications 3 Operations with powers
We all know that to multiply by 10 we simply add a zero. Like this: Reflect
You will now learn some properties that help us calculate with powers.
102 = 10 · 10 = 100 103 = 10 · 10 · 10 = 1 000 Therefore, it is important that you understand and memorise them, and
Which way is easier to write and practise how to apply them in different situations.
105 = 100 000 109 = 1 000 000 000 understand?
9 zeros 1 000 000 000 000 3.1 Power of a product (product of
powers with the same exponent)
1012
Compare the two following expressions and note that the result is the same
on both. Don’t get confused!
2.1 Abbreviation of large numbers • (2 · 3)3 = 63 = 6 · 6 · 6 = 216 (2 + 3)4 = 54 = 625
24 + 34 = 16 + 81 = 97
Numbers ending in zeros can be expressed as the product of a number by • 23 · 33 = (2 · 2 · 2) · (3 · 3 · 3) = 8 · 27 = 216
(2 + 3)4 ≠ 24 + 34
a power of base 10. Or
The power of a sum (or a
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 subtraction) IS NOT EQUAL to
This makes it easier to express and understand very large numbers. the sum of the addends.
⎯→ (a · b)n = an · bn (a + b)n ≠ an + bn
Example
In one gram of oxygen there are (a – b)n ≠ an – bn
A light year is equal to 9 460 800 000 000 km. Look at how the number is
37 638 383 060 000 000 000 000
made easier to read, write and remember:
atoms. 3.2 Power of a quotient
• Round it up, leaving two significant digits → 9 500 000 000 000 (quotient of powers with the same index)
• Break it down into a product → 95 · 100 000 000 000
In one gram See two more expressions that also have the same value.
• Express the second factor as a power of base 10 → 95 · 1011 of oxygen, there • (6 : 3)3 = 23 = 2 · 2 · 2 = 8
One year light is equal to 95 · 1011 km. are 38 · 1021
atoms. • 63 : 33 = (6 · 6 · 6) : (3 · 3 · 3) = 216 : 27 = 8
2.2 Polynomial decomposition of a number Or
• 63 : 33 = (6 · 6 · 6) : (3 · 3 · 3) = (6 : 3) · (6 : 3) · (6 : 3) = (6 : 3)3
The decomposition of a number according to the positional value of its
37 638 383 060 000 000 000 000
digits, and what you have learned about the powers of base 10, allow the
transformation shown in the following example. This is the polynomial 21 digits ⎯→ (a : b)n = an : bn
decomposition of the number.
800 000 + 30 000 + 6 000 + 200 + 70 + 9 On the Web
836 279 = Practise the approximation of large numbers Worked example
8· 105 +3· 104 +6· 103 +2· 102 + 7 · 10 + 9 using powers of base 10.
1. Calculate 5 6 · 2 6 in the Before getting started, note that it is a product of powers with the same
simplest way. index. We apply the first property:
Think and practise
1. Write as powers of base 10. 4. Perform the polynomial decomposition of the
56 · 26 = (5 · 2)6 = 106 = 1 000 000
a) One thousand. b) One million. following numbers. 2. Find the easiest way to
Note that it is a quotient of powers with the same exponent. We perform
a) 74 238 b) 680 290 calculate 12 3 : 4 3.
c) One thousand million. d) One billion. fewer operations if we apply the second property:
c) 4 528 926 d) 46 350 000 123 : 43 = (12 : 4)3 = 33 = 27
2. Write with all the digits.
a) 4 · 105 b) 15 · 109 c) 86 · 1014 5. Use abbreviated notation to write the following data: 3. Calculate (6 4 · 5 4) : 15 4. We apply the first property inside the parentheses: 64 · 54 = (6 · 5)4 = 304
a) The number of elemental molecules in one litre
3. Write the value of x in each case. Then the second property: 304 : 154 = (30 : 15)4 = 24
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 We then put it all together, like this:
b) The Alpha Centauri stars are about forty billion
c) 19 570 000 000 000 ≈ 20 · 10 x kilometres from the sun. (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 • Experimental and intuitive methods of teaching powers, such as
mechanisms for calculating in their heads and rapid calculation. repetition of activities and practical testing, tend to be more effective
• This section shows some applications of powers of ten. We highlight the than deductive methods such as theoretical demonstrations for students
approximation of large numbers. This way of presenting numbers allows at this age.
us to handle large numbers, compare their ranges and estimate • If the characteristics of the group allow it, sequential problem-solving
operations. activities could be done individually or in small groups.
The students will attempt similar exercises of little or moderate difficulty
■■ Critical thinking either individually or in small groups. For example:
Write numbers of two or three digits followed by lots of zeros. Then, write –– Calculate and compare the value of these expressions: 43 · 33 and (4 · 3)3.
the number as a product of a power of ten. Looking at both notations, ask: –– Find the shortest, easiest way to calculate 25 · 55.
Which way is easier? Which one allows us to better appreciate the size of
the number? Which option is more manageable for making comparisons? After solving various exercises like this, and observing the results, some
students will propose a more direct path:
25 · 55 = (2 · 5)5 = 105
■■ Answers to ‘Think and practise’

1 a) 103 b) 106 c) 109 d) 1012

2 a) 400 000 b) 15 000 000 000 c) 8 600 000 000 000 000

Notes
3 a) 5 b) 8 c) 12

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 3.6 Power of exponent zero
On the Web
When multiplying two powers of the same number, the result is another Practise the product of powers of the See what happens when we divide a given power, for example 53, by itself.
power of that number. same base.
• Applying the quotient property → 53 : 53 = 53 – 3 = 50
→ 50 = 1
54 · 53 = (5 · 5 · 5 · 5) · (5 · 5 · 5) = 57 ⎯→ 54 · 53 = 54 + 3 = 57 • Applying the usual calculation → 53 : 53 = 125 : 125 = 1
4 times 3 times
This way, we assign 50 the value of 1.
Note that the exponent of the final product is the sum of the exponents
of the factors.
⎯→ a0 = 1 (a ≠ 0)

⎯→ am · an = am + n
For example:
On the Web
20 = 1 80 = 1 100 = 1 340 = 1
Practise operations with powers.
3.4 Quotient of powers of the same base
On the Web
Let’s think about the relationship between multiplication and division. We Practise the quotient of powers of the
know that: same base.
Think and practise
5 4 · 53 = 57 ↔ 57 : 53 = 54 ⎯→ 57 : 53 = 57 – 3 = 54
57 : 54 = 53 ⎯→ 57 : 54 = 57 – 4 = 53 1. Complete in your notebook, as shown in the example. 6. Reduce to a single power.
a) 52 · 52 b) 32 · 35
4 " (4 · 3) 2 = 4 2 · 3 2
Note that the exponent of each quotient is the difference between the (4 · 3) 2 = 12 2 = 144
•
exponent of the dividend and the exponent of the divisor. 4 2 · 3 2 = 16 · 9 = 144 c) 105 · 102 d) a5 · a5
a) (3 · 5) 2 = … e) m7 · m f ) x2 · x6
4…
b) (4 · 2) 3 = …
4…
⎯→ am : an = am – n 32 · 52 = … 43 · 23 = …
7. Reduce to a single power.
c) (12 : 3) 2 = …
4…
d) (20 : 4) 3 = …
4… a) 26 : 22 b) 38 : 35 c) 107 : 106
On the Web 12 2 : 3 2 = … 20 3 : 4 3 = … d) a10 : a6 e) m5 : m f ) x8 : x4
3.5 Power of another power
Practise the power of another power. 2. Reflect and calculate in the easiest way.
When raising a power to another power, we get a new power of the same base. 8. Reduce to a single power.
a) 53 · 23 b) 42 · 52 c) 252 · 42
(54)3 = 54 · 54 · 54 = 54 + 4 + 4 = 54 · 3 = 512 a) (52)3 b) (25)2 c) (103)3
d) 203 · 53 e) 165 : 85 f ) 183 : 63
Note that the final exponent is the product of the exponents of the original d) (a5)3 e) (m2)6 f ) (x4)4
expression. g) 214 : 74 h) 352 : 52 i) 1003 : 503
9. Reduce to a single power.
3. Calculate.
On the Web a) x · x2 · x3 b) m2 · m4 · m4
⎯→ (an)m = an · m a) (25 · 35) : 65 b) (64 · 34) : 94
Practise operations with powers. c) (k9 : k5) : k3 d) (x5 : x3) : x2
c) (803 : 83) : 53 d) (482 : 22) : 62
e) m6 : (m8 : m4) f ) (k2 · k5) : k6
e) (82 · 122) : (62 · 82) f ) (33 · 43) : (203 : 53)
Worked example g) (x2)5 : x7 h) m10 : (m3)3
(83)2 = 83 · 2 = 86
4. Calculate and note that the results do not match. i) (k2)6 : (k3)4 j) (x5 : x3)2
1. Calculate, using properties. In the first parenthesis, we apply the power of another power:
a) (6 + 4)2 b) (5 + 2)3
(83)2 : (83 · 82) In the second, the product of powers of the same base: 83 · 82 = 83 + 2 = 85 10. Resolve these expressions using combined
62 + 42 53 + 23 operations.
We complete it by subtracting exponents to divide two powers of the same base:
(83)2 : (83 · 82) = 86 : 85 = 86 – 5 = 81 = 8 5. Copy in your notebook and replace each box with a) 62 + 22 – 22 + 5
the sign ‘=’ or ‘≠’, as appropriate. b) 24 – 38 : 36 – 22
2. Reduce to a single power. We reduce the parentheses, applying the product and the quotient of powers
a) (4 + 1)3 43 + 13 b) (4 + 1)3 53 c) 10 + (52)3 : (53)2
(a2 · a)4 : (a6 : a3)3 of the same base: (a2 + 1)4 : (a6 – 3)3 = (a3)4 : (a3)3
c) (6 – 2)4 64 – 24 d) 73 (10 – 3)3 d) (105 : 55) – (22 · 22)
We move on by applying the power of another power: a3 · 4 : a3 · 3 = a12 : a9
e) 102 52 · 22 f ) 104 52 · 22 e) [(8 – 5)2 · (9 – 6)3] : 35
We then end up with the quotient of powers of the same base: a12 – 9 = a3
g) (12 : 3)2 122 : 32 h) 127 : 32 45 f ) [(7 – 4)3 – (9 – 4)2]4
In summary: (a2 · a)4 : (a6 : a3)3 = (a3)4 : (a3)3 = a12 : a9 = a12 – 9 = a3

32 33

■■ Suggestions ■■ Answers to ‘Think and practise’

• We suggest activities such as the following ones for each case: 1 a) (3 · 5)2 = 152 = 225 b) (4 · 2)3 = 83 = 512
33 · 35 = (3 · 3 · 3) · (3 · 3 · 3 · 3 · 3) = 3 · 3 · 3 · 3 · 3 · 3 · 3 · 3 = 38 32 · 52 = 9 · 25 = 225 43 · 23 = 64 · 8 = 512
These examples intentionally require long and tedious work that will c) (12 : 3)2 = 42 = 16 d) (20 : 4)3 = 53 = 125
give students an incentive to develop ideas of how to improve and 122 : 32 = 144 : 9 = 16 203 : 43 = 8 000 : 64 = 125
simplify the calculations.
2 a) 1 000 b) 400 c) 10 000
• Once students discover these proven shortcuts, we will guide their
d) 1 000 000 e) 32 f ) 27
formalisation.
g) 81 h) 49 i ) 8

■■ Cooperative learning 3 a) 1 b) 16 c) 8 d) 16 e) 4 f ) 27

Divide the class into two teams.
4 a) (6 + 4)2 = 102 = 100; 62 + 42 = 36 + 16 = 52
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 b) (5 + 2)3 = 73 = 343; 53 + 23 = 125 + 8 = 133
team to make sure that it is correct.
5 a) ≠ b) = c) ≠ d) =
Once the team accepts all the pairs of cards, they should mix them up and
e) = f ) ≠ g) = h) ≠
hand them to the other team.
Each team must pair up the cards it receives (operations with their 6 a) 54 b) 37 c) 107 d) a10 e) m  8 f ) x  8
solutions).
7 a) 24 b) 33 c) 101 d) a  4 e) m  4 f ) x  4
The team that finishes first, wins.
8 a) 56 b) 210 c) 109 d) a  15 e) m  12 f ) x  16

9 a) x  6 b) m10 c) k  1 d) x  0 = 1 e) m  2

Notes
f ) k  1 g) x  3 h) m  1 i ) k  0 = 1 j ) x  4

10 a) 41 b) 3 c) 11 d) 16 e) 1 f ) 16

42
 UNIT

4 Square roots
4.2 Calculation of the square by guessing
With what you already know, you can calculate roots through guesswork.
To calculate the square root is to do the opposite of raising to the square. This technique will help you understand the ideas and learn the concept.
FOCUS Later you will learn some faster techniques.
b2 = a ) a = b
on English
Integers are positive and Example
Examples
negative whole numbers. Calculate 3 900 by guessing.
• 42 = 16 → 16 = 4 → The square root of 16 is 4. For example, 6 and -6 are _
both integers. 60 2 = 3 600 < 3 900b
• 152 = 225 → 225 = 15 → The square root of 225 is 15. Whole numbers are positive 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 .
integers, always including zero. 62 2 = 3 844 < 3 900b than 62² and less than 63².
Natural numbers are positive 63 2 = 3 969 > 3 900b
integers, which sometimes a
include zero, depending on Therefore: 62 < 3 900 < 63 3 900
2
62 2 63
which mathematician you ask! ↓
The square root of 3 900 is a
3 844 3 969
number between 62 and 63.
—
√3 900
4.1 Exact roots and whole roots Don't forget! 3900 ≈ 62 → The whole root 62 63
↓ On the Web
of 3 900 is 62.
• The square roots of natural numbers are called perfect squares: You should memorise the first perfect Practise calculating whole roots.
squares.
12 - 22 - 32 - 42 - 52 - … - 82 - … - 112 - … - 202 - …
12 = 1 102 = 100
↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓
22 = 4 112 = 121
1 4 9 16 25 64 121 400 Think and practise
32 = 9 122 = 144
The square root of a perfect square is an exact root.
42 = 16 132 = 169
For example, the following are exact roots: 1. Copy and complete, as in the example. 5. Calculate, taking into account the results of the
52 = 25 142 = 196 previous exercise.
• 25 = 5 " The root
La raíz deof2525esisigual
equal to 5.
a 5.
9=3 121 = 11 400 = 20 62 = 36 152 = 225
a) 49 = 7 " … a) 289 b) 361 c) 484
• However, for the majority of the numbers, the root does not match with 72 = 49 162 = 256
an exact number of whole units. 82 = 64 172 = … b) 64 = … " … d) 576 e) 676 f ) 841
92 = 81 182 = …
For example, let’s find the square root of 40. c) 81 = … " … 6. Look at the table and calculate, indicating whether
the root is exact or whole.
6 2 = 36 < 40
4 → 6 < 40 < 7 →
The square root of 40 is a d) 121 = … " …
7 2 = 49 > 40 number between 6 and 7. 502 = 2 500 512 = 2 601 522 = 2 704
2. Calculate mentally.
532 = 2 809 542 = 2 916 552 = 3 025
The closest natural number to the square root, without exceeding it, is
a) 4 b) 9 c) 36
called the whole root. a) 2 550 b) 2 601 c) 2 725
d) 400 e) 900 f ) 3 600
40 ≈ 6 → The whole root of 40 is 6. d) 2 815 e) 2 916 f ) 2 929
g) 6 400 h) 8100 i) 10 000
7. Calculate through guesswork.
Worked example 3. Calculate the whole root in each case.
a) 90 b) 150 c) 700
1. Calculate mentally 900 . a) 5 b) 10 c) 24
x2 = 900 → 302 = 900 → 900 = 30 → Exact root d) 1521 e) 6 816 f ) 10 816
d) 32 e) 39 f ) 50
2. Taking into account the data from the previous table, calculate 1440 , 8. Resolve.
g) 68 h) 92 i) 105
1 444 and 1 580 . a) 121 – 100 + 81
37 2 = 1 369 4. Write the perfect squares between 200 and 900 in
1440 ≈ 37 → Whole root your notebook. b) `4 · 25 – 5 · 9 j : 5
38 2 = 1 444
1444 = 38 → Exact root 39 2 = 1 521 152 162 172 182 … 302 c) 4 3 – 2 5 – 5 2 + 7
1580 ≈ 39 → Whole root 40 2 = 1 600 225 256 289 324 … 900 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 1 a) 49 = 7 → The square root of 49 is 7.
applying an appropriate algorithm. But now that simple calculators are
capable of performing this operation at the push of a button, algorithms b) 64 = 8 → The square root of 64 is 8.
are only a backup. We believe that it is more rewarding to focus on the c) 81 = 9 → The square root of 81 is 9.
building the concept, which may not be easy for students.
We propose the following sequence of material: d) 121 = 11 → The square root of 121 is 11.

–– Finding perfect squares and associating each one with its matching 2 a) 2 b) 3 c) 6 d) 20 e) 30
square root. f ) 60 g) 80 h) 90 i ) 100
Students will learn to distinguish numbers that have exact roots, the
perfect squares, from those that do not. 3 a) 2 b) 3 c) 4 d) 5 e) 6
–– Finding exact roots by trial and error. f ) 7 g) 8 h) 9 i ) 10
Ask for the square roots of large numbers that are perfect squares.
4 225; 256; 289; 324; 361; 400; 441; 484;
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 529; 576; 625; 676; 729; 784; 841; 900
the fewest possible attempts.
5 a) 17 b) 19 c) 22 d) 24 e) 26 f ) 29
–– Approximating whole roots.
6 a) 50, whole b) 51, exact c) 52, whole
We will begin by proposing a root, without saying that the radicand is
d) 53, whole e) 54, exact f ) 54, whole
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
7 a) 90 ≈ 9 b) 150 ≈ 12 c) 700 ≈ 26
is closest to the given quantity (whether over or under).
d) 1521 = 39 e) 6 816 ≈ 82 f ) 10 816 = 104

■■ Focus on English
FOCUS
on English
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

Exercises and problems
To calculate a square root with a pencil and paper, follow the steps below. 13. Sort the following figures from the smallest to
Calculation of powers
Example the largest.
1. Calculate mentally.
Let’s calculate 105674. 8 · 109 17 · 107 98 · 106
a) 24 b) 63 c) 35 d) 204 e) 300
1 Separate the digits from the radicand in pairs from the right, and 1010 16 · 108 9 · 109
calculate the root of the first pair on the left ` 10…j. 2. Copy into your notebook and complete.
3 2 14. Write in abbreviated notation, using a power of
√10 . 56 . 74 3 ← A A = 10 = 3 and leave a) = 8 000 b) = 4 900
base 10.
3·3 → –9 6 ← B 1 as remainder. c) 4 = 10 000 d) 4 = 160 000
a) Eighty-five hundred million.
B: We write the double of A.
1 3. Calculate the exponent in each case. b) Twenty-three hundred million.
2 We get the following pair (56) and look for the digit c , so that a) 2x = 256 b) 10x = 10 000 c) Forty-nine billion.
6 c × c is as close to 156 without exceeding it. c) 7x = 2 401 d) 13x = 2 197
4. Calculate with a pencil and paper.
Operations with powers
√ 10 . 56 . 74 3 √10 . 56 . 74 3
15. Calculate.
– 9 ↓↓ 6 c × c –9 62 × 2 = 124 a) 55 b) 95 c) 110 d) 153 e) 164
a) 72 – 62 + 52 – 42
1 56 c =2 156 5. Resolve using a calculator.
b) (5 – 4 + 2 – 1)3
6 2 × 2 = 124 → 124 a) 412 b) 510 c) 453 d) 674 e) 993
c) (10 – 6)2 – (10 – 8)3
032 6. Write all the perfect squares between 1 000 and 1 500.
d) 34 – (5 – 3)2 – (23)2
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. Powers of base 10. e) (13 – 3)2 · (7 + 3)2 + (15 – 5)2 · 10

√10 . 56 . 74 32 √10 . 56 . 74 32
Abbreviation of large numbers 16. Calculate in the easiest way.
7. Write with all their digits. a) 82 · 52 b) 26 · 56 c) 253 · 43
–9 62 × 2 = 124 –9 62 × 2 = 124
a) 102 b) 106 c) 1010 d) 1012 e) 1016 d) 65 : 35 e) 153 : 53 f ) 204 : 54
156 64 d × d 156 645 × 5 = 3 225
– 124 – 124 On the Web 8. Write as a power of base 10. 17. Copy in your notebook and complete.
32 74 d =5 3274
Practise the algorithm of the square root.
a) One hundred. b) One hundred millions. a) 52 · 53 = 5 b) 64 · 63 = 6
64 5 × 5 = 3 225 → – 3225 c) One hundred billions. c) a5 · a3 = a d) m3 · m = m9
Use a calculator e) 26 : 24 = 2 f ) 78 : 75 = 7
0049 9. Write with all their digits.
• On some calculators, the sequence
g) a9 : a8 = a h) m8 : m = m6
4 We move the value d = 5 to the answer field. of keys to calculate 105 674 is: a) 13 · 107 b) 34 · 109 c) 62 · 1011
Answer: 105674 $ → {«“∞…≠|∞………} i) (42)3 = 4 j) (53)3 = 5
10. Transform like in the example.
105 674 = 325 • On other calculators, it is: k) (a2)2 = a l) (m4) = m12
• 180 000 = 18 · 104
Test: 3252 + 49 = 105 674 $ 105674 = → {«“∞…≠|∞………} 18. Reflect on the following statements and translate
a) 5 000 b) 1 700 000 c) 4 000 000 000 them into mathematical equalities or inequalities.
11. In a kilometre there are 103 = 1 000 metres, and a) The power of a product. ↔ Product of the powers
Think and practise in a metre there are 102 = 100 centimetres. of factors.
9. Copy the following resolved roots into your 10. Calculate with a pencil and paper, and then check In the same way, express how many centimetres there b) The power of a sum. ↔ Sum of the powers of
notebook and complete using the algorithm. with a calculator. are in a kilometre. addends.
√1 1 5 8 4 √2 7 3 8 5 a) 1 444 b) 2 025 c) 2 945 12. Round off the number of inhabitants in each of c) Product of powers of the same base. ↔ The same
– 6 × 102 × 2 these cities to hundreds of thousands and write the base raised to the sum of exponents.
d) 3 974 e) 20 164 f ) 126 782 numbers using a power of base 10.
2 3 8 d) The power of a power. ↔ The same base raised to
– 2 5 6 11. Resolve using a calculator. Rome: 2 823 201 Paris: 11 837 743 the product of the exponents.
0 0 a) 2 936 b) 10 568 c) 528 471 Madrid: 3 234 359 Cairo: 16 248 530 e) Power of exponent zero. ↔ One.

36 37

■■ Suggestions 6 322 = 1 024 332 = 1 089 342 = 1 156 352 = 1 225

• Once you have built the concept of the square root and the class 362 = 1 296 372 = 1 369 382 = 1 444
understands, you may introduce the algorithm.
7 a) 100 b) 1 000 000 c) 10 000 000 000
• We shall use a calculator to confirm the result of each calculation. d) 1 000 000 000 000 e) 10 000 000 000 000 000
The interpretation of the result is important, including the practice of
rounding off to the nearest unit. 8 a) 102 b) 108 c) 1014

9 a) 130 000 000 b) 34 000 000 000 c) 6 200 000 000 000

■■ Answers to ‘Think and practise’ 10 a) 5 · 103 b) 17 · 105 c) 4 · 109
9 √ 1   1   5   8 3  4 √ 2   7   3   8 5  2
–   9     6  4 × 4 2   5     102 × 2 11 1 km = 105 cm

2  5  8 2  3  8 12 Rome → 28 · 105 Paris → 118 · 105

–  2  5  6 2  0  4 Madrid → 32 · 105 Cairo → 162 · 105
0  0  2 0  3  4
13 98 · 106 < 17 · 107 < 16 · 108 < 8 · 109 < 9 · 109 < 1010
10 a) Root = 38. Remainder = 0 b) Root = 45. Remainder = 0 14 a) 85 · 108 b) 23 · 1011 c) 49 · 1017
c) Root = 54. Remainder = 29 d) Root = 63. Remainder = 5
15 a) 22 b) 8 c) 8 d) 13 e) 11 000
e) Root = 142. Remainder = 0 f ) Root = 356. Remainder = 46
16 a) 1 600 b) 1 000 000 c) 1 000 000
11 a) 54 b) 103 c) 727 d) 32 e) 27 f ) 256

17 a) 5
■■ Answers to ‘Exercises and problems’ b) 7 c) 8 d) 6 e) 2 f ) 3
g) 1 h) 2 i ) 6 j ) 9 k) 4 l ) 3
1 a) 16 b) 216 c) 243 d) 160 000 e) 1
18 a) (a · b)m = am · bm b) (a + b)m ≠ am + bm c) am · an = am + n
2 a) 20 b) 70 c) 10 d) 20
d) (am)n = am · n e) a0 = 1
3 a) 8 b) 4 c) 4 d) 3

4 a) 3 125 b) 59 049 c) 1 d) 3 375 e) 65 536

5 a) 16 777 216 b) 9 765 625 c) 91 125

d) 20 151 121 e) 970 299

44
 UNIT

Exercises and problems

19. Reduce these expressions: 23. Reduce to a single power, and then calculate. Solve problems 34. Look at the cube in the image formed by
a) x 8 : x 3 b) m4 · m2 c) (k 2)4 a) 210 : 44 b) 36 : 92 c) 253 : 54 5 × 5 × 5 individual cubes.
28. A farmer plants some carrots in her garden. She
d) x 5 · x 5 e) (m3)2 f ) k6 : k4 d) (23 · 42) : 8 e) (34 · 92) : 272 f ) (55 · 53) : 253
distributes them in 25 rows and plants 25 carrots in
20. Calculate. each row. How many carrots does she plant?
Square root
a) 364 : (24 · 94) b) (24 · 25) : 29 29. A summer
24. Calculate, either the exact or whole root through
c) (155 : 55) : 33 d) 129 : (47 · 37) guesswork. cinema has 625 seats
e) (43 · 45) : (44 · 42) f ) (307 : 57) : (25 · 35) distributed in an a) Suppose that we paint the outside red. How many
a) 90 b) 121 c) 1 785 equal number of individual cubes would have been painted?
21. Reduce to a single power. 25. Resolve using a calculator. rows and columns.
b) Suppose that we want to make it bigger by covering
How many seats are
a) (x 5 : x) · x 2 b) (m7 : m4) : m3 a) 655 b) 1024 c) 1369 it entirely with a layer of small green cubes. How
there in each row?
c) (x 2)4 : (x 2)3 d) (m4)3 : (m5)2 d) 4 225 e) 12 664 f ) 33 856 many green cubes would we need?
e) (a3 · a5) : (a · a4) f ) (x 3 : x 2) · (x 4 · x 3) 30. A square farm has an area of 900 square metres.
26. Copy the perfect squares in your notebook. How many linear metres of wire are needed to put a Problems '+'
22. Worked example 1 000 1 225 1 600 1 724 1 601 2 464 fence around it?
3 364 3 540 3 773 3 844 4 000 5 625 35. The floor of a room of 6 m × 6 m has been
Reduce to a single power, and then calculate. 31. A package with the same height, width and covered with square tiles which are sold in packs of
164 : 45 27. Resolve. length, contains 1 000 cubes of sugar with sides of one 12. How big are the tiles, knowing that 34 packages
a) 5 2 + 12 2 – ` 5j b) ` 2j + ` 3j – 5 0
2 4 2 centimetre. What are the dimensions of the package? were needed, that no tile broke and that a few were
164 : 45 = (42)4 : 45 = 48 : 45 = 48 – 5 = 43 = 64
left?
32. We build these two structures using wooden
blocks with edges of 1 cm (Careful! The drawings do If 12 · 34 = 408 tiles were purchased, how many rows of
not have the same proportions): tiles have been laid?
Learn how to solve problems
a) A square plate of b) A cube of
Marta bought five sheets with 40 stickers each and decorated the small cube. Are 36. Alberto told a secret to his friends Nacho and Sara.
1 000 cm each side. 100 cm each side.
there enough stickers left to decorate the large cube in the same way? Ten minutes later, Nacho has already told Rachel and
Marta, and Sara has already told Rosa and Paul.
Check that you have understood the information. After ten more minutes, Rosa and Paul have both
100 cm told two people.
How many stickers did Marta buy? Did she use any? What does she
want to do with the remaining ones? If the secret continues to spread at the same rate,
how many many people will know it two hours after
Think about how you are going to solve this problem. What do you need to know? 1000 cm 1000 cm 100 cm 100 cm Nacho and Sarah knew?

Where do you think you need — Start by calculating how many stickers she bought. Which of the two do you think is heavier? Explain 37. The floor of a square room is covered with 484
to start? 5 sheets of 40 stickers → 5 · 40 = 200 stickers bought. your answer. tiles of 15 cm in length. All the tiles are white except
for those that are 15 cm away from the wall forming
33. How many fathers and mothers were there among a decorative red frame as shown in the image below:
Will it be good to know how — She decorated a 6-sided cube, and on each side she used 32 = 9 stickers.
all your great-great-grandparents?
many stickers she used? How Stickers used: 9 · 6 = 54 stickers
many does she have left? Therefore, she has 200 – 54 = 146 stickers left.

How will you know — First, I need to know how many stickers are needed for the
if the remaining 146 large cube, which has 6 sides with 6 · 6 squares per side.
stickers are enough She needs 6 · 6 · 6 = 63 = 216 stickers, which is more than 146.
to decorate the large She does not have enough stickers!
cube? Answer: Marta does not have enough stickers to decorate the large cube.
How many red tiles are on the floor?

38 39

■■ Answers to ‘Exercises and problems’ 34 a) 98 cubes would be painted.

19 a) x  5 b) m  6 c) k  8 b) We would need 218 green cubes.
d) x  10 e) m  6 f ) k  2 35 The tiles are 30 cm2.
20 a) 16 b) 1 c) 9 36 4 096 people would have heard the gossip.
d) 144 e) 16 f ) 36
37 There are 76 red tiles.
21 a) x  6 b) m  0 = 1 c) x  2
d) m  2 e) a  3 f ) x  8
Notes

23 a) 22 = 4 b) 32 = 9 c) 52 = 25
d) 24 = 16 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

d) 65, exact e) 112, whole f ) 184, exact

26 1 225 = 352 1 600 = 402 3 364 = 582

3 844 = 622 5 625 = 752

27 a) 8 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 1 000 000
cubes.

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

45
 Maths workshop
Take action
Learn
Read, reflect and deduce Train yourself solving problems
The world of numbers presents multiple relationships, some of which are so surprising that Some examples of guesswork
they seem almost magical. As an example, look at the following: • I have three identical boxes One contains orange sweets, one
OO LL OL
In the sum of odd numbers, we find the sum of cube numbers: contains lemon sweets, and the third one contains a mixture of
64 orange and lemon sweets. They are labelled with these names, but
27 none of the boxes has the right label.
8
1
OO → Orange sweets only. LL → Lemon sweets only. OL → Orange and lemon sweets.
Rachel says that if she gives me a box and I choose a sweet and show it to her, she can
1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 + … guess the contents of all the boxes.
13 23 33 43 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.
• 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:

36 27
8
1
←→ + + Self-assessment On the Web The answers to these exercises.

62 = 36 = 1 + 3 + 5 + 7 + 9 + 11 = 13 + 23 + 33 1. Express in the form of powers. 5. Reduce to a single power.

62 = 36 = (1 + 2 + 3)2 = 13 + 23 + 33 a) 5 · 5 · 5 · 5 b) 10 · 10 · 10 a) a3 · a2 b) x5 : x4 c) (a3)4
• Check that 13 + 23 + 33 + 43 is equal to a square number. c) a · a · a · a · a d) m · m 6. Calculate the shortest way.
• Find another square number that can be expressed as the sum of cubes. 2. Calculate. a) 24 · 54 b) 183 : 93
a) 26 b) 53 7. Copy and complete in your notebook.
c) 72 c) 106 a) x 3 · y 3 = ( · ) b) x 4 : y 4 = ( : )
3. Copy and complete in your notebook. 8. Reduce.
a) 2 = 8 b) 2 = 81 a) (x 5 · x 2) : x 4 b) (a5)2 : (a2)3
Learn orders oF orders oF 4. Copy and complete this table in your notebook. 9. Copy and complete in your notebook.
UniTs UniTs
Numbers in computers 23 22 21 20 23 22 21 20 properTies oF powers
a) 36 = b) 400 = c) 10 000 =
We use the decimal system to write numbers, using ten d) =3 e) =8 f) = 30
8 4 2 1 8 4 2 1 The power of a product is equal to the
symbols, from 0 to 9. (a · b)n = an · bn
product of the powers of the factors. 10. Using a pencil and paper, calculate the whole square
0 0 0 0 0 8
Computers and calculators, in their internal language, root of 2 920. Then check with a calculator and see
1 0 0 0 1 9 The power of a quotient is equal to the
write numbers in the binary system; that is, using quotient of the powers of the dividend if the result is correct.
only two digits, 0 and 1. 2 0 0 1 0 10 1 0 1 0 and divisor.
• Study and complete the tables in your notebook, 3 0 0 1 1 11 11. How many wooden cubes of 1 cm are there in 10
To multiply two powers of the same packages like the one in the image?
following the logic of the first rows. When you finish 4 0 1 0 0 12 base, we add the indexes.
it, you have the first fifteen natural numbers into the 5 0 1 0 1 13
binary system. To divide... am : an = am – n
6 0 1 1 0 14 10 cm
7 15 1 1 1 1 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 Students should observe the first cases and infer the rule to complete the
of the unit. table.
The students will draw new elements in a series, experiment, make Solutions
conjectures, make hypotheses and check them. • Raquel will take the box labelled NL and remove a sweet.
Finally, we suggest sharing the conclusions as a class. If the sweet is lemon, NL has lemon sweets, NN is the mixed box, and LL
Answers contains orange sweets.
• 53 = 21 + 23 + 25 + 27 + 29 If the sweet is orange, NL is the box of orange sweets, LL, the mixed
• 13 + 23 + 33 + 43 = 1 + 8 + 27 + 64 = 100 = 102 box, and NN the lemon box.

• For example: 13 + 23 = (1 + 2)2 = 32 = 9 •

13 + 23 + 33 + 43 + 53 = (1 + 2 + 3 + 4 + 5)2 = 152 = 225

■■ Answer to ‘Self-assessment’
■■ Learn 1 a) 54 b) 103 c) a  5 d) m  2
Students should observe the first cases and infer the rule to complete the
2 a) 64 b) 125 c) 49 d) 1 000 000
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 4 These properties may be found on pages 31 and 32 of the Student’s
students an abacus and the rules of the binary system: two units of any Book.
order make a higher order.
5 a) a  5 b) x c) a  12
Answers
• 7 → 0111 8 → 1000 6 a) 10 000 b) 8
9 → 1001 11 → 1011 7 a) (x · y)3 b) (x : y)4
12 → 1100 13 → 1101
8 a) x  3 b) a  4
14 → 1110
9 a) 6 b) 20 c) 100 d) 9 e) 64 f ) 900

10 2 920 = 54

11 There will be 10 000 dice total.

46
Notes Notes