BEAMS - Unit 5 Indices

Basic Essential
Additional Mathematics Skills
UNIT 5
INDICES
Unit 1:
Negative Numbers
Curriculum Development Division

Ministry of Education Malaysia
TABLE OF CONTENTS
Module Overview 1
Part A: Indices I 2
1.0 Expressing Repeated Multiplication as an and Vice Versa 3
2.0 Finding the Value of an 3

m n
Verifying a  a  a
m n
3.0 4
4.0 Simplifying Multiplication of Numbers, Expressed in Index
Notation with the Same Base 4
5.0 Simplifying Multiplication of Algebraic Terms, Expressed in Index
Notation with Different Bases 5
7.0 Simplifying Multiplication of Algebraic Terms Expressed in Index
Part B: Indices II 8
mn
Verifying a  a  a
m n
1.0 9
2.0 Simplifying Division of Numbers, Expressed In Index Notation
with the Same Base 9
3.0 Simplifying Division of Algebraic Terms, Expressed in Index


5.0 Simplifying Multiplication of Algebraic Terms, Expressed in

Index Notation with Different Bases 10
Part C: Indices III 12
Verifying (a )  a
m n mn
1.0 13
2.0 Simplifying Numbers Expressed in Index Notation Raised
to a Power 13
3.0 Simplifying Algebraic Terms Expressed in Index Notation Raised

to a Power 14
1
a n 
4.0 Verifying an 15
1
5.0 Verifying an na
16
Activity 20
Answers 22
Basic Essential Additional Mathematics Skills (BEAMS) Module
UNIT 5: Indices
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils’ understanding on the

concept of indices.
2. This module aims to provide the basic essential skills for the learning of
Additional Mathematics topics such as:
 PART 1
Indices and Logarithms
 Progressions
 Functions
 Quadratic Functions
 Quadratic Equations
 Simultaneous Equations
 Differentiation
 Linear Law
 Integration
 Motion Along a Straight Line
3. Teachers can use this module as part of the materials for teaching the
sub-topic of Indices in Form 4. Teachers can also use this module after
PMR as preparatory work for Form 4 Mathematics and Additional
Mathematics. Nevertheless, students can also use this module for self-
assessed learning.
4. This module is divided into three parts. Each part consists of a few learning
objectives which can be taught separately. Teachers are advised to use any
sections of the module as and when it is required.

Ministry of Education Malaysia 1
UNIT 5: Indices
PART A:
INDICES I
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to:
1. express repeated multiplication as an and vice versa;
2. find the value of an;
3. verify a m  a n  a m n ;
4. simplify multiplication of
(a) numbers;
(b) algebraic terms, expressed in index notation with the same base;
5. simplify multiplication of
(a) numbers; and
(b) algebraic terms, expressed in index notation with different bases.
TEACHING AND LEARNING STRATEGIES
The concept of indices is not easy for some pupils to grasp and hence they
have phobia when dealing with multiplication of indices.
Strategy:
Pupils learn from the pre-requisite of repeated multiplication starting from

squares and cubes of numbers. Through pattern recognition, pupils make
generalisations by using the inductive method.
The multiplication of indices should be introduced by using numbers and

simple fractions first, and then followed by algebraic terms. This is intended
to help pupils build confidence to solve questions involving indices.

UNIT 5: Indices
LESSON NOTES A
1.0 Expressing Repeated Multiplication As an and Vice Versa
(i) 32  3  3 32 is read as
‘three to the power of 2’
2 factors of 3
or
‘three to the second power’.
(ii) (4)3  (4)(4)(4) index

32
3 factors of (4)
base
(iii) r3  r  r  r
3 factors of r
(a) What is 24?
(b) What is (−1)3?
(c) What is an?
(iv) (6  m) 2  (6  m)( 6  m)
2 factors of (6+m)
2.0 Finding the Value of an
(i ) 25  2  2  2  2  2
 32
(ii ) (  5)3  ( 5)(5)(5)

  125
4
2 24
(iii)    4
3 3
 2 2 2 2 
  
 3 3 3 3 
16

81

UNIT 5: Indices
m n
Verifying a  a  a
m n
3.0
(i) 23  24  (2  2  2)  (2  2  2  2)
 27  234
(ii ) 7  7 2  7  (7  7 )
 73  7 12
(iii ) ( y  1) 2 ( y  1)3  [( y  1)( y  1)] [( y  1)( y  1)( y  1)]

 ( y  1)5  ( y  1) 23
am  an  amn
4.0 Simplifying Multiplication of Numbers, Expressed In Index Notation with the Same
Base
(i) 6 3  6 4  6  6 3 41
 68
(ii ) (5) 3  (5) 8  (5) 38

 (5)11
5 15
1 1 1
(iii )     
3 3 3
6
1
  
3

UNIT 5: Indices
5.0 Simplifying Multiplication of Algebraic Terms, Expressed In Index Notation with the
Same Base
(i) p 2  p 4  p 2 4  p 6
(ab) 5  a 5 b 5
Conversely,
(ii ) 2 w9  3w11  w 20  6 w911 20  6 w 40 a 5 b 5  (ab) 5
(iii ) (ab) 3  (ab) 2  ab

3 2
 (ab) 5 4
s
4
s
   4
t t
3 31 4
s s s s Conversely,
(iv )           
t t t t
4
s4  s 
 
t4  t 
6.0 Simplifying Multiplication of Numbers, Expressed In Index Notation with Different

Bases
Note:
(i) 34  38  2 3  348  2 3  312  2 3  Sum up the indices
with the same
(ii ) 53  5 7  714  7 3  537  7143  510  717 base.
 numbers with
different bases
3 2 4 3 2 4 5 4 cannot be
1 1 3 1 3 1 3
(iii )                   simplified.
 2  2 5 2 5  2 5
7.0 Simplifying Multiplication of Algebraic Terms Expressed In Index Notation with

Different Bases
(i) m 5  m 2  n 5  n 5  m 52  n 55  m 7 n10
(ii) 3t 6  2s 3  5r 2  30t 6 s 3 r 2
2 4 1 4 13 3 4 4 3
(iii ) p  p3  q3  p q  p q
3 5 2 15 15

UNIT 5: Indices
EXAMPLES & TEST YOURSELF A
1. Find the value of each of the following.
(a) 35  3  3  3  3  3 (b) 63 
 243
(c) (4) 4  (d) 1

5
  
5
(e)  3
3
(f)  1
2
    2  
 4  5
(g)  74  (h)  2
5
   
 3
2. Simplify the following.
(a) 3m 3  4m 2  12m 3 2 (b) 5b 2  3b 4  b 

 12m 5
(c) 2 x 2  (3x 4 )  3x 3  (d) 7 p 3  (2 p 2 )  ( p)3 

UNIT 5: Indices
(a) 43  32  64  9 (b) (3) 2  23  2 2 

 576
(c) (1)3  (7) 4  (7)3  (d) 2

1 1  4
3 2
      
 3  3  5 
(e) 2  23  52  54  (f) 3 2 2
 2 2  2 2
        
 3 7  3 7
(a) 4 f 4  3g 2  12 f 4 g 2 (b) (3r ) 2  2r 3  3s 2 
(c) (w) 3  (7w) 4  (3v) 3  (d) 2

3  1  4 
3 2
 h  k   k  
7  5  5 

UNIT 5: Indices
PART B:
INDICES II
LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to:
mn
verify a  a  a
m n
1. ;
2. simplify division of
(a) numbers;
(b) algebraic terms, expressed in index notation with the same base;
3. simplify division of
(a) numbers; and
(b) algebraic terms, expressed in index notation with different bases.
Some pupils might have difficulties in when dealing with division of indices.
Strategy:
Pupils should be able to make generalisations by using the inductive method.

The divisions of indices are first introduced by using numbers and simple
fractions, and then followed by algebraic terms. This is intended to help
pupils build confidence to solve questions involving indices.

UNIT 5: Indices
LESSON NOTES B
mn
Verifying a  a  a
m n
1.0
1 1 1
2 2 2 2 2
(i) 2  2 5 3
/ / /
21 21 2 1 (a) What is 25 ÷ 25?
2 2
 2 53 (b) What is 20?
(c) What is a0?
1 1
555555555
(ii) 5  5  / /
9 2
51 51
5 7
 5 9 2
1 1
(2  p )(2  p )(2  p )
(iii) (2  p ) 3  (2  p ) 2 
1
(2  p )(2  p ) 1
 (2  p)  ( 2  p ) 3 2
Note:
a  a m  a mm  a 0
m
am
am  am  1
am
am  an  amn
 a0  1
2. 0 Simplifying Division of Numbers, Expressed In Index Notation with the Same Base
(i) 48  4 2  48  2
 46
(ii) 79  73  7 2  79  3 2
 74
510
(iii) 3
 510  3
5
 57
312
(iv)  312  4  5
3 3
4 5
 33

UNIT 5: Indices
3.0 Simplifying Division of Algebraic Terms, Expressed In Index Notation with the Same
Base
(i) n 6  n 4  n 6 4  n 2
20k 7
(ii) 3
 4k 73  4k 4
5k
 8h 3 8 8
(iii) 2
  h 32   h
3h 3 3
4.0 Simplifying Multiplication of Numbers, Expressed In Index Notation With Different

Bases
REMEMBER!!!
Numbers with
different bases cannot
be simplified.
5.0 Simplifying Multiplication of Algebraic Terms, Expressed In Index Notation with

Different Bases
9h15
(i) 9h15  3h 4 k 6 
3h 4 k 6
3h15 4 3h11 h11
   3 6
k6 k6 k
48 p 8 q 6 4 83 6  2
(ii ) 3 2
 p q
60 p q 5
4
 p5q 4
5

UNIT 5: Indices
EXAMPLES & TEST YOURSELF B
(a) 12 5  12 3  12 53 (b) 910  93  9 

 12 2
 144
(c) 8 9 (d) 2
18
2
12
     
83 3 3
(e) (5) 20 (f) 318  310

 
(5)18 324
(a) q12  q 5  q125 (b) 4 y9  8 y7 

 q7
(c) 35m10 (d) 214 b11

 
15m8 28 b8
(a) 36m9 n 5 9 94 51 (b) 64c16d 13

 m n 
8m 4 n 2 12c 6 d 7
9
 m5 n 4
2
(c) 4 f 6  6 fg 9 (d) 8u 9  7v8  3u 4

 
12 f 4 g 3 12u 6v5

UNIT 5: Indices
PART C:
INDICES III
LEARNING OBJECTIVES
Upon completion of Part C of the module, pupils will be able to:
derive (a )  a ;
m n mn
1.
2. simplify
(a) numbers;
(b) algebraic terms, expressed in index notation raised to a power;
n 1
3. verify a  ; and
an
1
4. verify a n  n a .
The concept of indices is not easy for some pupils to grasp and hence they
have phobia when dealing with algebraic terms.
Strategy:
Pupils learn from the pre-requisite of repeated multiplication starting from

squares and cubes of numbers. Through pattern recognition, pupils make
generalisations by using the inductive method.
In each part of the module, the indices are first introduced using numbers and
simple fractions, and then followed by algebraic terms. This is intended to
help pupils build confidence to solve questions involving indices.

UNIT 5: Indices
LESSON NOTES C
1.0 Verifying (a m )n  a mn
(i) (23 ) 2  23  23
 23  3
 26  2 3 2
(ii ) (39  2 5 ) 3  (39  2 5 )(39  2 5 )(39  2 5 )

 39  9  9  2 5  5  5
 327  215  39 3  2 5 3
2
 113   113  113 
(iii )  4    4  
 15   15  154 
    
 113  3 
  4 4 
 15 
 
116 113 2
 
158 154 2
(a m ) n  a mn
2. 0 Simplifying Numbers Expressed In Index Notation Raised to a Power
(i) (102 )6  102  6  1012
(ii) (27  93 )5  27  5  93  5  235  915
5
(iii)  43   (710 )2  43  5  710  2  415  720
 
3 13  3
 613  639
(iv)    6 
 58  58  3 524
 

UNIT 5: Indices
3.0 Simplifying Algebraic Terms Expressed In Index Notation Raised to a Power
(i) (3 x 2 ) 5  35 x 25
 35 x10
(ii ) (e 2 f 3 g 4 ) 5  e 25 f 35 g 45

 e10 f 15 g 20
4 4
1  1
(iii )  a 3b     a 34 b14
5  5
a12b 4

54
a12b 4

625
1 12 4
 a b
625
5
  2m 4  (2) 5 m 45
(iv )   
 n
3
 n 35
Note:
(2) 5 m 20
 A negative number raised to
n15 an even power is positive.
 32m 20
 A negative number raised to
n15
an odd power is negative.
m 20
  32 15
n
(2 p 3 ) 5  4 p 6 q 7 2 5  4 p 35  p 6  q 7
( v)  
12 p 3 q 2 12 p 3q 2
32 p1563 q 72

3
18 5
32 p q

3
32 18 5
 p q
3

UNIT 5: Indices
n 1
4. 0 Verifying a 
an
3 3 3 3
(i) 34  36 
3 3 3 3 3 3
1
 2  3 4  6  3 2
3
1
3 2  2
3
77
(ii ) 7 2  75 
77777
1
 3  7 2 5  7 3
7
1
a n 
an
Alternative Method
104  10 000 1000
Hint:  100
10  1000
3 ?
102  100
101  10
100  1
1 1
101   1
10 10
1 1
102   2
100 10

1
10n 
10n

UNIT 5: Indices
1
5.0 Verifying an na
2
 1 1
2 
(i)  32   32  31
 
 
2
 1
 32   3
 
 
Take square root on both sides
2
 1  of the equation.
 32   3
 
 
 1  1 
 3 2  3 2   3
  
  
1
32  3
5
 1 1
5 
(ii)  25   25  21
 
 
5
 1
 25   2
 
 
5
 1
5  25   5
2
 
 
1
 1  1  1  1  1  (a) What is 4 2 ?
5  25  2 5  2 5  2 5  2 5   5
2 3
      (b) What is 4 2 ?
     
1 m
25  5
2 (c) What is a n ?
p
 1 1
 p
(iii ) m p   m p
 m1
 
 
p
 1
p m p  
p
m
 
 
1
p
m p
 m
Note:
1
a n
 n
a
1
 a
m
a n a
n
a n
 n
m

UNIT 5: Indices
EXAMPLES & TEST YOURSELF C
(a) (b)
2  5 3
2 53
[(1) 2 ] 3 
 215  32768
(c) 2 (d) 3
 23   3  2 
 2       
7   5  
(e)  32  (f)

3
  
 
4
 5   23 2 
 
2. (a) Simplify the following.
(i) 2 6
 32 
4
 2 64  3 24 (ii) 2   5 
6 4 3 2

 2 24  38
(iii)
4   4 
2 3 1 5

(iv) 3 2
2
    
3
4 5
(v)  7 3
3 2 (vi) 2
 32  4 4 
4
      5   
 
 4 7  12   5 

UNIT 5: Indices
2. (b) Simplify the following.
(i)
2 x  3 5
 (215 )( x 35 )
(ii) x y 
4 7 6

 25 x15
 32 x15
(iii)
w 2
 w12   3 (iv)
4 y 9
 8y7 7

2m n 3mn 
(v) 2 (vi)
 36 p 9 q 5  4 4
  
3 2

8 6 
 9p q 
3. Simplify the following expressions:
(a) (b) 1
2 5 
1 3
  
25 4
1

32
(c)
 x 
4 (d) 2st 4
 2   
6s 1t 5
 3y 
(e) 3 (f) 2
 m 2 n 1   8ab 2 c 3 
    3 6  
3 2
 2m k   2a b 

UNIT 5: Indices
(a) 1 (b) 5
 64 3  3  64 100 2 
 4
(c) 
3 (d) 1 1
81 4
 3  27 
2 2
a  (a
(e) 1 1 (f) 4
10 5 3  2
) (a m ) m   1 
3   
 27 

UNIT 5: Indices
ACTIVITY
Solve the questions to discover the WONDERWORD!

 You are given 11 multiple choice questions.
 Choose the correct answer for each of the question.
 Use the alphabets for each of the answer to form the WONDERWORD!
410
1. 
4 2  45
P 40 O 43 R 417 T 413
2. 107  102  53  5 2 
T 10145 5 O 105 56 N 105 55 B 10145 6
2 2  32
3. 
42
22 32 32 42
D E N O
4 22 42 3
4. 2 y x  8 y x 
9 3 2
y7 x2 4 y 11 y1 x 2 4y7
M A L K
4 x4 4 x2
5. 2 5
 32 
4

A 2 3 2 9  36 2 20  36 2 9  38
20 8
N T S
6. m  m  n  n 
5 2 2 4
T m7 n8 U m10n 8 L m7 n 6 E m10n 6

UNIT 5: Indices
3 4 2 3
2 2 2 2
7.         
   
5 5 5 5
12 2 6 5
F 2 A 2 V 2 E 2
       
5 5 5 5
5
 72 
8.  3  
4 
 710   77   71 0   77 
Y  15  R  8  M  8  A  15 
4  4   4  4 
25a 9 b 5
9. 
5a 6 b 3
L 15a15b 8 I 5a 3b 8 S 5a 3b 2 T 15a 6 b 5
2 3 2 5
1 1  2  2
10.         
 3 3  5  5
5 10 6 7 5 7 6 10
1  2 1  2 1  2 1  2
P     E     I     R    
3  5 3  5 3  5 3  5
12 p 6 q 7
11. 
3 p 3q 2
p3q5 1
Y A 4 p3q5 R D 3 p9q9
3 3 p9q9
Congratulations! You have completed this activity.
1 2 3 4 5 6 7 8 9 10 11
The WONDERWORD IS: ........................................................

UNIT 5: Indices
ANSWERS
TEST YOURSELF A:
1.
(a) 243 (b) 216
(c) 256 (d) 1

3125
(e) 27 (f) 21
 4
64 25
(g) 2401 (h) 32

243
2.
(a) 12m5 (b) 15b 7

(c)  18x 9 (d) 14 p 8
3.
(a) 576 (b) 288
(c) 823543 (d) 16

6075
(e) 250 000 (f) 256


83 349

UNIT 5: Indices
4.
(a) 12 f 4 g 2 (b) 54r 5 s 2
(c) 64 827 w7 v 3 (d) 144

h2k 5
153125
TEST YOURSELF B:
1.
(a) 144 (b) 531 441
(c) 262 144 (d) 64

729
(e) 25 (f) 81
2.
(a) q7 (b) 1 2
y
2
(c) 7 2 (d) 64b3

m
3
3.
(a) 9 5 4 (b) 16 1 0 6
m n c d
2 3
(c) 2 f 3g6 (d) 14u 7 v 3

UNIT 5: Indices
TEST YOURSELF C:
1.
(a) 32768 (b) 1
(c) 64 (d) 3

6
729
  
2401 5 15625
(e) 36 729 (f)

5 3

125
2 24  16 777 216
2. (a)
(i) 2 24  3
8
(ii) 224  56
(iii) 411 (iv) 32

2(53 )
(v) 7(32 ) (vi) 36 (414 )

43 52
2. (b)
(i) 32x15 (ii) x 24 y 42
(iii) 1 (iv) y1 4
w30
27
(v)  p
2 (vi) 162m 7 n18
16 
q

UNIT 5: Indices
3.
(a) 1 1 (b) 4
5

2 32 3
(c) y8 (d) 1  s2 
81  
x4
3  t 9 
(e) 8k 6 m 3 n 3 (f) 1  a 4c6 
 
16  b16 

4.
(a) 4 (b) 100000
(c) 1 (d) 9
27
(e) (f) 1
a5
81
ACTIVITY:
The WONDERWORD is ONEMALAYSIA


BEAMS - Unit 5 Indices

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Basic Essential

Additional Mathematics Skills

Curriculum Development Division

1.0 Expressing Repeated Multiplication as an and Vice Versa 3

2.0 Finding the Value of an 3

3.0 Simplifying Division of Algebraic Terms, Expressed in Index

4.0 Simplifying Multiplication of Numbers, Expressed in Index

5.0 Simplifying Multiplication of Algebraic Terms, Expressed in

3.0 Simplifying Algebraic Terms Expressed in Index Notation Raised

1. The aim of this module is to reinforce pupils’ understanding on the

Curriculum Development Division

Upon completion of Part A, pupils will be able to:

1. express repeated multiplication as an and vice versa;

2. find the value of an;

TEACHING AND LEARNING STRATEGIES

Pupils learn from the pre-requisite of repeated multiplication starting from

The multiplication of indices should be introduced by using numbers and

Curriculum Development Division

1.0 Expressing Repeated Multiplication As an and Vice Versa

(ii) (4)3  (4)(4)(4) index

2.0 Finding the Value of an

(ii ) (  5)3  ( 5)(5)(5)

Curriculum Development Division

(iii ) ( y  1) 2 ( y  1)3  [( y  1)( y  1)] [( y  1)( y  1)( y  1)]

(ii ) (5) 3  (5) 8  (5) 38

Curriculum Development Division

(iii ) (ab) 3  (ab) 2  ab

6.0 Simplifying Multiplication of Numbers, Expressed In Index Notation with Different

7.0 Simplifying Multiplication of Algebraic Terms Expressed In Index Notation with

(i) m 5  m 2  n 5  n 5  m 52  n 55  m 7 n10

Curriculum Development Division

EXAMPLES & TEST YOURSELF A

1. Find the value of each of the following.

(c) (4) 4  (d) 1

2. Simplify the following.

(a) 3m 3  4m 2  12m 3 2 (b) 5b 2  3b 4  b 

(c) 2 x 2  (3x 4 )  3x 3  (d) 7 p 3  (2 p 2 )  ( p)3 

Curriculum Development Division

3. Simplify the following.

(a) 43  32  64  9 (b) (3) 2  23  2 2 

(c) (1)3  (7) 4  (7)3  (d) 2

4. Simplify the following.

(a) 4 f 4  3g 2  12 f 4 g 2 (b) (3r ) 2  2r 3  3s 2 

(c) (w) 3  (7w) 4  (3v) 3  (d) 2

Curriculum Development Division

Upon completion of Part B, pupils will be able to:

TEACHING AND LEARNING STRATEGIES

Pupils should be able to make generalisations by using the inductive method.

Curriculum Development Division

Curriculum Development Division

4.0 Simplifying Multiplication of Numbers, Expressed In Index Notation With Different

5.0 Simplifying Multiplication of Algebraic Terms, Expressed In Index Notation with

Curriculum Development Division

EXAMPLES & TEST YOURSELF B

1. Find the value of each of the following.

(a) 12 5  12 3  12 53 (b) 910  93  9 

(e) (5) 20 (f) 318  310

2. Simplify the following.

(a) q12  q 5  q125 (b) 4 y9  8 y7 

(c) 35m10 (d) 214 b11

3. Simplify the following.

(a) 36m9 n 5 9 94 51 (b) 64c16d 13

(c) 4 f 6  6 fg 9 (d) 8u 9  7v8  3u 4