Grade 8 Math Chapter 2

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qxd 4/7/09 3:51 AM Page 46
46 NEL
MF9SB_CH02_p46-69 pp7.qxd 4/7/09 3:51 AM Page 47
Chapter
2
Powers,
Exponents, and
Square Roots
GOALS
You will be able to
• represent repeated multiplication using
powers
• simplify expressions involving powers
• solve problems involving powers
• communicate about calculations
involving powers
• calculate and estimate square roots
of positive rational numbers
How many small cubes are in each

large cube?
NEL 47
CHAPTER 2 Getting Started

YOU WILL NEED Product Display
• centimetre cubes
Nicole works part time at an electronics store. She is setting up a display
of video game consoles. Each console is in a cube-shaped box with a side
length of 60 cm. The display must be in the shape of a cube.
? What could be the volume of the display?

A. Arrange some centimetre cubes to make a larger cube.
B. Suppose each cube represents one box in the display. What are the
dimensions of your display?
C. How can you calculate the floor area of your display?
D. How can you calculate the volume of your display?
E. What is the volume of your display?
F. Repeat parts A to E using two other arrangements of centimetre cubes.
48 Chapter 2 Powers, Exponents, and Square Roots NEL

WHAT DO You Think?

Decide whether you agree or disagree with each statement. Explain your
decision.
1. A square can have an area of 8.41 cm2.
2. A cube can have a side length, area of a face, and volume with the
same numerical value.
x cm
volume x cm3
area x cm2
3. There is one method you can use to factor a number.
1 2 4 4 8 16
4. When you square a number, the result is just as likely to be less than
the original number as it is greater.
NEL Getting Started 49

2.1 Modelling Squares and Cubes
YOU WILL NEED GOAL

• a calculator
• centimetre cubes
Represent perfect squares and perfect cubes using models.
• centimetre grid paper
INVESTIGATE the Math
power
a numerical expression that Yvonne is making a gift for her
shows repeated multiplication; sister’s Naming Ceremony. It will
e.g., the power 23 is a shorter be a cube with a square photo on
way of writing 2 3 2 3 2. It is
read as “two to the third” or
each face. The sides of the photos
“two cubed“—2 is the base will be natural number centimetre
and 3 is the exponent. We lengths. She wants the cube to be
say 2 has the exponent 3. as large as possible, but she is
23 exponent mailing it and it cannot be more
base than 5000 cm3 in volume.
? What should be the dimensions of the cube?
A. Complete the second and third rows in the table expressing each
side length, face area, and volume as a power.
Side Length of Side Length Area of Face of Area of Face Volume of Cube, Volume of Cube
Cube, s (cm) as a Power, s1 Cube, s 3 s (cm2) as a Power, s2 s 3 s 3 s (cm3 ) as a Power, s3
2 21 23254 22 2323258 23
4 4 3 4 3 4 5 64 43
8 8 3 8 5 64
B. Continue to complete rows for other side lengths as necessary.

base
C. What should be the side length of Yvonne’s cube? Explain how
the number used as a factor in
a power you know.
exponent
Reflecting
the number used to express D. You can represent the value 64 with two different models, s 2 and s 3.
the number of factors in a How is the model of the form s 2 different from the model of the
power
form s 3 ?
E. How do you know that 225 can represent the area of one of the
square faces of a cube with natural number centimetre lengths, but
not the volume?
F. How do you know that 343 can represent the volume of a cube like
Yvonne’s, but not the area of one face?
WORK WITH the Math

EXAMPLE 1 Modelling square powers
A square wall tile has an area of 100 cm2.

Represent the area of this tile as a geometric
model and as a power.
Bay’s Solution
10 cm The tile is square, so the geometric

model must be square too. Since
10 cm 100 5 10 3 10, each side of the
square must be 10 cm.
100 5 102 100 is a perfect square, so I perfect square

wrote it as a power using a base the product of a natural
of 10 and an exponent of 2. number multiplied by itself;
e.g., 49 is a perfect square
because 7 3 7 5 49.
EXAMPLE 2 Modelling cube powers
A softball comes in a cube-shaped box with a volume of 1728 cm3.

Represent the volume of this box as a geometric model and as a power.
Amanda’s Solution
The box is a cube. Each side of the box must have the same
length and the base must be a square. I
knew the cube would be more than 10 cm
on a side, because 1728 is more than
103 5 1000.
12 3 12 3 12 5 1728 I tried 12. Since the volume is even, I knew

the side length must also be even.
12 cm
The geometric model is a cube that looks
like this. perfect cube
12 cm
12 cm the product of a natural
number multiplied by itself
1728 5 123 1728 is a perfect cube, so I wrote it as a twice; e.g., 343 is a perfect
power using a base of 12 and an exponent cube because
of 3. 7 3 7 3 7 5 343.
NEL 2.1 Modelling Squares and Cubes 51

In Summary
Key Idea
• You can represent some powers using
a geometric model. For example, you x
x3
can represent a perfect square as the x x2
area of a square with natural-number- x
length sides and a perfect cube as the x x
volume of a cube with natural-number-
two three
dimensions dimensions
length sides.
Need to Know
• A perfect square can be written as a power: n2 5 n 3 n.
• A perfect cube can be written as a power: n3 5 n 3 n 3 n.
Checking
1. Represent each geometric model as a power.
a) b)
3
2
2 3
3
2. a) Write 6 3 6 3 6 as a power. b) Write 11 3 11 as a power.
3. a) Determine the side length of a square with an area of 81 m2.
b) Determine the side length of a cube with a volume of 8 cm3.
Practising
4. Determine the value of ■.
a) 4 3 4 5 ■2 c) ■2 5 100 e) 72 5 ■
b) 3 3 3 3 3 5 ■3 d) ■3 5 27 f ) 53 5 ■
5. A square floor mat has a side length of 5 m. Write the area of the
mat as a power.
6. The side length of a cube is 12 cm. Determine the following:
a) the area of one face b) the surface area c) the volume
7. Joga is making palak paneer. He used a large cube of cheese that
had a volume of 3375 cm3.
a) Sketch a model of the cheese. Label the side lengths.
b) Joga sliced the cheese into 3 cm cubes. How many cubes did
he have?

8. How many more perfect squares than perfect cubes are there
between 1 and 1000?
9. Multiple choice. A square floor mat has a side length of 22 m.
What is the area of the mat as a power?
A. 222 m2 B. 223 m3 C. 222 m2 D. 222 m2
10. Multiple choice. Determine the area of one face of a cube with a
side length of 14 cm.
A. 196 cm2 B. 196 cm3 C. 14 cm2 D. 2744 cm3
11. Multiple choice. Determine the volume of a cube with a side
length of 14 cm.
A. 196 cm2 B. 196 cm3 C. 14 cm2 D. 2744 cm3
12. Sketch geometric models for 42 and 43. How are the models alike
and different?
13. Austin says that he can draw a geometric model for any power of 2.
Do you agree or disagree with him? Justify your decision.
14. Two perfect squares have a difference of 169.
a) How far apart are the square roots?
b) How far apart are the cubes of the values in part a)?
15. Which numbers have the same values as their square and their cube?
16. Nasri is creating a mosaic using tiles for art class. He has a frame that is
60 cm by 60 cm and divided into four sections. The frame’s border is
2 cm wide. He has many tiles with these dimensions: 1 cm by 1 cm,
2 cm by 2 cm, 3 cm by 3 cm, 5 cm by 5 cm, and 10 cm by 10 cm.
Sketch some designs for Nasri’s mosaic. Use graph paper to help you.
Closing
17. How could you prove to someone that there are more perfect
squares than perfect cubes in the numbers between 100 and 200?
Extending
18. Nicole and her friend Hélène are preparing sucre à la crème. They
use plates that are 20 cm by 30 cm and cut the treats into 2 cm
cubes. They will sell 10 cubes for $1.00. They hope to raise about
$50. How many plates will Nicole and Hélène need?
19. Sean and Damien bought Patrick an MP3 player for his birthday. YER
14.6 cm PLA
They have a sheet of wrapping paper that is 30 cm by 60 cm. Can MP3
they wrap the box without cutting the paper? Sketch how you know.
20. You have seen that 64 is a perfect square and a perfect cube.
Determine two other numbers with this property.
NEL 2.1 Modelling Squares and Cubes 53
2.2 Expressing a Number as a Power
GOAL YOU WILL NEED

• a calculator
Use powers to represent repeated multiplication.
LEARN ABOUT the Math

Yvonne uses square sticky notes to leave messages for her mom. She
decides to make a cube-shaped holder for the notes in woodworking
class. She wants the holder to hold eight packs of notes. Each sticky-
note pack is a cube and each sticky note is 8 cm wide.
? What should the capacity of the container be?
EXAMPLE 1 Representing volume using a power
Yvonne’s Solution
8 cm
Each sticky-note pack is a perfect cube; each pack has
8 cm
dimensions 8 cm by 8 cm by 8 cm.
8 cm
I want the holder to be in the shape of a cube and I

16 cm want it to hold eight packs. I must make the large cube
two packs wide, two packs high, and two packs long.
16 cm 16 cm The larger cube is 16 cm by 16 cm by 16 cm.
The capacity is I described the capacity of my holder with a power.

16 3 16 3 16 5 4096 cm3. The side length is the base of the power and the
The capacity of the container is 163 cm3. number of dimensions is the exponent.
Reflecting
A. How can Yvonne use the fact that 43 5 64 to calculate 163?
B. Why can you use powers to describe 4 3 4 3 4, but not to
describe 2 3 3 3 4?

WORK WITH the Math

EXAMPLE 2 Evaluating a power
Evaluate Q22R and 2Q 2R .

1 2 1 2
Derek’s Solution
Q22R 5 Q22R 3 Q22R

1 2 1 1 I wrote the power as a repeated
multiplication. I had to repeat
everything inside the brackets.
2Q 2R 5 4
1 2 1
I multiplied from left to right.
2Q 2R 5 (21) Q 2R
1 2 1 2
I wrote the power as a repeated
multiplication. I didn’t repeat the
5 (21) 3 Q 2R 3 Q 2R
1 1 1
minus sign with each 2, because
5 Q22R 3 Q 2R
1 1 it wasn’t in brackets.
I multiplied from left to right.
2 Q 2 R 5 24
1 2 1
Communication Tip
A base without an exponent
is understood to have an
The two powers represent different numbers.
exponent of 1; so, 5 5 51.
EXAMPLE 3 Evaluating a power by using a pattern
Evaluate 30, 50, (21) 0, and 00.

Nicole’s Solution
33 5 3 3 3 3 3 5 27 I used a pattern. I started with an exponent of 3. I

32 533359 (27 4 3) decreased the exponent by 1. I noticed that when
31 53 (9 4 3) the exponent decreases by 1, the value of the
0 power is divided by 3.
3 51 (3 4 3)
I expect that 30 5 31 4 3 5 1.
53 5 5 3 5 3 5 5 125 I did the same with 50. The result was the same.
52 5 5 3 5 5 25 (125 4 5)
51 55 (25 4 5)
0
5 51 (5 4 5)
NEL 2.2 Expressing a Number as a Power 55

(21) 3 5 (21) (21) (21) 5 21 I got the same result with (21) 0, although in this
(21) 2 5 (21) (21) 5 1 (21 4 21) case, the value of the power just flipped between
1 21 and 1.
(21) 5 21 (1 4 21)
(21) 0 5 1 (21 4 21)
03 5 0 3 0 3 0 5 0 I tried the same pattern with 00 but it didn’t work
02 50305? (0 4 0) this time. I can’t write these expressions as the
0 previous value divided by 0, because division by 0
0 is undefined.
is undefined, not 0. I can’t use the pattern to
determine the value of 00.
In Summary
Key Idea
• Powers are used to represent repeated multiplication. The base
represents the number being multiplied and the exponent, when it is a
whole number, tells how many times the base appears. For example,
76 5 7 3 7 3 7 3 7 3 7 3 7 and Q 7R 5 Q 7RQ 7RQ 7R
6 3 6 6 6
Need to Know
• Any power with a nonzero base and an exponent of 0 is equal to 1; that
is, x0 5 1, x 2 0.
• If there are no brackets in a power, the exponent applies only to its
positive base: 234 5 (21) (3 3 3 3 3 3 3) 5 281.
234 is the opposite of 34, just as 23 is the opposite of 3.
• A power has a negative base when the base is negative and is enclosed
in brackets. For example, (23) 4 5 (23) (23) (23) (23) 5 81.
Checking
1. Represent each repeated multiplication as a power.
a) 5 3 5 3 5 3 5 3 5 3 5 d) 2(7) (7) (7) (7) (7)
e) Q 7RQ 7RQ 7R
5 5 5
b) (3.2 3 3.2) 3 (3.2 3 3.2)
f ) Q 4RQ 4RQ 4RQ 4RQ 4R

3 3 3 3 3
c) (24) (24) (24)
Practising
a) 4 3 4 3 4 3 4 3 4 3 4 d) 2(8) (8) (8) (8) (8)
e) Q 9RQ 9RQ 9RQ 9R

8 8 8 8
b) (6 3 6) 3 (6 3 6)
f ) Q 3RQ 3RQ 3RQ 3R

2 2 2 2
c) (25.4) (25.4) (25.4)

3. Represent each power using repeated multiplication.

a) 24 b) (22) 4 c) 224 d) 2(22) 4
4. Evaluate each power.
a) 273 c) (23) 4 e) 212.42
b) (27) 3 d) 234 f ) (212) 2
5. Complete the table.
Repeated Value in
Power Base Exponent Multiplication Standard Form
a) 94 6561
b) 5 (5) (5) (5)
c) 22 5
d) 2(6) (6) (6)
e) 246
6. Multiple choice. Which power does not represent 256?

A. 28 B. 44 C. 83 D. 162
7. Multiple choice. Which statement is true?

A. 3.13 5 3.1 3 3.1 3 3.1 C. 233 5 (3) (3) (3)
6
B. (21) 5 21 D. 262 5 36
8. Multiple choice. Evaluate (25) 4.

A. 2625 B. 25 C. 625 D. 254
9. Shelby says that for any power with a positive integer base, when the
base and exponent are switched, the greater power is always the one
with the greater base. Do you agree or disagree? Justify your decision.
10. If a power has a negative integer base, can you predict whether the
power has a positive or negative value? Explain.
11. Arrange in order from least to greatest.
224, (22) 4, 2(222 ), (21) 100, (21) 31
12. Ihor read that, in Japan, some farmers grow watermelons inside
cubes so the melons grow in the shape of a cube. He bought a sheet
of special plastic that is 45.0 cm by 70.0 cm.
a) Determine the area of the sheet of plastic.
b) The surface area of a cube is 6s 2, where s is the length of one
side. Determine the dimensions of the side length of the largest
plastic cube Ihor can build.
NEL 2.2 Expressing a Number as a Power 57

13. a) Calculate 24, 34, 44, and 54.

b) Calculate 25, 35, 45, and 55.
c) The fourth power of one number is 13 greater than the fifth
power of another. What are the numbers?
d) How could you have predicted that the bases in part c) would
be fairly small?
14. a) Complete the pattern: 11 5 1, 12 5 1 3 1 5 ■, 13 5 ■,
14 5 ■, 15 5 ■
b) Use the pattern to evaluate 1x, where x is any whole number.
15. a) Order the following from least to greatest: 64, 63, 62, 60, 61.
b) Would the order change if you replaced 6 with 5, 25, or 0?
16. Order the following from least to greatest: 23, 32, 34, 43, 35, 53.
a) s 3 s 3 s 3 s c) (t 3 t) 3 (t 3 t)
b) (2y) (2y) d) 2(p) (p) (p)
18. Marilyn has 49 pennies, 32 nickels, 9 dimes, 25 quarters, 8 loonies,
and 16 toonies in a jar.
a) Write a power to represent the number of each type of coin.
b) Write an equation using the powers in part a) to represent the
total number of coins.
Closing
19. Derek says 45 . 54, since a power with a higher exponent is always
greater. Do you agree? Explain.
Extending
20. a) Evaluate (22) 3 (22) 4, (22) 2 (22) 6, and (22) (22) 5.
b) Express each answer in part a) as a power with a base of (22).
c) Look for a pattern. How could you get the power in part b) just
by looking at the question in part a)?
21. Sue wanted to invite all 128 families of the Grade 9 class at her
school to the Math Olympics, an evening of math games and
contests. She didn’t have time to call every family herself, so she
decided to call two families and ask each person she called to call
two more families, and so on.
a) Determine how many rounds of calls will be needed.
b) Represent the number of families as a power.

Math GAME
YOU WILL NEED

Super Powers • a deck of 40 cards
Number of players: 2 to 4 (no face cards)
• a calculator
How to Play
1. On each turn, draw two cards from the deck.
2. Form a power with your cards, using one number as the base and one number
as the exponent.
3. Calculate the value of your power. Use a calculator to check your answer.
The value of the cards: 1 2 3 4 5 6 78 910

4. The player with the greater power on each turn wins one point.
5. Play until one player has 10 points.
Shelby’s Draw Yvonne’s Draw
I drew these two cards. I drew these two cards.
I could have chosen 93 as a power but I chose 67.

I chose 39 instead because it was greater. 67 5 6 3 6 3 6 3 6 3 6 3 6 3 6
39 5 3 3 3 3 3 3 3 3 3 3 3 3 5 279 936
3 3 3 3 3 5 19 683 My power is greater, so I get the point.
NEL Math Game 59

2.3 Expressing a Number

in Many Ways
YOU WILL NEED GOAL
• a calculator
Represent a number in many ways using powers.
EXPLORE the Math

Amanda and Yvonne are playing a game. They have five numbers and
they want to see who can write a number the most ways using the sums,
differences, products, or quotients of powers. The only rule is that they
cannot use powers with an exponent of 0 or 1.
Amanda predicts you can write a greater number in more ways than a
lesser number. Yvonne doesn’t agree.
54 5 52 1 52 1 22
54 5 92 2 33
54 5 63 4 22
54 5 52 3 32 2 33 2 122
? How could you decide whether Amanda is right or wrong?

2.4 Multiplying and Dividing Powers
GOAL YOU WILL NEED

• a calculator
Simplify products and quotients of powers with the same base.

Derek wants to determine the value of this expression: (54 ) (54 ) 4 (52 ) 3.
He wonders if he can write it so that it will be easier to calculate the value.
? How can Derek simplify this expression?
A. Rewrite Derek’s expression as a fraction, with powers in both the
numerator and denominator.
B. Write the numerator using repeated multiplication.
C. Express the numerator as a single power. How does this new power
relate to the original powers in the numerator?
D. Write the denominator using repeated multiplication.
E. Express the denominator as a single power. How does this new
power relate to the original powers in the denominator?
F. Write the quotient as a single power. How does this new power
relate to the other two?
G. How could Derek have simplified his original expression?
Reflecting
H. Why does it make sense that sometimes you add, sometimes you
subtract, and sometimes you multiply exponents to simplify
expressions involving powers?
I. In each case, write a rule you can use to simplify
• the product of two powers with the same base
• the quotient of one power and another with the same base
• a power raised to an exponent
J. Why do the bases need to be the same for some of the exponent
rules you wrote in part I to work?
NEL 2.4 Multiplying and Dividing Powers 61

WORK WITH the Math

EXAMPLE 1 Simplifying numerical expressions using exponent laws
Simplify. a) (32 ) (34 ) b) 65 4 63 c) (42 ) 5

Bay’s Solution
The powers are to be multiplied, and their

a) (32 ) (34 ) 5 3214 bases are the same.
5 36 I added the exponents.
b) 65 4 63 5 6523 The powers are to be divided, and their bases
5 62 are the same.
I subtracted the exponents.
c) (42 ) 5 5 4235 The power is to be raised to an exponent.
5 410 I multiplied the exponents.
EXAMPLE 2 Simplifying algebraic expressions using exponent laws
Simplify. a) (x 6 ) (x 5 ) b) x7 4 x2 c) (x 5 ) 4
Derek’s Solution
The powers are to be multiplied, and their

a) (x 6 ) (x 5 ) 5 x 615 bases are the same.
5 x 11 I added the exponents.
b) x 7 4 x 2 5 x 722 The powers are to be divided, and the bases
5 x5 are the same.
I subtracted the exponents.
c) (x 5 ) 4 5 x 534 The power is to be raised to an exponent.
5 x 20 I multiplied the exponents.
EXAMPLE 3 Simplifying using several exponent laws
( y 3) 5
Simplify. a) (22) (22) 4 3(22) 4
7 3 2 3
b)
( y) ( y 4 )
Shelby’s Solution
(22) 7 (22) 3 4 3(22) 24 3 5 (22) 713 4 3 (22) 24 3 I added the exponents of the powers that
5 (22) 10 4 3 (22) 24 3 were multiplied.

5 (22) 10 4 (22) 233 I multiplied the exponents of the power in

5 (22) 10 4 (22) 6 the divisor.
5 (22) 1026 I subtracted the exponent of the divisor.

5 (22) 4
(22) 7 (22) 3 4 3(22) 24 3 5 (22) 4 or 16
( y 3) 5 y 335 I multiplied the exponents of the power in

b) 5 the numerator and added the exponents of
( y) ( y 4 ) y 114 the powers in the denominator.
y 15
5 5
y
5 y 1525 I subtracted the exponent of the divisor.
5 y 10
EXAMPLE 4 Representing a power as an equivalent power
Austin and Shelby want to spread the news about school picture day. Austin will call two
people and ask each one to call two more people, and so on. Shelby will call four people
and ask each one to call four more people, and so on. Shelby says, with her plan, the same
number of people would be called on the fourth round of calls as on the eighth round of
calls with Austin’s plan. Is Shelby right?
Austin’s Solution: Representing 28 as a power with a base of 4
1st I drew a diagram of my plan. The number of

round
people called doubles with each round. So, 21
2
people will be called in round 1, 22 people in
2nd
round 2, and 23 people in round 3.
round
22
3rd
round
222 To represent the number of calls in round 8 as
8
In round 8, 2 people will be called using my plan. a power, I think the base should be 2 and the
exponent should be the number of the round.
I drew a diagram of the first two rounds of

1st Shelby’s plan. The number of people called is
round multiplied by 4 with each round. So, 41 people
4 will be called in round 1, 42 people in round 2,
2nd
and so on.
round
44
In round 4, 44 people will be called using Shelby’s plan. To compare the number of people called
28 5 (2 3 2) 3 (2 3 2) 3 (2 3 2) 3 (2 3 2) under my plan to Shelby’s plan, I paired the 2s
5 (22 ) (22 ) (22 ) (22 ) and wrote each pair as 22, which is equal to 4.
5 (22 ) 4 I knew I had four 4s multiplied together.
5 44 After round 8, 44 people would be called
under my plan.
Shelby is right.
In Summary
Key Ideas
• Exponent law for products
To simplify the product of two powers with the same base, keep the
base the same and add the exponents.
(am ) (an ) 5 am1n; for example, (22 ) (23 ) 5 2213 5 25.
• Exponent law for quotients

To simplify the quotient of two powers with the same base, keep the
base the same and subtract the exponents.
(am ) 4 (an ) 5 am2n (a 2 0); for example, (25 ) 4 (23 ) 5 25–3 5 22.
• Exponent law for a power of a power

To raise a power to an exponent, keep the base the same and multiply
the exponents. (am ) n 5 amn; for example, (42 ) 3 5 4233 5 46.
Need to Know
• The exponent laws only work when the powers have the same base; for
example, you can’t multiply (32 ) (52 ) using the exponent law for powers.
Checking
1. Simplify.
26 (118 ) 5
a) (92 ) (97 ) c) 25 e) 119
(54 ) 2
b) 72 3 75 3 7 d) 58
f ) (88 ) (83 ) 4 (82 ) 2 (82 )
2. Express each number as a power with a different base.

a) 16 b) 43 c) 94
3. Simplify.
a) (x 4 ) (x 6 ) b) a8 4 a6 c) (m 3 ) 4

Practising
4. Express each as a power with a single exponent.
125
a) (106 ) (107 ) c) 122 e) (63 ) 5 4 (62 ) 4
(57 ) (55 )
b) (34 ) 2 (33 ) d) (23 ) 3 4 24 f ) (54 ) 2 (52 )
3 (2310 )4 2
5. Evaluate.
(211 ) 7
a) (22) 3 (22) 2
3 (23) 84 2
c) (211 ) 5
e)
3 (28 ) 4
23
(26) 9 (26) 9
b) (21) 4 (21) 7 d) f)
(28 ) 5 3(26) 34 3 (26) 3
6. Determine the exponent that makes each statement true.

a) 26 5 4■ c) 6252 5 25■
b) 66 5 216■ d) 274 5 3■
7. Multiple choice. Which is not equivalent to (33 ) (34 )?
A. 312 C. 37
B. 2187 D. (33 ) (32 ) (32 )
8. Multiple choice. For which exponent is 24 5 4■ true?

A. 1 C. 3
B. 2 D. 4
9. Multiple choice. For which exponent is 43 5 2■ true?

A. 3 C. 5
B. 4 D. 6
10. Use a numerical example to illustrate each exponent law.

a) (a m ) (a n ) 5 a m1n
b) a m 4 a n 5 a m2n (a 2 0)
c) (a m ) n 5 a mn
11. Oksana solved the following question:
23 3 28 224
3 3 2 5
(2 ) (2 ) (2 ) (26 )
3
224
5 29
5 215
5 32 768
When she checked the answer with her calculator she got 4.
Identify the mistake Oksana made.
y7 (p5 ) 3
a) (x 3 ) (x 2 ) b) y 2 c) (s 2) 3 (s 5) d) p11

13. Determine if each solution is correct or incorrect. If a solution is

incorrect, correct the error and solve.
(32 ) 3 (34 ) 48 3 42 C ( 27) 5D 3 ( 27) 5
a) 37
b) (44 ) (42 ) 3 c) C ( 27)3 D 3 ( 27)7
(36 ) (34 ) 410 ( 27)15 ( 27)5
5 37
5 (44 ) (45 ) 5 ( 27) 9 ( 27)7
310 410 (27 ) 20
5 37 5 49 5 (27 ) 15
5 33 5 41 5 (27) 5
5 27 54 5 216 807
35
14. a) Simplify 35 by first writing the powers as products.
35
b) Simplify 35 using the exponent law for quotients.
35
c) Evaluate 35.
d) How does knowing the exponent laws for quotients help explain
why a0 5 1?
e) Discuss whether a0 would have a similar meaning for any value
of a (except 0).
15. How do you know that 10■ 2 8■ if the two powers are whole numbers?
16. Write each power in a simplified form.
a) 46 as a power of 2 c) 96 as a power of (23)
5
b) 27 as a power of 3 d) (2125) 8 as a power of (25)
17. Simplify.
a) (x4 ) (x 2 ) 2 d) (a2 ) 2
(m5 ) 2
b) m8 e) (a2 ) (a2 ) (a2 )
c) 3 (y) (y 2 )4 3
( ) ( 5) ( 4)
f) b b b b5
Closing
18. Explain why 35 3 34 5 39, but 35 3 43 2 128.
Extending
19. a) Is there a whole number for which 320 5 4■? Explain why or
why or not.
b) Can you write 54 3 1253 as a single power? Explain why or why
or not.
c) Can you write 5x 1 5 y as a power of 5? Explain why or why or not.
CHAPTER 2
Mid-Chapter Review
FREQUENTLY ASKED Questions
Q: How can you model perfect squares and perfect cubes?
Study Aid
A: You can use drawings or concrete materials to model perfect squares • See Lesson 2.1, Examples
or perfect cubes. A perfect square has two equal natural number 1 and 2.
factors: the length and width of a square. A perfect cube has three • Try Mid-Chapter Review
questions 1, 2, and 3.
equal natural number factors: the length, width, and height.
25 5 5 3 5 125 5 5 3 5 3 5
5 52 5 53
perfect square perfect cube
Q: How can you use powers to represent numbers?
Study Aid
A: You can use powers to represent repeated multiplication. For • See Lesson 2.2, Examples 1,
example, you can represent 5 3 5 3 5 3 5 3 5 3 5 by the 2, and 3.
power 56. The exponent, 6, tells how many times the base, 5, • Try Mid-Chapter Review
questions 4, 5, 6, and 7.
appears in the power. You can use powers to represent perfect
squares or perfect cubes. For example, the perfect square 36 can
be represented by the power 62. The perfect cube 27 can be
represented by the power 33.
Q: How can you use the exponent laws to simplify
Study Aid
expressions?
• See Lesson 2.4, Examples
A: You can use the exponent laws to simplify numerical and algebraic 1, 2, and 3.
expressions. • Try Mid-Chapter Review
questions 8, 9, 10, and 11.
Exponent Law Exponent Law Exponent Law for
for Products for Quotients Power of a Power
Statement of (am ) (an ) 5 am1n am 4 an 5 am2n (am ) n 5 amn
Exponent Law (a 2 0)
Example (22 ) (23 ) 5 2213 34 4 32 5 3422 (42 ) 3 5 4233

5 25 5 32 5 46
NEL Mid-Chapter Review 67

Practice
Lesson 2.1
1. Sketch a model to represent the following. Label each side length.

a) 212 c) 153
2
b) 8 d) 11 3 11 3 11
2. Calculate each dimension.
a) the side length of a square with an area of 196 cm2
16 cm2 b) the dimensions of a cube with side face of 16 cm2
3. List two perfect squares between 0 and 1000 that are also perfect
cubes. Show your work.
Lesson 2.2
4. a) Represent 28 using repeated multiplication.

b) Represent 28 with two different powers.
Reading Strategy
5. a) Represent 216 using repeated multiplication.
b) Represent 216 as a power. Show your work.
Evaluating
6. Evaluate each power without a calculator. Show your work.
Share your answers to a) 13 d) 2(22) 3
questions 6 and 7 with b) (25) 3 e) 80
f) Q 3 R
a partner. Do you 22 4
agree? Defend your c) 234
responses.
7. Put the answers to question 6 in increasing order.
Lesson 2.4

(29 ) 4 (53 ) 5
a) (104 ) (107 ) c) (29 ) 2 e) (52 ) 4
(23 ) 3 ( 26) 7 ( 26) 5
b) (34 ) 2 (34 ) d) 24
f) C( 26) D ( 26)
4 2 2
9. Express 1024 as a combination of powers using addition,

subtraction, multiplication, and division. Identify as many
possibilities as you can.
10. To win a prize in a contest, Rafi had to answer the following
skill-testing question.
Express as a power of 2: (8) (64) 4 162 5 ■
What should his answer be?
11. Simplify.
a) (b4 ) (b2 ) (b) c) (d 3 ) 9
(a4 ) (a5 )
b) n10 4 n7 d)
(a2 ) 3
Curious MATH
Google This!
In 1920, mathematician Edward Kasner asked his nine-year-old nephew Milton
Sirotta what name he should give to the number 10100. “A googol,” came the boy’s
reply, and the name stuck. How large do you think a googol is?
1. What does 10100 mean?
2. If you were to write 10100 out in long hand, how many zeros would there be
after the 1?
3. The number 10googol is called a googolplex. Describe what the number 10googol
would look like.
4. Express 10googol in another way.
5. How long does it take you to write all the digits of one million (106 ) ? What
about one billion (109 ) ? Suppose you could keep writing zeros without
taking a break. About how long would it take you to write out the whole
number equivalent of a googol? What about a googolplex?
6. Suggest three numbers greater than a googolplex. Explain how much longer
each number would take to write out.
7. Why might the founders of Google have chosen this name for their search
engine?
NEL Curious Math 69

2.5 Combining Powers
YOU WILL NEED GOAL

• a calculator
Simplify products and quotients of powers with the same
exponent.
Nicole´s cube
4 cm LEARN ABOUT the Math
Nicole and Yvonne made origami paper cubes for a math project.
Yvonne´s cube ? How will the volume and surface area of Yvonne’s cube
compare to those for Nicole’s cube?
20 cm
EXAMPLE 1 Comparing the surface area and volume of cubes
Nicole’s Solution
Surface area 5 6 faces 3 area of one face I calculated the surface area and volume of
5 6 3 42 my cube.
5 6 3 4 3 4 (or 6 3 16)
5 96 cm2
Volume 5 length 3 width 3 height
5 43
5 64 cm3
Surface area 5 6 3 (4 3 5) 2 I calculated the surface area and volume of

5 6 3 (4 3 5) 3 (4 3 5) Yvonne’s cube. I wrote the side length of 20 as
5 6 3 (4 3 4) 3 (5 3 5) 4 3 5 to make it easier to compare to my cube.
5 6 3 42 3 52
5 6 3 16 3 25
5 2400 cm2
Volume 5 (4 3 5) 3
5 (4 3 5) 3 (4 3 5) 3 (4 3 5)
5 (4 3 4 3 4) 3 (5 3 5 3 5)
5 43 3 53
5 64 3 125
5 8000 cm3

2400 25 I wrote the ratio of the surface area of

5 Yvonne’s cube to the surface area of my
96 1
cube, and then simplified.
The surface area of Yvonne’s cube is 25 times greater
than that of my cube.
8000 125 I wrote the ratio of the volume of Yvonne’s

5 cube to the volume of my cube, and then
64 1
The volume of Yvonne’s cube is 125 times greater than mine. simplified.
Reflecting
A. How could Nicole have predicted she could calculate the surface
area of Yvonne’s cube by multiplying her own cube’s surface area
by 25?
B. How could Nicole have predicted that she could calculate the volume
of Yvonne’s cube by multiplying her own cube’s volume by 125?
C. How do Nicole’s calculations show why (4 3 5) 2 5 42 3 52 and
(4 3 5) 3 5 43 3 53?
WORK WITH the Math

EXAMPLE 2 Simplifying the base of a power
Yvonne calculated the volume of a cube with a side length of 7 cm as 343 cm3. How can
she use that calculation to figure out the volume of a cube with a side length of 14 cm?
Yvonne’s Solution
343 5 73 I knew that 14 5 2 3 7, so I could use the

The volume of the new cube is 143. exponent law or I could write
(2 3 7) 3 5 (2 3 7) 3 (2 3 7) 3 (2 3 7)
14 5 2 3 7 That’s the same as 2 3 2 3 2 3 7 3 7 3 7.
143 5 (2 3 7) 3 I realized that I could just multiply the old
5 23 3 73 volume of 73 by 23.
5 8 3 73 That’s an easy multiplication.
The volume of a cube with a side length of 14 cm is
8 3 343 5 2744 cm3.
NEL 2.5 Combining Powers 71

EXAMPLE 3 Evaluating powers with different bases
Evaluate 25 3 54.
Shelby’s Solution
25 3 54 I wrote the expression using

5232323232 repeated multiplication.
35353535
5 2 3 (2 3 5) 3 (2 3 5) I rearranged the 2s and 5s
3 (2 3 5) 3 (2 3 5) because 2 3 5 5 10, and that’s
easier to multiply by than 2s or 5s.
5 2 3 10 3 10 3 10 3 10 I multiplied the 2s by the 5s.
5 2 3 104 I simplified using powers.

5 2 3 10 000
5 20 000
EXAMPLE 4 Simplifying expressions involving powers
Simplify (23 3 42 ) 3.
Austin’s Solution
(23 3 42 ) 3 5 (23 3 24 ) 3 I noticed that 42 can be expressed

as a power with a base of 2,
where 42 5 (22 ) 2 or 24.
5 (2314 ) 3 I simplified using the product law.

5 (27 ) 3
5 221 I could simplify even further
using the power of a power law.

EXAMPLE 5 Simplifying powers in fraction form
Simplify Q 43 R .
3
232
Derek’s Solution
Q 43 R 5 (43 ) 3 (43 ) 3 (43 )

232 3
(232 ) (232 ) (232 ) I figured out what the
expression meant by using
232 3 232 3 232 repeated multiplication
5 43 3 43 3 43 and the rules for
(232 ) 3
5 (43 ) 3 multiplying fractions.
I realized that I could have
just applied the power to
the numerator and
denominator separately.
232 3 3 I simplified using the

5 43 3 3
exponent law for a
236
5 49 power of a power.
In Summary
Key Idea
• An exponent can be applied to each term in a product or quotient
involving powers.
That is, (ab) m 5 ambm and Q b R 5 bm (b 2 0).
a m am
For example, (3 3 7) 2 5 32 3 72 and Q 7R 5 72.

3 2 32
Need to Know
• Sometimes an expression is easier to evaluate if you simplify it first; for
example, 25 3 55 is easier to evaluate when it is simplified to
(2 3 5) 5 5 105 and 23 3 82 is easier to evaluate if you rewrite it as a
single power of 8: 23 3 82 5 81 3 82 5 83.
Checking
1. Express as a product or quotient of two powers.
b) Q 3R d) Q 72R
2 5 33 2
a) (2 3 3) 4 c) (32 3 54 ) 3
2. Write each expression as a power with a single base. Show your work.
d) Q 5 R
52 4
a) 2 3 4 b) (32 3 9) 3 c) (42 3 162 ) 4

Practising
3. Write each expression as a power with a single base. Show
your work.
a) (3 3 7) 2 b) (4 3 6) 3 c) (9 4 3) 2 d) (24 4 3) 3
4. Simplify. Express as a single power where possible.
d) Q 44R
3
46
a) (83 3 52 ) 4
e) Q 72R
24 3
b) (43 3 32 ) 2 (45 3 32 ) 3
c) 3 (24 ) (33 )4 2 (22 3 33 ) 3

(25 3 52 ) 2
f ) (24 3 5) 2
5. Evaluate.
c) Q 53R
55 3
a) (23 3 32 ) 2
(26 3 43 ) 2
b) (32 3 12 ) 2 (32 3 12 ) 3 d) (23 3 42 ) 2
6. Multiple choice. Simplify (22 3 42 ) 3.

A. 218 B. 224 C. 418 D. 29
7. Multiple choice. Simplify (1.83 3 1.82 ) 2.
A. 1.87 B. 1.812 C. 1.86 D. 1.810
Multiple choice. Simplify Q 52R .
56 4
8.
A. 516 B. 512 C. 524 D. 55

9. Kalyna can only enter one-digit numbers on her calculator. The
exponent key and the display are working fine. Explain how she can
evaluate each power using her calculator.
a) 254 b) 162
10. Simplify 43 3 2503, to make it easier to evaluate. Show your work.
11. The side length of a cube is 35 units.
a) Determine the surface area of the cube without using powers.
b) Determine the surface area using powers.
c) Did you prefer the method you used in part a) or part b)?
Explain why.
d) Determine the volume without using powers.
e) Determine the volume using powers.
f ) Did you prefer the method you used in part d) or part e)?
Explain why.

12. Navtej wants to paint her room and is on a budget. She found a 4 L
can of paint, in a colour that she liked, on the mistints shelf at the
hardware store. She knows that 500 mL covers 6 m2. She wants to
use two coats of paint. Represent the area that she is able to paint
using a power. Recall that 1 L 5 1000 mL.
13. Hye-Won is making ornamental paper lanterns for her Chinese
New Year party. Her first lantern is a cube.
8 cm
volume = 512 cm3
a) Express the volume of the lantern as a power.

b) Another lantern has a volume of 215 cm3. How many times as
high is that cube than the first lantern?
63
14. Describe two different ways to evaluate 23 . Which would Reading Strategy
you use? Why?
Evaluating
8 4 5 3
15. Suppose you are asked to evaluate 2 3 25 and 10 3 8 . Which
Find someone who
expression might you simplify first? Which one might you not
used a different way
simplify? Explain.
from you in questions
14 and 15. Justify your
Closing
choices to each other.
16. Explain how can you simplify 403 3 55 to calculate it using mental
math.
Extending
17. a) Can you express (0.81) 3 as an equivalent power with a single
base of 0.9, (0.81) 3 5 0.9■? Explain how you know.
b) Can you express (0.9) 3 as an equivalent power with a base of
0.81, (0.9) 3 5 (0.81) ■? Explain how you know.
c) When can you express a power with a base of 0.9 as an
equivalent power with the base of 0.81?
18. Express each amount as a power with a single base. Show your work.
c) Q 0.43 R
0.163 3
a) (0.254 3 0.52 ) 3 b) (1.23 3 1.44) 2
2.6 Communicate about

Calculations with Powers
YOU WILL NEED GOAL
• a calculator
Clearly explain the steps for calculating with powers.
WIN A TRIP FOR 2 TO BANFF INVESTIGATE the Math

Entry Form
Name: Bay and Austin were answering this skill-testing question. Bay’s answer
e-mail: was 1152 and Austin’s answer was 192. Austin started to show Bay why
Phone no:
Answer the following skill-testing question:
his answer was correct, but then his cell phone rang and he was
4⫹53⫺32+8⫻(27⫼9)2 distracted. Here is his explanation.
Use order of operations.
4 1 53 2 32 1 8 3 (27 4 9) 2 brackets first
5 4 1 53 2 32 1 8 3 (3) 2 then exponents
5 4 1 125 2 9 1 8 3 9 divide/multiply
541
? Why is this question a good test of mathematical skill?

Communication Checklist
✔ Did you include all the A. Use the Communication Checklist to help you improve and
steps? complete Austin’s explanation.
✔ Did you explain why you B. Why is this question a good test of mathematical skill?
did each step?
✔ Did you explain how you Reflecting

did each step?
C. Why is it important for an explanation to be complete and clear?
✔ Did you justify your
conclusion?
WORK WITH the Math
EXAMPLE 1 Communicating about powers and exponents
Does 62 1 65 5 67? Explain.

Austin’s Solution
62 1 65 means I thought about what 62 1 65

(6 3 6) 1 (6 3 6 3 6 3 6 3 6). means and what 67 means.
67 means
6 3 6 3 6 3 6 3 6 3 6 3 6.

I think 62 1 65 and 67 are not I calculated to make sure. Since

equal, because 67 is 36 times greater powers represent repeated
than 65, not 36 more. multiplication, I did that before
adding.
Check My answer makes sense,
62 1 65 5 36 1 65 because 36 1 7776 cannot be
5 36 1 7776 the same as 36 3 7776.
5 7812
7
6 5 279 936
7812 2 279 936, so 62 1 65 2 67.
EXAMPLE 2 Simplifying using order of operations
Calculate 52 1 316 3 (22 2 6)4.

Nicole’s Solution
52 1 316 3 (22 2 6)4 I used order of operations.

I underlined the operations as I did them.
52 1 316 3 (22 2 6)4 I need to evaluate the expression inside

5 25 1 316 3 (4 2 6)4 the innermost brackets first. It contains Communication Tip
5 25 1 316 3 (22) 4 an exponent and so does the first term. I You can use the memory aid
evaluated these powers. I then evaluated BEDMAS to remember the
the expression in the round brackets by rules for order of operations.
Perform the operations in
subtracting. This left an expression inside
Brackets first.
the square brackets which I evaluated by Calculate Exponents and
multiplying. square roots next.
Divide and Multiply from left
5 25 1 (232) I added the remaining numbers. to right.
5 27 Add and Subtract from left to
right.
NEL 2.6 Communicate about Calculations with Powers 77

EXAMPLE 3 Simplifying fractions using order of operations

2 2
(4 1 3 ) 4 5 1 5
Calculate .
(42 2 32 ) 1 3
Derek’s Solution
(42 1 32 ) 4 5 1 5 ( 16 1 9 ) 4 5 1 5 I used order of operations to evaluate each expression in the

2 2 5 (16 2 9) 1 3 numerator and denominator.
(4 2 3 ) 1 3
25 4 5 1 5 Numerator: I evaluated the expression in the brackets by
5 713 evaluating the powers then adding. I divided the result by five
515 and then added five to this.
5 10 Denominator: I evaluated the expression in the brackets by
evaluating the powers then subtracting. I then added three to this.
10 I divided the numerator by the denominator.

5 10
51
In Summary
Key Idea
• When everyone follows the same order of operations, everyone gets the
same answer to a question.
Need to Know
• Use BEDMAS (Brackets, Exponents, Division, Multiplication, Addition,
Subtraction) to remember the order of operations.
• Evaluate the contents in brackets first, starting with the innermost
brackets.
• Evaluate powers.
• Multiply and divide from left to right.
• Add and subtract from left to right.
Checking
1. Show the steps to evaluate each expression.
a) 4(3) 2 b) 92 1 9 4 32 c) 12 1 (26) 2 4 3
Practising
2. a) Evaluate 32 3 4 1 22 2 10.
b) Evaluate 32 1 4 3 22 2 10.
c) Would you use the expression in part a) or part b) for a
skill-testing question? Explain why.

3. Evaluate. Explain your strategy.

a) 32 1 35 b) 122 1 42 c) 84 2 82 d) 73 2 27
4. Evaluate.
(52 2 3) 3 2 4 11 1 3
a) 43 1 32 3 4 4 2 c) 32 2 (22 3 5)
b) 52 2 5 4 5 1 2 2 1
5. a) Evaluate 122 1 52 2 64 4 42 with a calculator.
b) Does your calculator follow the order of operations? How do
you know?
6. Give an example of a product of two powers that is the same as
their sum. Explain how you came up with your example.
7. Explain why 2 is the only base for which a 2 2 a1 5 a 2 4 a1.
8. Is it possible for a power with a base of 5 to be equal to a power
with a base of 10? Explain.
9. Which is greater: 230 or 320? How can you answer this without a
calculator?
10. Larry is preparing meat and cheese skewers for a party. He has
18 small skewers and 12 large skewers. Each small
skewer needs 2 cubes of cheese. Each large skewer needs twice
as many cubes of cheese.
a) Which expression best describes how many cubes of cheese
Larry needs? Explain why.
A. 18 3 22 1 12 3 2 B. (18 3 2) 1 (12 3 22 )
b) Each small skewer needs 2 cubes of meat. Each large skewer
needs double the number of cubes of meat. Write an expression,
using powers, to describe how many cubes of meat Larry needs.
Explain your answer.
c) How many cubes of meat does Larry need?
Closing
11. Why is it important to use the order of operations when you use
mathematics to communicate?
Extending
12. Ruby copied the solution to a math problem from the board during
class. When she got home to review the problem, she spilled her
juice on her homework and couldn’t make out one of the exponents
in the question and part of the solution. 72 + 33 – 12 ÷ 22 = 73
a) Explain how Ruby can determine the missing exponent.
b) Rewrite the original question and show all the steps to solve it.
13. To evaluate an expression involving a power, do you have to calculate
the power before multiplying and dividing? Explain using examples.
NEL 2.6 Communicate about Calculations with Powers 79
2.7 Calculating Square Roots
YOU WILL NEED GOAL

• a calculator
Calculate the square roots of fractions and decimals.
Amanda’s school LEARN ABOUT the Math

house
0.5 km
Amanda walks 0.5 km east to go to school. On Thursdays, she goes to
Yvonne’s house after school to play video games. Yvonne’s house is 1.2 km
south of the school. Amanda cuts through the park to get home.
? 1.2 km ? How far does Amanda walk to get home from Yvonne’s house?
park
EXAMPLE 1 Applying the Pythagorean theorem
N
W E Amanda’s Solution
S Yvonne’s
house
Amanda’s
house a school
The triangle is a right triangle.

Technology Tip The distance across the park is
park c b
Different calculators calculate the hypotenuse, so it must be
square roots in different greater than 1.2 km.
ways. With some, you press
first and then enter the
number. With others, you Yvonne’s
enter the number first and house I used the Pythagorean theorem
then press . There are to write a relationship between
other ways too. c2 5 a2 1 b2
the sides in the right triangle. I
c2 5 (0.5) 2 1 (1.2) 2 solved for c2.
c2 5 0.25 1 1.44
c2 5 1.69 I calculated the square root on
c 5 "1.69 my calculator.
冪苶 1 . 6 9 = 1.3 I checked my answer by squaring.

The square root is an exact value
c 5 1.3 km
since squaring it results in the
1 . 3 ^ 2 = 1.69
number I started with.
It’s 1.3 km between our houses. My answer seems reasonable

because the distance across the
park is greater than 1.2 km.

Yvonne’s Solution: Using Fractions
Amanda’s
house a school
The triangle is a right triangle.
The distance across the park is
the hypotenuse, so it must be
park c b
the longest side of the triangle.
I used the Pythagorean theorem to

Yvonne’s write a relationship between the
house sides in the right triangle. I wrote
c 2 5 a2 1 b2 the decimals as fractions, where
5 12
c2 5 Q 10 R 1 Q 10 R
5 2 12 2 0.5 5 and 1.2 5 .
10 10
2
Then I solved for c .
25 144
c2 5 100 1 100 I took the square root of both sides.
169 The square root must be a
c2 5 100 a 169 a3a
fraction, , where 5 .
169 b 100 b3b
a2
Å 100
c5 169
Since this is equivalent to 5 2,
100 b
!169 !169 a
c 5 !100
!100
I reasoned that 5 .
b
13
c 5 10 Then I evaluated the square
roots of the numerator and the
3
c 5 110 or 1.3 km denominator.
I checked my answer by
13 13 169 multiplying. My square root is an
10
3 10 5 100
exact value.
It’s 1.3 km between our houses. My answer seems reasonable

because this distance is greater
than 1.2 km
Reflecting
A. How are Amanda’s and Yvonne’s methods similar? How are they
different?
B. Do you prefer Amanda’s method or Yvonne’s method? Explain why.
C. Explain how Yvonne determined the square root of the fraction in
her solution.
NEL 2.7 Calculating Square Roots 81

WORK WITH the Math

EXAMPLE 2 Determining the square root of decimals greater
than and less than 1
When is the square root of a number greater than the number?

Bay’s Solution
I know that the side length

1 1 of a square with an area of
1 square unit is 1 unit. I’ll try
squares with greater and
!1 5 1
lesser areas.
I calculated the side length of

1.21 1.1 a square with an area greater
than 1. The square root is less
than the number.
!1.21 5 1.1
I calculated the side length of
a square with an area of less
0.64 0.8 than 1 square unit. The
square root is greater than
the number.
!0.64 5 0.8
The square root of a number is I think this is going to happen
greater than the number when the for all squares whose sides
number is between 0 and 1. have length greater than 0
but less than 1.
EXAMPLE 3 Determining the square root of a fraction using

a quotient
Austin is building a patio using square concrete

patio slabs; 25 of the slabs cover 9 m2. What are
the dimensions of the top of each slab?

Austin’s Solution
9 I divided to determine the

The top of each slab has an area of 25.
area of one top.
The length of each side Since the top is a square, I know the
9 length and width must be equal. I can
is Å25.
calculate the length of each side by
determining the square root of its area.
9 !9
!25
The square root of a quotient is the same
Å25
5
as the quotient of the square roots.
3 I calculated the square root of the
55
numerator and the denominator.
5 0.6 I wrote the fraction as a decimal.
The top of the slab has
dimensions of 0.6 m by 0.6 m.
EXAMPLE 4 Using order of operations with a square root
Calculate 24 3 !36 1 42 4 2 1 1.
Amanda’s Solution
24 3 "36 1 42 4 2 1 1 I treated the square root like a power.

5 16 3 6 1 16 4 2 1 1 I evaluated the powers first.
5 96 1 8 1 1 Then, I divided and multiplied.
5 105 Lastly, I added.
In Summary
Key Idea
• If a positive number is less than 1, then its square root will be greater
than the original number. If a positive number is greater than 1, then its
square root will be less than the original number.
Need to Know
• The square root of a quotient equals the quotient of the square roots.
a !a
5 !b
Åb
• If the numerator and denominator of a fraction are both perfect
squares, then the square root of the fraction is an exact value.
• If a decimal can be written as an equivalent fraction whose numerator
and denominator are perfect squares, then the square root of the
decimal is an exact value.

Checking
1. Enter the missing numbers.
!144
a) "49 5 "■ 3 ■
4 ■ ■
!225
c) e)
Å9
5 3 5■
!■
b) !■ 5 11
■ 7 10
!■
d) f)
Å81
59 5 13
2. A square field has an area of 1.44 km2. Calculate its length and
width without a calculator. Show your work.
Practising
3. Enter the missing numbers.
!■
a) !3.61 5 ■ b) !■ 5 0.07 c)
100 4
5 ■ d) !■ 5 6
Å289
4. Calculate.
9 81 729
a) b) c)
Å1 Å 9 Å 81
5. Based on your answers to question 4, how can you predict the

64
answer to 16 ?
Å
6. Evaluate.
a) 72 1 "4 3 42 2 2 b) ( !81 1 !64) 2 4 17 1 6
121
7. Multiple choice. Evaluate Å256.
11 121 14 641 16
A. B. C. D.
16 256 65 536 11
8. Determine each square root to one decimal place.

a) !2.56 c) !1.69 e) !0.8100 g) !0.36
b) !1.96 d) !1.44 f ) !0.4900 h) !0.25
9. Label the square and square root from each part of question 10 on a
number line. The first one is done for you.
冪 2.56
0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0
10. The square root of 1 is 1. That is, !1 5 !1 3 1 5 1. Is any other

positive rational number equal to its square root? How do you know?
11. The square root of a number is 16.5. What is the number?
12. You know that !576 5 24. What decimal square roots could you
calculate easily using that information? Explain.

13. Bittu has a new TV with an 84 cm

screen. He wants to put it above his
fireplace in a space 150 cm wide and
75 cm high. Will the TV fit into
the space?
14. a) Complete each statement.
5 !0.■ 5 2 B. !0.04 5 ■ C. !0.■ 5 ■
1 1 1 1
A.
Å4
b) Explain how you know your answers are reasonable.
15. Verify each statement and correct those that are incorrect.
a) !6.4 5 3.2 c) !256 5 16
b) !0.9 5 0.03 d) !0.25 5 0.5
16. Calculate.
a) !0.09 b) !0.0009 c) !0.000 009 d) !0.000 000 09
17. What pattern do you notice in the answers in the previous question?
18. What is the area of the yellow region?
16 cm2
9 cm2
Closing
19. Which of these have a square root that is an exact value: 0.49, 4.9,
0.0049? Explain.
Extending
■
Could be a fraction with a denominator of 2? Explain.
Å9
20.
21. The area of a circle with radius r is pr 2, where p 8 3.14. What is

the radius of a circle of area 50.24 cm2?
22. The area of the square is 12.25 cm2. Estimate
the radius of the circle.
radius

2.8 Estimating Square Roots
YOU WILL NEED GOAL

• a calculator
Use perfect square benchmarks to estimate square roots of other
fractions and decimals.

Bay is preparing for the Egg Drop Experiment in science class. Bay will
try to drop the egg 23.7 m, without breaking it. He needs to determine
how long an egg will take to hit the ground. He will estimate the drop
time for the egg using the formula time 5 0.45 !height , where time is
measured in seconds and height in metres.
? How long will it take an egg to hit the ground?

A. Substitute the known value into the formula.
B. What is the greatest perfect square less than the height? What is the
least perfect square greater than the height?
C. Which of the two numbers you found in part B is the given height
closer to?
D. Estimate the square root of the height to one decimal place using
the numbers from part B as benchmarks. Check your answer by
multiplying and estimate again if you need to.
E. Determine !23.7 m to two decimal places using a calculator.
F. Write 23.7 as an improper fraction. Is the square root of 23.7 an
exact value? Explain how you know.
G. How long will this egg take to hit the ground, to one decimal place?
Reflecting
H. Why is it helpful to estimate the square root of a number that is not
a perfect square?

WORK WITH the Math
EXAMPLE 1 Estimating a square root to verify a calculation
Shelby knew that square root problems involve two identical numbers,
so she said !110 5 55. Is her answer reasonable?
Shelby’s Solution
!110 5 55 I decided to estimate. I know 110

100 110 121 isn’t a perfect square, so I thought
of square numbers that are less
than 110 and greater than 110.
!100 5 10 !121 5 11 I compared the square roots of

these numbers to my estimate.
!110 is between 10 and 11, so my

estimate of !110 5 55 is not reasonable.
Yvonne’s Solution
!110 5 55? I squared the answer on my

552 5 3025 calculator.
Obviously, 3025 2 110, so the
square root of 110 is not 55. The
answer is not reasonable.
EXAMPLE 2 Estimating a square root by reasoning
Estimate !0.84.
Nicole’s Solution
84 I thought of the decimal in hundredths

0.84 is 100
81 and looked for a square root that I
That is close to 100 , and its square
9 knew that was close to it.
root is 10, or 0.9.
Since 0.84 . 0.81, I chose a
I estimated 0.92 as the square number a little greater than 0.9.
root.
0.92 3 0.92 5 0.8464 I checked my estimate by squaring it.
!0.84 is about 0.92 My estimate is not an exact value.
NEL 2.8 Estimating Square Roots 87

EXAMPLE 3 Reasoning about square roots of decimals
Is either of these square roots an exact value: !0.49, !4.9?

Evaluate each.
Bay’s Solution
!0.49 5
49 I can write 0.49 as a fraction where
Å 100 the numerator and denominator are
!49 perfect squares, so !0.49 is an
!100
5
exact value.
7
5 10
or 0.7
0.7 3 0.7 5 0.49 I checked by multiplying.
!4.9
49 I cannot write 4.9 as a fraction where the
Å 10
5
numerator and denominator are perfect
!49 squares.
!10
5
In my first try, the numerator is a perfect
or
square, but the denominator is not.
!4.9
490
Ä 100
5 In my second try, the denominator is a
!490
perfect square, but the numerator is not,
so !4.9 is not an exact value.
!100
5
I chose perfect square benchmarks
4 , 4.9 , 9 so the square root
of 4 and 9 to estimate !4.9.
of 4.9 is a decimal between 2 and 3.
Because 4.9 is much closer to 4 than
!4.9 8 2.2 to 9, I estimated a decimal value
close to 2.
2.2 3 2.2 5 4.84
I checked by multiplying.
冪苶 4 . 9 = 2.2135943 Then I compared my estimate to the
value determined using a calculator.
My estimate was reasonable.
EXAMPLE 4 Identifying a square root between two numbers
3 7
The area of a square is between 10 units2 and 10 units2. What might the
side length of the square be?
Derek’s Solution: Using a number line
3 7
3 4 5 6 7 I needed a value between 10 and 10.
10 10 10 10 10 I looked for a number whose square
3 30 7 70 36 root would be easy to calculate.
10
5 100 and 10 5 100, so 100 is

3 7
between 10 and 10.
36 6
Å100
5 10 I took the square root.
The side length of the square

6
might be 10 units.
Austin’s Solution: Using reasoning
3 3 7
10
5 3 4 10 5 0.3 I wrote 10 and 10 as decimals.
7
10
5 7 4 10 5 0.7
0.3 , 0.5 , 0.7 I chose a number between 0.3 and

0.7 and determined the square root
冪苶 0 . 5 = .7071067 with my calculator. Then I used a
nearby estimate.
The side length of the square
7
might be 10 units.
In Summary
Key Idea
• You can use perfect squares as benchmarks to estimate the square root
of numbers that are not perfect squares. For example, to estimate
!259, think that 162 is 256 and 172 is 289, so !259 must be closer to
16 than 17, or about 16.1.
Need to Know
• You can check the square root of a number by multiplying the square
root by itself, or squaring it.
• Decimals that cannot be written as equivalent fractions with numerators
and denominators that are both perfect squares have square roots that
are not exact values.
Checking
1. List the two closest whole numbers between which each square root lies.
a) !8.5 b) !52.4 c) !149.7
5
d) 9 Å
2. Estimate each square root in question 1 to two decimal places using
your calculator.
3. How do you know your answers to question 2 are reasonable?
Practising
4. Calculate the side length of a square with an area of 6.4 cm2.
NEL 2.8 Estimating Square Roots 89
5. A square has an area of 31.5 cm2. Estimate the side length of the
square. Explain how you estimated.
6. The areas of some squares are shown. Estimate the length of the
sides of each square. Then, determine the lengths using a calculator.
16
a) 1.44 units2 c) 0.01 units2 e) 144 units2
1 36
b) 75.6 units2 d) 4 units2 f ) 25 units2
7. Multiple choice. Between which two whole numbers does
!26.7 lie?
A. 25 and 30 B. 10 and 20 C. 5 and 6 D. none of these
8. Multiple choice. Calculate the side length of a square with an area
of 6.4 cm2.
A. 1.6 cm B. 40.96 cm C. 2.5 cm D. 0.8 cm
9. Pearl is going to paint her bedroom wall pink. The wall is 2.5 m by
2.5 m. She has bought a can of paint that will cover 20 m2.
a) Estimate to determine if she has enough paint for two coats.
Show your work.
b) What is the side length of the largest square she can paint with
two coats? Answer to the nearest metre.
10. A square-based shed has a floor area of 50.6 m2. Which estimate is
closer to the length of the front of the shed: 7.2 m or 7.7 m?
Explain how you can answer this without using a calculator.
11. a) How do you know that !0.7 . 0.8?
b) Will the square root of a decimal always be greater than the
square root of the decimal that is 0.1 greater? Explain.
12. Explain how you know that !6.4 cannot be 0.8 or 0.08.
13. A baseball diamond is a square with a side length of about 27 m.
Joe throws the ball from second base to home plate. Estimate how
2nd base far Joe threw the ball.
27m
Closing
3rd base
14. It’s sometimes easier to calculate the square root of a decimal
1st base hundredth than a decimal tenth without a calculator, for example,
1.44 than 14.4. Is the same true for estimating?
home plate
Extending
15. Hedy estimated !2358 as 50. Explain how you could give a closer
estimate.
16. The area of the rectangle is 156 cm2. Divide the rectangle into
A = 156 cm2
squares to determine the approximate length of each side. Describe
why you chose the strategy you used.
CHAPTER 2 Chapter Self-Test

1. Sketch and label a representation for each of the following.
a) 183 b) 1.22 c) a cube with a volume of 729 cm3
2. Krista has a set of stacking cubes. The numerical value
of the volume of the largest cube is 40 times greater than
8
the numerical value of the area of one face of the smallest 2 e
cube. The smallest cube has a volume of 125 cm3.
a) Determine the side length and surface area of the
V B
smallest cube. Show your work.
b) Determine the side length and volume of the largest cube. g j
3. Represent each item as a power and evaluate it.
a) 2 3 2 3 2 3 2 3 2 b) (27) (27) (27) (27) (27) (27)
4. In Darrell’s DVD collection, there are 10 action movies, 18 comedies,
4 cartoons, and 32 mysteries.
a) Write an expression using powers to represent the number of
DVDs in each category.
b) Write an expression using the product of two different powers
for the total number of DVDs.
5. Simplify as a single power and evaluate.
a) (24) 3 (24) 5 c) (17 ) 5 4 (1) 5 e) 2(24 3 62 ) 3
(25 3 32 ) 2
b) (27 ) (22 ) 3 d) (143 ) 5 4 1415 f ) (24 3 3) 2
6. Simplify
a) (x 5 ) (x 8 ) 4 x 7 b) (a4 ) 2 c) (c3 ) 3 4 (c 2 ) 2
7. Solve 3 3 4 1 (6 1 2) 2 4 2 using order of operations. Show
each step.
8. Enter the missing numbers. Round to two decimal places if necessary.
a) !56 5 ■
81 ■ 20
c) e) 5■
Å144 Å5
5■
!■
b) !■ 5 2.3 f ) !0.36 5 ■
6
d) !■ 5 7
9. A square garden has an area of 76 m2.

a) Between which two whole numbers is the side length? Explain
how you determined these numbers without a calculator.
b) Determine the side length to two decimal places.
WHAT DO You Think Now?

Revisit What Do You Think? on page 49. Have your answers and
explanations changed?
NEL Chapter Self-Test 91
CHAPTER 2 Chapter Review

FREQUENTLY ASKED Questions
Q: How can you simplify a power involving products and
Study Aid
quotients?
• See Lesson 2.5, Examples 1,
2, 3, 4, and 5. A: In a product, the exponent applies to each factor. (ab) m 5 ambm
• Try Chapter Review For example, (2 3 3) 5 5 25 3 35.
question 12.
In a quotient the exponent applies to both the numerator and
denominator. Q bR 5 bm.
a m am
For example, Q 5R 5 52.

2
3 32
Study Aid Q: How can you evaluate an expression involving many

• See Lesson 2.6, Examples
operations?
1, 2, and 3 and Lesson 2.7, A: Use BEDMAS (Brackets, Exponents, Division, Multiplication,
Example 4.
Addition, Subtraction) to help you remember the order to perform
• Try Chapter Review
questions 13 and 14.
the operations. For example,
4 1 6323 1 (6 2 4)4 4 2 Evaluate what is in the Brackets. Start
with the innermost brackets, if there is
more than one set.
5 4 1 6323 1 24 4 2 Evaluate powers next, using the
Exponents.
5 4 1 638 1 24 4 2
5 4 1 6(10) 4 2 Divide and Multiply from left to right.
5 4 1 60 4 2
5 4 1 30 Add and Subtract from left to right.
5 34
Q: How can you calculate or estimate a square root?
Study Aid
• See Lesson 2.7, Examples 1,
A1: You can use the square root key on your calculator ( !). For
2, and 3, and Lesson 2.8, example, 冪苶 2 7 . 4 = 5.234500931
Examples 1, 2, 3, and 4. You can check your answer by multiplying the square root by itself
• Try Chapter Review
questions 15, 16, 17, 18,
to see if you get the original number.
and 19. A2: You can use perfect squares as benchmarks to estimate the square
root of numbers that are not perfect squares. For example, !27.4
is between !25 and !36, and is much closer to !25. It is likely
about 5.2.

Practice
Lesson 2.1
1. Sketch a model to represent the following. Label each side length.

a) a square field with an area of 225 m2
b) 102
c) a cube with a side length of three units
2
The Best
2. a) Calculate the side length of a square with an area of 196 mm . CARROT
b) Calculate the side length of a cube with a volume of 125 cm3.
3. Nita is planting 49 carrot seeds to grow in her garden. She wants to $2.20
50 seeds
plant them in a square plot. She needs to plant them 3 cm apart,
and 3 cm apart from the edge of the plot.
a) Sketch the square garden with the seeds.
b) Determine the dimensions of the garden.
c) Determine the area of the garden.
Lesson 2.2
4. Complete the table.
Power Base Exponent Repeated Multiplication Value

a) (23) 4
b) 2(6) (6) (6)
c) 24 256
5. Evaluate without using a calculator. Show your work.

a) 62 b) 22.33 c) 2(21) 3
6. Susan needs to wrap two gift boxes in the shape of cubes. She has a
sheet of wrapping paper 140 cm by 30 cm. One box is 7 cm by 7 cm
by 7 cm. Each side of the other box has an area of 529 cm2. Does she
have enough wrapping paper to wrap both boxes? Show your work.
Lesson 2.4
7. Simplify.
(122 ) 3
a) (55 ) 5 (52 ) b) 122
c) (197 ) (19) 4 (192 ) 2 (192 )
8. Evaluate.
(45 ) 2 (232 ) (237 )
a) (62 ) (63 ) 2 b) 46
c) (232 ) 3 (233 )
9. Simplify.
a) 3 (x 5 ) (x 2 )4 2 b) a 9 4 a5 4 a c) (v4 ) 6 4 (v3 ) 5
NEL Chapter Review 93
10. Use repeated multiplication to explain why each statement is true.

85
a) 83 5 82 b) 62 3 65 5 67
11. Express 322 with a base of 2.
Lesson 2.5
12. Express as a power with a single base. Show your work.

b) Q 73R
76 4
a) (63 3 364 ) 2
Lesson 2.6
13. Simplify without using a calculator. Show all your work.

a) 162 2 82 4 22 b) 62 1 2 3 32 2 8
14. Which question would you ask to see if someone understands order
of operations? Explain why.
A. 94 3 32 1 43 B. 94 1 32 3 43
Lesson 2.7
15. Evaluate.
!121
a) !289 d) !144
!25
b) !39.69 e) 5
!70.8964
16
c) f)
Å36
16. Verify each statement. Show your work.

a) !4.9 5 0.7 b) !4.8 5 2.4 c) !0.0036 5 0.06
Lesson 2.8
17. A square arena has an area of 200 m2.

a) Without using a calculator, state the two whole numbers
between which its side length is located.
b) Which whole number from part a) is a better estimate, and why?
c) Determine the length of its side to two decimal places.
18. A square garden has an area of 40 m2. Which is a better estimate for
the length of the garden: 6.3 m or 6.9 m? Explain how you can
answer this without using a calculator.
19. Katie and her brother Nick started a window washing business to earn
4.8 m ?m money in the summer. In one job, they had to wash windows that
were 4.8 m off the ground. There was a hedge of large bushes beside
3.2 m the house so they needed to set the base of the ladder 3.2 m away from
the house. About how long did the ladder need to be?

CHAPTER 2 Chapter Task

Testing Skills YOU WILL NEED
• a calculator
Answer the skill-

testing question
correctly and win $100!
A Mathletics Council is holding a contest to promote math awareness.

The winners of the contest will share the $100 prize equally. To win, a
contestant needs to answer a skill-testing math question correctly.
You have been asked to create the question. Your question must meet
the following criteria.
• The answer to the question must be 100.
• There must be at least four numbers in the question.
• The operations must include a power and a square root.
• To answer the question correctly, order of operations (BEDMAS)
must be used. If you just solve the question from left to right, you will
not get 100 as your answer.
• It must be tricky, because you want only a few people to win.
• You must provide the correct solution to your question. Task Checklist
✔ Did you show all the steps
• You must also provide examples of some mistakes that people might
in your solution(s)?
make.
✔ Did you verify your
solutions?
? What is the best skill-testing question you can create?
NEL Chapter Task 95

Grade 8 Math Chapter 2

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qxd 4/7/09 3:51 AM Page 46

How many small cubes are in each

CHAPTER 2 Getting Started

? What could be the volume of the display?

48 Chapter 2 Powers, Exponents, and Square Roots NEL

WHAT DO You Think?

3. There is one method you can use to factor a number.

NEL Getting Started 49

2.1 Modelling Squares and Cubes

YOU WILL NEED GOAL

B. Continue to complete rows for other side lengths as necessary.

WORK WITH the Math

A square wall tile has an area of 100 cm2.

10 cm The tile is square, so the geometric

100 5 102 100 is a perfect square, so I perfect square

EXAMPLE 2 Modelling cube powers

A softball comes in a cube-shaped box with a volume of 1728 cm3.

12 3 12 3 12 5 1728 I tried 12. Since the volume is even, I knew

NEL 2.1 Modelling Squares and Cubes 51

52 Chapter 2 Powers, Exponents, and Square Roots NEL

2.2 Expressing a Number as a Power

GOAL YOU WILL NEED

LEARN ABOUT the Math

EXAMPLE 1 Representing volume using a power

I want the holder to be in the shape of a cube and I

The capacity is I described the capacity of my holder with a power.

54 Chapter 2 Powers, Exponents, and Square Roots NEL

WORK WITH the Math

Evaluate Q22R and 2Q 2R .

Q22R 5 Q22R 3 Q22R

EXAMPLE 3 Evaluating a power by using a pattern

Evaluate 30, 50, (21) 0, and 00.

33 5 3 3 3 3 3 5 27 I used a pattern. I started with an exponent of 3. I

NEL 2.2 Expressing a Number as a Power 55

f ) Q 4RQ 4RQ 4RQ 4RQ 4R

e) Q 9RQ 9RQ 9RQ 9R

f ) Q 3RQ 3RQ 3RQ 3R

56 Chapter 2 Powers, Exponents, and Square Roots NEL

3. Represent each power using repeated multiplication.

6. Multiple choice. Which power does not represent 256?

7. Multiple choice. Which statement is true?

8. Multiple choice. Evaluate (25) 4.

NEL 2.2 Expressing a Number as a Power 57

13. a) Calculate 24, 34, 44, and 54.

58 Chapter 2 Powers, Exponents, and Square Roots NEL

YOU WILL NEED

The value of the cards: 1 2 3 4 5 6 78 910

I could have chosen 93 as a power but I chose 67.

NEL Math Game 59

2.3 Expressing a Number

EXPLORE the Math

? How could you decide whether Amanda is right or wrong?

60 Chapter 2 Powers, Exponents, and Square Roots NEL

2.4 Multiplying and Dividing Powers

GOAL YOU WILL NEED

INVESTIGATE the Math

NEL 2.4 Multiplying and Dividing Powers 61

WORK WITH the Math

Simplify. a) (32 ) (34 ) b) 65 4 63 c) (42 ) 5

The powers are to be multiplied, and their

EXAMPLE 2 Simplifying algebraic expressions using exponent laws

The powers are to be multiplied, and their

EXAMPLE 3 Simplifying using several exponent laws