NUMBER AND ALGEBRA

TOPIC 16
Real numbers
16.1 Overview
Numerous videos and interactivities are embedded just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will help you to learn the content and concepts covered in
this topic.

16.1.1 Why learn this?

A knowledge of number is crucial if we are to understand the
world around us. Over time, you have been building your knowl-
edge of the concept of number, starting with the counting numbers,
also known as natural numbers. Moving on, you needed to include
zero. You then had to learn about integers and fractions, which are
also called rational numbers. But even the rational numbers do not
include all of the numbers on the number line, as they do not
include numbers that cannot be written as fractions. That brings us
to the concept of real numbers, the set of numbers that includes
both rational and irrational numbers.

16.1.2 What do you know?

1. THINK List what you know about real numbers. Use a thinking tool such as a concept map to show
your list.
2. PAIR Share what you know with a partner and then with a small group.
3. SHARE As a class, create a thinking tool such as a large concept map that shows your class’s
knowledge of real numbers.

LEARNING SEQUENCE
16.1  Overview
16.2  Number classification review
16.3  Surds
16.4  Operations with surds
16.5  Fractional indices
16.6  Negative indices
16.7  Logarithms
16.8  Logarithm laws
16.9  Solving equations
16.10  Review

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Watch this eLesson: The story of mathematics: Real numbers (eles-2019)

TOPIC 16 Real numbers  675

16.2 Number classification review
16.2.1 The number system
•• The number systems used today evolved from a basic and practical need of primitive people to count
and measure magnitudes and quantities such as livestock, people, possessions, time and so on.
•• As societies grew and architecture and engineering developed, number systems became more sophis-
ticated. Number use developed from solely whole numbers to fractions, decimals and irrational
numbers.

•• The real number system contains the set of rational and irrational numbers. It is denoted by the sym-
bol R. The set of real numbers contains a number of subsets which can be classified as shown in the
chart below.
Real numbers R

Irrational numbers I Rational numbers Q

(surds, non-terminating
and non-recurring
decimals, π, e) Integers Non-integer rationals
Z (terminating and
recurring decimals)

Negative Zero Positive

Z– (neither positive Z+
nor negative) (Natural
numbers N)

16.2.2 Rational numbers (Q)

•• A rational number (ratio-nal) is a number that can be expressed as a ratio of two whole numbers in
the form , where b ≠ 0.
a
b
– Rational numbers are given the symbol Q. Examples are:
.
1 2 3 9
, , ,
5 7 10 4
, 7, − 6, 0.35, 1, 4

676  Jacaranda Maths Quest 10 + 10A

16.2.3 Integers (Z)
•• Rational numbers may be expressed as integers. Examples are:
5
1
= 5, −41 = −4, 27
1
= 27, −15
1
= −15
•• The set of integers consists of positive and negative whole numbers and 0 (which is neither positive
nor negative). They are denoted by the letter Z and can be further divided into subsets. That is:
Z = { …, −3, −2, −1, 0, 1, 2, 3,… }
Z + = { 1, 2, 3, 4, 5, 6,… }
Z − = { …, −5, −4, −3, −2, −1 }
•• Positive integers are also known as natural numbers (or counting numbers) and are denoted by the
letter N. That is:
N = { 1, 2, 3, 4, 5, 6,… }
•• Integers may be represented on the number line as illustrated below.
–3 –2 –1 0 1 2 3 Z 1 2 3 4 5 6 N Z– –6 –5 –4 –3 –2 –1
    The set of integers       The orsetnatural
of positive integers       The set of negative integers
numbers

Note: Integers on the number line are marked with a solid dot to indicate that they are the only points
in which we are interested.

16.2.4 Non-integer rational numbers

•• Rational numbers may be expressed as terminating decimals. Examples are:
7
10
= 0.7, 14 = 0.25, 58 = 0.625, 95 = 1.8
These decimal numbers terminate after a specific number of digits.
•• Rational numbers may be expressed as recurring decimals (non-terminating or periodic decimals).
For example:
.
1
= 0.333 333 … or 0.3
..
3
9
= 0.818 181 … or 0.81 (or 0.81)
.
11
5
= 0.833 333 … or 0.83
. .
6
3
13
= 0.230 769 230 769 … or 0.230 769 (or 0.230 769)
•• These decimal numbers do not terminate, and the specific digit (or
–3.743 3
number of digits) is repeated in a pattern. Recurring decimals are –2 –4
1–
2 1.63 3.6
represented by placing a dot or line above the repeating digit or
pattern. – 4 –3 –2 –1 0 1 2 3 4Q
•• Rational numbers are defined in set notation as:
Q = rational numbers

{b }
Q= , a, b ∈ Z, b ≠ 0 where ∈ means ‘an element of’.
a

16.2.5 Irrational numbers (I)

•• An irrational number (ir-ratio-nal) is a number that cannot be expressed as a ratio of two whole
numbers in the form , where b ≠ 0.
a
b
•• Irrational numbers are given the symbol I. Examples are:
√7
√7, √13, 5√21, , π, e
9

TOPIC 16 Real numbers  677

 •• Irrational numbers may be expressed as decimals. For example:
√5 = 2.236 067 977 5 … √0.03 = 0.173 205 080 757 …
√18 = 4.242 640 687 12 …      2√7 = 5.291 502 622 13 …
π = 3.141 592 653 59 … e = 2.718 281 828 46 …
•• These decimal numbers do not terminate, and the digits do not repeat themselves in any particular pat-
tern or order (that is, they are non-terminating and non-recurring).

16.2.6 Real numbers

•• Rational and irrational numbers belong to the set of real numbers – 1–2 –π
– 12 – 5 4 2 π
(denoted by the symbol R). They can be positive, negative or 0. The
real numbers may be represented on a number line as shown at right
(irrational numbers above the line; rational numbers below it). – 4 –3 –2 –1 0 1 2 3 4 R
•• To classify a number as either rational or irrational:
1. Determine whether it can be expressed as a whole number, a fraction or a terminating or
recurring decimal.
2. If the answer is yes, the number is rational; if the answer is no, the number is irrational.

16.2.7 π (pi)
•• The symbol π (pi) is used for a particular number; that is, the circumference of a circle whose diameter
length is 1 unit.
•• It can be approximated as a decimal that is non-terminating and non-recurring. Therefore, π is classi-
fied as an irrational number. (It is also called a transcendental number and cannot be expressed as a
surd.)
•• In decimal form, π = 3.141 592 653 589 793 23 … It has been calculated to 29 000 000 (29 million)
decimal places with the aid of a computer.

WORKED EXAMPLE 1

Specify whether the following numbers are rational or irrational.

1
a 5
b √25 c √13
d 3π e 0.54 f √3 64
g √3 32 √
3 1
h 27

THINK WRITE
1 1
a 5
is already a rational number. a 5
is rational.

b 1 Evaluate √25. b √25 = 5

2 The answer is an integer, so classify √25. √25 is rational.

c 1 Evaluate √13. c √13 = 3.605 551 275 46 …

2 The answer is a non-terminating and non-recurring √13 is irrational.
decimal; classify √13.
d 1 Use your calculator to find the value of 3π. d 3π = 9.424 777 960 77 …
2 The answer is a non-terminating and non-recurring 3π is irrational.
decimal; classify 3π.

678  Jacaranda Maths Quest 10 + 10A

 e 0.54 is a terminating decimal; classify it accordingly. e 0.54 is rational.

f 1 Evaluate √3 64. f √64 = 4

3

2 The answer is a whole number, so classify √3 64. √3 64 is rational.

g √32 = 3.174 802 103 94 …

3 3
g 1 Evaluate √32.
2 The result is a non-terminating and non-recurring √3 32 is irrational.
3
decimal; classify √32.
= 13.
√ √
3 1 3 1
h 1 Evaluate . h 27
27

√
3 1
2 The result is a number in a rational form. is rational.
27

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Try out this interactivity: Classifying numbers (int-2792)

Exercise 16.2 Number classification review

Individual pathways

 PRACTISE  CONSOLIDATE  MASTER

Questions: Questions: Questions:
1–6, 8, 10 1–8, 10, 12 1–13

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE1 Specify whether the following numbers are rational (Q) or irrational (I).
a. √4 b. 45 c. 79 d. √2
e. √7 f. √0.04 g. 2 12 h. √5
i. 94 j. 0.15 k. −2.4 l. √100

√
25
m. √14.4 n. √1.44 o. π p. 9
q. 7.32 r. −√21 s. √1000 t. 7.216 349 157 …
√
3 1
u. −√81 v. 3π w. √62 x. 16
y. √3 0.0001
2. Specify whether the following numbers are rational (Q), irrational (I) or neither.
a. 18 b. √625 c. 11
4
d. 08 e. −6 17

h. √
1.44
f. √3 81 g. −√11 i. √π j. 80
4
π
k. √3 21 √
3 1
l. m. √3 (−5) 2 n. −11 o.
7 100
√6
p. 64 √ s. √3 27
2 1
q. 25 r. t. √4
16 2
22π
u. v. √3 −1.728 w. 6√4 x. 4√6 y. (√2)4
7

TOPIC 16 Real numbers  679

 3. MC Which of the following best represents a rational number?
√ √
4 9
a. π b. c.
9 12
3
d. √3 e. √5
4. MC Which of the following best represents an irrational number?
a. −√81
6 3
b. c. √343
5
d. √22 e. √144
π
5. MC Which of the following statements regarding the numbers −0.69, √7, , √49 is correct?
3
π
a. is the only rational number.
3
b. √7 and √49 are both irrational numbers.
c. −0.69 and √49 are the only rational numbers.
d. −0.69 is the only rational number.
e. √7 is the only rational number.
6. MC Which of the following statements regarding the numbers 2 12, −11
3
, √624, √3 99 is correct?
a. − and √624 are both irrational numbers.
11
3
3
b. √624 is an irrational number and √99 is a rational number.
3
c. √624 and √99 are both irrational numbers.
d. 2 is a rational number and −
1 11
2 3
is an irrational number.
3
e. √99 is the only rational number.
Understanding

7. Simplify √ .
a2
b2
8. MC If p < 0, then √p is:
a. positive b. negative c. rational d. none of the above
9. MC If p < 0, then √p2 must be:
a. positive b. negative c. rational d. any of the above
Reasoning
10. Simplify (√p − √q) × (√p + √q).
11. Prove that if c2 = a2 + b2, it does not follow that a = b + c.
Problem solving
36
12. Find the value of m and n if is written as:
11
a. 3 + b. 3 + c. 3 + d. 3 +
1 1 1 1
.
3+
m m
3+ 3+
1 1
n n
1+
m m
n n
1 3−1 − 4−1
13. If x−1 means , what is the value of ?
x 3−1 + 4−1
Reflection
Why is it important to understand the real number system?

680  Jacaranda Maths Quest 10 + 10A

16.3 Surds
16.3.1 Surds
•• A surd is an irrational number that is represented by a root sign or a radical sign, for example:
√ , √3 , √4 .
3 4
Examples of surds include: √7, √5, √11, √15.
Examples that are not surds include:
√9, √16, √3 125, √4 81.
•• Numbers that are not surds can be simplified to rational numbers, that is:
√9 = 3, √16 = 4, √3 125 = 5, √4 81 = 3.

WORKED EXAMPLE 2

Which of the following numbers are surds?

√
1
a √16 b √13 c 16

d √3 17 e √4 63 f √3 1728
THINK WRITE

a 1 Evaluate √16. a √16 = 4

2 The answer is rational (since it is a whole number), so state √16 is not a surd.
your conclusion.
b 1 Evaluate √13. b √13 = 3.605 551 275 46 …
2 The answer is irrational (since it is a non-recurring and √13 is a surd.
non-terminating decimal), so state your conclusion.

= 14
√ √
1 1
c 1 Evaluate 16
. c 16

√
1
2 The answer is rational (a fraction); state your conclusion. 16
is not a surd.

d 1 Evaluate √3 17. d √17 = 2.571 281 590 66 …

3

2 The answer is irrational (a non-terminating and non- √3 17 is a surd.

recurring decimal), so state your conclusion.
e 1 Evaluate √4 63. e √63 = 2.817 313 247 26 …
4

√4 63 is a surd.
4
2 The answer is irrational, so classify √63 accordingly.
f 1 Evaluate √3 1728. f √1728 = 12
3

2 The answer is rational; state your conclusion. √3 1728 is not a surd. So b, d and
e are surds.

16.3.2 Proof that a number is irrational

•• In Mathematics you are required to study a variety of types of proofs. One such method is called proof
by contradiction.
•• This proof is so named because the logical argument of the proof is based on an assumption that leads
to contradiction within the proof. Therefore the original assumption must be false.
a
•• An irrational number is one that cannot be expressed in the form (where a and b are integers). The
b
next worked example sets out to prove that √2 is irrational.

TOPIC 16 Real numbers  681

 WORKED EXAMPLE 3

Prove that √2 is irrational.

THINK WRITE
Let √2 = , where b ≠ 0.
a
1 Assume that √2 is rational; that is, it can be
a b
written as in simplest form. We need to show
b
that a and b have no common factors.
a2
2 Square both sides of the equation. 2=
b2
3 Rearrange the equation to make a2 the subject of a2 = 2b2 [1]
the formula.
4 2b2 is an even number and 2b2 = a2. ∴ a2 is an even number and a must also be
even; that is, a has a factor of  2.
5 Since a is even it can be written as a = 2r. ∴ a = 2r
6 Square both sides. a2 = 4r2
But a2 = 2b2 from [1] [2]
7 Equate [1] and [2]. ∴ 2b2 = 4r2
4r2
b2 =
2
= 2r2
∴ b2 is an even number and b must also be even;
that is, b has a factor of 2.
8 Repeat the steps for b as previously done for a. Both a and b have a common factor of 2. This
contradicts the original assumption that √2 = ,
a
b
where a and b have no common factor.
∴ √2 is not rational.
∴ It must be irrational.

•• Note: An irrational number written in surd form gives an exact value of the number; whereas the same
number written in decimal form (for example, to 4 decimal places) gives an approximate value.

RESOURCES — ONLINE ONLY

Complete this digital doc: SkillSHEET: Identifying surds (doc-5354)

Exercise 16.3 Surds

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1–8, 10 1–10 1–11

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

682  Jacaranda Maths Quest 10 + 10A

Fluency
1. WE2 Which of the numbers below are surds?
a. √81 b. √48 c. √16 d. √1.6

√ √
3 3 3
e. √0.16 f. √11 g. 4
h. 27
i. √1000 j. √1.44 k. 4√100 l. 2 + √10
m. √3 32 n. √361 o. √3 100 p. √3 125
q. √6 + √6 √
7
r. 2π s. √3 169 t. 8
u. √4 16 v. (√7) 2 w. √3 33 x. √0.0001
5
y. √32 z. √80
2. MC The correct statement regarding the set of numbers

{ √ , √20, √54, √27, √9} is:

6 3
9
3
a. √27 and √9 are the only rational numbers of the set.

√
6
b.
9
is the only surd of the set.

√
6
c.
9
and √20 are the only surds of the set.
d. √20 and √54 are the only surds of the set.
e. √9 and √20 are the only surds of the set.

{
√ , √ , √ , √21, √8} are surds?
1 3 1 1 3
3. MC Which of the numbers of the set 4 27 8

√ only √ and √8
1 1 3
a. √21 only b. c.
8 8

√ and √21 only √ and √21 only

1 1
d. e.
8 4

{ }
4. MC Which statement regarding the set of numbers π, √ , √12, √16, √3, +1 is not true?
1
49

a. √12 is a surd. b. √12 and √16 are surds.

c. π is irrational but not a surd. d. √12 and √3 + 1 are not rational.
e. π is not a surd.
5. MC Which statement regarding the set of numbers

{ √ }
144
6√7, 16
, 7√6, 9√2, √18, √25 is not true?

√ √
144 144
a.
16
when simplified is an integer. b.
16
and √25 are not surds.
c. 7√6 is smaller than 9√2. d. 9√2 is smaller than 6√7.
e. √18 is a surd.
Understanding
6. Complete the following statement by selecting appropriate words, suggested in brackets:
√6 a is definitely not a surd, if a is… (any multiple of 4; a perfect square and cube).
7. Find the smallest value of m, where m is a positive integer, so that √3 16m is not a surd.
Reasoning
8. WE3 Prove that the following numbers are irrational, using a proof by contradiction:
a. √3 b. √5 c. √7.
9. π is an irrational number and so is √3. Therefore, determine whether
(π − √3)(π + √3)
is an irrational number.

TOPIC 16 Real numbers  683

Problem solving
10. Many composite numbers have a variety of factor pairs. For example, factor pairs of 24 are 1 and 24,
2 and 12, 3 and 8, 4 and 6.
a. Use each pair of possible factors to simplify the following surds.
i. √48 ii. √72
b. Does the factor pair chosen when simplifying a surd affect the way the surd is written in simplified
form?
c. Does the factor pair chosen when simplifying a surd affect the value of the surd when it is written in
simplified form? Explain.
11. Solve √3x − √12 = √3 and indicate whether the result is rational or irrational and integral or not
integral.
Reflection
How can you be certain that √a is a surd?

16.4 Operations with surds

16.4.1 Simplifying surds
•• To simplify a surd means to make a number (or an expression) under the radical sign (√ ) as small as
possible.
•• To simplify a surd (if it is possible), it should be rewritten as a product of two factors, one of which is
a perfect square, that is, 4, 9, 16, 25, 36, 49, 64, 81, 100 and so on.
•• We must always aim to obtain the largest perfect square when simplifying surds so that there are fewer
steps involved in obtaining the answer. For example √32 could be written as √4 × 8 = 2√8;
however, √8 can be further simplified to 2√2, so √32 = 2 × 2√2; that is √32 = 4√2. If, however, the
largest perfect square had been selected and √32 had been written as √16 × 2 = √16 × √2 = 4√2,
the same answer would be obtained in fewer steps.

WORKED EXAMPLE 4

Simplify the following surds. Assume that x and y are positive real numbers.
a √384 b 3√405 c −18√175 d 5√180x3y5

THINK WRITE

a 1 Express 384 as a product of two factors a √384 = √64 × 6

where one factor is the largest possible
perfect square.

2 Express √64 × 6 as the product of two     = √64 × √6

surds.
3 Simplify the square root from the perfect       = 8√6
square (that is, √64 = 8).
b 1 Express 405 as a product of two factors, b 3√405 = 3√81 × 5
one of which is the largest possible perfect
square.

2 Express √81 × 5 as a product of two     = 3√81 × √5

surds.

684  Jacaranda Maths Quest 10 + 10A

 3 Simplify √81.   = 3 × 9√5
4 Multiply together the whole numbers   = 27√5
outside the square root sign (3 and 9).
c −8√175 = −8√25 × 7
1 1
c 1 Express 175 as a product of two factors in
which one factor is the largest possible
perfect square.

2 Express √25 × 7 as a product of 2 surds.    = −18 × √25 × √7

3 Simplify √25.       = −18 × 5√7

4 Multiply together the numbers outside the        = −58√7
square root sign.
d 1 Express each of 180, x3 and y5 as a d 5√180x3y5 = 5√36 × 5 × x2 × x × y4 × y
product of two factors where one factor is
the largest possible perfect square.
2 Separate all perfect squares into one surd    = 5 × √36x2y4 × √5xy
and all other factors into the other surd.

3 Simplify √36x2y4.    = 5 × 6 × x × y2 × √5xy

4 Multiply together the numbers and the         = 30xy2√5xy
pronumerals outside the square root sign.

16.4.2 Addition and subtraction of surds

•• Surds may be added or subtracted only if they are alike.
Examples of like surds include √7, 3√7 and −5√7. Examples of unlike surds include √11, √5, 2√13
and −2√3.
•• In some cases surds will need to be simplified before you decide whether they are like or unlike, and
then addition and subtraction can take place. The concept of adding and subtracting surds is similar to
adding and subtracting like terms in algebra.

WORKED EXAMPLE 5 TI | CASIO

Simplify each of the following expressions containing surds. Assume that a and b are positive real
numbers.
a 3√6 + 17√6 − 2√6
b 5√3 + 2√12 − 5√2 + 3√8
c 12√100a3b2 + ab√36a − 5√4a2b

THINK WRITE
a All 3 terms are alike because they a 3√6 + 17√6 − 2√6 = (3 + 17 − 2)√6
contain the same surd (√6). = 18√6
Simplify.

TOPIC 16 Real numbers  685

 b 1 Simplify surds where possible. b   5√3 + 2√12 − 5√2 + 3√8
= 5√3 + 2√4 × 3 − 5√2 + 3√4 × 2
= 5√3 + 2 × 2√3 − 5√2 + 3 × 2√2
= 5√3 + 4√3 − 5√2 + 6√2
2 Add like terms to obtain the = 9√3 + √2
simplified answer.
c 1 Simplify surds where possible. c 12√100a3b2 + ab√36a − 5√4a2b
= 12 × 10√a2 × a × b2 + ab × 6√a − 5 × 2 × a√b
= 12 × 10 × a × b√a + ab × 6√a − 5 × 2 × a√b
= 5ab√a + 6ab√a − 10a√b
= 11ab√a − 10a√b

2 Add like terms to obtain the

simplified answer.

16.4.3 Multiplication and division of surds

Multiplying surds
•• To multiply surds, multiply together the expressions under the radical signs. For example, √a × √b = √ab,
where a and b are positive real numbers.
•• When multiplying surds it is best to first simplify them (if possible). Once this has been done and a
mixed surd has been obtained, the coefficients are multiplied with each other and then the surds are
multiplied together. For example,
m√a × n√b = mn√ab.

WORKED EXAMPLE 6 TI | CASIO

Multiply the following surds, expressing answers in the simplest form. Assume that x and y are
positive real numbers.
a √11 × √7 b 5√3 × 8√5 c 6√12 × 2√6 d √15x5y2 × √12x2y

THINK WRITE

a Multiply the surds together, using a √11 × √7 = √11 × 7

√a × √b = √ab (that is, multiply expressions = √77
under the square root sign). Note: This
expression cannot be simplified any further.
b Multiply the coefficients together and then b 5√3 × 8√5 = 5 × 8 × √3 × √5
multiply the surds together. = 40 × √3 × 5
= 40√15

c 1 Simplify √12. c 6√12 × 2√6 = 6√4 × 3 × 2√6

= 6 × 2√3 × 2√6
= 12√3 × 2√6
2 Multiply the coefficients together and = 24√18
multiply the surds together.

686  Jacaranda Maths Quest 10 + 10A

 3 Simplify the surd. = 24√9 × 2
= 24 × 3√2
= 72√2

d 1 Simplify each of the surds. d √15x5y2 × √12x2y

= √15 × x4 × x × y2 × √4 × 3 × x2 × y
= x2 × y × √15 × x × 2 × x × √3 × y
= x2y√15x × 2x√3y
2 Multiply the coefficients together and the = x2y × 2x√15x × 3y
surds together. = 2x3y√45xy
= 2x3y√9 × 5xy
3 Simplify the surd. = 2x3y × 3√5xy
= 6x3y√5xy

•• When working with surds, it is sometimes necessary to multiply surds by themselves; that is, square
them. Consider the following examples:
(√2) 2 = √2 × √2 = √4 = 2
(√5) 2 = √5 × √5 = √25 = 5
•• Observe that squaring a surd produces the number under the radical sign. This is not surprising,
because squaring and taking the square root are inverse operations and, when applied together, leave
the original unchanged.
•• When a surd is squared, the result is the number (or expression) under the radical sign; that is,
(√a) 2 = a, where a is a positive real number.

WORKED EXAMPLE 7

Simplify each of the following.

a (√6) 2 b (3√5) 2

THINK WRITE
a Use (√a) 2 = a, where a = 6. a (√6) 2 = 6

b 1 Square 3 and apply (√a) 2 = a to square √5. b (3√5) 2 = 32 × (√5) 2

=9×5
2 Simplify.    = 45

16.4.4 Dividing surds

= √ , where a and b are
√a a
•• To divide surds, divide the expressions under the radical signs; that is,
√b b
whole numbers.
•• When dividing surds it is best to simplify them (if possible) first. Once this has been done, the
coefficients are divided next and then the surds are divided.

TOPIC 16 Real numbers  687

 WORKED EXAMPLE 8 TI | CASIO

Divide the following surds, expressing answers in the simplest form. Assume that x and y are
positive real numbers.
√55 √48 9√88 √36xy
a b c d
√5 √3 6√99 √25x99y11

THINK WRITE

=√
√55 55
a 1 Rewrite the fraction, a
√5 5
=√ .
√a a
using
√b b
2 Divide the numerator by the denominator = √11
(that is, 55 by 5).
3 Check if the surd can be simplified any further.

=√ . =√
√a a √48 48
b 1 Rewrite the fraction, using b
√b b √3 3

2 Divide 48 by 3. = √16
3 Evaluate √16. =4

=√ . c 9√88 = 9√ 88
√a a
c 1 Rewrite surds, using
√b b 6√99 6 99

= √
9 8
2 Simplify the fraction under the radical by 6 9
dividing both numerator and denominator by 11.

9 × 2√2
3 Simplify surds. =
6×3
18√2
4 Multiply the whole numbers in the =
18
numerator together and those in the denominator
together.
5 Cancel the common factor of 18. = √2
√36xy 6√xy
d 1 Simplify each surd. d =
√25x9y11 5√x8 × x × y10 × y
6√xy
=
5x4y5√xy

6
2 Cancel any common factors — in this case √xy. =
5x4y5

688  Jacaranda Maths Quest 10 + 10A

16.4.5 Rationalising denominators
•• If the denominator of a fraction is a surd, it can be changed into a rational number through
multiplication. In other words, it can be rationalised.
•• As discussed earlier in this chapter, squaring a simple surd (that is, multiplying it by itself) results in
a rational number. This fact can be used to rationalise denominators as follows.
√a √b √ab √b
× = , where =1
√b √b b √b
•• If both numerator and denominator of a fraction are multiplied by the surd contained in the denominator,
the denominator becomes a rational number. The fraction takes on a different appearance, but its
numerical value is unchanged, because multiplying the numerator and denominator by the same num-
ber is equivalent to multiplying by 1.

WORKED EXAMPLE 9 TI | CASIO

Express the following in their simplest form with a rational denominator.

√6 2√12 √17 − 3√14
a b c
√13 3√54 √7

THINK WRITE

√6
a 1 Write the fraction. a
√13
√6 √13
2 Multiply both the numerator and denominator by the = ×
surd contained in the denominator (in this case √13). √13 √13
√78
This has the same effect as multiplying the fraction =
√13 13
by 1, because = 1.
√13
2√12
b 1 Write the fraction. b
3√54

2√12 2√4 × 3
2 Simplify the surds. (This avoids dealing with large =
numbers.) 3√54 3√9 × 6
2 × 2√3
=
3 × 3√6
4√3
=
9√6

4√3 √6
3 Multiply both the numerator and denominator by √6. = ×
9√6 √6
(This has the same effect as multiplying the fraction
4√18
√6
= 1.) =
by 1, because 9×6
√6
Note: We need to multiply only by the surd part of the
denominator (that is, by √6 rather than by 9√6.)

TOPIC 16 Real numbers  689

 4√9 × 2
4 Simplify √18. =
9×6
4 × 3√2
=
54
12√2
=
54
2√2
5 Divide both the numerator and denominator by 6 =
9
(cancel down).
√17 − 3√14
c 1 Write the fraction. c
√7

(√17 − 3√14) √7
2 Multiply both the numerator and denominator by √7. = ×
Use grouping symbols (brackets) to make it clear that √7 √7
the whole numerator must be multiplied by √7.
√17 × √7 − 3√14 × √7
3 Apply the Distributive Law in the numerator. =
a(b + c) = ab + ac √7 × √7
√119 − 3√98
=
7
√119 − 3√49 × 2
4 Simplify √98. =
7
√119 − 3 × 7√2
=
7
√119 − 21√2
=
7

16.4.6 Rationalising denominators using conjugate surds

•• The product of pairs of conjugate surds results in a rational number. (Examples of pairs of conjugate
surds include √6 + 11 and √6 − 11, √a + b and √a − b, 2√5 − √7 and 2√5 + √7.)
This fact is used to rationalise denominators containing a sum or a difference of surds.
•• To rationalise the denominator that contains a sum or a difference of surds, multiply both numerator
and denominator by the conjugate of the denominator.
Two examples are given below:
1 √a − √b
1. To rationalise the denominator of the fraction . multiply it by .
√a + √b √a − √b
1 √a + √b
2. To rationalise the denominator of the fraction , multiply it by .
√a − √b √a + √b
A quick way to simplify the denominator is to use the difference of two squares identity:
(√a − √b)(√a + √b) = (√a)2 − (√b)2
=a−b

690  Jacaranda Maths Quest 10 + 10A

WORKED EXAMPLE 10 TI | CASIO

Rationalise the denominator and simplify the following.

a 1 b √6 + 3√2
4 − √3 3 + √3
THINK WRITE
1
a 1 Write the fraction. a
4 − √3
(4 + √3)
= ×
2 Multiply the numerator and 1
denominator by the conjugate (4 − √3) (4 + √3)
of the denominator.
(4 + √3)
(Note that (4 + √3) = 1.)
4 + √3
3 Apply the Distributive Law =
in the numerator and the (4) 2 − (√3) 2
difference of two squares
identity in the denominator.
4 + √3
4 Simplify. =
16 − 3
4 + √3
=
13

b 1 Write the fraction. b √6 + 3√2

3 + √3
(√6 + 3√2) (3 − √3)
2 Multiply the numerator and = ×
denominator by the conjugate (3 + √3) (3 − √3)
of the denominator.
(3 − √3)
(Note that (3 − √3) = 1.)
√6 × 3 + √6 × −√3 + 3√2 × 3 + 3√2 × −√3
3 Multiply the expressions in =
grouping symbols in the (3) 2 − (√3) 2
numerator, and apply the
difference of two squares
identity in the denominator.
3√6 − √18 + 9√2 − 3√6
4 Simplify. =
9−3
−√18 + 9√2
=
6
−√9 × 2 + 9√2
=
6
−3√2 + 9√2
=
6
6√2
=
6
= √2

TOPIC 16 Real numbers  691

 RESOURCES — ONLINE ONLY
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Complete this digital doc: SkillSHEET: Multiplying and dividing surds (doc-5357)

Complete this digital doc: SkillSHEET: Rationalising denominators (doc-5360)

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Complete this digital doc: SkillSHEET: Applying the difference of two squares rule to surds (doc-5362)

Complete this digital doc: WORKSHEET: Real numbers I (doc-14612)

Exercise 16.4 Operations with surds

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1a–h, 2a–h, 3a–h, 4a–d, 5a–h, 6a–h, 1e–j, 2e–j, 3e–k, 4c–f, 5c–i, 6e–j, 1g–l, 2g–l, 3g–l, 4e–h, 5g–l, 6g–l,
7a–h, 8a–d, 9a–d, 10a–h, 11a–f, 7g–l, 8d–f, 9g–k, 10f–j, 11e–h, 7j–r, 8e–h, 9i–n, 10k–o, 11i–l, 12g–i,
12a–c, 13, 15 12d–f, 13–15 13–16

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE4a Simplify the following surds.
a. √12 b. √24 c. √27 d. √125
e. √54 f. √112 g. √68 h. √180
i. √88 j. √162 k. √245 l. √448
2. WE4b, c Simplify the following surds.
a. 2√8 b. 8√90 c. 9√80
d. 7√54 e. −6√75 f. −7√80
g. 16√48 h. 17√392 i. 19√162
j. 14√192 k. 19√135 3
l. 10 √175
3. WE4d Simplify the following surds. Assume that a, b, c, d, e, f, x and y are positive real numbers.
a. √16a2 b. √72a2 c. √90a2b d. √338a4
3
e. √338a b 3 3
f. √68a b 5 g. √125x y 6 4 h. 5√80x3y2
1
i. 6√162c7d 5 j. 2√405c7d 9 k. 2√88ef l. 12√392e11f 11
4. WE5a Simplify the following expressions containing surds. Assume that x and y are positive real
numbers.
a. 3√5 + 4√5 b. 2√3 + 5√3 + √3
c. 8√5 + 3√3 + 7√5 + 2√3 d. 6√11 − 2√11
e. 7√2 + 9√2 − 3√2 f. 9√6 + 12√6 − 17√6 − 7√6
g. 12√3 − 8√7 + 5√3 − 10√7 h. 2√x + 5√y + 6√x − 2√y

692  Jacaranda Maths Quest 10 + 10A

 5. WE5b Simplify the following expressions containing surds. Assume that a and b are positive real
numbers.
a. √200 − √300 b. √125 − √150 + √600
c. √27 − √3 + √75 d. 2√20 − 3√5 + √45
e. 6√12 + 3√27 − 7√3 + √18 f. √150 + √24 − √96 + √108
g. 3√90 − 5√60 + 3√40 + √100 h. 5√11 + 7√44 − 9√99 + 2√121
i. 2√30 + 5√120 + √60 − 6√135 j. 6√ab − √12ab + 2√9ab + 3√27ab
k. 2√98 + 3√48 + 3√12 l. 18√32 − √18 + 3√72
1 1 1 7
6
6. WE5c Simplify the following expressions containing surds. Assume that a and b are positive real
numbers.
a. 7√a − √8a + 8√9a − √32a b. 10√a − 15√27a + 8√12a + 14√9a
c. √150ab + √96ab − √54ab d. 16√4a2 − √24a + 4√8a2 + √96a
e. √8a3 + √72a3 − √98a3 f. 12√36a + 14√128a − 16√144a
g. √9a3 + √3a5 h. 6√a5b + √a3b − 5√a5b
i. ab√ab + 3ab√a2b + √9a3b3 j. √a3b + 5√ab − 2√ab + 5√a3b
k. √32a3b2 − 5ab√8a + √48a5b6 l. √4a2b + 5√a2b − 3√9a2b
7. WE6 Multiply the following surds, expressing answers in the simplest form. Assume that a, b, x and y
are positive real numbers.
a. √2 × √7 b. √6 × √7 c. √8 × √6
d. √10 × √10 e. √21 × √3 f. √27 × 3√3
g. 5√3 × 2√11 h. 10√15 × 6√3 i. 4√20 × 3√5
j. 10√6 × 3√8 k. 4√48 × 2√2
1
l. 19√48 × 2√3
m. 101
√60 × 15√40 n. √xy × √x3y2 o. √3a4b2 × √6a5b3
p. √12a7b × √6a3b4 q. √15x3y2 × √6x2y3 r. 12√15a3b3 × 3√3a2b6
8. WE7 Simplify each of the following.
a. (√2) 2 b. (√5) 2 c. (√12) 2 d. (√15) 2
e. (3√2) 2 f. (4√5) 2 g. (2√7) 2 h. (5√8) 2
9. WE8 Simplify the following surds, expressing answers in the
simplest form. Assume that a, b, x and y are positive real numbers.
√15 √8 √60
a. b. c.
√3 √2 √10
√128 √18 √65
d. e. f.
√8 4√6 2√13
√96 7√44 9√63
g. h. i.
√8 14√11 15√7
√2040 √x4y3 √16xy
j. k. l.
√30 √x2y5 √8x7y9
√xy √12x8y12 2√2a2b4 √10a9b3
m. × n. ×
√x5y7 √x2y3 √5a3b6 3√a7b
10. WE9a, b Express the following in their simplest form with a rational denominator.
5 7 4 8 √12
a. b. c. d. e.
√2 √3 √11 √6 √7

TOPIC 16 Real numbers  693

 √15 2√3 3√7 5√2 4√3
f. g. h. i. j.
√6 √5 √5 2√3 3√5
5√14 16√3 8√3 8√60 2√35
k. l. m. n. o.
7√8 6√5 7√7 √28 3√14
Understanding
11. WE9c Express the following in their simplest form with a rational denominator.
√6 + √12 √15 − √22 6√2 − √15
a. b. c.
√3 √6 √10
2√18 + 3√2 3√5 + 6√7 4√2 + 3√8
d. e. f.
√5 √8 2√3
3√11 − 4√5 2√7 − 2√5 7√12 − 5√6
g. h. i.
√18 √12 6√3
6√2 − √5 6√3 − 5√5 3√5 + 7√3
j. k. l.
4√8 7√20 5√24
12. WE10 Rationalise the denominator and simplify.
1 1 4
a. b. c.
√5 + 2 √8 − √5 2√11 − √13
5√3 √8 − 3 √12 − √7
d. e. f.
3√5 + 4√2 √8 + 3 √12 + √7
√3 − 1 3√6 − √15 √5 − √3
g. h. i.
√5 + 1 √6 + 2√3 4√2 − √3
Reasoning
1 1
13. Express the average of 2√x and 3 − 2√x, writing your answer with a rational denominator.
14. a. Show that (√a + √b)2 = a + b + 2√ab.
b. Use this result to find:
i. √8 + 2√15
ii. √8 − 2√15
iii. √7 + 4√3.
Problem solving

√5 + √3 √5 − √3
15. Simplify √3 + √3 + √5 − √3 + √3 − √5 .
16. Solve for x.
5
a. √9 + x − √x = √9 + x

9√x − 7 3√x + 1
b. 3√x = √x + 5

Reflection
Under what circumstance might you need to rationalise the denominator of a fraction?

694  Jacaranda Maths Quest 10 + 10A

16.5 Fractional indices
16.5.1 Fractional indices
1
•• Consider the expression a2. Now consider what happens if we square that expression.
1
(a2) 2 = a (using the Fourth Index Law, (am) n = am × n)
•• Now, from our work on surds we know that (√a) 2 = a.
1 1
•• From this we can conclude that (a2) 2 = (√a) 2 and further conclude that a2 = √a.
1
•• We can similarly show that a3 = √3 a. 1
•• This pattern can be continued and generalised to produce an = √a.
n

WORKED EXAMPLE 11

Evaluate each of the following without using a calculator.

1 1
a 92 b 643
THINK WRITE
1 1
92
a 1 Write as √9. a 92 = √9
2 Evaluate. =3
1 1
b 1 Write 643 as √3 64. b 643 = √3 64
2 Evaluate. =4

WORKED EXAMPLE 12 TI | CASIO

Use a calculator to find the value of the following, correct to 1 decimal place.
1 1
a 104 b 2005
THINK WRITE
1
a Use a calculator to produce the answer. a 104 = 1.778 279 41
≈ 1.8
1
b Use a calculator to produce the answer. b 2005 = 2.885 399 812
≈ 2.9
1 1
•• Consider the expression (am) n. From earlier, we know that (am) n = √am.
n

1 m
We also know (am) n = a n using the index laws.
m
We can therefore conclude that a n = √am.
n

•• Such expressions can be evaluated on a calculator either by using the index function, which is usually
either ^ or xy and entering the fractional index, or by separating the two functions for power and root.

WORKED EXAMPLE 13
2
Evaluate 37, correct to 1 decimal place.
THINK WRITE
2 2
Use a calculator to evaluate 37 . 37 ≈ 1.4

TOPIC 16 Real numbers  695

 1
•• The index law a2 = √a can be applied to convert between expressions that involve fractional
­indices and surds.

WORKED EXAMPLE 14

Write each of the following expressions in simplest surd form.

1 3
a 102 b 52
THINK WRITE
1
a Since an index of 12 is equivalent to taking the square a 102 = √10
root, this term can be written as the square root of 10.
3
b 1 A power of 32 means the square root of the number b 52 = √53
cubed.
2 Evaluate 53. = √125
3 Simplify √125. = 5√5

WORKED EXAMPLE 15

Simplify each of the following.

1

( y34 )
2 2
1 2 1
x3
a m5 × m5 b (a2b3) 6 c

THINK WRITE
1 2
a 1 Write the expression. a m5 × m5
3
2 Multiply numbers with the same base by adding the indices. = m5
1
b 1 Write the expression. b (a2b3) 6
2 3
2 Multiply each index inside the grouping symbols (brackets) = a6b6
by the index on the outside.
1 1
3 Simplify the fractions. = a3b2
1

( y34 )
2 2
c 1 Write the expression. c x3

1
x3
2 Multiply the index in both the numerator and denominator by the index = 3
outside the grouping symbols. y8

RESOURCES — ONLINE ONLY

Complete this digital doc: WorkSHEET: Real numbers II (doc-14613)

696  Jacaranda Maths Quest 10 + 10A

Exercise 16.5 Fractional indices
Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

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

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE11 Evaluate each of the following without using a calculator.
1 1 1 1 1 1
a. 162 b. 252 c. 812 d. 83 e. 273 f. 1253
2. WE12 Use a calculator to evaluate each of the following, correct to 1 decimal place.
1 1 1 1 1 1
a. 814 b. 164 c. 33 d. 52 e. 75 f. 89
3. WE13 Use a calculator to find the value of each of the following, correct to 1 decimal place.
3 5 2 4 2
e. (34 )4 f. (45 )3
3
a. 128 b. 1009 c. 503 d. (0.6) 5
4. WE14 Write each of the following expressions in simplest surd form.
1 1 1 5 3 5
a. 72 b. 122 c. 722 d. 22 e. 32 f. 102
5. Write each of the following expressions with a fractional index.
a. √5 b. √10 c. √x d. √m3 e. 2√t f. √3 6
6. WE15a Simplify each of the following. Leave your answer in index form.
3 1 1 3 1 1
a. 45 × 45 b. 28 × 28 c. a2 × a3
3 2 1 1 3 2
d. x4 × x5 e. 5m3 × 2m5 f. 12b7 × 4b7
2 3 3 1
g. −4y2 × y9 h. 25a8 × 0.05a4 i. 5x3 × x2
7. Simplify each of the following.
2 3 1 3 3 2 1 1 1 3 4

a. a3b4 × a3b4 b. x5y9 × x5y3 c. 2ab3 × 3a5b5

3 1 2 1 1 1 1 1 2 3 1 3 3
d. 6m7 × m4n5 e. x3y2z3 × x6y3z2 f. 2a5b8c4 × 4b4c4
1
3
8. Simplify each of the following.
1 1 2 1 3
a. 32 ÷ 33 b. 53 ÷ 54 c. 122 ÷ 122
4
6 3 3 1
m5
d. a7 ÷ a7 e. x2 ÷ x4 f.
5
m9
3 3
2x4 7n2 25b5
g. h. i.
3 4 1
4x5 21n3 20b4
9. Simplify each of the following.
4 3 5 2 2 2 3 4 3
a. x3y2 ÷ x3y5 b. a9b3 ÷ a5b5 c. m8n7 ÷ 3n8
3 3 7 1
4 2 1
5a4b5 p8 q4
d. 10x5y ÷ 5x3y4 e. f.
1 1 2 1
20a5b4 7p3q6

TOPIC 16 Real numbers  697

10. Simplify each of the following.
3 1
3 5 2 4 1 6
a. ( ) 24 b. ( ) 53 c. (75 )
3 1
1 4 8 1 3
d. (a3) 10 e. ( m9) f. ( )
2b2
15 n b
3 14 m p a c
g. 4( ) p7 h. (x )n
i. ( 3mb)
Understanding
11. WE15b, c Simplify each of the following.
1
1 1 2 3 3 7 2
a. ( 2
ab 3
) b. (a4b) 4 c. (x5y8 )
1 1 3 2

(b)
1 3 3 3 1 2 2 2
d. ( ) e. ( )
3
3 5
3a b c4 2
xyz3 5 a4
f.

2 2 1

( n78 ) ( c49 ) ( 2y34 )

4 3 3 2
m5 b5 4x7
g. h. i.

12. MC Note: There may be more than one correct answer.

m
3 n
If ( ) is equal to a4, then m and n could not be:
1
a4
a. 1 and 3 b. 2 and 6 c. 3 and 8 d. 4 and 9
13. Simplify each of the following.
3 4 3
a. √a8 b. √b9 c. √m16 d. √16x4 e. √8y9
4 3 5 3
f. √16x8y12 g. √27m9n15 h. √32p5q10 i. √216a6b18
Reasoning
14. Manning’s formula is used to calculate the flow of water in a
2 1
R3S2
river during a flood situation. Manning’s formula is v = ,
n
where R is the hydraulic radius, S is the slope of the river and
n is the roughness coefficient. This formula is used by meteor-
ologists and civil engineers to analyse potential flood situations.
a. Find the flow of water in metres per second in the river if
R = 8, S = 0.0025 and n = 0.625.
b. To find the volume of water flowing through the river, we
multiply the flow rate by the average cross‐sectional area of the river. If the average cross‐sectional
area is 52 m2, find the volume of water (in L) flowing through the river each second. (Remember
1 m3 = 1000 L.)
c. If water continues to flow at this rate, what will be the total amount of water to flow through in one
hour? Justify your answer.
d. Use the internet to find the meaning of the terms ‘hydraulic radius’ and ‘roughness coefficient’.

15. Find x if mx =
√m10 .

( )
2
4
√m

698  Jacaranda Maths Quest 10 + 10A

Problem solving
16. Simplify:
1 1
x + 2x 2 y 2 + y − z
a.

( )
1 1 1
x2 + y2 + z2

b. √
2
5 t
.
√t3

17. Expand (m4 + m2n2 + m4n + n2 )(m4 − n2 ) .

3 1 1 1 3 1 1

Reflection
How will you remember the rule for fractional indices?

16.6 Negative indices

16.6.1 Negative indices
23
•• Consider the following division = 2−1 (using the Second Index Law).
4
2
23 8
= = .
1
Alternatively,
2 4 16 2
We can conclude that 2−1 = .
1
2
•• In general form:
a−1 = a−n =
1 1
and .
a an

WORKED EXAMPLE 16 TI | CASIO

Evaluate each of the following using a calculator.

a 4−1 b 2−4
THINK WRITE

a Use a calculator to evaluate 4−1. a 4−1 = 0.25

b Use a calculator to evaluate 2−4. b 2−4 = 0.0625

•• Consider the index law a−1 = . Now consider the case in which a is fractional.
1
a
a −1
(b)
Consider the expression .

a −1
(b)
=
1
a
b
= 1×
b
a
=
b
a
We can therefore consider an index of −1 to be a reciprocal function.

TOPIC 16 Real numbers  699

 WORKED EXAMPLE 17

Write down the value of each of the following without the use of a calculator.
−1 −1 −1
a (23 ) b (15 ) c (1 41 )

THINK WRITE
−1 −1
a To evaluate (2 ) take the reciprocal of 23. a (23 ) = 3
3 2

−1 −1
b 1 To evaluate (15 ) b (5 ) =
1 5
take the reciprocal of 15. 1

=5
5
2 Write 1 as a whole number.    

−1 −1
c (1 4 ) = (54 )
1 1
c 1 Write 1 4 as an improper fraction.

2 Take the reciprocal of 54.    = 4

5

RESOURCES — ONLINE ONLY

Complete this digital doc: WorkSHEET: Real numbers III (doc-14614)

Exercise 16.6 Negative indices

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1a–e, 2a–e, 3a–e, 4a–e, 5a–e, 6a–d, 1d–f, 2d–f, 3d–f, 4d–f, 5e–h, 6c–f, 1e–h, 2e–h, 3e–h, 4e–h, 5g–l, 6e–h,
7a–d, 8–12 7c–f, 8–12 7e–h, 8–13

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE16 Evaluate each of the following using a calculator.
a. 5−1 b. 3−1 c. 8−1 d. 10−1
−3 −2
e. 2 f. 3 g. 5−2 h. 10−4
2. Find the value of each of the following, correct to 3 significant figures.
a. 6−1 b. 7−1 c. 6−2 d. 9−3
e. 6−3 f. 15−2 g. 16−2 h. 5−4
3. Find the value of each of the following, correct to 2 significant figures.
a. (2.5)−1 b. (0.4)−1 c. (1.5)−2 d. (0.5)−2
−3 −4
e. (2.1) f. (10.6) g. (0.45)−3 h. (0.125)−4
4. Find the value of each of the following, correct to 2 significant figures.
a. (−3)−1 b. (−5)−1 c. (−2)−2 d. (−4)−2
e. (−1.5)−1 f. (−2.2)−1 g. (−0.6)−1 h. (−0.85)−2

700  Jacaranda Maths Quest 10 + 10A

 5. WE17 Write down the value of each of the following without the use of a calculator.
−1 −1 −1 −1
a. (45 ) b. (10
3
) c. (78 ) d. (13
20 )
−1 −1 −1 −1
e. (12 ) f. (14 ) g. (18 ) h. (10
1
)
−1 −1 −1 −1
i. (112 ) j. (214 ) k. (110
1
) l. (512 )

6. Find the value of each of the following, leaving your answer in fraction form if necessary.
−2 −2 −3
a. (12 ) b. (25 ) c. (23 )
−2 −2 −2
d. (14 ) e. (112 ) f. (214 )
−3 −3
g. (113 ) h. (215 )

7. Find the value of each of the following.

−1 −1 −1
a. (−23 ) b. (−35 ) c. (−14 )
−1 −2 −2
d. (−10
1
) e. (−23 ) f. (−15 )
−1 −2
g. (−112 ) h. (−234 )

Understanding

2−1 −1
( 3 )
8. Without using a calculator, evaluate .

(5−1)
4

−1

( b2 )
9. Simplify √
a2
.

Reasoning
6 6
10. Consider the equation y = . Clearly x ≠ 0, as would be undefined.
x x
What happens to the value of y as x gets closer to zero coming from:
a. the positive direction
b. the negative direction?
11. Consider the expression 2−n. Explain what happens to the value of this expression as n increases.
Problem solving
12. Solve the following pair of simultaneous equations.
5y
3y+1 = and = 125
1

9 125x
xn+2 + xn−2
13. Simplify .
xn−4 + xn

Reflection
How can division be used to explain negative indices?

TOPIC 16 Real numbers  701

16.7 Logarithms
16.7.1 Logarithms
•• The index, power or exponent in the statement y = ax is also known as a logarithm (or log for short).
Logarithm or index or power or exponent
y = ax
Base
•• This statement y = ax can be written in an alternative form as loga y = x, which is read as ‘the loga-
rithm of y to the base a is equal to x’. These two statements are equivalent.
ax = y ⇔ log a y = x
Index form Logarithmic form
•• For example, 3 = 9 can be written as log3 9 = 2. The log form would be read as ‘the logarithm of 9,
2

to the base of 3, is 2’. In both forms, the base is 3 and the logarithm is 2.

WORKED EXAMPLE 18

Write the following in logarithmic form.

a 104 = 10 000 b 6x = 216
THINK WRITE
a 1 Write the given statement. a 104 = 10 000
2 Identify the base (10) and the logarithm (4) and write the log10 10 000 = 4
equivalent statement in logarithmic form. (Use
ax = y ⇔ loga y = x, where the base is a and the log is x.)
b 1 Write the given statement. b 6x = 216
2 Identify the base (6) and the logarithm (x) and write the log6 216 = x
equivalent statement in logarithmic form.

WORKED EXAMPLE 19

Write the following in index form.

1
a log2 8 = 3 b log25 5 = 2
THINK WRITE
a 1 Write the statement. a log2 8 = 3
2 Identify the base (2) and the log (3), and write the equivalent state-      23 = 8
ment in index form. Remember that the log is the same as the index.
b log25 5 =
1
b 1 Write the statement. 2

2 Identify the base (25) and the log (12) , and write the equivalent state-
1
       252 = 5
ment in index form.

•• In the previous examples, we found that:

log28 = 3 ⇔ 23 = 8 and log1010 000 = 4 ⇔ 104 = 10 000.
We could also write log28 = 3 as log223 = 3 and log1010 000 = 4 as log10104 = 4.
•• Can this pattern be used to work out the value of log381? We need to find the power when the base of
3 is raised to that power to give 81.

702  Jacaranda Maths Quest 10 + 10A

 WORKED EXAMPLE 20 TI | CASIO

Evaluate log3 81.

THINK WRITE
1 Write the log expression. log3 81
2 Express 81 in index form with a base of 3. = log3 34
3 Write the value of the logarithm. =4

16.7.2 Using logarithmic scales in measurement

•• Logarithms can also be used to display data sets that cover a range of values which vary greatly in
size. For example, when measuring the amplitude of earthquake waves, some earthquakes will have
amplitudes of 10 000, whereas other earthquakes may have amplitudes of 10 000 000 (1000 times
greater). Rather than trying to display this data on a linear scale, we can take the logarithm of the
amplitude, which gives us the magnitude of each earthquake. The Richter scale uses the magnitudes of
earthquakes to display the difference in their power.

WORKED EXAMPLE 21

Convert the following amplitudes of earthquakes into values on the Richter scale, correct to
1 decimal place.
a 1989 Newcastle earthquake: amplitude 398 000
b 2010 Canterbury earthquake: amplitude 12 600 000
c 2010 Chile earthquake: amplitude 631 000 000

THINK WRITE
a Use a calculator to calculate the logarithmic a log 398 000 = 5.599. . .
value of the amplitude. Round the answer to = 5.6
1 decimal place. The 1989 Newcastle earthquake rated 5.6 on the
Write the answer in words. Richter scale.
b Use a calculator to calculate the logarithmic b log 12 600 000 = 7.100. . .
value of the amplitude. Round the answer to = 7.1
1 decimal place. The 2010 Canterbury earthquake rated 7.1 on the
Write the answer in words. Richter scale.
c Use a calculator to calculate the logarithmic c log 631 000 000 = 8.800. . .
value of the amplitude. Round the answer to = 8.8
1 decimal place. The 2010 Chile earthquake rated 8.8 on the
Write the answer in words. Richter scale.

Displaying logarithmic data in histograms

•• If we are given a data set in which the data vary greatly in size, we can use logarithms to transform the
data into more manageable figures, and then group the data into intervals to provide an indication of
the spread of the data.

TOPIC 16 Real numbers  703

 WORKED EXAMPLE 22

The following table displays the population of 10 different towns and cities in Victoria
(using data from the 2011 census).

Town or city Population

Benalla 9 328
Bendigo 76 051
Castlemaine 9 124
Echuca 12 613
Geelong 143 921
Kilmore 6 142
Melbourne 3 707 530
Stawell 5 734
Wangaratta 17 377
Warrnambool 29 284
a Convert the populations into logarithmic form, correct to 2 decimal places.
b Group the data into a frequency table.
c Draw a histogram to represent the data.

THINK WRITE/DRAW

a Use a calculator to calculate the a Town or city Log (population)

logarithmic values of all of the
populations. Round the answers to Benalla 3.97
2 decimal places. Bendigo 4.88
Castlemaine 3.96
Echuca 4.10
Geelong 5.16
Kilmore 3.79
Melbourne 6.57
Stawell 3.76
Wangaratta 4.24
Warrnambool 4.67

b Group the logarithmic values into b Log (population) Frequency

class intervals and create a
frequency table. 3−<4 4
4−<5 4
5−<6 1
6−<7 1

704  Jacaranda Maths Quest 10 + 10A

 c Construct a histogram of the data c
set.
5

Frequency
4
3
2
1
0 1 2 3 4 5 6 7 8
Log (population)

Exercise 16.7 Logarithms

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1a–e, 2, 3a–e, 4, 5a–e, 6–8, 10 1e–k, 2, 3d–i, 4, 5e–h, 6–10 1i–p, 2, 3g–l, 4, 5g–l, 6–11

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE18 Write the following in logarithmic form.
a. 42 = 16 b. 25 = 32 c. 34 = 81 d. 62 = 36
e. 1000 = 10 3
f. 25 = 52 g. 43 = x h. 5x = 125
1
i. 7x = 49 j. p4 = 16 k. 92 = 3 l. 0.1 = 10−1
1 3
m. 2 = 8 3
n. 2−1 = 12 o. a0 = 1 p. 42 = 8
2. MC The statement w = ht is equivalent to:
a. w = logt h
b. h = logt w
c. t = logw h
d. t = logh w
3. WE19 Write the following in index form.
a. log216 = 4 b. log327 = 3 c. log101 000 000 = 6
d. log5125 = 3 e. log164 = 12 f. log464 = x
g. 12 = log497 h. log3 x = 5 i. log819 = 12
j. log100.01 = −2 k. log88 = 1 l. log644 = 1
3
4. MC The statement q = logr p is equivalent to:
a. q = r p b. p = r q c. r = pq d. r = q p
5. WE20 Evaluate the following logarithms.
a. log216 b. log416 c. log11121
d. log10100 000 e. log3243 f. log2128
g. log51 h. log93 i. log3 (13 )
j. log66 k. log10 (100
1
) l. log1255
6. Write the value of each of the following.
a. log101 b. log1010 c. log10100
d. log101000 e. log1010 000 f. log10100 000

TOPIC 16 Real numbers  705

Understanding
7. Use your results to question 6 to answer the following.
a. Between which two whole numbers would log10 7 lie?
b. Between which two whole numbers would log10 4600 lie?
c. Between which two whole numbers would log10 85 lie?
d. Between which two whole numbers would log10 12 750 lie?
e. Between which two whole numbers would log10 110 lie?
f. Between which two whole numbers would log10 81 000 lie?
8. WE21 Convert the following amplitudes of earthquakes into values on the Richter scale, correct to
1 decimal place.
a. 2016 Northern Territory earthquake: amplitude 1 260 000
b. 2011 Christchurch earthquake: amplitude 2 000 000
c. 1979 Tumaco earthquake: amplitude 158 000 000
Reasoning
9. a. If log10 g = k, find the value of log10 g2. Justify your answer.
b. If logx y = 2, find the value of logy x. Justify your answer.
c. By referring to the equivalent index statement, explain why x must be a positive number given
log4 x = y, for all values of y.
10. Calculate each of the following logarithms.
b. log3 ( )
1
a. log2 (64) c. log10 (0.000 01)
81
Problem solving
11. Find the value of x.
a. logx ( ) = −5 b. logx (343) = 3 c. log64 (x) = −
1 1
243 2
12. Simplify 10 log10 (x).
Reflection
How are indices and logarithms related?

16.8 Logarithm laws

16.8.1 Logarithm laws
•• The index laws are:
am
1. am × an = am+n 2. = am−n 3. (am) n = amn
an
4. a0 = 1 5. a1 = a 6. a−1 =
1
a
•• The index laws can be used to produce equivalent logarithm laws.

16.8.2 Law 1
•• If x = am and y = an, then loga x = m and loga y = n (equivalent log form).
Now xy = am × an
or xy = am+n (First Index law)
So loga (xy) = m+n (equivalent log form)
or loga (xy) = loga x + loga y (substituting for m and n)

loga x + loga y = loga (xy)

•• This means that the sum of two logarithms with the same base is equal to the logarithm of the product
of the numbers.

706  Jacaranda Maths Quest 10 + 10A

 WORKED EXAMPLE 23 TI | CASIO

Evaluate log10 20 + log10 5.

THINK WRITE
1 Since the same base of 10 is used in each log term, use log1020 + log105 = log10 (20 × 5)
loga x + loga y = loga (xy) and simplify. = log10 100
2 Evaluate. (Remember that 100 = 102.)      =2

16.8.3 Law 2
•• If x = am and y = an, then loga x = m and loga y = n (equivalent log form).
x am
Now =
y an
= am−n
x
or (Second Index Law).
y

loga ( ) = m − n
x
So (equivalent log form)
y
loga ( ) = loga x − loga y
x
or (substituting for m and n).
y

loga x − loga y = loga( )

x
y
•• This means that the difference of two logarithms with the same base is equal to the logarithm of the
quotient of the numbers.

WORKED EXAMPLE 24

Evaluate log4 20 − log4 5.

THINK WRITE
log4 20 − log4 5 = log4 ( )
20
1 Since the same base of 4 is used in each log term, use
loga x − loga y = loga ( ) and simplify.
x 5
y = log4 4

2 Evaluate. (Remember that 4 = 41.)     = 1

WORKED EXAMPLE 25 TI | CASIO

Evaluate log5 35 + log5 15 − log5 21.

THINK WRITE
1 Since the first two log terms are being added, use log5 35 + log5 15 − log5 21
loga x + loga y = loga (xy) and simplify. = log5 (35 × 15) − log5 21
= log5 525 − log5 21

= log5 (
21 )
525
2 To find the difference between the two remaining log terms, use
loga x − loga y = loga ( ) and simplify.
x
y = log5 25

3 Evaluate. (Remember that 25 = 52.)  = 2

TOPIC 16 Real numbers  707

 •• Once you have gained confidence in using the first two laws, you can reduce the number of steps of
working by combining the application of the laws. In Worked example 25, we could write:

35 × 15
( 21 )
log5 35 + log5 15 − log5 21 = log5
= log5 25
=2

16.8.4 Law 3
•• If x = am, then loga x = m (equivalent log form).
Now xn = (am) n
or xn = amn (Third Index Law).
So loga xn = mn (equivalent log form)
or loga xn = (loga x) × n (substituting for m)
or loga xn = n loga x
loga xn = n loga x
•• This means that the logarithm of a number raised to a power is equal to the product of the power and
the logarithm of the number.

WORKED EXAMPLE 26

Evaluate 2 log6 3 + log6 4.

THINK WRITE
1 The first log term is not in the required form to use the log 2 log6 3 + log6 4 = log6 32 + log6 4
law relating to sums. Use loga xn = n loga x to rewrite the = log6 9 + log6 4
first term in preparation for applying the first log law.
2 Use loga x + loga y = loga (xy) to simplify the two log = log6 (9 × 4)
              
terms to one. = log6 36

3 Evaluate. (Remember that 36 = 62.)         =2

16.8.5 Law 4
•      As a0 = 1 (Fourth Index Law),
loga 1 = 0 (equivalent log form).
loga 1 = 0
•• This means that the logarithm of 1 with any base is equal to 0.

16.8.6 Law 5
•      As a1 = a (Fifth Index Law),
loga a = 1 (equivalent log form).

loga a = 1
•• This means that the logarithm of any number a with base a is equal to 1.

708  Jacaranda Maths Quest 10 + 10A

16.8.7 Law 6
loga ( ) = loga x−1
• Now 1
(Sixth Index Law)
x
loga ( ) = −1 × loga x
  or 1
(using the fourth log law)
x
loga ( ) = −loga x.
1
  or
x
loga ( ) = −loga x
1
x

16.8.8 Law 7
• Now loga ax = x loga a (using the third log law)
  or loga ax = x × 1 (using the fifth log law)
  or loga ax = x.
loga ax = x

Exercise 16.8 Logarithm laws

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1–7, 8a–f, 9a–f, 10, 11a–g, 12, 13, 1–7, 8d–i, 9e–j, 10, 11e–i, 12–15 1–7, 8g–l, 9g–l, 10, 11g–l, 12–16
15

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. Use a calculator to evaluate the following, correct to 5 decimal places.
a. log10 50 b. log10 25 c. log10 5 d. log10 2
2. Use your answers to question 1 to show that each of the following statements is true.
a. log10 25 + log10 2 = log10 50
b. log10 50 − log10 2 = log10 25
c. log10 25 = 2 log10 5
d. log10 50 − log10 25 − log10 2 = log10 1
3. WE23 Evaluate the following.
a. log6 3 + log6 2 b. log4 8 + log4 8
c. log10 25 + log10 4 d. log8 32 + log8 16
e. log6 108 + log6 12 f. log14 2 + log14 7
4. WE24 Evaluate the following.
a. log2 20 − log2 5 b. log3 54 − log3 2
c. log4 24 − log4 6 d. log10 30 000 − log10 3
e. log6 648 − log6 3 f. log2 224 − log2 7
5. WE25 Evaluate the following.
a. log3 27 + log3 2 − log3 6 b. log4 24 − log4 2 − log4 6
c. log6 78 − log6 13 + log6 1 d. log2 120 − log2 3 − log2 5
6. Evaluate 2 log4 8.

TOPIC 16 Real numbers  709

 7. WE26 Evaluate the following.
a. 2 log10 5 + log10 4 b. log3 648 − 3 log3 2
c. 4 log5 10 − log5 80 d. log2 50 + 12 log2 16 − 2 log2 5
8. Evaluate the following.
a. log8 8 b. log5 1 c. log2 (12 ) d. log4 45
e. log6 6−2 f. log20 20 g. log2 1 h. log3 (19 )
i. log4 (12 ) j. log5 √5 k. log3 (√3
1
) l. log2 8√2

Understanding
9. Use the logarithm laws to simplify each of the following.
a. loga 5 + loga 8 b. loga 12 + loga 3 − loga 2
c. 4 logx 2 + logx 3 d. logx 100 − 2 logx 5
e. 3 loga x − loga x2 f. 5 loga a − loga a4
g. logx 6 − logx 6x h. loga a7 + loga 1
i. logp √p j. logk k√k

(√a)
k. 6 loga ( )
1 1
l. loga
a 3

10. MC Note: There may be more than one correct answer.

a. The equation y = 10x is equivalent to:
a. x = 10y
b. x = log10 y
c. x = logx 10
d. x = logy 10
b. The equation y = 104x is equivalent to:
a. x = log10 √4y
b. x = log10 √y
4

1
c. x = 104
y

d. x = log10 y
1
4
c. The equation y = 103x is equivalent to: 1
a. x = log10 y b. x = log10 y3
1
3
c. x = log10 y − 3 d. x = 10y–3
d. The equation y = manx is equivalent to:
a. x = amy
b. x = loga ( )
1 n
m
n
y
loga ( )
y
c. x = ( loga y − loga m) d. x =
1 1
n n m
11. Simplify, and evaluate where possible, each of the following without a calculator.
a. log2 8 + log2 10 b. log3 7 + log3 15
c. log10 20 + log10 5 d. log6 8 + log6 7
e. log2 20 − log2 5 f. log3 36 − log3 12
g. log5 100 − log5 8 h. log2 13 + log2 9
i. log4 25 + log4 15 j. log10 5 − log10 20
k. log3 5 − log3 5
4 1
l. log2 9 + log2 4 − log2 12
m. log3 8 − log3 2 + log3 5 n. log4 24 − log4 2 − log4 6

710  Jacaranda Maths Quest 10 + 10A

12. MC   a. The expression log10 xy is equal to:
a. log10 x × log10 y b. log10 x − log10 y c. log10 x + log10 y d. y log10 x
y
b. The expression log10 x is equal to:
a. x log10 y b. y log10 x c. 10 logx y d. log10 x + log10 y
c. The expression 3 log2 64 + log2 10 is equal to:
1

64
a. log2 40 b. log2 80 c. log2 d. 1
10
Reasoning
13. For each of the following, write the possible strategy you intend to use.
a. Evaluate (log3 81)(log3 27).
loga 81
b. Evaluate .
loga 3
c. Evaluate 5log57.
In each case, explain how you obtained your final answer.
14. Simplify log2 (125
8
) − 3 log2 (5 ) − 4 log2 (2 ).
3 1

Problem solving
15. Simplify loga (a5 + a3) − loga (a4 + a2).
16. If 2 loga (x) = 1 + loga (8x − 15a), find x in terms of a where a is a positive constant and x is positive.
Reflection
What technique will you use to remember the log laws?

CHALLENGE 16.1
log2 8 × log216
Evaluate .
4 log48

16.9 Solving equations

16.9.1 Solving equations with logarithms
•• The equation loga y = x is an example of a general logarithmic equation. Laws of logarithms and
indices are used to solve these equations.

WORKED EXAMPLE 27

Solve for x in the following equations.

a log2 x = 3 b log6 x = −2 c log3 x4 = −16 d log5 (x − 1) = 2
THINK WRITE
a 1 Write the equation. a log2 x = 3
2 Rewrite using ax = y ⇔ loga y = x. 23 = x
3 Rearrange and simplify. x=8

TOPIC 16 Real numbers  711

 b 1 Write the equation. b log6 x = −2
2 Rewrite using ax = y ⇔ loga y = x. 6−2 = x

x=
3 Rearrange and simplify. 1
62
= 1
36

c 1 Write the equation. c log3 x4 = −16

2 Rewrite using  loga xn = n loga x. 4log3 x = −16
3 Divide both sides by 4. log3 x = −4
4 Rewrite using ax = y ⇔ loga y = x. 3−4 = x
x=
1
5 Rearrange and simplify.
34
= 1
81
d 1 Write the equation. d log5 (x − 1) = 2
2 Rewrite using ax = y ⇔ loga y = x. 52 = x − 1
3 Solve for x. x − 1 = 25
x = 26

WORKED EXAMPLE 28 TI | CASIO

Solve for x in logx 25 = 2, given that x > 0.

THINK WRITE
1 Write the equation. logx 25 = 2
2 Rewrite using ax = y ⇔ loga y = x. x2 = 25
3 Solve for x. x = 5 (because x > 0)
Note: x = −5 is rejected as a solution because x > 0.

WORKED EXAMPLE 29

Solve for x in the following.

b log3 ( ) = x
1
a log2 16 = x c log9 3 = x
3
THINK WRITE

a 1 Write the equation. a log2 16 = x

2 Rewrite using ax = y ⇔ loga y = x. 2x = 16
3 Write 16 with base 2. = 24
4 Equate the indices. x=4
b log3 (3 ) = x
1
b 1 Write the equation.

712  Jacaranda Maths Quest 10 + 10A

 2 Rewrite using ax = y ⇔ loga y = x. 3x = 1
3

=
1
31
3 Write 13 with base 3.   3 = 3−1
x

4 Equate the indices. x = −1

c 1 Write the equation. c log9 3 = x
2 Rewrite using a = y ⇔ loga y = x.
x
9x = 3
3 Write 9 with base 3. (32) x = 3
4 Remove the grouping symbols. 32x = 31
5 Equate the indices. 2x = 1
6 Solve for x. x= 1
2

WORKED EXAMPLE 30 TI | CASIO

Solve for x in the equation log2 4 + log2 x − log2 8 = 3.

THINK WRITE
1 Write the equation. log2 4 + log2 x − log2 8 = 3
4×x
( 8 )
2 Simplify the left-hand side. Use loga x + loga y = loga (xy) log2 =3

(y)
and loga x − loga y = loga
x
.

(2)
=3
x
3 Simplify. log2

4 Rewrite using ax = y ⇔ loga y = x. 23 =

x
2
5 Solve for x. x = 2 × 23
=2×8
= 16

•• When solving an equation like log2 8 = x, it could be rewritten in index form as 2x = 8. This can be
written with the same base of 2 to produce 2x = 23. Equating the indices gives us a solution of x = 3.
•• Can we do this to solve the equation 2x = 7? Consider the method shown in the next worked example.
It involves the use of logarithms and the log10 function on a calculator.

WORKED EXAMPLE 31 TI | CASIO

Solve for x, correct to 3 decimal places, if:

a 2x = 7 b 3 −x = 0.4
THINK WRITE
a 1 Write the equation. a 2x = 7
2 Take log10 of both sides. log10 2x = log10 7
3 Use the logarithm-of-a-power law to bring the power, x, x log10 2 = log10 7
to the front of the logarithmic equation.

TOPIC 16 Real numbers  713

 log10 7
4 Divide both sides by  log10 2 to get x by itself. Therefore, x =
log10 2
5 Use a calculator to evaluate the logarithms and write the = 2.807
answer correct to 3 decimal places.
b 1 Write the equation. b 3−x = 0.4
2 Take  log10 of both sides. log10 3−x = log10 0.4
3 Use the logarithm of a power law to bring the power, x, −x log10 3 = log10 0.4
to the front of the logarithmic equation.
log10 0.4
4 Divide both sides by  log103 to get the −x by itself. −x =
log10 3
5 Use a calculator to evaluate the logarithms and write the −x = −0.834
answer correct to 3 decimal places.
6 Divide both sides by −1 to get x by itself. x = 0.834

•• Therefore, we can state the following rule:

log10 b
If ax = b, then x = .
log10 a
This rule applies to any base, but since your calculator has base 10, this is the most commonly used
for this solution technique.

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Exercise 16.9 Solving equations

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1a–h, 2a–e, 3a–f, 4a–h, 5, 6a–h, 1d–k, 2d–f, 3c–f, 4e–j, 5, 6e–l, 7d–i, 1g–l, 2d–h, 3e–j, 4i–n, 5, 6i–o, 7g–l,
7a–f, 8, 9, 11 8–11 8–12

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE27 Solve for x in the following.
a. log5 x = 2 b. log3 x = 4 c. log2 x = −3
d. log4 x = −2 e. log10 x2 = 4 f. log2 x3 = 12
g. log3 (x + 1) = 3 h. log5 (x − 2) = 3 i. log4 (2x − 3) = 0
j. log10 (2x + 1) = 0 k. log2 (−x) = −5 l. log3 (−x) = −2
m. log5 (1 − x) = 4 n. log10 (5 − 2x) = 1
2. WE28 Solve for x in the following, given that x > 0.
a. logx 9 = 2 b. logx 16 = 4 c. logx 25 =
2
3
(8 )
d. logx 125 = 3
4
e. logx 1
= −3 f. logx (64 ) = −2
1

g. logx 62 = 2 h. logx 43 = 3

714  Jacaranda Maths Quest 10 + 10A

 3. WE29 Solve for x in the following.
a. log2 8 = x b. log3 9 = x c. log5 (15 ) = x d. log4 (16
1
)=x
e. log4 2 = x f. log8 2 = x g. log6 1 = x h. log8 1 = x
i. log 1 2 = x j. log 1 9 = x
2 3
4. WE30 Solve for x in the following.
a. log2 x + log2 4 = log2 20 b. log5 3 + log5 x = log5 18
c. log3 x − log3 2 = log3 5 d. log10 x − log10 4 = log10 2
e. log4 8 − log4 x = log4 2 f. log3 10 − log3 x = log3 5
g. log6 4 + log6 x = 2 h. log2 x + log2 5 = 1
i.  3 − log10 x = log10 2 j.   5 − log4 8 = log4 x
k. log2 x + log2 6 − log2 3 = log210 l. log2 x + log2 5 − log2 10 = log2 3
m. log3 5 − log3 x + log3 2 = log310 n. log5 4 − log5 x + log5 3 = log5 6
5. MC a.  The solution to the equation log7 343 = x is:
a. x = 2 b. x = 3 c. x = 1 d. x = 0
b. If log8 x = 4, then x is equal to:
a. 4096 b. 512 c. 64 d. 2
c. Given that logx 3 = x must be equal to:
1
2
,
a. 3 b. 6 c. 81 d. 9
d. If loga x = 0.7, then loga x is equal to:
2

a. 0.49 b. 1.4 c. 0.35 d. 0.837

6. Solve for x in the following equations.
a. 2x = 128 b. 3x = 9 c. 7x = 1
49
d. 9x = 1 e. 5x = 625 f. 64x = 8
g. 6x = √6 h. 2x = 2√2 i. 3x =
1
√3
j. 4x = 8 k. 9x = 3√3 l. 2 =
x 1
4√2
m. 3x+1 = 27√3 n. 2x−1 = o. 4x+1 =
1 1
32√2 8√2
Understanding
7. WE31 Solve the following equations, correct to 3 decimal places.
a. 2x = 11 b. 2x = 0.6 c. 3x = 20 d. 3x = 1.7
e. 5 = 8
x
f. 0.7 = 3
x
g. 0.4 = 5
x
h. 3x+2 = 12
i. 7−x = 0.2 j. 8−x = 0.3 k. 10−2x = 7 l. 82−x = 0.75
8. The decibel (dB) scale for measuring loudness, d, is given by the formula d = 10 log10 (I × 1012),
where I is the intensity of sound in watts per square metre.
a. Find the number of decibels of sound
if the intensity is 1.
b. Find the number of decibels of sound
produced by a jet engine at a distance
of 50 metres if the intensity is
10 watts per square metre.
c. Find the intensity of sound if the
sound level of a pneumatic drill
10 metres away is 90 decibels.

TOPIC 16 Real numbers  715

 d. Find how the value of d changes if the intensity is doubled. Give your answer to the nearest decibel.
e. Find how the value of d changes if the intensity is 10 times as great.
f. By what factor does the intensity of sound have to be multiplied in order to add 20 decibels to the
sound level?
Reasoning
9. The Richter scale is used to describe the energy of earthquakes. A formula for the Richter scale is:
R = 23 log10 K − 0.9, where R is the Richter scale value for an earthquake that releases K kilojoules
(kJ) of energy.
a. Find the Richter scale value for an earthquake that releases the following amounts of energy:
i. 1000 kJ ii. 2000 kJ iii. 3000 kJ
iv. 10 000 kJ v. 100 000 kJ vi. 1 000 000 kJ
b. Does doubling the energy released double the Richter scale value? Justify your answer.
c. Find the energy released by an earthquake of:
i. magnitude 4 on the Richter scale
ii. magnitude 5 on the Richter scale
iii. magnitude 6 on the Richter scale.
d. What is the effect (on the amount of energy released) of
increasing the Richter scale value by 1?
e. Why is an earthquake measuring 8 on the Richter scale
so much more devastating than one that measures 5?
10. Solve for x.
a. 3x+1 = 7
b. 3x+1 = 7x
Problem solving
11. Solve for x.
(27 × 3x) 3 = 81x × 32
12. Solve { x: (3x) 2 = 30 × 3x − 81}.
Reflection
Tables of logarithms were used in classrooms before calculators were used there. Would using loga-
rithms have any effect on the accuracy of calculations?

CHALLENGE 16.2
This challenge explores an interesting association between logarithms and quadratics.
Consider solving the logarithmic equation log10 (x + 1) + log10 x − log10 6 = 0.
x(x +1)
[ ]
This first step in the solution could be: log10 = 0.
6
Continue the solution by converting the logarithmic equation into a quadratic equation, then solving for x.

16.10 Review
16.10.1 Review questions
Fluency
1. Which of the given numbers are rational?

√ 12, √0.81, 5, −3.26, 0.5, 5 , √ 12

6 π 3

716  Jacaranda Maths Quest 10 + 10A

 a. √0.81, 5, −3.26, 0.5 and √
3
12

b. √
6 π
and
12 5
c. √ , √0.81 and √
6 3
12 12
d. 5, −3.26 and √
6
12
2. For each of the following, state whether the number is rational or irrational and give the reason for
your answer:
2 .
a. √12 b. √121 c. d. 0.6 e. √3 0.08
9
3. Which of the numbers of the given set are surds?
{ 3√2, 5√7, 9√4, 6√10, 7√12, 12√64 }
a. 9√4, 12√64 b. 3√2 and 7√12 only
c. 3√2, 5√7 and 6√10 only d. 3√2, 5√7, 6√10 and 7√12
4. Which of √2m, √25m, √16 m
, √20
m
, √3 m, √3 8m are surds:
a. if m = 4? b. if m = 8?
5. Simplify each of the following.
a. √50 b. √180 c. 2√32 d. 5√80
6. The expression √392x y may be simplified to:
8 7

a. 196x4y3√2y b. 2x4y3√14y c. 14x4y3√2y d. 14x4y3√2

7. Simplify the following surds. Give the answers in the simplest form.
b. − √ x5y11
2 25
a. 4√648x7y9
5 64
8. Simplify the following, giving answers in the simplest form.
3
a. 7√12 + 8√147 − 15√27 b. √64a3b3 − ab√16ab +
1 1
√100a5b5
2 4 5ab
9. Simplify each of the following.
a. √3 × √5 b. 2√6 × 3√7 c. 3√10 × 5√6 d. (√5)2
10. Simplify the following, giving answers in the simplest form.
a. √675 × √27 b. 10√24 × 6√12
1
5
11. Simplify the following. 2

√30 6√45 3√20 ( )

√7
a. b. c. d.
√10 3√5 12√6 14
12. Rationalise the denominator of each of the following.
2 √3 2 √3 − 1
a. b. c. d.
√6 2√6 √5 − 2 √3 + 1
13. Evaluate each of the following, correct to 1 decimal place if necessary.
1 1 1 1
a. 643 b. 202 c. 103 d. 504
14. Evaluate each of the following, correct to 1 decimal place.
2 3 3 2
d. ( )3
2
a. 203 b. 24 c. (0.7) 5
3
15. Write each of the following in simplest surd form.
1 1 3 4
a. 22 b. 182 c. 52 d. 83

TOPIC 16 Real numbers  717

16. Evaluate each of the following, without using a calculator. Show all working.
3 1
164 × 814 2 2 1
a. b. (1253 − 273 )2
1
6 × 162
17. Evaluate each of the following, giving your answer as a fraction.
a. 4−1 b. 9−1 c. 4−2 d. 10−3
18. Find the value of each of the following, correct to 3 significant figures.
a. 12−1 b. 7−2 c. (1.25) −1 d. (0.2)−4
19. Write down the value of each of the following.
2 −1 7 −1 1 −1 1 −1
a. ( ) b. ( ) c. ( ) d. (3 )
3 10 5 4
20. a. The expression √250 may be simplified to:
a. 25√10 b. 5√10 c. 10√5 d. 5√50
b. When expressed in its simplest form, 2√98 − 3√72 is equal to:
a. −4√2 b. −4 c. −2√4 d. 4√2

c. When expressed in its simplest form, √

3
8x
is equal to:
32
a.
x√x
b.
√x3 c.
√x3 d.
x√x
2 4 2 4
21. Find the value of the following, giving your answer in fraction form.
2 −1 2 −2
a. ( ) b. ( )
5 3
22. Find the value of each of the following, leaving your answer in fraction form.
1 −1
a. 2−1 b. 3−1 c. 4−3 d. ( )
2
23. Evaluate the following.
a. log12 18 + log12 8 b. log4 60 − log4 15 c. log9 98 d. 2log3 6 − log3 4
24. Use the logarithm laws to simplify each of the following.
a. loga 16 + loga 3 − loga 2 c. 4loga x − loga x2 d. 5logx ( )
1
b. logx x√x
x
25. Solve for x in the following, given that x > 0.
a. log2 x = 9 b. log5 x = −2 c. logx 25 = 2
d. logx 2 = 6
6
e. log3 729 = x f. log7 1 = x
26. Solve for x in the following.
a. log5 4 + log5 x = log5 24 b. log3 x − log3 5 = log3 7
27. Solve for x in the following equations.
a. 6x = b. 7x = c. 2x+1 = 8√2
1 1
36 √7
28. Solve for x in the following equations, correct to 3 decimal places.
a. 2x = 25 b. 0.6x = 7 c. 9−x = 0.84
Problem solving
29. Answer the following. Explain how you reached your answer.
3
a. What is the hundred’s digit in 33 ?
b. What is the one’s digit in 6704?
c. What is the thousand’s digit in 91000?
Plot a graph of y = 4x by first producing a table of values. Label the y-intercept and the equation of
30. a. 
any asymptotes.
b. Draw the line y = x on the same set of axes.
c. Use the property of inverse graphs to draw the graph of y = log4 x. Label any intercepts and the
equation of any asymptotes.
d. Use a graphics calculator or graphing software to check your graphs.

718  Jacaranda Maths Quest 10 + 10A

 6 −1 1
31. Solve for x: ( ) + = x−1
x 6
2 −1 −1 −1

(( b 1 ) )
(a )
32. Simplify .
2

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Language
It is important to learn and be able to use correct mathematical language in order to communicate effectively.
Create a summary of the topic using the key terms below. You can present your summary in writing or
using a concept map, a poster or technology.
base integer pi
conjugate irrational power
contradiction laws of logarithms rational
exponent logarithm rational denominator
fractional power logarithmic equation real
index negative index surd
indices number base transcendental number

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every topic in your course, as well as giving
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TOPIC 16 Real numbers  719

 Investigation | Rich task
Other number systems
Throughout history, different systems have been used to aid with counting. Ancient tribes are known
to have used stones, bones and knots in rope to help keep count. The counting system that is used
around the world today is called the Hindu-Arabic system. This system had its origin in India around
300–200 BC. The Arabs brought this method of counting to Europe in the Middle Ages.

The Hindu–Arabic method is known as the decimal or base 10 system, as it is based on

counting in lots of ten. This system uses the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. Notice that the
largest digit is one less than the base number, that is, the largest digit in base 10 is 9. To make
larger numbers, digits are grouped together. The position of the digit tells us about its value.
We call this place value. For example, in the number 325, the 3 has a value of ‘three lots of a
hundred’, the 2 has a value of ‘two lots of ten’ and the 5 has a value of ‘five lots of units’.
Another way to write this is:
3 × 100 + 2 × 10 + 5 × 1 or 3 × 102 + 2 × 101 + 5 × 100
In a decimal system, every place value is based on the number 10 raised to a power. The
smallest place value (units) is described by 100, the tens place value by 101, the hundreds place
value by 102, the thousands by 103 and so on.
Computers do not use a decimal system. The system for computer languages is based on the
number 2 and is known as the binary system. The only digits needed in the binary system are
the digits 0 and 1. Can you see why?

Decimal
0 1 2 3 4 5 6 7 8 9 10 11 12 13
number
Binary
0 1 10 11 100 101 110 111 1000 1001 1010 1011 1100 1101
number

Consider the decimal number 7. From the table above, you can see that its binary equivalent is
111. How can you be sure this is correct?
111 = 1 × 22 + 1 × 21 + 1 × 20 = 4 + 2 + 1 = 7
Notice that this time each place value is based on the number 2 raised to a power. You can use
this technique to change any binary number into a decimal number. (The same pattern applies
to other bases, for example, in base 6 the place values are based on the number 6 raised to a
power.)

720  Jacaranda Maths Quest 10 + 10A

Binary operations
When adding in the decimal system, each time the addition is greater than 9, we need to ‘carry
over’ into the next place value. In the example below, the units column adds to more than 9, so
we need to carry over into the next place value.
1
17
+ 13
30
The same is true when adding in binary, except we need to ‘carry over’ every time the addition
is greater than 1.
1
01
+ 01
10
1. Perform the following binary additions.
a. 112 b. 1112 c. 10112
+ 012 + 1102 + 1012

2. Perform the following binary subtractions. Remember that if you need to borrow a number from
a column on the left-hand side, you will actually be borrowing a 2 (not a 10).
a. 112 b. 1112 c. 10112
− 012 − 1102 − 1012

3. Try some multiplication. Rem||ember to carry over lots of 2.

a. 112 b. 1112 c. 10112
× 012 × 1102 × 1012

4. What if our number system had an 8 as its basis (that is, we counted in lots of 8)? The only
digits available for use would be 0, 1, 2, 3, 4, 5, 6 and 7. (Remember the maximum digit is 1 less
than the base value.) Give examples to show how numbers would be added, subtracted and
multiplied using this base system. Remember that you would ‘carry over’ or ‘borrow’ lots of 8.
5. The hexadecimal system has 16 as its basis. Investigate this system. Explain how it would be
possible to have 15, for example, in a single place position. Give examples to show how the
system would add, subtract and multiply.

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TOPIC 16 Real numbers  721

Answers
Topic 16 Real numbers
Exercise 16.2 Number classification review
1. a. Q b. Q c. Q d. I e. I
f. Q g. Q h. I i. Q j. Q
k. Q l. Q m. I n. Q o. I
p. Q q. Q r. I s. I t. I
u. Q v. I w. I x. Q y. I
2. a. Q b. Q c. Q d. Q e. Q
f. I g. I h. Q i. I j. Undefined
k. I l. I m. I n. Q o. Q
p. Q q. I r. I s. Q t. Q
u. I v. Q w. Q x. I y. Q
3. B
4. D
5. C
6. C
a
7.
b
8. D
9. A
10. p − q
11. Check with your teacher.
12. a. m = 11, n = 3 b. m = 2, n = 3 c. m = 3, n = 2 d. m = 1, n = 2
1
13. or 7−1
7
Exercise 16.3  Surds
1. b d f g h i l m o q s t w z
2. A
3. D
4. B
5. C
6. Any perfect square
7. m = 4
8. Check with your teacher.
9. Irrational
10. a. i.  4√3 ii. 6√2
b. Yes. If you don’t choose the largest perfect square, then you will need to simplify again.
c. No
11. Integral and rational

Exercise 16.4  Operations with surds

1. a. 2√3 b. 2√6 c. 3√3 d. 5√5 e. 3√6 f. 4√7
g. 2√17 h. 6√5 i. 2√22 j. 9√2 k. 7√5 l. 8√7
2. a. 4√2 b. 24√10 c. 36√5 d. 21√6 e. −30√3 f. −28√5
g. 64√3 h. 2√2 i. √2 j. 2√3 k. 13√15 l. 32√7
3. a. 4a b. 6a√2 c. 3a√10b d. 13a2√2 e. 13ab√2ab f. 2ab2√17ab
3 2 3 2 3 4
g. 5x y √5 h. 20xy√5x i. 54c d √2cd j. 18c d √5cd k. √22ef l. 7e5f5√2ef

722  Jacaranda Maths Quest 10 + 10A

 4. a. 7√5 b. 8√3 c. 15√5 + 5√3 d. 4√11
e. 13√2 f. −3√6 g. 17√3 − 18√7 h. 8√x + 3√y
5. a. 10(√2 − √3) b. 5(√5 + √6) c. 7√3 d. 4√5
e. 14√3 + 3√2 f. 3√6 + 6√3 g. 15√10 − 10√15 + 10 h. −8√11 + 22
7
i. 12√30 − 16√15 j. 12√ab + 7√3ab k. √2 + 2√3 l. 15√2
2
6. a. 31√a − 6√2a b. 52√a − 29√3a c. 6√6ab d. 32a + 2√6a + 8a√2
e. a√2a f. √a + 2√2a g. 3a√a + a2√3a h. (a2 + a)√ab
i. 4ab√ab + 3a2b√b j. 3√ab(2a + 1) k. −6ab√2a + 4a2b3√3a l. −2a√b
7. a. √14 b. √42 c. 4√3 d. 10 e. 3√7 f. 27
g. 10√33 h. 180√5 i. 120 j. 120√3 k. 2√6 l. 2 23
9
m. 25√6 n. x2y√y o. 3a4b2√2ab p. 6a5b2√2b q. 3x2y2√10xy r. a2b4√5ab
2
8. a. 2 b. 5 c. 12 d. 15
e. 18 f. 80 g. 28 h. 200
√3
9. a. √5 b. 2 c. √6 d. 4 e.
4
√5 4
f. g. 2√3 h. 1 i. 1 j. 2√17
2 5
x √2 4√a
k. l. m. 2xy√3y n.
y x3y4 3

5√2 7√3 4√11 4√6 2√21

10. a. b. c. d. e.
2 3 11 3 7
√10 2√15 3√35 5√6 4√15
f. g. h. i. j.
2 5 5 6 15
5√7 8√15 8√21 8√105 √10
k. l. m. n. o.
14 15 49 7 3
3√10 − 2√33 12√5 − 5√6 9√10 3√10 + 6√14 5√6
11. a. √2 + 2 b. c. d. e. f.
6 10 5 4 3
3√22 − 4√10 √21 − √15 14 − 5√2 12 − √10 6√15 − 25 √30 + 7√2
g. h. i. j. k. l.
6 3 6 16 70 20
2√2 + √5 8√11 + 4√13
12. a. √5 − 2 b. c.
3 31
15√15 − 20√6 19 − 4√21
d. e. 12√2 − 17 f.
13 5
√15 − √3 − √5 + 1 −6 + 6√2 + √10 − 2√5 4√10 + √15 − 4√6 − 3
g. h. i.
4 2 29
9√x + 6x
13.
36x − 16x2
14. a. Check with your teacher.
b. i.  √5 + √3 ii. √5 − √3 iii. √3 + 2
2
15.
7
16. a. x = 16 b. x = 1

Exercise 16.5  Fractional indices

1. a. 4 b. 5 c. 9 d. 2 e. 3 f. 5
2. a. 3 b. 2 c. 1.4 d. 2.2 e. 1.5 f. 1.3
3. a. 2.5 b. 12.9 c. 13.6 d. 0.7 e. 0.8 f. 0.9
4. a. √7 b. 2√3 c. 6√2 d. 4√2 e. 3√3 f. 100√10
1 1 1 3 1 1
5. a. 52 b. 102 c. x2 d. m2 e. 2t2 f. 63

TOPIC 16 Real numbers  723

 4 1 5 23 8
6. a. 45 b. 22 c. a6 d. x20 e. 10m15
5 20 9 7
f. 2b7 g. −4y 9 h. 0.02a8 i. 5x2
3 4 5 8 17 19 2 19 5 5 2 9
7. a. ab2 b. x5y9 c. 6a5b15 d. 2m28n5 e. x 6 y6z6 f. 8a5b8c
1 5 1 3 5
8. a. 36 b. 512 c. 122 d. a7 e. x4
11 3 2 7
f. m45 g. 12x20 h. 13n3 i. 54b20
5 7 7 4 3 11 2 3 11 7 5 1
9. a. x3y5 b. a45b15 c. 13m8n56 d. 2x15y4 e. 14a20b20 f. 17p24q12
9 1 6 3 1
10. a. 220 b. 56 c. 75 d. a10 e. m6
1 1 2 m b a
f. 23b6 g. 4p5 h. x p i. 3c mc
1
1 1 3 6 7 1 1 1 1 1 1 1
a2
11. a. a4b6 b. a3b4 c. x5y4 d. 33a9b5c4 e. x4y3z5 f.
2
b3
8 2 1 7
m5 b5 22x 2
g. h. i.
7 8 3
n4 c27 y8
12. C, D
13. a. a4 b. b3 c. m4 d. 4x2 e. 2y3
f. 2x2y3 g. 3m3n5 h. 2pq2 i. 6a2b6
14. a. 0.32 m/s b. 16 640 L/s
c. 59 904 000 L/hr
That is 16 640 × 60 × 60.
d. The hydraulic radius is the measure of a channel flow efficiency. The roughness coefficient is the resistance of the bed of a
channel to the flow of water in it.
15. x = 1
1 1 1 1
16. a. x2 + y2 − z2 b. t10
17. m − n2

Exercise 16.6  Negative indices

.
1. a. 15 = 0.2 b. 13 = 0.3 c. 18 = 0.125 1
d. 10 = 0.1
e. 18 = 0.125 f. 19 = 0.1 = 0.04 h. 10 1000 = 0.0001
. 1
g. 25
2. a. 0.167 b. 0.143 c. 0.0278 d. 0.001 37
e. 0.004 63 f. 0.004 44 g. 0.003 91 h. 0.001 60
3. a. 0.40 b. 2.5 c. 0.44 d. 4.0
e. 0.11 f. 0.000 079 g. 11 h. 4100
4. a. −0.33 b. −0.20 c. 0.25 d. 0.063
e. −0.67 f. −0.45 g. −1.7 h. 1.4
5. a. 54 or 114 b. 10
3
or 313 c. 87 or 117 d. 20
13
7
or 113 e. 2 f. 4
g. 8 h. 10 i. 23 j. 49 k. 10
11
2
l. 11
6. a. 4 b. 614 c. 338 d. 16 e. 49 f. 16
81
g. 27
64
125
h. 1331
7. a. −32 b. −53 c. −4 d. −10
e. 94 f. 25 g. −23 16
h. 121
3
8. 10
9. ba
10. a. y → ∞ b. y → −∞
11. As the value of n increases, the value of 2−n gets closer to 0.
12. x = −2, y = −3
13. x2

724  Jacaranda Maths Quest 10 + 10A

Exercise 16.7  Logarithms
1. a. log4 16 = 2 b. log2 32 = 5 c. log3 81 = 4 d. log6 36 = 2
e. log10 1000 = 3 f. log5 25 = 2 g. log4 x = 3 h. log5 125 = x
i. log7 49 = x j. logp 16 = 4 k. log9 3 = 12 l. log10 0.1 = −1
m. log8 2 = 1
3
n. log2 12 = −1 o. loga 1 = 0 p. log4 8 = 32
2. D 1
3. a. 24 = 16 b. 33 = 27 c. 106 = 1 000 000 d. 53 = 125 e. 162 = 4 f. 4x = 64
1 1 1
g. 492 =7 h. 35 = x i. 812 = 9 j. 10−2 = 0.01 k. 81 = 8 l. 643 = 4
4. B
5. a. 4 b. 2 c. 2 d. 5 e. 5 f. 7
1 1
g. 0 h. i. −1 j. 1 k. −2 l.
2 3
6. a. 0 b. 1 c. 2 d. 3 e. 4 f. 5
7. a. 0 and 1 b. 3 and 4 c. 1 and 2 d. 4 and 5 e. 2 and 3 f. 4 and 5
8. a. 6.1 b. 6.3 c. 8.2
9. a. log10 g = k implies that g = 10k so g2 = (10k) 2. That is, g2 = 102k; therefore, log10 g2 = 2k.
1
b. logx y = 2 implies that y = x2, so x = y2 and therefore logy x = 12.
c. The equivalent exponential statement is x = 4y, and we know that 4y is greater than zero for all values of y. Therefore, x is
a positive number.
10. a. 6 b. −4 c. −5
1
11. a. 3 b. 7 c.
8
12. x

Exercise 16.8  Logarithm laws

1. a. 1.698 97 b. 1.397 94 c. 0.698 97 d. 0.301 03
2. Teacher to check.
3. a. 1 b. 3 c. 2 d. 3 e. 4 f. 1
4. a. 2 b. 3 c. 1 d. 4 e. 3 f. 5
5. a. 2 b. 12 c. 1 d. 3
6. 3
7. a. 2 b. 4 c. 3 d. 3
8. a. 1 b. 0 c. −1 d. 5 e. −2 f. 1
g. 0 h. −2 i. −12 j. 12 k. −12 l. 72
9. a. loga 40 b. loga 18 c. logx 48 d. logx 4 e. loga x f. 1
g. −1 h. 7 i. 12 j. 32 k. −6 l. −13
10. a. B b. B, D c. A, B d. C, D
11. a. log2 80 b. log3 105 c. log10 100 = 2 d. log6 56 e. log2 4 = 2
f. log3 3 = 1 g. log5 12.5 h. log2 3 i. log4 5 j. log10 14
k. log3 4 l. log2 3 m. log3 20 n. log4 2 = 1
2
12. a. C b. B c. A
13. a. 12 (Evaluate each logarithm separately and then find the product.)
b. 4 (First simplify the numerator by expressing 81 as a power of 3.)
c. 7 (Let y = 5 log 57 and write an equivalent statement in logarithmic form.)
14. 7 − 3 log2 (3) 15. 1 16. x = 3a, 5a

Challenge 16.1
3
2

TOPIC 16 Real numbers  725

Exercise 16.9  Solving equations
1. a. 25 b. 81 c. 18 1
d. 16 e. 100, −100
f. 16 g. 26 h. 127 i. 2 j. 0
1
k. −32 l. −19 m. −624 n. −2.5
2. a. 3 b. 2 c. 125 d. 625
e. 2 f. 8 g. 6 h. 4
3. a. 3 b. 2 c. −1 d. −2 e. 12
f. 25 g. 0 h. 0 i. −1 j. −2
4. a. 5 b. 6 c. 10 d. 8 e. 4
f. 2 g. 9 h. 25 i. 500 j. 128
k. 5 l. 6 m. 1 n. 2
5. a. B b. A c. D d. B
6. a. 7 b. 2 c. −2 d. 0 e. 4
f. 12 g. 12 h. 32 i. −12 j. 32
k. 34 l. −52 m. 52 n. −92 o. −11
4
7. a. 3.459 b. −0.737 c. 2.727 d. 0.483 e. 1.292 f. −3.080
g. −1.756 h. 0.262 i. 0.827 j. 0.579 k. −0.423 l. 2.138
8. a. 120 b. 130 c. 0.001
d. 3 dB are added.
e. 10 dB are added.
f. 100
9. a. i.  1.1 ii. 1.3 iii. 1.418 iv. 1.77 v. 2.43 vi. 3.1
b. No; see answers to 9a i and ii above.
c. i.  22 387 211 kJ ii. 707 945 784 kJ iii. 22 387 211 385 kJ.
d. The energy is increased by a factor of 31.62.
e. It releases 31.623 times more energy.
10. a. x = 0.7712 b. x = 1.2966
11. x = 7 12. x = 1, 3

Challenge 16.2
x(x + 1) 2
The remaining steps of the solution are , x + x − 6 = 0, x = −3 or 2.
6
16.10 Review
1. a
2. a. Irrational, since equal to non-recurring and non-terminating decimal
b. Rational, since can be expressed as a whole number
c. Rational, since given in a rational form
d. Rational, since it is a recurring decimal
e. Irrational, since equal to non-recurring and non-terminating decimal
3. d
4. a. √2m, √ , √m, √8m b. √25m, √ , √
20 3 3 m 20
m 16 m
5. a. 5√2 b. 6√5 c. 8√2 d. 20√5
6. c
7. a. 72x3y4√2xy b. −14x2y5√xy

8. a. 25√3 b. 3ab√ab
9. a. √15 b. 6√42 c. 30√15 d. 5

726  Jacaranda Maths Quest 10 + 10A

10. a. 27 b. 720√2
√10 √30 1
11. a. √3 b. 6 c. or d.
4√3 12 2
√2
12. a. √6
3
b. c. 2√5 + 4 d. 2 − √3
4
13. a. 4 b. 4.5 c. 2.2 d. 2.7
14. a. 7.4 b. 1.7 c. 0.8 d. 0.8
15. a. √2 b. 3√2 c. 5√5 d. 16
16. a. 1 b. 4
17. a. 14 b. 19 1
c. 16 1
d. 1000
18. a. 0.0833 b. 0.0204 c. 0.800 d. 625
19. a. 1 12 b. 137 c. 5 4
d. 13
20. a. B b. A c. A
21. a. 2 12 b. 2 14
1 1 2
22. a. 12 b. c. d.
9 64 1
23. a. 2 b. 1 c. 8 d. 2
3
24. a. loga 24 b.
2
loga x2 or 2 loga x d.  −5
c.
1
25. a. 512 b. 25 c. 5 d. 2 e. 6 f. 0
26. a. 6 b. 35
27. a. −2 b. −12 c. 52
28. a. 4.644 b. −3.809 c. 0.079
29. a. 9 b. 6 c. 0
30. a, b, c

y y = 4x
3 y=x
2 y = log4x
y=0 1

–3 –2 –1–10 1 2 3 4x
–2 x = 0

31. x = 2, −3
1
32.
1
a2b2
Investigation — Rich task
1. a. 1002 b. 11012 c. 100002
2. a. 102 b. 1012 c. 1102
3. a. 112 b. 10012 c. 101012
4. Answers will vary; teacher to check.
5. Answers will vary; teacher to check. The numbers 10, 11, 12, 13, 14 and 15 are allocated the letters A, B,C, D, E and F
respectively.

TOPIC 16 Real numbers  727