DAY 1

Chapter 1:
Indices, roots and rational numbers
Section 1.2: Rational and irrational numbers
9Ni.01 Understand the difference between rational and irrational numbers.
LO:
Keywords: Natural number,rational number and irrational number
Success criteria:
I can name at least six of the eight different types of number
I can list the first five of each type of number.
I can explain what the different types of number are.
GES Learner
Starter(link to prior learning) Profile skill:
Leadership and Response

Thinking and working

mathematically activities:
Categorizing types of
number

Haweyati: Discuss keywords

in Arabic(1 min)
 24 42
7

4 5

3
11 80 or 40

8 40 16

Starter
 Breakout Rooms/ Small Groups
• Task: Thinking and working mathematically activities:
• Categorizing types of number
(10 minutes)
Group 1 Group 2 Group 3
Types of numbers
Modeling
 !
Types of numbers

Real numbers are any

Real Numbers possible decimal or
whole number.

Rational Numbers Irrational Numbers

are all numbers which are real numbers which

can be expressed as are not rational.
some fraction involving
integers (whole
numbers), e.g. , , -7.
 AFL – Self check

Activity: Copy out the

Venn diagram, and put
the following numbers
Irrational numbers into the correct set.

Rational numbers

Integers π 0.7
.
√2 1.3
Edwin’s exact
height (in m) 3

√9 -1
3
4
(Click the blue boxes above)
 Differentiated Activity
• Double-Door Fold Create a double-door fold to help you understand the
concepts in this module. Label one flap “Rational Numbers” and the
other flap “Irrational Numbers.” As you study each lesson, write
important ideas under the appropriate flap. Include information that will
help you remember the concepts later when you look back at your notes.
• Rubrics

1 -2 3-4 >4
Student Mathematician Master
 Challenging question
• X and Y are two positive numbers. If X is less than Y, which
statement below is true?
• ‘The reciprocal of X is less than the reciprocal of Y.’
• ‘The reciprocal of X is greater than the reciprocal of Y.’
• ‘It is impossible to tell.’
Plenary
DAY 2
 Chapter 1:
Indices, roots and rational numbers
Section 1.1:Indices
LO: Use positive, negative and zero indices, and the index laws for multiplication and division - 9Ni.02
Keywords:Index, power(positive/zero/negative), reciprocal.
Success criteria:
I can understand positive ,negative and zero indices.
I can evaluate positive ,negative and zero indices using laws of indices .
I can research about history of irrational numbers find out the story of hippasus who is said to have discovered irrational
numbers.

GES Learner
Starter
Profile skill:
(link to prior learning)
Leadership and Response

Thinking and working

Starter- Evaluating powers mathematically activities:
Finding ways to show that
a negative index means a
reciprocal
Haweyati: Discuss keywords
in Arabic(1 min)
 Starter -Powers
1. Write down:
2 , 4 , 8 , 16 , 32 , 64 , 128 , 256 , 512 , 1024
a) The powers of 2, from 21 to 210 _________________________________

10 , 100 , 1000 , 10000

b) The powers of 10, from 101 to 106 ___________________________________ , 100000 , 1000000

2. Fill the blanks: 3. Evaluate: 4. Fill the blanks:

4
a) 3  3  3  3  3 4 7
a) 3  81 e) 2  128
3
b) 555  5
5 3
c) 77777  7 b) 4  64
3
f) 5  125
Modelling- Without a calculator, can you complete these statements?

215 = 32768 45 = 1024

214 = ............ 46 = ............

32768 ÷ 2 = 16384 1024 x 4 = 4096

310 = 59049 56 = 15625

38 = ............ 58 = ............

59049 ÷ 9 = 6561 15625 x 25

= 15625 x 100 ÷ 4
= 390625
 Modelling

+ +
Arrange the digits 1 to 6 to make the sum:

a) as large as possible
b) as small as possible
c) have a total of 122

Largest total = 21 + 34 + 56 = 15708

Smallest total = 16 + 52 + 43 = 90
122 = 62 + 34 + 51
 Modelling

= 64
Can you find two integers to fill the blanks?

How many different answers are there?!

641 = 64 82 = 64 43 = 64 26 = 64
(-8)2 = 64 (-2)6 = 64
 Problem solving with powers - AFL

Section B: Use a calculator to answer these questions

1. Evaluate:
2 3
a) 111  31 1  8
12321 b) 29792 c) 4  20  65556

2. Which is bigger, 67 or 76?

6 7  279936 7 6  117649 67 is bigger
3. Evaluate:
2
a) 212
 4096 b) 64  4096 c) 84  4096 d) 16 3
 4096

4. Evaluate 30, 80, 250 and a few more numbers to the power of 0. What do you find?
Any number to the power of 0 is 1
 Individual Activity -Powers
ALL SOME:
Calculate the following: 1. Use the clues to work out the value of the numbers A, B, C, D, E and F:

(a) 32 (b) 72 (c) 112 (d) A= D - 2 =B3 F = BA

(e) 92 – 42 (f) 22 + 102 (g) 12 x 52

C = A3 - 59 2E = F F = AB
(h) Which two square numbers have a difference of 19?
2. The problem: You know that 10 x 10 ( or 102 ) = 100
(a) Calculate 9 x 11 ?
MOST
What do you notice?
Copy and complete the following table:
Said: Written: Means: Equals (b) Calculate the following. What do you notice? Why is this?
Six squared (i) 202 and 19x21
(ii) 502 and 49x51
3x3x3x3 (iii) 1002 and 99 x 101
One to the
power of nine Challenge Questions:
8 3. When you add the square of Ben’s age to Ali’s you get 53. When
you add the cube of Ali’s age to Ben’s you get 71. How old are Ali and
53
Ben?
64
x x 4. Create your own version of the puzzles in question 1 for letters A
to J. How many different powers can you use?
 Powers - answers
ALL SOME:
Calculate the following:
1. Use the clues to work out the value of the numbers A, B, C,
D, E and F:
(a) 9 (b) 49 (c) 121 (d)
A=4
(e) 65 (f) 104 (g) 25 B=2
C=5
(h) 102 – 92 = 100 – 91 = 19. D = 10
E=8
F = 16
MOST
2. Example: 9 x 11 = 102 - 12
Copy and complete the following table:
Said: Written: Means: Equals

Six squared 62 6x6 36

Three to the 34 3x3x3x3 81

power of four
One to the power 19 1x1x1x1x1x1x1 1
of nine x1x1
Two cubed 23 2x2x2 8
3. Ali is 4, Ben is 7.
Five cubed 5 3
5x5x5 125

Eight squared or 82 8 x 8 or 64
Two to the power or 2x2x2x2x2x2x2 4. Create your own version of the puzzles in question 1 for
of eight 28 x2 letters A to J. How many different powers can you use?

One quarter x x
cubed
 Problem solving with powers –Plenary

1. Write down:

a) The powers of 3, from 31 to 310 _________________________________

b) The powers of 12, from 121 to 126 ___________________________________

2
a) 10  10  10
5 5
a) 10  100,000 a) 3  243
6
b) w w w w w w  w
2
b) 7  49
b) 6 3  216
 
3
c) 2
3  
2
3
2
3
2
3
DAY 3
 Chapter 1:
Indices, roots and rational numbers
Section 1.1:Indices
LO: Use positive, negative and zero indices, and the index laws for multiplication and division - 9Ni.02
Keywords:Index, power(positive/zero/negative), reciprocal.
Success criteria:
I can understand positive ,negative and zero indices.
I can evaluate positive ,negative and zero indices using laws of indices .
I can research about history of irrational numbers find out the story of hippasus who is said to have discovered irrational
numbers.

GES Learner
Starter
Profile skill:
(link to prior learning)
Leadership and Response

Thinking and working mathematically activities:

Thinking and working
Research about finding ways to show that a negative index means a reciprocal mathematically activities:
Finding ways to show that
a negative index means a
reciprocal
Haweyati: Discuss keywords
in Arabic(1 min)
 Modelling - Roots Eg 2
25 means what squares to make 25?

Roots are the inverse (opposite) of powers 5  5  25 so 2

25  5
Eg 3
216 means what cubes to make 236?

6  6  6 216 so 3
216  6

Eg 4
81 means what is raised to the power of 4 to make 81?
3  3  3  3  81 so 4
81  3

How can you work out a root?

Manually, the only way is to either recognise the value required, or try possible
values and see if they fit.

Calculators have buttons for calculating roots

Square root has its own key Higher roots are the 2nd function of the key for
calculating powers
Eg to find 225 225 x
Eg to find 5
243 2nd F x
Square root is written simply as Now use the arrow keys to put the cursor in the correct boxes
because it is the most common and enter their values
 AFL (peer check) – Roots ( any six questions)
1. Evaluate:
f) 729  9
3
a) 64  8
9  9  9  729
8  8  64
g) 1296  6
4
b) 121  11
6  6  6  6 1296
11  11  121
h) 289  17
c) 27  3
3
17  17  289
3  3  3  27
i) 2401 7
4
d) 16  2
4
7  7  7  7  2401
2  2  2  2  16
j) 3
512 8
e) 1 1
5
8  8  8  512
1  1  1  1  1 1
Differentiated Activity
 Problem solving with powers
1. Without a calculator, can you complete these statements?
215 = 32768 45 = 1024 310 = 59049 56 = 15625

214 = ............ 46 = ............ 38 = ............ 58 = ............

2. Arrange the digits 1 to 6 to make the sum:

a) as large as possible
b) as small as possible + +
c) have a total of 122

3. Can you find two integers to fill the blanks?

How many different answers are there?!
= 64

4. Arrange the digits 1 to 6 to make the

sum true: + =
 Section A: DO NOT use a calculator to answer these questions.
Roots You can use the ‘powers recap’ sheet though!

1. Evaluate: 2. Complete the table

a) 64 f) 3
729 Power Root

169  13
b) 121 g)
4
1296 10 4  10000
5 3  125
5
32  2
c) 3
27 h) 289
x6  y
n
c  ab
d) 4
16 i) 4
2401
3. Fill the blanks:

e) 5
1 j) 3
512 11111  2
How many different answers can
you find?
 Section B: Use a calculator to answer these questions

1. Evaluate: 2. Solve:
a) 15129 a) x 5  7776 d) x 4  4  96059605

b) 103041
b) x 3  1367631 e) x 3  8  9393939

c) 3
10941048
c) x 23  8388608 f) x 5  1  33554433

d) 4
14641

3. John says “ the square root of a number is always smaller than

the number”.
e) 5
6436343 Give an example that shows John is wrong.

f) 4
104060401
 Rules 1 to 3
Index rules 1 to 3
x a  x b  x a b
1. Fill the blanks: x a  x b  x a b
a)
3
x x  x 5
b) x6  x4  x x  a b
 x ab

c) k 3 4
k d) 8
b b  b 4
e) y 
2 3
 y

x5
f)
x
x g) y2  y  y8 h) h 
3
 h15

x9
i) b  b 4  b5 j) p 
6
 p 36 k)
x
 x6

l) y  3 7
 y4  y m)
c 4
c 5 2
 c n) a 2b   a 5b 3
c10
 Plenary: choose any three questions
2. Use the table to work out: 71 = 7 3. Which two of the numbers below are not
7 =
2
49 square numbers?
a) 49 x 343
73 = 343

b) 5764801 ÷ 16807
74 = 2401 24 27 28
75 = 16 807
7 =
6
117 649
25 26
c) 343 2
77 = 823 543
78 = 5 764 801

4. Put these in size order

2  3 5
2 23  29 16 4 47 211  2 6

5i) a and b are two powers of 7 5ii) p and q are two powers of 3
7a
a b
7 7  7 10

7b
 7 6
3 
p q
 324 3 p  3q  35

Find the values of a and b Find the values of p and q

DAY 4
 Chapter 1:
Indices, roots and rational numbers
Section 1.1:Indices
LO: Use positive, negative and zero indices, and the index laws for multiplication and division - 9Ni.02
Keywords:Index, power(positive/zero/negative), reciprocal.
Success criteria:
I can understand positive ,negative and zero indices.
I can evaluate positive ,negative and zero indices using laws of indices .
I can research about history of irrational numbers find out the story of hippasus who is said to have discovered irrational
numbers.

GES Learner
Starter
Profile skill:
(link to prior learning)
Leadership and Response

Thinking and working

Starter- Evaluating powers mathematically activities:
Finding ways to show that
a negative index means a
reciprocal
Haweyati: Discuss keywords
in Arabic(1 min)
Which two of the numbers below are not square numbers?
24 25 26 27 28

2 
2 2
2 
3 2
2 
4 2

Put these in size order

2 
3 5
2 15
16  24
  4 4
2 16
211  2 6  217

2 23
2 9
2 13 7
4  2  
2 7
2 14

In order: 2 23
2 9
4 7
2 
3 5
16 4 211  2 6
 Modelling - Index rules 1 and 3
Eg 2 3  2 4  2  2  2  2  2  2  2  27
x a  x b  x a b
3 times 7 times 4 times

8 times

33333333
Eg 38  36   32 x a  x b  x a b
333333

6 times

Eg 5 
3 4
53  5
 5 53  5
53  5
53
            12
5 x 
a b
 x ab

Eg express as a single index

4
c c  c 3 7
t 13
t 5
t 8
p 
5 3
 p15
 Modelling - Index rules 4 and 5
ab 3
Eg
ab n  a nb n
 a b  a b  ab
      a 3b 3

4 n
a
4
a a a a aaaa a a an
Eg         4    n
b b b b b bbbb b b b

You may have to combine these rules with the other three as well

Eg expand and simplify Eg expand and simplify

x 3  y 4 
3
4x   
3
5 2 2
4  x 5 2
 16x 10  xy 4
x 3 y12

 10 
  3

  10 1000
 Modelling - In the GCSE, you meet two new rules:

Algebraic Numerical
Rule
example example

x n  1
xn
a-3  1
a3
4
-2  1
42
 1
16

1 1 1

x 
n n
x x 
3 3
x 25 2
 2
25  5

The last rule can be combined with the rule in order x  

a b
x ab

to evaluate fractional indices with a numerator more than 1

Eg evaluate 8
2
3
8
2
3
 8    8 
1
3
2
3 2
 22  4
AFL - Simplify the following, leaving your answers in index
notation – Self check
8 4 = 332 2. 7f3 x 9f9 = 63f12
1. (3 )
3. 124 x 1210 = 1214 4. (6m )5 3 = 216m15

5. 25 ÷ 2-3 = 28 6. 42g7 ÷ 7g2 = 6g5

7. 39 x 36 = 310 8. 116 x 116 = 117

35 112 x 113
Solve the following.
9. 7-2 = 10. 3-3 =
Individual Activities
 Rules 1 to 3
Task 1
x a  x b  x a b
1. Fill the blanks: x a  x b  x a b
a)
3
x x  x 5 8
b) x6  x4  x
2
x  a b
 x ab

c) k 3 4
k
12
d) 8
b b  b 4 4
e) y 
2 3
 y
6

x5
f)
x
x
4
g) y2  y 6
 y8 h) h 5

3
 h15

x9
p 
6
6
i) b 9
 b 4  b5 j)
6
 p 36 k)  x
x 3

l) y  3 7
y  y4 25
m)
c 4
c 5 2
 c
8
n) a 2b  a 3 b 2  a 5 b 3
c10
 Task 2 Rules 4 and 5

ab n  a nb n
n
32
5 a an
d) 3x  4 2
 9x 8 e)
2
      n
b b
 x x5

g) x 6
y 
7 8
x 48
y 56
h) 5 x 2
y 
6 3
 125 x 6 y18  3 
f)  
81
4

 10  10000
2. Fill the blanks:
2
3 4  7x  49 x 2
x  x12 i)    81 y10

a)  3 x 4 3
 27 x 12
b) 
y 5

  y 20
 9 y5
 
 

c)  2x 3  8x 3
 Rules 6 and 7
Task 3 1
n 1
x  n x  n n
x
1. Evaluate as integers or simplified fractions: x
1 1
a) 4 3   2. Fill the blanks:
43 64
1 7 1
1
a) 7
 y b) 3
x x
3

b) 81  2 81 9 y

1 1
 
5
5
c) 6 2
 2  1  1 4
w w
4

6 36 c) t 2
d)
1
t
d) 100000 5
 5 100000  10 3. Simplify:

1
e) 25
3
2
  25  3
 5 3  125
a) b 
2 5
 10
b
b) g 4  g 9  g
5

3
f) 16

4 
1

1

1

1
c) 3
r r  7 1
d) x   3 4
 x12
16
3
4
 4
16 
3
23 8 r4
 Extension 31
32
3
9
4. Use the table to help you work out: 33 27
1 34 81
a) 9  2187  32  37  35 
243 35 243
 
1

b) 4
6561  3 8 4
 32  9 36 729
37 2187
 3 
2 2
38 6561
c) 19683 3 9 3
 36  729
39 19683
1 310 59049
d) 243  177147  35  311  36  311 177147
729
312 531441
 
5 5
12
e) 531441 6
 3 6
 310  59049
5. Put these in size order: 2
7  1 
2 5  213 218 32 5
 5 23  2 3
2 
   
1
 28  2 18 2 7  26
 32
 
5
2
 2 5
 29  27
 210
2
7  1 
In order: 23  2 3 32 5
2 5  213 218  5
2 
 Plenary
• 89 ÷ 83

• (35)8

• 47 x 76

• (2y3)4
Day 5
 Chapter 1:
Indices, roots and rational numbers
Section 1.1:Indices
LO: Use positive, negative and zero indices, and the index laws for multiplication and division - 9Ni.02
Keywords:Index, power(positive/zero/negative), reciprocal,Fractional indices
Success criteria:
I can understand positive ,negative and zero indices.
I can evaluate positive ,negative and zero indices using laws of indices .
I can research about history of irrational numbers find out the story of hippasus who is said to have discovered irrational
numbers.

GES Learner
Starter
Profile skill:
(link to prior learning)
Leadership and Response

Thinking and working

Starter- Laws of indices mathematically activities:
Finding ways to show that
a negative index means a
reciprocal
Haweyati: Discuss keywords
in Arabic(1 min)
 Rules 1 to 3
Starter- Self Assessment
x a  x b  x a b
1. Fill the blanks: x a  x b  x a b
a)
3
x x  x 5 8
b) x6  x4  x
2
x 
a b
 x ab

c) k 3 4
k
12 1. Expand and simplify:
3 4
x  x12
a) xy 3 2
 x2 y6 b) 
 y5 
  y 20
 
x5 4
f) x
x

i) b 9
 b 4  b5

l) y  3 7
y  y4 25
Modelling - Fractional and negative indices with products and fractions
n
a an
Rules 4 and 5: ab n  a nb n    n
b b

These rules are true for any power, including fractions and negatives

 9 
3
9
2
3
2
 9
2
3
33 27
64x   
1
6 1
 64  x 6
1
 4x 2 Eg      3 
Eg
 16 
3 3 3
3 3
 16  16 2 2 4 64

4 4
1 1 2 3 81
Eg 3x 
4 2
  Eg     
3x  4 2 9 x8 3 2 16

n n
a b
It can be shown that    
b a
 n 1
Why does x ?  n
x
3
Consider this sequence: a  aaa
2
a
a  aa
1
a
a a
What comes next? 0
a
a 1
1
a
a  1
a
2
a
a  1
a2
 1
Why does x ?
n n
x
Using the 1st index law, a1 can be
split into:

1 1 1
a  a a 2 2
a 2
a
1 1 1 1
or a  a a a
3 3 3
a 3 3
a
1 1 1 1 1
or a  a a a a
4 4 4 4
a 4 4
a

etc etc
 Why does x ?
a
b
 x
b
a

Using the 3rd index law, x

a
b
can be split into x 1
b
a

The expression inside the brackets is equal to

b
x
1
.

The expression couldx

a
b
be split into x a b

But this is usually harder to evaluate

 AFL – Peer check
Simplify:
ANSWERS:
a) b)
a) b)
Solve:

d) e) d) e)
Simplify:

g) h)
g) h)

• Simplify: 43 x 47
46
Individual Activity-Choose any one activity (green,yellow,red and blue)
Fractional and negative indices with products and fractions
1.Expand and simplify: 2. Find the value of:
1

x 15
3
x5 1
a)  9  5 7
 y   y3 a)   
  7 5

9x 
1
12
b)
2
 3x 6 7
2 2
64
 8
b)     
8 7 49
1 1
c) 2 x 4  
2 x 4 16 x 4  27 
1
3
3
27 3
3 c)    
 x 8
 x6
4
 1000  3
1000 10
d)  12 
y   y9
  3 3
3
4 2 4  2 8
1 1 d)       
e) x 6
y 
2 3 
x 6
y 
2 3
 18 6
x y
9 
 9 3 27
2 2
 2
8
t  8   125  3 
3
125   5  2 25
f) 3t  4 2
 3  2  t  4 
2

9
e)   
 125 
 
 8   
3
8 
  
 2 4
 Individual Activity-
Fractional and negative indices with products and fractions
Thinking Questions- Problem solving with
indices

Eg write 2 32 in the form 2k

2  2 
1
5
32  5 2
 2 2.5 so 2 32  21  2 2.5  23.5

Eg solve 9 x  9 x  9 x  311

9 x  9 x  9 x  3 9 x  3 32 x  32 x 1

2 x  1  11  x  5
Individual Activity- Fractional and negative indices with products and fractions
HOT questions - Problem solving with indices
9
1a) Write 4
125 in the form 5k b) Write 27 in the form 3k
9  32
3 3
125  5  4
125  5 4
27  3 3
 27  3
3
2

3 1
2
3 3  3 2 2

2. If 4 x  4 x  4 x , 4 x  416 what is the value of x?

4 x  4 x  4 x  4 x  4  4 x  4 x 1  x  15

3. Solve 2x  2 2 2 2  2x  4  2
1
 2 x  22  2 2
x 2 12
2 2
 x  2 12
 Plenary- Problem solving with indices (any three questions)
1. Express b  3 b as a single power of b
1 1 1 1 32 5
b 3
b  b b  b
2 3 2 3
b 6 6
b 6

2. If x = 3a and 9 x  3 b express a in terms of b

9  3a  3b  32  3a  32b
 32  a  3 2 b
2  a  2b  a  2b  2

3. Given that x  2 k and 4

x  2c , find c in terms of k.
22
2k
 2c  22
2k
 22c

 2 2k  2 2c
 2  k  2c
 c  1 1
2
k