CH 01 Number Systems

MQ Maths C Yr 11 - 01 Page 1 Friday, October 12, 2001 3:54 PM
Number
systems: the
Real Number
System
syllabus ref
efer
erence
ence
Core topic:
Real and complex number
systems
In this cha
chapter
pter
1A
1B
1C
1D
1E
1F
1G
1H
1I
1J
1K
1L
1M
1N
Classification of numbers
Recurring decimals
Real and complex numbers
Surds: a subset of irrational
numbers
Simplifying surds
Addition and subtraction of
surds
Multiplication of surds
Division of surds
The Distributive Law
Rationalising denominators
using conjugate surds
Further properties of real
numbers modulus
Solving equations using
absolute values
Solving inequations
MQ Maths C Yr 11 - 01 Page 2 Wednesday, October 10, 2001 7:53 AM
M a t h s Q u e s t M a t h s C Ye a r 1 1 f o r Q u e e n s l a n d
Introduction
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.
Early cultures and societies used their body parts, such as fingers and toes, as a basis
for their numeration systems. As the need for larger numbers grew, symbols were
developed to represent them. Ancient Egyptians, for example, used the symbol of the
lotus flower to represent the number 1000, and Romans used the letter M to represent
1000. Roman numerals can be seen today on some clock and watch faces. At the end of
movie credits Roman numerals are often used to indicate the year in which the movie
was made. For example, MCMXCIX represents the year 1999.
As societies grew and architecture and
engineering developed, number systems
became more sophisticated. Number use
developed from solely whole numbers to
fractions, decimals and irrational numbers.
We shall explore these different types
of numbers and classify them into their
specific groups.
Consider solutions to equations such as:
2x = 10, 3x = 15, 20x = 100
What do they have in common? Each
of the statements is true for a wholenumber value of x.
This type of equation represents many real-life situations; for example, how many
people will I need to collect $2 from to cover the cost of hiring a $10 game?
As you work through this chapter on the Real Number System and chapter 2 you will
be introduced to types of numbers that evolved to fill a need. The first types of numbers
to evolve were the whole numbers; this then is extended into the set of integers.
The Real Number System

The Real Number System contains the set of rational and irrational numbers. It is denoted
by the symbol R.
Real numbers R
Irrational numbers I
(surds, non-terminating
and non-recurring
decimals, ,e)
Negative
Z
Rational numbers Q
Integers
Z
Zero
(neither positive
nor negative)
Non-integer rationals
(terminating and
recurring decimals)
Positive
Z+
(Natural
numbers N)
The set of real numbers contains a number of subsets which can be classified as shown
in the chart above.
Chapter 1 Number systems: the Real Number System
Relationship between subsets
3
=R
The relationship which exists between the

subsets of the Real Number System can be
illustrated in a Venn diagram as shown on
the right.
We can say N Z, Z Q, and so on,
where means is a subset of.
Q (Rational numbers)
Z (Integers)
N
(Natural
numbers)
I
(Irrational
numbers)
Integers (Z)
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 = {1, 2, 3, 4, 5, 6 . . .}
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
The set of integers
Z 6 5 4 3 2 1
The set of negative integers
1 2 3 4 5 6 N
The set of positive integers
or natural 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.
Another type of equation is similar to
3x = 10
4x = 9
2x = 5,
and so on. In these equations the solution is not a whole number but a rational number.
Hence the need to further extend the number system.
Classification of numbers: rational

and irrational
Rational numbers (Q)
A rational number (ratio-nal) is a number which can be expressed as a ratio of two
a
whole numbers in the form --b- where b 0.
Rational numbers are given the symbol Q. Examples are:
1
--- ,
5
2
--- ,
7
3
------ ,
10
9
--- ,
4
Rational numbers may be expressed as terminating decimals. Examples are:

7
-----10
= 0.7,
1
--4
= 0.25,
5
--8
= 0.625,
9
--5
= 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
-----11
5
--6
3
-----13
..
= 0.818 181 . . . or 0.8 1
.
= 0.833 333 . . . or 0.83
.
.
= 0.230 769 230 769 . . . or 0.2 30769
These decimals do not terminate, and the specific

digit (or number of digits) is repeated in a pattern.
Recurring decimals are represented by placing a dot
above the repeating digit or pattern.
3.743 3
2 4
4 3 2 1
1
2
1.63
1
3.6
3 4Q
Rational numbers are defined in set notation as: Q = rational numbers

a
Q = --- , a, b Z, b 0 where means an element of.
b
Rational numbers may be represented on the number line (as illustrated above) and
include terminating and recurring decimals.
Real numbers can be thought of as numbers that can be graphed on a number line.
Consider equations of the type
x2 = 5
x2 = 12
x2 = 2
where the solution to the first equation is 5 . The exact value of 5 can be plotted
on a number line by geometric construction but results in a decimal equivalent that is
non-terminating.
Irrational numbers (I)

Numbers that cannot be expressed as a ratio between two integers are called irrational
numbers. Irrational numbers are denoted by the letter I. Numbers such as surds (for
example 7 , 10 ), decimals that neither terminate nor recur, and and e are
examples of irrational numbers. The numbers and e are examples of transcendental
numbers; these will be discussed briefly later in this chapter.
Irrational numbers may also be represented on the number line with the aid of a ruler
and compass.
An irrational number (ir-ratio-nal) is a number which cannot be expressed as a
a
ratio of two whole numbers in the form --b- where b 0.
Irrational numbers are given the symbol I. Examples are:
7
13 , 5 21 , ------- , , e
9
Irrational numbers may be expressed as decimals. For example:
7,
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 . . .
= 3.141 592 653 59 . . .
e = 2.718 281 828 46 . . .
These decimals do not terminate, and the digits do not repeat themselves in any
particular pattern or order (that is, they are non-terminating and non-recurring).
Rational and irrational numbers belong to the
set of real numbers (denoted by the symbol R).
12
12 5
2
4
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
4 3 2 1 0 1 2 3 4 R
line; rational numbers below it).
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.
Consider an isosceles right-angled triangle of side length 1 unit.
By Pythagoras Theorem, (OB)2 = (OA)2 + (AB)2; therefore the length of the
hypotenuse is 2 units.
By using a compass, we can transfer the length of the
B
hypotenuse OB to the number line (labelled C). This
2 units
distance can now be measured using a ruler. Although
1 unit
this distance will be inaccurate due to the equipment used,
A
C
O
there is an exact point on the number line for each
2 2 R
0 1 unit 1
irrational number.
This geometric model can be extended to any irrational
number in surd form.
(pi)
The symbol (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 which is nonterminating and non-recurring. Therefore, is classified as an irrational number. (It is
also called a transcendental number and cannot be expressed as a surd.)
In decimal form, = 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
--4
16
11
d 2
e 0.28
THINK
a
b
1
--4
64
22
3 1
--8
WRITE
is already a rational number.
Evaluate
16 .
The answer is an integer, so classify
a
b
1
--4
is rational.
16 = 4
16 is rational.
16 .
Continued over page
THINK
WRITE
Evaluate
11 .
The answer is a non-terminating and

non-recurring decimal; classify
1
2
Use your calculator to find the value

of 2.
The answer is a non-terminating and
non-recurring decimal; classify 2.
Evaluate
The answer is a whole number, so

3
64 .
2 is irrational.
e 0.28 is rational.
64 = 4
64 is rational.
22 = 2.802 039 330 66 . . .
22 is irrational.
64 .
3
22 .
Evaluate
The result is a non-terminating and

non-recurring decimal; classify
d 2 = 6.283 185 307 18 . . .
classify
g
11 is irrational.
11 .
e 0.28 is a terminating decimal; classify it

accordingly.
f
11 = 3.316 624 790 36 . . .
22 .
3 1
--- .
8
Evaluate
The result is a number in a rational

form.
3 1
--8
3 1
--8
is rational.
1
--2
Graphics Calculator tip! Cube and nth roots

To find a cube root of a number (e.g. 3 8 ),
press MATH and select 4: 3 followed by the number,
in this example, 8.
To calculate a higher root of a number (e.g. 4 81 ),
first enter the type of root (e.g. 4), then press MATH
and select 5: x followed by the number.
remember
remember
a
1. Rational numbers can be expressed in the form --- , where a and b are integers
b
and b 0. They include whole numbers and terminating and recurring
decimals.
2. Rational numbers are denoted by the symbol Q.
a
3. Irrational numbers cannot be expressed in the form --- , where a and b are
b
integers and b 0. They may be expressed only as non-terminating and nonrecurring decimals.
4. Irrational numbers are denoted by the symbol I.
5. Rational and irrational numbers together constitute a set of real numbers,
denoted by the symbol R.
1A
WORKED
Example
Classification of numbers
1 Specify whether the following numbers are rational (Q) or irrational (I).
4
--5
7
--9
0.04
g 2 1--2-
14.4
1.44
k 2.4
25
-----9
u 81
z
100
2
9
--4
0.15
q 7.32
21
1000
7.216 349 157 . . .
v 3
1
-----16
62
0.0001
2
-----11
2 Specify whether the following numbers are rational (Q), irrational (I) or neither.
a
f
1
--8
3
6
------2
0
--0
81
g 11
21
--7
64
-----16
22
--------7
11
-----4
1.44
---------4
3
( 5 )2
625
( 2)
2
-----25
q
v
1.728
w 6 4
e 6 1--7-
0
--8
3
n ----11
27
j
o
8
--0
1
--------100
1
------4
4 6
3 multiple choice
Which of the following best represents a rational number?
A
4
--9
9
-----12
E none of these
4 multiple choice
Which of the following best represents an irrational number?
A 81
B 6--C 3 343
D 0.0676
5
22
5 multiple choice
Which of the following statements regarding the numbers 0.69, 7 , --3- , 49 is correct?
A
B
--3
is the only rational number.

7 and
49 are both irrational numbers.
C 0.69 and
D
7,
--3
49 are the only rational numbers.

49 are all irrational numbers.
and
E 0.69 is the only rational number.

6 multiple choice
------ ,
Which of the following statements regarding the numbers 2 1--2- , 11
3
correct?
------ and
A 11
3
B
C
D
99 is
624 is an irrational number and

2 1--2-
624 ,
99 is a rational number.
is the only rational number.
624 and
------ is an irrational number.

E 2 1--2- is a rational number and 11
3
Summary of set notation

The following symbols are used to describe relationships in sets.
Consider a group of numbers from 1 to 9 (i.e. 1, 2, 3, 4, 5, 6, 7, 8, 9). These numbers
can be referred to as a set and denoted by A such that A: {1, 2, 3, 4, 5, 6, 7, 8, 9}. We
can say that 2 is an element of set A and write this as 2 A.
Similarly 0 is not an element of set A and this is written as 0 A.
The elements 2 and 4 both belong to set A and this can be written as {2, 4} A,
where 2 and 4 are a subset of A.
Recurring decimals
A rational number may be converted to a decimal by dividing the numerator by the
denominator. The resulting decimal may be a terminating decimal containing a specific
number of digits, that is:
7
--5
= 1.4 or
1
--8
= 0.125
or it may be a recurring decimal containing a repeating digit or pattern, that is:

2
--9
= 0.222 . . . or
7
-----13
= 0.538 461 538 461 . . .
For convenience, recurring decimals are represented by placing a dot over the
repeating digit, for example:
.
1. 0.777 777 7 . . . can be written as 0.7.
.
2. 0.26666 . . . can be written as 0.26.
If two or more digits repeat the same pattern, then dots or the overscore (
used as shown:
..
1. 0.454 545 . . . can be written as 1.4 5 or alternatively 0.45 .
.
.
2. 0.752 137 521 3 . . . can be written as 0.7 5213 or alternatively 0.75213 .
) are
Note: When using the overscore, place it over the whole pattern. The dots, however, are
placed over the first and the last digits only of the repeating pattern.
WORKED Example 2
State which of the following rational numbers can be expressed as recurring decimals.
a
2
-----27
5
--8
THINK
a
WRITE
2
-----27
to a decimal, divide 2 by 27. a
To convert
2
3
Use the overscore to indicate the

repeating pattern.
Write your conclusion.
Convert
The resulting decimal terminates, so

state your conclusion.
5
--8
2
-----27
= 0.074 074 074 . . .

= 0.074
2
-----27
to a decimal (divide 5 by 8).
can be written as a recurring decimal.
5
--8
= 0.625
5
--8
cannot be written as a recurring decimal.
Whole numbers and terminating decimals such as 3, 0.25 and 6.731 can easily be
expressed as rational numbers. For example:
1. we may write 3 as
3
--1
2. we may write 0.25 as
25
--------100
1
--4
731
- or
3. we may write 6.731 as 6 ----------1000
6731
------------ .
1000
a
In each of these cases, the whole number and decimals are expressed in the form --- .
b
Recurring decimals are rational numbers. Therefore they can be converted to the
a
form --- .
b
10
WORKED Example 3
Express the following recurring decimals as rational numbers in their simplest form.
.
..
a 0.4
b 0.2 1
c 1.285
THINK
WRITE
a 1 Let x represent the recurring
a x = 0.444 444 . . .
[1]
decimal. This is equation [1].
10x = 4.444 444 . . .
[2]
2 We need to multiply both sides of the
equation by a power of 10. The number
of zeros in the power of 10 should be
equal to the number of repeated digits.
Since 1 digit is repeated, multiply both
sides of equation [1] by 10. Label the
new equation [2].
[2] [1]:
3 Subtract equation [1] from equation
[2]. This removes all the repeating
10x x = 4.444 444 . . . 0.444 444 . . .
digits from behind the decimal point.
9x = 4
9x 4
------ = --4 Divide both sides of the equation by 9.
9
9
4
x = --9
5 Verify the answer using a calculator
and. you will obtain the original value,
0.4.
b 1 Let x represent the recurring
b
x = 0.212 121 21 . . .
[1]
100x = 21.212 121 21 . . .
[2]
2 Since 2 digits are repeated, multiply
both sides of equation [1] by 100
and label the new equation [2].
[2] [1]:
3 Subtract equation [1] from equation
[2]. This removes all the repeating
100x x = 21.212 121 21 . . . 0.212 121 21 . . .
digits from behind the decimal point.
99x = 21
99x 21
--------- = -----4 Divide both sides of the equation
99
99
by 99.
21
x = -----99
7
x = -----5 Cancel down to the simplest form;
33
that is, divide through by 3.
Verify the answer using a calculator.
Let x represent the recurring

Since 3 digits are repeated, multiply
both sides of equation [1] by 1000
and label the new equation [2].
x = 1.285 285 285 . . .
[1]
1000x = 1285.285 285 285 . . .
[2]
THINK
WRITE
Subtract equation [1] from equation [2].

This removes all the repeating digits from
behind the decimal point.
Divide both sides of the equation by

999.
Cancel down to the simplest form; that

is, divide through by 3.
Verify the answer using a calculator.
11
[2] [1]:
1000x x = 1285.285 285 285 . . .
1.285285285 . . .
999x = 1284
999x 1284
------------ = -----------999
999
1284
x = -----------999
428
x = --------333
The Maths Quest CD-ROM contains a file which allows you to convert numbers from
one form to another as a percentage, fraction or decimal.
cad
Math
Decimals
and
fractions
remember
remember
1. Rational numbers can be converted to decimals by dividing the numerator by
the denominator. The resulting decimal can be either terminating or recurring.
2. Terminating decimals contain a specific number of digits.
3. Recurring decimals contain a repeating digit or a repeating pattern of digits.
4. Recurring decimals are represented by placing dots over the first and the last
digits of the repeating pattern. Alternatively, an overscore can be placed over
the whole pattern that repeats.
5. Recurring decimals are rational numbers and may be expressed as a ratio of
two integers.
12
1B
WORKED
d
hca
Mat
Example
Decimals
and
fractions
1 State which of the following rational numbers can be expressed as recurring decimals.
1
6
a 1--8b 1--2c 1--3d ----e ----17
19
f
k
p
u
z
WORKED
Example
Recurring decimals
4
-----11
2
--3
2
-----31
8
-----17
7
-----55
g
l
q
v
5
--9
1
--6
2
--9
7
-----23
h
m
r
w
7
-----16
3
--4
41
--------333
7
-----15
i
n
s
x
9
-----25
3
-----13
5
--8
3
-----22
j
o
t
y
5
--7
5
-----21
17
-----18
7
-----33
2 Express
decimals. as rational numbers
. the following recurring
.
. in their simplest
. form.
a 0.2 .
b 0.7 .
c 0.8 .
d 0.5 .
e 0.4 .
f 0.16.
g 0.37
h 0.42
i 0.68
j 0.71. .
..
..
..
k 2.62
l
0.5
3
m
0.1
2
n
1.3
4
o 3.74
. .
. .
. .
. .
. 1.
p 0.3 61
q
0.4
27
r
0.52
13
s
0.3
23
t
3.4
.
.
..
.
. 56.
u 0.72
v
0.523
w
0.624
7
x
0.6234
y
1.2
68
.
.
z 0.1 53846
3 multiple choice
..
The recurring decimal 0.7 8 can be expressed as:
---------------C 77
A 71
B 78
99
90
90
71
-----99
78
-----99
527
--------990
532
--------990
4 multiple choice
..
The recurring decimal 0.53 2 can be expressed as:
------------------------A 266
C 532
B 479
495
999
900
5 multiple choice
1 4
------ , --- , --- is correct?
Which statement regarding the fractions 1--2- , 3--7- , 11
13 3 5
11
1 3
- are the only fractions which represent terminating decimals.
A --2- , --7- and ----13
B
C
D
E
3
1
--- and --- are the only fractions which represent terminating decimals.
7
3
3 11
1
--- , ------ and --- are fractions which represent recurring decimals.
7 13
3
11
1
------ and --- are the only fractions which represent recurring decimals.
13
3
1
4
--- and --- are fractions which represent recurring decimals.
2
5
6 multiple choice
. .
The recurring decimal 0.369 can be expressed in its simplest form as the following fraction:
407
41
-------------------D ------------------C 123
B 3663
E -------A 369
1100
333
111
9900
999
7 Irene and Bella are arguing about the correct way of writing the recurring decimal
0.020 20 . . . . Irene says it should be written as 0.020, while Bella thinks it is 0.020.
Which of the girls is right?
13
WORKED Example 4
12
13
p
-------Classify each of the following elements of the set 5, ----2 , 3.9, 2 , 23 , 5 into the
smallest subset in which they belong, using Q, I, Z, Z + and Z .
THINK
WRITE
Number 5 is a positive whole number;

classify it accordingly.
(a) Change
13
-----2
into a decimal.
------ can be expressed as a

(b) The fraction 13
2
terminating decimal; therefore it can be
classified as a rational number.
5 Z+
13
-----2
13
-----2
= 6.5
Q
The number 3.9 is a terminating decimal,

so classify it accordingly.
3.9 Q
------ .
(a) Simplify 12
2
------ = 6
12
2
(b) The result is a negative whole number,

------ accordingly.
so classify 12
2
5
------ Z
12
2
(a) Use your calculator to find the

value of 23 .
23 = 4.795 831 523 31 . . .
(b) The result is a non-terminating and

non-recurring decimal, so 23 can
be classified as an irrational number.
23 I
(a) Change --- into a decimal.

5
(b) The resulting decimal is neither
terminating nor recurring,
so --- is an irrational number.
5
--- = 0.628 318 530 718 . . .

5
--- I
5
So far we have considered the set of real numbers and its subsets. However, there is
another set of numbers called complex numbers.
Consider the example of the equation x2 + 1 = 0. There are no solutions for x in the
Real Number System as the equation becomes x = 1 and there is no real number
which, when squared, gives 1 as a result. The concept of an imaginary number,
denoted by i where i 2 = 1, was introduced to overcome this problem. This means that
x = 1 becomes x = i 2 = i.
So x2 + 1 = 0 has no solutions in the Real Number System but has the solutions
x = i and x = i in the Complex Number System. Some other examples of complex
numbers are 5i, 12i, 5 + 2i, 15 8i. More work involving complex numbers will be
undertaken in chapter 2.
14
Real number investigations

A real number can be defined as a number that can be plotted on a number line.
Even if the position of the number on the line is only an approximate value, as long
as a number can be represented by one point on a line it can be regarded as real.
This is not so with the numbers you will deal with in chapter 2.
The following steps will enable you to plot irrational numbers such as surds (for
example
2 and
5 ) on a number line.
Materials needed: ruler, a set of compasses, set square.

Step 1
Draw a number line approximately 10 cm long, with unit divisions of

2 cm. How can we draw a line segment exactly 2 units long?
Using Pythagoras Theorem we can obtain the triangle
2 =
shown at right which shows us that
1 + 1.
Step 2
Use a set square to construct a right-angled triangle as shown below:
Step 3
Use a set of compasses to transfer the length of the hypotenuse to the

number line.
Step 4
If a second right-angled
triangle (of height 1 cm)
were constructed on this
hypotenuse, what would
be the length of its
hypotenuse?
3
2
Step 5
Continue constructing in this way to plot 7 on the original number line.

Use your number line to give an approximate value for 7 .
15
Other number systems

Introduction
Throughout early civilisations, numbers have been represented and recorded in a
variety of ways.
Our numeration system uses the 10 digits
0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and combinations of
these. It is called the decimal or base 10 system
(possibly influenced by the fact that we have
10 fingers).
Past civilisations have used base 5 and base 20
systems (again influenced by the fingers on
one hand and the total number of digits).
Mesopotamians used a base 60 system, which is
still used today for units of time (60 seconds in
1 minute and 60 minutes in 1 hour). Numeration
systems that are used today include a binary or
base 2 system and a modular or base 12 system.
Place value
The place value system was introduced as a means of recording numbers.
Look at the number 285. In our numeration system the base 10 (decimal)
system we interpret the number 285 (base 10) or 28510 as:
plus 2 lots of 100 or
2 102
plus 8 lots of 10
or
8 101
plus 5 lots of 1
or
5 100
Using the base 5 system
Numbers in the base 5 system use the
digits 0, 1, 2, 3 and 4 only. The number
285 (base 10) can be written as a base
5 number in the following way:
2 lots of 125 or 2 53
plus 1 lot of 25 or 1 52
plus 2 lots of 5 or 2 51
So 28510 = 21205
Using the base 2 system

Numbers in the base 2 system use the
digits 0 and 1 only. The number 285
(base 10) can be written as a base 2
number in the following way:
1 lot of 256 or 1 28
plus 1 lot of 16 or 1 24
plus 1 lot of 8
or 1 23
plus 1 lot of 4
or 1 22
plus 1 lot of 1
or 1 20
So 28510 = 100 011 1012
Notice how we need to use zeros to hold each place value.

1 Investigate the following points relating to non-base 10 numbers, giving
examples in each case:
a How could numbers of different bases be compared to each other?
b How are numbers of the same (non-base 10) system added and subtracted?
c How are numbers of the same (non-base 10) system multiplied and divided?
d How are fractions and decimals of a non-base 10 system represented?
16
Binary systems
As the name suggests, this numeration
system is based on 2. In this system, 0
and 1 are the only two digits used.
The binary system is used in electronic
computers.
2 Investigate how the binary system
is used in electronic computers,
circuits or compact discs. Devise a
situation which calls for the use of
a binary system.
Modular arithmetic
Mat
d
hca
Modulo
Modular arithmetic involves clock

arithmetic where, instead of saying
that the time is 14 oclock, we say
it is 2 oclock. This is called modular
(mod 12) arithmetic. Any integer can
be converted to modular (mod 12)
arithmetic by subtracting 12 or any
multiple of 12 from the integer. The
remainder is called the residue.
For example:
32 = 2 12 + 8
= 8 (mod 12)
68 = 5 13 + 3
= 3 (mod 13)
29 = 4 6 + 5
= 5 (mod 6)
The remainders or residues in this case are 8, 3 and 5 respectively.

3 Investigate the purpose, usefulness and limitations of modular arithmetic.
Include illustrations of how numbers of modular arithmetic are represented via a
clock pattern.
remember
remember
1. The Real Number System contains the set of rational numbers (Q) and the set
of irrational numbers (I).
2. Rational numbers can be written as a ratio of two integers.
3. The set of rational numbers includes the set of integers (Z).
4. The set of integers consists of positive whole numbers (Z +), negative whole
numbers (Z ) and 0.
5. Positive integers are also called natural numbers (N).
6. Irrational numbers include surds, non-terminating and non-recurring decimals,
numbers such as and e. (There is no separate set for any of those.)
7. The Complex Number System allows us to take the square root of a negative
number. It uses the concept of an imaginary number, i, where i 2 = 1.
1C
WORKED
Example
17
1 Classify each of the following into the smallest subset in which they belong, using Q,
Z + and Z .
.
1
a 5
b 0.621
c
d
0.26
e 3 + 16
-----81
f
0.515 151 . . . g
k 9 144
. .
p 0.4 21
u 8 2
42
-----6
m ( 4 )
0
--4
8
------2
4
--3
7 4
9
--3
32
( 6)
100
------------2
w ( 2)
27
-----3
3 2
--2-
6--5-
343
1
--------100
2 Classify each of the following into the smallest subset in which they belong using Q, I,
Z + and Z .
a 6
b 0.3415 . . .
h 21 5
6 2
g 49
144
--------9
p 5
u
z
16
-----8
64
11
-----19
q 16 3 27
( 3)
0.612 612 . . . j
2 25
0.25
50
-----2
9
--------144
7 5
6 3 16
3 125
x ()2
8 12.5 w 1--5-
9
-----16
3 Classify each of the following into the smallest subset in which they belong, using Q, I,
Z, Z + and Z .
..
2
2
16 2
a 0.2 5
b
c 0.646 464 . . . d ( 36 )
e ( 3 27 )
f
93
g 10.22 100 h 6.321 321 . . . i

02 25
64
---------8
28
-----18
q 3+2
4
--3
9
------3
----- 27
2
2
-----
1
--4
m 3+ 6
r
2
-------------
0.16
w 13.5 10
49
-----16
1
-------------0.25
1
--
25
---------10
o 5 21
0.0001 t
27
---------3
1.79
1
y 7 28 3 ----64
4 multiple choice
The smallest subset in which 7 + 2 3 1--8- belongs is:
A Q
B I
C Z+
D Z
E Z
18
5 multiple choice
The smallest subset in which
A Q
144
--------9
B I
3 512
--------8
+
belongs is:
E Z
D Z
C Z
6 multiple choice
Which of the following statements regarding numbers 16, 3 2 , 0, ,
8
--2
} is correct?
A 16 and 0 are the only rational numbers.

B 16, 0 and
8
--2
may be expressed as rational numbers.
C 16 and 0 are positive integers.

D 3 2 is the only irrational number.
E is the only irrational number.
7 multiple choice
Which of the following statements regarding the given set of numbers
{ 2 + 9 , 11 , 16 2 , 32 , 81 } is correct?
A All of the above numbers in the set are irrational.
B
2 + 9 and
2 + 9 is a rational number of the set.
81 is the only rational number of the set.
11 and
11 are the only irrational numbers of the set.
32 are the only irrational numbers of the set.
8 Represent the number 5 on the number line. Use the method outlined in this section
for representing 2 on the number line as a guide.
Work
ET
SHE
1.1
9 Use the Complex Number System to simplify each of the following.

a
4
b
9
c 25
d 100
Surds: a subset of irrational numbers

We have classified a particular group of numbers as irrational and will now further
examine surds one subset of irrational numbers and some of their associated
properties.
A surd is an irrational number which is represented by a root sign or radical, for
example:
Examples of surds include:

7,
5,
Examples that are not surds include:
,
3
11 ,
15
9,
16 , 3 125 , 4 81
Numbers that are not surds can be simplified to rational numbers, that is:
9 = 3 ,
16 = 4 ,
125 = 5 ,
81 = 3
19
WORKED Example 5
Which of the following numbers are surds?
a
25
10
1
--4
11
59
343
THINK
WRITE
Evaluate 25 .
The answer is rational (since it is a
whole number), so state your
conclusion.
25 = 5
25 is not a surd.
Evaluate 10 .
The answer is irrational (since it is a
non-recurring and non-terminating
decimal), so state your conclusion.
10 = 3.162 277 660 17 . . .

10 is a surd.
1
--4
= 1--2-
1
--4
is not a surd.
1
2
1
2
Evaluate
The answer is rational (a fraction);

state your conclusion.
1
2
1
2
1
--- .
4
1
2
Evaluate 3 11 .
The answer is irrational (a nonterminating and non-recurring
decimal), so state your conclusion.
Evaluate 4 59 .
The answer is irrational, so classify
4
59 accordingly.
Evaluate 3 343 .
The answer is rational; state your
conclusion.
3
3
4
4
11 = 2.223 980 090 57 . ..

11 is a surd.
59 = 2.771 488 002 48 . . .

59 is a surd.
343 = 7
343 is not a surd.
So b, d and e are surds.
3
Proof that a number is irrational

As part of your Mathematics C course you are required to study a variety of types of
proofs. One such method is called Proof by contradiction.
This method 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
b
are integers). The next worked example sets out to prove that 2 is irrational.
20
WORKED Example 6
Prove that
2 is irrational.
THINK
1
2 is rational; that is, it

a
can be written as --- in simplest form.
b
We need to show that a and b have no
common factors.
Square both sides of the equation.
Rearrange the equation to make a2 the

subject of the formula.
If x is an even number then x = 2n.
Assume that
WRITE
a
2 = --- where b 0
b
Since a is even it can be written as

a = 2r.
Square both sides.
Equating [1] and [2]
a
2 = ----2
b
a2 = 2b2
[1]
a2 is an even number and a must also

be even; that is, a has a factor of 2.
a = 2r
a2 = 4r2
[2]
But
a2 = 2b2 from [1]
2b2 = 4r2
2
4r
b = -------2
= 2r2
b2 is an even number and b must also be
even; that is, b has a factor of 2.
Both a and b have a common factor of 2.
This contradicts the original assumption that
a
2 = --- where a and b have no common factor.
b
2 is not rational.
It must be irrational.
2
Repeat the steps for b as previously

done for a.
The dialogue included in the worked example should be present in all proofs and is an
essential part of the communication that is needed in all your solutions.
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.
remember
remember
1. A number is a surd if:
(a) it is an irrational number (equals a non-terminating, non-recurring decimal)
(b) it can be written with a radical (or root sign) in its exact form.
2. The square root of a number may be positive or negative; for example,
16 = 4.
21
1D
WORKED
Example
Surds: a subset of irrational

numbers
1 Which of the numbers below are surds?

a
81
3
--4
48
3 3
-----27
32
361
169
7
--8
32
80
c
i
16
1000
1.6
1.44
k 4 100
125
100
16
( 7)
0.16
11
2 + 10
6+ 6 r
3
0.0001
27 ,
9 is:
33
2 multiple choice
The correct statement regarding the set of numbers 6--9- , 20 ,

A 3 27 and 9 are the only rational numbers of the set.
B 6--9- is the only surd of the set.
C
6
--9
20 and
and
54 ,
20 are the only surds of the set.

54 are the only surds of the set.
E All of the numbers of the set are surds.

WORKED
Example
3 Prove that the following numbers are irrational, using a proof by contradiction:
a
4 multiple choice
Which of the numbers of the set
A
3 1
-----27
21 only
1 3 1
--- , ------ ,
4
27
1
--8
1
--- ,
8
only
21 ,
1
--8
8 are surds?
and
1
--8
and
21 only
5 multiple choice
Which statement regarding the set of numbers ,

A
12 is a surd.
C is irrational but not a surd.

E
1
-----49
1
------ ,
49
12 ,
16 ,
3 + 1 is not true?
12 and
16 are surds.
12 and
3 + 1 are not rational.
when simplified is a rational number.
6 multiple choice
Which statement regarding the set of numbers 6 7 ,

not true?
A
144
--------16
when simplified is an integer.
C 7 6 is smaller than 9 2 .
E 6 7 , 7 6 , 9 2 and
18 are surds.
144
--------16
144
--------- ,
16
and
7 6, 9 2,
18 ,
25 are not surds.
D 9 2 is smaller than 6 7 .
25 is
22
7 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; any perfect square).
8 Find the smallest value of m, where m is a positive integer, so that
16m is not a surd.
Simplifying surds
To simplify a surd means to make a number (or an expression) under the radical ( )
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,
written as
4 8 = 2 8 ; however,
32 = 2 2 2 ; that is
8 can be further simplified to 2 2 , so
32 = 4 2 . If, however, the largest perfect square had
been selected and 32 had been written as

answer would be obtained in fewer steps.
16 2 =
16
2 = 4 2 , the same
WORKED Example 7
Simplify the following surds. Assume that x and y are positive real numbers.
a
384
b 3 405
c --8- 175
d 5 180 x 3 y 5
THINK
WRITE
Express 384 as a product of two

factors where one factor is the
largest possible perfect square.
384 =
64 6
64 6
Express 64 6 as the product of

two surds.
Simplify the square root from the

perfect square (that is, 64 = 8).
= 8 6
Express 405 as a product of two

factors, one of which is the largest
possible perfect square.
Express
surds.
Simplify
Multiply together the whole numbers

outside the root (3 and 9).
32 could be
81 5 as a product of two
81 .
b 3 405 = 3 81 5
= 3 81 5
= 3 9 5
= 27 5
MQ Maths C Yr 11 - 01 Page 23 Wednesday, October 10, 2001 12:03 PM
THINK
WRITE
c 1--8- 175 = 1--8- 25 7
Express 175 as a product of two factors

where one factor is the largest possible
perfect square.
Express
surds.
Simplify
Multiply together the numbers outside

the square root sign.
Express each of 180, x3 and y5 as a

product of two factors where one factor
is the largest possible perfect square.
Separate all perfect squares into one

surd and all other factors into the other
surd.
Simplify 36x 2 y 4 .
= 5 36x 2 y 4 5xy
Multiply together numbers and the

pronumerals outside the square root
sign.
= 30xy 2 5xy
3
4
25 7 as a product of 2
25 .
= 1--8-
23
25 7
= 1--8- 5 7
= 5--8- 7
d 5 180x 3 y 5 = 5 36 5 x 2 x y 4 y
= 5 6 x y 2 5xy
The Mathcad file titled Surds can be used to simplify surds in different forms. The
answer to question a in worked example 7 can be seen in the screen below.
cad
Math
Surds
24
remember
remember
1. To simplify a surd means to make a number (or an expression) under the radical
as small as possible. For example, 2 5 is equal to, but simpler than, 20 .
2. To simplify a surd, write it as a product of two factors, one of which is the
largest possible perfect square.
1E
WORKED
Example
7a
GC pr
ogram
Surds
Mat
d
hca
Surds
WORKED
Example
7b, c
WORKED
Example
7d
Simplifying surds
1 Simplify the following surds.

a
12
18
24
56
27
75
125
99
54
60
112
98
68
150
180
338
88
135
162
200
245
320
448
135
405
294
2 Simplify the following surds.

a 2 8
b 3 50
8 90
d 6 112
9 80
5 68
g 7 54
h 10 32
6 75
3 252
k 7 80
9 120
m 16 48
1
--3
90
1
--7
392
1
--5
625
192
1
--6
288
175
7
--8
176
1
--9
162
2
--3
54
1
--4
1
--9
135
5
--2
320
3
-----10
4
--3
108
--8- 720
3 Simplify the following surds. Assume that a, b, c, d, e, f, x and y are positive real numbers.
a
16a 2
81a 2 b 2
72a 2
54a 2 b 2
90a 2 b
48a 3 b
338a 4
150a 4 b 2
338a 3 b 3
12a 5 b 7
k 68a 3 b 5
80x 6 y
n 3 64x 2 y
o 5 80x 3 y 2
p 2 343x 3 y 3
q 6 162c 7 d 5
3 126c 4 d 5
2 405c 7 d 9
4 294c 10 d 10
1
--2
1
--3
120e 4 f 6
1
--2
3
-----20
1
-----27
54x 3 y 9
1
-----18
125x 6 y 4
392e 11 f 11
25
88ef
175e 12 f 5
108x 10 y 12
4 multiple choice
When expressed in its simplest form,
A 3 15
B 5 9
45 is equal to:
C 5 3
D 9 5
E 3 5
5 multiple choice
When expressed in its simplest form, 3 128 is equal to:
A 6 32
B 12 8
C 24 2
D 16 2
E 32 3
6 multiple choice
A 49 11
B 7 11
1
--7
539 is equal to:

77
E 11
11
7 multiple choice
1
- 325x 4 y 3 when expressed in its

Assuming that x and y are positive real numbers, ----15
simplest form is equal to:
1
A --3- xy 13x 2 y
- x 2 y 13y
B ----15
D 3x 2 y 13y
E 3xy 13x 2 y
C --3- x 2 y 13y
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.
Note: To simplify expressions in this section only the positive roots will be used; that
is, we will assume
16 = 4.
26
WORKED Example 8
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
THINK
1
--2
100a 3 b 2 + ab 36a 5 4a 2 b
WRITE
a All 3 terms are alike, since they

a 3 6 + 17 6 2 6 = ( 3 + 17 2 ) 6
contain the same surd ( 6 ) , so group
= 18 6
like terms together and simplify.
b
Simplify surds where possible.
b 5 3 + 2 12 5 2 + 3 8
= 5 3+2 435 2+3 42
= 5 3+22 35 2+32 2
= 5 3+4 35 2+6 2
Add like terms to obtain the

simplified answer.
= 9 3+ 2
c
1
--2
100a 3 b 2 + ab 36a 5 4a 2 b
=
1
--2
10 a 2 a b 2 + ab 6 a 5 2 a b
1
--2
10 a b a + ab 6 a 5 2 a b
= 5ab a + 6ab a 10a b

2
Add like terms to obtain the

simplified answer.
= 11ab a 10a b
WORKED Example 9
Determine the perimeter of a rectangle whose length is ( 17 2 50 ) m and width is

( 5 + 32 ) m.
THINK
WRITE
Write down the rule for the perimeter

of a rectangle where l is the length and
w is the width.
P = 2l + 2w
Substitute the values of l and w into the

rule.
P = 2 ( 17 2 50 ) + 2 ( 5 + 32 )
THINK
27
WRITE
Expand and simplify where possible.
P = 34 4 50 + 10 + 2 32
= 34 4 25 2 + 10 + 2 16 2
= 34 4 5 2 + 10 + 2 4 2
= 34 20 2 + 10 + 8 2
Collect like terms.
State the answer, including the

appropriate unit.
= 44 12 2
P = ( 44 12 2 ) m
subtraction
of surds
remember
remember
1. Only like surds may be added and subtracted.
Examples of like surds: 7 , 3 7 and 5 7 .
Examples of unlike surds: 3 , 5 and 2 13 .
2. Surds may need to be simplified before adding and subtracting.
Math
cad
The Maths Quest CD-ROM contains a Mathcad file that can be used to add or subtract
surds. The screen below shows an example.
Addition and
28
1F
Mat
d
hca
WORKED
Example
Addition
and
subtraction
of surds
8a
Addition and subtraction of

surds
1 Simplify the following expressions containing surds. Assume that x and y are positive
real numbers.
a 3 5+4 5
b 6 2 + 11 2
2 3+5 3+ 3
d 6 7+8 7+5 7
8 5+3 3+7 5+2 3
g 6 11 2 11
Example
8b
h 12 13 5 13 2 13
j
3 72 5+7 79 5
k 9 6 + 12 6 17 6 7 6
5 2 12 2 3 6 + 8 6
m 12 3 8 7 + 5 3 10 7
o 2 x+5 y+6 x2 y
p 3 x + 4 y + 7 xy 2 x 9 y
WORKED
2 6+9 2+6 2+5 6
7 2+9 23 2
xy + 7 xy 3 xy
2 Simplify the following expressions containing surds. Assume that a and b are positive
real numbers.
a
200 300
18 + 50 72
125 150 + 600
96 5 24 + 12
27 3 + 75
8 + 18 + 50
45 + 20
g 2 20 3 5 + 45
i
6 12 + 3 27 7 3 + 18
44 99 + 121 3 11
150 + 24 96 + 108
98 2 50 + 5 32
m 3 90 5 60 + 3 40 + 100
n 2 99 44 176
o 5 11 + 7 44 9 99 + 2 121
p 5 3 + 8 27 4 3 + 2 147
q 2 30 + 5 120 + 60 6 135
20 50 80 120 + 60
6 ab 12ab + 2 9ab + 3 27ab
1
--5
1
--2
98 + --3- 48 + --3- 12
1
-----16
1
--8
32 --6- 18 + 3 72
1
--8
50 + --7- 98 --4- 32
5
512 --8- 128 + --6- 72

7
- 12 ------ 48
27 + ----16
32
WORKED
Example
8c
29
3 Simplify the following expressions containing surds. Assume that a and b are positive
real numbers.
a 7 a 8a + 9 9a 32a
b 10 a 15 27a + 8 12a + 14 9a
150ab + 96ab 54ab
d 16 4a 2 24a + 4 8a 2 + 96a
8a 3 + 72a 3 98a 3
9a 3 + 3a 5
h 6 a5b + a3b 5 a5b
i
k
ab ab + 3ab a 2 b + 9a 3 b 3
32a 3 b 2 5ab 8a + 48a 5 b 6
1
--2
36a + --4- 128a --6- 144a
a 3 b + 5 ab 2 ab + 5 a 3 b
4a 2 b + 5 a 2 b 3 9a 2 b
4 multiple choice
When expressed in its simplest surd form,
A 5 7
B 5
112 63 is equal to:
C 1
E none of these
5 multiple choice
When expressed in its simplest surd form, 2 40a 6 72ab 2 is equal to:
A 32b 12a
B 32b 8a
C 4 10a 12b 18a
D 4b 32a
E 4 10a 36b 2a
6 multiple choice
A 5a + b 2
B 5 + 2b
7
-----10
100a 2 --5- 25a 2 + --6- 72b 2 is equal to:

D 9a + 2b
C 5a
E 9a a + 2 b
7 multiple choice
243a 3 b 6 27a is equal to:
A 6ab 3 3a
B 3ab 3 3a
C 6ab 3
D 3ab 3
E 3 3a ( 3ab 3 1 )
8 multiple choice
A 6cd 6
B 2cd 6
150c 2 d 2 cd 96 c 54d 2 is equal to:
C 4cd 6
D 2cd
E 6cd 6
30
1.1
WORKED
Example
SkillS
HEET
9 Find the perimeter of the following shapes, giving answers in the simplest surd form.
Specify the units.
a
6 cm
5 + 2 cm
48 cm
18 cm
27 + 54 cm
7 3 cm
24 + 3 cm
d
Work
ET
SHE
1.2
f 3 44 99 m
5 2 5m
2 44 m
45 m
5+2 2m
4 44 + 2 99 m
To multiply surds, multiply together the expressions under the radicals. 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 10
Multiply the following surds, expressing answers in the simplest form. Assume that x and
y are positive real numbers.
a
11 7
d 6 12 2 6
b 5 38 5
e
3
--5
70 --4- 10
5 10
15 x 5 y 2 12 x 2 y
THINK
WRITE
a Multiply surds together, using

a b = ab (that is, multiply
expressions under the roots).
Note: This expression cannot be
simplified any further.
b Multiply coefficients with each other

and then multiply surds together.
b 5 38 5 = 58 3 5
= 40 3 5
= 40 15
11 7 =
=
11 7
77
31
THINK
WRITE
5 10
50
Multiply surds together.
Simplify the product surd if possible.
Simplify
Multiply coefficients with each other

and multiply surds together.
= 24 18
Simplify product surd.
= 24 9 2
= 24 3 2
= 72 2

and multiply surds together.
5 10 =
=
= 25 2
=5 2
d 6 12 2 6 = 6 4 3 2 6
= 62 32 6
= 12 3 2 6
12 .
3
--5
70 --4- 10 =
Simplify by dividing both 10 and 20 by

10 (cross-cancel).
Simplify each of the surds.
3
--5
--4- 70 10
3
-----20
700
3
-----20
100 7
3
-----20
10 7
3
--2
3 7
7 or ---------2
15x 5 y 2 12x 2 y
4
= 15 x x y 4 3 x y
= x2 y 15 x 2 x 3 y
= x2y 15x 2x 3y
2

and surds together.
= x2y 2x 15x 3y
= 2x3y 9 5xy
= 2x3y 45xy
= 2x3y 3 5xy
= 6x3y 5xy
When working with surds, we sometimes need 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
32
We observe that squaring a surd produces the number under the radical. This is not
surprising, since 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; that is,
( a )2
= a , where a is a positive real number.
WORKED Example 11
Evaluate the area of a square of length
simplest form.
( --2-
THINK
28 xy ) m, expressing the answer in the

WRITE
Write the rule for the area of a square.
A = l2
Substitute the value for l into the rule.
A=
Simplify, using
( a )2
= a.
=
4
( 1--2- 28xy )
2
2
= ( --12- ) ( 28xy)
1
--4
28xy
= 7xy
A = 7xy m2
Write the answer, including an

appropriate unit.
remember
remember
1. When multiplying surds, simplify the surd if possible, then apply the following
rules:
(a)
a b =
ab
(b) m a n b = mn ab , where a and b are positive real numbers.

2. When a surd is squared, the result is a number (or an expression) under the
( a )2
radical:
= a , where a is a positive real number.
1G
1 Multiply the following surds, expressing answers in the simplest form.

a
2 7
5 11
6 7
2 12
8 6
12 6
10 10
5 75
21 3
27 3 3
45 60
2 8 5
33
Example
10f
n 6 2 4 48
o 10 15 6 3
p 9 27 2
q 4 20 3 5
6 18 2 8
10 6 3 8
9 20 4 15
1
--4
48 2 2
1
--2
1
--9
48 2 3
2
--3
4 --5- 125
1
-----10
3
--4
30 --5- 10
Example
11
60 --5- 40
2 Simplify the following expressions with surds. Assume that a, b, x and y are positive
real numbers.
a
xy x 3 y 2
x3 y4 x2 y2
3a 4 b 2 6a 5 b 3
5a 2 b 3 10ac 5
12a 7 b 6a 3 b 4
18a 4 b 3 2a 2 b 5
15x 3 y 2 6x 2 y 3
h 3 10x 7 y 5x 5 y 3
i
WORKED
72 --3- 3
1
--2
15a 3 b 3 3 3a 2 b 6
1
--3
12a 4 b 2 --4- 6a 3 b 3
3 Find the area of the following shapes. Answers must be expressed in the simplest surd
form and the appropriate units specified.
a
b
c
7 2 cm
2 4m
5 3 cm
5 11 m
f
5 10 m
6 5m
3 3m
8 8m
3 6m
2 10 m
3 6m
2 8m
4 multiple choice
The product of 3 30 5 6 expressed in its simplest form is:
A 15 36
B 90
C 15 180
D 45 20
E 90 5
5 multiple choice
The product of
A 2x 2 y 5 10xy
8x 5 y 2 5x 6 y 3 expressed in its simplest form is:

B
40x 11 y 5
C 2x 5 y 2 10xy D
13x 11 y 5
E x 5 y 2 13xy
HEET
SkillS
WORKED
m 5 3 2 11
1.2
34
6 multiple choice
The product of
A
3
-----16
x5 y7
3
--8
x 7 y 2 --2- x 4 y 3 expressed in its simplest form is:

B
3
-----16
x7 y5
3
------ x 3 y 2
64
xy
3
------ x 5 y 2
16
xy
3
------ x 2 y 3
16
xy
7 multiple choice
The area of the triangle expressed in its simplest form is:
5 3m
4 6m
A 30 2 m2
B 60 2 m2
C 24 12 m2
D 48 3 m2
E 20 18 m2
8 The height of a square-based pyramid is 20 8 units and the length of the side of its
base is 12 8 units. Find the volume of the pyramid, expressing the answer in the
simplest surd form. (Volume = 1--3- area of base height)
Division of surds
To divide surds, divide the expressions under the radicals;
a
a
that is, ------- = --- , where a and b are whole numbers.
b
b
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.
WORKED Example 12
Divide the following surds, expressing answers in the simplest form. Assume that x and y
are positive real numbers.
55
a ---------5
48
b ---------3
9 88
c ------------6 99
THINK
a
1
2
3
a
a
Rewrite the fraction, using ------- = --- .
b
b
Divide numerator by the denominator
(that is, 55 by 5).
Check if the surd can be simplified any
further.
36 xy
d -----------------------25 x 9 y 11
WRITE
55
a ---------- =
5
=
55
-----5
11
THINK
b
1
2
3
WRITE
a
Rewrite the fraction, using ------- =
b
Divide 48 by 3.
Evaluate 16 .
a
Rewrite surds, using ------- =
b
a
--- .
b
a
--- .
b
Simplify the fraction under the radical

by dividing both numerator and
denominator by 11.
Simplify surds.
Multiply the whole numbers in the

numerator together and those in the
denominator together.
Cancel down the common factor of 18.
Simplify each surd.
35
Cancel down any common factors in

this case xy .
48
48
b ---------- = -----3
3
= 16
=4
c
9 88
9 88
------------- = --- -----6 99
6 99
9 8
= --- --6 9
92 2
= ------------------63
18 2
= ------------18
=
36xy
6 xy
d ----------------------- = -------------------------------------------25x 9 y 11
5 x 8 x y 10 y
6 xy
= -----------------------5x 4 y 5 xy
6
= -------------5x 4 y 5
WORKED Example 13
Find the perpendicular height of a triangle, given that its area is 27 15 cm2 and its base
length is 6 3 cm. The answer must be expressed in the simplest surd form and the
appropriate unit specified.
THINK
WRITE
Write the rule for the area of a triangle.
A = 1--2- bh
Substitute the values for A and b into the rule.
27 15 =
Cancel down the 2 and the 6.
27 15 = 3 3 h
1
--2
6 3h
Continued over page
36
THINK
WRITE
27 15
h = ---------------3 3
Transpose the equation to make h the

subject.
Divide numerator and denominator by

(cancel down).
Simplify and write the answer, using the

appropriate unit.
9 5 3
= -----------------------3
h = 9 5 cm
remember
remember
When dividing surds, simplify the surd if possible, then apply the following rule:
a
b = ------- =
b
where a and b are whole numbers, and b 0.
a
1H
a
--b
Division of surds
1 Simplify the following surds, expressing answers in the simplest form. Assume that x
and y are positive real numbers.
12
15
14
8
72
a ---------b ---------c ------d ---------3
2
2
6
WORKED
Example
60
---------10
90
---------6
128
g ------------8
18
---------4 6
2 24
------------3 3
96
m ---------8
2 63
------------5 7
7 44
o ---------------14 11
9 63
q ------------15 7
540
------------20
x4 y3
--------------x2 y5
x 6 y 11
------------------x 12 y 15
16xy
w -----------------8x 7 y 9
65
------------2 13
2040
---------------30
45
------------125
5 72
------------12
336
p ------------14
t
12 99
---------------15 11
72x 4 y 3
x --------------------2xy 2
37
2 Simplify the following. Assume that all pronumerals are positive real numbers.
12x 8 y 12
xy
a --------------- ----------------------x2 y3
x5 y7
6x 2 y 3
3x 7 y 2
b --------------------- -----------------27x 4 y 4
3xy 3
2 2a 2 b 4
10a 9 b 3
---------------------- --------------------5a 3 b 6
3 a7b
3ab 5
6a 7 b 3
d ------------------ -------------2a 5 b
2a 6 b 2
2mn 3
3m 4 n 6
-------------------- -------------------6m 5 n 2
8mn 3
5 3m 3 n
2m 5 n 8
----------------------- -------------------2 6m 3 n 2 6 mn 5
3 multiple choice
75
Expressed in its simplest form, ---------- is:
5
A
70
15
13
5 3
D ---------5
9 6
D ---------7
3 6
E ---------7
x 2 y 4 10
D --------------------xy 20x
x2 y6
E -------------2
17
4 multiple choice
9 18
Expressed in its simplest form, ------------- is:
21 3
9 6
A ---------21
9 2
C ---------7 3
54
B ---------7
5 multiple choice
10x 5 y 8
Expressed in its simplest form, --------------------- is:
20x 3 y 2
xy 3 2
A ---------------2
xy 3 10
B ------------------20
x3 y 2
C ---------------2
6 multiple choice
2x 4 y
6x 7 y 3
Expressed in its simplest form, ---------------- ------------------ is:
9xy
4x 3 y 5
x 12 x
B -------------y 3
y3 y
A -----------x 3
WORKED
Example
13
x 3 3x
C ---------------3y
x7
D ---------y 3
2x 3 3x
E ------------------6y
7 Find the length of the unknown side in each of the following. Answers must be
expressed in the simplest surd form and the appropriate units specified.
a
A = 28 39 m2
w
7 3m
A = 12 30 cm2
A = 21 55 m2
h
3 5 cm
b
6 5m
38
V = 90 21 m3
V = 315 13 cm3
V = 60 75 cm3
h
h
h
3 6m
3 7 cm
Area of base = 24 15 cm2
5 2m
2E
------- , where E is the kinetic
m
energy of the object and m is the mass of the object. Express v as the simplest surd, if:
8 Velocity v of the object can be found using the formula v =

a E = 80 J, m = 2 kg
b E = 250 J, m = 60 kg
c E = 480 J, m = 120 kg
9 A rectangular fish tank has a base 20 3 cm by 30 6 cm and the height h. When

the tank is filled, the volume of water is 84 L. Find:
2
--3
of
a the height of the tank (give the answer as the simplest surd)
b the full capacity of the tank in litres.
(Remember that 1 cubic centimetre holds 1 mL of water.)

The Distributive Law states that a(b + c) = ab + ac.
When multiplication of surds involving brackets is required, the Distributive Law is
applied as in the case with algebraic terms. That is:
a ( b + c) =
ab + ac
If there is a negative number outside the bracket, then every term inside the bracket
will undergo a sign change since it has been multiplied by the negative number.
WORKED Example 14
Expand and simplify the following where possible.
5 ( 6 + 11)
7 ( 18 3)
c 2 3 ( 10 5 3)
THINK
WRITE
5 ( 6 + 11)
Write down the expression.
Apply the Distributive Law:

Multiply the term outside the bracket with the
first term inside the bracket, then multiply the
term outside the bracket with the second term
inside the bracket.
5 6 + 5 11
Simplify.
30 + 11 5
THINK
WRITE
2
3
Simplify 18 .
Apply the Distributive Law to remove
the brackets.
Simplify.
(a) Expand the brackets, using the

Distributive Law.
(b) Be sure to multiply through with the
negative.
Simplify.
39
7 ( 18 3 )
= 7 (3 2 3 )
= 7 3 2 + 7 3
= 3 14 3 7
c 2 3 ( 10 5 3)
= 2 3 10 2 3 5 3
= 2 30 + 10 9
= 2 30 + 10 3
= 2 30 + 30
When expanding two binomial brackets the FOIL method is applied; that is, 4 pairs
of terms must be multiplied in the order First, Outer, Inner and Last.
WORKED Example 15
Expand
5 + 3 6 )( 2 3 2 ) . Write your answer in its simplest form.
THINK
1
WRITE
Write down the problem.
(
2
Apply FOIL.
Multiply the first terms of each bracket.
Multiply the outer terms of each bracket.
Multiply the inner terms of each bracket.
Multiply the last terms of each bracket.
Simplify.
5 + 3 6 ) (2 3 2 )
I
O
52 3+ 5 2+3 62 3
+ 3 6 2
= 2 15 10 + 6 18 3 12
= 2 15 10 + 6 3 2 3 2 3
= 2 15 10 + 18 2 6 3
Recall the perfect square identities:

(a + b)2 = a2 + 2ab + b2
(a b)2 = a2 2ab + b2
40
The perfect square identities can be applied to surds as follows:
a + b) =
( a)2 + 2
a b + ( b)
= a + 2 ab + b
b) =
( a)2 2
a b + ( b)
= a 2 ab + b
WORKED Example 16
2
Expand ( 19 6 ) . Write your answer in its simplest form.

THINK
WRITE
19 6)
Write the expression.
Apply the perfect square identity.
Simplify.
= 19 2 114 + 6
19) 2 19 6 +
( 6) 2
= 25 2 114
2
Note that the expansion of ( 19 6 ) in the previous example could be also done
by writing it as a product of two repeated factors, ( 19 6 )( 19 6 ) , and applying
FOIL. Naturally, the result would be the same, but the solution would take longer.
Recall the difference of two squares (DOTS) identity:
(a b)(a + b) = a2 b2
The DOTS identity can be applied to surds as follows:
a b )( a + b ) = ( a ) ( b )
=a-b
WORKED Example 17
Expand
5 y 3 2 x )( 5 y + 3 2 x ) .
THINK
WRITE
5y 3 2x )( 5y + 3 2x )
Write the expression.
Use DOTS identity for expansion.
Simplify.
= 5y 9 2x
= 5y 18x
5y ) ( 3 2x )
In the above example the binomial factors which were multiplied together are a conjugate pair (that is, one bracket contains a sum and the other a difference of the same
terms). Although the terms are irrational, the answer is not a surd, but an expression
with rational terms.
41
The product of a conjugate pair of surds (irrational numbers) yields a rational

number.
Note that to find the product of a conjugate pair (as in worked example 17), FOIL
could be used as an alternative to the DOTS identity. The latter, however, leads to the
answer much more quickly.
remember
remember
1. When expanding brackets, the Distributive Law is applied:
a ( b + c ) = ab + ac
2. When expanding binomial brackets, FOIL is applied:
( a + b )( c + d ) =
3. Perfect square identities:
(
a + b) =
( a)
ac + ad + bc + bd
2
+ 2 a b + ( b)
= a + 2 ab + b
a b) =
( a)2 2
a b + ( b)
= ( a 2 ab + b )
4. DOTS identity:
a + b )( a b ) = a b
5. The product of a conjugate pair of surds is rational.
1I
14
1 Expand and simplify the following, where possible.

a
3( 7 + 6)
5 ( 18 7 )
5(2 2)
2( 3 + 5)
7 ( 3 72 12 )
6 ( 5 14 4 )
h 5 12 ( 3 5 4 8 )
g 2 2 ( 6 18 + 7 15 )
j
WORKED
Example
15
Math
cad
Example
2 3 ( 4 6 2 3 )
3 8 ( 5 6 + 2 10 )
2 Expand and simplify where possible.

a
c
e
g
i
( 18 5 ) ( 5 + 3 )
( 4 8 + 2 6 )( 8 3 6 )
( 7 8 + 6 3 )( 4 2 5 6 )
(2 7 3 2(5 5 + 7 2)
( 5 x + 2 y )( 3 x + 4 y )
b
d
f
h
j
( 7 + 5 )( 2 5 3 7 )
( 3 6 2 5 )( 4 2 3 20 )
( 11 2 3 )( 2 5 8 )
( 5 18 3 3 )( 2 18 6 )
( 8x 10y )( 2x + 10y )
Surds
HEET
SkillS
WORKED
1.3
42
WORKED
Example
16
3 Expand and simplify where possible.

a
d
g
j
WORKED
Example
17
( 2 + 5)2
( 3 + 5 2)2
(3 6 + 5 2)2
(2 8 5)2
b
e
h
(
(
(
6 + 10 )
8 + 3 3)
5 3)
( 3 + 15 ) 2
(2 2 + 3 5)2
( 7 3)2
4 Expand and simplify the following where possible.

a
c
e
g
i
k
m
o
q
s
u
w
y
( 3 + 7 )( 3 7 )
( 2 5 + 3 )( 2 5 3 )
( 8 + 2 )( 8 2 )
( 13 3 )( 13 + 3 )
( 2 3 5 )( 2 3 + 5 )
( 2 10 + 14 )( 2 10 14 )
( 13 6 )( 13 + 6 )
( 6 3 3 5 )( 6 3 + 3 5 )
( 7 2 3 5 )( 7 2 + 3 5 )
( 6 3 + 2 8 )( 6 3 2 8 )
( x y )( x + y )
( 3 x 4 y )( 3 x + 4 y )
( 7x y 3y x )( 7x y + 3y x )
b
d
f
h
j
l
n
p
r
t
v
x
z
( 19 + 1 )( 19 1 )
( 3 11 + 7 )( 3 11 7 )
( 10 + 12 )( 10 12 )
( 7 12 )( 7 + 12 )
( 3 7 + 12 )( 3 7 12 )
( 18 19 )( 18 + 19 )
( 3 5 + 2 7 )( 3 5 2 7 )
( 5 2 6 )( 5 2 + 6 )
( 11 3 + 2 5 )( 11 3 2 5 )
( 7 2 3 9 )( 7 2 + 3 9 )
( 2x 3y )( 2x + 3y )
( 2x x + 5 y )( 2x x 5 y )
( 9 x 2 y 5 xy 2 )( 9 x 2 y + 5
xy 2 )
5 multiple choice
A 5 33 5
D
30
15 ( 5 3 ) is equal to:
B 5 53 3
75 45
E 2 2
6 multiple choice
When expressed in its simplest form, ( 5 8 + 2 7 )( 6 5 3 3 ) is equal to:
A 30 40 15 24 + 12 35 6 21
B 60 10 15 24 + 12 35 6 21
C 60 10 30 6 + 12 35 6 21
D 30 40 30 6 + 12 35 6 21
E 60 10 30 6 + 12 21
7 multiple choice
2
When expressed in its simplest form, ( 7 5 2 3 ) is equal to:

A 49 25 4 9
B 245
D 269
E 257 28 15
C 257 + 28 15
43
8 multiple choice
When expressed in its simplest form, ( 15 x 2 y + 4 xy )( 15 x 2 y 4 xy ) is equal to:
A 225x 2 y 120 xy + 16xy
B 15x 2 y 4xy
C 225 x 4 y 2 16 x 2 y 2
D 225x 2 y 16xy
E 225x 2 y 120xy x + 16xy .

9 Given that x = 3 5 2 3, find:
a x2
b x 2 + 3x + 2
If the denominator of a fraction is a surd, it can be changed into a rational number.
In other words, it can be rationalised.
As we 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 number is equivalent to multiplying by 1.
WORKED Example 18
Express the following in their simplest form with a rational denominator.
2 12
b ------------3 54
6
a ---------13
17 3 14
c ----------------------------7
THINK
WRITE
6
a ---------13
Write down the fraction.
Multiply both the numerator and denominator by

the surd contained in the denominator (in this case
13 ). This has the same effect as multiplying the
13
fraction by 1, since ---------- = 1 .
13
6
13
= ---------- ---------13
13
78
= ---------13
Continued over page
44
THINK
WRITE
2 12
b ------------3 54
Simplify the surds. (This avoids dealing with large

numbers.)
2 12 2 4 3
------------- = ------------------3 54 3 9 6
22 3
= ------------------33 6
4 3
= ---------9 6
Multiply both the numerator and denominator by
6.
(This has the same effect as multiplying the fraction by

6
1 since ------- = 1.)
6
Note: We need to multiply only by the surd part of the
denominator (that is, by 6 , rather than by 9 6 ).
18 .
Simplify
Divide numerator and denominator by 6

(cancel down).
Multiply both the numerator and denominator by 7 .

Use brackets so you realise the whole numerator must
be multiplied by 7 .
Apply the Distributive Law in the numerator.

a(b + c) = ab + ac
4 3
6
= ---------- ------9 6
6
4 18
= ------------96
4 92
= ------------------96
43 2
= ------------------54
12 2
= ------------54
2 2
= ---------9
17 3 14
c ----------------------------7
( 17 3 14 ) 7
= ------------------------------------ ------7
7
17 7 3 14 7
= ---------------------------------------------------------7 7
119 3 98
= -------------------------------49
THINK
4
45
WRITE
Simplify
119 3 49 2
= -----------------------------------------7
119 3 7 2
= --------------------------------------7
119 21 2
= -------------------------------7
98 .
remember
remember
To rationalise the surd denominator, multiply the numerator and denominator by
the surd contained in the denominator. This has the effect of multiplying the
fraction by 1 and thus the numerical value of the fraction remains unchanged,
while the denominator becomes rational:
ab
a
a
b
------- = ------- ------- = ---------b
b
b
b
1J
WORKED
E xample
18a, b
WORKED
Example
18c
1 Express the following in their simplest form with a rational denominator.

5
a ------2
7
b ------3
4
---------11
8
d ------6
3 7
---------5
8 3
m ---------7 7
15
---------6
2 3
g ---------5
5 14
------------7 8
16 3
------------6 5
12
---------7
5 2
---------2 3
4 3
---------3 5
8 60
------------28
2 35
o ------------3 14
2 Express the following in their simplest form with a rational denominator.

6 + 12
a ----------------------3
15 22
b -------------------------6
6 2 15
-------------------------10
3 5+6 7
--------------------------8
4 2+3 8
--------------------------2 3
3 11 4 5
g -----------------------------18
7 12 5 6
-----------------------------6 3
6 2 5
----------------------4 8
6 35 5
--------------------------7 20
2 18 + 3 2
d -----------------------------5
h
2 72 5
--------------------------12
46
3 multiple choice
12
When expressed in its simplest form, ------- is equal to:
3
4 3
A ---------3
B 4 3
C 48
12 3
D ------------3
E 6 3
4 multiple choice
8 5
When expressed in its simplest form, ------------- is equal to:
9 12
40
A --------108
16 15
B ---------------108
4 5
C ---------9
320
E --------972
4 15
D ------------27
5 multiple choice
7 56 7
When expressed in its simplest form, --------------------------- is equal to:
12
6
7 15 6 21
A ------B 7 15 21
C --------------------------------6
6
7 60 6 84
D --------------------------------12
E none of these
6 multiple choice
5 53 3
When expressed in its simplest form, --------------------------- is equal to:
8 8
5 10 3 6
A -----------------------------32
B 10 10 6 6
40 40 24 24
D --------------------------------------64
10 10 6 6
E --------------------------------8
80 10 48 6
C -----------------------------------64
7 Solve for x, giving the answers as the simplest surds with rational denominators:
a x2 =
3
--7
b 3x2 = 5
6x2 4 = 12
Rationalising denominators using

conjugate surds
As shown earlier in the chapter, 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 which contains a sum or a difference of surds, we
multiply both numerator and denominator by the conjugate of the denominator.
47
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 DOTS identity:
a b )( a + b ) = ( a ) ( b )
=ab
WORKED Example 19
Rationalise the denominator and simplify the following.

1
6+3 2
a ---------------b -----------------------4 3
3+ 3
THINK
WRITE
1
a ---------------a 1 Write down the fraction.
4 3
2
Multiply the numerator and

denominator by the conjugate of the
denominator.
(4 + 3)
1
= --------------------- --------------------(4 3) (4 + 3)
4 + 3
(Note that ---------------- = 1 .)
4 + 3
3
Apply the Distributive Law in the

numerator and the DOTS identity
in the denominator.
Simplify.
4+ 3
= -----------------------------2
( 4 )2 ( 3 )
4+ 3
= ---------------16 3
4+ 3
= ---------------13

denominator by the conjugate of
the denominator.
6+3 2
b -----------------------3+ 3
( 6 + 3 2) (3 3)
= ----------------------------- --------------------(3 + 3)
(3 3)
3 3
(Note that ---------------- = 1 .)
3 3
Continued over page
48
THINK
WRITE
Apply FOIL in the numerator

and DOTS in the denominator.
63+ 6 3+3 23+3 2 3

= ----------------------------------------------------------------------------------------------------------2
( 3 )2 ( 3 )
Simplify.
3 6 18 + 9 2 3 6
= -----------------------------------------------------------93
18 + 9 2
= ------------------------------6
92+9 2
= ------------------------------------6
3 2+9 2
= ------------------------------6
6 2
= ---------6
= 2
You might wish to use a calculator to check if the final answer is correct. To do that,
evaluate the original fraction and the final one (the one with the rational denominator)
and check whether they both equal the same number.
WORKED Example 20
1
1
Rationalise the denominators and simplify the following. ----------------------- + --------------------------2 6 3 3 6+2 3
THINK
WRITE
1 We will rationalise the denominator of
1
----------------------each term and then add them.
2 6 3
Write down the first fraction.
2
Multiply the numerator and denominator by

the conjugate of the denominator.

numerator and DOTS in the denominator.
(Note that when squaring 2 6 , we need to
square both the 2 and the 6 .)
Simplify the denominator.
Write down the second fraction.
(2 6 + 3)
1
= ---------------------------- ----------------------------(2 6 3) (2 6 + 3)
2 6+ 3
= ---------------------------( 2 )2 6 3
2 6+ 3
= -----------------------21
1
--------------------------3 6+2 3
THINK
49
WRITE
Multiply the numerator and denominator

by the conjugate of the denominator.
(3 6 2 3)
1
= -------------------------------- ------------------------------(3 6 + 2 3) (3 6 2 3)

numerator and DOTS in the denominator.
3 62 3
= ----------------------------------32 6 22 3
Simplify the denominator.
3 62 3
= --------------------------42
Add the two fractions together.

Bring them to the lowest common
denominator first.
2 6+ 3 3 62 3
------------------------ + --------------------------21
42
2 6+ 3
2
3 62 3
= ------------------------ --- + --------------------------
21
2
42
4 6+2 3 3 62 3
= --------------------------- + --------------------------42
42
10
Add the numerators.
7 6
= ---------42
11
Simplify where appropriate.
6
= ------6
The following worked example demonstrates the rationalisation of the denominator

when it is a trinomial (has three terms).
WORKED Example 21
1
Simplify: ---------------------------------(2 + 2) 3
THINK
1
Use a set of brackets to group the

trinomial into a binomial.

denominator by the conjugate of the
denominator; that is, (2 + 2 ) + 3 .
Use brackets around both factors so that
you will recognise that all terms need to
be multiplied.
WRITE
1
---------------------------------(2 + 2) 3
[(2 + 2) + 3]
1
= ---------------------------------- --------------------------------------(2 + 2) 3
(2 + 2) + 3
Continued over page
50
THINK
WRITE
Use FOIL to expand the denominator.
(2 + 2) + 3
= ----------------------------------2
(2 + 2) 3
Expand the squared terms of the

denominator.
(2 + 2) + 3
= -------------------------------------4+4 2+23
Group and simplify the denominator.
2+ 2+ 3
= -----------------------------3+4 2
Rationalise the denominator as shown

previously. Use brackets as in step 2.
(2 + 2 + 3) (3 4 2)
= ----------------------------------- -----------------------(3 + 4 2)
(3 4 2)
Expand the numerator, making sure that

every term in the first set of brackets is
multiplied by every term in the second
set.
Group like terms and simplify.
6+3 2+3 34 2 28 24 6
= ---------------------------------------------------------------------------------------------9 16 2
68+3 28 2+3 34 6
= ------------------------------------------------------------------------------9 32
2 5 2 + 3 3 4 6
= -------------------------------------------------------23
Multiply numerator and denominator

by 1 to eliminate the negative
denominator.
2+5 23 3+4 6
= ----------------------------------------------------23
remember
remember
1. To rationalise the denominator containing a sum or a difference of surds,
multiply both the numerator and denominator of the fraction by the conjugate
of the denominator. This eliminates the middle terms and leaves a rational
number.
2. To simplify the denominator quickly, use the DOTS identity:
a b )( a + b ) =
( a)2 ( b)2
= ab
1
3. To rationalise the denominator of the fraction -------------------- , multiply it by
a+ b
a b
-------------------- .
a b
1
4. To rationalise the denominator of the fraction -------------------- , multiply it by
a b
a+ b
-------------------- .
a+ b
using conjugate surds
1K
WORKED
Example
19
WORKED
Example
20
WORKED
Example
21
51
1 Rationalise the denominator and simplify.

1
1
a ---------------b ---------------c
5+2
3 6
1
-------------------8 5
4
----------------------------2 11 13
7
-----------------------------2 12 + 2 5
5 3
g --------------------------3 5+4 2
25
-------------------------5 7 20
83
---------------8+3
5 3
m --------------------------------4 10 + 3 18
2 83 2
-----------------------------3 24 2 6
3 6 + 2 12
o -----------------------------4 18 + 3 8
4 5 + 10
q -----------------------------6 15 + 20
4 15 2 3
-----------------------------2 30 5 2
4 12 3 8
-----------------------------3 65 2
3 8+6 3
--------------------------7 2 3
3 11 2 7
w --------------------------------3 14 + 4 11
3 75 2
--------------------------35 + 2 2
3 6 15
-------------------------6+2 3
12 7
----------------------12 + 7
2 7+5 3
--------------------------5 73 3
1
d ----------------------2 6 7
h
9 3
----------------------------2 33 12
11 + 7
-------------------------22 14
5 2+3 3
p -----------------------------2 6 3 12
t
2 11 3 3
-----------------------------2 11 + 3 3
4 15 + 2 5
x -----------------------------3 5 15
2 Rationalise the denominator and simplify.

1
1
1
1
b --------------------------- -----------------------a ---------------- + ------------------82 2 82
2 7+2 3 3 7+ 3
c
3 7
4 8
----------------------- -----------------------3 5 3
5+3 3
2 3
4 6+ 3
d ----------------------- --------------------------62 3 2 6+3 3
3 5
72 2
-------------------- ----------------------7+ 2
5+ 2
2 2+ 3
2 2+ 3
------------------------ -----------------------------2 2 3 12 2 + 6 3
7+ 8
2 82 7
g --------------------------- + --------------------------3 73 8 3 8+3 7
3 7+2
5 72
-------------------------- + --------------------------2 7 11
7 + 2 11
13 + 5
11 + 2
----------------------- ------------------13 5
11 2
5+ 6
2 62 5
--------------------------- --------------------------4 54 6 3 63 5
2+ 3 5
-----------------------------------3+2 3+2 5
5 3 2
---------------------------------5+ 3+ 2
52
73 5
3 Given that x = ------------------------ find each of the following, giving the answer in surd form
7+3 5
with a rational denominator:
1
1
b x --a x + --x
x
4 Given that x = 5 2 3 find
with a rational denominator:
1
b
a x + --x
1
d x 2 ----e
x2
x 2 + 3x
g ----------------h
x2
each of the following, giving the answer in surd form

1
x --x
1
x 2 + ----x2
x 2 + 6x + 3
x 2 12x + 8
x 2 3x
----------------x+2
5 Is x = 5 + 3 2 a solution for the equation x 2 10x + 7 = 0 ? Show all working.

6 Solve for x giving answers in surd form with rational denominators.
a
11x + 7 = 8 + 5x
b 3 5x 10 = 2 7x + 4
7 multiple choice
1
When simplified with a rational denominator, ------------------- is equal to:
3 8+2
6 22
A ------------------68
3 82
B ------------------68
3 8+2
C ------------------------68 + 12 8
3 21
D ------------------34
3 8+2
E ------------------------68 + 24 2
8 multiple choice
3+7 2
When simplified with a rational denominator, --------------------------- is equal to:
3 3+2 2
37 + 23 6
A ------------------------35
B 1+ 6
27 + 23 6
C ------------------------19
D 1 6
19 + 19 6
E -----------------------------36
9 multiple choice
2 8 5
When simplified with a rational denominator, --------------------------- is equal to:
3 82 5
38 + 40
A ---------------------52
58 + 7 40
B ------------------------52
19 + 10
C ---------------------26
58 + 7 40
D ------------------------52
58 + 14 10
E ---------------------------52
10 multiple choice
If x =
7 +
1
11 , then x + --- when simplified with a rational denominator is equal to:
x
3 7 + 5 11
5 7 + 3 11
5 7 + 3 11
3 7 + 5 11
3 7 + 3 11
A ------------------------------ B ------------------------------ C ------------------------------ D ------------------------------ E -----------------------------4
4
4
4
4
53
Further properties of real numbers

modulus
The modulus or absolute value of a number is the magnitude of that number. It represents the distance of the number from the origin (that is, 0 on a number line). The
modulus of x is denoted by |x| and is always positive.
Note: Do not confuse the modulus of a number with modular arithmetic (see page 16).
For example,
|2| = 2
|2| = 2
|0| = 0
WORKED Example 22
Evaluate the following.

a
50
b 6 3
c 6a 2 b 2a 3 b
THINK
a 1 Write down the expression.
2 The modulus sign indicates that we want only a
magnitude of a number and not the sign of it. So the
negative in front of the number should be omitted.
b 1 Write down the expression.
Evaluate each modulus separately and then simplify.
Evaluate each modulus separately, then simplify.
Evaluate each modulus separately, then simplify.
4cd 6cd
d --------------------------------------- 12
WRITE
a 50
= 50
b 6 3
= 6 3
= 18
c 6a 2 b 2a 3 b
= 6a 2 b 2a 3 b
= 12a 5 b 2
4cd 6cd
d --------------------------------------- 12
4cd 6cd
= --------------------------- 12
24c 2 d 2
= ------------------- 12
= 2c 2 d 2
remember
remember
1. The modulus (or absolute value) of a number is the magnitude of that number.
It tells us how far the number is from zero, and is always positive.
2. The modulus of x is denoted by |x|.
54
1L
WORKED
Example
22
Further properties of real

numbers modulus
1 Evaluate the following:

a
19
15
e
h
g 3 4
j
m
p
s
v
y
2 + 8
21 37
12 6
24 3
2a 6b 4 b
1
--4
8
1
--2
0.75
2a
3.21
7 3
o
r
u
x
a 2 b 2
5 3
7 14
9 10 3
D 1
E 5
2
k --3
n 28
q 3 9
t 18 3
w 6 3 20
z 4cd 3cd 2 cd
2 multiple choice
When simplified, 2 3 becomes:
B 6
C 6
A 6
3 multiple choice
When simplified, ab 2 a 3 b a 2 b 4 becomes:
a
a
a4b3
a2
C ----D ----B ----------A ----b2
b2
b
a2b4
a2
E ----b
4 multiple choice
When simplified, 8 2 + 5 3 becomes:
A 8
B 14
C 18
D 14
E 8
D 9--2-
E 9--8-
5 multiple choice
When simplified, 6 2 2 5 8 becomes:
----------A 15
B 9--2C 15
8
8
6 a Fill in the table below for the function y = 2x 4.
y
|y|
b Use the table to plot (on the same set of axes) the graph of y = 2x 4 and
y = 2x 4 .
c State the range of each of the two functions.
d Compare the ranges of the two functions and their graphs. Explain the difference.
55
Solving equations using absolute values

If | x | = 3 then, by definition of absolute values, there are 2 values of x that satisfy this
equation that states that x is three units from 0.
That is, x = 3 or x = 3
3 units
3 units
Therefore, two separate cases need to be considered when solving equations

involving absolute values.
WORKED Example 23
a | 4x | = 16
Solve:
b | 4 - 3x | = 3.
THINK
WRITE
Write the equation.

Remove the absolute brackets and
write the positive (+ve) and negative
(ve) cases to be considered.
Work the two cases side by side.
x can equal either 4 or 4, written
4.
a | 4x | = 16
Case 1:
4x = 16
Write the equation.

Remove the brackets and write the
+ve and ve cases.
Solve for x in both cases.
b | 4 3x | = 3
Case 1:
4 3x = 3
4 3 = 3x
1 = 3x
x = 1--3-
Verify your solution by substituting

into the original expression. Start
with the left-hand side and ensure
that it equals the right-hand side.
|4 3
= |4 1|
=3
1
2
3
4
1
2
3
Case 2:
4x = 16
x=4
x = 4
or
or
x = 4
Case 2:
4 3x = 3
4 + 3 = 3x
7 = 3x
x = 2 1--3-
| 4 3 7--3- |
= |4 7|
= |3|
=3
Solutions are correct for both cases.
1
--3
WORKED Example 24
Solve | x - 3 | = 3x + 8.
THINK
1
Write the equation.
WRITE
| x 3 | = 3x + 8
Continued over page
56
THINK
WRITE
Remove the brackets and write the +ve

and ve cases. Use brackets for the
RHS of the ve case.
Case 1:
x 3 = 3x + 8
Solve for x.
3 8 = 3x x
11 = 2x
x = 5 1--2-
Verify your solution for both cases by

substituting into the original equation.
As the RHS should always be +ve, this
solution x = 5 1--2- is not suitable and
should be ignored.
Notice how important this verification
step is. We have followed all the correct
steps but logically arrived at an answer
that is not possible.
Verify all results for these questions.
Using x = 5 1--2-
or
Case 2:
x 3 = (3x + 8)
x 3 = 3x 8
x + 3x = 8 + 3
4x = 5
x = 1 1--4-
| 5 1--2- 3 | = | 8 1--2- | = 8 1--2-
(LHS)
11
33
3 --------- + 8 = --------- + 8 (RHS)
2
2
= 16 1--2- + 8
= 8 1--2(Not the correct solution since LHS RHS)
Using x = 1 1--4| 1 1--4- 3 | = | 4 1--4- | = 4 1--4-
(LHS)
5
15
3 ------ + 8 = --------- + 8 (RHS)
4
4
= 3 3--4- + 8
= 4 1--4(Correct solution since LHS = RHS)
The solution is x = 1 1--4- .
WORKED Example 25
Solve | x 1 | = | 2x + 3 |.
THINK
WRITE
Write the equation.
| x 1 | = | 2x + 3 |
Remove all absolute brackets and write

the +ve and ve cases.
Reassure yourself that there are only
two possible cases.
(x 1) = (2x + 3) is the same as
(x 1) = (2x + 3) and
(x 1) = (2x + 3) is the same as
(x 1) = (2x + 3)
Case 1:
x 1 = 2x + 3
or
Case 2:
x 1 = (2x + 3)
THINK
57
WRITE
Solve for x for both cases.
Verify the solutions with

respect to the original
equation.
1 3 = 2x x
4 = x
x = 4
x 1 = 2x 3
x + 2x = 3 + 1
3x = 2
2
x = --3
Using x = 4
| 4 1 | = | 5 | (LHS)
| 2(4) + 3 | = | 8 + 3 | (RHS)
= | 5 |
(Correct solution since LHS = RHS)
2
Using x = --3
2
--- 1 = | 1 2--3- |
3
2
2 --- + 3 = | 1 1--3- + 3 |
3
= | 1 2--3- |
(Correct solution since LHS = RHS)

2
Therefore x = 4 and x = --- are both suitable solutions.
3
remember
remember
To solve equations with absolute values:
1. remove the absolute value symbols and state the equation as positive and
negative cases
2. verify your solutions by substituting your answer into the original equation.
1 Solve for x.
a | 2x | = 10
23
WORKED
E xample
d | 3x + 2 | = 4
b |x + 1| = 5
e | 1 + 2x | = 0
| 2x 1 | = 2
x
--- = 3
3
2 Solve for x.
a | x + 1 | = 2x 1
24
c | 2x + 3 | = x 5
b | 3x + 5 | = x 3
d | x 2 | = 2x 7
3 Solve the following for x.

a | 2x 5 | = | x + 1 |
25
c | 3x 1 | = | 2x + 2 |
b | 3x 6 | = | 2x + 4 |
d | x 5 | = | 3x 8 |
WORKED
Example
WORKED
Example
HEET
SkillS
1M
Solving equations using

absolute values
1.4
58
Solving inequations
You have graphed inequations on a number line in your junior mathematics studies.
These examples require more care and you will notice that the verification step is
essential to test the values you obtain.
WORKED Example 26
Solve and graph (x - 1)(x + 2) > 0.
THINK
1
2
WRITE/DRAW
Write the inequation.
(x 1)(x + 2) > 0
If a b > 0 then either a and b

are both positive (+ve) or a
and b are both negative (ve).
This gives rise to 2 cases.
Rewrite the terms of the
inequation.
Note: > 0 means +ve, and
Note: < 0 means ve
Solve each inequation.
Case 1:
If a and b > 0
(x 1) > 0 and
(x + 2) > 0
x>1
x > 2
Graph both these inequations

and decide which part of the
graph satisfies both
inequations.
Note that the region graphed in
the last graph (x > 1) satisfies
both parts of case 1.
Repeat steps 2 and 3 for case
2.
Graph both these inequations
and decide which part of the
graph satisfies both
inequations.
Note that the region graphed in
the last graph (x < 2) satisfies
both parts of case 2.
Either case 1 is true or case 2
is true at the one time but not
both, as they are contradictory.
Combine both cases on one
number line so that either x > 1
(from case 1) or x < 2 (from
case 2).
3 2 1
3 2 1
Case 2:
If a and b < 0
(x 1) < 0 and
x<1
(x + 2) < 0
x < 2
3 2 1
3 2 1
Either x > 1 or x < 2
Graphed Not graphed
Graphed
59
THINK
Use a tabular form to verify
this solution.
Note how the number line is
divided into 3 regions.
When completing this table
choose a number that falls in
each region and work out the
sign only of each expression.
Because the original product
was greater than 0 (or positive)
the table has verified the results
on the graph. We do not want to
include those values between 2
and 1.
WRITE
x < 2
2 < x < 1
(let x = 3) (let x = 0)
x1
x+2
(x 1)(x + 2)
+
graphed
OK
x>1
(let x = 2)
not
graphed
OK
+
+
+
graphed
OK
The solution is either x > 1 or x < 2.
WORKED Example 27
Solve and graph:
3
a --- < 6 where x 0
x
THINK
a
1
2

x can be either +ve or ve. When x is
ve and multiplied across the
inequality sign, the sign must be
reversed.
x2
------------ < 0 where x 1.
x+1
WRITE/DRAW
3
a --- < 6
x
Case 1:
Case 2:
3
If x > 0, --- < 6
x
3 < 6x
1
--2
or x >
3
Draw separate graphs for both these

inequalities, but remember that in
case 2, x < 0 so the only part that
should be graphed is where x < 0.
Combine these graphs on the one
number line and state your answer.
Remember that an initial condition
of the problem was that x 0 so that
has been satisfied also.
1
2
1
--2
<x
1
--2
3
If x < 0, --- < 6
x
3 > 6x
or x <
2
x < 0 and x >
>x
1
2
1
--2
1
--2
Continued over page
60
THINK
b
1
2
WRITE/DRAW
x2
b ------------ < 0
x
+1
a
Remember that < 0 means ve. If --- < 0 Case 1:
b
If x 2 < 0
then either a < 0 or b < 0, but not both at
x<2
the one time.
Graph both these inequalities.
0
4
Since both results from case 1 occur

at the one time combine the two
different graphs that satisfy both parts.
Repeat steps 2 to 4 for case 2.
2
1
Case 2:
If x 2 > 0
x>2
Since both results of case 2 occur at

the one time think about how to
combine the two different graphs
that satisfy both results.
Note that x cant be greater than 2
and less than 1 at the same time.
Therefore this solution is impossible.
Reject this solution.
Graph and state the final solution
(that was obtained in step 4 above).
x+1>0
x > 1
and
x+1<0
x < 1
and
2
3
Case 1
1
Case 2
The solution is 1 < x < 2.
WORKED Example 28
Solve and graph | 2x 3 | < 2.

THINK
1
2
Write the inequality.

The absolute value of the inequality is
less than 2 (that is, within 2 places
of 0). So removal of the brackets means
the inequality sign will be reversed in
the negative case. Note that 2x 3 > 2.
Solve for x.
WRITE/DRAW
| 2x 3 | < 2
Case 1:
2x 3 < 2
or
Case 2:
2x 3 > 2
2x < 5
or
2x > 1
x<
or
x>
1
--2
1
2
5
--2
x < 2 1--24
Graph both solutions on separate

number lines.
2 2 2 3
Case 1
1
Case 2
THINK
5
Graph this combined solution and state

the solution.
WRITE/DRAW
2
The solution is
6
Verify the 3 regions of this solution.
1
2
1
--2
2 2 2 3
< x < 2 1--2- .
For x < 1--2- (let x = 0)

| 2 0 3 | < 2 (Not valid and not graphed)
For 1--2- < x < 2 1--2- (let x = 2)
|2 2 3| < 2
| 1 | < 2 (Valid and graphed)
For x > 2 1--2- (let x = 3)
|2 3 3| < 2
| 2 | < 2 (Not valid and not graphed)
WORKED Example 29
1
Solve and graph ----------------- < 2.
x3
THINK
1
Write the inequality.
As with worked example 28, state the

two cases that are possible.
Solve for case 1.
Draw the graph for this solution.

Repeat step 2 for case 2.
Reverse the inequality sign when you
multiply by a negative.
Reverse the inequality sign when you
divide by a negative.
Remember to always check with the
initial condition.
61
WRITE/DRAW
1
----------------- < 2
x3
Case 1:
Case 2:
1
1
-------------- < 2
-------------- > 2
or
x3
x3
For case 1
if x 3 > 0 (x > 3)
1 < 2(x 3)
1 < 2x 6
7 < 2x
7
--- < x
2
x > 3 1--2Since x > 3 (initial condition) x > 3 1--2satisfies this condition.
0
3 3 2 4
Case 2
1
-------------- > 2
x3
If x 3 < 0 (x < 3)
1 < 2(x 3)
1 < 2x + 6
5 < 2x
Continued over page
62
THINK
Draw the graph for this solution.
WRITE/DRAW
2 1--2- > x
x < 3 from the initial condition; therefore
x < 2 1--2- satisfies this condition.
0
Draw the combined graph for these two

solutions and state the answer.
2 2 2 3
1
0
4
1
2 2 2 3 3 2 4
The solution is x < 2 1--2- and x > 3 1--2- .

5
Verify the results for the three regions

on the graph.
For x < 2 1--2- (let x = 0)

1
----------------- < 2
03
1
------------ < 2 ( Valid and graphed)
3
For 2 1--2- < x < 3 1--2(let x = 3 1--4- ; remember x 3)
1
-------------------- < 2
1
3 --4- 3
1
------- < 2
1
--4
| 4 | < 2 (Not valid and not graphed)

For x > 3 1--2- (let x = 4)
1
----------------- < 2
43
1
-------- < 2 (Valid and graphed)
1
All solutions have been verified. Even
though this verification is a fairly
lengthy step it gives you confidence
that your solutions are more than likely
going to be correct.
WORKED Example 30
x2
Solve and graph ------------ < 2 where x 3.
x+3
THINK
1
Write the inequality
WRITE/DRAW
x2
------------ < 2
x+3
THINK
WRITE/DRAW
Remember x has the same value in the

numerator and denominator at any one
time. Separate the solution into the +ve
and ve cases when the absolute
brackets are removed.
Case 1:
x2
------------ < 2
x+3
If the denominator is ve, then the sign

must be reverse when it is multiplied
across. Therefore, we will have to make
2 sub-cases for each of case 1 and
case 2.
Graph this first solution.
Case 1 (+ve): If x + 3 > 0 (that is, x > 3)

x 2 < 2(x + 3)
x 2 < 2x + 6
8 < x
x > 8
Case 2:
x2
------------ > 2
x+3
But the initial condition is that x > 3, therefore

x > 3 is a valid solution.
4
Reverse the sign due to the ve

denominator.
Graph this solution.
63
Case 1 (ve): If x + 3 < 0 (that is, x < 3)

x2
------------ < 2
x+3
x 2 > 2(x + 3)
x 2 > 2x + 6
8 > x
x < 8
But the initial condition is that x < 3, therefore
x < 8 is a valid solution.
9
Determine case 2 as for case 1 then

graph this solution.
x2
------------ > 2
x+3
Case 2 (+ve): If x + 3 > 0 (that is, x > 3)
x 2 > 2(x + 3)
x 2 > 2x 6
3x > 6 + 2
4
x > -----3
But x > 3 from initial condition so x > 1 1--3- .
2
Continued over page
64
THINK
WRITE/DRAW
Determine case 2 for the negative

denominator.
Remember to reverse the sign when
you multiply by the ve denominator.
Graph this solution.
Case 2 (ve): If x + 3 < 0 (that is, x < 3)

x2
------------ > 2
x+3
x 2 < 2(x + 3)
x 2 < 2x 6
3x < 6 + 2
4
x < --3
But x < 3 from the initial condition, so
x < 3.
5
Since the denominator must be either

positive or negative at any one time it is
case 1 (+ve) and case 2 (+ve) that we
need to combine as well as case 1 (ve)
and case 2 (ve) to produce the final
graph.
Combining case 1 (+ve) and case 2 (+ve) gives:

4
Combining case 1 (ve) and case 2 (ve) gives:

10
Combine the two solutions.

10 9 8 7 6 5 4 3 2 1
The solution is x < 8 and x >

7
Verify the solutions by testing within

the 3 regions, using the original
inequality.
1 1--3-
For x < 8 (let x = 9)

92
---------------- < 2
9+3
11
--------- < 2 (Valid and graphed)
6
For 8 < x < 1 1--3- (let x = 2)
22
---------------- < 2
2+3
4
------ < 2 (Not valid and not graphed)
1
For x > 1 1--3- (let x = 0)
02
------------ < 2
0+3
2
------ < 2 (Valid and graphed)
3
This type of problem demonstrates higher level reasoning for this study of numbers. All
possibilities need to be carefully considered and examined in a thoughtful, methodical
manner.
65
remember
remember
1. When solving inequations reverse the inequality sign when you multiply or
divide by a negative expression.
2. In any equation if the product of a and b (that is a b) is positive then a and b
are either both positive or both negative.
3. If a product a b is negative then either a or b is negative.
4. If x a is positive then x a > 0 and x > a.
5. If x a is negative, then x a < 0 and x < a.
1N
Example
26
1 Solve and graph the following inequations.

a (x 1)(x 2) < 0
c
WORKED
Example
27
Example
28
4
a --- < 2 (where x 0))
x
3
----------- < 2 (where x 3)
x3
1
b ----------- < 3 (where x 1)
x1
x1
d ----------- < 3 (where x 2)
x2
3 Solve and graph the following.

a |x| < 4
c
b |x + 4| < 1
x1
d ----------------- < 2
5
| 2x 5 | < 1
WORKED
4 Solve and graph the following.
29, 30
1
a ----------------- < 3 (where x 1)
x+1
Example
d 3x2 10x + 4 < 2x2 5x 2
2 Solve and graph the following inequations.
c
WORKED
(2x 3)(x 2) < 0
b (x 2)(x + 2) > 0
c
e
1
----------------- <
x6
1
--3
(where x 6)
x+1
------------ > 2 (where x 3)
x3
1
b -------------------- < 2 (where x 1 1--2- )
2x 3
d
f
x1
------------ < 2 (where x 1)
x+1
x
----------- > 4 (where x 4)
x4
ET
SHE
Work
WORKED
Solving inequations
1.3
66
Approximations for p
Research the following historical approximations for and present your findings in
concise form.
1 3000 BC Egypt: The pyramids are built. The sides and heights of the pyramids
of Cheops and Sneferu at Gizeh are constructed in the ratio of 11:7. Hence the
------ .
ratio of one perimeter to 2 heights is 22:7. The value of is approximately 22
7
2 2000 BC Egypt: The Rhind Papyrus, the oldest mathematical text in existence,
gives the following rule for constructing a square having the same area as a
given circle:
Cut one-ninth off the circles diameter and construct a square on the
2
------ ) .
remainder. Using this method, is found to equal ( 16
9
3 240 BC Greece: Archimedes, engineer, architect, physicist and mathematician,
1
------ < < 3 --- .
constructs polygons of 96 sides to show that 3 10
71
7
4 20 BC Italy: Vituvius, architect and engineer, measures distances using a
wheel and determines that is equal to 3 1--8- .
5 AD 125 Greece: Ptolemy writes his famous work on astronomy, Syntaxis
8
30
- + -------- .
Mathematica. He finds that is equal to 3 + ----2
60
60
6 AD 480 China: Tsu Chung-chih, expert in mechanics and interested in

--------- .
machinery, gives the value of as 355
113
7 AD 1150 India: Bhaskara writes on astronomy and mathematics and gives
------------ .
several values of , the most accurate is 3927
1250
8 AD 1579 France: Vieta finds correct to nine decimal places by considering
polygons of 6.516 = 393 216 sides. He also discovers that
2
2+ 2
2+ 2+ 2
2
--- = ------- -------------------- ---------------------------------
2
2
2
In this and the next two series, examine how the approximation improves as the
number of terms is increased.
9 AD 1650 England: John Walis uses a complicated and difficult method to
4 3 3 5 5 7 7 9 9
obtain from --- = -------------------------------------------------------------------------
2 4 4 6 6 8 8
10 AD 1699 England: Sharp calculates to 72 decimal places by evaluating the
1
series --- = -------
6
3
1 3
----- 3
---------------
1 5
----- 3
---------------
1 7
----- 3
---------------
11 AD 1913 India: The mathematician Ramanujan presents the following as an

approximation for : =
19
9 + -------22
67
Real numbers application and

modelling
1 Solve the following inequality and graph the solution on a number line
2x + 1
---------------- < 1.
x 2
2 Determine
a b
---------------- .
a+ b
2x 5
3 Solve the inequation --------------- > 0.
2x + 7
4 By noting the expansion of ( a +
b )2 and the fact that
12 + 2 35 = 7 + 5 + 2 7 5 , determine
12 + 2 35 .
Hence, determine 17 + 6 8 .
5 If the integer points, n, and the points midway between them, n + 1--2- , are
mapped on a number line, how far away from the nearest of these points can
any point on the number line be?
Find an integer m such that | 2 1--2- m | < 1--4- and an integer k such that
| 5 1--2- k | < 1--4- .
Explain the significance of these results with respect to the topic of
approximation of irrationals to rationals. (Your response should not rely on
calculator computations.)
6 The most common way students learn to find the greatest common divisor of
two integers is to factorise both numbers into their prime factors and take the
common prime factors. For example, to find the greatest common divisor of
45 024 and 5712 we can write:
45 024 = 25 3 7 67
5712 = 24 3 7 17
So the greatest common divisor is 24 3 7 = 336.
However, finding the prime factors is not always that straight forward and
Euclid developed an algorithm that produces the greatest common divisor. To
apply it we divide the smaller integer into the larger integer.
Consider the integers 45 024 and 5712 again. When 45 024 is divided by
5712 the result is 7 with a reminder of 5040. Thus
45 024 = 7 5712 + 5040
Now divide the remainder (5040) into the divisor (5712)
5712 = 1 5040 + 672
and the new remainder into the previous remainder, and so on:
5040 = 7 672 + 336
672 = 2 336 + 0
The last non-zero remainder is the greatest common divisor, because it divides
both 45 024 and 5712 and every divisor of both 45 024 and 5712 must also
divide it.
68
We can rewrite the above equations as

45 024
1
5712
1
---------------- = 7 + --------------- ------------ = 1 + --------------5712
5712
5040
5040
----------------------5040
672
5040
1
672
------------ = 7 + --------------- --------- = 2
672
672
336
--------336
45 024
1
which can be combined as a continued fraction as ---------------- = --------------------- and can also
5712
1
1 -----------1
7 + --2
be written as 7, 1, 7, 2 (whole numbers obtained at each division step).
Express the quotient 327 600 42 075 as a continued fraction and hence state the
greatest common divisor of these two integers.
7 Show that
2+ 2 +
2 2 <2 2
(Do not use your calculator.)
1
2 = 1 + ---------------- and hence deduce that
1+ 2
1
1
2 = 1 + -------------------------- = 1 + ----------------------------------1
1
2 + ---------------2 + -------------------------1
1+ 2
2 + ---------------1+ 2
8 Show that
Now write the next two terms in such a sequence.
9 Diophantus of Alexandria, born in either AD 75 or AD 250, was the author of

Arithmetica and wrote many papers investigating only whole numbers. Diophantine
equations are involved in many real-life situations, due to their whole number
solutions. The solutions are often found by trial and error. The following problem,
which you might like to try, is based on Diophantine equations. (The answer is given
at the end of the problem.)
Five men and a monkey were shipwrecked on an island and they set out to collect
as many coconuts as they could on their first day so that they would have provisions
until they were rescued. After many hours collecting coconuts they piled them all
together and went to sleep.
Later that night, while the others slept one man woke up, and started to worry
about whether the coconuts would be divided fairly. He decided to take his one-fifth
share of the nuts and gave the one remaining coconut to the monkey.
Throughout the night all of the men did likewise; they took their fifth share of
what was left of the nuts and gave the one remaining nut to the monkey. In the
morning they met to divide the nuts into five equal shares. Each man knew that
there were some nuts missing but none admitted he had some extras, of his own,
hidden away.
How many nuts were there to start with? (Solution)
The Diophantine equations that lead to the solution of this problem simplify to
1024x 8404 = 15 625y where x is the original amount collected and y is the
number each is given in the morning.
The smallest possible value for x is 3121 with other values at intervals of 15 625.
69
summary
The Real Number System
The set of real numbers (R) is divided into two main sets: rational and irrational
numbers. These sets may be further divided into smaller subsets as illustrated on
the chart and Venn diagram below.
Real numbers R
Irrational numbers I
(surds, non-terminating
and non-recurring
decimals, ,e)
Negative
Z
Rational numbers Q
Integers
Z
Zero
(neither positive
nor negative)
Non-integer rationals
(terminating and
recurring decimals)
Positive
Z+
(Natural
numbers N)
Rational numbers (Q) can be expressed in

=R
a
-the form , where a and b are integers
Q (Rational numbers)
b
and b 0. They may also be expressed as
Z (Integers)
I
whole numbers, terminating decimals and
N
(Irrational
recurring decimals.
(Natural
numbers)
Irrational numbers (I ) cannot be expressed
numbers)
a
in the form --- . They can be expressed only
b
as non-terminating and non-recurring
decimals and include surds and numbers
such as and e.
Recurring decimals are rational numbers which may be expressed as a ratio of two
integers.
Surds are irrational numbers represented by a root symbol (or radical), that is:
, 3 , 4 and so on.
and e are examples of irrational numbers which may be converted to nonterminating and non-recurring decimals; however, they are not surds.
Set notation
Set notation is used when defining the Real Number System.
The following symbols are useful when working with sets:
{ }set
is an element of
is not an element of
is a subset of
70
Working with surds

To simplify a surd, it should be written as a product of two factors, one of which is
the largest perfect square.
Like surds may be added and subtracted; surds may need to be simplified before
adding and subtracting.
Surds may be multiplied according to the rules:
a b =
ab
m a n b = mn ab
When a surd is multiplied by itself (squared), the result is the number under the
radical:
( a)2
= a
Multiplication involving brackets:

a( b + c) =
1. The Distributive Law:

2. FOIL:
a + b )( c + d ) =
3. Perfect squares:
4. Difference of two squares DOTS:
( a + b)2
( a b)2
( a + b )(
ab + ac
ac + ad + bc + bd
= a + 2 ab + b
= a 2 ab + b
a b) = a b
The product of a conjugate pair of surds is rational.

Surds may be divided according to the rule:
a
a b = ------b
=
a
--b
Rationalising denominators:
1. If the denominator contains a surd, multiply both numerator and denominator by
the surd part of the denominator:
a
a
b
------- = ------- ------b
b
b
ab
= ---------b
2. If the denominator is a sum or difference of surds, multiply both the numerator
and the denominator by the conjugate of the denominator:
1
1
a+ b
-------------------- = -------------------- -------------------a b
a b
a+ b
a+ b
= -------------------ab
71
Modulus
The modulus (or absolute value) of a number is the magnitude of that number and
is always positive.
The modulus of x is denoted by | x |.
| x | = x if x < 0
= 0 if x = 0
= x if x > 0
Solving equations using absolute values

First remove the absolute value symbols and state the equation as positive and
negative alternative cases.
Verify your solutions for all these questions by substituting your answer into the
original equation.
Solving inequations
Remember that if x > 0 then x is positive, and vice versa.
If a product of two factors is greater than 0 then both factors must be either positive
or negative.
Likewise, if a product of two factors is less than 0 then only one of the factors must
be positive and the other must be negative,
Organise your solution into two cases that will develop arguments for all possible
values.
The two values that result for each case are values that should occur at the one time.
The graph you draw must be a combination of these two solutions for each case.
Verify your solutions by choosing values that fall in each of the regions of your
graph.
When you multiply or divide by a negative factor across an inequality sign,
remember to reverse the sign.
72
CHAPTER
review
1A
1A
1B
1B
1 multiple choice
Which of the given numbers,
A
.
0.81 , 5, 3.26, 0.5 and
6
------ ,
12
3
-----12
.
0.81 , 5, 3.26, 0.5 , --- ,
5
6
B ----- and --12
5
3
-----12
D 5, 3.26 and
3
-----12
are rational?
6
-----12
E 5
2 For each of the following, state whether the number is rational or irrational and give the
reason for your answer:
.
a
b
c 2--9d 0.6
e 3 0.08
12
121
3 multiple choice
Which of the following statements is not correct?
A
9
-----81
8
--4
4 multiple choice
Which of the following fractions,
decimals?
A
1B
0.81 and
6
------ ,
12
1 1 2
------ , --- , --17 5 3
5 2
3
------ , ------ , --13 12 3
0
--4
Z+
5 1 2
3
1
------ , ------ , ------ , --- , --- ,
17 13 12 5 3
5
3
------ , -----13 12
125 Z E (5)2 Z +
cannot be expressed as recurring

D
1 1
------ , --17 5
1 1 3
------ , --- , -----17 5 13
5 multiple choice
..
The recurring decimal 0.7 2 can be expressed as a fraction in its simplest form as:
A
18
-----25
73
--------100
73
-----99
4
--5
8
-----11
1B
6 Express
decimals
. . the following recurring
.
. . as fractions in the simplest form.
a 0.6 2
b 0.374
c 0.95 1
1C
7 multiple choice
Which. of the following statements regarding the given set of numbers,
{5, 0.7, 64 , 21, 8 , 20 }, is correct?
A 5, 64 , 20 , Z +
B
8 , . 20 cannot be expressed as rational numbers.
C 5, 0.7 and 21 are the only rational numbers of the set.
D 64 , 8 and 20 cannot be expressed as rational numbers.
E None of the above.
8 Classify each of the following into the smallest subset in which they belong using Q, I, Z,
Z + and Z . (Simplify first where possible.)
1C
a 4
1
--------- 0.2
125
4
b -----------------2 0.01
15
15
------ -----8
2
8
2
--- + -----9
25
73
9 multiple choice
Which of the following numbers of the given set,
1D
{3
2 , 5 7 , 9 4 , 6 10 , 7 12 , 12 64 }, are surds?
A All of these
B 9 4 , 12 64
C 3 2 and 7 12 only
D 3 2 , 5 7 and 6 10 only
E 3 2 , 5 7 , 6 10 and 7 12
10 Which of
m
20
------ , ------ ,
16
m
b if m = 8?
2m ,
25m ,
a if m = 4?
m,
8m are surds
1D
11 multiple choice
The expression
250 may be simplified to:
A 25 10
B 5 10
C 10 5
D 10 25
1E
E 5 50
12 multiple choice
1E
392x 8 y 7 may be simplified to:
The expression
A 196x 4 y 3 2y B 2x 4 y 3 14y
14x 4 y 3 2y D 14x 4 y 3 2
E 14x 4 y 3 2xy
13 Simplify the following surds. Give the answers in the simplest form.
1E
2 25
b --- ------ x 5 y 11
5 64
a 4 648x 7 y 9
14 multiple choice
When expressed in its simplest form, 2 98 3 72 is equal to:

A 4 2
B 4
C 2 4
D 4 2
E None of these
15 Simplify the following, giving answers in the simplest form.
1F
a 7 12 + 8 147 15 27
b
1
--2
1F
1
3
64a 3 b 3 --- ab 16ab + --------- 100a 5 b 5
4
5ab
16 Determine the length of the unknown side, giving the answer in the simplest form and
specifying the appropriate unit.
a
b
c
d
6+2 3m
x
y
10 cm
P = 44 8 6 cm
P = 80 m
P = 64 + 4 3 8 2 m
c
11 3 cm
11 cm
1F
1G
1H
74
1G
17 multiple choice
When expressed in its simplest form, 9 12 3 5 is equal to:
A 27 60
B 15 54
C 18 5
D 54 15
1G
18 Simplify the following, giving answers in the simplest form.
1H
19 multiple choice
1
--5
675 27
b 10 24 6 12

x3
B --------4
x x
A ---------2
1H
1I
10 x
B ------------5x 2 y
and its width is
6x 2 y 3
8xy
----------------- -------------- is equal to:
12x 4 y 5
10x 2 y
x 10
C ------------5x 2 y
10x
E ------------5x 2 y
x
D --------5xy
2 + 3 cm.
22 multiple choice
When expanded and expressed in its simplest form, 12 ( 8 6 ) is equal to:
1I
23 multiple choice
1I
24 multiple choice
96 72
C 4 36
24
E 2 63 2
When expanded and expressed in its simplest form, ( 9 x 2 y 7x ) ( 9 x 2 y + 7x ) is equal to:

A 9x 2 y 7x 2 B 32y
C 32x 2 y 7x 2 D 81x 2 y 49x 2 E 2x 2 y
When expanded and expressed in its simplest form, ( 2 8 7 ) is equal to:

A 39 16 14
1J
x3
E ----4
x x
D ---------4
21 Determine the length of the unknown side of a rectangle, given its area is 7 18 2 3 cm2
A 4 66 2
1I,K
8x 3
-------- is equal to:
32
x3
C --------2
20 multiple choice
10x
A -------------25x 2 y
1H
E 6 15
B 39 8 14
C 25 8 14
25 Given that x = 2 7 3 2 find:

1
1
b x 2 ----a x 2 + ----x2
x2
D 39
E 25 16 14
x 2 9x + 5
26 multiple choice
When expressed in its simplest form with a rational denominator,
A
2
------7
2
--7
14
---------7
7
------14
18
-----63
is equal to:
E
27 Express the following with a rational denominator, giving the answer in the simplest form.
7 56 3 126
-----------------------------------32
28 Express the following with a rational denominator, giving answers in the simplest form.
Assume that a, b, x and y are positive real numbers.
5x 3 y
a ---------------2 x
20x 5 y 3
b --------------------10xy
1
When expressed in its simplest form with a rational denominator, ------------------------ is equal to:
3 8+ 5
6 2 5
B ----------------------77
1J
1J
9a 2 b
---------------b
29 multiple choice
3 8 5
A ----------------------77
75
3 8 5
C ----------------------67
3 3
D ---------67
6 2 5
E ----------------------67
D 22 5 11
E 23
1K
30 multiple choice
If x =
11 3 then x 2 + 8x + 5 is equal to:
A 1 6 11
B 2 11 + 22
C 2 11 + 1
1K
31 Express the following with a rational denominator, giving the answer in the simplest form.
1
1
--------------------------- ----------------------2 72 3 3 3 7
1
2+ 5
32 Determine the area of the triangle at right, expressing the answer

with a rational denominator in the simplest surd form.
Measurements are in metres.
1K
1K
6 + 15
33 multiple choice
2 3 7 3
When expressed in its simplest form with a rational denominator, -------------------------------------------- is
3 6
equal to:
A 7 2
14
C ------2
B 2 7
7 18
E ------------3
D 7 2
34 Simplify the following.

a 7 4
1L
3 5 4
------------------------------------ 8
6 + 6
35 multiple choice
1M
Which of the given values of x solve the equation | 3 2x| = 2?

A x=
1
--2
B x=
5
--2
C x = 1--2- ,
5
--2
1L
D x = 2,
2
--5
E x=2
76
1M
36 multiple choice
Which of the given values of x solve the equation | x + 3 | = 2x + 7?
A x = 4, 3 1--3-
1M
1N
1N
1N
B x = 4, 1 1--3-
C x = 3 1--3-
D x = 1, 4
E x = 2
37 multiple choice
Which of the following values of x solve the equation | x 3 | = | 2x 1 |?
A x = 2, 2--3B x = 2, 1
C x = 2, 1 1--3D x = 2--3- , 1 1--3-
E x=
1
--3
38 multiple choice
Which values of x are a solution for the equation (x + 1)(x 2) < 0?
A 1 < x < 2
B x < 1 or x > 2 C 1 < x < 0
D 1 < x < 1
E x>2
39 multiple choice
2
Which values of x are a solution for --- < 4?
x
A 0 < x < 1--4B 0 < x < 1--2C x < 0 or x > 3 D x < 0 or x <
1
--2
E x>1
40 multiple choice
Which of the following values of x are a solution for
A
1
--2
<x<2
B x<
1
--2
or x > 2 C 1 < x < 2 1--2-
x+1
------------ < 3?
x1
D x < 1, x > 2 1--2-
E x>1
Modelling and application

1 The electrical current I in amps, delivering electrical power P, through resistor R, is given by
P
--- . Express the current as a surd in the simplest form when:
R
a P = 500, R = 18
b P = 425, R = 6
c P = 729, R = 0.38
d P = 1700, R = 8
the rule I =
2 An ice-cream cone with measurements as shown is completely filled with

ice-cream, and has a hemisphere of ice-cream on top.
a Determine the height of the ice-cream cone in simplest surd form.
b Determine the volume of the ice-cream in the cone.
c Determine the volume of the ice-cream in the hemisphere.
d Hence, find the total volume of ice-cream.
CHAPTER
test
yourself
27 cm
175 cm
3 A gold bar with dimensions of 5 20 , 3 12 and 2 6 cm is to be melted down into a

cylinder of height 4 10 cm.
a Find the volume of the gold, expressing the answer in the simplest surd form and
specifying the appropriate unit.
b Find the radius of cylinder, expressing the answer in the simplest surd form and specifying
the appropriate unit.
c If the height of the cylinder was 3 40 cm, what would be the new radius? Express your
answer in the simplest surd form.

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MQ Maths C Yr 11 - 01 Page 1 Friday, October 12, 2001 3:54 PM

MQ Maths C Yr 11 - 01 Page 2 Wednesday, October 10, 2001 7:53 AM

The Real Number System

MQ Maths C Yr 11 - 01 Page 3 Friday, October 12, 2001 4:18 PM

Chapter 1 Number systems: the Real Number System

Relationship between subsets

The relationship which exists between the

Classification of numbers: rational

Rational numbers may be expressed as terminating decimals. Examples are:

These decimal numbers terminate after a specific number of digits.

MQ Maths C Yr 11 - 01 Page 4 Wednesday, October 10, 2001 7:53 AM

Rational numbers may be expressed as recurring decimals (non-terminating or

These decimals do not terminate, and the specific

Rational numbers are defined in set notation as: Q = rational numbers

Irrational numbers (I)

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 . . .

= 3.141 592 653 59 . . .

e = 2.718 281 828 46 . . .

MQ Maths C Yr 11 - 01 Page 5 Wednesday, October 10, 2001 7:53 AM

Chapter 1 Number systems: the Real Number System

is already a rational number.

The answer is an integer, so classify

MQ Maths C Yr 11 - 01 Page 6 Friday, October 12, 2001 4:02 PM

The answer is a non-terminating and

Use your calculator to find the value

The answer is a whole number, so

22 = 2.802 039 330 66 . . .

The result is a non-terminating and

d 2 = 6.283 185 307 18 . . .

e 0.28 is a terminating decimal; classify it

11 = 3.316 624 790 36 . . .

The result is a number in a rational

Graphics Calculator tip! Cube and nth roots

MQ Maths C Yr 11 - 01 Page 7 Wednesday, October 10, 2001 7:53 AM

Chapter 1 Number systems: the Real Number System

7.216 349 157 . . .

MQ Maths C Yr 11 - 01 Page 8 Wednesday, October 10, 2001 7:53 AM

is the only rational number.

49 are both irrational numbers.

49 are the only rational numbers.

E 0.69 is the only rational number.

624 are both irrational numbers.

624 is an irrational number and

is the only rational number.

99 are both irrational numbers.

------ is an irrational number.

Summary of set notation

or it may be a recurring decimal containing a repeating digit or pattern, that is:

= 0.538 461 538 461 . . .

MQ Maths C Yr 11 - 01 Page 9 Wednesday, October 10, 2001 7:53 AM

Chapter 1 Number systems: the Real Number System

to a decimal, divide 2 by 27. a

Use the overscore to indicate the

The resulting decimal terminates, so

= 0.074 074 074 . . .

to a decimal (divide 5 by 8).

can be written as a recurring decimal.

cannot be written as a recurring decimal.

2. we may write 0.25 as

MQ Maths C Yr 11 - 01 Page 10 Wednesday, October 10, 2001 7:53 AM