SECTION 1)

1 Undices and siandard ionm

Prior knowledge
Students will have previously used positive and negative indices, and the index laws for multiplication
and division.

Objectives overview
These learning objectives are reproduced from the Cambridge Lower Secondary Mathematics curriculum
framework (0862) from 2020. This Cambridge International copyright material is reproduced under licence
and remains the intellectual property of Cambridge Assessment International Education.

Objective Student's Workbook Teacher's Online

Learning objective code Book pages pages Guide pages resources
Use positive, negative and 9Ni.02 2-5 2-4 1-5 Flashcards
zero indices, and the index Unit 1
laws for multiplication and
division. Knowledge
test Unit1
Understand the standard 9Ni.03 6-11 2-4 1-5
form for representing large
and small numbers.

Background information
In this unit, students practise using indices, including the zero index, and are reminded of the index
laws for multiplication, division and powers. Students learn about standard form and how it can be
used to express very small or very large numbers.
Exercise 1.2 question & is a challenging question that involves reasoning and problem solving skills
that are beyond Stage 9 expectations (as explained on page vi). Hint: Make a table showing square
numbers, number of grains of rice and total number of grains of rice. Look for the pattern and think
about powers of 2.

Terminology
Students should learn and understand the language and symbols associated with the objectives of
this unit: index (indices), base number, zero index, standard form.

Lesson ideas
The indices section of the unit is fully explained, including a recap of the laws of indices. The zero
index is reintroduced and has Exercise 1.3 to test knowledge. A short paragraph explains what is
about to be taught in the unit.

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Starter activity
Ask students to complete the worksheet 'A million billion trillion!' This starter requires students to
consider the relative sizes of very large numbers by comparing them on a number line. To accessthe
online teaching resources that accompany this Teacher's Guide, please visit boost-learning.com to
download the printable starter worksheet.

A million billion trillion!

Nasreen draws a number line in chalk on the ground. The number line is 1 metre long.
Nasreen writes O at one end of her number line and 1 billion at the other end.

1 metre -

1 bilion

1 How far from 0 should Nasreen wite the number 1 million?

2 Nasreen decides to make her number line longer so that she can add the number 1 trilion to it.
How long does she need to draw the number line?

Answers
1 1millimetrefrom 0
2 1 kilometre

TWM activity notes

Exercise 1.1, question 9, is explained here as an exemplar of Thinking and Working Mathematically
(TWM). Students havebeenintroduced to the laws ofindices.Theseinclude a" xa = an,
an +ar = a-n and(am) = an.
1

Students are also aware that a-m

99 A cube has a side length of cm.

a Show that its volume is 2-6cm?. 3

b Show that its total surfacearea iscm.
This question aims not only to assess students' understanding of the manipulation of indices,
but also to see if they can spot that some numbers can be expressed as powers of 2. In addition,
it reinforces earlier work on volume and surface area of cubes.

a Learnersarelikelytoinitiallyworkout thevolumeas 1,1,1

L4 64
1

Students then need to realise that 64 is a power of 2 and that the fraction can be written as
1
,which in turn, using the laws of indices can be expressed as 2-,

b Students will be aware that the total surface of a cube is 6 >x the area of one face, i.e. total

surfacearea s 6x-x-=6x
3
Students will need to realise that this fraction can be simpli ed to = and that 8 can be
8
expressed as a power of 2, i.e. -

TWM characteristics: Generalising Convincing Characterising Improving

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 1 Indices and standard form
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This question if written in a standard way could have been presented as follows:

Q8 A cube has a side length of cm.

4 1
a i Show that the volume of the cube can beexpressedas cm².
64
ii Show that this is equivalent to 2- cm².

bi Showthat thetotalsurfaceareais cm?.

8

ii Showthat thisisequivalentto 3cm.

Although the maths required is the same, the structuring of the questions leads learners into
thinking about powers of 2 and the need to use the laws of indices.
There is further work on Unit 1 in the Workbook. Standard index form for large and then for small
numbers is then explained with examples and exercises which include TWM questions.

Extension activity
To provide differentiated support for students who are more con dent with large numbers, ask them
to complete the worksheet 'Who wants to be a trillionaire? Students are required to apply their
knowledge of working with standard form to word problems. To access the online teaching resources
that accompany this Teacher's Guide, please visit boost-learning.com to download the printable
extension worksheet.

Who wants to be a trillionaire?

Jeff Bezos, the founder of Amazon, is a multi-billionaire. In January 2020, his wealth was
$185.8 billion.

1 Write $185.8 billion in standard form.

By January 2026, Jeff Bezos is predicted to be the world's rst trillionaire. For the following questions,
assume that Jeff's wealth increases by the same amount each year.
2 Work out how much Jeff's wealth is predicted to increase each year from January 2020 to
January 2026.
Write your answer in standard form and also as $ billion.
3 Work out how much Jeff's wealth is predicted to increase every:
hour
b minute
C second.
Express each of your answers in standard form and as an ordinary number.
4 Jeff drops a $100 bill. Is it worth him bothering to pick it up? Give a convincing reason for your
opinion.
Answers
1 $1.858x101
2 $1.357x10!1 = $135.7 billion
3 Using 365 days in a year:
a $1.5x10 =$15 000000 ($15 million)
b $2.58x105 = $258 000
c $4.3x10 = $4300
4 Student's own answers. (As Jeff's 'time' is worth $4300 a second you could argue that spending
one second to pick up $100 isn't worth it.)

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Student's Book answers

Exercise 1.1 (page 4) 2 a 7.0x 103 b 4.2x 1010
1 1 c 5.6x 107 d 1.2x102
1 a b
8 25 3 1.395x 109

64
1
1 4 a 4.12 x 105
c 2.7x107
b
d
8.7x 109 (2 s.f)
4.52 x 10 (3 s.f.)
32
2 1 b 1 1 5 a 34483 b 3.4x 104
10 6 a
d 1 e 10

Distance from Earth (km) in

3 a 3 b 2 8
standard form
1 1
Planet
d e
Mercury 9.17 × 107
1 1 4.14x 107
a b Venus

1
Mars 7.83 x 107
d e
4 36 |Jupiter 6.29 x 108
5
a d
4
1
b 5
2
c Saturn 1.28x 109
e Ur ranus 2.72x 109
16
1 Neptune 4.35 x 109
b 39 c 1
5
1 1 biii 116 days
Approximately 18 years
105 5 8
1 7 1.05 x 108 times
h i

105 410 a 255 b 65535

c 9.22x 1018

1 5-2
Exercise 1.3 (page 10)
1 a 6.4 x 104 b 5.76x 10-7
c 2.1x 10-1 d 1×10-1
1 1
2 a i 4.2x 10-7 bi 6x10
27 3- 36
6-2
1000 10-3 ii 0.00000042 if 60
ci 3.36x10-3 d i 3.88x 10-3
ii 0.003 36 ii 0.003 88
8 Student's explanation
3 Student's explanations
a Student's explanation
4 a 8.0 x 10-6 b 0.000 81
b Student's expanation
1
c 0.000000 09
10 cm²
24 5 a (4x10)x(3x10²) = 12x 10-
11 a Student's explanation
b 7x24 cm? (6x10*)x(2x10)=1.2x 10-0
(52x10)-(4x10) = 12x10-+
Exercise 1.2 (page 7)
1 a Standard form: 4.2 x 105, 3.678 x 102
Not in standard form: 12 x 103, 463 x 105
(6x106)-(sx 10) =12x10-9
b Student's explanations
bi The multiplier has to be a number
between 1 and 10.
6
7
7x10o-5m
1.3× 10-2 cm
ii 12× 103 =1.2x 104 8 Mass of an electron = 9.109x10-3 kg
463× 105 =4.63x 107 Mass of a proton= 1.673>x10-27 kg
Mass of a neutron= 1.675x 10-27 kg

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 1 Indices and standard form
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Workbook answers

Exercise 1.1 (page 2) Exercises 1.2-1.3 (page 3)

1
16
1
b 1
125 16
1 5.7x10, 4.82 x 10-5
2 a 3.2 x 103
2 a 1 b 1
25 b 5.04 x 106
c 7.3 x 102
e 9 d 3.49 x 104
16 16
1 1 1
e 2.07x 10-5
3 b f 4.44 x 10-1
62 43
3 Chennai
4-2 1
1216
The population of Jodhpur = 1100000
The population of Chennai = 8700000
3-3 The population of Mangalore = 550000
1
4 a 5.8 x 105
4.8 x 10"
-4
1 b
7-
c 1.1x 10-5
6-3
1 5 3.64 x 101 grams
64

b Area of one face =

6
52
6x
1

6 2-cm3

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