Module: Numbers

Objective: 18

At the end of the session, learners should be able to simplify expressions involving fractional
indices.

Content:

 Simplify expressions involving fractional indices.

m
Expressions involving fractional indices are of the form a , where m and n are integers.
n

Examples of expressions involving fractional indices

3 5 1
1
5 3
x , y ,x 2
etc. (learners state the examples)

The laws of indices also apply to fractional indices (recap)

1. a m  a n  a m n
2. a m  a n  a m  n
3. (a m ) n  a mn

Examples

Simplify the following expressions

3 1 3 1 4

(a) x  x  x
5 5 5 5
x 5

1 3 5 3 2 1
1 
(b) y  y  y
4 4 4 4
y y 4 2

3 3
×8
(c) (𝑡 )8 = 𝑡
4 4 = 𝑡6

Practice Exercises 1

Simplify the following expressions

2 3

(a) x  x
7 7

5 1
(b) j 3  j 3
1 2
3 6
(c) ( x y )
2

1 2
(d) 3 y  4 y 5 5
Module: Numbers

Objective:

At the end of the session, learners should be able to interpret and solve problems involving
fractional indices.

Content:

 Solve problems involving fractional indices

In solving problems involving fractional indices, one can use a calculator or solve without the
help of a calculator. In this module we are going to solve problems without the use of a
calculator.

A fractional index represents roots, that is,

1
a2  a Square root of a

1
a3  3 a Cube root of a

1
a 4 a
4
Fourth root of a

1 m

In general a  a or a
n n n
 n am

The following examples will show us how to solve problems involving fractional indices
without the use of a calculator.

Example 1

1
Evaluate 81 4

The first task is to express 81 to a lower base which is 3.

81 3

27 3

9 3

3 3
 1

So 81  3 4

1 1
Therefore 814  (34 ) 4 apply the rules of indices

1
4
=3 4

= 31

=3

Example 2

3 2
Evaluate 16 4  27 3 without the use of a calculator.

First task is to express 16 and 27 to lower/ smaller bases.

16 8 4 2 1

2 2 2 2

16  2 4

27  33

3 2 3 2
Therefore 16  27 = (2 )  (3 )
4 3 4 4 3 3

3 2
4 3
=2 4
3 3

= 2 3  32

= 8 9

= 72

Example 3

Solve the equation 5 x  625

Express 625 to base 5

625  5 4

Therefore 5 x  5 4 Bases are the same that means the powers are equal.

x4

Practice Exercise 2.

4
(a) Evaluate 32 5
(b) Evaluate 3 125
3 2
(c) Evaluate 814  8 3
(d) Solve the equation 2 x  2  128

Module: Geometry (Loci)

Objectives:

At the end of the session learners should be able to draw and state the locus of points at a
given distance from a given point.

Content:

 Locus of points at a given distance from a given point

Locus of points is the path traced by points as they satisfy/obey a given rule or condition.

In the previous lesson you learnt how to construct triangles, circles, perpendicular bisectors,
angle bisectors and parallel lines which will be used/applied in these objectives.

The locus of points at a given distance from a given fixed point is a circle. The fixed point is
the centre of the circle and the given distance is the radius of the circle.

Activity

Draw the locus of points 5cm from a fixed point O.

A circle of radius 5cm, centre O drawn

All the points on the circumference of the circle are of the same distance from the centre,
that is, they are all 5cm from the centre.

Practice Exercise

(a) The diagram below shows triangle ABC. On the diagram below construct the locus of
points 3 cm from point B.
C

A B

Objective:

At the end of the session, learners should be able to draw and state the locus of points at a
given distance from a given line.

Content:

 Locus of points at a given distance from a given line.

The locus of points at a given distance from a given line is a pair of parallel lines.

Activity

Construct the locus of points (L) 3 cm from line t.

A pair of parallel lines is drawn 3 cm from line t.

Locus L

Locus L
Practice Exercise

(b) Construct the locus of points 7.5cm from the line l below.

Objective:

At the end of the lesson, learners should be able to draw and state the locus of
points equidistant from two given points.

Content:
 Locus of points equidistant from two given points.

The locus of points equidistant from two given points is a Perpendicular

bisector of the line that joins the two points. The distance of the point on the
perpendicular bisector to one endpoint is equal to the distance of the same
point from the other endpoint.

Activity
Draw the locus of points equidistant from point C as is from point D, where CD = 10 cm.

C D

A perpendicular bisector of line CD will be drawn using geometrical instruments.

Measure line segments BC and BD and state what you notice.

Practice Exercise

(c) (i) Draw a line PQ = 8 cm

(ii) Construct the locus of points which are equidistant from P and Q.

Objective:

At the end of the session, learners should be able to draw or state the locus of points
equidistant from two intersecting lines.

Content:

 Locus of points equidistant from two intersecting lines.

The two intersecting lines form an angle. The locus of points equidistant from two
intersecting line is an angle bisector.

Activity

The diagram below shows triangle PQR.

On the diagram below construct the locus of points equidistant from line PQ and line PR.

P Q
Answer

Note that angle RPL = angle LPQ

Line LP(locus) bisects angle RPQ

(d) Practice Exercise

(i) Construct triangle ABC with AB = 8.5cm, size of angle ABC = 80° and Size of angle BAC
= 50°.
(ii) Construct the locus of points equidistant from line AB and line BC.

Objective:

At the end of the session, learners should be able to use the locus of points at a given
distance from a given point, use the locus of points at a given distance from a given line, use
the locus of points equidistant from two given points, use the locus of points equidistant
from two given Intersecting lines and the method of intersecting loci and constructions to
locate specific points.

Content:

 Intersecting loci

In this objective, you will be given pieces (loci) of information about the position of a point.
Each piece (loci) of information is dealt with separately. The intersection of the loci after
constructions will help you to determine the required position of the point.

Practice Exercise
(e) A borehole is to be drilled inside a farm. The farm is in the form of a triangle PQR such
that PQ=10km, PR = 15km and the size of angle PQR = 70°.
(i) Using a scale of 1cm to represent 1.5 km, construct a scale diagram of the farm.
(ii) The borehole must be drilled such that it is the same distance from PR as it is from
QR. It should also be 8 km from R.
Construct the locus of points in the farm that are
(i) The same distance from PR as they are from QR,
(ii) 8 km from R
(iii) Mark and label, with letter B, the position of the borehole.

ANSWERS

Practice exercise 1

2 3 5

(a) x 7 7
x 7

5 1 4 1
 1
(b) j 3 3
 j  j 3 3

1 2
6 6
(c) x 2 y 3  x3 y 4
1 2 3
(d) 3 × 4𝑦 5+5 = 12𝑦 5

Practice Exercise 2

4
5
(a) 2 5
 2 4  16
1 1
3
(b) 1253  5 3
5
3 2
4 3
(c) 3 4
2 3
 33  2 2  27  4  108
(d) 2 x  2  2 7 → x  2  7 → x  5

Practice Exercise (a)

Practice Exercise (b)

A pair of parallel lines is drawn 7.5 cm from line L

Practice Exercise (c)

Note that PQ=8cm and that PO =OQ = 4cm, therefore any point on the perpendicular line is
equidistant from P and Q.

Practice Exercise (d)

An angle bisector BL (locus) of angle ABC is drawn.

Practice Exercise (e)

Triangle PQR drawn with PQ = 6 cm and PR = 10 cm

An angle bisector of angle QPR drawn

A circle of radius 5.5 cm drawn centre point R drawn

The position of the borehole marked B, where the circle and angle bisector intersect inside
the farm.