6

Indices

What a great
space saver!

Chapter Contents
6:01 Reviewing of indices 6:03 Negative indices
Challenge: Family trees Investigation: Zero and negative indices
6:02 The index laws Mathematical Terms, Diagnostic Test,
Investigation: Exploring index notation Revision Assignment, Working Mathematically

Learning Outcomes
Students will be able to:
• Apply index laws to simplify and evaluate arithmetic expressions.
• Apply the index laws to simplify algebraic expressions.
Areas of Interaction
Approaches to Learning, Homo Faber

117
 6:01 | Review of Indices
■2 × 2 × 2 × 2 = 16 • 2 is called the base.
• 4 is called the index.
24 = 16 • 16 is called the basic numeral. 24 is the 'index form'
(base 2 ) of 16

xn = x × x × x × . . . × x × x (where n is a positive integer)




n factors
For: x is the base
xn n is the index
■ 24 is called
a power of 2.

worked examples
1 Express the following in index form.
a 3×3×3×3 b 6×6
c m×m×m
2 Rewrite in expanded form.
a 25 b 73
c a5
3 Find the basic numeral for:
a 43 b 135
c (−4)2
• What is the largest
4 Express as a product of its prime factors: power of 2 that can
a 72 b 3500 be displayed on a
10-digit screen?
Solutions
1 a 3 × 3 × 3 × 3 = 34 b 6 × 6 = 62 c m × m × m = m3
2 a 25 = 2 × 2 × 2 × 2 × 2 b 73 = 7 × 7 × 7 c a5 = a × a × a × a × a
3 a 43 = 4 × 4 × 4
= 64 ■ Another name for an
b 135 = 13 × 13 × 13 × 13 × 13 INDEX is an EXPONENT.
Using the calculator
to evaluate 135
■ Remember the xy button.
PRESS 13 xy 5 = Enter the base x first,
135 = 371 293 press xy
c (−4)2 = −4 × −4 then enter the index y.
= 16

118 INTERNATIONAL MATHEMATICS 3

 4 To find the prime factors of a number, we continue to break down each set of factors into
further factors until each one is a prime number. Examine these solutions carefully.
a 72 = 9×8 b 3500 = 35 × 100

= 3×3×4×2 = 7 × 5 × 10 × 10

= 3×3×2×2×2 = 7×5×5×2×5×2
This product of prime numbers
can be written as 32 × 23. 3500 = 7 × 53 × 22
72 = 32 × 23

Exercise 6:01
1 Write each expression in index form.
a 2×2×2×2 b 3×3
c 5×5×5 d 7×7×7×7×7 This sure is
powerful
e 10 × 10 × 10 f 9×9×9×9
stuff!
g x×x h a×a×a×a
i n×n×n j m×m×m×m×m
k p×p×p×p×p×p l y×y
m 4×4×4 n t×t×t×t
o x×x×x×x×x
2 Rewrite in expanded form.
a 23 b 42 c 65
d 104 e 73 f 31
g a3 h x4 i y2
j m5 k n7 l p3
3 Determine the basic numeral for:
a 25 b 34 c 72
d 112 e 104 f 63
g 2 8 h 57 i 85
j 95 k 412 l 315
m 2 ×5
6 3 n 34 × 73 o 93 × 54 p 123 × 73
4 Write as powers of 10:
a 1000 b 100 000 c one million d one billion
5 Write as powers of 2:
a 64 b 256 c 16 384 d 1 048 576
6 Write as powers of 3:
a 27 b 243 c 59 049 d 4 782 969
7 Express the following integers as products of their prime factors in index form.
a 36 b 200 c 196 d 80

CHAPTER 6 INDICES 119

 8 Find the value of x in the following. These are called exponential equations.
a 8x = 64 b 3x = 27 c 10x = 100 000 d 2x = 16
9 As a reward for service, a man asked his king for the amount of rice that would be needed to
place one grain of rice on the first square of a chessboard, 2 on the second, 4 on the third,
8 on the fourth, doubling each time, until the 64th square is considered. How many grains
of rice would be needed for the 32nd square?
10 For question 9, would the sum of the grains of rice on the first 31 squares be more or less than
the number of grains of rice on the 32nd square? (Hint: Consider the rectangle below to
represent the rice on the 32nd square. Colour the fraction of the rectangle equal to the amount
of rice on the 31st square, then the 30th square, etc.)

allenge
ch

Challenge 6:01 | Family trees

A part of Alan’s family tree is drawn below.
6:01
Robert McSeveny Sarah McNaughton Stephen Newby Ruby Dann

Thomas McSeveny Edna Newby

Alan McSeveny

1 How many great-grandparents would Alan have had?

2 Estimate the number of generations you would need to go back to before over one million
boxes would be required to show that generation. Would this mean that in that
generation there would be over 1 000 000 different ancestors?
3 Estimate Alan’s total number of ancestors in the previous 20 generations.

Alan McSeveny Rhonda Travers

Alana Rachel Naomi Luke Heather

It is much harder to estimate the number of descendants Alan will have in any one
generation as a lot of assumptions will need to be made. Will all of his five children
marry? Will there be wars, diseases or population control in the future?
4 Estimate how many generations would be needed before Alan has a total number of
descendants in excess of 1 000 000.

120 INTERNATIONAL MATHEMATICS 3

6:02 | The Index Laws
Write in index form: 1 5×5×5×5 2 a×a×a prep qu

iz
Rewrite as a product: 3 24 4 m5
Evaluate the following: 5 22 6 23 7 22 × 23
6:02
8 33 9 33 ÷ 32 10 33 ÷ 33

Multiplication using indices

Note the following:
34 × 32 = (3 × 3 × 3 × 3) × (3 × 3) x5 × x3 = (x × x × x × x × x) × (x × x × x)
= 36 [= 34 + 2] = x8 [= x5 + 3]
You should note the law given below.

Law 1 When multiplying terms, ADD the indices xm × xn = xm + n

Division using indices

3×3×3×3×3 x×x×x×x
35 ÷ 32 = ---------------------------------------- x4 ÷ x3 = -----------------------------
3×3 x×x×x
= 3 [= 35 − 2]
3 = x [= x4 − 3]
1

You should note the law given below.

Law 2 When dividing terms, SUBTRACT the indices xm ÷ xn = xm − n

Powers of indices
(33)2 = 33 × 33 (x5)4 = x5 × x5 × x5 × x5
= 33 + 3 [Using Law 1] = x5 + 5 + 5 + 5 [Using Law 1]
= 36 [= 33 × 2] = x20 [= x5 × 4]
You should note the law given below.

Law 3 For powers of a power, MULTIPLY the indices (xm)n = xmn

If we simplify the division xn ÷ xn, using the second law above:

You should
xn ÷ xn = xn − n learn these
= x0 laws.
But any expression divided by itself must equal 1.
xn ÷ xn = 1
Therefore x 0 must be equal to 1.
x0 = 1

Law 4 x0 = 1

CHAPTER 6 INDICES 121

 worked examples
1 Simplify:
a 32 × 35 b x3 × x2 c 6m2n × mn4
2 Simplify:
a x7 ÷ x2 b 15a5 ÷ 3a2 c 20a3b2 ÷ 10ab
3 Simplify:
a (a4)2 b (2a4)3 c (p4)3 ÷ (p2)4
4 Simplify 70
Solutions
1 Using index law 1:
a 32 × 35 = 32 + 5
25= 37

b x3 × x2 = x3 + 2
32 = x5
1
Note: n = n
c 6m2n × mn4 = 6 × m2 + 1 × n1 + 4
24 = 6m3n5

2 Using index law 2:

15a 5
a x7 ÷ x2 = x7 − 2 b 15a5 ÷ 3a2 = ----------- c 20a3b2 ÷ 10ab
= x5 3a 2
20a 3 b 2
15 a 5 = -----------------
= ------ × ----2- 10ab
3 a
20 a 3 b 2
= 5 × a5 − 2 = ------ × ----- × -----
10 a b
= 5a3
= 2a2b
3 Using index law 3:
a (a4)2 = a4 × 2 b (2a4)3 = 23 × (a4)3 c (p4)3 ÷ (p2)4 = p12 ÷ p8
= a8 = 8 × a4 × 3 = p4
= 8a12
4 Using index law 4:
70 = 1

■ With practice many of

the steps in the above
solutions can be left out.

122 INTERNATIONAL MATHEMATICS 3

 Exercise 6:02 Foundation Worksheet 6:02
The index laws
1 Evaluate:
1 Use a calculator to complete the tables below. a 23 b 34 c 53
2 Use your calculator to evaluate:
Power 116 68 810 56 a 63 b 45 c 84

Answer
87 78 54 35

Expression 73 × 75 58 ÷ 52 (113)2 560 310 ÷ 35 82 × 85 (13)0 (62)4

Answer

2 Use the tables in question 1 to help you write true or false for:
a 73 × 75 = 78 b 58 ÷ 52 = 54 c 58 ÷ 52 = 56
d (113)2 = 116 e 56 = 1
0 f 82 × 85 = 87
g 310 ÷ 35 = 35 h 310 ÷ 35 = 32 i (62)4 = 68
3 Simplify these products, writing answers in index form.
a 102 × 103 b 10 × 102 c 103 × 103
d 5 ×5
2 4 e 23 × 22 f 75 × 7
g 32 × 33 × 34 h 2 × 22 × 25 i 107 × 10 × 102
4 Simplify these quotients, writing answers in index form.
a 102 ÷ 10 b 106 ÷ 103 c 105 ÷ 104
d 58 ÷ 54 e 75 ÷ 72 f 310 ÷ 3
g 2 ÷2
3 2 h 53 ÷ 53 i 28 ÷ 22
5 Simplify these powers, writing answers in index form.
a (102)3 b (103)3 c (106)2
d (23)4 e (22)2 f (27)5
4
g (3 ) 2 h (53)5 i (72)4
j (23 × 32)2 k (73 × 114)2 l (3 × 22)4
6 Simplify:
a x3 × x2 b y4 × y2 c m3 × m3
d m × m4 e p5 × p5 f a×a
g y3 × y4 h x2 × x i m2 × m5
j 3y4 × y k m6 × 3 l 5x3 × 3
7 Simplify:
a x 6 ÷ x3 b x 6 ÷ x2 c x6 ÷ x
d m3 ÷ m e y5 ÷ y2 f m4 ÷ m2
g y6 ÷ y6 h x5 ÷ x5 i y8 ÷ y2
j 6m6 ÷ 3 k 4y8 ÷ 2 l 20x5 ÷ 5

CHAPTER 6 INDICES 123

 8 Simplify:
a (x2)3 b (y4)2 c (a3)5
d (m2)0 e (x0)3 f (a7)0
g (y3)2 h (a6)3 i (x3)3
j (2x)3 k (3x2)2 l (5m2)4

stigation
inve

Investigation 6:02 | Exploring index notation

Please use the Assessment Grid on the following page to help you understand what is required
6:02 for this Investigation.
Searching for patterns is part of mathematics and being able to explain concepts is important if
our ideas are to be shared.
• Find pairs of terms that can be multiplied to give 27. Explain the relationship between the
members of any pair.
• Find pairs of terms that can be divided to give 3x2. Explain the difference between the
members of any pair.
• Explain the difference between 7x 0 and (7x)0.
• Explain why 32 × 34 ≠ 96.
• List all the pairs of expressions that could be multiplied together to give 10xy2.
(Use only whole numbers.)
• Fold a sheet of A4 paper in half as many times as you can. How does the number of regions
increase with each new fold. Write a formula for the number of regions (R) for n folds.

124 INTERNATIONAL MATHEMATICS 3

Assessment Grid for Investigation 6:02 | Exploring index notation
The following is a sample assessment grid for this investigation. You should carefully read the
criteria before beginning the investigation so that you know what is required.

Assessment Criteria (B, C, D) for this investigation Achieved ✓

An organised approach has not been used to find patterns. 1
a
The student has had difficulty following instructions. 2
Investigating Patterns

An organised approach has been used and an attempt has 3

b been made to describe the patterns discovered in words
Criterion B

or symbols. 4

An organised approach has been used and conclusions 5

c regarding the patterns have been described in words or
symbols. 6

The correct formula has been found and explained fully 7

d using points 3 and 4, and justification is given for the
patterns found. 8

No working out is shown. Presentation is poor with no 1

a
Communication

structure to the work. 2

Criterion C

Working out is shown with some interpretation of the 3

b
results. There is some structure to the work. 4
Results are interpreted with the correct use of symbols. 5
c
Work is well structured and shows clear progression. 6

Some attempt has been made to describe the method used 1

Reflection in Mathematics

a
and to check the given terms for correctness. 2
Criterion D

The given terms have been checked with some success 3

b
and a justified explanation is given for points 1 to 4. 4
Detailed, accurate justifications have been given, 5
including an explanation for the differences in points 3
c and 4 with applications of the patterns found to further
6
examples.

CHAPTER 6 INDICES 125

 6:03 | Negative Indices
All the indices seen so far have been positive integers or zero.
If we had 23 ÷ 25, the answer, according to the second index law should be 23 − 5,
ie 23 ÷ 25 = 2−2. What happens if the
But this could also be written in this way: index is negative?
2 3 2 ×2 ×2
1 1 1
----5- = ------------------------------------------------
2 21 × 21 × 21 × 2 × 2
1
= ------------
2×2
Also 23 ÷ 25 = 8 ÷ 32
1
= ----2- -2 1
2 2 =4
1 1
So: 2−2 = ----2- = 2 2
2

In general, the meaning of ■ Examples

1 1
a negative index can be x−m = ----- , (x ≠ 0) x−3 = ----3-
summarised by the rules: xm x
x 3 × x −3 = x0
x−m is the reciprocal of x m, since xm × x−m =1 =1

worked examples
1 Simplify the following:
a 3−2 b 5−1 c ( 1--4- )−2 d ( 2--3- )−3
2 Evaluate, using the calculator:
a 2−3 b ( 1--3- )−2
Solutions
1 1
1 a 3−2 = ----2- b 5−1 = ----1-
3 5
1 1
= --- = ---
9 5
1 1
c ( 1--4- )−2 = ----------2- d ( 2--3- )−3 = ----------3-
1 --- 2 ---
 4  3
1 1
= ----------- = -----------
1
 ----- 8
 -----
- - 1 –2 4 2
 16  27 Note: 4 = 1 Since x-m is the
27 2 –3 3 3 reciprocal of xm.
= 16 = ------
and 3 = 2
8
■
1 1 16 = 3 3--8-
----------- = 1 ÷ ------ = 1 × ------ = 16
1
 ----- 16 1
-
 16

126 INTERNATIONAL MATHEMATICS 3

 2 The xy key can also be used for negative indices by entering y as a negative number.
Examine the following:
a Press: 2 xy 3 +/− = answer: 0·125, ie 1
--- or 2−3
8
b Press: 1 ÷ 3 = xy 2 +/− = answer: 9, ie ( 1--3- )−2

Exercise 6:03 Foundation Worksheet 6:03

Negative indices
1 Write down the value of:
Write down the value of each of the following. a 4-1 b 2-3 c 3-2
1
2 Write with a negative index.
a 3−1 b 5−1 c 2−1 1 1 1
a --- b ----3- c ----2-
d 6 −2 e 4 −2 f 10−3 4 2 3
g 2−4 h 10−4 i 5−2
2 Write each with a negative index.
1 1 1 1
a ------ b --- c --- d ---
11 3 5 7
1 1 1 1
e ----3- f ----4- g ----8- h ----2-
3 5 2 7
1 1 1 1
i --------2 j -------3- k -------6- l -------5-
10 10 10 10

3 Write true or false for:

a 1024 = 210 b 8 = 24 c 3−2 = 1--9- d 2(3)2 = 36
e 2(3)−1 = 1--6- f 4−1 = 1--2- g 2−1 < 1 h −28 = (−2)8

4 Simplify, leaving answers as powers of ten.

a 102 ÷ 105 b 10−2 × 103 c 10 ÷ 106 d 10−1 × 10−2
10 2 × 10 3 ( 10 –2 ) 2 10 10 4 × 10 –2
e ----------------------
- f -----------------
- g ----------------------
- h -------------------------
10 6 10 2 10 ÷ 10 7
2 ( 10 3 ) 2

5 Write each without a negative index.

a a−1 b x−1 c m−1 d y−1
e x−3 f y−2 g x−4 h m−6
i 2x −1 j 5a−3 k 10y−2 l 36q−4
6 Rewrite each using a negative index to avoid having a fraction.
1 1 1 1
a --- b ----2- c ----3- d ----4-
x x x x
5 3 10 75
e ----2- f --- g ------4 h -----3-
y a m x
x m 3a 4x
i ----2- j ----3- k -----2- l ------
y a b y

CHAPTER 6 INDICES 127

 7 Write each as an integer, fraction or mixed number.
1 –1 1 –1 2 –1 1 –1
a  --- b  --- c  --- d  ------
 2  3  3  10
–2 –2
1 1 2 –2 3 –2
e  --- f  --- g  --- h  ------
 2  3  3  10

8 Rewrite each expression with a positive index.

a x−2 b a−5 c 3x−1 d 5m−2
e (x + 1) −2 f (3 + a) −1 g (6x)−2 h 4(x + 2)−1
9 Evaluate the following, using your calculator. Leave your answers in decimal form.
a 2−3 b 4−2 c 5−2 d 8−2
e 2−6 f 4−3 g (0·5)−3 h (0·2)−2
i (0·05) −2 j (2·5)−3 k (0·1)−5 l (0·625)−2

• The formula for the volume

of a sphere is:
4
V = 3- π r 3
where π 3·142 and r is the
radius of the sphere.

128 INTERNATIONAL MATHEMATICS 3

 investiga

tion
Investigation 6:03 | Zero and negative indices
Please use the Assessment Grid on the following page to help you understand what is required
for this Investigation. 6:03
1 What does it mean to have a zero or negative index?
Complete these tables writing answers less than 1 as fractions.
Divide each answer by 10 to reduce the power.
Power of 10 104 103 102 101 100 10−1 10−2 10−3 10−4
Answer 10 000 1000
÷10

• As the power of 10 decreases, does the answer decrease?

■ 104 ÷ 10 = 103
103 ÷ 10 = 102
102 ÷ 10 = 101
101 ÷ 10 = 100
100 ÷ 10 = 10−1
......=...

Divide each answer by 5 to reduce the power.

Power of 5 54 53 52 51 50 5−1 5−2 5−3 5−4

Answer 625
÷5

• As the power of 5 decreases, does the answer decrease?

■ 54 ÷ 5 = 5 3
53 ÷ 5 = 5 2
52 ÷ 5 = 5 1
51 ÷ 5 = 5 0
50 ÷ 5 = 5−1
.....=...
0
a =1
-m 1
a = am

2 Use the tables above to write true or false for:

1 1
a 10−1 = ------ b 50 = 1 c 5−1 = ---
10 5
1 1
d 10−2 = -------2- e 5−3 = ----3- f 100 = 1
10 5
1 1 1
g 10−4 = -------4- h 5−2 = ----2- i 10−3 = -------3-
10 5 10

CHAPTER 6 INDICES 129

 Assessment Grid for Investigation 6:03 | Zero and negative indices
The following is a sample assessment grid for this investigation. You should carefully read the
criteria before beginning the investigation so that you know what is required.

Assessment Criteria (B, C, D) for this investigation Achieved ✓

1
a An organised approach has not been used to find patterns.
2
Investigating Patterns

An organised approach has been used and some patterns 3

b
have been found.
Criterion B

4
An organised approach has been used and conclusions 5
c regarding the patterns found have been described in
words or symbols. 6

The correct patterns have been justified and an ability to 7

d use them meaningfully to predict other results has been
demonstrated. 8

No working out is shown and only oral explanations 1

a
Communication

can be provided. 2
Criterion C

Clear explanations are given. These are supported by 3

b
working out that is well presented. 4
The work is well structured and presented and 5
c
demonstrates a clear understanding of the task. 6

An attempt has been made to describe how results were 1

Reflection in Mathematics

a
obtained. Results have been checked with limited success. 2
Criterion D

There is an explanation of how results were obtained, 3

b
and the results have been checked with some success. 4
Detailed, accurate justifications of the methods and 5
results have been given, particularly with respect to the
c
power of zero, with applications of the index operations 6
to further examples.

130 INTERNATIONAL MATHEMATICS 3

 them
ma

atic er
Mathematical terms 6

al t
ms
base negative indices
• The term which is operated on by the • Indicate the reciprocal of a term. 6
index. 1 1
eg x –1 = --- , x –n = ----n-
eg for xn, x is the base x x
for 53, 5 is the base. 1 1 1
ie 5 – 1 = --- , 2 –3 = ----3- = ---
exponent 5 2 8
• Another term for a power or index. power
• Equations which involve a power are • Another term for an index or exponent.
called exponential equations.
eg 3x = 27 zero index
index • A term or number with a zero index is
• A number indicating how many of a base equal to 1.
term need to be multiplied together. eg x0 = 1, 40 = 1
eg for xn, n is the index
xn = x x x x x x . . . . . . x x




n factors
• The plural of index is indices.

Mathematical terms 6

• A computer’s memory is
measured in gigabytes.
In computing, a gigabyte
is 230 bytes. Write this
number in scientific
notation correct to
1 significant figure.

CHAPTER 6 INDICES 131

 tes
stic t
diagno

Diagnostic Test 6: | Indices

• These questions reflect the important skills introduced in this chapter.
6 • Errors made will indicate areas of weakness.
• Each weakness should be treated by going back to the section listed.

Section
1 Express in index form: 6:01
a 3×3×3×3 b 5×5 c m×m×m
2 Evaluate: 6:01
a 32 b 24 c 103
3 Simplify: 6:02
a 32 × 35 b x3 × x2 c m2n × mn4
4 Simplify: 6:02
a x7 ÷ x2 b a5 ÷ a2 c a3b2 ÷ ab
5 Simplify: 6:02
a (a4)2 b (x3)4 c (2a4)3
6 Simplify: 6:02
a 70 b 5p0 c x3 ÷ x3
7 Simplify: 6:03
a 3−2 b 5−1 c ( 2--3- )−3
8 Simplify, writing answers without negative indices: 6:03
a x7 × x−3 b x2 ÷ x4 c (3x−1)2

132 INTERNATIONAL MATHEMATICS 3

 assignm
Chapter 6 | Revision Assignment

ent
1 Simplify, writing the answers in index 4 Find the value of n, if:
form: a 2n = 128 b 3n = 243 6A
a a2 × a3 b a2b × ab c 10 = 100 000 000
n

c 3a2b × 4ab2 d 32 × 33
5 Simplify and evaluate:
e a6 ÷ a3 f 47 ÷ 4 a 32 × 35 b 107 ÷ 104
g (32)4 h (x2)3 4
c (2 ) 2

i (a3)2 × a5 j m7 − (m2)3
6 Evaluate (writing answers in fraction
2 Express in simplest form: form):
a (2x2)0 b 6x0 a 5−1 b 2−4
c (5x3)3 d (10a2)3 c 3−2 d 10−3
3 Use your calculator to evaluate:
a 210 b 312
c 5 ×6
5 6 d 73 × 45

1 Index laws
2 Negative indices

• The inventor of the game of chess is said to have asked for

18 400 000 000 000 000 000 grains of wheat as a reward.
What is this number in scientific notation?

CHAPTER 6 INDICES 133

 men
gn t
Chapter 6 | Working Mathematically
assi

1 Use ID Card 7 on page xix to identify: 6 a Look at the graph below. In which year
6B a 5 b 8 c 17 d 18 e 19 did the dollar have its greatest
f 20 g 21 h 22 i 23 j 24 purchasing power? What was the dollar
called at that time?
2 Use ID Card 6 on page xviii to identify
b How many times more purchasing
numbers 1 to 12.
power did the dollar have in 1900
3 a How many diagonals than in 1978/79?
can be drawn from one c Why doesn’t $1 buy as much now
vertex of a regular as in the past?
hexagon? How many d Give some
vertices has a hexagon? reasons why the
b Each diagonal joins two vertices and a purchasing power
diagonal cannot be drawn from a vertex of the dollar may
to the two adjacent vertices or to itself. have been less
The number of diagonals of a hexagon before 1900 than
6(6 – 3) in 1900.
is -------------------- . How many diagonals has:
2 e Compared to
i a regular octagon? 1900, what was the purchasing power
ii a regular decagon? of the dollar in:
iii a regular polygon that has 30 sides? i 1940/41? ii 1960/61? iii 1920/21?
4 a The sector graph shows
the usage of electricity 1.20
in the average water heating
1.00
household. What
percentage of 126°
room 0.80
electricity is used cooking heating

in heating water? $ 0.60

b Use a protractor to other
lighting appliances 0.40
measure each angle
on the graph.
c Construct a column graph to represent 0.20
the information shown in this graph.
0
61 80 0 21 41 61 79
5 Tom was given a cheque for 18 18 190 20/ 40/ 60/ 78/
an amount between $31 and $31.62 ... 19 19 19 19
$32. The bank teller made a ... $62.31?
THE DOLLAR IN YOUR POCKET
mistake and exchanged (Base: 1900 = $1.00)
dollars and cents on the The dollar, valued in terms of the basket
cheque. Tom took the money of goods it could buy in 1900, was only
worth 6c in 1978/79, so the goods that
without examining it and gave could be purchased for $1.00 in 1900
5 cents to his son. He now would cost about $15.70 in 1978/79.
found that he had twice the
value of the original cheque.
If he had no money before
entering the bank, what was
the amount of the cheque?

134 INTERNATIONAL MATHEMATICS 3