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Fractional Exponents and Radicals: Free Response

5 questions in parts, 57 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. What the exponent laws leave no choice about . Foundational, 10 points. Question 1 of 5.

    Nobody decided what a fractional exponent should mean. The exponent laws were taken at their word on a fraction, and they left exactly one value available. This question runs the arithmetic, then the notation, then the argument itself.

    1. Part A.

      Evaluate 642/364^{2/3} and 2433/5243^{3/5}, taking the root before the power. For each one, say which number in the exponent chose the index and which chose the power.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Take m>0m > 0 and t>0t > 0. Write 1m34\dfrac{1}{\sqrt[4]{m^{3}}} as a single power of mm, and write t5/6t^{-5/6} as a radical.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      Assume only that the power-of-a-power rule (ap)q=apq\left(a^{p}\right)^{q} = a^{pq} keeps holding when an exponent is a fraction. Prove that a1/5a^{1/5} then has only one possible value for a real aa, and name it. Then say what is different about the same argument when the index is 44 instead of 55.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Reads the denominator of each exponent as a root index and the numerator as a power, and takes the root first. . Worth 2 points.

    Says which part of each exponent played which role, rather than reporting two bare values. . Worth 1 point.

    Part B 3 points

    Turns the index into the denominator of the exponent and the inside power into the numerator, and does it in both directions. . Worth 2 points.

    Keeps the reciprocal separate from the root and the power, so the minus sign lands in exactly one place. . Worth 1 point.

    Part C 4 points

    Derives the defining property from the assumed rule rather than from what a root already means, and then argues that only one real number can have it. . Worth 3 points. needs an explanation, not just an answer

    Says what the same argument does and does not deliver when the index is even, rather than asserting that it simply fails there. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Evaluate 493/249^{3/2}, then write 1w23\dfrac{1}{\sqrt[3]{w^{2}}} as a single power of ww, taking w>0w > 0.

  2. 2. Simplify first, then see what matches . Foundational, 11 points. Question 2 of 5.

    Two radicals that share nothing on the page can turn out to be multiples of one and the same root, and two that look closely related can stay stubbornly apart. Simplifying is what tells the cases apart, and the closing part asks what the test for combining really requires.

    1. Part A.

      Simplify 147\sqrt{147} and 1923\sqrt[3]{192}, leaving no factor of either radicand that is a perfect power for that root's index.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Simplify 108+24348\sqrt{108} + \sqrt{243} - \sqrt{48} as far as it will go.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Two radical terms that are each already in simplest form combine into one only when they agree in two respects. Name both, explain why each one is needed, and say why 5+53\sqrt{5} + \sqrt[3]{5} stays as two terms however much simplifying is attempted.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Chooses the factor to pull out by the index of that particular root, a square factor for the square root and a cube factor for the cube root. . Worth 2 points.

    Takes the largest such factor, so nothing is left behind that could still come out. . Worth 1 point.

    Leaves each radicand carrying no factor that is a perfect power for its index. . Worth 1 point.

    Part B 4 points

    Simplifies each of the three radicals before comparing any of them. . Worth 2 points.

    Combines the coefficients with the correct signs and leaves the radicand exactly as it stands. . Worth 2 points.

    Part C 3 points

    Names both matching conditions and gives a reason for each, rather than offering the pair as a rule to be remembered. . Worth 2 points. needs an explanation, not just an answer

    Applies the two conditions to the given pair and says why further simplifying cannot alter the outcome there. . Worth 1 point. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Simplify 176\sqrt{176} and 3753\sqrt[3]{375}, then simplify 245+320\sqrt{245} + \sqrt{320}.

  3. 3. A cube described by its volume alone . Application, 12 points. Question 3 of 5.

    A solid cube is described only by its volume, so everything else about it has to be recovered from that one number. A fractional exponent makes the recovery a single step, and it also settles what happens to the outside of the cube when the inside is scaled up.

    1. Part A.

      A cube has volume 343343 cubic centimetres. Find the length of one edge, and give the units.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Write the total surface area SS of a cube in terms of its volume VV alone, as a single term carrying one fractional exponent. Take V>0V > 0.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      A second cube is cast with 88 times the volume of the first. Using your formula, find the factor by which its total surface area is larger, and say what that factor is doing arithmetically.

      Carry your own answer forward Work from the formula you wrote in part B, in whatever form you left it. The credit here is for tracking what a factor multiplying the volume does as it passes through the power, not for having the expected formula to hand.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Identifies the edge as the number whose cube is the given volume, rather than dividing the volume by three. . Worth 2 points.

    Evaluates the cube root correctly. . Worth 1 point.

    Reports the answer as a length carrying its unit, not as a bare number and not in a unit of volume. . Worth 1 point.

    Part B 4 points

    Routes the two quantities through the edge length, writing each of them in terms of it before eliminating it. . Worth 3 points.

    Combines the two exponents into one by multiplying them, leaving a single power of the volume. . Worth 1 point.

    Part C 4 points

    Substitutes the larger volume as a product and separates the numerical factor from the power of the volume. . Worth 2 points.

    Explains what the fractional exponent does to that numerical factor, in terms of the edge, rather than only reporting the number it produces. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A cube has volume 17281728 cubic centimetres. Find its edge and its total surface area, then find the factor by which the surface area grows if the volume is multiplied by 2727.

  4. 4. Two rules, correctly quoted . Reasoning, 11 points. Question 4 of 5.

    A student is asked to simplify 112+175\sqrt{112} + \sqrt{175} and writes this:

    'The radicands 112112 and 175175 are different numbers, so 112\sqrt{112} and 175\sqrt{175} are unlike radicals. Unlike radicals do not combine, so the expression is already in simplest form.'

    Every general rule quoted there is one this lesson states, and the conclusion is still wrong.

    1. Part A.

      Identify the first step in the student's argument that is not justified, say exactly what is wrong with it, and carry the simplification through correctly.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    2. Part B.

      Simplify each of these two sums as far as it will go: 162+288\sqrt{162} + \sqrt{288}, and 242+150\sqrt{242} + \sqrt{150}.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      A classmate says 5+2\sqrt{5} + \sqrt{2} must be 7\sqrt{7}, because 5+2=75 + 2 = 7. Decide whether that is right, and argue it without a calculator, using whole-number bounds you can check by squaring. Then say what does license writing 65+256\sqrt{5} + 2\sqrt{5} as a single term, and why nothing of that kind covers the classmate's sum.

      Justify your claim State the claim, then give the reason it has to be true. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Names one specific step as the first that is not justified and clears the steps it accepts as sound, rather than declaring one of the quoted rules false. . Worth 2 points.

    Attaches a reason to the diagnosis, saying what the flawed step assumed, and then produces the completed simplification. . Worth 2 points. needs an explanation, not just an answer

    Part B 4 points

    Simplifies all four radicals before comparing any of them. . Worth 2 points.

    Decides each sum on its simplified form and shows which feature of those forms settled it. . Worth 1 point.

    Reports both sums fully simplified, with no radicand still carrying a perfect-square factor. . Worth 1 point.

    Part C 3 points

    Bounds each root between whole numbers by squaring, rather than reaching for a decimal approximation, and uses those bounds to settle the claim. . Worth 2 points. needs an explanation, not just an answer

    Names the law that licenses collecting two radical terms, and identifies precisely what the classmate's sum has not got. . Worth 1 point. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A student says 52+117\sqrt{52} + \sqrt{117} cannot be combined, since 5252 and 117117 are different. Simplify that sum, then do the same for 68+99\sqrt{68} + \sqrt{99}.

  5. 5. Where an even index and an odd index part company . Reasoning, 13 points. Question 5 of 5.

    Every root written in this lesson names a real number, and keeping that promise is not free. A root and a power look like exact opposites, and for one kind of index they are. For the other kind something has to be said out loud, and this question is about what.

    1. Part A.

      Evaluate (9)2\sqrt{(-9)^{2}}, (2)66\sqrt[6]{(-2)^{6}}, and (5)33\sqrt[3]{(-5)^{3}}, working strictly from the inside out.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Decide whether the rule ann=a\sqrt[n]{a^{n}} = a can be stated for every real number aa. Give the statement that is correct when nn is even and the statement that is correct when nn is odd, and justify each one.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    3. Part C.

      Compare the two parities head on. Say what an even power does to the sign of a number and what an odd power does, then use that single difference to explain both why an even index needs a convention that an odd index does not, and what each index demands of a radicand if the root is to be a real number at all.

      Compare the two methods Say what each one costs you, and when you would reach for it. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Evaluates the inside power first in each case, including the sign that an even power and an odd power leave behind. . Worth 2 points.

    States for each one whether the root gave back the number it started from, rather than reporting three bare values. . Worth 1 point.

    Shows the value of the inside power before the root is applied, so each evaluation can be followed. . Worth 1 point.

    Part B 5 points

    Argues the even case from what an even power does to the sign together with the single value a root symbol is allowed to name, rather than from one worked instance. . Worth 3 points. needs an explanation, not just an answer

    Argues the odd case separately, saying what an odd power does to the count of real numbers that could be the root. . Worth 2 points. needs an explanation, not just an answer

    Part C 4 points

    Identifies the single property of powers that the whole comparison rests on, and derives both consequences from it rather than listing two unrelated rules. . Worth 2 points. needs an explanation, not just an answer

    Draws out both of the consequences the prompt asks for, and attaches each to the parity it belongs to. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Evaluate (7)2\sqrt{(-7)^{2}} and (2)55\sqrt[5]{(-2)^{5}}, then decide for which real values of xx the equation x44=x\sqrt[4]{x^{4}} = x is true.