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Laws of Exponents: Free Response

5 questions in parts, 61 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. Counting the copies . Foundational, 9 points. Question 1 of 5.

    Every law in this lesson is read off a single fact: a power is a count of equal factors, so ana^n stands for nn copies of aa multiplied together. These parts take powers apart into their factors, put them back together, and watch what happens to the count. Write the factors out in full, because the counting is the point here and the arithmetic is not.

    1. Part A.

      Write 73×757^3 \times 7^5 out as one long product of 77's, count the factors standing in that product, and give the result as a single power of 77.

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

    2. Part B.

      Now take 117113\dfrac{11^7}{11^3}. Write the top and the bottom out as factors, cancel every pair you can, and give what survives as a single power of 1111. Report how many factors cancelled and how many were left standing.

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

    3. Part C.

      A classmate objects: "You are multiplying, so the sevens should multiply too, and the base ought to grow to 4949." Answer the objection in terms of copies of the base: say what multiplying two powers does to the number of factors, and what it does to the factor being counted. Then test the classmate's rule on the smallest product of two powers of 77 you can write, and report what each rule gives there.

      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 3 points

    Writes both powers out as runs of equal factors and joins them into one product before counting anything. . Worth 2 points.

    Counts the factors in the joined product and reports a single power whose exponent is that count. . Worth 1 point.

    Part B 3 points

    Expands the numerator and the denominator into factors and cancels them in pairs rather than quoting a rule. . Worth 2 points.

    Reports how many factors cancelled and how many survived, and writes the survivors as one power. . Worth 1 point.

    Part C 3 points

    Separates what multiplying two powers does to the number of factors from what it does to the factor being counted, and answers the objection on those terms. . Worth 2 points. needs an explanation, not just an answer

    Tests both rules on a small case and reports the two values side by side rather than asserting which is right. . Worth 1 point.

    Try a similar problem (Optional)

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

    Write 64×626^4 \times 6^2 as a single power of 66 by expanding and counting, then simplify 9895\dfrac{9^8}{9^5} the same way. For each one, say how many factors of the base the answer stands for.

  2. 2. Side by side, or one inside the other . Foundational, 13 points. Question 2 of 5.

    Two setups look alike on the page and behave completely differently. In 63×656^3 \times 6^5 the two powers stand side by side. In (63)5(6^3)^5 one power is raised to the other. The same base and the same pair of small numbers appear in both, so the only way to tell the results apart is to ask what each setup is instructing you to multiply.

    1. Part A.

      Write each of 63×656^3 \times 6^5 and (63)5(6^3)^5 as a single power of 66. For each one, say in a sentence what you were counting: how many groups of factors there were, and how many factors of 66 sat in each group.

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

    2. Part B.

      Simplify (25)423×29\dfrac{(2^5)^4}{2^3 \times 2^9} to a single power of 22, working from the inside out and naming the law you use at each step.

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

    3. Part C.

      Ravi says: "Both of those setups pair a 33 with a 55 and neither one moves the base, so 63×656^3 \times 6^5 and (63)5(6^3)^5 have to come out the same." Compare the two setups by what each one asks to be multiplied, and give Ravi a test he can run on any printed expression to see which operation on the exponents it is calling for.

      Compare the two methods Say what each one costs you, and when you would reach for it. 5 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

    Distinguishes the setup that pours factors into one run from the setup that builds equal groups of them. . Worth 2 points.

    Gives both results as single powers of the same base and states what was counted in each case. . Worth 2 points. needs an explanation, not just an answer

    Part B 4 points

    Resolves the power of a power before combining anything else, and gathers the two powers on the bottom into one. . Worth 3 points.

    Finishes by subtracting the counts once the expression is a single power over a single power. . Worth 1 point.

    Part C 5 points

    Says what each setup asks to be multiplied, in terms of runs of factors against equal groups of them. . Worth 2 points. needs an explanation, not just an answer

    Settles Ravi's claim and states a test that can be applied to a printed expression in general, not only to these two. . Worth 3 points. needs an explanation, not just an answer

  3. 3. Pixels, tiles, and a picture that doubles . Application, 13 points. Question 3 of 5.

    A photo app stores a square picture as a grid of pixels: 272^7 pixels across and 272^7 pixels down. It draws that picture on screen in square tiles, each one 232^3 pixels across and 232^3 pixels down, laid edge to edge with none overlapping and none left over. Every number below is a count of pixels or a count of tiles, so keep the powers of 22 whole and let the laws do the arithmetic.

    1. Part A.

      How many pixels does the whole picture hold? Give the count as a single power of 22 and as a plain number, name the law that combined the two measurements, and say what the exponent itself is counting.

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

    2. Part B.

      How many tiles fit across one side of the picture, and how many tiles cover the whole picture? Give each count as a single power of 22 and as a plain number, and keep it clear which of your numbers count tiles and which count pixels.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    3. Part C.

      The app has a "double size" setting that doubles the picture along each side, keeping the same tiles. By what factor does the pixel count grow, and by what factor does the tile count grow? Explain, using the laws, why doubling each side does not simply double either count.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 5 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

    Turns rows times columns into a product of two powers of the same base and combines them with one named law. . Worth 2 points.

    States the result as a number of pixels, in both forms asked for, and says what the exponent counts. . Worth 1 point.

    Part B 5 points

    Obtains the tiles across one side from the two given lengths, keeping the larger count on top. . Worth 2 points.

    Builds the whole-picture tile count from the side count and evaluates both counts as plain numbers. . Worth 2 points.

    Labels every count as tiles or as pixels, so that no two of the numbers are confused for each other. . Worth 1 point.

    Part C 5 points

    Rebuilds both counts for the enlarged picture from the doubled side length rather than guessing a growth factor. . Worth 2 points.

    Reports a growth factor for each count and justifies it from what each doubling contributes to the count of factors, rather than from the numbers alone. . Worth 3 points. needs an explanation, not just an answer

  4. 4. Three lines and two claims . Reasoning, 14 points. Question 4 of 5.

    A page of homework comes back with the answers covered up, so only the working shows. A step can go wrong in more than one way: the base can be tampered with, the wrong operation can be done to the exponents, or a law can be used where no law applies at all. Marking a line honestly means naming which of those happened, not merely noticing that the result is wrong.

    1. Part A.

      Here are three lines from the page:

      (i) 94×93=8179^4 \times 9^3 = 81^7

      (ii) (43)2=45(4^3)^2 = 4^5

      (iii) 81082=85\dfrac{8^{10}}{8^2} = 8^5

      For each line, say what was done to the exponents and what was done to the base, name the law that actually governs that line, and write the corrected result.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    2. Part B.

      At the bottom of the page the student has written a general rule: "adding powers of one base adds the exponents too, so am+an=am+na^m + a^n = a^{m+n}." Produce a specific counterexample with small numbers, giving the value of each side, and then say what the left side of your example is actually equal to.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    3. Part C.

      Beside it the student has written a second claim: "the laws never combine powers with different bases, so 34×543^4 \times 5^4 can go no further." Decide whether that claim is right, testing it against the laws one at a time, and then say what makes 34×533^4 \times 5^3 a different case.

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

    For each line, says separately what was done to the exponents and what was done to the base, rather than only marking the line wrong. . Worth 3 points. needs an explanation, not just an answer

    Names the governing law and writes a corrected single power for each of the three lines. . Worth 2 points.

    Part B 4 points

    Gives one specific counterexample and evaluates both of its sides as plain numbers. . Worth 2 points.

    Says why a single case is enough to defeat a claim made for all values, and reports what the left side of the example really equals. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    Tests the claim against the product and quotient rules separately before ruling on it as a whole. . Worth 2 points. needs an explanation, not just an answer

    Reaches a verdict and backs it with a named law rather than an assertion, and separates the second expression on a stated condition. . Worth 3 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.

    Mark these three lines the same way, naming what was done to the exponents and to the base and giving the correct result: (i) 51254=53\dfrac{5^{12}}{5^4} = 5^3, (ii) 72×76=4987^2 \times 7^6 = 49^8, (iii) (35)2=37(3^5)^2 = 3^7. Then decide whether 43×434^3 \times 4^3 and (43)2(4^3)^2 are equal, and say why.

  5. 5. One exponent, many factors . Reasoning, 12 points. Question 5 of 5.

    The last two laws are about a base that is itself built out of pieces. An exponent on a product asks for that many copies of the whole product, and because multiplication can be reordered and regrouped at will, the copies of each piece can be gathered separately. These parts use that idea, check it against plain arithmetic, and then push it past the two-factor case the lesson proved.

    1. Part A.

      Write (23×5)4(2^3 \times 5)^4 in the form 2a×5b2^a \times 5^b, giving both exponents and naming the law that produced each of them.

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

    2. Part B.

      Evaluate (2×7)3(2 \times 7)^3 twice: once by multiplying inside the bracket first, and once by sending the exponent onto each factor. Show that both routes reach the same plain number.

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

    3. Part C.

      The lesson proved that an exponent spreads across a product of two factors. Decide whether the same holds for a product of three, that is, whether (a×b×c)n(a \times b \times c)^n equals an×bn×cna^n \times b^n \times c^n, and justify your decision for n=3n = 3 by writing the copies out in full. Name the property of multiplication that licenses each rearrangement you make, and say what change to the expression would defeat your argument.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 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

    Sends the outer exponent onto each factor of the base before touching anything inside the bracket. . Worth 2 points.

    Resolves the power of a power on the factor that already carried an exponent, and reports both exponents with the law behind each. . Worth 2 points.

    Part B 3 points

    Carries out both routes in full, rather than quoting the law for one of them and computing only the other. . Worth 2 points.

    States the single number both routes land on and says why their agreement was guaranteed rather than lucky. . Worth 1 point. needs an explanation, not just an answer

    Part C 5 points

    Writes the copies out in full and gathers the like factors, naming the properties of multiplication that permit the moves. . Worth 3 points. needs an explanation, not just an answer

    Says what the argument did and did not depend on, and identifies the change to the expression that would break it. . Worth 2 points. needs an explanation, not just an answer