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.
-
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 stands for copies of 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.
- Part A.
Write out as one long product of 's, count the factors standing in that product, and give the result as a single power of .
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Now take . Write the top and the bottom out as factors, cancel every pair you can, and give what survives as a single power of . 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
- Part C.
A classmate objects: "You are multiplying, so the sevens should multiply too, and the base ought to grow to ." 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 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.
-
Hint 1 of 3
Nothing here has to be recalled. Replace each power by the run of equal factors it stands for, and then count what is in front of you.
-
Hint 2 of 3 · Part B
Every factor on the bottom kills one factor on the top, so ask how many pairs disappear and how many are left over instead of reaching for a rule.
-
Hint 3 of 3 · Part C
Shrink the situation until you can evaluate it exactly, then see which of the two competing rules the plain arithmetic agrees with.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, which stands for a run of eight factors of .
Part B
: three pairs cancel and four factors of are left on top.
Part C
The number of factors grows, but the factor being counted does not, so the base stays . On the counting gives , while the classmate's rule would give .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The first power is three factors of and the second is five of them. Multiplying sets the two runs side by side, and since multiplication puts nothing between them, the inner grouping can be dropped:
Now count what is in the row. Three factors came from the first group and five from the second, so eight factors of stand there in all, and eight factors of is exactly what means:
The only thing that changed is how many factors there are. Every one of them is still a , which is why the answer is a power of and not of anything else.
Part B
The top is seven factors of and the bottom is three:
Each factor below cancels one factor above, because . There are three below, so three of the seven above are cancelled and of them survive:
Cancelling is subtraction done to a count. The bottom removes as many factors as it has, which is why the exponent of the answer is the top count with the bottom count taken away, and why the base is untouched by the whole operation.
Part C
Go back to what the symbols stand for. A power is a pile of equal factors, and multiplying two such piles pours them into one pile. Pouring changes how many things are in the pile; it does not change what the things are. So the count of factors grows, while the factor itself, the base, is carried through untouched.
The smallest product of two powers of is one factor times one factor:
The counting rule predicts , and really is , so the arithmetic agrees with it. The classmate's rule predicts a base of with the same exponent, which is
not . One small case is enough to show the two rules disagree and which of them the arithmetic sides with.
It is worth seeing why the classmate's rule overshoots by so much. Turning the base into is itself squaring, since , so every factor in the pile is quietly doubled up. That is a second multiplication nobody asked for, and it is exactly what makes instead of .
In one line
and . Multiplying joins two runs of factors, so the counts add; dividing cancels them in pairs, so the counts subtract. Either way every factor is still the same number, so the base comes through unchanged: on the smallest case, , not .
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 as a single power of by expanding and counting, then simplify the same way. For each one, say how many factors of the base the answer stands for.
The answer
, a run of six factors of , and , the three factors of left after five pairs cancel.
Four factors of beside two more is one run of six:
For the quotient, eight factors of sit over five of them, so five pairs cancel and three factors are left on top:
In both cases the base was never in play. Only the count of factors moved, up in the first and down in the second.
-
-
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 the two powers stand side by side. In 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.
- Part A.
Write each of and as a single power of . For each one, say in a sentence what you were counting: how many groups of factors there were, and how many factors of sat in each group.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Simplify to a single power of , 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
- Part C.
Ravi says: "Both of those setups pair a with a and neither one moves the base, so and 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.
-
Hint 1 of 3
These are two different questions about the same numbers. Ask each one what it wants multiplied before you touch either exponent.
-
Hint 2 of 3 · Part B
The order of operations fixes the running order: whatever sits inside a bracket has to be settled before that bracket can take part in anything larger.
-
Hint 3 of 3 · Part C
Count how many factors of the base each setup finally holds, and notice that one of those counts arrives from an addition and the other from a multiplication.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and .
Part B
.
Part C
They differ: two powers of the same base standing side by side pool their factors, so the counts add, while an outer exponent makes that many copies of a whole power, so the counts multiply. The test is where the second exponent sits: on a power of its own, or outside a bracket that already holds one.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Side by side. Three factors of next to five factors of make one run of eight, so the counts add:
There is one group here, formed by pouring two runs together.
One inside the other. The outer exponent says to use as a factor five times over, so there are five groups and each group holds three factors of :
Five groups of three factors is fifteen factors in all, and repeated addition of equal groups is multiplication:
So the same two numbers meet an addition in one setup and a multiplication in the other, against , and the second answer carries almost twice as many factors as the first.
Part B
Work outward from the innermost bracket, as the order of operations directs. On top sits a power of a power, four groups of five factors, so the exponents multiply:
Underneath sit two powers of the same base side by side, so their counts add:
The expression is now one power over another with the same base and the larger count on top, so cancel in pairs, which subtracts the counts:
Each step used exactly one law, and which law it was depended only on the shape the expression had at that moment. That is the whole method: look at the shape, apply the matching rule, look again.
Part C
Ravi is right that the base does not move, and that is the only thing the two setups share.
What each asks to be multiplied. In the two powers are separate quantities being multiplied together, so their factors simply pool: three copies of joining five copies of give a run of eight, and the counts add. In there is only one power, and the outer exponent is an instruction about it: use the whole of as a factor five times. That builds five equal groups of three factors, and equal groups multiply:
Seven extra factors of is not a small discrepancy. Since , the second result is times the first, so these are nowhere near each other.
A test for any expression. Look at where the second exponent is written. If it sits on a base of its own, with a multiplication sign between the two powers, the powers are separate quantities, and when they share a base their exponents add; when the bases differ, the product rule does not apply at all and nothing is added. If the second exponent sits outside a bracket that already contains a power, it is being applied to that whole power, and the exponents multiply, whatever the base happens to be. One reliable phrasing: ask whether the second exponent is counting copies of the base, or counting copies of the first power.
In one line
while , and . Powers of the same base standing side by side pool their factors, so the exponents add; an outer exponent copies a whole power, so the exponents multiply. The test is whether the second exponent counts copies of the base or copies of the first power.
Another way: Settle the two shapes on a case you can evaluate
If the two setups ever blur, shrink them until the arithmetic is easy and compare plain numbers. Pick two different exponents, and not both : with both exponents equal to the two shapes genuinely coincide, since , and a test that cannot tell them apart settles nothing. Take base with exponents and :
The first is and the second is , so the two shapes have already parted company at the smallest sizes worth trying, and the gap only widens as the exponents grow.
When it is worth it When you cannot recall which of adding and multiplying belongs to which shape and want a check that takes ten seconds. It is also the fastest way to test any exponent rule someone hands you.
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. 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: pixels across and pixels down. It draws that picture on screen in square tiles, each one pixels across and 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 whole and let the laws do the arithmetic.
- Part A.
How many pixels does the whole picture hold? Give the count as a single power of 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
- 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 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
- 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.
-
Hint 1 of 3
Every measurement here is already a power of , so resist evaluating early: combine the powers with the laws first, and turn the single power into a plain number only at the end.
-
Hint 2 of 3 · Part B
Fitting one length inside another is a division. Do it on the sides, where the numbers are small, before going anywhere near the whole picture.
-
Hint 3 of 3 · Part C
The word "double" is applied to the width and then again to the height, so ask what one doubling contributes to a count of factors, and what two of them do together.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
pixels, which is pixels.
Part B
tiles across a side, and tiles covering the picture.
Part C
Both counts grow by a factor of . Doubling adds one factor of to the width and one more to the height, and those two extra factors multiply rather than add.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The grid has rows, and each row holds pixels, so the total is a product of two powers of the same base. That is the product rule, and the counts add:
Multiplying it out, pixels.
The exponent is not counting pixels. It counts factors of : means fourteen 's multiplied together, and the number that product comes to is the pixel count. Keeping that straight is what lets the rest of the question stay in powers instead of in five-digit numbers.
The same total can be reached a second way, because the picture is square. Its side is pixels and that side is used twice, which is a power of a power:
Adding and multiplying agree here for the same reason that doubling a number and adding it to itself agree.
Part B
Across one side, the question is how many runs of pixels fit inside pixels, which is a division of two powers of with the larger count on top:
The tiles are laid in a square grid, of them across and of them down, so the number of tiles is a product of powers of the same base:
It is worth pausing on what each number counts. is tiles across a side, is tiles over the whole picture, and neither is a count of pixels. One tile carries pixels of its own, so tiles of pixels each is
which is the picture's own pixel count. The two routes agree, which is a real check on both.
Part C
Doubling a side multiplies its pixel count by , and is , so the product rule gives the new side:
The enlarged picture is across and down, so its pixel count is
Compare that with the old count by dividing, which subtracts the counts of factors:
Four times as many pixels, not twice as many. The tiles behave the same way: each enlarged side holds tiles, so the picture needs tiles, and again.
The reason is that the doubling is applied twice, once in each direction. Each doubling contributes one extra factor of to the total, and two extra factors of are multiplied together, not added, so they come to . Any count of equal cells filling the whole rectangle grows this way: stretch both directions by the same amount and the count grows by that amount used twice. Not everything on a grid does, though. Count the lines of the grid, or the corner points where they cross, and the pattern is different, because those are counted along the directions rather than over the region.
In one line
The picture holds pixels. It is tiles across, so tiles cover it. Doubling each side puts one extra factor of into each direction, and , so both counts grow four times over, to pixels and tiles.
Another way: Count the tiles through their pixels
Instead of measuring the picture in tiles across a side, divide the whole picture's pixels by one tile's pixels. A tile is across and down, so it holds
and the number of tiles is then
the same count the side-by-side route produced.
When it is worth it When the picture is not square, so there is no single side to work from, or when you already have a total and want a second route to the tile count as a check. The two routes lean on different laws, so their agreement is real evidence.
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. 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.
- Part A.
Here are three lines from the page:
(i)
(ii)
(iii)
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
- 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 ." 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
- Part C.
Beside it the student has written a second claim: "the laws never combine powers with different bases, so can go no further." Decide whether that claim is right, testing it against the laws one at a time, and then say what makes 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.
-
Hint 1 of 4
Marking work is more than recomputing it. Ask of each line, separately, what happened to the exponents and what happened to the base, because a line can be spoiled in either place.
-
Hint 2 of 4 · Part A
For a line you are unsure of, shrink the exponents until both sides can be evaluated exactly, then see which side the plain arithmetic agrees with.
-
Hint 3 of 4 · Part B
A rule announced for every base and every pair of exponents needs only one honest case to bring it down, so pick numbers whose powers you can add in your head.
-
Hint 4 of 4 · Part C
The lesson proved more than three laws. Check the claim against every one of them, including the one that puts an exponent onto each factor of a product.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
(i) : the exponents were added correctly, but the bases were multiplied as well. (ii) : the exponents were added where a power of a power multiplies them. (iii) : the exponents were divided where a quotient subtracts them.
Part B
Take , , : the left side is and the right side is . The left side is simply the number , and no exponent law shortens it.
Part C
The claim is too strong. The product and quotient rules do need a shared base, but a shared exponent is enough for the power of a product read backwards: . In the exponents differ too, so splitting off the surplus factor reaches only , which is not a single power.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Line (i). The exponents were handled correctly, , but the bases were multiplied too, turning into . Multiplying by lays four factors of beside three more, and every factor in that row is still a , so the product rule keeps the base:
The two answers are far apart. Since , the written answer is , a power carrying twice as many factors of as the truth.
Line (ii). Here the base survived but the wrong operation was done: the exponents were added, . This setup is a power of a power, which asks for as a factor twice, that is two groups of three factors, so the power rule multiplies:
Adding belongs to the other setup, where two powers stand side by side with a multiplication sign between them.
Line (iii). The exponents were divided, , presumably because the expression itself is a division. But dividing powers cancels factors in pairs, and cancelling removes as many factors as the bottom has, so the counts subtract:
A count with two taken away is not a count cut in half, and the ten factors of on top lose exactly the two that the bottom cancels.
Part B
A rule announced for every base and every pair of exponents is brought down by one honest case, so choose numbers small enough to evaluate exactly. Take , and . The left side is a sum of two ordinary numbers:
The right side is a single power:
Those are not equal, and they miss by a wide margin rather than by a slip, so the rule is false as stated.
Why it fails is worth saying, because the failure is structural rather than accidental. Every law in this lesson comes from counting factors inside a product, and a sum is not a product. In the two powers are held apart by an addition sign; there is no single run of factors to count, and nothing for an exponent to record. The left side is the number , and is where it stops.
The same test settles any proposed rule of this kind. Pick the smallest numbers that make both sides computable, and compare.
Part C
Take the laws in turn rather than accepting or rejecting the claim whole.
Where the student is right. The product rule and the quotient rule really do require a shared base. Both work by counting copies of one repeated factor, and copies of cannot be pooled with copies of into a single count, because they are not copies of the same thing. So neither of those two rules touches this expression.
Where the claim breaks. Those are not the only laws in the lesson. The power of a product says
and a true equation can be read from right to left as well as from left to right. Read backwards it gathers two powers that share an exponent, whatever their bases:
The lesson used this law in the forward direction to split into ; running the same line the other way puts such a product back together. As a check, , and .
The second expression. In the bases differ, so the product rule is out, and the exponents differ too, so there is no shared exponent for the power of a product to collect as they stand. Nor can one be made: pulling a common exponent out of both would need a number above that divides both and , and there is none. The two powers cannot be gathered into a single power.
That is not the same as saying nothing at all can be done, and it is worth being exact about the difference. The surplus factor can be peeled off, since is one standing beside three more, and the two powers that remain do share an exponent:
As a check, , and . The result is a number multiplied by a power, not one power, so the expression really does resist being written as a single power. The reason simply has to be stated as it is, and not as "no law applies".
So the student's sentence needs its condition named rather than its base: two powers combine under the product rule when they share a base, and a product of powers gathers into one power when they share an exponent.
In one line
The three lines should read , and . The general rule fails at once, since while , because the laws count factors in a product and a sum is not a product. The second claim is too strong: a shared exponent lets the power of a product gather into , while cannot be gathered into a single power at all, since and share no factor above and so no common exponent can be pulled out; peeling off the surplus factor reaches only .
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) , (ii) , (iii) . Then decide whether and are equal, and say why.
The answer
(i) , (ii) , (iii) ; and , because adding a count to itself and doubling it are the same thing.
(i) The exponents were divided, . Cancelling four factors from twelve leaves eight standing:
(ii) The exponents were added correctly, but the bases were multiplied as well:
(iii) The exponents were added where this setup multiplies them:
The last pair really are equal, and not by accident of these numbers. Side by side, the counts add, ; raised to the second, the counts multiply, . Adding a number to itself and multiplying it by two are the same operation, so when two identical powers stand side by side, the two setups agree exactly when the outer exponent is :
Drop the premise that the two powers are identical and the agreement can happen for other reasons, since and are both . What is fixed is only that and are the same number.
-
-
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.
- Part A.
Write in the form , 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
- Part B.
Evaluate 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
- 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 equals , and justify your decision for 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.
-
Hint 1 of 3
An exponent written on a bracket applies to everything the bracket holds, and the last two laws of the lesson are entirely about what that means when the bracket holds a product.
-
Hint 2 of 3 · Part A
One factor inside the bracket already carries an exponent of its own. Deal with the outer exponent first, then look again at what each factor has become.
-
Hint 3 of 3 · Part C
Write the copies out with no rule at all, then ask what allows you to shuffle the letters into groups. Both properties you need were named in the first chapter.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
by the first route, and by the second.
Part C
It does hold. Three copies of written out give three 's, three 's and three 's, which the commutative and associative properties let you gather into . The same argument runs for every positive whole-number exponent and any number of factors.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The base of the outer power is the product , so the power of a product sends that exponent onto each factor:
The first piece is now a power of a power, and the power rule multiplies its counts:
The second piece is , which is , so raising it to the fourth simply gives ; there was nothing inside it to resolve. Putting the pieces back together,
Notice that the two exponents come out different even though one exponent was applied to the whole base. The walked in carrying three factors of its own and the walked in carrying one, and the outer exponent multiplies whatever each factor brought with it.
Part B
Inside the bracket first. The order of operations settles the bracket before the exponent acts, so and then
Exponent onto each factor. The power of a product sends the to both pieces, and each piece is then evaluated on its own:
The two routes agree, as they had to. Both are multiplying the same six factors, three 's and three 's; the first route keeps them interleaved as three times over, while the second gathers the 's together and the 's together first. Reordering a product never changes its value, which is precisely the property the law is built on.
Part C
Start from the definition rather than from a rule. The base is the product , and the exponent asks for three copies of it multiplied together:
Nine factors stand in that row: three 's, three 's and three 's, in the order the copies produced them. Multiplication may be reordered, which is the commutative property, and regrouped, which is the associative property, and between them those two properties are the whole licence to gather the like letters without changing the value:
Nothing in that argument depended on the number three, in either role. Take any positive whole-number exponent , the only kind a power has been given a meaning for so far. With copies of a product of any number of pieces, each piece still turns up once per copy, so each piece ends with of itself:
What would defeat the argument is changing the operation inside the bracket. Every move above slid factors past one another, and only multiplication permits that. Put a plus sign in the bracket and there are no separate runs of 's and 's to gather at all: is , while is . An exponent spreads across a product, and across a quotient for the same reason as long as the denominator is not zero, but not across a sum.
In one line
, and comes to by either route. An exponent spreads across a product of any number of factors, since for every positive whole-number exponent , copies of the product contribute of each piece, and multiplication may be reordered and regrouped freely. It does not spread across a sum: , while .
Another way: Check a spread by counting one factor at a time
Any claim of this shape can be tested by picking one factor and counting its copies on each side. In the arrives three at a time and the bracket is used four times, so the left side holds copies of , while the arrives one at a time and so appears four times. Count the same two factors on the right:
Twelve and four, so the counts match. If a proposed answer disagrees on even one factor, it is wrong, and the disagreement tells you by how much.
When it is worth it When an expression carries several different bases and you want a check that does not repeat the work you just did, or when you are choosing between two candidate answers that differ in a single exponent.
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
-