M3
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
ALGEBRA II
𝟏𝟏
𝟏𝟏
Lesson 3: Rational Exponents—What are 𝟐𝟐𝟐𝟐 and 𝟐𝟐𝟑𝟑 ?
Student Outcomes

Students will calculate quantities that involve positive and negative rational exponents.
Lesson Notes
Students extend their understanding of integer exponents to rational exponents by examining the graph of 𝑓(𝑥) = 2𝑥
1
1
and estimating the values of 22 and 23 . The lesson establishes the meaning of these numbers in terms of radical
1
expressions and these form the basis of how we define expressions of the form 𝑏 𝑛 before generalizing further to
𝑚
expressions of the form 𝑏 𝑛 , where 𝑏 is a positive real number and 𝑚 and 𝑛 are integers, with 𝑛 ≠ 0 (N-RN.A.1). The
lesson and problem set provide fluency practice in applying the properties of exponents to expressions containing
rational exponents and radicals (N-RN.A.2). In the following lesson, students will verify that the definition of an
𝑚
𝑛
expression with rational exponents, 𝑏 𝑛 = √𝑏 𝑚 , is consistent with the remaining exponential properties. The lesson
begins with students creating a graph of a simple exponential function, 𝑓(𝑥) = 2𝑥 , which they studied in Module 3 of
Algebra 1. In that module, students also learned about geometric sequences and their relationship to exponential
functions, a concept that we revisit at the end of this module. In Algebra 1, students worked with exponential functions
with integer domains. This lesson, together with the subsequent Lessons 4 and 5, helps students understand why the
domain of an exponential function 𝑓(𝑥) = 𝑏 𝑥 , where 𝑏 is positive number and 𝑏 ≠ 1, is the set of real numbers. To do
so we must establish what it means to raise 𝑏 to a rational power and, in Lesson 5, to any real number power.
Classwork
Opening (1 minutes)
In Algebra 1, students worked with geometric sequences and simple exponential
functions. Remind them that in Lesson 1, we created formulas based on repeatedly
doubling and halving a number when we modeled folding a piece of paper. We reviewed
how to use the properties of exponents for expressions that had integer exponents.
Opening Exercise (5 minutes)
Have students graph 𝑓(𝑥) = 2𝑥 for each integer 𝑥 from 𝑥 = −2 to 𝑥 = 5 without using a
graphing utility or calculator on the axes provided. Discuss the pattern of points and ask
students to connect the points in a way that produces a smooth curve. Students should
work these two problems independently and check their solutions with a partner if time
permits before you lead a whole class discussion to review the solutions.
Opening Exercise
MP.3
a.
𝟏𝟏
What is the value of 𝟐𝟐𝟐𝟐 ? Justify your answer.
Scaffolding:
 Encourage students to
create a table of values to
help them construct the
graph.
 For advanced learners,
have them repeat these
exercises with the function
𝑓(𝑥) = 3𝑥 and ask them
1
1
to estimate 32 and 33 .
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
A possible student response follows: I think it will be around 𝟏𝟏. 𝟓 because 𝟐𝟐𝟎𝟎 = 𝟏𝟏 and 𝟐𝟐𝟏𝟏 = 𝟐𝟐.
b.
Graph 𝒇(𝒙) = 𝟐𝟐𝒙 for each integer 𝒙 from 𝒙 = −𝟐𝟐 to 𝒙 = 𝟓. Connect the points on your graph with a smooth
curve.
y
36
32
28
24
20
16
12
8
4
-2
-1
1
2
3
4
5
6
x
-4
Ask for a few volunteers to explain their reasoning for their answers to Opening Exercise part (a). Then, debrief these
two exercises by leading a short discussion.

The directions in the Opening Exercise said to connect the points with a smooth curve. What does it imply
about the domain of a function when we connect points that we have plotted?


That the domain of the function includes the points between the points that we plotted.
How does your graph support or refute your answer to the first exercise? Do you need to modify your answer
1
to the question: What is the value of 22 ? Why or why not?

1
If the domain is all real numbers, then the value of 22 will be the 𝑦-coordinate of the point on the
1
graph where 𝑥 = . From the graph it looks like the value is somewhere between 1 and 2. The
2
scaling on this graph is not detailed enough for me to accurately refine my answer yet.
1
Transition to the next set of exercises by telling the students that we can better estimate the value of 22 by looking at a
graph that is scaled more precisely. Have students proceed to the next questions. They should work in small groups or
with a partner on these exercises.
The graph of 𝑓(𝑥) = 2𝑥 shown below for the next exercises will appear in the student materials but you could also
1
1
display the graph using technology. Have students estimate the value of 22 and 23 from the graph. Students should
work by themselves or in pairs to work through the following questions without using a calculator.
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
The graph at right shows a close-up view of 𝒇(𝒙) = 𝟐𝟐𝒙 for
−𝟎𝟎. 𝟓 < 𝒙 < 𝟏𝟏. 𝟓.
c.
y
Find two consecutive integers that are over and
𝟏𝟏
2
under estimates of the value of 𝟐𝟐𝟐𝟐 .
𝟏𝟏
𝟐𝟐𝟎𝟎 < 𝟐𝟐𝟐𝟐 < 𝟐𝟐𝟏𝟏
𝟏𝟏
1.5
𝟏𝟏 < 𝟐𝟐𝟐𝟐 < 𝟐𝟐
d.
𝟏𝟏
Does it appear that 𝟐𝟐𝟐𝟐 is halfway between the
integers you specified in Exercise 1?
1
𝟏𝟏
No, it looks like 𝟐𝟐𝟐𝟐 is a little less than halfway
between 𝟏𝟏 and 𝟐𝟐.
e.
Use the graph of 𝒇(𝒙) = 𝟐𝟐𝒙 to estimate the
𝟏𝟏
0.5
-0.5
0.5
1
1.5
x
value of 𝟐𝟐𝟐𝟐 .
𝟏𝟏
𝟐𝟐𝟐𝟐 ≈ 𝟏𝟏. 𝟒
f.
𝟏𝟏
Use the graph of 𝒇(𝒙) = 𝟐𝟐𝒙 to estimate the value of 𝟐𝟐𝟑𝟑 .
𝟏𝟏
𝟐𝟐𝟑𝟑 ≈ 𝟏𝟏. 𝟐𝟐𝟓
Discussion (9 minutes)
Before getting into the point of this lesson, which is to connect rational exponents to
radical expressions, revisit the initial question with students.

1
What is the value of 22 ? Does anyone want to adjust their initial guess?

MP.6

Our initial guess was a little too big. It seems like 1.4 might be a
better answer.
How could we make a better guess?

We could look at the graph with even smaller increments for the scale
using technology.
If time permits, you can ‘zoom’ in further on the graph of 𝑓(𝑥) = 2𝑥 using a graphing
calculator or other technology either by examining a graph or a table of values of 𝑥 closer
1
and closer to .
2
1
Scaffolding:
 If needed, you can
demonstrate the
argument using perfect
squares. For example, use
a base of 4 instead of a
base of 2.
1 2
Show that �42 � = 4
2
and �√4� = 4.
Next, we will make the connection that 22 = √2. Walk students through the following questions, providing guidance as
needed. Students proved that there was only one positive number that squared to 2 in Geometry, Module 2. You may
need to remind them of this with a bit more detail if they are struggling to follow this argument.

1
Assume for the moment that whatever 22 means that it satisfies 𝑏 𝑚 ∙ 𝑏 𝑛 = 𝑏 𝑚+𝑛 . Working with this
1
1
assumption what is the value of 22 ∙ 22 ?


MP.7
1
1
1 1
It would be 2 because 22 ∙ 22 = 22+2 = 21 = 2.
What unique positive number squares to 2? That is what is the only positive number that when multiplied by
M3
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
ALGEBRA II
itself is equal to 2?

By definition, we call the unique positive number that squares to 2 the square root of 2 and we write
√2.
Write the following statements on the board and ask your students to compare them and think about what they must
1
tell us about the meaning of 22 .

1
1
22 ∙ 22 = 2 and √2 ∙ √2 = 2
1
What do these two statements tell us about the meaning of 22 .

Since both statements involve multiplying a number by itself and getting 2, and we know that there
1
is only one number that does that, we can conclude that 22 = √2.
1
At this point, you can have students confirm these results by using a calculator to approximate both 22 and √2 to several
1
decimal places. In the opening, we approximated 22 graphically, and now we have shown
it to be an irrational number.
Scaffolding:
 If needed, you can
demonstrate the
argument using perfect
cubes. For example, use a
base of 8 instead of a base
of 2.
1
Next ask students to think about the meaning of 23 using a similar line of reasoning.

1
Assume that whatever 23 means it will satisfy 𝑏 𝑚 ∙ 𝑏 𝑛 = 𝑏 𝑚+𝑛 . What is the
1
1
1
value of �23 � �23 � �23 �?

MP.7

1
3
3
3
What is the value of √2 ∙ √2 ∙ √2?


1
1
1 1 1
The value is 2 because �23 � �23 � �23 � = 23+3+3 = 21 = 2.
3
3
3
3
3
The value is 2 because √2 ∙ √2 ∙ √2 = � √2� = 2.
1
3
3
and � √8� = 8.
What appears to be the meaning of 23?

1 3
Show �83 � = 8
Since both the exponent expression and the radical expression involve multiplying a number by itself
1
3
three times and the result is equal to 2, we know that 23 = √2.
1
3
Students can also confirm using a calculator that the decimal approximations of 23 and √2 are the same. Next, we ask
them to generalize their findings.

MP.8
1
1
4
10
1
Can we generalize this relationship? Does 24 = √2? Does 210 = √2? What is 2𝑛 , for any positive integer 𝑛?
Why?

1
𝑛
2𝑛 = √2 because
1 𝑛
�2𝑛 �
=
1
1
1
�2𝑛 � �2𝑛 � ⋯ �2𝑛 �
�������������
𝑛 times
=
𝑛 times
��
1 ����
1 ���
1
2𝑛+𝑛+⋯+𝑛
= 21 = 2.
1
𝑛
Have students confirm these using a calculator as well checking to see if the decimal approximations of 2𝑛 and √2 are
MP.8 the same for different values of 𝑛 such as 4, 5, 6, 10, …. Be sure to share the generalization shown above on the board to
1
𝑛
help students understand why it makes sense to define 2𝑛 to be √2.
𝑛
However, be careful to not stop here; there is a problem with our reasoning if we do not define √2. In previous courses,
only square roots and cube roots were defined.
We first need to define the 𝑛th root of a number; there may be more than one, as in the case where 22 = 4 and
M3
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
ALGEBRA II
(−2)2 = 4. We say that both −2 and 2 are square roots of 4. However, we give priority to the positive-valued square
root, and we say that 2 is the principal square root of 4. We often just refer to the square root of 4 when we mean the
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principal square root of 4. The definition of 𝑛 root presented below is consistent with allowing complex 𝑛 roots,
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which students will encounter in college if they pursue engineering or higher mathematics. If we allow complex 𝑛
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3
1
3
roots, there are three cube roots of 2: √2, √2 �− +
2
√3
2
1
3
𝑖�, and √2 �− −
2
√3
2
𝑖�, and we refer to the real number √2 as
the principal cube root of 2. There is no need to discuss this with any but the most advanced students.
𝑛
3
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The √2 is the positive real number 𝑎 such that 𝑎𝑛 = 2. In general, if 𝑎 is positive, then the 𝑛 root of 𝑎 exists for any
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positive integer 𝑛, and if 𝑎 is negative, then the 𝑛 root of 𝑎 exists only for odd integers 𝑛. This even/odd condition is
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handled subtly in the definition below; the 𝑛 root exists only if there is already an exponential relationship 𝑏 = 𝑎𝑛 .
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Present the following definitions to students and have them record them in their notes.
TH
𝑵𝑵 ROOT OF A NUMBER: Let 𝒂𝒂 and 𝒃𝒃 be numbers, and let 𝒏𝒏 ≥ 𝟐𝟐 be a positive integer. If 𝒃𝒃 =
𝒂𝒂𝒏𝒏 ,
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then 𝒂𝒂 is an 𝒏𝒏 root of 𝒃𝒃. If 𝒏𝒏 = 𝟐𝟐, then the root is a called a square root. If 𝒏𝒏 = 𝟑𝟑, then the
root is called a cube root.
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TH
PRINCIPAL 𝑵𝑵 ROOT OF A NUMBER: Let 𝒃𝒃 be a real number that has at least one real 𝒏𝒏 root.
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The principal 𝒏𝒏 root of 𝒃𝒃 is the real 𝒏𝒏 root that has the same sign as 𝒃𝒃, and is denoted by a
𝒏𝒏
radical symbol: √𝒃𝒃.
th
th
Every positive number has a unique principal 𝑛 root. We often refer to the principal 𝑛 root
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of 𝑏 as just the 𝑛 root of 𝑏. The 𝑛 root of 0 is 0.
Students have already learned about square and cube roots in previous grades. In Module 1 and at the beginning of this
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lesson, students worked with radical expressions involving cube and square roots. Explain that the 𝑛 roots of a number
satisfy the same properties of radicals learned previously. Have students record these properties in their notes.
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If 𝑎 ≥ 0, 𝑏 ≥ 0 (𝑏 ≠ 0 when 𝑏 is a denominator) and 𝑛 is a positive integer, then
𝑛
𝑛
𝑛
√𝑎𝑏 = √𝑎 ∙ √𝑏 and
𝑛 𝑎
�𝑏 =
𝑛
√𝑎
𝑛
√𝑏
.
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Background information regarding 𝑛 roots and their uniqueness is provided below. You may wish to share this with
your advanced learners or the entire class if you extend this lesson to an additional day.
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The existence of the principal 𝑛 root of a real number 𝑏 is a consequence of the fundamental theorem of
algebra: Consider the polynomial function 𝑓(𝑥) = 𝑥 𝑛 − 𝑏. When 𝑛 is odd, we know that 𝑓 has at least one real
zero because the graph of 𝑓 must cross the 𝑥-axis. That zero is a positive number which (after showing that it is
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the ONLY real zero) is the 𝑛 root. The case for when 𝑛 is even follows a similar argument.
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To show uniqueness of the 𝑛 root, suppose there are two 𝑛 roots of a number 𝑏, 𝑥 and 𝑦 such that 𝑥 > 0,
𝑦 > 0, 𝑥 𝑛 = 𝑏, and 𝑦 𝑛 = 𝑏. Then 𝑥 𝑛 − 𝑦 𝑛 = 𝑏 − 𝑏 = 0. The expression 𝑥 𝑛 − 𝑦 𝑛 factors (see Lesson 7 in
Module 1).
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0 = 𝑥 𝑛 − 𝑦𝑛
= (𝑥 − 𝑦)(𝑥 𝑛−1 + 𝑥 𝑛−2 𝑦 + 𝑥 𝑛−3 𝑦 2 + ⋯ + 𝑥𝑦 𝑛−2 + 𝑦 𝑛−1 )
M3
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
ALGEBRA II
Since both 𝑥 and 𝑦 are positive, the second factor is never zero. Thus, for 𝑥 𝑛 − 𝑦 𝑛 = 0, we must have
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𝑥 − 𝑦 = 0 and it follows that 𝑥 = 𝑦. Thus, there is only one 𝑛 root of 𝑏.
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A proof of the first radical property is shown below for teacher background information. You may wish to share this
proof with your advanced learners or the entire class if you extend this lesson to an additional day.
𝑛
𝑛
𝑛
Prove that √𝑎𝑏 = √𝑎 ∙ √𝑏.
𝑛
Let 𝑥 ≥ 0 be the number such that 𝑥 𝑛 = 𝑎 and let 𝑦 ≥ 0 be the number such that 𝑦 𝑛 = 𝑏, so that 𝑥 = √𝑎 and
𝑛
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𝑦 = √𝑏. Then, by a property of exponents, (𝑥𝑦)𝑛 = 𝑥 𝑛 𝑦 𝑛 = 𝑎𝑏. Thus, 𝑥𝑦 must be the 𝑛 root of 𝑎𝑏. Writing
this using our notation gives
Scaffolding:
𝑛
𝑛
𝑛
√𝑎𝑏 = 𝑥𝑦 = √𝑎 ∙ √𝑏.
If needed, continue to support
After students have recorded this information in their notes, you can proceed with
students that struggle with
Example 1 and Exercise 1.
abstraction by including
additional numeric examples.
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Example 1 (3 minutes)
This example will familiarize students with the wording in the definition presented above.
Example 1
a.
What is the 𝟒 th root of 𝟏𝟏𝟔?
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𝟒
b.
𝟒
𝒙 = 𝟏𝟏𝟔 when 𝒙 = 𝟐𝟐 because 𝟐𝟐𝟒 = 𝟏𝟏𝟔. Thus, √𝟏𝟏𝟔 = 𝟐𝟐.
What is the cube root of 125?
𝟑𝟑
c.
𝒙𝟑𝟑 = 𝟏𝟏𝟐𝟐𝟓 when 𝒙 = 𝟓 because 𝟓𝟑𝟑 = 𝟏𝟏𝟐𝟐𝟓. Thus, √𝟏𝟏𝟐𝟐𝟓 = 𝟓.
What is the 𝟓 th root of 𝟏𝟏𝟎𝟎𝟎𝟎, 𝟎𝟎𝟎𝟎𝟎𝟎?
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𝒙𝟓 = 𝟏𝟏𝟎𝟎𝟎𝟎, 𝟎𝟎𝟎𝟎𝟎𝟎 when 𝒙 = 𝟏𝟏𝟎𝟎 because 𝟏𝟏𝟎𝟎𝟓 = 𝟏𝟏𝟎𝟎𝟎𝟎, 𝟎𝟎𝟎𝟎𝟎𝟎. Thus, 𝟓√𝟏𝟏𝟎𝟎𝟎𝟎, 𝟎𝟎𝟎𝟎𝟎𝟎 = 𝟏𝟏𝟎𝟎.
Exercise 1 (2 minutes)
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In these brief exercises, students will work with definition of 𝑛 roots and the multiplication property presented above.
Have students check their work with a partner and briefly discuss as a whole class any questions that arise.
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Exercise 1
1.
Evaluate each expression.
a.
𝟒
√𝟖𝟏𝟏
𝟑𝟑
b.
𝟓
√𝟑𝟑𝟐𝟐
𝟐𝟐
c.
𝟑𝟑
𝟑𝟑
√𝟗 ∙ √𝟑𝟑
𝟑𝟑
√𝟐𝟐𝟕 = 𝟑𝟑
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Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
ALGEBRA II
d.
𝟒
𝟒
𝟒
√𝟐𝟐𝟓 ∙ √𝟏𝟏𝟎𝟎𝟎𝟎 ∙ √𝟒
𝟒
�𝟏𝟏𝟎𝟎, 𝟎𝟎𝟎𝟎𝟎𝟎 = 𝟏𝟏𝟎𝟎
Discussion (8 minutes)
1
1
1
Return to the question posted in the title of this lesson: What are 22 and 23 ? Now we know the answer, 22 = √2 and
1
1
3
1
𝑛
23 = √2. So far, we have given meaning to 2𝑛 by equating 2𝑛 = √2. Ask students if they believe these results extend
to any base 𝑏 > 0.

We just did some exercises where the 𝑏-value was a number different from 2. In our earlier work, was there
something special about using 2 as the base of our exponential expression? Would these results generalize to
1
1
1
1
expressions of the form 3𝑛 ? 7𝑛 ? 10𝑛 ? 𝑏 𝑛 , for any positive real number 𝑏?

There is nothing inherently special about the base 2 in the above discussion. These results should
1
generalize to expressions of the form 𝑏 𝑛 for any positive real number base 𝑏 because we have
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defined an 𝑛 root for any positive base 𝑏.
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1
𝑛
Now that we know what the 𝑛 root of a number 𝑏, √𝑏, means, the work we did earlier with base 2 suggests that 𝑏 𝑛
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should also be defined as the 𝑛 root of 𝑏. Discuss this definition with your class. If the class is unclear on the
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1
1
definition, do some numerical examples: (−32)5 = −2 because (−2)5 = −32, but (−16)4 does not exist because there
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is no principal 4 root of a negative number.
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1
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For a real number 𝑏 and a positive integer 𝑛, define 𝑏 𝑛 to be the principal 𝑛 root of 𝑏 when it
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𝑛
𝑛
exists. That is, 𝑏 = √𝑏.
Note that this definition holds for any real number 𝑏 if 𝑛 is an odd integer and for positive real numbers 𝑏 if 𝑛 is an even
integer. You may choose to emphazise this with your class. Thus, when 𝑏 is negative and 𝑛 is an odd integer, the
1
1
expression 𝑏 𝑛 will be negative. If 𝑛 is an even integer, then we must restrict 𝑏 to positive real numbers only, and 𝑏 𝑛 will
be positive.
1
In the next lesson, we see that with this definition 𝑏 𝑛 satisfies all the usual properties of exponents so it makes sense to
define it in this way.
At this point, you can also revisit our original question with the students one more time.

1
1
What is the value of 22 ? What does it mean? What is the value of 𝑏 2 for any positive number 𝑏? How are
radicals related to rational exponents?

1
1
We now know that 22 is equal to √2. In general 𝑏 2 = √𝑏 for any positive real number 𝑏.
A number that contains a radical can be expressed using rational exponents in place of the radical.
1
As you continue the discussion, we extend the definition of exponential expressions with exponents of the form to any
3
𝑛
positive rational exponent. We begin by considering an example: what do we mean by 24 ? Give students a few minutes
to respond individually in writing to this question on their student pages and then have them discuss their reasoning
M3
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
ALGEBRA II
with a partner. Make sure to correct any blatant misconceptions and to clarify incomplete thinking as you lead the
discussion that follows.
Discussion
𝟏𝟏
𝟏𝟏
𝟑𝟑
𝟑𝟑
If 𝟐𝟐𝟐𝟐 = √𝟐𝟐 and 𝟐𝟐𝟑𝟑 = √𝟐𝟐, what does 𝟐𝟐𝟒 equal? Explain your reasoning.
MP.3
𝟑𝟑
𝟏𝟏
𝟑𝟑
Student solutions and explanations will vary. One possible solution would be 𝟐𝟐𝟒 = �𝟐𝟐𝟒 � so it must mean that
𝟑𝟑
𝟒
𝟑𝟑
𝟐𝟐𝟒 = �√𝟐𝟐� . Since the properties of exponents and the meaning of an exponent made sense with integers and now for
𝟏𝟏
rational numbers in the form , it would make sense that they would work all rational numbers too.
𝒏𝒏
1
𝑚
Now that we have a definition for exponential expressions of the form 𝑏 𝑛 , use the discussion below to define 𝑏 𝑛 , where
𝑚 and 𝑛 are both integers, 𝑛 ≠ 0, and 𝑏 is a positive real number. Make sure students understand that our
𝑚
interpretation of 𝑏 𝑛 must be consistent with the exponent properties (which hold for integer exponents) and the
1
definition of 𝑏 𝑛 .

3


1 3
3
3
𝑛
1
We can write 24 = �24 � or we can write 24 = (23 )4 .
1
Now apply our definition of 𝑏 𝑛 .


1
How can we rewrite the exponent of 24 using integers and rational numbers in the form ?
1 3
3
3
3
4
1
4
4
24 = �24 � = � √2� or 24 = (23 )4 = √23 = √8
3
4
3
Does this make sense? If 24 = √8, then if we raise 24 to the fourth power, we should get 8. Does this
happen?


3 4
3
3
3
3
3
�24 � = �24 � �24 � �24 � �24 � = 2�4∙4� = 23 = 8.
3
3
4
So, 8 is the product of four equal factors, which we denote by 24 . Thus, 24 = √8.
𝑚
𝑚
Take a few minutes to allow students to think about generalizing their work above to 2 𝑛 and then to 𝑏 𝑛 . Have them
write a response to the following questions and share it with a partner before proceeding as a whole class.



𝑚
Can we generalize this result? How would you define 2 𝑛 , for positive integers 𝑚 and 𝑛?
𝑚
𝑚
𝑛
𝑛
𝑚
Conjecture: 2 𝑛 = √2𝑚 , or equivalently, 2 𝑛 = � √2� .
𝑚
𝑚
𝑚
𝑚
Can we generalize this result to any positive real number base 𝑏? What is 3 𝑛 ? 7 𝑛 ? 10 𝑛 ? 𝑏 𝑛 ?


There is nothing inherently special about the base 2 in the above discussion. These results should
𝑚
generalize to expressions of the form 𝑏 𝑛 for any positive real number base 𝑏.
𝑚
𝑛
Then we are ready to define 𝑏 𝑛 = √𝑏 𝑚 for positive integers 𝑚 and 𝑛 and positive real numbers 𝑏.
This result is summarized in the box below.
1
For any positive integers 𝑚 and 𝑛, and any real number 𝑏 for which 𝑏 𝑛 exists, we define
𝑚
𝑛
𝑚
𝑛
𝑏 𝑛 = √𝑏 𝑚 , which is equivalent to 𝑏 𝑛 = � √𝑏�
𝑚
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
Note that this property holds for any real number 𝑏 if 𝑛 is an odd integer. You may choose to emphasize this with your
𝑚
class. When 𝑏 is negative and 𝑛 is an odd integer, the expression 𝑏 𝑛 will be negative. If 𝑛 is an even integer then we
must restrict 𝑏 to positive real numbers only.
Exercises 2–8 (4 minutes)
In these exercises, students use the definitions above to rewrite and evaluate expressions. Have students check their
work with a partner and briefly discuss as a whole class any questions that arise.
Exercises 2–8
Rewrite each exponential expression as an 𝒏𝒏th root.
2.
𝟏𝟏
𝟑𝟑𝟐𝟐
𝟏𝟏
𝟑𝟑𝟐𝟐 = √𝟑𝟑
3.
𝟏𝟏
𝟏𝟏𝟏𝟏𝟓
𝟏𝟏
𝟓
𝟏𝟏𝟏𝟏𝟓 = √𝟏𝟏𝟏𝟏
4.
𝟏𝟏
𝟒
� �
𝟏𝟏
𝟓
𝟏𝟏
𝟏𝟏 𝟓 𝟓 𝟏𝟏
� � =�
𝟒
𝟒
5.
𝟏𝟏
𝟔𝟏𝟏𝟎𝟎
𝟏𝟏
𝟏𝟏𝟎𝟎
𝟔𝟏𝟏𝟎𝟎 = √𝟔
Rewrite the following exponential expressions as equivalent radical expressions. If the number is rational, write it without
radicals or exponents.
6.
𝟑𝟑
𝟐𝟐𝟐𝟐
𝟑𝟑
𝟐𝟐𝟐𝟐 = �𝟐𝟐𝟑𝟑 = 𝟐𝟐√𝟐𝟐
7.
𝟓
𝟒𝟐𝟐
𝟓
𝟓
𝟒𝟐𝟐 = �𝟒𝟓 = �√𝟒� = 𝟐𝟐𝟓 = 𝟑𝟑𝟐𝟐
8.
𝟏𝟏
𝟖
� �
𝟓
𝟑𝟑
𝟓
𝟓
𝟑𝟑 𝟏𝟏
𝟏𝟏 𝟑𝟑 𝟑𝟑 𝟏𝟏 𝟓
𝟏𝟏 𝟓
𝟏𝟏
� � = �� � = � � � = � � =
𝟖
𝟖
𝟖
𝟐𝟐
𝟑𝟑𝟐𝟐
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
Exercise 9 (3 minutes)
In this exercise, we ask students to consider a negative rational exponent. Have students work directly with a partner
and ask them to use thinking similar to the preceding discussion. Correct and extend student thinking as you review the
solution.
Exercise 9
9.
MP.3
Show why the following statement is true:
𝟏𝟏
𝟏𝟏
𝟐𝟐−𝟐𝟐 = 𝟏𝟏
𝟐𝟐𝟐𝟐
Student solutions and explanations will vary. One possible solution would be
𝟏𝟏 −𝟏𝟏
𝟏𝟏
𝟐𝟐−𝟐𝟐 = �𝟐𝟐𝟐𝟐 �
−𝟏𝟏
= �√𝟐𝟐�
=
𝟏𝟏
√𝟐𝟐
=
𝟏𝟏
𝟏𝟏
𝟐𝟐𝟐𝟐
𝟏𝟏
Since √𝟐𝟐 is a real number the properties of exponents hold and we have defined 𝒃𝒃𝒏𝒏. We can show these two
expressions are the same.
Share the following property with your class and show how the work they did in the previous exercises supports this
conclusion. Should you choose to you can verify these properties using an argument similar to the ones presented
𝑚
earlier for the meaning of 𝑏 𝑛 .
1
For any positive integers 𝑚 and 𝑛, and any real number 𝑏 for which 𝑏 𝑛 exists, we define
𝑚
1
𝑏− 𝑛 = 𝑛
√𝑏 𝑚
or, equivalently,
𝑚
𝑏− 𝑛 =
Exercises 10–12 (3 minutes)
𝑛
1
𝑚.
� √𝑏�
Exercises 10–12
Rewrite the following exponential expressions as equivalent radical expressions. If the number is rational, write it without
radicals or exponents.
𝟑𝟑
10. 𝟒−𝟐𝟐
𝟑𝟑
𝟒−𝟐𝟐 =
𝟐𝟐
11. 𝟐𝟐𝟕−𝟑𝟑
𝟐𝟐
𝟏𝟏
√𝟒𝟑𝟑
𝟐𝟐𝟕−𝟑𝟑 =
𝟏𝟏
=
𝟐𝟐
𝟐𝟐𝟕𝟑𝟑
𝟏𝟏
𝟑𝟑
�√𝟒�
=
𝟑𝟑
𝟏𝟏
=
𝟐𝟐
�√𝟐𝟐𝟕�
𝟏𝟏
𝟖
=
𝟏𝟏
𝟏𝟏
=
𝟑𝟑𝟐𝟐 𝟗
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
𝟏𝟏
𝟏𝟏 −𝟐𝟐
𝟒
12. � �
𝟏𝟏
𝟒
𝟏𝟏
−𝟐𝟐
We have � �
𝟏𝟏
−𝟏𝟏
= �� �
𝟒
𝟏𝟏
𝟐𝟐
−𝟏𝟏
=� �
𝟏𝟏
𝟒
= 𝟐𝟐. Alternatively, � �
𝟏𝟏
−𝟐𝟐
𝟏𝟏
𝟒
𝟏𝟏
−𝟏𝟏 𝟐𝟐
𝟏𝟏
= �� � � = (𝟒)𝟐𝟐 = √𝟒 = 𝟐𝟐.
Closing (3 minutes)
Have students summarize the key points of the lesson in writing. Circulate around the classroom to informally assess
understanding and provide assistance. Their work should reflect the summary provided below.
Lesson Summary
𝑵𝑵TH ROOT OF A NUMBER: Let 𝒂𝒂 and 𝒃𝒃 be numbers, and let 𝒏𝒏 ≥ 𝟐𝟐 be a positive integer. If 𝒃𝒃 = 𝒂𝒂𝒏𝒏 , then 𝒂𝒂 is an
𝒏𝒏th root of 𝒃𝒃. If 𝒏𝒏 = 𝟐𝟐, then the root is a called a square root. If 𝒏𝒏 = 𝟑𝟑, then the root is called a cube root.
PRINCIPAL 𝑵𝑵TH ROOT OF A NUMBER: Let 𝒃𝒃 be a real number that has at least one real 𝒏𝒏th root. The principal 𝒏𝒏th
𝒏𝒏
root of 𝒃𝒃 is the real 𝒏𝒏th root that has the same sign as 𝒃𝒃, and is denoted by a radical symbol: √𝒃𝒃.
Every positive number has a unique principal 𝒏𝒏th root. We often refer to the principal 𝒏𝒏th root of 𝒃𝒃 as just
the 𝒏𝒏th root of 𝒃𝒃. The 𝒏𝒏th root of 𝟎𝟎 is 𝟎𝟎.
For any positive integers 𝒎𝒎 and 𝒏𝒏, and any real number 𝒃𝒃 for which the principal 𝒏𝒏th root of 𝒃𝒃 exists, we have
𝟏𝟏
𝒎𝒎
𝒏𝒏
𝒃𝒃𝒏𝒏 = √𝒃𝒃
𝒏𝒏
𝒏𝒏
𝒎𝒎
𝒃𝒃 𝒏𝒏 = √𝒃𝒃𝒎𝒎 = � √𝒃𝒃�
𝒎𝒎
𝟏𝟏
𝒃𝒃− 𝒏𝒏 = 𝒏𝒏
.
√𝒃𝒃𝒎𝒎
Exit Ticket (4 minutes)
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
Name
Date
𝟏𝟏
𝟐𝟐
𝟏𝟏
𝟑𝟑
Lesson 3: Rational Exponents—What are 𝟐𝟐 and 𝟐𝟐 ?
Exit Ticket
1.
Write the following exponential expressions as equivalent radical expressions.
22
b.
24
c.
2.
1
a.
3
2
3−3
Rewrite the following radical expressions as equivalent exponential expressions.
a.
b.
c.
√5
4
2 √3
3
1
√16
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 3
M3
ALGEBRA II
3.
Provide a written explanation for each question below.
1 3
1
a.
Is it true that �42 � = (43 )2 ? Explain how you know.
b.
Is it true that �10003 � = (10003 )3 ? Explain how you know.
c.
Suppose that 𝑚 and 𝑛 are positive integers and 𝑏 is a real number so that the principal 𝑛 root of 𝑏 exists. In
1 3
1
th
P
1 𝑚
1
general does �𝑏 𝑛 � = (𝑏 𝑚 )𝑛 ? Provide at least one example to support your claim.
Exit Ticket Sample Solutions
1.
Rewrite the following exponential expressions as equivalent radical expressions.
a.
𝟏𝟏
𝟐𝟐𝟐𝟐
𝟏𝟏
𝟐𝟐𝟐𝟐 = √𝟐𝟐
b.
𝟑𝟑
𝟐𝟐𝟒
𝟑𝟑
𝟒
𝟒
𝟐𝟐𝟒 = �𝟐𝟐𝟑𝟑 = √𝟖
c.
𝟐𝟐
𝟑𝟑−𝟑𝟑
𝟐𝟐
−
𝟑𝟑 𝟑𝟑 =
2.
𝟑𝟑
𝟏𝟏
�𝟑𝟑𝟐𝟐
=
𝟏𝟏
�𝟗
𝟑𝟑
Rewrite the following radical expressions as equivalent exponential expressions.
a.
√𝟓
𝟏𝟏
√𝟓 = 𝟓𝟐𝟐
b.
𝟒
𝟐𝟐√𝟑𝟑
𝟒
𝟏𝟏
𝟒
𝟒
𝟐𝟐√𝟑𝟑 = �𝟐𝟐𝟒 ⋅ 𝟑𝟑 = √𝟒𝟖 = 𝟒𝟖𝟒
c.
𝟑𝟑
𝟏𝟏
√𝟏𝟏𝟔
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
𝟑𝟑
𝟏𝟏
√𝟏𝟏𝟔
𝟑𝟑
3.
𝟏𝟏
√𝟏𝟏𝟔
𝟏𝟏
𝟒
= (𝟐𝟐𝟒 )−𝟑𝟑 = 𝟐𝟐−𝟑𝟑
𝟏𝟏
= (𝟏𝟏𝟔)−𝟑𝟑
Provide a written explanation for each question below.
a.
𝟏𝟏 𝟑𝟑
𝟏𝟏
Is it true that �𝟒𝟐𝟐 � = (𝟒𝟑𝟑 )𝟐𝟐? Explain how you know.
𝟏𝟏 𝟑𝟑
𝟑𝟑
�𝟒𝟐𝟐 � = �√𝟒� = 𝟐𝟐𝟑𝟑 = 𝟖
𝟏𝟏
𝟏𝟏
(𝟒𝟑𝟑 )𝟐𝟐 = 𝟔𝟒𝟐𝟐 = √𝟔𝟒 = 𝟖
So the first statement is true.
MP.3
&
MP.7
b.
𝟏𝟏 𝟑𝟑
𝟏𝟏
Is it true that �𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎𝟑𝟑 � = (𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎𝟑𝟑 )𝟑𝟑? Explain how you know.
Similarly the left and right sides of the second statement are equal to one another.
𝟏𝟏 𝟑𝟑
𝟑𝟑
𝟑𝟑
�𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎𝟑𝟑 � = �√𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎� = 𝟏𝟏𝟎𝟎𝟑𝟑 = 𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎
c.
𝟏𝟏
𝟏𝟏
(𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎𝟑𝟑 )𝟑𝟑 = (𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎)𝟑𝟑 = 𝟏𝟏𝟎𝟎𝟎𝟎𝟎𝟎
Suppose that 𝒎𝒎 and 𝒏𝒏 are positive integers and 𝒃𝒃 is a real number so that the principal 𝒏𝒏 th root of 𝒃𝒃 exists. In
𝟏𝟏 𝒎𝒎
P
𝟏𝟏
general does �𝒃𝒃𝒏𝒏 � = (𝒃𝒃𝒎𝒎 )𝒏𝒏? Provide at least one example to support your claim.
Thus it appears the statement is true and it also holds for when the exponents are integers. Based on our
other work in this lesson, this property should extend to rational exponents as well.
Here is another example,
𝟏𝟏 𝟐𝟐
�𝟖𝟑𝟑 � = (𝟐𝟐)𝟐𝟐 = 𝟒
And
𝟏𝟏
𝟏𝟏
(𝟖𝟐𝟐 )𝟑𝟑 = (𝟔𝟒)𝟑𝟑 = 𝟒
Thus,
𝟏𝟏 𝟐𝟐
𝟏𝟏
�𝟖𝟑𝟑 � = (𝟖𝟐𝟐 )𝟑𝟑 .
Problem Set Sample Solutions
1.
Select the expression from (a), (b), and (c) that correctly completes the statement.
(a)
a.
𝟏𝟏
𝒙𝟑𝟑
is equivalent to
(b)
b.
𝟐𝟐
𝒙𝟑𝟑 is equivalent to
(b)
c.
𝟏𝟏
𝒙−𝟒 is equivalent to
(c)
𝟏𝟏
𝟑𝟑
𝟐𝟐
𝟑𝟑
(b)
(c)
𝟑𝟑
𝟑𝟑
𝒙
√𝒙
𝒙
√𝒙𝟐𝟐
𝟏𝟏
𝟒
𝟒
− 𝒙
𝟑𝟑
𝒙
𝒙
𝟑𝟑
�√𝒙�
𝟏𝟏
𝟒
√𝒙
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
d.
𝟏𝟏
𝟐𝟐
𝟒
𝒙
𝟐𝟐
� � is equivalent to
(c)
2.
a.
𝟏𝟏
𝟏𝟏𝟔𝟐𝟐
(a) and (b)
b.
𝟐𝟐 −𝟏𝟏
�𝟑𝟑�
�
𝟏𝟏
�
𝟏𝟏𝟔
−
(b) only
𝟑𝟑
𝟐𝟐
(b)
𝟏𝟏
−𝟐𝟐
(c)
𝟐𝟐
𝟑𝟑
𝟖𝟑𝟑
𝟗
𝟒
� �
𝟔𝟒𝟐𝟐
𝟏𝟏
𝟐𝟐
𝟏𝟏
𝟐𝟐𝟕𝟑𝟑
𝟔
Rewrite in radical form. If the number is rational, write it without using radicals.
a.
𝟑𝟑
𝟔𝟐𝟐
√𝟐𝟐𝟏𝟏𝟔
b.
𝟏𝟏
𝟐𝟐
� �
𝟒
�
c.
𝟏𝟏
𝟒
𝟏𝟏
𝟐𝟐
𝟏𝟏
𝟑𝟑(𝟖)𝟑𝟑
𝟑𝟑
𝟑𝟑√𝟖 = 𝟔
d.
�
𝟐𝟐
𝟔𝟒 −𝟑𝟑
�
𝟏𝟏𝟐𝟐𝟓
𝟐𝟐
𝟏𝟏𝟐𝟐𝟓
𝟐𝟐𝟓
��
� =
𝟏𝟏𝟔
𝟏𝟏𝟔
e.
𝟑𝟑
𝟏𝟏
𝟖𝟏𝟏−𝟒
𝟒
4.
𝟐𝟐
√𝒙
Identify which of the expressions (a), (b), and (c) are equivalent to the given expression.
(a)
3.
𝟒
𝒙𝟐𝟐
𝒙
𝟏𝟏
√𝟖𝟏𝟏
=
𝟏𝟏
𝟑𝟑
Rewrite the following expressions in exponent form.
a.
√𝟓
𝟏𝟏
𝟓𝟐𝟐
b.
𝟑𝟑
√𝟓𝟐𝟐
𝟐𝟐
𝟓𝟑𝟑
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 3
M3
ALGEBRA II
c.
√𝟓𝟑𝟑
𝟑𝟑
𝟓𝟐𝟐
𝟐𝟐
𝟑𝟑
d.
�√𝟓�
𝟐𝟐
𝟓𝟑𝟑
5.
Use the graph of 𝒇(𝒙) = 𝟐𝟐𝒙 shown to the right to estimate the following powers of 𝟐𝟐.
𝟏𝟏
a.
c.
𝟑𝟑
𝟐𝟐𝟒
𝟏𝟏. 𝟕
𝟏𝟏. 𝟔
𝟐𝟐𝟎𝟎.𝟐𝟐
d.
𝟏𝟏. 𝟏𝟏𝟓
𝟐𝟐𝟏𝟏.𝟐𝟐
e.
𝟐𝟐. 𝟑𝟑
𝟏𝟏
𝟐𝟐−𝟓
f.
𝟎𝟎. 𝟖𝟓
Rewrite each expression in the form 𝒌𝒙𝒏𝒏 where 𝒌 is
a real number, 𝒙 is a positive real number and 𝒏𝒏 is
rational.
𝟑𝟑
𝟒
a.
√𝟏𝟏𝟔𝒙𝟑𝟑
𝟐𝟐𝒙𝟒
𝟑𝟑
𝒙−𝟑𝟑
𝟓
b.
𝟒
�𝟏𝟏/𝒙𝟒
d.
𝟑𝟑
𝟒
𝟐𝟐𝒙−𝟏𝟏
�𝟖𝒙𝟑𝟑
e.
𝟐𝟐𝟕
�𝟗𝒙𝟒
f.
�
𝟏𝟏
𝟓𝒙−𝟐𝟐
√𝒙
c.
7.
𝟏𝟏. 𝟐𝟐
𝟐𝟐
𝟐𝟐𝟑𝟑
b.
6.
𝟐𝟐𝟒
𝟗𝒙−𝟐𝟐
𝟏𝟏
𝟏𝟏
𝟏𝟏𝟐𝟐𝟓 −𝟑𝟑
�
𝒙𝟐𝟐
𝟓
𝟐𝟐
𝒙𝟑𝟑
𝟏𝟏
Find a value of 𝒙 for which 𝟐𝟐𝒙𝟐𝟐 = 𝟑𝟑𝟐𝟐.
𝟐𝟐𝟓𝟔
8.
𝟒
Find a value of 𝒙 for which 𝒙𝟑𝟑 = 𝟖𝟏𝟏.
𝟐𝟐𝟕
9.
𝟑𝟑
𝟑𝟑
If 𝒙𝟐𝟐 = 𝟔𝟒, find the value of 𝟒𝒙−𝟒.
𝟑𝟑
𝒙 = 𝟏𝟏𝟔, so 𝟒(𝟏𝟏𝟔)−𝟒 = 𝟒(𝟐𝟐)−𝟑𝟑 =
𝟒 𝟏𝟏
= .
𝟖 𝟐𝟐
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
𝟏𝟏
𝟗
10. If 𝒃𝒃 = , evaluate the following expressions.
a.
𝟏𝟏
𝒃𝒃−𝟐𝟐
𝟏𝟏
𝟏𝟏
𝟏𝟏 −𝟐𝟐
� � = 𝟗𝟐𝟐 = 𝟑𝟑
𝟗
b.
c.
𝟓
𝒃𝒃𝟐𝟐
𝟓
𝟏𝟏 𝟐𝟐
𝟏𝟏 𝟓
𝟏𝟏
� � =� � =
𝟗
𝟑𝟑
𝟐𝟐𝟒𝟑𝟑
𝟑𝟑
√𝟑𝟑𝒃𝒃−𝟏𝟏
𝟏𝟏 −𝟏𝟏
�𝟑𝟑 � � = 𝟑𝟑√𝟐𝟐𝟕 = 𝟑𝟑
𝟗
𝟑𝟑
11. Show that each expression is equivalent to 𝟐𝟐𝒙. Assume 𝒙 is a positive real number.
a.
𝟒
√𝟏𝟏𝟔𝒙𝟒
𝟒
𝟒
√𝟏𝟏𝟔 ∙ �𝒙𝟒 = 𝟐𝟐𝒙
b.
𝟑𝟑
� �𝟖𝒙𝟑𝟑 �
�𝟒𝒙𝟐𝟐
(𝟐𝟐𝒙)𝟐𝟐
𝟏𝟏
(𝟒𝒙𝟐𝟐 )𝟐𝟐
c.
𝟑𝟑
𝟐𝟐
=
𝟒𝒙𝟐𝟐
= 𝟐𝟐𝒙
𝟐𝟐𝒙
𝟔𝒙𝟑𝟑
�𝟐𝟐𝟕𝒙𝟔
𝟔𝒙𝟑𝟑
𝟔𝒙𝟑𝟑
= 𝟐𝟐 = 𝟐𝟐𝒙
𝟔/𝟑𝟑
𝟑𝟑𝒙
𝟑𝟑𝒙
𝟏𝟏
12. Yoshiko said that 𝟏𝟏𝟔𝟒 = 𝟒 because 𝟒 is one-fourth of 𝟏𝟏𝟔. Use properties of exponents to explain why she is or isn’t
correct.
𝟏𝟏 𝟒
𝟏𝟏 𝟒
�𝟏𝟏𝟔𝟒 �
𝟏𝟏
𝟒
≠ 𝟒𝟒 , we know that 𝟏𝟏𝟔 ≠ 𝟒.
𝟒
𝟏𝟏
𝟒
� �⋅𝟒
Yoshiko’s reasoning is not correct. By our exponent properties, �𝟏𝟏𝟔𝟒 � = 𝟏𝟏𝟔
= 𝟏𝟏𝟔𝟏𝟏 = 𝟏𝟏𝟔, but 𝟒𝟒 = 𝟐𝟐𝟓𝟔. Since
𝟏𝟏
13. Jefferson said that 𝟖𝟑𝟑 = 𝟏𝟏𝟔 because 𝟖𝟑𝟑 = 𝟐𝟐 and 𝟐𝟐𝟒 = 𝟏𝟏𝟔. Use properties of exponents to explain why he is or isn’t
correct.
MP.3
𝟏𝟏 𝟒
𝟒
𝟒
𝟒
Jefferson’s reasoning is correct. We know that 𝟖𝟑𝟑 = �𝟖𝟑𝟑 � , so 𝟖𝟑𝟑 = 𝟐𝟐𝟒 , and thus 𝟖𝟑𝟑 = 𝟏𝟏𝟔.
𝟐𝟐
𝟐𝟐
𝟏𝟏
𝟐𝟐
𝟐𝟐
14. Rita said that 𝟖𝟑𝟑 = 𝟏𝟏𝟐𝟐𝟖 because 𝟖𝟑𝟑 = 𝟖𝟐𝟐 ⋅ 𝟖𝟑𝟑, so 𝟖𝟑𝟑 = 𝟔𝟒 ⋅ 𝟐𝟐, and then 𝟖𝟑𝟑 = 𝟏𝟏𝟐𝟐𝟖. Use properties of exponents to
explain why she is or isn’t correct.
Rita’s reasoning is not correct because she did not apply the properties of exponents correctly. She should also
realize that raising 𝟖 to a positive power less than 𝟏𝟏 will produce a number less than 𝟖. The correct calculation is
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
M3
ALGEBRA II
below.
𝟐𝟐
𝟏𝟏 𝟐𝟐
𝟖𝟑𝟑 = �𝟖𝟑𝟑 �
𝟏𝟏
= 𝟐𝟐𝟐𝟐
=𝟒
𝟏𝟏 𝟐𝟐
𝟏𝟏
15. Suppose for some positive real number 𝒂𝒂 that �𝒂𝒂𝟒 ⋅ 𝒂𝒂𝟐𝟐 ⋅ 𝒂𝒂𝟒 � = 𝟑𝟑.
a.
What is the value of 𝒂𝒂?
𝟏𝟏
𝟏𝟏
𝟏𝟏 𝟐𝟐
�𝒂𝒂𝟒 ⋅ 𝒂𝒂𝟐𝟐 ⋅ 𝒂𝒂𝟒 � = 𝟑𝟑
𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟐𝟐
�𝒂𝒂𝟒+𝟐𝟐+𝟒 � = 𝟑𝟑
(𝒂𝒂𝟏𝟏 )𝟐𝟐 = 𝟑𝟑
𝒂𝒂𝟐𝟐 = 𝟑𝟑
𝒂𝒂 = √𝟑𝟑
b.
Which exponent properties did you use to find your answer to part (a)?
We used the properties 𝒃𝒃𝒏𝒏 ⋅ 𝒃𝒃𝒎𝒎 = 𝒃𝒃𝒎𝒎+𝒏𝒏 and (𝒃𝒃𝒎𝒎 )𝒏𝒏 = 𝒃𝒃𝒎𝒎𝒏𝒏 .
16. In the lesson, you made the following argument:
𝟏𝟏 𝟑𝟑
𝟏𝟏
𝟏𝟏
𝟏𝟏
�𝟐𝟐𝟑𝟑 � = 𝟐𝟐𝟑𝟑 ⋅ 𝟐𝟐𝟑𝟑 ⋅ 𝟐𝟐𝟑𝟑
𝟑𝟑
𝟑𝟑
𝟑𝟑
𝟏𝟏
𝟏𝟏 𝟏𝟏 𝟏𝟏
= 𝟐𝟐𝟑𝟑+𝟑𝟑+𝟑𝟑
= 𝟐𝟐𝟏𝟏
= 𝟐𝟐.
𝟏𝟏 𝟑𝟑
𝟏𝟏
𝟑𝟑
Since √𝟐𝟐 is a number so that �√𝟐𝟐� = 𝟐𝟐 and 𝟐𝟐𝟑𝟑 is a number so that �𝟐𝟐𝟑𝟑 � = 𝟐𝟐, you concluded that that 𝟐𝟐𝟑𝟑 = √𝟐𝟐.
Which exponent property was used to make this argument?
We used the property 𝒃𝒃𝒏𝒏 ⋅ 𝒃𝒃𝒎𝒎 = 𝒃𝒃𝒎𝒎+𝒏𝒏 . (Students may also mention the uniqueness of 𝒏𝒏 th roots.)
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