Botswana Open University

Junior Certificate Programme

Mathematics

Unit 8: Indices and Matrices

Acknowledgements

This unit is a product of many people who worked hard to see it ready for use by BOU
learners. BOU wishes to acknowledge contributions from the following.

Programme Development Coordinator

Dikeme Kgamanyane

Writer
Betty Mathiba

Content Editor
Bale Motlotle

Reviewer
Rauwane Gare

Editor
Lobakeng Eric Setabo

DTP
Thatayaone Dibe
Masole Otukile

Cover Design
Masole Otukile

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All rights reserved. Reproduction, copying and all forms of transmission are only
in accordance with the national Copyright Laws that are in force.
Please, address correspondences to:
The Vice Chancellor
Botswana Open University
Private Bag BO 187
Tel. 3181470/3646000
Fax: 3181473
Gaborone, Botswana
Margin Icons
While working through this course material you will notice the frequent use of
margin icons. These icons serve to “signpost” a particular piece of text, a new task or
change in activity; they have been included to help you to find your way around this
course material.

A complete icon set is shown below. Familiarise yourself with the icons and their
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Learning Objectives References

Glossary Bibliography

Activity Unit Aims

Time
Unit Outcomes

Unit Assessment
Introduction

Self-assessment Exercise Further Reading

Summary
JC: Mathematics Unit 8

Contents
Introduction to Unit 8 i

Lesson 1: Commutativity and Associativity 1

Lesson 2: Indices 19
Lesson 3: Matrices 38
Answers to Self-assessment Exercises
Self–assessment Exercise 1 17
Self–assessment Exercise 2 37
Self–assessment Exercise 3 48
JC: Mathematics Unit 8

Introduction to Unit 8
Indicies and Matricies

Introduction
Welcome to the eighth unit of the 3-year Junior Secondary Mathematics course. I hope you
have completed Units 1 to 7 successfully as we shall keep on referring back to them in this
unit and any other unit that will follow.

The first part of the unit is on the basic operations on whole numbers. Remember that in Unit
1 we were basically looking at the basic operations on numbers, now we want to go a step
further and look at the properties of those operations. You may be wondering how this relates
to indicies and matrices. Once we complete the unit, you will be able to notice the relation-
ship. For now, just move on.

We will then look at indices and here we shall mainly write long expressions or long numbers
in short form. In the last part of the unit we shall look at operations on matrices, we shall look
at addition, subtraction and multiplication only.

Learning Objectives
By the end of this unit you should;
• Understand the concept of commutativity, associativity, identity, and inverses in the
context of whole numbers and basic operations
• Understand the concept of indices
• Acquire knowledge on matrices

Unit Outcomes
This unit has only three lessons and they are as follows;
Lesson 1 : Commutativity and Associativity
Lesson 2 : Indices
Lesson 3 : Matrices

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JC: Mathematics Unit 8

Lesson 1
Commutativity and Associativity

Introduction
In Unit 1 of this course you learnt that there are four basic operations in Mathematics. These are
Addition (+), Subtraction (-), Multiplication (x), and Division (÷). In all the previous lessons, you
have used all these four operations. In this lesson, you are going to learn about the commutative
and associative properties of the four operations; that is, investigate if addition, subtraction,
multiplication, and division of numbers are commutative and/or associative. There are two other
concepts that you are going to learn about and these are the identity element for addition and
multiplication, and inverses of numbers in number operations.

Study well!

Learning Objectives
At the end of this lesson, you should be able to:
• identify through investigation, the concept of commutativity and associativity in
number operations
• use the concept of commutativity and associativity in number operations
• identify through investigation, the concept of identity and inverse under addition and
multiplication
• use the concept of identity and inverse under addition and multiplication

Contents List
1.0 The commutative property 2
2.0 The associative property 5
3.0 Inverses 12
4.0 Identity element 16
Summary 16
Self-assessment Exercise 1 17

1 © 2012 BOCODOL
JC: Mathematics Unit 8

1.0 The Commutative Property

Commutativity refers to the order in which we arrange numbers when adding, subtracting,
multiplying, and dividing. Let us investigate each operation, one at a time.

(a) Is addition of numbers commutative?

Study the examples given;

Example 1
(i) 3+2=5
2+3=5

(ii) 9 + 1 = 10
1 + 9 = 10

(iii) 6 + 2 = 8
2+6=8

(iv) Add 20 to 7
Add 7 to 20

What do you notice? Yes, the sum does not change even if you re-arrange the numbers.
In 20 + 7, the first number is 20 and the second number is 7. Their sum is 27.

In 7 + 20, the first number is 7 and the second number is 20. Their sum is 27.
In both cases, the result is the same. It does not matter whether you start with 20 then add 7 or
start with 7 and then add 20. We can therefore say yes, Addition of numbers is commutative.

The commutative property of addition allows us to arrange two numbers in any order
when adding them. Let x and y represent real numbers, then for all x and y:
x+y=y+x

(b) Is multiplication of numbers commutative?

Study the examples given;

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Example 2
(i) 3 × 5 = 15
5 × 3 = 15

(ii) 4×2=8
2×4=8

(iii) 10 × 6 = 60
6 × 10 = 60

(iv) Multiply 4 by 5
Multiply 5 by 4

What do you notice? Yes, the order in which we arrange two numbers when multiplying them
does not matter because the answer remains the same. In 4 × 5, the first number is 4 and the
second number is 5. Their product is 20.

In 5 × 4, the first number is 5 and the second number is 4. Their product is 20. In both cases, the
result is the same. It does not matter whether you start with 4 and multiply by 5 or start with 5
and multiply by 4. We can therefore say yes, multiplication of numbers is commutative.

The commutative property of multiplication allows us to arrange two numbers in any

order when multiplying them. Let k and t represent real numbers, then for all k and t:
k×t=t×k

(c) Is subtraction of numbers commutative?

Study the examples given;

Example 3
(i) 10 – 3 = 7
3 – 10 = -7

(ii) 5–4=1
4 – 5 = -1

(iii) 19 – 13 = 6
13 – 19 = -6

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(iv) Subtract 45 from 100

Subtract 100 from 45

What do you notice? Yes, the answers are not the same because of the signs. Therefore the
order we use in subtracting the numbers does matter because the two answers are not the
same. We can, therefore, say subtraction of numbers is not commutative.

In Subtraction, we are not allowed to arrange numbers in any order. Let p and q
represent real numbers, then for all p and q:
p–q≠q–p

(d) Is division of numbers commutative?

Study the examples given;

Example 4
(i) 12 ÷ 6 = 2
1
6 ÷ 12 = 2
 

(ii) 100 ÷ 25 = 4
1
25 ÷ 100 = 4
 

(iii) 21 ÷ 7 = 3
1
7 ÷ 21 = 3
 

(iv) Divide 40 by 4
Divide 4 by 40

What do you notice? Yes, the answers are not the same. Thus, the order in which we arrange
numbers when dividing does matter because the answer does not remain the same. Therefore,
we can say division of numbers is not commutative.

In Division, we are not allowed to arrange numbers in any order. Let a and b represent
real numbers, then for all a and b:
a÷b≠b÷a

Conclusion: We have investigated all the four operations and noticed that;
addition and multiplication are commutative
subtraction and division are not commutative

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2.0 The Associative Property

Associativity refers to the order in which we group numbers when adding, subtracting,
multiplying, and dividing them. In the commutative property, we were adding two numbers,
subtracting two numbers, multiplying two numbers and dividing two numbers. But in
Associativity, we will be dealing with three numbers at a time. Again, we will investigate
each operation, one at a time.

(a) Are numbers associative in addition?

Study the examples given;

Example 5
(i) Add 3 to the sum of 6 and 1
Add 6 to the sum of 1 and 3

Solution: Add 3 to the sum of 6 and 1 = (6 +1) + 3

= 7 +3
= 10

Add 6 to the sum of 1 and 3 = 6 + (1 + 3)

=6+(4)
= 10

What do you notice?

Before making some conclusions do the activity below that will help you reach some
reasonable conclusions.

Activity 1

1. What is the sum in each case?

(a) (i) 9 + ( 7 + 3)
(ii) (9 + 7) + 3

(b) (i) 40 + (10 + 50)

(ii) (40 + 10) + 50

(c) (i) 200 + (30 + 5)

ii) (200 + 30) + 5

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JC: Mathematics Unit 8

Answers
1. (a) (i) _______________________
_______________________
(ii) _______________________
_______________________
(b) (i) _______________________
_______________________
(ii) _______________________
_______________________
(c) (i) _______________________
_______________________
(ii) _______________________
_______________________

Feedback to Activity 1
You should have obtained the following answers
1. (a) (i) 9 + ( 7 + 3) =9 + 10 = 19
(ii) (9 + 7) + 3 =16 + 3 = 19

(b) (i) 40 + (10 + 50) =40 + 60 = 100

(ii) (40 + 10) + 50 = 50 +50 =100

(c) (i) 200 + (30 + 5) = 200+ 35 = 235

(ii) (200 + 30) + 5 = 230 + 5 = 235

You should have noticed that the sum does not change, even if we group (pair) the numbers
differently.

In (6 + 1) + 3, the numbers grouped (added) together are 6 and 1, then 3 is added afterwards.
The sum is 10.

In 6 + (1 + 3), the numbers grouped(added) together are 1 and 3, then 6 is added afterwards.
The sum is still 10. We can therefore say yes, numbers are associative in addition.

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The associative property of numbers in addition allows us to group pairs of numbers in

different orders without affecting their sum. Let a, b, and c represent real numbers, then
for all a, for all b and for all c, (a + b) + c = a + (b + c).

(b) Are numbers associative in multiplication?

Study the examples given;

Example 6
(i) Multiply the product of 3 and 4 by 2. What is the answer?
(ii) Multiply 3 by the product of 4 and 2. What is the answer?

Solution: Multiply the product of 3 and 4 by 2 = (3x4) x 2 = 12x2 = 24

Multiply 3 by the product of 4 and 2 = 3 x (4x2) = 3 x 8 = 24

What do you notice?

(ii) (20x5) x 6 = ________
20 x (5x6) = ________

What do you notice?

___________________________________________________________________________

Solution: (20x5) x 6 = 100x6 = 600

20 x (5x6) = 20x30 = 600

Again, what do you notice?

___________________________________________________________________________

The conclusion will come immediately after the activity that follows.

Activity 2

1. Workout the product in each case

(a) (i) (3x5) x 4
(ii) 3 x (5x4)

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(b) (i) (8x1) x 5

(ii) 8 x (1x5)

(c) (i) (6x7) x 2

(ii) 6 x (7x2)

Answers:
(a) (i) ___________________________________________________
(ii) ___________________________________________________
(b) (i) ___________________________________________________
(ii) ___________________________________________________
(c) (i) ___________________________________________________
(ii) ___________________________________________________

Feedback to Activity 2
(a) (i) (3x5) x 4 = 15 x 4 = 60
(ii) 3 x (5x4) = 3 x 20 = 60

(b) (i) (8x1) x 5 = 8 x 5 = 40

(ii) 8 x (1x5) = 8 x 5 = 40

(c) (i) (6x7) x 2 = 42 x 2 = 84

(ii) 6 x (7x2) = 6 x 14 = 84

You should have noticed that in multiplication, we multiply two numbers at a time. Therefore,
when we are required to multiply three numbers, we may group them differently, but we will
still get the same result. We can therefore say yes, multiplication of numbers is associative

The Associative property of numbers in multiplication, allows us to group pairs of

numbers in different orders without affecting the product. Let a, b and c represent real
numbers, then for all a, for all b and for all c, (a x b) x c = a x (b x c).

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(c) Are numbers associative in subtraction?

Study the examples given;

Example 6
(i) (10 – 7) – 1 = __________
10 – (7 – 1) = __________

Solution: (10 – 7) – 1= 3 – 1 = 2
10 – (7 – 1) = 10 – 6 = 4

Look at the answers. What do you notice?

___________________________________________________________________________

(ii) (50 – 30) – 5 = ________

50 – (30 – 5) = ________

Solution: (50 – 30) – 5 = 20 – 5 = 15

50 – (30 – 5) = 50 – 25 = 25

Again, what do you notice?

___________________________________________________________________________

The conclusion will follow after the activity.

Activity 3

Workout the following.

(a) (i) (15 – 5) – 3
(ii) 15 – (5 – 3)

(b) (i) (60 – 10) – 6

(ii) 60 – (10 – 6)

(c) (i) (20 –7) – 5

(ii) 20 – (7 – 5)

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Answers
(a) (i) _____________________________________________________
(ii) _____________________________________________________
(b) (i) _____________________________________________________
(ii) _____________________________________________________
(c) (i) _____________________________________________________
(ii) _____________________________________________________

Feedback to Activity 3
(a) (i) (15 – 5) – 3 = 10 – 3 = 7
(ii) 15 – (5 – 3) = 15 – 2 = 13

(b) (i) (60 – 10) – 6 = 50 – 6 = 44

(ii) 60 – (10 – 6) = 60 – 4 = 56

(c) (i) (20 –7) – 5 = 13 – 5 = 8

(ii) 20 – (7 – 5) = 20 = 2 = 18

You should have noticed that in subtraction, when we pair or group numbers differently, the
result (or answer ) changes.

(10 - 7) – 1 ≠ 10 – (7 – 1)

Therefore, we can say no, subtraction of numbers is not associative.

(d) Are numbers associative in division?

Study the examples given,

Example 7
1.Workout (a) (i) (24 ÷ 4) ÷ 2 = _______
(ii) 24 ÷ (4 ÷ 2) = _______

Solution: (i) (24 ÷ 4) ÷ 2 = 6 ÷ 2 = 3

(ii) 24 ÷ (4 ÷ 2) = 24 ÷ 2 = 12

Look at the answers. What do you notice?

___________________________________________________________________________

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Continue with the activity to discover more.

Activity 4

Workout the following.

(a) (i) (32÷8)÷2
(ii) 32÷(8÷2)

(b) (i) (18÷6)÷3

(ii) 18÷(6÷3)

(c) (i) (300÷30)÷5

(ii) 300÷(30÷5)

Answers
(a) (i) _____________________________________________________
(ii) _____________________________________________________
(b) (i) _____________________________________________________
(ii) _____________________________________________________
(c) (i) _____________________________________________________
(ii) _____________________________________________________

Feedback to Activity 4
(a) (i) (32÷8)÷2 = 4 ÷ 2 = 2
(ii) 32÷(8÷2) = 32 ÷ 4 = 8

(b) (i) (18÷6)÷3 = 3 ÷ 3 =1

(ii) 18÷(6÷3) = 18 ÷ 2 =9

(c) (i) (300÷30)÷5 = 10 ÷ 5 = 2

(ii) 300÷(30÷5) = 300 ÷ 6 = 50

You should have noticed that in division, when we pair or group numbers differently, the
result (or answer) changes: (18 ÷ 6) ÷ 3 ≠ 18 ÷ (6 ÷ 3)

Therefore, we can say no, division of numbers is not associative.

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Conclusion: We have investigated all the four operations and noticed that;
Numbers are associative in addition and multiplication
Numbers are not associative in subtraction and division

The associative property and the commutative property may be used to make calculations
easier. They can be used together.

Example 8
(a) Workout 29 + 16 + 1

Solution:
To calculate 29 + 16 + 1, the easiest way is to re-arrange the numbers to be 29 + 1 + 16.
That is, 29+16+1 = 29+1+16} The commutative law allows us to re-arrange the numbers
= (29+1)+16}The associative law allows us to pair the numbers in any order
= 30 + 16
= 46

(b) Apply the commutative and associative properties to workout 20 x 16 x 5.

Solution:
20 x 16 x 5 = 20 x 5 x 16}The commutative property
= (20 x 5) x 16} The associative property
= 100 x 16
= 1 600

3.0 Inverses
In this part of the lesson, you need to revise positive and negative numbers first especially for
the additive inverse.

(a) Additive inverse

What is the sum of 5 + (-5)?
Yes, it is zero (0). Remember 5 is positive five. In short, 5 = +5.
What is the sum of +5+(-5)? Again, it is still zero (0).

Example 9
(a) What is the sum of +7 and –7?

Solution: (+7) +(-7) = 0

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(b) +2 + (-2) = ?

Solution: +2 + (-2) = 0

If the sum of two numbers is zero (0), then each number (or addend) is said to be the
additive inverse of the other.

Since +5 + (-5) = 0, then we say the additive inverse of 5 is –5, and also, we say the additive
inverse of –5 is 5.

The sum of +9 and –9 is 0. Therefore, -9 is the additive inverse of 9. Also, 9 is the additive
inverse of –9.

In general terms, we can now say since y + (-y) = 0, then –y is the additive inverse of y. Also,
y is the additive inverse of –y.
-5 is the opposite of +5
-2 is the opposite of +2
-9 is the opposite of +9
-y is the opposite of +y

Likewise, +5 is the opposite of –5

+2 is the opposite of –2
+9 is the opposite of –9
+y is the opposite of –y

The additive inverse of a number is the opposite of the number.

Activity 5

Write down the additive inverse of each number;

(a) +6
(b) -14
(c) - 93
(d) 28
(e) 71
(f) - k
(g) e

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JC: Mathematics Unit 8

Answers
(a) _____________
(b) _____________
(c) _____________
(d) _____________
(e) _____________
(f) _____________
(g) _____________

Feedback to Activity 5
You should have obtained the following;
(a) -6
(b) +14
(c) + 93
(d) - 28
(e) - 71
(f) +k
(g) -e

(b) Multiplicative inverse

Let us do the following examples.

Example 10
1
(a) What is the product of 4 and 4 ?
1
Solution: 4 × 4 =1

(b) Workout 2 × ½
Solution: 2 × ½ = 1

(c) 4 × 3 = _____
3 4

Solution: 4 × 3 =1
3 4

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In all the three examples given above, the product( answer) is 1. If the product of two
numbers is one (1), then we call each number (factor) the multiplicative inverse of the other.

In 4 × 1 = 1, we say 4 is the multiplicative inverse of 1 . Also, we say 1 is the

4 4 4
multiplicative inverse of 4.

2× 1 = 1. We say, 2 is the multiplicative inverse of 1 . Again, we say, 1 is the

2 2 2
multiplicative Inverse of 2.

4
3
× 3 4 = 1. We say, 4 is the multiplicative inverse of 3 . Again, 3 is the
3 4 4
multiplicative inverse of .

The multiplicative Inverse of a number is also called the reciprocal of a number.

Activity 6

Write down the multiplicative inverse of each of the following numbers.

(a) 12 =
(b) 10 =

(c) 2
3
(d) 1
8
(e) 7
8

Feedback to Activity6
You should have obtained the following;

(a) 1
12

(b) 1
10

(c) 3
2

(d) 8 =8
1

(e) 8
7

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JC: Mathematics Unit 8

4.0 Identity Element for Addition and Multiplication

Let us start with the identity element for addition. Study the examples given;

Example 11
(a) 25 + 0 = 25
(b) 7 + 0 = 7
(c) 900 + 0 = 900

In all the given examples, the whole number remains unchanged. In general terms, y + 0 = y

We have noticed that addition of any whole number to zero(0) leaves the number unchanged.
Because the number does not change when zero(0) is added to it, we can say that the number
keeps its identity.

We therefore say zero(0) is the identity element for addition (or zero is the additive
identity).

The same thing happens for multiplication but this time the element is not zero. Study the
examples given;

Example 12
(a) 7 x 1 = 7
(b) 10 x 1 = 10
(c) 400 x 1 = 400

What do you notice? Yes, in all the cases, we have noticed that the number that is multiplied
by 1 remains unchanged. Because the number does not change when multiplied by 1, we say
the number keeps its identity.

Therefore, one(1) is the identity element for multiplication (or 1 is the multiplicative
identity).

Summary
Here are some points that you need to remember;
• Addition of numbers is commutative: this means that when adding two or more
numbers, you can arrange them in any order because the sum will remain unchanged.
a+b=b+a

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• In addition, numbers are associative

(a + b) + c = a + (b + c)
• Multiplication of numbers is commutative: this means, when multiplying two numbers,
you can arrange them in any order because the product remains unchanged.
axb=bx a
• In multiplication, numbers are associative
(a x b) x c = a x (b x c)
• The additive inverse of a number is the opposite of that number, and their sum is zero(0)
-y is the additive inverse of y
y is the additive inverse of -y
-y + y = 0
• The identity element for addition is zero (0) a+0=a
• The multiplicative inverse of a number is the reciprocal of the number, and their
product is 1.
y # 1 = 1
y

y is the multiplicative inverse of 1 y

1 is also the multiplicative inverse of y
y

• The identity element for multiplication is one (1)

a×1=a
• Subtraction of numbers is not commutative
a–b≠b–a
• In subtraction, numbers are not associative
(a-b)-c ≠ a - (b - c)
• Division of numbers is not associative
a÷b≠b÷a
• In division, numbers are not associative
(a ÷ b) ÷ c ≠ a÷ (b÷c)

Self-assessment Exercise 1
1. (a) 5 x 2 = 2 x 5 shows the ___________________ property.
(b) (4+5) + 6 = 4 + (5+6) shows the _____________________ property.
(c) 4 x (2 x 3) = (4 x 2) x 3 shows the ______________________ property.
(d) 7 + 3 = 3 + 7 shows the __________________________ property.
(e) p + q = q + p shows the __________________________ property.

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2. Which of the following are true?

(a) 2 x (3 x 5) = (2 x 3) x 5
(b) (24÷6)÷2 = 24÷(6÷2)
(c) (15 – 9) – 3 = 15 – (9 – 3)

3. To calculate 13+98+7, which method is easier to use?

(a) (13+98)+7 or (b) (13+7)+98

4. Write down the additive inverse of

(a) + 82
(b) 17
(c) -11
(d) t
(e) - h
(f) + m

5. What is the multiplicative inverse of each number?

(a) 5

(b) 3
8
(c) 20 31

(d) 67

6. Which of the following is the identity element for addition?

(a) 1
(b) -1
(c) 0
(d) 2
(e) -2

7. Which of the following is the identity element for multiplication?

(a) 1
(b) -1
(c) 0
(d) 1
2
(e) 4

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Lesson 2
Indices

Introduction
A repeated multiplication such as 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 can be
very lengthy and take up a lot of space. This multiplication can be shortened and written as
514. The method of shortening repeated multiplications is called index form. Again, a number
such as 32400000000000000000 is very large and can be shortened and written as 3.24 ×
1019. The method of shortening large numbers and small numbers is called standard form.
In standard form, large or very small numbers are written in terms of powers of 10. The two
methods, index form and standard form, use indices. In this lesson we will be learning how
to express numbers in a short form using both methods.

Learning Objectives
At the end of the lesson, you should be able to;
• write a repeated multiplication in index form or as a power
• express a number as a product of factors using indices
• express a number in standard form (scientific notation)

Contents List
1.0 Repeated multiplication 19
2.0 Multiplication using indices 23
3.0 Division using indices 27
4.0 Zero index 29
5.0 Negative indices 32
6.0 Standard Form 34
Summary 36
Self-assessment Exercise 2 37

1.0 Repeated Multiplication

Multiplying the same number several times can be shortened.
Example 1
(a) 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2 can be shortened and written as 28
Here 2 is multiplied by itself 8 times
(b) 10 x 10 x 10 x 10 x 10 can be shortened and written as 105

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10 is multiplied by itself 5 times

(c) 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 can be shortened and written as 79
(d) y x y x y x y x y x y can be shortened and written as y6
(e) p x p x p x p x m x 5 x 5 x 5 can be shortened and written as p4 x m x 53 = 53p4 m

This shortened form of a number is called the index form or the power of a number. The
bottom number represents the number being multiplied and the top number represents the
number of times that number is being multiplied.

We can reverse the above short forms and expand into repeated multiplication again.

That means; (a) 28 = 2 x 2 x 2 x 2 x 2 x 2 x 2 x 2

(b) 105 = 10 x 10 x 10 x 10 x 10
(c) p743 = p x p x p x p x p x p x p x 4 x 4 x 4
(d) w2yb4 = w x w x y x b x b x b x b

When we reverse the short form of a number to repeated multiplication, the process is called
expanding.

Activity 1

Fill in the table

Repeated multiplication Short form
3x3x3x3x3x3x3x3xhxh = 38 h2
9x9x9x9x9x9x9x9x9x9x9 =
4x4x4x4x4xdxdxdxdxdxd =
= 5³
= 62 g7
fxfxfxfxnxyxyxyxyxyxy =
= b pk
5 4

t x t x t x t x t x t x t x t x t x t x 15 x 15 =

Feedback to Activity 1
Repeated multiplication Short form
3x3x3x3x3x3x3x3xhxh = 38 h2

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9x9x9x9x9x9x9x9x9x9x9 = 9 11
4x4x4x4x4xdxdxdxdxdxd = 45 d6
5×5×5 = 5³
6×6×g×g×g×g×g×g×g = 62 g7
fxfxfxfxnxyxyxyxyxyxy = f 4 ny 6
bxbxbxbxbxpxkxkxkxk = b 5 pk 4
t x t x t x t x t x t x t x t x t x t x 15 x 15 = 15 2 t 10

For any number written in index form like 73, what name is given to the number 7?
It is called the BASE.

What name is given to the number 3?

It is called the INDEX or POWER or EXPONENT.

If there is more than one index (like in 95b2, there is one index which is 5 and the other which
is 2), these are called INDICES.
Singular = index
Plural = indices

Example 2
(a) Study the examples showing different bases and indices of repeated multiplication
REPEATED MULTIPLICATION POWER BASE INDEX
8x8x8 83 8 3
5x5x5x5x5x5x5x5x5 59 5 9
mxmxmxmxmxmxm m7 m 7
3 2
#3 a3 4 k 3 3
2

4 4 4# 4
9x9 9 2
9 2
17 x 17 x 17 x 17 x 17 175 17 5

Activity 2

1. Expand into repetitive multiplication

(a) 82
(b) 64
(c) 75
(d) 132

21 © 2018 BOU
JC: Mathematics Unit 8

2. Write in a short form using powers

(a) 3x3x3
(b) 2x2x2x2x2x2
(c) 8x8x8xkxkxkxkxk
(d) 5x5xpxpxpxh
(e) 14 x 14 x 14 x 14 x 14

3. Complete the following:

Repeated multiplication Power Base Index
5x5x5x5 54
4x4x4x4x4x4x4
1/
7 x 1/7 x 1/7
13 x 13 x 13 x 13 x 13
2/
5 x 2/5 x 2/5 x 2/5

Answers
1. (a) ______________
(b) ______________
(c) ______________
(d) ______________

2. (a) ______________
(b) ______________
(c) ______________
(d) ______________
(e) ______________

Feedback to Activity 2
You should have obtained the following;
1. (a) 8x8
(b) 6x6x6x6
(c) 7x7x7x7x7
(d) 13 x 13

22 © 2018 BOU
JC: Mathematics Unit 8

2. (e) 33
(f) 26
(g) 83k5
(h) 5 2p 3h
(i) 145

Repeated multiplication Power Base Index

5x5x5x5 54 5 4
4x4x4x4x4x4x4 47 4 7
1/
7 x 1/7 x 1/7 7 -3 7 -3
13 x 13 x 13 x 13 x 13 13 5 13 5
2/
5 x 2/5 x 2/5 x 2/5 ( 2/5 ) 4 2/
5 4

2.0 Multiplication Using Indices

Sometimes we might be given numbers in index form and be asked to evaluate them.

Example 3

(a) Evaluate 25 .
Solution: What does “evaluate” mean? It means to expand and calculate the value.
25 = 2 x 2 x 2 x 2 x 2 = 32

(b) Evaluate 63
Solution: 63 = 6 x 6 x 6 = 216

Sometimes we are required to multiply powers of the same base (like 32 x 34)

(c) Evaluate 32 x 34, leaving your answer in index form

Solution: 32 x 34
= (3 x 3) x (3 x 3 x 3 x 3)
=3x3x3x3x3x3

= 36

Therefore, 32 x 34 = 32+4 = 36 } This is the short form

Using indices 2 and 4, how did we get the index 6?

23 © 2018 BOU
JC: Mathematics Unit 8

Answer: By adding the two indices; that is, 2 + 4 = 6

What common characteristic do we find between the two powers, 32 and 34?
Answer: They have the same base; 3

(d) Evaluate 56 x 53 and leave your answer in index form

Solution: = 56 × 53
= (5 x 5 x 5 x 5 x 5 x 5) x (5 x 5 x 5)
=5x5x5x5x5x5 x 5x5x5
= 59
Therefore, 56 x 53 = 59

Again, the bases are the same (they are both 5), and on adding the two indices (6+3) we get 9.

(e) Simplify 23 × 22 × 26
Solution: = 23 x 22 x 26
= (2 x 2 x 2) x (2 x 2) x (2 x 2 x 2 x 2 x 2 x 2)
=2x2x2x2x2x2x2x2x2x2x2
= 211

In short, 23 x 22 x 26 = 23+2+6 = 211

(f) Simplify 4-7 x 42

Solution: 4-7+2 = 4-5

(g) Simplify b6 x b2
Solution: b6 x b2 = b6+2 = b8

(h) Evaluate y9 x y-3 x y4

Solution: y9 x y-3 x y4 = y9+(-3)+4 = y9-3+4 = y10

From these examples, what have you noticed with the indices when you multiply powers of
the same base? The indices should be added.

24 © 2018 BOU
JC: Mathematics Unit 8

Activity 3

Complete the table:

22 x 25 22+5 27
41 x 42 41+2
79 x 73 712
93+2
54 x __ 54+6
6-8 x 65 6-3
24 x __ 215
53 x 52 x 51
c7 x c4 x c-8
am x am x am

Feedback to Activity3

22 x 25 22+5 27
41 x 42 41+2 43
79 x 73 7 9+3 712
93 x 92 93+2 95
54 x 56 54+6 510
6-8 x 65 6-8+5 6-3
24 x 211 24+11 215
53 x 52 x 51 3+2+1 56
c7 x c4 x c-8 c7+4-8 c3
am x am x am am+m+m a3m

Note:
Given a power ab, a is called the base and b is called the index.
Generally, am x an = am+n. It means that when we multiply powers of the same base, we
should add the indices. This is called the multiplication law of indices.

Longer products of powers are done in the same way, as long as the bases of those powers are
the same.

Example: 67 x 62 x 63 x 6-10 x 65 x 6-4 = 67+2+3+(-10)+5+(-4) = 67+2+3-10+5-4 = 63

25 © 2018 BOU
JC: Mathematics Unit 8

WHAT IF THE BASES ARE NOT THE SAME (EQUAL)?

Some products involving powers may not have the same (equal) bases.
Example 4
(a) Simplify 24 x 35.
Solution: Since the bases are not the same(equal), i.e 2 ≠ 3, then we cannot add the
powers. But how do we simplify this product?

You simplify the individual powers and later calculate the product.
Therefore, 24 x 35 = 2 x 2 x 2 x 3 x 3 x 3 x 3 x 3
= 8 x 243
= 1944

(b) Simplify 52 x 63
Solution: The bases are 5 and 6. These bases are not the same.
52 = 25 and 63 = 216 }We evaluate the individual powers first because
the bases are not the same.
52 x 63 = 25 x 216 = 5 400

Generally, to simplify am x bn when a ≠ b, first evaluate am and bn separately then

multiply the values of am and bn.

Activity 4

1. Simplify in each case

(a) 24 x 32
(b) 52 x 62
(c) 62 x 33
(d) b4 x y5

2. Simplify
(a) 27 x 2-1 x 25
(b) 9-3 x 98
(c) by x b2 x 34 x 3 x 36

26 © 2018 BOU
JC: Mathematics Unit 8

Answers
1. (a) _____________________________________________________
(b) _____________________________________________________
(c) _____________________________________________________
(d) _____________________________________________________

2. (a) _____________________________________________________
(b) _____________________________________________________
(c) _____________________________________________________

Feedback to Activity 4
1. (a) 144
(b) 900
(c) 972
(d) b4y5

2. (a) 211
(b) 95
(c) 311by+2

3.0 Division Using Indices

Just like multiplication you may need to expand the indices first before dividing as shown in
the examples below.

Example 5
(a) Calculate 85 ÷ 83
Solution: 85 = 8 x 8 x 8 x 8 x 8, and 83 = 8 x 8 x 8

85 8 × 8 × 8 × 8 × 8 8×8
Therefore, 8 ÷ 8 = 3 =
5 3 = = 8 × 8 = 82
8 8×8×8 1× 1× 1

Therefore, 85 ÷ 83 = 82

What do you notice?

Answer: When you divide powers of the same base, you subtract the indices.
That is, 85 ÷ 83 = 8(5-3) = 82. This is called the division law of indices.

27 © 2018 BOU
JC: Mathematics Unit 8

(b) Simplify 29 ÷ 24
Solution: 29 ÷ 24 = 2(9-4) = 25

(c) Simplify g6 ÷ g2
Solution: g6 ÷ g2 = g(6-2) = g4

(d) Simplify 73 ÷ 79
Solution: 73 ÷ 79 = 7(3-9) = 7-6

(e) Simplify 45b3y9 ÷ 42by7

Solution: 45b3y9 ÷ 42by7 = 4(5-2)b(3-1)y(9-7) = 43b2y2

In the example that follows the bases are NOT the same so the solution will be slightly different.

(f) Simplify 25 ÷ 35
2 5 2 × 2 × 2 × 2 × 2 32
Solution: 25 ÷ 35 = = = = 8 × 8 = 82
35 3 × 3 × 3 × 3 × 3 243

Therefore, because the bases are different, we cannot subtract the indices. We simply calcu-
late the product of the numerator and denominator.

Activity 5

1. Workout each of the following, leaving your answer in index form:

(a) 27 ÷ 23
(b) 38 ÷ 32

(c) 2 × 2
3 4

25

2. Simplify the following:

(a) 12b6 ÷ 3b5
(b) 8a7b3 ÷ 2a5bc
(c) 8d6f4 ÷ f3d4

Answers

1. (a)________________________________________________________
(b)________________________________________________________
(b)________________________________________________________

28 © 2018 BOU
JC: Mathematics Unit 8

2. (a)________________________________________________________
(b)________________________________________________________
(c)________________________________________________________

Feedback to Activity 5
1. (a) 24
(b) 36
(c) 22

2. (a) 4b
(b) 4a2b2c-1
(c) 8 d 2f

4.0 Zero Index

We now know that: 25 = 2 x 2 x 2 x 2 x 2 = 32
24= 2 x 2 x 2 x 2 = 16
3
2 = 2 x 2 x 2 =8
2
2 = 2 x 2 =4
21 = 2
What about 20? i.e 20 = ?

Let us carefully study the examples that follow in order to establish the value of 20.

Example 6
(a) Simplify 25 ÷ 24 11 11 11 1
22 x× 22 ×
1
x2 ×
x 22 ×x 22 1× 1× 1× 1× 2
Solution: 25 ÷ 24 = 2 = = 21 = 2
2 x22× x2 2×2×2
x 2 1× 1× 1× 1× 1
1 1 1 1

In short, 25 ÷ 24 = 25- 4 = 21 = 21×1×1×1

(b) Simplify 25 ÷ 25
1 1 1 1 1
2 × 2 × 2 × 2 × 2 1× 1× 1× 1× 1× 1 1
Solution: 25 ÷ 25 = = = =1
2 × 2 × 2 × 2 × 2 1× 1× 1× 1× 1× 1 1
1 1 1 1 1

In short, 25 ÷ 25 = 25-5 = 20 } 20 is read as 2 to the power of zero.

29 © 2018 BOU
JC: Mathematics Unit 8

This clearly implies that 20 must be 1

25 ÷ 25 = 25-5 = 20 = 1

(c) Simplify y3 ÷ y3
y×y×y 1
Solution: y3 ÷ y3 = = =1
y×y×y 1

In short, y3 ÷ y3 = y3-3 = y0
Again, it implies y0 = 1

Generally, any number or term raised to the power ZERO is equal to 1 i.e. a0 = 1

Activity 6

1. Workout
(a) 74 ÷ 74
(b) 36 ÷ 3-6
(c) 92 ÷ 90
(d) b5 ÷ b5
(e) 30m0 + 20

2. Simplify
(a) 60 x 62
(b) h0 + 4
(c) 80 – 20 + 32

3. If g = 2, and h = -3, then evaluate by substituting

(a) h2
(b) (g2 + h2)0
(c) 6g0 ÷ 2h0

Answers
1. (a) _____________________________________________________

30 © 2018 BOU
JC: Mathematics Unit 8

(b) _____________________________________________________
(c) _____________________________________________________
(d) _____________________________________________________
(e) _____________________________________________________

2. (a) _____________________________________________________
(b) _____________________________________________________
(c) _____________________________________________________
(d) _____________________________________________________

3. (a) _____________________________________________________
(b) _____________________________________________________
(c) _____________________________________________________

Feedback to Activity 6
1. (a) 1
(b) 1
(c) 81
(d) 1
(e) 2

2. (a) 62
(b) 5
(c) 32

3. (a) 9
(b) 1
(c) 3

31 © 2018 BOU
JC: Mathematics Unit 8

5.0 Negative Indices

Although we have already used negative indices, let us learn more about them.

Example 7
(a) Simplify 92 ÷ 95
9×9 9×9 1 1
Solution: 92 ÷ 95 = = = = 3
9×9×9×9×9 9 × 9 ×9×9×9 9×9×9 9

In short: 92 ÷ 95 = 92-5 = 9 –3
From the example, it implies that: 1 = 9 −3
93

Let us look at another example that shows the same result.

(b) Simplify d4 ÷ d6
Solution: 24 ÷ 26 = 24-6 = 2 –2 Remember, when dividing powers with the same
base, we subtract the indices

OR 24 ÷ 26 = 2×2×2×2 1 1
= = 2
2×2×2×2×2×2 2×2 2

1
This also shows that, = 2 −2
2 2

(c) Express 2 –5 with a positive index

1 1 1 1 1 1
Solution: 2 –5 = × × × × = −5
2 2 2 2 2 225

3
(d) Express with a negative index:
p8

3 3 1
Solution: = × 8 = 3 × p −8 = 3p −8
p 8
1 p

Note: Generally, a − n = 1 and vice-versa, provided a ≠ 0

an

32 © 2018 BOU
JC: Mathematics Unit 8

Activity 7

1. Express each of the following with a positive index

(a) 3 –8
(b) 7 –2
(c) z –9
1
(d)
5 −4
(e) 28 x 2–14
(f) (52 ÷ 56) x 5-8

2. Express with a negative index

1
(a)
62
(b) 1
p7
1
(c) 3 d
4 9

(d) 53
(e) t5h2

Answers
1. (a) _____________________________________________________
(b) _____________________________________________________
(c) _____________________________________________________
(d) _____________________________________________________
(e) _____________________________________________________
(f) _____________________________________________________
2. (a) _____________________________________________________
(b) _____________________________________________________
(c) _____________________________________________________
(d) _____________________________________________________

33 © 2018 BOU
JC: Mathematics Unit 8

Feedback to Activity 7
You should have obtained the following;

1 1 1
1. (a) (b) (c)
38 72 z9

1 1
(d) 54 (e) (f)
26 512

2. (a) 6 –2
(b) p –7
(c) 3 –4d –9

1
(d)
5 −3
1
(e)
t h
−5 −2

6.0 Standard Form

Scientists, Engineers, Accountants and Mathematicians often deal with very large numbers
and very small numbers.

Here are some of the examples of very large and very small numbers;
(a) The speed of light is about 300 000 000meters per second.
(b) The Earth weighs about 6 600 000 000 000 000 000 000 tonnes
(c) The size of a very tiny (minute) bacteria is about 0.000 000 000 000 000 1126 cm

There are many other examples not mentioned.

These very large and very small numbers are very difficult to work with. How then can we
express them so that they are easy to work with?

Answer: We need to express or write them in a shorter form that allows for easy reading and
comparison

One method commonly used to write large numbers and small numbers in a shorter form is
called standard form or scientific notation.

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JC: Mathematics Unit 8

The general format of a number in standard form is; a × 10n, where a is a number between 1
and 10 (1 is included but 10 in not included), and n is an integer

Example 8
(a) Look at the following large numbers and study how they have been written in standard form:
ORDINARY NUMBER STANDARD FORM a POWER OF 10
3.196 3.196 x 100 3.196 100 = 1
92 9.2 x 101 9.2 101 = 10
548 5.48 x 102 5.48 102 = 100
72 000 7.2 x 104 7.2 104 = 10 000
9857 9.857 x 103 9.857 103 = 1000
2 400 000 2.4 x 106 2.4 106 = 1000 000

Look at the numbers given on the left column and those written in standard form. By
inspection how do you obtain the power of ten?
__________________________________________________________________________
__________________________________________________________________________

Let us check our answers. Remember that to write a number in standard form, we write it
in the form a × 10n where a is number between 1 and 10. The first number 3.196 is already
between 1 and 10 but we have to include the power 10. Remember that any number to the
power 0 is 1, so 10o = 1. Multiplying a number by 1 does not change anything, so
3.196 × 10o

92 is greater than 10 so we can use 9.2 as our a. To get 92 from 9.2 we move one step to the
right or multiply by 10, that is
92 = 9.2 = 9.2 × 10 = 9.2 × 101

For 548, our a = 5.48 and we need to move 2 steps to the right or multiply by 100, that is
548 = 5.48 × 100 = 5.48 × 102

Follow the same procedure for others to obtain the following;

7 2000 = 7.2000 × 10 000 = 7.2000 × 104

9857 = 9.857 × 1 000 = 9.857 × 103

2 400 000 = 2.400 000 × 1 000 000 = 2.400 000 × 106 = 2.4 × 106

Let us consider standard forms of small numbers. Express each number in standard form

35 © 2018 BOU
JC: Mathematics Unit 8

4 4 1
(a). 0.4 = = 1 = 4 × 1 = 4 × 10 −1
10 10 10

1
(Remember we said that = a− n )
an

4 4
(b). 0.04 = = 2 = 4 × 10 −2
100 10

4 4
(c). 0.004 = = 3 = 4 × 10 −3
1000 10

4 4
(d). 0.0000004 = = 7 = 4 × 10 −7
100000000 10

125 125
(e). 0.125 = = = 125 × 10 −3 = 1.25 × 10 2 × 10 −3 = 1.25 × 10 −1
1000 10 3

These examples show that numbers that are less than 1 can also be expressed in standard form.

Summary
The following are the laws of indices that you need to remember;
• am × an = am+n
• am ÷ an = am-n
• (am)n = am×n = amn = anm
• (an)m = am×n = anm = amn
• a0 = 1, any number raised to power Zero = 1
1
• a− n = n
a
1
• = an
a −n

• (ab)n = anbn

1 1
• (ab)− n = = n n = a − nb − n
(ab) n
ab

You need to know the standard form;

• It is one of the methods used to write numbers in a short form
• The formula used for expressing a number in standard form is a x 10n
where 1 ≤ a < 10, and n ∈ z ( integer )

36 © 2018 BOU
JC: Mathematics Unit 8

Self-assessment Exercise 2

1. Express each repeated multiplication in index form

(a) 7x7x7
(b) 12 x 12 x 12 x 12 x 12
(c) 3xax3xax3xax3

2. Expand
(a) 82y
(b) (50)2
(c) 73ptd2

3. Simplify
(a) p4 x p
(b) 52 x 56 x 53
(c) c9 x c2 ÷ c4

4. What is the value of x in each case?

(a) 3x = 9
(b) 10x ÷ 105 = 102
(c) 75 x 7x = 78

5. Evaluate
(a) 23 x 50
(b) p0 + 40 + 60
(c) 42 ÷ 22 - 40

6. Complete the table:

ORDINARY NUMBER STANDARD FORM
324 000 000
8 500 000
60 000
5 000
50
5
25.46
0.0001964
0.00000015
0.0000000008

37 © 2018 BOU
JC: Mathematics Unit 8

Lesson 3
Matrices

Introduction
Just like in the last two lessons we are continuing to study numbers. In this lesson we are going
to look at an array of numbers which is called a matix. If they are many they are called matrices.
Matrices have many uses in real life. One application would be to use matrices to represent
large amounts of data in a clear manner so that we can process the data in various ways more
conveniently.

Continue and enjoy the lesson.

Learning Objectives
At the end of this lesson, you should be able to:
• represent information in matrix form
• determine the order of matrices
• add and subtract matrices
• multiply a matrix by a scalar
• multiply a matrix by another matrix
• investigate associativity, commutativity and identity of a 2 by 2 matrix in arithmetic
computations.

Contents List
1.0 Representing information in matrix form 38
2.0 Addition and subtraction of matrices 39
3.0 Multiplication of matrices 42
4.0 Identity Matrix for Multiplication 46
Summary 47
Self-assessment Exercise 3 48

6.0 Representing Information in Matrix Form

As already mentioned in the introduction a matrix is an array of numbers. For example,
suppose each of the form 3 classes ( that is Form 3A, Form 3B, and Form 3C) sell sweets and
oranges over a given period of time. And the number of sweets and oranges sold are shown in
the table below:

38 © 2018 BOU
JC: Mathematics Unit 8

Form 3A Form 3B Form 3C

Sweets 27 40 52
Oranges 12 18 24

We can remove the classes and the types of goods sold from the table and represent this table
as a matrix as shown below;
⎛ 27 40 52 ⎞
⎜⎝ 12 18 24 ⎟⎠

A matrix consists of a set of numbers arranged in rows and columns enclosed in brackets.

The matrix ⎛ 27 40 52 ⎞ has 2 rows and 3 columns as shown below:

⎜⎝ 12 18 24 ⎟⎠

⎛ 27 40 52 ⎞ Row1 Row 1
⎜⎝ 12 18 24 ⎟⎠ Row2 Row 2
Column 1 Column 3
Column 2

The order of a matrix gives the number of rows followed by the number of columns in a
matrix. The order of a matrix with 2 rows and 3 columns, as the one above is a 2 by 3. This
can also be written as .
A matrix is always denoted by a capital letter. If M is the matrix, then
⎛ 27 40 52 ⎞
M= ⎜
⎝ 12 18 24 ⎟⎠

And we can say that M is a 2 by 3 matrix. Each number in the array is called an entry or an
element of the matrix. When we need to read out the elements of an array, we read it out row
by row. So the elements of the matrix M are 27, 40, 52, 12, 18 and 24.

7.0 Addition and Subtraction of Matrices

We can only add or subtract matrices of the same order. This means 2 by 2 matrices can
be added or subtracted together, 3 by 3 matrices can be added or subtracted together, 4 by 4
matrices can be added or subtracted together and so forth. You can not add a 2 by 2 matrix to
a 3 by 3 matrix or a 3 by 3 matrix to a 4 by 4 matrix. Similarly you can not subtract a 2 by 2
matrix from a 3 by 3 matrix.

39 © 2018 BOU
JC: Mathematics Unit 8

Let us look at a few examples.

Example 1
⎛ 3 7 ⎞ ⎛ 12 2 ⎞
⎜⎝ 5 2 ⎟⎠ + ⎜⎝ 4 9 ⎟⎠

When adding matrices we just add numbers in the matching positions or in other corresponding
elements. In this example 3 and 12 are in the same positions ( are corresponding) so they are
added together. The same applies for 7 and 2, 5 and 4, and 2 and 9. That means we will now have;

Solution
⎛ 3 7 ⎞ ⎛ 12 2 ⎞ ⎛ 3 + 12 7 + 2 ⎞ ⎛ 15 9 ⎞
⎜⎝ 5 2 ⎟⎠ + ⎜⎝ 4 9 ⎟⎠ = ⎜⎝ 5 + 4 2 + 9 ⎟⎠ = ⎜⎝ 9 11 ⎟⎠

It is not possible to add matrices that do not have the same order, as shown in the following
Example:
⎛ 4 7 ⎞
⎛ 2 3 5 ⎞ ⎜ ⎟
⎜⎝ 9 8 7 ⎟⎠ + ⎜ 3 9 ⎟
⎝ 1 5 ⎠

These matrices have different orders so they can not be added.

Example 2
⎛ 5 6 ⎞ ⎛ 3 4 ⎞
⎜ 9 8 ⎟ −⎜ 8 6 ⎟
⎜ ⎟ ⎜ ⎟
⎝ 4 3 ⎠ ⎝ 5 2 ⎠

Just like in addition we can only subtract corresponding elements or elements in the same
positions as showmn below;
Solution
⎛ 5 6 ⎞ ⎛ 3 4 ⎞ ⎛ 5−3 6−4 ⎞ ⎛ 2 2 ⎞
⎜ 9 8 ⎟ −⎜ 8 6 ⎟ =⎜ 9−8 8−6 ⎟ =⎜ 1 2 ⎟
⎜ ⎟ ⎜ ⎟ ⎜ ⎟ ⎜ ⎟
⎝ 4 3 ⎠ ⎝ 5 2 ⎠ ⎝ 4 − 5 3− 2 ⎠ ⎝ −1 1 ⎠

The matrices can be subtracted because they have the same number of rows and the same
number of columns. Try the activity which will make you understand this much better.

40 © 2018 BOU
JC: Mathematics Unit 8

Activity 1

Work out the following;

(a) "$ 5 6 !1 %'!+!"$ 4 5 2 %'  
# !4 3 7 & # 7 4 1 &

⎛ ⎞ ⎛ ⎞
(b) ⎜ 4 5 2 ⎟ + ⎜ 5 6 -1 ⎟
⎝ 7 4 1 ⎠ ⎝ -4 3 7 ⎠

⎛ 3 5 ⎞
⎛ 4 6 ⎞
(c) ⎜ 8 4 ⎟ - ⎜
⎜ ⎟ ⎝ 3 6 ⎟⎠
⎝ 5 8 ⎠

! 4 2 1 $ # 1 4 &
! $
(d) # &!+!# 6 8 &  
" 5 7 8 % # 7 9 &
" %

⎛ 6 3 ⎞ ⎛ 2 5 ⎞
(e) ⎜ 2 5 ⎟ - ⎜ 3 5 ⎟
⎜ ⎟ ⎜ ⎟
⎝ 8 4 ⎠ ⎝ 2 9 ⎠

⎛ 2 5 ⎞ ⎛ 6 3 ⎞
(f) ⎜ 3 5 ⎟ - ⎜ 2 5 ⎟
⎜ ⎟ ⎜ ⎟
⎝ 2 9 ⎠ ⎝ 8 4 ⎠

Answers:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

41 © 2018 BOU
JC: Mathematics Unit 8

Feedback to Activity 1
Remember we can only add or subtract numbers which are at the same positions.
You should have obtained the following;

⎛ -1 ⎞ ⎛ 4 2 ⎞ ⎛ 5 +5 -1 + 2 ⎞ ⎛ 9 11 1 ⎞
(a) ⎜ 5 6
+
5
=
6+5
=
⎝ -4 3 7 ⎟⎠ ⎜⎝ 7 4 1 ⎟⎠ ⎜⎝ -4 + 7 3 +4 7 +1 ⎟⎠ ⎜⎝ 3 7 8 ⎟⎠

(b) ⎛ 4 5 2 ⎞ ⎛ 5
+
6 -1 ⎞ ⎛ 4 + 5
=
5 +6 2 + -1 ⎞ ⎛ 9 11 1 ⎞
=
⎜⎝ 7 4 1 ⎟⎠ ⎜⎝ -4 3 7 ⎟⎠ ⎜⎝ 7 + -4 4+3 1 + 7 ⎟⎠ ⎜⎝ 3 7 8 ⎟⎠

(c). No solution since you can not add a 3 by 2 to a 2 by 2 matrix. The matrices have
to be of the same order.

(d). No solution, can not add a 2 by 3 matrix to 3 by 2 matrix.

⎛ 6 3 ⎞ ⎛ 2 5 ⎞ ⎛ 6-2 3-5 ⎞ ⎛ 4 -2 ⎞
(e). ⎜ 2 5 ⎟- ⎜ 3 5 ⎟= ⎜ 2 -3 5 -5 ⎟= ⎜ -1 0 ⎟
⎜ ⎟ ⎜ ⎟ ⎜ ⎟ ⎜ ⎟
⎝ 8 4 ⎠ ⎝ 2 9 ⎠ ⎝ 8-2 4-9 ⎠ ⎝ 6 -5 ⎠

⎛ 2 5 ⎞ ⎛ 6 3 ⎞ ⎛ 2 -6 5 -3 ⎞ ⎛ -4 2 ⎞
(f). ⎜ 3 5 ⎟- ⎜ 2 5 ⎟= ⎜ 3-2 5 -5 ⎟= ⎜ 1 0 ⎟
⎜ ⎟ ⎜ ⎟ ⎜ ⎟ ⎜ ⎟
⎝ 2 9 ⎠ ⎝ 8 4 ⎠ ⎝ 2 -8 9-4 ⎠ ⎝ -6 5 ⎠

I hope you have learnt a lot from the activity and please note that a 2 by 3 matrix is totally
different from a 3 by 2 matrix. If you look at parts (a) and (b) we were adding the same
matrices, we just changed the order and we got the same answers. This implies that the order
does not matter, A+B = B+A, so addition of matrices is commutative. In Part (e) and (f) we
changed the order in subtraction and we see that the answers are not the same. One is the
negative of the other so subtraction of matrices is not commutative.

Let us now continue and look at multiplcation of matrices.

8.0 Multiplication of Matrices

Here we are going to look at two cases where we first multiply a matrix by a constant and
then multiply matrices together.

Multiplying a matrix by a constant is referred to as scalar multiplication. In the earlier section

we said that matrices are represented by capital letters. Suppose we have two matrices A and
B where,

42 © 2018 BOU
JC: Mathematics Unit 8

⎛ 2 4 ⎞ ⎛ 2 1 −3 ⎞
A=⎜ ⎟ and B = ⎜
⎝ 1 3 ⎠ ⎝ 1 3 −2 ⎟⎠

To find 2A, which means 2 times matrix A, you multiply each element of the matrix A by 2.
This gives:
⎛ 2 4 ⎞ ⎛ 2×2 2×4 ⎞ ⎛ 4 8 ⎞
2A = 2 ⎜ = =
⎝ 1 3 ⎟⎠ ⎜⎝ 2 × 1 2 × 3 ⎟⎠ ⎜⎝ 2 6 ⎟⎠

We can also multiply by a negative number, for example

⎛ 2 1 −3 ⎞ ⎛ −3 × 2 −3 × 1 −3 × −3 ⎞ ⎛ −6 −3 9 ⎞
−3B = −3 ⎜ = =
⎝ −1 3 −2 ⎟⎠ ⎜⎝ −3 × −1 −3 × 3 −3 × 2 ⎟⎠ ⎜⎝ 3 −9 6 ⎟⎠

The second type of multiplication is where two matrices are multiplied together. To multiply
AB, we first have to make sure that the number of columns in A must be equal to the number
of rows in B. An easier way to find out this is to write down the order of the matrices and if
the two numbers in the middle are the same then the matrices can be multiplied. For example,
to multiply A and B above, first check the order;
A is a 2 by 2 and B is a 2 by 3

We have
2 by 2 and 2 by 3

2 and 2

dimensions of the answer matrix

The middle numbers are the same, both 2, so the two matrices can be multiplied. If the
middle numbers are different then the matrices can not be multiplied. For example we can
not multiply a 2 by 2 and a 3 by 2 since the middle numbers are different. The outer numbers
give the dimensions of the answer matrix and these are shown by 2 and 3 in diagram above.

Let us see how we can multiply A and B above.

⎛ 2 4 ⎞ ⎛ 2 1 −3 ⎞
AB = ⎜
⎝ 1 3 ⎟⎠ ⎜⎝ −1 3 −2 ⎟⎠

We know that the final answer must be 2 by 3 matrix, so let us see how we get the entries of
that matrix.

43 © 2018 BOU
JC: Mathematics Unit 8

To get the first element you multiply the first row by the first column, we add 2x2 and 4x(-1)
as shown below;
⎛ 2 4 ⎞ ⎛ 2 1 −3 ⎞ ⎛ 2 × 2 + 4 × −1 __________ __________ ⎞
⎜⎝ 1 3 ⎟⎠ ⎜⎝ −1 3 −2 ⎟⎠ = ⎜ ___________ __________ __________ ⎟
⎝ ⎠

To get the second element you multiply the first row by the second column and get,
⎛ 2 4 ⎞ ⎛ 2 1 −3 ⎞ ⎛ 2 × 2 + 4 × −1 2 × 1+ 4 × 3 __________ ⎞
⎜⎝ 1 3 ⎟⎠ ⎜⎝ −1 3 −2 ⎟⎠ = ⎜ ___________ __________ __________ ⎟
⎝ ⎠

To get the third element you multiply the first row by the last column. For the last three
elements you multiply the second row by each of the columns in the second matrix and you
should get the following;
⎛ 2 4 ⎞ ⎛ 2 1 −3 ⎞ ⎛ 2 × 2 + 4 × (−1) 2 × 1+ 4 × 3 2 × (−3) + 2 × (−2) ⎞ ⎛ 0 14 −10 ⎞
⎜⎝ 1 3 ⎟⎠ ⎜⎝ −1 3 −2 ⎟⎠ = ⎜ 1× 2 + 3 × (−1) 1× 1+ 3 × 3 1× (−3) + 2 × (−2) ⎟ = ⎜⎝ −1 10 −7 ⎟⎠
⎝ ⎠

× (−1) 2 × 1+ 4 × 3 2 × (−3) + 2 × (−2) ⎞ ⎛ 0 14 −10 ⎞

⎟=
× (−1) 1× 1+ 3 × 3 1× (−3) + 2 × (−2) ⎠ ⎜⎝ −1 10 −7 ⎟⎠

Try the following activity to check whether you have understood how to multiply matrices.

Activity 2

⎛ 3 2 ⎞
⎛ 1 3 ⎞ ⎛ 1 0 −3 ⎞
A=⎜ ⎟ B = ⎜ 1 −4 ⎟ C=⎜ ⎟
⎝ 2 4 ⎠ ⎜ ⎟ ⎝ −2 4 1 ⎠
⎝ −2 0 ⎠

Workout
(a) 2B
(b) AB
(c) BA
(d) BC
(e) CB

Answers
_____________________________________________________________
_____________________________________________________________

44 © 2018 BOU
JC: Mathematics Unit 8

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Feedback to Activity 2
(a) Here just multiply each element of the matrix by 2 and you should have

⎛ 1 3 ⎞ ⎛ 2 6 ⎞
2B = ⎜ ⎟ =⎜ ⎟
⎝ 2 4 ⎠ ⎝ 4 8 ⎠

(b) Here we have a 2 x 2 and 3 x 2. The numbers in the middle are different, so it is
not possible to multiply the two.

(c) We are multiplying a 3 x 2 and a 2 x 2, the middle numbers are same so we can
multiply the two. The final answer is a 3 x 2 matrix, the first and the last number. So,

⎛ 3 2 ⎞ ⎛ 3 ×1 + 2 × 2 3 ×3 +2 ×4 ⎞ ⎛ 7 15 ⎞
⎛ 1 3 ⎞ ⎜ ⎟ ⎜ ⎟
BA = ⎜ 1 −4 ⎟ = 1 ×1 + ( −4) × 2 1 × 3 + ( −4) × 4 ⎟ = ⎜ −7 −13
⎜ ⎟ ⎜⎝ 2 4 ⎟⎠ ⎜ ⎟
⎝ −2 0 ⎠ ⎜⎝ ( −2 ) ×1 + 0 × 2 ( −2 ) × 3 + 0 × 4 ⎟⎠ ⎝ −2 −6 ⎠

(d) Were are multiplying a 3 x 2 and a 2 x 3, so the answer is a 3 x 3 matrix;

⎛ 3 2 ⎞ ⎛ 3 ×1 + 2 × 2 3 ×0 +2 ×4 3 × 3 + 2 ×1 ⎞ ⎛ 7 8
⎛ 1 0 3 ⎞ ⎜ ⎟ = ⎜ −7
BC = ⎜ 1 −4 ⎟ = 1 ×1 + ( −4) × 2 1 × 0 + ( −4) × 4 1 × 3 + ( −4) ×1 −16
⎜ ⎟ ⎜⎝ 2 4 1 ⎟⎠ ⎜ ⎟ ⎜
⎝ −2 0 ⎠ ⎜⎝ ( −2 ) ×1 + 0 × 2 −2 × 0 + 0 × 4 −2 × 3 + 0 ×1 ⎟⎠ ⎝ −2 0

×1 + 2 × 2 3 ×0 +2 ×4 3 × 3 + 2 ×1 ⎞ ⎛ 7 8 11 ⎞
1 + ( −4) × 2 1 × 0 + ( −4) × 4 1 × 3 + ( −4) ×1 ⎟ = ⎜ −7 −16 −1 ⎟
⎟ ⎜ ⎟
) ×1 + 0 × 2 −2 × 0 + 0 × 4 −2 × 3 + 0 ×1 ⎟⎠ ⎝ −2 0 6 ⎠

(e) A 3 x 2 and 2 x 3, so the answer is a 3 x 3 matrix

45 © 2018 BOU
JC: Mathematics Unit 8

⎛ ⎞
⎛ 1 0 −3 ⎞ ⎜ 3 2 ⎟ ⎛ 1× 3+ 0 × 1+ (−3) × (−2) 1× 2 + 0 × (−4) + (−3) × 0 ⎞ ⎛ 9 2 ⎞
CB = ⎜ ⎟ 1 −4 ⎟ = ⎜ ⎟ =⎜ ⎟
⎝ −2 4 1 ⎠ ⎜ ⎜⎝ (−2) × 3+ 4 ×! 1+ 1× (−2) (−2) $× 2 + 4 × (−4) + 1× 0 ⎟⎠ ⎝ −8 −4 ⎠
⎝ −2 0 ⎠ 2 4 $ ! 1 0
# &# &
" 6 8 %" 0 1 %
3+ 0 × 1+ (−3) × (−2) 1× 2 + 0 × (−4) + (−3) × 0 ⎞⎞
3+ 0 × 1+ (−3) × (−2) 1× 2 + 0 × (−4) + (−3) × 0 ⎟ ⎛ 9 2 ⎞ ! 2 4 $! 1 0 $
2) × 3+ 4 × 1+ 1× (−2) (−2) × 2 + 4 × (−4) + 1× 0 ⎟⎟⎟⎠ = ⎜ # &# &
2)⎛ × 3+ 4 × 1+ 1× (−2) (−2) × 2 + 4 × (−4) + 1× 0 ⎠ ⎞ ⎝ −8 −4 ⎠ "!# 62 8 3%"$&!#0 1 1 0% $&
⎟
1× 3+ 0 × 1+ (−3) × (−2) 1× 2 + 0 × (−4) + (−3) × 0
=⎜ ⎟
⎜⎝ (−2) × 3+ 4 × 1+ 1× (−2) (−2) × 2 + 4 × (−4) + 1× 0 ⎟⎠
" 4 5 %" 0 1 %
! 2 3 $! 1 0 $
There is a lot of multiplications and additions going # on, so&#you need & to be careful when you
multiply these rows and columns. One thing that "is! 4clear 5 %is
1 0
0 1AB
"$!that
6 7 $≠ BA and BC≠CB so
%
multiplication of matrices is not commutative. The order does matter when&you multiply matrices.
# & #
!" 0 1$!%" 2 3$ %
1 0 6 7
# &# &
4.0 Identity Matrix for Multiplication
! 2 4 $!
" 0 1 %" 2 3 %
1 0 $ " 2 !1+ 4 ! 0 2 ! 0 + 4 !1 % "
# &# & =$ '!=!$
!" 26 4 8$!%"1 0 0 1$ % " 2#!1+ 6 !1+
4 ! 08 !20! 0 +6 4!!1
0 + %8 !1" 2& 4#
In lesson 1 of this unit we learnt that the identity element
# for&#addition&is=zero,
$ that is, when '!=!$
" 6 8 %"We
you add zero to any number, the number remains unchanged. 0 1 % # 6 !1+ 8 ! 0 6 ! 0 + 8 !1 & # 6 8
also learnt that the identity
! 2 multiply
element for multiplication is 1 and this means that if #you 3 $! 1any0 number
$ ! 2by '1+ 1, 3'
the 0 0 ' 2 + 3'1 &!=!#
$ !
& # &!=!
! 24 3 5$! 1 0 0 1$ ! 2 '1+ #
&!=!%# " 4 '1+ 5 ' 0 4 ' 0 + &!=!
number does not change and or does not lose its identity. 3' 0 0 ' 2 + 3'1 $5 '1! 2% 3"
#" &#%" #
Multiplying a matrix by the identity matrix does not"change4 5 %anything,
" 0 1 % just 4 '1+
" like 5 ' 0 4 ' 0 + 5 '1 % " 4 5
multiplying
a number by 1 doesn't change anything. The identity !matrix 1 0and $! 16are7each
$ called
" 6 !1+the 2 ! 0 1! 7 + 0 ! 3 % "
"multiplicative identity". But while there is only one!#"multiplicative $ & "= 6$!1+
1 0 $!&#6 7 identity" for 2regular
! 0 1! 7 + 0 ! 3 % " 6'!=!7$
#" 0 1&#%" 2 3 & =% $ # 0 ! 6 + 2 ! 2 0 ! 7 +1! '!=!3$ & #
" 0 1identity
numbers (namely the number 1), there are lots of different %" 2 3matrices.
% # 0 Why? ! 6 + 2 !Because
2 0 ! 7 +1! 3 & # 2 3
the identity matrix you need will depend upon the size of the matrix that it is being multiplied
on. In this lesson, however, we shall look at the identity for 2 by 2 matrices.

!! 1 0$ $
The identity matrix for a 2 by 2 matrix is given by ## 1 0 & &. When you multiply any matrix
"" 00 1 1% %

by this identity matrix, the matrix will remain unchanged. Try the activity below.

Activity 3

Work out the following

! 2 4 $! 1 0 $
&#
! 2 # 64 $8! $ &
(a) # " &#%1" 00 1 %
&
 
" 6 8 %" 0 1 %  
! 2 3 $! 1 0 $
# &# &
! 2 " 34 $5! %1" 00 1$ %
(b) # &# &
" 4 5 %" 0 1 %
! 1 0 $! 6 7 $
# &# &
! 1 0" 0 $1! %" 2 3$ %
6 7
(c) # &# &
" 0 ! 1 %" 2$! 3 % $
2 4 1 0 " 2 !1+ 4 ! 0 2 ! 0 + 4 !1 % " 2 4 %
# &# & =$ '!=!$ '
" 6 8 %" 0 1 % # 6 !1+ 8 ! 0 6 ! 0 + 8 !1 & # 6 8 &
! 2 4 $! 1 0 $ " 2 !1+ 4 ! 0 2 ! 0 + 4 !1 % " 2 4 %
# &# & =$ '!=!$ '
" 6 ! 28 %3" $0! 11 0% $ #! 62!1+
8 !00 046
'1+ 3' 6'!2 0+ + 8 !1$ & ! 2# 63 $8 &
3'1 © 2018 BOU
# &# &!=!# &!=!# &
" 4 5 %" 0 1 % " 4 '1+ 5 ' 0 4 ' 0 + 5 '1 % " 4 5 %
! 2 3 $! 1 0 $ ! 2 '1+ 3' 0 0 ' 2 + 3'1 $ ! 2 3 $
JC: Mathematics Unit 8

Answers
(a)_________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(b)_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
! 2 4 $! 1 0 $
#! 2 4 &$#! 1 0 $&
! 2 4 $! 1 0 $ "# 6 8 %&"# 0 1 &%
# &# & " 6 8 %" 0 1 %
0 × 1+ (−3) × (−2) " 62 + 80 ×%(−4)
1× " 0 + 1(−3)
(c)_________________________________________________________________
% ×0 ⎞
⎟
___________________________________________________________________
! 2 3 $! 1 0 $
3+ 4 × 1+ 1× (−2) (−2) × 2 + 4 × (−4) + 1× 0 ⎟⎠ #! 2 3 &$#! 1 0 $&
___________________________________________________________________
! 2 3 $! 1 0 $ "# 44 55 %&"# 00 11 &%
# &# & " %" %
" 4 5 %" 0 1 %
Feedback ! 1 0 $! 6 7 $
#! 1 0 &$#! 6 7 $&
! 1 0 $! 6 7 $
You# should &have realised "# 00are11multiplied
that matrices that %&"# 22 33 &%by or that multiply the
# & " %" %
0 1 2 3
identity matrix remain unchanged as shown below;
" % " %
!! 2 4 $$!! 1 0 $$ "" 2 !1+ 4 ! 0 2 ! 0 + 4 !1 %% "" 2 4 %
# 2 4 &&## 1 0 && = = $ 2 !1+ 4 ! 0 2 ! 0 + 4 !1 '!=!'!=!$ 2 4
! 2 4 $! 1 0 $ " 2 !1+ 4 ! 0 2 !"#0 + 66 4 !1
88 %%" 00" 112 % 4 %$# 66!1+ !1 & $# 66 88 '
!1+88!!00 66!!00++88!1
(a) # &# & =$ " %'!=!
" $ % '# & # &
" 6 8 %" 0 1 % # 6 !1+ 8 ! 0 6 ! 0 + 8 !1 & # 6 8 &
!! 2 3 $$!! 1 0 $$ !! 2 '1+ 3' 0 0 ' 2 + 3'1 $$ !! 2 3 $ $
# 2 3 &&## 1 0 &!=! &!=!## 2 '1+ 3' 0 0 ' 2 + 3'1 &!=! &!=!## 2 3 & &
! 2 3 $! 1 0 $ ! 2 '1+ 3' 0 0 ' 2"# +443'1 5 %" 0# 1 % &" 4 '1+ 5 ' 0 4 ' 0 + 5 '1 %% "" 44 55 % %
0 21 3 4 5 0 4 0 5
%$
5 &!=!" ! % $ " '1+ ' ' + '1
"
(b) # &# &!=!#
" 4 5 %" 0 1 % " 4 '1+ 5 ' 0 4 ' 0 + 5 '1 % " 4 5 %
!! 1 0 $$!! 6 7 $$ "" 6 !1+ 2 ! 0 1! 7 + 0 ! 3 %% "" 6 7 %
# 1 0 &# 6 7 & = $ 6 !1+ 2 ! 0 1! 7 + 0 ! 3 '!=! '!=!$$ 6 7 '
! 1 0 $! 6 7 $ " 6 !1+ 2 ! 0 1!"#7 +000 !113 %&%"# 22" 336 &% 7= %$# 00!!66++22!!22 00!!77+1! +1! 3 && ## 22 33 &
3
# & # & = $ " %'!=!
" $ % '#
(c) " 0 1 %" 2 3 % # 0 ! 6 + 2 ! 2 0 ! 7 +1! 3 & # 2 3 &

So the identity matrix for a 2 by 2 matrix is # 1 0 &

! $
! 1 0 $ " 0 1 %
# &
" 0 1 %
Summary
When adding or subtracting matrices simply add or subtract corresponding elements. We
add or subtract elements in the same positions. Addition of matrices is commutative but
subtraction of matrices is not commutative.

! 2 4 $! 1 0 $
Multiplication
# &# of a &matrix by a constant is called scalar multiplication. For multiplication
6 8or %more
of" two " 0 matrices,
1 %     of both matrices in line so that you have
write down the orders
4 numbers
  in a row. If the two numbers in the middle are the same then it is possible to
multiply
! 2 3 the $! two and the first and the last numbers give the order of the answer matrix. If
1 0 $
the
# numbers &# in the &middle are different, then it is not possible to multiply the two matrices.
" 4 5 %" 0 of
Multiplication
1 %
matrices is not commutative.

! 1 0 $! 6 7 $
# &# &
" 0 1 %" 2 3 %
47 © 2018 BOU

! $! $ " % " %
JC: Mathematics Unit 8

Self-assessment Exercise 3
Use matrices A, B, C and D to answer the question that follow.

⎛ 2 −1 ⎞
A=⎜ ⎟
⎝ 3 2 ⎠

⎛ 4 −2 ⎞
⎜ ⎟
B=⎜ 0 3 ⎟
⎝ 1 5 ⎠

⎛ 3 0 −2 ⎞
C=⎜ ⎟
⎝ 5 −1 4 ⎠

⎛ 4 2 ⎞
D=⎜ ⎟
⎝ −3 5 ⎠

1. Work out;

(a) A+D
(b) D–A
(c) 2C
(d) AC
(e) BC
(f) AD

48 © 2018 BOU
JC: Mathematics Unit 8

Answers to Self-asssessment Exercises

Self-asssessment Exercise 1
1. (a) commutative
(b) associative
(c) associative
(d) commutative
(e) commutative

2.(a) true
(b) not true
(c) not true

3. (b) (13+7)+98

4. (a) -82
(b) -17
(c) 11
(d) -t
(e) h
(f) -m

5. (a) 1/5
(b) 8/3
(c) 31/20
(d) 1/67

6. (c)0

7. (a) 1

Self-assessment Exercise 2
1. (a) 73
(b) (12)5
(c) 34a3
2. (a) 8x8xy
(b) 50 x 50
(c) 7x7x7xpxtxdxd

49 © 2018 BOU
JC: Mathematics Unit 8

3. (a) p5
(b) 511
(c) c7

4. (a) x=2
(b) x=7
(c) x=3

5. (a) 8
(b) 3
(c) 3

6. Complete the table:

Ordinary Number Standard form
324 000 000 = 3.24 × 108
8 500 000 = 8.5 × 106
60 000 = 6 × 104
5 000 = 5 × 103
50 = 5 × 101
5 = 5 × 100
25.46 = 2.546 × 101
0.0001964 = 1.964 × 10-4
0.00000015 = 1.5 × 10-7
0.0000000008 = 8 × 10-10

Self-assessment Exercise 3

⎛ ⎞
1. (a) ⎜ 6 1 ⎟
⎝ 0 7 ⎠

⎛ 2 3 ⎞
(b) ⎜ ⎟
⎝ −6 3 ⎠

⎛ 6 0 −4 ⎞
(c) ⎜ ⎟
⎝ 10 −2 8 ⎠

⎛ 1 1 −8 ⎞
(d) ⎜ ⎟
⎝ 19 −2 2 ⎠

50 © 2018 BOU
JC: Mathematics Unit 8

⎛ 2 2 −16 ⎞
(e) ⎜ 15 −3 12 ⎟
⎜ ⎟
⎝ 28 −5 18 ⎠

⎛ ⎞
(f) ⎜ 11 −1 ⎟
⎝ 6 13 ⎠

51 © 2018 BOU