Page 92 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

m5 × m−2 does not allow m = 0, since division by 0 is undefined, but simplifying to m3 seems to make m = 0 allowable.
Teacher Prompts
• How does using the expanded forms of powers help you to understand the rules for operations with powers?
• How are 4500 and 21000 the same? How are they different? Can you identify other pairs of powers that exhibit the same characteristics?
• What two powers could you multiply together to get 9−4? Is there another set of two powers that you could use?
• How would you use a patterning approach to simplify 59 divided by 53?
• What strategies would you use to determine a possible way to complete the mathematical
statement (x□)□ = x? x□
Sample Tasks
1. Have students use a patterning approach to show that 32 × 34 = 36.
2. Have students use a patterning approach to justify that (−0.5)0 = 1.
3. Give students the answer 49, and have them come up with potential questions.
4. Have students fill in the blanks to make the statements true:
• a5 ×□□×□□=□2
• □□÷□3=b□
• (□□)2 = c□
91