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Bayani Gaba-gaba

Indices, logarithms, and surds are fundamental concepts in General Mathematics that play a crucial role in various calculations and problem-solving scenarios. Understanding these topics is essential for students to navigate through complex mathematical operations efficiently. This course material will delve deep into the intricacies of indices, logarithms, and surds, providing a comprehensive overview of their principles, applications, and interrelationships.

The primary objective of this course material is to equip students with the necessary skills to apply the laws of indices in calculations effectively. Indices, also known as exponents, govern the way numbers are raised to powers, leading to efficient computations across different numerical scenarios. By mastering the laws of indices, students will be able to simplify complex expressions, manipulate variables with ease, and solve equations involving powers and roots proficiently.

Furthermore, this course material aims to establish a clear relationship between indices and logarithms to enhance students' problem-solving abilities. Logarithms serve as powerful tools that help convert exponential equations into linear form, simplifying calculations and facilitating the solving of intricate mathematical problems. Understanding how logarithms and indices correlate enables students to tackle complex equations, evaluate functions, and analyze growth and decay processes effectively.

In addition to exploring indices and logarithms, this course material will focus on solving problems in different bases using logarithmic functions. Students will learn how to manipulate numbers across various number bases ranging from 2 to 10, understanding the significance of base transformations and their impact on mathematical operations. By mastering logarithmic computations in different bases, students will enhance their numerical fluency and problem-solving skills across diverse mathematical contexts.

Moreover, this course material will delve into the realm of surds, emphasizing the importance of simplifying and rationalizing these irrational numbers. Surds often appear in mathematical expressions involving roots and provide a unique challenge that requires careful manipulation to simplify and integrate seamlessly into calculations. By mastering basic operations on surds, students will develop the skills to simplify square roots, manipulate radical expressions, and solve equations involving irrational numbers efficiently.

Manufura

Solve Problems In Different Bases In Logarithms
Apply The Laws Of Indices In Calculation
Perform Basic Operations On Surds
Simplify And Rationalize Surds
Establish The Relationship Between Indices And Logarithms In Solving Problems

Takardar Darasi

In this lesson, we will delve into the concepts of Indices, Logarithms, and Surds, which are fundamental topics in General Mathematics. Understanding these topics helps build a strong foundation for more advanced mathematical problems and applications. Each section will cover definitions, laws, and problem-solving techniques to help you master these concepts.

Nazarin Darasi

Barka da kammala darasi akan Indices, Logarithms And Surds. Yanzu da kuka bincika mahimman raayoyi da raayoyi, lokaci yayi da zaku gwada ilimin ku. Wannan sashe yana ba da ayyuka iri-iri Tambayoyin da aka tsara don ƙarfafa fahimtar ku da kuma taimaka muku auna fahimtar ku game da kayan.

Za ka gamu da haɗe-haɗen nau'ikan tambayoyi, ciki har da tambayoyin zaɓi da yawa, tambayoyin gajeren amsa, da tambayoyin rubutu. Kowace tambaya an ƙirƙira ta da kyau don auna fannoni daban-daban na iliminka da ƙwarewar tunani mai zurfi.

Yi wannan ɓangaren na kimantawa a matsayin wata dama don ƙarfafa fahimtarka kan batun kuma don gano duk wani yanki da kake buƙatar ƙarin karatu. Kada ka yanke ƙauna da duk wani ƙalubale da ka fuskanta; maimakon haka, ka kallesu a matsayin damar haɓaka da ingantawa.

Simplify the expression $4^{3} \times 4^{-2}$. A. $16^{5}$ B. $16$ C. $\frac{1}{16}$ D. $1$ Answer: C. $\frac{1}{16}$
Solve for $x$ in the equation $2^{x} = 8$. A. $2$ B. $3$ C. $4$ D. $8$ Answer: B. $3$
Evaluate $\log_{2} 32$. A. $4$ B. $5$ C. $3$ D. $6$ Answer: B. $5$
Simplify $\sqrt{50}$. A. $5\sqrt{2}$ B. $10\sqrt{5}$ C. $5\sqrt{10}$ D. $25$ Answer: A. $5\sqrt{2}$
If $\log_{3} y = \frac{1}{2}$, then $y$ is equal to: A. $3$ B. $\frac{3}{2}$ C. $9$ D. $\frac{9}{2}$ Answer: C. $9$
Simplify $\sqrt{75} + \sqrt{27}$. A. $12$ B. $11$ C. $10$ D. $9$ Answer: A. $12$
If $\log_{5} x = 2$, then $x$ is equal to: A. $25$ B. $10$ C. $125$ D. $5$ Answer: A. $25$
Evaluate $\frac{2^3 \times 3^2}{2^2 \times 3^3}$. A. $3$ B. $\frac{3}{2}$ C. $2$ D. $\frac{2}{3}$ Answer: D. $\frac{2}{3}$
Simplify $\sqrt{128} - \sqrt{32}$. A. $4\sqrt{2}$ B. $6\sqrt{2}$ C. $8\sqrt{2}$ D. $10\sqrt{2}$ Answer: B. $6\sqrt{2}$
If $\log_{7} z = 2$, then $z$ is equal to: A. $14$ B. $21$ C. $49$ D. $28$ Answer: C. $49$

Littattafan da ake ba da shawarar karantawa

	Mathematics for senior secondary schools 1 Sunaƙa New Edition Mai wallafa Longman Publishers Shekara 2020 ISBN 978-9788233023
	Advanced Mathematics Sunaƙa Logarithms and Surds Mai wallafa Pearson Education Shekara 2019 ISBN 978-9819764214

Tambayoyin Da Suka Wuce

Kana ka na mamaki yadda tambayoyin baya na wannan batu suke? Ga wasu tambayoyi da suka shafi Indices, Logarithms And Surds daga shekarun baya.

NECO SSCE - General Mathematics - 2005 (Danna don yin cikakken gwaji)

Tambaya 1 Rahoto

Evaluate log 18 + log⁶ - log16$^{\frac{1}{2}}$

log 3

log 9

log 20

3 log 2

3 log 3

Duba Amsa

WAEC SSCE - General Mathematics - 2020 (Danna don yin cikakken gwaji)

Tambaya 1 Rahoto

(a) In the diagram, AB is a tangent to the circle with centre O, and COB is a straight line. If CD//AB and < ABE = 40°, find: < ODE.

(b) ABCD is a parallelogram in which |$\overline{CD}$| = 7 cm, I$\overline{AD}$I = 5 cm and < ADC= 125°.

(i) Illustrate the information in a diagram.

(ii) Find, correct to one decimal place, the area of the parallelogram.

Amsa

(a)

<ABE = <OBC (tangent and radius form a right angle)
<ABE = 40° (given)
Therefore, <OBC = 40°.
Since CD//AB, then <CDE = <ABE = 40° (alternate angles)
<ODE = <OBC + <CDE = 40° + 40° = 80°.

(b)

(i)

  A ----------- B
   \           / 
    \         /  
     \       /   
      \     /    
       \   /     
        \ /      
        D-------C
             (125°)

(ii)

The area of the parallelogram is given by A = base x height. Since AD || BC, then the height of the parallelogram is given by the perpendicular distance between AD and BC, which is 7 cm. To find the length of the base, we use the cosine rule:

|$\overline{AD}$|² = |$\overline{AB}$|² + |$\overline{BD}$|² - 2|$\overline{AB}$||$\overline{BD}$| cos(ADC)
5² = x² + (x+7)² - 2x(x+7)cos(125°)
25 = 2x² + 14x + 49 + 2x(x+7)(-0.5736)
25 = 2x² + 14x + 49 - 1.1472x² - 10.0317x - 20.7032
0 = 0.8528x² + 4.0317x + 4.7032

Using the quadratic formula: x = (-b ± ?(b² - 4ac))/2a, we have:
x = (-4.0317 ± ?(4.0317² - 4(0.8528)(4.7032)))/(2(0.8528))
x = (-4.0317 ± 4.9988)/1.7056
x = 0.6559 or x = -3.6582

Since x represents a length, we discard the negative solution. Therefore, x = 0.6559 cm.

So, the area of the parallelogram is A = base x height = 0.6559 cm x 7 cm = 4.5913 cm² (to one decimal place).

(c)

x = $\frac{1}{2}$(1 - $\sqrt{2}$)

2x² - 2x = 2$\left(\frac{1}{2}$(1 - $\sqrt{2}$)²\) - 2(1 - $\sqrt{2}$)
= (1 - 2$\sqrt{2}$ + 2) - 2 + 2$\sqrt{2}$
= 1 + 2$\sqrt{2}$.

Therefore, 2x² - 2x = 1 + 2$\sqrt{2}$.

Bayanin Amsa

(a)

(b)

(i)

  A ----------- B
   \           / 
    \         /  
     \       /   
      \     /    
       \   /     
        \ /      
        D-------C
             (125°)

(ii)

Using the quadratic formula: x = (-b ± ?(b² - 4ac))/2a, we have:
x = (-4.0317 ± ?(4.0317² - 4(0.8528)(4.7032)))/(2(0.8528))
x = (-4.0317 ± 4.9988)/1.7056
x = 0.6559 or x = -3.6582

Since x represents a length, we discard the negative solution. Therefore, x = 0.6559 cm.

So, the area of the parallelogram is A = base x height = 0.6559 cm x 7 cm = 4.5913 cm² (to one decimal place).

(c)

x = $\frac{1}{2}$(1 - $\sqrt{2}$)

2x² - 2x = 2$\left(\frac{1}{2}$(1 - $\sqrt{2}$)²\) - 2(1 - $\sqrt{2}$)
= (1 - 2$\sqrt{2}$ + 2) - 2 + 2$\sqrt{2}$
= 1 + 2$\sqrt{2}$.

Therefore, 2x² - 2x = 1 + 2$\sqrt{2}$.

Duba Amsa

JAMB UTME - Mathematics - 2018 (Danna don yin cikakken gwaji)

Tambaya 1 Rahoto

Evaluate 5 $^{- 3}$ log $^{2}$ $\times$ 2 $^{2 \log 3}$

\frac{1}{8}

\frac{1}{8}

\frac{2}{5}

Duba Amsa