Negative powers
What does this number mean? Which order of 1, 2, 3 and 4 makes the highest value? Which makes the lowest?
Problem
Negative powers printable worksheet
Take a look at this expression. What does it mean? $$\left(\left(-4^{-3}\right)^{-2}\right)^{-1}$$
Do you think it means
$\left(\left(\left(-4\right)^{-3}\right)^{-2}\right)^{-1}$ (Interpretation A) or $\left(\left(-\left(4^{-3}\right)\right)^{-2}\right)^{-1}$(Interpretation B)?
Check your thinking
By usual mathematical conventions for orders of operations, $\left(\left(-4^{-3}\right)^{-2}\right)^{-1}$ means $\quad\left(\left(-\left(4^{-3}\right)\right)^{-2}\right)^{-1}$ (Interpretation B). You can include the extra brackets if you find these helpful, but make sure you put them in the right place.
Check your thinking
Both $\left(\left(\left(-4\right)^{-3}\right)^{-2}\right)^{-1}$ and $\left(\left(-\left(4^{-3}\right)\right)^{-2}\right)^{-1}$ have the same value, so no, in this case it doesn't make a difference.
Check your thinking
If we swap the order of $3$ and $2$, then Interpretation A gives us
$$\left(\left((-4)^{-2}\right)^{-3}\right)^{-1}=\left(\left(\dfrac{1}{(-4)^{2}}\right)^{-3}\right)^{-1}=\left(\dfrac{1}{16}\right)^{(-3)\times(-1)}=\left(\dfrac{1}{16}\right)^3=\dfrac{1}{16^3}$$
But Interpretation B gives us
$$\left(\left(-(4^{-2})\right)^{-3}\right)^{-1}=\left(\left(-\dfrac{1}{4^{2}}\right)^{-3}\right)^{-1}=\left(-\dfrac{1}{4^{2}}\right)^{(-3)\times(-1)}=\left(-\dfrac{1}{16}\right)^3=-\dfrac{1}{16^3}$$
So in this case, it does matter how we interpret $\left(\left(-4^{-2}\right)^{-3}\right)^{-1}$.
Getting Started
There are lots of ideas about powers that come together in this problem. Here are some ideas to think about as you work your way into the problem.
Getting a sense of powers
What does $4$ to the power $3$ mean?
What does $4$ to the power $2$ mean?
What does $4$ to the power $1$ mean?
What does $4$ to the power $0$ mean?
What does $4$ to the power $-1$ mean?
What does $4$ to the power $-2$ mean?
What does $4$ to the power $-3$ mean?
Getting a sense of powers of negative numbers
What does $-4$ to the power $3$ mean?
What does $-4$ to the power $-3$ mean?
Combining powers
There are lots of ways to combine powers in this problem.
For example, if you tried to work out the value of $\left(\left(-(4^{-3})\right)^{-2}\right)^{-1}$ you could work this out as:
$$\left(\left(-(4^{-3})\right)^{-2}\right)^{-1}=\left(\left(-\dfrac{1}{4^{3}}\right)^{-2}\right)^{-1}=\left(\left(-\dfrac{1}{64}\right)^{-2}\right)^{-1}=\left((-64)^2\right)^{-1}=\left(4096\right)^{-1}=\dfrac{1}{4096}$$
Or you could try something more like this:
$$\left(\left(-(4^{-3})\right)^{-2}\right)^{-1}=\left(\left(-\dfrac{1}{4^{3}}\right)^{-2}\right)^{-1}=\left(-\dfrac{1}{4^{3}}\right)^{(-2)\times(-1)}=\left(-\dfrac{1}{64}\right)^2=\dfrac{1}{64^2}=\dfrac{1}{4096}$$
Why do the rules for indices mean that both these approaches must give the same value?
Could you leave the powers of $4$ and $64$ as $4^3$ and $64^2$ and still see that these methods lead to the same values?
How could you use rules for indices to find more efficient approaches when working with these and similar expressions?
Student Solutions
Well done to everyone who submitted their work on this problem. We received many good answers with explanations of how you approached your work with these expressions, including several solutions from students at Hymers College in England and Doha College in Qatar, Daniyal from Greenfield International School in India, Yashneal from Higham Lane School in UK, Vihaan from King George V School in Hong Kong, Ci Hui from Queensland Academies for Science Mathematics and Technology in Australia, Jenny from Tapton Secondary School in UK and Samantha from The Steele School, and Helen from Lady Margaret School.
We thought this problem was a good way to get you thinking about combining negative powers, which you might not be so familiar with. As Jenny from Tapton Secondary School noted in her solutions, this was her first time investigating negative indices.
Several solutions observed that for finding the smallest value if could be useful to think about the size of the denominator when rewriting these expressions as a fraction. As Lamees from Doha College explained:
We know the larger the denominator, the smaller the fraction (if the numerator is the same). e.g. $\dfrac{1}{2}>\dfrac{1}{3}$.
This is good thinking. If we knew that all the possible values had the same sign (all positive, or all negative) it would allow us to find the value closest to zero. However, as several of you noticed, it is possible to get positive and negative values for these expressions. Therefore, as Ahmed from Doha College and Yashneal from Higham Lane School explained clearly, we need to think about the sign as well as the size of the expression. Here is Yashneal's explanation:
$$((−a^{−b} )^{−c})^{−d} = (−1)^{cd}a^{−bcd}$$
The sign (positive or negative) is given by $(−1)^{cd}$.
- If $cd$ is even, $(−1)^{cd} = +1$ so the result is positive.
- If $cd$ is odd, $(−1)^{cd} = −1$ so the result is negative.
The size (magnitude) is given by $a^{−bcd} = \dfrac{1}{a^{bcd}}$
- The bigger $a^{bcd}$ makes the final number closer to zero.
- The smaller $a^{bcd}$ makes the final number much larger in magnitude.
Building on this, Yashneal outlined a strategy for working out the different values:
Now we need to consider $a = 1, 2, 3, 4$. For each $a$, the product $bcd$ is the product of the three remaining numbers
If only positive values were possible, then putting $-3$ first would give $\dfrac{1}{6561}$, which is the value closest to zero. However, Ahmed and Yashneal, as well as Ci Hui from Queensland Academies for Science Mathematics and Technology, Vihaan from King George V School, all found they could obtain a smaller value by making the final two powers odd.
For example, Vihaan noticed that swapping the order of $3$ and $2$ in the original expression (being mindful to use interpretation B) gives $\left(\left(-4^{-2}\right)^{-3}\right)^{-1}=-\dfrac{1}{4096}$. This is the smallest possible value.
Ayat and Gazal from Doha College and Ci Hui all identified $1$ as the highest possible value of the expression, but they obtained $1$ using different expressions.
Gazal made the value of $1$ using the expression $((-1^{-2})^{-3})^{-4}$
while Ayat found that $((-1^{-4})^{-3})^{-2} =1$.
Ci Hui used a general algebraic form, giving
$((-1^{-\triangle})^{-\square})^{-\triangledown}=(-1)^{\square \times \triangledown}$
Ci Hui then noted that
If $\square \times \triangledown$ is even, raising $-1$ to this power will give a value of $1$, and if $\square \times \triangledown$ is odd, raising $-1$ to this power will give a value of $-1$. [This is a sound general statement, but in this problem the only numbers available are $2, 3$ and $4$, so can you get an odd product $\square \times \triangledown$?]
As these examples show, and as Jenny from Tapton Secondary School commented, the order of some powers can be changed without changing the value of the expression. This gives a clue to the last part of problem as several different rearrangements of $1,2,3$ and $4$ give expressions that have the same value. Some of you seemed worried that you might have to work out 24 different values (using 'brute force'), but actually there are far fewer values that you have to find. Yashneal and Ahmed both used their algebraic approaches from above to find the full sent of possible values. Here is Yashneal's summary of the results:
The values that can occur are:
$$1, \dfrac{1}{4096}, \dfrac{-1}{4096}, \dfrac{1}{6561}$$
So there are $4$ distinct numbers possible.
Therefore the largest value is $1$ and the smallest value is $\dfrac{-1}{4096}$.
I decided to check all possible values and using that I discovered that:
$1$ occurs $6$ times
$\dfrac{1}{4096}$ occurs $8$ times
$\dfrac{-1}{4096}$ occurs $4$ times
$\dfrac{1}{6561}$ occurs $6$ times
You can click here to read Yashneal's full solution.
Can you explain how and why these different numbers occur multiple times? How many calculations do you actually need to do? Hint: What are $2^{-4}$ and $4^{-2}$?
As these solutions show, there is a lot to think about when working with complicated nested expressions such as these. Thank you to everyone who sent in their results and ideas.
Teachers' Resources
Why do this problem?
This problem is a good way to illustrate the precision of meaning that mathematics often requires - in this case the precedence of the operations.
The task provides some practice at interpreting negative indices and powers of negative numbers, but more deeply it invites students to explore some general ideas about powers and how to simplify the 'stacked' indices.
Possible approach
It would be best to avoid reliance on calculators or spreadsheets when working on this task, but if you think calculators would be helpful you could ask students to think carefully about how their calculators are interpreting the expressions.
This problem has two main stages. The first part focuses on the meaning of the expression $\left(\left(-4^{-3}\right)^{-2}\right)^{-1}$ and draws attention to mathematical conventions. Students may already be familiar with orders of brackets, powers and multiplication, but this is quite a complicated expression for them to make sense of.
Share the initial expression. Ask students to think about how they interpret it and discuss this with a neighbour. Students might discuss the two different expressions given in the problem (interpretations A and B), so you could move the discussion towards these.
Make sure students understand that the mathematical convention is to interpret the starting expression as 4, rather than -4, being raised to the power of -3.
If students haven't already done so, ask them to work out the values of the expressions that come from each interpretation. They will find that they get the same values in this case, but then ask them to try reordering the indices to see if this is always the case. Encourage students to use what they know about powers here and think about what might affect the value, rather than just working through all the possibilities.
Reveal that swapping -2 and -3 gives different values for the two interpretations. You could give students some time to discuss this to make sure they have made sense of why the two interpretations give different values in this case. They might start to make generalisations at this stage, drawing attention to the parity of the powers, and how they affect whether the final solution will be positive or negative.
Now move on to the second stage of the problem, where students can change the order of 1, 2, 3 and 4. Emphasise that students should use the conventional interpretation of the expressions.
The printable version of this problem has the Check your thinking text on the second page, so that you can decide whether to make this available to students if you use the printable version.
Key questions
What order do you need to apply the operations in to work out the value of this expression?
What rules for manipulating indices do you know?
How could you start to simplify these expressions?
What happens if you raise a negative number to an even power? Or an odd power?
Possible support
Students might find it helpful to work through one or two calculations fully, writing out each step, so that they see how the negative numbers and odd or even powers are combined in each case. They might do this in more than one way as they recall different laws of indices.
Possible extension
Students might go on to consider which other sets of four values will produce the same 'stacked' value, irrespective of stacking order.