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Exponentials: 3 Steps To Simplifying Exponentials Without Calculator

The Pique Lab Math Specialists will be solving this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Published By

Jack Lee

Secondary Math Specialist

Last Updated: December 17, 2025

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Table of contents

Introduction

How do you simplify a Secondary 3 A-Math exponential expression like the one below, without using a calculator?

The Pique Lab Math Specialists will be solving this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Some of you might feel overwhelmed by the terms. But don’t worry because I will teach you a step-by-step guide to solving such complex-looking Exponentials questions.

You can also watch my explainer video for free by visiting our YouTube channel.

Click to watch The Pique Lab's explainer video of this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

 

Let’s Take A Look At This Exponentials Question

The Pique Lab Math Specialists will be solving this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Source: St. Gabriel’s Secondary School – 2020 S3 A-Math SA2 Examination Paper [Q4]

Step 1ļøāƒ£Ā Study the terms involved in the expression

Let us begin by studying the terms involved in this expression.

In the term highlighted in yellow below, we notice a base term of 5.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Can this term be rewritten to a simpler base?

No, it can’t.

What about the remaining terms we highlighted in green, blue and orange below? Can they be rewritten to a simpler base?

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

To answer that, we will consider the first few powers of 5:

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

What do you notice about the first few powers of 5 and the given terms in our expression? The terms can be rewritten to a common base of 5, which leads us to our next step.

Step 2ļøāƒ£Ā Rewrite terms to their common bases

Now, let’s try it out.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

 

We can rewrite the term highlighted in green as.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

 

Let us now move on to the term highlighted in blue.

We will have .

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

What about the term highlighted in orange?

We will get .

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Now that we have rewritten the terms to their common bases, notice that the green, blue, and orange stripes all contain brackets, which I highlighted in yellow.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

We can remove these brackets by proceeding with our next step.

Step 3ļøāƒ£Ā Activate the Laws of Indices

I have discussed the Laws of Indices in detail in a previous blog post. Click this link if you want a quick recap of the Laws of Indices.

The Law of Indices that we will be using here is as follows:

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Recall that this law tells us that when we have a base term that has been raised to two powers, first by x and then by y, we will simplify by multiplying the powers together.

Let us try this law in our expression.

For the green stripe, when we multiply the powers together, please be careful here and remember that we will distribute the 3 to x and 2.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Let us move on to the denominator.

For the blue stripe, we will get .

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

What about the orange stripe?

We will get .

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Now let us continue by studying our numerator and denominator separately. In the numerator, we see that there is a product of two terms and they share a common base of 5.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

For expressions in such format, we can simplify them using the following law of indices:

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Recall that in this law, when we take the product of two terms that share the same base, we simplify them by adding up their powers together.

So for the numerator term, we can simplify it by adding up the powers together to get:
How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Next, let us look at the denominator:

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Do you see a common factor? It is .

Hence, we can factorise it out and introduce a bracket.

What is left in the bracket? It will be 1-10.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

 

At this point, do you notice that the numerator and the denominator contain a common-looking term?

That term is 54x.

This means that we can simplify further by cancelling the common term highlighted below.

But how do we do it?

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Let us look back at our law of indices and move from right to left.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

The idea here is to perform a split of the expression into two different parts.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Let us look at the numerator. If we split the term according to the law above, we will obtain:

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

In the denominator, we will be left with:

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

We can now cancel the common factor and obtain our final answer. Since we know that 53Ā is 125, our final answer will be -125/9.

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

Suggested Answer

How The Pique Lab Math Specialists solve this Secondary 3 A-Math Exponentials question from St. Gabriel’s Secondary School.

 

Conclusion

I hope this Exponentials blog post has helped you feel more confident in tackling Exponentials questions, even without using a calculator.

To simplify exponentials quickly and accurately, make sure to follow the steps that we discussed:

Step 1ļøāƒ£Ā Study the terms involved in the expression

Step 2ļøāƒ£Ā Rewrite terms to their common bases

Step 3ļøāƒ£Ā Activate the Laws of Indices

Keep on following our blog posts for more Secondary 3 A-Math tips!

 

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About Jack Lee

Mr. Jack is an enthusiastic and engaging teacher with a background in Electrical & Electronics Engineering from Nanyang Technological University (NTU). WithĀ over 6 years of experience teaching secondary Math, his vibrant teaching style creates captivating and effective learning experiences for his students.

Drawing from his background in Engineering, Mr. JackĀ employs innovative teaching methods that demystify complex mathematical concepts and make them easy to understand and apply for his students.Ā Mr. Jack aims to empower his students to become confident problem solvers and analytical thinkers.

ByĀ fostering a growth mindset and providing personalised support, he seeks to inspire a love for mathematics and equip his students with the skills they need to succeed academically and in their future endeavours.

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