Math9 Q2 Mod2 Wk8 OperationsOnRadicalExpressions v3

NOT
9
Mathematics
Quarter 2, Weeks 4-10 - Module on
Zero Exponents, Negative Integral Exponents,
Rational Exponents and Radicals
(design your own cover page)
Department of Education ● Republic of the Philippines

Math- Grade 9
Alternative Delivery Mode
Quarter 2, Weeks 4-10 - Module on Zero Exponents, Negative Integral
Exponents, Rational Exponents and Radicals
First Edition, 2020
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9
Mathematics
Quarter 2, Weeks 4-10 - Module on
Zero Exponents, Negative Integral
Exponents, Rational Exponents and Radicals
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Table of Contents
What this Module is About ........................................................................................................................ i

How to Learn from this Module ...............................................................................................................ii
Icons of this Module ....................................................................................................................................ii
Pre-Assessment ...........................................................................................................................................iii
Lesson 4:
Zero and Negative Integral Exponents ......................................................................
What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................
Lesson 5:
Rational Exponents and Radicals ..................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Can Do .................................................................................................................
Lesson 6:
Laws of Radicals .............................................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Can Do .................................................................................................................
Lesson 7:
Simplifying Radical Expressions......................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Can Do .................................................................................................................
Lesson 8:
Operations on Radical Expressions .............................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Can Do .................................................................................................................
Lesson 9:
Equations with Radicals ...........................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Can Do .................................................................................................................
Lesson 10:
Applications of Equations with Radicals ..................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Can Do .................................................................................................................
Summary
Assessment: (Post-Test)
Key to Answers ......................................................................................................................................
References ...............................................................................................................................................
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What this Module is About
In your past lessons, you encountered exponents. Exponents provide you with a
convenient way to represent and work with very large and very small numbers. In this module,
you will extend your understanding on exponents. Specifically, exponents in a form of rational
numbers (fractions). You will also learn how to equivalently denote rational number exponents
using radical expressions or radicals, use laws of radicals and work on problems where the
applications rational exponents and radicals can be applied in real-life situations.
Let me ask you these following questions. 1.) Have you ever wondered about how to
identify the side lengths of a square box or the dimensions of a square lot if you know its area?
2.) Have you tried solving for the length of any side of a right triangle? 3.) Has it come to your
mind how you can find the radius of a cylindrical water tank?
Find out the answers to these questions and understand the various applications of
radicals to real-life situations.
LESSONS and COVERAGE
In this module, you will examine the questions on page ___ as you take the following
lessons.
Lesson 4 – Zero and Negative Integral Exponents

Lesson 5 – Rational Exponents and Radicals
Lesson 6 – Laws of Radicals
Lesson 7 – Simplifying Radical Expressions
Lesson 8 – Operations on Radical Expressions
Lesson 9 – Equations with Radicals
Lesson 10 – Applications of Equations with Radicals
Objectives
In these lessons, you will learn to:
 Apply the laws involving positive integral exponents to zero and

Lesson 4 negative integral exponents.
 Simplify expressions involving integral exponents.
 Illustrate and Simplify expressions with rational exponents.
Lesson 5  Translate expressions with rational exponents to radicals and vice
versa.
Lesson 6  Derives the laws of radicals.
Lesson 7  Simplifies radical expressions using the laws of radicals.
Lesson 8  Performs operations on radical expressions.
Lesson 9  Solves equations involving radical expressions.
Lesson 10  Solves problems involving radicals.
Module Map
Here is a simple map of the lessons that will be covered in this module.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
Pre-Assessment
Directions: Find out how much you already know about this module. Choose the letter
that you think best answers the question. Please answer all items. Take note of the
items that you were not able to answer correctly and find the right answer as you go
through this module.
1. Which of the following is TRUE about zero exponent?

a. Any real number raised to zero is equal to 1.
b. Any nonzero real number raised to zero is equal to 1.
c. Exponent rules for positive exponents cannot be applied to zero exponent.
d. All of the above.
2. Which of the following is equal to −4𝑑 0 ?

a. 1 b. –1 c. -4 d. 4
3. Which of the following statements is TRUE?

𝑎100 𝑏 −7 𝑐 54 𝑑1/2
a. = 𝑎200 b. 𝑏−7 = 𝑏 −1 c. 𝑐 54 = 0 d. 𝑑1/2 = 1
𝑎100
1
4. What is the value of the missing exponent in the equation 3? = 27 ?
a. –3 b. 3 c. 1/3 d. –1/3
5. What is the simplified form of −5𝑥 −5 𝑥 0 ?

−5 1
a. -5 b. 𝑥 5 c. 5𝑥 5 d. −5𝑥 5
6. Which of the following is NOT TRUE?

−6 −1 7 −6 −1 7 6 −1 7 6 −1 7
a. ( 7 ) = b. ( 7 ) = −6 c. − (7) = −6 d. (7) =
6 6
7. Simplify: (−8)2⁄3
a. 4 b. -2 c. -4 d. undefined
8. Simplify: 𝑧 −2⁄5∙ ∙ 𝑧 3⁄5

a. 𝑧 6⁄5 c. 𝑧 −1⁄5 b. 𝑧 −6⁄5 d. 𝑧 1⁄5
9. Rewrite the expression in radical form 𝑥 2⁄3 .

3 3
a. √𝑥 2 b. √𝑥 3 c. √𝑥 d. √𝑥
4
10. Write in exponential form √(3𝑥)3 .
a. 3𝑥 3⁄4 c. (3𝑥)3⁄4 b. (3𝑥)4⁄3 d. 3𝑥 4⁄3
3
11. Which of the following is equivalent to √56?
3 3 3 3
A. 3 √6 B. 2√6 C. 2√7 D. 3√7
12. Find the value of 81/3 .

A. 64 B. 8 C. 4 D. 2
3
√80
13. Evaluate 3 .
√10
A. 2 B. 4 C. 6 D. 8
4 1
14. What is √256 equal to?
1 1 1 1
A. B. C. D.
8 6 4 2
2 3
15. Solve √ √64.
A. 2 B. 4 C. 6 D. 8
5
16. Which of the following is NOT true about √32?
1
a. It is a radical expression. c. Its exponential notation is 32 ⁄5 .
b. Its exponential notation is 325 d. Its simplified form is 2.
17. Given the following statements, which of the following is/are NOT true about
the simplified form of a radical expression?
I. The radicand contains a fraction.

II. No denominator contains a radical sign.
III. No prime factor of a radicand that has an exponent equal to or greater
than the index.
a. I only b. II only c. III only d. II and III only

6
18. What is the result after simplifying √𝑥 37 ?
6 37⁄
a. 𝑥 6 √𝑥 b. 𝑥 6 c. 𝑥 6 √𝑥 d. 𝑥 6
4 𝑚10
19. What is the result after simplifying √ 16 ?
4
𝑚2 √𝑚2 𝑚2 √𝑚2 𝑚 2 √𝑚
a. b. c. d. Cannot be determined
2 4 2
15
20. Which of the following is true about √𝑥10 𝑏15 ?
5 3 3
a. 𝑥 2 𝑏 3 b. √𝑥 2 𝑏 3 c. √𝑥 2 𝑏 3 d. 𝑏 √𝑥 2
6
21. Which of the following is NOT TRUE about √8𝑟 3 ?
1 3
a. Its exponential notation is (8𝑟 3 ) ⁄6 . c. It is equivalent to √ √8𝑟 3 .
b. Its exponential notation is (8𝑟 3 )6 . d. Its simplified form is √2𝑟.
√7
22. Simplify the quotient of .
√3
√7 √21 7 7
a. b. c. d. 3
3 3 √3
23. Which are similar radicals?
I. 5√2𝑥, -√2𝑥 II. √3𝑦, 3√3𝑦, 3√8𝑦 III. -√2 , √8 , √18
a. I only b. II and III c. III only d. I and III
24. Which of the following radicals need not be rationalized?
7 2 4 √3
a. √9 b. c. √5 d.
√3 √2
25. What is the simplified form of 2√20 - 3√45 + √5 ?
a. 5√5 b. - 4√5 c. -5√5 d. 6√5
26. Find the product of √2𝑥 4 ∙ √8𝑥 3 .
a. √16𝑥12 b. √4𝑥 3 c. 4x3√𝑥 d. 16x√𝑥
27. Multiply √2(√6 + √7) and write the product in simplest form.
a. √12 + √14 b. 2√6 + 2√7 c. √26 d. 2√3 + √14
28. The area of a square garden is 64 meters squared. Estimate the side length of
the garden.
a. 9 m b. 8 m c. 11 m d. 12 m
29. Simplify the expression √8𝑦 + 5√50𝑦 − 2√18𝑦
a. 13√2𝑦 b. 21√2𝑦 c. (√8 + 5√50 − 2√18)√𝑦 d. 882y

√3
30. In rationalizing , what will you multiply to the radical?
√8
√2 √4 √6 √5
a. b. c. d.
√2 √4 √6 √5
31. From the laws on radicals, which of the following is/are not
true?
𝑛 𝑛
𝑛 𝑛 𝑛 𝑛 𝑛 𝑎 √𝑎
I. ( √𝑎 ) = 𝑎2𝑛 II. √𝑎𝑏 = √𝑎 √𝑏 III. √𝑏 = 𝑛
√𝑏
a. II only b. III only c. I only d. I and III

32. Find the length of an edge of the given cube.
a. 6√2 meters c. 6√10 meters Surface

b. 2√3 meters d. √2 meters Area =
72 sq. m
33. A newborn baby chicken weighs 3−2 pounds. If an adult

chicken can weigh up to 34 times a newborn
chicken. How much does an adult chicken weigh?
a. 9 pounds c. 64 pounds
34
b. 10 pounds d. 9 pounds
34. A giant swing completes a period in about 15 seconds.

Approximately how long is the pendulum’s arm using the
1
formula 𝑡 = 2𝜋√32, where l is the length of the pendulum in
feet and t is the amount of time? (use: 𝜋 ≈ 3.14)
a. 573.25 feet c. 16.65 feet

b. 182.56 feet d. 4.31 feet
35. The volume (V) of a cylinder is represented by 𝑉 = 𝜋𝑟 2 ℎ,

where r is the radius of the base and h is the height of the
cylinder. If the volume of a cylinder is 120 cubic meters and
the height is 5 meters, what is the radius of the base?
a. 2.76 meters c. 13.82 meters

b. 8.68 meters d. 43.41 meters
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Lesson Operations on Radical
8 Expressions
What I Need to Know
In the previous lesson, you learn how to simplify radicals by removing the perfect
nth power, reducing the index to the lowest possible order and rationalizing the
denominator of the radicand. Let us put those skills into a higher level through an
operation on radical expressions.
As you go through this lesson, you will learn to;
 add and subtract radical expression

 multiply radical expression
 divide radical expression
What I Know
Activity 1. Answer Me!
1. What is the simplified form of 30 2-3 (100x2)0 ?

1 1
A. 8 B. 3x2 C. 2x D. 3
2. Simplify (-3)4.
1 1
A. – 12 B. 34 C. 81 D. 81
3. Simplify with positive exponent, 36-1/2 .
1 1
A. 6 B. – 6 C. – 6 D. 6
3
4. What is the reduce form of √√8 ?
3
A. 2 B. √2 C. 3 D. √2
5. Which of the following is not a true characteristic of a radical in simplest form?
A. No fraction as radicands. C. No radical appears in the denominator of a fraction.
B. No radicands with variables. D. No radicand has perfect nth power factors other than one.
Questions:
1. How did you answer the given activity?

2. What mathematical concepts are important in simplifying radical expressions?
3. Have you encountered any difficulties in simplifying radicals? If yes, what are your
plans to overcome these?
What’s In
Your goal in this section is to learn how to add and subtract radical expressions.
What’s New
Here are the steps required for Adding and Subtracting Radical Expression:
Step 1: Simplify each radical.

Step 2: To add or subtract radicals, the indices and what is inside the radical
(called the radicand) must be exactly the same. If the indices and
radicands are the same, then add or subtract the terms in front of each
like radical. If the indices or radicands are not the same, then you can
not add or subtract the radicals.
Example 1 – Simplify:
Step 2: Add or subtract the radicals.

Remember that we can only combine
like radicals.

like radicals.
Example 3 – Simplify: Simplify:

Remember that we can fZonly
combine like radicals.
Example 4 – Simplify: Simplify:

like radicals.

like radicals.
What Is It
Activity 1: Addition and Subtraction of Radical Expression – Practice Problems
Answer: Solution:
Simplify:
Solution:
Answer:
Simplify:
Solution:
Answer:
Simplify:
Questions:
1. How is addition or subtraction of radicals related to other concepts of radicals?

2. How do you add radicals? Explain.
3. How do you subtract radicals? Explain.
4. How can you apply this skills to apply in real-life situations?
5. Did you encounter any difficulties while solving? If yes, what are you plans to overcome those
difficulties?
What’s In
Your goal in this section is to learn how to multiply radical expressions with one term
(same indices).
What’s New
Here are the steps required for Multiplying Radicals With One Term (Same indices):
Step 1: If the radicals have the same index, multiply terms the outside the
radical with terms outside the radical and terms inside the radical with
terms inside the radical.
Step 2: Simplify the radicals.
Step 3: Multiply the terms outside the radical, if you need to.
Example 1 – Multiply:
Step 1: If the radicals have the same

index, multiply terms the outside the
radical with terms outside the radical
and terms inside the radical with
Step 3: Multiply the terms outside the

radical.


radical.


radical.


radical.
What Is It
Activity 2: Multiplying Radicals Containing One Term (Same indices) – Practice

Problems
Answer: Solution:
Multiply:
Answer: Solution:
Multiply:
Answer: Solution:
Multiply:
Questions:
1. How do you multiply radicals with the same indices? Explain.

difficulties?
What’s In
Your goal in this section is to learn how to multiply radical expressions with more than
one term.
What’s New
Here are the steps required for Multiplying Radicals With More Than One Term:
Step 1: Distribute (or FOIL) to remove the parenthesis. Remember that you
can multiply numbers outside the radical with numbers outside the
radical and numbers inside the radical with numbers inside the radical,
assuming the radicals have the same index.
Step 3: Combine like terms. Remember that in order to add or subtract radicals
the radicals must be exactly the same.
Step 1: Distribute (or FOIL) to remove

the parenthesis. Remember that you
can multiply numbers outside the
radical with numbers outside the
radical and numbers inside the
radical with numbers inside the
radical, assuming the radicals have
the same index.
Step 3: Combine like terms.

Remember that in order to add or
subtract radicals the radicals must be
exactly the same. In this case, there
are no like terms.

the same index.

exactly the same. In this case, there
are no like terms.

the same index.

exactly the same.

the same index.

exactly the same.

the same index.

exactly the same.

the same index.

exactly the same.
What Is It
Activity 3: Multiplying Radicals With More Than One Term - Practice Problems
Answer: Solution:
Multiply:
Answer: Solution:
Multiply:
Answer: Solution:
Multiply:
Questions:
1. How do you multiply radicals with more than one term ? Explain.
difficulties?
What’s In
Your goal in this section is to learn how to divide radical expressions.
What’s New
Here are the steps required to rationalize the denominator/divide radical

expression:
Step 1: To rationalize the denominator, you need to multiply both the

numerator and denominator by the radical found in the denominator.
The reason for this is because when you multiply a square root by itself
the radical will disappear.
Step 2: Multiply both the numerator and the denominator. Remember that you
can multiply numbers outside the radical with numbers outside the
radical and numbers inside the radical with numbers inside the radical.
Step 4: Reduce the fraction, if you can. You can only reduce numbers that are
outside the radical with other numbers that are outside the radical.
Example 1 – Rationalize the Denominator:
Step 1: To rationalize the

denominator, you need to multiply
both the numerator and denominator
by the radical found in the
denominator.
Step 2: Multiply both the numerator

and the denominator. Remember that
you can multiply numbers outside the
radical.

Step 4: Reduce the fraction, if you
can. In this case, the we cannot
reduce, so the answer is:
Example 2 – Rationalize the Denominator:

denominator.

radical.

can. In this case, the we can reduce,
so the answer is:
Example 3 - Rationalize the Denominator:

denominator.

radical.

so the answer is:

denominator.

radical.

so the answer is:
The previous 4 examples showed how to rationalize the denominator if the

denominator was a square root. What do you do if the denominator contains a cube
root, a fourth root, or any other index? Rather than try and figure out what terms will
create a perfect cube or higher, I will do the problems similar to how I did the first
four examples. We still need to multiply both the numerator and denominator by the
radical found in the denominator, but we will need to multiply more than once. To
make a cube root disappear, we will need to multiply by the radical found in the
denominator twice. This will give us a total of three radicals that are the same and if
you take a cube root and multiply it by itself three times (or cube it) the radical will
disappear. To make a fourth root disappear, we will need to multiply by the radical
found in the denominator three times. This will give us a total of four radicals that
are the same and if you take a fourth root and multiply it by itself four times (or raise
it to the fourth power) the radical will disappear. You would do the same sort of
thing for fifth roots, sixth roots, etc.

denominator. In this case, the radical
is a cube root, so I multiplied twice to
get three of a kind in the denominator,
which will make the radical disappear.

radical.

so the answer is:

denominator. In this case, the radical
is a fourth root, so I multiplied three
times to get four of a kind in the
denominator, which will make the
radical disappear.
and the denominator. Remember
that you can multiply numbers
outside the radical with numbers
outside the radical and num
bers inside the radical with numbers
inside the radical.

so the answer is:
What Is It
Activity 4: Rationalizing the Denominator – Practice Problems
Rationalize Answer: Solution:

the
Denominator:
Answer: Solution:
Rationalize
the
Denominator:
Rationalize Answer: Solution:
the
Denominator:
Guide Questions:
1. How do you divide radical expressions? Explain

difficulties?
What’s More
The area of the rectangular streamer is 20 square meters. Its width is 2√2 meters.
How long is the streamer?
Questions:
1. Show your solution.

2. What is your final answer?
3. How did you find the answer?
4. How will you apply the operation on radical expression to a real-life situation?
What I Have Learned
Explain in your own words how to rationalize the denominator.
SUMMARY
This lesson was about solving radical expression. The lesson provided you with opportunities
to perform operations and simplify radical expressions. You were given the chance to
demonstrate you understanding of the lesson by doing a practical task. Your understanding of
this lesson and other previously learned mathematics concepts and principles will facilitate your
learning of the next lesson on radicals.
Prepared by:
Eileen Ludette S. Celdran

Teacher, Iligan City National High School
Reference
https://www.mesacc.edu
Post-Assessment
Part I
Directions: Find out how much you already know about this module. Choose the letter that you think
best answers the question. Please answer all items. Take note of the items that you were not able to
answer correctly and find the right answer as you go through this module.
Lesson 4
𝟏
1. Which of the following is/are NOT TRUE about 𝒙−𝒎 = 𝒙𝒎
?
I. m is an integer. II. x is any real number. III. x cannot be negative.
a. I and II only b. II and III only c. I and III only d. all

of the above.
𝟎 −𝟏
2. Which of the following is equal to [(−𝟗𝒑𝟏/𝟐 𝒒) ] ?
𝟏 𝟏
a. 1 b. –1 c. d. −
𝟗 𝟗
3. Which of the following statements is incorrect?

𝒙𝟏𝟎𝟎 𝒛−𝟓 𝒎𝟐𝟑 𝒏𝟏/𝟑
𝒂. 𝒙𝟏𝟎𝟎
= 𝒙𝟎 b. 𝒛−𝟕 = 𝒛𝟐 c. 𝒎𝟐𝟑 = 𝟎 d. 𝒏𝟏/𝟑 = 𝟏
? 𝒂𝟖
4. What is the value of the missing exponent in the equation (𝒂𝟐 𝒃−𝟑 ) = ?
𝒃𝟏𝟐
a. –4 b. 4 c. 6 d. –6
−𝟏
5. What is the simplified form of (−𝟒𝒅𝟎 ∙ 𝟐−𝟑 ∙ 𝒆𝟓 ) ?
−𝟑𝟐 𝟏 𝟐
a. –1 b. 𝒆𝟓
c. − 𝟑𝟐𝒆𝟓 d. − 𝒆𝟓
6. Which of the following is NOT TRUE?

𝟑 𝟔−𝟑 𝟔 −𝟏 𝟕
𝒂. −𝟑𝒙−𝟏 = − b. 𝟒𝒚𝟎 = 𝟒 c. = 𝟔−𝟐 d. ( ) =
𝒙 𝟔−𝟓 𝟕 𝟔
7. Which of the following is not equal to 1?

𝟎 𝒌𝟎 𝒎−𝟑 𝟎
𝒂. −(−𝟓𝒂−𝟐 𝒃𝒄) b. −𝒙𝟎 + 𝟐 c. 𝒎−𝟑
d. (𝒓−𝟓 + 𝒓𝟓 )
−𝟐
[−(𝟏𝟒𝒙)𝟎 𝒚−𝟕 𝒛]
8. Which of the following is equal to (𝒚−𝟑 𝒛)−𝟐
?
𝟏 𝟏
𝒂. 𝒚𝟖 b. −𝒚𝟖 c. 𝒚𝟖
d. − 𝒚𝟖
9. Which of the following simplifies to a negative number?

𝟏
𝒂. 𝟕−𝟔 b. (−𝟕)−𝟔 c. 𝟕−𝟔 d. −𝟕−𝟔
10. Which is greater, 𝟐𝟎−𝟑 or 𝟐𝟎−𝟏 ? How many times it is greater than the other?
a. 𝟐𝟎−𝟑 ; it is 𝟐𝟎−𝟐 times greater c. 𝟐𝟎−𝟏 ; it is 𝟐𝟎𝟐 times greater
−𝟑 𝟐
b. 𝟐𝟎 ; it is 𝟐𝟎 times greater d. 𝟐𝟎−𝟏 ; it is 𝟐𝟎−𝟐 times greater
Lesson 5
1) Simplify: 𝟑𝟐𝟑⁄𝟓
a. 2 c. 16
b. 8 d. 24
2) Simplify: (−𝟖)𝟐⁄𝟑
a. 4 c. -2
b. -4 d. undefined
3) Simplify: 𝟔𝟕𝟔𝟏⁄𝟐
a. 13 c. 26
b. 104 d. 52
4) Simplify: 𝒛−𝟐⁄𝟓∙ ∙ 𝒛𝟑⁄𝟓
a. 𝒛𝟔⁄𝟓 c. 𝒛−𝟏⁄𝟓
b. 𝒛−𝟔⁄𝟓 d. 𝒛𝟏⁄𝟓
𝟏⁄𝟐
5) Simplify: (𝟗𝒌𝟐 𝒎−𝟒 )
𝟐𝒌 𝟑𝒌
a. 𝒎𝟐 c. 𝒎𝟐
b. 𝟐𝒌𝒎𝟐 d. 𝟑𝒌𝒎𝟐
6) Rewrite the expression in radical form 𝒙𝟐⁄𝟑 .
𝟑
a. √𝒙𝟐 c. √𝒙𝟑
𝟑
b. √𝒙 d. √𝒙
𝟔
7) Select an expression that is equivalent to √𝟑𝟐
a. 𝟑𝟐⁄𝟑 c. 𝟑𝟑
b. 𝟑𝟑⁄𝟐 d. 𝟑𝟏⁄𝟑
𝒙𝟏⁄𝟐
8) Simplify: 𝒙−𝟕⁄𝟒
𝟏
a. 𝒙𝟗⁄𝟒
c. 𝒙𝟏𝟗⁄𝟒
𝟗⁄𝟒 𝟏
b. 𝒙 d. 𝒙𝟏𝟗⁄𝟒
𝟒
9) Write in exponential form √(𝟑𝒙)𝟑
a. 𝟑𝒙𝟑⁄𝟒 c. (𝟑𝒙)𝟑⁄𝟒
b. (𝟑𝒙)𝟒⁄𝟑 d. 𝟑𝒙𝟒⁄𝟑
10) The approximate number of Calories C, that an animal needs each day is given by 𝑪 =
𝟔𝟒𝒎𝟑⁄𝟓 ,
where m is the animal’s mass in kilograms. Find the number of Calories that a 32 kilograms
dog need
a day
a. 215 c. 645
b. 512 d. 935
Lesson 6
𝟒
1. What is √𝟏𝟔𝒙𝟖 𝒚𝟒 equal to?
A. 4𝒙𝟐 𝒚𝟐 B. 𝟒𝒙𝟐 y C. 𝟐𝒙𝟐 y D. 2𝒙𝟐 𝒚𝟐

𝟑
√𝟖𝟎
2. Evaluate 𝟑 .
√𝟏𝟎
B. 2 B. 4 C. 6 D. 8
𝟓
3. What is √𝟔𝟒𝒚𝟓 equal to?
𝟓 𝟓
A. 2 𝟓√𝟐𝒚 B. 2 √𝟐 C. 4 √𝟐 D. 4 𝟓√𝟐𝒚
𝟒 𝟏
4. What is √𝟐𝟓𝟔 equal to?
𝟏 𝟏 𝟏 𝟏
B. 𝟖
B. 𝟔
C. 𝟒
D. 𝟐
𝟑
5. Which of the following is equivalent to √𝟓𝟔?
𝟑 𝟑 𝟑 𝟑
B. 3√𝟔 B. 2√𝟔 C. 2√𝟕 D. 3√𝟕
𝟒 𝟒
6. Find the product of √𝟏𝟎 • √𝟖
𝟒 𝟒 𝟒 𝟒
A. 5 √𝟒 B. 4 √𝟓 C. 2 √𝟓 D. 5 √𝟐
7. Simplify √𝟓𝒙𝟓 • √𝟏𝟎𝒂𝟐
A. 5x√𝟐𝒙𝟑 B. 5𝒙𝟑 √𝟐𝒙 C. 2𝒙𝟑 √𝟓𝒙 D. 2x√𝟓𝒙𝟑
𝟐 𝟑
8. Solve √ √𝟔𝟒.
A. 2 B. 4 C. 6 D. 8
𝟑
9. Simplify √ √𝟏𝟐𝟓 .
𝟑 𝟔 𝟓
A. √𝟓 B. √𝟓 C. √𝟓 D. √𝟓
10. Evaluate 𝟏𝟔𝟑/𝟒 .

A. 8 B. 6 C. 4 D. 2
𝟏𝟐𝟖𝒂 𝟑 𝟗
11. Compute √ 𝟐𝒂𝟑 .
A. 2𝜶 B. 2𝒂𝟐 C. 4𝒂𝟐 D. 4𝜶
𝟑
12. What is (√𝟏𝟎 )( 𝟑√𝟒 ) ?
𝟑 𝟑
A. 2√𝟓 B. 3√𝟓 C. 4√𝟓 D. 2√𝟓
13. Simplify 𝟐𝟓𝟑/𝟐
A. 5 B. 25 C. 75 D. 125
𝟒
14. Find the result of √ √𝟐𝟓𝟔.
A. 2 B. 4 C. 6 D. 8
15. Find the value of 𝟖𝟐/𝟑 .

A. 64 B. 8 C. 4 D. 2
Lesson 7
𝟓
1) Which of the following is NOT true about √𝟑𝟐?
𝟏
a. It is a radical expression. c. Its exponential notation is 𝟑𝟐 ⁄𝟓 .
b. Its exponential notation is 𝟑𝟐𝟓 d. Its simplified form is 2.
2) Given the following statements, which of the following is/are NOT true about the
simplified form of a radical expression?
IV. The radicand contains a fraction.

V. No denominator contains a radical sign.
VI. No prime factor of a radicand that has an exponent equal to or greater than the
index.
a. I only b. II only c. III only d. II and III only

𝒏
3) Which of the following is true about √𝒂𝒃?
𝒏 𝒏 𝒏 𝒏 𝒏 𝒏
a. √𝒂𝒃 = √𝒂 𝒃𝒏 b. √𝒂𝒃 = 𝒂𝒏 𝒃𝒏 c. √𝒂𝒃 = √𝒂 √𝒃 d. None of the above.
𝟔
4) What is the result after simplifying √𝒙 ? 𝟑𝟕
𝟔 𝟑𝟕⁄
a. 𝒙𝟔 √𝒙 b. 𝒙𝟔 c. 𝒙𝟔 √𝒙 d. 𝒙 𝟔
𝟒 𝒎𝟏𝟎
5) What is the result after simplifying √ ?
𝟏𝟔
𝟒
𝒎𝟐 √𝒎𝟐 𝒎𝟐 √𝒎𝟐 𝒎𝟐 √𝒎
a. b. c. d. Cannot be determined
𝟐 𝟒 𝟐
𝟑 𝟐𝟕𝒂𝟏𝟐
6) Which of the following is the result when we simplify √ ?
𝟗
𝟑
𝒂𝟒 √𝟑𝒂 𝟑𝒂𝟒 𝟑𝒂𝟒 √𝟑 𝟑
a. b. c. d. 𝒂𝟒 √𝟑
𝟑 𝟑 𝟑
𝟏𝟓
7) Which of the following is true about √𝒙𝟏𝟎 𝒃𝟏𝟓?
𝟓 𝟑 𝟑
a. 𝒙𝟐 𝒃𝟑 b. √𝒙𝟐 𝒃𝟑 c. √𝒙𝟐 𝒃𝟑 d. 𝒃 √𝒙𝟐
𝟕
8) What factor would you use to rationalize a denominator of √𝒙𝟑 ?
𝟕 𝟕
a. √𝒙𝟒 b. 𝒙𝟒 c. √𝒙𝟕 d. 𝒙𝟕
𝟔
9) Which of the following is NOT TRUE about √𝟖𝒓𝟑 ?
𝟏 𝟑
a. Its exponential notation is (𝟖𝒓𝟑 ) ⁄𝟔 . c. It is equivalent to √ √𝟖𝒓𝟑 .
b. Its exponential notation is (𝟖𝒓𝟑 )𝟔 . d. Its simplified form is √𝟐𝒓.
√𝟕
10) Simplify the quotient of .
√𝟑
√𝟕 √𝟐𝟏 𝟕 𝟕
a. b. c. d. 𝟑
𝟑 𝟑 √𝟑
Lesson 8
1. Which are similar radicals?
II. 5√𝟐𝒙, -√𝟐𝒙 II. √𝟑𝒚, 𝟑√𝟑𝒚, 𝟑√𝟖𝒚 III. -√𝟐 , √𝟖 , √𝟏𝟖
A. I only B. II and III C. III only D. I and III
2. Which of the following radicals need not be rationalized?

𝟕 𝟐 𝟒 √𝟑
A. √𝟗 B. C. √ D.
√𝟑 𝟓 √𝟐
√𝟑
3. In rationalizing , what will you multiply to the radical?
√𝟖
√𝟐 √𝟒 √𝟔 √𝟓
A. B. C. D.
√𝟐 √𝟒 √𝟔 √𝟓
4. What is the simplified form of 𝟐√𝟐𝟎- 3√𝟒𝟓 + √𝟓 ?
A. 5√𝟓 B. - 4√𝟓 C. -5√𝟓 D. 6√𝟓
5. Find the product of √𝟐𝒙𝟒 ∙ √𝟖𝒙𝟑 .
A. √𝟏𝟔𝒙𝟏𝟐 B. √𝟒𝒙𝟑 C. 4x3√𝒙 D. 16x√𝒙

𝟑
6. Which of the following is the product of √𝒙 ∙ √𝟐𝒙 ?
𝟔 𝟔 𝟔 𝟔
A. √𝒙𝟐 B. √𝟖𝒙𝟑 C. √𝒙𝟓 D. √𝟖𝒙𝟓
7. Simplify the expression √𝟖𝒚 + 𝟓√𝟓𝟎𝒚 − 𝟐√𝟏𝟖𝒚
A. 13√𝟐𝒚 B. 21√𝟐𝒚 C. (√𝟖 + 𝟓√𝟓𝟎 − 𝟐√𝟏𝟖)√𝒚 D. 882y
8. Multiply √𝟐(√𝟔 + √𝟕) and write the product in simplest form.
A. √𝟏𝟐 + √𝟏𝟒 B. 2√𝟔 + 𝟐√𝟕 C. √𝟐𝟔 D. 𝟐√𝟑 + √𝟏𝟒
9. The area of a square garden is 85 meters2. Estimate the side length of the garden.
A. 9 m B. 7 m C. 11 m D. 12 m
𝟑
√𝟔𝟐𝟓𝒙𝟔 𝒚𝟒
10. Simplify the quotient 𝟑 .
√𝟓𝒙𝒚
𝟑
√ 𝟐
𝟓𝒙𝒚 𝟐𝟓𝒙𝟐 𝒚𝟐 𝟑 𝟐𝟓𝒙𝟐 𝒙
A. B. C. 𝟓𝒙𝒚 √𝒙𝟐 D.
√ 𝒙𝟐 𝟓𝒙𝒚 𝟓𝒙𝒚
Lesson 9
Lesson 10
1 1
.2 .2
1. In the expression (8 ) (8 ), what is its simplified form?
1
A. 84 B. 8 C. 16 D. 64
1
2. In simplifying the expression −1 , which of the following is true?
𝑥2
1
1 𝑥
A. 1 B. 1 C. 𝑥 2 D. 𝑥
𝑥2 𝑥2
3. What do you call the number or expression inside the radical sign?
A. radicand B. base C. radical D. index
3
4. Given the expression (2𝑛)5 , how will you transform it into a radical expression?
5 3 5 3
A. √8𝑛3 B. √8𝑛5 C. √2𝑛3 D. √2𝑛5
5. From the laws on radicals, which of the following is/are not true?
𝑛 𝑛
𝑛 𝑛 𝑛 𝑛 𝑛 𝑎 √𝑎
I. ( √𝑎 ) = 𝑎2𝑛 II. √𝑎𝑏 = √𝑎 √𝑏 III. √𝑏 = 𝑛
√𝑏
A. II only B. III only C. I only D. I and III

6. In simplifying radicals, which of the following is correct?
3 3
A. √−27 = 3 B. √8 = 2 C. √125 = 5 D. √− 144 =12
3 4
7. In the radical expression √ √16, What is its reduced form of ?
3 12 7
A. √2 B. √2 C. √16 D. √16
√5
8. In rationalizing the denominator of the expression , what will you multiply to the
√7
expression to make it simplified?
√7 √5 √5 √5
A. B. C. D.
√7 √5 √−7 √7
9. Similar radicals are radicals of the same index. Which of the following is/are true?
𝐼. √5𝑎, 2√5𝑎, -6√5𝑎 II. √2𝑓, 3√3𝑓 , 3√4𝑓 III. -7√8 , √10 , √7
A. III only B. I and II C. II only D. I only
10. Find the length of an edge of the given cube.
A. 6√2 meters
6√10 meters Surface
B. 2√3 meters Area =
72 sq. m
C. √2 meters
11. A newborn baby chicken weighs 3−2 pounds. If an adult chicken can weigh up to 34
times more than a newborn chicken. How much does an adult chicken weigh?
A. 9 pounds C. 64 pounds
144
B. 10 pounds D. 9 pounds
12. A giant swing completes a period in about 15 seconds. Approximately howlong is the
1
pendulum’s arm using the formula 𝑡 = 2𝜋√32, where l is the length of the pendulum in
feet and t is the amount of time? (use: 𝜋 ≈ 3.14)
A. 573.25 feet C. 16.65 feet
B. 182.56 feet D. 4.31 feet
13. A taut rope starting from the top of a flag pole an tied to the ground is 15 meters long.
If the pole is 7 meters high, how far is the rope from the base of the flag pole?
A. 2.83 meters C. 13.27 meters
B. 4.69 meters D. 16.55 meters
14. The volume (V) of a cylinder is represented by 𝑉 = 𝜋𝑟 2 ℎ, where r is the radius of the
base and h is the height of the cylinder. If the volume of a cylinder is 120 cubic meters
and the height is 5 meters, what is the radius of the base?
A. 2.76 meters C. 13.82 meters
B. 8.68 meters D. 43.41 meters
Part II (for nos. 15-20)
Formulate and solve a problem based on the given situation below. Your output shall be
evaluated according to the given rubric below.
You are an architect in a well-known establishment. You were tasked

by the CEO to give a proposal for the diameter of the establishment’s
water tank design. The tank should hold a minimum of 800 cm 2. You
were required to present a proposal to the Board. The Board would like
to see the concept used, its practicality and accuracy of computation.
RUBRICS
CATEGORIES 2 1
SATISFACTORY DEVELOPING
Mathematical Concept Demonstrate a
satisfactory Demonstrate incomplete
understanding of the understanding and have
concept and use it to some misconceptions.
simplify the problem.
Accuracy of Computation The computations are Generally, most of the
correct. computations are not
correct.
Practicality The output is suited to the The output is suited to the
needs of the client and can needs of the client but
be executed easily. cannot be executed easily.
Key to Answers
PRE-ASSESSMENT
1. d 11. c 21. b 31. c

2. c 12. d 22. b 32. b
3. d 13. a 23. a 33. d
4. a 14. c 24. a 34. b
5. b 15. a 25. b 35. a
6. a 16. b 26. c
7. d 17. a 27. d
8. d 18. a 28. b
9. a 19. a 29. b
10. c 20. d 30. a
POST-ASSESSMENT
1. d 11. c 21. b 31. c

2. c 12. d 22. b 32. b
3. d 13. a 23. a 33. d
4. a 14. c 24. a 34. b
5. b 15. a 25. b 35. a
6. a 16. b 26. c
7. d 17. a 27. d
8. d 18. a 28. b
9. a 19. a 29. b
10. c 20. d 30. a
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph

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Department of Education ● Republic of the Philippines

Published by the Department of Education – Division of Iligan City

Development Team of the Module

Co-Chairpersons: Nimfa R. Lago, PhD, CESE

Members Henry B. Abueva, OIC - CID Chief

This instructional material was collaboratively developed and reviewed

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

What this Module is About ........................................................................................................................ i

LESSONS and COVERAGE

Lesson 4 – Zero and Negative Integral Exponents

In these lessons, you will learn to:

 Apply the laws involving positive integral exponents to zero and

Icons of this Module

What I Need to This part contains learning objectives that

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are in-

What I Have Activities designed to process what you

What I can do These are tasks that are designed to show-

1. Which of the following is TRUE about zero exponent?

2. Which of the following is equal to −4𝑑 0 ?

3. Which of the following statements is TRUE?

5. What is the simplified form of −5𝑥 −5 𝑥 0 ?

6. Which of the following is NOT TRUE?

8. Simplify: 𝑧 −2⁄5∙ ∙ 𝑧 3⁄5

9. Rewrite the expression in radical form 𝑥 2⁄3 .

12. Find the value of 81/3 .

I. The radicand contains a fraction.

a. I only b. II only c. III only d. II and III only

23. Which are similar radicals?

I. 5√2𝑥, -√2𝑥 II. √3𝑦, 3√3𝑦, 3√8𝑦 III. -√2 , √8 , √18

a. I only b. II and III c. III only d. I and III

24. Which of the following radicals need not be rationalized?

25. What is the simplified form of 2√20 - 3√45 + √5 ?

a. 5√5 b. - 4√5 c. -5√5 d. 6√5

26. Find the product of √2𝑥 4 ∙ √8𝑥 3 .

a. √16𝑥12 b. √4𝑥 3 c. 4x3√𝑥 d. 16x√𝑥

a. √12 + √14 b. 2√6 + 2√7 c. √26 d. 2√3 + √14

29. Simplify the expression √8𝑦 + 5√50𝑦 − 2√18𝑦

a. 13√2𝑦 b. 21√2𝑦 c. (√8 + 5√50 − 2√18)√𝑦 d. 882y

a. II only b. III only c. I only d. I and III

a. 6√2 meters c. 6√10 meters Surface

33. A newborn baby chicken weighs 3−2 pounds. If an adult

34. A giant swing completes a period in about 15 seconds.

a. 573.25 feet c. 16.65 feet

35. The volume (V) of a cylinder is represented by 𝑉 = 𝜋𝑟 2 ℎ,

a. 2.76 meters c. 13.82 meters

What I Need to Know

As you go through this lesson, you will learn to;

 add and subtract radical expression

Activity 1. Answer Me!

1. What is the simplified form of 30 2-3 (100x2)0 ?

1. How did you answer the given activity?

Step 1: Simplify each radical.

Step 1: Simplify each radical.