9

Mathematics
Quarter 2 – Module 3:
Rational Exponents and Radicals
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 3: Rational Exponents and Radicals
First Edition, 2020

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 9

Mathematics
Quarter 2 – Module 3:
Rational Exponents and Radicals
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Rational Exponents and Radicals!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Rational Exponents and Radicals!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

iii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written to help you understand the concepts of
simplifying expressions with rational exponent and writing expressions with
rational exponent as radicals and vice versa.

You are expected to:

1. Simplify expression with rational exponents (M9AL-IIe-1); and

2. Write expressions with rational exponents as radicals and vice versa
(M9AL-IIf-1).

What I Know

A. Simplify the following expressions:

1
1 x2
1. (𝑥 2 ) 2 =________ 6. 1 =________
x2

3 −1
2
𝑚2𝑛 4
2. (𝑚 ) 3 −3 =________ 7. 3 3 =________
𝑚4𝑛4

5 1
3. 27 (𝑛6 ) 3 =________ 8. (𝑥 20 𝑦 10 𝑧 2 ) 2 =________

2
1 3
y3
4. 3𝑦 • 𝑦 2 2 =________ 9. 1 =________
y4

3 1
1 3
𝑎 4 𝑏4
5. 5 𝑐 • 𝑐2 2 =________ 10. 1 −3 =________
𝑎4𝑏 4

B. Express the following in radical C. Express the following radicals

form: in exponential form:
1
1. 𝑎2 =________ 4. √17 =________
1
5. √𝑥𝑦 =________
2. (𝑏𝑐)3 =________
3 6. 3√𝑦𝑧 2 =________
3. 𝑑𝑒 4 =________

1
Lesson
Simplifying Expressions
1 with Rational Exponent
From the previous module, you learned how to apply the laws involving positive
integral exponents to zero and negative integral exponents and how to illustrate
expressions with rational exponents. Indeed, you did your task well using your
previous module.

Let us continue to learn! More explorations and exciting activities are here to help
you discover further!

In this module, you will learn to simplify expression with rational exponents.

What’s In

Let us refresh your previous knowledge about the laws of exponent!

Simplify the following expressions the way you learned from your Grade7
Mathematics’ teacher:

1. 𝑥 2 • 𝑥 3 =________ 6. (𝑥𝑦𝑧)0 =________

𝑥𝑦
2. (𝑦 3 ) 2 =________ 7. (
𝑧
) −1
=________
3. (𝑧 3 ) −1 =________ 8. (𝑝𝑞𝑟)−2 =________
(𝑎6 )
4. =________ 9. 𝑚2 • 𝑛3 =________
𝑎2
𝑏 𝑗
5. (𝑎 2 ) 2
=________ 10. (
𝑘2
) −2 =________

Notes to the Teacher

This part of the module deals with the laws of exponent which is a
pre-requisite concept of the current topic.

2
 What’s New

The woman below is Dianna. She is a Math Wizard! Let’s see how the suitor unlocks her heart.

YES! Correct! 𝟏
(𝟒𝒙𝟐 𝒚 𝟒 ) 𝟐
1 1 1
= (42 )[(𝑥 2 ) 2 ][(𝑦 4 ) 2 ]

= √4 x𝑦 2

= 2x𝒚𝟐

𝟏
𝟐 𝟒
(𝟒𝒙 𝒚 ) 𝟐

Questions:

1. What did the suitor do to unlock the heart?

2. What rules of exponents did he use?
3. Aside from rules of exponent, what concept is present?
𝟏
4. If I ask you to simplify 𝟒𝒙𝟐 (𝒚 𝟒 ) 𝟐 , will you come up with the same answer?
Why? Why not?

What is It

The previous tasks allow you to use the laws of integral exponent and this time,
you may use this knowledge in simplifying expressions with rational exponents.

Laws of exponent:

If a and b are rational numbers and x and y are real numbers:

𝑥0 = 1 𝑥 𝑎 • 𝑥 𝑏 = 𝑥 𝑎+𝑏 ( 𝑥 𝑎 ) 𝑏 = 𝑥 𝑎𝑏 𝑥𝑎
( ) = 𝑥 𝑎−𝑏 , if a>b
𝑥𝑏

1 𝑥 𝑥𝑎 ( 𝑥𝑦 ) 𝑎 = 𝑥 𝑎 𝑦 𝑎 𝑥𝑎
=
1
, if a<b
𝑥 −1 = ( )𝑎 = 𝑎 𝑥𝑏 𝑥 𝑎−𝑏
𝑥 𝑦 𝑦
1
In some cases, like (−𝑥)2 which results to non-real numbers, the laws do not hold.

3
Aside from the laws of exponent, it is important to recall the addition and
subtraction of similar and dissimilar fractions.

Addition and Subtraction of fraction:

Similar 𝑎 𝑏 𝑎+𝑏 In adding similar fraction, add

+ =
Fractions 𝑚 𝑚 𝑚 both numerator and copy the
common denominator.
𝑎 𝑏 𝑎−𝑏 In subtracting similar fraction,
− =
𝑚 𝑚 𝑚 add both numerator and copy the
common denominator.
Dissimilar 𝐿 𝐿 In adding dissimilar fraction, get
𝑎 𝑏 (𝑚)𝑎 (𝑛)𝑏
Fractions + = + the LCD, divide it by both
𝑚 𝑛 𝐿 𝐿 denominators and multiply to
corresponding numerators. Then,
𝐿 𝐿
( ) 𝑎 + ( )𝑏
𝑚 𝑛 proceed to the rule of similar
= fractions.
𝐿
𝐿 𝐿 In subtracting dissimilar fraction,
𝑎 𝑏 (𝑚) 𝑎 (𝑛)𝑏 get the LCD, divide it by both
− = −
𝑚 𝑛 𝐿 𝐿 denominators and multiply to
corresponding numerators. Then,
𝐿 𝐿
( ) 𝑎 − ( )𝑏
𝑚 𝑛 proceed to the rule of similar
= fractions.
𝐿

𝟏
Simplify expressions with 𝒙𝒂

Illustrative example:
1 3
1. (83 )3 = 83
= 𝟖

1 6
In Power of a power, we
2. (𝑥 6 ) 2 = 𝑥2
multiply the exponent then,
= 𝒙𝟑 simplify

1 5 10
3. (𝑥 5 𝑦10 ) 5 = 𝑥 5 𝑦 5
= 𝒙𝒚𝟐

4
 𝒂
Simplify expressions with 𝒙𝒃

Illustrative example:
4 3 12
1. (23 ) 2 = 26

= 22
= 𝟒
2 3 6
2. (𝑥 3 ) 2 = 𝑥6 In Power of a power, we
multiply the exponent then,
= 𝒙 simplify
6 −4 −24
3. (58 ) 3 = 5 24

= 5−1
𝟏
=
𝟓

Use the properties of exponents to simplify expressions with rational

exponents

Illustrative Examples:

In multiplying expression with rational exponent, you have to add the

exponents then simplify…
4 1 5 2 1 (2)(2)+(5)(1)
1. 𝑥 5 • 𝑥 5 = 𝑥5 2. 𝑥 5 • 𝑥 2 = 𝑥 10

= 𝑥1 4+5
= 𝑥 10
= 𝒙 𝟗
= 𝒙𝟏𝟎
In dividing expression with rational exponent, you have to subtract the
exponents then simplify…
5 1
3 (1)(2)−(6)(1)
43 𝑦2
3. = 4 3 4. 6 = 𝑦 4
2 𝑦4
43
2−6
= 𝟒 = 𝑦 4

−𝟒
=𝒚𝟒
= 𝒚−𝟏
𝟏
=
𝒚

5
 In ‘Power of a power’, we multiply the exponents…
1 5 −15 10 3 −1 3 −1
5. (𝑥 5 𝑦 −15 𝑧 10 ) 5 = (𝑥 5 𝑦 5 𝑧5) 6.
𝑝4𝑛 4
=
𝑝4𝑛 4
3 3 3 3
𝑝4𝑛4 𝑝4𝑛4
𝟐
𝒙𝒛 = (1)𝑛−1−3
=
𝒚𝟑 = 𝑛−4
𝟏
=
𝒏𝟒

What’s More

Let’s find out if you learned the knowledge required from the previous activity.

Match Column A with a simplified form on Column B. Write the letter of the correct
answer.

A B

1 1
_______1. (𝑥 2 )2 a.
𝑦6
1
𝑥2 2 𝑥7
_______2. ( 2 ) b.
𝑦
𝑦4
1
𝑦 −6 2 c. x
_______3. ( )
𝑦6
𝑥
1 d.
𝑦
_______4. (𝑥 −5 𝑦 20 ) 5

𝑦4
e.
1
(𝑥 14 𝑦−8 𝑧 2) 2
_______5. 𝑥
𝑧

6
 What I Have Learned

Good job! Now, let us digest the concept of our lesson. Use the Mind Map to come
up with the main thought of our lesson.

Your Insight:

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

Added idea:

Simplifying expression with rational exponent is like driving a car, you

cannot move without turning the wheels. The wheels represent the Laws of
Exponent and Operation of fractions. With the knowledge on how to operate
fractions together with the understanding about the laws of exponent, we can
surely simplify expressions with rational exponents.

Let us now continue to drive by applying our learnings! You may now ride on
to the next activity!

7
 What I Can Do

Simplify the following expressions by completing the steps below.

7
?
1 ?
1. (𝑎 ) 7 𝑎 ?

2.
(𝑎4 𝑏 −2 𝑐 2 ) 2 𝑎2 𝑏 −1 𝑐
𝑎𝑏
?
𝑎𝑏

1 6

3. (54 )
56 2 52
4
53
52
?
52

?
1 9 −15
4. (𝑏 9 𝑥 −15 ) 3 𝑏3 𝑥 3 𝑏 ? 𝑥 −?

?
1 3
5. (𝑦 2 • 𝑦 6 )
1 3 3 3
−1
(𝑦 2 + 6 ) −1 (𝑦 6 + 6 ) −1 (𝑦 1) −1

Assessment

Simplify the following expressions:

1
1 s 11
1. (𝑤 −9 ) 9 =________ 4. 1 =________
s 11

7 −5
4
𝑘 2 𝑝 17
2. (𝑟 ) 7 −7 =________ 5. 10 12 =________
𝑘 4 𝑝17

6 1
3. 7 (𝑛4 ) 8 =________ 6. (𝑚16 𝑛28 𝑜 2 ) 2 =_______

8
 Additional Activities

Now that you already know how to simplify expressions with rational exponents,
let us now enjoy this game!

Help the cat get out from the maze by collecting the consecutive correct answers.
Write each correct answer to your answer sheet.

1 7 1
a. (𝑐 )
7 d. (𝑎16 𝑐 28 ) 4
−9
−1 15
a 8
b. (𝑎 )
15 e. −1
a 8
6 1 −8
c. 𝑡 (𝑐 ) 2 4 f. (𝑡 ) 8

9
Lesson Writing Expressions with
2 Rational Exponents as
Radicals and Vice Versa
Lesson 1 taught you how to simplify expressions with rational exponents. You were
also reminded of your previous learnings on operation of fraction and laws of
exponent. Now, you will encounter another concept which is related to the first
lesson.

Let us figure out another form of expression which is equivalent to an expression

with rational exponent.

Are you ready for more challenging activities and explorations? Let’s go on!

In this module, you will learn to write expressions with rational exponents as
radicals and vice versa.

What’s In

Simply the following expressions:

1 14 1
1. (𝑥 )
7 2. (𝑥𝑦𝑧 2 ) −1 3. (𝑎6 𝑏 2 ) −2

1 1
4. (𝑎𝑥 2 ) 2 5. (𝑚12 ) 4

Notes to the Teacher

This part of the module deals with simplifying expression which is
pre-requisite concept of the current topic.

10
 What’s New

Michelle’s Sari-Sari Store is giving out free hand sanitizer and face mask to those people
who can answer the random question correctly. Help Dennis win a sanitizer and a face
mask!

Questions :

1. Do you agree with Dennis’ idea?

2. Do you think the right answer is really a one-digit number?
3. If you were Dennis, would you answer the same? If yes, how did you come up
with the same answer? If not, what would be your answer?

11
 What is It

The tasks above allow you to simplify expressions with rational exponents and
some answers may demand to be in simplest form. Let us figure out!
This symbol is called radical. A
𝑛 𝑚
√𝑥
radical expression or a radical is an
expression containing √ symbol
called radical sign.

In this symbol, “n” is called

index or order which indicates the
degree of the radicals such as:
2 3
√ − 𝑆𝑞𝑢𝑎𝑟𝑒 𝑅𝑜𝑜𝑡, √ − 𝐶𝑢𝑏𝑒 𝑅𝑜𝑜𝑡,
4
√ − 𝐹𝑜𝑢𝑟𝑡ℎ 𝑅𝑜𝑜𝑡 and so on….

While “ 𝒙𝒎 ” is called radicand. It

is the expression inside the radical
symbol where “m” is the power or
the exponent of the radicand.
Radicals are an alternate way to express rational exponents. If x is a real
number and m and n are positive integers:
𝑚
𝑛 𝑛
𝑥 𝑛 = √𝑥 𝑚 or ( √𝑥 )𝑚

The denominator of the rational exponent becomes the index of the radical
while the numerator of the rational exponent becomes the power/exponent of the
value under the radical symbol or the power of the entire radical.

Writing Expression with Rational Exponent as Radicand:

Illustrative Example:

1
1. Express (2𝑥)3 in radical form.

Rewrite the expression with the rational exponent as a radical.

The denominator of the fraction determines the index, in this case, it is a cube
root.
1
(2𝑥 )3
3
= √2𝑥1
𝟑
= √𝟐𝒙
The parenthesis indicates that the exponent belongs to
everything inside it.

12
 1
2. Express 2𝑥 3 in radical form.

Rewrite the expression with the rational exponent as a radical.

The denominator of the fraction determines the index, in this case, it is a cube
root.
1
2𝑥 3
3
= 2√𝑥1
𝟑
= 𝟐 √𝒙
The exponent belongs only to a part of the expression which is x.
Thus, 2 will be located outside the radical sign.

𝑥6
3. Express 7 in radical form.
4 √𝑦4

𝑥6
7
4 √𝑦 4
𝒙𝟔
= 𝟒
𝟒𝒚𝟕
Since y is the only expression covered by the radical sign, you do
not have to make changes with the rest.

Writing Radicals as an Expression with Rational Exponent:

Illustrative Example:

4
1. Write √15 as an expression with a rational exponent.

4 1
The radical form √ can be rewritten as the exponent . Remove the radical and
4
place the exponent next to the base.
4
𝟏
√15 = 𝟏𝟓𝟒

2. Express 3 4√𝑥𝑦 with rational exponents.

The index determines the fraction. In this case, the index of the radical is 4, so
1
the rational exponent will be .
4

1
3 4√𝑥𝑦 = 3(𝑥𝑦)4
Since 3 is located outside the radical sign, it is not included in the grouping
symbol. Thus, the exponent does not refer to it.

13
 What’s More

Let’s find out if you learned the required knowledge from the previous activity.

Complete the table by supplying the appropriate conversions.

Exponential Form Radical Form
1
1. (𝑥𝑦𝑧) 2

2. 5
9 √𝑎𝑏𝑐
1
3. 𝑚𝑥𝑏 3
4.
√(3𝑚𝑛) 3
4
5. (𝑜𝑝)3

What I Have Learned

Nice one! Now, let us absorb the idea of our lesson. Use another Mind Map to come
up with the main thought of our lesson.

Your Insight:
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

14
 What I Can Do

Transform the following exponential form to radical form or vice versa:

1
1. 𝑚 9 =________ 4. 3
√𝑚𝑛𝑝 =________
4
2. 5𝑎 7 =________ 5. 7 7√𝑥𝑦 =________
6 1
3. 8 (𝑚5 ) =________ 6. (𝑚16 𝑛 𝑜 ) 2 =________

Assessment

A. Write the following in radical form:

2 4
1. (𝑚 ) 9 =________ 3. 6 (𝑥𝑚 ) 3 =________
2 7
2. (𝑑𝑟𝑚2 ) 9 =________ 4. 12 (𝑑𝑢 ) 3 =________
B. Write the following radical form as expression with rational
exponents:

11 5
5. √13 =________ 6. √𝑘𝑗𝑚2 =________

Additional Activities

Let us now help the transformer below by transforming exponential form to radical
form or vice versa.

2
33 14
1 =? √25 = ?
33

15
 16
Lesson 2- Additional Lesson 2- Assessment:
Activities:
A.
9
1. √𝑚2
9
1 3 2. √𝑑2 𝑟 2 𝑚4
33 𝑜𝑟 √3
3. 6 3√𝑥 4 𝑚 4 𝑜𝑟 6 3√(𝑥 𝑚)4
3
4. 12√𝑑7 𝑢7 or 12 3√(𝑑𝑢 )7
1 B.
2514 1
5. 1311
1
6. (𝑘𝑗𝑚2 )5
Lesson 2-What I Can Lesson 2-What I have Lesson 2-What’s
Do: Learned: More
9
1. √𝑚 (Answers may vary) 1. √𝑥𝑦𝑧
7 1
2. 5√𝑎4 2. 9(𝑎𝑏𝑐) 5
5 3
3. 8√𝑚6 3. 𝑚𝑥 √𝑏
1 3
4. (𝑚𝑛𝑝) 3 4. (3𝑚𝑛) 2
1 3
5. 7(𝑥𝑦) 7 5. √𝑜4 𝑝4
6. 𝑚8 √𝑛𝑜
Lesson 2-What’s New: Lesson 2-What’s In: Additional Activities: Lesson 1- Assessment:
1. Yes a. C
1 1
2. Yes 1. 𝑥2 b. 1.
1 𝑎 𝑤
3. Yes, 2. 1
3 𝑥𝑦𝑧 2 c. 𝑡𝑐 3 2.
𝑟4
42 1 d. 𝑎4 𝑐 7
3. 1 3. 7𝑛3
𝑎3𝑏 e.
= √43 𝑎 4. 1
4. 𝑥 √𝑎 1
= √64 f. 𝑘
5. 𝑚3 𝑡 5.
=8 𝑝
6. 𝑚8 𝑛14 𝑜
Lesson 1- Lesson 1-What’s New: Lesson 1-What’s In: What I Know:
A.
What I have 1. 𝑥
1. The suitor simplifies 1. 𝑥5 1
Learned: 2.
the equation 2. 𝑦6 𝑚2
(Answers may vary) 3. 27𝑛10
2. Power of a Power 1
3. 4. 3𝑦 2
3. Operation of 𝑧3
________________________ 4. 𝑎4 5. 5𝑐 2
Lesson 1- fraction 𝑏2 6. 1
5. 3 4
What Can I do: 4. No, because the 𝑎4 𝑚4 √𝑚 3
7. 𝑜𝑟
7 6. 1 𝑛 𝑛
expressions inside
1. 𝑎 7= a 𝑧 8. 𝑥 10 𝑦 5𝑧
the grouping 7. 5
12
𝑎𝑐 𝑥𝑦 9. 𝑦 12 𝑜𝑟 √𝑦 5
2. symbols are 1 1
𝑏2 8. 10. 𝑎2 𝑏
different. 𝑝2 𝑞 2 𝑟 2
3. 5 9. 𝑚2 𝑛3 3
________________________ B. 1. √𝑎 2. √𝑏𝑐 3.
𝑘4 4
𝑏3 Lesson 1-What’s 10. d√𝑒 3
4. 𝑏3 𝑥 −5= 𝑗2
𝑥5 1 1
More: C. 4. 172 5. (𝑥𝑦)2 6.
1 1
5. 1. c 3. a (𝑦𝑧 2)3
Answer Key
References
Bryant, Merden, et. al, Mathematics 9 Learner's Material. First Edition. Reprint,
Department of Education 2014

Fausto, Maybelle Gallardo, et.al. Understanding Mathematics Grade 9. Reprint,

Vicarish Publication and Trading. 2015.

https://mathbitsnotebook.com/Algebra1/Exponents/EXFractional.html#:~:text=C
onvert%20from%20Exponential%20to%20Radical,first%20and%20then%20the%20
root.&text=Create%20the%20root%20first%20and,will%20have%20a%20correct%2
0answer.

http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_
RESOURCE/U16_L1_T3_text_final.html

17
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