Math 9 Q2 Full Version

SELF-INSTRUCTION PACKETS
GRADE 9 MATHEMATICS
WEEK 1
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of variation and radicals.
B. Performance standards:
The learner is able to formulate and solve accurately problems involving radicals.
C. Learning competencies:
The learner
1. Illustrates situations that involve the following variations: (a) direct; (b) inverse; (c)
joint; and (d) combined. (M9AL-IIa-1)
2. Translates into variation statement a relationship between two quantities given: (a) a
table of values; (b) a mathematical equation; (c) a graph, and vice versa. (M9AL-IIa-
b-1)
D. Objectives:
At the end of the lesson, the learners should be able to:
1. Illustrate situations that involve the following variations: (a) direct; (b) inverse; (c)
joint; and (d) combined.
2. Translate into variation statement a relationship between two quantities given: (a) a
table of values; (b) a mathematical equation; (c) a graph, and vice versa.
II. CONTENT
VARIATIONS
Learning Resources
A. Reference:
Learners’ Materials Grade 9 Mathematics, pp.187-223.
Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C. and Lapinid,
Minie Rose C., pp. 112-156
B. Other Learning Resources
III. PROCEDURES
DAY 1
A. Reviewing previous lesson or presenting the new lesson
Congratulations! You have successfully accomplished the first quarter lessons, and
welcome to the new quarter.
New quarter means new lessons, new learnings, new challenges, and new achievements.
To start with, let us perform Activity 1 on the next page.
Read the direction carefully and write your answers in your notebook
Activity 1: Copy the word hunt in your notebook. Find the following words in the puzzle.
Loop the hidden words either vertically, horizontally or diagonally.
Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
1
ACTIVITY 1
COMBINED DIRECT INCREASE PROPORTIONAL

CONSTANT EQUATIONS INVERSE TABLES
DECREASE GRAPHS JOINT VARIATIONS
B. Establishing a purpose for the lesson

Let us have another short activity!
This activity is entitled “Related Quantities”
Read the direction carefully and write your answer in your notebook.
ACTIVITY 2: RELATED QUANTITIES
Which of the following quantities are related?
nature of activity and hearbeat speed and distance covered by a car in an hour
hard work and success
Can you explain how the quantities are related?

This lesson deals with explaining, in mathematical language, how does one quantity
changes with respect to one or more other quantities.
There are two primary types of variation: direct variation and inverse variation.
2
We’ll look at these first, and then take a look at two extensions of these concepts: joint
variation and combined variation.
C. Presenting examples/instances of the new lesson

There are a lot of quantities and situations in this world that vary in regular patterns including
those that we encounter in everyday life. They may vary directly or even inversely with each
other. The time it takes to travel from one place to another varies directly with the distance,
while expenses incurred may vary inversely with the amount of money one can save.
Various applications of mathematics and sciences apply some basic formulas or

relationships that occur repeatedly. Since scientific laws are based on observations and
actual experimentations, they have been formulated based on these variations.
Let us now explore more closely these certain types of relations between variables called
variations.
DIRECT VARIATION
Let us consider the relationship between the length of time (𝑡) a car travels at a constant
speed and the distance (𝑑) it covers.
For example, a car travels at 60 kilometers per hour. How far has it travelled after half an
hour? 2 hours? 3 hours? 4 hours?
Let us organize your answers to the questions in this table.
1
Time (𝒕) in hr 1 2 3 4
2
Distance (𝒅)
30 60 120 180 240
in km
From the data table shown, one could see that as the time increases, the distance
increases. As the time decreases, the distance decreases. Therefore, there is a direct
relationship between the time and the distance. In fact, as time or number of hours is
doubled, the distance travelled is doubled. As time is halved, the distance is halved.
÷2 ×2
1
Time (𝒕) in hr 1 2 3 4
2
Distance (𝒅)
30 60 120 180 240
in km
÷2 ×2
Let us obtain the ratios of 𝒅 to 𝒕 or distance to time.
30
𝒅 = 60 60 120 180 240
𝒌= 1 = 60 = 60 = 60 = 60
𝒕 2 1 2 3 4
Notice that the ratios between 𝒅 to 𝒕 are constant. Since the ratio between 𝒅 to 𝒕 is always
60, we wil call it the constant of variation which is represented by 𝒌. Therefore, in the
given problem, 𝒌 = 𝟔𝟎.
3
DIRECT VARIATION
Let 𝑥 and 𝑦 denote two quantities.
There is direct variation in between two quantities whenever a situation
produces pairs of numbers in which their ratio is constant.
The statements:
“𝑦 varies directly as 𝑥”
“𝑦 is directly proportional to 𝑥” and
“𝑦 is proportional to 𝑥”
may be translated mathematically as 𝒚 = 𝒌𝒙, where 𝒌 is the constant of variation.
𝒚
The constant of variation in direct variation can be obtained by using 𝒌 = .
𝒙
For two quantities, 𝑥 and 𝑦, an increase in 𝑥 causes an increase in 𝑦 as well.
Similarly, a decrease in 𝑥 causes a decrease in 𝑦.
The relationship between time and distance in this example is shown by the equation 𝒅 =
𝟔𝟎𝒕. The equation is called direct variation. We say that the distance varies directly as
time. Since the distance travelled depends on the length of time the car is travelling at
constant speed, the distance travelled is called the dependent variable. The length of time
the car travels is called the independent variable.
In the given problem, 60 is the constant of variation and 𝑑 = 60𝑡 is the

equation of variation.
Let us graph 𝑑 = 60𝑡.

Notice that the graph starts at the origin and rises from left to right. In
fact, the graph of 𝑦 = 𝑘𝑥, where 𝑘 > 0, always goes through the origin
and moves upward to the right, and the constant of variation is the
slope of the line.
Direct equations apply to a number of cases. Let’s consider the case

where 𝑦 varies directly as the square of 𝑥.
DIRECT SQUARE VARIATION
Let us consider the relationship between the area of a square (𝐴) and the length of one side
of the square (𝑠). We know that the equation in solving for the area of a square is 𝐴 = 𝑠2 .
This also means that the area (𝐴) varies directly as the square of its side (𝑠).
For example, you are preparing a square platform that will serve as the stage for an event.
What is the area of a square platform if its side measures 1 meter? 2 meters? 3 meters? 4
meters? 5 meters?
Let us organize your answers to the questions in this table.
Area (𝑨) 1 4 9 16 25
Side (𝒔) 1 2 3 4 5
Let us obtain the ratios of 𝑨 to 𝒔 or area to the length of the side.
𝑨 1 4 9 16 25
𝒌= =1 =2 =3 =4 =5
𝒔 1 2 3 4 5
Notice that the ratios between 𝐴 to 𝑠 are not constant. 𝐴 increases as 𝑠 increases, and so
does the ratio. It is only when 𝑠 is squared that the ratio between 𝐴 to 𝑠2 becomes constant.
𝑨 1 1 4 4 9 9 16 16 25 25
𝒌= = =1 = =1 = =1 = =1 = =1
𝒔𝟐 12 1 22 4 32 9 42 16 52 25
4
Since the ratio between 𝑨 to 𝒔𝟐 is always 1, we wil call it the
constant of variation. Therefore, in the given problem, 𝒌 = 𝟏.
In the given problem, 1 is the constant of variation and 𝐴 = 𝑠2 is

the equation of variation.
Let us graph 𝐴 = 𝑠2 .
Notice, too, that the graph of a direct square variation is a curve
rather than a straight line.

There is direct square variation between two quantities whenever a situation
produces pairs of numbers in which the ratio between the dependent variable to the
square of the independent variable is constant.
The statements:
“𝑦 varies directly as the square 𝑥”
“𝑦 is directly proportional to the square 𝑥” and
“𝑦 is proportional to the square 𝑥”
may be translated mathematically as 𝒚 = 𝒌𝒙𝟐 , where 𝒌 is the constant of variation.
𝒚
The constant of variation in direct variation can be obtained by using 𝒌 = 𝟐.
𝒙
Examples.
A. Write an equation for the following statements. Use 𝑘 as the constant of variation.
1. The resistance (𝑈) of a copper wire varies directly as its length (𝑉).
Answer: 𝑼 = 𝒌𝑽
2. The number of test papers (𝑇) a teacher can check in an hour is proportional as the
number of items (𝐼) in a test.
Answer: 𝑻 = 𝒌𝑰
3. An object in free fall travels a distance (𝑆) that is directly proportional to the square of
time (𝑡).
Answer: 𝑺 = 𝒌𝒕2
Now, it’s your turn!
Write an equation for the following statements. Use 𝑘 as the constant of variation. Write
your answers on your notebook.
1. The number of kilograms of water (𝑊) in a person’s body varies directly as the
mass (𝑚) of the person.
2. The power lost in a resistor (𝑅) is directly proportional to the square of the
current (𝐶) passing through it.
3. The circumference of a circle (𝐶) varies directly as its diameter (𝑑).
You should get the following as your answers:
1. 𝑊 = 𝑘𝑚
2. 𝑅 = 𝑘𝐶 2
3. 𝐶 = 𝑘𝑑
If all your answers are correct, you may proceed to next part. If not, I am sorry but you
have to go back and try all over again.
B. Determine if the table and graph below express a direct variation between the variables. If
they do, find the constant of variation (𝑘) and an equation that defines the relation. Otherwise,
write “Not direct variation”.
1. Answers: 𝑘 = −3; 𝑦 = −3𝑥
5
2. Answers: 𝑘 = 10; 𝑦 = 10𝑥

Determine if the table and graph below express a direct variation between the variables.
If they do, find the constant of variation (𝑘) and an equation that defines the relation.
Otherwise, write “Not direct variation.” Write your answers on your notebook.
1. 2.

3 3
1. 𝑘 = ; 𝑦 = 𝑥
7 7
2. Not direct variation
C. For each of the following, find the constant of variation and the equation of variation.
1. If 𝑦 varies directly as 𝑥, and 𝑦 = 24 when 𝑥 = 6, find the constant of variation and the
Solution:
a. Express the statement 𝑦 varies directly as 𝑥 as 𝑦 = 𝑘𝑥.
b. Since the equation 𝑦 = 𝑘𝑥 indicates a direct variation solve for 𝑘 by substituting
𝑦
the given values in the equation = .
𝑥
𝑦 24
𝑘= = =4
𝑥 6
Therefore the constant of variation is 4.
c. Form the equation of variation by substituting 4 in the statement obtained in
step a.
𝑦 = 𝑘𝑥
𝑦 = 4𝑥
Therefore, the equation of variation is 𝑦 = 4𝑥.
2. Find the constant of variation and the equation of variation in which 𝑦 varies directly
as 𝑥, and 𝑦 = 51 when 𝑥 = 3.
Solution:
a. Express the statement 𝑦 varies directly as 𝑥 as 𝑦 = 𝑘𝑥.
b. Since the equation 𝑦 = 𝑘𝑥 indicates a direct variation solve for 𝑘 by substituting
𝑦
the given values in the equation = .
𝑥
𝑦 51
𝑘 = = = 17
𝑥 3
Therefore the constant of variation is 17.
c. Form the equation of variation by substituting 14 in the statement obtained in
step a.
𝑦 = 𝑘𝑥
𝑦 = 17𝑥
Therefore, the equation of variation is 𝑦 = 17𝑥.
6
It’s your turn!
For each of the following, find the constant of variation and the equation of variation. Write
𝑘 = _________________ Equation: _________________
𝑘 = _________________ Equation: _________________

1. 𝑘 = 9 Equation: 𝑦 = 9𝑥
3 3
2. 𝑘 = Equation: 𝑦= 𝑥
2 2
DAY 2
D. Discussing new concepts and practicing new skills #1
INVERSE VARIATION
You’ve seen that many quantities are related to each other in the first day of discussion.
However, not all of them are directly related. In this part of the lesson, you will explore
quantities that vary inversely.
Consider the two given quantities in the situation below.

1. The number of people sharing a pizza is related to the size of the slice each person gets.
2. The age of a used car is related to the price the owner can get it.
What are the two quantities given in each situations? As the number of people increases,
what happen to the slice of pizza each person gets? As the aged of a used car increases,
what happen to the prize the owner can get it?
Showing the solutions that are organized in the chart you have,
Kind of Direction may
Quantity 1 Quantity 2 Explanation
relationship vice versa
As the number of As the number of
people sharing the people sharing the
1. Number of pizza increases, pizza decreases,
Size of slice inverse
people the size of the the size of the
slice each gets slice each gets
decreases. increases.
As the age of used As the age of used
car increases, the car decreases,
2. Age of car Price Inverse price the owner the price the
can get for it owner can get for
decreases. it increases.
INVERSE VARIATION
Inverse variation occurs whenever a situation produces pair of numbers whose
product is constant.
Let X and Y denote two quantities, an increase in X causes a decrease in Y or vice
versa.
The statement “Y varies inversely as X” or “Y inversely proportional to X” can be
𝒌
translated as, Y= if there is a nonzero k and where k is the constant of variation.
𝒙
7
Example 1.
A car travelling a distance of 120 kilometers,
a. How long will it take the car to reach each destination, if it travels at a speed of
20kph? 40kph,60kph, 80kph?
b. Show the relationship of two quantities in table.
c. Write a mathematical equation to represent the relation.
d. Graph the relation.
Solutions:
You need to determine the two quantities involve in the statement to answer all the
questions above.
1. So in the problem the given are S (speed),T (time) and D (distance)
𝒅
You will now use the formula t = substituting the values
𝒓
Given: D (distance) =120
R (rate) or Speed = 20, 40, 60, 80kph
T (time) unknown
a. if r=20 b. if r=40 c. if r=60 d. if r=80
𝑑 𝑑 𝑑 𝑑
t= t= t= t=
𝑟 𝑟 𝑟 𝑟
120 120 120 120

t= t= t= t=
20 40 60 80
1
t=6hours t=3 hours t= 2 hours t=1 or 1.5 hours
2
Conclusion: As the rate/speed increases the time of hours travelling decreases, so it

is an inverse relation.
Notice that d =120 is constant, so the constant variation or k = 120.
b. Using table of values.

rate/speed(kph)
20 40 60 80
(x)
Time (hr) 1
6 3 2 1
(y) 2
(x)(y) = k (20)(6) = 120 (40)(3) = 120 (60)(2)=120 (80)(1.5)=120
Conclusion: As the rate/speed(x) increases the time(y) of hours travelling

decreases, so it is an inverse relation.
the constant of variation k = 120 since (20) (6)=120, 40(3)= 120, (60)(2) =120,
(80)(1.5)=120.
The product of the two quantities is constant and that is 120
𝒌
c. Mathematical equation can be written as y= or yx=k
𝒙
d. The graph goes down from left to right.
TRY THIS ON YOUR NOTEBOOK:
1. A speedboat needs to travel a distance of 128 kilometers. At what rate should it

travel if it wants to reach its destination in 28 minutes? In 24mins? In 30 mins?
8
Answer the following
a. Make table of values
b. Write the equation of variation
c. What is the constant variation?
d. Graph the relation
You should get:
a.) notice the rate decreases as the time increases
Rate (kph) 5.33kph 4.56 4.26
Time (min) 24min 28min 30min
b.) equation of the variation: d)

128
t=
𝑟
c.) constant of the variation:

k=128
If all your answers are correct, you may proceed to example 2. If not, I am sorry but you
Example 2.
1
If y varies inversely as x, and y = when x=18. Find k and the equation of variation.
3
Solutions:
1. You need to translate the statement into mathematical equation to solve for k
or constant of variation.
𝑘
Translation: y= or yx=k
𝑥
1 𝑘 1
= or (18) =k
3 18 3
18 18
Cross product: =k or = k
3 3
Therefore k=6.
Constant variation (k)is 6
2. Determine the equation of variation by replacing k=6.There are two ways of writing
the equations.
6
y= or yx=6
𝑥
Now, try this on your notebook.

If y varies inversely as x, and y=3 when x =20. Find k and the equation of variation.
60
You should get k = 60 and the equation of variation is y=
𝑥
If you get the correct answer, you may proceed to example 3. If not, I am sorry but you
have to go back to example 2 and try to solve it again.
Example 3. Write an equation for the following statements. Use 𝑘 as the constant of
variation.
1. The volume ( V) of a gas varies inversely as the pressure (P) upon it.
𝒌
Answer: 𝑽 = or k = Vp
𝑷
2. The cost per person (𝑐) of hiring a taxicab varies inversely as the number of
persons (𝑁) sharing the cost.
𝒌
Answer: 𝒄= or k=cN
𝑵
9
Write an equation for the following statements. Use 𝑘 as the constant of variation. Write
1. The time (t) required to empty a tank varies inversely as the rate (r) of pumping.
2. The fraction of kalamay per person (F) varies inversely as the number of Person
(N) sharing the kalamay.
𝑘
1. 𝑡 =
𝑟
𝑘
2. 𝐹 =
𝑁
DAY 3
E. Discussing new concepts and practicing new skills #2
JOINT VARIATION
Now you will look at relationships where one variable varies directly with two or more other
variables but does not vary inversely with another variable.
For example, the area of a rectangle is proportional to the product of its length and width.
Thus, the area of rectangle varies jointly as its length and width. In symbol, A = klw.
JOINT VARIATION
Joint variation is a variation where a quantity varies directly as a product of two or
more quantities.
Let a, b and c denote three quantities.
The statement “a varies jointly as b and c” means 𝒂 = 𝒌𝒃𝒄.
The number k is the constant of variation.
Example.
Translate each statement into mathematical sentence. Use k as the constant of variation.
1. z varies jointly as x and y
Answer: 𝒛 = 𝒌𝒙𝒚
2. x varies jointly as w, y and z.
Answer: 𝒙 = 𝒌𝒘𝒚𝒛
3. The cost (c) of busing students for each school trip varies with the number of
students (n) attending and the distance (d) from school.
Answer: 𝒄 = 𝒌𝒏𝒅
4. The weight (W) of a cylindrical metal varies jointly as its length ( l ) and the square
of the diameter (d) of its base.
Answer : 𝑾 = 𝒌𝒍𝒅𝟐

Translate each statement into mathematical sentence. Use k as the constant of variation.
1. y varies jointly as w, u and v.
You should get = 𝒌𝒘𝒖𝒗 .
10
2. The area A of a triangle varies jointly with its base b and height h.
You should get 𝐴 = 𝒌𝒃𝒉 .
If your answers are correct, you may proceed to next part. If not, I am sorry but you have
to go back to example number 1 and try all over again.
COMBINED VARIATION
In this part, we will discuss the last kind of variation – combined variation.
COMBINED VARIATION is another physical relationship among variables. This is the

kind of variation that involves both direct and inverse variations.
The statement “𝒛 varies directly as 𝒙 and inversely as 𝒚” means
𝒌𝒙 𝒚𝒛
𝒛= , or 𝒌= .
𝒚 𝒙
where 𝒌 is the constant of variation.
This relationship among variables will be illustrated in the following examples.

Let us have this first set of examples by translating the following statements into
mathematical equations using 𝒌 as the constant of variation.
1. 𝐹 varies directly as 𝑎 and inversely as 𝑏.

𝒌𝒂
Mathematical Equation: 𝑭 =
𝒃
2. 𝑄 varies directly as 𝑤 and inversely as the square of 𝑥.

𝒌𝒘
Mathematical Equation: 𝑸 = 𝟐
𝒙
Now, it’s your turn. Using 𝒌 as the constant of variation, write in your notebook the
mathematical equation for:
1. 𝑇 varies directly as 𝑠 and inversely as the square of 𝑢.
2. 𝑦 varies directly as 𝑎 and 𝑏 and inversely as the cube of 𝑐
You should get the following mathematical equations.

𝑘𝑠 𝑇𝑢2
1. 𝑇 = or k =
𝑢2 𝑠
𝑘𝑎𝑏 𝑐3 𝑦
2. 𝑦 = or k =
𝑐3 𝑎𝑏
If you get the correct answers, you may proceed with the next part of the
discussion. If not, I am sorry but you have to go back to example number 1 and try all
over again.
Now, let us have this example of combined variation where one of the terms is unknown.
If 𝑧 varies directly as 𝑥 and inversely as 𝑦, and 𝑧 = 9 when 𝑥 = 6 and 𝑦 = 2, find k and
Solution:
𝒌𝒙
a. Mathematical Equation: 𝒛 =
𝒚
b. Solve for the value of constant 𝒌 by substituting 9, 6, and 2 for 𝑧, 𝑥, and 𝑦, respectively
in the mathematical equation.
𝒌𝒙
𝒛=
𝒚
𝒌(𝟔)
𝟗= Substitute 𝑧 = 9, 𝑥 = 6 and 𝑦 = 2.
𝟐
6
𝟗 = 𝟑𝒌 Simplify .
2
𝟗 𝟑𝒌
= Divide both sides of the equation by 3 to solve for k.
𝟑 𝟑
𝟑=𝒌
𝒌=𝟑
𝟑𝒙
c. Equation of variation: 𝒛 =
𝒚
11
Now, on your own, will you try to answer the following problem in your notebook.
Find an equation of combined variation where 𝑦 varies directly as 𝑥 and inversely as 𝑧.

One set of values is 𝑦 = 4, 𝑥 = 6, and 𝑧 = 3.
𝟐𝒙
You should get 𝒚 = as the equation of variation.
𝒛
If your answer is correct, you may proceed to the next part of the lesson. If not, I am
sorry but you have to go back to example number 1 and try all over again.
DAY 4
F. DEVELOPING MASTERY
Read the directions and answer Activity 1 below.

ACTIVITY 1
Write an equation for the following statements. Use 𝑘 as the constant of variation. Write your
answers on your notebook.
1. The fare (𝐹) of a passenger varies directly as the distance (𝑑) of his destination.
2. The cost (𝐶) of fish varies directly as its weight (𝑤) in kilograms.
3. An employee’s salary (𝑆) varies directly as the number of days (𝑑) he has worked.
4. The number of pizza slices p varies inversely as the number of persons n sharing a
whole pizza.
5. The number of pechay plants n in a row varies inversely as the space s between
them.
6. The number of persons n needed to do a job varies inversely as the number of days d
to finish the job.
7. P varies jointly as q and r.
8. V varies jointly as l, w, h.
9. The area A of a parallelogram varies jointly as the base b and altitude h.
10. The volume of a cylinder V varies jointly as its height h and the square of its radius r.
11. The heat H produced by an electric lamp varies jointly as the resistance R and the
square of the current I.
12. W varies jointly as c and the square of s and inversely as b.
13. The electrical resistance R of a wire varies directly as its length l and inversely as the
square of its diameter d.
14. The pressure P of a gas varies directly as its temperature t and inversely as its volume
V.
Score Description
You may check your answers by turning to the key to corrections.
11-14 Very Good
Give yourself one (1) point for every correct answer. How many 7-10 Good
correct answers did you get? 4-6 Fair
Rate the result using the table. Turn to section J
0-3 and work on the
enrichment activities
Read the directions and answer Activity 2 below
ACTIVTY 2
I. Determine if the tables and graphs below express a direct variation between the
variables. If they do, find the constant of variation (𝑘) and an equation that defines the
relation. Otherwise, write “Not direct variation.” Write your answers on your notebook.
1. 2. 2.
II. Find the constant of variation and write the equation representing the relationship
between the quantities in each of the following:
12
1.
2.
You may check your answers by turning to the key to corrections. Score Description
4 Very Good
Give yourself one (1) point for every correct answer. How many
3 Good
correct answers did you get?
2 Fair
0-1 and work on the
Read the directions and answer Activity 3 below
ACTIVITY 3
I. For each of the following, find the constant of variation and the equation of variation
where 𝑦 varies directly as 𝑥. Write your answers on your notebook.
1. 𝑦 = 28 when 𝑥 = 7
2. 𝑦 = 30 when 𝑥 = 8
3. 𝑦 = 0.7 when 𝑥 = 0.4
II. Using k as the constant of variation, write the equation of variation for each of the
following given some conditions. Write your answers on your notebook.
1. If r varies directly as s and inversely as the square of u, and r = 2 when s = 18 and u
= 2.
2. p varies directly as q and the square of r and inversely as s, and p = 40 when q = 5,
r = 4 and s = 6.
Give yourself one (1) point for every correct answer. How many 5 Very Good
correct answers did you get? 4 Good
Rate the result using the table. 2-3 Fair
Turn to section J
0-1 and work on the
Once done, you can proceed to the next part of the discussion. enrichment activities
G. Finding practical applications of concepts and skills in daily living

Variations can be applied in real world.
1. Direct Variation
Direct variation has numerous real-world examples: the area of a square is directly
proportional to its side length; the distance you travel varies directly as the time you have
been driving; and the total cost is directly proportional to the number of pounds of fruits
you purchase.
Newton's Second Law
In 1687, Sir Isaac Newton published the famous Principea Mathematica. It contained his
Second Law of Motion. This law is often written as: F = m ⋅ a, where F= the amount of
force applied to an object with mass (m) and a= acceleration.
Acceleration is given in the units meters/second2 and force is given in units of Newtons.
2. Inverse variation
While direct variation describes a linear relationship between two variables, inverse
variation describes another kind of relationship. For two quantities with inverse variation,
as one quantity increases, the other quantity decreases.
For example, when you travel to a particular location, as your speed increases, the time
it takes to arrive at that location decreases. When you decrease your speed, the time it
13
takes to arrive at that location increases. So, the quantities are inversely proportional.
Also, in purchasing electronic gadgets the price is cheaper as the model goes older.
3. Joint variation
The energy that an item possesses due to its motion is called kinetic energy. The kinetic
energy of an object (which is measured in joules) varies jointly with the mass of the
object and the square of its velocity. In addition, problem involving volume shows joint
variation.
4. Combined variation
For example, the sales of a product may be directly proportional to the amount of money
spent on advertising the product, but inversely proportional to the price of the product
H. Making generalizations and abstractions about the lesson
DIRECT VARIATION
There is direct variation in between two quantities whenever a situation
produces pairs of numbers in which their ratio is constant.
The statements:
“𝑦 varies directly as 𝑥”
“𝑦 is directly proportional to 𝑥” and
“𝑦 is proportional to 𝑥”
may be translated mathematically as 𝒚 = 𝒌𝒙, where 𝒌 is the constant of variation.
𝒚
The constant of variation in direct variation can be obtained by using 𝒌 = .
𝒙
For two quantities, 𝑥 and 𝑦, an increase in 𝑥 causes an increase in 𝑦 as well.
Similarly, a decrease in 𝑥 causes a decrease in 𝑦.

There is direct square variation between two quantities whenever a situation
produces pairs of numbers in which the ratio between the dependent variable to the
square of the independent variable is constant.
The statements:
“𝑦 varies directly as the square 𝑥”
“𝑦 is directly proportional to the square 𝑥” and
“𝑦 is proportional to the square 𝑥”
may be translated mathematically as 𝒚 = 𝒌𝒙𝟐 , where 𝒌 is the constant of variation.
𝒚
The constant of variation in direct variation can be obtained by using 𝒌 = 𝟐.
𝒙
INVERSE VARIATION
Inverse variation occurs whenever a situation produces pair of numbers whose
product is constant.
Let X and Y denote two quantities, an increase in X causes a decrease in Y or vice
versa.
The statement “Y varies inversely as X” or “Y inversely proportional to X” can be
𝒌
translated as, Y= if there is a nonzero k and where k is the constant of variation.
𝒙
14
JOINT VARIATION
Joint variation is a variation where a quantity varies directly as a product of two or
more quantities.
Let a, b and c denote three quantities.
The statement “a varies jointly as b and c” means 𝒂 = 𝒌𝒃𝒄.
The number k is the constant of variation.
COMBINED VARIATION is another physical relationship among variables. This is the

kind of variation that involves both direct and inverse variations.
The statement “𝒛 varies directly as 𝒙 and inversely as 𝒚” means
𝒌𝒙 𝒚𝒛
𝒛= , or 𝒌= .
𝒚 𝒙
where 𝒌 is the constant of variation.
DAY 5
I. Evaluating Learning
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be
submitted to your Math teacher.
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 1 Parent’s Signature: ______________
I. (WRITTEN WORKS) - Write an equation for the following statements. Use 𝑘 as the
constant of variation
1. The area (A) of a square varies directly as the square of its side (s).
2. The distance (D) travelled by a car varies directly as its speed(s).
3. The length (L) of a person’s shadow at a given time varies directly as the height (h) of
the person.
4. The cost of electricity (C) varies directly as the number of kilowatt-hour consumption
(l).
5. The length (I) of rectangular field varies inversely as its width (w).
6. The cost (c) per person of renting a private resort varies inversely as the number (n) of
person sharing the rent.
7. D varies jointly as h and g.
8. y varies jointly as m and the square of n.
9. The wind resistance R varies jointly as an object’s surface area A and velocity v.
10. The simple interest I varies jointly as principal p and time t.
11. The weight m of a rectangular block of metal varies jointly as its length l, width w and
thickness t.
12. P varies directly as the square of x and inversely as s.
13. U varies directly as the square of m and inversely as the square of d.
14. The volume V of a given mass of gas is directly proportional to the temperature t and
inversely proportional to the pressure P.
15. The length of the altitude h of a right circular cylinder varies directly as the volume V
and inversely as the square of the length of the radius r of the circular base of the
cylinder.
II. (WRITTEN WORKS) - Determine if the tables below express a direct variation between
the variables. If they do, find the constant of variation (𝑘) and an equation that defines the
relation. Otherwise, write “Not direct variation.”
15
Continuation EVALUATION 1
Name:_______________________ Section:_______________________
1. 2.
III. (WRITTEN WORKS) - Find the constant variation (k) and write the equation representing
the relationship between two quantities in each of the following.
1.
x 2 4 6 8
y 36 18 12 9
k=________ Equation of variation= ___________
2.
k=______ Equation of variation= _________
3. y varies inversely as x and y =3 and x =4.
k=_______ Equation of variation ________
IV. (WRITTEN WORKS) - For each of the following, find the constant of variation and the
equation of variation where 𝑦 varies directly as 𝑥.
1. 𝑦 = 0.8 when 𝑥 = 0.5
2. 𝑦 = 400 when 𝑥 = 25
3. 𝑦 = 63 when 𝑥 = 81
4. 𝑦 = 200 when 𝑥 = 300
V. (WRITTEN WORKS) - Using k as the constant of variation, write the equation of variation
for each of the following given some conditions.
1. t varies directly as m and inversely as the square of n, and t = 16 when m = 8 and n =
2.
2. x varies directly as y and inversely as z, and x = 15 when y = 20 and z = 40.
J. Additional activities for application or remediation

Read the directions carefully and answer Remediation 1 in your notebook.
REMEDIATION 1:
1. The volume (𝑉) of a cylinder varies directly as its height (ℎ).
2. The weight (𝑊) of an object is directly proportional to its mass(𝑚).
3. The area (𝐴) of a triangle is proportional to its height (ℎ).
B. Determine if the table or graph below express a direct variation between the variables.
If it does, find the constant of variation (𝑘) and an equation that defines the relation.
Otherwise, write “Not direct variation.”
16
1. 2. y
12
10
C. Find k and write an equation where y varies directly as x. −1 O 1 2 3 4 5 6 x
1. 𝑦 = 1 𝑎𝑛𝑑 𝑥 = 2
2. 𝑦 = 48 𝑎𝑛𝑑 𝑥 = 6
3. 𝑦 = 10 𝑎𝑛𝑑 𝑥 = 24
Give yourself one (1) point for every correct answer.
How many correct answers did you get?

REMEDIATION 2:
1. The acceleration (a) of a car is inversely proportional to its mass (m).

2. The base (b) of a triangle varies inversely as its altitude (h).
3. The mass (m) of an object varies inversely as the acceleration due to gravity (g).
B. Find the constant of variation and write the equation representing the relationship
between the quantities in each of the following.
1. x 7 5 3 1 2. y
4
5 5
y 1 5 3
7 3 2
−1 O 1 2 3 4 5 6 x
2
3. y varies inversely as x and 𝑦 = 10 when 𝑥 = −1
5
2
4. y varies inversely as x and 𝑦 = 12 when 𝑥 =
3


REMEDIATION 3:
A. Translate each statement into a mathematical sentence. Use k as the constant of
variation.
1. The area (A) of a triangle varies jointly as the base (b) and the altitude (h).
2. The appropriate length (s) of a rectangular beam varies jointly as its width (w) and
its depth (d).
3. The electrical voltage (V) varies jointly as the current (I) and the resistance (R).
B. Solve for the value of k and write the equation of variation.
1. The weight (W) of a cylindrical metal varies jointly as its length (l)and the square of
the diameter (d) of its base.
2. If 𝑊 = 6 kg when 𝑙 = 6 cm and 𝑑 = 3 cm, find k and the equation of variation
17
REMEDIATION 4:
A. Using k as the constant of variation, write the equation of variation of the following.
1. The acceleration (A) of a moving object varies directly as the distance (d) it travels
and inversely as the square of the time (t) it travels.
2. The pressure P of a gas varies directly as its temperature t and inversely as its
volume V.
B. Solve for k and write the equation of variation.

“p varies directly as q and the square of r and inversely as s”
1. Write the equation of the relation.
2. Find k if 𝑝 = 40 when 𝑞 = 5, 𝑟 = 4 and 𝑠 = 6
NEED MORE HELP? You may reach your math teacher with his/her cellphone number
or send him/her a private message thru his/her facebook account.
KEY TO CORRECTIONS:
ACTIVITY 1
KEY TO CORRECTIONS (DEVELOPING MASTERY)

ACTIVITY 1: ACTIVITY 2:
1. F=kd 1 1
1. 𝑘 = ; 𝑦= 𝑥
5 5
2. C=kw 2. 𝑘 = 5; 𝑦 = 5𝑥
3. S=kd
ACTIVITY 3:
𝑘
4. 𝑝 = 𝑘𝑠
𝑛 1. r =
𝑢2
𝑘 𝑘18
5. 𝑛 = 2=
𝑠 22
𝑘 𝑘18
6. 𝑛 = 2=
𝑑 4
8 𝑘18
=
7. 𝑃 = 𝑘𝑞𝑟 18 18
4
8. V=klwh =k
9
4𝑠
9. A=kbh So, the equation of variation is r =
9𝑢2
18
10. V=khr 𝑘𝑞𝑟 2
2. p =
𝑠
11. H=kRI 𝑘(5)(4)2
40 =
𝑘𝑐𝑠 2 6
12. 𝑊 = 240
=
𝑘80
𝑏
80 80
𝑘𝑙
13. 𝑅 = 3=k
𝑑2
3𝑞𝑟 2
𝑘𝑡 So, the equation of variation is p = .
14. 𝑃 = 𝑠
𝑉
KEY TO CORRECTIONS (REMEDIATION)

REMEDIATION 1:
1 1
A. 1. 𝑉 = 𝑘ℎ B. 1. Not direct variation C. 1. 𝑘 = , 𝑦 = 𝑥
2 2
2. 𝑊 = 𝑘𝑚 2. Not direct variation 2. 𝑘 = 8, 𝑦 = 8𝑥
5 5
3. 𝐴 = 𝑘ℎ 3. 𝑘 = ,𝑦= 𝑥
12 12
REMEDIATION 2:
𝑘 5 4
A. 1. 𝑎 = B. 1. 𝑘 = 5, 𝑦 = 3. 𝑘 = 4, 𝑦 =
𝑚 𝑥 𝑥
𝑘 4 8
2. 𝑏= 2. 𝑘 = 4, 𝑦 = 4. 𝑘 = 8, 𝑦 =
ℎ 𝑥 𝑥
𝑘
3. 𝑚=
𝑔
REMEDIATION 3:
1 1
A. 1. 𝐴 = 𝑘𝑏ℎ B. 𝑘 = , 𝑊 = 𝑙𝑑 2
9 9
2. 𝑠 = 𝑘𝑤𝑑
3. 𝑉 = 𝑘𝐼𝑅
REMEDIATION 4:
𝑘𝑑 𝑘𝑞𝑟 2
A. 1. 𝐴 = B. 1. 𝑝 =
𝑡2 𝑠
𝑘𝑡
2. 𝑃 = 2. 𝑘 = 3
𝑣
19
SELF-INSTRUCTIONAL PACKETS
Grade 9 MATHEMATICS
WEEK 2
I. OBJECTIVES
The learner
solves problems involving variations. (M9AL-IIb-c-1)
D. Objectives:
solves problems involving direct, inverse, joint and combined variations.
II. CONTENT
Problem Solving Involving Variations
Learning Resources:
A. References: Learners’ Materials Grade 9 Mathematics, pp. 194-220
Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C.
and Lapinid, Minie Rose C., pp. 132-157
B. Other Learning Resources
III. PROCEDURES
DAY 1
Welcome to another week of learning new knowledge and skills in mathematics
through/via home schooling.
I hope you enjoyed last week’s lesson and now you are excited to expand it more with the
help of beautiful and supportive people around you.
In this week’s lesson, you will be learning about the wide applications of variations as we
are about to apply the concepts, understanding and skills in solving problems involving
variations.
But before going further, let us have a brief review of the previous lesson by answering Activity
1 below.
Activity 1: Complete the table. Write your answers in your notebook.

Type of Variation Equation of Constant of
Graph
Variation Statement Variation Variation(k)
y varies directly
1. 𝑦 = 𝑘𝑥 2.
as x
Inverse 3. 4. 𝑘 = 𝑥𝑦
z varies jointly
Joint 5. 6.
as x and y
𝑘𝑥 𝑦𝑧
7. 8. 𝑧= 𝑘=
𝑦 𝑥
20
Score Description
Give yourself one (1) point for every correct answer. 8 Very Good
How many correct answers did you get? 6-7 Good
Rate the result using the table. 4-5 Fair
Review SIPacks
0-3
B. Establishing a purpose for the lesson Week 1 Qtr. 2
Here is another activity. Write your answers in your notebook
Activity 2. Comparing the Height and the Base
a. There are nine ways to arrange 36 squares to form a rectangle. Here are two ways.
Find the other seven ways.
Height = 4
Height = 6
Base = 9
Base = 6
b. Order the nine ways according to height. Record your results in a table.
Height (h) Base (b) Area (A)
4 9 A = 9 x 4 = 36
6 6 A = 6 x 6 = 36
c. Look at the first and second columns. Complete each sentence.

● When the height increases, the base _________________
● When the height decreases, the base _________________
In activity 2, what have you noticed? How will you describe the relationship between the
height and the base? What type of variation does it illustrate?
So, in the next part of the discussion, you will see how a change in one quantity affects the
other quantity or quantities. You will be solving problems involving variations.
If you are ready, let’s do it
C. Presenting examples/instances of the lesson

You can see that the constant of variation can be solved if one pair of values of x and
y is known. From the resulting equation, other pairs having the same relationship can be
obtained.
We can use these steps to solve variation problems.
STEPS IN SOLVING A DIRECT VARIATION PROBLEM

1. Write the equation of variation.
2. Substitute known values and solve for k.
3. Replace k in the equation in STEP 1 by the value obtained in STEP 2.
4. Solve for the desired value.
21
Let us have the following examples.
Example 1. If 𝑥 varies directly as 𝑦 and 𝑥 = 35 when 𝑦 = 7, what is the value of y when 𝑥 = 25?
Solution:
a. Mathematical Equation: 𝒙 = 𝒌𝒚
b. Solve for the value of constant 𝒌 by substituting 35 and 7 for 𝑥, and 𝑦, respectively in the
mathematical equation.
𝑥 = 𝑘𝑦
35 = 𝑘(7) Substitute 𝑥 = 35 and 𝑦 = 7.
35 7𝑘
= Divide both sides of the equation by 7 to solve for 𝑘.
7 7
𝑘=5
c. Equation of variation: 𝒙 = 𝟓𝒚
d. Solve for 𝑦 when 𝑥 = 25.

𝑥 = 5𝑦 Using the mathematical equation,
25 = 5𝑦 substitute 𝑥 = 25.
25 5𝑦
= Divide both sides of the equation by 5 to solve for 𝑦.
5 5
𝑦=5
Thus, 𝒚 = 𝟓 when 𝒙 = 𝟐𝟓.
Alternative solution:
𝒙 𝒙
Since is a constant, then we can write 𝒌 = . From here, we can establish a proportion
𝒚 𝒚
𝒙𝟏 𝒙𝟐
such that = where 𝑥1 = 35, 𝑦1 = 7 𝑎𝑛𝑑 𝑥2 = 25.
𝒚𝟏 𝒚𝟐
𝑥1 𝑥2
=
𝑦1 𝑦2
35 25
= Substitute 𝑥1 = 35, 𝑦1 = 7 𝑎𝑛𝑑 𝑥2 = 25.
7 𝑦2
25 35
5 = Simplify .
𝑦2 7
5𝑦2 = 25 Cross multiply.
5𝑦2 25
= Divide both sides of the equation by 5.
5 5
𝑦2 = 5
Therefore, 𝒚 = 𝟓 when 𝒙 = 𝟐𝟓.
Example 2. If 𝑦 varies directly as the square of 𝑥, and 𝑦 = 432 when 𝑥 = 12, find 𝑦 when 𝑥 = 20.
Solution:
a. Mathematical Equation: 𝒚 = 𝒌𝒙𝟐
b. Solve for the value of constant 𝒌 by substituting 432 and 12 for 𝑦, and 𝑥, respectively in
the mathematical equation.
𝑦 = 𝑘𝑥 2
432 = 𝑘(12)2 Substitute 𝑦 = 432 and 𝑥 = 12.
432 = 144𝑘 Get the square of 12.
144𝑘 432
= 144 Divide both sides of the equation by 144 to solve for𝑘
144
𝑘=3
c. Equation of variation: 𝒚 = 𝟑𝒙𝟐
d. Solve for 𝑦 when 𝑥 = 20.

𝑦 = 3𝑥 2 Using the mathematical equation,
𝑦 = 3(20)2 substitute 𝑥 = 20
𝑦 = 3(400) Get the square of 20.
𝑦 = 1200 Simplify.
Thus, 𝒚 = 𝟏𝟐𝟎𝟎 when 𝒙 = 𝟐𝟎.
It’s your turn. Try to solve these. Write your solution and answer in your notebook.
1. If 𝑎 varies directly as 𝑏, and 𝑎 = 24 when 𝑏 = 6, find the value of 𝑎 when 𝑏 = 15.
2. If 𝑛 varies directly as the square of 𝑚, and 𝑛 = 8 when 𝑚 = 4, find 𝑛 when 𝑚 = 10
22
You should get the following answers:
1. 𝑎 = 60
2. 𝑛 = 50
If you get the correct answers you may proceed with the next part of the discussion. If not, I
am sorry but you have to go back to example number 1 and try all over again.
Now, let us have examples in solving word problems involving direct variations.
Example 3. The weight of an object on the moon varies directly as its weight on earth. An
astronaut who weighs 80 kg on earth weighs 12.8 kg on the moon. How much would a 60-kg
person weigh on the moon?
Solution:
a. Representation:
Let 𝑥 = 𝑤𝑒𝑖𝑔ℎ𝑡 𝑜𝑛 𝑒𝑎𝑟𝑡ℎ
𝑦 = 𝑤𝑒𝑖𝑔ℎ𝑡 𝑜𝑛 𝑡ℎ𝑒 𝑚𝑜𝑜𝑛
b. Mathematical Equation: 𝒚 = 𝒌𝒙 , since the weight on the moon depends on the
weight on earth.
c. Solve for the value of constant 𝒌 by substituting 𝑥 = 80 and 𝑦 = 12.8 in the mathematical
equation.
𝑦 = 𝑘𝑥
12.8 = 𝑘(80) Substitute 𝑥 = 80 and 𝑦 = 12.8
12.8 80𝑘
80 80
𝑘 = 0.16
d. Equation of variation: 𝒚 = 𝟎. 𝟏𝟔𝒙
e. Next, use the equation of variation to find 𝑦 when 𝑥 = 60.

𝑦 = 0.16𝑥
𝑦 = 0.16(60) Replace 𝑥 with 60
𝑦 = 9.6
So, a 60-kg person on earth will weigh 9.6 kg on the moon.
Example 4. The area of a circle varies directly as the square of its radius. A circle whose
radius is 3 cm has an area of 28.26 cm 2. What is the area of a circle whose radius is 20 cm?
Solution:
a. Representation:
Let 𝐴 = 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑐𝑖𝑟𝑐𝑙𝑒
𝑟 = 𝑟𝑎𝑑𝑖𝑢𝑠 𝑜𝑓 𝑎 𝑐𝑖𝑟𝑐𝑙𝑒
b. Mathematical Equation: 𝑨 = 𝒌𝒓 , since the area of a circle depends on its radius.
c. Substitute known values and solve for 𝒌.

𝐴 = 𝑘𝑟 2
28.26 = 𝑘(3)2 Substitute 𝐴 = 28.26 and 𝑟 = 3
28.26 = 9𝑘
28.26 9𝑘
9 9
𝑘 = 3.14
d. Equation of variation: 𝑨 = 𝟑. 𝟏𝟒𝒓𝟐
e. Use the equation of variation to solve for 𝐴 when 𝑟 = 20.

𝑨 = 𝟑. 𝟏𝟒𝒓𝟐
𝑨 = 𝟑. 𝟏𝟒(𝟐𝟎)𝟐
𝑨 = 𝟑. 𝟏𝟒(𝟒𝟎𝟎)
𝑨 = 𝟏𝟐𝟓𝟔
Hence, the area of a circle whose radius is 20 cm is 1256 sq. cm.
Now, on your own, will you try to solve these problems on your notebook?
1. The number of kilograms of water in a human body varies directly as the total weight. A
person weighing 63 kg contains 42 kg of water. How many kilograms of water are in a 90-
kg person?
23
2. The number of copies produced by a copier varies directly as the amount of time the copier
is operating. If the copier produces 150 copies in 4 minutes, how many copies can it
produce in 1 hour?
You should get the following as your answers.

1. A 90-kg person contains 𝟔𝟎 𝒌𝒈 𝒐𝒇 𝒘𝒂𝒕𝒆𝒓.
2. The copier can produce 𝟐𝟐𝟓𝟎 𝒄𝒐𝒑𝒊𝒆𝒔 in 1 hour.
If you got the answers correctly, then you may proceed to the next part of the lesson. If
not, I am sorry but you have to go back to example number 3 and try all over again.
DAY 2
D. Discussing new concepts and practicing new skills # 1
Now, you will continue solving problems this time it involves inverse variation.
When dealing with word problems, you should consider using variables other than x, y, and
z. You should use variable that are relevant to the problems being solved.
Example 1:
The volume of gas in a container at a constant temperature varies inversely as the pressure.
If the volume is 32 cubic centimeters at a pressure of 8 pounds, find the pressure when the
volume is 60 cubic centimeters.
Step 1: Write the correct equation. Inverse

variation problems are solved using the
equation . In this case, you should use v

and p instead of x and y.
Step 2: Use the information given in the
problem to find the value of k. In this case, you
need to find k when v = 32 and p = 4.
Step 3: Rewrite the equation from step 1

substituting in the value of k found in step 2.
Step 4: Use the equation found in step 3 and

the remaining information given in the problem
to answer the question asked. In this case, you
need to find p when v = 60.

Jamie and Andrea are figuring out a way to balance themselves on a seewaw. Jamie who
weighs 15 kilograms sits 2 meters from the fulcrum. Andrea who weighs 20 kilograms tried
sitting at different distances from the fulcrum in order to balance the weight of Jamie. If you
were Andrea, how far from the fulcrum should you sit?
You should get 1.5 meters.

If you get the correct answer, you may proceed to the next example. If not, I am sorry but
you have to go back to example 1 and try to solve it again.
Example 2:
The time it takes you to get to campus varies inversely as your driving speed. Averaging 20
miles per hour in bad traffic, it takes you 1.5 hours to get to campus. How long would the trip
take averaging 50 miles per hour?
Step 1: Write the correct equation. Inverse
variation problems are solved using the
24
equation . In this case, you should use
t and s instead of x and y.
Step 2: Use the information given in the
problem to find the value of k. In this case,
you need to find k when t = 1.5 and s = 20.
Step 3: Rewrite the equation from step 1
substituting in the value of k found in step 2.
Step 4: Use the equation found in step 3 and

the remaining information given in the
problem to answer the question asked. In this
case, you need to find t when s = 50.

Laura has a mass of 60 kg and sitting 265 cm from the fulcrum of a seesaw. Bill has a
mass of 50 kg. How far from the fulcrum must he be to balance the seesaw?
You should get 318 cm.

If you get the correct answer, you may proceed to the next part of the discussion. If not, I
am sorry but you have to go back to example 2 and try to solve it again.
Let us consider problems involving joint variation.

Example 1.
If y varies jointly as x and z and y=12 when x=9 and z= 3, find z when y is 6 and x= 15.
Steps:
1. Write the correct equation. Variables are
y= kxz
y, z, and x.
Given: y= 12, x=9 and z=3
2. Use the information given in the problem
y=kxz
to find the value of k or the constant of
12 = k (9)(3)
the variation.
12= k (27)
k= 4/9
3. Rewrite the equation from step 1 by y= kxz
substituting the value of the k found in y= 4/9 (x)(z) equation of the
step 2. variation
Find z, when y=6 and x=15
4. Use the equation found in Step 3 and the
remaining information given in the y= 4/9 (x)(z)
problem to answer the question asked. 6= 4/9 (15) (z)
Z= 9/10
Example 2.
If p varies jointly as q and the squared of r, and p=225 when q=4, r=3. Find p when q=6
and r=8.
Step 1: p=kqr2
Step 2: 225= k (4)(3)2
k= 25/4 constant of the variation
2
Step 3: p= 25/4 qr Equation of the variation
2
Step 4: p= 25/4 (6) (8)
p=2400 value of p when q=6 qnd r=8
TRY THIS! Answer this in your notebook.
The volume of a cone varies jointly as its height and the square of its radius. A cone with
a radius of 6 inches and a height of 10 inches has a volume of 120π cubic inches. Find the
volume of a cone having a radius of 15in and height of 7in.
25
𝜋 𝜋
You should get k= ,equation of variation is V= hr2 and V=525𝜋 cubic inches.
3 3
Solve for the value of the constant of variation k, then find the missing value
1. Z varies jointly as x and y and z=60 when x=5 and y=6
a. Find z when x=7 and y=6
b. Find x when z=72 and y=4
You should get; k=2
a. Z=84
b. x= 9
If you get the correct answer, you may proceed to the next part of the discussion. If not, I
am sorry but you have to go back to example 2 and try to solve it again.
DAY 3
E. Continuation of the discussion of new concepts
After translating some statements into mathematical equations using k as the constant of
𝑘𝑥 𝑦𝑧
variation applying the formula of combined variation z = , or k = , we can now take a
𝑦 𝑥
deeper look at some problems where the same concept is used.
Let’s have some examples.
Example 1.
If z varies directly as x and inversely as y, and z = 20 when x = 2 and y = 3.
Find z when x = 5 and y = 6.
Solution:
𝒌𝒙
Express first the formula z=
𝒚
𝒌𝟐
Substitute the first given values 20 =
𝟑
𝟐𝟎 𝒌𝟐
Use cross multiplication =
𝟏 𝟑
𝟔𝟎 𝒌𝟐
Divide both sides by 2 =
𝟐 𝟐
Value of k (constant of variation) 30 = k
After solving for the value of the constant of variation, you can now find the second
unknown.
𝑘𝑥
z=
𝑦
(30)(5)
z=
6
150
z=
6
z = 25

y varies directly as x and inversely as z, and y = 4 when x = 6 and z = 3.
Find y when x = 15 and z = 10.
You should get k = 2 and y = 3.

If your answer is correct, you may proceed to Example 2. If not, I am sorry but you have
to go back to Example 1 and try all over again.
Example 2.
p varies directly as q and the square of r and inversely as s, and p = 30, q = 4 when r
= 3 and s = 6. Find p when q = 8, r = 6 and s = 9.
26
Solution:
𝑘𝑞𝑟²
p=
𝑠
𝑘(4)(3)²
30 =
6
𝑘36
30 =
6
180 𝑘36
=
36 36
5=k
𝑘𝑞𝑟²
p=
𝑠
(5)(8)(6)²
p=
9
p = 160
a varies directly as b and inversely as c, and a = 5, when b = 2 and c = 4.

Find a when b = 5 and c = 25.
You should get k = 10 and a = 2.

If your answer is correct, you may proceed to Example 3. If not, I am sorry but you have
to go back to Example 2 and try all over again.
Example 3.
The maximum load m of a beam varies directly as the breadth b and the square of
the depth d and inversely as the length l. If a beam 3.6 m long, 1.2 m wide, and 2.4
m deep can safely bear a load up to 909 kg, find the maximum safe load for a beam
of the same material which is 3 m long, 6 m wide, and 1.8 m deep.
Solution:
𝑘𝑏𝑑²
m=
𝑙
𝑘(1.2)(2.4)²
909 =
3.6
𝑘6.192
909 =
3.6
3272.4 𝑘6.192
=
6.192 6.192
528.49 = k
𝑘𝑏𝑑²
m=
𝑙
(528.49)(6)(1.8)²
m=
3
10273.8456
m=
3
m = 3424.6152
Therefore, the maximum safe load for the beam is 3425 kg.
Now try this on your notebook

The number of minutes needed to solve an exercise set of variation problems varies
directly as the number of problems and inversely as the number of people working
on the solutions. It takes 4 people 36 minutes to solve 18 problems. How many
minutes will it take 6 people to solve 42 problems.
You should get k = 8 and m = 56 minutes.

If your answer is correct, you may proceed to the next part of the discussion. If not, I am
sorry but you have to go back to Example 3 and try all over again.
27
DAY 4
F. Developing Mastery
Read the directions carefully. Answer Activity 1 on your notebook.
ACTIVITY 1
I. In each of the following, y varies directly as x. Find the values as indicated.
1. If 𝑦 = 12 when 𝑥 = 4, find 𝑦 when 𝑥 = 12.
2. If 𝑦 = −18 when 𝑥 = 9, find 𝑦 when 𝑥 = 7.
II. Solve. Show your solution

1. The circumference of a circle varies directly as its diameter. If the circumference of a
circle having a diameter of 7 cm is 7 𝜋 cm, what is the circumference of the circle whose
diameter is 10 cm? 15 cm? 18 cm? 20 cm?
a. Write a mathematical statement that relates the two quantities involved in the
problem.
b. What is the constant of variation? Formulate the mathematical equation.
c. Construct a table of values from the relation.
2. The amount of paint p needed to paint the walls of a room varies directly as the area
A of the wall. If 2 gallons of paint is needed to paint a 40 sq meter wall, how many
gallons of paint are needed to paint a wall with an area of 100 sq meters?
3. A mailman can sort out 738 letters in 6 hours. If the number of sorted letters varies
directly as the number of working hours, how many letters can be sorted out in 9 hours?
Score Description
Check your work by turning to the key to correction. How many 6-7 Very Good
correct answers did you get? Rate your result using the table. 4-5 Good
If your score is at least 4 out of 7, you may now proceed to next 2-3 Fair
part of the discussion. Turn to section J
and work on the
0-1
enrichment
Read the directions carefully. Answer Activity 2 on your notebook. activities
ACTIVITY 2.
Solve the following problems.
1 The number of days needed in repairing a house varies inversely as the number of men
working. It takes 15 days for 2 men to repair the house. How many men are needed to
complete the job in 6 days?
2. Two college students decided to rent an apartment near the school where they are
studying. The nearest and cheapest apartment costs Php 5,000 a month, which they find too
much for their monthly budget. How many students will they need to share the rent with so
that each will pay only Php 1,250 a month?
3. At 60 kilometers per hour, it takes Loida 10 hours to travel from her house to their house
in the province. How long will it take her if she travels at 80 kilometers an hour?
4. The ten administrative staff of a school decided to tour the nearby towns of Laguna on a
particular day. They decided to hire a van for Php 4,000. Two days before the trip, two of the
staff were assigned to attend a seminar and so could no longer join the trip. How much would
each share for the van rental?
5. Joseph is figuring out a way to reach Baguio at the shortest possible time. Using his car,
he can reach Baguio in 6 hours at an average speed of 70 km per hour. How fast should he
drive in order to reach Baguio in 5 hours?
Now, check your work by turning to the key to correction.
Score Description
How many correct answers did you get? Rate your result 5 Very Good
using the table. 3-4 Good
2 Fair
If your score is at least 3 out of 5, you may now proceed to Turn to section J
and work on the
next part of the discussion 0-1
enrichment
activities
28
ACTIVITY 3:
Solve for the value of the constant variation K, then find the missing value. (2points each)
1.) z varies jointly as x and y. If z=3 when x=3 and y=15, find z when x=6 and y =9.
2.) d varies jointly as h and g. If d=15 when h=14 and g=5, find g when h=21 and d=8.
3.) The amount of gasoline used by a car varies jointly as the distance travelled and the
square root of the speed .Suppose a car used 25 liters on a 100 kilometer trip at
100km/hr. About how many liters will it use on a 192 kilometer trip at 64 km/hr.
Now, check your work by turning to the key to correction. How Score Description
5 Very Good
many correct answers did you get? Rate your result using the
3-4 Good
table above. 1-2 Fair
If your score is at least 4 out of 6, you may now proceed to Turn to section J and
0 work on the
next part of the discussion enrichment activities
ACTIVITY 4:
Solve the following.
1. If r varies directly as s and inversely as the square of u, and r = 2 when s = 18 and u = 2,
find:
a. r when u = 3 and s = 27.
b. s when u = 2 and r = 4.
c. u when r = 1 and s = 36.
2. The current I varies directly as the electromagnetic force E and inversely as the resistance
R. If in a system a current of 20 amperes flows through a resistance of 20 ohms with an
electromotive force of 100 volts, find the current that 150 volts will send through the
system.
3. The force of attraction, F of a body varies directly as its mass m and inversely as the
square of the distance d from the body. When m = 8 kilograms and d = 5 meters, F = 100
Newtons. Find F when m = 2 kilograms and d = 15 meters.
Score Description
You may check your answers by turning to the key to 5 Very Good
corrections. 3-4 Good
Give yourself one (1) point for every correct answer. How 2 Fair
Turn to section J
many correct answers did you get?
and work on the
Once done, you can proceed to the next part of the 0-1
enrichment
discussion activities
G. Finding practical application of the concepts and skill in daily living

Some examples of direct variation problems in real life: The number of hours you work
and the amount of your paycheck. The amount of weight on a spring and the distance the
spring will stretch. The speed of a car and the distance traveled in a certain amount of time.
If family has less members, more saving (if the family has the same amount of income).
More members, less saving (income is still the same). It is an inverse variation. More members
is in joint variation to earning and saving. The gravitational pull between two objects varies
jointly with their masses and inversely with the square of the distance between them.
H. Making generalization and abstraction about the lesson

STEPS IN SOLVING VARIATIONS PROBLEMS.
Step 1: Write the correct equation of variation.
Step 2: Use the information given in the problem to find the value of k or the constant
of the variation
Step 3: Rewrite the equation from step 1 substituting in the value of k found in step 2.
Step 4: Use the equation found in step 3 and the remaining information given in the
problem to answer the question asked. When solving world problems,
remember to include units in your final answer.
29
DAY 5
I. Evaluating learning
EVALUATION 2
Name:_______________________ Section:_______________________
I. (PERFORMANCE TASK) - Answer the following and show complete solutions. See the
attached rubrics for answering on page 32.
1. 𝑦 varies directly as 𝑥, and when 𝑥 = 2, 𝑦 = 14. Find 𝑦 when 𝑥 = 10.
2. 𝑚 varies directly as the square of 𝑛. When 𝑛 = 4, 𝑚 = 48. Find 𝑚 when 𝑛 = 2.
3. The distance that a car can travel varies directly with the number of liters of gasoline in
the tank. If a car can go 120 kilometers on 15 liters of gas, how far can it go on 9 liters?
4. Doctors recommend Ceclor for ear infections in children. The proper dosage for a 9-
kilogram child is 124 milligrams. What would be the proper dosage for a 12-kg child?
5. The cost of a train ticket varies directly with the number of kilometers traveled. If a
ticket for a 140-kilometer trip cost Php 84, how much would a 320-kilometer trip cost?
II. (PERFORMANCE TASK) - Solve the following items. Show your solution. See the
1. The frequency of a vibrating guitar string varies inversely as its length. Suppose a
guitar string 0.65 meters long vibrates 4.3 times per second. What frequency would a
string 0.5 meters long have?
2. The intensity of light produced by a light source varies inversely as the square of the
distance from the source. If the intensity of light produced 3 feet from a light source is
750 foot-candles, find the intensity of light produced 5 feet from the same source.
3. In an electric circuit, the current varies inversely as the resistance. The current is 40
amps when the resistance is 12 ohms. Find the current when the resistance is 20
ohms
4. The number of hours required to do a job varies inversely as the number of people
working. It takes 8 hours for 4 people to paint the inside of a house. How long would it
take 5 people to do the job?
5. The length of the base of a triangle with constant area varies inversely as the height.
When the base is 18 cm long, the height is 7 cm. Find the length of the base when
the height is 6 cm.
III. (WRITTEN WORKS) - Multiple Choice. Write the letter of your answer.
1. Which of the following is an equation of joint variation?
x
a. y=8x b. y= c. y=8xz d. y=8x2
8
2. The area (y) of a triangle varies jointly as its base (x) and height (z).Which equation
represent the relationships of the quantities given that y=60 when x=15 and z= 8?
xz 2x
a. y=x2z b. y=2xz c. y= d.y=
2 z
2 1
3. Y varies jointly as x and the square of z and y=4 when x=50 and z=
.Find y when x =
5 4
and z=4.
1 1
a. y=2 b.y=4 c. y= d. y =
2 4
4. What is the constant variation in #3?
1 1
a. y=2 b.y=4 c. y= d. y =
2 4
5. The amount of gasoline used by a car varies jointly as the distance travelled and the
square root of the speed. Supposed a car used 25liters on a 100km-trip at
100kph,about how many liters will it use on a 1000km trip at 64 kph.
a. 100 Ii b.200Ii c.300Ii d.400Ii
30
Name:_______________________ Section:_______________________
IV. (PERFORMANCE TASK) - Answer the following items. Show your solution. See the
1. t varies directly as m and inversely as the square of n. If t = 16 when m = 8 and n = 2,
find t when m = 12 and n = 3.
2. If z varies directly as the square of x and inversely as y, and z = 4 when x = 2 and y =

3, what is the value of y when x = 1 and z = 6?
3. If p varies directly as q and inversely as r, and p = 4 when q = 2 and r = 6, find p when

q = 4 and r = 8.
4. The electrical resistance of a wire varies directly as the length and inversely as the
square of the diameter. If a wire 9.45 m long and 0.09 cm in diameter has a resistance
of 2 ohms, what is the resistance of a wire of the same material, which is 15.5 m in
length and 0.16 cm in diameter?
J. Additional activities for application of remediation

REMEDIATION 1:
A. In each of the following, y varies directly as x. Find the values as indicated.
1. If y = 3 when x =10, find x when y = 1.2
2. If y =2.5 and x = 0.25, find y when x = 0.75
B. Solve the following problems.
1. The pressure p at the bottom of a swimming pool varies directly as the depth d of
the water. If the pressure is 125 Pascal when the water is 2 meters deep, find the
pressure when it is 4.5 meters deep.
2. The shadow of an object varies directly as its height h. A man 1.8 m tall casts a
shadow 4. 32 m long. If at the same time a flagpole casts a shadow 12.8 m long,
how high is the flagpole?
REMEDIATION 2:
A. Solve for the indicated variable in each of the following.
1. If a varies inversely as b and a = 12 when b = 8, find a when b = 6
2. If w varies inversely as x and w is 10 when x =5, find w when x = 25
3. If y varies inversely as x and y = 10 when x =5, find y when x = 15.
B. Solve the problem.
Joseph is figuring out a way to reach Baguio at the shortest possible time. Using his
car, he can reach Baguio in 6 hours at an average speed of 7o km per hour. How
fast should he drive in order to reach Baguio in 5 hours.

REMEDIATION 3.
1. z varies jointly as x and y and z=60 when x=3 and y=4.Find y when z=80 and x=2.
2. The weight W of a cylindrical metal varies jointly as its length I and the square of the
diameter d of its base.
31
a. If W=6kg when I =6cm and d=3cm, find the equation of the variation.
b. Find I when W=10kg and d=2cm
c. Find W when d=6cm and I=1.4 cm
3. The area A of a triangle varies jointly as the base b and the altitude h of the triangle. If
A=65cm2 and b=10cm and h=13cm,find the area of a triangle whose base is 8cm and
whose altitude is 11c
Read the direction carefully and write your answer in your notebook
REMEDIATION 4:
Solve the following.
3
1. Suppose p varies directly as b² and inversely as s 3. If p = when b = 6 and s = 2, find b
4
when p = 6 and s = 4.
2. If x varies directly as the square of y and inversely as z and x = 12 when y = 3 and z = 6,
find x when y = 9 and z = 6.
3. The acceleration a of an object varies directly as the force f exerted and inversely as its
mass m. If the constant of variation is 1, find the acceleration in meters/second² of a 10
kg object exerting a force of 10 Newtons.
Note: Consider the value of k in 1 and 2 for the points.
or send him/her a private message thru his/her Facebook account
KEY TO CORRECTION
ACITIVITY 1:
1. Direct 5. 𝑧 = 𝑘𝑥𝑦
𝑦 𝑧
2. 𝑘 = 6. 𝑘 =
𝑥 𝑥𝑦
3. y varies inversely as x 7. combined
𝑘 𝑘𝑥
4. 𝑦 = 8. 𝑧 =
𝑥 𝑦
ACITIVITY 2:
a.
32
b.
Height (h) Base (b) Area (A)
1 36 A = 36 x 1 = 36
2 18 A = 18 x 2 = 36
3 12 A = 12 x 3 = 36
4 9 A = 9 x 4 = 36
6 6 A = 6 x 6 = 36
9 4 A = 4 x 9 = 36
12 3 A = 3 x 12 = 36
18 2 A = 2 x 18 = 36
36 1 A = 1 x 36 = 36
c. Decreases
Increases
KEY TO CORRECTION (DEVELOPING MASTERY)

ACTIVITY 1
A.
. 1. 𝑦 = 3
2. 𝑦 = −14
B.
a. 𝐶 = 𝑘𝑑
b. 𝑘 = 𝜋𝑑
c. diameter (d) 7 10 15 18 20
Circumference (C) 7π 10π 15π 18π 20π
1. 5 gallons of paint
2. 1107 letters
ACTIVITY 2: ACTIVITY 3: ACTIVITY 4:

1 18 4
1. 5 men 1. K= ,Z= 1. a.
15 5 3
2. 2 more students 3 16
2. k= , g= b. 36
3. 7 ½ hours 14 9
2 c. 4
4. PhP 500.00 3. 38
5 2. I = 30 amperes
5. 84 km/hr 25
3. F = Newtons
9
KEY TO CORRECTION (REMEDIATION)

REMEDIATION 1: REMEDIATION 2:
A. 1. x = 4 A. 1. a = 16
2. y = 4.5 2. w = 2
B. 1. 281.25 Pascal 10
3. y =
1 3
2. 5 𝑚 B. 84 km/hr
3
1. y=8 1
A. 1. k = , b = 48
1 6
2. a. W= Id2 2. k = 8, x = 108
9
b. I=22.5 cm 3. 1 meter/second²
c .W=5.6 kg
3. 44cm2
33
Rubric for Performance Tasks
5 4 3 2 1
At least
Less than
All of the 30% of
At least 80% At least 60% 30% of
ACCURACY items are the
of the items of the items the items
correct items
are correct are correct are
(100%) are
correct
correct
5 4 3 2 1
At least
Less than
30% of
All of the At least 80% At least 60% 30% of
the
COMPLETION assigned task of the of the the
assigne
is complete assigned task assigned task assigned
d task is
(100%) is complete is complete task is
complet
complete
e
5 4 3 2 1
At least
At least 80% At least 60%
30% of
of work is of work is
work is Less than
shown - shown -
100% of work shown - 30% of
solutions are solutions are
WORK SHOWN is shown - shortcut work is
somewhat quite
(SYSTEMATICNESS solutions are in shown -
presented presented
) presented arriving no
systematicall systematicall
systematicall at solution is
y wherein a y wherein
y correct presented
part of the some parts of
answers .
solutions is the solutions
are
missed. are missed.
used.
34
Grade 9 MATHEMATICS
WEEK 3
I. OBJECTIVES
The learner
1. applies the laws involving positive integral exponents to zero and negative integral
exponents. (M9AL-IId-1)
2. illustrates expressions with rational exponents. (M9AL-IId-2)
D. Objectives:
1. applies the laws involving positive integral exponents to zero and negative integral
exponents.
2. illustrates expressions with rational exponents.
II. CONTENT
ZERO EXPONENTS, NEGATIVE INTEGRAL EXPONENTS, RATIONAL EXPONENTS
AND RADICALS
Learning Resources:
A. References: Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C. and
Lapinid, Minie Rose C., pp. 164 – 172
Intermediate Algebra Textbook for Second Year by Jose-Dilao, Soledad
and Bernabe, Julieta G., pp. 120 – 128
B. Other Learning Resources:
 https://www.intmath.com/exponents-radicals/1-integral-exponent-
laws.php#:~:text=%C3%97a%C3%97%E2%80%A6-
,%C3%97a,by%20itself%20negative%203%20times!
Date retrieved: July 6, 2020
 https://sciencing.com/how-are-radical-expressions-rational-exponents-used-in-
real-life-12751906.html
Date retrieved: July 10, 2020
III. PROCEDURES
DAY 1
Hi! How are you? I pray for your wellness.
Before we proceed in our lesson, let us have a review on exponents.
Look at the example below.
As you have seen in the example above, exponents are used to abbreviate repeated
multiplication. For instance , 3 • 𝟑 can be written as 𝟑𝟐 , where 3 is the base and 2 is the
exponent. Since 3 • 𝟑 = 9, we say that 9 is the square of 3.
The base gives the number that is being multiplied.
The exponent tells you how many times the base is used as a factor.
The power is the product of equal factors.
35
ACTIVITY 1: Identify the base and the exponent in each power. Write your answer in your
notebook. The first one is done for you.
POWER BASE EXPONENT

1. 43 4 3
2. 𝑎7
3. (5𝑥)4
4. (2𝑎𝑏)2
5. (𝑎 + 𝑏)7
You may check your answers by turning to the key to correction.

Give yourself one (1) point for every correct answer. I hope you got them all correctly!
ACTIVITY 2: Write the exponential form of the following. Write your answer in your notebook.
The first one is done for you.
8 • 8 • 8 • 8 • 8 = 85
1. (-2) (-2) (-2)

2. xy • xy • xy • xy
3. (w) (w) (y) (z) (z) (z) (z) (z) (z) =
4. (-3) (-3)(-3)(-3)(-3)(-3)(-3)(-3)(-3)(-3)
5. -2 ( c – 1 ) ( c – 1 ) ( c – 1 )
You may check your answers by turning to the key to correction.
Give yourself one (1) point for every correct answer. I hope you got them all correctly!
In this lesson, we will evaluate expressions with positive, zero, negative and rational
exponents. Before that, let us have a Math trivia about exponent.
(36 363 636 364)2 = (111 111 111)2 = 12

1 322 314 049 613 223 DID 345 678 987 654 321
140 496 YOU It also works for
The first 11 digits of the KNOW
square are the same as (111)2 = 12321
THAT
the last 11 digits.
Interesting facts, right? Do you know any trivia about exponents?

In mathematics, it is inevitable to come across examples of very large numbers. One
example is Earth’s mass which is about 𝟔 × 𝟏𝟎𝟐𝟒 𝒌𝒈.
In this number, the 𝟏𝟎 is raised to the power of 𝟐𝟒 (we could also say that the exponent of
10 is 24).
The number 10 is the base while the number 24 is the exponent or power.
Now, the number 𝟏𝟎𝟐𝟒 means: 1024 = 10 × 10 × 10 × … × 10
10 is written 24 times
This is the same as: 1, 000, 000, 000, 000, 000, 000, 000, 000
1 followed by 24 zeroes
Exponents give us a very convenient way of writing very large and very small numbers.
They are also very handy for making algebra easier because it is more compact. In the
given example of Earth’s mass, the number 10 is raised to an "integral exponent." Note
36
that integral exponent means the exponent is a whole number. Notice that the integral
exponent in the given example is positive.
By definition, positive integral exponents mean:
POSITIVE INTEGRAL EXPONENT

If 𝑚 is a positive integer, then 𝑎𝑚 = 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ … ∙ 𝑎 (𝑚 factors), where 𝑎 is the base and
𝑚 is the exponent.
The expression 𝑎𝑚 can be read as: “𝑎 to the 𝑚th power”

“𝑎 to the 𝑚th”
“𝑎 raised to the 𝑚th power”
“𝑎 raised to the power of 𝑚”
Several laws have to be studied in connection with positive integral exponents. Let us
discuss them one by one.
For these laws that we’re going to tackle, let 𝑎 and 𝑏 be any real number and 𝑚 and 𝑛 be
any positive integer.
1. RULES OF ONE
a. Any number raised to the power of one equals the number itself.
In symbols, 𝑎1 = 𝑎
b. One raised to any number is one.

In symbols, 1𝑚 = 1
Illustrative Examples
Simplify the following expressions.
1. 𝑐 1 = 𝑐 4. 1𝑧 = 1
1
2. 7 = 7 5. 15 = 1
1
3. 27 = 27
Try these!
Simplify the following expressions. Write your answer in your notebook.
1. 110 4. 11000
2. 𝑥 1 5. 𝑏1
1
3. 1 000

1. 1 2. 𝑥 3. 1 000 4. 1 5. 𝑏
If all your answers are correct, you may proceed to the next part. If not, I am sorry but you
have to review the rules of one and try all over again.
2. PRODUCT RULE
To multiply terms with the same base, retain the base and add the exponents.
In symbols, 𝑎𝑚 ∙ 𝑎𝑛 = 𝑎𝑚+𝑛
1. 𝑥 3 ∙ 𝑥 4 = 𝑥 3+4 → copy the base and add the exponents
= 𝑥7
2. 52 ∙ 53 = 52+3 → copy the base and add the exponents

= 55 → evaluate 55
= 3 125
3. 4𝑦 4 ∙ 3𝑦 5 = 4(3)𝑦 4+5 → multiply the coefficients, copy the base and add the exponents
= 12𝑦 9
37
1. 𝑟 2 ∙ 𝑟 4 ∙ 𝑟 8 2. (5𝑎𝑏)(2𝑏𝑐)(𝑎𝑏𝑐)
1. 𝑟14 2. 10𝑎2 𝑏 3 𝑐 2
If all your answers are correct, you may proceed to the next part. If not, I am sorry but
you have to review the product rule and try all over again.
3. QUOTIENT RULE
To divide terms with the same base, retain the base and subtract the exponents.
𝑎𝑚
In symbols, = 𝑎𝑚−𝑛
𝑎𝑛
1. 𝑥 7 ÷ 𝑥 3 = 𝑥 7−3 → copy the base and subtract the exponents
= 𝑥4
76
2. = 76−4 → copy the base and subtract the exponents
74
= 72 → evaluate 72
= 49
12𝑥 8 𝑦 5 12
3. = 𝑥 8−2 𝑦 5−3 → divide the coefficients, copy the same bases and subtract their
6𝑥 2 𝑦 3 6
= 2𝑥 6 𝑦 2 exponents
Try these!
Simplify the following expressions. Write your answer on the space provided.
𝑎10 𝑑6 𝑟4
1. 2.
𝑎4 𝑑𝑟

1. 𝑎6 2. 𝑑 5 𝑟 3
you have to review the quotient rule and try all over again.
4. POWER TO A POWER RULE

To raise a power to a power, multiply the exponents.
In symbols, (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
1. (𝑤 2 )5 = 𝑤 2∙5 → copy the base and multiply the exponents
= 𝑤 10
2. (−𝑎4 )3 = (−𝑎)4∙3 → copy the base and multiply the exponents

= (−𝑎)12 → to raise a negative base: if the exponent is an even number,
= 𝑎12 the base will become positive; if the exponent is an odd
number, the base will remain as negative
3. −(23 )2 = −(2)3∙2 → copy the base and multiply the exponents

= −(2)6 → since the negative sign is written outside the grouping symbols,
= −64 evaluate only 26

1. (𝑧 4 )4 2. −(𝑏 2 )4
1. 𝑧 16 2. −𝑏 8
38
you have to review the power to a power rule and try all over again.
5. PRODUCT TO A POWER RULE

To raise a product to a power, raise each factor to that power.
In symbols, (𝑎𝑏)𝑚 = 𝑎𝑚 𝑏 𝑛
1. (𝑥𝑦)2 = (𝑥)2 (𝑦)2 → raise each factor 𝑥 and 𝑦 to the power of 2
2 2
=𝑥 𝑦
2. (𝑎𝑏 2 )3 = (𝑎)3 (𝑏 2 )3 → raise each factor to the power of 3

= 𝑎3 𝑏 2∙3 → simplify 𝑎 and apply power to a power rule to factor 𝑏
= 𝑎3 𝑏 6
3. (3𝑚4 𝑛5 )3 = (3)3 (𝑚4 )3 (𝑛5 )3 → raise each factor to the power of 3

= 27𝑚4∙3 𝑛5∙3 → evaluate 33 and apply power to a power rule to the other
12 15
= 27𝑚 𝑛 factors
Try these!
1. (2𝑤 2 )2 2. (𝑥 3 𝑦 4 )3

1. 4𝑤 4 2. 𝑥 9 𝑦 12
you have to review the product to a power rule and try all over again.
6. QUOTIENT TO A POWER RULE

To raise a quotient to a power, raise both numerator and denominator to that power.
𝑎 𝑚 𝑎𝑚
In symbols, ( ) =
𝑏 𝑏𝑚
𝑏 3 𝑏3
1. ( ) = → raise both numerator and denominator to the power of 3
ℎ ℎ3
2 2 22
2. ( 2 ) = → raise both numerator and denominator to the power of 2
𝑐 (𝑐 2 )2
4 4
= → evaluate the numerator and apply the power to a power = 4
𝑐 2∙2 𝑐
rule to the denominator
𝑟𝑞 5 𝑟 5 𝑞5
3. ( ) = → apply product to a power rule to both numerator and
𝑑𝑠 𝑑5𝑠5
denominator
It’s your turn!

2 2
5𝑥 5 7𝑎𝑏3
1. ( 2) 2. ( )
2𝑥 8𝑐 2 𝑑 5

25𝑥 10 49𝑎2 𝑏6
1. 2.
4𝑥 4 64𝑐 4 𝑑 10
If all your answers are correct, you may proceed to the next part. If not, I am sorry but you
have to review the quotient to a power rule and try all over again.
39
DAY 2
In this lesson, you will learn how to simplify expressions with zero and negative exponents.
ZERO EXPONENT
If a is a nonzero number, then 𝑎0 = 1
NEGATIVE EXPONENTS
If n is a positive integer and if a is a nonzero real number,
1
𝑎−𝑛 = 𝑛
𝑎
The number 𝑎−𝑛 and 𝑎𝑛 are reciprocals. Thus, whenever you come across a
negative exponent, think “reciprocal.”
Examples. Evaluate each expression and write positive exponents only.

a. 52 • 5−1 • 50 = 52+(−1)+0 =51 = 5 → apply the product law
1 1
b. (3−2 )2 = 3−4 = = → since the exponent is negative, get the reciprocal
34 81
(𝑎−𝑏)4
c. = (𝑎 − 𝑏)4 → since (𝑎 − 𝑏)0 = 1, 𝑎 ≠ 𝑏
(𝑎−𝑏)0
d. (−4𝑥 3 𝑦 −2 )−3 = (−4)−3 (𝑥 3 )−3 (𝑦 −2 )−3 → power to a power
= (−4)−3 𝑥 −9 𝑦 6 → since the exponents are negative, get the reciprocal

𝑦6 𝑦6 𝑦6
= = or − 9 → get the product
(−4)3 𝑥 9 −64𝑥 9 64𝑥
−3
𝑥 0 𝑦3 (𝑥 0 𝑦 3 )−3 (5𝑧 2 )3 53 𝑧 6 125𝑧 6
e. [ 2 ] = = = = → apply the quotient power rule then
5𝑧 (5𝑧 2 )−3 (𝑥 0 𝑦 3 )3 𝑦9 𝑦9
since the exponent are both negative (-3),
get the reciprocal to simplify the expression
Now, try this in your notebook.

Evaluate each expression and write positive exponents only.
1. 𝑥 0 • 𝑥 −5 • 𝑥 4
(𝑥+2)−9
2.
(𝑥+2)−5
−2
2𝑥 −1 𝑦 4
3. [ ]
6𝑥 5 𝑦 −3
You should get .

1 1 9𝑥 12
1. 2. 3.
𝑥 (𝑥+2)4 𝑦 14
If your answers are correct, you may proceed to next example. If not, I am sorry but
you have to go back to example number 1 and try all over again.
DAY 3
RATIONAL EXPONENTS
Now look at the expressions below.
6 1 1 2
3
(𝑦 2 ) (𝑦 3 )
4 𝑏5 (𝑛4 )2
3
(𝑚8 𝑛12 )2 𝑎4
1 ( 2)
𝑏3 𝑎3
40
What can you observe about the exponents of the given expressions? How do you think
these exponents are defined? Do you think you can still apply your understanding of the
laws of exponents to simplify the given examples? Why?
The expressions above are expressions with rational exponents. Rational
exponents are expressions whose exponents are fractions. To simplify these
expressions you need to apply what you have learned about the laws of exponents.
Let us use the given expressions as our examples.

3 4
Example 1: (y 2 ) (y 3 )
3 4
(y 2 ) (y 3 ) → To simplify these expressions what law of exponents do you think we need to apply?
3 4
y 2+3 → Yes!!! Product Rule (In multiplying powers with the same base, copy the base
and add the exponents.
9+8
y 6 → Since the denominators are not the same you need to get the LCD (Least
Common Denominator) and simplify further.
17
y6 → Final answer
Now try these in your notebook.

2 4
Simplify (m3 ) (m3 ).
You should get 𝒎𝟐 .
If your answer is correct, you may proceed to next example. If not, I am sorry but you
have to go back to example number 1 and try all over again.
6
𝑏5
Example 2: 1
𝑏3
6
𝑏5
1 → To simplify these expressions what law of exponents do you think we need to apply?
𝑏3
6 1
b 5−3 → Certainly! Quotient Rule (In dividing powers with the same base, copy the base
and subtract the exponents.
18−5
b 15 → Since the denominators are not the same you need to get the LCD (Least
Common Denominator) and simplify further.
13
b 15 → Final Answer

5
𝑎7
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 3
𝑎2
1
You should get 11 .
𝑎14
If your answer is correct, you may proceed to next example. If not, I am sorry but you
have to go back to example number 2 and try all over again.
3
Example 3: (𝑛4 )2
3
(𝑛4 )2 → To simplify these expressions what law of exponents do you think we need to apply?
12
𝑛2 → Amazing! Power of a Power Rule (multiply the exponents)
𝑛6 → Divide the numerator by the denominator and this will be the final answer.

4
9 3
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 (𝑐 2 )
You should get 𝑐 6 .
If your answer is correct, you may proceed to next example. If not, I am sorry but you have to
go back to example number 3 and try all over again.
41
1
Example 4: (𝑚8 𝑛12 )2
1
(𝑚8 𝑛12 )2 → To simplify these expressions, what law of exponents do you think we need to apply?
8 12
𝑚2 𝑛 2 → Yes! Product of Power Rule (Multiply the exponent to all the exponents of the product)
𝑚4 𝑛6 → Simplifying further we will get this final answer.
Now try these on your notebook.

1
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 (𝑟12 𝑠9 )3
You should get r 4 s 3.
If your answer is correct, you may proceed to next example. If not, I am sorry but you have to
1 2
𝑎4
Example 5: ( 2)
𝑎3
1 2
𝑎4
( ) → To simplify these expressions what law of exponents do you think we need to apply?
2
𝑎3
2
𝑎4
4 → Very Good! Quotient of Power Rule (Multiply the exponent to all the exponents of the quotient.
𝑎3
2 4
𝑎 −
4 3 → Apply the Quotient Rule
6−16
𝑎 12 → Since the denominators are not the same you need to get the LCD (Least Common
Denominator) and simplify further.
−10
𝑎 12 → Using the negative law of exponent we will get…
1 1
10 = 5 Final answer
𝑎12 𝑎6
Now try these on your notebook.

2 2
𝑦3
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 ( 1 )
𝑦2
1
You should get 𝑦 3 .
If your answer is correct, you may proceed to next part. If not, I am sorry but you have to
DAY 4
Read the directions carefully. Answer Activity 1 in your notebook.
ACTIVITY 1
Write your answers on your notebook.
1. 𝑟1 6. 8𝑦 2 ∙ 6𝑦
2
3𝑐 4
2. 𝑏 3 ∙ 𝑏 5 7. ( )
2𝑑 5
3
𝑟2
3. ( 4 ) 8. (𝑎3 )2
𝑠
10𝑚6 𝑎7 𝑏5
4. 9.
2𝑚3 𝑎2 𝑏3
5. (𝑚𝑛3 )5 10. 𝑦 5 ∙ 𝑦
Give yourself one (1) point for every correct answer. How many 9 - 10 Very Good
correct answers did you get? 6-8 Good
3-5 Fair
0-2 and work on the
42
ACTIVITY 2
Rewrite all expressions without using zero or negative exponents.
1 0
1. [ ] 4. 8𝑥 2 𝑦 0 𝑧 −1
𝑥
1
2. (3𝑥𝑦 2 )−2 5.
5−2
1 −3
3. ( )
4𝑚
2-3 Fair
0-1 and work on the

ACTIVITY 3
Simplify the following expressions with rational exponents by filling in the boxes with
solutions.
2 4 14
1. (𝑐 9 ) (𝑐 3 ) (𝑐 9 )
−5
2
2. (𝑥 5 𝑦 10)
4 1
𝑥 𝑦2
2
1 1
𝑎2
3. 3 𝑥 𝑦2
2
𝑎10
2-3 Fair
0-1 and work on the

A rational exponent is an exponent in the form of a fraction. Any expression that contains
the square root of a number is a radical expression. Both have real world applications in fields
like architecture, carpentry and masonry. Radical expressions are utilized in financial
industries to calculate formulas for depreciation, home inflation and interest. Electrical
engineers also use radical expressions for measurements and calculations. Biologists
compare animal surface areas with radical exponents for size comparisons in scientific
research.
43
POSITIVE INTEGRAL EXPONENT

If 𝑚 is a positive integer, then 𝑎𝑚 = 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ … ∙ 𝑎 (𝑚 factors), where 𝑎 is the base
and 𝑚 is the exponent.
1. RULES OF ONE
a. Any number raised to the power of one equals the number itself.
In symbols, 𝑎1 = 𝑎
b. One raised to any number is one.
In symbols, 1𝑚 = 1
2. PRODUCT RULE
To multiply terms with the same base, retain the base and add the exponents.
In symbols, 𝑎𝑚 ∙ 𝑎𝑛 = 𝑎𝑚+𝑛
3. QUOTIENT RULE
To divide terms with the same base, retain the base and subtract the exponents.
𝑎𝑚
In symbols, = 𝑎𝑚−𝑛
𝑎𝑛
4. POWER TO A POWER RULE
To raise a power to a power, multiply the exponents.
In symbols, (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
5. PRODUCT TO A POWER RULE
To raise a product to a power, raise each factor to that power.
In symbols, (𝑎𝑏)𝑚 = 𝑎𝑚 𝑏 𝑛
6. QUOTIENT TO A POWER RULE
To raise a quotient to a power, raise both numerator and denominator to that
power
𝑎 𝑚 𝑎𝑚
In symbols, ( ) =
𝑏 𝑏𝑚
ZERO EXPONENT
If a is a nonzero number, then 𝑎0 = 1
NEGATIVE EXPONENTS
If n is a positive integer and if a is a nonzero real number,
1
𝑎−𝑛 = 𝑛
𝑎
The number 𝑎−𝑛 and 𝑎𝑛 are reciprocals. Thus, whenever you come across a
negative exponent, think “reciprocal.”
Rational exponents are expressions whose exponents are fractions. To simplify

these expressions you need to apply what you have learned about the laws of exponents.
DAY 5
EVALUATION 3
Name:_______________________ Section:_______________________
44
I. (WRITTEN WORKS) - Simplify the following expressions.
2 4
1. 281 11. ( )
3
𝑛8
2. 128 12.
𝑛5
𝑎 3
3. 𝑔1 13. ( )
3
𝑏6 𝑐 5
4. 3 ∙ 32 14.
𝑏3 𝑐 2
24𝑥 2 𝑦 7 𝑧 3
5. 𝑥 3 ∙ 𝑥 3 15.
6𝑥 2 𝑦3 𝑧
2 6
6. (3𝑎2 )(4𝑎3 ) 16. (𝑘 5 )(𝑘 7 )
1
7. (𝑥 4 )3 17. (𝑥 16 𝑦 20 𝑧 8 )4
1
8. (−𝑚2 )5 18. (𝑝 21 𝑞 −15 𝑟 −3 )3
1 1
𝑚5 𝑛 7
9. (10𝑎)3 19. 1 2
−
𝑚 4𝑛7
3 1
−
𝑥2𝑦 4
10. (2𝑥 2 𝑦)2 20. 3 3
𝑥 4 𝑦4
II. (PERFORMANCE TASK) - Who is this Filipino Inventor?

He is a Filipino mathematician who developed a board game called DAMATHS. The
Board games applies the moves used in the Filipino board game DAMA to solve problems
on different concepts in Mathematics.
To find out, evaluate the following expressions. Show your solutions. Find the answer under
the box and write the letter of the problem on the box. See the attached rubrics for answering
on page 45.
2
A 1. [ ]0 = H 6. (53 )−1
3
U 2. (−8)−2 = A 7. (4𝑥 2 𝑦 3 𝑧)0 =
1 1
D 3. −3 S 8. −3 =
2 6
1
A 4. (−1)0 = E 9.
4−3
1
N 5. = “ 10.(−5𝑥 −3 𝑦 0 )−1
3−3
1 1 1 1
− 𝑥3 − 𝑥3
5 125 64 64 27 8 1 5

REMEDIATION 1: Simplify the following expressions.
1. (h2 )12 4. (2a2 )3
2
144f8g2 st8
2. 5. (rt4 )
12f5 g3
3. 2s ∙ 3s 7
2

45
REMEDIATION 2: Simplify the following expressions.
1.𝑥 −3 (1000𝑥𝑦)0
ℎ−8
2. −20
ℎ
3. (2𝑎𝑏 3 )0
4. (3𝑥 −2 𝑦 0 )−4
−2
22
5. ( )
𝑥

REMEDIATION 3: Simplify the following expressions with rational exponents by filling in the
boxes with solutions.
−4
23
4. −5
1
26 1
22
5. (𝑥 12 𝑦 10 ) 2
−1 1
𝑥 𝑦5
6

KEY TO CORRECTION
ACITIVITY 1: Identify the base and the exponent in each power.
1. base : 4 exponent: 3
2. base : a exponent: 7
3. base : 5x exponent: 4
4. base : 2ab exponent: 2
5. base : a + b exponent: 7
ACITIVITY 2: Write the exponential form of the following.
1. (−2)3
2. (𝑥𝑦)4
3. 𝑤 2 y𝑧 6
4. (−3)10
5. -2(𝑐 − 1)3

ACTIVITY 1 ACTIVITY 2
1. 𝑟 6. 48𝑦 3 8𝑥 2
1. 1 4.
9𝑐 8 𝑧
2. 𝑏 8 7. 1
4𝑑 10 2. 5. 25
𝑟6 9𝑥 2 𝑦4
3. 8. 𝑎6 3
𝑠 12 3. 64𝑚
4. 5𝑚3 9. 𝑎5 𝑏 2
5. 𝑚5 𝑛15 10. 𝑦 6
46
ACTIVITY 3:
2 4
2 4 2+12 14
1. (𝑐 9 ) (𝑐 3 ) 𝑐 9+3 c 9 (𝑐 9 )
2 4 −5
2. (𝑥 5 𝑦 10) 𝑥
−10
5 𝑦
−20
5 𝑥 −2 𝑦 −2 1
𝑥 𝑦2 2
1
𝑎2
3. 3 1 3 5−3 𝟏
𝑎10 𝑎2−10 𝑎 10 𝒂𝟓

1
1. h24 1.
12f3 𝑥3
2.
g
2. ℎ12
3. 6𝑠 9 3. 1
𝑥8
4. 8a6 4.
81
s2 t8 𝑥2
5. 5.
r2 16
REMEDIATION 3:
−4
23
4. −5 −4 −5 −8−−5 1
26 23−6 2 6 1
22
5. (𝑥 12 𝑦 10 ) 2
−1
−12 −10 1
𝑥 2 𝑦 2 𝑥 −6 𝑦 −5
𝑥 𝑦5
6

5 4 3 2 1
All of the At least At least At least Less than
ACCURACY items are 80% of the 60% of the 30% of the 30% of the
correct items are items are items are items are
(100%) correct correct correct correct
5 4 3 2 1
All of the At least At least At least Less than
assigned 80% of the 60% of the 30% of the 30% of the
COMPLETION
task is assigned assigned assigned assigned
complete task is task is task is task is
(100%) complete complete complete complete
5 4 3 2 1
At least At least
80% of 60% of
work is work is At least
100% of
shown - shown - 30% of
work is Less than
solutions solutions work is
WORK SHOWN shown - 30% of
are are quite shown -
solutions work is
(SYSTEMATICNESS) somewhat presented shortcut in
are shown - no
presented systematica arriving at
presented solution is
systematica lly wherein correct
systematica presented.
lly wherein some parts answers are
lly
a part of the of the used.
solutions is solutions
missed. are missed.
47
Grade 9 MATHEMATICS
WEEK 4
I. OBJECTIVES
The learner
3. simplifies expressions with rational exponents (M9AL-IIe-1)
4. writes expressions with rational exponents as radicals and vice versa. (M9AL-IIf-1)
D. Objectives:
1. simplifies expressions with rational exponents.
2. writes expressions with rational exponents as radicals and vice versa.
.
II. CONTENT
RATIONAL EXPONENTS
Learning Resources:
A. References: Grade 9 Learner’s Material pages 231 -251
Grade 9 Teacher’s Guide pages
III. PROCEDURES
DAY 1
Hello. How are you today? Time for another exciting learning.
Before we discuss the new lessons let us first recall radicals. Answer the activity for
review below.
REVIEW:
Write BINIBINI if the statement is true and MARIKIT if it is false. Write your answers in
your notebook.
48
Now, you may check your answers on the given activity by turning to the key to
corrections. Give yourself one (1) point for every correct answer.
Once done, proceed to the next part of the lesson.

Now take a closer look at these four localized pictures .Come up with the word that best
describe the pictures.
The next lesson is all about transforming rational exponents to radicals and vice versa.

Bear in mind that rational exponents, simply mean expressions with fractions as exponents.
1 2
1 1 3 4
𝑎4
Examples: 4 , 𝑥 , (𝑦 ) (𝑦 ), ( 2 )
3 2 2 3
𝑏3
It is important to know that the laws of exponents that had been presented in the previous
lesson apply to both integral (positive, zero, negative) and rational exponents. Such laws are
used to simplify algebraic expressions with rational exponents.
49
Let us have some examples:
Simplify each algebraic expression with rational exponents. Make sure that there are no
negative and zero exponents in the simplified expressions.
2 1
Example 1. 𝑥 3 ∙ 𝑥2
Solution:
2 1 2 1
𝑥 3 ∙ 𝑥 2 = 𝑥 3+2 apply the product rule: 𝑥 𝑚 ∙ 𝑥 𝑛 = 𝑥 𝑚+𝑛
4 3
= 𝑥 6+6 add the fractional exponents
7
=𝑥 6 simplified form
2
1
−3 5
Example 2. (𝑥 )
Solution:
2
1 1 2
−3 5
(𝑥 ) = 𝑥 −3 ∙ 5 apply power rule: (𝑥 𝑚 )𝑛 = 𝑥 𝑚𝑛
2
1
= 𝑥 −15 apply negative exponent rule: 𝑥 −𝑚 =
𝑥𝑚
1
= 2 simplified form
𝑥 15
Now try this. Simplify each expression.

3
3 2 1
−2 2
a. 𝑥 4 ∙ 𝑥 3 b. (𝑥 )
17
1
You should get for a. 𝑥 12 and b. 3 .
𝑥4
If you get the correct answers, proceed to the next example. If not, review examples
1 and 2 and try over again.
1
7 2
83
Example 3. ( 1 )
−
8 3
Solution:
1
7 1
2 7 1 2
83 +
( 1 ) = (8 3 3 ) apply the product rule: 𝑥 𝑚 ∙ 𝑥 𝑛 = 𝑥 𝑚+𝑛
−
8 3
1
8 2
= (8 ) 2
8 1
= 82 ∙ 2 apply power rule: (𝑥 𝑚 )𝑛 = 𝑥 𝑚𝑛
= 82
= 64 simplified rule
1
−
44 2
Example 4. ( 2)
3
Solution:
1 1
−
𝑥 𝑚
4∙−
44 2 4 2 𝑥𝑚
( 2) = 1 apply power of a quotient rule: ( ) = ; 𝑦≠0
3 2∙− 𝑦 𝑦𝑚
3 2
4−2 1
= apply negative exponent rule: 𝑥 −𝑚 =
3−1 𝑥𝑚
31
=
42
3
=
16
50
Now it’s your turn. Simplify each expression.
1
7 1
2 −
22 33 3
a. ( ) 1 b. ( 6)
2
22
4
You should get for a. 16 and b.
3
If you get the correct answers, proceed to the next part of the discussion. If not, review
examples 3 and 4 and try over again.
DAY 2
In this lesson, you will learn how to write expressions with rational exponents to radicals.
Take note of the following terms in a radical expression.
Radical expression or radical is an expression containing the symbol √ which is called
radical sign.
Index - indicates the degree of the radical such as square root, cube root, etc.
Radicand - is a number or expression inside the radical symbol.
Examples. Determine the index and the radicand.

Index radicand
3
f. √9 3 9
g. √212 2 212
5
h. √8𝑥 6 5 8𝑥 6

Determine the index and the radicand.
6 4
1. √64 2. √2𝑦 2 3. √16𝑥
You should get ,

1. index : 6 , radicand: 64
2. index : 2 , radicand: 2𝑦 2
3. index : 4 , radicand: 16x
If your answers are correct, you may proceed to the next discussion. If not, I am sorry but
you have to go back to example number 1 and try all over again.
How do we write expressions with rational exponents to radical expressions?

To write expression with rational exponents to radicals, the numerator of the rational
exponent becomes the power/exponent of the radicand and the denominator of the
rational exponent becomes the root/index/order of the radical.
𝒆
𝒊
𝒙 𝒊 = √𝒙𝒆
51
Examples.
Transform the given expressions rational exponent to radical form.
Rational Form Radical Form
1
2
1. 𝑥 2 √𝑥 1 √𝑥
2
3 3
2. 𝑦 3 √𝑦 2 √𝑦 2
3
5 5
3. (𝑎𝑏)5 √(𝑎𝑏)3 √𝑎3 𝑏 3
−3
1 𝟏 𝟏
4. 𝑥 2 = 3 𝟐
𝑥2 √𝒙𝟑 √𝒙𝟑
𝟐
𝟏 𝟑 𝟑 𝟏𝟐 𝟑 𝟏
5. ( 𝟐) √ √𝟒𝒑𝟒
𝟐𝒑 𝟐𝟐 𝒑𝟐(𝟐)

Transform the given expressions with rational exponent to radical form.
2 3 −2
1. 33 2. (2𝑛)5 3. (3𝑘 3 ) 7
You should get ,
3 5 𝟏
1. √9 2. √8𝑛3 3. 𝟕
√𝟗𝒌𝟔
If your answers are correct, you may proceed to the next discussion. If not, I am sorry but
you have to go back and try all over again.
DAY 3
In this lesson, you will learn how to write radicals to expression to rational exponents.
To write radicals to expression to rational exponents, the power/exponent of the radicand
becomes the numerator of the rational exponent and the root/index/order of the radical
becomes the denominator of the rational exponent.
𝒆
𝒊
√𝒙𝒆 = 𝒙 𝒊
Examples.
Transform the given radicals to rational exponents.
Radical Form Rational Form
1
2
1. √6 √6 62
3
2
2. √(5𝑎𝑏)3 √(5𝑎𝑏)3 (5𝑎𝑏)2
2 5
3
3. (4𝑥) √𝑥 2 (4x)( 𝑥 3 ) 4𝑥 3
𝟐
2
4. √3𝑥 2 + 4𝑏 2 ( √3𝑥 2 + 4𝑏 2 )2 (3𝑥 2 + 4𝑏 2 ) 𝟐 3𝑥 2 + 4𝑏 2

Transform the given expressions rational exponents to radical form.
3 3
1. √82 2. √(10𝑥𝑦)5 3. (5𝑚)√𝑚3
You should get ,
2 5 5
1. 83 2. (10𝑥𝑦)3 3. 5𝑚 2
If your answers are correct, you may proceed to next discussion. If not, I am sorry
but you have to go back to example number 1 and try all over again.
52
DAY 4
Read the directions carefully and answer the following activity, write your answer in your notebook.
Activity 1: Fill-Me-In!
Simplify the following expressions with rational exponents by filling in the boxes with
solutions. The first one is done for you.
2 4 2 4 2+12 14
𝑐9 𝑐3 𝑐 9 +3 𝑐 9 𝑐9
9 4
2 4 −5 𝑐2 𝑐3 2.
1
𝑥 5 𝑦 10 1.
𝑥2𝑦2
1 1
𝑎2 3. 4. 𝑎5
3
𝑎10
4 1
2−3 5. 6. 1
5 22
2−6
1
7. 8. 1
(𝑥 12 𝑦 10 )2
𝑥6𝑦5
You may check your answers by turning to the key to correction. Score Description
Give yourself one (1) point for every correct answer. 7-8 Very Good
5-6 Good
3-4 Fair
How many correct answers did you get? Turn to section J
Rate the result using the table. 0-2 and work on the
Read the directions carefully and answer the following activity, write your answer in your notebook.
Activity 2: Fill-Me-In
Carefully analyze the first two examples then fill in the rest of the exercises with the correct
answer.
A. Exponential to Radical
2 3 3
33 √ 32 √9
3 5 5
2 5 √ 23 3 √8 3
3
54 1. 2.
3
3 2 3. 4.
2
3 3 5. 6.
2 2
53
B. Radical to Exponential
1 1
√3 32 32
4 4 3
√8 6 √23 ( 2 )3
(2 2 )4
√6 5 7. 8.
1 9. 10.
3
√5
5 27 11. 12.
64
You may check your answers by turning to the key to Score Description
11-12 Very Good
correction. Give yourself one (1) point for every correct
8-10 Good
answer. 6-7 Fair
Rate the result using the table. 0-5 and work on the

The lesson was about simplifying expressions with rational exponents and how to write
expressions with rational exponents as radicals and vice versa. You learned to apply your
understanding of the laws of exponents to simplify expressions with rational exponents. You
1
1 𝑛
also learned that a is defined as the principal nth root of b. In radical symbols: √𝑎 = 𝑎𝑛 ; and
𝑛
𝑚
𝑛
for a > 0 and positive integers m and n where a > 1, 𝑎 𝑛 = √𝑎𝑚 , provided that it is defined.
Moreover, you were given the chance to demonstrate your understanding of the lesson by
doing a practical task. Your understanding of this lesson and other previous learned
mathematics concepts and principles will facilitate your learning of the next lesson on radicals.
Radical expression or radical is an expression containing the symbol √ which is

called radical sign.
Index - indicates the degree of the radical such as square root, cube root, etc.
Radicand - is a number or expression inside the radical symbol.
54
To write expression with rational exponents to radicals, the numerator of the rational
exponent becomes the power/exponent of the radicand and the denominator of the
rational exponent becomes the root/index/order of the radical.
𝒆
𝒊
𝒙 𝒊 = √𝒙 𝒆
To write radicals to expression to rational exponents, the power/exponent of the
radicand becomes the numerator of the rational exponent and the root/index/order
of the radical becomes the denominator of the rational exponent.
𝒆
𝒊
√𝒙 𝒆 = 𝒙 𝒊
DAY 5
EVALUATION 4
Name:_______________________ Section:_______________________
I. (WRITTEN WORKS) - Match the symbols and notations in Column A with the term/s
used to refer to them in Column B.
COLUMN A COLUMN B
1. 𝑎 in √𝑎 a. cube root of -8
3
2. 3 in √𝑎2 b. radical sign
3. c. rational exponent
4. -- d. base
𝑚
𝑚
5. in 𝑎 𝑛 e. negative square root
𝑛
6. 5 in 53 f. power/exponent
𝑛
7. 𝑚 in √𝑎𝑚 g. nth root of x
8. 𝑏 in 𝑏 2 = 𝑎 h. radicand
3
9. −2 in √−8 = −2 i. index/order
𝑛
10. √𝑥 j. square root of 𝑎
k. square root of 𝑎
II. (WRITTEN WORKS) - Simplify the following expressions.
3 1 5 4
1. (𝑎6 )2 6. (𝑎4 𝑏 6)
2
1
64 −3
2. (216𝑥 9 )3 7. ( )
125
3
3 −2 1 2
3. (𝑦 ) 2 8. (𝑎 ) 2
55
Name:_______________________ Section:_______________________
1
81 2 6𝑥 2
4. ( ) 9. 1
16
3𝑥 2
1 4 3
5. 3𝑏 2 ∙ 𝑏 3 10. 3𝑏 2 ∙ 5𝑏 2 ∙ 2𝑏 −2
III. (WRITTEN WORKS) - Transform the given radical form into exponential form and
exponential form into radical form. Assume that all the letters represent positive real
numbers.
Radical Form Exponential Form
4
√7𝑥 3 1.
2. 5
(16)3
4
3
( √6𝑥 ) 3.
1 4.
5
(√2𝑏)
5. 7
(5𝑥)4
6. 1
(𝑎2 𝑏 3 𝑐 2 )3
5
3
( √4𝑛) 7.
8. 2
(2𝑘 2 )−5
9.
4
𝑎3
10. 5
−5
3𝑎2
( 3)
2𝑏

REMEDIATION 1:
3
1. (𝑛4 )2
5
2. (27𝑝 6 )3
3
3. (64𝑚4 )2
3
4. (𝑎8 )2
1
5. (216𝑟 9 )3

56
REMEDIATION 2:
Transform the given radical form to exponential form and exponential form to radical form.
Assume that all the letters represent positive real numbers.
You may check your answers to the key to corrections.

or send him/her a private message thru his/her Facebook account.
KEY TO CORRECTION
REVIEW: ACTIVITY 1:
1. BINIBINI
2.MARIKIT
3.MARIKIT TRANSFORM
4.BINIBINI
5.MARIKIT
6. BINIBINI

ACTIVITY 1 ACTIVITY 2.A
10 20 4 2
1. 𝑥 − 5 𝑦 −10 1. √53 4. 3 √𝑏 3
2
2. 𝑥 −2 𝑦 −2 4
2. √125
3
5. √(
3
)
1 3 2𝑝2
3. 𝑎2 − 10
2 3 9
5−3 3 3 √𝑏 3 6. √ 4
4. 𝑎 10 4𝑝
4 5
5. 2−3+6
−8+5 ACTIVITY 2.B
1 5
6. 2 6
7. 62 𝑥 2 10.
1
12 10 1
−2 −2 53
7. 𝑥 𝑦 1
1
27 5
8. 𝑥 −6 𝑦 −5 8. (6𝑥 5 )2 11. ( )
64
1
1 27 5
9. . 1 12. ( )
53 64

2
1. 𝑛6 1. (𝑎𝑏)3
2. 243𝑝10 4
2. √7
3
4. √(5𝑎3 𝑏2 )2
3. 512𝑚6 1
3 2
1
5. (8)3
4. 𝑎12 3. ( 5 )
𝑦
5. 6𝑟3
57
Grade 9 MATHEMATICS
WEEK 5
I. OBJECTIVES
The learner
1. derives the laws of radicals. (M9AL-IIf-2)
2. simplifies radical expressions using the laws of radicals. (M9AL-IIg-1)
D. Objectives:
1. derive and illustrate the law on radicals.
2. simplify radical expressions
3. rationalize a fraction whose denominator contains a radical.
II. CONTENT
RADICALS
Learning Resources:
A. References: Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C.
and Lapinid, Minie Rose C., pp. 214 – 229
Intermediate Algebra Textbook for Second Year by Jose-Dilao, Soledad
and Bernabe, Julieta G., pp. 143 – 148
III. PROCEDURES
DAY 1
An awesome day to you! In your previous lesson, you’ve learned how to transform an
exponential form into a radical form and vice versa. However, have you ever thought about who
invented and contributed the concept of radicals? Read the trivia below.
DID YOU KNOW?

Christoph Rudolff (born 1499 in Jauer, Silesia, died 1545
in Vienna) was the author of the first German textbook on
algebra. The town of Jauer, in which he was born, was
culturally Polish but had been under the control of the
Bohemians since 1335. It would appear that Rudolff's mother
tongue was German and, during his lifetime, Jauer came
under Austrian Habsburgs control in 1526. By this time,
however, he was living in Vienna. In fact he studied algebra
in Vienna between 1517 and 1521. His teacher there was
Heinrich Schreyber from Erfurt, who is better known by his
Latin name Henricus Grammateus. Schreyber taught at the
University of Vienna between 1517 and 1521, so we know that
Rudolff must have studied there for some period before 1521.
He remained in Vienna after studying at the university and
earned his living giving private lessons in mathematics.
Rudolff's book Coss, written in 1525, is the first German
algebra book. In his book, containing 12 chapters, he
explained the methods to compute square roots and cube roots
of numbers. He used √ for square roots (the first to use this
notation).
58
I hope you had an insight on the person responsible for this study. Before we proceed
further with our discussion, refer to the exercises below.
Let’s have some warm-up exercises to test your understanding about the concept of radicals.
REVIEW:
Write your answers in your notebook
4
1. ( √2)5 1. _____
3
2. _____ 2. (10𝑛)2
3
3. ( √3𝑎)4 3. ____
1
4. _____ 4. (5𝑥)−2
1
5. 5. ____
(√3𝑘)5
Once done, proceed to the next part of the lesson.

For the next part, let’s have the activity entitled “Find my Molecular Structure”, in this
activity pictures of some substances are presented below. You need to identify the correct
molecular structure of the given pictures below. Match each substance with its
corresponding molecular structure by writing the letter of your answer in your notebook.
ACTIVITY 2: FIND MY MOLECULAR STRUCTURE
1. 2.
3. 4.
A. B. C. D.
Did you enjoy the activity?

Just like the substances in the given activity, we have expressed them in their simplest
form or molecular structures. Radicals, in the same way, can also be simplified.
corrections. Give yourself one (1) point for every correct answer. How many correct answers
did you get?
59
In the previous lesson, you learned how to write expressions with rational exponents
as radicals. Now, let us learn how to simplify radical expressions through the following laws
on radicals.
Assume that when 𝒏 is even, 𝒂 > 𝟎.
𝑛 𝑛
1. ( √𝑎) = 𝑎
𝑛 1 𝑛
𝑛
Proof: ( √𝑎) = (𝑎𝑛 ) = 𝑎
Examples:
3 3 𝑛 𝑛
a. ( √4) = 4 Apply ( √𝑎) = 𝑎 Law.
b. √64 = √82 Express 64 in exponential form. 64 = 82

𝑛 𝑛
=8 Apply ( √𝑎) = 𝑎 Law.
Try to simplify the following radicals. Write your solutions and answers in your notebook.
a. √169
3
b. √64
4
c. ( 4√𝑦)
You should get these answers:
a. 13
b. 4
c. y
If you get the correct answers, you may proceed to the next part of the discussion.
If not, I am sorry but you have to go back to example letter a in Law number 1 and try
all over again.
𝑛 𝑛 𝑛
2. √𝑎𝑏 = √𝑎 √𝑏
1 1 1
𝑛 𝑛 𝑛
Proof: √𝑎𝑏 = (𝑎𝑏)𝑛 = (𝑎)𝑛 (𝑏)𝑛 = √𝑎 √𝑏
Examples:
a. √50 = √(25)(2) The greatest perfect square factor that divides 50 is 25.
𝑛 𝑛 𝑛
= √25√2 Apply √𝑎𝑏 = √𝑎 √𝑏 Law.
= √52 √2 25 is equal to 52 .
𝑛 𝑛
= 5√2 Simplify by applying ( √𝑎) = 𝑎 Law.
3 3
b. √−32𝑥 5 = √(−8𝑥 3 )(4𝑥 2 ) The greatest perfect cube factor of −32𝑥 5 is −8𝑥 3 .
Divide −32𝑥 5 by −8𝑥 3 . It is 4𝑥 2 .
3
= √(−23 𝑥 3 )(22 𝑥 2 ) Express −8𝑥 3 as −23 𝑥 3 and 4𝑥 2 as 22 𝑥 2 .
3 3 𝑛 𝑛 𝑛
= √(−23 𝑥 3 ) √(22 𝑥 2 ) Apply √𝑎𝑏 = √𝑎 √𝑏 Law.
3 𝑛 𝑛 3
= −2𝑥 √(22 𝑥 2 ) Apply ( √𝑎) = 𝑎 Law in √(−23 𝑥 3 )
3
= −2𝑥 √4𝑥 2 Simplify.
Now, on your own, will you try to simplify the following in your notebook.
3
a. √16
b. √40
c. √18𝑎3
You should get the following as your answers.

3
a. 2 √2
b. 2√10
c. 3𝑎√2𝑎
If you get the answers correctly, then you may proceed to the next part of the
lesson. If not, I am sorry but you have to go back to Law number 2 example letter a
and try all over again.
60
𝑛
𝑛 𝑎 √𝑎
3. √ = 𝑛 ,𝑏 >0
𝑏 √𝑏
1 1
𝑛
𝑛 𝑎 𝑎 𝑛 𝑎𝑛 √𝑎
Proof: √𝑏 = (𝑏 ) = 1 = 𝑛
𝑏𝑛 √𝑏
Examples:
3 𝑛
3 −64 √−64 𝑛 𝑎 √𝑎
a. √ = 3 Apply √ = 𝑛 Law.
𝑥6 √𝑥 6 𝑏 √𝑏
3
√(−4)3 3
= 3 Write −64 into (−4)3 and 𝑥 6 into √(𝑥 2 )3 .
√(𝑥 2 )3
−4 𝑛 𝑛
= Simplify by applying ( √𝑎) = 𝑎 Law.
𝑥2
𝑛
𝑥 24 √𝑥 24 𝑛 𝑎 √𝑎
b. √ = Apply √ = 𝑛 Law.
9 √9 𝑏 √𝑏
√(𝑥 12 )2
= Express 𝑥 24 𝑎𝑠 (𝑥 12 )2 and 9 𝑎𝑠 32 .
√32
𝑥 12 𝑛 𝑛
= Simplify by applying ( √𝑎) = 𝑎 Law.
3
It’s your turn. Try to solve these. Write your solutions and answers in your notebook.
100
a. √
4
75
b. √
36
18𝑥 3
c. √
49
You should get the following answers.

a. 5
5√3
b.
6
3𝑥 √2𝑥
c.
7
If not, I am sorry but you have to go back to Law number 3 example letter a and try all
over again.
𝑚 𝑛 𝑚𝑛 𝑚 𝑛
4. √ √𝑎 = √𝑎 = √ √𝑎
1
𝑚 𝑛 1 𝑚 1
𝑚𝑛
Proof: √ √𝑎 = (𝑎 ) = 𝑎𝑚𝑛 = 𝑛 √𝑎
1
𝑛 𝑚 1 𝑛 1
𝑚𝑛
√ √𝑎 = (𝑎𝑚 ) = 𝑎𝑚𝑛 = √𝑎
Examples:
6 3 𝑚𝑛 𝑛 𝑚
a. √4 = √√4 Apply √𝑎 = √ √𝑎
3
= √√22 Write 4 in exponential form 22 .
3
= √2 Simplify √22 .
3 3 𝑛 𝑚 𝑚 𝑛
b. √√27 = √ √27 Apply √ √𝑎 = √ √𝑎.
3
= √ √33 Express 27 𝑎𝑠 33
3
= √3 Simplify √33 .
Try to solve these. Write your solutions and answers in your notebook.
6
a. √16
3
b. √ √81
3
c. √√125𝑥 3
You should get these answers:
3
a. √4
3
b. √9
c. √5𝑥
61
If not, I am sorry but you have to go back to Law number 4 example a and try all over
again.
you have to review the quotient rule and try all over again.
DAY 2
Let us now simplify radicals by removing the perfect 𝑛𝑡ℎ powers.
Removing the Perfect 𝒏𝒕𝒉 Powers

To simplify radicals by removing the perfect 𝑛𝑡ℎ powers, break down the
𝒏 𝒏
radicand into perfect and non-perfect 𝑛𝑡ℎ powers and apply the property √𝒂𝒃 = √𝒂 ∙
𝒏
√𝒃.
Simplify the following by removing the perfect 𝑛𝑡ℎ powers.
1. √32 Since the index is not written, it is understood to be 2. Therefore,

= √16 ∙ 2 We must find factors of 32 that will give us a perfect square.
= √16 ∙ √2 Get the square root of each factor.
= 𝟒√𝟐 Since 16 is a perfect square, we will move its root outside the
radical sign. On the other hand, 2 is not a perfect square and its factors
are 1 and itself only, therefore, it will remain inside the radical sign.
2. √𝑏 3 Find factors of 𝑏 3 that will give us a perfect square. Since the

= √𝑏 2 ∙ 𝑏 Index is 2, we must make groups of 𝑏 with an exponent of 2.
= √𝑏 2 ∙ √𝑏 Get the square root of each factors.
= 𝒃√𝒃 Since 𝑏 2 is a perfect square, we will move its root outside the
radical sign. On the other hand, 𝑏 is not a perfect square, therefore, it will
Remain inside the radical sign.
3. √16𝑥 3 𝑦 5 Since the index is 2, factor out the perfect squares.

= √16 ∙ 𝑥 2 ∙ 𝑥 ∙ 𝑦 2 ∙ 𝑦 2 ∙ 𝑦 Get the square root of each factor. For perfect square
= 4 ∙ 𝑥 ∙ 𝑦 ∙ 𝑦 √𝑥 ∙ 𝑦 terms, move the roots outside the radical sign. Non-perfect
= 𝟒𝒙𝒚𝟐 √𝒙𝒚 square terms will remain inside the radical sign. Simplify all terms
inside and outside the radical sign by means of multiplication.
3
4. √−54𝑥 4 𝑦 8 Since the index is 3, factor out the perfect cube.
3
= √(−27)(2)𝑥 3 ∙ 𝑥 ∙ 𝑦 3 ∙ 𝑦 3 ∙ 𝑦 2 Get the cube root of each factor. For perfect cube
3
= −3 ∙ 𝑥 ∙ 𝑦 ∙ 𝑦 √(2) ∙ 𝑥 ∙ 𝑦 2 terms, move the roots outside the radical sign.
𝟑
= −𝟑𝒙𝒚𝟐 √𝟐𝒙𝒚𝟐 Non-perfect cube terms will remain inside the radical
sign. Simplify all terms inside and outside the radical
sign by means of multiplication.
Try these in your notebook.

Simplify the following by removing the perfect 𝑛𝑡ℎ powers.
3
1. √𝑎5 2. √8𝑥 4 𝑦 3 3. √−16𝑥 7 𝑦 11

3
1. 𝑎2 √𝑎 2. 2𝑥 2 𝑦√2𝑦 3. −2𝑥 2 𝑦 3 √2𝑥𝑦 2
If all your answers are correct, you may proceed to the next part of the discussion. If
not, I am sorry but you have to go back and try all over again.
62
DAY 3
You will now learn how to rationalize radical expressions, if the denominator contains a
radical.
A radical expression is not considered to be in simplest form when its denominator
contains a radical. The process of rewriting the quotient so that the denominator contains no
nth roots is called rationalizing the denominator.
The simplified form of a radical expression would require;
 No prime factor of a radicand that has an exponent equal to or greater than the
index.
 No radicand contains a fraction
 No denominator contains a radical sign.
A. Rationalize the denominator

1
a.
√5
2
b.
√x
4
c.
3√2x
Solutions:
1 1 √5 √5
a. =( )( ) Multiply by since (√5)( √5) = 5
√5 √5 √5 √5
√5
= the denominator now is a perfect square
(√5)2
√5 √5
= The quotient has been rationalized
5 5
2 2 √𝑥
b. =( )( ) Since (√𝑥) (√𝑥) = 𝑥
√x √x √x
2√𝑥
= simplified form
𝑥
4 4 √2𝑥
c. =( )( ) Multiply the numerator and the denominator by √2x
3√2x 3√2x √2x
4√2𝑥
= the square of (√2x)(√2x)=2x
3(√2𝑥)2
4√2𝑥
=
3(2𝑥)
4√2𝑥
= multiply 2x and 3
6𝑥
2√2𝑥
=
3𝑥

Rationalize the denominator. You should get .
1 √6
a. a.
√6 6
4 4√𝑥
b. b.
√x 𝑥
8 4√2𝑦
c. c.
√2y 𝑦
If your answers are correct, you may proceed to the next example. If not, I am
sorry but you have to go back to example in A and try all over again.
By following the same procedure, we can rationalize denominators containing n th roots.

B. Rationalize the denominator.
2 5 32
a. 3 b. √
√2 𝑥
63
Solutions:
3
2 2 √22 3 3
a. 3 = ( 3 )( 3 ) multiply √22 × √22 = 2
√2 √2 √22
2 3√4
=
3(√2)2
2 3√4
= divide out the common factors
2
3
= √4 simplified form
5 𝑛
5 32 √32 𝑛 𝑎 √𝑎
b. √ = 5 apply √ = 𝑛 ,𝑏 >0
𝑥 √𝑥 𝑏 √𝑏
2
= 5
√x
5 5
2 √𝑥 4 √x4 5 5
=( 5 ) ( 5 4
) multiply 5 since ( √x4 )( √x4 ) = x
√x √𝑥 √x4
5
2 √𝑥 4
= simplified form
𝑥

1
a.) 4
√2
664
b) √𝑦
3 27
c.) √
𝑥
You should get:
4
√2
a.
2
6
2 √y5
b.
y
3
3 √x2
c.
x
If your answers are correct, you may proceed to the next activity If not, I am sorry
but you have to go back to example B and try all over again.
DAY 4
Read the directions carefully and answer Activity 1 below.
ACTIVITY 1
Simplify the following and write your solutions and answers in your notebook.
3
1. √144 7. √−54𝑥 4 𝑦 8
4 64
2. √𝑏 4 8. √
9
3. √200 300
3
9. √
81
4. √40
3 𝑥 5𝑦3
5. √𝑥 5 10. √
125
6
6. √16𝑥 3 11. √25
3
12. √√8𝑎3
Score Description
You may check your answers by turning to the key to corrections. 10 – 12 Very Good
Give yourself one (1) point for every correct answer. How many 7–9 Good
correct answers did you get? Rate the result using the table. 4–6 Fair
Turn to section
J and work on
If your score is at least 7 out of 12, you may now proceed to the 0–3 the enrichment
next activity activities
64
ACTIVITY 2
Simplify the following radicals. Write your answers in your notebook.
1. √12 6. √289𝑎4 𝑏 2
2. √98 7. √4𝑥 2 𝑦 3
3 3
3. √40 8. √1000𝑥 6 𝑦 5 𝑧 3
4 4
4. √48 9. √162𝑥 2 𝑦 4 𝑧 6
3
5. √2𝑎3 𝑏 3 10. √128𝑥 5 𝑦 4 𝑧 3
Give yourself one (1) point for every correct answer. 9 - 10 Very Good
6-8 Good
How many correct answers did you get? 3-5 Fair
If your score is at least 6 out of 10, you may now proceed to the 0-2 and work on the
next activity

ACTIVITY 3
Rationalize the denominator and simplify
3
1.√
5
8𝑎
2. √
3𝑏𝑐³
3 1
3. √
9
5
4. 2𝑥³√
𝑥²
2
5. 3
√4
Score Description
You may check your answers by turning to the key to corrections. 5 Very Good
Give yourself one (1) point for every correct answer. How many 3-4 Good
correct answers did you get? 2 Fair
Turn to section J
Rate the result using the table. and work on the
0-1
If your score is at least 6 out of 10, you may now proceed to the next enrichment
activities
activity

A rational exponent is an exponent in the form of a fraction. Any expression that
contains the square root of a number is a radical expression. Both have real world
applications in fields like architecture, carpentry and masonry. Radical expressions are
utilized in financial industries to calculate formulas for depreciation, home inflation and
interest. Electrical engineers also use radical expressions for measurements and
calculations. Biologists compare animal surface areas with radical exponents for size
comparisons in scientific research.

LAWS OF RADICALS
𝑛 𝑛
1. ( √𝑎) = 𝑎
𝑛 𝑛 𝑛
2. √𝑎𝑏 = √𝑎 √𝑏
𝑛
𝑛 𝑎 √𝑎
3. √ = 𝑛 , 𝑏 > 0
𝑏 √𝑏
𝑚 𝑛 𝑚𝑛 𝑛 𝑚
4. √ √𝑎 = √𝑎 = √ √𝑎
65
Removing the Perfect 𝒏𝒕𝒉 Powers
To simplify radicals by removing the perfect 𝑛𝑡ℎ powers, break down the
𝒏
radicand into perfect and non-perfect 𝑛𝑡ℎ powers and apply the property √𝒂𝒃 =
𝒏 𝒏
√𝒂 ∙ √𝒃
The process of rewriting the quotient so that the denominator contains no nth
roots is called rationalizing the denominator.
The simplified form of a radical expression would require;
 No prime factor of a radicand that has an exponent equal to or greater
than the index.
 No radicand contains a fraction
 No denominator contains a radical sign.
DAY 5
EVALUATION 5
Name:_______________________ Section:_______________________
(WRITTEN WORKS) - Simplify the following

3
1. √121 10. √216𝑥 15 𝑦 27
5 3
2. √𝑚5 11. √250𝑚9 𝑛111. √45
3. √250 12. √20𝑥 2 𝑦 3
4. √𝑎5 13. √27𝑏13 𝑐 17
144 7
5. √ 14.
9 √𝑦
3
3 15. 3
6. √√216𝑦 3 √2𝑦
3𝑥
16.
7. √75 2√𝑥
4 1
8. √9𝑥 2 𝑦 8 17. √
8
9. √81𝑎4 𝑏 6 𝑐 10
𝑥²
18. 10x √
12

REMEDIATION. Copy this and write your answers in your notebook.
Draw a line that matches the radical expression to its simplified form.
1. √196 4xy√3𝑥 2 𝑦
2.√200 −5
𝑏2
66
3
3. √192𝑥 5 𝑦 4 14
√6
3 −125
4.
𝑏6
10√2
3
5. √√216 13

KEY TO CORRECTION
REVIEW:
4 5 5
1. ( √2) 1. 24
3 3
2.(√10𝑛) 2. (10𝑛)2
3 4
3. ( √3𝑎)4 3. (3𝑎)3
1 1
4.
√5𝑥 4. (5𝑥)−2
1 5
5.
(√3𝑘)5 5. (3𝑘)−2
ACTIVITY 2
67
Activity 1 1. 2√3 6. 17𝑎2 𝑏
1. 12 2. 7√2 7. 2𝑥𝑦 √𝑦
2. b 3 3
3. 2 √5 8. 10𝑥 2 𝑦𝑧 √𝑦 2
3. 10√2 4 4
3 4. 2 √3 9. 3𝑦𝑧 √2𝑥 2 𝑧 2
4. 2 √5
3
5. 𝑥 2 √𝑥 5. 𝑎𝑏√2𝑎𝑏 10. 4𝑥𝑦𝑧 √2𝑥 2 𝑦
6. 4𝑥 √𝑥
ACTIVITY 3:
7. −3𝑥𝑦 2 √2𝑥𝑦 2 √15 1√15
8 1. or
8. 5 5
3
√6𝑎𝑏𝑐
10√3 2. 2
9. 3𝑏𝑐²
9 3
3 √3 13
𝑥𝑦 √𝑥 2 3. 3 or √3
10. 3 3
5 3
3 4. 2 √5𝑥
11. √5 3
5. √2
12. √2𝑎

ACITIVITY 1:
1. √196 4xy√3𝑥 2 𝑦
2.√200 −5
𝑏2
3
3. √192𝑥 5 𝑦 4
14
3 −125 √6
4.
𝑏6
10√2
3
5. √√216
13
68
Grade 9 MATHEMATICS
WEEK 6
I. OBJECTIVES
The learner
1. performs operations on radical expressions. (M9AL-IIh-1)
D. Objectives:
1. performs operations on radical expressions.
II. CONTENT
RADICAL EXPRESSIONS
Learning Resources:
A. References: Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C. and
Lapinid , Minie Rose C., pp. 260-272
Learners Material for Mathematics Grade 9 pp 251-277
III. PROCEDURES
DAY 1
Hi… Are you now ready to check the skills that you had learned about simplifying radicals?
Copy and answer this activity in your notebook. To check if your answers are correct see the
key to correction.
REVIEW:
Directions: Help Super Ma’am find the correct path towards the Tamawo by simplifying
each radical expression into the simplest form.
√15 2
6√12 12√3 √75𝑥 2 𝑦 √3 (−√6)
5x√3y 5√20
100
24√3 √3
√5𝑥3𝑦 6
10
√27 √216
3 √216𝑥3𝑦3 6x√6y √147 3√7
√3 √8
9 6𝑥𝑦√6𝑥𝑦 7√3 3√3
2x √24𝑥 5
2√5xy 6√128 6x2 √2x
√5xy 48√2
5y √3 3
69
Another enjoyable, fun, easy and interesting lesson is about to unfold. Ready?
Tell whether the radicals in each picture are similar or dissimilar. Write your answers in your
notebook. To check if your answers are correct see the key to correction.
ACTIVITY 1: SIMILAR OR DISSIMILAR?

1. 3.
2. 4.
Why do we need to know whether the radicals are similar or dissimilar?

In this lesson you will learn how to perform operations on radicals. Let us have a review.
1. What makes radicals similar?
2. What makes them dissimilar?
Radicals are similar if they have the same order or index and radicand.
3 3
Example: 3√5 and 2√5, 2y √𝑥 and 10𝑦 √𝑥
Radicals are dissimilar if they have different order or index and radicand
3
Example: 3√3 and 2√5, 3√3 and 2 √3

State whether the radicals are similar or dissimilar.
3 3
1. 3√2 and 6√2 3. - √3 and 2 √3
3
2. 3√2 and 5√3 4. 4. √𝑥 and √𝑥
You may get 1. Similar 2. Dissimilar 3. Similar 4. Dissimilar

If your answer is correct, you may proceed to next discussion. If not, I am sorry but
you have to go back to the given example and try all over again.
70
How do we add and subtract radicals?
Expressions that contain similar radicals can be combined by addition and subtraction.
Example 1. Simplify 3√2 + 2√2 .
3√2 + 2√2 = (3+2) √2 3√2 + 2√2 can be combined since they have
= 5√2 same indices and radicands.
Example 2. Simplify 2 3√𝑦 - 3√𝑦 + 3 3√𝑦 .

2 3√𝑦 - 3√𝑦 + 3 3√𝑦
= (2 − 1 + 3) 3√𝑦
= 4 3√𝑦
Example 3. Simplify 6√3𝑎 - 2√𝑎 + √3𝑎 + 5√𝑎 .

6√3𝑎 - 2√𝑎 + √3𝑎 + 5√𝑎
= (6 + 1)√3𝑎 + (5 − 2)√𝑎 6√3𝑎 𝑎𝑛𝑑 √3𝑎 can be combined.
= 7√3𝑎 + 3√𝑎 - 2√𝑎 and 5√𝑎 can also be combined.
Example 4. Simplify √8 + √18 − √32.

√8 +√18 − √32
= √4 • 2 +√9 • 2 − √16 • 2 simplify √8 , √18, √32
= 2√2 +3 √2 − 4√2 combine similar radicals
= (2 + 3 − 4)√2 perform the indicated operation
= 1√2 𝑜𝑟 √2
Example 5. Simplify √12𝑥 3 − √300𝑥 3 .

√12𝑥 3 − √300𝑥 3
= √4𝑥 2 • 3𝑥 −√100𝑥 2 • 3𝑥
= 2𝑥√3𝑥 − 10𝑥√3𝑥
= −8𝑥√3𝑥
Example 6. Simplify 4𝑎√18𝑎 +3 √98𝑎3 .

4𝑎√18𝑎 +3 √98𝑎3
= 4𝑎√9 • 2𝑎 +3√49𝑎2 • 2𝑎
= 4𝑎 • 3√2𝑎 +3 • 7𝑎√2𝑎
= 12𝑎√2𝑎 +21𝑎√2𝑎
= (12𝑎 + 21𝑎)√2𝑎
= 33𝑎√2𝑎
Add or subtract the coefficient then affix the common radical.

Simplify each expression.
1. 3√2 + 4√2 4. √75 − √12 + √108
3 3 3
2. 9 √3 + 2 √3 − 6 √3 5. √20𝑥 3 𝑦 + √45𝑥 3 𝑦
3. √2 − 4√6 + 5√2 + √6
You should get,
1. 7√2 3. 6√2 − 3√6 5. 5x√5𝑥𝑦
3
2. 5 √3 4. 9√3
If you get the correct answers, you may proceed to the next discussion. If not, I am
71
DAY 2
Let us proceed to the next discussion, which is multiplication of radicals
MULTIPLICATION OF RADICALS
Consider these products of radicals.

3 3 3
1. √𝑎 ∙ √𝑏 = √𝑎𝑏 2. √𝑎 ∙ √𝑏 = √𝑎𝑏
The product of the square root of two numbers is equal to the square root of the product of
those numbers. Similarly, the product of the cube root of two numbers is equal to the cube
root of the product of those numbers.
This principle is carried still further to the fourth root, fifth root, and in general, to the 𝑛th root.
Remember!
𝒏 𝒏
To multiply radicals of the same order or index, use the property √𝒂𝒃 = √𝒂 ∙
𝒏
√𝒃, then simplify by removing the perfect 𝑛th powers from the radicand.
Simplify the following.
1. 3√2 ∙ √6
= 3(1) √2(6)
= 3√12 Multiply the coefficients and multiply the radicands.
= 3√4(3) Factor out the radicand.
= 3(2) √3 Get the square root of each factor.
= 6√3 Simplify.
2. 2√𝑥 ∙ 5√6𝑥 ∙ √2𝑥

= 2(5)(1)√𝑥(6𝑥)(2𝑥)
= 10√12𝑥 3 Multiply the coefficients and multiply the radicands.
= 10√4(3)(𝑥 2 )(𝑥) Factor out the radicand.
= 10(2)(𝑥)√3𝑥 Get the square root of each factor.
= 20𝑥√3𝑥 Simplify.
Try these!
Simplify the following. Write your answers in your notebook.
1. √5𝑥 ∙ √15 2. 3√5 ∙ 2√6 3. 2√12𝑎 ∙ 3√2𝑎

1. 5√3𝑥 2. 6√30 3. 12𝑎√6
Moving on, to multiply binomials with radicals, use the distributive property or apply special
products of polynomial expressions.
Remember!
To multiply binomials involving radicals, use
either the distributive property or apply the property for
the product of two binomials
(𝑎 ± 𝑏)(𝑐 ± 𝑑) = 𝑎𝑐(𝑎𝑑 ± 𝑏𝑐) ± 𝑏𝑑,
then simplify by removing the perfect 𝑛th powers from the
radicand or by combining similar radicals. You may use
the FOIL (First-Outer-Inner-Last) method.
72
Multiply and simplify the following.
1. √2 (√3 + 2√5)
= √2 (√3) + 2√2 (√5) Apply the distributive property.
= √2(3) + 2√2(5) Multiply the coefficients and multiply the radicands and
= √6 + 2√10 simplify if necessary.
2. (√2 + √3)(4√2 − 2√3)

= √2(4√2) − √2(2√3) + √3(4√2) − √3(2√3) Apply the property for the product of two
= 4√2(2) − 2√2(3) + 4√3(2) − 2√3(3) binomials or FOIL method and simplify.
= 4√4 − 2√6 + 4√6 − 2√9 Multiply the coefficients and the
= 4(2) + 2√6 − 2(3) radicands and simplify.
= 8 + 2√6 − 6
= 2 + 2√6
It is your turn!
Simplify the following. Write your answers in your notebook.
1. √𝑥(2√𝑥 − 3√2) 2. (√3 + 1)(√3 − 2)

1. 2𝑥 − 3√2𝑥 2. 1 − √3
Lastly, to multiply radicals of different indices, it is necessary to change them all to the
same index by transforming the radicals to equivalent expressions containing fractional
exponents. Change the fractional exponents to equivalent fractions having the same
denominators. Transform to radical form and proceed to multiplication of radicals.
Remember!
To multiply radicals of different orders or indices, express them as radicals of the
same order or index then simplify.
Multiply and simplify.
4 3
1. √4 ∙ √2
4 3
= √22 ∙ √2 Simplify.
2 1
= 24 ∙ 23 Write the radicals to powers with rational exponents.
1 1
= 22 ∙ 23 Simplify.
3 2
= 26 ∙ 26 Change exponents to similar fractions.
5
= 26 Copy the base and add the exponents.
6
= √25 Rewrite as a product or radicals with the same index then simplify.
6
= √32
3
2. √6 ∙ √5
1 1
= 62 ∙ 53 Write the radicals to powers with rational exponents.
3 2
=6 ∙5 6 6 Change exponents to similar fractions.
6
= √63 ∙ 52 Rewrite as a product or radicals with the same index then simplify.
6
= √216 ∙ 25
6
= √5400
73
Try these!
Simplify the following. Write your answers in your notebook
3 3
1. √3 ∙ √2 2. √5 ∙ √5

6 6
1. √72 2. √3125
DAY 3
In this lesson, you will learn how to divide radical expressions.
𝑛
√𝑎 𝑛 𝑎
a.) To divide radicals of the same order or index, use the property 𝑛 = √ then
√𝑏 𝑏
rationalize the denominator.
121
Example 1. √ get the square root of the numerator and denominator
36
√121
= since they are perfect squares.
√6
11
=
6
98
Example 2. √
2
√98
=
√2
√ (49)(2)
= get the square root of the numerator and denominator
√2
7√2
= simplify
√2
=7
Now try this. Simplify each expression.

169 125
a. √ b. √
25 5
13
You should get for a. and b. 5
5
If you get the correct answers, proceed to the next example. If not, review examples 1
and 2 and try over again.
b.) To divide radicals of different order or index, it is necessary to express them as

radicals of the same order or index then rationalize the denominator.
3
√3
Example = transform to rational expressions
√3
1
33
= 1 get the LCD of the rational exponents
32
2
36
= 3 transform to radical expressions
36
6
√32
= 6 rationalize the denominator
√33
6 32 33
= √( 3 )( 3) apply the product rules of exponents
3 3
74
6 35
= √ simplify
36
6
√243
=
3
Now try this in your notebook.

3
√2
Simplify the expression, .
2
6
√32
You should get, .
2
If you get the correct answer, proceed to the next example. If not, review the example
and try over again.
c.) To divide radicals with a denominator consisting of at least two terms, rationalize the
denominator using conjugate.
Conjugate - is formed by changing the sign between two terms in a binomial.
3
Example . the conjugate of √2 − 3 is √2 + 3.
√2−3
3 √2+3
= ( )( ) multiply
√2−3 √2+3
3(√2+3)
= since (√2)2 = 2 and (32 ) = 9
(√2)2− 32
3√2+9
= simplify the denominator
2−9
3√2+9
= multiply all the terms by -1 to remove the
−7
negative sign in the denominator
−3√2−9
=
7

√6
Simplify the expression, .
√5−√2
√30−2√3
You should get, .
3
If you get the correct answer, proceed to the next example. If not, review examples 1
and try over again.
DAY 4
Read the directions carefully and answer Activity 1 in your notebook.
ACTIVITY 1: Simplify each expression.
1. 8√2 + 2√2 − √2
2. 2√𝑥 −3√𝑥𝑦 − 5√𝑥 − √𝑦 + 4√𝑥𝑦
3. √25𝑎 −√16𝑎 + √64𝑎
3 3 3
4. 2 √𝑐 2 + 4 √𝑐 2 − 5 √𝑐 2
5. 3√20𝑥 3 − 5𝑥√5𝑥
Score Description
You may check your answers by turning to the key to 4-5 Very Good
3 Good
correction
1-2 Fair
Give yourself one (1) point for every correct answer. Turn to section J
How many correct answers did you get? Rate the result using 0
and work on the
enrichment
the table activities
.
75
ACTIVITY 2: Perform multiplication of radicals and simplify the following expressions.
3
1. √8𝑥 ∙ √4𝑥 ∙ √3𝑥 4. √3 ∙ √2
2. 5√3𝑎3 ∙ 4√25𝑎4 5. (√5 + √3)(√5 + √3)
3. √𝑥(√𝑥 + √2)
Score Description
You may check your answers by turning to the key to corrections. 4-5 Very Good
Give yourself one (1) point for every correct answer. How many 3 Good
correct answers did you get? 1-2 Fair
Turn to section J
Rate the result using the table. 0 and work on the

ACTIVITY 3: Perform division of radicals and simplify the following expressions.
√10
1. 3
√2
4
√3
2. 3
√3
1
3.
2 + √5
Score Description
3 Very Good
You may check your answers by turning to the key to
2 Good
corrections. Give yourself one (1) point for every correct 1 Fair
answer. How many correct answers did you get? Turn to section J
Rate the result using the table. 0 and work on the
G. Finding practical applications of concepts and skills in daily living

Radicals have real world applications in fields like architecture, carpentry and masonry.
Radical expressions are utilized in financial industries to calculate formulas for depreciation,
home inflation and interest. Electrical engineers also use radical expressions for
measurements and calculations. Biologists compare animal surface areas with radical
exponents for size comparisons in scientific research.
Example: The United States’ Pentagon is the world’s largest office building. It houses the
country’s governmental offices and military forces are based. The building itself is a regular
pentagon, meaning that all five sides are of equal length. If each outer wall of the Pentagon
is 32 √828 feet long, we can apply our knowledge of the addition of radicals to find the total
perimeter of the building.

ADDITION AND SUBTRACTION OF RADICALS
 To add or subtract radicals of the same order or index, add or subtract the
coefficient then affix the common radical.
 To add or subtract radicals of the different order or index, express them as
radicals of the same order then simplify.
MULTIPLICATION OF RADICALS
𝒏 𝒏
 To multiply radicals of the same order or index, use the property √𝒂𝒃 = √𝒂 ∙
𝒏
√𝒃, then simplify by removing the perfect 𝑛th powers from the radicand.
 To multiply binomials involving radicals, use either the distributive property
or apply the property for the product of two binomials (𝑎 ± 𝑏)(𝑐 ± 𝑑) = 𝑎𝑐(𝑎𝑑 ±
𝑏𝑐) ± 𝑏𝑑, then simplify by removing the perfect 𝑛th powers from the radicand or
by combining similar
 To multiply radicals of different orders or indices, express them as radicals
of the same order then simplify.
76
DIVISION OF RADICALS
𝑛
√𝑎 𝑛 𝑎
 To divide radicals of the same order or index, use the property 𝑛 = √ then
√𝑏 𝑏
rationalize the denominator.
 To divide radicals of different order or index, it is necessary to express them
as radicals of the same order or index then rationalize the denominator.
 To divide radicals with a denominator consisting of at least two terms,
rationalize the denominator using conjugate.
Conjugate - is formed by changing the sign between two terms in a binomial.
DAY 5
EVALUATION 6
Name:_______________________ Section:_______________________
I. (WRITTEN WORKS) - Perform the indicated operation. Choose the best answer in
Column B to answer the question given. Write the letter of the correct answer in the box
below.
WHO IS HE?
BESIDES BEING A TEACHER, ENGINEER, FARMER, DISCOVERER, ETC., HE HAS
BEEN ALREADY A TERRIFIC SCULPTOR EVEN AT VERY YOUNG AGE.
Column A Column B
1. 2√5 + 4√5 R. −7√3
2. 7√3 − 3√3 J. 6√5
3. 2√6 − 7√6 E. 8√10
4. 5√10 + 4√10 − √10 Z. √𝑎 + 8√𝑏
5. 2√3 − 6√3 − 3√3 I. 6√2 − 3√6
6. √2 − 4√6 + 5√2 + √6 S. −5√6
7. 3√𝑎 + 9√𝑏 − √𝑏 − 2√𝑎 O. 4√3
8. 3√12 + 4√3 L. 2√5
9. 8√5 − 2√45 A. 10√3
1 2 3 4 5 6 7 8 9
II. (PERFORMANCE TASK) - Perform multiplication of radicals and simplify the following
expressions. Show your solutions. See the attached rubrics for answering on page 77.
3
1. 3√5𝑦 ∙ √6𝑦 ∙ √12𝑦 4. √10 ∙ √5
2. 5√3𝑎2 ∙ 3√25𝑎 5. (2√3 + 4)(2√3 − 3)
3. √6(√2 + √3)
III. (PERFORMANCE TASK) - Perform division of radicals and simplify the following
expressions. Show your solutions. See the attached rubrics for answering on page 77.
3 4
√3 √2
1. 4. 3
√3 √2
3
√6 1
2. 4 5.
√6 3−√11
3
√36
3. 4
√6
77
REMEDIATION 1:
Perform addition and subtraction of radicals and simplify the following expressions. Write
your answers in your notebook.
3 3 3
1. 10 √3 + 3 √3 − 7 √3
2. √80 − √125 + √20

REMEDIATION 2:
Perform multiplication of radicals and simplify the following expressions. Write your answers
in your notebook.
3
1. √5 ∙ √15 4. √9 ∙ √2
2. √18𝑥 ∙ √32𝑥 5. (4√2 + 2√3)(√3 − 3√2)
3. √6(√8 + √7)

REMEDIATION 3:
Perform division of radicals and simplify the following expressions. Write your answers in
your notebook.
√5
1.
√7
√9
2.
√3
1
3.
√3−1

KEY TO CORRECTION
REVIEW:
78
ACTIVITY 1: SIMILAR OR DISSIMILAR?
1. similar
2. dissimilar
3. similar
4. dissimilar

ACTIVITY 1: ACTIVITY 2:
3 6
1. 9√2 4. √𝑐 2 1. 4𝑥√6𝑥 4. √108
2. −3√𝑥 − √𝑦 + √𝑥𝑦 5. 𝑥√5𝑥 2. 100𝑎3 √3𝑎 5. 8 + 2√15
3. 9√𝑎 3. 𝑥 + √2𝑥
ACTIVITY 3:
6
1. √250
12
√177,147
2.
3
3. −2 + √5

3 6
1. 6 √3 1. 5√3 4. √648
2. √𝟓 2. 24𝑥 5. −18 − 2√6
3. 4√3 + √42
REMEDIATION 3:
√35
1.
7
2. √3
√3+1
3.
2

5 4 3 2 1
At least
Less than
All of the 30% of
correct items
(100%) are
correct
correct
5 4 3 2 1
At least
Less than
30% of
the
assigne
d task is
complet
complete
e
5 4 3 2 1
At least
30% of
work is Less than
shown - shown -
somewhat quite
presented presented
y correct presented
answers .
are
missed. are missed.
used.
79
Grade 9 MATHEMATICS
WEEK 7
I. OBJECTIVES
The learner
1. solves equations involving radical expressions. (M9AL-IIh-1)
2. solves problems involving radicals. (M9AL-IIj-1)
D. Objectives:
1. solves equations involving radical expressions
2. solves problems involving radical equations.
II. CONTENT
RADICAL EQUATIONS
Learning Resources:
A. References: Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C.
and Lapinid, Minie Rose C., pp. 260-272
Learners Material for Mathematics Grade 9 pp 278
III. PROCEDURES
DAY 1
How are you? I am glad that you reached the last lesson for the second quarter and it is
all about radical equations. To start with, let us have a review of the previous lesson.
Copy and write the answer in your notebook.

REVIEW:
1. 5 √3 -2 √3 = ? ○ ○ 108 √2 +153
2. 3 √18 + 4 √20 -2 √8 =? ○ ○ 3√3
3. 2 √3 (4 -5 √3 = ? ○ ○ 5 √2 + 8√5
4. 3 - 2 √5 ( 4 + 5 √7 )= ? ○ ○ 8√3 - 30
5. ( 6 √2 -9 )2 =? ○ ○ 12 + 15√7 – 8 √5 – 10 √35
You may check your answers on the key to correction. Give yourself one point for each
correct answer. Awesome you almost got the correct answers. Let us now learn about
radical equations.

Biologists study characteristics of various living things. One way of comparing different
animals is to compare their sizes. For example, a mammal’s surface area S (in square
centimeters) can be approximated by the model S = km2/3 where m is the mass (in grams) of
the mammal and k is a constant. The values of k for several mammals are given in the table.
Mammal Mouse Cat Large Dog Cow Rabbit Human

k 9.0 10.0 11.2 9.0 9.75 11.0
Approximate the surface area of a cat that has a mass of 5 kilograms (5 ª 103 grams).
Source: Scaling: Why Is Animal Size So Important?
80
SOLUTION
S = km2/3 Write a model.
S = 10.0(5 x 103)2/3 Substitute for k and m.
S = 10.0(5)2/3(103)2/3 Power of a product property
S ≈ 10.0(2.924)(102) Power of a power property
S ≈ 2924 Simplify.
The cat’s surface area is approximately 3000 square centimeters.
This kind of problem can also be solved applying the concept of radicals. In the succeeding
topic you will learn how to simplify radicals and how the understanding of radicals helps us
solve problems in daily life.
In this lesson, we will apply our understanding of simplifying radicals to solving radical
equations.
A radical equation is an equation in which the variable appears in a radicand.
The following are examples of radical equations.

a) √𝑥 = 7
b) √𝑥 + 2 = 3
c) √2𝑥 − 3 = √𝑥 + 5
3 3
d) √2𝑥 + 1 = √𝑥 + 8
e) 4 + √𝑥 − 2 = 𝑥
In solving radical equations, we can use the fact that if two numbers are equal, then their
squares are equal. In symbols, if 𝒂 = 𝒃, 𝒕𝒉𝒆𝒏 𝒂𝟐 = 𝒃𝟐 .
Examples:
2
a) If √9 = 3, then (√9) = (3)2 .
1 2
As a result (92 ) = (3)2
2
92 = 9
9=9
2
b) If √𝑦 + 2 = 3, then(√𝑦 + 2) = (3)2 .
1 2
As a result [(𝑦 + 2)2 ] = (3)2
2
(𝑦 + 2)2 = 9
𝑦+2 =9
𝑦 =9−2
𝑦=7
To solve a radical equation:

1. Arrange the terms of the equation so that one term with radical is by itself on one side
of the equation.
2. Square both sides of the radical equation.
3. Combine similar or like terms.
4. If a radical still remains, repeat steps 1 to 3.
5. Solve for the variable
6. Check apparent solutions in the original equation.
81
Let us have more examples in solving radical equations.
Example 1
Solve and check. √𝑥 − 2 = 10.
Solution: √𝑥 − 2 = 10 Check: √𝑥 − 2 = 10
√𝑥 − 2 + 2 = 10 + 2 Add 2 to both sides √144 − 2 = 10
of the equation. 12 − 2 = 10
√𝑥 = 12 Simplify both sides of the equation. 10 = 10
2 2
(√𝑥) = (12) Square each side.
𝑥 = 144
Thus, the solution is 144.
Example 2
3 3
Solve and check. √2𝑥 + 1 = √𝑥 + 8.
3 3
Solution: √2𝑥 + 1 = √𝑥 + 8
1 1
3 3
( √2𝑥 + 1)3 = ( √𝑥 + 8)3 Cube each side.
2𝑥 + 1 = 𝑥 + 8 Simplify both sides of the equation.
2𝑥 + 1 − 1 = 𝑥 + 8 − 1 Add -1 to both sides of the equation.
2𝑥 = 𝑥 + 7 Simplify by combining similar terms.
2𝑥 − 𝑥 = 𝑥 + 7 − 𝑥 Add –x to each side.
𝑥=7 Simplify by combining similar terms.
3 3
Check: √2𝑥 + 1 = √𝑥 + 8
3 3
√2(7) + 1 = √(7) + 8
3 3
√14 + 1 = √15
3 3
√15 = √15
Therefore, the solution is 7.
DAY 2
D. Discussing new concepts and practicing new skills #1
Example 3
Solve and check. 2√𝑥 − 3 = 12.
Solution: 2√𝑥 − 3 = 12
2√𝑥−3 12
= Divide both sides of the equation by 2 to isolate the radical.
2 2
√𝑥 − 3 = 6
2
(√𝑥 − 3) = (6)2 Square each side.
𝑥 − 3 = 36 Simplify both sides of the equation.
𝑥 − 3 + 3 = 36 + 3 Add 3 to each side.
𝑥 = 39 Simplify by combining similar terms.
Check: 2√𝑥 − 3 = 12
2√(39) − 3 = 12
2√36 = 12
2(6) = 12
12 = 12
Hence, the solution is 39.
It’s your turn. Try to solve these. Write your solution and answer in your notebook.
1. √𝑦 + 3 = 8
3 3
2. √𝑥 − 2 = √3𝑥 − 14
3. 3√𝑥 − 4 = 15
You should get the following answers:
1. 𝑦 = 25
2. 𝑥 = 6
3. 𝑥 = 29
82
If you get the correct answers, you may proceed to example number 4. If not, I am
Example 4
Solve and check. √5𝑥 + 4 + 6 = 4.
Solution: √5𝑥 + 4 + 6 = 4
√5𝑥 + 4 + 6 − 6 = 4 − 6 Add -6 to each side.
√5𝑥 + 4 = −2 Simplify.
2
(√5𝑥 + 4) = (−2)2 Square both sides.
5𝑥 + 4 = 4
5𝑥 + 4 − 4 = 4 − 4 Add -4 to both sides of the equation.
5𝑥 = 0 Combine similar terms on each side.
5𝑥 0
= Divide both sides of the equation by 5 to isolate x.
5 5
𝑥=0
Check: √5𝑥 + 4 + 6 = 4
√5(0) + 4 + 6 = 4
√0 + 4 + 6 = 4
√4 + 6 = 4
8≠4
Notice that the apparent solution did not check. Hence, there is no solution. The root
obtained (0) is extraneous.
An extraneous root or solution is a solution of an equation derived from an original
equation. However, it is not a solution to the original equation.
It is therefore important to check any possible solutions for radical equations. Because
in squaring both sides of a radical equation, it is possible to get extraneous roots or solutions.
Example 5.
Solve and check. 𝑥 − 6 = √𝑥.
Solution: 𝑥 − 6 = √𝑥
2
(𝑥 − 6)2 = (√𝑥) Square both sides.
𝑥 2 − 12𝑥 + 36 = 𝑥 Get the square of a binomial.
𝑥 2 − 12𝑥 + 36 − 𝑥 = 𝑥 − 𝑥 Add –x to each side.
𝑥 2 − 13𝑥 + 36 = 0 Combine similar terms
(𝑥 − 9)(𝑥 − 4) = 0 Factor.
(𝑥 − 9) = 0 (𝑥 − 4) = 0 Equate each factor to 0.
𝑥 = 9, 𝑥=4 Solve for x.
Check: when 𝑥 = 9 when 𝑥 = 4

𝑥 − 6 = √𝑥 𝑥 − 6 = √𝑥
9 − 6 = √9 4 − 6 = √4
3=3 −2 ≠ 2
Thus, the only solution is 9. 𝑥 = 4 is an extraneous root.

Try to solve and check. √𝑥 + 5 + 3 = 0
You should get an extraneous root. The extraneous root is 4.

If you got the answer correctly, then you may proceed to the next part of the lesson.
If not, I am sorry but you have to go back to example number 4 and try all over again.
DAY 3
E. Discussing new concepts and practicing new skills #2
In the previous discussion, you have learned how to simplify radicals and solve radical
equations.
Now you may ask; Are radicals really needed in life outside mathematics studies? How
can the understanding of radicals help us solve problems in daily life?
83
The next part of the discussion will answer these questions and look at some important
real-life applications of radicals.
So, let us have the following illustrative examples.
Example 1. The square root of the sum of two consecutive positive odd integers is equal to
6. Find the larger integer.
Solution: Let 𝑥 = the smaller odd integer
𝑥 + 2 = the larger odd integer Remember: consecutive numbers differ by 2
√𝑥 + (𝑥 + 2) = 6 Write the equation
√𝑥 + 𝑥 + 2 = 6 Solve
√2𝑥 + 2 = 6 Combine similar terms
2 2
(√𝑥 + 2) = (6) Square both sides
2𝑥 + 2 = 36
2𝑥 = 34 Simplify and solve for x
𝑥 = 17 the smaller integer
𝑥 + 2 = 19 the larger integer
Therefore, the answer is 19 since it is the larger integer
To check: √𝑥 + (𝑥 + 2) = 6
√17 + 19 = 6 Substitute the numbers
√36 = 6
6=6 the numbers satisfy the equation

The square root of the sum two consecutive positive odd integers is equal to 8. Find
the larger integer.
You should get 33 for the larger integer.
If you get the correct answer, you may proceed to the next example. If not, review
example 1 and try all over again.
Example 2. A 26-foot ladder rests against a wall and its top reaches 24 feet above the
ground. How far from the wall is the base of the ladder?
To solve the problem, we use the Pythagorean Theorem
Pythagorean Theorem
In a right triangle, if c is the length of the hypotenuse and a and b are the lengths of
the two legs, then
Solution: Let c = 26 ft, b = 24 ft, a = ?

Applying the Pythagorean Theorem
𝑐 2 = 𝑎2 + 𝑏 2
(26)2 = 𝑎2 + (24)2 substitute the values
b=24 ft
2
676 = 𝑎 + 576
676 − 576 = 𝑎2
a
100 = 𝑎2
√100 = √𝑎2 extract the square root of both sides
10 = 𝑎
Therefore, the base of the ladder is 10 ft from the wall.
To check: 𝑐 2 = 𝑎2 + 𝑏 2
(26)2 = (10)2 + (24)2
676 = 100 + 576
676 = 676
84
Now, try this in your notebook
How high up the wall will a 5-m ladder touch if the foot of the ladder is placed 3-m from
the wall?
You should get 4 m. The top of the ladder will reach a height of 4m from the ground.
If you get the correct answer, you may proceed to the next example. If not, review
example 2 and try all over again.
Example 3. Police use the formula 𝑆 = √30𝐷𝑓 to estimate the speed of a car based on the
length of the skid marks. In this formula, S represents the speed of the car in
miles per hour, D the length of the skid marks measured in feet, and f
represents the coefficient of friction, which is constant depending on the
condition of the road surface.
Using 0.28 as a coefficient of friction, determine how fast a car was traveling if it skidded 210 ft?
Solution: 𝑆 = √30𝐷𝑓 write the formula
𝑆 = √30(210)(0.28) substitute the values; D = 210 ft and f = 0.28
𝑆 = √1764
𝑆 = 42
Therefore, the car was traveling 42 miles per hour.

The coefficient of friction of a certain road is 0.68. Determine how fast a car is traveling if it
skidded 416 ft on that particular road. Express answer to the nearest mile per hour.
You should get S = 92 miles per hour.

If you get the correct answer, you may proceed to the next part of the discussion. If not,
review example 3 and try all over again.
DAY 3
F. Developing mastery
Now, let us test what you have learned from the discussions.
ACTIVITY 1: Solve Me!
Solve the following radical equations and box the final answer. Write your solutions and
answers in your notebook.
1. √𝑥 = 10
4
2. √2𝑚 = 4
3. −5√𝑏 = −50
4
4. √𝑛 + 2 = 3
4
5. √2𝑠 + 10 = 4
Score Description
Now, check your work by turning to the key to correction. 1 point 5 Very Good
for every correct answer. 3–4 Good
How many correct answers did you get? 2 Fair
Rate your result using the table. Turn to section
If your score is at least 3 out of 5, you may now proceed to the 0–1
J and work on
next activity. the enrichment
activities
Read the direction carefully and write your answer in your notebook
Activity 2: Who is Number 1?
A number of educational programs and projects are being implemented to address the
education crisis in the Philippines. In the year 2003, TIMSS (Trends in International
Mathematics and Science Study) showed that the Philippines ranked 23 rd in both Science
and Mathematics. This performance is way below compared with the performance exhibited
by China, Hongkong, Singapore, etc.
85
Below are some of the neighboring countries of the Philippines. Find their rank in the
Science TIMSS by finding the value of x, which will show their rank.
Countries Rank Radical Equation
Chinese Taipei √2𝑥 + 14 = 3√𝑥

Hongkong √𝑥 + 5 = 3
Singapore √𝑥 2 + 8 = 𝑥 + 2
Japan 𝑥 = √18 − 3𝑥
USA 6√3𝑥 − 2 = 24
Score Description
You may check your answers by turning to the key to
5 Very Good
correction.
Give yourself one (1) point for every correct answer. 4 Good
How many correct answers did you get? 3 Fair
and work on the
If your score is at least 3 out of 5, you may now proceed to the 0-2 enrichment
next activity. activities
Read the direction carefully and write your answer in your

notebook
ACTIVITY 3: Solve the following problems.
1. Five times the square root of 1 less than a number is equal to 3 more than the
number. Find the number.
2. The sum of a number and its square root is equal to 0. Find the number.
3. The formula 𝑟 = 2√5𝐿 can be used to approximate the speed r, in miles per hour, of a
car that has left skid mark of L in feet. How far will a car skid at;
a. 50 mph
b. 70 mph
4. A wire is anchored on a 9-m pol One part is attached to the top of the pole and the
other is 2 meters away from the base. How long is the wire?
Score Description
You may check your answers by turning to the key to 5 Very Good
correction. 4 Good
Give yourself one (1) point for every correct answer. 3 Fair
and work on the
Rate the result using the table. 0-2 enrichment
If your score is at least 3 out of 5, you may now proceed to the activities
next activity.

Solving for radical equations can be applied in real life. Engineers applied this in estimating
storages and buildings. Carpenters also use this concept in approximating walls and fences.
Dressmakers use a ratio of body parts to measure fabric and make beautiful clothes. We can
also apply the concept by getting average of monthly electric and water consumption. In
reality, math helps us to solve our problems not only through some formulas and theories but
also in our life experiences.
To solve a radical equation:
1. Arrange the terms of the equation so that one term with radical is by itself on
one side of the equation.
2. Square both sides of the radical equation.
3 .Combine similar or like terms.
4. If a radical still remains, repeat steps 1 to 3.
5. Solve for the variable
6. Check apparent solutions in the original equation.
86
DAY 5
EVALUATION 7
Name:_______________________ Section:_______________________
I. (PERFORMANCE TASK) - Copy the problem. Show your solutions. See the attached
rubrics for answering on page 89.
87
Name:_______________________ Section:_______________________
II. (WRITTEN WORKS) - Solve each problem and write the matching letter on the blank above the
answer.
𝑥
O √𝑥 + 3 – 1=7 A √3𝑥 = √4𝑥 − 1 I √10 = √3𝑥 − 58
S √𝑥 = √2𝑥 − 6 Y √11 − 𝑥 = √𝑥 − 7 N √𝑥 + 8 = √3𝑥 + 8
𝑥 𝑥
W √3𝑥 + 12 =√𝑥 + 8 K √2𝑥 − 88 =√
6
T √72 − 𝑥 = √ 5
Why was the Firewood punished?

         
20 60 20 1 6 48 0 61 60 60 9
REMEDIATION 1:
Write your solutions and answers in your notebook.
1.√x − 1 = x-7
2. √x − 3 + √x =3
3 3
3. √3𝑎 + 9 = √6𝑎 + 15
4.4 √5𝑚 − 20 = 16
3 3
5. 2 √ℎ + 5 = 4 √2ℎ − 15
REMEDIATION 2:
Solve the problems below by analyzing the given statements and answering the questions
that follow. Write your answers in your notebook
1. Five times the square root of 1 less than a number is equal to 3 more than the number.
Find the number.
2. What number or numbers are equal to their own square roots?
3. The sum of a number and its square root is equal to 0. Find the number.

KEY TO CORRECTION
REVIEW:
1. 3√3
2.5√2 + 8√5
3. 8 √3 – 30
4. 12 + 15√7 – 8 √5 – 10 √35
5. 108 √2 + 153
88
1. X= 100 Rank 1 Singapore
2. m=128 Rank 2 Chinese Taipei
3. B=100 Rank 3 Japan
Rank 4 Hong Kong
4. N=79
Rank 5 USA
5. S=27
ACTIVITY 3:
1. The numbers are 2 and 17
2. The number is 49
3. a. 125 ft
b. 245 ft
4. √85 meters

1. x=10 A. Number problems.
2.x=4 1. The numbers are 2 and 17
3.a = -2 2. Numbers zero and 1 are equal to their own
6 square roots.
4.m =± √5 3. The number is 0.
5
25
5. h =
3

5 4 3 2 1
At least
Less than
All of the 30% of
correct items
(100%) are
correct
correct
5 4 3 2 1
At least
Less than
30% of
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d task is
complet
complete
e
5 4 3 2 1
At least
30% of
work is Less than
shown - shown -
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89

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SELF-INSTRUCTION PACKETS

B. Other Learning Resources

COMBINED DIRECT INCREASE PROPORTIONAL

B. Establishing a purpose for the lesson

hard work and success

Can you explain how the quantities are related?

C. Presenting examples/instances of the new lesson

Various applications of mathematics and sciences apply some basic formulas or

Let us organize your answers to the questions in this table.

In the given problem, 60 is the constant of variation and 𝑑 = 60𝑡 is the

Let us graph 𝑑 = 60𝑡.

Direct equations apply to a number of cases. Let’s consider the case

DIRECT SQUARE VARIATION

Let us organize your answers to the questions in this table.

Let us obtain the ratios of 𝑨 to 𝒔 or area to the length of the side.

In the given problem, 1 is the constant of variation and 𝐴 = 𝑠2 is

DIRECT SQUARE VARIATION

Now, it’s your turn!

You should get the following as your answers:

You should get the following as your answers:

Consider the two given quantities in the situation below.

120 120 120 120

Conclusion: As the rate/speed increases the time of hours travelling decreases, so it

b. Using table of values.

(x)(y) = k (20)(6) = 120 (40)(3) = 120 (60)(2)=120 (80)(1.5)=120

Conclusion: As the rate/speed(x) increases the time(y) of hours travelling

TRY THIS ON YOUR NOTEBOOK:

1. A speedboat needs to travel a distance of 128 kilometers. At what rate should it

b.) equation of the variation: d)

c.) constant of the variation:

Now, try this on your notebook.

Now, try this on your notebook.

COMBINED VARIATION is another physical relationship among variables. This is the

This relationship among variables will be illustrated in the following examples.

1. 𝐹 varies directly as 𝑎 and inversely as 𝑏.

2. 𝑄 varies directly as 𝑤 and inversely as the square of 𝑥.

You should get the following mathematical equations.

Find an equation of combined variation where 𝑦 varies directly as 𝑥 and inversely as 𝑧.

Read the directions and answer Activity 1 below.

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

DIRECT SQUARE VARIATION

COMBINED VARIATION is another physical relationship among variables. This is the

J. Additional activities for application or remediation

C. Find k and write an equation where y varies directly as x. −1 O 1 2 3 4 5 6 x

Read the directions carefully and answer Remediation 2 in your notebook.

1. The acceleration (a) of a car is inversely proportional to its mass (m).

You may check your answers by turning to the key to corrections.

Read the directions carefully and answer Remediation 3 in your notebook.

B. Solve for k and write the equation of variation.

KEY TO CORRECTIONS (DEVELOPING MASTERY)

KEY TO CORRECTIONS (REMEDIATION)

B. Other Learning Resources

Activity 1: Complete the table. Write your answers in your notebook.

You may check your answers by turning to the key to corrections.

c. Look at the first and second columns. Complete each sentence.

C. Presenting examples/instances of the lesson

We can use these steps to solve variation problems.

STEPS IN SOLVING A DIRECT VARIATION PROBLEM

d. Solve for 𝑦 when 𝑥 = 25.

c. Equation of variation: 𝒚 = 𝟑𝒙𝟐

d. Solve for 𝑦 when 𝑥 = 20.