Mathematics 20 1 Radical Expressions and Equations

MATHEMATICS 20-1
Radical Expressions and Equations
High School collaborative venture with

M. E LaZerte, McNally, Queen Elizabeth, Ross Sheppard,
Strathcona and Victoria
M. E. LaZerte: Teena Woudstra
Queen Elizabeth: David Underwood
Ross Sheppard: Dean Walls
Strathcona: Christian Digout
Victoria: Steven Dyck
McNally: Neil Peterson
Facilitator: John Scammell (Consulting Services)

Editor: Jim Reed (Contracted)
2010 - 2011
Mathematics 20-1 Radical Expressions and Equations Page 2 of 58

TABLE OF CONTENTS
STAGE 1 DESIRED RESULTS PAGE
Big Idea 4
Enduring Understandings 4
Essential Questions 4
Knowledge 5
Skills 6
STAGE 2 ASSESSMENT EVIDENCE
Transfer Task
Captain Red Ickle’s Booty
Teacher Notes for Transfer Task 7
Transfer Task 9
Rubric 15
Possible Solution 16
STAGE 3 LEARNING PLANS
Lesson #1 Reviewing Radicals 17
Lesson #2 Adding and Subtracting 23
Lesson #3 Multiplying 27
Lesson #4 Division and Rationalizing 34
Lesson #5 Domain of Radicals 40
Lesson #6 Solve Radical Equations 45
Appendix – Worksheets/Keys 49

Mathematics 20-1
STAGE 1 Desired Results
Big Idea:
Radical numbers allow us to use exact values in real life situations like measurement,
distance and surveying. Radical number operations are the fundamental skills useful in
other mathematical topics like trigonometry and coordinate geometry.
Implementation note:
Post the BIG IDEA in a prominent
place in your classroom and refer to
it often.
Enduring Understandings:
Students will understand …
 That operations performed on radicals are similar to other number systems and
algebraic operations.
 Radicals with even indices are limited to non-negative radicands, while odd indices
have no restrictions on the radicands.
 Solving radical equations can yield extraneous roots.
 There are conventions for simplifying answers after performing radical operations.
Essential Questions:
 Where are radicals used in real life?

 When is it appropriate to round or approximate values? When are exact values
necessary?
 What does the square root of a negative number represent?
 How are operations performed on radicals similar or different to those performed on
other number families?
Ask students to consider one of the essential questions every lesson or two.
Has their thinking changed or evolved?

Knowledge:
Enduring Specific Description of

Understanding Outcomes Knowledge
List enduring List the reference The paraphrased outcome that the group is
understandings (the # from the targeting
fewer the better) Alberta Program
of Studies
Students will understand… Students will know …

*AN.2, AN.3
 That operations
 when to simplify a radical
performed on radicals
 what like terms are
are similar to other
number systems and  when to perform the operations +, - , x, ÷
algebraic operations.  radicals can be expressed in different forms
 a radical yields a numerical approximation
Students will understand… Students will know …

AN.2, AN.3
 Radicals with even
 the radicand must be a non-negative number
indices are limited to
when the index is even
non-negative
 the radicand can be a positive or negative
radicands, while odd
number when the index is odd
indices have no
restrictions on the
radicands.
Students will understand… AN.3 Students will know …
 Solving radical
 to check each root for validity
equations can yield
 why some roots are extraneous
extraneous roots.
Students will understand… AN.2 Students will know …
 There are conventions  when to rationalize denominators

for simplifying answers  when to simplify radicals
after performing
radical operations.
8888
I*AN = Algebra and Number

Skills:
Enduring Specific Description of

Understanding Outcomes Skills
List enduring List the reference The paraphrased outcome that the group is
understandings (the # from the targeting
fewer the better) Alberta Program
of Studies
Students will understand… Students will be able to…

*AN.2, AN.3
 That operations  add, subtract, multiply and divide radicals
performed on radicals  simplify entire and mixed radicals
are similar to other  compare and order radical expressions with
number systems and numerical radicands in a given set
algebraic operations.  express an entire radical with a numerical
radicand as a mixed radical
 express a mixed radical with a numerical
radicand as an entire radical
Students will understand… Students will be able to…

AN.2, AN.3
 Radicals with even  determine the domain of radical expressions
indices are limited to and equations
non-negative
radicands, while odd
indices have no
restrictions on the
radicands.
Students will understand… AN.3 Students will be able to…
 Solving radical  identify extraneous roots through verification

equations can yield  solve radical equations algebraically
extraneous roots.
Students will understand… AN.2 Students will be able to…

 There are conventions Teachers need torationalize
continuallymonomial
ask or binomial denominators
for simplifying answers themselves, if their students are acquiring the knowledge and skills needed for the
after performing
radical operations.
*AN = Algebra and Number

STAGE 2 Assessment Evidence
1 Desired Results Desired Results
Teacher Notes
There is one transfer task to evaluate student understanding of the concepts relating to
radical expressions, operations and equations. A photocopy-ready version of the transfer
task is included in this section.
Students must be given the transfer task & rubric at the beginning of the unit. They need to know ho
Each student will:
 Solve problems that involve operations on radicals and radical expressions with
numerical and variable radicands.
 Solve problems that involve radical equations (limited to square roots).
Map
Master map student template
Master map no solutions
Mater map with student solutions
 Files were added to the EPSB Understanding by Design share site

Teacher Notes for Captain Red Ickle’s Booty Transfer Task
Glossary
conjugates – Two binomial factors whose product is the difference of two squares [Math
20-1 (McGraw-Hill Ryerson: page 587)]
entire radical - A radical with a coefficient of 1 [Math 20-2 (Nelson: page 515)]
equation - A statement of equality between two expressions
expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.
extraneous root – A number obtained in the process of solving an equation that does not
satisfy the equation
like radicals – Radicals with the same radicand and index [Math 20-1 (McGraw-Hill
Ryerson: page 273)]
mixed radicals - A radical with a coefficient other than 1
operation – Associates two or more members of a set with one of the members of the set.
The basic operations in mathematics are addition, subtraction, multiplication, division and
exponentiation.
n
radical – √ x - Includes radical sign, radical index and radicand.
n
radical sign – √
radical index – n
radicand – x
radical equation – An equation with a variable within a radicand
rationalize – A procedure for converting to a rational number without changing the value of
the expression [Math 20-1 (McGraw-Hill Ryerson: page 590)]
Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in
more than one division. Some terms have animations to illustrate meanings.
cts will reveal evidence of understanding?

Captain Red Ickle’s Booty - Student Assessment Task
After years of piracy on the high seas, Captain Red Ickle has finally been
captured. Alone he waits in a cold dark cell; waiting for the trial that will
sentence him to life in the dungeon, or to his death. The excitement of his
capture and the anticipation of his judgement day have created quite a stir
among the citizens. You feel anxious to know the outcome, but feel unsure of
which you hope for. Piracy is unforgiveable, but you imagine yourself sailing
port to port on an endless adventure and feel a strange sense of sympathy.
You decide, against your better judgment, to sneak down to the holding cell
to meet the Captain. But what would a good person like you want to learn
from a thieving pirate?
You arrive at the prison shortly after sunset. A small bribe is all is takes to
get past the night guard and suddenly you are standing in front of the
Captain’s cell. He walks towards the bars to size you up. His mouth curls up
into a sly grin, as if he recognizes you.
“Aye Peter, ye’ve come fer me spoils, have ye?” He has obviously mistaken
you for someone else, but you feel that now is not the time to correct him.
You nod slowly.
“Yarr,it pains me to give it up after all these years, but I fear me ship be
approaching her final port. When ye find me treasure chest, don’t share the
booty with anybody.” Reaching into his boot, he draws a small roll of
parchment. You know at once what this is: a map.
The Captain says no more as he returns to the dark corner of his cell. You
leave feeling confused. Who is Peter? Where does this map lead? And what
is this treasure?
Destiny has spoken. You know what must be done. The following morning
you set out with nothing but two weeks rations and your map. You find a
merchant ship willing to take you to your destination. The captain of the
merchant ship lets out a deep chuckle as he tells you: “Foolish lad, if death is
what you seek, I’ll take you there – for a fee of course. But I warn you that no
one comes back from Skwaroot Island!”
As the merchant ship nears the island, you are forced to jump ship and swim
ashore. Walking up the beach, dripping wet, you wonder if this was such a
good idea. “No time for doubt now,” you tell yourself, “I’ve got a treasure to
find.”
Part I
1. Looking more closely at the map, you notice that Captain Ickle has
designated a path along which you will find the key to his treasure chest.
You can see from his legend that you must pass by five landmarks, in the
order specified. A note at the bottom tells you the correct path should have
√ √ √
a distance of 12 10+6 5+5 2 (assume that you always walk directly
from one landmark to the next). Noticing the scale on the map, you see
√
that each square of the map’s grid has side length of 2 km. Along which
route will you find the key? Indicate your chosen path and show the work
supporting your choice.
2. Wherever there is a fork in the road, you will have at least two options. If
you always went right, how long would the path be to the treasure? If you
always went left, how long would the path be to the treasure? Which route
is longer and by how much? Show all your work and express your answer
in simplest form.
3. At long last, you have arrived at the treasure. Judging by the Sun, you
estimate the time spent searching to be 5 √5 hours. Given that the path
length was 12 √10+6 √5+5 √ 2 km, was your average walking speed?
total distance
average speed =
total time .
4. Along your way, you noticed a beautiful lake in the shape of a
parallelogram and were impressed by its size. Calculate the approximate
area of this lake. (Area = base x height).
Part II
Think of a situation that would require you to hide something. Write a brief
explanation of at least one paragraph of why you’ve hidden this thing and
why it must now be found. Create a map to guide someone to your secret
hiding spot. Your map must include the following:
 A title
 A start point and a finish point
 At least 3 different routes; each route must have at least 4
segments
 A legend which indicates: a scale for the map in which each square
has an irrational side length, a desired path to the hiding spot, and a
clue related to the distance of the path
You will be asked to submit two copies of your map: an original map
and a solution map.
Your project must also include:
 Questions about:
o Total distance along a route
o The difference between the distances of two routes
o The average speed of travel (given the time)
 Detailed solutions to each question
Radicals are not limited to numerical radicands. You will therefore be

asked to find the distances for each segment for any scale. Do this by
√
using x km as the side length of your grid’s squares.
 Calculations showing the distance of each segment and
total distance of each route if each grid square had a side
length of √x km.




Key on Path: ■ ▲●
Distance of correct path:
Scale: each grid square

Glossary
conjugates – Two binomial factors whose product is the difference of two squares
[Math 20-1 (McGraw-Hill Ryerson: page 587)]

consist of numbers, variables and operations on these
extraneous root – A number obtained in the process of solving an equation that does
not satisfy the equation
Ryerson: page 273)]
operation – Associates two or more members of a set with one of the members of the
set. The basic operations in mathematics are addition, subtraction,
multiplication, division and exponentiation.
n
n
radical index – n
radicand – x
rationalize – A procedure for converting to a rational number without changing the

value of the expression [Math 20-1 (McGraw-Hill Ryerson: page 590)]

(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in
more than one division. Some terms have animations to illustrate meanings.
Assessment
Mathematics 20-1
Captain Red Ickle’s Booty Rubric

COMPONENT Description of Requirements Assessment
Part II – Design Your Own Secret Map
 The map has a title to indicate the name of the island
 The map has a start point and a finishing point
 There are at least 3 routes with at least 4 line segments on each route
Required
Components  The map’s legend is clearly indicated and includes: a scale, a desired path, and a IN 1 2 3 4
clue related to the distance of desired path
 Project includes a description of at least one paragraph explaining the context of
the map
 The project includes an appropriate question about total distance
 The project includes an appropriate question about a difference between two
Questions distances IN 1 2 3 4
 The project includes an appropriate question involving distance, speed and time
 Questions include a solution key showing detailed calculations
 Start point, finishing point, and landmarks are clearly indicated
 Routes on the solution map are drawn using a straight edge
Clarity of Work
 Routes on the solution map have distances clearly indicated for each segment IN 1 2 3 4
 Descriptive paragraph is written using proper spelling and grammar
 Calculations are included for each question
 Calculations are done correctly
 Calculations show simplification of entire radicals to mixed radicals in simplest
Calculations form IN 1 2 3 4
 Calculations demonstrate an understanding of like radicals
 Calculations demonstrate an understanding of simplifying numerical and variable
radicands
 The limits of the map are clearly defined
Visual/Artistic
 The map has a grid overlaid (should students create their own canvas)
Presentation &
 The map is visually appealing IN 1 2 3 4
Creativity
 The project showcases the student’s creative talents
Assessment: IN – Inadequate 1 – Limited 2 – Adequate 3 – Proficient 4 – Excellent

Possible Solution to Captain Red Ickle’s Booty
4 10
8 5
4 5
5 10
5 10
10 5
10 2 3 26
3 10
Key on Path: ■ ▲●
Distance of correct path: 6 5
Scale: each grid square

STAGE 3 Learning Plans
Lesson 1
Reviewing Radicals
STAGE 1
BIG IDEA: Radical numbers allow us to use exact values in real life situations like measurement,
distance and surveying. Radical number operations are the fundamental skills useful in other
mathematical topics like trigonometry and coordinate geometry.
ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

 That operations performed on radicals are  When is it appropriate to round or approximate
similar to other number systems and algebraic values? When are exact values necessary?
operations.  What does the square root of a negative
 Radicals with even indices are limited to non- number represent?
negative radicands, while odd indices have no  How are operations performed on radicals
restrictions on the radicands. similar or different to those performed on other
 Solving radical equations can yield extraneous number families?
roots.
 There are conventions for simplifying answers
after performing radical operations.
KNOWLEDGE: SKILLS:
Students will know … Students will be able to …
 radicals can be expressed in different forms  compare and order radical expressions with
 a radical yields a numerical approximation numerical radicands in a given set
 express an entire radical with a numerical
radicand as a mixed radical
 express a mixed radical with a numerical
radicand as an entire radical
Each lesson is a conceptual unit and is not intended to be taught on a one lesson per block basis.

Lesson Summary
 Achievement Indicators: 2.1, 2.2, 2.3

 2.7, 2.9 and 3.5 will be embedded in the lesson
 Students will estimate radicals and convert between entire and mixed radicals
Lesson Plan
Consider the following structure:
Hook
Show students a Number 9 clock. With the class, discuss the different operations and
symbols that are used to build the clock. See if they can come up with other
possibilities.
9
√ 9+ √ 9− =5
An example is: 9
Get students to build their own # 4 clock. Students can work in groups.
http://www.flickr.com/photos/ohrphan/1373936341/
Lesson Goal

To activate prior knowledge of what they know about comparing and ordering radicals
and converting between mixed and entire radicals.

Lesson
Complete the following activity with students:
Create a Pythagorean spiral.

Figure 1
http://www.geom.uiuc.edu/~demo5337/Group3/spiral.gif
Have students create the first four triangles of the Pythagorean spiral. Encourage a
discussion about the need to represent distance as exact values.

The following interactive shows the solution:
http://members.shaw.ca/jreed/math20-1/pythagoreanSpiral.htm
Instructions:
Things You'll Need:
 paper
 pencil, pen, or other writing utensil
 protractor or other object that has a 90° angle
http://www.ehow.com/how_4621697_spiral-pythagorean-theorem.html
After students have completed the first 4 triangles give them a printout of Figure 1.
Directions:
 Cut out the triangles from the printout.

 Make a number line from 1 to 10 using the referent of unit 1 from the first
triangle of Figure 1.
 Using the length of √2 (a from Figure 1) put the following lengths on the
number line: √ 2, 2 √2, 3 √2, ...

 Using the length of √ 3 (b from Figure 1) put the following lengths on the
number line: √ 3, 2 √ 3, 3 √ 3, ...
 Continue the process with triangles c through m.
Generate discussions on equivalent lengths expressed in various forms.
ie: mixed, entire

√ 4 = 2, 2 √ 2 = √ 8
The following interactive may be useful to reinforce some of these equivalent lengths.
http://members.shaw.ca/jreed/math20-1/radical.htm
Going Beyond
Resources
Supporting
Assessment

Glossary

set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.
n
n
radical index – n
radicand – x

(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in more
than one division. Some terms have animations to illustrate meanings.
Other

Lesson 2
Adding and Subtracting
STAGE 1

roots.
KNOWLEDGE: SKILLS:
 when to simplify a radical  add and subtract radicals

 what like terms are  simplify entire and mixed radicals
 when to perform the operations + and -
 the radicand must be a non-negative number
when the index is even
 check each root for validity
 when to simplify radicals
Lesson Summary
 Achievement Indicators: 2.4


Lesson Plan
Hook
Give students a couple of familiar questions and have them add and subtract and note
how and why they do this. In particular, make sure students know what like terms are.
1 1
+
2 3
2x + 5x2 – 3x2 + y
Lesson Goal
 Students learn to efficiently add and subtract expressions with radicals.
Activate Prior Knowledge
Have students simplify several radicals: √ 8, √96, 3 √ 363 .
Lesson
Have students explore how to add and subtract radicals. Have them use a calculator
to find the decimal approximation of each of the following. Ask students to
compare/discover equivalent expressions.
a.
√ 2+ √2 b. 2 √2 c. √ 3+√ 3 d. 2 √3 e. √ 3+√ 2
f. √ 2−√ 2 g. 0√2 h. √ 3−√ 3 i. 0 √3 j. √ 3−√ 2
Have students come up with a conclusion and what “like terms” are for radicals and
compare this to like terms for adding algebraic expressions.
Have students explore how to add and subtract radicals. Have them use a calculator
to find the decimal approximation of each of the following.
3 3 4 3 6
a. √ 2+ √ 2 b. √ 2+ √2 c. 2 √ 2 d. √2
3 3 5 3 3
e. √ 2−√ 2 f. √ 2−√ 2 g. 0 √ 2 h. √2

Have students come up with a conclusion and an explanation of what “like terms” are
for radicals and compare this to like terms for adding algebraic expressions.
Is each of the following pairs of expressions ‘like’ radicals?
a. √2 and √8 b. √3 and √5 b. √3 and √6

Have a further discussion with students about “like terms” and how the radicals must
be simplified to know if you have like terms. Students should also note that the indices
have to be the same.
Alternate Lesson:
Use activity attached to review concepts of like terms. Use similar activity to expand
to the operation of addition and subtraction of radicals.
Going Beyond
Resources
Math 20-1 (McGraw-Hill Ryerson: sec 5.1)
Supporting
Assessment
Glossary


Ryerson: page 273)]
set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.
n
n
radical index – n
radicand – x

than oneOther
division. Some terms have animations to illustrate meanings.

Lesson 3
Multiplying
STAGE 1

roots.
KNOWLEDGE: SKILLS:
 when to simplify a radical  add, subtract, multiply and divide radicals

 when to perform the operations +, - , x, ÷
Lesson Summary
 Achievement Indicators: 2.4


Lesson Plan
Hook
Review perimeter and then discuss how to find the area of the polygon in order to
determine what students instinctively know about multiplying radicals.
In the diagram, AB, BC, CD, DE, EF, FG, GH, and HK all have length 4, and all angles
are right angles, with the exception of the angles at D and F.
Determine the perimeter of ABDFHK.
Solution:
P = 4(4) + 4(4√2) = 16 + 16√2

Lesson Goal
Multiplying monomial x monomial

Multiplying monomial x binomial
Multiplying binomial x binomial
Already activated in Hook.
Determine the area of the rectangle ABHK.
Solution:
A = 4(4+ 4√2 + 4) = 4(8+ 4√2) = 32 + 16√2
Lesson
In groups of 4, have the students complete the Multiplying Polynomial and Radical
Practice Worksheet. Have the students make comparisons between the
multiplication operations of polynomials and radicals. Each group should record their
solutions on chart paper. Record the polynomials on one piece of paper and radicals
on a second piece. Once all the groups are finished they can hang them on the walls
of the classroom. As a large group you can discuss the similarities between the
multiplication operations of both polynomials and radicals. Finally as a class you can
write the rules for multiplying radicals.
Going Beyond

Resources
Supporting
Lesson 3 Worksheet: “Multiplying Polynomial and Radical Practice Worksheet”
Multiplying Polynomial and Radical Practice Worksheet

 copy was added to Appendix

Multiplying Polynomial and Radical Practice
A. Multiply the following Polynomials:
1. 2x 3 ( 4 x 2 )
2. −3 x3 ( 4 x 3 )
3. 2x 3 ( x+5 x 2 )
4. 4 xy (−xy−x 2 )
5. ( x+5 )( x+4 )
6. ( 2x−7 ) (3 x+6 ) Recall

√ 18=√ 9 √ 2
B. Multiply the following Radicals:
=3 √ 2
1.
( √ 5 )( √6 )
2.
( 2 √3 )(−3 √ 5 )
3.
( 3 √ 6 )( 2+5 √3 )
4. −8 ( √ 6 )( 1+4 √10 )
5.
( √ 3+4 )( 3+√ 3 )
6.
( 5+√ 6 )( 2− √6 )
How are multiplying radicals similar to those on polynomials?
How are multiplying radicals different from those on polynomials?

Answers:
5
A. 1. 8 x
6
2. −12 x
4 5
3. 2 x +10 x
2 2 3
4. −4 x y −4 x y
2
5. x +9 x+ 20
2
6. 6 x −9 x −42
B. 1. √ 30
2. −6 √ 15
3. 6 √ 6+45 √ 2
4. −8 √ 6−64 √ 15
5. 7 √ 3+15
6.
−3 √ 6+4

 Multiplying performed on radicals and on polynomials both follow the same
principles of distribution.
How are operations on radicals different from those on polynomials?

 There are conventions for simplifying answers after performing radical operations.
 Radicals with even indices are limited to non-negative radicands, while odd indices
have no restrictions on the radicands.
 Solving radical equations can yield extraneous roots.

Assessment
Glossary
Ryerson: page 273)]
exponentiation.
n
n
radical index – n
radicand – x

(http://www.learnalberta.ca/content/memg/index.html).
Other Some terms can be found in more

Lesson 4
Division and Rationalizing
STAGE 1

roots.
KNOWLEDGE: SKILLS:
 when to simplify a radical.  add, subtract, multiply and divide radicals

 when to perform the operations +, - , x, ÷  determine the domain of radical expressions
 the radicand must be a non-negative number and equations
when the index is even  identify extraneous roots through verification
 the radicand can be a positive or negative  solve radical equations algebraically
number when the index is odd  rationalize monomial or binomial
 when to rationalize denominators denominators
Lesson Summary


Lesson Plan
Hook
1. Sometimes we need to perform operation on or compare fractions. Have students try:

1 9
+
6 27
9 1
Discuss how it is advantageous to reduce 27 to 3 .
1 1
+
6 3
Then find an equivalent fraction with the lowest common denominator by multiplying
1 2
the 3 by 2 before adding.
1 1 2 1 2 3 1
+ ⋅ → + → →
6 3 2 6 6 6 2
2. This leads to the convention of rationalizing the denominator. Have students try:
Discuss the similarity with the above example.
Lesson Goal
Students will be able to divide expressions with radicals and leave all responses with
rational denominators.
Review the concept of difference of squares, distributive property, simplifying fractions

Lesson
Exploration 1:
√8
√2 , √ 8 2 √ 2 √16
2 , √4 , √2 , 2 , 2
8
Discuss with students that there are multiple ways to simplify the expression 2 . They √
8
√ 2 √2
can divide first 2 = √ 4 , simplify to √ 2 or they may see right away that they can
√8 √2
multiply √2 by √2 . This gives students 6 different representations of the same value.
Exploration 2:
√6
√2 ,
2
√ 6 2√6
8 , √ 8 and √ 3
2√6
In the form, √8
, students cannot divide √6 and √8 evenly, so they will have to try
different things:
 change √8 to 2 √2 and then simplify
 change √ 6 to √ 2 √ 3 and divide
Students will need to make some connection on how they want to do this. Discuss the
method(s) students prefer.
Exploration 3:
√7
√2
Students are faced with the dilemma that they cannot divide the two numbers evenly.
Discuss rationalization of denominators.
Exploration 4:
√10
√20
Students will simplify this differently and you can discuss which method is most efficient.
At this point you can stress to students what simplest form is, but they can construct their
own way to get there.
Exploration 5:
5 √3 3 √6
√5 and 2 √ 12
Tell students their answer should be in simplest form.
 The second example will give students a couple of different options and you can
discuss the pros and cons of each.
Exploration 6:
22 √15
√ 363
At this point we can move onto a harder example where we want them to simplify first.
22 √ 5445
If a student chooses to rationalize the denominator first they will get, 363 .
Many students will have difficulty reducing √ 5445 . Use this opportunity to stress
simplifying first when possible to do so.
22 √15 22 √15 22 √ 15 2 √ 15
= =
√ 363 √3⋅121 11 √ 3
=
√3 √3 ( )
√ 3 = 2 √ 45 = 2 √ 9⋅5 = 6 √5 =2 √ 5
3 3 3 compared to
22 √ 15 22 √15 22 15
= =
√ 363 √3⋅121 11 3 √
=2 √ 5
Exploration 7: Binomial numerators and denominators:
Expand the lessons and rules learned to include expressions with binomials in numerators
and/or denominators.
1+ √ 2
√2
Have students simplify and then compare their responses with their peers. As a group,
discuss the correct answer and the process to achieve this.
Exploration 8: Conjugates
.
Have the students expand and simplify
( 1+√ 2 )( 1−√ 2 ) , ( 1+√ 2 )( 1+ √2 ) , ( 1− √2 )( 1−√ 2 )
Discuss the similarity and differences in the 3 products. Introduce the term conjugates.

.
Have the students expand and simplify
( 3 √3+ x )( 3 √ 3−x ) , ( 3 √3+x )( 3 √ 3+x ) , ( 3 √ 3−x )( 3 √ 3−x )
Have students expand, simplify and then compare responses with their peers.
√2
( 3 √7+4 √ x )( 3 √7−4 √ x ) and 2 √ 3+ √ 2
Going Beyond
Investigate the concept of rationalizing a numerator or rationalize an expression with an

index of 3 or 4. Students would most likely need direction, but if they have some exposure
to factoring sum and difference of cubes, you can relate rationalizing cube roots with
rationalizing binomial square roots with difference of squares.
Resources
Supporting
Assessment
Glossary
20-1 (McGraw-Hill Ryerson: page 587)
rationalize denominator – create an equivalent expression that does not have a radical in
the denominator.
Other

Like Terms Worksheet
 copy was added to Appendix

Like Terms
Examine all the different terms below. Place each into the box with the matching like
term at the bottom of this page. Note: Like terms for radicals can only be determined
when the radicals are reduced to simplest form, like terms have the same index and
radicand, much like polynomials where like terms have the same variables with the
same exponents.
√ 75 √ 50 3
√−8 √ 18 5a √ 32 -a
√ 80 √ 100 5 3 √ 48
3
√ 16 √ 20 3
√ 128
8x2 8 √ 27 8x -x 8ax2
√ 72 3x2 √ 16 -2x2 2a √8 √ 128

You must state why each group is a like term.
√3 √2 a
√5 3 2
√2 x
x constant
2
ax

Lesson 5
Domain of Radicals
STAGE 1

roots.
KNOWLEDGE: SKILLS:
 the radicand must be a non-negative number  determine the domain of radical expressions
when the index is even and equations
Lesson Summary
 Achievement Indicators: 2.8, 3.1

Lesson Plan
Hook
Have students find 3 values that can be substituted for x in each of the following √ x , −√ x
√
, and −x and evaluate the 3 numbers to the nearest hundredth. Students will discuss in
small groups the smallest and largest possible number for each of the above expressions
and answer the question: Is there a number that can be substituted into all three
expressions that would create a valid response?
The teacher can then show the graphs of each expression and have students identify
which graph is for which expression based on the domains and make sure that students
understand that the value of the radicand needs to be greater or equal to zero.
Lesson Goal
 Understand the restriction to the domain of a radical function/expression.
Review the concept of domain and range as discussed in 10C and 20-1 (quadratics).
Lesson
Teacher Note:
A file was created using GeoGebra to illustrate the transformation of radicals.
L5 BasicRadicalTransformations.ggb
 file was added to the EPSB Understanding by Design share site
To use this file you will need to download GeoGebra. At the time this document was prepared the
program could be downloaded for free from: http://www.geogebra.org/cms/en/download.

Exploration 1:
Continue the discussion (with a software graphing tool) of what happens to the domain
√
when the expression is x+2 . Students could explore this with their own graphing
calculator or as a class on the board with students observing the graph moves 2 units to
√
the left compared to the graph of f (x )= x . Students can then make the connection that
+ 2 changes the domain of the radical expression. You can further explore what happens
with √ x−2 and .
From here we want students to have a good grasp that the domain of a radical expression
is the values of the variable that will make the radicand greater or equal to zero.
Exploration 2:
Solve the radicand to determine the domain without the graph.
√ 2−3 x √ x2 √ x2+1 √ x2+5 x +6

At this point, we want to stress that the radicand cannot be negative for square roots, so
we are always solving the radicand to be greater or equal to zero no matter what the
expression looks like inside the radical.
Students can also look at the graphs for further verification and to discuss the domain
restrictions.
Exploration 3:
A square root has an index of 2. Have students investigate higher order indices with the
following:
3 3 4 5 6 7
√x √ x+3 √x √x √x √x
Have students graph these expressions and find their domains. The following questions
can be investigated.
1. Are there any restrictions on cube roots?
2. Are there any restrictions on 4th roots?
3. Are there any restrictions on 5th roots?
4. What rule in general relates to restrictions involving radicals of higher indices?
With a graphing calculator, students can graph these quickly and should see the pattern of
even and odd indices.

Going Beyond
Look at restrictions if there is a radical in the denominator of a fraction such as:

1
√x
You can also investigate imaginary numbers as ways to deal with domain restrictions that
may occur when performing calculations with radicals.
Resources
Supporting
Assessment
Glossary

Ryerson: page 273)]

exponentiation.
n
n
radical index – n
radicand – x

(http://www.learnalberta.ca/content/memg/index.html).
Other Some terms can be found in more

Lesson 6
Solve Radical Equations
STAGE 1

roots.
KNOWLEDGE: SKILLS:
 when to simplify a radical.  add, subtract, multiply and divide radicals

 when to perform the operations +, - , x, ÷  determine the domain of radical expressions
 the radicand must be a non-negative number and equations
when the index is even  identify extraneous roots through verification
 the radicand can be a positive or negative  solve radical equations algebraically
number when the index is odd  rationalize monomial or binomial
 check each root for validity. denominators
 why some roots are extraneous
 when to rationalize denominators
Lesson Summary


Lesson Plan
Hook: A cable television company is laying cable in an area with underground utilities.
Two subdivisions are located on opposite sides of Willow Creek, which is 500 m wide. The
company has to connect points P and Q with cable, where Q is on the north bank, 1200
metres east of R. It costs $40/m to lay cable underground and $80/m to lay cable
underwater.
What is the least expensive way to lay the cable?
1200
RS Q
x
500
Lesson
Exploration 1:
Reactivate prior learning of solving linear equations:
-3 = x + 2
x = -5
The equation should still be true, if we square both sides.
(-3)2 = (x + 2) 2 square both sides
9 = x2 + 4x + 4 solve resulting equation
x2 + 4x - 5
0=
x = -5 and x = 1 is an extraneous root, it does not verify, because −3≠ (1 ) +2 .

x = -5
When would it be useful to square both sides?

Exploration 2:
Start with a couple of straightforward examples with students in small groups:
√ x=4 √ x=√3 √ x=−4

√ √
With the first example, it may also be useful to note that x=4 and x−4=0 are the
same equation. This change may be necessary for more complicated equations when we
have to isolate the radical.
Use the last example to emphasize the need of verifying. It may also be helpful to remind
students that the square root of a number is always positive. There will be no solution for
√ x=−4 . Consider using this opportunity to remind students that x2 = 16 could have
x = -4 as a solution.
At this point you can also use the graphing calculator as a tool to show the solution is
where the lines intersect on the graph. If you used the graphs with domain and range,
students will already be familiar with the shape of a radical graph.
Exploration 3:
At this point students may have been able to work out a solution by guessing and
checking. We will investigate equations where guessing and checking is an inefficient way
to find the solution. It may be a good idea to make sure that all students have an
understanding of the process of squaring each side.
√ x−1=x−7
Exploration 4:
Move onto more complicated example(s):
x+ √2 x+1=2 x−1 ; x−√ 4 x +8=√ 2 x +8 ; 7+ √ 3 x=√ 5 x+4+5
At this point if students struggle you may want to have a class discussion about what
processes occur in every question:
 Isolate radical. If there are two radicals, isolate one of them.
 Square both sides. Remind students about the distributive property (ex.
( x+2 )2≠x 2 +2 2 ). Have students investigate this and see that they do not find the
solution if they do not square the whole side.
o You may need to review some basic equation solving rules or have students
come up with their own and put on chart paper.
 If there were originally two radicals, there should now be only one. Isolate this
radical and square both sides.
 Solve the resulting equation
 Verify the solution in the ORIGINAL equation.
o Again, you could have students verify in the original and in an intermediate and
check the results by graphing and see which one is correct.
Going Beyond
Resources
Supporting
Assessment
Glossary
n
n
radical index – n
radicand – x
exponentiation.


Other
Appendix

Appendix 1: Multiplying Polynomial and Radical Practice Worksheet and Key
Appendix 2: Like Terms Worksheet and Key

Appendix 1: Multiplying Polynomial and Radical Practice
A. Multiply the following Polynomials:
1. 2x 3 ( 4 x 2 )
2. −3 x3 ( 4 x 3 )
3. 2x 3 ( x+5 x 2 )
4. 4 xy (−xy−x 2 )
5. ( x+5 )( x+4 )
6. ( 2x−7 ) (3 x+6 ) Recall

√ 18=√ 9 √ 2
B. Multiply the following Radicals:
=3 √ 2
1.
( √ 5 )( √6 )
2.
( 2 √3 )(−3 √ 5 )
3.
( 3 √ 6 )( 2+5 √3 )
4. −8 ( √ 6 )( 1+4 √10 )
5.
( √ 3+4 )( 3+√ 3 )
6.
( 5+√ 6 )( 2− √6 )
How are multiplying radicals different from those on polynomials?

Answers:
5
A. 1. 8 x
6
2. −12 x
4 5
3. 2 x +10 x
2 2 3
4. −4 x y −4 x y
2
5. x +9 x+ 20
2
6. 6 x −9 x −42
B. 1. √ 30
2. −6 √ 15
3. 6 √ 6+45 √ 2
4. −8 √ 6−64 √ 15
5. 7 √ 3+15
6.
−3 √ 6+4
Appendix 2: Like Terms
Examine all the different terms below. Place each into the box with the matching
like term at the bottom of this page. Note: Like terms for radicals can only be
determined when the radicals are reduced to simplest form, like terms have the
same index and radicand, much like polynomials where like terms have the same
variables with the same exponents.
√ 75 √ 50 3
√−8 √ 18 5a √ 32 -a
√ 80 √ 100 5 3 √ 48
3
√ 16 √ 20 3
√ 128
8x2 8 √ 27 8x -x 8ax2
√ 72 3x2 √ 16 -2x2 2a √8 √ 128

You must state why each group is a like term.
√3 √2 a
√5 3
√2 x2
x constant
2
ax
Answers
√3 √2 a
5 a , −a , 2 a
3 √ 48 , √ 27 √ 50 , √ 18 , √ 32 , √ 72 ,
√ 8 , √ 128
√5 3
√2 x2
3 8 x 2 , 3 x2 , −2 x 2
√ 75 , √ 80 , √ 20 3 3
4 √2 , √ 128 , −√ 2
2 x Constant
ax
8 ax
2 8x , −x
√ 100 , 5 , 8 , √ 16

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MATHEMATICS 20-1

Radical Expressions and Equations

High School collaborative venture with

Facilitator: John Scammell (Consulting Services)

Mathematics 20-1 Radical Expressions and Equations Page 2 of 58

STAGE 1 DESIRED RESULTS PAGE

STAGE 2 ASSESSMENT EVIDENCE

STAGE 3 LEARNING PLANS

Lesson #1 Reviewing Radicals 17

Lesson #2 Adding and Subtracting 23

Lesson #4 Division and Rationalizing 34

Lesson #5 Domain of Radicals 40

Lesson #6 Solve Radical Equations 45

Mathematics 20-1 Radical Expressions and Equations Page 3 of 58

STAGE 1 Desired Results

Students will understand …

 Where are radicals used in real life?

Mathematics 20-1 Radical Expressions and Equations Page 4 of 58

Enduring Specific Description of

Students will understand… Students will know …

Students will understand… Students will know …

Students will understand… AN.3 Students will know …

Students will understand… AN.2 Students will know …

 There are conventions  when to rationalize denominators

Mathematics 20-1 Radical Expressions and Equations Page 5 of 58

Enduring Specific Description of

Students will understand… Students will be able to…

Students will understand… Students will be able to…

Students will understand… AN.3 Students will be able to…

 Solving radical  identify extraneous roots through verification

Students will understand… AN.2 Students will be able to…

*AN = Algebra and Number

Mathematics 20-1 Radical Expressions and Equations Page 7 of 58

1 Desired Results Desired Results

Captain Red Ickle’s Booty

Each student will:

Mathematics 20-1 Radical Expressions and Equations Page 9 of 58

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

mixed radicals - A radical with a coefficient other than 1

radical equation – An equation with a variable within a radicand

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

cts will reveal evidence of understanding?

Mathematics 20-1 Radical Expressions and Equations Page 10 of 58

Your project must also include:

Radicals are not limited to numerical radicands. You will therefore be

Scale: each grid square

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

mixed radicals - A radical with a coefficient other than 1

radical equation – An equation with a variable within a radicand

rationalize – A procedure for converting to a rational number without changing the

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

Radical Expressions and Equations

Captain Red Ickle’s Booty Rubric

Assessment: IN – Inadequate 1 – Limited 2 – Adequate 3 – Proficient 4 – Excellent

Scale: each grid square

Mathematics 20-1 Radical Expressions and Equations Page 18 of 58