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Second Quarter Module 7

Week 7

SDO TAGUIG CITY AND PATEROS

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Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development and
Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

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

For the learner:

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

The following are some reminders in using this module:

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

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

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 Let’s Learn

This module was designed and written with you in mind. It is here to help you master
Rational Exponents. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to perform operations on radical
expressions.

Let’s Try
Directions: Read each question carefully and solve if necessary. Choose the letter of the
correct answer and write it before the number.

1. What is the product of √8 and √12 ?

A. 96 B. 9.7 C. 4√6 D. −4√6

2. Divide: √32 by √2
A. 64 B. 16 C. 8 D. 4

3. Subtract: 4√72 from 2√98.

A. 10√2 B. −10√2 C. −38√2 D. 38√2

4. Multiply: (3 − √𝑥𝑥)(3 + √𝑥𝑥)

A. 𝑥𝑥 − 9 B. 9 − √𝑥𝑥 C. 9𝑥𝑥 D. 9 − 𝑥𝑥

4 3
5. Find the sum of 3√256, − √64 and √169.
4 3
A. √21 B. √21 C. √21 D. 21

4
6. Which of the following is equal to √𝑥𝑥 ∙ √𝑥𝑥?
4 3 4 3
A. √𝑥𝑥 3 B. √𝑥𝑥 4 C. √2𝑥𝑥 D. √2𝑥𝑥

64𝑥𝑥 3 𝑦𝑦
7. Simplify: �
2𝑥𝑥 2
𝑥𝑥√2𝑥𝑥 4�2𝑥𝑥𝑥𝑥
A. B. C. 2𝑥𝑥 �2𝑥𝑥𝑥𝑥 D. 4�2𝑥𝑥𝑥𝑥
4 𝑥𝑥

2
 2
8. Evaluate: �1 − √2�
A. 3 − 2√2 B. 2 − 3√2 C. 3 D. −2√2

2 3 5
−
9. Find the exact value of 27 3 + 16−4 + 42
72 32 55
A. 49 B. C. D. 31
2321 2321 72

10. Find the product: 2√𝑎𝑎(3√𝑎𝑎𝑎𝑎− 5√𝑎𝑎𝑎𝑎)

A. −4√𝑎𝑎𝑎𝑎 B. −4𝑎𝑎√𝑏𝑏 C. −4𝑎𝑎𝑎𝑎√𝑏𝑏 D. −4𝑎𝑎

https://forms.gle/VGd39RgSaKCaWz5P7

3
 Lesson
Operations on Radicals
7
Let’s Recall
I. Simplify:

1. 4+5−3 4. √8
2. (−5) + (−4) − (−2) 5.
2�72𝑦𝑦 5
3. (−1) − (3) + (−8)

II. Multiply/Divide: III. Express to IV. Rationalize

similar fractions
6. (6)(8) 12 1 1 √2
10. 12. , 14.
4 2 3 √5
7. (−12)(6)

8. (9)(−18) −54 2 3 1
11. 13. , 15. 3
−9 3 4 √18
9. (𝑎𝑎 + 3)(𝑎𝑎 − 3)

Let’s Explore
Rayniel needs to enclose a lot using a
hog wire. The dimensions of the lot are
given on the figure as shown on the right.
He also plans to provide small openings
that will serve as entrance and exit. How
long is the fencing material needed?

Solutions:
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑜𝑜 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 =
√512 + √288 + √98 + √50 − 3√2 − 3√2

𝒍𝒍. 𝒇𝒇. 𝒎𝒎. = 𝟑𝟑𝟑𝟑√𝟐𝟐 𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎

www.googlemaps.com

How do we perform addition and subtraction of radicals?

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 Let’s Explain, Illustrate & Solve

ADDITION AND SUBTRACTION OF RADICALS

Just like in algebraic expression, we can only combine similar radicals. Similar radicals are
radicals containing the same radicands and indices. On the other hand, dissimilar radicals
are radicals having different radicands and/or indices.

Example 1: State whether the following radicals are similar or dissimilar.

a. 2√3,− 5√3 similar c. 5𝑥𝑥 �2𝑦𝑦, 3𝑦𝑦�2𝑦𝑦 similar

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b. √2, √6 dissimilar d. √7𝑥𝑥, √7𝑥𝑥 dissimilar

Expressions that contain similar radicals can be easily added and subtracted using
distributive property.
Example 2: Simplify:

a. 3√2 − 5√2 b. 2√𝑎𝑎 − √𝑎𝑎 + 3√𝑎𝑎

Solutions:

a. 3√2 − 5√2 = (3 − 5)√2 b. 2√𝑎𝑎 − √𝑎𝑎 + 3√𝑎𝑎 = (2 − 1 + 3)√𝑎𝑎

= −2√2 = 4√𝑎𝑎

Sometimes we need to simplify first the radicals before combining.

Example 3: Add/Subtract

a. √12𝑎𝑎3 − √300𝑎𝑎3 b. √8 + √18 − √32

Express as factor such that one is a

a. √12𝑎𝑎3 − √300𝑎𝑎3 = �4𝑎𝑎2 ∙ 3𝑎𝑎 − �100𝑎𝑎2 ∙ 3𝑎𝑎 perfect square.

Get the square root of the factor that is a

= 2𝑎𝑎√3𝑎𝑎 − 10𝑎𝑎√3𝑎𝑎 perfect square.

= −8𝑎𝑎√3𝑎𝑎 Combine similar radicals

Express as factor such that one is a

b. √8 + √18 − √32 = √4 ∙ 2 + √9 ∙ 2 − √16 ∙ 2 perfect square.

Get the square root of the factor that is a

= 2√2 + 3√2 − 4√2 perfect square.

= √2 Combine similar radicals

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Example 4: In Let’s Try, the total fencing material can be computed by:
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑜𝑜 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 = √512 + √288 + √98 + √50 − 3√2 − 3√2
𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚
= √256 ∙ 2 + √144 ∙ 2 + √49 ∙ 2 + √25 ∙ 2 − 3√2 − 3√2
= 16√2 + 12√2 + 7√2 + 5√2 − 3√2 − 3√2
= (16 + 12 + 7 + 5 − 3 − 3)√2
= 𝟑𝟑𝟑𝟑√𝟐𝟐 𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎

To watch a video tutorial on Adding and Subtracting Radical In Filipino by Numberbender

(2013), visit this link https://youtu.be/X8zEiBT_zi0

MULTIPLICATION AND DIVISION OF RADICALS

Note that we can only multiply radicals directly if their indices are the same. Product are always
expressed in simplest radical form.

Example 1. Multiply
3 3
a. √3 ∙ √12 b. √5 ∙ √15 c. 3√5𝑥𝑥 ∙ 2√6𝑥𝑥 2 d. 2𝑏𝑏 √9 ∙ 4𝑏𝑏𝑏𝑏 √3

Solutions:
a. √3 ∙ √12 = √36 c. 3√5𝑥𝑥 ∙ 2√6𝑥𝑥 2 = 6�30𝑥𝑥 3
=6 = 6𝑥𝑥√30𝑥𝑥
3 3 3
b. √5 ∙ √15 = √75 d. 2𝑏𝑏 √9 ∙ 4𝑏𝑏𝑏𝑏 √3 = 8𝑏𝑏2 𝑐𝑐 √27
= √25 ∙ 3 = 8 ∙ 3𝑏𝑏2 𝑐𝑐
= 5√3 = 24𝑏𝑏2 𝑐𝑐

In multiplying radicals with different indices, the radicals are rewritten in exponential form
with fraction as exponents.
Example 2: Multiply and simplify radicals with different indices.
3 4 3 3 4
a. √5 ∙ √5 b. √3 ∙ √3 c. √2 ∙ √4
Solutions:
3 1 1
a. √5 ∙ √5 = 52 ∙ 53 Write radicals as powers raised to its rational exponents.
1 1
= 52+3 Add the exponents.
5
= 56
6
= �5 5 Write as radical.
6
or √3125
6
 4 3 1 1
b. √3 ∙ √3 = 34 ∙ 33 Write radicals as powers raised to its rational exponents.
1 1
= 34+3 Add the exponents.
7
= 312
12
= �3 7 Write as radical.
12
or √2187

3 4 1 1
c. √2 ∙ √4 = 23 ∙ 44 Write radicals as powers raised to its rational exponents.
4 3
= 212
∙ 412 Rename the rational exponents as similar fractions
12
= � 24
12
Rewrite as radicals.
∙ � 43
12
= � 24 ∙ 43 Apply multiplication property to radicals
12
= � 24 ∙ 26
12
= √210 Product Law
6
= ��210

6
= √25

Example 3: Multiply

a. √3�√2 − 3√5� b. √𝑥𝑥�5√𝑥𝑥 − 3√2�

The process in multiplying these radical expressions is the same as multiplying polynomials
that uses distributive property. 𝒂𝒂(𝒃𝒃 + 𝒄𝒄) = 𝒂𝒂𝒂𝒂 + 𝒂𝒂𝒂𝒂
Solutions:
a. √3�√2 − 3√5� = √3 ∙ √2 − √3 ∙ 3√5
= √6 − 3√15

b. √𝑥𝑥�5√𝑥𝑥 − 3√2� = 5√𝑥𝑥 ∙ √𝑥𝑥 − 3√2 ∙ √𝑥𝑥

= 5�𝑥𝑥 2 − 3√2𝑥𝑥
= 5𝑥𝑥 − 3√2𝑥𝑥
Example 4: Multiply
a. �√2 − 3√5��√3 + 2√7� b. �2√𝑥𝑥 + √3��√𝑥𝑥 + √6�

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The FOIL Method in multiplying polynomials is applied in multiplying this kind of radicals.
(𝒂𝒂 + 𝒃𝒃)(𝒄𝒄 + 𝒅𝒅) = 𝒂𝒂𝒂𝒂 + 𝒂𝒂𝒂𝒂 + 𝒃𝒃𝒃𝒃 + 𝒃𝒃𝒃𝒃

a. �√2 − 3√5��√3 + 2√7� = √2 ∙ √3 + √2 ∙ 2√7 − 3√5 ∙ √3 − 3√5 ∙ 2√7

= √6 + 2√14 − 3√15 − 6√35

b. �2√𝑥𝑥 + √3��√𝑥𝑥 + √6� = 2√𝑥𝑥 ∙ √𝑥𝑥 + 2√𝑥𝑥 ∙ √6 + √3 ∙ √𝑥𝑥 + √3 ∙ √6

= 2�𝑥𝑥 2 + 2√6𝑥𝑥 + √3𝑥𝑥 + √18
= 2𝑥𝑥 + 2√6𝑥𝑥 + √3𝑥𝑥 + 3√2

Example 5. Evaluate

a. (√2 − 5)2 b. (3√3 + 2√6)2

The method used in squaring of binomial is applied in this kind of radicals.

(𝒂𝒂 + 𝒃𝒃)𝟐𝟐 = 𝒂𝒂𝟐𝟐 + 𝟐𝟐𝟐𝟐𝟐𝟐 + 𝒃𝒃𝟐𝟐 or (𝒂𝒂 − 𝒃𝒃)𝟐𝟐 = 𝒂𝒂𝟐𝟐 − 𝟐𝟐𝟐𝟐𝟐𝟐 + 𝒃𝒃𝟐𝟐
Solutions:

a. (√2 − 5)2 = (√2)2 − 2(√2)(5) + (5)2

= 2 − 10√2 + 25
= 27 − 10√2

b. (3√3 + 2√6)2 = (3√3)2 + 2(3√3)(2√6) + (2√6)2

= (9)(3) + 12√18 + (4)(6)
= 27 + 12 ∙ 3√2 + 24
= 51 + 36√2
Example 6: Divide

√98 30𝑥𝑥 9
a. b. �
√2 160𝑥𝑥 5

𝒏𝒏
√𝒂𝒂 𝒏𝒏 𝒂𝒂
Let’s recall the division property of radicals. 𝒏𝒏 = �
√𝒃𝒃 𝒃𝒃
Solutions:

√98 98 30𝑥𝑥 9 3𝑥𝑥 4

a. =� b. � =�
√2 2 160𝑥𝑥 5 16
√3𝑥𝑥 4
= √49 =
√16
𝑥𝑥 2 √3
=7 =
4

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Example 7: Divide:

225 6+3√7
a. � b.
35 3√2
In case that the denominator contains radical in the final steps, you’ll need to rationalize it.
Solutions:

225 45 ∙ 5
a. �
Simplify by cancelling the common
=� factor
35 7∙5
Rationalize the denominator by
45 7
=� ∙� multiplying �7
7
7 7

315
=�
49
√9 ∙ 35 Apply the division property of
= radicals
√49
3√35
= Simplify the radicals
7

6+3√7 3(2 + √7) Simplify by cancelling the

b. = common factor
3√ 2 3√2
2 + √7
=
√2
2 + √7 √2 Rationalize the denominator by
= ∙ multiplying
√2
√2 √2 √2
2√2 + √14
=
√4
2√2 + √14
= Simplify the radicals
2

To watch a video tutorial on Performing Operations on Radicals by Mario’s Math Tutoring

(2019), visit this link https://youtu.be/Jn4n7lJpW1k

9
 Let’s Dig In
Activity 1. Combine into single radical expression.

1. 2√2 + √2 4. 2√5 + 5√5 − 4√5

2. 4√3 − 9√3 5. 9√7 + 6√7 + 3√7
3. 6√5𝑥𝑥 − 4√5𝑥𝑥

Activity 2: Simplify the radicals in each expression.

1. √2 + √12 4. 𝑦𝑦�28𝑥𝑥 2 𝑦𝑦 + 2�18𝑥𝑥𝑦𝑦 3 − 4�27𝑥𝑥 2 𝑦𝑦 2

2. 5√2 − 3√8 5.
𝑦𝑦√2𝑥𝑥 − �8𝑥𝑥 3 + 3√18𝑥𝑥
3 2√28 − 3√63 − √112

Activity 3. Multiply and simplify.

1. 6√8 ∙ 2√3 4. (4√2 − 1)2

2. 8√3𝑥𝑥 ∙ √15𝑥𝑥 5. (𝑥𝑥 − √5)(𝑥𝑥 + √7)
3. √5(√5 + √2 − 3)

Activity 4. Multiply radicals with different indices.

4 3
1. √6 ∙ √6 4. √9 ∙ √2
3 3
2. √7 ∙ √7 5. √4 ∙ √8
3
3. √3 ∙ √2

Activity 5. Divide and simplify.

1. √72 4. 20√45𝑥𝑥 4
√2 4√9𝑥𝑥
2. √192 5. 2√30 − 3√70
√12 √10
3
3. √320
3
√5

10
 Let’s Remember

IN ADDITION AND SUBTRACTION OF RADICALS:

• Similar radicals are radicals containing the same radicands and indices. On
the other hand, dissimilar radicals are radicals having different radicands
and/or indices.
• In performing addition or subtraction of similar radicals, add or subtract the
integer (number outside the radical sign) and affix the common radicand. On
the other hand, dissimilar radicals must be simplified first before performing
addition or subtraction.

IN MULTIPLICATION AND DIVISION OF RADICALS:

𝒏𝒏 𝒏𝒏 𝒏𝒏
• Multiplication Property of Radicals: √𝒂𝒂 ∙ √𝒃𝒃 = √𝒂𝒂𝒂𝒂
• We can only multiply radicals directly if their indices are the same. Products
are always expressed in simplest radical form. In multiplying radicals with
different indices, the radicals are rewritten in exponential form with fraction as
exponents.

• The Special Products in multiplying polynomials is applied in multiplying

radicals.
Distributive Property: 𝒂𝒂(𝒃𝒃 + 𝒄𝒄) = 𝒂𝒂𝒂𝒂 + 𝒂𝒂𝒂𝒂
FOIL Method: (𝒂𝒂 + 𝒃𝒃)(𝒄𝒄 + 𝒅𝒅) = 𝒂𝒂𝒂𝒂 + 𝒂𝒂𝒂𝒂 + 𝒃𝒃𝒃𝒃 + 𝒃𝒃𝒃𝒃
Square of binomial: (𝒂𝒂 + 𝒃𝒃)𝟐𝟐 = 𝒂𝒂𝟐𝟐 + 𝟐𝟐𝟐𝟐𝟐𝟐 + 𝒃𝒃𝟐𝟐 or (𝒂𝒂 − 𝒃𝒃)𝟐𝟐 = 𝒂𝒂𝟐𝟐 − 𝟐𝟐𝟐𝟐𝟐𝟐 + 𝒃𝒃𝟐𝟐

𝒏𝒏
√𝒂𝒂 𝒏𝒏 𝒂𝒂
• Division Property of Radicals. 𝒏𝒏 = �
√𝒃𝒃 𝒃𝒃

• In case that the denominator contains radical in the final steps, you’ll need to
rationalize it.

11
 Let’s Apply

Solve the following problems:

1. A triangular frame measures 3√2 𝑚𝑚 on two sides and 4√2 𝑚𝑚 on the base. Find
its perimeter.

2. The length of a rectangle is 5√48 𝑐𝑐𝑐𝑐 and its width is 4√27 𝑐𝑐𝑐𝑐. What is its
perimeter.

3. The side of a square glass block

measures 5√6 𝑖𝑖𝑖𝑖𝑖𝑖ℎ𝑒𝑒𝑒𝑒. Find the
exact area of these 6 blocks.

4. The area of a rectangular

streamer is 20 𝑠𝑠𝑠𝑠. 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚. Its
width is 2√2 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚. How long
is the streamer?

Let’s Evaluate

Directions: Read each question carefully and solve if necessary. Choose the letter of the
correct answer and write it before the number.

1. Rewrite √8 and √50 as pair of similar radicals.

𝐴𝐴. 3√2, −3√2 𝐵𝐵. 2√2, 5√2 𝐶𝐶. 4√2, 6√2 𝐷𝐷. 4√2, 25√2

2. Multiply: (3 − √5)(3 + √5)

A. −2 B. 9 − √5 𝐶𝐶. 4 𝐷𝐷. 9

3. Simplify: √32 + √18 − √50

4 3
A. √2 B. √2 C. 2√2 𝐷𝐷.0

4
4. Which of the following is equal to 3√𝑎𝑎𝑎𝑎 ∙ 2√𝑎𝑎𝑎𝑎?
4 4 4 3
A. 6√𝑎𝑎𝑎𝑎 3 B. 6�(𝑎𝑎𝑎𝑎)3 C. √6𝑎𝑎𝑎𝑎 𝐷𝐷. 6𝑎𝑎 √𝑏𝑏

12
 1 1 1
5. Find the exact value of 273 − 164 − 42
A. −1 B. 1 C. 3 𝐷𝐷. 4

6. Find the product: √𝑥𝑥(5√𝑥𝑥 − 2√𝑥𝑥)

A. 3𝑥𝑥 2 √𝑥𝑥 B. 3𝑥𝑥 √𝑥𝑥 C. 3√𝑥𝑥 D. 3𝑥𝑥

32𝑥𝑥 4 𝑦𝑦3
7. Simplify: �
8𝑥𝑥𝑥𝑥
�2𝑥𝑥𝑥𝑥
A.2𝑥𝑥𝑥𝑥√𝑥𝑥 B. C. 2𝑥𝑥�2𝑥𝑥𝑥𝑥 D. 4𝑥𝑥�2𝑥𝑥𝑥𝑥
𝑥𝑥

8. What is the product of √18 and √32 ?

A. 24 B. 12.7 C. 8√2 D. −12√6

9. Divide: √35 by √7
A. 15 B.√ 28 C. 5 D. √5

2
10. Evaluate: �5 + 3√2�
A. 43 + 30√2 B. 30 + 43√2 C. 43 D. −30√2

https://forms.gle/uPt4rwKh4UE4t3hXA

Let’s Extend

To review the lessons, please visit the following links:

https://youtu.be/X8zEiBT_zi0

https://youtu.be/Jn4n7lJpW1k

https://youtu.be/4Gq3LPORQ-U

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References
Nivera, Gladys C., et. al., GRADE 9 MATHEMATICS (Patterns and Practicalities), Salesiana
Books, 2013
Orines, Fernando B., et. al., NEXT CENTURY MATHEMATICS (Intermediate Algebra),
Phoenix Publishing House, 2003
Oronce, Orlando A., et. al., E-MATH 9 (Work text in Mathematics), Rex Book Store, 2015
Tesorio, Ma. Luisa V., MATHEMATICS 2 ( An Alternative Learning System – The Modular
Approach) 2018 Edition, Tru-Copy Publishing House Inc., 2008
Yeo, Joseph, et. al, NEW SYLLABUS MATHEMATICS 9, Rex Book Store, 2017

MATHEMATICS GRADE 9, LEARNER’S MATERIAL, Department of Education, First

Edition, 2014

Development Team of the Module

Writer: JOSEPH C. LAGASCA
Editors: Content Evaluators: JOEY N. ABERGOS
AMELIA A. CANZANA
ALMA J. CAPUS
JENIFFER N. CONSTANTINO
MARIO D. DE LA CRUZ JR.
NAUMI G. LIGUTAN
DONALYN S. MIÑA
JULIUS B. PESPES
Language Evaluator: MARICAR G. RAQUIZA
Reviewers: MIRASOL I. RONGAVILLA
DR. LELINDA H. DE VERA
MARIANE C. WILLIS
JENNICA ALEXIS B. SABADO
DR. MELEDA POLITA
Illustrator: JOSEPH C. LAGASCA
Layout Artist: JOSEPH C. LAGASCA
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MRS. MIRASOL I. RONGAVILLA, EPS - Mathematics
DR. DAISY L. MATAAC, EPS - LRMS / ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros Upper Bicutan Taguig City

Telefax: 8384251

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Email Address: sdo.tapat@deped.gov.ph