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Second Quarter Module 4

Week 4

SDO TAGUIG CITY AND PATEROS

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 in 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!
 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:

1. simplify expressions with rational exponents and
2. write expressions with rational exponents as radicals and vice versa.

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.
2
1. Evaluate (−27)3 .
A. -9 B. -3 C. 3 D. 9

3 −2
2. Simplify ( √64)
1 1 1 1
A. − B.− C. D.
16 4 4 16

3. What is the index of −5√𝑥 3 ?

A. -5 B.2 C.3 D. 5
3
4. What is the radical form of (4𝑥)2 ?
3 4 3
A.√(4𝑥)3 B. √(4𝑥)2 C. √(2𝑥)3 D. √(2𝑥)4
1 3
−
𝑥2 ∙ 𝑥 4
5. Simplify 1
𝑥4
1 √𝑥
A. −1 B. √𝑥 C. D.
𝑥 𝑥
3
6. Give the exponential form of √52 .
2 3 1
2
A.(53 )2 B. 53 C. 52 D. 5 3
 1
7. What is the value of 643 ?
A. 2 B. 4 C. 8 D. 16

8. What is the radicand of 12𝑎√6𝑎 ?

A. 12 B.12𝑎 C. 2 D. 6𝑎
1 1
9. Simplify: 34 ∙ 34
4
A. 3 B.9 C. √3 D. √3

10. The expression √𝑏 𝑛 is the same as _______.

𝑛
A. 𝑏 −𝑛 B.𝑏 2 C. 𝑏 𝑛 D. 𝑏

https://forms.gle/9MKQ9CtoFW7khfuL7
 Lesson
Rational Exponents and
4 Radicals

Let’s Recall
Give the value of each radical.
1. √121 6. √169
2. √225 7.
81
√
16
3. 3 8. 3
√125 √343
4. 4 9. 4
√81 √10,000
5. 5 10. 5
√1 √32

Let’s Explore

SQUARES AND CUBES

Complete the table.

1
Figure Side Length (s) Area (A) 𝐴 = 𝑠2 𝑠 = √𝐴 𝑠 = 𝐴2
1
1. 2 units 4 sq. units 4 = 22 2 = √4 2 = 42
2.

3.
 4.

3 1
Figure Side Length (s) Volume (V) 𝑉 = 𝑠3 𝑠 = √𝑉 𝑠 = 𝑉 3
3 1
1. 2 units 8 cu. units 8 = 23 2 = √8 2 = 83

2.

3.

1 1
3
How do √4 related to 42 ? How do √8 related to 83 ?
1 1
3
We can see that √4 is equivalent to 42 , both are equal to 2, likewise √8 and 83 both are
equal to 3.

Let’s Explain, Illustrate & Solve

𝑚
Consider the expression 𝑎 𝑛 , it is composed of base 𝑎 and an exponent in fraction form
𝑚 𝑛
, this can be rewritten in another form √𝑎𝑚 which is called radical form. Thus, giving us
𝑛
𝒎
𝒏
𝒂 𝒏 = √𝒂 𝒎
 𝟏
Example 1: Express 𝟑 𝟐 in radical form.
1
Place the base 3 under the radical sign. The denominator 2 of the exponent 2 will
become the index of the radical, which is written on the upper left part of the radical
sign, while the numerator becomes the exponent of the radicand 3.
2
We obtain the radical expression √31 . The index 2 may not be written anymore
since the lowest index a radical can have is two so √ 𝑥 suggest that the index is 2.
Likewise, the exponent 1 may not be written.

Thus, giving us √𝟑 as the equivalent radical.

Example 2: Express as a radical expression.

2 2 1 1 1
a. 53 b. 8𝑥 7 c. (8𝑥)3 d. 7𝑥 2 𝑦 3

Solutions:
2 2 7 1 3
a. 53
3
2 b. 8𝑥 7 = 8 √𝑥2 c. (8𝑥)3 = √8𝑥
= √5
or 3
√25

1 1 3 2
d. 7𝑥 2 𝑦 3 = 7𝑥 6 𝑦 6 Rewrite the exponent of x and y as similar fractions
6 6
= 7 √𝑥 3 ∙ √𝑥 2
6 Combine into single radical
= 7 √𝑥 3 𝑦 2
Example 3: Express each radical in exponential form.
3 4
a. √𝑥 2 b. √𝑦 3 c. √5 d. √6𝑥

Solution:
3 2 3 4 1 1
a. √𝑥 2 = 𝑥 3 b. √𝑦 3 = 𝑦 2 c. √5 = 54 d. √6𝑥 = (6𝑥)2

You can simplify expression that contain radicand with perfect nth root of the given index.
Example 4: Simplify:
1 1 2
a. 92 b. 164 c. 273

Solutions:
1 1 4 2 3
a. 9 2 = √9 b. 16 4 = √16 c. 27 3 = √272
=3 =2 3
= (√27)2
= 32
=9
Example 5: Simplify:
1 3 4 1
a. 100−2 b. (164 ) (83 ) c. (−64)3
Solutions:
1
1 3 4
4 3 3 4 1 3
a. 100−2 = b. (164 ) (83 ) = (√16) (√8) c. (−64)3 = √−64
1
= (23 )(24 ) = −4
1002
1 = 27
=
√100 = 128
1
=
10

Laws of Exponents can be applied to obtain product and quotient of expressions containing
rational exponents.
Example 6: Multiply and simplify

1 1 1 1 1 1
a. 364 ∙ 364 b. 92 ∙ 92 c. 493 ∙ 496
1 1 1+1 Apply the Product Law of Exponent.
a. 364 ∙ 364 = 364 4
1
= 362
= √36 Rewrite in radical form
=6 Find the square root

1 1 1+1 1 1 1 1
b. 92 ∙ 92 = 92 2 c. 493 ∙ 496 = 493 + 6
1 2+1
=9
= 496
=9 3
= 496
1
= 492
= √49
=7

Example 7: Divide and simplify

3 2 3
814 83 154
a. 1 b. 1 c. 3
812 83 154
 3 Apply the Quotient Law of Exponent
814 3−1
a. 1 = 814 2
812
3−2
= 81 4
1
= 814
4 Rewrite in radical form
= √81
=3 Find the 4th root

2 3
83 2 1 154 3 3
b. 1 = 83 − 3 c. 3 = 154 − 4
83 154
1
= 150
= 83
3
= √8 =1
=2
To watch a video tutorial on Rational Exponents and Radicals by Senor Pablo TV (2020),
visit this link https://youtu.be/cVNcqlaQAgE

To watch a video tutorial on Fractional Exponents with Numerators other than 1 by Khan
Academy (2013), visit this link https://youtu.be/S34NM0Po0eA

Let’s Dig In
Activity 1: Give the radical form. Simplify if possible.
2 3
1. 325 6. 25−2
1 1
2. 𝑥 4 7. 𝑥7
3 2 4 1
3. 𝑥 5 𝑦 5 8. 𝑥 7𝑦7
1 2
4. (𝑥 − 1)2 9. (2𝑥 + 1)3
1 5
5. 7𝑥 2 10. 8𝑥 3
Activity 2: Evaluate each numerical expression.
1
1 1 6
1. 164 6. ( )
64
1
1 32 5
2. (−1)7 7. ( )
243
1 1
3. 814 8. −1253
2 5
4. (−64)3 9. 1002
4
1
5. (0.16)2 10. (64)3
27
Activity 3: Give the exponential form.

1. 3√𝑥 6. √𝑥
3
2. √𝑥 3 7. √𝑥 7
3
3. √𝑎𝑥 2 8. √5𝑥 4
3
4. √𝑥 3 𝑦 5 9. √𝑥 2 𝑦 4
5. 4√3𝑥𝑦 5 10. 5√2𝑥 2 𝑦 3

Activity 4: Express in single radical

2
1 1 83
1. 23 ∙ 23 6.
1
83
3
1 1 94
2. 52 ∙ 52 7.
1
94
3
1 1 105
3. 164 ∙ 164 8.
3
105
1
2 1 1 3
4. 𝑥5 ∙ 𝑥5 9.
(22 )
2
1 1 3 3
5. 𝑎2 ∙ 𝑎3 10.
(𝑚5 )
 Let’s Remember

In writing the equivalent exponential expression to radical expression,

1. Write the radicand as a base of the exponential expression
2. The denominator of the fractional exponent becomes the index of the radical and the
numerator becomes the power.
𝒎
𝒏
If n is a positive integer, then 𝒂 𝒏 = √ 𝒂𝒎

Let’s Apply

Answer the following:

3
1. You are asked to evaluate 6254 without using calculator. You have two options to
4 4 3
start with: √6253 or (√625) . Which will make your work easier? Explain.

3
2. Chadwick is simplifying √16𝑥 5 . This is his solutions
3 3 3
√16𝑥 5 = √8 ∙ √2𝑥 5
3
Explain the mistake in Chadwick’s
= 2 ∙ √2𝑥 5 work. Then correct it.
3
= 2 √2𝑥 5

𝑎 𝑏
3. Rewrite √ √ √𝑚 𝑛
𝑐

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.
4
1. What is the index of 2√𝑏 3 ?

A. 2 B.3 C.4 D. b
2
2. What is the radical form of (3)5 ?
3 5 5
A.√35 B.√52 C. √32 D. √23
 2
3. Evaluate (−8)3 .

A. -4 B. -2 C. 2 D. 4
3 −2
4. Simplify (√27)
1 1 1 1
A. − B.− C. D.
3 9 3 9
1
𝑚2
5. Simplify 1
𝑚4
4 1 1
A. −1 B. √𝑚 C. D.
𝑚 √𝑚
1 1
6. Simplify: 104 ∙ 10− 4
A. 0 B.1 C. 10 D. 104
𝑛
7. The expression √𝑏 𝑛 is the same as
1
A. 𝑏 −𝑛 B. 𝑏 𝑛 C. 𝑏 𝑛 D. 𝑏
5
8. Give the exponential form of √72 .
2 2 1
7 )2 2
A.(5 B. 5 7 C. 7 5 D. 7 5

1
9. What is the value of 8 3 ?
A. 2 B. 4 C. 16 D. 24

10. What is the radicand of 6𝑘√12𝑘 ?

A. 12 B.12𝑘 C. 2 D. 6𝑘

https://forms.gle/w96Gfzvjok4ZcmJv6
 Let’s Extend

To master the Rational Exponents, you may answer this online activity on quizziz.
Use the link http://bit.ly/MATH924 and start answering the question.

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
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

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