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Second Quarter Module 8

Week 8

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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 helped 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!

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 Let’s Learn

This module was designed and written with you in mind. It is here to help you master Radical
Equations. 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 solve equations involving 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. If 2√3 = √𝑏𝑏, then b is equal to

A. 36 B.12 C. 9 D.4

2. If √𝑥𝑥 − 6 = 3, then (𝑥𝑥 − 6)2 equals

A. 3 B. 9 C. 27 D. 81

3. If √𝑥𝑥 − 2 = √12, then 𝑥𝑥 is equal to

A.8 B. 10 C. 14 D. 144

4. Solve:√𝑥𝑥 =8
A. 4 B. 8 C. 16 D. 64

5. Solve: √2𝑥𝑥 − 1 − √𝑥𝑥 + 2 = 0

A. 1 B. 2 C. 3 D. 4

6. Which one of the following is a root of equation √3𝑥𝑥 = 12?

A. 𝑥𝑥 = 6 B. 𝑥𝑥 = 15 C. 𝑥𝑥 = 32 D. 𝑥𝑥 = 48
7. Solve: 2√𝑥𝑥 −3=4
A. 1 B. 3 C. 5 D. 7

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8. In what power should √2𝑥𝑥 + 5 be raised to remove the radical sign?
A. 4 B. 3 C. 2 D. 1

9. Which equation has an extraneous root?

A. √2𝑥𝑥 = −8 B. √𝑥𝑥 +1=4 C. √2𝑥𝑥 −1=5 D. √4𝑥𝑥 = 3√𝑥𝑥 − 7
10. Which of the following is the extraneous root of 2 = 𝑥𝑥 + √𝑥𝑥
A. 0 B. 1 C. 2 D. 4

https://forms.gle/SChFD4bavUV3L5V5Ac5hh9

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 Lesson
Equation Involving Radical
8 Expressions

Let’s Recall

1. Evaluate: 2. Solve:
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a. �√25� a. 4𝑥𝑥 − 3 = 2𝑥𝑥 + 5
2
b. �2√7� b. 2𝑥𝑥 = 7𝑥𝑥 + 5
3
3
c. �√8� c. 2(𝑥𝑥 − 3) = 7(𝑥𝑥 − 1)
3
3
d. �√12� d. 𝑥𝑥 2 − 4𝑥𝑥 − 5 = 0
3
e. �3√2�
3 e. 0 = 3𝑥𝑥 2 + 8𝑥𝑥 + 5

Let’s Explore

One theory about the construction of the ancient pyramids involves the use of special
right triangle. The Egyptians may have used wooden right triangles during the construction
process to help determine the slope. (https://mathstat.slu.edu).

During Pythagoras’ trip to Egypt, he noticed that Egyptians has a very interesting
strategy to improve the stability of the pyramid walls. They used rope, with 12 knots tied
evenly spaced, which resulted in the famous 3-4-5 triangle forming a 90°angle. Pythagoras
became famous for the Pythagorean theorem which had been used by the ancient Egyptians
in building their famous pyramid almost 2000 years ago. (https://pythagoreantheorem-
pyramids.tumblr.com).

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To find the height of the pyramid the formula 𝑐𝑐 2 = 𝑎𝑎2 + 𝑏𝑏 2 , where 𝑎𝑎 is the height, 𝑏𝑏 is the
length of base from the center and 𝑐𝑐 is the slanting side of the pyramid. Can you tell me what
the height of the structure is if 𝑐𝑐 = 12𝑚𝑚 and 𝑏𝑏 = 4𝑚𝑚 ?

Let’s Explain, Illustrate & Solve

A radical equation is an equation in one variable with one or more radicals. To simplify radicals,
you may have to isolate the radicals and raised both side to the exponent equivalent to its
index.
𝑛𝑛 𝑛𝑛 𝑛𝑛 𝑛𝑛
That is, if √𝑎𝑎 = √𝑏𝑏, then ( √𝑎𝑎)𝑛𝑛 = ( √𝑏𝑏)𝑛𝑛
𝑛𝑛 𝑛𝑛
Note: ( √𝑎𝑎 )𝑛𝑛 = ( √𝑏𝑏 )𝑛𝑛 → 𝒂𝒂 = 𝒃𝒃
In solving radical equation involving one variable, the following procedures are suggested:

• Isolate the radical in one side of the equation by applying properties of equality.
• Combine similar terms whenever possible.
• Get the nth root of both sides to eliminate radical signs.
• Solve the resulting equation.
• Check the solution for possible presence of extraneous root.

Example 1: Solve and check

a. √𝑥𝑥 − 4 = 2 b. 3 + 5√𝑥𝑥 = 2𝑥𝑥

Solutions:
a. Checking:
√𝑥𝑥 − 4 = 2 If 𝑥𝑥 = 8
2 2 Square both sides
�√𝑥𝑥 − 4� = (2) √𝑥𝑥 − 4 =2
𝑥𝑥 − 4 = 4 Add 4 to both sides √8 − 4 =2
𝑥𝑥 = 4 + 4 √4 =2
𝑥𝑥 = 8 2 =2

Thus, the solution of √𝒙𝒙 − 𝟒𝟒 = 𝟐𝟐 is 𝟖𝟖.

b.
3 + 5√𝑥𝑥= 2𝑥𝑥
5√𝑥𝑥= 2𝑥𝑥 − 3 Add -3 to both sides
2
�5√𝑥𝑥� = (2𝑥𝑥 − 3)2 Square both sides
25𝑥𝑥 = 4𝑥𝑥 2 − 12𝑥𝑥 + 9
0 = 4𝑥𝑥 2 − 37𝑥𝑥 + 9 Add -25x to both side
0 = (4𝑥𝑥 − 1)(𝑥𝑥 − 9) Factor

4𝑥𝑥 − 1 =0 𝑥𝑥 − 9 = 0 Zero Product Property

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𝑥𝑥 = 𝑥𝑥 =9
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 Checking: Checking:
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if 𝑥𝑥 =4 if 𝑥𝑥 = 9
3 + 5√𝑥𝑥 = 2𝑥𝑥
3 + 5√𝑥𝑥 = 2𝑥𝑥
3 + 5√9 = 2(9)
1 1 3 + 5(3) = 18
3 + 5� = 2� �
4 4 3 + 15 = 18
1 1 18 = 18 
3 + 5� � =
2 2
5 1
3+ =
2 2
11 1
2
= 
2
In solving 3 + 5√𝑥𝑥 = 2𝑥𝑥, we arrive with two solutions but upon checking only 𝑥𝑥 = 9 satisfies
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the radical equation. 𝑥𝑥 = is not the solution and considered as extraneous root (an
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extraneous root is a solution of an equation derived from original equation, however, it is not
a solution of the original equation). Thus 𝑥𝑥 = 9 is the only real solution of 3 + 5√𝑥𝑥 = 2𝑥𝑥.

Example 2: Solve and check

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a. √2𝑥𝑥 + 3 = −5 b. √2𝑥𝑥 − 1 − 3 = 0 c. √3𝑥𝑥 + 3 − √5𝑥𝑥 − 1 = 0
Solutions:
a. Checking:
√2𝑥𝑥 + 3 = −5 √2𝑥𝑥 + 3 = −5
2 2 Square both sides
�√2𝑥𝑥 + 3� = (−5) �2(11) + 3 = −5
2𝑥𝑥 + 3 = 25 Subtract 3 to both sides √22 + 3 = −5
2𝑥𝑥 = 25 − 3 √25 = −5
2𝑥𝑥 = 22 Divide both sides by 2 5 = −5 
2𝑥𝑥 22
=
2 2
𝑥𝑥 = 11

Upon checking, 𝑥𝑥 = 11 is an extraneous root since it does not satisfy the radical equation.
Thus, √2𝑥𝑥 + 3 = −5 has no solution.
b. Checking:
√2𝑥𝑥 − 1 − 3 = 0 √2𝑥𝑥 − 1 − 3 = 0
3 3

√2𝑥𝑥 − 1 = 3 �2(14) − 1 − 3 = 0
3 3

3
√28 − 1 − 3 = 0
3
3
�√2𝑥𝑥 − 1� = 33
2𝑥𝑥 − 1 = 27 √27 − 3 = 0
3

2𝑥𝑥 = 27 + 1 3−3 =0
2𝑥𝑥 = 28 0 =0
𝑥𝑥 = 14

The solution is 14.

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 c. Checking:
√3𝑥𝑥 + 3 − √5𝑥𝑥 − 1 = 0 √3𝑥𝑥 + 3 − √5𝑥𝑥 − 1 = 0
√3𝑥𝑥 + 3 = √5𝑥𝑥 − 1 �3(2) + 3 − �5(2) − 1 = 0
2 2
�√3𝑥𝑥 + 3� = �√5𝑥𝑥 − 1� √6 + 3 − √10 − 1 = 0
3𝑥𝑥 + 3 = 5𝑥𝑥 − 1 √9 − √9 = 0
3𝑥𝑥 − 5𝑥𝑥 = −1 − 3 3−3 = 0
−2𝑥𝑥 = −4 0 =0
𝑥𝑥 =2
The solution is 2.

Example 3: Let’s solve the problems posted in Let’s Explore.

To find the height of the pyramid the formula 𝑐𝑐 2 = 𝑎𝑎2 + 𝑏𝑏 2 , where 𝑎𝑎 is the height, 𝑏𝑏 is the
length of base from the center and 𝑐𝑐 is the slanting side of the pyramid. Can you tell me what
the height of the structure is if 𝑐𝑐 = 12𝑚𝑚 and 𝑏𝑏 = 4𝑚𝑚 ?

𝑐𝑐 2 = 𝑎𝑎2 + 𝑏𝑏 2 Pythagorean Formula

(12)2 = 𝑎𝑎2 + (4)2 Substitute 𝑐𝑐 = 12 and 𝑏𝑏 = 4
144 = 𝑎𝑎2 + 16
144 − 16 = 𝑎𝑎2 APE
128 = 𝑎𝑎2 Subtract
√128 = �𝑎𝑎2
Get the square root of both sides

8√2 = 𝑎𝑎 Simplify

The height of the pyramid is 8√2 m or approximately 11.31 m.

To watch a video tutorial on Solving Radical Equations by Khan Academy (2011), visit this
link https://youtu.be/pFFoAGIEyJc

To watch a video tutorial on How to Solve Radical Equations that have Two Radicals by
PreMath (2018), visit this link https://youtu.be/8mAeeUgPMxA

To watch a video tutorial on Solving Radical Equations by EnginerdMath (2019), visit this
link https://youtu.be/fMX2mkOyhFg

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 Let’s Dig In

Solve each carefully. Check for a possible presence of extraneous root/s.

1.
√𝑥𝑥 = 2
2.
√𝑥𝑥 − 7 = 0
3. √3𝑥𝑥 + 7 = 7
4. 3 − √𝑥𝑥 − 4 = 0
3
5. √𝑥𝑥 + 1 − 2 = 0

Let’s Remember

In solving radical equation involving one variable, the following procedures are suggested:

• Isolate the radical in one side of the equation by applying properties of equality.
• Combine similar terms whenever possible.
• Get the nth root of both sides to eliminate radical signs.
• Solve the resulting equation.
• Check the solution for possible presence of extraneous root.

Let’s Apply

Solve each carefully. Check for a possible presence of extraneous root/s.

1. √𝑥𝑥 + 5 = √2𝑥𝑥 − 3
2.
√𝑥𝑥 − √𝑥𝑥 − 5 = −1
3.
�5𝑥𝑥 2 + 7𝑥𝑥 − 2 = 𝑥𝑥√5
4. √𝑥𝑥 + 5 − √𝑥𝑥 = 1
3
5. √3𝑥𝑥 − 1 − 2 = 0

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 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. Which one of the following is a root of equation √3𝑥𝑥 + 1 – √𝑥𝑥 + 8 = 1?

A. 𝑥𝑥 = 1 B. 𝑥𝑥 = 5 C. 𝑥𝑥 = 3 D. 𝑥𝑥 = 8

2. Solve:1 + √𝑥𝑥 −8=6

A. 31 B. 33 C. 35 D. 37
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3. In what power should √2𝑥𝑥 + 5 be raised to remove the radical sign?
A. 4 B. 3 C. 2 D. 1
4. Which equation has an extraneous root?

A. √3𝑥𝑥 + 1 = 5 B. √𝑥𝑥 − 1 = 7 C. √4𝑥𝑥 + 1 = 5√𝑥𝑥 − 2 D. √2𝑥𝑥 + 1 = −5

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5. If �3√3� = √𝑘𝑘, then k is equal to
A. √27 B. 27 C. √729 D. 729

6. If √𝑥𝑥 + 1 = 4, then (𝑥𝑥 + 1)2 equals

A. 8 B. 16 C. 64 D. 256

7. Solve: √3𝑥𝑥 − 1 − √𝑥𝑥 + 5 = 0

A. 1 B. 2 C. 3 D. 4

8. Which of the following is the extraneous root of √5𝑥𝑥 + 1 = 1 + 3√𝑥𝑥

1 3 9
A. 0 B. C. D.
2 2 4

9. If 2√𝑥𝑥 − 1 = √32, then 𝑥𝑥 is equal to

A.7 B. 9 C. 16 D. 32

10. Solve:√2𝑥𝑥 = 12
A. 18 B. 36 C. 72 D. 144

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 https://forms.gle/8hA7iy8qbo9nc5hh9

Let’s Extend

For review of the lessons, please visit the following links:

https://youtu.be/pFFoAGIEyJc

https://youtu.be/8mAeeUgPMxA

https://youtu.be/fMX2mkOyhFg

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

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 Development Team of the Module
Writer: JOSEPH C. LAGASCA
Editors:
Content Evaluators: JOEY N. ABERGOS
AMELIA A. CANZANA
ALMA J. CAPUS
JENNIFER N. CONSTANTINO
MARIO D. DE LA CRUZ JR.
NAUMI G. LIGUTAN
DONALYN S. MIÑA
JULIUS 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

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