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9
Mathematics 11
Quarter 2, Weeks 4-10 - Module on
Zero Exponents, Negative Integral Exponents,
Rational Exponents and Radicals

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Department of Education ● Republic of the Philippines

Math- Grade 9
Alternative Delivery Mode
Quarter 2, Weeks 4-10 - Module on Zero Exponents, Negative Integral
Exponents, Rational Exponents and Radicals
First Edition, 2020

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Published by the Department of Education – Division of Iligan City

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Development Team of the Module

Author/s: (__________, ____________)
Evaluators/Editor: (_______________________)
Illustrator/Layout Artist: Joe Marie P. Perez, Beverly D. Sarno
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Chairperson: Roy Angelo E. Gazo, PhD, CESO V
Schools Division Superintendent

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Assistant Schools Division Superintendent

Members Henry B. Abueva, OIC - CID Chief

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 9
Mathematics
Quarter 2, Weeks 4-10 - Module on
Zero Exponents, Negative Integral
Exponents, Rational Exponents and Radicals

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@ deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines
This page is intentionally blank
 Table of Contents

What this Module is About..........................................................................................................................i

How to Learn from this Module................................................................................................................ii
Icons of this Module.....................................................................................................................................ii

Pre-Assessment............................................................................................................................................iii

Lesson 4:
Zero and Negative Integral Exponents......................................................................
What I Need to Know......................................................................................................
What’s New ....................................................................................................................
What Is It.............................................................................................................................
What’s More .....................................................................................................................
What Is It ...........................................................................................................................
What’s More .....................................................................................................................
What’s New …..................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................
Lesson 5:
Rational Exponents and Radicals...................................................................................
What I Need to Know......................................................................................................
What’s New ....................................................................................................................
What Is It.............................................................................................................................
What’s More .....................................................................................................................
What Is It ...........................................................................................................................
What’s More .....................................................................................................................
What’s New …..................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................

Lesson 6:
Laws of Radicals..............................................................................................................................
What I Need to Know......................................................................................................
What’s New ....................................................................................................................
What Is It.............................................................................................................................
What’s More .....................................................................................................................
What Is It ...........................................................................................................................
What’s More .....................................................................................................................
 What’s New …..................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................
Lesson 7:
Simplifying Radical Expressions......................................................................................
What I Need to Know......................................................................................................
What’s New ....................................................................................................................
What Is It.............................................................................................................................
What’s More .....................................................................................................................
What Is It ...........................................................................................................................
What’s More .....................................................................................................................
What’s New …..................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................
Lesson 8:
Operations on Radical Expressions..............................................................................
What I Need to Know......................................................................................................
What’s New ....................................................................................................................
What Is It.............................................................................................................................
What’s More .....................................................................................................................
What Is It ...........................................................................................................................
What’s More .....................................................................................................................
What’s New …..................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................
Lesson 9:
Equations with Radicals............................................................................................................
What I Need to Know......................................................................................................
What’s New ....................................................................................................................
What Is It.............................................................................................................................
What’s More .....................................................................................................................
What Is It ...........................................................................................................................
What’s More .....................................................................................................................
What’s New …..................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................

Lesson 10:
Applications of Equations with Radicals...................................................................
 What I Need to Know......................................................................................................
What’s New ....................................................................................................................
What Is It.............................................................................................................................
What’s More .....................................................................................................................
What Is It ...........................................................................................................................
What’s More .....................................................................................................................
What’s New …..................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................

Summary
Assessment: (Post-Test)
Key to Answers........................................................................................................................................
References.................................................................................................................................................
This page is intentionally blank
What this Module is About
In your past lessons, you encountered exponents. Exponents provide you with a
convenient way to represent and work with very large and very small numbers. In this
module, you will extend your understanding on exponents. Specifically, exponents in a form
of rational numbers (fractions). You will also learn how to equivalently denote rational
number exponents using radical expressions or radicals, use laws of radicals and work on
problems where the applications rational exponents and radicals can be applied in real-life

situations.
Let me ask you these following questions. 1.) Have you ever wondered about how to
identify the side lengths of a square box or the dimensions of a square lot if you know its
area? 2.) Have you tried solving for the length of any side of a right triangle? 3.) Has it come
to your mind how you can find the radius of a cylindrical water tank?
Find out the answers to these questions and understand the various applications of
radicals to real-life situations.

LESSONS and COVERAGE

In this module, you will examine the questions on page ___ as you take the following
lessons.

Lesson 4 – Zero and Negative Integral Exponents

Lesson 5 – Rational Exponents and Radicals
Lesson 6 – Laws of Radicals
Lesson 7 – Simplifying Radical Expressions
Lesson 8 – Operations on Radical Expressions
Lesson 9 – Equations with Radicals
Lesson 10 – Applications of Equations with Radicals
Objectives

In these lessons, you will learn to:

 Apply the laws involving positive integral exponents to zero and

Lesson 4 negative integral exponents.
 Simplify expressions involving integral exponents.
 Illustrate and Simplify expressions with rational exponents.
Lesson 5  Translate expressions with rational exponents to radicals and vice
versa.
Lesson 6  Derives the laws of radicals.
Lesson 7  Simplifies radical expressions using the laws of radicals.
Lesson 8  Performs operations on radical expressions.
Lesson 9  Solves equations involving radical expressions.
Lesson 10  Solves problems involving radicals.

Module Map

Here is a simple map of the lessons that will be covered in this module.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
 to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

Pre-Assessment

Directions: Find out how much you already know about this module. Choose the
letter that you think best answers the question. Please answer all items. Take note of
the items that you were not able to answer correctly and find the right answer as you
go through this module.

1. Which of the following is TRUE about zero exponent?

a. Any real number raised to zero is equal to 1.
b. Any nonzero real number raised to zero is equal to 1.
c. Exponent rules for positive exponents cannot be applied to zero exponent.
d. All of the above.

2. Which of the following is equal to −4 d 0?

a. 1 b. –1 c. -4 d. 4

3. Which of the following statements is TRUE?

a100 200 b−7 −1 c 54 d 1/ 2
a. 100 =a b. −7 =b c. 54 =0 d. 1/ 2 =1
a b c d

? 1
4. What is the value of the missing exponent in the equation 3 = ?
27
a. –3 b. 3 c. 1/3 d. –1/3

5. What is the simplified form of −5 x−5 x 0 ?

 −5 1
a. -5 b. c. d. −5 x 5
x5 5 x5

6. Which of the following is NOT TRUE?

−6 −1 7 −6 −1 −7 −1 −1
6 −7 6 7
a.
7 ( ) =
6
b.
7
=
6 ( ) c. −
7() =
6
d. ()
7
=
6

7. Simplify: (−8)2 /3
a. 4 b. -2 c. -4 d. undefined

8. Simplify: z−2 /5 ∙ ∙ z 3 /5
a. z 6 /5 c. z−1 /5 b. z−6 /5 d. z 1/ 5

9. Rewrite the expression in radical form x 2/ 3.

a. √3 x 2 b. √ x 3 c. √3 x d. √ x

4
10. Write in exponential form √ ( 3 x )3 .
a. 3 x 3/ 4 c. (3 x)3 / 4 b. (3 x) 4/ 3 d. 3 x 4 /3

11. Which of the following is equivalent to √3 56?

A. 3√3 6 B. 2√3 6 C. 2√3 7 D. 3√3 7

12. Find the value of81 /3 .

A. 64 B. 8 C. 4 D. 2

13. Evaluate 3
√3 80 .
√ 10
A. 2 B. 4 C. 6 D. 8

1
14. What is
√
4

256
equal to?

1 1 1 1
A. B. C. D.
8 6 4 2

15. Solve √3 √2 64.

A. 2 B. 4 C. 6 D. 8

16. Which of the following is NOT true about √5 32?

1
a. It is a radical expression. c. Its exponential notation is 32 5 .
b. Its exponential notation is 325 d. Its simplified form is 2.

17. Given the following statements, which of the following is/are NOT true about
the simplified form of a radical expression?
 I. The radicand contains a fraction.
II. No denominator contains a radical sign.
III. No prime factor of a radicand that has an exponent equal to or greater
than the index.

a. I only b. II only c. III only d. II and III only

18. What is the result after simplifying √6 x 37 ?

37
a. x 6 √ x b. x 6 c. x 6 √6 x d. x 6

m10 ?
19. What is the result after simplifying

m 24
√m 2
m 2
√m 2
√
4

16
m2 √ m
a. b. c. d. Cannot be determined
2 4 2

20. Which of the following is true about 15√ x 10 b 15?

a. x 2 b 3 b. √5 x 2 b3 c. √3 x 2 b3 d. b √3 x 2

21. Which of the following is NOT TRUE about √6 8 r 3 ?

1
3
a. Its exponential notation is ( 8 r 3 ) 6 . c. It is equivalent to √√8 r 3
.
6
b. Its exponential notation is ( 8 r 3 ) . d. Its simplified form is √ 2 r.

22. Simplify the quotient of

√7 .
√3
√7 √ 21 7 7
a. b. c. d.
3 3 √3 3

23. Which are similar radicals?

I. 5√ 2 x , -√ 2 x II. √ 3 y , √3 3 y , √3 8 y III. -√ 2 , √8 , √ 18

a. I only b. II and III c. III only d. I and III

24. Which of the following radicals need not be rationalized?

7 2 4 √3
a.
√ 9
b.
√3
c.
√ 5
d.
√2

25. What is the simplified form of 2 √20 - 3√ 45 + √ 5 ?

a. 5√ 5 b. - 4√ 5 c. -5√ 5 d. 6√ 5

26. Find the product of √ 2 x 4 ∙ √ 8 x 3 .

a. √ 16 x12 b. √ 4 x 3 c. 4x3√ x d. 16x√ x

 27. Multiply √ 2 ( √ 6+ √ 7 ) and write the product in simplest form.

a. √ 12+ √14 b. 2√ 6+2 √ 7 c. √ 26 d. 2 √ 3+ √14

28. The area of a square garden is 64 meters squared. Estimate the side length
of
the garden.
a. 9 m b. 8 m c. 11 m d. 12 m

29. Simplify the expression √ 8 y +5 √50 y−2 √ 18 y

a. 13√ 2 y b. 21√ 2 y c. ( √ 8+5 √ 50−2 √ 18 ) √ y d. 882y

30. In rationalizing
√3 , what will you multiply to the radical?
√8

a.
√2 b.
√4 c.
√6 d.
√5
√2 √4 √6 √5
31. From the laws on radicals, which of the following is/are not
true?
n
n a √ a
n n
I. ( √ a ) = a 2n n n n
II. √ ab = √ a √ b III. = n
b √b √
a. II only b. III only c. I only d. I and III

32. Find the length of an edge of the given cube.

a. 6 √ 2 meters c. 6 √ 10 meters Surface

b. 2 √ 3 meters d. √ 2 meters Area =
72 sq. m

33. A newborn baby chicken weighs 3−2 pounds. If an adult

chicken can weigh up to 34 times a newborn
chicken. How much does an adult chicken weigh?

a. 9 pounds c. 64 pounds
34
b. 10 pounds d. pounds
9

34. A giant swing completes a period in about 15 seconds.

Approximately how long is the pendulum’s arm using the
1
formulat=2 π
√
32
, where l is the length of the pendulum in
feet and t is the amount of time? (use: π ≈3.14)

a. 573.25 feet c. 16.65 feet

b. 182.56 feet d. 4.31 feet
35. The volume (V) of a cylinder is represented by V =π r 2 h,
where r is the radius of the base and h is the height of the
cylinder. If the volume of a cylinder is 120 cubic meters and
the height is 5 meters, what is the radius of the base?

a. 2.76 meters c. 13.82 meters

b. 8.68 meters d. 43.41 meters
This page is intentionally blank
Lesson
Rational Exponents
5.1
What I Need to Know
In this lesson, you will learn to simplify expressions with rational exponents.

What’s New
Activity:_______________

Look at the expressions below. What could they mean? Fill up the tables. One row is
filled up as an example.

91 /2 81 /3 (−32 )1 /5 (−1 )1 /4 8 4 /3 64 2/ 3 32−3 /5

1) Column A Column B Column C

.b 1/ n n
a =b b 1/ n=a

91 /2 ( 3 )2=9 , (−3 )2=9 91 /2 =3∧−3

2) 1 /3
Column B Column C
8Column A
m/ n 1/ n m m
(−32 ) b 1 /5
(b ) b m/ n=( b 1/ n )
1 /4 1/3 4
8 4 /3 (−1 ) ( 8 ) = 24 8 4 /3=¿ 24 =16
(−27)2 /3
32−3 /5

What Is It
Guide Questions:
1) When is there a unique possible value of b 1/ n in Column C?

2) When are there no possible values of b 1/ n in Column C?

3) When are there two possible values of b 1/ n in Column C?

4) If there are two possible values of b 1/ n in Column C, what can you

observe about these two values?
 Let’s first define just what we mean by exponents of this form.
a=b1 /n is equivalent to a n=b

Let n be a positive integer. Then b 1/ n is defined as the principal nth root of b.

This means that:
1
1) If b is positive, then b n is the unique positive number a such that an =b. If b = 0,
then b 1/ n is 0.
2) If b is negative and n is odd, then b 1/ n is the unique real number a such that an=b.
3) If b is negative and n is even, then b 1/ n is not defined.

Guide Questions:
1) How do you simplifyb m/ n?
2) How do you simplifyb−m /n?

Let m and n be positive integers. Then b m/ n and b−m /n are defined as follows.
m
1) b m/ n=( b 1/ n ) , provided that b 1/ n is defined.
Examples: 8 4 /3=2 4=16 , (−27 )2/3 =(−3 )2=9
(−1 )3 /2 is not defined because (−1 )1 /2 is not defined.

−m /n 1
2) b = m , provided that b≠0.
( b 1/ n )
−3/ 2
16 1 125
Examples: 32
−3 /5 1 1
= 3= , ( )
25
=
4 3
=
64
2 8 ()
5

What’s More
Activity

Fill in the missing parts of the solution in simplifying expressions with rational
exponents and then answer the process questions below.

1) x 1/ 3 x 5/ 3 = x?+? = x 6 /3 = ____ 3) ( a 1/ 4 ) ( a2 /3 ) =a? / 12+? /12 =a?

1 /3 85 /3 ?−? 1 /3
2) ( a 6 b 9 c15 ) =a? b? c ? =a2 b3 4) 4/3
=8 =8 =¿____
8

y 2 /3 2 ¿ ¿¿
5¿ ( )
y 1 /2
¿ =y ¿
 What Is It

Guide Questions:
1. Based on the activity, how do you simplify expressions involving rational
exponents?
2. What are the necessary skills in simplifying expressions with rational
exponents?
3. Did you encounter any difficulties while solving? If yes, what are your plans
to overcome them?

 The activity enabled the students to realize the laws of exponents for integral
exponents may be used in simplifying expressions with rational exponents.

Let m and n be rational numbers and a and b be real numbers.

a m ∙ an =am +n
Example: x 1/ 3 x 5/ 3 = x 1/ 3+5 /3=x 6 /3 =x2

( ab )m=a m b m
1/ 3
Example: ( a 6 b 9 ) =a 6/ 3 b9 /3=a2 b 3

n
( a m ) =amn
1/2
Example: ( x 4 /3 )

a m am
()
b
= m ,b ≠ 0
b
2 1 /4 21/ 4
Example:
3 ()
= 1/ 4
3

am m−n
n
=a ,if m> n
a
85 /3 5/ 3−4 /3 1/ 3
Example: 4 / 3 =8 =8 =2
8

am 1
n
= m −n ,if m< n
a a

84 / 3 1 1 1
Example: 5 /3 = 5 /3−4 /3
= 1 /3 =
8 8 8 2

Note: Some real numbers raised to rational exponent are not real numbers
such as (−1 )1 /2, and for such cases these laws do not hold.

 The activity also required students to use their understanding of addition

and subtraction of similar and dissimilar fractions.
 What’s More
Activity: Think- Pair-Share

Directions: Simplify and express answers with positive exponents, then decode the
following.

Is This Garden of EVE?

This garden is located at Barangay Buck State, Alfonso, Cavite which offers romantic
nature garden dining and lodging. The garden was supposed to be the owner’s
private paradise and just opened the doors to the public in February 1998 in time for
Valentine’s Day. What garden is this? To find out, write the letter of the correct choice
in each blank at the next slide that contains the exercise number.
1/ 6
1) ( a 2 b 3 ) N. 51 /2 A. x 1/ 3 y 1 /8

8
p1/ 4 1
2)
( )p3/ 4
B.
p7
R. 151 /3

3/4
3) ( 52 /3 ) Y. 3 W. ab 2/ 5

1
4) 33 / 4 ∙ 31 /4 C. 10 O.
p4
1/ 2
5) ( x 2/ 3 y1 / 4 ) S. a 1/3 b1 /2 L. x 1/ 3 y

_______ _______ _______ _______ _______

1 2 3 4 5

Activity: Find Some Who Can…

Your mission is to find a different person among your classmates to simplify each
expression in the table below.
Your teammates must write the correct answer in the square and then sign the
square. You may not have a person sign/answer more than one square.

Simplify: 82 /3 Simplify: 21−1 /3 Simplify: 163 / 4 Simplify: 9−3/ 2 Simplify: −324 / 5

__________ __________ __________ __________ __________

Simplify: ( x 2 y 1 /2 )4 Simplify: x 1/ 5 ∙ x 2 /3 y 2/ 3 Simplify: 31 /2 ∙31 / 4 Simplify: ¿ ¿

Simplify: 5/ 3
y
__________ __________ __________ __________
__________
 What’s More
Activity:
Directions: Using your knowledge of rational expressions, simplify the following

Given Final Answer

3 /2
1) ( n 4 )

1/ 2
2) ( 9 r 4 )

−3
3) ( a 2/ 3 )

2/3
4) ( b−3 /4 )

3
5) ( 2 a1 /2 b1 /3 )

x 1 /2
6) −2/ 3
x

x2 y 6 1/3
7¿ ( x−1 y 3
¿ )
8) ¿

9) k 3/ 5 ∙ k 1 /7

m3 / 2 n−1/ 4
10)
m 3/ 4 n3 /4

What I Have Learned

Activity:
Simplify the given expressions.

1) 811 /4 4) (−125)−4 / 3
−1 /2
4
2) 2251 /2 5) ()
9

3) 49−3 /2
Simplify. For the answers: only positive exponents with no fractional exponents in the
denominator.
2
6) 33 / 4 ∙ 31 /4 11) ( a−1 ∙ b−1/ 3 ∙ a−4 /3 ∙ b 2)

3/ 2 c 1/ 4
7) (a8) 12)
c 5/ 4

3 /2 −2 4 x2
8) (p ) 13)
2 x 1 /2
3 /2
1 /2 4 /3
( x3 y 2 )
9) 3 b ∙b 14) 1/4
( x−1 y −2/3 )
5/ 4
2 ( m−1/ 2 n 2 )
10) ( m ∙m−2 ∙ m5 /3 ) 15)
m2 n1 /2

Solve the given word problems.

1) The volume of a cube is related to the area of a face by the formula

V = A 3/ 2, what is the volume of a cube whose face has an area of 100cm 3?

2) The approximate number of Calories C, that an animal needs each day is given by
C=72 m3 / 4, where m is the animal’s mass in kilograms. Find the number of Calories that
a 16 kilograms dog need a day.

3) Biologists use a formula to estimate the mass of a mammal’s brain. For a mammal with a
mass of m grams, the approximate mass B of the brain, also in grams, is given
1 2 /3
B= m . Find the approximate mass of the brain of a mouse that has a mass of 64
8
grams
 What I Can Do
Performance Task:

The zoo is expecting a new alligator to arrive in a few days. The previous Reptile Chef fed
other species of reptiles currently at the zoo according to the information in the table. You
speak with the Mammal Chef, who uses the formula y=72 m 3 /4 to determine the daily calorie
intake for the mammals, where y is the number of Calories eaten and m is the mammal’s mass
in kilograms. You wonder if a similar formula might help determine the number of calories
for the new alligator. Substitute the data pairs from the table into the formula to find a number
a so that the expression y=am3 / 4 gives the daily number of Calories required by a reptile
with a mass of m kilograms.

If alligator has a mass of 400 kilograms, how many calories will it require per day?

Reptile Type Mass (m) Daily Calories (y)

Bearded Dragon 0.4 kg 5.0
Spur-thighed Tortoise 4.2 kg 29.3
Spectacled Caiman 34 kg 141
Rhinoceros Iguana 7.4 kg 44.9
Giant Tortoise 250 kg 62.9

Your output will be evaluated according to mathematical concept accuracy of the

computation, and the organization of the report.

Rubrics of the Performance Task

4 3 2 1
Categories
Excellent Satisfactory Developing Beginning
Shows very
Shows complete Shows some
Shows substantial limited
understanding of understanding of
understanding of understanding of
Mathematical the mathematical the mathematical
the mathematical the underlying
concept concepts used to concepts needed
concepts used to concepts needed
solve the to solve the
solve the problem to solve the
problem. problem(s).
problem(s).
All computations Generally, most
The Errors in
Accuracy of the are correct and of the
computations are computations are
computation are logically computations are
correct severe.
presented. not correct
Illogical and
Highly organized,
Satisfactorily Somewhat obscure. No
flows smoothly,
organized, cluttered. Flow is logical
Organization of and observes
sentence flow is inconsistent connections of
the report logical
generally smooth smooth, appears ideas. Difficult to
connections to the
and logical disjointed determine the
point.
meaning.
Prepared by:
Mechu Charity T. Colot
Teacher, Iligan City National High School
Lesson
Radicals
5.2
What I Need to Know
In this lesson, you will learn to writes expressions with rational Exponents as
radicals & vice versa.

What’s New

The previous activities helped you recall how to simplify expressions with rational
exponents. These also elicited your initial ideas about radicals. Your goal in this
section is to construct your understanding of writing expressions with rational
exponents to radicals.

Carefully analyze the first two examples below then fill in the rest of the exercises
with your own answer.

2
3 √3 22 √3 4
2

3
(3 p) 2 √(3 p)3 √ 27 p 3

3
4 4
(4f ) √ ¿¿

3
(5 k ) 5 √5 125 k 3

4
(6m
¿5

What Is It

Guide Questions:
 How do you think the given expression with rational exponents were written as
radicals? What process have you observed?
 What necessary understanding is needed to simplify the given expression?
The symbol √n amis called radical. A radical expression or a radical is an expression
n m
containing the symbol √ called radical sign. In the symbol √ a , n is called the index
or order which indicates the degree of the radical such as square root √ , cube root
m
√3 ❑, and fourth root√4 ❑ , a is called the radicand which is a number or expression
inside the radical symbol and m is the power or exponent of the radicand.

index

m
√n am exponent
an
=
radicand
radical sign

m m n m n m
If is a rational number and a is a positive real number, then a n = √ a = (√ a ¿
n
n m n m
provided that √ a is a real number. The form (√ a ¿ is called the principal nth root of
a m. Through this, we can write expressions with rational exponents as radicals.

Example:
1 2
5 = √5
2
4 k = √3 ¿ ¿
3

n m
NOTE: We need to impose the condition that a > 0 in the definition of √ a for an
even n because it will NOT hold true if a < 0 . If a is a negative real number, and n
is an even positive integer, then a has no real root. If a is positive or negative real
number and n is odd, then there exists exactly one real nth root of a , the sign of the
root being the same as the sign of the number.

Example :
√−9 = no real root √3 −27 = -3
√4 −16 = no real root √7 −128 = -2
 What’s More
Activity:

Answer the nest activity that will test your skill in writing expressions with rational
exponents to radicals and vice versa.

RADICAL FORM EXPONENTIAL FORM RADICAL FORM EXPONENTIAL FORM

1
5
(−32 x)
1
2
(50 x)

3 6
√ 25 a b4
√4 30 x2
What I Have Learned
A rati ois an exponent that is a fraction and can be written in radical
1
form . For example, 125 3 can be written as ___________. In the radical form of the

previous example, 125 is the _________, 1 is the ________ and ___________ is the

index.
Summary

This module was about lessons in rational exponents and radicals. The lesson provided with
the opportunities to simplify expression with rational exponents by applying the laws of exponents.
You learned also the process on how to write expressions with rational exponents as radical and vice
versa. Moreover, students were given the chance to demonstrate their understanding of the lesson by
doing different activities. Your understanding and learned mathematical concepts and principle will
facilitate your learning of the next lesson.

Prepared by:
Mechu Charity T. Colot
Teacher, Iligan City National High School

References
https://tutorial.math.lamar.edu/Classes/Alg/RationalExponents.aspx

https://www.slideshare.net/rina0812/zero-exponents-negative-integral-exponents-rational-
104639003

https://www.slideshare.net/lhadieedilissa24/math-9-module-4

https://www.slideshare.net/paolodagaojes/9-math-lm-u2m4v10

https://teachershq.com/learners-materials-grade-nine/

https://cdn.kutasoftware.com/Worksheets/Alg2/Simplifying%20Rational%20Exponents.pdf

https://braingenie.ck12.org/skills/106294

https://1.cdn.edl.io/LeFkX8lW1Bjcqm5yLbGeeKSy6Y6LZKA5IYjyjONUTKEWuEva.pdf

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=H42W59&

https://wvde.us/wp-content/uploads/2018/06/Lesson-4.pdf

http://www.clipartoday.com/freeclipart/school/school/studenticons_11967.html

https://quizizz.com/admin/quiz/5ab1179048ae86001bc46a45/rational-exponents
https://learning.hccs.edu/faculty/mandri.obeyesekere/math0312-10/practice-test-3
 Post-Assessment

Part I
Directions: Find out how much you already know about this module. Choose the letter that
you think best answers the question. Please answer all items. Take note of the items that
you were not able to answer correctly and find the right answer as you go through this
module.

Lesson 4
−m 1
1. Which of the following is/are NOT TRUE about x = ?
xm
I. m is an integer. II. x is any real number. III. x cannot be
negative.

a. I and II only b. II and III only c. I and III only

d. all of the above.

0 −1
[
2. Which of the following is equal to (−9 p 1/ 2 q ) ] ?
1 −1
a. 1 b. –1 c. d.
9 9

3. Which of the following statements is incorrect?

x 100 0 z−5 2 m 23 n1/ 3
a. =x b. =z c. =0 d. =1
x 100 z−7 m 23 n1/ 3
8
2 −3 a ?
4. What is the value of the missing exponent in the equation ( a b ) = 12 ?
b
a. –4 b. 4 c. 6 d. –6
−1
5. What is the simplified form of (−4 d 0 ∙2−3 ∙ e 5) ?
−32 −1 −2
a. –1 b. c. d.
e5 32e 5 e5

6. Which of the following is NOT TRUE?

−3 6−3 −2 6 −1
7
a .−3 x−1=
x
b. 4 y 0=4 c.
6−5
=6 d. ()
7
=
6

7. Which of the following is not equal to 1?

0 k 0 m−3 0
−2
a .−(−5 a bc ) b. −x 0 +2 c. d. ( r −5+ r 5 )
m−3
−2

8. Which of the following is equal to

[−(14 x )0 y −7 z ] ?
−2
( y −3 z )
1 −1
a . y8 b. − y 8 c. d.
y8 y8
 9. Which of the following simplifies to a negative number?
1
a . 7−6 b. (−7 )−6 c. d. −7−6
7−6

10. Which is greater, 20−3 or 20−1? How many times it is greater than the other?
a. 20−3; it is 20−2 times greater c. 20−1; it is 202 times greater
b. 20−3; it is 202 times greater d. 20−1 ; it is 20−2 times greater

Lesson 5

1) Simplify: 323 /5
a. 2 c. 16
b. 8 d. 24
2) Simplify: (−8)2 /3
a. 4 c. -2
b. -4 d. undefined
3) Simplify: 6761 /2
a. 13 c. 26
b. 104 d. 52
4) Simplify: z−2 /5 ∙ ∙ z 3 /5
a. z 6 /5 c. z−1 /5
b. z−6 /5 d. z 1/ 5
1/ 2
5) Simplify: ( 9 k 2 m− 4 )
2k 3k
a. c.
m2 m2
b. 2 km2 d. 3 km2
6) Rewrite the expression in radical form x 2/ 3.
3 2
a. √ x c. √ x 3
3
b. √ x d. √ x
6 2
7) Select an expression that is equivalent to √ 3
a. 32 /3 c. 33
b. 33 /2 d. 31 /3
x1 /2
8) Simplify:
x−7/ 4
1
a. c. x 19/ 4
x 9/ 4
1
b. x 9 /4 d. 19 /4
x
4
9) Write in exponential form √ ( 3 x )3
a. 3 x 3/ 4 c. (3 x)3 / 4
b. (3 x) 4/ 3 d. 3 x 4 /3
10) The approximate number of Calories C, that an animal needs each day is given by
C=64 m 3 /5,
where m is the animal’s mass in kilograms. Find the number of Calories that a 32
kilograms dog need
a day
a. 215 c. 645
b. 512 d. 935
Lesson 6

1. What is √4 16 x 8 y 4 equal to?

A. 4 x 2 y 2 B. 4 x2 y C. 2 x2 y D. 2 x 2 y 2

2. Evaluate
√3 80 .
√3 10
B. 2 B. 4 C. 6 D. 8

3. What is √5 64 y 5 equal to?

A. 2√5 2 y B. 2 √5 2 C. 4 √5 2 D. 4 √5 2 y

1
4. What is
√
4

256
equal to?

1 1 1 1
B. B. C. D.
8 6 4 2

5. Which of the following is equivalent to √3 56?

B. 3√3 6 B. 2√3 6 C. 2√3 7 D. 3√3 7

6. Find the product of √4 10 • √4 8

A. 5√4 4 B. 4√4 5 C. 2√4 5 D. 5√4 2

7. Simplify √ 5 x5 • √ 10 a2
A. 5x√ 2 x 3 B. 5 x 3 √ 2 x C. 2 x 3 √ 5 x D. 2x√ 5 x3

3
8. Solve √ √2 64.
A. 2 B. 4 C. 6 D. 8
3
9. Simplify √ √ 125 .
A. √3 5 B. √ 5 C. √6 5 D. √5 5

10. Evaluate 163 / 4 .

A. 8 B. 6 C. 4 D. 2

128 a 9
11. Compute
√3

2a 3
.

A. 2α B. 2a 2 C. 4a 2 D. 4α

12. What is ¿ )( √3 4 ¿¿ ?

A. 2√3 5 B. 3√ 5 C. 4√3 5 D. 2√ 5
 13. Simplify 253 /2

A. 5 B. 25 C. 75 D. 125

4
14. Find the result of √ √ 256.
A. 2 B. 4 C. 6 D. 8

15. Find the value of82 /3 .

A. 64 B. 8 C. 4 D. 2

Lesson 7
1) Which of the following is NOT true about √5 32?
1
a. It is a radical expression. c. Its exponential notation is 32 5 .
b. Its exponential notation is 325 d. Its simplified form is 2.

2) Given the following statements, which of the following is/are NOT true
about the simplified form of a radical expression?

IV. The radicand contains a fraction.

V. No denominator contains a radical sign.
VI. No prime factor of a radicand that has an exponent equal to or
greater than the index.

a. I only b. II only c. III only d. II and III only

n
3) Which of the following is true about √ ab?
a. √n ab=√n a bn b. √n ab=an bn c. √n ab=√n a √n bd. None of the above.
4) What is the result after simplifying √6 x 37 ?
37
a. x 6 √ x b. x 6 c. x 6 √6 x d. x 6
m10 ?
5) What is the result after simplifying

m 24
√m 2
m 2
√m 2
√
4

16
m2 √ m
a. b. c. d. Cannot be
2 4 2
determined
12
6) Which of the following is the result when we simplify 3 27 a ?

a4 √ 3 a 3 a4 3 a4 √3 3
9 √
a. b. c. d. a 4 √3 3
3 3 3
7) Which of the following is true about 15√ x 10 b 15?
a. x 2 b 3 b. √5 x 2 b3 c. √3 x 2 b3 d. b √3 x 2
8) What factor would you use to rationalize a denominator of √7 x 3?
a. √7 x 4 b. x 4 c.√7 x 7 d. x 7
9) Which of the following is NOT TRUE about √6 8 r 3 ?
 1
3
a. Its exponential notation is ( 8 r 3 ) 6 . c. It is equivalent to √√8 r 3
.
3 6
b. Its exponential notation is ( 8 r ) . d. Its simplified form is √ 2 r.

10) Simplify the quotient of

√7 .
√3
√7 √ 21 7 7
a. b. c. d.
3 3 √3 3

Lesson 8

1. Which are similar radicals?

II. 5√ 2 x , -√ 2 x II. √ 3 y , √3 3 y , √3 8 y III. -√ 2 , √8 , √ 18

A. I only B. II and III C. III only D. I and III

2. Which of the following radicals need not be rationalized?

7 2 4 √3
A.
√ 9
B.
√3
C.
√ 5
D.
√2

3. In rationalizing
√3 , what will you multiply to the radical?
√8

A.
√2 B.
√4 C.
√6 D.
√5
√2 √4 √6 √5
4. What is the simplified form of 2 √20 - 3√ 45 + √ 5 ?

A. 5√ 5 B. - 4√ 5 C. -5√ 5 D. 6√ 5

5. Find the product of √ 2 x 4 ∙ √ 8 x 3 .

A. √ 16 x12 B. √ 4 x3 C. 4x3√ x D. 16x√ x

6. Which of the following is the product of √3 x ∙ √ 2 x ?

A. √6 x 2 B. √6 8 x3 C. √6 x 5 D. √6 8 x5

7. Simplify the expression √ 8 y +5 √50 y−2 √ 18 y

A. 13√ 2 y B. 21√ 2 y C. ( √ 8+5 √ 50−2 √ 18 ) √ y D. 882y

8. Multiply √ 2 ( √ 6+ √ 7 ) and write the product in simplest form.

A. √ 12+ √14 B. 2√ 6+2 √ 7 C. √ 26 D. 2 √ 3+ √14

9. The area of a square garden is 85 meters2. Estimate the side length of the garden.
A. 9 m B. 7 m C. 11 m D. 12 m

10. Simplify the quotient

√3 625 x 6 y 4 .
√3 5 xy
5 xy
3 2

25 x 2 y 2 3 2 25 x 2 √ x
A. B. C. 5 xy √ x D.
√ x2 5 xy 5 xy

Lesson 9

Lesson 10
1 1

( )( )
1. In the expression 8 . 8 . , what is its simplified form?
2 2

1
A. 8 4 B. 8 C. 16 D. 64
1
2. In simplifying the expression −1 , which of the following is true?
2
x
1 x 1
A. 1 B. 1 D. x C. x 2
2 2
x x
3. What do you call the number or expression inside the radical sign?
A. radicand B. base C. radical D. index
3
4. Given the expression (2 n) 5 , how will you transform it into a radical expression?
A. √5 8 n3 B. √3 8 n5 C. √5 2 n3 D. √3 2 n5
5. From the laws on radicals, which of the following is/are not true?
n
n a √ a
n n
I. ( √ a ) = a 2n n n n
II. √ ab = √ a √ b III. = n
b √b √
A. II only B. III only C. I only D. I and III
6. In simplifying radicals, which of the following is correct?
A. √3 −27 = 3 B. √ 8 = 2 C. √3 125 = 5 D. √ −144 =12
3 4
7. In the radical expression √ √16 , What is its reduced form of ?
A. √ 2 B. √3 2 C. 12√ 16 D. √7 16
8. In rationalizing the denominator of the expression
√5 , what will you multiply to the
√7
expression to make it simplified?
A.
√7 B.
√5 C.
√5 D.
√5
√7 √5 √−7 √7
9. Similar radicals are radicals of the same index. Which of the following is/are true?
I . √ 5 a, 2√ 5 a, -6√ 5 a II. √ 2 f , √3 3 f , √3 4 f III. -7 √ 8 , √10 , √ 7
A. III only B. I and II C. II only D. I only
10. Find the length of an edge of the given cube.
A. 6 √ 2 meters
6 √ 10 meters Surface
Area =
72 sq. m
in feet and t is the amount of time? (use: π ≈3.14)
A. 573.25 feet C. 16.65 feet
B. 182.56 feet D. 4.31 feet
13. A taut rope starting from the top of a flag pole an tied to the ground is 15 meters
long. If the pole is 7 meters high, how far is the rope from the base of the flag pole?
A. 2.83 meters C. 13.27 meters
B. 4.69 meters D. 16.55 meters
14. The volume (V) of a cylinder is represented by V =π r 2 h, where r is the radius of the
base and h is the height of the cylinder. If the volume of a cylinder is 120 cubic meters
and the height is 5 meters, what is the radius of the base?
A. 2.76 meters C. 13.82 meters
B. 8.68 meters D. 43.41 meters

Part II (for nos. 15-20)

Formulate and solve a problem based on the given situation below. Your output shall be
evaluated according to the given rubric below.

You are an architect in a well-known establishment. You were tasked

by the CEO to give a proposal for the diameter of the establishment’s
water tank design. The tank should hold a minimum of 800 cm 2. You
were required to present a proposal to the Board. The Board would
like to see the concept used, its practicality and accuracy of
computation.

RUBRICS
CATEGORIES 2 1
SATISFACTORY DEVELOPING
Mathematical Concept Demonstrate a
satisfactory Demonstrate incomplete
understanding of the understanding and have
concept and use it to some misconceptions.
simplify the problem.
Accuracy of Computation The computations are Generally, most of the
correct. computations are not
correct.
Practicality The output is suited to the The output is suited to the
needs of the client and can needs of the client but
be executed easily. cannot be executed easily.

Key to Answers

PRE-ASSESSMENT
1. d 11. c 21. b 31. c
2. c 12. d 22. b 32. b
3. d 13. a 23. a 33. d
4. a 14. c 24. a 34. b
5. b 15. a 25. b 35. a
6. a 16. b 26. c
7. d 17. a 27. d
8. d 18. a 28. b
9. a 19. a 29. b
10. c 20. d 30. a

POST-ASSESSMENT

1. d 11. c 21. b 31. c

2. c 12. d 22. b 32. b
3. d 13. a 23. a 33. d
4. a 14. c 24. a 34. b
5. b 15. a 25. b 35. a
6. a 16. b 26. c
7. d 17. a 27. d
8. d 18. a 28. b
9. a 19. a 29. b
10. c 20. d 30. a
For inquiries and feedback, please write or call:

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E-mail Address: cagayandeoro.city@deped.gov.ph