ASSUMPTA TECHNICAL HIGH SCHOOL

Sta. Monica, San Simon, Pampanga

SY 2020 – 2021

MODULE IN MATHEMATICS
Grade 9
QUARTER: SECOND
I. Topic: Radicals
Time Frame: Week 1&2

II. Most Essential Learning Competencies:

 illustrates expressions with rational exponents.
 simplifies expressions with rational exponents.
 writes expressions with rational exponents as radicals
 simplifies radical expressions using the laws of radicals.
 operations on radicals

III. Learning Objectives:

 illustrates expressions with rational exponents.
 simplifies expressions with rational exponents.
 writes expressions with rational exponents as radicals and vice versa.
 derives the laws of radicals.
 simplifies radical expressions using the laws of radicals.
 develops honesty and resilience

IV. Learning Activities:

Prayer:

We pray to you, St. Marie Eugenie, do not permit that, from now on, we leave you
frozen under the table of your sainthood. May your personality with its lively
intelligence, its spirit of enterprise, its missionary faith remain for each of us? Always
living and stimulating.

Breathe into us the spirit of discernment, beyond the easy answers and the lukewarm
discussions. May the Lord be our sole guide, our single road of Truth and of Life.
Accompany us when the situation requires determination and valiant perseverance on
our part. Following your example, let us know how to observe wisely the society of
our time.

Sustain us by your tender but demanding nature, so that we may commit all our
strength to humanizing the world. So that God can make it divine. May the careful
attention and respect to all those who are confided to you move us to extend this
family spirit, the mark of the Assumption of which you are the foundress. Holiness is
not a question of peaceful repose; rather, following you, we make it happen, day after
day. Amen.

ATHS Module for Mathematics 9: Radicals | 1

 LET’S BE ENGAGED

Have you ever thought on how to solve a

fractional exponent?
1
Like how can you solve or simplify 42 ?
2
How to solve 83 ?

You must be thinking that it’s so complicated since you

know that exponent tells how many times a number will
be multiplied by itself right?
Maybe you wonder now on how can you multiply a
1 3
number or by itself?
2 2

As you go through this module, think of these questions:

How do we evaluate and simplify radicals?

How do we perform operations on radicals?

How do we apply radicals in real life situation?

LET’S LEARN MORE:

1 2
As a head start you should know that this 42 and 83 to radicals for you to solve the given easily.

1
2
4 2 √41 OR √4
To convert rational exponents to radicals, the base will be the whole number of the
radicals. For the fractional exponent, the denominator will the root and the numerator will serve
as the exponent of the whole number.
ATHS Module for Mathematics 9: Radicals | 2
 1
An exponent of 2 is actually a square root

1
An exponent of is 3 cube root

1
An exponent of 4 is 4th root

And so on!

Let’s have another example for you to understand it better.

2 Let’s see more examples for

3
8 √82 3 you to understand more.
3 OR √64 1
a. 252 = √25
1
4
b. 164 = √16
1
3
c. 125 = √125
3
3
5
d. 105 = √103

Convert the following to

radicals.
1
e. 642 =
1
f. 814 =
1
g. 1252 =
2
h. 105 =
1
i. 3433
j.

Now we can say that we can easily solve rational exponents using radicals. So let’s get
to know more about radicals. As we go along we will learn on:

A radical expression is one which contains a root in the form:

𝑛
𝑚
Index 𝑚
√𝑥 = 𝑥 𝑛 Exponential Form

Radical Sign

Radicand (x: base, m: exponent of the base)

To evaluate the radical means to get the ROOT.

ATHS Module for Mathematics 9: Radicals | 3
Let’s now learn on how to evaluate radical with exact roots.
 The positive square root is called the Principal Square Root.
 Negative numbers doesn’t have roots:
- √−1 is denoted by i, which means imaginary number.

Refer to this
table if you
need more help
in finding
perfect roots.

http://www.clausentech.com/lchs/dclausen/algebra2/useful_programs/Squares_Etc.htm

Evaluate the following radicals.

Let’s now apply what we learned and
evaluate: a. √−100 =

 √49 = 7 
3
√8 = 2 b. −√163 =
3 c. √256 =
 −√49 = -7  − √8 = -2
4
3
d. √81 =
 √−49 = 7i  √−8 = 2i 3
e. √512 =
f. √−16 =
g.
After learning how to simplify radicals, ask the following questions to yourself.
 “How can simplifying things help you confront problems in life?”
 “How can you worship God in simple means?”
ATHS Module for Mathematics 9: Radicals | 4
 Let’s now learn on how to simplify radicals without perfect roots:
The Product Rule for Radicals says that if a and b are nonnegative real numbers,
then:

𝑛 𝑛 𝑛
√𝑎 ∙ √𝑏 = √𝑎𝑏

√𝟏𝟐 doesn’t have a perfect root, to simplify it, take note of the strategy in simplifying radicals:
find the factors of the radicand that are perfect nth powers, then use the Product Rule for
Radicals.

√12 = √4 ⋅ 3 = √4 ⋅ √3 = 2√3

Let’s try some more examples.

√27 = √9 ⋅ 3 = √9 ⋅ √3 = 3√3

√𝑥 7 = √𝑥 6 ⋅ 𝑥 1 = √𝑥 6 ⋅ √𝑥 1 = 𝑥 3 √𝑥

3 3 3
√16 = √8 ⋅ 2 = √8 ⋅ √2 = 2 √2
3 3

Simplify the following radicals.

𝑎. √ 𝑠 5 𝑚7
3
𝑏. √48

𝑐. √162

𝑑. √72

3
𝑒. √𝑥 11

ATHS Module for Mathematics 9: Radicals | 5

Moving on, let us now discover on how to add or subtract radicals.

Adding or subtracting radicals has the same concept as that of adding or subtracting similar, or
"like" terms in algebra:
 The index and the radicands must be the SAME (creating "like radicals") before you can
add or subtract the radical expression

Adding and subtracting radicals:

 For like radicals, add (or subtract) the values in front of the radicals and keep the radical.

Example 1

2 √3 + √3 Answer: 3√3
The radicals are the same, therefore, add the values in front of the radical symbols, and keep the
radical. (2 + 1)√3 = 3√3

Example 2

3√3 - √5 Answer: 3√3 - √5

The given radicals are different and each is already in its simplest form. Therefore we can no
longer combine these values. The answer is the same as the original problem.

Example 3

4√75 + 2√3 Answer: 22√3

At first glance, it seems that radicals can’t be combined since the radicands are not the same. But
if we look further, we can simplify the first term, so they will be "like" radicals:

= 4√25 · 3 + 2√3

= 4 · 5 √3 + 2√3

= 20 √3 + 2√3

= 𝟐𝟐√𝟑

ATHS Module for Mathematics 9: Radicals | 6

 Add or subtract the following radicals.

1. 2√5 + √5 + 9√5=
2. 5√3 + 6√3 - √12 =
3. √162 - √2 =
4. 3√16 - √4 + 5√4
5. 10𝑥 √𝑥 9 - 2𝑥 4 √𝑥 =

After learning how to add and subtract, let’s learn how to multiply and divide radicals.
MULTIPLYING AND DIVIDING RADICALS make use of the "Product Rule" and
the "Quotient Rule".

PRODUCT RULE
Multiplying Radicals:
𝒏 𝒏 𝒏
√𝒂𝒃 = √𝒂 · √𝒃
 Radicals must have the same index;
 Multiply the radicands; where a ≥ 0, b≥ 0
 Multiply the values in front of the radical; and
"The radical of a product is equal
 Simplify if needed. to the product of the radicals of
each factor."

Example 1

√3 · √8 Answer: 2√6

Simply multiply the radicands. √3 · √8 = √24

Then simplify the result. √4 · 6

= 𝟐√𝟔

ATHS Module for Mathematics 9: Radicals | 7

Example 2

3√10 · 5√5 Answer: 75√2

Simply multiply the radicands and the values in front: 𝟑√10 · 𝟓√5 = 𝟏𝟓√50

Then simplify the result: 𝟏𝟓√50

= 𝟏𝟓√25 · 2

= 𝟏𝟓 · 5√2

= 𝟕𝟓√2

Example 3

√3𝑥 · √8𝑥 3 Answer: 2𝑥 2 √6

Multiply the radicands: √3𝑥 · √8𝑥 3 = √24𝑥 4
Then simplify the result: √24𝑥 4 = √24 · √𝑥4

= √4 · 6 · √𝑥 4

=2√6 · 𝑥 2

=2𝑥 2 √6

QUOTIENT RULE
Dividing Radicals:
𝒏
𝒏 𝒂 √𝒂
 Radicals must have the same index; √𝒃 = 𝒏
√𝒃
 Divide the radicands;
 Divide the values in front of the radical; and where a ≥ 0, b > 0
 Simplify if needed. "The radical of a quotient is equal
to the quotient of the radicals of
the numerator and denominator."
Example 1

12√24
Answer: 8√2
3√3
12√24
Divide the radicands and divide the values in front of the radical: = 4√8
3√3

Then find the simplest form the result. 4√8 = 4√4 · 2 = 𝟖√𝟐
ATHS Module for Mathematics 9: Radicals | 8
Example 2

1 √3
𝑎. Answer:
√3 3

This given will be in simplified form when the radical

is removed from the denominator. How?
1 √3
= · =1  Create a radical with a perfect root in the
√3 √3
denominator by multiplying the top and bottom
of the fraction by the same value (this is like
multiplying the given by "1").
√3 √3
= =
√9 3

The denominator was rationalized.

Rationalize the denominator is the idea used to simplify a fraction with a radical in the
denominator. It is the process of removing the radical from the denominator. You are creating a
"rational" number in the denominator instead of an "irrational" number.

2 2√5
𝑏. Answer:
2√5 5
2 √5
= · Rationalize the denominator.
√5 √5
2 √5 2 √5 Simplify the result.
= =
√25 5

Solve for the product of quotient.

1. 3√2 · 5√8
2. √10 · √5
3. 3√6𝑥 · √5𝑥 5
4. √4 · √16
1
5.
√5
15√64
6. 3√4
20√8
7. 5√4

ATHS Module for Mathematics 9: Radicals | 9

 LET’S BE REAL!

Let us now find out where we can use radicals in real life. In the field of
science, there are formulas which involve radical. These might be used in the
future as you explore them. So here are some examples.

When you drop an object from a height, the only force

acting on it is gravity (and some air friction) and it is
said to be in free-fall. We can use math to describe the
height of an object in free-fall after a given time because
we know how to quantify the force of the earth pulling
on us – the force of gravity.
An object dropped from a height of 600 feet has a height,
h, in feet after t seconds have elapsed, such that:
ℎ = 600 − 16𝑡 2 .

One way to measure the amount of energy that a

moving object (such as a car or roller coaster) possesses
is by finding its Kinetic Energy. The Kinetic Energy
(measured in Joules) of an object depends on the
object’s mass (m, measured in kg) and velocity (v,
measured in meters per second), and can be written as

2𝐸𝑘
𝑣 =√
𝑚

LET’S EXPRESS!
Visit your Math 9 FB Group and find the post of your teacher “Feeling Check about
Radicals”

Assess your understanding as far as the topic is concerned. Use Facebook reactions to
this post – react which of the following best describes your understanding of the topic.

= I feel confident! I thoroughly understand the concept.

= I understand the concepts. I just need more drills to practice on.

= I learned the process, but I still need help in unlocking some difficulties.

= I don’t get it at all.

Comment the reason for your choice under the same post so the teacher could attend to
your concerns. You may also include your questions or concerns in your comment.

ATHS Module for Mathematics 9: Radicals | 10

 Answer Key:

Convert the following to Evaluate the following radicals. Simplify the following
radicals. h. √100 = 10i radicals.
1
k. 642 = √64 i. −√169 = -13
1
4 j. √256 = 16 𝑎. √ 𝑠 5 𝑚7 = 𝑠 2 𝑚3 √𝑠𝑚
l. 814 = √81 3 3
1
4
k. √81 =3 𝑏. √48= 4 √3
m. 1252 = √125 3
l. √512 = 8 𝑐. √162= 9√2
2
5
n. 105 = √100 m. √−16 = 4i 𝑑. √72= 6√2
1 3 3
o. 3433 = √343
3 𝑒. √𝑥 11= 𝑥 3 √𝑥 2
p.

Solve for the product of quotient.

Add or subtract the following
radicals. 1. 3√2 · 5√8 = 60
2. √10 · √5 = 5√2
3. 3√6𝑥 · √5𝑥 5 = 3𝑥 3 √30
1. 2√5 + √5 + 9√5= 12√5
4. √4 · √16 = 8
2. 5√3 + 6√3 - √12 = 9√3 1 √3
3. √162 - √2 =8√2 5. =
√5 3
4. 3√16 - √4 + 5√4 = 20 15√64
6. = 20
3√4
5. 10𝑥 √𝑥 9 - 2𝑥 4 √𝑥 = 8𝑥 4 √𝑥 20√8
7. 5√4
= 4√2

VII. References:

Estela, M. (2013). Chili Math. Retrieved from www.chilimath.com:

https://www.chilimath.com/lessons/intermediate-algebra/solving-quadratic-
equations-square-root-method/
https://mathbitsnotebook.com/Algebra1/Radicals/RADMultDivide.html

ATHS Module for Mathematics 9: Radicals | 11