9

Department of Education
National Capital Region
S CHOOLS DIVIS ION OFFICE
MARIK INA CITY

MATHEMATICS
Quarter 2: Module 5
Laws of Radicals

Writer: Chonalyn L. Tecson

Cover Illustrator: Joel J. Estudillo

DISCIPLINE • GOOD TASTE • EXCELLENCE

 What I Need to Know

Hello, Grade, 9 learners! In this module, you will learn how to

Derive the laws of radicals. M9AL- Iif - 2

You can say that you have understood the lesson in this module if you can
already:

1. Derive the laws of radicals from the laws of rational exponents

2. Give the laws of radicals,

What I Know

Read each item carefully. Encircle the letter that corresponds to the correct
answer.

5
1. Which of the following is equal to √7 • 3
𝟓
5 5 √𝟕 5 5 5 5
A. √7 + √3 B. 𝟓 C. √7 − √3 D. √7 • √3
√𝟑

3 5
2. What is √ √1000 in simplified form?
15 8 5 2
A. √1000 B. √1000 C. √1000 D. √1000
𝟓
3. What is √𝟐𝟐𝟓𝟓 in simplified form?
A. 5 B. 220 C. 225 D. 230
4 3
4. What is another way of writing √ √143?

4 3 7
I. √ √143 II. √143

A. I and II B. II C. I D. neither I nor II

𝟓 𝟕
5.What is another way of writing √𝟏𝟔 ?
𝟓
5 5 √𝟕 5 5 5 5
A. √7 + √16 B. 𝟓 C. √7 − √16 D. √7 • √16
√𝟏𝟔

DISCIPLINE • GOOD TASTE • EXCELLENCE

 What’s In

Color the correct emoji for the correct response.

1
1. 32 in radicals is √3. 𝑦𝑒𝑠 𝑛𝑜
3
2. √4 in an expression with rational exponent is 4⅓ . 𝑦𝑒𝑠 𝑛𝑜
2
3
3. Is the equation 53 = √5 correct? 𝑦𝑒𝑠 𝑛𝑜

What’s New

Think about this.

Guide Questions:

1. What can you say about the pictures? What does it suggest?
2. Is there any significant ideas about the pictures?
3. Why is it that following instruction or rule is important?

What is
It
It is a common knowledge that rules, or laws are created for a common
good. Failure to do so, constitutes unfavorable consequences. In the case of
the pandemic, Covid-19, that the entire world is facing in today’s generation, it
is now part of our everyday life to do such health and safety protocols indicated
in the pictures above to get rid of the chance to be infected by the said fatal
virus.

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 In learning Mathematics, specifically in working with radicals, it is
important that you are familiar with the laws with it. If you would not master laws
of radicals, it may result to invalid answers or wrong result in working with it.

What are the laws of radicals?

THE LAWS OF RADICALS

𝒙
√𝒂𝒙 = a Solutions

Let’s derive, 𝑥
1
√𝑎 𝑥 = ( 𝑎𝑥 )𝑥
x
change √ax into expression with rational exponents
𝑥
Simplify 𝑥
√𝑎 𝑥 = 𝑎 𝑥 = a
𝒙
Law of Radical 1 √𝒂𝒙 = a
Examples:
1 4 1 5
4 5
1. √124 = ( 124 )4 = 124 = 12 2. √305 = ( 305 )5 = 305 = 30

𝐱 𝒙 𝒙
√𝐚𝐛 = √𝒂 • √𝒃 Solutions
Let’s derive, x
√ab = ( 𝑎𝑏)𝑥
1

n
change √ab into expression with rational exponents
1 1
Apply the law of exponents in separating the two x
√ab = 𝑎𝑥 • 𝑏 𝑥
variables in exponential form
x 𝑥 𝑥
Rewrite each exponential form in radicals √ab = √𝑎 • √𝑏
𝐱 𝒙 𝒙
Law of Radical 2 √𝐚𝐛 = √𝒂 • √𝒃

Examples:

1 1 1
7 7 7 7
1. √10 = √(2)(5) = [( 2)(5)] 7 = ( 2 7 ) • ( 5 7 ) = √2 • √5
1 1 1
3 3 3 3
2. √8 = √(2)(4) = [( 2)(4)] 3 = ( 2 3 ) • ( 4 3 ) = √2 • √4

8
𝒙
𝒙 𝒂 √𝒂 Solutions
√𝒃 = 𝒙
√𝒃

DISCIPLINE • GOOD TASTE • EXCELLENCE

Let’s derive, 𝒙 𝒂 𝒂 𝟏
√𝒃 = ( 𝒃 )𝒙
𝒏 𝒂
change √𝒃 into expression with rational exponents

𝟏
Apply the law of exponents in separating the two 𝒙 𝒂 𝒂𝒙
√𝒃 = 𝟏
variables in exponential form 𝒃𝒙

𝒙
Rewrite each exponential form in radicals 𝒙 𝒂 √𝒂
√𝒃 = 𝒙
√𝒃

Law of Radical 3 𝒙
𝒙 𝒂 √𝒂
√𝒃 = 𝒙
√𝒃

Examples:
1 1
𝟒 𝟗
4 8 8 1 84 √𝟖 𝟗 𝟏𝟑 13 1 139 √𝟏𝟑
1. √ 9 = ( 9 )4 = 1 = 𝟒 2. √𝟐𝟓 = ( 25) =9 1 = 𝟗
94 √𝟗 259 √𝟐𝟓

𝒎 𝒏 𝒏 Solutions
√ √𝒂 = 𝒎𝒏√𝒂 = √ 𝒎√𝒂
Let’s derive, 𝒎 𝒏 𝟏 𝟏
√ √𝒂 = ( 𝒂𝒏 )𝒎
𝒎 𝒏
change √ √𝒂 into expression with rational exponents

Apply the power of a power law of exponents 𝒎 𝒏 𝟏

√ √𝒂 = 𝒂𝒎𝒏

Rewrite each exponential form in radicals 𝒎 𝒏

√ √𝒂 = 𝒎𝒏√𝒂

Another derivation is, 𝒎 𝒏 𝟏 𝟏

√ √𝒂 = ( 𝒂𝒏 )𝒎
𝒎 𝒏
change √ √𝒂 into expression with rational
exponents
𝟏 𝟏 𝟏 𝟏
Since multiplication is commutative, we can switch 𝒎 𝒏
√ √𝒂 = 𝒂(𝒏)(𝒎) = ( 𝒂𝒎 )𝒏
the position of the rational exponents
Rewrite each exponential form in radicals 𝒎 𝒏 𝒏
√ √𝒂 = √ 𝒎√𝒂

Law of Radical 4 𝒎 𝒏 𝒏
√ √𝒂 = 𝒎𝒏√𝒂 = √ 𝒎√𝒂

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Examples:

𝟓 𝟔
𝟏 𝟏 𝟑𝟎
𝟏 𝟓 𝟔 𝟏 𝟏 𝟏 𝟏 𝟔
1. √ √23 = ( 23𝟔 )𝟓 = 23𝟑𝟎 = √23 𝑶𝑹 √ √23 = ( 23𝟔 )𝟓 = ( 23𝟓 )𝟔 = √ 𝟓√23

𝟑
𝟏 𝟏 𝟔
𝟏 𝟑
𝟏 𝟏 𝟏 𝟏
2. √ √18 = ( 18𝟑 )𝟐 = 18𝟔 = √18 𝑶𝑹 √ √18 = ( 18𝟑 )𝟐 = ( 18𝟐 )𝟑

𝟑
= √√18

What’s More

A. Complete the derivations by getting the value in column 1 to fill in the

empty cells in column 2. One is done for you.

1. 𝟏
𝟑
√ 𝟓𝟑 ( 𝟓𝟑 )𝟑
𝟑 𝟑 𝟏
√ 𝟓𝟑 𝟓𝟑 ( 𝟓𝟑 )𝟑 𝟓

𝟑 𝟓
𝟓𝟑

2.
8
√298
8 8 29 1
√298 29 8 ( 298 )8

3.
𝟏 √𝟏𝟐
(𝟒 • 𝟑 )𝟐 √𝟒 • 𝟑 √𝟒 • √𝟑

𝟏 𝟏
√𝟏𝟐 𝟒𝟐•𝟑𝟐

DISCIPLINE • GOOD TASTE • EXCELLENCE

 4.
𝟏 𝟓
𝟑 𝟏 𝟓 𝟑 𝟑𝟓 √𝟑
( )𝟓 ඨ 𝟓
𝟓 𝟑
𝟕 𝟕 𝟏 √𝟕 ඨ
𝟕 𝟓 𝟕

5.
𝟑 𝟓
√ √𝟏𝟔
𝟏 𝟑 𝟏𝟓 𝟏 𝟏
𝟏𝟔 𝟏𝟓 √ √𝟏𝟔 𝟓 √𝟏𝟔 ( 𝟏𝟔 𝟓 )𝟑

6.
𝟑 𝟓
𝟓 𝟑 𝟑
𝟓 √ √𝟏𝟔
√ √𝟏𝟔 √ √𝟏𝟔

𝟏 𝟏 𝟏 𝟏
( 𝟏𝟔𝟓 )𝟑 ( 𝟏𝟔𝟑 )𝟓

B. Fill in the boxes with the appropriate value to complete the derivations.

1.

2.

3.

4.

5.

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 What I Have Learned
Complete the schematic diagram by stating the 4 laws of
radicals and giving one(1) example for each law.

THE LAWS OF RADICALS

What I Can Do

Let’s Make a Flyer!

Goal:
You will make a simple brochure that shows derivation of the laws of radicals.
This brochure includes standard information, such as the law of radicals,
illustrative examples and other related information. The brochure will be posted
in the class face book page that aims to help learners better understand the
derivation of the law of radicals.

Role:
You are a Brochure Designer

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Audience:
The target audiences are all Grade 9 students in you school who are members
of the face book page of their respective classes and others .

Situation:
The Mathematics Department is launching a simple math virtual gathering of all
Grade 9 students. One of the activities in the said event is the brochure making
contest about the lesson Laws of Radicals.

Product and Performance:

You will create a brochure that involves the following using an app in your
camera or computers or you may do it artistically by your creative hand writing
and drawing.
A. Journal on the process of deriving laws of radicals using laws of
exponents that is based on your own understanding.
B. Pictures, drawings and math clips about laws of radicals coming
from google, you tube, and other reference materials.
C. Add other information, figures, and illustration related to the
derivation of the laws of radicals .
An example is shown below.

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 Scoring Rubrics

Exceeds Meets Almost meets Below

Criteria Expectations Expectations Expectations Expectations Score
5 4 3 2

Most of the Some of the Very little of the

All information
information is information is information is
is correct, and
Accuracy correct and correct and correct and
all of the
most of the some of the none of the
sources are
sources are sources are sources are
listed
listed listed listed

The flyer as a Some of the Very little of the

Most of the flyer
whole is flyer is flyer is
is interesting,
Creativity interesting, interesting, interesting,
engaging,
engaging, engaging, engaging,
imaginative,
imaginative, imaginative, and imaginative,
and original
and original original and original

Most of the Some of the

Very little of the
All writing is writing is tidy, writing is tidy,
writing is tidy,
tidy, photos and photos and photos and
photos and
artwork are artwork are artwork are
Neatness artwork are
precisely mostly placed somewhat
placed poorly,
placed, and all carefully, and placed carefully,
and the
sections are most of the and some of the
sections are
orderly sections are sections are
disorderly
orderly orderly

Time The flyer was The flyer was

The flyer was The flyer was
submitted 1-2 submitted 3-5
submitted submitted on
Management days after the days after the
ahead of time. time
deadline deadline

Standards and Criteria for Success

Your product will be evaluated based on the rubrics given below:
Questions:

1. How do you find the experience of making a flyer?

2. What insights can you share from the experience of doing this
performance task?

3. How useful is the knowledge of the derivation of the law of radicals in

dealing with real-life situation?

DISCIPLINE • GOOD TASTE • EXCELLENCE

 Assessment

Read each item carefully. Encircle the letter that corresponds to the correct
answer.

3
1. Which of the following is equal to √27 • 4?
𝟑
3 3 √𝟐𝟕 3 3 3 3
A. √27 • √4 B. 𝟑 C. √27 + √4 D. √27 − √4
√𝟒

3 6
2. What is √ √1000 in simplified form?
2 3 9 18
A. √1000 B. √1000 C. √1000 D. √1000

𝟕
3. What is √𝟐𝟕 in simplified form?
2 7
A. 2 B. 7 C. 7 D. 2

6 5
4. What is another way of writing √ √12345 ?
6 5 30
I. √ √12345 II. √12345

A. I B. II C. I and II D. neither I nor II

𝟒 𝟗
5. What is another way of writing √𝟏𝟐 ?
𝟒
4 4 √𝟗 4 4 4 4
A. √9 • √12 B. 𝟒 C. √9 + √12 D. √9 − √12
√𝟏𝟐

DISCIPLINE • GOOD TASTE • EXCELLENCE

 Additional Activities

Match column A with column B

Column A Column B
𝟓 𝟑𝟐 a. 2
1. √
𝟐𝟒𝟑

5 5
2. √√243 b. √ √32

5 5
3. √32 • 243 c.
√32
5
√243

5 10
4. √√32 d. √243
5 5 5
5. √25 𝑒. √32 • √243

References

Bryant, Merden L., Bulalayao, Leonides E., Callanta, Melvin M., Cruz,
Jerry D., De Vera, Richard F. Garcia, Gilda T., Javier, Sonia E, Lazaro,
Roselle A., Mesterio, Berndette J., & Saladino, Rommel Hero A.
(2014). Mathematics 9 Learner’s Material. Department of Education,
Republic of the Philippines, Vibal Group Publishing Inc. Pasig City

http://nhptech.weebly.com/uploads/1/9/4/9/19490143/flyer_rubric.pdf

http://teacherjet.com/rubrics/project/MakingFlyers.html

10

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Answer Key

11

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 Development Team of the Module

Writer: Chonalyn L. Tecson (SNNHS)

Editors: Marina G. Mingoy, Principal (SSSNHS)
Internal Reviewer: Dominador J. Villafria (Education Program Supervisor-Mathematics)
External Reviewer: PNU Validators
Cover Illustrator & Layout Artist: Joel J. Estudillo (SNNHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

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

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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