DIVISION OF NAVOTAS CITY

9
MATHEMATICS
Quarter 2

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 2
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jasmin A. Rol, Jonathan S. Lardizabal, Cynthia D. Sibayan, Jefferson S.
Pabustan, Marisol C. Tariktikan , Kurt Russe M. Linao, Evangelina S.
Nepomuceno, and Jemarie A. Mahinay
Editors: Leonard S. Evangelista
Reviewers: Alberto J. Tiangco
Illustrator: Jasmin A. Rol, Jonathan S. Lardizabal, Cynthia D. Sibayan, Jefferson S.
Pabustan, Marisol C. Tariktikan , Kurt Russe M. Linao, Evangelina S.
Nepomuceno, and Jemarie A. Mahinay
Layout Artist: Kurt Russel M. Linao and Melody Z. De Castro
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents
What I Know ................................................................................1

Module 1......................................................................................2

Module 2......................................................................................7

Module 3......................................................................................13

Module 4......................................................................................15

Module 5......................................................................................22

Module 6......................................................................................26

Module 7......................................................................................28

Module 8......................................................................................34

Module 9......................................................................................40

Assessment ..................................................................................43

Answer Key ..................................................................................44

Reference .....................................................................................46
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following best describes the relation, “The number of workers
and the time required to finish an amount of work”?
A. Direct Variation C. Joint Variation
B. Inverse Variation D. Combined Variation

2. The variable x is in joint variation with y and z. When the values of y and z
are 4 and 6, then x is 16. What is the value of x when y = 8 and z =12?
A. 4 B 16 C. 64 D. 256

3. What principle of an exponent is applied when the quotient of exponents

produces reciprocated result?
A. Zero Exponents C. Both A and B
B. Negative Integral Exponents D. Positive Integral Exponents

4. Express the simplest form of √√4 in the rational exponent.

1 1 1 1
A. 24 B. 42 C. 44 D. 22
𝑥
5. What is the simplest form of ?
√4
𝑥 √𝑥 𝑥 4
A.
2
B. 2
C. D.
√4 𝑥

6. You need to construct an improvised square-white board for online class

measures 64 square inches. How long must be the side of the square-white
board to get an area of 64 square inches?
A. 8 B 16 C. 32 D. 64

7. Perform the indicate operation. 17√5 − 6√2 − 3√5 + 6√2.

A. 14√5 B. 20√5 C. 14√5 + 6√2 D. 14

8. Determine the roots of √𝑥 + 5 + 1 = 3.

A. −1 B. 0 C. 1 D. 1 and -1

9. Determine the roots of √(𝑥 + 2)(𝑥 + 2) = √9.

A. 1 𝑎𝑛𝑑 5 B. −1 𝑎𝑛𝑑 − 5 C. −1 𝑎𝑛𝑑 5 D. 1 𝑎𝑛𝑑 − 5

10. A 17ft ladder leans against the top of a wall. If the distance from the wall to
the bottom of the ladder is 8ft, how high is the wall?
A. 13ft B. 15ft C. 17ft D. 19ft

1
 MODULE 1

This module was designed and written with you in mind. It is here to help
you master the concepts of direct and inverse variation. 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.

The module is divided into two lessons, namely:

• Lesson 1.1 – Direct Variation
• Lesson 1.2 – Inverse Variation

After going through this module, you are expected to:

1. illustrate situations that involve direct and inverse variations;
2. translate into variation statement a relationship involving direct and inverse
variations between two quantities given by a table of values, a mathematical
equation, and a graph, and vice versa; and
3. solve problems involving direct and inverse variations.

Lesson
Direct Variation
1.1

Hooke's Law for a spring state that the distance a spring is stretched or
compressed varies directly as the force on the spring. This real-life example
involves direct variation, which will be discussed thoroughly in this module,
particularly in this lesson

Direct Variation
For variables x and y and constant k, the statements "y varies directly as x."
"y is directly proportional to x." and "y is proportional to x." maybe translated
as 𝒚 = 𝒌𝒙, where k is the constant of variation.

2
 An increase in 𝑥 causes an increase in 𝑦, and a decrease in 𝑥 causes a
decrease in 𝑦 as well. Hence, the graph is always linear.

Example 1: If 𝑦 varies directly as 𝑥, and 𝑦 is 15 when 𝑥 = 3, find 𝑦 if 𝑥 = 5.

Solution:

𝑦 = 𝑘𝑥 Write the equation involving x and y.

15 = 𝑘(3) Substitute the given values in the equation.

15
𝑘= Solve for k.
3

𝑘=5

Substitute the value of k in the equation to get the equation of variation.

𝑦 = 5𝑥
Solve for y if 𝑥 = 5.

𝑦 = 5(5)
𝑦 = 25
Example 2: The number of servings (𝑠) of pork meat that can be obtained from a
hog varies directly as its weight (𝑤). From a hog weighing 22 kg, one can get 80
servings of pork meat. How many servings can one get from 12 kg of hog?
Solution: Based on the problem, you can generate the equation:

𝑠 = 𝑘𝑤
To solve for 𝑘, substitute 𝑠 = 80 and 𝑤 = 22 in the equation.

80 = 𝑘(22)
80
Weight of hog

𝑘=
22

𝑘 = 3.64
Then solve for 𝑠 when 𝑤 = 12.

𝑠 = 3.64𝑤

𝑠 = 3.64(12)
Number of servings of pork
𝑠 = 43.68 or 44 servings of pork meat

The graph of example 2 is shown at the right.

Notice that as the weight of the hog increases, the number of servings of pork meat
increases.

3
Activity 1: Writing Direct Variation Equation
Give the equation or formula for each of the following.
1. u is proportional to w.
2. a varies directly as the cube of b.
3. The circumference (C) of a circle varies directly as the diameter (d).
4. The area (A) of a circle varies directly as the square of its radius (r).

Activity 2: Solving Direct Variation

Solve each.
1. If 𝑦 = −3 when 𝑥 = −4, find x when 𝑦 = 2.
2. 𝑦 is directly proportional to 𝑥. If 𝑦 = 15 when 𝑥 = 4, find 𝑦 when 𝑥 = 5.
3. 𝑚 varies directly as n. If m = -6 when n = 2, find m when n = -3.
4. 𝑔 is proportional to the square of 𝑡. If 𝑡 = 2 and 𝑔 = 64, find 𝑔 when 𝑡 = 3.5.

Activity 3: Applying Direct Variation

Directions: Answer the problem below with a complete solution on a clean sheet of
paper.
The time required for one complete swing of a pendulum is called the period
of the pendulum. The period of a pendulum is directly proportional to the square
root of its length. If a pendulum has a period of 1.5 seconds when it is 2 meters
long, what is a pendulum period when it is 8 meters long?

Lesson
Inverse Variation
1.2
Like direct variation, inverse variation is widely used in different disciplines
like Physics. According to Boyle, under constant temperature, the volume of a gas
varies inversely with its pressure. More of these inverse variation related problems
will be unlocked as you go through this module.

4
 If two variables are related such that as one variable increases, the other
variable decreases proportionally, the relationship between them is called inverse
proportion or inverse variation.

Inverse Variation
For variables 𝑥 and 𝑦 and constant 𝑘, if 𝑥𝑦 is equal to 𝑘, then the
statements "𝒚 is inversely proportional to 𝒙" or "𝒚 varies inversely as 𝒙"maybe
𝒌
translated as 𝑦 = , where 𝑘 is the constant of variation.
𝒙

An increase in 𝑥 causes a decrease in 𝑦, and vice versa. The graph of an

inverse function is a curve with a decreasing trend.

Example 1

If 𝑦 varies inversely as 𝑥, and 𝑥 = 13 when 𝑦 = 9, find the value of 𝑦 when 𝑥 = 3

Solution:
The equation is
𝑘
𝑦=
𝑥

To solve for k, substitute 𝑥 = 13 and 𝑦 = 9.

𝑘
9= → 𝑘 = 117
13

Substituting 𝑘 = 117 to the equation and solving for 𝑦 when 𝑥 = 3 gives

117 117
𝑦= → 𝑦= → 𝑦 = 39
𝑥 3

Example 2:
The gravitational force F between two bodies varies inversely as the square of
the distance d between them. If the force between two bodies is 18 MT when the
distance between them is 10 km, find the force between the bodies when the
distance between them is 7.5 km.
Solution:
The equation is
𝑘
𝐹=
𝑑2

To solve for k, substitute F = 18 and d = 10 in the equation,

𝑘
18 =
102

𝑘 = (18)(100)
𝑘 = 1800
The equation becomes
1800
𝐹=
𝑑2

5
Solving F when d = 7.5,
1800
𝐹= → 𝐹 = 32
(7.5)2

Activity 4: Finding k
Directions: Determine the constant of variation.

1. 𝐸 is inversely proportional to 𝑍 and 𝑍 = 4 when 𝐸 = 6.

2. 𝑅 varies inversely to the square of 𝑆 and 𝑆 = 25 when 𝑅 = 100.
3. 𝐹 is inversely proportional to the cube root of 𝐵 and 𝐵 = 64 when 𝐹 = 4.
4. 𝑊 varies inversely as 𝑀 and 𝑀 is 10 when 𝑊 𝑖𝑠 4.

Activity 5: Solving Inverse Variation

Directions: Solve each problem.

1. If 𝑦 varies inversely as 𝑥, and 𝑥 = 4 when 𝑦 = 5, what is the value of 𝑦 when

𝑥 = 10?
2. If 𝑤 is inversely proportional to 𝑔, and 𝑤 = 8 when 𝑔 = 2, find 𝑤 when
𝑔 = 4.
3. If 𝑟 varies inversely as ℎ, and 𝑟 = 132 when ℎ = 4, find 𝑟 when ℎ = 32.
4. If 𝐽 varies inversely as the square root of 𝐿 and 𝐽 is 6 when 𝐿 is 4, find 𝐿 when
𝐽 is 8.

Activity 6: Problems Involving Inverse

Directions: Analyze and answer the problem below:
The weight of a body is inversely proportional to the square of its
distance from the center of the earth. If the radius of the earth is 6000 miles,
how much would a 100-pound man weigh 500 miles above the surface of the
earth?

6
 MODULE 2

This module was designed and written with you in mind. It is here to help
you master the concepts of joint and combined variation. 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.

The module is divided into two lessons, namely:

• Lesson 2.1 – Joint Variation
• Lesson 2.2 – Combined Variation

After going through this module, you are expected to:

1. illustrate situations that involve joint and combined variations; and
2. solve problems involving joint and combined variations.

Lesson
Joint Variation
2.1
Variations differ from the relationships of the variables. If there are two
variables present in the given, we can assume that they are either direct or inverse
related. In this lesson, you will be learning joint variation that involves two or more
related variables.

Joint Variation
For variables x, y, and z and constant k, the statement:

"y varies jointly as x and z."

"y is jointly related to x and z."

"y is jointly proportional to x and z."

maybe translated as 𝒚 = 𝒌𝒙𝒛, where k is the constant of variation.

7
Example 1

If 𝑦 varies jointly as 𝑥 and z, and 𝑦 is 16 when 𝑥 = 4 and 𝑧 = 2, find the

value of the constant of variation and the equation of variation.

Solution:

𝑦 = 𝑘𝑥𝑧 Write the equation involving x, y, and z.

16 = 𝑘(4)(2) Substitute the given values in the equation.

16 = 8𝑘 Simplify.
16
𝑘= Solve for k.
8

𝑘=2

Substitute the value of k in the equation to get the equation of variation.

𝒚 = 𝟐𝒙𝒛

Example 2

If a is jointly related to b and the square root of c, and a = 21 when b = 5 and

c = 36, find a when b = 9 and c = 225.

Solution:

𝑎 = 𝑘𝑏√𝑐 Write the equation involving a, b and c.

21 = 𝑘(5)(√36) Substitute the given values in the equation.

21 = 30𝑘 Simplify.
21
𝑘= Solve for k.
30

7
𝑘=
10

Substitute the value of k in the equation to get the equation of variation.

7
𝑎= 𝑏√𝑐
10

Solve for a when b = 9 and c = 225.

7
𝑎= (9)√225
10

𝑎 = 94.5
Example 3
Wind resistance (r) varies jointly as an object's surface area (A) and velocity
(v). If an object traveling at 40 mile per hour with a surface area of 25 square feet
experiences a wind resistance of 225 Newtons, how fast must a car with 40 square
feet of surface area travel to experience a wind resistance of 270 Newtons?

8
Solution:
9
𝑟 = 𝑘𝐴𝑣 → 𝑟 = 𝐴𝑣
40
9
225 = 𝑘(25)(40) 270 = (40)𝑣
40
270
225 = 1000𝑘 𝑣=
9
9
𝑘= 𝑣 = 30
40

Thus, the car must travel 30 miles per hour.

Activity 1: Writing Joint Variation Equation

Directions: Translate each statement into a mathematical sentence. Use 𝑘 as the
constant of variation.

1. 𝐽 varies jointly as 𝑆 and 𝐿.

2. 𝑉 is jointly proportional to 𝑙, 𝑤, and ℎ.
3. The force 𝐹 is jointly related to the mass of an object 𝑚 and its acceleration
𝑎.
4. The electrical voltage 𝑉 varies jointly as the current 𝐼 and the resistance 𝑅

Activity 2: Solving Joint Variation

Solve each. Show your solution.

1. Assume 𝑎 varies jointly with 𝑏 and 𝑐. If 𝑏 = 2 and 𝑐 = 3, find the value of 𝑎.

Given that 𝑎 = 12 when 𝑏 = 1 and 𝑐 = 6.
2. If 𝑡 varies jointly with 𝑢 and the square of 𝑣, and 𝑡 is 1152 when 𝑢 is 8 and 𝑣
is 4, find 𝑡 when 𝑢 is 5 and 𝑣 = 5.
3. z varies jointly with x and y. If 𝑥 = 8,𝑦 = −3, and 𝑧 = −6, write the variation
equation and find 𝑥 when 𝑧 = 12 and 𝑦 = −16.
4. The work 𝑊 (in joules) done when lifting an object varies jointly with the
mass 𝑚 (in kilograms) of the object and the height ℎ (in meters) that the
object is lifted. The work done when a 100-kilogram object is lifted 1.5
meters is 1470 joules. Write an equation that relates to 𝑊, 𝑚, and ℎ. How
much work is done when lifting a 150-kilogram object 2 meters

9
Activity 3: Applying Joint Variation in Real-Life
Answer the problem below with a complete solution on a clean sheet of paper.
The energy that an item possesses due to its motion is called kinetic energy.
The kinetic energy of an object (measured in joules) varies jointly with the mass of
the object and the square of its velocity.

If the kinetic energy of a 3 kg ball traveling 12 m/s is 216 Joules, how is the
mass of a ball that generates 250 Joules of energy when traveling at 10 m/s?

Lesson
Combined Variation
2.2
Combined Gas Law, a combination of three gas laws: Boyle's Law, Charles'
Law, and Gay-Lussac's Law, is a practical application of combined variation. As
you go through this lesson, you will encounter more problems that can be solved
using the concept of combined variation.

Combined Variation
For variables x, y, and z and constant k, the statement:

"z varies directly as x and inversely as y."

𝒌𝒙
maybe translated as 𝒛 = , where k is the constant of variation.
𝒚

Example 1

If 𝑧 varies directly as 𝑥 and inversely 𝑦, and 𝑧 is 2 when 𝑥 = 18 and 𝑦 = 3,

find the value of the constant of variation and the equation of variation.

Solution:
𝑘𝑥
𝑧= Write the equation involving x, y, and z.
𝑦

𝑘(18)
2= Substitute the given values in the equation.
3

6 = 18𝑘 Simplify.

10
 6
𝑘= Solve for k.
18

1
𝑘=
3

Substitute the value of k in the equation to get the equation of variation.

𝑘
𝑧=
3𝑦

Example 2
If a varies directly as b and inversely as c, and a = 3 when b = 2 and c = 4,
find a when b = 4 and c = 8.

Solution:
𝑘𝑏
𝑎= Write the equation involving a, b and c.
𝑐

𝑘(2)
3= Substitute the given values in the equation.
4

12 = 2𝑘 Simplify.

𝑘=6 Solve for k.

Substitute the value of k in the equation to get the equation of variation.

6𝑏
𝑎=
𝑐

Solve for a when b = 4 and c = 8.

6(4)
𝑎=
8

𝑎=3
Example 3

The electrical resistance (r) of a wire varies directly as its length (l) and
inversely as the square of its diameter (d). A wire with a length of 200 inches and a
diameter of one-quarter of an inch has a resistance of 20 ohms. Find the electrical
resistance in a 500-inch wire with the same diameter.

Solution:
𝑘𝑙 𝑙
𝑟 = → 𝑟 =
𝑑2 10𝑑 2

𝑘(200) 500
20 = 𝑟=
12 10(1)2

500
20 = 200𝑘 𝑟=
10
1
𝑘= 𝑣 = 50
10

Thus, the electrical resistance is 50 ohms.

11
Activity 4: Writing Combined Variation Equation
Directions: Translate each statement into a mathematical sentence. Use 𝑘 as the
constant of variation.
1. z varies jointly with x and y and inversely with w.
2. a varies directly with b and inversely with c and the square root of d.
3. The volume of gas V varies directly as the temperature T and inversely as the
pressure P.
4. The number of hours h that it takes m men to assemble x machines varies
directly as the number of machines and inversely as the number of men.

Activity 5: Solving Combined Variation

Solve each.
1. If y varies directly as x and inversely as z, and y = 22 when x = 4 and z = 6,
find y when x = 10 and z = 25.
2. If y varies jointly as a and b and inversely as the square root of c, and y = 12
when a = 3, b = 2, and c = 64, find y when a = 5, b = 2, and c = 25.
3. The maximum load that a cylindrical column with a circular cross-section
can hold varies directly as the fourth power of the diameter and inversely as
the square of the height. A 9-meter column 2 meters in diameter will support
64 metric tons. How many metric tons can be supported by a column 9
meters high and 3 meters in diameter?

Activity 6: Applying Combined Variation in Real-Life

Directions: Answer the problem below with a complete solution on a clean sheet of
paper.
The centrifugal force of an object moving in a circle varies jointly with the
radius of the circular path and the mass of the object, and inversely as the square
of the time it takes to move about one full circle. A 6-gram object moving in a circle
with a radius of 75 centimeters at a rate of 1 revolution every 3 seconds has a
centrifugal force of 5000 dynes. Find the centrifugal force of a 14-gram object
moving in a circle with a radius of 125 centimeters and a rate of 1 revolution every
2 seconds.

12
 MODULE 3

This module was designed and written with you in mind. It is here to help
you master the Zero and Negative 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.

The module includes:

• Lesson 3 – Zero and Negative Integral Exponents

After going through this module, you are expected to:
1. apply the laws involving positive integral exponents to zero and
negative integral exponents.

Lesson Zero and Negative Integral

3 Exponents
In this unit or lesson, you are going to study two more aspect of monomials:
those that have negative exponents and those that have zero as an exponent.

In general, we have this rule:

Zero Exponents

x0 = 1, where x ≠ 0.

Any number, excluding zero, with an exponent of zero is equal to one.

Negative Exponents
1 1
x-n = and xn = , where ≠ 0 and n is a counting number.
𝑥𝑛 𝑥 −𝑛

Any number raised to negative exponent is equal to the reciprocal of that

number.

13
 Illustrative Examples:
Simplify the following and write your answer without zero or negative
exponents.
−2 0 0
𝑔−6 102 (11𝑥 −4 )
a. (a-2b) 5 b. (
𝑔−3
) c. (
10−5
) d.
𝑡 −4 𝑢4
Solution:
a. (a-2b)5 = a-10b5 apply power of a product
1
= 10 · 𝑏 5 get the reciprocal of a10
𝑎

𝒃𝟓
=
𝒂𝟏𝟎
−2
𝑔−6 𝑔12
b. ( 𝑔3 ) = apply the power of a product
𝑔−6
𝑔6 1
= g12 · get the reciprocal of
1 𝑔6

= g18
0
102 100
c. ( −5 ) = any number raised to 0 is 1
10 100

=1
0
(11𝑥 −4 ) 1
d. = any number raised to 0 is 1
𝑡 −4 𝑢4 𝑡 −4 𝑢4
𝒕𝟒
= get the reciprocal of the negative
𝒖𝟒
exponents

Activity 1: "Zero and Negative Exponents"

Directions: Simplify each. Express your answers using positive exponents.
Assume that the variables and denominators are nonzero constants.
3 −1
1. 7-1 6. ( )
5

−3
(𝑒 4 ) 𝑓0
2. 4-4 · 44 7.
𝑓−2

1 0
(2𝑞−4 𝑟 −7 𝑠 −9 )
4 0
3. a · a 8.
𝑠 2 𝑡 −3

15𝑛−4 𝑝
4. 70 + 80 + 90 9.
5𝑛3 𝑝−2

0
(11𝑥 −4 )
5. (𝑎 + 𝑏 + 𝑐)0 10.
𝑡 −4 𝑢4

14
Activity 2: "Mystery Man"

Who is the Greek Mathematician discovered the law of exponents?

To know him, write the indicated letter of the expressions into the box that
corresponds to its equivalent expressions without using zero or negative integral
exponent.

E. d-8(100xy)0 M. -3m-2np-4
11
𝑎−3 𝑏 1
D. I.
𝑐 −5 5−2

3𝑥 −4 𝑦 −5 𝑧 −2 −2
S. ( ) H. 8x2y0z-1
9𝑥 −2 𝑦 −8 𝑧 −9

1 −3
R. (3𝑥𝑦 2 )−2 C. ( )
4𝑚
0
1 5(2𝑎−1 𝑏3 )
A. ( )0 E.
𝑥 10𝑐 −5 𝑑 6 𝑒 −8

𝟏 𝟖𝒙𝟐 −𝟑𝒏 𝟏 𝒃𝟏𝟏 𝒄𝟓 𝒄𝟓 𝒆𝟖 𝟗𝒙𝟒

1 𝟗𝒙𝟐 𝒚𝟒 𝟔𝟒𝒎𝟑 𝒛 25 𝒎𝟐 𝒑𝟒 𝒅𝟖 𝒂𝟑 𝟐𝒅𝟔 𝒚𝟔 𝒛𝟏𝟒

MODULE 4

Lessons of this module by assessing your knowledge of different

mathematical concepts previously studied and your skills in performing
mathematical operations. This knowledge and skills will help you understand
rational exponents. As you go through this lesson, think of this important question:
"How do we simplify expressions with rational exponents?". "How to write
expressions with rational exponents as radical and vice – versa?". "How can we
apply what we learn in solving real-life problems?". To find the answer, perform
each activity. If you find any difficulty in answering the exercises, seek the
assistance of your teacher or peers or refer to the modules.

15
How the module is divided into two lessons, namely:
● Lesson 4.1 – Simplifying Expressions with Rational Exponents
● Lesson 4.2 – Writing Expressions with Rational Exponents as Radicals and
vice versa

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.

Lesson Simplifying Expressions with

4.1 Rational Exponents
Previously, we were introduced to integral exponents. We also learned the
laws governing these exponents.

What does a rational exponent mean? Do the laws for integral exponents
hold for rational exponents?

𝑛
Recall from Grade 7 that if n is a positive integer, then √𝑏 is the principal
1
𝑛
nth root of b. We define 𝑏 = √𝑏 , for positive integers n. To become like the
𝑛
1 1
integral exponents, 252 and 362 should be like
1 1
252 = (52 )2 = 51 = 5
and
1 1
362 = (62 )2 = 61 = 6.
1
In general, (𝑥 𝑛 )𝑛 = 𝑥 for integer 𝑛 > 0.
Illustrative examples:

A. Simplify.
1 1 1 1 2 2 1 1
1. 812 = (92 )2 2. (−64)3 = [(−4)3 ]3 3. 643 = (43 )3 4. 6254 = (54 )4

= 91 = (−4)1 = 42 = 51
𝟏 𝟏 𝟐 𝟏
𝟖𝟏𝟐 = 𝟗 (−𝟔𝟒)𝟑 = −𝟒 𝟔𝟒𝟑 = 𝟏𝟔 𝟔𝟐𝟓𝟒 = 𝟓

That is, 𝑎𝑚 ∙ 𝑎𝑛 = 𝑎𝑚+𝑛 for rational exponents m and n.

16
B. Simplify using positive exponents only.
2 2 1 1
1 3 1 3
+ 18𝑎3 18 𝑎3 23 23
1. 5𝑥 ∙ 2𝑥 = 5 ∙ 2 ∙ 𝑥
2 4 2 4 2. 1 = ( ) ( 1) 3. 1 = 1
6
6𝑎 4 𝑎4 82 (23 )2

1
1 3 2 1
+ − 23
= 10𝑥 2 4 = 3𝑎 3 4 = 3
22
2 3 8 3 1 3
= 10𝑥 4+4 = 3𝑎12−12 = 23−2
𝟐
𝟏 𝟑 𝟓 𝟓 2 9
𝟏𝟖𝒂𝟑
𝟓𝒙𝟐 ∙ 𝟐𝒙𝟒 = 𝟏𝟎𝒙𝟒 𝟏 = 𝟑𝒂𝟏𝟐 = 26−6
𝟔𝒂𝟒 𝟏
𝟕
𝟐𝟑 𝟏
𝟏 = 𝟐−𝟔 or 𝟕
𝟖𝟐 𝟐𝟔

If a power has a negative exponent in the…

1. numerator, move the power from the numerator to the denominator and make
the exponent positive.
1 1
For example: 4−2 = =
42 16

2. denominator, move the power from the denominator to the numerator and make
the exponent positive.
1 1 34
For example: = 1 = 1∙ = 34 = 81
3−4 1
34

C. Simplify.
1 3 3 1
2 1 −
−3 1 −3 1 𝑥 4𝑦 2 𝑦 2 𝑦2
1. 8 = 2 2. 64 = 1 3. 5 1 = 5 1 for 𝒙 = 𝟏𝟔 and 𝒚 = 𝟒.
−
83 643 𝑥4𝑦 2 𝑥 4 𝑥4

3 1
+
1 1 𝑦2 2
= 2 = 1 = 5 1
+
(23 )3 (43 )3 𝑥4 4

4
1 1 𝑦2
= = = 6
22 41
𝑥4
𝟐 𝟏
𝟏 𝟏 𝑦2
𝟖−𝟑 = 𝟔𝟒−𝟑 = = 3
𝟒 𝟒
𝑥2

42
= 3
(42 )2

42
= 3
162

42 𝟏
=
43
=𝟒
1
Use (𝑥 𝑛 )𝑛 = 𝑥 for integer 𝑛 ≠ 0 and the laws of exponents to simplify expression
with rational exponent

17
 Writing Expressions with Rational
Lesson
Exponents as Radicals and vice
4.2
versa
𝑚
𝑛
An expression with rational exponent can be written as 𝑥 𝑛 = √𝑥 𝑚 . The
𝑛
expression √𝑥 𝑚 , read as the "nth root of 𝒙𝒎 ", is called a radical. The symbol √ is
called the radical sign. The radical sign indicates a process of extracting roots.
The positive integer n is called the index or order of the radical. It is the
denominator of the rational exponent. The expression inside the radical sign, 𝑥 𝑛 , in
this case, is called the radicand. The exponent m is the numerator of the rational
exponent.

Take a look at the following illustrations.

1
𝑥 2 = √𝑥 By convention, if no index appears in the radical expression, it
is understood that the index is 2.
3
5
𝑥 5 = √𝑥 3 The index is 5, and the radicand is 𝑥 3 .
2
3
𝑥 3 = √𝑥 2 The radical is 3, and the radicand is 𝑥 2

Recall that squaring a number means multiplying that number by itself

twice. For instance,

92 = 9 ∙ 9 = 81

The inverse operation of squaring a number is finding its square root.

To find the square root of 81, we look for two equal factors whose product is 81.

The square root of a non-negative number is one of two identical factors of

the number.
Since 9 ∙ 9 = 81, one square root of 81 is 9, but −9 ∙ −9 is also 81. Therefore,
another square root of 81 is -9.

Integers that have integral square roots are called perfect squares. The
number 81 is a perfect square, and so are 16, 49, 121, and 289, but 10, 23, 65,
150 are not a perfect square.

Every nonzero positive real number has two square roots, a positive and a
negative square root. The square root of 0 is 0. The square root of a negative
number is not a real number.
If the index n is 3, there is exactly one cube root.
3
√64 = 4 since 43 = 4 ∙ 4 ∙ 4 = 64.
3
√−64 = −4 since (−4)3 = −4 ∙ −4 ∙ −4 = −64.
18
 Note that square roots are defined only for positive real numbers and 0 while
cube roots are defined for all real numbers. This holds true for larger positive
integer n.

Let us now define the nth root of a real number.

We say that b is an nth of a if 𝒃𝒏 = 𝒂.

Depending on whether n is odd or even a is positive or negative, we

have the following:

1. If 𝒂 > 𝟎 and n is even, the positive nth root is called the principal nth
𝑛
root of a, and this is denoted by √𝑎. There are two nth roots of a, namely
𝒏 𝒏
√𝒂 and − √𝒂.
𝑛
2. If 𝒂 < 𝟎 and n is even, then √𝑎 is not a real number.

3. If n is odd, then there is only one real nth root of a.

𝒏
4. If n is a positive integer, then √𝟎 = 𝟎.

For example,
4
√81 = 3 and the two fourth roots of 81 are 3 and -3.
5 4
Moreover, we have √32 = 2, and √−81 is not a real number.
1
In the law of exponents, (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 , if we let 𝑚 = , then
𝑛

1 𝑛 𝑛
(𝑎𝑛 ) = 𝑎𝑛 = 𝑎.
1
By definition of nth root, this equality means that 𝑎𝑛 is an nth root of a, or
1
𝑛
𝑎𝑛 = √𝑎.

𝑛
For any positive integer n greater than 1, if √𝑎 is a real number, then
𝟏
𝒏
𝒂𝒏 = √𝒂.

By definition of a radical, it follows that

𝑛 1 𝑛 𝑛
𝑛
( √𝑎) = (𝑎𝑛 ) = 𝑎𝑛 = 𝑎.

19
 𝑚
𝑚
For any rational exponent , we can write 𝑎 𝑛 in two different ways.
𝑛

𝑚 1 𝑚 𝑚
𝑛
𝑎 𝑛 = (𝑎𝑛 ) = ( √𝑎) or
𝑚 1
𝑛
𝑎 𝑛 = (𝑎𝑚 )𝑛 = √𝑎𝑚.

If m is any integer, n is any positive integer, and a is a nonzero

𝑛
real number for which √𝑎 is defined, then
𝒎 𝒎
𝒏 𝒏
𝒂 𝒏 = ( √𝒂) = √𝒂𝒎 .

Illustrative examples:

A. Write each of the following in radical form and then find the value.
1 3
4
1. 642 = √64 2. 164 = √163
𝟏
𝟔𝟒𝟐 = 𝟖 = 23
𝟑
𝟏𝟔𝟒 = 𝟖
1 2 1 3
1 1
3. (−8)−3 = 1 4. (27)−3 = 2 5. 𝑥 2 𝑦 2 = √𝑥 ∙ √𝑦 3
(−8)3 (27)3

2 𝟏 𝟑
1
= 3
1
(27)−3 = 3 𝒙𝟐 𝒚𝟐 = √𝒙𝒚𝟑
√−8 √272
𝟏 𝟏 1
(−𝟖)−𝟑 = − = 3
𝟐 √729
𝟐
𝟏
(𝟐𝟕)−𝟑 =
𝟗

B. Write each radical as an expression with rational exponents.

3
1. √103 = 102
1
4
2. √64 = 644
1
4
3. √256 = 2564
4
5
4. √34 = 35
3 1
6
5. √𝑚3 = 𝑚6 = 𝑚2
1 1
7 7
6. 3 = 1 = 7 ∙ 𝑥 −3 = 7𝑥 −3
√𝑥 𝑥3
1
= 7 ∙ 𝑥 −3
𝟏
𝟕
𝟑 = 𝟕𝒙−𝟑
√𝒙

20
Activity 1: Simplify each expression.
1 −6
2 1
1 3
1. 273 5. (− 𝑎6 𝑏 3 ) 9. [(𝑎2 𝑏)3 ]
8

3 2 1 6 5 2 −9
2. 252 6. (𝑎3 𝑏 −3) 10. (2𝑥 −3 𝑦 3 )
2
3
27𝑦 3 3
3. (−32) 5 7. ( 6)
8𝑥
1
1 −2
625𝑥 2 𝑦 6
4. (49𝑥 6 2 )2
𝑦 8. ( )
25𝑥 4 𝑦 2

Activity 2: Write each radical as an expression with rational exponent and find the
indicated roots as possible.

3 4 4
1. √125 5. √ 9. √256𝑚8
25

3 3
2. −√64 6. √125𝑥 3 10. √(𝑎2 𝑏 3 𝑐 4 )2

3
3. √343 7. √25𝑥 2 𝑦 2

4
4. √81 8. √81𝑎6

Activity 3: Solve each problem.

1. The diagonal d of a box can be found
1
using the formula 𝑑 = (𝑙 2 + 𝑤 2 + ℎ2 )2, where
l, w, and h represent the length, width, and
height of the box, respectively. If the box is
24 cm in length, 8 cm in width, and 6 cm in
height, then what is the length of the
diagonal.
64𝜋
2. Find the radius of a spherical tank that has a volume of 𝑐𝑢. 𝑚.
3
3
Hint: 𝑉 = 𝜋𝑟 3
4

21
 MODULE 5

This module was designed and written with you in mind. It is here to help
you master the Derives the Laws of Radicals. 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.

The module has one lesson, namely:

• Lesson 5 – Deriving the Laws of Radicals

After going through this module, you are expected to:

1. derive the laws or radicals

Lesson
Deriving the Laws of Radicals
5

Your best friend asked you to help her to construct an improvise square
whiteboard for their online class, which size measures 64 square inches. How long
must the sides of the square whiteboard to get an area of 64 square inches?

You are looking for a number that when you multiplied by itself, the answer
will be 64 and that is 8 since to find the area of a square, you need to multiply the
measure of the side by itself. Is there any way to find the measure of the side of the
square?

Many of us have encountered a similar problem in finding the square root of

a number. In this module, you will learn about the simplifying radical expressions
and the laws of radicals.

We know that 64 is equal to 16 multiply by 4. Is √𝟔𝟒 is equal to √𝟏𝟔 multiply by

√𝟒?

22
Let us apply the Laws of Exponent to prove that it is true.

Get the square root of 64, 16 and 4

√64 = √16 • √4

Multiply 4 by 2
8 = 4 • 2

8=8 TRUE

64
We can also prove that √ is equal to √64 divided by √16 .
16

64 √64
√ =
16 √16

√64
Divide 64 by 16
√4 =
√16

8 Get the square root of 4, 64 and 16

2=
4
Divide 8 by 4
2=2
TRUE
3 6
We can also show that √ √64 is equal to √64 .

√ 3√64 = 6√64

Get the cube root and 6th root of 64

√4 = 2

Get the square root of 4

2 = 2 TRUE

To summarize, look at the given examples below;

Law of Radicals
Assume that when n is even, a > 0.
𝒏
a. ( √𝒂)𝒏 = a (Power Rule)

Examples;
3
1. √22 = 2 2. ( √8)3 = 8
𝒏 𝒏 𝒏
b. √𝒂𝒃 = √𝒂 • √𝒃 (Product Rule)

Examples;
3 3 3
1. √24 = √4 • √6 = 2√6 2. √8𝑥 7 = √8𝑥 6 • √𝑥 = 2x²√𝑥

23
 𝒏
𝒏 𝒂 √𝒂
c. √ = 𝒏 ,𝒃 > 𝟎 (Quotient Rule)
𝒃 √𝒃

Examples;
3
3 27 √(3)³ 3 4 √(2)² 2
1. √ = 3 = 2.√ 4 = =
𝑥³ √𝑥³ 𝑥 𝑦 𝑦²
√(𝑦²)²

𝒎 𝒏 𝒎𝒏 𝒎 𝒏
d. √ √𝒂 = √𝒂 = √ √𝒂

Examples;
6 3 2 3 3
1. √8 = √ √8 = √2 2. √√8 = √ √8 = √2

The proofs of the properties are given as exercises.

Note: The radical expressions are simplified if:

1. No prime factors of a radicand have an exponent equal or greater than the index.

2. No radicand contains fraction and denominator contains a radical sign.

3. The index of the radical is in the lowest possible form.

Activity 1: Make it Simple

Directions: Simplify the following into the simplest radical form.

1. √81 5. −√28 9. −√25²

3 1 324
2. √96 6. ±√ 10. √
4 225

4 24
3. √112 7. √
81

3 48
4. √ 8. √50
27

Activity 2: Perfect Match

Simplify the following and match your answer from column A to column B.
A B

1. √24 • • 2 3√𝑦

2. √264𝑦² • • 2𝑦√66

24
 3 64𝑦
3. √ • • 2y
8

5
3 √24𝑦 2
4. √ √64𝑦 6 • •
2

5 24𝑦²
5. √ • • 2√6
32

Activity 3: Riddle! Riddle! What Is It?

Riddle: What word has hundreds of letters in it? To reveal the answer, simplify the
following and write the letter on the blank provided below the padlock that
corresponds to the correct answer.

1. Find the two square roots of 576.

2. What is the principal fourth root of 1296?
3
√27
3. What is the simplest form of ?
√9

4. Simplify −√√625
18
5. What is the simplified form of √4

81
6. Simplify √
324

𝑛
7. The letter n in the symbol √𝑎𝑚 , indicates the degree of radicals is called?

Answer:

__________ __________ __________ __________ __________ ___________ __________

N = ±13 D = ±27 E = -36 A=6

I=1 U=2 L = -5 M = ±24

9
S=5 G = 9√2 B = √2 W = √9
1 2
X= Index O= C= Y = Radical
2 3

Z = Radicand

25
 MODULE 6

This module was designed and written with you in mind. It is here to help
you how to simplify a radical expression using the laws of radicals. 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.

The module has one lesson, namely:

• Lesson 6 –Simplifying Radical Expression

After going through this module, you are expected to:

1. simplify radical expressions using the laws of radicals.

Lesson
Simplifying Radical Expressions
6

Many of us have encountered simplifying radical expression that requires

mastery of transforming rational exponents into radical form. In this module, you
will learn simplifying radical expressions using the laws of radicals.

1. No prime factors of a radicand has an exponent equal or greater than the

index.

Example: √48𝑥²𝑦⁵

Since 48 is not a perfect square, let us factor 48 with the highest possible perfect
square and separate the entire perfect square factor and extract the square root.

Solution: √48𝑥²𝑦⁵ = √16𝑥²𝑦⁴ • 3𝑦 - 16 is the highest perfect square

= √16𝑥²𝑦⁴ • √3𝑦 - by Product Rule

26
Answer: = 4xy²√3𝑦 - Simplify, get the square root of the perfect
square

2. No radicand contains fraction and denominator contains a radical sign.

3 27
Example: √
3

Since the index is 3 and the denominator is not a perfect cube, let us eliminate the
radical of the denominator by rationalization.

Rationalization – is a process to remove the radicals in the denominator.

3
3 8 √8
Solution: √ = 3 - by Quotient Rule
3 √3

3
2 √3²
= 3 • 3 - by rationalization (multiplying the numerator and
√3 √3²
3
denominator by √3² to make the denominator perfect
cube and to eliminate radical in the denominator)

2 3√9
= 3 - Simplify, get the cube root of the perfect square
√3³
3
2 √9
Answer: =
3

3. The index of the radical is in the lowest possible form.

6
Example: √81.
1
Solution: = (81)6 - definition of a fractional exponent
1
= (9²)6 - express 81 as 9 raised to 2
2
= 96 - apply power to a power law
1
= 93 - lowest term the fractional exponent
3
Answer: = √9 - definition of fractional exponent

Activity 1: The Simpler, the Better!

Directions: Simplify the following radical expressions.
√4
1. √64𝑚⁹v² 6.
√𝑎𝑐

3 729
2. √60𝑥²𝑦⁴ 7. √
64

27
 3 9 4 3
3. √72𝑎¹²𝑏 𝑐7 8. √
4

3 𝑎
4. √ 9.
16 √𝑎

3𝑏 8
5. √ 10. √4𝑥²𝑦²
4𝑎²

Activity 2: Solve me
Directions: Simplify the following radical expressions.
1. A stadium has a square poster of a football player hung from the outside
wall. The poster has an area of 12,544 ft². What is the width of the poster?
32
2. Find the side of the square whose area is square cm.
9

3. Find the length of a side of a square whose area is 300cm².

MODULE 7

This module was designed and written with you in mind. It is here to help
you understand how to perform operations on radical expressions. 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.

The module is consisting of the following:

• Addition and Subtraction of Radical Expressions
• Multiplication of Radical Expressions
• Division of Radical Expressions
After going through this module, you are expected to:
1. add and Subtract Radical Expressions; and
2. multiply and Divide Radical Expressions.

28
Lesson Operations on Radical
7 Expressions

Radical expressions are used as the measurement of the sides of a box or

dimensions that identify the surface area of a box, right triangles, and many things
around us. Let us try to solve some radical expressions and apply them to real-life
situations.

Addition and Subtraction of Radical Expressions

Adding or Subtracting Radical Expressions, we need to identify first the
similar radicals. Similar Radicals are radicals of the same indices and the same
radicand. These radicals can be combined into a single radical. Radicals of different
indices and different radicands are called dissimilar radicals.

Example 1: 3√2 + 5√2 =

We only add the coefficients (3 and 5) and affix the
= (3 + 5)√2
common radical (√2).
= 8√2

3 3
Example 2: 6 √5 + 13 √5 =
We only add the coefficients (6 and 13) and affix
3 3
= (6 + 13) √5 the common radical ( √5).
3
= 19 √5

3
Example 3: 5√2 + 6 √2 = Although the radicands are the same, we cannot
3 add the two radicals for which the indices are
=5√2 + 6 √2
different.

Example 4: 23√2 + 5√3 − 3√2 + 5√3 =

Combine those who are similar radicals
= (23 − 3)√2 + (5 + 5)√3 then, perform the indicate operation.
= 20√2 + 10√3

29
 Combine those who are similar
Example 5: 17√17 − 6√13 − 3√17 + 6√13 = radicals then, perform the
indicate operation.
= (17 − 3)√17 + (−6 + 6)√13

= 14√17

Multiplication of Radical Expressions

Unlike in adding or subtracting radical expressions that you only need to
combine similar radicals then, perform the indicated operation, in the
multiplication of radicals' certain properties are needed to use.
𝑥 𝑥
a. To multiply radicals of the same order, use the property √𝑎𝑏 = 𝑥√𝑎 ∙ √𝑏, then
simplify by removing the perfect nth powers from the radicand.

Example 1: √3𝑥 2 𝑦 3 ∙ √6𝑥𝑦 = Multiply the coefficients (3 and 6),

=√(3)(6)(𝑥 2+1 )(𝑦 3+1 ) then add the exponents of the same
=√18𝑥 3 𝑦 4 variable.
=√(9 ∙ 2)(𝑥 2 )(𝑥)(𝑦 4 ) Simplify by removing the 2nd powers
from the radicand.
=3𝑥𝑦 2 √2𝑥

3
Example 2: √9𝑥 2 𝑧 3 ∙ 3√3𝑥𝑦 4 =
3
Multiply the coefficients (9 and 3),
=√(9)(3)(𝑥 2+1 )(𝑦 4 )(𝑧 3 )
then add the exponents of the same
3
=√27𝑥 3𝑦 4𝑧 3
variable.
3
=√3 3 𝑥 3 𝑦 3 𝑦𝑧 3 Simplify by removing the 3rd powers
=3𝑥𝑦𝑧 3√𝑦 from the radicand.

b. To multiply binomials involving radicals, use the property for the product of
two binomials (𝑎 ± 𝑏)(𝑐 ± 𝑑 ) = 𝑎𝑐 ± (𝑎𝑑 ± 𝑏𝑐 ) ± 𝑏𝑑, then simplify by removing
perfect nth powers from the radicand or combining similar radicals.

Example 3: (√5 + √7)(√3 + √2) =

You may use the
= (√5 ∙ √3) + (√5 ∙ √2) + (√7 ∙ √3) + (√7 ∙ √2)
FOIL method in
=√15 + √10 + √21 + √14 multiplying the two
binomials.
Example 4: (√8 + √12)(√2 + √3) = Simplify by
= (√8 ∙ √2) + (√8 ∙ √3) + (√12 ∙ √2) + (√12 ∙ √3) removing the 2nd
= √16 + √24 + √24 + √36 powers from the
= 4 + 2√24 + 6 radicand.
= 10 + 2√24

c. To multiply radicals of different orders, express them as radicals of the same

order then simplify.

4 3
Example 5: √4 ∙ √2 =
4 3
= √22 ∙ √2
2⁄ 1⁄
=2 4 ∙2 3

30
 1⁄ 1⁄
=2 2 ∙2 3
1⁄ +1⁄
=2 2 3
5⁄
=2 6
6
= √25
6
= √32

Division of Radical Expressions

You already simplified radical expressions through adding or subtracting
similar radicals. Certain properties are needed to use in multiplying radical
expressions. In dividing radicals, a skill called rationalizing denominator is
necessary. Rationalizing the Denominator or Rationalization is the process where
you simplify the expression by making the denominator free from radicals.
𝑛
√𝑎 𝑛 𝑎
a. To divide the radicals of the same order, use the property 𝑛 = √ ,
𝑏
√𝑏
then rationalize the denominator.

3
√5
Example 1: 3
√2
3 5 22 To free the denominator (2) from radicals,
= √ ∙ multiply the radicand by 1 using the
2 22
denominator in 2nd power.
3 (5)(4)
= √
23 5 x 4 = 20 and 2 x 22 = 23 or 8 but use the 23
3
√20 for easily simplifying radicals.
=
2
4
√1
Example 2: 4
√𝑎𝑏 3
4
4 1 𝑎3 𝑏 To free the denominator ( √𝑎𝑏 3 ) from radicals,
= √𝑎𝑏3 ∙ 𝑎3 𝑏 multiply the radicand by 1 using 𝑎3 𝑏/𝑎3 𝑏.
4 𝑎3 𝑏 In multiplying fractions, remember to multiply
= √𝑎 4 𝑏 4
the numerator to numerator and denominator
4
√𝑎3𝑏 to denominator, then simplify the radicals.
= 𝑎𝑏

b. To divide the radicals of a different order, it is necessary to express

them as radicals of the same order then rationalize the denominator.

3
√3 Express the radicals as the same order.
Example 3:
√3
1
3 ⁄3
= 1 Convert the fractional exponent to radicals
3 ⁄2
2
3 ⁄6 6
= 3
To free the denominator ( √33 ) from radicals,
3 ⁄6 multiply the radicand by 1 using 33 /33 .
6 2
√3
= 6
√33
6 32 33 In multiplying fractions, remember to multiply
= √ ∙
33 33 the numerator to numerator and denominator
to denominator.
simplify the radicals.
31
 6 35
= √
36
6
√35
=
3
6
√243
=
3

c. To divide radicals with a denominator consisting of at least two

terms, rationalize the denominator using its conjugate.
3 √5 + 3
Example 4: Example 5:
√3−√2 √5 − 3
3 √3+√2 √5 + 3 √5 + 3
= ∙ = 5 − 3 ∙ 5+ 3
√3−√ 2
√3+√2 √ √
3√3+3√2 √25 + 3√5 + 3√5 + 9
= =
√32 −√22 √25 − 9
3√3+3√2 5 + 6√5 + 9
= =
√9−√4 5−9
3√3+3√2 14 + 6√5
= =
3−2 −4
3√3+3√2 −7 −3√5
= =
1 2

= 3√3 + 3√2

Activity 1: What is Mathematics?

Just because something is difficult does not mean you should not try. It just means
that you should try harder. Decode the message by performing the following radical
operations. Write the words corresponding to the obtained value in the box
provided. One is done for you.

1 add love or (√4)(√7)

2 us how to (5√3)(2√3)
3 that every (√3 + √7)(√7 + √3)
4 Mathematics (√2 + √3)(√2 + √3)
5 but it gives (√8 + √5)(√2)
6 us hope 3 3
( √8𝑥𝑦 2 )( √𝑥 2 𝑦)
7 may not teach (√2)(5√8)
8 a solution (√16𝑥 2 𝑦)(√4𝑥 2 𝑦)
9 subtract hate, 3 3
( √2)( √4)
10 problem has (√5 + √7)(√5 + √7)

32
Mathematics

𝟓 + 𝟐√𝟔 20 30 𝟐√𝟕 2

𝟒 + √𝟏𝟎 2xy 𝟏𝟎 + 𝟐√𝟐𝟏 𝟏𝟐 + 𝟐√𝟑𝟓 𝟖𝒙𝟐 𝒚

Activity 2: The Greatest Love of All!

Before the revolution in 1896, Gat Andres Bonifacio made a poem entitled "Pag-ibig
sa Tinubuang Lupa". This poem is said to encourage all the Filipinos to love its
country, which is the Philippines. Decode the message by performing the following
radical operations. Write the words corresponding to the obtained value in the box
provided. One is done for you.

1 pag-ibig sa 1 ÷ (2 + √3)
2 gaya ng √36 ÷ √6
3 tinubuang lupa? 2 ÷ (3 + √5)
4 at pagkadakila 4 3
√2 ÷ √2
5 Aling pag-ibig pa? 2 ÷ (3 + √7)
6 sa pagkadalisay 3 3
√7 ÷ √5
7 Wala na nga. (3 + √7) ÷ (3 + √7)
8 ang hihigit kaya √7 ÷ √3
9 Wala. (√5 + √2) ÷ (√5 − √2)
10 Aling pag-ibig pa √5 ÷ √7

3 12
√35 √21 √175 √2048 √6
7 3 5 2

Aling pag-ibig pa?

2 − √3 3 − √5 3 − √7 1 7 + 2√10
2 3

Activity 3: Eco-Warrior!
The Philippines is an archipelago that consists of 7, 641 islands and islets
according to the latest data of the National Mapping and Resource Information
Authority. One of the core values of the Department of Education is Makakalikasan
that promotes to love our nature and encourages all Filipino student to protect the
wildlife in the country. As time goes by, pollutions have started to be a problem,
and many Filipinos were engaged to jobs that destroy the environment.

33
 As an Eco-warrior, let us color the image below to show our support in
cleaning the waters of the Philippines. Match the radical expressions in column A
to the simplified radicals in column B to decode the colors of the image below that
corresponds to the obtained values in column B.
A B

_______1. 6√5 + 17√5 a. √5 + √2 - purple

_______2. 3√5 + 5√2 b. 3√1,323/3 - pink

3 3 3
_______3. 7 √3 − 2 √3 c. √63/3 - orange
6
_______4. √2𝑥𝑦 ∙ √8𝑥𝑦 d. √243 - black

_______5. (√2 + √3)(√2 + √3) e. 5 + 2√6 - red

3
_______6. ( √3)(√3) f. 4xy - yellow
3 3 3
_______7. √7 ÷ √3 g. 5 √3 - brown
3
_______8. √7 ÷ √3 h. 3√5 + 5√2 - blue

_______9. 3 ÷ (√5 − √2) i. 23√5 - green

MODULE 8

Solving equations that involve radical expression is quite tricky. We can

simplify equations with radical expression using its properties for as long as it
conforms to any mathematical rules. Remember to check the solutions always
because in some cases the roots are not part of the original equations. This root
is called an extraneous solution.

34
 The module is intended for one lesson, namely:
Lesson 8 – Solves Equations Involving Radical Equations

After going through this module, you are expected to:

1. Solves equations involving radical expression; and
2. Determine if the roots are part of the original equation.

Lesson Solve Equations Involving Radical

8 Expressions

Radical expressions are used as the measurement of the sides of a box or

dimensions that identify the surface area of a box, right triangles, and many things
around us. Let us try to solve some radical expressions and apply it to real life
situations.

A Radical Equation contains radical terms with variables in the radicand.

To find the roots of the quadratic equations, we can use the extracting-the-square-
roots method.

Example 1: Find the roots of (𝑥 + 2)2 − 5 = 0.

(𝑥 + 2)2 − 5 = 0

(𝑥 + 2)2 = 5 Add 5 to both sides

√(𝑥 + 2)2 = √5 Get the square root of both sides

𝑥 + 2 = ±√5 Add 2 to both sides

𝑥 = −2 + √5 Solution 1

𝑥 = −2 − √5 Solution 2

We must always check our solutions because sometimes extraneous solution

appears.

35
Example 2: Find the roots of √𝑥 2 = √4.

√𝑥 2 = √4 Get the square root of both sides

𝑥 = ±2

𝑥=2
Solution 1
𝑥 = −2 Solution 2
To Check:
If 𝑥 = 2 If 𝑥 = −2

√22 = √4 √−22 = √4

2=2 −2 ≠ 2
.

Since 2 = 2, then 2 is a Since -2 ≠ 2, then -2 is an

solution to the original extraneous solution.
equation.

Example 3: Find the roots of √5𝑥 2 − 16 = 𝑥.

√5𝑥 2 − 16 = 𝑥
2
(√5𝑥 2 − 16) = 𝑥 2 Square both sides
5𝑥 2 − 16 = 𝑥 2 Isolate the variables to constant
5𝑥 2 − 𝑥 2 = 16 numbers
4𝑥 2 = 16 Simplify the quadratic term
𝑥2 = 4 Divide both sides by 4
√𝑥 2 = √4 Get the square root of both sides
𝑥 = ±2 Simplify
𝑥=2 Solution 1
𝑥 = −2 Solution 2

To Check: Substitute the values of x to the original equation.

If 𝑥 = 2 If 𝑥 = −2
√5(22 ) − 16 = 2 √5(−22 ) − 16 = −2
√5(4) − 16 = 2 √5(4) − 16 = −2
√20 − 16 = 2 √20 − 16 = −2
√4 = 2 √4 = −2
2=2 2 ≠ −2

Since 2 = 2, then 2 is a solution to Since 2 ≠ -2, then -2 is an

the original equation. extraneous solution.

36
Example 4: Find the roots of √𝑥 + 4 + 2 = −7.

√𝑥 + 4 + 2 = −7

√𝑥 + 4 = −9 Add -2 to both sides

2
(√𝑥 + 4) = −92 Get the square of both sides

𝑥 + 4 = 81 Add -4 to both sides

𝑥 = 77 77 is the value of x

To Check: Substitute the values of x to the original equation.

If 𝑥 = 77

√77 + 4 + 2 = −7 Since 11 ≠ -7, then radical equation

has no solution.
√81 + 2 = −7

9 + 2 = −7

11 ≠ −7
3
Example 5: Find the roots of √𝑥 + 1 = 3.

3
√𝑥 + 1 = 3
3
3
( √𝑥 + 1) = 33 Cube both sides

𝑥 + 1 = 27 Add -1 to both sides

𝑥 + 1 − 1 = 27 − 1

𝑥 = 26 26 is the solution

To Check: Substitute the values of x to the original equation.

If 𝑥 = 26
3
√𝑥 + 1 = 3 Since 3 = 3, then 26 is a solution
to the original equation.
3
√26 + 1 = 3
3
√27 = 3

3=3

37
 4
Example 6: Find the roots of √2𝑥 + 2 + 1 = −1.
4
√2𝑥 + 2 + 1 = −1
4
√2𝑥 + 2 = −2 Add -1 to both sides
4
4
( √2𝑥 + 2) = −24 Get the 4th power of both sides

2𝑥 + 2 = 16 Add -2 to both sides

2𝑥 = 14 Divide both sides by 2

𝑥=7 7 is the value of x.

To Check: Substitute the value of x to the original equation.

4
If 𝑥 = 7 √2(7) + 2 + 1 = −1

4
√14 + 2 + 1 = −1
4
√16 + 1 = −1
Since 3 ≠ -1, then radical
2 + 1 = −1 equation has no solution.

3 ≠ −1

Activity 1: What is Mathematics?

Pangisdaan Festival is the grandest and most awaited annual event of
Navotas City that celebrated the abundance of the waters of Manila Bay that
gives the city its name "Fishing Capital of the Philippines". The said festival
promotes the culture, heritage, and the tradition of the city. This celebration
happens every January 16, the founding anniversary of Navotas City. To
identify the color of the natural and man-made creation, match column A to
column B.

A B
1. Boat - √2𝑥 + 2 = −6 a. 𝑥 = 17 – Red
2. Flag - √3𝑥 + 1 = 4 b. 𝑥 = 5 – Purple
3. Water - √𝑥 + 4 + 3 = 12 c. 𝑥 = 77 – Blue
4. Fishes - √6𝑥 + 7 = 𝑥 d. 𝑥 = 7 – Gray
5. Crabs - √3𝑥 + 4 = 16 e. 𝑥 = 4 – Orange
6. Leaves - √𝑥 + 2 = 6 f. 𝑥 = 34 – Green
7. Rocks - √𝑥 = 4 g. 𝑥 = 16 – Black
8. Seabed - √2𝑥 + 3 = 3 h. 𝑥 = 3 – Brown

38
9. Clouds - √𝑥 + 1 − √𝑥 + 2 + 1 = 0 i. 𝑥 = −1 – White
10. Background - √2𝑥 − 4 − √𝑥 + 5 = 1 j. 𝑥 = 20 – Yellow

Activity 2: Ako ay Pilipino!

El Filibusterismo is the second novel written by Dr. Jose P. Rizal, the
sequel to Noli Me Tangere. These novels had huge impacts on the country's
society as it talked about the issues on politics, corruption, discrimination
among Filipinos, abuse of power, religion, and its effect in the Filipino lives
during the Spanish colonization. Decode the message by simplifying the
following radical equations. Write the words corresponding to the obtained
value in the box provided. One is done for you.

1. Bukas, magiging mamamayan √𝑥 − 2 = 7

2. s'yang mga kamay √5 − 𝑥 = 𝑥 − 3
3. sapagkat nasa mapagkalinga √2𝑥 − 4 = 4
4. tayo ng Pilipinas, kung saan ang √2𝑥 + 1 = 𝑥 − 7
5. kapalaran niya’y magiging maganda √𝑥 − 1 = 6

Bukas, magiging mamamayan _________________________ ____________________

x = 51 x = 12, x = 4 x = 37

___________________________________ ________________________________
x = 10 x = 4, x = 1

A message from Isagani to Paulita Gomez

El Filibusterismo-Dr. Jose P. Rizal

39
 MODULE 9

This module was designed and written with you in mind. It is here to
help you solve problems involving radicals. 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.

The module is divided into two lessons, namely:

• Lesson 9 – Problem Solving Involving Radicals

After going through this module, you are expected to:

1. solve problems involving radicals.

Lesson Problem Solving Involving

9 Radicals
In this lesson, you will apply the learning you have in the past lesson.
This lesson contains different problem solving involving radicals.

PROBLEMS IN THE WORLD

In this part of the lesson, different formulas in radicals are useful.

Example # 1 The 100-foot giant swing in Danao adventure park is considered as

𝑙
the Visayas' first 'Giant Swing'. Using the formula 𝑡 = 2𝜋√ , where 𝑙
32
is the length of the swing in feet and 𝑡 is the amount of time in
seconds, determine the amount of time for the giant swing to complete
a cycle. (𝜋 ≈ 3.14)

40
Solution: length of the swing = 100 ft 𝜋 ≈ 3.14 t=?

100
𝑡 = 2𝜋√ substitute the given values to the formula
32

2𝜋(10)
𝑡= get the square root
4√2

20𝜋
𝑡= simplify
4√2

5𝜋
𝑡= rationalize
√2

5𝜋√2
𝑡=
2

Therefore, the amount of time for the giant swing to complete a cycle is
𝟓𝝅√𝟐
𝑡= seconds.
𝟐

Example # 2 A policeman is investigating a car accident skidded in wet concrete.

He uses the formula 𝑠 = √30𝑓𝑑 to estimate the speed (𝑠) of a car in
miles per hour where 𝑓 represents the coefficient of friction and 𝑑
represents the distance the car skidded in ft. How fast was the car
moving if the coefficient friction in wet concrete is 0.3 and skidded
100 ft?

Solution: f = 0.3 d = 78 ft s=?

𝑠 = √30(0.3)(100) substitute the given values using the formula

𝑠 = √900 simplify

𝑠 = 30
Therefore, the speed of a car is 30 miles per hour

Activity 1: The Submarine

A submarine is travelling in the ocean. The captain
assigned a lookout to locate different ships nearby. The
lookout used the equation 𝑑 = √1.5ℎ, where 𝑑 is the
distance in miles and ℎ is the height in feet of the
periscope above the surface of water.
Image by Jan Alexander from Pixabay

Help the lookout to find answers on the following:

(Round off your answer to the nearest hundredths)

1. How long would a submarine periscope have to be above the water to locate
a ship 3 miles away? Show your solution

41
 2. How far can the lookout see if the periscope is 6 feet above the surface of the
water? Show your solution

Activity 2: The Pendulum’s Arm

𝑙
Using the formula 𝑡 = 2𝜋√ , where 𝑡 is the time
32

pendulum's arm can complete a cycle in seconds, and 𝑙

is the length of the pendulum's arm in feet. Determine

the following: (𝜋 ≈ 3.14)

1. How long is the pendulum's arm if it completes a cycle in about 2 seconds?

in 7 seconds? Show your solution
2. How long will it take for a giant swing to complete a cycle if it is 75 ft

high? 15 ft high? Show your solution

42
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

𝑥
1. What is the simplest form of ?
√4
𝑥 √𝑥 𝑥 4
A. B. C. D.
2 2 √4 𝑥

2. What principle of an exponent is applied when the quotient of exponents

produces reciprocated result?
A. Zero Exponents C. Both A and B
B. Negative Integral Exponents D. Positive Integral Exponents

3. Which of the following best describes the relation, “The time taken for a
journey and the distance travelled in a uniform speed”?
A. Direct Variation C. Joint Variation
B. Inverse Variation D. Combined Variation

4. You need to construct an improvised square-white board for online class

measures 64 square inches. How long must be the side of the square-white
board to get an area of 64 square inches?
A. 8 B 16 C. 32 D. 64

5. Determine the roots of √𝑥 + 5 + 1 = 3.

A. −1 B. 0 C. 1 D. 1 and -1

6. Express the simplest form of √√4 in the rational exponent.

1 1 1 1
A. 24 B. 42 C. 44 D. 22

7. Perform the indicate operation. 17√5 − 6√2 − 3√5 + 6√2.

A. 14√5 B. 20√5 C. 14√5 + 6√2 D. 14

8. The variable x is in joint variation with y and z. When the values of y and z
are 4 and 6, x is 16. What is the value of x when y = 8 and z =12?
A. 4 B 16 C. 64 D. 256

9. Determine the roots of √(𝑥 + 2)(𝑥 + 2) = √9.

A. 1 𝑎𝑛𝑑 5 B. −1 𝑎𝑛𝑑 − 5 C. −1 𝑎𝑛𝑑 5 D. 1 𝑎𝑛𝑑 − 5

10. A 17ft ladder leans against the top of a wall. If the distance from the wall
to the bottom of the ladder is 8ft, how high is the wall?
A. 13ft B. 15ft C. 17ft D. 19ft

43
 44
Module 3
What's More
Activity 1 What I
Module 4 1 5 Know
What’s More 1. 6.
7 3
Activity 1 𝑓2 1. B
1. 9 2. 1 7. 12 2. C
𝑒
𝑡3 3. B
2. 125 3. a4 8.
𝑠2 4. D
3. −8 3𝑝3 5. A
4. 3 9.
𝑛7 6. A
4. 7𝑥 3 𝑦 𝑡4 7. A
5. 1 10.
𝑢4 8. A
1 𝑎2 𝑏
5. − 𝑎2 𝑏 or − What I Can Do 9. D
2 2
ARCHIMEDES 10. B
𝑎4
6.
𝑏2
3𝑦 2 Module 2
7.
2𝑥 4 What's More
𝑥 Lesson 1: Activity 1 Module 1
8.
5𝑦 2 What's More
1. 𝐽 = 𝑘𝑠𝐿
1 2. 𝑉 = 𝑘𝑙𝑤ℎ Lesson 1: Activity 1
9.
𝑎4 𝑏2
3. 𝐹 = 𝑘𝑚𝑎 1. 𝑢 = 𝑘𝑤
𝑥 15 4. 𝑉 = 𝑘𝐼𝑅
10. 2. 𝑎 = 𝑘𝑏 3
512𝑦 6 Lesson 1: Activity 2 3. 𝐶 = 𝑘𝑑
Activity 2 1. 12 4. 𝐴 = 𝑘𝑟 2
2. 1125 Lesson 1: Activity 2
1. 5
3. −3 1. 8/3
2. −8 4. 𝑤 = 75
49 2. 𝑜𝑟 18.75
, 2940𝑗𝑜𝑢𝑙𝑒𝑠 4
3. 7 5 3. 9
Lesson 2: Activity 4 4. 196
4. 3 𝑘𝑥𝑦 Lesson 2: Activity 4
1. 𝑧 =
2 𝑤
5. 𝑘𝑏 1. 24
5 2. 𝑎 =
𝑐√𝑑 2. 62 500
𝑘𝑇
6. 5x 3. 𝑉 = 3. 16
𝑃
𝑘𝑥 4. 40
7. 5xy 4. ℎ =
𝑚 Lesson 2: Activity 5
Lesson 2: Activity 5
8. 9𝑥 3 1. 2
1. 13.2 2. 4
9. 4𝑚2 2. 32 3. 33/2 or 16.5
4 8 3. 324 metric 9
3 4. 𝑜𝑟 2.25
10. 𝑎𝑏 2 𝑐 2 √𝑎𝑐 2 or 𝑎3 𝑏 2 𝑐 3 tons 4
 45
Module 6
Assessment What's More
2√𝑎𝑐
1. A 1. 8𝑚⁴v√𝑚 6.
𝑎𝑐
2. B 9
2. 2𝑥𝑦²√15 7.
4
3. A 4
3 √12
4. A Module 7 3. 2a⁴b³c² √9𝑐 8. 2
5. A What’s More √3
4. 9. √𝑎
6. D 4
√3𝑏
7. A Activity 1 5. 10.
2𝑎
8. C 4
1. Mathematics √2𝑥𝑦
9. D
10. B 2. may not teach
3. us how to
4. add love or
Module 5
5. subtract hate,
What's More
6. but it gives
7. us hope Activity 1
8. that every
1
9. problem has 1. 9 6. ±
2
10. a solution. 3 2√6
Module 8 2. 2 √12 7.
Activity 2 9
What’s More 4
3. 2 √7 8. 5√2
Activity 1 1. Aling pag-ibig pa 2 3√6
2. ang hihigit kaya 4. 9. -25
3
1. a 3. sa pagkadalisay 6
5. −2√7 10.
5
2. b 4. at pagkadakila
3. c 5. gaya ng
Activity 2
4. d 6. pag-ibig sa
5. e 7. tinubuang lupa? 1. 2√6 4. 2y
6. f 8. Aling pag-ibig pa?
5
7. g 9. Wala na nga. √24𝑦 2
2. 2y√66 5.
8. h 10. Wala. 2
9. i
3. 2 3√𝑦
10. j What I Can Do
What I Can Do Activity 3 What I can do
Activity 2
1. I - green 1. M
1. x = 51 2. H - blue
2. A
3. G - brown
2. x = 4 4. F - yellow 3. I
5. E - red 4. L
3. x = 10 5. B
6. D - black
4. x = 12 7. C - orange 6. O
8. B - pink 7. X
5. x = 3 9. A - purple
References
Tewes, A. (2020). Introduction to Variation. Desmos, Inc. Retrieved September 26,
2020 from
https://teacher.desmos.com/activitybuilder/custom/5c535664e02b850c1af
1ef68

(n.d.). Combined Variation. Boundless.com. Retrieved October 23, 2020, from

http://kolibri.teacherinabox.org.au/modules/en-
boundless/www.boundless.com/atoms/5888/index.html

CK-12 (n.d.) Joint Variation. CK-12 Foundation, 2020. FlexBook Platform. Retrieved
October 21, 2020, from https://www.ck12.org/book/ck-12-algebra-ii-with-
trigonometry-concepts/section/9.3/

(n.d.) Direct, Inverse, Joint, and Combined Variation. She Loves Math. Astra
WordPress Theme. Retrieved October 21, 2020, from
https://www.shelovesmath.com/algebra/beginning-algebra/direct-inverse-
and-joint-variation/

Books

Oronce, O. et al. (2015). E- Math Worktext in Mathematics Revised Edition.

Rex Book Store, Inc.

Oronce, O. A. et al. (2019). E – Math 9. Worktext in Mathematics. REX Bookstore,

Inc., (RSBI), Quezon City, Philippines

Bryant, M. et al. (2014). Mathematics Learner's Material 9. Department of

Education.
Vibal Group, Inc.
Yvette, L. et al. (2014). Math for Engaged Learning Grade 9. Sibs Publishing House,
Inc.

Argel, A. M., & Angeles, A. (2017). A Spiral Approach Mathematics

for Grade 9, Educational Resources Corporation

Orines, F. B., & et al., (2014) Next Century Mathematics 9, Phoenix Publishing
House

Alferez, M. S et al. (2008). MSA Advanced Algebra. MSA Publishing House, Cainta,
Rizal. ISBN: 971-8740-96-1.

Alferez, M. S, Duro, M.A (2002). MSA College Algebra. MSA Publishing House,
Cainta, Rizal. ISBN: 971-8740-66-X.

Jan Alexander, Submarine, Free Royal

46
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph