9

Mathematics
Quarter 2 – Module 7:
Operations on Radical
Expressions
Mathematics – Grade 9
Self-Learning Module (SLM)
Quarter 2 – Module 7: Operations on Radical Expressions
First Edition, 2020

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Development Team of the Module

Writer: Joan A. Cagadas
Editor: Noel B. Wamar
Reviewer: Ronela S. Molina
Illustrator: Joan A. Cagadas
Layout Artist: Joan A. Cagadas
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Omar A. Obas, CESO V – Schools Division Superintendent
Jasmin P. Isla – Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Jade T. Palomar – REPS, Mathematics
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Meilrose B. Peralta – CID Chief
Hazel G. Aparece – EPS, In Charge of LRMS
Antonio R. Pasigado – Division ADM Coordinator
Ronela S. Molina – EPS, Mathematics

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
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Paunang Salita

Ang Self-Learning Module o SLM na ito ay maingat na inihanda para sa ating mag-
aaral sa kanilang pag-aaral sa tahanan. Binubuo ito ng iba’t ibang bahagi na gagabay
sa kanila upang maunawaan ang bawat aralin at malinang ang mga kasanayang
itinakda ng kurikulum.
Ang modyul na ito ay may inilaang Gabay sa Guro/Tagapagdaloy na naglalaman ng
mga paalala, pantulong o estratehiyang magagamit ng mga magulang o kung
sinumang gagabay at tutulong sa pag-aaral ng mga mag-aaral sa kani-kanilang
tahanan.

Ito ay may kalakip na paunang pagsusulit upang masukat ang nalalaman ng mag-
aaral na may kinalaman sa inihandang aralin. Ito ang magsasabi kung kailangan
niya ng ibayong tulong mula sa tagapagdaloy o sa guro. Mayroon ding pagsusulit sa
bawat pagtatapos ng aralin upang masukat naman ang natutuhan. May susi ng
pagwawasto upang makita kung tama o mali ang mga sagot sa bawat gawain at
pagsusulit. Inaasahan namin na magiging matapat ang bawat isa sa paggamit nito.
Pinapaalalahanan din ang mga mag-aaral na ingatan ang SLM na ito upang magamit
pa ng ibang mangangailangan. Huwag susulatan o mamarkahan ang anumang
bahagi ng modyul. Gumamit lamang ng hiwalay na papel sa pagsagot sa mga
pagsasanay.

Hinihikayat ang mga mag-aaral na makipag-ugnayan agad sa kanilang guro kung sila
ay makararanas ng suliranin sa pag-unawa sa mga aralin at paggamit ng SLM na ito.

Sa pamamagitan ng modyul na ito at sa tulong ng ating mga tagapagdaloy, umaasa

kami na matututo ang ating mag-aaral kahit wala sila sa paaralan.
 What I Need to Know

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

This module is aimed for you to:

a. perform operations on radical expressions.

What I Know

PRE-ASSESSMENT
Directions: Let us find out how much you already know about this module.
Answer the following questions as much as you can by writing the letter of
your answer on a separate sheet of paper. Take note of the items that you
were not able to answer correctly and then let us find out the correct answer
as we go through this module.
1. What is the result after simplifying √ √ √ ?
A. √ B. √ C. √ D. √
√
2. What is the result when we simplify
√
A. B. √ C. √ D. √
√
3. What is the simplified form of
√
A. √ B. √ C. √ D. √
4. What is the product of √ and √ ?
A. B. √ C. D. √
5. Divide √ by √ .
A. B. C. D.

6. Simplify .
√
√
A. B. √ C. √ D.
Lesson
Operations on Radical
1 Expressions

Rational or irrational radicals can be added, subtracted, multiplied or

divided. The process is similar as we perform operations on algebraic
expression.

What’s In

Activity1: Simply Me!

Simplify the following radical expressions. Write your answer on a separate
sheet.
1. √ 6. √

2. √ 7.
√
√

3. √ 8. √
√

4. √ 9. √

√
5. √ 10.
√
 What’s New

Activity 2: My Area!
Use the situation below to answer the questions that follow.

The radius (𝑟)of a circle with area (𝐴) is given by the formula
𝐴
𝑟 √𝜋.
Find the area of a circle of radius centimeters.

1. Draw a diagram to illustrate the given situation.

2. How are you going to represent the area of the circle?
3. What will be area of the circle?
4. How will you find the area of the circle?

What is It

OPERATIONS ON RADICAL EXPRESSION

Radicals are either rational or irrational numbers. Like rational
numbers, irrational numbers can be combined, multiplied, and divided.

Based on the activity “My Area!”:

r=5cm

The shaded region represents the area of the circle whose radius is 5
centimeters.
 √

√ √

(√ ) (√ )

( )( )

Therefore, the area of the circle is 78.54 square centimeters.

A. Addition and Subtraction of Radicals

Similar radicals, or like radicals, are expressions with the same index
and radicands. Therefore, √ √ √ are similar radicals.√ and√
are not similar radicals since they have different indices. √ and √
are not like radicals since their radicands are not the same. Similar
radicals can be combined by addition or subtraction. We can combine
like radicals by adding or subtracting their coefficients then affix their
common radical.

Example 1: Simplify √ √ √ .

Solution:
√ √ √
( )√ Add/subtract the coefficients.
√ Affix the common radical.

Example 2: Simplify √ √ √ √ .

Solution:
√ √ √ √
( )√ ( )√ Add/subtract the coefficients of
similar radicals.
√ √ Affix the radical.
Example 3: Simplify √ √ √ .

Solution: The radicands are not yet in simplest form. Look for the smallest
possible factors of the radicand, where one factor is a perfect square
number.

√ √ √

√ √ √ Simplify the radicand

(√ √ ) (√ √ ) (√ √ ) Apply product property

( )√ ( )√ ( )√

√ √ √

( )√

Example 4:Simplify √ √ √ .
Solution:
√ √ √
√ √ √ Simplify each radical
√ √ √
( )√ √ Combine whenever
possible

B. Multiplication of Radicals

In multiplying radicals, there are three cases to be considered. These

are the following:
Case I: Multiplying radicals of the same order or the same index
When simplifying a radical expression, you apply the rule

√ √ √ likewise √ √ √

This principle can be applied in multiplying radicals having the same

index.
Example 1: Find the product of ( √ )( √ )

Solution:
( √ )( √ )
√ Multiply both coefficients and both radicands
( ) Extract the square root of 16

Example 2: Find the product of √ √ .

Solution: Simplify first the radicand before multiplying.

√ √ √

√ √ √

√ √

√ √

( )( )√ Multiply both coefficients and both

radicands

Case II: Multiplying radicals having different orders but the same
radicand
To multiply radicals of different indices, it is necessary to change them
into equivalent radicals with the same index.

Example 3: Simplify √ √

Solution:
√ √
( ) ( ) Change to exponential form.
( ) Apply laws of exponents.
( ) Change the fractional exponents to similar fractions.
( ) Add similar fractions.
√ Change to radical form.
√ Simplify the radicand
Case III: Multiplying radicals of different orders and different radicands

Example 4: Simplify √ √

Solution:

√ √
( ) ( ) Change to exponential form.
Express the fractional exponent to similar fraction.
( ) Apply power of a product.
√ Write in single radical.
√ ( )
√
√
√
√

C. Division of Radicals

Rationalization is a process where you simplify the expression by making the

denominator free from radicals. This skill is necessary in the division of radicals

To divide radicals of the same order,

√
use the property √ then rationalize the denominator.
√

Example 1: Divide and express the result in simplest form: √ √ .

Solution:
√ √
√
√ Division principle
√
√ Simplify.

Example 2: Divide √ √ and simplify.

Solution:
√ √
√
√ The radicand 8 is not divisible by 6.
√
 √ Rationalize the denominator
√
√
√
Simplify the radicand
√

√ Reduce fraction to lowest form.

To divide radicals of different orders,

It is necessary to express them as radicals of the same order
then rationalize the denominator.

Example 3: Find the quotient: √ √ .

Solution:
√ √
Change to fractional exponent.
Make the fractional exponent similar.
√ √ Write in radical form.
√
√

√
√ Divide the radicands
√ Write the radicand in exponential form to reduce the
index.
Write in exponential form.
Reduce exponents to lowest term.
√ Change to radical form.
To divide radicals with a denominator consisting of at least two terms,
rationalize the denominator using its conjugate.
Two radical expressions are said to be conjugate if they differ only in
sign that connects the binomials.
Radical Expression Conjugate
√ √
√ √ √ √
The product of the radical expression and its conjugate is a rational
number.
( √ )( √ ) √ √ √

(√ √ )(√ √ ) √ √ √ √
 If a fraction contains a binomial radical denominator, you can
rationalize it by multiplying it by its conjugate.

Example 3: Find the quotient: ( √ ).

Solution:

( √ )
√
Multiply both numerator and denominator by √
√ √
(the conjugate of √ ).
√

√
Simplify.
√

What’s More

Activity 3: Sum or Difference

Perform the indicated operation and express your answer in simplest
form. Write your answer on a separate sheet.

1. √ √ √ 3. √ √ √

2. √ √ √ √ 4. √ √ √

Questions:

a. How did you find the sum or difference?

b. Which expression did you find difficult to solve? Why?

Activity 4: My Product!

Find each product. Write your answer on a separate sheet.

1. √ √ 3. √ √ √

2. ( √ )( √ )( √ ) 4. √ √
Questions:

a. How did you find the product of each expression?

b. What mathematical concepts or principles did you use in finding the

product? Explain how you used these?

Activity 5: My Quotient!

Find each quotient. Write your answer on a separate sheet.

√
1. 3. √ √
√

√
2. 4.
√ √

Questions:
a. How did you find the quotient of each expression?

b. What mathematical concepts or principles did you use in finding the

quotient? Explain how did you use these?

What I Have Learned

Therefore I Conclude that…!

Answer the given activity by writing the concept/process/law used

in simplifying the given expression, where each variable represents
a positive real number.

1. √ √ Why?
( )√
√
2. √ √ Why?
√ √
√ √
√ √
( )√
√
3. √ √ Why?
 √ √
√ √
√
√
4. Why?
√ √
√ √
√ √ √ √
( √ √ )

( √ √ )

( √ √ )

√ √

What I Can Do

Solve the following problems. Write your solution on a separate sheet.

Problem 1: A triangular plot is √ feet in height and has a base of

√ feet. How many plants can be planted in the triangular plot if the
nursery suggests 4 plants per square foot?

Problem 2: The length of a rectangle is thrice its width. If the length of the
rectangle is √ , what is its perimeter?
 EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and addressing
the new normal. Contents of this module were based on DepEd’s Most
Essential Competencies (MELC). This is a supplementary material to be used
by all learners of SOCCSKSARGEN Region in all public schools beginning SY
2020-2021. The process of LR development was observed in the production of
this module. This is Version 1.0. We highly encourage feedback, comments,
and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 228 8825 / (083) 228 1893
Email Address: region12@deped.gov.ph