9 Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

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9 9 Zest for Progress
Z eal of P artnership

Quarter 2 – Module 7:
Operations of Radical Expressions

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Math Module – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 7: Operations of Radical Expressions

First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: : Armil O. Turtor
Reviewer: ISMAEL K. YUSOPH
Management Team: SDS: Ma. Liza R. Tabilon, Ed.D, CESO V
ASDS: Dr. Ma. Judelyn J. Ramos
ASDS: Dr. Armando P. Gumapon
ASDS: Dr. Judith V. Romaguera
CID CHIEF: Lilia E. Abello, Ed.D
EPS-LRMS: Evelyn C. Labad
EPS-MATH: Ismael K. Yusoph
PSDS: Antonina D. Gallo, Ed.D.
Principal: Daisy Flor J. Romaguera

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Department of Education: Region IX, Schools Division of Zamboanga del Norte

For inquiries or feedback, please write or call:

Department of Education
Schools Division of Zamboanga del Norte
Capitol Drive, Estaka, Dipolog City
Fax: (065) 908 0087 | Tel: (065) 212 5843, (065) 212 5131
zn.division@deped.gov.ph

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 What I Need to Know
This module is a one-lesson module. It covers key concepts of the
different operations of radical expressions. You will be skilled at simplifying
radicals through the fundamental operations. (M9AL-IIh-1)

In this lesson we will address the following questions and look at some
important real-life applications of radicals.

• How can you simplify radical expressions?

• How do you operate with radicals?
• How can the knowledge of radicals help us solve problems in daily life?

At the end of this module, you are expected to:

• perform operations on radical expressions (M9AL-IIh-1).

Lesson 1 OPERATIONS WITH RADICAL

EXPRESSIONS

What’s In
Perform the indicated operation.

1. 2x + 3x -5x

2. 7y + 5y2 – 3y

3. 6a (2a2bc3)

4. (x +y)(x – y)

5. 10x2yz
2x

Questions:

1. How did you know thar the given expressions are simplified?

2. What concepts have you applied?

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 What’s New
Carefully analyze the given examples.

1. Add or subtract as indicated.

Questions:
1. How did you know that the given expressions are simplified?
2. What processes have you observed?

What is It
OPERATIONS WITH RADICAL EXPRESSIONS

Radicals are either rational or irrational numbers. Like rational

numbers, irrational numbers can be added, subtracted, multiplied and
divided.

A. ADDITION AND SUBTRACTION OF RADICALS

Similar or like radicals are expressions with the same index and
radicands.

Examples:

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 Only similar radicals or like radicals can be combined by addition or
subtraction .We can combine similar radicals by adding or subtracting their
coefficients and affixing their common radical.

Illustrative Examples:

1. Find the sum.

5√10 + 8√10

Check first if the two expressions can be combined or they have the same
radicand, if both have √10 as a radicand, so that means you can combine the two
expressions. You can make use of the distributive property to better understand the
addition process.

5
2

6
7
= 6 5400

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2. Divide and simplify the result: √6 ÷ √5

To divide radicals of different orders, it is necessary to first change the

radicals to the same order and rationalize the
denominator.

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 What’s More

Activity 1.

Match Column A with the sum/difference of the radical problems in Column

B. Write the letter of the correct answer.

Questions:

1. How do you add radicals?

2. How do you subtract radicals?

3. Did you encounter any difficulties while solving? If yes, what will you do
to overcome those difficulties?

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Activity 2.

Perform the indicated operations. Then, fill up the next table with the letter
that corresponds to the correct answer. When, you are done, you will be able
to decode the answer of the question.” What shall we do during pandemic?”

What I Can Do

A. Read carefully the given problem then answer the questions that follow.

1. If each side of a garden is increased by 4m, its area becomes 144 m2.

a. What is the measure of its side after increasing it?

b. What is the length of the side of the original square garden?

c. Supposing the area of a square is 192 m2, find the length of its side.

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2. A farmer is tilling a square field with an area of 900 m2. After 3 hours, he tilled 2

of the given area.

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a. Find the the side of the square field.

b. What are dimensions of the tilled portion?

c. If the area of the square field measures 180 m2, find the length of
its side.

B. Answer the following problems completely.

Give 3 examples of situations in real life that involve operations of

radicals. In each situation,

1. formulate a problem.

2. solve the problem, and

3. explain how this particular problem may help you in formulating

conclusions and/ or making decisions.

Assessment

Choose the letter that you think best answers the question.

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3. Which of the following is the simplified form of (2 + √5 )( 5 - √3)?
A. 10 - 2√3 + 5√5 - √15
B. 10 + 3√5 - √15

C.
D.10 +5 -

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