Kami Export - 4-03 C3 - GRN - SC - Student

Guided Revision Notes (Student's Copy) Chapter 3 Surds
Name: _______________________ ( )
Class: _______________________
Date: _______________________
Chapter 3 Surds
Recall
a
• A rational number is a number that can be expressed in the form , where a and b are integers.
b
4
For example, 0.8 is a rational number since it can be written as .
5
• When a number cannot be expressed as a ratio of two integers, it is an irrational number. For
example, π is an irrational number.
• a2 – b2 = (a + b)(a – b)
• If a and b are real numbers and m and n are rational numbers, a ≠ 0 and b ≠ 0:
o am × an = am+n
o am ÷ an = am–n
o (am)n = amn
o an × bn = (a × b)n
a
o a n ÷ b n = ( )n
b
• If a is a real number, a0 = 1 if a ≠ 0.
1
• If a is a real number, a–n = if a ≠ 0.
an
1 m
• If n is a positive integer, a n = n a , if a > 0. If m and n are positive integers, a n = ( n a )m, if a > 0.
© 2021 Marshall Cavendish Education Pte Ltd N3-1

3.1 Manipulating Surds
A. Concepts
• A surd is an irrational number that is written using a radical ( ) or root sign.
• Properties for simplifying surds (for a, b > 0):

o a × b = ab
a a
o =
b b
o a × a=a
• We need to simplify surds when the numbers under the radical sign have square numbers as
factors.
• We manipulate surds in the same way as algebraic terms.
• The surds a h + b k and a h – b k are called conjugate surds. The product of conjugate
surds is always a rational number.
Activity 3A: Investigate the nature of the product of two surds
• Rationalising the denominator of a fraction involving surd(s):

o If the denominator is in the form k , multiply the numerator and denominator by k .
o If the denominator is in the form a + b k , multiply the numerator and denominator by its
conjugate a – b k .
o If the denominator is in the form a h + b k , multiply the numerator and denominator by
its conjugate a h – b k .
• Solving a quadratic equation with non-rational roots will yield a pair of conjugate surds.
Activity 3B: Investigate how conjugate surds are involved in solving quadratic equations

B. Textbook Activities
Textbook Activity 3A_______________________________________________________________

[Investigate the nature of the product of two surds]
(i) Which of the following gives a rational number?

(a) 5× 5 (b) 3 ×2 2
What would you multiply the surd k by to get a rational number?
(ii) Which of the following give a rational number?
(a) (3 + 2 )(3 − 2 ) (b) ( 2 + 1)( 2 − 1)
(c) (1 + 3 3 )(1 + 3 3 ) (d) (5 + 2 3 )(5 − 2 3 )
What would you multiply the surd a +b k by to get a rational number?
(iii) Which of the following give a rational number?
(a) ( 5 − 3 )( 5 + 3 ) (b) (2 7 + 3 )(2 7 − 3 )
(c) (2 5 + 4 3 )(2 5 − 4 3 ) (d) (2 5 + 3 3 )(2 5 + 3 3 )
What would you multiply the surd a h + b k by to get a rational number?
Answer Space


Textbook Activity 3B_______________________________________________________________

[Investigate how conjugate surds are involved in solving quadratic equations]
(i) Use the quadratic formula to find the exact solution(s) to each of the following equations.
(a) 5x2 – 3x – 2 = 0
(b) 6x2 – 5x + 1 = 0
(c) x2 – 2x – 1 = 0
(d) 3x2 + 4x – 7 = 0
(e) 4x2 – 4x – 1 = 0
(f) x2 – 2 3 x – 3 = 0
(ii) Which of the equations in part (i) have roots that are surds?
(iii) For each of the equations in part (ii), multiply the surd roots. Is the product a rational number or
an irrational number? What is the relationship between the two surd roots?
Answer Space


C. Textbook Examples
Textbook Example 1________________________________________________________________

[simplify expression]
Simplify each of the following.

(a) ( 5 )2 (b) 12
1500
(c) 3 × 27 (d)
20
Solution
(a) ( 5 )2 = 5 × 5 a× a =a
=5
(b) 12 = 4 × 3
= 4× 3 a× b = ab
=2× 3
=2 3
(c) 3 × 27 = 3 × 27 a× b = ab
= 81
=9
1500 1500 a a
(d) = =
20 20 b b
= 75
= 25 × 3
= 25 × 3 a× b = ab
=5× 3
=5 3

Textbook Try 1-------------------------------------------------------------------------------------------------------

(a) ( 7 )2 (b) 32
100
(c) 12 × 3 (d)
2
Answer Space



(a) 6 3 + 7 3 – 5 3
(b) 32 – 8 + 3 2
Solution
(a) 6 3 + 7 3 – 5 3
= (6 + 7 – 5) 3
=8 3
(b) 32 – 8 + 3 2
= 16 × 2 – 4 × 2 + 3 2
=4 2 –2 2 +3 2
=5 2
Textbook Try 2-------------------------------------------------------------------------------------------------------

(a) 7 5 – 3 5 + 2 5
(b) 50 – 8 + 7 2
Answer Space



(a) (4 + 2 3 )(9 – 5 3 )
(b) (4 + 3 2 )2
(c) (3 5 + 2 2 )(3 5 – 2 2 )
Solution
(a) (4 + 2 3 )(9 – 5 3 ) = 4(9) – 4(5 3 ) + 2 3 (9) – (2 3 )(5 3 ) (a + b) (c + d)

= ac + ad + bc + bd
= 36 – 20 3 + 18 3 – 10(3)
=6–2 3
(b) (4 + 3 2 )2 = 42 + 2(4)( 3 2 ) + (3 2 )2 (a + b)2 = a2 + 2ab + b2

= 16 + 24 2 + 9(2)
= 34 + 24 2
(c) (3 5 + 2 2 )(3 5 – 2 2 ) = (3 5 )2 – (2 2 )2 (a + b) (a – b) = a2 – b2
= 9(5) – 4(2)
= 37
Textbook Try 3-------------------------------------------------------------------------------------------------------

(a) (2 + 4 5 )(5 – 3 5 )
(b) (3 – 4 3 )2
(c) ( 5 + 2)( 5 – 2)
Answer Space


[simplify expression, rationalisation]
Simplify each of the following by rationalising the denominator.

3
(a)
2
8
(b)
3− 5
4 3 −3 2
(c)
2 3 −3 2
Solution
3 3 2
(a) = × Multiply 2 by 2 to rationalise the denominator
2 2 2
3 2
=
2
8 8 3+ 5
(b) = × Multiply 3 – 5 by 3 + 5 to rationalise the
3− 5 3− 5 3+ 5
denominator
=
(
8 3+ 5 )
3 −( 5)
2
2
8 (3 + 5 )
=
9−5
= 2( 3 + 5 )
=6+2 5
4 3 −3 2 4 3 −3 2 2 3 +3 2
(c) = × Multiply 2 3 – 3 2 by 2 3 + 3 2 to rationalise the
2 3 −3 2 2 3 −3 2 2 3 +3 2
denominator
8(3) + 12 6 − 6 6 − 9(2)
=
( 2 3 ) − (3 2 )
2 2
6+6 6
=
4(3) − 9(2)
6+6 6
=
−6
= –1 – 6

Textbook Try 4-------------------------------------------------------------------------------------------------------
Simplify each of the following by rationalising the denominator.

2
(a)
7
10
(b)
5−2 5
5 −3 2
(c)
2 5+2 2
Answer Space


[triangle, area, base]
A triangle is such that its area is (9 + 4 3 ) cm2 and the

base is (8 – 4 3 ) cm. Find its height in the form (a + b 3 ) cm,
where a and b are rational numbers.
Solution
Let h cm be the height of the triangle.

1 1
(8 – 4 3 )h = 9 + 4 3 Area of triangle = × base × height
2 2
(4 – 2 3 )h = 9 + 4 3
9+4 3
h=
4−2 3
9+4 3 4+2 3
= × Multiply 4 – 2 3 by 4 + 2 3 to rationalise the denominator.
4−2 3 4+2 3
9(4) + 18 3 + 16 3 + 8(3)
=
( )
2
42 − 2 3
60 + 34 3
=
16 − 4(3)
2(30 + 17 3)
=
4
17
= 15 + 3
2
17
The height of the triangle is (15 + 3 ) cm.
2

Textbook Try 5-------------------------------------------------------------------------------------------------------
A rectangle is such that its area is (86 + 11 7 ) cm2 and the width is (2 + 3 7 ) cm. Find its length in
the form (a + b 7 ) cm, where a and b are integers.
Answer Space

D. Additional Examples
Additional Example 1_______________________________________________________________

8 2 27
Simplify × .
243 32
Solution
8 2 27 4× 2 2 9×3
× = × a× b = ab
243 32 81× 3 16 × 2
2 2 6 3
= ×
9 3 4 2
12 6
=
36 6
1
=
3
Additional Try 1-----------------------------------------------------------------------------------------------------
125 2 45
Simplify ÷ .
147 108
Answer Space

E. Homework
Textbook Exercise 3.1
Set 1:
Q1 simplify expression
Q3 simplify expression,
rationalisation
Q4 identify the larger surd,
rationalisation
rationalisation
rationalisation
Q12 equilateral triangle,
length,
height,
area
Q13 cone,
vertical height,
slant height,
volume
Set 2:
rationalisation
Q9 identity
Q10 projectile motion,
distance,
velocity
rationalisation
rationalisation
nature of roots
Challenging Practice:
rationalisation
rationalisation
Q17 square root of expression
Q18 electrical resistance,
voltage,
resistance,
current
Q19 identity,
simplify expression,
rationalisation

Name: _______________________ ( )
Class: _______________________
Date: _______________________
Chapter 3 Surds
3.2 Solving Equations Involving Surds
A. Concepts
• To solve an equation that involves an unknown under the square root sign, square both sides of
the equation.
E.g. Solve x = 3.
x=3
( x )2 = 3 2
x=9
• Squaring both sides of an equation may introduce an extraeous solution. Hence it is important to
check the solutions to ensure that they satisfy the original equation.
• If a + b k = c + d k , where a, b, c, d are rational and k is irrational, then a = c and b = d.

B. Textbook Examples

[solve equation]
Solve each of the following equations.

(a) 6− x = 3 (b) 2x − 4 – 2 x − 3 = 0 (c) 5x + 1 – x =2
Solution
(a) 6− x = 3
( 6 − x )2 = 3 2 Square both sides of the equation.
6–x=9
x = –3 Check: Substitute x = –3 into the original equation.
LHS = 6 − (−3) = 3
RHS = 3
Hence x = –3 is a solution.
(b) 2x − 4 – 2 x − 3 = 0
( 2 x − 4 )2 = (2 x − 3 )2 Square both sides of the equation.
2x – 4 = 4(x – 3)
2x – 4 = 4x – 12
2x = 8
x=4 Check: Substitute x = –3 into the original equation.
LHS = 2(4) − 4 – 2 4 − 3 = 0
RHS = 0
Hence x = 4 is a solution.
(c) 5x + 1 – x = 2
5x + 1 = x + 2
( 5x + 1 )2 = ( x + 2)2 Square both sides of the equation.
5x + 1 = x + 4 x + 4
4x – 3 = 4 x
(4x – 3)2 = (4 x )2 Square both sides of the equation.
16x2 – 24x + 9 = 16x
16x2 – 40x + 9 = 0
(4x – 1)(4x – 9) = 0
1 9
x = or x =
4 4
1 9
Check: Substitute x = into the original equation. Check: Substitute x = into the original equation.
4 4
1 1 9 9
LHS = 5 × + 1 – =1 LHS = 5 × + 1 – =2
4 4 4 4
RHS = 2 RHS = 2
1 9
Hence x = is not a solution. Hence x = is a solution.
4 4
9
Hence x = .
4

Textbook Try 6-------------------------------------------------------------------------------------------------------
Solve each of the following equations.

(a) 2x −1 = 5 (b) 2 x − 1 – 6− x = 0 (c) 3x − 2 = x − 2 + 2
Answer Space


[value of unknown constant in identity]
Given that (2 + a 5 )(7 – 2 5 ) = –16 + b 5 , where a and b are integers, find the value of a
and of b.
Solution
(2 + a 5 )(7 – 2 5 ) = –16 + b 5
14 – 4 5 + 7a 5 – 2a(5) = –16 + b 5
(14 – 10a) + (7a – 4) 5 = –16 + b 5
Comparing rational terms, 14 – 10a = –16 (1)
Comparing irrational terms, 7a – 4 = b (2)
Solving equations (1) and (2) simultaneously yields a = 3 and b = 17.
Textbook Try 7-------------------------------------------------------------------------------------------------------
Given that (4 – 3 3 )(5 – a 3 ) = b – 7 3 , where a and b are integers, find the value of a and of b.
Answer Space

C. Additional Examples
Additional Example 2_______________________________________________________________

[value of unknown constant in identity]
3 6 3 3
Find the value of the integer k such that + = k 3+ .
2 3 2
Solution
3 6 3 3
+ = k 3+
2 3 2
3 6 3 3
+ – =k 3
2 3 2
3 6 3 3 3
+ – =k 3
2 3 2
1 3
( + 2 – ) 3= k 3
2 2
3= k 3
Comparing, k = 1.

Additional Try 2-----------------------------------------------------------------------------------------------------
2 2 3 2
Find the value of the real number k such that + = k 2+ .
4 6 2
Answer Space

D. Homework
Textbook Exercise 3.2
Set 1:
Q1 solve equation
Q2 value of unknown constant in identity
Q4 solve equation
Q5 equation with no solutions
Set 2:
Q3 solve equation
Challenging Practice:
Q10 solve equation
Q11 nature of roots

Chapter 3 Summary
Manipulation of surds
• Using properties:
For a, b > 0, a × b = ab
a a
=
b b
a × a=a
• Rationalising the denominator:

o If the denominator is in the form k , multiply the numerator and denominator by k .
o If the denominator is in the form a + b k , multiply the numerator and denominator by its
conjugate a – b k .
o If the denominator is in the form a h + b k , multiply the numerator and denominator by its
conjugate a h – b k .
Solving surd equations
• We can square both sides of an equation involving surds to solve for the unknown, for example
2 2
x −1 = 3 ⇒ ( x −1 ) = 3 .
• Always check the solutions by substituting the solutions into the original equation.
Finding unknowns in equations involving surds
• We can use the following property of surds to find unknowns in an equation.

If a + b k = c + d k , where a, b, c, d are rational and k is irrational, then a = c and b = d.
Textbook Revision Exercise 3

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Guided Revision Notes (Student's Copy) Chapter 3 Surds

© 2021 Marshall Cavendish Education Pte Ltd N3-1

3.1 Manipulating Surds

• A surd is an irrational number that is written using a radical ( ) or root sign.

• Properties for simplifying surds (for a, b > 0):

• We manipulate surds in the same way as algebraic terms.

Activity 3A: Investigate the nature of the product of two surds

• Rationalising the denominator of a fraction involving surd(s):

© 2021 Marshall Cavendish Education Pte Ltd N3-2

Textbook Activity 3A_______________________________________________________________

(i) Which of the following gives a rational number?

© 2021 Marshall Cavendish Education Pte Ltd N3-3

© 2021 Marshall Cavendish Education Pte Ltd N3-4

Textbook Activity 3B_______________________________________________________________

© 2021 Marshall Cavendish Education Pte Ltd N3-5

© 2021 Marshall Cavendish Education Pte Ltd N3-6

Textbook Example 1________________________________________________________________

Simplify each of the following.

© 2021 Marshall Cavendish Education Pte Ltd N3-7

Textbook Try 1-------------------------------------------------------------------------------------------------------

Simplify each of the following.

© 2021 Marshall Cavendish Education Pte Ltd N3-8

Textbook Example 2________________________________________________________________

Simplify each of the following.

Textbook Try 2-------------------------------------------------------------------------------------------------------

Simplify each of the following.

© 2021 Marshall Cavendish Education Pte Ltd N3-9

Textbook Example 3________________________________________________________________

Simplify each of the following.

(a) (4 + 2 3 )(9 – 5 3 ) = 4(9) – 4(5 3 ) + 2 3 (9) – (2 3 )(5 3 ) (a + b) (c + d)

(b) (4 + 3 2 )2 = 42 + 2(4)( 3 2 ) + (3 2 )2 (a + b)2 = a2 + 2ab + b2

Textbook Try 3-------------------------------------------------------------------------------------------------------

Simplify each of the following.

© 2021 Marshall Cavendish Education Pte Ltd N3-10

Textbook Example 4________________________________________________________________

Simplify each of the following by rationalising the denominator.

© 2021 Marshall Cavendish Education Pte Ltd N3-11

Textbook Try 4-------------------------------------------------------------------------------------------------------

Simplify each of the following by rationalising the denominator.

© 2021 Marshall Cavendish Education Pte Ltd N3-12

Textbook Example 5________________________________________________________________

A triangle is such that its area is (9 + 4 3 ) cm2 and the

Let h cm be the height of the triangle.

© 2021 Marshall Cavendish Education Pte Ltd N3-13

Textbook Try 5-------------------------------------------------------------------------------------------------------

© 2021 Marshall Cavendish Education Pte Ltd N3-14

Additional Example 1_______________________________________________________________

Additional Try 1-----------------------------------------------------------------------------------------------------

© 2021 Marshall Cavendish Education Pte Ltd N3-15

Textbook Exercise 3.1

© 2021 Marshall Cavendish Education Pte Ltd N3-16

• If a + b k = c + d k , where a, b, c, d are rational and k is irrational, then a = c and b = d.

© 2021 Marshall Cavendish Education Pte Ltd N3-17

Textbook Example 6________________________________________________________________

Solve each of the following equations.

© 2021 Marshall Cavendish Education Pte Ltd N3-18

Textbook Try 6-------------------------------------------------------------------------------------------------------

Solve each of the following equations.

© 2021 Marshall Cavendish Education Pte Ltd N3-19

Textbook Example 7________________________________________________________________

Textbook Try 7-------------------------------------------------------------------------------------------------------

© 2021 Marshall Cavendish Education Pte Ltd N3-20