NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2

GEOMETRY

Lesson 22: Multiplying and Dividing Expressions with

Radicals

Student Outcomes
 Students multiply and divide expressions that contain radicals to simplify their answers.
 Students rationalize the denominator of a number expressed as a fraction.

Lesson Notes
Exercises 1–5 and the Discussion are meant to remind students of what they learned about roots in Grade 8 and Algebra
I. In Grade 8, students learned the notation related to square roots and understood that the square root symbol
automatically denotes the positive root (Grade 8, Module 7). In Algebra I, students used both the positive and negative
roots of a number to find the location of the roots of a quadratic function. Because of the upcoming work with special
triangles in this module, this lesson reviews what students learned about roots in Grade 8 Module 7 Lesson 4. For
1 √2
example, students need to understand that when they are writing the trigonometric ratios of right triangles. To
√2 2
achieve this understanding, students must learn how to rationalize the denominator of numbers expressed as fractions.
It is also important for students to get a sense of the value of a number. When a radical is in the denominator or is not
simplified, it is more challenging to estimate its value, for example, √3750 compared to 25√6.
For students who are struggling with the concepts of multiplying and dividing expressions with radicals, it may be
necessary to divide the lesson so that multiplication is the focus one day and division the next. This lesson is a stepping-
stone, as it moves students toward an understanding of how to rewrite expressions involving radical and rational
exponents using the properties of exponents (N.RN.A.2), which are not mastered until Algebra II.
The lesson focuses on simplifying expressions and solving equations that contain terms with roots. By the end of the
lesson, students should understand that one reason the denominator of a number expressed as a fraction is rationalized
3
is to better estimate the value of the number. For example, students can more accurately estimate the value of
√3
3√3
when written as or simply √3. Further, putting numbers in this form allows students to more easily recognize when
3
1
numbers can be combined. For example, if adding √3 and , students may not recognize that they can be combined
√3
1 √3 √3 4√3
until is rewritten as . Then, the sum of √3 and is . As a teacher, it is easier to check answers when there is
√3 3 3 3
an expected standard form such as a rationalized expression.

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

Classwork
Exercises 1–5 (8 minutes)
The first three exercises review square roots that are perfect squares. The last two exercises require students to
compare the value of two radical expressions and make a conjecture about their relationship. These last two exercises
exemplify what is studied in this lesson. Students may need to be reminded that the square root symbol automatically
denotes the positive root of the number.
Scaffolding:
Exercises 1–5  Some students may need
to review the perfect
Simplify as much as possible.
squares. A reproducible
1. √𝟏𝟕𝟐 = √𝟏𝟕𝟐 = 𝟏𝟕 sheet for squares of
numbers 1–30 is provided
at the end of the lesson.
2. √𝟓𝟏𝟎 = √𝟓𝟏𝟎 = √𝟓𝟐 × √𝟓𝟐 × √𝟓𝟐 × √𝟓𝟐 × √𝟓𝟐
 Consider doing a fluency
= 𝟓×𝟓×𝟓×𝟓×𝟓
activity that allows
= 𝟓𝟓 students to learn their
perfect squares up to 30.
√𝟒𝒙𝟒 = √𝟒 × √𝒙𝟐 × √𝒙𝟐 This may include choral
3. √𝟒𝒙𝟒 =
recitation.
=𝟐×𝒙×𝒙
= 𝟐|𝒙|𝟐
 English language learners
may benefit from choral
practice with the word
4. Complete parts (a) through (c).
radical.
a. Compare the value of √𝟑𝟔 to the value of √𝟗 × √𝟒.

The value of the two expressions is equal. The square root of 𝟑𝟔 is 𝟔, and the product of the square roots of 𝟗
and 𝟒 is also 𝟔.

b. Make a conjecture about the validity of the following statement: For nonnegative real numbers 𝒂 and 𝒃,
√𝒂𝒃 = √𝒂 ∙ √𝒃. Explain.

Answers will vary. Students should say that the statement √𝒂𝒃 = √𝒂 ∙ √𝒃 is valid because of the problem
that was just completed: √𝟑𝟔 = √𝟗 × √𝟒 = 𝟔.

c. Does your conjecture hold true for 𝒂 = −𝟒 and 𝒃 = −𝟗?

No. The conjecture is not true when the numbers are negative because we cannot take the square root of a
negative number. √(−𝟒)(−𝟗) = √𝟑𝟔 = 𝟔, but we cannot calculate √−𝟒 × √−𝟗 in order to compare.

5. Complete parts (a) through (c).

𝟏𝟎𝟎 √𝟏𝟎𝟎
a. Compare the value of √ to the value of .
𝟐𝟓 √𝟐𝟓

𝟏𝟎𝟎
The value of the two expressions is equal. The fraction simplifies to 𝟒, and the square root of 𝟒 is 𝟐. The
𝟐𝟓
𝟏𝟎
square root of 𝟏𝟎𝟎 divided by the square root of 𝟐𝟓 is equal to , which is equal to 𝟐.
𝟓

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

b. Make a conjecture about the validity of the following statement: For nonnegative real numbers 𝒂 and 𝒃,
𝒂 √𝒂
when 𝒃 ≠ 𝟎, √ = . Explain.
𝒃 √𝒃

𝒂 √𝒂
Answers will vary. Students should say that the statement √ = is valid because of the problem that was
𝒃 √𝒃

𝟏𝟎𝟎 √𝟏𝟎𝟎
just completed: √ = = 𝟐.
𝟐𝟓 √𝟐𝟓

c. Does your conjecture hold true for 𝒂 = −𝟏𝟎𝟎 and 𝒃 = −𝟐𝟓?

No. The conjecture is not true when the numbers are negative because we cannot take the square root of a
−𝟏𝟎𝟎 √−𝟏𝟎𝟎
negative number. √ = √𝟒 = 𝟐, but we cannot calculate in order to compare.
−𝟐𝟓 √−𝟐𝟓

Discussion (8 minutes)
Debrief Exercises 1–5 by reminding students of the definition for square root, the facts given by the definition, and the
rules associated with square roots for positive radicands. Whenever possible, elicit the facts and definitions from
students based on their work in Exercises 1–5. Within this Discussion is the important distinction between a square root
of a number and the square root of a number. A square root of a number may be negative; however, the square root of
a number always refers to the principle square root or the positive root of the number.
 Definition of the square root: If 𝑥 ≥ 0, then √𝑥 is the nonnegative number 𝑝 so that 𝑝2 = 𝑥. This definition
gives us four facts. The definition should not be confused with finding a square root of a number. For
example, −2 is a square root of 4, but the square root of 4, that is, √4, is 2.
Consider asking students to give an example of each fact using concrete numbers. Sample responses are included below
each fact.

Fact 1: √𝑎2 = 𝑎 if 𝑎 ≥ 0
 √122 = 12, for any positive squared number in the radicand

Fact 2: √𝑎2 = −𝑎 if 𝑎 < 0

This may require additional explanation because students see the answer as “negative 𝑎,” as opposed to the opposite of
𝑎. For this fact, it is assumed that 𝑎 is a negative number; therefore, −𝑎 is a positive number. It is similar to how
students think about the absolute value of a number 𝑎: |𝑎| = 𝑎 if 𝑎 > 0, but |𝑎| = −𝑎 if 𝑎 < 0. Simply put, the minus
sign is just telling students they need to take the opposite of the negative number 𝑎 to produce the desired result, that
is, −(−𝑎) = 𝑎.

 √(−5)2 = 5, for any negative squared number in the radicand

Fact 3: √𝑎2 = |𝑎| for all real numbers 𝑎

 √132 = |13|, and √(−13)2 = | − 13|

Fact 4: √𝑎2𝑛 = √(𝑎𝑛 )2 = 𝑎𝑛 when 𝑎𝑛 is nonnegative

 √716 = √(78 )2 = 78

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
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Consider asking students which of the first five exercises used Rule 1.
 When 𝑎 ≥ 0, 𝑏 ≥ 0, and 𝑐 ≥ 0, then the following rules can be applied to square roots:
Rule 1: √𝑎𝑏 = √𝑎 ∙ √𝑏
A consequence of Rule 1 and the associative property gives us the following:
√𝑎𝑏𝑐 = √𝑎(𝑏𝑐) = √𝑎 ⋅ √𝑏𝑐 = √𝑎 ∙ √𝑏 ∙ √𝑐

𝑎 √𝑎
Rule 2: √𝑏 = when 𝑏 ≠ 0
√𝑏

We want to show that √𝑎𝑏 = √𝑎 ∙ √𝑏 for 𝑎 ≥ 0 and 𝑏 ≥ 0. To do so, we use the definition of square root.
Consider allowing time for students to discuss with partners how they can prove Rule 1. Shown below are three proofs
of Rule 1. Share one or all with the class.
The proof of Rule 1: Let 𝑝 be the nonnegative number so that 𝑝2 = 𝑎, and let 𝑞 be the nonnegative number so
that 𝑞 2 = 𝑏. Then, √𝑎𝑏 = 𝑝𝑞 because 𝑝𝑞 is nonnegative (it is the product of two nonnegative numbers), and
(𝑝𝑞)2 = 𝑝𝑞𝑝𝑞 = 𝑝2 𝑞 2 = 𝑎𝑏. Then, by definition, √𝑎𝑏 = 𝑝𝑞 = √𝑎 ⋅ √𝑏. Since both sides equal 𝑝𝑞, the
equation is true.

The proof of Rule 1: Let 𝐶 = √𝑎 ⋅ √𝑏, and let 𝐷 = √𝑎𝑏. We need to show that 𝐶 = 𝐷. Given positive
numbers 𝐶, 𝐷, and exponent 2, if we can show that 𝐶 2 = 𝐷2 , then we know that 𝐶 = 𝐷, and Rule 1 is proved.
Consider asking students why it is true that if they can show that 𝐶 2 = 𝐷2 , then they know that 𝐶 = 𝐷. Students should
refer to what they know about the definition of exponents. That is, since 𝐶 2 = 𝐶 × 𝐶 and 𝐷2 = 𝐷 × 𝐷 and
𝐶 × 𝐶 = 𝐷 × 𝐷, then 𝐶 must be the same number as 𝐷.

 With that goal in mind, we take each of 𝐶 = √𝑎√𝑏 and 𝐷 = √𝑎𝑏, and by the multiplication property of
equality, we raise both sides of each equation to a power of 2.
2 2
𝐶 2 = (√𝑎 ⋅ √𝑏) 𝐷2 = (√𝑎𝑏)

= (√𝑎 ⋅ √𝑏) ⋅ (√𝑎 ⋅ √𝑏) = √𝑎𝑏 ⋅ √𝑎𝑏

= √𝑎 ⋅ √𝑎 ⋅ √𝑏 ⋅ √𝑏 = 𝑎𝑏

= 𝑎𝑏

Since 𝐶 2 = 𝐷2 implies 𝐶 = 𝐷, then √𝑎𝑏 = √𝑎√𝑏.

The proof of Rule 1: Let 𝐶, 𝐷 > 0. If 𝐶 2 = 𝐷2 , then 𝐶 = 𝐷. Assume 𝐶 2 = 𝐷2 ; then, 𝐶 2 − 𝐷2 = 0. By

factoring the difference of squares, we have (𝐶 + 𝐷)(𝐶 − 𝐷) = 0. Since both 𝐶 and 𝐷 are positive, then
𝐶 + 𝐷 > 0, which means that 𝐶 − 𝐷 must be equal to zero because of the zero product property. Since
𝐶 − 𝐷 = 0, then 𝐶 = 𝐷.

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

Example 1 (4 minutes)
 We can use Rule 1 to rationalize the denominators of fractional expressions. One reason we do this is so that
we can better estimate the value of a number. For example, if we know that √2 ≈ 1.414, what is the value of
1 √2 1 √2
? Isn’t it is easier to determine the value of ? The fractional expressions and are equivalent.
√2 2 √2 2
Notice that the first expression has the irrational number √2 as its denominator, and the second expression
has the rational number 2 as its denominator. What we will learn today is how to rationalize the denominator
of a fractional expression using Rule 1.
 Another reason to rationalize the denominators of fractional expressions is because putting numbers in this
form allows us to more easily recognize when numbers can be combined. For example, if you have to add √3
1 1 √3
and , you may not recognize that they can be combined until is rewritten as . Then, the sum of √3
√3 √3 3
√3 4√3
and is .
3 3
 We want to express numbers in their simplest radical form. An expression is in its simplest radical form when
the radicand (the expression under the radical sign) has no factor that can be raised to a power greater than or
equal to the index (either 2 or 3), and there is no radical in the denominator.
 Using Rule 1 for square roots, we can simplify expressions that contain square
roots by writing the factors of the number under the square root sign as Scaffolding:
products of perfect squares, if possible. For example, to simplify √75, we Consider showing multiple
consider all of the factors of 75, focusing on those factors that are perfect simple examples. For example:
squares. Which factors should we use?
√28 = √4 ⋅ √7
 We should use 25 and 3 because 25 is a perfect square.
= 2√7
Then,
√45 = √9 ⋅ √5
√75 = √25 ∙ √3 = 3√5
= 5√3 √32 = √16 ⋅ √2
= 4√2

Example 2 (2 minutes)
In Example 2, we first use Rule 2 to rewrite a number as a rational expression and then use Rule 1 to rationalize a
denominator, that is, rewrite the denominator as an integer. We have not yet proved this rule, because it is an exercise
in the Problem Set. Consider mentioning this fact to students.
 Rules 1 and 2 for square roots are used to rationalize denominators of fractional expressions.
Consider asking students what it means to rationalize the denominator. Students should understand that rationalizing
the denominator means expressing it as an integer.

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

3 3 √3 √3
 Consider the expression √ . By Rule 2, √ = . We want to write an expression that is equivalent to
5 5 √5 √5
with a rational number for the denominator.
√3 √5 √3√5
× = By multiplication rule for fractional expressions
√5 √5 √5√5
√15
= By Rule 1
√25
√15
= .
5

Example 3 (3 minutes)
1
 Demarcus found the scale factor of a dilation to be . When he compared his answer to Yesenia’s, which was
√2
√2
, he told her that one of them must have made a mistake. Show work, and provide an explanation to
2
Demarcus and Yesenia that proves they are both correct.
 Student work:
1 √2 1√2
× = By multiplication rule for fractional expressions
MP.3 √2 √2 √2√2
√2
= By Rule 1
√4
√2
= By definition of square root
2
If Demarcus were to rationalize the denominator of his answer, he would see that it is equal to
Yesenia’s answer. Therefore, they are both correct.

Example 4 (5 minutes)
𝑥
 Assume 𝑥 > 0. Rationalize the denominator of , and then simplify your answer as much as possible.
√𝑥 3
Provide time for students to work independently or in pairs. Use the question below if necessary. Seek out students
who multiplied by different factors to produce an equivalent fractional expression to simplify this problem. For example,
√𝑥 3 √𝑥
some students may have multiplied by
√𝑥 3
, while others may have used or some other fractional expression that
√𝑥
would produce an exponent of 𝑥 with an even number, which can be simplified. Have students share their work and
compare their answers.

 We need to multiply √𝑥 3 by a number so that it becomes a perfect square. What should we multiply by?

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

Students may say to multiply by √𝑥 3 because that is what was done in the two previous examples. If so, finish the
problem that way, and then show that we can multiply by √𝑥 and get the same answer. Ask students why both methods
√𝑥 3 √𝑥
work. They should mention equivalent expressions and the role that the number or plays in producing the
√𝑥 3 √𝑥
equivalent expression.
 Student work:

𝑥 √𝑥 3 𝑥√𝑥 3 𝑥 √𝑥 𝑥 √𝑥
× = × =
√𝑥 3 √𝑥 3 √𝑥 3 √𝑥 3 √𝑥 3 √𝑥 √𝑥 3 √𝑥
𝑥√𝑥 3 𝑥 √𝑥
= =
√𝑥 6 √𝑥 4
𝑥𝑥 √𝑥 𝑥 √𝑥
= = 2
𝑥3 𝑥
2
𝑥 √𝑥 √𝑥
= 3 =
𝑥 𝑥
√𝑥
=
𝑥

Exercises 6–17 (7 minutes)

Have students work through all of the exercises in this set, or select problems for students to complete based on their
level. Students who are struggling should complete Exercises 6–10. Students who are on level should complete
Exercises 9–13. Students who are accelerated should complete Exercises 13–16. All students should attempt to
complete Exercise 17.

Exercises 6–17

Simplify each expression as much as possible, and rationalize denominators when applicable.

𝟏𝟕
6. √𝟕𝟐 = 7. √ =
𝟐𝟓
√𝟕𝟐 = √𝟑𝟔 ⋅ √𝟐
= 𝟔√𝟐 𝟏𝟕 √𝟏𝟕
√ =
𝟐𝟓 √𝟐𝟓

√𝟏𝟕
=
𝟓

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

8. √𝟑𝟐𝒙 = 𝟏
9. √ =
𝟑
√𝟑𝟐𝒙 = √𝟏𝟔√𝟐𝒙
= 𝟒√𝟐𝒙 𝟏 √𝟏
√ =
𝟑 √𝟑

√𝟏 √𝟑
= ×
√𝟑 √𝟑
√𝟑
=
√𝟗
√𝟑
=
𝟑

√𝟑𝟔
10. √𝟓𝟒𝒙𝟐 = 11. =
√𝟏𝟖
√𝟓𝟒𝒙𝟐 = √𝟗√𝟔√𝒙𝟐
√𝟑𝟔 𝟑𝟔
= 𝟑|𝒙|√𝟔 =√
√𝟏𝟖 𝟏𝟖

= √𝟐

𝟒 𝟒𝒙
12. √ = 13.
√𝟔𝟒𝒙𝟐
=
𝒙𝟒
𝟒𝒙 𝟒𝒙
𝟒 √𝟒 =
√ 𝟒= √𝟔𝟒𝒙𝟐 𝟖𝒙
𝒙 √𝒙𝟒 𝟏
=
𝟐 𝟐
= 𝟐
𝒙

𝟓 𝟓
14.
√𝒙𝟕
= 15. √𝒙 =
𝟐
𝟓 𝟓 √𝒙
= × 𝒙𝟓 √𝒙𝟓
√𝒙𝟕 √𝒙𝟕 √𝒙 √ =
𝟐 √𝟐
𝟓√𝒙
= 𝒙𝟐 √𝒙 √𝟐
√𝒙𝟖 = ×
√𝟐 √𝟐
𝟓√𝒙
= 𝟐
𝒙 √𝟐𝒙
𝒙𝟒 =
𝟐

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

√𝟏𝟖𝒙
16. =
𝟑√𝒙𝟓

√𝟏𝟖𝒙 √𝟗√𝟐𝒙
=
𝟑√𝒙𝟓 𝟑𝒙𝟐 √𝒙
𝟑√𝟐𝒙
=
𝟑𝒙𝟐 √𝒙
√𝟐𝒙 √𝒙
= ×
𝒙𝟐 √𝒙 √𝒙
𝒙√𝟐
=
𝒙𝟑
√𝟐
=
𝒙𝟐

17. The captain of a ship recorded the ship’s coordinates, then sailed north and then west, and then recorded the new
coordinates. The coordinates were used to calculate the distance they traveled, √𝟓𝟕𝟖 𝐤𝐦. When the captain asked
how far they traveled, the navigator said, “About 𝟐𝟒 𝐤𝐦.” Is the navigator correct? Under what conditions might
he need to be more precise in his answer?

Sample student responses:

The number √𝟓𝟕𝟖 is close to the perfect square √𝟓𝟕𝟔. The perfect square √𝟓𝟕𝟔 = 𝟐𝟒; therefore, the navigator is
correct in his estimate of the distance traveled.

When the number √𝟓𝟕𝟖 is simplified, the result is 𝟏𝟕√𝟐. The number 𝟓𝟕𝟖 has factors of 𝟐𝟖𝟗 and 𝟐. Then:

√𝟓𝟕𝟖 = √𝟐𝟖𝟗√𝟐
= 𝟏𝟕√𝟐
= 𝟐𝟒. 𝟎𝟒𝟏𝟔𝟑 …
≈ 𝟐𝟒

Yes, the navigator is correct in his estimate of the distance traveled.

A more precise answer may be needed if the captain were looking for a particular location, such as the location of a
shipwreck or buried treasure.

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

Closing (4 minutes)
Ask the following questions. Have students respond in writing, to a partner, or to the whole class.
 What are some of the basic facts and rules related to square roots?
 The basic facts about square roots show us how to simplify a square root when it is a perfect square.
For example, √52 = 5, √(−5)2 = 5, √(−5)2 = | − 5|, and √512 = √(56 )2 = 56 . The rules allow us to
simplify square roots. Rule 1 shows that we can rewrite radicands as factors and simplify the factors, if
possible. Rule 2 shows us that the square root of a fractional expression can be expressed as the square
root of the numerator divided by the square root of a denominator.
 What does it mean to rationalize the denominator of a fractional expression? Why might we want to do it?
 Rationalizing a denominator means that the fractional expression must be expressed with a rational
number in the denominator. We might want to rationalize the denominator of a fractional expression
to better estimate the value of the number. Another reason is to verify whether two numbers are equal
or can be combined.

Exit Ticket (4 minutes)

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

Name Date

Lesson 22: Multiplying and Dividing Expressions with Radicals

Exit Ticket

Write each expression in its simplest radical form.

1. √243 =

7
2. √ =
5

3. Teja missed class today. Explain to her how to write the length of the hypotenuse in simplest radical form.

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

Exit Ticket Sample Solutions

Write each expression in its simplest radical form.

1. √𝟐𝟒𝟑 = √𝟐𝟒𝟑 = √𝟖𝟏 ∙ √𝟑

= 𝟗√𝟑

𝟕 𝟕 √𝟕 √𝟓
2. √ = √ = ×
𝟓 𝟓 √𝟓 √𝟓

√𝟕√𝟓
=
√𝟓√𝟓
√𝟑𝟓
=
√𝟐𝟓
√𝟑𝟓
=
𝟓

3. Teja missed class today. Explain to her how to write the length of the hypotenuse in simplest radical form.

Use the Pythagorean theorem to determine the length of the hypotenuse, 𝒄:

𝟓𝟐 + 𝟏𝟑𝟐 = 𝒄𝟐
𝟐𝟓 + 𝟏𝟔𝟗 = 𝒄𝟐
𝟏𝟗𝟒 = 𝒄𝟐
√𝟏𝟗𝟒 = 𝒄

To simplify the square root, rewrite the radicand as a product of its factors. The goal is to find a
factor that is a perfect square and can then be simplified. There are no perfect square factors of
the radicand; therefore, the length of the hypotenuse in simplest radical form is √𝟏𝟗𝟒.

Problem Set Sample Solutions

Express each number in its simplest radical form.

1. √𝟔 ⋅ √𝟔𝟎 = 2. √𝟏𝟎𝟖 =

√𝟔 ⋅ √𝟔𝟎 = √𝟔 ⋅ √𝟔 ⋅ √𝟏𝟎 √𝟏𝟎𝟖 = √𝟗 ∙ √𝟒 ∙ √𝟑

= 𝟔√𝟏𝟎 = 𝟑 ∙ 𝟐√𝟑
= 𝟔√𝟑

3. Pablo found the length of the hypotenuse of a right triangle to be √𝟒𝟓. Can the length be simplified? Explain.

√𝟒𝟓 = √𝟗√𝟓
= 𝟑√𝟓

Yes, the length can be simplified because the number 𝟒𝟓 has a factor that is a perfect square.

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

4. √𝟏𝟐𝒙𝟒 =

√𝟏𝟐𝒙𝟒 = √𝟒√𝟑√𝒙𝟒

= 𝟐𝒙𝟐 √𝟑

5. Sarahi found the distance between two points on a coordinate plane to be √𝟕𝟒. Can this answer be simplified?
Explain.

The number 𝟕𝟒 can be factored, but none of the factors are perfect squares, which are necessary to simplify.
Therefore, √𝟕𝟒 cannot be simplified.

6. √𝟏𝟔𝒙𝟑 =

√𝟏𝟔𝒙𝟑 = √𝟏𝟔√𝒙𝟐 √𝒙
= 𝟒𝒙√𝒙

√𝟐𝟕
7. =
√𝟑

√𝟐𝟕 𝟐𝟕
=√
√𝟑 𝟑

= √𝟗
=𝟑

𝟏
8. Nazem and Joffrey are arguing about who got the right answer. Nazem says the answer is , and Joffrey says the
√𝟑
√𝟑
answer is . Show and explain that their answers are equivalent.
𝟑

𝟏 𝟏 √𝟑
= ×
√𝟑 √𝟑 √𝟑
√𝟑
=
𝟑

If Nazem were to rationalize the denominator in his answer, he would see that it is equal to Joffrey’s answer.

𝟓
9. √ =
𝟖

𝟓 √𝟓 √𝟐
√ = ×
𝟖 √𝟖 √𝟐

√𝟏𝟎
=
√𝟏𝟔
√𝟏𝟎
=
𝟒

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

10. Determine the area of a square with side length 𝟐√𝟕 𝐢𝐧.
𝟐
𝑨 = (𝟐√𝟕)
𝟐
= 𝟐𝟐 (√𝟕)
= 𝟒(𝟕)
= 𝟐𝟖

The area of the square is 𝟐𝟖 𝐢𝐧𝟐 .

11. Determine the exact area of the shaded region shown below.

Let 𝒓 be the length of the radius.

By special triangles or the Pythagorean theorem, 𝒓 = 𝟓√𝟐.

The area of the rectangle containing the shaded region is

𝑨 = 𝟐(𝟓√𝟐)(𝟓√𝟐) = 𝟐(𝟐𝟓)(𝟐) = 𝟏𝟎𝟎.

The sum of the two quarter circles in the rectangular region is

𝟏 𝟐
𝑨= 𝝅(𝟓√𝟐)
𝟐
𝟏
= 𝝅(𝟐𝟓)(𝟐)
𝟐
= 𝟐𝟓𝝅.
The area of the shaded region is 𝟏𝟎𝟎 − 𝟐𝟓𝝅 square units.

12. Determine the exact area of the shaded region shown to the right.
𝟏 𝟏
The radius of each quarter circle is
𝟐
(√𝟐𝟎) = 𝟐 (𝟐√𝟓) = √𝟓.
𝟐
The sum of the area of the four circular regions is 𝑨 = 𝝅(√𝟓) = 𝟓𝝅.
𝟐
The area of the square is 𝑨 = (√𝟐𝟎) = 𝟐𝟎.

The area of the shaded region is 𝟐𝟎 − 𝟓𝝅 square units.

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

13. Calculate the area of the triangle to the right.

𝟏 𝟐
𝑨= (√𝟏𝟎) ( )
𝟐 √𝟓
𝟏 𝟐√𝟏𝟎
= ( )
𝟐 √𝟓

√𝟏𝟎
=
√𝟓

𝟏𝟎
=√
𝟓

= √𝟐
The area of the triangle is √𝟐 square units.

√𝟐𝒙𝟑 ⋅√𝟖𝒙
14. =
√𝒙𝟑

√𝟐𝒙𝟑 ⋅ √𝟖𝒙 √𝟏𝟔𝒙𝟒

=
√𝒙𝟑 √𝒙𝟑
𝟒𝒙𝟐
=
𝒙√𝒙
𝟒𝒙
=
√𝒙
𝟒𝒙 √𝒙
= ×
√𝒙 √𝒙
𝟒𝒙√𝒙
=
𝒙
= 𝟒√𝒙

𝒂 √𝒂
15. Prove Rule 2 for square roots: √𝒃 = √𝒃 (𝒂 ≥ 𝟎, 𝒃 > 𝟎)

Let 𝒑 be the nonnegative number so that 𝒑𝟐 = 𝒂, and let 𝒒 be the nonnegative number so that 𝒒𝟐 = 𝒃. Then,

𝒂 𝒑𝟐
√ =√ 𝟐 By substitution
𝒃 𝒒

𝒑 𝟐
= √( ) By the laws of exponents for integers
𝒒
𝒑
= By definition of square root
𝒒
√𝒂
= By substitution
√𝒃

Lesson 22: Multiplying and Dividing Expressions with Radicals

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 M2
GEOMETRY

Perfect Squares of Numbers 1–30

12 = 1 162 = 256

22 = 4 172 = 289

32 = 9 182 = 324

42 = 16 192 = 361

52 = 25 202 = 400

62 = 36 212 = 441

72 = 49 222 = 484

82 = 64 232 = 529

92 = 81 242 = 576

102 = 100 252 = 625

112 = 121 262 = 676

122 = 144 272 = 729

132 = 169 282 = 784

142 = 196 292 = 841

152 = 225 302 = 900

Lesson 22: Multiplying and Dividing Expressions with Radicals

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