9

Mathematics
Quarter 2 – Module 7
Operations on Radical Expressions
M9AL-lIh-1
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 2 – Operations on 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

Author : Cristina S. Samonte

Language Reviewer : Marlon Santiago
Content Editor : Gilda T. Garcia
Illustrator : Cristina C. Samonte
Layout Artist : Cristina C. Samonte

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Francisco B. Macale
Mathematics, Division Focal Person

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Compound, Guinhawa St., City of Malolos, Bulacan
Email Adress: lrmdsbulacan@deped.gov.ph
 9

Mathematics
Quarter 2- Module 7
Operations on Radical Expressions
M9AL-llh-1
 Introductory Message
For the Facilitator:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM)Module on Operations on

Radical Expressions.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the Learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on Operations on

Radical Expressions.

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or
competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.

1
 This is a brief drill or review to help you link
the current lesson with the previous one.

In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 This module will help you to formulate and solve accurately problems involving
radicals.

At the end of this module you are expected to:

a. perform addition and subtraction of radical expressions;
b. perform multiplication of radical expressions;
c. perform division of radical expressions.

Study the following questions below. Choose the letter that you think is the best
answer to each question. Write your answer on a separate sheet of paper.

1. What is the sum of √3𝑎 and 5√3𝑎?

a. 11√3𝑎 c. 6√3𝑎
b. 11√6𝑎 d. 5√3𝑎
2. Which of the following are similar radicals?
4 4 4
a. √3 , √2 , √5 c. √𝑥 2 , 5√𝑥 3 , 2√𝑥 3
3 3 3
b. 3√𝑥 4 , √𝑥 4 , 2√𝑥 4 d. 4√𝑥, √𝑥, 3√𝑥
5
3. What is the simplified of √3 ?
√15 √3
a. 3
c. 5
√5 √21
b. 3
d. 3
4. What is the product of 6𝑎√3 and 5√𝑎 ?
a. 30𝑎√3𝑎 c. 30𝑎√9𝑎
b. 90a d. 30a
5. What is the sum of 5√2 + 4√2 - 5√2 ?
a. 3√8 c. 3√2
b. 5√2 d. 4√2
6. What is the conjugate of 4 + √5 ?
a. 5 - √4 c. 5 + √4
b. 4 + √5 d. 4 - √5
7. What is the quotient of 75√15𝑎 and 15√5𝑎 ?
a. 5 c. 5√3
b. 5a d. 5√5
8. Simplify and combine like radicals in √32 - √8 + √18.
a. 3√8 c. 3√2
b. 5√2 d. √2

3
9. Find the sum −√7 + 2√7.
a. 1 c. √7
b. −√7 d. -1
10. Transform √𝑎 and 3√𝑎 to similar radicals.
6 6 3 3
a. √𝑎3 and √𝑎2 c. √𝑎3 and √𝑎2
12 12
b. 3√𝑎 and 3√𝑎 d. √𝑎 3 and √𝑎2
11. Multiply then simplify 2√2 • 2√9 • √16.
a. 48√5 c. 36√2
b. 48√2 d. 64√5
12. Multiply: (2√5 + √2 ) (2√5 + √2 )
a. 22 + 4√10 c. 20 + 2√6
b. 22 + √10 d. 20 + 4√10
13. Simplify: 9√5 - 2√5 - 4√3 - √3
a. 5√7 – 5√3 c. 5√7 + 5
b. 7√5 - 5√3 d. 7√5 + 5√3
2 1
14. Find the sum of √9 + √25.
3 5
a. 2 c. 3
b. 4 d. 0
12√40+16√90
15. Simplify: 4√2

a. 14√5 c. 2√5
b. 5√5 d. 18√5

Activity 1: Perfect Root!

Which of the following expressions are perfect squares and perfect cubes? Write your
answers in the specified column.
a. 81 f. 625x²
b. 64 g. 100
c. 125 h. 256
d. 361 i. 1000a³b³
e. 512x³y³ j. 729

PERFECT SQUARE PERFECT CUBE

4
Activity 2: Let’s Recall!

Simplifying radicals. Match column A to column B. Write the letter of your answer on
a separate sheet of paper.
A B
1
4
_____ 1. (92 ) 2 a. √3
_____ 2. √324 b. 3𝑎𝑏2 √10𝑎
1
_____ 3. √80 c. 5
3
_____ 4. √72 d. 18
3
6 √18
_____ 5. √27 e. 3

_____ 6. √√3 f. 9
3
_____ 7. √ g. 4√5
7
1
√21
_____ 8. (125)−3 h. 7

_____ 9. √90𝑎3 𝑏4 i. √3
3 2 3
_____ 10. √3 j. 2 √9

Activity 3: WORD PUZZLE

Determine the terms associated with radicals to complete the puzzle. Use the clues
given below.
Across:
𝑛
1. In the notation √𝑎, a is called ____.
𝑛
4. The symbol √𝑏, where n is the index and b is the radicand.
𝑎
6. A number that can be expressed in the form 𝑏 , where a and b are integers and
b ≠ 0.
8. Simplifying a radical expression by making the denominator free of radical.
10. The number which indicates how many times a certain number is used as a factor.
Down:
2. A number which cannot be expressed as a quotient of two integers.
3. The numbers 4, 9 and16 are the examples of _______.
5. The numbers 1, 8 and 27 are the examples of _____.
7. Any of the numbers or symbols in mathematics which when multiplied together form
a product
9. In the notation 𝑛√𝑎, n is called ____.

5
.

https://www.puzzlemaker.com/crossword_Preview.cgi?fbclid=IwAR0m0APiWMsidSy3LW9xboW6hP
Gegq8u3GL3fE4NJzCiU3tAhD0UrPoI27c

2√3 cm
√6 𝑐𝑚

8√3 cm 8√2 cm

5√6 cm

4√3 𝑐𝑚 2√7 𝑐𝑚

9√6 cm √8 𝑐𝑚

Above are closed plane figures with measures of some of their parts given. Finding
the perimeters and areas of rectangle, square, trapezoid, triangle and circle are easy if the
given measures are whole numbers. But the given measures on each figure are radicals which
makes it a little harder to compute the permeters and areas of these closed figures. In this
module, you will learn more about the operations on radicals expressions, a skill needed to
enable you to find the perimeters and areas of closed plane figures even if the given measures
are radicals.

6
Operations on Radicals:

A. Addition and Subtraction of Radicals

Adding and subtracting radicals are just like adding and subtracting algebraic
expressions. That is, if in algebraic expressions we only add or subtract similar or like
terms, then if we add or subtract radical expressions we only add or subtract similar or
like radicals. Similar radicals or like radicals are radical expressions with the same index
3 3 3
and radicand. Thus, √3, 2√3, and −2√3 are similar radicals. √4, −7√4, and 6√4 are also
3 3 4
similar radicals. On the other hand, √2, 2√3, and √2 are dissimilar radicals hence they
cannot be added or subtracted.

Remember:
Only radicals with the same index and radicand can be added or subtracted.

𝑛 𝑛 𝑛 𝑛 𝑛 𝑛
𝐴 √𝑎 + 𝐵 √𝑎 = (𝐴 + 𝐵) √𝑎 or 𝐴 √𝑎 − 𝐵 √𝑎 = (𝐴 − 𝐵) √𝑎

Example 1: Perform the indicated operations.

a) 6√3 + 2√3 − 4√3 c) 4√5 − 2√5 + 4√3 − √3
= (6 + 2 − 4)√3 = (4 − 2)√5 + (4 − 1)√3
= 4√3 = 2√5 + 3√3

3 3
b) 8√7 − 4 √7 + 2√7 d) 5√2 − 2√2 + 2√2 + √2
3
= (8 − 4 + 2)√7 = (5 − 2) √2 + (2 + 1)√2
3
= 6√7 = 3 √2 + 3√2

Although, there are radicals that may seem dissimilar at first, but examining
them closely will enable you to transform them so that they become similar radicals. Let
us consider √45 and √20. Just by seeing the two radicals, we may jump to the conclusion
that they cannot be added nor subtracted because they are dissimilar. But if we examine
the two radicals further, we will notice that they can be simplified resulting in similar
radicals. √45 = √9(5) = 𝟑√𝟓 and √20 = √4(5) = 𝟐√𝟓. Therefore, now they can be
added or subtracted.

Example 2: Simplify the radicals before adding or subtracting. Assume that 𝑥 is

positive.
a) √8 + √18 c) 5√98 + √75 - 2√48 + 3√2
= √4 • 2 + √9 • 2 = 5√49 • 2 + √25 • 3 - 2√16 • 3 + 3√2
= 2√2 + 3√2 = 5 • 7√2 + 5√3 - 2 • 4√3 + 3√2
= 5√2 = 35√2 + 5√3 - 8√3 + 3√2
= 38√2 - 3√3 .

7
 b) √32 + √18 - √50 + √8 d) 5√4𝑥 + √9𝑥 - 2√12 - 3√𝑥
= √16 • 2 + √9 • 2 - √25 • 2 + √4 • 2 = 5 • 2√𝑥 + 3√𝑥 − 2√4 • 3 − 3√𝑥
= 4√2 + 3√2 - 5√2 + 2√2 = 10√𝑥 + 3√𝑥 − 2 • 2√3 − 3√𝑥
= 4√2 = 10√𝑥 - 4√3

B. Multiplication of Radicals
If radicals have the same order, they can be multiplied. Radicals are of the same order
3 3
if their indices are the same. √2, √3, and √5 are of the same order and so are √16 and √4 .
To multiply radicals of the same order, multiply the radicands and simplify whenever possible.

Remember
The product of the nth root of two numbers is equal to the nth root of the product
of the two numbers. In symbols,
𝑛 𝑛 𝑛
√𝑎 • √𝑏 = √𝑎𝑏 .

Example 1: Multiply, then simplify:

a) 3√2 • √9
3√2 • √9 = 3√18 Multiply the coefficient and multiply the radicands.
= 3√9 • 2 Factor the radicand.
= 3 • 3√2 Simplify
= 9√2

b) √3𝑎𝑏3 • √8𝑎𝑏
√3𝑎𝑏3 • √8𝑎𝑏 = √24 𝑎2 𝑏4 Multiply the coefficient and multiply the radicands
= √4 • 6 • 𝑎2 𝑏4 Factor the radicand
= 2𝑎𝑏2 √6 Simplify

3 3 3
c) √4𝑎 • √6𝑎4 • √2𝑎2
3 3 3 3
√4𝑎 • √6𝑎4 • √2𝑎2 = √48𝑎7 Multiply the coefficient and multiply the radicands
3
= √8 • 6 • 𝑎6 • 𝑎 Factor the radicand
3
= 2𝑎2 √6𝑎 Simplify

d) √6 (√2 + √4 )
√6 (√2 + √4 ) = √12 + √24 Use the distributive property
= √4 • 3 + √4 • 6 Factor the radicand
= 2√3 + 2√6 Simplify

8
. To multiply binomials with radicals, apply the FOIL method and then simplify the result.

Example 2. Multiply the following radicals.

a. (√3 + √5 )( √3 - √5 )
= √9 - √15 + √15 - √25 Use FOIL method
=3–5 Simplify
= -2

2
b. (3√7 − √2)
= (3√7 − √2) (3√7 − √2 ) Use FOIL method
= 9 • 7 - 3√14 - 3√14 + 2 Simplify
= 63 + 2 - 6√14
= 65 - 6√14

c. (2√3 + 3√2) (4√2 + 2√3)

= 8√6 + 4 • 3 + 12 • 2 + 6√6 Use FOIL method
= 14√6 + 12 + 24 Simplify
= 36 + 14√6

d. (5√3 + 3√2 ) ( 5√3 + 3√2) Use FOIL method

= 25 • 3 + 15√6 + 15√6 + 9 • 2 Simplify
= 75 + 30√6 + 18
= 93 + 30√6

To multiply radicals with different indices, it is necessary to change them all to the
same index by:
1. Transforming the radicals to equivalent expressions containing fractional
exponents.
2. Changing the fractional exponents to equivalent fractions having the same
denominators.
3. Transforming to radical form and proceed to multiplication of radicals.

Example 3. Multiply and simplify the following radicals.

3 3 4
a. √2 • √2 b. √3 • √2
1 1 1 1
3 3 4
√2 • √2 = 22 • 23 √3 • √2 = 33 • 24
3 2 4 3
= 26 • 26 = 312 • 212
6 6 12 12
= √23 • √22 = √34 • √23
6 12 12
= √25 = √81 • √8
6 12
= √32 = √648

9
C. Division of Radicals
One radical can be divided by another only when the dividend and the divisor are of
the same order.
√𝑎 𝑎
= √𝑏, where a and b are both nonnegative and b ≠ 0. If the square root of a number
√𝑏
divided by the square root of another number, the result is the square root of the quotient of
the two numbers.
3
√𝑎 3 𝑎
3 = √𝑏 , b≠ 0. If the cube root of a number is divided by the cube root of another
√𝑏
number, the result is the cube root of the quotient of the two numbers.
This rule is carried to the fourth root, to the fifth root, and in general to the nth root.

Remember
The quotient of the nth root of a number divided by the nth root of another number
is equal to the nth root of the quotient of the two numbers. In symbols,
𝑛
√𝑎 𝑛 𝑎
𝑛 = √ , b ≠ 0.
√𝑏 𝑏

Example 1. Divide and express each result in simplest form:

√27 √5
a. b.
√3 √6

√27 27 √5 √5 √6
= √3 write as a single fraction = • rationalize
√3 √6 √6 √6

√30
= √9 simplify = simplify
√36
√30
=3 = 6
√18 + √8
c. d. 15√75 ÷ 5√3
√2
√18 + √8 √18 √8 15√75
. = + 15√75 ÷ 5√3 =
√2 √2 √2 5√3

18 8 15 75
= √ 2 + √2 write as a single fraction = 5
•√ 3

= √9 + √4 simplify = 3√25
=3+2 =3•5
=5 = 15
4√2
e. 2√3
4√2 4 √2
= 2
•
2√3 √3
√2 √3
= 2• •
√3 √3
√6
= 2•
√9
2√6
=
3
10
 To divide radicals with different orders, it is necessary to first change the radicals to
the same order.

Example 2. Divide and simplify the result.

5
4
3 √𝑎5 𝑎4
a. √2 ÷ √2 b. = 1
√𝑎 𝑎2
1 1
3
√2 ÷ √2 = 2 ÷ 2 2 3 5
𝑎4
3 2 = 2
= 2 6 ÷ 26 𝑎4
6 6 4
= √23 ÷ √22 √𝑎 5
= 4
√𝑎 2
6 23
= √ 22 4 𝑎5
= √𝑎 2
6
= √2 4
= √𝑎3

If the denominator contains a radical, we have to rationalize the denominator. The

process of rationalizing the denominator entails multiplying both the numerator and the
numerator by the conjugate of the denominator. If we do this, we would be able to get rid of
the radical in the denominator. The conjugate means having features in common but opposite
or inverse in some aspect. For instance, a + b and a – b are conjugates because both of them
have features in common (both contains a and b) but the operations involved are opposites
or inverses (addition and subtraction). Other examples of conjugates are the following:
1) 3 – x and 3 + x 4) 2 + √3 and 2 − √3
2) 5 + √2 and 5 − √2 5) 1 − 3√7 and 1 + 3√7
3) 4 − 2√5𝑥 and 4 + 2√5𝑥

Example 3. Rationalize the denominator and multiply with radicals.

3
a. 2+√3
Rationalize the denominator by multiplying both
3 3 2−√3
2+√3
= 2+√3
• 2−√3
numerator and denominator by the conjugate of
2 +√3
6−3√3
=
4−3

6−3√3
= 1 1+√7
c. 2−√7
= 6 − 3√3 1+√7 1+√7 2+√7
2−√7
= 2−√7
• 2+√7
a
b.
√a−√b 2+√7+2√7+7
= 4−7
a a √a + √b
= •
√a−√b √a−√b √a + √b 9+3√7
= −3
a√a+ a√b
=
a−b = −3 − √7

11
 Test ourselves
on operations
on radical
expressions.
Independent Activity 1: MATCH ME
Perform the indicated operations and show your solutions. Find your
answer in column B and write the letter on your separate sheet of paper.

A B
1. 8√3 − 4√ 3 a. 4√𝑥

2. 2√7 + 3√7 − √7 b. −9√2

3. 9√5 + 5√5 + 2√5 c. 5√𝑎

4. 4√𝑎 + √𝑎 d. 4√3

5. 2√𝑥 − √𝑥 + 3√𝑥 e. 16√5

6. √12 + 2√18 − 4√27 f. 35 + √3

7. 5√49 + √75 − √48 g. 2

8. √162 − √72 − 6√8 h. 4√7

1 1 1
9.
2
√4𝑥 − 3 √9𝑥 + 4 √64 i. 2𝑏√7 + 𝑐√7

10. 3𝑏√7 − 𝑏√7 + 𝑐√7 j. √7

k. 6√2 − 10√3
Independent Assessment 1: MESSAGE ME

Decode the message by simplifying the following radical expression. Write the letter
that correspond on the decoder. (Show your solutions)

1. 5√5 − √5 6. 2√8 − √8
3 3 1 1
2. 7 √8 − 5√8 7. √16 + 4 √64
2
3 3 3
3. −3√27 + 5√12 + √48 8. √128 − √54 + √48
3 3 3 3 3 3
4. √27 − √8 + √64 9. √8 − √40 + √125
5. 6√3 − 4√3 + 10√3

O S V R E
3 3 3
4 12√3 √2 + 2√6 2 7 − 2√5
dd dd dd
D I L G
5√3 5 2√2 4√5
d d d dd
12
Independent Activity 2: I LOVE YOU

What is “I LOVE YOU” translated in different languages? To find out, match each
radical expression to its corresponding product in simplest form. Choose your answers from
the given choices. (Show your Solutions.)

1. 2.
√25 • √81 = ____________ √2𝑎𝑏 • √32𝑎𝑏3 = __________
Chinese ____________ Korean __________
____________
3. 3
4.
√𝑎 • √𝑎 = __________ 10√3𝑎 • √4𝑎2= __________
Japanese __________ German __________
____________ ____________
5. 6.
(2√7 + 2√2)(2√7 − 2√2) = (3√5 + 2√3)(2√5 + 2√3) =
__________ __________
Italian __________ Indonesian __________
________ __ __________
7. 8.
(3√5 − 2)(3√5 − 2) = (√5 + √3)(√5 − √3) =
__________ __________
French __________ Arabic __________
__________ __________
9. 10.
(3√5 − √2)(√2 + 3√5) = √8𝑥(√5𝑥 + √𝑥 + √9𝑥 ) =
__________ __________
Dutch __________ Hungarian __________
__________ __________

49 − 12√5 2𝑥√10 + 8𝑥√2 42 + 10√15

Je t’aime Szeretlek Aku cinta kamu

8𝑎𝑏2 20𝑎√3𝑎 43
Saranghamnida Ich liebe dich Ik hou van je

2 45 20 6
√𝑎 5
ahbak Wŏ ăi ní Ti amo Ai shiteru

13
Independent Assessment 2: Fact or Bluff!

Determine whether the following mathematical sentences are true or false. Write the
word FACT if the mathematical sentence is true, write the word BLUFF and the
corresponding correct answer if it is false.

1. √2 • √6 = 2√3 5. 4√4𝑥𝑦 2 • 7√3𝑥 2 𝑦 = 56𝑥𝑦√3𝑥𝑦

2. √3𝑎𝑏3 • √6𝑎𝑏 = 3𝑎𝑏√2 6. (√8 − 2√6)(√8 − 2√6) = 32 − 16√3

3 6
3. √2 • √3 = √32 7. √2𝑥(√6𝑥 + √4𝑥 − √9𝑥 ) = 2𝑥√3 + 5𝑥√2

4. ቀ√3 + √2 ቁ ቀ√3 − √2ቁ = 5 8. ቀ2√3 + 3√2 ቁ ቀ2√3 + 3√2ቁ = 30 + 6√12

Independent Activity 3: The Top 10 Tourist Attractions/Destinations in BULACAN

Where can we find the Top 10 tourist destinations in Bulacan? To answer the
questions, find the quotient of the following radical expressions and choose your answer from
the given choices.

1. 6√6 ÷ 2√3 2. 4√48 ÷ 2√3

BIAK NA BATO
BIG ROCK FARM
https://www.tripadvisor.com.ph/AttractionReview-g2645455- https://www.tripadvisor.com.ph/Attraction_Review-
d2627284-Reviews-Biak_na_Bato_National_Park g7843206-d7834871-Reviews-Big_Rock_Farm_Resort-

3
3. √3 ÷ √3 4. 2 ÷ √6

THE GREENERY KLIR WATERPARK

https://www.tripadvisor.com.ph/Tourism-g1989862- https://www.tripadvisor.com.ph/Hotel_Review-
_Province_Central_Luzon_Region_Luzon-Vacations.html g2359654-d5994361-Reviews-Klir_Waterpark_Resort-

14
 5. 75√125𝑎4 ÷ 25√5𝑎2 6. 2 ÷ 3 + √5

BARASOAIN CHURCH DIVINE MERCY SHRINE

https://www.tripadvisor.com.ph/Attraction_Review- https://www.tripadvisor.com.ph/Attraction_Review-g2162088-
g1602651-d2557628-Reviews-Barasoain_Church- d7806765-Reviews National_Shrine_of_the_Divine_Mercy-

3 3 3 3
7. √250𝑥 5 ÷ √2𝑥 2 8. 6√𝑥 7 𝑦 2 ÷ 2√𝑥𝑦 2

PHILIPPINE ARENA GALILEE MANSION AND GARDEN RESORT

https://www.tripadvisor.com.ph/Attraction_Review-g3931974- https://www.tripadvisor.com.ph/Attraction_Review-
d6984585-Reviews-Philippine_Arena- 8450 g3176319-d3139993-Reviews-
Galilee_Mansion_And_Garden_Resort-

9. √3 ÷ (4 − √5) 10. √7𝑥𝑦 ÷ √14𝑥 3 𝑦

GROTO OF OUR LADY OF LOURDES AMANA WATER PARK

https://www.tripadvisor.com.ph/Attraction_Review- https://www.tripadvisor.com.ph/Attraction_Review-
g2223297d7158536ReviewsGrotto_of_Our_Lady_of_Lourdes g3238426-d1750350-Reviews-Amana_Waterpark-

√3
6
3𝑥 2 15𝑎 5𝑥 3√2
BALIWAG BUSTOS MALOLOS BOCAUE SAN MIGUEL

4√3 + √15
√6 √2 3 − √5
8 11
3 2𝑥 2 SAN JOSE
SAN RAFAEL MARILAO
GUIGUINTO PANDI DEL MONTE

15
Independent Assessment 3: The Best Game!

The thrill of winning a game is exciting. So, let’s play and be thrilled! This game needs
two teams with equal number of members. Observing the border lines drawn on the ground,
the “guards’ team” must not let the “runners’ team” move forward by tagging them without
stepping out of the border lines. Each team takes turn to be runners and guards. Do you know
the name of this game? To find out, divide the following radicals and decode your answer.

1. √2 ÷ √3 I. 5√2
3
2. √125 ÷ √25 R. 3 √2
3. √80 ÷ √5 S. 8
√6
4. 10√18 ÷ 2√9 P. 3
3
5. √5 ÷ √5 O. 7√6 − 7√5
3 3 6
6. √128 ÷ √2 N. √5
3
7. A. √5
√3 −1
3 3 3√3+3
8. √108 ÷ √2 E. ___ ___ ___ ___ ___ ___ ___ ___ ___
2
1 2 3 4 5 6 7 8 9
7
9. T. 4
√6 + √5

Let us Yes, we
summarize know that
the topic! now.
today.

Operations on Radical Expressions

Similar radicals have the same index and ______. They may be _______ by
addition and subtraction. Unlike radicals cannot be combined, but their ________ or
difference may be indicated.
𝑛
If 𝑛√𝑎 and √𝑏 are real numbers, then
𝑛
• √𝑎𝑏 = 𝑛√𝑎 • _____

𝑛
𝑛 𝑎 √𝑎
• √𝑏 = 𝑛 ,b=≠0
√𝑏

______ with the same index may be _______ or divided. The product of similar
radicals is the product of their coefficient times the product of their_______.
The quotient of two radicals is the quotient of their _______ times the quotient
of their radicands. When the divisor is a radical, ________ if it necessary. Products
and quotients should be simplified as much as possible.
The conjugate is formed by _______ the sign between two terms in a binomial.
The conjugate of 5 + √3 is _____.

16
 A. Who were the Presidents of the Philippines on specified years of
service? To find out, simplify each of the following radical expressions
and match the year of service with the picture of the President with the
corresponding answer.

1. (5 − √2)(5 + √2)
1992 – 1998

2. √8𝑥 • √4𝑥 • √3𝑥

1965 – 1986 FERDINAND MARCOS RAMON MAGSAYSAY FIDEL RAMOS
4𝑥√6𝑥 9√2 23
3. 5√2 + 2√8
1953 – 1957

4. √24 ÷ √6
1946 – 1948

2
5. 2− √2 MANUEL ROXAS RODRIGO DUTERTE JOSE LAUREL

1943 – 1945
2 3√𝑥 2 + √2

B. Read and understand the situation below to answer the question that follows:

Joseph wants to know the perimeter and area of

the table. The given length of the sides of the square
√10𝑓𝑡 table has √10 ft long. Please, help Joseph.

1. What is the Perimeter of the table? 2. Find the area of the table.

17
 Find out how much knowledge you have gained in this module. Choose the letter of
the best answer. Write your answer on a separate sheet of paper.

1. Which of the following are similar radicals?

4 4 4
a. √6 , √5 , √7 c. √𝑥 2 , 5√𝑥 3 , 2√𝑥 3
3 3 3
b. √𝑥 5 , √𝑥 5 , 2√𝑥 5 d. 4√𝑥 , √𝑥, 3√𝑥
2. What is the sum of 2𝑎√5 and 6𝑎√5 ?
a. 8𝑎√5 c. 8𝑎√10𝑎
b. 4𝑎√5 d. 8√5𝑎
7
3. What is the simplest form of √ ?
5
√21 √35
a. 3
c. 5
√7 √21
b. 3
d. 5
4. What is the product of 5√3𝑎 3 and 4√25𝑎 4 ?
a. 30𝑎√3𝑎 c. 100𝑎3 √3𝑎
b. 25𝑎√3𝑎 d. 30a
5. Simplify 15√2 + 8√2 - 20√2
a. 13√6 c. 3√2
b. 3√6 d. 5√2
6. What is the conjugate of 3 - √5 ?
a. 3 - √5 c. 5 + √3
b. 3 + √5 d. 5 - √3
7. What is the quotient of 25√15𝑎 and 5√5𝑎 ?
a. 5 c. 5√5
b. 5a d. 5√3
8. Simplify and combine like radicals in √72 – √50 + √8.
a. 3√8 c. 3√2
b. 5√2 d. √2
9. Express −√8 + 2√8 + 3√8 in simplest form.
a. 3√8 c. 4√8
b. 5√2 d. 8√2
3
10. Transform √2 and √2 to similar radicals.
6 6
a. √2 and √2 c. √23 and √22
3 3 12 12
b. √2 and √2 d. √23 and √22
11. Multiply then simplify 4√2 • 2√8 • √20
a. 3√5 c. 36√5
b. 20√2 d. 64√5

18
12. Multiply: (2√3 + √2 ) (2√3 - √2 )
a. 12 c. 8
b. 10 d. 14
13. Simplify 10√3 - 2√5 - 14√3 - √5.
a. −4√3 – 3√5 c. −4√5 - 3√3
b. 4√3 – 3√5 d. 4√5 + 5√3
2 1
14. Find the sum of 3 √27 and 5
√75.
a. 2√3 c. √3
b. 3√3 d. 0
5√40+6√90
15. Simplify: 2√2

a. 14√5 c. 4√5
b. 7√5 d. 2√5

Perform the indicated operations and simplify. Trace your path to the treasure box
by connecting the dots to the correct answer. Show your solutions.

1. √32 + √72 − 3√2 4. 2 ÷ 2√6

2 3 3 √3
2.
3
√9𝑥 − 4 √64𝑥 + 5 √25𝑥 5.
√6 + √2

3. (6√2 + 7) (6√2 − 7)

http://pngimg.com/uploads/treasure
_chest/treasure_chest_PNG41.png

19
 20
Independent Activity 2:
1. c 9. c 1. 45 6. 42 + 10√15 A.
2. b 10. a Wo ai ni Aku cinta kamu 1992-1998
3. a 11. b 2. 8ab² 7. 49 - 12√5 FIDEL RAMOS 23
4. a 12. a Saranghamnida Je t’aime 1965-1986
6
5. d 13. b 3. √𝑎5 8. 2 FERDINAND MARCOS 4𝑥√6𝑥
6. d 14. c Ai shiteru Ahbak 1957-1961
7. c 15. d 4. 20a√3𝑎 9. 43 RAMON MAGSAYSAY 9√2
8. b Ich Liebe dich Ik hou van je 1946-1948
5. 20 10. 2𝑥√10 + 8𝑥√2 MANUEL ROXAS 2
Ti amo Szeretlek 1943-1945
JOSE LAUREL 2 + √2
Activity 1: Independent Assessment 2: B.
P. square P. cube 1. FACT 5. FACT 1. Perimeter = 4√10𝑓𝑡
81 64 2. BLUFF 6. FACT 2. Area = 10 ft²
64 125 3𝑎𝑏2 √2
361 512x³y³ 3. BLUFF 7. BLUFF
625x² 1000a³b³ 6
√72 2𝑥√3 − 𝑥√2
100 729 4. BLUFF 8. BLUFF
256
1 30 + 12√6
729
Independent Activity 3:
Activity 2:
3−√5
1. f 6. a 1. 3√2 6. 2
2. d 7. h SAN MIGUEL MARILAO
3. g 8. c 2. 8 7. 5x
4. j 9. b SAN RAFAEL BOCAUE
6
1. b 9. d
5. i 10. e 3. √3 8. 3x² 2. a 10. c
BALIWAG BUSTOS 3. c 11. d
Activity 3: √6 4√3+√15
4. 9. 4. c 12. b
3 11
Across 5. c 13. a
GUIGUINTO SAN JOSE DEL MONTE
1. RADICAND 6. b 14. b
√2
4. RADICAL 5. 15a 10. 2𝑋 7. d 15. a
6. RATIONAL NUMBER MALOLOS PANDI 8. c
8. RATIONALIZATION
10. EXPONENT Independent Assessment 3:
Down P A T I N T E R O
2. IRRATIONAL NUMBER 1 2 3 4 5 6 7 8 9
3. PERFECT SQUARE
5. PERFECT CUBE
7. FACTOR
9. INDEX radicand
Independent Activity 1: combined
1. d 6. k sum 1. 7√2
2. h 7. f 𝑛 2. −√𝑥
√𝑏
3. e 8. b 3. 23
Radicals
4. c 9. g √6
multiplied 4. 6
5. a 10. i radicands 3√2−√6
Independent Assessment 1: 5.
coefficients 4
GOD IS LOVE rationalize
quotients
changing
5 − √3
 References

Bryant, Merden L. et al, Mathematics Learner’s Material 9. Vibal Group, Inc., Pasig City.2014

Garcia, Ligaya B. et.al, Math 2: Algebra, Rex Bookstore, Manila , Philippines,1983

Jose-Dilao, Soledad, Bernabe, Julieta G., and Orines, Fernando B.,Intermediate Algebra for
Second Year revised edition,SD Publications, Inc.,Quezon, City, 2009

Pascua, Leonarda B., et.al. High School Mathematics Concepts and Operations Third
Year,Basic Media Systems, Inc., Metro Manila,1991

Conjugate Concept retrieved from: https://study.com/academy/lesson/math-conjugates-

definition-lesson-quiz.html

List of the President of the Philippines retrieved from:https://www.bing.com/images/search?q=

PRESIDENT+OF+TEH+PHILIPPINES&form=HDRSC3&first=1&scenario=ImageBasicHover

Operations with Radicals retrieved from: https://www.softschools.com/math/algebra/topics/

operations_ with_radicals/?fbclid=IwAR1YhIKsrIANPyEXoY12VQ8KOzceOAyuqF-0Ug6O
Rbne_P-zdBBWH3k5YL4

Operations with Radicals retrieved from: https://cpb-us-e1.wpmucdn.com/cobblearning .net/

dist/0/689 /files/2017/04/1-Radicals-Work-2-1b3wuw1.pdf?fbclid=IwAR057ukprxnSfoz QG7
Af9a2Jbx0EI6kzcCwcb UluXy_ zFOfg1qy_YYYAqZE

21
 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph