Mathematics 9

Quarter 2
Self-Learning Module 11
Simplifying Radicals
Mathematics – Grade 9
Quarter 2 – Self-Learning Module 11: Simplifying Radicals
First Edition, 2020

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Published by the Department of Education – Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Grace Leonor F. Nievares

Editor: Cristina DC. Prado
Reviewers: Ma. Cynthia P. Badana; Ma. Victoria Peñalosa; Glady O. Dela Cruz
Illustrator: Edison P. Clet
Layout Artist: Anthony G. Fijo
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
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Victor M. Javeña EdD
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OIC-Chief, Curriculum Implementation Division

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Librada L. Agon EdD (EPP/TLE/TVL/TVE)

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Teresita P. Tagulao EdD (Mathematics/ABM)

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Pasig City
Mathematics 9
Quarter 2
Self-Learning Module 11
Simplifying Radicals
Introductory Message

For the Facilitator:

Welcome to the Mathematics Grade 9 Self-Learning Module on Simplifying

Radicals!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the
K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character 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 self–learning 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 self–
learning module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Moreover, you are expected to encourage and
assist the learners as they do the tasks included in this self-learning module.
 For the Learner:

Welcome to the Mathematics Grade 9 Self-Learning Module on Simplifying

Radicals!

This self-learning 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 material while being
an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

1. Simplify radical expressions using the law of radicals;

2. Simplify radical expressions in its lowest possible form.

PRETEST

Directions: Read each question carefully and write the letter that corresponds to the
correct answer.

1. Which of the following is equal to √49𝑥 2 ?

A. 8x2 C. 7x2
B. 8x D. 7x

3
2. What is the value of √−27?
1
A. C. 3
27
B. −3 D. 27

3. Which of the following radical expressions is equivalent to 3√2?

5
A. √6 C. √12
B. √6 D. √18

4. What is the simplified form of √√√𝑥 ?

8 3
A. √𝑥 C. √𝑥
6 2
B. √𝑥 D. √𝑥

3 32𝑎5 𝑏 4
5. What is the simplified form of √ ?
4𝑎2 𝑏

A. 8ab C. 2ab
B. 8a2b D. 2a2b
 RECAP
Directions: Simplify.

1. √𝑥 2 6. √0.49
2. √50𝑥 2 7. √−0.09
3 3 4
3. ( √27) 8. √
9
4 3
4. √34 9. √−125
4 3 −8
5. √16𝑥 12 10. √
125

LESSON

Following the different rules or laws of radicals that we have studied, we can
now simplify and evaluate different radical expressions.
Product Rule for Radicals
For any real numbers a and b, if n is even and a and b are both nonnegative or if n
is odd,
𝒏 𝒏 𝒏
√𝒂𝒃 = √𝒂 • √𝒃
Examples: Simplify.
3 3
1. 2 √−40𝑥 5 𝑦 6 = 2 √−40 • 𝑥 5 𝑦 6 Factor 40x5y6.
3
= 2√−8 • 5 • 𝑥 3 • 𝑥 2 • (𝑦 2 )3 Get the greatest perfect cube factor.
3 3 3 3 3
= 2 √−8 • √5 • √𝑥 3 • √𝑥 2 • √(𝑦 2 )3 Product Rule for Radicals.
3 3
= 2•-2• √5• 𝑥 • √𝑥 2 • 𝑦 2 Simplify the radicand
𝟑
= -4xy2 √𝟓𝒙𝟐

2. √36𝑎2 𝑏 2 √4𝑎5 𝑏 4 = √36 • 4 𝑎7 𝑏 6

= √36 • 4 (𝑎3 )2 𝑎(𝑏 3 )2

= 6•2 a3b3√𝑎
= 12 a3b3√𝒂
 A radical is in its simplest form when the index of the radical is in its lowest
possible form. Hence, if the index of the radical and the exponent of the radicand has
a common factor, the expression can be written with a lower index.
Examples: Simplify.
6
8
1. √26 = 28 Express the radical in exponential form.
3
= 24 Reduce the fraction into lowest term.
4
= √23 Write the expression in radical form.
𝟒
= √𝟖 Simplify the radical.

4
12
2. √(4𝑥 3 )4 = (4𝑥 3 )12
1
= (4𝑥 3 )3
3
= √(4𝑥)3

= 4x
Quotient Rule for Radicals

For any real numbers a and b ≠ 0, if all roots are defined,

𝑛
𝑛 𝑎 √𝑎
√𝑏 = 𝑛
√𝑏

Examples: Simplify
√200𝑥 8 200𝑥 8
1. =√ Quotient rule for radicals.
√5𝑥 5 5𝑥 5

= √40𝑥 3 Simplify the radical.

= √4 • 10 • 𝑥 2 • 𝑥 Get the greatest square factor.
= √4 • √10 • √𝑥 2 • √𝑥 Product rule for radicals.
= 2√10 • x√𝑥 Simplify.
= 2x√𝟏𝟎𝒙

8𝑥 4 √8𝑥 4
2. √ =
25 √25
√4•2•(𝑥 2 )2
=
5

𝟐𝒙𝟐 √𝟐
=
𝟓
 ACTIVITIES

ACTIVITY 1: LET’S PRACTICE!

Direction: Simplify each of the following.
4
1. √18 6. √646

72
2. √150 7. √
25

3 80
3. √16 8. √
9

3 3 32
4. √250 9. √
125

3
5 √56
5. √128 10. 3
√343

ACTIVITY 2: KEEP PRACTICING!

Directions: Simplify the following. Assume all the variables are positive real numbers.

1. √24𝑎5 6. -√48𝑓 3
√15ℎ3
2. √72𝑏 6 7.
√135ℎ5
3 √3𝑘
3. √81𝑐 5 𝑑 2 8.
√27𝑘 7
4 3 4𝑗 10
4. √(64𝑒 3 )2 9. √
64𝑗 4

3 20𝑔7
5. √ √64 10. √
16𝑔5

ACTIVITY 3: TEST YOURSELF!

Directions: Simplify the following. Assume all the variables are positive real numbers.
3
1. √−5
5
2. √−64𝑥 3 𝑦 2
9
3. √56
6
4. √𝑧15
3
5. √ √27
 WRAP-UP

In this lesson, you have learned the different laws on radicals. Read each
statement under the column STATEMENT then write TRUE if you agree with the
statement, write FALSE if you disagree. Write your answer on the RESPONSE
column.

STATEMENT RESPONSE
A radical expression is in Its simplest form if the
following conditions are satisfied:
a. The radicand is positive if the index is odd.
b. The radicand has no factor that is a perfect nth
root.
c. The radicand has no fractions.
d. There are no radicals in the denominator of the
fractions.
e. The index of the radical is in its lowest possible
form

VALUING

REFLECTION: (Journal Writing)

“The best way to simplify life is to set your priorities straight.”

-Anonymous

In your notebook, explain how would you apply this saying in your life.
Write at least 5 sentences.
 POSTTEST

Direction: Read each question carefully and encircle the letter that corresponds to
the correct answer.

1. What is the root of √−25?

A. 5 C. ±5

B. -5 D. no real root

2. What is the smallest positive integer x so that √16200(𝑥) will be an integer?

A. 1 C. 3

B. 2 D. 4
3
3. What is the simplest form of the expression √−64𝑥 6 ?

A. -4x C. -4x2

B. 4𝑥 D. 4x2
4
4. What is the simplest form of the expression √√3
4 8
A. √3 C. √3
5 7
B. √3 D. √3

5. The following are the conditions of a rational expression in its lowest form
EXCEPT:

A. The radicand maybe positive if the index is odd.

B. The radicand has no factor that is a perfect nth root.
C. The radicand has no fractions.
D. There are no radicals in the denominator of the fractions.
POSTTEST
1. D 2. B 3. C 4. C 5. A
ACTIVITY 3: TEST YOURSELF!
3 3 3
1. − √5 2. −2 √2𝑥 3 𝑦 2 3. √25 4. 𝑧 2 √𝑧 5. √3
ACTIVITY 2: KEEP PRACTICING!
1. 2𝑎2 √6𝑎 6. −4𝑓√3𝑓
1
2. 6𝑏 3 √2 7.
3ℎ
3 1
3. 3𝑐 √3𝑐 2 𝑑 2 8.
3𝑘 3
3
𝑗 √4
4. 8𝑒√𝑒 9.
4
𝑔√5
5. 2 10.
2
ACTIVITY 1: LET’S PRACTICE!
3 3 5
1. 3√2 2. 5√6 3. 2 √2 4. 5 √2 5. 2 √4
3 3
6√2 4√5 2 √4 2 √7
6. 512 7. 8. 9. 10.
5 3 5 7
RECAP
1. x 2. 5x√2 3. 27 4. 3 5. 2𝑥 3
2 2
6. 0.7 7. No Real Roots 8. 9. -5 10. −
3 5
PRETEST
1. D 2. B 3. D 4. A 5. C
KEY TO CORRECTION
 References

Ogenia, Ester PhD., Diaz, Rosemarievic PhD., Fortes, Erminda PhD. and Marilyn
Balagtas PhD. McGraw-Hill our Math Grade 9 Teacher Edition Philippine
Edition. Singapore. McGraw-Hill Education and Vibal Group, Inc., 2013.

Covar, Melanie M. and Rita May L. Fetalvero. Real World Mathematics Intermediate
Algebra. Quezon City: C & E Publishing Inc, 2010.

Bryant, Merden L., Bulalayao, Leonides E., Callanta, Melvin M., Cruz, Jerry D. , De
Vera, Richard F., Garcia, Gilda T. and Sonia E. Javier, et. al. Mathematics
Grade 9 Learner’s Material. First Edition. Pasig City: Department of
Education, 2014.

Orines, Fernando B., Diaz, Zenaida B., Mojica, Maharlika P., Manalo, Catalina B.,
Suzara, Josephine L. and Jesus P. Mercado, et al. Next Century Mathematics
9. Second Edition. Quezon City. Phoenix Publishing House. 2018

Oronce, Orlando A. and Marilyn O. Mendoza. E-MATH 9. Revised Edition. Sampaloc,

Manila. Rex Book Store Inc., 2015.

Leonor, Elmor F. Intermediate Algebra. Quezon City. New Horizons

Publications.2012.

http://www.wiseoldsaying.com (accessed August 21, 2020).