Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

TABLE OF CONTENTS
MODULE ACTIVITY ACTIVITY TITLE
#
III 1 Variations (A)
2 Variation (B)
3 Translation into Direct Variation statement
4 Solving Equation Involving Direct Variation
5 Inverse Variation (A)
6 Inverse Variation (B
7 Translation into Inverse Variation statement
8 Solving Equation Involving Inverse Variation
9 Solve Word Problems Involving Inverse Variation
10 Joint Variations (A)
11 Joint Variation (B)
12 Constant and Relation of Joint Variation
13 Joint Variation – Problem Solving
14 Combined Variation
15 Constant and Relation of combined Variation
16 Combined Variation – Problem Solving (A)
17 Combined Variation – Problem Solving (B)
IV 18 Positive Integral Exponents
19 Laws of Exponent
20 Negative Exponent
21 Zero Exponent
22 Expression with Integral or Rational Exponents
23 Identifying Terms in a Radical Expressions
24 Rewriting Rational Exponents to Radicals and Vice Versa
25 Simplifying Rational Exponents
26 Laws of Radicals (A)
27 Laws of Radicals (B)
28 Simplifying Radical Expressions (A)
29 Simplifying Radical Expressions (B)
30 Simplifying Radical Expressions (C)
31 Addition and Subtraction of Radical
32 Multiplication of Radical (A)
33 Multiplication of Radicals (B)
34 Division of Radicals (A)
35 Division of Radicals (B)
36 Solving Equations Involving Radical Expressions
37 Solving Problems Involving Radical Expressions (A)
38 Solving Problems Involving Radical Expres sions (B)
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 1
Type of Activity : Concept Notes
Activity Title : Variations (A)
Learning Competency: Illustrates situation that involves the following variations: a. direct
b. inverse c. joint d. combined (M9AL 11a-1)
Learning Target : Define and Illustrates direct variation, inverse variation, joint and
Combined variations.
Reference : Learner’s Materials for Grade 9 p. 194

Direct Variation – Whenever a situation produces pair of numbers in which their ratio is
Constant.
- an increase in x causes an increase in y. Similarly, a decrease in
In x causes a decrease in y.
Translated Mathematically as y = k x, where k is the constant of variation.
Inverse Variation-an increase in x causes a decrease in y or vice versa, we can say that
Y varies inversely as x or y = k/x, where k is the constant of
variation.
Joint Variation – a statement “a varies jointly as b and c” means a = kbc, or k = a/bc
Where k is the constant of variation.
Combined Variation – the statement “ z varies directly as x and inversely as y” means
Z = kx/y, or k = zy/x, where k is the constant of variation.
- this kind of variation that involves both direct and inverse
Variations.
Direct Variations:
Example 1: The cost C of n kilograms of lanzones is given in the following table.
n 1 2 3 4
C 34 68 102 136
Mathematical Equation: C = k n.
Inverse Variation:
Example 2.
t (min) 4 6 8 10 12 24
r ( m/min ) 60 40 30 24 20 10
Mathematical Equation: r = k/t
Joint Variation:
Example 3. The area A of a parallelogram varies jointly as the base b and altitude h.
Mathematical Equation: A = kbh.
Combined Variation:
Example 4. The pressure P of a gas varies directly as its temperature T and inversely
As its volume V.
Mathematical Equation: P = kT/V

Exercises:
1) Illustrate the graph of the given table in example 1 to 2 of the concept notes. Use
graphing paper.
2) Give example of a situation that illustrate joint and combined variations.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 2

Type of Activity : Concept Notes

Activity Title : Variation (B)
Learning Competency: Illustrates situation that involves the following variations: a. direct
b. inverse c. joint d. combined (M9AL 11a-1)
Learning Target : Give situations involving direct variation, inverse variation, joint and
Combined variation.
Reference : Learner’s Material for Mathematics Grade 9 p. 196-197

There is a direct variation whenever a situation produces pairs of numbers in which

their ratio is constant.
The statements:
“y varies directly as x”
“y is directly proportional to x” and
“y is proportional to x” maybe translated mathematically as
y = k x, where k is the constant of variation.
For two quantities, x and y, an increase in x causes an increase in y as well. Similarly, a decrease
in x causes a decrease in y.
Inverse Variation-an increase in x causes a decrease in y or vice versa, we can say that
Y varies inversely as x or y = k/x, where k is the constant of
variation.
Joint Variation – a statement “a varies jointly as b and c” means a = kbc, or k = a/bc
Where k is the constant of variation.
Combined Variation – the statement “z varies directly as x and inversely as y” means
Z = kx/y, or k = zy/x, where k is the constant of variation.
- this kind of variation that involves both direct and inverse
Variations.

Example 1: Using his bicycle, Jericho travels a distance of 10km per hour on a steep road. The
table shows the distance he has travelled at a particular length of time.
Time (t) 1 2 3 4 5
Distance (D) (km) 10 20 30 40 50

EXERCISES:
1. Give a situation that illustrate the following variations:
a. Direct
b. Inverse
c. joint
d. combined
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 3
Type of Activity : Exercise/Drill
Activity Title : Translation into Direct Variation statement.
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Translate into Direct variation statement a relationship between two
Quantities given the graph and vice versa.

Reference : Learner’s Material for Mathematics Grade 9, p. 198

Mathematical Equation:
Mathematical Statement:
Example 1. Tin cans of beverages are collected for recycling purposes in many places in the
Philippines. Junk shops pay Php 15.00 for every kilo of tin cans bought
from collectors. In the table below, c is the cost in peso and n is the number
of kilos of tin cans.
n 1 2 3 4 5
c 15 30 45 60 75

Mathematical Equation: c = kn
Mathematical Statement: “c varies directly as n”
“c is directly proportional to n”
“c is proportional to n”
EXERCICES:
1) From the given graph below, determine the mathematical equation, translate it
into variation statement and make table of values.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 4
Type of Activity : Exercise/Drill
Activity Title : Solving Equation Involving Direct Variation
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : A. Determine the variation constant.
B. Solve Equation involving Direct variation.
Reference : Learner’s Material for Mathematics Grade 9, p.199

Your skill in recognizing patterns and knowledge in formulating equations helped you
answer the questions in the previous activities. Always bear in mind that direct variation is
represented by the equation y = k x meaning y is directly proportional to x and k is the constant
of variation. For a detailed solution of problems involving direct variation, let us see how this is
done.
Example 1:
If y varies directly as x and y = 24 when x = 6, find the constant of variation and the
equation of variation.
Solution:
a) Express the statement “y varies directly as x” as y = kx.
b) Solve for k by substituting the given values in the equation.
y = kx
24 = 6k
k = 24 /6
k=4
Therefore the constant of variation is 4.
c) Form the equation of the variation by substituting 4 in the statement,
y = kx therefore the resulting equation is y = 4x
Example 2: If x varies directly as y and x = 35 when y = 7, what is the value of y when x = 25?
Solution : Since x varies directly as y, then the equation of variation is in the form x= k y.
Substitute the given values of y and x to solve for k in the equation.
35 = k (7) ; k = 35/7 ; k = 5

Hence, the equation of variation is x = 5y

Solving for y when x = 25 y = x /25 ; y = 25 ; y=5

EXERCISES:
In each of the following, y varies directly as x. Solve the values as indicated.
1) If y = 12 when x = 4, find y when x = 12
2) If y varies directly as x and y = 36 when x = 12, find the variation constant and the
equation of variation.

\
Republic of the Philippines
Department of Education
 Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 5
Type of Activity : Concept Notes
Activity Title : Inverse Variation (A)
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Translate into inverse variation statement a relationship between two
quantities given the table.
Reference : Learner’s Material for Grade 9, p .206 - 207

The activities on direct variation show you the behavior of the quantities
involved. In one of the activities, an increase in the time travelled by a car causes an increase in
the distance travelled. How will an increase in speed affect the time in travelling? Let us find
out in the next activity.

Example 1 : Anna lives 40 km away from the office of ABC Corporation where she works.
Driving a car, the time it takes her to reach work depends on average speed. Some possible
speeds and the length of time it takes her as follows:

Time in hours ( t ) 1 4/5 2/3 4/7 ½

Speed in kph ( s ) 40 50 60 70 80

The situation in the problem shows “ an increase in speed produces a decrease in time in
travelling.” The situation produces pairs of numbers, whose product is constant. Here, the time
t varies inversely as the speed s such that st = 40 ( a constant)
In this situation, “ the speed is inversely proportional to the time t”, and is written as s = k/t
where k is the proportionality constant or constant of variation. Hence, the equation
represented in the table and graph is s = 40/t ; where k = 40

Hence the table above is an inverse variation.

Inverse variation occurs whenever a situation produces pairs of numbers whose product is
constant. The statement,“ y varies inversely as x ,” translates to y=k/x where k is the
constant of variation. For two quantities x and y, an increase in x causes a decrease in y
or vice versa.

EXERCICES:
1) From the given table below, determine the mathematical equation, translate it
into variation statement and make a graph..

x 80 60 40 30 20
y 6 9 12 16 24

Republic of the Philippines

Department of Education
Region VII, Central Visayas
 Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 6
Type of Activity : Concept Notes
Activity Title : Inverse Variation (B)
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Translate into variation statement the mathematical equation
obtained from the given table of values and vice versa of
inverse variation
Reference : Learner’s Material for Mathematics Grade 9, p.209

Inverse variation occurs whenever a situation produces pairs of numbers whose

product is constant. For two quantities x and y, an increase in x causes a decrease in y or vice
versa. We can say that y varies inversely as x or y = k/x.

The statement, “ y varies inversely to x ,” translate to y = k/x, where k is the

constant of variation. The constant of variation k = xy.
Example 1 :
t (min) 4 6 8 10 12 24
r ( m/min ) 60 40 30 24 20 10
Look at the products of r and t:
60(4) = 240 24(10) = 240
40(6) = 240 12(20) = 240
30(8) = 240 10(24) = 240
The product of r and t is constant. Observe that the tricycle goes slower when more
time is taken to cover the same distance. In this case, the variation statement is r is varies
inversely to t. The mathematical equation is r = k/t .
Example 2:

d(distance) 50 60 80 100
W(weight) 40 33⅓ 25 20

The mathematical equation is W = k /d and the variation statement is W varies inversely

to d.

EXERCISES:
1) Translate into variation statement the mathematical equation obtained
from the given table of values.

N 15 12 10 8 6
C 8 10 12 15 20

2) Translate into mathematical equation the variation statement obtained

from the table of values.

Width(w) 2 3 4 5
Length(l) 6 4 3 2⅖

Republic of the Philippines

Department of Education
 Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 7
Type of Activity : Drill/Exercise
Activity Title : Translation into inverse Variation Statement.
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Translate into variation statement a relationship between two
quantities given by a graph, and vice versa.
Reference : Learner’s Material for Mathematics for Grade 9 p. 209-210

To see clearly the relationship of two quantities in inverse variation

the graph is shown below:

TIME
Questions:
1) How do the speed and time of travel affect each other?
Answer: As the speed ( r ) of the car increases , the time ( t ) in travelling
decreases.
2) Write a mathematical statement to represent the relation.
Answer: r = k/t , where r is the speed in mph and t is the time in hours

3) Translate the mathematical statement to variation statement.

Answer: r varies inversely to t

EXERCISES: Write the mathematical statement from the given graph and
translate it into variation statement.

density(d) of air

Volume (v) of water in the atmosphere

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
 Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 8
Type of Activity : Exerccise/Drill
Activity Title : Solving Equation Involving Inverse Variation
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Translate into variation equation a relationship between two
quantities given by a mathematical statement,.

Reference : Mathematics for Grade 9 p. 211-212

Your skill and knowledge in formulating equations helped you answer the
questions in the previous activities. For more detailed solution of problems involving inverse
variation, let us see how it is done.
Example 1 :
Find the equation and solve for k: y varies inversely as x and y = 6 when x = 18.
Solution:
The relation y varies inversely as x translates to y = k/x . Substitute the values to
find k:
y = k/x

6 = k/18

k = (6)(18)
k = 108
The equation of variation is y = 108/x
Example 2 :
If y varies inversely as x and y = 10 when x = 2, find y when x = 10.
Solution:
Set the relation and then find the constant of variation, k.
xy =k
(2)(10) = k
k =20
The equation of variation is y = 20/x
Next find y when x = 10 by substituting the value of x in the equation,
y = 20/x
y = 20/10
y =2
EXERCISES:
Solve for the indicated variable in each of the following:
1) If y varies inversely as x and y =3 when x =4, find y when x = 6.

2) Find the equation and solve for k: y varies inversely as x and y = -2 when
X =-8, find x when y = 2.

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
 Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 9
Type of Activity : Exercise/Drill
Activity Title : Solve Word Problems Involving Inverse Variation
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Solve word problems involving inverse variation
Reference : Learner’s Material for Mathematics 9 p. 212-213
Concept Notes:
Having developed your knowledge of the concepts, your goal now is to apply
these concepts in various situations. As in the previous activities, there will be no guide
questions for you to follow. The situation below is an example of how the problem is solved.
Example:
Jaime and Andrea are figuring out a way to balance themselves on a seesaw. Jaime
who weighs 15 kilograms sits 2 meters from the fulcrum. Andrea who weighs 20 kilograms tried
sitting at different distances from the fulcrum in order to balance the weight of Jaime. If you
were Andrea, how far from the fulcrum should you sit?
To balance the weight of Jaime, Andrea has to sit at a distance closer to the fulcrum.
The relation shows that the distance d varies inversely as the weight w and can be transformed
into a mathematical equation as
d = k/w
We can now solve for distance from the fulcrum where Andrea has to sit.

Solution:
Let us first solve for k:
k=dw
= 2(15)
k = 30
Solve for the distance of Andrea from the fulcrum:
d = k/w

= 30/20

d = 1.5m
Hence, Andrea has to sit 1.5 meters from the fulcrum.

EXERCISES:
Solve the following problems:
1) Daisy and Daniel are figuring out a way to balance themselves on a seesaw. Daisy who
weighs 30kilograms sits 4 meters from the fulcrum. Daniel who weighs 60 kilograms tried
sitting at different distances from the fulcrum in order to balance the weight of Daisy. If you
were Daniel, how far from the fulcrum should you sit?

2) At 60 kilometers per hour it takes Loida 10 hours to travel from her house to their
house in the province. How long will it take her if she travels at 80 kilometers an hour?

Republic of the Philippines

Department of Education
Region VII, Central Visayas
 Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 10
Type of Activity : Concept Notes
Activity Title : Joint Variations (A)
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)

Learning Target : Translate into joint variation statement a relationship between two
quantities given a mathematical statement .
Reference : Learner’s Material for Mathematics Grade 9, pp. 214 - 215

The statements a varies jointly as b and c means a = kbc, or k = a/bc, where k is the

constant of variation.

Illustrative Example:

1. The area (A) of a triangle varies jointly as its base (b) and its altitude (h). Since the

area of the triangle is expressed as A = ½ bh, then the constant of variation k = ½.

2. Give the mathematical sentence a varies jointly as b and c.

a = kbc

Exercices:

A. Directions: Translate each statement into a mathematical sentence. Use k as the

constant of variation.

1. P varies jointly as q and r.

2. The area A of a parallelogram varies jointly as the base b and altitude h.

3. V varies jointly with l, w and h.

4. The volume of cylinder V varies jointly as the height h and the square of the radius r

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
 Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 11
Type of Activity : Concept Notes
Activity Title : Joint Variation (B)
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)

Learning Target : Translate into variation statement a relationship between two

quantities given the variation equation.
Reference Learner’s Material for Mathematics Grade 9, p. 216

The statements a varies jointly as b and c means a = kbc, or k = a/bc, where k is the

constant of variation.

Illustrative Example I: Translate z = kxy into variation statement.

Solution: z varies jointly as x and y.

Exercises: Translate each mathematical equation into variation statement.

1. Z = kxy

2. D = khg

3. Z = kx/y

4. Q = krs

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
 Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 12
Type of Activity : Concept Notes
Activity Title : Constant and Relation of Joint Variation
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)

Learning Target : Determine the constant of variation and the equation of the

relation.

Reference : Learner’s Material for Mathematics Grade 9, p. 217

The statements a varies jointly as b and c means a = kbc, or k = a/bc, where k is the

constant of variation.

Illustrative Example: I. Find the constant and the equation of the variation where a varies

jointly as b and c, and a = 36 when b = 3 and c = 4.

Solution: a = kbc

36 = k (3)(4)

K = 36/12

K=3

Therefore, the required equation of the variation is a = 3bc.

Exercises: Solve for the value of the constant of variation k, and then find the missing value.

1. Z varies jointly as x and y. If z = 3 when x = 3 and y = 15, find z = when x = 6 and y = 9.

2. Z varies jointly as x and y and z = 60 when x = 5 and y = 6.

a. Find z when x = 7 and y = 6.

b. Find x when z = 72 and y = 4

c. Find y when z = 80 and x = 4.

Republic of the Philippines

Department of Education
Region VII, Central Visayas
 Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 13
Type of Activity : Exercise/Drill
Activity Title: Joint Variation – Problem Solving
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Solve Problems involving joint variations.
Reference : Learner’s Material for Mathematics Grade 9, pp. 218 - 219

Having developed your knowledge of the concepts in joint variation, your goal now is to apply these
concepts in various situations.

Illustrative Example:

The length of the altitude (h) of a right circular cylinder varies directly as the volume (V) and
inversely as the square of the length of the radius(r) of the circular base of the cylinder.
The volume of the right circular cylinder is 50 cm3 when the radius of the base is 5 cm and the
height of the cylinder is 8 cm. Find the volume of similar right cylinder whose diameter of the
base is 16 cm and 40 cm tall.

Solution: If k is the constant of variation, then h = kV/r 2

Given: h = 8 cm, r = 5 cm , V = 50 cm2

K = hr2/V
= 8(5)2 = (8)(2 5) = 4
50 50
Using the value of k= 4 , r =8 cm (diameter = 16 cm)
V = 40 x (8) 2
4

= 40 x 64
4
= 640 cm2

Exercise: Solve the Problem.

The area of a triangle varies jointly as the base and the height. A triangle with a base of 8 cm
and a height of 9 cm has an area of 36 cm2. Find the area when the base is 10 cm and the height
is 7 cm.

Republic of the Philippines

Department of Education
Region VII, Central Visayas
 Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 14
Type of Activity : Concept Notes
Activity Title : Combined Variation
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)

Learning Target : Translate statement into equation that involves combined variation.

Reference : Learner’s Material for Mathematics Grade 9, pp. 220 - 221

Combined variation is another physical relationship among variables. This is the kind of

variations that involves both the direct and inverse variations.

The statement “ z varies directly as x and inversely as y” means z =kx or k = zy where

y x

k is the constant of variation.

Illustrative Example:

1. Translating statements into mathematical equations using k as the constant of

variation

a. T varies directly as a and inversely as b. ( T = ka/b )

a. Y varies directly as x and inversely as the square of z. (Y = kx/z2

Exercises: Using k as the constant of variation, write the equation for each of the following

Statements.

The Acceleration A of a moving object varies directly as the distance d it travels and

Inversely as the square of the time t it travels.

The Pressure P of the gas varies directly as its temperature t and inversely as its volume V.

Translate each mathematical equation into combined variation statement.

1. W = kxy/v2

2. P = kb2/s3

3. X =ky2/z

4. P =kqr2/s

Republic of the Philippines

Department of Education
Region VII, Central Visayas
 Division of Bohol
5.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 15
Type of Activity : Exercise /Drill
Activity Title : Constant and Relation of combined Variation
Learning Competency: Translate into variation a relationship between two quantities given by
a.) table of values b.) mathematical equations, c.) graph and vice versa.
(M9AL-11a-b-1)
Learning Target : Determine the constant of combined variation and the equation of the Relation.
Reference: Learner’s Material for Mathematics Grade 9, pp. 220 - 221
The statement “ z varies directly as x and inversely as y” means z =kx or k = zy where
y x

k is the constant of variation.

Illustrative Example: Find the constant and the equation of the combined variation, if z varies

Directly as x and inversely as y, and z = 9 when x = 6 and y = 2, find z when x = 8 and

Y = 12.

Solution: The equation is z = kx/y.

Solve for k by substituting the first set of values of z, x and y in the equation

Z = kx/y

9 = 6k/2

K = 9/3

K = 3

Now solve for z when x = 8 and y = 12

Using the equation z = 3x/y

Z = (3)(8)

12 Z = 2

Exercises: Solve the Following.

1. W varies directly as x and y , and inversely as v2 and w = 1200 when x = 4, y = 9

And v = 6. Find w when x = 3, y = 12 and v = 9.

2. If r varies directly as s and inversely as the square of u, and r =2 when s =18 and

U = 2, find: a.) r when u = 3 and s = 27.

b.) s when u = 2 and r = 4.

Republic of the Philippines

 Department of Education
Region VII, Central Visayas
Division of Bohol
6.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 16
Type of Activity : Exercise/Drill
Activity Title : Combined Variation – Problem Solving (A)
Learning Competency: Solves problems involving variation. (M9AL-IIb-c-1)
Learning Target : Solve Problems involving combined variations.
Reference: Learner’s Material for Mathematics Grade 9, p. 222

Illustrative Example:

The volume of a gas varies directly as its temperature t and inversely as its

pressure p.

If the V = 80 ml when t = 300 and the p = 10kg/cm2 , what would be the volume when

T = 200 and the p = 20kg/cm2?

Solution: If k is the constant variation, then

V = kt/p

Given: V=80 ml

T =300

P = 10kg/cm2
K = Vp/t

K = 80 ml (10kg/cm2)
300
K = 26.6
Using the value of k = 26.6

V = kt/p

= 26.6ml.kg/cm2(200 )
20kg

V = 26.6 ml.

Exercises: Solve the Problem.

1. The current I varies directly as the electromotive force E and inversely as the

resistance R. If in a system a current of 20 amperes flows through a resistance of 20

ohms with an electromotive force of 100 volts, find the current that 150 volts will

send through the system.

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
7.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 17
Type of Activity : Exercise/Drill
Activity Title : Combined Variation – Problem Solving (B)
Learning Competency: Solves problems involving variation. (M9AL-IIb-c-1)
Learning Target : Acquire Mastery in Solving Problems involving Combined Variations.
Reference: Learner’s Material for Mathematics Grade 9, p. 224
Illustrative Example:
The volume of a gas varies directly as its temperature t and inversely as its pressure p.
If the V = 80 ml when t = 300 and the p = 10kg/cm2 , what would be the volume when
T = 200 and the p = 20kg/cm2?
Solution: If k is the constant variation, then
V = kt/p
Given: V=80 ml
T =300
P = 10kg/cm2
K = Vp/t

K = 80 ml (10kg/cm2)
300
K = 26.6

Using the value of k = 26.6

V = kt/p

= 26.6ml.kg/cm2(200 )
20kg

V = 26.6 ml.
Exercises: Solve the Problem.

1. The force of attraction, F of body varies directly as its mass m and inversely as the

Square of the distance d from the body. When m = 8 kg and d = 5 m, F = 100 N.

Find F when m = 2 kg and d = 15 m.

2. The electrical resistance of a wire varies directly as its length and inversely as the

Square of its diameter. If a wire 30 meters long and 0.75 mm in diameter has a resistance of

25 ohms, find the length of the wire of the same material whose resistance and diameter are

30 ohms and 1.25 mm, respectively.

3. The maximum load m of a beam varies directly as the breadth b and the square of the depth d

and inversely as the length l .If a beam 3.6 m long, 1.2 m wide, and 2.4 m

Deep can safely bear a load up to 909 kg, find the maximum safe load for a beam of the same
material which is 3 m long, 6 m wide, and 1.8 m deep .

Republic of the Philippines

 Department of Education
Region VII, Central Visayas
Division of Bohol
8.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 18
Type of Activity : Concept Note

Activity title : Positive Integral Exponent

Learning Competency: Applies the laws involving positive integral exponents to zero
and negative integral exponents. ( M9AL-11d-1)
Learning target : Apply the laws of exponent to positive integral exponents.
Reference : Learner’s Material for Mathematics Grade 9 p.231

 If n is a positive integer, then xn = x·x·x….x (n factors)

 The number x is called the base ( a number to which the exponent refers) while the
positive integer n is called the exponent.( a number which tells how many times another
number is used as a factor and it is written on the upper right portion of a number).

 The expression xn is read “x to the nth power”( a number which can be expressed by
means of a base and an exponent

Examples:

1. x3 = x is the base
= 3 is the exponent
2. (x/y)4 = x/y is base
= 4 is the exponent
3. (a2)3 = a is the base
= 6 is the exponent
Exercises:
Identify the base and exponent of the following;

1) y8 5) 4xy

2) 68 6) s10

3) (p/q)20 7) nr

4) r x+y
8) (c3)6
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
9.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 19
Type of Activity : Concept Note

Activity Title : Laws of Exponents

Learning Competency: Applies the laws involving positive integral exponents to zero
and negative integral exponents. ( M9AL-11d-1)

Learning Targets :. Identifies the laws of integral exponents.

Reference : e-math Intermediate Algebra by Oronce et. al p. 80:
Learner’s Material for Mathematics Grade 9 p.234

Laws of exponents
http://tutorial.math.lamar.edu/Classes/Alg/IntegerExponents.aspx#Pre_IntE_Ex1_a
http://www.intmath.com/exponents-radicals/1-integral-exponent-laws.php

1. Base Law. An exponent outside the parentheses applies to all parts of a product or
quotient inside the parentheses:
(xy)n = xnyn
(x/y)n = xn/yn
2. Multiplication Law. To multiply expressions with like bases, keep the base and add the
exponents:
xmxn = xm+n
3. Division Law. To divide expressions with like bases, keep the base and subtract the
exponents:
Xm/xn = xm-n
4. Power property. To apply an exponent to a power expression, multiply the exponents:
(xm)n = xm·n
Exercises:
Simplify the following using the laws of exponents and answer the question that follows:

1. (2x)3
2. (3/4)2
3. (p)3(p)2
4. a5/a

5. (x3)5

Question:
How did you apply your knowledge of the laws of integral exponents in simplifying
the expressions?

Republic of the Philippines

Department of Education
Region VII, Central Visayas
 Division of Bohol
10.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 20
Type of Activity : Concept Note
Activity title : Negative Exponents
Learning Competency: Applies the laws involving positive integral exponents to zero
and negative integral exponents. ( M9AL-11d-1)
Learning targets : Simplify expressions involving integral exponents.
: To apply the concepts of the law of negative exponents in evaluating the
real-life situation.
Reference : Learner’s Material for Mathematics Grade 9 p. 235
http://www.intmath.com/exponents-radicals/1-integral-exponent-laws.php
https://www.slideshare.net/sirgautani/1-integral-exponents

Concept Notes
For any non-zero number x and any negative integer n; x –n
= 1/xn
Illustrative Examples:
1) a -5 = 1/a5

2) (3x) -3
= 1 = 1
(3x) 3 27x3

Exercises:
A. Simplify the following expressions:

1) (a2b3)-1

2) (4x2y)-1

B. Analyze the problem below then answer the questions that follow.

A grain of rice has a volumen of 20 -9m3. A box full of rice has a volumen of 20 -3m3. How
many grains of rice are there in the box?
Questions:

1. What have you observed from the exponents?

2. What have you done to simplify these values?
3. Have you applied any law? Why?

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
11.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 21
Type of Activity : Concept Note
Activity title : Zero Exponent
Learning Competency: Applies the laws involving positive integral exponents to zero
and negative integral exponents. ( M9AL-11d-1)
Learning target : Apply the laws of integral exponents to zero exponents
Reference : Learner’s Material for Mathematics Grade 9 p. 236
https://medium.com/i-math/the-zero-power-rule-explained-
449b4bd6934d
https://www.youtube.com/watch?v=3SgjDZC4E80

Concept Notes:
If an exponent is to be extended to include any integer, the operations with exponents
must follow directly the laws already established for positive integral exponents. Consider the
expression 32/32 = 9/9 = 1. Extending the law a m/an = am-n, where a ≠ 0 to the case where m=n,
then 32/32 = 32-2 = 30. But 32/32 = 1. This suggests that we can define 3 0 to be 1. In general, for
a ≠ 0, a0 is defined by a0=1.

Illustrative examples:
1. h2/ h2 = h2-2
= h0
=1
2. 4 /4
8 8
= 48-8
= 40
=1
3. (5 )(5 )= 52(1/52)
2 -2

= 52/52
= 52-2
= 50
=1
Exercises:
A. Simplify the following expressions.
1. x3/ x3

2. (77)( 77)

3. 2500/2500

B. Fill in the missing parts of the solution in simplifying the given expression. Assume that a≠0
and h≠0.
1. a12/ a12 = = =

2. h5/ h5 = h? - ? = h? =1

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
12.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 22
Type of Activity : Concept Notes
Activity Title : Expressions with Integral or Rational Exponents
Learning Competency: Illustrate expressions with rational exponents ( M9AL-11d-2)
Learning Target : Illustrates examples of expressions containing rational exponents.
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe p. 149-150
Learner’s Material for Mathematics Grade 9 p. 238
Concept Notes:
https://www.khanacademy.org/math/algebra/rational-exponents-and-radicals

To simplify Expressions with integral or rational exponents, apply the law of exponents.
The exponent may also be a fraction such as x1/2 or m1/4.

Look at these simple expressions:

x1/2 · x1/2 = x1/2 + 1/2 =x
Therefore, (x1/2)2 = x and (x2)1/2 = x.

Examples:
1. (52)1/2 = 52/2 multiply the exponents.
=5

2. (92)-1/2 = 9-2/2 multiply the exponents.

= 9-1 Simplify.
1
= Change negative exponents to positive by getting its
9
reciprocal.

3. (x1/2 y3/2)1/2 = x1/4y3/4 Multiply the exponents.

8 82 /3
4. ( )
27
2/3
=
272 /3
Raise both numerator and denominator to the exponent of 2/3.
(2)3 }2/ 3
= rewrite 8 to the base 2 and 27 to the base 3
( 3 ) 32 /3
= 4/9 simplify

Exercises: Simplify the following expressions containing rational exponents.

1. (82)1/3

2. (42/3)3

3. (16x)3/4

4. (y2/3y1/2)2

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
13.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 23
Type of Activity : Concept Note
Activity Title : Identifying Terms in a Radical Expression
Learning Competency: Writes expressions with rational exponents as radical and vice versa.
(M9AL-11f-1)
Learning Target : To identify the radicand, index and order in a radical
expression.
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe p. 152-153
https://www.youtube.com/watch?v=cQs1421QQGo
https://www.khanacademy.org/math/algebra/rational-exponents-and-
radicals

Radicals (expression consisting of a radical sign and a radicand) are used to define rational
exponents.
 The expression √ am , which indicates the nth root of a m is called a radical.
n

 The symbol, √ 8 , is called the radical sign.

 The number n is called the index.
 The number within the √ 8 is called the radicand (this corresponds to the base raised to
the power indicated by the numerator of the exponent).
 The denominator of the fractional exponent corresponds to the index of the radical.
Illustrative Examples:
1. a2/7 = √7 a2 = a 2 is the radicand
7 is the index
Therefore, the radical is in the 7 order.
th

2. b1/2 = √5 b3 = b is the radicand

The index is understood to be 2.
Therefore, the radical is in the 2nd order.

Exercises:
Identify the radicand, index and order in each expression.

1. √ 50
❑

2. −3
√125

3. −4
√ 256

4. √k 0.064

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
14.

Grade 9 Mathematics
Second Quarter
 A C T I V I T Y No. 24
Type of Activity :Concept Note
Activity title : Rewriting Expressions with Rational Exponents to Radicals
and Vice- versa
Learning Competency: Writes expressions with rational exponents as radical and vice versa.
(M9AL-11f-1)
Learning target : To write expressions with rational exponents as radical and vice-versa
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe pp. 150-151

http://content.nroc.org/DevelopmentalMath/COURSE_TEXT2_RESOURCE/U16_L1_T3_text
_final.html
https://www.khanacademy.org/math/algebra/rational-exponents-and-radicals/alg1-
simplify-higher-index-roots/v/radical-equivalent-to-rational-exponents-2

In any positive integer n and any real number a , a 1/ n = √n a where, n is the index which gives the
order of the radical.
Remember: If the index is not written it is understand to be 2.

Illustrative examples:
I. Write the following rational expressions to radical form
1. x 1/ 4 = √ x❑
4

2. 82 /3 = √3 82
3. ¿ = √7 abc

II. Write the following radical expressions to rational exponents.

4. √ 25 = 25½
5. √3 x+ y = ¿
6. ❑√ ¿ ¿ = ¿

Exercises:

I. Transform each expression to radical form.

8 1/3
1. ( )
27
2. 10 a2 /b
3. x 1/ 4 y 3/ 4

II. Write each expression with rational exponent.

4. √4 ¿ ¿ =
5. √3 −36 =
6. √4 256 =

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
15.
 Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 25
Type of Activity : Drill
Activity title : Simplifying Rational Exponents
Learning Competency: Simplifies Expressions with Rational Exponents ( M9AL-11e-1)
Learning target : To write expressions with rational exponents as radical and vice-versa
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe pp. 150-151

http://afterschoolhelp.com/pages/topics/topic-list.aspx?ConceptID=7
http://www.shelovesmath.com/algebra/intermediate-algebra/exponents-
and-radicals-roots/

Express with a rational exponent.

 

1)                           2)              3)                4)         5)             6) 

 
 
 

 
Express as a radical.
 

7)                 8)                9)           10)            11)           12)  

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
16.

Grade 9 Mathematics
Second Quarter
 A C T I V I T Y No. 26
Type of Activity : Concept Note
Activity title : Laws of Radicals (A)
Learning Competency Write Expressions with rational Exponents as radicals and vice versa
(M9AL-11f-1)
Learning target : To derive and apply the laws on radicals to simplify radical expressions
Reference : Learner’s Material for Mathematics Grade 9 pp. 258-259
https://www.youtube.com/watch?v=jhfs3H3RdKI
https://www.youtube.com/watch?v=5wCldWohDIg

Since you are capable of writing expressions with rational exponents as radicals, let us
now learn how to simplify radical expressions through the following laws on radicals. Assume
that when n is even, a¿ 0.

Laws on Radicals: Properties of Radicals

1. (√n a)n = a

Examples: a. (√3 4)3 = 4 Using law number 1

b. √ 64 = √ 82 = 8 Rewriting 64 using base 8 and simplify

2. √n ab = √n a · √n b

Examples: a. √2 50 =√2 25·√2 2Find the greatest perfect square factor of the radicand

= √2 52 ·√2 2 Rewriting 25 using base 5

= 5√2 2 Simplify

b. √3 −32 x 5 = √3 −23x3 ·∛ 22x2 Find the greatest perfect cube factor of the
radicand
= -2x√3 4 x 2 Simplify
Exercises:

6 12
1.−√ 27 x y
4
2. √ 48 x 4 y 9
6
3 .±√ 6 x5 y 12

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
17.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 27
Type of Activity : Concept Note
Learning Competency: Derives Laws of Radicals ( M9AL-11f-2)
Activity title : Laws on Radicals (B)
Learning target : To apply the laws on radicals to simplify radical expressions
Reference : Learner’s Material for Mathematics Grade 9 pp. 258-260
http://www.solitaryroad.com/c629.html
Radical. An expression of the form   denoting the principal n-th root of a. The positive integer n is
the index, or order, of the radical and the number a is the radicand. The index is omitted if n = 2.
The laws for radicals are obtained directly from the laws for exponents by means of the definition

             
Laws of Radicals. If n is even, assume a, b ≥ 0.

In this section you will learn more laws on radicals and its applications .
Laws on Radicals:

a a
3.
√ √
n

b
=
n

b
, b¿0

examples: a. 3

√ −64
x6

= √ (−4¿)¿3 Rewrite -64 using base -4 and x 6 as base x2

3

¿¿ )
3 2 3
√

= -4/x2 Simplify

x 24
b.
√ 9

= √ ¿12)2 Rewrite x24 as base x12 and 9 as base 3

√ 32
= x12 Simplify
3
4. √ √n a = √ a = √ m√ a
m mn n

Examples:
a. √6 4 = √3 ❑√22 Reduce the radicand 4
= 3
√2 Simplify

b. √3 ❑√27 = √ √3 27 Using law number 4

= √ √3 33 Reduce the radicand√3 27 and simplify
= √3
Exercises:
Simplify the following radicals and answer the questions below.
1. √4 1/72.
2. √8 m12
Questions:
1. How do we simplify radicals with the same index?
2. What important understanding is necessary to simplify the given expression?

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 28
Type of Activity : Concept Note
Learning Competency: Simplifies Radical Expressions using the laws of Radicals (M9AL-11g-1)
Activity Title : Simplifying Radical Expressions (A)
Learning Target :
To simplify radicals by removing perfect nth powers.
Reference :
Intermediate Algebra II
Author :
Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe p. 154
https://www.youtube.com/watch?v=wp2Ho985DyI
https://www.khanacademy.org/math/algebra-home/alg-exp-and-
log/miscellaneous-radicals/v/simplifying-cube-roots
A radical expression is in simplest form when the radicand has no factor that is a perfect
nth root.
Illustrative Examples:
Express each radicals in simplest form.
1. √ x 17 The greatest https://www.khanacademy.org/math/algebra-home/alg-
6

exp-and-log/miscellaneous-radicals/v/simplifying-cube-rootsperfect sixth-power factor

of x 17 is x 12.
= √ x 12 x5 Thus, we factor x 12 from x 17.
6

= √ x 12 √ x 5 Using the 1st property of radicals: √ ab3 = √ a3 √ b3

6 6 n n n

= x2 √ x5 Simplify
6

2.
√4 64 a 11 c24
= √ 16.4 . a8 . a3 . c 24 Find the greatest perfect 4th power from each factor
4

= √ 16 a8 c 24 √ 4 a3 Group together all the perfect 4th power factors then

4 4

the non- perfect factor follows

= √ 24 a8 c 24 √ 4 a3 Rewrite 16 using 2 as a base
4 4

= 2a2c6 √ 4 a3 Simplify
4

3. Express in simplest radical form.

5
√ ¿¿¿ An alternative way to simplify this expression is to
= ¿¿ first convert the radical expression to rational exponents.
= (x + 2)
2
Simplify

4. Simplify: √ x 3 + y 3 cannot be simplified. Remember, x 3 + y 3 is not the same

3

as (x+ y )3

Exercises:

Simplify by reducing the radicand.

1. √3 54 x 6 + y 12 3. √6 ¿ ¿

√7 12860 4. √ 81 x 12
4
2.

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
18.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 29
Type of Activity : Concept Note
Learning Competency: Simplifies Radical Expressions using the laws of Radicals (M9AL-11g-1)
Activity Title : Simplifying Radical Expressions (B)
Learning Target : Simplify radicals by reducing the index to the lowest possible order.
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe p. 155-156
http://www.solitaryroad.com/c629.html

In simplifying fractions whose denominator contains radical, we need to multiply it by a

number that will eliminate the radical in the denominator. The process of eliminating the
radicals in the denominator of a fraction is called rationalization.

Examples:

In the first example the index was reduced from 4 to 2 and in the second example it was reduced from 6 to 3.
We note that the process involves converting to exponential notation and then converting back.

Exercises:

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
19.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 30
Type of Activity : Concept Note
Learning Competency: Simplifies Radical Expressions using the laws of Radicals (M9AL-11g-1)
Activity Title : Simplifying Radical Expressions (C)
Learning Target : Simplify radicals by rationalizing the denominator of the radicand
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe p.156
http://www.solitaryroad.com/c629.html
http://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebr
a/int_alg_tut41_rationalize.htm

Rationalization of the denominator. Fractions may be removed from under a radical sign by
rationalizing the denominator. To rationalize the denominator of a radical of order n, multiply the numerator
and denominator of the radicand by such a quantity as will make the denominator a perfect n-th power and then
remove the denominator from under the radical sign.

Examples.

A radical is said to be in simplest form if

1)        all perfect n-th powers have been removed from the radical

2)        the index of the radical is as small as possible

3)        no fractions are present in the radicand i.e. the denominator has been rationalized

Exercises:

2 x5 m3 5
1. 2
√ 5
2.
√ 5
3. 2m
√ 27
4. 2 x2
√ x3

Note: For more exercises you may visit the link below.

http://cdn-7.analyzemath.com/high_school_math/grade_10/equations7/eq13.png

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Division of Bohol
20.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 31
Type of Activity : Concept Note
Learning Competency: Performs operations on radical Expressions (M9AL-11g-1)
Activity Title : Addition and Subtraction of Radical
Learning Target : Performs addition and subtraction on radical expressions.
Reference : Intermediate Algebra II by Jose-Dilao et al p. 157-159
Learner’s Material for Mathematics Grade 9 p.262
http://www.solitaryroad.com/c629.html

Radical expressions can be combined by addition and subtraction if they are similar.
Similar radicals or like radicals, are those expressions of the same order and having the same
radicands. Like √ 2 , 3 √ 2 , -4√ 2 are similar radicals while 4 √ 5 and √ 33 are not similar since they
3

are of different orders. To add or subtract radicals, combine their coefficients and prefix
their common radicand or apply the distributive property and prefix their common radicand.
Illustrative Examples:
Simplify by combining like radicals.
1. 5 √ 2 + 4 √2 - 6√ 2
= (5+4-6)√ 2 Apply the distributive property and simplify
= 3√ 2

2. 9 √ 5 - 2 √ 5 - 4√ 3 + √ 3
= (9 √ 5 - 2 √ 5)+ (- 4√ 3 + √ 3 ¿
= 7 √5 - 3 √3
Combine the coefficient of like radicals.

Addition and subtraction of radicals. Before addition or subtraction of radicals it is important to

reduce them to simplest form. Like radicals can then be added or subtracted in the same way as other like terms.
Example.

             
Examples:
Simplify each radical expression and combine like radicals.
1. √ 32 + √ 128 - √ 18 + √ 150

= √ 16.2 + √ 64.2 - √ 9.2 + √ 25.2 Factor each radicand.

= 4 √2 + 8 √ 2 - 3 √ 2 + 5 √ 2 Simplify each radical.
= (4+8-3+5)√ 2 Distributive property.
= 14 √ 2

2. 3 √ 4 x – √ 9 x + 5 √ 127 - √ x

= 3 √ 4. x – √ 9. x + 5 √ 9.3 - √ x Factor each radicand.

= 3.2 √ x – 3 √ x + 5.3 √ 3 - √ x Simplify.
= 6 √ x – 3 √ x + 15 √ 3 – √ x
= 2 √ x + 15 √ 3
Exercises:
Simplify each radical expression and answer the questions below.
1. √ 2 + √ 32
2. √4 81 - √4 32 - √4 2
1 1 1
3. √ 4 x - √ 9 x + √ 64
2 3 4
Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
21.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 32
Type of Activity : Concept Note
Learning Competency: Performs operations on radical Expressions (M9AL-11g-1)
Activity Title : Multiplication of Radical (A)
Learning Target : Performs multiplication on radical expressions.
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe p. 160-162
http://www.solitaryroad.com/c629.html
To multiply radicals of the same order, multiply the coefficients and multiply the
radicands and simplify the resulting radicand.
Multiplication of radicals.
1) To multiply two or more radicals having the same index use   .
Examples.

2) To multiply radicals with different indices use fractional exponents and the laws of exponents.
Example.

             
Examples:
1. Multiply4 √ 5 and2 √ 3

= (4.2) (√ 5 . √ 3) Multiply coefficients and radicands.

= 8 √ 15
2. Multiply 3 √ 2 and √ 12
= (3.1)(√ 2 . √ 12) Multiply coefficients and radicands.
= 3 √ 24 Factor the radicand.
= 3 √ 4.6 Simplify.
= 3.2 √ 6
= 6 √6

3. Multiply ¿ ) ( 8 √3 6 x ) (3 √ 2 x 2 )
3

= (1.8.3) (√3 x . √3 6 x . √ 2 x 2) Multiply coefficients and radicals.

3

= 24 √ 1 2 x Factor the radicand.

3 4

= 24 √ 1 2. x x Simplify.
3 3

= 24 √ 12 x
3

Exercises:
Multiply the given radicals and then simplify.

1. (3 √ 4) and (3 √ 6)
2. (√ 29) and ¿)
3. (√4 27) and (√4 6)
4. (√ 2 xy) and (√ 4 xy)

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 33
Type of Activity : Concept Note
Learning Competency: Performs operations on radical Expressions (M9AL-11g-1)
Activity Title : Multiplication of Radicals (B)
Learning Target : To multiply radicals which are binomials.
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe p. 161

To multiply radicals which are binomials, either use the distributive property or the FOIL
(F-irst, O-uter, I-nner, L-ast) method. Each term in the first set of parenthesis will be
multiplied each term in the second set.

To find the product of radicals of different orders, follow these simple steps:
1. Transform the radicals to powers with fractional exponents.
2. Change the fractional exponents to equivalent fractions having the same denominators.
3. Transform to radical form.
4. Simplify the resulting radicand.

Examples:
1. (2 √ 3 - 5 √ 2) (2 √ 3 - √ 2)

= 4 √ 9 - 2 √ 6 - 10 √ 6 + 5 √ 4 Apply the FOIL method.

= 4.3 - 12 √ 6 + 5.2 Simplify.
= 12 - 12 √ 6 + 10
= 22 - 12 √ 6

2. (2 √ x - 3 √ y)(2 √ x + 3 √ y) Second example is a difference of two squares.

= 4 √ x 2 + 6 √ xy - 6 √ xy - 9 √ y 2 Apply the FOIL method.
= 4x – 9y Simplify.
Examples:
1. Multiply √ 6 by √3 5

Step 1: ( 6½ ) (51/3)
Step 2: ( 63/6 ) (52/6)
Step 3: (√ 63 ) (√ 52)
6 6

Step 4: (√6 216 ) (√6 25)

√6 5400 answer

Exercises:
Multiply and then simplify:
1. (√ 2 + √ 3)(√ 2 - √ 3) 4. √3 3 . √6 2
2. (5 √ 2 - 3 √ 3)(5 √ 2 + 3 √ 2) 5. √ a2 . √4 a3 . √6 a
3. (2 √ 3 - √ 2)2

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
22.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 34
Type of Activity : Concept Note
Learning Competency: Performs operations on radical Expressions (M9AL-11g-1)
Activity Title : Division of Radicals (A)
Learning Target : To find quotient of radicals of the same order.
Reference : Intermediate Algebra II
Author : Soledad Jose-Dilao, Ed.D.
 Julieta G. Bernabe p. 163-164
http://www.solitaryroad.com/c629.html

To divide radicals of the same order, rewrite the given expression in fractional form and
then rationalize the result to make the denominator a perfect nth root and simplify.

Division of radicals.
1) To divide two radicals having the same index use

              and simplify.

Example.

             
2) To divide radicals with different indices use fractional exponents and the laws of exponents.
Example.

             
Examples:
1.
√2 · √3
√2 ÷ √3 = Rewrite the expression in fractional form,
√3 √3
and rationalize the denominator.
=
√6 Simplify.
√9
=
√ 6 or 1 6
3 3√

6 √ 18
2. 6 √ 18 ÷ 12 √ 40 = Rewrite the expression in fractional form, and
12 √ 40
reduce the coefficients and the radicand.
1 √9 · √5
= Multiply the radical by √ 5 to make the
2 √20 √ 5
denominator a perfect square.
1· 3 √ 5
=
2 √ 100

3 √5
= Simplify.
2· 10

3 √5
=
20
Exercises:
Divide and simplify the result.

1. 6 ÷ √ 3 3. 3 √3 4 ÷ 2 √3 2

2. 6 √ 15 ÷ 2 √ 5 4. 3 √5 2 ÷ 5 √5 32
Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 35
Type of Activity : Drill/Exercises
Learning Competency: Performs operations on radical Expressions (M9AL-11h-1)
Activity Title : Division of Radicals (B)
Learning Targets : 1. To divide radicals of different orders.
2. To write generalization regarding division of radicals.
Reference : Intermediate Algebra II by Soledad Jose-Dilao, Ed.D.
Julieta G. Bernabe pp. 164-165
Learner’s Material for Mathematics Grade 9 p. 270

Examples:
1. √3 4 ÷ √6 2
√3 4 4 1/ 3
= 6 = 1 /6 Transform the radicals to fractional form and change
√2 2
to fractional exponent.
2/ 6
4
=
21 /6
Find the LCD of the exponent.
6 2 6 5

=
√ 4 . √2 Transform to radical form and rationalize the
√6 2 √6 25
denominator.
= √¿ ¿ ¿¿
6

Simplify.
6 4 5
=
√2 .2
2

=
√6 26 . 23
2

2
= √6 23 = √ 2
2

Exercises:

Divide the following:

1. √3 3 ÷ √ 2
2. 12 √ 6 ÷ √4 3

Generalization:
Write your generalization on the space provided below in division of radicals.

_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
__________________________________________________________________

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
23.

Grade 9 Mathematics
Second Quarter

A C T I V I T Y No. 36
Type of Activity : Concept Note
Learning Competency: Solves Equations involving radical Expressions.( M9AL-11i-1)
Activity Title : Solving Equations Involving Radical Expressions
Learning Target : To solve equations involving radical expressions.
Reference : Learner’s Material for Grade 9 p. 294
http://www.montereyinstitute.org/courses/DevelopmentalMath/TEXTGROUP-1-
19_RESOURCE/U16_L3_T1_text_final.html

Why do we need to know how to solve radical equations? Are radicals really needed in life
outside Mathematics studies? How can you simplify radicals? How can the understanding of
radical equations help us solve problems in daily life?

A radical equation is an equation in which the variable appears in a radicand. Examples of

radical equations are: a) √ x = 7

b) √ x+ 2 = 3
c) √ 2 x = √ x+ 2
In solving radical equations we can use the facts that if two numbers are equal, then
their squares are equal. In symbols if a = b, then a2 = b2.

If√ 9 = 3 are equal if √ X +2 = 3 are equal

Then ( √ 9)2 = 32 are equal then ( √ X +2 )2 = (3)2 are equal

As a result [(9)1/2]2 = (3)2 As a result [(x+2)1/2]2 = (3)2

9 2/2
=9 ( x + 2 )2/2 = 9

9=9 x+2 =9

x = 9-2

x=7

Illustrative Example.
Solve for x in x - 6 =√ x cheking:
x=4

(x – 6)2 = (√ x )2 x - 6 =√ x

(x – 6)2 = [(x)1/2]2 4 - 6 = √4

(x – 6)2 = (x)2/2 -2 ‡ 2 4 is Extraneous root

x2 - 12x + 36 = x cheking:
x=9
x2 - 12x - x + 36 = 0 x - 6 =√ x
9 - 6 = √9

x2 - 13x + 36 = 0 3=3 9 is the only solution

(x-9) (x-4) = 0
X = 9, x = 4

Exercises.

Solve the following radical equations and box the final answer, then answer the question that
follow.
A. 1. √ x = 10

2. √ x+ 2 = 4

B. Have you encountered any difficulties in solving the radical equations? If yes, what are your
plans to overcome?

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
24.

Grade 9 Mathematics
 Second Quarter

A C T I V I T Y No. 37
Type of Activity : Concept Note
Learning Competency: Solve Problems Involving Radicals (M9AL-11j-1)
Activity Title: Solving Problems Involving Radical Expressions (A)
Learning Target: To solve problems involving radical expressions.
Reference: Learner’s Material for Grade 9 p. 294
http://www.montereyinstitute.org/courses/DevelopmentalMath/TEXTGROUP-1-
19_RESOURCE/U16_L3_T1_text_final.html
In this section you may be able to solve radical equation and solve real-life problems. One
of the activities made you realize that using Mathematical reasoning you will arrive at the
correct answer to solve the given problems.

Carefully analyse the illustrative example below.

A certain number is the same as the square root of 8 times the number. What is the number?

Representation: Let n be the number.

Mathematical Equation , n = √2n
Solution: cheking:

n=0

n = √2 n n= √2n
n2 = (n )2 0 = √ 2(0)

n2 = [(2n)1/2]2 0=0 0 is a solution

n2 = (2n)2/2

n2 =2n cheking:

n2 - 2n= 0 n=1

n= √2n
n (n-1)=0 1=√ 2(1)

n=0, n=1 1‡ √ 2 1 is Extraneous root

n=0, n=1 Final answer: 0 is the number

Exercises.

Solve the following problems and box the final answer.

1. Find the number such that twice its square root 14.

2. The sum of the number and its square root is 0. Find the number

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 9 Mathematics
Second Quarter
 ACTIVITY NO. 38

Type of Activity : Concept Note

Learning Competency: Solve Problems Involving Radicals (M9AL-11j-1)
Activity Title : Solving Problems Involving Radical Expressions (B)
Learning Target : To solve real-life problems involving radical expressions.
Reference : Learner’s Material for Grade 9 p. 294
Concept Notes
In this section you may be able to solve more real-life problems involving radical
equations.
Illustrative example

Approximately, the distance d in miles that a person can see to the horizon is
3h
represented by the equation d=
√
2

2
, where h is the height of the person or object.

How far can you see to the horizon through an airplane window at a height of 8 000
meters?

Representation:Let d be the distance

3h
Mathematical Equation : d=
√
❑
2

Solution:

3 (8 000)
d=
√
❑
2

24 000
d=
√
❑
2

d = √ 12000

d= √ 400(30)

d= 20√ 30 m or about 109.5 meters away

Exercices:

Solve the following problems .

1. Carpenters stabilize wall frames with the diagonal brace. The lenght of the brace is given by
L= √ H 2+ W 2 . If the bottom of the brace is attached 9 meter from the corner and the brace is
12 meter long, how far up the corner post shoulld it be nailed?

2. A wire is anchor on a 9 meter pole, one part is attached to the top of the pole and the other
is 2 meter away from the base. How long is the wire?