NOT

9
Mathematics
Quarter 2, Weeks 4-10 - Module on
Zero Exponents, Negative Integral Exponents,
Rational Exponents and Radicals

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Department of Education ● Republic of the Philippines

Math- Grade 9
Alternative Delivery Mode
Quarter 2, Weeks 4-10 - Module on Zero Exponents, Negative Integral
Exponents, Rational Exponents and Radicals
First Edition, 2020

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Development Team of the Module

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Chairperson: Roy Angelo E. Gazo, PhD, CESO V
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 9
Mathematics
Quarter 2, Weeks 4-10 - Module on
Zero Exponents, Negative Integral
Exponents, Rational Exponents and Radicals

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

This page is intentionally blank
 Table of Contents

What this Module is About ........................................................................................................................ i

How to Learn from this Module ...............................................................................................................ii
Icons of this Module ....................................................................................................................................ii

Pre-Assessment ...........................................................................................................................................iii

Lesson 4:
Zero and Negative Integral Exponents ......................................................................
What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................
Lesson 5:
Rational Exponents and Radicals ..................................................................................
What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................

Lesson 6:
Laws of Radicals .............................................................................................................................
What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
 What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................
Lesson 7:
Simplifying Radical Expressions......................................................................................
What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................
Lesson 8:
Operations on Radical Expressions .............................................................................
What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................
Lesson 9:
Equations with Radicals ...........................................................................................................
What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................

Lesson 10:
Applications of Equations with Radicals ..................................................................
 What I Need to Know.....................................................................................................
What’s New ...................................................................................................................
What Is It ...........................................................................................................................
What’s More ....................................................................................................................
What Is It ..........................................................................................................................
What’s More ....................................................................................................................
What’s New ….................................................................................................................
What I Have Learned.....................................................................................................
What I Can Do .................................................................................................................

Summary
Assessment: (Post-Test)
Key to Answers ......................................................................................................................................
References ...............................................................................................................................................
This page is intentionally blank.
What this Module is About
In your past lessons, you encountered exponents. Exponents provide you with a
convenient way to represent and work with very large and very small numbers. In this module,
you will extend your understanding on exponents. Specifically, exponents in a form of rational
numbers (fractions). You will also learn how to equivalently denote rational number exponents
using radical expressions or radicals, use laws of radicals and work on problems where the
applications rational exponents and radicals can be applied in real-life situations.

Let me ask you these following questions. 1.) Have you ever wondered about how to
identify the side lengths of a square box or the dimensions of a square lot if you know its area?
2.) Have you tried solving for the length of any side of a right triangle? 3.) Has it come to your
mind how you can find the radius of a cylindrical water tank?
Find out the answers to these questions and understand the various applications of
radicals to real-life situations.

LESSONS and COVERAGE

In this module, you will examine the questions on page ___ as you take the following
lessons.

Lesson 4 – Zero and Negative Integral Exponents

Lesson 5 – Rational Exponents and Radicals
Lesson 6 – Laws of Radicals
Lesson 7 – Simplifying Radical Expressions
Lesson 8 – Operations on Radical Expressions
Lesson 9 – Equations with Radicals
Lesson 10 – Applications of Equations with Radicals
Objectives

In these lessons, you will learn to:

• Apply the laws involving positive integral exponents to zero and

Lesson 4 negative integral exponents.
• Simplify expressions involving integral exponents.
• Illustrate and Simplify expressions with rational exponents.
Lesson 5 • Translate expressions with rational exponents to radicals and vice
versa.
Lesson 6 • Derives the laws of radicals.
Lesson 7 • Simplifies radical expressions using the laws of radicals.
Lesson 8 • Performs operations on radical expressions.
Lesson 9 • Solves equations involving radical expressions.
Lesson 10 • Solves problems involving radicals.

Module Map

Here is a simple map of the lessons that will be covered in this module.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
 Pre-Assessment

Directions: Find out how much you already know about this module. Choose the letter
that you think best answers the question. Please answer all items. Take note of the
items that you were not able to answer correctly and find the right answer as you go
through this module.

1. Which of the following is TRUE about zero exponent?

a. Any real number raised to zero is equal to 1.
b. Any nonzero real number raised to zero is equal to 1.
c. Exponent rules for positive exponents cannot be applied to zero exponent.
d. All of the above.

2. Which of the following is equal to −4𝑑 0 ?

a. 1 b. –1 c. -4 d. 4

3. Which of the following statements is TRUE?

𝑎100 𝑏 −7 𝑐 54 𝑑1/2
a. = 𝑎200 b. 𝑏−7 = 𝑏 −1 c. 𝑐 54 = 0 d. 𝑑1/2 = 1
𝑎100

1
4. What is the value of the missing exponent in the equation 3? = 27 ?
a. –3 b. 3 c. 1/3 d. –1/3

5. What is the simplified form of −5𝑥 −5 𝑥 0 ?

−5 1
a. -5 b. 𝑥 5 c. 5𝑥 5 d. −5𝑥 5

6. Which of the following is NOT TRUE?

−6 −1 7 −6 −1 7 6 −1 7 6 −1 7
a. ( 7 ) = b. ( 7 ) = −6 c. − (7) = −6 d. (7) =
6 6

7. Simplify: (−8)2⁄3
a. 4 b. -2 c. -4 d. undefined

8. Simplify: 𝑧 −2⁄5∙ ∙ 𝑧 3⁄5

a. 𝑧 6⁄5 c. 𝑧 −1⁄5 b. 𝑧 −6⁄5 d. 𝑧 1⁄5

9. Rewrite the expression in radical form 𝑥 2⁄3 .

3 3
a. √𝑥 2 b. √𝑥 3 c. √𝑥 d. √𝑥

4
10. Write in exponential form √(3𝑥)3 .
a. 3𝑥 3⁄4 c. (3𝑥)3⁄4 b. (3𝑥)4⁄3 d. 3𝑥 4⁄3
 3
11. Which of the following is equivalent to √56?
3 3 3 3
A. 3 √6 B. 2√6 C. 2√7 D. 3√7

12. Find the value of 81/3 .

A. 64 B. 8 C. 4 D. 2
3
√80
13. Evaluate 3 .
√10
A. 2 B. 4 C. 6 D. 8

4 1
14. What is √ equal to?
256

1 1 1 1
A. B. C. D.
8 6 4 2

2 3
15. Solve √ √64.
A. 2 B. 4 C. 6 D. 8
5
16. Which of the following is NOT true about √32?
1
a. It is a radical expression. c. Its exponential notation is 32 ⁄5 .
b. Its exponential notation is 325 d. Its simplified form is 2.

17. Given the following statements, which of the following is/are NOT true about
the simplified form of a radical expression?

I. The radicand contains a fraction.

II. No denominator contains a radical sign.
III. No prime factor of a radicand that has an exponent equal to or greater
than the index.

a. I only b. II only c. III only d. II and III only

6
18. What is the result after simplifying √𝑥 37 ?
6 37⁄
a. 𝑥 6 √𝑥 b. 𝑥 6 c. 𝑥 6 √𝑥 d. 𝑥 6

4 𝑚10
19. What is the result after simplifying √ 16 ?
4
𝑚2 √𝑚2 𝑚2 √𝑚2 𝑚 2 √𝑚
a. b. c. d. Cannot be determined
2 4 2

15
20. Which of the following is true about √𝑥10 𝑏15 ?
5 3 3
a. 𝑥 2 𝑏 3 b. √𝑥 2 𝑏 3 c. √𝑥 2 𝑏 3 d. 𝑏 √𝑥 2
6
21. Which of the following is NOT TRUE about √8𝑟 3 ?
1 3
a. Its exponential notation is (8𝑟 3 ) ⁄6 . c. It is equivalent to √ √8𝑟 3 .
b. Its exponential notation is (8𝑟 3 )6 . d. Its simplified form is √2𝑟.
 √7
22. Simplify the quotient of .
√3
√7 √21 7 7
a. b. c. d. 3
3 3 √3

23. Which are similar radicals?

I. 5√2𝑥, -√2𝑥 II. √3𝑦, 3√3𝑦, 3√8𝑦 III. -√2 , √8 , √18

a. I only b. II and III c. III only d. I and III

24. Which of the following radicals need not be rationalized?

7 2 4 √3
a. √9 b. c. √5 d.
√3 √2

25. What is the simplified form of 2√20 - 3√45 + √5 ?

a. 5√5 b. - 4√5 c. -5√5 d. 6√5

26. Find the product of √2𝑥 4 ∙ √8𝑥 3 .

a. √16𝑥12 b. √4𝑥 3 c. 4x3√𝑥 d. 16x√𝑥

27. Multiply √2(√6 + √7) and write the product in simplest form.

a. √12 + √14 b. 2√6 + 2√7 c. √26 d. 2√3 + √14

28. The area of a square garden is 64 meters squared. Estimate the side length of
the garden.
a. 9 m b. 8 m c. 11 m d. 12 m

29. Simplify the expression √8𝑦 + 5√50𝑦 − 2√18𝑦

a. 13√2𝑦 b. 21√2𝑦 c. (√8 + 5√50 − 2√18)√𝑦 d. 882y

√3
30. In rationalizing , what will you multiply to the radical?
√8

√2 √4 √6 √5
a. b. c. d.
√2 √4 √6 √5

31. From the laws on radicals, which of the following is/are not
true?
𝑛 𝑛
𝑛 𝑛 𝑛 𝑛 𝑛 𝑎 √𝑎
I. ( √𝑎 ) = 𝑎2𝑛 II. √𝑎𝑏 = √𝑎 √𝑏 III. √𝑏 = 𝑛
√𝑏

a. II only b. III only c. I only d. I and III

32. Find the length of an edge of the given cube.

a. 6√2 meters c. 6√10 meters Surface

b. 2√3 meters d. √2 meters Area =
72 sq. m

33. A newborn baby chicken weighs 3−2 pounds. If an adult

chicken can weigh up to 34 times a newborn
chicken. How much does an adult chicken weigh?

a. 9 pounds c. 64 pounds
34
b. 10 pounds d. 9 pounds

34. A giant swing completes a period in about 15 seconds.

Approximately how long is the pendulum’s arm using the
1
formula 𝑡 = 2𝜋√32, where l is the length of the pendulum in
feet and t is the amount of time? (use: 𝜋 ≈ 3.14)

a. 573.25 feet c. 16.65 feet

b. 182.56 feet d. 4.31 feet

35. The volume (V) of a cylinder is represented by 𝑉 = 𝜋𝑟 2 ℎ,

where r is the radius of the base and h is the height of the
cylinder. If the volume of a cylinder is 120 cubic meters and
the height is 5 meters, what is the radius of the base?

a. 2.76 meters c. 13.82 meters

b. 8.68 meters d. 43.41 meters
Lesson
Rational Exponents
5.1
What I Need to Know
In this lesson, you will learn to simplify expressions with rational exponents.

What’s New
Activity:_______________

Look at the expressions below. What could they mean? Fill up the tables. One row is
filled up as an example.

91⁄2 81⁄3 (−32)1⁄5 (−1)1⁄4 84⁄3 642⁄3 32−3⁄5

Column A Column B Column C

.𝑏 1⁄𝑛 𝑎𝑛 = 𝑏 𝑏 1⁄𝑛 = 𝑎
1)
91⁄2 (3)2 = 9 , (−3)2 = 9 91⁄2 = 3 𝑎𝑛𝑑 − 3

81⁄3
(−32)1⁄5
(−1)1⁄4

2) Column B Column C
Column A
𝑚 𝑚
𝒃𝒎⁄𝒏 (𝑏 1⁄𝑛 ) 𝑏𝑚⁄𝑛
= (𝑏 1⁄𝑛 )
4
84⁄3 (81⁄3 ) = 24 84⁄3 = 24 =16
(−27)2⁄3
32−3⁄5

What Is It
Guide Questions:
1) When is there a unique possible value of 𝑏 1⁄𝑛 in Column C?

2) When are there no possible values of 𝑏 1⁄𝑛 in Column C?

3) When are there two possible values of 𝑏 1⁄𝑛 in Column C?

4) If there are two possible values of 𝑏 1⁄𝑛 in Column C, what can you
observe about these two values?
 Let’s first define just what we mean by exponents of this form.
𝒂 = 𝒃𝟏⁄𝒏 is equivalent to 𝒂𝒏 = 𝒃

Let n be a positive integer. Then 𝒃𝟏⁄𝒏 is defined as the principal nth root of b.
This means that:
1
1) If b is positive, then 𝑏 𝑛 is the unique positive number a such that an =b. If b = 0,
then 𝑏 1⁄𝑛 is 0.
2) If b is negative and n is odd, then 𝑏 1⁄𝑛 is the unique real number a such that an=b.
3) If b is negative and n is even, then 𝑏 1⁄𝑛 is not defined.

Guide Questions:
1) How do you simplify𝑏 𝑚⁄𝑛 ?
2) How do you simplify𝑏 −𝑚⁄𝑛 ?

Let m and n be positive integers. Then 𝒃𝒎⁄𝒏 and 𝒃− 𝒎⁄𝒏 are defined as follows.
𝑚
1) 𝑏 𝑚⁄𝑛 = (𝑏 1⁄𝑛 ) , provided that 𝑏 1⁄𝑛 is defined.
Examples: 84⁄3 = 24 = 16 , (−27)2⁄3 = (−3)2 = 9
⁄
(−1) 3 2
is not defined because (−1)1⁄2 is not defined.

1
2) 𝑏 − 𝑚⁄𝑛 = 𝑚 , provided that b≠0.
(𝑏1⁄𝑛 )
1 1 16 −3⁄2 1 125
Examples: 32−3⁄5 = 23
=8 , (25) = 4 3
= 64
( )
5

What’s More
Activity

Fill in the missing parts of the solution in simplifying expressions with rational
exponents and then answer the process questions below.

1) 𝑥 1⁄3 𝑥 5⁄3 = x?+? = 𝑥 6⁄3 = ____ 3) (𝑎1⁄4 )(𝑎2⁄3 ) = 𝑎?⁄12+?⁄12 = 𝑎?

85⁄3
2) (𝑎6 𝑏 9 𝑐15 )1⁄3 = 𝑎? 𝑏 ? 𝑐 ? = 𝑎2 𝑏 3 4) = 8?−? = 81⁄3 = ____
84⁄3

2
𝑦 2⁄3 𝑦 (2⁄3)? 𝑦 4⁄3
5) ( 1⁄2 ) = (1⁄2)? = 2⁄2 = 𝑦 ?−? = 𝑦 ?⁄6−?⁄6 = 𝑦 1⁄3
𝑦 𝑦 𝑦
 What Is It

Guide Questions:
1. Based on the activity, how do you simplify expressions involving rational
exponents?
2. What are the necessary skills in simplifying expressions with rational
exponents?
3. Did you encounter any difficulties while solving? If yes, what are your plans
to overcome them?

• The activity enabled the students to realize the laws of exponents for integral
exponents may be used in simplifying expressions with rational exponents.

Let m and n be rational numbers and a and b be real numbers.

𝑎𝑚 ∙ 𝑎𝑛 = 𝑎𝑚+𝑛
Example: 𝑥 1⁄3 𝑥 5⁄3 = 𝑥 1⁄3+5⁄3 = 𝑥 6⁄3 = 𝑥 2

(𝑎𝑏)𝑚 = 𝑎𝑚 𝑏 𝑚
Example: (𝑎6 𝑏 9 )1⁄3 = 𝑎6⁄3 𝑏9⁄3 = 𝑎2 𝑏 3

(𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
1⁄2
Example: (𝑥 4⁄3 )

𝑎 𝑚 𝑎𝑚
(𝑏 ) = 𝑏 𝑚 , 𝑏 ≠ 0
2 1⁄4 21⁄4
Example: (3) = 31⁄4

𝑎𝑚
= 𝑎𝑚−𝑛 , 𝑖𝑓 𝑚 > 𝑛
𝑎𝑛
85⁄3
Example: = 85⁄3−4⁄3 = 81⁄3 = 2
84⁄3

𝑎𝑚 1
= , 𝑖𝑓 𝑚 < 𝑛
𝑎𝑛 𝑎𝑚−𝑛

84⁄3 1 1 1
Example: 85⁄3
= 85⁄3−4⁄3 = 81⁄3
= 2

Note: Some real numbers raised to rational exponent are not real numbers
such as (−1)1⁄2, and for such cases these laws do not hold.

• The activity also required students to use their understanding of addition

and subtraction of similar and dissimilar fractions.
 What’s More
Activity: Think- Pair-Share

Directions: Simplify and express answers with positive exponents, then decode the
following.

Is This Garden of EVE?

This garden is located at Barangay Buck State, Alfonso, Cavite which offers romantic
nature garden dining and lodging. The garden was supposed to be the owner’s private
paradise and just opened the doors to the public in February 1998 in time for
Valentine’s Day. What garden is this? To find out, write the letter of the correct choice
in each blank at the next slide that contains the exercise number.

1) (𝑎2 𝑏 3 )1⁄6 N. 51⁄2 A. 𝑥 1⁄3 𝑦 1⁄8

8
𝑝1⁄4 1
2) ( ) B. R. 151⁄3
𝑝3⁄4 𝑝7

3⁄4
3) (52⁄3 ) Y. 3 W. 𝑎𝑏 2⁄5

1
4) 33⁄4 ∙ 31⁄4 C. 10 O.
𝑝4

1⁄2
5) (𝑥 2⁄3 𝑦 1⁄4 ) S. 𝑎1⁄3 𝑏 1⁄2 L. 𝑥 1⁄3 𝑦

_______ _______ _______ _______ _______

1 2 3 4 5

Activity: Find Some Who Can…

Your mission is to find a different person among your classmates to simplify each
expression in the table below.
Your teammates must write the correct answer in the square and then sign the square.
You may not have a person sign/answer more than one square.

Simplify: 82⁄3 Simplify: 21−1⁄3 Simplify: 163⁄4 Simplify: 9−3⁄2 Simplify: −324⁄5

__________ __________ __________ __________ __________

Simplify: (𝑥 2 𝑦 1⁄2 )4 Simplify: 𝑥 1⁄5∙ 𝑥 2⁄3 Simplify:

𝑦 2⁄3 Simplify: 31⁄2 ∙ 31⁄4 Simplify: (8𝑚3 )−1⁄3
𝑦 5⁄3

__________ __________ __________ __________ __________

 What’s More
Activity:
Directions: Using your knowledge of rational expressions, simplify the following

Given Final Answer

1) (𝑛4 )3⁄2

2) (9𝑟 4 )1⁄2

−3
3) (𝑎2⁄3 )

2⁄3
4) (𝑏 −3⁄4 )

3
5) (2𝑎 1⁄2 𝑏 1⁄3 )

𝑥 1⁄2
6)
𝑥 −2⁄3

1⁄3
𝑥2𝑦6
7) ( −1 3 )
𝑥 𝑦

8) (𝑝21 𝑞 −15 𝑟 −3 )1⁄3

9) 𝑘 3⁄5 ∙ 𝑘 1⁄7

𝑚3⁄2 𝑛−1⁄4
10)
𝑚3⁄4 𝑛3⁄4

What I Have Learned

Activity:
Simplify the given expressions.

1) 811⁄4 4) (−125)−4⁄3

4 −1⁄2
2) 2251⁄2 5) ( )
9

3) 49−3⁄2
Simplify. For the answers: only positive exponents with no fractional exponents in the
denominator.
2
6) 33⁄4 ∙ 31⁄4 11) (𝑎−1 ∙ 𝑏 −1⁄3 ∙ 𝑎−4⁄3 ∙ 𝑏 2 )

𝑐 1⁄4
7) (𝑎8 )3⁄2 12)
𝑐 5⁄4

−2 4𝑥 2
8) (𝑝3⁄2 ) 13)
2𝑥 1⁄2

(𝑥 3 𝑦 2 )3⁄2
9) 3𝑏 1⁄2 ∙ 𝑏 4⁄3 14) 1⁄4
(𝑥 −1 𝑦 −2⁄3 )

5⁄4
−2 5⁄3 2 (𝑚−1⁄2 𝑛2 )
10) (𝑚 ∙ 𝑚 ∙𝑚 ) 15)
𝑚2 𝑛1⁄2

Solve the given word problems.

1) The volume of a cube is related to the area of a face by the formula

𝑉 = 𝐴3⁄2, what is the volume of a cube whose face has an area of 100cm3?

2) The approximate number of Calories C, that an animal needs each day is given by
𝐶 = 72𝑚3⁄4 , where m is the animal’s mass in kilograms. Find the number of Calories that
a 16 kilograms dog need a day.

3) Biologists use a formula to estimate the mass of a mammal’s brain. For a mammal with a
mass of m grams, the approximate mass B of the brain, also in grams, is given
1
𝐵 = 8 𝑚2⁄3 . Find the approximate mass of the brain of a mouse that has a mass of 64
grams
 What I Can Do
Performance Task:

The zoo is expecting a new alligator to arrive in a few days. The previous Reptile Chef fed other
species of reptiles currently at the zoo according to the information in the table. You speak with the
Mammal Chef, who uses the formula 𝑦 = 72𝑚 3⁄4 to determine the daily calorie intake for the
mammals, where y is the number of Calories eaten and m is the mammal’s mass in kilograms. You
wonder if a similar formula might help determine the number of calories for the new alligator.
Substitute the data pairs from the table into the formula to find a number a so that the expression
𝑦 = 𝑎𝑚3⁄4 gives the daily number of Calories required by a reptile with a mass of m kilograms.

If alligator has a mass of 400 kilograms, how many calories will it require per day?

Reptile Type Mass (m) Daily Calories (y)

Bearded Dragon 0.4 kg 5.0
Spur-thighed Tortoise 4.2 kg 29.3
Spectacled Caiman 34 kg 141
Rhinoceros Iguana 7.4 kg 44.9
Giant Tortoise 250 kg 62.9

Your output will be evaluated according to mathematical concept accuracy of the computation, and
the organization of the report.

Rubrics of the Performance Task

4 3 2 1
Categories
Excellent Satisfactory Developing Beginning
Shows very
Shows complete Shows some
Shows substantial limited
understanding of understanding of
understanding of understanding of
Mathematical the mathematical the mathematical
the mathematical the underlying
concept concepts used to concepts needed
concepts used to concepts needed
solve the to solve the
solve the problem to solve the
problem. problem(s).
problem(s).
All computations Generally, most
The Errors in
Accuracy of the are correct and of the
computations are computations are
computation are logically computations are
correct severe.
presented. not correct
Illogical and
Highly organized,
Satisfactorily Somewhat obscure. No
flows smoothly,
organized, cluttered. Flow is logical
Organization of and observes
sentence flow is inconsistent connections of
the report logical
generally smooth smooth, appears ideas. Difficult to
connections to the
and logical disjointed determine the
point.
meaning.

Prepared by:
Mechu Charity T. Colot
Teacher, Iligan City National High School
 Lesson
Zero and Negative
Integral Exponents

What’s In

Before going on to this lesson, let us review first what you have learned about exponents
before by answering Activity 1.

➢ Activity 1. Opening Exercise!

A. Direction: Identify the base and exponent of the following.

Expression Base Exponent Meaning

2
1. 3 3 2 3∙3
3
2. 2
3. 𝑏5
4. 4𝑥
5. (−5)3

Definition:

For any real number x and any positive integer m, the

expression 𝒙𝒎 is defined by

𝒙𝒎 = 𝒙 ∙ 𝒙 ∙ 𝒙 ∙ ⋯ ∙ 𝒙
m factors

where x is the base and m is the exponent.

Now recall your knowledge on positive integral exponents. These knowledge and skills may
help you in understanding zero and negative integral exponents.
A. Multiplying Powers with like Bases

Consider the product of 𝑥 2 𝑎𝑛𝑑 𝑥 3 . Study the solution below.

𝑥2 ∙ 𝑥3 𝑥∙𝑥 ⋅ 𝑥∙𝑥∙𝑥 By the Definition of Exponent

𝑥5 Product

As illustrated in the table, the sum of the exponents of the two factors
𝑥 2 and 𝑥 3 is the exponent of the product.

In general,

Product rule (Product of powers)

If x is a real number and m and n are positive integers, then

𝑥 𝑚 ∙ 𝑥 𝑛 = 𝑥 𝑚+𝑛

➢ Try to answer Activity 2.1

Find the product of the following:

1. 𝑎3 ∙ 𝑎4
2. 25 ∙ 23
3. 𝑧 4 ∙ 𝑧 3 ∙ 𝑧10
4. 𝑦 9 ∙ 𝑦
5. 2𝑥 4 ∙ 3𝑥 6

B. Dividing Powers with the same Bases

Consider the quotient of 𝑏 5 𝑎𝑛𝑑 𝑏 2 . Study the solution below.

𝑏5 𝑏∙𝑏∙𝑏∙𝑏∙𝑏
Definition of the Exponent
𝑏2 𝑏∙𝑏
Dividing the same quantity is
𝑏∙𝑏∙𝑏∙𝑏∙𝑏
𝑏∙𝑏 𝑏
equal to 1 or 𝑏 = 1.

Quotient
𝑏 ∙ 𝑏 ∙ 𝑏 = 𝑏3

As illustrated in the table, the difference of the exponents of the two factors 𝑏 5 and
2
𝑏 is the exponent of the quotient.
 In general,

Quotient rule (Quotient of powers)

If x is real number and m and n are positive integers, then

𝑥𝑚
𝑥𝑛
= 𝑥𝑚−𝑛 .

➢ Try to answer Activity 2.2

Find the quotient of the following:

𝑥11
1.
𝑥4
𝑦6
2. 𝑦5
87
3.
8
(−4)7
4. (−4)4
34
5. 32

C. Raising a Power to a Power

Consider (𝑝3 )2. Study the solution below.

(𝑝3 )2 (𝑝3 ) ∙ (𝑝3 ) Definition of the Exponent

(𝑝 ∙ 𝑝 ∙ 𝑝) ∙ (𝑝 ∙ 𝑝 ∙ 𝑝) Simplify

𝑝6 Product

As illustrated in the table, the square (2nd power) of a cube (3rd power) is equal to
the 6th power of the base.

In general,

Power rule (Power of a power)

If x is real number and m and n are positive integers, then

(𝑥 𝑚 )𝑛 = 𝑥 𝑚𝑛 .
 ➢ Try to answer Activity 2.3

Simplify the following:

1. (𝑏 2 )5
2. (23 )2
3. −(22 )3
4. (𝑎7 )4
5. (𝑦 4 ∙ 𝑧 3 )7

D. Raising a Power to a Product

Consider (5𝑞)3. Study the solution below.

(5𝑞)3 = (5𝑞) ∙ (5𝑞) ∙ (5𝑞) = (5 ∙ 5 ∙ 5) ∙ (𝑞 ∙ 𝑞 ∙ 𝑞) = 53 𝑞 3 = 125𝑞 3 .

As illustrated above, the cube of the product of 5 and q is the product of 53 and 𝑞 3 .

In general,

Power rule (Power of a Product)

If x and y are real numbers and m and n are positive integers, then
(𝑥𝑦)𝑚 = 𝑥 𝑚 ∙ 𝑦 𝑚 .

➢ Try to answer Activity 2.4

Simplify the following:

1. (𝑚𝑛)6
2. (3𝑥)5
3. (𝑎𝑏𝑐)4
4. (−2𝑝)6
5. (𝑦 3 𝑧 5 )3

E. Raising a Power to a Quotient

2 4
Consider (3) . Study the solution below.

2 4 2 2 2 2 2∙2∙2∙2 24 16
(3) = (3) ∙ (3) ∙ (3) ∙ (3) = = = .
3∙3∙3∙3 34 81

As illustrated above, the 4th power of the quotient of 2 and 3 is the quotient of 24 and
4
3 .
 In general,

Power rule (Power of a Quotient)

If x and y are real numbers and m and n are positive integers, then
𝑥 𝑚 𝑥𝑚
(𝑦) = 𝑦𝑚
.

➢ Try to answer Activity 2.5

Simplify the following:

𝑎 8
1. (𝑏 )
−3 3
2. ( )
5
2𝑔 5
3. (ℎ)
−7 2
4. (8)
6
𝑥3𝑦
5. ( 𝑧4 )

What’s New

In the next activities, you will apply the concepts that you have learned about exponent in
simplifying expressions.

Activity 3.1

Direction: Simplify the following expressions and answer the questions below.

72 7∙7 49
1. 72−2 = 70 = 49 = 1
72 7∙7

2. 25
25

3. 𝑎3
𝑎3
 𝑦4
4.
𝑦4

Questions:

1. What did you observe about the exponents?

2. What can you conclude from your answers?

𝑥𝑚
The activity illustrates that, 𝑥𝑛
= 1 or 50 =1

Definition: Zero Exponent

Any nonzero real number raised to the zero power is

equal to one. That is if x ≠ 0, then x0 = 1.

Examples:
4 0
1. 1320 = 1 2. (-12)0 = 1 3. (7) = 1

Activity 3.2

Direction: Simplify the following expressions and answer the questions below.

2∙2 1
22 =
1. 22−4 = 2−2 2∙2∙2∙2 22
24

2. 54
55

3. 𝑥
x1 – 7 =
𝑥7
 Questions:

1. What did you observe about the exponents?

2. What can you conclude from your answers?

𝟏
The activity illustrates that, 𝒙−𝒎 = .
𝒙𝒎

Definition: Negative exponent

A nonzero real number raised to a negative power is the

multiplicative inverse (reciprocal) of the number raised to the positive
opposite of the power. That is, if x ≠ 0 and m is a positive integer,
then
𝟏 𝟏
𝒙−𝒎 = 𝒙𝒎
𝒐𝒓 𝒙−𝒎
= 𝒙𝒎

Examples:

1 1
1. 2-4 = 24 = 16
1 1
2. 3-2 = 32 = 9

What Is It

At this point, you will study more illustrative examples on how to simplify expressions
involving zero and negative integer exponents.

1. Simplify the following.

−4𝑥
a. (-2136xy-5)0 b. 5 ( )0
108𝑥 3

Solutions.
−4𝑥
a. (-2136xy-5)0 = 1 b. 5 ( )0 = 5(1) = 5
108𝑥 3

2. Simplify the following.

a. (-3)-4

Solution.
1 1
(-3)-4 = = .
(−3)4 81
Note: In this example, the base is negative since the negative sign is enclosed in the
parenthesis.

b. -3-4

Solution.
1 1
-3-4 = − 34 = − 81 .

Note: In this example, the base is positive since the negative sign is not enclosed in
parentheses, so we do not carry the negative down to the denominator with the base.

3. Simplify the following.

a. 3x-2.

Solution.
1 3
3x-2 = 3 (𝑥 2 ) = 𝑥 2 .

Note: In this problem, only the x is raised to the negative exponent, so we do not carry the
coefficient 3 down to the denominator with the base.

3 −2
b. (4)

Solutions.
3 −2 1 1 42 42 16
i. (4) = 3 2
= 32
= 1 ∙ 32 = =
( ) 32 9
4 42

3 −2 4 2 42 16
ii. (4) = (3) = =
32 9

Note: In solution ii, we take the reciprocal of the base and raised it to the positive opposite
of the power.

4. Simplify the following.

a. (5𝑚−3 𝑛0 )2

Solution.

1 2 5 2 52 25
(5𝑚−3 𝑛0 )2 = (5 ∙ 3 ∙ 1) = ( 3 ) = 3 = .
𝑚 𝑚 𝑚 𝑚3

1
b. 𝑥 −2 𝑦 5 𝑧 −3
2

Solution.

1 1 1 1 𝑦5
𝑥 −2 𝑦 5 𝑧 −3 = ∙ ∙ 𝑦5 ∙ 𝑧3 = .
2 2 𝑥2 2𝑥 2 𝑧 3
 −9𝑎8 𝑏 −3
c. 6𝑏 2 𝑎−4

Solution.
−9𝑎8 𝑏 −3 −3𝑎8−(−4) −3𝑎8+4 −3𝑎12
= = = .
6𝑏 2 𝑎−4 2𝑏 2−(−3) 2𝑏 2+3 𝑏5

2 −5 3
(4𝑑 ℎ )
d. −1 5 −2
(2𝑑 ℎ )

Solution.

Steps Reasons
3
3 4𝑑2 First, simplify the negative exponents
2 −5 3 2 1
(4𝑑 ∙ 5 ) ( 5)
(4𝑑 ℎ ) ℎ inside the parentheses.
ℎ
−1 5 −2
= −2 = −2
(2𝑑 ℎ ) 1
(2∙ 1∙ℎ )
5 2ℎ5
𝑑
( 𝑑 )
3
4𝑑2 Definition of Negative Exponent
( 5)
ℎ
= 1
2
2ℎ5
( )
𝑑
2
3 2ℎ5 Division of Fractions
4𝑑2 ( )
𝑑
= ( ℎ5 ) ∙ 1
43 𝑑6 22 ℎ10 Power of Product and Power of Quotient
= ∙
ℎ15 𝑑2
64 ∙ 4 𝑑6−2 Definition of Exponent and Quotient Rule
=
ℎ 15−10
256𝑑4 Simplify.
= .
ℎ5

Another shorter method for this problem is illustrated below.

Steps Reasons
2 −5 3 First, apply the Power Rule.
(4𝑑 ℎ ) 43 𝑑6 ℎ−15
−1 5 −2
=
(2𝑑 ℎ ) 2−2 𝑑2 ℎ−10
43 22 d6 h10 Definition of Negative Exponents
= d2 h15
64 ∙4 𝑑6−2 Definition of Exponent and Quotient Rule
=
ℎ 15−10
256𝑑4 Simplify
= .
ℎ5
 What’s More

In the previous activity, you were given examples in simplifying expressions involving zero
and negative exponents. Now, are you ready to answer the following?

Direction: Simplify the following. Your answers should contain only positive exponents.

1. −23 ∙ 30

2. −1−5 𝑦 2

3. (2−2 )2

7−5
4.
7−4

5. −40 𝑏 −4

𝑔ℎ4
6.
−3𝑔−4

4𝑚−4 𝑛−1
7. 4𝑛3

5𝑥 3 𝑦 2
8. 3𝑥𝑦 0

−2
3𝑎4 𝑏 −2
9. ( 6𝑎𝑏−3 )

(143𝑥𝑦)0 𝑑−8
10.
𝑑−5

What I Have Learned

To know how much you have learned the concepts on positive integral, zero and negative
integral exponent, you answer the following items below. Please take note that answers must be
in simplest form.

A. Multiple Choice:
−3 𝑥6
1. What is the value of the missing exponent in the equation (3𝑥 ? 𝑦 4 ) = 27𝑦 12
?
a. 2 b. -2 c. 3 d. -3

2. Which expression is equivalent to (−3 ∙ 60 ∙ 4)−2 ?

1 1
a. – 144 b. 144 c. 144 d. − 144
 3. Which of the following statements is/are true?
I. −2−3 = (−2)−3 II. −3−2 = (−3)−2 III. −3−2 = (−2)−3

a. I only b. II only c. III only d. I and II

4. What is the simplified form of (4𝑎2 𝑏 0 𝑐 −5 )3?

64𝑎6 𝑏 64𝑎6 64𝑎6 𝑏 3 64𝑎6
a. b. c. d.
𝑐 15 𝑐 15 𝑐 15 𝑏𝑐 15

5. Which of the following shows the correct solution in simplifying (−5−2 𝑥 3 )−1?
1 25
a. (−5−2 𝑥 3 )−1 = (−5)2 𝑥 −3 = −25 ∙ 𝑥 3 = − 𝑥 3
−1
1 3 −1 𝑥3 25 1 25
b. (−5−2 𝑥 3 )−1 = (− 𝑥 ) = (− ) = (− ) =−
52 25 𝑥3 𝑥3

−1 −1
1 𝑥3 25 1 25
c. (−5−2 𝑥 3 )−1 = ((−5)2 𝑥 3 ) = (25) = (− 𝑥 3 ) = − 𝑥 3

B. Simplify the following expressions.

−2
𝑚0 𝑛−4 𝑎−6 𝑏 4
1. (2−1 𝑚2 𝑛)−3 ∙ (4𝑚−1 𝑛) 2. (2𝑎−9𝑏−2 ) ∙ (𝑎𝑏 −3 )
 What I Can Do

In this section, you will be given tasks to showcase your skills and knowledge gained
about this lesson.

𝑚−3
Lyn and Rudy where asked to simplify 𝑚3
. Their solutions and explanations are
illustrated in the table below.

Lyn Rudy
1⁄ −3
𝑚−3 𝑚3 1 1 1 𝑚 1 1 1
𝑚3
= 𝑚3
= 𝑚3 ∙ 𝑚3 = 𝑚6 3
= 3−(−3) = 3+3 = 6
𝑚 𝑚 𝑚 𝑚
Lyn used the negative exponent rule Rudy applied the quotient rule of the law
then applied the concept of dividing of exponents.
fractions.

Question:
Which solution is correct? Justify your answer.

SUMMARY

This lesson was about zero and negative integral exponents. The lesson provided
you with the chance to apply your knowledge on the laws of exponents in defining the
zero and negative exponents. This lesson also provided you with opportunities to simplify
expressions involving zero and negative integral exponents, as well as expressions
involving positive integral exponents. You have learned that any nonzero real number
raised to zero will always result to 1. Also, expressions with negative integral exponents
can be written with a positive integral exponent by taking the reciprocal of the base.
Furthermore, you were given the chance to demonstrate your understanding of the
lesson by doing exercises and performance task. Your understanding of this lesson will
facilitate your learning of the next lesson on rational exponents.
 POST-ASSESSMENT

Directions: Find out how much you already know about this module. Choose the letter that
you think best answers the question. Please answer all items. Take note of the items that you
were not able to answer correctly and find the right answer as you go through this module.
1
1. Which of the following is/are NOT TRUE about 𝑥 −𝑚 = 𝑥𝑚
?
I. m is an integer. II. x is any real number. III. x cannot be
negative.

a. I and II only b. II and III only c. I and III only d.

all of the above.

0 −1
2. Which of the following is equal to [(−9𝑝1/2 𝑞) ] ?
1 1
a. 1 b. –1 c. d. −
9 9

3. Which of the following statements is incorrect?

𝑥 100 𝑧 −5 𝑚23 𝑛1/3
𝑎. 𝑥 100
= 𝑥0 b. 𝑧 −7 = 𝑧 2 c. 𝑚23 = 0 d. 𝑛1/3 = 1

𝑎8
4. What is the value of the missing exponent in the equation (𝑎2 𝑏 −3 )? = 𝑏12 ?
a. –4 b. 4 c. 6 d. –6

5. What is the simplified form of (−4𝑑0 ∙ 2−3 ∙ 𝑒 5 )−1 ?

−32 1 2
a. –1 b. 𝑒 5 c. − 32𝑒 5 d. − 𝑒 5

6. Which of the following is NOT TRUE?

3 6−3 6 −1 7
𝑎. −3𝑥 −1 = − 𝑥 b. 4𝑦 0 = 4 c. 6−5 = 6−2 d. (7) = 6

7. Which of the following is not equal to 1?

𝑘 0 𝑚−3
𝑎. −(−5𝑎−2 𝑏𝑐)0 b. −𝑥 0 + 2 c. 𝑚−3
d. (𝑟 −5 + 𝑟 5 )0

−2
[−(14𝑥)0 𝑦 −7 𝑧]
8. Which of the following is equal to (𝑦 −3 𝑧)−2
?
1 1
𝑎. 𝑦 8 b. −𝑦 8 c. d. −
𝑦8 𝑦8

9. Which of the following simplifies to a negative number?

1
𝑎. 7−6 b. (−7)−6 c. −6 d. −7−6
7

10. Which is greater, 20−3 or 20−1? How many times it is greater than the other?
a. 20−3; it is 20−2 times greater c. 20−1; it is 202 times greater
b. 20−3; it is 202 times greater d. 20−1 ; it is 20−2 times greater
Lesson
Radicals
5.2
What I Need to Know
In this lesson, you will learn to writes expressions with rational Exponents as
radicals & vice versa.

What’s New

The previous activities helped you recall how to simplify expressions with rational
exponents. These also elicited your initial ideas about radicals. Your goal in this section
is to construct your understanding of writing expressions with rational exponents to
radicals.

Carefully analyze the first two examples below then fill in the rest of the exercises with
your own answer.

𝟑
𝟐 𝟑
√ 𝟐𝟐 √𝟒
𝟐𝟑

𝟑
(𝟑𝒑)𝟐 √(𝟑𝒑)𝟑 √𝟐𝟕𝒑𝟑

𝟑 𝟒
(𝟒𝒇)𝟒 √(𝟒𝒇)𝟑

𝟑 𝟓
(𝟓𝒌)𝟓 √𝟏𝟐𝟓𝒌𝟑

𝟒
(6m)𝟓

What Is It

Guide Questions:
• How do you think the given expression with rational exponents were written as
radicals? What process have you observed?
• What necessary understanding is needed to simplify the given expression?
 𝑛
The symbol √𝑎𝑚 is called radical. A radical expression or a radical is an expression
𝑛
containing the symbol √ called radical sign. In the symbol √𝑎𝑚 , n is called the index
or order which indicates the degree of the radical such as square root √ , cube
3 4
root √ , and fourth root √ , 𝒂𝒎 is called the radicand which is a number or
expression inside the radical symbol and 𝒎 is the power or exponent of the radicand.

index

𝑚
= 𝑛√𝑎𝑚
exponent
𝑎𝑛 radicand
radical sign

𝑚
𝑚 𝑛 𝑛
If 𝑛
is a rational number and a is a positive real number, then 𝑎 𝑛 = √𝑎𝑚 = ( √𝑎 )𝑚
𝑛 𝑛
provided that √𝑎𝑚 is a real number. The form ( √𝑎 )𝑚 is called the principal nth root
of 𝑎𝑚 . Through this, we can write expressions with rational exponents as radicals.

Example:
1 2
3 3
52 = √5 4𝑘 3 = √(4𝑘)2 = √16𝑘 2

𝑛
NOTE: We need to impose the condition that a > 0 in the definition of √𝑎𝑚 for an
even n because it will NOT hold true if a < 0 . If a is a negative real number, and n is
an even positive integer, then a has no real root. If a is positive or negative real number
and n is odd, then there exists exactly one real nth root of a , the sign of the root being
the same as the sign of the number.

Example :
3
√−9 = no real root √−27 = -3
4 7
√−16 = no real root √−128 = -2
 What’s More
Activity:

Answer the nest activity that will test your skill in writing expressions with rational
exponents to radicals and vice versa.

RADICAL FORM EXPONENTIAL FORM RADICAL FORM EXPONENTIAL FORM

4
1
√30𝑥 2 (−32𝑥)5

1 3
(50𝑥)2 √25𝑎6 𝑏 4

What I Have Learned

A rati ois an exponent that is a fraction and can be written in radical

1
form . For example, 1253 can be written as ___________. In the radical form of the

previous example, 125 is the _________, 1 is the ________ and ___________ is the

index.
 SIMPLIFYING RADICAL
7 EXPRESSIONS
What I Need to Know

As you go through this lesson, you will learn how to simplify radical expressions
using the laws of radicals.

What I Know

In previous lesson, you have used properties of integer exponents to simplify

and evaluate expressions, as shown here for a few simple examples.

42 ∙ 43 = 42+3 = 45 = 1,024 (4 ∙ 𝑥)2 = 42 ∙ 𝑥2 = 16𝑥2

42 1
(42)3 = 42∙3 = 46 = 4,096 = 42−3 = 4−1 =
43 4

4 3 43 64
( ) = 3= 3
𝑥 𝑥 𝑥

Now that you have been introduced to expressions involving rational exponents,
you can explore the properties that apply to simplify them.

Activity 1: Recall

Simplify the following expressions.

1 24 1 1

−
3 7 12 0 9 1 𝑟4 𝑚3𝑛 6

1. (255) (255) 2. (𝑥 𝑦 𝑧 )3 3. ( 1) 4. 2
𝑠8 𝑚3𝑛0

This activity helped you recall how to simplify expressions with zero, negative
integral, and rational exponents. This also elicited your ideas about radicals.
Now, were you able to answer the problem correctly? If no, kindly review again the
previous lessons. If yes, answer the next activity that will require you to write
expressions with rational exponents as radicals and vice versa.
Activity 2: Fill-Me-In!

For parts A and B, carefully analyze the first two examples then fill in the rest of the
exercises with the correct answer.

A.

2
3ξ25
53

3
5√8𝑥3

2
35

2
4𝑦5

2
2 3

B.

63

3
(2𝑚2)5
Questions:

1. What are the processes you observed in transforming expressions with a rational exponent
into radicals and vice versa?

Answer:

2. What mathematical ideas are needed in transforming the expressions?

Answer:

In th v s , th t s fi s th c r t f

, , v t t it s f .

Using this knowledge, did you correctly answer most of the problems in the previous
activities? You will need those skills to succeed in the next activities.

What’s In

This time let’s test your skills on how the laws of radicals are illustrated.

Activity 3: Justify Me

Identify the laws of radicals used to justify the results of each radical expression.

𝒏 𝒏 𝒂
ξ𝒂
a. 𝒏ξ𝒂𝒏 = 𝜶 c. 𝒏 = √
ξ𝒃 𝒃

𝒎
b. 𝒏ξ𝒂 • 𝒏ξ𝒃 = 𝒏ξ𝒂 d. √ 𝒏ξ𝒂 = 𝒎𝒏
ξ𝒂
𝒃
 3 4
1. 12ξ16 = √ ξ16 6. 4√𝑥4𝑦4 = 𝑥𝑦
3 3 3
2. 3ξ27 = 3 7. 3ξ16 = ξ8 ∙ 2 = ξ8 ∙ ξ2
5 4
5 10 4 𝑎10 ξ 𝑎10
3. ξ10
5 = √ 8. √ 16 = 4
16
ξ35 35 ξ
5
4. ξ𝑥10 = √(𝑥2)5 = 𝑥 5 9. 10ξ32𝑚 5 = √ ξ32𝑚 5
3 5 5 5
5. 3√8𝑦 3 = ξ8 ∙ 3√𝑦 3 10. 5ξ32𝑚10 𝑛 2 = ξ32 ∙ ξ𝑚10 ∙ ξ𝑛 2

What’s New

Since you are now capable of writing expressions with rational exponents as
radicals and vice versa, and illustrate the laws of radicals, let us now learn how to use
these concepts in simplifying radical expressions.

Activity 4: Why Am I True/ Why Am I False?

Given below are examples of how to simplify radicals. Identify if the given
process below is TRUE or FALSE, then state your reason. For those you identified as
false, make it true by writing the correct part of the solution.

If false, write the

True or False Why? correct part of the
solution
1. Simplify 𝟑ξ𝟑𝟐
𝟑 𝟑
ξ𝟑𝟐 = ξ𝟖 ∙ 𝟒
𝟑
= ξ𝟖 ∙ ξ𝟒
𝟑 𝟑
= √𝟐𝟑 ∙ ξ𝟒
𝟑
= 𝟐 ∙ ξ𝟒
𝟑 𝟑
ξ𝟑𝟐 = 𝟐ξ𝟒

If false, write the

True or False Why? correct part of the
solution
2. Simplify 𝟔ξ𝒙𝟐𝟎, where 𝒙 > 𝟎
𝟔 𝟐𝟎
√𝒙𝟐𝟎 = 𝒙 𝟔
𝟏𝟎
= 𝒙𝟑
𝟏𝟎
= √𝒙𝟑
 𝟑
= √𝒙𝟑 ∙ 𝒙𝟑 ∙ 𝒙𝟑 ∙ 𝒙
𝟑 𝟑 𝟑 𝟏
= 𝒙𝟑 ∙ 𝒙𝟑 ∙ 𝒙𝟑 ∙𝒙𝟑
𝟏
= 𝒙 ∙ 𝒙 ∙ 𝒙 ∙ 𝒙𝟑
𝟏
= 𝒙𝟑 ∙ 𝒙𝟑
𝟔√𝒙𝟐𝟎 = 𝒙𝟑√𝒙𝟑

If false, write the

True or False Why? correct part of the
solution
𝟔𝟏
3. Simplify where 𝒎 ≠ 𝟎.
√
𝟐𝒎

𝟔 𝟏𝟔 𝟏 𝟐𝟓𝒎𝟓
√ = √ ∙
𝟐𝒎 𝟐𝒎 𝟐𝟓𝒎𝟓
𝟔 𝟐𝟓𝒎𝟓
=√
𝟐𝟔𝒎𝟔
𝟔
ξ𝟐𝟓𝒎𝟓
=
ξ𝟐𝟔𝒎𝟔
𝟔
𝟔 𝟏 ξ𝟑𝟐𝒎𝟓
√ =
𝟐𝒎 𝟐𝒎

Questions to Ponder:

1. How do you think the given expressions were simplified? What processes have you
observed?

2. How do we simplify radicals with the same index?

3. How do we simplify radicals with different indices?

4. How do we simplify expressions with radicals in the denominator?

5. What important understanding is necessary to simplify the given expression?

Were you able to identify which part of the process is true or false? Have you
determined the reason for each process? If yes, try to develop your own
conclusion about it.
Activity 5: Generalization

Refer to the guide questions provided from the left in writing your generalization
on the space provided at the right regarding simplifying radicals.

What will you do to the radicand of the We can simplify radicals by…
radical expression if it contains perfect nth
powers?

What can you possibly do to the index

of the radical expressions?

What will you do if the denominator of

a fraction has radical sign?

What Is It

Simplifying Radical Expressions Using the Laws of Radicals

a. Removing Perfect 𝒏𝒕𝒉 Powers from a Radicand

The idea here is to find a perfect 𝑛𝑡ℎ factor of the radicand, write the radicand as a
𝒏
product, and then used the product property 𝒏ξ𝒂𝒃 = 𝒏ξ𝒂 ∙ ξ𝒃 to simplify.

Examples:
3 3 3
1. 3ξ54 = ξ27 ∙ 2 = ξ33 ∙ 2 = 3 ξ2
 2. √16𝑥4𝑦7 = √(4𝑥2𝑦3)2𝑦 = 4𝑥2𝑦3√𝑦

b. Reduction of the Index of the Radical to the Lowest Possible Order

Express the radical into an expression with a rational exponent then simplify the
𝑚 𝑛
exponent or apply the property √ 𝑛ξ𝑎 = 𝑚𝑛ξ𝑎 = √ 𝑚ξ𝑎.
Examples:
4
1. 4ξ64 = ξ26 = 26⁄4 = 23⁄2 = ξ23 = ξ22 ∙ 2 = 2ξ2
6 6 3 3
2. ξ16𝑥 6 = √ (4𝑥 3)2 = (4𝑥 3 )2⁄6 = (4𝑥 3)1⁄3 = ξ4𝑥 3 = 𝑥 ξ4
20 5 4
15 5 4 5 3 5 5 3
3. ξ32𝑚 𝑛 = √ √2 (𝑚 ) 𝑛 = ξ2𝑚 𝑛

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
𝑚
notation and then converting back. In the third example, it uses the property √ 𝑛ξ𝑎 =
𝑛
𝑚𝑛ξ𝑎 = √ 𝑚ξ𝑎.

c. Rationalization of the Denominator of the Radicand

Rationalization is the process of removing the radical sign in the denominator.
Examples:
3
3 13∙22
ξ52
3 13 3 13 22 3 13∙4
1. √ = √ ∙ 2 = √ =√ =
2 2 2 23 23 2

4 4 4
4 9𝑎3𝑦 2 4 9𝑎 3𝑦 2 2𝑏2𝑥 4 18𝑎3𝑦2𝑏2𝑥 √18𝑎 3 𝑦 2𝑏 2 𝑥 √18𝑎 3 𝑦 2 𝑏2 𝑥 √18𝑎 3 𝑦 2 𝑏2 𝑥

2. √8𝑏6𝑥3 = √8𝑏6𝑥3 ∙ 2𝑏2𝑥 = √ = 4 = 4 =

16𝑏8𝑥 4 ξ2 4𝑏8𝑥4 √(2𝑏 2 𝑥)4 2𝑏2𝑥
 A radical expression is said to be in its simplest form if
✓ NO prime factor of a radicand that has an exponent equal to or greater than the
index and that the index of the radical is as small as possible.
✓ NO fractions are present in the radicand that is the denominator has been
rationalized.
✓ NO denominator contains a radical sign.

Now, let us try your skill in simplifying radicals by answering the succeeding
activities.

What’s More

Activity 6: What Is It?

Using your knowledge of simplifying radical expressions, decode the

following. In 1916, a Spanish stone fort in Iligan was washed away by a
destructive flood. It stood on the eastern bank of the Iligan river in the general
area where PNB now stands. What do you call this fort?

To find out, simplify the following radical expressions. Then write the
letter that corresponds to the correct answer on the space provided.
These letters will spell out the name of this Spanish fort. Have fun!

1) √25𝑥18𝑦20 T. 𝑥𝑦 3√2𝑥𝑦2
5
2) √25𝑥12𝑦10 𝑥 ξ𝑥
O. 𝑦2
4
3) 3√8𝑥10𝑦21 2𝑥 √2𝑥 2𝑦 2
I. 𝑦
𝑥2
4) 12√16𝑥16𝑦20 R.
3
5 𝑥6
5) √ V. 5𝑥9𝑦10
𝑦10

3 𝑥6
6) A. 2𝑥2𝑦4
√
27

4 32𝑥6 I. 5𝑥6𝑦 5
7) √ 𝑦2

8𝑥
3
8) √𝑦−12
6
C. 2𝑥 3 𝑦 7 3ξ𝑥

FORT

1 2 3 4 5 6 7 8
Activity 7: Reflect

In Activity 6, number 7, the factor 4√𝑦2 should be used when

rationalizing the denominator. Why do you think so? What factor would
you use to rationalize a denominator of 5√16𝑦3?

Answer:

What I have Learned

Simplify the following radical expressions using the laws of

radicals. Assume that all variables are positive. Rationalize any irrational
denominators.

1) 3√27𝑥12𝑦15 16
4
6) √ 𝑥14

3 3
2) 4ξ81𝑚18𝑛15 7)
√
4𝑘

3) 30√32𝑑20𝑛15𝑝25 4
4𝑎 𝑏
8) √ 2 3
3 2

2𝑎 𝑏

8 4 3𝑥 6𝑦 5
4) √ 9) √
5 16𝑥−2𝑦13

5 64 ξ3𝑡2𝑠 3
5) √ 𝑟 10)
4ξ5𝑡𝑠3
 Lesson Operations on Radical
8 Expressions

What I Need to Know

In the previous lesson, you learn how to simplify radicals by removing the
perfect nth power, reducing the index to the lowest possible order and
rationalizing the denominator of the radicand. Let us put those skills into a
higher level through an operation on radical expressions.

As you go through this lesson, you will learn to;

⚫ add and subtract radical expression

⚫ multiply radical expression
⚫ divide radical expression

What I Know

Activity 1. Answer Me!

1. What is the simplified form of 30 2-3 (100x2)0 ?

1 1
A. B. 3x2 C. 2x D.
8 3
2. Simplify (-3)4.
1 1
A. – 12 B. 34 C. 81 D. 81
3. Simplify with positive exponent, 36-1/2 .
1 1
A. 6 B. – 6 C. – 6 D. 6
3
4. What is the reduce form of √√8 ?
3
A. 2 B. √2 C. 3 D. √2
5. Which of the following is not a true characteristic of a radical in simplest form?

A. No fraction as radicands. C. No radical appears in the denominator of a

fraction.
B. No radicands with variables. D. No radicand has perfect nth power factors other
than one.
Questions:

1. How did you answer the given activity?

 2. What mathematical concepts are important in simplifying radical
expressions?
3. Have you encountered any difficulties in simplifying radicals? If yes, what
are your plans to overcome these?

What’s In

Your goal in this section is to learn how to add and subtract radical expressions.

What’s New

Here are the steps required for Adding and Subtracting Radical Expression:

Step 1: Simplify each radical.

Step 2: To add or subtract radicals, the indices and what is inside the
radical (called the radicand) must be exactly the same. If the
indices and radicands are the same, then add or subtract the
terms in front of each like radical. If the indices or radicands
are not the same, then you can not add or subtract the radicals.

Example 1 – Simplify:

Step 1: Simplify each radical.

Step 2: Add or subtract the

radicals. Remember that we can
only combine like radicals.

Example 2 – Simplify:

Step 1: Simplify each radical.

 Step 2: Add or subtract the
radicals. Remember that we can
only combine like radicals.

Example 3 – Simplify: Simplify:

Step 1: Simplify each radical.

Step 2: Add or subtract the

radicals. Remember that we can
fZonly combine like radicals.

Example 4 – Simplify: Simplify:

Step 1: Simplify each radical.

Step 2: Add or subtract the

radicals. Remember that we can
only combine like radicals.

Example 5 – Simplify:

Step 1: Simplify each radical.

Step 2: Add or subtract the

radicals. Remember that we can
only combine like radicals.
 What Is It

Activity 1: Addition and Subtraction of Radical Expression – Practice

Problems

Answer: Solution:

Simplify:

Solution:
Answer:
Simplify:

Solution:
Answer:

Simplify:

Questions:

1. How is addition or subtraction of radicals related to other concepts of radicals?

2. How do you add radicals? Explain.
3. How do you subtract radicals? Explain.
4. How can you apply this skills to apply in real-life situations?
5. Did you encounter any difficulties while solving? If yes, what are you plans to
overcome those difficulties?

What’s In

Your goal in this section is to learn how to multiply radical expressions with one
term (same indices).

What’s New

Here are the steps required for Multiplying Radicals With One Term (Same
indices):

Step 1: If the radicals have the same index, multiply terms the outside
the radical with terms outside the radical and terms inside the
radical with terms inside the radical.
Step 2: Simplify the radicals.
Step 3: Multiply the terms outside the radical, if you need to.

Example 1 – Multiply:

Step 1: If the radicals have the

same index, multiply terms the
outside the radical with terms
outside the radical and terms
inside the radical with terms
inside the radical.

Step 2: Simplify the radicals.

Step 3: Multiply the terms outside

the radical.
Example 2 – Multiply:

Step 1: If the radicals have the

same index, multiply terms the
outside the radical with terms
outside the radical and terms
inside the radical with terms
inside the radical.

Step 2: Simplify the radicals.

Step 3: Multiply the terms outside

the radical.

Example 3 – Multiply:

Step 1: If the radicals have the

same index, multiply terms the
outside the radical with terms
outside the radical and terms
inside the radical with terms
inside the radical.

Step 2: Simplify the radicals.

Step 3: Multiply the terms outside

the radical.

Example 4 – Multiply:

Step 1: If the radicals have the

same index, multiply terms the
outside the radical with terms
outside the radical and terms
inside the radical with terms
inside the radical.

Step 2: Simplify the radicals.

Step 3: Multiply the terms outside

the radical.
 What Is It

Activity 2: Multiplying Radicals Containing One Term (Same indices) –

Practice Problems

Answer: Solution:
Multiply:

Answer: Solution:
Multiply:

Answer: Solution:
Multiply:

Questions:

1. How do you multiply radicals with the same indices? Explain.

2. How can you apply this skills to apply in real-life situations?
3. Did you encounter any difficulties while solving? If yes, what are you plans to
overcome those difficulties?
 What’s In

Your goal in this section is to learn how to multiply radical expressions with
more than one term.

What’s New

Here are the steps required for Multiplying Radicals With More Than One
Term:

Step 1: Distribute (or FOIL) to remove the parenthesis. Remember that

you can multiply numbers outside the radical with numbers
outside the radical and numbers inside the radical with
numbers inside the radical, assuming the radicals have the
same index.
Step 2: Simplify the radicals.
Step 3: Combine like terms. Remember that in order to add or subtract
radicals the radicals must be exactly the same.

Example 1 – Multiply:

Step 1: Distribute (or FOIL) to

remove the parenthesis.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical,
assuming the radicals have the
same index.

Step 2: Simplify the radicals.

Step 3: Combine like terms.

Remember that in order to add or
subtract radicals the radicals
must be exactly the same. In this
case, there are no like terms.
Example 2 – Multiply:

Step 1: Distribute (or FOIL) to

remove the parenthesis.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical,
assuming the radicals have the
same index.

Step 2: Simplify the radicals.

Step 3: Combine like terms.

Remember that in order to add or
subtract radicals the radicals
must be exactly the same. In this
case, there are no like terms.

Example 3 – Multiply:

Step 1: Distribute (or FOIL) to

remove the parenthesis.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical,
assuming the radicals have the
same index.

Step 2: Simplify the radicals.

Step 3: Combine like terms.

Remember that in order to add or
subtract radicals the radicals
must be exactly the same.
Example 4 – Multiply:

Step 1: Distribute (or FOIL) to

remove the parenthesis.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical,
assuming the radicals have the
same index.

Step 2: Simplify the radicals.

Step 3: Combine like terms.

Remember that in order to add or
subtract radicals the radicals
must be exactly the same.

Example 5 – Multiply:

Step 1: Distribute (or FOIL) to

remove the parenthesis.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical,
assuming the radicals have the
same index.

Step 2: Simplify the radicals.

Step 3: Combine like terms.

Remember that in order to add or
subtract radicals the radicals
must be exactly the same.
Example 6 – Multiply:

Step 1: Distribute (or FOIL) to

remove the parenthesis.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical,
assuming the radicals have the
same index.

Step 2: Simplify the radicals.

Step 3: Combine like terms.

Remember that in order to add or
subtract radicals the radicals
must be exactly the same.

What Is It

Activity 3: Multiplying Radicals With More Than One Term - Practice

Problems

Answer: Solution:
Multiply:

Answer: Solution:
Multiply:

Answer: Solution:
Multiply:

Questions:
1. How do you multiply radicals with more than one term ? Explain.
2. How can you apply this skills to apply in real-life situations?
3. Did you encounter any difficulties while solving? If yes, what are you plans to
overcome those difficulties?

What’s In

Your goal in this section is to learn how to divide radical expressions.

What’s New

Here are the steps required to rationalize the denominator/divide radical

expression:

Step 1: To rationalize the denominator, you need to multiply both the

numerator and denominator by the radical found in the
denominator. The reason for this is because when you multiply
a square root by itself the radical will disappear.
Step 2: Multiply both the numerator and the denominator. Remember
that you can multiply numbers outside the radical with numbers
outside the radical and numbers inside the radical with
numbers inside the radical.
Step 3: Simplify the radicals.
Step 4: Reduce the fraction, if you can. You can only reduce numbers
that are outside the radical with other numbers that are outside
the radical.

Example 1 – Rationalize the Denominator:

Step 1: To rationalize the

denominator, you need to multiply
both the numerator and
denominator by the radical found
in the denominator.
 Step 2: Multiply both the
numerator and the denominator.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical.

Step 3: Simplify the radicals.

Step 4: Reduce the fraction, if you

can. In this case, the we cannot
reduce, so the answer is:

Example 2 – Rationalize the Denominator:

Step 1: To rationalize the

denominator, you need to multiply
both the numerator and
denominator by the radical found
in the denominator.

Step 2: Multiply both the

numerator and the denominator.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical.

Step 3: Simplify the radicals.

Step 4: Reduce the fraction, if you

can. In this case, the we can
reduce, so the answer is:
Example 3 - Rationalize the Denominator:

Step 1: To rationalize the

denominator, you need to multiply
both the numerator and
denominator by the radical found
in the denominator.

Step 2: Multiply both the

numerator and the denominator.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical.

Step 3: Simplify the radicals.

Step 4: Reduce the fraction, if you

can. In this case, the we can
reduce, so the answer is:

Example 4 - Rationalize the Denominator:

Step 1: To rationalize the

denominator, you need to multiply
both the numerator and
denominator by the radical found
in the denominator.

Step 2: Multiply both the

numerator and the denominator.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical.

Step 3: Simplify the radicals.

 Step 4: Reduce the fraction, if you
can. In this case, the we can
reduce, so the answer is:

The previous 4 examples showed how to rationalize the denominator if the

denominator was a square root. What do you do if the denominator
contains a cube root, a fourth root, or any other index? Rather than try and
figure out what terms will create a perfect cube or higher, I will do the
problems similar to how I did the first four examples. We still need to
multiply both the numerator and denominator by the radical found in the
denominator, but we will need to multiply more than once. To make a cube
root disappear, we will need to multiply by the radical found in the
denominator twice. This will give us a total of three radicals that are the
same and if you take a cube root and multiply it by itself three times (or
cube it) the radical will disappear. To make a fourth root disappear, we will
need to multiply by the radical found in the denominator three times. This
will give us a total of four radicals that are the same and if you take a fourth
root and multiply it by itself four times (or raise it to the fourth power) the
radical will disappear. You would do the same sort of thing for fifth roots,
sixth roots, etc.

Example 5 - Rationalize the Denominator:

Step 1: To rationalize the

denominator, you need to multiply
both the numerator and
denominator by the radical found
in the denominator. In this case,
the radical is a cube root, so I
multiplied twice to get three of a
kind in the denominator, which
will make the radical disappear.

Step 2: Multiply both the

numerator and the denominator.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
numbers inside the radical with
numbers inside the radical.
 Step 3: Simplify the radicals.

Step 4: Reduce the fraction, if you

can. In this case, the we can
reduce, so the answer is:

Example 6 - Rationalize the Denominator:

Step 1: To rationalize the

denominator, you need to
multiply both the numerator and
denominator by the radical found
in the denominator. In this case,
the radical is a fourth root, so I
multiplied three times to get four
of a kind in the denominator,
which will make the radical
disappear.

Step 2: Multiply both the

numerator and the denominator.
Remember that you can multiply
numbers outside the radical with
numbers outside the radical and
num
bers inside the radical with
numbers inside the radical.

Step 3: Simplify the radicals.

Step 4: Reduce the fraction, if

you can. In this case, the we can
reduce, so the answer is:
 What Is It

Activity 4: Rationalizing the Denominator – Practice Problems

Rationalize
the Answer: Solution:
Denominator
:

Guide

Answer: Solution:
Rationalize
the
Denominator
:

Rationalize Answer: Solution:

the
Denominator
:

Questions:

1. How do you divide radical expressions? Explain

2. How can you apply this skills to apply in real-life situations?
3. Did you encounter any difficulties while solving? If yes, what are you plans to
overcome those difficulties?

What’s More
The area of the rectangular streamer is 20 square meters. Its width is 2√2
meters. How long is the streamer?

Questions:

1. Show your solution.

2. What is your final answer?
3. How did you find the answer?
4. How will you apply the operation on radical expression to a real-life
situation?
Lesson Title of the Lesson
Applications of Equations with
10 Radicals

What I Need to Know

In This lesson, your goal is to apply your mathematical ideas

learned from the previous lessons you encountered involving radical
expressions and radical equations.
You will be given some activities on how radical equations are
used in solving real world problems.

What I Know

Activity 1.
Solve each radical equation. Show all your solutions and write the
solution set at the end of each solution.

Example: √𝑥 − 4 + 5 = 7
Solution: √𝑥 − 4 = 7 − 5
2
(√𝑥 − 4) = (7 − 5)2
𝑥 − 4 = 22
𝑥 = 4+4
𝑥=8 (Solution Set: 𝑥 = 8)
1. √𝑥 = 10
4
2. √2𝑚 = 4
3. −5√𝑏 = −50
4
4. √𝑛 + 2 = 3
4
5. √2𝑠 + 10 = 4
6. √𝑥 − 1 = 𝑥 − 7
7. √𝑥 − 3 + √𝑥 = 3
3 3
8. √3𝑎 + 9 = √6𝑎 + 15
9. 4√5𝑚 − 20 = 16
3 3
10. 2√ℎ + 5 = 4√2ℎ − 15

Guide Questions:

1. What mathematical ideas or processes that you used for solving

radical equations.
2. What methods or techniques you had learned in the previous
lessons that helped you a lot in solving radical equations.
What’s In
You’ve just tried your understanding in solving radical equations
by answering the previous activity. Let us now try to solve some
problems of how radical equations are used in the real world situations.

Activity 2:

Solve the problems below by analyzing the given statements and

answering the questions that follow.

Example: “Approximately, the distance d in miles that a person can

𝟑𝒉
see to the horizon is represented by the equation 𝒅 = √ 𝟐 , where h
is the height where the person is.” (1 mile =1609.3 m)

1. How far can you see to the horizon through an airplane window at a
height of 8000 m?
Answer: At a height of 8,000m, one can see √7.455 miles or
approximately 2.73 miles or 4393 meters to the horizon through an
airplane window.

2. How far can a sailor see to the horizon from the top of a 20 m mast?
Answer: A sailor can see √0.01864 miles or approximately 0.01364
miles or 219.51 meters to the horizon from the top of a 20m mast.

3. How far can you see to the horizon through an airplane window at a
height of 9800 m?
Answer: A man can see √9.1344 miles or approximately 3.02 miles
or 4860.22 meters on the horizon through an airplane window at a
height of 9800m.

4. How far can a sailor see from a top of 24 m mast?

Answer: A sailor sees √0.2237 mile or approximately 0.1496 miles
or 240.76 meters from the top of a 24-m mast.

A. The formula 𝒓 = 𝟐√𝟓𝒍 can be used to approximate the speed r,

in miles per hour, of a car that has left a skid mark of L, in feet.
1. How far will a car skid at 50 mph? at 70 mph?
2. How far will a car skid at 60 mph? at 100 mph?

B. Carpenters stabilize wall frames with a diagonal brace. The

length of the brace is given by 𝑳 = √𝑯𝟐 + 𝑾𝟐 .
1. If the bottom of the brace is attached 9 m from the corner and the
brace is 12 m long, how far up the corner post should it be nailed?
 In the previous activity you were able to apply your understanding of
solving radical equations to solving real-life problems that involve radicals.
Let us put that understanding to the test by answering the next
activity.

What’s New

Activity 3:
Solve the given problems then answer the questions that follow.

Example:

Juan is going to Nene’s house to do a school project.

Instead of walking two perpendicular streets to his
classmate’s house, Juan will2 cut a diagonal path through
the city plaza. Juan is 13 meters away from Nene’s street.
The distance from the intersection of the two streets to
Nene’s house is 8 meters.

1. How would you illustrate the problem?

2. How far will Juan travel along the shortcut?
3. How many meters will he save by taking the short cut rather than
walking along the sidewalks?
4. If one of the distances increases/decrease, what might happen to the
distance of the shortcut? Justify your answer.
5. What mathematical concepts did you use?
Answers:
1.
13m
Juan’s House Intersection

8m

Nene’s House

2. Juan will travel √233 𝑚 or approximately 15.26 m along the shortcut.

3. Juan will save approximately 6m by taking the short cut rather than
walking along the sidewalks.
4. If one of the distances increases/decreases, the distance of the shortcut
will also increase/decrease respectively. Justify the answer by giving
values.
5. Using the equation 𝑐 = √𝑎2 + 𝑏2 and the skill of simplifying radical
equations.

A wire is anchored on a 9-meter pole. One part is attached

to the top of the pole and the other is 2 meters away from
the base?

1. How long is the wire?

2. What will happen if the wire is farther/nearer to the base? Justify
your answer.
3. What mathematical concepts did you use?

If a 36-storey building is 110-meter high, using the formula

3ℎ
𝑑 = √ 2 for sight distance where d is the distance in miles
and h is the height where there person is, how far can you
see the building on a clear day? (1 mile = 1609.3m)

1. How would you illustrate the problem?

2. How far can you see the building on a clear day?
3. If the height of the building increases/decreases, what might
happen to the sight distance? Justify your answer.

The previous activities gave you the opportunity to apply your

understanding of solving radical equations to solving real-life problems
that involve radicals.

What Is It
Applications of Equations with Radicals:
We are going to see how radicals are used in sailing.

“John Paul and Scarlet are sailing on a sailboat. They find

the hull speed to be 10 nautical miles per hour. What is the
length of the sailboat’s waterline.
 We can use radical equation to solve this problem.
Information needed:
• Formula ℎ = 1.34√𝑙
• Hull speed (ℎ) – the fastest speed that a sailboat can
travel
• Waterline length (𝑙) – the length of the line made by the
water’s edge when the boat is full.

Things we need to ask ourselves:

• What do we need to isolate to solve the equation?
ℎ = 1.34√𝑙
• How can we isolate it?
• How can we remove the radicals

Solution:
Let’s recall the formula: ℎ = 1.34√𝑙
• 𝑙 represents the length of sailboats waterline in feet
• ℎ represents the hull speed
We know that the hull speed (ℎ) is 10 nautical miles per
hours. If we substitute it in ℎ = 1.34√𝑙 ,
we get,
10 = 1.34√𝑙
Now, we need to solve for 𝑙.
(Answer: about 55.65 ft.)

What’s More
Activity 4:

Formulate a problem based on the given illustration then answer the

questions that follow.

63
meters

525 nautical
miles

Note: (1 nautical miles = 1852 meters)

Questions:
1. How did you interpret the illustration?
2. What problem have you formulated?
3. How did you solve the problem? What concepts/skills have you applied?
4. Show your solution.
5. What is your final answer?
6. If the height of the light house changed from 63 meters, what will be its
effect on the distance of the ship from the base of the light house?
7. How will you apply the concepts of radicals to a real-life situation?

Answers:
1. The illustration shows that a 63m lighthouse is 525 nautical miles away
to the base of a boat on the sea.
2. From the top of the lighthouse, how far in meters is the base to the boat?
3. Using the equation 𝑐 = √𝑎2 + 𝑏 2 and the skills needed in simplifying radical
equations.
1852
4. 525 𝑛𝑎𝑢𝑡 . 𝑚𝑖𝑙𝑒𝑠 × 1 𝑛𝑎𝑢𝑡 .𝑚𝑖𝑙𝑒 = 972,300 𝑚
𝑐 = √𝑎 2 + 𝑏 2
𝑐 = √(63𝑚)2 + (972300)2
𝑐 ≈ 972,300 𝑚𝑒𝑡𝑒𝑟𝑠
5. The lighthouse is approximately 972,300 meters away from the base of the
boat on the sea.
6. If the height of the light house changed from 63 meters to 85 meters, there
will be a little effect to the distance of the ship from the base of the light
house, from 972,299.998 meters to 972,299.9963 meters.
7. Use the understanding on simplifying radical equations to solve real-life
related problems. The skill of approximating radicals is also necessary.

50 cm

𝐿
𝑇 = 2𝜋√32 is the formula which gives the time (T) in seconds for a pendulum of length
(L) in feet (ft) to complete one full cycle.
4
Questions:
1. How did you understand the illustration?
2. What problem have you formulated?
3. How did you solve the problem? What concepts/skills have you applied?
4. Show your solution.
5. What is your final answer?
6. How long is the pendulum if it will take 1 second to complete one full
cycle?
 7. How would you apply the concepts of radicals to a real-life situation?

How did you find the previous activity? Does it stimulate your critical
thinking? Have you formulated and solved the problem correctly?

The previous activity dealt with the application of radicals to real-life

problems. Have you done well in answering this activity? Well then, I
want to know what you have already learned by filling-out the next
activity.

What I Have Learned

Activity 5: Synthesis Journal

Fill-in the table below by answering the given question.

SYNTHESIS JOURNAL
I can use my
knowledge of radicals
I am interested in… I learned that… and radical equations
in solving real-life
problems through…

Now that you know well how to simplify radicals, let us now solve real-
life problems involving this understanding.

Your goal in this section is to apply your learning to real-life situations.

You will be given a practical task which will demonstrate your
understanding.

This task challenges you to apply what you learned about simplifying
radicals. Your work will e graded in accordance with the rubric
presented.
 What I Can Do
Activity 6: Transfer Task

Hang time is defined as the time that you are in the air
when you jump. It can be calculated using the formula
2ℎ
𝑡=√ , where h is height in feet, t is time in seconds
𝑔
32𝑓𝑡
and g is the gravity given as .
𝑠𝑒𝑐 2

Your school newspaper is to release its edition for this

month As a writer/researcher of the sports column, you
were tasked to create a feature regarding the hang time
of your school’s basketball team members. Your output
shall be presented to the newspaper adviser and chief
editor and will be evaluated according to the
mathematical concept used, organization of report,
accuracy of computations, and practicality of your
suggested game plan based on the result of your
research.

Now that you are done with your work, use the rubric on the next page to check your
work. Your work should show the traits listed under SATISFACTORY or 3. If your work
has these traits, you are ready to submit your work.

If you want to do more, you work should show the traits listed under EXCELLENT or
4.

If your work does not have any traits under 3 or 4, revise your work before submitting
it.
 RUBRICS FOR THE PERFORMANCE TASK
4 3 2 3
Categories
Excellent Satisfactory Developing Beginning
Demonstrates Demonstrates Demonstrates Shows lack of
a thorough a satisfactory incomplete understanding
understanding understanding understanding and have
Mathematical of the topic of the and has some severe
Concept and uses it concepts and misconceptions misconceptions
appropriately uses it to
to solving the simplify the
problem problem
All The Generally, Errors in
computations computations most of the computations
Accuracy of are correct are correct. computations are severe.
Computation and are are not correct.
logically
presented.
The output is The output is The output is The output is
suited to the suited to the suited to the not suited to
needs of the needs of the needs of the the needs of
client and can client and can client and the client and
be executed be executed cannot be cannot be
Practicality
easily. Ideas easily. executed executed
presented are easily. easily.
appropriate to
solve the
problem.
Highly Satisfactorily Somewhat Illogical and
organized, organized. cluttered. Flow obscure. No
flows Sentence flow is not logical
Organization smoothly, and is generally consistently connections of
of the Report observed smooth and smooth, ideas. Difficult
logical logical. appears to determine
connections of disjointed. the meaning.
points

Were you able to accomplish the task properly? How was the
process/experience in doing it? Was it a challenging yet an exciting task?
 Assessment: (Post-Test)

Find out how much you have learned about this module. Choose the letter that you think best
answers the questions. Please answer all items.

1 1
1. In the expression (100.2 ) (100.2 ), what is its simplified form?
1
A. 1004 B. 100 C. 10 D. 10,000
2. In simplifying the expression with rational exponents, which of the following is true?
1
1 1 1 2 1 −2
5 62 1
A.6 + 6 = 6
2 3 B. 1 C. (6 ) = 6
2 3 D. 6 3 = 2
63 63
1
3. In simplifying the expression −2 , which of the following is true?
𝑥3
2
1 𝑥
A. 2 B. 2 C. 𝑥 3 D. 𝑥
𝑥3 𝑥3
4. What do you call the number or expression inside the radical sign?
A. radicand B. base C. radical D. index

5. Given the expression (2𝑥) 2 3, how will you transform it into a radical expression?
𝑛 𝑛
𝑛 𝑛 𝑛 𝑛 𝑛 𝑎 √𝑎
I. ( √𝑎) = 𝑎2𝑛 II. √𝑎𝑏 = √𝑎 √𝑏 III. √𝑏 = 𝑛
√𝑏

3 3
A. √8𝑥 3 B. √8𝑥 5 C. √4𝑥 3 D. √4𝑥 2
6. From the laws on radicals, which of the following is/are not true??
𝑛 𝑛
𝑛 𝑛 𝑛 𝑥 √𝑥
I. ( √𝑥) = 𝑥 2𝑛 II. 𝑛√𝑥𝑦 = √𝑥 𝑛√𝑦 III. √𝑦 = 𝑛
√𝑦
A. II only B. III only C. I only D. I and III
7. In simplifying radicals, which of the following is/are not true?
3 3
A. √−27 = 3 B. √8 = 2 C. √125 = 5 D. √−144 = 12
3
8. In the radical expression √√49 , What is its reduced form?
3 6 4
A. √7 B. √7 C. √7 D. √7
√2
9. In rationalizing the denominator of the expression , what will you multiply to the
√5
expression to make it simplified?
√5 √2 √5 √2
A. B. C. D.
√5 √2 √2 √5
10. Similar radicals are radicals of the same order and radicands. Which of the
following is/are true?
𝐼. √5𝑎, 2√5𝑎, -6√5𝑎 II. √2𝑓, 3√3𝑓 , 3√4𝑓 III. -7√8 , √10 , √7
A. III only B. I and II C. II only D. I only

11. Given the radicals √2𝑥 3 ∙ √5𝑥 3 , what is its product?

3 3
A. √10𝑥 6 B. √7𝑥 6 C. √10𝑥 9 D. √7𝑥 9

12. When adding the radical expresions √2 + √6 − 2√2 + 7√6, what must be its sum?
A. √2 + 8√6. B. 8√6 − √2 C. 3√2 + 8√6 D. 8√6 + √2
 13. What do you call an equation in which the variable appears in the radicand?
A. linear equation B. quadratic equation C. rational equation D. radical equation
14. In the equation √𝑥 − 3 = 6, what is the value of x?
A. 59 B. 49 C. 39 D. 29
15. What is 𝑥 in the equation √4𝑥 = √3𝑥 + 9
A. 12 B. 9 C. 7 D. 4
3
√5𝑥−5
16. Given the radical equation 3 = −1, what is 𝑥.
√2𝑥
5 −5
A. 7 B. 5 C. 7 D. -5
17. The square root of 1 more than twice a certain number is 5. What is the number?
A. 17 B. 12 C. 13 D. 14
Use the problem below to answer numbers 38 -39.
“A rectangle has a perimeter of 32 inches with a length of 8 inches and a width of
√𝑥 + 4 inches.”
18. What is the value of 𝑥?
A. 64 B. 62 C. 60 D. 58
19. What is its width?
A. 10 inches B. 12 inches C. 14 inches D. 16 inches
20. The voltage V of an audio system’s speaker can be represented by 𝑉 = 4√𝑃,
where P is the power of the speaker. An engineer wants to design a speaker with 400
watts of power. What will be the voltage?
A. 80 watts B. 800 watts C. 16 watts D. 160 watts

Post-Assessment

Part I
Directions: Find out how much you already know about this module. Choose the letter that you think
best answers the question. Please answer all items. Take note of the items that you were not able to
answer correctly and find the right answer as you go through this module.

Lesson 4
𝟏
11. Which of the following is/are NOT TRUE about 𝒙−𝒎 = 𝒙𝒎
?
II. m is an integer. II. x is any real number. III. x cannot be negative.

b. I and II only b. II and III only c. I and III only d. all

of the above.

𝟎 −𝟏
12. Which of the following is equal to [(−𝟗𝒑𝟏/𝟐 𝒒) ] ?
𝟏 𝟏
b. 1 b. –1 c. 𝟗 d. − 𝟗

13. Which of the following statements is incorrect?

𝒙𝟏𝟎𝟎 𝒛−𝟓 𝒎𝟐𝟑 𝒏𝟏/𝟑
𝒂. 𝒙𝟏𝟎𝟎
= 𝒙𝟎 b. 𝒛−𝟕 = 𝒛𝟐 c. 𝒎𝟐𝟑 = 𝟎 d. 𝒏𝟏/𝟑 = 𝟏

? 𝒂𝟖
14. What is the value of the missing exponent in the equation (𝒂𝟐 𝒃−𝟑 ) = 𝒃𝟏𝟐
?
b. –4 b. 4 c. 6 d. –6
 −𝟏
15. What is the simplified form of (−𝟒𝒅𝟎 ∙ 𝟐−𝟑 ∙ 𝒆𝟓 ) ?
−𝟑𝟐 𝟏 𝟐
b. –1 b. 𝒆𝟓
c. − 𝟑𝟐𝒆𝟓 d. − 𝒆𝟓

16. Which of the following is NOT TRUE?

𝟑 𝟔−𝟑 𝟔 −𝟏 𝟕
𝒂. −𝟑𝒙−𝟏 = − 𝒙 b. 𝟒𝒚𝟎 = 𝟒 c. 𝟔−𝟓 = 𝟔−𝟐 d. (𝟕) = 𝟔

17. Which of the following is not equal to 1?

𝟎 𝒌𝟎 𝒎−𝟑 𝟎
𝒂. −(−𝟓𝒂−𝟐 𝒃𝒄) b. −𝒙𝟎 + 𝟐 c. d. (𝒓−𝟓 + 𝒓𝟓 )
𝒎−𝟑

−𝟐
[−(𝟏𝟒𝒙)𝟎 𝒚−𝟕 𝒛]
18. Which of the following is equal to (𝒚−𝟑 𝒛)−𝟐
?
𝟏 𝟏
𝒂. 𝒚𝟖 b. −𝒚𝟖 c. 𝒚𝟖
d. − 𝒚𝟖

19. Which of the following simplifies to a negative number?

𝟏
𝒂. 𝟕−𝟔 b. (−𝟕)−𝟔 c. 𝟕−𝟔 d. −𝟕−𝟔

20. Which is greater, 𝟐𝟎−𝟑 or 𝟐𝟎−𝟏 ? How many times it is greater than the other?
c. 𝟐𝟎−𝟑 ; it is 𝟐𝟎−𝟐 times greater c. 𝟐𝟎−𝟏 ; it is 𝟐𝟎𝟐 times greater
d. 𝟐𝟎−𝟑 ; it is 𝟐𝟎𝟐 times greater d. 𝟐𝟎−𝟏 ; it is 𝟐𝟎−𝟐 times greater

Lesson 5

1) Simplify: 𝟑𝟐𝟑⁄𝟓
a. 2 c. 16
b. 8 d. 24
2) Simplify: (−𝟖)𝟐⁄𝟑
a. 4 c. -2
b. -4 d. undefined
3) Simplify: 𝟔𝟕𝟔𝟏⁄𝟐
a. 13 c. 26
b. 104 d. 52
4) Simplify: 𝒛−𝟐⁄𝟓∙ ∙ 𝒛𝟑⁄𝟓
a. 𝒛𝟔⁄𝟓 c. 𝒛−𝟏⁄𝟓
b. 𝒛−𝟔⁄𝟓 d. 𝒛𝟏⁄𝟓
𝟏⁄𝟐
5) Simplify: (𝟗𝒌𝟐 𝒎−𝟒 )
𝟐𝒌 𝟑𝒌
a. c.
𝒎𝟐 𝒎𝟐
b. 𝟐𝒌𝒎𝟐 d. 𝟑𝒌𝒎𝟐
6) Rewrite the expression in radical form 𝒙𝟐⁄𝟑 .
𝟑
a. √𝒙𝟐 c. √𝒙𝟑
𝟑
b. √𝒙 d. √𝒙
𝟔
7) Select an expression that is equivalent to √𝟑𝟐
a. 𝟑𝟐⁄𝟑 c. 𝟑𝟑
b. 𝟑𝟑⁄𝟐 d. 𝟑𝟏⁄𝟑
𝒙𝟏⁄𝟐
8) Simplify: 𝒙−𝟕⁄𝟒
𝟏
a. 𝒙𝟗⁄𝟒
c. 𝒙𝟏𝟗⁄𝟒
𝟗⁄𝟒 𝟏
b. 𝒙 d. 𝒙𝟏𝟗⁄𝟒
 𝟒
9) Write in exponential form √(𝟑𝒙)𝟑
a. 𝟑𝒙𝟑⁄𝟒 c. (𝟑𝒙)𝟑⁄𝟒
b. (𝟑𝒙)𝟒⁄𝟑 d. 𝟑𝒙𝟒⁄𝟑
10) The approximate number of Calories C, that an animal needs each day is given by 𝑪 =
𝟔𝟒𝒎𝟑⁄𝟓 ,
where m is the animal’s mass in kilograms. Find the number of Calories that a 32 kilograms
dog need
a day
a. 215 c. 645
b. 512 d. 935

Lesson 6
𝟒
1. What is √𝟏𝟔𝒙𝟖 𝒚𝟒 equal to?

A. 4𝒙𝟐 𝒚𝟐 B. 𝟒𝒙𝟐 y C. 𝟐𝒙𝟐 y D. 2𝒙𝟐 𝒚𝟐

𝟑
√𝟖𝟎
2. Evaluate 𝟑 .
√𝟏𝟎
B. 2 B. 4 C. 6 D. 8

𝟓
3. What is √𝟔𝟒𝒚𝟓 equal to?

𝟓 𝟓
A. 2 𝟓√𝟐𝒚 B. 2 √𝟐 C. 4 √𝟐 D. 4 𝟓√𝟐𝒚

𝟒 𝟏
4. What is √ equal to?
𝟐𝟓𝟔

𝟏 𝟏 𝟏 𝟏
B. 𝟖
B. 𝟔
C. 𝟒
D. 𝟐

𝟑
5. Which of the following is equivalent to √𝟓𝟔?
𝟑 𝟑 𝟑 𝟑
B. 3√𝟔 B. 2√𝟔 C. 2√𝟕 D. 3√𝟕
𝟒 𝟒
6. Find the product of √𝟏𝟎 • √𝟖

𝟒 𝟒 𝟒 𝟒
A. 5 √𝟒 B. 4 √𝟓 C. 2 √𝟓 D. 5 √𝟐

7. Simplify √𝟓𝒙𝟓 • √𝟏𝟎𝒂𝟐

A. 5x√𝟐𝒙𝟑 B. 5𝒙𝟑 √𝟐𝒙 C. 2𝒙𝟑 √𝟓𝒙 D. 2x√𝟓𝒙𝟑

𝟐 𝟑
8. Solve √ √𝟔𝟒.
A. 2 B. 4 C. 6 D. 8
𝟑
9. Simplify √ √𝟏𝟐𝟓 .
𝟑 𝟔 𝟓
A. √𝟓 B. √𝟓 C. √𝟓 D. √𝟓

10. Evaluate 𝟏𝟔𝟑/𝟒 .

A. 8 B. 6 C. 4 D. 2
 𝟏𝟐𝟖𝒂 𝟑 𝟗
11. Compute √ 𝟐𝒂𝟑 .

A. 2𝜶 B. 2𝒂𝟐 C. 4𝒂𝟐 D. 4𝜶
𝟑
12. What is (√𝟏𝟎 )( 𝟑√𝟒 ) ?

𝟑 𝟑
A. 2√𝟓 B. 3√𝟓 C. 4√𝟓 D. 2√𝟓

13. Simplify 𝟐𝟓𝟑/𝟐

A. 5 B. 25 C. 75 D. 125

𝟒
14. Find the result of √ √𝟐𝟓𝟔.

A. 2 B. 4 C. 6 D. 8

15. Find the value of 𝟖𝟐/𝟑 .

A. 64 B. 8 C. 4 D. 2

Lesson 7
𝟓
1) Which of the following is NOT true about √𝟑𝟐?
𝟏
a. It is a radical expression. c. Its exponential notation is 𝟑𝟐 ⁄𝟓 .
b. Its exponential notation is 𝟑𝟐𝟓 d. Its simplified form is 2.

2) Given the following statements, which of the following is/are NOT true about the
simplified form of a radical expression?

IV. The radicand contains a fraction.

V. No denominator contains a radical sign.
VI. No prime factor of a radicand that has an exponent equal to or greater than the
index.

a. I only b. II only c. III only d. II and III only

𝒏
3) Which of the following is true about √𝒂𝒃?
𝒏 𝒏 𝒏 𝒏 𝒏 𝒏
a. √𝒂𝒃 = √𝒂 𝒃𝒏 b. √𝒂𝒃 = 𝒂𝒏 𝒃𝒏 c. √𝒂𝒃 = √𝒂 √𝒃 d. None of the above.
𝟔
4) What is the result after simplifying √𝒙 ? 𝟑𝟕
𝟔 𝟑𝟕⁄
a. 𝒙𝟔 √𝒙 b. 𝒙𝟔 c. 𝒙𝟔 √𝒙 d. 𝒙 𝟔
𝟒 𝒎𝟏𝟎
5) What is the result after simplifying √ ?
𝟏𝟔
𝟒
𝒎𝟐 √𝒎𝟐 𝒎𝟐 √𝒎𝟐 𝒎𝟐 √ 𝒎
a. b. c. d. Cannot be determined
𝟐 𝟒 𝟐
𝟑 𝟐𝟕𝒂𝟏𝟐
6) Which of the following is the result when we simplify √ ?
𝟗
𝟑
𝒂𝟒 √𝟑𝒂 𝟑𝒂𝟒 𝟑𝒂𝟒 √𝟑 𝟑
a. b. c. d. 𝒂𝟒 √𝟑
𝟑 𝟑 𝟑
𝟏𝟓
7) Which of the following is true about √𝒙𝟏𝟎 𝒃𝟏𝟓?
𝟓 𝟑 𝟑
a. 𝒙𝟐 𝒃𝟑 b. √𝒙𝟐 𝒃𝟑 c. √𝒙𝟐 𝒃𝟑 d. 𝒃 √𝒙𝟐
𝟕
8) What factor would you use to rationalize a denominator of √𝒙𝟑 ?
𝟕 𝟕
a. √𝒙𝟒 b. 𝒙𝟒 c. √𝒙𝟕 d. 𝒙𝟕
 𝟔
9) Which of the following is NOT TRUE about √𝟖𝒓𝟑 ?
𝟏 𝟑
a. Its exponential notation is (𝟖𝒓𝟑 ) ⁄𝟔 . c. It is equivalent to √ √𝟖𝒓𝟑 .
b. Its exponential notation is (𝟖𝒓𝟑 )𝟔 . d. Its simplified form is √𝟐𝒓.

√𝟕
10) Simplify the quotient of .
√𝟑
√𝟕 √𝟐𝟏 𝟕 𝟕
a. b. c. d. 𝟑
𝟑 𝟑 √𝟑

Lesson 8

1. Which are similar radicals?

II. 5√𝟐𝒙, -√𝟐𝒙 II. √𝟑𝒚, 𝟑√𝟑𝒚, 𝟑√𝟖𝒚 III. -√𝟐 , √𝟖 , √𝟏𝟖

A. I only B. II and III C. III only D. I and III

2. Which of the following radicals need not be rationalized?

𝟕 𝟐 𝟒 √𝟑
A. √𝟗 B. C. √ D.
√𝟑 𝟓 √𝟐

√𝟑
3. In rationalizing , what will you multiply to the radical?
√𝟖

√𝟐 √𝟒 √𝟔 √𝟓
A. B. C. D.
√𝟐 √𝟒 √𝟔 √𝟓

4. What is the simplified form of 𝟐√𝟐𝟎- 3√𝟒𝟓 + √𝟓 ?

A. 5√𝟓 B. - 4√𝟓 C. -5√𝟓 D. 6√𝟓

5. Find the product of √𝟐𝒙𝟒 ∙ √𝟖𝒙𝟑 .

A. √𝟏𝟔𝒙𝟏𝟐 B. √𝟒𝒙𝟑 C. 4x3√𝒙 D. 16x√𝒙

𝟑
6. Which of the following is the product of √𝒙 ∙ √𝟐𝒙 ?

𝟔 𝟔 𝟔 𝟔
A. √𝒙𝟐 B. √𝟖𝒙𝟑 C. √𝒙𝟓 D. √𝟖𝒙𝟓

7. Simplify the expression √𝟖𝒚 + 𝟓√𝟓𝟎𝒚 − 𝟐√𝟏𝟖𝒚

A. 13√𝟐𝒚 B. 21√𝟐𝒚 C. (√𝟖 + 𝟓√𝟓𝟎 − 𝟐√𝟏𝟖)√𝒚 D. 882y

8. Multiply √𝟐(√𝟔 + √𝟕) and write the product in simplest form.

A. √𝟏𝟐 + √𝟏𝟒 B. 2√𝟔 + 𝟐√𝟕 C. √𝟐𝟔 D. 𝟐√𝟑 + √𝟏𝟒

9. The area of a square garden is 85 meters2. Estimate the side length of the garden.
A. 9 m B. 7 m C. 11 m D. 12 m
𝟑
√𝟔𝟐𝟓𝒙𝟔 𝒚𝟒
10. Simplify the quotient 𝟑 .
√𝟓𝒙𝒚
𝟑
√ 𝟐
𝟓𝒙𝒚 𝟐𝟓𝒙𝟐 𝒚𝟐 𝟑 𝟐𝟓𝒙𝟐 𝒙
A. B. C. 𝟓𝒙𝒚 √𝒙𝟐 D.
√ 𝒙𝟐 𝟓𝒙𝒚 𝟓𝒙𝒚

Lesson 9
Lesson 10
1 1
2. In the expression (8.2 ) (8.2 ), what is its simplified form?
1
A. 84 B. 8 C. 16 D. 64
1
2. In simplifying the expression −1 , which of the following is true?
𝑥2
1
1 𝑥
A. 1 B. 1 C. 𝑥 2 D. 𝑥
𝑥2 𝑥2
3. What do you call the number or expression inside the radical sign?
A. radicand B. base C. radical D. index
3
4. Given the expression (2𝑛)5 , how will you transform it into a radical expression?
5 3 5 3
A. √8𝑛3 B. √8𝑛5 C. √2𝑛3 D. √2𝑛5
5. From the laws on radicals, which of the following is/are not true?
𝑛 𝑛
𝑛 𝑛 𝑛 𝑛 𝑛 𝑎 √𝑎
I. ( √𝑎 ) = 𝑎2𝑛 II. √𝑎𝑏 = √𝑎 √𝑏 III. √𝑏 = 𝑛
√𝑏

A. II only B. III only C. I only D. I and III

6. In simplifying radicals, which of the following is correct?
3 3
A. √−27 = 3 B. √8 = 2 C. √125 = 5 D. √− 144 =12
3 4
7. In the radical expression √ √16, What is its reduced form of ?
3 12 7
A. √2 B. √2 C. √16 D. √16
√5
8. In rationalizing the denominator of the expression , what will you multiply to the
√7
expression to make it simplified?
√7 √5 √5 √5
A. B. C. D.
√7 √5 √−7 √7
9. Similar radicals are radicals of the same index. Which of the following is/are true?
𝐼. √5𝑎, 2√5𝑎, -6√5𝑎 II. √2𝑓, 3√3𝑓 , 3√4𝑓 III. -7√8 , √10 , √7
A. III only B. I and II C. II only D. I only
10. Find the length of an edge of the given cube.
A. 6√2 meters
6√10 meters Surface
B. 2√3 meters Area =
72 sq. m
C. √2 meters
11. A newborn baby chicken weighs 3−2 pounds. If an adult chicken can weigh up to 34
times more than a newborn chicken. How much does an adult chicken weigh?
A. 9 pounds C. 64 pounds
144
B. 10 pounds D. 9 pounds
12. A giant swing completes a period in about 15 seconds. Approximately howlong is the
1
pendulum’s arm using the formula 𝑡 = 2𝜋√32, where l is the length of the pendulum in
feet and t is the amount of time? (use: 𝜋 ≈ 3.14)
A. 573.25 feet C. 16.65 feet
B. 182.56 feet D. 4.31 feet
13. A taut rope starting from the top of a flag pole an tied to the ground is 15 meters long.
If the pole is 7 meters high, how far is the rope from the base of the flag pole?
A. 2.83 meters C. 13.27 meters
B. 4.69 meters D. 16.55 meters
14. The volume (V) of a cylinder is represented by 𝑉 = 𝜋𝑟 2 ℎ, where r is the radius of the
base and h is the height of the cylinder. If the volume of a cylinder is 120 cubic meters
and the height is 5 meters, what is the radius of the base?
A. 2.76 meters C. 13.82 meters
B. 8.68 meters D. 43.41 meters

Part II (for nos. 15-20)

Formulate and solve a problem based on the given situation below. Your output shall be
evaluated according to the given rubric below.

You are an architect in a well-known establishment. You were tasked

by the CEO to give a proposal for the diameter of the establishment’s
water tank design. The tank should hold a minimum of 800 cm 2. You
were required to present a proposal to the Board. The Board would like
to see the concept used, its practicality and accuracy of computation.

RUBRICS
CATEGORIES 2 1
SATISFACTORY DEVELOPING
Mathematical Concept Demonstrate a
satisfactory Demonstrate incomplete
understanding of the understanding and have
concept and use it to some misconceptions.
simplify the problem.
Accuracy of Computation The computations are Generally, most of the
correct. computations are not
correct.
Practicality The output is suited to the The output is suited to the
needs of the client and can needs of the client but
be executed easily. cannot be executed easily.