9

MATHEMATICS
Guided Learning Activity Kit
Simplifying Radicals
Quarter 2 - Week 6

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Mathematics – Grade 9
Guided Learning Activity Kit
Simplifying Radicals
Quarter 2- Week 6

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 SIMPLIFYING RADICALS

Introduction

How many kinds of numbers can you identify? If you can name more than
five kinds, then that is good enough. Radicals are one of the different kinds of
numbers. You have learned about these numbers in Quarter 2 Week 4 and Week 5.
Radicals have many applications in real life like solving for the speed of a car based
on the length of skid marks and finding the velocity of a falling object. These are
also applied in the fields of engineering, architecture, and carpentry.

Learning Competency

The learner simplifies radical expressions using the laws of radicals (M9AL-
IIg-1).

Objectives

At the end of this Guided Learning Activity Kit; you are expected to:
1. state the laws of radicals;
2. identify the laws of radicals applied in a given statement; and
3. simplify radical expressions using laws of radicals.

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 Review

The laws of radicals are important in simplifying radical expressions. These

are the following:

Laws of Radicals

Assume that when n is even, a > 0.

Laws o Laws of Radicals
𝑛 𝑛
1. ( √𝑎) when
Assume that
= 𝑎 n is even, a > 0.
𝑛 𝑛 𝑛
2. √𝑎𝑏
Assume that = ( √𝑎n)(is√𝑏
when ) a > 0.
even,
𝑛
𝑛 𝑎 √𝑎
3. √𝑏 = 𝑛 , b>0
√𝑏

𝑚 𝑛
4. √ 𝑛√𝑎 = 𝑚𝑛 𝑚
√𝑎 = √ √𝑎

To recall how to apply these laws, answer the given activity.

General Directions: Use a separate piece of paper as your answer sheet.

Directions: Identify the law of radicals applied in simplifying each of the following.

3 6
1. √√15 = √15 Law Number ___

16 4
2. √ = Law Number ___
25 5

6
3. √𝑥 6 = 𝑥 Law Number ___
5 5
4. √64 = 2 √2 Law Number ___
43 3
5. √ √625 = √5 Law Number ___

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 Discussion

Simplifying Radicals

A. Removing Perfect nth Powers

For radicand which is not a perfect nth power, break down

its factors into perfect and non-perfect nth powers and apply the
law:

𝑛 𝑛
√𝑎𝑏 = ( 𝑛√𝑎)( √𝑏 )

Study the examples below.

Example 1. Simplify √18.

Solution: √18 = √9(2)
= (√9)(√2)
√18 = 𝟑√𝟐
5
Example 2. Simplify √96.

5 5
Solution: √96 = √32(3)

5 5
= ( √32)( √3)

5 5
= ( √25 )( √3)

5 𝟓
√96 = 𝟐 √𝟑
8
Example 3. Simplify √𝑏11 .

8 8
Solution: √𝑏11 = √𝑏 8 (𝑏 3 )

8 8
= ( √𝑏8 )( √𝑏3 )

8 𝟖
√𝑏11 = 𝒃 √𝒃𝟑

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 4
Example 4. Simplify √𝑥 6 𝑦 9 .

4 4
Solution: √𝑥 6 𝑦 9 = √𝑥 4 (𝑥 2 )(𝑦 8 )(𝑦 1)

= 4√𝑥 4 𝑦 8 ( 4√𝑥 2 𝑦)

= 4√𝑥 4 (𝑦 2 )4 ( 4√𝑥 2 𝑦)

= 4√(𝑥𝑦 2 )4 ( 4√𝑥 2 𝑦)

4 𝟒
√𝑥 6 𝑦 9 = 𝒙𝒚𝟐 √𝒙𝟐 𝒚

3
Example 5. Simplify √40𝑥 10 𝑦 7.

3 3
Solution: √40𝑥 10 𝑦 7 = √8(5)(𝑥 9 )(𝑥 )(𝑦 6)(𝑦)

= 3√23 (5)(𝑥 9 )(𝑥 )(𝑦 6)(𝑦)

= ( 3√23 𝑥 9 𝑦 6 )( 3√5𝑥𝑦)

= ( 3√(2𝑥 3 𝑦 2 )3 )( 3√5𝑥𝑦)

3
√40𝑥 10 𝑦 7 = 𝟐𝒙𝟑 𝒚𝟐 𝟑√𝟓𝒙𝒚

B. Reducing the index to the lowest possible order.

If the exponent of the radicand is less than the index but

has the same factor as the index, then reduce to lowest term and
apply the law:
𝑚 𝑛 𝑚𝑛 𝑛 𝑚
√ √𝑎 = √𝑎 = √ √𝑎

8
Example 1. Simplify √16.

8 8
Solution 1: √16 = √24

4
= √ √24
8
√16 = √𝟐

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 8 8
Solution 2: √16 = √24

4
= 28
1
= 22
2
= √21
8
√16 = √𝟐
16
Example 2: Simplify √81𝑥 4 .

16 16
Solution 1. √81𝑥 4 = √34 𝑥 4

4 4
= √ √(3𝑥 )4

16 𝟒
√81𝑥 4 = √𝟑𝒙
16 16
Solution 2. √81𝑥 4 = √34 𝑥 4

16
= √(3𝑥 )4
4
= (3𝑥 )16
1
= (3𝑥 )4
16 𝟒
√81𝑥 4 = √𝟑𝒙
18
Example 3. Simplify √27𝑎6 𝑏 9 .

18 18
Solution 1: √27𝑎6 𝑏9 = √33 𝑎6 𝑏9

3 6
= √ √33 (𝑎2 )3 (𝑏3 )3

3 6
= √ √(3𝑎2 𝑏3 )3

18 𝟔
√27𝑎6 𝑏9 = √𝟑𝒂𝟐 𝒃𝟑

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 18 18
Solution 2: √27𝑎6 𝑏9 = √33 𝑎6 𝑏9
1
= (33 𝑎6 𝑏9 )18
3 6 9
= 318 𝑎18 𝑏18
1 2 3
= 36 𝑎6 𝑏6
1
= (31 𝑎2 𝑏3 )6
18 𝟔
√27𝑎6 𝑏9 = √𝟑𝒂𝟐 𝒃𝟑

C. Rationalizing the denominator.

If a radical expression contains a radical in the

denominator or the radicand contains a fraction, then
rationalizing of the denominator is required.

Rationalizing of the denominator is a process of

eliminating the radical in the denominator.

6
Example 1. Simplify .
√7

6 6
Solution: = ∙1 Apply the Identity Property of Multiplication.
√7 √7
6 √7
= ∙ Identify the equivalent expression of 1
√7 √7
such that when denominators are multiplied, the
=
6√7 product is a perfect square.
√49

6 𝟔√𝟕
=
√ 7 𝟕

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 1
Example 2. Simplify √ .
3

1 √1
Solution: √ =
3 √3

1
= ∙1 Apply the identity property of multiplication.
√3

1 √3
= ∙ Identify the equivalent expression of 1
√3 √3
such that when denominators are multiplied,
√3 the product is a perfect square.
=
√9

1 √𝟑
√ =
3 𝟑

3
√3
Example 3. Simplify 3 .
√2

3 3
√3 √3 Apply the identity property of multiplication.
Solution: 3 = 3 ∙1
√2 √2

3 3
√3 √22
= 3 ∙ 3 Identify the equivalent expression of 1
√2 √22
such that when denominators are multiplied,
3
√3(22 ) the product is a perfect cube.
= 3
√23

3
√3(4)
= 3
√23

3 𝟑
√3 √𝟏𝟐
3 =
√2 𝟐

3 2
Example 4. Simplify √ .
5𝑏

3
3 2 √2
Solution: √ = 3
5𝑏 √5𝑏 Apply the identity property of multiplication.
3
√2
= 3 ∙1
√5𝑏
Identify the equivalent expression of 1
3 3
√2 √52 𝑏2 such that when denominators are multiplied, the
= 3 ∙ 3
√5𝑏 √52 𝑏2
product is a perfect cube.
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 3
√2(52)(𝑏2 )
= 3
√53 (𝑏 3 )

3
√2(25)(𝑏2 )
= 3
√(5𝑏)3

𝟑
3 2 √𝟓𝟎𝒃𝟐
√5𝑏 = 𝟓𝒃

20
Example 5. Simplify 4 .
√2𝑥 3𝑦 2

20 20
Solution: 4 = 4 ∙1 Apply the identity property of
√2𝑥 3𝑦 2 √2𝑥 3𝑦 2
multiplication.
4
20 √23 𝑥 1𝑦 2
= 4 ∙ 4
√2𝑥 3 𝑦2 √23 𝑥 1𝑦 2
Identify the equivalent
4 expression of 1 such that when
20 √23𝑥 1 𝑦2
= 4 denominators are multiplied,
√24 𝑥 4 𝑦4
the product is a perfect 4th
20 √8𝑥𝑦 2
4 power.
= 4
√(2𝑥𝑦)4

4
20 √8𝑥𝑦 2
=
2𝑥𝑦

𝟒
20 𝟏𝟎 √𝟖𝒙𝒚𝟐
4 =
√2𝑥 3𝑦 2 𝒙𝒚

1
Example 6. Simplify .
2+√5

Notice that the denominator is a binomial. To rationalize the denominator,

we need to learn about conjugates. Binomials in the form (𝑎 + √𝑏) and (𝑎 − √𝑏) are
called conjugates where a and b are rational numbers. Observe that these binomials
only differ in the sign of one term.

Here are some pairs of conjugates:

(4 + √3) 𝑎𝑛𝑑 (4 − √3)

(7 − √10) 𝑎𝑛𝑑 (7 + √10)

(√5 + 12) 𝑎𝑛𝑑 (√5 − 12)

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 1 1
Solution: = ∙1
2+√5 2+√5

1 2 − √5
= 2+ ∙ Identify the equivalent
√5 2 −√5
expression of 1 using the
2− √5 conjugate of the denominator.
= 4 −2√5+2√5−√25

2− √5
= Apply FOIL method to obtain this
4−5
product.
2− √5
= −1

1
= −2 + √5
2+√5

4
Example 7. Simplify .
√6 −2

4 4
Solution: = ∙1
√6 −2 √6 −2

Identify the equivalent

4 √6 + 2
= ∙ expression of 1 using the
√6 −2 √6 + 2
conjugate of the denominator.
4√6+4(2)
=
√36 +2√6 − 2√6 −4

4√6 + 8
= Apply FOIL method to obtain this
6−4
product.
4√6 + 8
= 2

4(√6 + 2)
= 2

= 2(√6 + 2)

4
= 2√6 + 4
√6 −2

Remember that a radical expression is in simplest form if:

1. no prime factor of a radicand has an exponent equal to or
greater than the index;
2. no radicand is a fraction; and
3. no radical in the denominator.

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 Activities

Guided Practice 1
General Direction: Use a separate piece of paper as your answer sheet.

Directions: Copy and complete the table on your answer sheets. Write the laws of
radicals in the first column. For the second column, choose one example to illustrate
each law from the Circle of Examples.

Laws of Radicals Examples

1.
2.
3.
4.

Circle of Examples
4 4
√162𝑥 5 = 3𝑥 √2𝑥

11 5
( 11√𝑦) =𝑦 √√35 = 10√35

3 8 2
√ =
𝑥3 𝑥

Guided Practice 2
Directions: Give the law applied in simplifying the given radical expressions and
provide the final answer. Follow the given example.

3
Example: Simplify √𝑥 7
3 3
Solution: √𝑥 7 = √𝑥 6 (𝑥 1 )
3 3 𝑛 𝑛
= √𝑥 6 ( √𝑥 1 ) a. √𝑎𝑏 = 𝑛√𝑎( √𝑏)
3
b.) Answer: 𝑥 √𝑥

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 1. √32 = √16(2)
= √16(√2) a.)_____________________
b.) Answer: ______
3
3 8 √8
2. √125 = 3 a.) __________________________
√125

b.) Answer: ______

4
3 3 √𝑥
3. 4 = 4 ∙ 4
√𝑥 3 √𝑥 3 √𝑥

3 4√𝑥
= 4 a.)________________________
√𝑥 4

b.) Answer: ______ _

__________________________
12 12
4. √8𝑥 3 𝑦 3 = √23 𝑥 3 𝑦 3 __________________________
_____________
3 4
= √ √23 𝑥 3 𝑦 3 a.)_____________________

b.) Answer: ______

5 5
5. √243𝑥 12 𝑦 18𝑧 24 = √35 𝑥 10 𝑥 2 𝑦 15 𝑦 3 𝑧 20𝑧 4
5 5
= √35 𝑥 10 𝑦 15𝑧 20 ( √𝑥 2 𝑦 3𝑧 4 ) a.) ____________________

b.) Answer: ______

Independent Practice
A. Simplify the following radicals.

1. √1210𝑚7
3
2. √2000𝑎11 𝑡 34
6
3. √320ℎ12 𝑠 20
3 16
4. √27𝑙5
15
5. √243𝑢5 𝑣 10
16
6. √625𝑎12 𝑛8

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 40
7. √1024𝑑 20 𝑚10 𝑦 30
16
8. √ ℎ
3
𝑢 √2
9. 3
√9𝑚2

1
10.
√3+4

B. Simplify the given radical expressions. (For STE Classes)

3
1. √3456𝑏28 𝑐 17
4
2. √9𝑎2 + 12𝑎𝑏 + 4𝑏2
3. 𝑙√72𝑎15 𝑙 −1
6 4𝑘 −4
4. √ 𝑎−2
𝑢
5. 4√5−6

Assessment

Directions: Write the letter of the correct answer on your answer sheet.
3
1. Which law of radicals is applied to simplify √5𝑥 10 𝑦 8 where the result is
3
𝑥 3 𝑦 2 √5𝑥𝑦 2 ?
𝑛 𝑛
𝑛 𝑛 𝑎 √𝑎
a. ( √𝑎) = 𝑎 c. √ = 𝑛 𝑤ℎ𝑒𝑟𝑒 𝑏 > 0
𝑏 √𝑏

𝑛 𝑛 𝑛 𝑚 𝑛 𝑚𝑛 𝑚 𝑛
b. √𝑎𝑏 = ( √𝑎)( √𝑏) d. √ √𝑎 = √𝑎 = √ √𝑎
2. Which of the following statements is true?
16 6 3
a. √81𝑟 8 = √3𝑟 c. √49𝑒 2 = 7 √𝑒
12 6 4
b. √2𝑛10 = √2𝑛5 d. √169𝑙2 = √13𝑙

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 2𝑏
3. Simplify √ .
3𝑐

2𝑏 √2𝑏 √6𝑏𝑐 √2𝑏𝑐

a. b. c. d.
3𝑐 3𝑐 3𝑐 𝑐
10
4. To rationalize the denominator of , both numerator and denominator
√ −4
6
must be multiplied by _______.
a. √6 + 4 b. √6 − 4 c. √6 + √4 d. √6 − √4
3
5. Which of the following is not equal to √3𝑚𝑡?
6
3 3 3𝑚 √9 12
a. √ √9𝑚2 𝑡 2 b. 𝑡 √ c. 3 d. √81𝑚4 𝑡 4
𝑡2 √𝑚2 𝑡 2

6. Which of the following statements indicate that a radical is in simplest form?

a. No radicand has a factor that is a perfect nth root.
b. No radicand contains a fraction.
c. No denominator contains an nth root.
d. All of the above.
5
7. Find the simplest form of √3125𝑎18 𝑛20 .
5 5
a. 5𝑎3 𝑛4 √𝑎3 c. 25𝑎𝑛4 √𝑛
5 5
b. 5𝑎2 𝑛3 √𝑎𝑛2 d. 25𝑎𝑛3 √5𝑎3
3
√−1000𝑘 3
8. Simplify 3 .
√4𝑘 2
3 3
3 3 −5 √4𝑘 −5 √2𝑘
a. −10 √4𝑘 b. −5 √2𝑘 c. d.
2𝑘 2𝑘

For item numbers 9 and 10, refer to the situation below.

16
Arjay’s homework in Math is to simplify √256𝑥 4 𝑦 12 𝑧 8 . His solution is as
follows:
16 16
Step 1. √256𝑥 4 𝑦 12 𝑧 8 = √44 𝑥 4 (𝑦 3 )4 (𝑧 2 )4
4
4
Step 2. = √ √(4𝑥𝑦 3 𝑧 2 )4
4
Step 3. = √4𝑥𝑦 3 𝑧 2

9. In step 2 of his solution, which law of radicals is applied?

𝑛 𝑛
𝑛 𝑛 𝑎 √𝑎
a. ( √𝑎) = 𝑎 c. √ = 𝑛 𝑤ℎ𝑒𝑟𝑒 𝑏 > 0
𝑏 √𝑏

𝑛 𝑛 𝑛 𝑚 𝑛 𝑚𝑛 𝑚 𝑛
b. √𝑎𝑏 = ( √𝑎)( √𝑏) d. √ √𝑎 = √𝑎 = √ √𝑎

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 10. Did Arjay obtain the correct answer in step 3?

I. Yes because the radicand is not a fraction.

II. Yes because the radicand has no prime factor with exponent equal
or greater than the index.
III. Yes because the exponents found in the radicand and the index
have no common factor.
IV. No because 4 in the radicand can still be expressed as 2 2 in order
to reduce the index.

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

Reflection

Directions: Complete the statement based on what you have learned on

simplifying radicals.

I learned about

Knowing about this topic helps me

This topic reminds me of

The part I know the most about is

The part that is the most confusing is

I would like to know more about

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 References

Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey, and William L.

Cole. Algebra Structure and Method Book 1. Evanston, USA: McDougal
Littell Inc., 2000.

Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey, and Robert B.

Kane. Algebra and Trigonometry Structure and Method Book 2. Evanston,
USA: McDougal Littell Inc., 2000.

Bryant, Merden L, Leonides E Bulalayao, Melvin M Callanta, Jerry D Cruz,

Richard F De Vera, Gilda T Garcia, Sonia E Javier, Roselle A Lazaro,
Bernadeth J Mesterio, and Rommel Hero A Saladino. Mathematics Grade
9 Learner's Material. Firsted. Pasig, Philippines: Department of
Education, 2014.

Leonor, Elmor F. Intermediate Algebra. Quezon, Philippines: New Horizon

Publications, 2005.

Navaza, Delia, and Bienvenido Valdes. Physics. Reprint, Quezon City: Phoenix
Publishing House, Inc., 1990.

Orines, Fernando B, Diaz B Zenaida, Mojica P Maharlika, Catalina B Manalo,

Josephine L Suzara, Jesus P Mercado, Mirla S Esparrago, and Nestor V
Reyes. Next Century Mathematics 9. Seconded. Quezon, Philippines:
Phoenix Publishing House, 2018.

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Review Independent Practice
1. Law Number 4 A.
2. Law Number 3 1. 11𝑚3 √10𝑚
3. Law Number 1 3
4. Law Number 2 2. 10𝑎3 𝑡11 √2𝑎2 𝑡
5. Law Number 4 6
3. 2ℎ2 𝑠 3 √5𝑠 2
3
Guided Practice 1 2 √2
4. 3
3 √𝑙2
3
Laws of Radicals Examples 5. √3𝑢𝑣 2
𝑛 11 4
1. ( 𝑛√𝑎) = 𝑎 ( 11√𝑦) =𝑦 6. √5𝑎3 𝑛2
𝑛 𝑛 𝑛 4 4
2. √𝑎𝑏 = ( √𝑎)( √𝑏) √162𝑥 5 = 3𝑥 4√2𝑥 7. √2𝑑2 𝑚𝑦 3
𝑛 4√ℎ
𝑛 𝑎 √𝑎 3 8 2 8.
3. √𝑏 = 𝑛 ℎ
√𝑏 √ 3=
3
𝑥 𝑥 𝑢 √6𝑚
9.
3𝑚
𝑚 𝑛
4. √ 𝑛√𝑎 = 𝑚𝑛√𝑎 = √ 𝑚√𝑎 5 −√3 + 4
√√35 = 10√35 10.
13
B.
3
Guided Practice 2 1. 12𝑏9 𝑐 5 √2𝑏𝑐 2
𝑛 𝑛
1. a. √𝑎𝑏 = ( 𝑛√𝑎)( √𝑏) 2. √3𝑎 + 2𝑏
4
b. √2
𝑛 3. 6𝑎7 √2𝑎𝑙
𝑛 𝑎 √𝑎
2. a. √ = 𝑛 3
𝑏 √𝑏 √2𝑎𝑘
4.
2 𝑘
b. 4𝑢√5 + 6𝑢
5
𝑛 5.
3. a. ( 𝑛√𝑎) = 𝑎 44
4
3 √𝑥
b. 𝑥 Assessment
𝑚 𝑛 𝑛
4. a. √ √𝑎 = 𝑚𝑛√𝑎 = √ 𝑚√𝑎 1. B
4 2. D
b. √2𝑥𝑦
𝑛 𝑛 𝑛
3. C
5. a. √𝑎𝑏 = ( √𝑎)( √𝑏) 4. A
b. 3𝑥 2 𝑦 3 𝑧 4 5√𝑥 2 𝑦 3 𝑧 4 5. C
6. D
7. A
8. B
9. D
10. C
Key to Corrections
 Acknowledgment
The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or another, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and giving their best efforts to
produce these indispensable learning kits which will be used for the implementation
of learning delivery modalities.

Second, the content editors, language reviewers, and layout evaluators who
made up the Division Quality Assurance Team (DQAT) for having carefully evaluated
all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
to be used by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the necessary guidance and support for them to possibly accomplish the tasks and
for helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest gratitude towards you all!

The Management Team

17 | P a g e
 For inquiries or feedback, please write or call:

Schools Division of Zambales

Zone 6, Iba, Zambales
Tel./Fax No.: (047) 602 1391
E-mail Address: zambales@deped.gov.ph
Website: www.depedzambales.ph