MATHEMATICS 9

QUARTER II

MODULE 6
Most Essential Learning Competency:
The learner performs operations
on radical expressions.
M9AL-IIh-1
Objective/s:
At the end of the lesson, the
learners should be able to:
perform operations on
radical expressions.
CONTENT:
PATTERNS AND ALGEBRA
Lesson: RADICAL EXPRESSIONS
(ADDITION, SUBTRACTION,
MULTIPLICATION AND DIVISION
OF RADICALS)
PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
REVIEW:
Directio ns: Help Super Ma ’a m fin d the correct pa th towa rds the lo go of
Ca la bua na n Na tio na l Hig h School by id entifyin g ea ch ra dic a l expressio n tha t in
a sim ple st form. Ma ke a directio n lin e in the box.
II. Establishing a purpose for
the lesson
C. Presenting examples/instances of
the lesson
Radicals are similar if they have the
same order or index and radicand.
Example: 1. 3√5 and 2√5,
2. 2y √𝑥 and 10𝑦 √𝑥
3 3

Radicals are dissimilar if they have

different order or index and radicand
Example: 1. 3√3 and 2√5,
2. 3√3 and 2√3 3
 ADDITION

AND

SUBTRACTION

OF RADICALS
How do we add and subtract radicals?

Expressions that contain similar

radicals can be combined by
addition and subtraction.
Example 1:
Simplify 3√2 + 2√2 .
= 3√2 + 2√2
= (3+2) √2 3√2 + 2√2 can be
= 5√2 combined since they
hav
same indices
Example 2 :
Simplify 4√𝑦 - 2√𝑦
3 3

= 4√𝑦 - 2√𝑦
3 3

= (4−2)√𝑦 3

=
2√𝑦 3
Example 3.
Simplify √8 + √18−√32.
√8 +√18− √32
= √4•2 +√9•2 −√16•2 simplify/factor
√8 ,√18,√32
= 2√2 +3 √2−4√2 combine similar
radicals
= (2+3−4)√2 perform the
indicated = 1√2 𝑜𝑟 √2
operation
Add or subtract the coefficient then affix the common radical.
D. Discussing new concepts and
practicing new skills # 1
MULTIPLICATION OF RADICALS
Consider these products of radicals.
1. √𝑎∙√𝑏=√𝑎𝑏 2. =
The product of the square root of two numbers is equal to
the square root of the product of those numbers. Similarly,
the product of the cube root of two numbers is equal to the
cube root of the product of those numbers.
This principle is carried still further to the fourth root,
fifth root, and in general, to the 𝑛th root.
Remember!
To multiply radicals of the same
order or index, use the property
= , then simplify by removing the
perfect 𝑛th powers from the
radicand.
Illustrative Examples
Simplify the following.
1. 3√2∙√6
=3(1) √2(6)
=3√12 Multiply the coefficients and multiply the radicands.
=3√4(3) Factor out the radicand.
=3(2) √3 Get the square root of each factor.
=6√3 Sim plify.
2. 2√𝑥∙5√6𝑥∙√2𝑥
=2(5)(1)√𝑥(6𝑥)(2𝑥)
=10√12𝑥3 Multiply the
coefficients and
multiply the radicands.
=10√4(3)(𝑥2)(𝑥) Factor out the radicand.
=10(2)(𝑥)√3𝑥 Get the square root of
each
factor.
Moving on, to multiply
binomials with radicals, use
the distributive property or
apply special products of
polynomial expressions.
Remember!
To multiply binomials involving radicals, use either the
distributive property or apply the property for the
product of two binomials (𝑎±𝑏)(𝑐±𝑑)=𝑎𝑐(𝑎𝑑±𝑏𝑐)±𝑏𝑑,
then simplify by removing the perfect 𝑛th powers from the
radicand or by combining similar radicals. You may use
the FOIL (First-Outer-Inner-Last) method.
Illustrative Examples

Multiply and simplify the following.

1. √2 (√3+2√5)

=√2 (√3)+2 (√2 √5) Apply the distributive property.

=√2(3)+2√2(5) Multiply the coefficients and multiply the radicands

and

=√6+2√10 simplify if necessary.

Lastly, to multiply radicals of different indices, it is
necessary to change them all to the same index by
transforming the radicals to equivalent expressions
containing fractional exponents. Change the
fractional exponents to equivalent fractions having
the same denominators. Transform to radical form
and proceed to multiplication of radicals.
Remember!
To multiply radicals of
different orders or indices,
express them as radicals of
the same order or index then
simplify.
Illustrative Examples
Multiply and simplify.
1. ξ 4 ∙ ξ 4
4 3

=∜22 . ∛22 Simplify.

=22/4 ∙ 21/3 Write the radicals to powers with rational
exponents.
=21/2 ∙ 21/3 Simplify.
=23/6 ∙ 22/6 Change exponents to similar fractions.
=25/6 Copy the base and add the exponents.
6
= ξ 25 Rewrite as a product or radicals with the same
index then simplify.
𝟔
= ξ 𝟑𝟐
Division of Radicals
How to divide radical expressions.
To divide radicals of the same order or
index, use the property , then rationalize
the denominator.
Example 1. get the square root of the
numerator and
denominator
= since they are perfect squares.

=
To divide radicals of different order or
index, it is necessary to express them as
radicals of the same order or index then
rationalize the denominator.

Example 2.
=. rationalize the denominator, multiply the denominator
to both side numerator and the denominator itself
= apply the product rules of exponents
= simplify
To divide radicals with a
denominator consisting of at
least two terms, rationalize the
denominator using conjugate.
Conjugate - is formed by changing
the sign between two terms in a
binomial.
 3
Example . 3. the conjugate of √2−1 is √2+1.
ξ 2−1

3ξ 2+1
= ( )( ) multiply √2+1 to both side
ξ 2−1 ξ 2+1
numerator
and the denominator
3(ξ 2+1)
= sim p lify o r a p p ly d istrib utive
(√2)2 +12
p ro p e rty fo r
num e ra to r
3ξ 2+3
= sinc e (√2)2 = 2 a nd 12 = 1
2+1

3 ξ 2+3
= sim p lify b y d ivid ing 3
3

= ξ 𝟐 + 𝟏 or 1 + ξ 𝟐
E. Finding practical applications of
concepts and skills in daily living
F. Making generalization and
abstraction about the lesson
G. Developing Mastery to the lesson
(leads to Formative Assessment)
No w , it’s yo ur turn.

Activity 1:
Perform the indicated operation.
Simplify your answer.

1. 2 √ 3 + 3 √ 3 =
2. 6 √ 5 - 4 √ 5 +2 √ 5 =
3. 7 √ 7 . 2 √ 2 =
4. √ 81/9 =
 Score Description
(The students may check the 4 Excellent
answers by turning to the key to 3 Very Good
2 Good
corrections.)
1 Fair
Give yourself one (1) point for every
correct answer. work on the
How many correct answers did you additional activities
0 for application or
get? remediation
Rate the result using the table.
H. Evaluating learning
Directions: Use the answer sheet to answer the given questions.
Provide necessary solutions for your answers.
Calculator is not allowed.
Name:_______________________ Section:__________
Subject: Mathematics 9 Parent’s Signature: _______________ Date:____
I. Perform the indicated operation.
Choose the best answer in Column
B to answer the question given.
Write the letter of the correct
answer in the table below.
WHO IS HE?
BESIDES BEING A TEACHER,
ENGINEER, FARMER,
DISCOVERER, ETC., HE HAS
BEEN ALREADY A TERRIFIC
SCULPTOR EVEN AT VERY
YOUNG AGE.
Column A Column B

1. 2√5 +4√5 R. −7√3

2. 7√3 −3√3 J. 6√5
3. 2√6 −7√6 E. 8√10
4. 5√10 +4√10−√10 Z. √𝑎 +8√𝑏
5. 2√3 −6√3−3√3 I. 6√2 −3√6
6. √2 −4√6+5√2+√6 S. −5√6
7. 3√𝑎 +9√𝑏−√𝑏−2√𝑎 O. 4√3
8. 3√12 +4√3 L. 2√5
9. 8√5 −2√45 A. 10√3
1 2 3 4 5 6 7 8 9
II. Solve and answer the questions
below. Write the letter of the
correct answer on the space
provided
before the number. All your
answer will be in capitalized letter.
_______ 10. What operation on radical expressions will be used if you are
rationalizing the denominator?
A. Addition/Subtraction B. Division C. Multiplication
_______ 11. On which method will be apply on dividing radicals with a
denominator consisting of
at least two terms?
B. Rationalize the denominator using conjugate.
C. Rationalize the denominator using numerator.
D. Rationalize the denominator using the denominator itself.
_______ 12. What is the quotient of ?

A. B. C.
_______ 13. Simplify the expression ( . ).

A. B. C.
_______ 14. _________________________________________, express them as
radicals of the same order then simplify.
A. To multiply radicals of different orders or indices,
B. To multiply radicals of the same order or index,
C.To multiply binomials involving radicals,
_______ 15. What radical number will be multiply to to become 5?
B. C.
I. Additional Activities for Application or
Remediation
Simplify the expression.
+ =
- =
. =
=
 Calabuanan National High School
Calabuanan Baler, Aurora 3200

Self – Monitoring Tool

Mathematics 9
S.Y. 2020 – 2021
Panuto: Lagyan ng check ang mga box sa table ayon sa iyong mga nais na kasagutan.
A. Para sa mag – aaral
Lunes Martes Miyerkules Huwebes Biyernes Kalagayan sa mga aralin
1. Anu – anong asignatura ang Filipino A.P Filipino A.P Filipino A.P Filipino A.P Filipino A.P Kumpleto
mga natapos mo ngayong English EsP English EsP English EsP English EsP English EsP
araw? Math T.L.E. Math T.L.E. Math T.L.E. Math T.L.E. Math T.L.E.
Science MAPEH Science MAPEH Science MAPEH Science MAPEH Science MAPEH Hinde kumpleto

1. Kumusta ka sa mga aralin mo

ngayon?
Alin sa mga ito ang madali
sa iyo?
Bakit?

1. May mga gusto ka bang

itanong o isangguni sa iyong
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Iliista mo ang iyong mga
tanong?

1. Ano ang nais mong ibigay na

suhestiyon tungkol sa iyong
mga ginagawa sa aralin?
Mas madali, madali,
medyo mahirap, mas
mahirap

_________________________
_______
 B. Para sa mga magulang o guardian
Lunes Martes Miyerkules Huwebes Biyernes
1. Nagawa ba ng iyong anak ang Gumagawa ang bata Gumagawa ang bata Gumagawa ang bata Gumagawa ang bata Gumagawa ang bata
kanyang mga gawain sa mag – isa mag – isa mag – isa mag – isa mag – isa
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na may tulong ng iba na may tulong ng iba na may tulong ng iba na may tulong ng iba na may tulong ng iba
Hinde gumagawa ang Hinde gumagawa ang Hinde gumagawa ang Hinde gumagawa ang Hinde gumagawa ang
bata bata bata bata bata

1. Kumusta ang pag – aaral ng

inyong anak?
May mga gusto po ba kayong
iulat o itanong sa kanyang
guro?
Isulat ditto ang iyong mga
puna, suhestyon o tanong.

_________________________________
Pirma ng Magulang o Guardian

C. Para sa guro
Mga komento at sagot:

Inihanda ni:
ABEGAIL A. WENCESLAO Binigyang pansin:
Guro sa Math
ROSALINDA A. SISON
Punong - guro
Prepared by:
ABEGAIL A. WENCESLAO
Teacher I
 Thank you
for watching and listening!!!
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