9

Addition and
Subtraction of Radicals
Learner's Module in Mathematics 9
Quarter 2 ● Module 5

VIC JOMAR M. LADERAS

Developer

Department of Education • Cordillera Administrative Region

NAME: ________________________ GRADE AND SECTION _____________

TEACHER: _____________________ SCORE __________________________

i
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF CAR
Wangal, La Trinidad, Benguet

Published by
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the DepEd Schools Division of Baguio City – Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

ii
 PREFACE

This module is a project of the DepEd Schools Division of Baguio City through
the Curriculum Implementation Division (CID) which is in response to the
implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education, Schools

Division of Baguio City. It aims to improve students’ academic performance specifically
in Mathematics.

Date of Development : September 2020

Resource Location : DepEd Schools Division of Baguio City
Learning Area : Mathematics
Grade Level :9
Learning Resource Type : Module
Language : English
Quarter/Week : Q2/W5
Learning Competency/Code : Adds and subtracts radicals (M9AL-IIh-1)

iii
 ACKNOWLEDGEMENT

The developer would like to express his gratitude to those who, in one way or
another, have contributed in the development of this learning material.

Appreciation for all the collaboration and cooperation given by the Grade-9
Mathematics teachers. Boundless gratitude goes to his friends for sharing their time
and talent in crafting this learning resource and to all the students of Baguio City
National High School who are hoping to learn despite this pandemic. Lastly, thanks to
their school’s supervisory office led by their school principal, Madam Brenda M. Cariño
and the DepEd Division of Baguio City for all the support.

Development Team
Author: Vic Jomar M. Laderas
Illustrators: Ian T. Tomin (Cover Art)
Vic Jomar M. Laderas

School Learning Resources Management Committee

Brenda M. Cariño School Principal
Editha L. Laop Subject/ Learning Area Specialist
Niño E. Martinez Subject/ Learning Area Specialist
Laila B. Kiw-isen Department LR Coordinator

Quality Assurance Team

Francisco C. Copsiyan EPS – Mathematics
Niño M.Tibangay PSDS – District 3

Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Victor A. Fernandez Education Program Specialist II - LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER C. BENIGNO, PhD

OIC Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

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 TABLE OF CONTENTS

Page
COPYRIGHT NOTICE…………………………………………….……...….…. ii
PREFACE ………………………………………………………………………... iii
ACKNOWLEDGEMENT………………………………………………………… iv
TABLE OF CONTENTS……………………………………………….……....... v
What I Need to Know ……………………………………………………..…….. 2
What I Know………………………..……………………………….……………. 3
What’s In………………………………………………………………….………. 4
Practice Exercise 1
What’s New ………………..……………….……………………...……..……… 5
Practice Exercise 2
What Is It…….…………………………………………………………….……… 6
What’s More.....…….………………………………………..…...……………… 8
Activity 1. You Can Do It Yourself!
What I Have Learned.................................................................................... 8
Activity 2. Complete Me!
What I Can Do.............................................................................................. 9
Activity 3. Be an Engineer!
Post Assessment ………………….....…………………………………….…… 10
Additional Activity ……………………………………………………………….. 11
Activity 4. Practice More!
Answer Key…………………………………………………………………….…. 12
References ……..………..………………………………………...…….…….… 12

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 Addition and
Subtraction of Radicals
Learner's Module in Mathematics 9
Quarter 2 ● Module 5

VIC JOMAR M. LADERAS

Developer

Department of Education • Cordillera Administrative Region

1
 What I Need to Know

Hello learner! This module was designed and written with you in mind. Primarily,
its scope is to develop your understanding on addition and subtraction of radicals.

While going through this module, you are expected to:

1. identify similar and dissimilar radicals;
2. add and subtract similar and dissimilar radicals; and
3. solve problems involving addition and subtraction of radicals.
By the way, always remember to use a SEPARATE SHEET OF PAPER for
you to write your answers on the different activities and assessments presented
in this learning module. DO NOT ANSWER HERE directly.
Now, here is an outline of the different parts of your learning module. The
descriptions will guide you on what to expect on each part of the module.

Icon Label Description

What I Need to Know This states the learning objectives that you need
to achieve as you study this module.

What I Know This is to check what you already know about the
lesson on this module. If you answered all the
questions here correctly, then you may skip
studying this module.
What’s In This connects the current lesson with a topic or
concept necessary to your understanding.

What’s New This introduces the lesson to be tackled through

an activity.

What Is It This contains a brief discussion of the learning

module lesson. Think of it as the lecture section of
the lesson.
What’s More These are activities to check your understanding
and to apply what you have learned from the
lesson.
What I have Learned This generalizes the essential ideas tackled from
this module.
What I Can Do This is a real-life application of what you have
learned.

Post Assessment This is an evaluation of what you have learned

from this learning material.

Additional Activity This is an activity that will strengthen and fortify

your knowledge about the lesson.

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 What I Know

If you answer all the test items correctly in this pre-assessment, then you may
skip studying this learning material and proceed to the next learning module.

DIRECTION: Let us determine how much you already know about addition and
subtraction of radicals. Read and understand each item, then choose the letter of your
answer.

1) ____________ radicals are radicals whose indices and radicands are the same.
A. similar B. dissimilar C. proper D. improper

2) The following are similar radicals, EXCEPT:

1 3
A. 6√2 B. 3 √2 C. 8 √2 D. 𝑥𝑦√2

3) What is 3√8 in simplest form?

A. 5√2 B. 6√2 C. 6 D. 12

4) Simplify the expression 3√𝑥 3 𝑦 4.

A. 𝑥𝑦 3√𝑦 B. 𝑥𝑦 C. 𝑥𝑦 2 D. 𝑥 3√𝑦 4

5) What is the sum of 7√5 and−2√5 ?

A. 5√10 B. 5√5 C. 9√10 D. −9√5

6) Find the difference in 3√24 − 2√6.

A. √18 B. 4√6 C. 6√4 D. 3√2
3 3
7) Perform the indicated operation in √16 + √128.
3 6 3 3
A. √144 B. √144 C. 2 √6 D. 6 √2

8) Perform the indicated operations in 2√99 − 4√44 + √55.

A. 3√11 B. −2√11 + √55 C. 11√3 D. −2√55 + √11
3
9) Add: √2 + √2
3 3 6
A. √4 B. √4 C. √2 + √2 D. √32

10) What is the perimeter of a triangle whose dimensions are

4√7 𝑚, √28 𝑚, and √63 𝑚?
A. 6√98 𝑚 B. 4√98 𝑚 C. 7√9 𝑚 D. 9√7 m

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 What’s In

Before you proceed to the next lesson,

it is very important that you take a
simple recall on simplifying radicals.

Radicals are in simplified form if the following conditions are satisfied:

1. The radicand has no factor that is a power 𝑛 if the index of the radical is 𝑛.

Illustrative examples. Simplify.

Radical Solution Explanation
√50 = √25 ∙ 2 -Find two factors of 50 such that one
1. √50 of it is the highest perfect square.
= 5√2
-Extract the square root of 25.
3
5 √16 = 5√8 ∙ 2
3
-Find two factors of 16 such that one
3 of it is the highest perfect cube.
3 = (5 ∙ 2) √2
2. 5 √16 3 -Extract the cube root of 8 and
= 10 √2 multiply it with the coefficient 5.
4
√16𝑥 5 𝑦 8 = 4√16𝑥 4 𝑦 8 ∙ 𝑥 -Find two factors of 16𝑥 5 𝑦 8 such that
4
3. √16𝑥 5 𝑦 8 one of it is the highest perfect 4th power.
= 2𝑥𝑦 2 4√𝑥 -Extract the 4th root of 16𝑥 4 𝑦 8 .

2. The index of the radical is in the lowest possible form.

(Hint: The best way to reduce the index is to divide it and the exponent of the
radicand by their GCF.)

Illustrative examples. Simplify.

Radical Solution Explanation
4 4
√25 = √52 -Rewrite 25 into 52 .
4
1. √25 -Divide the index and the exponent of the
= √5 radicand by their GCF.
6 6
√27𝑥 3 = √33 ∙ 𝑥 3 -Rewrite 27 into 33 .
-Express the radicand in a single exponent.
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2. √27𝑥 3 = 6√(3𝑥)3 -Divide the index and exponent of the
= √3𝑥 radicand by their GCF.

3. The radical does not contain a fraction or the denominator of the expression
does not contain a radical.
(This will be discussed in the Division of Radicals)

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Practice Exercise #1.

Simplify each radical.

Given Solution Answer

1. √18

2. 3√24𝑥 4 𝑦 8

8
3. √4𝑎2 𝑏2

Check Your Answers 3) √2𝑎𝑏

4
2) 2𝑥𝑦 2 √3𝑥𝑦 2
3
1) 3√2 Answers:

What’s New

Definition

1. Similar radicals – radicals whose indices and radicands are the same
2. Dissimilar radicals – radicals whose indices and/or radicands are not the same

NOTE: Radicals must be in simplest forms when

determining whether they are similar or dissimilar.

Practice Exercise #2.

Write S if the given pair of radicals are similar and D if it is dissimilar.

1. √5, 3√5, 4. √𝑥, √𝑦

15 3
2. 10 3√𝑥 , 𝑎 3√𝑥 , 5.
5
√𝑎3 , √𝑎
2

3
3. √2, √2 6. −√3, 3√3

Check Your Answers 6) S 5) S 4) D 3) D 2) S Answers: 1) S

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 What Is It
Before we proceed to our main topic, see to it that you
have already mastered how to simplify radicals so that it
will be easy for you to understand the discussions and
perform the activities prepared. The discussion below is
about addition and subtraction of radicals.
Enjoy reading and learning. Good luck!

ADDITION AND SUBTRACTION OF RADICALS

Radicals can be combined by addition or subtraction if they are similar.

RULE: or
𝒏 𝒏 𝒏 𝒏 𝒏 𝒏
𝒙 √𝒂 + 𝒚 √𝒂 = (𝒙 + 𝒚) √𝒂 𝒙 √𝒂 − 𝒚 √𝒂 = (𝒙 − 𝒚) √𝒂

• To add (or subtract) similar radicals, add (or subtract) their coefficients
then copy the common radical.
• To add or subtract radicals, simplify first those which are not in simplest
form, then combine radicals which are similar and indicate as addition or
subtraction those radicals which are dissimilar.

Illustrative Examples: Perform the indicated operation(s):

1. 4√7 + √7
The radicals are similar. So, simply add their coefficients and copy the
common index and radicand.
= (4 + 1)√7
= 𝟓√𝟕

2. 7√3 + 4√5 − 3√3 − √5

Combine radicals which are similar.
= (7 − 3)√3 + (4 − 1)√5
= 𝟒√𝟑 + 𝟑√𝟓 Cannot be combined since they are dissimilar.

3. 7√10 + 2√90
The radicals are dissimilar but they can be made similar by
simplifying √90 .
= 7√10 + 2√9 ∙ 10
= 7√10 + (2 ∙ 3)√10
= 7√10 + 6√10
= 𝟏𝟑√𝟏𝟎
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4. 4√27 + 5√7 − 2√48
Simplify each radical if possible then combine similar radicals.
= 4√9 ∙ 3 + 5√7 − 2√16 ∙ 3
= (4 ∙ 3)√3 + 5√7 − (2 ∙ 4)√3
= 12√3 + 5√7 − 8√3
= (12 − 8)√3 + 5√7
= 𝟒√𝟑 + 𝟓√𝟕 Cannot be combined since they are dissimilar.

3 3
5. √16 + √54
Simplify, then and combine similar radicals.
3 3
= √8 ∙ 2 + √27 ∙ 2
3 3
= 2 √2 + 3 √2
3
= (2 + 3) √2
𝟑
= 𝟓 √𝟐

3
6. √2𝑥 3 𝑦 − 5𝑥 3√16𝑦
Simplify, then and combine similar radicals.
3
= √𝑥 3 ∙ 2𝑦 − 5𝑥 3√8 ∙ 2𝑦
= 𝑥 3√2𝑦 − (5𝑥 ∙ 2) 3√2𝑦
= 𝑥 3√2𝑦 − 10𝑥 3√2𝑦
= (𝑥 − 10𝑥) 3√2𝑦
= −𝟗𝒙 𝟑√𝟐𝒚

4
7. √9𝑥 2 + √12𝑥
Simplify, then and combine similar radicals.
(Hint: Reduce the index to its lowest possible form)
4
= √32 ∙ 𝑥 2 + √4 ∙ 3𝑥
4
= √(3𝑥)2 + 2√3𝑥
= √3𝑥 + 2√3𝑥
= (1 + 2)√3𝑥
= 𝟑√𝟑𝒙

I believe you understood very well the discussions

presented.
Are you now ready for a test?
I know you are!
Please answer honestly the succeeding activities. Good luck!

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 What’s More

Activity 1: You Can Do It Yourself!

A. Simplify each pair of radicals, if possible. Then, determine whether
they are similar or dissimilar.
Similar or
Radical Simplified Form
Dissimilar?
√32
1 3
√32
√75
2
√27

B. Perform the indicated operation(s).

1. 10√7 − 8√7 6. 2√48 − √27 + 7√20
2. 5√3 − 7√3 + 14√3 7. √162 + √50 − √75 − √108
3 3
3. 4√5 − 3√2 + 10√5 8. −6 √16 + 3 √54
4
4. 3√45 − 5√3 9. 𝑦 √𝑥𝑦 5 + 4√𝑥𝑦 9
4
5. 5√8 + 6√50 10. √36 + √6

What I Have Learned

Activity 2: I Can Tell You What I Have Learned

Complete the statement below. Choose your answer from the box.
(For this part, you are no longer allowed to refer to the previous
discussion when answering.)

Similar Simplify improper

Dissimilar Combine proper

To add or subtract radicals, _______1______ first those which are not

in simplest form, then _______2______ radicals which are _______3_______
and indicate as addition or subtraction those radicals which
are_______4______.

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 What I Can Do

Activity 3: Be an Engineer!

Illustrative example:
The perimeter (P) of a triangular field is 100√3 𝑚. Find the third side if
its two sides measure 3√243 𝑚 and 8√108 𝑚.

Solution:

Let 𝑛 = measure of the third side 8√108 𝑚

3√243 𝑚

𝑛
Perimeter (𝑃) = 𝑠𝑖𝑑𝑒 1 + 𝑠𝑖𝑑𝑒 2 + 𝑠𝑖𝑑𝑒 3

100√3 = 3√243 + 8√108 + 𝑛 Substitute the given in the formula.

𝑛 = 100√3 − 3√243 − 8√108 Rewrite the equation in terms of 𝑛.

= 100√3 − 3√81 • 3 − 8√36 • 3 Simplify 3√243 and 8√108 to

= 100√3 − (3 • 9)√3 − (8 • 6)√3 see if the radicals can be possibly

= 100√3 − 27√3 − 48√3 combined.

= (100 − 27 − 48)√3 Since the radicals are similar, perform

the indicated operations.
= 25√3
Therefore, the third side measures 𝟐𝟓√𝟑 𝒎.

YOUR TURN! Solve the problem below.

An engineer wants to fence a playground whose dimensions are

√200 𝑚, 2√128 𝑚, √162 𝑚, and 3√98 𝑚. Find the number of meters of fencing
needed to enclose it. (Simplify your answer in radical form.)

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 Solution:

Post Assessment
DIRECTION: Let us determine how much you have learned from this module. Read
and understand each item, then choose the letter of your answer.

1) ____________ radicals are radicals whose indices and radicands are the same.
A. similar C. dissimilar
B. proper D. improper

2) The following are similar radicals, EXCEPT:

A. 3√𝑦 C. 𝑦√𝑥
B. 𝑥 √𝑦 D. 𝑎√𝑦

3) What is 12√12 in simplest form?

A. 144 C. 24√3
B. 24 D. 3√24

4) Simplify: 4√𝑥𝑦 4
A. 𝑥 √𝑦 C. 𝑥 4√𝑦
B. 𝑦√𝑥 D. 𝑦 4√𝑥

5) What is the sum of 8√3 and−10√3 ?

A. −2√6 C. −18√6
B. −2√3 D. 18√3

6) Subtract: 5√5 − 7√20

A. −9√5 C. 9√5
B. −2√15 D. 2√15
3 3
7) Perform the indicated operations: √3 + √81
3 6
A. 4 √3 C. √84
3 3
B. 4 √6 D. √84

8) Perform the indicated operations: 5√40 − 4√30 + √90

A. √10 C. 13√10 + 4√30
B. 25√10 D. 13√10 − 4√30
3 3
9) Add: √2 + √5
3 6
A. √7 C. √7
3 3 6 6
B. √2 + √5 D. √2 + √5
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10) What is the perimeter of a triangle whose dimensions are
3√5 𝑚, 2√20 𝑚, and √45 𝑚. ?
A. 5√10 𝑚 C. 6√70 𝑚
B. 10√5 𝑚 D. 5√70 𝑚

Additional Activity
Activity 4: Decode Me!
Solve each problem and write the matching letter on the box above the
answer.

S −𝟑√𝟑 − 𝟐√𝟐 − 𝟑√𝟑 C −𝟒√𝟓 + 𝟔√𝟐 − 𝟐√𝟓

E −√𝟒𝟓 + 𝟐√𝟓 − √𝟐𝟎 − 𝟐√𝟔 T −𝟑√𝟑 − 𝟗√𝟓 − 𝟐√𝟓 + 𝟔√𝟓

L 𝟐√𝟏𝟖 − 𝟐√𝟏𝟐 + 𝟐√𝟏𝟖 A 𝟑√𝟏𝟖 + 𝟑√𝟏𝟐 + 𝟐√𝟐𝟕

O −𝟗√𝟐 + 𝟔√𝟐 − 𝟐√𝟔 G −𝟑√𝟐 + 𝟑√𝟐𝟎 − 𝟑√𝟖

What do cows read?

-
−6 5 + 6 2

−3 3 − 5 5

−3 3 − 5 5

−3 5 − 2 6

−3 2 − 2 6

−9 2 + 6 5

−6 3 − 2 2
9 2 + 12 3

12 2 − 4 3

12 2 − 4 3
√

√
√

√
√

√
√

√
√

11
 12
math-message-decoder-11920283
https://www.tes.com/teaching-resource/adding-and-subtracting-radicals-worksheet-
and Practicalities. Makati City: SalesianaBOOKS by Don Bosco Press, Inc.
Nivera, Gladys C., and Minie Rose C. Lapinid. 2013. Grade 9 Mathematics Patterns
Algebra. Sampaloc City: REX Book Store, Inc., 2003.
Oronce, Orlando A., and Marilyn O. Mendoza. Exploring Mathematics Intermediate
REFERENCES
What I Know
1. A 6. B
2. C 7. D
3. B 8. B
4. A 9. C
5. B 10. D
What’s More: Activity 1
A.
Similar or
Radical Simplified Form
Dissimilar?
4√2
1 3 Dissimilar
2 √4
5√3
2 Similar
3√3
B. 1. 2 √7 6. 5√3 + 14√5
2. 12√3 7. 14√2 − 11√3
3
3. 14√5 − 3√2 8. −3 √2
4. 4√3 9. 2𝑦 2 4√𝑥𝑦
5. 40√2 10. 2√6
What I Have Learned: Activity 2
1. simplify
2. combine
3. similar
4. dissimilar
What I Can Do: Activity 3
56√2 𝑚
Additional Activity: Activity 4 Post Assessment
CATTLE-LOGS 1. A 6. A
2. C 7. A
3. C 8. D
4. D 9. B
5. B 10. B
ANSWER KEY
For inquiries or feedback, please write of call:
Department of Education – Cordillera Administrative Region
Wangal, La Trinidad, Benguet
Telefax: 422-1318 / 422-4074
Email Address: [email protected]
Social Media: facebook.com/DepEdTayoCordillera

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