NOT

Mathematics
Quarter 2, Wk.6-10 - Module on Radicals
and Equations with Radicals
Department of Education ● Republic of the Philippines
Math- Grade 9
Alternative Delivery Mode
Quarter 2, Wk.6-10 - Module on Radicals and Equations with Radicals
First Edition, 2020

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Published by the Department of Education – Division of Iligan City

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Mathematics
Quarter 2, Wk.6-10 - Module on Radicals
and Equations with 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 10:
Applications of Equations with Radicals 1
What I Need to Know 1
What I Know 1
What’s In 2
What’s New 2
2
What Is It 3
What’s More 4
What I Have Learned 5
What I Can Do 6

Summary

Assessment: (Post-Test)
Key to Answers
References
This page is intentionally blank
What This Module is About
 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
 Part I
Find out how much you already know about this module. Choose the
letter that you think best answers the questions. 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

.2 .2
1. In the expression 8 8 , what is its simplified form?
1

A. 8 4 B. 8 C. 16 D. 64
1
2. In simplifying the expression −1 , which of the following is true?
2
𝑥
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) , how will you transform it into a radical expression?
5

5 3 3 5 5 3 3 5
A. 8𝑛 B. 8𝑛 C. 2𝑛 D. 2𝑛
5. From the laws on radicals, which of the following is/are not true?
𝑛 2𝑛 𝑎
𝑛
𝑎
I. ( 𝑎) = 𝑎
𝑛 𝑛 𝑛 𝑛 𝑛
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?
3 3
𝐼. 5𝑎, 2 5𝑎, -6 5𝑎 II. 2𝑓, 3𝑓, 4𝑓 III. -7 8 , 10 , 7
A. III only B. I and II C. II only D. I onl
3 3
10. Given the radicals 4𝑣 ∙ 6𝑣 , what is its product?
9 6 3 3
A. 24𝑣 B. 4 6𝑣 C. 4𝑣 6 D. 2𝑣 6
11. When adding the radical expressions 3 + 5 − 4 3 + 6 5 , what must be its
sum?
A. -7 3+7 5 B. 3 3+7 5 C. -3 3+7 5 D. -3 9+7 25
12. 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
13. In the equation 3𝑥 + 1 − 3 = 7, what is the value of 𝑥?
A. 100 B. 99 C. 3.3 D. 33
14. What is 𝑛 in the equation 4𝑛 = 3𝑛 + 9?
A. 12 B. 9 C. 7 D. 4
 3
5𝑎−5
15. Given the radical equation 3 =− 1, what is 𝑎?
2𝑎
5 −5
A. 7
B. 5 C. 7
D. -5

16. Five times the square root of 1 less than a number is equal to 3 more than the
number. What is the number?
A. 17 B. 12 C. 13 D. 14
17. In simplifying expressions with rational exponents, which of the following
expressions is true?
1
1 1 2
5 22
A. 5 + 5 = 5
2 3
B. 1 = 29
3
2
1 2 2 −2
1
C. (3 ) = 9
2 3
D. 4 3
= 2

43

Use the problem below to answer numbers 18-20.

“ A rectangle has a perimeter of 24 inches with a length of 4 inches and a width of
𝑥 + 2 inches.”

18. What is the value of 𝑥?

A. 62 B. 52 C. 42 D. 32
19. What is its width?
A. 10 inches B. 9 inches C. 8 inches D. 7 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
 Title of the Lesson
Lesson

10

Applications of Equations
with
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 2
( 𝑥 − 4) = (7 − 5)
2
𝑥 − 4 =2
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

3ℎ
can 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

2 2
length of the brace is given by 𝐿 = 𝐻 + 𝑊 .
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?

What’s New

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

Example:
 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.

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.
2 2
5. Using the equation 𝑐 = 𝑎 + 𝑏 and the skill of simplifying radical
equations.

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?
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.

What Is It

Applications of Equations with Radicals:

We are going to see how radicals are used in sailing.

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.

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?
2 2
3. Using the equation 𝑐 = 𝑎 + 𝑏 and the skills needed in simplifying radical
equations.
1852
4. 525 𝑛𝑎𝑢𝑡 . 𝑚𝑖𝑙𝑒𝑠 × 1 𝑛𝑎𝑢𝑡 .𝑚𝑖𝑙𝑒 = 972, 300 𝑚
2 2
𝑐= 𝑎 +𝑏
2 2
𝑐 = (63𝑚) + (972300)
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.

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.

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?
 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…

What I Can Do
Activity 6: Transfer Task
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

Categories 4 3 2 3
 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, most Errors in
computations computations of the computations
Accuracy of
are correct and are correct. computations are severe.
Computation
are logically are not correct.
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
SUMMARY
 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

.2 .2
1. In the expression 100 100 , what is its simplified form?
1

A. 100 4 B. 100 C. 10 D. 10,000

2. In simplifying the expression with rational exponents, which of the following is true?
1
2

( )
1 1 1 1
5 62
A.6 + 6 = 6
2 3
B. 1 C. 6 2 = 63 D.
3
6
−2
3 1
6 = 2

63
1
3. In simplifying the expression −2 , which of the following is true?
3
𝑥
2
1 𝑥
B. C. 𝑥
3
A. 2 2 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 2𝑛 𝑎
𝑛
𝑎
I. ( 𝑎) = 𝑎
𝑛 𝑛 𝑛 𝑛 𝑛
II. 𝑎𝑏 = 𝑎 𝑏 III. 𝑏
= 𝑛
𝑏

3 5 3 3 3 2
A. 8𝑥 B. 8𝑥 C. 4𝑥 D. 4𝑥
6. From the laws on radicals, which of the following is/are not true??
𝑛 2𝑛 𝑥
𝑛
𝑥
I. ( 𝑥) = 𝑥
𝑛 𝑛 𝑛 𝑛 𝑛
II. 𝑥𝑦 = 𝑥 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?
3 3
𝐼. 5𝑎, 2 5𝑎, -6 5𝑎 II. 2𝑓, 3𝑓, 4𝑓 III. -7 8 , 10 , 7
A. III only B. I and II C. II only D. I only

3 3
11. Given the radicals 2𝑥 • 5𝑥 , what is its product?
 6 6 3 9 3 9
A. 10𝑥 B. 7𝑥 C. 10𝑥 D. 7𝑥

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

Key to Answers

Activity 1:
1. b = 100
2. n = 79
3. x = 27
4. x = 10
5. x=4
6. a = -2
6 5
7. 𝑚 = ± 5
25
8. ℎ = 3
 Activity 2:

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. At 50 mph, a car leaves a skid mark at 125ft. At 70 mph, a car leaves a
skid mark at 245ft.
2. At 60 mph, a car leaves a skid mark at 180ft. At 100 mph, a car skid
leaves a skid mark at 500ft.
B. Carpenters stabilize wall frames with a diagonal brace. The length of the
2 2
brace is given by 𝐿 = 𝐻 + 𝑊 .
1. If the bottom of the brace is attached 9 meters from the corner and the
brace is 12 meters long, the corner post should be nailed at 3 7 meters.

Activity 3:

1. The wire is 85 meters which is between 9 meters and 10 meters.

2. If the wire is farther/ nearer to the base, the length will be longer/shorter
respectively. Justify the answer by giving values/examples.
2 2
3. Using the equation 𝑐 = 𝑎 + 𝑏 and the skill of simplifying radical
equations.

1.

2. A person can see 165 meter or approximately between 12 meters and 13

meters far from a 110-meter high building on a clear day.
3. If the height of the building increases/decreases, the sight distance might go
farther/nearer respectively. Justify the answer by giving values/examples.

Activity 4:

𝐿
𝑇 = 2π 32
, the formula which gives the time (T) in seconds for a pendulum of length (L)
to complete one full cycle.

1. A pendulum is 1.5 feet long.

2. How much time is needed for the pendulum to complete one full cycle.
3. Using the given formula and the skills needed to simplify radical equations.
𝐿
4. 𝑇 = 2π 32
 1.5
𝑇 = 2(3. 14 32

𝑇 = 1. 36

5. A 1.5 foot pendulum will take between 1 to 2 seconds to complete one

full cycle.
6. A 0.811 foot pendulum take 1 second to complete one full cycle.
7. Use your understandings of simplifying radical equations to solve real-life
related problems. The skill of approximating radicals is also necessary.

Pre-Test
1. B
2. C
3. A
4. A
5. C
6. C
7. B
8. A
9. D
10. D
11. C
12. D
13. D
14. B
15. A
16. A
17. A
18. C
19. A
20. D

Post-Test
1. D
2. B
3. C
4. A
5. D
6. C
7. C
8. B
9. A
10. D
11. A
12. B
13. D
14. C
15. B
16. A
17. B
18. C
19. D
20. A
References:

Applications of surface area. braining camp.

http://www.brainingcamp.com/legacy/content/concepts/ surface-area/problems.php
(Charge of electron) https://www.google.com.ph/#q=charge+of+electron
(Extraneous Solutions) http://www.mathwords.com/e/extraneous_solution.htm
Formula for hang time
http://www.algebra.com/algebra/homework/quadratic/Quadratic_Equations.
faq.question.214935.html
(Formula for pendulum) http://hyperphysics.phy-astr.gsu.edu/hbase/pend.html Gallon
of Paint
http://answers.ask.com/reference/other/how_much_does_one_gallon_of_paintcover
Gallon of paint http://answers.reference.com/information/misc
how_much_paint_can_1_gallon_cover
Radical Equations
http://www.glencoe.com/sec/math/algebra/algebra1/algebra1_04/add_lesson/
radical_equations_alg1.pdf
Radical Equations in One Variable
http://www.glencoe.com/sec/math/algebra/algebra1/algebra1_03/
extra_examples/chapter11/lesson11_3.pdf
Radical Equations and Problems
http://www.palmbeachstate.edu/prepmathlw/Documents/0020. section.8.6.pdf
(Radio frequency) http://www.sengpielaudio.com/calculator-radiofrequency.htm
Small Number. Wikipedia http://en.wikipedia.org/wiki/Small_number
Solving Radical Equations and Inequalities
http://www.glencoe.com/sec/math/algebra/algebra2/algebra2_04/add_lesson/solve_r
ad_eq_alg2.pdf
(Speed of Light) http://www.space.com/15830-light-speed.html
(Square meter to square
ft)http://www.metric-conversions.org/area/square-feet-to-square-meters.htm
( Square meter to square feet )
http://calculator-converter.com/converter_square_meters_to_square_
feet_calculator.php
(Diameter of an atomic nucleus)
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Atomic_ nucleus.htm