9 Mathematics

Quarter 2 - Module 5:
Writing Expressions with Rational Exponents
as Radicals and Vice Versa, and
Deriving the Laws of Radicals
M9AL-IIf-1 and M9AL-IIf-2
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 2 – Writing Expressions with Rational Exponents as Radicals
and Vice Versa, and Deriving the Laws of Radicals
First Edition, 2020

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Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Edlyn L. Trillana

Language Reviewer : Mildred DG. Tanghal
Content Editor : Ma. Vilma L. Adonis
Illustrator : Edlyn L. Trillana
Layout Artist : Edlyn L. Trillana

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Francisco B. Macale
Mathematics, Division Focal Person

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Adress: lrmdsbulacan@deped.gov.ph
 9
Mathematics
Quarter 2 - Module 5:
Writing Expressions
with Rational Exponents
as Radicals and Vice Versa
and Deriving the Laws of Radicals
M9AL-IIf-1 and M9AL-IIf-2
 Introductory Message

For the Facilitator:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on Writing Expression
with Rational Exponents as Radicals and Vice Versa, and Deriving the Laws of Radicals.

This module was collaboratively designed, developed and reviewed by public educators to assist
you, the teacher or facilitator in helping the learners meet the standards set by K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

For the facilitator ;

You are expected to orient the learners on how to use this module. You also need to keep track
of the learners’ progress while allowing them to manage their own learning. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included in the module.

For the Learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on Writing Expression
with Rational Exponents as Radicals and Vice Versa, and Deriving the Laws of Radicals.

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in the
module.

1
 This part includes an activity that aims to check
what you already know about the lesson to take. If
you get all the answers correctly (100%), you may
decide to skip this module.
This is a brief drill or review to help you link the
current lesson with the previous one.
In this portion, the new lesson will be introduced to
you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice
to solidify your understanding and skills of the topic.
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
paragraph to be filled in to process what you
learned from the lesson.
This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
In this portion, another activity will be given to you
to enrich your knowledge or skill of the lesson
learned.
This contains answers to all activities in the module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate answer sheet in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your
teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 This module provides varied activities that will help you learn and apply
the previously acquired knowledge and skills of different mathematical
concepts in solving problems about radicals.

At the end of this module, you are expected to:

• define radical expression;
• transform expressions with rational exponents as radicals and vice
versa;
• derive the laws of radicals from the law of rational exponents; and
• apply the laws of radicals to simplify a radical expression.

Answer the following Pre-Assessment questions. Take note of your mistake/s and be
able to find the correct answer/s as you go through this module.
Let’s Begin!
Pre – Assessment

Choose the letter of the correct answer. Write your answer on a separate sheet of paper.

4
1) Write √𝑚3 in rational exponent.
3 4
a. m4 b. m3 c. 𝑚12 d. 𝑚7
3
2) What is the radical form of (4𝑥)2?
4 3 3
a. √(4𝑥)3 b. √(4𝑥)3 c. √(2𝑥)3 d. √(2𝑥)4
3) Transform √3𝑥 in exponential form.
1 1 1 1
a. 3𝑥 2 b. 9𝑥 2 c. (3𝑥)2 d.
3𝑥
4) Which of the following statements is not true?
a. 90 = 9 • 10 b. √90 = 3√10 c. √90 = 9√10 d. √90 = 3√5 •√2
2
5) Transform 𝑚−3 in radical expression
3 1 3
a. −√𝑚2 b. √−𝑚3 c. 3 d. − √2𝑚
√𝑚2

6) Find the value of 3√1000

a. 10 b. 100 c. 50 d. 25

3
 2
7) Write 𝑡 −7 in radical form.
7 2 1 1
a. √𝑡 2 b. √𝑡 7 c. 7 d. 2
√ 𝑡2 √ 𝑡7
1
8) Transform − 7 in exponential form.
√4𝑦 6
2 2 2 2
a. (2𝑦 3 )−7 b. −(2𝑦 3 )7 c. −(4𝑦 3 )7 d. −(2𝑦 3 )−7
5
9) Write (3𝑥 + 1)4 in radical form.
a. √(3𝑥)4 + √15 c. 5(√3𝑥 + √1 )4
5 4
b. √(3𝑥 + 1)4 d. √(3𝑥 + 1)5
1
(𝑎2 +5)3
10) 1 transform to radical form.
−3
(𝑎2 −5)
3
a. √(𝑎2 + 5)3 (𝑎2 − 5)3 c. √(𝑎 − 25)2
3
b. √𝑎4 − 25 d. 3√(2𝑎 + 10)

11) Using the law of radical ( 𝑛√𝑎)n = 𝑎, which of the following is true?
1 8 1
( )( )
c. ( 5√7)5 = 7(5)5
4
a. ( √10)8 = 10 4 4

6 1 2
4( )
4
b. ( √𝑥 )6 = 𝑥 4 d. ( 3√12)2 = 12(3)(3)
√5
12) A radical expression is an example of what law of radical?
√3
𝑛
𝑛 𝑎 √𝑎
a. ( √𝑎)n=a
𝑛
c. √ = 𝑛
𝑏 √𝑏
𝑛 𝑛 𝑛 𝑛𝑚 𝑚𝑛 𝑛 𝑚
b. √𝑎𝑏 = √𝑎 √𝑏 d. √ √𝑎 = √𝑎 = √ √𝑎
13) The following are the examples of the laws of radical 𝑛√𝑎𝑏 = 𝑛√𝑎 𝑛√𝑏 except
3 3 3 4
a. √14 = √7 √2 c. √15 = √3 √5
3 3 3
b. √6 = √2 √3 d. √21 = √7 √3
𝑚 𝑚𝑛 𝑛 𝑚
14) Which of the following is an example of this law of radical √ 𝑛√𝑎 = √𝑎 = √ √𝑎 ?
5
10 5 3 4 3
a. √√3 = √3 = √ √3 c. √√11 = √11 = √ √11
5 4 6 4
b. √√8 = √8 = √√8 d. √√17 = √17 = √ √17
3
15) A radical expression (√7)3 = 7 is an example of what law of radical?
𝑛
𝑛 𝑎 √𝑎
a. ( √𝑎)n=a
𝑛
c. √ = 𝑛
𝑏 √𝑏
𝑛 𝑛 𝑛 𝑛𝑚 𝑚𝑛 𝑛 𝑚
b. √𝑎𝑏 = √𝑎 √𝑏 d. √ √𝑎 = √𝑎 = √ √𝑎

4
A. Insect herbivores are important drivers of ecosystem processes by transforming living
plant biomass into frass, greenfall, and throughfall and may drive a significant fraction
of aboveground to belowground across entire ecosystems.
Below are some insect herbivores. Find their scientific name by simplifying each
expression with rational exponents. Write the letter on the blank that matches your
answer.

____ 1.) 1 A 3𝑎 ; Orthoptera

(52 )2 ; Salagubang .

2
____ 2.) B 5 ; Coleoptera
(𝑎2 )3 ; Mariposa
.

1 2
____ 3.) (9𝑎2 )2 ; Tipaklong C
23 𝑎2 ; Diptera
.

3
____ 4.) (𝑎4 )4 ; Bubuyog D 𝑎3 ; Apis
.

2 4
____ 5.) E.
(2𝑎3 )3 ; Langaw 𝑎3 ; Rhopalocera

B. Directions: Analyze carefully the two given examples in order to complete the table.

Rational Expressions Radical Expressions

32 (3)(3) 9 √9 3

3
73 (7)(7)(7) 343 √343 7

1.) 62 (6)(6) ______ √36 ______

2.) (−5)3 (- 5)(- 5)(- 5) ______ ______ −5

3.) 25 ____________ ______ ______ ______

5
 Using Technology!

Your mother went to Pulilan market to buy fruits that

are good for your health. Help your mother find the
cost of the fruits she bought using the calculator.
The first example is done for you.

1.) oranges 2.) apples 3.) grapes 4.) bananas 5.) mangoes

3 4 5
35 + √100 3 (√100) √343 + 193 84 ÷ √81 √32(76)

₱______
45.00 + ₱______ + ₱______ + ₱______ + ₱______

Cost of all fruits: ___________

radical sign Radical Expressions consist of:

index 1. Radical sign ( √1 ) - the symbol which indicates
roots of the number.
2. Radicand - the number inside the radical sign or the
number whose roots are to be considered. m is the
power of the radicand.
3. Index - indicate the degree of the radical such as
radicand exponent 3 4
of radicand √1 square root, √𝑠 cube root, and √𝑠 fourth root.

The symbol √49 is read as the “principal square History

root of 49” or simply “square root of 49”. Its value The radical sign ( √1 )
is 7. was adopted because it
In symbol, √49 = 7 resembles a small r. The
The symbol −√49 is read as the symbol was first
“ negative square root of 49. introduced in 1525 by
It’s value is –7. Christoff Rudolf in his
In symbol, −√49 = – 7 book on algebra entitled
Christoff Rudolff
Die Cross.
https://commons.wikimedia.org/wiki/
File:Niccol%C3%B2_Tartaglia.jpg

6
The activities in this module are arranged from simple to complex to help the learner
gradually master the desired learning competency. Give him/ her the needed support
and guidance so that he/she will be able to perform the tasks to prepare him/her later
on writing expression with rational exponent as radical and vice versa, and deriving the
laws of radicals.

Essential Question: How can you use a rational exponent to represent a power involving a
radical?

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

Example:
A. Write the following to radical form.
1
1.) 𝑎2 = √𝒂 By convention, if no index appears in the radical
expressions, it is understood that the index is 2.

3
𝟓
2.) 𝑎5 = √𝒂𝟑 The index is 5 and the radicand is 𝑎3 .

2
3 𝟑 2
3.) (3𝑎)3 = 3√(3𝑎)2 =√32 𝑎2 = √𝟗𝒂𝟐 The index is 3 and the radicand is (3𝑎) .
2
Use the law of exponent to simplify (3𝑎) .
3
𝟏 𝑖4 𝟒 𝟏 3 𝟏 3
4.) ( 𝟐 ) = √( 𝟐 ) The index is 4 and the radicand is( ).
𝒂 𝒂 𝒂𝟐

B. Write each radical as an expression with rational exponent.

1 1
4
1.) √81 = 814 2.) 5√𝑥3= 5𝑥 2

7
 3
3
1
5 𝟑 𝟑 𝑖5
3.) √−27𝑥 3 = (−27𝑥3 ) 3 4.) – 8 √(𝒚𝟐 ) = – 8( 𝟐 )
𝒚

5
4
5.) √(3𝑥 + 1)5 = (3𝑥 + 1)4

𝑚
For any positive real number 𝑎 and any rational number,
𝑛
𝑚 1 1
−𝑛
𝑎 = 𝑚 = 𝑛
(𝑎) 𝑛 √𝑎𝑚

Example:
Transform the following to radical form.
2 1 1 1 3 1 1
1. 5− 3 = 2 = 3 = 3 2. −(3𝑥)
−
5=
3 = 5
53 √52 √25 −(3𝑥)5 − √(3𝑥)3

Principal nth root of 𝒂

Let 𝑛 be a positive integer greater that 1 (𝑛 > 1), and 𝑎 be a real number. The
𝑛
principal nth root of 𝑎 is denoted by √𝑎 , and has the following defining properties:
𝑛
1.) if 𝒂 > 0, then √𝑎 is the positive nth root of 𝑎.
𝑛
2.) if 𝒂 < 0 and 𝑛 is odd, then √𝑎 is the negative nth root of 𝑎, and
𝑛
3.) √0 = 0
𝑛
4.) if 𝒂 < 0 and n is even, then √𝑎 has no meaning in real numbers.

Example:
6
1. √81 = 9 3. √64 = 2
3 4
2. √−27 = - 3 4. √−81 not defined in real numbers or no real root

LAW OF RADICALS

Law 1: nth root of a Number to the Power 𝒏

Basically, finding the nth root of a number is the opposite of raising the number to the power
𝑛, so they effectively cancel each other out.

𝟏 𝒏
Law 1 ( √𝒂)𝒏 =
𝒏
𝜶(𝒏)𝒏= 𝜶(𝒏) = a 𝒏
( √𝒂)𝒏 =𝒂

8
For the simple case, these all have the same value:
1 2
( )2 ( )
√𝑎2 = (√𝑎)2 = 𝛼 2 = 𝛼 2 =a

Example:
5 3 1
1.) √45 2.) √(3𝑥)3 3.) 4 4
√𝑦

Solutions:
5 3 1
1 1
5 ( ) ( )
1.) √45 = 4 5 =4 2.) 3√(3𝑥)3 = 3𝑥 3 = 3𝑥 3.) 4 = 4 =
√𝑦4 𝑦
𝑦4
𝟏
Answer: 4 Answer: 3x Answer:
𝒚

For any nonnegative real numbers 𝑎 and 𝑏 and positive integers 𝑚 and 𝑛:

Law 2: The nth root of the product of 𝒂𝒃 is equal to the product of the nth
root of each factor.

𝟏 𝟏 𝟏
𝒏 ( ) ( ) ( ) 𝒏 𝒏 𝒏 𝒏
√𝒂𝒃 = 𝜶𝒃 𝒏 = 𝜶 𝒏 • 𝒃 𝒏 = √𝒂 √𝒃 𝒏
Law 2 √𝒂𝒃= √𝒂 √𝒃

Example:
3
1.) 7√𝑥𝑦 3.) √𝑦 5
3
2.) √32 4.) √54𝑦 5
Solutions:

7
1.) 7√𝑥𝑦 = √𝑥 7√𝑦 2.) √32 = √16 • 2 = √16 • √2 = 4√2
𝟕
Answer: √𝒙 𝟕√𝒚 Answer: 4√𝟐

3 3 3 3
3.) √𝑦 5 = √𝑦 3 • √𝑦 2 = 𝑦 √𝑦 2
𝟑
𝐀𝐧𝐬𝐰𝐞𝐫: 𝒚 √𝒚𝟐

3 3 3
4.) √54𝑦 5 = √27𝑦 3 • √2𝑦 2 = 3√33 𝑦 3 • 3√2𝑦 2 = 3√(3𝑦)3 • 3√2𝑦 2 = 3𝑦 3√2𝑦 2
𝟑
Answer: 𝟑𝒚 √𝟐𝒚𝟐

9
 𝒂
Law 3: The nth root of quotient is the nth root of 𝒂 over the nth root of 𝒃
𝒃
Note: 𝑏 ≠ 0
𝟏
𝟏 𝒏 ( )
𝒏 𝒂 𝒂 (𝒏) 𝒂 𝒏 √𝒂 𝒏
√𝒂
Law 3 √ 𝒃 = (𝒃 ) 𝐈 = 𝟏 = 𝒏 𝒏
√𝒃 =
𝒂
𝒏
( ) √𝒃 √𝒃
𝒃 𝒏

Example:
4 𝟑 𝒂 𝟒 𝟖𝟏
1.) √ 2.) √𝟖 3.) √ 𝒚𝟒
25

Solutions:
3 3 4
4 √4 2 𝟑 𝒂 √𝑎 √𝑎 𝟒 𝟖𝟏 √81 3
1.) √ = = 2.) √ = 3 = 3.) √ 𝟒 = 4 =
25 √25 5 𝟖 √8 2 𝒚 √𝒚𝟒 𝑦
𝟑
𝟐 √𝒂 𝟑
Answer: Answer: Answer:
𝟓 𝟐 𝒚

Law 4: The nth root of the mth root of a number is the nmth root
of 𝒂 .

𝒎 𝒏 𝟏 𝟏 𝟏
Law 4 √ √𝒂 =[𝜶(𝒏) ]𝒎 = 𝜶(𝒎𝒏) = 𝒎𝒏√𝒂 𝒎 𝒏
√ √𝒂 = 𝒎𝒏
√𝒂

Example:
3 5
3
1.) √√𝑥 2.) √ √7 3.)√ 4√2𝑦

Solutions:
3 6 5
3 15
1.) √√𝑥 = √𝑥 2.) √ √7 = √7 3.) √ 4√2𝑦 = 8√2𝑦
𝟔 𝟏𝟓
Answer: √𝒙 Answer: √𝟕 Answer: 𝟖√𝟐𝒚
Remember:

Laws of Radicals
If 𝑚 and 𝑛 are positive integers, and 𝑎 and 𝑏 are real numbers such that
𝑎 and 𝑏 are positive if 𝑚 and 𝑛 are even, then

𝒏
𝒏 𝒂 √𝒂
Law 1. ( 𝒏√𝒂)𝒏 = 𝒂 Law 3. √ = 𝒏
𝒃 √𝒃

𝒏 𝒏 𝒏 𝒏 𝒎 𝒎𝒏
Law 2. √𝒂𝒃= √𝒂 √𝒃 Law 4. √ √𝒂 = √𝒂

10
INDEPENDENT ACTIVITY 1

Develop the art of friendliness. One can experience a variety of

emotions staying home and reading or watching television; one will
be alive but hardly living. Most of the meaningful aspects of life are
closely associated with people. Even the dictionary’s definition of life
involves people.
- William L. Abbott

Michelle Slung has a quote about friendship, to find out, solve the following problems on
radicals (A-F) and write the correct word on each blank that matches your answer.

A. √100
3 10 FRIENDS
B. √125
C. −√81
3
D. √−216 -6 FAMILY
4
E. √81
F. √225 -9 AND

15 YOUR
TREAT YOUR FRIENDS LIKE FAMILY
E F A B D
AND YOUR FAMILY LIKE FRIENDS 5 LIKE
C F D B A
3 TREAT
INDEPENDENT ASSESSMENT 1
Complete the table.

Exponent of
Radical Form Radicand Index
Radicand
𝟑
1.) √𝒃𝟐 b2 3 2

𝟔
2.) √𝟒𝒙𝟑 4x 3 6 1

3.) √𝟒𝒂𝒃 4ab 2 1

𝟓
4.) √(𝟑𝒙𝟐)𝟑 3x 2 5 3

𝒚 𝑦
5.) √ 2 1
𝟐 2

11
INDEPENDENT ACTIVITY 2

Write each expression in radical form. Write the index in the triangle , the radicand
in the radical sign and exponent of the radicand in the circle .

3 2 2 5 1
1. (5) 4 2. (2𝑥)3 3. (𝑎 − 5)7 4. (3𝑥𝑦)2 5. (−3𝑥)3

1.) 4 3
√_____
5 √53
Radical Form: ___________
4

2.) 3 2
√_____
(2𝑥) √(2𝑥)2
Radical Form: ___________
3

3.) 7 2
_____
√(𝑎 − 5) √(𝑎 − 5)
Radical Form: ___________
7 2

4.) 2 5
√_____
(3𝑥𝑦) √(3𝑥𝑦)5
Radical Form: ___________

5.) 3 1
3
√_____
(−3𝑥) √−3𝑥
Radical Form: ___________

INDEPENDENT ASSESSMENT 2

Complete the table. Transform the following to exponential form to radical form and vice versa.

Exponential Exponential
Radical Form Radical Form
Form Form
1 1 4
1. (2𝑏)2 √2𝑏 6. 𝑥 5 𝑦5
1 4 3
2. 26 4 √26 7. 𝑟− 7
1 3 3
3. 3 𝑖2 √ 8. 4 √33 𝑎2 𝑏 5
( 3) 𝑦3
𝑦
3 5 2
4. 3𝑦 5 3 √𝑦 3 9. 3𝑥𝑦 − 3
1
3 4𝑛
5. 4
√(4𝑥)3 𝑖2 10. -29√
(4𝑥)4 𝑚3 𝑝

12
INDEPENDENT ACTIVITY 3

What do you buy only to throw out?

To find the answer to the riddle, simplify the given radicals in the boxes. Write the letter
inside the circle that matches your answer.

M R
S R E S
T E A
𝟑 𝑥𝑦 4 4
√𝑥 √𝑦
3
2 √2 𝑦 √𝑥
6 7 √𝒙 √𝒚 4𝑦√2𝑦 12
√𝑥
𝟑
√𝒚 𝟓𝒙

Given:
𝑛 𝑛
( 𝑛√𝑎)𝑛 = 𝑎 𝑛
√𝑎𝑏= √𝑎 √𝑏
4 5 3 4
√74 √(𝑥𝑦)5 √16 √𝑥𝑦 √32𝑦 3

𝑛
𝑛 𝑎 √𝑎
√𝑏 = 𝑚 𝑛 𝑚𝑛
𝑛 √ √𝑎 = √𝑎
√𝑏

𝟑 𝒙 𝒚 𝟑 𝟒 𝟑
√𝒚 √𝟐𝟓𝒙𝟐 √ √𝒙 √√𝒙𝒚𝟔

INDEPENDENT ASSESSMENT 3

A. Match the examples in column A to the laws of radicals in column B.

Write only the letter before the number.

Column A Column B
√5
_____1. √ =
5 𝑛
a. ( √𝑎)
n
=a
6 √6
3 𝑛 𝑛 𝑛
_____2. ( √19)3 = 19 b. √𝑎𝑏 = √𝑎 √𝑏
𝑛
𝑛 𝑎 √𝑎
_____3. √30 = √6 √5 c. √ = 𝑛
𝑏 √𝑏
34 12 𝑚𝑛 𝑚𝑛
_____4. √ √13 = √13 d. √ √𝑎 = √𝑎
3
3 4 √4
_____5. √ = 3
3 √3

13
B. Simplify each radical.

3 4 6
1. √ 𝑥√𝑦 = __________ 3𝑥√𝑦 4. √√𝑏 = __________ √𝑏
3
2. ( √5𝑧)3 = __________ 5𝑧 5. √50 = __________ 5√2

121 11
3. √ = __________
100 10

REFLECT AND WRAP UP!

Part 1: Rate how much you have learned for each competencies discussed in this module.
Check the appropriate scale (5 is the highest and 1 is the lowest)

Most Essential Learning

5 4 3 2 1
Competencies

Writing Expressions
with Rational Exponents
as Radicals and Vice Versa

Deriving the Laws of Radicals

Part 2: As part of your reflection answer the following questions.

1. Which topic/objective do you find interesting? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Which topic/objective do you find challenging? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. How will you address that challenging topic/objective for you to learn and understand it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. What mathematical skills do you need to improve to be able to learn these

topics/objectives about writing rational exponent as radical and vice versa and deriving
the laws of radicals.
______________________________________________________________________
______________________________________________________________________
14
 Distance Formula

Coordinates
Name
𝒙 𝒚
Mrs. Lina -2 -5
Angie 4 -1
Emil -2 4
Anna 1 3

Word Problem

The three Grade 9 students namely Emil, Anna , Angie and their teacher Mrs. Lina are living
near the Pulilan Bypass Road as illustrated above. Use the distance formula to solve the
problem. Apply the laws of radicals to simply the answer.

1. What is the distance between Mrs. 2. What is the distance between Mrs.
Lina’s house and Angie’s house? Lina’s house and Emil’s house?

____________________________ ____________________________

Choose the letter of the correct answer. Write your answer on a separate sheet of paper.

1) What is the square root of 36?

a. 4 b. 2 c. 6 d. 5
2) The quantity under the radical sign.
a. index b. exponent c. coefficient d. radicand
3
3) Given √2𝑥 , the index is ____.
a. 1 b. 2 c. 3 d. 4
1
4) Write (3𝑦)−2 in radical form.
1 1 −√3𝑦 −3𝑦
a. b. c. d.
3𝑦 √3𝑦 3𝑦 2
15
 7
5) How will you express √−125 in terms of rational exponents?
1 1
a. (125)7 b. (−125)−7 c. (125)7 d. (−125)7
5
6) Simplify √35
5
a. 1 b. 2 c. 3 d. √3,
2
7) Which of the following is the radical form of 83
3 1 1
a. √82 b. √83 c. 3 d.
82
82

8) Using the law of radical ( √𝑎)

𝑛 n
= a, which of the following is true?

1 1 8 1 2 6
5 (5)5 4 ( )( ) 3 ( )( ) 3 3( )
a. ( √3)5 = 3 b. ( √3)8 = 3 4 4 c. ( √4)2 = 4 3 3 d. ( √𝑥 )6 = 𝑥 4

√5
9) A radical expression is an example of what laws of radicals?
√7
n
=a
𝑛 𝑚
𝑛 𝑚𝑛
a. ( √𝑎) c. √ √𝑎 = √𝑎
𝑛
𝑛 𝑎 √𝑎
d. √ =
𝑛 𝑛 𝑛
b. √𝑎𝑏 = √𝑎 √𝑏 𝑛
𝑏 √𝑏
𝑛 𝑛 𝑛
10) The following are the examples of this laws of radicals √𝑎𝑏 = √𝑎 √𝑏 except
3 3 3 3 3 3
a. √21 = √7 √3 c. √14 = √7 √2
4
b. √15 = √3 √5 d. √6 = √2 √3
4
11) A radical expression ( √11)4 = 11 is an example of what laws of radicals?
𝑛 𝑛 𝑛
c. ( √𝑎) = a
𝑛 𝑛
a. √𝑎𝑏 = √𝑎 √𝑏
𝑛
𝑚 𝑛 𝑚𝑛 𝑛 𝑚 𝑛 𝑎 √𝑎
b. √ √𝑎 = √𝑎 = √ √𝑎 d. √ = 𝑛
𝑏 √𝑏
2
12) Write 27−3 in radical form, and then find its value.
3 1 1 1
a. √−272 b. 3 c. 3 d.
√54 √2•27 9
3
13) The simplest form of √16 is _____
3 3 3 3 3
a. √24 b. 2 √2 c. √23 • √2 d. √23 • 2
14) Which of the following equation is false?

1 2 1
3
a. (𝑚 + 𝑒)2 = √(𝑚 + 𝑒) c. √𝑥 2 𝑦 = 𝑥 3 𝑦 3
1
b. 𝑚𝑎 = √𝑚𝑎 d. 5√3𝑎 = 5(3𝑎)2
1
(𝑥 2 +3)5
15) 1 transform to radical form.
−5
(𝑥 2 −3)
5
a. √(𝑥 2 + 3)3 (𝑥 2 − 3)3 c. √(𝑥 − 9)2
5 5
b. √𝑥 4 − 9 d. √(2𝑥 + 3)
16
MATH TRIVIA : Do you know the Greek Mathematician who used radicals in his theory?

Compare the value of the given pair of radicals. Write on the blank the corresponding letter
of the radical with the greater value to answer to our trivia.

3
______ 1. K √125 P √64

3
______ 2. Y √25 R √8

3 3
______ 3. T √16 + √8 S √27 + √4

4 4
______ 4. I √ H √
25 16

5
______ 5. A √9 B √32

3
______ 6. M √216 G √49

______ 7. E √36 O √9 + √25

3 4
______ 8. R √27 + √4 N √4 + √16

4 3
______ 9. C √81 A √64

3
______ 10. S √169 D √1000

17
 18
INDEPENDENT ASSESSMENT 1
Pre – Assessment INDEPENDENT ASSESSMENT 3
1. a 9. d
2. a 10. b A. B.
3. c 11. c 1. c 1. 3𝑥√𝑦
4. c 12. c 2. a 2. 5𝑧
11
5. c 13. c 3. b 3.
10
6. a 14. a 8
4. d 4. √𝑏
7. c 15. a
8. c 5. c 5. 5√2
INDEPENDENT ACTIVITY 2
1. 2√13 units
A.
1. B
2. 9 units
2. E
3. A
4. D
5. C
B. 1. c 9. d
1. 36; 6 2. d 10. b
3 3. c 11. c
2. – 125; √−125
5 4. b 12. d
3. (2)(2)(2)(2)(2); 32; √32, 2
5. d 13. b
6. c 14. b
7. a 15. b
8. a
INDEPENDENT ASSESSMENT 2 1. P
1. ₱ 45.00 2. Y
2. ₱ 24.00 3. T
3. ₱ 200.00 4. H
4. ₱ 28.00 5. A
5. ₱ 152.00 6. G
Total = ₱ 449.00 7. O
8. R
9. A
10. S
INDEPENDENT ACTIVITY 1
INDEPENDENT ACTIVITY 3
Answer: STREAMERS
 References

Bautista et al. (2007). “XP Intermediate Algebra” Second Year. Philippines:

Vibal Publishing House, Inc. 2007

Bernabe, Julieta and Dilao, Soledad and Quiming, Rommel. “Our World of Math” Grade 9.
Philippines: Vibal Group, Inc., 2014

Department of Education. Mathematics: Learner’s Material for Grade 9. First Edition.

Vilbal Group, Inc. 2014

Tizon, Lydia T. and Ulpina, Jisela Naz. “Math Builders” Second Year. Philippines:
JO-ES Publishing House, Inc., 2007

Weblinks Links as References:

https://courses.lumenlearning.com/cuny-hunter-collegealgebra/chapter/1646/

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 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph

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