NORTHEASTERN INTEGRATED SCHOOL MATHEMATICS 9

SECOND QUARTER
OF SAN AGUSTIN, INC.

LESSON 4:
Operations on Radical Expressions
Targeted Most Essential Learning Competencies (MELCs)
 Performs operations on radical expressions.
 Solves equations involving radical expressions.
 Solves problems involving radicals.
Lesson Objectives
 Finds the sum, difference and product of radical expressions
 Solves equations and problems involving radical expressions

“Integrity is doing the right thing even when no one is watching”

INITIAL TASK
Simplify each product. Show your answer on your answer sheet.
1. √ 9 b
2. √ 375
3

3. √4 243

DISCUSSION
Addition and Subtraction of Radicals

Like Radicals
Radicals are called like radicals when they have the same index and the same radicand.

Since 3 √ 2 and √ 2 contain like radicals, we can combine them. Thus,

3 √ 2+ √2=(3+1) √ 2 Use Distributive Property.
¿ 4 √2
Similarly,
4 √ x −2 √ x=(4−2) √ x
3 3 3
Use Distributive Property.
¿ 2 √x
3

Addition and Subtraction of Like Radicals

a √ x+ b √ x =(a+ b) √ x
a √ x−b √ x=( a−b) √ x

Example 1:
Perform each indicated operation.
a. 4 x √ y +6 x √ y b. 5 √ ab+6 √3 ab−2 √3 ab−3 √ ab

Solution:
a. 4 x √ y +6 x √ y
¿( 4 x +6 x) √ y Factor.
¿ 10 x √ y Combine like terms.

b. 5 √ ab+6 √ ab−2 √ ab−3 √ ab

3 3

¿ ( 5 √ ab−3 √ ab ) +(6 √3 ab−2 √3 ab) Apply Associative and Commutative Properties.

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¿ ( 5−3 ) √ ab+(6−2) √ ab
3
Apply Distributive Property.
¿ 2 √ ab+4 √3 ab Simplify.
Example 2:
Simplify each expression.
3
√
a. 2 54 x 4−x √ 3
250 x
b. √ 45 x 2+ 9 x2 +2 x √ 20+ 4 x+ √5 x 2+ x3
Solution:
3
√
a. 2 54 x 4−x √
3
250 x
¿ 2 √27 x ∙2 x−x √ 125 ∙2 x
3 3 3
Factor x 4 and 250.
¿ 2 √27 x 3 √3 2 x−x √3 125 √3 2 x
3
Product Rule for Radicals
¿ 2 ( 3 x ) √3 2 x−x (5) √3 2 x Evaluate the radicals.
¿ 6 x √3 2 x−5 x √3 2 x Simplify.
¿ x √2 x
3
Combine like terms.

b. √ 45 x 2+ 9 x2 +2 x √ 20+ 4 x+ √5 x 2+ x3
Factor the radicands.
¿ √ 9 x (5+ x)+2 x √ 4 (5+ x)+ √ x (5+ x)
2 2

Product Rule for Radicals

¿√9 x √ 5+ x+ 2 x √ 4 √ 5+ x+ √ x 2 √(5+ x)
2

Evaluate the radicals

¿ 3 x √ 5+ x +4 x √ 5+ x+ x √ 5+ x
Combine like terms
¿ 8 x √ 5+ x

Multiplying Radicals with Different Indices

To find the product of radicals when the indices are different but the radicands are the same, we follow these
steps:

RULE Product of Radicals with Different Indices and the Same Radicand
1. Transform the radicals to powers with rational exponents.
2. Multiply the powers by applying the rule x m ∙ x n=x m +n .
3. Rewrite the product as a single radical.
4. Simplify the resulting radical, if necessary.

RULE Product of Radicals with Different Indices and the Different Radicand
1. Transform the radicals to powers with rational exponents.
2. Change the rational exponents into similar fractions.
3. Rewrite the product as a single radical.
4. Simplify the resulting radical, if necessary.

Example 1
Multiply and simplify each expression.
a. √3
2∙ √ 2 b. √3 2∙ √ 3
Solution:
1 1
a. Write in exponential form.
√ 2∙ √ 2=2 ∙2
3 3 2

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5
¿2 6 Product Rule for Exponents
1 1 5
+ =
3 2 6
¿ √2
6 5
Write as radical form.
¿ √ 32
6
Simplify.

1 1
b. Write in exponential form.
√ 2∙ √ 3=2 ∙3
3 3 2

2 3
¿2 ∙3 6 6 Write the exponents with LCD of 6.

¿ √2 ∙ √3
6 2 6 3
Write as radical form.
¿√2 ∙ 3
6 2 3
Product Rule for Radicals
¿ √ 108
6 2 3
2 ∙ 3 =4 ∙ 27=108

To multiply radical expressions with more than one term, use the distributive
property to remove parenthesis and combine like terms.

Example 2
A triangle plot is 30 √ 3 feet in height and has a base of 15 √ 3 feet. How many plants can be planted in the
triangular plot if the nursery suggests 4 plants per square foot?

Solution:
Find the area of the triangular lot.
1
A= bh
2
1
¿ (15 √ 3)(30 √3) Substitute 15 √ 3 for b and 30 √ 3 for h.
2
¿ 675 square feet Multiply.

Thus, the number of plants to be planted in the triangular lot is 4 ×675 or2700 plants.

Example 3
Multiply each expression.
2
a. √ 3 x ( √ 12 x + 4 ) b. ( √ 2+3 ) ( √ 2−4 ) c. ( √ 2+ √ 5 )
Solution:
a. √ 3 x ( √ 12 x + 4 )

¿ √ 3 x √ 12 x + √ 3 x ∙ 4 Apply the Distributive Property.

¿ √ 36 x2 + 4 √ 3 x Product Rule for Radicals

¿ 6 x +4 √ 3 x √ 36 x 2=6 x.
b. ( √ 2+3 ) ( √ 2−4 )
F O I L
¿ √ 2 √ 2−4 √ 2+3 √ 2−12 Use the FOIL method

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¿ 2− √ 2−12 √ 2∙ √ 2=2
¿−10− √ 2 Combine like terms.

2 2 2
c. ( √ 2+ √ 5 ) =( √ 2 ) +2 √ 2 √ 5+( √ 5) Apply the rule for squaring binomials.

¿ 2+2 √ 10+5 Simplify the radicals.

¿ 7+2 √ 10 Combine like terms.

Solving Radical Equations

RULE Squaring Property of Equality
If a=b, then a 2=b2 .

DEFINITION
Radical Equation
An equation containing at least one radical expression whose radicand has a variable is called a
radical equation.

The following are radical equations.

1
√3 x=4 ; √ x+ 2=6; 3
( x−1 ) −3=1

The basis for solving a radical equation is to eliminate the radical by raising both sides of the equation to a power
equal to the index of the radical.
To solve the equation √3
x=4 , cube both sides of the equation.
√3 x=4
3
( √3 x ) =( 4 )3
x=64
If both sides of an equation are squared, the resulting equation may or may not have the same solution as the
original equation. This is shown below:
Given: x=3
2
Square both sides: x =9
2
Solving x 2=9 , we find 3 and -3 as solutions because 32=9 and (−3) =9 . However, the solution x=−3 does
not check in the original equation. Hence, -3 is called an extraneous solution. Thus, squaring both sides of an equation
can produce an equation with solutions that do not satisfy the original equation. It is therefore important to always check
possible solutions in the original equation.

DEFINITION
Extraneous Solution
An apparent solution that does not solve the given equation.

Solving Radical Equations

Procedure
To solve radical equation, follow the steps below.
1. Isolate the radical term. (If there are more than one radical term, then isolate one of the radical
terms.)
2. Square
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School equation.
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3. If all radicals have been eliminated,
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solve. If a radical term remains, then isolate that radical 4
term and square both sides again.
4. Check the solution.
 NORTHEASTERN INTEGRATED SCHOOL MATHEMATICS 9
SECOND QUARTER
OF SAN AGUSTIN, INC.

Example
Solve the equations.
a. √ x+1=5 b. √3 x−1−3=1 c. √ x+ 3=√ x+ 3
Solution:
a. √ x+1=5
√ x=5−1
√ x=4 Isolate the radical.
2
( √ x ) =( 4 ) 2
Square both sides
n
x=16 ( √n a ) =a . Simplify.
Check:
√ x+1=5
?
√ 16+1=5
?
4 +1=5
❑
5=5 True, x=16 is a solution to the original equation.

b. √3 x−1−3=1
√3 x−1=1+3 Isolate the radical.
3
( √ x−1 ) =( 4 ) Cube both sides.
3 3

x−1=64 Simplify.
x=65 Add 1 on both sides.

Check:
√3 x−1−3=1
?
√3 65−1−3=1
?
√3 64−3=1
?
4−3=1
❑
1=1 True, x=65 is a solution to the original equation.

c. √ x+ 3=√ x+ 3 Original equation.

2 2
( √ x+ 3 ) =( √ x+ 3 ) Square both sides.
x +3=x +6 √ x+ 9 Simplify.
3−9=6 √ x
−6=6 √ x Subtract x and 9 from both sides.
−1= √ x Divide both sides by 6.
1=x Square both sides.

Check:
√ x+ 3=√ x+ 3
?
√ 1+3= √1+3
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?
√ 4=√ 1+3
2≠4
There is no real solution.

ACTIVITY 1
Simplify each. Assume all variables represent positive real numbers. Write your answer on your answer sheet.
1. √ 100
2. √5 32
3. √3 x 6
3
4.
2x
3
5. 100 2

ACTIVITY 2
Perform the indicated operations and simplify each. Use the answer sheet to answer the following.
1. √ 11∙ √ 11
2. √ 45−√ 75+ √ 27
3. 4 √ 2(7 √ 2−6 √ 2)
4. ( 8+ 2 √ 3 ) ( 3−4 √ 3 )
5. √3 2∙ √ 3

PERFORMANCE TASK

Your task is to formulate and solve accurately problems involving radicals. Make at least three word problems.

Criteria Advanced Very Proficient Proficient Less Proficient Score

Number of correct There are three or There are two There is one correct There are correct
problems and solutions more correct correct problems problem and problems but wrong
(10) problems and and solutions. (8) solution. (5) solution.
solutions. (10) (3)

Significance/Relevance All problems The problems are The problems are The problems are not
to real-life situations. formulated are based on real life not that relevant based on real-life
(10) based on different situations, but today. (5) situations. (3)
real- life situations some of which deal
and problems that with only one
affect people. (10) aspect of everyday
life. (8)
Level of difficulty At least three of Two of the Most of the are simple one-step
(multi-level word the problems are problems are problems are only problems that do not
problems versus one- multilevel and/or multilevel and/or one-step problems. require logical
step problem)(10) require higher require higher- (5) thinking skills. (3)
order thinking order thinking
skills. (10) skills. (8)

Neatness and The presentation of The presentation of The presentation of The presentation of

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 NORTHEASTERN INTEGRATED SCHOOL MATHEMATICS 9
SECOND QUARTER
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organization(5) problems and problems and problems and problems and
solutions is very solutions is well solutions is solutions is difficult to
neat and well organized. (4) organized but not follow. (2)
organized. (5) written well or not
presented neatly. (3)

TOTAL SCORE

REFLECTION
1. What is your perception from the statement “The more radically you can change your thinking, the more radically
you can change your life.”
2. Relate the lesson to the school’s vision.

Name: _____________________________________________ Grade & Section: 9 PEARL

WEEK 5 & 6
ANSWER SHEET
INITIAL TASK:
1. 3.

2.

ACTIVITY 1:
1. 4.

2. 5.

3.

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ACTIVITY 2:
1. 4.

2. 5.

3.

Note: Write your answer in reflection at the back.

Reflection:
1. ____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2. ____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

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