SOLVING PROBLEMS

INVOLVING RADICALS
for Mathematics Grade 9
Quarter 2 / Week 8

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 FOREWORD
This Self Learning Kit will serve as guide to you develop
your skills and techniques in solving problems involving
radicals in Mathematics. It will assist you as you learn and
discover new ideas and enrich your existing knowledge
about Problems Involving Radicals.

It is hoped that you will be guided in developing your

skills on solving problems involving radicals essential in
present day Mathematics.

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OBJECTIVES:

K: Enumerates steps in solving problems involving

radicals.
S: Solves problems involving radicals
A: Appreciates the importance of solving problems
involving radicals in daily life.

I. WHAT HAPPENED

A challenging day everyone!

Today we are going to study on how
to solve problems involving radicals!
Be ready. You can do this one more
time.

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PRETEST

Direction:
Find the value/s of the variable in the following equation using the
given values. (Assume that 𝜋 = 3.14 and express your answer to the
nearest hundredth). Write your answer on another sheet or on your
notebook.

1. Given: . Find S, when d = 9

a. 3205 b. 1086 c. 1068 d. 1608

2. Given: . Find d , when S = 1,424

a. 2 b. 3 c. 4 d. 16

3. Given: .Find s, when r = 3 and h = 4.

a. 15𝜋 b. 12 𝜋 c. 15 d. 12

4. Find the number such that twice its square root is 22.
a. 44 b. 121 c. 12 d. 122

5. Terry is going to Danielle’s house to do some laundry. Instead of walking

perpendicular streets to Danielle’s house, Terry will cut a diagonal path
through the rice field. Terry is 15m away from Danielle’s street and the
distance from the intersection of two streets to Danielle’s house is 9 m. How
far will Terry travel along the shortcut?
a. 17m b. 24m c. 17.49m d. 24.15m

6. Find the number such that the square root of three more than twice a
number is 9.
a. 39 b. 49 c. 69 d. 9

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II. WHAT YOU NEED TO KNOW
Motive Questions:

• How do we solve problems involving radicals?

• What are the steps used in solving problems involving radicals?
• How do we apply the concept of radicals in solving real life
problems?

In solving problems involving radicals just always remember this:

Steps in Problem Solving

1. Familiarize. Read and understand the problem. Identify what is

needed to solve the problem.
2. Translate. Write the equation.
3. Solve. Solve the equation.
4. Check. Check the solutions obtained.
5. State. Finalize your answer.

The key to solve any word problem (whether it contains a radical or not ) is
to translate the problem from words into mathematical expressions.

That's the biggest step in word problems. Once you've translated the
information into numbers, you solve the equation the same way as always.

Another important concept that can be applied in this topic is solving linear
equations with radical expressions.

Illustrative Examples:

Let's study the examples to see how the approach of translation works
when radicals are involved.

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Example 1. .The square root of the sum of a certain number and 12 is 15. Find
the number.

Familiarize: Make a guess. If the number is 1, then the sum of 1 and 12 is

13. The square root of the sum, √13 is not 15. If you guess and
guess, it might take a lot of time. So you better use your
algebra to solve this problem.

Let x be the certain number. Then x + 12 = the sum of a

certain number and 12.

Translate: The square root of the sum of a certain number and 12 = 15

x + 12 = 15

Solve
x + 12 = 15 Given

( x + 12 )² = (15)² Square both sides

x + 12 = 225 Simplify
x = 225 – 12 Solve for x
x = 213

Check
x + 12 ≟ 15 State
The number is 213.
213 + 12 ≟ 15

225 ≟ 15

15 = 15

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Example 2. Three times the square root of 2 greater than a number is equal to
the square root of 4 more than 11 times that number. Find the
number.
Familiarize: Make a guess to help you understand the problem and ease the
translation. Try 5. Three times the square root of 2 greater than 5 is
3( 5 + 2 ) = 3 7 . While, the square root of 4 more than 11 times 5
is 11(5) + 4 = 59 . 3 7 is not equal to 59 , so 5 is not the
number. Then, you have to use your algebraic skills.
Let x = the number.
Translate: Three times the square root of 2 greater than a number is equal to

3∙ x + 2 =
the square root of 4 more than 11 times that number.

11x + 4

Solve
3 x + 2 = 11x + 4 Given (Translation)
(3 x + 2 )2 = ( 11x + 4 )2 Square both sides

9(x + 2) = 4+ 11x Simplify

9x + 18 = 4 + 11x Apply distributive property of real
numbers to the left member of the
equation
9x – 11x = 4 – 18 Combine similar terms

-2x = -14 Solve for x (divide both sides by -2)

x=7

Check
3√7 + 2 ≟ √11(7) + 4
State:
3√9 ≟ √77 + 4 The number is 7.
3(3) ≟ √81
9=9

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Example 3. The horizon (skyline) is an apparent line that separates the earth
from the sky. The distance to the horizon from an observer close to the Earth's
surface (ignoring atmospheric refraction) can be approximated by: d = 3.5√𝒉
where d is the distance in kilometers and h is the height above ground level in
meters.
Express answers to nearest hundredth.

a) What is the distance to the horizon of an average eye-level height of 1.7

meters (5 ft. 7 in.)? Express the answer in kilometers.

Familiarize: This problem can be solved right away by just merely substituting in
the given formula.
CAUTION: distance (d) is in kilometers while height(h) is in meters; so convert
1.7 meters to kilometers first (1.7 m = 0.0017 km)

Translate and Solve

d = 3.5√ℎ
(substitute h with 0.0017 km) State
The distance to the
d = 3.5√0.0017 horizon of an average
eye-level height of 1.7
d = 3.5 (0.04123) meters is 0.14 km.
d = 0.14 km

b) A person can see 28 m to the horizon from the top of a building. How high
is the building?

Translate and Solve

State
d = 3.5√ℎ
28 = 3.5√ℎ (substitute d by 28)
The building is
28
=
3.5√ℎ
(divide both sides by 3.5) approximately
3.5 3.5
64 meters high.
8 = √ℎ (simplify)

(8)2 = (√ℎ )2 (square both sides)

h = 64 m (Solve for h)

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Example 4. Einstein’s Theory of Relativity predicts that an object moving at
speed v will be shortened in the direction of its motion by a
v2
factor f given by f = √1- ,where c is the speed of light. Solve
c2
this equation for v2.

Translate and Solve

𝑣2
f = √1 − write the formula/equation given in the
𝑐2
problem
2
 v2 
(f)2 =  1 − 2  Square both sides
 c 

𝑣2
f2 = 1 - Simplify
𝑐2

𝑐2 𝑣2
f2 = 𝑐 2 − Subtract the fractions
𝑐2

𝑐 2− 𝑣2
f2 = (since the fractions are similar, copy the
𝑐2
common denominator and subtract the
numerators)

c2f2 = c2 – v2 Cross-multiply
v2 = c2 – f2c2 Simplify to solve for v2

State
The required equation is
v2 = c2 – f2c2.

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III. WHAT HAVE I LEARNED

Directions: Solve the following problems dealing with radical equations. Select
your answer from the circles below; just provide the necessary units of
measurement if needed. Show your work algebraically. Use a separate sheet
for your answer.

1. The square root of 3 less than a certain number is 5. Find the number.

2. How far can you see to the horizon(distance) through an airplane window
at a height of 8,000m? Use the d = 3.5√ℎ and express your answer to the nearest
hundredths.

3. A rectangle has a perimeter of 24 inches with

a length of 4 inches and a width
of √𝒙 + 𝟐 inches. Find x.

4. The lateral surface area of a right circular cone, s, is represented by the

equation , where r is the radius of the circular base and h is
the height of the cone. If the lateral surface area of a large cone-shaped
funnel is 364.25 square centimeters and its radius is 5.75 centimeters, find its
height, to the nearest hundredth of a centimeter.

19.33 28 313.05 62

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POST TEST

1. The speed traveled by a tidal wave can be modeled by the equation

S = 356√𝒅 where S is the speed in kilometers per hour, and d is the
average depth of the water in kilometers. Solve the equation for d.
𝑆2 𝑠 𝑆2 𝑆2
a. d= 126736 b. d= 126736 c. d= 12676 d. d= 12736.

2. A tidal wave is traveling at 115 kilometers per hour. What is the

average depth of the water, to the nearest hundredths of a kilometer?
a. 1km b. 0.8km c. 0.10 km d. d. 0.01 km

3. A wrecking ball, when suspended from a crane, models the

movement of a pendulum. The relationship between R (the rate of
speed of the ball), m (the mass of the ball), L (the length of the chain),

and F, (the force) is represented by the .

Determine F when L =15, m = 60 and R = 0.7. (Use π = 3.14 and express
answer to the nearest tenths.)
a. F = 72, 743.87 b. F = 62, 437.87 c. F = 71, 437.87 d. F = 72, 437.87

4. The escape velocity from a planet is modeled by ,

where Vesc is the escape velocity, G is the gravitational constant, M is
the mass of the planet, and R is the radius of the planet. Solve the
equation for the radius of the planet.
a. R = 𝐺𝑀 2𝐺𝑀 2𝐺𝑀 𝐺𝑀
b. R = 𝑉 2 c. R = 𝑣 d. R = 𝑉 2
𝑉2

5. The square root of 1 less than a certain number is 3. Find the number
a. 8 b. 9 c. 10 d. 12

6. The length and the width of a rectangle is 20 inches and 15 inches

long, respectively . What is the distance between two opposite
corners?
a. 25 inches b. 26 inches c. 27 inches d. 28 inches

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 REFERENCES

Bryant, M., et al. 2014. Mathematics Grade 9 Learner’s Module

First Edition. Pasig City: DepEd-IMCS

Orines, D., et al. 2018. Next Century Mathematics, Second

Edition. Quezon City. Phoenix Publishing House Inc.

SYNOPSIS
ANSWER KEY
This Self Learning Kit (SLK) is made to
help learners understand problem solving
involving radical expressions.
It enables learners to apply the steps
in solving real-life problems and relate the
experience to various challenges in real life.

ABOUT THE AUTHOR 6. 26 inches

5. 𝑥 = 10
𝑉2
4) R =
2𝐺𝑀
3) F = 72, 437.87
2) 0.10 km
126736
1) d=
𝑆2
POST TEST
3) 62 inches 4) 19.33 cm
1) 28 2) 313.05 km
Activity 3
WHAT HAVE I LEARNED
ENRICO JOHN D. TISON, Secondary School 6. a

Teacher II of Masulog High School,

5. c
4. b
Canlaon District II, Division of Negros 3. a
Oriental. A graduate of Bachelor of 2. d
1. a
Secondary Education, major in
Mathematics at Bago City College – Bago PRETEST

City, Negros Occidental, 2007.

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
Acting CID Chief

JOELYZA M. ARCILLA, EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Education Program Supervisor in MATH

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

ENRICO JOHN D. TISON

Writer

CHRISTIAN EVEN D. SANTILLAN

Illustrator/ Lay-out Artist
_________________________________

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FLORENCIO M. BARTOLO JR.
TERESITA P. BUBOLE
CHRISTIAN EVEN D. SANTILLAN
MELBA S. TUMARONG

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ENHANCEMENT TEAM
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