Chapter 2 Radicals

2.2.1 EXPLORE: Representing Square Roots 52

2.2.2 Simplifying Radicals 53
2.2.3 Operations with Radicals 56
GAME: Five Radicals 61
Unit 2 Revision 62

UNIT 3 LINEAR FUNCTIONS AND RELATIONS

Getting Started 65

Chapter 1 Linear Functions and Relations

3.1.1 Linear Functions 67
3.1.2 Applications of Linear Functions 72
3.1.3 Graphs of Linear Inequalities 78
3.1.4 EXPLORE: Transforming Linear Function Graphs 84
GAME: True or False 85

Chapter 2 Solving Systems of Linear Equations

3.2.1 Solving Algebraically — The Comparison Strategy 86
3.2.2 Solving Algebraically — The Substitution Strategy 91
3.2.3 Solving Algebraically — The Elimination Strategy 95
CONNECTIONS: Matrix Solution of a Linear Sytem 99
3.2.4 EXPLORE: Counting Solutions for Different Systems 100
UNIT 3 Revision 101

UNIT 4 MEASUREMENT
Getting Started 103

Chapter 1 Precision
4.1.1 Precision and Accuracy 105
CONNECTIONS: Precision Instruments 112
4.1.2 EXPLORE: Measurement Error 113

Chapter 2 Efficient Design

4.2.1 EXPLORE: Regular Polygons with a Constant Perimeter 115
4.2.2 2-D Efficiency 117
4.2.3 3-D Efficiency 121
CONNECTIONS: Animal Shapes and Sizes 125
UNIT 4 Revision 126

iv
Chapter 2 Radicals
2.2.1 EXPLORE: Representing Square Roots

You can use the Pythagorean theorem to help you represent and
understand square roots.

III

II

A. The three line segments above join intersection points on the grid.
Which segment represents 2 ? 5 ? 8 ? How do you know?

B. Use the diagram above to help you explain why 8 could also be described
as 2 × 2 or 2 2 .

C. On a piece of grid paper, mark off a 10 square-by-10 square grid. Find the
lengths of all other possible line segments that join two grid intersection points.
Express each length as an integer, as a square root, or as an integer multiple
of a square root, for example, 2 2 .

D. i) Which lengths in part C are you certain represent rational numbers?

Explain.
ii) Which lengths do you think are not rational numbers? Explain.

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2.2.2 Simplifying Radicals

Try This
The spiral to the right, called 1 unit Archimedes'
1 unit Spiral
Archimedes’ spiral, was created by
starting with a right triangle with legs
of length 1 unit and adding on right 1 unit
triangles, each with a base of 1 unit,
using the hypotenuse of the previous
triangle as the other leg.
1 unit
A. Measure the lengths of the
hypotenuses of the first triangle and
of the seventh triangle. How do the
lengths compare?
1 unit

1 unit
1 unit
First triangle
1 unit

• You have already been introduced to irrational numbers like 2 .

They are numbers that cannot be written as repeating or terminating decimals.
• When you calculate 2 on a calculator, you get the approximate value of
the number, 1.414213562... . When it is written in radical form, 2 , the value
is exact.
1

• The square root of 2 can also be written as a power: 2 = 2 2

We know this because of the exponent laws.

1 1 1 1

If 2 × 2 = 2 and 2 2 × 2 2 = 2, then 2 = 22 . In general, n = n2 .

• The relationship between the root of a number and a fractional exponent

can be extended to other roots besides square roots.
For example.
- The cube root of 8, which is written as 3
8 , is 2 since 2 × 2 × 2 or 23 = 8.
1
3 3
8 can also be written as 8 .
- The fourth root of 16, which is written as 4
16 , is 2 since 2 × 2 × 2 × 2 or 24 = 16.
1
4
16 can also be written as 16 4 . 1
q q
In general, n =n .

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• Sometimes it is possible to write a radical in an equivalent or simplified form.
For example, 300 can be written as 10 3 because 300 = 100 × 3
= 100 × 3 = 10 3
We know this because of the exponent laws.
1 1 1 1
n
ab = (ab ) and (ab ) = a × b .
n n n n
In general, n
ab = n
a ×n b.

• An expression such as 300 is called an entire radical. An entire radical can

be rational like 100 , but most are irrational like 3 (1.732050808...).
• An expression like 10 3 is called a mixed radical because consists of an
integer multiplied by a radical that is irrational, 10 × 3 = 10 3 .
• When you simplify a radical, you keep the number in an exact form but create a
mixed radical with the least possible value under the root sign, 300 = 10 3 , or
you get rid of the root sign altogether, 100 = 10.
• One way to simplify a radical is to look for perfect powers as factors under the
root sign and then take their roots outside the root sign.
For example: 18 = 9×2 = 9 × 2 =3 2
150 = 25 × 6 = 25 × 6 =5 6
3 3 3
54 = 27 × 2 = 3 3 2
27 × 2 = 3

• The principles that apply to numerical radical expressions also apply to

algebraic radical expressions.
For example: b8 = b 4 × b 4 = b4 4
b8 = 4
b 2 × b 2 × b 2 × b 2 = b2
3
b8 = 3
b2 × b2 × b2 × b2 = 3
b2 × b2 × b2 × 3
b 2 = b2 × 3
b2

B. i) Use the Pythagorean theorem to complete the chart below. Express each
length as an entire radical and, if possible, as a simplified mixed radical.
Triangle 1 2 3 4 5 6
Hypotenuse
length
ii) What do you notice about the hypotenuse lengths of the first and seventh
triangles? How does that explain what you observed in part A?
C. If the spiral were extended, which triangle would have a hypotenuse that
is twice the length of the seventh triangle's hypotenuse? How do you know?

Examples
Example Simplifying Radicals
Express each radical in a simplified form.
a) 20 b) 200 c) 180 d) 3
80

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Solution Thinking
a) 20 = 45 = 4 × 5 =2 5 For each
radical in parts
a) to c),
b) 200 = 100  2 = 100 × 2 = 10 2 I looked for
factors that
c) 180 = 9  20 = 9 × 20 = 3 20 were perfect squares: 4,
100, and 9. For part d),
3 20 = 3 4  5 = 3 × 4 × 5 =3×2× 5
I looked for a factor that
=6 5 was a perfect cube: 8.
In part c), I realized that 3
d) 3
80 = 3
8  10 = 3
8 × 3
10 = 2 3 10
20 could be simplified
further because 20 = 4 × 5.

Practising and Applying

1. Write each radical in simplified form. 6. Is it possible to find a value of n
a) 48 b) 1000 a) for which 4
n is a whole number but
c) 3
32 d) 110 n is not a whole number? Explain.
b) for which 4
n is not a whole number
2. Order the following expressions from
greatest to least by expressing them as but n is a whole number? Explain.
entire radicals. 7. M = 36 × 5a × 113
3 13 4 7 9 2 11 6 3 a) What values for a, if any, would
make M a perfect square?
3. a) Simplify 18 and 45 . Explain your thinking.
b) Use your answers from part a) to b) What values for a, if any, would
45 make M a perfect cube?
help you simplify 18  2 and .
5 Explain your thinking.

4. Without using a calculator, decide 8. How does this diagram show that
which is greater: 13 5 or 920 . 18 = 3 2 ?
Explain your thinking.
1 unit
5. Give an example of a value of n for
each, if possible. If a value is not
possible, explain why.
3
a) n is a whole number but n is not
b) n in its simplified form is an entire
3 9. Explain how
radical and n is a whole number
3
a) to simplify a radical of the form n .
c) n is a mixed radical and n
b) to create an entire radical from
is a whole number
a mixed radical of the form m n .

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2.2.3 Operations with Radicals

Try This

4 units A 5 3 units

4 5 units B

5 3 units

A. Which triangle has the longer hypotenuse? About how much longer is it?

• Adding and subtracting radicals requires like terms in the same way that
adding and subtracting fractions requires common denominators, and
adding and subtracting algebraic expressions requires like terms.
For example, 3 2 + 2 2 = 5 2 because 3 of something plus 2 more of
the same thing is 5 altogether. However, the two terms in 3 2 + 2 3 cannot
be added together because they do not have like terms.

• Sometimes radicals can be added or subtracted but only after simplifying first
to create like terms. As with fractions and
For example: 2 + 8 = 2 +2 2 =3 2 algebraic expressions, the
like term (in this case the
175 – 28 = 5 7 – 2 7 = 3 7 radical) remains unchanged.
Only the coefficients of the
radical are added or
subtracted.

• These strategies also work with more complex radical expressions.

For example:
5 – 5 5 – 2 5 + 13 5 = 7 5 10 – 20 + 3 5 – 14 + 5 40
(since 1 – 5 – 2 + 13 = 7) = 10 – 2 5 + 3 5 – 14 + 10 10
= 11 10 + 5 – 14

• The principles for adding and subtracting numerical radical expressions also
apply to those with variables.
For example: x9 + 9x 5 = x 4 × x 4 × x1 + 9 × x 2 × x 2 × x 1
= x4 x + 3x2 x
• You can factor expressions with radicals just like with numerical expressions.
For example: x4 x + 3x2 x = x2 x (x2 + 3)

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• Division and multiplication of radicals can be done following these models:
a
a × b = a × b and a ÷ b =
b
90 9 3
For example: 12 × 3 = 36 = 6 90 ÷ 40 = = =
40 4 2

However, both calculations could have been approached differently, by simplifying

one or both of the terms:
12 × 3 =2 3 × 3 =2× 3 × 3 =2×3=6
3 × 10 3
90 ÷ 40 = 3 10 ÷ 2 10 = =
2 × 10 2

• Any of the four operations can be combined in a radical expression.

For example:

(2 3 + 5 )( 3 – 4 5 ) = (2 3 )( 3 ) + (2 3 )(–4 5 ) + ( 5 )( 3 ) + ( 5 )(–4 5 )
= 6 – 8 15 + 15 – 20 = –14 – 7 15

( 17 + 5 )( 17 – 5 ) = ( 17 )( 17 ) + ( 17 )(– 5 ) + ( 5 )( 17 ) + ( 5 )(– 5 )
= 17 + 0 + (–5) = 12

• Sometimes you have to apply the rules for the order of operations.
For example, in this calculation you multiply before adding:
2 + 3 × 27 = 2 + 81 = 2 +9

• When you add, subtract, multiply, and divide radicals in a radical expression,
you are simplifying the expression.

B. Calculate exactly how much longer is the longer hypotenuse in part A

by using simplification of radicals to calculate. Express each hypotenuse
as a mixed radical.

Examples
Example 1 Adding and Subtracting Radicals
Simplify each.
a) 12 + 75 b) 45 + 75 − 49
c) 68 − 17 − 8 + 98 d) − 27 x 6 + 4 x − 12 x 2 + x 5
Solution Thinking
a) 12 + 75 = 2× 2×3 + 5×5×3 a) After simplifying
each term, I had like
=2 3 +5 3
terms that I could add.
=7 3 [Continued]

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Example 1 Adding and Subtracting Radicals [Continued]
Solution Thinking
b) 45 + 75 − 49 b) I was able
to simplify the
= 9×5 + 25 × 3 – 7
terms but
=3 5 +5 3 –7 I couldn't add
them because
c) 68 − 17 − 8 + 98 they were not like terms.
= 4 × 17 – 17 – 4×2 + 49 × 2 c) I simplified the
= 2 17 – 17 – 2 2 + 7 2 expression to two radicals
involving roots of 17 and 2.
= 17 + 5 2
d) After simplifying each
d) − 27 x 6 + 4 x − 12 x 2 + x 5
term, I was able to factor
= – 9 × 3 × x3 × x3 + 2 x – 4 × 3 × x2 + x 4 × x1 out x from two terms
= –3x3 3 + 2 x – 2x 3 + x2 x and 3 from the other
two terms.
= (2 + x2) x – (3x3 + 2x) 3

Example 2 Multiplying and Dividing Radicals

Simplify each.
a) 12 × 75 b) 72 ÷ 18 c) 24 ÷ 60
30 × 5
d) e) 6 x3 × 2 x5 f) 9 + 9 x 3 ÷ 2 x 5
6
Solution Thinking
a) 12 × 75 = 4×3 × 25 × 3 a) I could have
multiplied 12 × 75 first
=2 3 ×5 3
and then taken the
= 2 × 5 × 3 = 30 square root of 900
instead.

b) 72 ÷ 18 = 72 ÷ 18 = 4 =2 b) I could have simplified each

radical and then divided, but this
way was easier.

c) 24 ÷ 60 =
24
=
6
=
2 c) I tried simplifying each radical
60 15 5 first and then dividing but it didn’t
work ( 24 ÷ 60 = 2 6 ÷ 2 15 ).
30 × 5 6× 5 × 5 6 × 5× 5 d) Since the expression involved 30,
d) = =
6 6 6 6 , and 5 , I figured it would help
6 ×5 to write 30 = 6 × 5.
= =5
6

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Solution Thinking
e) 6x 3 × 2x 5 = 6 x3 × 2 x5 e) I multiplied the expressions
to get them all under the same
= 6 × 2 × x3 × x5 root sign and then I moved
= 12x 8 anything I could out from under
the root sign.
= 4 × 3 × x4 × x4
= 2x4 3

9 x3 f) Because of the order of

f) 9 + 9 x 3 ÷ 2 x 5 = 9 +
2 x5 operations, I was able to create a
fraction out of the second and
9x x
=9+ third terms.
2x 2 x
9
=9+
2x
1
= 9 (1 + ) • I factored 9 from each term.
2x

Example 3 Expanding Expressions with Radicals

Simplify each.
a) ( 3 + 2 5 )( 5 + 3) b) (4 – 7 )(4 + 7)
c) (3 2 – 7 )(2 5 – 6) d) ( x – 2 y )( x + y)
Solution Thinking
a) ( 3 + 2 5 )( 5 + 3) a) I expanded
the expression
= 3 × 5 + 3 × 3 +2 5 × 5 +2 5 × 3
to four partial
= 15 + 3 + 10 + 2 15 products and
combined like
= 13 + 3 15
terms.

b) (4 – 7 )(4 + 7 ) = 16 + 4 7 – 4 7 – 7 × 7 b) I was able to simplify to

a whole number.
= 16 – 7
=9

c) I expanded the
c) (3 2 – 7 )(2 5 – 6) expression to four partial
= 6 10 – 3 12 – 2 35 + 42 products. I was able to
simplify one term but I
= 6 10 – 6 3 – 2 35 + 42
couldn’t combine any terms.
[Continued]

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Example 3 Expanding Expressions with Radicals [Continued]
Solution Thinking
d) ( x – 2 y )( x + y) d) I expanded the
expression to four partial
= x2 + xy – 2 xy – 2y 2 products and then
simplified two of the
=x+ xy – 2 xy – y 2
terms.

Practising and Applying

1. Simplify. 6. Find each missing value.
a) 48 + 12 a) 30 × m =5 6
b) x 3 − 49 x 30 × p
b) = 5
p2
c) 7 k + 9k
d) 44 − 121 + 55 c) ( 24 − k )( 24 + k ) = 5

d) 32 − s = −4 2
2. Simplify.
a) 12 × 3 7. a) In each expression below, the
numbers under the root sign all add to
b) 4x5 × 5x3 the same number, 10. Determine which
expression is greatest.
c) 6× 7× 2
7 + 3 6 + 4 8 + 2
3. Simplify. b) What do you notice about the
a) 48 ÷ 12 b) 90 ÷ 20 numbers under the root signs in
the expression that was greatest in
28 × 10 part a) compared to the others?
c) 27 x 7 ÷ 3 x 3 d)
21 c) Use what you noticed in part b)
to predict which expression below
4. Simplify. is greatest. Justify your prediction.
a) (3 5 − 11)( 4 + 2 11) 15 + 4 11 + 8 17 + 2
d) Check your prediction.
b) ( 13 − 5 x )( 13 + 5 x )

5. Give an example of a value of n for 3 11

8. a) Simplify × .
which each result would be an integer. 11 11

a) 7 ×n b) Explain why your answer in part a)

3
b) 4 5 ÷ n must be equal to .
11
c) 14 + 56 − n
d) ( 6 + 8 )( n − 8 )

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8. c) Suppose you wanted to make 9. If you were advising someone on
6 how to simplify an expression involving
the denominator of an integer.
13 all four operations and multiples of 5 ,
By what number could you multiply 20 , x , and x 3 , what would you
6
without changing its value? tell them to look for?
13

GAME: Five Radicals

Materials
• A deck of cards numbered 2, 3, 5, 6, 8, 10 , 12 , 15 , 18 , 20 ,
and 24 with an equal quantity of each number in a deck.
• For four players, four of each number, or a deck of 44 cards, is recommended.

Rules
• Deal five cards to each player.
• The object of the game is to create at least one integer value from 0 to 50 using
some or all of the cards. The same card cannot be used more than once in a
round.
• A game consists of five rounds.
• In each round, each player receives 10 points for each card used and additional
points are awarded equal to the product of the integers created. Return all cards
to the deck and shuffle before dealing the next round.
• The person with the highest score after five rounds wins.

Example
Jigme is dealt the following cards in the first round:

3 6 15 20 6
He creates two integer values using all five of his cards:
6 × 6 = 6 and 20 × 3 × 15 = 30.

Since he used 5 cards and created the integers 6 and 30, he scores 330 points
altogether for the round:
5 × 10 + 6 × 30 = 150 + 180 = 330 points

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