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Operations with Radicals: Free Response

5 questions in parts, 47 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Radicals that collect like terms . Foundational, 8 points. Question 1 of 5.

    Three radical terms are written with three different-looking radicands. Whether any of them combine cannot be read off the page as it stands; it depends on what each radical becomes once it is fully simplified.

    1. Part A.

      Simplify 54\sqrt{54} and 96\sqrt{96}, pulling out the largest perfect-square factor of each radicand.

      Write the expression An equation or an expression is enough here. Show how you built it. 2 points

    2. Part B.

      Using your simplified forms from part A, together with 24=26\sqrt{24}=2\sqrt6, simplify 54+9624\sqrt{54}+\sqrt{96}-\sqrt{24} as far as it will go.

      Carry your own answer forward Use your own simplified forms for 54\sqrt{54} and 96\sqrt{96} from part A, even if they differ from the ones above, together with 24=26\sqrt{24}=2\sqrt6 given here.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      A classmate looks at 54+9624\sqrt{54}+\sqrt{96}-\sqrt{24}, sees three different radicands (5454, 9696, 2424), and concludes that none of the terms can combine. Name the test the classmate applied too early, and state precisely when two radical terms actually combine.

      Justify your claim State the claim, then give the reason it has to be true. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 2 points

    Chooses the largest perfect-square factor of each radicand rather than a smaller one. . Worth 1 point.

    Simplifies both radicals correctly, leaving a radicand with no remaining square factor. . Worth 1 point.

    Part B 3 points

    Combines the three coefficients with the correct signs, leaving the shared radical untouched. . Worth 2 points.

    Shows the three terms written over the same radical before adding the coefficients. . Worth 1 point.

    Part C 3 points

    Identifies that the comparison was made on the unsimplified radicands rather than on their simplest forms, and explains why that ordering matters. . Worth 2 points. needs an explanation, not just an answer

    States the general rule for when two radical terms combine, in terms of index and radicand, without relying only on this one example. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Simplify 40\sqrt{40} and 90\sqrt{90}, then simplify 40+90\sqrt{40}+\sqrt{90} as far as it will go.

  2. 2. Multiplying binomials that carry radicals . Foundational, 10 points. Question 2 of 5.

    Multiplying two binomials that carry radicals uses the same distribution as any other pair of binomials, but the coefficient sitting in front of each radical decides what survives once the four products are collected.

    1. Part A.

      Multiply (32)(56)(3\sqrt2)(5\sqrt6) and write the product in simplest form.

      Write the expression An equation or an expression is enough here. Show how you built it. 2 points

    2. Part B.

      Expand (32+7)(227)(3\sqrt2+\sqrt7)(2\sqrt2-\sqrt7) and collect like terms.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Without multiplying it out, decide whether (32+7)(327)(3\sqrt2+\sqrt7)(3\sqrt2-\sqrt7) contains a radical term once expanded, and justify your answer using what happened to the two cross terms in part B.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 2 points

    Multiplies coefficients with coefficients and radicands with radicands, then simplifies the resulting radical. . Worth 2 points.

    Part B 4 points

    Distributes all four term-by-term products before combining anything. . Worth 2 points.

    Combines the two rational terms and the two radical terms separately, with the correct signs. . Worth 2 points.

    Part C 4 points

    Explains, in terms of the two cross terms, why a matching coefficient makes them exact opposites rather than partial ones. . Worth 3 points. needs an explanation, not just an answer

    Contrasts this case explicitly with the mismatched coefficients of part B, rather than treating it as an unrelated computation. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Multiply (25)(43)(2\sqrt5)(4\sqrt3) and simplify, then expand (6+23)(623)(\sqrt6+2\sqrt3)(\sqrt6-2\sqrt3).

  3. 3. Two plates cut to an exact radical size . Application, 10 points. Question 3 of 5.

    A metal shop cuts rectangular plates to an exact specification rather than a rounded decimal, so a plate's edge lengths are sometimes given as radical expressions in centimetres. Two plates go out today, built the same way but combined differently.

    1. Part A.

      Plate 1 has length (43+2)(4\sqrt3+\sqrt2) cm and width (3+22)(\sqrt3+2\sqrt2) cm. Find its area, in simplest form, with units.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Plate 2 has length (35+11)(3\sqrt5+\sqrt{11}) cm and width (3511)(3\sqrt5-\sqrt{11}) cm. Find its area, in simplest form, with units.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Plate 1's area still carries a radical, but Plate 2's area came out a whole number even though every one of its edge lengths is irrational. Explain, using how each plate's width relates to its length, why only Plate 2's area is rational.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Distributes the length against the width term by term before combining anything. . Worth 2 points.

    Reports the area carrying the square-centimetre unit, not a bare number. . Worth 1 point.

    Part B 3 points

    Recognizes the length and width as a conjugate pair before multiplying anything out. . Worth 2 points.

    Reports the area carrying the square-centimetre unit, not a bare number. . Worth 1 point.

    Part C 4 points

    Identifies that Plate 2's width is Plate 2's own length pattern with the connecting sign reversed, the conjugate relationship, and Plate 1's width is not built that way. . Worth 2 points.

    Connects that relationship to what happens to the cross terms in each product, rather than stating the conclusion alone. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A third plate has length (27+32)(2\sqrt7+3\sqrt2) cm and width (2732)(2\sqrt7-3\sqrt2) cm. Find its area, and say whether the two edge lengths form a conjugate pair.

  4. 4. Combining roots of different indices . Reasoning, 10 points. Question 4 of 5.

    A product rule for radicals needs the two radicals to share an index before it can do anything. Rewriting each factor as a rational power of the same base repairs a mismatched index, and this question asks how far that repair actually reaches.

    1. Part A.

      Write 12545\sqrt[4]{125}\cdot\sqrt5 as a coefficient times a radical, in simplest form.

      Write the expression An equation or an expression is enough here. Show how you built it. 2 points

    2. Part B.

      Write 2325\sqrt[3]2\cdot\sqrt[5]2 as a single radical, in simplest form.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      Parts A and B both combine two radicals of different indices by writing each as a power of a common base and adding the exponents. State the one requirement this technique places on that base, and give one product of two different-index radicals, built from a negative number under an even-index radical, where the technique cannot even get started. Explain why not.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 2 points

    Rewrites both radicals as powers of the same base and adds the exponents over a common denominator. . Worth 2 points.

    Part B 3 points

    Correctly finds a common denominator for the two rational exponents (from denominators 33 and 55) and adds them. . Worth 2 points.

    Converts the resulting power back into a single radical of the correct index. . Worth 1 point.

    Part C 5 points

    States that each radical factor must itself be a real number before it can be rewritten as a rational power, and ties that requirement to the index's parity rather than to the base being positive in general. . Worth 3 points. needs an explanation, not just an answer

    Gives a specific product where an even-index root of a negative radicand makes the technique impossible to begin, distinguishing it from the odd-index factor. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Write 4623\sqrt[6]4\cdot\sqrt[3]2 as a single radical, in simplest form.

  5. 5. How far the quotient rule reaches . Reasoning, 9 points. Question 5 of 5.

    The quotient rule turns a quotient of two radicals of the same index into the radical of a single quotient. What happens next depends entirely on whether that new radicand happens to be a perfect power.

    1. Part A.

      Simplify 1626\dfrac{\sqrt{162}}{\sqrt6} using the quotient rule.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Simplify 1820038\dfrac{18\sqrt{200}}{3\sqrt8}.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Now consider 53\dfrac{\sqrt5}{\sqrt3}. Apply the quotient rule to it, and explain why, unlike part B, the result cannot be evaluated to a whole number.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Applies the quotient rule to combine the two roots before simplifying the resulting radical. . Worth 2 points.

    Recognizes that 2727 has a perfect-square factor (99) but is not itself a perfect square, so the radical simplifies but a radical still remains. . Worth 1 point.

    Part B 3 points

    Divides the coefficients and applies the quotient rule to the radicands separately before combining the results. . Worth 2 points.

    Recognizes that the resulting radicand is a perfect square, so the answer is a whole number with no radical remaining. . Worth 1 point.

    Part C 3 points

    Applies the quotient rule correctly to reach 5/3\sqrt{5/3} before saying anything about it. . Worth 1 point.

    Explains that the radical survives because 5/35/3 is not even a whole number, contrasting specifically with part B's radicand, which was a perfect square outright. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Simplify 2455\dfrac{\sqrt{245}}{\sqrt5}, then simplify 1512852\dfrac{15\sqrt{128}}{5\sqrt2}.