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Solving Radical Equations: Free Response

5 questions in parts, 64 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. One radical, isolated first . Foundational, 14 points. Question 1 of 5.

    Consider 52x+1=25-\sqrt{2x+1}=2 and x+14=x6\sqrt{x+14}=x-6. In each, exactly one radical appears, and in the second it already stands alone on one side.

    1. Part A.

      Solve 52x+1=25-\sqrt{2x+1}=2. Isolate the radical before you square, and check your candidate in the original equation.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Solve x+14=x6\sqrt{x+14}=x-6. List every candidate the squaring produces, and state which are genuine solutions of the original equation.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    3. Part C.

      Squaring x+14=x6\sqrt{x+14}=x-6 glued that equation to a second one that shares its squared form. Write that second equation, show that x=2x=2 solves it, and explain in general terms why squaring an equation can never avoid creating this second equation.

      Explain why it works A sentence or two. Reasons, not steps. 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 4 points

    Isolates the radical, getting it alone on one side, before squaring, rather than squaring the equation as it was originally written. . Worth 1 point.

    Squares the isolated radical correctly and solves the resulting linear equation for x. . Worth 2 points.

    Substitutes the candidate into the ORIGINAL equation, not the isolated line, and confirms it is a genuine solution rather than just an algebraically produced number. . Worth 1 point.

    Part B 5 points

    Squares both sides correctly, expanding the binomial on the right, and reaches a correct quadratic equation set to zero. . Worth 2 points.

    Solves the quadratic and lists both candidates it produces. . Worth 1 point.

    Substitutes each candidate into the original equation separately and states the verdict, genuine or extraneous, that substitution produces for each. . Worth 2 points.

    Part C 5 points

    Writes the sign-flipped twin equation squaring produces, and verifies the extraneous candidate from part B satisfies it. . Worth 2 points.

    Explains, using the factored form A2B2=(AB)(A+B)A^2-B^2=(A-B)(A+B), why squaring A=BA=B produces exactly "A=B or A=-B". . Worth 2 points. needs an explanation, not just an answer

    States the general reason squaring cannot distinguish A from -A, rather than only restating that this specific equation happened to gain a twin. . Worth 1 point.

    Try a similar problem (Optional)

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

    Solve 73x+4=37-\sqrt{3x+4}=3 and 4x+9=x3\sqrt{4x+9}=x-3, checking every candidate of the second equation in its original form.

  2. 2. Two radicals, isolated one at a time . Foundational, 12 points. Question 2 of 5.

    Solve x+13x+1=2\sqrt{x+13}-\sqrt{x+1}=2. Two radicals appear, so one squaring will not finish the job.

    1. Part A.

      Isolate x+13\sqrt{x+13} by moving x+1\sqrt{x+1} to the other side, then square both sides once. Report the equation you now have, in simplified form, and state how many radicals remain in it.

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

    2. Part B.

      Finish solving the equation: isolate the remaining radical, square again, solve for x, and check your candidate in the original equation.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      A classmate looks at x+13=x+5+4x+1x+13=x+5+4\sqrt{x+1}, the equation from part A, and says: "There's still a radical here, so squaring didn't work, and the equation must have no solution." Explain what is wrong with that reasoning, and say what should happen next.

      Explain why it works A sentence or two. Reasons, not steps. 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 4 points

    Isolates one radical, moving the other radical to the opposite side, before squaring. . Worth 1 point.

    Expands the squared binomial correctly, retaining its cross term rather than dropping it, and simplifies the resulting equation. . Worth 2 points.

    States plainly how many radicals remain after this squaring, rather than assuming the squaring cleared all of them. . Worth 1 point.

    Part B 4 points

    Isolates the remaining radical and squares a second time to reach a linear equation. . Worth 2 points.

    Solves the resulting linear equation for x. . Worth 1 point.

    Substitutes the candidate into the ORIGINAL two-radical equation, shows both radicals evaluated separately, and confirms it is genuine. . Worth 1 point.

    Part C 4 points

    Identifies the specific error: squaring a binomial containing a radical is expected to leave that radical behind, so its presence after one squaring is not evidence of no solution. . Worth 2 points. needs an explanation, not just an answer

    States the correct next step, isolating the remaining radical and squaring again, rather than stopping. . Worth 1 point.

    Connects the correction back to an actual solution existing, showing the method is completed rather than abandoned. . Worth 1 point.

    Try a similar problem (Optional)

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

    Solve x+21x+5=2\sqrt{x+21}-\sqrt{x+5}=2.

  3. 3. The same method in fractional-exponent clothing . Application, 13 points. Question 3 of 5.

    A fractional exponent is a radical wearing different notation, so the same method applies. Work with (2x3)1/2=x3(2x-3)^{1/2}=x-3 and (x2)3/2=64(x-2)^{3/2}=64.

    1. Part A.

      Rewrite (2x3)1/2=x3(2x-3)^{1/2}=x-3 as a radical equation, solve it, and check both candidates in the original equation.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Solve (x2)3/2=64(x-2)^{3/2}=64. Let u=(x2)1/2u=(x-2)^{1/2} and work with u before returning to x.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Without solving any equation, decide whether (x2)3/2=64(x-2)^{3/2}=-64 has a solution, and justify your answer using what you know about u=(x2)1/2u=(x-2)^{1/2}.

      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 4 points

    Rewrites the fractional exponent as an equivalent radical before solving. . Worth 1 point.

    Squares both sides correctly and solves the resulting quadratic, reaching both candidates. . Worth 2 points.

    Substitutes each candidate separately into the ORIGINAL fractional-exponent equation and reports which candidate is genuine and which is extraneous. . Worth 1 point.

    Part B 4 points

    Introduces u=(x2)1/2u=(x-2)^{1/2} and rewrites the equation in terms of u. . Worth 1 point.

    Solves u3=64u^3=64 for u, undoes the substitution, and solves for x. . Worth 2 points.

    Checks the candidate in the original fractional-exponent equation and confirms it is genuine. . Worth 1 point.

    Part C 5 points

    Identifies that u=(x2)1/2u=(x-2)^{1/2} is nonnegative because it is a principal square root. . Worth 2 points. needs an explanation, not just an answer

    Reasons from u0u\ge0 to u30u^3\ge0, and concludes u3u^3 can never equal a negative number. . Worth 2 points. needs an explanation, not just an answer

    States the verdict clearly, without performing algebra that was not needed to reach it. . Worth 1 point.

    Try a similar problem (Optional)

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

    Solve (2x2)1/2=x5(2x-2)^{1/2}=x-5 and decide, without solving, whether (x+2)3/2=8(x+2)^{3/2}=-8 has a solution.

  4. 4. A domain check that passes both candidates . Reasoning, 13 points. Question 4 of 5.

    A student solves 6x14=x5\sqrt{6x-14}=x-5 and writes: "Domain: need 6x1406x-14\ge0, so x73x\ge\frac73. Squaring gives 6x14=x210x+256x-14=x^2-10x+25, so x216x+39=0x^2-16x+39=0, which factors as (x13)(x3)=0(x-13)(x-3)=0, giving x=13x=13 and x=3x=3. Both satisfy x73x\ge\frac73, so the solution set is {3,13}\{3,13\}."

    1. Part A.

      Is the student's domain check, by itself, enough to certify that both x=13 and x=3 are genuine solutions? Substitute each candidate into the ORIGINAL equation to decide, and report what each substitution gives.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    2. Part B.

      Give the correct solution set of 6x14=x5\sqrt{6x-14}=x-5, and state, in one sentence, what the domain condition 6x1406x-14\ge0 actually guarantees about a candidate, if not that it solves the equation.

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

    3. Part C.

      This same student solved a rational equation the week before and correctly used a domain check, excluded denominators, as the whole test for a genuine solution. Explain, in general terms, why that same domain-only reasoning worked there but fails for a radical equation like this one, naming the specific piece of information each operation discards.

      Explain why it works A sentence or two. Reasons, not steps. 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 5 points

    Substitutes both x=13 and x=3 into the ORIGINAL equation, not the domain condition, and evaluates both sides of each. . Worth 2 points.

    States correctly which candidate is genuine and which is extraneous, based on those substitutions. . Worth 1 point.

    Notes explicitly that the extraneous candidate still satisfies the domain condition, so the domain check alone could not have caught it. . Worth 2 points. needs an explanation, not just an answer

    Part B 3 points

    States the correct solution set, matching the verdicts from part A. . Worth 1 point.

    Describes correctly what the domain condition guarantees, that the radicand is nonnegative so the radical is real, rather than restating that it excludes bad candidates. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    Identifies the specific failure point of clearing an LCD, only at its zeros, the excluded values, as the reason the domain check is complete there. . Worth 2 points. needs an explanation, not just an answer

    Identifies that squaring discards the SIGN of each side, a different piece of information than a zero denominator, and explains why no domain condition can recover it. . Worth 2 points. needs an explanation, not just an answer

    Keeps the two operations, clearing an LCD and squaring, clearly distinguished throughout the explanation rather than treating domain check as one universal rule. . Worth 1 point.

    Try a similar problem (Optional)

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

    A student solves 3x2=x2\sqrt{3x-2}=x-2 and, after checking only that 3x203x-2\ge0, reports both candidates as genuine. Find the candidates, check each in the original equation, and say what the student's domain-only check missed.

  5. 5. When raising to a power needs no check, and when it still does . Reasoning, 12 points. Question 5 of 5.

    Three equations: 2x+73=3\sqrt[3]{2x+7}=-3, 2x+7=3\sqrt{2x+7}=-3, and x+23+x63=0\sqrt[3]{x+2}+\sqrt[3]{x-6}=0.

    1. Part A.

      Solve 2x+73=3\sqrt[3]{2x+7}=-3, and explain, using what raising both sides to the power 3 can and cannot do to a solution set, why no separate check for extraneous roots is needed here.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    2. Part B.

      Without performing any algebra, explain why 2x+7=3\sqrt{2x+7}=-3 has no solution.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    3. Part C.

      Isolate one cube root in x+23+x63=0\sqrt[3]{x+2}+\sqrt[3]{x-6}=0 and cube both sides once. Solve for x, verify it in the original equation, and decide whether this particular cubing step needed a check for extraneous roots the way squaring two radicals apart usually does.

      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 4 points

    Cubes both sides correctly and solves the resulting linear equation for x. . Worth 2 points.

    States that cubing both sides is reversible (a^3=b^3 exactly when a=b), unlike squaring, as the reason no extraneous-root check is needed. . Worth 2 points. needs an explanation, not just an answer

    Part B 3 points

    States that the left side is a principal square root and is therefore never negative. . Worth 2 points. needs an explanation, not just an answer

    Concludes no solution directly from that fact, without performing algebra that was not needed. . Worth 1 point.

    Part C 5 points

    Isolates one cube root and cubes both sides once, reaching a linear equation, and solves for x. . Worth 2 points.

    Verifies the candidate in the original equation, using the fact that an odd-index root of a negative number is the negative of the root of its magnitude. . Worth 1 point.

    Correctly judges whether this cubing step needed an extraneous-root check, using the guarantee a^3=b^3 iff a=b for whatever expressions stand on each side, not only for a bare radical. . 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.

    Solve 3x13=4\sqrt[3]{3x-1}=-4, explain why 3x1=4\sqrt{3x-1}=-4 has no solution, and solve x+93+x33=0\sqrt[3]{x+9}+\sqrt[3]{x-3}=0.