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Rationalizing Denominators: Free Response

5 questions in parts, 59 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. Choosing when to simplify first . Application, 11 points. Question 1 of 5.

    A denominator that is a single square root always clears the same way: multiply by that root over itself. What changes from problem to problem is whether it pays to simplify the radical BEFORE you rationalize, or to rationalize first and reduce afterward.

    1. Part A.

      Rationalize 610\frac{6}{\sqrt{10}}, then simplify your result completely.

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

    2. Part B.

      Rationalize 918\frac{9}{\sqrt{18}}, then simplify your result completely.

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

    3. Part C.

      State the general test that tells you, before you do any arithmetic, whether it is worth simplifying the radical in a denominator like n\sqrt{n} before you rationalize it. Explain why that test works.

      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 4 points

    Multiplies the numerator and denominator by 10\sqrt{10}, the same root that appears in the denominator. . Worth 2 points.

    Reduces the resulting fraction by its common factor, leaving no further common factor between the numerator and denominator. . Worth 2 points.

    Part B 4 points

    Simplifies 18\sqrt{18} into a smaller radical before doing any rationalizing. . Worth 2 points.

    Rationalizes the simplified fraction correctly, reaching a denominator with no radical left in it. . Worth 2 points.

    Part C 3 points

    States the test correctly: check the radicand itself for a perfect-square factor greater than 11, independent of the numerator. . Worth 2 points. needs an explanation, not just an answer

    Explains why the test works, connecting it to how it shrank the numbers in one case but had nothing to act on in the other. . Worth 1 point.

  2. 2. The conjugate, built and tested . Foundational, 10 points. Question 2 of 5.

    Every rationalizing move on a two-term denominator starts the same way: write down the conjugate, then multiply by it. This question drills that move on its own, before any fraction is involved.

    1. Part A.

      Write the conjugate of 3+73+\sqrt{7}, and the conjugate of 116\sqrt{11}-\sqrt{6}.

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

    2. Part B.

      Multiply 3+73+\sqrt{7} by the conjugate you wrote for it, and multiply 116\sqrt{11}-\sqrt{6} by the conjugate you wrote for it. Simplify both products completely.

      Carry your own answer forward Multiply by the conjugates you wrote in part A, whatever they turned out to be.

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

    3. Part C.

      Suppose that instead of using the conjugate, you multiplied 4+34+\sqrt{3} by 4+34+\sqrt{3} again. Explain why the denominator would still contain a radical, and name the property of the conjugate's product that a repeated same-sign product does not have.

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

    Flips the sign between the two terms in each expression, leaving the terms themselves unchanged. . Worth 2 points.

    Applies the same rule to the second expression even though both of its terms carry a radical. . Worth 1 point.

    Part B 4 points

    Squares each term correctly with the right sign, so the product is of the form a2ba^2-b, never a2+ba^2+b. . Worth 2 points.

    Squares each radical term correctly, so (n)2(\sqrt{n})^2 becomes nn and not n2n^2. . Worth 1 point.

    States that both results are rational, with no radical remaining, confirming the conjugate did its job. . Worth 1 point.

    Part C 3 points

    Expands the repeated product in full and shows that the two middle terms add rather than cancel. . Worth 2 points. needs an explanation, not just an answer

    Names the property the conjugate alone has, that its middle terms are forced to be opposite in sign. . Worth 1 point.

  3. 3. The same expression twice is not the conjugate . Reasoning, 13 points. Question 3 of 5.

    A student is asked to rationalize 532\frac{5}{3-\sqrt{2}}. Instead of building the conjugate, they multiply the numerator and denominator by 323-\sqrt{2} again, since that is what is already sitting in the denominator. The fraction that comes out is messier than the one they started with, and the denominator still has a root in it, so they conclude that this particular fraction 'will not rationalize.'

    1. Part A.

      Explain what the student did wrong, and say what expression they should have multiplied by instead.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    2. Part B.

      Rationalize 532\frac{5}{3-\sqrt{2}} correctly.

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

    3. Part C.

      The student's approach did not produce a wrong final answer, it produced no rational denominator at all. Explain why multiplying a two-term denominator by an identical copy of itself can never clear a root, no matter which binomial is chosen, while the conjugate always 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

    Identifies that the correct move is the CONJUGATE, the sign-flipped twin of the denominator, not a second identical copy of it. . Worth 2 points.

    Explains mechanically why repeating the same expression fails, that the two middle terms carry the same sign and add rather than cancel. . Worth 2 points. needs an explanation, not just an answer

    Part B 4 points

    Multiplies the numerator and denominator by the conjugate of the original denominator, not by the same expression again. . Worth 2 points.

    Distributes the numerator correctly and computes the denominator as a difference of two squares, reaching a fraction with no common factor left. . Worth 2 points.

    Part C 5 points

    Argues in letters, not in one example, showing that squaring any binomial always leaves a middle term ±2ab\pm 2ab standing. . Worth 3 points. needs an explanation, not just an answer

    Contrasts this with the conjugate product, where the opposite signs force the middle terms to cancel. . Worth 2 points.

  4. 4. Two roots that only sometimes need the conjugate . Application, 12 points. Question 4 of 5.

    A denominator built from two square roots looks like it always needs the conjugate. Sometimes it does; sometimes simplifying a radical first removes the second root before the conjugate is ever needed.

    1. Part A.

      Rationalize 87+3\frac{8}{\sqrt{7}+\sqrt{3}}, and simplify your result completely.

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

    2. Part B.

      Rationalize 682\frac{6}{\sqrt{8}-\sqrt{2}}, and simplify your result completely.

      Write the expression An equation or an expression is enough here. Show how you built it. 5 points

    3. Part C.

      Compare the two denominators, 7+3\sqrt7+\sqrt3 from part A and 82\sqrt8-\sqrt2 from part B. State the test that tells you, just by looking at a two-root denominator, whether it will collapse to a single root before you ever need the conjugate.

      Compare the two methods Say what each one costs you, and when you would reach for it. 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 4 points

    Multiplies the numerator and denominator by the conjugate of 7+3\sqrt7+\sqrt3. . Worth 2 points.

    Reduces both terms of the numerator by the common factor left with the denominator, leaving no further common factor. . Worth 2 points.

    Part B 5 points

    Simplifies 8\sqrt8 and combines it with the other radical term into a single root before doing any rationalizing. . Worth 2 points.

    Clears the resulting single root correctly and reduces the fraction completely. . Worth 3 points.

    Part C 3 points

    States the test correctly: simplify each radical first, then check whether the two share the same number under the root. . Worth 2 points. needs an explanation, not just an answer

    Connects the test to both given denominators, explaining why one collapses and the other does not. . Worth 1 point.

  5. 5. When the difference of squares comes out negative . Reasoning, 13 points. Question 5 of 5.

    The conjugate always turns a two-root denominator into a rational number, aba-b. That number is not always positive, and this question works out what to do when it is not, first on one fraction and then for every fraction of its kind.

    1. Part A.

      Rationalize 126\frac{1}{\sqrt{2}-\sqrt{6}}.

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

    2. Part B.

      Let pp and qq be positive real numbers with p<qp<q. Rationalize 1pq\frac{1}{\sqrt{p}-\sqrt{q}} in general, then rewrite your result so that the denominator is a positive number.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 points

    3. Part C.

      Check your general result from part B against your own numbers from part A, and explain why a negative denominator, on its own, does not mean a mistake was made.

      Carry your own answer forward Substitute your own numbers from part A into your own general formula from part B, whatever each of them turned out to be.

      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 4 points

    Multiplies the numerator and denominator by the conjugate of 26\sqrt2-\sqrt6. . Worth 2 points.

    Computes the difference of squares as a NEGATIVE rational number and carries that sign through to the final answer, rather than dropping it. . Worth 2 points.

    Part B 5 points

    Multiplies by the conjugate in letters and reaches a denominator of pqp-q. . Worth 2 points.

    Argues that pqp-q is negative for EVERY valid p<qp<q, not just an example, and rewrites the fraction with a positive denominator using 1-1 as a form of 11. . Worth 3 points. needs an explanation, not just an answer

    Part C 4 points

    Substitutes the specific numbers from part A into the general formula from part B and confirms the two match. . Worth 2 points.

    Explains why a negative denominator is not an error, tying it to the assumption that the first radicand is smaller. . Worth 2 points. needs an explanation, not just an answer