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Square Roots: Free Response

5 questions in parts, 62 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. Undoing a square, and the sign that gets lost . Foundational, 12 points. Question 1 of 5.

    Squaring and taking a square root are partners: each is supposed to undo the other. Most partnerships in arithmetic run both ways without comment, and this one does not quite. This question evaluates three roots, then examines what the radical sign has to promise before it can be written inside a calculation at all, and how far the undoing can be trusted.

    1. Part A.

      Evaluate 441\sqrt{441} by splitting the radicand into a product of two perfect squares. Then evaluate 232\sqrt{23^2} and (38)2\left(\sqrt{38}\right)^2 without working out either square, and state the check that confirms the first of the three.

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

    2. Part B.

      A classmate objects that a square root question never has one single answer, because two different whole numbers square to 484484. Write down both of those numbers. Say which one the symbol 484\sqrt{484} stands for, explain what would go wrong with the notation if the radical were allowed to name both, and show how the other number is written when it is the one you want.

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

    3. Part C.

      Riya writes down a rule of her own: "squaring and rooting undo each other, so x2=x\sqrt{x^2} = x whatever number xx is." Decide whether that rule holds for every number. If it does, say what makes it safe everywhere; if it does not, give a value of xx that shows it, work out what each side comes to there, and repair it so that what you end with is true for every number.

      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 3 points

    Splits the first radicand into two perfect-square factors and applies the product rule to reach a whole number. . Worth 2 points.

    Writes down the two cancelling values without computing either square, and states the check that confirms the first root. . Worth 1 point.

    Part B 5 points

    Produces both numbers that square to the given radicand, rather than only the one the radical returns. . Worth 2 points.

    Says what a symbol standing for two numbers at once would do to a calculation containing it. . Worth 2 points. needs an explanation, not just an answer

    Shows how the other member of the pair is written when it is wanted. . Worth 1 point.

    Part C 4 points

    Uses a test value and shows what each side of the rule evaluates to for that value. . Worth 3 points. needs an explanation, not just an answer

    States a verdict on the rule, and supplies a repaired version wherever one is needed. . Worth 1 point.

  2. 2. What a radical may be split across . Foundational, 13 points. Question 2 of 5.

    The product rule lets a radical be taken apart: the root of a product is the product of the roots. It is tempting to read that as general permission to take a radical apart, and a sum is where that reading goes wrong. This question simplifies two radicals, measures the damage a sum does, and then traces both outcomes back to the definition of the principal square root.

    1. Part A.

      Write 63\sqrt{63} and 180\sqrt{180} in simplest radical form, pulling out the largest perfect-square factor each time. For the second one, say what would have been left unfinished had you pulled out 44 instead.

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

    2. Part B.

      Evaluate 9×144\sqrt{9 \times 144} by splitting the radicand, giving a whole number. Then take the sum: trap 9+144\sqrt{9 + 144} between two consecutive whole numbers, naming the perfect squares that trap it, work out 9+144\sqrt{9} + \sqrt{144} exactly, and report how far apart those two results are.

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

    3. Part C.

      Explain why the product rule is true, starting from what the symbol x\sqrt{\phantom{x}} is defined to return and using the fact that squaring undoes it. Then run that same argument on a+b\sqrt{a} + \sqrt{b} for non-negative aa and bb, say exactly what appears that spoils it, and state for which non-negative aa and bb the sum version would hold after all.

      Explain why it works A sentence or two. Reasons, not steps. 6 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

    Identifies a perfect-square factor of each radicand and applies the product rule to split it out. . Worth 2 points.

    Says what is still hiding under the radical when the smaller factor is taken out, rather than only calling that form unfinished. . Worth 1 point.

    Part B 4 points

    Splits the product with the rule and evaluates it to a whole number. . Worth 2 points.

    Names the perfect square below the sum's radicand and the one above it, and turns them into a trap on the root. . Worth 1 point.

    Compares the trapped root with the split value and reports the size of the gap between them. . Worth 1 point.

    Part C 6 points

    Argues the product rule from what the radical is defined to return, checking both that the square comes out right and that the value is not negative. . Worth 3 points. needs an explanation, not just an answer

    Squares the sum in full and names the terms the product case never produces. . Worth 2 points.

    States the only non-negative values of aa and bb for which the sum version survives. . Worth 1 point.

    Try a similar problem (Optional)

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

    Write 112\sqrt{112} in simplest radical form. Then evaluate 49×36\sqrt{49 \times 36} by splitting the product, trap 49+36\sqrt{49 + 36} between two consecutive whole numbers, and say by how much 49+36\sqrt{49} + \sqrt{36} clears the top of that trap.

  3. 3. Two square plots and a roll of border strip . Application, 12 points. Question 3 of 5.

    A community garden is being laid out with two square plots. The first covers 12251225 square feet and the second covers 700700 square feet, and each is to be edged all the way round with flexible border strip. The strip is cut to order by the whole foot, so before anything can be ordered the crew has to know how long the sides of each plot are.

    1. Part A.

      Find the side length of the first plot by splitting its area into a product of two perfect squares. Give the side in feet, and give the check that confirms it.

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

    2. Part B.

      The second plot's side is not a whole number of feet. Give its exact length in simplest radical form, then trap that length between two consecutive whole numbers of feet, naming the perfect squares that do the trapping and saying which end the length leans toward.

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

    3. Part C.

      The crew orders border strip cut to a whole number of feet, and they refuse to come up short on any side. Say what whole number of feet is the shortest they can order for one side of the second plot, and why the number below it will not do. Then explain why no decimal they could write on the order form, however many digits it runs to, is the exact side length.

      Carry your own answer forward Work from the pair of whole numbers you trapped the side between in part B, whatever they came out to. If part B did not come out, you can still find that pair by asking which perfect squares sit either side of the plot's area.

      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 4 points

    Turns the area of a square into a square root of that area, rather than into a halving or a division. . Worth 1 point.

    Splits the radicand into perfect-square factors and evaluates the root. . Worth 2 points.

    States the side with its unit of length attached, and checks it by squaring. . Worth 1 point.

    Part B 5 points

    Pulls the largest perfect-square factor out of the area to give an exact side length in radical form. . Worth 2 points.

    Names the perfect square below the area and the one above it, and turns them into a trap on the side. . Worth 2 points.

    Gives both the exact length and the trap in feet, and says which end of the trap the length leans toward. . Worth 1 point.

    Part C 3 points

    Names the whole number of feet to order and says what is wrong with the one below it, arguing from the trap rather than from a rounded decimal. . Worth 2 points.

    Explains why no terminating decimal can be the exact side, using what the plot's area is and is not. . Worth 1 point. 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 square plot covers 18001800 square feet. Give its side in simplest radical form, trap that side between two consecutive whole numbers of feet, and say the shortest whole number of feet of border strip that covers one side without coming up short.

  4. 4. Counting the numbers with no whole-number root . Reasoning, 12 points. Question 4 of 5.

    Between one perfect square and the next lies a run of whole numbers with no whole-number square root at all. Those runs are short at the start of the number line and they grow without limit as you count upward, which is the reason a whole number picked at random almost never has a tidy root. This question counts two of the runs and then examines what a student can and cannot do about the roots inside them.

    1. Part A.

      A whole number nn satisfies 8<n<98 < \sqrt{n} < 9, with both inequalities strict. Find the smallest and the largest value of nn that works, say how many whole numbers are in that list, and say what keeps the two perfect squares at the ends out of it.

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

    2. Part B.

      Count the whole numbers lying strictly between 323^2 and 424^2, and then the whole numbers lying strictly between 12212^2 and 13213^2. Set the two counts side by side, say what is happening to the length of these runs as you count upward, and say what that does to how often a whole number has a whole-number square root.

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

    3. Part C.

      A student estimating 68\sqrt{68} writes: "I get 8.28.2, then 8.248.24, then 8.2468.246, and each one squares to something nearer 6868, so if I keep going the decimal will eventually land on 6868 exactly and 68\sqrt{68} will turn out to be a fraction after all." Say which parts of that are correct, identify the step where the conclusion does not follow, and say what the sequence of estimates does achieve.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 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 3 points

    Turns the condition on the root into a condition on the radicand, keeping both ends strict. . Worth 2 points.

    Reports the two end values and the count, and says what excludes the perfect squares at the ends. . Worth 1 point.

    Part B 4 points

    Counts the whole numbers strictly inside each of the two runs. . Worth 2 points.

    Says what is happening to the length of the runs, and reads it back as a statement about how common perfect squares are. . Worth 2 points.

    Part C 5 points

    Separates the parts of the student's work that are sound from the single step that does not follow. . Worth 3 points. needs an explanation, not just an answer

    Names the property of the radicand that rules out every decimal that stops. . Worth 1 point.

    States what the sequence of estimates does deliver, rather than only what it fails to deliver. . Worth 1 point.

    Try a similar problem (Optional)

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

    A whole number nn satisfies 11<n<1211 < \sqrt{n} < 12, both inequalities strict. Give the smallest and the largest such nn, count how many there are, and say how many of them have a whole-number square root.

  5. 5. Does taking a root always make a number smaller? . Reasoning, 13 points. Question 5 of 5.

    Taking a square root looks like a shrinking operation: the root of a large number sits far below it, and that impression survives every whole number bigger than 11 a student is likely to try. A rule tested only where it was never in danger is not yet a rule. This question tests this one somewhere else, finds the exact condition that makes it true, and asks what happens at the places where the comparison turns over.

    1. Part A.

      Evaluate 324\sqrt{324}, 1\sqrt{1} and 125\sqrt{\tfrac{1}{25}}. Set each root beside its own radicand, and report for each of the three whether the root is smaller than the radicand, equal to it, or larger.

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

    2. Part B.

      Explain, without testing any further examples, why the direction of that comparison is settled by where the radicand sits relative to 11. Build the argument on the fact that squaring undoes rooting, so that a radicand is its own root multiplied by itself. Cover both directions, and say what happens at the radicands where neither direction applies.

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

    3. Part C.

      Give a number, different from the three in part A, that shows the claim "a square root is always smaller than the number it came from" is false, and check your choice by squaring the root back. Then state the corrected claim with the exact condition on the radicand, and name the numbers where the comparison turns over. Finally, use the corrected claim to decide, with no root evaluated, whether 0.49\sqrt{0.49} is above or below 0.490.49, and whether 90\sqrt{90} is above or below 9090.

      Construct a counterexample Give one specific case, and show it breaks the claim. 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 3 points

    Evaluates all three roots, including the one whose radicand is a fraction. . Worth 2 points.

    Reports the direction of the comparison for each of the three, not just the roots themselves. . Worth 1 point.

    Part B 5 points

    Names the root and uses the inverse relationship to write the radicand as that root multiplied by itself. . Worth 2 points.

    Settles the comparison by what multiplying by a number above or below 11 does, covering both directions and the radicands at which the two come out equal. . Worth 3 points. needs an explanation, not just an answer

    Part C 5 points

    Supplies a number where the original claim fails, and verifies the choice by squaring the root back. . Worth 2 points.

    States the corrected claim with its condition on the radicand, and names the numbers where the comparison turns over. . Worth 2 points.

    Decides both test cases from the position of the radicand alone, with no root evaluated. . Worth 1 point.

    Try a similar problem (Optional)

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

    For each of 784784, 449\tfrac{4}{49} and 11, evaluate the square root and say whether it is smaller than, equal to, or larger than the number itself. Then say in one sentence what decides the direction.