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IGCSE · Cambridge (CIE) · 0444

Simplify radicals and rationalise a denominator

Extract perfect-power factors · Combine like radicals · Use a conjugate to rationalise a binomial denominator

Mathematics (US) 0444 · historical 2025 study · E1.8
Exam scope and assessment notes

Extended content; not a Core requirement. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

Before you begin

  • Square and cube roots
  • Expanding brackets

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What should you establish before applying the method in this lesson?

What you will learn

  • Extract perfect-power factors
  • Combine like radicals
  • Use a conjugate to rationalise a binomial denominator

Keep exact forms

For non-negative a and b, √(ab) = √a√b. Extract perfect square factors: √72 = √(36×2) = 6√2. Add or subtract only like radicals: 6√2 + 3√2 = 9√2. In general √(a+b) does not equal √a + √b.

For cube roots, extract perfect cube factors: ∛54 = ∛(27×2) = 3∛2. For real a, √(a²) = |a|, so a negative a requires care.

Remove a radical denominator

Multiply numerator and denominator by the same non-zero factor. For 1/√3, multiply by √3 to get √3/3. For 1/(2+√3), use the conjugate 2−√3: the denominator becomes 4−3 = 1.

Check the original and new denominators are non-zero. Rationalising changes the form, not the value; leave an exact result unless a decimal is requested.

Sources for this lesson

Pause and explain

For a = −3, what is √(a²)?

Put the idea to work

Worked example

Simplify √50 + √8 and rationalise 2/(2+√3).

Show the worked solution
  1. √50 = 5√2 and √8 = 2√2, giving 7√2.
  2. Multiply the fraction by (2−√3)/(2−√3); denominator is 1.

Answer 7√2 and 4 − 2√3.

Try a topic test

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Simplify √48 − √12.

Give me a hint

Extract the largest square factors.

Compare my reasoning
  1. √48 = 4√3; √12 = 2√3.
  2. Subtract coefficients.

2√3.

Look for these in your work

  • Use exact factors
  • Combine only like radicals
2 · Independent

Rationalise 3/√5 and simplify ∛128.

Give me a hint

Use √5/√5 for the fraction and 64×2 for the root.

Compare my reasoning
  1. 3/√5 = 3√5/5.
  2. ∛128 = ∛(64×2) = 4∛2.

3√5/5 and 4∛2.

Look for these in your work

  • Multiply both numerator and denominator
  • Extract a perfect cube
3 · Transfer

Rationalise 1/(3−√2). Verify that the new denominator is non-zero.

Give me a hint

Use the conjugate 3+√2.

Compare my reasoning
  1. The denominator becomes 9 − 2 = 7.
  2. The numerator is 3+√2; 7 is non-zero.

(3+√2)/7.

Look for these in your work

  • Use the matching conjugate
  • Preserve the original value

Common mistakes

  • Do not combine unlike radicals as if they were coefficients.
  • √(a²) equals |a|, not always a.
Recall without your notes

What can you explain now?

For a = −3, what is √(a²)?

Compare with the explanation

3.

The principal square root is non-negative, so it gives |a|.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

For a = −3, what is √(a²)?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Mathematics (US)

Course scope and assessment

191 original lessons provide 573 guided, independent and application tasks. All 142 tier entries have linked teaching foundations: 55 Core and 87 Extended entries across 87 unique numbered sections in ten areas. Extended includes Core, so the tier-entry count is not a percentage of teaching time or student mastery. This is not full programme completion: qualified mathematics-teacher review, cumulative and exam-length assessment, and reliable drawn-work review remain unfinished. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

StudyForA · Learn with understanding

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