Semi - Detailed Lesson Plan in Mathematics 10

I. Objectives:
A. Content Standards
The learner demonstrates understanding of key concepts of factors of sequences,
polynomials and polynomial equations.

B. Performance Standards
The learner is able to formulate and solve problems involving sequences,
polynomials and polynomial equations in different disciplines through appropriate and
accurate representations.

C. 1. Learning Competency
The learner performs division of polynomial using long division and synthetic division.
(M10AL-Ig-1)

2. Objectives:
a. State the division algorithm of polynomials.
b. Divide polynomials by another polynomials using long division.
c. Express each quotient using division algorithm accurately and
systematically.
II. Content:
Division of Polynomial (Long Division)

III. Learning Resources

Teacher’s Guide Pages: pages 48 – 50

Learner’s Materials Pages: page 57– 62
Additional Materials from Learning Resources (LR) portal:
http://www.mathsisfun.com/algebra/polynomials-division-long.html
http://purplemath.com/modules/polydiv2.htm
Other Learning Resources:LED Television, worksheets, cartolina, white board, marker
powerpoint presentation

IV. Procedures
A. Reviewing previous lesson or presenting the new lesson
M.A.T.H. check:

M-ake a big smile

A-rrange you sits and youself
T-ake a deep breath
H-ave a seat

After the daily routine and motivational activity, the teacher will present the topic, the
competencies and the lesson objectives. Then a priming activity will be provided for the
students.
(Quick Thinking Only!)
The students will be group into four. The teacher will raise math/logic questions. The
group who made the fastest answer will be the one qualified to answer the division
problems and get a point if the answer is correct; otherwise, other group will be given the
chance to answer it with the same mechanics.
Example:
19 ÷ 5 = 3 + 4/5
⟷ 19 = 3(5) + 4

1. 29 ÷ 5 = _____ 3. 122 ÷ 7 = ____

⟷ ______ ⟷ _____

2. 34 ÷ 7 = _____ 4. 219 ÷15 = ____

B. Establishing a purpose for the lesson

With the same group, each will be provided with a white board and a marker. The teacher
will post problems involving operations on polynomials. After the given time, the group must
solve and raise their final answer written on the white board. The group with the highest
points will be the winner.
Perform the indicated operations:
1. (x3 + 11x2 – 9) +(x3 + x2 – 4x – 9)
2. (x3 + 11x2 – 4x – 9) - (x – 2)
3. (4x – 9) (x – 2)
4. (x3 ) ÷ (x )

C. Presenting examples/instances of the new lesson

The teacher will use the previous activity in presenting the new lesson. The examples will
be posted on the board. Through guided discovery, the teacher and the students will discuss
the examples and provide step by step solutions in deriving the quotient and the remainder.
Likewise, the proper way of writing the quotient and the remainder will be given emphasis.
or P ( x)  Q( x) * D ( x)  R ( x)
P ( x) R( x)
 Q( x) 
D( x) D( x) Divide:
3 2
1. (x + 11x – 4x – 9) ÷ (x – 2)
2. (x6 + 2x4 +6x - 9) ÷ (x3 + 3)
3. (2x4 + 5x3 + 2x2– 7x – 15) ÷ (2x - 3)

D. Discussing new concepts and practicing new skills # 1

After the discussion, each group will be given a problem. They will use long division
method to find the quotient and the remainder. The solution and the answer will be written
in the cartolina.The group must activity must be guided with this acronym:
A – lways read and follow instruction
L – et your voice be heard
G – et involved in the activity
E – njoy on what you are doing
B – ring it on!
R – emember to keep quiet while working
A – lways wear a smile.

Group I. (x3 + 7x2 + 15x + 14) ÷ (x + 3)

Group II (3x3 - 7x2 + x - 7) ÷ (x – 3)
Group III (x4 - 4x3 - 7x2 + 22 x + 18) ÷ (x + 2)
Group IV (x5 + 2x4 + 6x + 4x2 + 9x3 - 2) ÷ (x + 2
E. Discussing new concepts and practicing new skills # 2
1. What are the steps to divide a polynomial by another polynomial?
2. How can you determine if the answer is correct or not?
3. Is there another way to get the correct answer? Explain briefly your solution.

F. Developing mastery (Leads to Formation Assessment 3)

After answering the guided questions, each group will be called to shout their yell or
make their best clap before posting their answer on the board. One representative from
the group will discuss the output.
Their answer must be express in the form

P ( x) R( x) or
P ( x )  Q ( x) * D( x)  R( x)
 Q( x) 
D ( x) D( x)
The group will be graded using the following criteria:
CRITERIA POINTS
Correct solution and answer 12
Organization of the output 4
Fastest group 3
Team work/yell/clap 6
Total 25

G. Finding practical applications of concepts and skills in daily living

The students will be asked to work individually using a bond paper/construction
paper.They will apply their skills in illustrating the figure base from the problem.

Problem: The given polynomial expressions represent the volume and the
height of a Casssava cake sold at Loumar’s Delicacies, respectively. What
expression can be used to represent the area of the base of each Cassava cake?
Draw the cassava cake and indicate the proper label with correct unit.

(6x3 - 23x2 + 33x - 28) cm3 and (3x - 7) cm

H. Making generalization and abstraction about the lesson

The steps in long division method will be provided in the cartolina and powerpoint
presentation.
To divide polynomial by another polynomial using long division
1. Arrange the terms in both the divisor and the dividend in descending order.
2. Divide the first term of the dividend by the first term of the divisor to get the first
term of the quotient.
3. Multiply the divisor by the first term of the quotient and subtract the product from
the dividend.
4. Using the remainder, repeat the process, thus finding the second term of the
quotient.
Continue the process until the remainder is zero or the remainder is of a lower
degree than the divisor

I. Evaluating learning

Determine the remainder using long division and show the complete solution.
1. (x3 + x2 – 22x - 25) ÷ (x + 2)
2. (4x4 + 21x3 - 26x2 + 28x - 10) ÷ (x + 5)
3. (6x3 - 25x2 – 31x + 20) ÷ (3x - 2)
 J. Additional activities for application or remediation
A. Follow up: Dividing Polynomials using long division
1. (4x4 - 2x3 - 15x2 + 9x - 6) ÷ (x - 3)
2. (3x4 + 6x2 + 2x3 + 4x - 4) ÷ (x + 2)

B. Study: Division of Polynomials.

1. What are the steps to divide polynomials using synthetic division?

V. Remarks

VI. Reflection
A. No. of learners who earned 80% on the formative assessment:_____
B. No. of learners who require additional activities for remediation:_____
C. Did the remedial lesson work? No. of learners who have caught up with the lessons:_____
D. No. of learners who continue to require remediation:______
E. Which of my teaching strategies worked well?_______________________________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
___________________________________________________________________________
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?__________________________________________________________________

Prepared by:

REY R. PAMIS
Math 10 Teacher

Checked by:

DULCE M. MANAOG, Ed. D.

Head Teacher III-Mathematics

Noted:

JOE I. TITULAR
Principal III
 Questions for the activity “QUICK THINKING ONLY!”

1. Which one of the following is not a prime number?

3 7 12
Answer: 12
2. The square of 23 is:
Answer: 529
3. A polygon with 12 sides is known as:
Answer: dodecagon
4. Divide 3 by ½ and you get:
Answer: 6
5. 3 x 9 =27. Which one is the dividend?
Answer: 3
6. What is an acute angle?
Answer: less than 900
7. Multiplicand x Multiplier =?
Answer: product
8. Two figures having same shape and size are:
Answer: congruent
9. If 1/2 of 5x is 3, then what is 1/3 of 10x?
Answer: 4
10. What number do you get when you multiply all of the numbers on a
telephone's number pad?
Answer: 0