Grade

School Grade 10
Level
Learning
Teacher Mathematics 10
Area
Teaching Dates Quarter Second
and Time
1. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
polynomial function.
B. Performance Standards: The learner is able to conduct systematically a
mathematical investigation involving polynomial functions in
different fields.
C. Learning Competencies/ Objectives (Write the LC code for each): The learner
graphs polynomial functions. (M10AL-IIa-b-1)
2. CONTENT: Patterns and Algebra
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Mathematics 10 Teacher’s Guide, pp. 91-98
2. Learner’s Material Pages Mathematics 10 Learner’s Material pp. 109-115
3. Textbook Pages
4. Additional Materials from Learning Resources (LR) portal
B. Other Learning Resources
4. PROCEDURES (May vary, it depends upon the teacher. This is a flexible part. Put
time allotment in each step)
Teacher’s Activity Student’s Activity
A. Reviewing Ask: Do you still remember your linear functions Yes
previous in grade 8 and quadratic functions in grade 9?
lesson or Say: Let us have a short review of it. Fill up the
presenting given table.
the new Activity 1: Students will perform
lesson 𝑦 = 3𝑥 + 6 2 the activity by pair.
𝑦 = 2𝑥 + 5𝑥 − 3
(5 minutes) Degree
Value/s of
x
where y=0
Value of y
when x=
Behavior
of the
graph
Graph
 See attached sheet for the correct answer
For 3 minutes, comment on their answer.
B. Say: The information in the table helps us sketch
Establishin the correct graph of linear function and
g a purpose quadratic function easier.
for the
lesson How about sketching the graph of the
(3 minutes) polynomial functions of degree greater than 2?
What do we need to find out first? (Pause for
an answer from students) Answers vary

Comment on the students’ answers.

Say: In graphing polynomial functions, it would

be easy for us to sketch the correct graph if we
have the following:
(a) the intercept(s)
(b) the behavior of the graph
(c) the multiplicity of zeros

C. Presenting Let us start from the x-intercept(s) Students listen

examples/ These are the x-values when y = 0, thus, the
instances point(s) where the graph intersects the x-axis
of the new can be determined.
lesson
(5 minutes) Consider the example that follows:

Find the intercepts of for the polynomial

𝑦 = 𝑥 3 − 4𝑥 2 + 𝑥 + 6,
Solution:
To find the x-intercept/s, set y = 0. Use the
factored form. That is,
𝑦 = 𝑥 3 − 4𝑥 2 + 𝑥 + 6
y = (x + 1)(x – 2)(x – 3)
set y=0 0 = (x + 1)(x – 2)(x – 3)
Equate each factor to zero to solve for x
x+1=0 or x-2=0 or x-3=0
x=-1 x=2 x=3

The x-intercepts are -1, 2 and 3. This means the

graph will pass through (-1,0), (2,0) and (3,0).
To find the y-intercepts, set x=0 in the given
polynomial.
𝑦 = 𝑥 3 + 4𝑥 2 + 𝑥 + 6
𝑦 = 03 + 4(0)2 + (0) + 6
𝑦 =0+0+0+6
𝑦=6
The y-intercept is 6. This means the graph will
also pass through (0,6).
 Say: You have been provided illustrative
examples of the important step in graphing a
polynomial function which is solving for the x-
and y- intercepts. Remember, these intercepts
are used to determine the points where the
graph intersects or touches the x-axis and the y-
axis. But these points are not sufficient to draw
the graph of polynomial functions. There is still a
need to obtain other points on the graph, by
finding the value of y that corresponds to each
value of x of the polynomial.
D. Say:
Discussing To check if you have followed the first two Students will perform
new important steps to do in graphing polynomial the activity by pair
concepts
functions, let us have Activity 2, perform the
and
practice activity 6 on page 111 of Grade 10 Learner’s
new skills Material wherein you will have to solve for the
#1 intercepts of the given polynomials and find for
(10 minutes) the other values of x by completing the given
table.

You are given 5 minutes to work by twos with

your seatmate.

After 5 minutes, check their answer and say:

In this activity, you evaluated a function at given
values of x. Notice that some of the given x-
values are less than the least x-intercept, some
are between two x-intercepts, and some are
greater than the greatest x -intercept. For
example, in number 1, the x-intercepts are -4, -
2, 1, and 3. The value -5 is used as x-value less
than -4; -3, 0, and 2 are between two x-
intercepts; and 4 is used as x-value greater than
3. Why do you think we should consider them?
(explain reason)
Answers vary
(See attached sheet for answer to activity 2 or
pages 91-92 of Teacher’s Guide)

E. Discussing Say:
new Now that we are done on finding the important
concepts ordered pairs that will help in graphing the
and
 practice polynomial function, let us consider the next
new skills activity to determine the behavior of the graph,
#2 which will also help us in sketching the graph of
(15 minutes)
the polynomial.

Let us have the third activity. For 5 minutes, with

your partner, answer activity 7 on page 112 of
the Mathematics 10 Learners Material. However,
before you start answering the activity, let me
guide you with the parts of the table.

 The values of the x are already given.

 To get for the values of the y, simply
substitute the value of the corresponding x to
the polynomial, and solve.
 On the third column of the graph, you have to
choose whether y>0 (if y is positive), y<0 (if y
is negative), and y=0 (if value of y is 0).
 On the fourth column, you have to identify
where you can find the point (x,y). Choose
either above x-axis, below x-axis or on the x- Students perform the
axis only. activity by pair on the
go signal of the
teacher.
When the students are done filling up the table,
ask them the following questions.
1. At what point(s) does the graph pass through 1. (-4,0),(2,0),(1,0)
the x-axis? and (3,0)
2. If < 4 , what can you say about the graph? 2. The graph is above
3. If −4 < 𝑥 < −2, what can you say about the the x-axis
graph? 3. The graph is below
4. If −2 < 𝑥 < 1, what can you say about the the x-axis
graph? 4. The graph is above
5. If 1 < 𝑥 < 3, what can you say about the the x-axis
graph? 5. The graph is below
6. If 𝑥 > 3, what can you say about the graph? is the x-axis
Explain that this table may be transformed into 6. The graph is above
table of signs, and that the roots of the the x-axis
polynomial partition the number line into
intervals. Test values are then chosen from
within its interval.
Intervals
- 1<x<
x<-4 -4<x<-2 x>3
2<x<1 3
 Test
-5 -3 0 2 4
Values
X+4 - + + + +
X+2 - - + + +
x-1 - - - + +
x-3 - - - - +
y=(x+4)(x+
+ - + - +
2)(x-1)(x-3)
Position of
the curve
above below above below above
relative to
the x-axis

Give emphasis that at this level, though, we

cannot yet determine the turning points of the
graph. We can only be certain that the graph
is correct with respect to intervals where the
graph is above, below, or on the x-axis. The
arrowheads at both ends of the graph signify
that the graph indefinitely goes upward.

F.
Developing Answer Activity 4
Mastery For the polynomials:
(Leads to 1. y = (2x + 3)(x – 1)(x – 4)
Formative
2. y = x4 – 26x2 + 25
Assessmen
t 3) 3. y = x2(x + 3)(x + 1)4(x – 1)3
(15 minutes)
give
(a) the x-intercept(s)
(b) the intervals obtained when the x-intercepts
are used to partition the number line
(c) the table of signs
(d) a sketch of its graph
And make a table of signs.
 (See the attached sheet for the answer key or
on the Mathematics 10 Teacher’s Guide, pages
94-97)
G. Finding
practical
applications
of concepts
and skills in
daily living
H. Making Base on the answer on the previous activity,
generalizati give the answer to the following questions
ons and a. What happens to the graph as x decreases a. The graph falls or
abstract without bound? rises to the left
actions continuously without
about the end.
lesson
b. For which interval(s) is the graph b. answers vary,
(i) above and base on the sketch of
(ii) below the x-axis? the graph

c. What happens to the graph as x increases c. The graph falls or

without bound? rises to the right
continuously without
end.

I. Evaluating Activity 5:
learning give
(a) the x-intercept(s)
(b) the intervals obtained when the x-intercepts
are used to partition the number line
(c) the table of signs
(d) a sketch of its graph
Complete the table for the polynomial
y = -x4 - 5x3 + 3x2 + 13x - 10
 (refer to the attached sheet for the correct
answer)

J. Additional
activities for
application
or
remediation
5. REMARKS
6. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies work well? Why did these
work?
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?