LECTURE-HANDOUT PREPARED BY

AND WORKSHEET GORGONIO,https://goo.gl/images/d3nbMP

MARK LEVI B.

PAG-ONG, MICHELLE JOYCE

MODULE PORCADILLA, JEAN MARJORIE A.

GRADES
7-10

https://images.app.goo.gl/bPi5MYhSQ1y3Q49P7

0
 ALL ABOUT THIS LECTURE HAND-OUTS AND WORKSHEET MODULE

Why these Lecture Hand-outs and Worksheet Module were made?

The researchers formulated an Instructional

Material based on the findings of the study,
Development of Instructional Material in
Number and Number Sense, Patterns and
Algebra from Grade 7 to Grade 10
Mathematics. It focused on the identified least
learned competencies from Grade 7 to Grade
10 in which the topics are in spiral approach.

K to 12 Curriculum adapts the Spiral

Progression Approach. With this approach,
concepts are introduced in the lower years and
re-taught in the succeeding years in an
https://goo.gl/images/C1pB4n increasingly sophisticated fashion. The teacher
starts with the most basic and simple concepts.
These same concepts are developed from one grade level to the next, in increasing level
of complexity and sophistication.

This Lecture hand-outs and Worksheet module only caters four (4) competencies
from Grade 7 to Grade 10 Mathematics. These four (4) competencies were determined to
be the least learned competencies identified in West Butuan District III of the Division of
Butuan City. The identified top least learned competencies were:

 Grade 7

Performs fundamental operations on integers

 Grade 8

Simplifies algebraic expressions involving integral exponents

 Grade 9

Solves problems involving quadratic equations

 Grade 10

Solves problems involving polynomials and polynomial equations

1
Grade 7
Operations on Integers

This module begins by

assessing your knowledge and skills
of the different mathematics
concepts related to the fundamental
operations on integers. These
knowledge and skills are important
in understanding the succeeding
lessons.
This module will also help you
perform fundamental operations on
integers through the help of
challenging activities and
worksheets.

ACTIVITY 2
 https://goo.gl/images/hcAuPp

LET’S PLAY BINGO!!

Instructions: https://goo.gl/images/LGp7Tn

To play bingo, each group will be given 2 bingo cards.

The teacher will give 15 problems and answers will be
marked [X] which are found below the letters B-I-N-G-O.
To declare a bingo, the group’s cards must consist any of
the following patterns:

B I N G O B I N G O

B I N G O B I N G O

SAMPLE
B I N G O
27 8 9 -9 2
11 70 44 23 121
3 55 -64 -5 84
-55 -14 19 45 -61
-13 69 61 74 27
 B I N G O
61 8 27 -9 55
-74 12 45 -5 10
18 70 23 121
-55 -64 24 84 -61
-23 69 -18 74 9

B I N G O B I N G O
27 8 61 -9 2 27 8 17 -9 2
11 70 12 23 121 11 70 44 23 121
55 -64 -5 84 55 -64 -5 84
-55 -14 9 45 -61 -55 -14 19 45 -61
-13 69 -23 74 27 -13 69 73 74 27
TASK CARD

1. 57 + 4 = 61 8. -144 ÷ -12 = 12 14. -100 x 0 = 0

2. 7 x 2 = 14 9. -162 + 120 = 42 15. 187 – 210 = -23
3. 77 – (-2) = 79 10. 72 + (-6) = 66
4. 12 x 7 = 84 11. -15 ÷ 3 = -5 5. -42 – 8 = -50

6. -11 x -5 = 55 12. 7 x -13 = -91

7. 81 ÷ 9 = 9 13. -56 + -8 = -64

ANALYSIS
goo.gl/hoKQhU

 How was the activity?

 Did you find the problems difficult?
 What strategies did you used in
solving the problems?
 Did everyone
4 in your group
cooperated?
 Do you think you arrived at the
 goo.gl/hoKQhU

ABSTRACTION

In Math, the whole numbers and negative numbers together are

called integers. The set of all integers is denoted by Z.

Z = {... - 2, - 1, 0, 1, 2, …}, is the set of all integers

Here, we are going to see, how the four fundamental operations in

math (Addition, Subtraction, Multiplication
5 and Division) work on
integers. 
I. ADDITION OF INTEGERS

Adding integers is pretty straightforward. If it helps, you can think of your

integers as peso bills. For better and clearer understanding, think of a number line
and imagine that your number is number is jumping from one place to another.
Here’s how it goes.
In adding integers using the number line, consider this example:

Example:
1. Find the sum of 6 and 5.

1 2 3 4 5

5 6 7 8 9 10 11 12 13 14 15 16

As you can observe, adding integers using the number line is like jumping
from one place to another. From the example above, you have to start from number
6 which is the first addend and then you have to jump 5 times to right since it is a
positive number until you reach a digit which is 11. Therefore, 6 plus 5 is equal to
11.

2. Find the sum of 7 and (-3).

3 2 1

0 1 2 3 4 5 6 7 8 9 10 11

Same with the first example, you have to start on the first addend which is 7.
In this case, you have to jump 3 times to the left since it is a negative number until
you reach a digit which is 4. So, 7 plus (-3) is equal to 4.

6
 REMEMBER!!
Adding a positive integer n to m means moving along the
real line a distance of n units to the right from m. Adding a
negative integer –n to m means moving along the real line a
distance of n units to the left from m.

II. SUBTRACTION OF INTEGERS

You can actually write the above as a subtraction problem too. By using our
sign rules for addition and subtraction, you can see that when you have an addition
sign and a negative sign, they combine for a subtraction problem (remember, unlike
signs equal subtraction). So, in the above problem, 7 + (-3), the addition sign and
negative sign combine for a subtraction problem and can be rewritten as 7 - 3.
 7 + (-3) = 7 – 3 = 4
You can also expand a subtraction problem and rewrite it as an addition
problem:
 5 – 6 = 5 + (-6) = -1

Now you can go ahead and evaluate like you do for addition. You start at the
number 4 and you are subtracting a 5, or adding a negative 5, so you need to go 5
spaces left on the number line. This takes you to -1.

 5 - 6 = -1

Now let's look at subtracting a negative number:

 5 - ( -6)

7
 Using our sign rules for addition and subtraction, we see that when we have
two like signs, they combine to make an addition problem (remember, like signs
equal addition). So, our problem can be rewritten to:

 5 - (-6) = 5 + 6

And you'll solve it like any addition problem.

 5 + 6 = 11

REMEMBER!!
In this lesson, you learned how to subtract integers by reversing the
process of addition, and by converting subtraction to addition using the
negative of the subtrahend.

III. MULTIPLICATION OF INTEGERS

A. Multiplying Unlike Signs

We learned that with whole numbers, multiplication is repeated addition. For

example, 2 x 3 means three groups of 2. Or, putting it into a real context, 3
cars with 2 passengers each, how many passengers in all? Thus

2 x 3 = 2 + 2 + 2 = 6.

8
 We extend this definition to multiplication of a negative integer by
a positive integer. Consider the situation when a boy loses 6 pesos for 3
consecutive days. His total loss for three days is (-6) times 3. Hence, we have

(-6) x 3 = (-6) + (-6) + (-6) = -18.

Generalization:
We know that adding negative numbers means
adding their positive equivalents and attaching the
negative sign to the result, then

(−b )+ (−b ) +…+ (−b ) −(b +b+…+ b)

a × (−b )= = =−ab
a addends a addends

for any positive integers a and b.

B. Multiplying Two Negative Integers

What do we get when

we multiply two
negative integers?

goo.gl/hoKQhU
9
In multiplying two positive integers, the product is always positive. Same
with multiplying two negative integers, the product is also positive.

Consider this example:

Multiply: -8× -3

We know that 8 ×3 = 24. So, -8 ×-3 = 24.

Another example:
Multiply: -94 × -15 = 1410.

Generalization:
If a and b are positive integers, then (-a) × (-b) = a b.

REMEMBER!!
In multiplying integers, find the
product of their positive equivalents.

1. If the integers have the same

signs, their product is positive.
2. If the integers have different
signs, their product is negative.

10
IV. DIVISION OF INTEGERS

We have learned that Subtraction is the inverse operation of Addition. In the

same manner, Division is the inverse operation of Multiplication.

Consider these examples:

Example 1. Find the quotient of (-51) and (-3)

Solution:
Since division is the inverse of multiplication, determine what
number multiplied by (-3) produces (-51).
If we ignore the signs for the meantime, we know that
3 ×17 = 51.
We also know that in order to get a negative product, the factors
must have different signs. Hence,
(-3) × 17 = -51
Therefore,
(-51) ÷ (-3) = 17

Example 2. What is (-57) ÷ 19?

Solution:
19 × 3 = 57
Hence,
19 × (-3) = -57
Therefore,
(-57) ÷ 19 = -3

Example 3. Show why 273 ÷ (–21) = –13.

Solution:
(-13) × (-21) = 57
Therefore,
273 ÷ (–21) = –13.

11
Generalization:
The quotient of two integers with the same signs is a positive
 REMEMBER!!
Division is the reverse
operation of multiplication. Using
this definition, it is easy to see that
the quotient of two integers with the
same signs is a positive integer and
the quotient of two integers having
unlike signs is a negative integer.

APPLICATION
https://goo.gl/images/qe7WrG

Instructions: Read, analyze and solve each item

carefully. Show your solutions.

1. An elevator is on the twentieth floor. It

goes down 11 floors and then up 5
floors. What floor is the elevator on
now? 12
 2. If it is 5 degrees outside and the
temperature will drop 17 degrees in the next
six hours, how cold will it get?

3. Joyce wants to buy a bag worth 1040 pesos. She has

850 pesos in her wallet. The cashier didn’t allow her to
purchase the bag because her money was not enough.
How much money does she need in order for her to
purchase the bag?

4. Mark has 450 pesos. He wants to buy

oranges at 9 pesos each. How many
oranges can he buy?

5. Marjorie owes the flower shop 350 pesos.

Each of five#1
WORKSHEET friends will help her pay off her
debt. How much will each friend pay?

I. Solving. Perform each operation.

1. 9-(-18) = 11. (-8) (-10) =

2. 5+ (-34) = 12. -70 ÷ (-7) =

3. 25 + (-17) = 13. -48 ÷ 6 =

4. (-13) - (-45) = 14. -72 + (-30) + 10 =

5. -12 x (-11) = 15. -8 – (-1) =

6. (-895) ÷ (-5) = 16. (-10) (-7) (-4) =

13
7. 120 x (-57) = 17. -48 ÷ 6 =

8. (-457) – (-23) = 18. (-4) (-12) =

9. 699 ÷ (-3) = 19. -83 + (-36) + 20 =

10. (-934) + (159) = 20. -7 – 4 =

II. Problem Solving

1. Ana bought 4 pairs of black jeans at 450 each. How much money did she pay to
the cashier?

2. Bim has 107 green marbles. After giving 70 of his green marbles to Gary, he gave
23 to Tom. Meanwhile, his mother bought him 105 blue marbles. How many marbles
does he have in all?

3. Uncle Bob fetch 1045 liters of water in the deep well for consumption. He didn’t
notice that the container leaks. When he got back, there is only 672 liters of water left
in the container. How many liters of water were wasted?

Grade 8
Rational Algebraic Expressions with
Integral Exponents

In the previous lesson, you

have learned how to perform
fundamental operations on
integers.
14
Your knowledge on
integers will help you understand
algebraic expressions involving
integral exponents.
 ACTIVITY
https://goo.gl/images/hcAuPp

CLASSIFY ME!!
There are posted cloud-cards in the board. The cloud-cards are consisting of expressions
which may be classified as Rational Algebraic Expressions or Not. All you have to do is
to classify the cloud-cards accordingly.

Non-zero Denominator Zero Denominator

15
 m+2 k 1
0 3 k 2−6 k a6
y+2 1−m
y−2 m3
c 4
a c
a0 −1
y 2 −x 9 m−m

ANALYSIS
goo.gl/hoKQhU

 How many expressions did you place in the column of

non-zero denominator?
 How many expressions did you place in the column of
zero denominators?
 How did you differentiate the two?
 What difficulty did you encounter in classifying the
16
expressions?
 goo.gl/hoKQhU

ABSTRACTION

You have learned in the previous lesson about the positive and negative numbers or
simply called as integers. Now, we will make that integers as an exponent to the rational
algebraic expressions.

A rational algebraic expression is a ratio of two polynomials provided that

the denominator is not equal to zero. In
17 symbols:
Q
P
, where P and Q are
polynomials and Q is not equal to 0.
We will start off this lesson by looking at integer exponents. In fact, we will initially
assume that the exponents are positive

Let’s first recall the definition of exponentiation with positive integer exponents. If a is
any number and n is a positive integer then,

a n= a⋅a⋅a⋅⋅⋅a

n times

So, for example,

35=3⋅3⋅3⋅3⋅3=243

Exponents can be attached not just with numbers but with variables as well. When they
are, the basic rules of exponents and notation apply when writing and simplifying
algebraic expressions that contain exponents.

Let’s look at some of the basic rules of exponents.

Any number or variable raised to a power of one is simply that number.  In return, any
number or variable that doesn’t have an exponent shown with it can be considered to
have an exponent of 1.  Below are some examples:

51 = 5 18 = 181 x1 = x xy = x1y1

As with numbers, variables raised to a negative power are equivalent to 1 over the

variable to the same but positive power.  For example:

18
 1 1 4
x−2= 4 y−5=4 ∙ =
x2 y5 y5

REMEMBER!!
Exponent of 0 or 1 and Negative Exponents:
 
Any number or variable raised to a power of 1 is the number itself.   
 
Any non-zero number or variable raised to a power of 0 is equal to 1.    
 
 

Any non-zero number n and any integer x,  . For example, 

 
Notice that these rules say that the base, n, must be a “nonzero number”.
When n is 0, both n0 and n raised to a negative power are undefined.

Let’s take a look at how to simplify an algebraic expression with negative exponents in
the numerator and the denominator. It’s helpful, especially at first to separate the
variables and simplify them individually:

EXAMPLE

Simplify:

b−4 a−3
c −5

19
−4 −3
b a 1
( )( )( −5 ) Rewrite as a product of fractions
1 1 c
PRODUCTS AND QUOTIENTS OF POWERS

Now that we’ve seen how to simplify algebraic expression with exponents, let’s learn
how to multiply and divide them.

We’ll start with finding the product of two exponential terms with the same base. To find
the product of powers with the same base, just add the exponents and keep the base the
same. Consider the example x 2 ∙ x 3. We could rewrite this problem as follows:

x 2 ∙ x 3=( x ∙ x )( x ∙ x ∙ x )=x ∙ x ∙ x ∙ x ∙ x=x 5

Or we could just add the exponents:

x 2 ∙ x 3=x 2+3=x 5

20
To find the quotient of powers that have the same base, subtract the exponents. Here’s
how it works:

EXAMPLE

Simplify:

9 x7
x3

9∙x ∙x ∙x∙ x∙ x∙ x∙ x
Rewrite exponential
x ∙x ∙x
notation

( 91 )( x1 )( 1x )( 1x )( x1 )( x1 )( 1x )( 1x )( x1 )( x1 )( 1x ) Rewrite as product of fractions

( 91 ) [ 1x ∙ 1x ][ 1x ∙ 1x ][ 1x ∙ 1x ]( 1x )( x1 )( 1x )( 1x ) Use associative property to

regroup factors

( 91 )( x1 )( 1x )( 1x )( x1 ) Because
x 1 x
[ ]
∙ = =1
1 x x

9x4 Product of powers

ANSWER:

9x4

REMEMBER!!
Rules for Multiplying and Dividing with Exponents
 
When multiplying two terms with the same base, add the
exponents: 
 
When dividing two terms with the same base, subtract the exponent in

the denominator from the exponent in the numerator: 

 
Note: 00  is undefined, so these rules do not apply in that situation.
21
APPLICATION
https://goo.gl/images/qe7WrG

RELATING RATIONAL EXPRESSIONS TO REAL-LIFE PROBLEMS

22
Direction: Solve each problems.

 1. A solar-powered water pump system in Desert Range, Utah, has two solar

panels, each containing 6 rows of modules. Each row has 6 modules. How many
modules are in each panel? Write the answer as a power. Then find the
total number of modules in the system.

2. On Tuesday, you invited 2 friends to your party. On Wednesday, each of these

friends invited 2 other friends. This pattern continued Thursday and Friday. How
many people were invited on Friday? Write the answer as a power. How many
people were invited in all? Explain the reasoning.

3. Your cousin, who washes high-rise windows, is assigned a section of 10 rows of

windows. Each row contains 10 windows.
a. How many windows are in the section? Write the answer as a power.
b. Your cousin estimates that it takes 5 minutes to wash one window. How
long will the entire job take?
c. Can your cousin complete the job in 8 hours? Explain the reasoning.
4. Nimfa can paint the well in five hours. What part of the wall is painted in three
hours?
5. Pipe A can fill a tank in 40 minutes. Pipe B can fill the tank in x minutes. What
part of the tank is filled if either of the pipes is opened in ten minutes?

WORKSHEET #2

Perfect
Match!

Direction: Match each rational algebraic expression to its simplified expression from the
choices A to E. Write the rational expression in the appropriate column. If the equivalent
is not among the choices, write it in column F.

23
 a
A. 1 B. 3a C. a+5 D. -1 E.
3

a2 +6 a+5 a 2+ 2a 2+ a 3 a2−6 a a−1

a+1 3 a2 +6 a+3 a−2 1−a
(3 a+2)(a+ 1) 3 a3−27 a 3
a +125 a−8
3 a2 +5 a+ 2 (a+ 3)( a−3) a2−25 −a+8
18 a2−3 a 3 a−1 3 a+1 a2 +10 a+25
−1+6 a 1−3 a 1+ 3 a a+5

A B C D E F

Grade 9
Quadratic Equations

In the previous lesson, you

have already engaged into
mathematical concepts and
operations. You have also
knowledge about rational
expression. These knowledge and
will help you in understanding
quadratic equations and functions.

This module will also help

24
you to solve problems involving
quadratic functions.
 ACTIVITY
https://goo.gl/images/hcAuPp

LET’S CATCH SOME FISHES

https://goo.gl/images/hQH4QK

In this activity, the class will be divided into 5 groups. Each group will be given a task
card. Each item on the task has a corresponding fish posted on the board. All you have to
do is to catch the right fish. Ready? Go?!

Sample Task Card:

Task Card

Group No.:

25
 1. x=4 , x2= ?
2. n=3 , n2= ?
3. r=8 , r2=?
4. y=5 , y2+2y+1= ?
5. a=1 , a2= ?
6. f=2 , f2+f+3= ?
7. x=0 , x2+2x= ?
8. z=2 , z2+9z+4= ?
9. b=5 , b2-2b+6= ?
10. m=7 , m2+11m+2= ?

16 21 9 1

49 0 36 128

64 26 4120

ANALYSIS

 What have you felt during the

activity?
 Did you find the items difficult?
 What strategies did you used to
solve each item?
 Do you think you arrived at the
correct answers?
 What did you observe with the
items?
26
 What do you call an equation or
expression having a power of 2?
 https://goo.gl/images/aVY4kW

ABSTRACTION
You have already understood in the previous lesson the rational algebraic expressions
having integral exponents. Now, you will be engaged into word problems involving
quadratic equations and the different methods for solving it.

A quadratic equation in one variable is a mathematical sentence of degree 2 that can be

written in the following standard form.

a x 2+ bx+ c=0

Where a, b and c are real numbers and a is not equal to 0.

In the equation, a x 2 is the quadratic term, bx is the linear terms, and c is the constant
term.

27
Example 1. 2 x2 +5 x−3=0 is a quadratic equation in standard form with a=2, b=5 and
c=−3.

Example 2. 3x (x-2) =10 is a quadratic equation. However, it is not written in standard

form.

To write the equation in standard form, expand the product and make one side of the
equation zero as shown below.

3x (x -2) = 10 3 x 2−6 x=10

3 x 2−6 x−10=10−10

3 x 2−6 x−10=0

The equation becomes3 x 2−6 x−10=0, which is in standard form where a=3, b=−6
and c=−10.

How to solve
problems
involving
quadratic
equations?

https://goo.gl/images/PLWBbY

28
The UFC steps can help you in solving problems involving quadratic equation:

STEP 1: Understand the question and find the given conditions. Determine the variable
(or variables) that would be utilized while solving the question.

STEP 2: Form a quadratic equation with the help of given conditions and solve it using
the different methods.

STEP 3: Check your answer.

Consider these examples.

Example 1. If the square of a number is added to 3 times the number, the sum is
108. Find the number.

Solution:
Step 1:Let x be the number
Step 2: x 2 + 3x = 108
x 2 + 3x – 108 = 0
(x + 12) (x - 9) = 0
x + 12 = 0 x–9=0
x = -12 x=9
The number is 9 or -12.

Step 3: Checking
92 + 3(9) = 108 (-12)2 + 3(-12) = 108
81 + 27 = 108 144 – 36 = 108
108 = 108 108 = 108

Example 2. A mason’s helper requires 4 hours more to pave a concrete walk than
it takes the mason. The two worked together for 3 hours when the mason was called
away. The helper completed the job in 2 hours. How long would it take each to do the
same job working alone?

Solution:
Step 1: Let x be the number of hours it takes the mason to do the job.
x + 4 be the number of hours it takes the helper to do the job.
1
be the part of the job done by the mason in one hour.
x+ 4

29
 Since the mason worked for 3 hours and the helper for 5 hours to complete the
job, therefore:
Step 2:
3 5
x
+ x+ 4
=1

Multiply by the LCD x (x + 4):

3 5
x ( x + 4) []
x
= x ( x + 4)[ ]
x +4
= (1) x ( x + 4)

3 (x + 4) + 5 x = x 2 + 4 x
3x + 12 + 5 x = x 2 + 4 x
x 2 + 4 x+12 = 0
(x – 6) (x +2¿=0
x–6=0 x +2=0
x=6 x=−2

Step 3:
3 5 3 5
Checking:
x
+ x+ 4
=1 x
+ x+ 4
=1
3 5 3 5
6
+ 6+4
=1 −2
+ −2+4
= 1
1 5 3 5
2 + 10 = 1 −2 + 2 =1
1 1
2 + 2 =1
1= 1

Since, 6 satisfies the equation we can say that 6 is the answer

What are the

30
methods in
solving
quadratic
There are three basic methods for solving quadratic equations: factoring, using the
quadratic formula, and completing the square.

I. FACTORING

To solve a quadratic equation by factoring,

1. Put all terms on one side of the equal sign, leaving zero on the other side.

2. Factor.

3. Set each factor equal to zero.

4. Solve each of these equations.

5. Check by inserting your answer in the original equation.

Consider these examples.

Example 1. Solve x 2 – 6 x = 16.

Following the steps,

x 2 – 6 x = 16 becomes x 2 – 6 x – 16 = 0

Factor.

( x – 8)( x + 2) = 0

Setting each factor to zero, 

31
 Then to check, 

Both values, 8 and –2, are

solutions to the original equation.

II. QUADRATIC FORMULA

Many quadratic equations cannot be solved by factoring. This is generally true when the
roots, or answers, are not rational numbers. A second method of solving quadratic
equations involves the use of the following formula:

where a, b, and c are taken from the quadratic equation written in its general form of

ax 2 + bx + c = 0

where a is the numeral that goes in front of x 2, b is the numeral that goes in front of x,
and c is the numeral with no variable next to it (a.k.a., “the constant”).

When using the quadratic formula, you should be aware of three possibilities. These three
possibilities are distinguished by a part of the formula called the discriminant.
The discriminant is the value under the radical sign, b 2 – 4 ac. A quadratic equation
with real numbers as coefficients can have the following:

1. Two different real roots if the discriminant b2 – 4 ac is a positive number.

2. One real root if the discriminant b2 – 4ac is equal to 0.
3. No real root if the discriminant b2 – 4ac is a negative number.

Example 3. Solve for x: x 2 – 5 x = –6.

Setting all terms equal to 0,

x 2 – 5 x + 6 = 0

32
 Then substitute 1 (which is understood to be in front of the x 2), –5, and 6
for a, b, and c, respectively, in the quadratic formula and simplify.

Because the discriminant b2 – 4ac is positive, you get two different real
roots.

The example produces rational roots. In the example, the quadratic

formula is used to solve an equation whose roots are not rational.

III. COMPLETING THE SQUARE

A third method of solving quadratic equations that works with both real and imaginary
roots is called completing the square.

1. Put the equation into the form ax 2 + bx = – c.

2. Make sure that a = 1 (if a ≠ 1, multiply through the equation by  before
proceeding).
b 2
3. Using the value of b from this new equation, add   ()
2
to both sides of the
equation to form a perfect square on the left side of the equation.
4. Find the square root of both sides of the equation.
5. Solve the resulting equation.

33
 Example 5. Solve for x: x 2 – 6 x + 5 = 0.

Arrange in the form of

Because a = 1, add  , or 9, to both sides to complete the square.

Take the square root of both sides.

x – 3 = ±2

Solve.

APPLICATION
https://goo.gl/images/qe7WrG

DOES IT ILLUSTRATE ME?

Direction. A. Tell whether or not each of the following situations illustrates quadratic
equations. Justify your answer by representing each situation by a mathematical sentence.

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1. The length of a swimming pool is 8 m longer than its width and the area is 105 m 2.

2. Edna paid at least Php1,200 for a pair of pants and a blouse. The cost of the pair of
pants is Php600 more than the cost of the blouse.

3. A motorcycle driver travels 15 kph faster than a bicycle rider. The motorcycle driver
covers 60 km in two hours less than the time it takes the bicycle rider to travel the same
distance.

4. A realty developer sells residential lots for Php 4,000 per square meter plus a
processing fee of Php25,000. One of the lots the realty developer is selling costs Php
625,000.

5. A garden 7 m by 12 m will be expanded by planting a border of flowers. The border

will be of the same width around the entire garden and has an area of 92 m 2.

B. Solve each problem using the different methods in solving quadratic equations. Take
note, you can use any of those methods.

1.  We are going to fence in a rectangular field and we know that for some reason we
want the field to have an enclosed area of 75 ft2. We also know that we want the width of
the field to be 3 feet longer than the length of the field. What are the dimensions of the
field?

2. The three sides of a right-angled triangle are x, x+1 and 5. Find x and the area, if the
longest side is 5.

3. An office has two envelope stuffing machines. Working together they can stuff a batch
of envelopes in 2 hours. Working separately, it will take the second machine 1 hour
longer than the first machine to stuff a batch of envelopes. How long would it take each
machine to stuff a batch of envelopes by themselves?

WORKSHEET #3

DO ME!
I. Directions. Solve each quadratic equation using the indicated method.

A. By Factoring. B. By Quadratic Formula.

1. 3 x - 2x 2 = 7 Solve for x.

2. x 2 – 16 = 0 1. x 2 + 2 x + 1 = 0

3. 2 x 2 + 2 x – 1 = x 2 + 6 x – 5 2. x (x + 2) + 2 = 0

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C. By Completing the Square.

Solve for x.

1. 2 x 2 + 3 x + 2 = 0 3. s 2 + 4s – 21 = 0

2. x 2 + 3x – 18 = 0

II. Problem Solving. Solve the following problems.

1. Find the two consecutive integers whose product is 42.

2. Find the two consecutive even integers whose product is 624.
3. One number is 5 greater than another number. If the sum of their squares is 5 times the
square of the smaller number, what are the numbers?
4. If three equal squares are placed side by side in arrow, the result is a rectangle whose
area in square centimetres is 15 times the perimeter in centimetres. Find one side of the
square.
5. A piece of cardboard 9 cm by 12 cm is to be made into an open box. What is the size,
to the nearest tenth of a side of the square, cut from each corner to obtain a base area of 8
cm less than the area of the cardboard?
6. A chicken yard 20 m by 30 m is to be enlarged by adding the same amount in its length
and width. How much should be added to each dimension to double the area of the yard?
7. A rectangle plot is 15 m long and 10 m wide. It is surrounded by a concrete wall of
uniform width. The area of the wall is equal to the area of the plot. How wide is the wall?
8. The student council of Ampayon National High School needed Php225.00 for an
annual trip. If five more members joined the group, each member would then save 50
centavo. How many students planned to make the trip?
9. Mr. Jose has 20 meters of wire to fence his vegetable garden. If one side of the garden
is against the wall, what dimension of the lot will enclose the biggest area?
10. A rectangle pasture is built so that a long straight wall serves as one side of it. For the
other three sides, 240 meters of fencing are used. What dimensions of the pasture cover
the largest area?

Grade
10Equations
Polynomial

In the previous lesson, you

engaged into quadratic equations
and its different
36 methods in solving.
At this lesson, you will be
introduced into polynomial
 ACITIVITY https://goo.gl/images/hcAuPp

FLOW’RYNOMIALS!
Mechanics:

37
 1. The class will be divided into five (5). Each group will be given a
place (station) to do the task.
2. In each station, there are three (3) flowers given to each group and
a set of equations written in each petal.
3. The task of the group is to attach the petals to the flower by
grouping them according to the forms of the equations.

Example:

4x3=0

x2=0 2s=0
1
17y=0 z2=0

SAMPLE

FLOWERS:

1 2 3
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PETALS:

8m3-2m=0 3xy-2y+4 =0
12c=0 x2+4x=0

18b2=0 2s2-s=0 24x2y=0 xz–2z+6x=0

z2-2z=0 3k=0 12bd–

xy=0 2a+3abd=0

3 2
2x2+4x+3=0
2x +6x +5x=0 2
7p +9p=0

ANALYSIS goo.gl/hoKQhU

1. How do you
39 find the
activity?
2. How did group those
 https://goo.gl/images/AkTk8L

ABSTRACTION

POLYNOMIAL EQUATIONS

Polynomial equations are the expressions that contain monomial, binomial,

trinomial and also the higher order polynomials. Polynomial equation has the

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 lengthy term which contains the endless expression. Polynomials may have both
positive and negative values. Polynomial equations have decimal values also. The
process of providing the polynomial solutions is to simplify the lengthy
polynomial. Polynomial equation solutions are to find the values for the given
polynomial equation.

A polynomial equation is an equation that can be written in the form, 

a n xn + a n - 1 xn - 1 + ......... + a 1 x + a 0 = 0, where a 0, a 1, . . . , a n - 1 and a n are constants.

Types of Polynomial Equations

There are three different types of polynomial equations as follows:

 Monomial Equations

The polynomial equations which has only one term is called as monomial
equations.

Examples for monomials are 2x = 0, -5xy = 0

 Binomial Equations

The polynomial equations which has two terms is called as binomial equations.

Examples for binomials are 34x2 + 17y2 = 0, 3x2 + 10 = 0.

 Trinomial Equations

The polynomial equations which has three terms is called as trinomial equations.

Examples for binomials are 7xy - 2y + 6x = 0, 12x3 + 36 + 5x = 0.

How to solve
problems involving
polynomial
equations?

41
The ReChoWS Steps will help you solve problems involving polynomial equations:

Step 1: Read the problem carefully. Decide what is asked for and what
information is given.

Step 2: Choose a variable and use it with the given facts to represent the
number(s) described in the problem.

Step 3: Write an equation that represents relationships among the numbers in the
problem.

Step 4: Solve the equation and find the required numbers.

Consider these examples:

Example 1. A graphic artist is designing a poster that consists of a rectangular

print with a uniform border. The print is to be twice as tall as it is wide, and the border is
to be 3 in. wide. If the area of the poster is to be 680 in2, find the dimensions of the print.
Solution:
Step 1: Numbers requested: Height and width of print.
Information Provided: Height is twice the width Border is 3 in.
Area of poster is 680 in2.

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 Step 2: Let w = width of the print. Then 2w = height of the print. Since
the dimensions of the poster are 6 in. greater than the dimensions of the print, w + 6 =
width of the poster and 2w + 6 = height of the poster.
Step 3: Write an equation that shows the area of the poster is 680 in2.
Height × Width = Area (2w + 6) (w + 6) = 680.
Step 4: Solve the equation.
2(w + 3) (w + 6) = 680 Factor 2w + 6
(w + 3) (w + 6) = 340 Divide by 2
w2 +9w + 18 = 340 Simplify
w2 +9w − 322 = 0 Make one side 0
(w − 14) (w + 23) = 0 Factor polynomial

Example 2. A triangle has 3 sides with lengths 8x + 6, 5x – 5, and -6x + 12.

What is the perimeter of the triangle?
Solution:
Step 1: Numbers requested Perimeter of the triangle.
Information Provided: Lengths of the three sides 8x + 6, 5x – 5
and -6x + 12.
Step 2: Since there are already assigned variables so we will solve directly
what is being asked.
Step 3: Write an equation that shows the perimeter of the triangle.
Perimeter of a triangle = a+ b+c = (8x + 6) + (5x – 5) + (-6x + 12)
Step 4: Solve the equation.
(8x + 5x - 6x) + (6 – 5 + 12) Combine like terms
7x + 13 Add

APPLICATION
https://goo.gl/images/qe7WrG

PLEASE, SOLVE ME!!

Directions. Solve each problem involving polynomial equations.

43
1. A gymnast dismounts the uneven parallel bars. Her height h depends on the time t that
she is in the air as follows:
h = -16t2 + 8t + 8
a) How long will it take the gymnast to reach the ground?
b) When will the gymnast be 8 feet above the ground?
2. A tree is supported by a wire anchored in the ground 5 feet from its base. The wire is 1
foot longer than the height that it reaches on the tree. Find the length of the wire.
3. The sum of a number and its square is 72. Find the number.

4. The area of a triangle is 44m2. Find the lengths of the legs if one of the legs is 3m
longer than the other leg.

5. The top of a 15-foot ladder is 3 feet farther up a wall than the foot is from the bottom
of the wall. How far is the ladder from the bottom of the wall?

6. A projectile is launched upward from ground level with an initial speed of 98m/s. How
high will it go? When will it return to the ground?
7. In a drill, Mark gives Fred a 45-meter head start. After t seconds, Fred is a distance 5t
+ 45 from the starting line and Mark is a distance of 6t from the starting line. How far
ahead of Mark is Fred after t seconds?
8. In a bike racing, Andy gives Fred a 60-meter head start. After t seconds, Fred is a
distance 4t + 60 from the starting line and Andy is a distance of 5t from the starting line.
How far ahead of Andy is Fred after t seconds?
9. In a 100-meter race at the sports day, Jeff gives Rock a 70-meter head start. After t
seconds, Rock is a distance 6t + 70 from the starting line and Jeff is a distance of 7t from
the starting line. How far ahead of Jeff is Rock after t seconds?
10. A ground has an area of 5– 2x2. There are two rectangular pits 2x2, 4x2 in the
courtyard. Find the expression for the ground area.

WORKSHEET #4

Solve each problem involving polynomials.

1. In a school, circular playground has an area of 9– 3x2. There are two rectangular
football grounds 2x2, 5x2 in the playground. Find the expression for the ground area
excluding football grounds.

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2. The sides of a triangular field are represented by the expressions 6x2 +4, 2x2 – 4x, and
8x + 2. Write the simplest expression.

3. The sides of a triangular sandwich are represented by the expressions 3x2 + 4, 4x2 –
5x, and x + 3. Write the simplest expression.

4. You ordered table equipment. If c represents the cost of one chair and p is the cost of
one pad. Write an expression for the total cost of 5 chairs and 6 pads.

5. The sides of a triangle are represented by the expressions 2x2 +5, 5x2 – 2x, and 8x + 2.
Write the simplest expression.

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