Math 10 DLP 1st Quarter

MATH 10
Table of DLP Learning

FIRST QUARTER
Learning Act.
Sheets No. Activity Title
1 DEFINING AND GENERATING A SEQUENCE
2 ESTABLISHING A SEQUENCE
3 ARITHMETIC SEQUENCE
4 FINDING THE nth TERM OF ARITHMETIC SEQUENCE
5 FINDING ARITHMETIC MEANS
6 DETERRMINING THE RULEOF AN ARITHMETIC SEQUENCE
7 FINDING THE SUM OF THE FIRST n TERMS
8 PROBLEMS INVOLVING ARITHMETIC SEQUENCE AND SERIES
9 ILLUSTRATING A GEOMETRIC SEQUENCE
10 GEOMETRIC SEQUENCE
11 FINDING THE NTH TERM OF A GEOMETRIC SEQUENCE
12 THE GEOMETRIC MEANS
13 GEOMETRIC SERIES (FINITE)
14 GEOMETRIC SERIES (INFINITE)
15 HARMONIC SEQUENCE
16 FIBONACCI SEQUENCE
17 PROBLEMS INVOLVING GEOMETRIC SEQUENCE AND SERIES
18 DEFINITION OF POLYNOMIAL
19 DETERMINING THE DEGREE OF THE POLYNOMIAL
20 DIVIDING POLYNOMIALS
21 DIVIDING POLYNOMIALS USING SYNTHETIC DIVISION
22 THE REMAINDER THEOREM
23 FINDING VALUES OF POLYNOMIAL EQUATION
24 FACTORING POLYNOMIALS
25 THE FACTOR THEOREM
26 NUMBER OF ROOTS OF POLYNOMIAL EQUATIONS
27 FINDING THE ZEROS OF A POLYNOMIAL EQUATION
28 FINDING THE RATIONAL ZEROS OF A POLYNOMIALS
29 PROVING THE RATIONAL ROOT THEOREM
30 MODELING THROUGH POLYNOMIAL EQUATIONS
Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
Mathematics Grade 10
First Quarter
A C T I V I T Y No. 1
Type of Activity : Inquiry – Guided Learning

Activity Title : DEFINING AND GENERATING A SEQUENCE
Learning Competency : Generates Patterns (M10AL-Ia-1)
Learning Targets : 1. Define sequence.
2. Generate and describe the patterns of a sequence.
Reference : Intermediate Algebra by Soledad Jose-Dilao, pp.178-181
Concept Notes
A sequence or a progression is a set of numbers written in succession. Each number in
the sequence is called a term. The first number is called first term, followed by second term and
so on.
Example 1: Sequence Pattern
1, 4, 9, 16, 25 square counting number
What is the next number? Ans. is 36
What is the 10th term? Ans. is 100
Example 2: 9, 4, -1, -6, -11 subtracting 5 to each term
What is the 1st term? Ans. 9
What is the 6th term? Ans. -16
Exercises:
A. Give the required term and generate the pattern.
1. 160, 80, 40, 20, 10…

What is the next number?
What is the 8th term?______
Give the pattern__________
2. 1, 3, 9, 27, 81 …
What is the next number?_____
What is the 10th term?_______

Give the pattern___________
B. Form square/s using the matchsticks. Count the number of matchsticks used in the
desired number of squares then fill it in the table.
No. of squares 1 2 3 4 5 6 7
No. of matchsticks 4 7
What is the pattern?__________________________________

Division of Bohol
First Quarter
Type of Activity : Think- Pair-Share

Activity Title : ESTABLISHING A SEQUENCE
Learning Competency : Generates Patterns (M10AL-Ia-1)
Learning Target : 1. To establish sequence.
2. Find the next few terms of a sequence using the formula.
Reference : Intermediate Algebra by Soledad Jose-Dilao, p. 181
Subscripts are used to designate the ordinal of a term.
t1 t2 t 3,… tn or a1 a2 a 3,… a n is used to designate of n

terms.
The subscript n is understood to start from 1, then 2 and so on.
Example: Given the formula tn = n + 4, find the 1st three terms.
Solution:
tn = n + 4 tn = n + 4 tn = n + 4 .
t1 = 1 + 4 t2 = 2 + 4 t3 = 3 + 4
t1 = 5 t2 = 6 t3 = 7
Therefore, the first three terms of the sequence are 5, 6, and 7.
Exercises: Given the desired formula, find the designated nth term.
1. Find the first 5 terms of the sequence in tn = 4n.
2. Find the first 4 terms of the sequence in tn = 2n – 1.
3. Find the first 6 terms of the sequence in an = 3n.
n
4. Find the first 7 terms of the sequence in an =
3
.

Division of Bohol
First Quarter
Type of Activity : Inquiry-Guided Learning

Activity Title : ARITHMETIC SEQUENCE
Learning Competency : Illustrates an arithmetic sequence (M10AL-Ib-1)
Learning Targets : 1. Define and illustrate arithmetic sequence.
2. Identify the common difference.
Reference : Mathematics Learner’s Module Grade 10, pp. 12-13
Intermediate Algebra by Soledad Jose-Dilao, pp. 182-186
Below are squares formed by matchsticks.
Count the number of matchsticks in each figure and record the results in a table.
Number of squares 1 2 3 4 5 6 7 8 9 10
Number of matchsticks
Questions:
1. Is there a pattern in the number of matchsticks? If there is, describe it.

2. How is each term (number of matchsticks) found?
3. What is the difference between any two consecutive terms?
The above activity illustrates a sequence where the difference between any two consecutive terms
is a constant. This constant is called the common difference and the said sequence is called an
arithmetic sequence.
4. What is an arithmetic sequence?

5. How to determine the common difference?
Example 1. In arithmetic sequence 1, 4, 7, 10…, 3 is the common difference
Example 2. In the sequence 15, 11, 7, 3 …,-4 is the common difference.
Exercises. A. Find the common difference of the given arithmetic sequence.
1. 1, 3, 5, 7, … 3. 1, 1.5, 2, 2.5, 3, …
2. x, 4x, 7x, … 4. 1+2i, 3+3i, 5+4i, …
B. Find the next three terms of an arithmetic sequence given the following:
1. a1 = 5 ; d = -2
2. a1 = 13; d= 4

Division of Bohol
First Quarter
Type of Activity : Active Learning

Activity Title : FINDING THE nth TERM OF ARITHMETIC SEQUENCE
Learning Competency : Illustrates an Arithmetic Sequence (M10AL-Ib-1)
Learning Target : Determine the nth term of the given sequence
The first n terms of an arithmetic sequence with a1 as the first term and d as common difference
are
a1, a1 + d, a1 + 2d, …, a1 + ( n – 1)d
If a1 and d are known, it is easy to find any term in arithmetic sequence by using the rule
an = a1 + ( n-1) d,
Example 1: What is the 14th term of the arithmetic sequence 5, 7, 9, 11…?
Solution: a1 = 5; n = 14; d = 2
an = a1 + ( n-1) d
a14 = 5 + (14-1) 2
a14 = 5 + 26
a14 = 31
Therefore, the 14th term is 31.
Example 2. The first term a1 of an arithmetic sequence is 3 and the common difference
is 2. Find the 9 th term.
Solution: a1 = 3; n = 9; d = 2
an = a1 + ( n-1) d
a9 = 3 + (9-1)2
a9 = 3 + 16
an = 19
Therefore, the 9th term is 19.

Exercises: Answer the following:
A. Find the missing term in each arithmetic sequence
1. 5, 12, _____, 26, _____

2. 2, ____, 20, 29, _____
3. ____, 4, 10, 16, ______
B. Find the indicated term in each arithmetic sequence.
1. Find the 20th term of the arithmetic sequence 17, 13, 9, …

2. The 16th term of an arithmetic sequence is 48. If the common difference is 3, find
the first term.
3. In the arithmetic sequence -7, -4, -1, 2,…what term is 44?
Division of Bohol
First Quarter
Type of Activity : Skills: Exercises/Drill

Activity Title : FINDING ARITHMETIC MEANS
Learning Competency : Determines arithmetic means and nth term of an Arithmetic Sequence
(M10AL-Ib-c-1)
Learning Target : Find the arithmetic means of an arithmetic sequence.
Intermediate Algebra II, by Soledad Jose-Dilao
Arithmetic Mean/s are the terms between two consecutive terms of an arithmetic
sequence.
In arithmetic sequence 2, 4, 6, 8…the middle term is called arithmetic mean.
4 is the arithmetic mean between 2 and 6
6 is the arithmetic mean between 4 and 8
4 and 6 are the arithmetic mean between 2 and 8
Example: Insert three arithmetic means between 3 and 23.
Solution: a1 = 3; a5 = 23; n = 5; d= ?
an = a1 + ( n-1) d
23 = 3 + (5-1) d
23 = 3 + (4) d
23 = 3 + 4 d
23-3 = 4d
20 = 4d
d=5
Since d = 5, then the three arithmetic means between 3 and 23 are 8, 13 and 18.
Exercises:
A. Insert the indicated number of arithmetic means between the given first and last terms of an
arithmetic sequence.
1. 6 and 54 [3]
2. 68 and 3 [4]
3. -4 and 8 [3]
4. ½ and 2 [2]
B. Solve the following problems:

1. If five arithmetic means are inserted between -9 and 9, what is the third mean?
2. Find the value of x if the arithmetic mean of 3 and 3x – 5 is 8.

Division of Bohol
First Quarter
Type of Activity : Collaborative Learning

Activity Title : DETERMINING THE RULE OF AN ARITHMETIC SEQUENCE
Learning Competency : Finds the sum of the terms of a given arithmetic sequence (M10AL-Ic-2)
Learning Target : Determines the rule of an arithmetic sequence.
Reference : Mathematics 10 LM, pages 16-17.
The Rule of an Arithmetic Sequence
Form a group of 3 members and complete the table. Answer the guide questions that follow
using the table.
Arithmetic series is the indicated sum of the terms of an arithmetic sequence. For the
arithmetic sequence 1, 3, 5, 7 the arithmetic series is 1+ 3 + 5 + 7.
Arithmetic Series N a1 + an Sum of n terms (Sn)

1+2+3+4 4 (1+4)=5 Sn=10
1+2+3+4+5+6 6 (1+6)=7 Sn=21
1+2+3+4+5+6+7+8 8 (1+8)=9 Sn=36
1+2+3+…+19+20 20 (? + ?)=? Sn=?
a1 + a2 + a3 + …+an ? ? Sn=?
Questions:
1. What is the relationship between the sum of the terms with that of the number of terms and
the sum of the first and last terms of an arithmetic sequence?
2. In general, if the first term of an arithmetic sequence is a 1 and the last term is an , then what is
the sum Sn of the first n terms of the sequence?

Division of Bohol
First Quarter

Activity Title : FINDING THE SUM OF THE FIRST n TERMS OF AN ARITHMETIC SEQUENCE
Learning Competency : Finds the sum of the terms of a given arithmetic sequence (M10AL-Ic-2)
Learning Target : Determines the sum of the first n terms of a given arithmetic sequence.
Reference : Exploring Mathematics II, Orlando A. Oronce, pp. 491-493.
The formula for the sum of the n terms in an arithmetic sequence with a1 as the first term and an as
the last term is:
n
Sn = ¿a1 + an ) .
2
Since we know that an=a1+(n-1)d, then by substitution, we have
n n
Sn = [a1 + a1+ (n-1) d] or Sn = [2a1 + (n-1) d]
2 2
Example 1: Find the sum of the first 10 terms of the arithmetic sequence 4, 10, 16 …
Solution:
a1 = 4; n = 10; d = 6; S10 = ?
n
Sn = [2a1 + (n-1) d]
2
10
S10 = [2(4) + (10-1) 6]
2
S10 = 5 [8 + (9) 6]
S10 = 5 (62)
S10 = 310
Therefore the sum of the first 10 terms is 310.
Example 2: Find the sum of the first 20 terms of the arithmetic series if the first term is -3 and the last
is 39.
Solution:
a1 = - 3; n = 20; an = 39
n
Sn = (a1 +an)
2
20
S10 = (-3 + 39)
2
S10 = 10 (36)
S10 = 360
Exercises:
A. Find the sum of the arithmetic sequence with:
1. a1 = 2; d = 4 ; n = 10
2. a1 = -7; d = 1/2 ; n=8
B. Find the sum of the first 10 terms of the arithmetic sequence when,
1. a1 = 8 a10 = 7
2. a1 = 5 a10 = 38
Enrichment:
Find the sum of the first 20 terms of the arithmetic series 15, 19, 23, 27…

Division of Bohol
First Quarter
Type of Activity : Mathematical Investigation

Activity Title : PROBLEMS INVOLVING ARITHMETIC SEQUENCE AND SERIES
Learning Competency : Solves problems involving sequences (M10AL-If-2)
Learning Target : Solving problems involving arithmetic sequence and series.
Reference : Intermediate Algebra by Soledad Jose-Dilao, pp. 191-193
Recall the following formulas:
nth Term of an Arithmetic Sequence : an = a1 + (n-1) d
n
Sum of an Arithmetic Sequence : Sn = (a1 + an ) or
2
n
Sn = [2a1 + (n-1) d]
2
Example 1
Ina made deposits from her school allowances as follows: P10 on the first week, P13 on the
second week, P16 on the third week and so on, until she made 52 deposits. What was the amount of her
last deposit? How much was her total allowance after 52 deposits?
Solution: 10, 13, 16,…form an arithmetic sequence where a 1=10; d=3; n=52
Formula: an = a1 + (n-1) d
a52=10+(52-1)3
=10+(51)3
=10+153
a52 =163
n
Sn = (a1 + an )
2
52
S52 = (10+163)
2
= 26(173)
Sn = P4498
Therefore, Ina’s last deposit is P163 and her total school allowance after 52 deposits is P4498.
Exercise: Solve the following problems.
1. Angelo saved P10 on the first day of the year, P12 on the second day, P14 on the third day, and so on,
up to the end of the year. How much did he save on the 365 th day?
2. Norma gets a starting salary of P6, 000 a month and increases of P600 annually. What will be her
salary during the fifth year?
3. A pile of logs has 24 in the first layer, 23 in the second, 22 in the third, and so on. How many logs are
there in all the 10 layers?
4. Screenville Cinema has 25 seats in the first row and 30 rows in all. Each successive row contains 1
additional seat. How many seats are there in the theater?

Division of Bohol
First Quarter
Type of Activity : Illustration/Exercises

Activity Title : ILLUSTRATING A GEOMETRIC SEQUENCE
Learning Competency : Illustrates a geometric sequence (M10AL-Id-1)
Learning Target : 1. Defines a geometric sequence.
2. Illustrates a geometric sequence.
Reference : Mathematics Learner’s Module Grade 10, pp. 26-27, 37
Fold Me Up
Do the activity with a partner. One of you will perform the paper folding while the other will do
the recording in the table.
1. Start with a big square from a piece of paper. Assume the area of the square is 64
square units.
2. Fold the four corners to the center of the square and find the area of the resulting
square.
3. Repeat the process three times and record the result in the table below.
Square 1 2 3
Area
Questions:
1. What is the area of the square formed after the first fold? Second fold? Third fold?
2. Is there a pattern in the areas obtained after 3 folds?
3. You have generated a sequence of areas. What are the first 3 terms of the sequence?
4. Is the sequence an arithmetic sequence? Why

Division of Bohol
First Quarter
Type of Activity : Illustration/Exercises

Activity Title : GEOMETRIC SEQUENCE
Learning Competency : Illustrates a geometric sequence (M10AL-Id-1)
Learning Target : 1. Illustrate a geometric sequence.
2. Differentiate geometric sequence from arithmetic
sequence.
Geometric sequence is a sequence in which a term is obtained by

multiplying the preceding term by a constant number called common ratio r.
The common ratio, r, can be determined by dividing any term in the
sequence by the term that precedes it. Thus, in the geometric sequence 32, 16,
1
8, 4, 2, …, the common ratio is 2
16 1 4 1 2 1
since 32 = 2 , 8 = 2 , 4 = 2 .
Exercises:
Determine whether each sequence is arithmetic or geometric, If the sequence is
arithmetic, give the common difference; if geometric, give the common ratio.
Example A.) 6, 18, 54, 162…

Answer: Geometric Common ratio: 3
Example B.) 4, 10, 16, 22…

Answer: Arithmetic Common difference: 6
1. 5, 20, 80, 320, …
2. 1, 5, 9, 13, 17, …
3. -3, 2, 7, 12, …
4. 5, -10, 20, -40…
5. 2, -4, 8, -16, 32, -64,…
6. 4, 8, 16, 32, …

Division of Bohol
First Quarter

Activity Title : FINDING THE NTH TERM OF A GEOMETRIC SEQUENCE
Learning Competency : Illustrates a Geometric sequence (M10AL-Id-1)
Learning Target : Determine geometric sequence and nth term of a geometric sequence
Reference: Mathematics Learner’s Module Grade 10, pp. 29 - 30

Intermediate Algebra II, by Soledad Jose-Dilao pp. 186-187
The nth term of a geometric sequence is

an = a1 r n-1
where:
a1 = the first term
an = the nth term
r = common ratio
Example: Find the eighth term of the geometric sequence 2, 4, 8,…
Solution. a1 = 2; r = 2; n=8
an = a1 r n-1
a8 = 2(2) 8-1
a8 = 2(2) 7
a8 = 2(128)
a8 = 256 is the 8th term.
Exercises:
1. Write the first five terms of the geometric sequence whose first term is 2 whose common
ratio is 3.
2. Find the tenth term of the geometric sequence 2, -6, 18, …
3. Find the ninth term of the geometric sequence 3, 6, 12, …
4. Find the missing term of the given geometric sequence
a. 3, 12, 48. _____, ______
b. 5, ____, 20, 40, _____, ____

Division of Bohol
First Quarter

Activity Title : THE GEOMETRIC MEANS
Learning Competency : Determines geometric means and nth term of a geometric sequence
(M10AL-Ie-1)
Learning Target : Determine the geometric means and the nth term of a geometric
sequence.
Reference : Mathematics Learner’s Module Grade 10, page 30
Intermediate Algebra II, by Soledad Jose-Dilao, pp. 193 - 195
A.) Geometric mean is the term between any two nonconsecutive terms in a geometric sequence
If numbers a1, a2, a3…., an form a geometric sequence, the a2, a3…., an-1 are called geometric
sequence between a1 and an. Thus, the formula to be used is an = a1 r n-1
B.) Let m be the geometric mean between two numbers a and b, so that a, m and b
form a geometric sequence, so that
m b
a = m or m2 = ab or m = ± √ ab
Example 1: Find the geometric mean between 3 and 12.
Solution: a = 3, b = 12
m= √
(3)(12) = ± 36 = ± 6
√
The geometric mean between 3 and 12 is 6, since 3, 6, 12 forms a geometric sequence.
Example 2: Insert two geometric means between 3 and 192.

Solution: a1 = 3 n= 4 a4 = 192
n-1
an = a1 r
192 = 3 r 4-1
192 = 3 r 3
64 = r 3
r3 = 4 3
r=4
Since r = 4, then the geometric means are
a2 = 3(4)1 = 12, a3 = 3(4)2 = 3(16) = 48
Thus, the sequence is 3, 12, 48, and 192.
Exercises:
1. Insert the three geometric means between 3 and 48.
2. Insert the four geometric means between -3 and 96.
1 1
3. Determine the geometric sequence in which the third term is 8 and sixth term is 64 .
1
4. Find the geometric mean between 10 and 10 .
5. Find the geometric mean between 2 and 32 .

Division of Bohol
First Quarter
Type of Activity : Concept Notes

Activity Title : GEOMETRIC SERIES (FINITE)
Learning Competency : Differentiates a finite geometric sequence from an infinite geometric sequence
(M10AL-Id-3)
Learning Target :Find the sum of the terms of a given finite geometric sequence.

Intermediate Algebra II, by Soledad Jose-Dilao, pp. 188-189
Finite sequence if it has a first term and a last term.

Infinite sequence if it has a first term but no last term.
The formula for the sum of the first n-terms in a geometric sequence is
a1 −a1 r n
Sn = 1−r
Where: Sn = sum
a1 = the first term
r = the common ratio, r ¿ 1 .
Example: Find the sum of the first 5 terms of 4, 12, 36, 108, …
Solution: n = 5 ; a1 = 4; r=3
a1 −a1 r n
Sn = 1−r
4−4 (3)5 4−4(243) −968

S5 = 1−3 =
−2 =
−2 = 484
Exercises:
1. Find the sum of the first ten terms in the geometric sequence 3, 6, 12, 24, …
2. Find the sum of the sixth terms in the geometric sequence 3, -6, 12, -24,..
3. Find the sum of the seven terms in the geometric sequence 36, 18, 9, …
4. Find the sum of the first five terms in the geometric sequence 1/2, 2/3, 8/9,…
5. Given r = 2, n = 7, an = 192, find a1 and Sn.

Division of Bohol
First Quarter

Activity Title : GEOMETRIC SERIES (INFINITE)
Learning Competency : Finds the sum of the terms of a given finite or infinite geometric sequence
(M10AL-Ie-2)
Learning Target : Find the sum of the terms of a given infinite geometric sequence.

The sum S of the terms of an infinite geometric sequence is
a1
S= 1−r
where a1 = the first term

r = the common ratio, and / r / < 1.
Example: Find the sum of 64+ 32+16+ …
Solution: a1 = 64; r=½

a1
S = 1−r
64 64
1 1
1−
S5 = 2 =
2 = 128
Exercises:
Find each sum.
3 3 3
1.) 10 + 100 + 1000 + …
1 1 1 1
2.) 3 + 9 + 27 + 81 + …
2 1
3.) 24 + 4 + 3 + 9 + …
4.) 64 + 16 + 4 + 1 + …

Division of Bohol
First Quarter
Type of Activity : Illustration/ Exercises/Drill
Activity Title : HARMONIC SEQUENCE
Learning Competency : Illustrates other types of sequences (e.g., harmonic, Fibonacci) (M10AL-If-1)
Learning Target : Illustrate harmonic sequence.
Reference : Intermediate Algebra by Soledad Jose-Dilao, pp. 205-207
Harmonic Sequence is a sequence where the numbers form a reciprocal of an arithmetic

sequence. In general form, a harmonic sequence may be represented as
1 1 1 1 1
, , , , …,
a a+d a+2 d a+3 d a+ ( n−1 ) d
Harmonic Sequence Arithmetic Sequence
1 1 1 1
. , , , ,… 2, 4, 6, 8,…
2 4 6 8
−1 −1 −1 −1
, , , ,… -42, -35, -28, -21,…
42 35 28 21
1 1
Example 1: Find the 5 terms of a harmonic sequence where a 1 = and d =
3 5
Solution:
The corresponding arithmetic sequence with a 1 = 3 and d=5 will be 3, 8, 13, 18, 23,… Therefore, the
1 1 1 1 1
harmonic sequence is , , , , .
3 8 13 18 23
1
Example 2: Find the 13th term of the harmonic sequence if a 1 = 6 and d = and n = 13.
2
Solution an = a1 + (n-1) d
1
a13 = 6 + (13-1)
2
=6+6
= 12
1
Therefore the 13th term of the harmonic sequence is
12
Exercises: Answer the following:
1. Give the first five terms of the harmonic sequence if a 1 = 6 and d = 2
2. Give the first six terms of the harmonic sequence if a 1 = -3 and d = 8

1 1 1 1
3. Find the 10th term of the harmonic sequence , , , ,. . .
2 4 6 8
1 1 1 1
4. Find the 100th term of the harmonic sequence , , , ,…
3 6 9 12

Division of Bohol
First Quarter
Type of Activity : Illustration /Exercises/Drill

Activity Title : FIBONACCI SEQUENCE
Learning Competency : Illustrates other types of sequences (e.g., harmonic, Fibonacci) (M10AL-If-1)
Learning Target : Illustrate Fibonacci sequence.
Reference : Mathematics Learner’s Module Grade10, pp. 188-189
Fibonacci Sequence- is a sequence whose its first two terms are either both1, or 0 and 1 and
each term thereafter is obtain by adding the proceeding terms .
Example: Fibonacci sequence 0, 1, 1, 2, 3, 5…, Find the next two terms.
Solution: The next term is 8 by adding 3 and 5 and followed by 13 by adding 5 and 8.
So, the Fibonacci sequence 0, 1, 1, 2, 3, 5, 8, 13.
Exercises:
Identify whether the given sequence is a Fibonacci, harmonic, arithmetic or geometric. If

the sequence is Fibonacci, give the next term.
1. 8, 16, 24, 32...
1 1 1 1
2. , , , ,…
3 9 27 81
3. 1296, 216, 36, 6
4. 8, 13, 21, 34, 55
3 5 3
5.
4
, 1, 4 , 2 ,..
1 1 1 1
6. , , , ,…
24 20 16 14
6 6 6 6
7. , , , ,…
11 17 23 29
8. 6, -18, 54, -162
8 8
9. 40,8, , ,…
5 25
10. 2√ 2, 5√ 2, 8√ 2, 11√ 2,…
Division of Bohol
First Quarter

Activity Title : PROBLEMS INVOLVING GEOMETRIC SEQUENCE AND SERIES
Learning Competency : Solves problems involving sequences (M10AL-If-2)
Learning Target : Solve problems involving geometric sequence.
Reference : Mathematics Learner’s Module Grade, pp. 188-189

Example: A piece of spoiled meat has some bacteria in it. The number of bacteria increases
five times every hour. If the number of bacteria is 1,000 on the first hour,
complete the sequence until five hours. What is the total number of bacteria at
the end of five hours?
Solution: a1 = 1000, r = 5, n=5
an = a1rn-1
a2 = (1000)(5)1 = 500
a3 = (1000)(5)2 = 25,000
a4 = (1000)(5)3 = 125,000
a5 = (1000)(5)3 = 625,000
After 5 hours, there will be 625, 000 bacteria
Exercises:
1. Aida gets a starting salary of P6000 a month and an increase of P600

annually.
What will be her salary during the fifth year?
2. A house help receives a salary P36, 000 a year with contract of P 250 annual
increase for 7 years. What is the total income for 7 years?
Division of Bohol
First Quarter

Activity Title : DEFINITION OF POLYNOMIAL.
Learning Competency : Performs division of polynomials using long division and synthetic
division(M10AL-Ig-1)
Learning Target : 1. Define polynomials.
2. Identify expression that is a polynomial.
Reference : Mathematics Learners Module, pp. 57-58.
A polynomial expression of the form P(x) = anxn+ an-1xn-1 + an-2xn-2 + ... a1 x +

a0,
Where n is a non-negative integer, and an, an-1, an-2, ..., a0 are real numbers,
and an ≠ 0.
The following are examples of polynomial
1) 3x3- 2x2 + x – 3
2) x + 2
3) -2x2 +x + 3
2 3 2
4) x+x +x–1
3
The following are examples of non polynomials
1) x -2+ x +1 Since the variable x is raised to a negative exponent.

2) √ x 3+ x +1 Since the variable x is under the radical sign.
1
3) x + 3x - 2
2 Since the variable x is raised to a rational exponent.
Exercises:
Write P if it is a polynomial and write NP if it is not on the space provided. If your answer NP give your
reasons.
____ 1) f(x) = x4+ 2x3 – x +1
____ 2) f(x) = x3+ 2x2 +x -1-3
____ 3) f(x) = 4x+ 2x4 +x5+1
____ 4) f(x) = 3x-2+ x +5
3 1
____ 5) f(x) = 2 x 4 + 3 x 4 – 2
____ 6) f(x) = √ 2 x 3 + x 2−2
____ 7) f(x) = x2 +2x +1
____ 8) f(x) = x -5

Division of Bohol
First Quarter
Type of Activity : Concept Notes/Exercises

Activity Title : DETERMINING THE DEGREE OF THE POLYNOMIAL.
Division (M10AL-Ig-1)
Learning Target : To determine the degree of the polynomial and the leading coefficient.
Reference :Advanced Algebra, Trigonometry and Statistics
The degree of a polynomial is determined by the highest power of its terms.
In the polynomial function f(x) = anxn+ an-1xn-1 + an-2xn-2 + ...+ a0, where n is a
nonnegative integer, and an, an-1, an-2, ..., a0 are real numbers, and an ≠ 0, the degree of the
function is n since n is the highest power.
Examples:
1) In the polynomial function f(x) = 2x3 - 6x2 + 55, the highest power of its terms is 3.
Therefore, the degree of the polynomial is 3 and the leading coefficient is 2.
2) The polynomial function g(x) = 3x6 - 2x4 + x2 – x +1 contains the degree of its terms which
are 6, 4, 2, 1 and 0, respectively. The highest power is 6. Therefore the degree of the
polynomial is 6 and the leading coefficient is 3.
Exercises:
Direction: Give the degree of the polynomials and their leading coefficient.
1) F(x) = 6x4 – 3x + 2
2) P(x) =6x7 -8x5 + 2x3 – x+ 3
3) h(x)= x3 + 2x2 + 3x3 + 5
4) f(x)= 3x5 + x3 + 4x6 – x – 1
5) g(x) = 3x5 + 2x – x6
6) f(x)= x – 5
1 1
7) f(x) = 5 x3 – 6x2 + 3
8) g(x) = 4x3 – 2x +2

Division of Bohol
First Quarter

Activity Title : DIVIDING POLYNOMIALS
Learning Target : To determine the remainder of the polynomial equation the x-c by long
division method.
Reference :Mathematics Learner Module Grade, pp. 59-60.
Consider the examples below:
1.) Long Division of Integers 2.) Long Division of P(x) ÷ x-c
107 x2 - x + 2
5 ) 538 x – 1) x3 – 2x2 + 3x +2
5 +
3 x3(–) x2
0 - x2 + 3x
38 + -
2
35 (-) x (+) x
3 remainder 2x + 2
- +
The quotient here is 107 and the remainder is 3. (+)2x (-) 2
Remainder 4
The quotient here is x2 – x + 2 and the remainder is 4.

To check whether the answer is right or wrong, use the Division Algorithm for Polynomials. That is, for
every polynomial P(x) of positive degree n and any real number c, there exist a unique polynomial Q(x)
and a real number R such that P(x) = (x-c).Q(x) + R
In example number 2, (x-c) is x-1 which is the divisor, Q(x) is x2 – x +2 which is the quotient and R is
4, the remainder.
Check by using the division algorithm, that is:
P(x) = (x-c).Q(x) + R
P(x) = (x-1) (x2 – x +2) +4
P(x) = x3 – x2 +2x –x2 +x - 2 +4
P(x) = x3 – 2x2 +3x +2
Since the value of P(x) is the same from the original given function, then the remainder is correct.
Exercises:
Direction: Use the Long Division Method to find the remainder of the following polynomials.
1.) (x3 - 4x2 + x +6) ÷ (x-2)
2.) (2x2 + 9x-3) ÷ (x+3)

Division of Bohol
First Quarter

Activity Title : DIVIDING POLYNOMIALS USING SYNTHETIC DIVISION
Learning Target : To find the quotient and remainder of polynomials using synthetic division.
Reference :Advanced Algebra, Trigonometry and Statistics, Soledad Jose - Dilao, et. al.
pp.96-97
Synthetic Division is a sequence of substitution operations used to evaluate a polynomial function of any
degree.
In solving for the value of the polynomial function by using synthetic division, simply follow the steps below
given P(x) = 2x3 -8x2 + 19x -12 is divided by x – 3
1) Solve the value of x in the divisor and put it in the window. This will serve as the multiplier of the
coefficients of the variable of the polynomial P(x)
The divisor is x – 3. To solve for x, equate the linear equation to zero then, solve for x.
x–3=0
x=3
3
2) Arrange the polynomial base on the exponents in descending order. Get the coefficients of the variable
in polynomial P(x).
In P(x) = 2x3 -8x2 + 19x -12, the exponents are already arranged in descending order. Get the
coefficients, and place it below the multiplier that is:
2 -8 19 -12
3
3) Put a space after the coefficients. Then, put a line and start the multiplication. First, bring down the first
coefficient, then multiply it to the multiplier and put the answer on the space in line with the next
coefficient then add the two numbers. Continue with the same process. The last sum is the remainder.
2 -8 19 -12
3 6 -6 39
2 -2 13 27 Remainder
 If in case, the next degree of the function is cannot be seen. Write zero as the coefficient of the
variable.
4) The remainder R obtained in synthetic division of P(x) by (x – c), provides these information:
a) The remainder R gives the value of P(x) at x-c, that is, R = P(c).
b) If R = 0, then x- c is a factor of P(x).
c) If R = 0, then (c, 0) is an x intercept of the graph of P(x).
This means that the value of P (3) = 27
Example:
1) If the polynomial P(x) = x3 + 9x -8x2-1 is divided by x + 2, the remainder of P(3)
is 27 as shown in the solutions below.
Solution:
First, arrange the polynomial function base on the exponents.
-2 1 -8 9 -1
-2 20 -58
1 -10 29 -59 Remainder R =-59
The remainder is -59. Therefore, P (-2) = -59.

2) The polynomial P (a) = 3a3 + 9a -15 at a = - 4.
-4 3 0 9 -15
-12 48 -228
3 -12 57 -243 Remainder R= -243
The remainder is -243, and therefore P(-4) = -243.
Exercise: Find the values of the polynomial function using synthetic division.
1. P(x) = x3 – 4x2 +x 6 ; x = 2 3. P(x) = x3 – 2x2 -75 ; x=5
3
2. P(x) = x – 11x -6 ; x = -3 4. P(x) = x3 + 8x2 +13x -10 ; x = -5
Division of Bohol
First Quarter

Activity Title : THE REMAINDER THEOREM
Learning Competency: Proves the Remainder Theorem and the Factor Theorem (M10AL-Ig-2)
Learning Target: To use the Remainder Theorem to find the remainder when polynomial is
divided by (x-c)
Reference: Advanced Algebra, Trigonometry and Statistics ,Soledad Jose -Dilao, pp.94-95
REMAINDER THEOREM
If a polynomial P(x) is divided by x-c where c is a real number, then the remainder is P(c).
Proof:
P(x) = (x-c) .Q(x) + R Division Algorithm for Polynomials
P(c) = (c-c) . Q(c) + R The equation is true for all x, therefore, let x=c.
P(c) = 0 . Q(c) + R
P(c) = R
Therefore, the remainder R is equal to P(c).
Examples:
1. Apply the Remainder Theorem to find the remainder of (x 3- 3x2+x+4) ÷ (x-2)

Solutions: Check by using the Long Division Method
3 2
P(x) = x - 3x +x+4 x2 – x - 1
Since x-c = x-2 x-2 )x3- 3x2 + x + 4
Then, c= x3 - 2x2
Therefore, -x2 + x
P(2)= (2)3 – 3(2)2 +(2) +4 -x2 +2x
= 8- 12 +2 +4 -x + 4
= 2 remainder -x +2
2 remainder
2. Use the Remainder Theorem to find the remainder when x4 -3x3 +3x – 4 is divided by x+3
Solution:
P (x) = x4 -3x3 +3x – 4
c=-3
P(-3) = (-3)4 – 3(-3)3 + 3(-3) – 4
= 81 +81 – 9 – 4
= 141 remainder
Exercises: DIRECTION: Find the remainder of the following polynomials by using the Remainder
Theorem.
1. (x3 + 14x2 + 47x – 12) ÷ (x+7) 3. (2x2 – 3x +4) ÷ (x – 3)
2. (3y3 + 2y2 – y +5) ÷ (y – 5) 4. (2a3 – 13a2 – 20a + 25) ÷ (a + 5)

Division of Bohol
First Quarter

Activity Title : FINDING VALUES OF POLYNOMIAL EQUATION.
Learning Competency : Proves the Remainder Theorem and the Factor Theorem (M10AL-Ig-2)
Learning Target : To find the values of polynomial equation by Remainder Theorem
Reference :Advanced Algebra, Trigonometry and Statistics, Soledad Jose - Dilao, et.
pp. 96-97
Remainder Theorem can be used as a way to find values of polynomial equation. The
remainder R gives the value of f(x) at x – c, that is R = f(c).
Examples:
1. Find the value of the polynomial, if P(x) = 2x3 – 8x2 + 19x -12 is divided by x-2, by using the
Remainder Theorem.
Solution:
Equate the divisor to zero to find the value of x.
x–2=0
x=2
Substitute this value for x in the dividend then solve for the value of the polynomial.
P(x) = 2x3 – 8x2 + 19x -12
P(2) = 2(2)3 – 8(2)2 + 19(2) -12
P(2) = 16 -32 + 38 -12
P(2) = 10
Therefore, the value of the polynomial is 10 when P(x) is divided by x – 2.
2. Find the value of the polynomial, if P(x) = 8x4 -2x2 +3 where x = - 3
Solution:
Substitute the value of x in the polynomial P(x), then solve for the value of the polynomial.
P(-3) = 8(-3)4 – 2(2)2 +3

P(-3) = 8(81) – 2 (4) +3
P(-3) = 648 -8 +3
P(-3) = 643
Exercises:
Find the value of each of the following polynomial function by using the Remainder Theorem.
1.) P(x) = 2x3 – 9x – 5x2 -8 at x = 3
2.) P(x) = - 4x3 + 5x2 +8 divided by x+3
3.) P(x) = x6 –x5 –x +1 ; x – 1
4.) P(x) = 3x4 – 6x3 -5x +10 ; x - 2

Division of Bohol
First Quarter

Activity Title : FACTORING POLYNOMIALS
Learning Competency : Factors polynomials (M10AL-Ih-1)
Learning Target : To determine the factors of the given polynomials
Reference : Mathematics’ Learner Module Grade, page 78.
Different types of factoring

Common Factor 2(a + b) = 2a + 2b
Quadratic Trinomial (x + 2)(x +3) = x2 + 5x + 6
Perfect Square Trinomial (x − 5)2 = x2 − 10x + 25
The Difference of Two Squares (x + 5)(x -5) = x − 25
2
Exercises:
Factor Completely.
a) 6x − 18 = 0
b) x6 + x5 + x4 + x3 = 0
x2 − 36 = 0
x2 − 12x + 36 = 0
x2 − 6x + 5 = 0
x2 − x − 12 = 0
2
64x − 1 = 0
5x2 − 7x − 6 = 0
4x5 + 20x4 + 24x3 = 0
x3 – 4x2 + 4x – 3 = o
Division of Bohol
First Quarter

Activity Title : THE FACTOR THEOREM
Learning Competency : Factors polynomials (M10AL-Ih-1)
Learning Target : To determine whether (x – c) is a factor of the polynomial P(x) by

using the Factor Theorem.
References :Advanced Algebra, Trigonometry and Statistics, Soledad Jose –
Dilao, pp. 98-99
The factor Theorem states that in the polynomial P(x), if P(c) = 0, where c is a real
number, then (x – c) is a factor of P(x). This means that if the remainder of the polynomial
P(x) divided by (x – c) is zero, then (x – c) is a factor of P(x).
Examples:
1) When P(x) = x3 –x2 - 4x +4 is divided by x -2, the remainder is 0; that is, P(2) =0, then x –2
is a factor to P(x) = x3 –x2 - 4x +4.
By using synthetic division, the same result is obtained.
2 1 -1 -4 4
2 2 -4
1 1 -2 0 Remainder
2) In this example we can use the Remainder Theorem to determine whether it is a factor or not
given P(x) = x3 + x2 +x +2 divided by x+1.
P(x) = x3 + x2 +x +2
P(-1) = (-1)3 + (-1)2 +(-1) +2
P(-1) = -1 + 1 -1 +2
P(-1) = 1
The remainder is 1, therefore x+1 is not a factor of P(x) = x3 + x2 +x +2.
Exercises:
Direction: Use the factor theorem to determine whether the first polynomial is a factor of the
second.
1.) x– 2 ; 4x3 – 3x2 - 8x +4
2.) x + 3; 2x3 + x2 – 13x +6
3.) y +2 ; 3y4 – 6y3 – 5y +10
4.) x – 1; x3 – 2x2 + x – 2

Division of Bohol
First Quarter

Activity Title : NUMBER OF ROOTS OF POLYNOMIAL EQUATIONS
Learning Competency : Proves Rational Root Theorem (M10AL-Ii-1)
Learning Targets : 1. Determine the number of roots of polynomial equations.
2. Relate the number of roots and the degree of a polynomial
equations.
Reference : Mathematics Learner’s Module, Grade 10, page 83
Fundamental Theorem of Algebra
If P(x) is a polynomial equation of degree n and with real coefficients, then it has at most
n real roots.
Exercises:
I. Some polynomial equations are given below. Complete the table and answer the
questions that follow. (If a root occurs twice, count it twice; if thrice, count it three
times, and so on. The first one is done for you.)
Polynomial Equation Degree Real Roots of an Equation Number of Real Roots/Zeros
1.(x + 1)2 (x – 5) = 0 3 -1 (2 times); 5 3
2. (x + 2) (x – 2) = 0
3.( x – 1) (x – 3)3 = 0
4.(x+7)2(x-5)3 =0
5.(x2+4) (x-3)3 =0
II. Consider the following polynomial equations. At most how many real roots does
each have?
a. x20-1 = 0
b. x3-2x2-4x+8 = 0
c. 18+9x5-11x2-x23+x34= 0
Follow-up Question: What do you observe about the relationship between the number of roots
and the degree of a polynomial equation?

Division of Bohol
First Quarter

Activity Title : FINDING THE ZEROS OF A POLYNOMIAL EQUATION
Learning Competency : Proves Rational Root Theorem
Learning Target : To find the zeros of the polynomial equation
Reference : Advanced Algebra, Trigonometry and Statistics, Author: Soledad Jose –
Dilao, pp.100-103
The zero of a polynomial function P(x) is the value of the variable x, which makes the polynomial
function equal to zero or P(x) = 0.
The Fundamental Theorem of Algebra states that “Every rational polynomial equation P(x) = 0 of
degree n has exactly n zeros.˝ For example, in the polynomial equation P(x) = 4x3 – 3x2 - 8x +4, the
degree is 3. Therefore, the number of zeros is 3.
To find the zeros of the function, the Remainder and the Factor theorems as well as the synthetic
division are used as methods.
Examples:
1.) To find the zeros of P(x) = (x – 3) (x -1) (x – 1) (x -1), use the principle of the zero products. That
is,
P(x) = 0 then,
(x – 3) (x -1) (x – 1) (x -1) = 0, equate each factor to zero
(x – 3) = 0 (x -1) = 0 (x – 1) = 0 (x -1) = 0
x=3 x=1 x =1 x= 1
Therefore, the zeros are 3, - 1, -1 and – 1 or the zeros are 3 and 1 has a multiplicity of 3
2.) Given P(x) = x3 – 4x2 + x + 6, we can solve for the zeros by using above mentioned methods.
Consider first the factors of the constant which is 6 to be the possible zeros of the function.
The factors of 6 are + 1, + 2, +3, +6
By using synthetic division considering x = - 1,
-1 1 -4 1 6
-1 5 -6
1 -5 6 0
The quotient, Q(x) = x2– 5x + 6, to find the remaining zeros, use factoring method from the
quotient
x2– 5x + 6 = 0
(x – 2) (x – 3) = 0
X = 2 and x = 3
Therefore, the zeros are – 1, 2, and 3.
Looking back at given polynomials the degree is 3 and the number of zeros is also 3.
Exercises:
Find the remaining zeros of each of the following functions below given one zero.
1) P(x) = x3 +3x2 +3x +1 x = -1
2) P(x) = x3 +5x2 – 2x – 24 x=2

Division of Bohol
First Quarter
Activity Title : FINDING THE RATIONAL ZEROS OF A POLYNOMIALS.
Learning Target : To find the rational zeros of the polynomial function by Rational Zero
Theorem
Reference :Advanced Algebra, Trigonometry and Statistics, Soledad Jose - Dilao,
page 104-108
The Rational Zero Theorem states that for every polynomial a nxn + an – 1 xn – 1... + a1x1 + a0 = 0
p
where a0 , a1, ..., an are integers (an≠0 and a0≠ 0 ¿, there is a ( in lowest terms) which is a
q
rational zero of f(x) where p is an integer factor of the constant term a0 and q is an integer
factor of the leading coefficient an.
Example:
1.) Consider the polynomial function P ( x ) =2 x 3+ 5x2 – 4x – 3
Base on the Rational Zero Theorem, any rational zero of the given function must have a
numerator that is a factor of a constant (that is + 1 or + 3) and the denominator that is a factor
1 1 3 3
of 2 (that is + 1 or + 2). Therefore, the possible rational zeros are :+ , + , + , + .
1 2 1 2
By using the different methods discussed in the previous lessons we can find the zeros of
the polynomial function.
By, Remainder Theorem:
(+1) 2 x3 + 5x2 – 4x – 3 = 0 (-1) 2 x3 + 5x2 – 4x – 3 = 0

2(1)3+5(1)2 – 4(1) – 3= 0 2(-1)3+5(-1)2 – 4(-1) – 3 = 0
2 + 5 – 4 -3 = 0 -2 +5 +4 – 3 = 0
0=0 4≠0
(+3) 2 x3 + 5x2 – 4x – 3 = 0 (-3) 2 x3 + 5x2 – 4x – 3 = 0

2(3)3+5(3)2 – 4(3) – 3= 0 2(-3)3+5(-3)2 – 4(-3) – 3 = 0
54 + 45 – 12 – 3 = 0 -54 + 45 + 12 – 3 = 0
84 ≠0 0=0
So far, two zeros are already identified, +1 and -3. Synthetic division can also be used to
determine the remaining one zero of the function.
1 −1
2 5 -4 -3 2 5 -4 -3
2 2
1
1 3 - -1 -2 3
2
7
2 6 -1 - 2 4 -6 0
2
−1
Since, the remainder of as the divisor of P(x) is zero, then it is the third zero of the function.
2
Therefore, the three zeros of the polynomial function P ( x ) =2 x 3+ 5x2 – 4x – 3 are +1, -3, and
−1
.
2
Exercises: Find the rational zeros of each of the following polynomial functions by using the
Rational Zero Theorem.
1.) P(x) = x3 – x2– 3x +3
2.) P(x) = x3 + 5x2– x – 5
Division of Bohol
First Quarter

Activity Title : PROVING THE RATIONAL ROOT THEOREM
Learning Target : To prove the rational root theorem.
Reference : Mathematics Learner’s Module, Grade 10, page 88
The Rational Root Theorem:

n
Let anx + an-1xn-1+... + a1x+ a 0= 0 , where all the coefficients are integers. Consider a rational
p p
number , where p and q are relatively prime. For to be a root of the equation, p must be a factor
q q
of a0, the constant term and q must be a factor of a n, the leading coefficient.
Proof:
Statement Reason
p p p Definition of a root of a
1. an ( q ¿n + an-1 ( q )n-1 +...+a1 ( q ) + ao = 0 polynomial equation
p p p Addition Property of Equality
2.an ( q ¿n + an-1 ( q )n-1 +...+a1 ( q ) + ao + [-ao] = 0 + [ao] (Add –ao to both side)
p p p Simplification
3. an ( q ¿n + an-1 ( q )n-1 +...+a1 ( q ) = -ao
( p)n ( p)n−1 p By factoring the denominator
4. an n + a n-1[ n −1 ¿ +...+a1 ( ) = -ao
q
q q q
( p)n−1 p 0 Multiply both sides by q n
5. qn ¿ + (a¿ ¿ n−1) ¿ + ... + a 1 =a ¿
n −1
q q q
6.a n (p ¿¿ n)+ ( an−1 ) ( q ) ¿ ¿ By simplification
7. Since p is a factor of the left side, then it must also be a factor of the Definition of equality
right side
8. p and q ( and hence q n ) do not share any common factor other than P and q are in lowest term
1
9. p must be a factor of a 0. (This proves the first part of the rational root P is not a factor of q n
theorem.)
Proof: Complete the table below.
STATEMENT REASON
10. Similarly ,
p P
a n−1( )n-1 + a n−2( p )n-2 + ... + a 2( p )2 + a p +a0 =an ( ❑ )n
q q q 1(
q
)
11. Multiply both sides by q n

12. q ¿ ¿( pn−1 ¿+an−2 ( q 2) ( pn−2 ) +¿ a n−3 ( q 3 ) ( p n−3 ) + ... + a 2 ( q n−3 )( p 2 ) +
n
a 1 ( q n−2 ) + a 0 q n−1 ¿ = −a n p
13. Since q is a factor of the left side , then it must also be a factor
of the right side.
14. P and q are in the lowest
term
15. q must be a factor of a n. (This proves the second part of the
Rational Root Theorem)
Division of Bohol
First Quarter

Learning Title : MODELING THROUGH POLYNOMIAL EQUATIONS
Learning Competency : Solve problems involving polynomials and polynomial equations (M10AL-Ij-2)
Learning Target : Solving problems involving polynomials and polynomial equations.
Reference : Mathematics Learner’s Module Grade10, pp. 94-95.
Steps in solving problems involving polynomials:

1. Set up a polynomial equation that models the given problem.
2. Solve the equation.
3. State the answer of the problem.
Example:
Packaging is one important feature in producing quality products. A box designer needs to
produce a package for a product in the shape of a pyramid with a square base having a total volume of
200 cubic inches. The height of a package must be 4 inches less than the length of the base. Find the
dimensions of the product.
Solution:
Let x2 = area of the base

Let x-4 = height of the pyramid
1
If the volume of the pyramid is V= (base)(height), then, the equation that will lead to the solution is
3
1 2
200 = (x )(x-4).
3
Equivalently,
x3-4x2 = 600
x3-4x2 – 600 = 0
The possible roots are of the equation are ±1, ±2, ±3, ±4, ±5, ±6, ±8, ±10, ±12, ±15, ±20, ±24, ±25, ±30,
±40, ±50, ±75, ±100, ±120, and ±600, keep in mind that x>4.
10 1 -4 0 -600
10 60 600
________________________
1 6 60 0
−6 ± √6 2−4 (1 ) (60)
X= (The roots are non-real.)
2(1)
Since the only real root of the equation is 10 so, x=10, and height is x-4, substitute the value of x
which is 10 so, 10-4 is 6.
Therefore, the base of the package has length 10 inches and its height is 6 inches.
Exercise: Solve the following problems.
1. The diagonal of a rectangle is 8 m longer than its shorter side. If the area of the rectangle is 60 square
meter, find its dimensions.
2. One dimension of a cube is increased by 1 inch to form a rectangular block. Suppose that the volume
of the new block is 150 cubic inches, find the length of an edge of the original cube.

Math 10 DLP 1st Quarter

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MATH 10

Table of DLP Learning

Republic of the Philippines

Type of Activity : Inquiry – Guided Learning

Example 1: Sequence Pattern

1, 4, 9, 16, 25 square counting number

What is the next number? Ans. is 36

What is the 10th term? Ans. is 100

Example 2: 9, 4, -1, -6, -11 subtracting 5 to each term

What is the 1st term? Ans. 9

What is the 6th term? Ans. -16

A. Give the required term and generate the pattern.

1. 160, 80, 40, 20, 10…

What is the next number?_____

What is the 10th term?_______

What is the pattern?__________________________________

Republic of the Philippines

Type of Activity : Think- Pair-Share

Subscripts are used to designate the ordinal of a term.

t1 t2 t 3,… tn or a1 a2 a 3,… a n is used to designate of n

The subscript n is understood to start from 1, then 2 and so on.

Example: Given the formula tn = n + 4, find the 1st three terms.

Therefore, the first three terms of the sequence are 5, 6, and 7.

1. Find the first 5 terms of the sequence in tn = 4n.

2. Find the first 4 terms of the sequence in tn = 2n – 1.

3. Find the first 6 terms of the sequence in an = 3n.

Republic of the Philippines

Type of Activity : Inquiry-Guided Learning

Below are squares formed by matchsticks.

1. Is there a pattern in the number of matchsticks? If there is, describe it.

4. What is an arithmetic sequence?

Example 1. In arithmetic sequence 1, 4, 7, 10…, 3 is the common difference

Example 2. In the sequence 15, 11, 7, 3 …,-4 is the common difference.

Exercises. A. Find the common difference of the given arithmetic sequence.

Republic of the Philippines

Type of Activity : Active Learning

a1, a1 + d, a1 + 2d, …, a1 + ( n – 1)d

Example 1: What is the 14th term of the arithmetic sequence 5, 7, 9, 11…?

Therefore, the 14th term is 31.

is 2. Find the 9 th term.

Therefore, the 9th term is 19.

A. Find the missing term in each arithmetic sequence

1. 5, 12, _____, 26, _____

1. Find the 20th term of the arithmetic sequence 17, 13, 9, …

Type of Activity : Skills: Exercises/Drill

Reference : Mathematics Learner’s Module Grade 10, pp. 14-15

Intermediate Algebra II, by Soledad Jose-Dilao

In arithmetic sequence 2, 4, 6, 8…the middle term is called arithmetic mean.

4 is the arithmetic mean between 2 and 6

6 is the arithmetic mean between 4 and 8

4 and 6 are the arithmetic mean between 2 and 8

Example: Insert three arithmetic means between 3 and 23.

B. Solve the following problems:

Republic of the Philippines

Type of Activity : Collaborative Learning

The Rule of an Arithmetic Sequence

Arithmetic Series N a1 + an Sum of n terms (Sn)

Republic of the Philippines

Type of Activity : Skills: Exercises/Drill

Republic of the Philippines

Type of Activity : Mathematical Investigation

Recall the following formulas:

nth Term of an Arithmetic Sequence : an = a1 + (n-1) d

Exercise: Solve the following problems.

1. 5, 12, _, 26, _