ENRICHED/ THEMATIC MELC

Grade 10 - Quarter 1
Module 7 - Seventh Week
(with competencies in English, Science, Math, and MAPEH)

Name of Learner: Patricia Soccorro B. Tomboc

Grade and Section: 10-Eagle
Name of School: Zamboanga del Sur National High School

I-PROCEDURE
A. ACTIVITIES
Activity 1
1. Long Division and Synthetic Division
2. A. x2+2x+1
x+2 ⟌x3+4x2+5x+5
- x3+2x2
2x2+5x
- 2x2+4x
x+5
- x+2
3
B. 4x3+4x2+2x+3
x-1⟌4x4-0-2x2+x+1
- 4x4-4x3
4x3-2x2
-4x3+4x2
2x2+x
-2x2-2x
3x+1
-3x-3
4
3.
Quotient
Dividend Divisor r Remainder P(r)
Q(x)
A. x3+4x2+5x+5 x+2 -2 x2+2x+1 3 3
B. 4x4--2x2+x+1 x-1 1 4x3+4x2+2x+3 4 4
4. The
remainder and P(r) are equal/the same.
5. If P(x) is of degree n, then Q(x) is of degree n-1. The remainder R is a constant because its degree
is 0.
 STATEMENT REASON
1. P(x)=(x-r), Q(x)+R Given polynomial P(x)
2. P(r)=(r-r), Q(r)+R Substitute all xs with r
3. P(r)= (0), Q(r)+R r-r=0
4. P(r)=R Multiplication by zero

Activity 2
1. 1 x 24 (a)
2 x 12 (b)
24=
3 x 8 (c)
4 x 6 (d)
Hence, a. 24= (1) (24)
b. 24= (2) (12)
c. 24= (3) (8)
d. 24= (4) (6)

2. a. Q (x) = x2+x+6
b. Q (x) = 2x2-x-1
c. Q (x) = 2x3-7x2+14x-16

P(x) Q(x)(x-r)
3 2
a. x -6x+11x-6 (x +x+6) (x-1)
b. 2x3-5x2+x+2 (2x2-x-1) (x-2)
c. 2x4-3x3+12x+8 (2x3-7x2+14x-16) (x+2)

3. Proving Factor Theorem

1. x-r is a factor of P(x) if and only if the remainder R of P(x)+(x-r) is zero.
2. By the Remainder Theorem, R=0 if and only if P(r)=0.
3. Thus, (x-r) is a factor of P(x) if and only if P(r) =0.

Activity 3
1. x2+3x+2=(x+1) (x+2)
2. x3-8=(x-2) (x2+2x+4)
3. 2x3+x2-23x+20=(x+4) (x-1) (2x-5)

Activity 4
1. x=2
2. x=-3
3. x1=0 x2=4
4. x1=4 x2=3
1
5. x1=0 x2=9 x3= -
2
Guide Questions:
1. Polynomial Equations
2. Roots are values of x that equates the polynomial equation into zero.
 3. The number of roots of such equation is based on the highest degree of the exponent it contains.
This is based on the principle that, "every polynomial equation of degree n has at most n real
roots" which is a consequence of the Fundamental Theorem of Algebra.
4. It is any equation that can be rearranged in standard form as ax2+bx+c=0, where x represents
unknown and a, b and c represents the known numbers, where a is not equal to 0. The numbers a,
b and c are the coefficients of the equation and may be distinguished by calling them, respectively,
the quadratic coefficient, the linear coefficient and the constant or free term. The values of x that
satisfy the equation are called solutions of the equation and roots or zeros of the expression on its
left hand-side.
5. The equation x2+2x+1 has only one root.

Activity 5
Real Roots of an
Polynomial Equation Degree Number of Real Roots
Equation
1. (x+1)2(x-5) 3 -1(2 times); 5 3
2. x-8=0 1 8 1
3. (x+2) (x-2) =0 2 2; -2 2
4. x(x-1) (x+3)3=0 5 0,1, -3(3 times) 5

1. To express this polynomial as a product of linear factors, you have to find the zeros of the
polynomial by your chosen method and then combine the linear expressions that yield those
zeros. By that, we can quickly synthetically divide the polynomial by its potential root factors.
2. The degree of a polynomial dictates the maximum number of roots that it can have. Thus, the
degree with a given number of roots is equal to or greater than the number of roots.

B. ANALYSIS
 By using the Long Division/ Synthetic Division
 It is a number or algebraic expression that divides another number or expression evenly, with no
remainder.
 If x-r is a factor of P(x), then P(r) = 0, so r is a root of P. The factor theorem says that all roots of P
are "born" this way: for r to be a root, x-r must be a factor of P(x).
 First and foremost, you have to check for the greatest common factor (GCF). The GCF is precisely
the largest expression that will go to all terms. Using this is just like solving a distributive property
backward.
 Polynomial equation are equations that have multiple terms made up of numbers and variables.
 The roots of a polynomial also known as zeroes, because the roots are x values at which the
function equals zero. In finding the roots, factoring is the most common method that you can use.
Other than that, you can also use the graphing method.
 The degree of a polynomial which is the highest exponent, dictates the maximum number of roots
it can have. Thus, the degree of a polynomial with a given number of roots is equal to or greater
than the number of roots that are given.
D. APPLICATION
Activity 1:
1. Information 1:
Polynomials are the combination of several terms that can be added, subtracted, or
multiplied but not divided. They are one of the most basic algebraic expressions. We can encounter
polynomials in our everyday lives. These are also used in everyday work lives like; the industry, financial
planning, construction, and materials planning, expense budgeting, and many more. The transition of
words into numbers and symbols makes it easier to solve.

2. Information 2:
Word problems are the method of codifying problems described by words into a system
that permits the easy solution of the problems. This method makes a person a creative and independent
thinker alongside bringing together the concepts of visualizing and mathematics. In this, a learner can
thoroughly understand and bring together reality and math.

Activity 2:
1. F(r)= -t4+12t3-58t2+132t
Since we have to find the t hours if the breakout of bacteria will be eliminated, then we would
change F(r) into 0.
-t4+12t3-58t2+132t =0
-t(t3-12t2+58t-132) =0
-t(t3-6t2-6t2+36t+22t-132) =0
-t(t2(t-6)-6t(t-6) +22(t-6)) =0
-t(t-6) (t2-6t+22) =0
-t=0 t-6=0
t=0 t=6 t2-6t+22=0, it’s irrational
t=0, 6
But, since the t hours to be find is after the breakout of bacteria that’s why t>0.
Therefore, it would take 6 hours for the bacteria to be eliminated.

2. m2+(m+2)2=394
2m2+4m+4=394
2m2+4m+4-394=0
2m2+4m-390=0
2
2
m +2m-195=0
(m+15) (m-13) =0
Taking the value of 13:
m+2 = 13+2 = 15
m1=13 m2=15
II-EVALUATION
I-
1. P (15)
4x+10
x-2 ⟌4x2+2x-5
-4x2 - 8x
10x-5
-10x-20
15
2. A
9x2+8x2+7x3+6x4+5x5+4x6+3x7+2x8+x9
9(1)2+8(1)2+7(1)3+6(1)4+5(1)5+4(1)6+3(1)7+2(1)8+(1)9
9+8+7+6+5+4+3+2+1=r
30+15=r
45=r
3. C
10x159-5 is to be divided by (x-1).
Equate 1.
So, r=10(1)159-5
r= 10(1)-5
r=10-5 r=5
4. C
5x3-3x2+k=4
5(-1)3-3(-1)2+k=4
-5-3+k=4
k=4+5+3
k=12
5. A
2x-1 2x2-5x+2
1 1 1
2x/2= 2( ¿2-5( )+2
2 2 2
1 1 1
x= 2( ¿-5( )+2
2 4 2
1 5
( )-( )+2=0 Therefore, 2x2-5x+2 is divisible by (2x-1)
2 2
6. A
P(x)=x3-x2-10x-8
x3+x2-2x2-2x-8x-8
x2(x+1)-2x(x+1)-8(x+1)
(x+1) (x2-2x-8)
(x+1) (x2+2x-4x-8)
(x+1) (x(x+2)-4(x+2))
(x+1) (x+2) (x-4)
7. A
x2+6x+5
Factoring: (x+5) (x+1)
 x=-5, -1

8. A
Shorter side (Width): x
Diagonal: x + 8
Longer side: a

Use the Pythagorean theorem to find the longer side a:

c² = a² + b²

c = diagonal (x+8)
b = shorter side/width (x)
a = longer side/length

(x+8) ² = a² + (x)²
a² = (x+8) ² - x²
a² = x² + 16x + 64 - x²
a² = 16x + 64
a² = 16(x + 4)
√a² = √ [16 (x+4)]
a = 4 √(x+4) The longer side is 4√(x+4) m.

Find the dimension of the rectangle when the area is 60 m²:

Area = (length) (Width)
60 = (4√(x+4) (x) [4x√(x+4)] ² = (60) ² 16x³ + 64x² - 3600 = 0 x³ + 4x²- 225 = 0
60 = 4x√(x+4) 16x²(x+4) = 3,600 [16x³ + 64x² - 3600]/16 = 0
Factors of 225:
(±)1,3,5,9,15,25,45,75,225

Divide by x - 5:
(x³ + 4x²- 225) / (x-5) = x² + 9x + 45
Therefore, x = 5

Find the roots of x² + 9x + 45: The roots are:

x² + 9x + (9/2) ² = -45 + (9/2) ² x = 5; real solution
(x + 9/2) ² = -45 + 81/4 x = (9 ± 3i √11)/4; not a real solution
(x + 9/2) ² = (-180 + 81)/4 Shorter side/Width: x = 5 meters
√ ((x + 9/2) ² = ±√ (-99/4) Longer Side/Length =4√(x+4)
x + 9/2 = ± (3i√11)/2 =4√ (5+4)
x = (9 ± 3i √11)/4 =4√9=4(3) =12 meters
Therefore, the dimensions are 5 meters and 12 meters
9. C
(x)2+(x+3)2=152
(x+3)2=(x+3) (x+3)
(x+3) (x+3) =x2+3x+3x+9
(x+3)2=x2+6x+9
 x2+ (x2+6x+9) =225
2x2+6x+9=225
2x2+6x-216=0
2
2
x +3x-108=0
(x+12) (x-9) =0
x=-12 or x=9
Since length cannot be a negative value, x must be equal to the positive solution which is x=9
10. C
x3-x2-10x-8=0
x3+x2-2x2-2x-8x-8=0
x2(x+1)-2x(x+1)-8(x+1) =0
(x+1) (x2-2x-8) =0
(x+1) (x2+2x-4x-8) =0
(x+1) (x(x+2)-4(x+2)) =0
(x+1) (x+2) (x-4) =0
Therefore, the equation x3-x2-10x-8=0 has 3 roots
11. A
h = -16 t² +8t +8
Since the question is gymnast to reach the ground h=0
-16 t² +8t +8=0
-8
2
2t -t-1=0
2t2+t-2t-1=0
t(2t+1) (t+1) =0
(2t+1) (t-1) =0 So, t=1
II-
Information:
Providing guidance and training for local governments is a must. Having a highly trained, organized, and
guided workforce that would be able to handle complicated situations, knows the foundation of the
projects and having everything checked; the workload to the production cost and miscellaneous
expenses. Having that kind of workforce would be a big help in having a better working environment.

III-ASSIGNMENT
A.
1. a. x-1
1 1 0 -7 5
1 1 -6
1 1 -6 -1=remainder
b. x+1
-1 1 0 -7 5
-1 1 6
1 -1 -6 11=remainder
c. x-2
2 1 0 -7 5
2 4 -6
1 2 -3 -1=remainder
B.
x4-3x2+2=0
(x2-1) (x2-2) =0
(x-1) (x+1) (x+√2) (x-√2) =0
x1=1; x2=-1; x3=-√2; x4=√2
C.
x3-10x2+32x-32=0
x3-2x2-8x2+16x+16x-32=0
x2(x-2)-8x(x-2) +16(x-2) =0
(x-2) (x2-8x+16) =0
(x-2) (x-4)2=0
x-2=0
(x-4)2=0
x1=2; x2=4
D.
(x+1) (x)(x) =150
x2(x+1) = 25(6)
x3+x2=150
x3+x2-150=0
x3-5x2+6x2-150=0
x2(x-5) +6(x2-25) =0
x2(x-5) +6(x-5) (x+5) =0
(x-5) (x2+6(x+5)) =0
(x-5) (x2+6x+30) =0
x2+6x+30=0 x∉ℝ
x-5=0 x=5 Therefore, the length of the edge of the cube is equal to 5 inches.

Activity Sheet
During this time of crisis, all of us are still adjusting to our new normal, and as we do so, it
is also salient for us to take care of our well-being by doing physical activities. I’m sure that all of us are
feeling down that it seems like everything is not in our control resulting in depression and anxiety. But by
doing physical activities and exercises, we can lessen the stigma that it gets into us. Each day we can
improve ourselves by engaging in this kind of activity like joining and participating in physical activity-
related services and programs in our community. By this, we can get long and short-term health benefits.
Thus, helping our community. Because during this time, the cooperation of each hand and heart is a must,
no matter how big or small help we can give is valued.