Republic of the Philippines

Department of Education
Region III – CENTRAL LUZON
Schools Division Office of City of San Fernando (P)
SAN AGUSTIN INTEGRATED SCHOOL - MAIN
SAN AGUSTIN, CITY OF SAN FERNANDO (P)
Detailed Lesson Plan in Grade 10 Mathematics
(Quarter 1 - Week 5)
I. Objectives

A. Content Standards
The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial
equations.
B. Performance Standard
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
equations in different disciplines through appropriate and accurate representations.

C. Learning Competencies
The learner performs division of polynomials using long division and synthetic division. M10AL-Ig-1
D. Objectives
At the end of the lesson, the learners should be able to:
1. Identify the divisor, dividend, quotient and remainder.
2. Divide polynomials using long division.
3. Divide polynomials using synthetic division.
II. Content
Division of Polynomials
Learning Resources
A. Reference
Grade 10 Mathematics Teachers’ Guide, pp. 14 – 16
Grade 10 Mathematics Learners’ Guide, pp. 47 – 53
B. Other Learning Resources
LRMDS Portal-EASE Module Polynomials
https://www.purplemath.com/modules/polydiv2.htm

III. Procedures
A. Reviewing previous lesson or presenting the new lesson
In preparation for this week’s lesson, we will start by recalling polynomials.
Activity: Spot the Difference
Look at each pair of expressions below. Identify the expression that is not a polynomial from each.
Give reasons for your answers.
A B
1. 2𝑥 + 1 2
+1
𝑥
2. 𝑥 −3 + 2𝑥 2 − 7 𝑥 3 + 2𝑥 2 − 7
3. 2√𝑥 𝑥√2
1
4. 2𝑥 3 − 3𝑥 2 + 𝑥 − 4 2𝑥 3 − 3𝑥 2 + 𝑥 − 4
5. (𝑥 + 5)(9𝑥 + 1)2 (𝑥 − 4) (𝑥 + 5)(9𝑥 + 1)−2
(𝑥 − 4)

Did this activity help you recall what a polynomial expression

Check your answers on page15. Did you get the correct answers? If not, don’t worry, the next part
will review you on what polynomial expression is.

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 A polynomial expression P(x) is an expression of the form

n n–1 n–2
anx + an – 1x + a n – 2x + … + a1x + a0, an ≠ 0

where the nonnegative integer n is called the degree of the polynomial and
coefficients a0, a1, …, an are real numbers.

The terms of a polynomial may be written in any order. However, we often follow the convention of writing
the terms in decreasing powers of the variable x. In this case, the polynomial expression is said to be in
standard form.
Remember:
A Polynomial must:
1) Not have a variable inside the radical symbol, Ex.√𝑥
2) Have No negative exponents. Ex. 𝑥 −2
1
3) Have No fractional exponents in the variable. Ex. 2𝑥 2
Now, let us recall division of whole numbers. This procedure will help you understand the next part of our lesson.
We are familiar with the long division algorithm for ordinary arithmetic. We begin by dividing into the digits of
the dividend that have the greatest place value. We divide, multiply, subtract, include the digit in the next place
value position, and repeat. For example, let’s divide 178 by 3 using long division.

B. Establishing a purpose for the lesson

Halley's Comet is arguably the most famous comet. It is a "periodic"

comet and returns to Earth's vicinity about every 75 years, making it possible
for a human to see it twice in his or her lifetime. The last time it was here was
in 1986, and it is projected to return in 2061.

The comet is named after English astronomer Edmond Halley, who

examined reports of a comet approaching Earth in 1531, 1607 and 1682. He
concluded that these three comets were actually the same comet returning
over and over again, and predicted the comet would come again in 1758.

Halley didn't live to see the comet's return, but his discovery led to the
comet being named after him. (The traditional pronunciation of the name
usually rhymes with valley.) Halley's calculations showed that at least some
comets orbit the sun.
That kind of calculations requires good knowledge on polynomial
computations.

C. Presenting examples/instances of the new lesson

Division of Polynomials (Long Division Method)
As previously shown, the procedure for dividing a polynomial by another polynomial is similar to the procedure
used when dividing whole numbers. Let us examine the example below.

Example 1. Let us divide (2𝑥 2 + 5𝑥 − 23) by (𝑥 + 5)

You can write the result as follows.

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 In general, if P(x) and D(x) are polynomials with D(x) ≠ 0, we can write
P(x) R(x)
=Q(x)+ or P(x)=Q(x)•D(x)+R(x), where R(x) is either 0 or its degree
D(x) D(x)
Is less than the degree of D(x). If R(x)=0, then we say that D(x) is a factor of P(x).

Were you able to understand the example? Let us have a more detailed example in dividing polynomials.

All you have to do is to follow the steps in dividing a polynomial by another polynomial as illustrated in the
example below.

Example 2: Divide:

1. ( – x2 + 3x3 - 8x + 5) by (x + 2)
(3x3 - x2 - 8x + 5) by (x + 2)
3x2
Step 1. Write the dividend in standard for. In other
words, arrange the terms of the dividend and divisor
according to degree

x + 2 3x3 - x2 - 8x + 5 Step 2. Divide the first term of the dividend by the first
term of the divisor to get the first term of the quotient.
3x2

x + 2 3x3 - x2 - 8x + 5 Step 3. Multiply the result in step 2 by the divisor.

3 2
3x + 6x

3x2 -7x

x + 2 3x3 - x2 - 8x + 5 Step 4. Subtract the result from step 3. Bring down the
next term of the dividend.
3x3 + 6x2

- 7x2 - 8x

3x2 - 7x + 6

x + 2 3x3 – x2 - 8x + 5

3x3 + 6x2 Step 5. Repeat the entire process using the result in step 4
2
- 7x - 8x as the new dividend.

- 7x2 -14x

6x + 5

6x +12

-7

Step 6. Express the result as:

3𝑥 3 − 𝑥 2 − 8𝑥 + 5 −7
= 3𝑥 2 − 7𝑥 + 6 + dividend = quotient + remainder
𝑥+2 𝑥+2
divisor divisor

The quotient of – x2 + 3x3 - 8x + 5 by x + 2 is 3x2 – 7x + 6 and the remainder is -7.

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Example 3: (10x2 + 2x4 + 8 + 7x3) ÷ (2x2 + x – 1)

Solution:

First, write the dividend in standard form and insert zeros as coefficients of any missing term to
obtain 2x4 + 7x3 + 10x2 + 0x + 8. Both dividend and divisor should be in standard form. The long division
method is shown below.

D. Discussing new concepts and practicing new skills #1

Division of Polynomials (Synthetic Division)

How did you find the activity? What can you say about the procedure?

There is a shorter procedure when a polynomial is to be divided by a binomial of the form (x – r). This
method is called synthetic division. In this procedure, we write only the coefficients.

The steps outlined below illustrate synthetic division. The procedure involves writing
numbers in three rows.

Example 1. Use synthetic division to divide P(x) = (3x3 + 4x2 + 8) by (x+ 2) .

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 A concise form of Steps 1 to 5 is shown below:

Example 2: Use synthetic division to find the quotient of (x4 + 8x2 – 5x3 – 2 +15x) ÷ (x – 3)

Solution:
By inspection, the dividend is not in standard form, so there is a need to rearrange the
terms of the polynomial,

Thus, x4 + 8x2 – 5x3 – 2 + 15x = x4 – 5x3 + 8x2 + 15x – 2.

Then, write the coefficients of the polynomial in the first row. Follow the steps described in Example 1.
3 1 –5 8 15 –2
3 –6 6 63
1 –2 2 21 61

Therefore, the quotient is ( x3 – 2x2 + 2x + 21) and the remainder is 61.

Example 3. Use synthetic division to find the quotient of (6x5 – x4 – 32x3 – 20x2 + 5x + 8) ÷ (2x – 3).

Solution:

Observe that the divisor is not of the form (x – r). However, note that
3
2𝑥 − 3 = 2(𝑥 − ).
2
Therefore, the problem can be restated as follows:
3
(6x5 – x4 – 32x3 – 20x2 + 5x + 8) ÷2(𝑥 − )
2

Thus, we first use synthetic division to divide

3
(6x5 – x4 – 32x3 – 20x2 + 5x + 8) by (𝑥 − ), and then divide the result by 2 to get the final answer.
2

-97
Now let us divide the result (6𝑥 4 + 8𝑥 3 − 20𝑥 2 − 50𝑥 − 70 + 3 ) by 2 to get the final answer.
x-2
-97
Hence, the quotient is 3𝑥 4 + 4𝑥 3 − 10𝑥 2 − 25𝑥 − 35 + 3
x-2

E. Discussing new concepts and practicing new skills #2

Can you now perform synthetic division?

Note: Not all tasks can be solved easily by synthetic division. Make sure you use long division when
necessary.

Now, let us apply your skills in dividing polynomials by solving real life problems.

Example 1. The total cost of (3a – 2b) units of cell phone is (6a2 + 5ab – 6b2) pesos. What expression
represents the cost of one cell phone?

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 Solution: Let us identify which is the dividend and which is the divisor before we can solve the
problem. In the given problem, the dividend is the total cost of cell phone units (6a2 + 5ab – 6b2) and the divisor
is the number of cell phone units
(3a – 2b).

Note: You can use long method or synthetic division in dividing the polynomials whichever is easier for you.

In this example, it is easier to use the long method since there are two variables involved.

The expression that represents the cost of one cell phone is (2a+3b) pesos.

Example 2. If one ream of bond paper costs (3x – 4) pesos, how many reams can you buy for (6x4 – 17x3
+ 24x2 – 34x + 24) pesos?

Solution: Let us identify which is the dividend and which is the divisor. In the given problem, the divisor is the
cost of one ream of bond paper which is (3x – 4) pesos, the dividend is the total money for buying reams of bond
paper which is (6x4 – 17x3 + 24x2 – 34x + 24) pesos.

In this example, let us use synthetic division.

43 6 – 17 24 -34 24

8 –12 16 -24
6 –9 12 -18 0

Now let us divide the result (6𝑥 3 − 9𝑥 2 + 12𝑥 − 18) by 3 to get the final answer.
Hence, the answer is (2𝑥 3 − 3𝑥 2 + 4𝑥 − 6) reams.

F. Developing mastery
Find the quotient and the remainder by using synthetic division. Write your complete solution on a
separate sheet of paper.

1. (x2 + 3x + 10) ÷(x + 2) Quotient:

Remainder:

2. (10x3 + 5x2 + 75x – 40) ÷ (2x + 1) Quotient:

Remainder:
Expected Answer

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

Polynomials have relevance to nearly all the sciences. Astrophysicists use them to calculate a star’s velocity
and distance from another object in space. Likewise, they are important in determining pressure in applications
of fluid dynamics. Chemist use polynomials o determine the composition of certain compounds and molecules.
Statistical formulas use polynomials to ascertain future values of animal birth and death rates, monetary flow
and population growth.

These are just some of the applications of polynomials. Can you think of other applications of polynomials in
real life?

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H. Making generalizations and abstractions about the lesson

Steps in dividing polynomials using the long method:

1. Arrange the terms of the dividend and divisor according to degree.

2. Divide the first term of the dividend by the first term of the divisor to get the first term of the quotient.
3. Multiply the result in step 2 by the divisor.
4. Subtract the result from step 3. Bring down the next term of the dividend.
5. Repeat the entire process using the result in step 4 as the new dividend.
6. Express the result as:
dividend = quotient + remainder
divisor divisor

Steps to follow in dividing by synthetic division:

1. Arrange the terms of the dividend in descending order of exponent.
2. Write the numerical coefficient in a row, with 0 representing any missing term.
3. Write the constant term c of the divisor x - c at the left hand side of the coefficient.
4. Bring down the leading coefficient of the dividend. Multiply it by c and add to the second column.
5. Multiply the sum obtained in step 4 by c and add to the 3 rd column. Repeat this process until you reach
the last column.
6. The 3rd rows of numbers are numerical coefficient of the quotient. The degree is one less than that of
the dividend. The right member is the remainder.

I. Evaluating learning - Please see attached worksheet.

J. Additional activities for application or remediation
J.1. Find the quotient using long method of dividing polynomials.
Given Expected Answers
___________1. (x3 - 2x2 + 4) ÷ (x – 3) 13
___________ 2. (-10x + 2x4 - 5x3 + 8) ÷ (x – 3) 1. x2 + x + 3 +
___________ 3. (x3 + 3x - 4x2 - 12) ÷ (x – 4) x−3
5
2. 2x3 + x2 + 3x - 1 +
___________ 4. (x5 + 32)÷ (x + 2) x−3
3. x2 + 3
4. x4 – 2x3 + 4x2 - 8x + 16

KEY TO CORRECTION

A. Reviewing previous lesson or presenting the new lesson

Activity: Spot the Difference

Revised by: Noted by:

MAUREEN S. DIMAUN ERROL P. MANALASTAS

Teacher I School Principal
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 Name:_______________________ ___ Section:_______________________

Subject: Mathematics 10 Week Number: 5 Parent’s Signature: ______________

WORKSHEET #5

SYNTHETIC DIVISION
What has Three Feet But No Toes?

Directions: Divide the polynomials using any method then use the answer to determine which letter corresponds
to the problem number to solve the riddle. Write your solutions on a separate sheet of paper.

1. (𝑥 2 − 7𝑥 − 11) ÷ (𝑥 − 8) 6. (𝑥 2 − 28) ÷ (𝑥 − 5)

2. (𝑥 2 + 10𝑥 + 18) ÷ (𝑥 + 5) 7. (𝑥 3 − 30𝑥 − 18 − 4𝑥 2 ) ÷ (𝑥 + 3)

3. (𝑥 3 + 7𝑥 2 + 14𝑥 + 3) ÷ (𝑥 + 2) 8. (8𝑥 + 𝑥 3 − 5𝑥 2 + 4) ÷ (−1 + 𝑥)

4. (𝑥 2 − 74) ÷ (𝑥 − 8) 9. (3𝑥 4 + 15𝑥 3 + 18𝑥 2 − 3𝑥 − 6) ÷ (3𝑥 + 6)

5. (𝑥 3 − 13𝑥 2 + 40𝑥 + 18) ÷ (𝑥 − 7) 10. (10𝑥 4 − 4𝑥 3 + 14𝑥 2 − 14𝑥 − 16) ÷ (2𝑥 − 2)

Now match your answer with letter to solve the riddle!

A ! K R
3 5 9 3
𝑥+1− 𝑥 2 + 5𝑥 + 4 − 𝑥 2 − 7𝑥 − 9 − 𝑥+5−
𝑥−8 𝑥+2 𝑥+3 𝑥−5

D T Y I
8 4 𝑥 3 + 3𝑥 2 − 1 7
𝑥 2 − 4𝑥 + 4 + 𝑥 2 − 6𝑥 − 2 + 𝑥+5−
−1 + 𝑥 𝑥−7 𝑥+5

C S
10 10
5𝑥 3 + 3𝑥 2 + 10𝑥 + 3 − 𝑥+8−
2𝑥 − 2 𝑥−8

What has Three Feet But No Toes?

______ ______ ______ ______ ______

1 9 1 6 8

______ ______ ______ ______ ______ ______

4 5 2 10 7 3

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