WEEKLY HOME LEARNING PLAN (WHLP)

MATHEMATICS
GRADE 10 (FIRST QUARTER)
WEEK 1 (OCTOBER 11 – 15, 2021)
READ THIS FIRST (PAKIBASA MUNA ITO)
1. Huwag iwawala ang papel na ito. Dito nakasulat ang mga learning tasks, performance task at summative test na
dapat ninyong sagutan weekly.
2. Weekly, apat (4) learning tasks, isang (1) performance task at isang (1) summative test ang dapat sagutan.
3. Write the answer in every Learning Task, Performance Task and Summative Test in your MATH NOTEBOOK
Online Submission - Take a picture of your answers and send it to google classroom or personal message to your
teacher
Onsite Submission (School) - Rewrite your answer in a clean intermediate paper and submit it over to school.
Write your NAME, GRADE LEVEL and SECTION in every output you will submit.

LEARNING COMPETENCIES:
✓ Generates patterns.
✓ Illustrates an arithmetic sequence; and
✓ Determines arithmetic means and nth term of an arithmetic sequence.

TASKS TO DO:
Learning Task 1 (Week 1)
Finite Sequence is a sequence with last term while infinite sequence is a sequence without last term.

FINITE SEQUENCE INFINITE SEQUENCE

12, 15, 17, 19, 21, … 27 1, -1, 1, -1, …
6, 6, 6, 6, 6, 6 1, 1, 2, 3, 5, …
1, 1, 2, 3, 5, 8, 13 3, 5, 7, 9, …

Answer the following:

Write F if the sequence is finite or I if the sequence is infinite before the number.
__1. 5, 15, 25, 35 __6. 2, 6, 18, 54, …
__2. 2, 4, 8, 16, … __7. 3, 6, 9, 12, … 30
__3. 1, 9, 17, 25 __8. 7, 7, 7, 7, 7, 7
__4. -9, -4, 1, 6, … __9. 16, 21, 26, 31
__5. 2, 9, 16, 23 __10. 24, 19, 14, 9, …

Learning Task 2 (Week 1)

A. Examples:
1. Find the next term three terms of the sequence 19, 24, 29, 34, …
Solution:
Observe the pattern of the sequence. Observe the interval of each term. To get the next term of the
pattern you add 5 to the previous number.
Answer: 19, 24, 29, 34, 39, 44, 49
2. What is the next four terms of the sequence 6, 12, 24, 48, …?
Solution:
For this example, 6 is multiplied by 2 to get 12, 12 is multiplied by 2 to get 24 and 24 is also multiplied
by 2 to get 48.
Answer: 6, 12, 24, 48, 96, 192, 384, 768
B. Examples
Find the first 4 terms of the given rule 𝑎𝑛 = 3𝑛 − 2.
To find the first four terms, just replace letter “n” of number 1 for the first term, 2 for the second term, 3
for the third term and 4 for the fourth term.
First term Second term Third term Fourth term
𝑎𝑛 = 3𝑛 − 2 𝑎𝑛 = 3𝑛 − 2 𝑎𝑛 = 3𝑛 − 2 𝑎𝑛 = 3𝑛 − 2
𝑎1 = 3(1) − 2 𝑎2 = 3(2) − 2 𝑎3 = 3(3) − 2 𝑎4 = 3(4) − 2
𝑎1 = 3 − 2 𝑎2 = 6 − 2 𝑎3 = 9 − 2 𝑎4 = 12 − 2
𝑎1 = 1 𝑎2 = 4 𝑎3 = 7 𝑎4 = 10
Answer the following:
A. Find the next three terms of the given sequences.
1. 2, 5, 8, 11, __, __, __ 6. 2, 4, 8, 16, __, __, __
2. 1, -3, -7, -11, __, __, __ 7. 2, 6, 18, 54, __, __, __
3. 1, 4, 16, 64, __, __, __ 8. 3.2, 4.3, 5.4, __, __, __
4. 60, 48, 36, 24, __, __, __ 9. -7,-9, -11, -13, __, __, __
5. 1, 4, 9, 16, 25, __, __, __ 10. 1/2, 1, 3/2, 2, __, __, __
 B. Write the first four terms of the sequence whose nth term is given by the rule.

1. 𝑎𝑛 = 2𝑛 − 1 2. 𝑎𝑛 = 12 − 3𝑛 3. 𝑎𝑛 = 3𝑛 4. 𝑎𝑛 = 5𝑛 + 5 5. 𝑎𝑛 = 8𝑛 − 2𝑛

Learning Task 3 (Week 1)

An arithmetic sequence is a sequence where each succeeding term is obtained by adding a
fixed number. The fixed number is called the common difference.
10, 13, 16, 19,… - is an example of arithmetic sequence, the next term can be obtained by
adding 3. Therefore, the common difference is 3. The next three terms are 22, 25, 28
2, 6, 18, 54… - is NOT an example of arithmetic sequence, there is no common difference.
6, 11, 16, 21,… - is an example of arithmetic sequence, the next term can be obtained by
adding 5. Therefore, the common difference is 5. The next three terms are 26, 31, 36

To find the next terms in an arithmetic sequence, we use the formula:

. 𝒂𝒏 = 𝒂𝟏 + ( 𝒏 − 𝟏 ) 𝒅
where; 𝑎𝑛 – the last nth term
𝑎1 – the first term
n – the number of terms in the sequence
Determine the 12th term in the sequence 4, 6, 8, 10, ...
The first element: 𝑎1 = 4. The common difference: d = 2. The term: n = 12.
𝑎12 = 4 + (12 – 1)2
𝑎12 = 4 + (11)2
𝑎12 = 4 + 22
𝑎12 = 26
Therefore, 26 is the 12th term of the arithmetic sequence.

Answer the following:

A. Determine whether the sequence is arithmetic or not. If it is, find the common difference and the next
three terms.
1. 2, 5, 8, 11,… 4. 40, 42, 44, 46,…
2. 2, -4, 6, -8, 10,… 5. 1.2, 1.8, 2.4,…
3. -6, -10, -14, -18,… 6. 1, 5, 9, 13,…
B. Find the term indicated in each of the following arithmetic sequences.
1. 2, 4, 6, … 15th term _______
2. 13, 16, 19, 22, … 25th term _______
3. 99, 88, 77, 66, … 18th term_______
1 1 3 1
4. 8, 4, 8 , 2 20th term _______
5. 99, 87, 75, 63, … 12th term _______

Learning Task 4 (Week 1)

The terms between any two nonconsecutive terms of an arithmetic sequence are known as
arithmetic means.
Find two arithmetic means between 2 and 8. (Use the same formula)
𝒂𝒏 = 𝒂𝟏 + ( 𝒏 − 𝟏 ) 𝒅
8 = 2 + (4 – 1) d - Substitute, 𝒂𝒏 = 𝟖, 𝒂𝟏 = 𝟐, d=?, n = 4 (four terms including the arithmetic means)
8 = 2 + 3d
8 – 2 = 3d
6 = 3d
3 3
d=2
Using d = 2, generate the next terms by adding the value of “d” to the previous term.
So a2 = a1 + d and a3 = a2 + d which means a2 = 2 + 2 = 4 and a3 = 4 + 2 = 6.
2, 2+2, 4+2, 8
2, 4, 6, 8
The numbers 4 and 6 are the two arithmetic means between 2 and 8.

Answer the following:

Solve what is asked:
1. Insert four arithmetic means between -1 and 14.
2. Insert five arithmetic means between 14 and 86.
3. Insert three arithmetic means between -16 and 4.
PERFORMANCE TASK (WEEK 1)
Goal: Form a sequence that will show the amount of money Cristin is saving from the first to seventh week.

Situation: Cristin helps her elder sister in selling “Suman and Kasoy”. From the money that her sister is
giving her, she plans to save Php25 every week for seven weeks. Form a sequence that will show the amount
of money she is saving from the first to seventh week.

Performance and Purpose: You need to form a sequence showing the amount of money Cristin is
saving from the money given by her sister for the period of seventh week.

Criteria: See the Rubric

Rubric for the Sequences Formed and Solved

SCORE DESCRIPTION
5 The answer is completely accurate and logically presented. It includes concepts, computations
involving sequences.
4 The answer is generally accurate, and the presentation reflects understanding of arithmetic
sequences. Minor in accuracies do not affect the overall results.
3 The answer is generally accurate, but the presentation lacks application of arithmetic sequence.
2 The answer contains major inaccuracies and significant errors in some parts.
1 There is no answer made.

SUMMATIVE TEST (WEEK 1)

Directions: Read each item carefully. Choose the letter of your answer and write it on your answer sheet.

1. Which of the following is an arithmetic sequence?

A. 1, 2, 3, 5, … C. 1, 4, 16, 64, …
1 1 1 1
B. 1, 3, 5, 7, … D. , , , , . ..
3 6 9 12
2. Which of the following is NOT an arithmetic sequence?
A. -5, -10, -15, -20, … C. -7, 0, 7, 14, …
B. 6, 12, 18, 24, … D. 3, 9, 27, 81, …
3. What is the missing term in the arithmetic sequence 9, 15, 21, 27, _____?
A. 29 C. 33
B. 31 D. 35
4. Which of the following is the missing term in the arithmetic sequence -7, -2, _____, 8?
A. 0 C. 2
B. 1 D. 3
5. What is the common difference in the arithmetic sequence -4, -1, 2, 5, …?
A. 1 C. 3
B. 2 D. 4
6. What is the 6th term in the arithmetic sequence 21, 17, 13, 9, 5, 1, -3, -7, -11 ….?
A. 17 C. 1
B. 13 D. -7
7. Which of the following is the arithmetic mean between -6 and -14 in the arithmetic sequence
-2, -6, -10, -14, -18, -22?
A. -2 C. -18
B. -10 D. -22
8. In the arithmetic sequence -8, -4, 0, 4, 8, 12, 16, 20, …, which is the arithmetic mean between
4 and 12?
A. 0 C. 8
B. 4 D. 16
9. What is the 10th term in the arithmetic sequence -12, -5, 2, 9, 16, …?
A. 51 C. 58
B. 54 D. 65
10. It is a sequence where each succeeding term is obtained by adding a fixed number.
A. Finite sequence C. Arithmetic sequence
B. Infinite sequence D. Arithmetic mean
11. The terms between any two nonconsecutive terms of an arithmetic sequence.
A. Finite sequence C. Arithmetic sequence
B. Infinite sequence D. Arithmetic mean
12. Which of the following is an example of infinite sequence?
A. 1, 2, 3, 5, … C. 1, 4, 16, 64,…4,096
B. 1, 3, 5, 7 D. 4, 8, 12, 16
13. Which of the following is an example of finite sequence?
A. 1, 2, 3, 5 C. 1, 4, 16, 64,…
B. 1, 3, 5, 7,… D. 4, 8, 12, 16,…
th
14. What is the 7 term of the arithmetic sequence 5, 12, 19, 26
A. 46 C. 48
B. 47 D. 49
15. What is the 10th term of the sequence -1, 1, -1, 1, -1, 1, .. . . .
A. -1 C. 0
B. 1 D. 2
16. Find the first 5 terms of the sequence defined by 𝑎𝑛 = 3𝑛.
A. 2, 5, 8, 11, 14 C. 2, 4, 6, 8, 10
B. 3, 6, 9, 12, 15 D. 3, 5, 7, 9, 11
17. What is the common difference in the arithmetic sequence 60, 54, 48, 42 …?
A. 6 C. -6
B. 7 D. -7
18. What is the 3rd term in the arithmetic sequence 9, 5, 1, -3, -7, -11 ….?
A. 17 C. 1
B. 13 D. -7
3 5
19. What is the missing term in the arithmetic sequence 1, 2, 2, 2 , ___?
7
A. 2
C. 3
9
B. 2
D. 5
20. What is the arithmetic mean between the numbers 4 and 16?
A. 7 C. 9
B. 8 D. 10
 WEEKLY HOME LEARNING PLAN (WHLP)
MATHEMATICS
GRADE 10 (FIRST QUARTER)
WEEK 2 (OCTOBER 18-22, 2021)
READ THIS FIRST (PAKIBASA MUNA ITO)
1. Huwag iwawala ang papel na ito. Dito nakasulat ang mga learning tasks, performance task at summative test na
dapat ninyong sagutan weekly.
2. Weekly, dalawang (4) learning tasks, isang (1) performance task at isang (1) summative test ang dapat sagutan.
3. Write the answer in every Learning Task, Performance Task and Summative Test in your MATH NOTEBOOK
Online Submission - Take a picture of your answers and send it personal message to your teacher
Onsite Submission (School) Rewrite your answer in a clean intermediate paper and submit it over to school.
Write your NAME, GRADE LEVEL and SECTION in every output you will submit.
4. Date of submission: OCTOBER 22, 2021

LEARNING COMPETENCIES:
✓ Illustrates a geometric sequence.
✓ Differentiates a geometric sequence from an arithmetic sequence.
✓ Determines geometric means and nth term of a geometric sequence.

TASKS TO DO:
LEARNING TASK 1 (Week 2)
Example: Determine if the pattern illustrates Geometric Sequence or Not.
Answer Explanation
1. 2, 4, 8, 16, 32, … Geometric Sequence The sequence has common ratio which is 2.
4 8 16 32
That is, = 𝟐, = 𝟐, = 𝟐, = 𝟐.
2 4 8 16
Hence, the sequence is geometric.
2. 5, 7, 9, 11, 13, … Not The sequence has no common ratio.
7 9 11 13
See, = 𝟏. 𝟒, = 𝟏. 𝟐𝟗, = 𝟏. 𝟐𝟐, = 𝟏. 𝟏𝟑.
5 7 9 11
Thus, the sequence is not geometric.

TASK: Determine if the pattern illustrates Geometric Sequence or Not.

Answer
1. 5, 10, 20, 40, 80, …
2. 3, 6, 9, 12, 15, …
1 1 1
3. 8 , 4 , 2 , 1,2, …
4. 1, 3, 9, 27, 81, …
5. 10, 9, 8, 7, 6, …

LEARNING TASK 2 (Week 2)

Example A: Determine the common ratio and the next 3 terms of the following geometric sequence.
Given Common Ratio Next 3 terms
𝑎2
Formula: 𝑟 = To determine the next 3 terms, multiply the
𝑎1
preceding term by the common ratio 𝑟.
1. 4, 8, 16, … 8 The preceding term is 16, while 𝑟 = 2, so
𝑟= =2
4 16x2=32, 32x2=64, 64x2=128.
Therefore, the next 3 terms are 32, 64, 128
2. 256, 64, 16, … 64 1 1 1
16x =4, 4x = 𝟏, 1x =
1 𝟏
𝑟= = 4 4 4 𝟒
256 4 1
Therefore, the next 3 terms are 4, 1,
4
3. -5, 15, -45, … 15 -45x-3=135, 135x-3=-405, -405x-3=1205
𝑟= = −3 Therefore, the next 3 terms are 135, -405, 1205
−5

TASK A. Determine the common ratio and the next 3 terms of the following geometric sequence.
Given Common Ratio Next 3 terms
1. 972, 324, 108, …
2. -3, 12, -48, …
3. 0.1, 0.5, 2.5, …
4. 10 000, 1 000, 100, …
Example B. Arithmetic sequence vs. Geometric sequence
Arithmetic Sequence – is a sequence where Geometric Sequence – is a sequence where each term
every term after the first term is obtained by after the first term is obtained by multiplying the
adding a constant called the common difference preceding term by a nonzero constant called the common
𝒅. ratio 𝒓.
1. 5, 9, 13, 17, … 1. 5, 15, 45, 135, …
𝑎𝑛
𝑑 = 𝑎𝑛 − 𝑎𝑛−1 𝑟=
𝑎𝑛−1
𝑑 = 𝑎2 − 𝑎1 = 9 − 5 = 4 𝑎2 15
𝑑 = 𝑎3 − 𝑎2 = 13 − 9 = 4 𝑟= = =3
𝑑 = 𝑎4 − 𝑎3 = 17 − 13 = 4 𝑎1 5
𝑎3 45
𝑟= = =3
The sequence has a common difference of 4 or 𝑎2 15
𝑎 135
𝑑 = 4, therefore it is arithmetic. 𝑟= 4= =3
𝑎3 45

The sequence has a common ratio of 3 or 𝑟 = 3, therefore

it is geometric.

TASK B. Translate the word “I love you very much!” in French by determining and matching the common ratio or
common difference of the following and then placing each letter on the spaces below the decoder:
JE’ EA P IM
1, 4, 7, 10, … 1, 4, 16, 64, … -7, -56, -392, … 2, -5, -12, -19, …

EB OU TA UC
88, 83, 78, 73, … 250, 50, 10, 2, … 1 1 -3, 6, -12, 24
, 1, 1 , 2, …
2 2

Write your answer on the decoder below:

𝑑=3 1 𝑑 = −7 𝑑 = −5 𝑟=4 𝑟 = −2 1 𝑟=8

𝑑= 𝑟=
2 5

And the French word for “I love you very much!” is …

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Example C: Find the 10th term of the geometric progression 7, 21, 63, …
Formula:
𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1

where: 𝑎𝑛 − 𝑛th term or last term

𝑎1 − first term
𝑟 − common ratio

Given:
𝑎1 = 7
21
𝑟= 7 =3
𝑛 = 10

Solution:
𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1
𝑎10 = 7 ∙ 310−1
𝑎10 = 7 ∙ 39
𝑎10 = 7 ∙ 19,683
𝑎10 = 137, 781

The 10th term of the geometric progression 7, 21, 63, … is 137,781.

 Checking:
Multiply the preceding term by the common ratio 𝑟 = 3 up to the 10th term.
Below are the first 10 terms of the given geometric progression, where the 10th term is 137,781.

1st term 7
2nd term 7 x 3 = 21
3rd term 21 x 3 = 63
4th term 63 x 3 = 189
5th term 189 x 3 = 567
6th term 567 x 3 = 1,701
7th term 1,701 x 3 = 5,103
8th term 5,103 x 3 = 15,309
9th term 15,309 x 3 = 45,927
10th term 45,927 x 3 = 137,781

TASK C. Find the 10th term of the geometric progression.

1. 4, 20, 100, …
2. -2, 6, -18, …
8
3. 6, 4, 3,…

LEARNING TASK 3 (Week 2)

TASK: Tell something about what you have learned by answering the following questions.
1. Explain how to determine the next term of the geometric sequence 3, 6, 12, 24, ___, …
2. In your opinion, where can you apply the concepts and skills that you learned about geometric
sequences? Explain.
3. What are the differences between an arithmetic sequence and a geometric sequence?

LEARNING TASK 4 (Week 2)

Geometric means are terms between two nonconsecutive terms of a geometric sequence.

Example: Determine the geometric mean between 6 and 54.

Solution 1: Use the geometric sequence formula to determine the common ratio 𝑟. Then, multiply the
result to the first term.
𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1
54 = 6 ∙ 𝑟 3−1
54 = 6 ∙ 𝑟 2
54
= 𝑟2
6
9 = 𝑟2
√9 = 𝑟
±3 = 𝑟
If 𝑟 = ±3, then the geometric mean between 6 and 54 is ±𝟏𝟖 since 6 ∙ 3 = 18 and 6 ∙ −3 = −18.

Solution 2: Use the formula 𝑎2 = √𝑎1 ∙ 𝑎𝑛 to directly determine the geometric mean between two terms.

Given: 6, _____, 54
𝑎1 𝑎𝑛

𝑎2 = √𝑎1 ∙ 𝑎𝑛 = √6 ∙ 54 = √324 = ±𝟏𝟖

TASK: Determine the geometric mean of each geometric sequence.

1. 4, _____, 36
2. 2, _____, 18
3. 20, _____, 5
4. -3, _____, -75
1
5. 1, _____, 4
PERFORMANCE TASK (WEEK 2)
Salary Scheme
Angelie is working for a year as a clerk in a certain department. Her employer promised her that she will be
having a salary increase every after 3 months. Assume that her basic salary is ₱10,000.00 and there is a
constant rate of increase in her salary every after 3 months.

Your task is to construct/ write a salary scheme for Angelie that determines her salary in the first up to the last
quarter of the year.
Cycle of Salary Increase 1 2 3 4
Salary Received

SUMMATIVE TEST (WEEK 2)

Directions: Read each item carefully. Choose the letter of your answer and write it on your answer sheet.
1. Which of the following illustrates a geometric sequence?
a. 2, 4, 6, 8, … b. 3, 7, 11, 15, … c. 1, 1, 2, 3, … d. 5, 10, 20, 40, …
2. Which of the following does NOT illustrate a geometric sequence?
a. 1, 3, 9, 27, … b. 4, 8, 12, 16, ... c. -48, -24, -12, -6, … d. 7, 14, 28, 56, …
3. What is the common ratio of the geometric sequence 2, 6, 18, 54, …?
a. 1 b. 2 c. 3 d. 4
4. What is the next term in the geometric sequence 2, 6, 18, 54?
a. 54 b. 108 c. 162 d. 216
5. What is the first term in the geometric sequence 32, -16, 8, -4, 2?
a. 32 b. -16 c. 8 d. 2
6. In item #5, what is the geometric mean between -16 and -4?
a. 32 b. 8 c. 2 d. -16
7. What is the common ratio of the sequence in item #5?
1 1
a. 2 b. 2 c. − 2 d. -2
8. Which geometric sequence has a common ratio of 4?
a. 1, 4, 16, 64, ... b. 3, 6, 12, 24, … c. -2, 8, -32, 128, … d. 60, 30, 15, 7.5, …
9. Which formula is used to determine the nth term of a geometric sequence?
𝑟 𝑛−1
a. 𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1 b. 𝑎𝑛 = √𝑎1 ∙ 𝑎𝑛 c. 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 d. 𝑎𝑛 = √
𝑎1
10. Geometric sequence: common ratio
Arithmetic sequence: ______________
a. common sum c. common product c. common quotient d. common difference
11. Geometric sequence: multiply
Arithmetic sequence: ______________
a. add b. equal c. divide d. subtract
12. Common ratio: divide
Common difference: ______________
a. add b. equal c. multiply d. subtract

For numbers 13-16, determine the geometric mean of each geometric sequence.
13. 8, ______, 72 a. 16 b. 24 c. 32 d. 56
14. -5, ______, -20 a. -2 b. 1 c. 5 d. 10
1
15. 3, ______, 3 a. 4 b. 3 c. 2 d. 1
16. 1, ______, 49 a. 7 b. 14 c. 21 d. 35

For numbers 17 – 20, determine the nth term of each geometric sequence.
17. 6, 12, 24, …𝑎5 a. 18 b. 36 c. 48 d. 96
18. 1, -3, 9, …𝑎6 a. -243 b. -27 c. 81 d. 90
2
19. 5
, 2, 10, … 𝑎6 a. 25 b. 50 c. 250 d. 1250
20. -1296, 216, -36, …𝑎5 a. -6 b. -1 c. 1 d. 6
 WEEKLY HOME LEARNING PLAN (WHLP)
MATHEMATICS
GRADE 10 (FIRST QUARTER)
WEEK 3 (OCTOBER 25 – 29, 2021)
READ THIS FIRST (PAKIBASA MUNA ITO)
1. Huwag iwawala ang papel na ito. Dito nakasulat ang mga learning tasks, performance task at summative test na
dapat ninyong sagutan weekly.
2. Weekly, apat (4) learning tasks, isang (1) performance task at isang (1) summative test ang dapat sagutan.
3. Write the answer in every Learning Task, Performance Task and Summative Test in your MATH NOTEBOOK
Online Submission - Take a picture of your answers and send it to google classroom or personal message to your
teacher
Onsite Submission (School) - Rewrite your answer in a clean intermediate paper and submit it over to school.
Write your NAME, GRADE LEVEL and SECTION in every output you will submit.

LEARNING COMPETENCIES:
✓ Solve problems involving sequences.
✓ Performs division of polynomials using long division and synthetic division; and
✓ Proves the Remainder Theorem and the Factor Theorem.

TASKS TO DO:
Learning Task 1 (Week 3)
Tell something about what you have learned in the topics arithmetic and geometric sequences by answering the
following questions.
GREET THEM IN KHMER
In Cambodia, Khmer is the language of the Cambodians. Today, you will learn the basic Khmer greeting
by simply answering the following questions below.

Write the letter on you answer sheet. The letters will spell out the Khmer greeting.
_____1. What is the 5th term of the arithmetic sequence 𝑎𝑛 = 5𝑛 + 1 ?
G. 23 I. 25
H. 24 J. 26
_____2. What is the next 3 terms of the geometric sequence 1, 2, 4, 8, 16,…?
T. 24, 32, 40 V. 26, 36, 46
U. 32, 64, 128 W. 34, 42, 50
_____3. What are the missing numbers in the sequence 4, __, __, __, 64 ?
M. 8, 16, 32 O. 8, 18, 28
N. 8, 14, 28 P. 8, 12, 16
_____4. What is the common ratio of the given sequence 3, -6, 12,-24, 48 ?
Q. -2 S. 3
R. 2 T. -3
_____5. What is the 10th term of the arithmetic sequence 𝑎𝑛 = 3𝑛 − 5 ?
I. 25 K. 35
J. 30 L. 40
_____6. If 𝑎1 = 2, d = -2, then what is 𝑎12 ?
T. -20 V. 20
U. -22 W. 22
_____7. What is the common ratio of the given sequence 1000, 500, 250, 125?
1
P. R. 2
2
1
Q. − S. −2
2
_____8. What is the 8th term of the sequence -10, -8, -6, -4, …?
S. 2 U. 6
T. 4 V. 8

What is the Khmer greeting? __________________________________.

Learning Task 2 (Week 3)

Example
Suppose the auditorium of the Tagaytay International Convention Center (TICC) has 20 seats in the first row and
that each row has 2 more seats than the previous row. If there are 30 rows in the auditorium, how many seats are in
the last row?
To solve real-life problems involving sequences, remember the words “SEE, PLAN, DO and LOOK BACK”.
Solution:
SEE - What kind of sequence is involve in the problem?
Arithmetic Sequence
 PLAN – What is the appropriate formula to be used and the needed values?
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
where 𝑎1 = 20: d = 2: n = 30

DO – Perform the indicated operation and simplify.

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎30 = 20 + (30 − 1)2
𝑎30 = 20 + (29)2
𝑎30 = 20 + 58
𝒂𝟑𝟎 = 𝟕𝟖
LOOK BACK – The answer should satisfy all the given information in the problem
If there are 30 rows in the auditorium, how many seats are in the last row?
There are 78 seats in the last row.

Answer the following:

Solve the following problems. (Use the process SEE, PLAN, DO and LOOK BACK)
1. To replace the trees destroyed by typhoon Yolanda, the forestry department of Tagaytay has developed a
ten-year plan. During the first year they will plant 100 trees. Each succeeding year, they will plant 50 more trees
than they planted the year before.
a. How many trees will they plant during the fifth year?
b. How many trees will they have planted by the end of the tenth year?
2. Every December, Tagaytay City Science National High School is sponsoring a Gift-giving program for an
orphanage. A newspaper fund drive to collect fund was launch. A student promised that he will bring 2 newspapers
on the launching day of the drive, 6 on the second day and triple the number of newspapers each day until the last
day of the fund drive. If the fund drive is set from December 1 to December 5.
a. How many newspapers will the student bring on the last day?
b. What is the total number of newspapers that he will contribute?

Learning Task 3 (Week 3)

Examples on how to divide polynomials
Given: Divide (𝑥 3 + 6𝑥 2 + 10𝑥 + 3) by (𝑥 + 3)

Using Long division

1. Arrange the terms of the dividend and divisor in decreasing powers. If there are missing terms, write them with a
coefficient of zero.
𝒙 + 3√𝐱 𝟑 + 6x 2 + 10x + 3

2. Divide the first term of the dividend by the first term of the divisor to get the first term of the quotient.
x2
𝒙 + 3√𝐱 𝟑 + 6x 2 + 10x + 3

3. Multiply the result in step 2 by the divisor.

x2
𝑥 + 3√x 3 + 6x 2 + 10x + 3
x 3 + 3x 2

4. Subtract the result from step 3. Bring down the next term of the dividend.
x2
𝑥 + 3√x 3 + 6x 2 + 10x + 3
x 3 + 3x 2
3x 2 + 10𝑥

5. Repeat the entire process using the result in step 4 as the new dividend.

𝐱 𝟐 + 𝟑𝒙 + 𝟏
𝑥 + 3√x 3 + 6x 2 + 10x + 3
x 3 + 3x 2
3x 2 + 10𝑥
3x 2 + 9𝑥
𝑥+3
𝑥+3
0
6. Express the result as:
dividend = quotient + remainder
divisor divisor
 Using synthetic division - Given: Divide (𝑥 3 + 6𝑥 2 + 10𝑥 + 3) by (𝑥 + 3)

1. Write the numerical coefficients in one row. If there is a missing term, write 0 to represent that missing term. Write
the test zero at the left. We are dividing by x + 3 so the test zero is x = -3

test zero

2. Carry down the first number, multiply by test zero and add to the second column. 1 x -3 = -3

3. Add down the column. Now, multiply the sum in the second column (that is, 3) by the test zero. Thus 3(-3) = -9

4. Write the product -9 on the third column then add. Repeat the steps for the next column. Multiply 1 by the test
zero, add the result to the next column.

5. Repeat the steps for the next column. Multiply -3 by the test zero, add the result to the next column until you
reach the last column

The third row that we obtained represents the numerical coefficients of the terms of the quotient. The degree to be
used is one less than the degree of the dividend. The right most number is the remainder.
The highest degree of the dividend is
3, subtract it by one to get the degree
of the quotient.
Numerical coefficients of the terms of quotient 3-1=2

ANSWER

Answer the following:

Divide each of the following: using the two methods.
1. (𝑥 2 − 7𝑥 + 10) ÷ (𝑥 − 5)
2. (𝑥 2 + 𝑥 − 20) ÷ (𝑥 − 4)
3. (𝑥 3 + 3𝑥 2 + 5𝑥 + 3) ÷ (𝑥 + 1)
4. (2𝑥 3 − 18𝑥 − 45 + 5𝑥 2 ) ÷ (𝑥 + 5)
5. (3𝑥 2 + 7𝑥 3 + 11𝑥 − 4) ÷ (𝑥 + 2)

Learning Task 4 (Week 3)

Remainder Theorem
Example: Find the remainder of the given
𝑃(𝑥) = (2𝑥 2 − 5𝑥 − 1) ÷ (𝑥 − 3)

Solution: 𝑃(𝑥) = (2𝑥 2 − 5𝑥 − 1); (𝑥 = 3) (we are dividing x-3, therefore the test of zero is 3.
𝑃(3) = 2(3)2 − 5(3) – 1 (substitute 3 for x)
𝑃(3) = 2 (9) − 15 – 1
𝑃(3) = 18 − 15 – 1
𝑃(3) = 3– 1
𝑃(3) = 2
Therefore, the remainder when you divide (2𝑥 2 − 5𝑥 − 1) by (𝑥 − 3) is 2.
 Factor Theorem
Example 1: Use the Factor Theorem to determine whether the first polynomial is a factor the second.
(𝑥 − 1); (3𝑥 3 − 8𝑥 2 + 3𝑥 + 2)

To determine whether (𝑥 − 1) is a factor of 𝑃(𝑥) = (3𝑥 3 − 8𝑥 2 + 3𝑥 + 2), use the remainder theorem to find
the remainder.
Solution: 𝑃(𝑥) = (3𝑥 3 − 8𝑥 2 + 3𝑥 + 2); (𝑥 − 1) we are dividing x-1, therefore the test of zero is 1.
𝑃(1) = 3(1)3 − 8(1)2 + 3(1) + 2 (substitute 3 for x)
𝑃(1) = 3(1) − (8) + 3 + 2
𝑃(1) = 3 − 8 + 3 + 2
𝑃(1) = −5 + 3 + 2
𝑃(1) = −2 + 2
𝑃(1) = 0
Since 𝑃(1) = 0, therefore (𝑥 − 1) is a factor of 𝑃(𝑥) = (3𝑥 3 − 8𝑥 2 + 3𝑥 + 2)

Example 2: Use the Factor Theorem to determine whether the first polynomial is a factor the second.
(𝑥 + 5); (𝑥 2 − 3𝑥 + 7)

Solution: 𝑃(𝑥) = (𝑥 2 − 3𝑥 + 7); (𝑥 + 5) we are dividing x+5 , therefore the test of zero is -5.
𝑃(−5) = (−5)2 − 3(−5) + 7 (substitute -5 for x)
𝑃(−5) = 25 − (−15) + 7
𝑃(−5) = 40 + 7
𝑃(−5) = 47
Since 𝑃(−5) = 47, therefore (𝑥 + 5) is not a factor of 𝑃(𝑥) = (𝑥 2 − 3𝑥 + 7)

Answer the following:

A. Use the Remainder Theorem to find the remainder R in each of the following given.
1. 𝑃(𝑥) = (𝑥 4 − 𝑥 3 + 2) ÷ (𝑥 + 2)
2. 𝑃(𝑥) = (𝑥 3 − 2𝑥 2 + 𝑥 + 6) ÷ (𝑥 − 3)
3. 𝑃(𝑥) = (𝑥 4 − 3𝑥 3 + 4𝑥 2 − 6𝑥 + 4) ÷ (𝑥 − 2)

B. Use the Factor Theorem to determine whether or not the first polynomial is a factor of the second.
1. (𝑥 − 1); (𝑥 2 + 2𝑥 + 5)
2. (𝑥 + 1); (𝑥 3 − 𝑥 − 2)
3. (𝑥 − 4); (2𝑥 3 − 9𝑥 2 + 9𝑥 − 20)

PERFORMANCE TASK (WEEK 3)

Goal: Answer the problem about polynomials.

Situation: The distance covered by a bike is given by the expression (2𝑥 2 + 6𝑥 − 20). The time taken by
the bike to cover this distance is given by the expression (𝑥 − 2). Find the speed of the bike.

Criteria: See the Rubric

Rubric for the Sequences Formed and Solved

SCORE DESCRIPTION
5 The answer is completely accurate and logically presented. It includes concepts, computations
involving division of polynomials.
4 The answer is generally accurate, and the presentation reflects understanding of division of
polynomials. Minor in accuracies do not affect the overall results.
3 The answer is generally accurate, but the presentation lacks application of division of polynomials.
2 The answer contains major inaccuracies and significant errors in some parts.
1 There is no answer made.
SUMMATIVE TEST (WEEK 3)
Directions: Read each item carefully. Choose the letter of your answer and write it on your answer sheet.
1. What is the constant added to each term of an arithmetic sequence to obtain the next term of the
sequence?
A. Common ratio C. Finite Sequence
B. Common difference D. Infinite Sequence
2. What is the constant multiplied to each term of a geometric sequence to obtain the next term of the
sequence?
A. Common ratio C. Finite Sequence
B. Common difference D. Infinite Sequence
3. Which of the following shows the first line of synthetic division when 𝑃(𝑥) = 2𝑥 4 + 5𝑥 3 − 𝑥 2 + 3𝑥 − 2 is
divided by (𝑥 − 2)?
A. 2 5 0 3 -2 C. 2 -5 1 3 2
B. 2 5 -1 3 -2 D. 2 5 -1 -3 -2
4. Which of the following shows the first line of synthetic division when 𝑃(𝑥) = 4𝑥 3 + 2𝑥 − 7 is divided by
(𝑥 + 1)?
A. 4 2 -7 C. 4 0 2 -7
B. 4 2 7 D. 4 2 0 -7
3 2
5. What is the quotient when 𝑥 − 9𝑥 + 3𝑥 − 27 is divided by 𝑥 − 9?
A. 𝑥 2 + 3 C. 𝑥 2 − 3𝑥 + 2
B. 𝑥 2 + 3𝑥 D. 𝑥 2 − 3

For items 6-8, use the illustration on long division that follows:
Divide (5𝑥 2 + 14𝑥 − 24) by (𝑥 + 4)

6. What is the remainder?

A. 5x – 6 C. 5𝑥 2 + 14𝑥 − 24
B. x + 4 D. 0
7. What is the divisor?
A. 5x – 6 C. 5𝑥 2 + 14𝑥 − 24
B. x + 4 D. 0
8. What is the quotient?
A. 5x – 6 C. 5𝑥 2 + 14𝑥 − 24
B. x + 4 D. 0

9. Which statement is true?

A. The quotient multiplied by the dividend plus the divisor equals the remainder.
B. If the remainder is 0, then the divisor is a factor of the dividend.
C. If the remainder is 0, then the dividend is a factor of the divisor.
D. The remainder is a factor of the dividend if the quotient is 0.
10. Which of the following is a factor of 𝑥 3 + 5𝑥 2 − 𝑥 − 5?
A. 𝑥 + 1 C. 𝑥 − 5
B. 𝑥 + 2 D. 𝑥 − 6
3 2
11. Which is the remainder if 2𝑥 − 7𝑥 − 19𝑥 + 20 is divided by x – 5?
A. -1 C. 1
B. 0 D. 2
12. What is the quotient when 9𝑥 3 − 𝑥 + 2 is divided by 3𝑥 + 2?
A. 𝑥 2 − 2𝑥 + 3 C. 3𝑥 2 + 2𝑥 + 1
2
B. 2𝑥 − 𝑥 + 3 D. 3𝑥 2 − 2𝑥 + 1

13. What is the remainder when 𝑃(𝑥) = 𝑥 4 − 3𝑥 3 + 𝑥 − 17 is divided by 𝑥 − 3?

A. -14 C. -10
B. -12 D. -8
14. Which of the following is NOT a factor of 𝑥 + 8𝑥 2 − 𝑥 − 8?
3

A. 𝑥 − 1 C. 𝑥 − 8
B. 𝑥 + 1 D. 𝑥 + 8
15. What is the remainder if 𝑥 2 − 7𝑥 − 4 is divided by x – 2?
A. -14 C. 6
B. 5 D. 7
16. A man works in a grocery store. He stacks tuna cans in rows where there are 39 cans in the first row,
37 in the second row, 35 in the third row, and so on. How many tuna cans are there in the seventh row?
A. 33 C. 29
B. 31 D. 27
17. During a free-fall, a skydiver jumps 27 feet, 42 feet, and 57 feet on the first, second, and third fall,
respectively. If he continues to jump at this rate, how many feet will he have jumped during the tenth
fall?
A. 126 C. 216
B. 162 D. 262
18. A public utility vehicle charges ₱8.00 for the first four-kilometer distance and ₱3.00 for every additional
kilometer. What is the fare for traveling 25 km?
A. ₱48.00 C. ₱63.00
B. ₱54.00 D. ₱71.00
19. Ana bought a cellphone for ₱7000.00. The value of a cellphone depreciates at the rate of 10% per year.
What is its value after 3 years?
A. ₱5103.00 C. ₱6300.00
B. ₱5670.00 D. ₱6700.00
20. A culture of bacteria doubles every 4 hours. If there are 500 bacteria at the beginning, how many
bacteria will there be after 24 hours?
A. 32,000 C.128,000
B. 64,000 D. 256,000
 WEEKLY HOME LEARNING PLAN (WHLP)
MATHEMATICS
GRADE 10 (FIRST QUARTER)
WEEK 4
READ THIS FIRST (PAKIBASA MUNA ITO)
1. Huwag iwawala ang papel na ito. Dito nakasulat ang mga learning tasks, performance task at summative test na
dapat ninyong sagutan weekly.
2. Weekly, apat (4) learning tasks, isang (1) performance task at isang (1) summative test ang dapat sagutan.
3. Write the answer in every Learning Task, Performance Task and Summative Test in your MATH NOTEBOOK
Online Submission - Take a picture of your answers and send it to google classroom or personal message to your
teacher
Onsite Submission (School) - Rewrite your answer in a clean intermediate paper and submit it over to school.
Write your NAME, GRADE LEVEL and SECTION in every output you will submit.

LEARNING COMPETENCIES:
✓ Factor polynomials.
✓ Illustrates polynomial equations; and
✓ Solves problems involving polynomials and polynomial equations.

EXAMPLE 1: (for Learning Task 1)

1. Determine the factors of x − x − 10 x − 8 ?
3 2

SOLUTION: Substitute − 1 for x.

x − x − 10 x − 8
3 2
P ( −1) = ( −1) − ( −1) − 10 ( −1) − 8;
3 2

Try x + 1 as one of the factor

= −1 − 1 + 10 − 8
P ( x ) = x 3 − x 2 − 10 x − 8  x + 1
P ( −1) = 0
P ( x ) = x 3 − x 2 − 10 x − 8; x = −1

0 is the remainder of x3 − x 2 − 10 x − 8.
 x + 1 is one of the factors of x3 − x 2 − 10 x − 8.
Other factors are ( x + 2 ) and ( x − 4 ) .

2. What is the remainder x + 4 x + 10 when divided by x + 2 ?

2

SOLUTION: Substitute − 2 for x.

P ( x ) = x 2 + 4 x + 10  x + 2 P ( −2 ) = ( −2 ) + 4 ( −2 ) + 10
2

P ( x ) = x 2 + 4 x + 10; x = −2 = 4 + ( −8 ) + 10
P ( −2 ) = 6
 6 is the remainder of x 2 + 4 x + 10.

3. If the remainder of the x − kx − 9 x + 8 when divided by x − 2 is 8, find the value of k.

3 2

SOLUTION: Substitute 2 for x and 8 for P ( x ) .

P ( x ) = x 3 − kx 2 + 9 x − 10  x − 2
8 = ( 2 ) − k ( 2 ) + 9 ( 2 ) − 10
3 2

P ( x) = 8
8 = 8 − 4k + 18 − 10
P ( x ) = x − kx + 9 x − 10; x = 2
3 2
8 = −4k + 16  add both sides by 4k
4k + 8 = −4k + 16 + 4k
4k + 8 = 16  add both sides by − 8
4k + 8 − 8 = 16 − 8
4k = 8  divide both sides by 4
4k 8
=
4 4
k=2
 2 is the value of k .
LEARNING TASK 1 (WEEK 4)
I. Determine the factors of the given polynomial.
1. x3 + 2 x 2 − 5 x − 6 2. x + x − x − 1
3 2

II. Answer the following:

3. What is the remainder x + 8 x + 12 when divided by x − 2 ?
2

4. What are the factors of x + 8 x + 12 ?

2

5. If the remainder of the x − kx + 3 x − 2 when divided by x − 1 is 4, find the value of k.

3 2

EXAMPLE 2: (for Learning Task 2)

Polynomial Equation Not Polynomial Equation
• x + 6x + 8 = 0 x + 4x + 2x + 8 = 0
−6 2
3

•
 because of negative exponent.
• x + 6x + 4x + 8 = 0
4 2

x3 + x − 2x − 5
•
3  because there's a variable inside the radical sign.
• x4 − x+2= 0
4 6
x3 - +12=0
• 7x
 because there's a variable in the denominator.
LEARNING TASK 2 (WEEK 4)
Identify if the given equation is a polynomial equation or not. Write P if polynomial equation and NP if not
1. 3 x + 5 x − 3 = 0 6. x + x − 2
4 2
_______ _______
_______ 2. 2 x 4 + 2 x 3 − 6 x + 12 = 0 _______ 7. 5 x3 + 4 x9 − x3 + 3 = 0
3. x 3 − 6 x −2 − x − 1 = 0 2
_______ _______ 8. x3 − + 3 = 0
x
_______ 4. x 5 − 32 = 0 _______ 9. ( x − 3) ( x 2
)
− 4x = 0
1 10. x ( x − 2 )( 3 x + 5 ) = 0
_______ 5. x2 − =0 _______
4

EXAMPLE 3: (for Learning Task 3&4)

2 x 4 + x 3 − 19 x 2 − 9 x + 9 = 0 x = −1
Use the Rational Root Theorem to identify the possible roots of equation 2 x + x − 19 x − 9 x + 9 = 0
4 3 2

• Arrange the polynomial in ascending order.

• Write down all the factors of the leading coefficient, these are all the possible values of q.
• Write down all the factors of the constant term, these are all the possible values of p.
p p p
• Write down all the possible values of . Remember that since factors can be negative, and − must be both
q q q
be included. Simplify each value and cross out any duplicates.
 p
for which P   = 0. These are all the rational roots of P ( x ) .
p
Use synthetic division to determine the values of
q q
SOLUTION:
• Since the equation 2 x + x − 19 x − 9 x + 9 = 0 is in ascending order. Write down all the factors of the leading
4 3 2

( )
4
coefficient 2x .
• Factors of leading coefficient (q): 1,  2 , Write down all the factors of the constant term ( 9 ) .
p
• Factors of constant term (p): 1,  3,  9 .Write down all the possible values of .
q
p 1 1 3 3 9 9 p 1 3 9
• Possible values of =  ,  ,  ,  ,  ,  . These can be simplified to: = 1,  , 3,  , 9,  .
q 1 2 1 2 1 2 q 2 2 2

1| 2 1 −19 −9 9 −1| 2 1 −19 −9 9

2 3 −16 −25 −2 1 18 −9
2 3 − 16 −25 −16 2 −1 − 18 9 0
Since the remainder is − 16. Since the remainder is 0.
 -16 is not a factor of 2 x 4 + x3 − 19 x 2 − 9 x + 9 = 0.  -1 is one of the factors of 2 x 4 + x3 − 19 x 2 − 9 x + 9 = 0.
 1 1
2 1 −19 −9 9 − 2 1 −19 −9 9
2 2
1 1 −9 −9 −1 0 19 −1
2 4
2 2 −18 −18 0 2 0 −19 −1 35
Since the remainder is 0. 2 4
1 Since the remainder is 35 .
4
 is one of the factors of 2 x 4 + x 3 − 19 x 2 − 9 x + 9 = 0.
2 1
 - is not a factor of 2 x 4 + x3 − 19 x 2 − 9 x + 9 = 0.
2

3 2 1 −19 −9 9 −3 2 1 −19 −9 9
6 21 6 −9 −6 15 12 −9
2 7 2 −3 0 2 −5 −4 3 0
Since the remainder is 0. Since the remainder is 0.
 3 is one of the factors of 2 x 4 + x3 − 19 x 2 − 9 x + 9 = 0.  -3 is one of the factors of 2 x 4 + x3 − 19 x 2 − 9 x + 9 = 0.

3 −9 3
2 1 −19 9 − 2 1 −19 −9 9
2 2
3 6 −39 −171 −3 3 24 − 45
2 4 2

2 4 −13 − 57 − 135 2 −2 −16 15 27

2 4 2
Since the remainder is -135 . Since the remainder is 27 .
4 2
3 3
 is not factor of 2 x 4 + x3 − 19 x 2 − 9 x + 9 = 0.  - is not a factor of 2 x 4 + x3 − 19 x 2 − 9 x + 9 = 0
2 2
Now, try the remaining possible roots to know if that is the factor of the equation 2 x + x − 19 x − 9 x + 9 = 0 .
4 3 2

1
All the roots of the equation 2 x + x − 19 x − 9 x + 9 = 0 are , − 1, − 3, 3.
4 3 2

EXAMPLE 4: (for Learning Task 3&4)

2 1
Find a polynomial equation with integer coefficients that has the roots , − , 3.
5 3
SOLUTION:
List down all the roots and find the equation of each roots.
2 1
x=  Multiply both sides by 5. x=  Multiply both sides by 3.
5 3
 2 1
5 ( x ) =   5  Simplify 3 ( x ) =   3  Simplify
5  3
5x = 2  Subtract both sides by 2. 3x = 1  Subtract both sides by 1.
5 x − 2 = 2 − 2  Simplify 3 x − 1 = 1 − 1  Simplify
5x − 2 = 0 3x − 1 = 0

x=3  Subtract both sides by 3. x = −3  Add both sides by 3.

x − 3 = 3 − 3  Simplify x + 3 = −3 + 3  Simplify
x−3= 0 x−3= 0
Multiply each equation.
( 5 x − 2 )( 3x − 1) = 0  Use FOIL Method ( x − 3)( x + 3) = 0  Use FOIL Method
F = ( 5 x )( 3x ) = 15 x 2 I = ( −2 )( 3x ) = −6 x F = ( x )( x ) = x 2 I = ( −3)( x ) = −3x
O = ( 5 x )(1) = 5 x L = ( −2 )( −1) = 2 O = ( x )( 3) = 3x L = ( −3)( 3) = −9

15 x 2 + 5 x − 6 x + 2 = 0  Combine like terms x 2 + 3x − 3x − 9 = 0  Combine like terms

15 x − x + 2 = 0
2
x −9 = 0
2

(15x 2
− x + 2 )( x − 9 ) = 0
2
 15 x 2 ( x 2 − 9 ) − x ( x 2 − 9 ) + 2 ( x 2 − 9 ) = 0

(15 x 4
− 135 x 2 ) − ( x 3 − 9 x ) + ( 2 x 2 − 18 ) = 0
15 x 4 − 135 x 2 − x 3 + 9 x + 2 x 2 − 18 = 0
15 x 4 − x 3 − 135 x 2 + 2 x 2 + 9 x − 18 = 0
15 x 4 − x3 − 133 x 2 + 9 x − 18 = 0
EXAMPLE 5:
Find the roots of ( x + 2 )( x − 2 )( 4 x + 3) = 0
SOLUTION:
( x + 2) = 0 ( x − 2) = 0 ( 4 x + 3) = 0
x+2= 0 x−2= 0 4x + 3 = 0
 Subtract both sides by 2.  Add both sides by 2.  Subtract both sides by 3.
x+ 2− 2 = 0− 2 x−2+ 2 = 0+ 2 4x + 3 − 3 = 0 − 3
x = −2 x=2 4 x = −3
 Divide both sides by 4.
4 x −3 3
=  x=−
4 4 4
3
The roots of the equation ( x + 2 )( x − 2 )( 4 x + 3) = 0 are −2, 2, −
4
LEARNING TASK 3 (WEEK 4)
I. Find the roots of the following polynomial equations given one of its roots on the right side. (See Example No. 3)
1. x − x − x + 1 = 0
3 2 x =1
2. 2. 3 x + 2 x − 13 x − 8 x + 4 = 0
4 3 2 x = −2
3. 3. x − 2 x − 3 x + 4 x + 4 = 0
4 3 2 x=2
II. Find a polynomial equation with integer coefficients that has the following roots. (See Example No. 4)
1
1. 1, −2, −5 2. −1, 2, −
2
LEARNING TASK 4 (WEEK 4)
I. Perform as instructed
1. Find the roots of ( 2 x + 1)( x + 1)( x − 1) = 0 (See Example No. 5)
2. Find the zeros of the polynomial equation x 4 + 2 x 3 − 13x 2 − 14 x + 24 = 0 (See Example No. 3)
3. Find the equation if the zeros are 2, -1, 2, -3. (See Example No. 4)

PERFORMANCE TASK (WEEK 4)

Problem:
A rectangular garden in Choox backyard has an area of square meters and its width is meters.
a. Find the length of the Choox Garden.
b. You decided to partition the garden into two or more smaller congruent gardens. Design a
possible model and include mathematical concepts in Choox Garden and explain how you come-up to that
partition.
Rubrics for this Performance Task: Total of 20 points
 SUMMATIVE TEST (WEEK 4)
I. Directions: Read each item carefully. Choose the letter of the correct answer among the choices. Write your
answers on your answer sheet.
1. What are the roots of ( 2 x + 4 )( x + 3)( x − 3) = 0?
a. -2, 3, 3 c. -2, -3, -3
b. 2, -3, 3 d. -2, -3, 3
2. What are the roots of 15 x − x − 133 x + 9 x − 18 = 0?
4 3 2

2 1 2 1
a. − , − ,  3 c. − , ,  3
5 3 5 3
2 1 2 1
b. , − , 3 d. , , 3
5 3 5 3
1
3. What is the equation of the roots , − 1, − 3, 3?
2
a. 2 x + x − 19 x − 9 x + 9 = 0 c. 2 x + x + 19 x − 9 x + 9 = 0
4 3 2 4 3 2

b. 2 x − x − 19 x − 9 x + 9 = 0 d. 2 x + x − 19 x + 9 x + 9 = 0
4 3 2 4 3 2

4. What is the remainder of the equation x − 2 x − 9 x + 8 when divided by x − 2?

3 2

a. 12 c. 8
b. 10 d. 6
5. What are the factors of x 2 − 8 x + 16 = 0?
a. ( x + 4 )( x + 4 ) c. ( x + 8 )( x + 8 )
b. ( x + 4 )( x − 4 ) d. ( x + 8)( x − 8)
6. What is the remainder of the equation x − x − 4 x + 4 when divided by x − 2?
3 2

a. 0 c. 2
b. 1 d. 3
7. What are the factors of x − 7 x + 6 = 0?
3

a. ( x − 1)( x − 3)( x − 2 ) c. ( x + 1)( x + 3)( x + 2 )

b. ( x − 1)( x + 3)( x − 2 ) d. ( x + 1)( x − 3)( x + 2 )
8. What are the roots of ( 6 x + 2 )( x − 4 )( x − 2 ) = 0?
1 1
a. − , − 4, − 2 c. − , 4, 2
3 3
1 1
b. − , − 4, 2 d. , 4, 2
3 3
9. What are the roots of x 3 − 10 x 2 + 8 x + 64 = 0
a. 2, 4, 8 c. -2. -4. -8
b. -2, -4, 8 d. -2, 4, 8
10. What is the equation of the roots 4, 8, −2, −2 ?
a. x 4 − 8 x 3 − 12 x 2 + 80 x + 128 = 0 c. x 4 − 8 x 3 + 12 x 2 + 80 x + 128 = 0
b. x 4 + 8 x 3 − 12 x 2 + 80 x + 128 = 0 d. x 4 − 8 x 3 − 12 x 2 − 80 x + 128 = 0

II. Directions: Identify if the given equation is a polynomial equation or not. Write P if polynomial equation
and NP if not.
1. 4 x −4 + 2 x 2 − 3 = 0 6. x 4 + 12 x 3 + x 2 − 13 = 0
2. 8 x 4 + 8 x 3 − 8 x + 12 = 0 7. 18 x 8 + 12 x 6 − 6 x 4 + x 2 = 0
3. x 3 − 6 x −2 − x −1= 0 8. x5 − 6 x 4 − 2 x − x = 0
1 3x
4. x5 − =0 9. x5 − 2 x 4 + x 2 − + 10 = 0
32 x 11
5 5
5. x2 − =0 10. x 3 − x 2 + + 1008 = 0
12 12 x

Prepared by:

Ms. Anale V. Estorninos Mrs. Baby M. Yap Ms. Joemelyn A. Quijano Mr. John Mark E. Marces
Grade 10 - Mathematics Teachers

Checked by:

Mr. Aaron James D. Lico

Mathematics Department Chairman