MATHEMATICS

QUARTER 2
Week 1

Capsulized Self-Learning
Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Sheila R. Delos Santos, Teacher I

Berlyn F. Lacida, Teacher I
Talon-Talon National High School
 1

SUBJECT &
GRADE LEVEL MATHEMATICS 10
QUARTER SECOND WEEK 1 DAY
mm/dd/yyyy
TOPIC ILLUSTRATE POLYNOMIAL FUNCTIONS AND GRAPHS OF
POLYNOMIAL FUNCTIONS
LEARNING Illustrates polynomial functions (M10AL-IIa)
COMPETENCY ● defines polynomial functions
● writes polynomial functions in factored form
● illustrates polynomial functions
Understands, describes, and interprets the graphs of polynomial
functions. (M10AL-IIa-b-1)
 Identifies x-intercept and y-intercept of polynomial
functions written in both standard and factored forms
 Lists ordered pairs of points that satisfy a polynomial function
 Uses table of signs to graph polynomial function.
 Graphs polynomial function using x- and y- intercepts

IMPORTANT: Do not write anything on this material. Write your answers on separate
sheets.

LESSON 1
UNDERSTAND
Polynomial Functions
Below are different expressions. Determine whether each expression is a
polynomial or not. Answer the questions that follow.
𝑥 2 + 12𝑥 + 36 𝑥2 + 5 𝑥 − 𝑥 𝑥 2 − 𝑥 + 14

4𝑥 −3 + 12𝑥 −2 + 8 12𝑥 3 + 27𝑥 2 − 6𝑥 1

− 25
9𝑥 2
1. How do you describe polynomial expressions?
2. How do you describe those expressions which are not polynomial?

In this lesson, you will learn about polynomial functions in factored form. But first
we need to define polynomial function.

What is polynomial function?

A polynomial function is a function that can be written in the form:

𝑷(𝒙) = 𝒂𝒏𝒙𝒏 + 𝒂𝒏−𝟏𝒙𝒏−𝟏 + 𝒂𝒏−𝟐𝒙𝒏−𝟐 + ⋯+ 𝒂𝟏𝒙 + 𝒂𝟎, 𝑎𝑛 ≠ 0, where 𝑛 is a non-
negative integer that defines the degree of the polynomial, 𝒂𝟎,𝒂𝟏,…𝒂𝒏, are real numbers
called coefficients, 𝒂𝒏𝒙𝒏 is the leading term, 𝒂𝒏 is the leading coefficient and 𝒂𝟎 is
the constant term.
A polynomial function may also be denoted by f(x), read as “f of x”.
Sometimes, a polynomial function is represented by a set P of ordered pairs (x, y).
Thus, a polynomial function can be written in different ways, like the following.

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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f(𝒙) = 𝒂𝒏𝒙𝒏 + 𝒂𝒏−𝟏𝒙𝒏−𝟏 + 𝒂𝒏−𝟐𝒙𝒏−𝟐 + ⋯+ 𝒂𝟏𝒙 + 𝒂𝟎,

y = 𝒂𝒏𝒙𝒏 + 𝒂𝒏−𝟏𝒙𝒏−𝟏 + 𝒂𝒏−𝟐𝒙𝒏−𝟐 + ⋯+ 𝒂𝟏𝒙 + 𝒂𝟎
Examples of polynomial functions and not polynomial functions.

POLYNOMIAL FUNCTION NOT POLYNOMIAL FUNCTION

1. 𝑷(𝒙) − + 𝒙 1. ( ) −6 + 3 (the variable is inside the

2. 𝑷(𝒙) 𝟏𝟎𝒙 + 𝒙𝟐 radical sign)
3. 𝑷(𝒙) 𝒙 − 𝒙𝟐 − 𝒙 + 2. ( ) 1 + 5 2 (the exponent of the variable
4. 𝑷(𝒙) 𝒙 − 𝟐𝒙𝟐 − 𝟏𝟐𝒙 + 𝒙
is inside the radical sign)
5. 𝑷(𝒙) −𝟏𝟐𝒙 − 𝒙 − 𝟏𝟐𝒙
3. ( ) − 5 − + 5 (the exponent of the
variable is not a whole number)
4. ( ) − − + (the variable is in the
2 2 3
denominator)
−3 −3
5. ( ) −12 − 12 (the variable has a
negative exponent.
The terms of a polynomial function may be written in any order.
However, if its terms are written in descending order of exponents from left to right,
we say the polynomial function is in standard form.
Examples:

Polynomial Functions Standard Form

𝑃 (𝑥 ) 1 − 5𝑥 2 𝑃 (𝑥 ) −5𝑥 2 + 1
𝑃 (𝑥 ) −1 + 49𝑥 2 + 14𝑥 𝑃 (𝑥 ) 49𝑥 2 + 14𝑥-1
𝑃 (𝑥 ) 𝑥 3 + 4𝑥 − 7 𝑃 (𝑥 ) 𝑥 3 + 4𝑥 − 7

Polynomial functions may also be written in factored form and as a product of

irreducible factors, that is, a factor that can no longer be factored using coefficients that
are real numbers.
STEPS TO FOLLOW!
To write polynomial function in factored form, here’s what to do

Factoring Out the Greatest Common Factor (GCF)

Step 1: Write the polynomial function in standard form.
Step 2: Identify the Greatest Common Factor (GCF) of the polynomial
that is a factor of each term of the polynomial.
Step 3: Find the other factor by dividing each term of the polynomial by
the greatest common factor, the quotient is the other factor
.Step 4: Write the polynomial in factored form.

Illustrative Examples

1. Write the given polynomial function 𝑃 (𝑥 ) 1 𝑥 + 5𝑥 2 in factored form.

STEP 1: Write the polynomial function in standard form.

𝑃 (𝑥 ) 5𝑥 2 + 1 𝑥

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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Identify the Greatest Common Factor (GCF) of the

polynomial that is a factor of each term of the
polynomial. STEP
The GCF is 5x 2

Find the other factor by dividing each term of the polynomial by the
STEP greatest common factor, the quotient is the other factor.
𝑥 0𝑥
3 𝑥 𝑎𝑛𝑑 2 x+2 other factor
𝑥 𝑥

Write the polynomial in factored form. STEP

𝑃(𝑥 ) 5𝑥(𝑥 + 2) 4

2. Writethe given polynomial function 𝑷(𝒙) −𝟏𝟐𝒙𝟑 − 𝟑𝒙𝟓 − 𝟏𝟐𝒙𝟒 in

factored form.
STEP 1 𝑃 (𝑥 ) −3𝑥 − 12𝑥 − 12𝑥 3
STEP 2(GCF) −3𝑥 3
STEP 3 𝑃 (𝑥 ) −3𝑥 3 (𝑥 2 + 4𝑥 + 4)
STEP 4
(FACTORED FORM) 𝑃 (𝑥 ) −3𝑥 3 (𝑥 + 2)(𝑥 + 2)

We can also write polynomial functions in factored form by grouping. Here’s

what to do.
Factoring by grouping
Step 1: Write the polynomial function in standard form.
Step 2: Group the first two terms together and then the last two terms together.
Step 3: Factor out the Greatest Common Factor (GCF) from each separate binomial.
Step 4: Find the other factor by dividing each term of polynomial by the common
binomial.
Step 5: Write the polynomial in factored form.

Illustrative Examples
1. Write the given polynomial function 𝑃(𝑥 ) 2𝑥 + 3𝑥 2 + 6 + 𝑥 3 in factored
form by grouping.

STEP Write the polynomial function in standard form.

1 𝑃(𝑥 ) 𝑥 3 + 3𝑥 2 + 2𝑥 + 6

Group the first two terms together and then the last two terms
together STEP
𝑃(𝑥 ) (𝑥 3 + 3𝑥 2 ) + (2𝑥 + 6)
2

Factor out the Greatest Common Factor (GCF) from each

STEP separate binomial
3 𝑃 (𝑥 ) (𝑥 3 + 3𝑥 2 ) + (2𝑥 + 6)
𝑃 (𝑥 ) 𝑥 2 (𝑥 + 3) + 2(𝑥 + 3)

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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Find the other factor by dividing each term of polynomial by the

common binomial.
*The common binomial is (x+3) STEP
𝑥 (𝑥+3) 2(𝑥+3) 4
(𝑥+3)
𝑥 2 𝑎𝑛𝑑 (𝑥+3)
2 𝑥2 + 2 Other factor

STEP Write the polynomial in factored form.

5 𝑃(𝑥 ) (𝑥 + 3)(𝑥 2 + 2)

SAQ 1: How do you differentiate polynomial functions from the not polynomial
functions?
SAQ 2: How do you write polynomial functions in factored form?

Let’s Practice! (Use separate sheets for your answers.)

ACTIVITY 1
Directions: Classify each of the following functions as polynomial function or not
polynomial function. Write them in the appropriate box below. The first one is done for
you.

𝑃 (𝑥 ) 5𝑥 3 − 4 2𝑥
+ 2𝑥 𝑃 (𝑥 ) 5𝑥 3 − 2𝑥 + 2 𝑃 (𝑥 ) 𝑥 + 3𝑥 + 7
2 3
𝑃(𝑥) 𝑥 + 3𝑥 2 + 7 𝑃 (𝑥 ) + 3𝑥 − 𝑃 (𝑥 ) 2𝑥 3 + 3𝑥 + 4𝑥
2𝑥 𝑥5

𝑃 (𝑥 ) −4−6 + 4𝑥 3 𝑃(𝑥) 9𝑥 2 + 3𝑥 3 + 2𝑥 + 3𝑥 𝑃(𝑥) 4𝑥 − 4

3
𝑃 (𝑥 ) 3𝑥 + 3𝑥 2 + 9𝑥 − 2

1. 𝑃(𝑥) 4𝑥 − 4 1. 𝑃 (𝑥 ) −4𝑥 −6 + 4𝑥 3
2. 2.
3. 3.
4. 4.
5. 5.

ACTIVITY 1
Directions: Answer the given problems below by following the steps.

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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LESSON 2
UNDERSTAND
Graphs of Polynomial Functions (using x and y intercept)
In the previous lesson, we have discussed about polynomial functions. These are
used to describe curves of various types. For example, engineers use polynomials to
graph the curves of roller coasters and bridges. Also, economists use the curves of
polynomial functions to do cost analyses.

(1) Picture on the left shows the curve of polynomial on a roller coaster. (2) Picture on the right
shows the trend of stock price that vary every year.

In this CapSLeT, you will learn how to graph polynomial function using the x- and
y- intercepts and table of signs.
You will start with graphing polynomial function using x and y intercept.
QUICK REVIEW!
The x-intercept is the point at which the graph crosses the x-axis.
The y-intercept is the point at which the graph crosses the y-axis

STEPS IN GRAPHING THE POLYNOMIAL FUNCTION

1st STEP Find the x- and y- intercept.

Steps in finding x-intercept of a To find the y-intercept of a

polynomial function: polynomial function:

1. Factor the polynomial. 1. Let all the values of x

be equal to zero (0)
2. Let y be equal to 0.
2. The remaining value is
3. Equate each factor to the value of y or simply
zero (0) the y-intercept

4. List all x-intercepts.

2nd STEP List ordered pairs.

3rd STEP Plot the points on the Cartesian plane.

CASES IN GRAPHING THE POLYNOMIAL FUNCTION

In graphing the polynomial function, you must consider first the behavior of the
end points of the graph. To understand this, study the four (4) cases below:

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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4th STEP Consider the Multiplicity of Roots.

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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5th STEP
Graph the polynomial function.

Illustrative Examples:
3
A. GRAPH THE POLYNOMIAL FUNCTION + 4 2 − 4 − 16
Step 1: Find the x- and y- intercept.
a. x-intercept b. y-intercept

Step 2: List ordered pairs.

x- intercepts: -4 , -2 , 2 y-intercept: -16
ordered pairs: (-4 , 0) , (-2 , 0) , (2 , 0) , (0 , -16)
Step 3: Plot the points on the cartesian plane.
Step 4: Consider the Multiplicity of Roots.
Root or Zero Multiplicity Characteristic of Crosses or
Multiplicity Touches
−4 1 Odd Crosses
−2 1 Odd Crosses
2 1 Odd Crosses
Step 5: Graph the polynomial function.

B. LA BELLA COMPANY’S CASHFLOW FOR THE YEAR 2020

The economic trend shows that La Bella Company is one of the developing
companies in the Philippines. With its well-made products offered, good services
rendered, and reasonable price given to its customers that made them stay and
patronize its goods. The company’s cash flow is shown through a cubic function:
32 3 − 7 2 − 786 + 11224
1
The graph and the table below show the ₱11M initial investment of the company
where y is the revenue over x as number of months. For the first 30 months of the

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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business, as a start-up, there is no significant difference in terms of revenue but as it

continues to move forward, lot of investors have invested for the company.

REVENUE

MONTHS
NUMBER OF MONTHS 10 40 70 90 100
REVENUE 11M 12M 18M 20M 35.4M
As you can see, the leading coefficient is positive and the degree is odd,
therefore the left hand of the graph is falling and the right is rising. This is the full view of
the cubic function.

SAQ-1: Describe x and y-intercepts.

SAQ-2: What is the importance of finding x and y intercepts in graphing polynomial
function?
Let’s Practice! (Use separate sheets for your answers.)

ACTIVITY 1: FIND MY MATCH!

Directions: Match the polynomial functions in column A with its x-intercepts in column
B. Connect column A with column B with an arrow line.

-2(multiplicity 2),
2(multiplicity 2)

2(multiplicity 3)

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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ACTIVITY 2: SHOW MY CURVE

Directions: Solve for the intercepts of the following polynomial functions, then graph.

LESSON 3
UNDERSTAND
Graphs of Polynomial Functions (using table of signs)
In this module, we are going to learn on how to graph polynomial functions using
table of signs. Here are some examples of graphs with different degrees:

𝑦 𝑥3 + 8

𝑦 𝑥
𝑦 𝑥 + 16

The table of signs is used to help you locate the curve of the graph.

3 2
Example 1: Graph the polynomial function −4 + + 6 using the table of signs.
3
The factored form of the polynomial function − 4 2 + + 6 is (𝒙 +
𝟏)(𝒙 − 𝟐)(𝒙 − ). Its x-intercepts are -1, 2, and 3, and the y-intercept is 6.
The graph will touch the x-axis at (-1, 0), (2, 0) and (3, 0).
The graph will touch the y- axis at (0, 6).

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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Since we already determine the x and y intercepts and listed the ordered
pairs, we can now create the table of signs to help us locate the curve.
To create table of signs, consider the x-intercepts (-1, 2, and 3). On the first
row are the intervals. To set the intervals, assign the least to greatest x-intercept from
left. On the second row are the test values. Assign any values for x that satisfies the
interval. Since x < -1, we can have -2 or any values that are less than -1; -1 < x < 2,
we can have any numbers that are greater than -1, but less than 2. In the table of signs
shown, we chose 0. For 2 < x < 3, we chose 2.5, since 2.5 is greater than 2 but less
than 3. And 4 for x > 3.
−1 −1 2 2 3 3
TEST VALUE −2 25 4
(𝒙 + 𝟏) - + + +
(𝒙 − 𝟐) - - + +
(𝒙 − ) - - - +
(𝒙 + 𝟏)(𝒙 − 𝟐)(𝒙 − ) - + - +
Position of the curve below above below above
relative to the x-axis
On the first column are the factors of the polynomial function. Substitute each
of the test value. Perform the indicated operation, then write the sign. Multiply all the
signs of the factors. If the product is negative, the position of the curve relative to the x-
axis is below. Otherwise, if the product is positive, the position of the curve relative to
the x-axis is above.
GRAPH:

3 2
Example 2: Graph the polynomial function y − −2 using the table of signs.
The factored form of the polynomial function y − 3 − 2 2 is
2
y ( − 2)( + 1). Its x-intercepts are -1, 0, and 2, and the y-intercept is 0.
The graph will touch the x-axis at (-1, 0), (0, 0) and (2, 0).
The graph will touch the y- axis at (0, 0).
After solving for the x and y-intercepts, we can now create the table of signs.
Set intervals from left, least to greatest x-intercepts. Then assign test value
that can satisfy the interval. Substitute test value to each of the factor, then multiply. If
the product if negative, the position of the curve relative to x-axis is below. Otherwise, if
the product is positive, the position of the curve relative to the x-axis is above.
−1 −1 2 2
TEST VALUE −2 − 5 1 3
2 + + + +
−2 - - - +
+1 - + + +
2
Y ( − 2)( + 1) + - - +

Position of the curve above below below above

relative to the x-axis

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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GRAPH:

SAQ-1: How does the degree of the polynomial function affect the number of curves
of the graph?
SAQ-2: Why is table of signs important in graphing polynomial function?

Let’s Practice! (Use separate sheets for your answers.)

DIRECTIONS: Fill the table below to complete the table of signs, then graph the function
3
+ 4 2 − 4 − 16 .
−4 −4 −2 −2 2 2
TEST VALUE −5 −3 3
+4 +
+2 -
−2 - - +
( + 4)( + 2)( − 2) +
Position of the curve above
relative to the x-axis

REMEMBER
Key Points
Polynomial Function - a function denoted by
𝑷(𝒙) = 𝒂𝒏𝒙𝒏 + 𝒂𝒏−𝟏𝒙𝒏−𝟏 + 𝒂𝒏−𝟐𝒙𝒏−𝟐 + ⋯+ 𝒂𝟏𝒙 + 𝒂𝟎, 𝑎𝑛 ≠ 0, where 𝑛 is a nonnegative
integer, 𝒂𝟎,𝒂𝟏,…𝒂𝒏, are real numbers called coefficients, 𝒂𝒏𝒙𝒏 is the leading term, 𝒂𝒏
is the leading coefficient and 𝒂𝟎 is the constant term.
▪ The terms of a polynomial function may be written in any order. However, if its terms

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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are written in descending order of exponents from left to right, we say the
polynomial function is in standard form.
▪ Polynomials may also be written in factored form and as a product of irreducible
factors, that is, a factor that can no longer be factored using coefficients that are real
number.
▪ Different ways on how to write polynomial functions in factored form.
●Factoring Trinomials of the Form;
(Where the number in front of x squared is 1)
●Factoring Trinomials of the Form; (where a does not equal 1)
●Factoring a Perfect Square Trinomial or
●Factoring a Difference of Two Squares;
● Factoring a Sum of Two Cubes;
●Factoring a Difference of Two Cubes;
STEPS TO GRAPH POLYNOMIAL To find:
FUNCTION x-intercept
1. Find the x and y-intercept. 1. Factor the polynomial.
2. List ordered pairs. 2. Let y be equal to 0.
3. Plot the point on the Cartesian 3. Equate each factor to 0.
plane. 4. List all the x-intercepts.
4. Consider the Multiplicity of y-intercepts
Roots. 1. Let all the values of x be equal to 0.
5. Graph the polynomial. 2. The remaining value is the value of y.
MAKING OF THE TABLE OF SIGNS
You must find first the x and y-intercept of the function. After solving for
the x and y-intercepts, we can now create the table of signs.
Set intervals from left, least to greatest x-intercepts. Then assign test
value that can satisfy the interval. Substitute test value to each of the factor, then
multiply. If the product is negative, the position of the curve relative to x-axis is
below. Otherwise, if the product is positive, the position of the curve relative to the
x-axis is above.

TRY
Let’s see how much have you learned today!
Directions: Study the following assessments carefully and write your answers on
separate sheets.
Assessment 1

MULTIPLE CHOICES. Choose the letter of the correct answer.

1.) What are the ordered pairs of the polynomial function ( ) 5 + 15 3 + 1 2 ?

A) (0,0), (1,0), (2,0) C) (0,0), (-1,0), (-2,0)
B) (0,0), (-3,0), (-6,0) D) (0,0), (-1,0), (-4,0)
2.) Find the x – intercepts of the function y = (x + 1)(x + 4)(x – 3).
A) 1,4,3 B) -1,-4,-3 C) 1,4,-3 D) -1,-4,3
3.) Which of the following can be a test value for the interval −2
A) -3 B) -1 C) 1 D) 2
4.) The following are examples of polynomial functions, EXCEPT
A. P(x)=x2– 4x+5 C. P(x)=3x4–5x3+2x–1
-
B. P(x)=4x3 + 8x 2 +10x –7 D. P(x)= x5–x3
3
5.) Which of the following is the factored form of ( ) −4 2+ +6 ?
A. f(x)= (x + 1) (x – 2) (x -3) C. f(x)= (x + 1) (x + 2) (x -3)
B. f(x)= (x - 1) (x + 2) (x -3) D. f(x)= (x + 1) (x – 2) (x + 3)

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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Assessment 2.
DIRECTIONS: Read and understand the situation. Then answer what is asked. Show
your complete solution.

An astronaut named Felipe weighs 6 kg in space. It was his happiest day for he
was about to land on Earth to see his family. Unfortunately, he landed on the
wrong land where signals were interfered. He needs to cross to the other land.
But because he has nothing with him except of what he’s wearing, he has to
step thru the big stones to reach to the other land. Here’s the problem, each
stone has its own capacity to carry a thing. Before crossing, he needs to find his
new weight on earth using the formula (W=mg, where g is constant with the
value 9.8 m/s2) and find the x-intercepts of the polynomial function given.
OTHER INFORMATION
His suit alone weighs 3.8 kg. His helmet, 3kg. And his boots, 2 kg.

FIND THE INTERCEPTS OF 𝑦 𝑥 2 + 8𝑥 + 15

STEP 1 (SOLUTION): FACTOR

__________________________

Do you think the next stone can

60kg
carry his weight? Yes or No? What
should he take off? _____________

55kg
52kg

STEP 2 (SOLUTION): Y=0

STEP 3 (SOLUTION):
__________________________
__________________________
Do you think the next stone can
carry his weight? Yes or No? What Do you think the next stone can
should he take off? ____________ carry his weight? Yes or No? What
should he take off?
____________________________
STEP 4 (SOLUTION):
__________________________

50kg

STEPS FOR FINDING Y (1ST):

__________________________

STEPS FOR FINDING Y (2ND):

__________________________

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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Graph the polynomial function: 𝒙𝟐 + 𝒙 + 𝟏

Assessment 3

INSTRUCTION: There are treasures hidden somewhere in the Philippines. Roberto, the
“treasure hunter” decided to look for it. He has a map to help him locate it. But he has to
decode it to get the exact locations by solving the polynomial function. The map is
shown below:

The x-intercepts
are the location of
the treasures. Find
out where the
treasures are.

3 2
The polynomial given to decode the location of the treasures is − −6

Therefore, ________________________________________________________________________

_______________________________________________________________________________.

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School
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Assessment 4.

Directions: Match the given polynomial functions in column A to its equivalent factored
form in column B by writing the letter of your answer on a separate sheet and reveal the
mystery word.
Column A Column B

_____1. 𝑃 (𝑥 ) 7𝑥 3 − 14𝑥 2 − 𝑥 + 2 S. 𝑃(𝑥) (2𝑥 − 1)(3𝑥 + 2)

𝑃 (𝑥 ) 4𝑥 + 12𝑥 3 − 112𝑥 2 𝑃(𝑥) (𝑥 + 5)(𝑥 − 2)

_____2. T.

_____3. 𝑃 (𝑥 ) 3𝑥 − 𝑥 2 − 2 ( )
O. 𝑃 𝑥 4𝑥 2 (𝑥 + 7)(𝑥 − 4)

( )
_____4. 𝑃 𝑥 12𝑥 2 − 2 𝑥 E.
𝑃 (𝑥 ) 4𝑥(3𝑥 − 5)

_____5. 𝑃(𝑥) 6𝑥 2 + 𝑥 − 2 N. 𝑃 (𝑥 ) (𝑥 − 1)(𝑥 + 1)(3𝑥 2 + 2)

𝑃(𝑥) 𝑥 2 + 3𝑥 − 1 𝑃 (𝑥 ) (𝑥 − 2)(7𝑥 2 − 1)
_____6. H.
Melvin M. Callanta et, Al.,Mathematics- Grade 10 Learner’s Module Pasig
City: Department of Education, 2015, pp. 106 – 108
Melvin M. Callanta et, Al.,Mathematics- Grade 10 Learner’s Module Pasig
City: Department of Education, 2015, pp. 86 - 90
Mathematics- Grade 8 Learner’s Module, Pasig City, Department of
Education, 2015, pp. 27-50
Astronaut
EFERENCE/S SOURCE: Astronaut on Moon, in Netclipart. June 25, 2020.
https://www.netclipart.com/isee/JxRxo
Island
SOURCE: Island Cartoon Clipart, in Clipart Library. June 25, 2020.
https://clipart-library.com/cartoon-islands.html
Roberto “the treasure hunter”
SOURCE: Treasure hunt boy, in can stock photo. June 25, 2020.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.illustrationsof.
com%2F1228597-royalty-free-treasure-hunting-clipart-illustration&psig
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LEARNING RESOURCE DEVELOPMENT TEAM

SHEILA R. DELOS SANTOS
WRITERS BERLYN F. LACIDA
Talon-Talon National High School
ILLUSTRATOR Jolan Vincent T. Aleria

LEARNING TEAM / Zandro G. Sepe, MS Ronald F. Manalo

EVALUATORS Dr. Elizabeth M. Raciles

MANAGEMENT Dr. Roy C. Tuballa, CESO VI Dr. Mildred D. Dayao

AND SPECIALIST Dr. Oliver B. Talaoc Dr. Vilma A. Brown

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Sheila R. Delos Santos, Teacher I, Talon-Talon National High School

Berlyn F. Lacida, Teacher I, Talon-Talon National High School