GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
2. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
3. Learning The learner solves The learner solves The learner solves The learner solves
Competencies polynomial equations. polynomial equations. problems involving problems involving
(M10AL-Ij-1) (M10AL-Ij-1) polynomials and polynomials and
polynomial equations. polynomial equations.
(M10AL-Ij-2) (M10AL-Ij-2)

Objectives a. solve polynomial a. translate verbal

equations sentences into
b. develop patience on polynomial equations
a. solve polynomial how to solve exercises inb. solve problems
equations polynomial equations. involving
involvingpolynomial
b. develop patience on equations
polynomial equations
how to solve exercises c. appreciate the use of
in polynomial equations. of polynomials
polynomials in
in solving
solving word problems.
word problems.
 Polynomial Equations Polynomial Equations Problems Involving Problems Involving
Polynomial and Polynomial and
II. CONTENT Polynomial Equations Polynomial
Equations
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pp. 68 - 69 pp. 68 - 69 pp. 69 - 74 pp. 69 - 74

2. Learner’s pp. 89 - 93 pp. 89 - 93 pp. 94 - 95 pp. 94 - 95

Materials
3. Textbook Basic Probability and Basic Probability and
Statistics, pp. 120-121 Statistics, pp. 120-
Elementary Statistics: A 121 Elementary
Step by Step Approach, Statistics: A Step by
pp. 221-223 Step Approach, pp.
221-223

4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation
IV. PROCEDURES

A. Reviewing previous Write TRUE if the statement Write a polynomial

lesson or presenting the is true. Otherwise, modify expression or equation
Write a polynomial
new lesson the underlined word(s) to for each of the
expression or equation for
make it true. following using x as the
By inspection, determine each of the following using
the number of real roots 1. The roots of a polynomial x as the variable variable
of each polynomial equation in x are the vales of 1. The area of a
1. five times a number
equation. Note that roots x that satisfy the equation. decreased by four. rectangle with length 2
of multiplicity 𝒏 are inches more than the
counted 𝒏 number of 2. Every polynomial equation width is 32 square
2. the sum of a number and
times. of degree n has n – 1 real inches.
its square.
1. ( 𝑥+2 )(𝑥−3) (𝑥+1) roots.
(𝑥−6) = 0
3. a number decreased by 2. The sum of three
3. The equation 2x 3 – 6x 2 + x
2. 𝑥 (𝑥−2 ) (𝑥+3 ) = 0
2 three. consecutive even
-1 = 0 has no rational root.
integers is 60.
3. 𝑥 3 (𝑥 3 + 8) = 0 4. the difference between
4. The possible roots of 3x5 –
six times a number and ten. 3. The volume of a
x 4 + 6x 3 – 2x 2 + 8x - 5 = 0 are
3 2
4. (𝑥 − 1) (𝑥 + 1) = 0 3 rectangular box with
± , ±3∧±5 . 5. The quotient of nine length 3 inches more
5
5. 5𝑥 (𝑥 − 8) = 0
3 2
times a number and seven than the width, and
is equal to eight more than width 1 inch more than
5. The only rational root of
the number. the height is 220
the equation x 3 + 6x 2 + 10x +
3 = 0 is 3 square inches.
B. Establishing a purpose When do we say that a Were you able to find the a. How are polynomial a. How are
for the lesson real number, say r, is a number of roots of equations related to other polynomial equation
root of a given polynomial equations by fields of study? used in solving real-
polynomial equation in inspection? life problems and in
x? decision making?
b. How are these used in
solving real-life problems
 and in decision making?
b. What are the steps
in solving word
problem?

C. Presenting In solving polynomial In solving polynomial Solving problems can be Problem solving skills is
examples/Instances of the equation, we are looking equation, we are looking fun, but we don’t know a process, and consists
new lesson for the value(s) of the for the value(s) of the where to begin, it can be of several steps which
variable that will make variable that will make the very frustrating. Problem are applied
the Roots of the Roots of the Equation. solving skills can be sequentially.
Equation. improved greatly with A. Understand the
Illustrative example:
consistent practice. Problem
Illustrative example: If a polynomial equation is
Problem solving skills is a Read the problem.
If a polynomial equation expressed in factored
is expressed in factored form, the roots are easily process, and consists of What are the given
form, the roots are easily determined, and it is much several steps which are facts?
determined, and it is easier to solve. applied sequentially.
much easier to solve. 1. Let’s have B. Plan Your Approach
1. Let’s have x ( x – 3 ) 4 (x + 6 ) 2 = 0 A. Understand the Choose a strategy
x ( x2 – 4 ) (x + 3) = 0 Problem
Solution: Read the problem. What C. Complete the Work
Solution: x ( x – 3 ) 4 (x + 6 ) 2 = 0 are the given facts? Apply the strategy. Use
x ( x2 – 4 ) (x + 3) = 0 Equate each of the factor the algebra you know
Equate each of the to zero, and then solve for B. Plan Your Approach to apply the strategy to
factor to zero, and then x, that is Choose a strategy solve the problem
solve for x, that is x =0 x–3 =0
x =0 x2–4 =0 x =3 C. Complete the Work D. Interpret the Results
x+3 = 0 x2 =4 the root is multiplicity of 4
Apply the strategy. Use State your answer then
x = -3 x = √4 x+6= 0
the algebra you know to check. Does your
x = ±2 x = 6
the root is multiplicity of 2 apply the strategy to solve answer make sense?
Therefore the roots of the problem Does it satisfy the
the polynomial equation Therefore the roots of the conditions of the
x ( x2 – 4 )(x + 3) = 0 polynomial equation D. Interpret the Results problem?
are 0, 2, -2 and -3 x ( x – 3)4 (x + 6 ) 2 = 0 State your answer then
The difficulty of finding are 0, 3 multiplicity of 4 check. Does your answer Illustrative Example:
the roots of polynomial and 6 multiplicity of 2 make sense? Does it
increases when the satisfy the conditions of the 1. The dimension of a
polynomial is not The difficulty of finding the problem? rectangular metal box
expressed in factored roots of polynomial is 3 cm, 5 cm and 8 cm.
form. increases when the llustrative Example: If the first two
polynomial is not
dimensions are
2. Let’s solve the expressed in factored
In the TLE Class at Trece increased by the same
equation form.
6x 4 - 19x 3 - 22x 2 +7x + Martires City National High number of centimetres,
4=0 2. Let’s solve the equation School, the boys of G10 – while the third
x 3 - 10 x 2 + 32x - 32 = 0 Aguinaldo was asked to dimension remains the
Solution: build a huge wooden same, the new volume
This is 4th degree Solution: rectangular container with is 34 cm 3 more than
polynomial, then it has This is 3 rd degree a volume of 60𝑚3.The the original volume.
at most 4 real roots. The polynomial, then it has at width of the rectangular What is the new
leading coefficient is 6, most 3 real roots. The container is 2 m less than dimension of the
thus its factors are 1, 2, leading coefficient is 1, the length and the height is enlarged rectangular
3 and 6 The constant thus its factors is 1. The 1 m less than the length. metal box?
term is 4 and its factors constant term is 32 and its Find the dimensions of the
are 1, 2 and 4 factors are 1, 2, 4, 8, 16
container. Solution:
and 32
Assign variables to
By the rational root
theorem, the possible By the rational root represent the unknown
roots are theorem, the possible roots Let x = the amount of
1 1 1 2 4are increment
± 1, ± ,± , ± , ±2 , ± ,± ±,∧± 4 x + 3 = height of the
2 3 6 3 3 1, ± 2 ,± 4 ,± 8 , ± 16 ,∧± 32
By synthetic division: new box
Trial 1: x = 1 By synthetic division: x + 5 = width of the
Trial 1: x = 2 new box
1˩ 6 -19 -22 7 4 2˩ 1 -10 32 -32
Solution: (length) (width)
6 -13 -35 -28 2 -16 32  Understand the Problem ( height) = volume
6 -13 -35 -28 -24 After reading and 8( x + 5 ) ( x + 3 ) =
1 -8 16 0 understanding the 3 ( 5) ( 8 ) + 34
Thus, x = 1 is not a problem, sometimes it is
root. Thus, x = 2 is one of the much easier to
Trial 2: x = - 1 roots, and x 2 - 8x + 16 = understand if we draw a 8 ( x 2 + 8x + 15 ) =
0 the first depressed diagram. 154
-1˩ 6 -19 -22 7 4 equation.
-6 2 -3 4  Plan Your Approach 8 x 2 + 64x + 120 =
6 -25 3 4 0 Solving the quadratic Choose a strategy. The 154
equation strategy to use is to 8 x 2 + 64x – 34 = 0
Thus, x = -1 is one of x 2 - 8x + 16 = 0 translate the facts in the 4 x 2 + 32x – 17 = 0
the roots, and 6x3 – 25x2 (x - 4 ) ( x - 4 ) = 0 problem into an equation.
+ 3x + 4 = 0 the first x–4=0 x-4=0 Complete the work
Then solve to find the Solve the equation
depressed equation. x=4 x =4 answer.
Trial 3: x = 4 Therefore the roots of 4 x 2 + 32x – 17 =
4˩ 6 -25 3 4 Assign variables to ( 2x –1)( 2x + 17) = 0
x 3 - 10 x 2 + 32x - 32 = 0
are 2 and 4 multiplicity of 2 represent the unknown x=½ x = - 17/ 2
24 -4 - 4 Let x represent the length,
6 - 1 -1 0 then x -2 will be the width Since the dimension
Since the remainder is and x-1 the height cannot be negative,
equal to zero, then x = 4 (length)(width)( height) take x = ½ as the
is also one of the root, = volume amount of increment.
and 6x 2 - x - 1 = 0 x ( x – 2 ) ( x – 1) = 60 Interpret the Results
is the second depressed x 3 – 3x 2 + 2x = 60
equation. x 3 – 3x 2 + 2x - 60 = 0 The rectangular metal
Solving the quadratic Complete the work box is 3.5 cm long, 5.5
equation Solve the equation
6x 2 - x - 1 = 0 cm wide and 8 cm high.
x 3 – 3x 2 + 2x - 60 = 0
(3x + 1 ) ( 2x - 1 ) = 0 If x = 2
3x + 1 = 0 2x - 1 = 0
3x = - 1 2x = 1
2˩ 1 -3 2 -60
x = - 1/3 x =½
2 -2 0
Therefore the roots of 1 -1 0 -60
6x 4 – 19x 3 - 22x 2 + 7x X = 2 is not a solution
+ 4 = 0 are 1, 4, -1/3
and 1/2 Try x = 5
5˩ 1 -3 2 -60
 2 -2 0
1 -1 0 -60
X = 5 is one of the solution

Then using the depressed

equation and quadratic
formula:

x 2 + 2x +12 = 0
−b ± √ b −4 ac
2
x=
2a

−2± √ 2 −4 ( 1 ) (2)
2
x=
2(1)
−2± √−44
x=
2
Reject the solutions, since
they are not real numbers
Therefore,
x =5
x–2=3
x–1=4
Interpret the Results
The container is 5m long, 3
m wide and 4m high.
Is the volume of the
container 60m 3?
5 x 3 x 4 = 60
60 = 60
D. Discussing new 1. Solve the equation 1. Solve the equation x 3 + Find four rational numbers Solve completely:
concepts and practicing x 2 - 12x - 12 = 0 such that the product of the
new skills # 1 x 3 + 6x 2 + 11x + 6 = 0 first, third and fourth The diagonal of a
numbers is 54. Also the rectangle is 8m
Solution: Solution: second number is 2 less than longer than its shorter
the first number, the third is side. If the area of the
The equation has at most 5 less than the second, and rectangle is 60
_____ real roots. The the fourth is 3 less than the square meter, find its
The equation has at third.
leading coefficient is dimensions.
most _____ real roots. Solution:
_____, and its factors are
The leading coefficient is
_____ and _____. The
_____, and its factors Understand the Problem:
constant term is _____,
are _____ and _____. You are asked to find
and its factors are _______ rational numbers
The constant term is
_____,_____,_____,_____ that satisfies the given
_____, and its factors
,_____,_____,_____,____ conditions.
are
_,_____,_____,_____ and
_____,_____,_____,___ Plan Your Approach
_____. The possible roots
__,_____,_____,_____, Let x represent the first
of the equation are _____,
_____,_____,_____,___ number.
_____,_____,_____._____
__ and _____. The Then ______ represent the
and _____. second number. (The second
possible roots of the
equation are _____, is 2 less than the first.)
To test if 1 is a root of the
_____________ represent
_____,_____,_____.___ given equation, use
the third number. (The third
__ and _____. synthetic division is five less than the second.)
_____________ represent
the fourth number. (The
To test if 1 is a root of 1˩ 1 1 -12 -12 fourth is three less than the
the given equation, use third.)
The product of the first, third
synthetic division
and fourth number is 54.
1˩ 1 6 11 6 ______________ Therefore, the equation will
be:
________________________
___________
_____________
Since the remainder is
_____, therefore 1 is
Since the remainder is _____ of the equation. Complete the work:
_____, therefore 1 is
Using Synthetic Division,
_____ of the equation.
test if 1 is a solution:
Test if -1 is a root of the
Test if -1 is a root of the
equation.
equation.
-1 ˩ 1 1 -12 -12 1˩ ____ ____ _____
____
-1 ˩ 1 6 11 6
_______________

______________
Since the remainder is
_____, therefore -1 is
_____ of the equation.
This implies that
Since the remainder is
_____, therefore -1 is
_____ of the equation.
This implies that
___________________
To see if there are other
rational solutions, use the
quadratic formula to solve
the depressed equation.

x3 + 6x 2 +11x +6
x+1
= x2 + 5x + 6
We can obtain the other
roots of
x 3 + 6x 2 + 11x + 6 = 0
x 3 + x 2 -12x -12 = x 2 - 12
Interpret the Results:
x+1
The numbers are _____,
______, _____, _____.
We can obtain the other
Is the product of the first,
roots of x 3 + x 2 - 12x - 12 third and fourth numbers
= 0 by solving for the roots 54?
of x 2 - 12 = 0 by factoring
or by using the quadratic
formula.
 by solving for the roots
of x 2 + 5x + 6 = 0 by
factoring or by using the
quadratic formula.
If the roots are _____
and _____.
To check, simply
substitute each of these
values to the given
equation.
Therefore the real roots
of the polynomial
equation
x 3 + 6x 2 + 11x + 6 = 0
is _____.
E. Discussing new Solve:
concepts and practicing ( 2x –1) (x +3 )( x- 2) = 0
new skills # 2
1. Is there a relationship
between the number of
roots and the degree of a
polynomial equation?
2. What are the different
theorems or strategies we
can use to solve
polynomial equations?
If the roots are _____ and
_____.
To check, simply substitute
each of these values to the
given equation.
Therefore the real roots of
the polynomial equation
x 3 + x 2 - 12x - 12 = 0 are
_____, _____ and _____.
The factored form of the
polynomial
x 2 + x 2 – 12x - 12 is
_______.
Find the roots of each In an art class, the students Solve :
polynomial equation are ask to make and design The area of a triangle is
x 4 - 5x 2 + 4 = 0 an open box with a volume 44m2. Find the lengths
of 64𝑐𝑚3 by cutting a of the legs if one of the
1. Is there a relationship square of the same size legs is 3m longer than
between the number of roots from each corner of a the other leg.
and the degree of a square piece of card board a. How do you solve a
polynomial equation? 12 𝑐𝑚 on a side and folding problem?
2. What are the different up the edges. What is the b. Do you follow a step
theorems or strategies we length of a side of the by step procedure?
can use to solve polynomial square that is cut from each
equations? corner
Solve
 1. How do you solve a
problem? Do you follow a
step by step procedure?
2. Can we use polynomial
equations in solving word
problems?

F. Developing mastery Solve the polynomial Find the roots of each Solve completely: Solve the problem.
(leads to Formative equation polynomial equation. One dimension of cube 1. Packaging is one of
Assessment 3) is increased by 1 inch to the important features
1. x 4 - x 3 –11x 2 + 9x 1. x 3 - 6 x 2 + 11x – 6 = 0 form a rectangular block. in producing quality
+18 = 0 2. ( x 3 - 8 ) ( x + 3 ) 2 = 0 Suppose the volume of the products. A box
2. x 4 + 5x 3 + 5x 2 – 6 new block is 150 cubic designer needs to
=0 inches, find the length of an produce a package for
edge of the original cube? a product in the shape
of a pyramid with a
square base having a
total volume of 200
cubic inches. The
height of the package
must be 4 inches less
than the length of the
base. Find the
dimensions of the
product.
Solution:
Let ________ = area of
the base
________= height of
the pyramid
 If the volume of the
pyramid is V = 1/3
(base) (height),
Then, the equation that
will lead to the solution
is 36 = ______
The possible roots of
the equation are :
______
Using synthetic division
the roots are:
________
Therefore the length of
the base of the package
is _____ and
its height is ______

2. One side of a
rectangle is 3 cm
shorter than the other
side. If we increase the
length of each side by 1
cm, then the area of
the rectangle will
increase by 18 cm2.
Find the lengths of all
sides
G. Finding practical THINK-PAIR-SHARE THINK-PAIR-SHARE Solve completely: Solve the problem
application of concepts 1. A tree is supported
and skills in daily living Find the roots of each Find the roots of each 1. Find four consecutive by a wire anchored in
polynomial equation. polynomial equation. even numbers such that the the ground 5 feet from
1. x 3 + 2x 2 – 25x –50 1. 3x 3 - 19x 2 + 33x –9 = 0 product of the first, third its base. The wire is 1
=0 2. x 3 – 2x 2 + 4x - 8 = 0 and fourth is 2240. foot longer than the
 2. x 4 – 6x 3 – 9x 2 + 14x
=0 height that it reaches
on the tree. Find the
length of the wire.
2. The sum of a number
and its square is 72.
Find the number.

H. Making generalizations A root of a polynomial A root of a polynomial Problem solving skills is a Problem solving skills
and abstractions about the equation is a value of equation is a value of the process, and consists of is a process, and
lesson the variable which variable which makes the several steps which are consists of several
applied sequentially. steps which are
makes the polynomial polynomial equal to zero.
A. Understand the applied sequentially.
equal to zero. In solving polynomial Problem A. Understand the
In solving polynomial equations, we may use: Problem
equations, we may use: a. Zero Product Property Read the problem. Read the problem.
a. Zero Product Property b. Synthetic division What are the given facts? What are the given
b. Synthetic division c. The Remainder B. Plan Your Approach facts?
c. The Remainder Theorem Choose a strategy B. Plan Your
C. Complete the Work Approach
Theorem d. The Factor Theorem
Choose a strategy
d. The Factor Theorem Apply the strategy. Use C. Complete the
e. The Rational Root e. The Rational Root
the algebra you know to Work
Theorem apply the strategy to
Theorem Apply the strategy.
solve the problem

I. Evaluating learning Solve each polynomial
equation, Show your
complete solution.
1. x 3 – 2x 2 – 4x + 8 = 0
2. x 2 ( x 3 – 1 ) ( x – 4) = 0
One of the roots of the
polynomial equation is given.
Find the other roots.
1. – 2x 4 + 13x 3 – 21 x 2
+2x+8=0
x1= -½
2. x 4 – 3x 2 + 2 = 0
x1=1
D. Interpret the Results
State your answer then
check. Does your answer
make sense? Does it
satisfy the conditions of
the problem?
Solve completely:
The Yes - O club of TMCNHS
launches a recycling
campaign. In support of the
program, the G 10 –
Newton collected all their
waste papers and
constructed two boxes, a
cube and a rectangular box.
The volume of the cube is
7𝑐𝑚3 more than twice the
volume of the rectangular
box. The length of the box
is 2cm greater than the
length of an edge of the
cube, its width is 2 cm less
than the length of an edge
of the cube, and its height is
1 cm less than the length of
Use the algebra you
know to apply the
strategy to solve the
problem
D. Interpret the
Results
State your answer
then check. Does
your answer make
sense? Does it satisfy
the conditions of the
problem?
1. The length of a
rectangle is 1 m less
than twice the width. If
the area is 55 m2, find
the perimeter
2. The sum of two
numbers is 27 and their
product is 50. Find the
numbers.
3. The length of a
rectangle is 5 cm more
than its width and the
area is 50cm2. Find the
length, width and the
perimeter.
 an edge of the cube. Find
the dimensions of the cube
and the box.

J. Additional activities for 1. Follow-up: 1. Follow-up:

1. Follow-up:
application or remediation Solve the polynomial
Solve the polynomial
equation.
equation.
a. x 4 – x 3 – 7x 2 + 13x - 6
a. x 5 – 7x 3 – 2x 2 +12x
=0
+8=0
2. Study
LM pages 94-95, Applying
polynomial equations in real
life situations
One dimension of a cube is
increased by1 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.
1. Follow Up: The
product of two
numbers is 20. The
sum of squares is 41.
Find the numbers
2. Study: Polynomial
Functions, Grade 10
Mathematics LM,
page 99, 106-107

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?