Lesson Plan

Subject : Mathematics 10
Quarter: 2
Week : 2
Grade & Section: G10- Ginsiring
Duration: 60 minutes Date: December 13, 2022
Content
Standards  The learner demonstrates understanding of key concepts of polynomial functions.

Performance  The learner is able to conduct systematically in different fields a mathematical

Standards investigation involving polynomial functions.

Most Essential Learning

 Graphs of Polynomial Functions (M10AL-IIa-b-1)
competency
Key Concept
1. Determine the leading coefficient,
2. Graph the polynomial function using the leading coefficient test,
I. Learning Objectives 3. Demonstrate appreciation of determining the leading coefficient as important skills
needed to graph the polynomial functions.

II. Subject Matter Graphs of Polynomial Functions

 Final K to 12 MELC with Corresponding CG codes; Page .

References
 DepEd - Grade 10 Quarter 2 – Module 1: Graphs of Polynomial Function

 Power Point presentation, laptop, activity sheets, student’s module (pp.115-118)

Materials
teacher’s guide manual (pp.99-100)

 Values Integration: Appreciate the importance of sketching the graph

based on the degree & the leading coefficient test of the
Integration: polynomial function through Group Activity

 P.E. Integration: Creative performance on the presentation of each graph

through body language.

III. PROCEDURE
A. Preliminary Activities
 Prayer
 Greetings
1. Routinary
 Checking of attendance
Activities
 Collection of Assignment

2. Review Who can recall about the lesson we discussed last meeting?
Review previous lesson or The teacher reviews the previous discussion on graphing the polynomial functions through
presenting the new lesson its intercepts/recall the leading term and the leading coefficients. She will then let the
students find the leading coefficient and the degree of the following polynomial functions
1. y = 2x3 -7x2 -7x +12 3. y = x4 -7x2 +6x
2. y = -x +3x + x -7x +12
5 4 3 2
4. y = -x4 + 2x + 13x -14x -24

The teacher also presents the four cases that go with the leading coefficient test
 Answer Key
Case 1
a. positive b. odd degree c. falling to the left, rising to the right
Case 2
a. negative b. odd degree c. rising to the left, falling to the right
Case 3
a. positive b. even degree c. rising to the left, rising to the right
Case 4
a. negative b. even degree c. falling to the left, falling to the right

3. Presentation 
Establishing a purpose for
the lesson

B. Developmental
 Activities
Each group will complete the table and will summarize their findings from the four cases
above & will present their outputs in front. The end behavior of the graph of
each polynomial function will be presented through their creative
presentations or body language. In other words, you present your work in a
creative way.
You have 2-3 mins. to do the task, and you will be graded according to
these criteria.
1. Activity
Content 20%
Creativity 10%
Presentation 15%
Cooperation 5%

Total 50%

Answer Key
Behavior of the
Graph:
Degree:
Sample Polynomial Leading Rising/Falling Possible
Even or
Behavior Coefficient Sketch
Odd
Right-
Left-hand
Hand
1. y=2x3 -7x2 -7x +12 n>0 odd falling rising

2. y = -x5 +3x4 + x3 -7x2 +12 n<0 odd rising falling

3. 3. y = x4 -7x2 +6x n>0 even rising rising

4. y = -x4 + 2x + 13x -14x -24 n<0 even falling falling

2. Analysis The teacher asks the students “ What do you observe if:
 The teacher summarizes the mathematical skills or principles in the leading
coefficient test.

3. Abstraction

The teacher let the students answer the following exercise.

and complete the table
Behavior of the
Degree: Graph:
Sample Polynomial Leading Possible
Even or Rising/Falling
Behavior Coefficient Sketch
Odd Right-
Left-hand
Hand
1. y= 5x3 -4x2 -3x +10

2.. y = x4 + 2x + 3x -4x -4

3. Application
Answer Key
Behavior of the
Graph:
Degree:
Sample Polynomial Leading Rising/Falling Possible
Even or
Behavior Coefficient Sketch
Odd
Left- Right-
hand Hand
2. y= 5x3 -4x2 -3x +12 n>0 odd falling rising

2.. y = x4 + 2x + 3x -4x -4 n>0 even rising rising

IV. EVALUATION The teacher lets the students answer individually the formative assessment.
Complete the table below.
Behavior of the
Graph:
Degree:
Sample Polynomial Leading Rising/Falling Possible
Even or
Behavior Coefficient Sketch
Odd
Left- Right-
hand Hand
1. y=4x3 -5x2 -3x +12
2. y = -x4 +5x4 + 4x3--7x2 +2
3. y = x3 -5x2 +6x+3
4. y = x4 - 2x2 + 3x -4x -20
 Answer Key
Behavior of the
Graph:
Degree:
Sample Polynomial Leading Rising/Falling Possible
Even or
Behavior Coefficient Sketch
Odd
Left- Right-
hand Hand
1. y = 4x3 -5x2 -3x +12 n>0 Odd falling rising

2. y = -x4 +5x4 + 4x3--7x2 +2 n<0 Even falling falling

3. y = -x3 -5x2 +6x+3 n<0 Odd rising falling

4. y = x4 - 2x2 + 3x -4x -20 n>0 Even rising rising

For each given polynomial function, describe or determine the following, then
sketch the graph.
a. Leading term e. x-intercepts/points on the x-axis
b. End behaviors f. y-intercept/point on the y-axis
V. ASSIGNMENT c. Number of turning points g. sketch
d. Multiplicity of roots

1. Y = -x3 + 2x2 – 2x + 4
2. Y = (x2 – 5) (x – 1)2 (x – 2)3
VI. REFLECTION
A. Number of learners who earned 80% in the evaluation.
_______________________________________________________________________
B. Number of learners who require additional activities for remediation who scored below 80%.
_______________________________________________________________________
C. Did the remedial lessons work? The number of learners who have caught up with the lesson.
_______________________________________________________________________
D. Number of learners who needs to continue to remediation.
_______________________________________________________________________
E. Which of my teaching strategies works well? Why did this work?
_______________________________________________________________________

Prepared by: Checked by: Noted by:

SALOME M. JUSGUAN MELVIN T. QUEZADA NOEL P. MAMAC

Teacher III Head Teacher I Principal I

:
 Lesson Plan
(Detailed)
In
MATHEMATICS 10
by
SALOME M. JUSGUAN
I. Objectives
At the end of the lesson the learners should be able to:
1. Illustrate the DECILE for grouped data
2. Calculate specified measures of position (e.g., 7 th DECILE)
3. Cooperate in group activities
II. Learning Task
1. Subject Matter
DECILES FOR GROUPED DATA

2. Learning Content
Deciles are those values that divide the total frequency into 10
equal parts. The kth decile denoted by Dk is composed as follows:

( )
kN
−cf b
Dk = LB + 10 i
fD k

3. References
MATH 10 Learners Module and Teachers Guide
Pages 388-389 (LM), pages (TG)

4. Materials
Visual Aids, TV, Laptop

5. Value Focus
Cooperation

III. Developmental Activity

Teachers Activity Students Activity
Good Morning Everyone!
Who wants to lead the prayer? Yes Janah.
Before we start our lesson proper let us first
read our objectives for today.
_________ please read. At the end of the lesson the students should be
able to:
1. Illustrate the DECILE for grouped data
2. Calculate specified measures of position (e.g.,
7th DECILE)
3. Cooperate in group activities
 Matching type
1. MOTIVATION Match column A with column B
Matching type Corresponding numbers will have corresponding
Match column A with column B letters that later will reveal our lesson for today.
Corresponding numbers will have A B
corresponding letters that later will reveal our 1. LB L - size of class interval
lesson for today. 2. N E - total frequency
3. cfb D - lower boundary of Dk
4. fDk E - nth decile,
n=1,2,3,4,5,etc
2. ACTIVITY 5. i C - cumulative frequency
Discussion before Dk
Deciles are those values that divide the total 6. k I - frequency of Dk class
frequency into 10 equal parts. The kth decile
denoted by Dk is composed as
follows:

( )
kN
−cf b
Dk = LB + 10 i
fD k

I have here table on the board. We will fill in

the table and later on we will solve for the 7th Scores f LB <cf
deciles. 46-50 4 45.5 50
41-50 8 40.5 46
Scores f LB <cf 36-40 11 35.5 38
46-50 4 31-35 9 30.5 27
41-50 8 26-30 12 25.5 18
36-40 11 21-25 6 20.5 6
31-35 9
26-30 12
21-25 6

Group Activity (4 groups)

I have here steps on the board, all you have to
do is follow the steps for you to come up with K = 7
our answer. N = 50
Step 1: Identify the value of k and N 7N
D7 =
10
kN
Step 2: solve for Dk =
10 7(50)
D7 =
10

350
D7 =
10

D7 = 35
Since our D7 = 35 this means we need to find
the class interval where the 35th score is
contained. Try to look at our <cf, where do you
think 35th score belongs? 38
Note that 28th – 38th scores belong to class
interval 36-40, so the 35th score is also within
the class interval.
The D7 class is the class interval 36-40
Step 3 Identify the values of
kN kN
, cf b, f D , LB, i = 35, cf b = 27, f D =11, LB = 35.5, I = 5
10 k
10 k

Step 4 Solve for the D7 using the formula:

( ) ( 35−27
11 )
kN
−cf b Dk = 35.5 +
Dk = LB + 10 i
fD k
D7 = 39.13

3. ANALYSIS
Choose one reporter to explain their work in
front of the class.
kN
1. What are the things that you will consider in 1. Values of k, N, , cf b, f D , LB, i
solving for DECILES for grouped data? 10 k

2. Position of LB,cf b, f D k

4. APPLICATION
Group Activity (4 groups)
The following is a distribution for the number
of employees in 45 companies belonging to a
certain industry. Calculate for the 4th and 8th
deciles of the number of employees given the
number of companies.

Number of f LB <cf
Employees Number of f LB <cf
41-45 11 Employees
36-40 6 41-45 11 40.5 45
31-35 9 36-40 6 35.5 34
26-30 7 31-35 9 30.5 28
21-25 8 26-30 7 25.5 19
16-20 4 21-25 8 20.5 12
16-20 4 15.5 4
5. ABSTRACTION
Ask student to summarize the topic today.
Let them watch the video that summarizes the
lesson.

IV. EVALUATION
On a 1/2 crosswise pad paper, fill in the table
and solve for the following:

Assume that a researcher wanted to know the

percentage of consultants who made Php 5,
400.00 or more per day.
1. D7 2.D4
 
CONSULTA Number of LOWER LESS THAN
NT FEES Consultants BOUNDARI CUMMULATI
(in Php) ES VE
V.
(LB) FREQUENCY
(<cf)

6400-7599 11    
5200-6399 6    
4000-5199 9    
2800-3999 7    
1600-2799 8    

ASSIGNMENT
Study PERCENTILES OF GROUPED DATA

Prepared by:

SALOME M. JUSGUAN
Teacher III

Checked by:

MELVIN T. QUEZADA
Head Teacher I

Noted by:

NOEL P. MAMAC
Principal I