School Bulacan State University Grade Level Grade 10

Teacher Ms. Sally A. Baltazar Learning Area Division of Polynomial

DAILY LESSON LOG Teaching Dates and Times Quarter Quarter 1

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
I. OBJECTIVES
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standard The Learners Demonstrate understanding of key concept of Long Division of polynomial, Synthetic division of polynomial
B. Performance Standard The Learners Is able to formulate long division of Polynomials problem, Synthetic division of polynomial.
C. Learning Competency/Objectives The Learners Performing Division of Polynomial using Long and synthetic division.
Write the LC code for each
II. CONTENT Peroforming Division of Polynomial long and synthetic division
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Learner's Module
2. Learner’s Materials pages
First Edition 2020 (Page 4 - 11)
3. Textbook pages
4. Additional Materials from Learning
Paper and pen, and math module
Resource (LR) portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previous lesson or Listing Exemplars & Non-Exemplars
presenting the new lesson Ten students who will participate to our motivation, each learner will choose one expression and put it on the table below which determine if it's Polynomial or not.
29 3x^√3 - 5 4m⁵-2m³+m²-7m+11 (y + 2)(y - 3) √5 x⁴+4
b ⅓x³ - 16 x^¼ + 3x³ - 5 p⁴-p³/p⁵ 5t^-²

Polynomial Not Polynomial

Polynomial: 29, b, ⅓x³-16, 4m⁵-2m³+m²-7m+11, (y + 2)(y - 3),√5 x ⁴+4

Not Polynomial: 3x^√3 - 5, x^1/4 + 3x³ - 5, p ⁴-p³/p ⁵, 5t^-2,

Remember that an expression is polynomial if

  The Variable has no negative exponent
 The Variable has no fractional exponent
 The Variable is not inside the radical symbol
 The Variable is not in the denominator

Let's recall Rule of exponents

Product Rule 4x²(2x⁴) = 8x⁶

x³(2x²) = 2x⁵
2x(x²) = 2x³

Quotient Rule
4x² ÷ 2x = 2x
15x⁵ ÷ 3x³ = 5x²
4x⁴ ÷ 8x³ = x/2

What is Polynomial ?
A polynomial is an algebraic expression consisting of the sum of a number of terms, each of which contains a constant and variables raised to a positive integral power. It must always have
positive integers as exponents. Each combination of constant, variables and positive integral is called terms.
1. Monomial - an expression with only one term.
Examples 4, 3x, 6y², -8m²n
2. Binomial - an expression with two terms.
Examples 2x+3, y³-4x, 7z + 8
3. Trinomial - an expression with three terms
Examples x²+2x-5, 2-m⁴ - 3m
4. Multinomial or Polynomial - an expression with four or more terms
Examples x⁴-x³+x²+x+1, 2m-8+n³-6n
Present the objectives to be achieved at the end of the lesson:

 Use the methods of solving the long and synthetic division of polynomial
B. Establishing a purpose for the lesson
 Describe the long and synthetic division of polynomial
 Memorize the two methods of solving Polynomial

C. Presenting examples/instances of the Divide (x³-9x-3x²+27) by (x+3)

new lesson
Solution:

1) Arrange the polynomials in descending powers of x and write in the form

divisor⟌dividend . If there are missing terms, replace it with 0.

X³-9x-3x²+27 ➡️ x+3 ⟌x³-3x²-9x+27

X+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⟌x³-3x²-9x+27 ➡️ x³ ÷ x = x²

3) Multiply the divisor by the first term of the quotient.

x²
x+3⟌x³-3x²-9x+27 ➡️ (x+3)(x²)=x³+3x²
x³+3x²
4) Subtract the product from the dividend then bring down the next term
x²
x+3⟌x³-3x²-9x+27
-(x³+3x²)⬇ ️
-6x²-9x
5) Repeat steps 2 to 4. This time, the difference and the next term will be
the new dividend.
x²-6x
x+3⟌x³-3x²-9x+27 ➡️ - 6x²÷x= -6x
-(x³+3x²) ⬇️
-6x²-9x
- (-6x²-18x)
9x+27 ➡️ (x+3)(-6x)= -6x²-18x
6) Continue the process until a remainder is obtained. The remainder can
be zero or a polynomial whose degree is lower than the divisor.
x²-6x+9
x+3⟌x³-3x²-9x+27 ➡️ 9x÷x=9
-(x³+3x²)
-6x²-9x
- (-6x²-18x)
9x+27
-(9x+27) ➡️(x+3)(9x)=9x+27
0
Therefore, the quotient is x²-6x+9.

D. Discussing new concepts and Divide (x³-9x-3x²+27) by (x+3) using synthetic division
practicing new skills # 1
(These polynomials are the same as example 1. Let’s find out if synthetic and long division will give the same quotient).

Arrange the dividend in descending order: x³ - 3x² - 9x + 27

-3 | 1 -3 -9 27 Write the coefficient of the
polynomials. The divisor is x+3, so use a=-3

-3 | 1 -3 -9 27
. ⬇️ . Bring down the first coefficient
1

-3 | 1 -3 -9 27 Multiply -3 ͵by 1 and write the result Below -3

. ↘️ ↗️-3 .
1
 -3 | 1 -3 -9 27 Add -3 and -3
. ⬇️-3 .
1 -6

-3 | 1 -3 -9 27 Multiply -3 by -6 and the result below -9

. -3 18 -27 . Add -9 and 18. Repeat the process until
1 -6 9 0 all columns are filled.

-3 | 1 -3 -9 27 The degree of the coefficient is one less

. -3 18 -27 . than the degree of the dividend.
1 -6 9 0 thus, the quotient is x² -6x +9.
↘️ ⬇️ ↙️ ⬇️
Coefficient of Remainder
the quotient

In this example, we were able to see that both long division and synthetic division yield the same answer.

Divide (x⁴+2x³-4x²-10x+5) by (x²-5)

Solution:

Follow the procedures shown from example 1

x²+2x+1 ➡️Quotient
x²-5⟌x⁴+2x³-4x²-10x+5
-(x⁴ -5x²) ➡️Multiply: x²(x²-5)
E. Discussing new concepts and practicing
2x³+x²-10x ➡️Subtract, bring down -10x
new skills # 2
-(2x³ -10x) ➡️Multiply: 2x(x²-5)
(x² +5) ➡️Subtract, bring down 5
-(x² -5) ➡️Multiply: 1(x²-5)
10 ➡️Remainder

x⁴+2x³-4x²-10x+5 = x²+2x+1 + 10
x²-5 x²-5

F. Developing mastery (leads to Formative Divide (2x⁴ - 3x² + x - 4) by (x - 2)

Assessment) # 3
2 | 2 0 -3 1 -4 Write the coefficient of the polynomials
Since x³ is a missing term, write 0 as its
coefficient. The divisor s x - 2, so a = 2

2 | 2 0 -3 1 -4 Perform the synthetic division

4 8 10 22
. .
 2 4 5 11 18

2 | 2 0 -3 1 -4 Identify the quotient and the remainder

. 4 8 10 22
2 4 5 11 18
↘️ ⬇️ ↙️ ⬇️
Coefficient of Remainder
the quotient

2x⁴ - 3x² + x - 4 = 2x³ + 4x² +5x +11 + 18

x-2 x-2
The class will group into 4, each group will answer one problem by solving it using the method that given to use. One representative of each group will pick one problem. After a 5
minutes one representative of each group will explain the solution on the board.

Use long (-x³-3x²+5x-1) ÷ (x-1)

Use long (x²+4x+4) ÷ (x+2)
Use synthetic (4x²-4x-9) ÷ (x-4)
Use synthetic (5x³+3x²-6) ÷ (2x+6)

Solution:
-x²-4x+1
1. x-1⟌-x³-3x²+5x-1 -x² - 4x + 1
x³-x²
-4x²+5x
4x-4x
x -1
-x+1
0
x+2
G. Finding practical application of
2. x + 2 ⟌x² + 4x + 4 x+2
concepts and skills in daily living -x² - 2x
2x + 4
-2x - 4
0

3. 4 | 4 -4 -9 4x + 12 + 39
16 48 (x - 4)
4 12 39

4. 2x + 6 = 0
2x= -6
2 = 2
x = -3

-3 | 5 3 0 -6 5x² - 12x + 36 + -144

-15 36 -108 2x + 6
5 -12 36 -114
 To divide polynomial by another polynomial using long division

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
1. Arrange first the terms in the divisor and the dividend in descending order. If there is/are any missing terms, supply the missing term/s using zero as the numerical coefficient.
2. To start the solution divide the first term of the dividend by the first term of the divisor to get the first term of the quotient.
3. Then multiply the divisor by the first term of the quotient and subtract the product from the dividend.
4. Using the remainder, repeat the process, thus finding the second term of the quotient.
Continue the process until the remainder is become zero or lower degree than the divisor.
Using long or synthetic division Solve the following equation and write the quotient and the remainder.

1. Divide (6x³- 4x² + x - 4) by (x - 2)

Solution.
6x² + 8x +17
x - 2 ⟌ 6x³- 4x² + x - 4
-(6x³ -12x²)
8x² + x
-(8x² - 16x)
17x - 4
-(17x - 34)
30
1. Quotient: 6x² + 8x +17
Remainder: 30

2. Divide ( x⁴ - x² + 3x -36) by (6x - 36)

Solution
6x= 6
6 6
x=6

6 | 1 -1 3 -36
6 42 270
1 7 45 234

2. Quotient: x² + 7x +45 +234

(6x - 36)

3. Divide (2x⁴+3x²+x+2) by (x²+x-1)

Solution
2x²-2x+7
x²+x-1⟌2x⁴ +3x² +x +2
 - 2x⁴ -2x³+2x²
-2x³+5x²+x
2x³+2x²-2x
7x²-x+2
-7x²-7x+7
-8x+9

3. Quotient: 2x²-2x+7
Remainder: -8x+9
x²+x-1

Answer the following problems:

A) Complete the synthetic division given the polynomial

2x⁴ - 3x³ - 2x +4 divided by x - 2

⬜ | 2 -3 ⬜ -2 4
4 ⬜ 4 4
2 ⬜2 2 ⬜

B) The long division below is incorrect. What mistake was made?

Divide: (x³ - 6x² + 2x - 3) ÷ (x - 2)

J. Additional activities for application or x² - 4x +10
remediation x - 2 ⟌ x³ - 6x² + 2x - 3
-(x³ - 2x²)
- 4x² + 2x
-(- 4x² + 8x)
10x - 3
-(10x - 20)
17

Solution:
A. 2 | 2 -3 0 -2 4
4 2 4 4
2 1 2 2 8

B. 2x - 8x is not 10x
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
D. No. of learners who continue to require
remediation
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?

Prepared by: Jomarie DC. Paredes Checked by: Ms. Sally A. Baltazar