GRADE 10 School JUDGE JUAN LUNA HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher JAYMAR C. SARVIDA Learning Area MATHEMATICS

JOSEPH T. LALLABBAN
Teaching Dates and Time NOV. 14 – 18 (6:00AM-11:50AM) 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. solve polynomial a. translate verbal
equations equations sentences into
b. develop patience on b. develop patience onpolynomial equations
how to solve exercises how to solve exercisesb.insolve problems
in polynomial equations. polynomial equations. involving
involvingpolynomial
equations
polynomial equations
c. appreciate the use of
of polynomials
polynomials in
in solving
solving word problems.
word problems.

Polynomial Equations Polynomial Equations Problems Involving Problems Involving

II. CONTENT Polynomial and Polynomial and
 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
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 By inspection, determine Write TRUE if the statement Write a polynomial Write a polynomial
lesson or presenting the the number of real roots is true. Otherwise, modify expression or equation for expression or equation
new lesson of each polynomial the underlined word(s) to each of the following using for each of the
equation. Note that roots make it true. x as the variable following using x as the
of multiplicity 𝒏 are 1. The roots of a polynomial 1. five times a number variable
counted 𝒏 number of equation in x are the vales of decreased by four. 1. The area of a
times. x that satisfy the equation. rectangle with length 2
1. ( 𝑥+2 )(𝑥−3) (𝑥+1) 2. the sum of a number and inches more than the
(𝑥−6) = 0
2. Every polynomial equation its square. width is 32 square
2. 𝑥 (𝑥−2 ) (𝑥+3 ) 2 = 0 of degree n has n – 1 real inches.
 roots.
3. a number decreased by 2. The sum of three
3. The equation 2x 3 – 6x 2 + x
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
4. (𝑥 3 − 1) (𝑥 2 + 1) = 0 x 4 + 6x 3 – 2x 2 + 8x - 5 = 0 are
3 rectangular box with
± , ±3∧±5 . 5. The quotient of nine length 3 inches more
5. 5𝑥 (𝑥 3 − 8) 2 = 0 5
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 a. How are polynomial a. How are
for the lesson When do we say that a Were you able to find the polynomial equation
equations related to other
real number, say r, is a number of roots of used in solving real-
fields of study?
root of a given polynomial equations by life problems and in
polynomial equation in inspection? b. How are these used in decision making?
x? 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
solve for x, that is x =0 x–3 =0 Choose a strategy solve the problem
x =0 x2–4 =0 x =3
x+3 = 0 x2 =4 the root is multiplicity of 4 C. Complete the Work D. Interpret the Results
x = -3 x = √4 x+6= 0 Apply the strategy. Use State your answer then
x = ±2 x = 6 the algebra you know to check. Does your
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
polynomial is not llustrative Example: If the first two
2. Let’s solve the expressed in factored dimensions are
equation form. In the TLE Class at Trece increased by the same
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
at most 4 real roots. The polynomial, then it has at a volume of 60𝑚3.The the original volume.
leading coefficient is 6, most 3 real roots. The width of the rectangular What is the new
thus its factors are 1, 2, leading coefficient is 1, container is 2 m less than dimension of the
3 and 6 The constant thus its factors is 1. The the length and the height is enlarged rectangular
term is 4 and its factors constant term is 32 and its 1 m less than the length. metal box?
are 1, 2 and 4 factors are 1, 2, 4, 8, 16 Find the dimensions of the
and 32 container. Solution:
By the rational root
Assign variables to
theorem, the possible By the rational root
roots are theorem, the possible roots represent the unknown
1 1 1 2 4are Let x = the amount of
± 1, ± ,± , ± , ±2 , ± ,± ,∧± 4 increment
2 3 6 3 3± 1, ± 2 ,± 4 ,± 8 , ± 16 ,∧± 32
By synthetic division: x + 3 = height of the
Trial 1: x = 1 By synthetic division: new box
Trial 1: x = 2 x + 5 = width of the
1˩ 6 -19 -22 7 4 2˩ 1 -10 32 -32 new box

6 -13 -35 -28 2 -16 32Solution: (length) (width)

6 -13 -35 -28 -24  Understand the Problem ( height) = volume
1 -8 16 0 After reading and 8( x + 5 ) ( x + 3 ) =
Thus, x = 1 is not a understanding the 3 ( 5) ( 8 ) + 34
root. Thus, x = 2 is one of the
problem, sometimes it is
Trial 2: x = - 1 roots, and x 2 - 8x + 16 =
much easier to 8 ( x 2 + 8x + 15 ) =
0 the first depressed
understand if we draw a 154
-1˩ 6 -19 -22 7 4 equation.
diagram.
-6 2 -3 4
6 -25 3 4 0 Solving the quadratic 8 x 2 + 64x + 120 =
 Plan Your Approach
equation 154
Choose a strategy. The
Thus, x = -1 is one of x 2 - 8x + 16 = 0 8 x 2 + 64x – 34 = 0
strategy to use is to
the roots, and 6x – 25x (x - 4 ) ( x - 4 ) = 0
3 2
4 x 2 + 32x – 17 = 0
+ 3x + 4 = 0 the first x–4=0 x-4=0 translate the facts in the
Complete the work
depressed equation. x=4 x =4 problem into an equation.
Solve the equation
Then solve to find the
Trial 3: x = 4 Therefore the roots of answer.
 4˩ 6 -25 3 4 x 3 - 10 x 2 + 32x - 32 = 0 4 x 2 + 32x – 17 =
are 2 and 4 multiplicity of 2 Assign variables to ( 2x –1)( 2x + 17) = 0
24 -4 - 4 represent the unknown x=½ x = - 17/ 2
6 - 1 -1 0 Let x represent the length,
Since the remainder is then x -2 will be the width Since the dimension
equal to zero, then x = 4 and x-1 the height cannot be negative,
is also one of the root, (length)(width)( height) take x = ½ as the
and 6x 2 - x - 1 = 0
= volume amount of increment.
is the second depressed
x ( x – 2 ) ( x – 1) = 60 Interpret the Results
equation.
Solving the quadratic x 3 – 3x 2 + 2x = 60
equation x 3 – 3x 2 + 2x - 60 = 0 The rectangular metal
6x 2 - x - 1 = 0 Complete the work box is 3.5 cm long, 5.5
(3x + 1 ) ( 2x - 1 ) = 0 Solve the equation cm wide and 8 cm high.
3x + 1 = 0 2x - 1 = 0 x 3 – 3x 2 + 2x - 60 = 0
3x = - 1 2x = 1 If x = 2
x = - 1/3 x =½
2˩ 1 -3 2 -60
Therefore the roots of 2 -2 0
6x 4 – 19x 3 - 22x 2 + 7x 1 -1 0 -60
+ 4 = 0 are 1, 4, -1/3 X = 2 is not a solution
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 2−4 ac
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. 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 ______

E. 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 the
process, and consists of is a process, and
lesson equation is a value of variable which makes the
several steps which are consists of several
the variable which polynomial equal to zero.
applied sequentially. steps which are
makes the polynomial In solving polynomial
A. Understand the applied sequentially.
equal to zero. equations, we may use:
Problem A. Understand the
In solving polynomial a. Zero Product Property
Problem
equations, we may use: b. Synthetic division Read the problem.
a. Zero Product Property c. The Remainder Read the problem.
What are the given facts? What are the given
b. Synthetic division Theorem
B. Plan Your Approach facts?
c. The Remainder d. The Factor Theorem
Choose a strategy B. Plan Your
Theorem e. The Rational Root
C. Complete the Work Approach
d. The Factor Theorem Theorem Choose a strategy
e. The Rational Root C. Complete the
Apply the strategy. Use
Theorem Work
the algebra you know to
apply the strategy to Apply the strategy.
solve the problem Use the algebra you
D. Interpret the Results know to apply the
strategy to solve the
State your answer then problem
check. Does your answer D. Interpret the
make sense? Does it Results
satisfy the conditions of State your answer
the problem? then check. Does
your answer make
sense? Does it satisfy
the conditions of the
problem?
F. Evaluating learning Solve each polynomial One of the roots of the Solve completely: 1. The length of a
equation, Show your polynomial equation is given. The Yes - O club of TMCNHS rectangle is 1 m less
complete solution. Find the other roots. launches a recycling than twice the width. If
1. x 3 – 2x 2 – 4x + 8 = 0 1. – 2x 4 + 13x 3 – 21 x 2 campaign. In support of the the area is 55 m2, find
2. x 2 ( x 3 – 1 ) ( x – 4) = 0 +2x+8=0 program, the G 10 – the perimeter
 x1= -½ Newton collected all their 2. The sum of two
waste papers and numbers is 27 and their
2. x 4 – 3x 2 + 2 = 0 constructed two boxes, a product is 50. Find the
x1=1 cube and a rectangular box. numbers.
The volume of the cube is 3. The length of a
7𝑐𝑚3 more than twice the rectangle is 5 cm more
volume of the rectangular than its width and the
box. The length of the box area is 50cm2. Find the
is 2cm greater than the length, width and the
length of an edge of the perimeter.
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
an edge of the cube. Find
the dimensions of the cube
and the box.
G. Additional activities for
1. Follow-up:
application or remediation
Solve the polynomial
equation.
a. x 5 – 7x 3 – 2x 2 +12x
+8=0
1. Follow-up: 1. Follow-up:
1. Follow Up: The
Solve the polynomial One dimension of a cube is
product of two
equation. increased by1 inch to form
numbers is 20. The
a. x 4 – x 3 – 7x 2 + 13x - 6 a rectangular block.
sum of squares is 41.
=0 Suppose that the volume of
Find the numbers
2. Study the new block is 150 cubic
2. Study: Polynomial
LM pages 94-95, Applying inches . Find the length of Functions, Grade 10
polynomial equations in real an edge of the original Mathematics LM,
life situations cube. 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?

PREPARED BY: CHECKED BY: NOTED BY:

JAYMAR C. SARVIDA/TEACHER II ANALISA T. DELA ROSA ADORA B. TEAÑO

JOSEPH T. LALLABBAN/TEACHER III MASTER TEACHER II PRINCIPAL III