PEAC MATH INSET 2023 HO 2.

1 SLRP TEMPLATE

2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE*
Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment
across columns and review other indicators given for the rubric of this plan.
SUBJECT: Mathematics GRADE: 10 QUARTER: 1
TOPIC: Polynomials TEACHER(S): Felipe, Ann Cristine B., Cabungan, Adonis M., Caban, Eden Mae,
Tejones, Catlyn Dianne, Mamaril, Lea F., Uson, Christine L.

1 2 3 4 5 6 7 8 9 10

Missed Current Existing Stand Mastery Mastery Rubric Intervention Plan For Timeline
Standard Standard Curricular Alone or Expectations & Expectations & Focus or Curricular for
and LCs and LCs Materials Layered Skill Skill Remediation Materials Teaching
In Breakdown Breakdown Strategies
*Standards/ *Standards/ and Action

LCs that are LCs that are

stand alone merged

(as stated in (as stated in

column 1) column 4)
Content Content In order for The N/A The student is Distinguished: Tier 1 Universal Existing The partially
Standard: Standard: the students to previous expected to be able Instruction materials will be covered
solve problems grade level’s to: I can evaluate involving the use updated with the learning
The learner The learner involving missed LC the validity of of model inclusion of the competency
demonstrates demonstrates polynomials may be 1. differentiate solving completion type missed learning will be covered
and merged in polynomials and problems of scaffolding, competency in Week 1 of
understanding understanding polynomial the teaching non- polynomials involving mnemonics and involving the Q1 in 6 class
polynomials
of key of key equations they of the current 2. illustrate and polynomial procedural form model of meetings.
need to be able grade level’s polynomial equations. of scaffolding. completion type
concepts of concepts of to acquire the LC. equations of scaffolding,
skills of mnemonics and
factors of sequences, factoring 3. performs procedural form Meeting 1:
completely operation of Proficient: Differentiation of scaffolding. Modeling of the
polynomials, polynomials Possible polynomials will be done by process of
different types Differentiation
Merged LC: I can solve environment and factoring
rational and of will be done by
The learner 4. solve problems problems content. common
polynomials. environment and
solve involving involving monomial and
algebraic polynomial content.
problems polynomials and polynomials Students will be guided practice
involving polynomial and polynomial checked on their using chunking
expressions, equations.
polynomials equations. equations. mastery by complexity and
linear and looking at rubric worksheet.
polynomial scores on
equations and Performance equations. exercises
Learning Targets: Developing: involving pairs
Standard:
inequalities in and individual Meeting 2:
I can choose the Modeling of the
The learner is work.
two variables, appropriate way process of
able to
1. I can factor to solve factoring
systems of formulate and polynomials and polynomials. difference of
polynomial two squares and
linear solve problems equations. guided practice
equations and Emerging: using frayer
involving
model and
inequalities in sequences, 2. I can solve I can identify worksheet.
problems involving the appropriate
two variables polynomials polynomials and types of
and polynomial factoring to
and linear Meeting 3:
equations. solve a
polynomial Modeling of the
polynomial.
functions. process of
(G8Q1) equations in factoring
quadratic
different trinomails and
guided practice
Performance disciplines using
Standard:
mnemonics and
through
The learner is worksheet.
able to appropriate
and
formulate real
Meeting 4:
accurate
- Modeling of the
representations process of
life problems . solving
polynomials
involving using synthetic
factors division and
Learning guided practice
of Competency: using
polynomials, The learner collaborative
solve problems task and
rational involving worksheet.
polynomials
algebraic and
polynomial
expressions, Meeting 5:
equations.
(M10AL-Ih- Modeling of the
linear
1) process of
equations
solving
and problems
inequalities involving
polynomials
in two and polynomial
variables, equations and
guided practice
systems of using
collaborative
linear task and
equations worksheet.
and
inequalities
Meeting 6:
in two (Independent
variables Work)
Worksheet on
and linear
solving
functions, and polynomials
and polynomial
solve these equations.

problems

accurately
using

a variety of

strategies.

Learning
Competency:
 The learner
factor
completely
different
types of
polynomials

(polynomials
with common
monomial
factor,
difference of

two squares,
sum and
difference of
two cubes,
perfect

square
trinomials,
and general
trinomials)
(M8AL-Ia-b-
1)

*adapted from National Institute for Excellence in Teaching (NIET)

Rubric for Scoring Criteria:

Performance 1 2 3 4
Indicators Emerging Developing Proficient Distinguished

Solves problems involving I can identify the I can choose the I can solve problems I can evaluate the
polynomials and appropriate types of appropriate way to solve involving polynomials validity of solving
polynomial equations. factoring to solve a polynomials. and polynomial problems involving
 polynomial. equations. polynomials and
polynomial equations.

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION:

MEETING 1: Factoring by Common Monomial
Modeling:
1. Tell the students that they are going to factor common monomials.
2. Define monomial, polynomial the different parts of a polynomials (e.g. numerical coefficient, terms, literal coefficients, constant, etc.).
3. A monomial is an expression of the form k • x n where k is the real number and n is a positive integer.
4. Distribute a copy of handouts involving factoring common monomials.
5. Let me give you some illustrative examples involving common monomial factoring: “Find the factored form of the polynomial l5 x 2+10 x 3.”
Explain to the student that in identifying the factored form of a polynomial, we need to look first for the GCF (greatest common factor) of all
the terms of the given polynomial then divide the polynomial by the GCF. Lastly, express the polynomial as the product of the GCF and the
quotient.
6. Now, let us try to look for the solution of the given problem. To find the factored form for 5 x 2+10 x 3. We first try to look for the GCF by
applying Prime Factorization then identifying what is common to both terms. 5 x 2 can now be written as 5 ∙ x ∙ x . The second term which is
10 x 3 can be written now in the form 2 ∙5 ∙ x ∙ x ∙ x . If you are going to identify what is common to both term, that will be 5 ∙ x ∙ x or simply 5 x 2
which is now our GCF. We then try to divide the given polynomial by the GCF that we have solved. In dividing, we divide the terms one by
one. If the first terms, 5 x 2 will be divided by the GCF 5 x 2, the answer will be 1. For the second term, 10 x 3, if it will be divided by 5 x 2, the
quotient will be 2 x . If written as a whole, the quotient will be 1+2 x. To write the factored form, we will just express it as the product of the
GCF and the quotient. Therefore, the factored form that we have is 5 x 2( 1+ 2 x) .
7. For our additional example, we have here “Find the factors of 3 x 3 y 2 +6 x y 3 ”. In looking for our GCF, we try to breakdown the different
terms using prime factorization. The first term 3 x 3 y 2 will then become3 ∙ x ∙ x ∙ x ∙ y ∙ y . The second term will then become 2 ∙3 ∙ x ∙ y ∙ y ∙ y . By
looking for the similar terms, we now have 3 ∙ x ∙ y ∙ y which can also be written as 3 x y 2 . Next, let us try to divide the given polynomial
2
3 x 3 y 2 +6 x y 3 by 3 x y 2. By solving, you will have the result which is ( x +2 y ) . This means that the factors of 3 x 3 y 2 +6 x y 3 is 3 x y (x +2 y).
8. Recalling the different steps in factoring common monomials, all we need to do is to follow the following:
9. Look first for the GCF (greatest common factor) of all the terms of the given polynomial
 10. Divide the polynomial by the GCF
11. Express the polynomial as the product of the GCF and the quotient
12. Are you ready to try another example? This time, you will be the one to solve but don’t worry because I will still be guiding you.

Guided Practice - Chunking Complexity/Differentiation by Environment

1. Divide the class into groups which will be composed of three (3) members.
2. Each member will pick a piece of paper from the fishbowl. Each piece of paper has a written monomial on it. The students will then compile
the papers on their group and get the data to transform it into polynomial.
3. The students will solve as a group.
4. Constantly monitor each group by roaming around the classroom
5. Let the students present their work by writing their solution on the board and telling everyone how they came up with their answers.
6. Ask the level of complexity/ difficulty of the students ranging from 1-5.
MEETING 2: Factoring Polynomials by Difference of Two Squares
Modeling
1. Tell the students that they will learn how to factor polynomials by Difference of Two Squares.
2. Identify the Frayer Model as the relevant acquisition technique for this type of factoring.
3. Provide the template and distribute a copy of the Frayer Model template with the following sections: Definition, Examples, Non-examples, and
Key Characteristics.
4. In the definition, write a concise explanation of the difference of two squares. In the examples section, provide one or more examples of
expressions that can be factored using the said type of factoring. In the non-examples section, include expressions that cannot be factored using
the difference of two squares method. Lastly, list the key features or steps of the said method.
5. Distribute a copy of a handouts that involves difference of two squares.
6. Let me demonstrate the second type of factoring which is difference of two squares.
 First, identify if the two terms has a perfect square
 Second, check if the operation is subtraction.
 Third, to factor put two quantities, the operation of the first quantity is positive and the second quantity is negative or vice versa.
  Fourth, get the square root of the first term then place it as the first term in the first quantity and the second quantity.
 Fifth, get the square root of the second term then place it as the second term in the first quantity and the second quantity.
 Sixth, check it further if the answer can still be simplified.
7. Let me give you more examples using the following steps that were already given.

Guided Practice - Model Completion/Differentiation by Environment

1. Distribute Frayer Model Worksheet to be done by pair. (Think-Pair-Share)
2. The students will fill in the Frayer Model. Fill in the definition section, highlight the key concepts, provide examples and identify non-examples
of difference of two squares.
3. Compare and evaluate your answers to the answers of other pairs.
4. Distribute Worksheet 2 on factoring polynomials using difference of two squares.
5. The students will answer the worksheets by pair.
6. Constantly monitor students work and progress by roaming around the classroom and giving immediate feedback on how the students are doing
the activity.
7. Check the students answer in the worksheets and have the students determine whether the answer is correct and explain why.
8. Address difficulties encountered by the students in answering the worksheet.

MEETING 3: Factoring by Quadratic Trinomials

Modeling:
1. Tell the students that they will learn to factor quadratic trinomial.
 Define the terms trinomial, quadratic and quadratic trinomial
 A quadratic trinomial should follow the standard form: ax2 + bx + c
2. Distribute a learning material about factoring quadratic trinomial
3. Say “let me demonstrate how to factor quadratic trinomial”.
 First, check the expression if it is a trinomial written in the standard form ax 2 + bx + c, if not, write it in the standard form.
 For example, x2 + 6x + 8. Again, note that a = 1
 Now let’s factor the trinomial:
Step 1: Identify the values for b and c.
In this example, b=6 and c=8.
Step 2: Find two numbers that add to b and multiply to c. For this step, we will do trial and error.
For instance, you could pick 5 and 1 because 5+1 = 6. But 5x1 does not give you
6, so 5 and 1 are not the numbers.
Let us try other numbers. How about 4 and 2.
If we add 4 + 2 = 6 which is the value of b; and 4 x 2 = 8 which give us the value
of c. Therefore, 4 and 2 are numbers.
 Step 3: Use the numbers you picked to write out the factors and check.
x2 + 6x + 8 (x + 4) (x + 2), so this our final answer.
Step 4: To check if our answer is correct, we will multiply the two factors (binomials)
using the FOIL method.
(x + 4)(x + 2)
F – first term x * x = x2
O – outer term x * (+2) = 2x
I – inner term 4 * x = 4x
L – last term 4 * 2 = 8
x2 + 2x + 4x + 8, notice that 2x and 4x are like terms, so we can combine.
them. Multiplying the factors results in the original trinomial x 2 + 6x + 8.

Guided Practice:
1. Distribute worksheet number 3 on factoring quadratic trinomial to the students. The worksheet is divided into two parts; part 1 contains few
blanks on factoring quadratic trinomial while part 2 as multiple choice questions.
2. The students will answer the worksheets by pair employing think-pair-share.
3. Constantly monitor students’ work and progress by roaming around the classroom and giving immediate feedback on how the students are
doing the activity.
4. Check the students answer in the worksheets and have the students determine whether the answer is correct and explain why.
5. Address difficulties encountered by the students in answering the worksheet.

MEETING 4: Solving polynomial by synthetic division

Modeling:
1. Tell the students that they will learn to solve polynomials by synthetic division.
2. Distribute a copy of a handouts of solving polynomials by synthetic division.
3. Let me demonstrate how to solve polynomials using synthetic division. Use synthetic division to divide 5x 2 - 3x - 36 by x - 3.
 Begin with setting up the synthetic division. Write k and the coefficient.
 Bring down the lead coefficient and multiply the lead coefficient by k.
 Continue by adding the numbers in the second column and multiply the resulting number by k.
 Write the result in the next column and then add the numbers in the third column. The result is 5x + 12, the remainder is 0.
 So x - 3 is the factor of the original polynomials.
4. Now, let us try these steps again with another set of problems.

Guided Practice:
 1. Distribute Worksheet 4 on solving polynomial by synthetic division.
2. The students will answer the worksheets by pair.
3. Constantly monitor students work and progress by roaming around the classroom and giving immediate feedback on how the students are doing
the activity.
4. Check the students answer in the worksheets and have the students determine whether the answer is correct and explain why.
5. Address difficulties encountered by the students in answering the worksheet.

MEETING 5: Solving problems involving polynomials and polynomial equations

Modeling:
1. Tell the students that they will learn to solve problems involving polynomials and polynomial equation.
2. Distribute a copy of problems involving problems of polynomials and polynomial equation.
3. Let me demonstrate the first problem about solving problems involving polynomials and polynomial equations. Explain to the students to read
the word problem thoroughly to understand the given information and the question being asked. Identify the key variables and quantities
involved in the problem.
4. Determine the zeros of the polynomial function P ( x ) =x3 −2 x 2−11 x+ 12
5. So, let’s find out the answer to the given problem. Since it is the third degree, we apply the synthetic division. Whatever is the depressed
equation we solve it by factoring. We can now say that the zeros of the polynomial are −3 , 4 and 1.
6. Now, let us considered another example. Determine the factors of the polynomial P ( x ) =x3 −2 x 2 +1. We will repeat the process of identifying
the zeros of the polynomial, using synthetic division and factoring the depressed equation: the zeros are −1, 1 (multiplicity of 2) then the
factors are (x−1)(x−1)( x+1).

Guided Practice:
1. Distribute Worksheet 5 on solving polynomials and polynomial equations
2. The students will answer the worksheets by pair.
3. Constantly monitor students work and progress by roaming around the classroom and giving immediate feedback on how the students are doing
the activity.
4. Check the students answer in the worksheets and have the students determine whether the answer is correct and explain why.
5. Address difficulties encountered by the students in answering the worksheet.

MEETING 6:
Independent Work - Metacognitive Scaffolding/Differentiation by Content and Environment
1. Distribute Worksheet 6 with varied problems on the polynomials and polynomial equations. Let the student select three problems to solve.
2. Tell the students to work individually.
3. Remind the students to assess whether they completed each step in any methods in solving polynomials and polynomial equations.
4. Ask the students about significant learnings they gained in answering the worksheet.