10

Mathematics
Quarter 1 – Module 9:
Solving Word Problems Involving
Polynomial Equations
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 9: Solving Word Problems Involving Polynomial Equations
First Edition, 2020

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 10

Mathematics
Quarter 1 – Module 9:
Solving Word Problems Involving
Polynomial Equations
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 10 Alternative Delivery Mode (ADM)

Module on Solving Word Problems Involving Polynomial Equations!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

The student should recall the basic steps in
analyzing and solving word problems.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics – Grade 10 Alternative Delivery Mode (ADM)

Module on Solving Word Problems Involving Polynomial Equations!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed for you to understand the process of solving word problems
involving polynomial equations.

At the end of this module, you will able to solve word problems involving polynomial
equations (M10AL-Im-Ij-2).

What I Know

Activity 1:

Given the following situations below, set up a polynomial situation that models
each problem. Then solve the equation, and state the answer to each problem.
Write your answer on your activity notebook.

1. One dimension of a cube is increased by 1 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.

2. The dimensions of a rectangular metal box are 3cm, 5cm, and 8cm. If the
first two dimensions are increased by the same number of centimeters, while
the third dimensions remain the same, the new volume is 34cm 3 more than
the original volume. What is the new dimension of the enlarged rectangular
metal box?

3. The diagonal of a rectangle is 8m longer than its shorter side. If the area of
the rectangle is 60 square meters, find its dimensions.

4. Identical squares are cut from each corner of an 8 inch by 11.5-inch

rectangular piece of cardboard. The sides are folded up to make a box with
no top. If the volume of the resulting box is 63.75 cubic inches, how long is
the edge of each square that is cut off?

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 Lesson Solving Word Problems
1 Involving Polynomial
Equations
This module will teach you the process of solving word problems involving polynomial
equations.

Polynomial equations are one of the major concepts of Mathematics, where the
relation between numbers and variables are explained in a pattern. In Mathematics,
we have studied a variety of equations formed with algebraic expressions. When we
talk about polynomials, it is also a form of the algebraic equation.

The equations formed with variables, exponents and coefficients are called as
polynomial equations. It can have a number of different exponents, where the higher
one is called the degree of the equation. We can solve polynomials by factoring them
in terms of degree and variables present in the equation.

A polynomial equation is an equation which consists of a single independent variable,

where the variable can occur in the equation more than one time with different degree
of the exponent. You will also learn here to solve these word problems involving
polynomial equation.

Solving word problems is quite a difficult task for you learners. However, you need
to recall the process taught in elementary days. Steps in analyzing and solving word
problems are the same even here in Junior High School. Only, it gets a little
challenging as you pursue higher grades as you have to work on more complex word
problems.

As it was explained to you before in your previous grade level, word problems can be
solved by properly understanding what is ask. By knowing this will lead you to the
identification of the correct process to do for you to get the correct answer.

What’s In

Let us recall how to get the roots of a polynomial equation. Remember in our previous
module, it was explained that there are different ways of solving polynomial
equations: by factoring, by inspection, remainder/factor theorem and rational root
theorem.

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Before you get into another mind bogging activity, let us review the concept of solving
polynomial equations.

Example:

Solve: x3 – 6x2 + 11x – 6 = 0

Solution:
Using remainder theorem, try x = 1,
substitute x = 1;
x3 – 6x2 + 11x – 6 = 0
(1)3 – 6(1)2 + 11(1) – 6 = 0
1 – 6 + 11 – 6 = 0
0 = 0; since the remainder is zero,
x – 1 is a factor of x3 – 6x2 + 11x – 6.

using synthetic division, whereas 1 is a root;

1 1 -6 11 -6

1 -5 6
1 -5 6 0
then, x2 – 5x + 6 = 0
by factoring, x2 – 5x + 6 = 0
(x – 3) (x – 2) = 0
Final Answer:
(x – 1) (x – 3) (x – 2) are the factors of x3 – 6x2 + 11x – 6 = 0.
How was it? Have you been refreshed of these basic concepts? Well, it is important
to fully understand as there are necessary in solving word problems.
Try these exercises to gauge readiness. Answer the following. Write your answers on
your activity notebook.

A. Solve the given polynomial equations.

1. x3 – 2x2 + 4x – 8 = 0
2. x4 – 5x2 + 4 = 0
B. Write the equation that correspond to the following statements.
1. The sum of the two numbers is 6. ___________________________
2. Thrice of a number is 15. ___________________________
3. The square of a number is 9. ___________________________

Notes to the Teacher

Reading and comprehension are important in solving word
problems involving polynomial equations.

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 What’s New

The last thing we want to do with polynomials is, of course, apply them to real life
situations. Situations in real life are mostly can be represented by mathematical
equations. In order for you to find the solution, you need to analyze the given facts
needed to form the equations to be used.

Let us analyze the problem and its solution below. Observe how the word problem
involving polynomials has been solved.

Problem:
Cardo is 2 years older than his brother Pedro. If the product of their ages is one less
than five times the sum of their ages, how old are Cardo and Pedro?

Solution:
The first thing we should do in a word problem is to assign a variable. In this case,
since we want to know Cardo and Pedro’s ages, we need to make one of their ages x.
To make it easy, let’s just say x = Cardo’s age. Since Cardo is 2 years older than
Pedro, x – 2 = Pedro’s age.

Now, we just need to have an equation. Once we have an equation, we will solve the
equation in order to solve the problem.
Since the product (which means multiply) of their ages is x (x – 2) and it says in the
second sentence, “the sentence…. is one less than five times the sum” we will have
the equation:
x (x – 2) = 5 (x + x – 2) – 1
x2 – 2x = 5x + 5x – 10 – 1
x2 – 2x = 10x – 11
x2 – 2x – 10x + 11 = 0
x2 – 12x + 11 = 0
(x – 11) (x – 1) = 0
(x – 11) = 0 (x – 1) = 0
x = 11 x=1

The solution arrived with two values of x. Which is the possible value between 11
and 1? According to the problem, Pedro is two (2) years younger than Cardo therefore
the second value of x is discarded as there is no age as -1.

Cardo, then, is 11 years old and Pedro is nine (9) years old.

From the given example, did you get the process on how to solve word problems
involving polynomial equations? Do not worry, on the next part, we will be able to
give further explanation on the process in solving polynomials.

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 What is It

Solving word problems will always be easy as long as one understands the problem
and analyze it thoroughly. Remembering our basic steps in problem solving during
elementary days can help us find the solution easier in a situation involving
polynomials.

Do you still recall these problem-solving steps? Let us enumerate.

1. Know what is asked.
2. State the given facts.
3. Identify the operation to be used.
4. Evaluate the equation.
5. Find the solution.
6. Write the final answer.

Now having listed these six (6) important steps, let us see and analyze the following
examples involving polynomial equations for us to understand the process further.

Example 1:

The length of the rectangular basketball court is 2 yards more than 2 times the width.
The area of the court is 144 square yards. Find the dimensions of the basketball
court.

Solution:

Problems involving geometric figures are very common in Algebra, as well as, in life.
So, as we always do in word problems involving geometry, we draw a picture to help
us visualize the scenario and generate the equation. We will also have to remember
our geometry formulas.

Our length is 2 yards more than twice the width, the rectangle must look like:

width = w

length = l = 2w + 2
Given the information of a rectangular basketball court and its area, we use the
formula: A = l x w.

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Simply replace the formula with the following values: the length (l = 2w + 2), width
(w), and area (144) to solve the resulting equation.

A=lxw Substituting,
144 = (2w + 2) (w) Multiplying,
144 = 2w2 + 2w Get 0 on one side by applying APE
144 – 144 = 2w2 + 2w – 144 Evaluate
0 = 2w2 + 2w – 144 Factor out the GCF
0 = w2 + w – 72 Factor

0 = (w + 9) (w – 8) Set each factor to zero

w+9=0 w–8=0
w = -9 w=8
0 = (w + 9) (w – 8) Set each factor to zero
w+9=0 w–8=0
w = -9 w=8
Since w represents the width of the rectangle, w cannot be negative. We will consider
w = 8 yards. Since we want both dimensions of the court, we need now to find l.
Remember, l = 2w + 2. Then, replacing w with 8, we will now get:
l = 2w + 2 = 2(8) + 2 = 16 + 2 = 18 yards
Therefore, the court is 8 yards by 18 yards.
Example 2:
The length of the rectangular vegetable garden is 4 feet more than its width. After a
2-foot cement border is placed around the garden, the area of the garden and border
is 320 square feet. Find the original dimensions of the vegetable garden.
Solution:
We are once again dealing with a geometric figure. It is a little bit harder this time
because we have a rectangle, with a border around it. Here is the picture.

2-foot border

2ft 2ft
Garden Area w

`
l=w+4

2ft

Given the area of the garden and the border which is 320 square feet, we can get the
length and width of the garden and the border.

By looking at the picture above, you will notice that we need to add 2 to the
dimensions of the garden. Since l = w + 4, adding 2 to length and 2 to width. The
length will be:

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 length of the garden and border is equal to l = w + 4 + 2 + 2.
length of garden and border is equal to l = w + 8.

Similarly, the width will be the width of the garden plus 2 feet on each side.
Giving us:
width of a garden and border is w = w + 2 + 2.
width of a garden and border is w = w + 4.

We now use these values to make our equation.

(length) (width) = Area of the garden and border
(w + 8) (w + 4) = 320
w2 + 12w + 32 = 320
w2 + 12w – 288 = 0
(w – 12) (w + 24) = 0
w – 12 = 0 w + 24 = 0
w = 12 w = -24
As in example number 1, widths cannot be negative, so the width of the smaller area,
the garden part, is 12 feet as signified by letter “w” in the picture. The length is 4
more than the width; thus, the length is 16 feet.
So, our garden measures 12 feet by 16 feet.

Example 3.
The formula of the number of games to be played in a volleyball league where each
team is to play each other twice is N = x2 – x, where x is the number of teams in the
league and N is the number of games to be played. If a league wants to limit the
games to a total of 132 games, how many teams can be in the league?

Solution:
This time the formula was given to help solve the problem. All we need to do is
interpret the formula and make use of data given.

The target total games correspond to the number of games to be played which is N.
Once we “plug that in”, we merely need to solve the resulting equation.

N = x2 – x Plug in 132 for N

132 = x2 – x Get 0 in one side
x2 – x – 132 = 0 Factor
(x – 12) (x + 11) = 0 Set each factor to zero and solve
x – 12 = 0 x + 11 = 0 Using Addition Property of Equality
x = 12 x = -11

Since x represents the number of volleyball teams to play in the league, x cannot be
negative. Therefore, the league needs to have 12 teams.
Example 4.
A new bakery offers decorated sheet cakes for children’s birthday parties and other
special occasions. The bakery wants the volume of a small cake to be 351 cubic
inches. The cake is in the shape of a rectangular solid. They want the length of the

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cake to be four inches longer than the width of the cake and the height of the cake
to be one-third of the width. What should the dimensions of the cake pan be?
Solution:

Begin by writing an equation for the volume of the cake. The volume of a rectangular
solid is given by V=lwh. We were given that the length must be four inches longer
than the width, so we can express the length of the cake as l = w + 4. We were given
that the height of the cake is one-third of the width, so we can express the height of
1
the cake as h = w. Let’s write the volume of the cake in terms of width of the cake.
3
1
V = (w + 4) (w) ( w)
3
1 4
V= w3 + w2
3 3

Substitute the given volume into this equation.

1 4
351 = w3 + w2 Substitute 351 for V
3 3

1053 = w3 + 4w2 Multiply both sides by 1053

0 = w3 + 4w2 −1053 Subtract 1053 from both sides

Descartes’ rule of signs tells us there is one positive solution. The Rational Zero
Theorem tells us that the possible rational zeros are ±3, ±9, ±13, ±27, ±39, ±81, ±117,
±351, and ±1053.
We can use synthetic division to test these possible zeros. Only positive numbers
make sense as dimensions for a cake, so we need not test any negative values.
Let’s begin by testing values that make the most sense as dimensions for a small
sheet cake. Use synthetic division to check x = 1.

Since 1 is not a solution, we will check x = 3.

Since 3 is not a solution either, we will test x = 9.

Synthetic division gives a remainder of 0, so 9 is a solution to the equation.

We can use the relationships between the width and the other dimensions to
determine the length and height of the sheet cake pan.
l = w + 4 = 9 + 4 = 13
h = 1/3w = 1/3(9) = 3

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The sheet cake pan should have dimensions 13 inches by 9 inches by 3 inches.
Are you now ready for the activities? Use the skills learnt and proceed to the next
part of this module.

What’s More

Using what we have learned from the discussion, let us analyze and solve the
following problems. Write your answers on your activity notebook. Do not forget to
show your solutions.
1. Standing on the top of a house 48 feet above the ground, Alvin shoots a trick
basketball shot upward according to the equation h = -16t2 + 32t + 48, where
h is the height of the ball in feet, and t is the time in seconds. How long will
it takes for Alvin’s airball to hit the ground?

2. While hunting, Scout Ranger shoots an arrow from the top of a 23 platform of
a trophy buck according to the equation h = -16t2 + 76t + 23, where h is the
height and t is the time in seconds. Sadly, his arrow misses and hits a tree.
As Ranger arrives, he finds that the arrow hit the tree at a height of 3 feet off
the ground. How long did it take for the arrow to hit the tree?

Reminder:
Follow all the steps we used during the discussion in order for you
to find the right answer on each given problem.

What I Have Learned

Let us reinforce your learnings with these activities.

A. Recall the steps in solving word problems, write them one by one.

1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________

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B. Complete the table by describing the process illustrated in the first column.
Given Process
x – 7x = -12
2 Given
x – 7x + 12 = 0
2

(x – 4) (x – 3) = 0
x–4=0 x–3=0
x=4 x=3

What I Can Do

Here is another interesting task which will also challenge your creativity and
imagination. Draw your dream flower garden. Make it colorful and inviting. Be guided
by the given measurements as you will also be doing some computations in this art
activity. Have fun!

Given:

The length of a rectangular flower garden is 5 feet more than its width. If the area of
the garden is 104 square feet, what are the dimensions of the garden?

Draw your ideal rectangular flower garden here.

Solution and Final Answer:

Assessment

Solve the following word problems involving polynomial equations. Show complete
solutions and box final answers.
1. Two positive numbers have a product of 575. If the larger number is 2 more
than the smaller. What are the numbers?

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 2. The difference in Alex and Toni’s ages is 5. The product of their ages is 104.
If Alex is older, how old is Toni?

3. The area of the floor in a square room is 121 square meters. What is the
length of the wall of the room?

4. One positive number is 3 more than another. Their product is 180. What are
the numbers?

5. The width of a photo is 5 inches more than its length. A border of two inches
is placed all around the photo. The area covered by the photo and its border
is 104 square inches. Find the dimensions of the photo itself.

Additional Activities

Given the following situations below, apply what you have learned to find what is
asked.

1. For his 60th birthday, Rene goes sky diving. The height of Rene above the
ground is given by h = -16t2 + 2600, where t is in seconds. Rene deploys his
chute at 1000 feet above the ground. How long was Rene sky diving before he
deployed his chute?

2. As part of the civil war reenactment, Tristan shoots of a cannon that is sitting
on the ground. The cannon’s ball height, h, is given by h = -16t2 + 76t, where
it is in seconds. How long will it take for the cannon ball to hit the ground?

3. An open box with a square base has a surface area given by S = x2 + 4xh,
where x is the length of the base of the box and h is the height. If a box has a
height if 2 feet and a surface area of 84 square feet, what is the length of
the box?

4. A computer shop daily profit is given by P = 3x2 – 3x + 10, where x is the total
hours spent in a day. If they only have profit of 70 pesos for today, how
many hours did the customer consume?

11
 12
Additional Activities Assessment What Can I Do What I have Learned
A.
1. 10 seconds 1. 25 & 27 The length is 13 1. What is asked?
2. What are the given
feet and width of
2. 19/4 seconds or 2. Alex is 13, facts?
3. Operation to be used
8 feet.
4.75seconds Toni is 8 4. Evaluation of equation
5. Solution
6. Final Answer
3. length is 6 3. length is 11
B.
4. 5 hours 4. 15 & 12 1. set the equation to zero
2. factor the polynomial
3. apply Addition Property
5. 6 & 11 of Equality
4. Simplify you answer
What’s More
1. -16t2 + 32t + 48 = 0
-16 (t2 – 2t – 3) = 0 What’s In
What I know
-16 (t – 3 (t + 1) = 0
A.
t–3=0 t+1=0
t=3 t = -1 1. 2, ξ−4 1. 5 inches
Therefore, the time is 3 seconds.
2. 3 = -16t2 + 76t + 23 2. 1, 2, -3, -2 2. 3.5cm, 5.5cm and
-16t2 + 76t + 20 = 0
-4 (4t2 – 19t – 5) = 0 B. 8cm
-4 (4t + 1) (t – 5) = 0
4t + 1 = 0 t–5=0 3. 12 m and 5m
1. x+y=6
4t = -1 t=5
4. u = 1.5 and u = 1.6
t = -1/4 2. 3x = 15
So, the time must be 5 seconds for the
arrow to hit the tree. 3. x2 = 9
Answer Key
References
Acejalado M. J., Beronque Y. B & CO. F. F. (2005) Algebra Concepts and Processes.
(3rd Edition). Mandaluyong City: National Book Store

Coronel I.C., Coronel A. C. & Munsayac, J. M. (2013) Growing Up with Math.

Quezon City: FNB Educational Inc.

Colonel I. C., Villano, L. M. Manalastas P. R., Marasigan J.A. and Coronel A. C.

(2004) Advanced Algebra, Trigonometry and Statistics. Quezon City.
Bookmark Inc.

Larson R. & Hostetler R.P. (2013). Algebra and Trigonometry (8 th Edition) Cergage
Learning Asia Ple Ltd.

www.mathisfun.com/algebra/polynomials-division-log.html

www.brightstorm.com/math/algebra-2/factoring/rational-roots-theorem/

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph