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QUARTER I
Week 7 – Day 1

Subject: MATH Grade Level: 10

Date: ________________ Day: 1
The learner demonstrates understanding of key concepts
Content Standard
of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems
involving sequences, polynomials and polynomial
Performance Standard
equations in different disciplines through appropriate and
accurate representations.
Competency 12: Performs division of polynomials using
Competency long division and synthetic division.
(M10AL – Ig – 1)
I. OBJECTIVES
Knowledge: Identifies polynomial expression.
Skill: Divides polynomials using long division method.
Attitude: Shows accuracy in identifying the quotient in division of
polynomials.
DIVISION OF POLYNOMIALS
II. CONTENT
(Long Division Method)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 47 – 48
Pages
2. Learner’s Learner’s Module (LM) in Math 10, pp. 57 – 59 and 66
Materials Pages
3. Textbook Pages  Advanced Algebra, Trigonometry and Statistics IV.
2009, pp. 304 – 305
 Next Generation Math 10, DIWA 2015, pp. 70 – 71
 New High School Mathematics First Year, DIWA
2003, p. 188
4. Additional  Attachment
Materials
5. Learning EASE IV - Module 1: Polynomial Functions
Resources (LR)
portal
B. Other Learning  http://en.wikipedia.org/wiki/Polynomial_long_division
Resources  www.Mesacc.edu/~pikeu/mat120/notes/divide_poly/...
division/long_division.xml

Prepared by: RIZALIZA C. VIDAD

Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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IV. PROCEDURES
A. Reviewing or 1. Review dividing whole numbers and definition of
presenting the new polynomials.
lesson 2. Give an activity.

ACTIVITY: Divide and write!

Divide the following and write an equivalent
equation by following the given example.

4
Example: 19 ÷ 5 = 3 +
5

1. 29 ÷ 5 = _____________ ↔ ____________

4
[Answer: 5 + ↔ 29 = 5(5) + 4]
5

2. 34 ÷ 7 = _____________ ↔ ____________

6
[Answer: 4 + ↔ 34 = 4(7) + 6]
7

3. Emphasize to the students that the procedure above

can be applied when dividing polynomials.

B. Establishing a 1. Let the students give the characteristics of a polynomial

purpose for the expression orally.
lesson 2.
Answers
Characteristics of a Polynomial

1. A polynomial expression should not

have a variable in the denominator.
2. Variables in a polynomial expression
should not have negative exponents.
3. Variables in a polynomial expression
should not have fractional exponents.
4. Variables in a polynomial should not
have fractional exponents.

Ask the students the following questions:

 Based on the characteristics you have mentioned,
can you recall what a polynomial expression is?
[Note: Let the students give their definitions.]
[Answers may vary]
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Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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 When can we say that a polynomial expression is

written in the standard form?
[Answer: A polynomial expression is said to be in
the standard form if the terms are
written/arranged in decreasing powers of the
variable.]
3. Discuss briefly the concept of polynomial expressions,
its degree and the laws of exponents.
(Refer to Attachment – Discussion #1)

C. Presenting 1. Present a situation to the class.

examples of the
new lesson x2 + 3x + 4
2x2 + x – 1 2x4 + 7x3 + 10x2 + 8

2. Ask the students the parts of the division process.

3. Illustrate the dividend, divisor, quotient and remainder
based on the given situation.

D. Discussing new 1. Discuss dividing polynomials.

concepts and 2. Emphasize that the concept on the operations on
practicing new monomials (addition, subtraction, multiplication,
skills #1 division) and the laws of exponents are necessary
concepts in dividing polynomials.
3. Perform the indicated division using long method.
4. Discuss the steps.
(Refer to Attachment – Discussions #2)

Example 1: (10x 2 + 2x 4 + 8 + 7x 3) ÷ (2x 2 + x – 1)

Solution:
First, write the dividend in standard form and
insert zeros as coefficient of any missing term to
obtain. Both dividend and divisor should be in
standard form. The long division method is shown
below.

x2 + 3x + 4
2x + x – 1 2x4 + 7x3 + 10x2 + 8
2

2x4 + x3 – x2________
6x3 + 11x2 + 0x
6x3 + 3x2 - 3x____
8x2 + 3x + 8
8x2 + 4x – 4_
Remainder ← -x + 12

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Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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E. Discussing new 1. Discuss another example.

concepts and 2. Emphasize how the answer is written.
practicing new
skills #2 Perform the indicated division and write the answer
in the form P ( x) R ( x) as shown in the
=Q( x)+
D( x) D (x )
example:
x4  x2  5
( x 4  x 2  5)  ( x  5) 
x5
645
 x 3  5 x 2  26x  130 
x5
Example 2: Divide and Write it in Form

(4x5 – 25x4 + 40x3 + 3x2 – 18x) ÷ (x2 – 6x + 9)

[Answer: 4x3 – x2 – 2x]

(Refer to Attachment – Discussions #2)

F. Developing Mastery ACTIVITY: Find My Quotient and Remainder

(Board work)

Find the quotient and remainder of the following

polynomials using long division method.

1. (x2 + 3x + 10) ÷ (x + 2)
[Answer: (Quotient → x + 1; Remainder →8)]

2. (10x3 + 5x2 + 75x – 40) ÷ (2x + 1)

75 −155
[Answer: (Quotient →5x2 + ; Remainder )]
2 2

G. Finding practical 1. Solve the real – life situation involving division of

applications of polynomials.
concepts and skills
in daily living If a car covers (15x2 + 7x – 2) km in (3x + 2) hours,
what is the average speed in km/hr.?
[Answer: (15x2 + 7x – 2) ÷ (3x + 2) = 5x – 1 km/hr.]

2. Ask the students the following questions:

 Is dividing polynomials helpful in our daily lives?
[Answer: Yes]
 How is the concept of dividing polynomials used
in real-life situation?
Prepared by: RIZALIZA C. VIDAD
Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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 [Answer: It can be used in finding the average

speed just like the problem presented.]
3. Emphasize and discuss the concept to the students.
Some real-life situations require the application
of polynomials. For example, engineers can use
polynomials to create building plans and
entrepreneurs can use polynomials to design cost-
effective products.

H. Making Guide Questions for Generalization:

Generalizations
and abstractions 1. How do we divide polynomials?
about the lesson [Answer]
In general, if P(x) and D(x) are polynomials with
D(x) ≠ 0, we can write P( x)  Q( x)  R( x) or
D( x) D( x)
P(x) = Q(x) • D(x) + R(x), where R(x) is either 0 or its
degree is less than the degree of D(x).

[Note: The teacher may also ask the students to indicate

the steps and other mathematical concepts used in
dividing polynomials.]

I. Evaluating learning FORMATIVE ASSESSMENT

Perform the indicated division using long method.

1. (4x5 + 6x4 + 5x2 – x – 10) ÷ (2x2 + 3)

8 x−4
[Answer: 2x3 + 3x2 – 3x – 2 + ]
2 x ²+3

2. (5x2 – 17x – 15) ÷ (x – 4)

−3
[Answer: 5x + 3 + ]
x−4

J. Additional ASSIGNMENT: Apply Your Skills

Activities for Solve the following. Show your complete solution using
application or the long division method.
remediation
1. The total cost of (3a – 2b) units of cell phone is (6a2 +
5ab – 6b2) pesos. What expression represents the cost of
one cell phone?
[Answer: (2a + 3b) pesos]

2. If a car moving at a constant rate travels (2x3 – x2 – 4x

+ 3) km in (x2 – 2x + 1) hours, what is the rate of the
car in km per hour?
Prepared by: RIZALIZA C. VIDAD
Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up 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 and
supervisor help me
solve?
G. What innovation
or localized I
Prepared by: RIZALIZA C. VIDAD
Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
[Answer: (2x + 3) km/hr.]
A. _____ No. of learners who earned 80% in the
evaluation
B. _____ No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? ______ No. of learners
who have caught up the lesson
D. _____ No. of learners who continue to require
remediation
Strategies used that work well:
____ Group collaboration
____ Games
____ Powerpoint Presentation
____ Answering preliminary activities/exercises
____ Discussion
____ Case Method
____ Think – Pair – Share (TPS)
____ Rereading of Paragraphs/Poems/Stories
____ Differentiated Instruction
____ Role Playing/Drama
____ Discovery Method
____ Lecture Method
Why?
____ Complete IMs
____ Availability of Materials
____ Learner’s eagerness to learn
____ Group member’s cooperation in doing their tasks
____ Bullying among learners
____ Learner’s behavior/attitude
____ Colorful IMs
____ Unavailable Technology Equipment (AVR/LCD)
____ Science/Computer/Internet Lab
____ Additional Clerical works
____ Reading Readiness
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used/discover which I
wish to share with
other teacher?
ATTACHMENT

Session: 1 (1 day)

Content: DIVISION OF POLYNOMIALS (Long Division)

DISCUSSIONS: #1
A Polynomial Expression P(x) is an expression of the form anxn
+ an-1xn-1 + an – 2 xn – 2 + …. a1x + a0, an where the nonnegative integers n is
called degree of a polynomial and the coefficient a0, a1,….an are real
numbers. The standard form of polynomial expression is written in
decreasing order of the exponent.

Examples of Polynomial expressions in standard form:

1. 3x3 + 4x2 – x – 1
2. 2x4 + x3 – 2x2 + 2
3. 17x5 – x4 + 21x3 – 2x2 + 5x + 6
4. x4 + x3 + x2 – x + 4

The degree of a polynomial is the highest power of its term.

Examples:
1
1. 6x3 + x2 – 5 + [degree 3]
2
6 5 4
2. 3x + 4x + 5x + x + 1 [degree 6]
3. 3x3 + 4x2 – x – 1 [degree 3]
4. 2x4 + x3 – 2x2 + 2 [degree 4]

The following are the characteristics of a polynomial expression:

1. A polynomial expression should not have a variable in the

denominator.
2. Variables in a polynomial expression should not have negative
exponents.
3. Variables in a polynomial expression should not have fractional
exponents.
4. Variables in a polynomial should not have fractional exponents.

Prepared by: RIZALIZA C. VIDAD

Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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DISCUSSIONS: #2
Polynomial long division is an algorithm for dividing
a polynomial by another polynomial of the same or lower degree, a
generalized version of the familiar arithmetic technique called long
division. It can be done easily by hand, because it separates an otherwise
complex division problem into smaller ones.

In dividing polynomials, the concepts on multiplying and

dividing monomials and the laws of exponents are necessary.

 To multiply monomials, apply the law of exponent “Power

of Expressions Having the Same Base or Product of
Powers”

(xm)(xn) = x m + n
Simply, copy the common base
then add the exponents.

 To divide monomials, apply the law of exponent

“Quotient
of Expressions Having the Same Base or Quotient of
Powers)

m
x m–n
n = x if m > n
x
m
x 1
n = n−m if m <
x x
m
x
n = 1 if m = n
x

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SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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Here are the steps required for Dividing by a Polynomial Containing

More Than One Term (Long Division):

Step 1: Make sure the polynomial is written in descending order. If any

terms are missing, use a zero to fill in the missing term (this will
help with the spacing). In this case, the problem is ready as is.

Step 2: Divide the term with the highest power inside the division
symbol
by the term with the highest power outside the division symbol.

Step 3: Multiply (or distribute) the answer obtained in the previous step
by the polynomial in front of the division symbol.

Step 4: Subtract and bring down the next term.

Step 5: Repeat Steps 2, 3, and 4 until there are no more terms to bring
down.

Step 6: Write the final answer. The term remaining after the last subtract
step is the remainder and must be written as a fraction in the final
answer.

How to check the answer?

Check by multiplying the quotient to the divisor. Do not

forget to add the remainder.

To check, P(x) = Q(x) · D(x) + R(x)

[NOTE: The teacher will present or discuss how to check the answer.]

DISCUSSIONS: #3

In general, if P(x) and D(x) are polynomials with D(x) ≠ 0, we can

P( x) R( x)
 Q( x) 
write D( x) D( x)
or P(x) = Q(x) • D(x) + R(x), where R(x) is
either 0 or its degree is less than the degree of D(x).

Prepared by: RIZALIZA C. VIDAD

Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Encircle the letter that corresponds to the correct answer.

1
1. When 2x3 – 4x2 + x – 1 is divided by x + , the remainder is ________.
2
1 3 3 1
A. 1 B. -2 C. 1 D.-3
2 4 4 2
[ Answer : B ]

2. When x3 – 2x2 – 11x – 20 is divided by x – 5, the quotient is ______.

A. x2 + 3x + 4 C. x2 – 3x + 4
B. x2 + x – 4 D. x2 – 3x – 4
[ Answer : A ]

3. Which of the following will give a remainder of -34 when divided by

x – 2?
A. x6 – 4x4 – 3x2 + 2 C. x3 – 2x2 – 11x + 52
B. x2 – 4x4 + 3x3 + 2 D. x3 – x2 + 25x – 25
[ Answer : B ]

4. What is the quotient when x3 – 6x2 + 13x – 10 is divided by x – 2?

A. x3 – 4x2 + 5 C. x2 + 4x – 5
2
B. x – 4x – 5 D. x2 – 4x + 5
[ Answer : D ]

5. What is the quotient when x4 – x3 + 3x + 1 is divided by x – 1?

A. x3 + x2 + x + 3 C. x3 + 3
B. x3 – 3x + 3 D. x3 + x + 3
[ Answer :C ]

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Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Find the quotient by dividing the polynomials using

algorithm (long division).

1. (3x3 – x2 - 8x + 5) ÷ (x + 2)

[Answer :3 x2 −7 x+6 +
−7
x +2 ]
2. (x4 - 3x + 5) ÷ (x + 3)

[ Answer : x 3−3 x 2+ 9 x−30 +

95
x +5 ]
3. (x3 - 2x2 + 4) ÷ (x – 3)

[Answer : x 2+ x +3+
13
x−3 ]
4. (x3 + 3x - 4x2 - 12) ÷ (x – 4)
[ Answer : x 2 +3 ]

DIRECTION: Solve the following problems. Show your complete solution. Use
the long division.

1. If one ream of bond paper costs (3x – 4) pesos, how many reams can you buy
for
(6x4 – 17x3 + 24x2 – 34x + 24) pesos?
[ Answer :(6 x 3−9 x 2+ 12 x−18)reams ]

2. A tailor earns (12y2 + y – 35) pesos for working (3y – 5) hours. How much does
he earn per hour?
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SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT
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[ Answer : ( 12 y +21 ) pesos ]

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS

EASE IV - Module 1: Polynomial Functions

Learner’s Module (LM) in Math 10, pp. 57 – 59 and 66

Teacher’s Guide (TG) in Mathematics 9, pp. 47 – 48

B. BOOKS AND OTHER REFERENCES

Advanced Algebra, Trigonometry and Statistics IV. 2009, pp. 304 – 305

Next Generation Math 10, DIWA 2015, pp. 70 – 71

New High School Mathematics First Year, DIWA 2003, p. 188

C. INTERNET SOURCES

www.google.ph.com

 http://en.wikipedia.org/wiki/Polynomial_long_division
 www.Mesacc.edu/~pikeu/mat120/notes/divide_poly/...division/long_division.xml

Prepared by: RIZALIZA C. VIDAD

Teacher I
SUMALIRING HIGH SCHOOL/SIATON 1 DISTRICT