Module Math 10 New

MASTER HAND SCHOOL
200 - 3C A. Mabini St. Maypajo, Caloocan City
Author: Michael Angelo C. Suratos
1
Quarter I. Patterns and Algebras 4
Analyzing Sequences 5
Arithmetic Sequence and Series 11
Geometric Sequence and Series 21
Harmonic Sequence and Fibonacci Sequence 31
Factorial Notation and Sigma Notation 39
Binomial Expansion 46
Quarter II. Polynomials 51
Polynomial Functions 52
The Synthetic Division 57
The Remainder Theorem 64
The Factor Theorem 68
The Rational Zeros 72
Descartes’s Rule of Sign 77
Graph of Polynomial Function 81
Quarter III. Geometry 86
Central Angles and Inscribed Angles 87
Tangents 98
Chords and Arcs 106
The Angles with Secants and Tangents 113
The Power Theorems 120
Area and Circumference of a Circle 126
The Distance and Midpoint Formula 133
Equation of A Circle 139
2
Quarter IV. Statistics and Probabilities
Quartile of Ungrouped and Grouped Data
Decile of Ungrouped and Grouped Data
Percentile of Ungrouped and Grouped Data
Fundamental Principle of Counting
Permutations
Combinations
Probability
3
4
LESSON 1: ANALYZING SEQUENCES
I. OBJECTIVES:
In this lesson, a learner will be able to:
 analyze the different sequence and patterns

 find the nth term of a sequence.
II. EXPLORATION: “ASMD in Sequence”

Direction: Identify each sequence if what operation involve to the preceding terms.
_______________ 1. 7, 13, 19, 25, …
_______________ 2. -1, -2, -3, -4, …
_______________ 3. 3, 9, 27, 81, …
_______________ 4. 120, 60, 30, 15, …
_______________ 5. 4, 16, 256, 65 536, …
III. DISCUSSION:
Number Sequence – is a list of number which begins with first term followed by second term
and so on.
Two Types of Sequence:
1. Finite Sequence – is a sequence having a last term or the list of terms is not continuous.
Example: 1, 2, 3, 4, 5
2. Infinite Sequence – another sequence which has no last term or the list of terms is
continuous. Usually, the last term is followed by ellipsis (…).
Example: 1, 2, 3, 4, 5, …
In the given sequence, these are the terms”
1st term (a1) = 1
2nd term (a2) = 2
3rd term (a3) = 3
4th term (a4) = 4
5th term (a5) = 5
5
PATTERNS AND SEQUENCE:
Circular Pattern:
In this patter, the number of circles is increased by 2, such that a1 = 1, a2 = 1 + 2 = 3, a3 = 3 + 2

= 5, a4 = 5 + 2 = 7.
Triangular Pattern:
a1 = 1 a2 = 2 + 1 = 3 a3 = 3 + 3 = 6 a1 = 6 + 4 = 10 a1 = 10 + 5 = 15
Square Pattern:
a1 = 12 = 1
a2 = 22 = 4
a3 = 32 = 9
a4 = 42 = 16
a1 = 52 = 25
NUMBER SEQUENCE:
Study the following sequences below and explain how to get the following terms in a sequence.
Examples:
a. 5, 25, 625, 390 625, 152 587 890 625 …
Explanation: Each term is multiplied by itself and this process is repeated to find the next term.
Solution:
a1 = 5
a2 = 5 x 5 = 25
6
a3 = 25 x 25 = 625
a4 = 625 x 625 = 390 625
a5 = 390 625 x 390 625 = 152 587 890 625
b. 2, 6, 12, 20, 30, 42, …

Explanation: the first term came from the square of a positional term then added to its number of
position and the following terms are written depend on number of position.
Solution:
a1 = 12 + 1 = 2
a2 = 22 + 2 = 6
a3 = 32 + 3 = 12
a4 = 42 + 4 = 20
a5 = 52 + 5 = 30
a6 = 62 + 6 = 42
c. 100, 50, 25, 12.5, 6.25, …

Explanation: Each term is obtained by the half of the preceding term.
a1 = 100
100
a2 = = 50
2
50
a3 = = 25
2
25
a4 = = 12.5
2
12.5
a5 = = 6.25
2
Nth Term of a Sequence:
Find the next term of each sequence.
a. 10, 100, 1 000, 10 000, ____
Solution:
a1 = 10
a2 = 10 x 10 = 100
7
an = 10 000 x 10 = 100 000 Answer: 10 000 x 10 = 100 000
b. 3, 9, 15, 21, 27, ____
Solution:
a1 = 3
a2 = 3 + 6
an = 27 + 6 = 33 Answer: 33
Terms of a Sequence:
List all the indicated terms of each finite sequence.
a. an = 3n for 1 < n < 5
Let n = 2 Let n = 3 Let n = 4
a1 = 3n a2 = 3n a3 = 3n
= 3(2) = 3(3) = 3(4)
a1 = 6 a2 = 9 a3 = 12
Answer: The finite sequence in a n = 3n for 1 < n < 5 is 6, 9, 12.
b. an = 2n – 1 for 2 ≤ n < 6
Let n = 2 Let n = 3 Let n = 4 Let n = 5
a1 = 2n – 1 a2 = 2n – 1 a3 = 2n – 1 a4 = 2n – 1
= 2(2) – 1 = 2(3) – 1 = 2(4) – 1 = 2(5) – 1
a1 = 3 a2 = 5 a3 = 7 a4 = 9
Answer: The finite sequence in a n = 2n – 1 for 2 ≤ n < 6 is 3, 5, 7, 9
IV. ASSESSMENT:
ACTIVITY 1: “Completer”
Direction: Find the missing term of each finite sequence to complete the table.
a1 a2 a3 a4 a5 a6
3 9 27 243 59 049
1 3 6 10 21
8 16 32 64 128
1 8 27 125 216
1 1 1 1 1
2 6 8 10 12
900 300 33.33.. 11.11… 3.703..
8
2 30 400 50 000 600 000
-3 -2 -1 0 1
1 4 16 25 36
4 9 25 36 49
2 3 8 63 3 968
ACTIVITY 2: “Observer”
Directions: Study the following sequence then explain how the sequence formed.
1. 1, 12, 23, 34, 45, …
Explanation:
____________________________________________________________________________
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2. -9, 18, -36, 72, -144, …
Explanation:
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3. 80, 40, 20, 10, 5, …
Explanation:
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4. 5, 9, 14, 30, 37, …
Explanation:
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5. 1.1, 2.2, 3.3, 4.4, 5.5, …
Explanation:
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ACTIVITY 3: “Finite!”
Direction: List all the indicated term of each finite sequence.
1. an = 2n2 for -2 < n < 2
9
2. an = n3 – 1 for 0 ≤ n ≤ 3
3n+2
3. an = for 2 < n < 6
2
n2
4. an = for -1 < n ≤ 2
2
5. an = 3(n – 1) for -3 ≤ n < 2
V. REFLECTION:
What have you learned from this topic?
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____________________________________________________________________________
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LESSON 2: ARITHMETIC SERIES AND SEQUENCE
I. OBJECTIVES:
 illustrate the arithmetic sequence

 find the nth term, mean and sum of an arithmetic sequence
 solve problem involving arithmetic sequence.
II. EXPLORATION: “Graphical Interpretation”

Directions: Study the given graph below then describe each line that represents the number of
population from each barangay.
Barangay A:
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Barangay B:
____________________________________________________________________________
____________________________________________________________________________
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Barangay C:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Barangay D:
____________________________________________________________________________
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.
III. DISCUSSION:
Arithmetic Sequence – is a sequence in which each term is obtained by adding a constant
value to the preceding term. The constant value is called common difference.
The solution below is shown how to find the common difference of a sequence.
Example:
3, 7, 11, 15, 19, …
Solution:
d = 11 – 7 = 4
d = 15 – 11 = 4
d = 19 – 15 = 4
Therefore, the common difference is 4.
Remember:
You can use the formula of d = a 2 – a1 or a3 – a2, where d is the common ratio, a1 is the first
term, a2 is the second term and a3 is the third term.
FINDING NTH TERM OF A SEQUENCE

General Formula to find the nth term:
an = a1 + (n -1) d
where:
an is the nth term or last term
a1 is the first term
n is the number of terms
d is the common difference
Examples:
a. Find a7 if the first term is 5 and the common difference is 3.
Let a1 = 5, d = 3, and n = 7.
Solution:
a7 = a1 + (n -1) d Use the general formula.
= 5 + (7 – 1) 3 Substitute all the values to formula then solve.
12
= 5 + (6)3
a7 = 23
Answer: The a7 is 23.
b. What is the common difference of an arithmetic sequence if a 1 is 4 and a8 is -10?
Let a1 = 4, a8 -10, and n = 8
a8 = a1 + (n -1) d Use the general formula.
-10 = 4 + (8 – 1) d Substitute all the values to formula.
-10 = 4 + 7d Apply the rules of GEMDAS by solving the group
first.
-10 – 4 = 7d Apply the subtraction property.
-14 7d
= Apply the division property.
7 7
d = -2
Answer: The common difference is -2.
Arithmetic Means – are the list of terms between the first and last term.
The formula to find the arithmetic mean is:
a+b
A= where:
2
a is the first given number
b is the second given number
Examples:
a. Find the arithmetic mean between 6 and 72.
Let a = 6 and b = 72.
Solution:
a+b
AM = Use the formula of arithmetic mean.
2
6 + 72
= Substitute the value of a and b to formula then
2
simplify.
AM = 39
Answer: The arithmetic mean of 6 and 72 is 39.
13
b. Insert three arithmetic means between 9 and 45.
Let a1 = 9, an = 45, and n = 5
Solution:
an = a1 + (n -1) d Use the formula in finding the nth term of arithmetic
sequence.
45 = 9 + (5 – 1) d Substitute all the values to formula.
45 = 9 + 4d Apply the rules of GEMDAS by solving the group
first.
45 – 9 = 4d Apply the subtraction property.
36 4d
4 4
d=9
Solve for a2 Solve for a3 Solve for a4

a2 = a1 + d a3 = a2 + d a4 = a3 + d
=9+9 = 18 + 9 = 27 + 9
a2 = 18 a3 = 27 a4 = 36
Answer: The three arithmetic means are 18, 27, 36.

SUM OF FINITE ARITHMETIC SEQUENCE:
Arithmetic Series – is the sum of arithmetic sequence.
The formula to find the sum of finite arithmetic series is:
n n
Sn = [2a1 + (n – 1) d] or Sn = (a1 + a2) where:
2 2
Sn is the sum of all terms
a2 is the second term
d is the common difference
Examples:
a. Find the sum of the first ten terms of the arithmetic sequence 5, 12, 19, 26, 33, …
14
Let a1 = 5, d = 7, and n = 10.
Solution:
n
Sn = [2a1 + (n – 1) d] Use the first formula of the sum of finite
2
arithmetic series.
10
= [2(5) + (10 – 1) 7] Substitute all the values to the formula the
2
simplify.
= 5 (10 + 63)
= 5(73)
Sn = 365
Answer: The sum is 365
Remember:
Use the appropriate formula from the sum of finite arithmetic series. If the given in the problem
n
are first term, common difference, and number of terms, use the first formula Sn = [2a1 + (n –
2
n
1) d] but if the given are the number of terms, first and last term, use the second formula S n =
2
(a1 + a2).
.
IV. APPLICATION:
a. Nina gets starting salary of ₱6,000 a month, and increases of ₱600 monthly. What will be her
salary during the 5th month?
Let a1 = 6 000, d = 600, and n = 5
Solution:
a5 = a1 + (n -1) d
= 6 000 + (5 – 1) 600
= 6 000 + (4) 600
= 6 000 + 2 400
a5 = 8 400 Answer: Nina’s salary during 5th month will be ₱8,400
15
b. The triangular pyramid has 12 layers built with blocks. The first layer has 23 blocks and the
top has only 1 block. How many blocks in the whole pyramid?
Let a1 = 23, an = 1, and n = 12.
Solution:
n
Sn = (a1 + a2)
2
12
= (23 + 1)
2
= 6(24)
Sn = 144 Answer: There are 144 blocks in total.
.
VI. ASSESSMENT:
ACTIVITY 1: “Do You Belong”
Directions: Write A if the given sequence is arithmetic and X if not. Write your answer in the line
provided before the number.
_______ 1. -1, 0, 1, 2, …
1 1 1 1 1
_______ 2. , , , , ,…
2 3 4 5 6
_______ 3. 5, 0, 0, 0, 0, …
1 5 4 11 7
_______ 4. , , , , ,…
3 6 3 6 3
_______ 5. 10, 25, 40, 55, 70, …
ACTIVITY 2: “The Missing One”

Directions: Use the given values involve in arithmetic sequence to find the missing number.
Show your solution then write your answer in the line provided.
1. a1 = 5, d = -2, and a13 = _______
2. a1 = 4, d = 8, an = 76, and n = ________
16
3. a1 = 3, d = -3, n = 12, and an = ________
4. a1 = 0, a9 = -40, and d = ________
5. an = 625, d = 25, n = 27, and a1 = _________
ACTIVITY 3: “In Between”

Directions: Find the three middle terms from two given first and last term. Write your answer in
the table.
a1 a2 a3 a4 a5
-1 11
17 212
39 4
1 9
-
3
7 1
12 4
ACTIVITY 4: “SumaTotal”
Directions: Find the sum of each finite arithmetic sequence or series. Show your solution and
write your final answer eligibly.
1. 1 + 2 + 3 + … + 1 000
17
2. Find the sum of the first 20 terms in the series 3 + 6 + 9 + 12 + …
3. Find the sum in arithmetic sequence if the first term is 9 and the eighth term is 972.
4. What is the sum of all even numbers between 1 and 100?
5. What is the sum of all odd numbers from 1 to 100?
ACTIVITY 5: “Relate Your Arithmetic”

Direction: Solve the following problem involving arithmetic sequence.
1. The mini theater has 15 rows of seats. The first row has 16 seats, the second row has 18
seats, the third row has 20 seats, and so on. How many seats are there in the last row?
18
2. Sandy saved 10 pesos on the first day, 13 pesos on the second day, 16 pesos on the third
day, and so on, up to the end of the year. If she will open her piggy bank in the end of a year
(365 days), What will be the total of all her savings that she saved in a year?
3. Cherie made deposits from her school allowances of ₱10 on the first week and the amount of
her last deposit was ₱163 pesos. She made deposits of 52 times. In this situation, how much
the amount of her deposit added every week?
4. A caregiver receives a salary of ₱36,000 a year with a contract of ₱300 annual increase for 7
years. What is his total income for 7 years?
5. Mary Ann lent from the bank of ₱5,000 on the first month and the amount of her last lend was
₱21, 500. She lent in a year. In this situation, the money that she lent is increased, how much
the amount of money added every month of her lending?
19
VI. REFLECTION:
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20
LESSON 3: GEOMETRIC SERIES AND SEQUENCE
I. OBJECTIVES:
 illustrate the geometric sequence

 find the nth term, mean and sum of a geometric sequence
 solve problem involving geometric sequence.
II. EXPLORATION: “Paper Folding”

Directions: Get your own paper then fold it in the center, make sure that each part is equal. After
you fold your paper answer the table below based on your activity.
Number of 1 2 3 4 5
Folds
Number of
Parts Formed
.
III. DISCUSSION:
Geometric Sequence – is a sequence in which each term is obtained by multiplying a constant
value to the preceding term. The constant value is called common ratio.
a2 a3
The common difference is easily determined if you use the formula r = or r = .
a1 a2
Example:
Determine the common ratio of the geometric sequence 5, 10, 20, 40, 80 …
Solution:
a2 10
r= = =2
a1 5
a3 20
r= = =2
a2 10
Answer: The common ration is 2.

Checking:
5 10 20 40 80
x2 x2 x2 x2
FINDING NTH TERM OF GEOMETRIC SEQUENCE:
21
To find the nth term of a geometric sequence use the general formula:
an = a1rn – 1
where:
an is the last term
r is the common ratio
Examples:
a. Find the 13th term of a geometric sequence 2, -6, 18, -54, 162, …
Let a1 = 2, r = -3, and n = 13
Solution:
a13 = a1rn – 1 Use the general formula of geometric sequence.
= (2) (-313 – 1) Substitute all the given values to formula.
= (2) (-312) Simplify the exponent.
= (2) (531 441) Find the 3 to the 12th power.
a13 = 1 062 882 Multiply.
Answer: The 13th term is 1 062 882
OTHER CASE:
b. What is the common ratio of a geometric sequence if the first term is 3 and the seventh term
is 352 947?
Let a1 = 3, a7 = 352 947, and n = 7.
Solution:
352 957 = (3) r7 – 1 Substitute all the given values to formula.
352 957 = 3r6 Simplify the exponent.
352 957 3r6

3 3
6 6
√117 649 = √r6 Find the 6th root of 117 649.
22
r=7
Answer: The common ratio is 7.
c. How many terms in the geometric sequence if the first term is 5, the last term is 98 415, and
the common ratio is 3?
Let a1 = 5, an = 98 415, and r = 3
Solution:
an = a1rn – 1 Use the general formula of geometric sequence.
98 415 = (5) (3n – 1) Substitute all the given values to formula.
98 415 (5) (3n -1 )

5 5
19 683 = 3n – 1
39 = 3n – 1 Find the exponential form of 19 683 which the base
is same as the base to the right side.
9=n–1 Cancel both bases.
n=9 Apply the addition property.
Answer: The number of terms is 9.
Geometric Mean – a geometric mean is a number that can be inserted between the two given
numbers so that the terms form a geometric sequence. Geometric mean is also known as mean
of proportional between two numbers.
This is a formula to find the geometric mean:

a G
= or G2 = ab
G b
where:
G is geometric mean
Examples:
a. Find the geometric mean between 3 and 27.
Let a = 3 and b = 27
23
Solution:
G2 = ab Use the formula of geometric mean.
G2 = (3) (27) Substitute the value of a and b.
G2 = 81 Simplify the right side.
√G2 = √81 Extract both sides.

G=±9
Answer: The geometric mean is either 9 or -9.
b. Insert two geometric means between 3 and 192.
Let a1 = 3, a4 = 192, and n = 4
192 = (3)r4 – 1 Substitute all the given values to formula.
192 = 3r3 Simplify the exponent.
192 3r3
3 3
3 3
√64 = √r3 Find the cube root of both sides.
r=4
Solve for a2 Solve for a3

a2 = a1 • r a3 = a2 • r
=3•4 = 12 • 4
a2 = 12 a3 = 48
THE SUM OF FINITE GEOMETRIC SERIES:
Geometric Series – is the sum of geometric sequence.
The formula of the sum of finite geometric sequence is:

a1 (1 - rn )
Sn =
1-r
where:
Sn is the sum of the geometric sequence n is the number of terms
r is the common ratio, r ≠ 1
24
Example:
a. Find the first 9 terms in the geometric series 2 + 8 + 32 + 128 + 512 + …
Let a1 = 2, r = 4, and n = 9
Solution:
a1 (1 - rn )
Sn = Use the formula of the sum of finite geometric
1-r
sequence.
2 (1 - 49 )
= Substitute the given values to formula then simplify.
1-4
2 (1 - 49 )
=
1-4
2 (-262 143)
=
-3
-524 286
=
-3
Sn = 174 762
Answer: The sum is 174 762
.
IV. APPLICATION:
a. A piece of spoiled meat had some bacteria in it. The number of bacteria increases 3 times
every hour. If the number of bacteria is 300 on the first hour, what will be the number of bacteria
in 5 hours?
Let a1 = 300, r = 3, and n = 5
Solution:
a5 = a1rn – 1
= (300) (35 – 1)
= (300) (34)
= (300) (81)
a5 = 24 300 Answer: There will be 24 300 in 5 hours.
b. A manufacturer accepts the annual payment for her products of ₱50,000.00 with the contract
that he will receive a 5% increase every year. How much will be the total of his earnings in 7
years?
Let a1 = 50 000, n = 7, and r = 1 + 0.05 = 1.05
Solution:
25
50 000 (1 - 1.057 )
Sn =
1 - 1.05
50 000 (1 - 1.057 )
=
- 0.05
50 000 (-0.41)
=
- 0.05
-20 500
=
- 0.05
Sn = 410 000
Answer: His total earnings in 7 years is ₱410,000.00.
.
V. ASSESSMENT:
ACTIVITY 1: “Nth Term”
Directions: Find the next two terms of the following geometric sequence. Write your answer in
the line.
1. -3, 27, -243, 2 187, -19 683, _______ , ________
2. 8, 4, 2, 1, _______ , ________
3. 3, -6, 12, -24, _______ , ________
4. 2√3, 6, 6√3, 18, _______ , _______

1 2 4 8
5. , , , , ______ , _______
3 9 27 81
ACTIVITY 2: “Cross Series”

Directions: Fill the box with the missing term. Each upward and downward are geometric series.
-1
3 27 243 2 187
-81
8 -729 136.6875
4 837 2 187 1 093.5 546.75 273.375
2 187
26
ACTIVITY 3: “Find It”
Directions: Use the given values from the table below to find the missing number in geometric
sequence. Show your solution.
a1 an n r Solution
0 550 5
1
32 8 2
1 000 0.00001 0.01
289 18 17
1
81 7 −
3
ACTIVITY 3: “Inserting”
Directions: Find the missing terms between the two numbers. Show your solution and write your
answers in the line.
1. 4 ____ , ____ , ____ , 2 500
2. -7, ____ , ____ , 56
27
3. -33, ____ , 45
4. 17, ____ , ____ , -459
3
5. , _____ , _____ , 6
4
ACTIVITY 4: “The Sum”

Direction: Find the sum of the following geometric series.
1. The first 9 terms in the geometric series 3 + 15 + 75 + 375 + …
2. The first 10 terms of 3 – 6 + 12 – 24 + …
3. The first 20 terms in 2 + 4 + 8 + 16 + …
28
1
4. Find the sum in the geometric series if a 1 = 128, n = 5, and r =
2
5. Find Sn if the first term is 1, the common ratio is 9 and the number of terms is 12.
ACTIVITY 5: “Geometric Involvement”

Direction: Solve the following problems involving geometric sequence.
1. The town has the present population of 3 205 which increases every year in 12%. What will
be the population of the town in 8 years?
2. The computer set depreciates in value at the rate of 5% every year. If the computer set costs
₱21,500.00 now, what will be its value on the 5 th year?
3. There were 500 bacteria in the garbage at 9:00 am and double every 30 minutes. How many
bacteria until 12:30 pm?
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4. – 5. A businessman’s income starts with ₱15,000 on the first year and his income increases
at the rate of 10% every year.
a. What will be his income on the 10 th year?
b. What is the total of his income in 10 years?
VI. REFLECTION:
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LESSON 4: HARMONIC SEQUENCE
I. OBJECTIVES:
 find the nth term, and mean in Harmonic sequence

 illustrate Harmonic and Fibonacci sequence.
II. EXPLORATION: “The Reciprocals”

Directions: Match each sequence from column A to its reciprocal form to column B. Write the
letter of the correct answer in the line provided before the number.
A B
3 3 3 3
____ 1. 2, 4, 6, 8, … a. , , , ,…
2 11 20 29
2 2 2 2 1 1 1 1
____ 2. ,3 ,6 ,9 ,… b. , , , ,…
3 3 3 3 8 12 16 20
1 1 1 1
____ 3. 5, 2, -1, -4, … c. , , , , …
2 4 6 8
1 1 1 1 1
____ 4. , 1, 1 , 2, … d. , , -1, - , …
2 2 5 2 4
2 1
____ 5. 8, 12, 16, 20 e. 2, 1, , , …
3 2
.
III. DISCUSSION:
Harmonic Sequence – is the sequence which the terms are reciprocal of terms in arithmetic
sequence.
Example:
Arithmetic Sequence Harmonic Sequence
1 1 1 1 1 1
3, 6, 9, 12, 15, 18, … , , , , , ,…
3 6 9 12 15 18
FINDING NTH TERM OF HARMONIC SEQUENCE:

Examples:
1 1 1 1
a. Find the a7 in the harmonic sequence , , , ,…
4 11 18 25
31
Solution:
Let a1 = 4, d = 7, and n = 7 Reciprocal the first term and the common
difference.
a7 = a1 + (n – 1) d Use the formula of arithmetic sequence.
= 4 + (7 – 1) 7 Substitute all the values to formula then simplify.
= 4 + (6) 7
= 4 + 42
a7 = 46
1
Answer: The 7th term in harmonic sequence is .
46
1 1 1
b. Find 15th term of HS , 1, - , - ;...
2 2 4
Solution:
Let a1 = 2, d = -2, and n = 15 Reciprocal the first term and the common
difference.
a7 = a1 + (n – 1) d Use the formula of arithmetic sequence.
= 2 + (15 – 1) (-2) Substitute all the values to formula then simplify.
= 2 + (14) (-2)
= 2 – 28
a7 = -26
1
Answer: The 15th term in harmonic sequence is - .
26
Harmonic mean – is the reciprocal of an arithmetic mean.
The formula for harmonic mean of two numbers is:

2ab
H=
a+b
where:
H is the harmonic mean
32
Example:
1 1
a. Find the harmonic mean of and .
8 21
1 1
Let a = and b = .
8 21
Solution:
2ab
H= Use the formula of harmonic mean for two numbers
a+b
1 1
2(8)(21)
= 1 1 Evaluate the formula.
+
8 21
2
168
= 29
168
2
=
29
2
Answer: The harmonic mean is .
29
Formula for harmonic mean of three numbers:

3abc
H=
ab + ac + bc
where:
H is the harmonic mean
c is the given number
Example:
1 1 1
b. Find the harmonic mean of , , and .
3 6 9
1 1 1
Let a = , b = ,and c =
3 6 9
3abc
H= Use the formula of harmonic mean of three
ab + ac + bc
33
numbers.
1 1 1
3( )( )( )
3 6 9
= 1 1 1 1 1 1 Evaluate the formula.
(3)(6) + (3)(9) + (6)(9)
1
54
= 1 1 1
18
+ 27 + 54
1
54
= 1
9
1
H=6
1
Answer: The harmonic mean is .
6
Fibonacci Sequence – Is the sequence discovered by Leonardo Fibonacci which has a special
relationship among the terms of a sequence. This sequence is formed by the experimentation
from production of pair of rabbits.
The illustration below shows the sequence of rabbit production which is also the process in
Fibonacci sequence.
34
Example of Fibonacci Sequence:
Find the next 5 terms if the first term is 3 and the second is 5.
Solution:
F1 = 3
F2 = 5
F3 = 3 + 5 = 8
F4 = 5 + 8 = 13
F5 = 8 + 13 = 21
F6 = 13 + 21 = 34
F7 = 21 + 34 = 55
Answer: The Fibonacci sequence is 3, 5, 8, 13, 21, 34, 55
.
IV. ASSESSMENT
ACTIVITY 1: “Harmonic term”
Direction: Find the indicated term from the following harmonic sequence.
1 1 1 1
1. , , , , … a13 = ?
6 12 18 24
1 1 1
2. , , 0, , … a12 = ?
-10 -5 5
1 1 1
3. , , , -1, … a21 = ?
8 5 2
35
2 1 2
4. 1, , , , … a11 = ?
3 2 5
3 3 3 3
5. , , , ,…
2 11 20 29
ACTIVITY 2: “HM?”
Direction: Find the harmonic mean from each set of numbers.
3 9
1. , and
2 2
1 1
2. and
2 44
1 2
3. and
12 3
36
4. 3, 5, and 7
1 1 1
5. , , and
5 2 8
ACTIVITY 3: “Fibonacci Missing Term”

Directions: Find the missing last terms from the following Fibonacci sequence. Write your
answer in the line.
1. -2, 5, 3, ____, 11, 19, _____
2. 8, 11, ____, 30, _____, 79
3. 6, 7, 13, ____, ____, 53
4. ____, 5, 6, ____, 17
5. -8, -12, ____, -32, _____
ACTIVITY 4: “Number Chips”

Directions: Find the missing terms of the chips that are related from the given first numbers.
Apply the Fibonacci sequence to find the missing terms.
37
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
38
LESSON 5: FACTORIAL NOTATION AND SIGMA NOTATION
I. OBJECTIVES:
 simplify the given factorial

 find the sum of terms involve in sigma notation.
.
II. EXPLORATION: “Multiply of Countdown”
Directions: Simplify each expression. Write your answer in the line provided after the equal sign.
1. 8 • 7 • 6 • 5 • 4 • 3 • 2 • 1 = _____
2. 5 • 4 • 3 • 2 • 1 = _____
3. (4 • 3 • 2 • 1) (3 • 2 • 1) = _____
4. (5 • 4 • 3 • 2 • 1) (2 • 1) = _____
5. (3 • 2 • 1) (4 • 3 • 2 • 1) (5 • 4 • 3 • 2 • 1) = _____
.
III. DISCUSSION:
Factorial – is the product of all positive integers from 1 through given number. It is denoted as !.
Examples:
Simplify each n factorial.
a. 6! b. 8!
Solution: Solution:
= 6! = 8!
=6•5•4•3•2•1 =8•7•6•5•4•3•2•1
= 720 = 40 320
Answer: 720 Answer: 40 320
OPERATIONS INVOLVE IN n!
Examples:
Simplify each.
(3! + 4!)5!
a. (10 – 8)! b.
5!
39
Solution: Solution:
(3! + 4!)5!
= (15 – 8)! =
5!
(6 + 24)5!
= 7! =
5!
=7•6•5•4•3•2•1 = 30
= 5 040 Answer: 30
Answer: 5 040
Sigma Notation – it is a method use to find the sum of all terms given by the formula.
Examples:
Evaluate each sigma notation.
5
a. ∑ 3n-1
n=2
Solution:
5
∑ 3n - 1 = [3(2) - 1] + [3(3) - 1] + [3(4) - 1] + [3(5) - 1]

n=2
n=2 n=3 n=4 n=5

= (6 – 1) + (9 – 1) + (12 – 1) + (15 – 1)
= 5 + 8 + 11 + 14
40
5
∑ 3n - 1 = 38 Answer: 38
n=2
b. ∑ 2i2
i =1
Solution:
6
∑ 2i2 =[2(12 )] + [2(22 )] + [2(32 )] + [2(42 )] + [2(52 )] + [2(62 )]

i =1
i=1 i=2 i=3 i=4 i=5 i=6

= 2 + 8 + 18 + 32 + 50 + 72
6
∑ 2i2 = 182 Answer: 182

i =1
SERIES TO SIGMA NOTATION:

Examples:
a. 2 + 4 + 6 + 8 + 10
Solution:
Each term is increased by 2, therefore the formula can be 2n.
Checking:
Let n = 1 Let n = 2 Let n = 3 Let n = 4 Let n = 5
2(1) = 1 2(2) = 4 2(3) = 6 2(4) = 8 2(5) = 10
5
Answer: ∑ 2n
n=1
b. 3 + 5 + 7 + 9 + 11
Solution:
Each term is positive odd integers, therefore the formula can be 2n – 1.
Checking:
Let n = 2 Let n = 3 Let n = 4 Let n = 5 Let n = 6
2(2) – 1 = 3 2(3) – 1 = 5 2(4) – 1 = 7 2(5) – 1 = 9 2(6) – 1 =11
41
6
Answer: ∑ 2n - 1
n=2
.
IV. ASSESSMENT:
ACTIVITY 1: “Factorial Not a Factor”
Direction: Simplify each expression involving factorial.
1. (15 – 6)! 3! 2. 3!5!
3. 13! – 12! 4. (5! – 5)!
5. (5 + 2)! + (3!)! 6. (3 + 4!) – (5! + 2!)
(5 - 3)! 4! (9! - 3)!

7. 8.
2! (7 - 3)!
42
(5 + 2)! (7 - 4)! (5 - 3)! (5 + 2)!
9. 10.
3! 5!
ACTIVITY 2: “The Partner”

Directions: Match the sentence from column A to the proper notation from column B. Write the
letter of the correct answer.
A B
____ 1. The sum of the first four terms of the a.
series an = 3n2 + 3.
____ 2. The sum of the first five terms of the b.
series an = 3n2 + 1
____ 3. The sum of the first five terms of the c.
series an = n2.
____ 4. The sum of first six terms of the series d.
an = 3n – 2
____ 5. The sum of the first four terms of the e.
series an = n2 + 3
f.
ACTIVITY 3: “Sigma to Simple”

Direction: Evaluate each sigma notation.
1. 2.
43
3. 4.
5.
ACTIVITY 4: “Series to Sigma”

Direction: Write the following series in sigma notation.
1. 5 + 10 + 15 + 20 + 25 2. 3 + 9 + 27 + 81
1 1 1 1 1 2 1 1 1 1 1
3. + + + + 4. + + + + +6
2 3 4 5 6 3 2 3 4 5
5. -3, -2, 0, 1, 2
44
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
45
LESSON 6: BINOMIAL EXPANSION
I. OBJECTIVES:
 expand the binomial according to its power

 find specific term in binomial expansion.
.
II. EXPLORATION: “Poweeeer”
Directions: Determine the power or exponent of binomial according to its expansion. Write your
answer inside the box.
1. (x + y) = x3 + 3xy + y3 + 3xy2
2. (x + y) = 10x3y2 + 10x2y3 + x5 + 5yx4 + y5 + 5xy4
3. (x + y) = 6x2y2 + x4 + 4x3y + 4xy3 + y4
4. (a + b) = a2 + 2ab + b2
5. (a + b) = a4 + 4a3b + 6a2b2 + b4
.
III. DISCUSSION:
Binomial Expansion – is the expanded form of the binomial base on the number of power.
The formula of binomial expansion is:

n -1 n -1 n -2
(a + b)n = an + n • an – 1 b + n • • an – 1 b2 + n • • • an – 3 b3 + … + bn
2 2 3
where:
a is the first term of binomial
b is the second term of binomial
n is the power
Example:
Expand (2x + y)4
Solution:
3 3 2
(2x + y)4 = (2x)4 + (4)(2x)4 – 1 y + (4)( )(2x)4 – 2 y2 + (4)( ) ( )(2x)4 – 3 y3 + y4
2 2 3
46
(2x + y)4 = 16x4 + 32x3y + 24x2y2 + 8xy3 + y4 Simplify each term.
Answer: 16x4 + 32x3y + 24x2y2 + 8xy3 + y4
PASCAL’S TRIANGLE
This pattern can also be used in binomial expansion. The following numbers in Pascals’s
triangle are multiplied to the coefficients of terms in binomial.
Example:
Write each binomial to the expanded form using Pascal’s triangle.
(a + 2b)6
Solution:
1 6 15 20 15 6 1 Use these coefficients of Pascal’s triangle
because the power of binomial is 6.
(a + 2b)6 = (1)(a)6(2b)0 + (6)(a)5(2b)1 + (15)(a)4(2b)2 + (20)(a)3(2b)3 + (15)(a)2(2b)4 + (6)(a)1(2b)5

(1)(a)0(2b)6
The exponent of the first term is decreasing
while the exponent of the second term is
increasing but always start with 0.
(a + 2b)6 = a6 + 12a5b + 60a4b2 + 160a3b3 + 128a2b4 + 192ab5 + 64b6

Simplify each term.
Answer: a6 + 12a5b + 60a4b2 + 160a3b3 + 128a2b4 + 192ab5 + 64b6
47
FINDING NTH TERM IN BINOMIAL EXPANSION:
Examples:
a. Find the 4th term in the binomial expansion of (3x2 + y)5
Solution:
a4 = (10)(3x2)2(y)3 Use the coefficient of 10 from
Pascal’s triangle in n = 5.
= (10)(9x4)(y3) Simplify.
a4 = 90x4y3
Answer: 90x4y3
b. Find the term containing x in (x + y)6.

Solution:
a6 = (6)(x)1(y)5 This is the coefficient where the term
a6 = 6xy5 containing x if n is 6. Therefore, the term
that has x is in the 6th term.
Answer: The term is containing x is 6xy5.
.
IV. ASSESSMENT:
ACTIVITY 1: “Fill Me”
Directions: Find the missing term from the expanded form. Write your answer in the blank.
1. (3x + y2)4 = 81x4 + ______ + 108x3y2 + 54x2y4 + 12xy6 + y8
2. (2m2 – n)5 = 32m10 – 80m8n + 80m6n2 – 40m4n3 + _____ – n5
3. (2x – y3)3 = _____ – 12x2y3 + 6xy6 – y9
4. (4a + 5)6 = 4 096a6 + 30 720a5 + 96 000a4 + 160 000 a3 + 150 000a2 + ______ + 15 625
5. (2x + 3)5 = 32x5 + 240x4 + ______ + 1 080x2 + 810x + 243
ACTIVITY 2: “Expand”
Direction: Write the expanded form of each power of binomial.
1. (2b – c2)4
48
2. (3x – 5)6
3. (x4 + y3)5
4. (2x + y)8
5. (7mn + 3n)4
ACTIVITY 3: “The Term”

Direction: Find the indicated term of the following power binomials.
1. The 3rd term of (2x – y)4
2. The 6th term of (x + y)7
3. The last term of (3x3y + 5xy)
49
4. The term containing x3 in (2x – 3y)5
5. The term containing y in (5y + 2)6
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
50
51
LESSON 1: POLYNOMIAL FUNCTIONS
I. OBJECTIVES:
 identify polynomials and their degrees,

 evaluate polynomials using synthetic substitution,
 illustrate polynomial equations,
 solve problem involving polynomials.
.
II. EXPLORATION: “Spot the Polynomial”
Directions: Identify the expression if polynomial or not polynomial then and explain your answer.
1. 3x + 2
3
2. –1
x
3. x2 + 2x – 5
4. x-2 + 5
5. 2√x
6. (x + 3) (x – 5)2
7. x√2
1
8. 3x2 + 7
(x+3)x-1
9.
x-2
10. x0
.
III. DISCUSSION:
A polynomial function of the form f(x) = mx + b is called linear function. The graph of a
linear function is a straight line. Meanwhile, a polynomial function of the form f(x) = ax 2 + bx + c
is called quadratic function. The graph of a quadratic function is a parabola.
A linear function is a first degree polynomial function, while a quadratic function is a
second degree polynomial function. In general, if a function P is defined by:
P(x) = anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0, where
a0, a1, … ,an are real numbers and an ≠ 0, and n is a nonnegative integer, then P is called a
polynomial function in x of degree n.
Examples:
52
P(x) = 2x6 + 3x4 + x2 + 5x – 3 (6TH Degree of Polynomial Function)
P(x) = x2 + x – 1 (Linear Polynomial Function)
P(x) = x4 – 2x2 + 3 (3rd Degree of Polynomial Function)
Linear Function Quadratic Function Polynomial Function
Some Polynomial Functions:

Polynomial Function Degree Example
Constant 0 f(x) = 2
Linear 1 f(x) = 2x + 5
Quadratic 2 f(x) = 3x2 + 5x – 4
Cubic 3 f(x) = x3 – 5x2 + 4x – 3
Quartic 4 f(x) = 2x4 + 3x3 – x2 + 7x – 10
Evaluation of Polynomial Function:

Examples:
a. Evaluate 7x3 + x2 – 3x + 4 at x = 2.
Solution 1: Solution 2:
= 7x3 + x2 – 3x + 4
= 7(2)3 + (2)2 – 3(2) + 4
= 7(8) + 4 – 6 + 4
= 58
b. If P(x) = x4 + x2 – 3x + 10, find P(3) and P(-1).
Solution 1:
For P(3) For P(-1)
= (3)4 + (3)2 – 3(3) + 10 = (-1)4 + (-1)2 – 3(-1) + 10
= 81 + 9 – 9 + 10 = 91 = 1 + 1 + 3 + 10 = 15
53
Solution 2:
For P(3) For P(-1)
.
IV. APPLICATION:
a. The polynomial function G(x) = 3.5x3 + 2.5x2 – 12x + 5.5 can be used in estimating the
number of grams of dimethicone used in cosmetics. Find the number of grams will be in
cosmetics if x = 0.5.
Solution:
= 3.5(0.5)3 + (2.5)2 – 12(0.5) + 5.5
= 3.5(0.125) + 6.25 – 6 + 5.5
= 6.1875
Answer: The number of grams is 6.1875.
.
V. ASSESSMENT
ACTIVITY 1: “Fill Me About Polynomial”
Direction: Fill the answers of the given table below according to polynomials.
Polynomial Function Degree Polynomial Function
1. f(x) = x5 – 4
2. P(x) = x2 + 3x3 + 11
3. M(x) = -3
4. M(x) = 0.5x4 + x3 – 2x2 + 2.3x – 10.9
5. R(x) = -4x3 + x2 + 7x – 11x4 + 23
ACTIVITY 2: “Evaluate Me”

Direction: Evaluate each polynomial using substitution method.
1. x = 3; x3 + 5x2 – 12x – 23 4. f(3) = 5x5 – 10x2 + x – 3
2. x = -2; 3x4 + 11x2 – 5 5. P(-4) = 12 + x – 3x2 + 6x3 – 7x4
3. x = 5; 21x3 + 10x2 – 2x + 4
54
ACTIVITY 3: “Synthetic Substitution”
Direction: Evaluate each polynomial using synthetic substitution.
1. P(3) = x3 + x2 – x + 1 2. M(-2) = 3x2 + x – 15
1
3. P(0.5) = 5x6 + x3 – 3x + 9 4. P( ) = x7 + 2x3 – 12
2
5. M(√2) = 4x3 + 2x2 – 5x – 30
ACTIVITY 4: “Polynomial is Life”

Direction: Solve each problem involving polynomials.
1. If 120 meters of fencing is to be used to enclose a rectangular lot, the resulting area of the
fence lot is A = x(60 – x), where x is the width of the lot. If A = A(x), find A(2) and A(30).
2. The cost of removing x percent of pollutants from the swimming pool in Exponent Resort is
given by C(x) = 50x2 – 100x + 49 000. Find: C(50), C(60), and C(70).
55
3. An approximate number of bacteria in a dash bin is expressed as 12b 5 + 3b4 – 2b3 + 30b +
150 per hour, where b represents the bacteria. Find the number of bacteria if b = 50 in one hour
and b = 100 in two hours.
.
VI. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
56
LESSON 2: THE SYNTHETIC DIVISION
I. OBJECTIVES:
 perform division of polynomials using long division and synthetic division,

 solve problems involving division of polynomials.
.
II. EXPLORATION: “Can You Divide”
Directions: Perform the following expressions.
1. 100 ÷ 5 = _____________
2. (10x2 + 8x) ÷ 2x = = _____________
3. 50 ÷ 25 ÷ 2 = _____________
4. (75y6 – 50x4 + 25x2) ÷ 5x2 = _____________
5. 219 ÷ 15 = _____________
III. DISCUSSION:
1. Dividing Polynomials
The procedure for dividing a polynomial by another polynomial is similar to the
procedure used when dividing whole numbers.
Examples:
a. (x3 + 4x2 – 5x + 3) ÷ (x + 2)
Solution:
First, write the dividend

inside the division bar and divisor
outside the division bar. Divide the
first term of the divisor to the first
term of the dividend and multiply the
quotient to divisor. When you got
the product, perform the subtraction
and bring down the remaining
terms. After that, repeat the process
until you get the remainder.
57
21
Answer: x2 + 2x – 9 +
x+2
b. (7x3 + 2x4 + 10x2 + 8) ÷ (2x2 + x – 1)

Solution:
Standard form of divisor: 2x2 + x – 1
Standard form of dividend: 2x4 + 7x3 + 10x2 + 0x + 8
-x + 12
Answer: x2 + 3x + 4 +
2x2 + x - 1
2. Synthetic Division
There is a shorter procedure when a polynomial is to be divided by a binomial of the
form (x – r). This method is called synthetic division. In this procedure, we write only the
coefficients.
Example:
a. (x3 + 4x2 – 5x + 3) ÷ (x + 2)
Solution:
x + 2 = 0 (Equate the divisor)
x = -2
21
Answer: x2 + 2x – 9 +
x+2
58
b. (7x3 + 2x4 + 10x2 + 8) ÷ (2x2 + x – 1)
Solution:
Divisor: 2x2 + x – 1
2x2 x 1
+ – Each term divided by the coefficient of the first term.
2 2 2
1 1
x2 + x – Simplify.
2 2
-x + 12
Answer: 2x2 + 6x + 8 + or
2x2 + x - 1
-x + 12
x2 + 3x + 4 +
2x2 + x - 1
c. 2x2 + 11x4 + 9x3 – 15x2 + 10x – 2 divided by x2 + 3x – 1

Divisor: x2 + 3x – 1
Answer: 2x3 + 5x2 – 4x + 2
.
IV. APPLICATION:
a. Find the length of a rectangle if the area is expressed as x 3 + 4x2 – x + 5 and the width is
expressed as x – 3.
Solution:
Long Division:
59
Let x3 + 4x2 – x + 5 be the dividend
x – 3 be the divisor
55
Answer: The length in polynomial is x2 + 7x + 20 –
x-3
.
V. ASSESSMENT
ACTIVITY 1: “Long Division”
Direction: Perform the following division of polynomials.
1 2.
3. 4.
5.
60
ACTIVITY 2: “DDQ in Synthetic Division”
Directions: Identify the divisor, dividend, and quotient in each synthetic division. Write your
answers as polynomial form.
1. 2.
Divisor: ________________ Divisor: ________________

Dividend: ________________ Dividend: ________________
Quotient: ________________ Quotient: ________________
3. 4.
Divisor: ________________ Divisor: ________________

Dividend: ________________ Dividend: ________________
Quotient: ________________ Quotient: ________________
5.
Divisor: ________________
Dividend: ________________
Quotient: ________________
ACTIVITY 3: “The Synthetic Division Method”

Direction: Divide the following using synthetic division.
1. x4 + 3x3 – 5x2 + 10x – 3 divided by x + 3
61
2. (x3 + 4x2 – x – 25) ÷ (x + 5)
3. (12x3 + 10x2 + 5x + 1) ÷ (3x + 1)
4. (4x5 – 25x4 + 5x2 + 40x3 – 30x – 18) ÷ (x2 – 6x + 9)
-x3 + 3x4 - 2 + x
5.
1 + x + 3x2
ACTIVITY 4: “Test Your Skills in Division of Polynomials”

Directions: Solve the following problems. Show your complete solution.
1. Nilo travelled at a distance of x3 – 13x – 12 km at a rate of x + 3 kph. Write a polynomial that
represents the number of hours that Nilo traveled.
2. The area of a rectangular garden is 2x 3 + 5x2 – x – 6 sq. m. What is the polynomial of the
width if its length is 2x2 + x – 3?
62
3. The total cost of (3a – 2b) units of cellphone is (6a 2 + 5ab – 6b2) pesos. What expression
represents the cost of one cellphone?
4. If a car covers 15x2 + 7x – 2 km in 3x + 2 hours. What is the average speed of a car in km/hr?
5. If an English tutor earns 12c3 + 5c2 – c + 3 pesos for tutoring a student c + 5 hours. How
much does she earn per hour?
.
VI. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
63
LESSON 3: THE REMAINDER THEOREM
I. OBJECTIVES:
 prove the remainder theorem,

 evaluate polynomials to find the remainder.
.
II. EXPLORATION: “Like Before”
Directions: Evaluate the following polynomials using the given value.
1. Polynomial: f(x) = 5x3 + 3x2 – x + 5
x=5
2. Polynomial: f(x) = 3x4 + 2x2 – 10
x = -1
3. Polynomial: f(x) = 3x7 + x6 – x3 + x2 – 5
x=0
4. Polynomial: f(x) = 3x5 – 2
x = -3
5. Polynomial: f(x) = 3x3 – 5x2 + 3x + 2
x=4
III. DISCUSSION
The Remainder Theorem
If a polynomial P(x) is divided by x – r, then the remainder is R = P(r).
Consider the division algorithm when the dividend, P(x), is divided by x – r. We can write the
division algorithm as follows:
P(x) = D(x) Q(x) + R(x), where
P(x) is the dividend
D(x) or (x – r) is the divisor
64
Q(x) is the quotient
R(x) is remainder
The Remainder Theorem:

Examples:
a. Find the remainder of P(x) = 3x3 + 2x2 – 3x + 5 if P(-3).
Solution:
P(-3) = 3x3 + 2x2 – 3x + 5 Checking:
= 3(-3)3 + 2(-3)2 – 3(-3) + 5
= 3(-27) + 2(9) + 9 + 5
= -81 + 18 + 9 + 5
P(-3) = -49
Answer: The remainder is -49
b. Find the remainder of (2x5 + 3x3 – 2x2 + 10)/(x + 2).

Solution:
x+2=0 f(-2) = 2x5 + 3x3 – 2x2 + 10
x = -2 = 2(-2)5 + 3(-2)3 – 2(-2)2 + 10
= 2(-32) + 3(-8) – 2(4) + 10
= -64 – 24 – 8 + 10
f(-2) = -86 Answer: The remainder is -86
c. The expression x3 – kx + 5x + 3 leaves a remainder of -11 when divided by x – 2. Find the
value of k.
Solution:
x3 – kx + 5x + 3 = -11 Equate the polynomial and the remainder.
(2)3 – k(2) + 5(2) + 3 = -11 Evaluate the polynomial from the left.
8 – 2k + 10 + 3 = -11 Simplify.
-4k + 21 = -11 Add.
-4k = -32 Apply the subtraction property.
k=8 Apply the division property.
65
Answer: k = 8. Therefore, the polynomial is x 3 – 8x + 5x + 3.
.
IV. ASSESSMENT
ACTIVITY 1: “Matching Test”
Directions: Match each function from column A to column B according to its remainder. Write
the letter of the correct answer in the space provided before the number.
A B
1. f(-3) = 3x4 + 7x2 – 3 a. 5
2. f(5) = 2x5 – 3x4 + 2x3 – 10 b. 4 615
3. f(-1) = x6 + 2x5 – 3x4 + 2x3 – 7x2 – 10x + 9 c. 13
4. f(3) = 12x6 – 100 d. 303
5. f(1) = 5x3 + 2x2 – 3x + 9 e. 8 648
ACTIVITY 2: “Apply What You Have Learned”

Direction: Use the remainder theorem to find the remainder of each polynomial when divided by
the given number or binomial.
1. x3 + 9; x – 3 2. 7x3 + 5x2 + 11x – 5 divided by x + 6
3. x = 3; 5x4 – 3x2 – 10x + 5 4. y = 5; 3y5 + 2y4 – 8y3 + 10y2 – y + 3
5. (x3 + 5x2 – 3x + 10) ÷ (x + 9)
66
ACTIVITY 3: “The k”
Direction: Find the value of k from each polynomial using the given remainder.
1. f(-3) = 5x3 + 2x2 – kx + 3; remainder is -105
2. f(5) = x3 + kx2 – 2x + 10; remainder is 250
3. f(2) = 2x4 + 3x2 – kx – 3; remainder is 19
1
4. f( ) = 4x4 + 10x3 + 6x2 – 2x + 9; remainder is 11
2
5. f(-9) = 3x5 – 10; remainder is 2
.
VI. REFLECTION:
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LESSON 4: THE FACTOR THEOREM
I. OBJECTIVES:
 prove the factor theorem,

 use the factor theorem whether the binomial x – r is a factor of the given polynomial.
.
II. EXPLORATION: “Factoring”
Directions: Factor each trinomial.
1. x2 + 7x + 12 2. x2 – 8x + 12
3. 3x2 – 10x – 15 4. 4x2 – 4x – 3
5. 7x2 + 8x + 1
III. DISCUSSION
We can write P(x) = Q(x) (x – r), thus (x – r) is a factor of P(x). Combining this result with the
remainder theorem, we obtain the factor theorem.
Factor Theorem
Let P(x) be a polynomial.
a. If P(r) = 0, then x – r is a factor of P(x).
b. If x – r is a factor of P(x), then P(r) = 0.
Examples:
Determine whether x + 3 is a factor of each polynomial.
68
a. 3x3 – 2x2 + 5x – 10 b. x3 – 2x2 – 11x + 12
Solution: Solution:
x+3=0 x+3=0
x = -3 x = -3
= 3(-3)3 – 2(-3)2 + 5(-3) – 10 = (-3)3 – 2(-3)2 – 11(-3) + 12
= 3(-27) – 2(9) – 15 – 10 = -27 – 2(9) + 33 + 12
= -81 – 18 – 15 – 10 = -27 – 18 + 33 + 12
= -124 =0
Answer: x + 3 is not a factor of Answer: x + 3 is a factor of x3 – 2x2 – 11x +
3x3 – 2x2 + 5x – 10 because P(-3) ≠ 0. 12 because P(-3) = 0.
Factor Theorem
Find k from the following polynomials using the given factor.
a. x – 2 is a factor of 4x3 + kx2 – x + 6. b. x + 3 is a factor of x3 + 3x2 – kx – 3
Solution: Solution:
x–2=0 x+3=0
x=2 x = -3
4x3 + kx2 – x + 6 = 0 x3 + 3x2 – kx – 3 = 0
4(2)3 + k(2)2 – 2 + 6 = 0 (-3)3 + 3(-3)2 – k(-3) – 3 = 0
4(8) + k(4) – 2 + 6 = 0 -27 + 3(9) + 3k – 3 = 0
32 + 4k – 2 + 6 = 0 -27 + 27 + 3k – 3 = 0
4k + 36 = 0 3k = 3
4k = -36 k=1
k = -9
IV. ASSESSMENT
ACTIVITY 1: “Factor Theorem”
Directions: Use the factor theorem to determine whether the given binomial of the form x – r is a
factor of the given polynomial. Justify your answer.
69
1. x + 3; x4 + 3x3 – 2x2 – 5x + 3 2. x – 4; x3 – 3x2 – 3x – 4
3. 4x – 3; 4x3 – 15x2 + 5x + 3 4. y – 2; 4y3 – 3y2 – 8y + 4
5. 2a – 1; 4a4 – 2a3 – 4a2 + 16a – 7
ACTIVITY 2: “The Missing Factor”

Direction: Find the missing factor from each of the following.
1. x3 – 8 = (x – 2) _____________
2. a3 – 2a2 – a + 2 = (a – 2) ____________
3. 3x3 – 6x2 – 12x – 3 = (3x + 4) ____________
4. 3x3 – 17x2 + 22x – 60 = (x – 5) ____________
5. 2x3 + 5x2 + 4x + 1 = (x + 1) _____________
ACTIVITY 3: “k from Factor”

Direction: Find k from the following polynomials using the given binomial.
1. x + 6; kx3 – 31x2 + 2x + 48 2. 2x + 4; 2x4 + 6x3 + kx2 + 2x – 40
3. 3x – 1; 15x3 + 12x2 – 35x + 10 4. y – 1; y5 – ky4 – 10y + 10
5. m – 5; km3 – 8m2 + 3m – 15
70
ACTIVITY 4: “The Right Side”
Direction: Use the factor theorem to determine if the given width of each rectangle is a factor of
the given area.
1. 2.
3. 4.
5.
.
VI. REFLECTION:
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LESSON 5: THE FACTOR RATIONAL ZEROS
I. OBJECTIVES:
 use rational zero theorem to find zeros of a polynomial function.
.
II. EXPLORATION: “P(x)”
Directions: Complete the table below.
P(x) P(1) P(2) P(3)
1. x3 – x2 + 3x – 4
2. x3 + 2x2 – 5x + 10
3. x3 – 4x2 + 2x – 6
.
III. DISCUSSION:
Multiple Zero of a Polynomial
If a polynomial P(x) has (x – r) occurring as a factor exactly k times, then r is a zero of
multiplicity of k of the polynomial function y = P(x).
Example:
P(x) = (x + 2)3 (x – 3)2 (x + 1)
-2 as a zero with multiplicity 3
3 as a zero with multiplicity 2
-1 as a zero with multiplicity 1
Finding Integral Zeros of Polynomial Functions

Let P(x) be a polynomial function in x with integral coefficients. Then, the only possible
integral zeros of P(x) are the divisors of the constant term.
Example:
P(x) = x4 – x3 – 11x + 16x – 3
Possible integral zeros of P(x) are the divisors of -3: ±1 and ±3
Integral Zeros of Polynomial Function
Example:
P(x) = x3 + 5x2 + x – 10
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Solution:
Possible integral zeros of P(x) are the divisors of -10: ±1, ±2, ±5, and ±10.
Synthetic Division:
Since P(5) = 245, 5 is not a zero Since P(-2) = 0, -2 is a zero
Answer: Because -2 is a zero of P(x), x + 2 is a factor of P(x).
Theorem 1: Fundamental Theorem of Algebra

A polynomial function P(x) of degree n has exactly n complex zeros.
Theorem 2: The Rational Zero Theorem

Given a polynomial function defined by
P(x) = anxn + an-1xn-1 + … + a1x + a0
with integer coefficients and where n is a nonnegative integer, the possible rational zeros of P(x)
p
are of the form , where p is a factor of a0 and q is a factor of an.
q
Example:
P(x) = 4x3 + 8x2 + 5x – 3:
a0 = -3 p: ±1 ±3 These are divisors of the constant term -3
an = 4 q: ±1 ±2 ±4 These are the divisors of the leading coefficient, 4
p 1 3 1 3 1 3
: ± ± ± ± ± ± Possible rational zeros of P(x)
q 1 1 2 2 4 4
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1 3 1 3
Thus, the possible rational zeros of P(x) = ±1, ±3, ± , ± , ± , and ±
2 2 4 4
Possible Rational Zeros
Example:
a. List all the possible rational zeros of f(x) = 4x 3 + 8x2 + x – 3.
Solution:
p: ±1, ±3,
q: ±1, ± 2, ±4
p 1 3 3
:, ±1, ± 3, ± , ± , and ± ,
q 2 2 4
Finding Polynomial Equation

Example:
1
a. Find a third degree polynomial function which zeros are -3, 2, and .
3
Solution:
P(x) = (x + 3) (x – 2) (3x – 1)
= (x2 + x – 6) (3x – 1)
= (3x3 + 3x2 – 18x) + (-x2 – x + 6)
P(x) = 3x3 + 2x2 – 19x + 6
IV. ASSESSMENT:
ACTIVITY 1: “Integral Zeros”
Direction: Find the integral zeros of each of the following functions.
1. f(x) = x3 + 2x2 – 33x – 90 2. f(x) = x3 + x2 – x – 1
3. f(x) = x4 – 2x2 + 1 = 0 4. f(x) = x4 + 10x3 – 3x2 – 32x – 20
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5. f(x) = x5 + 10x4 + 25x3 – 20x2 – 80x + 64
ACTIVITY 2: “Listing Method”

Direction: List all possible integral zeros of each function.
1. P(x) = x3 + 13x2 + 8x + 12 2. P(x) = x3 – 15x2 – 31x – 42
3. P(x) = x3 – 23x2 + 15x – 7 4. P(x) = x4 + 2x3 + 2x2 + 15x – 9
5. P(x) = x4 – 3x3 + 40x – 14
ACTIVITY 3: “p, q, and rational zeros”

Directions: Find the possible values of p, q, and the possible rational zeros.
1. P(x) = 3x3 + 5x2 – 10x + 25 2. P(x) = 2x3 + 5x2 – x + 3
p: _________________ p: _________________
q: _________________ q: _________________
p p
: _________________ : _________________
q q
3. P(x) = 2x3 + 9x2 + 7x – 6 4. P(x) = 2x4 + 8x3 + 6x2 – 8x – 8

p: _________________ p: _________________
q: _________________ q: _________________
p p
: _________________ : _________________
q q
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5. P(x) = 6x4 + 47x3 + 108x2 + 67x + 12
p: _________________
q: _________________
p
: _________________
q
ACTIVITY 4: “Roots to Equation”
Directions: Find the polynomial equation with the given roots or zeros. Write your answers im
the table.
Roots/Zeros Solution Equation
1. -3, 5, and 7
2. -5, 9, and 4
3
3. 8, 9, and
2
1 2 2
4. - , , and
4 3 5
5. 4, 2 + i, and 2 – i
.
VI. REFLECTION:
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LESSON 6: DESCARTE’S RULE OF SIGN
I. OBJECTIVES:
 use Descarte’s Rule of Signs and the theorem on bounds to find the zeros of polynomial
functions.
.
II. EXPLORATION: “Zeros of Polynomial”
Directions: Complete the table below.
Polynomial Zeros Number of Positive
Zeros
1. x3 + 3x2 – 4x + 5
2. 3x3 + x2 – 7x – 9
3. x4 + 2x3 + 5x2 – x + 2
4. 2x4 – 5x3 + 4x2 – x – 1
5. 6x5 – x + 2
III. DISCUSSION
If terms of a polynomial function P(x) are written in decreasing order according to the
powers of x, each pair of successive coefficients with opposite signs is called a variation of sign.
Theorem 1:
Every polynomial with complex coefficients and positive degrees n has exactly n complex roots.
If a polynomial equation with real coefficients has a + bi as a root, where a and b are real, b ≠ 0,
then a – bi is also a root.
Variations of Sign:
Examples:
a. x3 – 3x2 – 5x + 2 2 variations of sign
1 2
b. 4x4 + x3 – 3x2 + 7x – 3 3 variations of sign
1 2 3
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c. 7x5 – 3x4 + 2x3 – 5x2 + x – 10 5 variations of sign
1 2 3 4 5
Descarte’s Rule of Signs

Let P(x) be a polynomial function with real coefficients. Then,
 The number of positive real zeros or roots of P(x) = 0 is either equal to the number of
variations in sign of P(x) or is less than this number by a positive even integer.
 The number of negative real zeros or roots P(x) = 0 is either equal to the number of
variations in sign of P(-x) or its less than this number by a positive even integer.
Example:
Determine the possible number of positive and negative real zeros of the following functions.
a. P(x) = x3 +2x2 – 3x + 5
Solution:
For positive zeros:
P(x) = 2x5 + 3x4 + 7x3 + 5x2 + x + 15 has no variation of sign.
For negative zeros:
P(-x) = 2x5 + 3x4 + 7x3 + 5x2 + x + 15
= 2(-x)5 + 3(-x)4 + 7(-x)3 + 5(-x)2 + (-x) + 15
= -2x5 + 3x4 – 7x3 + 5x2 – x + 15
P(-x) = -2x5 + 3x4 – 7x3 + 5x2 – x + 15 has 5 variations of sign
Positive Zeros Negative Zeros Imaginary Zero

0 5 0
0 3 2
0 1 4
b. f(x) = x5 – 3x4 + 3x3 – 9x2 – 4x + 12

For positive zeros:
f(x) = x5 – 3x4 + 3x3 – 9x2 – 4x + 12 has 4 variations of sign.
Positive Negative Imaginary
For negative zeros:
Zeros Zeros Zero
f(-x) = (-x)5 – 3(-x)4 + 3(-x)3 – 9(-x)2 – 4(-x) + 12 4 1 0
2 1 2
= -x5 – 3x4 – 3x3 – 9x2 + 4x + 12 0 1 4
f(-x) = -x5 – 3x4 – 3x3 – 9x2 + 4x + 12 has 1 variation of sign.
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Finding the Real Zeros of a Polynomial Function
1. Determine the maximum number of real zeros using the degree of the polynomials.
2. Determine the possible number of positive zeros and negative zeros using Descarte’s Rule of
Signs.
3. Test each possible rational zero using synthetic substitution. Each time a zero is found,
repeat steps 2 and 3 on the depressed equation. If the last depressed equation is quadratic, use
any method to solve for the zero.
.
IV. ASSESSMENT
ACTIVITY 1: “Appropriate Table of Zeros”
Directions: Use Descarte’s Rule of Signs to find the positive, negative and imaginary zeros of
each of the following polynomial functions. Use the chart of each function.
1. P(x) = x2 + 7x – 18 2. P(x) = x2 – 3x – 4
3. P(x) = x3 + 5x2 – 2x + 4 4. P(x) = 6x4 + 23x3 – 20x2 – 8x – 4
5. P(x) = x3 – 4x2 – 6x – 3 6. P(x) = x4 + 2x2 – 10
7. P(x) = -3x4 + 2x3 + 8x – 12 8. P(x) = 2x5 – 3x4 – 8x3 + 13x2 – 4
9. P(x) = x6 + x5 – 2x4 + 5x3 – 2x2 + 10x – 3 10. P(x) = x4 – 3
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ACTIVITY 2: “State Your Answer”
Direction: Use Descarte’s Rule of Signs to state your answer in possible number of positive and
negative real zeros of each polynomial function.
1. f(x) = x3 + 6x2 + 8x + 1 2. f(x) = x3 – 5x2 + 3x – 5
3. f(x) = 2x4 + 11x3 + 21x2 + 17x + 5 4. f(x) = x5 – 25
5. f(x) = x4 + 4x3 – x2 – 15x + 2
.
VI. REFLECTION:
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LESSON 7: GRAPH OF POLYNOMIAL FUNCTION
I. OBJECTIVES:
 illustrate the graph of polynomial function,

 graph the polynomial function.
.
II. EXPLORATION: “Plot Me and Connect Me”
Directions: Find every value of y from polynomial equation using the following given value of x.
Plot all the ordered pairs and connect the plots.
y = x3 + 2x2 – x – 5
x -1 0 1 2 3
y
.
III. DISCUSSION:
Some important principles that must be kept in mind
while graphing polynomial functions in two variables.
1. Graph of any type of function must pass the vertical
line test.
2. Every polynomial function with real coefficients has
the set of real numbers as its domain.
3. A polynomial function of the nth degree cannot have
more than n roots. This only means that the graph
cannot intersect the x –axis more than n times.
The end behavior is the behavior pf the graph of a function at the far left or the far right.
Although the graph of a polynomial function may have intervals where it increases or decreases,
the graph will eventually rise or fall without bound as it moves far left or far to the right.
81
The Leading Coefficient Test
As x increases or decreases without bound, the graph of the polynomial function
P(x) = anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0 where an ≠ 0 eventually rises or falls in particulars.
Description Graph
Type 1
 If the degree of a function is odd and
the leading term is positive. The graph
falls to the left and rises to the right.
Example: f(x) = 2x3 + 3x2 – 5x + 10
Type 2
 If the degree of a function is odd and
the leading coefficient is negative.
The graph rises to the left and falls to
the right.
Example: f(x) = -3x3 + 5x2 – 4
Type 3
 If the degree of a function is even and
the leading coefficient is positive. The
graph rises to the left and to the right.
Example: f(x) = 2x2 + 5x – 10
Type 4
 If the degree of a function is even and
the leading coefficient is negative.
The graph falls to the left and to the
right.
Example: f(x) = -x2 + 3x – 5
Strategy of Graphing Polynomial Functions
P(x) = anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0 where an ≠ 0
82
1. Determine the end behavior of the graph using the leading coefficient test.
2. Find the x-intercepts. Recall that x-intercepts are zeros of the polynomial functions.
If there is an x-intercept with multiplicity r, then
 if k is even, the graph touches the x-axis at r and turns around.

 if k is odd, the graph crosses the x-axis at r.
 if k > 1, the graph flattens out at (r, 0).
3. Find the y-intercept.
4. Draw the graph of the polynomial function. Observe the rule for the number of turning points.
Example:
a. Graph the P(x) = x3 + 4x2 + x – 6
Solution:
P(x) = x3 + 4x2 + x – 6
= (x – 1) (x2 + 5x + 6) Factor out x – 1.
P(x) = (x – 1) (x + 2) (x + 3) Factor
x–1=0 x+2=0 x+3=0 Equate each factor to 0.
x=1 x = -2 x = -3
The zeros of P(x) are 1, -2, and -3
y-intercept:
P(0) = (0)3 + 4(0)2 + (0) – 6
P(0) = -6
Ordered Pairs: (1, 0), (-2, 0), (-3, 0), and (0, -6)
IV. ASSESSMENT:
ACTIVITY 1: “True or False”
83
Directions: Write T if the statement is true and F if false. Write your answer in the line provided.
______ 1. If the polynomial function is P(x) = x 2 + 3x – 5, the graph is parabola.
______ 2. The graph of the function f(x) = 3x4 + x2 – 4 is type 3.
______ 3. In P(x) = 3x2 + 2x2 – 5x – 6, the graph falls to the left and rises to the right.
______ 4. The graph of P(x) = -3x2 + 2x – 10 falls to the left and to the right.
______ 5. f(x) = 5 – 2x2 – 3x3 has an odd degree and negative leading coefficient.
ACTIVITY 2: “Test the Coefficient”

Direction: Use the leading coefficient test to describe the graph of each polynomial function.
1. f(x) = x5 + 2x4 – 3x3 + 12x2 + 8x – 3
2. f(x) = 3 – x3
3. f(x) = -4x3 + 2x2 + x5 – 3
4. f(x) = 7x2 + x – 3
5. f(x) = x7 – x4 + 3x3 + 2x – 3
ACTIVITY 3: “Its Graph”
Directions: Match each polynomial function with its graph by writing the letter of the correct
answer. Use the different method to determine the behavior.
___1. f(x) = 3x3 + 5x – 2 ___4. f(x) = -x5 – 7
___2. f(x) = x2 + 3x – 1 ___5. f(x) = -x2 + 3x – 5
___3. f(x) = -2x3 + x2 – 3x + 3
a. b. c.
d. e.
84
.
VI. REFLECTION:
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86
LESSON 1: CENTRAL ANGLES AND INSCRIBED ANGLES
I. OBJECTIVES:
 derive inductively the relations among chords, arcs, central angles, and inscribed angles,
 prove theorems related to arcs and central angles,
 prove theorems related to inscribed angles and inscribed quadrilaterals,
 find the measures of the unknown angles or arcs using the theorems on chords.
.
II. EXPLORATION: “Angles of a Circle”
Directions: Refer to the figure from the right to find the measure of the following angles. (A
whole circle has 360O) Write your answer in the line provided.
____ 1. m∠AOB
____ 2. m∠AOG
____ 3. m∠AOE
̂
____ 4. mAB
̂
____ 5. mGC
III. DISCUSSION
Circle – a round plane figure whose boundary
consists of points and has no corners or edges.
Arc – is a part of circumference of circle. Arc AB is
denoted by AB̂.
Central Angle – is an angle whose vertex is the

center of a circle ʘO and legs are the radii.
87
Types of Arcs
Types and Description Illustration

Minor Arc – arc that has degree measure of
̂ is a minor arc.
less than 180O. AB
Semicircle – arc that has exact degree

̂ is a semicircle.
measure of 180O. ABC
Major Arc – arc that has degree measure of

̂ is a major arc.
greater than 180O. ABC
Degree Measure of an Arc

Definition Illustration
Degree Measure of Minor Arc – a minor arc
is equal to the degree measure of a central
angle. mAB̂ = m∠AOB.
Degree Measure of Major Arc – a major arc

is equal to 360O minus the degree measure
̂=
of central angle of the minor arc. mABC
360 – m∠AOC
O
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Degree Measure of Semicircle – semicircle
̂ = 180O.
is equal to 180O. mABC
Congruent Circles – circles with the same

̅̅̅̅̅
measure of radius. In the circle O and C, OA
̅̅̅̅
≅ CB.
Congruent Arcs – arcs with the same

measure. m∠AOC ≅ m∠CDE.
The Central Angle-Intercepted Arc Postulate (CA-AI Postulate) –

the measure of a central angle of a circle is equal to the measure of
its intercepted arc. m∠AOB = mAB̂.
Examples:
Identify the following using the ʘO.
a. Minor arcs
̂ , CD
̂ , BC
Answer: AB ̂ , and AD
̂.
b. Major Arcs
̂ , CDB
̂ , BCA
Answer: ABD ̂ and DAC
̂.
c. Semicircles
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̂ , BCD
Answer: ABC ̂ , CDA
̂ , and BAD
̂.
̂
d. Measure of AB
̂ =131O
Answer: mAB
̂ = 49O
e. Measure of mAD
The Arc Addition Postulate – the measure of the arc formed by two
̂ = mAB
adjacent arcs is the sum of the measures of the two arcs. mAC ̂ +
̂.
BC
Arc Length – is a distance between two points along a section of a curve.

̂
mAB
̂ =
The length of AB • 2πr.
360
Example:
Solution:
̂ = 75 cm
r = 5 and mMN
̂
mMN
̂ =
The length of MN • 2πr
360
75
= • 2π(5cm)
360
75
= • 10π cm
360
750
= π cm
360
25
̂ =
The length of MN π cm
12
90
The Inscribed Angle – is an angle formed in the interior of a circle when two chords intersect
on one point of a circle.
Inscribed Angle Theorem – the measure of an inscribed

angle is one-half the measure of its intercepted arc. m∠B =
1
̂.
mAC
2
Example:
Find m∠Y from the given figure.
Solution:
1
m∠Y = ̂
mXZ
2
1
= (66O)
2
m∠Y = 33O
The Semicircle Theorem – an angle inscribed in a semicircle is a right

angle. In ʘO, ∠B is inscribed in semicircle APC, then ∠ABC is a right
angle.
Inscribed Angles in the Same Arc Theorem – two or more angles

inscribed in the same arc or in congruent arcs are congruent. In ʘO,
both ∠B and ∠C are inscribed in AD̂ , then ∠B ≅ ∠C.
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Examples:
̂ = 145, mMN
In ʘO, if mLQ ̂ = 21, and mML
̂ = 115. Find the following
angles:
a. m∠1
b. m∠2
c. m∠3
Solution:
a. ∠1 b. ∠2
̂.
∠1 is intercept the LQ ̂
∠2 is intercept the NQ
1
m∠1 = ̂
mLQ ̂ = 360 – (mMN
mNQ ̂ + mML
̂ + mLQ ̂)
2
1
= (145) = 360 – (21 + 145 + 115)
2
m∠1 = 72.5 ̂ = 79
mNQ
1
∠2 = ̂
mNQ
2
1
= (79)
2
m∠2 = 39.5
c. ∠3
̂ . Thus ∠1 ≅ ∠3.
∠1is intercept the arc LQ
m∠3 = 72.5
Inscribed Quadrilateral Theorem – opposite angles of an inscribed

quadrilateral are supplementary. If □ABCD is an inscribed quadrilateral,
then ∠A and ∠C are supplementary ∠s, and ∠B and ∠D are supplementary
∠s.
Examples:
In the given figure, find m∠1,m ∠2, m∠3, and m∠4 if m∠ABC = 80O and ∠BAD = 70O.
92
Solution:
a. m∠1 b. m∠4
m∠ADC = 180O – m∠ABC m∠BCD = 180O – m∠BAD
= 180O – 80O = 180O – 70O
m∠ADC = 100O m∠BCD = 110O
m∠1 = 180O – m∠ADC m∠4 = 180O – m∠BCD
= 180O – 100O = 180O – 110O
m∠1 = 80O m∠4 = 70O
c. m∠2 d. m∠3
m∠2 = 180O – m∠4 m∠3 = 180O – m∠1
= 180O – 70O = 180O – 80O
m∠2 = 110O m∠3 = 100O
.
IV. APPLICATION:
a. The circle graph shows the types of book read by teenagers. Find the measure of each
central angle to the nearest whole number.
a. Love Story d. Entertainment
b. Almanac e. Others
c. Horror
93
Solutions:
a. Love Story
m∠Love Story = 360O • 55%
= 360O • 0.55
m∠Love Story = 198O
b. Almanac
m∠Almanac = 360O • 19%
= 360O • 0.19
m∠Almanac = 68O
c. Horror d. Entertainment
m∠Horror = 360O • 20% m∠Entertainment = 360O • 4%
= 360O • 0.2 = 360O • 0.04
m∠Horror = 72O m∠Entertainment = 14O
e. Others
m∠Others = 360O • 2%
= 360O • 0.02
m∠Others = 7O
V. ASSESSMENT:
ACTIVITY 1: “All About Arc”
Direction: In ʘR, find the following.
___________ 1. Shortest Minor Arc
___________ 2. Longest Major Arc
___________ 3. Two Semicircle
94
̂
____________ 4. mMN
̂
____________ 5. mPQ
ACTIVITY 2: “Arc Length”
Directions: Find the length of the indicated arc from each of the following circles then express
your answer in terms of π.
̂
______ 1. mAB ̂
______ 2. mXYZ ̂
______ 3. mMN
̂
______ 4. mIH ̂
______ 5. mJKL
ACTIVITY 3: “Central Angle Ft. Inscribed Angle”

Directions: Refer to the given figure from the right then find the measure of the following angles
below.
_____ 1. ∠1
_____ 2. ∠2
_____ 3. ∠3
_____ 4. ∠4
_____ 5. ∠5
95
ACTIVITY 4: “Quadrilateral Inside”
Direction: Find x from each inscribed quadrilateral in circle.
_____ 1. _____ 2. _____ 3.
_____ 4. _____ 5.
ACTIVITY 5: “Tik-Tok”
Direction: Use each wall clock to find the corresponding angle of the two hands.
Example:
Time: 12:15
Solution:
15 minutes
m∠12:15 = x 360O
60 minutes
1
= x 360O
4
m∠12:15 = 90O
1. Time 2:20 2. Time: 5:45 3. Time: 1:35
96
4. Time: 12:40 5. Time: 5:00
.
VI. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
97
LESSON 2: Tangents
I. OBJECTIVES:
 find the lengths of tangent segments and measures of angles and arcs using theorem on
tangents.
.
II. EXPLORATION: “Where is the Tangent?”
Direction: Label the following tangents of the given circle below.
.
III. DISCUSSION
Tangent – a line that intersects at exactly one point of the curve or edge of circle.
Point of Tangency – an intersection point of a circle and tangent.
In ʘO, ⃡AC is a tangent and point B is a point of

tangency.
98
The Tangent Line Theorem – If a line is tangent of a circle,
then it is perpendicular to the radius drawn to the point of
tangency. If ⃡AC is tangent to ʘO at B, then AB
⃡ ⊥ ⃡OB.
Example:
If ⃡RQ is a tangent of ʘP, find the measure of PQ if PR = 11 cm and RQ = 13 cm.

Solution:
2 2
PQ = √PR + RQ
= √112 + 132
= √121+169
PQ ≈ 17.03 cm
The Converse of the Tangent Line Theorem – If a line is

perpendicular to a radius of a circle at the endpoint on the
⃡ ⊥ ⃡AO at A,
circle, then the line is a tangent to the circle. If AB
⃡ is tangent to ʘO at A.
then AB
Example:
Determine if ⃡NQ is a tangent of ʘM if:

a. MP = 7, PQ = 8, and MQ = 9.
Solution:
MQ2 = MP2 + PQ2
92 = 72 + 82
99
81 = 49 + 64
81 = 113 (False)
Answer: ⃡NQ is not a tangent of ʘM

b. MP = 3, PQ = 4, and MQ = 5
Solution:
MQ2 = MP2 + PQ2
52 = 32 + 42
25 = 9 + 16
25 = 25 (True)
⃡ is a tangent of ʘM
Answer: NQ
The Tangent and Diameter Theorem – the tangents to a

⃡ and ⃡CD
circle at the endpoints of a diameter are parallel. If AB
are tangents of ʘO at B and D, then AB⃡ ║CD⃡ .
Example:
Find ET and FU if OT = 6.5 in and EO = 4 in.
Solution:
2 2
ET = √OT - EO
= √6.52 - 42
= √42.25 - 16
= √26.25
ET ≈ 5.12 in
Answer: Since ET ║ FU, therefore the FU ≈ 5.12 in.
100
The Tangent Segments Theorem – if two tangent
segments are drawn to a circle from an external point then
the two tangent segments are congruent, and the angle
between the tangent segments and the line joining the
external point to the center of the circle are congruent. If
⃡ and ⃡CB are tangents of ʘO at A and C, respectively,
AB
̅̅̅̅ ≅ ̅̅̅̅
then, AB CB and ∠ABO ≅ ∠CBO.
Common Tangent – a line or a segment that is tangent of two circles in the same plane.
Examples:
Common External Tangents – if two lines are external tangents of both circles and do not
intersect the segment which endpoints are the central points of the circles.
Example:
Common Internal Tangents – if two lines are common internal tangents of two circles that
intersect the segments which endpoints are the centers of the circles.
Example:
101
Tangent Circles – two circles which intersect at exactly one point.
Examples:
Internally Tangent Circles – circles that are coplanar, share a common point of tangency, and
with centers that lie on the same side of their common tangent.
Externally Tangent Circles – circles that are coplanar, share a common point of tangency, and
with centers that line on opposite sides of their common tangent.
The Tangent Circles Theorem – if two

circles are tangent internally or externally,
then their line of centers pass through the
point of contact. If ʘA and ʘD are tangent
internally or externally at C, then ⃡AD passes
through the C.
102
Example:
Find the value of x from the given figure.
Solution:
∆ABD ~ ∆GFD
AB GF
=
AD GD
2.5 5
=
4.5 x
2.5x = 22.5
x=9
.
IV. ASSESSMENT:
ACTIVITY 1: “Match It”
Directions: Match the following terms from column A to column B according to its illustration.
Write the letter of the correct answer.
A B
____ 1. Common Tangent
____ 2. Common External Tangent a.
____ 3. Common Internal Tangent
____ 4. Tangent Circles b.
____ 5. Internally Tangent Circles
c.
d.
e.
103
ACTIVITY 2: “One Figure Many Given”
Direction: Refer to the figure on the right. Given:
̅̅̅̅ and ̅̅̅̅̅
AL CN are common external tangents of ʘB and ʘM.
̅ and ̅̅̅̅̅
EI GK are common internal tangents of ʘB and ʘM.
If JM = 10, BF = 4,and m∠KMJ = 60O, find the measure of the following.
_____ 1. m∠MKH _____ 6. ̅̅̅̅̅

BG
_____ 2. m∠KHM _____ 7. m∠IHM
̅̅̅̅
_____ 3. KH _____ 8. m∠EHB
_____ 4. ̅̅̅̅̅
HM _____ 9. m∠GHB
_____ 5. ̅MI
̅̅̅ _____ 10. m∠EBH
ACTIVITY 3: “The Circle ft. x”

Directions: Use the given figures to find the value of x. Assume the lines that appear to be a
tangent are tangent.
1. 2. 3.
4. 5.
104
.
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
105
LESSON 3: Chords and Arcs
I. OBJECTIVES:
 find the measures of angles and lengths of chords using the theorems on chords; and
 find the distance of a chord using the theorems on chords.
.
II. EXPLORATION: “Name the Line”
Direction: In the given figure below, name all the chords.
III. DISCUSSION
Chord – a line segment whose endpoints both lie on arc of a circle.
The Perpendicular to a Chord Theorem – the perpendicular from the

DB ⊥ ̅̅̅̅
center of the circle to any chord bisects the chord. In ʘD, if ̅̅̅̅ AC,
̅̅̅̅.
̅̅̅̅ bisects AC
then DB
106
The Center to Chord Midpoint Theorem – the line joining the center
of the circle to the midpoint of any chord which is not a diameter is
perpendicular to the chord. In ʘD, if B is the midpoint of the chord ̅̅̅̅
AC,
̅̅̅̅.
̅̅̅̅ ⊥ AC
then DB
The Perpendicular Bisector Chord to Center Theorem –

the perpendicular bisector of a chord of a circle passes
through the center of the circle. In ʘO, if ⃡BD is the ⊥ bisector
of the chord ̅̅̅̅
AC, then ⃡BD passes through O.
The Perpendicular Bisector Chord to Central Angle Theorem

– the perpendicular bisector of a circle bisects the central angle
subtended by the chord. In ʘO, if ̅̅̅̅̅
OB is the ⊥ bisector of the chord
̅̅̅̅
AC bisects ∠AOC.
The Central Angle Bisector Theorem – the bisector of a central

angle subtended the chord is the perpendicular bisector of the
chord. In ʘO, if ̅̅̅̅̅
OB bisects ∠AOC, then ̅̅̅̅̅
OB is the ⊥ bisector of the
̅̅̅̅.
chord AC
107
Examples:
a. In ʘA, ̅̅̅̅ ̅̅̅̅, If AR = 16 cm and m∠RAS = 60, how far is the chord from the center of the
AC ⊥ AS
circle?
Solution:
̅̅̅̅ ⊥ RS
Since AC ̅̅̅̅, then by theorem of perpendicular bisector chord to
̅̅̅̅
center, AC bisects ∠RAS. Hence ∠RAC ≅ ∠CAS.
Answer: AC = 8√3 cm
b. In ʘO with a radius of 30 cm, the chord is 25 cm from the center. How long is the chord?
Solution:
Let RO be the distance of the chord from the center of the circle.
FO = 30 cm and RO = 25 cm.
2 2
FR = √FO - RO
= √302 - 252
= √900 - 625
= √275
FR = 5√11 cm
Distance – Chord Theorem – in the same circle or in congruent circles, chords are congruent if
and only if their distances from the center(s) of the circle(s) are equal.
In ʘO, if ̅̅̅̅̅
OB ≅ ̅̅̅̅
OF, then ̅̅̅̅
AC ≅ ̅̅̅̅
XZ.
DE ≅ ̅̅̅̅̅
If ʘB ≅ ʘO and BC = OP, then ̅̅̅̅ QR.
108
Chord – Arc Congruence Theorem – in a circle or in congruent circles, two minor arcs are
congruent if and only if their corresponding chords are congruent.
̅̅̅̅ ≅ ̅̅̅̅̅
In ʘO, if AB ̂.
̂ ≅ CD
CD, then AB
If ʘA ≅ ʘB and ̅̅̅̅̅ ̂ ≅ EF
̅̅̅̅, then CD
CD ≅ EF ̂.
Examples:
a. Find the length of a chord in scribed equilateral triangle ∆ABC when the radius is 10 cm.
Solution:
̂ = CA
̂ = BC
AB ̂
∆ABC is an isosceles triangle because ̅̅̅̅̅

OA ≅ ̅̅̅̅̅
OB
360O
̂ =
m∠AOB = mAB = 120O
3
180 - 120
m∠OAB = m∠OBA = or 30.
3
1
OD = OB AD = √3 • OD
2
1
= (10) = √3 • 5 cm
2
= 5 cm = 5√3 cm
AD = BD = 5√3 cm
AB = BC = CA = 10√3 cm Answer: 10√3 cm
109
.
IV. ASSESSMENT:
ACTIVITY 1: “The True Chord”
Directions: Refer to the given figure on the right. Put a check ( ✓) in the line provided if the given
is chord of a circle and (x) if not.
_____ 1. ̅̅̅̅
BD ̅
_____ 6. IF
̅̅̅̅̅
_____ 2. BG ̅̅̅̅̅
_____ 7. OE
_____ 3. ̅̅̅̅
CF _____ 8. ̅̅̅̅̅
HG
̅
_____ 4. AI _____ 9. ̅̅̅̅
AC
_____ 5. ̅̅̅̅̅
OG _____ 10. ̅̅̅̅
AF
ACTIVITY 2: “The Congruence”

Direction: Give at least two congruent parts of each figure.
1.
2.
3.
110
4.
5.
ACTIVITY 3: “The Value from Chord or Arc”

Direction: Find the value of x from the following figures.
1. 2. 3.
4. 5. 6.
7. 8. 9.
111
10.
.
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
112
LESSON 4: The Angles with Secant and Tangent
I. OBJECTIVES:
 find the measures of angles formed by two intersecting secants; and

 find the measures of formed by a tangent and a secant.
.
II. EXPLORATION: “The Protractor”
Direction: Use the protractor to find the measure of missing angle and arc.
̂ = _____ A
mAB
̂ = _____
mEC
m∠ADB = _____ B
E C
.
III. DISCUSSION:
Secant – a straight line that intersects a curve at a minimum of two distinct points.
Inscribed Angle – an angle formed in the interior of a circle when two chords intersect on the
circle.
Example: ∠CAB is inscribed angle.
113
Angle Formed by a Tangent and a Secant
Example:
Angle Formed by Two Secants Intersecting in the Interior of the Circle

Example:
Angle Formed by Two Secants Intersecting in the Exterior of the Circle

Example:
The Intersecting Secants-Exterior Theorem – the

measure of an angle formed by two secants that
intersect in the exterior of a circle is one-half the
difference of its intercepted arcs. In ʘO with secants
̅̅̅̅ 1 ̂ – mBE
AC and ̅̅̅̅
AD, m∠CAD = (mCD ̂ ).
2
Examples:
114
a. Find m∠T from the given figure.
Solution:
1 ̂ – mAH
m∠T = (mMS ̂)
2
1
= (125O – 60O)
2
1
= (65O)
2
m∠T = 32.5O
̂ from the given figure.
b. Find mPQ
Solution:
1 ̂ – mPQ
̂)
m∠N = (mLS
2
1 ̂)
32O = (119O – mPQ
2
̂
64O= 119O – mPQ
̂ = 119O – 64O
mPQ
̂ = 55O
mPQ
The Tangent Point – Secant Theorem – the measure of an

angle formed by a tangent and a secant drawn at the point of
contact is one-half the measure of its intercepted arc. In ʘO,
⃡ as tangent and intersecting secant ⃡CA at point A,
with AB
1 ̂.
m∠CAB = mCA
2
Example:
a. Find m∠ABC from the given figure.
Solution:
1
m∠ABC = ̂
mADB
2
1
= (288O)
2
m∠ABC = 144O
115
b. Find mYZ
Solution:
̂ = 2 • m∠XYZ
mYZ
= 2 (72O)
̂ = 144O
mYZ
The Intersecting Secants-Interior Theorem – the

measure of an angle formed by two secants
intersecting in the interior of the circle is equal to
one-half the sum of the measures of intercepted
⃡ intersects BC
arcs. If AD ⃡ at E, then m∠CED = 1
2
̂ ).
̂ + mCD
(mAB
Example:
a. Find m∠QPR from the given figure.

Solution:
1 ̂)
̂ + mQR
m∠QPR = (mMN
2
1
= (15O + 103O)
2
1
= (118O)
2
m∠QPR = 59O

b. Find mMN
Solution:
1 ̂)
̂ + mQR
m∠QPR = (mMN
2
1
̂ + 106O)
76O = (mMN
2
̂ + 106O
152O = mMN
̂ = 46O
mMN
116
.
IV. ASSESSMENT:
ACTIVITY 1: “You Need to Find Them”
̂ = 79O, and mEG
̂ = 46O, m∠A = 7O, mCG
Directions: In ʘO, find the following if mDE ̂ = 40O.
̂
_____ 1. mDEG
_____ 2. m∠ADF
̂
_____ 3. mBD
_____ 4. m∠FDH
_____ 5. m∠JDE
ACTIVITY 2: “The Right Theorem”
Directions: From the table below, put a check (✓) if the given figure is an example of the
appropriate theorem.
The Intersecting The Tangent Point- The Intersecting
Figure Secants-Exterior Secant Theorem Secants-Interior
Theorem Theorem
1.
2.
3.
117
4.
5.
ACTIVITY 3: “The Missing x”

Direction: Solve for the value of x.
1. 2. 3.
4. 5. 6.
7. 8. 9.
118
10.
.
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
119
LESSON 5: The Power Theorems
I. OBJECTIVES:
 find the length of a segment or chord using the power theorem; and
 apply the power theorems in solving geometric problems.
.
II. EXPLORATION: “The Broken Line”
̅̅̅̅ and ̅̅̅̅̅
Directions: The chords AB CD intersect at P in ʘO. Find the length of the indicated
segment using the number of lines.
̅̅̅̅
______ 1. AB
______ 2. ̅̅̅̅̅
CD
______ 3. ̅̅̅̅
CP
̅̅̅̅
______ 4. PB
̅̅̅̅
______ 5. AP
.
III. DISCUSSION:
The Intersecting Segments of Chords Power Theorem – the two

chords intersect in the interior of the circle, then the product of the
lengths of the segments of one chord is equal to the product of the
lengths of the segments of the other chord. If the chords AB ̅̅̅̅ and ̅̅̅̅̅
CD
intersect at P, then AP • BP = CP • BP.
Examples:
a. Find the value of x from the given figure on the right.
Solution:
MQ • NQ = OQ • PQ
x•5=4•8
120
5x = 32
x = 6.4
b. Find the exact value of each chord from the given figure below.
Solution:
LP • MP = NP • OP ̅̅̅̅
LM = 2x + 3x
2x • 3x = 3 • 6x = 2(3) + 3(3)
6x2 = 18x ̅̅̅̅

LM = 15
x2 = 3x
x2 – 3x = 0 ̅̅̅̅̅
NO = 3 + 6x
x (x – 3) = 0 = 3 + 6(3)
x = 0 (Rejected) ̅̅̅̅̅
NO = 21
x–3=0
x = 3 (Accepted)
The Segment of Secants Power Theorem – if two secants

intersect in the exterior of the circle, the product of the
length of one secant segment and the length of its external
part is equal to the product of the length of the other secant
segment and the length of its external part. If secants AB
and DE intersect at A, then AB • AC = AD • AE.
Example:
Use the figure on the right to find the measure of each of the following.
a. If TA = 4, AW = 15, TR = 21, find TE.
Solution:
TA • TW = TE • TR
4 • 19 = TE • 21
76 = TE • 21
TE ≈ 3.6
121
b. If TW = 9, TA = x – 1, TE = 3, and TR = 12, find TA.
TA • TW = TE • TR
(x – 1) • 9 = 3 • 12 TA = x – 1
9x – 9 = 36 =3–1
9x = 27 TA = 2
x=3
The Tangent Secant Segments Power Theorem – if a tangent

segment add a secant intersect in the exterior of a circle, then the
square of the length of the tangent segment is equal to the
product of the lengths of the secant segment and its external part.
If tangent TH and secant AM intersect at Q, then TH2 = TA • TM.
Examples:
Find the value of x and y.
a. Solution:
BD2 = BC • BE AB2 = BC • BE
102 = 5 • (5 + x) y2 = 5 • 20
100 = 25 + 5x y2 = 100
75 = 5x y = 10
x = 15
b.
Solution:
JP2 = JK • JL MN2 = ML • MK
92 = 6 • (6 + 2x + 3) y2 = 5 • 12.5
81 = 6 (9 + 2x) y2 = 17.5
81 = 54 + 12x y ≈ 4.18
27 = 12x
x = 2.25
122
.
IV. ASSESSMENT:
ACTIVITY 1: “The Right Formula”
Directions: Match each figure inside the box with the right formula in B. Write the letter of your
answer.
A B
1. 4. a. AB • AE = AC • AD
b. AB = AC
c. AE • BE = CE • ED
d. AB2 = AC2 + BC2
e. AC2 = AB • AD
2. 5.
3.
ACTIVITY 2: “The Power Theorems of Circle”

Directions: Use the figure on the right and the given information to find each measure.
1. JL = 5 cm, SQ = 13 cm, and JS = ______.
2. NT = 13, TM = 20, NR = 32, and NU = ______.
3. SO = 15 in, OQ = 17.5 in, MO = 15.3 in, and OT = ______.
4. UP = 7, UR = 13.6, SP = 15.1, PQ = ______.
5. NT = x, MT = x + 2, NU = 5, UR = x + 2, find x.
123
ACTIVITY 3: “Find x Together with y”
Directions: Find the value of x or y of each of the following figures.
1. 2. 3.
4. 5. 6.
7. 8. 9.
10.
124
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
125
LESSON 6: Area and Circumference of a Circle
I. OBJECTIVES:
 illustrate segments and sectors of a circle;

 prove theorems on arcs, sectors, and segments of a circle; and
 solve problems on circles.
.
II. EXPLORATION: “Area On the Spot”
Directions: Find the estimated area of each figure. Refer to the given number of squares inside
the plane figure.
1. ʘP 2. Sector ACB 3. Semicircle
III. DISCUSSION:
Circumference – the distance around the circle which is also a perimeter of a circle. The
formula of the circumference is C = πd or C = 2πr where C is circumference, d is diameter, and
r is a radius of a circle.
Example:
Find the circumference of a circle where the radius is 13 cm.
C = 2πr
= 2π (13 cm)
C = 26π cm
126
The π Theorem – the ratio of the circumference to the measure
C
of the diameter is the same for all circles. =π
d
The Area of a Circle Theorem – the area A of a circle with radius r is

the product of π and the square of the radius r. The formula of the
area of a circle is Aʘ = πr2.
Examples:
a. Find the area of a circle.
Solution:
Aʘ = πr2
= π (7 cm)2
Aʘ = 49π cm2
b. Find the area of shade region.

ASHADED REGION = ALARGE CIRCLE – ASMALLER CIRCLE
= πr2 – πr2
= π(8 in)2 – π(4 in)2
= 64π in2 – 16π in2
ASHADED REGION = 48π in2
127
c. Find the area of shade region.
Let s = 12 m and r = 6 m.
Solution:
ASHADED REGION = ASQUARE – ACIRCLE
= s2 – πr2
= (12 m)2 – (3.14) (6 m)2
= 144 m2 – 113.04 m2
ASHADED REGION ≈ 30.96 m2
The Area of a Sector Theorem – the area of a sector which

arc measurement is θ is the product of the ratio of θ to 360 O
and the area of the circle. The Formula of the area of sector is
θ 1
A= O • πr2 or A = r2θ.
360 2
Examples:
a. Find the area of shaded part.
Solution:
θ
A= O • πr2
360
115O
= • π(18 cm)2
360O
23
= • 324π cm2
72
7 452π cm2
=
72
A = 103.5π cm2
b. Find the approximate area of shaded region.
128
Let r = 7 in, θ = 90O, b = 7 in, and h = 7 in.
ASHADED REGION = ASECTOR – ATRIANGLE
θ 1
= O • πr2 – bh
360 2
O
90 1
= O • (3.14) (7 in)2 – (7 in)(7 in)
360 2
1 1
= • (153.86 in2) – (49 in 2
)
4 2
= 38.47 in2 – 24.50in2
ASHADED REGION = 13.97 in2
.
IV. APPLICATION:
1. A pizza has a diameter of 12 inches. If it is divided into 8 equal parts;
a. find the area of a pizza,
b. find the area of each part, and
c. find the circumference of a pizza.
Solution:
360O
a. Let r = 6 in b. Let r = 6 in and θ = = 45O c. Let d = 12 in
8
θ
Aʘ = πr2 A= • πr2 C = πd
360O
45O
= π(6 in) 2
= O • π(6 in)2 C = 12π in
360
1
Aʘ = 36π in2 = • 36 π in2
8
A = 4.5 π in2
.
V. ASSESSMENT:
ACTIVITY 1: “No Illustration of Circle”
Direction: Complete the table using the given measure of radius or diameter.
129
Radius Diameter Area of Circle Circumference
3.5 meters
800 mm
17 in
24 km
31.3 cm
ACTIVITY 2: “Length of Edges”

Direction: Find the perimeter of each figure.
1. 2.
3. 4.
5.
ACTIVITY 3: “Area of Gray Color”

Directions: Find the area of shaded region. Express your final answer in approximate value to
the nearest hundredths.
130
1. 2.
3. 4.
5.
ACTIVITY 4: “Circle of Life”

Direction: Solve each problem.
131
1. The minute hand of a clock is 10 cm long. How far does the tip of the hand travel in 50
minutes?
2. If a 15-inch pizza is enough to feed four people. How many areas of each pizza?
3. The dimension of an illustration board is 15” by 20”. If a circle is cut from illustration board
with the diameter of 9”, what is the area of the waste of illustration board?
VI. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
132
LESSON 7: The Distance and Midpoint Formula
I. OBJECTIVES:
 apply the distance formula to find the distance between two points; and
 apply the midpoint formula to find the midpoint of two points.
.
II. EXPLORATION: “How Far?”
Directions: From the given diagram below, give the distance of the following line segments by
counting the number of intersecting lines. Write your answer in the line provided.
̅̅̅̅ = _______
1. AB
2. ̅̅̅̅̅
CD = _______
̅̅̅̅ = _______
3. EF
4. ̅̅̅̅̅
GH = _______
̅ = _______
5. IJ
III. DISCUSSION
The Distance Formula – if A(x1, y1) and B(x2, y2) are

any two points on the coordinate plane. The distance
formula is:
̅̅̅̅ = √(x2 - x1 )2 + (y - y )2
AB 2 1
133
Examples:
a. Find the distance between A(4, 3) and B(9, 15).
Let x1 = 4, x2 = 9, y1 = 3, and y2 = 15.
Solution:
̅̅̅̅ = √(x2 - x1 )2 + (y - y )2
AB 2 1
= √(9 - 4)2 + (15 - 3)2
= √(5)2 + (12)2
= √25 + 144
= √169
̅̅̅̅ = 13
AB
b. Find the diagram below, find the distance of two points.
Let P(-1, -6), Q(5, 6), x1 = -1, x2 = 5, y1 = -6, and y2 = 6.
Solution:
PQ = √(x2 - x1 )2 + (y2 - y1 )2
̅̅̅̅̅
2 2
= √(5 + 1) + (6 + 6)
= √(6)2 + (12)2
= √180 ̅̅̅̅̅
PQ = 6√5 or 13.42
c. The points C(4, 5), U(1, 1), and P(5, -2) are the vertices of ∆CUP which is isosceles triangle.
Find the perimeter of a triangle.
Let x1 = 4, x2 = 1, x3 = 5, y1 = 5, y2 = 1, and y3 = -2.
̅̅̅̅̅ 2 2
CU = √(x2 - x1 ) + (y2 - y1 ) = √9 + 16
= √(1 - 4)2 + (1 - 5)2 = √25
= √(-3)2 + (-4)2 ̅̅̅̅̅ = 5

CU
134
̅̅̅̅ = √(x3 - x2 )2 + (y - y )2
UP ̅̅̅̅ = √(x3 - x1 )2 + (y - y )2
PC
3 2 3 1
2 2 2 2
= √(5 - 1) + (-2 - 1) = √(5 - 4) + (-2 - 5)
= √(4)2 + (-3)2 = √(1)2 + (-7)2
= √16 + 9 = √1 + 49
= √25 = √50
̅̅̅̅
UP = 5 ̅̅̅̅
PC ≈ 7.07
̅̅̅̅̅ + UP
P = CU ̅̅̅̅
̅̅̅̅ + PC
= 5 + 5 + 7.07
P = 17.07
∴ the perimeter is 17.07 units.
The Midpoint Formula – if A(x1, y1) and B(x2, y2) are any
two points on the coordinate plane, then the midpoint M of
x1 + x2 y1 + y2
̅̅̅̅ has the coordinates (
AB , ).
2 2
Examples:
a. Find the midpoint of P(-3, 2) and Q(5, 7).
Let x1 = -3, x2 = 5, y1 = 2, and y2 = 7.
Solution:
x1 + x2 y1 + y2
M=( , )
2 2
-3 + 5 2 + 7
=( , )
2 2
2 9
=( , )
2 2
1
M = (1, 4 )
2
135
b. Find the midpoint of two points
Let P(-1, -6), Q(5, 6), x1 = -1, x2 = 5, y1 = -6, and y2 = 6.
Solution:
x1 + x2 y1 + y2
M=( , )
2 2
-1 + 5 -6 + 6
=( , )
2 2
4 0
=( , )
2 2
M = (2, 0)
IV. ASSESSMENT
ACTIVITY 1: “The Distance and a Midpoint”
Directions: From the given diagram below, find the distance and midpoint of the following line
segments.
̅̅̅̅ = ______
1. AB Midpoint = _______
̅̅̅̅̅ = ______
2. CD Midpoint = _______
3. ̅̅̅̅
EF = ______ Midpoint = _______
4. ̅̅̅̅̅
GH = ______ Midpoint = _______
̅ = ______
5. IJ Midpoint = _______
ACTIVITY 2: “How Long Between the Two Points?”

Direction: Find the distance of the given two points.
1. A(3, 4) and B(-5, 11)
2. L(-4, 9) and M(0, 7)
3. J(8, -12) and K(0, 0)
4. P(9, -2) and Q(-12, 3)
5. W(0.5, 0.75) and X(-1.5, 3.75)
136
ACTIVITY 3: “The Point Between Us”
Direction: Find the midpoint of the given two points.
1. A(8, 1) and B(-5, 10)
2. L(-2, 8) and M(7, 0)
3. J(6, -9) and K(1, 1)
4. P(10, -3) and Q(-9, 4)
5. W(0.25, 0.5) and X(5.5, -5.5)
ACTIVITY 4: “The Perimeter of 3”
Directions: Assume that the given three points are the vertices of a triangle. Find the perimeter
of a triangle. Express your final answer to the nearest tenths.
1. (3, 4), (5, 9), and (-7, -9)
2. (9, 0), (0, 7), and (-5, -1)
3. (13, 8), (-8, 4), and (2, -10)
4. (-7, -7), (8, 8), and (-9, 9)
7 9 1 3 1
5. ( , ), (− 2,0), and ( , )
2 2 4 2
137
.
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
138
LESSON 8: Equation of A Circle
I. OBJECTIVES:
 apply the distance formula to find the distance between two points; and
 apply the midpoint formula to find the midpoint of two points.
.
II. EXPLORATION: “Circle on Rectangular Coordinates”
Directions: Find the radius of each circle using the rectangular coordinate plane.
1. Aʘ
2. Bʘ
3. Cʘ
4. Dʘ
5. Eʘ
.
III. DISCUSSION:
The Equation x2 + y2 = r2 is the equation of the center of circle and at the origin. This
standard form for equation of a circle in a coordinate plane which center is the origin. Take circle
C in a coordinate plane where the center is any point other than the origin. If center c has
coordinates (a, b) and P(x, y) is any point on the circle with r being the radius, then the equation
of the circle can be obtained as follows:
CP = r
√(x - a)2 + (y - b)2 = r
(x – a)2 + (y – b)2 = r2
The Center – Radius Form or Standard Form – the equation of a circle centered at (a, b)
having a radius of length r is:
(x – a)2 + (y – b)2 = r2.
139
Examples:
a. Write the equation of a circle with center at the origin and radius is 8.
Lat a = 0, b = 0, and r = 8.
Solution:
(x – a)2 + (y – b)2 = r2 Use the standard form.
(x – 0)2 + (y – 0)2 = 82 Substitute all the given.
x2 + y2 = 64 Simplify.
b. Write the equation of a circle with center (3, 4) and radius is 5.

Let a = 3, b = 4, and r = 5.
Solution:
(x – 3)2 + (y – 4)2 = 52 Substitute all the given.
c. Write the equation of a circle with the diameter which endpoints (-6, 1) and (-4, 9).
Solution:
-6 - 4 1 + 9
M= ( , ) Find the midpoint of (-6, 1) and (-4, 9).
2 2
M = (-5, 5) Simplify
Le x = -6, y = 1 (from first point), a = -5, and b = 5.

(-6 + 5)2 + (1 – 5)2 = r2 Substitute all the given.
(-1)2 + (-4)2 = r2 Simplify.
√17 = √r2 Extract both sides.
r = √17
∴ the equation of the circle with center (-5, 5) and radius is √17 is (x + 5)2 + (y – 5)2 = 17.
140
Graphing Equation of a Circle
Example:
a. (x + 1)2 + (y – 4)2 = 16
Solution:
Since the equation is (x + 1)2 + (y – 4)2 = 25, it can be written as (x – (-1))2 + (y – 4)2 = 52. If the
standard form of a circle is (x – (-1))2 + (y – 4)2 = 52, then a = -1, b = 4, and r = 5. The center is
(-1, 4) and the radius is 5.
Graph of a Circle:
Graphing Inequality of a Circle

Example:
b. (x – 2)2 + (y – 7)2 < 4
Solution:
If (x – 2)2 + (y – 7)2 < 22, then a = 2, b = 7, and r = 2. The center is (2, 7) and the radius is 2.
Let x = 0, and y = 0.
(0 – 2)2 + (0 – 7)2 < 22
(-2)2 + (-7)2 < 4
4 + 79 < 4
83 < 4 (False, the origin is not included in shaded part)
Graph of a Circle:
141
.
IV. ASSESSMENT:
ACTIVITY 1: “Equation of Circle”
Direction: Write the equation of a circle satisfying the following conditions.
1. Center at the origin with radius of 17 units.
2. Center at (-13, 9) with radius of 11 units.
3. Center at (3, -8) with diameter of √11 units.
4. Diameter with endpoints at (3, 9) and (-6, 10).
5. Center at (5, 5) which endpoint touches the x- axis.
6. Center at (2, 5) and tangent to the y-axis.
7. Circle with circumference of 49π and center at (0, 5).
8. Passing through (0, 0), (-5, 4), and (6, 10).
142
9. 10.
ACTIVITY 2: “abr”
Direction: Write the equation of a circle given by a, b, and r.
a b r Equation
3 -4 10
10 10 10
7 -2 √7
√3 √-5 √19
1 1 1
2 7 4
ACTIVITY 3: “Graph It Please”

Direction: Graph each equation or inequality.
1. (x + 2)2 + (y + 3)2 = 36 2. (x – 5)2 + (y + 5)2 = 32
143
3. (x – 7)2 + (y – 2)2 < 25 4. (x + 4)2 + (y + 3)2 > 4.52
5. (x + 3.5)2 + (y – 2.5)2 ≤ 2.52
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
144
145
LESSON 1: Quartile of Ungrouped and Grouped Data
I. OBJECTIVES:
 illustrate quartiles;
 calculate a specified quartile position of ungrouped and grouped data; and
 solve problems involving quartiles.
.
II. EXPLORATION: “Find Your Center”
x+y
Direction: The midpoint between two numbers x and y on the real number line is . Answer
2
each question based on the diagram.
̅̅̅̅ in terms of x and y.

1. Find the coordinates of the midpoint (Q 1) of AB
̅̅̅̅ in terms of x and y.

2. Find the coordinates of the midpoint (Q 2) of BC
.
III. DISCUSSION:
Quartiles – the points that divide a ranked data into four equal parts. Each set of data has three
quartiles.
The Three Quartiles:
146
1. Lower Quartile (Q1)/First Quartile – the one-fourth part or 25% of the data.
2. Median (Q2)/Second Quartile – the one-half part or 50% percent of the data. The middle
point of a set of data is also called Median.
3. Upper Quartile (Q3)/Third Quartile – the three-fourth part or 75% of the data.
Ungrouped Data – Data you first gather from an experiment or study. The set of data is raw —
that is not sorted into categories, classified, or otherwise grouped.
Formulas:
n+1 n+1 3(n + 1)
Q1 = th Observation Q2 = th Observation Q3 = th Observation
4 2 4
Interquartile Range = Q3 – Q1
Example:
a. Consider the data set A = {3, 8, 12, 15, 5, 9, 11, 10, 8}.
Solution:
Arrange the data in ascending order.
3 5 8 8 9 10 11 12 15
Q1 Q2 Q3
Let n = 9
n+1 n+1 3(n + 1)
Q1 = th Observation Q2 = th Observation Q3 = th Observation
4 2 4
9 +1 9 +1 3(9 + 1)
= th Observation = th Observation = th Observation
4 2 4
Q1 = 2.5th Observation Q2 = 5th Observation Q3 = 7.5th Observation
Q1 = 10 Q2 = 9 Q3 = 11.5
Interquartile Range = Q3 – Q1
= 11.5 – 10
Interquartile Range = 1.5
147
Grouped Data – a raw data that has been sorted into groups called classes. Each group has
class interval which is the range from the lowest value to highest value.
Formula:
kn
- cfb
Qk = LB + ( 4 f )i where:
Q is quartile,
LB is lower boundary of the Qk class,
k is the number of quartile,
n is the total number of frequency,
cfb is cumulative frequency of class preceding the Q k class,
f is frequency of Qk class, and
i is the size of class interval.
Example:
b. The table shown below is the scores of 50 students from 50-item Mathematics Final Exam.
Find Q1, Q2, Q3, and Interquartile Range.
Scores Frequency
46 – 50 2
41 – 45 5
36 – 40 10
31 – 35 7
26 – 30 6
21 – 25 7
16 – 20 4
11 – 15 6
6 – 10 2
1–5 1
n = 50
Solution:
Complete the table by preparing cumulative frequency and lower boundaries.
148
Scores Frequency cf LB
46 – 50 2 50 45.5
3n 150
41 – 45 5 48 40.5 Q3 Class = = = 37.5
36 – 40 10 43 35.5 4 4
31 – 35 7 33 30.5 n 50
26 – 30 6 26 25.5 Q2 Class = = = 25
2 2
21 – 25 7 20 20.5
n 50
16 – 20 4 13 15.5 Q1 Class = = = 12.5
11 – 15 6 9 10.5 4 4
6 – 10 2 3 5.5
1–5 1 1 0.5
n = 50
For Q1 For Q2
Let n = 50, i = 5, f = 4, LB = 15.5, and Let n = 50, i = 5, f = 6, LB = 25.5,
cfb = 9. and cf b = 20.
n n
- cfb
4 4
- cfb
Q1 = LB + ( f )I Q2 = LB + ( f
)i
50 50
-94 2
- 20
= 15.5 + ( )5 = 25.5 + ( )5
4 6
= 15.5 + (0.875)5 = 25.5 + (0.83)5

Q1 = 19.88 Q2 = 29.67
For Q3 For Interquartile Range

Let n = 50, i = 5, f = 10, LB = 35.5, and IQR = Q3 – Q1
cfb = 33. = 37.75 – 19.88
3n
- cfb
Q3 = LB + ( 4 f )I IQR = 17.87
150
- 33
= 35.5 + ( 4 10 )5
= 35.5 + (0.45)5
Q3 = 37.75
149
IV. ASSESSMENT:
ACTIVITY 1: “Lower and Upper”
Direction: Find the lower and upper quartile of the following set of data.
1. A = {22, 25, 29, 30, 40, 33, 23, 21, 30}
2. B = {105, 100, 99, 97, 109, 110, 101, 111, 90, 108, 100}
3. C = {2, 3, 7, 8, 9, 1, 4, 5, 6, 7, 8, 9, 4, 7, 7, 7, 8}
4. D = {90, 39, 76, 67, 88, 45, 78, 89, 90}
5. E = {12, 78, 97, 89, 45, 67, 88, 78, 52, 46, 78, 57, 23, 45, 11, 57, 89, 65}
ACTIVITY 2: “Table Completer”

Direction: Complete each table.
1. 2.
Data f cf LB Score f cf LB
90 – 104 9 91 – 100 6
75 – 89 11 81 – 90 9
60 – 74 8 71 – 80 4
45 – 59 5 61 – 70 4
30 – 44 10 51 – 60 10
15 – 29 5 41 – 50 8
0 – 14 2 31 – 40 7
21 – 30 7
11 – 20 4
1 – 10 1
150
ACTIVITY 3: “Quartile Problems”
Direction: Solve each problem involving quartiles of grouped and ungrouped data.
1. The number of nuclear power plants in the top 15 nuclear power-producing countries in the
world are listed. Find the first, second, and the third quartiles of the data set.
7 8 9 10 58 57 23 23 8 6 32 34 1
2.
V. REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
151
LESSON 2: Decile of Ungrouped and Grouped Data
I. OBJECTIVES:
 illustrate deciles;
 calculate a specified decile position of ungrouped and grouped data; and
 solve problems involving deciles.
.
II. DISCUSSION:
Deciles are positional averages that give us important information about the
distribution of the data. The nine deciles denoted as D 1 , D 2 ,…,D 9 divide the given
data set into ten equal parts.
For example, the third decile D 3 divides the given data set into two parts such that
30% of the data values lie below it and the remaining 70% of the data lie above
that value. Similarly, the eight decile D 8 divides the data into two parts with 80% of
the values lying below it and 20% of the values lying above it. We now explain how
to calculate the deciles for ungrouped and grouped data sets.
Deciles for Ungrouped Data:
1. In order to calculate the deciles we must first arrange the given raw data in either ascending
or descending order.
2. We then count the number of values (=N) in the given set of data.
3. The ith decile Di can then be calculated using the below formula.
Decile Formula for Ungrouped Data.

The ith decile Di for the given data set is calculated using the formula
152

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MASTER HAND SCHOOL

200 - 3C A. Mabini St. Maypajo, Caloocan City

Author: Michael Angelo C. Suratos

 analyze the different sequence and patterns

II. EXPLORATION: “ASMD in Sequence”

In this patter, the number of circles is increased by 2, such that a1 = 1, a2 = 1 + 2 = 3, a3 = 3 + 2

b. 2, 6, 12, 20, 30, 42, …

c. 100, 50, 25, 12.5, 6.25, …

900 300 33.33.. 11.11… 3.703..

5. an = 3(n – 1) for -3 ≤ n < 2

 illustrate the arithmetic sequence

II. EXPLORATION: “Graphical Interpretation”

FINDING NTH TERM OF A SEQUENCE

Solve for a2 Solve for a3 Solve for a4

Answer: The three arithmetic means are 18, 27, 36.

ACTIVITY 2: “The Missing One”

2. a1 = 4, d = 8, an = 76, and n = ________

4. a1 = 0, a9 = -40, and d = ________

5. an = 625, d = 25, n = 27, and a1 = _________

ACTIVITY 3: “In Between”

4. What is the sum of all even numbers between 1 and 100?

5. What is the sum of all odd numbers from 1 to 100?

ACTIVITY 5: “Relate Your Arithmetic”

 illustrate the geometric sequence

II. EXPLORATION: “Paper Folding”

Answer: The common ration is 2.

FINDING NTH TERM OF GEOMETRIC SEQUENCE:

352 957 3r6

98 415 (5) (3n -1 )

This is a formula to find the geometric mean:

√G2 = √81 Extract both sides.

Solve for a2 Solve for a3

The formula of the sum of finite geometric sequence is:

4. 2√3, 6, 6√3, 18, _______ , _______

ACTIVITY 2: “Cross Series”

4 837 2 187 1 093.5 546.75 273.375

1 000 0.00001 0.01

2. -7, ____ , ____ , 56

4. 17, ____ , ____ , -459

ACTIVITY 4: “The Sum”

2. The first 10 terms of 3 – 6 + 12 – 24 + …

3. The first 20 terms in 2 + 4 + 8 + 16 + …

ACTIVITY 5: “Geometric Involvement”

 find the nth term, and mean in Harmonic sequence

II. EXPLORATION: “The Reciprocals”

FINDING NTH TERM OF HARMONIC SEQUENCE:

The formula for harmonic mean of two numbers is:

Formula for harmonic mean of three numbers:

ACTIVITY 3: “Fibonacci Missing Term”

ACTIVITY 4: “Number Chips”

 simplify the given factorial

∑ 3n - 1 = [3(2) - 1] + [3(3) - 1] + [3(4) - 1] + [3(5) - 1]

n=2 n=3 n=4 n=5

∑ 2i2 =[2(12 )] + [2(22 )] + [2(32 )] + [2(42 )] + [2(52 )] + [2(62 )]

i=1 i=2 i=3 i=4 i=5 i=6

∑ 2i2 = 182 Answer: 182

SERIES TO SIGMA NOTATION:

3. 13! – 12! 4. (5! – 5)!

5. (5 + 2)! + (3!)! 6. (3 + 4!) – (5! + 2!)

(5 - 3)! 4! (9! - 3)!

ACTIVITY 2: “The Partner”

ACTIVITY 3: “Sigma to Simple”

ACTIVITY 4: “Series to Sigma”

4. 2√3, 6, 6√3, 18, _ , _

2. -7, , , 56

4. 17, , , -459

Divisor: Divisor:

Divisor: Divisor: