DAILY LESSON LOG OF M10AL-IIa-1 (Week One-Day Two)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B .Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
Grade Level Grade 10
Learning Area Mathematics
Quarter Second
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of polynomials
functions.
The learner is able to conduct systematically in different fields a mathematical
investigation involving polynomial functions.
Learning Competency: Illustrates polynomial functions. (M10AL-IIa-1)
Learning Objectives:
1. Illustrates polynomial functions.
2. Write the polynomial functions in factored form.
3. Determine the x and y-intercepts of the graph of polynomial functions.
Polynomial Functions- Factored Form
teacher’s guide, learner’s module,
Pages 90-91
Pages 108-110
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher lets the students do Activity 4: Do you miss me? Here I Am Again on
page 108 of LM.
Answers:
1. (x-1)(x-3)(x-2)
2. (x+3)(x-2)(x-3)(x-3)
3. (2x-3)(x-1)(x-3)
4. (x+2)(x-2)(x+3)
5. (2x+3)(x+1)(x-2)(x+3)
The teacher asks: “Did you get the answers correctly? What method(s) did you
use?”
Now, do the same with the polynomial functions.
The teacher discusses the item below.
Write each of the following of the polynomial functions in factored form.
Give # 1 of Activity 4 # 6: Do you miss me? Here I am Again as an example:
6. y = x3 + x2 -12 x
Solution:
y = x3 + x2 -12 x
y = x(x2 +x -12) Factor out x
y = x(x-3)(x+4) by factoring
Note: Let students by pair, answer the remaining items of Activity 4 on page 108
of LM
Discussion of the answers of Activity 6 items 7 to 10. Call students to explain.
Answers:
7. y = -x4 + 16 = -(x-2)(x+2)(x2 +4)
4 3 2
8. y = 2x +8x + 4x -8x -6 = 2(x-1)(x+1)(x+1)(x+3)
9. y = -x5 +10x3 -9x = -x(x-1)(x+1)(x-3)(x+3)
 10. y = 2x4 +7x3 -4x2 -27x -18 = (2x+3)(x+1)(x-2)(x+3)

Say: “The preceding task is very important for you since it has something to do
with the x-intercepts of a graph. These are x-values when y = 0, thus, the
point(s) where the graph intersects the x-axis can be determined.
Discuss how to find the x- and y- intercepts of the graph of a polynomial
function.”
Use the following example:
Determine the x and y-intercepts of the y = x3 + x2 -12 x

Solution:
E. Discussing new concepts
In factored form: y = x(x-3)(x+4)
and practicing new skills #2
Equating each factor to 0, we get:
x =0; x=3; x= -4
The x-intercepts are 0, 3 and -4. This means that the graph will pass through (0,
0), (3, 0) and (-4, 0).
To find the y-intercept, let x=0.
y = 0( 0-3)(0+4)
y=0
The y-intercept is 0. This means that the graph will pass through (0, 0).

F. Developing mastery (leads The teacher asks the students: “What is the relationship between factors and x-
to formative assessment 3) intercepts?”
G. Finding practical
applications of concepts and
skills in daily living
Say: Solving for the x- and y- intercepts an important step in graphing a
H. Making generalizations and polynomial function. Remember these intercepts are used to determine the
abstractions about the lesson points where the graph intersects or touches the x-axis and the y-axis. But these
points are not sufficient to draw the graph of polynomial functions.
Let students answer Activity 5: Seize and Intercept Me on page 110 of LM
Answers:
x-intercepts y-intercept
1. 0, -4 and 3 0
I. Evaluating Learning
2. 2, 1 and -3 6
3. 1, -1 and -3 -6
4. 2 and -2 16
5. 0, 1, -1, -3 and 3 0
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers