Professional Documents
Culture Documents
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
The learner performs division of polynomials using long division and synthetic
division.
D. Daily Objectives
synthetic division,
57-68
Virtual Math Lab: College Algebra,
https://wwwwtamu.edu/academic/anns/mps/math/mathlab/col_algeb
ra/col._alg_tutu36_longdiv.htm
III. Procedure
o Prayer
o Checking of Attendance
o Review/Motivation
Recall Me: Students will choose a pair. The teacher will present a
question using Kahoot, and each pair will answer each questions on 1/8
𝑥 4 + 2𝑥 3 + 3?
Answer: 𝒇(𝒙) = 𝒙𝟐 − 𝒙 − 𝟏𝟐
⋯ + a1 x + a0 , an ≠ 0
To develop active participation in the class and build critical thinking skills
Utilizing the same pair, they must choose one mystery box, each mystery box
on the screen contains a term set 1/set 2/set 3. The pair must answer the set of
questions in the box they chose. Students are allowed to use calculators on
their cellphone, but the teacher will ask them to open only the calculator app.
Set 1:
Divide the following and write an equivalent equation by following the given
example.
4
Example: 19 ÷ 5 = 3 + 5 ↔ 19 = 3(5) + 4
1.) 29 ÷ 5 = ↔
2.) 34 ÷ 7 = ↔
Set 2:
2
1.) 145 ÷ 11 = + 11 ↔ 145 = ( )+2
Set 3:
3
1.) 122 ÷ 7 = 17 + 7
↔ 19 = 17 (7 ) + 3
C. Analysis (5 minutes)
To develop the critical thinking skills of the students, the teacher will ask the oral
The teacher will let the student define first or give ideas on every term. Then the
Dividing Polynomials
Remainder – it is any extra that is left over after you divide evenly.
the box.
Step 2: Divide 1st term of dividend
divided by a binomial of the form (x - r). In this method, we only write the
2)
row.
– (-2), so r = -2. 3
remainder R.
E. Application (7 minutes)
The teacher will demonstrate the application of long division and synthetic
division to a real-world problem in Item 1. For Item 2, the teacher will call
student to apply long division and another student to use synthetic division.
1. Your friend Anna wants to reconstruct her backyard, but she can’t proceed to
the planning stage because she doesn’t know the width of her backyard. She
only knows the area, which is 𝑥 4 − 5𝑥 3 + 8𝑥 2 + 15𝑥 − 2 meter squared, and the
length, which is (𝑥 − 3) meters. How can you help Anna in order for her to
𝐴 = 𝑥 4 − 5𝑥 3 + 8𝑥 2 + 15𝑥 − 2
(𝑥 − 3) 𝑚𝑒𝑡𝑒𝑟𝑠
As a friend of Anna, since the given are and length is in polynomial form,
I will suggest to her to use the long division or the synthetic division to
61
Answer: The width of Anna’s backyard is 𝑥 3 − 2𝑥 2 + 2𝑥 + 21 𝑥−3. So by using
2. Rose wants to buy an A4 sized bond paper for her research. If one ream of A4
bond paper costs (𝑥 − 2) pesos, how many reams can Rose buy for (6𝑥 4 −
7𝑥 3 + 4𝑥 2 + 8𝑥 − 24) pesos?
Student 1 Student 2
6𝑥 3 + 5𝑥 2 + 14𝑥 + 36
2 6 -7 4 8 -24
𝑥 − 2 √6𝑥 4 − 7𝑥 3 + 4𝑥 2 + 8𝑥 − 24
6𝑥 4 − 12𝑥 3 12 10 28 72
5𝑥 3 + 4𝑥 2 6 5 14 36 48
5𝑥 3 − 10𝑥 2
14𝑥 2 + 8𝑥
14𝑥 2 − 28𝑥
36𝑥 − 24
36𝑥 − 72 48
= 6𝑥 3 + 5𝑥 2 + 14𝑥 + 36
48 𝑥−2
48
= 6𝑥 3 + 5𝑥 2 + 14𝑥 + 36
𝑥−2
IV. Assessment/Evaluation (8 minutes)
The teacher will present 5 problems, and the student will answer each item
individually. The students must show their complete solution on one whole sheet of
yellow paper.
by (2𝑥 2 + 𝑥 − 3), but she doesn’t know what polynomial division to use. If
you are a friend of Sheena, what polynomial division you want her to use?
And why?
𝑟
3. If 𝑟 = 2𝑥 3 + 4𝑥 2 + 4𝑥 2 − 𝑥 − 6 and 𝑠 = 𝑥 − 2. What is 𝑠 using synthetic
division?
4. The total cost of (3𝑎 − 2𝑏) units of cell phones is (6𝑎2 + 5𝑎𝑏 − 6𝑏2 ) pesos.
What expression represents the cost of one cell phone using synthetic
division?
V. Assignment
To extend the learning of the students, the teacher will post 3 problems in the
problems and show a complete solution on one whole sheet of yellow paper. The
1. A tailor earns (12𝑦 2 + 𝑦 − 35) pesos for working (3𝑦 + 5) hours. How much
can he earn per hour? Used the long division and synthetic division.
2. Suppose the area of a rectangle is (6𝑥 2 − 7𝑥 + 14) square units. If its width
is (2𝑥 − 5) units, what expression represents its length using the synthetic