GRADES 7 SCHOOL: NANGKA HIGH SCHOOL GRADE LEVEL: GRADE 10

TO 10
DAILY TEACHER: SHIRLEY D. LEARNING MATHEMATICS
VILLAGRACIA AREA:
LESSON
LOG TEACHING October 12, 2023 QUARTER: FIRST
DATES & 12:40-1:40
TIME:
I. OBJECTIVES
A. Content Standards: The learner demonstrates an understanding of key concepts of sequences, polynomials and
polynomial equations.

B. Performance Standards: The learner is able to formulate and solve problems involving sequences, polynomials and
polynomial equations in different disciplines through appropriate and accurate representations.
C. Learning Competencies/
Objectives: At the end of the learning period, at least 80% of the students will be able to:
The learner proves the Remainder Theorem. (M10AL-Ig2)
1. Prove the Remainder Theorem.
2. Perform the given activities involving remainder theorem.
3. Accurately solve using the Remainder Theorem.

Within the learning Curriculum:

Performs fundamental operations on integers. M7NS-Ic-d-1
Identify the opposite side, adjacent side, and the hypotenuse of the given right
Triangle (Pythagorean Theorem) M9GEIVa-1
Across the learning Curriculum
ENGLISH 7: Transcode information from linear texts and vice versa. Math signs and symbols
EN7RC-IIe-11
TLE (Carpentry): Perform Mensuration and Calculation. IACP7/8MC-Od-e-2

II. CONTENT Theorem on Polynomials

The Remainder Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages Math 10 Learner’s Module pp.30-35

3. Textbook Pages e-math Advance Algebra & Trigonometry by Oronce & Mendoza pp. 103-105
4. Learning Resources (LR)
Portal
B. Other Learning Resources PowerPoint Presentation, Laptop, Television

IV PROCEDURES

A. Prayer
B. Checking of Attendance
C. Monitoring of classroom orderliness
Routine Activity D. Others

Go Figure it out!
A. Study and familiarize the following signs and symbols (Traffic signs, prohibition signs and
Mandatory signs) to be able to answer the proceeding activities. Why are signs and symbols
important?
REVIEW/MOTIVATION

Modeled effective
If at first, you don’t succeed try and try!
B. Below are samples of non-linear texts on math signs and symbols, give the linear meaning of
each.

Guide questions:
1. How important to you are the signs and symbols in studying mathematics?
2. What do you obtain after using synthetic division?
3. What is f (-2) when f(x)= 2x3 + 4x -3?

C. A Lesson that counts! Complete the table below.

Quotient Remainder
120
1.
6
135
2.
4
 Example 1
Use either long division or synthetic in finding the remainder of P(x)=𝑥3 +3𝑥 2 −6𝑥 + 4
is divided by x + 2.

Proof of the Remainder Theorem

Using the division Algorithm:
LESSON PROPER P(x)= D(x) Q(x) + R
Dividend= Divisor x Quotient + Remainder
P(x)= (x - c) Q(x) + R
Evaluate: P(x) at c
P(c)= (c-c) Q(x) + R
P(c) = R REMAINDER THEOREM

Example 2
Find the remainder when f(x)= x3 - 3x2 + 5x -1 is divided by x - 2.
(Using Synthetic Division). Then ask the students to find f(2).

Example 3
Given P(x)= x3-4x2 + 5x +1, determine the remainder when P(x) is divided by x-1. Let the
students find P(1)

Remainder Theorem:
If a polynomial P(x) is divided by_________, the Quotient is Q(x) and the remainder is given
by___________.

Thus,P(c)= R.
( More examples shall be provided when necessary.)

Think-Pair-Share

Math is the problem, thinking is the solution!

PRACTICE EXERCISES
Activity 1.

Determine the value of x from each given binomial term.

a. x – 5=0
b. x + 6=0
c. x + 7=0
d. x – 10=0
e. 2x + 3=0
Activity 2.
The remainder when P(x )=2x3 + 5x2 + x + 2 is divided by x+ 3.
Activity 3.
Find the remainder when P(x )=x3 + 5x – 4 is divided by x- 2.
Activity 4.
The expression x3 -kx2 + 5x + 3 leaves a remainder of 5 when divided by x – 2. Find the value
of k.

Answer the following questions.

1.State the Remainder Theorem.
GENERALIZATON 2. What is the essence of using the Remainder theorem?
3. How do you find the remainder using the remainder theorem?
4. In division using synthetic, where can you find the remainder?
 Math Matters!
Find the board foot of each lumber.

a. 2” x 3” x 8’
b. 4” x 4” x 10’
APPLICATION

Perform mensuration and Note: To find the board foot of a lumber, the formula is:
Calculation in TLE
(Carpentry) models
applications of content
knowledge within and
across curriculum
teaching areas. It
presents how the board
foot of a lumber can be
found by using the
operations on integers as
well as division with
REMAINDER.

(Let the students watch the video for more concepts on finding the board foot of a lumber)
https://youtu.be/43_57e2yaMc

Keep Calm and Do the Math!

Choose the letter of the correct answer from the given options after each item.
1.) If a sixth-degree polynomial is divided by a first-degree polynomial, what is the degree of
the quotient?
A) 1 B) 2 C) 5 D) 4
QUIZ
2.) The Remainder if x 3 + 2x 2 − 5x − 10 is divided by x − 5.
A) 20 B) 25 C) 140 D) 35

3.) If x 3 − 2x 2 − 5x + 6 is divided by x + 1, the remainder is zero.

A) True B) False C) Cannot be determined

4.) The value of x when P(x) = 3x2 + 5x – 8 is evaluated using x – 2 by the remainder theorem.
A.)1 B.)2 C.)3 D.)-2

5.) Find the remainder when x 3 − 2x 2+ 4x − 3 is divided by x + 2.

A) 27 B) 5 C) −5 D) −27

To infinity and beyond!

Assignment: (Writing)
1. State the Remainder Theorem and give one application of it.
2. Explain how the Remainder Theorem can be used to find P (-3) in P(x)= x4 + 5x3 +2x2
+8x + 2.
ASSIGNMENT

Guide Questions for Reflections:

How many students didn’t find difficulties in answering their
lesson?
How many students find the lesson interesting, engaging, and
enjoyable?
What is lacking in the lesson?
(Prior knowledge, skills needed, or interest to listen and pay
attention)
How many students were trying to cope up, despite of some
difficulties encountered in the delivery of the lesson?
How many students were mastered the lesson despite of limited
resources facilitated the teaching and learning process?
How many students finished their work on time, and how many
of them did not finish their work on time? Why?
No. of learners who earned 80% in the evaluation.
 No. of Learners who earned 80% above.
No. of learners who need additional activities and require for
remediation.
What went well?

(Ex. I planned well what strategy fit to my learners, the reason why 90% of them acquired the skill/s needed to use and perform.)
What do I need to improve in my teaching performance and students’ performance?

(Ex. I have to employ variety of strategies that is fit to my learners and sustain my energy to execute another lesson.)

Prepared by: Observed by:

SHIRLEY D. VILLAGRACIA HADJI M. TEJADA

Mathematics Teacher Principal II

Checked by:

MELODY F. GRIMALDO FREDDIE S. VIERNES

Head Techer III, Math Coordinator Public Schools District Supervisor