DAILY LESSON LOG OF M10AL-Ii-1 (Week Nine – Day One)
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
Grade Level Grade 10
Learning Area Mathematics
Quarter First
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 and
polynomial equations.
The learner is able to formulate and solve problems involving polynomials and
polynomial equations in different disciplines through appropriate and accurate
representations.
Learning Competency: Illustrates polynomial equations (M10AL-Ii-1)
Learning Objectives:
1. Illustrate polynomial equations;
2. Determine the degree, roots and number of roots of a polynomial
equation; and
3. Demonstrate appreciation of finding and solving the roots of an
equation as important skills needed to understand concepts of a
polynomial equation.
Polynomial Equations
teacher’s guide, learner’s module,
Pages 59-62
Pages 82-86
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.
Review previous lesson by letting the students answer the exercise.
A. Identify the following if it is an equation or an expression.
1. x 2−4 x+5
2. x 3−2 x+ 4
3. 2 x3 + x 2−23 x +20 =0
4. x 3−2 x 2−x+ 2=0
5. x 2−4=0
Answer key:
1. Expression
2. Expression
3. Equation
4. Equation
5. Equation
 B. Find the missing factor in each of the following.
2
1. x −4= ( x −2 ) (¿¿ )
2. 2 x3 + x 2−23 x +20=( x+ 4 ) (¿¿ )
3. x 2−2 x+1=( x−1 ) (¿ ¿)

Answer Key:
1. x +2
2. 2 x 2−7 x+5
3. x−1
B. Establishing a purpose for The teacher lets the students realize that factoring is an important skill needed
the lesson to solve for the roots of polynomial equations.
The teacher lets the students, in groups of three, do Activity 1 found on page 82
of the Learner’s Module. They will only answer items 1 to 5 and the guide
questions.

1. x−2=0
2. x +3=0
3. x ( x −4 )=0
C. Presenting examples/
instances of the new 4. (x +1)( x−3)=0
lesson 5. x 2+ x−2=0
Guide Questions:
1. What do you call the given equations?
2. Describe the roots of an equation.
3. In finding the roots of an equation with degree greater than 1, what have you
noticed about the number of roots? Can you recall a principle that supports this?
4. Describe how to solve for the roots of an equation.
5. How many roots does the equation x2 + 2x + 1 = 0 have?
D. Discussing new concepts The teacher discusses with the students the process of arriving at the answer of
and practicing new skills each exercise in Activity 1.
#1 Solution to item 1:
x−2=0
x−2+2=0+2
x=+2
Solution to item 2:
x +3=0
x +3−3=0−3
x=−3
Solution to item 3:
x ( x −4 )=0
x=0
x−4=0
x−4+ 4=0+4
x=+ 4
Solution to item 4:
( x +1 ) ( x−3 )=0
( x +1 )=0 ; ( x−3 )=0
x +1−1=0−1 ; x−3+3=0+3

E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
x=−1 ; x=+3
Solution to item 5:
2
x + x−2=0
( x−2 ) ( x+ 1 )=0
( x−2 ) =0 ; ( x+1 ) =0
x−2+2=0+2 ; x+1−1=0−1
x=+2 ; x=−1
Guide Questions:
1. Polynomial equation
2. Each root satisfies the conditions of the equations.
3. The number of real roots in the equation is less than or equal to the
degree of the equation. A consequence of the Fundamental Theorem of
Algebra states that “Every polynomial equation of degree n has at most
n real roots.”
4. Express each polynomial as a product of linear factors. Then, apply
the Zero Product Property “If A ∙ B = 0, then A = 0 or B = 0. “For
each linear factor, properties of equality can be applied.”
5. Two roots
The teacher lets the students, in groups of three, do Activity 2 found on page 83
of the Learner’s Module. They will only answer items 1 to 3.
The teacher discusses with the students the process of arriving at the answer of
each exercise in Activity 2.
Solution to item 1 to 3:
Real Roots of an Number of Real
Polynomial Equation Degree
Equation Roots
1. ( x +1 )2 ( x−5 )=0 3 -1(2times) ; 5 3
2. x−8=0 1 8 1
3. (x +2) ( x−2 ) =0 2 -2, +2 2
The teacher presents flash cards containing polynomial equations. The students
will identify it’s degree, real roots, and number of roots.
Answer Key: Refer to page 60 in TG
The teacher summarizes the mathematical skills or principles used in factoring
and to determine the real roots of polynomial equations through asking
questions like:
1. What did you do to arrive at the answer?
2. Where there mathematical skills or principles used to determine the factors of
each polynomial equations?
Answers shall be drawn from the students.
Working in pairs, the teacher now lets the students answer items 6 and 8 of
Activity 1 found on page 82 of the Learner’s Module for mastery.
6. x 2 ( x−9 ) (2 x +1 )=0
 8. 2 x ( x 2−36 )=0

Solution to item 6:
2
x ( x−9 ) (2 x +1 )=0
2
x =0 ; ( x−9 )=0 ; ( 2 x+1 ) =0
x=0 ; x=0 ; x−9+9=0+9 ; 2 x+1−1=0−1
x=9 ; 2 x=−1
2 x −1
=
2 2
−1
x=
2
Solution to item 8:
2 x ( x 2−36 )=0
2 x=0 ; ¿)=0
x=0 ; ( x−6 )( x +6 )=0
( x−6 )=0 ; ( x +6 )=0
x−6+ 6=0+6 ; x+ 6−6=0−6
x=+6 ; x=−6

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