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Name:_____________________________________________ Grade & Section:____________________
DETAILED LESSON PLAN IN GRADE 10 MATHEMATICS
School SAGUIN INTEGRATED SCHOOL Teaching Dates/Week August 24 – 28, 2020

Teacher PAULINE JOY D. LOZANO Quarter First
Week 1
I. Objectives
A. Content Standards
The learner demonstrates understanding of key concepts of sequences, polynomials, 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
Generates patterns. (M10AL-Ia-1);
D. Objectives
At the end of the lesson, the learners should be able to:
1. Generates and describes patterns using symbols and mathematical expressions.

2. Finds the next few terms of a sequence.
II. Content
Sequences
Learning Resources
A. Reference
Teacher’s Guide (TG) in Mathematics 10, pp. 14 - 15
Learner’s Module (LM) in Math 10, pp. 9 - 10
B. Other Learning Resources

e-Math Worktext in Math by Orlando Oronce and Marilyn O. Mendoza, pp. 1 – 3
EASE Module 1 on Searching Patterns, Sequences and Series, pp. 1 – 5
III. Procedures
A. Reviewing previous lesson or presenting the new lesson
Hello there! How are you? I hope and pray you’re doing pretty good.
Let’s have a fresh start with this activity - Guess My Rule.
Look at the numbers below written in a sequence.
Example:
a. 1, 3, 5, 7, ……
Can you guess what comes next after 7? I expect your answer is 9. Great! What about trying the
next example?
b. 1, 4, 7, 10, ……
If your answer is 13, you are absolutely correct!
How did you know that was correct? You’re skipping a number every time, right? Did you spot a pattern?
This may seem hard at first but with practice and patience in getting them, you will find that it’s very
exciting.
B. Establishing a Purpose
It is a common experience to be confronted with a set of numbers arranged in some order. The order
and arrangement may be given to you or you have to discover a rule for it from some data.
For example, the milkman comes every other day. He came on July 17; will he come on Aug 12?
Consider that you are given the set of dates: 17, 19, 21, …
arranged from left to right in the order of increasing time. Continuing the set, we have
July 17, 19, 21, …, 29, 31, August 2, 4, ….,28, 30…so that the answer to our question is yes.
Any such ordered arrangement of a set of numbers is called a SEQUENCE.
C. Presenting examples of the new lesson

Let’s check if you’re getting what I’m trying to explain here by answering the activity - What’s Next?
Each item below shows a pattern. Answer the given questions.
1. What is the next shape?

, ,, , , _______
You should have written as your answer.
2. What is the next number?
What is the 10th number?
0, 4, 8, 12, 16, ____
Your answers must be 20 and 36 respectively.
3. What is the next number?
What is the 8th number?
9, 4, -1, -6, -11, ______
Your answers must be -16 and -26 respectively.
Were you able to clear your thoughts as from the previous activity? If not, you might want to continue
reading this information below that would help you understand what we are into now.
The set of shapes and the sets of numbers in the above activity are called sequences.
A sequence maybe generated from shapes, patterns, or rules. Each number in sequence is called a
term. Each term is identified by its position in the ordered list. The terms are usually denoted by a1, a2,
a3,…or t1,t2, t3, ….
D. Discussing new concepts and practicing new skills #1
Look at this example. Lovely, a 2nd year student in a certain public school, is able to save the money her
ninongs and ninangs gave her last Christmas. She then deposits her savings of P1,000 in an account
that earns 10% simple interest. The total amount of interest she earned in each of the first 4 years of
her saving is shown below:
Year 1 2 3 4
Total Amount 10 20 30 40
The list of numbers 10, 20, 30, 40 is called a sequence. The list 10, 20, 30,40 is ordered because the
position in this list indicates the year in which that total amount of interest is earned.
Now, each of the numbers of a sequence is called a term of the sequence. The first term in the
sequence 10, 20, 30, 40 is 10, the second term is 20, while the third term is 30 and the fourth term is 40.
It is also good to point out that the preceding term of a given term is the term immediately before that
given term. For example, in the given sequence 20 is the term that precedes 30.
E. Discussing new concepts and practicing new skills #2

Score Description
Try this on your own. Find the next two terms of each sequence.
7-8 Very Good
1. 4, 7, 10, 13, … Answers: ____________ 4 -6 Good
2-3 Fair
2. 15, 7, -1, -9, … Answers: ____________
Turn to page 4 sec.
J and work on the
3. 7, 14, 28, 56, …. Answers: ____________ 0-1 enrichment
activities
4. 24, -12, 6, -3, …. Answers: ____________

You can check your work by turning to page 4 for the key to correction. How many correct answers did
you get? Rate your result using the table above. You may proceed to the next activity as you practice
more on your skills.
F. Developing Mastery
Answer the puzzle.
Why
256 164 25 47 19 85 164 44 24 164 6 25 47 162 are
24 14 13 10 19 17 44 52 47 26 26 48 25
Policemen Strong?
Find the next number in the sequences and exchange it for the letter which corresponds each sequence
with numbers inside the box to decode the answer to the puzzle.
A 2, 5, 11, 23, __ N 2, 6, 18, 54, __

Score Description
B 2, 4, 16, __ O 20, 19, 17, __
21 - 27 Very Good
C 7, 13, 19, __ P 2, 3, 5, 7, 9, 11, 13, 15, __ 13 - 20 Good
6 - 12 Fair
D 19, 16, 13, __ R 13, 26, 39, __ Turn to page 4
sec. J and work
E 4, 8, 20, 56, __ S 5, 7, 13, 31, __ 0-5 on the
enrichment
activities
F 2, 2, 4, 6, 10, 16, __ T 1, 1, 2, 4, 7, 13, 24, __
H 1, 1, 2, 4, 7, 13, __ U 1, 1, 1, 2, 3, 4, 6, 9, 13, __
I 3, 6, 12, 24, __ Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10, __
L 10, 11, 9, 12, 8, __
Now, check your work by turning to page 4 for the key to correction. How many correct answers did you
get? If your score is at least 12 out of 27 you’re doing well!
G. Finding practical applications of concepts and skills in daily living
Patterns involving on sequences are very usefull in real life. Common application includes the
problem below:
Under a normal condition, a newborn pair of rabbits that are put in a field produces no offspring
during the first month. At the end of the second month, the female rabbit produces a new pair of rabbit in
the field. If a female rabbit always produces one pair every month from the second on, how many pair of
rabbits will there be at the end of one year?
H. Making Generalizations and abstractions about the lesson
We sum up by:
A sequence is a set of numbers written in a specific order: a1, a2, a3, a4, a5, a6,………, an
The number a1 is called the 1st term, a2 is the 2nd term, and in general, an is the nth term. Note that each
term of the sequence is paired with a natural number.
Given at least the first 3 terms of a sequence, you can easily find the next term in that sequence by
simply discovering a pattern as to how the 3rd term is derived from the 2nd term, and the 2nd from the 1st
term. You will find that either a constant number is added or subtracted or multiplied or divided to get
the next term or a certain series of operations is performed to get the next term.
I. Evaluating learning
Use patterns to complete the table below.
Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

Triangular 1 3 6 10 15
Square 1 4 9 16 25
Pentagonal 1 5 12 22
Hexagonal 1 6 15
Heptagonal 1 7
Octagonal 1
Please see Key to Correction to check your work.
J. Additional Activity for application or remediation
Find the next term in each sequence.
1. 17, 22, 27, 32, …

1 1 1 1
2. , , , …
2 5 8 11
3. 5, 10, 20, 40,…
4. 3, -3, 3, -3,…
5. 15, 7, -1, -9, ….
Should you have queries about this topic, please feel free to contact me at 09174708214 or thru my
Facebook account via messenger Pj Lozano.
You may also search on the web using the URL http.//www.mathisfun.com/algebra/sequences-
series.html for more activities. Enjoy learning at home!
KEY TO CORRECTION
E.
1. 16, 19
2. -17, -25
3. 112, 224
3 3
4. 2 , −4
Developing Mastery
BECAUSE THEY CAN HOLD UP TRAFFIC
Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

Triangular 1 3 6 10 15 21 28
Square 1 4 9 16 25 36 49
Pentagonal 1 5 12 22 35 51 70
Hexagonal 1 6 15 28 45 66 91
Heptagonal 1 7 18 34 55 81 112
Octagonal 1 8 21 40 65 96 133
Additional Activity
Solutions:
1. Notice that 5 is added to 17 to get 22, the same is added to 22 to get 27, and the same (5) is added to
27 to get 32. So, to get the next term add 5 to the preceding term, that is, 32 + 5 = 37. The next term is
37.
2. Notice that 1 is the numerator of all the fractions in the sequence while the denominators- 2, 5, 8, 11 form
a sequence. 3 is added to 2 to get 5, 3 is also added to 5 to get 8. So that 3 is added to 11 to get 14. The
next term is therefore 1/14.
3. For this example, 2 is multiplied to 5 to get 10, 2 is multiplied to 10 to get 20 and 2 is also multiplied to 20
to get 40. So, the next term is 80, the result of multiplying 40 by 2.
4. It is easy to just say that the next term is 3 since the terms in the sequence is alternately positive and
negative 3. Actually, the first, second, and third terms were multiplied by -1 to get the second, third and
fourth terms respectively.
5. Notice that 8 is subtracted to 15 to get 7, the same is subtracted to 7 to get -1, and the same (8) is
subtracted to -1 to get -9. So, to get the next term subtract 8 to the preceding term, that is, -9 - 8 = -17.
The next term is -17.
Parent’s Assessment
My child was able to… I will give my child an impression … Because I observed that…
( ) do all activities ( ) great! _______________________________
( ) do almost all of the activities ( ) good! _______________________________
( ) do some but needs more practice ( ) getting there! _______________________________
Family Member’s Name and Signature/ Guardian: ___________________________Date Accomplished: _____________

School SAGUIN INTEGRATED SCHOOL Teaching Dates/Week Aug. 31 – Sept.4, 2020

Week 2
I. Objectives
The learner demonstrates understanding of key concepts of different sequences, polynomials,
polynomial equations.
The learner is able to investigate thoroughly mathematical relationships in various situations,
formulate real-life problems involving different sequences, polynomials, polynomial equations. solve them
using a variety of strategies.
The learner
1. Illustrates an arithmetic sequence. (M10AL-Ib-1)

2. Determines arithmetic means and nth term of an arithmetic sequence. (M10AL-Ib-c-1)
3. finds the sum of the terms of a given arithmetic sequence (M10AL-Ic-2)
D. Objectives
1. Illustrates an arithmetic sequence.
2. Determines arithmetic means and nth term of an arithmetic sequence.
3. Finds the sum of the terms of a given arithmetic sequence.
II. Content
Arithmetic Sequences
Learning Resources
A. Reference
Grade 10 Mathematics pp. 10 - 23
III. Procedures
Good day! How was your experience doing the first week lesson at home? Did you find it interesting to
study? Well, I hope your trying more to adjust on this temporary set up we have.
As a recall, patterns are very useful in everyday life. It includes a series of shapes or number written
with a specified order. As such generated from shapes, patterns, or rules are called sequence. Each
number in a sequence are called terms and each is identified by its position in the ordered list.
In general:
A sequence is a set of numbers written in a specific order:
a1, a2, a3, a4, a5, a6,………, an
B. Establishing a Purposes for the Lesson
Now, let us start by doing this activity below.

Count the number of sticks in each figure and record the results in the table on the right.
No. of Squares 1 2 3 4 5
No. of Sticks
How many sticks where used when a square is formed? 2 squares? 3 squares? 4 squares? 5
squares?
Is there a pattern on the number of matchsticks as per the number of squares formed?
I bet your answer is a big yes!
How is each term (no. of sticks) found? You might have thought, it’s by adding 3 to the preceding term.
What is the difference between any two consecutive terms? I expect your answer is 3.
Take a closer look at the sequences below. What do you observe?
Example: 21, 38, 55, 72, 89,…. Example: 2, 4, 8, 16, 32, ….. Example: ½, 1, 3/2, 2, 5/ 2, …..
a. 38 – 21 = 17 b. 4 – 2 = 2 c. 1 – ½ = ½
55 – 38 = 17 8–4=4 3/2 – 1 = ½
72 – 55 = 17 16 – 8 = 8 2 – 3/2 = ½
89 – 72 = 17 32 – 16 = 16 5/2 – 2 = ½
There is a common difference in all three examples which are 17, 16, and ½ respectively. Every term
after the first is obtained by adding a constant. These sequences are known to be arithmetic
sequences.
Now it’s your time to try to determine whether the sequence is an arithmetic sequence.
1. 9, 18, 27, 36, 54 2. 8, 16, 24, 32, 40
Hurray, if your answer in number 1 is NOT because they don’t have a common difference and your
answer in number 2 it is an arithmetic sequence since the common difference is 8.
DID YOU KNOW???
- The Egyptians were the first one to develop the

arithmetic sequence.
- Carl Gauss, in 1777 at 10 years old created a
formula to solve for the sum of arithmetic sequence.
C. Presenting examples/instances of the new lesson
Oooooppps! Let’s go back on the number of matchsticks used to form squares. How did we arrive with
the answers on the table below? You see that the number of matchsticks forms an arithmetic sequence
because it has a common difference of 3, right?
No. of Squares 1 2 3 4 5 6 7 8 9 10
No. of Sticks 4 7 10 13 16 19 22 25 28 31
Suppose we want to find the 20th, 50th, and 100th terms of the sequence. How do you get them? In this
case, it will not be difficult since we know the common difference of the sequence? What do you think is the
easiest way to find the next term of an arithmetic sequence? Any idea? I suggest to use this formula:
an = a1 + (n – 1) d
where a1 is the first term, n is the number of terms, and d is the common difference.
Let’s begin doing examples following the steps applying the formula.
Example1: what is the 10th term of the arithmetic sequence 5, 12, 19, 26,….?
Step1: identify first a1, n, and d

a1 = 5 n = 10 d=7
Step 2: formula
an = a1 + (n – 1) d
Step 3: Substitute
a10 = 5 + (10 – 1) (7)
Step 4: Solve apply PEMDAS
a10 = 5 + (10 – 1) (7)
a10 = 5 + (9) (7)
a10 = 5 + 63
a10 = 68 therefore, the 10th term in the arithmetic sequence is 68.
Here’s another one.
Example 2: find the 12th term of the arithmetic sequence 3, 5, 7, 9, ….

a1 = 3 n = 12 d=2
Step 2: formula
an = a1 + (n – 1) d
Step 3: Substitute
a10 = 3 + (12 – 1) (2)
a10 = 3 + (12 – 1) (2)
a10 = 3 + (11) (2)
a10 = 3 + 22
a10 = 25 therefore, the 12th term in the arithmetic sequence is 25.
Now it’s your turn! Please go back to the problem of squares from matches can you find now the 20th, 50th,
and 100th terms of the sequence.
You answer should be a20 = 61, a50= 151 and lastly a100 = 301. If your answer is correct you may proceed to
the next example but if your answer is not correct go back to the example and try all over again.
Example 3: Find the 7th term of an arithmetic sequence if the third term is 5 and the 5th term is 11
Solution:
In this problem the given are a3 = 5, a5 = 11 and we will find the 7th term by using the formula of arithmetic
sequence an = a1 + (n – 1) d, the first term is not given and also the common difference because we don’t have
a consecutive term.
Since we have a value for a3 = 5 and a5 = 11
a3 = 5 we will solve for the 3rd term a5 = 11 we will for the 5th term
a3= a1 + (n – 1) d a5= a1 + (n – 1) d
5 = a1 + (3 – 1) d Equation 1 11 = a1 + (5 – 1) d Equation 2
5 = a1 + 2d 11 = a1 + 4d
Now we are ready to solve for the common difference using the 2 equations applying the systems of
equation by elimination.
Equation 2: 11 = a1 + 4d Using elimination method

Equation 1 5 = a1 + 2d
6= 2d Divide both side by 2
2 2
3 = d therefore the value of common difference is 3.

Next step we will solve for the value of a1. You can use any of the 2 equation you still get the same answer
5 = a1 + 2d 11 = a1 + 4d
5 = a1 + 2(3) 11 = a1 + 4(3)
5 = a1 + 6 Equation 1 11 = a1 + 8 Equation 2
5 – 6 = a1 11 – 8 = a1
-1 = a1 -1 = a1
Now we have already the value of a1 which is -1 and common difference which is 3 we can now find the
value of the 7th term in the sequence
a1 = -1 n=7 d=3
Step 2: formula
an = a1 + (n – 1) d
Step 3: Substitute
a10 = -1 + (7 – 1) (3)
a10 = -1 + (7 – 1) (3)
a10 = -1 + (6) (3)
a10 = -1 + 18
a10 = 17
It’s your time to shine. If the 3rd term of an arithmetic sequence is 13 and the 9th term is 37, what is the 13th
term in the sequence?
You should get 53. If you get the correct answer you will proceed to the next activity. But if your answer is not
correct go back again to the example and try all over again.
Do Your Share…
Use the nth term of an arithmetic sequence an = a1 + (n – 1) d to answer the following questions.
1. Find the 25th term of the arithmetic sequence 3, 7, 11, 15, 19,…… Description
Score
2. The second term of an arithmetic sequence is 24 and the 5th term is
3. Find the first term and the common difference Excellent
5
3. Find the 9th term of the arithmetic sequence with a1 = 10 and d = ½
Good
4. Find a1 if a8= 54 and a9 = 60 4
Fair
Now, check your work by turning to page 8 for the key to correction. Give 3
yourself 1 point for every correct answer. How many correct answers did Turn to page 7 section
you get? Rate your result using the table above. j and work on the
0-2
enrichment activities
If your score is at least 3 out of 5, you may proceed to the next part of the
lesson.
The terms of an arithmetic sequence that are between two given terms are called arithmetic means. In the
arithmetic sequence 5, 8, 11, 14, 17, there are three arithmetic means between 5 and 17. These are 8, 11, and
14.
Example1: insert three arithmetic means between 17 and 1
Solution: the arithmetic sequence is of the form 17, a2, a3, a4, 1
This indicate that a1= 17, a5 = 1, and n = 5 because we have 5 terms. To find the common difference,
We will use the last term which is a5 a3, and a4 thus,
a2 = a1 + d a3 = a2 + d a 4 = a3 + d
a2 = 17 + (-4) a3 =13 + (-4) a4 = 9 + (-4)
a2 = 13 a3 = 9 a4 = 5 therefore, the sequence will be 17, 13, 9, 5, 1.
Example 2: insert 4 arithmetic means between 5 and 25.
Solution: the arithmetic sequence is of the form 5, a2, a3, a4, a5 25

This indicate that a1= 5, a6 = 25, and n = 6 because we have 6 terms. To find the common difference,
We will use the last term which is a6.
Step1: identify first a1, n, and an a1 = 5 n=6 a6 = 25 d=?

Step 2: formula
an = a1 + (n – 1) d
Step 3: Substitute
25 = 5 + (6 – 1) (d)
25 = 5 + (6 – 1) (d)
25 = 5 + (5) (d)
25 = 5 + 5d
25 – 5 = 5d
20 = 5d
5 5
4=d
Using the value of d, we can now get the value of a2, a3, a4 and a5 thus,
a2 = a1 + d a3 = a2 + d a4 = a3 + d
a2 = 5 + (4) a3 =9 + (4) a4 = 13 + (4)
a2 = 9 a3 = 13 a4 = 17
a5 = a4 + d
a5 = 17 + (4)
a5 = 21 therefore, the sequence will be 5, 9, 13, 17, 21, 25.
Now, you try to insert three arithmetic means between 8 and 36 as the third example. You should get 8, 15, 22,
29, and 36. If your answer is correct, you may proceed to the next activity. If not, I am sorry but you have to go
back to the examples and try all over again.
What’s in Between?!
Insert the indicated number of arithmetic means between the given first and last terms of an arithmetic
sequence
1. 2 and 32 insert 1 term _________________ Description

Score
2. 6 and 54 insert 3 terms _________________ Excellent

14-15
Good
3. 68 and 3 insert 4 terms _________________ 11-13
Fair
4. 10 and 40 insert 5 terms _________________ 7-10
5. ½ and 2 insert 2 terms _________________ Turn to page 7

section j and work
0-6 on the enrichment
activities
Now check your activity by turning to page 8 for the key to correction. Give yourself 1 point for every correct
answer. How many correct answers did you get? Rate your result using the table. If your answer is at least 7
above you may proceed to the next part of the discussion.
The secret of Karl Gauss
What is 1+2+3+…..+50+51+……+98+99+100=
A famous story tells that this was the problem given by an elementary school teacher to a famous
mathematician to keep him busy. Do you know that he was able to get the sum within seconds only?
Can you beat that? His name was Karl Friedrich Gauss. Do you know how he did it?
By using the formula of the sum of arithmetic sequence
𝑛
Sn = [2a1 + (n-1)d ]
2
Example 1: find the sum of the first 10 terms of the arithmetic sequence 5, 9, 13, 17, …
Step1: identify first a1, n, and an
a1 = 5 n = 10 d=4
Step 2: formula
𝑛
Sn = 2 [2a1 + (n-1)d ]
Step 3: Substitute
10
S10 = 2
[2(5) + (10-1)(4)]
10
S10 = 2
[2(5) + (10-1)(4)]
10
S10 = 2
[10 + (9)(4)]
10
S10 = [10 + 36]
2
10
S10 = [46]
2
S10 = 5[46]
S10 = 𝟐𝟑𝟎
Example 2: find the sum of the first 20 terms of the arithmetic sequence -2, -5, -8, -11, ….
Step1: identify first a1, n, and an
a1 = -2 n = 20 d = -3
Step 2: formula
𝑛
Sn = 2 [2a1 + (n-1)d ]
Step 3: Substitute
20
S20 = 2
[2(-2) + (20-1)(-3)]
20
S20 = 2
[2(-2) + (20-1)(-3)]
20
S20 = 2
[-4 + (19)(-3)]
20
S20 = [-4 + -57]
2
20
S20 = 2
[-61]
S20 = 10[-61]
S20 = −𝟔𝟏𝟎
Now, you try to insert three arithmetic means between 8 and 36 as the third example. You should get 8, 15, 22,
29, and 36. If your answer is correct, you may proceed to the next activity. If not, I am sorry but you have to go
back to the examples and try all over again.
Find the missing term or terms in each arithmetic sequence.

1) ..., 29, ___, −31, ...
2) ..., −20, ___, −40, ...
3) ..., 13, ___, 7, ...
4.) Give the first term and last term of an arithmetic sequence whose sequence arithmetic means are 10, 15,
and 20.
5.) Insert 3 arithmetic means between 12 and 52.
6. Find the sum of the first 19 terms of 9.5, 7.5, 5.5, 3.5,…
7. What is the sum of the first 18 terms of 3, - 1, - 5, - 9,…
8. What is the 10thterm in the arithmetic sequence with – 9 as the first term and 4 as the common difference?
9. Find the sum of the first 12 multiples of 7.
10. Find the sum of the first 12 terms of the arithmetic sequence whose general term is an = 3n + 5.
G. Finding practical applications of concepts and skills in daily living.
What you have learned in this lesson is very much applicable in real-life situations.
1. Jose is saving for a pair of shoes. He sets aside ₱35.00. On the 1st week and increases his savings
constantly every week. On the 8th week, he has saved ₱105.00 and discovers that he already has the
exact amount for the pair of shoes. How much is the pair of shoes?
2. A wife earned₱10 000 during her 1st year of working and receives ₱300.00 more every year. She saves
all her earnings because she budgets her husband’s salary wisely. how much money will she have at the
end of 12 years?
3. A stack of bricks has 61 bricks in the bottom layer. 58 bricks in the 2 nd layer, 55 bricks in the 3rd layer
and 10 bricks in the last or 18th layer. How many bricks are there in all?
A sequence is an ordered list of numbers and the sum of the terms of a sequence is a series. In an
arithmetic sequence, each term is equal to the previous term, plus (or minus) a constant. The constant is called
the common difference (d). The formula for finding any term of an arithmetic sequence
is where a is the first term of the sequence, d is the common difference, and n is the
number of the term to find.
The numbers between arithmetic extremes are called arithmetic mean, found in an arithmetic
sequence wherein each term is obtained by adding a fixed value called the common difference.
Example: 4, 7, 10, 13 16 the arithmetic means are 7, 10 and 13
Example: 9, 15, 21 the arithmetic mean is 15
The arithmetic mean or the “mean” between two numbers is sometimes called the AVERAGE of two
numbers. It is also possible to insert any numbers of terms between any two given terms such as that the
whole set of numbers will form arithmetic sequence.
To find the sum of the terms of an arithmetic sequence with a1 as the first term, n as the number of
𝑛
terms and d as the common difference, use the rule Sn = 2 [2a1+(n-1)d]
A. Multiple Choice. Encircle the correct answer from the given choices.
1. Which term of the arithmetic sequence5, 9, 13, 17, … is 401?

a. 99th term b.100th term c. 111th term d. 112th term
2. The first term of an arithmetic sequence is 28 while the 12th term is 105. What is the common difference?
a. 7 b. 6 c. 5 d. 3
3. Find p so that p + 7, 3p + 9, p + 3, … form an arithmetic sequence
a. –2 b. 2 c. – 3 d. 3
4. A rocket rises 30 feet after 1 second, 85 feet after 2 seconds and 140 feet after 3 seconds. If it continues to
rise at this rate, how many feet will it rise after 16 seconds?
a. 780 feet b.830 feet c. 855 feet d. 910 feet
5. What is the value of k so that 7k + 2, 5k + 12, 2k – 1, … will form an arithmetic sequence?
a. – 8 b. – 5 c. – 13 d. – 23
Find the sum of the terms of each set of an arithmetic sequence below:
6. First 9 terms of 7, 16, 25,…
7. First 8 terms of –36, - 25, - 14,…
8. First 10 terms of – 4, 3, 10,…
9. First 10 terms of 19.5, 28.5, 37.5,…
10. First 7 terms of 3/8, 1/2, 5/8,….
J. Additional Activity for application or remediation

Find the sum of each of the following:
1. First 25 terms of 4, 9, 14, 19, 24, … (answer: 1,600)
2. Multiples of 3 from 15 to 45 (answer: 330)
3. Even integers between 80 and 196 (answer: 8 142)
4. Numbers between 1 and 81 which are divisible by 4 (answer: 861)
5. First 25 multiples of 8 (answer: 2,600)
KEY TO CORRECTION
Do Your Share…
1. 99 2. d= 7, a1= 31 3. 6 4. 12
What’s in Between?!
1. 17 2. 18, 30, 42 3. 55, 42, 29, 16 4. 15, 20, 25, 30, 35 5. 1, 3/2 or 1.5
1. 2 6. -161.5
2. -30 7. 578
3. 10 8.27
4. 5 & 25 9. 546
5. 22, 32, 42 10. 294
I. Evaluating Learning
1. B 6. 387
2. A 7. 20
3. A 8. 275
4. C 9. 600
5. D 10. 21/4

School SAGUIN INTEGRATED SCHOOL Teaching Dates/Week Sept.7 - 8, 2020

Week 3
I. Objectives
The learner
1. Illustrates a geometric sequence. (M10AL-Id-1)

2. Differentiates a geometric sequence from an arithmetic sequence. (M10AL-Id-2)
D. Objectives
1. Illustrates a geometric sequence.

2. Differentiates a geometric sequence from an arithmetic sequence.
II. Content
Geometric Sequences
Learning Resources
A. Reference
Grade 10 Mathematics Teachers’ Guide pp 23 - 30
Grade 10 Mathematics Learner’s Material pp. 29 - 42
Intermediate Algebra Pages, pages 188-189

Advance ALGEBRA Trigonometry and Statistics (Revised Edition) pages 156-158
III. Procedures
Hi! Did you find the previous topic exciting? I hope you did. Get ready for a fresh start.
Let’s keep moving and have these exercises below. Find the ratio of the second number to the first
number. That is, you need to divide the second number by the first number then you’ll have the ratio.
1. 2, 8
2. -3, 9
1
3. 1, 2
4. -5, -10
5. 12, 4
Please check your work on page 5 for the key to correction. How many correct answers did you get? It’s ok not
to get perfect score for this activity but make sure you understood how we arrived at the answers. If not, try
recalling the steps in dividing numbers including fractions.
B. Establishing a purpose for the lesson
DID YOU KNOW?!
LET’S DO PAPER FOLDING!
You will perform the paper folding on your own by following the simple steps below.
1. Start with a big square from a piece of paper. Assume that the area of the square is 64 square units.
2. Fold the four corners to the center of the square and find the area of the resulting
square.
3. Repeat the process three times and record the results in the table below.
Square 1 2 3
Area
1. What is the area of the square formed after the first fold? Second? Third fold?
2. Is there a pattern in the areas obtained after 3 folds?
3. You have generated a sequence of areas. What are the first 3 terms of the sequence?
4. Is the sequence an arithmetic sequence? Why?
5. Using the pattern in the areas, what would be the 6th term of the sequence?
Please check your work by turning on page 5 for the key to correction.
The answers obtained from the paper folding activity produces the sequence 64, 32, 16, 8, 4, 2 which is
called a geometric sequence.
A geometric sequence is a sequence where each term after the first is obtained by multiplying the
preceding term by a nonzero constant called the common ratio.
Examples:
1. Find the common ratio in each of the following geometric sequences.
i.1, 3, 9, 27, … since therefore, r = 3
ii. 64, –16, 4, –1, …since therefore, r =1/4
iii. 16, 24, 36, 54, … since therefore, r = 3/2
It’s your turn! Find the common ratio in each of the following geometric sequences.
iv. 108, 36, 12, 4, … v. 1, 1/2, 1/4, 1/8, 1/16, …
You should get 3 and ½ as the common difference respectively.
If you get the correct answers you may proceed to the next part of the discussion.
Now, let’s find out if you really understand what a geometric sequence is. Tell whether each of the following
sequences is geometric or not. Put a check mark before each number if it or an X if not.
Score Description
_____1. 5, 20, 80, 320,… 4 Very Good
_____2. 5, -10, 20, -40 3 Good
_____3. 1, 0.6, 0.36, 0.216,..
10 10 10 10 2 Fair
_____4. 3 , 6, , 9 , 15
Turn to page 4
Hint: if you got a common ratio, then it is a geometric sequence. Got it? sec. J and work
0-1 on the
Rate yourself using the table on the right. enrichment
activities
How well do you know if the given sequence is arithmetic or geometric? Let’s see if you can figure it out. Answer
the activity below.
Identifies each sequence whether it is arithmetic or geometric sequence. Write AS if arithmetic or GS if

geometric.
_____1. 16, 32, 64, 128,…

_____2. 4, 10, 16, 22, …
_____3. 625, 125, 25, 5, …
_____4. 9, 4, -1, -6, -11,…
_____5. 5, 8, 11, 14, 17, 20,…
Check your answers on the key to correction provided. Were you able to get all correct answers? If yes, that’s
excellent! If not, nice try and continue reading the discussion below.
How does a geometric sequence differ from an arithmetic sequence?

A geometric sequence is a sequence in which a term is obtained by multiplying the preceding term by a
constant number, called the common ratio, r. while an arithmetic sequence is a sequence in which each term
after the first is obtained by adding a constant d to the preceding term. The constant number d is called the
common difference.
I think you’ll ready on the next and let’s see what you got!
I know it, right? Geometric or Arithmetic? Score Description

5 Very Good
_____1. 1, 3, 5, 7, …
_____2. -3, -6, -9, -12, … 4 Good
_____3. 2, 6, 18, 54, 162, … 3 Fair
_____4. 2, -4, 8, -16, 32, -64,… Turn to page 4
sec. J and work
_____5. 15, 25, 35, 45, 55, … 0-2 on the
enrichment
activities
Rate yourself using the table on the right to check on your progress. You can check your
answers on page 5.
F. Developing mastery
Tell whether the given sequence is arithmetic - A or geometric - G sequence by finding the common
difference d or common ratio r.
d r
____1. 8, 16, 24, 32, … ____ ____

____2. 1296, 216, 36, 6, … ____ ____
____3. 6, -18, 54, -162, … ____ ____
____4. 1, 1.5, 2, 2.5, 3, … ____ ____
____5. 2, -4, 8, -16, 32, -64, ____ ____
See it for yourself how many correct answers you got by referring to key to correction on page.
Sequences are widely used in one’s daily endeavor. Here are some of its application.
1. DEPRECIATION
A motorcycle depreciates in value at the rate of 5% every year. If a motorcycle costs P 65,000.00 now,
what is its value on the 3rd year?
2. SAVINGS
Cathaleya saved P 100.00 in January. Suppose he saved twice the amount he saved the previous
month. How much would he save after 5 months?
Can you think of other ways on how factoring is applied in real-life?
H. Making generalizations and abstractions about the lesson
As for our summary,

A geometric sequence is a sequence in which a term is obtained by
multiplying the preceding term by a constant number, called the common ratio, r.
while an arithmetic sequence is a sequence in which each term after the first is
obtained by adding a constant d to the preceding term. The constant number d is called
the common difference.
An arithmetic sequence is a sequence where every term after the first is

obtained by adding a constant called the common difference.
I-1 Identify each of the following sequences as arithmetic or geometric. If the sequence is arithmetic, give
the common difference. If it is geometric, give the common ratio. (2 points per number)
1. 5, 11, 17, 23, …
Score Description
2. -21, -18, -15, -12, …
14 - 15 Very Good
3. 4, 16, 64, … 11 - 13 Good
4.
1 3 9
, , ,… 7 - 10 Fair
2 2 2
Turn to page 4 sec.
J and work on the
5. 𝑎 + 2, 3𝑎 + 2, 5𝑎 + 2, … enrichment
0-6 activities
2 3 2
6. 2𝑥, 2𝑥 𝑦, 2𝑥 𝑦 , …
I-2 Solve the problem correctly and show your solutions. (3 pts.)
Nathan spent P150.00 on August 1, P170.00 on August 2, P190.00 on August 3, and so on, how much did
Nathan spend on August 10?
J. Additional activities for application or remediation

Identify the given sequence if it is arithmetic or geometric.
A B C D E
1, 5, 9, 13, … 1, 2, 4, 8, … -5, -9, -13, -17, … 4, 8, 16, 32, … 3, 8, 13, 18, 23, …
F G H I J
80, 40, 20, 10, 5,… 4, 10, 16, 22, … 6, 18, 54, 162, … 3, -6, 12, -24, ... -8, -5, -2, 1, 4,…
KEY TO CORRECTION
Find the ratio of the second number to the first number.

1 1
1. 4 2. -3 3. 2 4. 2 5. 3
Paper Folding
1. 64, 32, 16
2. Yes
3. 64, 32, 16
4. No. because there is no common difference.
5. 64, 32, 16, 8, 4, 2 – 2 is the 6th term.
D.
1. geometric 2. geometric 3. geometric 4. Not
E.
1. geometric sequence 3.geometric sequence 5. arithmetic sequence
2. arithmetic sequence 4. arithmetic sequence
I know it right?
1. arithmetic sequence 3.geometric sequence 5. arithmetic sequence
2. arithmetic sequence 4. geometric sequence
F.
1. arithmetic sequence 3.geometric sequence 5. geometric sequence
2. geometric sequence 4. arithmetic sequence
G. 1. P 55,729.375 2. P 3,200
I -1
1. arithmetic, d = 6
2. arithmetic, d = 3
3. geometric, r = 4
4. geometric, r = 3
5. arithmetic, d = 2a
6. geometric, r = x
I-2 PROBLEM SOLVING: P 330.00

A – Arithmetic sequence
B - Geometric sequence
C - Arithmetic sequence
D - Geometric sequence
E - Arithmetic sequence
F - Geometric sequence
G - Arithmetic sequence
H - Geometric sequence
I - Geometric sequence
J - Arithmetic sequence


Week 4
I. Objectives
The learner
1. Determines geometric means and nth term of a geometric sequence. (M10AL-Ie-1)

2. Finds the sum of the terms of a given finite or infinite geometric sequence. (M10AL-Ie-2)
3. Solves problems involving sequences. (M10AL-If-2)
D. Objectives
1. Identifies a geometric mean in a geometric sequence.

2. Explains how to find the sum of the terms of a given finite geometric sequence.
3. Solves problems involving sequences.
II. Content
Sequences
Learning Resources
A. Reference
Intermediate Algebra Pages, pages 186 - 190
Integrated Mathematics III. 2001. Pp.13, 16-17, 23 - 28
E-Math Worktext in Mathematics p. 2 - 58
III. Procedures
A blessed day to start a new episode of fun learning at home! How are you?! Good luck and please
don’t forget to pray!
Last time, the topic was concentrated on the difference between geometric sequence and arithmetic sequence.
Can you still recall if the given is arithmetic or geometric? Let’s check if you still do.
1. 6, 18, 54, 162, ... (Geometric Sequence)
2. 4, 10, 16, 22, ... (Arithmetic Sequence)

Remember: arithmetic sequence has a common difference while geometric sequence has a common
ratio, right? We proceed to the next with the activity below. Do as directed and answer the guide questions.
Expected answers were provided after each question for you to ponder. Check your answers on page 8 and 9.
B. Establishing a Purpose
Assess your performance by using the answers key on page 8.
Guide Questions
1. How did you find your answers?
(Expected Answer: By multiplying the common ratio to the first term.)
2. Can you find the nth term of a geometric sequence using your technique?
(Expected Answer: Yes)
3. Is there another way to solve for the nth term of a geometric sequence? How?
(Expected Answer: Yes. We could use a formula to solve for the nth term.)
How well did you answer the guide questions? I know you did answer them all correct! Hooray let’s proceed!
C.Presenting examples of the new lesson
Finding the nth term of a Geometric Sequence
DISCUSSIONS: Given the first term and the common ratio in a geometric sequence, the nth term
can be found using the formula an = a1r n-1
Remember:
The nth term can be found using the formula an = a1r n-1
where:
a1 = the first term
an = the last term
n = the number of terms
r = the constant ratio
Illustrative Examples:
A. Find the 10th term of the geometric sequence 2, 4, 8, …
Solution: a1 = 2; r = 2; n = 10
an = a1r n-1
a10 = 2(2)10-1
= 2(2)9
= 1024 – the 10th term
1 128
B. Find r in a geometric sequence if the first term is 3 and the eight term is 3
.
1 128
Solution: a1 = 3; n = 4; a8 = 3
Formula: an = a1rn-1
128 1
= r8-1
3 3
128 1
3
= 3r 7
r7 = 128
r=2
It’s Your Time to Shine! Try the activity below. Score Description
Direction: Find the nth term of a geometric sequence. 3 Very Good
2 Good
1. seventh term of 5, 10, 20, 40, ... Fair
1
Turn to page 7
2. tenth term of 2, -6, 18, … sec. J and work
0 on the
enrichment
3. fourth term of a geometric sequence whose first term is 3 and common ratio 4. activities
Rate yourself using the table on the right to check on your progress. You can check your answers on page 8.
If you get at least 1 correct answer you may proceed to the next part of the discussion. If not I’m sorry but you
have to go back and revisit the previous examples.
Come on, let’s have trivia time!!!
What is the World’s Fastest Insect?

Answer the following problems on geometric sequence to find out. Cross out the boxes that contain an
answer. One box is already cross out for you! The remaining boxes will spell out the name of the world’s
fastest insect, which can travel at a speed of around 60 kilometers per hour. Really amazing!
1. What is the common ratio of the geometric sequence 81, 243, 729, . . . ?
2. What is the missing term of the sequence 5, 15, 45, ____, 405, . . .?
3. What are the next two terms of the sequence 7, 49, 343, . . . ? What is the common ratio of the sequence
3 6 12
, , , ... ?
4 12 36
3 6 12
4. Give the next two terms of the sequence , , , ....
5 25 125
5 10 40
5. Find the missing term of the sequence , , ___, , . . .?
6 18 162
B D X R T
3 9 20 3 2401;16807
54 2
A G T R O
24 48 1 2 135 27
;
1625 3125 2 3
N F A L Y
12401; 16807 3 24 48 20 125

;
4 625 3125 56
Answer: ____ ____ ____ ____ ____ ____ ____ ____ ____
Did you get the answer? How did you solve for the terms in between two terms of a geometric sequence in
number 2 and 5?
See page 8 to check your work.
If you got them all correct, good job!!! If most of your answers are incorrect, read the discussion below and stay
focused, keep calm… I always believe you can do it!
DISCUSSIONS:
Geometric Sequence: Geometric Means
Inserting a certain number of terms between two given terms of a

geometric sequence is an interesting activity in studying geometric
sequences. In general, the terms between any two non-successive terms
in a geometric sequence are called geometric means. If the numbers a1,
a2, a3, …, an form a geometric sequence, the numbers a2, a3, …, an-1 are
called geometric means between a1 and an.
Remember:
A geometric mean is a number inserted between two given numbers
so that the terms form a geometric sequence.
Let m be a geometric mean between two numbers a and b, so that a, m,
b forms a geometric sequence. Then,
𝑎 𝑚
𝑚
= 𝑏 ; m2 = ab; m = √𝑎𝑏
Therefore, the geometric mean between two non-successive terms

is the square root of the product of the two terms.
Illustrative Examples:
A. Find the geometric mean between 3 and 12.
𝑚 12
Solution: 3
=𝑚
m2 = 36
m=±6
The geometric mean between 3 and 12 is 6, since 3,6, 12 forms a
geometric sequence.
B. Insert two geometric means between 3 and 192.

Solution: a1 = 3; n = 4; a4 = 192
Formula: an = a1rn-1
192 = 3r4-1
192 = 3r3
r3 = 64
r 3 = 43
r = 4
Two geometric means between 3 and 192 are 12 and 48.
The geometric sequence is 3, 12, 48, 192.
Do this!
1. Insert three geometric means between 3 and 48. Score Description
9 - 10 Very Good
1
2. Find the geometric mean between 10 and 10
7-8 Good
3.Insert three geometric means between 16 and 625. Fair
5-6
7 Turn to page 8
4. Insert geometric mean between ½ and 8. sec. J and work
on the
0-4 enrichment
5. Insert two geometric means between 3 and 192. activities
Rate yourself using the table on the right to keep track on your progress. You can check your answers on page
8. If you still find it difficult to understand this part of the lesson, you may answer the additional activities attach
on this module.
The formula for the sum of the first n terms in a finite geometric sequence is DISCUSSIONS
𝑎 1 − 𝑎1 𝑟 𝑛 𝑎1 (1− 𝑟 𝑛 )
𝑆𝑛 = 1−𝑟
or 𝑆𝑛 = 1−𝑟
Where
Sn – the sum n – number of terms
a1 – the first term r – constant ration, r ≠ 1
Example 1: Find the sum of the geometric sequence
4 8 16 32 64
2, 3 , 9 , 27 , 81 , 243
Solution:
2
a1 = 2, r = , n = 6
3
𝑎1 − 𝑎1 𝑟 𝑛
𝑆𝑛 = 1−𝑟
2
2−2( )6
3
𝑆6 = 2
1−
3
128 1330
2− 3990 1330
729 729
𝑆6 = 1 = 1 = 729
= 243
3 3
Example 2: Find the sum of the geometric sequence 40, -20, 10, -5, 5/2, -5/4.
Solution:
1
a1 = 40, r = - 2 , n = 6
𝑎1 − 𝑎1 𝑟 𝑛
𝑆𝑛 = 1−𝑟
1
40−40(− )6
2
𝑆6 = 1
1−(− )
2
5 315
40− 315 105
8 8
𝑆6 = 3 = 3 = 12
= 4
2 2
Find Me Please.
Fill in the table with the correct values.
No. a1 r n an Sn
Score Description
1. 3 -4 8
9 - 10 Very Good
1
2. 2 7
7-8 Good 3
Fair 1
5-6 3. 32 8
Turn to page 8
4
sec. J and work 4. -3 7 -2 916
on the
0-4 enrichment
activities 1 3 243
5.
2 2 64
Were you able to make it this far?! Congratulations, your patience is highly encouraged to reach the finish line.
Always check out the answers key on page 8 to see the fruit of your hard work!

The knowledge on the different types of sequences can be used in solving word problems related to real life.
Example 1: A conference hall has 20 rows of seats. The first row contains 20 seats, the second row contains
22 seats, the third row contains 24, and so on. How many seats are there in the last row? How many seats are
there in the conference hall?
Solution:
20, 22, 24, …
The sequence of the number of seats per row shows an arithmetic sequence. Hence, to find the number of
seats on row 20, use the formula:
)
A20 = 20 + 2(20-1)
A20 =20+38
A20 =58 seats
To find the total number of seats in the conference hall, use the formula:
n
Sn = ( a1 + an )
2
S20= 20/2 (20+58)
S20=10 (78)
S20=780 seats
Example 2: If you worked at a job where you were paid 10 pesos for the first day and your pay was doubled for
each of the next 5 days, how much money would you earn on the 5th day?
Solution:
a1=10, n=5, r=2
𝑎1 (1 − 𝑟 𝑛 )
𝑆𝑛 =
1−𝑟
10(1 − 25 )
𝑆5 =
1−2
10(1 − 32)
𝑆5 =
−1
10(−31)
𝑆5 =
−1
𝑆5 = 310
Therefore, the total earning after 5 days is 310 pesos
The world’s tallest building is approximately 1483 feet high. It is found in Kuala Lumpur, Malaysia. It is
actually a twin tower, with each building having 88 stories. (Source: Math Journal, Vol. X, No. 4)
To find out its name, answer the following problems on geometric sequence. See answers on page 8.
Encircle the letter that corresponds to the correct answer. The letters will spell out the name of the building.
1. What is the third term of the geometric sequence, tn = (-2)n-1 ?

P. 4 R. – 8
2. What is the second term of the geometric sequence, tn = (-1)n-1 ?
E. – 1 O. 1
3. The fourth term of the geometric sequence, tn = 2(3)n-1 is ____.
S. 6 T. 54
4. ______ is the first term of the geometric sequence, tn = 3(2)n-1
R. 3 S. 6
1 n-1
5. In tn = (4) , t4 is equal to _____.
4
1
I. O. 16
4
1
6. In tn = (-4)n-1, 8 is the _____ term.
2
N. 3rd M. 4th
2
7. In tn = t1 rn-1, if t1 = 8 and r = , then what is t6 ?
3
256 16
A. E.
243 243
1
8. In tn = t1 rn-1, find the eighth term of the geometric sequence whose first term is 64 and whose ratio is -
2
?
1 1
R. S. -
2 2
Answer: ___ ___ ___ ___ ___ ___ ___ ___
G. Finding practical applications of concepts and skills in daily living. (See solutions on page 9)
Answer each problem.
1.Ferry deposited 20,000.00 pesos as an initial investment that will add an additional 1,750.00 pesos for every
year that his money stays in the account. How much money will he have in his account at the end of year 8?
2. You borrow money for a new car from the bank. After month 1, the loan balance is 14,760.00 pesos. After
month 2, it is 14,520.00 pesos. If this pattern continues, what will the balance be after 21 months?
When solving word problems involving sequences;
First, decide if you’re looking for a specific term in your sequence, or if

you need to find the sum. Then use the appropriate formula.
To find a specific term of an arithmetic sequence:
𝑎𝑛 = 𝑎1 + 𝑑(𝑛 − 1))
To find the sum of an arithmetic sequence:
n
Sn = ( a1 + an )
2
To find a specific term of a geometric sequence:
𝑎𝑛 = 𝑎1 𝑟 𝑛−1
To find the sum of an arithmetic sequence:
𝑎1 (1 − 𝑟 𝑛 )
𝑆𝑛 =
1−𝑟
I. Evaluating learning (See answers on page 9)
Solve for what is asked.
1. Find a geometric mean between 81 and 16.
2. Insert 4 geometric means between -7 and 1701.
3. Find the 5th term of a geometric sequence, with -1 as the first term and -3 as the common ratio.
4. Identify the first term of a geometric sequence having a common ratio of 2 and a 7th term of 256.
Solve for the sum of the following geometric sequences.
5. Find the sum of the first 5 terms of the geometric sequence having a common ratio of ½ and the
first term of 128.
6. Find the sum of the first 4 terms of the geometric sequence with the first term of -24 and the fourth
term of 3.
Write the first four terms of the geometric sequence with
a) a1 = -1/2; r = -2
b) a1 = 24; r =1/2
c) a1 = 1/8; r =3
d) a1 = 243; r = 1/3
Find the indicated term of each geometric sequence.

a) a1 = -2; r = 2/3; a10 = ?
b) a1 = 0; r =1/2; a6 = ?
c) a1 = 6; r = -2; a12 = ?
d) a1 = 1; r = 3; a20 = ?
Solve the following.
1) Find 3 geometric means between 3 and 48.

Problem solving:
A certain culture of bacteria initially contains 1 000 bacteria and doubles every hour. How many bacteria are in
the culture at the end of 10 hours?
KEY TO CORRECTION
Got It!
a. 3, 15, 75, 375, 1875 c. -3, 6, -12, 24, -48 e. 4, -2, 1, -1/2, ¼
b. 8, 12, 28, 27, 81/2 d. 2, 6, 18, 54, 162
It’s Your Time to Shine

1. 320 2. 39366 3. 192
Isn’t it Amazing?
1. 3
2. 135
3. 2402, 16807
4. 2/3
5. 24/625, 48/3125
20/54 - cross out already
Answer: __D__ __R__ __A__ __G__ __O__ __N__ __F__ __L__ __Y__
Do this!
1. 6, 12, 24 3. 40, 100, 250 5. 12, 48
2. 1 4. 3/4
No. a1 r n an Sn
1. 3 -4 8 (-49,152) (-39,321)
1 2 2186
2. 2 7 ( 729 ) ( )
3 729
1 1 255
3. 32 (2) 8 ( )
4 4
4. (-4) -3 7 -2 916 (-2188)
1 3 243 665
5. (6) ( )
2 2 64 64
PETRONAS
G.
1. )
a8 = 20000 + 1750(8-1)
a8 =20000+12250
a8 =32,250 pesos Jerry’s total money after 8 years is 32,250.00 pesos.
2. Given: a1=14,760 a2=14,520.00 Find: a21

Solution:
d= 14520 – 14760 = -240
a21=14760 + (-240) (21-1)

a21=14760 + (-4800)
a21=9,960 Therefore, the balance after 21 months is 9,960.00 pesos.
I. Evaluating learning 1. 20 2. 4, -8, 16, -32 3. -81 4. 4 5. 248 6. -15
J.
Write the first four terms of the geometric sequence with
1. -1/2, 1, -2, 4
2. 24, 12, 6, 3
3. 1/8, 3/8, 3/64, 3/512
4. 243, 81, 27, 9
Find the indicated term of each geometric sequence.

1024
1.
19683
2. 0
3. 12288
4. 1162261467
Solve the following.

1. 6, 12, 24 3. 20, 10 5. 12, 36
2. 4, 8, 16 4. 8, 32
A.
1. 484 2. -63 3. 0 4. -3 5. 6
Problem Solving:
Solution:
Since the number of bacteria doubles every hour and there are initially 1 000, therefore at the end of the first
hour there will be 2 000. At the end of the second hour, there will be 4 000 and so on.
A table of values will help.
t hours 1 2 3 4 5
no. of 2 000 4 000 8 000 16 32

bacteria 000 000
The second row of the table shows a geometric sequence where a1= 2000 and r = 2. Using the
formula for the nth term of a geometric progression, then,
an = a1  r n−1 2000(2)10 −1 = 2000(2) 9 = 2000(512) =1 024 000
There are 1 024 000 bacteria at the end of 10 hours.
Should you have queries about this topic, please feel free to contact me at 09174708214 or thru my
facebook account via messenger Pj Lozano


Week 5
I. Objectives
The learner
Performs division of polynomials using long division and synthetic division. (M10AL – Ig – 1)
D. Objectives
1. Identifies polynomial expression.

2. Divides polynomials using long division method.
3. Divides polynomials using synthetic division
II. Content
Polynomials
Learning Resources
A. Reference
Advanced Algebra, Trigonometry and Statistics IV. 2009, pp. 304 – 305
Next Generation Math 10, DIWA 2015, pp. 70 – 71
New High School Mathematics First Year, DIWA 2003, p. 188
III. Procedures

Hi! Welcome back to another week of challenging and fun learning at home! Stay focus and safe… Let’s start!
ACTIVITY: Divide and write!

Divide the following and write an equivalent equation by following the given example.
4
Example: 19 ÷ 5 = 3 + 5
1. 29 ÷ 5 = _____________ ↔ ____________
4
[Answer: 5 + 5 ↔ 29 = 5(5) + 4]
2. 34 ÷ 7 = _____________ ↔ ____________
6
[Answer: 4 + ↔ 34 = 4(7) + 6]
7
Please keep in mind the procedure above for it can be applied in the succeeding part of this module.
ACTIVITY: I Belong!
Tell whether the given is a polynomial expression or not? Put a check mark (√) if polynomial expression or a (X)
if not.
____1. x2 – 5 ___2. 2x1/4 + x-3 + 2 ___3. x − 2x x + 3 ___4. x5 – x4 + 21x3 – 2x2 + 5x + 6
Were you able to recall what a polynomial expression based from the exercises given? If yes, good! If not,
read the proceeding discussion below to clarify your misunderstanding and prior knowledge.

A Polynomial Expression P(x) is an expression of the form anxn + an-1xn-1 + an – 2 xn – 2 + …. a1x + a0, an
where the non-negative integers n is called degree of a polynomial and the coefficient a0, a1,….an are real
numbers. The standard form of polynomial expression is written in decreasing order of the exponent.
Examples of Polynomial expressions in standard form: A polynomial expression is said to be in
1. 3x3 + 4x2 – x – 1 the standard form if the terms are
2. 2x4 + x3 – 2x2 + 2 written/arranged in decreasing powers of
3. 17x5 – x4 + 21x3 – 2x2 + 5x + 6 the variable.
4. x4 + x3 + x2 – x + 4
The degree of a polynomial is the highest power of its term.

Examples:
1
1. 6x3 + x2 – 5 + 2 [degree: 3]
2. 3x6 + 4x5 + 5x4 + x + 1 [degree: 6]
3. 3x3 + 4x2 – x – 1 [degree: 3]
4. 2x4 + x3 – 2x2 + 2 [degree: 4]
Note: The following are the characteristics of a polynomial expression:
1. A polynomial expression should not have a variable in the denominator.

2. Variables in a polynomial expression should not have negative exponents.
3. Variables in a polynomial expression should not have fractional exponents.
Did it helped you clear out your mistakes on identifying polynomial expression? I hope it worked for you!
Now, let us proceed to the next part relating to dividing numbers. Consider the illustration below, will you tell
the parts of the division process?
x2 + 3x + 4
2x2 + x – 1 2x4 + 7x3 + 10x2 + 8
Identify the dividend, divisor, quotient and remainder based on the given situation. I believe you know exactly
all parts of the division process! So how do we perform the operation given the polynomial expression above?
Any idea? Can you name any method you’ve learned in your early years in high school? Well, brace yourself,
the next notes will answer all the questions asked.
Polynomial long division is an algorithm for dividing a polynomial by another polynomial of the same
or lower degree, a generalized version of the familiar arithmetic technique called long division. It can be done
easily by hand, because it separates an otherwise complex division problem into smaller ones.
In dividing polynomials, the concepts on multiplying and dividing monomials and the laws of
exponents are necessary.
• To multiply monomials, apply the law of exponent “Power of Expressions Having the Same Base
or Product of Powers”
(xm)(xn) = x m + n
Simply, copy the common base then add the exponents.

• To divide monomials, apply the law of exponent “Quotient of Expressions Having the Same Base
or Quotient of Powers)
xm xm 1 xm
xn
= xm – n if m > n xn
= xn − m if m < xn
= 1 if m = n
Simply, copy the common base then subtract the exponents.
Let us divide polynomials using:
Example 1: (10x 2 + 2x 4 + 8 + 7x 3) ÷ (2x 2 + x – 1)
Solution:
First, write the dividend in standard form and insert zeros as coefficient of any missing term to obtain.
Both dividend and divisor should be in standard form. The long division method is shown below.
x2 + 3x + 4
2x2 + x – 1 2x4 + 7x3 + 10x2 + 8
2x4 + x3 – x2________
6x3 + 11x2 + 0x
6x3 + 3x2 - 3x____
8x2 + 3x + 8
8x2 + 4x – 4_
Remainder ← -x + 12
Were you able to catch the first example? I’m sure you’re a bit confused now, keep calm… I may not be there
to help you physically, but everything is made easy for you to understand this topic.
Here are the steps required for Dividing by a Polynomial Containing More Than One Term (Long Division):
Step 1: Make sure the polynomial is written in descending order. If any terms are missing, use a zero to fill in
the missing term (this will help with the spacing). In this case, the problem is ready as is.
Step 2: Divide the term with the highest power inside the division symbol by the term with the highest power
outside the division symbol.
Step 3: Multiply (or distribute) the answer obtained in the previous step by the polynomial in front of the division
symbol.
Step 4: Subtract and bring down the next term.
Step 5: Repeat Steps 2, 3, and 4 until there are no more terms to bring down.
Step 6: Write the final answer. The term remaining after the last subtract step is the remainder and must be
written as a fraction in the final answer.
Perform the indicated division and write the answer in the form as shown in the
example:
x4 + x2 − 5 P (x) = dividend
( x 4 + x 2 − 5)  ( x − 5) =
x−5 D (x) = divisor
645 Q (x) = quotient
= x 3 + 5 x 2 + 26 x + 130 +
x−5 R (x) = remainder
Would you like to try?

P( x) R( x)
Example 2: Divide and Write it in Form = Q( x) + (Hint: this looks like the review part, browse it
D( x) D( x)
again)
(4x5 – 25x4 + 40x3 + 3x2 – 18x) ÷ (x2 – 6x + 9)
You are expected to get 4x3 – x2 – 2x as the quotient. Did you get it?
In general, if P(x) and D(x) are polynomials with D(x) ≠ 0, we can write P( x)
= Q( x) +
R( x) or
D( x) D( x)
P(x) = Q(x) • D(x) + R(x), where R(x) is either 0 or its degree is less than the degree of D(x).
Here are some more exercises for you to do. Expected answers are provided for you to check your work.
P(x) R(x)
Perform the indicated division and write your answers in the form D(x) = Q(x) + D(x).
a. (x4 – 2x + 5) ÷ (x + 5)
x⁴ – 2x + 5 640
[Answer: x+5
= x 3 − 5x 2 + 25x − 127 + x+5
]
b. (3x3 + 4x2 + 8) ÷ (x + 2)
3x³ + 4x² + 8 0
[Answer: x+2
= 3x 2 − 2x + 4 + x+2
]
Now, how do you verify if the answer we got is correct?
Check by multiplying the quotient to the divisor. Do not forget to add the remainder.
In symbols, P(x) = Q(x) · D(x) + R(x)
Is there an easier way to divide polynomials without following the above procedure which is long division? Of
course, most of the time there should be an alternative solution. It’s for you to find out by reading the
succeeding discussion below.
Another method of dividing polynomials which has a very short and simple procedure is called
synthetic division. Unlike the usual division which involves the four fundamental operations, this method
requires only addition and multiplication applied to the coefficients. This method is applied when the divisor is
of the form x - r.
In algebra, synthetic division is a method of performing Euclidian division of polynomials, with less writing
and fewer calculations than occur with polynomial long division. Synthetic division considerably shortens the
process.
Example 1:
Use synthetic division to divide P(x) = (3x3 + 4x2 + 8) by (x + 2)
Step 1: Arrange the coefficients of P(x) in descending powers of x, placing 0s for the missing terms. The
leading coefficient of P(x) becomes the first entry of the third row
3 4 0 8
Step 2: Place the value of r in the upper left corner. In this example, x – r = x + 2 = x – (–2), so r = –2.
-2 3 4 0 8
Step 3: Bring down the leading coefficient. The leading coefficient is 3.
-2 3 4 0 8
3
Step 4: Multiply the leading coefficient a and the value of r (-2). Write down and add the product to the second
column.
-2 3 4 0 8
-6
3 -2
The first number in the second row (–6) is the product of r (–2) and the number in the third row (3) of the
preceding column. The second number in the third row (–2) is the sum of the two numbers (4 and –6) above it.
Step 5: Repeat the procedure described in Step 3 until the last number in
the third row is obtained.
-2 3 4 0 8
-6 4 -8
3 -2 4 0
Step 5: Write the quotient Q(x). Note that the degree of Q(x) is one less than the degree of P(x). The entries in
the third row give the coefficients of Q(x) and the remainder R.
Therefore, the quotient Q(x) is 3𝑥² − 2𝑥 + 4 and R = 0.

Example 2: Use synthetic division to find the quotient of (6x5 – x4 – 32x3 – 20x2 + 5x + 8) ÷ (2x – 3).
Solution:
Observe that the divisor is not of the form x – r.
3
However, note that 2x -3 = 2(𝑥 − 2). Therefore, the problem can be restated as follows:
3
(6x5 – x4 – 32x3 – 20x2 + 5x + 8) ÷ 2(𝑥 − ).
2
3
Thus, we first use synthetic division to divide (6x5 – x4 – 32x3 – 20x2 + 5x + 8) by (𝑥 − 2).
3
2
6 -1 -32 -20 5 8
9 12 -30 -75 -105
6 8 -20 -50 -70 -97

−97
The quotient is 6𝑥 4 + 8𝑥 3 − 20𝑥 2 − 50𝑥 − 70 + 3 .
𝑥−
2
The result now will be divided by 2 to get the final answer:

−97
6𝑥 4 + 8𝑥 3 − 20𝑥 2 − 50𝑥 − 70 + 3
𝑥−
2
2
−97
The final answer is 3𝑥 4 + 4𝑥 3 − 10𝑥 2 − 25𝑥 − 35 + 2𝑥−3
.
It’s your time to shine! Try these two: (x3 + 3x - 4x2 - 12) ÷ (x – 4) & (x3 - 2x2 + 4) ÷ (x – 3). Expected answers
13
are written as your reference. [Answer: x 2 + 3] [Answer: x 2 + 𝑥 + 3 + ] 𝑥−3
Score Description
Find the quotient and remainder of the following polynomials using long division
method. Show your solutions. (5 points per item) 16-20 Very Good
11-15 Good
1. (x2 + 3x + 10) ÷ (x + 2) 2. (10x3 + 5x2 + 75x – 40) ÷ (2x + 1) Fair
6-10
Turn to page 6-
Use synthetic division to find the quotient and remainder in each of the following. 7 sec. J and
0-5 work on the
enrichment
3. (2x – 18x – 7 – x ) ÷ (x – 3)
4 2 3
4. (3x – 2x + 5x – 4x – 2) ÷ (3x + 1)
4 3 2
activities
Some real-life situations require the application of polynomials. For example, engineers can use polynomials to
create building plans and entrepreneurs can use polynomials to design cost- effective products.
Now, solve the real – life situation involving division of polynomials below.
1. If a car covers (15x2 + 7x – 2) km in (3x + 2) hours, what is the average speed in km/hr.?
2. The total cost of (3a – 2b) units of cell phone is (6a2 + 5ab – 6b2) pesos. What expression represents the
cost of one cell phone?
3. If a car moving at a constant rate travels (2x3 – x2 – 4x + 3) km in (x2 – 2x + 1) hours, what is the rate of the
car in km per hour?

P( x) R( x)
In general, if P(x) and D(x) are polynomials with D(x) ≠ 0, we can write = Q( x) + or
D( x) D( x)
P(x) = Q(x) • D(x) + R(x), where R(x) is either 0 or its degree is less than the degree of D(x).
The steps in dividing by a polynomial containing more than one term (Long Division):
1: Make sure the polynomial is written in descending order. If any terms are missing, use a zero to fill in the
missing term (this will help with the spacing). In this case, the problem is ready as is.
2: Divide the term with the highest power inside the division symbol by the term with the highest power outside
the division symbol.
3: Multiply (or distribute) the answer obtained in the previous step by the polynomial in front of the division
symbol.
4: Subtract and bring down the next term.
5: Repeat Steps 2, 3, and 4 until there are no more terms to bring down.
6: Write the final answer. The term remaining after the last subtract step is the remainder and must be written as
a fraction in the final answer.
Steps to follow in dividing by synthetic division:
1. Arrange the terms of the dividend in descending order of exponent.
2. Write the numerical coefficient in a row, with 0 representing any missing term.
3. Write the constant term r of the divisor x - r at the left - hand side of the of the coefficient.
4. Bring down the leading coefficient of the dividend. Multiply it by r and add to the second column.
5. Multiply the sum obtained in step 4 by r and add to the 3rd column. Repeat this process until you reach the last
column.
Note: The 3rd rows of numbers are numerical coefficient of the quotient. The degree is one less than that of the
dividend. The right member is the remainder.
Encircle the letter that corresponds to the correct answer. (1 point each)
1
1. When 2x3 – 4x2 + x – 1 is divided by x + 2, the remainder is ________. Score Description
1 3 3 1
A. 1 B. -2 C. 1 D.-3 19-25 Very Good
2 4 4 2
12-18 Good
2. When x – 2x – 11x – 20 is divided by x – 5, the quotient is ______.
3 2
Fair
8-13
A. x2 + 3x + 4 B. x2 + x – 4 C. x2 – 3x + 4 D. x2 – 3x – 4 Turn to page 6-
7 sec. J and
3. Which of the following will give a remainder of -34 when divided by x – 2? 0-7 work on the
enrichment
A. x6 – 4x4 – 3x2 + 2 C. x3 – 2x2 – 11x + 52 activities
B. x2 – 4x4 + 3x3 + 2 D. x3 – x2 + 25x – 25
4. What is the quotient when x3 – 6x2 + 13x – 10 is divided by x – 2?

A. x3 – 4x2 + 5 B. x2 – 4x – 5 C. x2 + 4x – 5 D. x2 – 4x + 5
5. What is the quotient when x4 – x3 + 3x + 1 is divided by x – 1?

A. x3 + x2 + x + 3 B. x3 – 3x + 3 C. x3 + 3 D. x3 + x + 3
Perform the indicated division using long method. (5 points per item)
1. (4x5 + 6x4 + 5x2 – x – 10) ÷ (2x2 + 3) 2. (5x2 – 17x – 15) ÷ (x – 4)
Use synthetic division to find the quotient and remainder in each of the following. (5 points per item)
1. (3x3 + x2 – 22x – 25) ÷ (x – 2) 2. (x3 + 4x2 – x – 25) ÷ (x + 5)
J. Additional Activities or Remediation
Find the quotient by dividing the polynomials using algorithm (long division).
1. (3x3 – x2 - 8x + 5) ÷ (x + 2) 2. (x4 - 3x + 5) ÷ (x + 3)
Use synthetic division to divide the given polynomial P(x) by the given polynomial x – r.
1. P(x) = 4x6 + 21x5 – 26x3 + 27x x+5
2. P(x) = x5 – 3x4 + 4x + 5 x–2

3. P(x) = x5 + 5x3 – 3x + 7 x–1
4. P(x) = 2x3 – 3x2 + 3x – 4 x–2
5. P(x) = 2x3 + x2 + 12 x+2
Find the quotient and the remainder by using synthetic division. Show your complete solution.
1.(x2 + 3x + 10) ÷ (x + 2) 2. (10x3 + 5x2 + 75x – 40) ÷ (2x + 1)
Solve the following problems. Show your complete solution. Use the long division.
1. If one ream of bond paper costs (3x – 4) pesos, how many reams can you buy for
(6x4 – 17x3 + 24x2 – 34x + 24) pesos?
2. A tailor earns (12y2 + y – 35) pesos for working (3y – 5) hours. How much does
he earns per hour?
KEY TO CORRECTION
75 −155
1. (Quotient → x + 1; Remainder →8)] 2. (Quotient →5x2 + ; Remainder )]
2 2
3. (Quotient → 2x3 + 5x2 –3x – 9; Remainder → –34)] 4. (Quotient →x3 - x2 + 2x – 2; Remainder → 0)]
1. (15x2 + 7x – 2) ÷ (3x + 2) = 5x – 1 km/hr.]

2. [Answer: (2a + 3b) pesos]
3. [Answer: (2x + 3) km/hr.]
1. B 2.A 3.B 4.D 5.C
Long Division
8x − 4 −3
1. [Answer: 2x3 + 3x2 – 3x – 2 + ] 2. [Answer: 5x + 3 + ]
2x² + 3 x− 4
Synthetic Division
−41 −45
1. [Answer:3x2 + 7x – 8 + ] 2. [Answer: x2 – x + 4 + ]
x−2 x+5

−7 95
1. [Answer: 3x 2 − 7𝑥 + 6 + 𝑥+2] 2. [Answer: x 3 − 3𝑥 2 + 9𝑥 − 30 + 𝑥+5
]
−10
1. [Answer: 𝑃(𝑥) = 4𝑥 5 + 𝑥 4 − 5𝑥 3 − 𝑥 2 + 5𝑥 + 2 + 𝑥+5
]
−3
2. [Answer: 𝑃(𝑥) = 𝑥 4 − 𝑥 3 − 2𝑥 2 − 4𝑥 − 4 + 𝑥−2
]
10
3. [Answer: P(x) = 𝑥 4 + 𝑥 3 + 6𝑥 2 + 6𝑥 + 3 + 𝑥−1
]
6
4. [Answer: P(x) = 2𝑥 2 + 𝑥 + 5 + 𝑥−2
]
5. [Answer: P(x) = 2𝑥 2 − 3𝑥 + 6]
75 −55
1. [Answer: Q(x) = x + 1; R = 8 ] 2. [Answer: Q(x) = 5x2 + ; R= ]
2 2
Problems
1. [Answer: (6x 3 − 9𝑥 2 + 12𝑥 − 18) 𝑟𝑒𝑎𝑚𝑠] 2. [Answer: (12𝑦 + 21) 𝑝𝑒𝑠𝑜𝑠]
Should you need HELP about this topic, kindly inform me at 09174708214 or thru my facebook account via
messenger Pj Lozano

School SAGUIN INTEGRATED SCHOOL Teaching Dates/Week Sept.28 – Oct. 2, 2020

Week 6
I. Objectives
The learner
1. Proves the Remainder Theorem and the Factor Theorem. (M10AL – Ig – 2)

2. Proves the Rational Root Theorem (M10AL-Ii-2)
3. Factors polynomials. (M10AL-Ih-1)
D. Objectives
1. Proves the Remainder Theorem and the Factor Theorem

2. Prove the Rational Root Theorem.
3. Determine the rational roots of given polynomial using the Rational Root Theorem.
4. Factors completely different types of quadratic polynomials using synthetic division and factoring
techniques.
II. Content
Remainder & Factor Theorem; Rational Root Theorem; Factoring Polynomials
Learning Resources
A. Reference
Advanced Algebra, Trigonometry and Statistics IV. 2003, pp. 94 - 122
Advanced Algebra, Trigonometry, and Statistics: Fernando B. Orines, et.al, pp 254 - 278
Next Generation Math 10, Erist A. Capul, et.al, pp. 83-90
III. Procedures
A very lovely day to be grateful to the Lord Almighty! Start your day with a prayer of thanks… a smile on your
face… and an open mind to learn new things today.
Let us revisit the last topic by doing the activity below. Use synthetic division.
What is the quotient!
a. (f(x) = x2 + 2x + 5); (x – 2) b. (f(x) = 2x3 – x2 – 1); (x + 2)
Were you able to find the quotients of the two given sets of polynomials? You should get the following as the
13 −21
answers x + 4 + x−2 → Remainder = 13] and 2x2 – 5x + 10 + x+2 → Remainder = -21 respectively. So, how do
we divide polynomial by another polynomial? Good job! You have two options: Long division or synthetic
division.
Equal in Different Ways? !

Now, follow the steps below using the two given polynomials above:
• Divide each polynomial by the binomial that follows it. (It’s up to you what method you prefer to use.)
• Determine the remainder. (You can simply check it up since answers were already given in activity 1.)
• Evaluate the polynomial function by replacing x with the constant term of the binomial divisor. (This means
that you substitute the constant of the divisor changing its sign like in synthetic division and performing all
the operations.)
Since you already know that the remainders upon dividing are 13 & -21 respectively, we move on the evaluating
the polynomials as shown below:
f(2) = x2 + 2x + 5 f(-2) = 2x3 – x2 – 1

= 22 + 2(2) + 5 = 2(-2)3 – (-2)2 – 1
=4+4+5 = 2(-8) - 4 - 1 = -16 - 5
f(2) = 13 f(-2) = -21
Were you able to follow the instructions? Did you get the same answers as shown in the two solutions?
What have you noticed after evaluating the polynomial function with respect to its remainder? Both values are
equal to its remainder. Great observation!
I’m sure the activity helped you recall how to evaluate polynomial at a given value.
One way of identifying the remainder aside from dividing polynomials using the Long Division Method and
the Synthetic Division, remainders can be identified like what you did earlier, that is, by evaluating the polynomial.
How do we call this method? It’s for you to see in the succeeding discussion with illustrations below.
In Grade 8, you learned how to prove different theorems using the two-column proof. Let’s exercise your mind
by doing:
Prove It!
Prove the Remainder Theorem. Complete the proof by providing the reasons.
Two – column Proof

STATEMENTS REASON
1. P(x) = (x – r) • Q(x) + R Given polynomial P(x)
2. P(r) = (r – r) • Q(r) + R
3. P(r) = (0) • Q(r) + R
4. P(r) = R
(You may verify your reasons by turning on the key to correction at the end of this module.)
In the two previous division processes illustrated, a remainder was noted when the polynomial is not
exactly divisible by another polynomial. You’ll get a zero remainder when a polynomial is exactly divisible by
another.
By substituting the value of (r) of the divisor x – r in the polynomial P(x), you can also test whether a
certain polynomial is exactly divisible by another or you can easily identify the remainder by using the Remainder
Theorem.
The Remainder Theorem

If the polynomial P(x) is divided by (x – r), the remainder R is a constant and is equal to P(r). R = P(r)
Thus, there are two ways to find the remainder when P(x) is divided by (x – r), that is:
(1) use synthetic division, or
(2) calculate P(r).
Similarly, there are two ways to find the value of P(r):

(1) substitute r in the polynomial expression P(x), or
(2) use synthetic division.
Proving the Remainder Theorem
If P(x) is of degree n, then Q(x) is of degree n – 1. The remainder R is a constant because the degree
of x – r is 1, so the degree of the remainder has to be less than 1, making it 0.
Example 1: Find the remainder when (5x2 – 2x + 1) is divided by (x + 2).
Solution: Using the Remainder Theorem

P(x) = 5x2 – 2x + 1 → r = -2
Substitute the value of r for x since x = r
P(-2) = 5(-2)2 – 2(2) + 1

P(-2) = 5(4) + 4 + 1
P(-2) = 20 + 4 + 1
P(-2) = 25
Therefore, the remainder when P(x) = 5x2 – 2x + 1 is divided by x + 2 is 25.
Hence, the polynomial P(x) = 5x2 – 2x + 1 is not exactly divisible by x + 2.
Example 2: Find the remainder when P(x) = 2x4 + 5x3 + 2x2 – 7x – 15 is divided by (2x – 3).
Solution: Use the Remainder Theorem
3 3
Write 2x -3 as 2(𝑥 − 2). Here r = 2 ; Substitute the value of r for x since x = r.
P(x) = 2x4 + 5x3 + 2x2 – 7x – 15

3 3 3 3 3 3
P( ) = 2( )⁴ + 5( ) + 2( ) ² - 7( ) – 15
2 2 2 2 2
3
P( ) =6
2
2x⁴ + 5x³+ 2x² – 7x – 15 6

Thus, 3 = 2x3 + 8x2 + 14x + 3
𝑥− 𝑥−
2 2
2x⁴ + 5x³+ 2x² – 7x – 15 6

If we divide both sides of the equation by 2. We obtain, 2𝑥−3
= x3 + 4x2 + 7x + 7 + 2𝑥−3, so,
the remainder is 6.
Hence, the polynomial P(x) = 2x4 + 5x3 + 2x2 – 7x – 15 is not exactly divisible by x + 2.
You can also solve an equation using the Remainder Theorem. In the next example, the polynomial P(x) is
equated to the remainder to solve for the value of k, the numerical coefficient of the x term.
Example 3: Find the value of k when polynomial 3x2 + kx + 4 is divided by x – 1 and the remainder is 2.
Solution: Use the Remainder Theorem
3x2 + kx + 4 = 2 The polynomial is equal to the remainder 2.

3(1) 2 + k(1) + 4 = 2 Substitute 1 for x, then solve for k.
3+ k + 4 = 2
k=2–7
k = -5
Check: Use the synthetic Division
Substitute k by – 5 in the original expression, 3x2 - kx + 4.
1 3 -5 4
3 -2
3 -2 2 → remainder
How do you find the examples presented? Do you follow? I hope each step was clear to you. Let me check,
your turn now! Find the remainder in each of the following (as example 4 & 5) using the Remainder Theorem.
4. Find the remainder using the remainder theorem if P(x) = x3 + 4x2 + 3x – 2 is divided by x – 3.
5. Find the value of P(x) using the remainder theorem if P(x) = x4 + 3x3 - 5x2 – 5x - 2 is divided by x + 2.
I expect you to get these answers: since P(3) = 70, therefore the remainder is 70 & since P(-2) = 0, therefore
the remainder is 0. If you got at least 1 out of 2 you can proceed to the next. If you did not get any, I’m sorry
but you have to go back and study the examples given then try doing these two items once more.
Sometimes, the remainder when P(x) is divided by (x – r) is 0. This means that x – r is a factor of P(x).
Equivalently, P(r) = 0. This idea is illustrated by the FACTOR THEOREM.
In your experience with numbers, you obtain a remainder of zero when a number is exactly divisible by
another number. We can say that the divisor is a factor of the dividend in that case. Same is true with
polynomials.
A zero-remainder obtained when applied using the Remainder Theorem will give rise to another theorem
called the factor theorem. This is a test to find if a polynomial is a factor of another polynomial.
The Factor Theorem states:
Let P(x) be a polynomial. If r is a zero of P that is P(r) = 0, then (x - r) is a factor of P(x). Conversely, if (x -
r) is a factor of P(x) then, r is a zero.
Simply, if zero is obtained as a remainder when r is substituted to the polynomial P(x), then the polynomial
x – r is factor of P(x).
Comfill Me!
The proof is a consequence of the Remainder Theorem. Fill in the blanks to complete the statement.
a. x – r is a factor of P(x) if and only if the remainder R of P(x) ÷ (x – r) is ____________________.
b. By the Remainder Theorem, R = 0 if and only if ____________________.
c. Thus, (x – r) is a factor of P(x) if and only if ____________________.
Were you able to complete each statement? If yes, very good! If not, it’s alright… just try it again after examining
the examples of showing if a binomial is a factor of the given P(x).
Example 1: Show that (x – 1) is a factor of 3x3 – 8x2 + 3x + 2.
Solution: Using the Factor Theorem
P(1) = 3(1)3 – 8(1)2 + 3(1) + 2

P(1) = 0
Since P(1) = 0, then x – 1 is a factor of 3x3 – 8x2 + 3x + 2.
Example 2: Find the value of k for which the binomial (x + 4) is a factor of x4 + kx3 – 4x2.
Solution: If (x + 4) is a factor of P(x) = x4 + kx3 – 4x2, we know from the Factor Theorem that P(-4) = 0.
P(-4) = (-4)4 + k(-4)3 – 4(-4)2 = 0

256 – 64k – 64 = 0
-64k = -256 + 64
-64k = - 192
64 k = 192
64𝑘 192
64
= 64
k=3
Check using synthetic division:
-4 1 3 -4 0 0
-4 4 0 0
1 -1 0 0 0→R=0
What can you say? Did you find it easy and fun learning the remainder and factor theorems? Are you ready to
show how well you understood the previous discussions? Let’s find out!
Use the Factor Theorem to answer the following.
1. Show that x - 2 is a factor of x3 + 7x2 + 2x – 40.

2. Determine if (x – 3) is a factor of (2x4 - x3 – 18x2 – 7)
3. Find the value of k so that polynomial x – 2 is the factor of 2x3 – kx - 3.
Note that answers were provided for you to check your work after doing the exercises and activities. Your
determination and perseverance in trying to arrive at the correct answer are the keys to master the lesson at
most using this module.
Now let’s explore the rational root theorem.
Proving rational Root Theorem
Let an xn+an-1xn-1 + an-1-2xn-2 +…..+a2x2+a1x+a0=0, an ≠ 0, and a1 an integer for all i, 0 ≤ I ≥ n, be a polynomial

𝑝
equation of degree n. if 𝑞 , n lowest terms is a rational root of the equation, then p is a factor of a0 and q is a
factor of an
Let’s have an example.
i. Determine the real root(s) of each equation by applying the zero product property.
The Zero product property states that “if AB=0, then A=0 or B=0.” So if (x-1)(x-3)=0, then x=1 or x=3
consequently, x=1 or x=3. The values 1 and 3 are the two roots of the second degree equation.
1. x-2=0 expected answer root x=2

2. x+3=0 expected answer root x=-3
3. x(x-4)=0 expected answer roots x=0 or x=4
4. (x+1)(x-3)=0 expected answer roots x=-1 or x=1
5. x2+x-2=0 factor (x+2)(x-1)=0 roots x=-2 or x=1
Next let’s find the numbers of roots of the polynomial equations below.
ii.Determine the root/s by applying the factor theorem p(r)=0 if and if only if (x-r) is a factor of p(x)
Polynomial equation Degree (highest Real roots of the Number of real roots
exponent) equation
1. (x+1)2(x-5)=0 3 -1(2 times); 5 3
2. X-8=0 1 8 1
3. (x+2)(x-2)=0 2 -2, 2 2
4. (x-3)(x+1)(x+1)=0 3 3, -1, 1 3
5. X(x-4)(x+5)(x-1)=0 4 0, 4, -5, 1 4
Example: consider the polynomial equation x3+6x2+11x+6=0
Trial 1. Is x=1 a root of the equation?
Using synthetic division
1 1 6 11 6
1 7 16
1 7 18 24 → remainder
The remainder is 24 therefore 1 is not a root of the equation
Trial 2.is x=-1 a root of the equation?
-1 1 6 11 6
-1 -5 -6
1 5 6 0 → remainder
The remainder is 0 therefore -1 is a root of the equation. The roots of this depressed polynomial equation
x2+5x+6=0 factor (x+3)(x+2)=0 are -2 and -3
Therefore the roots of the polynomial equation x3+6x2+11x+6=0 are -1, -2 and -3
Let’s have an example in applying the rational theorem
Example 1: solve𝑥 3 + 𝑥 2 − 12𝑥 − 12 = 0, and write the polynomials in factored form
Solution: the equation has at most 3 real roots. The leading coefficient is 1 and its factors are 1 and -1. The
constant term is -12 and its factors are 12, -12, 6, -6, 4, -4, 3, -3, 2, -2, 1 and -1. The possible roots of the
equation are ±12, ±6, ±4, ±3, ±2 and ±1.
To test if 1 is a root of the given equation use synthetic division

1 1 1 -12 -12
1 2 -10
1 2 -10 -22 → remainder therefore 1 is not a root of the equation because we need to
get zero in the remainder.
Now let test -1 if it is a root of the equation using synthetic division
-1 1 1 -12 -12
-1 0 12
1 0 -12 0→ remainder therefore -1 is a root of equation because we get a zero

remainder
The equation is x2-12=0
To get the value of x transpose the 12 and it will become x2=12 to cancel the exponent put a radical both side
√𝑥 2 = √12 𝑥 = √4 ∙ 3 x=±2√3
Others roots are 2√3 𝑎𝑛𝑑 − 2√3

Therefore, the real roots of the polynomial equation𝑥 3 + 𝑥 2 − 12𝑥 − 12 = 0, are -1, 2√3, −2√3 the factored
form of the polynomial 𝑥 3 + 𝑥 2 − 12𝑥 − 12 = 0, is (x+1)(x+2√3)(x-2√3).
Try this!
Find the root/s and solve the equation 2𝑥 4 − 11𝑥 3 + 11𝑥 2 − 11𝑥 − 9 = 0
1 3 9
You should get factors of -1, 1, -3, 3, -9 and 9. The possible roots of the equation are ±1, ±3, ±9, ±2, ±2 and ±2.
9
You can use trial and error to get the first factor using synthetic the roots are 1 and 2
If your answer is correct, you may proceed to the exercises.

If not, I am sorry but you have to go back to example no 1 and try all over again Score Description
a. Determine and count the roots of polynomial equation 5-6 Very Good
1. (x-4)(x+3)2(x-1)3=0 3-4 Good

2. x2 (x3-1)=0
1-2 Fair
3. x (x+3)(x-6)2=0
b. Find all real roots of the following equations and write each polynomial on Turn to page
the left side of the equation in factored form. 10-11 sec. J
and work on
0
3 2 the
4. 𝑥 − 10𝑥 + 32𝑥 − 32 = 0 enrichment
5. 𝑥 3 − 6𝑥 2 + 11𝑥 − 6 = 0 activities
6. 𝑥 3 − 2𝑥 2 + 4𝑥 − 8 = 0
Now, check your work by turning to the “key to correction” page 11. How many correct answers did you get?
Rate your result using the table above.
If your score is at least 3 out of 6, you may now proceed to next part of the discussion.
Product & Factors???
Match the factors in column A with the products in column B. Write the letter on the blank before each number.
COLUMN A COLUMN B
_____1. 4x (3x – 5) A. 6x2y2 + 3xy3 – 3xy2
_____2. 3xy2(2x + y – 1) B. 4x2 + 12x + 9
_____3. (x + y)(x – y) C. 12x2 – 20x
_____4. (2x + 3)(2x + 3) D. x2 – y2
_____5. (x + 5) (x + 4) E. x2 + 9x + 20
Check your answers by turning on page 11 for the key to correction.

What are your observations on the expression in column A? Compare them with those in column B.
Compare the product with its factors. What is the relationship between the factors and the terms of their product?
In Mathematics, product & factors are two different

things but are related since each is the reverse process
of the other.
This time we will be concentrating in the process of finding the factors of polynomials (factoring completely).
REMEMBER these techniques learned in the previous year:
A. An algebraic expression of the form ax2 + bx + c, where a, b and c are constant and a≠0, is called quadratic
trinomials in x. To factor this, follow the steps below.
1. Transform the equation as a product of two binomials.

2. Multiply the numerical coefficient of the leading term by the constant term.
3. Find the factor pair whose product number is the number obtains in step 1 and whose sum is a numerical
coefficient in middle term.
4. Rewrite the given expression by replacing the coefficient of x with the number pair in step 2.
5. Using the last expression, factor the first two terms and the last two terms.
B. The factored form of a polynomial that is a difference of two squares is the sum and difference of the square
roots of the first and last terms.
C. The factored form of a polynomial that is a perfect square trinomial is the square of a binomial consists of the
square root of the first term and last term.
Synthetic division is a way of organizing long division which facilitates division of polynomials P(x) by a binomial
divisor of the form x-c, where c is a constant.
This process makes use only of the coefficients of the polynomial terms involved. Let us apply the Factor theorem
which states that “The polynomial P(x) has x-r as a factor if and only if P(r) = 0 ”.
Which divisor is the factor of its dividend based on the synthetic division shown below? Why?
a. (2x+x3+7x2-40)÷(x-2) 2 ] 1 7 2 -40
2 18 40
1 9 20 0
b. (x3+35+9x2+13x)÷(x-5) 5 ] 1 9 13 35
5 70 415
1 14 83 450
Expected answer: a, because the remainder is 0.
Consider example 1. Find the missing factors of P(x). x3 - 6x2 +3x + 10 = (x+1) (_____________)
Step 1. Applying synthetic division
2 ] 1 -6 3 10
2 -8 -10
1 -4 -5 0
Step 2. Interpret the quotient in the synthetic division in terms of x and write it as a polynomial. What are the
coefficients of the quotient? Answers: 1, -4 and -5
How do you write the quotient in terms of x? Answer: x2 - 4x – 5
Compare the degree in the quotient to the degree in the given polynomial.
Answer: The degree in the quotient is less than 1 to the degree in the given polynomial.
Step 3: What kind of quadratic polynomial is x2 - 4x – 5? Answer: Quadratic trinomial
If it is still factorable, factor it. Apply the rule. What are the factors of x2 - 4x – 5?
Answer: (x -5)(x+1), the missing factors
Step 4: Write the complete factors of x3 - 6x2 +3x + 10 Answer: (x-2)(x-5)(x+1)
Example 2: Find the missing terms of (2x3 - x2 - 2x +1) = (2x-1)(___________)

How do you arrange the coefficients of x in P(x) in the synthetic division?
How about the value of c?
Step 1.
1
] 2 -1 -2 1
2
1 0 -1
2 0 -2 0
Step 2. Interpret the quotient in the synthetic division in terms of x and write it as a polynomial.
What are the coefficients of the quotient? Answers: 2, 0 and -2
Step 3. How do you write the quotient in terms of x? Answer: 2x2 - 2. Since the coefficient of x in x – c is 2, divide
2𝑥 2 2
each term of the quotient by 2. 2
- 2
= x2 – 1 so the factors are: (x+1)(x-1)
Step 4.Therefore the complete factors of (2x3 - x2 - 2x +1) are (2x-1) (x+1)(x-1).
Try This!
Find the missing factors in each of the following polynomials using synthetic division and factoring techniques:
2x4 +9x3 + 11x2 -4 = (2x -1) (_________). Note that n = 4, hence there are 4 factors.
Listing of possible values of c by multiplying leading coefficient (2) and the constant term (-4)
Hint: Value of c in x-c: c is a fraction

Use synthetic division and factoring techniques to find the other factors. Use depressed equations.
You are expected to get (2x -1) (x+1)(x+2)2 as factors of 2x4 +9x3 + 11x2 -4.
Find the remainder when P(x) is divided by x – r using the remainder theorem.
1. P(x) = (x3 – 7x2 + x + 10) x–2
2. P(x) = (x4 + 10x3 - 8x – 80) x + 10
3. P(x) = (x5 + 2x4 – 3x3 + 4x2 - 5x + 2) x–1
Given a condition, determine the value of k.
4. When x5 + x4 – 4x3 – 4x2 – 8x + k is divided by x – 2, the remainder is 0.
5. When kx2 – x + 3 divided by x + 1, the remainder is 5.

Score Description
Tell whether the second polynomial is a factor of the first. 15-18 Very Good
6. P(x) = 3x3 – 8x2 + 3x + 2; (x – 2) 11-14 Good

6-10 Fair
7. P(x) = 2x4 + x3 + 2x + 1; (x + 1) Turn to page
10-11 sec. J
8. P(x) = x3 + 4x2 + x – 6; (x + 3) 0-5 and work on the

enrichment
activities
9. G(x) = 4x3 – 6x2 + 2x + 1; (2x – 1)
10. H(x) = x3 – 6x2 + 3x + 10; (x – 1)

Find the missing factors in each of the following polynomials using synthetic division and factoring techniques.
11. (3x3 + 2x2 –37 x +12) = (x-3)(___________) 12. (3x3 -17x2 +22 x -60) = (x-5)(___________)
13. 2x3 +9x2 +10x + 3 = (2x+1) (____________) 14. 2x4 + x3 -8x2 –x+ 6 = (2x -3)(_______________)
Determine and count the roots of polynomial equation
15. 3x (x3-1)2=0 16. (x3-8) (x4+1)=0

Find all real roots of the following equations and write each polynomial on the left side of the equation in factored
form.
17. 𝑥 4 − 5𝑥 2 + 4 = 0 18. 3 𝑥 3 − 19𝑥 2 + 33𝑥 − 9 = 0
Verify your answers by turning on page 12. Rate yourself using the table on the right to see how well do you
perform on the topics presented.
The Remainder theorem is useful in finding the remainder in the division of polynomials for it enables us
to find the remainder without dividing.
Factor Theorem is very helpful in real – life situations. Suppose you own a painting company and have
several employees. You get a rush job to paint a large hotel conference room. Knowing from experience how
fast your employees work, you know that Joe can do a room this size in twelve hours, Max can do the job in
nine, and Jane can do the job in ten and a half. How long should it take them, then, to do the whole job if you let
them work together? To figure this out you need to be able to factor, and apply the factor theorem. Only if you
know the answer to this question will you be able to tell if they are working hard for you or taking advantage of
your mathematical ignorance.
Factoring, using the Factor Theorem is your gateway to doing big things in life. If you want to be a chemist
or astronomer or ecologist or physicist, or programmer, or be your own boss and have a competitive edge, or do
working to the 9 – to – 5; if you want to be a leader in your own field and do big things, you need skills in
mathematics which are built upon algebra, and that you need to learn Factoring and use of Factor Theorem.
That is why these skills are important. Those who have math skills earn more money. Practice on the
following applications for you to make more money in the future!
GEOMETRY INTEGRATION
1. If the area of the chalk board is x 2 − 6x + 8 square feet, what is the width if the length is 𝑥 − 4 feet?
2.The length of a rectangle is two feet less than 3 times the width. If the area is 65ft2, find the dimensions.
PHYSICS INTEGRATION
2. The distance of a ship from its harbor is modeled by d(t) = -3t3 + 3t2 + 18t where t is the time elapsed in hours
since departure. When does the ship return to harbor?
Answers were provided in the key to correction on page 12.
The Remainder Theorem

If the polynomial P(x) is divided by (x – r), the remainder R is a constant and is equal to P(r). R = P(r).
There are two ways to find the remainder when P(x) is divided by (x – r), that is:
a. use synthetic division, or b. calculate P(r) by substituting r in the polynomial expression P(x)
The Factor Theorem

The polynomial P(x) has x – r as a factor if and only if P(r) = 0 given a polynomial P(x)
a. If (x – r) is a factor of P(x), then P(r) = b. If P(r) = 0, then (x – r) is a factor of P(x).
The Rational Root Theorem

Let an xn+an-1xn-1 + an-1-2xn-2 +…..+a2x2+a1x+a0=0, an ≠ 0, and a1 an integer for all i, 0 ≤ I ≥ n, be a polynomial
𝑝
equation of degree n. if 𝑞 , n lowest terms is a rational root of the equation, then p is a factor of a0 and q is a
factor of an
To be able to factor polynomials completely, one must consider the following concepts:
a. steps in synthetic division
b. Factor theorem
c. Factoring techniques
d. Number of factors
Use the Remainder Theorem to find the remainder R in each of the following.
1. (x4 – x3 + 2) ÷ (x + 2)
2. (x3 – 2x2 + x + 6) ÷ (x − 3)
3. (x4 – 3x3 + 4x2 – 6x + 4) ÷ (x – 2)
4. (x4 – 16x3 + 18x2 – 128) ÷ (x + 2)
5. (3x2 + 5x3 – 8) ÷ (x – 4)
Use the Factor Theorem to determine whether or not the first polynomial is a factor of the second.
6. x – 1; x2 + 2x + 5
7. x – 1; x3 – x – 2
8. x – 4; 2x3 – 9x2 + 9x – 20
9. a – 1; a3 – 2a2 + a – 2
10. y + 3; 2y3 + y2 – 13y + 6
Factor the following polynomials by finding the missing terms.
11. (x3 + 2x2 – x – 2) = (x+1)(___________) 12. (x4 – 13x + 36) = (x+2)(_____________)
Find all real roots of the following equations and write each polynomial on the left side of the equation in
factored form.
13. 𝑥 4 − 3𝑥 2 + 2 = 0 14. 𝑥 4 − 𝑥 3 − 7𝑥 2 + 13𝑥 − 6 = 0

Use the Remainder Theorem to find the remainder R in each of the following.
1. (x2 – 3x + 7) ÷ (x+ 5)
2. (2x3 – 10x2 + x – 5) ÷ (x – 1)
3. (x4 – x3 + 2) ÷ (2x + 5)
4. (x3 – x2 – 8x – 4) ÷ (3x + 2)
5. (x2 – 8x + 7) ÷ (5x + 2)
1. When kx3 – x2 + 2x – 30 is divided by (x – 2), the remainder is 2.
2. When 8x3 – 4x2 – 7x + k is divided by (x – 1), the remainder is 5.

1. x – 3; -4x3 + 5x2 + 8
2. b – 2; 4b3 – 3b2 – 8b + 4
3. a + 1; 2a3 + 5a2 – 3
4. c + 2; c3 + 6c2 + 3c – 10
5. c + 3; c4 – 13c2 + 36
Determine the value of k is necessary to meet the given condition.
1. (x – 2) is a factor of 3x3 – x2 – 11x + k 2. (x + 1) is a factor of -x4 + kx3 – x2 + kx + 10
1. x3 -2x2 –x + 2 = (x-2) (____________)
2. 2x3 + x2 -23x + 20 = (x + 4) (_______________)
3. x3 -3x +2 = (x +2) (______________)
1. (x+2) (x3-1)2=0 2. (x-8)3 (x4+4)=0
KEY TO CORRECTION
Proving the Remainder Theorem
If P(x) is of degree n, then Q(x) is of degree n – 1. The remainder R is a constant because the degree
of x – r is 1, so the degree of the remainder has to be less than 1, making it 0.
Two – column Proof

STATEMENTS REASON
1. P(x) = (x – r) • Q(x) + R Given polynomial P(x)
2. P(r) = (r – r) • Q(r) + R Substitute all x’s with r
3. P(r) = (0) • Q(r) + R r–r=0
4. P(r) = R Multiplication by zero.
C. Your turn
1. P(x) = 0. Since P(x) = 0, then x - 2 is a factor of x3 + 7x2 + 2x – 40.

2. Since the P(3) = -34, which is not 0 then, (x – 3) is not a factor of (2x4 - x3 – 18x2 – 7).
13
3. The value of k is 2 .]
D. Matching Type
1. C 2. A 3. D 4. B 5. E
1. Roots X=4, x=-3(2 times) x=1 (3 times) 6 real roots

2. Roots x=0, x=1 2 real roots
3. Roots x=0, x=-3, x=6 (2 times) 4 real roots
4. Roots 2 and 4 (double root); factored form: (x-2)(x+4)2
5. Roots 3, 2, and 1 ; factored form: (x-3)(x-2)(x-1)
6. Roots 2; factored form: (x-2)(x2+4)
1. R = -8 2. R = 0 3. R = 1 4. k = -16 5. k = 1
6. x – 2 is a factor 7. x + 1 is a factor 8. x + 3 is a factor 9. 2x – 1 is not a factor 10. x – 1 is not a factor

11. (3x-1)(x+4) 12. (3x-6)(x-2) 13.(x+3)(x+1) 14. (x-1)(x+1)(x+2)
15. Roots: x=0, x=1(2 times) ; 3 real roots 16. Roots: x=2 ; 1 real root
17. Roots 3 (double root) and 1/3 ; factored form (x-3)2(3x-1)

18.Roots -2, 2, -1 and 1 ; factored form (x+2)(x-2)(x+1)(x-1)
G. Finding practical applications
1. x - 2 2. let x = width = 5; 3x-2 = length = 13 3. The ship return to harbor after 3 hours.
1. The remainder when x2 – 3x + 7 is divided by x + 5 is 47.
2. The remainder when 2x3 – 10x2 + x – 5 is divided by x – 1 is -12.

11
3. The remainder when x4 – x3 + 2 is divided by 2x + 5 is 56 16.
16
4. The remainder when x3 – x2 – 8x – 4 is divided by 3x + 2 is .
27
259 9
5. The remainder when x2 – 8x + 7 is divided by 5x + 2 is 25
or 10 25
.
1.The value of k is 4. 2. The value of k is 5.
1. Since the remainder is -55, therefore x – 3 is not a factor of -4x3 + 5x2 + 8.
2. Since the remainder is 8, therefore b – 2 is not a factor of 4b3 – 3b2 – 8b + 4.
3. Since the remainder is 0, therefore a + 1 is a factor of 2a3 + 5a2 – 3.
4. Since the remainder is 0, therefore c + 2 is a factor of c3 + 6c2 + 3c – 10.
5. Since the remainder is 0, therefore c + 3 is a factor of c4 – 13c2 + 36.

Determine the value of k is necessary to meet the given condition.
1. k = 2 2. k = 4
1. x2 – 1 (difference of two squares) = (x+1) (x-1)
2. 2x2 – 7x + 5 (quadratic trinomial) = (2x-5) (x-1)
3. x2 –2x+1 (perfect square trinomial) = (x-1) (x-1)
1. Roots x=-2, x=1(2 times); 3 real roots 2. Roots x=8, x=-4 ; 2 real roots
Should you have any questions, clarifications or needs HELP about this topic, don’t hesitate to reach me at
09174708214 or thru my facebook account via messenger Pj Lozano

Detailed Lesson Plan in Mathematics 10
School SAGUIN INTEGRATED SCHOOL Teaching Dates/Week Oct. 5 - 9, 2020

Week 7
I. Objectives
The learner demonstrates understanding of key concepts of sequences, polynomials and

The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
equations in different disciplines through appropriate and accurate representations.
.
The learner
1. Illustrates polynomial equations. (M10AL-Ii-1)
2. Solves polynomial equations. (M10AL-Ij-1)
3. Solves problems involving polynomials and polynomial equations. (M10AL-Ij-2)
D. Objectives

1. Identify polynomial equations;
2. Solve polynomial equations; and
3. develop their ability in solving problems involving polynomials and polynomial equations.
II. Content
The Remainder Theorem and Factor Theorem
Learning Resources
A. Reference
Grade 10 Mathematics pp. 82- 91-94
Advanced algebra by sr. Iluminida C. Coronel
III. Procedures

Good morning! How are you doing today? Is everything ok? I hope and pray that you are doing fine.
Before we have today’s lesson, let us have first a review about polynomial equations.
Determine the real root(s) of each equation.
1. 𝑥 − 2 = 0
𝑥=2 {Solve for x by transposition}
2. 𝑥(𝑥 − 4) = 0
𝑥= 0 𝑥−4=0 {Equate the monomial and binomial factors to zero
𝑥=0 𝑥=4 then solve for x}
3. 𝑥 2 + 𝑥 − 2 = 0
(𝑥 + 2)(𝑥 − 1) {solve for its binomial factors}
𝑥+2=0 𝑥−1=0 {Equate each binomial factor to zero
𝑥 = −2 𝑥=1 then solve for the value of x}
Now it’s your turn,
4. (𝑥 + 1)(𝑥 − 3) = 0
5. (𝑥 + 4)( 𝑥 2 − 4𝑥 + 3) = 0
6. 𝑥 2 ( 𝑥 − 9)(2𝑥 + 1) = 0
7. 2𝑥 (𝑥 2 − 36) = 0
Page 1 of 11
Please check your answers on page 10. If you got 2 out of 4, you may proceed to the next part of our
discussion, if not and you have questions, please contact me thru my number 09174708214 or send me a
private message via my messenger account, Pj Lozano.
I hope you still remember the rules in factoring polynomials.
If you got the correct answer, you may proceed to the next part of our discussion, if not and you have
questions, please contact me just text, call or send me a private message.
B.1 By inspection, determine the number of real roots of each polynomial equation. Roots of multiplicity n
are counted n times.
1. (𝑥 − 4)(𝑥 + 3)2 (𝑥 − 1)3 = 0

Answer: 6 real roots {evaluate the binomial factors and count them considering
the exponents}
2. 𝑥 2 (𝑥 3 − 1) = 0
Answer: 2 real roots {consider the factors and mentally solve for the value of x}
3. 𝑥(𝑥 + 3)(𝑥 − 6)2 = 0
Answer: 4 real roots
4. 3𝑥 (𝑥 3 − 1)2 = 0
Answer: 3 real roots
Now try by your own,
5. (𝑥 3 − 8)(𝑥 4 + 1) = 0
Answer: ____
You should get an answer of 1 real root for no. 5, if not go back to example #1.
B.2 Find all real roots of the following equations. Next, write each polynomial on the left side of the equation
in factored form.
Example 1: 𝑥 ³ − 10𝑥 2 + 32𝑥 − 32 = 0
Solution: Using synthetic division:

2 1 -10 32 -32 4 1 -8 16
2 -16 32 4 -16
1 -8 16 0 1 -4 0
Answer: Roots: 2 and 4 (double root)

Factored Form: 𝑥 ³ − 10𝑥 2 + 32𝑥 − 32 = (𝑥 − 2)( 𝑥 − 4)²
Example 2: 𝑥 3 − 6𝑥 2 + 11𝑥 − 6 = 0
Solution: Using synthetic division:

3 1 -6 11 -6 Score Description
3 -9 6 13-15 Very Good
1 -3 2 0 11-12 Good
7-10 Fair
Turn to
2 1 -3 2
page 9
2 -2
sec. J and
1 -1 0
0-6 work on
the
enrichment
Roots: 3, 2 and 1
activities
Factored Form: 𝑥 3 − 6𝑥 2 + 11𝑥 − 6 = (𝑥 − 3)(𝑥 − 2)(𝑥 − 1)
Now, it’s your turn!
3. 𝑥 3 − 2𝑥 2 + 4𝑥 − 8 = 0
4. 3𝑥 3 − 19𝑥 2 + 33𝑥 − 9 = 0
5. 𝑥 4 − 5𝑥 2 + 4 = 0
The answers are found on page 10.
If you got at least 8 out of 15, you can proceed to the next part of the discussion. If not, I am sorry but you have to go back
to example number 1 and try all over again.
Page 2 of 11
C. Presenting examples/instances of the new lesson
When a polynomial expression anxn + an-1xn-1 + . . . + a1x + a0 is equated to zero, the equation formed is called a
polynomial equation. The degree of a polynomial equation is the exponent of the variable with the highest value. It
indicates the total number of zeros or roots of the given polynomial (both real and imaginary).
Number of Roots of Polynomial Equations
The previous activity refreshed us of the different methods in finding the roots of quadratic equations. We take note
that in solving linear equations, we expect to get exactly one solution, while an equation of second degree provides two
solutions. This tells us that the degree of a polynomial plays a role in determining the number of roots we are expecting.
The Fundamental Theorem of Algebra simply asks us to check on the degree of polynomial, which indicates the
number of roots of the polynomial. Let us consider the following examples to firmly understand the concept.
Determine the number of roots of each polynomial equation.

Example 1:S
x5 – 7x3 + 8x2 + 6x – 10 = 0
The polynomial is of the 5th degree, therefore it has 5 roots.
Example 2:
3x8 – 9x7 + 11x3 – 9x2 + 12 = 0
The polynomial is of the 8th degree, therefore it has 8 roots.
Example 3:
(x – 8) (x + 6) (2x + 5)2 = 0
The polynomial is of the 4th degree since 1 + 1 + 2, then the
polynomial has 4 roots.
Example 4:
(x – 7) (x2 + 8)2 = 0
The equation can be written as (x – 7) (x2 + 8) (x2 + 8), which shows
that the polynomial is of the 5th degree. Therefore, the polynomial
has 5 roots.
Example 5:
(x + 3)a (x – 5)b = 0
The polynomial is of the (a + b)th degree, then the polynomial
has (a + b) roots.
Now, it is your turn.
Determine the number of roots of each polynomial equation. Score Description

1. x6 + 8x4 – 4x + 10 = 0 4–5 Very Good
3 Good
2. x13 – 9 = 0 2 Fair
Turn to page
3. (x + 9) (x – 9) (x + 9) (x – 9) = 0 9 sec. J and
0-1 work on the
4. (x + 7)7 (2x – 8)8 (5x – 9)9 = 0 enrichment
activities
5. 5x4 (x – 7) (x2 + 8)2 = 0
Now, check your work by turning to page 10 for the key to correction. How many correct answers did you get? Rate
your result using the table above.
Finding Roots of Polynomial Equations by Applying the Factor Theorem
Let P(x) be a polynomial. Recall the Factor Theorem by completing the statement:
P(r) = 0 if and only if (x – r) is a factor of P(x).
Example 1:
Page 3 of 11
Example 2:
Find the root(s) of the polynomial equation x3 + 6x2 + 11x + 6 = 0
Solution:
Use synthetic division to find the roots of the polynomial equation.
Since the coefficients are all positive, then the possible roots are negative.
Possible roots are - 1, - 2, - 3, and – 6.

-1 1 6 11 6
-1 -5 -6
-2 1 5 6 0
-2 -6
-3 1 3 0
-3
1 0
Therefore, the roots of the polynomial equation, x 3 + 6x2 + 11x + 6 = 0 are – 1, – 2, and – 3.
Example 3:
Find the roots of the polynomial equation 2x4 – 5x3 – 14x2 + 5x + 12.
Solution:
The possible roots are ± 1, ± 2, ± 3, ± 4, ± 6, and ± 12
Trial 1. 1 2 -5 -14 5 12
2 -3 -17 -12
2 -3 -17 -12 0 Root
Trial 2. -1 2 -3 -17 -12 0

-2 5 12
2 -5 -12 0 Root
Trial 3. 2 2 -5 -12
4 -2
2 -1 -14 Not a root
Trial 4. -2 2 -5 -12
-4 18
2 -9 16 Not a root
Trial 5. 3 2 -5 -12
6 3
2 1 -9 Not a root
Trial 6. -3 2 -5 -12
-6 33
2 -11 21 Not a root
Page 4 of 11
Trial 7. 4 2 -5 -12
8 12
2 3 0 Root
𝟑
Trial 8. - 2 3
𝟐
-3
2 0 Root
𝟑
Therefore, the roots are 1, – 1, 4, and – .
𝟐
Find the roots of the following polynomial equations.

1. x2 + 6x + 5 = 0
2. x3 – 7x – 6 = 0
3. x3 – x2 – 22x + 40 = 0.
Now, check your work by turning to page 10 for the key to correction. Score Description
How many correct answers did you get? 3 Very Good
2 Good
If your score is at least 2 out of 3, you may now proceed to next part of the 1 Fair
Turn to page 10 sec.
discussion.
0 J and work on the
enrichment activities
Solving Problems Involving Polynomials and Polynomial Equations
Consider the following problems:
Example 1:
The length of the surface of a PC tablet is 4 inches (in) longer than its width. If the surface area is 60
square inches (sq.in), what equation can be formed to find the dimensions of its surface? Find the dimensions of
the surface of the PC tablet using the equation formed.
Take note that a PC tablet is a three-dimensional object. It has width, length, and thickness. Its surface is
rectangular.
To represent the given information in the problem, let x be the width (w) and x + 4 be the length (l) of the
surface of the PC tablet. Also, recall that the area of a rectangle is solved by multiplying its length and width. Hence,
the formula
A = lw
The given surface area is 60 square inches. So,
60 = (x + 4) x
60 = x2 + 4x
x2 + 4x – 60 = 0
Solving the quadratic equation x2 + 4x – 60 = 0 gives x = 6 and x = -10. Taking only the positive measure
for distance, the PC tablet is 6 in wide and 10 in long. Such an equation is an example of a polynomial equation of
degree 2. The values of x are the roots of the equation.
Example 2:
Page 5 of 11
A 15 ft ladder leans against a wall and the distance from the top of the ladder to the ground is 3 ft more
than the distance from the bottom of the ladder to the wall. What is the distance from the top of the ladder to the
ground?
15 ft
Solution:
(x+3) ft
Illustrate the problem.
x ft
The ladder, the wall, and the ground from a right triangle; recall that in a right triangle, the square of the
longest side is equal to the sum of the squares of its two legs.
Formulating the equation,
(x + 3)2 + x2 = 152
Simplifying the equation,
x2 + 6x + 9 + x2 = 225
2x2 + 6x + 9 – 225 = 0
2x2 + 6x -216 = 0
Divide each term by 2 to get
x2 + 3x – 108 = 0
Factor the polynomial.
(x + 12) (x – 9) = 0
To solve the equation, equate each factor into zero.
x + 12 = 0 x–9=0
x = -12 x=9
The negative solution will be disregarded since the quantity is distance. Hence, the distance of the top of
the ladder to the ground is
x + 3 = 9 + 3 = 12 ft.
Example 3:
One dimension of a cube is increased by 1 inch to form a rectangular block. Suppose that the volume of
the new block is 150 cubic inches. Find the length of an edge of the original cube.
Page 6 of 11
Using Polynomial Equations to Model Situations
Now, check your work by turning to page 10 for the key to correction.
How many correct answers did you get?
Completing the List of Roots of Polynomial Equations
6. One side of a cube measures x + 2 units. What is the volume of the cube in terms of x?
Now, check your work by turning to page 10 for the key to correction.
How many correct answers did you get?
1. A rectangular solid has a volume of 640 cu. Units. The width is 3 units more than the height and the length
is 1 unit more than three times the height. Find the dimensions of the solid.
Answer: 5 x 8 x 16
Page 7 of 11
2. The diagonal of a rectangle is 8 m longer than its shorter side. If the area of the rectangle is 60 square
meters, find its dimension.
Answer: 5m and 12m
As for our summary,
• When a polynomial expression anxn + an-1xn-1 + . . . + a1x + a0 is equated to zero, the equation formed
is called a polynomial equation. The degree of a polynomial equation is the exponent of the variable
with the highest value. It indicates the total number of zeros or roots of the given polynomial (both real
and imaginary).
• The degree of a polynomial plays a role in determining the number of roots we are expecting.
• The Fundamental Theorem of Algebra simply asks us to check on the degree of polynomial, which
indicates the number of roots of the polynomial.
Please see attached evaluation sheet.
Activity 1
1. (x + 1) (x – 3) (x + 6) = 0
2. (x + 2) (x – 2) (x + 7) (x – 7) = 0
3. (x + 2) (x – 3) (5x – 3) = 0
You may proceed to the next part if your score is at least 2 out of 3.
If not, you have to go back to the section A and try all over again.
Activity 2
1. – 9x7 + 10x – 7 = 0
2. 8x4 – 6x – 9x3 = 0
3. x (x + 1)2 (x – 3)2 (x + 5) = 0
You may proceed to the next part if your score is at least 2 out of 3.
If not, you have to go back to the section C and try all over again.
If you need more help, you may send me a private message thru my messenger account
Pj Lozano
Activity 3
Find the root(s) of the following polynomial equations.
1. (x2 + 5x + 6) (x2 – 1) = 0
2. x3 + x2 – 17x + 15 = 0
3. x4 + 5x3 + 5x2 – 5x – 6 =0
KEY TO CORRECTION:
A. Review of the previous lesson.
5. (𝑥 + 1)(𝑥 − 3) = 0 x = -1 or x = 3
6. (𝑥 + 4)( 𝑥 2 − 4𝑥 + 3) = 0 x = -4 x = 1 or x = 3
1
7. 𝑥 2 ( 𝑥 − 9)(2𝑥 + 1) = 0 x = 0 (two roots) or x =9 or 𝑥 = −2
8. 2𝑥 (𝑥 2 − 36) = 0 x = 0 or x = 6 or x = -6
Page 8 of 11
Now, it’s your turn. Letter B
C.
1. 6
2. 13
3. 4
4. 24
5. 9
D.
1. -1 and -5
2. -1, -2, and 3
3. 2, 4, and -5
E. Using Polynomial Equations to Model Situations
F. Completing the List of Roots of Polynomial Equations
J. 6. x3 + 6x2 + 12x + 8 = 0
Activity 1
1. -1, 3 and 6
2. ± 2, ± 7
Page 9 of 11
3
3. -2, 3,
5
Activity 2
1. 7 roots
2. 4 roots
3. 6 roots
Activity 3
1. -3, -2, 1, and -1
2. 1, -5, and 3
3. -1, -3, 1 and -2
If you need more help, you may reach me at cp # 09174708214 or send me a private message thru my
facebook account Pj Lozano
Page 10 of 11
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Name:_____________________________________________ Grade & Section:____________________

DETAILED LESSON PLAN IN GRADE 10 MATHEMATICS

School SAGUIN INTEGRATED SCHOOL Teaching Dates/Week August 24 – 28, 2020

Generates patterns. (M10AL-Ia-1);

1. Generates and describes patterns using symbols and mathematical expressions.

B. Other Learning Resources

A. Reviewing previous lesson or presenting the new lesson

Let’s have a fresh start with this activity - Guess My Rule.

Look at the numbers below written in a sequence.

Any such ordered arrangement of a set of numbers is called a SEQUENCE.

C. Presenting examples of the new lesson

Each item below shows a pattern. Answer the given questions.

1. What is the next shape?

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

4. 24, -12, 6, -3, …. Answers: ____________

A 2, 5, 11, 23, __ N 2, 6, 18, 54, __

I 3, 6, 12, 24, __ Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10, __

L 10, 11, 9, 12, 8, __

G. Finding practical applications of concepts and skills in daily living

H. Making Generalizations and abstractions about the lesson

Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

J. Additional Activity for application or remediation

Find the next term in each sequence.

1. 17, 22, 27, 32, …

Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

Family Member’s Name and Signature/ Guardian: ___________________________Date Accomplished: _____________

DETAILED LESSON PLAN IN GRADE 10 MATHEMATICS

School SAGUIN INTEGRATED SCHOOL Teaching Dates/Week Aug. 31 – Sept.4, 2020

1. Illustrates an arithmetic sequence. (M10AL-Ib-1)

B. Other Learning Resources

A. Reviewing previous lesson or presenting the new lesson

A sequence is a set of numbers written in a specific order:

a1, a2, a3, a4, a5, a6,………, an

B. Establishing a Purposes for the Lesson

Now, let us start by doing this activity below.

Take a closer look at the sequences below. What do you observe?

1. 9, 18, 27, 36, 54 2. 8, 16, 24, 32, 40

DID YOU KNOW???

- The Egyptians were the first one to develop the

C. Presenting examples/instances of the new lesson

Step1: identify first a1, n, and d

Step1: identify first a1, n, and d

Since we have a value for a3 = 5 and a5 = 11

Equation 2: 11 = a1 + 4d Using elimination method

3 = d therefore the value of common difference is 3.

D. Discussing new concepts and practicing new skills #1

Example1: insert three arithmetic means between 17 and 1

Example 2: insert 4 arithmetic means between 5 and 25.

Solution: the arithmetic sequence is of the form 5, a2, a3, a4, a5 25

Step1: identify first a1, n, and an a1 = 5 n=6 a6 = 25 d=?

1. 2 and 32 insert 1 term _________________ Description

2. 6 and 54 insert 3 terms _________________ Excellent

5. ½ and 2 insert 2 terms _________________ Turn to page 7

E. Discussing new concepts and practicing new skills #2

The secret of Karl Gauss

Find the missing term or terms in each arithmetic sequence.

2) ..., −20, ___, −40, ...

3) ..., 13, ___, 7, ...

H. Making Generalizations and abstractions about the lesson

1. Which term of the arithmetic sequence5, 9, 13, 17, … is 401?

J. Additional Activity for application or remediation

Family Member’s Name and Signature/ Guardian: ___________________________Date Accomplished: _____________

Name:_________________________ Grade & Section:

A 2, 5, 11, 23, N 2, 6, 18, 54,

I 3, 6, 12, 24, Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10,

Family Member’s Name and Signature/ Guardian: _______________Date Accomplished: _

Family Member’s Name and Signature/ Guardian: _______________Date Accomplished: _

1. 8, 16, 24, 32, …

Family Member’s Name and Signature/ Guardian: _______________Date Accomplished: _

Answer: _ _ _ _ _ _ _ _