DAILY LESSON LOG OF M10AL –IIb-2 (Week Two – Day Three)

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and
Quarter Second Quarter
Time
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of polynomial functions
B. Performance Standards The learner is able to conduct systematically a mathematical investigation
involving polynomial functions in different fields.
Learning competency: Solves problems involving polynomial functions ( M10AL-
IIb-2)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Determine problems involving polynomial functions
2. Solves problems involving polynomial functions
3. Relate problems on polynomial functions to real life.
II. CONTENT Patterns and Algebra
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide pages Pages 82 -108
2. Learner’s Materials
Pages 99 - 125
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
The teacher lets the students answer the activity to prepare for the next topic:
Factor completely and find the roots:
1. Y = 2x4 - 3x3 - 18x2 +6x + 28
2. Y = 2x4 +7x3 - 4x2 - 27x - 18
Questions:
1. Was it easy to completely factor each polynomials?
2. What method did you use?
Key:
√ √
1. (x2 - 2) ( 2x - 7) (x + 2) ; - 2 , 2 , -2, 7/2
2. (2x +3) (x + 1) (x - 2) (x + 3) ; 3/2, -1, 2, -3
The teacher lets the students realize that they can apply polynomial functions to
real-life problems and produce concrete object that satisfies the conditions given
in the problem.
The teacher lets the students answer the problem in a group of 4:
Problem:
The members of a group of packaging designers of a gift shop are looking for a
precise procedure to make an open rectangular box with a volume of 560 cubic
inches from a 24-inch by 18-inch rectangular piece of material. The main problem
is how to identify the side of identical squares to be cut from the four corners of
the rectangular sheet so that such box can be made. Suppose you are chosen as
the leader and you are tasked to lead in solving the problem. What will you do to
meet the specifications needed for the box? Show a mathematical solution.
Answer:
 The teacher should encourage the students to write their insights. Let them show
their appreciation of polynomial functions. The following questions might be
D. Discussing new concepts helpful for them:
and practicing new skills 1. Were you surprised that polynomial functions have real and practical uses?
#1 2. What mathematical concepts do you need to solve these kinds of problems?
Key:
Varied answers are taken from the students
E. Discussing new concepts
and practicing new skills
#2
Let the students answer the problem by pair:
Find three rational numbers such that their product is 210. The second number is
5 less than the first. The third number is 1 more than twice the first.
F. Developing mastery
Key:
(leads to formative
1st number = x
assessment 3)
2nd number = x - 5
3rd number = 2x +1
The numbers are 7,2 and 15
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The teacher lets the students use mathematical skills and concepts in solving real
and abstractions about life problems that can be modeled with polynomial functions
the lesson
The students should read the problem carefully and answer the questions that
follow:
Problem:
You are designing candle-making kits. Each kit contains 25 cubic inches of candle
wax and a mold for making a pyramid-shaped candle with a square base. You
I. Evaluating Learning want the height of the candle to be 2 inches less than the edge of the base.
Questions:
1. What should the dimensions of your candle mold be? Show a mathematical
procedure in determining the dimensions.
Answer key:
Teachers guide, page 107-108
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
 supervisor can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:

JANET BIHAG
Pagsabungan NHS