Math 10 1st Quarter DLL

G10 DLL First Quarter - Reference
Introduction to College Math (Mindanao State University - Iligan Institute of Technology)
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GRADE 10 School Rosario National High School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON Teaching Dates and Time Quarter FIRST
LOG
Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial
equations.
2. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
3. Learning Competencies The learner generates The learner generates patterns. The learner generates The learner generates
patterns. (M10AL-Ia-1) (M10AL-Ia-1) patterns. (M10AL-Ia-1) patterns. (M10AL-
Ia-1)
Objectives a. Define sequence. a. Identify the first few a. Find the general or a. Solve
b. Identify the next terms of a sequence nth term of a problems
term of a given the nth sequence involving
sequence term/equation. b. Identify the pattern sequence.
c. Value b. Determine the of each sequence b. Identify the nth
accumulated pattern of the given c. Value accumulated term of the
knowledge as means rule. knowledge as means given problem.
of new c. Value accumulated of new c. Value
understanding. knowledge as means understanding. accumulated
of new knowledge as
understanding. means of new
understanding.
Sequence Identify the First Few Find the nth term of a Problems involving
II. CONTENT Terms of a Sequence Sequence Sequence
given the nth Term of a
Sequence
III. LEARNING

RESOURCES
A. References
1. Teacher’s Guide pp. 14-15 14-16 14-16 14-16
2. Learner’s pp. 9-10 9-11 9-11 9-11
Materials
3. Textbook Next Century Mathematics,
Mirla S. Esparrago et.al.,
pp.2
and 15
4. Additional www.world.mathigon.org https://www.youtube.
Materials from com/watch?
Learning v=UuceRRQGk8E
Resources (LR)
portal
B. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources Grade 10 LCTGs by DepEd Cavite DepEd Cavite DepEd Cavite
DepEd Cavite Mathematics 2016 PPT, Mathematics 2016 PPT, Mathematics 2016 PPT,
Mathematics 2016 Laptop, Television Laptop, Television Laptop,
PPT, Laptop, Monitor Television, Activity
Notebook
IV. PROCEDURES
A. Reviewing previous With Pattern or Without GROUP YOURSELF Think-Pair-Share Study and complete
lesson or presenting the Pattern? the pattern given in
new lesson The teacher will give Find the next three terms each item.
Identify if each picture the pattern or sequence and of the given sequence.
below shows a pattern 1.
or not. If there is a the students will identify the 1.
pattern, put a check next term by grouping 2. 2. 2, 4, 8, 16,
mark (✓) and identify it, themselves. 3.
otherwise put a cross 4. 3. Rosario, Novelata,
mark (x). Kawit, Bacoor,
Roario,
5.
1. Banderitas 6. 4. Jan, Apr, Jul,

7. 5. 5, 8, 11, 14,
2. Coffee beans
3. Tahong shells
4. Stack of Stones In the

Beach
B. Establishing a purpose for Complete the pattern Consider the picture at From the previous 1. Given the
the lesson generated from the previous below: activity: sequence 0, 4,
activity. 1. What are the next 8. 12, 16 what
terms of the given is the next
a. Color of the sequence? number? What
Banderitas: Green, 2. Can you find the is the 8th
Blue, Red, Orange, pattern? number?
Yellow, Green, 3. What is the 2. Given the
Blue, general/nth term of sequence 9, 4,
Red, Orange, the sequence? -1, -6, -11 what
Yellow, is the next

number? What
b. Number of Coffee is the 10th
beans 4, 6, 8, 1. Do you see any number?
pattern form the
d. Tahong shells given picture?
Close, Open, 2. Write the terms of
Close, Open, coffee bean.
Open, Close, 3. If the pattern
Open, Open, continues what will
Open, be next term?
4. Can you give an
e. Number of Stack equation that will
of Stones 1, 2, 3, satisfy the
4, 5, sequence form by
the coffee bean?
f. Dates in the
calendar for the month
of July 3, 10, 17, 24,
C. Presenting The set objects in the llustrative Example: Consider A sequence is a function Find the nth term of each
examples/Instances of the new priming activity are called the rule form of the sequence whose domain is the finite pattern.
lesson sequences. an = 7n – 4. set {1, 2, 3,…, n} or the
1. 3, 7, 11, 15
infinite set {1, 2, 3,…}.
Illustrative Example: If we are asked to get the first 2. 3, 9, 15, 21, 27
Identify if the set five terms of the sequence, Example:
of each object shows a we have a 1 2 3 4 5
pattern or not then find the a1= 7(1) – 4 = 3 an 3 -1 1.5 10
next term. a2= 7(2) – 4 = 10 This finite sequence has 5
1. a3= 7(3) – 4 = 17 terms. We may use the
a4= 7(4) – 4 = 24 notation a1, a2, a3, …, an to
a5= 7(5) – 4 = 31 denote a(1), a(2), a(3)
…a(n) respectively. In
2. 0, 4, 8, 12, 16, Therefore, the sequence
... Grade 10, we often
encounter sequences

can also be denoted as 3, that form a pattern such as
3. 9, 4, -1, -6, 10, 17, 24, 31. that found in the sequence
-11, below.
Example:
4. 1, 3, 9, 27, 81,
a 1 2 3 4…
5. 160, 80, 40, an 4 7 10 13…

20,10,
The above sequence is an
infinite sequence where
an = 3n + 1
D. Discussing new concepts Think Pair Share How do you generate a Find the nth term of each The SSG Club
and practicing new skills # 1 sequence from a given sequence proposed a project on
Study the following rule/nth term? collecting pet bottles to
patterns then supply the 1. 6, 11, 16, 21, 26 lessen the trash on our
missing term to complete 2. 2, 10, 18, 26, 34 school. If the officers
the sequence. 3. 8, 6, 4, 2, 10 can collect 25 pet
bottles on the first day,
1. Jan, Mar, May, Jul, 45 on the second day ,
Aug, , 65 on the third day, and
the pattern continues,
2. 5, 8, 11, 14, , 20, how many pet bottles
... can they collect in the
fifth day?How many
3. 1/2, 1, 3/2, 2, 5/2, pet bottles they will
, 7/2, 4, ,… collect in one week?
4. 3, -6, , -24, 48,

…
5. 1, 4, 9, 16, , 36,
49, 64,
E. Discussing new Guide Questions: Given the following nth How did you find the 1. Can you see a

concepts and practicing new term, supply each blank by a activity? pattern in a
skills # 2 1. What pattern is correct answer following the given
shown in every task at the right to generate Can you find the pattern? situation?
item? 2. What is the nth
the pattern.
2. If the pattern How did you find the nth term of the
continues in each of a. Given an = 2(n+1), list term of each number? given pattern?
the item, what will be the first 5 terms of the
the next item? sequence.
Solution:
if n = 1
a = 2( +1) Substitute n
a1 = 2( ) Add the terms
inside the parenthesis
a1 = Multiply the
factors
Do the same procedure if n
= 2, n = 3, n = 4 and n =
5. Then, list the sequence
below.
, , , ,
b. Given an = (12)−1 ,
generate a sequence with 4
terms.
Solution:
if n = 1
a = (12)____−1
Substitute the value of n 4
a1 = (12) Subtract the

exponent
a1 = Simplify the
exponent and the fraction Do
the same procedure if n = 2,
n = 3 and n = 4 then, list the
sequence below.
, , ,
F. Developing mastery (leads Find the Number Complete the table below by sWubhsattituistinthgethgeeng Find the nth term of
to Formative Assessment 3) values of n to an and list dow eivreanl term the given sequence.
Study the given sequence notfheeatcehrmsseqofutehnece 1. 3, 5, 7, 9, 11,
sequence, identify the below: 13
pattern then find the 2. 12, 19, 26, 33,
missing number. 1. -2, 1, 4, 7 40
2. 3, 6, 12, 24 3. 9, 6, 3, 0, -3
1. 1 3 5 7 9 3. -5, , ,
13 15 4. 4, 1, -4, -11
17 5. 64, 36, 16, 4
2. 0 5 10
20 25
30 35 40
3. 17 15 13
9 7
5 3
4. 25 35 45
65 75
5. 34 44 54 64
84 94
G. Finding practical Answer the following 1. Emilia helps her mother in Christian helps his A rabbit population of
application of concepts problems. selling “Kalamay Buna” (a mother in selling Mr. Ricafrente grew

and skills in daily living delicacy from Indang). From “ Tinapang Bangus” in the following
1. The table below the money that her mother is ( a product from Rosario, pattern: 2, 4, 8, 16… If
shows the cost of giving her, she plans to save Cavite). From the money all the rabbits live and
Php25 every week for seven that his mother is giving the pattern continues,
renting the Cavite weeks. Form a sequence that him, he plans to save how many rabbits will
Hall at Island Cove will show the amount of Php30 every week for five be in the 8th
Resort and Leisure money she is saving from the weeks. Form a sequence generation? Write the
Park in Kawit, first to seventh week. that will show the amount nth term of the
Cavite depending on 2. The increase in the of money he is saving from sequence.
population of Cavite Province the first to fifth week, and
the number of follows a pattern. That is,
attendees. identify the nth term of the
1.5% of its previous year’s
given situation.
Number Rental population is added to the
of Cost in present to obtain the next. If
Persons Peso the current population of
20 6200 Cavite is 3,000,000, list the
25 6500 province’s population for the
30 6800 next 2 years.
35 7100
Jose booked the hall

for a birthday party
for 40 persons. How
much will he pay?
2. A rabbit population
grew in the following
pattern: 2, 4, 8, 16…
if all the rabbits live
and the pattern
continues, how
many rabbits will be

in the 8th
generation?
3. Lewis is offered P20
000.00 as starting
salary for a job, with
a raise of P2 000.00 at
the end of each year
of outstanding
performance. If he
maintains continuous
outstanding
performance, what
will his salary be at
the end of 6 years?
H. Making generalizations A sequence is a function A sequence is a function A sequence is a function A sequence is a

and abstractions about the whose domain is a finite whose domain is a finite set of whose domain is a finite set function whose domain
lesson set of positive integers positive integers {1, 2, 3, of positive integers {1, 2, 3, is a finite set of positive
{1, 2, 3, …, n} or an …, n} or an infinite set {1, 2, …, n} or an infinite set {1, integers {1, 2, 3, …, n}
infinite set {1, 2, 3, …}. It 3, …} 2, 3, …} or an
is a string of objects, like Each element or object in Each element or object in the infinite set {1, 2, 3, …}
numbers, that follow a the sequence is called term. sequence is called term. Each element or object
particular pattern. A sequence having last term is A sequence having last term in the sequence is called
(world.mathigon.org) called finite sequence while is called finite sequence term.
a sequence with no last term is while a sequence with no A sequence having last
Each element or object in called infinite sequence. term is called finite
last term is called infinite
Sequences may come in rule sequence while a
the sequence is called sequence.
form. These are sequences sequence with no last
term. Sequences may come in rule
stated in general term is called infinite
or nth terms. form. These are sequence.
When the sequence Sequences may come in
goes on forever it is rule form. These are

called an infinite sequence, sequences stated in sequences stated in
otherwise it is general or nth terms. general or nth terms.
a finite sequence.
I. Evaluating learning A. Study the Find the first 5 terms of
following patterns the sequence given the What is the nth term for each Ms May Ann Fuerte
then supply the nth term. sequence below: the adviser of Rosario
missing term to 1. an = n + 4 National High School
complete the 2. an = 2n – 1 1. 3, 4, 5, 6, 7,… newspaper “Ang
sequence. 3. an = 12 – 3n Kronikel” assigned her
4. an = 3n 2. 3, 5, 7, 9, 11,… writers to write news
1. 2, 4, 7, 11, about Brigada
5. an = (-2)n 3. 2, 4, 8, 16, 32,… Eskwela. A writer
2. 7, 9, 11, ,
, 17, 19 wrote 890 words on
4. -1, 1, -1, 1, -1,… the first day, 760
3. 1, 8, 27, 64, 125, words on the second
5. 1, , , , ,…
day and 630 words on
the third day, how
4. 5, 10, 7, 14, 11, many words did the
22, 19, writer wrote on the
fifth day?
J. Additional activities for

application or remediation A. Follow Up A. Follow up: A. Follow up: Study:
1. Observe the things 1. Find the nth term Define Arithmetic
around you. Take Cut out pictures that show a of each sequence Sequence
a picture of objects pattern and identify the rule a. 4, 7, 10, 13, 16
forming a of the given pattern. b. 4, 13, 28, 49,
sequence. 76
B. Study B. Study
1. Write the Determine the nth term of
sequence that the given sequence
satisfy the given 2, 4, 7, 11,
equation:

an = 3n + 1
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% in the evaluation
B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?

GRADE 10 School Grade Level 10
DAILY LESSON LOG Teaching Dates and Time Quarter FIRST

I. OBJECTIVES
4. Content Standards The learner demonstrates understanding of key concepts of sequences.
5. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
6. Learning Competencies The learner illustrates an The learner determines The learner determines The learner determines
arithmetic sequence arithmetic means and nth term arithmetic means and nth arithmetic means and nth
(M10AL-Ib-1) of an arithmetic sequence term of an arithmetic term of an arithmetic
(M10AL-Ib-c-1) sequence.(M10AL-Ib-c-1) sequence.(M10AL-Ib-c-1)
Objectives a. Describe and illustrate a. Find the missing terms a. Find the unknown a. Find the arithmetic
an arithmetic sequence. of an arithmetic sequence. variables in means of an arithmetic
b. Find the common b. Find the nth term of an = + (−1) of an arithmetic sequence.
b. Insert a certain number of

difference of the terms arithmetic sequence. sequence. terms between two
of an arithmetic c. Appreciate arithmetic b. Appreciate arithmetic given terms of an
sequence. sequence in solving real life sequence in solving real arithmetic sequence.
c. Identify if a sequence is problems life problems c. Appreciate arithmetic
an arithmetic sequence. means in solving real life
problems.
Illustrating Arithmetic Finding the nth term of Finding the unknown Arithmetic Means
II. CONTENT Sequence an Arithmetic Sequence variables in
= + (−1) of an
Arithmetic Sequence
III. LEARNING
RESOURCES
C. References
5. Teacher’s Guide pp. 14-16 pp. 16-18 p. 16-17 pp. 17
6. Learner’s
pp. 9-11 pp. 12-14 pp. 12-14 pp. 14–15
Materials
7. Textbook Mathematics III: Mathematics III: Concepts, Mathematics III: Concepts, Mathematics III: Concepts,
Concepts, Structures and Structures and Methods for Structures and Methods for Structures and Methods for
Methods for High School High School by Oronce, High School by Oronce, High School by Oronce,
by Oronce, Orlando, Orlando, et.al., pp. 509 – 511 Orlando, et.al., pp. 509 – 511 mOrlando, et.al.,
et.al., pp. 509 – 511 pp. 512–516
Mathematics III An
Integrated Approach by
Coronel C. Antonio, et.al.,
pp. 63–65
Exploring Mathematics II by
Oronce and Mrndoza, p.490
8. Additional http://newsinfo.inquirer.net/ https://encrypted- http://study.com/academy/
Materials from 567965/name-play-with- tbn2.gstatic.com/images? lesson/arithmetic-mean-
Learning Resources maragondon- peaks q=tbn:And9 definition-formula-
(LR) portal GcTDtmvLno6Yae_NrVU1 example.html
W=K8fyDZUXzWWsd4FhA http://www.mathgoodies.c
E-Bqg9PZUzr9Q om/lessons/vol8/mean.ht

ml
http://www.123rf.com/phot
o_37149016_group-of- red-
anthurium-flower-in- pot-
blooming-in-botanic- farm-
anthurium- andraeanum-
araceae-or- arum.html
https://www.pinterest.com/
annakarinsund/examens-
fest/
http://www.bluedreamer27
.com/saint-mary-
magdalene-exhibit-in-
kawit-cavite/
D. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd
Resources DepEd Cavite DepEd Cavite Cavite Mathematics 2016, Cavite Mathematics 2016,
Mathematics 2016, Mathematics 2016, and Worksheets and PowerPoint Worksheets and PowerPoint
Worksheets and Picture Worksheets presentation presentation
IV. PROCEDURES
A. Reviewing previous Saulog Transit Inc. is one Emer is a runner from Naic. Group the class into groups Group the class into two (2)
lesson or presenting the new of the many bus He plans to join an with four members each. groups then let them find
lesson transportation companies ultramarathon of 50 km from Match the following the missing terms in each of
in the Philippines servicing Naic town plaza to the arithmetic sequence to the the following arithmetic
routes between Cavite and Kaybiang tunnel next month. 10th term and the rule by sequence. The group with
Metro Manila, Olongapo During the first day of his drawing a line from one highest points after the
or Baguio City. training he ran 5 km from column to the next one. game will be the winner.
One day, on its way back Naic town plaza to barangay 1. 2, 6, 10, , ,
to its terminal at Mendez, Muzon. To improve his 2. 9, 17, , ,____, 49
via Aguinaldo Highway, stamina and endurance, he 3. 7, 9, , , 15,
one (1) passenger went increased the distance he runs 4. 4, , 20, 28, ,
down at SM City Bacoor, by 1.5 km every day.
What is the distance that 5. 5, , , 20, 25,
then, another four (4)

passengers went down to he will run on the 7th day of 6. , ,____, 3, –1, –5
Robinson’s Place Imus, his training? 7. , , 14, 20,___, 32
seven (7) passengers went 8. , 45, 40, ,___, 25
down to Robinson’s Complete the table based on
9. 4, –4, , ,___, –36
Place Pala-pala and ten the number of km that Emer
10. –12, , ,___, 8, 13
(10) will run for each day.
passengers went down to
Lourdes Church at
Tagaytay. Does the distance that
B. Establishing a purpose for List down the number of How did you find the How were you able to find
the lesson passengers who went Emer will run everyday show activity? the missing terms in the
down in each place. an arithmetic sequence? How were you able to match sequence?
Does it form sequence? Why? the sequence to the 10th term,
If it does, how is the and to the rule?
sequence formed?
C. Presenting Illustrative Example 1: Let us take the number of The formula for the nth term Follow the instructions
examples/Instances of the new Using the generated kilometers that Emer will run of an arithmetic sequence is , below then find a partner
lesson sequence from the each day. Suppose that he where to share your answer. You
previous scenario: will continue training = first term may use a clean sheet of
everyday, how many = last term paper and a pen while
Arithmetic Sequence kilometers will he run in the = number of terms doing the activity.
th th th
Subtracting two consecutive 10 , 15 , and 20 day? How d = common difference 1. Choose two (2)
terms (i.e.: d=a2-a1) do you get them? Do you
different numbers.
think a formula would help?
Let us take the first four 2. Denote the smaller
number as x and the
terms. Let = 5, = 7,
larger number as y.
= 9, = 11.
3. Find the mean of these
Consider the table below and
two numbers. That is,
complete it. Observe how
add these two numbers
each term is rewritten.
then divide the sum by 2.
In symbols, .
4. Denote the first mean as
How else can we write the m 2.
terms? Study the table and 5. Now, find the mean of the
complete it.
In general, the first n terms of smaller number x and m2. In
an arithmetic sequence with symbols, .
as first term and d as the 6. Denote the second mean
common difference are as m1.
7. Then, find the mean of
, +,+2, …, +(n-1)d.
the larger number y and m2.
In symbols, .
8. Denote the third mean as
m 3.
9. Lastly, arrange all the
If and d are known, it is easy numbers in the form x, m1,
to find any term in arithmetic m2, m3, y.
sequence by using the rule. 10. Share your answer with
your partner.
D. Discussing new The sequence generated Illustrative Example 1: What Illustrative Example 1: Does the result form
concepts and practicing from the given scenario is the 10th term of the In the arithmetic sequence 5, arithmetic sequence?
new skills # 1 which is 1, 4, 7, 10 is an arithmetic sequence 9, 13, 17, … which term is What is its common
example of an Arithmetic 5, 12, 19, 26, …? 401? difference?
Sequence because it is Solution: Solution: What do you call m1, m2, m3?
formed by adding a Since =5 and d = 7, The problem asks for n when How did you obtain the
constant number which is then = 401. missing term of the
3 to the preceding term to Illustrative Example 2: What From the given sequence, = arithmetic sequence?
obtain the next. The is the 21st term of the 5, d = 4 and = 401. Is the common difference
constant number 3 is the arithmetic sequence Substituting these values in necessary to obtain the
common difference, 7, 13, 19, 25, …? the formula, we have missing term of the
denoted as d, which can Solution: = +(−1) sequence?
be obtained by subtracting Since =7 and d = 6, 401= 5+(−1)4 How did you obtain the
two consecutive terms then Solving for n, we have common difference?
(d = an – an-1). 401= 5+4−4 If we cannot solve the
401= 4+1 common difference by
401−1= 4+1−1 subtracting two consecutive

400= 4 terms, is there any other
400 (14)= 4(14) way to solve for it?
= What is an arithmetic mean?
Therefore, 401 is the 100th
term. Illustrative Example 1:
Insert three arithmetic
Illustrative Example 2: means between 3 and 11.
What is the common Solution 1:
difference of an We look for three numbers
arithmetic m1, m2, and m3 such that 3,
sequence if , , and n =45? m1, m2, m3, 11 is an
Solution: arithmetic sequence. In this
The problem asks for d. case, we have a1 = 3, n = 5,
From the given sequence, =
a5 = 11. Using the general
3, = 179, and n=45.
formula for arithmetic
Substituting these values
in the formula, we have sequence,
= + (45 − 1) 179
= 3 + (44)d solve for d
Solving for d, we have
179 = 3 + 44d
179 - 3 = 44d
176 = 44d
4=d
Therefore, 4 is the Since d = 2, so we have
common difference.

Therefore, the three
arithmetic means between 3
and 11 are 5, 7, and 9.
Solution 2:
Still we look three numbers
m1, m2, and m3 such that 3,
m1, m2, m3, 11 is an
arithmetic sequence. In this
case, we nee to solve for m2,
the meanof a1 = 3 and a5 =
11. That is
Now, solve for m1, the mean

of a1=3 and m2=7. That is
Then, solve for m3, the mean

of a5=3 and m2=7. That is,
Forming the sequence 3, m1,

m2, m3, 11, we have
3, 5, 7, 9, 11.
E. Discussing new concepts How is an Arithmetic Think-Pair-Share Think-Pair-Share Think-Pair-Share

and practicing new skills # 2 Sequence formed? How Supply each blank by a Answer the following Supply each blank by a
can the common correct answer following problems. correct answer following
difference in an the 1. Which term of the the
task at the right to solve the task at the right to answer
arithmetic sequence be question. arithmetic sequence the question.
obtained? a. Find of the sequence 7, 14, 21, 28, .… is 105? a. Insert two terms in
4,7,10,13,16, … Given: = ;d= ; = the arithmetic sequence
Given: = ;d= ;n= 15, , , 36.
Solution: =+(−1) Given: a1 = ; n = ;
Solution: = + (−1) substitute , n substitute the a4 =
and d given Solution:
= +( − 1) = + (−1)
subtract the terms distribute d substitute a1, n and a4
=4+( )3 105 = 7 + − = +( −1)
substitute , n and d subtract the constants in subtract the terms inside
the right side then apply the parenthesis
= + ( − 1)
APE 105 =
subtract the terms inside 36 = 15 + ( )
apply MPE
the parenthesis apply APE
=
=3
multiply 2. What is the common apply MPE
=4+( ) difference of the arithmetic =
add sequence if the first term is 5, After solving d, find the
= last term is 41, and the second (m1) and the third
number of terms is 13? (m2) term.
Given: = ; = ; = substitute a1 and d then add.
= 1+= + =
Solution: = +(−1) substitute
substitute m1 and d then add.
the given
= +( −1)d = 1+ = + =
multiply d b. Insert three arithmetic
41 = 5 + d means between 12 and
apply APE 56. Given: a1= ;
105 = a5 = Solution:
apply MPE substitute a1 and a5
=

then solve for m2.
Substitute a1 and m2
then solve for m1.
Substitute a5 and m2
then solve for m3.
F. Developing mastery (leads “How well do you know Find Since for each of the Use the nth term of an Answer the following.
to Formative Assessment 3) me?” following arithmetic sequence. arithmetic sequence 1. Insert two arithmetic
Which of the following 1. a1 = 5; d = 4 ; n = 11 to answer the means between 20 and
sequences is an arithmetic 2. a1 = 14; d = –3 ; n = 25 following questions. 38.
sequence? Why? 3. a1 = 12; d = ½; n = 16 1. The second term of an 2. Insert three arithmetic
1. 3, 7, 11, 15, 19 4. –10, –6, –2, 2, 6, … arithmetic sequence is 24, means between 52 and
2. 4, 16, 64, 256 n = 27 and the fifth term is 3. 40.
3. 48, 24, 12, 6, 3, … 5. 3, , 2, ,1,… n = 28 Find eth first term and the 3. Find the missing terms
4. 1, 4, 9, 16, 25, 36 common difference. of the arithmetic sequence
5. 1, , 0, - 2. Given the arithmetic 5,
6. -2, 4, -8, 16, … sequence of 5 terms of , , , , 25.
7. 1, 0, -1, -2, -3 the firs term is 8 and the 4. Find the missing terms
8. , , , , … last term is 100. of the arithmetic sequence
9. 3x, x, , , … 3. Find the 9th term of 0,
10. 9.5, 7.5, 5.5, 3.5, … the arithmetic sequence , , , , , 15.
with and d = . 5. The fifteenth term of an
4. Find if and . arithmetic sequence is –3
5. How many terms are and the first term is 25. Find
there in an arithmetic the common difference and
sequence with a common
the tenth term.
differenceof
4 and with first terms 3 and

59 respectively?
G. Finding practical Answer the Answer the Solve the following problems. Answer the
application of concepts and following problem. following problems. 1. Tinapa (smoked fish) is following problems.
skills in daily living A merchandiser in Alfa 1. You went to a hiking with best paired with Atchara 1. Flower farms in Tagaytay
Mart was tasked to stack your friends at Pico de Loro (pickled papaya). Diana, a grew different variety of
22 cans of Evaporated at Maragondon, Cavite. tinapa vendor in Salinas, flowers including
milk with 10 cans at the Upon reaching the summit, Rosario, Cavite, decided to anthurium. Monica, a
bottom of the stack. The you drop a coin. The coin sell atchara at her store. On flower arranger, went to
illustration is shown at the falls a distance of 4ft for the the first week, she started Tagaytay to buy anthurium.
right. first seconds, 16ft for the to sell 15 atchara bottles She plans to arrange the
next, 28ft on the third, and and due to high demand, flowers following an
so on. Find the distance the she decided to add 7 more arithmetic sequence with
coin will fall in 6 seconds? bottles on each succeeding four (4) layers. If she put
2. Antonio is studying weeks. Supposed that the one (1) anthurium on the
Chabacano, a native dialect pattern continues, how may first layer and seven (7) on
from Cavite City and Ternate. week is needed to sell 57 the fourth layer, how many
1. Write the number of He started practicing one (1) atchara bottles? anthurium should be placed
cans per layer on the word for an hour and 2. A Zumba Program calls on the second and third
space provided below. decided to add two more for 15 minutes dancing each layer of the flower
, , , , , , , words every succeeding hour. day for a week. Each week arrangement?
, , If the pattern continues, how thereafter, the amount of 2. St. Mary Magdalene
2. Does the number of many Chabacano word did time spent dancing Parish Church in Kawit, one
cans in each layer of the he learn in one day? increases by 5 minutes per of the oldest churches in
stack show an 3. Rico bought an e-bike at day. In how many weeks will Cavite, established in 1624
arithmetic sequence? Php29, 000. If it depreciates a person be dancing 60 by Jesuit Missionaries. The
Explain your answer. Php500 in value each year, minutes each day? church is made of red bricks
2. If it shows an what will be its value at the 3. The 10th term of an preserved for more than a
arithmetic sequence, arithmetic sequence is 40 hundred years. Suppose
end of 10years? and the 20th term is 30. Find
then what is the that the lowest part of the
the common difference and church wall contains five (5)
common difference? the first term. layers of red bricks, 4bricks
on the top and 16bricks on
the bottom layer. Assuming
an arithmetic sequence,
4. If the 9th floor of a building
how many bricks are there
is 40 meters above the gound in the 2nd, 3rd and 4th layer
and the ground floor is 4 of the wall?
meters in height and each 3. In some of the Kiddie
floor apart from the ground parties nowadays, Tower
has equal height. Find the Cupcakes were quite
height of each floor. popular because it is
appealing and less
expensive. In Juan Miguel’s
1st birthday party, his
mother ordered a six (6)
layer tower cupcakes. If the
1st and 4th layer of the
tower contains 6 and 21
cupcakes, respectively, how
many cupcakes are there in
the 6th layer (bottom) of
the tower assuming
arithmetic sequence in the
number of cupcakes?
H. Making generalizations An arithmetic sequence What is the formula to find Other than solving directly Arithmetic Means are the
and abstractions about the is a sequence where the nth term of an from terms between any two
lesson every term after the first arithmetic sequence? , below are the formula or nonconsecutive terms of an
is obtained by adding a equation that could be used if arithmetic sequence.
constant. one of these variables is It is necessary to solve the
Common difference (d) is unknown. common difference of an
the constant number arithmetic sequence to
added to the preceding insert terms between two
term of the arithmetic nonconsecutive terms of an
sequence. It can be arithmetic sequence.
calculated by subtracting
The formula for the
any two consecutive
general term of an
terms
in the arithmetic
arithmetic sequence, =
+ (−) and the mid-point
sequence.
between two numbers,
can also be used.
I. Evaluating learning Determine whether the Find the nth term of each Solve the following questions. Use the following numbers
given sequence is arithmetic sequence. 1. Given the sequence 3, 1, – inside the box to complete
arithmetic sequence or 1. , , 1, –3, …, find a12. the arithmetic sequence
not. Draw a if the 2. , , 2. Find the 9th term of below. You may use a
sequence is an arithmetic 3. , , the arithmetic sequence number more than once.
sequence and a if NOT. 4. , , 12, 24, 36, … 1. 2, , , 14
If the sequence is an 5. , , 3. If a1 = –17 and d = 4, 2. 4, , , , 10
arithmetic sequence, find 6. for 26, 20, 14, … find a22 of the arithmetic 3. 6, , , , 16
the common difference. 7. for 17, 313, 309, … sequence. 4. 9, , , ,___, 24
1. 4, 8, 16, 32, … 8. for 40, 43, 46, 49, 52, … 4. Find the 16th term of 5. , 17, , , 11
2. 2, 6, 10, 14, … 9. for -29, -34, -39, -44, -49, the arithmetic sequence
3. 2, 5, 10, 17, … … whose first term is 6 and
4. 1, 8, 9, 16, … 10. for -1, 3, 7, 11, … the common difference is
5. 2, 11, 20, 29, … 0.25.
5. Which term is 27 in the
arithmetic sequence 54,
51,
48, …?
J. Additional activities for 1. Follow-up 1. Follow-up 1. Follow-up 1. Follow-up
application or remediation a. Can the common Given the first term and a. Complete the statement a. Find the arithmetic
difference be negative? If common difference, find for each arithmetic mean of –23 and 7.
so, describe the the first four terms and the sequence. b. How many numbers are
sequence. formula. 1. 55 is the th term of 4, divisible by 9 between 5
b. From the previous 1, 7, 10, … and
assignment, identify 2. 2. 163 is the th term of -5, 1000?
which of the following is 3. 2, 9, … 2. Study: Sum of
an arithmetic sequence 4. 2. Study: Arithmetic Sequence
then find each common 2. Study: Finding the missing a. Finding arithmetic means. a. How to find the sum
difference. term of an arithmetic b. How to insert terms in of terms in an arithmetic
1, 4, 7, 10, … 9, sequence. an arithmetic sequence. sequence?
12, 15, 18, … b. Find the sum of the

2, -10, 50, -250, … following arithmetic
5, 10, 20, 40, … sequence
2, 6, 10, 14, … 3, 1, 4,7,10,13, 16, 19, 22, 25
12, 48, 192, … 4, 11, 18, 25, 32, 39, 46, 53,
7, 12, 17, 22, … 4, 60
11, 18, 25, … 2, 6, 10, 14, 18, 22, 26, 30,
1, 3, 9, 27, … 1, 34
4, 16, 64, … 7, 12, 17, 22, 27, 32, 37, 42,
2. Study: Finding the 47
nth term of an 9, 12, 15, 18, 21, 24, 27,
arithmetic sequence 30, 33
a. Formula to find the
nth term of an arithmetc
sequence.
b. How to find then
nth term in an
arithmetic
sequence.
V. REMARKS
VI. REFLECTION


below 80%
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Why did these work?
encounter which my
help me solve?
use/discover which I wish
to share with other teachers?


I. OBJECTIVES
8. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
9. Learning Competencies The learner finds the sum of The learner finds the sum of The learner finds the sum of The learner finds the sum of
the terms of a given the terms of a given the terms of a given the terms of a given
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.
(M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2)
a. find the sum of terms a. give the sum of terms a. determine the sum of a. find the sum of terms
Objectives of a given arithmetic of a given arithmetic terms of a given of a given arithmetic
sequence. sequence. arithmetic sequence. sequence.
b. solve problems b. answer problems b. solve problems b. solve problems
involving the sum of involving the sum of involving the sum of involving the sum of

arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.
c. appreciate the sum of c. value the sum of c. appreciate the sum of c. appreciate the sum of
arithmetic sequence in arithmetic sequence in arithmetic sequence in arithmetic sequence in
solving real life problems solving real life problems solving real life problems solving real life problems
II. CONTENT Arithmetic Series Arithmetic Series Arithmetic Series Arithmetic Series
III. LEARNING
RESOURCES
E. References
9. Teacher’s Guide pp. 19 pp. 19 pp. 19 pp. 19
10. Learner’s pp. 16 – 17, 20 – 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21
Materials
11. Textbook E – MATH 10 by Orlando Next Century Next Century Math Essentials by
A. Orence and Marilyn Mathematics by Mirla Mathematics by Mirla Maria Teresa S.
O. Mendoza, pp. 29-35 S. Esparrago, Nestor S. Esparrago, Nestor Angeles, Avelino
V. Reyes, Jr. And V. Reyes, Jr. And Santos, et. al, pp.8,
Simplified Mathematics 10 Catalina B. Manalo, pp Catalina B. Manalo, pp 40
by Arnold V. Garces and 29-40 29-40
Criselle Española Robes, Next Century Mathematics
pp 23-27 Our World of Math by by Mirla
Julieta G. Bernabe, S. Esparrago, Nestor
Maricel C. Corpuz, et. V. Reyes, Jr. And
al., pp.8 – 16 Catalina B. Manalo, pp
29-40
12. Additional https://www.algebra.co
Materials from m/algebra/homework/se
Learning Resources quences-and- series/word-
(LR) portal problems- on-arithmetic-
progressions.lesson
http://www.analyzemath
.com/math_problems/ar
ith-seq-problems.html
F. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by

Resources DepEd Cavite DepEd Cavite Mathematics DepEd Cavite DepEd Cavite
Mathematics 2016, 2016, Worksheets and Mathematics 2016, Mathematics 2016,
Worksheets and PowerPoint presentation Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous Motivational Activity: How many building Motivational Activity: Michael plays
lesson or presenting the new Perform the instructions blocks are stacked in a Let us consider the with Lego bricks. He
lesson below then answer the corner if there are 11 following problem. wants to build the
questions followed. layers in all? (Refer to Karen saves Php 50 from construction shown in the
1. Form a pyramid of the picture below) her monthly allowance on figure with 4 bricks at the
cans with 6 cans in the the first month. Php 100 bottom. How many Lego
first row. on the second month, Php bricks does he need?
2. Place one (1) fewer 150 on the third month, What if Michael will add
cans in each successive Php 200 on the fourth four more bricks at the
row thereafter. month. If she will save bottom to make it 8, how
3. After forming the continuously in this many more Lego bricks
pyramid, how many rows manner, how much will be does he need making the
does the pyramid have? her total savings for the top layer consist of one
4. How many cans are first ten months? brick only?
there in each row? Does
the number of cans in each
row form an arithmetic
sequence?
5. How many total cans are
there in the pyramid?

B. Establishing a purpose for The secret of Karl What Motivational Activity: Find the sum of the first A rock relay is held at the
the lesson is 1 + 2 + 3 + ... + A conference hall has 40 terms of the arithmetic Bermuda Bay. Ten rocks
50 + 51 + ... + 98 + 99 + 20 rows of seats. The first sequence whose first and are placed 3m apart along
100? row contains 18 seats, the third terms are 15 and 21, a line. A basket is placed
A famous story tells that second row contains 21 respectively. at the start of the line,
this was the problem given seats, the third row Based on the problem, 10m from the first rock. A
by an elementary school contains 24 seats and so the given are a1, a3 and player starts at the basket,
teacher to a famous on. How many seats are n. And the formula = [21 runs to the first rock,
mathematician to keep him there in the last row? How + (−1) requires the value picks it up, and returns to
busy. Do you know that he many seats are there in the of d. place the rock in the
was able to get the sum conference? basket. Each of ten rocks
within seconds only? Can is picked up and carried
you beat that? to the basket, one at a
time.
What is the total distance
covered by a person who
places all 10 rocks in the
basket?
C. Presenting Discussion Method Discussion Method Discussion Method Find What is the total distance
examples/Instances of the new Illustrative Example: Illustrative Example: the sum of the first 40 covered by a person who
lesson Find the sum of the first How many terms is terms of the places all

20 terms of the arithmetic needed for –3, 2, 7, … to arithmetic sequence 10 rocks in the basket?
sequence 15, 19, 23, 27, have a sum of 116? whose first and third Solution:
… Solution: terms are 15 and 21, The first term a1 = 10, d
Using the formula for the respectively. = 3 and n = 10. To find the
Solution 1: sum of arithmetic sequence Solution: distance covered by the
We first find a20 by = [21 + ( – 1) ], substitute We need to solve person, we must solve for
substituting a1 = 15, d = 4 Sn = 116, a1 = –3 and d = first for d by substituting Sn.
and n = 20 in the formula an 5. a1 = 15, a3 = 21 and n = 3 = [+(−)]
= a1 + (n−1) d We have to the formula = [(10) + (10 – )
a20 = 15 + (20 − 1) 4 116= [2(−3) + (−1)5] = 1 + (−1) 21= 15 + 3]
a20 = 15 + (19) 4 116= [2(−3) + 5 − 5] (3−1) = 5 (47)
a20 = 15 + 76 116= [−6 + 5 − 5] 21= 15 + 2 = 235
a20 = 91 116= [5 − 11] 6=2
Solving for S20, we 2[116= (5−11)] =3 Since the person, after
substitute n = 20, a1 = 15 232= (5−11) Solving for S40, substitute picking up each rock,
and an = 91 in the formula 232= 52 − 11 a1 = 15, n = 40 and d = 3 to returns to place the rocks
= (1+) 52 − 11 – 232 = 0 the formula in the basket, so we must
20= (15 + 91) Using quadratic formula, we = [21 + (−1) ] double Sn.
20= (106) have, 40 = [2(15) + (40 − 1) Thus, the total distance
20= 10 (106) a = 5; b = –11; c = –232 3] covered is
= 40 = 20 [30 + 117] 2 Sn = 2 (235) = 470 m.
Therefore, the sum of the = Therefore, the sum of
first 20 terms of the the first 40 terms is
arithmetic sequence 15, 2940.
19, 23, 27, … is 1060.
Since we are looking
Solution 2: for the number of terms
Substituting a1 = 15, d = 4 n, the only accepted
and n = 20 in the formula solution is the positive
= [21+(−1)], we have solution. That is =
20= [2(15) + (20 − 1) 4] Therefore, eight (8)
20= [2(15) + (19) 4] terms of the sequence – 3,
2, 7, … is needed to have
a sum of 116.

20= [2(15) + 76]
20= (30 + 76)
20= (106)
20= 10(106)
=
Using an alternative
solution, the sum of the first
20 terms of the arithmetic
sequence 15,
19, 23, 27, … is still
1060.
D. Discussing new concepts Supply each blank by a Supply each blank by a Supply each blank by a • The first few
and practicing new skills # 1 correct answer following correct answer following correct answer following terms of a sequence of
the task at the right to solve the task at the right to solve the task at the right to positive integers
the problem. the problem. solve the problem. divisible by 5 is given
a. Find the sum of the How many terms of the Find the sum of the by
first 15 terms of the arithmetic sequence 21, 28, first 10 terms of the , , , ...
arithmetic sequence 9, 35, 42, … is arithmetic sequence
12, 15, … equal/summed 9,625? whose a1 and a4 are 5 and • The above
Given: a1 = ;d= 38, respectively. sequence has a first
;n= What are the given? Given: a1 = ; a4 = term equal to 5 and a
Solution: a1 = 21, d = 7 and Sn = ;n= common difference d =
Solve for a15 9,625 Solution: 5. We need to know the
We have _ _ =
= 1+(−1) = 1+(−1) ra n k o f
= [2( ) + (−1) _ ] = + _ _ + _ _ (n –
= +( −1) t h e te r m 1
substitute a1, n and d substitute a1, d, and Sn ( −1) substitute the 1 )
5 5 5.
=9+( )3 = [ +_−_] given We use the formula for
subtract the terms multiply 38= 5+( ) the nth term as follows
inside the parenthesis = [ − ] subtract the terms inside
=9+( ) add the parenthesis _ == a n1 + (n – 1) d
multiply 2[ = ( – )] =3 • Substitute a and
= multiply apply APE n = _ _ _ _ 1
d b y th e ir values
add = ( − )] =
77 2 + 35 – 19, 250 = 0 apply MPE
• Solve for n to
obtain
D
o
S =
wnloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com) S = (5 + 1555)
Then solve for S15. Using quadratic formula, we Solve for S10.
= (1+) have, = [21+(−1)]
15= ( + ) a= ;b= ;c= = [2( )+( −1) We now know that
substitute n, a1 and a15 ] substitute a1, 1555 is the th
term,
15= ( ) n and d we can use the formula
add the terms inside the =[ +( )11] for the sum as follows
parenthesis multiply 2 and a1 and
15= find then subtract the value of
the product of the Since we are looking n and 1
numerator for the number of terms n, = [10+ ]
15= the only accepted solution multiply
divide is the positive solution. = [ ]
That is add
= [109]
=
divide
Therefore,
=
terms of the sequence 21,
multiply
28, 35, 42, … is
needed to have a sum of
9,625.
E. Discussing new concepts A movie house has 20 The total seating Find the sum of the In a pyramid of
and practicing new skills # 2 rows of seats. The first capacity of an first 21 terms of an cheer dancers for the
row contains 20 seats, the auditorium is 1,065. The arithmetic sequence whose MAPEH class of Grade
second row contains 22 first row has 21 seats and first term is 3 and third 10 students, the bottom
seats, the third row each row has one seat more term is 17. row has 7 cheer dancers, 6
contains 24 seats and so than the row in front of it. in the second row, 5 in
on. How many seats are How many rows of seats the third row and so on,
there in the last row? How are there in the with 2 cheer dancers on
many seats are there in the auditorium? top. How many cheer
movie house? dancers are necessary
for the pyramid?
F. Developing mastery (leads Find Sn for each of the Find the specified term Find the indicated Solve each problem.
to Formative Assessment 3) following given. for each arithmetic series. variable in each 1. Find the sum of all
1. 6, 11, 16, 21, 26, 31, 1. a1 = 4, d = 4 and arithmetic series. integers that are
36, 41, 46; S9 a. a1 = -22, an = 14, multiples of 4

2. 10, 15, 20, 25, …; S20 Sn = 40; n= n = 10 ; d = from 1 to 150.
3. a1 = 25, d = 4; S12 2. a1 = 10, an= -8 and Sn = 2. Find the sum of
4. a1 = 65, a10 = 101; S10 Sn = 9; n= b. a1 = 7, an = -15, n the positive
= 12 ; d = integers less than
5. a4 = 41, a12 = 105; S8 3. a1 = -7, d = 8 and Sn
Sn = 150 but
= 225; n= c. a1 = -9, an = -15, n greater than 20
4. an = 16, d = 3 and =4;d= Sn that are divisible
Sn = 51; n= = by 7.
d. a1 = 6, an = 30, n 3. Find the sum of
=7;d= all positive
Sn = integers less than
100.
4. Find the sum of
all the positive
even integers
consisting of two
digits.
G. Finding practical Find Sn for each of the Find the missing for each Do as indicated Answer the following
application of concepts and following given. of the following given. 1. Find the sum of the first problems.
skills in daily living 1. Find the sum of the first 1. How many numbers 101 terms of an 1. Find the seating
25 terms of the between 8 and 315 are arithmetic sequence capacity of a movie house
arithmetic sequence 17, exactly divisible by 6? whose third term is -2 with 40 rows of seats if
22, 27, 32, ... Find their sum. and whose sixth term is there are15 seats on the
2. Find the sum of the first 2. An auditorium has 930 10. first row, 18 seats in the
50 terms of the seats, with 18 seats at 2. Find the sum of the first second row, 21 seats in the
arithmetic sequence if the first row, 20 terms of an third row and so on.
the first term is 21 and 21 seats in the second arithmetic sequence 2. A store sells Php
whose fourth term is 6 1000 worth of Suman sa
the twentieth term is row, 24 in the third
Kawit, a delicacy from
154. row, and so forth. How and eleventh term is 30.
Kawit, Cavite, during its
3. Find the sum of all the many rows of seats are 3. Find the sum of the first
first week. The owner of
positive integers there? 15 terms of an the store has set a goal of
consisting of two digits. 3. Marlon needs P arithmetic sequence increasing her weekly sales
whose sixth term is -9 by Php 300 each
and tenth term is -15.

2,520 for his Baguio week. If we assume that the
tour. He save P 50 on goal is met, find the total
his baon on the first sales of the store during the
week and ask for an first 15 weekof operation.
additional P 20 from 3. Francisco plans to
his tatay on the save Php 10 every week on
succeeding his Bamboo coin bank. If
weeks. How many he will increase his savings
weeks does he need to by Php 1.50 every
request an additional succeeding week, how
to reach the amount he many weeks is needed to
need? save a total
amount of Php 219?
H. Making generalizations The sum of terms in an The sum of terms in an The sum of terms in an The sum of terms in an
and abstractions about the arithmetic sequence can be arithmetic sequence can be arithmetic sequence can be arithmetic sequence can
lesson solve using the formula = solve using the formula = solve using the formula = be solve using the formula
(+), given the 1st and last (+), given the 1st and last (+), given the 1st and last = (+), given the 1st and
term of the sequence or term of the sequence or term of the sequence or last term of the sequence
= [+(−)], given = [+(−)], given = [+(−)], given or
the first term and the first term and the first term and = [+(−)], given
the common difference. the common difference. the common difference. the first term and
the common difference.
I. Evaluating learning Each row of the table Each row of the Complete the table Three of the elements
contains the values of three table contains the values of below for each in a1, an d, n, and Sn of the
quantities a1, d, an, or Sn of three quantities a1, d, an, or arithmetic series. arithmetic sequence are
a1 an d Sn given. Find the missing
an arithmetic sequence. Sn of an arithmetic
S200 = elements in each case.
Complete the table below sequence. Complete the 1. 2 a200 = 1. a1= -3, an = 39,
by solving table below by solving 200
n = 15
the other two. the other two. 2. a100 = S100 =
5 2. a1= 24, an = 3, d
100
a1 d an n Sn a1 d an n Sn = -3
3. a15 = S15 =
1 1. 1 1 55 73 3. a1= , d = , n = 10
2 5 10 28
. 2. 2 2 98 4. an = 19, d = , n
4. -2 S10 =
2 7 -2 -15 3. 1 1 100 5050

. 4. 5 7 365 205 =5
3 5. 23 159 1638 5. a1 = -2, n = 14,
. -1.5 15 2 0
and Sn = 20
4
. 5 7 9
5
. 2 7 8
J. Additional activities for a. Find the sum of all odd a. Find the sum of the a. Find the sum of the first 1. Follow-up
application or remediation numbers from 1 to 99. first 40 terms of the eighteen terms of the a. Find the sum of all odd
b. Find the sum of all the arithmetic sequence arithmetic sequence numbers from 1 to 99.
even numbers between 1 whose first and third whose general term is an 2. Study: Geometric
and 100 terms are 15 and 21, = 15 Sequence
c. Find the sum of the respectively. + 8n a. Define geometric
arithmetic sequence 15, b. Find S24 for the b. Find the sum of the first sequence and common
30, 45, 60, … 50th term. sequence 2, 14, …, sixteen terms of the ratio.
12n-10, … arithmetic sequence b. Identify which of the
c. Find S25 for the whose general term is an following is NOT an
sequence -8, 7, …, = 3n arithmetic sequence. How
15n-23, … +4 did the non- arithmetic
sequence formed? Identify
its pattern.
1, 4, 7, 10, …
9, 12, 15, 18, …
2, -10, 50, -250, …
5, 10, 20, 40, …
2, 6, 10, 14, …
3, 12, 48, 192, …
7, 12, 17, 22, …
4, 11, 18, 25, …
1, 3, 9, 27, …
1, 4, 16, 64, …
V. REMARKS

VI. REFLECTION


below 80%
lesson
Why did these work?
encounter which my
help me solve?


I. OBJECTIVES
11. Performance The learner is able to formulate and solve problems involving sequences in different discipline through appropriate and
Standards accurate representations.
12. Learning Competencies Illustrates a geometric Differentiates a geometric Differentiates a finite The learner determines
sequence. sequence from an arithmetic geometric sequence from an the geometric means
( M10AL-Id-1) sequence. infinite geometric sequence. between terms of a
( M10AL-Id-2 ) M10AL-Id-3 ) geometric sequence.
(M10AL-Ie-1)
Objectives a. Differentiate a geometric a. Solve the common

a. Illustrate geometric a. Differentiate a finite
sequence from an arithmetic ratio when two
sequence. geometric sequence from an
sequence. consecutive terms are
b. State whether the infinite geometric sequence.
b. Tell whether the given given
given sequence is b. Tell whether the given
sequence is geometric or b. Find the common
geometric or not. geometric sequence is
arithmetic. ratio when the first
c. Develop explorative finite or infinite.
c. Value critical thinking. and last terms are
skills in doing each task. c. Value critical thinking.
given
c. Appreciate the use of
the common ratio in
solving geometric

sequence.
Illustrating Geometric Differentiating Geometric Differentiating Finite

Finding the Common
II. CONTENT Sequence Sequence from an Geometric Sequence
Ratio of Geometric
Arithmetic Sequence. from an Infinite
Sequence
Geometric Sequence.
III. LEARNING
RESOURCES
G. References
13. Teacher’s Guide pp. 22 – 24 pp. 24 - 26 p. 24
14. Learner’s pp. 26-28 pp. 12, 27, 39 - 40 pp. 31 – 42
p. 30
Materials
15. Textbook Our World of Math,
Julieta G. Bernarbe et. al.,
pp. 22 and 33
16. Additional http://whatis.techtarget.c
Materials from om/definition/infinite-
Learning sequence
Resources (LR)
portal
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Mathematics 2016 PPT,
Laptop, Monitor,
Activity Sheets
IV. PROCEDURES
A. Reviewing previous DIVIDE AND CONQUER SPEED AND ACCURACY LET’S GROUFIE Hep, Hep! Hooray
lesson or presenting the new Direction: TEST
lesson 1. Choose two (Using a flashcard, I will be With your own set Identify if the given
representatives from showing a sequence, fill in the criteria, group the sequence is geometric or
each group: A and B. missing item. First to give the following: not. Say Hep, Hep! if
correct answer will get a price. • Line geometric, otherwise say
2. Members A will be the ) • Line segment Hooray!
one to answer on the • 1, 2, 3, 4, 5, …

board. 1. 8, 3, -2, , -12, … 100 1. 7, -14, 21, -28
2. 120, 60, 30, ,… • 1, 2, 3, 5, 7, 11, 2. 20, 15, 10, 5,…
3. Members B should 3. 5, , 80, 320, … 13, 17, … 3. 1, 4, 9, 16,…
position themselves in 4. -1, , 17, 26, … • Natural numbers 4. 9, -9, 9, -9,…
a row at the same 5. , 1, 3, 9, … • Even numbers 5. 1, 1/3, 1/9, 1/27,…
distance from the board. less than 50
4. Every correct answer

made by member A will
allow member B to move 1
step forward.
5. The group with the

second member closest
to the board will be
considered winner.
Find the ratio of the second

number to the first number.
1. 2, 8 6. 16, 32
2.-3, 9 7. -49, 7
3.1, ½ 8. ¼, ½
4.-5, -10 9. 2/3, ¾
5.12, 4 10. ½, 1
B. Establishing a purpose for Ratio is a relationship Geometric and In the previous 1. Which of the
the lesson between two quantities arithmetic sequences discussions, geometric sequences are
normally expressed as the involve different sequence is a sequence geometric?
quotient of one divided by operations. where each term after the 2. How do we know
the other. The given sequences are first is obtained by that the sequence is
All answers you got in examples of both. multiplying the preceding geometric?
the previous activity are Which are geometric term by a nonzero constant 3. Identify the
examples of ratio. sequences? Which are called the common ratio of the
You need the concept arithmetic sequences? common ratio. given geometric

of ratio in order to Let us find out as we There are two types of sequence in the previous
understand the next kind of consider the following geometric sequence namely: activity.
sequence. activities: finite geometric sequence
Let’s explore in the and infinite geometric
next activity. sequence.
Into what aspect they
differ, that’s for us to find
out.
C. Presenting WATCH AND SEE READ AND ANALYZE FINDING OUT Illustrative Examples:
examples/Instances of the new Divide the first number by 1. Do you remember the Considering the given
lesson the second whenever sitting arrangement done last items above, we could 1. Solve the common
possible. Record the result year when you took the group them this way: ratio in the geometric
from least to greatest. NCAE. There were 30 sequence 4, , ,
students in each room. The , 64
1. 54, 3 table 1 shows that the
( Ans: 2, 6, 18 ) number of students varies Step 1: Identify the
2. 32, 2 directly as the number of first term, last term and
( Ans: 2, 4, 8, 16 ) rooms or as the number of Group A are items which the number of terms in
3. 375, 5 rooms increases, the number suggest limit thus it is the problem.
( Ans: 3, 15, 75 ) of students also increases. considered finite.
Can you guess the number of a1 = 4 a5 = 64
Notice the sequence students when there are 12 Group B are items whose n=5
formed by the quotients rooms used? Table 1 is an last value cannot be
arranged from least to example of Arithmetic determined. It has no limit, Step 2: Use the
greatest. Sequence. therefore, they are infinite. formula, an = a1r(n-1)
Those are examples of which we learned from
geometric sequence. our past lesson to find
The next number could the common ratio.
be obtained by multiplying 2. Suppose that the number
the preceding number by of a certain bacteria grows r(n-1)
an = a15-1
64 = 4r
the divisor used. as shown in table 2 below. 64 = 4r4
In geometric At the start, there are only 1, 64 =4r4
000 4 4

sequence, that constant bacteria and after 1 hour the 16 = r4
number multiplied to the number of bacteria is 24 = r4
preceding number to obtain doubled. It is consistent that ±2 = r
the next is called the based from the observation,
common ratio. the number of bacteria is Answer: The common
always doubled every hour. ratios, r = 2 and r = -2
Can you tell the number of
bacteria after 7 hours? 10
hours?
Table 2 is an example of
Geometric Sequence.
A. Facts observed in table

1:
1. The sequence of the
number of students is
30, 60, 90, 120, 150,
180
2. This is an arithmetic
sequence
3. The first term is
increased by 30 to get
the second term, and the
second term is increased
by 30 to get the third
term, and so forth and
so on.
4. 30 is known as the
common difference
5. The operation involved
is addition or its inverse.

B. Facts observed in table
2:
1. The sequence of the
number of bacteria is
1000, 2000, 4000, 8000,
16000
2. This is a geometric
sequence
3. The first term is multiplied
by 2 to get the second
term, and the second term
is multiplied by 2 to get
the third term, and so
on.
4. 2 is known as the
common ratio
5. The operation involved
is multiplication or its
inverse.
D. Discussing new concepts Fold Me Up State whether each of the State whether each of the
and practicing new skills # 1 Do the activity with a following sequences is following geometric 1. What are the three
partner. One of you will arithmetic or geometric. sequences is finite or infinite. properties of the
perform the paper folding Name the common 1) 4, 12, 36, 108,…. geometric sequence
while the other will do the difference for arithmetic and 2) 2, 6, 18, 54, 162 that we need to know
recording in the table. the common ratio for 3) 7, 14, 28, 56, 112 … in order to solve the
1. Start with a big square geometric seguence. 4) -3, 3, -3, 3 common ratio?
from a piece of 5) ,
paper. Assume that the area 1) 3, 7, 11, 15, 19, 23 … 2. What is the formula
of the 2) 2, 6, 18, 54, 162 … to be used to solve the
square is 64 square units. 3) 7, 14, 28, 56, 112 … common ratio?
2. Fold the four corners 4) 6, 24, 96, 384 …
to the center of the 5) 9√4, 7√4, 5√4, 3√4… 3. Why do we have to
multiply both sides of

square and find the area of the exponential
the resulting equation 64 = 4r4 by
square. 1/4 ?
3. Repeat the process three
times and 4. What do we do to
record the results in the table number 16? Notice that
below. 16 = r4 becomes 24 = r4.
Sq uar 1 2 3
e 5. Why do we cancel
Are a the exponents in the
equation
24 = r4?
E. Discussing new concepts 1. What is the area of the 1. How do you find doing 1. How do you find doing
and practicing new skills # 2 square formed after the first the activity? the activity? 1. Find the
fold? Second fold? Third 2. Which of the items are 2. Which of the items are common ratio in
fold? arithmetic sequence and finite geometric sequence the sequence 8,
2. Is there a pattern in the geometric sequence? and which are infinite , , , 128.
areas obtained after 3 3. What are the important geometric sequences?
folds? characteristics that you 3. What are the important Solution:
3. You have generated a should remember in characteristics that
sequence of areas. What identifying arithmetic or you should remember in an = a1rn -1
are the first 3 terms of the geometric sequence? identifying finite = 8r – 1
sequence? or infinite geometric
4. Is the sequence a sequence? = 8r
geometric sequence?
Why? = 8r
5. What is the common 8 8
ratio? The fourth term?
=r
=r
r= ;r=

2. Find the
common ratio in
the sequence 4,
, , 108
Solution:
an = a1rn -1
=___r 4 – 1
=___r3
= r3
= r3
= r3
r= ;r=
F. Developing mastery (leads State whether each of the TRY THIS… TRY THIS…
to Formative Assessment 3) following sequences is A. Examine the sequence 12, State whether each of the Give the common
geometric or not. If it is, 17, 22, 27, 32, … following geometric ratio in each of the
find the common ratio. sequences is finite or infinite. following geometric
Step 1. Subtract the second sequences:
1. 5, 20, 80, 320, … term by the first term 1) 3, -6, 12, 24
2. 7√2, 5√2, 3√2, √2, … 2) 64, 16, 4, 1, … 1) 8, , , , 5000
3. 5, -10, 20, -40, … Step 2. Check if the 3) 8 terms of the 2) 3, , , 648
4. 1, 0.6, 0.36, 0.216, … difference between the third sequence 24, 4, , , … 3) 7, , , , ,
5. 10/3, 10/6, 10/9, term and the second 4) 4 terms of the 1701
10/15, …

term is the same with step 1.
Step 3. Therefore, the

sequence 12, 17, 22, 27, 32,
… has a common difference
(d= )
Therefore, it is
B. Examine the sequence 2,

6, 18, 54, 162 …
sequence
Step 1. Divide the second term
5) all terms of the sequence
by the first term
1, √2, 2, 2√2
Step 2. Check the result if the
same operation is applicable to
get the third term.
Step 3. Therefore, the

sequence 2, 6, 18, 54, 162
…has a common ratio ( r =
)
Therefore, it is
G. Finding practical TRY THIS… State whether each of the State whether each of the
application of concepts and following sequences is following geometric 1. What is the
skills in daily living arithmetic or geometric: sequences is finite or infinite. common ratio if
1. 4, 12, 36, 108, 324… 1) -4, -1, three geometric
2. -4, 13,, 30, 47, 64… 2) 7 terms of the means are inserted
3. 3, -6, 12, -24, -72 … sequence15, … between 7 and
4. 3, 5, 7, 9, 11… 3) 6, 12, 48, …, 768 567?
Suppose the amount of water 5. -3, 3, -3, 3, -3… 4) all terms of the
sequence 120, 60, 2. If six terms are
in the bottle
to be inserted

doubles every second. It is 30, 15, … between 8,748 and
consistent until the bottle is 5) ..., 4, 8, 16, 32, 64 4 being the first
filled with water having term and last term
100ml after 1 second. respectively, What
a. Record your observation is the common
in 5 seconds. ratio?
b. Is the sequence
formed geometric? 3. The growth rate
c. What is the common of ants is rapidly
ratio? increasing. There
were 10 ants at the
beginning but on
the 7th day, it was
counted by keizelyn
and she found out
that the total
number of ants was
already 640. Make
a table to show the
number of ants
from first day to
seventh day.
H. Making generalizations A geometric sequence is Arithmetic Sequence is a Finite sequence is a

and abstractions about the a sequence where each term sequence where each term function whose domain is a. Determine the
lesson after the first is obtained by after the first is obtained by the finite set { 1, 2, 3, …, n number of terms, first
multiplying the preceding adding the same constant, }. They have a first and a term and last term in
term by a nonzero constant called the common last term. the given geometric
called the common ratio. difference. Infinite sequence is a sequence.
Common Difference is a function whose domain is
constant added to each term infinite set { 1, 2, 3, …}. A b. Use the formula an
of an arithmetic sequence to sequence that goes on = a1rn -1 to find the
obtain the next term of the forever, indicated by three common ratio.
sequence. dots following the

Geometric Sequence is a last listed number. c. Substitute the first
sequence where each term term, last term and the
after the first is obtained by exponent
multiplying the preceding
term by a nonzero constant d. Simplify the
called the common ratio. exponent
Common Ratio is a
constant multiplied to each e. Apply Multiplication
term of a geometric sequence Property of Equality to
to obtain the next term of the cancel the coefficient of
sequence. r or make the coefficient
of r equal to 1
f. Express both sides

ot the exponential
equation with the same
exponent
g. Cancell the
exponent, since
expressions with the
same exponents are
equal
h. If the exponent
being cancelled is
even, there are two
roots which are
positive and negative
roots, and
i. If the exponent being

cancelled is odd, there is
only one

root/common ratio and
that is either positive or
negative
I. Evaluating learning State whether each of the State whether each of the State whether each of the
following sequences is following sequences is following geometric Find the common ratio
geometric or not. If it is, arithmetic or geometric: sequences is finite or infinite. of each of the following
find the common ratio. 1.3, 1) 3, 9, 27, 81, 243 … geometric sequence:
12, 48, 192, 768,…. 2) 7, 21, 63, 189, 567 … 1) 4, -12, 36, -108
2.½, 1, 2, 4, 8,… 3) 7, 14, 21, 28, 35 … 2) all terms of the 1) 5, , , , ,
3.-5, -3, -1, 1,3,… 4) 5, 25, 45, 65, 85 … sequence 160
4.-5,- 8,-13, -21,- 34,… 5) 2, 8, 32, 128, 512 3) 200, 100, 50, 25, …
5.625, 125, 25, 5….. 4) 3 terms of the 2) 3, , ,___, -5,625
sequence 5, 15, 75, 225,
… 3) 256, , ,4
5) …200, 100, 50, 25
4) 8, , , , 648
5) 2, , , , ,2
243
J. Additional activities for A. Follow Up A. Follow Up A. Follow Up A. Follow Up

application or remediation Think about this: State whether the given List down 5 examples of 1. Find the
Is 4, 0, 0, 0,0, … a sequence is an arithmetic finite geometric sequence common ratio of the
geometric sequence? or geometric and 5 example of infinite following geometric
1) 77, 70, 63, 56, 49 … geometric sequence. sequences (Show
B. Differentiate a geometric 2) 6400, -1600, 400, -100, your solution).
sequence from an arithmetic 25 … B. Answer: a) -2, , ,
sequence. 3) 6, 30, 150, 750, 3750 … Activity 4 and 5 , , -64.
Learners Module b) 2, ,
B. Define a finite and an pp. 28 - 29 , , , , 1458
infinite geometric sequences.
B. Study
1. Define

geometric mean.
2. Insert three
geometric means
between 3 and -3072.
V. REMARKS
VI. REFLECTION


below 80%
lesson
Why did these work?
encounter which my
help me solve?
share with other
teachers?

DAILY LESSON LOG Teaching Dates and Time Quarter THIRD

I. OBJECTIVES
14. Performance Standards The learner is able to formulate and solve problems involving sequences in different disciplines through appropriate
and accurate representations.
15. Learning Competencies Determine the geometric The Learner determines The learner finds the sum The learner finds the
means between terms of the geometric means of the terms of a given sum of the terms of a
a geometric sequence between terms of a finite geometric given infinite
(M10AL – le-1) geometric sequence sequence. geometric sequence.
(M10AL – le-1) (M10AL – le-2) (M10AL – le-2)
Objectives
a. Find geometric a. Give the geometric a. Know the general a. Determine the
means means of a geometric formula of finding the ratio of the given
of a geometric sequence. sequence, sum of the first n- infinite geometric
b. Use the common ratio b. Insert geometric means terms of finite sequence
to find the geometric given two terms of a geometric sequence
b. Determine the
means between two geometric sequence. b. Determine the sum of
terms. c. Solve for geometric finite geometric sum of infinite
c. Appreciate the use of means between two sequence using the geometric
geometric sequence given number/s using general formula. sequence.
formula in solving the common ratio. c. Find the sum of finite c. Solve problems
real-life problems. geometric sequence involving infinite
geometric
sequence.
Geometric Means of a Geometric and Other Sum of Finite Sum of Infinite

II. CONTENT Geometric Sequence Sequences Geometric Sequence Geometric
Sequence
III. LEARNING
RESOURCES
I. References
17. Teacher’s Guide p. 24 p. 24 pp. 22-25 p. 25
18. Learner’s p.30 p. 30 pp. 31-34 pp. 35-37
Materials
19. Textbook Intermediate Algebra by: Intermediate Algebra II by: Exploring
Pastor B. Malaborbor, et. Soledad Jose – Dilao, Ed Mathematics 10-K to
al., pp. 314 - 322 D. pp. 198 12 Edition by: Elisa
S. Baccay et. al
pages 54 t0 57
Intermediate Algebra
by Pastor
Malaborbor, et. al,
pages
54 t0 57
e-math Intermediate
Algebra by Orlando
A. Oronce, et. al
pages 444 - 450
20. Additional http://www.virtualnerd.co https://www.slideshare.net/ http://www.answers.com/ http://www.answers.c
Materials from m/algebra-2/sequences- jamichsthermm/geometric- Q/What_is_the_differenc om/Q/What_is_the_di
Learning Resources series/geometric/geomet sequence-and-geometric- e_between_infinite_and_f fference_between_inf
(LR) portal ric- sequences/geometric- mean inite_sequence#slide=2 inite_and_finite_sequ
mean-example https://www.slideshare.net/ ence#slide=2
kyung2/math-geometric- http://www.intmath.co
mean m/series-binomial-
theorem/3-infinite-
geometric-series.
J. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Activity Sheets,
Resources DepEd Cavite Mathematics DepEd Cavite DepEd Cavite Mathematics Prepared Visual Aid,
2016, Mathematics 2016, 2016, Practice Exercises

Worksheets and PowerPoint Worksheets and PowerPoint Worksheets and PowerPoint LCTGs Grade 10 by
presentation presentation presentation DepEd Cavite
IV. PROCEDURES
A. Reviewing previous From Bailen, what A certain type of (QUICK Recall/Review
lesson or presenting the new are the barangays that you bacteria multiplies at a THINKING
lesson will pass by if you are constant rate per day. At the ONLY!) Tell whether each
going to Alfonso? How end of the 1st day there were Gabriel wants to spend statement is True or
many barangays are there 12,000 bacteria and at the his 12-day Christmas break false.If
inside the two end of the 4th day there productively by working in false, justify your
endpoints/towns? There were 40,500 bacteria.How “Alamat Restaurant” located answer to make it true.
are four barangays. many bacteria were there at at Picnic Grove.
What are those? The manager offers 2
the end of the 2nd and the 3rd 1. Fnite means a
Answer: Cast. Cerca, days? salary scheme: Php100 per number value
Cast. Lejos, Marahan, day or Php1 on the 1st that is
Alas-as. Bailen and This problem translate to day,Php 2 on the 2nd day,
measurable.
Alfonso are endpoints. inserting two positive Php4 on the 3rd day and
The number of geometric means between double the salary each day 2. An infinite
barangays mentioned 12,000 and until the 12th day. If you number value
above has a similarity to 40,500. were Gabriel, which salary means the
the concept of our topic scheme are you going to number is so
today. There are four (4) Guide Questions: accept? large and it
barangays that you will 1. In a Geometric sequence Why? cannot be
pass by when you started which number represent a1 ? measured.
from Bailen going to an ? After 12 days, how
Alfonso. 3. 16, 8, 4 ….. is
much will Gabriel
finite
receive? Aside from adding geometric
2. At the end of day 2 all the salaries each day sequence
and day 3,how many
which day is 4. -1, -3, -9,…..
bacteria were there?
equal to P4,095.? What is -243, -725 is
the sum of his salary ater 15 infinite
3. What will you do to get
days? geometric
the number of bacteria
sequence
given in 2nd day and in 3rd
5. the number of
day?

terms in
geometric
sequence is
finite ,the sum
of the terms is
called finite
geometric series.
B. Establishing a purpose Let us take the (4) Do these with your seatmate. WANT SUM ? Quick Thinking
for the lesson barangays between 1. If the first and the last Do this activity with a Is it possible to
Bailen and Alfonso. terms of Geometric partner?
Sequence are 6 and A. Let us consider the get the sum of the
geometric terms of the following
625, what are the two
Geometric means? sequence geometric sequence?
2. What are the missing 3,6,12,24,48,96… 1. 5, 15, 45, 135,
What is the sum of
terms in geometric …..
the first 5 terms?
sequence 2, , , 2. 2, 2, 2, 2, 2, 2,
54 if the common Let them observe ….
ratio is 3? how the sum of the
3. What number is first 5 terms of a 3. , ,,,, ,.…
between 5 and 20 if geometric
the common ratio (r) sequence was
is +2? obtained.
From Bailen
Answer:
Let
S5 = 3 + 6 + 12 + 24 + 48
(2S5 = 6 + 12 + 24 + 48 +
96)
-S5 = 3 - 96
-S5 = -93
S5 = 93
to Alfonso

Guide Questions:
a. What must be done
in geometric
sequence
3,6,12,24,48,96…
in equation 1?
b. From equation 1,
what will you do to
get the equation 2?
c. What fundamental
operation is used to
get the equation 3?
d. What is the value

of S5?
a) Which Barangay
comes first to
pass by?
b) Which Barangay
comes last to pass
by?
c) Which Barangay
comes between
Cast. Cerca and
Alas-as?
d) In geometric

sequence what does
Cast. Cerca
represent? Cast.
Lejos?
Marahan? Alas – as?
e) Which among the 4
Barangays
represent
Geometric Means?
C. Presenting Activity 1. Illustrate the Post on the board the From the activity above, To get the sum of
examples/Instances of the new geometric means in the following illustrative examples we can derive a formula for infinite geometric
lesson Geometric and let the students observe finding the sum of the first n sequence, the first thing
sequence 4, 8, 16, 32, how the geometric mean is/are term of a geometric system.
to do is get the value of
64 found. (This activity must be
a. What is the first posted or presented on the r.
term, a1? Illustrative Example 1. Find board for the student
b. What is the last the Geometric Mean interaction.) If -1< r < 1, then it is
term, an? between 3 and 48 possible to get the sum.
c. How many terms a. Let us consider the
are inserted To get the geometric mean sum of the n term of If r ≥ 1 or r ≤ -1,
between 4 and multiply 3 and 48 and get the a Geometric then it is not possible
64? What are square root: sequence.
= =+ to get the sum.
they?
d. Can you guess 12 Sn = a1+a1r + a1r2 +….
the geometric Illustrative Examples
+ a1rn-1 (
Equation 1)
means? Or, you could just divide 48 a. 5, 15, 45, 135,
by 3 and get the square root. b. Multiply both sides …
To find the Geometric Then multiply the result by 3. of the equation 1 by Solution:
means of the given 3x = 3x the common ratio r. Since the value r is
geometric sequence, we = + 3 x 4 = + 12
3, then it is not possible
must follow these steps:
to get the

Hence the geometric mean rSn = a1r+a1r2 + a1r3 sum.
Step 1. Find the common both ways is 12 or + 12 You +... + a1rn-1+a1rn
ratio using an = a rn-1 can check geometric (Equation 2) b. 2, 2, 2, 2, 2, 2,
1
sequence 3,12, 48 using 2, ….
Solution: an = a1rn-1 r = +4 c. Subtracting equation Solution:
64 = 4r 5 -1 2 from
Since the value of
substitute an =64, a1 = 4 Note that: equation 1
To solve for geometric mean r is 1, there are infinite
and n=5 Sn = a1+a1r + a1r2 +….
64 = 4r4 between two terms, you can terms, then it is
simpliy the exponent also use + , + a1rn-1 possible to get sum.
64 = 4r4 If there are more, you can
c. , ,,,, ….
apply MPE use the general term for - (r Sn = a1r + a r2 +1
geometric sequence an = Solution:
4 4 …. + a1rn-1 + a1rn)
4 Since the value of
16 = r simplify a1rn-1
Sn - rSn = a1 - a1rn r is , then it is possible
to make the coefficient to get the sum.
of r is 1 Illustrative Example 2
d. Factoring both sides
24 = r4 The sum of
of the resulting
exponential equation Insert four geometric means equation infinite Geometric
+2 = r common between 32 and 243. Sequence can be
ratio Solution: Sn (1 –r) = a1 (1- r) obtained by using the
Step 2. Multiply the first Recall an = a1rn-1 where a1 formula:
term by the common ratio = 32 and, n = 6 and an = e. Dividing both sides by
r=2 243. 1 – r, where S∞ =
to get the second 1 - r ≠ 0.
term. Repeat the process where a1 is the 1st
243 = 32r6-1 Sn =
until 243 = 32 r5 term and r is the
you solve the tree 32 32 common ratio,
geometric means. ,r≠1 (r =
Use r = -2 to find r5 = ( 3 )5 since , a1 = ,
the other geometric Hence
(2 )5
sequence then,
Hence, r= 3
2 Sn = or

a1 = 32, S∞ =
a4 = 48 x =108 Sn = , S∞ =
a2 = 32 x = 48,
a5 = 48 x = 162 Therefore, the sum of
For r = 2 a3 = 48 x = 72 is the general formula for infinite geometric
the sum of the first n term
a6 = 48 x = 243 sequence:
A2 = 4 x 2 = 8 of a Geometric Series.
Hence, the geometric
means between 32 and 243 , ,,,, ,.…is
A3 = 8 x 2 = 16 are 48, 72, 108 and Illustrative Example 1.
A4 =16 x 2 = 32 162.
1. Fnd the sum of the
Remember that If you insert first 8 terms of
an odd number of geometric geometric seqence:
For r = -2 1,2,4,8,16,32,64,1
means between two 28
numbers, you will generate Solution
A2 = 4 x -2 = -8 two geometric sequences Using the formula,
with the common ratios Sn =
A3 = 8 x -2 = -16 negatives of each other. a. What are the
However, if you insert an even nescessary
A4 = 16 x -2 = -3 number of geometric means, ifnormation
needed to
you will have only one
solve this
geometric sequence. problem?
Stress that since there
Answer:
are two common ratios, a1 = 1, r = 2,
there are also two n=8
Geometric sequences such b. What are you
as: 4, 8, 16, 32, 64 going to find
and -4, -8, -16, -32, -64. out in this
Thus, the geometric means problem?
are 8, 16, 32 and

-8, -16, -32 respectively Answer: Sum
of the 8 terms
in the given
geometric
sequence or S8 .
c. What will you
do to get S8?
Answer:
Substitute the
given a1 = 1, r
= 2,
And n = 8 to
the formula ans
simpliy. Thus,
Sn =
S8 =
S8 = 255
These formulas may also

be used or the 3 possible
values of r
a When r < 1 then,

Sn =
b When r > 1
then, Sn =
c When r = 1
then, Sn = na
Illustrative Example 2

Find the sum of the
following finite geometric
sequence.
a. 2, -2, 2, - 2, 2, -,
2, 2
1. When r = -1
and n is even
then, S8 =
=0
b. 2, -2, 2, - 2, 2, -,
2, 2
2. When r = -1 and
n is odd then,
S7 = =
2 (value of a1)
c. 2, 2, 2, 2, 2, 2, 2, 2
3. When r = 1, then
S8 = na1 = 8(2) =
16
D. Discussing new concepts THINK, PAIR, SHARE THINK, PAIR, SHARE Board work Activity A. Given infinite
and practicing new skills # 1 geometric
Given the Geometric A. Find the positive and A. Find the sum of the sequence:
Sequence: 3, , , negative geometric mean first 5 terms of 1,4,
, 768 between 5 and 20. 16,…. 8, 2, , …,…
Guide Questions: Solution: B. Find the sum if a1
1. Which term is an? a1? = = 80, r = 2 and S Answer the following
questions:

2. What is n in the = 10 and 1. What is the
given sequence? value of a1?
3. Using an = a1rn-1 , B. Insert two sets of a2?
what is the value geometric mean between - 2. What is the
of r? How did you 5 and common
find it? -405. ratio (r)?
4. Do you have any Solution: How did
other way of you find r?
= r -1
finding the value of
r aside from the 81 = r2
one illustrated in =r B. Given the value
step 1? + =r of r and a1,
what is the sum
5. What the three
Hence, the geometric of infinity?
geometric means
means between -5 and -20
inserted between
are , , .
3 and 768?
E. Discussing new concepts In activity 1 to 3, a. How did you find Do the following with a
and practicing new skills # 2 1. How many terms this activity? partner! Do the following
are there in the b. What concept of exercises:
geometric sequence Problem
geometric means did
including the first and In text brigade relay
you use to find the Determine the sum of
last terms? scheme of Grade-X May
geometric means of Kusa, the following are the infinite geometric
the given geometric number of receivers of the sequence. Fill in the
2. What do you need
sequence? text after the third blank with the correct
to solve first to find the
c. Can give some real transmittal. Find the total answer.
geometric means of
life problem that can number of person who
the given geometric received the text after the
sequence? be solved using the 1. 8,4,2,1, ……
6th transmittal, assuming
general term of Determine
that the relay is not broken
3. What concept or geometric means? and each message is a1 = , a2 = ,
principle do you need to successfully transmitted r=
find the geometric
means
of a geometric sequence?

1. 4, 12, 36,… .
4. What did you do to find Write the formula:
the number of terms Solution
S∞ =
including the first and Determine the values of
last? a1, n and r.
Substitute the value
a1 = ; n= ;
5. What is your r= of a1 and r
conjecture if n in rn is
odd? even? Write the formula in S∞ =
finding the sum of finite
6. Given the first term Geometric sequence. Simplify:
and the common ratio, Sn =
S∞ =
how did you find the
inserted terms between
two numbers of Substitute the values of 1) 2. , ,,,, ,.…
geometric sequence? a1, n and
Determine
Sn =
a1 = , a2 = , r=
Simplify. Write the formula:

Sn = S∞ =
Substitute the value of

2.3, 6, 12, … a1 and r
Solution: S∞ =
Simplify: S∞ =
Determine the
values of a1, n and r.
a1 = ; n= 3. 16, 8, 4…..
Determine
;r=
a1 = , a2 = ,

r=
Write the formula in
finding the sum of finite Write the formula:
Geometric sequence. S∞ =
Sn =
Substitute the value
of a1 and r
Substitute the values
of a1, n and r.
Sn = S∞ =
Simplify:
S∞ =
Simplify
Sn = A. Explain briefly,
when was the sum of
infinity possible?
Not possible?
F. Developing mastery (leads Give the geometric Board work. Do More
to Formative Assessment 3) means of the following 1. Give four geometric A. For each given
geometric means between and 8 Geometric sequence, Find the sum of
sequence: 2. Find the positive find the sum of the each infinite geometric
1) 3, , , , 1875 geometric mean first sequence, if it exists.
2) 6, , , 2058 Leave it if not.
between -8 and
3) 8, , , , 1. 25 Terms of
-2. 3, 3, 3, …. 1) 81,23, 3, …
, 1944
4) 1, , , 1331 3. Find the positive 2. 50 Terms of S∞ =
5) 224, , , , and the negative 4, 4, 4, 4,4, … 2) 9, 3, 1…..
,7 geometric mean 3. 100 Terms of S∞ =
between 3 and 5. -6, 6, -6, 6,-6, 6 … 3) 4, 12, 36, …
4. Insert three 4. 6 Terms of S∞ =
32, 64, 128 …

geometric mean 5. 7 Terms of 4) , ,… S∞ =
between 8 and 216. 27, 9, 3 ….
5. Insert geometric mean 5) , ,… S∞ =
between 4x3 and x3. B. Solve the problem.
Show your complete
solution
The game of
chess was invented for a
Persian king by one of his
servant, Al- Khowarizhmi.
Being so pleased, he asked
the servant of what he
wanted as a reward. Al-
Khowarizhmi asked to be
paid in terms of grain of
wheat in a 64 square
chessboard in this manner:
1 grain of wheat in the 1st
square, 2 grains in the 2nd, 4
grains in the 3rd, and so on,
with the amount doubling
each square until the 64th
square. The King was
surprised for the little thing
the servant had asked and
granted the servant's
request. How
many grain of wheat will

the servant be paid?
G. Finding practical GROUP OF FIVE Square Group Actvity Solve each problem: THINK, PAIR
application of concepts and ACTIVITY AND SHARE!
skills in daily living The students will be 1. Every December, Solve each problem.
(Each group will pick one working in a groups and Tagaytay City Science
A. After one
question to answer) will be presenting their National High School is
swing,
output in class) sponsoring a Gift-giving
pendulum
program for less fortunate
1. What are the three students. A newspaper fund covers 90% of
Under ideal conditions,
geometric means the number of microorganism drive to collect fund was the distance of
between 3 and 768? in a culture dish double every launch. A student promised the previous
hour. If there are 10,000 that he will bring 2 swing. If the
microorganism at 12 noon newspapers on the first swing is
2. What are the missing
how many microorganism will launching day of the drive, 200
terms in the sequence 5, centimeters,
be there at 2pm, 3pm, 4pm 6 on the second day and
, , 320 what is the
and 5pm? triple the number of
newspapers each day until total length the
3. Insert 5 geometric Hint: 1pm (t1= 10,000), 6pm the last day of the fund pendulum
means between 6 and (t6 = 320,000) and r drive. If the fund drive is set traveled before
4,374 =2 from December 1 to it comes to a
(double every hour) December 5. rest.
4. What are the two a. How many B. A rubber ball is
newspapers will the dropped on a
terms between 1024
student bring on the last hard surface
being the first term and 2 day?
as the last term.? from a height of
b. What is the total
number of newspapers 80 feet and
5. The number of a certain that he will contribute? bounces up and
bacteria is doubled every down. On each
2. Rafael is helping his rebound, it
hour. If the initial number
mother in their small bounces up
of bacteria is 800 units and “Pasalubong Shop” `in
becomes 25,600 on the exactly one-
Sky Ranch. If Rafael
6th day, how many half the
sold 3 buko tarts in his

distance it just
came down.
first day and 6 in his How far has the
bacteria are there on the second day and doubles his ball traveled
sales every day, how many when it appears
third day? buko tarts did he sell after to come to a
10 days?
stop?
H. Making generalizations To find the geometric Generalization To find the sum of Finite The sum of infinite
and abstractions about the means of the given To solve for geometric mean Geometric Sequence, it is Geometric Sequence
lesson geometric sequence between two terms, you can important to use the can be described in
a. Identify the use + , General formula for
the form:
number of terms If there are more, you can finding the sum of
in a geometric use the general term for Geometric Series such as
sequence geometric sequence an = S∞ = , where
(including the Sn = or Sn -1< r < 1
geometric means, a1rn-1
= ,
the first term and However,
the last term).
Where: Sn = the sum a1 when r ≥ 1 or r ≤ -1,
b. Solve the
= the first term n = there is no
common ratio.
no of terms infinite sum.
c. Multiply the first
r = the constant ratio, Why do you think
term by the
common ratio to r≠1 so? Can you prove it?
find the second
term. The formula may
d. Multiply the also be used or three possible
second term by values of r.
the common Case 1 When r < 1
ratio to find the then, Sn =
third term, and
repeat the Case 2 When r > 1

procedure until
you solve the
required
geometric means.
e. In bx = rn, If the
exponent being
cancelled is odd,
there is only one
then, Sn =
common ratio and
that is either
Case 3 When r = 1
positive or
negative; while if then, Sn = na
n is even, there
are two common
ratios which are
positive and
negative.
I. Evaluating learning Find the geometric means Solve the problem

of the following geometric Worksheet Assuming that each of the and show the complete
sequences (Show your Find the geometric means. given geometric sequence Solution.
solution) Geo is a pyramid networking.
1. A square is 16
Insert a1 a2 metri Find the total number of
1. Find the missing members in each sequence. inches on each
c
terms in the Mean 1. 5, 15, 45, 135, side. It is
geometric s 405, 1215 positioned to
sequence -2, , [2] 6 24 2. 2, 8, 32, …. 8192 form a new
, , , -64. [3] 1/2 16 3. 4, 12,..........a9. square by
2. Insert 4 geometric [1] 5 6 connecting the
means between 3, [4] 9 36 midpoint of the
-3072? [1 ] 8.1 12.
3. What are the 5 sides of the
1

geometric means original square.
in the sequence 2, Then two of the
, , , , corner triangles
, 1458?
are shaded. The
4. Complete the
geometric process is
sequence 1782, repeated until
, , , 22 the nth time and
5. Insert 3 geometric each time, two
means from 3 to of the corner
1627. triangles are
shaded.
Find the total
area of the
shaded region.
2. Christy suffers
from allergy
once she ate
shrimps.
Unfortunately,
she accidentally
ate Palabok
with shrimps in
Balay na Dako
Restaurant in
one of their
family
bondings. Dr.

Diaz of Ospital
ng Tagaytay
recommends
that she take
300 mg of her
medication the
first day, and
decrease the
dosage by one
half each day
until the last
day. What is the
total amount of
medication
Christy will
take?
J. Additional activities for Answer the following 1. Follow-up:

application or remediation problems about A. Follow Up A. Follow Up Sum of Infinite
Geometric Means: Sum of Finite Geometric
Given Geometric Sequence sequence Find
1. What are the four 1. In the given the sum
geometric means geometric sequence,
between -4 and 972? a f f b to infinity of each
the second term is 3 Geometric
d e and the sixth term is sequence.
2. What are the missing
What is the proportion that 48, find the sum of
terms in the sequence a. 5, , ,…
5120, , , ,___, 5 uses f? the first 10 terms.
Answer: Then f is the 2. How many b. 1, ,…
3. Insert 5 geometric geometric mean between d ancestors from c. 2, , ,…
means between 7 and and e. parents to great- 2. Study:
28,672 great-great Harmonic
4. What are the three Given Sequence and
terms between 160 Fibonacci

a c
b
grandparents do you
4 10 have?
14
B. Study: Sum of
Proportion
Infinite Geometric
sequence.
being the first term and 10 1. Differentiate Sequence
as the last? finite a. What is
geometric Harmonic
5. Insert five geometric sequence
means to the geometric Sequence?
from infinite b. What is
sequence 4374, , ,
, , ,6 Find the geometric mean Geometric Fibonacci
proportional between sequence. Sequence?
a. 4 and 14 b. 4 2. What is the
and 10 c. 10 formula to
and 14 find the sum
of infinite
Study
Geometric
1. Finite and infinite
geometric sequence. sequence?
2. Sum of finite and

infinite terms of
geometric sequence
V. REMARKS
VI. REFLECTION


additional activities
for remediation who scored
below 80%
have caught
up with the lesson
strategies worked well? Why
did these work?
encounter which my
help me solve?
share with other teachers?


I. OBJECTIVES
16. Content The learner demonstrates understanding of key concepts of sequences.
Standards
17. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through appropriate and
Standards accurate representations.
18. Learning The learner illustrates The learner solves The learner solves The learner solves problems
Competencies other types of problems involving problems involving involving sequences
sequences (e.g., sequences (M10AL-lf-2) sequences (M10AL-lf-2) (M10AL-lf-2)
harmonic, Fibonacci).
(M10AL-lf-1)
Objectives
a. a. Determine a. Determine the type of a. Formulate and solve a. Write the corresponding
Harmonic and sequence involve in the real-life problems arithmetic sequence
Fibonacci problem involving geometric b. Solve real-life problems
sequences b. Apply the formula in sequence involving harmonic
b. Solve problems solving real-life b. Create their own sequence
involving problems involving problem and solution c. Speed and accuracy in
Harmonic and arithmetic sequence involving geometric finding the harmonic
Fibonacci c. Show enthusiasm in sequence sequence of real-life
sequences. performing any c. Develop cooperation problems
c. Value the assigned task while doing the
presence of assigned task.
sequence in our
daily life.
Harmonic Sequence Problem Solving Problem Solving Problem Solving Involving

II. CONTENT and Fibonacci Involving Sequences Involving Sequences Sequences
III. LEARNING
RESOURCES
K. References
21. Teacher’s p. 26 p. 26 p. 26 p. 26
Guide
22. Learner’s pp. 43 - 46 pp. 43 - 46 pp. 43 - 46
Materials pp. 37 - 40
23. Textbook
24. Additional www.mathisfun.com/n
Materials umbers/fibonacci-
from sequence.html
Learning
Resources
(LR) portal
L. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by DepEd Cavite
Resources DEPED Cavite Cavite Mathematics 2016, DepEd Cavite Mathematics 2016, Worksheets and
Mathematics 2016 Worksheets and PowerPoint Mathematics 2016, PowerPoint presentation
Activity Sheets and presentation Worksheets and
PowerPoint PowerPoint presentation
presentation
IV. PROCEDURES
A. Reviewing previous Activating Prior (Pass the Message) (QUICK (THINK-PAIR-SHARE)
lesson or presenting the Knowledge THINKING
new lesson Insert 3 Arithmetic means ONLY) A pile of bricks has 38 bricks on
GUESS WHAT’S between 2 and 8 using the Suppose the auditorium of the first row, 34 on the second
NEXT! formula an = a1 + (n – 1)d? the Tagaytay International row, 30 bricks on the third row.
Determine the next Convention Center (TICC) How many bricks are ther in the
term in each sequence 9th row?
has 20 seats in the first row
1. S, M, T,
2. J, J, A, S, and that each row has 2
more seats than the
previous row. If there are
3. J, M, M, J, S, 30 rows
in the auditorium, how

many seats are in the last
4. 3, 5, 8, 13, row?
5. 2, 6, 8,
6. 1, 4, 9, 16,
7. 1, 8, 27,
8. 4, 7, 12, 19,
9. 3, 9, 27, 81,
10. 1, ½, 1/3, ¼, 1/5,
B. Establishing a purpose Determine whether Can you still remember Can you still remember 1. What sequence are we going to
for the lesson each sequence is the way/process in solving the way/process in solving apply?
arithmetic, geometric or arithmetic sequence? geometric sequence? 2. Determine the arithmetic
sequence.
neither. If the sequence is
What is the formula can we use What is the formula can 3. What is the reciprocal of its
arithmetic, give the in finding the sum of arithmetic we use in finding the sum of arithmetic sequence?
common difference; if sequence? geometric sequence?
geometric sequence, give
the common ratio.
1. 3, 9, 27, 81,…...….
2. 1, 7, 13, 19, 25,….
3. 1, 1, 2, 3, 5, 8,……
4. ½, ¼, 1/6, 1/8,……
5. 256, 64, 16, 4, 1,…
C. Presenting Other types of sequences To solve real-life To solve real-life Illustrative example #1.
examples/Instances of are Harmonic and problems involving problems involving A cooperative member saved a
the new lesson Fibonacci Sequences. sequences, remember sequences, remember certain amount deducted from
Fibonacci the words “ SEE, Plan, the words “ SEE, Plan, his granted amount for each
sequence is a DO and CHECK”. DO and CHECK”. loan he file. On the first loan he
saved Php 9, on the second

sequence where its Illustrative example #1. Illustrative example #1. loan he saved Php16, and
first two terms are Jackfruit tree Pacita donates Php 50 Php23 on the third loan, and so
either both 1, or 0 and produces 2 more fruits on the first week to a on.
1; and each term, each year. If it bore 9 big charitable institution, Php
thereafter, is obtained fruits in year 2000, how 100 on the second week, A. What is the
by adding the two many would it bear in Php 200 on the third corresponding
preceding terms. 2012? How many week. The amount sequence?
Jackfruit tree will they doubles each week. How B. What is its harmonic
Examples: produced by the end of much is her total donation sequence?
1. 1, 1, 2, 3, 5, 8, the twelfth year? for 10 weeks? C. Which term of his loan
13, 21,….. did he saved is Php338?
2. 0, 1, 1, 2, 3, 5, Solution: Solution:
8, 13, 21,….
SEE – What kind of SEE – What kind of Solution:
Harmonic sequence is sequence is
sequence is a used in the involve in the Arithmetic sequence: 9, 16,
sequence whose problem? problem? 23….338
reciprocals from an Harmonic sequence: 1/9, 1/16,
arithmetic sequence. 9 + 11 + 13 + …, + 50 + 100 + 200 + 1/23…..1/38
a12 400 + …, + a10
Examples: An = a1 + (n - 1)d
1. 1/24, 1/20, PLAN – What is the PLAN – What is the 338 = 9 + (n - 1)7
1/16, 1/12,….. appropriate appropriate 338 = 9 + 7n -7
2. 4/3, 1, 4/5, 2/3, formula to be formula to be 338 = 2 + 7n
…. used and used and 338 - 2 = 7n
needed needed 336 = 7n
In activity #1, values? values? 7 7
which sequence is n = 48
Harmonic and which An = a1 + (n - 1)d Sn = [a1(1-rn)]/(1-r)
sequence is Where a1=9: d=2: n = 12 Where a1=50: r =2: n =10 Therefore, 1/338 is the 48th
Fibonacci? term.
To solve problems DO – Perform the DO – Perform the
involving Harmonic indicated indicated
sequence, convert it operation and operation and
into an Arithmetic simplify simplify

sequence by taking
the reciprocal of each An = a1 + (n - 1)d Sn = [50(1–210)]/(1–2)
term. Use the A11 = 9 + (12 - 1)2 = [50(1–1,024)]/(-1)
appropriate formula in = 9 + (11)2 = [50 ( - 1,023 )] / ( -1 )
the Arithmetic = 31 fruits in = 51,150
sequence, and then, year 2011
again get the CHECK – The answer
reciprocal of the Sn = (n/2)( a1 + an ) should satisfy all the
term/s. S12 = (12/2)(9 + 31) given information in the
There is no = (6)(9 + 31) problem
formula for the sum of = 240
the terms of a 50 + 100 + 200 +
harmonic sequence, CHECK – The answer 400 + 800 + 1600 +
simply complete the should satisfy all the 3200 + 6400 +
sequence and add all given information in the 12800 + 25600 =
the terms. problem 51,150
Illustrative example: 9 + 11 + 13 + 15 + 17 +
19 + 21 + 23 + 25 + 27 Illustrative example #2.
1. Find the 12th +29 + 31 = 240
term of the The used sponge has
Harmonic some bacteria in it. The
sequence 1/9, number of bacteria
1/12, 1/15,…. increases five times
every hour. If the number
Solution: of bacteria is 50 on the
first hour, how many
Get the reciprocal bacteria are there at the
of each term. end of five hours?
9, 12, 15, ….
Solution:
Solve the 12th term
of Arithmetic SEE – What kind of
sequence sequence is
using An = a1 + involve in the

(n-1)d problem?
Find the values of 50 + 250 + …, + a5

n, a1, and d
n = 12; a1 = 9; PLAN – What is the
d=3 appropriate
formula to be
Substitute the used and
values in the formula needed
and simplify, values?
An = a1 + (n-1)d
An = 9 + (12-1)3 Sn = [a1 - a1rn)]/(1-r)
An = 9 + (11)3 or Sn = [a1(1-rn)]/(1-r)
An = 9 + 33 Where a1 = 50:
An = 42 r = 5: n = 5
Get the reciprocal DO – Perform the

The 12th term is indicated
1/42 operation and
simplify
Sn = [a1(1-rn)]/(1-r)
= [50 ( 1 – 55 )] /
(1 – 5 )
= [50 ( 1 – 3,125 )] /
( -4 )
= [50 ( - 3,124 )] /
( -4 )
= -156,200/-4
= 39,050
CHECK – The answer

should satisfy all the
given information in the
problem

50 + 250 + 1250 +
6250 + 31250 =
39,050
D. Discussing new Solve each problem. Do the following with a Do the following with a Do the following by group!
concepts and practicing partner! partner!
new skills # 1 1. Insert two harmonic 1. To replace the trees 1. The Grade 10 students of Bagbag
means between 6 destroyed by typhoon 1. A young man gave his National High School have a
and 3/2. Solution: Yolanda, the forestry wife a gift of Php 400 research on who is the inventor of
Get the department of Tagaytay has on their wedding day. the worldwide web (www). All
reciprocals of the developed a ten-year plan. To please her, he gave they need to do is to open a
terms. The first year they will her Php 800 on their password by solving situation
6 plant 100 trees. Each first wedding given by the teacher.
succeeding year, they will anniversary, Php 1600
3/2 plant 50 more trees than on their second wedding
they planted the year anniversary, and so on.
before.
A. How many trees
Get now the will they plant A. How much would
Arithmetic sequence, during the fifth she receive on
determine the value year? their 9th wedding
of n = ; a1 = ; anniversary?
B. How many trees
d= B. Compute the total
will they have
amount the wife had
Use the planted by the
received as gifts
formula An = a1 + end of the tenth
from their wedding
(n-1)d, Find the year?
day up to their ninth
value of d. wedding
Solution:
anniversary?
Complete the table: Solution:
Use the Complete the table:
Arithmetic means
using What type of sequences

a2 = a1 + d; involve in the problem?
a3 = a2 + d What formula is appropriate What type of sequences
to solve the problem? involve in the problem?
Get the reciprocal What are the values that you What formula is appropriate
of each term. need to answer the problem? to solve the problem?
What are the values that you
6, , , 3/2 A. Determine the values need to answer the problem?
of a1, n and d.
2. Find the sum of 2/3, a1 = ;n= ;d= A. Determine the values
½, 2/5, , , Substitute the values of of a1, n and r. a1 =
, , 1/5 a1, n and r ;n= ;r=
Solution: An = Substitute the values of a1,
Get the Simplify. n and r
reciprocals of the A10 = An =
terms. Simplify.
2/3 B. Write the formula. Ag =
Sn =
1/2 Substitute the values of a1, n B. Write the formula.
and d Sn =
Sn =
Get now the Simplify Substitute the values of a1,
Arithmetic sequence, S10 = n and r
determine the value of Sn =
n= ; WHO INVENTED THE
a1 = ; Simplify WORLDWIDE WEB (WWW)?
d= Sn =
Complete the
Arithmetic sequence by
using
a4 = a3 + d
a5 = a4 + d
a6 = a5 + d
a7 = a6 + d

Write the complete
Arithmetic sequence
, , , , ,
, ,
Get the reciprocal of

each term
2/3, ½, 2/5, , ,
, , 1/5
Add all the terms

Sn = 2/3 + ½ + 2/5
+ + + + +
1/5
E. Discussing new 1. Using Two-Column 1. How can you 1. How can you 1. How can you find the nth
concepts and practicing Chart Method, determine if the given determine if the given term of an harmonic
new skills # 2 compare or problems involve problems involve sequence?
differentiate arithmetic sequence? geometric sequence? 2. What is the appropriate
Arithmetic sequence 2. What is the appropriate 2. What is the appropriate formula to be used?
from Harmonic formula to be used in formula to be used? 3. Is there another way to get the
sequence. arithmetic sequence? 3. Is there another way correct answer? Explain
2. Is the sum of the 3. Is there another way to to get the correct briefly your solution.
Harmonic get the correct answer? answer? Explain
sequence the Explain briefly your briefly your solution.
reciprocal of the solution.
sum of the
arithmetic
sequence? Verify
your answer.
3. How can you find
the nth term of a
Harmonic

sequence?
F. Developing mastery Find the indicated Solve the problem. Show Solve the problem. Show Solve the problem. Show your
(leads to Formative sum in each your complete solution. your complete solution. complete solution.
Assessment 3) sequence.
1. 3/2, 6/7, , 6/13 1. Mrs. Pamienta gave her 1. Rico qualified as a 1. Yolanda gets a starting salary
2. 2, 1, 2/3, , daughter Arlene basketball varsity player of Php7,000 a month and an
, 1/3
Php300 on her 7th of Tagaytay City increase of Php500 annually.
3. , 1/3, 1/5, 1/7,
birthday, and intends to Science National High What would be her salary
4. 1, 1, 2, 3, 5, 8,…, increase this by Php250 School. As part of his during the seventh year?
55 each year. How much training, his coach
7, 10, 17, 27, 44, 71, will the daughter asked him to run 2km
115, …a10 receive on her debut? farther each week than
he ran the week before.
The first week he ran 3
km. If he keeps up this
pattern, how many km
will he be able to run at
the end of the tenth
week?
G. Finding practical Remember This! Group Activity Solve each problem: Solve each problem:
application of concepts The sequences in
and skills in daily living column A are all Solve each problem: Your father wants you to
1. Your room is too cold so
Arithmetic. Supply the help him build a dog house
missing terms in Column in your backyard. He says you decide to adjust the
1. To raise fund, Math
A and match them in Club Officers collect he will pay you Php10 for thermostat. The current
Column B which are old newspapers and the first week and add an temperature of the room is
Harmonic. Write the bottles. On the first additional Php20 each week 60° Fahrenheit. In an
letter that corresponds to day, they collected thereafter. The project will attempt to get warmer, you
the answer in the box. goods amounting take 5 weeks. How much increase the temperature to
Php750, on the money will you earn, in
62°. When
second day this doesn’t warm the the

they collected total, if you work for the 5 room enough for you decide
Php600, and Php450 weeks? to increase thermostat to
on the third day. 64°. This temperature still
isn’t warm enough , so you
A. How much will they
collect on the fifth continue to increase it in
day? this manner until you
B. How much is the reached its 12th term.
total collection at the What is its 12th term and its
end of the fifth day? harmonic sequence?
H. Making generalizations Fibonacci sequence is To solve problems involving To solve problems involving To solve problems involving
and abstractions about the a sequence where its sequences: sequences: harmonic sequence:
lesson first two terms are
either both 1, or 0 and 1. Determine the type of 1. Determine the type of 1. Determine the corresponding
1; and each term, sequence involve in the sequence involve in the arithmetic equence.
thereafter, is obtained problem. problem. 2. Use the appropriate formula.
by adding the two 2. Use the appropriate 2. Use the appropriate 3. Substitute the needed values
preceding terms. arithmetic formula. geometric formula. and simplify
Harmonic sequence 3. Substitute the needed 3. Substitute the needed 4. Take its reciprocal
is a sequence whose values values and simplify
reciprocals from an 4. Perform the indicated
arithmetic sequence. operation and simplify
To solve problems
involving Harmonic
sequence, convert it
into an Arithmetic
sequence by taking the
reciprocal of each

term. Use the
appropriate formula in
the Arithmetic
sequence, and then,
again get the reciprocal
of the term/s.
There is no formula
for the sum of the terms
of a harmonic sequence,
simply complete the
sequence and add all
the terms.
I. Evaluating learning Solve by showing Solve each problem and Solve each problem and Solve each problem and show the
your complete show the complete solution. show the complete solution. complete solution.
solution.
1. Mrs. Valencia planted
1. If Mr. Bautista, a field 1. Your mother gives you Php100
sugarcane cuttings, and
One type of rabbit engineer, could not to start a “Tipid Impok” Saving
after 6 months she had 5 Account. She tells you that she
breeds in such a finish his building
sugarcanes. She planted will add Php20 to your saving
project on the agreed
manner that a pair that 5 sugarcanes and in 6 account each month, if you will
date, he will be fined
produces another pair months she had 25 add Php10 each month.
Php12, 000 on the first
of rabbits at the end of sugarcanes. She continued Assuming that both of you will
day of delay, Php16,500
one month. The next to plant for 2 years. How do your part, how much will you
on the second day,
many sugarcanes did she save at the end of one year in its
month, the original pair Php21,000 on the third
gather assuming all were harmonic sequence?
produces another pair day and so on. If he is
healthy plants?
and then stops delayed 12 days, how
much is his fine on the
breeding. All pairs of
10th day only.
rabbits of this type
breed this way: give
birth to a pair of
rabbits on the first

and second months and
then stop breeding.
Assuming that none die,
and the females always
give birth to one male
and one female.)
1. How many pair
of rabbits will
be there after
the fourth?
Seventh month?
2. How many
rabbits are there
after one year?
J. Additional activities Fibonacci Numbers in Follow up: Problems about Follow up: Problems about Follow up:
for application or Nature Sequences Sequences
remediation (Experimental Procedure) Construct problems about
10 months from now, your Every year, Php500,000 sequences.
a. Pick a flower in parents will celebrate their vehicles depreciates by 20%
your garden and silver wedding anniversary of its value at the beginning
count the number and you want to give them of the year.
of petals. Does the a small present. In order to What is its value at the end
number of petals do that, you start to save of the 5th year?
equal to a Php100 on the first month,
Fibonacci number? Php200 on the second
What is the mean month, Php300 on the third
of the flower? month, and so on for the
b. Pick a pineapple period of 11

and count the months. How much money
number of its will you save?
“mata”. Is it a
Fibonacci number?
c. Cut a piece of fruit
in half so that you
create a cross-
section. Count the
number of seeds in
the fruit. Do you
discover any more
Fibonacci numbers?
d. Start your own
investigation and
list down what part
of nature you can
find Fibonacci
number.
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
below 80%
C. Did the remedial
lessons work? No. of

learners who have
caught up with the
lesson
E. Which of my
teaching strategies
worked well? Why did
these work?
encounter which my
help me solve?
use/discover which I
wish to share with
other teachers?


I. OBJECTIVES
19. Content Standards The learner demonstrates understanding of key concepts of factors of sequences, polynomials and
polynomial equations.
20. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
21. Learning Competencies The learner performs The learner performs The learner performs The learner performs
division of polynomial division of polynomial division of polynomial division of polynomial
using long division and using long division and using long division and using long division and
synthetic division. synthetic division. synthetic division. synthetic division.
(M10AL-Ig-1) (M10AL-Ig-1) (M10AL-Ig-1) (M10AL-Ig-1)
Objectives a. State the division a. State the division a. Illustrate the process of a. Illustrate the
algorithm of algorithm of polynomials. synthetic division. process of synthetic
polynomials. b. Divide polynomials by b. Divide polynomials division.
b. Divide polynomials by another polynomials using P(x) by another b. Divide polynomials
another polynomials using long division. polynomial D(x) in the P(x) by another
long division. c. Express each quotient form (x – a) using polynomial D(x) in the
c. Express each quotient using division algorithm synthetic division. form (x – a) using
using division algorithm accurately and c. Express each quotient synthetic division.
accurately and systematically. using division algorithm c. Express each
systematically. accurately and quotient using
systematically. division algorithm
accurately and

systematically.
II. CONTENT Division of Polynomial Division of Polynomial Division of Polynomial Division of

(Long Division) (Long Division) (Synthetic Division) Polynomial
(Synthetic Division)
III. LEARNING
RESOURCES
M. References
25. Teacher’s Guide pp. 48 – 50 pp. 48– 50 pp. 48 – 50 pp. 48 – 50
26. Learner’s pp. 57 – 62 pp. 57 - 62 pp. 57 - 62 pp. 57 – 62
Materials
27. Textbook Algebra 2 with Algebra 2 with Algebra 2 with Trigonometry Algebra 2 with
Trigonometry by Bettye Trigonometry by Bettye C. by Bettye Trigonometry by Bettye
C. Hall, et. al, pages Hall, et. al, pages 464 – C. Hall, et. al, pages C. Hall, et. al, pages
464 – 474 474 464 – 474 464 – 474
Skill book in Math IV Skill book in Math IV (BEC) Skill book in Math IV Skill book in Math IV
(BEC) by Modesto G. by Modesto G. Villarin, Ed.D., (BEC) by Modesto G. (BEC) by Modesto G.
Villarin, Ed.D., et. al, pages et. al, pages 80- 81 Villarin, Ed.D., et. al, Villarin, Ed.D., et. al,
80- 81 pages 80- 81 pages 80- 81
28. Additional http://www.mathsisfun.c http://www.mathsisfun.com http://www.mathsisfun.co http://www.mathsisfu
Materials from om/algebra/polynomials- /algebra/polynomials- m/algebra/polynomials- n.com/algebra/polyno
Learning division-long.html division-long.html division-long.html mials-division-
Resources (LR) http://www.youtube.com/ http://www.youtube.com/w http://www.youtube.com/ long.html
portal watch?v=dd-T-dTtnX4 atch?v=dd-T-dTtnX4 watch?v=dd-T-dTtnX4 http://www.youtube.c
http://purplemath.com/m http://purplemath.com/mod http://purplemath.com/mo om/watch?v=dd-T-
odules/polydiv2.htm ules/polydiv2.htm dules/polydiv2.htm dTtnX4
http://purplemath.com
/modules/polydiv2.ht
m
N. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and

PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous (Quick Thinking Only!) Complete me if you can? Write each polynomial in Write the numerical
lesson or presenting the new Divide and Write Give the missing term/s to descending order of x and coefficient of each
lesson Example: make each polynomial give its degree. polynomial in
19 ÷ 5 = 3 + 4/5 complete. 1. x3 + x2 – 22x - 25x5 + 2 descending order of
— 19 = 3(5) + 4 1. x4 + x3- 3 2. 4x2 + 21x5 - 26x3 + 28x x.
1. 29 ÷ 5 = 2. 12x4 + 3 - 10 + 5x4 1. x4 + x3- 3
— 3. 24x4 + 6x3 - 3 3. 6 – 31x + 3x3 – 2x4 2. 12x4 + 3
2. 34 ÷ 7 = 4. 9x4 - 2x +1 4. x3 + 7x2 + 5x4 – 25x +5 3. 24x4 + 6x3 - 3
— 5. 21x7 - 9x3 +5 5. x3 + 7x2 + 5 – 25x + 5x5 4. 9x4 - 2x +1
3. 145 ÷ 11 = 5. 21x7 - 9x3 +5
—
4. 122 ÷ 7 =
—
5. 219 ÷15 =
—
B. Establishing a purpose for Perform the indicated (Quick Thinking Only!) Give the numerical Choose Your Partner.
the lesson operations: Divide coefficient of each Divide the given
1. (x3 + 11x2 – 9) + 1. x4 ÷ x3 polynomial in descending polynomials using long
(x3 + x2 – 4x – 9) 2. 12x4 ÷ 3x2 order of x. division and synthetic
2. (x3 + 11x2 – 4x – 3. 24x4 ÷ 6x3 1. x3 + x2 – 22x - 25x5 + 2 division.
9) - (x – 2) 4. 9x4 ÷ 2x 2. 4x2 + 21x5 - 26x3 + 28x 1. (x3 + 11x2 – 4x – 9)
5. 21x7 ÷ 9x3 - 10 + 5x4 ÷ (x + 1)
3. (4x – 9) (x – 2)
3. 6 – 31x + 3x3 – 2x4 2. (x4 + 2x3 – 3x + 6)
4. (x3 ) ÷ (x )
4. x3 + 7x2 + 5x4 – 25x + 5 ÷ (x - 2
5. x3 + 7x2 + 5 – 25x + 5x5
C. Presenting Divide: Divide: Illustrative example 1. Illustrative example 1.
examples/Instances of the new 1. (x3 + 11x2 – 4x – 1. (x4 + 2x3 – 3x + 6) ÷ Divide (6x3 + 11x2 – 4x Divide (30x5 - 50x4 –
lesson 9) ÷ (x – 2) (x + 2) – 9) ÷ (x + 2) 21x2 – 29x - 8) ÷
2. (2x4 + 5x3 + 2x2– 2. (30x5 – 50x4 – 21x2 1. Arrange on the line the (3x - 5)
7x – 15) ÷ (2x - 3) + 3x - 1) ÷ (3x - 5) coefficients of the 1. Arrange on the

3. (5x2 – 2x + 1) ÷ (x polynomial (order is in line the coefficients of
+ 2) descending powers). Insert the polynomial (order is
a zero for the coefficient of in descending powers).
the missing power of x. Insert a zero for the
Write a, the divisor, on the coefficient of the
2. left. missing power of x.
Bring down the first 2. Write a, the
3. coefficient on the third line. divisor, on the left.
Multiply the first 3. Bring down the first
coefficient by a. Write the coefficient on the third
product on the second line line. Multiply the first
below the second coefficient by a. Write
coefficient. the product on the
Find the sum of the product second line below the
4. and the second coefficient second coefficient.
then write the sum on the 4. Find the sum of the
third line below the product. product and the second
Multiply this sum by a, coefficient then write
add the product to the next the sum on the third
5. coefficient and write again line below the product.
the new sum on the third 5. Multiply this sum
line, and so on. Do the by a, add the product
same process until a to the next coefficient
product has been added to and write again the
6. the final coefficient. new sum on the third
The last sum in the third line, and so on.
line is the remainder. The 6. Do the same
preceding numbers are the process until a
7. numerical coefficient of the product has been
quotient. The quotient is a added to the final
polynomial of degree one coefficient.
less than 7. The last sum in

the degree of P(x). the third line is the
remainder. The
Illustrative example 2. preceding numbers are
Divide (x4 + 2x3 – 3x + the numerical
6) ÷ (x + 2) coefficient of the
quotient. The quotient
is a polynomial of
degree one less than the
degree of P(x).
Illustrative example 2.
Divide (4x5 + 8x4 +
x3 + 7x2– x - 10) ÷ (2x
+ 3)
D. Discussing new concepts Do the following with a Do the following with a Do the following with a Do the following with
and practicing new skills # 1 partner! partner! partner! a partner!
Use long division to find Use long division to find Use synthetic division Use synthetic
the remainder when the the remainder when the to find the remainder when division to find the
following polynomials are following polynomials are the following polynomials remainder when the
divided by the divided by the corresponding are divided by the following polynomials
corresponding linear linear expression corresponding linear are divided by the
expression 1. (5x3 + 3x - 8) ÷ (x - expressions corresponding linear
1. (x3 + 7x2 + 15x + 1) 1. (x3 + 7x2 + 15x + 14) ÷ expressions
14) ÷ (x + 3) 2. (2x3 - 54) ÷ (x – 3) (x + 3) 1. (5x3 + 3x - 8) ÷
2. (3x3 - 7x2 + x - 7) 3. (4x5 + 18x4 + 7x2 – x 2. (3x3 - 7x2 + x - 7) ÷ (x - (x - 1)
÷ (x – 3) - 100) ÷ (2x + 3) 3) 2. (2x3 - 54) ÷ (x
3. (x4 - 4x3 - 7x2 + 22 3. (x3 + 8x2 – 5x - 84) ÷ – 3)
x + 18) ÷ (x + 2) (x + 5) 3. (4x5 + 18x4 +
4. (2x4 + x3 - 9x2 - x + 6) 7x2 – x - 100) ÷
÷ (x + 2) (2x + 3)
E. Discussing new concepts 1. What are the steps to 1. What are you going to 1. What are the steps to 1. What are you
and practicing new skills # 2 divide a polynomial by do if some terms of the given divide polynomial by going to do if some
another polynomial? polynomials is/are missing? another polynomial using terms of the given
2. How can you 2. How can you synthetic division? polynomials is/are
determine if the answer 2. Why do you have to missing?

is correct or not? determine if the answer is change the sign of the 2. Why do you have
3. Is there another way correct or not? constant of the divisor? to change the sign of
to get the correct answer? 3. Is there another way to 3. Which is easier to the constant of the
Explain briefly your get the correct answer? perform, long division or divisor?
solution. Explain briefly your solution synthetic division? 3. Which is easier
Explain briefly your to perform, long
answer. division or synthetic
division? Explain
briefly your solution.
F. Developing mastery (leads Divide the given Divide the given Do the following. Do the following.
to Formative Assessment 3) polynomials. Show your polynomials. Show your Use synthetic division Use synthetic
complete solution. And complete solution. And to find the remainder when division to find the
express your answer in express your answer in the the following polynomials remainder when the
the form P(x) = Q(x) D(x) form P(x) = Q(x) D(x) + R(x) are divided by the following polynomials
+ R(x) 1. (3x3 + 4x2 + 8) ÷ (x + 2) corresponding linear are divided by the
1. (x3 + 2x2 – x - 2) ÷ (x - 2. (4x5 + 6x + 4x2 - 9x3 - 2) expressions corresponding linear
1) ÷ (x + 2) 1. (x3 + 7x2 + 15x + expressions
2. (x5 + 2x4 + 6x + 4x2 + 14) ÷ (x + 3) 1. (3x3 + 4x2 + 8) ÷ (x
9x3 - 2) ÷ (x + 2) 2. (3x3 - 7x2 + x - 7) ÷ + 2)
(x - 3) 2. (x5 + 2x4 + 6x +
3. (4x5 + 8x4 + x3 + 4x2 + 9x3 - 2) ÷
7x2 - x - 10) ÷ (x + 2)
(x + 3)
G. Finding practical The given polynomial Divide the given Divide, using synthetic Divide, using synthetic
application of concepts and expressions represent the polynomials. Show your division. Express your division or long
skills in daily living volume and the height of a complete solution. And answer in the form: Dividend division. Express your
Casssava cake sold at express your answer in the = (Quotient) (Divisor) + answer in the form:
Loumar’s Delicacies, form P(x) = Q(x) D(x) + R(x) Remainder Dividend = (Quotient)
respectively. What 1. (2x4 + 7x3 + 10x2 + 1. (x3 + 8x2 – 5x - 84) ÷ (Divisor) + Remainder
expression can be used to 8) and (2x2 + x - 1) (x + 5) 1. (2x4 + 7x3 +
represent the area of the 2. (4x5 + 6x4 +5x2 – x - 2. (2x4 + x3 - 9x2 - x + 6) 10x2 + 8) and
base of each Cassava 10) and ( 2x2 + 3) ÷ (x + 2)
cake? 3. (x4 - 5x3 + 11x2 – 9x -
1. (x3 + 7x2 + 5x – 25) 13) ÷ (x - 3)

cm3 and (x + 5) cm 4. (x4 + 10x3 - 16x - 8) ÷ ( x - 1)
2. (2x3 - 13x2 – 5x + (x + 2) 2. (4x + 6x4 +5x2
5
100) cm3 and ( x - 5) cm 5. (3x3 - 15x2 + 7x + 25) – x - 10) and (

3. (6x3 - 23x2 + 33x - 28) ÷ (x - 4)
cm3 and (3x - 7) cm 2x + 3)
H. Making generalizations To divide polynomial by To divide polynomial by To divide polynomial P(x) To divide polynomial
and abstractions about the another polynomial using another polynomial using long by another polynomial D(x) P(x) by another
lesson long division division in the form (x – a) using polynomial D(x) in the
1. Arrange the terms in 1. Arrange the terms in both synthetic division form (x – a) using
both the divisor and the divisor and the 1. Arrange on the line the synthetic division
the dividend in dividend in descending coefficients of the 1. Arrange on the line
descending order. order. If there is/are polynomial (order is in the coefficients of the
2. Divide the first term of missing terms, supply the descending powers). Insert a polynomial (order is in
the dividend by the missing term/s using zero zero for the coefficient of descending powers).
first term of the as the numerical the missing power of x. Insert a zero for the
divisor to get the first coefficient. 2. Write a, the divisor, on coefficient of the
term of the quotient. 2. Divide the first term of the left. missing power of x.
3. Multiply the divisor the dividend by the first 3. Bring down the first 2. Write a, the
by the first term of term of the divisor to get coefficient on the third line. divisor, on the left.
the quotient and the first term of the Multiply the first 3. Bring down the first
subtract the product quotient. coefficient by a. Write the coefficient on the third
from the dividend. 3. Multiply the divisor by product on the second line line. Multiply the first
4. Using the remainder, the first term of the below the second coefficient by a. Write
repeat the process, quotient and subtract coefficient. the product on the
thus finding the the product from the 4. Find the sum of the second line below the
second term of the dividend. product and the second second coefficient.
quotient. 4. Using the remainder, coefficient then write the 4. Find the sum of the
repeat the process, thus sum on the third line product and the second
Continue the process until finding the second term below the product. coefficient then write
the remainder is zero or of the quotient. 5. Multiply this sum by a, the sum on the third
the remainder is of a add the product to the next line below the product.
lower degree than the Continue the process until coefficient and write again
divisor the remainder is zero or the the new sum on the
remainder is of a lower

degree than the divisor third line, and so on. 5. Multiply this sum
6. Do the same process by a, add the product
until a product has been to the next coefficient
added to the final and write again the
coefficient. new sum on the third
7. The last sum in the third line, and so on.
line is the remainder. The 6. Do the same
preceding numbers are the process until a
numerical coefficient of the product has been
quotient. The quotient is a added to the final
polynomial of degree one coefficient.
less than the degree of P(x). 7. The last sum in the
third line is the
remainder. The
preceding numbers are
the numerical
coefficient of the
quotient. The quotient
is a polynomial of
degree one less than the
degree of P(x).
I. Evaluating learning Determine the remainder Determine the remainder Guess Who? Tagaytay comes from
using long division and using long division and show Divide using synthetic the phase “taga Itay”.
show the complete the complete solution. division. According to history,
solution. a. (4x6 + 21x5 - 26x3 + Each problem was given a what animal did the
1. (x3 + x2 – 22x - 25) ÷ 28x - 10) ÷ (x + 5) father and son try to
corresponding box below.
(x + 2) kill in the hill?
2. (4x4 + 21x3 - 26x2 + b. (6x3 - 25x2 – 31x + The remainder of these (To answer n B
28x - 10) ÷ (x + 5) 20) ÷ (3x - 2) problems are found in thCeolum (B)
3. (6x3 - 25x2 – 31x + column B. Write the question, solve the -4 (A)
20) ÷ (3x - 2) corresponding letter in the following using 20 (E)
box provided for the synthetic division, 4 (V)
then write the letter
question 56
on the blank that (U)
Column A 0
corresponds to the

1. (2x3 + 3x2 - 15x – 16) ÷
(x - 3) A x4 – 6x2 + 7x - 6
2. (x3 + 4x2 – 7x - 14) ÷ (x x+3
R x – 6x3 + 30x – 9
4
- 2)
x–3
3. (2x3 + 5x2 - 7x - 12) ÷ B x – 12x2 - 5x + 50
3
(x + 3) x–2
4. (x4 - 5x2 - 10x – 12) ÷ O x – 6x2 + 7x + 6
3
(x + 2) x–3
5. (6x3 + 3x2 + 10x + 14)
÷ (2x - 3)
x2 – 10x – 25
Column B x2 – 3x - 2
-4 (B) x3 – 3x2 + 3x -2
20 (A) x3 – 3x2 – 9x + 3
4 (E)
56 (V)
0 (U)
J. Additional activities for A. Follow up: Follow up: Dividing A. Follow up: Dividing A. Follow up:
application or remediation Dividing Polynomials Polynomials using long Polynomials using synthetic Dividing Polynomials
using long division division division using synthetic
1. (4x4 - 2x3 - 15x2 + 1. (4x4 - 2x3 + 9x - 6) ÷ 1. (4x4 - 2x3 + 9x - 6) division or long
9x - 6) ÷ (x - 3) (x - 3) ÷ (x - 3) division
2. (3x4 + 6x2 + 2x3 + 2. (3x4 + 2x3 - 4) ÷ (x + 2. (3x4 + 2x3 - 4) ÷ (x 1. (4x5 - 12x3 +
4x - 4) ÷ (x + 2) 2) + 2) 9x - 6) ÷ (x - 1)
B. Study: Division of B. Study: Division of B. Study: Remainder 2. (3x5 + 12x2 - 4)
Polynomials. Polynomials. Theorem and Factor ÷ (x + 1)
1. What are the 1. What are the steps to theorem. B. Study:
steps to divide divide polynomials using 1. What is the remainder Remainder Theorem

polynomials using synthetic synthetic division? theorem? and Factor theorem.
division? 2. What is the factor 1. What is the
theorem? remainder theorem?
2. What is the factor
theorem?
V. REMARKS
VI. REFLECTION


below 80%
lesson
Why did these work?
encounter which my
help me solve?


I. OBJECTIVES
22. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.
23. Performance Standards The learner is able to formulate and solve problems involving polynomials and polynomial equations in different
disciplines through appropriate and accurate representations.
24. Learning Competencies The learner proves the The learner proves the The learner factors The learner factors
Remainder Theorem and Remainder Theorem and polynomials. polynomials.
the Factor Theorem the Factor Theorem (M10AL-lh-1) (M10AL-lh-1)
(M10AL-1g-2) (M10AL-1g-2)
a. Factor polynomials a. Factor polynomials
a. Find the remainder a. Prove the Factor
Objectives using the Remainder Theorem. b. Use synthetic division b. Use synthetic
Theorem. b. Use the Factor Theorem to and remainder theorem in division in factoring
b. Evaluate the given determine whether the factoring polynomials polynomials
polynomial function. binomial (x-r) is a factor of c. Appreciate the use of c. Appreciate the use of
c. Develop patience on the given polynomials. synthetic division in synthetic division in
how to solve exercises in c. Develop patience on factoring factoring
remainder theorem. how to solve exercises in
factor theorem.
Proves the Remainder Proves the Factor Factoring Polynomials Factoring
II. CONTENT Theorem Theorem Polynomials
III. LEARNING

RESOURCES
O. References
29. Teacher’s Guide pp. 51 – 54 pp. 51 – 54 pp. 54 - 58 pp. 54 - 58
30. Learner’s pp. 76 – 81 pp. 76 – 81
pp. 78 - 79 pp. 78 - 79
Materials
31. Textbook E- Math Worktext in Work Text in Advanced Work Text in
Mathematics, Orlando A. Algebra Trigonoetry and Advanced Algebra
Orence and Marilyn O. Statisticsby, Ferdinand Trigonoetry and
Mendoza, pages 118-122 Malapascua, pages 193- Statisticsby,
196 Ferdinand
Advanced Algebra with Malapascua, pages
Trigonometry and 193-196
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 E- with Trigonometry
Math, Orlando A. and Statistics,Efren
Orence, pages 115-119 L. Valencia, pages
36-37
E-Math, Orlando A.
Orence, pages 115-
119
32. Additional
Materials from
Learning Resources
(LR) portal
P. Other Learning Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, DepEd Cavite DepEd Cavite
Worksheets and PowerPoint Worksheets and PowerPoint Mathematics 2016, Mathematics 2016,
presentation presentation Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous Determine the remainder Activity : Activity : Activity: True or False

lesson or presenting the new when the first number is (THINK- PAIR- SHARE) 1) (x - 2) and (x + 3)
lesson divided by the second Use remainder theorem to
DECODE MY CODE are factors of x2 + x
number. find the missing factor in
Evaluate the polynomial
1. 30, 7 each of the following. -6
at the given values of x.
2. 125, 15
Next, determine the letter 1. x3 – 8 = (x – 2) 2) (3x - 1) and (x +
3. 200, 10
that matches your answer.
4. 356, 14 ( ) 2) are factors of
When you are done, you will
5. 169,13
be able to decode the 3 2
2. 2x + x – 23x + 20 = 3x2 + 5x - 2
message.
A. P(x) = x3 + x2 + x + 3 (x + 4)( ) 3) The factors of 2x3
3. 3x3 + 2x2 – 37x + 12 = (x – + 3x2 - 2x - 3 are
x -2 -1 0 1 2
3)( ) (x - 1) ,(2x - 3)
P(
x) Guide questions and (x+1)
m 1. What are the other
es factors of the polynomial
sa equation?
ge
2. How did you arrive at
your answer?
A. 17 C. –3 E. 5 I. 18
M. 3 N. 78 O. 2 O. 30 3 What processes did you
P. 6 R. 0 S. –6 T. 23 used to get the
answer?
Guide question:
1. How did you find the
value of a polynomial
expression P(x) at a given
value of x?
2. What message did you
obtain?
B. Establishing a purpose Activity: Correct me if I Complete the tree Use the factor theorem to Use synthetic division
for the lesson am wrong diagram.

When P(x) = x3 - 7x + 5 determine whether or not the to show that
is divided by x-1 the
first polynomial is a factor of 1. (x - 2) and (x2 +
remainder is -1 1 * 24 (a)
The remainder is -9 when the second polynomial. 2x + 4) are
P(x) = 2x3 - 7x + 3 is 2* (b)
1. x - 1, x2 + 2x + 5 factors of x3 - 8
divided by x-1.
24 3* (c ) 2. x - 1, x3 – x - 2 2. The factors of
3. x - 4, 2x3 - 9x2 + 9x - x3 -2x2 - 5x + 6
4* (d)
20 are (x-3),
Therefore, a. 24=( )( )
(x+2) and (x-1)
b. 24=( )( )
c. 24=( )( )
d. 24=( )( )
C. Presenting Activity : Consider the division Activity : Use synthetic

examples/Instances of the Directions: Fill in the blanks algorithm when the divisor is
new lesson with words and symbols that of the form x- r division to show
will best complete the P(x) = (x-r) Q(x) + R a. (x + 2) and (3x – 2) are
statements given below.
Suppose that the factors of 3x4 – 20x3 + 80x
polynomial P(x) is – 48.
divided by (x – r), as Dividend Divisor Quotient
follows: Remainder b. (x – 7) and (3x + 5)
If P(x) is of degree n, By the remainder Theorem,
then Q(x) is of degree the remainder R is P(r), so are not factors of
. The remainder R we can substitute the P(r) for 6x4 – 2x3 – 80x2 + 74x – 35
is a constant because R. Thus
P(x) = (x-r) Q(x) + P(r).
. Now supply the reasons Note that if the P(r)=0 then
for each statement in the P(x) = (x-r) Q(x) so that
following table. x-r is a factor of P(x). This
means that given a
polynomial function of
STATEMENT REA-

SON P(x), if p(x) is equal to zero
1. P(x) = (x – r) then (x-r) is a factor of p(x).
• Q(x) + R Reverse the process and see
what happens when x-r is a
2 .P(r) = (r – r) • factor of P(x). This means
Q(r) + R that P(x)= (x-r) Q(x)
3. P(r) = (0) If we replace x with r, we
•Q(r) + R have P(r) = (r-r) Q(r)=0
Thus, if x-r is a P(x), then
4. P(r) = R P(r )=0.
The previous activity shows

the proof of 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.
D. Discussing new concepts Use the Remainder Use the Factor Theorem to Find the missing factor in
and practicing new skills # 1 Theorem to find the determine whether the Find the factors of
each of the following.
remainder R in each of given binomial is a factor the following
the following. 1. x3+2x2-11x+20=
of the given polynomials. polynomials
1. (x4 – x3 + 2) ÷
1. P(x) = x3 – 7x + 5 (x+5)( )
(x + 2) 1. x2 + 4x - 5
a. x – 1 b. x + 1 c. x – 2
2. (x3 – 2x2 + x + 6) ÷ 3
2. 3x - 17x + 22x – 2
2. P(x) = 2x3 – 7x + 3 2. x3 + x2 - 9x - 9
(x – 3)
a. x – 1 b. x + 1 c. x – 2 60 =
3. (x4 – 3x3 + 4x2 3. 3x3 + 7x2 - 4
– 6x + 4) ÷ (x – 2) (x-5)( )
3. 4x4 - 2x3 - 4x2 + 16x
– 7 = (2x-1)
( )
E. Discussing new concepts Use the Remainder Use the Factor Theorem to Which of the following Activity: Find my
and practicing new skills # 2 Theorem to find the determine whether the binomials are factors of
Factors
remainder R in each of the given binomial is a factor the P(x).
following and check using of the given polynomials. 1. P(x) = 8x4 + 12x3 -10x2 Use any method to
synthetic division. 1. P(x) = 4x4 – 3x3 – x2 + 3x + 27
find the factors of
1. P(x) = x4 - x3 + 2 + 2x + 1 A. 2x - 3
a. x – 1 a. x – 1 b. x + 1 c. x – 2 B. 2x + 3 x5-4x4-6x3+17x2+6x-9
b. x + 1 2. P(x) = 2x4 – 3x3 + 4x2 + C. 3x - 2
c. x – 2 17x + 7 2. P(x) = 2x4 - 3x3 + 4x2 +

2. P(x) = 3x3 + 4x2 + a. 2x – 3 b. 2x + 3 17x + 2
17x + 7 c. 3x – 2 A. 2x - 3
a. 2x – 3 B. 2x + 3
b. 2x + 3 C. 3x - 2
c. 3x – 2
F. Developing mastery (leads Activity: Show the Proof Answer the following Answer the following Determine the value of
to Formative Assessment 3) questions and verify. questions and verify. k so that
Verify if the given is the
correct remainder when Is x+2 a factor of 3x4 - 20x3 1. How can we say that x 1. (x-2) is a factor
P(x) is divided by x-r + 80x - 48? Why? - 7 is a factor of 6x4 – 2x3 of x3 + kx2 - 7x
– 80x2 + 74x – 35 +2
P(x) = x3 - 2x2 + 4x - 1 ÷ Is 3x - 2 a factor of 3x4
(x-1), R=2 - 20x3 + 80x - 48? 2. Is (x-1) a factor of 2. (x+1) is a factor
Why? 3x3 - 8x2 + 3x + 2 of 2x4 + 3x3 +
P(x) = x4 - 3x3 + 5x + 3 ÷ kx2 + 2x - 2
(x-2), R=5
P(x) = 2x6 - 4x5 + x - 3 ÷

(x+1), R=2
G. Finding practical Which of the following Apply the factor theorem to Solve the following Factor the following
application of concepts and binomial divisors will give a answer the following problems: polynomials
skills in daily living remainder of -3, when P(x) problem.
= x5 - 3x3 - 4x + 3 is divided 1. A rectangular garden in
Show that a backyard has an area 1. x3 - 3x2 – x - 1
by x-r
of 2. 9x2 - 12x - 8
1. x+1 (3x2 + 5x – 6) square meters.
2. x-1 a.(x+2) and (3x-2) are
Its width is (x + 2) meters. 3. x3 + 2x2 - 19x -
3. x+2 factors of
Find the length of the garden.
4. x-2 3x4 - 20x3 + 80x - 48. 20
2. If one ream of bond
b. (x-7) and (3x+5) are paper costs (3x – 4) pesos,
not factors of 6x4 - 2x3 - 80x2 how many reams can you buy
+ 74x - 35. for (6x4 – 17x3 + 24x2 –
34x + 24) pesos?

H. Making generalizations The Remainder Theorem If The Factor Theorem How do we factor
and abstractions about the the polynomial P(x) is Let P(x) be a polynomial. polynomials using
lesson divided by (x – r), the A. If P(r )=0, then x-r is How do we factor synthetic division?
remainder R is a constant a factor of P(x) polynomials using Step 1: Arrange the
and is equal to P(r). B. If x-r is a factor of synthetic division? coefficients of P(x) in
R = P(r) P(x), then P(r )=0 Step 1: Arrange the descending powers of
Thus, there are coefficients of P(x) in x, placing 0s for the
two ways to find the descending powers of x, missing terms. The
remainder when P(x) is placing 0s for the missing leading coefficient of
divided by (x – r), that terms. The leading P(x) becomes the first
is: coefficient of P(x) becomes entry of the third row.
(1) use synthetic the first entry of the third
division, or row. Step 2: Place
(2) calculate P(r). the value of r in the
Similarly, there are Step 2: Place the value of upper left corner. In
two ways to find the value r in the upper left corner. In this example,
of P(r): this example,
(1) substitute r in the Step 3: multiply r
polynomial expression Step 3: multiply r with with the first
P(x), or the first coefficient of x coefficient of x the
(2) use synthetic the write the product write the product
division. below the 2nd coefficient of below the coefficient
x then add of x then add
Step 4 Repeat step 3 Step Step 4 Repeat

step 3
5.write the
quotient, Note that the Step 5.write the
exponent of q(x) is one quotient, Note that the
less than the largest exponent of q(x) is one
exponent in original less than the largest
equation exponent in original
equation
I. Evaluating learning Give the remainder when Determine the value of A Solve. Answer the following:

P(x) is divided by x-r. so that The volume of a rectangular 1. If (x-1) is one of
Use synthetic division
solid is the factors of
1. P(x)= 3x100 - 2x75+3 A. x-1 is a factor of 2x3
a. x - 1 + x2 + 2Ax + 4 (x3 + 3x2 + 2x – 5) cubic x3 + 4x2 – x - 4,
b. x + 1
cm, and its height is (x + 1) What are the other
B. x+1 is a factor of x3
2. P(x) = x5+3x3 - x+1 + x2 - 2Ax - 16 cm. What is the area of its two factors?
a. x - 2
base?
b. x + 3
2. What is the
value of m if
(x+3) is a
factor of x3 +
mx2 + 2x - 3?
J. Additional activities for A. Follow up

application or remediation 1 Determine whether x-3 is A. Follow up
A. Follow up a factor of Are (x-1) (x+2)

a. 2x3 - 13X2 - 17X + 12 Find the factors of
Use the remainder theorem (x+1) factors of x3
b. 3X3 - 14X2 + 3X – 18 polynomial
to find the remainder when
P(x) is divided by x – r - 2x2 + 3x - 2
B. Determine the real roots 1) 24 x2 - 22 x - 35
2) 2x3 + 3 x2 - 17 x - 30 B. 1.What is
4
1. 3x + x - 1, (x+2) of (x+1)(x-3)=0
3) x3 - 3 x2 - x + 3 polynomial equation?
2. x3 + 2x2 + x - 2, (x+1)
4) x3 + 4 x2 - 7 x + 2
B. What is Factor Theorem? 2. How to find the
4) 18 x3 - 57 x2 - 85 x
+ 100 roots of polynomial
equations?

V. REMARKS
VI. REFLECTION


below 80%
lesson
Why did these work?
encounter which my
help me solve?



I. OBJECTIVES
25. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.
26. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards different disciplines through appropriate and accurate representations.
27. Learning Competencies The learner illustrates The learner illustrates The learner proves The learner proves
polynomial equations. polynomial equations. rational root theorem. rational root theorem.
(M10AL-li-1) (M10AL-li-1) (M10AL-li-2) (M10AL-li-2)
Objectives
a. State the rational
a. Determine the roots a. Determine the roots of a. Prove the Rational
root theorem
of polynomial equation polynomial equation Roots Theorem
b. Find the rational
b. Illustrate polynomial b. Illustrate polynomial b. Apply the Rational roots of polynomial
equations equations Roots Theorem equation
c. Appreciate the c. Appreciate the process of c. Develop patience in c. Develop patience in
process of getting the getting the roots of proving rational roots finding the rational
roots of polynomial polynomial equation theorem roots of polynomial
equation equations
Polynomial equations Polynomial
II. CONTENT Polynomial equations Polynomial equations
(Rational Root equations
Theorem) (Rational Root
Theorem)
III. LEARNING
RESOURCES
Q. References
33. Teacher’s Guide pp. 54 – 57 pp. 54 – 57 pp. 54 - 55 pp. 54 - 55
34. Learner’s pp. 82 – 86 pp. 82 – 86
pp. 87 - 90 pp. 87 - 90
Materials
35. Textbook Work Text in Advanced Work Text in

Algebra Trigonoetry and Advanced Algebra
Statisticsby, Ferdinand Trigonoetry and
Malapascua, pages 193- Statisticsby,
196 Ferdinand
Malapascua, pages
Advanced Algebra with 193-196
Trigonometry and
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 with Trigonometry
and Statistics,Efren
E-Math, Orlando A. L. Valencia, pages
Orence, pages 115-119 36-37
E-Math, Orlando A.
Orence, pages 115-
119
36. Additional
Materials from
Learning Resources
(LR) portal
R. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite Cavite Mathematics 2016, DepEd Cavite DepEd Cavite
Mathematics 2016, Worksheets and PowerPoint Mathematics 2016, Mathematics 2016,
Worksheets and presentation Worksheets and Worksheets and
PowerPoint PowerPoint presentation PowerPoint
presentation presentation
IV. PROCEDURES

A. Reviewing previous Identify which of the Activity 1 Activity: True or False Say Activity:
lesson or presenting the new following are polynomials Determine the number of real boom boom if the BE PRODUCTIVE
lesson root(s) of the following statement is true and panes
3 2
1. x + x - 3x + 1 equation. if the statement is false Say that the product of
1. x6 + x2 +11x3 – 6 = 0 1. x4 + 2x3 - x2 + 14x – 56 a word is the product of
2. 2x-3 + x – 2 = 0 in factored form is the numbers
2. 3x4 - 2x3 + 3x2 - 4x - 2 = 0 (x2+7)(x-2)(x+4) = 0. corresponding to the
2
3. 3/x + 4x – 2 letters.
3. x5 - 32 = 0 2. x4 + 2x3 - 13x2 - 10x = 0
3 1/2
4. x + 2x + 3 in factored form is x (x For example, the word
4. (x + 1)(x – 3) (2x + 5) = 0 - 5)(x + 1)(x + 2) = 0 ZERO has value
5. 5x 26*5*18*15=35,100.
5. x2(x3 - 1) = 0 3. x3 - 4x2 + x + 6 = 0 in What is the product
factored form is of the word
6. (x3-8) (x7+1) = 0 (x-1) (9x-2) (9x+3) = 0 RATIONAL
7. x(x-3) (x-1)4 = 0
8. x3(x5 + 1) = 0
9. 6x(x-1)(x + 2)5 = 0
10. x(x - 3)5 (3x + 1) = 0
B. Establishing a purpose for Activity 1 Determine Determine the real roots of Fill in the blanks with Fill each blank to
the lesson the real root(s) of each polynomial equations by appropriate words, make a true
each equation. inspection. Roots of numbers or symbols to statement.
multiplicity n are counted n complete the solution. In
1. x – 2 = 0 times 2x4-11x3+11x2-11x-9=0, 1. In -x4 + 4x2 + 4
1. (x - 2)(x + 1)2 (x - 1)3 = 0 the leading coefficient is = 0, the
2. x + 3 = 0 2. x4(x5 - 1) = 0 . Its factors are leading
3. 2x(x3 - 2)3 = 0 and . The coefficient is
3. x(x – 4) = 0 4. x3 - 10x2 + 32x – 32 = 0 constant term is , the
5. x2 - 11x + 24 = 0 and its factors are constant term

, , and . is and
4. (x + 1)(x – 3) = 0 The possible rational roots the possible
of the equations are rational roots
5. x2 + x – 2 = 0 , , ,_ are the
, , and quotients of
Guide Question: . and
1. What do you .
call the given
equations? 2. The possible
rational zeros
2. Describe the roots of of x3 + 2x2 - 5x
an equation. - 6 are
,
3. In finding the roots of ,
an equation with degree and
greater than 1, what have
you noticed about the
number of roots? Can
you recall a principle
that supports this?
4. Describe how to
solve for the roots of
an equation.
5. How many roots

does the equation
x2 + 2x + 1 = 0 have?
C. Presenting Some polynomial Is x= -1 a real root of the Find the possible rational Find the zeros of
examples/Instances of the new equations are given equation? roots of the equation given 12x4 + 8x3 - 7x2 - 2x
lesson below. Complete the table Using synthetic division, below: +
-1 1 6 11 6 1=0
and answer the questions
2x3 + x4 − 7x2− 4x + 12 =
that follow. (If The remainder is . 0 Solution:
p: 1
a root occurs twice, Therefore, Q: 1, 2, 3, 4,
count it twice; if thrice, Solution : 5
count it three times, The 3rd line of the synthetic Given equation : ½, ½, , ¼, 
division indicates that 2x3 + x4 − 7x 2 − 4x + 12 = ½
and so on. The first one
x3+6x2+11x+6 = 0 By Synthetic Division:
is done for you) X+1
degree
Arranging it in descending
Polynomial Equation
Number of real roots

Real roots of an equation
The expression on the right, order, we get 12 8 -7 -2 1 1
when equated to zero is called 12 20 13 11
a depressed equation of the x4 + 2x3 − 7x 2 − 4x + 12 = 0 12 20 13 11 12
given polynomial equation.
The roots of depressed The numerator p of the There is a remainder of
equations are also roots of the rational roots would be the 12, so 1 is not a root of
given polynomial equation. factors of the constant term the equation
The roots of this depressed 12; 12 8 -7 -2 1 -1
polynomial equation i.e. ±1, ± 2, -12 4 3 -1
are and 12 -4 -3 1 0
Therefore, the roots of the ± 3, ± 4, ± 6, ± 12.
3
3
(x + 1)2
-1 (2 times) 5
polynomial equation The remainder is 0, so

x3+6x2+11x+6=0 are Similarly, the denominator -1 is one of the Zeros.
, and . q of the rational roots
(x – 5) = 01.
would be the factors of the 12 -4 -3 1 ½

leading coefficient 1 ; i.e. 6 1 -1
±1. 12 2 -2 0
(x + 2) x – 8 = 0
Therefore, the possible Using some possible

fraction will be
2.
rational zeros.
Hence, -½ is another
± 1,2,3,4,6,121 zero.
3.
Thus the list of possible roots 12 2 -2 -½

is given below: -6 2
12 -4 0
1, -1, 2, -2, 3, -3, 4, -4, 6, And also, -½ is

(x – 2) = 0
(x – 3)
(x + 1)(x – 1) = 04.
x(x – 4) -6, 12, -12 another zero
(x + 5)(x – 1) = 05.
D. Discussing new concepts Consider the following Complete the table. Verify the For each equation
Write TRUE if the statement is
and practicing new skills # 1 polynomial equations. given numbers in the last List all possible
true. Otherwise, modify the
At most how many real column of the table are rational zeros
underlined word(s) to make it
roots does each have? rational roots of the Use synthetic division
true.
corresponding polynomial to test the possible
1. The roots of a polynomial
a. x20 – 1 = 0 equation rational zeros and find
equation in x are the
an actual zero Use the
values of x that satisfy
b. x3 – 2x2 – 4x + 8 = 0 possible zeros in b to
Equation
Constant
Polynom
Term
Leading
the equation.
find all zeros of
ial
polynomial

c. 18 + 9x5 – 11x2 – x23 equation
Roots
1 Coefficient
+ x34 = 0
1. x3 - 3x – 2 = 0
2. x4 - 13x2 + 36 =0
1,2,3
2. x3 – x2 – 1. x3 + 6x2
11x – 6 =
3. 3x3 + 8x2 - 15x +
4=0
0
+
–8
–2, –1, 4
10x – 8 =
2. Every polynomial
equation of degree n has
n-1 real roots
–4, –3, 5
3. x3 + 2x2
23x – 60
3. The equation 2x3-
0
=
6x2+x-1=0 has no
rational root
4. 2x4 – 3x3 – –
2
21x + 4x – 12 4x2 + 3x + 2 =
1/2,–1,1,2
4. The possible roots of
3x5-x4+6x3-2x2+8x-5=0
0
are 3/5,+3, and +5
5. The only real root of the
-12
-2/3,1,2,3
equation
5. 3x4 – 16x3 +
3 2
x +6x +10x+3=0 is 3
=0
2
Guide question:
1. Look at the roots of each
polynomial equation in the
table. Are these roots in the
list of rational numbers in
Question 1?

2. Refer to Equations 1 – 3 in
the table. The leading
coefficient of each
polynomial equation is 1.
What do you observe about
the roots of each equation in
relation to the corresponding
constant term?
E. Discussing new Find the roots of the One of the roots of the For each given Think-pair-share
concepts and practicing following polynomial polynomial equation is given, polynomial equation, Answer the following
new skills # 2 equations by applying find the other roots determine the possible Show that x4 - 2x3 -
the Zero- Product 1. x4 - 3x2 + 2 = 0, x = 1 rational roots. 3x2 + 2x + 2 = 0 has
Property. two rational zeros.
1. (x + 3)(x – 2) 2. x4 - x3 - 7x2 + 13x – 6 = 1. 2x4 - 3x3 - 18x2 + 6x +
(x + 1)(x – 1) = 0 0, x = 1 28 = 0 Find the other zeros
of 6x4 + 19x3 + 14x2 -
2. (x + 5)(x – 5) 3. x5 - 5x4 - 3x3 + 15x2 -4x 2. 2x4 + 7x3 - 4x2 - 27x – x- 2 if -1/2 and 1/3
(x + 5)(x – 1) = 0 + 20 = 0, x = 2 18 = 0 are its zeros
3. (x + 4)2(x – 3)3 = 0
4. x (x – 3)4(x + 6)2 = 0
5. x2(x – 9) = 0
F. Developing mastery (leads Determine the real Determine the real root(s) of One of the rational root of Show that 4x3 + 8x2 +
to Formative Assessment 3) root(s) of each each equation. the polynomial equation is 5x + 1 = 0 has zero
equation. 4 3 2
1. 2x -7x +13x +53x+21=0 given find the other roots -1/2 with multiplicity

1. x2(x – 9)(2x + 1) = 0 2, 1/3 is one of the
2 3
2. (x-3) (x +1) = 0 1. 3x3 + 2x2 - 7x + 2, x = zeros of 6x4 + x3 - 7x2
2. (x + 4)(x2 – x + 3)=0 -2 – x + 1 = 0, find the
other 3 zeros.
3. 2x (x2 – 36) = 0 2. 2x3 + 3x2 - x - 6, x = 2
4. (x + 8)(x – 7)
(x2 – 2x + 5) = 0
5. (3x + 1)2(x + 7)
(x – 2)4 = 0
G. Finding practical Find all real roots of Fill in the blanks with Say Hep hep if the Group Activity:
application of concepts the following appropriate words, numbers statement is true and What do you call the
and skills in daily living equations. Next, write or symbols to complete the hooray if the statement is
fear of strangers?
each polynomial on solutions false
the left side of the Find the zeros of the
equation in factored Solve x3 + x2 - 12x – 12 = 0 1. The possible following polynomial
form. Show your and write the polynomial in rational roots of equations. Write the
complete solutions. factored form. 3x3 - 2x2 + x - 5 are letters corresponding
1. x3 – 10x2 + 32x +1,-1,+5,-5,+1/3,-
– 32 = 0 Solutions: 1/3. to the zeros of the
The equation has at most equations in the boxes
2. x3 – 6x2 + 11x – real roots. The 2. -3 is the only below.
6=0 leading coefficient is , rational root of x5 -
and its factors are 4x4 - x3 + 17x2 + 6x A. 3x3+5x2-16x-12=0
3. x3 – 2x2 + 4x – and . The constant –9=0
8=0 term is , and its factor B. 3x3-4x2-12x+16=0
are E. 2x3-3x2-29x-30=0
4. 3x3 – 19x2 + , , , , H. 3x3-x2-38x-24=0
33x – 9 = 0 , , , O. 2x3-3x2-8x+27=0
, , , ,
N. 3x3+5x2-16x-18=0
5. x4 – 5x2 + 4 = 0 . The possible roots
of the equation are C. 2x3+3x2-29x+30=0
, , , I. 4x4-5x2+1=0
_, , and . P. 4x4-45x2+81=0
O. 6x4+x3-7x2-x+1=0

X.4x4-4x3-3x2+4x-1=0
1 5 - 3
3 - 1 2 1 -
, , 3 ,
, 3 , , , 3
- - , 3
- , - - - ,
1 2 2 ,
3 4 1 2 1 2
, , , 3
, , , , , ,
½- - /
3 - 1 4 1 -
, 3 2 2
/ 2 / / / 2
½/ / 2 / 2 3 2 /
2 3 , 3 , , 3
- - -
3 1 1
/ / /
2 3 2
H. Making generalizations The roots of the The roots of the polynomial Rational Root Theorem- Let The Rational Zeros
and abstractions about the polynomial equations can equations can be determined by an-1xn-1+ an-2xn-2 +…. Theorem.
lesson be determined by using using +a1x + a0 = 0 be a polynomial The Rational Zeros
A. Fundamental a. Fundamental theorem of equation of degree n. if p/q, Theorem states: If P(x)
theorem of algebra in lowest terms, is a rational is a polynomial with
algebra b. Zero-product property root of the equation, then p is integer coefficients and
c. Synthetic Division a factor of a0 and q is a if is a zero of P(x) ( P( )
B. Zero-product property d. Depressed Equation factor of an. =
e. Other factoring techniques 0 ), then p is a factor
C. Other factoring of the constant term of
techniques P(x) and q is a factor
of the leading
coefficient of P(x) .

I. Evaluating learning Set up a polynomial Find the rational roots of
equation that models the following polynomial
each problem below. equations.
Then solve the equation,
and state 1. 6x3 - 7x2 - 21x – 10 = 0 Answer the following:
the answer to each Deepen your skills by
problem. 2. 5x3 - 11x2 + 7x – 1 = 0
discussing the solution to each 1. When can you
1. One dimension of a polynomial equation with your use the rational
cube is increased by 1 seatmates zero theorem
inch to form a to determine
rectangular block. 1. x3 - 2x2 – x + 2 = 0 the possible
Suppose that the volume 2. X3 + 9x2 + 23x + 15 = 0 rational zeros
of the new block is 150 of a
cubic inches. Find the polynomial
length of an edge of the equations?
original cube.
2.The dimensions of a
rectangular metal box 2. Describe the
are 3 cm, 5 cm, and 8 possible
cm. If the first two rational zeros
dimensions are increased when the
by the same number of leading
centimeters, while the coefficient of a
third dimension remains polynomial
the same, the new equation is one.
volume is 34 cm3 more
than the original volume.
What is the new
dimension of the
enlarged rectangular
metal box?
J. Additional activities for One of the roots of the A. Find the real roots of the A. Follow up A. Follow up

application or remediation polynomial equation is 1. Find all rational
given. Find the other zeroes of each
roots. following equations polynomial
1. – 2x4 + 13x3 – 21x2 equation. Indicate
+ 2x + 8 = 0; x= -1/2 a) x3 + 6x2 + 11x + 6 = 0 the multiplicity of Find all the
b) (X4-1)(x4+1) = 0 each zero. rational zeros of
2. x4 – 3x2 + 2 = 0; x 4x4 + 3x2 – 1 = 0?
=1 B.1. Give a polynomial A. x2(x-3)2(x+4)2 = 0
equation with integer B. What is a
3. x4 – x3 – 7x2 + 13x coefficient that has the B. (4x-3) (9x2-16)2 polynomial
– 6 = 0; x= 1 following root (2x2+x-3) = 0 function?
a) 1. -1,3,-6
4. x5 – 5x4 – 3x3 + 15x2 b) 2,3,3/5
– 4x + 20 = 0;
x= 2 2. What is Rational Root
Theorem
5. 2x4 – 17x3 + 13x2 +
53x + 21 = 0; x= –1
V. REMARKS
VI. REFLECTION


below 80%
lesson

Why did these work?
encounter which my
help me solve?


I. OBJECTIVES
28. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial
29. Performance equations. The learner is able to formulate and solve problems involving sequences, polynomials and
Standards polynomial equations in different disciplines through appropriate and accurate representations.
30. Learning The learner solves The learner solves The learner solves
Competencies polynomial equations. problems involving problems involving
(M10AL-Ij-1) polynomials and
a. solve polynomial a. solve polynomial a. translate verbal a. translate verbal
equations equations sentences into sentences into
b. develop patience on polynomial equations polynomial equations
developOpbajteiecntivce son
b. how to solve b. solve problems b. solve problems
exercises in involving involving polynomial
how to solve exercises
polynomial equations. in polynomial equations equations
polynomial equations.
c. appreciate the use of c. appreciate the use
polynomialTshien lseoalvrninegr s
olfvepsolynomials in
word problpeomlysn. omial eqsuoaltvioin ngs.word
problems. (M10AL-Ij-1)
polynomials and polynomial equations.
polynomial equations. (M10AL-Ij-2)
(M10AL-Ij-2)

Polynomial Equations Polynomial Equations Problems Involving Problems Involving

II. CONTENT Polynomial and Polynomial and
Polynomial Equations Polynomial
Equations
III. LEARNING
RESOURCES
S. References
37. Teacher’s Guide pp. 68 - 69 pp. 68 - 69 pp. 69 - 74 pp. 69 - 74
38. Learner’s pp. 89 - 93 pp. 89 - 93 pp. 94 - 95 pp. 94 - 95
Materials
39. Textbook Basic Probability and Basic Probability and
Statistics, pp. 120-121 Statistics, pp. 120-
Elementary Statistics: A Step 121 Elementary
by Step Approach, Statistics: A Step by
pp. 221-223 Step Approach, pp.
221-223
40. Additional
Materials from
Learning
Resources (LR)
portal
T. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite Mathematics DepEd Cavite DepEd Cavite Mathematics DepEd Cavite
2016, Worksheets and Mathematics 2016, 2016, Worksheets and Mathematics 2016,
PowerPoint presentation Worksheets and PowerPoint presentation Worksheets and
PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous By inspection, determine Write TRUE if the Write a polynomial Write a polynomial
lesson or presenting the new the number of real roots of statement is true. expression or equation for expression or equation
lesson each polynomial equation. Otherwise, modify the each of the following using for each of the
Note that roots of underlined word(s) to make x as the variable following using x as the
multiplicity are counted it true. 1. five times a number variable
number of 1. The roots of a polynomial decreased by four. 1. The area of a
equation in x are the vales of

x that satisfy the equation. rectangle with length
2 inches more than
2. Every polynomial equation 2. the sum of a number the width is 32 square
times. of degree n has n – 1 real and its square. inches.
1. ( +2 )(−3) (+1) (−6) = roots.
0
3. a number decreased 2. The sum of
3 2
2. (−2 ) (+3 ) 2 = 0 3. The equation 2x – 6x + x by three. three consecutive
-1 = 0 has no rational root. even integers is 60.
3. 3
( 3 + 8) = 0 4. the difference between
5
4. The possible roots of 3x six times a number and 3. The volume of a
4. ( 3 − 1) ( 2 + 1) = 0 4 3 2
– x + 6x – 2x + 8x - 5 = 0 ten. rectangular box with
are. length 3 inches more
5. 5 ( 3 − 8) 2 = 0 5. The quotient of nine than the width, and
5. The only rational root of times a number and seven width 1 inch more
the equation x 3 + 6x 2 + 10x is equal to eight more than the height is 220
+ 3 = 0 is 3 than the number. square inches.
B. Establishing a purpose for a. How are polynomial a. How are
When do we say that a Were you able to find the
the lesson equations related to other polynomial equation
real number, say r, is a number of roots of polynomial
fields of study? used in solving real-
root of a given polynomial equations by inspection?
life problems and in
equation in x?
b. How are these used in decision making?
solving real-life problems
and in decision making? b. What are the steps in
solving word problem?
C. Presenting In solving polynomial In solving polynomial Solving problems can be Problem solving skills
examples/Instances of the new equation, we are looking equation, we are looking for fun, but we don’t know is a process, and
lesson for the value(s) of the the value(s) of the variable where to begin, it can be consists of several
variable that will make the that will make the Roots of very frustrating. Problem steps which are
Roots of the Equation. the Equation. solving skills can be applied sequentially.
improved greatly with A. Understand
Illustrative example: Illustrative example: consistent practice. the Problem
If a polynomial equation is Problem solving skills is a Read the problem.

If a polynomial equation is expressed in factored form, process, and consists What are the given
expressed in factored the roots are easily of several steps which facts?
form, the roots are easily determined, and it is much are applied
determined, and it is much easier to solve. sequentially. B. Plan Your Approach
easier to solve. 1. Let’s have Choose a strategy
1. Let’s have x ( x – 3 ) 4 (x + 6 ) 2 = 0 A. Understand
x ( x2 – 4 ) (x + 3) = 0 the Problem C. Complete the Work
Solution:
Read the problem. What Apply the strategy. Use
Solution: x ( x – 3 ) 4 (x + 6 ) 2 = 0
are the given facts? the algebra you know
x ( x2 – 4 ) (x + 3) = 0 Equate each of the factor to
Equate each of the factor zero, and then solve for x, to apply the strategy
to zero, and then solve for that is B. Plan Your Approach to solve the problem
x, that is x =0 x–3 =0 Choose a strategy
x =0 x2–4 =0 x =3 D. Interpret the
x+3 = 0 x2 =4 the root is multiplicity of 4 C. Complete the Work Results State your
x = -3 x = x+6= 0 Apply the strategy. Use answer then check.
x = x = 6 the algebra you know to Does your answer
the root is multiplicity of 2 apply the strategy to make sense? Does it
Therefore the roots of the solve the problem satisfy the conditions
polynomial equation x ( x2 Therefore the roots of the of the problem?
– 4 )(x + 3) = 0 polynomial equation D. Interpret the Results
are 0, 2, -2 and -3 The x ( x – 3)4 (x + 6 ) 2 = 0 State your answer then Illustrative Example:
difficulty of finding the are 0, 3 multiplicity of 4 check. Does your answer
roots of polynomial and 6 multiplicity of 2 make sense? Does it 1. The dimension of a
increases when the
satisfy the conditions of rectangular metal box
polynomial is not The difficulty of finding the
the problem? is 3 cm, 5 cm and 8 cm.
expressed in factored roots of polynomial
form. increases when the If the first two
polynomial is not expressed llustrative Example: dimensions are
2. Let’s solve the in factored form. increased by the same
equation In the TLE Class at Trece number of
6x 4 - 19x 3 - 22x 2 +7x + 2. Let’s solve the equation x Martires City National centimetres, while the
4=0 3
- 10 x 2 + 32x - 32 = 0 High School, the boys of third dimension
G10 – Aguinaldo was remains the same, the
Solution: asked to build a huge new volume
wooden is 34 cm 3 more than
rectangular container with

This is 4th degree Solution: a volume of 60 3.The width the original volume.
polynomial, then it has at This is 3 rd degree of the rectangular What is the new
most 4 real roots. The polynomial, then it has at container is 2 m less than dimension of the
leading coefficient is 6, most 3 real roots. The the length and the height is enlarged rectangular
thus its factors are 1, 2, leading coefficient is 1, thus 1 m less than the length. metal box?
3 and 6 The constant term its factors is 1. The constant Find the dimensions of the
is 4 and its factors are 1, 2 term is 32 and its factors are container. Solution:
and 4 1, 2, 4, 8, 16
Assign variables to
and 32
represent the
By the rational root
theorem, the possible roots By the rational root unknown Let x = the
are theorem, the possible roots amount of increment
By synthetic division: are x + 3 = height of the
Trial 1: x = 1 new box
By synthetic division: x + 5 = width of the
1 6 -19 -22 7 4 Trial 1: x = 2 new box
2 1 -10 32 -32
6 -13 -35 -28 Solution: (length) (width)
6 -13 -35 -28 -24 2 -16 32  Understand the ( height) = volume
Problem After reading and 8( x + 5 ) ( x + 3 ) =
Thus, x = 1 is not a 1 -8 16 0 understanding the problem, 3 ( 5) ( 8 ) + 34
root. sometimes it is much easier
Trial 2: x = - 1 Thus, x = 2 is one of the to understand if we draw a 8 ( x 2 + 8x + 15 ) =
roots, and x 2 - 8x + 16 = 0 diagram. 154
-1 6 -19 -22 7 4 the first depressed equation.
-6 2 -3 4  Plan Your Approach 8 x 2 + 64x + 120 =
6 -25 3 4 0 Solving the quadratic equation Choose a strategy. The
x 2 - 8x + 16 = 0 (x 154
strategy to use is to 8 x 2 + 64x – 34 = 0
Thus, x = -1 is one of the -4)(x -4) =0
translate the facts in the 4 x 2 + 32x – 17 = 0
roots, and 6x3 – 25x2 x–4=0 x-4=0
problem into an Complete the
+ 3x + 4 = 0 the first x=4 x =4
depressed equation. equation. Then solve to work Solve the
Therefore the roots of find the answer. equation
Trial 3: x = 4
4 6 -25 3 4 4 x 2 + 32x – 17 =
( 2x –1)( 2x + 17) = 0
x 3 - 10 x 2 + 32x - 32 = 0 Assign variables to x=½ x = - 17/ 2
24 -4 - 4 are 2 and 4 multiplicity of 2 represent the unknown
6 - 1 -1 0 Let x represent the Since the dimension
Since the remainder is length, then x -2 will be cannot be negative,
equal to zero, then x = 4 is the width and x-1 the take x = ½ as the
also one of the root, and height (length)(width)( amount of
6x 2 - x - 1 = 0 is
height) increment. Interpret
the second depressed
= volume the Results
equation.
x ( x – 2 ) ( x – 1) =
Solving the quadratic
equation 60 x 3 – 3x 2 + 2x = The rectangular metal
6x 2 - x - 1 = 0 60 box is 3.5 cm long, 5.5
(3x + 1 ) ( 2x - 1 ) = 0 3x x 3 – 3x 2 + 2x - 60 = 0 cm wide and 8 cm
+1 =0 2x - 1 = 0 Complete the high.
3x = - 1 2x = 1 work Solve the
x = - 1/3 x =½ equation
x 3 – 3x 2 + 2x - 60 = 0
Therefore the roots of 6x If x = 2
4
– 19x 3 - 22x 2 + 7x
+ 4 = 0 are 1, 4, -1/3 2˩ 1 -3 2 -60
and 1/2 2 -2 0
1 -1 0 -60
X = 2 is not a solution
Try x = 5
5˩ 1 -3 2 -60
2 -2 0
1 -1 0 -60
X = 5 is one of the solution
Then using the depressed

equation and quadratic
formula:
x 2 + 2x +12 = 0
x=

x
=
x
=
Reject the solutions,
since they are not real
numbers Therefore,
x =5
x–2=3
x–1=4
Interpret the Results
The container is 5m long, 3
m wide and 4m high.
Is the volume of the
container 60m 3?
5 x 3 x 4 = 60
60 = 60
D. Discussing new concepts 1. Solve the equation 1. Solve the equation x 3 + x 2 Find four rational numbers Solve completely: The
and practicing new skills # 1 x 3 + 6x 2 + 11x + 6 = 0 - 12x - 12 = 0 such that the product of the diagonal of a rectangle
Solution: Solution: first, third and fourth is 8m longer than its
The equation has at most numbers is 54. Also the shorter side. If the area
The equation has at most real roots. The second number is 2 less than of the rectangle is 60
real roots. leading coefficient is the first number, the third is square meter, find its
The leading coefficient is , and its factors are 5 less than the second, and dimensions.
, and its factors are and . The the fourth is 3 less than the
and . The constant term is , third.
constant term is and its factors are Solution:
, and its factors are , , ,
, , , , , , ,  Understand the Problem:
, , , , _, , , and You are asked to find
, , , . The possible roots rational numbers
and . The of the equation are , that satisfies the given
possible roots of the , , . conditions.
and .
equation are , To test if 1 is a root of the  Plan Your Approach
, , . given equation, use synthetic Let x represent the
and . division first number.
Then represent the
To test if 1 is a root of the 1˩ 1 1 -12 -12 second number. (The
given equation, use second is 2 less than the
synthetic division first.)
1˩ 1 6 11 6 represent
the third number. (The
Since the remainder is third is five less than the
, therefore 1 is second.)
Since the remainder is of the equation. represent
, therefore 1 is the fourth number. (The
of the equation. Test if -1 is a root of the fourth is three less than
Test if -1 is a root of the equation. the third.)
equation. -1 ˩ 1 1 -12 -12 The product of the first, third
and fourth number is 54.
-1 ˩ 1 6 11 6 Therefore, the equation
will be:
Since the remainder is
, therefore -1 is
Since the remainder is of the equation.
, therefore -1 is This implies that
of the equation.
x 3 + x 2 -12x -12 = x 2 - 12  Complete the work:
This implies that
x+1 Using Synthetic Division,
x3 + 6x 2 +11x +6 test if 1 is a solution:
x+1 We can obtain the other roots
= x2 + 5x + 6 of x 3 + x 2 - 12x - 12 1˩
= 0 by solving for the roots of
We can obtain the other x 2 - 12 = 0 by factoring or
roots of by using the quadratic
x 3 + 6x 2 + 11x + 6 = 0 formula.
by solving for the roots If the roots are and
of x 2 + 5x + 6 = 0 by .
To see if there are other
rational solutions, use the

factoring or by using the
quadratic formula. To check, simply substitute quadratic formula to solve
If the roots are each of these values to the the depressed equation.
and . given equation.
To check, simply substitute Therefore the real roots of  Interpret the Results:
each of these values to the the polynomial equation
The numbers are ,
given equation. x 3 + x 2 - 12x - 12 = 0 are
, , .
Therefore the real roots of , and .
the polynomial equation The factored form of the Is the product of the first,
x 3 + 6x 2 + 11x + 6 = 0 polynomial third and fourth numbers 54?
is . x 2 + x 2 – 12x - 12 is
.
E. Discussing new concepts Solve: Find the roots of In an art class, the students Solve :
and practicing new skills # 2 ( 2x –1) (x +3 )( x- 2) = 0 each polynomial are ask to make and design The area of a triangle is
equation x 4 - 5x 2 + 4 an open box with a volume 44m2. Find the lengths
1. Is there a relationship =0 of 64 3 by cutting a square of the legs if one of the
between the number of of the same size from each legs is 3m longer than
roots and the degree of 1. Is there a relationship corner of a square piece of the other leg.
a polynomial equation? between the number of card board 12 on a side a. How do you solve
2. What are the different roots and the degree of a and folding up the edges. a problem?
theorems or strategies polynomial equation? What is the length of a side b. Do you follow a
we can use to solve 2. What are the different of the square that is cut step by step
polynomial equations? theorems or strategies we from each corner procedure?
can use to solve
polynomial equations? Solve
1. How do you solve a
problem? Do you follow
a step by step
procedure?
2. Can we use polynomial
equations in solving word
problems?

F. Developing mastery (leads Solve the Find the roots of each Solve completely: Solve the problem.
to Formative Assessment 3) polynomial equation polynomial equation. One dimension of cube 1. Packaging is one of
is increased by 1 inch to the important features
1. x 4 - x 3 –11x 2 + 9x 1. x 3 - 6 x 2 + 11x – 6 = 0 form a rectangular block. in producing quality
+18 = 0 2. ( x 3 - 8 ) ( x + 3 ) 2 = 0 Suppose the volume of the products. A box
2. x 4 + 5x 3 + 5x 2 – 6 new block is 150 cubic designer needs to
=0 inches, find the length of an produce a package for
edge of the original cube? a product in the shape
of a pyramid with a
square base having a
total volume of 200
cubic inches. The
height of the package
must be 4 inches less
than the length of the
base. Find the
dimensions of the
product.
Solution:
Let = area
of the base
= height
of the pyramid
If the volume of the
pyramid is V = 1/3
(base) (height),
Then, the equation
that will lead to the
solution is 36 =
The possible roots of

the equation are :
Using synthetic division

the roots are:
Therefore the length of
the base of the package
is and
its height is
2. One side of a
rectangle is 3 cm
shorter than the other
side. If we increase the
length of each side by
1 cm, then the area of
the rectangle will
increase by 18 cm2.
Find the lengths of all
sides
G. Finding practical THINK-PAIR-SHARE THINK-PAIR-SHARE Solve completely: Solve the problem
application of concepts and 1. A tree is supported
skills in daily living Find the roots of each Find the roots of each 1. Find four consecutive by a wire anchored in
polynomial equation. polynomial equation. even numbers such that the ground 5 feet
1. x 3 + 2x 2 – 25x –50 1. 3x 3 - 19x 2 + 33x –9 = 0 the product of the first, from its base. The
=0 2. x 3 – 2x 2 + 4x - 8 = 0 third and fourth is 2240. wire is 1 foot longer
2. x 4 – 6x 3 – 9x 2 + 14x than the height that it
=0 reaches on the tree.
Find the length of the
wire.
2. The sum of a
number and its square
is 72. Find the number.

H. Making generalizations A root of a polynomial A root of a polynomial Problem solving skills is a Problem solving skills
and abstractions about the equation is a value of equation is a value of the process, and consists of is a process, and
lesson the variable which variable which makes the several steps which are consists of several steps
makes the polynomial applied sequentially. which are applied
polynomial equal to zero. In
equal to zero. A. Understand the sequentially.
In solving polynomial solving polynomial Problem A. Understand the
equations, we may use: equations, we may use: Problem
a. Zero Product Property a. Zero Product Property Read the problem. Read the problem.
b. Synthetic division b. Synthetic division What are the given facts? What are the given
c. The Remainder c. The Remainder B. Plan Your Approach facts?
Theorem Theorem Choose a strategy B. Plan Your
d. The Factor Theorem C. Complete the Work Approach
d. The Factor Theorem
e. The Rational Root Choose a strategy
Theorem e. The Rational Apply the strategy. Use the C. Complete the
Root Theorem algebra you know to apply Work
the strategy to solve the Apply the strategy. Use
problem the algebra you know to
D. Interpret the Results apply the strategy to
solve the problem
State your answer then D. Interpret the
check. Does your answer Results
make sense? Does it satisfy State your answer
the conditions of the then check. Does
problem?

your answer make
sense? Does it satisfy
the conditions of the
problem?
I. Evaluating learning Solve each One of the roots of the Solve completely: 1. The length of a
polynomial equation, polynomial equation is given. The Yes - O club of rectangle is 1 m less
Show your complete Find the other roots. TMCNHS launches a than twice the width.
solution. 1. – 2x 4 + 13x 3 – 21 x 2 recycling campaign. In If the area is 55 m2,
1. x 3 – 2x 2 – 4x + 8 = 0 +2x+8=0 support of the program, find the perimeter
2. x 2 ( x 3 – 1 ) ( x – 4) = 0 x1= -½ the G 10 – Newton 2. The sum of two
collected all their waste numbers is 27 and
2. x 4 – 3x 2 + 2 = 0 papers and constructed their product is 50.
x1=1 two boxes, a cube and a Find the numbers.
rectangular box. The 3. The length of a
volume of the cube is 73 rectangle is 5 cm
more than twice the more than its width
volume of the rectangular and the area is 50cm2.
box. The length of the box Find the length, width
is 2cm greater than the and the perimeter.
length of an edge of the
cube, its width is 2 cm less
than the length of an edge
of the cube, and its height
is 1 cm less than the length
of an edge of the cube.
Find the dimensions of the
cube and the box.

J. Additional activities for 1. Follow-up: 1. Follow-up:
1. Follow-up: 1. Follow Up: The
application or remediation Solve the One dimension of a cube
Solve the product of two
polynomial is increased by1 inch to
polynomial numbers is 20. The
equation. form a rectangular block.
equation. sum of squares is 41.
a. x 4 – x 3 – 7x 2 + 13x - 6 Suppose that the volume
a. x 5 – 7x 3 – 2x 2 +12x Find the numbers
=0 of the new block is 150
+8=0 2. Study: Polynomial
2. Study cubic inches . Find the Functions, Grade 10
LM pages 94-95, Applying length of an edge of the Mathematics LM, page
polynomial equations in real original cube. 99, 106-107
life situations
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the
evaluation
B. No. of learners who
require additional activities

for remediation who scored
below 80%
work? No. of
learners who have caught up
with the lesson
Why did these work?
encounter which my
help me solve?
share with other
teachers?

Math 10 1st Quarter DLL

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G10 DLL First Quarter - Reference

Introduction to College Math (Mindanao State University - Iligan Institute of Technology)

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Session 1 Session 2 Session 3 Session 4

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4. Stack of Stones In the

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5. 160, 80, 40, an 4 7 10 13…

4. 3, -6, , -24, 48,

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a1 = (12) Subtract the

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Jose booked the hall

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H. Making generalizations A sequence is a function A sequence is a function A sequence is a function A sequence is a

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J. Additional activities for

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A. No. of learners who

B. No. of learners who require

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Session 1 Session 2 Session 3 Session 4

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Now, solve for m1, the mean

Then, solve for m3, the mean

Forming the sequence 3, m1,

E. Discussing new concepts How is an Arithmetic Think-Pair-Share Think-Pair-Share Think-Pair-Share

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A. No. of learners who

B. No. of learners who require

GRADE 10 School Grade Level 10

Session 1 Session 2 Session 3 Session 4

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Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)

Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)

Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)

Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)

Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)

Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)

Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)

A. No. of learners who

B. No. of learners who require

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Session 1 Session 2 Session 3 Session 4

Objectives a. Differentiate a geometric a. Solve the common

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Illustrating Geometric Differentiating Geometric Differentiating Finite

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4. Every correct answer

5. The group with the

Find the ratio of the second

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Downloaded by Jonard Dagohoy (jonard.dagohoy.15@gmail.com)