10

Mathematics
Modules
Quarter 1 – Weeks 5 – 8
10
Mathematics
Quarter 1 – Module 5:
Problems Involving Sequences
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 - Module 5: Problems Involving Sequences
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Arnel D. Olofernes

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima. D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master solving problems involving sequences. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

This a single lesson module:

 Lesson 1 – Problems Involving Sequences

After going through this module, you are expected to solve problems involving
sequences.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. In the sequence 4,7,10,13. .., what is the 10th term?

A. 25 B. 28 C. 31 D. 34
1
2. The first term of an arithmetic sequence is and the fifth term is 3. What is the
3
common difference of the arithmetic sequence?
2 1 1 2
A. − B. − C. D.
3 3 3 3

𝑥−1
3. If the sequence 2 , 𝑥, 3𝑥 + 2. .. forms a geometric sequence, what is the value of x?
A. – 1 B. 0 C. 1 D. 2

4. The sequence 4,8,12,20,32. .. is what kind of sequence?

A. Arithmetic sequence C. Harmonic sequence
B. Geometric sequence D. Fibonacci sequence
5. An auditorium has 15 seats in the first row, 18 seats in the second row, 21 seats in
the third row, and so on, for 10 rows. How many seats are there in the last row?
A. 39 B. 42 C. 45 D. 48

1 1 1 1
6. In the harmonic sequence 2 , 5 , 8 , 11 . . ., what is the 8th term?
1 1 1 1
A. 26
B. 23
C. 20
D. 17

1
7. The second and fourth terms of a harmonic progression are – 1 and , respectively.
3
What is the fifth term?
1 1
A. 5 B. 4 C. 3 D. 5

3
8. The sum of the first five terms of a geometric progression is 155. What is the sixth
term?
A. 40 B. 80 C. 160 D. 320

9. A pile of bricks has 61 bricks in the bottom layer, 58 bricks in the in the second
layer, 55 bricks in the third layer, and so on until there are 10 bricks in the topmost
layer. How many bricks are there?
A. 636 B. 639 C. 642 D. 645

10. The first three terms of an arithmetic sequence 3𝑥 − 2, 𝑥 2 + 𝑥 − 1 and 2𝑥 2 − 3𝑥 + 8.

What is the value of x?
A. 3 B. 4 C. 5 D. 6

11. What is the common ratio of a geometric progression whose sixth term is 54 and
whose third term is – 2?
A. – 9 B. 9 C. - 3 D. 3

12. What is the sum of the infinite geometric series 16 + 4 + 1+. . . ?

1 1 1
A. 21 B. 21 C. 21 D. 21
16 4 3

13. Given 𝑎11 = 13and 𝑎62 = 115. What is the 30th term?
A. 49 B. 51 C. 53 D. 55

14. What two numbers are between 5 and 135, if the sequence formed is a geometric
sequence?
A. 15 and 45 B. 20 and 60 C. 25 and 75 D. 65 and 65

15. The population of a certain town is 100,000. If the rate of increase of the population
is 10% each year, what will be the population after three years?
A. 110000 B. 121000 C. 133100 D. 146410

4
 Lesson
Solving Problems Involving
1 Sequences

What’s In

Ellaine wants to make a collage using squares. She cuts paper squares in such
a way that the area of each square is 4 times the area of the preceding square. She
makes five squares, and the area of the first is 2 square inches. What is the total area
of the square?
This is a typical problem that requires knowledge of the sequences and series to
get the correct solution. This problem requires mastery of geometric sequences and
series.
Clearly, Ellaine is making squares with areas 2, 8, 32, 128, and 512 square
inches, respectively. Even without using the formula to get the sum of a geometric series,
the problem can be easily solved since we are only adding 5 terms. Therefore, the total
area of Ellaine’s collage is 2 + 8 + 32 + 128 + 512 or 682 square inches.

What’s New

What if Ellaine wants her collage to be composed of 12 squares? It is now

impractical to list the areas of each of the squares and add them up. In this case, it is
more advantageous to use the formula for the geometric series.

𝑎1 ሺ1 − 𝑟 𝑛 ሻ
𝑆𝑛 =
1−𝑟

The total area of Ellaine’s collage is

2൫1−412 ൯
𝑆12 = 1−4
= 11184810 square inches.

In this lesson, we will be answering problems that involves sequences. Obviously,

the formulas for the nth term of a sequence and the formulas to get the sum of n terms
are important in solving problems that involves sequences and series. The formulas are
summarized below.
Arithmetic Progressions Geometric Progressions
.

 𝑎𝑛 = 𝑎1 + ሺ𝑛 − 1ሻ𝑑  𝑎𝑛 = 𝑎1 𝑟 𝑛−1

𝑛൫𝑎1 +𝑎𝑛 ൯ 𝑎1 ሺ1−𝑟 𝑛 ሻ

 𝑆𝑛 = 2
 𝑆𝑛 = 1−𝑟

𝑎
 𝑆∞ = 1−𝑟
1

5
 What is It

The problems in this section are not the usual problems that you have
encountered in the previous modules. The problems are of different varieties but the
mastery of the skills and concepts you have studied in the previous modules are needed.

Example 1: Find 𝑎 and 𝑏 such that 𝑎 − 𝑏, 𝑏 − 2𝑎, 2𝑎 − 1, and 𝑏 + 2𝑎 are consecutive

terms of an arithmetic sequence.

Concept: An arithmetic sequence has a common difference.

 Therefore, the second term minus the first term is equal to the third term
minus the second term and is also equal to the fourth term minus the
third term.
ሺ𝑏 − 2𝑎ሻ − ሺ𝑎 − 𝑏ሻ = ሺ2𝑎 − 1ሻ − ሺ𝑏 − 2𝑎ሻ (Eq 1)

ሺ𝑏 + 2𝑎ሻ − ሺ2𝑎 − 1ሻ = ሺ2𝑎 − 1ሻ − ሺ𝑏 − 2𝑎ሻ (Eq 2)

 Simplifying equations 1 and 2 gives the equation 3 and 4, respectively:

3𝑏 − 7𝑎 = −1 (Eq 3)

𝑏 − 2𝑎 = −1 (Eq 4)

 Solving the system {3𝑏 − 7𝑎 = −1 gives 𝑎 = −2 and 𝑏 = −5.

𝑏 + 2𝑎 = −1

 The sequence 𝑎 − 𝑏, 𝑏 − 2𝑎, 2𝑎 − 1, and 𝑏 + 2𝑎, with the obtained values of

that 𝑎 and 𝑏 gives the sequence that 3, −1, −5, −9 which is an arithmetic
sequence with common difference that 𝑑 = −4.

Example 2: The sum of five consecutive numbers of an arithmetic progression is 25

and the sum of their squares is 135. Find the numbers.

Concept: The arithmetic mean or average of an arithmetic

sequence with an odd number of terms is simply the
middle term.

 The sum of the five consecutive terms of the arithmetic sequence,

𝑎1 + 𝑎2 + 𝑎3 + 𝑎4 + 𝑎5 = 25. The average of the sum of the five numbers
(that is 25 divided by 5, or 5) is the arithmetic mean of the five terms which
is exactly the third term.

Therefore, 𝑎3 = 5.

 The five terms can now be represented using the third term adding the
common difference 𝑑 to get to the fourth term and subtracting the common
difference 𝑑 to go back to the second term.

The sequence 𝑎1 , 𝑎2 , 𝑎3 , 𝑎4 , 𝑎5 can now be represented as

5 − 2𝑑, 5 − 𝑑, 5, 5 + 𝑑, 5 + 2𝑑

 The second condition of the problem says that the sum of the squares of
the terms is 135. Therefore,

ሺ5 − 2𝑑ሻ2 + ሺ 5 − 𝑑ሻ2 , +52 , +ሺ5 + 𝑑ሻ2 , +ሺ 5 + 2𝑑ሻ2 = 135

6
 25 − 20𝑑 + 4𝑑 2 + 25 − 10𝑑 + 𝑑 2 + 25 + 25 + 10𝑑 + 𝑑 2 + 25 + 20𝑑 + 4𝑑 2 = 135

10𝑑2 = 10 → 𝑑2 = 1 → 𝑑 = ±1

 The third term is 5, using the common difference positive 1, the terms are:
3, 4, 5, 6. 7. Using the common difference negative 1, the terms are: 7, 6,
5, 4, 3.

Example 3: In an arithmetic sequence, the third, fifth, and eleventh terms are
distinct and form a geometric sequence. If the fourth term of the
arithmetic sequence is 6, find the 2019th term.

Concept: A geometric sequence has a common ratio.

 𝑎3 , 𝑎5 , 𝑎11 of an arithmetic sequence forms a geometric sequence.
Therefore, 𝑎1 + 2𝑑, 𝑎1 + 4𝑑, 𝑎1 + 10𝑑 forms a geometric sequence.
 The fourth term of the arithmetic sequence is 6. Thus 𝑎4 = 6 and so 𝑎1 +
3𝑑 = 6. It follows that 𝑎1 = 6 − 3𝑑. Substituting this to the sequence
𝑎1 + 2𝑑, 𝑎1 + 4𝑑, 𝑎1 + 10𝑑 gives the sequence
ሺ6 − 3𝑑ሻ + 2𝑑, ሺ6 − 3𝑑ሻ + 4𝑑, ሺ6 − 3𝑑ሻ + 10𝑑

 Simplifying will give the sequence: 6 − 𝑑, 6 + 𝑑, 6 + 7𝑑

 These consecutive terms 6 − 𝑑, 6 + 𝑑, 6 + 7𝑑 according to the problem form

a geometric progression, therefore has a common ratio

6+𝑑 6+7𝑑
6−𝑑
= 6+𝑑
→ ሺ6 + 𝑑ሻ2 = ሺ6 + 7𝑑ሻሺ6 − 𝑑ሻ

36 + 12𝑑 + 𝑑2 = 36 + 36𝑑 − 7𝑑2 → 8𝑑2 − 24𝑑 = 0

8𝑑2 − 24𝑑 = 0 → 8𝑑ሺ𝑑 − 3ሻ = 0

Solving for 𝑑: 𝑑 = 0 and 𝑑 = 3

 It is stated in the problem that the terms are distinct, therefore the
common difference must only be 𝑑 = 3.

 Therefore, the arithmetic sequence has a common difference of 3 and it

follows that the first term 𝑎1 = 6 − 3𝑑, is 6 − 3ሺ3ሻ = −3.

 Therefore, the 2019th term of the arithmetic sequence is

𝑎2019 = 𝑎1 + 2018𝑑 = −3 + 2018ሺ3ሻ = 6051.

7
 What’s More

Solve the following problems.

1. What fractional part of the square will be shaded eventually?

2. The sum of infinite terms of a geometric progression is 20 and the sum of the
squares of its terms is 50. Find the series.

3. Find the sum of the series 1 + 6 + 4 + 9 + 7 + 12+. .. to 40 terms.

4. The Sieve of Sundaram illustrates the following infinite table of positive

integers:

The numbers in each row in the table form an arithmetic sequence. The numbers
in each column in the table form an arithmetic sequence. Determine the number
in the 50th row and 40th column.

5. A clock chimes every hour. The clock chimes once at 1 o’clock, twice at 2 o’clock,
and so on. How many times will the clock chime from 1 PM through midnight?

What I Have Learned

Solving problems that involves sequences not only require knowing the formulas
of the sequences and its sums. Problem solving in general requires understanding the
problem and knowing how to apply the concepts involved. Summarized below are some
generalized tips in problem solving.
1. Understand the problem.

2. Choose your strategy. (Formula to use and operations to apply)

3. Try it out. (Every problem cannot be solved immediately, do it step-by-step)

4. Check if the conditions of the problem are satisfied.

8
 What I Can Do

The problem below can be easily solved using the formula for the sum of an
arithmetic sequence. Imagine, you were back in the time when the formula was not yet
derived or invented. This is literally a “classic” problem solving example.

A popular story in the history of mathematics tells us that, as a young student,

the mathematician Gauss was talkative and restless in class, so his teacher decided to
keep him busy by telling him to add up all the whole numbers to 100. The teacher was
shocked when the young Gauss produced the correct answer within a minute. Gauss
may have used the method of pairing the first and last numbers and making more pairs
as he worked in from both ends. Complete the question parts below and see whether
you can quickly find the sum of all the whole numbers from 1 to 100.

a. How many pairs will be formed?

b. What will be the value of the sum in each pair?
c. Use the number of pairs and the value of each pair to find the answer for the sum
of all the numbers from 1 to 100.

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. If the sequence 𝑥 − 2,2𝑥 + 3,5𝑥. .. are the first three terms of an arithmetic sequence,
what is the value of 𝑥?
A. 3 B. 4 C. 5 D. 6

2. In the sequence2,6,18,54. .., what is the sum of the first 6 terms?

A. 80 B. 242 C. 728 D. 2186
1
3. The first term of a geometric sequence is 8
and the fourth term is 8. What is the
common ratio of the geometric sequence?
1
A. 8 B. 4 C. 2 D. 2

4. What is the arithmetic mean between 5 and 11?

A. 8 B. 7 C. 10 D. 9

5. An auditorium has 15 seats in the first row, 18 seats in the second row, 21 seats in
the third row, and so on, for 10 rows. How many seats are there in the auditorium?
A. 285 B. 300 C. 315 D. 330

6. What is the value of x if 𝑥, 𝑥 2 − 5 and 2𝑥 are the first three terms of a harmonic
progression?
−5
A. 3 B. 3 C. both a and b D. none of the choices

9
7. The sum of the first five terms of an arithmetic progression is 110. What is the third
term?
A. 15 B. 22 C. 29 D. 36

8. A pile of bricks has 61 bricks in the bottom layer, 58 bricks in the in the second
layer, 55 bricks in the third layer, and so on until there are 10 bricks in the topmost
layer. How many layers are there?
A. 18 B. 19 C. 20 D. 21

9. The first three elements of an arithmetic sequence are 20, 16, and 12. Which element
is – 60?
A. 18 B. 19 C. 20 D. 21

10. The last term of a finite geometric sequence is 768. If the first term is 3 and the
common ratio of the progression is 2, how many terms are there in the sequence?
A. 7 B. 8 C. 9 D. 10

11. The number of bacteria in a culture triples every 3 hours. If there were n present at
high noon one day, how many were present 12 hours later?
A. 81 B. 81n C. 27 D. 27n

12. What is the sum of odd integers between 46 and 215 inclusive?
A. 11135 B. 11050 C. 10920 D. 10845

13. A certain ball when dropped from a height, rebounds two-thirds of the distance from
which it fell. Find the total distance travelled by the ball from the time it is dropped
from a height of 60 feet until it strikes the ground the fifth time.
2600 4220 5200 6820
A. 27
𝑓𝑡 B. 27
𝑓𝑡 C. 27
𝑓𝑡 D. 27
𝑓𝑡

14. What is the fraction equivalent of the non-terminating decimal 0.03030303. . . ?

1 1 1 1
A. 3 B. 30 C. 33 D. 303

15. What is the sum of all positive multiples of 7 less than 200?
A. 20639 B. 2842 C. 3045 D. 4712

10
10
Mathematics
Quarter 1 – Module 6:
Polynomials
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 - Module 6: Polynomials
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Isidro C. Mantilla

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima. D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Polynomials. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the textbook you
are now using. The module is divided into two lessons, namely:
 Lesson 1 – Polynomials: Definition of Polynomials, Properties and its
Operations – Focus on Division of Polynomials using Long Method and
Synthetic Division
 Lesson 2 – Proves the Remainder Theorem, Factor Theorem

After going through this module, you are expected to:

1. identify the given as a polynomial or not a polynomial;
2. find the quotient of the given polynomials using long method and synthetic
division;
3. prove remainder theorem and factor theorem;
4. find the quotient and remainder using remainder theorem;
5. find the other factors using the factor theorem; and
6. determine if the divisor is a factor of the given polynomial.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following is a polynomial?

3
i. 5x3 + 8x – 3x2 +1 ii. 2x-4 + x4 – 5x +7 iii. 𝑥 3 −4𝑥−5
A. i only B. ii only C. i and ii D. i and iii

2. The following are examples of polynomials, except:

A. 𝑥 3 – 5x + 6 C. 5x4 + 2x3 – 4x +1
B. 2𝑥 + 7x – 5
−5
D. 8x3 – 27y3

3. The leading coefficient of the polynomial x10 + 4x13 – 3x2 + 7x11 + 5x – 6 is:
A. -3 B. 1 C. 4 D. 7

4. What is the quotient when x2 – 36 is divided by x + 6?

A. x + 8 B. x – 8 C. x + 6 D. x – 6

5. Which expression gives the remainder when P(x) = 3x2 + x – 2 is divided by

(x – 1)?
A. P(3) B. P(2) C. P(1) D. P(-1)

6. Find the remainder when (x9 + 2x8 + 3x7 +…+ 9x) is divided by (x – 1)?
A. 45 B. 90 C. 180 D. 360

7. The remainder after dividing (-10x3 + 5x2 + K) by (x + 1) is 16. Which of

the following is the value of k?
A.-1 B. 0 C. 1 D. 2

3
 8. Which of the following polynomials is exactly divisible by (3x+1)?
A. 6x2 + 17x + 5 C. 3x3 + 4x2 – 8x – 3
B. 9x + 6x + 1
2 D. all of the above

9. Which of the following is the factored form of x3 +4x2 + x – 6?

A. (x – 1) (x + 2) (x + 3) C. (x + 1) (x – 2) (x + 3)
B. (x – 1) (x – 2) (x + 3) D. (x + 1) (x + 2) (x – 3)

10. Which polynomial gives a quotient of (3x2 + 2x +4) and a remainder of

19 when divided by (2x-3)?
A. 6x3 – 5x2 + 2x C. 6x3 – 5x2 + 2x + 7
B. 6x – 5x + 4x + 7
3 2 D. 6x3 + 5x2 + 2x +7

Lesson Polynomials: Definition,

1 Its Properties, and Operations -

Focus on Division of Polynomials
In this lesson, the learners are expected to learn the definition of polynomials, its
properties, and operations.

What’s In

What is Polynomial? What are its properties?

Based on the lesson from the previous grade levels, the learners would be able to
identify the different kinds of polynomials based on the number of terms and its
properties. Recall and observe the following:

Given Polynomial/Not Number Kind of Reason

Polynomial of terms Polynomial
1.) 2x3 – 5 Polynomial 2 Binomial n ≥ 0 or the
exponent is
positive
2.) x-5 + 7x - 2 Not Polynomial n ≤ 0 or has a
negative exponent
3.) 2 𝑥 Not Polynomial The exponent of
the variable is
under the radical
symbol
4.)
7
Not Polynomial The exponent of
3𝑥−5𝑥 2
the variable is
found in the
denominator
5.) 6𝑥 3/4 -8x +4𝑥 −3 Not Polynomial The exponent has a
fractional exponent
6.) 4x Polynomial 1 Monomial n≥ 0

7.) 5-6x +10x3 Polynomial 3 Trinomial n≥ 0

Note: In column 1, Given: Anxn + An-1xn-1 +An-2xn-2 + …+ A1 x + A0 .

In column1,Row 3, Reason: The variable has a fractional exponent.

How do we add, subtract, and multiply polynomials?

4
Rules for Addition of Polynomials:

1. To add polynomials, add terms with same degree and variable. Otherwise, just
copy all terms and its corresponding sign.
2. Follow the rules for addition of integers.

Illustrative examples:
a. (3x – 4x2 – 2x3) + (2y – 3xy) = 3x – 4x2 – 2x3 + 2y – 3xy,
Note: unlike terms, just copy.

b. (2x – 5x2 + 7x3) + (3x + 9x2 + x3) = 5x + 4x2 + 8x3,

Note: Like terms, perform the operation.

c. (7x – 2) + (10x – 5x2 + 3x4) = 3x4 – 5x2 + 17x – 2,

Note: Simplify those which have like terms, otherwise, copy those terms without
any pair.

Rules for Subtraction of Polynomials:

1. To subtract polynomials, first change the sign of the subtrahend and follow
the rules for addition of integers.

Illustrative examples:
a. (3x – 4x2 – 2x3) – (2x – 3x3) = 3x – 4x2 – 2x3 – 2x + 3x3 = x3 – 4x2 + x,
written in standard expression.
b. (2x – 5x2 + 7x 3) – (3x + 9x2 – x3) = 2x – 5x2 + 7x3 – 3x – 9x2 + x3
= 8x3 – 14x2 – x
Rules for Multiplication of Polynomials

1. To multiply polynomials, apply the law of exponent: xm(xn) = xm+n .

Illustrative Examples:
a. (x2 – 2x +1) (x – 3) = x3 – 2x2 + x – 3x2 + 6x – 3 = x 3 – 5x2 +7x – 3,
Use distributive property, since they have the same variables, add their
exponents, and simplify.

b. (2xy – 3x) (-5x – 4y) = -10x2 y + 15x2 – 8xy2 +12xy, since the terms have unlike
variables, it is now the final answer.

c. (7x – 4) (-2x + 5) = -14x2 + 8x + 35x – 20 = -14x2 + 43x – 20, Use FOIL method
and simplify.

How do we divide whole numbers?

14 19 3
a. 2 = 7 b. 4 = 4 4 or 4 and remainder 3.

What’s New

Polynomial Defined

A polynomial expression P(x) is an expression of the form Anxn + An-1xn-1 +An-2xn-2 +

…+ A1 x + A0 , An ≠ 𝑜 where the non-negative integer n is called the degree of the
polynomial and the coefficients A0, A1, … An are real numbers.

The terms of a polynomial may be written in any order. However, we often follow the
convention of writing the terms in decreasing powers of the variable x. Thus, the
polynomial expression is in standard form.

5
Focus on Division of Polynomials:

There are two ways of dividing polynomials:

a. Long Method
b. Using Synthetic Division.

Note: A. To divide a polynomial by another polynomial, use the long division process
similar to that of whole numbers.

a. Divide x2 - 2x + 3 by x – 1
Solution:
x-1
x  1 x2  2 x  3 → Divide x2 by x. Place the quotient over the x2 term
x2 –x → Multiply (x – 1) by x
-x + 3 → Subtract x2-x from x2 – 2x, Bring down the next term +3.
-x + 1 → Divide -x by x. Place the quotient over the x term.
Multiply (x-1) by -1
2 → Subtract (-x + 1) from (-x + 3).

A remainder of 2 indicates that the divisor is not a factor of the dividend.

Remember the Division Algorithm.

Dividend = (Divisor)(Quotient ) + Remainder

↓ ↓ ↓ ↓
Thus, x2 – 2x + 1 = (x – 1) (x – 1) + 2

What is It

SYNTHETIC DIVISION

The process of synthetic division for polynomials greatly simplifies division of

polynomials in x, where the divisor is in the form of x – r. The essential steps of long
division are retained, using only the numerical coefficients.

The illustrative example will show you how this is done:

1. Divide (2x4 + 5x3 – 8x2 – 7x – 9) by (x + 2)

Step 1. Arrange the terms so that the exponents of the dividend are in a decreasing
order, then write down the coefficients from left to right putting zero for each missing
power of x. Rewrite the divisor in the form x – c. At the end of this line, write the value
of c. The divisor x + 2 can be written as x – (-2). Thus, the value of c is -2.
2 5 -8 -7 -9 ⌊−2

Step 2. Draw a line between the second and third rows. Bring down the first number to
the third row.
2 5 -8 -7 -9 ⌊−2
__________________________________________________
2

Step 3. Multiply the number in the third row (2) by the divisor (-2) and place the product
(-4) in the second row under the second term.

2 5 -8 -7 -9 ⌊−2
-4
__________________________________________________
2

6
Step 4. Add the second terms and write down the sum below it in the third row.
2 5 -8 -7 -9 ⌊−2
-4
__________________________________________________
2 1

Step 5. Repeat steps 3 and 4 for the succeeding terms.

2 5 -8 -7 -9 ⌊−2
-4 -2 20 -26
__________________________________________________
2 1 -10 13 -35

Step 6. The last number in the third row (-35) is the remainder while the others, reading
from left to right, are the coefficients of the quotient. Note that the degree of the quotient
is one less than the degree of the dividend.
Thus, the quotient is 2x3 + x2 – 10x + 13 and the remainder is -35.
35
Therefore, the final answer is 2x3 + x2 – 10x + 13 - 𝑥 + 2 .

Lesson
Remainder Theorem and
2 Factor Theorem
In the division algorithm for each polynomial P(x) is of positive degree n and any
real number r, there exist a unique polynomial Q(x) and a real number R such that P(x)
= (x-r)Q(x)+R where Q(x) is of degree n-1, and R is the remainder.
P(x) = [(x – r)Q(x) + R
P(r) = [ (r– r)Q(r)] + R
P(r) = [(0)Q(r) + R
P(r) = R
Hence, the remainder R is equal to P(r). We have just proven a theorem called
Remainder Theorem.
Illustrative example: Find the remainder?
a. P(x) = 2x3 – 3x2 + x +1, x – 2, equate the divisor x – 2 = 0, x = 2.
P(2) = 2(2)3 – 3(2)2 + 2 +1
= 2(8) – 3(4) + 2 + 1
= 16 – 12 + 2 + 1
=7
P(2) = 7 means the remainder when P(x) divided by x-2, the remainder is 7.

b. Apply the remainder theorem: Refer the steps in lesson 1,

(using Synthetic division)

2 -3 1 1 |2
↓ 4 2 6
2 1 3 7
Q(x) = 2x2 +x+ 3 and the remainder is 7.

Factor Theorem:
Let P(x) be a polynomial. If P(r) = 0, where r is a real number, then x – r is a factor of P
(x). Conversely, if x-r is a factor of P(x), then P(r) = 0.
Since the theorem has a converse, the proof consists of two parts.
a. If (x – r) is a factor of P(x), then P(r) = 0.

7
 b. If P(r) = 0, then (x – r) is a factor of P(x).
Proof for a:
Suppose (x-r) is a factor of P(x), then P(x) = (x – r)Q(x). Since the equation is an
identity and is true for any value of x, then it must be true for x = r.
Then, P(r) = (r – r) • Q(r)
P(r) = 0 • Q(r) = 0.
Proof for b.
Suppose P(c) = 0. By the Remainder Theorem, when P (x) is divided by (x – r), the
reminder R = P(r ) = 0.
Then, P(x) = (x-r) • Q(x) + 0
P(x) = (x-r) • Q(x). Therefore, (x-r) is a factor of P(x).

Illustrative Examples:
1. Show that x + 3 is a factor of P(x )= x3 + x2 – 7x – 3.
1st Solution:
a. P(-3) = (-3)3 + (-3)2 – 7(-3) – 3
=-27 + 9 + 21 – 3
= 30 – 30 = 0
By Factor Theorem, x + 3 is a factor of P(x)= x3 + x2 – 7x – 3.
2nd Solution: Using Synthetic Division. Recall the steps.

1 1 -7 -3 |-3
↓ -3 6 3
1 -2 -1 0
Q(x) = x2 – 2x2 - 1. Therefore, x + 3 is a factor of P(x).

2. Find the value of k so that x-3 is a factor of P(x)= 6x3 -kx2 -5x + 6.
Solution:
Let P(x)= 6x3 -kx2 -5x + 6. Using Factor Theorem, we can show that x-3 is a factor of
P(x) is P(3) = 0. We have
6(3)3-k(3)2-5(3) + 6 = 0
6(27) -9k -15 + 6 = 0
162 - 9k -15 + 6 = 0
-9k = -153
k = 17
Check:
P(3)= 6(3)3-17(3)2-5(3) +6
=6(27) -17(9)-15 +6
=162-153-15+6
=168-168
P(3) = 0, means that x-3 is a factor of P(x) . Thus, the value of k =17.

What’s More

Activity 1. Find the quotient and remainder in each of the following using Long Method
and Synthetic Division.
1. P(x)= 3x3 – 11x2 -1 ÷ D(x)= x – 3
1
2. P(x)= 8x4 – 4x3 + 2x – 1 ÷ D(x)= x − 2
3. P(x)= 2x5 + x3 – 2x2 +4x – 5 ÷ D(x)= x – 3
4. P(x)= x6 +2x3 -5x -10 ÷ D(x) = x– 2
1
5. P(x)= 2x5 – 3x4 – x3 + x2 + 4x + 4 ÷ D(x)= x − 2

8
Activity 2. Find the value or remainder in each of the following using Synthetic
Division/Remainder Theorem.
1. P(x) = 2x4 + 4x3 + 2x2 – x + 3 ÷ D(x) = x + 1
2. P(x) = -3x4 + 5x3 -2x2 – 2x + 1 ÷ D(x) = x – 2
1
3. P(x) = 8x4 -4x3 + 2x -1 ÷ D(x)= x+ 2
4. P(x) = x5 + x4 – x2 + 4x – 2 ÷ D(x)= x + 3
5. P(x) =12x4 -40x3 + 11x -x2 -90 ÷ D(x) = 2x-3

Activity 3. Use Factor Theorem to determine whether D(x) is a factor of P(x).

1. D(x) = x – 2 ; P(x)= x3 – 3x2 + 6x – 8
2. D(x) = x – 1 ; P(x) = x5 – 1
3
3. D(x) = x - 4 ; P(x) =4x4 -3x3 - 4x + 3
1
4. D(x) = x+2 ; P(x)= 2x5 – x2 – 3x + 6
5. D(x) = 2x-3 ; P(x)= x6 -3x3 -x + 4

What I Have Learned

1. To divide a polynomial by another polynomial:

a. Arrange the terms in both the divisor and the dividend in descending powers
with respect to a variable.
b. Divide the first term of the dividend by the first term of the divisor to obtain
the first term of the quotient.
c. Multiply the divisor by the first term of the quotient and subtract the product
from the dividend.
d. Using the remainder, repeat the process, thus finding the second term of the
quotient.
e. Continue the process until the remainder is zero or the remainder is of a lower
degree polynomial than the divisor.
2. Synthetic Division is a shortcut that can be used when the divisor is a binomial
in the form x – r . In synthetic division, only the coefficients are used in the
division process.
3. If P(x) is divided by x – r, evaluating P(r) will give R as the remainder. In symbols,
P(r)=R.
4. The factor theorem states that x-r is a factor of P(x) if and only if P(r) = 0.

What I Can Do

Solve the following problems. Show your complete solutions.

1. The total cost of (5m-3r) units of TV antenna is (15m2 -14mr +3r2) pesos. What
expression represents the cost of one TV antenna?
2. If a car moving at a constant rate travels (2x3 -3x2-7x + 3) km in (x2 -3x + 1)
hours, what is the rate of the car in km per hour?
3. The volume of a rectangular solid is (2x3 + 3x2 -5x -6) cubic cm and its height is
(x + 1) cm. What is the area of the base?
4. The expression 4x2 – mx + 8 leaves a remainder of -1 when divided x – 3. Find
the value of m.
5. The expression ax3 – x2 – bx – 9 is exactly divisible x2 -2x – 3. Calculate the
value of a and b.

9
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following is NOT a polynomial?

A. 3x-5 C. 10x-5 +x3-4x +1
B. x3-5x2 +2x -4 D. 7 + 3x-x7

2. The degree of the polynomial function defined by P (x) = 2x n -1 + 3x2n -3xn -9

when n = 4.
A. four B. five C. seven D. eight

3. What is the value of k so that x-2 is a factor of x3 +7x2 + kx – 40.

A. 4 B. 3 C. 2 D. 1

4. What is the remainder if P(x) = 2x4-3x2 + 3x + 1 is divided by (x + 2)?

A. 3 B. 8 C.12 D. 15

5. If P(x) = 2x3-kx2 + x +1 is divisible by x-1, then what is the value of k?

A. 4 B. 5 C. 6 D. 7

6. Using synthetic division, what is the remainder of P(x) = 3x3-11x2-1

if the divisor is x-3?
A. -24 B. -19 C. -11 D. 20

7. Find the value of m for which the binomial (x-1) is a factor of x4 +mx3-4x2?
A. 7 B. 5 C. 3 D. 1

8. What is the remainder when 4x500 -3x250 -2x125 + 2x84 – 5 is divided

by x – 1?
A.-10 B. -4 C. 4 D. 10

9. If x – 5 is a factor of the polynomial x3 -19x -30 = 0, the other two

factors are:
A. (x + 2) and (x + 1) C. (x + 3) and (x + 1)
B. (x + 2) and (x + 3) D. (x + 3) and (x + 10)

10. When the polynomial 3x2-4x + 5 is divided by the linear expression x-3,
the remainder is ______.
A. 5 B. 10 C. 20 D. 25

11. If P(x) = 5x4 -3x2 – 2, P(3) is equal to

A. -6 B. 6 C. 270 D. 376

12. Determine the value of q that will make q + 2 a factor of 3x3 +5x2 + qx – 10?
A. 7 B. 6 C. -5 D. -7

13. Determine the value of b that will make x + 3 a factor of bx3 +3x2 -2bx- 6?
A. -4 B. -1 C. 1 D. 4

14. If P(x) = 3x4 -2x3 + 5x2 -4x – 2 is divided by x + 1, what is the quotient
and a remainder.
A. Q(x) =3x3-5x2 -10x -14, R = 12 C.Q(x) =3x3 +5x2 +10x -14, R = -12
B. Q(x) =3x3-5x2 +10x +14, R =-12 D.Q(x)=3x3-5x2 +10x-14, R = 12

15. Find the remainder of P(x) = x36 – 16x32 + x3 + x + 1 if the divisor is x – 2 ?

A. 11 B. 10 C. 9 D. 8

10
10
Mathematics
Quarter 1 – Module 7:
Factoring Polynomials
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 - Module 7: Factoring Polynomials
Second Edition, 2021

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2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
factoring of polynomials. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using. The module is divided
into three lessons, namely:
 Lesson 1 – Common Factoring Methods
 Lesson 2 – Factoring Polynomials using the Remainder and Factor Theorems
 Lesson 3 – Descartes’ Rule of Sign
After going through this module, you are expected to:
1. factor polynomials completely;
2. identify whether an expression is a factor of a polynomial using the Remainder and
Factor Theorems;
3. find the possible roots of a polynomial function in determining its factors;
4. find the number of positive and negative roots of a polynomial.

What I Know
Choose the letter of the best answer. Write the chosen letter on a separate paper.
1. Which of the following is NOT a factor of 𝑥 3 + 5𝑥 2 − 𝑥 − 5?
A. 𝑥 + 1 B. 𝑥 − 5 C. 𝑥 − 1 D. 𝑥 + 5
2. Find 𝑘 so that 𝑥 − 2 is a factor of 𝑥 3 + 𝑘𝑥 − 4.
A. −3 B. −2 C. −1 D. 0
3. Which of the following polynomials is exactly divisible by 3𝑥 + 1?
A. 6𝑥 2 + 17𝑥 + 5 C. 9𝑥 2 + 6𝑥 + 1
B. 3𝑥 + 4𝑥 − 8𝑥 − 3
3 2
D. All of the above
4. Factor 2𝑥 3 − 𝑥 2 − 5𝑥 + 𝑘 completely if 𝑥 + 1 is given as one of its factors.
A. (2𝑥 − 1)(𝑥 − 2)(𝑥 + 1) C. (2𝑥 + 1)(𝑥 + 2)(𝑥 + 1)
B. (2𝑥 − 1)(𝑥 + 2)(𝑥 + 1) D. (2𝑥 + 1)(𝑥 − 2)(𝑥 + 1)
5. What is the possible number of positive real zeros of the function, 𝑃(𝑥) = 𝑥 5 + 6𝑥 4 + 10𝑥 3 +
3𝑥 2 ?
A. none B. 1 positive zero C. 4 or 2 positive zeros D. 5 or 3 positive zeros

Lesson
Common Factoring Methods
1
The first lesson in this module will be more of a review of the previous factoring formulas
you have learned in your lower grade level. We will use these formulas to factor polynomials of
degree 3 or higher. Factoring polynomials is essential for the next lessons since the first step in
solving problem involving polynomials, polynomial equations, and polynomial functions requires
this skill.

What’s In

COLOR MOSAIC ACTIVITY: Factor each of the following polynomials and color the
corresponding factors below.

3
 A B C

3𝑥 4 + 27𝑥 2 2𝑥 2 + 7𝑥 + 5 4𝑥 2 − 12𝑥 + 9

YELLOW RED BLUE

𝑥 2 − 2𝑥 − 24 9𝑥 2 − 4 12𝑥 2 − 5𝑥 − 3

BLUE YELLOW RED

𝑥 3 − 3𝑥 2 − 10𝑥 6𝑥 2 − 𝑥 − 1 4𝑥 3 − 23𝑥 2 − 6𝑥

PURPLE GREEN ORANGE

A B C
𝒙+𝟒 𝒙+𝟑 𝒙𝟐 + 𝟗 𝒙+𝟏 𝟐𝒙 + 𝟑 𝒙𝟐 + 𝟒 𝟐𝒙 (𝟐𝒙 − 𝟑)𝟐 𝒙−𝟑

𝒙 𝟑𝒙𝟐 𝒙+𝟓 𝟐𝒙 − 𝟏 𝟑𝒙 − 𝟐 𝟐𝒙 + 𝟓 𝟑𝒙 + 𝟏 𝟑𝒙 − 𝟐 𝟒𝒙 − 𝟑

𝒙+𝟔 𝒙−𝟓 𝒙−𝟑 𝒙+𝟓 𝟑𝒙 + 𝟏 𝟔𝒙 − 𝟏 𝒙−𝟔 𝒙+𝟏 𝒙

𝒙−𝟔 𝒙−𝟒 𝒙+𝟐 𝟑𝒙 + 𝟐 𝒙−𝟒 𝒙 𝒙−𝟏 (𝟐𝒙 + 𝟑)𝟐 𝟒𝒙 + 𝟏

What’s New
The activity above is an application of factoring. So for this lesson, we will discuss more about
factoring, in particular, factoring polynomials and the different methods you can use in order to
factor them.
Factoring is a method of decomposing a number, or a polynomial
into a product of two or more prime factors.

Recall that a number is called a prime number if it has no factors other than 1 and itself. Some
examples of prime numbers are 2, 3, 5, and 7. So, if we factor 126 and expressed in its prime
factorization, it would be 126 = 2 × 3 × 3 × 7 = 2 × 32 × 7. In factoring polynomials, a polynomial
is said to be factored completely when it is expressed as a product of prime factors. A
polynomial that can no longer be factored is called a prime polynomial. There are different ways
to factor polynomials and some of them were already discussed in your lower years. The table
below shows some of the common factoring methods.

Common Factoring Methods Formulas

Greatest Common Monomial Factor 𝑎𝑥 + 𝑎𝑦 + 𝑎𝑧 = 𝑎(𝑥 + 𝑦 + 𝑧)
Difference of Two Squares 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)
Perfect Square Trinomial 𝑎2 + 2𝑎𝑏 + 𝑏 2 = (𝑎 + 𝑏)2 or 𝑎2 − 2𝑎𝑏 + 𝑏 2 = (𝑎 − 𝑏)2
Sum of Two Cubes 𝑎3 + 𝑏 3 = (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏 2 )
Difference of Two Cubes 𝑎3 − 𝑏 3 = (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏 2 )

What is It

Common Factoring Methods

Greatest Common Monomial Factor
Let us consider the polynomials, 9𝑥 + 3𝑥 2 + 6𝑥 3 and 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧. These polynomials can be
factored using the formula of Greatest Common Monomial Factor, that is,
𝑎𝑥 + 𝑎𝑦 + 𝑎𝑧 = 𝑎(𝑥 + 𝑦 + 𝑧).
For 9𝑥 + 3𝑥 2 + 6𝑥 3 : The greatest common monomial factor of the terms in the given polynomial
is 3𝑥. When this is factored out of every term, it gives the other factor which is (3 + 𝑥 + 2𝑥 2 ). Thus,
the factored form of 9𝑥 + 3𝑥 2 + 6 is 3𝑥(3 + 𝑥 + 2𝑥 2 ). However, it is advisable to write the polynomial
in decreasing order of their degree. We can write the final answer as 3𝑥(2𝑥 2 + 𝑥 + 3).
For 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧: The greatest common monomial factor of the terms in 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧 is
4𝑥 3 𝑦 2 . When this is factored out, it leaves the other factor to be (3𝑦 3 − 5𝑥 2 𝑧). Thus, the factored
form of 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧 = 4𝑥 3 𝑦 2 (3𝑦 3 − 5𝑥 2 𝑧).

4
Difference of Two Squares
If the given polynomial is in the form 𝑎2 − 𝑏 2 , where the two terms are perfect square with opposite
signs, then it can be factored using the Difference of Two Squares formula which is 𝑎2 − 𝑏 2 = (𝑎 +
𝑏)(𝑎 − 𝑏). For example, let us factor the following polynomials, 9𝑥 2 − 4 and 25𝑥 2 𝑦 4 − 𝑧 6 .
For 9𝑥 2 − 4: Notice that 9𝑥 2 and 4 are both perfect squares. And their difference, 9𝑥 2 − 4 which
is the given polynomial follows the form of the difference of two squares. So, we can factor the
given, using the formula 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏). We can let 𝑎2 = 9𝑥 2 and 𝑏 2 = 4. Getting the
square root of both, we will have 𝑎 = 3𝑥 and 𝑏 = 2. Replacing them to the formula, we will have
the factored form of 9𝑥 2 − 4 which is (3𝑥 + 2)(3𝑥 − 2).
For 25𝑥 2 𝑦 4 − 𝑧 6 : Both 25𝑥 2 𝑦 4 and 𝑧 6 perfect squares. And their difference, 25𝑥 2 𝑦 4 − 𝑧 6 which is
the given polynomial follows the form of the difference of two squares. So, we can factor it, using
the formula 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏). We can let 𝑎2 = 25𝑥 2 𝑦 4 and 𝑏 2 = 𝑧 6 . Getting the square root
of both, we will have 𝑎 = 5𝑥𝑦 2 and 𝑏 = 𝑧 3 . Replacing them to the formula, we will have the factored
form of 25𝑥 2 𝑦 4 − 𝑧 6 which is (5𝑥𝑦 2 + 𝑧 3 )(5𝑥𝑦 2 − 𝑧 3 ).
Perfect Square Trinomial
Perfect square trinomial is the result of squaring a binomial. A perfect square trinomial follows
the form 𝑎2 + 2𝑎𝑏 + 𝑏 2 or 𝑎2 − 2𝑎𝑏 + 𝑏 2 where the first and last terms are both perfect squares and
the middle term is twice the product of the square roots of the first and last terms. This can be
factored using the formula, 𝑎2 + 2𝑎𝑏 + 𝑏 2 = (𝑎 + 𝑏)2 or 𝑎2 − 2𝑎𝑏 + 𝑏 2 = (𝑎 − 𝑏)2 . Let us consider the
polynomials, 𝑥 2 + 16𝑥 + 64 and 4𝑥 2 − 12𝑥 + 9 as examples.
For 𝑥 2 + 16𝑥 + 64: Since the first and last terms are perfect squares then to verify if the given is
a PST, its middle term must be twice the product of the square roots of the first and last terms.
So, we get the square roots of 𝑥 2 and 64, which are 𝑥 and 8 respectively. Then multiplying 2 to
their product, 2(𝑥)(8) will be give us 16𝑥. Since this is the same with the middle term in the given
then we can say that the factored form of 𝑥 2 + 16𝑥 + 64 = (𝑥 + 8)2 .
For 4𝑥 2 − 12𝑥 + 9: The first and last terms, 4𝑥 2 and 9 are both perfect squares. To check its middle
term, we must get the square roots of 4𝑥 2 and 9 , which are 2𝑥 and 3 respectively. Then
multiplying 2 to their product, 2(2𝑥)(3) will be give us 12𝑥. Since this is the same with the middle
term in the given but has a different sign then we will use the formula, 𝑎2 − 2𝑎𝑏 + 𝑏 2 = (𝑎 − 𝑏)2 .
Thus, the factored form of 4𝑥 2 − 12𝑥 + 9 = (2𝑥 − 3)2 .
Sum or Difference of Two Cubes
If the given polynomial is of the form 𝑎3 + 𝑏 3 or 𝑎3 − 𝑏 3 where the two terms are perfect cubes,
then it said to be a Sum or Difference of Two Cubes. This can be factored using the formulas,
𝑎3 + 𝑏 3 = (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏 2 ) or 𝑎3 − 𝑏 3 = (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏 2 ). For example, let us factor the
following polynomials, 𝑦 3 + 64 and 8𝑥 3 − 27𝑦 3 .
For 𝑦 3 + 64: The first and last terms, 𝑦 3 and 64 are both perfect cubes then this follows the form
of the Sum of Two Cubes. To factor this, we will use the formula 𝑎3 + 𝑏 3 = (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏 2 ).
Let 𝑎3 = 𝑦 3 and 𝑏 3 = 64. Getting their cube roots, we will have 𝑎 = 𝑦 and 𝑏 = 4. Replacing the
value of the variables in the formula, we will have the factored form of 𝑦 3 + 64 as (𝑦 + 4)(𝑦 2 − 4𝑦 +
16).
For 8𝑥 3 − 27𝑦 3 : The first and last terms, 8𝑥 3 and 27𝑦 3 are both perfect cubes then this follows the
form of the Difference of Two Cubes. To factor this, we will use the formula 𝑎3 − 𝑏 3 = (𝑎 − 𝑏)(𝑎2 +
𝑎𝑏 + 𝑏 2 ). Let 𝑎3 = 8𝑥 3 and 𝑏 3 = 27𝑦 3 . Getting their cube roots, we will have 𝑎 = 2𝑥 and 𝑏 = 3𝑦.
Replacing the value of the variables in the formula, we will have the factored form of 8𝑥 3 − 27𝑦 3
= (2𝑥 − 3𝑦)(4𝑥 2 + 6𝑥𝑦 + 9𝑦 2 ).
Factoring Trinomials of the form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
Some polynomials cannot be factored using the formulas given above. This is because others
polynomials follow a series of steps to factor and sometimes may involve different processes, like
trial-and-error, renaming, and/or grouping. The process of factoring trinomials in the form 𝑎𝑥 2 +
𝑏𝑥 + 𝑐 depends on the value of 𝑎.
For 𝒂 = 𝟏, we consider the polynomial, 𝑥 2 − 5𝑥 + 4 as an example and follow the steps below to
factor it:
Step 1: Factor out the greatest common monomial factor, if there is any.
In the given polynomial, it has no common monomial factor.
Step 2: Identify the value of 𝑎, 𝑏, and 𝑐.
From 𝑥 2 − 5𝑥 + 4, we have 𝑎 = 1, 𝑏 = −5, and 𝑐 = 4.
Step 3: Look for two integers, 𝑚 and 𝑛, whose sum is equal to the value of 𝑏 and
whose product is equal to the value of 𝑐.
Notice that 𝑚 = −4 and 𝑛 = −1 have a sum equal to (−4) + (−1) = −5 = 𝑏, and a
product equal to (−4)(−1) = 4 = 𝑐.
Step 4: Form the factors using form (𝑥 + 𝑚)(𝑥 + 𝑛).
𝑥 2 − 5𝑥 + 4 = (𝑥 + (−4))(𝑥 + (−1)) = (𝑥 − 4)(𝑥 − 1)
Thus, the prime factors of 𝑥 2 − 5𝑥 + 4 are (𝑥 − 4) and (𝑥 − 1).
For 𝒂 ≠ 𝟏, we consider the polynomial, 3𝑥 2 − 11𝑥 − 4 as an example and follow the steps below to
factor it:

5
Step 1: Factor out the greatest common monomial factor, if there is any.
In the given polynomial, it has no common monomial factor.
Step 2: Identify the value of 𝑎, 𝑏, 𝑐 and 𝑎𝑐.
From 3𝑥 2 + 5𝑥 − 2, we have 𝑎 = 3, 𝑏 = 5, 𝑐 = −2 and 𝑎𝑐 = (3)(−2) = −6.
Step 3: Find two integers whose product is 𝑎𝑐 and whose sum is 𝑏.
Notice that 6 and −1 have a product of (6)(−1) = −6 = 𝑎𝑐,
and a sum of 6 + (−1) = 5 = 𝑏.
Step 4: Rewrite 𝑏𝑥 using the integers found in step 3.
3𝑥 2 + 5𝑥 − 2 = 3𝑥 2 + (6 + (−1))𝑥 − 2 = 3𝑥 2 + 6𝑥 − 𝑥 − 2
Step 5: Group the terms of the expression obtained in Step 4, and factor the greatest
common monomial factor from each group.
3𝑥 2 + 6𝑥 − 𝑥 − 2 = 3𝑥(𝑥 + 2) − 1(𝑥 + 2)
Step 6: Factor out common binomial from each group in the expression in step 5.
3𝑥(𝑥 + 2) − 1(𝑥 + 2) = (3𝑥 − 1)(𝑥 + 2)
Thus, the factored form of 3𝑥 2 + 5𝑥 − 2 = (3𝑥 − 1)(𝑥 + 2).

What’s More
Direction: Factor the given polynomials completely.
1. 𝑃(𝑥) = 12𝑥 5 − 4𝑥 4 + 28𝑥 3 6. 𝑃(𝑥) = 𝑥 6 − 7𝑥 3 − 8
2. 𝑃(𝑥) = 6𝑥 − 15𝑥 − 24𝑥
5 3 2
7. 𝑃(𝑥) = 𝑥 10 − 𝑥 6 − 𝑥 4 + 1
3. 𝑃(𝑥) = −3𝑥 + 3𝑥 + 36𝑥
5 4 3
8. 𝑃(𝑥) = 2𝑥 4 − 21𝑥 2 + 27
4. 𝑃(𝑥) = 𝑥 − 13𝑥 + 36
4 2
9. 𝑃(𝑥) = −6𝑥 5 − 15𝑥 4 + 9𝑥 3
5. 𝑃(𝑥) = 𝑥 + 2𝑥 − 𝑥 − 2
3 2
10. 𝑃(𝑥) = 𝑥 6 − 3𝑥 3 − 28

What I Can Do
Problem Solving: Answer the following and write your complete solutions.
1. The volume of a box is 12𝑤 3 + 23𝑤 2 + 5𝑤 cubic inches, where 𝑤 represents the width of
the box. If the height of the box is five inches more than thrice the width, what is the
length of the box?
2. Jack made a box that can contain 200 𝑐𝑚3 of sand. If the length of the box is twice its
width and the height is 1 cm shorter than its width, what are the dimensions of the box?
3. The sum of two numbers is 3. The sum of their squares is 6, find the sum of their cubes.

Lesson
Factoring Polynomials using Remainder
2 Theorem and Factor Theorems

What’s New

Real-life application: Cecile went to a sale section in a bookstore where each book costs only
(𝑥 − 2) pesos. If Cecile has (2𝑥 4 − 3𝑥 3 + 𝑥 2 − 𝑥 + 5) pesos and purchases as many books as she
can with her money, how many books can she buy? How much change will she get?
Solution: To answer the first question in the problem, we will use synthetic division.
2 2 −3 1 −1 5
4 2 6 10
2 1 3 5 15
This means that there are 2𝑥 + 𝑥 + 3𝑥 + 5 books that she can buy with her money. Also from
3 2

the solution, we can say that she will have a change of 15 pesos when she buys that number of
books. An alternative solution to find for her change is if we use the Remainder theorem that is
by evaluating 𝑃(2) from the given polynomial. So, we will have 𝑃(2) = 2(2)4 − 3(2)3 + 22 − 2 + 5 =
15. Then, her change would be 15 pesos. Moreover, if we use the Factor theorem, we can say
that 𝑥 − 2 is not a factor of 𝑃(𝑥) = 2𝑥 4 − 3𝑥 3 + 𝑥 2 − 𝑥 + 5 since the remainder is not equal to 0.

6
 What is It
Let us consider the items below to understand more on how to use Remainder and Factor
theorems in factoring polynomials.
1. Find the other factors of 𝑃(𝑥) = 𝑥 3 + 3𝑥 2 − 𝑥 − 3 if 𝑥 − 1 is one of its factors.
Solution: Since 𝑥 − 1 is one of its factors, then if we divide 𝑃(𝑥) by 𝑥 − 1, it will give us the
other factors and a remainder of 0.
Step 1: Divide the polynomial 𝑥 3 + 3𝑥 2 − 𝑥 − 3 by 𝑥 − 1 using synthetic
division or long division.

1 1 3 −1 −3
1 4 3
1 4 3 0
The quotient is 𝑥 + 4𝑥 + 3. This is not yet the factor that
2

we are looking for since this trinomial is still factorable.

Step 2: Use factoring trinomials of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 to factor 𝑥 2 + 4𝑥 + 3
We need to look for two integers whose sum is equal to 𝑏 = 4, and whose
product is equal to 𝑐 = 3. The integers 1 and 3 satisfy these conditions.
Then, the factored form of 𝑥 2 + 4𝑥 + 3 is (𝑥 + 1)(𝑥 + 3).
Thus, aside from 𝑥 − 1, the other factors of 𝑃(𝑥) = 𝑥 3 + 3𝑥 2 − 𝑥 − 3 are 𝑥 + 1
and 𝑥 + 3.
2. Factor 2𝑥 3 − 𝑥 2 − 5𝑥 + 𝑘 completely if 𝑥 + 1 is given as one of its factors.
Solution: Before we factor the given polynomial, we first look for the value of 𝑘 using the
Remainder theorem. Since 𝑥 + 1 is one of the factors then 𝑃(−1) = 0. We will use this
equation to solve the value of 𝑘.
From the given polynomial, 𝑃(𝑥) = 2𝑥 3 − 𝑥 2 − 5𝑥 + 𝑘
𝑃(−1) = 0 = 2(−1)3 − (−1)2 − 5(−1) + 𝑘
0 = −2 − 1 + 5 + 𝑘
0=2+𝑘
−2 = 𝑘
Since the value of 𝑘 is −2, we will factor 2𝑥 3 − 𝑥 2 − 5𝑥 − 2.
Step 1: Divide the polynomial 2𝑥 3 − 𝑥 2 − 5𝑥 − 2 by 𝑥 + 1 using synthetic
division or long division.
−1 2 −1 −5 −2
−2 3 2
2 −3 −2 0
The quotient is 2𝑥 − 3𝑥 − 2 and we can still factor this
2

completely.
Step 2: Use factoring trinomials of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 to factor 2𝑥 2 − 3𝑥 − 2
To factor this trinomial, we need to look for two integers whose
product is equal to 𝑎𝑐 = (2)(−2) = −4 and whose sum is 𝑏 = −3.
The integers −4 and 1 satisfy these conditions. Rewriting 𝑏𝑥
using the integers, we have 2𝑥 2 + (−4 + 1)𝑥 − 2 = 2𝑥 2 − 4𝑥 + 𝑥 − 2.
Then, using factoring by grouping, the factored form of
2𝑥 2 − 3𝑥 − 2 is (2𝑥 + 1)(𝑥 − 2).
Thus, the factored form of 2𝑥 3 − 𝑥 2 − 5𝑥 − 2 is (𝑥 + 1)(2𝑥 + 1)(𝑥 − 2).
3. Determine whether 𝑥 + 2 is a factor of 𝑃(𝑥) = 𝑥 3 + 2𝑥 2 − 3𝑥 + 4.
Solution: Let us use the Remainder Theorem to identify the remainder when 𝑥 3 + 2𝑥 2 −
3𝑥 + 4 is divided by 𝑥 + 2. Using 𝑟 = −2, we have
𝑃(𝑥) = 𝑥 3 + 2𝑥 2 − 3𝑥 + 4
𝑃(−2) = (−2)3 + 2(−2)2 − 3(−2) + 4
𝑃(−2) = −8 + 8 + 6 + 4
𝑃(−2) = 10
Since 𝑃(−2) = 10, we can say that 𝑥 + 2 is NOT a factor of
𝑃(𝑥) = 𝑥 3 + 2𝑥 2 − 3𝑥 + 4 as a consequence of the Factor theorem.

7
 What’s More
Direction: Determine whether the given 𝒙 − 𝒓 is factor of the given polynomial. Use the
Rational Root Theorem or common factoring methods to write the polynomial in its factored
form. Write your complete solutions and answers in your notebook.
1. 𝑃(𝑥) = 𝑥 3 − 7𝑥 2 + 7𝑥 + 15 ; 𝑥−3 6. 𝑃(𝑥) = 𝑥 4 + 𝑥 3 − 7𝑥 2 − 𝑥 + 6 ; 𝑥+3
2. 𝑃(𝑥) = 𝑥 − 3𝑥 − 𝑥 + 3
3 2
; 𝑥+1 7. 𝑃(𝑥) = 𝑥 3 + 3𝑥 2 + 4𝑥 + 12 ; 𝑥+3
3. 𝑃(𝑥) = 3𝑥 3 + 𝑥 2 − 12𝑥 − 4 ; 𝑥−2 8. 𝑃(𝑥) = 2𝑥 4 − 3𝑥 + 5 ; 𝑥−1
4. 𝑃(𝑥) = 𝑥 3 + 2𝑥 2 + 7𝑥 + 8 ; 𝑥+3 9. 𝑃(𝑥) = 𝑥 5 + 32 ; 𝑥−2
5. 𝑃(𝑥) = 𝑥 4 − 1 ; 𝑥+1 10. 𝑃(𝑥) = 𝑥 5 − 5𝑥 4 + 𝑥 3 + 17𝑥 2 − 22𝑥 + 8 ; 𝑥 − 4

What I Can Do
Problem Solving: Answer the following and write your complete solutions.
1. The volume of a microwave oven is (2𝑥 3 + 5𝑥 2 − 4𝑥 − 3) inches. Its height is
(𝑥 − 1) inches. Find the dimensions of the microwave oven.
2. A soon-to-be-married couple is planning out their wedding reception. Currently, there are
(3𝑥 2 + 7𝑥 − 20) people on the list including guests and participants. If in one prospect
venue, each table can accommodate only up to (𝑥 − 2) people, how many guests would
not have a seat?
3. A box with a square-shaped base has a volume of 810 cubic inches. If the height of the
box is 1 inch more than the length of the base, what are the dimensions of the box?

Lesson
Rational Root Theorem and
3 Descartes’ Rule of Signs

What’s In

Activity: Complete the table and then answer the questions below.
No. of
No. of Positive
Polynomial 𝑷(𝒙) Zeros of 𝑷(𝒙) Negative Real
Real Zeros
Zeros
1. 𝑥 3 − 2𝑥 2 − 5𝑥 + 6 1, ____, _____
2. 2𝑥 3 + 13𝑥 2 + 17𝑥 + 12 1
, _____, _____
2
3. 𝑥 3 − 𝑥 2 − 𝑥 + 1 1, ____, _____
a. If one or two zeros of a polynomial is given, how will you find for the other zeros of the
polynomial?
b. Look at the number of positive real zeros and the number of negative real zeros in items
1 and 2, what do you think is their relationship to the given polynomial?

What’s New
In this lesson, you will be learning a tool that will help you filter your choices for the
values that you try in order to find the zeros of a polynomial. This tool is called the
Descartes’ Rule of Signs.
History: René Descartes was a French mathematician, scientist, and philosopher.
His many contributions to algebra include analytic geometry, which is the method
of representing geometric figures with algebraic equations. He introduced the
coordinate system that we use, which is called the Cartesian system in his honor.
Descartes’ Rule of Signs is a method for finding the number positive and negative
real zeros of a polynomial function. To use this method, we can do the following: https://www.barnesandno
ble.com/w/selected-
correspondence-of-

8
 1. The number of positive real zeros of a polynomial function 𝑃(𝑥) is either equal to the
number of sign changes (from positive sign to negative sign, or vice versa) between the
coefficients of the terms of 𝑃(𝑥), or is less than this number by a multiple of two.
2. The number of positive real zeros of a polynomial function 𝑃(𝑥) is either equal to the
number of sign changes between the coefficients of the terms of 𝑃(−𝑥), or is less than this
number by a multiple of two.
To do this, make sure that the terms of the polynomial are arranged in descending order of
degrees. In item 1 of the activity above, 𝑃(𝑥) = 𝑥 3 − 2𝑥 2 − 5𝑥 + 6

1 2
So, we have 2 changes in signs. This tells us that there are 2 positive real zeros or none. To find
for the number of negative real zeros, we simply substitute −𝑥 in place of 𝑥 in 𝑃(𝑥) and then
count the number of changes in signs. That is,
𝑃(−𝑥) = (−𝑥)3 − 2(−𝑥)2 − 5(−𝑥) + 6
𝑃(−𝑥) = −𝑥 3 − 2𝑥 2 + 5𝑥 + 6

1
Since there is only one change in signs, this means that the polynomial 𝑃(𝑥) has 1 negative real
zero. Remember that this method can only determine the real zeros of a polynomial function and
not the imaginary or complex roots/zeros.

What is It
Let us consider the following examples to understand how to use the Descartes’ Rule of
Signs in finding for the number of positive and negative real zeros of a polynomial more.
1. Find all the zeros and the number of positive zeros and negative zeros of
𝑃(𝑥) = 𝑥 3 + 3𝑥 2 − 10𝑥 − 24.
Solution: From the given polynomial, if we will use the Rational Root theorem in finding
for its possible rational zeros, then we will have:
The possible values of 𝑝 are the factors of 𝑎0 : ±1, ±2, ±3, ±4, ±6, ±8, ±12, ±24
The possible values of 𝑝 are the factors of 𝑎0 : ±1
𝑝
So, the possible rational zeros, are ±1, ±2, ±3, ±4, ±6, ±8, ±12, ±24.
𝑞
Notice that we have many values to try in order for us to find the zeros of the given
polynomial and this will be very tedious to do. So, to reduce the number of values to try
in the polynomial, we will use the Descartes’ Rule of Sign.
To know the number of positive real zeros of the given polynomial, we will consider 𝑃(𝑥) =
𝑥 3 + 3𝑥 2 − 10𝑥 − 24 and count the number of changes in signs. That is,
𝑃(𝑥) = 𝑥 3 + 3𝑥 2 − 10𝑥 − 24

1
then 𝑃(𝑥) has one change in signs which means that it has 1 positive real zero. And to
know the number of negative real zeros, we will consider 𝑃(−𝑥) and count the number of
changes in signs. That is,
𝑃(−𝑥) = (−𝑥)3 + 3(−𝑥)2 − 10(−𝑥) − 24
𝑃(−𝑥) = −𝑥 3 + 3𝑥 2 + 10𝑥 − 24

1 2
So according to Descartes’ Rule of Signs, 𝑃(−𝑥) has two changes in signs, which means
that there are 2 real zeros or none. Since we already know the number of positive and
negative zeros of 𝑃(𝑥), this will guide us in choosing the values to try in the polynomial to
find its zeros.
If 𝑥 = 3, then 𝑃(3) = (3)3 + 3(3)2 − 10(3) − 24 = 27 + 27 − 30 − 24 = 0. So 𝑥 = 3 is the
positive real zero of 𝑃(𝑥).
If 𝑥 = −2, then 𝑃(−2) = (−2)3 + 3(−2)2 − 10(−2) − 24 = −8 + 12 + 20 − 24 = 0. So 𝑥 = −2 is
one of the negative real zeros of 𝑃(𝑥).
If 𝑥 = −4, then 𝑃(−4) = (−4)3 + 3(−4)2 − 10(−4) − 24 = −64 + 48 + 40 − 24 = 0. So 𝑥 = −4 is
other negative real zero of 𝑃(𝑥).
Thus, the zeros of 𝑃(𝑥) = 𝑥 3 + 3𝑥 2 − 10𝑥 − 24 are 3, −2, −4.
2. How many positive and negative zeros does the function 𝑓(𝑥) = 𝑥 5 − 4𝑥 4 − 6𝑥 3 + 24𝑥 2 +
9𝑥 − 36 have?

9
 Solution: Like in the previous item, we will use first the Descartes’ Rule of Sign in order
to decrease the number of values that we will try in the given polynomial since the
possible rational zeros of 𝑓(𝑥) are ±1, ±2, ±3, ±4, ±6, ±9, ±12, ±18, ±36.

So, we will consider the given polynomial, 𝑓(𝑥) = 𝑥 5 − 4𝑥 4 − 6𝑥 3 + 24𝑥 2 + 9𝑥 − 36 to

know the number of its positive roots.
𝑓(𝑥) = 𝑥 5 − 4𝑥 4 − 6𝑥 3 + 24𝑥 2 + 9𝑥 − 36

1 2 3
There are three changes in signs in 𝑓(𝑥) and this means that the polynomial has either 3
positive roots or 1 positive root. And to know for the number of its negative roots, we
consider and evaluate 𝑓(−𝑥). So we have,
𝑓(−𝑥) = (−𝑥)5 − 4(−𝑥)4 − 6(−𝑥)3 + 24(−𝑥)2 + 9(−𝑥) − 36
𝑓(𝑥) = −𝑥 5 − 4𝑥 4 + 6𝑥 3 + 24𝑥 2 − 9𝑥 − 36

1 2
and according to Descartes’ Rule of Signs, 𝑃(−𝑥) has two changes in signs which means
that there are 2 real zeros or none.

3. Show that 𝑃(𝑥) = 𝑥 3 − 1 has only one real zero.

Solution: The polynomial is in the form of difference of two cubes. Thus, using the formula
on Lesson 1, its factors are (𝑥 − 1)(𝑥 2 + 𝑥 + 1). Since it has a quadratic trinomial factor of
(𝑥 2 + 𝑥 + 1) then using the formula for the discriminant, it has no real zeros. Therefore,
the only real zero of 𝑃(𝑥) = 𝑥 3 − 1 is 𝑥 = 1.

What I Have Learned

Other than the Rational Zero theorem, use the Descartes’ Rule of Signs in decreasing the number
of trials in determining whether a value is a root of the polynomial.
𝑃
Rational Zero Theorem: “If a rational number in lowest terms is a zero of the polynomial
𝑄
function 𝑃(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 where 𝑎𝑛 , 𝑎𝑛−1 , 𝑎𝑛−2 , … , 𝑎2 , 𝑎1 , 𝑎0 are all
integers then 𝑃 is a factor of 𝑎0 and 𝑄 is a factor of 𝑎𝑛 .
Descartes’ Rule of Signs is a method for finding the number positive and negative real zeros of
a polynomial function. To use this method, we can do the following:
a. The number of positive real zeros of a polynomial function 𝑃(𝑥) is either equal to the
number of sign changes (from positive sign to negative sign, or vice versa) between the
coefficients of the terms of 𝑃(𝑥), or is less than this number by a multiple of two.
b. The number of positive real zeros of a polynomial function 𝑃(𝑥) is either equal to the
number of sign changes between the coefficients of the terms of 𝑃(−𝑥), or is less than
this number by a multiple of two.

What’s More
Direction: Find all the real zeros of the following polynomial functions and determine their
number of positive and negative zeros.
1. 𝑃(𝑥) = 𝑥 3 + 10𝑥 2 + 23𝑥 + 14 6. 𝑃(𝑥) = 𝑥 3 − 13𝑥 + 12
2. 𝑃(𝑥) = 𝑥 + 𝑥 − 5𝑥 + 3
3 2
7. 𝑃(𝑥) = 𝑥 3 − 8
3. 𝑃(𝑥) = 𝑥 + 𝑥 + 4𝑥 + 4
3 2
8. 𝑃(𝑥) = 𝑥 3 + 9𝑥 2 + 23𝑥 + 15
4. 𝑃(𝑥) = 𝑥 − 2𝑥 + 5𝑥 − 10
3 2
9. 𝑃(𝑥) = 𝑥 3 − 2𝑥 2 − 𝑥 + 2
5. 𝑃(𝑥) = 2𝑥 − 𝑥 − 8𝑥 + 4
3 2
10. 𝑃(𝑥) = 3𝑥 3 + 9𝑥 2 − 30𝑥

What I Can Do
Problem Solving: Answer the following and write your complete solutions.
1. The growth rate of a colony of bacteria 𝑡 hours after the start of an epidemic is given by
𝑓(𝑡) = −𝑡 4 + 12𝑡 3 − 58𝑡 2 + 132𝑡. How many hours after the breakout will the bacteria be
totally eliminated?
2. Find the sum and product of roots of 𝑥 4 + 𝑥 3 − 13𝑥 2 − 25𝑥 − 12 = 0.
3. Find a polynomial 𝑃(𝑥) of least degree with zeros 1, 2, 3 such that 𝑃(0) = 6.

10
10
Mathematics
Quarter 1 – Module 8:
Polynomial Equations
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 - Module 8: Polynomial Equations
Second Edition, 2021

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2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Polynomial Equations. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

This module focuses on the Lesson: Polynomial Equations.

After going through this module, you are expected to:

 illustrate Polynomial Equations;
 find the number of roots of Polynomial Equations; and
 create Polynomial Equations.

What I Know

Testing Your Knowledge on Polynomial Equations

A. Write TRUE if the statement is true. Otherwise, modify the underlined word(s) to
make it true.

1. The roots of a polynomial equation in x are the values of x that satisfy the
equation.
2. Every polynomial equation of degree n has n-1 real roots.
3. The equation 2x3 – 6x2 +x – 1 =0 has no rational root.
3
4. The possible roots of 3x5 – x4 + 6x3 – 2x2 +8x - 5 =0 are ± , ±3, and ± 5.
5
5. The only rational root of the equation x3 – 2x2 +8x - 5 =0 is 3.

B. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. An equation which has only one variable term is called a Monomial equation. It
can be expressed in the algebraic form ax + b = 0. This is also called a __.
A. Quadratic Equation C. Linear Equation
B. Trinomial Polynomial Equation D. Cubic Equation

2. Which of the following is not a Polynomial Equation?

A. 2x – 5 = 8𝑥 2 C. 10x3 – 5x = 0
B. (x + 2) (x – 4) = 0 D. f(x) = 2𝑥 3 – 5

3
3. Which of the following is NOT a root of x (x+3) (x-1) (2x+1) = 0?
i. 0 iii. -1
ii. -3 iv. ½
A. i only B. ii only C. i and ii only D. iii and iv only

4. Find a cubic polynomial equation with roots -2, 2, and 4.

A. x3 + 4x2 – 4x + 16 = 0 C. 10x3 – x2 – x + 16 = 0
B. x – 4x – x + 16 = 0
3 2 D. x3 – 4x2 – 4x + 16 = 0
5. How many positive real roots does x – x3 – 11x2 + 9x +18 = 0 have?
4

A. 0 B. 1 C. 2 or 0 D. 3

6. One of the roots of the polynomial equation 2x3 + 9x2 – 33x + 14 = 0 is 2. Find
the other roots
A. ½ and 7 B. -½ and 7 C. ½ and -7 D. -½ and -7

7. If P(-2) = 0, which of the following statements is true about P(x)?

A. x + 2 is a factor of P(x) C. P(x) = 0, has two negative roots
B. 2 is a root of P(x) = 0 D. P(0) = -2

8. Solve for x in the polynomial equation 12x3 + 6x2 = 18x.

3
A. 0, 1 and − 2 C. -1, 2 & -2
1
B. 1, -2 and 2
D. 0, 1, & -2

9. The product of three consecutive positive integers is equal to six times

the largest integer. What is the first number?
A. 2 B. -3 C. 4 D. 1

10. The area of the whole figure below is 45 sq. ft. What is the value of x?
𝑥+3
A. -6
9 𝑥-6
B. −
2
9
C. 2 3
D. 6
𝑥

4
 Lesson

1 Polynomial Equations

Polynomial equations are one of the major concepts in Mathematics, where the
relation between numbers and variables are explained in a pattern. In Math, we study
a variety of equations formed with algebraic expressions. When we talk about
polynomials, it is also a form of the algebraic equation.

What’s In

The zero-product property states that if a⋅b=0, then either a or b equal zero. This
basic property helps us solve equations like (x+2)(x-5)=0.

Revisiting Roots of Equations: Determine the real root(s) of each equation.

1. x–2=0 Root: x = 2
2. x+3=0 Root: x = -3
3. x (x-4) = 0 Roots: x = 0 or x = 4
4. (x+1) (x-3) = 0 Roots: x = -1 or x = 3
5. x2 + x – 2 = 0 Roots: (x+2) (x-1) = 0
x = -2 or x = 1
6. 𝑥 2 ( x – 9) (2x + 1) = 0 Roots: x = 0 (two roots) or x = 9 or
1
x = −2
7. (x + 4) (𝑥 2 − 𝑥 + 3) = 0 Roots: x = -4
Note: Other roots are not real
Try This:

8. 2x (𝑥 2 − 36) = 0
9. (x + 8) (x – 7) (𝑥 2 − 2𝑥 + 5) = 0
10. (3𝑥 + 1)2 (𝑥 + 7)(𝑥 − 2)4 = 0

What’s New

A polynomial is an expression which consists of two or more than two algebraic

expressions. In a polynomial expression, the same variable has different powers. If the
polynomial is added to another polynomial, the resulting expression is also a
polynomial. The same goes with the operations of addition, subtraction, multiplication,
and division.

5
What is a Polynomial Equation?
The equations formed with variables, exponents, and coefficients are called as
polynomial equations. It can have a number of different exponents, where the higher
one is called the degree of the equation. We can solve polynomials by factoring them in
terms of degree and variables present in the equation.
Example of a polynomial equation is:
2x2 + 3x + 1 = 0, where 2x2 + 3x + 1 is basically
a polynomial expression which has been set
equal to zero, to form a polynomial equation.
Suppose: A tree is supported by a wire anchored
in the ground 5 feet from its base. The wire is 1
foot longer than the height that it reaches on the
tree. Find the length of the wire.

What is It

When a polynomial is equated to zero, it becomes a polynomial equation. In general, a

polynomial equation in x of degree n is of the form:

anxn + an-1xn-1 + an-2 xn-2 + a1x + a0 = 0

where n is a positive integer, and an, the leading coefficient, is not equal to zero. If we let
f(x) stand for the polynomial, then the equation can be written simply as f(x) = 0.

The following are polynomial equations:

A. 5x – 7 = 0
B. (x + 2) (3x - 4) = 0
C. 5x3 – 3x = 0
D. 4x4 – 64 = 0
E. (3x – 1) x = 0
F. (2x + 1)2 - 4 = 0

Forming the Polynomial Equation

After learning how to find the roots of a polynomial equation, we will now focus
our attention on the task of forming the polynomial equation based on its roots. This
can be done by using the converse of the theorem that states that “if r is a root of the
polynomial equation f(x) = 0, then x – r is a factor of f(x).”

Consider this: Write the polynomial equation in x whose roots are 2 and -3.
Solution:
The problem suggests that the solutions of the missing equation are 2 and -3; thus,
x = 2 and x = -3 are solutions.

6
By the Factor Theorem, x – 2 and x + 3 are factors of the polynomial f(x). Multiplying
these factors and equating to zero to form the equation f(x) = 0, we have the following:

(x – 2) (x + 3) = 0

x2 + x – 6 = 0

In the problem above, let l be the length of the wire and h be the height where it reaches
the tree. Then by assumption h = 𝑙− 1. On the other hand, by Pythagorean theorem from
the right triangle, we get: 𝑙 2 = ℎ2 + 52 . Substituting h = 𝑙 – 1, we obtain 𝑙 2 = (𝑙 − 1)2 + 52
, 𝑙 2 = 𝑙 2 − 2𝑙 + 1 + 25, 2𝑙 = 26, 𝑙 = 13. Thus, the length of the wire is 13 units.

What’s More

Practice finding polynomial equations in general form with the given zeros.

1. 𝑥 = −2, 𝑥 = 4 𝑎. 𝑥 2 − 4𝑥 – 5 = 0
2. 𝑥 = −1, 𝑥 = 5 b. 𝑥 2 − 2𝑥 – 8 = 0
1
3. y = 1, y = -2, y = 𝑐. 2𝑦 3 + 𝑦 2 − 5𝑦 + 2 = 0
2

4. 𝑥 = 1, 𝑥 = -1, x = 0, x =- 5, x = -4 d. 𝑥 4 − 10𝑥 3 + 12𝑥 2 + 10𝑥 − 13 = 0

5. 𝑥 = 1, 𝑥 = -1, x = 5 ±2√3 e. 𝑥 5 + 9𝑥 4 + 19𝑥 3 − 9𝑥 2 − 20𝑥 = 0

What I Have Learned

The equations formed with variables, exponents, and coefficients are called polynomial
equations.
When a polynomial is equated to zero, it becomes a polynomial equation. In general, a
polynomial equation in x of degree n is of the form:

𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + … + 𝑎1 𝑥 + 𝑎0 = 0

where n is a positive integer, and an, the leading coefficient, is not equal to zero.
If we let f(x) stand for the polynomial, then the equation can be written simply as
f(x)= 0.
Forming the polynomial equation based on its roots can be done by using the converse
of the theorem that states that “if r is a root of the polynomial equation f(x) = 0,
then x – r is a factor of f(x).”

7
 What I Can Do

Solve word problems with polynomial equations.

1. The sum of a number and its square is 72. Find the number.

2. The area of a triangle is 44𝑚2 . Find the lengths of the legs if one of the legs is 3m
longer than the other leg.

3. Two consecutive pages have a product that is 506. What are the page numbers?

4. Find three consecutive even integers if the product of the second and the third
integers is 200 more than 10 times the first.

5. The area of the whole figure below is 120sq. cm. What is the value of x?
𝑥2 + 3
𝑥

2
1

8
 Assessment

Testing Your Knowledge on Polynomial Equations

A. Write TRUE if the statement is true. Otherwise, modify the underlined word(s) to
make it true.

1. The roots of a polynomial equation in x are the values of x that satisfy the equation.
2. Every polynomial equation of degree n has at most n real roots.
3. The equation 2x3 – 6x2 + x – 1 =0 has no rational root.
4. The possible roots of 3x5 – x4 + 6x3 – 2x2 +8x - 5 =0 are ±1, ± 5⁄3 , ± 1⁄3 and ± 5.
5. The only rational root of the equation x3 – 2x2 + 8x - 5 = 0 is -3.

B. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. An equation which has only one variable term is called a Monomial equation. It
can be expressed in the algebraic form of ax + b = 0. This is also called a
_____________.
A. Quadratic Equation C. Linear Equation
B. Trinomial Polynomial Equation D. Cubic Equation

2. Which of the following is a Polynomial Equation?

A. 2x – 5 = 8𝑥 2 C. g(x) = 8𝑥 2 − 3𝑥 + 1
B. h(x) = 6𝑥 − 2𝑥 − 5
4 2
D. f(x) = 2𝑥 3 – 5

3. Which of the following is NOT a root of y (y+3) (y-1) (2y+1) = 0?

i. 0 iii. -1
ii. -3 iv. ½
A. i only B. ii only C. i and ii only D. iii and iv only

4. Which of the following cubic polynomial equation has roots -3, 3, and 6?
A. x3 + 9x2 – 9x + 36 = 0 C. x3 + 6x2 – 9x + 54 = 0
B. x3 - 4x2 – x + 16 = 0 D. x3 - 6x2 – 9x + 54 = 0

5. How many positive real roots does x4 + x3 – 11x2 - 9x +18 = 0 have?

A. 0 B. 1 C. 2 D. 3

6. One of the roots of the polynomial equation 2y 3 + y2 – 5y + 2 = 0 is -2. Find the

other roots.
A. ½ and 1 B. -½ and 1 C. ½ and -1 D. -½ and -1

7. If P(-2) = 0, which of the following statements is true about P(x)?

A. x + 2 is a factor of P(x) C. P(x) = 0, has two negative roots
B. 2 is a root of P(x) = 0 D. P(0) = -2

8. What is x in the polynomial equation 2𝑥 3 + 11𝑥 2 + 6 = −17𝑥.

1
A. -3, -1 & − 2 C. -1, -2 & -3
1 1
B. -3, -2 & − D. 1, -2 &
2 2

9
9. The product of three consecutive positive integers is equal to six times the largest
integer. What is the third number?
A. 2 B. -3 C. 4 D. 1

10. The dimensions of a water tank are: height = 3x

+ 5 inches, length = 2x – 1 inches, and width =
4x + 4 inches. If the volume of the water tank is
396 cubic inches, what is the value of x?
A. 2 inches
B. 4 inches
C. 6 inches
D. 8 inches

10