School: TABUK CITY NATIONAL Grade level G10

DAILY HIGH SCHOOL

LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
LOG
Teaching Dates and Time: October 10 - 14, 2022 Quarter FIRST

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of sequences, polynomials, and equations
B. Performance Standard The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate
C. Learning Competency/Objectives
and accurate representations.
Write The LC Code For each
Performs division of polynomials using long division and synthetic division.
M10AL-Ig-1
 Recall definition of polynomials
Specific Objectives  Perform division of polynomials using long division and synthetic division.
 Appreciate how mathematics simplify our daily living.
II. CONTENT Division of Polynomials using long Division of Polynomials using the Division of polynomial by a Division of polynomial by a
division division algorithm. binomial divisor (x – c) using binomial divisor (x – c) using
synthetic division synthetic division
III. LEARNING RESOURCES Global Mathematics 10
Teacher’s References
Guide/Teacher's Manual
By: Geraldo DG. Banaag and Reymond Anthony M. Quan

Learner’s Reference Mathematics Learner’s Module

Textbook pages
Pages 57-66
IV. PROCEDURES
Other Activities -A simple recall on the following -How do we divide a polynomial by a -What are the steps that we simply -What are the steps that we
Intervention concepts: binomial divisor using long division? follow in dividing polynomials by simply follow in dividing a
Remediation
 What is a polynomial? -Encourage learners to always consider another polynomial using the long polynomial by a binomial divisor of
Reinforcement/
 What makes an algebraic the steps in dividing polynomials by a division process? the form (x – c)? What step is
Enrichment
expression not a polynomial binomial divisor of the form x – c. -Does the process of using long common to Division algorithm and
 How are polynomials -Give good enough illustrative examples division consumes lot of time and to synthetic Division?
classified? to ensure a deeper understanding of lot of effort? -When does synthetic division be
 How do you determine the
 degree of a polynomial. the students on the concepts taught. -Is there an alternative solution to applied?
- What is the Quotient of 5832 ÷ 24? -allow students to engage themselves simplify the process? (There is -Did you find any difficulty in
-Emphasize that the steps in dividing on the process through a Dyad Activity. another method of dividing performing division of polynomials
whole numbers do not really differ on -Summarize the day’s lesson through polynomials called the synthetic using synthetic division? Give
how we divide polynomials. Socratic Method. division. It differs from the usual more illustrative examples if
-Discuss the division algorithm (Question and Answer Method) division procedure, and it is needed.
through an example. -Give 2-item take homework. considerably shorter and simpler. It -Gauge students in depth
-How significant is the acquisition of 1. The volume of the rectangular only requires addition and understanding of the lesson
knowledge on dividing polynomials in 3 2
container is (x – 3x – 33x + 35) cm and multiplication of the coefficients. through an individual activity.
solving mathematical and real-life its height is (x + 5) cm. What is the area The method is applied only when a -Do you appreciate the use of
problems? of its base? polynomial is divided by binomials alternative solutions, or do you
-How does the concept of dividing 2. A total cost of (3a – 2b) units of a cell of the form x – c). find ways in simplifying things and
numbers help in performing division 2 2
phone s (6a + 5ab – 6b ) pesos. What -Illustrate how synthetic division situations? Are you aware that the
of polynomials using long division? expression represents the cost of one simplifies division of polynomials by role of mathematics is to simplify
cell phone? a binomial of the form (x – c) our way of living?
through an example. -allow students to share their own
-What you can say about dividing experiences where division was
polynomials by a binomial divisor involved to solve or simplify the
(x – c) using synthetic division over problem.
the division algorithm?
V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment

Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics
 Tabuk City National High School Tabuk City National High School
Grade 10- Mathematics Grade 10- Mathematics
ACTIVITY SHEET ACTIVITY SHEET

Name: ______________________________ SCORE: ________________ Name: ______________________________ SCORE: ________________

DATE: ________________ DATE : ________________
Tabuk City National High School
Understanding Polynomials. Spot the Difference Grade 10- Mathematics
Your Turn. . . Dyad Activity: Discuss the following with your seatmate. ACTIVITY SHEET
A.
Identify whether the expressions are polynomials or not by putting  mark for polynomials Name: ______________________________ SCORE: ________________
and  mark for not polynomial state your reason why not polynomial. DATE : ________________

Expression Polynomial or Not Reason Solve each problem using synthetic division. Show your complete solutions and write
1. 2x + 1
P (x) R (x)
2 your answer in the form = Q(x) + .
2. + 1 D( x) D( x)
x
3. x-3 + 2x2 - 7 1. Find the quotient using synthetic division if 2 x 4−7 x 3−5 x +9 is divided x – 4.
4. 2√ x
5. √ 2 x - 1
1
6. 2x3 – 3 x 2 + x - 4
7. -5x3 – 3x2 + x - 4
8. (x + 5)-2
9. (x + 5)2 + 3-2
5 2. During a school fund raising activity, you were able to generate a total of
10.
x−1 3 2
x −9 x−3 x + 27pesos from selling banana cues. If each banana cue costs x + 3
B. Perform the indicated operation showing the step-by-step procedure. Write your pesos, how many banana cues were you able to sell?
P (x) R (x)
answer in the form = Q(x) +
D( x) D( x)

1. Divide 351 by 13

2. What is the quotient when 347 is divided by 11.

 School: TABUK CITY NATIONAL Grade level G10
DAILY HIGH SCHOOL
LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
LOG
Teaching Dates and Time: October 17 - 21, 2022 Quarter FIRST

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of sequences, polynomials, and equations
B. Performance Standard The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate
C. Learning Competency/Objectives
and accurate representations.
Write The LC Code For each
Proves the Remainder Theorem, Factor Theorem and the Rational Root Theorem.
M10AL-Ig-1
 State and illustrate the Remainder Theorem.
Specific Objectives  Identify the significance of the remainder theorem
 State and illustrate the factor theorem.
 Relate the factor theorem with synthetic division and the remainder theorem.
 Solve problems on remainder and factor theorems with speed and accuracy
 Appreciate how mathematics simplify our daily living.
II. CONTENT The Remainder Theorem The Remainder Theorem The Factor Theorem Remainder and Factor
theorem(Quiz)
III. LEARNING RESOURCES Global Mathematics 10
Teacher’s References
Guide/Teacher's Manual
By: Geraldo DG. Banaag and Reymond Anthony M. Quan

Learner’s Reference Mathematics Learner’s Module

Textbook pages
Pages 70-79
IV. PROCEDURES
Other Activities -Simple recall on the past lesson and -Continue with the lesson by checking the -Simple recall on the concept of -What is the remainder when
Intervention on evaluating polynomial at a given assignment. Remainder Theorem 99
−5 x is divided by x – 1?
Remediation -State and illustrate the remainder
values of x. -What is the remainder when 6 is - Clarification of queries
Reinforcement/ theorem using good enough illustrative
Enrichment -Had you ever experienced dividing or examples. divided by 2? Is 2 a factor of 6? -Giving of instructions and
partitioning objects that you seldom -What is the relation between the Why? directions.
do it perfectly? remainder and the value of the -Discuss and illustrate factor - QUIZ proper
polynomial at x = r when the polynomial
-Emphasize that there are times that theorem.
P(x) is divided by a binomial of the form x
we are left with something which Guide Questions: Answer each of the following. Show
– r?
cannot be equally divided. And in 1. If the divisor exactly divides the your complete solution.
-Think-Pair – Share: Activity 6 Remainder
mathematics these are known as Theorem. Page 76 - 77 dividend, is the divisor a factor of 1. What is the remainder when 5x234
remainder and remainder are still -Use the Remainder Theorem to find the the dividend? + 2 is divided by
part of the quotient. remainder R in each of the following and 2. If a binomial divides a polynomial a. x – 1 b. x + 1
-From our previous activities on verify your answer using synthetic without a remainder, is the binomial
dividing polynomials by a binomial division divisor a factor of the polynomial? 2. Determine the value of A so that
divisor (x – c) using algorithm and 1. ( x 4
−x +2 ) ÷ ( x +2 )
3
Why? a. x -1 is a factor of 2x3 + x2 + 2Ax + 4
synthetic division, can we able to -Elaborate the statement “ If c is a b. x + 1 is a factor of x3 + x2 – 2Ax –
identify whether the polynomial 2. ( x 3−2 x 2+ x +6 ) ÷ ( x−3 ) zero of the polynomial P(X), that is 16
produces a remainder or not? P(c) = 0, then the binomial (x – c) is
-What is the remainder when -What are the two ways to find the a factor of the polynomial. In 3. Use synthetic division to show
3 2
2x + 5x – 6x – 24 is divided by the x - remainder when P(x) is divided by converse, if the binomial (x – c) is a a. (x + 2) and (3x – 2) are factors of
2? ( x−r ) ? factor of the polynomial P(x), then c 3x4 – 20x3 + 80x – 48.
-Prove through an example the -What happens if the remainder is zero? is zero of the polynomial.” b. (x -7) and (3x + 5) are not factors
Remainder Theorem which states that -Drill activity of 6x4 – 2x3 – 80x2 + 74x – 35.
the value of a polynomial P(x) at x = c Factoring Polynomials Page 78
is equal to the remainder when P(x) ÷ Find the missing factor in each of
(x – c). the following.
-Firm up the lesson by allowing 1. x 3−8 = ( x−2 ) ()
students to engage themselves 2. 2x3 + x2 – 23x + 20 = (x + 4) ( )
cooperatively in an activity. 3 2
5. 2x – x – 2x + 1 = (2x – 1)( )
Activity 5: page 76 1. How did you find the missing
factor?
2. How do you know whether the
polynomial divisor is a factor of the
polynomial?

V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment
Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics