MAS

School ERNESTO RONDON HS Grade Level TEN

Learning
DETAILED Teacher ERIC M. DE GUZMAN MATHEMATICS
LESSON Area
LOG Teaching Dates
September 2, 2019 Quarter SECOND
and Time
I. OBJECTIVES THE LEARNER…
A. Content Standard demonstrates understanding of key concepts of polynomial equations
is able to conduct systematically a mathematical investigation involving
B. Performance Standard
polynomial equations in different fields
C. Learning Competency
II. CONTENT
Teacher’s Guide pages Learner’s Materials pages Other Learning Resources
A. References
Math Time Vol. 2
III. PROCEDURES
Recall the lesson about how to find the quadratic equation / quadratic function
A. Reviewing previous lesson when roots are given
or presenting the new  Using Reverse Method
lesson  Using Sum and Product of the roots/zeros

B. Establishing a purpose for

How to find the polynomial function when roots/ zeros are given?
the lesson
C. Presenting Find the polynomial equation whose roots are:
examples/Instances of the a. x = { 2, -3}
new lesson b. x = { 3 multiplicity 2, -5}
c. x = {2 ±√3, 0, -1}
D. Discussing new concepts
and practicing new skills To find the equation of a polynomial whose degree is equal or greater than 2,
REVERSE METHOD is use.
 Express the given as factors equated to zero.
 Multiply the factors to write the given in standard form of polynomial.

Prepared by:
ERIC M. DE GUZMAN
Teacher III
Checked by:

JANET J. DELIGERO
HT III, Math Department
Noted by:

DR. ANITA S. BOHOL, Ll. B.

Principal IV

Example1 :
a. Find the equation of the polynomial having 3 and 2 as its roots.

STEP 1 (x -3) (x -2) = 0

STEP 2 Use FOIL METHOD to expand the given

x2 – 2x – 3x + 6 = 0

STEP 3 Combine similar terms ( simplify the result in step 2)

x2 – 5x + 6 = 0

b. Find the function polynomial having -1 and 5 and 1 as its zeros.

STEP 1 (x + 1) (x -5) (x -1) = 0

 STEP 2 Use FOIL METHOD to expand the first 2 given
(x2 -4x – 5) (x -1) = 0

STEP 3 Expand the result in step 2 (Use Distributive Property of Multiplication

Over Addition)

x(x2 –4x - 5) -1(x2 –4x - 5) = 0

x3 – 4x2 -5x –x2 + 4x + 5 = 0
x3 – 5x2 – x + 5 = 0
P(x) = x3 – 5x2 – x + 5

E. Developing mastery Answer nos. 1-5 on page 3 of Math Time.

F. Generalization/Abstraction To find the Polynomial Function P(x) if the roots or zeroes are given:
1. Use reverse method
Express the given as factors
Expand the terms by multiplication.
Express the Final answer in P(x) = anxn + an-1xn-1 + … + a0

G. Evaluating learning Answer the remaining nos. on page 3 of MATH TIME.

H. Additional activities for

Find the function of the least degree whose zeroes are 4 ± √2 , 3 and -1
application or remediation
IV. REMARKS
Teaching Learning
Positive Interventi
GRADE AND SECTION Mastery Level Challenges Difficulties
Causes on Done
Encountered Observed
10-SAPPHIRE No. of students reached the mastery level ___

10-PERIDOT No. of students reached the mastery level ___

10-DIAMOND No. of students reached the mastery level ___

10-RUBY No. of students reached the mastery level ___

10-QUARTZ No. of students reached the mastery level ___

10-AMETHYST No. of students reached the mastery level ___

V. REFLECTION SAPPHIRE PERIDOT DIAMOND RUBY QUARTZ AMETHYST

A. No. of learners who require
additional activities for remediation
who scored below 80%
B. Did the remedial lessons work? No.
of learners who have caught up
with the lesson.
C. No. of learners who continue to
require remediation
D. Which of my teaching strategies
worked well? Why did these work?
E. What difficulties did I encounter
which my principal or supervisor
can help me solve?
F. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

MAS
School ERNESTO RONDON HS Grade Level TEN
Learning
DETAILED Teacher ERIC M. DE GUZMAN MATHEMATICS
LESSON Area
LOG Teaching Dates
September 3, 2019 Quarter SECOND
and Time
I. OBJECTIVES THE LEARNER…
A. Content Standard demonstrates understanding of key concepts of polynomial functions
is able to conduct systematically a mathematical investigation involving
B. Performance Standard
polynomial functions in different fields
C. Learning Competency M10AL-lla-b-1
II. CONTENT
Teacher’s Guide pages Learner’s Materials pages Other Learning Resources
A. References
97-99 87-89 Teacher-Made Activity
III. PROCEDURES

ACTIVITY 1: UPS and DOWNS

Introduce the lesson by watching a video clip about RIDING A ROLLER COASTER
After watching the video clip have a short discussion using the Guide Question
below.

- What is the clip all about?

- How do you feel while watching the clip?

- Can describe the “path way” or the “rails” of the roller coaster?

- If you were given a chance to ride on a roller coaster, would you grab the
opportunity? Why/ Why not ?

ACTIVITY 2: YOU COMPLETE ME!

A. Reviewing previous Divide the class into 6 smaller Groups. Each group will be given an activity to do
lesson or presenting the using an application DESMOS (Graphing Calculator Application).
new lesson
B. Establishing a purpose for
How to predict the behavior of the graph?
the lesson

Determine the characteristics of the graph of the following Polynomial Functions

and then “sketch”.

1. P(x) = 3x 3 + 5x 2 − 11x + 3
a. Degree: ODD
b. Leading Coefficient: POSITIVE
c. End Behavior
Left Hand: DOWN
Right Hand: UP
No. of turning points: 2

Sketch:
C. Presenting
examples/Instances
2. P(x) = –x6 + x 3 − 4x 2 -x – 1
of the new lesson
a. Degree: EVEN
b. Leading Coefficient: NEGATIVE
c. End Behavior
Left Hand: DOWN
Right Hand: DOWN
No. of turning points: 5

Sketch:

CHARACTERISTICS OF THE GRAPH OF A POLYNOMIAL FUNCTION

D. Discussing new concepts END BEHAVIOR – The end behavior of the polynomial function can be determine
and practicing new skills by the following:
 a. Degree – for EVEN degree function both left hand and right hand have
the same direction. For ODD Degree Function—they have
opposite directions.

b. Leading Coefficient – If the leading coefficient is POSITIVE, it is an

increasing function(rises from left to right for odd degree
function) pointing up for even degree function.

TURNING POINTS - The number of turning points can be obtained by n -1, where
n is the degree of the function.

DIRECTIONS: Determine the end behavior and the number of turning

points of the following functions, and then SKETCH.

E. Developing mastery 1. P(x) = 3x 4 + 5x 2 − 11x + 3

2. P(x) = –x5 + 2x4 -5x3 + 2x2 +10x -2

CHARACTERISTICS OF THE GRAPH OF A POLYNOMIAL FUNCTION

END BEHAVIOR – The end behavior of the polynomial function can be determine
by the following:

a. Degree – for EVEN degree function both left hand and right hand have
the same direction. For ODD Degree Function—they have
F. Generalization/Abstraction opposite directions.

b. Leading Coefficient – If the leading coefficient is POSITIVE, it is an

increasing function(rises from left to right for odd degree
function) pointing up for even degree function.

TURNING POINTS - The number of turning points can be obtained by n -1, where
n is the degree of the function.

DIRECTIONS: Determine the end behavior and the number of turning

points of the following functions, and then SKETCH.
G. Evaluating learning
1. P(x) = 3x7 +3x6 – 4x3 + 5x 2 − 11x + 3

2. P(x) = x10 + 2x7 -5x6 + 2x4 +10x3 – 2x2 + 5x -6

PERFORMANCE TASK: POLYNOMIAL DANCE

Prepare a Group Dance Number whose steps are integrated with the behavior of
the graph of a polynomial function.

RUBRICS FOR PRESENTATION

H. G. Additional activities for SCORE DESCRIPTIONS

application or remediation 5 Presentation is exceptionally executed, fully supported with concepts
of graph of polynomial functions.
4 Presentation is generally clear, some accounts are supported by
concepts of graph of polynomial function.
3 Presentation is reflective of something learned. Lacks clarity and
accounts have limited support.
2 Presentation is unclear.
1 No presentation.
IV. REMARKS
 Teaching Learning
Positive Interventi
GRADE AND SECTION Mastery Level Challenges Difficulties
Causes on Done
Encountered Observed
10-SAPPHIRE No. of students reached the mastery level ___

10-PERIDOT No. of students reached the mastery level ___

10-DIAMOND No. of students reached the mastery level ___

10-RUBY No. of students reached the mastery level ___

10-QUARTZ No. of students reached the mastery level ___

10-AMETHYST No. of students reached the mastery level ___

V. REFLECTION SAPPHIRE PERIDOT DIAMOND RUBY QUARTZ AMETHYST

G. No. of learners who require
additional activities for remediation
who scored below 80%
H. Did the remedial lessons work? No.
of learners who have caught up
with the lesson.
I. No. of learners who continue to
require remediation
J. Which of my teaching strategies
worked well? Why did these work?
K. What difficulties did I encounter
which my principal or supervisor
can help me solve?
L. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

MAS
School ERNESTO RONDON HS Grade Level TEN
Learning
DETAILED Teacher ERIC M. DE GUZMAN MATHEMATICS
LESSON Area
LOG Teaching Dates
September 4, 2019 Quarter SECOND
and Time
I. OBJECTIVES THE LEARNER…
A. Content Standard demonstrates understanding of key concepts of polynomial functions
is able to conduct systematically a mathematical investigation involving
B. Performance Standard
polynomial functions in different fields
C. Learning Competency M10AL-lla-b-1
II. CONTENT
Teacher’s Guide pages Learner’s Materials pages Other Learning Resources
A. References
Math Time
III. PROCEDURES

The students will answer Exercises A – C on Pages 5-6

A. Evaluating learning
of Math Time.
IV. REMARKS
Teaching Learning
Positive Interventi
GRADE AND SECTION Mastery Level Challenges Difficulties
Causes on Done
Encountered Observed
10-SAPPHIRE No. of students reached the mastery level ___

10-PERIDOT No. of students reached the mastery level ___

10-DIAMOND No. of students reached the mastery level ___

10-RUBY No. of students reached the mastery level ___
 10-QUARTZ No. of students reached the mastery level ___

10-AMETHYST No. of students reached the mastery level ___

V. REFLECTION SAPPHIRE PERIDOT DIAMOND RUBY QUARTZ AMETHYST

M. No. of learners who require
additional activities for remediation
who scored below 80%
N. Did the remedial lessons work? No.
of learners who have caught up
with the lesson.
O. No. of learners who continue to
require remediation
P. Which of my teaching strategies
worked well? Why did these work?
Q. What difficulties did I encounter
which my principal or supervisor
can help me solve?
R. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

MAS
School ERNESTO RONDON HS Grade Level TEN
Learning
DETAILED Teacher ERIC M. DE GUZMAN MATHEMATICS
LESSON Area
LOG Teaching Dates
September 5, 2019 Quarter SECOND
and Time

ERNESTO RONDON HIGH SCHOOL

st
1 LONG TEST IN MATHEMATICS 10
(2ND Quarter)

Name:________________________________________ Score:____________
Grade 10-_____________________________________ Remarks:_________

DIRECTIONS: Encircle the letter of the best answer.

1. Which of the following best describes synthetic division if the polynomial function 3x 4 + 5x2 – 2x – 4 is divided
by x + 4?
a. 4 3 5 -2 0 -4 c. 4 3 5 0 -2 -4
b. -4 3 0 5 -2 -4 d. -4 3 5 -2 -4 0
2. What is the quotient when x3 + x2 + 2 is divided by x + 1?
2 2
a. 𝑥 2 + 𝑥+1 c. 𝑥 3 + 𝑥+1
1 1
b. 𝑥 2 + 𝑥+1 d. 𝑥 3 + 𝑥+1
3. Find a cubic polynomial equation with roots 2, -3, and 3.
a. x3 – 2x2 – 9x + 18 = 0 c. x3 + 2x2 – 9x + 18 = 0
b. x3 – 2x2 + 9x + 18 = 0 d. x3 – 2x2 – 9x – 18 = 0
4. What is the polynomial function whose zeros are (±2, 3)?
a. P(x) = x3 + 3x2 + 4x – 12 c. P(x) = x3 + 3x2 – 4x – 12
b. P(x) = x3 – 3x2 + 4x – 12 d. P(x) = x3 – 3x2 – 4x + 12
5. Find f(2) if f(x) = 2x – 5x + 6x – 11
3 2

a. –3 b. –24 c. 4 d. –11
6. If f(2) = 0, which of the following statements about f(x) is TRUE?
a. x + 2 is a factor of f(x) c. 0 is the least value of f(x)
b. -2 is a root of f(x) = 0 d. 2 is a zero of f(x)
7. How many possible rational zeros does the polynomial function P(x) = 5x3 – 2x2 + 6x – 8 have?
a. 12 b. 14 c. 16 d. 18
8. Which of the following is NOT a possible root of 3x3 – 4x2 + 3x – 5 = 0?
a. 3/5 b. 5/3 c. 1/3 d. 5
9. Which of the following is NOT a root of x(x + 3)(x + 3)(x – 1)(2x + 1) = 0?
I. 0 II. –3 III. –1 IV. ½
a. I only c. I and II
b. II only d. III and IV
10. What is the constant in the equation x2(x + 1)3 (x – 3) (x + 4)2 = 0?
a. –12 b. 0 c. 4 d. 12
11. What is the degree of the polynomial function f(x) = x2(x + 1)3 (x – 3) (x + 4)2 ?
a. 2 b. 3 c. 6 d. 8
12. Given the polynomial function f(x) = x – 2x3 – 4, what is the leading coefficient?
a. – 4 b. – 2 c. 1 d. 3
13. Which of the following is a factor of x4 + x3 – x2 – x – 18?
a. x – 2 c. x + 7
b. x – 5 d. x + 5
14. Find the quotient when p(x) = 2x + 7x – 17x –10 is divided by x + 5
3 2

a. 2x2 – 3x – 2 c. 2x2 – 3x + 2
b. 2x + 3x – 2
2
d. 2x2 + 3x + 2
15. Which of the following is a zero of P(x) = x + x – 3x – 8x – 5?
4 3 2

a. – 4 b. – 2 c. – 1 d. 4
16. What is the factored form of the polynomial whose roots are 2, 0 of multiplicity 2, -2/3 of multiplicity 3, and –3?
a. P(x) = x2 (x - 2)(2x + 3)3 (x + 3) c. P(x) = 2x (x – 2)(2x + 3)3 (x – 3)
2 3
b. P(x) = x (x - 2)(3x + 2) (x + 3) d. P(x) = 2x (x – 2)(3x + 2)3 (x – 3)
17. What is the degree of a polynomial function whose zeros are -2, 0, 1 of multiplicity 2, and -4?
a. 4 b. 5 c. 6 d. 7
18. What is quotient when x2 – 3x – 10 is divided by x + 2?
a. x + 5 c. x – 5
b. x + 2 d. x – 2
19. How many possible rational zeros does the polynomial P(x) = 16x4 – 1 has?
a. 4 b. 5 c. 8 d. 10
20. What are the other zeros of the polynomial P(x) = x3 – 7x – 6 if one of its zeros is −1 ?
a. –2, 3 c. 1, –6
b. 2, –3 d. –1, 6
21. What is the leading coefficient in the polynomial P(x) = – 3x3 (x – 2)(x + 4)5
a. –3 b. –1 c. 1 d. 3
22. How many real zeros does f(x) = x2(x + 1)3 (x – 3) (x + 4)2 have?
a. 4 b. 6 c. 8 d. 10
23. How many times will the graph of the polynomial f(x) = 2x3 – 2x2 + 12x cross the x- axis?
a. Once b. Twice c. Thrice d. Four times
24. Which polynomial in factored form represents the graph below?

a. y = (x + 2)(x – 1)(x + 1)
b. y = (x – 2)(x – 1)(x + 1)
c. y = x(x + 2)(x – 1)(x + 1)
d. y = x(x – 2)(x – 1)(x + 1)

25. Which values of a and n should you consider so that y = axn could define the given graph below?

a. a=3 n=2
b. a=2 n=3
c. a = –3 n=4
d. a = –2 n=3