Q1 Math 10

Moodle Course Guide
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QUARTER 1
MATHEMATICS
Patterns and Algebra
Mathematics 10 – Course Guide
COURSE OVERVIEW
Mathematics 10 is one subject that pervades life at any age and in any
circumstances. Thus, its value goes beyond the classroom and the school.
Mathematics is indispensable in many ways. It enables us to have better

problem-solving skills that we can use in everyday life. More importantly, Mathematics
can help us understand the world better. Through Mathematics, you will learn how to
appreciate and value the things around you. Indeed, Math is everywhere.
This Course is composed of eight (8) lessons per quarter. Each quarter is
composed of different lessons that are designed for self-study. Each lesson features
a topic for you to learn by reading online articles, watching videos and PowerPoint
presentations, and engaging in a learning activity, such as taking a quiz and posting a
short reflection in a discussion forum.
❖ Grade 10 Course Guide

❖ About My Online Teacher
❖ Mathematics 10 Development Team
❖ Our Online Class Rules
❖ Exploring Classroom
❖ Learner’s Self Introduction
WHAT ARE THE SKILLS THAT I CAN DEVELOP?
CONTENT STANDARD
The learner demonstrates the understanding of the key concepts of the
sequences, polynomials, and polynomial equation.
PERFORMANCE STANDARDS
The learner is able to formulate and solve problems involving sequences,
polynomials and polynomial equations in different disciplines through appropriate and
accurate representations.
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Most Essential Learning

Schedule Competencies Expected Output
The learner…
Learning Task 1.1: Sequence or Not
a Sequence
Week 1 • generates patterns. Learning Task 1.2: Finite or Infinite
Learning Task 1.3: The Next 3 Terms
Learning Task 1.4: The First 4 Terms
• illustrates arithmetic Learning Task 2.1: Find the Indicated
sequence. Term
• determines arithmetic Learning Task 2.2: Am I Too Mean?
Week 2 means, nth term of an Learning Task 2.3: SUMthing To Do
arithmetic sequence Learning Task 2.4: What Struck with
and sum of the terms you in this
of arithmetic sequence. Lesson?
• illustrates geometric
Learning Task 3.1: Let’s Play
sequence.
Learning Task 3.2: Arithmetic or
Week 3 • differentiate geometric Geometric
sequence from an Learning Task 3.3: Reflection
arithmetic sequence.
• determines geometric Learning Task 4.1: Exploring
means, nth term of a Geometric
geometric sequence Sequence
Week 4 and sum of the terms Learning Task 4.2: Inserting
of the given finite or Geometric Means
infinite geometric Learning Task 4.3: Find the Sum
sequence. Learning Task 4.4: Reflection
Learning Task 5.1: Let’s Recall
• solves problems
Week 5 Learning Task 5.2: Problem Solving
involving sequence.
Learning Task 5.3: Your Insights
• performs division of
polynomials using long Learning Task 6.1: Divide Me, Yes
division and synthetic You Can!
division. Learning Task 6.2: Factor or
Week 6
• proves the remainder Remainder
theorem, factor Learning Task 6.3: Problem Solving
theorem and rational Learning Task 6.4: Reflection Time
root theorem.
Learning Task 7.1: Find My Factor
Learning Task 7.2: What is More?
Week 7 • factor polynomials.
Learning Task 7.3: What I Have
Learned?
• illustrates polynomial Learning Task 8.1: Polynomial
equation. Equation or NOT
• solves problems Learning Task 8.2: You Complete Me
Week 8
involving polynomials Learning Task 8.3: My Roots
and polynomial Learning Task 8.4: What I Have
equations. Learned?
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PARTS OF THE LESSON
The following are the parts of the lesson that will guide you.
The lesson content and learning objectives is presented here. This part also
provides preliminary activity that introduces initial concepts on the learning targets.
The actual lesson presentation is done in this part. This part also includes self-
check activity on learner’s background knowledge about the target concept.
This part enables the learners to be engaged in various tasks and opportunities
which also expose them to additional real-life tasks that shall ignite their interest which
will allow them to meet the learning expectations and fully understand the skills and
concepts.
This part will bring the learners to a process where they shall demonstrate
ideas, interpretation, mindset or values and create pieces of information that will form
part of their knowledge in reflecting, relating or using it effectively in any situation.
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WHAT ARE THESE ICONS IN MOODLE?
Presented here are the icons that you will see as we go along our lessons.
Scroll down to view these icons along with their functions.
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Learning Resource 1.1: What I Need To Know?

Look around you, do you see any pattern? Patterns are everywhere! It helps us
understand the natural order of everyday life. With patterns we can discover things,
understand everything around us and predict what lies ahead of us.
In this lesson, you are expected to:

▪ generate patterns,
▪ identify sequence, and
▪ find the unknown term/s of a given sequence.
Learning Resource 1.2: Interactive Video on Sequence

This is an interactive video. Click the play button to start the video. Read the
lesson carefully. You may use your notebooks to take down notes. After the
discussion, there will be a practice exercise. The video will stop at the end of each
question. You must write the answer on the box that will pop-up when the video stops.
you can retry as many times as you want, or you can skip the question if you find if
hard. Correct answers are provided after each question. Good luck!
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Below are the content of the interactive video.
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8
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Learning Task 1.1: Sequence or Not a Sequence

Directions: TRUE or FALSE. Identify the following set of numbers as sequence or
not a sequence.
Reminders:
• Attempts - You only have one (1) attempt for this quiz be sure to read
each item carefully
• Answers - You may review your answer-choices and compare them to
the correct answers after your attempt.
• Honesty is the Best Policy
You can do it!
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Learning Task 1.2: Finite or Infinite

Directions: DRAG and DROP each set of numbers to classify if it is finite or infinite.
Reminders:
• Attempts - You only have one (1) attempt for this activity, be sure to
read each item carefully.
You can do it!
Learning Resource 1.3: General Rule of a Sequence

Example 1
What is the next term of the sequence 6, 12, 24, 48, …?
Solution:
For this example, 6 is multiplied by 2 to get 12, 12 is multiplied by 2 to get 24 and
24 is also multiplied by 2 to get 48. So, the next term is 96.
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Example 2
Find the first 4 terms of the given rule an=3n-2.
an = 3n-2 an = 3n-2 an = 3n-2 an = 3n-2
a1 = 3(1)-2 a2 = 3(2)-2 a3 = 3(3)-2 a4 = 3(4)-2
a1 = 1 a2 = 4 a3 = 7 a4 = 10
Therefore, the first four terms of the sequence are 1, 4, 7, 10.
To know more about finding the first 4 terms of a sequence given the general rule,
you may watch the video below:
Grade 10 Math Q1 Ep.1: Generates patterns from a succession of objects,

numbers, letters and symbols.
(Note: The video will play at 12:55 and will end at 16:00)
YouTube link: https://youtu.be/jwz-oS3kIV0?start=775
Learning Task 1.3: The Next 3 Terms

Directions: Study the pattern of the following sequence and write the next three
terms.
Use comma to separate your answers.
Example: 25, 30, 35
Reminders:
• Attempts - You only have three (3) attempts for this quiz, be sure to
You can do it!
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Learning Task 1.4: First 4 Terms

Directions: Write the first 4 terms of the sequence whose nth term is given by the
rule.
Reminders:
You can do it!
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List of References
Modules
Department of Education. (2015). Mathematics - Grade 10 Learner’s Module (First

Edition)
Department of Education Region IV-A CALABARZON. (2020). Math Grade 10

PIVOT IV-A Learner's Material Quarter 1 (First Edition)
Videos
DepEd TV - Official. (2020). Grade 10 Math Q1 Ep1: Generate Patterns from a

Succession of Objects, Numbers, Letters & Symbols [YouTube Video]. In YouTube.
youtube.com/watch?v=jwz-oS3kIV0&t=775s
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Learning Resource 2.1: Arithmetic Sequence

At the end of this lesson, you are expected to determine the following:
▪ nth term of an arithmetic sequence

▪ Arithmetic means
▪ Sum of the terms of finite arithmetic sequence
Arithmetic Sequence
An Arithmetic Sequence is a sequence where every term after the first is
obtained by adding a constant called the common difference (d).
Examples:
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In 2, 8, 14, 20, 26, ... is an arithmetic sequence with common difference 6, the
sequence is increasing. While the sequence 50, 45, 40, 35, 30, ... with common
difference -5, the sequence is decreasing.
To learn more about Arithmetic Sequence, you may watch the video below:
Grade 10 Math Q1 Ep2: Generate Patterns From A Given Succession of

Objects
YouTube link: https://youtu.be/UqqLDkjERkA
Learning Resource 2.2: nth Term of an Arithmetic

Sequence
To find the nth term of an Arithmetic Sequence, look at the formula below.
An = A1 + (n - 1) d
where: An - last term

A1 - first term
n - number of terms
d - common difference
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To learn more about the nth Term of an Arithmetic Sequence, you may watch the
video below:
Arithmetic Sequence - Number Sense 101

(Note: The video will play at 7:02)
YouTube link: https://youtu.be/MMXFE9d-zl4?t=422
Learning Resource 2.3: Arithmetic Means

The terms between any two nonconsecutive terms of an arithmetic sequence
are known as Arithmetic Means. The first and the last terms of a finite arithmetic
sequence are called Arithmetic Extremes.
Illustrative Example 1
What is the arithmetic means between 10 and 24?
10, ___, 24
10+24 34
Using the average formula; = = 17
2 2
Therefore, the Arithmetic Sequence 10, 17, 24.
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Therefore, the arithmetic sequence is 2, 4, 6, 8.
To learn more about Arithmetic Means, you may watch the video below:
Grade 10 Math Q1 Ep.4: Computing Arithmetic Means

YouTube link: https://youtu.be/FBjs6WkKGrs
Learning Resource 2.4: Sum of Arithmetic Sequence

If the terms of a sequence are added, the result is known as
a Series. Arithmetic Series is the indicated sum of the terms of an Arithmetic
Sequence.
The sequence : 1, 2, 3, 4, 5, 6, ...

Gives the series : 1 + 2 + 3 + 4 + 5 + 6 + ...
The sum of the terms of a series is referred to as Sn, the sum of n terms of a
series.
FORMULA:
𝑛
with last term: 𝑆𝑛 = 2 (𝑎1 + 𝑎𝑛 )
𝑛
without last term: 𝑆𝑛 = 2 (2𝑎1 + (𝑛 − 1)𝑑 )
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Examples:
1. Find the sum of odd integers between 6 and 30.
2. Find the sum of the first 14 terms of the series 2 + 5 + 8 + 11+….
3. Find the sum of 10, -2, -14, …, to 17th term.
To learn more about the Sum of the Terms of an Arithmetic Sequence, you may
watch the video below:
Grade 10 Math Q1 Ep.5: Finding the Sum of the Terms of a given Arithmetic
Sequence
YouTube link: https://youtu.be/3hVGUC_dneI
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Learning Task 2.1: Find the Indicated Term

You can use pen and paper for the solution.
Directions: Find the indicated term of the given sequence.
You may use the formula An = A1 + (n – 1)d
Reminders:
> Attempts - You only have three (3) attempts for this quiz be sure to read each
item carefully.
> Answers - You may review your answer-choices and compare them to the
correct answers after your attempt.
> Honesty is the Best Policy.
You can do it!
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Learning Task 2.2: Am I Too Mean?

Directions: Insert the specified number of arithmetic mean/s of the given numbers.
Reminders:
• Attempts - You only have three (3) attempts for this quiz be, sure to read
each item carefully.
• Answers - You may review your answer-choices and compare them to the
You can do it!
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Learning Task 2.3: SUMthing to Do

You can use pen and paper for the solution.
Directions: Find the sum of the terms of the given sequence.
Reminders:
> Attempts - You only have unlimited attempts for this quiz be sure to read each
item carefully.
You can do it!
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Learning Task 2.4: What Stuck with you in this Lesson?

DIRECTIONS:
1. Read, understand carefully and HONESTLY answer the task given below.
2. Type your answer in the space provided.
3. There are NO documents or files to be submitted.
YOUR TASK:
Share your stories by answering the following questions.
1. What is the most important thing that you learned in this lesson?
2. What concept has been difficult/confusing to you in this lesson?
3. How can you apply the concept of finding terms of arithmetic sequence in a
real – life scenario?
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Scoring Rubric:
iRubric: Reflective Essay Rubric - L34935: RCampus. (2020). Rcampus.com.

rcampus.com/rubricshowc.cfm?sp=yes&code=L34935
HOW TO SUBMIT ONLINE TEXT:
1. Click Add Submission

2. Type your reflection in the Online text box, then click Save Changes
3. Lastly, click Submit Assignment.
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List of References
Modules

Edition)

Videos
DepEd TV - Official. (2020). Grade 10 Math Q1 Ep2: Generate Patterns From a

Given Succession of Objects [YouTube Video]. In YouTube.
youtube.com/watch?v=UqqLDkjERkA&t=1s
Number Sense 101. (2019). Arithmetic Sequence - Number Sense 101 [YouTube
Video]. In YouTube. youtube.com/watch?v=MMXFE9d-zl4&t=422s
DepEd TV - Official. (2020). Grade 10 Math Q1 Ep4: Computing Arithmetic Means

[YouTube Video]. In YouTube. youtube.com/watch?v=FBjs6WkKGrs&t=1s
DepEd TV - Official. (2020). Grade 10 Math Q1 Ep5: Finding the Sum of the Terms
of a Given Arithmetic Sequence [YouTube Video]. In YouTube.
youtube.com/watch?v=3hVGUC_dneI&t=1s
Websites

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Learning Resource 3.1: Introduction

Good day learners, in the previous lesson, you’ve learned that there are
sequences whose differences are common and we call it as Arithmetic Sequence. In
this lesson, you will learn another kind of sequence whose consecutive terms have a
common ratio. We call it as “Geometric Sequence”. After going through this lesson,
you are expected to illustrate a geometric sequence and differentiate a geometric
sequence from an arithmetic sequence.
Learning Resource 3.2: What is it

A Geometric Sequence, also known as Geometric Progression, is a set
of terms in which each term after the first is obtained by multiplying the preceding term
by the same fixed number called the Common Ratio which is commonly represented
by r.
The number pattern 1, 2, 4, 8, 16, ... is a geometric sequence. Two
is multiplied to any term to get the next term. Therefore, we can say that 2 is the
common ratio. The common ratio may be an integer or fraction, negative or positive.
It can be found by dividing any term by the term that precedes it. The number line
below illustrates the sequence:
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Using the picture above, we illustrated and proved that the common ratio is
equal to 2.
Now, let us determine the next two terms in the given sequence 1, 2, 4, 8, 16,...
Since the common ratio is 2 and the first term is 1,
1(2) = 2 - - - this is the 2nd term

2(2) = 4 - - - this is the 3rd term
4(2) = 8 - - - this is the 4th term
Thus, the next two terms of the geometric sequence 1, 2, 4, 8, 16, are 32 and
64. What do you think are the 8th and 9th terms of this sequence?
In the sequence 3, 8, 13, 18, 23 ...there is no common ratio among the terms.
However, there is a common difference of 5. To prove, let us have the following
solution:
d= 23 - 18 = 5
d = 18 - 13 = 5
d = 13 - 8 = 5
d=8-3=5
Thus, this is not a geometric sequence but an arithmetic sequence.
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In the sequence -20, 10, -5, , the Common Ratio is − 2 . To prove, let us have the
following solution:
1
Thus, we proved that the common ratio is − 2 and this sequence is
a Geometric Sequence.
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Determine if there is a common ratio or common difference in 6, 12, 14, 28, ... To
prove, let us have the following solutions:
To learn more about the lesson, you may watch the following videos below:
Arithmetic vs. Geometric Sequence

YouTube link: https://youtu.be/WpKponIoJG8
Illustrating Geometric Sequence

YouTube link: https://youtu.be/2z-GG6NxOTs
Learning Task 3.1: Let's Play

Directions: Identify whether the given sequence is Geometric, Arithmetic or neither.
Reminders:
> Attempts - You only have one (1) attempt for this quiz be sure to read each item
carefully.
You can do it!
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Directions: For each sequence, state if it is arithmetic, geometric, or neither.
Reminders:
• Attempts - You only have five (5) attempts for this quiz, be sure to read each
item carefully.
• Honesty is the Best Policy.
You can do it!
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Learning Task 3.3: Reflection

DIRECTIONS:
YOUR TASK:
Tell something about what you have learned by answering the following questions.
1. Explain how to determine the next term of the geometric sequence 3, 6, 12,
24,___,...
2. In your opinion, where can you apply the concepts and skills that you learned
about geometric sequences? Explain.
3. What are the differences between an arithmetic sequence and a geometric

sequence?
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Scoring Rubric:


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List of References
Modules
Department of Education Region IV-A CALABARZON (2020). Math Grade 10 PIVOT

IV-A Learner's Material Quarter 1 (First Edition)
Videos
DBAN Mathematics. (2020). Arithmetic VS Geometric Sequences | Algebra1 |

DBANMath [YouTube Video]. In YouTube. youtube.com/watch?v=WpKponIoJG8
Pinoy Mathematician. (2020). Illustrating Geometric Sequence [YouTube Video].
In YouTube. youtube.com/watch?v=2z-GG6NxOTs
Websites

36

You have already learned from the previous lesson the meaning of geometric
sequence and identify the common ratio. You will use the previous lesson in learning
the next topic.
In this lesson, you are expected to determine geometric means, nth term of a
geometric sequence and sum of the terms of a given finite or infinite geometric
sequence.
Learning Resource 4.2: Geometric Means

To solve for the geometric means of a given geometric sequence, the formula
for the nth term of a geometric sequence is also used.
where n is the number of the term (term number) and a1 is the first term.
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Let us use the geometric sequence in Activity, ( 4, 8, 16, 32, 64 ). For instance,
the only given in the problem are the first term and the last term, as in 4, __, __, __,
64. How can we solve the geometric means?
Solution:
Step 1: Find the common ratio.
Step 2: Multiply the first term by the common ratio r = 2 to get the second term. Repeat
the process until you solve the three geometric means. Use r = -2 to find the
other geometric sequence.
Note: There are two common ratios, therefore there are also two sets of geometric
sequences: 4, 8, 16, 32, 64 and 4, -8, 16, -32, 64.
Answer: The three geometric means are 8, 16, 32 and -8, 16, -32
In illustrative example 1, you have noticed that there are two common ratios
determined thus there are two sets of geometric means given that the value of n is
odd. Let us try determining geometric means when n is even.
Insert 4 geometric means between 4 and 972.
Solution:
Listing down the geometric sequence will show that there are five terms, which
means that n = 6. So that a6 = 972 and a1 = 4.
4, __, __, __, __, 972
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Step 1: Find the common ratio
Note that the common ratio, r, takes one value, 3. So that there is one set of
geometric means that can answer the question.
Step 2: To get the desired geometric means simply multiply the common ratio to the
first term first and so on.
Therefore, the geometric means are 12, 36, 108, and 324.
The video below further discusses how to determine geometric means.
Geometric Means
YouTube link: https://youtu.be/ThWfKJCe_to
Learning Resource 4.3: nth Term of a Geometric

Sequence
Rule or Formula for the General Term of a Geometric Sequence:
If an is a geometric sequence with common ratio, r, then
where n is the number of the term (term number) and a1 is the 1st term.
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The rule for the general term of a geometric sequence is a convenient way for you
to find the nth term of a geometric sequence. Let us have some examples:
Find the nth term of the geometric sequence whose first three terms are 5, 10, 20.
Solution:
Since the general term of a geometric sequence is an = a1 ∙∙ rn-1, you have to identify
the 1st term and the common ratio. The 1st term is: a1 = 5.
The common ratio is not given, so you have to find the common ratio by dividing a
term by the preceding term. For this case, take a2 and a1 so that
Replace a1 and r into the rule for the general term:
Find the nth term of the geometric sequence whose first three terms are
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Solution:
Since the general term of a geometric sequence is an = a1 ∙∙ rn-1, you have to

identify the 1st term and the common ratio. The 1st term is: a1 = 4
The common ratio is not given, so you have to find the common ratio by
dividing a term by the preceding term. For this case, take a2 and a1 so that
Replace a1 and r into the rule for the general term:
To learn more about determining the nth term of a given geometric sequence, you
may watch the video below:
nth term of a Geometric Sequence

YouTube link: https://youtu.be/htE3SJBoJ3o
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Learning Resource 4.4: Sum of Terms of a Finite

Geometric Sequence
If in an arithmetic progression, the sum of the 1st term is called an arithmetic
series, what about in geometric progression? It is called geometric series.
The indicated sum of the terms of a geometric sequence is called a

“geometric series,” it is denoted by Sn. In symbols,
Sn =a1 +a1r1 +a1r2 +a1r3 +...+a1rn-2 +a1rn -1
Find the sum of the first six terms of the geometric sequence 3, 6, 12, 24,...
Solution:
Since there is no last term the formula to employ is .
The common ratio is 2. The sum of 6 terms is given by:
1 1
Find the sum of 10 terms of the progression: 1, 2, 4, ...
Solution:
1
In this case: a1=1, r= 2, and n=10
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Find the sum of the indicated number of terms in the given geometric sequence.
a. a1 =3, r=-1, n=9
b. a1 =8, r=-1, n=51
c. a1 =3, r=-1, n=12
d. a1 =8, r=-1, n=30
Solution:
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From Illustrative Example 3, one can generalize that if r = -1, then
Sn = a1 when n is odd or
Sn = 0 when n is even.
The video below provides more examples on determining the sum of terms of a
Finite Geometric Sequence:
Sum of Terms of Finite Geometric Sequence

YouTube link: https://youtu.be/XI_Aws_gMBU
Learning Resource 4.5: Sum of Terms of an Infinite

Geometric Sequence
1
Find the sum to infinity of the geometric sequence with a = 5 and r = - 3.
Solution:
Substituting the given values to the formula above, the sum is
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To learn more about this lesson, you may watch the video below:
Sum of Terms of an Infinite Geometric Sequence

YouTube link: https://youtu.be/o7V5rER8ZiA
Learning Task 4.1: Exploring Geometric Sequences

Directions: Find the indicated term in the following geometric sequences.
Reminders:
• Attempts - You only have unlimited attempts for this quiz be sure to read
You can do it!
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Learning Task 4.2: Inserting Geometric Means

Reminders:
You can do it!
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Learning Task 4.3: Find the Sum

Reminders:
You can do it!
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Learning Task 4.4: Reflection

DIRECTIONS:
YOUR TASK:
Share your stories by answering the following questions.
1. What is the most important thing that you learned in this lesson?
2. What concept has been difficult/confusing to you in this lesson?
3. How can you apply the concept of finding terms of geometric sequence in a
real – life scenario?
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Scoring Rubric:


49
List of References
Modules
Cascano, L, Daniel, K., Del Valle, B., Liwag, R., Melegrito, R., Narca, R., Saclauso,
R., Ramos, A. (2019). Mathematics – Grade 10 Alternative Delivery Mode Quarter
1 – Module 1: Patterns and Algebra (First Edition)
Department of Education Region IV-A CALABARZON (2020). Math Grade 10 PIVOT

IV-A Learner's Material Quarter 1 (First Edition)
Videos
AL Love Math. (2019). [ Math 10] Geometric “Means” Sequence Part 4 in Tagalog
[YouTube Video]. In YouTube. youtube.com/watch?v=ThWfKJCe_to
AL Love Math. (2019). [Math 10] Geometric Sequence Part 2 in Tagalog [YouTube
Video]. In YouTube. youtube.com/watch?v=htE3SJBoJ3o
Math Corner. (2020). Geometric Series | Sum of the terms of finite geometric
sequences [YouTube Video]. In YouTube. youtube.com/watch?v=XI_Aws_gMBU
Mathema Teach. (2020). How to Find the Sum of an Infinite Geometric Series
[YouTube Video]. In YouTube. youtube.com/watch?v=o7V5rER8ZiA
Websites

50

You have come to this point wherein you’re familiar with the idea of sequence
and series. I bet you can now apply these concepts in solving different problems. After
going through this lesson, you are expected to solve problems involving sequences.
To guide you in solving problems involving sequence, steps will be provided.

But first, let us recall our previous lesson by answering the next activity.
Learning Task 5.1: Let's Recall

Directions: Solve the following questions involving sequences. Choose the letter of
the best answer.
Reminders:
You can do it!
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Learning Resource 5.2: Steps in Solving Problems

involving Sequences
To solve real-life problems involving sequences, remember the words “SEE, PLAN,
DO and LOOK BACK”.
SEE - What kind of sequence is involve in the problem?
PLAN – What is the appropriate formula to be used and the needed values?
DO – Perform the indicated operation and simplify.
LOOK BACK – The answer should satisfy all the given information in the problem
Suppose the auditorium of the Tagaytay International Convention Center

(TICC) has 20 seats in the first row and that each row has 2 more seats than the
previous row. If there are 30 rows in the auditorium, how many seats are in the last
row?
Solution:
SEE - What kind of sequence is involve in the problem?
20 + 22 + 24 + 26 + . . ., + a30
PLAN – What is the appropriate formula to be used and the needed values?
an = a1+(n - 1)d
where a1 =20, d=2, n=30
DO – Perform the indicated operation and simplify.
an = a1+(n - 1)d
= 20+(30 – 1)2
= 20+(29)2
= 20+58
= 78
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LOOK BACK – The answer should satisfy all the given information in the problem
20 + 22 + 24 + 26 + 28 + 30 + 32 + 34 + 36 + 38 + 40 + 42 + 44 + 46 + 48 + 50 + 52
+ 54 + 56 + 58 + 60 + 62 + 64 + 66 + 68 + 70 + 72 + 74 + 76 + 78
Finding the total number of terms of a given arithmetic sequence is given by the
formula:
n is the number of terms in the sequence

a1 is the first term of the sequence
an is the last or the nth term of the sequence
d is the common difference
The sum of a geometric series is obtained using the formula:
a is the first term

n number of terms
r common ratio
Suppose in illustrative example 1 you are asked to find the total number
of seats, how will you do it?
Instead of adding the number of seats per row, you must use the formula.
Given in the problem :
a1 = 20 number of seats in the first row
n = 30rows
d = 2 common difference
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Solution:
Find the sum of the sequence, 2, 6, 18, 54, ..., a5.
Given: a1 = 2, r = 3, n = 5
Solution:
Check:
The 5 terms of the sequence are 2, 6, 18, 54, 162. The sum is
2+6+18+54+162 = 242. Using long addition and formula will give you the same
answer.
For more examples of problems involving sequences, you may watch the following
videos:
Word Problems involving Arithmetic Sequence

Source: https://youtu.be/E20GIEyLGBU
Word Problems involving Geometric Sequence

Source: https://youtu.be/VF9vYAhGDJ4
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Learning Task 5.2: Problem Solving
Solve the following problems.

1. Every December, Tagaytay City Science National High School is sponsoring a Gift-
giving program for an orphanage. A newspaper fund drive to collect fund was
launch. A student promised that he will bring 2 newspapers on the launching day of
the drive, 6 on the second day and triple the number of newspapers each day until
the last day of the fund drive. If the fund drive is set from December 1 to December
5.
a. How many newspapers will the student bring on the last day?
b. What is the total number of newspapers that he will contribute?
2. The logs are piled such that each row is 2 less than the one below. If there are 30
logs at bottom and the topmost is 2, how many logs are there in all?
Scoring Rubric:
Score Descriptors
The problem is properly modelled with appropriate mathematical concepts used
4
in the solution and a correct final answer is obtained.
The problem is properly modelled with appropriate mathematical concepts
3
partially used in the solution and a correct final answer is obtained.
The problem is not properly modelled, other alternative mathematical concepts
2
are used in the solution.
The problem is not properly modelled by the solution presented and the final
1
answer is incorrect.
Source: Department of Education. (2015). Mathematics - Grade 10 Learner’s
Module (First Edition). Department of Education.
HOW TO SUBMIT ASSIGNMENT ONLINE
1. Write your explanation and justification on a clean sheet of paper.

2. Scan or take a picture of your solution (Save as image)
3. Save your file following this format: Task5.2_Surname,FirstName
4. Then follow the steps in the presentation below:
https://www.canva.com/design/DAEo2iWoyVo/8KAbLYLbf0j5J0y0FHFYYw/view?utm_con
tent=DAEo2iWoyVo&utm_campaign=designshare&utm_medium=link&utm_source=pu
blishpresent
56
Learning Task 5.3: Your Insights

Kindly answer the following questions honestly based on your experiences while
learning this lesson. Post your reflections on our forum.
QUESTIONS:
1. What insights do you have about solving problem involving sequence?

2. How would you connect this to real life?
3. How would you use this in making decisions?
57
Scoring Rubric:

DIRECTIONS:
1. Post your answer in the forum by clicking the "Add a new discussion
topic" button. Think of a good title to your post.
2. Always use proper and kind words when expressing your opinion.
3. Observe proper "Netiquettes".
58
List of References
Modules

Edition)

Videos
MATTHEWtorials. (2020). Word problems involving arithmetic sequence [YouTube

Video]. In YouTube. youtube.com/watch?v=E20GIEyLGBU
MATTHEWtorials. (2020). Word Problems Involving Geometric Sequence [YouTube

Video]. In YouTube. youtube.com/watch?v=VF9vYAhGDJ4
Websites

59
Learning Resource 6.1: What I Need To Know?

After going through this lesson, you are expected to perform division of polynomials
using long division and synthetic division and solve problems using long division and
synthetic division.
Before that, let us recall how to divide numbers using long method.
Source: Using Long Division. (2020). Www.onlinemathlearning.com.

https://www.onlinemathlearning.com/long-division-illustrative-math.html
60
Learning Resource 6.2: Long Division and Synthetic

Division
Division of Polynomials Using Long Division
Here are the steps in Dividing a Polynomial using Long Division:
Step 1: Make sure the polynomial is written in descending order. If any terms are
missing, use a zero to fill in the missing term (this will help with the
spacing).
Step 2: Divide the term with the highest power inside the division symbol by the
term with the highest power outside the division symbol.
Step 3: Multiply (or distribute) the answer obtained in the previous step by the
polynomial in front of the division symbol.
Step 4: Subtract and bring down the next term.
Step 5: Repeat Steps 2, 3, and 4 until there are no more terms to bring down.
Step 6: Write the final answer. The term remaining after the last subtract step is
the remainder and must be written as a fraction in the final answer.
Example 1: (6x2 + 10x -24) ÷ (2x + 6)
61
Example 2: (3x4 - 12x + 5) ÷ (x + 1)
Division of Polynomials Using Synthetic Division
Synthetic division is another way to divide a polynomial by the binomial x - c ,

where c is a constant.
Below are the steps in dividing polynomials using Synthetic Division:
62
To know more how to divide polynomials using Long Division and Synthetic Division,
watch the video below:
Grade 10 Math Q1 Ep10: Dividing Polynomials using Long Division and

Synthetic Division
YouTube link: https://youtu.be/Hq_ewegPqkc
Learning Resource 6.3: Remainder Theorem and Factor

Theorem
Remainder Theorem
If your goal is to find only the remainder when a polynomial in x is divided by a
binomial in the form (x – c), using the synthetic division is quite long. Actually, the one
that you did in the previous activity is another way and easy way of getting the
remainder without using the synthetic division. That is what we call The Remainder
Theorem.
63
Now, here is the proof of the remainder theorem

STATEMENT
P(x) = (x – c) • Q(x) + R
P(c) = (c – c) • Q(x) + R
P(c) = 0 • Q(x) + R
P(c) = R
Note: P(x) is the given polynomial in x

(x – c) is the divisor
Q(x) is the quotient
R is the remainder
By substituting the value of (c) of the divisor x – c in the polynomial P(x), you
can also test whether a certain polynomial is exactly divisible by another or is a factor
by the Remainder Theorem.
The Remainder Theorem states that P(c) is the remainder when the polynomial
P(x) is divided by (x – c). The divisor x – c is then restated as x = c.
R = P(c)
P(x) = x3 + 4x2 + 3x - 2 ÷ x - 3
P(x) = x3 + 4x2 + 3x – 2; x=3
P(3) = (3)3 + 4(3)2 + 3(3) – 2 Substitute 3 for x.
= 27 + 36 + 9 – 2
P(3) = 70 the remainder
P(x) = 2x3 + 4x2 + 3x - 2 ÷ x - 3

P(x) = 2x3 + 4x2 + 3x - 2 ; x = 3
P(3) = 2(3)3 + 4(3)2 + 3(3) – 2 Substitute 3 for x.
= 54 + 36 + 9 – 2
P(3) = 97 the remainder
Factor Theorem
A zero remainder obtained when applied using the Remainder Theorem will
give rise to another theorem called the factor theorem. This is a test to find if a
polynomial is a factor of another polynomial.
64
The Factor Theorem states that:
If P(x) is a polynomial and
1. P(c) = 0, then x –c is a factor of P(x).

2. x – c is a factor of P(x), then P(c) = 0.
P(x) = x3 – x2 – 4x + 4 divided by (x – 2).
To determine whether (x – 2) is a factor of P(x) = x 3 – x2 – 4x + 4, use the

remainder theorem to find the remainder.
P(2) = (2)3 – (2)2 – 4(2) + 4

=8–4–8+4
=4–8+4
= -4 + 4
P (2) = 0
Since the remainder is 0, then we can say that (x – 2) is a factor of P(x) = x3 –

x2 – 4x + 4 by factor theorem.
P(x) = 2x4 - x3 – 18x2 – 7 divided by (x – 3)
P(3) = 2x4 - x3 – 18x2 – 7

= 2(3) 4 – (3)3 – 18(3)2 – 7
= 2(81) – 27 – 162 – 7
= 162 – 27 – 162 – 7
P(3) = –34
Since, the remainder is -34. Then we can say that (x – 3) is NOT a factor of
P(x) = 2x4 - x3 – 18x2 – 7 by factor theorem.
65
To know more about Factor Theorem and Remainder Theorem, watch the video
below:
Grade 10 Math - Quarter 1 - Lesson 14 - The Remainder and Factor Theorem

YouTube link: https://youtu.be/6ey4G5s2aW0
Learning Resource 6.4: Rational Root Theorem

If the polynomial P(x) = a n x n + a n – 1 x n – 1 + ... + a 2 x 2 + a 1 x + a 0 has any
factor of 𝑎
rational roots, then they must be of the form ± factor of 𝑎 0
𝑛
Example 1 :
State the possible rational zeros for each function. Then find all rational zeroes
f (x) = 5x³ + 29x² + 19x − 5
Solution :
Here a 0 = 5 and a n = - 5
Factors of the coefficient of x³ (5) are ±1,±5
Factors of constant term (-5) are ±1,±5
If there is any rational root for the given cubic polynomial, it must be in the form
5 1
of (±1, ± 5 and ±5).
1
To check whether ±5 is the rational root of the cubic polynomial, we can use any
of the methods like remainder theorem, synthetic division.
P(x) = 5x³ + 29x² + 19x − 5
Since we have to find all other roots, we can use synthetic division.
66
1
is only one rational root of the given cubic polynomial. Generally, the cubic
5
polynomial will have three roots. Out of these three zeroes one root is rational, and the
other roots are real values.
We can get other two roots by factorizing the quadratic polynomial 5x² + 30x + 25.
Dividing the whole equation by 5, we get
x² + 6x + 5 = 0
(x + 1) (x + 5) = 0
x+1=0 x+5=0
x = -1 and x = -5
1
Hence the three roots are 5, -1 and -5.
Example 2 :
State the possible rational zeros for each function. Then find all rational zeroes
f (x) = 4x³ - 9x² + 6x − 1
Solution :
Here a 0 = 4 and a n = - 1
Factors of the coefficient of x³ (4) are ±1,±4 and ±2
Factors of constant term (-1) are ±1
If there is any rational root for the given cubic polynomial, it must be in the form
1 1 1
of ( ±1, ±4 and ±2).
1
Let us check whether 4 is the root of the given polynomial.
P(x) = 4x³ - 9x² + 6x − 1

1 1 1 1
P(4) = 4(4)³ - 9(4)² + 6(4) − 1
1 1 6
= 4(64) - 9(16) + (4) − 1
1 9 6
= (16) - (16) + (4) − 1
(1 – 9 + 24 − 16)
=
16
25 − 25
= 16
67
1
Hence 4 is one of the rational roots of the given cubic polynomial. We can get
other roots using synthetic division.
We can get other two roots by factorizing the quadratic polynomial 4x² - 8x + 4.
Dividing the whole equation by 4, we get

x² - 2x + 1 = 0
(x - 1) (x - 1) = 0
x-1=0 x-1=0
x = 1 and x = 1
1
Hence the three roots are 1, 1 and 4.
To know more about Rational Root Theorem, watch the video below:
The Rational Root Theorem

YouTube link: https://youtu.be/gs0S9LpuxmE
Learning Task 6.1: Divide Me, Yes You Can!

Directions: Use the Synthetic Division to find the remainder of the given
polynomials.
Reminders:
• Attempts - You only have three (3) attempts for this quiz, be sure to read
You can do it!
68
69
Learning Task 6.2: Factor or Remainder

Directions: Use either Factor Theorem or Remainder Theorem to solve the given
polynomials.
Reminders:
• Attempts - You only have three (3) attempts for this quiz, be sure to read
You can do it!
70
71
Learning Task 6.3: Reflection Time

Answer the following questions.
1. What is the indication of having a zero remainder? What happens if the

remainder is zero?
2. Which process do you preferred in identifying if the binomial is a factor of the
polynomial?
72
Scoring Rubric:


73
List of References
Modules

Edition)

Videos
DepEd TV - Official. (2020). Grade 10 Math Q1 Ep10: Dividing Polynomials Using

Long Division & Synthetic Division [YouTube Video]. In YouTube.
youtube.com/watch?v=Hq_ewegPqkc
Señor Pablo TV. (2020). The Factor Theorem I Señor Pablo TV [YouTube Video].
In YouTube. youtube.com/watch?v=JAuzVViQ5as
MATHguide. (2014). The Rational Root Theorem [YouTube Video]. In YouTube.

youtube.com/watch?v=gs0S9LpuxmE
Website
Using Long Division. (2020). www.onlinemathlearning.com.

https://www.onlinemathlearning.com/long-division-illustrative-math.html
Rational root theorem. (2021).

Onlinemath4all. https://www.onlinemath4all.com/rational-root-theorem.html

74
Learning Resource 7.1 : What I Need To Know?

After going through this module, you are expected to factor polynomials (using
the Remainder Theorem and the Factor Theorem)
Learning Task 7.1 : Find My Factor

Directions: Find the factor of the given polynomials using the Factor Theorem.
Reminders:
You can do it!
75
Learning Resource 7.2 : What Is It?

To determine the factor of a polynomial you can use Factor Theorem, Synthetic
Division, or Remainder Theorem. Let us consider the given polynomial on your
previous activity.
What are the factors of x2 + 6x + 8?
Using the remainder theorem and x + 2 (one of the choices in column B of the
previous activity) as your divisor, x = -2
P(x) = x2 + 6x + 8
P(-2) = (-2)2 + 6(-2) + 8
P(-2)=4–12+8
P(-2) = 0
So, x + 2 is indeed a factor of x2 + 6x + 8.
The value of c should be taken from the constant 8. The factors of 8 are 1, 2,
4, 8 either both positive or negative. Since it is a polynomial of 2nd degree, then there
are 2 factors or roots.
Now, use long division or synthetic division to get the other factor. Since -2 was
used as the value of x, then the other factor that when multiplied by –2 gives the
product of 8 is –4.
76
Using Synthetic Division:
This means the other factor is x + 4. So, the factors of x2 + 6x + 8 are x+2 and x + 4.
What are the factors of the given polynomial, x3 – 7x + 6? Try x – 1 as one of

the factors.
Using synthetic division:
Since the remainder is zero, then x - 1 is one of the factors of x3 – 7x + 6. What

are the other factors of the polynomial?
The resulting expression or quotient in the synthetic division is x 2 + x - 6 , you

can now find the factors of this expression by using your factoring skills or by trial and
error. Think of two numbers that have a product of -6 and the sum of 1.
Those numbers are 3 and -2. So,
x2 + x - 6
(x + 3)(x - 2).
Therefore, the factors of the polynomial x3 – 7x + 6 are (x - 1)(x + 3)(x - 2).
A third degree polynomial has at most 3 factors.
What are the factors of x3 – 2x2 – 5x + 6?
Choosing x – 3 as one of the factors, we do the synthetic division:
77
Since the remainder is zero, then x - 3 is one of the factors of x3 – 2x2 – 5x + 6. What
are the other factors of the polynomial?
The resulting expression or quotient in the synthetic division is x2 + x - 2, you

can now find the factors of this expression by using your factoring skills or by trial and
error. Think of two numbers that have a product of -2 and the sum of 1.
Therefore, the factors of the polynomial x3 – 2x2 – 5x+6 are (x - 3)(x + 2)(x - 1).
To learn more about factoring polynomials, you may watch the video/s below.
Grade 10 Math - Quarter 1 - Lesson 15 - Factoring Polynomials Using Synthetic

Division
YouTube Link: https://youtu.be/IdjJ_XMZx5w
Grade 10 Math Q1 Ep10: Dividing Polynomials Using Long Division &

Synthetic Division
YouTube Link: https://youtu.be/Hq_ewegPqkc
Learning Task 7.2: What Is More?

Directions: Choose the letter of the correct answer.
Reminders:
• Attempts - You only have three (3) attempts for this quiz be sure to
read each item carefully
You can do it!
78
Learning Task 7.3: What I Have Learned?

DIRECTIONS:
79
YOUR TASK:
Answering the following questions.
1. How do you factor polynomials? Discuss the mathematics concepts and principles
applied when factoring polynomials.
2. What new realizations do you have about factoring polynomials? How would you
connect this to real life? How would you use this in making decisions?
Scoring Rubric:

80

List of References
Modules

Edition)

Videos
Sir EJ. (2020). Grade 10 Math - Quarter 1 - Lesson 15 - Factoring Polynomials using
Synthetic Division [YouTube Video]. In YouTube.
youtube.com/watch?v=IdjJ_XMZx5w
DepEd TV - Official. (2020). Grade 10 Math Q1 Ep10: Dividing Polynomials Using

Long Division & Synthetic Division [YouTube Video]. In YouTube.
youtube.com/watch?v=Hq_ewegPqkc
Website

81
Learning Resource 8.1: What I Need To Know

After going through this module, you are expected to illustrate polynomial
equations, and determine the degree, leading coefficient and constant of the
polynomial and to solves problems involving polynomials and polynomial equations.
Remember that polynomial P(x) = anxn + an-1xn-1 + . . . + a0, where a is real

number, an is not 0 and n is a positive integer.
The fundamental theorem of algebra taught you that the number of zeros
(including repeated zeros) of polynomial function of degree n are equal. This means
that a cubic equation has 3 roots and the quartic equation has 4 roots because cubic
equation is a 3rd degree equation and quartic equation is a 4th degree equation.
Learning Task 8.1: Polynomial Equation or NOT

Directions: Identify if the given equation is a polynomial equation or not. Choose or
click P if polynomial equation and NP if not.
Reminders:
• Attempts - You only have two (2) attempts for this quiz be sure to read
each item carefully
You can do it!
82
83
84
Learning Resource 8.2: What is Polynomial Equation?

A polynomial equation is a special kind of algebraic equation where each term
is a constant, a variable, or a product of constants and variables raised to whole
number exponents.
It is defined by anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0 = 0, where n is a positive

integer. The largest exponent n denotes the degree of the polynomials.
From the previous activity you identified which equations are polynomial and
which are not. Hereunder are the answers and explanations:
85
Learning Resource 8.3: Solving Problem Involving

Polynomials and Polynomial Equations
In solving polynomial equations, we apply the Factor Theorem. But when the
equation is expressed as linear factors, the Zero Product Property will be directly
applied to solve its solution.
Moreover, here are important properties of polynomial equations that we’ll

need to understand to easily find the real zeros and roots of a polynomial equation.
Real Zeros in a Function
The number of real zeroes a polynomial function can have is the same
value of the degree. What does this mean? If f(x) has a degree of 5, the maximum
number of real zeroes it can have is 5.
Descartes’ Rule of Signs
This rule is helpful when we need to find the zeroes of a polynomial equation
without its graph. What does Descartes’s Rule of Signs do? It tells us the number
and position of a polynomial equation’s zeroes.
To apply this rule, we’ll need to observe the signs between the coefficients of
both f(x) and f(-x). Let’s say we have f(x) = 2x4 – 2x3 – 14x2 + 2x + 12.
Count the number of times the coefficients switch signs, and the table below
summarizes what the result means:
86
The number of positive real zeros will be

the same (or less than by an even
Number of zeros from f(x)
integer) with the number sign changes
found in f(x), where k is an integer.
The number of negative real zeros will be
the same (or less than by an even
Number of zeros from f(-x)
integer) with the number sign changes
found in f(-x).
Let’s apply this with f(x) = 2x4 – 2x3 – 14x2 + 2x + 12.
f(x) = 2x4 – 2x3 – 14x2 + 2x + 12
f(-x) = 2x4 + 2x3 – 14x2 – 2x + 12
From the sign changes in f(x), there can be 2 or 0 positive real zeros.
Similarly, from f(-x), there are can also be 2 or 0 negative real zeros.
Rational Zeros Theorem
This theorem will help us narrow down the possible rational zeros of a
polynomial function. Let p contain all the factors of an (leading term) and q contain
all the factors from ao (constant term).
The possible rational zeros of the polynomial equation can be from dividing p
by q, p/q. Make sure that the list contains all possible expressions for p/q in the
lowest form.
Using the same example, f(x) = 2x4 – 2x3 – 14x2 + 2x + 12, we have p =
2 and q = 12. Let’s go ahead and list down all the possible rational zeros of f(x).
Factors of p ±1, ±2
Factors of q ±1, ±2, ±3, ±4, ±6, ±12
Possible zeros (p/q) ±1/12, ±1/6, ±1/4, ± 1/3, ±1/2, ±2/3, ±1, ±2
Does this mean f(x) has 14 rational zeros? No, this list tells us that if f(x) has
rational zeros, it will come from this list. Meaning, we have reduced the
possibilities to a reasonable number from an extensive range of rational
numbers.
87
Applying the Remainder Theorem and Synthetic Division
How do we slowly find rational zeros of f(x) once we have a list of p/q? It’s time
that we apply our past knowledge on the remainder theorem, factor theorem and
synthetic division.
• This means that we can try each factor listed and check for the remainder.
• If the remainder is zero, the value of p/q is a root of f(x).
• Use the resulting polynomials and repeat the same process until we have all
the f(x) zeros.
Illustrative Example 1.
Consider the equation, (x –2)(2x + 3)(x+1) = 0, since the equation is presented

as linear factors, then we can say that , (x - 2) =0, (2x + 3) = 0 and (x + 1) = 0 by Zero
3
Product Property. Solving each linear equation would yield to x = 2, x = − 2, x = -
1, which is the solution to the given polynomial equation.
Now what if the polynomial is not in factored formed? How are we going to solve
its solution? Below are the steps in solving polynomial equations in standard form.
Step 1. List all the possible roots of the polynomial equation using Rational Root
Theorem.
2x3 - x2 - 4x + 3 = 0
From the equation p = 2 and q = 3 where the factors of p and q written in the
𝑝
form of 𝑞 are the possible solution to the equation. Therefore, the possible roots
1 2
are ±1, ±2, ±3, ±3.
Step 2. Apply the Factor Theorem and use the synthetic division to check if one of the
listed roots is a factor. If it’s a factor, then it’s also one of the solutions to the polynomial
equation.
2x3 - x2 - 4x + 3 = 0
Let’s try 1
Since the last entry on the last row is 0, then 1 is a solution to the polynomial
equation where its depressed equation would be 2x2 + x - 3 = 0.
88
Step 3. Solved the depressed equation to find the other solution.
Example: The depressed equation is 2x2 + x - 3 = 0.
It is a quadratic equation so we can solve it either using factoring or quadratic

formula, which is (2x +3)(x - 1) = 0
By Zero Product Property then we can say that, (2x + 3) = 0 and (x - 1) = 0 and
3
solving each linear equation would give us x = − 2 and x = 1.
So, the solutions of the polynomial equation 2x3 -x2 -4x + 3 = are 1 multiplicity
3
2 and − 2.
Find the roots / solutions of the polynomial equation, 2x4 +7x3 + 4x2 - 7x - 6 = 0.
𝑝 1 3
The possible roots are 𝑞 = ±1, ±2, ±3, ±6, ±2, ±2.
Setting up the synthetic division and choosing 1 as a solution,
The last entry of the third row is 0, therefore 1 is a solution with 2x 3 + 9x2 + 13x
+ 6 = 0 as its depressed equation. Repeating the process but this time using the
coefficients of depressed equation. Let’s try -1,
Again, the last entry of the third row is 0, therefore -1 is a solution reducing the
polynomial equation to 2x2 + 7x + 6 = 0 as its depressed equation. Since the reduced
equation is a quadratic, we can now solve it using either factoring or quadratic formula.
By factoring,
89
2x2 + 7x + 6 = 0
(2x + 3)(x + 2) = 0
Equating and solving each linear factor to zero,
(2x + 3) = 0 (x + 2) = 0
3
x=2 x = -2
Therefore, the solutions / roots of the polynomial equation, 2x4 +7x3 + 4x2 - 7x -
3
6 = 0 are -1, - 2, -2 and 1.
Find a polynomial equation in standard form whose roots are 1, 2, and -3.
Solution
Since a polynomial equation have roots 1, 2, and -3, we can find the polynomial
equation by writing each root as a factor of polynomial. That is, if 1, 2, and -3 are
solutions then (x - 1), (x - 2) and (x + 3)are factors of the polynomial equation.
Therefore, the polynomial equation should be the product of all the factors, which
is, (x - 1)(x - 2)(x + 3) = 0 the factored form of polynomial equation, and x3 - 7x +6 =
0 is the standard form.
Let us now summarize what we have learned on this lesson on solving problems
involving polynomials and polynomial equation.
To solve polynomial equations, consider the following steps:
1. List all the possible roots of the polynomial equation using Rational Root
Theorem.
2. Apply the Factor Theorem and use the synthetic division to check if one of the
listed roots is a factor.
3. Solved the depressed equation to find the other solution.
To have more examples on solving problems involving polynomials and polynomial

equations, you may watch the video below:
Grade 10 Math - Quarter 1 - Lesson 18 - Solving Problems Involving Polynomial

Equations
YouTube link: https://youtu.be/_jLLy9-QqKw
90
Learning Task 8.2: You Complete Me

Directions: Choose the letter of the correct answer.
Reminders:
You can do it!
91
92
Learning Task 8.3: My Roots

Directions: Find the roots of the following polynomial equations given one of its roots
on the right side.
Reminders:
You can do it!
Learning Task 8.4: What I have Learned?

DIRECTIONS:
93
YOUR TASK:
Answering the following questions.
1. What do you observe about the relationship between the number of roots and the
degree of a polynomial?
2. What generalization can you make when polynomial equation is expressed as a

product of linear factors?
3. How does the “Rational Root Theorem” and “Factor Theorem” helps you in
solving polynomial equation?
Scoring Rubric:

94

List of References
Modules

Edition)

Videos
Sir EJ (2020). Grade 10 Math - Quarter 1 - Lesson 18 - Solving Problems

Involving Polynomial Equations. Retrieved from: youtu.be/_jLLy9-QqKw
Website
Polynomial equation - Properties, Techniques, and Examples. (2021, April 22). The
Story of Mathematics - a History of Mathematical Thought from Ancient Times to the
Modern Day. https://www.storyofmathematics.com/polynomial-equation

95

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Moodle Course Guide

Mathematics is indispensable in many ways. It enables us to have better

❖ Grade 10 Course Guide

WHAT ARE THE SKILLS THAT I CAN DEVELOP?

Most Essential Learning

PARTS OF THE LESSON

WHAT ARE THESE ICONS IN MOODLE?

Learning Resource 1.1: What I Need To Know?

In this lesson, you are expected to:

Learning Resource 1.2: Interactive Video on Sequence

Below are the content of the interactive video.

Learning Task 1.1: Sequence or Not a Sequence

You can do it!

Learning Task 1.2: Finite or Infinite

You can do it!

Learning Resource 1.3: General Rule of a Sequence

What is the next term of the sequence 6, 12, 24, 48, …?

Grade 10 Math Q1 Ep.1: Generates patterns from a succession of objects,

YouTube link: https://youtu.be/jwz-oS3kIV0?start=775

Learning Task 1.3: The Next 3 Terms

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Learning Task 1.4: First 4 Terms

Department of Education. (2015). Mathematics - Grade 10 Learner’s Module (First

Department of Education Region IV-A CALABARZON. (2020). Math Grade 10

DepEd TV - Official. (2020). Grade 10 Math Q1 Ep1: Generate Patterns from a

Learning Resource 2.1: Arithmetic Sequence

▪ nth term of an arithmetic sequence

Grade 10 Math Q1 Ep2: Generate Patterns From A Given Succession of

YouTube link: https://youtu.be/UqqLDkjERkA

Learning Resource 2.2: nth Term of an Arithmetic

where: An - last term

Arithmetic Sequence - Number Sense 101

YouTube link: https://youtu.be/MMXFE9d-zl4?t=422

Learning Resource 2.3: Arithmetic Means

What is the arithmetic means between 10 and 24?

Therefore, the Arithmetic Sequence 10, 17, 24.

Therefore, the arithmetic sequence is 2, 4, 6, 8.

Grade 10 Math Q1 Ep.4: Computing Arithmetic Means

YouTube link: https://youtu.be/FBjs6WkKGrs

Learning Resource 2.4: Sum of Arithmetic Sequence

The sequence : 1, 2, 3, 4, 5, 6, ...

2. Find the sum of the first 14 terms of the series 2 + 5 + 8 + 11+….

3. Find the sum of 10, -2, -14, …, to 17th term.

YouTube link: https://youtu.be/3hVGUC_dneI

Learning Task 2.1: Find the Indicated Term

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Learning Task 2.2: Am I Too Mean?

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Learning Task 2.3: SUMthing to Do

Directions: Find the sum of the terms of the given sequence.

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Learning Task 2.4: What Stuck with you in this Lesson?

iRubric: Reflective Essay Rubric - L34935: RCampus. (2020). Rcampus.com.

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Department of Education. (2015). Mathematics - Grade 10 Learner’s Module (First

Department of Education Region IV-A CALABARZON. (2020). Math Grade 10

DepEd TV - Official. (2020). Grade 10 Math Q1 Ep2: Generate Patterns From a

DepEd TV - Official. (2020). Grade 10 Math Q1 Ep4: Computing Arithmetic Means