PIVOT 4A Lesson Exemplar in Grade 10

School LPIHS Grade Level 10

LESSON
Teacher Mary Grace E. Tribunsay Learning Area Mathematics
EXEMPLA
Teaching Date Quarter First Quarter
R
Teaching Time No. of Days 2 days

At the end of the lesson, learners are expected to:

a. recall the concepts of polynomial and polynomial equations,
I. OBJECTIVES b. solves problem involving polynomial and polynomial equations, and
c. enhance the value of accuracy and perseverance
The learner demonstrates understanding of key concepts
A. Content Standards
of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems involving sequences,
B. Performance Standards polynomials and polynomial equations in different disciplines through
appropriate and accurate representations.
C. Most Essential Learning (M10AL–Ij–2)
Competencies (MELC) The learner solves problems involving polynomials and polynomial
(If available, write the indicated equations.
MELC)
D. Enabling Competencies None
(If available, write the attached
enabling competencies)
E. Enrichment Competencies None
(If available, write the attached
enrichment competencies)
II. CONTENT Statistics and Probability

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages Teacher’s Material Math 10 - Pages 69 - 72

b. Learner’s Material Pages Learner’s Material Math 10 - Pages 93 – 94

c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources for https://drive.google.com/file/d/1Q-
Development and Engagement KRRu5NW0v5b3HbdC2f71nwroKGmPI9/view?usp=sharing
Activities
IV. PROCEDURES
A. Introduction What I need to know?
This module was designed and written with leaner in mind. It is here
to help learner master polynomials and polynomial equations and other
concepts related to it. 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.
Good day everyone! Yes! Finally this is the last topic for First
Quarter. In this module, the learner will be exploring real-life applications of
 polynomials and polynomial equations. After utilizing this module, the learner
are expected to solve problems involving polynomials and polynomial
equations (M10AL-Ij-2).
What’s in?
The teacher will provide an activity to recall the knowledge of the
learners in factoring polynomials. To determine the mastery level of the learner
about factoring polynomials, they will answer the guided questions.
Decoding Activity: Express the following polynomial equation in factored
form. Choose among the choices from each factors at the right and write the
corresponding letter to form a word.
1. x3+6x2+11x+6=0 E (x-5) (x+3) (x+4)
2. x3-x2-10x-8=0 A (x-2) (x-1) (x+) (x+1)
3. x3+2x2-23x-20=0 R (x-4) (x+1) (x+2)
4. 2x4-3x3-4x2+3x+2=0 G (x+1) (x+2) (x+3)
5. 3x4-16x3+21x2+4x-12=0 T (x-3) (x-2) (x-1) (x+)

Guided Questions:
1. What is the word that will describe a 21st century learner like you?
2. What did you do to get that word?
3. Did you find difficulty in finding polynomial equations? Why?
4. What did you do to choose polynomial equations?
5. Do you have prior knowledge about polynomial equations?
6. How did you use your idea in eliminating equations that are not
polynomials?
7. Were you able to get them all? Great Job!
B. Development What I know?
The learner will answer the multiple choice questions. Read each
problem carefully, then encircle the letter that correspond to your answer:

1. The following are examples of polynomials, EXCEPT

A. x3 – y3 C. 3x4 – 5x3 + 2x – 1
2
B. x – 4x + 5 D. 4x3 + 8x2 + 10x – 7

2. What is the leading term of the polynomial 2x3 + 4x4 – x +10 - 3x2?
A. – 3x2 B. – x C. 2x3 D. 4x4
3 2
3. What is the remainder when x + 6x + 4x – 11 is divided by x + 2?
A. -3 B. 0 C. 3 D. 11
4. What is the quotient when x2 – 9 is divided by x + 3?
A. x - 3 B. x - 9 C. x + 3 D. x + 9
5. What is the remainder when (5x100 + 5) is divided by (x – 1)?
A. -10 B. -5 C. 5 D. 10
For items 6 to 8, use the illustration that follows: Divide 5x3 + 19x2 + 9x – 9 by
x + 3.
-3 5 19 9 -9
-15 -12 9
5 4 -3 0

6. What process of division is used in the solution?

A. Long Division method C. Remainder Theorem
B. Synthetic Division D. Factor Theorem
7. What is the quotient?
A. -3 C. 5x2 + 4x - 3
B. x + 3 D. 5x3 + 19x2 + 9x – 9
8. What is the dividend?
A. -3 C. 5x2 + 4x - 3
 B. x + 3 D. 5x3 + 19x2 + 9x – 9
9. The remainder after dividing (–10x3 + 5x2 + K) by (x + 1) is 4. Which of
the following is the value of K?
A. -19 B. -11 C.9 D. 19
10. What are the factors of 18x3 + 12x2 – 48x?
A. (x + 2)(3x – 4)(6) C. (x + 2)(3x – 4)(6x + 1)
B.(3x2 +2x – 8)(-6x) D.(x + 2)(3x – 4)(6x)
11. Given P(x) = 3x3 + x2 – 4x + 2. What is the value of P(3)?
A. -80 B. -58 C. 80 D. 81
12. How many positive real roots does x4 – x3 – 11x2+9x+18 = 0 have?
A. 0 B. 1 C. 2 D. 3
13. The length of the rectangle is 2x – 3 and its width is equal to x – 1. What
is the area of rectangle?
A. -2x2 - 5x + 3 C. 2x2 – 5x + 3
B. 2x2 – 3x – 3 D. 2x2 + 3
14. 14. The distance covered by a bike is given by the expression 2x2 + 6x
-20. The time taken by the bike to cover this distance is given by the
expression x – 2. What is the speed of the bike?
A. 2x + 10 C. 2x – 10
B. x – 2 D. x + 2
15. Determine the value of m if 3x2 + mx + 4 has x = 1 as one of its roots?
A. -7 B. -1 C. 4 D. 7

What’s new?
This activity focuses on the application of learned concepts on
polynomials and polynomial equations. The learner are going to solve
problems involving polynomials and polynomial equations.
Study the problem below and give what is being asked.

Problem 1:The area of the rectangle is given by the polynomial expression x3

– 2x2 – 6x + 12 and its length given by x – 2. Find the width of the rectangle.
Questions:
1. What is the area of the rectangle? _________________
2. What is the length of the rectangle? _________________
3. What is the formula for area of the rectangle? _________________
4. To find the width of the rectangle, what formula are you going to use?
_________________
5. Using the above formula and applying the division of polynomials, what is
the width of the rectangle? _________________

What is it?
Below are important concepts to consider in solving problems
involving polynomials and polynomial equations.
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.

Division Algorithm: Given a polynomial dividend f(x) and a non-zero

polynomial divisor d(x) where the degree of d(x) is less than or equal to the
degree of f(x), there exist unique polynomials q(x) and r(x) such that f(x) =
d(x) q(x) + r(x) where q(x) is the quotient and r(x) is the remainder. The
remainder is either equal to zero or has degree strictly less than d(x).
There are simple steps to solve math word problems:
1. Understand the request! It’s often follows word such as how, show or find.
2. Translate the wording into a numeric equation.
3. Solve the equation.

Suggestions:
 Read the problem entirely and get a feel for the whole problem
 List information and the variables you identify
 Work in an organized manner. This will help you think clearly
 Draw and label all figures and pictures clearly

Examples:
1. The length of a room exceeds its width by 2 meters. If the length and the
width are both increased by 1m, then the area increases by 11m2. Find the
length and width of the room.
Solution
Step 1: Let x be the width, then (x + 2) is the length
Step 2: Draw and label the rectangle clearly

Step 3: Translate the problem.

New Area = Original + 11
(x + 3)(x + 1) = x(x+2) + 11
Step 4: Solve the problem
x2 + 4x + 3 = x2 + 2x + 11 (Expand the equation)
x2 – x2 + 4x – 2x = 11 – 3 (Addition Property)
2x = 8 (Simplify the Equation)
x=4 (Divide both sides by 2)
Step 5: Conclusion
The width is x = 4 and the length is x + 2 = 4 + 2 = 6. So, the length of
the room is 6m and its width is 4m.

2. The area of a rectangle is given by the polynomial expression x3 – 2x2 – 6x

+ 12 and its length given by x – 2. Find the width of the rectangle.
Solution:
Step 1: A = x3 – 2x2 – 6x + 12
L=x-2
Step 2: Area = (Length)(Width)
Area
Width=
Lenght
Step 3: Width=
x 3 – 2 x2 – 6 x +12
x−2
Step 4: Solve the problem
2 1 -2 -6 12
2 0 -12
1 0 -6 0
Step 5: Since the quotience is x2 – 6, then the width is x2 – 6.
 3. Give a polynomial equation with integer coefficients that has the roots -2,
1, -1 and 3.
Solution: Roots are -2, 1, -1 and 3
x = -2 x=1 x = -1 x=3
x+2=0 x – 1 =0 x+1=0 x – 3 =0
(x + 2)(x – 1)(x + 1)(x – 3) = 0
(x2 + 2x – 2)(x2 – 2x – 3) = 0
x4 – x3 – 7x2 + x + 6 = 0

C. Engagement What’s more?

To know how far the learner understand the lesson, here are the
activities to answer. The learner may ask help from their guardian for futher
explanation.

Activity 1: For each item below, give a polynomial equation with integer
coefficients that has the following roots.
1. -1, 3, -6
2. -2, -7, 2, 7
3. 0, -4, -5, 1
4. 2, -3, 5, 3
5. 2, -1, 2, 7, 4
Activity 2: Word Problem
1. The area of a rectangle is given by the polynomial expression x3 – 2x2
– 11x + 12 and its length given by x – 4. Find the width of the
rectangle.
2. The length of the Math Club bulletin board in LPIHS is 12 inches
longer than the width. If the length and the width are both increased
by 1m, then the area increases by 5m2. Find the length and width of
the room.
What I can do?
The learner will answer the multiple choice questions. Read each
problem carefully, then encircle the letter that correspond to your answer:
1. How many positive real roots does x4 – x3 – 11x2 + 9x + 18 = 0 have?
A. 0 B. 1 C. 2 D. 3
2. Find a cubic polynomial equation with roots –2, 2, and 4.
A. x3 + 4x2 – 4x + 16 = 0 C. x3 – 4x2 – x + 16 = 0
3 2
B. 10x – x – x + 16 = 0 D. x3– 4x2 – 4x + 16 = 0
3. What is the value of the polynomial x + 4x2 – 2x – 1 given the x = 2?
3

A. -19 B. -5 C.19 D. 24
4. What is the remainder when 2x4 + 6x2 -6 is divided by 2x + 4?
A. -62 B. -50 C. 50 D. 62
5. What is the quotient when 2x4 + 6x2 -6 is divided by 2x + 4?
A. x3 – 2x2 + 7x - 14 C. 2x3 – 4x2 + 14x - 14
4 2
B. 2x + 6x -6 D. 2x + 4
6. Alim will evaluate an 8th degree polynomial in x at x = 10 using the
Remainder Theorem and synthetic division. How many coefficients of x
will be written in the first row of the synthetic division procedure?
A. 8 B. 9 C. 10 D. 11
7. Find a fourth degree polynomial that is divisible by x2 – 4 and has the
roots by x = 3 and x= 5.
A. x4 – 8x3 + 11x2 + 32x - 60 C. x2 – 8x + 15
B. x4 – 8x3 + 19x2 + 32x - 60 D. x4 – 8x + 15
8. The length of the rectangle is 2x – 3 and its width is x – 1. What is the
area of the rectangle?
 A. 2x2 – 5x – 3 C. 2x2 – 5x + 3
B. 2x – 3 D. x – 1
9. Calculate the value of a for which the polynomial x3 – ax + 8 has the root
x = -2.
A. -8 B. -2 C. 0 D. 8
10. The number of cellphones sold by a shop can be modelled by the
expression N(t) = 7t + 25 and price per cellphone is modelled by an
expression P(t) = 3t2 + 3t + 36, where t is the number of months in a year.
If we use this model, what is the total amount of revenue generated by
the shop at the end of the year?
A. 504 B. 5, 040 C. 54, 936 D. 549, 360
11. If a car moving at a constant rate travels (2x3 – x2 – 4x + 3) km in (2x2 +
x – 3) hours, what is the rate of the car in km per hour?
A. (x – 1) km/hr C. (x + 3) km/hr
B. (x + 5) km/hr D. (x + 6) km/hr
12. If one ream of bond paper costs (3x – 4) pesos, how many reams can you
buy for (6x4 – 17x3 + 24x2 – 34x + 24) pesos?
A. 2x3 – 3x2 + 4x - 6 reams
B. 6x4 – 17x3 + 24x2 – 34x + 24 reams
C. 3x – 4 reams
D. None of the above
13. A tailor earns (12y2 + y – 35) pesos for working (3y – 5) hours. How
much does he earn per hour?
A. y + 7 C. 12y2 + y – 35 pesos
B. 3y – 5 D. 4y + 7 pesos
14. The diagonal of a rectangle is 8 m longer than its shorter side. If the area
of the rectangle is 60 square m, find its dimensions.
A. width of the rectangle is 5 m and its length is y = 12 m
B. width of the rectangle is 8 m and its length is y = 6 m
C. width of the rectangle is 5 m and its length is y = 6 m
D. width of the rectangle is 7 m and its length is y = 12 m
15. The side of a square lot is (5x – 3) meters. How many meters of fencing
materials are needed to enclose the square lot? If one square meter of the
lot costs Php15,000, what is the cost of the square lot?
A. (5x – 6) meters
B. (10x – 12) meters
C. (20x – 12) meters
D. (5x – 12) meters
What other enrichment activities can I engage in?
To deepen the understanding of the learner, here is another problem to
do.
One of the dimension of a cube in increased by 2 inch to form a
rectangular block. Suppose that the volume of the cube 200 cubic inches. Find
the length of an edge of the original cube

Guided Question
In solving problems involving polynomials and polynomial equations,
what do you think is the best method for you and WHY? Try to express your
insights based from what you have learned in this module.
D. Assimilation What I have learned?
Here is another activty that tells what the learner have done, need to
dearch for answer or more information and have learned from this module
Complete the table below by indicating the things you have DONE,
whished to SEARCH for answer or more information and have LEARNED in
this module
 What you do or have What you want to What you have
DONE SEARCH LEARNED

What I can do? (Assessment)

“Modelling through Polynomial Equations?”
Set up a polynomial equation that models each problem below. Then
solve the equation, and state the answer to each problem.
1. One dimension of a cube is increased by 1 inch to form a rectangular
block. Suppose that the volume of the new block is 150 cubic inches.
Find the length of an edge of the original cube.
2. Find the dimension of the rectangle whose area is x2 – 2x – 3 and its
width is x + 1.
3. A driver earns (x3 – 2x2 + 5x – 24) pesos for working (x – 3) hours.
How much does he earn per hour?

4 3 2 1
Timeliness The worksheet The The worksheet The worksheet
is submitted worksheet is is submitted 2 is submitted 3
on or before submitted 1 days after the days or more
the due date. day after the due date. after the due
due date. date.
Accuracy All answers Most of the Some of the Few/none of
are correct. answers are answers are the answers
correct. correct. are correct.
Workman- 95-100% 85-95% 75-85% Below 75%
ship creativeness in creativeness in creativeness in creativeness in
presenting the presenting the presenting the presenting the
output. output. output. output.

 The learners, in their notebook, journal or portfolio will write their

V. REFLECTION personal insights about the lesson using the prompts below.
I understand that _____________.
I realize that __________________.