WESTERN MINDANAO STATE UNIVERSITY

Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay

Date: October 29, 2024
BSED MATHEMATICS 4 (3:00-5:00 PM)

Detailed Lesson Plan in Mathematics 10

I. Objectives
A. Content The learner demonstrates understanding of key concepts of sequences polynomials and
Standards: polynomial equations.
B. Performance The learner is able to formulate and solve problems involving sequences, polynomials
Standards: and polynomial equations in different disciplines through appropriate and accurate
representations.
C. Learning The learner performs division of polynomials using long division. (M10AL-lg-1)
Competency/ At the end of the lesson, the students are able to:
Objectives with
 Identify the dividend, divisor, quotient and remainder in polynomial long
MELC Code
division problems;
 Divide polynomials using long division;
 Relate the division of polynomials using long division to real life situations.

II. Content Division of polynomials using long division

III. Learning A. References
Resources
o Mathematics Quarter 1-Module 8 Dividing Polynomials Using Long Division and
Synthetic Division pp. 5-7

B. Materials

o Cartolina, Bond Paper, Pilot Pen, Incentive Chart, Visual Aids, Whiteboard Marker
and Whiteboard.
IV. Procedures
Teacher’s Activity Student’s Activity
Preliminary Activities “Requesting everyone to stand and may I (Students will stand)
request the classroom president to lead the
prayer.” (The classroom president will lead
the prayer)

“Good morning class!” “Good morning, ma’am”

“I am Sitti Rahma M. Asgal, your math teacher
today.

“How are you today class?” “We’re fine ma’am.”

“Before you take your seats, kindly pick up some (Students will pick some pieces of
pieces of paper under your chairs. After that, papers, check their chair alignment
make sure that your chairs are properly and then sit down)
arranged.”

“Class beadle, who is absent today?”

“None ma’am”
“Very good class, keep up the good
performance.” “Yes ma’am”

Setting of Standards
● The teacher introduces the classroom (Students are listening)
rules.
Before we will start our new lesson, we should
follow the following rules:
1. Behave during class
discussions.
2. When you want to go, please
make an excuse. Only one
student is allowed to go out
at a given time.
3. When you have any
questions or clarifications
ask your teacher and not
your classmates.
4. Participate in class
discussions and raise your
hand if you want to answer
or ask questions.
5. Be honest all the time.
6. Respect each other.
 Is that clear?
“Yes Ma’am”
“Now, I will group you into four groups.”
“Let’s have our counting first.” (Students will count from 1 to 4)
“So, let’s start the counts off to you Mr./Ms.
____________.”

(The teacher identifies the four groups by head

counts one to four.)

“Now go to your group and please form a small (Students will go into their
circle. The group one will stay here, group two respective groups)
will stay here, group three will stay there and
group four will stay there.”

“Please choose a leader and a secretary in your (Students are listening)

group.”

“The secretary in your group, please write your

names in a ¼ sheet of paper.”

“I have here a chart consisting of four kingdoms

on the board. The kingdom of Lireo will
represent Group 1, the kingdom of Adamya will
represent Group 2, the kingdom of Sapiro will
represent Group 3 and the kingdom of Hathoria
will represent group 4.”

o The Air Gem or “Brilyante ng Hangin” is

equivalent to 10 points.
o The Earth Gem or “Brilyante ng Lupa” is
equivalent to 9 points.
o The Water Gem or “Brilyante ng Tubig” is
equivalent to 8 points.
o The Fire Gem or “Brilyante ng Apoy” is
equivalent to 7 points

“Each group has already 20 points but if the

group will misbehave during class discussion
and did not follow the rules, I presented a while
ago, I will deduct their points. And if the group is
doing well and can follow my instructions
correctly, you will receive additional points for
your group. The group that will gain the highest
total scores will receive a surprise reward.”

“Do you get it, class?” “Yes Ma’am”

A. Reviewing the “Let us have first our review, so what was our “Our last topic ma’am was all about
previous lesson or topic last meeting?” polynomial expression.”
presenting the new
“Very good, so what have you learned about “Polynomial expression is an
lesson polynomial expression?” algebraic expression consisting of
constants, variables, exponents and
coefficients that involves only the
operations of addition, subtraction,
multiplication and non-negative
integer exponents of variables.”

"Excellent! Now, do you have any questions “None ma’am”

about the polynomials?”

“Yes ma’am.”
“It seems that you already understood our
lesson from our last meeting. Are all of you now
ready for our new topic today?”

“So, let’s proceed with our new topic. But before

that, let us have first our motivational activity.”
“Yes ma’am.”
“Are you ready?”

B. Establishing a Activity 1: " I am the father of

purpose Polynomials". Do you know my name? Find
it out by decoding the hidden name below.
 “With your group, you are going to answer
several questions to reveal the hidden name
within 2 minutes and let one representative to
present the output.”

Direction: Match Column A with its answer in

Column B to know the name of the polynomials' (Students are participating)
father. Put the letter of the correct answer in the
space provided below.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1 2 3 4 5 6 7 8 9 10

Column A.

1. What do you call the number that is

being divided?
2. What do you call the answer to a division
problem?
3. What do you call the number that you
are dividing?
4. If the divisor doesn’t go onto the
dividend evenly, the left-over piece is
called the_____________?
5. What do you call by this equation (
2
x − 3 x +2=0 ¿?
6. What do you call a polynomial with two
terms?
7. What do you call when there are three
terms in a polynomial?
8. What do you call the number that is
being multiplied by a variable?
9. What do you call the part of the
expression that are generally separated
by “+” or “- “signs?
10. What do you call the power to which a
given number or expression is to be
raised?

Column B.
A. Binomial
D. Dividend
H. Polynomial
I. Quotient
N. Trinomial
0. Divisor
P. Remainder
S. Exponent
T. Coefficient
U. Terms

(The teacher picks a name that is written on a

slip of paper from the box to reveal the answer
in each item)

“The father of polynomials is

“So, who is the father of polynomials?” DIOPHANTUS.”

“Very good!”
“Let’s give ourselves a Barangay Clap please.” (Student will do the Barangay Clap)

“We enjoyed the activity ma’am.”

“How did you feel about the activity?”

C. Presenting “What do you think is our topic for today?” “Division of polynomials using long
examples/Instances division.”
of the Lesson
“Very good!”

“Division of polynomials using long

 “Now, does anyone of you have any idea, what division is the process of dividing
is division of polynomial using long division?” one polynomial with another.”

“Let’s see if your idea is correct and proceed to

the 2nd activity entitled “Complete Me!”
(Students are participating)
Activity 2. Complete Me!
Directions: Using some words you have unlocked
from the previous activity, complete the
sentence by putting the appropriate word in the
blank.

A division of polynomials using long division is a

process that allows us to divide a polynomial
(the dividend) by another polynomial (the
divisor), much like how we divide number.
D. Discussing New “Before anything else, let me present to you the (Students are listening)
Concepts and objectives for today’s lesson.”
Practicing New Skills
#1 At the end of the lesson, 75% of the students are
able to:
 Identify the dividend, divisor, quotient
and remainder in polynomial long
division problems;
 Divide polynomials using long division;
 Relate the division of polynomials
using long division to real life
situations.
“Let me use your ears to listen class. You have
to be focused because this is quite long and
hard as compared to our past lesson.”

Long Division of Polynomials

Division of polynomials using long division is a
method for dividing a polynomial by other
polynomials of a lower degree. It is
very similar to dividing numbers.

Arithmetic Long Division

 Polynomial Long Division

“Long division of polynomials is similar to long

division of whole numbers.”
The result is written in the form of:
2
remainder 2 x +7 x − 4 35 ”
dividend ÷ divisor = quotient +
“ =2 x +13+
divisor x −3 x−3
“From this example, what do you think is the
quotient?”

“Brilliant answer!”

E. Discussing New Division of Polynomials using Long Division

Concepts and Example:
Practicing New Skills Divide using long division.
#2
( − y 2+2 y 3 +25 ) ÷( y − 3)
“Step 1. Write the dividend in
“We need to follow four steps. Will you please
standard form, including terms with
read the first one?
a coefficient of 0.

“The exponent of the dividend is

“When can you say that the polynomial written in descending order.”
expression is written in the standard form?”

“Great!” 3 2
“So, will you please write the given in the
“ 2 y − y + 0 y+ 25 ”
standard form?”

“Step 2. Write the division in the

“Very good! Thank you. How about the next
same way you would when dividing
step?”
numbers.”
“Thank you.”
“Are you still with me, everyone?”
“Yes ma’am.”
“So, in step two we will write the division the
same as we divide whole numbers. Who wants “ y −3 √ 2 y 3 − y 2 +0 y +25 ”
to write it on the board?”

“For the third step, we need to divide as if we

are dividing a whole number.”
 “Lastly, the step 4 which we will write the final
answer.”
“Anyone, will you please write the final answer “
on the board.” 2 3
− y +2 y + 25 2 70
=2 y +5 y +15+
y−3 y −3
“Excellent!”
”

“Did you understand class?”

“Any questions?”

“If none, let’s have an activity.”

F. Developing Activity 3: Identify Me!

Mastery (Leads to Mechanics: (Students are listening)
Formative  Students will work with the same group.
Assessment)  Each group will be given 10 minutes to
do the activity.
 Each group will present and report their
answers in front.
 Each group performance has a
corresponding rubric for them to be
guided.
II. Solve the problems below and identify the (Student’s possible answers)
divisor, dividend, quotient and remainder.

Group 1(Kingdom of Lireo):

1.
Amihan is stuck on a problem while working on Divisor:
dividing polynomials. Can you help her to obtain x−2
the quotient: Dividend:
3 2
x +3 x −6 x −8
( x +3 x −6 x −8 ) ÷ ( x − 2 )
3 2
Quotient:
2
Divisor: x +5x+4
_______________ Remainder:
Dividend: 0
_______________
Quotient:
_______________
Remainder:
_______________

Group 2(Kingdom of Adamya):

2
2.
Alena is dividing polynomial 15 x + 8 x −12 by Divisor:
another polynomial 3 x+ 1 can you help her 3 x+ 1
calculate the remainder? Dividend:
Divisor: 2
_______________
15 x + 8 x −12
Quotient:
Dividend:
_______________ 5 x+ 1
Quotient: Remainder:
_______________ −13
Remainder:
_______________

Group 3(Kingdom of Sapiro):

The area of a rectangular pool table is 3.

3 2
4 x −2 x + 6 x − 8, the length is 2 x , what is the Divisor:
width? 2x
Dividend:
Divisor: 3 2
________________ 4 x −2 x + 6 x − 8
Dividend: Quotient:
2
________________ 2 x − x +3
Quotient: Remainder:
________________ −8
Remainder:
________________

Group 4(Kingdom of Hathoria):

During a school fund raising activity, you were

3 2 4.
able to generate a total of x − 9 x −3 x +27 Divisor:
pesos from selling candies. If each candy costs x +3
x +3 pesos, how many candies were you able to Dividend:
3 2
sell? x − 3 x −9 x +27
Quotient:
2
x − 6 x+ 9
Divisor: Remainder:
_________________ 0
Dividend:
_________________
Quotient:
_________________
Remainder:
_________________

Rubrics for the presentation:

(All groups are doing the activity

given)
 CRITE 10 9 8 7
RIA
CORR All of All of Some Most
ECTN the the of the of the
ESS answer answe answe answe (Students will present/perform the
s are rs are rs are rs are task)
correct correc correc incorr
and t and t but ect
follows follows did and
all the some not did (Students are listening)
steps in of follow not
dividing steps the follow
polyno in steps the
mials dividin in steps
using g dividin in
long polyno g dividin
division mials polyno g
. using mials polyno
long using mials
divisio long using (Students will do the Barangay Clap)
n. divisio long
n. divisio
n.

COOP Accepts Accept Unwilli Group

ERATI ideas of ideas ng to does
ON others of accept not
and all others some work
membe but ideas togeth
rs of few of er.
the memb others One
group ers of and person
contrib the most does
ute to group of the all the
answer contri memb work.
the bute ers did
activity to not
given. answe cooper
r the ate.
given
task.
TIMEL The The The The
INESS output output output output
is finishe finishe finishe
finished d d but d but
ahead exactl it is 1 it is
of time. y at minut more
the e late. than 1
given minut
time. e late.
(After 10 minutes)

“Time is up! Let us have the presentation of your

work”

“Well done! so here are your scores;

Group 1 got _____ points
Group 2 got _____ points
Group 3 got _____ points
Group 4 got _____ points”

“Let’s give everyone a Barangay Clap for a job

well done.”

G. Finding Practical "Now, can you give some applications of division (student's possible answer)
Applications of of polynomials using long division in real life?"  It can be used to calculate
Concepts and Skills the trajectory of a projectile,
in Daily Living model the behavior of
electrical circuits, or predict
the behavior of a
mechanical system under
various conditions.
 It can be used to calculate
the points on a Bezier curve,
which is a type of curve
that's commonly used in
computer graphics.
 It can be used to calculate
the rate of return on an
investment, model the
 growth of a population, or
predict the future value of a
financial asset.

H. Making "What have you learned today class? “We have learned about the division
Generalizations and of polynomials using long division
Abstraction about that is a fundamental concept in
the Lesson algebra.”

“It is a process that allows us to

"Very good, now what is long division of divide a polynomial by another
polynomials? polynomial with more than one
term.”

“Arrange it in a descending order po

“What do we do if the equation is not arranged?” ma’am.”

“Step 1. Write the dividend in a

“What are the four steps in dividing polynomials standard form, including terms with
using long division?” a coefficient of 0.

Step 2. Write the division in the

same way you would when dividing
numbers.

Step 3. Divide.

Step 4. Write the final answer.”

“For example, imagine we have a

“Can you give me some real-life situations rectangular garden plot where the
where polynomial long division is useful?” area is represented by a polynomial.
We want to divide this plot into
equal rows, and each row also has
an area represented by a
polynomial.

Let’s say the total area of the

garden plot in given by:
3 2
x +3 x +2 x+ 5
We want to divide this garden into
rows where each row has an area of:
x +1

To find how many rows fit into this

plot (or to see how the garden area
divides evenly into rows), we can
use polynomial long division. By
x +3 x +2 x+ 5 by x +1 ,
3 2
dividing
we determine both the number of
rows that can fit and any leftover
space in the garden that won’t be
part of a full row. The result
(quotient) tells you the number of
rows, and any remainder represents
the unused area.”

“Splitting cookies among friends,

imagine we baked a certain number
of cookies, say 12 x+ 8, and we
want to share them equally among a
group of friends. By dividing the
total amount by the number of
friends, we can determine how
many cookies each person gets.”

“Dividing money for a trip, we’re

going on a trip with friends and need
to divide the total cost of expenses
equally. If each expense category
such as food, travel, and
accommodation is represented as a
 term in a polynomial, dividing by the
number of people will show how
much each person has to contribute.

“Sharing packets of school supplies,

we have multiple packets of
supplies for a classroom, like pencils
and erasers. Each packet has a
polynomial amount of items. Such
as 3 x+ 5, and we want to divide the
supplies evenly among students,
using polynomial division, we can
see how many items each student
would receive.”

“Dividing pizza into equal slices,

suppose we have a large pizza and
want to divide it equally among a
certain number of people. If we
consider the pizza’s size as a
polynomial. Dividing it by number of
people helps us figure out how
much each person will get.”

(Students will go back to their

proper seats)

"Very good, I think everyone has understood our

lesson, now go back to your proper seats"

“Now, let’s have a short quiz. Please get ¼ sheet

of paper.”
I. Evaluating Directions: Choose the letter of the best answer. (Student’s possible answers)
Learning Write your answer on a ¼ sheet of paper. 1. b
1. What is the quotient when 2. c
3 2
2 x + 9 x −2 x −3 is divided by 2 x+1 ? 3. d
a. x 2 − 2 x +3 4. a
b. x 2+ 4 x −3 5. b

c. x 2 − 4 x +3
d. x 2 − 2 x +3

2. Which of the following is the method

used for dividing polynomials?
a. Chunking method
b. Short division method
c. Long division method
d. Bus stop method

3. Which of the following statements are

steps in dividing the polynomials using
long division?
I. Write the dividend in a standard form,
including terms with a coefficient of 0.
II. Write the division in the same way you
would when dividing numbers.
III. Divide.
IV. Write the final answer.

a. I and IV only
b. III only
c. I and II only
d. I, II, III and IV
 For items 4&5. Consider the situation below.

Anthonerlyn works for ( x +5) hours as a

service crew in a fast-food chain. She earns
3 2
2 x +23 x − 26 x+ 3 pesos today. How
much does he earn per hour?

4. What is the quotient?

a. 2 x 2+13 x − 91
2
b. 3 x +14 x − 92
2
c. 2 x +14 x +91
2
d. 3 x +13 x −91
5. What is the remainder?
a. 454
b. 458
c. 456
d. 459
J. Additional ASSIGNMENT
Activities for Directions: Solve the problem below. (Student’s possible answers)
Application or
Remediation
Problem:
Chona bought (18 x 3+ 39 x 2 +8 x+ 16) pesos
worth of tokens for her classroom Christmas
party. If each token is worth (3 x − 4 ) pesos, how
many tokens did she buy?

REMARKS

Prepared by: Sitti Rahma M. Asgal

Student Teacher

Submitted to: Shiela M. Yongco

Cooperating Teacher