LEARNING PLAN IN MATH 10

July 31, 2019 (Wednesday)

I – OBJECTIVES a. differentiate the two methods (long division and synthetic division) in dividing polynomials,
b. perform the tasks needed in order to divide polynomials, and
c. relate the topic to real-life situation.
II – SUBJECT Topic: Solve problems involving Division of Polynomials
MATTER Content: Patterns and Algebra
Content Standard: demonstrate understanding of key concepts of polynomials and
polynomial equations
Performance Standard: is able to formulate and solve problems involving polynomials in
different disciplines through appropriate and accurate representations.
Learning Competencies: solve problems involving polynomials Code: M10AL-15-2
Materials: visual aide (tarp Paper), manila paper, marker
References: Grade 10 Learning material pages 66-68
Advanced Algebra with Trigonometry and Statistic. 2003. pp. 128-130*
Strategies: 4A’s, Groupings, Problem-based learnings
III- PROCEDURE A. MOL
 classroom management
 opening prayer
 checking of attendance
B. REVIEW
What was our lesson yesterday all about?
What are the things you need to remember in dividing polynomials?
When do you see the use or application of dividing polynomials in real-life?
C. UNLOCKING OF DIFFICULTIES
Examine the two division of polynomials for figure A and figure B

 What method of division is use in figure A? figure B?

FIGURE A FIGURE B
1 5 0 3 -8
2𝑧 − 5
2
𝑧 + 5 2𝑧 + 5𝑧 − 23 5 5 8
- ( 2𝑧 2 + 10𝑧)
−5𝑧 − 23 5 5 8 0
The teacher −(−5𝑧 − 25)
highlights the 1st Answer: Divisor: (x+1)
2
indicator, Answer: Divisor: 𝑧 + 5 Dividend: 5𝑥 3 + 3𝑥 − 8
Content Dividend: 2𝑧 2 + 5𝑧 − 23
Knowledge Quotient: 2𝑧 − 5 Quotient: 5𝑥 2 + 5𝑥 + 8
2
within the Remainder: 𝑧+5
curriculum and
2nd indicator
highlighting
literacy, by
having the
students define Define the terms:
the different DIVIDEND- the number or term to be divided
DIVISOR- the number or term by which a dividend is divided
mathematical
QUOTIENT- the result of division problem
terms. REMAINDER- the final undivided part after division that is less or lower
degree than the divisor

The teacher
highlights D. LESSON PROPER
the 6th 1. Activities
indicator
which is the
differentiat
Divide the class into 6 groups (A, B, C, D, E and F) based on their learning skills.
NOTE: In this activity there are three different tasks, for every task, both groups will work on
the same problem, but will use different method of dividing polynomials.
Beginner Group- Groups A and B -Division of polynomials with a binomial divisor having one
coefficient
Average Group- Groups C and D-Division of polynomials with a binomial divisor having not equal to
1 coefficient (except 0)
Advance Group –Groups E and F- Division of polynomials with a trinomial divisor.

The teacher will present the WISE rubric in the class for the performance evaluation of the
group.
1 2 3 4

Beginning Steps Nearing Proficiency Proficient Advanced

W Did not understand Did not understand all of Understood the problem and Fully understood the problem
the problem and the problem, or I missed found all the important parts and answered what was being
Write
failed to answer important parts of the and listed the steps needed asked to do, found all the
the what was asked to problem to solve. I did not include important parts listed the steps
steps do. units. and included

I illustrate or illustrate, but the Illustration is generally clear Illustrate the problem with
illustration had illustration did not help that helped to show their accurate polynomial expression
Illustrate
nothing to do with solve. understanding. Presentation and presentation of the result is
the problem. is reflective of students’ exceptionally clear.
personalized ideas.
S The computations The computations are The computations are The computations are accurate.
are erroneous and do erroneous and show some accurate. Use key concepts of A wise use of key concepts of
Solve
not show some use use of key concepts of division of polynomials is polynomials is evident.
of key concepts of division of polynomials. evident.
division of
polynomials.
E The explanation is The explanation is The explanation is clear and The explanation is clear,
incomplete and understandable but not coherent. It covers the exhaustive or thorough, and
Explain
inconsistent with logical. It presents only important concepts. It uses coherent. It includes interesting
little evidence of some evidences of effective mathematical facts and principles. It uses
mathematical mathematical reasoning. reasoning. complex and refined
reasoning mathematical reasoning.

Afterwards, give the general instructions for this group activity entitled: Apply your skills!
1. Silently form a circle within their group.
2. Assign a leader in their group and a representative to present their output.
3. Each group will be given a manila paper and a marker, where they will have to write
their answer and post it on the board.
4. Remind them to read and understand the instructions in the activity.
5. The students will be given 5-7 minutes, if finished within the allotted time, let them post
their output on the board.
Beginner Group: Daniela’s total allowance is ( 3𝑥 3 − 8𝑥 2 + 3𝑥 + 2 ) pesos for (x-1) school
days. How much is her daily allowance?
Average Group: If one ream of bond paper costs (3x-4) pesos, how many reams can you buy
for (6𝑥 4 − 17𝑥 3 + 24𝑥 2 − 34𝑥 + 24) pesos?

Advance Group: If a car is moving at a constant rate travels (2𝑥 3 − 𝑥 2 − 4𝑥 + 3)𝑘𝑚 in

(𝑥 2 − 2𝑥 + 1) hours, what is the rate of the car in km per hour?

2. Analysis
Guide Questions:
 Did you find any difficulty in solving problems using Synthetic Division? and Long
Division? Why?
 What are your difficulties?
 How will you address these difficulties?
 Which of the two methods you think is best to use in dividing polynomials? why?
 The teacher 3. Abstraction
highlights the
Call each representative of the group to present the group’s output and explain how
6th indicator
they obtained it. Each group will be given 2-3 minutes to do this.
which is
differentiated
strategies 4. Application
focusing on Create your own real-life situation involving division of polynomials, then show your
experiences solution. Call for a volunteer student to present his/her problem and solution on the board.
and develop
HOTS.
IV- EVALUATION Students will be evaluated based on their performance in the group activity using the WISE
Rubric for Constructed Response Items

V- ASSIGNMENT What is Remainder Theorem.