TG Mathematics 10 q1

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Mathematics
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Teacher’s Guide
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Unit 1
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Mathematics – Grade 10
Teacher’s Guide
First Edition 2015
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teacher’s Guide
Consultants: Soledad A. Ulep, PhD, Debbie Marie B. Verzosa, PhD, and
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Rosemarievic Villena-Diaz, PhD
Authors: Melvin M. Callanta, Allan M. Canonigo, Arnaldo I. Chua, Jerry D.
Cruz, Mirla S. Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando B.
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Orines, Rowena S. Perez, and Concepcion S. Ternida

Editor: Maxima J. Acelajado, PhD
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Reviewers: Carlene P. Arceo, PhD, Rene R. Belecina, PhD, Dolores P.

Borja, Maylani L. Galicia, Ma. Corazon P. Loja, Jones A. Tudlong, PhD, and
Reymond Anthony M. Quan
Illustrator: Cyrell T. Navarro
Layout Artists: Aro R. Rara, Jose Quirovin Mabuti, and Ronwaldo Victor Ma.
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Introduction
This Teacher’s Guide has been prepared to provide teachers of Grade

10 Mathematics with guidelines on how to effectively use the Learner’s
Material to ensure that learners will attain the expected content and
performance standards.
This book consists of four units subdivided into modules which are
further subdivided into lessons. Each module contains the content and
performance standards and the learning competencies that must be attained
and developed by the learners which they could manifest through their
products and performances.
The special features of this Teacher’s Guide are:
A. Learning Outcomes. Each module contains the content and
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performance standards and the products and/ or performances
expected from the learners as a manifestation of their
understanding.
B. Planning for Assessment. The assessment map indicates the
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type of assessment and categorized the objectives to be assessed
into knowledge, process/skills, understanding, and performance
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C. Planning for Teaching-Learning. Each lesson has Learning
Goals and Targets, a Pre-Assessment, Activities with answers,
What to Know, What to Reflect on and Understand, What to
Transfer, and Summary / Synthesis / Generalization.
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D. Summative Test. After each module, answers to the summative
test are provided to help the teachers evaluate how much the
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learners have learned.

E. Glossary of Terms. Important terms in the module are defined or
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clearly described.
F. References and Other Materials. This provides the teachers with
the list of reference materials used, both print and digital.
We hope that this Teacher’s Guide will provide the teachers with the
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necessary guide and information to be able to teach the lessons in a more

creative, engaging, interactive, and effective manner.
Table of Contents
Curriculum Guide: Mathematics Grade 10
Unit 1
Module 1: Sequences ....................................................................................... 1
Learning Outcomes ................................................................................................1
Planning for Assessment ........................................................................................2
Planning for Teaching-Learning ...........................................................................12
Pre-Assessment ...................................................................................................14
Learning Goals and Targets .................................................................................14
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Lesson 1: Arithmetic Sequences ..........................................................................14
Activity 1 ....................................................................................................15
Activity 2 ....................................................................................................16
Activity 3 ....................................................................................................16
Activity 4 ....................................................................................................16
Activity 5 ....................................................................................................16
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Activity 6 ....................................................................................................17
Activity 7 ....................................................................................................17
Activity 8 ....................................................................................................17
Activity 9 ....................................................................................................18
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Activity 10 ..................................................................................................18
Activity 11 ..................................................................................................19
Activity 12 ..................................................................................................19
Activity 13 ..................................................................................................20
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Summary/Synthesis/Generalization .....................................................................22
Lesson 2: Geometric and Other Sequences ......................................................22
Activity 1 ....................................................................................................23
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Activity 2 ....................................................................................................23
Activity 3 ....................................................................................................24
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Activity 4 ....................................................................................................24
Activity 5 ....................................................................................................24
Activity 6 ....................................................................................................25
Activity 7 ....................................................................................................26
Activity 8 ....................................................................................................26
Activity 9 ....................................................................................................27
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Activity 10 ..................................................................................................27
Activity 11 ..................................................................................................29
Activity 12 ..................................................................................................29
Activity 13 ..................................................................................................31
Summative Test .........................................................................................................32
Glossary of Terms .....................................................................................................37
References and Other Reading Materials ...........................................................38
Module 2: Polynomials and Polynomial Equations.............................. 39
Learning Outcomes ..............................................................................................39
Planning for Assessment ......................................................................................40
Planning for Teaching-Learning ...........................................................................45
Pre-Assessment ...................................................................................................47
Learning Goals and Targets .................................................................................47
Lesson 1: Division of Polynomials .......................................................................47

Activity 1 ....................................................................................................48
Activity 2 ....................................................................................................48
Activity 3 ....................................................................................................49
Activity 4 ....................................................................................................49
Activity 5 ....................................................................................................50
Activity 6 ....................................................................................................50
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Activity 7 ....................................................................................................51
Activity 8 ....................................................................................................51
Activity 9 ....................................................................................................52
Activity 10 ..................................................................................................52
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Lesson 2: The Remainder Theorem and Factor Theorem ..............................54
Activity 1 ....................................................................................................54
Activity 2 ....................................................................................................55
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Activity 3 ....................................................................................................55
Activity 4 ....................................................................................................56
Activity 5 ....................................................................................................56
Activity 6 ....................................................................................................57
Activity 7 ....................................................................................................57
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Activity 8 ....................................................................................................58
Activity 9 ....................................................................................................58
Activity 10 ..................................................................................................59
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Lesson 3: Polynomial Equations ..........................................................................59
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Activity 1 ....................................................................................................60
Activity 2 ....................................................................................................61
Activity 3 ....................................................................................................62
Activity 4 ....................................................................................................62
Activity 5 ....................................................................................................64
Activity 6 ....................................................................................................64
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Activity 7 ....................................................................................................66
Activity 8 ....................................................................................................66
Activity 9 ....................................................................................................67
Activity 10 ..................................................................................................67
Activity 11 ..................................................................................................68
Activity 12 ..................................................................................................68
Activity 13 ..................................................................................................69
Activity 14 ..................................................................................................69
Activity 15 ..................................................................................................73
Summative Test .........................................................................................................74
Glossary of Terms and List of Theorems Used in This Module ...................80
References and Website Links Used in This Module ......................................81
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TEACHER’S GUIDE
Module 1: Sequences
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of

sequences.
Performance Standard:
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The learner is able to formulate and solve problems involving
sequences in different disciplines through appropriate and accurate
representations.
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Unpacking the Standards for Understanding
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Subject: Mathematics 10 Learning Competencies
Quarter: First Quarter 1. Generate and describe patterns

2. Find the next few terms of a sequence
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Topic: Sequences
3. Find the nth term of a sequence
Lessons: 4. Illustrate an arithmetic sequence
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5. Determine the nth term of a given

1. Arithmetic Sequence arithmetic sequence
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• Finding the Next Term 6. Find the arithmetic means of an

• Finding the nth Term arithmetic sequence
• Finding the Arithmetic 7. Determine the sum of the first n terms of
Means
a given arithmetic sequence
• Finding the Sum of the
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First n Terms 8. Solve problems involving arithmetic

• Solving Real-Life Problems sequence
2. Geometric Sequences 9. Illustrate a geometric sequence
• Finding the Next Term 10. Differentiate a geometric sequence from
• Finding the nth Term an arithmetic sequence
• Finding the Geometric 11. Determine the nth term of a given
Means geometric sequence
• Finding the Sum of the 12. Find the geometric means of a
First n Terms geometric sequence
• Solving Real-Life Problems 13. Determine the sum of the first n terms of
a geometric sequence
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14. Determine the sum of the first n terms of
an infinite geometric sequence
15. Solve real-life problems involving
geometric sequences
3. Other Types of Sequences 16. Illustrate other types of sequences like
• Finding the Next Term harmonic sequence and Fibonacci
sequence
Essential Essential
Writers: Understanding: Question:
Arnaldo I. Chua Students will How are sequences

Mirla S. Esparrago understand that used to model and
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there are realistic solve many
problem situations mathematical ideas
that can be solved and realistic
using the concepts situations?
of sequences.
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Transfer Goal:
Students will be able to apply the key

Cconcepts of sequences in finding solutions
and making decisions for certain real-life
problems.
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B. Planning for Assessment

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Product/Performance
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The following are products and performances that students are expected
to come up with in this module.
1. Recognize patterns through observations of different illustrative
examples
2. Identify objects or situations in real life where patterns are used
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3. Define a sequence
4. Determine the next few terms of a sequence given the nth term
5. Share with a partner the steps on how to find the nth term of a given
sequence
6. Develop a “Concept Map” on arithmetic sequence
7. Find the nth term of a given arithmetic sequence through games to
earn class points/extra points
8. Explain how to find the sum of the first n terms of an arithmetic
sequence through a cooperative learning strategy “Think-Pair-Share”
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9. Explain solutions to problems in finding the nth term, the arithmetic
means, and the sum of a given arithmetic sequence in their respective
groups
10. Role-play and solve real-life situations involving arithmetic sequence
11. Ask each group to create a problem on arithmetic sequence and to be
solved by other groups
12. Brainstorm their own real-life experiences where they use the concepts
of arithmetic sequences
13. Present their Performance Task on arithmetic sequence, the Reality
Series
14. Generalize the concepts learned through the “Power of Four” activity
15. Conduct a mathematical investigation on illustrating and defining
geometric sequence through a paper folding activity
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16. Compare and contrast arithmetic and geometric means in their
respective groups
17. Derive the nth term of a geometric sequence through investigative
approach in their respective cooperative learning groups and answer
some exercises
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18. Find geometric means between two numbers through a group game
19. Derive the formula for the sum of a geometric sequence (finite and
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infinite) through investigative approach in their respective groups and
answer some exercises
20. Explain solutions to problems on finding the nth term, finding the
geometric means, and finding the sum (finite and infinite) of a given
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geometric sequence in their respective cooperative learning groups
21. Determine and define harmonic and Fibonacci sequences through
observations in their respective cooperative learning groups
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22. Answer exercises or problems on harmonic and Fibonacci sequences.

23. Formulate and solve real-life situations involving sequences through
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the “Carousel Method”

24. Role-play their own real-life applications of geometric sequences
25. Present their group Performance Task on geometric sequence – May
the Best Man Win
26. Self assess their learning through “Exit Slip/Card”
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Assessment Map
TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE

Pre-Assessment/ Pre-Test: Pre-Test: Pre-Test: Pre-Test:
Diagnostic Part I Part I Part I Part II
Determining Illustrating a Solving real-life Product or

the next term harmonic problems Performance
of a given sequence involving Task Part
sequence, sequences
harmonic, and Finding the sum Analyzing a real-
Fibonacci of a sequence or life scenario on
sequences sum to infinity of sequences
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a
Finding the geometric Formulating and
common sequence solving
difference, nth equations based
term, and sum Finding a certain on the given
of the given arithmetic or scenario
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arithmetic or geometric mean
geometric
sequence Finding the nth
term of an
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arithmetic
sequence
Finding the
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common ratio
and a certain
term of a
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geometric
sequence
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Formative Lesson 1
“Vocabulary Group Activity “Post It!” Cooperative

Map” Learning
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In their In their respective

In groups of respective groups, give as In their
three, ask groups, create many examples respective
them to make five examples of of objects or groups,
a vocabulary exercises on situations in real complete the
map on pattern life which activity under
sequence. recognition. demonstrate “What to
Then, let other patterns Transfer.”
groups Present in class
recognize the Write their each group’s
pattern. answers on a Performance
posted manila Task.
paper
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Share with a In groups of
partner the three, develop a
steps in finding concept map on
the nth term of a arithmetic
given sequence. sequence
Games to earn Cooperative

class Learning
points/extra
points in finding In their respective
the nth term of groups, complete
the given the activity under
arithmetic “What to Reflect
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sequence on and Further
Understand”
“Think-Pair-
Share” in finding Group Activity
the sum of
arithmetic Role-play and
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sequences solve a real-life
“Power of Four” problem on
activity in arithmetic
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concepts
sequence in
class
learned in
preparation for In their respective
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the summative groups, pose a
test real-life problem
on arithmetic
sequence and let
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other groups
solve the problem
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“Power of Four”
activity where the
students will do
some
brainstorming on
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their personal
experiences
which reflect the
use of arithmetic
sequence
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Quiz:
Lesson 1
Determining Identifying an Solving problems

the next few arithmetic on arithmetic
terms of sequence means
sequences
given the nth
term
Solving real-life
Finding the Finding an , a1, problems on
nth term of a arithmetic
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n, or d of a
sequence sequences
sequence
Finding the
Finding/
next term of a
Inserting
sequence
arithmetic
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means
Finding the sum

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of arithmetic
sequences
Lesson 2
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“Power of Illustrating and Cooperative
Four” defining a Learning
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Activity geometric
sequence by Use Activity 6:
Compare and doing Activity 2: Want Sum in
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contrast Fold Me Up with determining the

arithmetic and a partner formulas for the
geometric Cooperative sum of geometric
sequences Learning sequence
With a partner, In their Cooperative

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study Activity respective Learning

7: How Well groups, let them
Do You Know formulate the Complete the
Me in defining nth term of activity under
harmonic and geometric “What to Reflect
Fibonacci sequences by on and Further
sequences doing Activity 4: Understand”
The Rule of a
Geometric “Carousel
Sequence Method”
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Group game on In their groups,
finding pose a real-life
geometric problem on
means geometric
The winning sequence to be
group gets extra solved by other
points. groups
Cooperative Role-playing on
Learning the students’
personal
In their experiences
respective applying
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groups, answer geometric
problems on sequences
finding the nth
term, geometric
means, and sum
of the given
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geometric
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Quiz:
Lesson 2
Determining Finding the nth Solving real-life

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the types of term, a1 , or r in problems on
sequences geometric
a geometric
and giving the sequences
sequence
next term for
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each type
Finding
Finding the geometric
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means of the
missing term
given sequence
in a geometric
sequence
Finding the sum
of finite and
infinite
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geometric
sequences
Summative Post-Test: Post-Test: Post-Test: Post-Test:

Part I Part I Part I Part II
Determining Illustrating a Solving real-life Product or

the next term harmonic problems Performance
of a sequence, sequence involving Task Part
harmonic, and sequences
Fibonacci
sequences
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Finding the Finding the sum Analyzing the
common of a sequence or given scenario
difference, nth sum to infinity of on sequences
term, and sum a geometric
of the given sequence Formulating and
arithmetic and solving
geometric Finding equations based
means arithmetic and on the given
geometric scenario
means
Finding the nth

term of an
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arithmetic
sequence
Finding the
common ratio
and a certain
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term of the given
geometric
sequence
Self-Assessment Exit Slip/Card:

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Ask them to write the following on their Exit Slip/Card
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1. All things that they have learned
2. Two questions that they need to clarify
3. One question that they still have in mind
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Assessment Matrix (Summative Test)
Levels of How will I How will I

What will I assess?
Assessment assess? score?
The learner demonstrates Paper and
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understanding of key Pencil Test

concepts of sequences.
Knowledge Part I 1 point for
15% Determine the next term of Items 1, 2, 7, 9, every correct
the given arithmetic, 11, and 15 response
geometric, harmonic, or
Fibonacci sequence
Find the common difference Part I 1 point for

Process/Skills
or ratio, nth term, and sum of Items 3, 4, 5, 6, every correct
25%
an arithmetic sequence or a 8, 10, 13, 14, 16, response
geometric sequence 17, and 19
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Levels of How will I How will I
What will I assess?
Assessment assess? score?
Cite examples of harmonic
sequences
Find the finite sum or the

sum to infinity of a geometric Part I 1 point for
sequence Items 18, 20, 21, every correct
22, 23, 24, and response
Solve for arithmetic and 25
geometric means
Find the nth term of an
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arithmetic sequence
Understanding
30%
Find the common difference
and term of the given
geometric sequence
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Solve real-life problems
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involving sequences
The learner is able to analyze Part II Rubric for

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the given scenario on Items 1 to 7 equations
sequences and formulate and formulated
solve equations based on the and solved
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given scenario
Rubric for the
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Pose and solve problems problems

Product/ using the concepts involved posed and
Performance in the given scenario solved
30%
Criteria:
Relevant
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Complex
Authentic
Creative
Clear
Insightful
Formative assessments that will be used in this unit
1. Concept Map. It is similar to a Vocabulary Map where the students will

define the given vocabulary or concept on how they understand it. Then,
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they will give examples and non-examples of the concept and sample
related problems. This can be done individually or with a partner or in a
group. The answers may vary for each student or each group. See the
example below.
Two bikers started at the same

point and traveled in opposite
directions. One biker traveled
3 kph faster than the other.
After 1 hour, they were 15 km Equations in the form
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apart. Find the speed of each. ax + bx + c = 0; a ≠ 0
Quadratic Equations
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Non-Examples: Examples:
2 2
x(2x + 17x + 8) = 0 2x + 17x + 8 = 0
3 2
2x – 16 = 0 5x – 20 = 0
4 2
5x = 80 3x = 300
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2. Concept Web. It is a visual display of the characteristics or categories of
a term or concept. See the example below.
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Equations
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Linear Equations Quadratic Equations

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The highest Equations in the Equations in the form The highest

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exponent of the form ax + bx + c = 0.
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exponent of the
variable is 1. ax + b = 0 a≠0 variable is 2.
5x + 110
One Two =0 2
5x = 80
2
8x = 0 One Two
variable: variables: 6x = 120 2
3x – 27 = 0 variable: variables:
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5x = 8 + 3x 3x + 5y = 8 7x = 0 2
8x = 32
2 2
x + y = 29
This can be done with a partner or in their respective cooperative

learning groups. It can also be done following the suggested format:
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3. Carousel Method. The teacher will prepare a number of problems, each
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written on a manila paper and will post them around the room (the number
of problems will depend on the number of groups in a class). Each group
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of students will move around the room and will wait for the teacher to say
stop. Each group will solve the posted problem right in front of them where
the group stopped. Another way of doing the “Carousel Method” is to let
the groups move around the room on the teacher’s signal and each group
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will contribute to the solution of each posted problem as the groups move
around the room.
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4. Power of Four Method. As the name suggests, the students will form
groups with four members and ask them to form a circle. These four will
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brainstorm on certain concept(s) and anybody in the group could take his
or her turn(s) in contributing his or her ideas on the given concept(s). To
make sure that everybody in the group will contribute in the activity, each
member of the group will be asked to produce 10 strips of colored paper
where he/she will write his/her contributions, and place the strips of paper
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in the cup.
5. Group Game with Class Points or Extra Points. The students will be
working with their respective groups to answer the questions that will be
posted by the teacher one at a time. They will write their final answer on
an illustration board (one per group). When the teacher says “boards up,”
the groups will show their answers. The group which will get the correct
answer will receive points. The group which will garner the most number
of points will merit class points or extra points.
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6. Think-Pair-Share. This is a cooperative learning strategy where the
learners are given time to think about the solution to a problem and
then, the learners share with their partners their solution.
7. Two-Column Chart Method. This can be used to compare or

differentiate two concepts or to support a particular concept.
C. Planning for Teaching-Learning
This module covers key concepts of sequences. It is divided into

two lessons, namely: Arithmetic Sequences and Geometric Sequences.
Lesson 2 on Geometric Sequences also includes the other sequences,
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namely: Harmonic and Fibonacci Sequences.
In Lesson 1 of this module, the students will be given activities to

help them define a sequence. Then, the students will find the next few
terms and the nth term of a sequence. This lesson discusses Arithmetic
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Sequences, provides the students with exercises to illustrate or define an
arithmetic sequence; determine its nth term; find its arithmetic means;
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determine the sum of the first n terms; and use it to formulate and solve
real-life problems.
Lesson 2 has two parts: Geometric and other sequences. In the

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first part, the students will illustrate and define geometric sequences, and
differentiate it from arithmetic sequences. They will also determine the nth
term of a geometric sequence, find the geometric means, determine the
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sum of the first n terms of a geometric sequence, determine the sum to

infinity, and formulate and solve problems involving geometric sequences.
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In the second part, the students will determine and define other
sequences such as harmonic and Fibonacci sequences.
In all the lessons, the students will use their prior knowledge and
skills to learn and understand the basic ideas of sequences and
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distinguish their types. They are also given enough activities to process
the knowledge and skills learned and further deepen and transfer their
understanding of the different lessons.
To introduce the main lesson, present to the students the Kilos

Kabataan scenario in the introduction. Discuss with them the situation
along the following questions:
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Was there any point in your life when you extended help to other
people or performed some services for your family, school, barangay,
community, or country? Did you ever recognize that the numbers given
in the scenario could be represented mathematically in order to come up
with quantities that create positive change?
Elicit responses from the students for them to realize that the above
numbers which represent a pattern could represent some situations in real
life and which can be solved throughout the discussion of this module.
Objectives:
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After the learners have gone through the lessons contained in this module,
they are expected to:
1. generate and describe patterns using symbols and mathematical
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expressions;
2. find the next few terms and the nth term of the given sequence;
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3. define and describe an arithmetic sequence;
4. enumerate the next few terms and the nth term of an arithmetic
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sequence;
5. insert means between two given terms of an arithmetic sequence;
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6. find the sum of the first n terms of an arithmetic sequence;

7. pose and solve problems involving arithmetic sequence;
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8. define and illustrate a geometric sequence;

9. compare geometric and arithmetic sequence;
10. give the nth term and the next few terms of the given geometric
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sequence;
11. insert means between two given terms of a geometric sequence;
12. find the sum of the first n terms of the given finite or infinite geometric
sequence;
13. describe harmonic and Fibonacci sequences; and
14. formulate and solve problems involving geometric sequences
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PRE-ASSESSMENT:
Check students’ prior knowledge, skills, and understanding of mathematics

concepts related to sequences. Assessing these will facilitate your
teaching and the students’ understanding of the lessons in this module.
Answer Key
Part I
1. D 6. A 11. A 16. D 21. C
2. A 7. D 12. A 17. C 22. A
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3. D 8. D 13. B 18. D 23. C
4. A 9. B 14. C 19. D 24. D
5. B 10. C 15. A 20. A 25. A
Part II
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1. 81 organizations; 120 organizations
2.
Number of Rounds 1 2
C 3 4
Number of Organizations 3 9 27 81
3. y  3n
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4. 243 organizations
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LEARNING GOALS AND TARGETS:
Students are expected to demonstrate understanding of key concepts

of sequences such as arithmetic, geometric, harmonic, and Fibonacci; and to
formulate and solve problems about these concepts. They are also expected
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to investigate mathematical relationships in various situations involving

sequences.
Lesson 1: Arithmetic Sequences
What to KNOW
This section provides activities which will lead the students to better
understand the key concepts of sequences, particularly, arithmetic
sequences. Completing these activities will help students further understand
sequences.
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Tell them that as they go through this lesson, they have to think of this
important question: “How are sequences used to model and solve some
mathematical ideas and real-life situations?”
Start the lesson by asking the students their ideas about patterns. Let
them realize that recognizing and extending patterns are important skills
needed to understand the concepts of arithmetic sequences. Let them do
Activity 1 as a springboard for arithmetic sequences.
Activity 1: What’s next?
Answer Key
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1. 4. 243; 177 14
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2. 20; 36 5. 5;
2
3. 16;  26
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Ask the students if they were able to find the pattern for each exercise
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and ask them also about the mathematical skills or principles that they used
to recognize the pattern and to get the next number. Tell them that the given
set of shapes and the given sets of numbers which follow a definite pattern
are called sequences. Using the definition of a sequence on page 10 of the
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Learner’s Material, let the students make a “Vocabulary Map” on sequences.
After this, the students can do the formative assessments on patterns before
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they work on Activity 2

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Activity 2: Term after Term
Answer Key
1. 5, 6, 7, 8, 9 4. 3, 9, 27, 81, 243
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2. 1, 3, 5, 7, 9 5. 2, 4,  8, 16,  32
3. 9, 6, 3, 0,  3
Provide the students with an opportunity to learn more about

sequences. Ask them to perform Activity 3. In this activity, students will do the
reverse of Activity 2. This time, they will be given sets of sequences and they
will give the general term or the nth term. Guide the students in getting the nth
term if necessary.
15
Activity 3: Getting to Know You
Answer Key
 1
n
1. an n  2 4. an 
1
2. a
n 2n  1 5. an 
n
3. an  2n
Before proceeding to the next activity, let the students summarize the
concepts learned in the previous activities. Provide them with an opportunity
to relate or connect these activities to their new lesson which is arithmetic
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sequence. Tell them to work with their respective groups to complete Activity
4. Note: Activity 4 is a matchstick activity. In case matchsticks are not
available, other materials like popsicle stick, tooth pick, or straw may be used.
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Activity 4: What do we have in common?
Answer Key
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Number of squares 1 2 3 4 5 6 7 8 9 10
Number of matchsticks 4 7 10 13 16 19 22 25 28 31
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1. Yes, the number of matchsticks is three more than the preceding
number of matchsticks.
2. By adding 3
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3. 3
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Ask the students to make a concept map on arithmetic sequences in

their respective groups before performing Activity 5.
Activity 5: More of the Matchstick Activity

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Answer Key
a5 a6 a7 a8 … an
4+3+3+3+3 4+3+3+3+3+3 4+3+3+3+3 4+3+3+3+3 … 4  3  3  3  ...  3
+3+3 +3+3+3  n 1 terms
a5 4  4  3  a20 4  19  3  a50 4  49  3  an 4   n  1 3 
After completing Activity 5, tell the students that it will be easy for them to
complete Activity 6 by following the rule of an arithmetic sequence.
16
Activity 6: What is missing?
Answer Key
A. 1. 3, 12, 21, 30, 39, 48 6. 17, 14, 11, 8, 5

2. 8, 3,  2,  7,  12 7. 4, 9, 14, 19, 24
3. 5, 12, 19, 26 , 33 8. 4, 0, 4, 8, 12, 16
4. 2, 11, 20, 29, 38 9. 1, 7, 15, 23, 31, 39
5. 2, 4, 10, 16, 22 10. 13, 7, 1,  5,  11,  17
B. 10, 18, 26
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Use Part B of Activity 6 to let the students understand the meaning of
arithmetic means. Then, let them answer Activity 7 as a springboard for
finding the sum of a given arithmetic sequence.
Activity 7: Summing Up
O
C
Answer Key
1. 22 4. 231
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2. 35 5. -57
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3. -15
Ask the students to make a generalization from the above activity.

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Activity 8: The Secret of Karl

Let the students investigate the derivation of the formula for the sum of
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an arithmetic sequence in Activity 8 through “Think-Pair-Share.” Give

students enough time to think about the problem, then tell them to look for a
partner to discuss or share their quick solution to the problem. After the
sharing, tell each pair to answer the given questions in the activity.
Note: To avoid waste of time in pairing, you may instruct the students to
choose their seatmate as partner.
17
Answer Key
Think-Pair-Share Questions
1. 101 3. Multiply 101 by 50
2. 50 4. 101 50  5 050
In this section, let the students apply the key concepts of arithmetic
sequences. Tell them to use the mathematical ideas and examples presented
in the preceding section to answer the activities provided.
What to PROCESS
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Activity 9: How well do you know me?
Answer Key
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Item numbers 1, 5, 7, and 10 are arithmetic sequences because each has
a common difference.
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Complete Activity 2 using the nth term of an arithmetic sequence
an  a1   n  1 d.
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Activity 10: More on Arithmetic Sequences

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Answer Key
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1. 99 6. 15
2. d  7; a1  31 7. 6
3. 8, 31, 54, 77, 100 8. 14
4. 6 9. 3
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5. 12 10. 5
Give class points/extra point-questions before proceeding to Activity 11.
18
Activity 11: What can you insert?
Answer Key
A. 1. 17 6. 1, 2, 5
2. 18, 30, 42 7. 14,  12,  10

5 7
3. 55, 42, 29, 16 8. 1, , , 3
3 3
ab
4. 15, 20, 25, 30, 35 9.
2
3
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5. 1, 10. 2x, 3 x  y
2
8
B. 1. 46 4.
3
2. 0 5. 2
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3. 55; 25 C
Tell them to complete Activity 4 with a partner.
8
B. 1. 46 2. 0 3. -25 4. 5. -2
3
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Activity 12: SUMthing to Do
Answer Key
E
A. 1. 1275 6. 840
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2. 2500 7. 1 080
3. 2550 8. 214.5
4. 1600 9. 378
5. 330 10. 50
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B. a1  26; d  6
C. 5
D. 2600
E. 294
19
What to REFLECT on and UNDERSTAND
Ask the students to take a closer look at some aspects of sequences.

Briefly discuss questions that are still in their minds. Provide them with
opportunities to think deeply and test further their understanding of the lesson
by doing the Activity, Beyond the Basics. They will work in their respective
groups to complete the activity.
Activity 13: Beyond the Basics
Answer Key
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1. This is one of the many examples.
, , , , , , , , , _____
If the sequence of the number of triangles is 1, 2, and 3, then the
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next figure is .
However, if the sequence of the number of triangles is 1, 2, and 4
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(multiplication by 2), then the next figure is .
2. Concept Map - The answers may vary for each group.
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Sample Problem Definition
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Arithmetic
Arithmetic
Sequence
Sequence
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Non-examples Examples
3. Answers may vary.

a. What is the first term of an arithmetic sequence whose fifth term
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is 20 and whose common difference is 4?

20  a1  4  4 ; a1  4
b. What is the 6th term of an arithmetic sequence whose first term is
3 and whose common difference is 2?
a6  3  5  2  7
c. What is the common difference of an arithmetic sequence where
the first term and the 7th term are 6 and 18, respectively?
18  6  6d; d  2
20
4. 3x  2   x  2  7x  12  3x  2; x 3
If x  3, then the sequence is 5, 7, 9 where the common
difference is 2. Thus, the sequence is an arithmetic sequence.
5.  3x  2   x  2   4x  5    3x  2; x  3
6.
a.
Day 1 2 3 4 5
No. of Participants 20 30 40 50 60
b. Let n = number of days; an  number of participants

Then an  10n  10 or an  10  n  1 .
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c.
Day 6 7 8
No. of Participants 70 80 90
S8 
O  20  90  8   440
2
Try this:
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Week 1 2 3 4 … n
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No. of Minutes 12 18 24 30 … 60
an  a1   n  1 d; 60  12   n  1 6 ; n9
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Before the students move to the next section of this lesson, give the
three formative assessments, which are done by group, to find out how well
they understood the lesson. Refer to the Assessment Map. After these group
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assessments, let the students answer a quiz on this lesson.
21
What to TRANSFER
Give the students opportunities to demonstrate their understanding of

arithmetic sequences by doing a practical task. Give each group enough time
to present their respective Performance Task. Use the rubrics for the written
report and oral presentation in grading or assessing each group’s
presentation. Then, use the “Power of Four” activity for the students to
generalize or sum up all the things learned from this lesson in preparation for
their summative test. Ask the students also if there are concepts or ideas on
arithmetic sequence which need to be clarified.
Activity 14: Reality Series
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Give the students opportunities and enough time to demonstrate
understanding of arithmetic sequence by innovating a Reality Series. Use the
rubric for the written report about the chosen real-life situation. Ask the
students if there are concepts on sequences and arithmetic sequence that
need to be clarified further.
Summary/Synthesis/Generalization:
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C
This lesson is about sequences, particularly, arithmetic sequences and
their applications in real life. The lesson provides the students with
opportunities to illustrate sequences and arithmetic sequences using practical
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situations. Moreover, they are given the chance to create problems on
sequences and arithmetic sequences as illustrated in some real-life situations.
Their understanding of this lesson and other previously learned mathematics
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concepts and principles will facilitate their learning of the next lesson, Geometric
and Other Sequences.
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Lesson 2: Geometric and Other Sequences
What to KNOW
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This section provides activities which will introduce the students to the
key concepts of geometric and other sequences. Completing these activities
will help students further understand sequences. Tell them that as they go
through this lesson, they have to think of this important question: “How are
sequences used to model and solve many mathematical ideas and real-life
situations?”
Start the lesson by recalling arithmetic sequences. Tell them also that
in this lesson, they will learn three more types of sequences. Let them answer
Activity 1 as a springboard for geometric sequence.
22
Activity 1: Divide and Conquer
Answer Key
1
1. 4 6. 
7
2. 3 7. 2
1
3. 8. a
2
k
4. 2 9.
k 1
1
5. 10. r
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3
Reiterate to the students the importance of the concept of ratio to

better understand the next sequence. With a partner, let them complete
Activity 2.
Activity 2: Fold Me Up
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C
Answer Key
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3. Completed table
Square 1 2 3
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Area 32 16 8
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Answers to Guide Questions:
1. 32 sq units; 16 sq units; 8 sq units

2. Yes, there is a pattern. Each area is found by getting half of the
previous area.
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3. 32, 16, 8
4. No. There is no common difference.
5. 6th term = 1
To test the students’ understanding of geometric sequences, let them

answer orally Activity 3. Encourage maximum participation from the students
at this point.
23
Activity 3: I’ll Tell You What You Are
Answer Key
Items 1, 3, and 4 are geometric sequences.
Before proceeding to the next activity, the students compare and

contrast arithmetic and geometric sequences through “Power of Four” activity.
Then, tell them to form groups of three to complete Activity 4.
Activity 4: The Rule of a Geometric Sequence
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Answer Key
Answers to Guide Questions:
1. 2 is the first term.
2. 3 is the common ratio.
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3. The exponent of 3 is 1 less than the position of the term.
4. n 1
5. an  2  3n 1
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6. an  a1r n 1
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Answer Activity 5. Require maximum participation from the students.
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Activity 5: Missing You

Answer Key
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A. 1. 3, 12, 48, 192, 768 6. 2,  4,  8,  16,  32,  64
2. 8, 16, 32, 64, 128 7. 256,  128, 64,  32, 16

15 15 1
3. 120, 60, 30, 15, , 8. 27, 9, 3, 1,
2 4 3
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1
4. 5, 10, 20, 40, 80, 160 9. , 1, 4, 16, 64, 256
4
4
5. , 4, 12, 36, 108, 324 10. 5x 2, 5x 4 , 5 x 6, 5 x 8, 5 x10
3
B. Since we will insert 3 terms, then there will be 5 terms in all.
Then a5  2r 4  32; r  2. Note that there are two possible sets of
missing terms: 4,8,16 and 4,8, 16. Therefore, we have two sets
of geometric sequences: 2, 4, 8, 16, 32 and 2,  4, 8,  16, 32.
24
After completing Activity 5, lead the students to the definition of
geometric means. Let them study the example, then give them 2 or 3
exercises about it. Then, in their respective groups, let them be guided by
Activity 6 to determine the formulas for the sums of geometric and infinite
geometric sequences.
Activity 6: Want Sum?
Answer Key
Part 1: Given: 81, 27, 9, 3, …
1
Let S4  81 27  9  3. The common ratio is , so we multiply
3
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1
both sides by . Now, we subtract the second equation from the first
3
equation:
S4  81 27  9  3
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1 
  S4  27  9  3  1
3 
___________________________
2
C
S4  81  1
3
2
D
Thus, S4  80   120
3
Part 3:
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S1 S2 S3 S4 S5
2 6 14 30 62
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Answers to Guide Questions

1. r  2
2. Sn increases without bound as n increases.
3. No
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S1 S2 S3 S4 S5
5 -20 105 -520 2 605
Answers to Guide Questions
1. r  5
2. Sn is positive if n is odd and negative if n is even.
If n is odd, the values of Sn decreases without bound. If n is even, the
values of Sn increases without bound.
3. The sequence has no finite sum.
25
Recall briefly arithmetic and geometric sequences. Then, with a
partner, complete Activity 7 which will lead them to the definitions of harmonic
and Fibonacci sequences.
Activity 7: How well do you know me?
Answer Key
1. GS; r  3 6. Neither
1
2. AS; d  6 7. GS; r  
6
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3. Neither 8. AS; d  0.2
1
4. GS; r  9. Neither
5
5. Neither 10. AS; d  9
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Give the students enough time to recognize harmonic and Fibonacci
sequences and let them study the given examples. Recall the details of the
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four sequences briefly before moving to Activity 1 of What to Process.
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What to PROCESS
In this section, let the students apply the key concepts of geometric
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sequence. Tell them to use the mathematical ideas and the examples
presented in the preceding section to answer the activities provided.
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Activity 8: Do you remember me?
Answer Key
1
1. AS; 40 6. HS;
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8
1
2. GS; 7. AS; 14 2
243
6
3. GS; 1 8. HS;
35
4. FS; 89 9. GS; 486
7 8
5. AS; 10. GS;
4 125
Use the nth term of a geometric sequence to answer Activity 9. The
activity can be completed with a partner or in groups of three.
26
Activity 9: There’s More on Geometric Sequences
Answer Key
1. a5  1500
2. Since a2  a1r , then a1  3. Therefore, a6  a1r 5  96.
k  1 4k  2 1
3. If we have  , then k  or k  5.
k 3 k 1 3
4. Using an  a1r , we have 768  6  2 or 128  2n 1 or 128  2n  21.
n 1 n 1
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Therefore, n  8.
5. Since a4  a1r 3 and a2  a1r , dividing a4 by a2 we have r  2.
3
Therefore, a1   .
8
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Recall briefly the concept of geometric mean before proceeding to
Activity 3. Then, give the items of Activity 3 as class points or extra points.
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Activity 10: Finding Geometric Means
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Answer Key
E
A. 1. Let a1  16 and a5  81. Since a5  a1r 4 , then 81  16r 4 . Thus,

3
r  .
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2
3
If r  , the geometric means are 24, 36, 54.
2
3
If r   , the geometric means are 24, 36,  54.
2
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2. Let a1  256 and a5  1. Since a5  a1r 4 , then 1  256r 4 . Thus,

1
r  .
4
1
If r  , the geometric means are 64, 16, 4.
4
1
If r   , the geometric means are 64, 16,  4.
4
27
3. Let a1  32 and a4  4. Since a4  a1r 3 , then 4  32r 3 . Thus,
1
r  .
2
Therefore, the geometric means are 16 and -8.
1 64 64 1 2
4. Let a1  and a3  . Since a3  a1r 2 , then  r . Thus,
3 3 3 3
r  8.
8
If r  8, then the geometric mean is .
3
8
If r  8, then the geometric mean is  .
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3
5. Let a1  2xy and a4  16 xy 4 . Since a4  a1r 3 , then

16xy 4  2xyr 3 .
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Thus, r  2y and the geometric means are 4 xy 2 and 8 xy 3 .
4 1
B. Let a3  4 and r 
32 8
C
 . Since a3  a1r 2 , then 4  a1r 2 . Thus,
a1  256.
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1 1 1
C. Let a1  k and a3  . Since a3  a1r 2 , then  kr 2 . Thus, r   .
k k k
E
1
If r  , then the geometric mean is 1.
k
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1
If r   , then the geometric mean is 1.
k
3
D. Let m, 2, 3, n be the geometric sequence. Then, r  .
2
D
3 4 3 9
Thus, m  2   and n  3   .
2 3 2 2
E. Let a, 6, b, 24, c be the geometric sequence (variables may

vary). Let a1  6 and a3  24. Since a3  a1r 2 , then 24  6r 2.
Thus, r  2. Since the three numbers are positive, we take r  2.
Hence, a  6  2  3; b  6  2  12; c  24  2  48.
Tell the students to complete Activity 4.
28
Activity 11: Sum of Terms in a Geometric Sequence
Answer Key
256
A. 1. 484 B. 1. C. 484
3
1 a1
2. 63 2. D.  2a1
2 1 r
16 1
3. 0 3.  2
3 1 r
144 1
4. 3 4. r 
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5 2
5. 6 5. The sum does not exist since r  1.
Note: You may opt to use technology (e.g., scientific calculator, Excel, etc.) in
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discussing geometric sequences.
What to REFLECT on and UNDERSTAND

C
Ask the students to take a closer look at some aspects of geometric
sequences. Briefly discuss questions that are still in their minds, if any.
D
Provide them with opportunities to think deeply and test further their
E
understanding of the lesson by doing the Activity: Miscellaneous Problems in

Geometric Sequences. They will work in their respective groups to complete
this activity.
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Activity 12: More Problems in Geometric Sequences

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Answer Key
1. Concept Web – The answers may vary for each group.
Geometric
Sequence
29
2. The answers may vary for each group.
Two-Column Chart
Arithmetic Sequence Geometric Sequence
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3. The answers may vary for each “Power of Four” group.
4. Using the concept of geometric sequence, we have

5 x  1 x  11
 . Multiplying both sides of the equation by the LCD and
x  2 5x  1
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simplifying, we have 24x 2  3x  21  0 or 8x 2  x  7  0. Factoring,
7
we get  8 x  7  x  1  0. Solving we get x  1 or x   .
C 8
7 x  2 19 x  2
5. Using the concept of geometric means, we have  .
2x 7x  2
Multiplying both sides by the LCD and simplifying, we have
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11x 2  24x  4  0.
2
Factoring, we have 11x  2 x  2  0. Thus, x  2 or x  .
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11
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4  8192  2
c) We get a12  4  2  8 192. Thus, S12 
11
 16 380.
1 2
The total number of girls who benefited from the lecture is 16 380.
6. a)
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Barangay 1 2 3 4 5 6 7
No. of girls who attended 4 8 16 32 64 128 256
b) Formula: an  4  2
n 1
To check:
a2  4  2 ; a3  4  2 ; a6  4  2
1 2 5
4  8192  2
c) We get a12  4  2  8 192. Thus, S12 
11
 16 380.
1 2
The total number of girls who benefited from the lecture is 16 380.
30
Before the students move to the next section of this lesson, give the
formative assessment by group (the “Carousel Method”). Then, ask for
volunteers to role play their respective personal experiences which reflect the
applications of the concepts of geometric sequence. After these formative
assessments, let the students answer a quiz on this lesson.
What to TRANSFER
Activity 13: May the Best Man Win
Give the students opportunities to demonstrate their understanding of

geometric and other sequences by doing a practical task. Give each group
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enough time to present their respective performance tasks. Use the rubrics
for the chosen salary scheme and visual presentation, and for oral
presentation in grading or assessing each group’s performance. Ask the
students also if there are concepts or ideas on geometric and other
sequences which need to be clarified.
O
C
This lesson was about geometric and other sequences and their
applications in real life. The lesson provided the students with opportunities to
D
illustrate geometric and other sequences using practical situations and their
mathematical representations. Moreover, they were given the chance to
formulate problems about these as illustrated in some real-life situations. Their
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understanding of this lesson and other previously learned mathematics

concepts and principles will help them complete the summative test with good
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grades.
Administration of the Summative Test

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Administer the Summative Test for this module. You could use the
provided Summative Test in this module or you could make your own which is
parallel to the provided Summative Test.
31
SUMMATIVE TEST
Part 1
Choose the letter that you think best answers the question.
1. What is the next term in the geometric sequence 324, 108, 36?
A. 4 B. 4 C. 12 D. 12
6 10
2. Find the common difference in the arithmetic sequence 1, , 2, , 3, ...
4 4
1 3 1 3
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A. B. C. D
4 4 2 2
3. Which set of numbers is an example of a harmonic sequence?

6 13 9 5 1 1 1 1
A. 2 , 1 , 1 , 1 C. , , ,
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11 15 19 23 3 9 27 81
1 2 2 2
B. ,  1, 2,  4 D. 1, , ,
2
C 3 5 7
4. What is the sum of all the even integers between 9 and 27?
A. 144 B. 162 C. 170 D. 180
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5. If three arithmetic means are inserted between 15 and 9, find the first of
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these arithmetic means.

A. 3 B. 3 C. 6 D. 9
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15
6. If three geometric means are inserted between 120 and , find the third
2
of these geometric means.
A. 60 B. 30 C. 15 D. 1
D
1 1 1
7. What is the next term of the harmonic sequence  ,  , ?
6 2 2
1 1 1 1
A. B. C. D.
3 4 5 6
8. Which term of the arithmetic sequence 5, 9, 13, 17, ... is 401?

A. 99th term C. 111th term
B. 100th term D. 112th term
32
2 2
9. What is the 7th term of the geometric sequence 10, 2, , , …?
5 25
2 2 2 2
A. B. C. D.
125 625 3125 15 625
10. The first term of an arithmetic sequence is 28 while the 12th term is 105.
What is the common difference of the sequence?
A. 7 B. 6 C. 5 D. 3
11. What is the next term in the Fibonacci sequence 1, 1, 2, 3, 5, 8, 13, 21,
34, 55, 89?
A. 123 B. 124 C. 134 D. 144
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12. Find the sum of the first six terms of the geometric sequence with first
1
term 40 and common ratio .
2
315 315 315
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A. B. C. D. 315
4 2 C 8
13. What is the tenth term of a geometric sequence with 32 as the fourth
term and 2 as the common ratio?
A. 2048 B. 2058 C. 1024 D. 1034
D
14. What is the sum of all the multiples of 4 between 15 and 49?
A. 224 B. 240 C. 288 D. 340
E
n2  1
15. What is the 10th term of the sequence whose nth term is an  ?
EP
n2  1
19 80 99 100
A. B. C. D.
21 82 101 102
16. Find the sum to infinity of 1, 0.2, 0.04, 0.008,...

D
A. 0.2 B. 1.666... C. 1.25 D. 1.5
1 1 1 1
17. Which is the nth term of the harmonic sequence , , , ,...?
4 8 12 16
1 1 1 1
A. B. C. D.
2n  2 4n 2n 4n  2
18. Find p so that p  7, 3p  9, p  3, ... form an arithmetic sequence.

A. 2 B. 2 C. 3 D. 3
33
19. What is k so that k  3, k  2, k  3 form a geometric sequence?
1 1 13 13
A.  B. C.  D.
5 5 4 4
20. A culture of bacteria doubles every 2 hours. If there are 500 bacteria at
the beginning, how many bacteria will there be after 24 hours?
A. 1 024 000 B. 2 048 000 C. 8 388 000 D. 4 194 000
21. A rocket rises 30 feet after 1 second, 85 feet after 2 seconds, and
140 feet after 3 seconds. If it continues to rise at this rate, how many feet
will it rise after 16 seconds?
A. 780 ft B. 830 ft C. 855 ft D. 910 ft
PY
22. Ramilo is the track and field representative of the Maginoo High School
for the Palarong Pambansa. He begins training by running 5 miles during
the first week, 6.5 miles during the second week, and 8 miles on the third
week. Assume this pattern continues, how far will he run on the tenth
O
week?
A. 18.5 miles B. 20 miles C. 21.5 miles
C D. 23 miles
23. A mine worker discovers an ore sample containing 500 mg of radioactive

material. It was discovered that the radioactive material has a half life of 1 day.
About how much of the radioactive material will be present after 7 days?
D
A. 3.9 mg B. 7.8 mg C. 15.6 mg D. 31.2 mg
E
24. A snail is crawling straight up a wall. The first hour it climbs 16 inches,
the second hour it climbs 12 inches, and each succeeding hour, it climbs
only three-fourths the distance it climbed the previous hour. How far does
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the snail climb during the seventh hour?

256 256 729 14 197
A. B. C. D.
729 14 197 256 256
25. Aling Puring’s 24-hour convenience store opened eight months ago.
D
The first month she made a profit of Php3,000. Each month thereafter,
her profit averaged 20% greater than that of the previous month. How
much profit did Aling Puring earn during her 8th month of business?
A. Php10,749.5424 C. Php10,729.5424
B. Php10,739.5424 D. Php10,719.5424
34
Part II
Read and understand the situation below, then answer or perform as

directed.
Piso Lang Po
During the first day of school in January, your adviser suggested an

outreach program as your last activity for this school year. Your class decided
to visit an orphanage, and give them a simple children’s party. You decided
then that for 40 school days, students could put any amount in the Piso box.
That day, somebody put a peso in the box. Then, Php10 was added in the
box on the second day, Php19 on the third day, and so on. The amount of
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money being added in the Piso box is increasing in that manner throughout
the 40-day period.
1. Suppose that, being a very excited student, you want to figure out how
O
much money the class can save after 40 school days. What kind of
sequence do you think these savings would generate?
C
2. Using the given data, write the formula that will best give the correct
amount in the box after n days.
D
3. Suppose that the 29th day is your birthday and you decide to put money in
the box instead of treating your friends to some snacks. Out of curiosity,
you want to know how much money was put in the box on this day. What
E
is this amount?
EP
4. Suppose you are the treasurer of the class and you want to present to
your classmates how much money you could use for the outreach activity
after 40 days, how could you explain it to them?
D
5. After hearing the treasurer’s report, you figure out how much money will
be put in the box on the 50th day. Knowing this, present it to your
classmates and convince them to extend the number of days from 40 to
50 to be able to give a very memorable party to the orphans. How will you
show the computations?
35
Rubric for the Equations Formulated and Solved
4 3 2 1
Equations are Equations are Equations are Equations are
properly properly properly properly
formulated and formulated but formulated but formulated but
solved correctly. not all are solved are not solved are not solved.
correctly. correctly.
Answer Key to Summative Test
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Part I
1. C 6. C 11. D 16. C 21. C

2. C 7. D 12. A 17. B 22. A
3. A 8. B 13. A 18. A 23. B
O
4. B 9. C 14. C 19. C 24. C
5. D 10. A 15. C C 20. B 25. A
Part II
1. Arithmetic sequence
 9n  7  n
D
2. Sn 
2
3. a29  253
E
40
4. Compute S40 . Since d  9, then S40  2 1   40  1 9   7060.
2 
EP
50
5. Compute S50 . After 50 days, S50  2 1   50  1 9   11 075.
2 
D
36
Glossary of Terms
Arithmetic means – terms m1, m2, ..., mk between two numbers a and b
such that a, m1, m2, ..., mk , b is an arithmetic sequence
Arithmetic sequence – a sequence where each term after the first is

obtained by adding the same constant
Common difference – a constant added to each term of an arithmetic

sequence to obtain the next term of the sequence
Common ratio – a constant multiplied to each term of a geometric sequence
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to obtain the next term of the sequence
Fibonacci sequence – a sequence where its first two terms are given and
each term, thereafter, is obtained by adding the two preceding terms .
O
Finite sequence – a function whose domain is the finite set 1, 2, 3, ..., n
C
Geometric means – terms m1, m2, ..., mk between two numbers a and b
such that a, m1, m2, ..., mk , b is a geometric sequence
D
Geometric sequence – a sequence where each term after the first is
obtained by multiplying the preceding term by the same constant
E
Harmonic sequence – a sequence such that the reciprocals of the terms

form an arithmetic sequence
EP
Infinite sequence – a function whose domain is the infinite set 1, 2, 3, ...
Sequence (of real numbers) – a function whose domain is the finite set
1,2,3,...,n or the infinite set 1,2,3,...
D
Term - any number in a sequence
37
References and Other Reading Materials
Coronel, I. C. et al (2013). Intermediate Algebra. Philippines: Bookmark.

De Sagun, P. C. (1999) Dynamic Math III. Diwa Scholastic Press, Inc.
Hall, B. C. & Fabricant, M. (1993) Algebra 2 with Trigonometry. New Jersey:
Prentice Hall.
Insigne, L. G. et al. (2003) Intermediate Algebra. Bookman Inc.
Larson, R. E. & Hostetler, R. P. (1993) Precalculus, 3rd edition. D.C. Heath
and Company.
Leithold, L. (1989) College Algebra and Trigonometry. Addison-Wesley
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Publishing Company, Inc.
Oronce, O. A. & Mendoza, M. O. (2003) Exploring Mathematics II.
Philippines: Rex Bookstore, Inc.
Swokowski, E. W. & Cole, J. A. (2002) Algebra and Trigonometry with
O
Analytic Geometry, 10th edition. Brooks/Cole.
Teaching Mathematics III Volume 2. Philippines-Australia Science and
Mathematics Project, 1992
C
Vance, E. P. (1975) Modern College Algebra, 3rd edition. Addison-Wesley
Publishing Co. Inc.
D
Internet Sources
E
http://regentsprep.org
http://teacherweb.com/tweb
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http://www.who.int/topics/en/
http://coolmath.com/algebra/19-sequences-series/05-arithmetic- sequences-
01.html
D
http://www.mathisfun.com/algebra/sequences-series.html
http://www.mathguide.com/lessons/SequenceArithmetic.html#identify
http://coolmath.com/algebra/19-sequences-series/07-geometric- sequences-
01.html
http://coolmath.com/algebra/19-sequences-series/08-geometric- series-
01.html
http://www.mathisfun.com/algebra/sequences-series-sums-geometric.html
http://www.mathguide.com/lessons/SequenceGeometric.html
38
Module 2: Polynomials and Polynomial Equations
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of

polynomials and polynomial equations.
Performance Standard:
The learner is able to formulate and solve problems involving

polynomials and polynomial equations through appropriate and accurate
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representations.
Unpacking the Standards for Understanding
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Subject: Mathematics 10 Learning Competencies
1. Perform division of polynomials using
Quarter: First Quarter long division and synthetic division
C
Topic: Polynomials and 2. Prove the Remainder Theorem and
Polynomial Equations Factor Theorem
D
Lessons: 3. Factor polynomials
1. Division of Polynomials
4. Illustrate polynomial equations
E
2. The Remainder
Theorem and Factor 5. Prove the Rational Root Theorem
EP
Theorem
6. Solve polynomial equations
3. Polynomial Equations
7. Solve problems involving polynomials
and polynomial equations
D
Writers: Essential Essential

Understanding: Question:
Fernando B. Orines Students will How do
Aries N. Magnaye understand that polynomials and
polynomials and polynomial
polynomial equations equations facilitate
are useful tools in solving real-life
solving real-life problems?
problems.
39
Transfer Goal:
Students will be able to apply the key
concepts of polynomials and polynomial
equations in finding solutions and in
making decisions for certain real-life
problems.
B. Planning for Assessment
Product / Performance
The following are products and performances that students are

expected to come up with in this module:
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1. Reviewing polynomials and its operations with focus on division
2. Dividing a polynomial by another polynomial using long division
O
R( x )
3. Writing a quotient in the form Q( x ) 
D( x )
C
4. Dividing a polynomial by a binomial or a trinomial using synthetic
division
D
5. Designing models that illustrate the use of polynomials
6. Finding the remainder when a polynomial is divided by (x – r) using

E
synthetic division and the Remainder Theorem

EP
7. Proving the Remainder Theorem, the Factor Theorem, and the

Rational Root Theorem
8. Writing a story or math problem that illustrates and applies polynomial

and polynomial equations
D
9. Solving polynomial equations using synthetic division, the Remainder

Theorem, the Factor Theorem, and the Rational Root Theorem
10. Using polynomial equations to solve real-life problems
40
Assessment Map

Pre- Pre-Test: Pre-Test: Pre-Test: Pre-Test:
Assessment Part I Part I Part I Part I
/ Diagnostic
Identifying Finding the Applying the
polynomials, quotient when a Remainder
leading polynomial is Theorem, the
coefficient of a divided by another Factor Theorem,
polynomial, the polynomial and the Rational
constant term, Root Theorem
and the Determining the
remainder, remainder when a Analyzing a
PY
divisor, and polynomial is problem involving
dividend in a divided by a polynomial or
division problem binomial polynomial
equations to find
the required
quantity
Pre-Test:
Part II
O
Pre-Test:
Part II
Pre-Test:
Part II
Pre-Test:
Part II
Situational
Analysis
C
Situational
Analysis
Situational
Analysis
Situational
Analysis
Identifying the Making a model to Explaining the Making a model

basic solve the required appropriateness with appropriate
D
mathematical quantity using of the mathematical
concepts that appropriate mathematical solutions
can be applied in mathematical tools equations,
E
solving the formula or tools

problem and in used in solving
performing the the problem
EP
task
D
41
Formative Lesson 1 Lesson 1 Lesson 1 Lesson 1
Describing Dividing a Understanding Understanding

algebraic polynomial by and solving real- and solving real-
expressions that another polynomial life problems life problems
are polynomials using the long involving involving
and those that method and polynomial polynomial
are not synthetic division expressions using expressions
polynomials synthetic division using synthetic
Writing and through guided division through
Comparing a processing a approach independent or
polynomial to a division problem in cooperative
non-polynomial the form of learning
synthetic division
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Citing examples
and non- Matching a
examples of polynomial division
polynomials problem on
polynomials with
Identifying the its synthetic
O
divisor, dividend, counter part
and quotient in a
division problem
Lesson 2 Lesson 2
C Lesson 2 Lesson 2
Identifying the Evaluating Proving the Writing a story

remainder in a polynomials, given Remainder or a math
D
division problem a value of a Theorem and the problem
variable involved Factor Theorem involving
Recognizing in the polynomial polynomials
E
whether or not a Applying the

binomial is a Finding the Remainder
factor of a remainder when a Theorem and the
EP
polynomial polynomial is Factor Theorem

divided by a in solving real-life
binomial problems
Using the synthetic

division and the
D
Factor Theorem in
factoring
polynomials
Lesson 3 Lesson 3 Lesson 3 Lesson 3
Identifying the Solving for the Analyze whether Writing a math

degree of a roots of polynomial a statement journal that
polynomial equations involving relates
equation polynomial experience with
equation is true or the Rational
not Root Theorem
42
Describing and Giving examples
counting the root of polynomial Creating Modeling a
of a polynomial equations with polynomial real- life
equation by various conditions equations given situation
inspection the roots of the through
equation polynomial
Determining the equations
number of roots
of the given
polynomial
equation
Name the
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leading
coefficient and
the constant
term in a
polynomial
equation
Summative Post-Test :
Part I
O
Post-Test :
Part I
Post-Test :
Part I
Post-Test : Part I
C Understanding
Differentiating a Dividing a Understanding and solving real-
polynomial from polynomial by and solving real- life problems
an algebraic another polynomial life problems involving
D
expression using the long involving polynomial
method and polynomial expressions
Comparing a synthetic division expressions using using synthetic
polynomial to a synthetic division division through
E
non-polynomial Writing and through guided independent or

processing a approach cooperative
Citing examples division problem in learning
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and non- the form of Proving the

examples of synthetic division Remainder Writing a story
polynomials Theorem and the or a math
Factor Theorem problem
Identifying the Matching a involving
D
divisor, dividend, division problem Applying the polynomials

and quotient in a on polynomial with Remainder
division problem its synthetic Theorem and the Writing a math
counterpart Factor Theorem journal that
Identifying the in solving real-life relates
remainder in a Evaluating problems experience with
division problem polynomials, given the Rational
the value of a Analyzing Root Theorem
Recognizing variable in the whether a
whether or not a polynomial statement Modeling a real-
binomial is a involving life situation
factor of a Finding the polynomial through
polynomial remainder when a equation is true or polynomial
polynomial is not equations
43
Identifying the divided by a
degree of a binomial Creating
polynomial polynomial
equation Using synthetic equations given
division and the the roots of the
Describing and Factor Theorem in equation
counting the root factoring
of a polynomial polynomials
equation by
inspection Solving the roots
of polynomial
Determining the equations
number of roots
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of a polynomial Giving examples
equation of polynomial
equations with
Identifying the various conditions
leading
coefficient and
O
the constant
term in a
polynomial
equation
C
Post-Test: Post-Test: Post-Test: Post-Test:
Part II Part II Part II Part II
D
Situational Situational Situational Situational
Analysis Analysis Analysis Analysis
Identifying the Using appropriate Explaining the Making a model

E
basic mathematical tools appropriateness with appropriate

mathematical in solving of mathematical mathematical
concepts that problems equations, solutions
EP
can be applied in formulas or tools

solving the used in solving
problem and in the problem
performing the
task
D
Self- Journal Writing

Assessment
Writing a journal expressing understanding of the application of polynomials
and polynomial equations in solving real-life problems.
44
Summative Assessment Matrix
Levels of
What will I assess? How will I assess? How will I score?
Assessment
Paper and Pencil
The learner Test
Knowledge demonstrates 1 point for every
15% understanding of key Part I: Items 1, 2, correct response
concepts of polynomial 3, 6, and 7
and polynomial
equations
Part I: Items 4, 5, 1 point for every
Process/Skills Performs division of 8, 9, 13, 14, 16, 20, correct response
25% polynomials using long 23, 20, and 29
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division and synthetic
division
Proves the Remainder Part I: Items 10, 1 point for every

Theorem and the Factor 12, 13, 15, 17, 18, correct response
Theorem 21, 23, 24, 25, and
O
30
Factors polynomials
Proves the Rational

Understanding
30%
Root Theorem
C
Solves polynomial
equations
D
Solves problems
involving polynomials
E
and polynomial
equations
EP
The learner is able to Part II: Item 1 Rubric (Refer to the

investigate thoroughly Learning Material page
Product/
mathematical 56)
Performance
relationship in various
30%
real-life situations using
a variety of strategies
D
C. Planning for Teaching-Learning
This module covers key concepts of polynomials and polynomial

equations. It is divided into three lessons, namely: Division of Polynomials,
the Remainder Theorem, and the Factor Theorem, and Polynomial
Equations.
45
In Lesson 1, the students will perform division of polynomials using
long division and synthetic division. They will also assess their
understanding of division of polynomials as illustrated in some real-life
situations.
In Lesson 2, the students will learn a new method of finding the

remainder when a polynomial is divided by (x – r). They will also learn a
method of determining whether (x – r) is a factor of a polynomial. They will
also be given the opportunity to prove the Remainder Theorem and the
Factor Theorem.
In Lesson 3, the students will solve polynomial equations, prove the

Rational Root Theorem, and solve problems involving polynomials and
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polynomial equations.
In all the lessons, the students are given the opportunity to use their
prior knowledge and skills in learning polynomials and polynomial
equations. They are also given varied activities to further deepen and
O
transfer their understanding of the different lessons to new situations.
C
As an introduction to the main lesson, mention some direct
applications of polynomials and polynomial equations by showing to the
students the pictures of the Learning Module, then ask the questions that
follow.
D
Objectives
After the learners have gone through the lessons contained in this
E
module, they are expected to:

1. perform division of polynomials using long division and synthetic
EP
division;
2. prove the Remainder Theorem and the Factor Theorem;
3. factor polynomials;
4. illustrate polynomial equations;
5. prove Rational Root Theorem; and
D
6. solve polynomial equations; and solve problems involving polynomial

equations.
46
PRE-ASSESSMENT
Diagnose students’ prior knowledge, skills, and understanding of

mathematical concepts related to polynomials and polynomial equations by
administering the Pre-Assessment Test of the Learning Module. The results
of this diagnostic test must serve as base line data for the teacher to
effectively plan his/her lessons.
Answer Key
Part I
1. A 6. A 11. B 16. A 21. D 26. D
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2. B 7. B 12. D 17. C 22. A 27. D
3. A 8. D 13. D 18. B 23. C 28. C
4. C 9. C 14. A 19. D 24. C 29. C
5. D 10. A 15. C 20. A 25. B 30. A
O
Part II (Use the rubric to rate students’ works/outputs.)
1. 560 bricks
2. 14 bags
3.
C
14 m
D
10 m
E
EP
LEARNING GOALS AND TARGETS:
The students are expected to demonstrate understanding of key

concepts of polynomials. They are also expected to investigate, analyze, and
solve problems involving polynomial equations through appropriate and
D
accurate representation and to justify how useful the polynomials are in

dealing with real-life problems.
Lesson 1: Division of Polynomials

A. Pose the essential question: How do polynomials and polynomial
equations facilitate solving real-life problems? Process initial responses.
B. Review lessons on algebraic expressions:
1. Recall the following topics:

 Evaluation of algebraic expressions
47
 Operations involving algebraic expressions
 Exponents
2. Discuss division of polynomials.

Long division
 Discuss definition of a polynomial expression P(x). Refer to page
59 of the LM.
 Ask the class to work in pairs in performing Activity 1: Spot the
Difference.
Activity 1: Spot the Difference
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Answer Key
Possible Reasons
2
1. 1 A polynomial expression should not
x have a variable in the denominator.
O
2. x 3  2x 2  7 Variables in a polynomial expression
should not have negative exponents.
3. 2 x
C
Variables in a polynomial expression
should not have fractional exponents.
D
1
4. 2x 3  3 x 2  x  4 Variables in a polynomial expression
should not have fractional exponents.
E
5. ( x  5)(9 x  1)
2 A polynomial expression should not
have a variable in the denominator
( x  4)
equivalent to a variable with
EP
negative exponents.
3. To firm up students’ understanding of the concept of division, tell them

to work individually on Activity 2: Divide and Write.
D
Activity 2: Divide and Write
Answer Key
4
1. 29 ÷ 5 = 5  29 = 5(5) + 4
5
6
2. 34 ÷ 7 = 4  34 = 4(7) + 6
7
48
2
3. 145 ÷ 11 = 13   145 = 13(11) + 2
11
3
4. 122 ÷ 7 = 17   122 = 17(7) + 3
7
9
5. 219 ÷ 15 = 14   219 = 14(15) + 9
15
4. Provide an independent practice of division of polynomials using

Activity 3: Divide and Write It in Form.
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Activity 3: Divide and Write It in Form
Answer Key
O
3
1. 5 x  3 
x4
0
2. 2x 2  4 x  3 
3x  2
C
25
3. x 3  3 x 2  2x  4 
2x  5
D
8x  4
4. 2x 3  3 x 2  3 x  2  2
2x  3
0
E
5. 4 x 3  x 3  2x  2
x  6x  9
EP
5. Introduce synthetic division through Activity 4: Finding the Divisor,

Dividend, and Quotient Using Synthetic Division.
Activity 4: Finding the Divisor, Dividend, and Quotient

D
Using Synthetic Division
Answer Key
1. Divisor: (x – 1) Dividend: 5x3 + 3x – 8

Quotient: 5x2 + 5x + 8
2. Divisor: (x + 2) Dividend: x4 + 5x3 + 2x2 + 7x + 30

Quotient: x3 + 3x2 – 4x + 15
49
3. Divisor: (x – 3) Dividend: 2x3 – 54
4. Divisor: (x + 4) Dividend: –3x3 + x2 – 208

Quotient: –3x2 + 13x – 52
5. Divisor: (x – 5) Dividend: 2x3 + x2 – 7x – 240

6. To test and firm up students’ initial understanding of synthetic division,

ask them to do Activity 5: Matching a Polynomial Division Problem with
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its Synthetic Counterpart.
Activity 5: Matching a Polynomial Division Problem
O
with Its Synthetic Counterpart
Answer Key
C
1. E 4. C
2. A 5. B
D
3. D
E
EP
7. To deepen students’ understanding of synthetic division, allow them to

individually work on Activity 6: Dividing Polynomials Using Synthetic
Division.
Activity 6: Dividing Polynomials Using Synthetic Division

D
Answer Key
1. Quotient: 3x2 + 7x – 8 Remainder: – 41
2. Quotient: x2 – x + 4 Remainder: – 45
3. Quotient: 2x2 – x + 1 Remainder: 0
4. Quotient: x3 – 5x3 + 7x – 1 Remainder: 0
5. Quotient: x3 + x2 + 4 Remainder: 0
50
8. Use cooperative learning in providing enrichment for division of
polynomials via Activity 7: Dividing Polynomials.
Activity 7: Dividing Polynomials
Answer Key
1. Quotient: (x + 1) Remainder: 8
75  155
2. Quotient: 5x 2  Remainder:
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2 2
3. Quotient: 4x2 + 2x + 1 Remainder: 0
4. Quotient: x2 Remainder: –2x3 – x2 + x – 2
O
5. Quotient: 4x3 – x2 – 2x + 2
C Remainder: –36
9. For more independent practice, provide the class Activity 8: Apply Your
Skills.
D
Activity 8: Apply Your Skills
E
Answer Key
EP
1. (2a + 3b) pesos

2. (2x3 – 3x2 + 4x – 6) reams
3. (5x – 1) km/hr
D
5
4. x2 2x 7 sq cm
x 1
12
5. x 7 units
2x 3
6. (2x + 3) km/hr
7. 4y 7 pesos
51
10. To assess the students’ understanding of division of polynomials, use
Activity 9: Solve and Express in Polynomial Form.
Activity 9: Solve and Express in Polynomial Form
Answer Key
r 24
1. 2x 2 8x 15
s x 2
13
2. The quotient is x 2 3x 7
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x 3
3. x2 – x + 2
1 2
4. The area of the square is x 12x 144 sq meters.
2
O
5. The length of the rectangle is (3x + 4) units and its perimeter is
(10x – 2) units. C
11. To find out whether transfer of learning took place, administer Activity
10: Solve then Decide. Discuss beforehand the details of the rubric to
D
be used in evaluating their output.
E
Activity 10: Solve, Then Decide

EP
Answer Key
1. (c + d) cans of paint
2. (20x – 12) meters
D
(375,000x2 – 450,000x + 135,000) pesos

4
3. a. 3 x 1 meters
x 2
b. Examples of partition
Partition by two
52
Partition by four
The area of each section when the garden is partitioned into two is
3 2 5
x x 3 sq meters.
2 2
The area of each section when the garden is partitioned into two is
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3 2 5 3
x x sq meters.
4 4 2
O
C
Call on volunteers who can summarize, synthesize, and generalize
Lesson 1 using the simple outline below. Each volunteer will run through A to
D, or each letter will be addressed by a volunteer.
D
A. Divide polynomials using long division;
B. Determine when synthetic division is appropriate;
E
C. Divide polynomials using synthetic division; and

D. Express the result of division in terms of the quotient and remainder.
EP
D
53
Lesson 2: The Remainder Theorem and Factor Theorem
1. Hook students’ interest in the lesson by providing Activity 1: Message

under the Table. Then, take the opportunity to inculcate values by
discussing the message that accompanied the solutions.
Activity 1: Message under the Table
Answer Key
A. P(x) = x3 + x2 + x + 3 B. P(x) = x4 – 4x3 – 7x2 + 22x + 18
PY
Table A Table B
X –2 –1 0 1 2 X –2 –1 0 1 5
O
P(x) –3 2 3 6 17 P(x) –6 –6 18 30 78
Message C O M P A Message S S I O N
C
Possible Answers to Questions:
D
1. To find the value of polynomial expression P(x), evaluate the
polynomial expression first, and then write the corresponding letter in
E
the box. Finally, combine all the message letters that appear in Tables
A and B.
EP
2. COMPASSION
D
54
2. Incorporate the puzzle in the lesson using Activity 2: Equate It.
Activity 2: Equate It
Answer Key
If x = –1 If x = –2 If x = 0
If x = 1 5x3 – 2x2 + 7x = 10
– + –
If x = 0 2x2 – 5x + 10 = 10
+ – +
PY
If x = -3 3x – 8 + 3x2 = 10
= = =
–10 –10 –10
O
C
1. applying mathematical skills and concepts like addition, subtraction,
and multiplication of integers
2. adding polynomials, subtracting polynomials, equating polynomials,
D
and solving problems involving polynomials.
3. Introduce the Remainder Theorem. First, ask what a theorem is. Then,
motivate the class to think of ways in proving the Remainder Theorem.
E
Use guided proof as presented in Activity 3: Proving the Remainder

Theorem.
EP
Activity 3: Proving the Remainder Theorem
Answer Key
D
If P(x) is of degree n, then Q(x) is of degree n – 1. The remainder R is a

constant because the degree of x – r is 1, so the degree of the remainder
has to be less than 1, making it 0.
Statement Reason
1. P (x) = (x – r) ∙ Q(x) + R 1. Given polynomial P(x)
55
2. P(r) = (r – r) ∙ Q(r) + R 2. Substitute all xs with r.
3. P(r) = (0) ∙ Q(r) + R 3. r – r = 0
4. P(r) = R 4. Multiplication by zero
3. Recall the meaning of the word factor. Ask the students to give
examples. Then, introduce the Factor Theorem. Illustrate this to the
class, and provide enough examples. Use Activity 4: Proving the
Factor Theorem.
Activity 4: Proving the Factor Theorem
PY
Answer Key
1. Zero
O
2. P(r) = 0
3. P(r) = 0 C
4. Provide Activity 5: Applying the Remainder and Factor Theorems for
their practice exercises.
D
Activity 5: Applying the Remainder and Factor Theorems
E
Answer Key
3 1
EP
1. a. P(1) = –1 Not a factor 4. a. P 41 Not a factor

b. P(–1) = 11 Not a factor 2 2
c. P(2) = –1 Not a factor 3 3
b. P 10 Not a factor
2 4
2. a. P(1) = –2 Not a factor
2 50
D
b. P(–1) = 8 Not a factor c. P 19 Not a factor

c. P(2) = 5 Not a factor 3 81
3. a. P(1) = 3 Not a factor 3

b. P(–1) = 5 Not a factor 5. a. P 90 Not a factor
2
c. P(2) = 41 Not a factor
3
b. P 0 A factor
2
2 56
c. P 29 Not a factor
3 81
56
5. Give the students a Think-Pair-and-Share activity through Activity 6:
Remainder Theorem.
Activity 6: Remainder Theorem
Answer Key
1. R = 26 6. R = 47
2. R = 18 7. R = –12
11
3. R = 0 8. R = 56
PY
16
16
4. R = 88 9. R=
27
259 9
5. R = 360 10. R= or 10
O
25 25

C
1. The remainder and the value of the polynomial at x = r are equal.
2. To find the remainder, evaluate P(r).
3. If the polynomial P(x) is divided by the binomial x – r, and the
D
remainder is zero, then, x – r is a factor of P(x).
E
6. For individual practice, use Activity 7: Factor Theorem.

EP
Activity 7: Factor Theorem

D
Answer Key
1. 8, Not a factor 6. –55, Not a factor

2. –2, Not a factor 7. 8, Not a factor
3. 0, A factor 8. 0, A factor
4. –2, Not a factor 9. 0, A factor
5. 0, A factor 10. 0, A factor
7. For firm up activity, tell the class to work on Activity 8: Factoring

Polynomials.
57
Activity 8: Factoring Polynomials
Answer Key
1. x2 + 2x + 4 6. x2 – x + 1
2. 2x2 – 7x +5 7. x2 – 3x + 4
3. 3x2 + 11x – 4 8. 3x2 – 2x + 12
4. x2 – 1 9. 2x2 + 13x – 4
5. x2 – 1 10. 2x3 – 2x + 7
PY
8. For deepening of the lesson learned, ask the class to discuss the
answers of Activity 9: Applying Remainder Theorem.
Activity 9: Applying the Remainder Theorem
O
Answer Key C
1. a. R = 7 b. R = 7
2. a. R = –3 b. R = 1
D
3. P(0) = 4
7 17 k2
E
4. a. A b. A
2 2
EP
a.
–2 3 –20 0 80 –48
D
–6 52 –104 48
3 –26 52 –24 0
2
3 –20 0 80 –48
3
2 –12 –8 48
3 –18 –12 72 0
58
b.
7 6 –2 –80 74 –35
42 280 1,400 10,318
6 40 200 1.474 10,283
5
6 –2 –80 74 –35
3
–10 20 100 –290
6 –12 –60 174 –325
PY
6. To test their communication skills in math, tell the class to work on
Activity 10: There’s a Story Behind a Box. Discuss the rubric with
them prior to the administration of the activity.
O
Activity 10: There’s a Story Behind a Box C
Answer Key
Allow students to react to the situation. Accept possible answers. Let them
recall an instance where they experienced a situation similar to the activity.
D
Discuss in detail the rubric. Then, use this in rating students’ product.
E
Call on volunteers to provide a summary, synthesis, or generalization of

EP
this lesson. Guide them by asking what they have learned about:
 finding the remainder using synthetic division or the Remainder

Theorem;
D
 evaluating polynomials using substitution or synthetic division; and

 determining whether (x – r) is a factor of a polynomial.
Lesson 3: Polynomial Equations
Administer a diagnostic activity to determine the learners’ strengths

and weaknesses in solving equations. Use Activity 1: Revisiting Roots of
Equations.
59
Activity 1: Revisiting Roots of Equations
Answer Key
1. x–2=0 Root: x = 2
2. x+3=0 Root: x = –3
3. x(x – 4) = 0 Roots: x = 0 or x = 4
4. (x + 1)(x – 3) = 0 Roots: x = –1 or x = 3
5. x2 + x – 2 = 0
(x + 2)(x – 1) = 0 Roots: x = –2 or x = 1
PY
6. x2(x – 9)(2x + 1) = 0 Roots: x = 0 (two roots) or
1
x = 9 or x = –
2
2
7. (x + 4)(x – x + 3) = 0 Root: x = –4
O
(Note: Other roots are not real.)
2
8. 2x(x – 36) = 0 Roots: x = 0 or x = 6 or x = –6
2
9. (x + 8)(x – 7)(x – 2x + 5) = 0 Roots: x = –8 or x = 7
C
(Note: Other roots are not real.)
1
10. (3x + 1)2(x + 7)(x – 2)4 = 0 Roots: x (two roots) or x = –7
3
D
x = 2 (four roots)
E
1. Polynomial equation
EP
2. Each root satisfies the conditions of the equations.

3. The number of real roots in the equation is less than or equal to
the degree of the equation. A consequence of the Fundamental
Theorem of Algebra states that “Every polynomial equation of
degree n has at most n real roots.”
D
4. Express each polynomial as a product of linear factors. Then,

apply the Zero Product Property “If A ∙ B = 0, then A = 0 or B = 0.
“For each linear factor, properties of equality can be applied.”
5. Two roots
1. Let the class explore the concepts of roots of a polynomial

equation. Ask them to work in pairs in completing Activity 2: Finding
the Number of Roots of Polynomial Equations. Emphasize with the
students the relation of the degree of the polynomial equation to its
corresponding number of roots.
60
Activity 2: Finding the Number of Roots of Polynomial Equation
Answer Key
Real Roots of the Number of

Polynomial Equation Degree
Equation Real Roots
1. (x + 1)2(x – 5) = 0 3 –1 (2 times); 5 3
2. x – 8 = 0 1 8 1
3. (x + 2)(x – 2) = 0 2 –2, 2 2
4. (x – 3)(x + 1) (x – 1) = 0 3 3, –1,1 3
5. x(x – 4)(x + 5) (x – 1) = 0 4 0, 4, –5, 1 4
PY
6. (x – 1)(x – 3)3 = 0 4 1, 3 (3 times) 4
–7 (2 times);
7. (x + 7)2(x – 5)3 = 0 5 5
5 (3 times)
–1 (5 times),
8. (x + 1)5(x – 1)2 = 0 7 7
1 (2 times)
O
9. (x2 + 4)(x – 3)3 = 0 C 4 3 (3 times), 3
6 6
2 (6 times),
10. x 2 x 2 x4 0 16 – 2 (6 times), 16
0 (4 times)
D
E
1. Yes. Apply the Zero Product Property

EP
2. The number of roots of polynomial equations is equal to the degree of

the polynomial.
3. a. 20
b. 3
D
c. 34
2. Firm up students’ knowledge of polynomial equations through Activity

3: Finding Roots of Polynomial Equations by Applying the Zero-
Product Property. Inculcate in them the habit of checking their answers
by substitution. Emphasize the meaning of multiplicity of roots.
61
Activity 3: Finding the Roots of Polynomial Equations
by Applying the Zero-Product Property
Answer Key
A. A real number, r, is a root of the given polynomial equation in x if r
satisfies the equation when it is substituted for x in the equation.
B. The Zero Product Property states that “If AB = 0, then A = 0 or B = 0.”

So if (x – 1)(x – 3) = 0, then x = 1 or x = 3. Consequently, x = 1 or
x = 3. The values 1 and 3 are the two roots of the second-degree
PY
equation (x – 1)(x – 3) = 0. (Ask: Could there be more than 2?
Why/why not?) The result is consistent with the Fundamental
Theorem of Algebra because the number of roots does not exceed
the degree of a polynomial.
O
C. The roots are:
1. x = –3, x = 2, x = –1, x = 1
2. x = –5, x = 5, x = –5, x = 1
C
3. x = –4 (2 times), x = 3 (3 times)
4. x = 0, x = 3 (4 times), x = –6 (2 times)
D
5. x = 0 (2 times), x = 9
E
3. Provide the class with an alternative way of solving for the roots of
polynomial equations. Tell them to work in pairs in doing Activity 4:
Finding the Roots of Polynomial Equations by Applying the Factor
EP
Theorem.
Activity 4: Finding Roots of Polynomial Equations

D
by Applying the Factor Theorem
Answer Key
A. P(r) = 0 if and only if (x – r) is a factor of P(x).
B. Consider the polynomial equation x3 + 6x2 + 11x + 6 = 0.
62
Trial 1. Is x = 1 a root of the equation?
Using synthetic division,
1 1 6 11 6
1 7 18
1 7 18 24
The remainder is 24. Therefore, 1 is not a root of the equation.
Trial 2. Is x = –1 a root of the equation?

Using synthetic division,
PY
–1 6 1 11 6
–1 –5 –6
1 5 6 0
O
The remainder is 0. Therefore, –1 is a root of the equation. The roots of
this depressed polynomial equation, x2 + 5x + 6 = 0 are –2 and –3.
C 3 2
Therefore, the roots of the polynomial equation, x  6x  11x  6  0 are
–1, –2, and –3.
D
C. The roots of:
1. x3 – 2x2 – x + 2 = 0 are 2, 1, and –1.
E
2. x3 + 9x2 + 23x + 15 are – 3, – 5, and –1.

EP
4. Make the class aware of the increasing difficulty of solving polynomial

equations as the leading coefficients and the term become
complicated, that is, their factors increase in number. Introduce the
Rational Root Theorem and stress with them that this will ease their
difficulty. Use Activity 5: Exploring the Rational Root Theorem.
D
63
Activity 5: Exploring the Rational Root Theorem
Answer Key
Leading Constant
Polynomial Equation Roots
Coefficient Term
1. x3 + 6x2 + 11x – 6 = 0 1 –6 1, 2, 3
2. x3 – x2 – 10x – 8 = 0 1 –8 –2, –1, 4
3. x3 + 2x2 – 23x – 60 = 0 1 – 60 –4, –3, 5
1
4. 2x4 – 3x3 – 4x2 + 3x + 2 = 0 2 2  , –1, 1, 2
2
2
PY
5. 3x4 – 16x3 + 21x2 + 4x – 12 = 0 3 – 12  , 1, 2, 3
3
1. The possible rational numbers:

for x3 + 6x2 + 11x – 6 = 0 are ± 6, ± 3, ± 2, ± 1
O
for x3 – x2 – 10x – 8 = 0 are ± 8, ± 4, ± 2, ± 1
for x3 + 2x2 – 23x – 60 = 0 are ± 6, ± 3, ± 2, ± 1, ± 12, ± 15,
± 60, ± 20, ± 10, ± 5
C 1
for 2x4 – 3x3 – 4x2 + 3x + 2 = 0 are ± 2, ± 1, ±
2
4 3 2
for 3x – 16x + 21x + 4x – 12 = 0 are ± 12, ± 6, ± 4, ± 2, ± 1,
D
1 2 4
± , ± ,±
3 3 3
2. Yes
E
3. The roots are factors of the corresponding constant terms.

EP
5. After letting the students state and illustrate the Rational Root
Theorem, provide a guided proof for this theorem. Let the class work in
groups of 4 in doing Activity 6: Proving the Rational Root Theorem.
D
Activity 6: Proving the Rational Root Theorem.
Answer Key
Let anxn + an – 1xn – 1 + an – 2 xn – 2 + … + a2x2 + a1x + a0 = 0, an ≠ 0, and ai

p
an integer for all i, 0 ≤ i ≤ n, be a polynomial equation of degree n. If , in
q
lowest terms, is a rational root of the equation, then p is a factor of a0 and q is
a factor of an.
64
Proof:
Statement Reason
1. a
n n 1 n 2
an
p + an – 1
p + an – 2
p +…+
q q q Definition of a root of a
2 polynomial equation
a2
p + a1
p +a =0
0
q q
2.
n n 1 n 2
p p p Addition Property of
an + an – 1 + an – 2 +…+
q q q Equality (Add –a0 to
PY
2
both sides) and
p +a p =–a Additive Identity
a2 1 0
q q
3. an(pn) + an – 1(q)(pn – 1) + an – 2 (q2)(pn – 2) + … Multiply both sides by
+ a2(qn – 2)(p2) + a1(qn – 1)(p) = –a0qn qn.
O
4. p[an(pn – 1) + an – 1(q)(pn – 2) + an – 2 (q2)(pn – 3) + … Factor out p on the left
+ a2(qn – 2)(p) + a1(qn – 1)] = –a0qn side.
5. Since p is a factor of the left side, then it must
also be a factor of the right side.
C Definition of equality
6. p and q (and hence qn) do not share any p and q are in lowest
common factor other than 1. terms.
D
7. p must be a factor of a0. (This proves the first p is not a factor of qn.
part of the Rational Root Theorem).
8. Similarly, Addition Property of
E
n 1 n 2 n 3 Equality
an – 1
p + an – 2
p + an – 3
p +…+ n
q q q (Add –an
p to both
EP
2 n q
a2
p + a p + a = –a p side.)
1 0 n
q q q
9. an – 1(q)(p ) + an – 2(q )(p ) + an – 3 (q3)(pn – 3)
n–1 2 n–2
Multiply both sides by
+ … + a2(qn – 2)(p2) + a1(qn – 1)p] + a0 qn = –anpn qn.
D
10. q[an – 1(pn – 1) + an – 2(q1)(pn – 2) + an – 3 (q2)(pn – 3) Factor out q on the left

+ … + a2(qn – 3)(p2) + a1(qn – 2) + a0 qn-1 ] = –anpn side.
11. Since q is a factor of the left side, then it must Definition of equality
also be a factor of the right side.
12. q and p (and hence pn) do not share any p and q are in lowest
common factor other than 1. terms
13. q must be a factor of an. This proves the second q is not a factor of pn.
part of the Rational Root Theorem.
6. Deepen students’ understanding of the Rational Root Theorem by

providing them Activity 7: Applying the Rational Root Theorem.
65
Activity 7: Applying the Rational Root Theorem
Answer Key
A. The equation has at most 3 real roots. The leading coefficient is 1, and its
factors are 1 and –1. The constant term is –12 and its factors are 12, –12,
6, –6, 4, –4, 3, –3, 2, –2, 1, and –1. The possible roots of the equation
are ± 12, ± 6, ± 4, ± 3, ± 2, and ± 1.
1 is not a root of the equation.

–1 is a root of the equation.
Other roots are 2 3 and  2 3 .
PY
Therefore, the real roots of the polynomial equation
x + x2 – 12x – 12 = 0 are –1, 2 3 , and  2 3 . The factored form of the
3
polynomial x3 + x2 – 12x – 12 is (x + 1)(x – 2 3 )(x +  2 3 ).
O
B. Its factors are –1, 1, –3, 3, –9, and 9. The possible roots of the equation
are ± 1, ± 3, ± 9, ± 1 , ± 3 , and ± 9 .
C
2 2 2
Therefore, 1 is a root of the equation and 9 is another root of the
D
2
equation. The roots of 2x4 – 11x3 + 11x2 – 11x + 9 = 0 are the real
numbers 1 and 9 . There are no other real roots.
E
2
EP
7. Provide the students with the opportunity to practice what they have
learned. Ask the students to individually work on Activity 8: Counting
the Roots of Polynomial Equations.
Activity 8: Counting the Roots of Polynomial Equations

D
Answer Key
1. 6 real roots 4. 3 real roots

2. 2 real roots 5. 1 real roots
3. 4 real roots
8. Test the students’ learned skills by asking them to work in pairs on

66
Answer Key
1. Roots: 2 and 4 (double root).

Factored form: x3 – 10x2 + 32x – 32 = (x – 2)(x – 4)2
2. Roots: 3, 2, and 1.
Factored form: x3 – 6x2 + 11x – 6 = (x – 3)(x – 2)(x – 1)
3. Roots: 2
Factored form: x3 – 2x2 + 4x – 8 = (x – 2)(x2 + 4)
PY
4. Roots: 3 (double root) and 1
3
Factored form: 3x – 19x + 33x – 9 = (x – 3)2 (3x – 1)
3 2
5. Roots: –2, 2, –1, and 1

Factored form: 4x4 – 5x2 + 4 = (x + 2)(x – 2)(x + 1)(x – 1)
O
9. Activity 10: Completing the Roots of Polynomial Equations can be used
C
for enrichment. Tell the class to work in pairs on this activity.
Activity 10: Completing the List of Roots of Polynomial Equations

D
Answer Key
E
1. Other roots: 4, 2, and 1 4. Other roots: 5, –2

EP
2. Other roots: –1, 2 , and  2 5. Other roots: 7,  1 , and 3

2
3. Other roots: –3, 1, and 2
D
10. Provide higher order thinking skills questions to test whether the
students have gained deep understanding of the lesson. Use Activity
11: Testing Your Knowledge of Polynomial Equations. Use this activity
as an opportunity to communicate math.
67
Activity 11: Testing your Knowledge of Polynomial Equations
Answer Key
1. True 4. 1, 5, 5, 1
3 3
2. at most n 5. –3
3. True
11. Deepen the students’ understanding of polynomial equations by letting

them work on Activity 12: Exploring Roots of Polynomial Equations.
PY
Activity 12: Exploring the Roots of Polynomial Equations
Answer Key
O
Examples of polynomial equations with relatively short list of possible
roots (Answers may vary).
C
1. x3 + x2 – x – 1 = 0
D
2. x4 + 2x2 – 3 = 0
3. 5x4 – x3 + 5x – 1 = 0
E
Examples of polynomial equations with a relatively long list of possible

EP
roots:
1. 6x4 – 65x2 – 36 = 0
2. 8x5 – 3x3 + x – 12 = 0
D
3. 4x4 + 13x3 – 18x2 + 12x + 24 = 0
Note: Expect a long list of possible roots of the equation when its leading
coefficient and constant terms are composite, and when they are not
relatively prime.
12. Test if the students can do the reverse process of finding the roots of
polynomial equations. Tell the class to do Activity 13: Creating
Polynomial Equations.
68
Activity 13: Creating Polynomial Equations
Answer Key
1. x3 + 4x2 – 15x – 18 = 0
2. x4 + 53x2 + 196 = 0
3. x5 + 9x4 + 19x3 – 9x2 – 20x = 0
4. 5x4 – 18x3 – 11x2 + 72x – 36 = 0
PY
5. 21x5 – 62x4 – 89x3 + 254x2 + 20x – 24 = 0
13. Provide the class with the opportunity to apply polynomial equations in
real- life situations. Tell them to do Activity 14: Modelling through
O
Polynomial Equations.
C
Activity 14: Modelling through Polynomial Equations
Answer Key
1.
D
x
x
E
x
EP
1 in
Let x = side of the cube
x + 1 = length of the new rectangular block
Working equation: x(x)(x + 1) = 150
D
x3 + x2 = 150
3 2
x + x – 150 = 0
5 1 1 0 –150
5 30 150
1 6 30 0
69
x2 + 6x + 30 = 0
 6  62  4(1)(30)
x
2(1)
 6  36  120
x (The roots are non-real.)
2
Note: Let the students recall that the nature of roots can be determined
using the discriminant.
The only real root of the working equation x3 + x2 – 150 = 0 is 5.

Hence, the length of an edge of the original cube is 5 inches.
PY
2.
O
C
5
3
D
8
E
Let x = the amount of increment

x + 3 = height of the new box
x + 5 = width of the new box
EP
Working equation: 8(x + 3)(x + 5) = (3)(5)(8) + 34

8(x2 + 8x + 15) = 154
8x2 + 64x + 120 = 154
8x2 + 64x – 34 = 0
D
4x2 + 32x – 17 = 0
(2x – 1)(2x + 17) = 0
1 17
x= or x = 
2 2
1
Since the dimension cannot be negative, take x = as the amount
2
of increment.
70
3.
x+8
x
Let x = width of the rectangle

y = length of the rectangle
x2 + y2 = (x + 8)2
y2 = (x + 8)2 – x2
PY
y2 = x2 + 16x + 64 – x2
y2 = 16x + 64
xy = 60
60
y= , where x ≠ 0
O
x
2 602
y = 2
x
602
C
16x + 64 = 2
x
16x + 64x = 602
3 2
D
16x3 + 64x2 – 602 = 0
x3 + 4x2 – 225 = 0
E
5 1 4 0 –225
EP
5 45 225
1 9 45 0
x2 + 9x + 45 = 0
D
 9  92  4(1)(45)
x (Roots are non-real.)
2(1)
Since x = 5 is the only real root, then the width of the rectangle is
60
5 m and its length is y = = 12 m.
5
71
4. x
x
11.5
11.5 – 2x
x
8 – 2x
8
Let x = length of the edge of each square that was cut out
from the cardboard; 0 < x < 4, x > 11.5
PY
Working equation:
x(8 – 2x)(11.5 – 2x) = 63.75
(8x – 2x2)(11.5 – 2x) = 63.75
8x(11.5 – 2x) – 2x2(11.5 – 2x) = 63.75
92x – 16x2 – 23x2 + 4x3 = 63.75
O
92x – 39x2 + 4x3 = 63.75 Multiply by 4
2 3
368x – 156x + 16x = 255
16x3 – 156x2 + 368x – 255 = 0
C
3
16 –156 368 –255
2
D
24 –198 255
E
16 –132 170 0
EP
16x2 – 132x + 170 = 0

8x2 – 66x + 85 = 0
33  409
The quadratic formula gives . The approximate
8
values are 6.65 and 1.59. However, it is not possible to cut a square
D
of length 6.65 in the given situation.

3 33  409
The only feasible values for x are and which is
2 8
approximately equal to 1.59. These are the possible lengths for the
squares (in inches).
14. To test the students’ transfer skills, administer Activity 15: Using
Polynomial Equations to Model Situations. Allow them to work in pairs.
Tell them to discuss their answers in class.
72
Activity 15: Using Polynomial Equations to Model Situations
Answer Key
Solution:
PY
O
Let x2 = area of the base
x – 4 = height of the pyramid

C
1
If the volume of the pyramid is V = (base)(height), the equation that
3
D
1 2
will lead to the solution is 200 = (x )(x – 4).
3
Equivalently,
E
x3 – 4x2 = 600
x3 – 4x2 – 600 = 0
EP
The possible roots of the equation are 1, 2, 3, 4, 5, 6, 8,

10, 12, 15, 20, 24, 25, 30, 40, 50, 75, 100, 120,
and 600, keep in mind that x > 4.
D
10 1 –4 0 --600
10 60 600
1 6 60 0
 6  62  4(1)(60)
x (The roots are non-real.)
2(1)
Since the only real root of the equation is 10, the base of the package
has length 10 inches and its height is 6 inches.
73
Call on volunteers to provide a summary, synthesis, or generalization of

this lesson. Guide them by asking what they have learned on how to:
 use the Fundamental Theorem of Algebra to determine the maximum
number of real roots of a polynomial;
 solve polynomial equations in factored form;
 solve polynomial equations using the Rational Root Theorem; and
 solve problems that can be modeled by polynomial equations.
PY
SUMMATIVE TEST
Part I
O
Choose the letter that best answers the questions.
1. Which of the following is a polynomial?

C
i. x-3 + 2x-2 + 5x + 2 ii. 5x3 + 3x2 + x + 2 iii. 5x 2  3x
D
A. i only B. ii only C. i and ii D. i and iii
E
2. The following are examples of polynomials, EXCEPT

A. y2 – 4y + 5 C. 3r4 – 5r3 + 2r – 1
B. 5x-3 + 9x-2 + 12x +8 D. a3 – b3
EP
3. What is the leading coefficient of the polynomial, 5x9 + 4x8 + 4x5 + x3 + x?

A. 3 B. 5 C. 8 D. 9
D
4. What is the quotient when (x2 – 14x + 49) is divided by (x – 7)?

A. x + 7 B. x – 49 C. x – 7 D. x + 4
74
For items 5 to 8, use the illustration on long division that follows:

Divide 25x 2  50x  25 by (5x – 5) 
5x – 5
5x – 5 25x 2  50x  25
2nd line 25x2 – 25x
– 25x + 25
– 25x + 25
0
5. What is the remainder?
PY
A. 0 B. 5 C. –5 D. 25
6. Which is the divisor?

A. 5x + 5 C. 25x2 – 50x + 25
B. 5x – 5 D. 0
O
7. Which is the quotient?
A. 5x + 5 C. 25x2 – 50x + 25
B. 5x – 5
C D. 0
8. What is the process used to obtain the 2nd line?

A. Multiplying (5x) by (5x – 5) C. Adding (5x) by (5x – 5)
D
B. Dividing (5x) by (5x – 5) D. Subtracting (5x) by (5x – 5)
9. Which expression gives the remainder when P(x) = 4x2 + 2x – 5 is divided

E
by (x – 2)?
5
EP
A. P(–5) B. P(–2) C. P(2) D. P

4
2 3 9
10. What is the remainder when (9x + 8x + 7x + … + x ) is divided by
(x – 1)?
A. 45 B. 90 C. 180 D. 360
D
11. What is the remainder when 10x159 – 5 is divided by (x – 1)?

A. 10 B. 5 C. – 5 D. – 10
12. If the remainder after dividing polynomial (5x3 – 3x2 + k) by (x + 1) is 4,

which of the following must be the value of k?
A. 10 B. 11 C. 12 D. 13
13. Which of the following polynomials is exactly divisible by (2x – 1)?

A. 2x2 – 5x + 2 C. 4x2 – 16
2
B. 2x + 9x + 1 D. all of the above
75
14. Which polynomial is equal to 25y2 – x2?
A. (5y + x)(5 y + x) C. (5y – x)(5 y – x)
B. (5y + x)(5 y – x) D. (5y + x)(–5 y – x)
15. Which polynomial when divided by (a – 2) equals (a2 – a – 3) with a

remainder of – 3?
A. a3 + 3a2 – a + 3 C. a3 – 3a2 + a + 3
3 2
B. a – a – a + 3 D. a3 – 3a2 – a + 3
16. The quotient when (2x4 + 4x3 – 5x2 + 2x – 3) is divided by (2x2 + 1) is

A. x2 + 2x – 3 C. x2 – 2x – 3
B. x2 – 2x + 3 D. x2 + 2x + 3
PY
17. What is the value of k such that (x + 2) is a factor of (3x3 + kx2 + 5x + 2)?
A. 8 B. 9 C. 10 D. 11
18. What is the value of k so that (x – 3) will be a factor of (x3 + kx + 3)?

A. – 10 B. – 12 C. – 14 D. – 16
19. Factor 8x3 – 729 completely.
O
A. (2x – 9)(4x2 – 18x + 81)
2
B. (2x + 9)(4x – 18x + 81)
C
C. (2x + 9)(4x2 + 18x + 81)
D. (2x – 9)(4x2 + 18x + 81)
20. What is a factored form of P(x) = x4 + x3 + x2 + x?

D
A. (x)(x + 1)(x2 + 1) C. (x)(x – 1)(x2 + 1)
2
B. (x)(1)(x + 1) D. (x)(–1)(x2 + 1)
E
21. Below is the solution when P(x) = x4 – 3x3 – 45x – 25 is divided by (x – 5).
EP
5 1 –3 0 – 45 – 25
5 10 50 25
1 2 10 5 0
Express the third row as a polynomial in x.

D
A. x3 + 2x2 + 10x + 5 C. x3 – 2x2 +10x – 5

3 2
B. x – 2x – 10x – 5 D. x3 – 2x2 – 10x + 5
22. If (7x4 – 5x5 – 7x3 + 2x – 3) is divided by (x + 3) using synthetic division,

the numbers in the first row would be
A. –5 7 –7 0 2 –3 C. 1 –5 –7 0 2 –3
B. –7 1 –5 0 2 –3 D. –3 1 –7 0 2 –5
23. Given P(x) = 3x3 + 2x2 – x. What is the value of P(2)?

A. 20 B. 30 C. 40 D. 50
76
24. Genber divided (7x3 – 10x + 11x2 – 5) by (x + 3) and obtained –317 as
remainder. Here is his solution.
–3 7 –10 11 –5
–21 93 –312
7 –31 104 –317
What is his error?________________________

i. He did not change the sign of the divisor.
ii. He did not arrange the terms of the polynomial in decreasing
powers of x.
PY
iii. The sum in the third row is incorrect.
iv. The numerical coefficients in the first row were not properly written.
A. i only B. ii only C. ii and iv only D. i and iii only
O
25. Gabriel will evaluate an 8th degree polynomial in x at x = 10 using
synthetic division. How many coefficients of x will be written in the first
row of the synthetic division procedure?
A. 8 B. 9
C
C. 10 D. 11
26. Which of the following is NOT a root of x(x + 3)(x + 3)(x – 1)(2x + 1) = 0?
1
D
i. 0 ii. – 3 iii. – 1 iv.
2
A. i only B. ii only C. i and ii only D. iii and iv only
E
27. Which of the following cubic polynomial equations has roots –2, 2, and 4?
A. x3 + 4x2 – 4x + 16 = 0 C. 10x3 – x2 – x + 16 = 0
EP
B. x3 – 4x2 – x + 16 = 0 D. x3 – 4x2 – 4x + 16 = 0
28. How many positive real roots does x4 – x3 – 11x2 + 9x + 18 = 0 have?

A. 0 B. 1 C. 2 D. 3
D
29. One of the roots of the polynomial equation 2x3 + 9x2 – 33x + 14 = 0 is 2.
Find the other roots.
1 1
A. and 7 C. and –7
2 2
1 1
B. – and 7 D. – and –7
2 2
30. If P(–2) = 0, which of the following statements is true about P(x)?

A. x + 2 is a factor of P(x) C. P(x) = 0, has two negative roots
B. 2 is root of P(x) = 0 D. P(0) = –2
77
Part II
Read and analyze the situation below. Then, answer the questions or perform
the task that follows.
You are designing a poster for a Supreme Student Government Council

(SSGC) election. The poster includes a text and an enlarged photo. The
original photo was 11.5 inches by 8.5 inches wide. The dimensions of the
enlarged photo are x times the dimensions of the original photo. Also, you
want additional space at the top and bottom of the poster, each with a height
of 5 inches (see figure).
PY
Consider the following:
G a b r iel 5 in
1. Write a polynomial expression in terms

of x for the length and width of the
poster.
O
2. Write a polynomial expression in terms
of x for the area of the poster. What is
the area of the poster when x = 5?
C
3. Compare the area of the poster when
x = 10 to the area of the poster; when
x = 5.
E D
For President 5 in
EP
Rubric for Rating Output:
Point Descriptor
The problem is correctly modeled with appropriate
4 mathematical concepts used in the solution, and correct final
D
answer is obtained.
The problem is correctly modeled with appropriate
3 mathematical concepts partially used in the solution, and the
correct final answer is obtained.
The problem is not properly modeled with other alternative
2 mathematical concepts used in the solution, yet the correct final
answer is obtained.
The problem is not totally modeled, a solution is presented
1
but with incorrect final answer.
78
SUMMATIVE TEST:
Check students’ knowledge, skills, and understanding of mathematical

concept related to polynomial and polynomial equations. Assessing these
will facilitate teaching and student understanding of the lessons in this
module.
Part I
1. B 6. B 11. B 16. A 21. A 26. D
2. B 7. B 12. C 17. A 22. A 27. D
3. B 8. A 13. A 18. A 23. B 28. C
4. C 9. C 14. B 19. D 24. C 29. C
PY
5. A 10. A 15. D 20. A 25. B 30. A
Part II (Use the rubric to rate students’ works/outputs)
1. Let L(x) = the length
O
W(x) = width
L(x) = 11.5x + 10
W(x) = 8.5x
C
2. The area, A, of the poster is [L(x)][W(x)]
A = [L(x)][W(x)]
D
= (11.5x + 10)(8.5x)
= 97.75x2 + 85x
E
When x = 5,
97.75(5)2 + 85(5) = 2,443.75 + 425 = 2,868.75 sq. in.
EP
3. When x = 10,
97.75(10)2 + 85(10) = 9,7755 + 850 = 10,625 sq. in.
Therefore, the area of the poster when x = 10 is 10625 sq. in. while the
D
area of the poster when x = 5 is 2868.75 sq. in. This shows that the area of
the poster when x = 10 is approximately 3.7 times bigger than the area of the
poster when x = 5.
79
GLOSSARY OF TERMS AND LIST OF THEOREMS USED IN THIS
MODULE:
Degree of a Polynomial – the highest degree of a term in a polynomial
Factor Theorem - the polynomial P(x) has x – r as a factor if and only if

P(r) = 0.
Mathematical Model – is a mathematical representation of some phenomena

in real world
Polynomial – an algebraic expression of the form anxn + an – 1xn – 1 + an – 2xn – 2
PY
+ … + a1x + a0, where an  0, and a0, a1, a2, …, an are real numbers
Rational Root Theorem - Let an – 1xn – 1 + an – 2xn – 2 + … + a1x + a0 = 0 be a

p
polynomial equation of degree n. If , in lowest terms, is a rational
O
q
root of the equation, then p is a factor of a0 and q is a factor of an.
C
Remainder Theorem - If the polynomial P(x) is divided by (x – r), the
remainder R is a constant and is equal to P(r).
Synthetic Division – a short method of dividing polynomial expressions

D
using only the coefficient of the terms
E
EP
D
80
REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:
Acelajado M. J., Beronque, Y. B. & Co, F. F. (2005) Algebra Concepts and
Processes. (3rd Ed.), Mandaluyong City: National Book Store.
Coronel, I. C., Coronel, A. C. & Munsayac, J. M. (2013) Growing Up with
Math. Quezon City: FNB Educational, Inc.
Coronel, I. C., Villano, L. M., Manalastas, P. R., Marasigan, J. A. & Coronel,
A. C. (2004) Advanced Algebra Trigonometry and Statistic. Quezon
City: Bookmark Inc.
Coronel, I. C., Villano, L. M., Manalastas, P.R., Marasigan, J.A. & Coronel,
A.C. (1992) Mathematics and integrated Approach (SEDP).
Philippines: Bookmar Inc.
PY
De Leon, C. M. & Bernabe, J. G. (2002). Elementary Algebra Textbook for
First Year. (Pilot Edition) Quezon City: JTW Publishing Co.,
Dilao, S. J., Orines, F. B. & Bernabe, J. C. (2003). Advanced Algebra,
Trigonometry and Statistics. Philippines: JTW Publishing Co.
O
Green, J. W., Ulep, S. A., Gallos, F. L., & Umipig, D. F. (n. d.) Teaching
Mathematics IV Volume I. Philippines – Australia Science and
Mathematics Educational Project.
C
Hadlay, W. S., Pfluger, J. & Coratto, M. (2006) Algebra 1 Student Text. USA:
Carnegie Learning Pittsburgh.
D
Larson, R. & Hostetler, R.P. (2013). Algebra and Trigonometry. (8th Ed.)
Cergage Learning Asia Ple Ltd.
E
Orines, F. B., Esparrago, M. S. & Reyes, N. V. (2008) Advanced Algebra,

Trigonometry and Statistics. Quezon City: Phoenix Publishing House.
EP
Oronce, O. A. & Mendoza, M. O. (2003) Exploring Mathematics Advanced

Algebra and trigonometry. (1st Ed). Manila: Rex Printing, Company,
Inc.
Quimpo, N.F. (2005) A Course in Freshman Algebra. Mathematics
Department Loyola Schools. Ateneo de Manila University.
D
Villanueva, T. T. & Vanzandt, G. E.(2009) Hands-on Minds-on Activities in

Mathematics IV. Advanced Algebra, Trigonometry and Statistics.
Philippines: St. Jude Thaddeus Publication.
Website Links
http://www.mathsisfun.com/algebra/polynomials-division-long.html
http://www.youtube.com/watch?v=qd-T-dTtnX4
http://www.purplemath.com/modules/polydiv2.htm
https://www.brightstorm.com/math/algebra-2/factoring/rational-roots-theorem/
http://www.youtube,com/watch?v=RXKfaQemtii
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10

This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Orines, Rowena S. Perez, and Concepcion S. Ternida

Reviewers: Carlene P. Arceo, PhD, Rene R. Belecina, PhD, Dolores P.

Printed in the Philippines by REX Book Store

This Teacher’s Guide has been prepared to provide teachers of Grade

learners have learned.

necessary guide and information to be able to teach the lessons in a more

Lesson 1: Division of Polynomials .......................................................................47

The learner demonstrates understanding of key concepts of

Quarter: First Quarter 1. Generate and describe patterns

5. Determine the nth term of a given

• Finding the Next Term 6. Find the arithmetic means of an

First n Terms 8. Solve problems involving arithmetic

Arnaldo I. Chua Students will How are sequences

Students will be able to apply the key

B. Planning for Assessment

22. Answer exercises or problems on harmonic and Fibonacci sequences.

the “Carousel Method”

TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE

Determining Illustrating a Solving real-life Product or

“Vocabulary Group Activity “Post It!” Cooperative

In their In their respective

Games to earn Cooperative

Determining Identifying an Solving problems

Finding the sum

contrast Fold Me Up with determining the

With a partner, In their Cooperative

study Activity respective Learning

Determining Finding the nth Solving real-life

Summative Post-Test: Post-Test: Post-Test: Post-Test:

Determining Illustrating a Solving real-life Product or

Finding the nth

Self-Assessment Exit Slip/Card:

Assessment Matrix (Summative Test)

Levels of How will I How will I

understanding of key Pencil Test

Find the common difference Part I 1 point for

Find the finite sum or the

Find the nth term of an

The learner is able to analyze Part II Rubric for

Pose and solve problems problems

Formative assessments that will be used in this unit

1. Concept Map. It is similar to a Vocabulary Map where the students will

Two bikers started at the same

Linear Equations Quadratic Equations

The highest Equations in the Equations in the form The highest

This can be done with a partner or in their respective cooperative

7. Two-Column Chart Method. This can be used to compare or

C. Planning for Teaching-Learning

This module covers key concepts of sequences. It is divided into

In Lesson 1 of this module, the students will be given activities to

Lesson 2 has two parts: Geometric and other sequences. In the

sum of the first n terms of a geometric sequence, determine the sum to

To introduce the main lesson, present to the students the Kilos

1. generate and describe patterns using symbols and mathematical

6. find the sum of the first n terms of an arithmetic sequence;

8. define and illustrate a geometric sequence;