Module (First Grading: S. Y.

2022 -2023)
( Math Grade 10)
Unit I
SEQUENCE and POLYNOMIAL FUNCTIONS

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Geometric Sequence

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Polynomial Function

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CHAPTER 1 SEQUENCES

Lesson 1 SEQUENCES and SERIES

In this lesson, you will learn to:
 generate patterns

Lesson 2 ARITHMETIC SEQUENCES, MEANS, and SERIES

In this lesson, you will learn to:
 illustrate an arithmetic sequence
 determine the nth term of a given arithmetic sequence
 find the arithmetic means between terms of an arithmetic sequence
 determine the sum of the first n terms of a given arithmetic sequence
 solve problems involving arithmetic sequence

MODULE 1 ( Grade - 10 )
Unit 1 SEQUENCES AND POLYNOMIAL FUNCTIONS
Content Standard:
The learner demonstrates understanding of key concepts of sequences, polynomial, and polynomial
functions.
Performance Standard:
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
equations in different disciplines through appropriate and accurate representations.
Lesson I Arithmetic Sequence and Series
In these lesson, you will learn the following:
1. generate pattern
2. illustrate arithmetic sequence
3. determine arithmetic means and nth term of an arithmetic sequence
4. find the sum of the first n terms in a given sequence and solve real life problems
Module Map:
Arithmetic
Sequence
Sequences Finding the Finding the Finding the Finding the
Solving
and SERIES Geometric next term nth term geometric mean/ sum of the
Real-life
Sequence arithmetic mean first n terms
Problems

Activity I. PRE-ASSESSMENT. Assessment evidence:

At the end of the lesson, you are expected to submit a written report:
Goal: You are to submit a written report presenting the lesson ( sequence and series)
Role: You are a mathematics teacher and you are to convince your students that mathematics is existing in
different areas:
business, medicines, sports, etc
Audience: Your teacher
Situation: You are to cite specific situation in which lesson in sequence and/or series is evident.
Product: You are to produce a comprehensive written report illustrating situation in which mathematical
concept on sequence and series is evident.

Page 1 Sources: PEAC, DIWA learning materials

Rubric:
Criteria Descriptive Numerical
Rating Rating
Written report is completely accurate and logically presented including the facts and Advanced 4
concepts and computation involving sequences and series.
Written report is generally accurate and the presentation reflects understanding of Proficient 3
sequences and series. Minor inaccuracies do not affect the overall results.
Written report is generally accurate but lacks the application of sequence and series. Developin 2
Minor inaccuracies affect part of the report. g
Written report contains major inaccuracies and significant errors are found. Beginning 1

Preliminary Activities: ( Start of the Lesson)

Sequences and Arithmetic Sequence:
ACTIVITY II: Anticipation-Reaction Guide. Not to be submitted
Write your response for each statement in the Before Lesson Column only.
Write A if you agree with the statement.
Write B if you disagree with the statement
Before Statements After
Lesson Lesson
1. A pattern is formed when a set of shapes, numbers or designs are repeated over and over
again.
2. To complete a continuing pattern, identify the pattern rule.
3. A sequence is arithmetic when it has a common ratio.
4. To continue a continuing pattern, determine the pattern rule.
5. A sequence is finite when the pattern will not continue.
6. Real-life patterns such as in money, sports, etc., can continue infinitely.
7. To get the nth term of an arithmetic sequence, use the formula: 𝑎𝑛 = 𝑎1 + ( n – 1) d.
𝑛 ( 𝑎1 + 𝑎 𝑛 )
8. To get the sum of arithmetic series, use the formula 𝑎𝑛 = .
2
Where are sequences and series found?
How important are sequences and series?
To answer these questions, please watch this short video: https://www.youtube.com/watch?v=7EmWdysUk0c

Explore
Defining Sequence and Arithmetic Sequence( After visiting the site above, please answer the questions
below:
Exercise I
1. When is a list of numbers called sequence?
2. When a sequence finite or infinite?
3. In what ways can you express a sequence?
4. When is a sequence arithmetic?
Sum- up what you have learned by completing the statements below:
A sequence is __________________________________________________________________________________
A sequence is finite when ________________________________________________________________________
It is infinite when _______________________________________________________________________________
A sequence is arithmetic when ____________________________________________________________________

Activity III. Arithmetic Sequence or Not

Complete the FRAYERS MODEL BELOW.

Definition(Arithmetic Sequence) Characteristics/Facts of Arithmetic

Sequence

Arithmetic
Sequence
Give 2 examples of Give 2 examples of Non
Arithmetic sequence Arithmetic sequence

Page 2 Sources: PEAC, DIWA learning materials

ACTIVITY IV: Skills Practice in In Identifying Arithmetic Sequences ( Complete the table)
Tell whether each sequence is arithmetic or not. If it is arithmetic, check on the YES column then give the
COMMON DIFFERENCE. If NOT, check the NO column. (Note: to get the common difference, subtract:
16 – 12 = 4
20 – 16 = 4
Sequences YES NO Common Difference
1. 12, 16, 20, 24, . . . √ 4
2. -8, -3, 1, 4, . . . √ No common difference
3. 35, 32, 29, 26, . . .
4. 40, 45, 50, 55, . . .
5. -3, -23, -43, -63, . . .
6. 4, 9, 13, 17, . . .
7. -34, -64, -94, -124, . . .
8. -30, -40, -50, -60, . . .
9. -7, -9, -11, -13, . . .
10. 9, 14, 19, 24, . . .

Firm Up:
Your goal in this section is to learn and understand key concepts of arithmetic sequence, mean and series and
apply these concepts in solving real-life problems.
Activity V. How many Gifts? Please visit the link:
https://www.youtube.com/watch?v=oyEyMjdD2uk
Process Questions:
1. What did you feel when you hear the carol? Oh! It’s Christmas.
2. On the first day of Christmas, how many gifts did my true love send to me? What was it?
3. On the second day of Christmas, how many gifts did my true love send to me? What was it?
4. On the fifth day of Christmas, how many gifts did my true love send to me? What was it?
B. Complete the table:
Day 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
No. of gifts sent 1 2 3

After…Day.. 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Total gifts sent 1 3 6

Definitions: *An arithmetic is a sequence in which any term except the first term is obtained by adding a
constant
number to the preceding term. The constant number is called common difference.
*Arithmetic mean/s is/are the term/s found between two given terms of an arithmetic
sequence.
Activity VI.
1. Finding the terms of an arithmetic sequence (Visit the link below.)Enhancement
https://virtualnerd.com/algebra-2/sequences-series/arithmetic/arithmetic-sequences/arithmetic-sequence-next-
term-example
Complete the statement:
To get the next term of an arithmetic sequence, ________________________________________________
2. Formula for the nth term and finding the nth term of an arithmetic sequence (Enhancement).
https://www.virtualnerd.com/algebra-2/sequences-series/arithmetic/arithmetic-sequence/sequence-nth-term-
eaxmple
Complete the statement:
To determine the nth term of an arithmetic sequence, use the formula _____________________; where 𝒂𝟏 is
the ___________, n is the _______________________, and d is the _____________________________.

3. Finding the Missing term/s in an Arithmetic Sequence

To determine the missing term/s of an arithmetic sequence given the first and the last terms, determine the
common difference by using the formula 𝒂𝒏 = 𝒂𝟏 + ( n – 1)d, substitute the first term, and the nth term.
Example: The first term in an arithmetic sequence is 7 and the 13th term is 79. What is the 5th term?
Solutions: 𝒂𝟏 = 7, 𝒂𝟏𝟑 = 79, n = 13
𝒂𝟏𝟑 = 𝒂𝟏 + ( 13 – 1) d
79 = 7 + 12d
72 = 12 d
d=6
Page 3 Sources: PEAC, DIWA learning materials
Activity VII. Formula: 𝒂𝒏 = 𝒂𝟏 + ( n – 1)d
A. Give the next term.
____________1. 5, 8, 11, 14, . . .
____________2. 5, 13, 21, 29, . . .
____________3. 3, 16, 29, 42, . . .
B. Find the indicated term.
____________1. a1 = 9, d = 4, find a4.
____________2. a1 = 3, d = -5, find a7.
____________3. a4 = -2, a10 = 10, find a2.
C. Insert the missing term/s (arithmetic mean/s) for each arithmetic sequence.
1. 3, _____, 11, . . .

2. 7, _____, _____, _____, 15, . . .

8
3. -4, _____, ______, ______, - 5 , . . .

ACTIVITY VIII. Revisiting Activity III (how many gifts do you receive?)
I CAN SOLVE MORE REAL-WORLD PROBLEMS.
1. You begin your jogging program to get back in shape. You begin to jog 5 minutes on the first day and
increase your jogging time by 2 minutes on each of the succeeding days.
a. What pattern does your jogging program make?
b. How do you determine the number of minutes to jog the next day?
c. How long is your jogging time on the fourth day?
d. Can you expect this pattern to continue infinitely? Explain.
e. How can the outcome of a certain real life problems be predicted?

2. You are saving money to buy netbook for your home study program. You have Php 5, 000 and you plan
to save Php 500 each week from your weekly allowance.
a. How much will you save after 8 weeks?
b. If the netbook costs Php 14, 000 how many weeks will it take you to save money at this rate?
3. There are 28 seats in the front row of the theater. Each succeeding row contains 2 more seats than the
previous row. If there are 24 rows, how many seats are there in the last row?

DEEPEN:
Your goal in this section is to relate arithmetic sequences and series to real-life problems or situations. Before
proceeding to the next section, consider the following questions: HOW CAN OUTCOMES OF CERTAIN
REAL LIFE PROBLEMS BE PREDICTED? Do the next activity.
ACTIVITY IX: Error analysis
1. Claire wrote the first 3 terms of an arithmetic sequence: 3, 6, 9, . . .
When she asked Robert to extend the sequence to the first 10 terms, he wrote 3, 6, 9, 3, 6, 9, 3,
6, 9, 3, . . .
a. Is Robert correct? Explain.
___________________________________________________________________
________________________________________________________________________________________.

b. What fact did Robert ignore when he extended the sequence?

______________________________________
______________________________________________________________________________________.
c. What is the correct sequence? ________________________________________________________.

2. Joseph and Jean are determining the formula for the nth term for the sequence -11, -2, 7, 16, . . .
Either of them is correct? Explain.
Joseph Jean
d = 16 – 7 or 9, a1 = - 11, d = 16 – 7 or 9, a1 = - 11,
an = - 11 + ( n – 1) 9 or 9n - 20 an = 9n - 11

My answer:

Page 4 Source: PEAC

ARITHMETIC SERIES
Activity X. Gauss’ Problem and Arithmetic Series
Please visit the given link:
http.//coolmath.com/algebra/19-sequence-series/06-gauss-problem-arithmetic-series-01.htm Enhancement
This 7 page article
1. Tells the story of young Karl Friedrich Gauss who astonishingly got the sum of the numbers from 1 to
100 in a few seconds.
2. Shows Karl’s technique in getting the sum of the numbers 1 to 100.
3. Explains how the formula for the sum of arithmetic series is derived.
4. Allows you to practice getting the sum of a given sequence.
Process Questions:
1. What was young Karl’s trick in getting the sum of the numbers 1 to 100?
2. What formula can be derived from his trick?
3. By applying his trick and formula, were you able to get the sum of the sequence in a lesser time?
4. What is your insight in this activity?

Activity XI; What is an Arithmetic Series?

The illustrations below are the processes made by Carl Friedrich Gauss to find the sum of the first n
terms in an arithmetic sequence.

and
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Lx3VUEemaM

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Please visit the given link: (Enhancement)
http.//coolmath.com/algebra-2/sequence-series/series-definition.php:defining a series
Process Questions:
1. What is the difference between a sequence and a series?
2. When is a series definite and infinite?
(𝑎 + 𝑎 ) 𝑛 ( 2𝑎1 + (𝑛−1 ) 𝑑
3. When will you use the formula: Sn = n 1 2 𝑛 and Sn = in finding the nth
2
partial sum of an arithmetic series?

Page 5 Source: PEAC

ACTIVITY XII
SOLVING REAL-LIFE PROBLEMS USING ARITHMETIC SEQUENCE AND SERIES

There are 20 seats in the front row of a theater. Each successive row contains two more seats than the previous
row. If there are 18 rows, what is the total number of seats?

There are a total of _______________ seats.

Process questions: 1. How did you solve the problem?
2. How can outcomes of a certain real life problem be predicted

ACTIVITY XIII. Test for understanding

Instruction: In the previous section, we look at different problems about arithmetic sequences and series.
Let us
put together in the table below our answers to the essential question that we asked for each
problem.
Essential Problem 1 Problem 2 Problem 3
Questions Seating Capacity Arrangement Financial Literacy
How can A new football stadium is to Students created a trapezoid A daughter borrowed some
outcomes be built. The bottom row will from the cans they had money from her parents. She
of real life have 250 seats and each row collected for the food bank. agreed to pay Php 2, 000. At
problems above the bottom row will There were 10 rows in the the end of the first month and
be have 40 seats more than the trapezoid. The bottom row Php 500 for each additional
predicted? row in front of it. The design had 100 cans. The 10th row month for 12 months.
calls for 30 rows. has 136 cans. a. How much does she pay in
a. How many seats will there a. How many cans are in the total after 12 months?
be in the 30th row? 8th row?

b. The problem is solved b. The problem is solved b. The problem is solved

using . . . using . . . using . . .

Process Questions:
1. Look at your answers to the essential question in the above table. What do all the answers have in
common?
2. When do you know if a problem calls for application of an arithmetic sequence, an arithmetic series or
both?
3. Complete the following statement and support your answer with the examples from the above
problems:
Outcome of certain real life problems can be predicted . . .
ANSWERS:
Exercise I
Sum- up what you have learned by completing the statements below:
A sequence is a series of related things or events, or the order in which they follow a certain rule.
A sequence is finite if it has a limited number of terms. {4,8,12,16,…,64}
It is infinite when it does not have a last term. {4,8,12,16,20,24,…}
A sequence is arithmetic when the next term is increased/decreased by adding/subtracting some constant k.
Page 6 Source: PEAC
ACTIVITY IV: Skills Practice in In Identifying Arithmetic Sequences ( Complete the table)
Tell whether each sequence is arithmetic or not. If it is arithmetic, check on the YES column then give the
COMMON DIFFERENCE. If NOT, check the NO column. (Note: to get the common difference, subtract:
16 – 12 = 4
20 – 16 = 4
Sequences YES NO Common Difference
1. 12, 16, 20, 24, . . . √ 4
2. -8, -3, 1, 4, . . . √ No common difference
3. 35, 32, 29, 26, . . . √ -3
4. 40, 45, 50, 55, . . . √ 5
5. -3, -23, -43, -63, . . . √ -20
6. 4, 9, 13, 17, . . . √ No common difference
7. -34, -64, -94, -124, . . . √ -30
8. -30, -40, -50, -60, . . . √ -10
9. -7, -9, -11, -13, . . . √ -2
10. 9, 14, 19, 24, . . . √ 5

Activity V. How many Gifts? Please visit the link:

1. What did you feel when you hear the carol?
2. On the first day of Christmas, how many gifts did my true love send to me? What was it?
3. On the second day of Christmas, how many gifts did my true love send to me? What was it?
4. On the fifth day of Christmas, how many gifts did my true love send to me? What was it?
B. Complete the table:
Day 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
No. of gifts sent 1 2 3 4 5 6 7 8 9 10 11 12

After…Day.. 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Total gifts sent 1 3 6 10 15 21 28 36 45 55 66 78
Activity VI.
1. Finding the terms of an arithmetic sequence
Complete the statement:
To get the next term of an arithmetic sequence always add (or subtract) the same value to the previous term.
2. Formula for the nth term and finding the nth term of an arithmetic sequence (Visit the link below).
Complete the statement:
To determine the nth term of an arithmetic sequence, use the formula an = a1 + (n – 1) d; where 𝒂𝟏 is the first
term, n is the number of terms, and d is the common difference.

Activity VII. Formula: 𝒂𝒏 = 𝒂𝟏 + ( n – 1)d

D. Give the next term.
17 1. 5, 8, 11, 14, . . .
37 2. 5, 13, 21, 29, . . .
55 3. 3, 16, 29, 42, . . .
E. Find the indicated term.
21 1. a1 = 9, d = 4, find a4.
-27 2. a1 = 3, d = -5, find a7.
-6 3. a4 = -2, a10 = 10, find a2.
F. Insert the missing term/s (arithmetic mean/s) for each arithmetic sequence.
4. 3, 7 , 11, . . .
5. 7, 9, 11, 13, 15, . . .
17 14 11 8
6. -4, - , - , - ,- , . . .
5 5 5 5
I CAN SOLVE MORE REAL-WORLD PROBLEMS.
1. You begin your jogging program to get back in shape. You begin to jog 5 minutes on the first day and
increase your jogging time by 2 minutes on each of the succeeding days.
a. What pattern does your jogging program make? Arithmetic sequence
b. How do you determine the number of minutes to jog the next day? (5 + 2) minutes
c. How long is your jogging time on the fourth day? 5 + (4 - 1) 2 = 11 minutes
d. Can you expect this pattern to continue infinitely? Explain. No, n is infinite, so as the number of
minutes.
Page 7 Source: PEAC
 e. How can the outcome of a certain real life problems be predicted? Can be predicted through Arithmetic
sequence
2. You are saving money to buy netbook for your home study program. You have Php 5, 000 and you plan
to save Php 500 each week from your weekly allowance.
a. How much will you save after 8 weeks? Php 9, 000. 00
b. If the netbook costs Php 14, 000 how many weeks will it take you to save money at this rate? 18 weeks
3. There are 28 seats in the front row of the theater. Each succeeding row contains 2 more seats than the
previous row. If there are 24 rows, how many seats are there in the last row? 74 seats
Deepen:
1. a. Robert is wrong because each succeeding term must be increased by 3.
b. The rule an = a1 + ( n – 1) d
c. 3, 6, 9, 12, 15, 18, 21, . . .
2. Joseph is correct: The correct formula is a n = 9n – 20.
ARITHMETIC SERIES
Activity X. Gauss’ Problem and Arithmetic Series
Process Questions:
1. What was young Karl’s trick in getting the sum of the numbers 1 to 100? Get the sum of the first and the
last terms, second term and the second from the last and so on, the multiply the number of pairs.
(𝑎 + 𝑎 )
2. What formula can be derived from his trick? Sn = n 1 2 𝑛
3. By applying his trick and formula, were you able to get the sum of the sequence in a lesser time? yes
4. What is your insight in this activity?
Activity XI; What is an Arithmetic Series?
Process Questions:
1. What is the difference between a sequence and a series?
A sequence is a series of related things or events, or the order in which they follow a certain rule while a
series is the sum of the terms in a sequence.
2. When is a series definite and infinite?
(𝑎 + 𝑎 ) 𝑛 ( 2𝑎1 + (𝑛−1 ) 𝑑
3. When will you use the formula: Sn = n 1 2 𝑛 and Sn = in finding the nth partial
2
sum of an arithmetic series?
(𝑎 + 𝑎 )
Use the formula: Sn = n 1 2 𝑛 , when number of terms, the first term, and the last term are given.
𝑛 ( 2𝑎1 + (𝑛−1 ) 𝑑
Use the formula: Sn = , when number of terms, the first term, and the common difference are
2
given.
ACTIVITY XII
SOLVING REAL-LIFE PROBLEMS USING ARITHMETIC SEQUENCE AND SERIES
There are 20 seats in the front row of a theater. Each successive row contains two more seats than the previous
row. If there are 18 rows, what is the total number of seats?
There are a total of 666 seats.
Process questions: 1. How did you solve the problem?
The problem is solved using Arithmetic Sereis.
2. How can outcomes of a certain real life problem be predicted
The outcomes of a certain real life problem be predicted using Arithmetic Series.
ACTIVITY XIII. Test for understanding
Instruction: In the previous section, we look at different problems about arithmetic sequences and series. Let us
put together in the table below our answers to the essential question that we asked for each problem.
Essential Problem 1 Problem 2 Problem 3
Questions Seating Capacity Arrangement Financial Literacy
How can A new football stadium is to Students created a trapezoid A daughter borrowed some
outcomes be built. The bottom row will from the cans they had money from her parents. She
of real life have 250 seats and each row collected for the food bank. agreed to pay Php 2, 000. At
problems above the bottom row will There were 10 rows in the the end of the first month and
be have 40 seats more than the trapezoid. The bottom row Php 500 for each additional
predicted? row in front of it. The design had 100 cans. The 10th row month for 12 months.
calls for 30 rows. has 136 cans. a. How much does she pay in
a. How many seats will there a. How many cans are in the total after 12 months?
be in the 30th row? 1410 8th row? 128 Php 57, 000. 00
b. The problem is solved b. The problem is solved
using . . . b. The problem is solved using . . .
Arithmetic Sequence using . . . Arithmetic Series
Arithmetic Sequence
Page 8 Source: PEAC,
Process Questions:
1. Look at your answers to the essential question in the above table. What do all the answers have in
common?
To solve for the nth term in an Arithmetic Sequence.
2. When do you know if a problem calls for application of an arithmetic sequence, an arithmetic series or
both?
To solve for the nth term, use Arithmetic Sequence. To solve for the sum of the terms in an arithmetic sequence,
use arithmetic series.
3. Complete the following statement and support your answer with the examples from the above
problems:
Outcome of certain real life problems can be predicted . . . Arithmetic Sequence and Arithmetic series.

LESSON 3: Geometric Sequences, Means, and Series

In these lesson, you will learn to:

 Illustrate geometric series
 Differentiate a geometric sequence from an arithmetic sequence
 Differentiate a finite geometric sequence from infinite from infinite geometric sequence
 Determine the geometric mean and nth term of a geometric sequence
 Find the sum of the terms of a given finite or infinite geometric sequence

MODULE MAP:

Sequence and Series

Arithmetic Geometric Other Types

Sequence and Series Sequence and Series of Sequences

Finding the next term

Finding the nth term

Finding the Arithmetic/Geometric Means

Finding the sum of the First n terms

Solving Real-Life Problems

Week 3 GEOMETRIC SEQUENCE AND SERIES

Explore:
In the previous lesson, you learned how arithmetic sequences and series can help you predict outcomes of
certain real life problems. In this section, you will be able to discover a new sequence and series that you can
use to help predict the outcomes of more real life problems. Be reminded to take each activity seriously. Make
a conscious effort to highlight the new concepts that you will be learning.

ACTIVITY 1. The Math In Chess

Hundreds and hundreds of years ago, there was a King in India who loved to play games. But he had
gotten bored of the games that were present at the time and wanted a new game that was much more
challenging. He commissioned a poor mathematician who lived in his kingdom to come up with a new
game.
After months of struggling with all kinds of ideas, the mathematician came up with the game of

Page 9 Source: PEA

 Chaturanga. The game had two armies each led by a King who commanded the army to defeat the other
by capturing the enemy King. It was played on a simple 8×8 square board. The King loved this game
so much that he offered to give the poor mathematician anything he wished for. "I would like one grain
of rice for the first square of the board, two grains for the second, four grains for the third and so on
doubled for each of the 64 squares of the game board." said the mathematician.

"Is that all? Why don't you ask for gold or silver coins instead of rice grains?,"asked the King. "The rice is
sufficient for me," replied the mathematician. The King ordered his staff to lay down the grains of rice and soon
learned that all the wealth in his kingdom would not be enough to buy because the amount of rice was exhausted
before the 30th square was reached. You have provided me with such a great game and yet I cannot fulfill
your simple wish. You are indeed a genius!" said the King and offered to make the mathematician his top most
adviser then
Are you wondering to know exactly how many grains of rice would be needed on the 64th
square and what is the number of rice grains would be needed for all 64 squares? Let us try to discover
the answer by doing the next activity.

PROCESS QUESTIONS
1. Complete the table:
1st 2nd 3rd 4th 5th 6th 7th 8th 9th
square
1 2 4 8 16
Check your answers pp. 8 and 9
2 4 8 16
2. Find the ratio between two consecutive terms. 1 = 2, = 2, = 2, 8 = ___,
2 4
3. What kind of relationship did you find between the ratios? ________
4. How many grains would there be in the 10th square? 20th square? _____, _____
The sequence about can be generalized: 1, 2, 4, 8, 16, 32, 64, 128, 256, 512, 1,028, 2,048, 4,096, 8,192, . . .

The story and the activity show you one of the many situations where we can encounter sequences in real-life.
As you go through all the activities in this module, think of this question: How can the outcomes of certain real
life problems be predicted?
Going back to the table, a1 = 1
a2 = 1  2 = 2
a3 = 1  2  2 = 4
a4 = 1  2  2  2 = 8
a5 = 1  2  2  2  2 = 16 or a5 = 1  2 (5 - 1) or a5 = 1  24
From the above illustrations, how do you find a n?
an = a1  r ( n – 1 ) where: an = nth term
n = term number
r = common ratio
FIRM-UP Please visit the link for definition of geometric sequence.
Enhancement: https://www.youtube.com/watch?v=93X6Up32Peg ( It is a 3.5 minute video)

Page 10 Source: PEAC

Activity II. What’s Up Geometric?
Complete the Frayer’s model below:
Definition (geometric sequence) Facts/Characteristics(geometric sequence)

Geometric
Examples(geometric sequence) Sequence Non-examples(geometric sequence)

Process Questions:
5. How did you come up with the list of facts and characteristics of the geometric sequence?
6. Do all the examples that you have given have all the essential characteristics?
7. How did you come up with the non-examples? Why do you consider these as non-examples? Support your
answer.

ACTIVITY NO. III The Big Difference

In the previous lesson, you learned what arithmetic sequence are. In this activity, you will now compare
arithmetic sequence and geometric sequence.

Arithmetic Sequence Geometric Sequence

Or an = a1 + (n – 1)d an = a1 ● r n - 1

PROCES QUESTIONS: (Refer to the presentation above)

8. Describe geometric sequence? ______________________________
9. How do you distinguish arithmetic sequence from geometric sequence? ________________

ACTIVITY IV. The Search is On

Finding the terms of a geometric sequence
A. Finding the nth term of a Geometric Sequence
- in a geometric sequence with first term a1 and common ratio r, the nth term an = a1 r n – 1.

Example 1 : Find a. the 5th term for the geometric sequence and b. the nth term 4, 12, 36, 108, . . .
𝟏𝟐 𝟑𝟔 𝟏𝟎𝟖
Solutions: Solve for the value of the common ratio, r = 𝟒 = 𝟏𝟐 = 𝟑𝟔 = 3
a. Solving for a5: a5 = a1  r 5 – 1
a5 = 4  3 4 = 324
b. Solving for the nth term an = 4  3 n - 1

Page 11 Source: PEAC

B. Finding terms of a geometric sequence
Example 2: Find the common ratio r and the first term a1 for the geometric sequence with third term 20
and sixth term 160.
𝟐𝟎
Solving: For n = 3, a3 = a1 r2 = 20 a1 = 𝒓𝟐
𝟏𝟔𝟎
For n = 6, a6 = a1 r5 = 160 a1 = 𝒓𝟓
𝟐𝟎 𝟏𝟔𝟎
Solving for r, = note: The ratios of a given geometric sequence are equal.
𝒓𝟐 𝒓𝟓
𝒓𝟓 𝟏𝟔𝟎 𝟐𝟎
= , cross multiplication From a1 =
𝒓𝟐 𝟐𝟎 𝒓𝟐
𝟑
𝒓 = 8 , simplifying and r = 2
𝟑 𝟐𝟎
r = √𝟖 , extracting the third root a1 = 𝟒
r= 2 a1 = 5
Do it yourself:
1. Find the 10th term of the geometric sequence 1, 3, 9, 27, . . . selfcheck: 19,683
𝟏 𝟓
2. a1 = 80 and r = 𝟐 , find a10 . selfcheck: 0.15625 or 𝟑𝟐
3. a1 = 2 and r = - 3 , find a6 . selfcheck: -486
C. Modeling a population of fruit flies.
A population of fruit flies is growing in such a way that each generation is twice as large as the last
generation. Suppose there were 50 insects in the first generation, how many fruit flies would there be
in the tenth generation?
The population of each generation is a geometric sequence with a1
as the first generation population, a2 as the second generation
population, a3 as the third generation population, and so on.
The 10th generation would be a10 and the first term a1 = 50, the
common ratio is r = 2, and n = 10.
a10 = 50  210 – 1
a10 = 25, 600
Therefore, there are 25, 600 fruit flies on the 10 th generation.

Process Question:
10. How do you find the nth term of a geometric sequence? ______________ Selfcheck: ( an = 𝑎1  𝑟 (𝑛−1) )

ACTIVITY V. Skill Builder

Answer the worksheet that contains important skills
A. Determine if the sequence is geometric or not. Write the common ratio if it is geometric.
Study the answers given
Geometric sequence or Common ratio
Not
11) -1, 6, -36, 216, . . . Geometric sequence -6
12) 1, 4, 8, 12, . . . Not
13) 4, 16, 36, 64, . . . Not
14) 3, 15, 75, 375, . . . Geometric sequence 5
15) 1, -5, 25, -125, . . . Geometric sequence -5
Page 4 Source: PEAC
B. Given the explicit or precise formula for the geometric sequence, find the first 5 terms.
Note: Explicit formula, is a formula to find the nth term of a sequence.
16. an = 3 n – 1 ___________________________________ selfcheck: 1, 3, 9, 27, 81, . .
17. an = 2  4 n – 1 _________________________________ selfcheck: 2, 8, 32, 128, 512, . . .
C. Given the two terms in a geometric sequence, find the indicated term.
18. a1 = - 2 and a4 = 128, find a5. selfcheck: - 512

19. a2 = 18 and a3 = 108, find a5. selfcheck: 3,888

GEOMETRIC MEAN
Definition:
A geometric mean is a term/ are terms between two given terms in a geometric sequence.
Recall: From the geometric sequence 2, 4, 8, 16, 32, . . . ,

Page 12 Source: PEAC

20. find the geometric mean between 2 and 32. 2, ____, 32
The geometric mean between 2 and 32 can be solved using the idea:
If a, b, and c form a geometric sequence, then the geometric mean (b) = √𝒂  𝒄 or b2 = a  c
b = √𝟐  𝟑𝟐
b = √𝟔𝟒
b =  8, b = -8 or b = 8
21. Insert 3 geometric means between 6 and 96. 6, ____, ____ , ____, 96
Solutions: Solve first the geometric mean between 6 and 96. geometric mean (b) = √6 96 = 24
Solve first the geometric mean between 6 and 24. geometric mean (b) = √6 24 = 12
Solve first the geometric mean between 24 and 96. geometric mean (b) = √24 96 = 48
Therefore, the geometric means between 6 and 96 are: 12, 24, and 48.
The geometric sequence is 6, 12, 24, 48, 96.

Do It Your Own.
22. Find the geometric mean between 16 and 25. selfcheck: 20
23. Insert 3 geometric means between 2 and 162. selfcheck: 2, 6, 18, 54, 162
24. 1, ____ , ____, _____, 256, . . . selfcheck: 1, 4, 16, 64 , 256, . . .

WEEK 4
ACTIVITY VI.
GEOMETRIC SERIES
Finite Geometric series and infinite geometric series
Definitions:
A finite geometric series represents the sum of a finite number of terms in a geometric sequence.
Sn = a1 + a1r + a1r2 + a1r3 + . . . + a1r n – 2 + a1r n – 1
Example: Find the sum of the first 10 terms of the geometric sequence 2, 6, 18, … , 39,366 .
Illustration: 2 + 6 + 18 + 54 + 162 + 486 + 1,458 + 4,374 + 13,122 + 39,366 = 59,048.

An infinite geometric series represents the sum of an infinite number of terms in a geometric
sequence. When the common ratio is between -1 and 1 ( i.e. -1 < r < 1), the value of rn decreases
and converges to 0.
- The values of the succeeding terms decrease and get closer to zero.
- However, when r  1 or r  - 1, the series diverges from zero, its partial sum increases or
𝟑
decreases without bounds; for instance, when the ratio is 𝟐 , which is greater than 1.
𝟏 𝟏 𝟏 𝟏 𝟏
Example: Find the sum of the terms of the infinite geometric sequence: 1, 𝟐 , 𝟒 , 𝟖 , 𝟏𝟔 , 𝟑𝟐 , . . .
𝟏 𝟏 𝟏 𝟏 𝟏
Illustrations: 1 + + + + + + ... = 2 How?
𝟐 𝟒 𝟖 𝟏𝟔 𝟑𝟐
FORMULAS:
𝑎1 ( 1 − 𝑟 𝑛 )
FINITE Geometric series: Sn = , where Sn = Sum of the first n terms
1−𝑟
a1 = first term
n = number of terms
r = common ratio
𝑎
INFINITE Geometric series: Sn = 1 −1 𝑟 , where Sn = Sum of all the terms
a1 = first term
r = common ratio
Examples:
a. Find the sum of the first 10 terms of the geometric sequence 8, 24, 72, 216, . . .
Solutions: a1 = 8, n = 10, and r = 3
8 ( 1 − 310 )
S10 =
1−3
− 472,384
S10 = or 236, 192
−2

b. Find the sum of the terms of an infinite geometric sequence 8, 4, 2, 1, . . .

1
a1 = 8 and r =
2
𝒂
Sn = 𝟏 −𝟏 𝒓
𝟖
Sn = 𝟏
𝟏−
𝟐
Sn = 16

Page 13 Source: PEAC

Please complete the Venn Diagram below.
Finite Infinite
Geometric Geometric
series series

Process Questions:
After completing the Venn diagram, complete the following statements below.
A finite geometric series and an infinite geometric series are similar because they _______________
They are different because ____________________________________________________

Enhancement: https://www.youtube.com/watch?v=mYg5gKlJjHc (Youtube Geometric Series)

Exercises:
A. Find the sum of the first 10 terms of the following finite geometric series.
26. 3, 6, 12, 24, . . . selfcheck: 3,072
27. 7, -14, 28, -56, . . . selfcheck: -2,374

B. Find the sum of the terms of the following infinite geometric series.
𝟏 𝟏 𝟏 𝟏
28. 𝟐 , 𝟒 , 𝟖 , 𝟏𝟔 , . . . selfcheck: 1
𝟐 𝟒 𝟖 𝟏𝟔
29. 1, , , , , . . . selfcheck: 3
𝟑 𝟗 𝟐𝟕 𝟖𝟏

ACTIVITY VII.
30. The problem with the ball.
A ball is dropped from a height of 100m and
bounces 80% its previous height. Find the
total distance the ball has travelled before it
comes to rest. (Infinite geometric sequence)
𝟒
Note: 80% = or 0.8
𝟓

( Please watch the video for further discussions)

Enhancement: https://www.youtube.com/watch?v=BC6wH-danY4
Process Questions:
a. What kind of problem was presented in the above/video?
__________________________________
b, How far has the ball travelled before it comes to rest?
____________________________________
Solutions: Initial height = 100m (distance travelled)
First bounce (distance) = 100m(0,8) going up and 100m(0,8)going down = (80m )(2)
Initial distance(dropping) = 100m
a1 (first term) = 100m(0.8) = 80m
r (common ratio) = 80% or 0.8
𝒂
Total distance travelled Sn = 100 + 2( 𝟏 )
𝟏−𝒓
𝒂𝟏
Sn = 100 + 2( ) , multiplying it by 2 because bouncing is going up and going down.
𝟏−𝒓
𝟖𝟎
Sn = 100 + 2( 𝟏 − 𝟎.𝟖 )
= (100 + 800)
Sn = 900 m total distance travelled before the ball comes to rest.

Page 14 Sources: PEAC and Diwa Learning Town

31. How fast is the transmission of COVID -19 If a person infected with COVID-19 Virus
Virus?
can infect 3 persons, the spreading of
the Virus happens exponentially.
a1 = 1, common ratio (r ) is 3.
n=5
How many persons are infected up to
the 5th generation?
Finite Geometric Sequence
𝒂𝟏 ( 𝟏 − 𝒓𝒏 )
Sn = 𝟏−𝒓
𝟏 ( 𝟏 − 𝟑𝟓 )
S5 =
𝟏−𝟑
𝟏 ( 𝟏 − 𝟑𝟓 )
S5 =
𝟏−𝟑
S5 = 121 infected persons
ACTIVITY XTest for understanding
Instruction: In the previous section, we look at different problems about geometric sequences and series.
Let us put together in the table below our answers to the essential question that we asked for each
problem.
Essential Problem 1 Problem 2 Problem 3
Questions Car Value Culture of Bacteria Counting your ancestors
How can A brand new car is bought at A certain bacteria colony A person has two parents, four
outcomes a cost of Php. 900, 000. 00. If doubles in number every grandparents, eight great
of real life the car depreciates at a rate of hour. grandparents, and so on.
problems 5% every year, If 1 bacterium is placed in a How many ancestors do you
be What is the value after 5 glass beaker at 8:00 AM, have 10th generations before?
predicted? years? How many bacteria will 1,223 Note: You have only 9
Php 733,055.63 there be after 12 midnight? generations as your ancestors.
The problem is solved 65,535 The problem is solved
using . . . Geometric The problem is solved using . . . Geometric Series
Sequence using . . . Geometric
Sequence

Answers to the previous activities whose answers are not provided.

Definition (geometric sequence) Facts/Characteristics(geometric sequence)
is a sequence of non-zero numbers where each term 1, 4, 16, 64, …..
after the first is found by multiplying the previous 4 16 64
= = = 4, common ratio is 4.
one by a fixed, Geometric 1 4 16

non-zero number called the common ratio Sequence

Examples(geometric sequence) Non-examples(geometric sequence)
(a) 1, 4, 16, 64, ….. 1, 3, 5, 7, . . .
(b) 10, –5, 2.5, –1.25, ….. 11, 6, 1, -4, . .
(c) 2, 4, 12, 48, …..
Process Questions:
5. How did you come up with the list of facts and characteristics of the geometric sequence? There is a common
ratio.
6. Do all the examples that you have given have all the essential characteristics? yes
7. How did you come up with the non-examples? Why do you consider these as non-examples? Support your
answer.
If the ratios are not the same, then it is not a geometric sequence.
ACTIVITY NO. III The Big Difference
In the previous lesson, you learned what arithmetic sequence are. In this activity, you will now compare
arithmetic sequence and geometric sequence.
Arithmetic Sequence Geometric Sequence
is a sequence of non-zero numbers where each
An ordered list of numbers wherein term after the first is found by multiplying the
the difference between the consecutive previous term by a fixed non-zero number called
terms is constant. the common ratio

Page 15 Sources: PEAC and Diwa Learning Town

Arithmetic sequence and geometric sequence are similar because (Both are sequences).
They are different because (Arithmetic sequence is an ordered list of numbers wherein the difference between
the consecutive terms is constant while is a sequence of non-zero numbers where each term after the first is
found by multiplying the previous one by a fixed non-zero number called the common ratio.)
Page 13 Sources: PEAC, Diwa Learning Town, Our World of Math

CHAPTER 2 Polynomial Function

LESSON 1
Real Life Examples-Parabolas
Have you ever wondered how businessmen, researchers, and designers make prediction?
What factors are being considered in making predictions?
The use of the concepts of polynomial functions models and solves real-world situations.
This module seeks to find the answer to the question: How do values of one variable behave in terms of the
other in the polynomial function that models a real-world situation? (Source: PEAC)

In these lessons, you will learn to the following

Lesson 1: Remainder and Factor Theorem
1. Performs division of polynomials using long division and synthetic division. - S
2. Proves the Remainder Theorem and the Factor Theorem. – S
3. Factor polynomials. - K
Lesson 2: Polynomial Equations
1. Illustrates polynomial equations. – K
2. Proves rational root theorem. –S
3. Solves polynomial equation. –S
4. Solves problems involving polynomials and polynomial equations. – S
Lesson 3: Polynomial Functions
1. Illustrates polynomial functions. – K
2. Graphs polynomial functions. – S
3. Solves problems involving polynomial functions. S
MODULE MAP:
Factor,
Remainder
and
Rational
Zero
Theorem

Factors of Polynomial
Polynomial Polynomi Equations
al
Function
s

Application Graphs

LESSON 1
Expected Skills:
To do well in this module, you need to remember and do the following:
1. Define terms that are unfamiliar to you.
2. Explore websites that will help you understand the lesson.
3. Perform and complete the exercises provided.
4. Collaborate with the teacher and peers

page 16 Source: PEAC

Answers of the process questions are provided at the later part of the module.
Let us find out how much you already know about this module.
Take note of the items that you were not able to answer correctly. Look for the right answer as you go through
this module.
EXPLORE Activity I IS IT A POLYNOMIAL?
Complete the table.
Expression YES NO Reason
1. 4x2y + 8xy + 5
2. 5d2 + 11d - 9
3
3. 𝑥
4. 7
𝑥3
5. 2
6. 8√𝑥 + 5
B. Complete the FRAYER MODEL using the word POLYNOMIAL.
Complete the FRAYERS MODEL BELOW.
Definition(Polynomial) Characteristics/Facts of Polynomials

POLYNOMIALS
Give 2 examples of Give 2 examples of Non
Polynomials Polynomials
Process Questions:
1. How did you determine the examples and non-examples of polynomials?
2. How does the polynomial differ from other algebraic expressions?
3. What makes an expression a polynomial?
ACTIVITY II:
AGREE OR DISAGREE ( Anticipation-Reaction Guide)
Answer only the first column.
Read each statement in the column TOPIC. Write A if you Agree with the statement and D if you Disagree
in the first column.
Response TOPIC: Polynomial Functions Response
before after
Lesson
Lesson
(2𝑥−5)
1. is a polynomial.
3
2. √2𝑥 − 5 is a polynomial.
3. The degree of x3 – 6x2 + 8x + 5 is 3.
4. The leading coefficient of the polynomial -11 + x – x2 + x4 is -11.
5. In synthetic division, the last number in the last row of the process represents the
quotient.
6. If f(x) = x4 – 5x2 – 7x + 6, then f(3) = 21.
7. Either the Remainder Theorem or Synthetic Division can be used to find the
remainder when a polynomial in x is divided by x – r, where r is the constant.
8. x – 2 is a factor of P(x) = x4 – 16.
9. x + 3 is a factor of P(x) if P(-3) = 0.
10. If x3 - 6x2 + 8x + 5 is divided by x – 2, the remainder is 6.
11. If 3x14 - 2x12 + 3 is divided by x + 1, the remainder is 3.
12. If one of the factors of hx3 + 3x2 - 2hx + 1 is x + 1, the value of h is -4.
Process Questions:
1. What comes into your mind when filling in the first column of the Anticipation Reaction Guide (ARG)?
ACTIVITY III
Complete Me! Table 1. ( Complete the table below.)
Polynomial Degree Number of Classification Classification according
terms according to degree to the number of terms
-10 Zero one constant monomial
2x + 1 One two linear binomial
x – 5x - 3
2
two three quadratic trinomial
2x3 + 5x
x6 + 4x3 - 5
page 17 Source: PEAC
Table 2.
Polynomial Leading term Leading Number of terms Degree
coefficient
2x + 5 2x 2 2 one
3 – 5x + 4x2 – 2x3 -2x3 -2
4x5 – 2x3 + x 4
(2x – 3 )2 three
(x2 – 2x) – (x4 + -x4 Four
5x2 )

*A polynomial in one variable x is an algebraic expression formed by the sum of an expressions of the
form axn where a represents a constant and n is a nonnegative integer. These expressions are the terms of
the polynomial. There are no negative exponents and no variables in the denominator for polynomials. In
general, a polynomial is an algebraic expression of the form anxn + an - 1xn – 1 + an - 2xn -2 + . . . + a2x2 + a1x +
a0 , where n is a nonnegative integer and a0, a1, a2, . . . , an are constants. If an ≠ 0, the nonnegative
exponent n of anxn is called the degree of the polynomial.
*A polynomial can be written in a form of a function as P(x) = form anxn + an - 1xn – 1 + an - 2xn -2 + . . . + a2x2
+ a1x + a0 , where the right side of the equation is a polynomial expression.
* The terms are usually arranged such that the first term contains the variable with the highest exponent
and the exponents decrease with each succeeding term. In this case the first term becomes the leading term
of the polynomial and the numerical coefficient is called the leading coefficient. The exponent of x in the
leading term is called the degree of the polynomial.

ACTIVITY IV
DIVIDING POLYNOMIALS - A Review
Guide
Question:
What is the difference between synthetic division from long division?
Note: Long Division for polynomials works in much the same way division with plain numbers that you
have
learned.
Imagine of a square whose area is x2 – x – 6 sq. units. If the width is x – 2 units, what is the length?
Length = ?

Area = x2 + x – 6 sq. units Width = x – 2 units

How long is the side of the square?
𝑨𝒓𝒆𝒂 𝒐𝒇 𝒕𝒉𝒆 𝒔𝒒𝒖𝒂𝒓𝒆
Note: Area of a square = Length  Width or Length = 𝒘𝒊𝒅𝒕𝒉
𝒙𝟐 + 𝐱 – 𝟔 𝐬𝐪.𝐮𝐧𝐢𝐭𝐬
Length = 𝐱 – 𝟐 𝐮𝐧𝐢𝐭𝐬
Notice that division of polynomial is now involved.
Example 1,
How is (x2 + x – 6) be divided by (x – 2) Steps:
? 𝒙𝟐
1. Divide the first term of the dividend
𝒙
= x
x + 3 by the first term of the divisor.
Write the partial quotient directly above x.
x - 2  x2 + x – 6 2. Multiply the quotient x to the whole x ( x – 2) = x2 – 2x
- x2 – 2x Divisor x - 2.
Write the product below the dividend.
3x - 6 3. Subtract: x2 + x – 6
-- x2 – 2x
- 3x - 6 3x - 6
0 𝟑𝒙
4. Repeat step 1.
𝒙
= 3
5. Repeat step 2. 3 ( x – 2) = 3x - 6

6. Repeat step 3. 3x - 6
Page 18 Source: PEAC - 3x - 6
0
Hence, (x2 + x – 6) divided by (x – 2) is equal to x + 3.
Notice that division of polynomial is very much similar to division of whole numbers.
𝒙𝟑 + 𝒙𝟐 −𝟖𝒙 −𝟏𝟐
Example 2, Divide: 𝒙−𝟑
x2 + 4x + 4 Quotient
Solution: dividend x - 3  x3 + x2 - 8x - 12 Dividend
x3 - 3x2
4x2 - 8x - 12
4x2 - 12x
4x - 12
4x - 12
0 remainder
𝒙𝟑 + 𝒙𝟐 −𝟖𝒙 −𝟏𝟐
Therefore, = x2 + 4x + 4 .
𝒙−𝟑

𝒙𝟒 − 𝟐𝒙𝟐 −𝟑𝒙 + 𝟒
Example 3, Divide: (Note: Insert 0 for any missing term)
𝒙+ 𝟏
x3 - x2 - x - 2 Quotient
Solution: dividend x + 1  x + 0x - 2x - 3x - 2
4 3 2
Dividend
- x4 + x3
- x3 - 2x2 - 3x - 2
- x3 - x2
- x2 - 3x - 2
- - x2 - x
- 2x - 2
- - 2x - 2
0 remainder
Process Question: IV-A
Dividend Divisor Quotient Degree of Dividend Degree of the
quotient
𝒙𝟒 − 𝟐𝒙𝟐 − 𝟑𝒙 − 𝟐 x+1

FIRM UP
Your goal in this section is to learn and understand key concepts of the REMAINDER THEOREMS and
FACTORING POLYNOMIALS. And towards the end of this section you will be encouraged to answer
problems and applying these concepts.
LONG DIVISION VS SYNTHETIC DIVISION
Synthetic division is a shortcut method for dividing two polynomials which can be used in place of the standard
long division algorithm. This method reduces the dividend and the divisor polynomials into a set of numeric
values. After these values are processed, the resulting set of numeric outputs is used to construct the polynomial
quotient and the polynomial remainder.
Example: In long division, if x – 1 is a factor, then it will divide evenly; that is if we divide x2 + 5x + 6 by x –
1, we would get a zero remainder. Let us check.
x + 6
x - 1  x2 + 5x - 6 Since x – 1 is a factor of x2 + 5x - 6, then the remainder is
x2 - x zero.
6x - 6
6x - 6
0

Page 19 Source: PEAC

How does it look like in synthetic division?
SYNTHETIC DIVISION:

Divide: ( x2 + 5x - 6) ÷ ( x – 1)
First, write the COEFFICIENTs ONLY of the dividend 1 5 -6

Make sure you leave a room inside underneath the row 1 1 5 -6

of coefficients to write another row of numbers later.

Put the test zero x = 1 at the left.

( From the divisor: x – 1, equate it to zero, then solve for x.)
x – 1 = 0 or x = 1
1 1 5 -6
Bring down the first number inside representing the
leading coefficient and carry it down unchanged. Write it
1
below the division symbol.
Multiply this carry-down value by the value by the test 1 1 5 -6
zero and write the result up to the next column. 1
1
1• 1 = 1 (Follow the blue arrow)

Add down the column. (Follow the black arrow) 1 1 5 -6

1
5+1=6 1 6

Multiply this carry-down value by the value by the test 1 1 5 -6

zero and write the result up to the next column. 1 6
1 6
1•6 = 6 (Follow the blue arrow
1 1 5 -6
Add down the column. + 1 6
-6 + 6 = 0 1 6 0

The last carry number is the remainder. 0

Comparing the Long Division and the Synthetic Division:

x + 6 Quotient
x–1 x2 + 5x - 6 1 1 5 -6
- (x2 - 5x ) + 1 6
6x - 6 1 6 0
-- (6x - 6 )
0 x + 6 Quotient

Page 20 Source: PEAC

Example 2,
Complete the indicated division:
( 2x4 - 3x3 - 5x2 + 3x + 8 )  ( x – 2)
The entire synthetic division process step-by-step is as follows:
*To perform synthetic division, arrangr the terms of the polynomial (dividend) in descending order of
powers inserting 0 for every missing term.
(The dividend is already arranged in ascending order.)
* Copy only the numerical cofficients. 2 -3 -5 3 8
*Write the value of a (from the divisor x –a ) on the left of the inverted division symbol.

Note: In the example, x - a = x – 2 or x – ( 2). Thus a = 2.

a. Bring down the coefficient of the first term. 2 2 -3 -5 3 8

b. Multiply the value of a = 2, to the first term then 2 2 -3 -5 3 8

write the product below the second coefficient of 4
the of the dividend. 2

c. Add down the column. 2 2 -3 -5 3 8

4

2 1

d. Multiply the result in c by the value of a = 2. 2 2 -3 -5 3 8

Write the result below the next term. 4 2

2 1

e. Add down the column. 2 2 -3 -5 3 8

4 2

2 1 -3

f. Multiply the result in e by the value of a = 2. 2 2 -3 -5 3 8

Write the result below the next term. 4 2 -6
2 1 -3

g. Add down the column. 2 2 -3 -5 3 8

Write the result below the next term. 4 2 -6
2 1 -3 -3

h. Multiply the result in c by the value of a = 2. 2 2 -3 -5 3 8

Write the result below the next term. 4 2 -6 -6
2 1 -3 -3

i. Add down the column. 2 2 -3 -5 3 8

4 2 -6 -6
2 1 -3 -3 2
2𝑥 4 − 3𝑥 3 − 5𝑥 2 + 3x + 8
Therefore, the quotient when is 2x3 + x2 – 3x – 3 , and the remainder is 2.
x–2
The expression 2x3 + x2 – 3x – 3 is called depressed polynomial Remainder 2.
Process Questions: Process Question: IV - B
1. What is the quotient when 2𝑥 4 − 3𝑥 3 − 5𝑥 2 + 3x + 8 is divided by x – 2?___________________
2. What is the degree of the quotient? _______________________________________
3. What is the remainder when 2𝑥 4 − 3𝑥 3 − 5𝑥 2 + 3x + 8 is divided by x – 2?_______________

Page 21 Source: PEAC

ACTIVITY V. Divide using synthetic division
Complete the table.
Dividend Divisor Quotient Remainder
Example: x3 – 5x2 + 3x + 8 x - 2 x2 – 3x - 2 2
3 2
x + 3x + 3x + 1 x + 1
3 2
x + x - 8x - 12 x - 3
- x3 + 4x2 + 3x - 2 x - 1
x – 81
4
x + 3
After watching the video, please proceed to the next Activity.
https://www.youtube.com/watch?v=nefo9cUo-wg
ACTIVITY VI. What’s the Remainder?
Review on Evaluating Polynomial.
If P(x) = x3 - 5x2 + 3x + 8, P(2) means replacing x by 2 in the given P(x).
P(2) = ( 2)3 - 5(2)2 + 3( 2) + 8
= 8 - 20 + 6 + 8
P(2) = 2 Page 19 Source: PEAC
Complete the Table:
Divide P(x) by ( x - a) Quotient Remainder Value of P(x)
P(x) x-a a
x3 - 5x2 + 3x + 8 x - 2 2 x2 – 3x - 2 2 2
3 2
x + 3x + 3x + 1 x + 1 -1
x3 + x2 - 8x - 12 x - 3 3
3 2
- x + 4x + 3x - 2 x - 1
x – 81
4
x + 3
Process Questions:
1. What method did you use in finding the quotient and the remainder?_______________________________
2. What did you notice about the values of the remainder and the corresponding values of P(x)? __________
3. What is the other way of finding the remainder when P(x) is divided by x – a ?_______________________
4. What is the remainder when ( x3 + 1) is divided by ( x – 1)? ________________________
The Remainder Theorem: If a polynomial f(x) is divided by ( x – c), where c is a real number, the remainder is
f(c).
Enhancement: https://www.youtube.com/watch?v=9-6wFXQr5d8
ACTIVITY VII. Is It A Factor
Note: Dividend P(x) = Quotient  Divisor (x – a) + Remainder ( R)
A. Fill up the last two columns and answer the process questions that follows.
Dividend P(x) = Quotient Times Divisor Plus Remainder P (a)
x-a ( R)
x2 + 3x - 18 = x+6  x-3 + 0 0
2x - 3x – 8x + 12
3 2
= 2x – 7x + 6
2
 x+2 +
3x3 + 4x2 - 5x - 2 = 3x2 + 7x + 2  x - 1 +
B. Tell whether the binomial is a FACTOR of the given polynomial expression.
Polynomial expressions Yes No
1. x – 3x + 2 ;
2
x-2
2. 2x3 + 17x2 + 23x - 42 ; x-1
3. x3 - x2 – 10x - 8; x+2
4. x4 + 2x3 + 2x2 - 3; x - 2
5. 6x3 - 25x2 + 2x + 8; 2x + 1
For the factor theorem, please visit the link below.
Enhancement: https://www.youtube.com/watch?v=P-RvhBqBPOA
QUESTIONS PROCESS:
1. When is (x – c) a factor of P(x)? ____________________
2. How would you compare the values of P(c) and the values of the remainder theorem or R? _______
3. If a polynomial is divided by a first degree binomial and the remainder is 0, then the first degree binomial
is ____________of the polynomial.
4. When is ( x – c ) a factor of P(c)? ______________

Page 22 Source: PEAC

Factor Theorem: The polynomial function f(x) has a factor (x – c) if and only if c is a zero of
the polynomial f(x).
ACTIVITY XIII. Factoring polynomials
Problem 1 Problem 2 Problem 3
How do we factor What are the factors of What are the factors of What are the factors of
polynomial? 3x2 – 10x – 8 ? x3 + 3x2 - x – 3? x4 – 16?
( )( ) ( )( )( ) ( )( )( )(
)
What is the degree of the What is the degree of the What is the degree of the
polynomial? polynomial? polynomial?
_______________________ _______________________ It can be factored using:
_______________________ ____________________ ________or____________

Answer the following questions.

1. Show that x – 3 is a factor of x3 – 4x2 + x + 6 using factor theorem.
2. Use synthetic division in dividing x3 – 4x2 + x + 6 by x – 3.
What is the depressed polynomial? ___________________________________________________
Is the depressed polynomial factorable? _______________________________________________
What are the factors of x3 – 4x2 + x + 6 ? ______________________________________________

DEEPEN
ACTIVITY IX. What’s Up in a Roller Coaster?
The polynomial function f(x) = 0. 001x3 – 0. 12x2 + 3.6x + 10 models the path of a portion of a track
of a roller coaster. Find the height of the track for x = 20 feet.
You can use the function to estimate the height of the track by evaluating the function for x = 0, x = 10,
x = 20, x = 40, and x = 60 feet.
Use synthetic division to divide 0. 001x3 – 0. 12x2 + 3.6x + 10 by x – 20.

20 0. 001 - 0. 12 3.6 10
0. 02 -2.0 32
0. 001 -0. 10 1. 6 42
The table shows the height of the track of the roller coaster.
f(x) = 0. 001x3 – 0. 12x2 + 3.6x + 10 Height
x=0 f(0) = 0. 001(0)3 – 0. 12(0)2 + 3.6(0) + 10 10 feet
x = 10 f(10) = 0. 001(10)3 – 0. 12(10)2 + 3.6(10) + 10 35 feet
x = 20 f(20) = 0. 001(20)3 – 0. 12(20)2 + 3.6(20) + 10 42 feet
x = 40 f(40) = 0. 001(40)3 – 0. 12(40)2 + 3.6(40) + 10 ?
x = 60 f(60) = 0. 001(60)3 – 0. 12(60)2 + 3.6(60) + 10 ?
Note: If x = 20, the height of the track is 42 feet, using the remainder theorem

ACTIVITY X. What’ the Future Sales?

A company’s sales, in millions of pesos, of electronics consumer can be modelled by
S (x) = -1.2x3 + 18x2 + 26.4x + 678, where x is the number of years since 2005.
Complete the table and answer the questions below.
Year S (x) = - 1.2x3 + 18x2 + 26.4x + 678 Sales
3 2
Year 1 2005 S (1) = - 1.2(1) + 18(1) + 26.4(1) + 678 721.20
Year 2 2006 S (2) = - 1.2(2)3 + 18(2)2 + 26.4(2) + 678 793.2
3 2
Year 3 2007 S (3) = - 1.2(3) + 18(3) + 26.4(3) + 678 886.8
Year 10 2014
Year 20 2019
Process Questions:
1. What theorem is used in computing the sales in the first 3 consecutive years? ____________________
2. What other method can you use to estimate the sales? ________________________________________
3. How would you interpret the result? ______________________________________________________
4. Do you think this model is useful in estimating future sales? Justify your answer. ________________

Page 23 Source: PEAC

ACTIVITY XI, Costumer Service Alert!
Problem
A technical help service of a computer software company found that the following functions approximate
the number of calls received at any one time. It represents the time (in hours) service opened at 8: 00AM.
How many calls are expected at noon?
Day Polynomial Function
Saturday C (t) = - 0. 0052t4 + 2t3 + 24t
Sunday C (t) = - 0. 00625t4 + t3 + 16t
Monday C (t) = - 0. 008t4 + 3t3 + 10t
Note: There are 4 hours from 8: 00AM to 12: 00 Noon.
Use t = 4
Compute: For Saturday: C(4) = - 0. 0052(4)4 + 2(4)3 + 24(4) = 223
For Sunday: C(4) = - 0. 00625(4)4 + (4)3 + 16(4) = 126
For Monday: C(4) = - 0. 008(4)4 + 3(4)3 + 10(4) = 230
Interpret: 223 calls are expected from 8: 00AM to 12: 00Noon on Saturday.
126 calls are expected from 8: 00AM to 12: 00Noon on Sunday.
223 calls are expected from 8: 00AM to 12: 00Noon on Monday.
The computation is based on the function found by the technical help service of a computer software
company that approximates the number of calls received at any one time.

Using the same functions in the given problem, how many calls are expected at 10: 00AM?
In this case, t = 2 hours.
Compute: For Saturday: C(2) = - 0. 0052(2)4 + 2(2)3 + 24(2) = 64
For Sunday: C(2) = - 0. 00625(2)4 + (2)3 + 16(2) = 40
For Monday: C(2) = - 0. 008(2)4 + 3(2)3 + 10(2) = 44
Using the same functions in the given problem, how many calls are expected at 11: 00AM?
In this case, t = 3 hours.
Compute: For Saturday: C(3) = ?
For Sunday: C(3) = ?
For Monday: C(3) = ?
ACTIVITY XII. SOLVE
A. The function C(x) = 2.64x3 – 22.37x2 + 53.81x + 548.24 can be used to approximate the number (in
thousand) of Asian college students studying in the Philippines x years since 2000. How many Asian college
students can be expected to study in the Philippines in 2020?
PROCESS QUESTIONS:
1. What value of x will you use to evaluate C(x)? Why?__________________
2. What method will you use to evaluate C(x) ? ________________________________________
3. Which method did you find easier to use and why?____________________________________
4. Will this value practically answer “How many Asian college students can be expected to study in
the Philippines in 2020? __________________________________________________________

B. A specific car’s fuel economy in miles per gallon can be approximated by

F(x) = 0. 00000056x4 – 0. 000018x3 + 1.38x – 0.38, where x represents the car’s speed in miles per
hour. Determine the fuel economy when the car is travelling 40, 50, and 60 miles per hour.
PROCESS QUESTIONS:
1. What is F(40) ? , F(50)?, F(60) ?
F (40) = __________ F(50) = ___________ F(60) = ____________
2. Which car’s speed maximizes fuel consumption?______________________________________
3. Can you suggest some ways or tips on how to save fuel? Why?___________________________
4. Which do you think is the best way to save fuel? Why?__________________________________
Self Check:
Answer the following questions.
A. Find the value of k so that x + 2 is a factor of the following polynomials
1. kx3 - 6x2 + 7x – 10
2. 2x2 - kx – 24
B. Find the value of k so that the remainder is R when F(x) is divided by ( x – c).
1. F(x) = x2 + 3kx + 4, Remainder = 22, c = 3
2. F(x) = x3 – 8x2 + x + k, Remainder = -40, c = 7
Page 24 Source: PEAC
C. Answer the following questions.
1. If (x + 4) is a factor of x3 + x2 – 10 x + 8, find the other factors.
2. If (x + 3) is a factor of x3 + 4x2 + x - 6, find the other factors.
D. Solve.
A company’s sales in millions of pesos of electrical appliances can be modelled by
S(x) = - x3 + 19x2 + 25.4x + 576, where x is the number of years since 2000. Use synthetic
division to estimate the sales for 2018 and 2020.
Note: For 2018: F(18) =?
For 2020: F(20) = ?
Do you think this model is useful in estimating future sales? Why?
ACTIVITY XIII:
AGREE OR DISAGREE ( Anticipation-Reaction Guide) A REVISIT
Answer only the THIRD column.
Read each statement in the column TOPIC. Write A if you Agree with the statement and D if you Disagree in
the first column.
Response TOPIC: Polynomial Functions Response
before after
Lesson Lesson
(2𝑥−5)
1. is a polynomial.
3
2. √2𝑥 − 5 is a polynomial.
3. The degree of x3 – 6x2 + 8x + 5 is 3.
4. The leading coefficient of the polynomial -11 + x – x2 + x4 is -11.
5. In synthetic division, the last number in the last row of the process represents the
quotient.
6. If f(x) = x4 – 5x2 – 7x + 6, then f(3) = 21.
7. Either the Remainder Theorem or Synthetic Division can be used to find the
remainder when a polynomial in x is divided by x – r, where r is the constant.
8. x – 2 is a factor of P(x) = x4 – 16.
9. x + 3 is a factor of P(x) if P(-3) = 0.
10. If x3 - 6x2 + 8x + 5 is divided by x – 2, the remainder is 6.
11. If 3x14 - 2x12 + 3 is divided by x + 1, the remainder is 3.
12. If one of the factors of hx3 + 3x2 - 2hx + 1 is x + 1, the value of h is -4.
ANSWER KEY A. IS IT A POLYNOMIAL?
Complete the table.
Expression YES NO Reason
1. 4x y + 8xy + 5 
2
Exponents of the variables are positive whole numbers.
2
2. 5d + 11d - 9  Exponents of the variables are positive whole numbers
3.
3
 Exponent of the variable is not a positive whole number. Same as 3x -1
𝑥
4. 7  Exponent of the variable is a positive whole number. 7𝑥 0 𝑎𝑛𝑑 0 is a
whole number.
5.
𝑥3  Exponent of the variables is a positive whole number.
2
6. 8√𝑥 + 5  Exponent of the variable is not a positive whole number. Same as 3x 1/2

B. Complete the FRAYER MODEL using the word POLYNOMIAL.

Complete the FRAYERS MODEL BELOW.
Definition(Polynomial) Characteristics/Facts of Polynomials
A polynomial expression is an algebraic -exponent of the variable is a positive whole
expression number.
consisting of term or sum of the terms whose -no variable inside a radical sign
exponent of the variable is a positive -no variable used as a denominator
whole number. POLYNOMIALS
- no fractional exponent in each
variable
Give 2 examples of Give 2 examples of Non
Polynomials Polynomials
1. 2 1. x -2
2. 3x 2. x1/2
You can give your own. 3. √𝑥 3
Page 25 Source: PEAC
Process Questions: Your answers must be based on the examples and illustrations above
1. How did you determine the examples and non-examples of polynomials?
2. How does the polynomial differ from other algebraic expressions?
3. What makes an expression a polynomial?
ACTIVITY II:
AGREE OR DISAGREE ( Anticipation-Reaction Guide)
Answer only the first column.
Read each statement in the column TOPIC. Write A if you Agree with the statement and D if you Disagree in
the first column.
Response TOPIC: Polynomial Functions Response
before after
Lesson Lesson
(2𝑥−5) Agree
1. is a polynomial.
3
2. √2𝑥 − 5 is a polynomial. Disagree
3. The degree of x – 6x + 8x + 5 is 3.
3 2
Agree
4. The leading coefficient of the polynomial -11 + x – x2 + x4 is -11. Disagree
5. In synthetic division, the last number in the last row of the process represents the Disagree
quotient.
6. If f(x) = x4 – 5x2 – 7x + 6, then f(3) = 21. Agree
7. Either the Remainder Theorem or Synthetic Division can be used to find the Agree
remainder when a polynomial in x is divided by x – r, where r is the constant.
8. x – 2 is a factor of P(x) = x4 – 16. Agree
9. x + 3 is a factor of P(x) if P(-3) = 0. Agree
10. If x - 6x + 8x + 5 is divided by x – 2, the remainder is 6.
3 2
Disagree
11. If 3x14 - 2x12 + 3 is divided by x + 1, the remainder is 3. Disagree
3 2
12. If one of the factors of hx + 3x - 2hx + 1 is x + 1, the value of h is -4. Agree
ACTIVITY III Complete Me! ( Complete the table below.)
Table 1.
Polynomial Degree Number of Classification Classification according
terms according to degree to the number of terms
-10 Zero one constant monomial
2x + 1 One two linear binomial
x2 – 5x - 3 two three quadratic trinomial
3
2x + 5x three two cubic binomial
x6 + 4x3 - 5 six three 6th degree trinomial
Table 2.
Polynomial Leading term Leading coefficient Number of terms Degree
2x + 5 2x 2 2 one
3 – 5x + 4x – 2x2 3
-2x 3
-2 4 cubic
4x – 2x + x
5 3
4x 5
4 three 5th
(2x – 3 )2 4x2 4 three quadratic
(x – 2x) – (x +
2 4
-x 4
-4 three Four/quartic
5x2 )
Process Question: IV-A
Dividend Divisor Quotient Degree of Dividend Degree of the
quotient
4 2 3 2 th
3rd? cubic
𝑥 − 2𝑥 − 3𝑥 − 2 x+1 𝑥 − 𝑥 − 𝑥 − 2 4 / quartic
Process Questions: Process Question: IV - B
1. What is the quotient when 2𝑥 4 − 3𝑥 3 − 5𝑥 2 + 3x + 8 is divided by x – 2? 2x3 + x2 – 3x – 3
2. What is the degree of the quotient? cubic
3. What is the remainder when 2𝑥 4 − 3𝑥 3 − 5𝑥 2 + 3x + 8 is divided by x – 2? 2
ACTIVITY V. Divide using synthetic division
Complete the table.
Dividend Divisor Quotient Remainder
Example: x – 5x + 3x + 8
3 2
x - 2 x – 3x - 2
2
2
x3 + 3x2 + 3x + 1 x + 1 x2 + 2x + 1 0
3 2 2
x + x - 8x - 12 x - 3 x + 4x + 4 0
- x3 + 4x2 + 3x - 2 x - 1 -x2 + 3x + 6 4
x – 81
4
x + 3 3 2
x - 3x +9x - 27 0
Page 26 Source: PEAC
ACTIVITY VI. What’s the Remainder?
Complete the Table:
Divide P(x) by ( x - a) Quotient Remainder Value of P(x)
P(x) x-a a
3 2
x - 5x + 3x + 8 x - 2 2 x2 – 3x - 2 2 2
x3 + 3x2 + 3x + 1 x + 1 -1 x2 + 2x +1 0 0
x3 + x2 - 8x - 12 x - 3 3 x2 + 4x +4 0 0
- x3 + 4x2 + 3x - 2 x - 1 1 -x2 + 3x +6 4 4
x – 81
4
x + 3 -3 x3 - 3x2 +9x - 0 0
27
Process Questions:
1.What method did you use in finding the quotient and the remainder?
Choose: Long division/synthetic division/evaluating
2. What did you notice about the values of the remainder and the corresponding values of P(x)? the same/equal
3. What is the other way of finding the remainder when P(x) is divided by x – a ?
Choose: Long division/synthetic division/evaluating
4. What is the remainder when ( x3 + 1) is divided by ( x – 1)? 2
ACTIVITY VII. Is It A Factor
Note: Dividend P(x) = Quotient  Divisor (x – a) + Remainder ( R)
A. Fill up the last two columns and answer the process questions that follows.
Dividend P(x) = Quotient Times Divisor Plus Remainder P (a)
x-a ( R)
x2 + 3x - 18 = x+6  x-3 + 0 0
2x - 3x – 8x + 12
3 2
= 2x – 7x + 6
2
 x+2 + 0 0
3x3 + 4x2 - 5x - 2 = 3x2 + 7x + 2  x - 1 + 0 0
B. Tell whether the binomial is a FACTOR of the given polynomial expression.
Polynomial expressions Yes No
1. x2 – 3x + 2 ; x-2 Yes
2. 2x3 + 17x2 + 23x - 42 ; x-1 Yes
3. x3 - x2 – 10x - 8; x+2 Yes
4 3 2
4. x + 2x + 2x - 3; x - 2 No
3 2
5. 6x - 25x + 2x + 8; 2x + 1 Yes
PROCESS QUESTIONS:
QUESTIONS PROCESS:
1. When is (x – c) a factor of P(x)? (x – c) is a factor of P(x) if P(c) = 0.
2. How would you compare the values of P(c) and the values of the remainder theorem or R? equal
3. If a polynomial is divided by a first degree binomial and the remainder is 0, then the first degree binomial
is factor of the polynomial.
4. When is ( x – c ) a factor of P(c)? If P( c) = 0.
ACTIVITY XIII. Factoring polynomials
A.
Problem 1 Problem 2 Problem 3
How do we What are the factors of What are the factors of What are the factors of
factor 3x2 – 10x – 8 ? x3 + 3x2 - x – 3? x4 – 16?
polynomial? ( x - 4 ) ( 3x + 2 ) ( x + 3) ( x - 1) ( x + 1) ( x + 2) ( x - 2) ( x2 + 4)
What is the degree of the What is the degree of What is the degree of the
polynomial? 2nd/quadratic the polynomial? polynomial? 4th/Quartic
3rd/cubic It can be factored using:Long
division/synthetic
division/evaluating
B. Answer the following questions.
1. Show that x – 3 is a factor of x3 – 4x2 + x + 6 using factor theorem. P(3) = (3)3 – 4(3)2 + (3) + 6 = 0.
2. Use synthetic division in dividing x3 – 4x2 + x + 6 by x – 3.
What is the depressed polynomial? x2 – x – 2
Is the depressed polynomial factorable? Yes
What are the factors of x3 – 4x2 + x + 6 ? ( x – 3) ( x +1) ( x – 2)

Page 27 Source: PEAC

ACTIVITY IX. What’s Up in a Roller Coaster?
The table shows the height of the track of the roller coaster.
f(x) = 0. 001x3 – 0. 12x2 + 3.6x + 10 Height
x=0 f(0) = 0. 001(0)3 – 0. 12(0)2 + 3.6(0) + 10 10 feet
x = 10 f(10) = 0. 001(10)3 – 0. 12(10)2 + 3.6(10) + 10 35 feet
x = 20 f(20) = 0. 001(20)3 – 0. 12(20)2 + 3.6(20) + 10 42 feet
x = 40 f(40) = 0. 001(40)3 – 0. 12(40)2 + 3.6(40) + 10 26 feet
x = 60 f(60) = 0. 001(60)3 – 0. 12(60)2 + 3.6(60) + 10 10 feet
Note: If x = 20, the height of the track is 42 feet, using the remainder theorem

ACTIVITY X. What’ the Future Sales?

A company’s sales, in millions of pesos, of electronics consumer can be modeled by
S (x) = -1.2x3 + 18x2 + 26.4x + 678, where x is the number of years since 2005.
Complete the table and answer the questions below.
Year S (x) = - 1.2x3 + 18x2 + 26.4x + 678 Sales
Year 1 2005 S (1) = - 1.2(1)3 + 18(1)2 + 26.4(1) + 678 721.20
3 2
Year 2 2006 S (2) = - 1.2(2) + 18(2) + 26.4(2) + 678 793.2
3 2
Year 3 2007 S (3) = - 1.2(3) + 18(3) + 26.4(3) + 678 886.8
Year 10 2014 S (4) = - 1.2(4)3 + 18(4)2 + 26.4(4) + 678 994.8
3 2
Year 20 2019 S (5) = - 1.2(5) + 18(5) + 26.4(5) + 678 1,110
Process Questions:
1. What theorem is used in computing the sales in the first 3 consecutive years? Remainder Theorem
2. What other method can you use to estimate the sales? Synthetic Division
3. How would you interpret the result? A company’s sales can be evaluated/solve using the Remainder
Theorem
4. Do you think this model is useful in estimating future sales? Justify your answer. Yes, because sales can be
determined through Remainder Theorem.
ACTIVITY XI, Costumer Service Alert!
Using the same functions in the given problem, how many calls are expected at 11: 00AM?
In this case, t = 3 hours.
Compute: For Saturday: C(3) = - 0. 0052(3)4 + 2(3)3 + 24(3) = 125. 58 = 126
For Sunday: C(3) = - 0. 00625(3)4 + (3)3 + 16(3) = 74.49 = 74
For Monday: C(3) = - 0. 008(3)4 + 3(3)3 + 10(3) = 110. 35 = 110
ACTIVITY XII. SOLVE
A. The function C(x) = 2.64x3 – 22.37x2 + 53.81x + 548.24 can be used to approximate the number (in
thousand) of Asian college students studying in the Philippines x years since 2000. How many Asian
college students can be expected to study in the Philippines in 2020?

PROCESS QUESTIONS:
1. What value of x will you use to evaluate C(x)? Why? 20, there 20 years from year 2000 to year 2020
2. What method will you use to evaluate C(x) ? Remainder Theorem/Synthetic Division
3. Which method did you find easier to use and why? Choose any of the method above
4. Will this value practically answer “How many Asian college students can be expected to study in
the Philippines in 2020? Yes

B. A specific car’s fuel economy in miles per gallon can be approximated by

F(x) = 0. 00000056x4 – 0. 000018x3 + 1.38x – 0.38, where x represents the car’s speed in miles per hour.

Determine the fuel economy when the car is travelling 40, 50, and 60 miles per hour.
PROCESS QUESTIONS:
1. What is F(40) ? , F(50)?, F(60) ?
F (40) = 64.05 F(50) = 65.87 F(60) = 85.79
2. Which car’s speed maximizes fuel consumption? 40 miles per hour
3. Can you suggest some ways or tips on how to save fuel? Why? Your suggestion
4. Which do you think is the best way to save fuel? Why? Slow the speed
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Self Check:
Answer the following questions.
A. Find the value of k so that x + 2 is a factor of the following polynomials
1. Kx3 - 6x2 + 7x – 10, k = -6
2. 2x2 - kx – 24, k = -12
B. Find the value of k so that the remainder is R when F(x) is divided by ( x – c).
1. F(x) = x2 + 3kx + 4, Remainder = 22, c = 3, k=1
2. F(x) = x3 – 8x2 + x + k, Remainder = -40, c = 7, k = 2
C. Answer the following questions.
1. If (x + 4) is a factor of x3 + x2 – 10x + 8, find the other factors. ( x – 2)( x – 1)
2. If (x + 3) is a factor of x3 + 4x2 + x - 6, find the other factors. ( x + 2)( x – 1)
D. Solve.
A company’s sales in millions of pesos of electrical appliances can be modeled by
S(x) = - x3 + 19x2 + 25.4x + 576, where x is the number of years since 2000. Use synthetic
division to estimate the sales for 2018 and 2020.
Note: For 2018: F(18) =? 1, 357.2
For 2020: F(20) = ? 684
Do you think this model is useful in estimating future sales? Why? Give your opinion.

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