GRADES 1 TO 12 School: San Jose Agricultural HS Grade Level: Grade 10

DAILY LESSON LOG Teacher: John Christian E. Miguel Learning Area: Mathematics
Teaching Dates and Time: July 30, 2019 – 8:00 – 9:00 Quarter: First

Parts Day
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
B. Performance The learner solves problems involving sequences, polynomials and polynomial equations in different disciplines through
Standard appropriate and accurate representation.

C. Learning The learner performs division of polynomial using long division.

Competencies/
Objectives
II. CONTENT Patterns and Algebra
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Mathematics Learner’s Module Grade 10 pp. 57 – 67.
pages
2. Learner’s Material Mathematics Learner’s Module Grade 10 pp. 57 – 67.
pages
3. Textbook pages Math Builders Grade 10
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Synergy for Success in Mathematics – Singapore Approach pp. 106 - 113
Resources
IV. PROCEDURES
A. Reviewing previous Management of Learning (M.O.L)
Lesson or presenting Prayer – Mathematics Love Song – Checking of Attendance (by group)
the new lesson
Students will write their reflections in their reflection notebook about the previous lesson using Metacognition Strategy for
Stating Knowledge.
Objective 1: Applied I know that I know something about…
Knowledge of content First…
within curriculum teaching In addition…
areas. Finally…
 Now, you know that I know something about…

Ask some students to read their answers.

Ask some students if they have the same answers as of their other classmates.
Let the students exchange reflection notebooks with their classmates.
B. Establishing a purpose Say, “Today we will perform division of polynomials using long division.”
for the lesson
Ask some students to recall the procedure in dividing polynomial by another polynomial.
Ask some students about the similarity of the procedures used in dividing polynomials from the procedure used when dividing
whole numbers.

Say, “Let us learn together how to divide polynomials using long division.”

C. Presenting examples/ Use Math Story Strategy in presenting the lesson.

instances of the new
lesson Say, “This morning I received a message from Cardo Dalisay of Ang Probinsiyano. He wants you to solve a problem
regarding about the construction of Rectangular garden in our backyard besides our classroom.”

Objective 1: Applied
The teacher will post the problem in the board. (Written in manila paper)
Knowledge of content
within and across
A rectangular garden in a backyard besides the Grade 10 – Acacia has an area of (x 2 + 5x + 6) square meters. Its width
curriculum teaching areas.
is (x + 2) meters. Find the length of the garden.

Integrates TVE – Building The teacher will let a student read the problem then let the whole class read too.
and Plant Production.
Ask the following:
What is asked in the problem?
What are the given facts?
What should you do to find the answer?

Evaluate the problem using long division for numeracy.

The teacher will give worksheets using FRAME Strategy in answering the problem for literacy.

Objective 2: Use a range of

teaching strategies that
enhance learners’
achievement in literacy and
numeracy skills.
 FRAME Strategy:

WORKSHEET

A. Dividing Polynomial Equation using long division.

The Dividend is _____. The Divisor is _____. Then the equation of

the problem is given in the form of DIVISOR√DIVIDEND.

Steps:
1. Divide first term of the dividend _____ by the first term of the
divisor_____ to get the first term of the quotient.
2. Multiply the quotient_____by the divisor_____.
3. Subtract the product_____from the partial part of the
dividend_____. Then, bring down the next term of the dividend.
4. Repeat steps 1 to 3 until the degree of the remainder is less than the
degree of the divisor.
5. The quotient is______.

The teacher will ask clarifications from the students. Assess the students through raising of hands after asking if they
understand the lesson.

To develop higher-order thinking skills, the teacher will ask the students:

“What can you say about the process of dividing polynomial equation than those processes in dividing whole numbers?
Objective 3: Applied a range
“What did you notice about the terms of the given Dividend?”
of teaching strategies to
“Is there any relationship between the expressions of the quotients from the expression of the divisor?”
develop critical and creative
thinking as well as other
Elicit answers from the students.
HOTS.

D. Discussing new The teacher will group the students according to their level of intellect. (Differentiated Instruction)
concept and practicing
new skill # 1 For advanced learners:
Objective 4: Manage
Perform the indicated division below.
classroom structure to
1. (2x2 + 5x – 23) ÷ (x + 5)
engage learners, individually
2. (2x3 + 4x2 + 8) ÷ (x + 2)
or in group, in meaningful
3. (8 + 7x3 + 2x4 + 10x2) ÷ (2x2 + x – 1)
explanations and hands-on
activities w/in a range of PLE.
 For abler learners:
1. The area of a parallelogram is (2x2 + 11x – 9) square units. If the length is given by (2x – 3) units, what expression
represents its width?
2. The total cost of (3a – 2b) units of cell phone is (6a 2 + 5ab – 6b2) pesos. What expression represents the cost of one cell
phone?
3. A tailor earns (12x2 + x – 35) pesos for working (3x – 5) hours. How much does he earn per hour?

For slow learners:

Find the quotient of the following.
1. x + 3 √x2 + 12x + 27
2. x + 2 √x2 + 10x – 24
3. x + 1 √x2 + x – 2

The teacher will let each group to present their outputs.

E. Discussing new
concept and practicing
new skill # 2
F. Developing Mastery Individual Activity:
(leads to formative Solve the following using long division.
assessment 3) 1. Divide (2x3 – 54) by (x – 3)
2. Divide (-3x3 + x2 - 208) by (x + 4)
3. If a car moving at a constant rate travels (2x 3 – x2 – 4x + 3) km in (x2 – 2x + 1) hours, what is the rate of the car in km per
hour?
G. Finding practical The teacher will ask the learner if they can think of real-life situations where they can use what they have learned today.
application of new
concept and skill in Elicit answers from the learners.
daily living
H. Making The learners will use Frame strategy in making generalization.
generalization and To divide polynomial equation using long division, I did the following steps:
abstractions about the First,
lesson Second,
Third,
…
Objective 5: Managed
learner behaviour The teacher will call learners to read their answers, and then summarize it by showing sample answer.
constructively by applying
positive and non-violent In Making Abstraction, discuss sample answer and let the learners correct their answers.
discipline to ensure learning-
focused environment.

I. Evaluating Learning Perform the indicated division and give the coefficients of Q(x) and the remainder R.
 1. (5x3 + 3x – 8) ÷ (x – 1)
2. (x4 + 8x2 – 5x3 – 2 + 15x) ÷ (x – 3)
3. (6x5 – x4 – 32x3 – 20x2 + 5x + 8) ÷ (2x – 3)
4. (3x3 + x2 – 22x – 25) ÷ (x – 2)
5. (2x4 + 5x3 + 3x2 + 8x + 12) ÷ (2x + 1)

J. Additional activities Study about dividing polynomials using synthetic division.

for application or
remediation
V. REMARKS Majority of the learners got 4 – 5 score in the evaluation.

VI. REFLECTIONS
A. No. of learners who 33 out of 35 learners got 80% and above (scored 4 – 5) during the evaluation.
earned 80% in the
evaluation
B. No. of learners who 2 out of 35 learners got below 80% (scored 0 – 3) during evaluation.
require additional
activities for
remediation who
scored below 80%
C. Did the remedial I conducted remediation lesson after class in the morning. The remedial lesson was effective because 2 of 2 learners got 80%
lesson work? No. of and above during the evaluation.
learners who have
caught up with the
lesson.
D. No. of learners who None
continue to require
remediation
E. Which of my teaching Language strategies.
strategies worked
well? Why did these
work?

F. What difficulties did I The learners forgot the rules of signs and also the process in dividing whole numbers specifically the rules in subtracting
 encounter which my singed numbers.
principal can help me
solve?
G. What innovation or Cooperative learning (pair, square) (pair, share) (thinking heads together)
localized materials did
I used/ discover which I
wish to share with
other teachers?

Prepared by

JOHN CHRISTIAN E. MIGUEL

Teacher I Submitted to

SALVADOR I. CASIMERO
Head Teacher IV