GRADE 10 School PEDRO GUEVARA MEMORIAL NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher LOWIE D. GACETA Learning Area MATHEMATICS

Teaching Date and Time NOVEMBER 13-16, 2023 Quarter SECOND

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of key concepts demonstrates understanding of key concepts of polynomial function circles and coordinate geometry.
B. Performance Standard The learner is able to formulate and solve problems involving is able to conduct systematically a mathematical investigation involving polynomial functions in different fields.
C. Learning Competencies understand, describe and understand, describe and interpret Solves problems involving
interpret the graphs polynomial the graphs polynomial polynomial functions
functions functions
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
INTERCEPTS OF POLYNOMIAL GRAPHS OF POLYNOMIAL PROBLEMS INVOLVING WRITTEN WORK NO. 1 CARD VIEWING
FUNCTIONS FUNCTIONS POLYNOMIAL FUNCTIONS
Objective: Objectives: Objective:
-Differentiate x-intercept from y- - Describe the behavior of the -Solve problems involving
intercept. graph using the Leading Coefficient polynomial fuctions.
-Identifies the x-intercept and the Test.
y-intercept of polynomial -Identify the number of turning
functions. points and the behavior of the
graph based on the multiplicity of
zeros.
-Sketch the graph of polynomial
function.
PIII. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages Teacher’s Guide (TG) in Teacher’s Guide (TG) in Teacher’s Guide (TG) in
Mathematics 10: p.90 - 91 Mathematics 10: p.93 - 95 Mathematics 10: p.106 - 108
2. Learner’s Materials pages Learner’s Module (LM)in Math Learner’s Module (LM)in Math 10: Learner’s Module (LM)in Math 10:
10: pp. 109 - 110 pp. 112 - 121 pp. 122 - 124
3. Textbook pages Advanced Algebra, Trigonometry Advanced Algebra, Trigonometry
and Statistics and Statistics
4. Additional Materials from
Learning Resource(LR) portal
B. Other Learning Resources http://www.mathisfun.com/ Teacher-Made Test
algebra/html
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the allotment for each step.
A. Review previous lesson or Express the given polynomial Checking of assignment Review: Concept of
presenting the new lesson functions in factored form. Polynomial Functions
y = x3 + 2x2 – x - 2
(expected answer: y =
 (x+1)(x-1)(x+2) )
y = x3 – 2x2 – x +2
(expected answer: (x+1)(x-1)
(x-2) )
f(x) = x3 + x2 – 4x - 4
(expected answer: (x+1)(x-2)
(x+2) )
f(x) = x3 - x2 – 4x + 4
(expected answer: (x+1)(x-2)
(x+2) )
B. Establishing a purpose for the Answer the following questions: Aside from the Intercepts, there
lesson 1. How did you find the activity? are many other things to consider
(expectedanswer: easy) when we draw the graph of a
2. What did you use in finding polynomial function. These are
the factors ? some other things that we need to
(expected answer: synthetic take into consideration;
division and factoring techniques) a. multiplicity of roots.
b. behavior of the graph
Now, that you have already the c. number of turning points
concepts and knowledge how to
factor polynomial functions and
that it can be expressed in
factored form, then we will find
its x-intercept and y-intercept
that will be used in the next
lesson.

C. Presenting examples/instances of Finding the x-intercept and the y- Illustrative Examples:

the new lesson intercept of polynomial 1. Describe the behavior of the
functions. graph of
f(𝑥) = (𝑥 + 1)2 (𝑥 + 2)(𝑥 − 2)(𝑥 − 3).
With your polynomial
functions in our a. x- and y-intercepts: x-
previous activity in intercepts:−2,−1,−1,2, 3 y-
factored, do you have intercept: 12
any idea how to find the The graph will intersect the x-
x-intercept and the y- axis at (−2,0),(−1,0),(2,0), (3,0)
intercept? and the y-axis at (0,12).
(expected answer:
maybe yes: maybe no) b. multiplicity
If 𝑟 is a zero of odd multiplicity,
the graph of (𝑥) crosses the x-
axis at r.

If 𝑟 is a zero of even
multiplicity, the graph of (𝑥) is
tangent to the x-axis at 𝑟.
Since the root -1 is of even
multiplicity 2, then the graph of
the polynomial is tangent to the
x-axis at -1.

c. behavior of the graph:

The following characteristics of
polynomial functions will give
us additional information.
The graph of a polynomial
function:
i. comes down from the
extreme left and goes up to the
extreme right if n is even and 𝑎𝑛
>0

ii. comes up from the extreme

left and goes up to the extreme
right if n is odd and 𝑎𝑛 > 0

iii. comes up from the extreme

left and goes down to the
extreme right if n is even and 𝑎𝑛
<0

iv. comes down from the

extreme left and goes down to
the extreme right if n is odd and
𝑎𝑛 < 0

For additional help, we can

summarize this in the figure:

n is even n is odd

an>0

an<0
If the

polynomial
function
𝑃(𝑥) = (𝑥 + 1)2(𝑥 + 2)(𝑥 − 2)(𝑥 −
3) is written in the standard
form then we have
𝑃(𝑥) = 𝑥5 − 𝑥4 − 9𝑥3 + 𝑥2 + 20𝑥 +
12

We can easily see that this is a

5th degree polynomial. Thus, 𝑛
is odd.
The leading term is 𝑥5, 𝑎𝑛 = 1
and 𝑎𝑛 > 0.

Therefore the graph of the

polynomial comes up from the
extreme left and goes up to the
extreme right if n is odd and 𝑎𝑛
>0

d. number of turning points:

Remember that the number of

turning points in the graph of a
polynomial is strictly less than
the degree of the polynomial.
Also, we must note that;
i.Quartic Functions: have an
odd number of turning points;
at most 3 turning points
ii.Quintic functions: have an
even number of turning points,
at most 4 turning points
iii.The number of turning points
is at most (𝑛 − 1)

For our graph to pass through

the intercepts (−2,0), (2,0), (3,0)
and tangent at (−1,0), there will
be 4 turning points.
 2. Describe the behavior of
the graph of
𝑦 = 𝑥4 − 5𝑥2 + 4

a. x- and y-intercepts
The polynomial in factored
form is
𝑦 = (𝑥 − 1)(𝑥 + 1)(𝑥 − 2)(𝑥
+ 2)
The roots(x-intercepts) are
1,−1, 2 and −2.
The y-intercept is 4

The graph will intersect the x-

axis at (−2,0),(−1,0),(2,0), (1,0)
and the y-axis at (0,4).

b. multiplicity
There are no roots of even
multiplicity.

c. behavior of the graph:

𝑛 = 4 and is even
Since 𝑛 is even and 𝑎𝑛
> 0, then the graph comes
down from the extreme left
and goes up to the extreme
right.

d. turning points
There are 3 turning points.

D. Discussing new concepts and The teacher discussess that if Find the following then describe
practicing new skills #1 the polynomial function is in its the behavior of the graph of 𝑝(𝑥)
standard form, then it will lead to = 𝑥3 − 𝑥2 − 8𝑥 + 12
the idea that equating each factor
to 0 and solving for the value of x, a. leading term: ______
that value of x will become the x- b. behavior of the graph:
intercept. __________
Substituting x = 0 to a ( 𝑛 is odd and 𝑎𝑛 > 0)
polynomial function will give the c. x-intercepts: ________
value of the y-inercept. the polynomial in factored form
is
𝑦 = (𝑥 − 2)2(𝑥 + 3)

d. multiplicity of roots:_____
 e. y-intercept:_________
f. number of turning points:
E. Discussing new concepts and To recall the relationship The polynomial in
practicing new skills #2 between factors and x-intercepts,
consider setting y = 0 and use the factored form is
factored form below:
𝑦=(𝑥−1)(𝑥+1)(𝑥−2)(𝑥+2)
y = x2 + 3x + 2
The roots(x-intercepts) are 1,−1,2
y = (x+2)(x+1) factor completely and −2

0 = (x+2)(x+1) equate y to 0 The y-intercept is 4

x+2=0 or x+1=0 equate each There are no roots of even

factor to 0 multiplicity

x = - 2; x = - 1 to determine x 𝑎n=1, 𝑎n>0, 𝑛=4 and is even

Therefore, the x-intercepts are – Since 𝑛 is even and 𝑎n>0, then the
2 and – 1. graph

Finding the y-intercept, just set x comes down from the extreme left
= 0 in the polynomial above. That and goes
is
up to the extreme right.
y = x2 + 3x + 2
There are 3 turning points.
y = 02 + 3(0) + 2
The graph will follow the pattern:
y=2
Describe or determine the
Therefore, the y-intercept is 2. following, then

sketch the graph of y = -x3 – x2 + x

+1

a. leading term

b. behavior of the graph

c. x-intercepts

d. multiplicity of roots

e. y-intercept

f. number of turning points

g. sketch
 The polynomial in
factored form is
𝑦=(𝑥−1)(𝑥+1)(𝑥−2)(𝑥+2)
The roots(x-intercepts) are 1,−1,2
and −2
The y-intercept is 4
There are no roots of even
multiplicity
𝑎n=1, 𝑎n>0, 𝑛=4 and is even
Since 𝑛 is even and 𝑎n>0, then the
graph
comes down from the extreme left
and goes
up to the extreme right.
There are 3 turning points.
The graph will follow the pattern:

Describe or determine the

following, then
sketch the graph of y = -x3 – x2 + x
+1
a. leading term
b. behavior of the graph
c. x-intercepts
d. multiplicity of roots
e. y-intercept
f. number of turning points
g. sketch

F. Developing mastery ACTIVITY: think-pair share 1. How do you find the activity? What are the steps in solving
problems involving polynomial
Find the x-intercepts and the y- 2. What are the things to identify functions?
intercept of the following to sketch the graph of polynomial
polynomial functions: functions?

1. y = x2 – 3x - 10 3. How do we sketch the graph of

(expected answer: x-intercepts: - polynomial functions?
2 and 5; y-intercept: - 10)
 2. y = 2x3 – 5x2 – 23x – 10
(expected answer: x-intercepts: -
2,5,- ½ ; y-intercept: - 10)

3. y = 3x3 – 2x2 – 48x + 32

(expected answer: x-intercepts: 4,
- 4,2/3 ; y-intercept: 32)

(Have a pair to present their work

and process their responses by
letting them explain their work
and how they do it. See to it that
the rest of the groups got it also.)

G. Finding practical application of

concepts and skills in daily living
H. Making generalizations and This time, let the students To sketch the graph of a
abstractions about the lesson formulate steps on how to find polynomial function we need to
the x-intercepts and the y- consider the following:
intercept.
a. leading term

b. behavior of the graph

c. x-intercepts

d. multiplicity of roots

e. y-intercept

f. number of turning points

I. Evaluating learning Work independently: 1. Find the following then describe

the behavior of the graph of 𝑝(𝑥) =
Find the x-intercepts and the y- 𝑥3 − 𝑥2 − 8𝑥 + 12
intercept of the following
polynomial functions: a. leading term: ______
b. behavior of the graph:
__________
1. y = 2x3 + 3x2 – 2x – 3
( 𝑛 is odd and 𝑎𝑛 > 0)
(expectedanswer: x-int: 1, - 1, -
c. x-intercepts: ________
3/2; y-int: - 3)
the polynomial in factored form is
𝑦 = (𝑥 − 2)2(𝑥 + 3)
2. y = 3x3 – 2x2 -12x + 8
(expectedanswe: x-int: 2, - 2, 2/3; d. multiplicity of roots:_____
y-int: 8) e. y-intercept:_________
f. number of turning points:
 3. y = 4x3 + 5x2 – 36x – 45
(expectedanswe: x-int: 3, - 3, - 2. Sketch the graph of
5/4; y-int: - 45) p(x) = 2x3 – 7x2 – 7x+ 12

a. leading term:
___________________
b. behavior of the graph:
_____________
( 𝑛 is odd and 𝑎𝑛>0)
c. x-intercepts:
__________________
d. multiplicity of
roots:_____________
e. y-intercept:___________
f. number of turning points: 2
g. sketch:

J. Additional activities for application

or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo
of the formative assessment. 10 - P. Campos 10 - P. Campos 10 - P. Campos 10 - P. Campos 10 - P. Campos
10 - C. Velasquez 10 - C. Velasquez 10 - C. Velasquez 10 - C. Velasquez 10 - C. Velasquez
10 - Mencius 10 - Mencius 10 - Mencius 10 - Mencius 10 - Mencius
10 - Confucius 10 - Confucius 10 - Confucius 10 - Confucius 10 - Confucius
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use /discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

LOWIE D. GACETA GUADALUPE D. CABALLES ANA LIZA D. DELA CRUZ

Teacher III Master Teacher I Head Teacher VI, Math Dept