UNIT 1

SEQUENCES, POLYNOMIALS AND POLYNOMIAL EQUATIONS

INTRODUCTION

This is an introductory course on the key concepts, applications, and

principles of Sequence, Polynomials and Polynomial Equations. Students will
have the opportunity to participate in a hands-on activity during this class.

This module contains lesson discussions, worksheets, and activities for

the First Quarter. It aims to provide clear understanding of the concept and
insights of Mathematics. It also serves as a resource of learning about the Most
Essential Learning Competencies (MELCs) and as a guide to understanding
them. The K to 12 learning materials can help students better understand the
goal subjects and skills.

At the end of first quarter of Grade 10, they are able to formulate
challenging situations involving application of sequence such as arithmetic and
geometric sequence, operation of polynomials and polynomials equations.
Furthermore, they are able to represent problem solving in a real-life situation.

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Mathematics 10 1
 1. Overview of the lesson

For the first quarter, lessons are about Sequence, Polynomials and
Polynomial Equations. This also includes the illustration on how to
solve Arithmetic and Geometric Sequence and Polynomial Equations.

At the end of the quarter, the learners are able to:

• Define sequence
• Identify the different types of sequence
• Identify mathematical patterns and derive a formula in finding the nth
term of sequence
• Solve problem involving sequence
• Perform division of polynomials
• Factor polynomials
• Describe polynomial equation
• Appreciate polynomial equations and relate it into real life situations

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Mathematics 10 2
 LESSON 1

SEQUENCE
Lesson Objectives:
1. Define sequence.
2. Generate patterns and sequence
3. Solve sequence by the given rules.

LESSON DISCUSSION

A sequence is a list of things (usually

in numbers) written in a specific order:
a1, a2, a3, a4, a5, a6, … an. The number
a1 is called the 1st term, a2 is the 2nd
term, and in general, an is the nth
term. And each number in a sequence
is called a term

Difference between Infinite and Finite

When the sequence goes on forever it is called an infinite sequence,
sequence with last term it is a finite sequence.

Illustrative example 1

{1, 2, 3, 4, ...} is a very simple sequence (and it is an infinite

sequence)
{20, 25, 30, 35, ...} is also an infinite sequence
{1, 3, 5, 7} is the sequence of the first 4 odd numbers (and is a
finite sequence)
{4, 3, 2, 1} is 4 to 1 backwards
{f, r, e, d} is the sequence of letters in the name "fred"
{0, 1, 0, 1, 0, 1, ...} is the sequence of alternating 0s and 1s (yes they are
in order, it is an alternating order in this case)

Infinite Finite
12, 15, 17, 19, 21, … 27 3, 5, 7, 9, 11, …
1, 1, 2, 3, 5, 8, 13 1, 1, 2, 3, 5, …
5, 5, 5, 5, 5 1, -1, 1, -1, …

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Mathematics 10 3
 Illustrative example 2

Find the next term of the sequence 19, 25, 31, 37, …

Solution:
Observe the pattern of the sequence. Observe the interval of each term. To get
the next term of the pattern you add 6 to the previous number.

Illustrative example 3

What is the next term of the sequence 3, 6, 12, 24, …?

Solution:
For this example, 3 is multiplied by 2 to get 6, 6 is multiplied by 2 to get 12 and
12 is also multiplied by 2 to get 24. So, the next term is 48.

Illustrative example 3

Finding the unknown Sequence by the given rule.

Find the first 4 terms of the given rule an=3n-2.

an = 3n – 2 an = 3n – 2 an = 3n – 2 an = 3n – 2
a1 = 3(1)-2 = 1 a2 = 3(2)-2 = 4 a3 = 3(3)-2 = 7 a4 = 3(4)-2 = 10

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Mathematics 10 4
 Name: _________________________________ Date: ________________
Level 10 Worksheet No.________

I. Write F if the sequence is finite or I if it is infinite. Write your answer on

the line before the number.

_____F____1. 5, 15, 25, 35

_____I____2. 2, 4, 8, 16, …
______F___3. 1, 9, 17, 25
_____I____4. -9, -4, 1, 6, …
_____F____5. 2, 9, 16, 23
_____I____6. 2, 6, 18, 54, …
____F_____7. 3, 6, 9, 12, … 30
____F_____8. 7, 7, 7, 7, 7, 7
____F_____9. 16, 21, 26, 31
____I_____10. 24, 19, 14, 9, …

II. Answer the following questions.

1. What is sequence?
It is a list of things that are in a certain order, and this is mostly used for
numbers. And with making a sequence there a certain patter that they have
which makes them line up in order.

2. What is the difference between infinite and finite sequence?

An infinite sequence, as the name suggests, it is a sequence that is infinite
and it doesn’t end, and that it can go on forever. While a finite sequence, it
may be long but it does have an end to it.

3. What is nth term and terms?

The nth term and terms usually mean that it the number, or the number down
the line of the sequence, like for example is the A, B, C, and the nth of C is 3 rd
because it is the 3rd letter on the sequence.

CHAMS
Mathematics 10 5
 Name: _________________________________ Date: ________________
Level 10 Worksheet No.________

I. Solve the sequence by the given rule. Write your answer on the space
provided.

a. First four terms

1. an =2n-1 _1_, _3_, _5_, _7_
2. an = 3n _3_, _6_, _9_, _12
3. an = 8 - 2n _6_, _4_, _2_, _0_
4. an =12-3n 9__, 6__, _3_, 0__
5. an = 5n + 5 _10, 15_,20__,
25_

b. Find the next three terms of the given sequences.

1. 2, 5, 8, 11,14_,17_,20_
2. 2, 4, 8, 16,32_,64_, 128
3. 1, -3, -7, -11, -15, -19, -23
4. 2, 6, 18, 54, 162, 486, 1458
5. 1, 4, 16, 64, 256, 1024, 4096

II. Determine your family’s expenses in the last 4 months. Analyse it and
find a pattern. Create a sequence equation and determine the next 3
months’ expenses.

Answer the following questions.

1. Is analysing a sequence challenging for you?
2. Were you able to find patterns and get the unknown?
3. What mathematical concept/s did you use to find the unknown?

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Mathematics 10 6
 LESSON 2

ARITHMETIC SEQUENCE AND ARITHMETIC MEANS

Lesson Objectives:
1. Illustrate an arithmetic sequence.
2. Determine arithmetic means and nth term of an arithmetic
sequence.
3. Solve arithmetic means and sequence

Lesson Discussion
You worked with patterns or sequences in the previous lesson. Learning
notions about arithmetic sequence necessitates the ability to recognize and
extend patterns. The nth term and terms between any two consecutive terms of
an arithmetic sequence can be determined using pattern recognition skills.

An arithmetic sequence is a sequence where each succeeding term is

obtained by adding a fixed number. The fixed number is called the common
difference which is denoted as d. To find the next terms in an arithmetic
sequence, we use the formula: an = a1 + (n – 1) d
where; an – the last nth term
a1 – the first term d –
common difference
n – the number of terms in the sequence

Study the given examples below and then identify if it is arithmetic or not.
1. 10, 13, 16, 19, … 2. 2, 6, 18, 54… 3. 57, 49, 41

Study the illustrative examples below.

Illustrative example 1

Determine the 10th term in the sequence 4, 6, 8, 10, ... an

= a1 + (n – 1) d
The first element: a1 = 4. The common difference: d = 2. The term: n = 10.
a10 = 4 + (10 – 1)2
a10 = 4 + (9)2 a10
= 4 + 18
a10 = 22

Therefore, 22 is the 10th term of the arithmetic sequence.

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Mathematics 10 7
 The terms between any two non-consecutive terms of an arithmetic
sequence are known as arithmetic means.

Illustrative example 2

Find two arithmetic means between 2 and 8.

Using d = 2, generate the next terms by adding “d” to the previous term.
So a2 = a1 + d and a3 = a2 + d which means a2 = 2 + 2 = 4 and a3 = 4 + 2 = 6.

2, a2, a3, 8 an = a1
+ (n – 1) d
8 = 2 + (4 – 1) d
8 = 2 + 3d
8–2=
3d 6 =
3d d = 2

The numbers 4 and 6 are the two arithmetic means between 2 and 8.

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Mathematics 10 8
Name: _________________________________ Date: ________________
Level 10 Worksheet No.________

I. Each item below shows a pattern. Determine the next term in the
sequence. Write your answer on the space provided

1. What is the next shape? ,□,,,□,,,,□,,,,,_□_

2. What is the next shape? , , , , 
3. What is the next number? 5, 15, 25, 35, 45_
4. What is the next number? 2, 4, 8, 16, 32_
5. What is the next number? -9, -4, 1, 6, 11_

II. Determine whether the sequence is arithmetic or not. If it is, find the
common difference and the next three terms. Write your solution on the
space provided.

1. 2, 5, 8, 11, … _ arithmetic __________

2. 40, 42, 44, 46, … _ arithmetic __________
3. 2, -4, 6, -8, 10, … not arithmetic__________
4. 1.2, 1.8, 2.4, … __ arithmetic __________
5. -6, -10, -14, -18, … __ arithmetic __ _
6. 1, 5, 9, 13, … __ arithmetic __________

1. D= 3, next 3 terms are 14, 17, 20

2. D= 2, next 3 terms are 48, 50, 52

3. not arithmetic

4. D= 0.6, next 3 terms are 3, 3.6, 4.2

5. D= -4, next 3 terms are -22, -26, -30

6. D= 4, next 3 terms are 17, 21, 25

CHAMS
Mathematics 10 9
Name: _________________________________ Date: ________________
Level 10 Activity No.________
I. Find the term indicated in each of the following arithmetic sequences.

1. 2, 4, 6, … 15th term ___30__

2. 13, 16, 19, 22, … 25th term __82___
3. 99, 88, 77, 66, … 18th term _-88___

4. 20th term _20/8__

5. 99, 87, 75, 63, … 12th term _-33___
6. 5, 8, 11, 14, … 13th term __41___
7, 1, 1, 2, 3, 5, … 9th term _34____
8. 3, 7, 11, 15, … 19th term __75___
9. 15, 19, 23, 27, … 16th term __71___
10. -3, 0, 3, 6, … 12th term __30___

II. Solve what is asked below.

1. Insert four arithmetic means between -1 and 14. 2, 5, 8, 11
2. Insert five arithmetic means between 14 and 86. 26, 38, 50, 62 ,74
3. Insert three arithmetic means between -16 and 4. -11, -6, -1
4. If a1 = 5 and a7 = 1, find the common difference. _0.666~
5. In the arithmetic sequence 8, 5, 2, -1, …, which term is -25? 12th
6. If the 16th term of an arithmetic sequence is 48 and the common
difference is 3, find the first term. 3__

III. Answer the following questions below. Write your answer on the space
provided.

1. How do you find the nth term of the arithmetic sequence? Discuss the
mathematics concepts and the formula used.
With this, I just kept subtracting random numbers until I eventually got the
right answer. But a formula I also used it an=a1+(n-1) d, and that helped me a
bit.
2. What new realizations do you have about finding the nth term of the
arithmetic sequence and finding the arithmetic means? How would you use
this in making decisions?
I realized that before some decisions are made, there are some in betweens
that we need to consider and that we might get the right answer, but not in the
right process.

CHAMS
Mathematics 10 10
 LESSON 3
GEOMETRIC SEQUENCE

Lesson Objectives:
1. Illustrate geometric sequence,
2. Differentiate geometric sequence and arithmetic sequence.

Lesson Discussion
A geometric sequence, also known as Geometric Progression, is a set of terms
in which each term after the first is obtained by multiplying the preceding term by
the same fixed number called the common ratio which is commonly represented
by r.

Illustrative example 1

The number pattern 1, 2, 4, 8, 16, … is a geometric sequence. Two is

multiplied to any term to get the next term. Therefore, we can say that 2 is the
common ratio. The common ratio may be an integer or fraction, negative or
positive. It can be found by dividing any term by the term that precedes it. The
number line below illustrates the sequence:

Using the picture above, we illustrated and proved that the common ratio
is equal to 2.
Now, let us determine the next two terms in the given sequence 1, 2, 4, 8,
16, …
Since the common ratio is 2 and the first term is 1,
1(2) = 2 2nd term
2(2) = 4 3rd term
4(2) = 8 4th term
8(2) = 16 5th term
16(2) = 32 6th term
32(2) = 64 7th Term

Thus, the next two terms of the geometric sequence 1, 2, 4, 8, 16, are 32 and 64.

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Mathematics 10 11
 Illustrative example 2

In the sequence 3, 8, 13, 18, 23 …there is no common ratio among the terms.
However, there is a common difference of 5. To prove, let us have the following
solution:

d = 23 – 18 d = 18 – 13 d = 13 – 8
=5 =5 =5

Thus, this is not a geometric sequence but an arithmetic sequence.

Illustrative example 3

In the sequence-20, 10, -5, the CommonRatio is To prove, let us have the
following solution:

Thus, we proved that the common ratio is and this sequence is ageometric
sequence

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Mathematics 10 12
Name: _________________________________ Date: ________________
Level 10 Worksheet No.________

I. Determine the common ratio and the next 3 terms of the following
geometric sequence. Write your answer on the space provided.

Given Common Next 3 terms

Ratio
1. 4, 8, 16, … 2 32, 64, 128
2. 3, 9, 27, … 3 81, 243, 729
3. 972, 324, 108, … 1/3 36, 12, 4
4. -3, 12, -48, … -4 192, -768, 3072
5. 10, 50, 250, … 5 1250, 6250, 31250
6. 5, -25, 125 -5 -625, 3125, -15625
1/2 1/16, 1/32, 1/64
7.
8. 3, 12, 48 4 192, 768, 3072
9. 8, -16, 32 -2 -64, 128, -256
10. 0.1, 0.5, 2.5, … 5 12.5, 62.5, 312.5

II. Tell something about what you have learned by answering the following
questions. Write your answer on the space provided.

1. Explain how to determine the next term of the geometric sequence 3, 6,

12, 24, ____, ...
The method that I use to determine the common ratio is that I just divide
the second term with the first one. Then continue multiplying with
whatever the answer is, so with this one, it would be 48.

2. In your opinion, where can you apply the concepts and skills that you
learned about geometric sequences? Explain.
For me, I think that this kind of skills can be used in a lot of things. And
one thing that comes up to mind is video games, because there are
puzzles in it. But there are also puzzles in real life that needs computation.
3. What are the differences between an arithmetic sequence and a
geometric sequence?
With arithmetic sequences, it is usually just adding or subtracting from the
number, but with geometric, it is multiplying or it is dividing from the
numbers.

CHAMS
Mathematics 10 13
Name: _________________________________ Date: ________________
Level 10 Worksheet No.________

I. Find the missing term in each geometric sequence. Write your answer
on the space provided.

1. 2, 6, 18_, 54_, 162, 486_

2. 4, 6, _9_, 13.5, 20, 25, 37.5
3. 2, 8, 32_,128_, 512, 2048
4. 3, _0_, -1, 2, -4, _8_, -16
5. _4_, 8, _16_, 32, 64, 128_, 256
6. 3, _15, 75_, 375, 1875
7. 2, 6, 18_, 54_, 162, 486_
8. 2, 6, 18_, 54_, 162, 486_
9. 2, 6, 18_, 54_, 162, 486_
10. 2, 6, 18_, 54_, 162, 486_

II. Determine the common ratio of the given geometric sequence. Write
your answer on the space provided.

1. 64, 32, 16, 8, 4, 2 __________1/2____

2. 24, 6, , , ________1/4______
3. 8, 16, 32, 64, 128 ___________2_____

4. 64, 16, 4, 1, _______1/4_______

5. 3, -9, 27, -81, 243 __________-3_____
6. 5, 30, 180, 1080, 6480 __________6______
7. 1, 3, 9, 27, 81,243 ________3________
8. 1000, 500, 250,125 ________1/2______
9. 7, 21, 63,189, 567 _________3_______

10. _________2_______

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Mathematics 10 14
 LESSON 4
GEOMETRIC MEANS

Lesson Objective:
1. Determine geometric means, nth term of a geometric sequence

LESSON DISCUSSION

The geometric mean is a special type of average where we multiply the

numbers together and then take a square root (for two numbers), cube root (for
three numbers) etc.

Example 1:
What is the Geometric Mean of 2 and 18?
• First, we multiply them: 2 × 18 = 36
• Then (as there are two numbers) take the square root: √36 = 6

In one line:
Geometric Mean of 2 and 18 = √(2 × 18) = 6

Example 2:
What is the Geometric Mean of 10, 51.2 and 8?
• First, we multiply them: 10 × 51.2 × 8 = 4096
• Then (as there are three numbers) take the cube root: 3√4096 = 16

In one line:
Geometric Mean = 3√(10 × 51.2 × 8) = 16

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Mathematics 10 15
 Now let’s have the formula to solve for the geometric means of a given
geometric sequence, the formula for the nth term of a geometric sequence is also
used.

Where: n = is the number of the term (term

number) a1 = is the first term.

Let us use the geometric sequence in Activity, (4, 8, 16, 32, 64). For instance, the
only given in the problem are the first term and the last term, as in 4, __, __, __,
64. How can we solve the geometric means?

Solution:
Step 1: Find the common ratio

substitute the first and last terms

simplify the exponent

Apply MPE (Multiplication Property of Equality)

Transform to exponential form both side
exponential equation
common ratio

Step 2: Multiply the first term by the common ratio r = 2 to get the second
term. Repeat the process until you solve the three geometric
means. Use r = -2 to find the other geometric sequence

a2 = 4 x 2 ; a 2 = 8 a3 = 8 x 2 ; a3 = 16 a4 = 16 x 2 ; a4 = 32

Note: There are two common ratios, therefore there are also two sets of
geometric sequences: 4, 8, 16, 32, 64 and 4, -8, 16, -32, 64

Answer: The three geometric means are 8, 16, 32 and -8, 16, -32

Name: _________________________________ Date: ________________

CHAMS
Mathematics 10 16
Level 10 Worksheet No.________

I. Find the geometric mean between each pair of numbers. Write your
answer on the space provided.

1. 2 and 8 ___________4_________
2. 9 and 16 __________12_________
3. 4 and 5 ________4.47__________
4. √3 and √5 ___√4 15_______________
5. 5 and 1.25 _________2.5_________
6. 12.5 and 2 _________25__________
7. 5 and 25 _______11.18__________
8. 9 and 9 ____________9________
9. 7 and 9 ________7.94_________
10. 2√3 and √3 _√ 6__________________

II. Find the 8th term of the given geometric sequence. Write your answer on
the space provided.

1. 8, 16, 32, … ________1024_____

2. 1, 3, 9, … ________2187_____
3. 2, 8, 32, … _______32768_____
4. 3, 6, 9, … __________24_____
5. -1, 2, -4, … _________128_____
6. 2, 10, 50, … ______156250_____
7. 64, 16, 4, … _________1/256___
8. 8, 4, 2, … ________1/16_____
9. 3, -9, 27, … _______-6561_____
10. 5, 10, 20, … ________640______

Name: _________________________________ Date: ________________

CHAMS
Mathematics 10 17
Level 10 Activity No.________

I. Solve the following problems. Write your answer on the space provided.

1. In geometric sequence where first three terms are 9, -6 and 4, which term

of the sequence is
It is the 9th term, because you just have to keep dividing the numbers
by 1.5

2. If the first two terms of a geometric sequence are 2 and 1, respectively,

which term of the sequence is

This is the 6th term, because you just have to keep dividing by 2

3. Find the accumulated value of a principal of Php 50,000 if it is invested at

annual interest rate of 4% compounded quarterly for five years?
It will become 90,000 because he will keep earning 2000 per quarterly,
and with 4 quarters per year, that means he would earn 2000, 20 times
in 5 years

4. A house depreciates by 10% of its value at the end of each year. If its
initial value is Php 1,000,000, what is its value at the end of the 5th year?

The value of it would be halved. Since it is lowering my 10% every

year, multiply that by 5 years, the value would go down by 50%. So
that would mean that it would be only 500,000 by the 5th year.

CHAMS
Mathematics 10 18
 LESSON 5
APPLICATION OF SEQUENCE (Sum of Arithmetic and
Geometric Series)

Lesson Objectives:

1. Find the sum of an arithmetic and geometric series

2. Solve problems involving sequence

LESSON DISCUSSION

The concepts of arithmetic and geometric sequence are very essential in

real life situations. Do you know that there are real-life situations that can be
modelled by arithmetic and geometric sequence? This lesson will help you find
solutions to solve problems involving sequences.

Illustrative example 1

Suppose the auditorium of the Quezon Convention Center (QCC) has 20

seats in the first row and that each row has 2 more seats than the previous row.
If there are 30 rows in the auditorium, how many seats are in the last row?

To solve real-life problems involving sequences, remember the words

“SEE, PLAN, DO and LOOK BACK”.

Solution:
SEE - What kind of sequence is involve in the problem?
20 + 22 + 24 + 26 + . . ., + a30

PLAN – What is the appropriate formula to be used and the needed values? an
= a1+(n - 1) d
Where a1 = 20: d = 2: n = 30

DO – Perform the indicated operation and simplify.

an = a1+(n - 1) d
= 20+(30 – 1)2
= 20+(29)2
= 20+58
= 78

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Mathematics 10 19
 LOOK BACK – The answer should satisfy all the given information in the
problem 20 + 22 + 24 + 26 + 28 + 30 + 32 + 34 + 36 + 38 + 40
+ 42 + 44 + 46 + 48 + 50 + 52 + 54 + 56 + 58 + 60 + 62 + 64 +
66 + 68 + 70 + 72 + 74 + 76 + 78

Finding the total number of seats is solving for arithmetic series or sum
given the formula:

or
n is the number of terms in the sequence a1
is the first term of the sequence an is
the last or the nth term of the sequence
d is the common difference

The sum of a geometric series id obtained using the formula:

a is the first term n

number of terms r
common ratio

Illustrative example 2

Suppose in illustrative example 1 you are asked to find the total number of
seats, how will you do it?
Instead of adding the number of seats per row, you must use the formula.
Given in the problem:
a1 = 20 number of seats in the first row
n = 30 rows d = 2 common difference Solve:

= 15(98)

CHAMS
Mathematics 10 20
 = 1470 total number of seats
Illustrative example 3

Find the sum of the sequence, 2, 6, 18, 54, …, a5.

Given;
a1 = 2, r=3 n=5

Solve:

= 242

Check: The 5 terms of the sequence are 2,6,18,54,162

The sum is 2 + 6 + 18 + 54 + 162 = 242

Using long addition and formula will give you the same answer.

CHAMS
Mathematics 10 21
Name: _________________________________ Date: ________________
Level 10 Worksheet No.________

I. Find the sum of the given geometric series with the given information
below.

1. a1 = 32, n = 8, r = = 63.75

2. a1 = 16, n = ,r= = 0.46

3. a1 = 0.3, n = 6, r = 0.1 = 0.33

4. a1 = 128, n = 5, r = = 248
5. a1 = 192, n = 7, r = 2 = 24384
6. The first 10 terms of 3 + 6 + 12 + …. = 3069
7. The first 12 terms of 2 + 4 + 6 + 8 + … = 8190
8. The first 6 terms of 32 + 18 + 9 + … = 70.83

9. The first 5 terms of = 781/162

10. The first 6 terms of 0.2 + 0.02 + 0.002 + … = 0.22

II. Read and analyse the problems and complete the table by supplying the
missing terms.
1. To replace the trees destroyed by typhoon Yolanda, the forestry
department of Tagaytay has developed a ten-year plan. During the first
year they will plant 100 trees. Each succeeding year, they will plant 50
more trees than they planted the year before.
a. How many trees will they plant during the fifth year?
There would be 100 trees planted by the 5th year.
_________________________________________________
b. b. How many trees will they have planted by the end of the tenth
year? By the tenth year, there would be 3,250 planted.
______________________________________________________
______________________________________________________
No. of years 1 2 3 4 5 6 7 8 9 10

No. of trees 100 150 200 250 300 350 400 450 500 550

Name: _________________________________ Date: ________________

CHAMS
Mathematics 10 22
Level 10 Worksheet No.________

I. Find the indicated nth partial sum (S n) of the arithmetic sequence. Write
your answer on a clean sheet of paper.

1. 8, 20, 32, 44, … 𝑛 = 10 = 1500

2. a1 = −6, 𝑑 = 4, 𝑛 = 50 = 3700
3. 100 + 105 + 110 + ⋯ + 220 = 3840
4. 0.5 + 1.3 + 2.1 + … + 70.1 = 3071.1
5. a1 = 3, 𝑑 = 2, 𝑛 = 12 = 204
6. a1 = 100, 𝑑 = −5, 𝑛 = 8 = -4140

7. a2 = 8, a5 = 9.5, 𝑛 = 12 = 123

II. Determine Sn for each geometric series.

a) a = 6, r = 2, n = 9 = 3066

b) f (1) = 2, r = −2, n = 12 = 8194/3

c) f (1) = 729, r = −3, n = 15 = 2615088483

d) f (1) = 2700, r = 10, n = 8 = 29999999700

III. Solve the following word problems using geometric and arithmetic
sequence and series.

1. A construction company will be penalized each day of delay in

construction for bridge. The penalty will be $4000 for the first day and
will increase by $10000 for each following day. Based on its budget,
the company can afford to pay a maximum of $ 165000 toward
penalty. Find the maximum number of days by which the completion of
work can be delayed. It would take 17 days before they get to pay that
much.
2. The product of three increasing numbers in GP is 5832. If we add 6 to
the second number and 9 to the third number, then resulting numbers
form an AP. Find the numbers in GP. It would be 12,18, and 27.

CHAMS
Mathematics 10 23
 LESSON 6
DIVISION OF POLYNOMIALS

Lesson Objectives:

1. Perform divisions of polynomials using long division and

synthetic division
2. Prove the remainder theorem, factor theorem and the rational
root theorem

LESSON DISCUSSION

Polynomials can sometimes be divided using the

simple methods shown on Dividing Polynomials. But
sometimes it is better to use "Long Division" (a method
similar to Long Division for Numbers)

Steps
1. Arrange the terms of the dividend and divisor in decreasing powers. If there
are missing terms, write them with a coefficient of zero.
2. Divide the first term of the dividend by the first term of the divisor to get the
first term of the quotient.
3. Multiply the result in step 2 by the divisor.
4. Subtract the result from step 3. Bring down the next term of the dividend.
5. Repeat the entire process using the result in step 4 as the new dividend.
6. Express the result as:

Illustrative example 1

(3x3 + 19x – 10 + 16x2) ÷ (x + 3)

Solution:
Following the procedure given above, we have,
quotient
x+3 dividend
( -)

-2x – 10
(-) -2x – 6______
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Mathematics 10 24
 -4 reminder
If the remainder is zero or its degree is less than that of the divisor, you
will stop dividing. Since the difference is not zero, -4 is called the remainder.

Therefore, the quotient or answer is 3x2 + 7x – 2 +

In synthetic division, we only deal with the coefficient of the terms and the
constant term of the dividend, and the zero of the divisors.
Given the , the coefficients are 1, 1, and -8 and
the constant term is -12. The zero of the divisor x – 3 is 3.

Using the synthetic division, we have

1 1 -8 -12 3

Steps in Using Synthetic Division

1. Write the coefficient of the terms and constant on the first row, insert 0 for
every missing term. Put the zero of the dividend on the side.
2. Bring down the 1st term.
3. Multiply the 1st term to the root, then align the product to the 2 nd term, then
add.
4. Multiply the sum to the root, then align the product to the next term, and
add.
5. Continue the process until you reach the last term.
6. The first up to the 2nd to the last term in the third line are the coefficient
and constant term of the quotient, while the last term is the remainder.

If P(x) is the dividend, D(x) is the divisor, Q(x) is the quotient and R is the
remainder, then

The Remainder and Factor Theorems

If your goal is to find only the remainder when a polynomial in x is divided

by a binomial in the form (x – c), using the synthetic division is quite long.
Actually, the one that you did in the previous activity is another way and easy
way of getting the remainder without using the synthetic division. That is what we
call The Remainder Theorem.

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Mathematics 10 25
 REMAINDER THEOREM: If the polynomial P(x) is divided by x - C, then the
remainder is P (C).

Now, here is the proof of the remainder theorem

STATEMENT
P(x) = (x – c) • Q(x) + R
P(c) = (c – c) • Q(x) + R
P(c) = 0 • Q(x) + R
P(c) = R

Note: P(x) is the given polynomial in x

(x – c) is the divisor
Q(x) is the quotient
R is the remainder

By substituting the value of (c) of the divisor x – c in the polynomial P(x),

you can also test whether a certain polynomial is exactly divisible by another or is
a factor by the Remainder Theorem.
The Remainder Theorem states that P(c) is the remainder when the
polynomial P(x) is divided by (x – c). The divisor x – c is then restated as x=c. R =
P(c)

Illustrative example

x=3
Substitute 3 for x.
= 27 + 36 + 9 – 2
P (3) = 70 the remainder

To check if the remainder is correct use the synthetic division that was discussed
in the previous lesson.

1 4 3 -2 3

Now, the question is what happens when the remainder is 0? Is 9 a factor

of 36? If your answer is Yes, what makes 9 a factor of 36? That is, 9 is a factor of
36 since 9 divides 36 without a remainder or the remainder is 0. This concept
leads to another theorem which we call The Factor Theorem:

FACTOR THEOREM:
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Mathematics 10 26
 If the remainder comes out to be 0 (zero), then x - c is a factor of P (X).

A zero-remainder obtained when applied using the Remainder Theorem

will give rise to another theorem called the factor theorem. This is a test to find if
a polynomial is a factor of another polynomial.
The Factor Theorem states that:
If P(x) is a polynomial and
1. P(c) = 0, then x –c is a factor of P(x).
2. x – c is a factor of P(x), then P(c) = 0.

Illustrative example 1

divided by (x – 2).

To determine whether (x – 2) is a factor of

Use the remainder theorem to find the remainder.

=8–4–8+4
=4–8+4
= -4 + 4
=0
Since, the remainder is 0. Then we can say that (x – 2) is a factor of
by factor theorem.

Name: _________________________________ Date: ________________

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Mathematics 10 27
Level 10 Activity No.________

I. Divide the following using the long division method. Write your complete
solution on the space provided.

1. 2.

3. 4.

Name: _________________________________ Date: ________________

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Mathematics 10 28
Level 10 Quiz No.________

A. Determine the quotient when h(x) is divided by p(x) in each of the

following using long division. Check the result using the synthetic
division.

1.
2.
3.
4.

II. Use the remainder theorem to find the remainder R in each of the
following. Then check using synthetic division.

1.
2.
3.
4.
5.

III. Use the factor theorem to determine whether or not the first polynomial
is a factor of the second.

1.
2.
3.
4.
5.

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Mathematics 10 29
 LESSON 7
FACTORING POLYNOMIALS

Lesson Objectives:

1. Factor polynomials (using the Remainder Theorem and the

Factor Theorem).
2. Apply the factoring strategy to factor a polynomial completely.

LESSON DISCUSSION

Factoring is to write an expression as a product of factors. For example,

we can write 10 as (5)(2), where 5 and 2 are called factors of 10. We can also
do this with polynomial expressions.
To determine the factor of a polynomial you can use Factor Theorem,
Synthetic Division, or Remainder Theorem. Let us consider the given polynomial
on your previous activity.

Illustrative example 1

What are the factors of

Using the remainder theorem and x + 2 (one of the choices in column B of the
previous activity) as your divisor, x = -2

P (-2) = 4 – 12 + 8
P (-2) = 0

So, x + 2 is indeed a factor of

The value of c should be taken from the constant 8. The factors of 8 are 1,
2, 4, 8 either both positive or negative. Since the polynomial is of degree to then
there are two factors.
Now, use long division or synthetic division to get the other factor. Since -2
was used as the value of, the other factor that wen multiplied by –2 gives the
product of 8 is –4.

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Mathematics 10 30
 1 6 8 -4
-4 -8
1 2 0 This means the other factor is x + 4.
So, the factors of are x+2 and x + 4.

Illustrative example 2

What are the factors of ?

Choosing x – 3 as one of the factors, we do the synthetic division:

1 -2 -5 6 3
3 3 -6
1 1 -2 0

since the remainder is zero, then x - 3 is one of the factors of .

What are the other factors of the polynomial?

The resulting expression or quotient in the synthetic division is x2 + x - 2, you can

now find the factors of this expression by using your factoring skills or by trial and
error. Think of two numbers that have a product of -2 and the sum of 1.

Those numbers are 2 and -1.

So, = (x + 2) (x - 1).

Therefore, the factors of the polynomial . 6 are (x

- 3) (x + 2) (x - 1).

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Mathematics 10 31
Name: _________________________________ Date: ________________
Level 10 Worksheet No.________

A. Answer the following polynomials below by applying the factoring

strategy.

1. What is the remainder when 2x10 + 7x5 - 5 is divided by x - 1? R= 4

2. What is the remainder x2 + 8x + 12 when divided by x - 2? R=32
3. What are the factors of x2 + 8x + 12? (x+6)(x+2)
4. If the remainder of the x3 - kx2 + 3x– 2 when divided by x - 1 is 4, find the
value of k. k=4

B. Answer the following questions by reflecting what you have learned in

this module.

1. How do you factor polynomials? Discuss the mathematics concepts and

principles applied when factoring polynomials.
I factor by using the method of using the x as the sum, and I try to find what
numbers would make that sum, and also what number would also make
the product of the last number, the number without the x. For example,
x^2+8x+12, what numbers would make the sum 8, but the product 12. It is
6 and 2 because, add them together, you get 8, but multiply them together
and you get 12.

2. What new realizations do you have about factoring polynomials? How

would you connect this to real life? How would you use this in making
decisions?
I realized how easier it is by just using the simple method. And that you
could connect this to your life in a way that you could maybe, weigh out
decisions, and by using that method. And that you can figure out which
choice is much more important.

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Mathematics 10 32
Name: _________________________________ Date: ________________
Level 10 Quiz No.________

I. Determine the factors of the given polynomial. Write your answer on a

clean sheet of paper.

1. 1. (x+1) (x+3) (x-2)

2. (x+1) (x+1) (x-1)
2.
3. (x+1) (x+2) (x-4)
3. 4. (x+1) (x^2-3x-2)
4. 5. (x+1) (x-3) (x-7)
5.

II. Solve the following problems using Remainder Theorem and Factor
Theorem. Write your answer on a clean sheet of paper.

1. A rectangular garden in a backyard has an area of ( ) square

meters. Its width is (x + 2) meters.
a. Find the length of the garden. L= 3x-1
b. You decided to partition the garden into two or more smaller congruent
gardens. Design a possible model and include mathematical concepts
in your design.
The length would be x+1 and the width would be x+1 too.

2. If one ream of bond paper costs (x – 4) pesos, how many reams can you buy
for pesos?

You would be able to buy 180 reams of bond paper, if the value of x is +4.

CHAMS
Mathematics 10 33
 LESSON 8
POLYNOMIAL EQUATIONS

Lesson Objectives:

1. Illustrate polynomial equations and determine the degree, leading

coefficient and constant of the polynomial.
2. Solve problems involving polynomials and polynomial equations

LESSON DISCUSSION

A polynomial equation is a special kind of algebraic equation where

each term is a constant, a variable, or a product of constants and variables
raised to whole number exponents. It is defined by a nxn + an-1xn-1 + an-2xn-2 + …….
+ a1x +a0 = 0, where n is a positive integer. The largest exponent n denotes the
degree of the polynomials.

Take a look at the given examples below, and analyse the two equations.

Polynomial Equations Not Polynomial Equations

1. 3x + 5x - 3 = 0
4
5. x3 - 6x-2- - x - 1 = 0
-because of negative exponent.
2. 2x4 + 2x3 - 6x +12 = 0 6. x2 + – 2 = 0
-because of there is a variable inside
the radical sign.
3. x5 - 32 = 0
7. x3 - +3=0
-because of there is a variable in the
denominator.
4. 5x3 + 4x9 - x3 + √3 = 0
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Mathematics 10 34
 In solving polynomial equations, we apply the Factor Theorem. But
when the equation is expressed as linear factors, the Zero Product Property
will be directly applied to solve its solution.

Illustrative example 1

Consider the equation,

(x –2)(2x + 3)(x+1) = 0, since the equation is presented as linear factors.

Then we can say that, (x—2) =0, (2x + 3) = 0 and (x + 1) = 0 by Zero Product
Property.
Solving each linear equations would yield to
(x—2) =0 (2x + 3) = 0 (x + 1) = 0 x – 2 + 2 = 0
+2 2x + 3 = 0 x+1–1=0–1
x=2 x = -1

Then we get, x = 2, and x = -1 which is the

solution to the given polynomial equation.

Illustrative example 2

Now what if the polynomial is not in factored formed? How are we going to
solve its solution? Below are the steps in solving polynomial equations in
standard form.

Step 1. List all the possible roots of the polynomial equation using
Rational Root Theorem.
2x3 – x2 – 4x + 3 = 0
From the equation where the factors of p and q written in the form of are
the possible solution to the equation. Therefore, the possible roots
are ±1, ±2, ± ,±
Step 2. Apply the Factor Theorem and use the synthetic division to check
if one of the listed roots is a factor. If it’s a factor then it is also one of the
solutions to the polynomial equation.
2x2 + x – 3 = 0
Let’s try 1

2 -1 -4 3 1
CHAMS
Mathematics 10 35
 2 1 -3
2 1 -3 0

Since the last entry on the last row is 0, then 1 is a solution to the
polynomial equation where its depressed equation would be
2x2 + x – 3 = 0.

2x2 + x – 3 = 0 is derived by using the entry of the third row as numerical

coefficients of the depressed equation of degree lower than 1 from the
polynomial equation 2x3 – x2 – 4x + 3 = 0

The fundamental theorem of algebra taught you that the number of zeros
(including repeated zeros) of polynomial function of degree n are equal. This
means that a cubic equation has 3 roots and the quartic equation has 4 roots
because cubic equation is a 3rd degree equation and quartic equation is a 4th
degree equation. Analyse the table below.

Polynomial Equations Degree Roots Number of

Real Roots
1. (x – 1) (x + 2) = 0 2 1, 2 2
2. 2x (x – 3) (x + 2) = 0 3 -2, 0, 3 3
3. (x + 2)3 (x – 2) = 0 4 -2 multiplicity 3, 2 4

Illustrative example 3

Find a polynomial equation in standard form whose roots are 1, 2, and -3.

Solution

Since a polynomial equation have roots 1, 2, and -3, we can find the
polynomial equation by writing each root as a factor of polynomial. That is, if 1, 2,
and -3 are solutions then (x – 1), (x – 2), and (x + 3) are factors of the polynomial
equation.

Therefore, the polynomial equation should be the product of all the factors,
which is, (x – 1) (x – 2) (x + 3) = 0 the factored form of polynomial equation, and
x3 – 7x + 6 = 0 is the standard form.

CHAMS
Mathematics 10 36
Name: _________________________________ Date: ________________
Level 10 Activity No.________

I. Write the terms of expression in the descending order. Determine the

degree, the leading coefficient and the constant term. Write your answer
on the table provided.

Polynomial Descending Order Deg Leading Constant

Equations ree Coefficie Term
nt
1. -4x3-15x + 6 +7x5 = 0 7 x 5−4 x 3−15 x+6=0 5 7 6
2. -11 + x4 -3x2 = 0 4 2
x −3 x −11=0 4 1 -11
3. 8x3 + x6 – 6x4 + 1 = 0 x 6−6 x 4 + 8 x 3 +1=0 6 1 1
4. x(5x3 + 7) = 0 (5x3 + 7)x=0 3 5 7
5. (x – 3) (x – 2)2 = 0 (x – 2)2 (x – 3)=0 1 1 -3

II. Identify if the given equation is a polynomial equation or not. Write P if

polynomial equation and NP if it is not. Write your answer on the space
provided.

1.3x4 + 5x - 3 = 0 ___p__
2.2x4 + 2x3 - 6x +12 = 0 __p___
3.x3 - 6x-2 - x - 1 = 0 __np___
4. x5 - 32 = 0 __p___

5. x2 - =0 _np____
2
6.x + √x – 2 = 0 __p__
7. 5x3 + 4x9 - x3 + √3 = 0 __p___

8. x3 - +3=0 _np__
2
9. (x - 3) (x - 4x) = 0 __np___
10. x(x - 2)(3x + 5) = 0 ___p__

CHAMS
Mathematics 10 37
Name: _________________________________ Date: ________________
Level 10 Quiz No.________

I. Solve and find the roots of the following polynomial equations given
one of its roots on the right side.

1) x=1
2) x = -2
3) x=2
4) x=5
5) x=2

II. Find a polynomial equation with integer coefficients that has the
following roots. Write your answer on a clean sheet of paper.

1) 1, -2, -5
2) ±1, 2
3) ±2, ±3

4) -1, 2,

5) ±3

III. Solve the following statements below and perform as instructed. Write
your answer on a clean sheet of paper.

1) Find the roots of (2x + 1)(x + 1)(x − 1) = 0

2) Find the zeros of the polynomial equation x 4 + 2x3 − 13x2 − 14x + 24
=0
3) Find the polynomial equation whose zeros are 2 of multiplicity 2, 1
and
–2
4) Find the equation if the zeros are 2, -1, 2, -3.two positive integers is
35. What is the minimum sum of their squares?

CHAMS
Mathematics 10 38
Name:_________________________________ Date:________________
Level 10 Activity No.________

REFLECTION JOURNAL

Write a reflection journal entitled “Sequences, Polynomials and Polynomial

Equations” using the format:

I. Things Learned and Insights

II. Concept Map
III. Difficulties
IV. Unforgettable Experiences / Activities

For this quarter, it was really fun, and I learned a lot of new things, and that I the
things that I did know, I didn’t know that I didn’t know enough about it. I learned a
lot about sequences, that is the really ne topic for me, we have talked about
polynomials in the past. And that there was a lot more about polynomials that I
didn’t know about. At first it was just sequences, and then that spread out to the
different sequences, then that also spread out to how to get the terms of the
different sequence. Then there were polynomials again, then that got split into
how to divide the polynomials, then that also got split into different ways to divide
it, then that got split into how to get the factor and the remainder. But of course,
since it is Math, it can take a while to really get the problems. And that one
problem that I got was the polynomials again. Because for me, it is easier to just
learn something new, than recall something from a while back. So dividing and
factoring the polynomials was difficult for me a bit. And for the unforgettable
things, it is just all the games that we played. And how we all were having fun
playing the games, but at the same time also learning things. And those were the
unforgettable things, I also can't forget when it is group activities, and how we are
all wondering how we are going to solve the problem.

CHAMS
Mathematics 10 39
 LEARNING RESOURCES

Books:
Crisostomo, R.M., De Sagun, P.C., Padua, A.L., Lim, G., and Ong, A.C., (2013).
Our World of Math 10. Vibal Publishing House , Inc. pp. 3 – 71

Internet Links:

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https://www.mathsisfun.com/algebra/sequences-sums-arithmetic.html

Arithmetic and Geometric Series (n. d) retrieved from

https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/wordproblems/
arithmetic-geometric-series

Carl Stitz & Jeff Zeager, (2021). The Factor Theorem and Remainder Theorem.
Department of Education Open Textbook Pilot Project,. Retrieved from
https://math.libretexts.org/Bookshelves/Precalculus/Book%3A_Precalculus_(Stitz
Zeager)/3%3A_Polynomial_Functions/32%3A_The_Factor_Theorem_and_the_R
emainder_Theorem#:~:text=The%20proof%20of%20The%20Factor,x)%20for%2
0some%20polynomial%20q.&text=In%20this%20case%2C%20The%20Remaind
er,is%20a%20factor%20of%20p.

DepEd Module 10 retrieved from https://pdfcoffee.com/clmd4amathg10--

pdffree.html

Division of Polynomials (n. d) retrieved from

https://www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/long_division/lo
ng_division.html

Geometric Sequence (n. d) retrieved from

https://www.mathsisfun.com/algebra/sequences-sums-geometric.html

Paul Dawkins, (2018) Factoring Polynomials. Paul’s Online Notes. Retrieved

from https://tutorial.math.lamar.edu/classes/alg/factoring.aspx

Polynomial Equations (n. d) retrieved from

https://byjus.com/maths/polynomialequations/
CHAMS
Mathematics 10 40
 Sequence and Patterns. (n. d) retrieved from
https://www.mathsisfun.com/algebra/sequences-series.html

CHAMS
Mathematics 10 41