SDO ALBAY SUPERINTENDENCY

NORMA B. SAMANTELA, CESO VI Schools Division Superintendent

MA. JEANY T. ABAYON, Ed.D. Assistant Schools Division Superintendent
LAURO B. MILLANO Assistant Schools Division Superintendent

DIVISION EVALUATION TEAM

SANCITA B. PEÑARUBIA, EdD
Chief Education Supervisor
Curriculum and Implementation Division

FELMA A. BONITO, PhD

Public Schools District Supervisor
Division Math Coordinator
Chairperson, TWG

WRITERS
JERIC P. OPENIANO MYLA B. REODIQUE
SARALYN MANRIQUE – VALENZUELA CHRISTINE JOY A. CLERIGO
ARNEL B. VELASCO AMELYN R. RAFALLO
MARIA VERGIN A. ANDES MARLON A. SEVILLA
DOMINADOR L. DURAN JR RONNIE E. CAUREL
EMILYZA N. BUITRE

KEY TEACHER
Abelardo C. Arienda Jr.

TEAM LEADER
Leonora B. Orejo

CONTENT EDITORS
Salvacion R. Raquid Maria C. Rabe

LANGUAGE EDITOR
Kaypee R. Alamares

TECHNICAL SUPPORT
Christine Joy A. Clerigo
Week No. COMPETENCIES Page No.

Generates patterns 1

1-2 Illustrates an Arithmetic Sequence 6

Determines arithmetic means, nth term of an arithmetic

sequence and sum of the terms of a given arithmetic 10
sequence.

Illustrates geometric sequence. 16

3
Differentiates a geometric sequence from an arithmetic
18
sequence.

Determines geometric means, nth term of a geometric

4 sequence and sum of the terms of a given finite or infinite 22
geometric sequence.

5 Solves problems involving sequences. 29

Performs Division of Polynomials Using Long Division and

36
Synthetic Division
6
Proves the Remainder Theorem, Factor Theorem and the
Rational Root Theorem 43

7 Factors polynomials. 48

8 Illustrates polynomial equations. 53

Solves problems involving polynomials and polynomial

9 57
equation
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 1-2 (a) Quarter 1

GENERATING PATTERNS

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as your self – learning guide. It specifically aims to generate patterns.

A pattern is an arrangement which helps observers anticipate what they might see or what can
happen next. You can observe patterns. These are things like colors, shapes, actions, or other
sequences that are repeated in a regular way. Think about words or melodies in songs, lines and curves
on buildings, or even in the grocery store where boxes and jars of various items are lined up.

To get better idea on the concept of pattern let us look at the following examples:

Example 1: What is next figure to continue the pattern?

In this pattern, the number of footballs increases by 2 each time. So, in the next figure there will be 9
footballs.

#MakeEveryLearnerLoveMath | 1
Example 2: What will be the next letter?

A , J , S, ____

As we take a look at the given letters, we can say it is just

random letters. But if you observe the letters closely, you
will notice that the letters are the first letters of the months
with exactly 30 days. As A is for April, J is for June, S is for
September and the next month with exactly 30 days is
November, so the next letter is N.

Example 3: Richard qualified as basketball varsity player of Marcial O. Rañola Memorial School. As
part of the training, his coach asked him to run 2 laps on Tuesday, 3 laps on Wednesday, 6 laps on
Thursday, and 11 laps on Friday. If this training continues, how many laps will Richard run on
Saturday?

Solution:
First, look for a pattern. Notice how the amount increases by 2 each time.
2, 3, 6, 11, ?

+1 +3 +5

Add 7 to find the next number

Richard will run 18 laps on Saturday.
2, 3, 6, 11, 18

+1 +3 +5 +7

Example 4: Regine found some empty cans to put into bins for recycling. He
put 4 empty cans in the first bin, 12 empty cans in the second bin, 36 empty cans in the third bin,
108 empty cans in the fourth bin, and 324 empty cans in the fifth bin. If this pattern continues, how
many empty cans will Regine put in the sixth bin?

Solution:
First, look for a pattern.
4, 12, 36, 108, 324, ?

Multiply by 3 to find the next number:

4, 12, 36, 108, 324, 972 Regine will put 972 empty cans in the sixth
bin.
x3 x3 x3 x3 x3

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

1 Generates patterns M10AL-Ia-1

#MakeEveryLearnerLoveMath | 2
 III. EXERCISES:

Activity 1: Draw Me!

Directions: Draw the next figures in each set on the box provided.

1.

2.

3.

4.

5.

Activity 2. Complete Me!

Directions: Complete the puzzle below by providing the needed term/s in each pattern.
Down:
1) 2,4,6,8,10, ___
3) 4,6,10,16,24,___
5) O,T,T,F__,___,S,E,N,T
7) Aguinaldo, Quezon, Laurel,_____

Across:
2) 3,9,27,81,___
4) 1B, 2C, 3D _____
6) J,F,M,A,M,J,J,A,___,____,____,____

Activity 3: You Can Do It!

1. The following sets of matchsticks formed triangles of the same sizes.

#MakeEveryLearnerLoveMath | 3
 Answer the following questions:
a. Suppose you will form the fourth and fifth figure. How would it look like? Show the
sketch of the figures.

b. How many matchsticks will you need to form the fourth and fifth figure and how did you
determine the number of matchsticks to be used?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. a. What are the missing pairs of letters in the pattern below?

AO, BT, CT, DF, ___, FS, ___

b. How did you find the missing pairs of letters?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

IV.RUBRICS (To be used by the Teacher on Activity 3)

Category 4 3 2 1
Completion The student The student The student The student
completed ALL completed MOST completed SOME completed just a
the work. of the work. of the work. LITTLE part of the
work.
Representations ALL parts of the MOST parts of SOME of the LITTLE part of the
figures were the figures were figures were figures were
accurate. correct. correct. correct.
Understanding The student The student The student The student did
completely understood the understood PART not understand
understood the problem and of the problem the problem.
problem and MOSTLY solved it. but could not
solved it. solve it.
Effort The student tried The student tried The student tried The student tried
to do ALL the to do the MOST to do SOME of to do just a
work. of the work. the work. LITTLE of the
work.

#MakeEveryLearnerLoveMath | 4
 V.REFLECTION:
1. How did you feel about today’s activities? Choose the best emoticons that best
describe your feeling.

HAPPY LOVE CONFUSED SAD ANGRY

2. Since pattern is everywhere, cite/draw some patterns that you can see around.

VI.REFERENCES:

DepEd, Mathematics – Grade 10, Learner’s Module

https://znnhs.zdnorte.net/wp-content/uploads/2020/10/MAT10_Q1_W1.pdf
https://study.com/academy/lesson/what-is-a-pattern-in-math-definition-rules.html
Emojis with face mask. (n.d.). https://www.istockphoto.com/vector/emoji-covid-19-face-
mask-vector-set-emojis-and-emoticons-with-facial-expressions-gm1220911206-
357679503.
Nature’s patterns. (2009). [Image]. Nature’s Patterns.
https://www.economist.com/books-and-arts/2009/03/05/natures-patterns
Java facade design pattern example. (2021). [Image]. Java Facade Design Pattern
Example. http://makble.com/java-facade-design-pattern-example
Sunflower macro. (2006, December 16). [Image].
https://www.pinterest.ph/pin/262053272037120631/
Fabric pattern :100+ different prints and patterns you can find in fabrics. (2018). [Image].
https://sewguide.com/fabric-patterns/
J.V. (n.d.). Calendar day thirty images [Image].
https://www.shutterstock.com/search/calendar+day+thirt

VII.ANSWER KEY:

Prepared by:
JERIC P. OPENIANO
Marcial O. Rañola Memorial School
#MakeEveryLearnerLoveMath | 5
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 1-2 (b) Quarter 1

ILLUSTRATING ARITHMETIC SEQUENCE

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as your self – learning guide and it specifically aims to illustrate
Arithmetic Sequence.

Arithmetic Sequence is a sequence where every term after the first is obtain by adding a constant
number called the common difference.

Arithmetic Sequence can be a finite sequence (1, 2, 3, . . .n) or Infinite sequence (1, 2, 3...)

EXAMPLE: The Sequence 6, 9, 12, 15, 18 represents the amount of peso each week in Brielle’s “ipon
challenge”

The Sequence 6, 9, 12, 15,18 is a finite Arithmetic Sequence

6 is the first term denoted by a1

9 is the second term denoted by a2

12 is the third term denoted by a3

15 is the fourth term denoted by a4

18 is the fifth term denoted by a5

To find the common difference (d) in an Arithmetic Sequence just subtract the first term from
the Second term, the second term from the third Term or subtract two succeeding terms.

Example 1: Consider the arithmetic sequence 6, 9, 12, 15,18, find the common difference.

a2 - a1 = d 9–6=3
a3 - a2 = d 12 – 9 = 3
So, the common difference (d) is 3
a4 - a3 = d 15 – 12 =3
a5 – a4 = d 18 – 15 =3

Example 2: Find the common difference of arithmetic sequence 18, 15, 12, 9, 6.

a2 - a1 = d 15 - 18 = -3
a3 - a2 = d 12 – 15 = -3
So, the common difference (d) is - 3
a4 - a3 = d 9 – 12 = -3
a5 – a4 = d 6 – 9 = -3

#MakeEveryLearnerLoveMath | 6
 Increasing Arithmetic Sequence Decreasing Arithmetic Sequence
● Common difference is positive ● Common difference is negative
6, 9, 12, 15, 18 18, 15, 12, 9, 6
Common difference: 3 Common Difference : - 3

In other words, an Arithmetic Sequence is a numerical pattern that increases or decreases at

a constant rate called the common difference

With this basic idea, you can now illustrate Arithmetic Sequence.
Example 3:
3.1 Find the next three terms in the sequence -14, -10, -6, -2, ___, ___, ___?
Answer: This is an example of Increasing Arithmetic Sequence and the common difference is 4.
Therefore, the next three terms are 2, 6,10.
3.2. Find the next four terms of 31, 24, 17, 10, ___, ____, ____, ____?
Answer: This is an example of Decreasing Arithmetic Sequence. The common difference is -7. The
next four terms will be 3, -4, -11, -18.
3.3. Zia planted 28 marigold saplings in the first row of the garden patch, 23 saplings in the 2 nd row,
18 saplings in the 3rd row and so on in an Arithmetic Sequence. What will be the number of saplings
in 4th, 5th and 6th rows of the garden patch?
Answer: In the given problem, the common difference is 5 and it is a Decreasing Arithmetic Sequence.
Therefore, the number of saplings are 13, 8 and 3.

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

1 Illustrates an Arithmetic Sequence M10AL-Ib-1

III. EXERCISES:

Activity 1: TELL ME!

Tell if the following sequences illustrate Arithmetic Sequence or not. Circle shape if it illustrates
Arithmetic Sequence and emoji if it does not. If Arithmetic Sequence, find the next three terms.

1. 3, 7, 11, 15

2. 9, 5, 1, . . .

3. 12, 9, 8, 4, 2, …
1 11 17 23
4. , , ,
2 10 10 10

5. 3.8, 0.9, 0.1, -0.18, …

#MakeEveryLearnerLoveMath | 7
Activity 2: Arrange my numbers!
Arrange the following numbers to make an arithmetic sequence in increasing and decreasing
pattern.

27 7
19 15
23 11

______________________________________ ________________________________________

Activity 3: Understand Me MORE!

Consider this situation:
Kate is a “plantita girl”. She plans to construct a trapezoidal shaped structure in her garden
for her plants. The longer side of trapezoid needs to start with a row of 10 bricks. Each row must be
decreased by 2 bricks on each end and the construction should stop at the 3rd row. Illustrate the
trapezoidal plant structure she made.

IV.RUBRICS (To be used by the Teacher on Activity 3)

Score Descriptors
4 Excellent. The student was able to illustrate the trapezoidal plant structure
correctly and completely. It is also free from erasures.
3 Very Good. The student was able to illustrate the trapezoidal plant structure
correctly and completely but with erasures.
2 Good. The student illustrates the trapezoidal plant structure but not complete.
1-2 rows are not complete.
1 Fair. The student attempted to illustrate the trapezoidal plant structure.
All 3 rows are not complete.

#MakeEveryLearnerLoveMath | 8
 V.REFLECTION:

Were you able to accomplish the activity? How did you find it?
_______________________________________________________________________________

VI.REFERENCES:
DepEd, Mathematics – Grade 10, Learner’s Module
www. Slideshare.com/ArithmeticSequence

VII.ANSWER KEY:

27, 23, 19, 15, 11, 7

3 and 5 Decreasing Order: __. __. __. __. __. __. __. __. __. __
7, 11, 15, 19, 23, 27 __. __. __. __. __. __. __. __
1,2, 4 Increasing order: __. __. __. __. __. __
Activity 1: Activity 2: Activity 3:

Prepared by:
SARALYN MANRIQUE – VALENZUELA
Marcial O. Rañola Memorial School
#MakeEveryLearnerLoveMath | 9
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET | Week 1-2 (c) Quarter 1

FINDING THE NTH TERM, MEANS, AND THE SUM OF AN ARITHMETIC SEQUENCE

I. BACKGROUND INFORMATION FOR LEARNERS:

This learning activity sheet aims to facilitate your learning on how to find the nth term,
arithmetic mean(s), and the sum of a finite arithmetic sequence.

A. Finding the nth Term of an Arithmetic Sequence

The nth term of an arithmetic sequence with a first term a1 , and with a common difference

of d is given by:

ARITHMETIC SEQUENCE FORMULA

an = a1 + (n − 1)d
Where:
an = the last term of the sequence
a1 = the first term of the sequence
n = the number of terms
d = the common difference

Example 1 Example 2
Find the 24th term of the sequence 4, 7, 10, ... Find the 10th term of the sequence 20, 18, 16, ...
Solution Solution
an = a1 + (n − 1)d an = a1 + (n − 1)d
a24 = 4 + (24 − 1)3 a10 = 20 + (10 − 1)(−2)
a24 = 4 + (23)3 a10 = 20 + (9)(−2)
a24 = 4 + 69 a10 = 20 − 18
a24 = 73 a10 = 2

In the arithmetic sequence a1 ,...,am ,...,an where a1 represents the first term, am is any

term after a1 , and an is any term after am :

The nth term of the arithmetic sequence is obtained by using an = a1 + (n − 1)d . However, if a1 is

unknown, we can consider am as the first term so that the formula becomes an = am + (n − m)d .

#MakeEveryLearnerLoveMath | 10
 Example 3
The third term of an arithmetic sequence is 5 and the sixth term is -1. Find the twelfth term of this
sequence.
Solution: (Use the modified formula)
For the common difference: For the twelfth term:
an = am + (n − m)d
an = am + (n − m)d
a6 = a3 + (6 − 3)d
a12 = a3 + (12 − 3)d
−1 = 5 + 3d
−1 − 5 = 3d
a12 = 5 + 9(−2)
−6 = 3d a12 = 5 − 18
−2 = d a12 = −13

Alternate Solution
Let a3 = 5 be an then use an = a1 + (n − 1)d : Let a6 = −1 be an then use
an = a1 + (n − 1)d :
an = a1 + (n − 1)d an = a1 + (n − 1)d
5 = a1 + (3 − 1)d −1 = a1 + (6 − 1)d
5 = a1 + 2d −1 = a1 + 5d

Then find the value of a1 by solving the system: To solve for a1 use 5 = a1 + 2d then
substitute d: 5 = a1 + 2d
5 = a1 + 2d 5 = a1 + 2(−2)

−1 = a1 + 5d 5 = a1 − 4
Subtract eq. 2 from eq. 1 to solve for d: 9 = a1
5 = a1 + 2d
−1 = a1 + 5d
a12 , use an = a1 + (n − 1)d :
an = am + (n − m)d
a6 = a3 + (6 − 3)d

To find
−1 = 5 + 3d
−1 − 5 = 3d
−6 = 3d

6 = −3d
−2 = d

an = a1 + (n − 1)d
−2 = d
a12 = 9 + 11(−2)
a12 = 9 − 22
a12 = −13

B. Finding the Arithmetic Mean(s) Between Two Terms of an Arithmetic Sequence

If a, x, and b are successive terms of an arithmetic sequence then x is called the arithmetic
mean between a and b.
Example:
In the arithmetic sequence 2, 5, 8, 11, 14, 17 …
a. 5 is the arithmetic mean between 2 and 8.
b. 11 is the arithmetic mean of 8 and 14.
c. 5, 8, and 11 are three arithmetic means between 2 and 14.

In an arithmetic sequence, the difference between any two consecutive terms is constant. If
a, x, and b are consecutive terms of an arithmetic sequence then x − a = b − x.

#MakeEveryLearnerLoveMath | 11
 x−a =b−x
Example 2
x+ x = a+b Insert three arithmetic means between 5 and 13.
2x = a + b Solution
a+b 5, _____, _____, _____, 13
x=
2
First, we need to find the common difference, d.
Thus, the arithmetic mean, x , between
a and b is an = a1 + (n − 1)d
a5 = a1 + (5 − 1)d
13 = 5 + 4d
Arithmetic Mean 13 − 5 = 4d
a+b 8 = 4d
x=
2 2=d

Example 1 Now, we use d to find the three

Find the arithmetic mean between 4 and 10.
arithmetic means between 5 and 13.
Solution a2 = a1 + d = 5 + 2 = 7
a + b 4 + 10 a3 = a2 + d = 7 + 2 = 9
x= =
2 2 a4 = 9 + 2 = 11
14
x=
2 5, ___, ___, ___, 13
=7
xTherefore, the arithmetic mean between
4 and 10 is 7.
7 9 11
Therefore, 7, 9, and 11 are the three

arithmetic means between 5 and 13.

C. Arithmetic Series
Arithmetic series is the indicated sum of an arithmetic sequence.

Arithmetic Sequence Arithmetic Series

a1 , a2 , a3 , a4 , ... a1 +a2 + a3 + a4 + ...

The sum of a finite arithmetic sequence is given by:

Sn = a1 + a1 + d + a1 + 2d + ... + a1 + (n − 1)d or Sn = a1 + (n − 1)d + a1 + (n − 2)d + ... + a1

Take these as a system of equations:

 Sn = a1 + a1 + d +a1 +2d + ... + a1 + (n − 1)d


 Sn = a1 + (n − 1)d + a1 + (n − 2)d + a1 + (n − 3)d + ... + a1
Adding the two equations we get:
2Sn = 2a1 + (n − 1)d + 2a1 + (n − 1)d + 2a1 + (n − 1)d + 2a1 + ... + (n − 1)d

#MakeEveryLearnerLoveMath | 12
 Notice that there is “n” 2a1 + (n − 1)d on the right side of the equation. Therefore, we can

 
rewrite the equation above as 2Sn = n 2a1 + (n − 1)d or Sn =
n
 2a1 + (n − 1)d  .
2

Recall that:
Arithmetic Series Formula 1 Arithmetic Series Formula 2
n
Sn = 2a1 + (n − 1)d  n
Sn =
n
2a1 + (n − 1)d  2 Sn = ( a1 + an )
2 since 2a1 = a1 + a1 , then 2
n
Sn = [a1 + a1 + (n − 1)d ]
2
But an = a1 + (n − 1)d
n
 Sn = ( a1 + an )
2

Example 1 Example 2
A finite arithmetic sequence has 10 Find the sum of the first 12 terms of
terms. If the first and last terms are the sequence 2, 6, 10, 14, …
12 and 38, respectively, find the sum
of these terms. Solution
n
Sn = 2a1 + (n − 1)d 
Solution 2
12
n S12 = 2(2) + (12 − 1)4 
Sn = (a1 + an ) 2
2
S12 = 6  4 + 11(4)
10
S10 = (12 + 38 ) S12 = 6  4 + 44 
2
S10 = 5(50) S12 = 288
S10 = 250

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCY (MELC) CODE
1 Determines arithmetic means, nth term of an arithmetic M10AL- Ib-2
sequence and sum of the terms of a given arithmetic sequence.

III. EXERCISES:

ACTIVITY 1: FIND ME…

1. Find the 12th term of the sequence 2, 7, 12, 17, . . .

2. Find the 4th term of an arithmetic sequence a1 = 5 and the d = −4 .

3. Determine the 7th term in the sequence 3, 14, 25, . . .

#MakeEveryLearnerLoveMath | 13
 4. Find the 100th term of the sequence 98, 97.5, 97, …
ACTIVITY 2: BY ALL MEANS…
Direction: Find the missing terms (arithmetic means) between the given terms.
ARITHMETIC SEQUENCE ARITHMETIC MEAN(S)
1. 2, ___, ___, ___, 10
2. -5, ___, ___, 4
3. 10, ___, ___, ___, ___, 25
4. -6, ___, 6

ACTIVITY 3: THE SUM OF IT ALL…

1. Find the sum of the first five terms of the series 20 + 27 + 34 + …
2. Find the sum of the first 7 terms of an arithmetic series whose first and last terms are 6 and
36, respectively.
3. A finite arithmetic sequence has 10 terms. If the first and last terms of the sequence are 12
and 38 respectively, find S10 .
7 4 3
4. Find the sum of the arithmetic series + + + ... + 11 .
6 3 2

IV.RUBRICS

Rubrics for Scoring Point/s Description

1 The learner shows answer only.
2 The learner shows partial process.
3 The learner shows partial process with answer.
4 The learner shows complete process with correct answer.

V. GUIDE QUESTIONS:

Answer the following questions to determine your mastery of the topic.

1. The nth term of an arithmetic sequence is given by an = a1 + (n − 1)d . Is it possible to
find any term of the sequence if a1 is unknown?
___________________________________________________________________________
___________________________________________________________________________
2. Is it possible to insert any number of terms between two terms of an arithmetic
sequence?
___________________________________________________________________________
___________________________________________________________________________

3. When do you use the following formulas to find the sum of a finite arithmetic
sequence/series?
n n
a. S n = (a1 + an ) b. Sn =  2a1 + (n − 1)d 
2 2
___________________________________________________________________________
___________________________________________________________________________
4. Can you find the sum of a finite arithmetic sequence if n is unknown?
___________________________________________________________________________

#MakeEveryLearnerLoveMath | 14
___________________________________________________________________________

#MakeEveryLearnerLoveMath | 15
 VI.REFLECTION:

After doing all the activities in this lesson, I learned that

__________________________________________________________________________________
__________________________________________________________________________________

I have questions on
__________________________________________________________________________________
__________________________________________________________________________________

VII.ANSWER KEY:

4. 365 3. 250 1. 170 2. 147

Activity 3: THE SUM OF IT ALL…

4. 0 3. 13, 16, 19, 22 2. -2, 1 1. 4, 6, 8

Activity 2: BY ALL MEANS…
4. 48.5 3. 69 2. -7 1. 57
Activity 1: FIND ME…

Prepared by:
ARNEL B. VELASCO
Marcial O. Rañola Memorial School
#MakeEveryLearnerLoveMath | 16
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 3 (a) Quarter 1

ILLUSTRATING GEOMETRIC SEQUENCE

I. BACKGROUND INFORMATION FOR LEARNERS:

This learning activity sheet focuses on illustrating geometric sequence. This will introduce
the learners to the concept of geometric sequence. It is important that every learner must know the
concept of ratio to fully understand geometric sequence.

Geometric Sequence is a sequence where each term after the first is obtained by multiplying
the preceding term by the same constant which is the common ratio.

Example: 1, 3, 9, 27,81

As presented in the above example, we have the set of numbers {1,3,9,27,81}. Thus, this is
an example of geometric sequence.

In the previous lesson, we learned about the arithmetic sequence. To obtain the sequence of
numbers in arithmetic sequence, we need to look into the common difference which was added in
the previous term to get the succeeding ones. In geometric sequence, we need to look for the
common ratio.

Common ratio is a constant multiplied to each term of a geometric sequence to obtain the
next term in the sequence.

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

1 Illustrates geometric sequence. M10AL-Id-1

III. EXERCISES:

Activity 1: Getting to know you!

Tell whether the following sequences are geometric or not. If it is a geometric give the
common ratio, if not, state the reason why.

1, 5, 9, 13, 17,… ________________________________

2, 4, 8, 16, 32, … ________________________________
5, -5, 5, -5, 5, … ________________________________
81, 27, 9, 3, 1, … ________________________________
4, 0, 0, 0, 0, 0,… ________________________________

#MakeEveryLearnerLoveMath | 17
Activity 2: Try it on!

REMEMBER: This activity will test your knowledge and skills in illustrating geometric sequence. Take
note of the important things to remember on how you will determine if the given sequence is
geometric or not.
Draw a “Happy emoji” 😀 if it is geometric, write the common ratio, and then draw a
“heart” 🧡 if it is not.
5, 10, 20, 40, 80, 160 _____________________________
2, 4, 6, 8, 10, 12, 14 _____________________________
400, 200, 100, 50, 25 _____________________________
1, 0, 1, 0, 1, 0, 1,0 _____________________________
7, -7, 7, -7, 7, -7 _____________________________

Write a set of geometric sequence with 6 terms and illustrate in a number line.

IV. GUIDE QUESTIONS:

What new learnings do you have about illustrating geometric sequence? How can these
learnings be applied in real life?
_______________________________________________________________________________

V. REFLECTION:

What makes you happy about this learning activity sheet?

________________________________________________________________________

What makes this activity sheet difficult for you?

_______________________________________________________________________

VI. REFERENCES:
Mathematics Learners Module Grade 10
Mathematics Teachers Guide Grade 10
mathisfun.com
VII. ANSWER KEY:

Prepared by:
MARIA VERGIN A. ANDES
Daraga National High School
#MakeEveryLearnerLoveMath | 18
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 3 (b) Quarter 1

DIFFERENTIATING A GEOMETRIC SEQUENCE FROM AN ARITHMETIC SEQUENCE

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as a self-learning guide for learners. It specifically aims for students
to differentiate a geometric sequence from an arithmetic sequence. To clearly differentiate the two,
let us consider the following key concepts and examples.

Comparison Table between Arithmetic and Geometric Sequence

Parameter of
Arithmetic Sequence Geometric Sequence
Comparison

It is a list of numbers, in which It is a sequence of numbers in which

every new term alters from each new term is calculated by
Definition
another preceding term by a multiplying by a non-zero and fixed
definite quantity. number.

Calculated By Addition or Subtraction Multiplication or Division

A constant difference between A common ratio between 2 successive

Identified By
2 successive terms. terms.

Form Linear Form Exponential Form

Explicit Formula 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 𝑎𝑛 = 𝑎1 𝑟 𝑛−1

Examples of Arithmetic and Geometric Sequence

Arithmetic Sequence Geometric Sequence

1) 3, 6, 12, 24, 48, …

1) 1, 3, 5, 7, 9, 11, … 𝑎2 𝑎3 𝑎4 𝑎5
𝑟= = = =
𝑑 = 𝑎2 − 𝑎1 = 3 − 1 = 2 𝑎1 𝑎2 𝑎3 𝑎4
𝑑 = 𝑎3 − 𝑎2 = 5 − 3 = 2 6 12 24 48
𝑑 = 𝑎4 − 𝑎3 = 7 − 5 = 2 𝑟= = = = =2
3 6 12 24
The common ratio (r) is 2.

The common difference (d) is 2. 2) -3, 9, -27, 81, …

𝑎2 𝑎3 𝑎4
2) 3, 10, 17, 24, … 𝑟= = =
𝑎1 𝑎2 𝑎3
𝑑 = 𝑎2 − 𝑎1 = 10 − 3 = 7 9 −27 81
𝑑 = 𝑎3 − 𝑎2 = 17 − 10 = 7 𝑟= = = = −3
−3 9 −27
𝑑 = 𝑎4 − 𝑎3 = 24 − 17 = 7 The common ratio (r) is 2.
The common difference (d) is 7
❖ Sample Situation/Problem that
represents geometric sequence.
#MakeEveryLearnerLoveMath | 19
 ❖ Sample Situation/Problem that
represents arithmetic sequence.
1. During the pandemic on CoVid-19, a certain
Barangay in Daraga records its first two CoVid-19
1. Elena got a score of 78 on the first test in
cases on day 1. The number of person infected
Mathematics 10 and did 4 points better on each
with CoVid-19 triples each day.
succeeding test than on the previous one.
⮚ This situation represents a geometric
⮚ This situation represents arithmetic
sequence: 2, 6, 18, …
sequence: 78, 82, 86, … 𝑎2 𝑎
⮚ 𝐶𝑜𝑚𝑚𝑜𝑛 𝑟𝑎𝑡𝑖𝑜 (𝑟) = = 𝑎3
⮚ 𝐶𝑜𝑚𝑚𝑜𝑛 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 (𝑑) = 𝑎2 − 𝑎1 = 82 − 𝑎1 2

78 = 4 6 18
= = =3
2 6
2. Mario has Php50 in his savings and added 2. Starting of 100 bacteria population, it doubles
in size every minute.
Php15 every week in his savings.

⮚ This situation represents arithmetic

sequence: 50, 65, 80 … ⮚ This situation represents geometric
sequence: 100, 200, 400 …
⮚ 𝐶𝑜𝑚𝑚𝑜𝑛 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 (𝑑) = 15
⮚ 𝐶𝑜𝑚𝑚𝑜𝑛 𝑟𝑎𝑡𝑖𝑜 (𝑟) = 2

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

Differentiates a geometric sequence from an arithmetic
1 M10AL-Id-2
sequence.

III. EXERCISES:

Activity 1: Put me in!

Direction: Group the following sequences correctly in the box.

1) 40, 43, 46, 49, 52, ... Arithmetic Geometric
Sequence Sequence
2) 1, 5, 25, 125, 625, ...
3) 𝑎𝑛 = 16 + 3𝑛
4) −34, −26, −18, −10, −2, ...
5) 𝑎𝑛 = 2(−3)𝑛−1

#MakeEveryLearnerLoveMath | 20
 Activity 2: AS or GS?
Direction: Determine which of the following situations represent Arithmetic Sequence or
Geometric Sequence. Write AS if it is an arithmetic sequence and GS if it is a geometric
sequence.

_____1. Starting with 80 virus cells, a virus reproduces by dividing into two, and after a minute,
it divides into two again. As the virus continues to reproduce, it will continue to divide in two.
_____2. Mang Juan is told to get on a regular walking program. He is told to walk a distance
of 5 km the first week, 8 km the second week, 11 km the third week and so on for a period of
10 weeks.
_____3. Before starting on a weight-loss program, Alex weighs 124 kg. He plans to lose weight
at a rate of 1.5 kg a week until he reaches his recommended weight of 94 kg.
_____4. A motorcycle costs Php70, 000 as brand new and depreciates 10% of the original
value every 5 years.
_____5. Catherine was offered a job with a company at a starting salary of Php10, 500 per
year with yearly increments of Php200.
_____6. A sheet of paper is 0.1 mm thick. It is folded in halves and the halves are folded again
and so on.
_____7. Daisy made deposits from her school allowance savings as follows: Php15 on the first
week, Php18 on the second week, Php21 on the third week, and so on.
_____8. Rachel gets a starting salary of Php15, 000 a month and an increase of Php120
annually.
_____9. Cristina deposited Php3, 000 in a bank that gives 6% interest compounded annually.
_____10. A tank contains 16, 000 liters of water. Each day, one-half of the water in the tank
is removed and not replaced.

IV. GUIDE QUESTIONS:

1. Write down your clue/keyword that gave you idea to differentiate an arithmetic sequence from
geometric sequence.
__________________________________________________________________________________
__________________________________________________________________________________
2. How did you differentiate the situation/problem that involves arithmetic sequence from those that
involve geometric sequence?
__________________________________________________________________________________
__________________________________________________________________________________

V:REFLECTION:

QUESTION: How well do you feel you know about differentiating a geometric sequence from
an arithmetic sequence? Choose your answer among the choices below.

5. I know it so well; I could explain it to anyone.

4. I can do it alone.
3. I need some help.
FIST 2. I need more practice.
OF 1. I am only a beginner.
FIVE

#MakeEveryLearnerLoveMath | 21
 VI.REFERENCES:

https://arxiv.org/pdf/1001.5055
http://cdn.kutasoftware.com/Worksheets/Alg2/Comparing%20Arithmetic%20and%20Geometri
c%20Sequences.pdf
Our World of Math 10, Julieta G. Bernabe et.al., pp. 10-20

VII:ANSWER KEY:

Activity 1
10. GS 5. AS
4) −34, −26, −18, −10, −2, ...
9. GS 4. GS
3) 5) 8. AS 3. AS
7. AS 2. AS
1) 40, 43, 46, 49, 52, … 2) 1, 5, 25, 125, 625, ... 6. GS 1. GS
Arithmetic sequence Geometric sequence Activity 2

Prepared by:
DOMINADOR L. DURAN JR.
Daraga National High School

#MakeEveryLearnerLoveMath | 22
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET| Week 4 Quarter 1

DETERMINING GEOMETRIC MEANS, NTH TERM OF A GEOMETRIC SEQUENCE AND SUM OF THE
TERMS OF A GIVEN FINITE OR INFINITE GEOMETRIC SEQUENCE

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as a self-learning guide that will equip you with the basic concepts
in determining the geometric means, nth term of a geometric sequence and sum of the terms of a
given finite or infinite geometric sequence.

You have learned from previous lessons that a geometric sequence is a sequence where each
term after the first is obtained by multiplying the preceding term by a nonzero constant called the
common ratio (r). The terms between any two given terms of a geometric sequence are the geometric
means.

Illustrative Example #1: Zia and Klyde were bored staying home during the Enhanced
Community Quarantine (ECQ) period. To overcome their boredom, they made a dance video and
uploaded it on Tik-Tok. At 1 pm, 2 pm and 3 pm ,the video link was shared to 4 , 16 and 64 people
respectively . Each of their friends kept on sharing the video link and increases every hour. It follows
a pattern, then, at 7 pm the number of unique people who shared was already 16 384. Determine the:

a. number of people who shared the video link at 8 pm.

b. number of people who shared the video link at 4 pm, 5 pm and 6 pm.
c. total number of people who shared the video link from 1pm to 8pm.

A. NUMBER OF PEOPLE WHO SHARED THE VIDEO LINK AT 8 PM.

This problem tackles about DETERMINING THE NTH TERM OF GEOMETRIC SEQUENCE
You need to determine the 8th term of the sequence. The sequence is 4, 16, 64,… 16 384

Easy Steps to determine the nth term of Geometric Sequence

Step 1. Identify the first term in the sequence, call this a1.
a1 = 4
Step 2. Calculate the common ratio (r) of the geometric sequence. It can be calculated by dividing
any term of the geometric sequence by the term preceding it.
16
r= =4
4

#MakeEveryLearnerLoveMath | 23
Step 3. Identify the number of terms you wish to find in the geometric sequence. Call this n. In the
given example you are asked to find the 8th term of the geometric sequence, then n = 8.

Step 4. The nth term is given by a1rn-1. Simply substitute the values of a1, r and n in this formula and
evaluate the resulting expression to get the nth term.
an = a1rn-1
a8 = (4)(4)8-1 Substitute
a8 = (4)(4)7 Simplify
a8 = (4)(16384)
a8 = 65, 536
Therefore, the number of people who shared the video link at 8pm is 65 536.

B. NUMBER OF PEOPLE WHO SHARED THE VIDEO LINK AT 4 PM, 5 PM AND 6 PM.

This problem tackles about GEOMETRIC MEANS. You need to determine the number of people who
shared the tiktok video every hour between 3 pm and 7 pm. Meaning you need to get 3 arithmetic
means between 4 and 16 384

Easy Steps to find the geometric means

Step 1. Find the common ratio

Since we are dealing with the same illustrative example with a sequence 4, 16, 64,…the
16
common ratio is can be obtained by the term by a preceding term. 𝑟 = = 4. So 𝒓 = 𝟒.
4

NOTE: Alternative method to find the common ratio

Use the formula 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 to get the common ratio. Identify the first and last terms
𝑎1 = 4 ; 𝑎7 = 16 38
a7 = 𝑎1 𝑟 7−1
16 384 = 4𝑟 6 Substitute the given information
16 384 4𝑟 6
= Divide both sides by 4
4 4

4 096= 6
6 6
√4 096 = √𝑟 4 Get the 6th root of both sides 𝑟 = ±4

Step 2 . Determine the geometric means using two possible values of common ratio.
Use the formula to find the values of the 4th (𝑎4 ) , 5th (𝑎5 ) and 6th (𝑎6 ) terms

#MakeEveryLearnerLoveMath | 24
 an = a1rn-1 an = a1rn-1
an = a1rn-1 an = a1rn-1
a4 = 4(-4)4 - 1 a5 = 4(-4)5 - 1
a4 = 4(4)4 - 1 a5 = 4(4)5 - 1
a4 = 4(-4)3 a5 = 4(-4)4
a4 = 4(4)3 a5 = 4(4)4
a4 = 4(-64) a5 = 4(256)
a4 = 4(64) a5 = 4(256)
a4 = - 256 a5 = 1024
a4 = 256 a5 = 1024
an = a1rn-1
an = a1rn-1
a6 = 4(-4)6 - 1
a6 = 4(4)6 - 1
a6 = 4(-4)5
a6 = 4(4)5
a6 = 4(-1024)
a6 = 4(1024)
a6 = - 4096
a6 =4096
Thus, the geometric means between 64 and
Thus, the geometric means between 64 and
16384 are -256, 1024 and -4096
16384 are 256, 1024 and 4096
Since we are looking for the number of people, you will get the positive values in the solution.
Therefore, the number of people who shared the video link at 4 pm is 256, at 5 pm is 1024 and
at 6 pm is 4096.

C. TOTAL NUMBER OF PEOPLE WHO SHARED THE VIDEO LINK FROM 1PM TO 8PM. This problem
tackles about SUM OF FINITE GEOMETRIC SEQUENCE. You need to determine the total number of
people who shared the tiktok video from 1 pm up to 8 pm. Meaning you need to determine the
sum of the first 8 terms of the geometric sequence 4, 16, 64, …
Easy Steps to find the sum of finite geometric sequence
Step 1. Identify the value of first term a1, common ratio r, and number of terms n to be added.
a1 = 4 r=4 n=8
Step 2. Find the sum and remember this:
4(1−48 )
S8 =
1−4
4(1−65 536)
S8 =
−3
4(−65 535)
S8 =
−3
− 262 140
S8 =
−3

S8= 87 380
Therefore, the total number of people who shared the video link
from 1pm to 8pm is 87 380.

#MakeEveryLearnerLoveMath | 25
 Illustrative Example #2: Legazpi City was one of the cities that experienced an abrupt
increase in Covid-19 cases for the past few months. But due to the intensified vaccination to all of
its frontliners, the percentage of cases slowed down. Of the reported cases, last Monday, the
symptomatic was reported to be 27%, on Tuesday it was 18%, and on Wednesday it was 12% and
so on. If the symptomatic Covid cases continuously decrease in number and follows a pattern,
determine the total percentage of symptomatic cases starting Monday.

This problem tackles about SUM OF INFINITE GEOMETRIC SEQUENCE. You need to determine
the sum of the infinite geometric sequence 27% , 18% , 12%…

Easy Steps to determine the sum of infinite geometric sequence.

Step 1. Identify the value of first term a1, common ratio r. If the absolute value of r < 1, then it has
a sum, otherwise it has no sum.
18 2
a1 = 27 r= = since the absolute value of r < 1, then it has a sum
27 3

Step 2. Find the sum and remember this:

27
S= 2
1− 3

27
S= 1
3

S = 81

Therefore, the total percentage of symptomatic Covid-19 cases starting Monday is 81%.

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

1 Determines geometric means, nth term of a geometric M10AL-Ie-1
sequence and sum of the terms of a given finite or infinite
geometric sequence.

#MakeEveryLearnerLoveMath | 26
 III. EXERCISES:

Activity Number 1: A smile means

Directions: Determine the indicated number of geometric means between each pair of numbers.
Write it inside the smileys below. Show your solutions.

1. 3 and 75

2. 100 and 12.5

3. 2 and 1250

1
4. and 128
2

5. 2𝑎𝑏 and 54a4b

Activity Number 2: We are connected

Directions: Determine the indicated nth term of the geometric sequence in Column A and
match it with the correct answer in Column B. Show your solutions.

COLUMN A COLUMN B

1. – 1, 6, -36, . . . (5th term) a. 256

2. 2, 4, 8, 16, . . . (8th term) b. – 1296
3. 1, 5, 25, 125, . . .(6th term) c. 972
4. – 3 , -15, -75, . . .(4th term) d. – 375
5. 4, 12, 36, . . .(6th term) e. 312

#MakeEveryLearnerLoveMath | 27
Activity
6. Number 3: From Finite to Infinity

Directions: Determine the sum of the following finite and infinite geometric sequence. Show
your solutions.

1. first 5 terms of 2, 4, 8, 16, . . .

2 2 2 2
2. first 7 terms of , , , , ...
5 5 5 5
2 1
3. 24, 4, , , . . .
3 9

Activity Number 4: From Fantasy to Reality!

Direction: Show your solutions.

Bong’s business is making and selling samod (soft broom). It was January 2021 when he
started his small business with 3 bundles of talahib (also known as common grass or kans
grass) as a main material in soft broom making. Last March he increased the number of
bundles of talahib into 48. Because of the good quality of soft broom made, there were several
orders until he became a supplier to Manila. Suppose the demand for soft broom keep on
increasing and follows a pattern, determine the

1. number of bundles of talahib he bought last February.

2. number of bundles of talahib he bought last April.
3. total number of bundles of talahib he bought for the first six months.

IV.RUBRICS

Note: Activities 1-4 solutions in each problem has a corresponding point.

Score Description
4 Solution and answer are correct.
3 Solution is correct but answer is incorrect.
2 Solution and answer are incorrect.
1 No solution and the answer is incorrect.

#MakeEveryLearnerLoveMath | 28
 V.REFLECTION:
RATE YOUR LEARNING

I GOT IT & CAN I GOT IT & CAN I GOT IT & I JUST I AM TRYING TO GET IT & NEEDS
TEACH THIS SKILL TO DO IT BY NEED A LITTLE MORE PRACTICE ON
A FRIEND. MYSELF. PRACTICE ______________________________
(State the specific topic or concept)

VI. REFERENCES:
DepEd, Mathematics – Grade 10, Learner’s Module, First Edition 2015, Rex Book Store, Inc.
WikiHow.com
http://freepngimg.com

VII.ANSWER KEY:

c
d
3. 4095 e
2. 192 a
1. 12 b

Activity 4 Activity 2
6a2b, 18a3b
±2, 8, ±32
3. 28.8 -10, 50, -250
2. 50, 25
A. 1. 62 ±15

Activity 3 Activity 1

Prepared by:
EMILYZA N. BUITRE
Manito National High School
#MakeEveryLearnerLoveMath | 29
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 5 Quarter 1

SOLVING PROBLEMS INVOLVING SEQUENCE

I. BACKGROUND INFORMATION FOR LEARNERS:

In Mathematics, patterns are useful in solving different word problems. Having

familiar with the different types of sequences, real life problems involving sequences would be easy
to deal with. With this activity sheet, you will learn and understand how to solve problems that
involve sequences.

Arithmetic Sequence is a sequence where each term after the first is obtained by adding
the same constant called the common difference.

Keep in mind with

these formulae: For finding the sum of the terms of arithmetic
sequence….

Sn = [2a1 + (n – 1)d] or Sn = (a1 + an)

For finding the nth term……
an = a𝟏 + (n−1)d where, 𝑛 − number of terms
an− last term
where, a1 – first term d − common difference
d − common difference a1 − first term
Sn – is the sum of the terms

EXAMPLE:
Lloyd has saved Php150 during the first month, Php200 in the second month and Php250 in
the third month. If he continues his savings in this sequence,
A. How much will be his savings in the 8th month?
B. What was his total savings for a year?

SOLUTIONS:
A. If you write his savings like a sequence, you will get 150, 200, 250, …
To get 8th month savings, you have to find the 8th term of the sequence.
a1 = 150; d = 50 (a2 – a1 🡺 200 – 150 = 50)
an = a1 + (n-1)d
a8 = 150 + (8-1)50
a8 = 150 + 7(50)
a8 = 150 + 350
a8 = 500

#MakeEveryLearnerLoveMath | 30
 Hence, Lloyd saves Php500 in the 8th month
𝑛
B. To solve for the total savings in 1 year, use the formula 𝑺𝒏 = [2a1 + (n – 1)d].
2

a1 = 150; d = 50; n = 12 (there are 12 months in a year)

12
S12 = [2(150 + (12 – 1)50]
2

S12 = 6[300 + 11(50)]

S12 = 6[300 + 550]
S12 = 6(850)
S12 = 5100
Hence, Lloyd’s total savings in one year is Php5100.
Geometric Sequence is a sequence where each term after the first is obtained by multiplying
the preceding term by a nonzero constant called the common ratio.

Keep in mind with

these formulae: For finding the sum of the terms of
geometric sequence….
S𝒏= , r ≠1

For finding the nth term…… where, a1 − first term

a𝒏 = a𝟏 r𝒏−𝟏 n− number of terms
r − common ratio
where, a1 – first term a𝑛 – last term
r − common ratio S𝒏 − is the sum of the terms

EXAMPLE:
A group of tourists who visit the resorts in Sto. Domingo during summer doubles every
week. If there are 20 tourists for the first week of the summer season,
A. How many tourists will there be on the 5 th week?
B. What will be the total number of tourists after the first 5 weeks of summer?

SOLUTIONS:
A. To determine the number of tourists arrived on the 5 th week,
a1 = 20; r = 2; n = 5
a𝒏 = a𝟏 r𝒏−𝟏
a5 = 20 (2)5-1
a5 = 20 (2)4
a5 = 20 (16)
a5 = 320

#MakeEveryLearnerLoveMath | 31
 Hence, there will be 320 tourists on the 5th week.
B. To determine the total number of tourists after the first 5 weeks of summer,
𝑎1 (1−𝑟 𝑛 )
S𝒏=
1−𝑟
20(1−25 )
Sn =
1−2
20 (1−32)
Sn =
−1
20 (−31)
Sn =
−1
Sn = 620
Hence, there will be 620 tourists who visited after the first 5 weeks of summer.

The succeeding discussions illustrate the other types of sequences.

Harmonic Sequence is a sequence such that the reciprocals of the terms form an arithmetic
1 1 1 1
sequence. If you take the reciprocals of the terms of the harmonic sequence , , , , … then the
2 4 6 8
sequence becomes 2, 4, 6, 8, … which is an arithmetic sequence.

EXAMPLE 1:
1 1 1
What is the next term in the sequence 1, , , ,…?
3 5 7

SOLUTION:
Since the reciprocal of the harmonic sequence is 1, 3, 5, 7, … you will use the formula in
finding the nth term of an arithmetic sequence; thus,
𝑎𝑛 = 𝑎1 + (𝑛 – 1) 𝑑
𝑎5 = 1 + (5 – 1) 2
𝑎5 = 9
1
Therefore, the next term in the sequence is .
9

EXAMPLE 2:
A construction worker was told to stack building blocks in a staggered way. Since the building
blocks should not be stacked on top of each other uniformly, they should be slid under each other.
1
From the first two blocks, the distance that the second block can be staggered is of the width of the
2
1
first block. The third block can be staggered under the top two blocks by . In the same way, the fourth
4
1
block can be placed under the other three and staggered by . If the stacking follows the same
6
th
sequence, by what part of the width should the 7 block be staggered under the other blocks.
SOLUTION:
1 1 1
The sequence , , generated from the problem illustrates a harmonic sequence.
2 4 6
To determine the 7th term in the given sequence, you get the reciprocal of the terms and find the nth
term. Thus,
𝑎𝑛 = 𝑎1 + (𝑛 – 1) 𝑑
𝑎7 = 2 + (7 – 1) 2
𝑎7 = 14
1
Therefore, the 7th block can be placed under the other blocks and staggered by .
14

#MakeEveryLearnerLoveMath | 32
 Fibonacci Sequence is a sequence where the first two terms are either both 1, or 0 and 1;
and each term, thereafter, is obtained by adding the two preceding terms.

EXAMPLE 1:
What is the next term in the Fibonacci sequence 0, 1, 1, 2, 3, 5, …?
SOLUTION: Here, were looking for the 7th term of the given sequence.
3+5=8 (a5 + a6 = a7)
Therefore, the next term in the given sequence is 8.

EXAMPLE 2:
Given the Fibonacci sequence 5, 8, 13, 21, 34, …, find the next 6 terms.
SOLUTION:
Here, you are looking for the values of a6, a7, a8, a9, a10, & a11. Since each new term in a
Fibonacci sequence can be obtained by adding its two preceding terms, then the next 6 terms are:
21 + 34 = 55 (a4 + a5 = a6)
34 + 55 = 89 (a5 + a6 = a7)
55 + 89 = 144 (a6 + a7 = a8)
89 + 144 = 233 (a7 + a8 = a9)
144 + 233 = 377 (a8 + a9 = a10)
233 + 377 = 610 (a9 + a10 = a11)
Therefore, the next 6 terms in the given sequence are 55, 89, 144, 377, and 610.

EXAMPLE 3:
Kate’s garden was planted with a variety of flowering plants. She observed that the number
of petals of each flower follows a Fibonacci sequence. The first flower has three petals, the second
flower has five petals, and the third one has 8 petals. How many petals are there in the 4 th, 5th and 6th
species of flowers?
SOLUTION:
The number of petals can be written in the sequence 3, 5, 8, …
Since it illustrates a Fibonacci sequence, the 4 th, 5th and 6th terms can be obtained as follows:
a4 = 5 + 8 = 13
a5 = 8 + 13 = 21
a6 = 13 + 21 = 34
Therefore, the number of petals in the 4th, 5th and 6th species of flowers are 13, 21, and 34, respectively.

#MakeEveryLearnerLoveMath | 33
 II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

1 Solves problems involving sequences. M10AL-If-2

III. EXERCISES:

Activity 1: Sequences Around Us!

Directions: Classify as to what type of sequence is illustrated in each statement below. Then
solve the given problem accurately and completely. Show your solution.
1. Twelve days before Christmas Day, Chris decided to give his mother gifts according to the
Fibonacci sequence. On the first day, he sent one gift, on the second day, two gifts, and so on. How
many gifts did Chris send after the tenth day?
2. Allen is getting better in Mathematics subject. On his first quiz, he scored 57 points, then he
scores 61 and 65 on his next two quizzes. If his scores continued to increase at the same rate, what
will be his score on his 9th quiz?
3. The Supreme Student Government officers of San Fernando NHS has initiated an income
generating activity through selling raffle tickets. On Monday, 35 tickets were sold. Every next day, the
SSG officers sold thrice as many as the previous day. How many tickets were sold on Friday?
4. Xian loves to play violin. He played the violin’s first harmonic tone by lightly plucking the string
at its midpoint. He obtained the second harmonic tone by plucking it one-third the way down and so
on. On which part of the violin will he pluck to obtain the 6 th harmonic tone?

Activity 2: Let’s Deal with REALity SERIES!

Directions: Solve each problem on arithmetic and geometric series. Show your solution.
1. Janet went on a hiking trip. On the first day she walked 18 kilometers. Each day she walked
90% of what she walked the day before. What is the total distance Janet has traveled by the end of
the 10th day?
2. Rosie spend her vacation in planting strawberries in her garden. The first week she planted 8
seeds, and another 12 seeds in the second week. In the third week she planted 16 seeds. How many
seeds were planted by Rosie after 6 weeks?

#MakeEveryLearnerLoveMath | 34
 IV. RUBRICS (To be used by the Teacher on Activities I and II)

SCORE 4 3 2 1
Gives a correct
Gives a correct Gives an answer
DESCRIPTION answer with Gives an answer but
answer and solution and solution, but
complete and no solution
with minimal errors solution is incorrect
correct solution

V. GUIDE QUESTIONS:
1. How did you solve the given problem involving sequences?
__________________________________________________________________________________
___________________________________________________________________________.
2. How did classifying sequences and using formulas help in solving the problem?
__________________________________________________________________________________
____________________________________________________________________________.

VI. REFLECTION:

Complete the statements below.

Learning the concepts on sequences is

The most important thing I learned from important in real-life because
the activity is/are ___________________ ________________________________
__________________________________ ________________________________
__________________________________ ________________________________
__________________________________ ________________________________
_______________________. ________________________________
__________________.

VII. REFERENCES:

DepEd, Mathematics – Grade 10, Learner’s Module, First Edition 2015, Rex Book Store, Inc.
Oronce, Orlando A. and Mendoza, Marilyn O., “Exploring Mathematics: Intermediate
Algebra”, Rex Bookstore, Inc., 2003
Self-learning Module in Mathematics 10, Quarter 1 – Module 7: Problems Involving
Sequences
Arithmetic and Geometric Sequence Word Problem Examples (westada.org)
Practical Problems in Arithmetic Sequence (onlinemath4all.com)
https://www.google.com/cliparts

#MakeEveryLearnerLoveMath | 35
#MakeEveryLearnerLoveMath | 36
San Fernando National High School
MYLA B. REODIQUE
Prepared by:
ACTIVITY I: Sequences Around Us!
Fibonacci Sequence – Chris sent 89 gifts after the 10th day
Arithmetic Sequence – Allen scored 89 points on his 9th quiz
Geometric Sequence – The SSG Officers sold 560 tickets on
Friday
Harmonic Sequence – Xian pluckedth of the string to obtain the
6th harmonic tone
ACTIVITY II: Let’s Deal with REALity SERIES!
The total distance travelled by Janet after the 10 th day is 117.24
kilometers.
Rosie planted a total of 108 seeds after 6 weeks.
VIII. ANSWER KEY:
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 6 (a) Quarter 1

PERFORMING DIVISION OF POLYNOMIALS USING LONG DIVISION AND SYNTHETIC DIVISION

I. BACKGROUND INFORMATION FOR LEARNERS:

Good day, learner! Today you are going to perform division of polynomials using long division
and synthetic division. Polynomial expression P(x) is an expression of the form anxn + an-1xn-1 + an-2xn-2
+…+ a1x + a0, where an≠0. The nonnegative integer n is called the degree of polynomials and the
coefficients a0, a1,…, an are real numbers. The standard form of any polynomial expression is given
when the terms of expression are ordered from the highest degree to the lowest degree.

DIVIDING POLYNOMIALS
I. LONG DIVISION. To divide a polynomial by another polynomial with at least two terms using
long division, here are the steps to follow:
1st: Arrange the terms of both the dividend and the divisor in standard form. If any terms are
missing, replace them with zero (0).
2nd: Divide the first term in the dividend by the first term of the divisor. Giving the first term of
the quotient.
3rd: Multiply each term of the divisor by the term of the quotient. Subtract the product from the
dividend and bring down the next term.
4th: Repeat steps 2 and 3 until the remainder is reached the degree that is less than the degree
of the divisor.

II. SYNTHETIC DIVISION. Another method of dividing polynomial with shorter and simple
procedure is called the synthetic division. This only requires a divisor that is a binomial of the form
(x-r) and this only applied to the coefficient of the dividend. Here are the steps to follow in synthetic
division:
1st: Write the polynomial in standard form and get the coefficient accordingly. If any terms
are missing, replace them with zero (0).
2nd: Place the value of r in the division box.
The leading coefficient becomes the first entry in the third row.
3rd: Multiply the coefficient you wrote on the third row to the constant number in the division
box. Place the product in the next column of the 2nd row and place the sum in the bottom
of row.
4th: Repeat Step 3 until there is a product added to the constant or last term.
NOTE: The last number on the third row is called the remainder and the rest of the numbers
starting from left to right are the coefficient of the quotient which is one degree less than
the dividend.
𝑑𝑖𝑣𝑖𝑑𝑒𝑛𝑑(𝑃) 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 (𝑅)
Note: The result of the division is expressed as: = 𝑞𝑢𝑜𝑡𝑖𝑒𝑛𝑡 (𝑄) +
𝑑𝑖𝑣𝑖𝑠𝑜𝑟(𝐷) 𝑑𝑖𝑣𝑖𝑠𝑜𝑟 (𝐷)
#MakeEveryLearnerLoveMath | 37
 Example #1.a: Divide (5x3-2x2 - 18x-10) by (x+2)
USING LONG DIVISION:
Step 1: Since both dividend and divisor are already in standard x+2 5x3-2x2 - 18x-10
form, write them in division box.
Step 2: Divide the first term in the dividend (5x3) by the first term
of the divisor(x). Giving the first term of the quotient (5x 2). 5x2
5𝑥 3 x+2 5x3 - 2x2 - 18x - 10
= 5𝑥 2 ,
𝑥
Step 3: Multiply each term of the divisor (𝑥 + 2) by the quotient 5x2
obtained (𝑥 2 ). Subtract the product (5𝑥 3 + 10𝑥 2 )from the x+2 5x3 - 2x2 - 18x - 10
dividend (5x3 - 2x2 - 18x - 10 ) and bring down the next term. - (5x3 +10x2)
(5𝑥 2 )(𝑥 + 2) = 5𝑥 3 + 10𝑥 2
- 12x2 – 18x
Step 4: Repeat Steps 2 and 3 on the remaining terms until the Quotient 5x2 - 12x + 6
remainder is reached. The degree of the remainder that is less x+2 5x3 - 2x2 - 18x - 10
than the degree of the divisor. - (5x3 +10x2)
−12𝑥 2 2
= −12𝑥 , (−12𝑥)(𝑥 + 2) = −12𝑥 − 24𝑥 - 12x2 – 18x
𝑥 - (- 12x2 - 24x)
6𝑥
= 6 , (6)(𝑥 + 2) = 6𝑥 + 12 6x – 10
𝑥
- (6x + 12)
Remainder -22
5𝑥 3 −2𝑥 2 −18𝑥−10 22
Answer: = 5𝑥 2 − 12𝑥 + 6 −
𝑥+2 𝑥+2
Example #1.b: Divide (5x3-2x2 - 18x-10) by (x+2)
USING SYNTHETIC DIVISION:
Step 1: Since the polynomial Polynomials are already in Dividend:
standard form, get the coefficients of each term accordingly. x3 x2 x1 c
5 -2 -18 -10

5
Step 2: Place the value of r in the division box. In the example, x3 x2 x1 c
divisor is (x+2). Thus, x-r = x- (-2). r = -2. -2 5 -2 -18 -10
Bring down 5 since it is the leading coefficient.
5
Step 3: Multiply the coefficient you wrote on the third row to
-2 5 -2 -18 -10
the constant divisor in the division box. Place the product in the
next column of the 2 nd row and place the sum in the bottom of Product -10

row. 5 -12 Sum

Step 4: Repeat Step 3 until there is a product added to the
-2 5 -2 -18 -10
constant or last term.
-10 24 -12

5 -12 6 -22
Remainder
The last number on the third row is called the remainder and the rest of the numbers starting from
left to right are the coefficient of the quotient which is one degree less than the dividend. Thus, the
answer is: 5𝑥 3 −2𝑥 2 −18𝑥−10 22
Answer: = 5𝑥 2 − 12𝑥 + 6 −
𝑥+2 𝑥+2
.
Notice that both answers are the same.
#MakeEveryLearnerLoveMath | 38
Example 2.a: Divide (3x3-8x+5) by (2+x)
USING LONG DIVISION:
Step 1: Arrange the terms of both the dividend and the divisor in
standard form and use a zero to fill in the missing term. In the x+2 3x3 + 0x2 - 8x +5
example, the dividend is already in standard form however, there
is no x2. Use 0x2 to fill the missing term. The standard form of the
divisor is (x+2)
Step 2: Divide the first term in the dividend (3x3) by the first term
of the divisor(x). Giving the first term of the quotient (3x 2). 3x2
3𝑥 3 x+2 3x3 + 0x2 - 8x +5
= 3𝑥 2 ,
𝑥
Step 3: Multiply each term of the divisor (𝑥 + 2) by the quotient 3x2
obtained from the previous step 2 (3𝑥 2 ). Subtract the product x+2 3x3 + 0x2 - 8x +5
3 2 3 2
(3𝑥 + 6𝑥 )from the dividend (5x - 2x - 18x - 10 ) and bring - (3x3 +6x2)
down the next term.
- 6x2 – 8x
(3𝑥 2 )(𝑥 + 2) = 3𝑥 3 + 6𝑥 2
Step 4: Repeat Steps 2 and 3 on the remaining terms until the Quotient 3x2 - 6x + 4
remainder is reached. The degree of the remainder that is less x+2 3x3 + 0x2 - 8x +5
than the degree of the divisor - (3x3 +6x2)
−6𝑥 2
= −6𝑥 , (−6𝑥)(𝑥 + 2) = −6𝑥 2 − 12𝑥 - 6x2 – 8x
𝑥 - (- 6x2 - 12x)
4𝑥
= 4 , (4)(𝑥 + 2) = 4𝑥 + 8 4x + 5
𝑥
- (4x + 8)
Remainder -3
3𝑥 3 − 8𝑥 + 5 −3
𝐴𝑛𝑠𝑤𝑒𝑟: = 3𝑥 2 − 6𝑥 + 4 + ( )
𝑥+2 𝑥+2
Example 2.b: Divide (3x3-8x+5) by (2+x)
USING SYNTHETIC DIVISION:
Step 1: Since the dividend is already in standard form, get the Dividend:
coefficient accordingly and use zero as the coefficient of x 2. x3 x2 x1 c
3 0 -8 5

3
Step 2: Place the value of r in the division box. In the example, x3 x2 x1 c
the standard form of the divisor is (x+2). -2 5 0 -8 5
Thus, x-r = x- (-2). r = -2.
Then, bring down 3 since it is the leading coefficient. 3
Step 3: Multiply the coefficient you wrote on the third row to
-2 3 0 -8 5
the constant divisor in the division box. Place the product in the
next column of the 2 nd row and place the sum in the bottom of Product -6

row. 3 - 6 Sum
Step 4: Repeat Step 3 until there is a product added to the
-2 3 0 -8 5
constant or last term.
-6 12 -8

3 -6 4 -3
Remainder

#MakeEveryLearnerLoveMath | 39
 The last number on the third row is called the remainder and the rest of the numbers starting
from left to right are the coefficient of the quotient which is one degree less than the dividend.
Thus, the answer is
3𝑥3 − 8𝑥 + 5 3
= 3𝑥2 − 6𝑥 + 4 + ( )
𝑥+2 𝑥+2

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

Performs Division of Polynomials Using Long Division and
I M10AL-Ig-1
Synthetic Division

III. EXERCISES:

Activity 1. COMPLETE ME. Fill the box with the missing term to complete the process in
𝑃 𝑅
dividing polynomials using long division. Write the final answer in the form: = 𝑄 +
𝐷 𝐷

1. Divide 2x3 +4x2 + 5 by x+3 2. Divide 4x3 – 2x2 -3 by 2x2-1

2x2 -2x +6 2x -1
x +3 2x3 +4x2 +0 +5 2x2 + 0x - 1 4x3 -2x2 +0 -3
- (2x3 +6x2) - (4x3 -0x2 -2x)
-2x2 +0x -2x2 +2x -3
- (-2x3 -6x) - (-2x3 +0x +1)
6x +5 2x -3
- (6x +18)
-23
Answer: Answer:

Activity 2. WHAT IS MISSING? Write the missing coefficient/number to complete the process
𝑃 𝑅
in dividing polynomials using synthetic division. Write the final answer in the form: = 𝑄 +
𝐷 𝐷

𝟑𝒙𝟑 −𝟐𝒙𝟐 −𝟕𝒙+𝟔

1.
𝒙+𝟏 -1 3 -2 -7 6
-3 -5 -12
3 -5 -12 6

Answer:

#MakeEveryLearnerLoveMath | 40
 𝟒𝒙𝟒 +𝟕𝒙𝟐 −𝟐𝒙+𝟓
2. 1
𝟐𝒙+𝟏 -2 4 0 7 -2 5
-2 1 -4 3
4 -2 8 -6 8
Answer:

Activity 3. SHOW ME HOW. Perform the indicated division using the indicated method and
𝑃 𝑅
write the final answer in the box in the form = 𝑄 + . (Use a separate sheet for your solution if the
𝐷 𝐷
space provided is not enough)
1. Divide 6x3+13x2-11x-15 by 3x2-x-3 2. Divide 6x4+x3+5x2-11x-1 by 3x-1
(Long Method) (Long Method)

Answer: Answer:

𝟖𝒙𝟑 −𝟏
3.
𝟐𝒙−𝟏

(Synthetic Division)

Answer:

#MakeEveryLearnerLoveMath | 41
 𝒙𝟒 −𝟐𝒙𝟐 −𝒙−𝟔
4.
𝒙−𝟐

(Synthetic Division)

Answer:

IV. RUBRICS (To be used by the Teacher on Activity

3)
SCORE DESCRIPTION
4 The student was able to perform the division of polynomial excellently. The answer is
𝑃 𝑅
correct and was written in the form = 𝑄 + and the solution is complete with no error.
𝐷 𝐷
3 The student was able to perform the division of polynomial but the answer is incomplete.
The answer is correct and but was not written or not correctly written in the form
𝑃 𝑅
= 𝑄 + and the solution is complete with no error.
𝐷 𝐷
2 The student performs the division of polynomial but needs help. The answer is not correct
and the solution is incomplete and/or with minimal errors.
1 The student performs the division of polynomial but needs more help. The answer is not
correct and the solution is not finished and with major/more errors.

V. GUIDE QUESTIONS:
What are the two methods of dividing polynomials?
__________________________________________________________________________
_______________________________________________________________________

VI. REFLECTION:

Rate your understanding and performance in the following:

A. Dividing Polynomials
Using Long Division

B. Dividing Polynomials
Using Synthetic Division

#MakeEveryLearnerLoveMath | 42
 VII. REFERENCES:

Concepcion, Benjamin Jr., et al. College Algebra. 2008th ed., Valenzuela Manila, Ymas Publishing
House, 2008, pp. 39–46.
Republic of the Philippines, Department of Education. Mathematics 10 Learners Module. pp. 57–65.
“Long Division of Polynomials.” Www.mesacc.edu,
www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/long_division/long_division.html.
“Long Division of Polynomials - Practice Problems.” Www.mesacc.edu,
www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/long_division/long_division_practice.ht
ml. Accessed 21 July 2021.
“Synthetic Division of Polynomials.” Www.mesacc.edu,
www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/synthetic/synthetic_division.html.
“Synthetic Division of Polynomials - Practice Problems.” Www.mesacc.edu,
www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/synthetic/synthetic_division_practice.ht
ml. Accessed 21 July 2021.

VII. ANSWER KEY:

Activity 2

𝑥 3 + 2𝑥 2 + 2𝑥 + 3
𝑥−2
4. =
𝑥 4 −2𝑥 2 −𝑥−6
2𝑥−1
= 4𝑥2 + 2𝑥 + 1 3.
8𝑥3 −1
3𝑥 − 1
2𝑥 3 + 𝑥 2 + 2𝑥 − 3 −
4
3𝑥−1
= 2.
6𝑥 4 +𝑥 3 +5𝑥 2 −11𝑥−1
3𝑥2 −𝑥−3
= 2𝑥 + 5 1.
6𝑥3 +13𝑥2 −11𝑥−15
Activity 3: Activity 1:

Prepared by:
CHRISTINE JOY A. CLERIGO
Rapu-Rapu National High School #MakeEveryLearnerLoveMath | 43
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET | Week 6 (b) Quarter 1

PROVING THE REMAINDER THEOREM, FACTOR THEOREM AND THE RATIONAL ROOT THEOREM

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as a self-learning guide. It facilitates lesson comprehension as it
specifically aims to apply the Remainder Theorem, Factor theorem and the Rational Root Theorem in
determining the remainder, factors and roots of a polynomial.
𝑷(𝒙) 𝑹
When a polynomial P(x) is divided by (x-a), we can write = Q(x) + or
𝒙−𝒂 𝒙−𝒂

P(x) = Q(x)·(x-a) + R(x), where Q(x) and R are the quotient and the remainder, respectively.

Let us consider the polynomial P(x) = 5x3 – x2 + 3x – 7 divided by (x – 2).

Using synthetic division, we will have:
__2│ 5 -1 3 -7
10 18 42
5 9 21 35
Now, let us evaluate the polynomial at x = 2, since the divisor is x – 2.
P(x) = 5x3 – x2 + 3x – 7
P(2) = 5(2)3 – (2)2 + 3(2) – 7 Substitute x by 2
P(2) = 40 – 4 + 6 – 7 Simplify
P(2) = 35 Perform the operation

Now, what is the remainder, when the polynomial was divided by (x-2)?
And what is the result, when the polynomial was evaluated at x = 2?
If you have noticed, the remainder R = 35, and P(2) = 35. Thus, R = P(2)
That proves the Remainder Theorem.

Remainder Theorem

If a polynomial P(X) is divided by (x – a), the remainder is R = P(a).

When a polynomial P(x) is divided by (x-a) and the remainder is 0, we say that (x-a) is a
factor of the polynomial P(x). This idea leads to the Factor Theorem.

Factor Theorem

For a polynomial P(x), if P(a) = 0, then (x-a) is a factor of P(x).

Conversely, if (x – a) is a factor of P(x), then P(a) = 0.

#MakeEveryLearnerLoveMath | 44
Example 1: Show that (x + 3) is a factor of 2x3 + 4x2 – 3x + 9.
Solution: According to the factor theorem, we must have (x – a). So, we have to change this
binomial into form (x – a). (x + 3) = (x – (-3))
Let P(x) = 2x3 + 4x2 -3x + 9
P(-3) = 2(-3)3 + 4(-3)2 – 3(-3) + 9 Substitute x by -3
P(-3) = -54 + 36 + 9 + 9 Simplify
P(-3) = 0 Perform the operation
Since P(-3) = 0, then (x+3) is a factor of 2x3 + 4x2 – 3x + 9.
Example 2: Determine whether (x – 2) is a factor of x3 – 5x2 – 2x + 10.
Solution: Let P(x) = x3 – 5x2 – 2x + 10
P(2) = (2)3 – 5(2)2 – 2(2) + 10 Substitute x by 2
P(2) = 8 – 20 – 4 + 10 Simplify
P(2) = -6 Perform the operation
Since P(2) ≠ 0, (x – 2) is not a factor of x3 – 5x2 – 2x + 10.

Rational Root Theorem

𝒑
All the possible rational roots of a polynomial can be represented as ± , where
𝒒
p is a factor of the constant term and q is a factor of the leading coefficient.

The rational root theorem provides us with a method of listing the possible roots to
polynomial equations.
𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
Possible Rational Roots =
𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑒𝑎𝑑𝑖𝑛𝑔 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡

Example: What are the possible rational roots of the equation 2x4 – 3x3 + 5x2 – 7x + 6 = 0.

The leading coefficient is 2. The constant term is 6.

The factors of 2 are ±1, ±2. The factors of 6 are ±1, ±2, ±3, ±6.

±𝟏, ±𝟐, ±𝟑, ±𝟔

Possible rational roots =
±𝟏, ±𝟐
1 𝟑
= ±1, ±2, ±3, ±6, ± , ±
2 𝟐

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

1 Proves the Remainder Theorem, Factor Theorem and the M10AL-Ig-2
Rational Root Theorem

#MakeEveryLearnerLoveMath | 45
 III. EXERCISES:

Activity 1: To See is to Say

Direction: Prove whether each statement is true or false by applying the Remainder Theorem, Factor
Theorem, and Rational Root Theorem. Draw a star if it is true. Give an explanation if it is false.
1. If x3 + 8 is divided by (x + 2), the remainder R is equal to zero.
2. The binomial (x + 1) is a factor of 2x 3 – x2 + x - 3.
3. The binomial (x – 2) is not a factor of x3 – 3x2 – 4x + 12.
1 1
4. The possible rational roots of 4x4 – 5x2 + 1 = 0 are ±1, ± , ± .
2 4

5. The possible rational roots of the polynomial P(x) = 3x 3 + 5x2 – 7x – 15 are

±1, ±3, ±5, ±15.

Activity 2: Prove It!

Direction: Prove the following by applying the Remainder Theorem, Factor Theorem, and Rational
Root Theorem.
1. The remainder when P(x) = x4 + 3x2 – 8 is divided by (x + 2) is 20.
1
2. 7 is not the remainder when the polynomial P(x) = 8x 3 – 12x2 + 5 is divided by (x - ).
2
3 2
3. (x + 1) is a factor of x + 6x + 2x – 3.
4. (x – 1) is not a factor of x3 – x2 – 10x – 8.
5. 3 is a possible rational root of x3 – 2x2 – 5x + 6.

Activity 3: Proven, Proven!

Direction: Prove the following by applying the Remainder Theorem, and Factor Theorem.
1. The value of k for which (x + 5) is a factor of x 3 + kx2 – 3x + 10 is 4.
2. The value of k so that (x - 2) is a factor of 3x4 – 2x3 + kx –k is -32.
3. The value of k so that (x + 1) is a factor of x 5 – 4x3 + 2kx – 5 is -1.
4. When divided by (x – 1), (x + 1), (x – 3), (x + 3), the polynomial P(x) = x4 +rx3 + sx2 + tx + u
leaves a remainder of 0. Then, P(0) is 9.
5. Given the polynomial P(x) = ax3 – 5x2 + 3x – b has a factor of (x – 2), and a remainder of 36
when P(x) is divided by (x + 2). The value of a is -3.

#MakeEveryLearnerLoveMath | 46
 IV:REFLECTION:

How do you feel after completing the activities? Choose an emoticon to express your feelings and
explain why.
Feelings Chart

Happy Excited Surprised

Sad Scared Angry

V:REFERENCES:
DepEd, Mathematics – Grade 10, Learner’s Module, First Edition 2015, Rex Book Store, Inc.
http://www.mathguide.com/lessons2/RRT.html
https://www.onlinemathlearning.com/rational-root-theorem.html
https://307020-srnhs.com/wp-content/uploads/2021/11/Mathematics-10-Module -9-1st-
Quarter

VI.ANSWER KEY:

5. ±1, ±3, ±5, ±15 ± 3, ± 3

5 1

4.

3. Using the factor theorem, P(2) = 0, thus (x – 2) is a factor of x3 – 3x2 – 4x + 12.

2. Using the factor theorem, P(-1) ≠ 0, thus (x + 1) is not a factor of 2x3 – x2 + x – 3.
1.

Activity 1

#MakeEveryLearnerLoveMath | 47
 Prepared by:
AMELYN R. RAFALLO
Saban National High School
#MakeEveryLearnerLoveMath | 48
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 7 Quarter 1

FACTORING POLYNOMIALS

I. BACKGROUND INFORMATION FOR LEARNERS:

Polynomials can be expressed as products of two or more expressions called factors. In the
previous learning activities, you learned about Long and Synthetic Divisions, as well as the
Remainder and Factor Theorems.
In this activity, you are expected to factor polynomials. Specifically, you are going to learn
how the said methods and theorems are used in order to factor polynomials. After going through
this activity, you will also realize that factoring polynomials is much easier than you may think. Read
on and have fun in this yet another exciting journey. Good luck!

Let us recall the so-called twin theorems – the Remainder Theorem and Factor Theorem.

REMAINDER THEOREM FACTOR THEOREM

If a polynomial P(x) is divided by (x-a), the The polynomial P(x) has (x-a) as a factor if
remainder R is a constant and is equal to and only if P(a)=0.
P(a).

Together with Synthetic Division, these theorems are applied in the following illustrative
examples.
Illustrative Example 1

Problem 1: Is 𝑥 + 1 a factor of 𝑥 2 + 3𝑥 + 2? Express 𝑥 2 + 3𝑥 + 2 as a product of two

factors.

Solution: Let 𝑃(𝑥) = 𝑥 2 + 3𝑥 + 2, and 𝑎 = −1. Applying the Factor Theorem, if 𝑃(𝑎) = 0,
then 𝑥 + 1 is a factor of 𝑥 2 + 3𝑥 + 2.
𝑃(𝑥) = 𝑥 2 + 3𝑥 + 2
𝑃(𝑎) = 𝑎2 + 3𝑎 + 2
Since P(-1) = 0,
𝑃(−1) = (−1)2 + 3(−1) + 2 then x + 1 is
𝑃(−1) = 1 − 3 + 2
indeed a factor of
𝑃(−1) = 0 P(c) .

Since the degree of 𝑥 2 + 3𝑥 + 2 is 2, then there are a total of 2 factors. To find the
other factor, divide 𝑥 2 + 3𝑥 + 2 by 𝑥 + 1 using Long Division or Synthetic Division.

-1 1 3 2
Applying the Factor Theorem, x + 2 is
-1 -2
the other factor. Therefore, x + 1 and
1 2 0
x + 2 are the factors of ; and it can be
written as (x + 1)(x + 2).

#MakeEveryLearnerLoveMath | 49
 Illustrative Example 2

Problem 2: Factor completely 𝑥 3 + 5𝑥 2 + 2𝑥 − 8.

Solution: Let 𝑃(𝑥) = 𝑥 3 + 5𝑥 2 + 2𝑥 − 8. Observe that, in this case, there is no possible

factor given unlike in Problem 1. Here, we are to find 𝑥 − 𝑎 and test it using Synthetic Division or
Remainder Theorem if it is indeed a factor of 𝑥 3 + 5𝑥 2 + 2𝑥 − 8.
Since the degree of 𝑥 3 + 5𝑥 2 + 2𝑥 − 8 is 3, then it has at most 3 factors.
Observe further that the value of 𝑎 must also be a factor of the constant term −8.
Therefore, 𝑎 could be any of the following: ±8, ±4, ±2 𝑜𝑟 ± 1.

We use Synthetic Division and test −1.

The remainder is -6.
-1 1 5 2 -8 Applying Factor Theorem,
-1 -4 2 x + 1 is NOT a factor of
1 4 -2 -6

We use Synthetic Division again, this time to test -2.

The remainder is 0.
-2 1 5 2 -8 Applying Factor Theorem,
-2 -6 8 x + 2 is a factor of
1 3 -4 0

To find the other factors, we consider the resulting expression or quotient

𝑥2 + 3𝑥 − 4. The constant term is -4; and its factors are ±4, ±2 𝑜𝑟 ± 1.

Using Synthetic Division, we test -4.

The remainder is 0. Applying Factor
Theorem, x + 4 is a factor of
-4 Furthermore, the quotient x – 1 is also
1 3 -4
the other factor. Therefore, the complete
-4 4
factorization of is (x + 2)(x + 4)(x - 1).
1 -1 0

To check, we simplify the factored form.

𝑥 3 + 5𝑥 2 + 2𝑥 − 8 = (𝑥 + 2)(𝑥 + 4)(𝑥 − 1)
𝑥 3 + 5𝑥 2 + 2𝑥 − 8 = ( 𝑥 2 + 6𝑥 + 8) (𝑥 − 1)
𝑥 3 + 5𝑥 2 + 2𝑥 − 8 = (𝑥)( 𝑥 2 + 6𝑥 + 8) + (− 1)( 𝑥 2 + 6𝑥 + 8)
𝑥 3 + 5𝑥 2 + 2𝑥 − 8 = (𝑥 3 + 6𝑥 2 + 8𝑥) + (− 𝑥 2 − 6𝑥 − 8)
𝑥 3 + 5𝑥 2 + 2𝑥 − 8 = 𝑥 3 + 5𝑥 2 + 2𝑥 − 8

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

I Factors polynomials. M10AL-Ih-1

#MakeEveryLearnerLoveMath | 50
 III. EXERCISES:

Activity 1: TRIPLE DOUBLE WORDPLAY

Directions: Solve the riddle below. To reveal the answer, fill each numbered blank with its
corresponding letter by matching each polynomial with its corresponding factors. One letter is already
provided. (3 points for each number).
What English word has three consecutive double letters?

______ ______ ______ ______ ______ ______ ______ ______ ______ ______
R
1 2 2 3 3 4 4 5 4

POOL OF POLYNOMIALS POOL OF FACTORS

1. 𝑥 3 + 2𝑥 2 − 5𝑥 − 6 A. (𝑥 − 1)(𝑥 + 2)(𝑥 − 3) K. (𝑥 + 1)(𝑥 − 1)(𝑥 + 5)

2. 𝑥 2 − 3𝑥 − 18
B. (𝑥 + 1)(𝑥 − 2)(𝑥 + 3) L. (𝑥 − 1)(𝑥 − 1)(𝑥 − 5)
3. 𝑥 3 + 5𝑥 2 − 𝑥 − 5
4. 𝑥 4 − 𝑥 3 − 7𝑥 2 + 𝑥 + 6 E. (𝑥 − 1)(𝑥 + 1)(𝑥 + 2)(𝑥 − 3) M. (𝑥 − 3)(𝑥 + 6)
5. 𝑥 2 + 3𝑥 − 10
H. (𝑥 + 1)(𝑥 − 1)(𝑥 − 2)(𝑥 − 3) O. (𝑥 + 3)(𝑥 − 6)

J. (𝑥 − 1)(𝑥 + 3)(𝑥 − 5) P. (𝑥 − 2)(𝑥 + 5)

Activity 2: TEST YOURSELF!

Directions: Read and understand the questions below. Select the best answer to each item. Show
your solution. (3 points for each number)

1. Which of the following is the complete factorization of 𝑥 3 − 2𝑥 2 − 5𝑥 + 6?

A. (𝑥 + 1)(𝑥 + 2)(𝑥 + 3) C. (𝑥 − 1)(𝑥 + 1)(𝑥 + 3)
B. (𝑥 − 1)(𝑥 − 2)(𝑥 − 3) D. (𝑥 − 1)(𝑥 + 2)(𝑥 − 3)

2. Which of the following is a factor of 2𝑥 4 + 8𝑥 3 − 34𝑥 2 − 48𝑥 + 72?

A. (𝑥 + 1) B. (𝑥 − 2) C. (𝑥 + 6) D. (𝑥 − 6)

3. Which of the following is the common factor of the polynomials (𝑥 3 + 2𝑥 2 − 𝑥 − 2) and

(𝑥 2 − 𝑥 − 6)?
A. (𝑥 + 2) B. (𝑥 − 2) C. (𝑥 + 3) D. (𝑥 − 3)

4. An Olympic size swimming pool holds (2𝑥 3 + 10𝑥 2 − 24𝑥 − 72)m3 of water. If the depth of the
pool is represented by (𝑥 − 3), which of the following pairs could be its length and width?
A. (2𝑥 + 4)𝑚, (𝑥 − 6)𝑚 C. (2𝑥 − 4)𝑚, (𝑥 − 6)𝑚
B. (2𝑥 + 4)𝑚, (𝑥 + 6)𝑚 D. (2𝑥 − 4)𝑚, (𝑥 + 6)𝑚

5. A rectangular garden used for Gulayan sa Paaralan Program in your school has an area of
(2𝑥 2 − 7𝑥 − 15) meters. Its width is (𝑥 − 5) meters. What is the length of the garden?
A. (2𝑥 + 3)𝑚 B. (2𝑥 − 3)𝑚 C. (3𝑥 + 2)𝑚 D. (3𝑥 − 2)m

#MakeEveryLearnerLoveMath | 51
 IV. RUBRICS (For Activities 1 and 2)

POINTS DESCRIPTION

3 The student gave correct answer with correct solution.

2 The student gave correct answer with 1-3 instances of inaccuracy in

the solution.
1 The student gave correct answer with more than 3 instances of
inaccuracy in the solution; or an incorrect answer with correct or
incorrect solution.

V. GUIDE QUESTIONS:

1. What strategy did you use to test whether an expression is a factor of a

polynomial? Which of the two methods do you think is better?
2. In Activity 2 Item 2, how did you find the factor of the given polynomial?
Which method did you use? Did you consider the factors of the constant
term?

VI. REFLECTION:

Share your thoughts about the activity you just finished by completing the statements below.

1. My most significant learning in this activity is

_____________________________________________________________ .

2. What I love the most in this activity is

_____________________________________________________________ .

VII. REFERENCES:
Images
https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fdlpng.com%2Fpng%2F6967220&ps
ig=AOvVaw3KwXt49k8SjRN8pXKPylfy&ust=1626613412752000&source=images&cd=vfe&ve
d=0CAsQjRxqFwoTCPCXn6iV6vECFQAAAAAdAAAAABAD
https://www.google.com/search?q=guide+clipart&tbm=isch&ved=2ahUKEwj2ovvruuzxAhXX
FKYKHYvZC7cQ2-
cCegQIABAA&oq=guide+clipart&gs_lcp=CgNpbWcQA1CQt50DWLvLnQNgtsydA2gAcAB4AIAB
AIgBAJIBAJgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=8gj0YPZh16mYBYuzr7gL
#imgrc=VTUd2y_fo-PF0M
https://www.google.com/search?q=math+exercise+clipart&tbm=isch&hl=en&chips=q:math
s+problem+clipart,online_chips:doing+homework:VlnernU9DN0%3D,online_chips:cartoon:e
o_2LehF4nA%3D&sa=X&ved=2ahUKEwj9sq_Oo-
vxAhXhGKYKHdvPC8UQ4lYoAXoECAEQFg&biw=1263&bih=552#imgrc=SyC1PUQi5L1fgM
Web
https://www.rd.com/list/challenging-riddles/

#MakeEveryLearnerLoveMath | 52
 VIII. ANSWER KEY: A.
A 5.
B 4.
A 3.
C 2.
D 1.

Activity 2: TEST YOURSELF

Answer: BOOKKEEPER

Activity 1: DOUBLE TRIPLE WORDPLAY

Prepared by:
MARLON A. SEVILLA
Maysua National High School
#MakeEveryLearnerLoveMath | 53
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET | Week 8 Quarter 1

ILLUSTRATING POLYNOMIAL EQUATIONS

I. BACKGROUND INFORMATION FOR LEARNERS:

What comes to your mind when you hear polynomial equations? Did you know that these
are important in real-world situations?

After going through this learning activity, you should be able to illustrate polynomial
equations. Specifically, it focuses on defining polynomial equations and differentiating the same from
other equations. To guide you in this new journey of meaningful learning, let us recall some of the key
concepts to polynomial equations which you learned from your previous Mathematics lessons.
EQUATION – is a mathematical sentence that contains an equal sign.
Examples: 2 + 2 = 4, 𝑥 = 2, 𝑥 2 + 2 = 0

POLYNOMIAL EQUATION – is an equation where each term is a constant, a variable or a

product of constants and variables raised to the whole number exponents. It is in the form
𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 , where 𝑎𝑛 ≠ 0, and the exponent of 𝑥 must not
be a negative integer.
Examples: 𝑥 − 2 = 3, 2𝑥 3 = 0, 5𝑥 3 − 𝑥 2 + 𝑥 − 3 = 0

DEGREE OF A POLYNOMIAL– is determined by the highest exponent of the variable.

Example: In polynomial equation 2𝑥 3 − 𝑥 2 + 4𝑥 − 2 = 0, the degree is 3.

LEADING TERM – refers to the term of a polynomial equation with the highest degree.
2 2
Example: In the polynomial equation 𝑥 4 + 3𝑥 3 − 2 = 0, the leading term is 𝑥 4 .
3 3

LEADING COEFFICIENT – is the numerical coefficient of the leading term of a polynomial

equation.
2 2
Example: In the polynomial equation 𝑥 4 + 3𝑥 3 − 2 = 0, the leading coefficient is .
3 3

STANDARD FORM – is the form of any polynomial in which the terms of expression are
ordered from the highest degree to the lowest degree.

Example: The standard form of the equation 𝑥 3 + 5𝑥 4 + 𝑥 − 2𝑥 2 − 4 = 0 is 5𝑥 4 + 𝑥 3 −

2𝑥 2 + 𝑥 − 4 = 0
Now, study the table below:
POLYNOMIAL LEADING LEADING
DEGREE EXAMPLE STANDARD FORM
EQUATIONS TERM COEFFICIENT
Linear 1 4+𝑥 =0 𝑥+4 =0 𝑥 1

Quadratic 2 2𝑥2 − 3 = 0 2𝑥2 − 3 = 0 2𝑥2 2

2 2
Cubic 3 𝑥 − 4𝑥3 − 2 + 3𝑥 = 0 −4𝑥3 + 3𝑥 + 𝑥 − 2 = 0 −4𝑥3 −4

2
Quartic 4 2𝑥 2 + 1 + 𝑥 4 − 𝑥 3 − 2𝑥 = 0 𝑥4 − 𝑥3 + 2𝑥 − 2𝑥 + 1 = 0 𝑥4 1

#MakeEveryLearnerLoveMath | 54
 From the definition of a polynomial equation and the table, it can also be observed that
polynomial equations must NOT have the following:
a. Variable with negative exponent
b. Variable in the denominator
c. Variable with fractional exponent

Some examples are shown below.

Examples Polynomial Reasons

Equation or NOT

1. 𝑥 − 2 = 0 Polynomial Equation Linear Equation

1 NOT It has a variable in the
2. 𝑥 2 + = 0
𝑥
denominator

3. 𝑥 −2 + 𝑥 + 1 = 0 NOT It has a negative exponent.

4. √𝑥 + 𝑥 − 4 = 0 NOT The exponent of x is ½

3 2 2 Polynomial Quadratic Equation

5. 𝑥 − 𝑥+3 =0
4 5

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

1 Illustrates polynomial equations. M10AL - Ii - 1

III. EXERCISES:

Activity 1: HOW WELL DO YOU KNOW ME?

Directions: Read and understand the questions below. Select the best answer to
each item then write the letter of your choice.

1. Which of the following illustrates a polynomial equation?

A. 𝑥 4 − 2 = 0 B. √𝑥 − 1 = 0 C. 𝑥 −4 − 1 = 0 D. 𝑥 + 1

2. What polynomial equation is illustrated by 𝑥 − 3 + 2𝑥 2 = 0?

A. 𝑙𝑖𝑛𝑒𝑎𝑟 B. 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐 C. 𝑞𝑢𝑎𝑟𝑡𝑖𝑐 D. 𝑞𝑢𝑖𝑛𝑡𝑖𝑐

3. Which of the following does NOT belong to the group?

A. cubic equation B. linear equation C. quadratic equation D. circular equation

4. Which of the following is a polynomial equation?

3 𝑥2
A. 𝑥 2 − + 5 = 0 B. 𝑥 2 − 3√𝑥 + 5 = 0 C. − − 𝑥 + 5 = 0 D. 𝑥 2 − 3𝑥 −1 = 0
𝑥 3
5. Which of the following is illustrated by the equation 𝑥 3 = 27?
A. linear equation B. cubic equation
C. quadratic equation D. quartic equation

#MakeEveryLearnerLoveMath | 55
6. Which of the following polynomial equations is written in standard form?
A. 𝑥 2 − 2𝑥 + 1 = 0 C. 1 − 2𝑥 + 3𝑥 2 = 0
2
B. 𝑥 + 1 − 2𝑥 = 0 D. 1 + 3𝑥 2 − 2𝑥 = 0

7. What is the degree of the polynomial equation 𝑥 2 − 2𝑥 + 1 = 0?

A. 0 B. 1 C. 2 D. 3

8. Which of the following is the degree of 3𝑥(𝑥 3 – 36) = 0?

A. 2 B. 3 C. 4 D. 5

9. What is the leading term of the polynomial equation 𝑥 2 + 1 − 2𝑥 + 𝑥 6 = 0?

A. 𝑥 2 B. 1 C. −2𝑥 D. 𝑥 6

10. Using the polynomial equation in number 9, what is its leading coefficient?
A. −2 B. −1 C. 0 D. 1

Activity 2: WHICH IS WHICH?

Directions: The table below contains several mathematical sentences. Write only the corresponding
letter to answer the questions that follow.

𝟓
1. 𝟑𝒙𝟐 − 𝟐𝒙 + 𝟒 = 𝟎 𝟔. 𝟐𝒙𝟒 + = 𝟐
𝒙

𝟐 𝒙𝟐
2. 𝒙𝟑 + 𝟐𝒙 − 𝟏 = 𝟎 7. −𝟑=𝟎
𝟑 𝟑

𝟐
3. 𝟒𝒙𝟐 + 𝟐𝒙 + 𝟐 𝟖. 𝟐𝒙 + 𝟐 =
𝟑

4. 𝒙𝟐 − 𝟑𝒙 + 𝟏 ≥ 𝟗 𝟗. 𝒚 = 𝟎

𝟓. 𝟑𝒙−𝟒 + 𝟐𝒙 − 𝟏 = 𝟎 𝟏𝟎. 𝟑𝒙√𝒙 = 𝟎

A. Which of the above mathematical sentences illustrate a polynomial equation?

___________________________________________________________________________
B. Which of the above mathematical sentences do not illustrate a polynomial equation?
Indicate the reason why it is not a polynomial equation.
__________________________________________________________________________

IV. GUIDE QUESTIONS:

1. How did you find the degree of the polynomial in Activity 1, No.7? in No. 8?

2. How did you determine the leading coefficient in Activity 1, No. 9? in No. 10?

3. What do you think is the importance of writing polynomial equations in its

standard form?

#MakeEveryLearnerLoveMath | 56
 V.REFLECTION:

Share your thoughts about the activity you just finished by

completing the statements below.

1. My most significant learning in this activity is

_____________________________________________ .

2. What I love the most in this activity is

___________________________________________________ .

VI.REFERENCES:

https://byjus.com/maths/polynomial/
https://www.cuemath.com/algebra/standard-form-polynomial/
https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/identifying-the-degree-
and-leading-coefficient-of-polynomials/

VII.ANSWER KEY:

1, 2, 7, 8, 9

Activity 2: WHICH IS WHICH?

D
D
C
C
A
B
C
D
B
A

Activity 1: HOW WELL DO YOU KNOW ME?

Prepared by:
MARLON A. SEVILLA
Maysua National High School
#MakeEveryLearnerLoveMath | 57
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 9 Quarter 1

SOLVING PROBLEMS INVOLVING POLYNOMIALS AND POLYNOMIAL EQUATION

I. BACKGROUND INFORMATION FOR LEARNERS:

Many types of real – life mathematical problems can be solved using polynomial
equations. In this activity sheet, you will learn how to solve problems involving polynomials and
polynomial equations. Solving problems can be fun, but if we don’t know where to begin, it can be
very frustrating. Problem solving skills can be improved greatly with consistent practice.

Problem solving skills is a process, and consists several steps which are applied sequentially.
In solving word problems, follow these steps.

Step 3.
Step 1. COMPLETE STEP 4. INTERPRET
UNDERSTAND THE WORK. THE RESULTS.
Step 2. PLAN
THE YOUR Apply the State your answer then
PROBLEM. APPROACH. strategy. Use check. Does your
the algebra you answer make sense?
Read the Choose a Does it satisfy the
problem. What know to apply
strategy. the strategy to conditions of the
are the given problem?
facts? solve the
problem.

Example 1. The product of two consecutive odd integers is 323. Find the integers.
Solution:
Step 1. UNDERSTAND THE PROBLEM. We are looking for two consecutive odd integers.
Step 2. PLAN YOUR APPROACH. Let n be the first integer.
n + 2 be the next consecutive odd integer.
The product of two consecutive integers is 323.
n(n + 2) = 323
Step 3. COMPLETE THE WORK. n(n + 2) = 323
n2 + 2n – 323 = 0
(n – 17) (n + 19) =0
n – 17 = 0 n + 19 = 0
n = 17 n = -19

If n = 17, then the next odd integer is

n + 2 = 19
If n = -19, then the next odd integer is
n + 2 = -17
Step 4. INTERPRET THE RESULTS. The consecutive integers are 17, 19 and -19, -17.

The results are consecutive odd integers

17, 19 and -19, -17.
17(19) = 323 -19(-17) = 323
Both pairs of consecutive integers are solutions.

#MakeEveryLearnerLoveMath | 58
Example 2. In the TLE Class at PGCHS, the boys of Grade 10 – Aguinaldo were asked to build a huge
wooden rectangular container with a volume of 60 𝑚3.The width of the rectangular container is 2
meters less than the length and the height is 1 meter less than the length. Find the dimensions of
the container.
Solution:
Step 1. UNDERSTAND THE PROBLEM.
We are looking for the dimension of the container.
Step 2. PLAN YOUR APPROACH.
Assign variables to represent the unknown.
Let 𝑥 represent the length, then 𝑥 − 2 will be the width and 𝑥 − 1 the height.
(𝑙𝑒𝑛𝑔𝑡ℎ)(𝑤𝑖𝑑𝑡ℎ)(ℎ𝑒𝑖𝑔ℎ𝑡) = 𝑣𝑜𝑙𝑢𝑚𝑒

𝑥(𝑥 − 2)(𝑥 − 1) = 60 𝑚3

𝑥 3 − 3𝑥 2 + 2𝑥 = 60

𝑥 3 − 3𝑥 2 + 2𝑥 − 60 = 0
Step 3. COMPLETE THE WORK.
Solve the equation 𝑥 3 − 3𝑥 2 + 2𝑥 − 60 = 0.
Try x = 5
5˩ 1 -3 2 -60
5 10 60
1 2 12 0
𝑥 = 5 is one of the solutions.
Then, determine if there are other solutions using the depressed equation and quadratic formula.
Resulting equation
𝑥 2 + 2𝑥 + 12 = 0
−𝑏±√𝑏2 −4𝑎𝑐
𝑥= Quadratic formula
2𝑎
−2 ± √22 − 4(1)(12)
𝑥=
2(1)
−2 ± √ −44 Since the problem is on the dimension of the container,
𝑥=
2 answers must be positive numbers. Therefore, reject the
solution.

Thus, 𝑥 = 5; 𝑥 − 2 = 3; 𝑎𝑛𝑑 𝑥 − 1 = 4.
Step 4. INTERPRET THE RESULTS.
The container is 5 meters long, 3 meters wide and 4 meters high.
Is the volume of the container 60 𝑚3?
5𝑚(4𝑚)(3𝑚) = 60 𝑚3

60 𝑚3 = 60 𝑚3

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE
Solves problems involving polynomials and polynomial
I M10AL-Ij-1
equation

#MakeEveryLearnerLoveMath | 59
 III. EXERCISES:
Activity 1. FILL ME CORRECTLY! 😊
Complete the solution of the given problem below by filling the blanks with the correct answers.

Problem: Find four rational numbers such that the product of the first, third and fourth numbers is
54. Also, the second number is 2 less than the first number, the third is 5 less than the second, and
the fourth is 3 less than the third.
Solution:
Step 1. UNDERSTAND THE PROBLEM. What is asked in the problem?
1. ____________________________________________________________________
Step 2. PLAN YOUR APPROACH. Assign variable and expressions to represent the given conditions:
2. Let x represent the first number.
Then ______ represent the second number. (The second is 2 less than the first.)
_____________ represent the third number. (The third is five less than the second.)
_____________ represent the fourth number. (The fourth is three less than the third.)
The product of the first, third and fourth number is 54. The equation is
𝑥 3 − 17𝑥 2 + 70𝑥 − 54 = 0.
Step 3. COMPLETE THE WORK.
3. Using Synthetic Division, solve the problem.
Step 4. INTERPRET THE RESULTS. What are the 4 rational numbers?
4. The numbers are _____, ______, _____, _____.

Activity 2. Choose the letter that corresponds to the correct answer. (Show your solution)
1. A rectangular garden in a backyard has an area of (2x 2 + 5x + 2) square meters. Its width is
(x + 2) meters. Find the length of the garden.
a. (2x + 1) meters b. (2x – 1) meters c. (x + 1) meters d. (x – 1) meters
2. The rectangular lot of Michelle has an area of 8x 2 + 14x – 15 square meters. If the length
measures (2x + 5) meters, find the width.
a. (3x + 4) meters b. (3x – 4) meters c. (4x – 3) meters d. (4x + 3) meters
3. The volume of a rectangular plant box is 2x3 – 9x2 – 19x + 6 cu. ft. and its height is (x – 6) ft.
Find the area of the box’s base.
a. (2x2 + 3x – 1) sq. ft. c. (2x2 + 3x + 1) sq. ft.
b. (2x2 – 3x – 1) sq. ft. d. (2x2 – 3x + 1) sq. ft.
4. The sum of two numbers is 27 and their product is 50. Find the numbers.
a. 23 & 4 b. 29 & -2 c. -25 & -2 d. 25 & 2

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 Activity 3. SOLVE ME COMPLETELY!
Solve the following problems correctly.
1. A rectangular bedroom has an area of 117 square feet. The length of the bedroom is 4 feet
more than the width. Find the length of the bedroom.
2. One dimension of a cube is increased by 1 inch to form a rectangular block. Suppose that the
volume of the new block is 150 cubic inches. Find the length of an edge of the original cube.
3. Find four consecutive even numbers such that the product of the first, third and fourth is
2240.
4. Justine wants to put a deck in the corner of her backyard in the shape of a right triangle. The
length of one side of the deck is 7 feet more than the other side. The hypotenuse is 13 ft.
Find the lengths of the two sides of the deck.

IV.RUBRICS
SCORE DESCRIPTION

4 Complete understanding of the problem. Appropriate mathematical concepts are

used in the solution and the correct final answers are obtained.

3 Complete understanding of the problem. Appropriate mathematical concepts are

partially used in the solution and the correct final answers are obtained.

2 Part of the problem misunderstood or misinterpreted. Incomplete solution but the

correct final answers are obtained.

1 The problem was misunderstood or misinterpreted. Incorrect solution and incorrect

final answers are obtained.

V. GUIDE QUESTIONS:

1. What are the steps in solving problems involving polynomials and polynomial equations?

VI:REFLECTION:

The thing/s I like most in the activities is/are

___________________________________.
The thing/s I need support in the activities is/ are
_______________________________.
Encircle an emoji that will represent how did you feel while answering the activities.

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 VI.REFERENCES:

SOLVING PROBLEMS INVOLVING POLYNOMIALS AND POLYNOMIAL EQUATIONS |

MATHEMATICS 10 | MELCS Q1 – W9 - YouTube
6.5: Polynomial Equations - Mathematics LibreTexts
*4_8v2.pdf (jonblakely.com)

VII.ANSWER KEY:

Prepared by:
RONNIE E. CAUREL
Polangui General Comprehensive High School
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