1

CENTER FOR POSITIVE FUTURE, INC.

#475 Purok, Mapalad, Sta. Rosa, Nueva Ecija
Government Recognition No. S-042 s.2012
0998-380-9488

Learner’s Module
Mathematics 10
First Quarter
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TABLE OF CONTENTS

I. SEQUENCES, POLYNOMIAL AND POLYNOMIAL EQUATIONS

Module 1: Sequences
 Arithmetic Sequences ------------------------------------------------------------------------------------- 3
 Geometric and Other Sequences ---------------------------------------------------------------------- 13
Glossary of Terms ----------------------------------------------------------------------------------- 25
References and Websites Links Used in this Module -------------------------------------- 25

Module 2: Polynomials and Polynomial Equations

 Division of Polynomials ---------------------------------------------------------------------------------- 26
 The Remainder Theorem and Factor Theorem --------------------------------------------------- 35
 Polynomial Equations ------------------------------------------------------------------------------------ 43
Glossary of Terms ---------------------------------------------------------------------------------- 51
References and Websites Links Used in this Module ------------------------------------- 51
II.
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MODULE 1: SEQUENCES

LESSON 1: Arithmetic Sequence

This lesson aims to:

1. generate patterns;
2. determine the nth term of a sequence;
3. describe an arithmetic sequence, and find its nth term;
4. determine the arithmetic means of an arithmetic sequence;
5. find the sum of the first n terms of an arithmetic sequence; and
6. solve real-life problems involving arithmetic sequence

WHAT TO KNOW?
In this lesson, you will work with patterns. Recognizing and extending patterns are important skills needed for learning
concepts related to an arithmetic sequence.

WHAT IS NEW?
Preliminary Activity: What’s Next?
Each item below shows a pattern. Answer the given questions.

1. What is the next shape?

2. What is the next number? What is the 10th number?

0, 4, 8, 12, 16, ____

3. What is the next number?

9, 4, -1, -6, -11, ____

4. What is the next number?

1, 3, 9, 27, 81, _____

5. What is the next number?

160, 80, 40, 20, 10, _____

Were you able to find patterns and get the next number in the sequence? Let us now give the formal
definition of a sequence.

What is a sequence?

 A sequence is a function whose domain is the finite set {1, 2, 3,…, n} or the infinite set {1, 2, 3,… }.

Example: n

a(n)

This finite sequence has 5 terms. We may use the notation 𝑎1 , 𝑎2 , 𝑎3 , 𝑎4 , …, 𝑎𝑛 to denote a(1), a(2), a(3), …, a(n) respectively.
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In Grade 10, we often encounter sequences that form a pattern such as that found in the sequence below.

Example: n

𝑎𝑛

The above sequence is an infinite sequence where 𝒂𝒏 = 𝟑𝒏 + 𝟏

WHAT I KNOW?
Self – check:
Choose the letter of the correct answer.
1. Which of the following is not an arithmetic sequence?
a. 1, 2, 3, 4, 5, …
b. 3, 9, 27, 81, …
c. 4.5, 5.0, 5.5, 6.0, …
d. 13, 2, -9, -20, -31, …

2. What is the 8th term of the following arithmetic sequence:

-5, -1, 3, 7, 11 …
a. 23
b. 19
c. 27
d. 22

3. Which is not true about the following arithmetic sequence:

25, 32, 39, 46, …
a. The common difference is 7.
b. The 7th term is 60.
c. The 6th term is 60.
d. The general rule is a(n) = 18 + 7n.

4. Find the 17th term of the arithmetic sequence -5, 1, 7, 13, …

a. 91
b. 97
c. 81
d. 87

5. Find the 31st term of the arithmetic sequence 4, -3, -10, -17, …
a. -200
b. 206
c. -206
d. 200

How did you find the activity? Did you find it easy?
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WHAT IS IN?
What do we have in common?
We need matchsticks for this group activity. Form a group of 3 students.
1. Below are squares formed by matchsticks.

2. Count the number of matchsticks in each figure and record the results in a table.

Guide Questions:
1. Is there a pattern in the number of matchsticks? If there is, describe it.
2. How is each term (number of matchsticks) found?
3. What is the difference between any two consecutive terms?

How was the activity? What new thing did you learn from the activity?

WHAT IS IT?

The above activity illustrates a sequence where the difference between any two consecutive terms is a constant. This constant is
called the common difference and the said sequence is called an arithmetic sequence.

Arithmetic Sequence
 It is a sequence where every term after the first is obtained by adding a constant called the common difference.
 The sequences 1, 4, 7, 10, ... and 15, 11, 7, 3, ... are examples of arithmetic sequences since each one has a common
difference of 3 and -4, respectively.
 The first n terms of an arithmetic sequence with 𝑎1 as first term and d as common difference are;
𝑎1 , 𝑎1 + d, 𝑎1 + 2𝑑, … , 𝑎1 + (n - 1)d.
If 𝑎1 and d are known, it is easy to find any term in an arithmetic sequence by using the rule
𝒂𝒏 = 𝒂𝟏 + (n - 1)d.

Example: What is the 10th term of the arithmetic sequence 5, 12, 19, 26, …?

Solution: Since 𝑎1 = 5 and d = 7, then

𝑎10 = 5 + (10 − 1)(7) = 68

Practice: What is missing?

A. Find the missing terms in each arithmetic sequence.
1. 3, 12, 21, __, __, __ 6. 17, 14, __, __, 5
2. 8, 3, -2, __, __ 7. 4, __, __, 19, 24, ...
3. 5, 12, __, 26, __ 8. __, __, __, 8, 12, 16
4. 2, __, 20, 29, __ 9. -1, , , , 31, 39
5. __, 4, 10, 16, __ 10. 13, __, __, __, -11, -17
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Finding a certain number of terms between two given terms of an arithmetic sequence is a common task in studying arithmetic
sequences. The terms between any two non - consecutive terms of an arithmetic sequence are known as arithmetic means.

Example: Insert 4 arithmetic means between 5 and 25.

Solution: Since we are required to insert 4 terms, then there will be 6 terms in all. Let 𝑎1 = 5 and 𝑎6 = 25. We will
insert𝑎2 , 𝑎3 , 𝑎4 , 𝑎5 as shown below:

5, 𝑎2, 𝑎3 , 𝑎4 , 𝑎5 , 25

We need to get the common difference. Let us use 𝑎6 = 𝑎1 + 5𝑑 to solve for d. Substituting the given values for 𝑎6 and 𝑎1 ,
we obtain 25 = 5 + 5d. So, d = 4.

Using the value of d, we can now get the values of 𝑎2 , 𝑎3 , 𝑎4 and 𝑎5 .

Thus, 𝑎2 = 5 + 4(1) = 9, 𝑎3 = 5 + 4(2) = 13, 𝑎4 = 5 + 4(3) = 17, 𝑎𝑛𝑑 𝑎5 = 5 + 4(4) = 21.

The 4 arithmetic means between 5 and 25 are 9, 13, 17, and 21.

Practice: Summing Up.

What is the sum of the terms of each finite sequence below?

1. 1, 4, 7, 10

2. 3, 5, 7, 9, 11

3. 10, 5, 0, -5, -10, -15

4. 81, 64, 47, 30, 13, -4

5. -2, -5, -8, -11, -14, -17

The Secret of Karl

What is 1 + 2 + 3 + ... + 50 + 51 + ... + 98 + 99 + 100?

A famous story tells that this was the problem given by an elementary school teacher to a famous mathematician to keep him
busy. Do you know that he was able to get the sum within seconds only? Can you beat that? His name was Karl Friedrich Gauss
(1777-1885). Do you know how he did it? Let us find out by doing the activity below.

Think-Pair-Share

Determine the answer to the above problem. Then look for a partner and compare your answer with his/her answer. Discuss
with him/her your technique (if any) in getting the answer quickly. Then with your partner, answer the questions below and see if this is
similar to your technique.

1. What is the sum of each of the pairs 1 and 100, 2 and 99, 3 and 98, ..., 50 and 51?
2. How many pairs are there in #1?
3. From your answers in #1 and #2, how do you get the sum of the integers from 1 to 100?
4. What is the sum of the integers from 1 to 100?

Let us now denote the sum of the first n terms of an arithmetic sequence 𝑎1 + 𝑎2 + 𝑎3 + … + 𝑎𝑛 by 𝑆𝑛 .
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We can rewrite the sum in reverse order, that is,

𝑆𝑛 = 𝑎𝑛 + 𝑎𝑛−1 + 𝑎𝑛−2 + ⋯ 𝑎1.

Rewriting the two equations above using their preceding terms and the difference d, we would have

Equation 1: 𝑆𝑛 = 𝑎1 + (𝑎1 + 𝑑) + (𝑎1 + 2𝑑) + ⋯ + [𝑎1 + (𝑛 − 1)𝑑]

Equation 2: 𝑆𝑛 = 𝑎𝑛 + (𝑎𝑛 − 𝑑) + (𝑎𝑛 − 2𝑑) + ⋯ + [𝑎𝑛 − 𝑛 − 1)𝑑]

Adding equation 1 and equation 2, we get

2𝑆𝑛 = (𝑎1 + 𝑎𝑛 ) + (𝑎1 + 𝑎𝑛 ) + (𝑎1 + 𝑎𝑛 ) + … + (𝑎1 + 𝑎𝑛 )

Since there are n terms of the form 𝑎1 + 𝑎𝑛 , then 2𝑆𝑛 = n(𝑎1 + 𝑎𝑛 ).

𝑛
Dividing both sides by 2, we have 𝑠𝑛 = 2 (𝑎1 + 𝑎𝑛 ).

Now, since we also know that 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑, then by substitution, we have

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

Example 1: Find the sum of the first 10 terms of the arithmetic sequence
5, 9, 13, 17, …
10
Solution: 𝑆10 = 2
[2(5) + (10 − 1)4] = 230

Example 2: Find the sum of the first 20 terms of the arithmetic sequence
-2, -5, -8, -11, …
20
Solution: 𝑆20 = 2
[2 (−2) + (20 − 1)(−3)] = −610

Web Links http://coolmath.com/algebra/19-sequencesseries/05-arithmetic-

Learn more about arithmetic sequences-01.html
sequences through the web. http://www.mathisfun.com/algebra/sequencesseries.html
You may open the following http://www.mathguide.com/lessons/SequenceArit hmetic.html#identify
links:
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WHAT IS MORE?
Your goal in this section is to apply the key concepts of arithmetic sequence. Use the mathematical ideas and the
examples presented in the preceding section to answer the activities provided.

I. How Well Do You Know Me?

Which of the following sequences is an arithmetic sequence? Why?

1. 3, 7, 11, 15, 19
2. 4, 16, 64, 256
3. 48, 24, 12, 6, 3, ...
4. 1, 4, 9, 16, 25, 36
5. 1, ½, 0, -1/2
6. -2, 4, -8, 16, …
7. 1, 0, -1, -2, -3
8. ½, 1/3, ¼, 1/5, …
9. 3x, x, x/3, x/9, …
10. 9.5, 7.5, 5.5, 3.5, …

II. More on Arithmetic Sequences

Use the nth term of an arithmetic sequence 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 to answer the following questions.
1. Find the 25th term of the arithmetic sequence 3, 7, 11, 15, 19,...
2. The second term of an arithmetic sequence is 24 and the fifth term is 3. Find the first term and the common difference.
3. Give the arithmetic sequence of 5 terms if the first term is 8 and the last term is 100.
1
4. Find the 9th term of the arithmetic sequence with 𝑎1 = 10 and d = -2.
5. Find 𝑎1 if 𝑎8 = 54 and 𝑎9 = 60.
6. How many terms are there in an arithmetic sequence with a common difference of 4 and with first and last terms 3 and 59,
respectively?
7. Which term of the arithmetic sequence is -18, given that 𝑎1 = 7 and
𝑎2 = 2?
8. How many terms are in an arithmetic sequence whose first term is -3, common difference is 2, and last term is 23?
9. What must be the value of k so that 5k – 3, k + 2, and 3k – 11 will form an arithmetic sequence?
10. Find the common difference of the arithmetic sequence with 𝑎4 = 10 and 𝑎11 = 45.

III. SUMthing to do.

A. Find the sum of each of the following.

1. integers from 1 to 50
2. odd integers from 1 to 100
3. even integers between 1 and 101
4. first 25 terms of the arithmetic sequence 4, 9, 14, 19, 24, ...
5. multiples of 3 from 15 to 45
6. numbers between 1 and 81 which are divisible by 4
7. first 20 terms of the arithmetic sequence –16, –20, –24, …
8. first 10 terms of the arithmetic sequence 10.2, 12.7, 15.2, 17.7, …
9. 1 + 5 + 9 + … + 49 + 53
1 3 5 17 19
10. 2 + 2 + 2 + … + 2 + 2
B. The sum of the first 10 terms of an arithmetic sequence is 530. What is the first term if the last term is 80? What is the common
difference?
C. The third term of an arithmetic sequence is –12 and the seventh term is 8. What is the sum of the first 10 terms?
D. Find the sum of the first 25 multiples of 8.
E. Find the sum of the first 12 terms of the arithmetic sequence whose general term is 𝑎𝑛 = 3𝑛 + 5.
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WHAT I CAN DO?

Don’t Break the Chain!

Maybe you’ve received an email like this before.

Hi! My name is Sarah Coronal, founder of Mega Scooper Ice Cream. I am offering you a gift certificate for our signature
“Mega Bowl” if you forward this letter to 10 people.

When you have finished sending this letter to 10 people, a screen will come up. It will be your Mega Bowl gift certificate.
Print that screen out and bring it to your local Mega Scooper Ice Cream store. The server will bring you the most wonderful
ice cream creation in the world – a Mega Bowl with three yummy ice cream flavors and three toppings!

This is a sales promotion to get our name out to young people around the country. We believe this project can be a
success, but only with your help. Thank you for your support.

Sincerely,

Sarah Coronal
Founder of Mega Scooper Ice Cream

Condition: Let us assume that you are Sarah Coronal, and put yourself on the situation. Try to send this to your friends and conduct it
for seven days, and then answer the following questions.

These chain emails rely on each person that receives the email to forward it on. Have you ever wondered how many people might
receive the email if the chain remains unbroken? To figure this out, assume that it takes a day for the email to be opened, forwarded,
and then received by the next person. On day 1, Sarah Coronal starts by sending the email out to her 8 closest friends. They each
forward it to 10 people so that on day 2, it is received by 80 people. The chain continues unbroken.

1. How many people will receive the email on day 7?

2. How many people will receive the email on day n? Explain your answer with as many representations as possible.
3. If Sarah gives away a Mega Bowl that cost 205 pesos to every person that receives the email during the first week, how much
will she have spent?

WHAT ELSE I CAN DO?

Your goal in this section is to apply what you learned to real-life situations. You will be given a task which will
demonstrate your understanding of arithmetic sequences.

Reality Series

In groups of five, create a well-developed Reality Series considering the following steps:
1. Choose a real-life situation which involves arithmetic sequences. You could research online or create your own. Be sure to
choose what interests your group the most to make your Reality Series not only interesting but also entertaining.
2. Produce diagrams or pictures that will help others see what is taking place in the situation or the scenario that you have
chosen.
3. Prepare the necessary table to present the important data in your situation and the correct formula and steps to solve the
problem.
4. Show what you know about the topic by using concepts about arithmetic sequences to describe the situation. For example,
show how to find the nth term of your arithmetic sequence or find the sum of the first n terms. Write your own questions about
the situation and be ready with the corresponding answers.
5. Present your own Reality Series in the class.
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WHAT I HAVE LEARNED?

Graphic Organizer

Description: To summarize the things you have learned, complete the chart below. You may add box if necessary.

WHAT I CAN ACHIEVE?

Quiz: Choose the letter of the correct answer.

1. Is the sequence arithmetic: 37, 31, 25, 19, …

a. Yes
b. No
2. Is the sequence arithmetic: -3, 3, -3, 3, …
a. Yes
b. No
3. Is the sequence arithmetic: 78, 785, 7855, 78555, …
a. Yes
b. No
4. Find the common difference: -34, -29, -24, -19, …
a. d = -5
b. d = 5
c. d = -6
d. d = 6
5. identify the common difference. 97, 86, 75, 64, …
a. 8
b. 11
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c. -11
d. -8
6. Find the common difference: 29, 21, 13, 5, …
a. d = -10
b. d = -9
c. d = -8
d. d = -7
7. Find the common difference: -18, -23, -28, -33, …
a. d = -5
b. d = 5
c. d = -3
d. d = 3
8. Find the common difference: 1, 201, 401, 601, …
a. d = 100
b. d = 101
c. d = 200
d. d = 201
9. Find the next three terms in the arithmetic sequence: -33, -24, -15, -6, …
a. -1, 7, 15
b. -5, 2, 9
c. 3, 12, 21
d. -65, -73, -81
10. Find the next three terms in the arithmetic sequence: -3, -8, -13, -18, …
a. -20, -24, -28
b. -21, -25, -29
c. -23, -28, -33
d. -24, -29, -32
11. Find the next three terms in the arithmetic sequence: 9, 19, 29, 39, …
a. 45, 54, 63
b. 49, 59, 69
c. 39, 49, 59
d. 59, 69, 79
12. Find the next three terms in the arithmetic sequence: 25, 34, 43, 52, …
a. 63, 72, 81
b. 79, 88, 97
c. 70, 79, 88
d. 61, 70, 79
13. Find the 32nd term of this sequence. 9, 4, -1, -6, -11, …
a. 81
b. -34
c. -146
d. -225
14. Find the 35th term in the arithmetic sequence: -10, -14, -18, -22, …
a. -216
b. -148
c. -146
d. -150
15. Find 𝑎26 in the arithmetic sequence: -15, -35, -55, -75, …
a. -515
b. -490
c. -535
d. 460
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LESSON 2: GEOMETRIC AND OTHER SEQUENCES

This lesson aims to:

1. distinguish between arithmetic and geometric sequences;
2. recognize harmonic and Fibonacci sequences;
3. describe a geometric sequence, and find its nth term;
4. determine the geometric means between two terms;
5. find the sum of the terms of a geometric sequence; and
6. solve real-life problems involving geometric sequences.

WHAT TO KNOW?
In this lesson, you will learn about geometric sequences and the process on how they are generated. You will also learn about
other types of sequences.

WHAT IS NEW?
Preliminary Activity: Fold Me Up
Do the activity with a partner. One of you will perform the paper folding while the other will do the recording in the table.
1. Start with a big square from a piece of paper. Assume that the area of the square is 64 square units.
2. Fold the four corners to the center of the square and find the area of the resulting square.
3. Repeat the process three times and record the results in the table below.

Guide Questions:
1. What is the area of the square formed after the first fold? Second fold? Third fold?
2. Is there a pattern in the areas obtained after 3 folds?
3. You have generated a sequence of areas. What are the first 3 terms of the sequence?
4. Is the sequence an arithmetic sequence? Why?
5. Using the pattern in the areas, what would be the 6th term of the sequence?

WHAT I KNOW?
Self – check:
1. Find the common ratio for the series 64, 48, 36, 27, …
a. 1⁄4
b. 3⁄4
c. 2⁄3
2. Find the common ratio for the series 50, -10, 2, -2⁄5
a. −2⁄5
b. 1⁄5
c. −1⁄5
3. Find the 8th term for the series 2, 8, 32, 128, …
a. 8,192
b. 16,384
c. 32,768
1 1 1 1
4. What is the next term in the harmonic sequence 11 , 15 , 19 , 23 , …
a. 27
b. 25
1
c. 27
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5. Which number is next in the Fibonacci sequence of the numbers: 1, 1, 2, 3, 5, 8, 13, 21, …
a. 55
b. 34
c. 8

WHAT IS IN?
Who Am I?
Direction: Arrange the jumbled letters based on the given definition below. You can use dictionary and internet as your
references.
1. CIRTEMOEG ECNEUQES - It is a sequence where each term after the first is obtained by multiplying the
preceding term by a nonzero constant.
2. GOERCITME MANES - the terms between any two given terms of a geometric sequence.
3. MOHARNIC ENUESQEC - It is a sequence such that the reciprocals of the terms form an arithmetic sequence.
4. CCIANOBIF QUENSECES - It is a sequence where each term, thereafter, is obtained by adding the two
preceding terms.
5. OOMMNC OITAR – a constant multiplied to each term of a geometric sequence to obtain the next term of the
sequence.

WHAT IS IT?

Geometric Sequences
 It is a sequence where each term after the first is obtained by multiplying the preceding term by a nonzero constant called the
common ratio.
 The common ratio, r, can be determined by dividing any term in the sequence by the term that precedes it. Thus, in the
16 1
geometric sequence 32, 16, 8, 4, 2, ... , the common ratio is ½ since = .
32 2

Practice: I’ll Tell What You Are

State whether each of the following sequences is geometric or not.

1. 5, 20, 80, 320, …
2. 7√2, 5√2, 3√2, √2, …
3. 5, −10, 20, −40
4. 1, 0.6, 0.36, 0.216, …
10 10 10 10
5. 3 , 6 , 9 , 15
6. 4, 0, 0, 0, 0, …

The Rule of a Geometric Sequence

Answer the guide questions using the table.

Problem: What are the first 5 terms of a geometric sequence whose first term is 2 and whose common ratio is 3?
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Guide Questions:
1. Look at the two ways of writing the terms. What does 2 represent?
2. For any two consecutive terms, what does 3 represent?
3. What is the relationship between the exponent of 3 and the position of the term?
4. If the position of the term is n, what must be the exponent of 3?
5. What is 𝑎𝑛 for this sequence?
6. In general, if the first term of a geometric sequence is 1 a and the common ratio is r, what is the nth term of the sequence?

What did you learn in the activity? Given the first term 𝑎1 and the common ratio r of a geometric sequence, the nth term of a
geometric sequence is

𝒂𝒏 = 𝒂𝟏 𝒓𝒏−𝟏 .

Example: What is the 10th term of the geometric sequence 8, 4, 2, 1, ...?

1 1 1 1
Solution: Since r = 2, then 𝑎10 = 8 (2)9 = 8 (512) = 64
.

Practice: Missing You

A. Find the missing terms in each geometric sequence.

1. 3, 12, 48, __, __
2. __, __, 32, 64, 128, ...
3. 120, 60, 30, __, __, __
4. 5, __, 20, 40, __, __
5. __, 4, 12, 36, __, __
6. –2, __, __, –16, –32, –64
7. 256, __, __, –32, 16, ...
8. 27, 9, __, __, 1/3
9. ¼, __, __, __, 64, 256
10. 5𝑥 2 , , 5𝑥 6 , 5𝑥 8 , ,…

B. Insert 3 terms between 2 and 32 of a geometric sequence.

 Inserting a certain number of terms between two given terms of a geometric sequence is an interesting activity in studying
geometric sequences. We call the terms between any two given terms of a geometric sequence the geometric means.

Example: Insert 3 geometric means between 5 and 3125.

Solution:

Let 𝑎1 = 5 and 𝑎5 = 3125. We will insert 𝑎2 , 𝑎3 , and 𝑎4 .

Since 𝑎5 = 𝑎1 𝑟 4 , 𝑡ℎ𝑒𝑛 3125 = 5𝑟 4

Solving for the value of r, we get 625 = 𝑟 4 or r = ±5.

We obtained two values of r, so we have two geometric sequences.

If r = 5, the geometric means are

𝑎2 = 5(5)1 = 25, 𝑎3 = 5(5)2 = 125, 𝑎4 = 5(5)3 = 625.

Thus, the sequence is 5, 25, 125, 625, 3125.

If 5, r = -5, then the geometric means are

𝑎2 = 5(−5)1 = −25, 𝑎3 = 5(−5)2 = 125, 𝑎4 = 5(−5)3 = −625.
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Thus, the sequence is 5, -25, 125, -625, 3125.

At this point, you already know some essential ideas about geometric sequences. Now, we will learn how to find
the sum of the first n terms of a geometric sequence.

Part 1:

Consider the geometric sequence 3, 6, 12, 24, 48, 96, ... What is the sum of the first 5 terms?

There is another method to get the sum of the first 5 terms.

Let 𝑆5 = 3 + 6 + 12 + 24 + 48.

Multiplying both sides by the common ratio 2, we get

2𝑆5 = 6 + 12 + 24 + 48 + 96

Subtracting 2𝑆5 from 𝑆5 , we have

Try the method for the sequence 81, 27, 9, 3, 1, ... and find the sum of the first 4 terms.

From the activity, we can derive a formula for the sum of the first n terms, 𝑆𝑛 , of a geometric sequence.

Consider the sum of the first n terms of a geometric sequence:

𝑆𝑛 = 𝑎1 + 𝑎1 𝑟 + 𝑎1 𝑟 2 + ⋯ + 𝑎1 𝑟 𝑛−1 (equation 1)

Multiplying both sides of equation 1 by the common ratio r, we get

𝑟𝑆𝑛 = 𝑎1 𝑟 + 𝑎1 𝑟 2 + 𝑎1 𝑟 3 + ⋯ + 𝑎1 𝑟 𝑛−1 + 𝑎1 𝑟 𝑛 (equation 2)

Subtracting equation 2 from equation 1, we get

Factoring both sides of the resulting equation, we get

𝑆𝑛 (1 − 𝑟) = 𝑎1 (1 − 𝑟 𝑛 ).

Dividing both sides by 1 – r, where 1 – r ≠ 0, we get

𝑎1 (1− 𝑟 𝑛 )
𝑆𝑛 = 1−𝑟
,𝑟 ≠ 1.

Note that since 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 , if we multiply both sides by r we get

𝑎𝑛 (𝑟) = 𝑎1 𝑟 𝑛−1 (𝑟)𝑜𝑟 𝑎𝑛 𝑟 = 𝑎1 𝑟 𝑛 .
𝑎1 (1− 𝑟 𝑛 ) 𝑎1 − 𝑎1 𝑟 𝑛
Since 𝑆𝑛 = 1−𝑟
= 1−𝑟
,
 17

Then replacing 𝑎1 𝑟 𝑛 by 𝑎𝑛 𝑟, we have

𝑎1 − 𝑎𝑛 𝑟
𝑆𝑛 = , r ≠1.
1−𝑟

What if r = 1?

If r = 1, then the formula above is not applicable instead,

Example: What is the sum of the first 10 terms of 2 + 2 + 2 + …?

Solution: 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 10 (2) = 20
What if r = -1?
If r = -1 and is even, then
𝑆𝑛 = 𝑎1 + 𝑎1 (−1) + 𝑎1 (−1)2 + 𝑎1 (−1)3 + ⋯ + 𝑎1 (−1)𝑛−1
= 𝑎1 − 𝑎1 + 𝑎1 − 𝑎1 + ⋯ + 𝑎1 − 𝑎1
= (𝑎1 − 𝑎1 ) + (𝑎1 − 𝑎1 ) + ⋯ + (𝑎1 − 𝑎1 )
=0

However, if r = -1 and n is odd, then

𝑆𝑛 = 𝑎1 + 𝑎1 (−1) + 𝑎1 (−1)2 + 𝑎1 (−1)3 + ⋯ + 𝑎1 (−1)𝑛−1
= 𝑎1 − 𝑎1 + 𝑎1 − 𝑎1 + ⋯ + 𝑎1 − 𝑎1 + 𝑎1
= (𝑎1 − 𝑎1 ) + (𝑎1 − 𝑎1 ) + ⋯ + (𝑎1 − 𝑎1 ) + 𝑎1
= 𝑎1

To summarize,

In particular, if r = -1 the sum 𝑆𝑛 simplifies to

Example 1: What is the sum of the first 10 terms of 2 – 2 + 2 – 2 + …?

Solution: Since r = -1 and n is even, then the sum is 0.

Example 2: What is the sum of the first 11 terms of 2 – 2 + 2 – 2 + …?

Solution: Since r = -1 and n is odd, then the sum is 2.

Example 3: What is the sum of the first five terms of 3, 6, 12, 24, 48, 96, …?
Solution: Since 𝑎1 = 3, 𝑟 = 2, and n = 5, then the sum is
3 (1− 25 ) 3 (−31)
𝑆5 = = = 93.
1−2 −1
𝑎1 − 𝑎𝑛 𝑟
Alternative Solution: Using 𝑆𝑛 = 1−𝑟
, let 𝑎1 = 3, 𝑎5 = 48, and r = 2. Then

3−(48)(2) 3−96 −93

𝑆5 = = = = 93
1−2 −1 −1
 18

Part 2:

Is it possible to get the sum of an infinite number of terms in a geometric sequence?

1 1 1 1
Consider the infinite geometric sequence , , , ,…
2 4 8 16

𝑎1 (1− 𝑟 𝑛 )
If we use the formula 𝑆𝑛 = 1−𝑟
, then
1 1 1 1 1 𝑛
[1−( )𝑛 ] − ( ) 1 1 1 1
𝑆𝑛 = 2 2
1 = 2 2 2
1 = 2 [2 − 2
(2)𝑛 ] = 1 - (2)𝑛 .
1−
2 2

The first five values of 𝑆𝑛 are shown in the table below.

What happens to the value of 𝑆𝑛 as n gets larger and larger?

Observe that 𝑆𝑛 approaches 1 as n increases, and we say that S = 1.

1 1 1 1
To illustrate further that the sum of the given sequence is 1, let us show the sum of the sequence 2 + 4
,+ 8 + 16
+ … on a
number line, adding one term at a time:

1 1 1 1
What does this tell us? Clearly, + ,+ , + ⋯ = 1.
2 4 8 16

We call the sum that we got us the sum to infinity. Note that the common ratio in
1
the sequences is 2, which is between – 1 and 1. We will now derive the formula for the sum to infinity when -1 < r < 1.

𝑎1 (1− 𝑟 𝑛 ) 𝑎1 𝑎1 𝑟 𝑛
Recall that 𝑆𝑛 = 1−𝑟
= 1−𝑟
− 1−𝑟
. Suppose that -1 < r < 1. As the number of
𝑎 𝑟𝑛
terms becomes larger, that is, as n approaches infinity, then 𝑟 𝑛 approaches 0, and 1−𝑟
1
approaches 0. Thus, the sum of the terms of
2
an infinite geometric sequence 𝑎1 , 𝑎1 𝑟, 𝑎1 𝑟 , …, where -1 < r < 1 given by the formula
𝒂𝟏
S=
𝟏−𝒓

This formula is also known as the sum to infinity.

1 1 1 1
Example 1: What is the sum to infinity of 2 , 4 , 8 , 16 , … ?
1
1 1
Solution: Since 𝑎1 = 2
and r = 2, then S = 2
1 = 1.
1−
2

1 1
Example 2: What is the sum to infinity of 3 – 1 + 3 − 9
+ ⋯?

1 3 9
Solution: Since 𝑎1 = 3 and r = -3, then S = 1 = 4.
1−(− )
3
 19

You have already learned how to find the sum of the terms of an infinite
geometric sequence, where /r/ < 1, that is, -1 < r < 1. What if /r/ > 1, that is, r > 1 or r < -1? Let us find out by performing the next
activity.

Part 3:

Consider the infinite geometric sequence 2, 4, 8, 16, 32, 64, …

Complete the table below by finding the indicated partial sums. Answer the questions that follow.

Guide Questions:
1. What is the common ratio of the given sequence?
2. What happens to the values of 𝑆𝑛 as n increases?
3. Does the given infinite sequence have a finite sum?

Note that if r > 1, the values of 𝑆𝑛 are not guaranteed to approach a finite
number as n approaches infinity.
Consider the infinite geometric sequence 5, -25, 125, -625, …
Complete the table below by finding the indicated partial sums. Answer the questions that follow.

Guide Questions:
1. What is the common ratio of the given sequence?
2. What happens to the values of 𝑆𝑛 as n increases?
3. Does the given infinite sequence have a finite sum?
Note that if r < -1 the values of 𝑆𝑛 are not guaranteed to approach a finite
number.

The above activities indicate that whenever /r/ > 1, that is r > 1 or r < -1, the sum of the terms of an infinite geometric sequence
does not exist.

Did you learn many things about geometric sequences?

Practice: How Well Do You Know Me?

Determine whether each sequence is arithmetic, geometric, or neither. If the sequence is arithmetic, give the common
difference; if geometric, give the common ratio.

1. 6, 18, 54, 162, …

2. 4, 10, 16, 22, …
3. 1, 1, 2, 3, 5, 8, …
4. 625, 125, 25, 5, …
1 1 1 1
5. , , , ,…
2 4 6 8
6. 5, 8, 13, 21, 34, …
7. -1296, 216, -36, 6, …
8. 8.2, 8, 7.8, 7.6, …
1 1 1 1
9. - ,− ,− ,− ,…
42 35 28 21
10. 11, 2, -7, -16, …
 20

The sequences in numbers 3, 5, 6, and 9 are neither arithmetic nor geometric. The sequences in numbers 5 and 9 which are
1 1 1 1 1 1 1 1
, , , , … and − 42 , − 35 , − 28 , − 21 , … respectively,
2 4 6 8
are called harmonic sequences while the sequences in numbers 3 and 6
which are 1, 1, 2, 3, 5, 8, ... and 5, 8, 13, 21, 34, ... , respectively, are parts of what we call a Fibonacci sequence. These are other
types of sequences.

What is Harmonic Sequence?

 It is a sequence such that the reciprocals of the terms form an arithmetic sequence.
1 1 1 1
 If we take the reciprocals of the terms of the harmonic sequence 2 , 4 , 6 , 8 , … then the sequence becomes 2, 4, 6, 8, … which
1 1 1 1
is an arithmetic sequence. What is the next term in the sequence 2 , 4 , 6 , 8 , … ?

Example 1: Given the arithmetic sequence -20, -26, -32, -38, …,

find the first 8 terms of the corresponding harmonic sequence.

Solution: Completing the 8 terms of the given sequence, we have

-20, -26, -32, -38, -44, -50, -56, -62.
Therefore, the first 8 terms of the harmonic sequence are
1 1 1 1 1 1 1 1
− 20 , − 26 , − 32 , − 38 , − 44 , − 50 , − 56 , − 62.
1 3
Example 2: Given the arithmetic sequence , 1, , 2, …,
2 2
find the 10th term of the corresponding harmonic sequence.

Solution: Getting the 10th term of the given sequence which is 5, then the 10th term of the
1
harmonic sequence is 5.

What is Fibonacci sequence?

 It is a sequence where its first two terms are either both 1, or 0 and 1; and each term, thereafter, is obtained by adding the two
preceding terms.
What is the next term in the Fibonacci sequence 0, 1, 1, 2, 3, 5, …?

Example: Given the Fibonacci sequence 5, 8, 13, 21, 34, …, find the next 6 terms.

Solution: Since each new term in a Fibonacci sequence can be obtained by adding its two preceding terms, then the next 6 terms are
55, 89, 144, 233, 377, and 610.

You are now acquainted with four kinds of sequences: arithmetic, geometric, harmonic, and Fibonacci.

Web Links http://coolmath.com/algebra/19-sequencesseries/07-geometric-sequences-01.html

http://coolmath.com/algebra/19-sequencesseries/08-geometric-series-01.html
Learn more about geometric, harmonic, http://www.mathisfun.com/algebra/sequencesseries-sums-geometric.html
http://www.mathguide.com/lessons/SequenceG eometric.html
and Fibonacci sequences through the
csexcelgroup.tripod.com
web. You may open the following links: www.mathisfun.com/numbers/fibonaccisequence.html
 21

WHAT IS MORE?

I. Do You Remember Me?

State whether the given sequence is arithmetic, geometric, harmonic, or part of a Fibonacci. Then, give the next term of the
sequence.

1. 8, 16, 24, 32, ...

1 1 1 1
2. 3 , 9 , 27 , 81 , …

3. 1296, 216, 36, 6, ...

4. 8, 13, 21, 34, 55, ...

3 5 3
5. , 1, , , …
4 4 2

1 1 1 1
6. , , , ,…
24 20 16 12

7. 2√2, 5√2, 8√2, 11√2, …

6 6 6 6
8. 11 , 17 , 23 , 29 , …

9. 6, -18, 54, -162, …

8 8
10. 40, 8, , ,…
5 25

II. There’s more on Geometric Sequences

Use the nth term of a geometric sequence 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 to answer the following questions.
3 3
1. What is the 5th term of the geometric sequence , , 15, …?
20 2
2. Find the sixth term of a geometric sequence where the second term is 6 and the common ratio is 2.
3. Find k so that the terms k – 3, k + 1, and 4k – 2 form a geometric sequence.
4. In the geometric sequence 6, 12, 24, 48, ..., which term is 768?
5. The second term of a geometric sequence is ¾ and its fourth term is 3. What is the first term?

III. Finding Geometric Means

A. Find the indicated number of geometric means between each pair of numbers.
1. 16 and 81 [3]
2. 256 and 1 [3]
3. -32 and 4 [2]
1 64
4. 3 and 3 [1]
5. 2𝑥𝑦 𝑎𝑛𝑑 16𝑥𝑦 4 [2]

B. The geometric means between the first two terms in a geometric sequence is 32. If the third term is 4, find the first term.
1
C. Insert a geometric mean between k and 𝑘.
D. If 2 and 3 are two geometric means between m and n, find the values of m and n.
E. Three positive numbers form a geometric sequence. If the geometric mean of the first two numbers is 6 and the geometric
mean of the last two numbers is 24, find the three numbers and their common ratio.
 22

IV. Sum of Terms in a Geometric Sequence

A. For each given geometric sequence, find the sum of the first:
1. 5 terms of 4, 12, 36, 108, …
2. 6 terms of 3, -6, 12, -24, …
3. 6 terms of -3, 3, -3, 3, …
4. 7 terms of -3, 3, -3, 3, …
5. 8 terms of ¾, ¾, ¾, ¾, …
B. Find the sum to infinity of each geometric sequence, if it exists.
1. 64, 16, 4, 1, …
1 1 1 1
2. 3 , 9 , 27 , 81 , …
1 1
3. −4, −1, − 4 , − 16, …
2 1
4. 24, 4, , , …
3 9
5. 1, √2, 2, 2√2, …
C. Find the sum of the terms of a geometric sequence where the first term is 4, the last term is 324 and the common ratio is 3.
D. The sum to infinity of a geometric sequence is twice the first term. What is the common ratio?

WHAT I CAN DO?

More Problems in Geometric Sequence

Do the following.
1. Create a concept web for geometric sequences.
2. Compare and contrast arithmetic and geometric sequences using a two-column chart.
3. Given the geometric sequence 1, 2, 4, 8, 16, 32, ..., think of a simple real-life situation which represents this sequence
(group activity through “Power of Four”).
4. Find the value of x so that x + 2, 5x + 1, x + 11 will form a geometric sequence. Justify your answer. Find the sum of the first
10 terms of the given sequence.
5. Find the value of x if the geometric mean of 2x and 19x – 2 is 7x – 2.
6. The World Health Organization (WHO) reported that about 16 million adolescent girls between 15 and 19 years of age give
birth each year. Knowing the adverse effects of adolescent childbearing on the health of the mothers as well as their infants, a group of
students from Magiting High School volunteered to help the government in its campaign for the prevention of early pregnancy by giving
lectures to 7 barangays about the WHO Guidelines on teenage pregnancy. The group started in Barangay 1 and 4 girls attended the
lecture. Girls from other barangays heard about it, so 8 girls attended from Barangay 2, 16 from Barangay 3, and so on.
a. Make a table representing the number of adolescent girls who attended the lecture from Barangay 1 to Barangay 7
assuming that the number of attendees doubles at each barangay.
b. Analyze the data in the table and create a formula. Use the formula to justify your data in the table.
c. Because people who heard about the lecture given by the group thought that it would be beneficial to them, five
more different barangays requested the group to do the lectures for them. If the number of young girls who will listen to the
lecture from these five barangays will increase in the same manner as that of the first 7 barangays, determine the total number
of girls who will benefit from the lecture.

WHAT ELSE I CAN DO?

May the Best Man Win!

Do the following by group.

Imagine that you were one of the people in the Human Resource group of a fast growing company in the Philippines. All of
you were asked by the management to create a salary scheme for a very important job that the company would offer to the best IT
graduates this year. The management gave the salary range good for 2 years, telling everyone in your group that whoever could give a
salary scheme that would best benefit both the employer and the would-be employees would be given incentives.
1. Form groups of 5. In your respective groups, make use of all the concepts you learned on geometric sequences considering
the starting salary, the rate of increase, the time frame, etc. in making different salary schemes and in deciding which one will be the
best for both the employer and the would-be employees.
 23

2. Prepare a visual presentation of your chosen salary scheme with the different data that were used, together with the
formulas and all the computations done. You may include one or two salary schemes that you have prepared in your group for
comparison.
3. In a simulated board meeting, show your visual presentation to your classmates who will act as the company’s human
resource administrative officers.
 24

WHAT I HAVE LEARNED?

3 – 2 – 1 Summary

WHAT I CAN ACHIEVE?

Quiz: Solve the following.

1. Find the sum of the first 6 terms of a geometric sequence in which 𝑎1 = 5 and r = -2.
ANSWER:
2. What is the common ratio of the sequence 5, 25, 125, …?
ANSWER:
3. What is the fifth term in the sequence 7, 14, 28, …?
ANSWER:
4. Find the 10th term of the sequence 1, 3, 9, 27, …
ANSWER:
5. Find the 10th term of a geometric sequence if 𝑎1 = 45 and the common ration r = 0.2
ANSWER:
6. What is the next term in the Fibonacci sequence 1, 1, 2, 3, 5, 8, …?
ANSWER:
7. What is the next three terms in this Fibonacci sequence: 100, 200, 300, 500, , ,
ANSWER:
8. What is the next three terms in this sequence: 16, 14, 30, 44, , ,
ANSWER:
9. Insert 3 harmonic means between 1/3 and 1/9.
ANSWER:
10. Insert 5 harmonic means between 1/6 and 1/12.
ANSWER:
 25

Glossary of Terms
Arithmetic Means – terms between two numbers a and b such that 𝑚1 , 𝑚2 , … , 𝑚𝑘 between two numbers a and b such that
𝑎1 , 𝑚1 , 𝑚2 , … , 𝑚𝑘 , b is an arithmetic sequence
Arithmetic Sequence – a sequence where each term after the first is obtained by adding the same constant
Common Difference – a constant added to each term of an arithmetic sequence to obtain the next term of the sequence
Common Ratio – a constant multiplied to each term of a geometric sequence to obtain the next term of the sequence
Fibonacci Sequence – a sequence where its first two terms are either both 1, or 0 and 1; and each term, thereafter, is obtained by
adding the two preceding terms.
Finite Sequence – a function whose domain is the finite set {1, 2, 3, …, n}
Geometric Means – terms 𝑚1 , 𝑚2 , … , 𝑚𝑘 between two numbers a and b such that𝑎1 , 𝑚1 , 𝑚2 , … , 𝑚𝑘 , 𝑏 is a geometric sequence.
Geometric Sequence – a sequence where each term after the first is obtained by multiplying the preceding term by the same constant
Harmonic Sequence – a sequence such that the reciprocals of the terms form an arithmetic sequence
Infinite Sequence – a function whose domain is the infinite set {1, 2, 3, …}
Sequence (of real numbers) – a function whose domain is the finite set {1, 2, 3, …, n} or the infinite set {1, 2, 3, …}
Term - any number in a sequence

References and Website links Used in this Module

References:
Coronel, Iluminada C. et al. Intermediate Algebra. Bookmark, 2003
De Sagun, Priscila C. Dynamic Math III. Diwa Scholastic Press, Inc., 1999
Hall, Bettye C. and Fabricant, Mona. Algebra 2 with Trigonometry. Prentice Hall, New Jersey, 1993
Insigne, Ligaya G. et al. Intermediate Algebra. Bookman Inc., 2003
Larson, Roland E. and Hostetler, Robert P. Precalculus, 3rd edition. D.C. Heath and Company, 1993
Leithold, Louis. College Algebra and Trigonometry. Addison-Wesley Publishing Company, Inc., 1989
Oronce, Orlando A. and Mendoza, Marilyn O. Exploring Mathematics II. Rex Bookstore, Inc., 2003
Swokowski, Earl W. and Cole, Jeffery A. Algebra and Trigonometry with Analytic Geometry, 10th edition. Brooks/Cole, 2002
Teaching Mathematics III Volume 2. Philippines-Australia Science and Mathematics Project, 1992
Vance, Elbridge P. Modern College Algebra, 3rd edition. Addison-Wesley Publishing Co. Inc., 1975

Website Links as References and as Sources of Learning Activities:

http://regentsprep.org
http://teacherweb.com/tweb
www.doe.virginia.gov
http://www.who.int/topics/en/
http://coolmath.com/algebra/19-sequences-series/05-arithmetic-sequences01.html
http://www.mathisfun.com/algebra/sequences-series.html
http://www.mathguide.com/lessons/SequenceArithmetic.html#identify
http://coolmath.com/algebra/19-sequences-series/07-geometric-sequences01.html
http://coolmath.com/algebra/19-sequences-series/08-geometric-series-01.html
http://www.mathisfun.com/algebra/sequences-series-sums-geometric.html
http://www.mathguide.com/lessons/SequenceGeometric.html
https://study.com/academy/practice/quiz-worksheet-arithmetic-sequences.html
https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/sequences-and-series/quiz-arithmetic-sequence
www.mathematicsvisionproject.org
https://quizizz.com/admin/quiz/581fedede9799d6eb55b7fe34d/arithmetic-sequence
https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/sequences-and-series/quiz-geometric-series
https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/sequences-and-series/quiz-geometric-series
https://study.com/academy/practice/quiz-worksheet-practice-with-geometric-sequences.html
https://www.scribd.com/document/413948184/harmonic-sequences-answers-pdf
 26

MODULE 2: POLYNOMIALS AND POLYNOMIAL EQUATIONS

LESSON 1: Division of Polynomials

This lesson aims to:

1. divide polynomials using long division;
2. determine when synthetic division is appropriate;
3. divide polynomials using synthetic division; and
4. express the result of division in terms of the quotient and remainder.

WHAT TO KNOW?
In this lesson, you will recall operations on polynomials with emphasis on division.

WHAT IS NEW

Go to the link below and watch the video.

https://youtu.be/hlPKliHTGZ0

Guide Questions:
1. What did you notice on the video?
2. What did the video tells about?
3. What is the most important thing that you saw on the video?

WHAT I KNOW?
Self – check:

Choose the letter of the correct answer.

1. (81𝑏 4 − 16) ÷ (3b – 2)
a. (3b + 2) (9𝑏 2 − 4) c. (3b + 2) (9𝑏 2 + 4)
b. (3b – 2) (9𝑏 2 + 4) d. (3b - 2) (9𝑏 2 − 4)

2. (9𝑎2 + 18𝑎𝑏 + 9𝑏 2 − 𝑐 2 ) ÷ (3a + 3b + c)

a. (3a – 3b + c) c. (3a – 3b – c)
b. (3a + 3b + c) d. (3a + 3b – c)

3. What is the quotient when 𝑥 2 – 25 is divided by x – 5?

a. x – 5 c. x – 25
b. x + 5 d. x + 25

4. If (7𝑥 4 – 5𝑥 5 – 7𝑥 3 + 2x – 3) is divided by (x + 3) using synthetic division, the numbers in the first row would be?
a. –5 7 –7 0 2 –3 c. –7 –7 –5 0 2 –3
b. 1 7 –7 0 2 –3 d. –3 7 –7 0 2 –5

5. Below is the solution when P(x) = (𝑥 3 + 6𝑥 2 + 2x – 12) is divided by (x + 2).

Express the third row as a polynomial in x.

a. 𝑥 2 – 4x – 6 c. 𝑥 2 − 4𝑥 + 6
b. 𝑥 2 + 4x + 6 d. 𝑥 2 + 4x – 6
 27

WHAT IS IN?
Activity: Spot the Difference
Look at each pair of expressions below. Identify the expression that is not a polynomial from each. Give reasons for your answers.

Did this activity help you recall what a

polynomial expression is?

Activity: Divide and Write

Divide the following and write an equivalent equation by following the given example.
4
Example: 19 ÷ 5 = 3 + ↔ 19 = 3(5) + 4
5

1. 29 ÷ 5 = ↔
2. 34 ÷ 7 = ↔
3. 145 ÷ 11 = ↔

The procedure above can be applied when dividing polynomials. You can see this in the discussion below.

WHAT IS IT?

POLYNOMIAL EXPRESSION
 A polynomial expression P(x) is an expression of the form
𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0 , 𝑎𝑛 ≠ 0
 Where the nonnegative integer n is called the degree of the polynomial and coefficients 𝑎0 , 𝑎1 , … , 𝑎𝑛 are real numbers.
 The terms of a polynomial may be written in any of a polynomial may be written in any order. However, we often follow the
convention of writing the terms in decreasing powers of the variable x. In this case, the polynomial expression is said to be in
standard form.

Let us divide (2𝑥 2 + 5𝑥 − 23) by (x + 5).

You can write the result as follows.

 28

In general, if P(x) and D(x) are polynomials with D(x) ≠ 0, we can write
𝑃(𝑥) 𝑅(𝑥)
𝐷(𝑥)
= 𝑄(𝑥) + 𝐷(𝑥)
𝑜𝑟 𝑃(𝑥) = 𝑄(𝑥) • 𝐷(𝑥) + 𝑅(𝑥), Where R(x) is either 0 or its degree is less than the degree of D(x).

If R(x) = 0, then we say that D(x) is a factor of P(x).

DIVIDING POLYNOMIALS
As previously shown, the procedure for dividing a polynomial by another polynomial is similar to the procedure used when
dividing whole numbers. Another example is shown below.

Example: (10𝑥 2 + 2𝑥 4 + 8 + 7𝑥 3) ÷ 2𝑥 2 + 𝑥 − 1

Solution:
First, write the dividend in standard form and insert zeros as coefficients of any missing term to obtain
2𝑥 + 7𝑥 3 + 10𝑥 2 + 0𝑥 + 8. Both dividend and divisor should be in standard form. The long division method is shown below.
4

𝟐𝐱 𝟒 + 𝟕𝐱𝟑 + 𝟏𝟎𝐱𝟐 +𝟖 −𝐱+𝟏𝟐

Hence, 𝟐𝐱 𝟐 +𝐱−𝟏
= 𝐱 𝟐 + 𝟑𝐱 + 𝟒 + 𝟐𝐱 𝟐 +𝐱−𝟏

Practice: Divide and Write it in Form

𝑃(𝑥) 𝑅(𝑥)
Perform the indicated division and write your answers in the form 𝐷(𝑥) = 𝑄(𝑥) + 𝐷(𝑥)
as shown in the following example;

𝑥 4 + 𝑥 2 −5 645
(𝑥 4 + 𝑥 2 − 5) ÷ (𝑥 − 5) = 𝑥−5
= 𝑥 3 + 5𝑥 2 + 26𝑥 + 130 + 𝑥−5

1. (5𝑥 2 − 17𝑥 − 15) ÷ (x - 4)

2. (6𝑥 3 − 16𝑥 2 + 17𝑥 − 6) ÷ (3x - 2)
3. (2𝑥 4 + 𝑥 3 − 19𝑥 2 + 18𝑥 + 5) ÷ (2x - 5)
4. (4𝑥 5 + 6𝑥 4 + 5𝑥 2 − 𝑥 − 10) ÷ (2𝑥 2 + 3)
5. (4𝑥 5 − 25𝑥 4 + 40𝑥 3 + 3𝑥 2 − 18𝑥) ÷ (𝑥 2 − 6𝑥 + 9)

SYNTHETIC DIVISION
There is a shorter procedure when a polynomial is to be divided by a binomial of the form (x - r). This method is called
synthetic division. In this procedure, we write only the coefficients.

The steps outlined below illustrate synthetic division. The procedure involves writing numbers in three rows.
 29

Example 1: Use synthetic division to divide P(x) = (3𝑥 3 + 4𝑥 2 + 8) by (x +2).

A concise form of steps 1 to 5 is shown below:

Example 2: Use synthetic division to find the quotient of

(𝑥 4 + 8𝑥 2 − 5𝑥 3 − 2 + 15𝑥) ÷ (x - 3)

Solution:
By inspection, the dividend is not in standard form, so there is a need to rearrange the terms of the polynomial,

Thus, 𝑥 4 + 8𝑥 2 − 5𝑥 3 − 2 + 15𝑥 = 𝑥 4 − 5𝑥 3 + 8𝑥 2 + 15𝑥 − 2

 30

Then, write the coefficients of the polynomial in the first row. Follow the steps described in Example 1.

Therefore, the quotient is (𝑥 3 − 2𝑥 2 + 2𝑥 + 21) and the remainder is 61.

Example 3. Use synthetic division to find the quotient of

(6𝑥 5 − 𝑥 4 − 32𝑥 3 − 20𝑥 2 + 5𝑥 + 8) ÷ (2x - 3)

Solution:
Observe that the divisor is not of the form (x - r). However, note that
3
2x – 3 = (𝑥 − 2). Therefore, the problem can be restated as follows:

3
(6𝑥 5 − 𝑥 4 − 32𝑥 3 − 20𝑥 2 + 5𝑥 + 8) ÷ 2 (𝑥 − )
2

Thus, we first use synthetic division to divide

3
(6𝑥 5 − 𝑥 4 − 32𝑥 3 − 20𝑥 2 + 5𝑥 + 8) by (𝑥 − 2), and then divide the result by 2 to get the final answer.

−97
Now, let us divide the result (6𝑥 4 + 8𝑥 3 − 20𝑥 2 − 50𝑥 − 70 + 3) by 2.
𝑥−
2

− 97
To get the final answer, 3𝑥 4 + 4𝑥 3 − 10𝑥 2 − 25𝑥 − 35 + 2𝑥−3
.

Now that you have learned about the division of polynomials, you may try the activities in the next section.

Web Links
http://www.mathsisfun.com/algebra/polynomialsdivision-long.html
The following websites provide more http://www.youtube.com/watch?v=qd-T-dTtnX4
information about polynomial http://www.purplemath.com/modules/polydiv2.htm
division.
 31

WHAT IS MORE?

Your goal in this section is to apply the key concepts of dividing polynomials. Use mathematical ideas and
examples presented in answering the succeeding activities.

I. Finding the Divisor, Dividend, and Quotient Using Synthetic Division

Identify the divisor, dividend, and quotient in each item below. Write your answers in your notebook.

This activity helped you identify the quotient in a synthetic division procedure. In the next activity, you will match a
division problem with a corresponding solution.
 32

II. Matching a Polynomial Division Problem with its Synthetic Counterpart

Match Column I with the appropriate synthetic division in Column II. Write the letter of the correct answer.

In the next activity, you will perform synthetic division on your own.

III. Dividing Polynomials Using Synthetic Division

Use synthetic division to find the quotient and remainder in each of the following. Write your complete solutions on a separate
sheet of paper.

1. (3𝑥 3 + 𝑥 2 − 22𝑥 − 25) ÷ (x - 2) Quotient:

Remainder:
2. (𝑥 3 + 4𝑥 2 − 𝑥 − 25) ÷ (x + 5) Quotient:
Remainder:
3. (6𝑥 3 − 5𝑥 2 + 4𝑥 − 1) ÷ (3x - 1) Quotient:
Remainder:
4. (2𝑥 4 − 9𝑥 3 + 9𝑥 2 + 5𝑥 − 1) ÷ (2x + 1) Quotient:
Remainder:
5. (2𝑥 4 + 5𝑥 3 + 3𝑥 2 + 8𝑥 + 12) ÷ (2x + 3) Quotient:
Remainder:
 33

WHAT I CAN DO?

Solve and Express in Polynomial Form
Answer each of the following completely.
𝑟
1. If r = 2𝑥 3 + 4𝑥 2 − 𝑥 − 6 and s = x – 2. What is 𝑠 ?
2. Find the quotient when (𝑥 3 − 6𝑥 2 + 2𝑥 + 8 is divided by (x - 3).
3. What must be multiplied to (𝑥 2 + 2𝑥 + 1) to get (𝑥 4 + 𝑥 3 + 𝑥 2 + 3𝑥 + 2)?
4. If a square has a perimeter of (2x – 48) meters, what expression represents its area.
5. Suppose the area of a rectangles is (6𝑥 2 − 7𝑥 + 14 square units. If its width is (2x - 5) units, what expression represents its
length? How about its perimeter?

WHAT ELSE I CAN DO?

What to Transfer

Solve, then Decide

Solve the following problems. Show your complete solutions and illustrations of the problem, and then explain.
1. Mr. Aquino wants to paint the ceiling of a room that has a length of
(𝑐 2 + 2𝑐𝑑 + 𝑑2 ) meters and a width of (c + d) meters. If one can of paint will cover (𝑐 + 𝑑)2 square meter, what is the
minimum number of cans of paint needed? Express your answer as a polynomial.
2. The side of a square lot is (5x – 3) meters. How many meters of fencing materials are needed to enclose the square lot? If one
square meter of the lot costs Php15,000, what is the cost of the square lot?
3. A rectangular garden in a backyard has an area of (3𝑥 2 + 5𝑥 − 6) square meters. Its width is (x + 2) meters.
a. Find the length of the garden.
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.
 34

WHAT I HAVE LEARNED?

KWL Chart

Directions: Fill out the KWL chart below with the information you have heard, discussed, and learned in class.

WHAT I CAN ACHIEVE?

Quiz:

I. Find the quotient and the remainder of the following equation. Write your complete solution on a separate sheet of paper.

1. (𝑥 2 + 3𝑥 + 10) ÷ (x + 2) Quotient:
Remainder:
2. 3 2
(10𝑥 + 5𝑥 + 75𝑥 − 40) ÷ (2x + 1) Quotient:
Remainder:
3. (12𝑥 3 + 10𝑥 2 + 5𝑥 + 1) ÷ (3x + 1) Quotient:
Remainder:
4. (3𝑥 4 − 𝑥 3 + 𝑥 − 2) ÷ (3𝑥 2 + 𝑥 + 1) Quotient:
Remainder:
5. (4𝑥 5 − 25𝑥 4 + 40𝑥 3 + 5𝑥 2 − 30𝑥 − 18) ÷ (𝑥 2 − 6𝑥 + 9)
Quotient:
Remainder:

II. Solve the following problems. Show your complete solutions.

1. The total cost of (3a – 2b) units of cell phone is (6𝑎2 + 5ab – 6𝑏 2 ) pesos. What expression represents the cost of one cell
phone?
2. If one ream of bond paper costs (3x – 4) pesos, how many reams can you buy for (6𝑥 4 − 17𝑥 3 + 24𝑥 2 − 34𝑥 + 24)
pesos?
3. If a car covers (15𝑥 2 + 7𝑥 − 2) km in (3x + 2) hours, what is the average speed in km/hr?
4. The volume of a rectangular solid is (𝑥 3 + 3𝑥 2 + 2𝑥 − 5) cubic cm, and its height is (x + 1) cm. What is the area of its base?
5. The area of a parallelogram is (2𝑥 2 + 11𝑥 − 9) square units. If the length is given by
(2x – 3) units, what expression represents its width?
6. If a car moving at a constant rate travels (2𝑥 3 − 𝑥 2 − 4𝑥 + 3) km in (𝑥 2 − 2𝑥 + 1) hours, what is the rate of the car in km
per hour?
7. A tailor earns (12𝑦 2 + 𝑦 − 35) pesos for working (3y – 5) hours. How much does he earn per hour?
 35

LESSON 2: The Remainder Theorem and Factor Theorem

This lesson aims to:

1. Find the remainder using synthetic division or the Remainder Theorem;
2. Evaluate polynomials using substitution or synthetic division; and
3. Determine whether (x – r) is a factor of a given polynomial.

What to Know?
In this lesson, you will learn a new method of finding the remainder when a polynomial is divided by x – r. You will also learn a
method of determining whether or not x – r is a factor of a given polynomial. Before that, you first need to recall your lessons on
evaluating polynomials.

What is new?
Message under the Table

Evaluate the polynomial at the given values of x. Next, determine the letter that matches your answer. When you are done, you will
be able to decode the message.
A. P(x) = 𝑥 3 + 𝑥 2 + 𝑥 + 3

B. P(x) = 𝑥 4 − 4𝑥 3 − 7𝑥 2 + 22𝑥 + 18

A. 17 C. -3 E. 5 I. 18
M. 3 N. 78 O. 2 ). 30
P. 6 R. 0 S. -6 T. 23

Guide Questions:
1. How did you find the value of a polynomial expression P(x) at a given value of x.
2. What message did you obtain?

WHAT I KNOW?
Self – check:

Choose the letter of the correct answer.

1. Which expression gives the remainder when P(x) = 4𝑥 2 + 2x – 5 is divided by x – 2?
a. P(–5) c. P(2)
b. P(–2) d. P(5/4)
2. What is the remainder when (5𝑥 100 + 5) is divided by (x – 1)?
a. 5 c. –5
b. 10 d. –10
3. The remainder after dividing (–10𝑥 3 + 5𝑥 2 + K) by (x + 1) is 4. Which of the following is the value of K?
a. 9 c. –19
b. 19 d. –11
4. Find k so that (x – 2) is a factor of 𝑥 3 + kx – 4.
a. –3 c. –1
b. –2 d. 0
3
5. Factor 8𝑥 – 729 completely.
a. (2x – 9) (4𝑥 2 – 18x + 81) c. (2x + 9) ( 4𝑥 2 + 18x + 81)
b. (2x + 9) (4𝑥 2 – 18x + 81) d. (2x – 9) ( 4𝑥 2 + 18x + 81)
 36

WHAT IS IN?
Equate it
Fill the empty boxes with any of the following terms3𝑥 2 , 7x, 5x, 3x, 10, and 8 to satisfy the answer at the end with the given
value of x at the beginning. Use each term only once. Use the values at the top to complete the polynomial vertically and the value on
the left to complete the polynomial horizontally.

Guide Questions:
1. How did you find the value of a polynomial with the given value of x?
2. What mathematical ideas and skills or strategies did you apply in solving the puzzle game? Why?

WHAT IS IT?

Proving the Remainder Theorem

Directions: Fill in the blanks with words and symbols that will best complete the statements given below.
Suppose that the polynomial P(x) is divided by (x – r), as follows:

If P(x) is of degree n, then Q(x) is of degree _____. The remainder R is a constant because ____________________.

Now supply the reasons for each statement in the following table.

The previous activity shows the proof of the Remainder Theorem:

 37

The Remainder Theorem

If the polynomial P(x) is divided by (x – r), the remainder R is a constant and is equal to P(r).

R = P(r)

Thus, there are two ways to find the remainder when P(x) is divided by (x – r), that is:
(1) use synthetic division, or
(2) calculate P(r).

Similarly, there are two ways to find the value of P(r):

(1) substitute r in the polynomial expression P(x), or
(2) use synthetic division.

Example 1. Find the remainder when (5𝑥 2 − 2𝑥 + 1) is divided by (x + 2).

Solution:
a. Using the Remainder Theorem:
P(x) = 5𝑥 2 − 2𝑥 + 1, 𝑟 = −2
P(-2) = 5(−2)2 − 2(−2) + 1
P(-2) = 5(4) + 4 +1
P(-2) = 20 + 4 + 1 = 25

Therefore, the remainder when P(x) = 5𝑥 2 − 2𝑥 + 1 is divided by x + 2 is 25.

b. Using synthetic division:

Thus, the remainder is 25.

Example 2. Find the remainder when P(x) = 2𝑥 4 + 5𝑥 3 + 2𝑥 2 − 7𝑥 − 15 is divided by (2x - 3).

Solution:
a. Using the Remainder Theorem:
3 3
Write 2x – 3 as 2(𝑥 − 2). Here, r = 2.
P(x) = 2𝑥 4 + 5𝑥 3 + 2𝑥 2 − 7𝑥 − 15
3 3 4 3 3 3 2 3
P( ) = 2 ( ) + 5 ( ) + 2 ( ) − 7 ( ) − 15
2 2 2 2 2
3
P(2) = 6
2𝑥 4 + 5𝑥 3 + 2𝑥 2 −7𝑥−15 6
Thus, 3 = 2𝑥 3 + 8𝑥 2 + 14𝑥 + 14 + 3
𝑥− 𝑥−
2 2

If we divide both sides of the equation by 2, we obtain

2𝑥 4 + 5𝑥 3 + 2𝑥 2 −7𝑥−15 6
2𝑥−3
= 𝑥 3 + 4𝑥 2 + 7𝑥 + 7 + 2𝑥−3
, so the remainder is also 6.

b. Using synthetic division:

Therefore, the remainder is 6.

 38

Sometimes, the remainder when P(x) is divided by (x - r) is 0. This means that x – r is a factor of P(x). Equivalently, P(r) = 0.
This idea is illustrated by the Factor Theorem.

The Factor Theorem

The polynomial P(x) has x – r as a factor if and only if P(r) = 0.

Proof: There are two parts of the proof of the Factor Theorem, namely
Given a polynomial P(x),

1. If (x - r) is a factor of P(x), then P(r) = 0

2. If P(r) = 0, then (x - r) is a factor of P(x).

Proving the Factor Theorem

The proof is a consequence of the Remainder Theorem. Fill in the blanks to complete the statement. Write your answers in
your notebook.
1. x – r is a factor of P(x) if and only if the remainder R of P(x) (x – r) is _______.

2. By the Remainder Theorem, R = 0 if and only if ____________.

3. Thus, (x – r) is a factor of P(x) if and only if ____________.

Let us see how the Factor Theorem is used in the following examples.

Example 1. Show that (x - 1) is a factor of 3𝑥 3 − 8𝑥 2 + 3𝑥 + 2.

Solution:
Using the factor Theorem, we have:

P(1) = 3(1)3 − 8(1)2 + 3(1) + 2

=3–8+3+2
=0

Since P(1) = 0, then x – 1 is a factor of 3𝑥 3 − 8𝑥 2 + 3𝑥 + 2.

Example 2. Find the value of k for which the binomial (x + 4) is a factor of 𝑥 4 + 𝑘𝑥 3 − 4𝑥 2 .

Solution:
If (x + 4) is a factor of P(x) = 𝑥 4 + 𝑘𝑥 3 − 4𝑥 2 , we know from the Factor Theorem that P(-4) = 0

P(-4) = (−4)4 + 𝑘(−4)3 − −(−4)2 = 0

256 – 64k – 64 = 0
64𝑘 192
64
= 64

k=3

To check whether the answer is correct or not, use synthetic division to divide

P(x) = 𝑥 4 + 3𝑥 3 − 4𝑥 2 by x + 4
 39

This shows that the remainder when P(x) is divided by x + 4 is 0.

Now that you have learned about the Remainder Theorem and the Factor Theorem for
polynomials, you may try the activities in the next section.

WHAT IS MORE?

Practice your skills through the activities in this section.

I. Remainder Theorem

Use the Remainder Theorem to find the remainder R in each of the following.

1. (𝑥 4 − 𝑥 3 + 2) ÷ (x + 2)
2. (𝑥 3 − 2𝑥 2 + 𝑥 + 6) ÷ (x - 3)
3. (𝑥 4 − 3𝑥 3 + 4𝑥 2 − 6𝑥 + 4) ÷ (x - 2)
4. (𝑥 4 − 16𝑥 3 + 18𝑥 2 − 128) ÷ (x + 2)
5. (3𝑥 2 + 5𝑥 3 − 8) ÷ (x - 4)
6. (𝑥 2 − 3𝑥 + 7) ÷ (x + 5)
7. (2𝑥 3 − 10𝑥 2 + 𝑥 − 5) ÷ (x - 1)
8. (𝑥 4 − 𝑥 3 + 2) ÷ (2x + 5)
9. (𝑥 3 − 𝑥 2 − 8𝑥 − 4) ÷ (3x + 2)
10. (𝑥 2 − 8𝑥 + 7) ÷ (5x + 2)

II. Factor Theorem

Use the Factor Theorem to determine whether or not the first polynomial is a factor of the second. Then, give the remainder if the
second polynomial is divided by the first polynomial.

1. x – 1; 𝑥 2 + 2𝑥 + 5
2. x – 1; 𝑥 3 − 𝑥 − 2
3. x – 4; 2𝑥 3 − 9𝑥 2 + 9𝑥 − 20
4. a – 1; 𝑎3 − 2𝑎2 + 𝑎 − 2
5. y + 3; 2𝑦 3 + 𝑦 2 − 13𝑦 + 6
6. x – 3; −4𝑥 3 + 5𝑥 2 + 8
7. b – 2; 4𝑏 3 − 3𝑏 2 − 8𝑏 + 4
8. a + 1; 2𝑎3 + 5𝑎2 − 3
9. c + 2; 𝑐 3 + 6𝑐 2 + 3𝑐 − 10
10. c + 3; 𝑐 4 − 13𝑐 2 + 36

III. Factoring Polynomials

Find the missing factor in each of the following. Write your answers in your notebook.

1. 𝑥 3 − 8 = (𝑥 − 2)(________)
2. 2𝑥 3 + 𝑥 2 − 23𝑥 + 20 = (𝑥 + 4)(________)
3. 3𝑥 3 + 2𝑥 2 − 37𝑥 + 12 = (𝑥 − 3)(_________)
4. 𝑥 3 − 2𝑥 2 − 𝑥 + 2 = (𝑥 − 2)(_________)
 40

5. 2𝑥 3 − 𝑥 2 − 2𝑥 + 1 = (2𝑥 − 𝑥)(_________)
6. 𝑥 3 − 4𝑥 2 + 4𝑥 − 3 = (𝑥 − 3)(_________)
7. 𝑥 3 + 2𝑥 2 − 11𝑥 + 20 = (𝑥 + 5)(________)
8. 3𝑥 3 − 17𝑥 2 + 22𝑥 − 60 = (𝑥 − 5)(_________)
9. 4𝑥 3 + 20𝑥 2 − 47𝑥 + 12 = (2𝑥 − 3)(_________)
10. 4𝑥 4 − 2𝑥 3 − 4𝑥 2 + 16𝑥 − 7 = (2𝑥 − 1)(_________)

WHAT ELSE I CAN DO?

At this point you will be given a practical task which will demonstrate your understanding of
different concepts you learned from this lesson on polynomials.

 Polynomial expressions are useful in representing volumes. The next section will help you use division of polynomials as well
as the Remainder Theorems to solve a real – world problem.

Performance Task:

Write a real-life problem based on the procedure shown in the figures below. You may use a situation involving real persons to
make the math problem more interesting. You need to consider all significant information in the figures.

Guide Questions:
Let the situation end with the volume of the resulting box. What insights did you gain from this activity?
41
 42

WHAT I HAVE LEARNED?

Complete the table below.

WHAT I CAN ACHIEVE?

Click the link below and answer each question correctly.

Reminder: This will serve as your quiz.

https://quizizz.com/admin/quiz/58a74a36579219ed775ad260/factor-and-remainder-theorem
 43

LESSON 3: Polynomial Equations

This lesson aims to:

1. Use the Fundamental Theorem of Algebra to determine the maximum number of real roots of a polynomial;
2. Solve polynomial equations in factored form;
3. Solve polynomial equations using the Rational Root Theorem; and
4. Solve problems that can be modelled by polynomial equations.

What to Know?
In Grade 9, you learned how to solve quadratic equations using the Zero-Product Property. In this lesson, you will apply the
same property to solve equations involving polynomials in factored form. You will also learn how to factor polynomials and solve
general polynomial equations.

WHAT IS NEW?
Determine the real root(s) of each equation.

Guide Questions:
1. What do you call with the given equations?
2. Describe the roots of an equation.
3. In finding the roots of an equation with degree greater than 1, what have you noticed about the number of roots? Can you
recall a principle that supports this?
4. Describe how to solve for the roots of an equation.
5. How many roots does the equation 𝑥 2 + 2x + 1 = 0 have?

WHAT I KNOW?
Self – check:

Choose the letter of the correct answer.

1. Which of the following is NOT a root of x(x + 3)(x + 3)(x – 1)(2x + 1) = 0?
i. 0 iii. –1
ii. –3 iv. 2 1
a. i only c. i and ii only
b. ii only d. iii and iv only
2. Find a cubic polynomial equation with roots –2, 2, and 4.
a. 𝑥 3 + 4𝑥 2 – 4x + 16 = 0 c. 10𝑥 3 – 𝑥 2 – x + 16 = 0
3 2
b. 𝑥 – 4𝑥 – x + 16 = 0 d. 𝑥 3 – 4𝑥 2 – 4x + 16 = 0
3. How many positive real roots does 𝑥 – 𝑥 – 11𝑥 2 + 9x + 18 = 0 have?
4 3

a. 0 c. 2
b. 1 d. 3
4. One of the roots of the polynomial equation 2𝑥 3 + 9𝑥 2 – 33x + 14 = 0 is 2. Find the other roots.
a. 21 and 7 c. 21 and –7
b. – 21 and 7 d. – 21 and –7
5. If P(– 2) = 0, which of the following statements is true about P(x)?
a. x + 2 is a factor of P(x) c. P(x) = 0, has two negative roots
b. 2 is root of P(x) = 0 d. P(0) = – 2
 44

WHAT IS IN?
Word Hunt:

Find the following words.

1. Degree 6. Leading Coefficient
2. Real Roots 7. Constant Terms
3. Polynomial Equation 8. Rational Root
4. Root of Multiplicity 9. Zero Product
5. Depressed Equation 10. Roots

P O L Y N O M I A L E Q U A T I O N Q L
P O I U Y T R E W Q A S D F G H Q X W E
M N B V C X Z A S D F G H J K K L C E A
Q A Z X S W E D R C V F R T G B N G R D
N H Y U J M K I A O L P S C C H J H T I
Y T I C I L P I T L U M F O T O O R Y N
L K J H G F D S I A R T V N C B H E U G
Q W E R T Y U I O O P L K S J H G A I C
F D S A Z X C V N V B N M T M N B L O O
R V C X Z A S D A F G H J A L K J R T E
O Z F N P R G V L P Q L Q N X L Z O C F
O X D B O E H C R O A M W T C K X O U F
T C S V I W J X O I S N E T V J X T D I
S V A C U Q K Z O U D B R E B H C S O C
K B Q X Y E L A T Y F V T R N G V L R I
J N W Z E A M S G T G C Y M M F B K P E
H M E R Y S N D H R H X U S L D M G O N
G L G S T D B F J E J Z I P K S R D R T
F E R D R F V G K W K A O O J A R S E S
D E P R E S S E D E Q U A T I O N A Z D

WHAT IS IT?

Activity: Finding the Number of Roots of Polynomial Equations

Some polynomial equations are given below. Complete the table and answer the questions that follow. (If a root occurs twice,
count it twice; if thrice, count it three times, and so on. The first one is done for you)
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1. Is it easy to give the roots of a polynomial equation when the polynomial is expressed as a product of linear factors? Give
a strategy to find roots when a polynomial is expressed as a product of linear factors.

2. What do you observe about the relationship between the number of roots and the degree of a polynomial equation? This
relationship was discovered by the German mathematician Karl Friedrich Gauss (1777 – 1885).

The general statement for the previous observation is known as the Fundamental Theorem of
Algebra. We state it here without proof.

What is polynomial Equation?

 The equations formed with variables, exponents and coefficients are called as polynomial equations. It can have a number of
different exponents, where the higher one is called the degree of the equation.
 We can solve polynomials by factoring them in terms of degree and variables present in the equation.

Fundamental Theorem of Algebra

If P(x) is a polynomial equation of degree n and with real coefficients, then it has at most n real roots.

3. Consider the following polynomial equations. At most how many real roots does each have?
a. 𝑥 20 − 1 = 0
b. 𝑥 3 − 2𝑥 2 − 4𝑥 + 8 = 0
c. 18 + 9𝑥 5 − 11𝑥 2 − 𝑥 23 + 𝑥 34 = 0

Were you able to find the number of roots of polynomial equations by inspection? The next activity
is connected to the problem of finding roots of polynomial equations.

Activity: Finding Roots of Polynomial Equations by Applying the Zero – Product Property

Answer the following.

A. When do we say that a real number, say r, is a root of a given polynomial equation in x?
B. Recall the Zero – Product Property. State this property and apply this to solve the equation (x - 1) (x - 3) = 0. Is the result
consistent with the Fundamental Theorem of Algebra?
C. Find the roots of the following polynomial equations by applying the Zero – Product Property.
1. (x + 3) (x - 2) (x + 1) (x - 1) = 0
2. (x + 5) (x - 5) (x + 5) (x - 1) = 0
3. (𝑥 + 4)2 (𝑥 − 3)3 = 0
4. X(𝑥 − 3)4 (𝑥 + 6)2 = 0
5. 𝑥 2 (𝑥 − 9) = 0
D. If a root occurs twice (such as -4 in item C, Equation 3), the root is called a root of multiplicity 2. In general, if a root n times,
it is called a root of multiplicity n. Identify the multiplicity of each root in the equations in term C.

Now, you are ready to find the roots when the polynomial is not in factored form. The next activity
will help you see how.
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Activity: Finding Roots of Polynomial Equations by Applying the Factor Theorem

Answer the following.

A. Let P(x) be a polynomial. Recall the Factor Theorem by completing the statement:
P(r) = 0 if and only if (x - r) is .

B. Consider the polynomial equation 𝑥 3 + 6𝑥 2 + 11𝑥 + 6 = 0

TRIAL 1. Is x = 1 a root of the equation?
Using synthetic division,

The remainder is Therefore,

TRIAL 2. Is x = -1 a root of the equation?

Use synthetic division,

The remainder is . Therefore, .

The 3rd line of the synthetic division indicates that

𝑥 3 + 6𝑥 2 +11𝑥+6
𝑥+1
= __ .

The expression on the right, when equated to zero is called a depressed equation of the given polynomial equation. The
roots of depressed equations are also roots of the given polynomial equation. The roots of this depressed polynomial equation are
and .

Therefore, the roots of the polynomial equation 𝑥 3 + 6𝑥 2 + 11𝑥 + 6 = 0 are

, , and .

A more systematic approach is to limit the roots that one needs to try when solving a polynomial
equation. The next activity will demonstrate this.

Activity: Exploring the Rational Root Theorem

Complete the table below. Verify that the given numbers in the last column of the table are rational roots of the corresponding
polynomial equation.
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Do the task in item 1 below, and answer the questions in items 2 and 3.

1. For each equation, list all possible rational numbers whose numerators are factors of the constant term and whose
denominators are factors of the leading coefficient.
Example: In equation 1, 𝑥 3 + 6𝑥 2 + 11𝑥 − 6 = 0, the factors of the constant term -6 are ±6, ±3, ±2, and ±1, and the
±6 ±3
factors of the leading coefficient 1 are ±1. The rational numbers satisfying the above conditions are ±1 = ±6, ±1 =
±2 ±1
±3, ±1 = ±2, 𝑎𝑛𝑑 ±1 = ±1 (𝑜𝑟 ± 6, ±3, ±2, ±1). Write a corresponding list of rational numbers in Question 1?
2. Look at the roots of each polynomial equation in the table. Are these roots in the list of rational numbers in Question 1?
3. Refer to Equations 1 – 3 in the table. The leading coefficient of each polynomial equation is 1. What do you observe about the
roots of each equation in relation to the corresponding constant term?

You may have observed that the leading coefficient and constant term of a polynomial equation
are related to the rational roots of the equation. Hence, these can be used to determine the rational
solutions to polynomial equations. This observation is formally stated as the Rational Root Theorem, which
is the focus of the next activity.

Activity: PROVING THE RATIONAL ROOT THEOREM

Based on the previous activity, fill in the blanks below with the correct expressions. Then, complete the proof that follows.

The Rational Root Theorem

Let 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 = 0, where 𝑎𝑛 ± 0 and 𝑎𝑖 is an integer for all I, 0 < I < n,
𝑝
be a polynomial equation of degree n. If 𝑞 , in lowest terms, is a rational root of the equation, then is a factor of 𝑎0 and
is a factor of 𝑎𝑛 .
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Activity: Applying the Rational Root Theorem

Study the guided solution to the given polynomial equations. Fill in the blanks with appropriate words, numbers, or symbols to
complete the solution.

A. Solve 𝑥 3 + 𝑥 2 − 12𝑥 − 12 = 0, and write the polynomial in factored form.

Solution:

The equation has at most real roots. The leading coefficient is , and its factors are
and . The constant term is , and its factors are , , , , ,
, , , , , and . The possible roots of the equation are ± ,± ,
± ,± ,± , and ± .

To test if 1 is a root of the given equation, use synthetic division.

Since the remainder is , therefore 1 is of the equation.

Test if -1 is a root of the equation.

Since the remainder is , therefore -1 is of the equation.

𝑥 3 + 𝑥 2 −12𝑥−12
Hence, 𝑥+1
= 𝑥 2 − 12.

We can obtain the other roots of 𝑥 3 + 𝑥 2 − 12𝑥 − 12 = 0 by solving for the roots of 𝑥 2 − 12 = 0 by using the quadratic
formula.

Its roots are and .

To check, simply substitute each of these values to the given equation.

Therefore, the real roots of the polynomial equation 𝑥 3 + 𝑥 2 − 12𝑥 − 12 = 0 are , , and . The
factored form of the polynomial 𝑥 3 + 𝑥 2 − 12𝑥 − 12 is .

Now that you have gained skill in solving polynomial equations, try to sharpen this skill by working
on the next activities.

Web Links
https://www.brightstorm.com/math/algebra2/factoring/rational-roots-
The following websites give
theorem/
additional information about the http://www.youtube,com/watch? v=RXKfaQemtii
Rational Root Theorem and https://www.onlinemathlearning.com/polynomial-equations.html
Polynomial Equations.
 49

WHAT IS MORE?
Practice your skills through the following activities.

I. Counting the Roots of Polynomial Equations

By inspection, determine the number of real roots of each polynomial equation. Roots of multiplicity n are counted n
times.
1. (x - 4) (𝑥 + 3)2 (𝑥 − 1)3 = 0
2. 𝑥 2 (𝑥 3 − 1) = 0
3. x(x + 3) (𝑥 − 6)2 = 0
4. 3x (𝑥 3 − 1)2 = 0
5. (𝑥 3 − 8) (𝑥 4 + 1) = 0

II. Finding the Roots of Polynomial Equations

Find all real roots of the following equations. Next, write each polynomial on the left side of the equation in factored
form. Show your complete solutions.
1. 𝑥 3 − 10𝑥 2 + 32𝑥 − 32 = 0
2. 𝑥 3 − 6𝑥 2 + 11𝑥 − 6 = 0
3. 𝑥 3 − 2𝑥 2 + 4𝑥 − 8 = 0
4. 3𝑥 3 − 19𝑥 2 + 33𝑥 − 9 = 0
5. 𝑥 4 − 5𝑥 2 + 4 = 0

WHAT I CAN DO?

After going through a number of activities that deepen your understanding of polynomial equations,
you are now ready to apply your learning to real-life situations. Work on the next activity.

Using Polynomial Equations to Model Situations

Solve the problem.

Packaging is one important feature in producing quality products. A box designer needs to produce a package for a product in
the shape of a pyramid with a square base having a total volume of 200 cubic inches. The height of the package must be 4 inches less
than the length of the base. Find the dimensions of the product.
 50

Let = area of the base

= height of the pyramid

1
If the volume of the pyramid is V = 3 (𝑏𝑎𝑠𝑒)(ℎ𝑒𝑖𝑔ℎ𝑡),

Then, the equation that will lead to the solution is 36 = .

The possible roots of the equation are:

Using synthetic division, the roots are

Therefore, the length of the base of the package is

And its height is .

WHAT I HAVE LEARNED?

KWL Chart

Directions: Fill out the KWL chart below with the information you have heard, discussed, and learned in class.

WHAT I CAN ACHIEVE?

I. Write TRUE if the statement is true. Otherwise, modify the underlined word(s) to make it true.
1. The roots of a polynomial equation in x are the values of x that satisfy the equation.
2. Every polynomial equation of degree n has n – 1 real roots
3. The equation 2𝑥 3 − 6𝑥 2 + 𝑥 − 1 = 0 has no rational root.
3
4. The possible roots of 3𝑥 5 − 𝑥 4 + 6𝑥 3 − 2𝑥 2 + 8𝑥 − 5 = 0 are ± 5 , ±3 𝑎𝑛𝑑 5.
5. The only rational root of the equation 𝑥 3 + 6𝑥 2 + 10𝑥 + 3 = 0 is 3.
II. Click the link below to see the questions in part II.
https://mathbitsnotebook.com/Algebra2/Polynomials/POEquationPractice.html
 51

Glossary of Terms
Degree of a Polynomial - the highest degree of a term in a polynomial
Factor Theorem - the polynomial P(x) has x – r as a factor if and only if P(r) = 0
Mathematical Model - a mathematical representation of some phenomena in real world
Polynomial - an algebraic expression of the form 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0 = 0, where 𝑎𝑛 ≠ 0, and
𝑎0 , 𝑎1 , 𝑎2 , … , 𝑎𝑛 are real numbers

LIST OF THEOREMS USED IN THIS MODULE:

𝑝
Rational Root Theorem - Let 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0 = 0 be a polynomial equation of degree n. If , in lowest
𝑞
terms, is a rational root of the equation, then p is a factor of 𝑎0 and q is a factor of 𝑎𝑛 .
Remainder Theorem - If the polynomial P(x) is divided by (x – r), the remainder R is a constant and is equal to P(r).
Synthetic Division - a short method of dividing polynomial expressions using only the coefficient of the terms

References and Website Links Used in this Module

References:
Acelajado M. J., Beronque Y. B. & Co, F. F. (2005) Algebra Concepts and Processes. (3rd Ed.). Mandaluyong City: National Book
Store.
Coronel I. C., Coronel, A. C. & Munsayac, J. M. (2013) Growing up with Math. Quezon City: FNB Educational, Inc.
Coronel I. C., Villano, L. M., Manalastas P. R., Marasigan J. A. & Coronel A. C. (2004) Advanced Algebra, Trigonometry and Statistic.
Quezon City: Bookmark Inc.
Coronel I. C., Villano L. M., Manalastas P. R., Marasigan J. A. & Coronel A. C. (1992) Mathematics and Integrated Approach (SEDP)
Bookmark Inc.
De Leon C. M. & Bernabe J. G. (2002) Elementary Algebra: Textbook for First Year. (Pilot Edition) Quezon City: JTW. Publishing Co.
Dilao S. J., Orines, F. B. & Bernabe J. C. (2003). Advanced Algebra, Trigonometry and Statistics. JTW Publishing Co.
Green J. W., Ulep S. A., Gallos F. L. & Umipig D. F. (n. a) Teaching Mathematics IV Volume I. Philippines – Australia Science and
Mathematics Educational Project.
Hadlay W. S., Pfluger J. & Coratto M. (2006) Algebra 1 Student Text. USA: Carnegie Learning Pittsburgh.
Larson R. & Hostetler R. P. (2013). Algebra and Trigonometry. (8th Ed.) Cergage Learning Asia Ple ltd.
Orines, F. B., Esparrago M. S. & Reyes N. V. (2008) Advanced Algebra, Trigonometry and Statistics. Quezon City: Phoenix Publishing
House.
Oronce, O. A. & Mendoza M. O. (2003) Exploring Mathematics Advanced Algebra and Trigonometry.(1st Ed). Manila: Rex Printing,
Company, Inc.
Quimpo N. F. (2005) A Course in Freshman Algebra. Mathematics Department Loyola Schools. Ateneo de Manila University.
Villaluna T. T. & Van Zandt G. E.(2009) Hands-on, Minds-on Activities in Mathematics IV: Advanced Algebra, Trigonometry and
Statistics. Philippines: St. Jude Thaddeus Publication.

Website Links as References and as Sources of Learning Activities:

http://www.mathsisfun.com/algebra/polynomials-division-long.html http://www.youtube.com/watch?v=qd-T-dTtnX4
http://www.purplemath.com/modules/polydiv2.htm https://www.brightstorm.com/math/algebra-2/factoring/rational-roots-theorem/
http://www.youtube.com/watch?v=RXKfaQemtii
https://ph.edugain.com/math/grade-8/Division-of-Polynomials/
https://quizizz.com/admin/quiz/58a74a36579219ed775ad260/factor-and-remainder-theorem
https://www.onlinemathlearning.com/polynomial-equations.html
https://mathbitsnotebook.com/Algebra2/Polynomials/POEquationPractice.html