STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) FOR MAKING MEANING

SUBJECT: MATH GRADE: 10 QUARTER: 2

TOPIC: Solving Polynomials Equations TEACHERS: VENCENT ISIDOR R. SILVA

1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Intervention Plan For Timeline
Standard Standard Curricula Alone or Expectation Expectations Focus or Curricular for
and LCs and LCs r Layered s & Skill & Skill Remediation Materials Teaching
Material In Breakdown Breakdown Strategies
s *Standards/ *Standards/ and Action
LCs that are LCs that are
stand alone merged
(as stated in (as stated in
column 1) column 4)

Content Content In order for The previous N/A The student is See attached Tier 1 Universal Existing materials The partially
Standard: Standard: the students grade level’s expected to be rubric with Instruction will show the use covered LC will
The learner to be able to missed LC may be able to: scoring involves the use of of CER scaffold. be covered in
demonstrates The learner solve real-life merged in the 1. illustrate a criteria. CER from the most Weeks 1-4 of
understandin demonstrates problems teaching of the polynomial to least scaffolded. Differentiation Q2 in 5 class
g understanding involving current grade equation given a will be done by Meetings:
of key of key concepts of polynomial level’s LC. real-life problem content,
concepts of polynomials and equations, (students will be Meeting 1:
factors of polynomial they need to 2. find solution to given different
Merged LC:
polynomials equations. master a given real-life situations to Modelling on
The learner will
factoring problem work on) and how to solve
be able to solve
Performanc Performance polynomials. involving environment real-life
real-life problems
e Standard: Standard: polynomial (group, pair, and problems
involving
The learner is The learner is equations individual) involving
polynomial
able to able to formulate polynomial
equations using
formulate real and solve Learning Students will be equations
different factoring
life problems problems Targets: checked on their
methods
involving involving mastery by Guided Practice
factors polynomial 1. I can illustrate looking at rubric on how to solve
of equations in a polynomial scores on real-life
polynomials different equation given a exercises problems
disciplines real-life involving group, involving
Partially through problem pairs and polynomial
Covered: appropriate and individual work. equations
The learner accurate 2. I can find Technology may Meeting 2:
will be able to representations. solution to a be used in the
factor given real-life scaffold such as Guided Practice
completely Current LC: problem video upload on on how to solve
different The learner will involving the LMS on how real-life
 types of be able to solve polynomial to solve problems
polynomial real-life problems equations application involving
(polynomial involving problems polynomial
with common polynomial involving equations
monomial equations. polynomials.
factor, (M10AL-IIa-1)
difference of The C-E-R Independent
two squares, scaffold will be practice on how
sum and done from most to solve
difference of to semi and to problems
two cubes, least on different involving
perfect situations polynomials
square involving and polynomial
trinomial, and polynomial equations using
general equations. different
trinomials. factoring
(M8AL-Ia-b- methods
1)

*adapted from National Institute for Excellence in Teaching (NIET)

Rubric for Scoring Criteria:

Performance 1 2 3 4
Indicators
Emerging Developing Proficient Distinguished

I can find solution to I can identify the I can explain the I can find solution to I can make conclusion
a given real-life unknown quantity of representations of the a given real-life based on the solution
problem the given real-life unknown of the given problem in real-life situation.
involving problem. real-life problems involving
polynomial polynomial
equations equations

CER Rubric:

Component 2 1 0
 Acceptable Partially Acceptable Not Acceptable

Claim The polynomial equation The polynomial equation The polynomial equation
Equation formulated from formulated is correct formulated is partially formulated is not correct.
the given problem correct.

Evidence The representations of the One representation of the No representation is

Representations of the unknown quantities are unknown quantities is not correctly given.
unknown quantities in the complete and correct correct
problem

Reasoning Complete and detailed Some parts of the solution No solution is shown.
Detailed steps in finding solution to the problem is are correct
the solution to the shown
problem

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND

DIFFERENTIATION:

MEETING 1: MODELLING

1. Present a real-life problem involving polynomials:

A factory needs a box that has a volume of 1728 cubic inches. The width should be 4 inches less than the height
and the length should be 6 inches greater that the height. What is the length of the box?

Before reading, say: We will read this text together and as we read, keep these questions in mind: How can you
formulate an equation and find solution to the given problem?

Let me first share how I think about the questions. I will now share with you my thoughts about the problem. As I
analyze the given problem, I will CLAIM that: The equation to solve the problem is V= x (x+6) (x–4) = 1728
 2. I will now write this claim in the first box of the organizer labelled CLAIM.

TEXT/ARTICLE/PROBLEM:
CLAIM: The equation to solve the problem is V= x (x+6) (x–4) = 1728
EVIDENCE:
REASONING:

3. Then say: How do I support my claim? What words or phrases in the text support my claim? My EVIDENCE for my
claim is based on certain words in the problem; volume, length, width and height.
4. To remind myself that these words will help me to solve the problem, I will highlight for myself these words in the
problem. I will also list these words in the second box of the organizer labelled EVIDENCE.

TEXT/ARTICLE/PROBLEM:
CLAIM:
EVIDENCE: volume, length, width, height, v = l • w • h
height = x
width = 4 inches less than the height = x – 4
length = 6 inches greater than the height = x + 6
REASONING:

5. Next say: Why do I say these words lead to the solution of the problem? What is my REASONING? My reasoning
goes this way:
To find the length of the box, since the volume of the box is given, I need to represent the other dimensions of the
box using the conditions given. Based on the conditions, the height is an independent dimension thus I can
represent the length and the width of the box in terms of the height:
height = x
width = 4 inches less than the height = x – 4
length = 6 inches greater than the height = x + 6

Since the formula to find the volume of a rectangular prism is v = l • w • h and the volume of the box is given to
be 1728 inches, the equation to solve the problem is: x (x+6) (x-4) = 1728
 I can now multiply the monomial factors on the left side of the equation to get the polynomial equation in standard
form. x3 + 2x2 – 24x – 1728 = 0
After this, I can use the idea of rational root theorem, remainder theorem or synthetic division to find a possible
root or solution to the equation.
To factor out the given equation, I need to find a monomial factor of the form x – c such that c will give zero
remainder using the remainder theorem or synthetic division.
If I use c=12 in synthetic division, I will get a remainder 0. I should also remember that it will be the same if I
evaluate the equation at x=12 (Remainder Theorem). With this I can say that, x – 12 is a factor of the given
polynomial equation. So, the partially factored form of the equation is: (x – 12) (x2 + 14x + 144) = 0
I can find a real solution with (x – 12) = 0, which is x = 12

Since the height of the box is represented by x, then:

height = 12 inches
width = x – 4 = 8 inches
length = x + 6 = 18 inches
Therefore, the length of the box is 18 inches.

6. To remember my reasoning, I will now write these ideas in the third box of the organized labelled REASONING.

TEXT/ARTICLE/PROBLEM:
CLAIM: The equation to solve the problem is V= x (x+6) (x–4) = 1728
EVIDENCE: volume, length, width, height, v = l • w • h
height = x
width = 4 inches less than the height = x – 4
length = 6 inches greater than the height = x + 6
REASONING:
Since the formula to find the volume of a rectangular prism is v = l • w • h and the volume of the box is given
to be 1728 inches, the equation to solve the problem is: x (x+6) (x-4) = 1728
I can now multiply the monomial factors on the left side of the equation to get the polynomial equation in
standard form. x3 + 2x2 – 24x – 1728 = 0
After this, I can use the idea of rational root theorem, remainder theorem or synthetic division to find a possible
root or solution to the equation.
 To factor out the given equation, I need to find a monomial factor of the form x – c such that c will give zero
remainder using the remainder theorem or synthetic division.
If I use c=12 in synthetic division, I will get a remainder 0. I should also remember that it will be the same if I
evaluate the equation at x=12 (Remainder Theorem). With this I can say that, x – 12 is a factor of the given
polynomial equation. So, the partially factored form of the equation is: (x – 12) (x2 + 14x + 144) = 0
I can find a real solution with (x – 12) = 0, which is x = 12

Since the height of the box is represented by x, then:

height = 12 inches
width = x – 4 = 8 inches
length = x + 6 = 18 inches

Therefore, the length of the box is 18 inches.

7. So to solve the problem, I did the following steps as shown in our organizer and you can do the same:
a. First, I read the problem and examined the given conditions with the question in mind. And the question is:
How can you formulate an equation and find solution to the given problem?
b. Second, I made a claim that answers the question. And the claim I wrote is: The equation to solve the
problem is V= x (x+6) (x–4) = 1728
c. Third, I looked for parts of the problem and the conditions given that can serve as evidence to support my
claim. So, the evidence I wrote is:
volume, length, width, height, v = l • w • h
height = x
width = 4 inches less than the height = x – 4
length = 6 inches greater than the height = x + 6

8. So now we will try these steps again with another text.

Guided Practice 1 – MOST SCAFFOLDED

TYPES OF SCAFFOLDING: Multiple Representation and Error Analysis and Correction
 Types of Differentiation: (Differentiation by Content and Environment)

9. Prepare several problems.

10. Reiterate the questions that students will keep in mind while reading the problem: How can you formulate an
equation that will give the solution to the given problem?
11. Then have the students analyze the given problem.
12. Divide the class into five groups. Distribute to each group a copy of the CER Worksheet.

Texts/Articles/Problems:
In 1980, archeologists at the ruins of Caesarea, discovered a huge hydraulic concrete block with a volume of 330 cubic
yards. The block’s dimensions are x yards high by 13x-11 yards long by 13x-15 yards wide. What is the height of the
hydraulic concrete block?

Question: How can you formulate an equation and find solution to the given problem?

CLAIM (Circle ONE of the following which answers the question.)

(13 x−11)(13 x−15)
A. The equation to solve the problem is:
x
=330
B. The equation to solve the problem is: x (13 x−11 )( 13 x−15 ) =330
(13 x−11)(13 x−15)
C. The equation to solve the problem is: x =
330
.

EVIDENCE (Circle TWO of the following facts from the data that support your claim.)
A. The height is the unknown in the problem.
B. The volume of the hydraulic concrete is 330 cubic yards.
C. The dimensions of the hydraulic concrete are: length= 13x – 11 yards, width= 13x – 15 yards, height= x yard

REASONING (Circle ONE of the following, looking for scientific fact that explains your claim and evidence.)
A. V = l • w • h
x (13 x−11 )( 13 x−15 ) =330
x ( 169 x 2−338 x +165 ) =330
 169 x −338 x +165 x =330
3 2

3 2
169 x −338 x +165 x−330=0
( 169 x 2−338 x+ 165 ) ( x−2 ) =0
x=2

B. V = l • w • h
13 ( x−11) •13 ( x−15 )=330
( 13 x−143 ) ( 13 x−195 )=330
3 2
169 x −338 x +165 x=330
3 2
169 x −338 x +165 x−330=0
( 169 x 2−338 x+ 165 ) ( x−2 ) =0
x=2

C. V = l • w • h
( 13 x−11) ( 13 x−15 )=330
2
169 x −338 x+165 x=330
3 2
169 x −338 x −165=330
3 2
169 x −338 x +165+ 330=0
( 169 x 2−338 x+ 165 ) ( x−2 ) =0
x=2

13. Ask the question: “How can you formulate an equation and find solution to the given problem? ”
14. Students will keep in mind this question when reading the assigned text. Then have students read.
15. For the problem, the students will study the table provided. The students will be guided in pointing out that the
problem suggests
16. Ask randomly from every group to state the CER steps. Then ask each group to do the CER steps by answering
below the text prewritten claim with a blank for them to write in the key concept for Claim, students
will highlight the corresponding text for Evidence and targeted sentence starter for Reasoning.
17. Ask students to explain their choices for Claim, Evidence and Reasoning to the whole class during the activity
 processing. In their explanations, have students discuss how they selected the Claim, chose and marked the
Evidence and picked on the Reasoning. Ask students to also identify the flow of the Reasoning part beginning with
a restatement of the claim, a definition of key terms in the question, the application of the definition to the
evidence, and conclusion of how evidence supports the claim.

MEETING 2: Guided Practice 2 – SEMI-SCAFFOLDED

Types of Differentiation: (Differentiation by Content, Process and Environment)

18. Distribute Worksheet 3 containing real-life problems involving polynomial equations.

19. Ask a question that students will keep in mind when reading text: “ How can you formulate an equation and find
solution to the given problem?
20. Pair up (Group) the students and randomly ask each pair to state the CER steps. Then have pairs answer
below the text multiple choice questions for Claim and Reasoning and write their Evidence with corresponding
text highlights.

21. Ask students to explain their choices for Claim and Reasoning. In their explanations, have students discuss
how they selected the Claim, wrote and marked the Evidence and picked on the Reasoning. Ask students to
also identify the flow of the Reasoning part beginning with a restatement of the claim, a definition of key
terms in the question, the application of the definition to the evidence, and conclusion of how evidence
supports the claim.

Texts/Articles/Problems:

A new bakery offers decorated sheet cakes for children’s birthday parties and other special occasions. The bakery wants
the volume of a small cake to be 351 cubic inches. The cake is in the shape of a rectangular solid. They want the length
of the cake to be four inches longer than the width of the cake and the height of the cake to be one-third of the width.
What should the dimensions of the cake pan be?

Question:
Claim

Evidence

Reasoning

MEETING 4: Independent Work – LEAST SCAFFOLDED

Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and
Environment)

22. Distribute Worksheet 3 with Texts…... Let the students read the article (provide the article/text/problem).

23. Ask questions that students will keep in mind when reading text …….Then have students read.

24. Ask students to work individually and answer below the text on the blanks their Claim, Evidence and Reasoning.
For the Evidence part, students will highlight the corresponding text.

TEXT/ARTICLE/PROBLEM:

After the Covid-19 crisis, your family is planning to go on a vacation and you need a new luggage. To
comply with the airline regulations, the sum of the length, width and depth of the luggage must not exceed 40
inches. Some models of luggage have a length of 10 inches greater than their depth. Assuming that the sum of
the length, width and depth is 40 inches and its volume is estimated at 2016 cubic inches, what will be the
dimensions of your new luggage?
 CLAIM:
EVIDENCE:
REASONING:

25. Ask students to explain their answers for Claim, Evidence and Reasoning. Ask students to also identify the flow of
their Reasoning part beginning with a restatement of the claim, a definition of key terms in the question, the
application of the definition to the evidence, and conclusion.

Prepared by:

Ms. Gladys Badolis Ms. Dioscora Iriarte

Ms. Flowerin Placencia Ms. Bernadeth Saylo-on

PEAC INSET 2023 PARTICIPANTS

1