II-Day 6

DAILY LESSON LOG OF M10AL-IIb-2
School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Second
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of polynomial functions.
B. Performance Standards The learner is able to conduct systematically in different fields a mathematical investigation
involving polynomial functions
Learning Competency: Graphs of Polynomial Functions (M10AL-IIb-2)
Learning Objectives:
C. Learning Competencies/ 1. Graph the polynomial functions ;
Objectives 2. Identify the multiplicity of root(s)/ zero(es) of the polynomial functions
3. Demonstrate patience in graphing the polynomial functions using the multiplicity of
roots or zeroes
II. CONTENT Graphs of Polynomial Functions
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 100-105
2. Learner’s Materials Pages 118-121
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn
well. Always be guided by demonstration of learning by the pupils/ students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher tells the class “Yesterday you have learned different strategies to graph
polynomials”.What are those strategies? Determining the intercepts, leading coefficients.
Today you have to consider another helpful strategy to determine whether the graph crosses
A. Review previous lesson or
or is tangent to the x-axis at each x-intercept. This strategy involves the concept of multiplicity
presenting the new lesson
of a root of a polynomial function.
Multiplicity tells how many times a particular number is a zero or root for the given
polynomial.
B. Establishing a purpose for the The teacher lets the students realize the relationship between multiplicity of a root and
lesson whether a graph crosses or is tangent to the x-axis.
C. Presenting examples/ instances The teacher lets the students answer activity 10.
of the new lesson
Answer Key
The teacher tells the students that the activity extends what they learned when using
a table of signs to graph a polynomial function. When the graph crosses the x-axis, it
means the graph changes from positive to negative or vice versa. But if the graph is
tangent to the x-axis, it means that the graph is either positive on both sides of the
root, or negative on both sides of the root.
The teacher lets the students do activity 11.
Questions: a. What do you notice about the number of turning points of the quartic
functions (numbers 1 and 2)? How about of quintic functions (numbers 3 to 5)? b.
From the given examples, do you think it is possible for the degree of a function to be
D. Discussing new concepts and less than the number of turning points? c. State the relation of the number of turning
practicing new skills #1
points of a function with its degree n.
Answer Key
E. Discussing new concepts and

practicing new skills #2
F. Developing mastery (leads to Working in pairs, the teacher lets the students answer the following exercise.
For each given polynomial function, describe or determine the following, then
sketch the graph. You may need a calculator in some computations. a. leading term b.
end behaviors c. x-intercepts points on the x-axis d. multiplicity of roots e. y-intercept
point on the y-axis f. number of turning points g. sketch
Answer Key
formative assessment 3)
G. Finding practical applications of

concepts and skills in daily
living
The teacher summarizes the mathematical skills or principles used to recognize pattern and to
get the next number and also the definition of a sequence through questions like:
1. What did you do to arrive at the answer?
H. Making generalizations and
2. Where there mathematical skills or principles used to graph the polynomial functions
abstractions about the lesson
3. How do you graph polynomial function using the multiplicity of roots??
Answers shall be drawn from the students.

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
For each given polynomial function, describe or determine the following, then
sketch the graph. You may need a calculator in some computations. a. leading term b.
end behaviors c. x-intercepts points on the x-axis d. multiplicity of roots e. y-intercept
point on the y-axis f. number of turning points g. sketch
1. Y=-x3 +2x2-2x+4 2. y=x2(x2-7)(2x+3) 3. y=2x4-3x3-18x2+6x+28
Answer Key
1.
2.
3.
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
PREPARED BY: CHECKED BY:
JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO

TEACHER I MASTER TEACHER I

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DAILY LESSON LOG OF M10AL-IIb-2

School Grade Level Grade 10

The teacher lets the students do activity 11.

E. Discussing new concepts and

G. Finding practical applications of

Answers shall be drawn from the students.

PREPARED BY: CHECKED BY:

JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO

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