GRADE 10 School MAURICIO F.

FABITO NHS Grade Level 10

DAILY LESSON LOG Teacher ROMILYN F. MANGOBA Learning Area MATHEMATICS

Date and Time AUG. 29-SEPT 1, 2023 / 7:15-8:15 Quarter FIRST

TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

1. Content The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial equations.
Standards

2. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different
Standards disciplines through appropriate and accurate representations.

3. Learning The learner generates patterns. The learner generates The learner generates patterns. The learner generates patterns.
Competencie (M10AL-Ia-1) patterns. (M10AL-Ia-1) (M10AL-Ia-1) (M10AL-Ia-1)
s

a. Solve problems involving

sequence.
a. Define sequence. a. Identify the first few a. Find the general or nth
Objectives terms of a sequence term of a sequence b. Identify the nth term of the
b. Identify the next term of a given the nth given problem.
sequence term/equation. b. Identify the pattern of
each sequence c. Value accumulated
c. Value accumulated b. Determine the knowledge as means of
knowledge as means of pattern of the given c. Value accumulated
 new understanding. rule. knowledge as means of new understanding.
new understanding.
c. Value accumulated
knowledge as
means of new
understanding.

Sequence Identify the First Few Find the nth term of a Problems involving Sequence
Terms of a Sequence Sequence
II. CONTENT given the nth Term of a
Sequence

III. LEARNING
RESOURCES

A. References

1. Teacher’s
Guide

2. Learner’s MATHEMATICS 10 LEARNERS

Materials MODULE

3. Textbook

IV. PROCEDURES

A. Reviewing With Pattern or Without Pattern? Think-Pair-Share 1.

previous lesson or
presenting the new
lesson Identify if each picture below Find the next three terms of the
shows a pattern or not. If there given sequence.
is a pattern, put a check mark
(✓) and identify it, otherwise put
a cross mark (x).

1. Banderitas

2. Coffee beans

3. Tahong shells

4.
Stack of Stones In the Beach
B. Establishing a Complete the pattern generated Consider the picture From the previous activity: 1. Given the sequence 0, 4,
purpose for the from the previous activity. at below: 8. 12, 16 what is the next
lesson 1. What are the next terms number? What is the 8th
of the given sequence? number?
a. Color of the Banderitas: 2. Can you find the pattern? 2. Given the sequence 9, 4, -
Green, Blue, Red, Orange, 3. What is the general/nth 1, -6, -11 what is the next
Yellow, Green, Blue, term of the sequence? number? What is the 10th
number?
Red, Orange, Yellow, _____

1. Do you see any

b. Number of Coffee beans pattern form the
4, 6, 8, _____ given picture?

2. Write the terms of

coffee bean.
d. Tahong shells Close,
Open, Close, Open, 3. If the pattern
Open, Close, Open, continues what will
Open, Open, _____ be next term?

4. Can you give an

equation that will
e. Number of Stack of
satisfy the
Stones 1, 2, 3, 4, 5,
sequence form by
_____
the coffee bean?
 f. Dates in the calendar for
the month of July 3, 10, 17, 24,
_____

C. Presenting The set objects in the priming A sequence is a function whose Find the nth term of each pattern.
examples/Instances activity are called sequences. domain is the finite set {1, 2, 3,
of the new lesson llustrative Example: …, n} or the infinite set {1, 2, 3,
Consider the rule form of
the sequence …}. 1. 3, 7, 11, 15
Illustrative Example: an = 7n – 4.
Example: 2. 3, 9, 15, 21, 27
Identify if the set of each If we are asked to get the a 1 2 3 4 5
object shows a pattern or not first five terms of the
then find the next term. sequence, we have an 3 -1 1.5 10 π
a1= 7(1) – 4 = 3
1. a2= 7(2) – 4 = 10 This finite sequence has 5
a3= 7(3) – 4 = 17 terms. We may use the notation
a4= 7(4) – 4 = 24
a1, a2, a3, …, an to denote a(1),
a5= 7(5) – 4 = 31
2. a(2), a(3)…a(n) respectively.
0, 4, 8, 12, 16, ___... Therefore, the sequence
In Grade 10, we often encounter
can also be denoted as
3, 10, 17, 24, 31. sequences that form a pattern
such as that found in the
3. 9, 4, -1, -6, -11, sequence below.
____
Example:

a 1 2 3 4…
4. 1, 3, 9, 27, 81, _____

an 4 7 10 13…
5. 160, 80, 40, 20,10,
___
The above sequence is an
 infinite sequence where

an = 3n + 1

D. Discussing new Think Pair Share How do you generate a Find the nth term of each The SSG Club proposed a project
concepts and sequence from a given sequence on collecting pet bottles to lessen
practicing new skills rule/nth term? the trash on our school. If the
#1 Study the following patterns officers can collect 25 pet bottles
then supply the missing term to 1. 6, 11, 16, 21, 26 on the first day, 45 on the second
complete the sequence. day , 65 on the third day, and the
2. 2, 10, 18, 26, 34 pattern continues, how many pet
bottles can they collect in the fifth
3. 8, 6, 4, 2, 10
day?How many pet bottles they
1. Jan, Mar, May, Jul, Aug, ___,
will collect in one week?
____

2. 5, 8, 11, 14, ___, 20, ___...

3. 1/2, 1, 3/2, 2, 5/2, ___, 7/2, 4,

___,…

4. 3, -6, ___, -24, 48, ___ …

5. 1, 4, 9, 16, ___, 36, 49, 64,

___

E. Discussing new Guide Questions: Given the following nth How did you find the activity? 1. Can you see a pattern in a
concepts and term, supply each blank by given situation?
practicing new skills a correct answer following 2. What is the nth term of the
#2 the task at the right to given pattern?
1. What pattern is shown in generate the pattern. Can you find the pattern?
every item?
a. Given an = 2(n+1), list
2. If the pattern continues in the first 5 terms of the
each of the item, what will How did you find the nth term of
sequence. each number?
be the next item?

b. Given an
= (12)1 , generate a sequence with 4 terms.

F. Developing Find the Number What is the general term of each Find the nth term of the given
mastery (leads to sequence below: sequence.
Complete the table below by substituting the given
Formative
values of n to an and list down the terms of the 1. 3, 5, 7, 9, 11, 13
Assessment 3) Study the given sequence, sequence
identify the pattern then find 1. -2, 1, 4, 7 2. 12, 19, 26, 33, 40
the missing number.
2. 3, 6, 12, 24 3. 9, 6, 3, 0, -3

−5 −5 −5
3. -5, , ,
1. 1 3 5 7 9 ____ 13 2 3 4
15 17
4. 4, 1, -4, -11

5. 64, 36, 16, 4

2. 0 5 10 ____ 20
25 30 35 40
 3. 17 15 13 ____
9 7 5 3

4. 25 35 45 ___ 65
75

5. 34 44 54 64 ___
84 94

G. Finding practical Answer the following problems. 1. Emilia helps her mother Christian helps his mother in A rabbit population of Mr.
application of in selling “Kalamay Buna” (a selling “ Tinapang Ricafrente grew in the following
concepts and skills delicacy from Indang). From Bangus” ( a product from pattern: 2, 4, 8, 16…If all the
in daily living the money that her mother Rosario, Cavite). From the rabbits live and the pattern
1. The table below shows the
is giving her, she plans to money that his mother is giving continues, how many rabbits will
cost of renting the Cavite
save Php25 every week for him, he plans to save Php30 be in the 8th generation? Write
Hall at Island Cove Resort
seven weeks. Form a every week for five weeks. the nth term of the sequence.
and Leisure Park in Kawit,
sequence that will show the Form a sequence that will show
Cavite depending on the
amount of money she is the amount of money he is
number of attendees. saving from the first to
saving from the first to fifth
seventh week.
Number Rental week, and identify the general
of Cost in term of the given situation.
Persons Peso

20 6200

25 6500

30 6800
 35 7100

Jose booked the hall for a

birthday party for 40
persons. How much will he
pay?

H. Making Guide Question:

generalizations and
abstractions about 1. What is a sequence?
the lesson 2. How can you identify the terms
in sequence?

3. How can you generate the nth

term of a sequence?

I. Evaluating A. Study the following Find the first 5 terms of

learning patterns then supply the the sequence given the What is the nth term for each Ms May Ann Fuerte the adviser of
missing term to complete nth term. sequence below: Rosario National High School
the sequence. newspaper “Ang Kronikel”
1. an = n + 4 1. 3, 4, 5, 6, 7,… assigned her writers to write
news about Brigada Eskwela. A
2. an = 2n – 1 2. 3, 5, 7, 9, 11,…
writer wrote 890 words on the first
1. 2, 4, 7, 11, ____
3. an = 12 – 3n 3. 2, 4, 8, 16, 32,… day, 760 words on the second
2. 7, 9, 11, ____, ____, 17, day and 630 words on the third
4. an = 3n 4. -1, 1, -1, 1, -1,… day, how many words did the
19
1 1 1 1 writer wrote on the fifth day?
5. an = (-2)n 5. 1, , , , ,…
2 3 4 5
3. 1, 8, 27, 64, 125, ____
 4. 5, 10, 7, 14, 11, 22, 19,
_____

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80% in
the evaluation

B. No. of learners
who require
additional activities
for remediation who
scored below 80%

C. Did the remedial

lessons work? No.
of learners who
have caught up with
the lesson

E. Which of my
teaching strategies
worked well? Why
did these work?

F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?

G. What innovation
or localized
materials did I
use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

ROMILYN F. MANGOBA CHRISTY ANN F. GERCAN

Subject Teacher Teacher-In-Charge

GRADE 10 School MAURICIO F. FABITO NHS Grade Level 10

 DAILY LESSON LOG Teacher ROMILYN F. MANGOBA Learning Area MATHEMATICS

Teaching Dates and Time SEPT. 4-7, 2023 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

4. Content Standards The learner demonstrates understanding of key concepts of sequences.

5. Performance Standards The learner is able to formulate and solve problems involving sequences in different disciplines through appropriate and
accurate representations.

6. Learning Competencies The learner illustrates an The learner determines The learner determines The learner determines arithmetic
arithmetic sequence arithmetic means and nth arithmetic means and nth means and nth term of an arithmetic
(M10AL-Ib-1) term of an arithmetic term of an arithmetic sequence.(M10AL-Ib-c-1)
sequence (M10AL-Ib-c-1) sequence.(M10AL-Ib-c-1)

a. Find the arithmetic means of an

arithmetic sequence.
a. Describe and illustrate a. Find the missing terms of a. Find the unknown variables
b. Insert a certain number of terms
an arithmetic sequence. an arithmetic sequence. in
Objectives between two given terms of an
b. Find the common
b. Find the nth term of an a n= a 1 + (𝑛−1) of an arithmetic sequence.
difference of the terms of
arithmetic sequence. arithmetic sequence. c. Appreciate arithmetic means in
an arithmetic sequence.
c. Appreciate arithmetic solving real life problems.
c. Identify if a sequence b. Appreciate arithmetic
sequence in solving real
is an arithmetic sequence in solving real
life problems
sequence. life problems

Illustrating Arithmetic Finding the nth term of Finding the unknown Arithmetic Means
Sequence an Arithmetic Sequence variables in
II. CONTENT 𝑑 of an
a n= a 1 + (𝑛 1)
Arithmetic Sequence

III. LEARNING RESOURCES

B. References

4. Teacher’s Guide

5. Learner’s Materials Mathematics 10 learners

module

IV. PROCEDURES

A. Reviewing previous lesson or Saulog Transit Inc. is one Emer is a runner from Group the class into two (2) groups then
presenting the new lesson of the many bus Naic. He plans to join an let them find the missing terms in each
transportation companies ultramarathon of 50 km of the following arithmetic sequence.
in the Philippines servicing from Naic town plaza to The group with highest points after the
routes between Cavite and the Kaybiang tunnel next game will be the winner.
Metro Manila, Olongapo month. During the first day
of his training he ran 5 km 1. 2, 6, 10, ___, ___, ___
or Baguio City.
from Naic town plaza to 2. 9, 17, ___, ___, ___, 49
One day, on its way back barangay Muzon. To 3. 7, 9, ___, ___, 15, ___
to its terminal at Mendez, improve his stamina and 4. 4, ___, 20, 28, ___, ___
via Aguinaldo Highway, endurance, he increased
5. 5, ___, ___, 20, 25, ___
one (1) passenger went the distance he runs by 1.5
6. ___, ___, ___, 3, –1, –5
down at SM City Bacoor, km every day.
7. ___, ___, 14, 20, __, 32
then, another four (4) What is the distance that 8. ___, 45, 40, ___, __, 25
passengers went down to he will run on the 7th day of 9. 4, –4, __, __, __, –36
Robinson’s Place Imus, his training?
10. –12, __, __, __, 8, 13
seven (7) passengers went
down to Robinson’s Place
Pala-pala and ten (10)
 Complete the table based
on the number of km that
Emer will run for each day.

passengers went down to

Lourdes Church at
Tagaytay.

B. Establishing a purpose for the List down the number of Does the distance that How were you able to find the missing
lesson passengers who went Emer will run everyday terms in the sequence?
down in each place. show an arithmetic
sequence? Why?
Does it form sequence?
If it does, how is the
sequence formed?

C. Presenting Illustrative Example 1: Let us take the number of The formula for the nth
examples/Instances of the new kilometers that Emer will term of an arithmetic
lesson Using the generated run each day. Suppose sequence is a n=a1 + ( n−1 ) d ,
sequence from the that he will continue
previous scenario: training everyday, how where
many kilometers will he run a 1 = first term
in the 10th, 15th, and 20th
Arithmetic Sequence day? How do you get a n = last term
them? Do you think a
Subtracting two n = number of terms
formula would help?
consecutive
 terms (i.e.: d=a2-a1) Let us take the first four d = common difference
terms. Let a 1 = 5, a 2 = 7,

a 3 = 9, a 4 = 11.

Consider the table below

and complete it. Observe
4-1 7-4 10 how each term is rewritten.

=3 =3 =3

Common difference (d)

If a 1and d are known, it is

easy to find any term in
arithmetic sequence by
using the rule.

a n=a1 + ( n−1 ) d

D. Discussing new concepts and Discuss the following: Discuss the following: Discuss the following Discuss the following:
practicing new skills # 1 example:
1. arithmetic sequence 1. Finding the terms of a 1. Arithmetic Mean
sequence using a formula Example 1:
2. How an Arithmetic 2. Discuss the following eaxmple
Sequence formed In the arithmetic sequence 5,
Example 1:
9, 13, 17, … which term is
3. How can the common
401? Insert three arithmetic means
difference in an
arithmetic sequence be
 obtained between 3 and 11.

F. Developing mastery (leads to “How well do you know Find Since a n for each of Use the nth term of an Answer the following.
Formative Assessment 3) me?” the following arithmetic arithmetic sequence
sequence. 1. Insert two arithmetic means between
Which of the following a n=a1 + ( n−1 ) d to answer 20 and 38.
sequences is an arithmetic 1. a1 = 5; d = 4 ; n = 11 the following questions.
2. a1 = 14; d = –3 ; n = 25 2. Insert three arithmetic means
sequence? Why?
3. a1 = 12; d = ½; n = 16 1. The second term of an between 52 and 40.
1. 3, 7, 11, 15, 19 arithmetic sequence is 24, 3. Find the missing terms of the
4. –10, –6, –2, 2, 6, …
n = 27 and the fifth term is 3. Find arithmetic sequence 5, __, __, __, __,
2. 4, 16, 64, 256
5 5 eth first term and the 25.
5. 3, , 2, ,1,… n= common difference. 4. Find the missing terms of the
3. 48, 24, 12, 6, 3, … 2 2
28 arithmetic sequence 0, __, __, __, __,
4. 1, 4, 9, 16, 25, 36 2. Given the arithmetic
__, 15.
sequence of 5 terms of the
1 1 5. The fifteenth term of an arithmetic
5. 1, , 0, - firs term is 8 and the last
2 2 sequence is –3 and the first term is
term is 100.
25. Find the common difference and
6. -2, 4, -8, 16, … the tenth term.
3. Find the 9th term of the
7. 1, 0, -1, -2, -3 arithmetic sequence with
−1
1 1 1 1 a 1=10 and d = .
8. , , , , … 2
2 3 4 5
4. Find a 1 if a 8=54 and a 9=60
x x
9. 3x, x, , , … .
3 9
5. How many terms are there
10. 9.5, 7.5, 5.5, 3.5, …
in an arithmetic sequence
with a common differenceof
4 and with first terms 3 and
 59 respectively?

G. Finding practical application Answer the following Answer the following Solve the following Answer the following problems.
of concepts and skills in daily problem. problems. problems.
living 1. Flower farms in Tagaytay grew
A merchandiser in Alfa 1. You went to a hiking with 1. Tinapa (smoked fish) is different variety of flowers including
Mart was tasked to stack your friends at Pico de Loro best paired with Atchara anthurium. Monica, a flower arranger,
22 cans of Evaporated milk at Maragondon, Cavite. Upon (pickled papaya). Diana, a went to Tagaytay to buy anthurium. She
with 10 cans at the bottom reaching the summit, you tinapa vendor in Salinas, plans to arrange the flowers following
of the stack. The drop a coin. The coin falls a Rosario, Cavite, decided to an arithmetic sequence with four (4)
illustration is shown at thedistance of 4ft for the first sell atchara at her store. On layers. If she put one (1) anthurium on
right. seconds, 16ft for the next, the first week, she started to the first layer and seven (7) on the
28ft on the third, and so on. sell 15 atchara bottles and fourth layer, how many anthurium
Find the distance the coin due to high demand, she should be placed on the second and
will fall in 6 seconds? decided to add 7 more third layer of the flower arrangement?
2. Antonio is studying bottles on each succeeding
weeks. Supposed that the 2. St. Mary Magdalene Parish Church in
Chabacano, a native dialect
pattern continues, how may Kawit, one of the oldest churches in
from Cavite City and Ternate.
week is needed to sell 57 Cavite, established in 1624 by Jesuit
He started practicing one (1)
1. Write the number of atchara bottles? Missionaries. The church is made of red
word for an hour and
cans per layer on the bricks preserved for more than a
decided to add two more
space provided below. 2. A Zumba Program calls for hundred years. Suppose that the lowest
words every succeeding
15 minutes dancing each day part of the church wall contains five (5)
__, __, __, __, __, __, __, hour. If the pattern
for a week. Each week layers of red bricks, 4bricks on the top
__, __, __ continues, how many
thereafter, the amount of and 16bricks on the bottom layer.
Chabacano word did he learn
2. Does the number of time spent dancing increases Assuming an arithmetic sequence, how
in one day?
cans in each layer of the by 5 minutes per day. In how many bricks are there in the 2nd, 3rd
stack show an arithmetic many weeks will a person be and 4th layer of the wall?
sequence? Explain your dancing 60 minutes each
answer. day?
 2. If it shows an
arithmetic sequence,
then what is the
common difference?

H. Making generalizations and Guide question: Guide Question: Other than solving directly Guide Questions:
abstractions about the lesson from
1. What is an arithmetic 1. What is the formula to find 1. What is an arithmetic Mean?
a n=a1 + ( n−1 ) d , below are
sequence? the nth term of an arithmetic
the formula or equation that 2. How can we find the arithmetic mean
sequence?
2. How an Arithmetic could be used if one of these of a sequence?
Sequence formed variables is unknown.

3. How can the common

difference in an
arithmetic sequence be
obtained

1.
W

I. Evaluating learning Determine whether the Find the nth term of each Solve the following questions. Use the following numbers inside the
given sequence is arithmetic sequence. box to complete the arithmetic
1. Given the sequence 3, 1, –
arithmetic sequence or sequence below. You may use a number
1. a 1=20, d=4 , n=37 1, –3, …, find a12.
not. Draw a if the more than once.
sequence is an arithmetic 2. a 1=−3, d=2, n=12 2. Find the 9th term of the
1. 2, ___, ___, 14
sequence and a if NOT. If arithmetic sequence
the sequence is an 3. a 1=4 , d=−3, n=17 2. 4, ___, ___, ___, 10
arithmetic sequence, find 12, 24, 36, … 3. 6, ___, ___, ___, 16
the common difference. 4. 9, ___, ___, ___, __, 24
3. If a1 = –17 and d = 4, find
 1. 4, 8, 16, 32, … 2 5. ___, 17, ___, ___, 11
4. a 1=6, d= , n=11
3
2. 2, 6, 10, 14, … a22 of the arithmetic
3 sequence.
5. a 1=16, d= , n=20
3. 2, 5, 10, 17, … 2
4. Find the 16th term of the
4. 1, 8, 9, 16, … 6. a 31 for 26, 20, 14, … arithmetic sequence whose
5. 2, 11, 20, 29, … 7. a 13 for 17, 313, 309, … first term is 6 and the
common difference is 0.25.
8. a 9 for 40, 43, 46, 49, 52, …
5. Which term is 27 in the
9. a 25 for -29, -34, -39, -44, - arithmetic sequence 54, 51,
49, … 48, …?

10. a 11 for -1, 3, 7, 11, …

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%

C. Did the remedial lessons

work? No. of learners who have
caught up with the lesson

E. Which of my teaching
strategies worked well? Why did
these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Inspected by:

ROMILYN F. MANGOBA CHRISTY ANN F. GERCAN

Subject Teacher Teacher-In-Charge

 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

7. Content Standards The learner demonstrates understanding of key concepts of sequences.

8. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.

9. Learning The learner finds the sum The learner finds the sum The learner finds the sum The learner finds the sum
Competencies of the terms of a given of the terms of a given of the terms of a given of the terms of a given
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.
 (M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2)

a. find the sum of terms a. give the sum of terms a. determine the sum of a. find the sum of terms
of a given arithmetic of a given arithmetic terms of a given of a given arithmetic
sequence. sequence. arithmetic sequence. sequence.
Objectives b. solve problems b. answer problems b. solve problems b. solve problems
involving the sum of involving the sum of involving the sum of involving the sum of
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.

c. appreciate the sum of c. value the sum of c. appreciate the sum of c. appreciate the sum of
arithmetic sequence in arithmetic sequence in arithmetic sequence in arithmetic sequence in
solving real life problems solving real life problems solving real life problems solving real life
problems

II. CONTENT Arithmetic Series Arithmetic Series Arithmetic Series Arithmetic Series

III. LEARNING
RESOURCES

C. References

6. Teacher’s Guide pp. 19 pp. 19 pp. 19 pp. 19

7. Learner’s pp. 16 – 17, 20 – 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21

Materials

8. Textbook E – MATH 10 by Orlando Next Century Next Century Math Essentials by

A. Orence and Marilyn Mathematics by Mirla Mathematics by Mirla Maria Teresa S.
O. Mendoza, pp. 29-35 S. Esparrago, Nestor S. Esparrago, Nestor Angeles, Avelino
V. Reyes, Jr. And V. Reyes, Jr. And Santos, et. al, pp.8,
Catalina B. Manalo, pp Catalina B. Manalo, pp 40
29-40 29-40
 Simplified Mathematics
10 by Arnold V. Garces
and Criselle Española Our World of Math by Next Century
Robes, pp 23-27 Julieta G. Bernabe, Mathematics by Mirla
Maricel C. Corpuz, et. S. Esparrago, Nestor
al., pp.8 – 16 V. Reyes, Jr. And
Catalina B. Manalo,
pp 29-40

9. Additional https://
Materials from www.algebra.com/
Learning algebra/homework/
Resources (LR) sequences-and-
portal series/word-problems-
on-arithmetic-
progressions.lesson

http://
www.analyzemath.com/
math_problems/arith-
seq-problems.html

D. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation

IV. PROCEDURES

A. Reviewing previous Motivational Activity: How many building Motivational Activity: Michael plays
lesson or presenting the blocks are stacked in a with Lego bricks. He
Perform the instructions Let us consider the
new lesson below then answer the corner if there are 11 following problem. wants to build the
questions followed. layers in all? (Refer to construction shown in
the picture below) Karen saves Php 50 the figure with 4 bricks
1. Form a pyramid of from her monthly at the bottom. How
cans with 6 cans in the allowance on the first many Lego bricks does
first row. month. Php 100 on the he need?
second month, Php 150
2. Place one (1) fewer on the third month, Php What if Michael will add
cans in each successive 200 on the fourth month. four more bricks at the
row thereafter. If she will save bottom to make it 8,
3. After forming the continuously in this how many more Lego
pyramid, how many rows manner, how much will bricks does he need
does the pyramid have? be her total savings for making the top layer
the first ten months? consist of one brick
4. How many cans are only?
there in each row? Does
the number of cans in
each row form an
arithmetic sequence?

5. How many total cans

are there in the pyramid?

B. Establishing a purpose The secret of Karl Motivational Activity: Find the sum of the first A rock relay is held at
for the lesson 40 terms of the the Bermuda Bay. Ten
What is 1 + 2 + 3 + ... + A conference hall arithmetic sequence rocks are placed 3m
50 + 51 + ... + 98 + 99 + has 20 rows of seats. whose first and third apart along a line. A
100? The first row contains 18 terms are 15 and 21, basket is placed at the
seats, the second row respectively. start of the line, 10m
A famous story tells contains 21 seats, the from the first rock. A
that this was the problem third row contains 24 Based on the problem, player starts at the

n. And the formula 𝑆𝑛 =

given by an elementary seats and so on. How the given are a1, a3 and basket, runs to the first
school teacher to a
[2𝑎1 + (𝑛 1) 𝑑
many seats are there in rock, picks it up, and
famous mathematician to the last row? How many n returns to place the

requires the value of d.

keep him busy. Do you 2
seats are there in the rock in the basket. Each
know that he was able to conference? of ten rocks is picked
get the sum within up and carried to the
seconds only? Can you basket, one at a time.
beat that? What is the total
distance covered by a
person who places all
10 rocks in the basket?
C. Presenting Discussion Method Discussion Method Discussion Method What is the total
examples/Instances of the distance covered by a
new lesson Illustrative Example: Illustrative Example: Find the sum of the first person who places all
40 terms of the 10 rocks in the basket?
Find the sum of the first How many terms is arithmetic sequence
20 terms of the arithmetic needed for –3, 2, 7, … to whose first and third Solution:
sequence 15, 19, 23, 27, have a sum of 116? terms are 15 and 21,
… respectively. The first term a1 = 10, d
Solution: = 3 and n = 10. To find
Using the formula for the Solution: the distance covered by
Solution 1: sum of arithmetic the person, we must
We need to solve solve for Sn.
sequence first for d by substituting
We first find a20 by
𝑆𝑛= [2𝑎1 + (𝑛 – 1) 𝑑], 𝑺𝒏 = [𝟐𝒂𝟏+(𝒏 𝟏)𝒅]
substituting a1 = 15, d = 4 n a1 = 15, a3 = 21 and n = n
and n = 20 in the formula 2 3 to the formula 2

𝑎𝑛= 𝑎1 + (𝑛 1) 𝑑
an = a1 + (n1) d substitute Sn = 116, a1 = 10
–3 and d = 5. = [𝟐(10) + (10 –
𝑑 𝟏) 3 ]
2
a20 = 15 + (20 1) 4
21= 15 + (31)
We have
a20 = 15 + (19) 4
n 21= 15 + 2𝑑 = 5 (47)

𝑺𝒏 = 235
a20 = 15 + 76 116=
𝑛 1)5]
[2(3)2+ ( 6 = 2𝑑

𝑑=3
a20 = 91

𝑛 5]
n
Solving for S20, we 116= [2(3) + 5
2 Solving for S40, Since the person, after
substitute n = 20, a1 = 15
substitute a1 = 15, n = 40 picking up each rock,
and an = 91 in the and d = 3 to the formula returns to place the

𝑛 5] 𝑆𝑛 = 𝑑]
formula rocks in the basket, so
n n

𝑆𝑛= (𝑎1+𝑎𝑛)
116= [6 + 5 [2𝑎1 + (𝑛 1) we must double Sn.
n 2 2
Thus, the total distance

𝑆40 =
2
n 40 covered is

𝑆20=
116= [5𝑛 11]
20 2 2 [2(15) + (40 1) 3 ]
(15 + 91) 2 Sn = 2 (235) = 470 m.
2

𝑆40 = 20 [30 + 117]

n
𝑆20=
2[116= (5𝑛 11)]
20 2
(106)
232= 𝑛(5𝑛 11) 𝑺𝟒𝟎= 𝟐𝟗𝟒𝟎
2

𝑆20= 10 (106)
𝑛
𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎
232= 5𝑛2 11 Therefore, the sum of

𝑛 – 232 = 0
the first 40 terms is
5𝑛2 11 2940.
Therefore, the sum of the
first 20 terms of the Using quadratic formula,
arithmetic sequence 15, we have,
19, 23, 27, … is 1060.
a = 5; b = –11; c = –232

−b ± √ b 2−4 ac
n=
Solution 2: 2a

Substituting a1 = 15, d = −(−11)± √ (−11)2−4 (5 ) (−232)

n=
4 and n = 20 in the 2 (5)
formula
11± √ 121+4640
𝑆𝑛= [2𝑎1+(𝑛 1) 𝑑], we
n=
n 10
2
have 11± √ 4761
n=
10
𝑆20=
20
[2(15) + (20 1) 4]
2
 11± 69
n=
10
𝑆20=
20
[2(15) + (19) 4]
2 Since we are looking

𝑆20=
for the number of terms
20
[2(15) + 76] n, the only accepted
2
solution. That is 𝒏=𝟖
solution is the positive

𝑆20=
20
(30 + 76)
2
Therefore, eight (8)

𝑆20=
20 terms of the sequence –
(106)
2 3, 2, 7, … is needed to

𝑆20= 10(106)
have a sum of 116.

𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎

Using an alternative
solution, the sum of the
first 20 terms of the
arithmetic sequence 15,
19, 23, 27, … is still
1060.

D. Discussing new Supply each blank by Supply each blank by Supply each blank by ● The first few
concepts and practicing a correct answer a correct answer a correct answer terms of a sequence of
new skills # 1 following the task at the following the task at the following the task at the positive integers
right to solve the right to solve the right to solve the divisible by 5 is given
problem. problem. problem. by

a. Find the sum of the How many terms of Find the sum of the
first 15 terms of the the arithmetic sequence first 10 terms of the
arithmetic sequence 9, 21, 28, 35, 42, … is arithmetic sequence
equal/summed 9,625? whose a1 and a4 are 5 ● The above
12, 15, … and 38, respectively. sequence has a first
term equal to 5 and a
Given: a1 = ____ ; d = What are the given? Given: a1 = ____ ; a4 = common difference d =
____ ; n = ____ ____ ; n = ____ 5. We need to know the
a1 = 21, d = 7 and S n =
Solution: 9,625 Solution: rank of the term 1555.

𝑎𝑛= 𝑎1+(𝑛 1) 𝑑
We use the formula for
Solve for a15 We have the nth term as follows

𝑎𝑛= 𝑎1+(𝑛 1) 𝑑 n
𝑑 substitute
___= [2(__) + (𝑛
𝑎𝑛
2 ____=
1) _ ] substitute a _____+(____1)
1, d, and the given
=___+(___1)___ substitute a
1, n and d Sn

𝑎𝑛=9+(____)3
● Substitute a1 and
38= 5+(____)𝑑
n d by their values
___= [ __ + _𝑛 subtract the terms
subtract the terms 2 _] multiply inside the parenthesis
inside the parenthesis

𝑎𝑛=9+(____)
____= 3𝑑
n
___= [ __𝑛 apply APE

𝑑=____
multiply 2 ]
__ add ● Solve for n to

𝑎𝑛=_____
obtain
apply MPE
add n
2[ ___= ( __𝑛 – __ ) ]
2 Solve for S10.
multiply

____= 𝑛 (__𝑛 __)] 𝑆𝑛= [2𝑎1+(𝑛 1) 𝑑]

n
Then solve for S15. 2

𝑆𝑛= 7𝑛2 + 35𝑛 – 19, 250 = 0

𝑆𝑛=
n We now know that
2 1 𝑛
(𝑎 +𝑎 ) n
2 1555 is the ____th term,

𝑆15= 2 ¿(____+____)
Using quadratic formula, [2(__)+(__1)___] substitutewea can use the formula
¿¿
we have, 1, n and d for the sum as follows

𝑆𝑛=
substitute n, a1 and a15 a = __; b = __; c = ___ 10
[___+(___)11]
2
 𝑆15= −b ± √ b 2−4 ac
15 multiply 2 and a1 and
(_____) n=
2 2a then subtract the value
add the terms inside the of n and 1
parenthesis n=¿¿ √ (¿ ¿ )2−4 ¿ ¿ ¿
𝑆𝑛=
10
𝑆15=
❑¿ [10+____ ]
¿ √¿ + ¿
n=−35 ± ¿ ¿ ¿ 2
2 ¿¿ multiply
find the product of the
𝑆𝑛=
−35 ± √ 540 ,225 10
numerator n= [____ ]
𝑆15=
14 2
______ add
−35 ± 735
𝑆𝑛= ____[109]
divide n=
14

Since we are looking divide

for the number of terms 𝑆𝑛= ______
n, the only accepted multiply
solution is the positive

𝒏=____
solution. That is

Therefore, _____
terms of the sequence
21, 28, 35, 42, … is
needed to have a sum of
9,625.

E. Discussing new A movie house has The total seating Find the sum of the In a pyramid of
concepts and practicing 20 rows of seats. The capacity of an first 21 terms of an cheer dancers for the
new skills # 2 first row contains 20 auditorium is 1,065. The arithmetic sequence MAPEH class of Grade
seats, the second row first row has 21 seats whose first term is 3 and 10 students, the bottom
contains 22 seats, the and each row has one third term is 17. row has 7 cheer
third row contains 24 seat more than the row dancers, 6 in the
seats and so on. How in front of it. How many second row, 5 in the
 many seats are there in rows of seats are there third row and so on,
the last row? How many in the auditorium? with 2 cheer dancers on
seats are there in the top. How many cheer
movie house? dancers are necessary
for the pyramid?

F. Developing mastery Find Sn for each of the Find the specified term Find the indicated Solve each problem.
(leads to Formative following given. for each arithmetic variable in each
Assessment 3) series. arithmetic series. 1. Find the sum of
1. 6, 11, 16, 21, 26, 31, all integers that
36, 41, 46; S9 1. a1 = 4, d = 4 and a. a1 = -22, an = 14, are multiples of 4
2. 10, 15, 20, 25, …; S20 Sn = 40; n = ___ n = 10 ; d = __ from 1 to 150.
3. a1 = 25, d = 4; S12 2. a1 = 10, an= -8 and Sn = __
2. Find the sum of
4. a1 = 65, a10 = 101; S10 Sn = 9; n = ___
b. a1 = 7, an = -15, n the positive
5. a4 = 41, a12 = 105; S8 3. a1 = -7, d = 8 and
= 12 ; d =___ integers less
Sn = 225; n = ___
Sn = ____ than 150 but
4. an = 16, d = 3 and
greater than 20
Sn = 51; n = ___ c. a1 = -9, an = -15, n that are divisible
= 4 ; d = ___ Sn by 7.
= ___
3. Find the sum of
d. a1 = 6, an = 30, n all positive
= 7 ; d = ____ integers less
Sn = ____ than 100.

4. Find the sum of

all the positive
even integers
consisting of two
digits.

G. Finding practical Find Sn for each of the Find the missing for Do as indicated Answer the following
application of concepts each of the following
and skills in daily living following given. given. 1. Find the sum of the problems.
first 101 terms of an
1. Find the sum of the 1. How many numbers 1. Find the seating
arithmetic sequence
first 25 terms of the between 8 and 315 capacity of a movie
whose third term is -2
arithmetic sequence are exactly divisible house with 40 rows of
and whose sixth term
17, 22, 27, 32, ... by 6? Find their seats if there are15
is 10.
sum. seats on the first row, 18
2. Find the sum of the
2. Find the sum of the seats in the second row,
first 50 terms of the 2. An auditorium has
first 20 terms of an 21 seats in the third row
arithmetic sequence 930 seats, with 18 arithmetic sequence and so on.
if the first term is 21 seats at the first row, whose fourth term is 6 2. A store sells Php
and the twentieth 21 seats in the and eleventh term is 1000 worth of Suman sa
term is 154. second row, 24 in 30. Kawit, a delicacy from
the third row, and so
3. Find the sum of all Kawit, Cavite, during its
forth. How many 3. Find the sum of the
the positive integers first week. The owner of
rows of seats are first 15 terms of an
consisting of two the store has set a goal
there? arithmetic sequence of increasing her weekly
digits. whose sixth term is -9
3. Marlon needs P sales by Php 300 each
and tenth term is -15. week. If we assume that
2,520 for his Baguio
the goal is met, find the
tour. He save P 50
total sales of the store
on his baon on the
during the first 15 weekof
first week and ask
operation.
for an additional P
3. Francisco plans to
20 from his tatay on
save Php 10 every week
the succeeding
on his Bamboo coin
weeks. How many bank. If he will increase
weeks does he need his savings by Php 1.50
to request an every succeeding week,
additional to reach how many weeks is
the amount he needed to save a total
need? amount of Php 219?
H. Making generalizations The sum of terms in an The sum of terms in an The sum of terms in an The sum of terms in an
and abstractions about the arithmetic sequence can arithmetic sequence can arithmetic sequence can arithmetic sequence
lesson be solve using the be solve using the be solve using the can be solve using the
formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏),
n n n n
2 2 2 2
given the 1st and last given the 1st and last given the 1st and last given the 1st and last
term of the sequence or term of the sequence or term of the sequence or term of the sequence or

𝑺𝒏= [𝟐𝒂𝟏+(𝒏 𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏 𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏 𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏 𝟏)𝒅],
n n n n
2 2 2 2
given the first term and given the first term and given the first term and given the first term and
the common difference. the common difference. the common difference. the common difference.

I. Evaluating learning Each row of the table Each row of the Complete the table Three of the
contains the values of table contains the values below for each elements in a1, an d, n,
three quantities a1, d, an, of three quantities a1, d, arithmetic series. and Sn of the arithmetic
or Sn of an arithmetic an, or Sn of an arithmetic sequence are given.
sequence. Complete the sequence. Complete the a Find the missing
an d Sn
table below by solving table below by solving 1
elements in each case.
the other two. the other two. 1 S200
a200 = 1. a1= -3, an = 39, n
a1 d an n Sn a 1 d a n n Sn . 2 = = 15
200
200
1 1 2. a1= 24, an = 3, d
2 5 10 1 1 55 2 S100
. . a100 = = -3
. 5 =
100
- 2 9 100 2 1
2 2 2 3. a1= , d = , n =
7 -2 1 . 8 3 6
. 3 7 a15 = S15 = 10
5
1 . 3 28 28
3 505 1
- 1 1 0 4. an = 19, d = ,
3 1 . 0 4 - S10 = 2
1. 20 0
. 5 . 2 205 n=5
5
 4 4 5. a1 = -2, n = 14,
5 7 9 5 7 365
. . and Sn = 20

5 1
2 7 8 5 2 163
. 5
. 3 8
9

J. Additional activities for a. Find the sum of all odd a. Find the sum of the a.Find the sum of the 1. Follow-up
application or remediation numbers from 1 to 99. first 40 terms of the first eighteen terms of
a. Find the sum of all
arithmetic sequence the arithmetic
b. Find the sum of all the odd numbers from 1 to
whose first and third sequence whose
even numbers between 1 99.
terms are 15 and 21, general term is an = 15
and 100 respectively. + 8n 2. Study: Geometric
c. Find the sum of the Sequence
b. Find S24 for the b.Find the sum of the
arithmetic sequence 15, sequence 2, 14, …, first sixteen terms of a. Define geometric
30, 45, 60, … 50th term. 12n-10, … the arithmetic sequence and common
sequence whose ratio.
c. Find S25 for the general term is an = 3n b. Identify which of the
sequence -8, 7, …, +4 following is NOT an
15n-23, … arithmetic sequence.
How did the non-
arithmetic sequence
formed? Identify its
pattern.

1, 4, 7, 10, …
9, 12, 15, 18, …

2, -10, 50, -250, …

5, 10, 20, 40, …

2, 6, 10, 14, …
 3, 12, 48, 192, …

7, 12, 17, 22, …

4, 11, 18, 25, …

1, 3, 9, 27, …
1, 4, 16, 64, …

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

10. Content Standards The learner demonstrates understanding of key concepts of sequences.
 11. Performance The learner is able to formulate and solve problems involving sequences in different discipline through
Standards appropriate and accurate representations.

12. Learning Illustrates a geometric Differentiates a geometric Differentiates a finite The learner
Competencies sequence. sequence from an geometric sequence from determines the
arithmetic sequence. an infinite geometric geometric means
( M10AL-Id-1) sequence. between terms of a
( M10AL-Id-2 ) geometric sequence.
¿M10AL-Id-3 )
(M10AL-Ie-1)

a. Solve the common

a. Differentiate a finite ratio when two
a. Differentiate a geometric geometric sequence from consecutive terms are
Objectives a. Illustrate geometric sequence from an an infinite geometric given
sequence. arithmetic sequence. sequence. b. Find the common
b. State whether the b. Tell whether the given b. Tell whether the given ratio when the first and
given sequence is sequence is geometric or geometric sequence is last terms are given
geometric or not. arithmetic. finite or infinite. c. Appreciate the use
c. Develop explorative c. Value critical thinking. c. Value critical thinking. of the common ratio in
skills in doing each task.
solving geometric
sequence.

Illustrating Geometric Differentiating Geometric Differentiating Finite

Finding the Common
Sequence Sequence from an Geometric Sequence
II. CONTENT Ratio of Geometric
Arithmetic Sequence. from an Infinite
Sequence
Geometric Sequence.
III. LEARNING
RESOURCES

E. References

10. Teacher’s Guide pp. 22 – 24 pp. 24 - 26 p. 24

11. Learner’s pp. 26-28 pp. 12, 27, 39 - 40 pp. 31 – 42

p. 30
Materials

12. Textbook Our World of Math,

Julieta G. Bernarbe et.
al., pp. 22 and 33

13. Additional http://

Materials from whatis.techtarget.com/
Learning definition/infinite-
Resources (LR) sequence
portal

F. Other Learning Laptop Laptop Laptop Grade 10 LCTGs by

Resources DepEd Cavite
Mathematics 2016

PPT, Laptop, Monitor,

Activity Sheets

IV. PROCEDURES

A. Reviewing previous DIVIDE AND CONQUER SPEED AND ACCURACY LET’S GROUFIE Hep, Hep! Hooray
lesson or presenting the TEST
new lesson Direction:
(Using a flashcard, I will be
1. Choose two showing a sequence, fill in With your own set Identify if the given
representatives from the missing item. First to criteria, group the sequence is geometric
each group: A and B. give the correct answer will following: or not. Say Hep, Hep!
get a price. ) if geometric, otherwise
● Line say Hooray!
2. Members A will be the ● Line segment
one to answer on the 1. 8, 3, -2, __, -12, …
board. ● 1, 2, 3, 4, 5, … 1. 7, -14, 21, -28
2. 120, 60, 30, __, … 100
2. 20, 15, 10, 5,…
3. 5, __, 80, 320, … ● 1, 2, 3, 5, 7, 11,
3. Members B should 13, 17, … 3. 1, 4, 9, 16,…
position themselves 4. -1, __, 17, 26, …
● Natural numbers 4. 9, -9, 9, -9,…
in a row at the same 5. __, 1, 3, 9, …
distance from the board. ● Even numbers 5. 1, 1/3, 1/9, 1/27,…
less than 50

4. Every correct answer

made by member A will
allow member B to move
1 step forward.

5. The group with the

second member

closest to the board will

be considered winner.

Find the ratio of the

second number to the
 first number.

1. 2, 8 6. 16, 32

2.-3, 9 7. -49, 7

3.1, ½ 8. ¼, ½

4.-5, -10 9. 2/3, ¾

5.12, 4 10. ½, 1

B. Establishing a purpose Ratio is a relationship Geometric and In the previous 1. Which of the
for the lesson between two quantities arithmetic sequences discussions, geometric sequences are
normally expressed as involve different sequence is a sequence geometric?
the quotient of one operations. where each term after the
divided by the other. first is obtained by 2. How do we know
The given sequences multiplying the preceding that the sequence is
All answers you got are examples of both. term by a nonzero geometric?
in the previous activity constant called the
are examples of ratio. Which are geometric 3. Identify the
sequences? Which are common ratio. common ratio of the
You need the arithmetic sequences? There are two types of given geometric
concept of ratio in order geometric sequence sequence in the
to understand the next Let us find out as we previous activity.
consider the following namely: finite geometric
kind of sequence. sequence and infinite
activities:
Let’s explore in the geometric sequence.
next activity. Into what aspect they
differ, that’s for us to find
out.
C. Presenting WATCH AND SEE READ AND ANALYZE FINDING OUT Illustrative Examples:
examples/Instances of the
new lesson Divide the first number by 1. Do you remember the Considering the given
the second whenever sitting arrangement done items above, we could
possible. Record the last year when you took group them this way: 1. Solve the common
result from least to the NCAE. There were 30 ratio in the geometric
greatest. students in each room. sequence 4, __, __,
The table 1 shows that the __, 64
number of students varies
1. 54, 3 directly as the number of
rooms or as the number of Step 1: Identify the
( Ans: 2, 6, 18 ) rooms increases, the Group A are items which first term, last term
number of students also suggest limit thus it is and the number of
2. 32, 2 terms in the problem.
increases. Can you guess considered finite.
( Ans: 2, 4, 8, 16 ) the number of students
when there are 12 rooms
3. 375, 5 used? Table 1 is an a1 = 4 a5 = 64
Group B are items whose
example of Arithmetic n=5
( Ans: 3, 15, 75 ) last value cannot be
Sequence.
determined. It has no
limit, therefore, they are
Notice the sequence infinite. Step 2: Use the
formed by the quotients formula, an = a1r(n-1)
arranged from least to which we learned
2. Suppose that the
greatest. from our past lesson
number of a certain
to find the common
bacteria grows as shown in
Those are examples ratio.
table 2 below. At the start,
of geometric sequence.
there are only 1, 000 an = a1r(n-1)
The next number bacteria and after 1 hour 64 = 4r5-1
could be obtained by the number of bacteria is
multiplying the preceding doubled. It is consistent
number by the divisor that based from the
used. observation, the number of
bacteria is always doubled
In geometric every hour. Can you tell
sequence, that constant the number of bacteria
number multiplied to the after 7 hours? 10 hours?
preceding number to Table 2 is an example of
obtain the next is called Geometric Sequence. 64 = 4r4
the common ratio. 64 =4r4

4 4

16 = r4
24 = r 4
A. Facts observed in ±2 = r

table 1:

1. The sequence of the Answer: The

common ratios, r = 2
number of students is and r = -2
30, 60, 90, 120, 150,

180

2. This is an arithmetic

sequence

3. The first term is

increased by 30 to get
 the second term, and

the second term is

increased by 30 to get

the third term, and so

forth and so on.

4. 30 is known as the

common difference

5. The operation involved

is addition or its

inverse.

B. Facts observed in

table 2:

1. The sequence of the

number of bacteria is

1000, 2000, 4000, 8000,

16000

2. This is a geometric

sequence
 3. The first term is

multiplied by 2 to get the

second term, and the

second term is

multiplied by 2 to get

the third term, and so

on.

4. 2 is known as the

common ratio

5. The operation involved

is multiplication or its

inverse.

D. Discussing new Fold Me Up State whether each of the State whether each of the
concepts and practicing following sequences is following geometric
new skills # 1 Do the activity with a arithmetic or geometric. sequences is finite or 1. What are the three
partner. One of you will Name the common infinite. properties of the
perform the paper folding difference for arithmetic geometric sequence
while the other will do the and the common ratio for 1) 4, 12, 36, 108,…. that we need to know
recording in the table. geometric seguence. in order to solve the
2) 2, 6, 18, 54, 162 common ratio?
1. Start with a big square
from a piece of 3) 7, 14, 28, 56, 112 …
1) 3, 7, 11, 15, 19, 23 … 4) -3, 3, -3, 3
paper. Assume that the 2. What is the formula
area of the to be used to solve the
 square is 64 square 2) 2, 6, 18, 54, 162 … 3 3 3 3 common ratio?
5) , , , ,…
units. 4 4 4 4
3) 7, 14, 28, 56, 112 …
2. Fold the four corners
to the center of the 4) 6, 24, 96, 384 … 3. Why do we have to
multiply both sides of
square and find the area 5) 94, 74, 54, 34… the exponential
of the resulting equation 64 = 4r4 by
1/4 ?
square.

3. Repeat the process

three times and 4. What do we do to
number 16? Notice
record the results in the that 16 = r4 becomes
table below. 24 = r4.
Squar 1 2 3
e
5. Why do we cancel
Area the exponents in the
equation

24 = r4?

E. Discussing new 1. What is the area of the 1. How do you find doing 1. How do you find doing
concepts and practicing square formed after the the activity? the activity?
new skills # 2 first fold? Second fold? 1. Find the
Third fold? 2. Which of the items are 2. Which of the items are common ratio in
arithmetic sequence and finite geometric sequence the sequence 8,
2. Is there a pattern in geometric sequence? and which are infinite __, __, __, 128.
the areas obtained after geometric sequences?
3. What are the important
3 folds? characteristics that you 3. What are the important Solution:
should remember in characteristics that
3. You have generated a identifying arithmetic or
sequence of areas. What geometric sequence? you should remember in
are the first 3 terms of identifying finite an = a1rn -1
the sequence? ___ = 8r__ – 1
or infinite geometric
4. Is the sequence a sequence?
geometric sequence? ___ = 8r__
Why?

5. What is the common ___ = 8r__

ratio? The fourth term?
8 8

___ = r__

___ = r__

r = ____ ; r =
_____

2. Find the
common ratio in
the sequence 4,
__, __, 108
 Solution:

an = a1rn -1
___ = __r 4 – 1

___ = __r3

____ = __r3

__ __

___ = r3

___ = r3

r = ____ ; r =
_____

F. Developing mastery State whether each of TRY THIS… TRY THIS…

(leads to Formative the following sequences
A. Examine the sequence State whether each of the Give the common
Assessment 3) is geometric or not. If it
following geometric ratio in each of the
is, find the common ratio. 12, 17, 22, 27, 32, … sequences is finite or following geometric
infinite. sequences:

1. 5, 20, 80, 320, … Step 1. Subtract the

second term by the first 1) 3, -6, 12, 24 1) 8, __, __, __, 5000
2. 72, 52, 32, 2, … term
2) 64, 16, 4, 1, … 2) 3, __, __, 648

3. 5, -10, 20, -40, … 3) 8 terms of the 3) 7, __, __, __, __,

Step 2. Check if the 2 1 1701
4. 1, 0.6, 0.36, 0.216, … sequence 24, 4, , , …
difference between the 3 9
5. 10/3, 10/6, 10/9, third term and the second
4) 4 terms of the
10/15, … term is the same with step
1 1 1 1
1. sequence , , ,
3 9 27 81

Step 3. Therefore, the 5) all terms of the sequence 1, 2, 2, 22

sequence 12, 17, 22, 27,

32, … has a common

difference ( d = ___)

Therefore, it is ________

B. Examine the sequence

2, 6, 18, 54, 162 …

Step 1. Divide the second

term by the first term
 Step 2. Check the result if
the same operation is
applicable to get the third
term.

Step 3. Therefore, the

sequence 2, 6, 18, 54,

162 …has a common ratio

( r = ___)

Therefore, it is _________

G. Finding practical TRY THIS… State whether each of the State whether each of the
application of concepts following sequences is following geometric
and skills in daily living arithmetic or geometric: sequences is finite or 1. What is the
infinite. common ratio if
1. 4, 12, 36, 108, 324… three geometric
−1 1 means are
2. -4, 13,, 30, 47, 64… 1) -4, -1, ,− , …
4 16 inserted between
3. 3, -6, 12, -24, -72 … 7 and 567?
2) 7 terms of the
Suppose the amount of 3 3
4. 3, 5, 7, 9, 11… sequence , ,15, …
water in the bottle 20 2
doubles every second. It 5. -3, 3, -3, 3, -3… 2. If six terms are
is consistent until the 3) 6, 12, 48, …, 768 to be inserted
bottle is filled with water between 8,748
4) all terms of the
having 100ml after 1 and 4 being the
sequence 120, 60,
second. first term and last
30, 15, … term respectively,
a. Record your What is the
 observation in 5 seconds. 5) ..., 4, 8, 16, 32, 64 common ratio?

b. Is the sequence
formed geometric?
3. The growth rate
c. What is the common of ants is rapidly
ratio? increasing. There
were 10 ants at
the beginning but
on the 7th day, it
was counted by
keizelyn and she
found out that the
total number of
ants was already
640. Make a table
to show the
number of ants
from first day to
seventh day.

H. Making generalizations A geometric sequence Arithmetic Sequence is Finite sequence is a

and abstractions about the is a sequence where a sequence where each function whose domain is
lesson each term after the first is term after the first is the finite set { 1, 2, 3, …, a. Determine the
obtained by multiplying obtained by adding the n }. They have a first and number of terms, first
the preceding term by a same constant, called the a last term. term and last term in
nonzero constant called common difference. the given geometric
the common ratio. Infinite sequence is a sequence.
Common Difference is function whose domain is
a constant added to each infinite set { 1, 2, 3, …}. A
term of an arithmetic sequence that goes on b. Use the formula an
sequence to obtain the forever, indicated by = a1rn -1 to find the
next term of the sequence. three dots following the common ratio.
last listed number.
Geometric Sequence is
a sequence where each
term after the first is c. Substitute the first
obtained by multiplying the term, last term and the
preceding term by a exponent
nonzero constant called
the common ratio.
d. Simplify the
Common Ratio is a exponent
constant multiplied to each
term of a geometric
sequence to obtain the
e. Apply Multiplication
next term of the sequence.
Property of Equality to
cancel the coefficient
of r or make the
coefficient of r equal to
1

f. Express both sides

ot the exponential
equation with the
same exponent

g. Cancell the
exponent, since
expressions with the
 same exponents are
equal

h. If the exponent
being cancelled is
even, there are two
roots which are
positive and negative
roots, and

i. If the exponent being

cancelled is odd, there
is only one
root/common ratio and
that is either positive
or negative

I. Evaluating learning State whether each of State whether each of the State whether each of the
the following sequences following sequences is following geometric
is geometric or not. If it arithmetic or geometric: sequences is finite or Find the common ratio
is, find the common ratio. infinite. of each of the
1) 3, 9, 27, 81, 243 … following geometric
1.3, 12, 48, 192, 768,…. sequence:
2) 7, 21, 63, 189, 567 …
2.½, 1, 2, 4, 8,… 1) 4, -12, 36, -108
3) 7, 14, 21, 28, 35 …
3.-5, -3, -1, 1,3,… 2) all terms of the 1) 5, __, __, __, __,
4) 5, 25, 45, 65, 85 … 5 5 5 5 160
sequence , , ,
7 21 63 189
 4.-5,- 8,-13, -21,- 34,… 5) 2, 8, 32, 128, 512 3) 200, 100, 50, 25, …

5.625, 125, 25, 5….. 4) 3 terms of the 2) 3, __, __, __, -5,625
sequence 5, 15, 75, 225,
…

5) …200, 100, 50, 25 3) 256, __, __, 4

4) 8, __, __, __, 648

5) 2, __, __, __, __, 2

243

J. Additional activities for A. Follow Up A. Follow Up A. Follow Up A. Follow Up

application or remediation
Think about this: State whether the given List down 5 examples of 1. Find the
sequence is an arithmetic finite geometric sequence common ratio of the
Is 4, 0, 0, 0,0, … a or geometric and 5 example of infinite following geometric
geometric sequence? geometric sequence. sequences (Show
1) 77, 70, 63, 56, 49 … your solution).
2) 6400, -1600, 400, -100, a) -2, __, __,
B. Differentiate a 25 … B. Answer:
geometric sequence from __,__, -64.
an arithmetic sequence. 3) 6, 30, 150, 750, 3750 … Activity 4 and 5 b) 2,__,
Learners Module __,__, __, __, 1458

B. Define a finite and an pp. 28 - 29

infinite geometric B. Study
 sequences. 1. Define
geometric mean.

2. Insert three
geometric means
between 3 and -3072.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

13. Content Standards The learner demonstrates understanding of key concepts of sequences.

14. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.

15. Learning Determine the geometric The Learner determines The learner finds the sum The learner finds the
Competencies means between terms of the geometric means of the terms of a given sum of the terms of a
a geometric sequence between terms of a finite geometric given infinite
 (M10AL – le-1) geometric sequence sequence. geometric sequence.
(M10AL – le-1) (M10AL – le-2)
(M10AL – le-2)

a. Give the geometric a. Determine the

a. Find geometric means a. Know the general ratio of the given
means of a geometric infinite geometric
Objectives of a geometric formula of finding the
sequence, sequence
sequence. sum of the first n- b. Determine the
b. Insert geometric means sum of infinite
b. Use the common ratio terms of finite
geometric
given two terms of a
to find the geometric geometric sequence sequence.
geometric sequence. c. Solve problems
means between two b. Determine the sum of
c. Solve for geometric involving infinite
terms. finite geometric
means between two geometric
c. Appreciate the use of sequence using the
given number/s using sequence.
geometric sequence general formula.
the common ratio.
formula in solving c. Find the sum of finite

real-life problems. geometric sequence

Geometric Means of a Geometric and Other Sum of Finite Sum of Infinite

Geometric Sequence Sequences Geometric Sequence Geometric
II. CONTENT Sequence

III. LEARNING
RESOURCES
G. References

14. Teacher’s Guide p. 24 p. 24 pp. 22-25 p. 25

15. Learner’s p.30 p. 30 pp. 31-34 pp. 35-37

Materials

16. Textbook Intermediate Algebra by: Intermediate Algebra II by: Exploring

Pastor B. Malaborbor, et. Soledad Jose – Dilao, Ed Mathematics 10-K to
al., pp. 314 - 322 D. pp. 198 12 Edition by: Elisa S.
Baccay et. al pages
54 t0 57

Intermediate Algebra
by Pastor
Malaborbor, et. al,
pages

54 t0 57

e-math Intermediate
Algebra by Orlando
A. Oronce, et. al
pages 444 - 450

17. Additional http:// https:// http:// http://

Materials from www.virtualnerd.com/ www.slideshare.net/ www.answers.com/Q/ www.answers.com/
Learning algebra-2/sequences- jamichsthermm/geometric- What_is_the_difference_ Q/
Resources (LR) series/geometric/ sequence-and-geometric- between_infinite_and_fini What_is_the_differen
portal geometric-sequences/ mean te_sequence#slide=2 ce_between_infinite_
geometric-mean- and_finite_sequence
example
 https:// #slide=2
www.slideshare.net/
http://
kyung2/math-geometric-
www.intmath.com/
mean
series-binomial-
theorem/3-infinite-
geometric-series.

H. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Activity Sheets,
Resources DepEd Cavite DepEd Cavite DepEd Cavite Prepared Visual Aid,
Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Practice Exercises
PowerPoint presentation PowerPoint presentation PowerPoint presentation LCTGs Grade 10 by
DepEd Cavite

IV. PROCEDURES

A. Reviewing previous From Bailen, A certain type of (QUICK THINKING Recall/Review

lesson or presenting the what are the barangays bacteria multiplies at a ONLY!)
new lesson that you will pass by if constant rate per day. At
Gabriel wants to
you are going to the end of the 1st day Tell whether each
spend his 12-day
Alfonso? How many there were 12,000 statement is True or
Christmas break
barangays are there bacteria and at the end of false.If
productively by working in
inside the two the 4th day there were
“Alamat Restaurant” false, justify your
endpoints/towns? There 40,500 bacteria.How
located at Picnic Grove. answer to make it
are four barangays. many bacteria were there
The manager offers 2 true.
What are those? at the end of the 2nd and
salary scheme: Php100
the 3rd days?
Answer: Cast. per day or Php1 on the
Cerca, Cast. Lejos, 1st day,Php 2 on the 2nd
1. Fnite means a
Marahan, Alas-as. day, Php4 on the 3rd day
This problem translate to number value
Bailen and Alfonso are and double the salary
inserting two positive that is
endpoints. each day until the 12th
 The number of geometric means day. If you were Gabriel, measurable.
barangays mentioned between 12,000 and which salary scheme are
above has a similarity to 40,500. you going to accept? 2. An infinite
the concept of our topic Why? number value
today. There are four (4) means the
barangays that you will number is so
Guide Questions: large and it
pass by when you After 12 days, how
started from Bailen 1. In a Geometric cannot be
much will Gabriel
going to Alfonso. sequence which number measured.
receive? Aside from
represent a1 ? an ? adding all the salaries 3. 16, 8, 4 ….. is
each day which day is finite
equal to P4,095.? What is geometric
2. At the end of day 2 the sum of his salary ater sequence
and day 3,how many 15 days?
4. -1, -3, -9,….. -
bacteria were there?
243, -725 is
infinite
geometric
3. What will you do to get sequence
the number of bacteria
given in 2nd day and in 5. the number of
3rd day? terms in
geometric
sequence is
finite ,the sum
of the terms is
called finite
geometric
series.

B. Establishing a purpose Let us take the (4) Do these with your WANT SUM ? Quick Thinking
for the lesson barangays between seatmate. Do this activity with a Is it possible to
Bailen and Alfonso. partner? get the sum of the
1. If the first and the terms of the following
last terms of A. Let us consider the geometric sequence?
Geometric geometric
Sequence are 6 and sequence 1. 5, 15, 45, 135,
625, what are the 3,6,12,24,48,96… …..
two Geometric What is the sum of
means? the first 5 terms? 2. 2, 2, 2, 2, 2, 2,
….
2. What are the
3 3 3 3
missing terms in
Let them observe
3. , , , ,
4 8 16 32
geometric sequence
how the sum of the 3 3
2, __, __, 54 if the
first 5 terms of a
,
64 128
,.…
common ratio is 3?
geometric
3. What number is sequence was
between 5 and 20 if obtained.
the common ratio (r)
is +2?
Answer:

Let
From Bailen S5 = 3 + 6 + 12 + 24 + 48
(2S5 = 6 + 12 + 24 + 48 +
96)

-S5 = 3 - 96

-S5 = -93

S5 = 93
 Guide Questions:
to Alfonso a. What must be
done in geometric
sequence
3,6,12,24,48,96…
in equation 1?

b. From equation 1,
what will you do to
get the equation
2?

c. What fundamental
operation is used
to get the equation
3?

d. What is the value

of S5?
a) Which Barangay
comes first to
pass by?

b) Which Barangay
comes last to
pass by?

c) Which Barangay
comes between
Cast. Cerca and
Alas-as?

d) In geometric
sequence what
 does Cast. Cerca
represent? Cast.
Lejos? Marahan?
Alas –as?

e) Which among the

4 Barangays
represent
Geometric
Means?

C. Presenting Activity 1. Illustrate the Post on the board the From the activity above, To get the sum of
examples/Instances of the geometric means in the following illustrative we can derive a formula infinite geometric
new lesson examples and let the for finding the sum of the sequence, the first
Geometric students observe how the first n term of a geometric thing to do is get the
sequence 4, 8, 16, 32, geometric mean is/are system.
64 found. value of r.
(This activity must be
a. What is the first posted or presented on
term, a1? the board for the student If -1< r < 1, then it is
Illustrative Example 1. interaction.)
b. What is the last possible to get the
term, an? Find the Geometric Mean sum.
between 3 and 48
c. How many terms a. Let us consider the
are inserted sum of the n term If
between 4 and of a Geometric r 1 or r -1,
To get the geometric mean then it is not possible
64? What are sequence.
multiply 3 and 48 and get to get the sum.
they?
the square root:
d. Can you guess
the geometric √ ( 3 ) ( 48) =
Sn = a1+a1r + a1r2 +…. Illustrative Examples
means? √ 144 ¿ ¿ = + 12 + a1rn-1 (
Equation 1)
a. 5, 15, 45, 135,
 …

To find the Geometric Or, you could just divide 48 b. Multiply both sides Solution:
means of the given by 3 and get the square of the equation 1
geometric sequence, we root. Then multiply the by the common Since the value r
must follow these steps: result by 3. ratio r. is 3, then it is not
possible to get the

√ 48 sum.
3x = 3 x √ 16
3
rSn = a1r+a1r2 + a1r3
= + 3 x 4 = + 12 +... + a1rn-1+a1rn
b. 2, 2, 2, 2, 2, 2,
(Equation 2)
2, ….
Step 1. Find the
common ratio using an = Hence the geometric mean Solution:
a1rn-1 both ways is 12 or + 12 c. Subtracting
Since the value
equation 2 from
You can check geometric of r is 1, there are
equation 1
sequence 3,12, 48 using infinite terms, then it
Solution: an = a1rn-1
Sn = a1+a1r + a1r2 +…. is possible to get
r = +4 sum.
64 = 4r 5 -1 + a1rn-1
substitute an =64, a1 = 4
3 3 3 3
and n=5 c. , , , ,
4 8 16 32
Note that:
64 = 4r4 3 3
- (rSn = a1r + a1r2 + , ….
simpliy the exponent To solve for geometric 64 128
mean between two terms, …. + a1rn-1 + a1rn)
64 = 4r4 you can also use + √ ab, Solution:
apply MPE
If there are more, you can Since the value
Sn - rSn = a1 - a1rn 1
4 4 use the general term for of r is , then it is
2
16 = r4 simplify to geometric sequence an = possible to get the
n-1
make the coefficient of r a1r d. Factoring both sum.
is 1 sides of the
 2 4 = r4 resulting equation
exponential equation
Illustrative Example 2 The sum of
+2 = r common infinite Geometric
ratio Sn (1 –r) = a1 (1- r) Sequence can be
Insert four geometric obtained by using the
Step 2. Multiply the first formula:
means between 32 and
term by the common
243. e. Dividing both sides
ratio r = 2
by 1 – r, where a1
Solution: S = (1 – r )
to get the second
1 - r 0.
term. Repeat the Recall an = a1rn-1 where where a1 is the 1st
process until Sn = term and r is the
a1 = 32 and, n = 6 and
common ratio,
you solve the an = 243.
a2
tree geometric means. (r = ¿
a1
a 1 ( 1−r n ) a 1−a 1r n
Use r = -2 to find ∨ , 3
since , a1 = ,r =
1
the other geometric 243 = 32r6-1 1−r r 1 1−r 4 2
sequence 243 = 32 r5
Hence, then,
32 32
3
Hence
4
S = 1
5 (1− )
r =(3) 5
2
(2 )5 a 1 ( 1−r n )
Sn = or 3
1−r S = 2
r= 3

2 Therefore, the sum of

infinite geometric
a1 = 32, sequence:
For r = 2
 3 a 1−a 1 r
n
a4 = 48 x 2 =108 Sn =
1−r
,
3 3 3 3 3
A2 = 4 x 2 = 8
3
, , , , , 3
4 8 16 32 64 128
a2 = 32 x = 48,
2 3
3 ,.…is 2
A3 = 8 x 2 = 16 a5 = 48 x 2 = 162
is the general formula
3 for the sum of the first n
a3 = 48 x = 72
A4 =16 x 2 = 32 2 term of a Geometric
3 Series.
a6 = 48 x 2 = 243

Hence, the geometric

means between 32 and
243 are 48, 72, 108 and Illustrative Example 1.
For r = -2 162.

Remember that If you

1. Fnd the sum of the
A2 = 4 x -2 = -8 insert an odd number of
first 8 terms of
geometric means between
geometric
two numbers, you will
seqence:
generate two geometric
A3 = 8 x -2 = -16 1,2,4,8,16,32,64,1
sequences with the
28
common ratios negatives
of each other. Solution
A4 = 16 x -2 = -3
However, if you insert an Using the formula,
even number of geometric a 1 ( 1−r n )
means, you will have only Sn =
1−r
one geometric sequence.
Stress that since a. What are the
there are two common nescessary
ratios, there are also two ifnormation
Geometric sequences needed to
such as: 4, 8, 16, 32, 64 solve this
and -4, -8, -16, -32, -64. problem?
Thus, the geometric
means are 8, 16, 32 and Answer:
-8, -16, -32 respectively a1 = 1, r = 2,
n=8

b. What are you

going to find
out in this
problem?

Answer: Sum
of the 8 terms
in the given
geometric
sequence or
S8 .

c. What will you

do to get S8?

Answer:
Substitute the
given a1 = 1, r
= 2,

And n = 8 to
the formula
ans simpliy.
 Thus,

Sn =
a 1 ( 1−r n )
1−r

S8 =
1 ( 1−28 )
1−2

S8 = 255

These formulas may also

be used or the 3 possible
values of r

a When r < 1 then,

a 1 ( 1−r n )
Sn =
1−r

b When r > 1
then, Sn =
a 1 ( r −1 )
n

1−r

c When r = 1
 then, Sn = na

Illustrative Example 2

Find the sum of the

following finite geometric
sequence.

a. 2, -2, 2, - 2, 2, -,
2, 2

1. When r = -1
and n is even

then, S8 =
2 ( 1−(−1)8 )
=
1−(−1)
0

b. 2, -2, 2, - 2, 2, -,
2, 2

2. When r = -1
and n is odd

then, S7 =
 2 ( 1−(−1)7 )
=
1−(−1)
2 (value of a1)

c. 2, 2, 2, 2, 2, 2, 2, 2

3. When r = 1,
then S8 = na1 =
8(2) = 16

D. Discussing new THINK, PAIR, SHARE THINK, PAIR, SHARE Board work Activity A. Given infinite
concepts and practicing geometric
new skills # 1 A. Find the sum of sequence:
Given the Geometric the first 5 terms of
Sequence: 3, __, __, A. Find the positive and
negative geometric 1,4, 16,…. 1 1 1
__, 768 8, 2, , ,… ,
2 8 32
Guide Questions: mean between 5 and B. Find the sum if a1
20. …
1. Which term is an? = 80, r = 2 and S
a1? Solution: Answer the following
2. What is n in the √ ( 5 ) x ¿ ¿ = √ ¿¿ questions:
given sequence? = 10 and ___ 1. What is the
value of
3. Using an = a1rn-1 , B. Insert two sets of a1? a2?
what is the value geometric mean
of r? How did you between -5 and 2. What is the
find it? common
-405. ratio (r)?
4. Do you have any
 other way of Solution: How did
finding the value you find r?
of r aside from −405 −5 __ - 1
−5
=
−5
r
the one illustrated
in step 1? B. Given the
81 = r2
value of r and
5. What the three √ ¿¿ ¿ = r a1, what is the
geometric means sum of infinity?
inserted between + __ = r
3 and 768?

Hence, the geometric

means between -5 and -20
are ___, ___, ___.

E. Discussing new In activity 1 to 3, a. How did you find Do the following with a
concepts and practicing this activity? partner!
new skills # 2 1. How many terms are Do the following
there in the geometric b. What concept of exercises:
sequence including the geometric means
Problem
first and last terms? did you use to find
the geometric In text brigade relay Determine the sum
means of the given scheme of Grade-X May of infinite geometric
geometric Kusa, the following are sequence. Fill in the
2. What do you need to
sequence? the number of receivers blank with the
solve first to find the
of the text after the third correct answer.
geometric means of the c. Can give some real
transmittal. Find the total
given geometric life problem that
number of person who
sequence? can be solved using
received the text after the 1. 8,4,2,1, ……
the general term of
6th transmittal, assuming
geometric means?
that the relay is not Determine
3. What concept or broken and each
a1 = __, a2 = __,
principle do you need to message is successfully r=__
find the geometric means transmitted
of a geometric sequence?
1. 4, 12, 36,… .
Write the formula:
S = ______
4. What did you do to find Solution
the number of terms
including the first and last? Determine the values Substitute the value
of a1, n and r. of a1 and r
a1 = ____; n = ______;
5. What is your conjecture
if n in rn is odd? even? r = _______
S = ______

Write the formula in

6. Given the first term and Simplify:
finding the sum of finite
the common ratio, how
Geometric sequence.
did you find the inserted S = _______
terms between two Sn =
numbers of geometric ____________________
sequence? 1 1 2 4 8
1) 2. , , , , ,
2 3 9 27 81
Substitute the values of 3
28
,.…
a1, n and

Sn =
____________________
Determine

Simplify.
a1 = __, a2 = __, r=__

Sn =
____________________

Write the formula:

S = ______
2.3, 6, 12, …

Solution:
Substitute the value
Determine the
values of a1, n and of a1 and r
r.
S = ______
a1 = ____; n =
______; r = _______ Simplify: S =
_______
Write the formula
in finding the sum of finite

Geometric sequence. 3. 16, 8, 4…..

Sn = Determine
_______________
a1 = __, a2 = __,
_____
r=__
Substitute the
values of a1, n and
r. Write the formula:
Sn = S = ______
_______________
_____
Substitute the value
Simplify
of a1 and r
Sn =
_______________
 S = ______

Simplify:
_____ S = _______

A. Explain briefly,
when was the sum
of infinity possible?
Not possible?

F. Developing mastery Give the geometric Board work. Do More

(leads to Formative means of the following
Assessment 3) geometric 1. Give four geometric A. For each given
means between √ 2 Geometric
sequence: and 8 sequence, find the Find the sum
sum of the first of each infinite
1) 3, __, __, __, 1875 2. Find the positive geometric sequence,
geometric mean
2) 6, __, __, 2058 between -8 and if it exists. Leave it if
1. 25 Terms of not.
3) 8, __, __, __, -2. 3, 3, 3, ….
__, 1944 3. Find the positive 2. 50 Terms of
and the negative 4, 4, 4, 4,4, … 1) 81,23, 3, …
4) 1, __, __, 1331
geometric mean S = ______
5) 224, __, __, __, between 3 and 5. 3. 100 Terms of -
6, 6, -6, 6,-6, 6 … 2) 9, 3, 1…..
__, 7 4. Insert three
4. 6 Terms of
 geometric mean 32, 64, 128 … S = ______
between 8 and 216.
5. 7 Terms of 3) 4, 12, 36, …
5. Insert geometric 27, 9, 3 …. S = ______
mean between 4x3
and x3. 2 4 8
4) , , …
25 25 25
B. Solve the problem.
Show your S = ______
complete solution
81 −27 9
5)
8
, 4 ,2…
S = ______
The game of
chess was invented for a
Persian king by one of
his servant, Al-
Khowarizhmi. Being so
pleased, he asked the
servant of what he
wanted as a reward. Al-
Khowarizhmi asked to be
paid in terms of grain of
wheat in a 64 square
chessboard in this
manner: 1 grain of wheat
in the 1st square, 2 grains
in the 2nd, 4 grains in the
3rd, and so on, with the
amount doubling each
square until the 64th
square. The King was
surprised for the little
 thing the servant had
asked and granted the
servant's request. How
many grain of wheat will
the servant be paid?

G. Finding practical GROUP OF FIVE Square Group Actvity Solve each problem: THINK, PAIR AND
application of concepts ACTIVITY SHARE!
and skills in daily living
Solve each
The students will be 1. Every December,
problem.
(Each group will pick working in a groups and Tagaytay City Science
one question to answer) will be presenting their National High School is A. After one
output in class) sponsoring a Gift-giving swing,
program for less fortunate pendulum
students. A newspaper covers 90% of
1. What are the three the distance of
geometric means Under ideal conditions, fund drive to collect fund
the previous
between 3 and 768? the number of was launch. A student
swing. If the
microorganism in a culture promised that he will first swing is
dish double every hour. If bring 2 newspapers on 200
the launching day of the centimeters,
2. What are the missing there are 10,000
drive, 6 on the second what is the
terms in the sequence 5, microorganism at 12 noon
how many microorganism day and triple the number total length the
__, __, 320 pendulum
will be there at 2pm, 3pm, of newspapers each day
until the last day of the traveled before
4pm and 5pm?
fund drive. If the fund it comes to a
3. Insert 5 geometric rest.
drive is set from
means between 6 and B. A rubber ball is
December 1 to December
4,374 Hint: 1pm (t1= 10,000), dropped on a
5.
6pm (t6 = 320,000) and r hard surface
=2 a. How many from a height
newspapers will the of 80 feet and
4. What are the two (double every hour)
student bring on the last bounces up
 day?
terms between 1024 b. What is the total
being the first term and and down. On
number of newspapers each rebound,
2 as the last term.? that he will contribute? it bounces up
exactly one-
half the
5. The number of a 2. Rafael is helping his distance it just
certain bacteria is mother in their small came down.
doubled every hour. If “Pasalubong Shop” `in How far has
the initial number of Sky Ranch. If Rafael the ball
bacteria is 800 units and sold 3 buko tarts in his traveled when
becomes 25,600 on the first day and 6 in his it appears to
6th day, how many second day and doubles come to a
bacteria are there on the his sales every day, how stop?
third day? many buko tarts did he
sell after 10 days?

H. Making generalizations To find the geometric Generalization To find the sum of The sum of infinite
and abstractions about the means of the given Finite Geometric Geometric Sequence
lesson geometric sequence To solve for geometric Sequence, it is important
mean between two terms, to use the General can be described
a. Identify the you can use + √ ab, formula for finding the in the form:
number of terms sum of Geometric Series
in a geometric If there are more, you can
use the general term for such as
sequence a1
(including the geometric sequence an = S = (1 – r ) ,
geometric a1rn-1 where -1< r < 1
means, the first a 1 ( 1−r n )
Sn = or
term and the last 1−r
n
term). a 1−a 1 r
Sn =
1−r
,
However, when r 1 or r -1, there is n
b. Solve the
 common ratio.

c. Multiply the first Where: Sn = the sum infinite sum.

term by the
common ratio to a1 = the first term Why do you think
find the second so? Can you prove it?
n = no of terms
term.
r = the constant
d. Multiply the ratio, r 1
second term by
the common
ratio to find the
third term, and The formula may
repeat the also be used or three
procedure until possible values of r.
you solve the Case 1 When r < 1
required
a 1 ( 1−r n )
geometric then, Sn =
1−r
means.

e. In bx = rn, If the
exponent being Case 2 When r > 1
cancelled is odd, a 1 ( r n−1 )
then, Sn =
there is only one 1−r
common ratio
and that is either
positive or Case 3 When r = 1
negative; while if
then, Sn = na
n is even, there
are two common
ratios which are
positive and
 negative.

I. Evaluating learning Find the geometric Solve the problem

means of the following Assuming that each of and show the
Worksheet the given geometric
geometric sequences complete
(Show your solution) Find the geometric means. sequence is a pyramid
networking. Find the total Solution.
Geo number of members in 1. A square is 16
1. Find the missing metri each sequence. inches on each
Insert a1 a2 c
terms in the 1. 5, 15, 45, 135, side. It is
geometric Mean positioned to
s 405, 1215
sequence -2, __, form a new
__, __, __, -64. [2] 6 24 2. 2, 8, 32, …. 8192 square by
connecting the
2. Insert 4 [3] 1/2 16 3. 4, 12, …... a9. midpoint of the
geometric means
sides of the
between 3, - [1] 5 6
original
3072?
[4] 9 36 square. Then
3. What are the 5 √2 two of the
geometric means corner
in the sequence [1 ] 8.1 12. triangles are
2, __, __, __, __, 1 shaded. The
__, 1458? process is
repeated until
4. Complete the the nth time
geometric and each time,
sequence 1782, two of the
__, __, __, 22 corner
triangles are
5. Insert 3
geometric means shaded.
from 3 to 1627.
Find the total
area of the
shaded region.

2. Christy suffers
from allergy
once she ate
shrimps.
Unfortunately,
she
accidentally
ate Palabok
with shrimps in
Balay na Dako
Restaurant in
one of their
family
bondings. Dr.
Diaz of Ospital
ng Tagaytay
recommends
that she take
300 mg of her
medication the
first day, and
decrease the
dosage by one
half each day
 until the last
day. What is
the total
amount of
medication
Christy will
take?

J. Additional activities for Answer the following 1. Follow-up:

application or remediation problems about Sum of Infinite
A. Follow Up A. Follow Up
Geometric Means: Geometric
Sum of Finite sequence
Geometric Sequence
Given Find the sum
1. What are the four 1. In the given to infinity of each
geometric means geometric Geometric
between -4 and 972? sequence, the
sequence.
second term is 3 5 5
and the sixth term a. 5, 4 , 16 ,
a f f b is 48, find the sum
2. What are the missing 5
of the first 10 64
…
terms in the sequence
terms.
5120, __, __,__, __, 5 1
d e
2. How many b. 1, 2 , …
What is the proportion that ancestors from
3. Insert 5 geometric uses f? parents to great- 2 2
great-great
c. 2, , ,
3 9
means between 7 and d f
Answer: = grandparents do …
28,672 f e Then f is you have?
the geometric mean 2. Study:
between d and e. B. Study: Sum of Harmonic
4. What are the three Infinite Geometric Sequence and
terms between 160 sequence. Fibonacci
being the first term and
10 as the last? 1. Differentiate Sequence
finite
Given geometric a. What is
sequence Harmonic
5. Insert five geometric Sequence?
means to the geometric from infinite
a c Geometric b. What is
sequence 4374, __, __, Fibonacci
sequence.
__, __, __, 6 b Sequence?
2. What is the
formula to
find the sum
of infinite
Geometric
sequence?
4 10

14

Proportion

4 a
=
a 14

4 b
=
b 10
 10 c
=
c 14

Find the geometric mean

proportional between

a. 4 and 14 b. 4
and 10 c. 10
and 14

Study

1. Finite and infinite

geometric sequence.

2. Sum of finite and

infinite terms of
geometric sequence

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

16. Content The learner demonstrates understanding of key concepts of sequences.

Standards

17. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.

18. Learning The learner illustrates The learner solves The learner solves The learner solves problems
Competencies other types of problems involving problems involving involving sequences
sequences (e.g., sequences (M10AL-lf-2) sequences (M10AL-lf-2)
harmonic, Fibonacci). (M10AL-lf-2)
(M10AL-lf-1)

a. a. Determine
Harmonic and a. Determine the type of a. Formulate and solve
Objectives Fibonacci sequence involve in real-life problems a. Write the corresponding
sequences the problem involving geometric arithmetic sequence

b. Solve problems b. Solve real-life problems

 involving b. Apply the formula in sequence involving harmonic
Harmonic and solving real-life sequence
Fibonacci problems involving b. Create their own
sequences. arithmetic sequence problem and solution c. Speed and accuracy in
involving geometric finding the harmonic
c. Value the c. Show enthusiasm in sequence sequence of real-life
presence of performing any problems
sequence in our assigned task c. Develop cooperation
daily life. while doing the
assigned task.

Harmonic Sequence Problem Solving Problem Solving Problem Solving Involving

and Fibonacci Involving Sequences Involving Sequences Sequences
II. CONTENT

III. LEARNING
RESOURCES

I. References

18. Teacher’s p. 26 p. 26 p. 26 p. 26
Guide

19. Learner’s pp. 43 - 46 pp. 43 - 46 pp. 43 - 46

pp. 37 - 40
Materials

20. Textbook

21. Additional www.mathisfun.com/

Materials numbers/fibonacci-
from sequence.html
Learning
Resources
(LR) portal
 J. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by DepEd
Resources DEPED Cavite DepEd Cavite DepEd Cavite Cavite Mathematics 2016,
Mathematics 2016 Mathematics 2016, Mathematics 2016, Worksheets and PowerPoint
Worksheets and Worksheets and presentation
Activity Sheets and PowerPoint presentation PowerPoint presentation
PowerPoint
presentation

IV. PROCEDURES

A. Reviewing previous Activating Prior (Pass the Message) (QUICK THINKING (THINK-PAIR-SHARE)
lesson or presenting Knowledge ONLY)
the new lesson
Suppose the auditorium
Insert 3 Arithmetic means of the Tagaytay A pile of bricks has 38 bricks
GUESS WHAT’S between 2 and 8 using International Convention on the first row, 34 on the
NEXT! the formula an = a1 + (n – Center (TICC) has 20 second row, 30 bricks on the
1)d? seats in the first row and third row. How many bricks are
Determine the next ther in the 9th row?
term in each that each row has 2 more
sequence seats than the previous
row. If there are 30 rows
1. S, M, T, _______ in the auditorium, how
many seats are in the last
2. J, J, A, S,
row?
________

3. J, M, M, J, S,
_____

4. 3, 5, 8, 13,
_______

5. 2, 6, 8,
__________
 6. 1, 4, 9, 16,
_______

7. 1, 8, 27,
_________

8. 4, 7, 12, 19,
______

9. 3, 9, 27, 81,
______

10. 1, ½, 1/3, ¼, 1/5,

__

B. Establishing a Determine whether Can you still remember Can you still remember 1. What sequence are we going to
purpose for the lesson each sequence is the way/process in solving the way/process in solving apply?
arithmetic, geometric or arithmetic sequence? geometric sequence?
neither. If the sequence 2. Determine the arithmetic
is arithmetic, give the sequence.
common difference; if What is the formula can we What is the formula 3. What is the reciprocal of its
geometric sequence, use in finding the sum of can we use in finding the arithmetic sequence?
give the common ratio. arithmetic sequence? sum of geometric
1. 3, 9, 27, 81,…...…. sequence?

2. 1, 7, 13, 19, 25,….

3. 1, 1, 2, 3, 5, 8,……

4. ½, ¼, 1/6, 1/8,……

5. 256, 64, 16, 4, 1,…

C. Presenting Other types of To solve real-life To solve real-life Illustrative example #1.
examples/Instances of sequences are problems involving problems involving A cooperative member saved a
the new lesson Harmonic and sequences, remember sequences, remember certain amount deducted from
Fibonacci Sequences. the words “ SEE, Plan, the words “ SEE, Plan, his granted amount for each
DO and CHECK”. DO and CHECK”. loan he file. On the first loan he
Fibonacci saved Php 9, on the second
sequence is a loan he saved Php16, and
sequence where its Php23 on the third loan, and so
first two terms are Illustrative example #1. Illustrative example #1.
on.
either both 1, or 0 and Jackfruit tree Pacita donates Php 50
1; and each term, produces 2 more fruits on the first week to a
thereafter, is obtained each year. If it bore 9 big charitable institution, Php
by adding the two A. What is the
fruits in year 2000, how 100 on the second week, corresponding
preceding terms. many would it bear in Php 200 on the third sequence?
2012? How many week. The amount
Jackfruit tree will they doubles each week. How B. What is its harmonic
Examples: produced by the end of much is her total donation sequence?
the twelfth year? for 10 weeks?
1. 1, 1, 2, 3, 5, 8, C. Which term of his loan
13, 21,….. did he saved is Php338?

2. 0, 1, 1, 2, 3, 5, Solution: Solution:
8, 13, 21,….

SEE – What kind of SEE – What kind of Solution:

Harmonic sequence is sequence is
sequence is a used in the involve in the
sequence whose problem? problem? Arithmetic sequence: 9, 16,
reciprocals from an 23….338
arithmetic sequence.
9 + 11 + 13 + …, + 50 + 100 + 200 + Harmonic sequence: 1/9, 1/16,
a12 400 + …, + a10 1/23…..1/38
Examples:

1. 1/24, 1/20, PLAN – What is the PLAN – What is the An = a1 + (n - 1)d

1/16, 1/12,….. appropriate appropriate
formula to be formula to be 338 = 9 + (n - 1)7
2. 4/3, 1, 4/5, 2/3, used and used and
…. 338 = 9 + 7n -7
needed needed
values? values? 338 = 2 + 7n

In activity #1, 338 - 2 = 7n

which sequence is An = a1 + (n - 1)d Sn = [a1(1-rn)]/(1-r) 336 = 7n
Harmonic and which
sequence is Where a1=9: d=2: n = 12 Where a1=50: r =2: n =10 7 7
Fibonacci?
n = 48
To solve problems
DO – Perform the DO – Perform the
involving Harmonic
indicated indicated
sequence, convert it Therefore, 1/338 is the 48th
operation and operation and
into an Arithmetic term.
simplify simplify
sequence by taking
the reciprocal of each
term. Use the
appropriate formula in An = a1 + (n - 1)d Sn = [50(1–210)]/(1–2)
the Arithmetic
A11 = 9 + (12 - 1)2 = [50(1–1,024)]/(-1)
sequence, and then,
again get the = 9 + (11)2 = [50 ( - 1,023 )] / ( -1 )
reciprocal of the
term/s. = 31 fruits in = 51,150
year 2011
There is no
formula for the sum of
CHECK – The answer
the terms of a
should satisfy all the
harmonic sequence,
simply complete the Sn = (n/2)( a1 + an ) given information in the
sequence and add all problem
the terms. S12 = (12/2)(9 + 31)

= (6)(9 + 31)
50 + 100 + 200 +
Illustrative example: = 240 400 + 800 + 1600 +
3200 + 6400 +
12800 + 25600 =
1. Find the 12th CHECK – The answer 51,150
term of the should satisfy all the
Harmonic given information in the
sequence 1/9, problem
1/12, 1/15,….
Illustrative example #2.
9 + 11 + 13 + 15 + 17 +
Solution: 19 + 21 + 23 + 25 + 27
+29 + 31 = 240 The used sponge has
some bacteria in it. The
number of bacteria
Get the reciprocal increases five times
of each term. every hour. If the number
9, 12, 15, …. of bacteria is 50 on the
first hour, how many
bacteria are there at the
end of five hours?
Solve the 12th term
of Arithmetic
sequence
using An = a1 + Solution:
(n-1)d
 SEE – What kind of
sequence is
Find the values of involve in the
n, a1, and d problem?
n = 12; a1 = 9;
d=3
50 + 250 + …, + a5

Substitute the
values in the formula PLAN – What is the
and simplify, appropriate
formula to be
An = a1 + (n-1)d used and
An = 9 + (12-1)3 needed
values?
An = 9 + (11)3

An = 9 + 33
Sn = [a1 - a1rn)]/(1-r)
An = 42
or Sn = [a1(1-rn)]/(1-r)

Where a1 = 50:
Get the reciprocal
r = 5: n = 5
th
The 12 term is
1/42
DO – Perform the
indicated
operation and
simplify
 Sn = [a1(1-rn)]/(1-r)

= [50 ( 1 – 55 )] /

(1 – 5 )

= [50 ( 1 – 3,125 )] /

( -4 )

= [50 ( - 3,124 )] /

( -4 )

= -156,200/-4

= 39,050

CHECK – The answer

should satisfy all the
given information in the
problem

50 + 250 + 1250 +
6250 + 31250 =
39,050

D. Discussing new Solve each problem. Do the following with a Do the following with a Do the following by group!
concepts and
practicing new skills # partner! partner!
1
1. Insert two 1. To replace the trees 1. The Grade 10 students of
harmonic means destroyed by typhoon Bagbag National High School
between 6 and 3/2. Yolanda, the forestry 1. A young man gave his have a research on who is the
department of Tagaytay wife a gift of Php 400 inventor of the worldwide web
Solution: has developed a ten-year on their wedding day. (www). All they need to do is to
To please her, he open a password by solving
Get the plan. The first year they
gave her Php 800 on situation given by the teacher.
reciprocals of the will plant 100 trees. Each
succeeding year, they will their first wedding
terms. anniversary, Php
plant 50 more trees than
6 they planted the year 1600 on their second
________ before. wedding anniversary,
and so on.
3/2 A. How many trees
_______ will they plant
during the fifth
year? A. How much would
she receive on
B. How many trees
Get now the their 9th wedding
will they have
Arithmetic anniversary?
planted by the end
sequence,
of the tenth year? B. Compute the total
determine the
value of n = _____; amount the wife
a1 = _____; had received as
Solution: gifts from their
d = _____ wedding day up to
their ninth wedding
anniversary?
Complete the table:
Use the
formula An = a1 +
(n-1)d, Find the Solution:
value of d.
 Complete the table:

Use the What type of sequences WHO INVENTED THE

Arithmetic means involve in the problem? WORLDWIDE WEB (WWW)?
using
What formula is
a2 = a1 + d; appropriate to solve the What type of sequences
problem? involve in the problem?
a3 = a2 + d
What are the values that What formula is
you need to answer the appropriate to solve the
Get the problem? problem?
reciprocal of each
term. What are the values that
A. Determine the values you need to answer the
of a1, n and d. problem?

6, ____, ____, 3/2

a1 = ___; n = __; d = ___

Substitute the values A. Determine the

of a1, n and r values of a1, n and r.
2. Find the sum of
2/3, ½, 2/5, __, __, a1 = __; n = __; r = __
An = _______________
__, __, 1/5
Simplify. Substitute the values of
Solution: a1, n and r
A10 = _______
Get the An = ______________
reciprocals of the
terms. Simplify.
B. Write the formula.
2/3 Ag = _____________
________ Sn = ____________

1/2 Substitute the values of

a1, n and d
 ________ Sn = ____________ B. Write the formula.

Simplify Sn = _____________

Get now the S10 = __________

Arithmetic sequence,
determine the value Substitute the values of
of n = _____; a1, n and r

a1 = _____; Sn = ______________

d = _____
Simplify

Complete the Sn = ____________

Arithmetic sequence
by using

a4 = a3 + d

a5 = a4 + d

a6 = a5 + d

a7 = a6 + d

Write the complete

Arithmetic sequence

__, __, __, __, __,

__, __, __
 Get the reciprocal of
each term

2/3, ½, 2/5, __, __,

__, __, 1/5

Add all the terms

Sn = 2/3 + ½ + 2/5
+ __ + __ + __ + __ +
1/5

E. Discussing new 1. Using Two-Column 1. How can you 1. How can you 1. How can you find the nth
concepts and Chart Method, determine if the given determine if the given term of an harmonic
practicing new skills # compare or problems involve problems involve sequence?
2 differentiate arithmetic sequence? geometric sequence?
Arithmetic 2. What is the appropriate
sequence from 2. What is the 2. What is the formula to be used?
Harmonic appropriate formula to appropriate formula to
be used in arithmetic be used? 3. Is there another way to get
sequence. the correct answer? Explain
sequence?
2. Is the sum of the 3. Is there another way briefly your solution.
Harmonic 3. Is there another way to to get the correct
sequence the get the correct answer? Explain
reciprocal of the answer? Explain briefly briefly your solution.
sum of the your solution.
arithmetic
sequence? Verify
your answer.
 3. How can you find
the nth term of a
Harmonic
sequence?

F. Developing mastery Find the indicated Solve the problem. Show Solve the problem. Show Solve the problem. Show your
(leads to Formative sum in each your complete solution. your complete solution. complete solution.
Assessment 3) sequence.

1. 3/2, 6/7, ___, 6/13

1. Mrs. Pamienta gave 1. Rico qualified as a 1. Yolanda gets a starting
2. 2, 1, 2/3, ___, her daughter Arlene basketball varsity salary of Php7,000 a month
___, 1/3 Php300 on her 7th player of Tagaytay and an increase of Php500
birthday, and intends City Science National annually. What would be her
3. ___, 1/3, 1/5, 1/7, to increase this by High School. As part salary during the seventh
___ Php250 each year. of his training, his year?
4. 1, 1, 2, 3, 5, 8,…, How much will the coach asked him to
55 daughter receive on run 2km farther each
her debut? week than he ran the
7, 10, 17, 27, 44, 71, week before. The first
115, …a10 week he ran 3 km. If
he keeps up this
pattern, how many km
will he be able to run
at the end of the tenth
week?

G. Finding practical Remember This! Group Activity Solve each problem: Solve each problem:
application of
concepts and skills in The sequences in
daily living column A are all
Arithmetic. Supply the Solve each problem: Your father wants you to 1. Your room is too cold so
missing terms in help him build a dog you decide to adjust the
house in your backyard.
 Column A and match He says he will pay you thermostat. The current
them in Column B Php10 for the first week temperature of the room
which are Harmonic. 1. To raise fund, Math and add an additional is 60° Fahrenheit. In an
Write the letter that Club Officers collect Php20 each week attempt to get warmer,
corresponds to the old newspapers thereafter. The project you increase the
answer in the box. and bottles. On the will take 5 weeks. How temperature to 62°. When
first day, they much money will you this doesn’t warm the the
collected goods earn, in total, if you work room enough for you
amounting Php750, for the 5 weeks? decide to increase
on the second day thermostat to 64°. This
they collected temperature still isn’t
Php600, and warm enough , so you
Php450 on the third continue to increase it in
day. this manner until you
reached its 12th term.
What is its 12th term and
A. How much will they its harmonic sequence?
collect on the fifth
day?
B. How much is the
total collection at
the end of the fifth
day?
H. Making Fibonacci sequence To solve problems To solve problems To solve problems involving
generalizations and is a sequence where involving sequences: involving sequences: harmonic sequence:
abstractions about the its first two terms are
lesson either both 1, or 0 and
1; and each term, 1. Determine the type of 1. Determine the type of 1. Determine the corresponding
thereafter, is obtained sequence involve in sequence involve in arithmetic equence.
by adding the two the problem. the problem.
2. Use the appropriate formula.
 preceding terms. 2. Use the appropriate 2. Use the appropriate 3. Substitute the needed values
arithmetic formula. geometric formula. and simplify
Harmonic
3. Substitute the needed 3. Substitute the needed
sequence is a 4. Take its reciprocal
values values and simplify
sequence whose
reciprocals from an 4. Perform the indicated
arithmetic sequence. operation and simplify

To solve problems
involving Harmonic
sequence, convert it
into an Arithmetic
sequence by taking
the reciprocal of each
term. Use the
appropriate formula in
the Arithmetic
sequence, and then,
again get the
reciprocal of the
term/s.

There is no
formula for the sum of
the terms of a
harmonic sequence,
simply complete the
sequence and add all
the terms.

I. Evaluating learning Solve by showing Solve each problem and Solve each problem and Solve each problem and show
your complete show the complete show the complete the complete solution.
solution. solution. solution.

1. Your mother gives you

One type of rabbit 1. If Mr. Bautista, a field 1. Mrs. Valencia planted Php100 to start a “Tipid
breeds in such a engineer, could not sugarcane cuttings, and Impok” Saving Account. She
manner that a pair finish his building after 6 months she had 5 tells you that she will add
produces another pair project on the agreed sugarcanes. She planted Php20 to your saving account
of rabbits at the end date, he will be fined that 5 sugarcanes and in each month, if you will add
of one month. The Php12, 000 on the 6 months she had 25 Php10 each month.
next month, the first day of delay, sugarcanes. She Assuming that both of you will
original pair produces Php16,500 on the continued to plant for 2 do your part, how much will
you save at the end of one
another pair and then second day, years. How many
year in its harmonic
stops breeding. All Php21,000 on the sugarcanes did she
sequence?
pairs of rabbits of this third day and so on. If gather assuming all were
type breed this way: he is delayed 12 days, healthy plants?
give birth to a pair of how much is his fine
rabbits on the first and on the 10th day only.
second months and
then stop breeding.
Assuming that none
die, and the females
always give birth to
one male and one
female.)

1. How many pair

of rabbits will
be there after
the fourth?
Seventh
 month?

2. How many
rabbits are
there after one
year?

J. Additional activities Fibonacci Numbers in Follow up: Problems Follow up: Problems Follow up:
for application or Nature about Sequences about Sequences
remediation
(Experimental
Procedure) Construct problems about
10 months from now, Every year, Php500,000 sequences.
your parents will vehicles depreciates by
celebrate their silver 20% of its value at the
a. Pick a flower in beginning of the year.
wedding anniversary and
your garden and What is its value at the
you want to give them a
count the number end of the 5th year?
small present. In order to
of petals. Does
do that, you start to save
the number of
Php100 on the first
petals equal to a
month, Php200 on the
Fibonacci
second month, Php300
number? What is
on the third month, and
the mean of the
so on for the period of 11
flower?
months. How much
b. Pick a pineapple money will you save?
and count the
number of its
“mata”. Is it a
Fibonacci
 number?

c. Cut a piece of fruit

in half so that you
create a cross-
section. Count the
number of seeds
in the fruit. Do you
discover any more
Fibonacci
numbers?

d. Start your own

investigation and
list down what part
of nature you can
find Fibonacci
number.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

E. Which of my
teaching strategies
worked well? Why did
these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

19. Content Standards The learner demonstrates understanding of key concepts of factors of sequences, polynomials and
polynomial equations.

20. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.

21. Learning The learner performs The learner performs The learner performs The learner performs
Competencies division of polynomial division of polynomial division of polynomial division of polynomial
using long division and using long division and using long division and using long division
synthetic division. synthetic division. synthetic division. and synthetic
(M10AL-Ig-1) (M10AL-Ig-1) (M10AL-Ig-1) division.
 (M10AL-Ig-1)

a. State the division a. State the division a. Illustrate the process of a. Illustrate the
algorithm of algorithm of polynomials. synthetic division. process of synthetic
polynomials. division.
b. Divide polynomials by b. Divide polynomials
Objectives b. Divide polynomials by another polynomials using P(x) by another b. Divide polynomials
another polynomials long division. polynomial D(x) in the P(x) by another
using long division. form (x – a) using polynomial D(x) in the
c. Express each quotient synthetic division. form (x – a) using
c. Express each quotient using division algorithm synthetic division.
using division algorithm accurately and c. Express each quotient
accurately and systematically. using division algorithm c. Express each
systematically. accurately and quotient using
systematically. division algorithm
accurately and
systematically.

II. CONTENT Division of Polynomial Division of Polynomial Division of Polynomial Division of

Polynomial
(Long Division) (Long Division) (Synthetic Division)
(Synthetic Division)

III. LEARNING
RESOURCES

K. References

22. Teacher’s Guide pp. 48 – 50 pp. 48– 50 pp. 48 – 50 pp. 48 – 50

23. Learner’s pp. 57 – 62 pp. 57 - 62 pp. 57 - 62 pp. 57 – 62

 Materials

24. Textbook Algebra 2 with Algebra 2 with Algebra 2 with Algebra 2 with
Trigonometry by Bettye Trigonometry by Bettye C. Trigonometry by Bettye Trigonometry by
C. Hall, et. al, pages Hall, et. al, pages 464 – C. Hall, et. al, pages Bettye C. Hall, et. al,
464 – 474 474 464 – 474 pages 464 – 474

Skill book in Math IV Skill book in Math IV (BEC) Skill book in Math IV Skill book in Math IV
(BEC) by Modesto G. by Modesto G. Villarin, (BEC) by Modesto G. (BEC) by Modesto G.
Villarin, Ed.D., et. al, Ed.D., et. al, pages 80- 81 Villarin, Ed.D., et. al, Villarin, Ed.D., et. al,
pages 80- 81 pages 80- 81 pages 80- 81

25. Additional http:// http:// http:// http://

Materials from www.mathsisfun.com/ www.mathsisfun.com/ www.mathsisfun.com/ www.mathsisfun.com/
Learning algebra/polynomials- algebra/polynomials- algebra/polynomials- algebra/polynomials-
Resources (LR) division-long.html division-long.html division-long.html division-long.html
portal
http:// http://www.youtube.com/ http:// http://
www.youtube.com/ watch?v=dd-T-dTtnX4 www.youtube.com/ www.youtube.com/
watch?v=dd-T-dTtnX4 watch?v=dd-T-dTtnX4 watch?v=dd-T-
http://purplemath.com/ dTtnX4
http://purplemath.com/ modules/polydiv2.htm http://purplemath.com/
modules/polydiv2.htm modules/polydiv2.htm http://
purplemath.com/
modules/polydiv2.htm

L. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
 presentation

IV. PROCEDURES

A. Reviewing previous (Quick Thinking Only!) Complete me if you can? Write each polynomial in Write the numerical
lesson or presenting the descending order of x coefficient of each
new lesson Divide and Write Give the missing term/s and give its degree. polynomial in
to make each polynomial descending order of
Example: complete. 1. x3 + x2 – 22x - 25x5 + 2 x.
19 ÷ 5 = 3 + 4/5 1. x4 + x3- 3 2. 4x2 + 21x5 - 26x3 + 28x
⟷ 19 = 3(5) + 4
1. x4 + x3- 3
- 10 + 5x4
2. 12x4 + 3 2. 12x4 + 3
3. 6 – 31x + 3x3 – 2x4
⟷ ______
1. 29 ÷ 5 = _____ 3. 24x4 + 6x3 - 3
3 2 4
3. 24x4 + 6x3 - 3
4. x + 7x + 5x – 25x +5
4. 9x4 - 2x +1 4. 9x4 - 2x +1
⟷ ______
2. 34 ÷ 7 = _____ 5. x3 + 7x2 + 5 – 25x + 5x5
5. 21x7 - 9x3 +5 5. 21x7 - 9x3 +5

⟷ ______
3. 145 ÷ 11 = _____

⟷
4. 122 ÷ 7 = ____
_____

5. 219 ÷15 = ____

⟷ _____

B. Establishing a purpose Perform the indicated (Quick Thinking Only!) Give the numerical Choose Your Partner.
for the lesson operations: coefficient of each
Divide polynomial in descending Divide the given
1. (x3 + 11x2 – 9) + polynomials using
long division and
 (x3 + x2 – 4x – 9) 1. x 4 ÷ x3 order of x. synthetic division.
2. (x3 + 11x2 – 4x – 2. 12x4 ÷ 3x2 1. x3 + x2 – 22x - 25x5 + 2 1. (x3 + 11x2 – 4x –
9) - (x – 2) 9) ÷ (x + 1)
3. 24x4 ÷ 6x3 2. 4x2 + 21x5 - 26x3 + 28x
3. (4x – 9) (x – 2)
4
- 10 + 5x4 2. (x4 + 2x3 – 3x + 6)
4. 9x ÷ 2x
4. (x3 ) ÷ (x ) ÷ (x - 2
3. 6 – 31x + 3x3 – 2x4
5. 21x7 ÷ 9x3
4. x3 + 7x2 + 5x4 – 25x + 5

5. x3 + 7x2 + 5 – 25x + 5x5

C. Presenting Divide: Divide: Illustrative example 1. Illustrative example 1.

examples/Instances of the
new lesson 1. (x3 + 11x2 – 4x – 1. (x4 + 2x3 – 3x + 6) ÷
9) ÷ (x – 2) (x + 2) Divide (6x3 + 11x2 – 4x Divide (30x5 - 50x4
– 9) ÷ (x + 2) – 21x2 – 29x - 8) ÷
2. (2x4 + 5x3 + 2x2– 2. (30x5 – 50x4 – 21x2
7x – 15) ÷ (2x - 3) + 3x - 1) ÷ (3x - 5) 1. Arrange on the line (3x - 5)
the coefficients of the
3. (5x2 – 2x + 1) ÷ (x polynomial (order is in 1. Arrange on the
+ 2) descending powers). line the coefficients of
Insert a zero for the the polynomial (order
coefficient of the missing is in descending
power of x. powers). Insert a zero
for the coefficient of
2. Write a, the the missing power of
divisor, on the left. x.

3. Bring down the 2. Write a, the

first coefficient on the divisor, on the left.
third line. Multiply the first
coefficient by a. Write the 3. Bring down the
product on the second first coefficient on the
line below the second third line. Multiply the
coefficient. first coefficient by a.
Write the product on
4. Find the sum of the second line below
the product and the the second
second coefficient then coefficient.
write the sum on the third
line below the product. 4. Find the sum of
the product and the
5. Multiply this sum second coefficient
by a, add the product to then write the sum on
the next coefficient and the third line below
write again the new sum the product.
on the third line, and so
on. 5. Multiply this sum
by a, add the product
6. Do the same to the next coefficient
process until a product and write again the
has been added to the new sum on the third
final coefficient. line, and so on.
7. The last sum in the 6. Do the same
third line is the process until a
remainder. The product has been
preceding numbers are added to the final
the numerical coefficient coefficient.
of the quotient. The
quotient is a polynomial 7. The last sum in
of degree one less than the third line is the
the degree of P(x). remainder. The
preceding numbers
are the numerical
coefficient of the
 Illustrative example 2. quotient. The quotient
is a polynomial of
Divide (x4 + 2x3 – 3x + degree one less than
6) ÷ (x + 2) the degree of P(x).

Illustrative example 2.

Divide (4x5 + 8x4 +

x3 + 7x2– x - 10) ÷
(2x + 3)

D. Discussing new Do the following with a Do the following with a Do the following with a Do the following with
concepts and practicing partner! partner! partner! a partner!
new skills # 1
Use long division to find Use long division to find Use synthetic division Use synthetic
the remainder when the the remainder when the to find the remainder division to find the
following polynomials following polynomials are when the following remainder when the
are divided by the divided by the polynomials are divided following polynomials
corresponding linear corresponding linear by the corresponding are divided by the
expression expression linear expressions corresponding linear
expressions
1. (x3 + 7x2 + 15x + 1. (5x3 + 3x - 8) ÷ (x - 1. (x3 + 7x2 + 15x + 14) ÷
14) ÷ (x + 3) 1) (x + 3) 1. (5x3 + 3x - 8) ÷
(x - 1)
2. (3x3 - 7x2 + x - 7) 2. (2x3 - 54) ÷ (x – 3) 2. (3x3 - 7x2 + x - 7) ÷ (x -
÷ (x – 3) 3) 2. (2x3 - 54) ÷ (x
3. (4x5 + 18x4 + 7x2 – x – 3)
3. (x4 - 4x3 - 7x2 + 22 - 100) ÷ (2x + 3) 3. (x3 + 8x2 – 5x - 84) ÷
x + 18) ÷ (x + 2) (x + 5) 3. (4x5 + 18x4 +
7x2 – x - 100) ÷
4. (2x4 + x3 - 9x2 - x + 6) (2x + 3)
÷ (x + 2)

E. Discussing new 1. What are the steps 1. What are you going to 1. What are the steps to 1. What are you
concepts and practicing to divide a polynomial by do if some terms of the divide polynomial by going to do if some
new skills # 2 another polynomial? given polynomials is/are another polynomial using terms of the given
missing? synthetic division? polynomials is/are
2. How can you missing?
determine if the answer 2. How can you 2. Why do you have to
is correct or not? determine if the answer is change the sign of the 2. Why do you have
correct or not? constant of the divisor? to change the sign of
3. Is there another way the constant of the
to get the correct 3. Is there another way 3. Which is easier to divisor?
answer? Explain briefly to get the correct answer? perform, long division or
your solution. Explain briefly your synthetic division? 3. Which is easier
solution Explain briefly your to perform, long
answer. division or synthetic
division? Explain
briefly your solution.

F. Developing mastery Divide the given Divide the given Do the following. Do the following.
(leads to Formative polynomials. Show your polynomials. Show your
Assessment 3) complete solution. And complete solution. And Use synthetic Use synthetic
express your answer in express your answer in the division to find the division to find the
the form P(x) = Q(x) form P(x) = Q(x) D(x) + remainder when the remainder when the
D(x) + R(x) R(x) following polynomials are following polynomials
divided by the are divided by the
1. (x3 + 2x2 – x - 2) ÷ (x - 1. (3x3 + 4x2 + 8) ÷ (x + 2) corresponding linear corresponding linear
1) expressions expressions
2. (4x5 + 6x + 4x2 - 9x3 - 2)
2. (x5 + 2x4 + 6x + 4x2 + ÷ (x + 2) 1. (x3 + 7x2 + 15x + 1. (3x3 + 4x2 + 8) ÷ (x
9x3 - 2) ÷ (x + 2) 14) ÷ (x + 3) + 2)

2. (3x3 - 7x2 + x - 7) ÷ 2. (x5 + 2x4 + 6x +

(x - 3) 4x2 + 9x3 - 2) ÷

3. (4x5 + 8x4 + x3 + (x + 2)
7x2 - x - 10) ÷
 (x + 3)

G. Finding practical The given polynomial Divide the given Divide, using synthetic Divide, using
application of concepts expressions represent polynomials. Show your division. Express your synthetic division or
and skills in daily living the volume and the complete solution. And answer in the form: long division. Express
height of a Casssava express your answer in the your answer in the
cake sold at Loumar’s form P(x) = Q(x) D(x) + Dividend = (Quotient) form:
Delicacies, respectively. R(x) (Divisor) + Remainder
What expression can be Dividend = (Quotient)
4 3
1. (2x + 7x + 10x +2 1. (x3 + 8x2 – 5x - 84) ÷ (Divisor) +
used to represent the (x + 5)
area of the base of each 8) and (2x2 + x - 1) Remainder
Cassava cake? 2. (4x5 + 6x4 +5x2 – x - 2. (2x4 + x3 - 9x2 - x + 6) 1. (2x4 + 7x3 +
10) and ( 2x2 + 3) ÷ (x + 2) 10x2 + 8) and
1. (x3 + 7x2 + 5x – 25)
cm3 and (x + 5) cm 3. (x4 - 5x3 + 11x2 – 9x - ( x - 1)
13) ÷ (x - 3)
2. (2x3 - 13x2 – 5x + 2. (4x5 + 6x4 +5x2
4 3
100) cm3 and ( x - 5) cm 4. (x + 10x - 16x - 8) ÷ – x - 10) and
(x + 2)
3. (6x3 - 23x2 + 33x - 28) ( 2x + 3)
cm3 and (3x - 7) cm 5. (3x3 - 15x2 + 7x + 25)
÷ (x - 4)

H. Making generalizations To divide polynomial by To divide polynomial by To divide polynomial P(x) To divide polynomial
and abstractions about the another polynomial another polynomial using by another polynomial P(x) by another
lesson using long division long division D(x) in the form (x – a) polynomial D(x) in the
using synthetic division form (x – a) using
1. Arrange the terms in 1. Arrange the terms in synthetic division
both the divisor and both the divisor and the 1. Arrange on the line
the dividend in dividend in descending the coefficients of the 1. Arrange on the
descending order. order. If there is/are polynomial (order is in line the coefficients of
missing terms, supply descending powers). the polynomial (order
2. Divide the first term the missing term/s Insert a zero for the is in descending
of the dividend by the using zero as the coefficient of the missing powers). Insert a zero
 first term of the numerical coefficient. power of x. for the coefficient of
divisor to get the first the missing power of
term of the quotient. 2. Divide the first term of 2. Write a, the divisor, on x.
the dividend by the first the left.
3. Multiply the divisor term of the divisor to 2. Write a, the
by the first term of get the first term of the 3. Bring down the first divisor, on the left.
the quotient and quotient. coefficient on the third
subtract the product line. Multiply the first 3. Bring down the
from the dividend. 3. Multiply the divisor by coefficient by a. Write the first coefficient on the
the first term of the product on the second third line. Multiply the
4. Using the remainder, quotient and subtract line below the second first coefficient by a.
repeat the process, the product from the coefficient. Write the product on
thus finding the dividend. the second line below
second term of the 4. Find the sum of the the second
quotient. 4. Using the remainder, product and the second coefficient.
repeat the process, coefficient then write the
Continue the process thus finding the second sum on the third line 4. Find the sum of the
until the remainder is term of the quotient. below the product. product and the
zero or the remainder is second coefficient
of a lower degree than Continue the process until 5. Multiply this sum by a, then write the sum on
the divisor the remainder is zero or add the product to the the third line below
the remainder is of a lower next coefficient and write the product.
degree than the divisor again the new sum on the
third line, and so on. 5. Multiply this sum
by a, add the product
6. Do the same process to the next coefficient
until a product has been and write again the
added to the final new sum on the third
coefficient. line, and so on.
7. The last sum in the 6. Do the same
third line is the process until a
remainder. The preceding product has been
numbers are the
 numerical coefficient of added to the final
the quotient. The quotient coefficient.
is a polynomial of degree
one less than the degree 7. The last sum in the
of P(x). third line is the
remainder. The
preceding numbers
are the numerical
coefficient of the
quotient. The quotient
is a polynomial of
degree one less than
the degree of P(x).

I. Evaluating learning Determine the Determine the Guess Who? Tagaytay comes from
remainder using long remainder using long the phase “taga Itay”.
division and show the division and show the Divide using synthetic According to history,
complete solution. complete solution. division. what animal did the
Each problem was given father and son try to
1. (x3 + x2 – 22x - 25) ÷ a. (4x6 + 21x5 - 26x3 + kill in the hill?
(x + 2) 28x - 10) ÷ (x + 5) a corresponding box
below. The remainder of (To answer the
2. (4x4 + 21x3 - 26x2 + b. (6x3 - 25x2 – 31x + these problems are found question, solve the
28x - 10) ÷ (x + 5) 20) ÷ (3x - 2) in column B. Write the following using
corresponding letter in synthetic division,
3. (6x3 - 25x2 – 31x + the box provided for the
20) ÷ (3x - 2) then write the letter
question on the blank that
Column A corresponds to the
answer.)
1. (2x3 + 3x2 - 15x – 16) ÷
(x - 3)

2. (x3 + 4x2 – 7x - 14) ÷ (x

 - 2) A x4 – 6x2 + 7x - 6

3. (2x3 + 5x2 - 7x - 12) ÷ x+3

(x + 3)
R x4 – 6x3 + 30x – 9
4. (x4 - 5x2 - 10x – 12) ÷
(x + 2) x–3

5. (6x3 + 3x2 + 10x + 14) B x3 – 12x2 - 5x + 50

÷ (2x - 3) x–2

O x3 – 6x2 + 7x + 6
Column B x–3
-4 (B)

20 (A)

4 (E) x2 – 10x – 25 _____

56 (V)

0 (U) x2 – 3x - 2 _____

x3 – 3x2 + 3x -2 ___

x3 – 3x2 – 9x + 3 ___

J. Additional activities for A. Follow up: Follow up: Dividing A. Follow up: Dividing A. Follow up:
application or remediation Dividing Polynomials Polynomials using long Polynomials using Dividing Polynomials
using long division division synthetic division using synthetic
division or long
1. (4x4 - 2x3 - 15x2 + 1. (4x4 - 2x3 + 9x - 6) ÷ 1. (4x4 - 2x3 + 9x - 6)
 9x - 6) ÷ (x - 3) (x - 3) ÷ (x - 3) division

2. (3x4 + 6x2 + 2x3 + 2. (3x4 + 2x3 - 4) ÷ (x + 2. (3x4 + 2x3 - 4) ÷ (x 1. (4x5 - 12x3 + 9x

4x - 4) ÷ (x + 2) 2) + 2) - 6) ÷ (x - 1)

B. Study: Division of B. Study: Division of B. Study: Remainder 2. (3x5 + 12x2 - 4)

Polynomials. Polynomials. Theorem and Factor ÷ (x + 1)
theorem.
1. What are the 1. What are the steps B. Study:
steps to divide to divide polynomials using 1. What is the remainder Remainder Theorem
polynomials using synthetic division? theorem? and Factor theorem.
synthetic division?
2. What is the factor 1. What is the
theorem? remainder theorem?

2. What is the factor

theorem?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

 Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

22. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.

23. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards different disciplines through appropriate and accurate representations.

24. Learning The learner proves the The learner proves the The learner factors The learner factors
Competencies Remainder Theorem Remainder Theorem and polynomials. polynomials.
and the Factor Theorem the Factor Theorem (M10AL-lh-1) (M10AL-lh-1)
(M10AL-1g-2) (M10AL-1g-2)

a. Factor polynomials a. Factor polynomials

a. Find the remainder a. Prove the Factor b. Use synthetic division b. Use synthetic
using the Remainder Theorem. and remainder theorem in division in factoring
Theorem.
b. Use the Factor Theorem factoring polynomials polynomials
Objectives
b. Evaluate the given to determine whether the c. Appreciate the use of c. Appreciate the use
polynomial function. binomial (x-r) is a factor of synthetic division in of synthetic division in
the given polynomials. factoring
c. Develop patience on factoring
how to solve exercises c. Develop patience on
in remainder theorem. how to solve exercises in
factor theorem.
Proves the Remainder Proves the Factor Factoring Polynomials Factoring
Theorem Theorem Polynomials
II. CONTENT

III. LEARNING
RESOURCES
M. References

26. Teacher’s Guide pp. 51 – 54 pp. 51 – 54 pp. 54 - 58 pp. 54 - 58

27. Learner’s pp. 76 – 81 pp. 76 – 81

pp. 78 - 79 pp. 78 - 79
Materials

28. Textbook E- Math Worktext in Work Text in Advanced Work Text in

Mathematics, Orlando A. Algebra Trigonoetry and Advanced Algebra
Orence and Marilyn O. Statisticsby, Ferdinand Trigonoetry and
Mendoza, pages 118-122 Malapascua, pages 193- Statisticsby,
196 Ferdinand
Malapascua, pages
Advanced Algebra with 193-196
Trigonometry and
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 with Trigonometry
and Statistics,Efren
E-Math, Orlando A. L. Valencia, pages
Orence, pages 115-119 36-37

E-Math, Orlando A.
Orence, pages 115-
119

29. Additional
Materials from
Learning
Resources (LR)
portal

N. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
 Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation

IV. PROCEDURES

A. Reviewing previous Determine the remainder Activity : Activity : Activity: True or False
lesson or presenting the when the first number is
new lesson divided by the second DECODE MY CODE (THINK- PAIR- SHARE)
1) (x - 2) and (x + 3)
number. Evaluate the Use remainder theorem are factors of x2 + x
1. 30, 7 polynomial at the given to find the missing factor
-6
values of x. Next, in each of the following.
2. 125, 15 determine the letter that
1. x3 – 8 = (x – 2) 2) (3x - 1) and (x + 2)
matches your answer.
3. 200, 10 When you are done, you are factors of 3x2 +
will be able to decode the (_______)
4. 356, 14 5x - 2
message.
5. 169,13 2. 2x3 + x2 – 23x + 20 =
A. P(x) = x3 + x2 + x + 3 3) The factors of 2x3 +
(x + 4)(_____) 3x2 - 2x - 3 are
x -2 -1 0 1 2

P( 3. 3x3 + 2x2 – 37x + 12 = (x – (x - 1) ,(2x - 3)

x) 3)(_____)
and (x+1)
m
Guide questions
es
sa 1. What are the other
ge factors of the polynomial
equation?

2. How did you arrive at

 A. 17 C. –3 E. 5 I. your answer?
18
3 What processes did
M. 3 N. 78 O. 2 O. you used to get the
30 answer?

P. 6 R. 0 S. –6 T.
23

Guide question:

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?

B. Establishing a purpose Activity: Correct me if I Complete the tree Use the factor theorem to Use synthetic division
for the lesson am wrong diagram. determine whether or not to show that
When P(x) = x3 - 7x + 5 the first polynomial is a
1. (x - 2) and (x2
is divided by x-1 the factor of the second
remainder is -1 + 2x + 4) are factors
polynomial.
1 * 24 (a) of x3 - 8
The remainder is -9
when 1. x - 1, x2 + 2x + 5
2. The factors of
P(x) = 2x3 - 7x + 3 is 2 * ___(b) 2. x - 1, x3 – x - 2 x3 -2x2 - 5x + 6 are
divided by x-1.
(x-3), (x+2) and (x-1)
3. x - 4, 2x3 - 9x2 + 9x
 24 3 * ___ (c ) - 20

4 * ___ (d)

Therefore, a. 24=( )( )

b. 24=( )( )

c. 24=( )( )

d. 24=( )( )

C. Presenting Activity : Consider the division Activity : Use synthetic

examples/Instances of the algorithm when the divisor
Directions: Fill in the division to show
new lesson is of the form x- r
blanks with words and
symbols that will best P(x) = (x-r) Q(x) + R a. (x + 2) and (3x – 2) are
complete the statements factors of 3x4 – 20x3 + 80x –
given below.
48.
Suppose that the
polynomial P(x) is b. (x – 7) and (3x + 5) are
divided by (x – r), as not factors of
follows: Dividend Divisor Quotient
Remainder
If P(x) is of degree n, 6x4 – 2x3 – 80x2 + 74x – 35
then Q(x) is of degree By the remainder
_____. The remainder R Theorem, the remainder R
is a constant because is P(r), so we can
____________________ substitute the P(r) for R.
. Now supply the Thus
reasons for each
statement in the P(x) = (x-r) Q(x) + P(r).
following table. Note that if the P(r)=0 then
STATEMENT REA- P(x) = (x-r) Q(x) so that
SON x-r is a factor of P(x). This
means that given a
1. P(x) = (x – r)
polynomial function of
• Q(x) + R
P(x), if p(x) is equal to
2 .P(r) = (r – r) • zero then (x-r) is a factor
Q(r) + R of p(x).

3. P(r) = (0) Reverse the process and

•Q(r) + R see what happens when
x-r is a factor of P(x). This
4. P(r) = R means that P(x)= (x-r)
Q(x)

If we replace x with r, we
The previous activity
have P(r) = (r-r) Q(r)=0
shows the proof of the
Thus, if x-r is a P(x), then
Remainder Theorem:
P(r )=0.
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.

D. Discussing new Use the Remainder Use the Factor Theorem Find the missing factor in Find the factors of the
concepts and practicing Theorem to find the to determine whether the each of the following. following polynomials
new skills # 1 remainder R in each of given binomial is a factor
the following. of the given polynomials. 1. x3+2x2-11x+20= 1. x2 + 4x - 5

1. (x4 – x3 + 2) ÷ 1. P(x) = x3 – 7x + 5 (x+5)(______)

2. x3 + x2 - 9x - 9
(x + 2) a. x – 1 b. x + 1 c. x – 2 2. 3x3 - 17x2 + 22x –
3. 3x3 + 7x2 - 4
3 2
2. (x – 2x + x + 6) ÷
3
2. P(x) = 2x – 7x + 3 60 =

a. x – 1 b. x + 1 c. x – 2
 (x – 3) (x-5)(______)

3. (x4 – 3x3 + 4x2 3. 4x4 - 2x3 - 4x2 + 16x

– 6x + 4) ÷ (x – 2) – 7 = (2x-1)(_____)

E. Discussing new Use the Remainder Use the Factor Theorem Which of the following Activity: Find my
concepts and practicing Theorem to find the to determine whether the binomials are factors of Factors
new skills # 2 remainder R in each of given binomial is a factor the P(x).
the following and check of the given polynomials. Use any method to
using synthetic division. 1. P(x) = 8x4 + 12x3 -10x2
1. P(x) = 4x4 – 3x3 – x2 + 3x + 27 find the factors of
4 3
1. P(x) = x - x + 2
+ 2x + 1 A. 2x - 3 x5-4x4-6x3+17x2+6x-9
a. x – 1
a. x – 1 b. x + 1 c. x – 2 B. 2x + 3
b. x + 1
2. P(x) = 2x4 – 3x3 + 4x2 + C. 3x - 2
c. x – 2 17x + 7
2. P(x) = 2x4 - 3x3 + 4x2 +
2. P(x) = 3x3 + 4x2 + a. 2x – 3 b. 2x + 3 17x + 2
17x + 7
c. 3x – 2 A. 2x - 3
a. 2x – 3
B. 2x + 3
b. 2x + 3
C. 3x - 2
 c. 3x – 2

F. Developing mastery Activity: Show the Proof Answer the following Answer the following Determine the value
(leads to Formative questions and verify. questions and verify. of k so that
Assessment 3)
Verify if the given is the
correct remainder when Is x+2 a factor of 3x4 - 1. How can we say that 1. (x-2) is a factor
P(x) is divided by x-r 20x3 + 80x - 48? Why? x - 7 is a factor of 6x4 – of x + kx2 - 7x + 2
3

2x3 – 80x2 + 74x – 35

P(x) = x3 - 2x2 + 4x - 1 ÷ Is 3x - 2 a factor of 2. (x+1) is a

2. Is (x-1) a factor of factor of 2x4 + 3x3 +
(x-1), R=2 3x4 - 20x3 + 80x - 48? kx2 + 2x - 2
Why? 3x3 - 8x2 + 3x + 2

P(x) = x4 - 3x3 + 5x + 3 ÷
(x-2), R=5

P(x) = 2x6 - 4x5 + x - 3 ÷

(x+1), R=2

G. Finding practical Which of the following Apply the factor theorem Solve the following Factor the following
application of concepts binomial divisors will give to answer the following problems: polynomials
and skills in daily living a remainder of -3, when problem.
P(x) = x5 - 3x3 - 4x + 3 is
divided by x-r Show that 1. A rectangular 1. x3 - 3x2 – x - 1
garden in a backyard has
1. x+1 an area of 2. 9x2 - 12x - 8
a.(x+2) and (3x-2)
 2. x-1 are factors of (3x2 + 5x – 6) square 3. x3 + 2x2 - 19x -
meters. Its width is (x + 2)
3. x+2 3x4 - 20x3 + 80x - 48. 20
meters. Find the length of
the garden.
4. x-2
b. (x-7) and (3x+5)
are not factors of 6x4 - 2x3 -
2. If one ream of bond
80x2 + 74x - 35.
paper costs (3x – 4) pesos,
how many reams can you
buy for (6x4 – 17x3 + 24x2 –
34x + 24) pesos?

H. Making generalizations The Remainder Theorem The Factor Theorem How do we factor How do we factor
and abstractions about the polynomials using polynomials using
lesson If the polynomial P(x) is Let P(x) be a polynomial. synthetic division? synthetic division?
divided by (x – r), the
remainder R is a A. If P(r )=0, then x-r Step 1: Arrange the Step 1: Arrange
constant and is equal to is a factor of P(x) coefficients of P(x) in the coefficients of
P(r). B. If x-r is a factor of descending powers of x, P(x) in descending
P(x), then P(r )=0 placing 0s for the missing powers of x, placing
R = P(r) terms. The leading 0s for the missing
Thus, there are coefficient of P(x) terms. The leading
two ways to find the becomes the first entry of coefficient of P(x)
remainder when P(x) is the third row. becomes the first
divided by (x – r), that entry of the third row.
is:
Step 2: Place the value
(1) use synthetic of r in the upper left Step 2: Place
division, or corner. In this example, the value of r in the
(2) calculate P(r). upper left corner. In
this example,
Similarly, there are Step 3: multiply r with
two ways to find the
 value of P(r):

(1) substitute r in the Step 3: multiply r

polynomial expression the first coefficient of x with the first
P(x), or the write the product coefficient of x the
below the 2nd coefficient write the product
(2) use synthetic of x then add below the coefficient
division. of x then add

Step 4 Repeat step 3

Step 4 Repeat step
3
Step 5.write the
quotient, Note that the
exponent of q(x) is one Step 5.write the
less than the largest quotient, Note that
exponent in original the exponent of q(x)
equation is one less than the
largest exponent in
original equation

I. Evaluating learning Give the remainder when Determine the value of A Solve. Answer the following:
P(x) is divided by x-r. so that
Use synthetic division The volume of a 1. If (x-1) is one
rectangular solid is of the factors of
1. P(x)= 3x100 - 2x75+3 A. x-1 is a factor of 2x3
+ x2 + 2Ax + 4 (x3 + 3x2 + 2x – 5) cubic x3 + 4x2 – x - 4,
a. x - 1
cm, and its height is (x + What are the other
b. x + 1
B. x+1 is a factor of x3 1) cm. What is the area of two factors?
+ x2 - 2Ax - 16
 2. P(x) = x5+3x3 - x+1 its base?

a. x - 2 2. What is the
b. x + 3 value of m if (x+3) is
a factor of x3 + mx2 +
2x - 3?

J. Additional activities for A. Follow up

application or remediation
1 Determine whether x-3
is a factor of A. Follow up
A. Follow up Find the factors of
a. 2x3 - 13X2 - 17X + 12 polynomial
Use the remainder Are (x-1) (x+2)
theorem to find the b. 3X3 - 14X2 + 3X – 18 (x+1) factors of
remainder when P(x) is
divided by x – r 1) 24 x2 - 22 x - 35 x3 - 2x2 + 3x - 2
B. Determine the real 2) 2x3 + 3 x2 - 17 x - 30
roots of (x+1)(x-3)=0 B. 1.What is
1. 3x4 + x - 1, (x+2) 3) x3 - 3 x2 - x + 3 polynomial equation?

2. x3 + 2x2 + x - 2, (x+1) 4) x3 + 4 x2 - 7 x + 2 2. How to find the

B. What is Factor 4) 18 x3 - 57 x2 - 85 x roots of polynomial

Theorem? + 100 equations?
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

25. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.

26. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards different disciplines through appropriate and accurate representations.

27. Learning The learner illustrates The learner illustrates The learner proves The learner proves
Competencies polynomial equations. polynomial equations. rational root theorem. rational root theorem.
(M10AL-li-1) (M10AL-li-1)
(M10AL-li-2) (M10AL-li-2)

a. Determine the roots of a. Determine the roots of a. State the rational

Objectives a. Prove the Rational
polynomial equation polynomial equation root theorem
Roots Theorem
b. Illustrate polynomial b. Illustrate polynomial b. Find the rational
b. Apply the Rational
equations equations roots of polynomial
Roots Theorem
equation
c. Appreciate the c. Appreciate the process
c. Develop patience in
process of getting the of getting the roots of
proving rational roots
 roots of polynomial polynomial equation theorem c. Develop patience in
equation finding the rational
roots of polynomial
equations

Polynomial equations Polynomial equations Polynomial equations Polynomial

equations
II. CONTENT (Rational Root
Theorem) (Rational Root
Theorem)

III. LEARNING
RESOURCES

O. References

30. Teacher’s Guide pp. 54 – 57 pp. 54 – 57 pp. 54 - 55 pp. 54 - 55

31. Learner’s pp. 82 – 86 pp. 82 – 86

pp. 87 - 90 pp. 87 - 90
Materials

32. Textbook Work Text in Advanced Work Text in

Algebra Trigonoetry and Advanced Algebra
Statisticsby, Ferdinand Trigonoetry and
Malapascua, pages 193- Statisticsby,
196 Ferdinand
Malapascua, pages
193-196
Advanced Algebra with
Trigonometry and
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 with Trigonometry
and Statistics,Efren L.
Valencia, pages 36-
 E-Math, Orlando A. 37
Orence, pages 115-119

E-Math, Orlando A.
Orence, pages 115-
119

33. Additional
Materials from
Learning
Resources (LR)
portal

P. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite Cavite Mathematics 2016, DepEd Cavite DepEd Cavite
Mathematics 2016, Worksheets and PowerPoint Mathematics 2016, Mathematics 2016,
Worksheets and presentation Worksheets and Worksheets and
PowerPoint PowerPoint presentation PowerPoint
presentation presentation

IV. PROCEDURES
A. Reviewing previous Identify which of the Activity 1 Activity: True or False Activity:
lesson or presenting the following are
new lesson polynomials Determine the number of Say boom boom if the BE PRODUCTIVE
real root(s) of the following statement is true and
equation. panes if the statement is
false Say that the product
1. x3 + x2 - 3x + 1 1. x6 + x2 +11x3 – 6 = 0
1. x4 + 2x3 - x2 + 14x – of a word is the
56 = 0 in factored product of the
form is (x2+7)(x-2) numbers
2. 2x-3 + x – 2 2. 3x4 - 2x3 + 3x2 - 4x - 2 = 0 corresponding to the
(x+4) = 0.
letters.

3. 3/x + 4x2 – 2 3. x5 - 32 = 0
2. x4 + 2x3 - 13x2 - 10x =
0 in factored form is x For example, the
(x - 5)(x + 1)(x + 2) = word ZERO has
4. x3 + 2x1/2 + 3 4. (x + 1)(x – 3) (2x + 5) = 0 value
0
26*5*18*15=35,100.
What is the product of
5. 5x 5. x2(x3 - 1) = 0 the word RATIONAL
3. x3 - 4x2 + x + 6 = 0 in
factored form is

6. (x3-8) (x7+1) = 0 (x-1) (9x-2) (9x+3) = 0

7. x(x-3) (x-1)4 = 0

8. x3(x5 + 1) = 0
 9. 6x(x-1)(x + 2)5 = 0

10. x(x - 3)5 (3x + 1) = 0

B. Establishing a purpose Activity 1 Determine the real roots of Fill in the blanks with Fill each blank to
for the lesson each polynomial equations appropriate words, make a true
Determine the real by inspection. Roots of numbers or symbols to statement.
root(s) of each multiplicity n are counted n complete the solution. In
equation. times 2x4-11x3+11x2-11x-9=0,
the leading coefficient is 1. In -x4 + 4x2 + 4
1. (x - 2)(x + 1)2 (x - 1)3 = 0 ______. Its factors are = 0, the
1. x – 2 = 0 2. x4(x5 - 1) = 0 _____and _____. The leading
constant term is _____ coefficient is
3. 2x(x3 - 2)3 = 0 and its factors are _____, the
2. x + 3 = 0 _____,_____, and _____. constant term
4. x3 - 10x2 + 32x – 32 = 0
The possible rational is _____ and
5. x2 - 11x + 24 = 0 roots of the equations are the possible
______,______,______,_ rational roots
3. x(x – 4) = 0
____,_____,______ and are the
_____. quotients of
_____ and
4. (x + 1)(x – 3) = 0
_____.

5. x2 + x – 2 = 0
2. The possible
rational zeros
of x3 + 2x2 - 5x
Guide Question: - 6 are
 1. What do you ______,
call the given _____, _____
equations? and _____

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

x2 + 2x + 1 = 0 have?

C. Presenting Some polynomial Is x= -1 a real root of the Find the possible rational Find the zeros of
examples/Instances of the equations are given roots of the equation 12x4 + 8x3 - 7x2 - 2x +
new lesson below. Complete the equation? given below: 1=0
table and answer the
questions that follow. Using synthetic division, 2x3 + x4 7 x2 4 x + 12 =
(If a root occurs twice, -1 1 6 11 6 0 Solution:
count it twice; if thrice,
count it three times, Solution : p: 1
and so on. The first
The remainder is _____. Given equation Q: 1, 2, 3, 4,
one is done for you)
Therefore, _____ 5
2x3 + x 4 7 x 2 4 x + 12
Poly d R N
nom e e u =0 p
ial g a m The 3rd line of the synthetic
q : ½, ½, , ¼,
Equ r l b Arranging it in ½
division indicates that
atio e e descending order, we get
x3+6x2+11x+6 =_________
By Synthetic Division:
n e r r 4 3 2
o X+1 x + 2x 7 x 4 x + 12
o o =0
t f
s The expression on the right, The numerator p of the
rational roots would be 12 8 -7 -2 1 1
r when equated to zero is
o e called a depressed equation the factors of the
12 20 13 11
f a of the given polynomial constant term 12;
l equation. The roots of i.e. ±1, ± 2, 12 20 13 11 12
a depressed equations are
n r also roots of the given ± 3, ± 4, ± 6, ± 12.
o polynomial equation. The There is a remainder
e o roots of this depressed Similarly, the of 12, so 1 is not a
q t polynomial equation denominator q of the
u s rational roots would be root of the equation
are_____ and _____
a the factors of the leading
12 8 -7 -2 1 -1
t Therefore, the roots of the coefficient 1 ; i.e. ±1.
i polynomial equation
 o x3+6x2+11x+6=0 are Therefore, the possible -12 4 3 -1
n _____,_____ and _____. fraction will be
12 -4 -3 1 0
1. 3 - 3 ± 1,2,3,4,6,121
1
Thus the list of possible The remainder is 0,
(x – ( roots is given below: so -1 is one of the
5) = 2
0 Zeros.
1, -1, 2, -2, 3, -3, 4, -4, 6,
t -6, 12, -12
i
m 12 -4 -3 1 ½
e
s 6 1 -1
)
12 2 -2 0

2. Using some possible

rational zeros. Hence,
-½ is another zero.

3.

12 2 -2 -½

(x – -6 2
2) = 12 -4 0
0 And also, -½ is
4. another zero
(x
–
 3)

(x +
1)(x
– 1)
=0

5.
x(
x
–
4)

(x +
5)(x
– 1)
=0

D. Discussing new Consider the following Write TRUE if the statement Complete the table. Verify For each equation
concepts and practicing polynomial equations. is true. Otherwise, modify the given numbers in the
new skills # 1 At most how many the underlined word(s) to last column of the table are List all possible
real roots does each make it true. rational roots of the rational zeros
corresponding polynomial
have? Use synthetic division
1. The roots of a equation
polynomial equation to test the possible
in x are the values of rational zeros and
a. x20 – 1 = 0 x that satisfy the Polynomi L C T
find an actual zero
equation. al e o e Use the possible
Equation a n r
zeros in b to find all
b. x3 – 2x2 – 4x + 8 = 0 d s m
zeros of polynomial
i t
2. Every polynomial n a R equation
equation of degree n g n o
o
c. 18 + 9x5 – 11x2 – x23 has n-1 real roots C t t
+ x34 = 0 o s
e 1. x3 - 3x – 2 = 0
f
3. The equation 2x3- f
6x2+x-1=0 has no i
rational root 2. x4 - 13x2 + 36 =0
c
i
e
4. The possible roots of n 3. 3x3 + 8x2 - 15x +
t
3x5-x4+6x3-2x2+8x-5=0 4=0
are 3/5,+3, and +5 3 2
1. x + 6x + 1 1
11x – 6 = 0 ,
2
5. The only real root of ,
3
the equation
3 2
x +6x +10x+3=0 is 3 2. x3 – x2 – – –
10x – 8 = 0 8 2
,

–
1
,

3. x3 + 2x2 1 –
– 23x – 60 4
=0 ,

–
3
,
 5

4. 2x4 – 2 1
3x3 – 4x2 + /
3x + 2 = 0 2
,
–
1
,
1
,
2

5. 3x4 – - -
16x3 + 1 2
21x2 + 4x – 2 /
12 = 0 3
,
1
,
2
,
3

Guide question:

1. Look at the roots of each

polynomial equation in the
table. Are these roots in the
list of rational numbers in
Question 1?

2. 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?

E. Discussing new Find the roots of the One of the roots of the For each given Think-pair-share
concepts and practicing following polynomial polynomial equation is given, polynomial equation,
new skills # 2 equations by applying find the other roots determine the possible Answer the following
the Zero- Product rational roots. Show that x4 - 2x3 -
Property. 1. x4 - 3x2 + 2 = 0, x = 1
3x2 + 2x + 2 = 0 has
1. (x + 3)(x – 2) two rational zeros.
4 3 2
1. 2x4 - 3x3 - 18x2 + 6x +
(x + 1)(x – 1) = 0 2. x - x - 7x + 13x – 6 = 28 = 0
0, x = 1
Find the other zeros
of 6x4 + 19x3 + 14x2 -
2. (x + 5)(x – 5) 2. 2x4 + 7x3 - 4x2 - 27x – x- 2 if -1/2 and 1/3
3. x5 - 5x4 - 3x3 + 15x2 -4x 18 = 0 are its zeros
(x + 5)(x – 1) = 0 + 20 = 0, x = 2

3. (x + 4)2(x – 3)3 = 0

4. x (x – 3)4(x + 6)2 = 0

5. x2(x – 9) = 0
F. Developing mastery Determine the real Determine the real root(s) One of the rational root of Show that 4x3 + 8x2 +
(leads to Formative root(s) of each of each equation. the polynomial equation is 5x + 1 = 0 has zero -
Assessment 3) equation. given find the other roots 1/2 with multiplicity 2,
1. 2x4-7x3+13x2+53x+21=0 1/3 is one of the
1. x2(x – 9)(2x + 1) = 0 zeros of 6x4 + x3 - 7x2
1. 3x3 + 2x2 - 7x + 2, x – x + 1 = 0, find the
2. (x-3)2 (x3+1) = 0 = -2 other 3 zeros.
2. (x + 4)(x2 – x + 3)=0

2. 2x3 + 3x2 - x - 6, x =
3. 2x (x2 – 36) = 0 2

4. (x + 8)(x – 7)

(x2 – 2x + 5) = 0

5. (3x + 1)2(x + 7)

(x – 2)4 = 0

G. Finding practical Find all real roots of Fill in the blanks with Say Hep hep if the Group Activity:
application of concepts the following appropriate words, numbers statement is true and
and skills in daily living equations. Next, write or symbols to complete the hooray if the statement is What do you call the
each polynomial on solutions false fear of strangers?
the left side of the Find the zeros of the
equation in factored following polynomial
form. Show your
complete solutions. Solve x3 + x2 - 12x – 12 = 0 1. The possible equations. Write the
and write the polynomial in rational roots of letters corresponding
1. x3 – 10x2 + 32x factored form. 3x3 - 2x2 + x - 5 are to the zeros of the
– 32 = 0 +1,-1,+5,-5,+1/3,- equations in the
1/3. boxes below.
Solutions:
2. x3 – 6x2 + 11x –
6=0 The equation has at most 2. -3 is the only A. 3x3+5x2-16x-12=0
______real roots. The rational root of x5 -
leading coefficient is ______, 4x4 - x3 + 17x2 + 6x B. 3x3-4x2-12x+16=0
3. x3 – 2x2 + 4x – and its factors are _____ –9=0
and______. The constant E. 2x3-3x2-29x-30=0
8=0
term is _____, and its factor H. 3x3-x2-38x-24=0
are
3 2
_____,_____,_____,______, O. 2x3-3x2-8x+27=0
4. 3x – 19x +
______,______,______,___
33x – 9 = 0 N. 3x3+5x2-16x-18=0
___,______,______,______,
______. The possible roots C. 2x3+3x2-29x+30=0
of the equation are
5. x4 – 5x2 + 4 = 0 ______,_____,_____,_____ I. 4x4-5x2+1=0
_,_____,_____ and _____.
P. 4x4-45x2+81=0

O. 6x4+x3-7x2-x+1=0

X.4x4-4x3-3x2+4x-1=0
 1 5 - 3 3 - 1 2 1 -
, , 3 , , 3 , , , 3
- - , 3 - , - - - ,
1 2 2 , 3 4 1 2 1 2
, , , , , , , , ,
½- - 3 3 - 1 4 1 -
, 3 2 / / 2 / / / 2
½/ / 2 2 / 2 3 2 /
2 3 , 3 , , 3
- - -
3 1 1
/ / /
2 3 2

H. Making generalizations The roots of the The roots of the polynomial Rational Root Theorem- The Rational Zeros
and abstractions about the polynomial equations equations can be determined Let an-1xn-1+ an-2xn-2 +…. Theorem.
lesson can be determined by by using +a1x + a0 = 0 be a The Rational Zeros
using polynomial equation of Theorem states: If
a. Fundamental theorem of degree n. if p/q, in lowest P(x) is a polynomial
A. Fundamental algebra terms, is a rational root of with integer
theorem of the equation, then p is a coefficients and if is a
algebra b. Zero-product property
factor of a0 and q is a zero of P(x) ( P( ) =
c. Synthetic Division factor of an. 0 ), then p is a factor
of the constant term
B. Zero-product d. Depressed Equation
of P(x) and q is a
property e. Other factoring techniques factor of the leading
coefficient of P(x) .
 C. Other factoring
techniques

I. Evaluating learning Set up a polynomial Deepen your skills by Find the rational roots of Answer the following:
equation that models discussing the solution to the following polynomial
each problem below. each polynomial equation equations.
Then solve the with your seatmates 1. When can you
equation, and state use the
the answer to each 1. 6x3 - 7x2 - 21x – 10 = 0 rational zero
problem. 1. x3 - 2x2 – x + 2 = 0 theorem to
1. One dimension of a determine the
2. X3 + 9x2 + 23x + 15 = 0 possible
cube is increased by 1 2. 5x3 - 11x2 + 7x – 1 = 0
inch to form a rational zeros
rectangular block. of a polynomial
Suppose that the equations?
volume of the new
block is 150 cubic
inches. Find the length 2. Describe the
of an edge of the possible
original cube. rational zeros
when the
2.The dimensions of a leading
rectangular metal box coefficient of a
are 3 cm, 5 cm, and 8 polynomial
cm. If the first two equation is
dimensions are one.
increased by the same
number of
centimeters, while the
third dimension
remains the same, the
 new volume is 34 cm3
more than the original
volume. What is the
new dimension of the
enlarged rectangular
metal box?

J. Additional activities for One of the roots of the A. Find the real roots of the A. Follow up A. Follow up
application or remediation polynomial equation is following equations
given. Find the other 1. Find all rational Find all the
roots. zeroes of each rational zeros of
polynomial
1. – 2x4 + 13x3 – 21x2 a) x3 + 6x2 + 11x + 6 = 0 equation. Indicate 4x4 + 3x2 – 1 = 0?
+ 2x + 8 = 0; x= -1/2 b) (X4-1)(x4+1) = 0 the multiplicity of
each zero.
B. What is a
2. x4 – 3x2 + 2 = 0; x polynomial
B.1. Give a polynomial function?
=1 equation with integer A. x2(x-3)2(x+4)2 = 0
coefficient that has the
following root
3. x4 – x3 – 7x2 + 13x B. (4x-3) (9x2-16)2
a) 1. -1,3,-6 (2x2+x-3) = 0
– 6 = 0; x= 1
b) 2,3,3/5

4. x5 – 5x4 – 3x3 + 15x2 2. What is Rational Root

– 4x + 20 = 0; Theorem

x= 2
 5. 2x4 – 17x3 + 13x2 +
53x + 21 = 0; x= –1

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

28. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.

29. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
 30. Learning The learner solves The learner solves The learner solves The learner solves
Competencies polynomial equations. polynomial equations. problems involving problems involving
polynomials and polynomials and
(M10AL-Ij-1) (M10AL-Ij-1) polynomial equations. polynomial equations.

(M10AL-Ij-2) (M10AL-Ij-2)

a. solve polynomial a. translate verbal

equations sentences into a. translate verbal
b. develop patience on polynomial equations sentences into
Objectives a. solve polynomial how to solve exercises in b. solve problems polynomial equations
equations polynomial equations. involving b. solve problems
b. develop patience on
polynomial equations involving polynomial
how to solve exercises
c. appreciate the use of equations
in polynomial equations.
polynomials in solving c. appreciate the use
word problems. of polynomials in
solving word problems.

Polynomial Equations Polynomial Equations Problems Involving Problems Involving

Polynomial and Polynomial and
II. CONTENT Polynomial Equations Polynomial
Equations

III. LEARNING
RESOURCES

Q. References

34. Teacher’s Guide pp. 68 - 69 pp. 68 - 69 pp. 69 - 74 pp. 69 - 74

35. Learner’s pp. 89 - 93 pp. 89 - 93 pp. 94 - 95 pp. 94 - 95

Materials
 36. Textbook Basic Probability and Basic Probability and
Statistics, pp. 120-121 Statistics, pp. 120-
Elementary Statistics: A 121 Elementary
Step by Step Approach, Statistics: A Step by
pp. 221-223 Step Approach, pp.
221-223

37. Additional
Materials from
Learning
Resources (LR)
portal

R. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation

IV. PROCEDURES

A. Reviewing previous By inspection, determine Write TRUE if the statement Write a polynomial Write a polynomial
lesson or presenting the the number of real roots is true. Otherwise, modify expression or equation for expression or equation
new lesson of each polynomial the underlined word(s) to each of the following using for each of the

of multiplicity 𝒏 are
equation. Note that roots make it true. x as the variable following using x as the

counted 𝒏 number of
variable
1. The roots of a polynomial 1. five times a number
times. equation in x are the vales of decreased by four. 1. The area of a

1. ( 𝑥+2 )(𝑥 3) ( 𝑥+1)

x that satisfy the equation. rectangle with length 2
inches more than the
 2. Every polynomial equation 2. the sum of a number and
of degree n has n – 1 real its square. width is 32 square
(𝑥 6) = 0 roots. inches.

2. 𝑥 (𝑥 2 ) ( 𝑥+3 ) 2 = 0
3. a number decreased by 2. The sum of three
3
3. The equation 2x – 6x + x 2
three. consecutive even
-1 = 0 has no rational root. integers is 60.

3. 𝑥 3 (𝑥 3 + 8) = 0
4. the difference between 3. The volume of a
5
4. The possible roots of 3x – six times a number and ten. rectangular box with
𝑥 2 + 1) = 0
x 4 + 6x 3 – 2x 2 + 8x - 5 = 0 are
4. (𝑥 3 1) ( length 3 inches more
3
± , ±3∧± 5. than the width, and
5
5. The quotient of nine width 1 inch more than
times a number and seven the height is 220
5. 5𝑥 (𝑥 3 8) 2
=0
is equal to eight more than square inches.
5. The only rational root of the number.
the equation x 3 + 6x 2 + 10x +
3 = 0 is 3

B. Establishing a purpose When do we say that a Were you able to find the a. How are polynomial a. How are
for the lesson real number, say r, is a number of roots of equations related to other polynomial equation
root of a given polynomial equations by fields of study? used in solving real-
polynomial equation in inspection? life problems and in
x? decision making?
b. How are these used in
solving real-life problems
and in decision making? b. What are the steps
in solving word
 problem?

C. Presenting In solving polynomial In solving polynomial Solving problems can be Problem solving skills is
examples/Instances of the equation, we are looking equation, we are looking fun, but we don’t know a process, and consists
new lesson for the value(s) of the for the value(s) of the where to begin, it can be of several steps which
variable that will make variable that will make the very frustrating. Problem are applied
the Roots of the Roots of the Equation. solving skills can be sequentially.
Equation. improved greatly with
A. Understand the
consistent practice.
Illustrative example:
Problem
Illustrative example: Problem solving skills is a
If a polynomial equation is process, and consists of Read the problem.
If a polynomial equation expressed in factored several steps which are
is expressed in factored form, the roots are easily applied sequentially. What are the given
form, the roots are easily determined, and it is much facts?
determined, and it is easier to solve.
much easier to solve.
1. Let’s have A. Understand the
1. Let’s have B. Plan Your Approach
x ( x – 3 ) 4 (x + 6 ) 2 = 0 Problem
x ( x2 – 4 ) (x + 3) = 0 Choose a strategy
Read the problem. What
Solution: are the given facts?
Solution: C. Complete the Work
x ( x – 3 ) 4 (x + 6 ) 2 = 0
x ( x2 – 4 ) (x + 3) = 0 Apply the strategy. Use
Equate each of the factor B. Plan Your Approach
Choose a strategy the algebra you know
Equate each of the to zero, and then solve for
factor to zero, and then x, that is to apply the strategy to
solve for x, that is solve the problem
x =0 x–3 =0
2
x =0 x –4 =0
x+3 = 0 x2 =4 x =3 C. Complete the Work
the root is multiplicity of 4
x = -3 x = √4 Apply the strategy. Use D. Interpret the Results
x+6= 0 the algebra you know to
x = ±2 State your answer then
apply the strategy to solve
x = 6 check. Does your
the problem
the root is multiplicity of 2 answer make sense?
Therefore the roots of Does it satisfy the
the polynomial equation conditions of the
D. Interpret the Results
problem?
2
x ( x – 4 )(x + 3) = 0 Therefore the roots of the
are 0, 2, -2 and -3 polynomial equation State your answer then
check. Does your answer
The difficulty of finding x ( x – 3)4 (x + 6 ) 2 = 0 make sense? Does it Illustrative Example:
the roots of polynomial are 0, 3 multiplicity of 4
satisfy the conditions of the
increases when the and 6 multiplicity of 2
problem?
polynomial is not
expressed in factored 1. The dimension of a
form. rectangular metal box
The difficulty of finding the
llustrative Example: is 3 cm, 5 cm and 8 cm.
roots of polynomial
increases when the If the first two
2. Let’s solve the polynomial is not dimensions are
equation expressed in factored In the TLE Class at Trece increased by the same
form. Martires City National High number of centimetres,
6x 4 - 19x 3 - 22x 2 +7x + while the third
School, the boys of G10 –
4=0 dimension remains the
Aguinaldo was asked to
2. Let’s solve the equation build a huge wooden same, the new volume
x 3 - 10 x 2 + 32x - 32 = 0 rectangular container with is 34 cm 3 more than
Solution: a volume of 60𝑚3.The the original volume.
width of the rectangular What is the new
This is 4th degree
polynomial, then it has Solution: container is 2 m less than dimension of the
at most 4 real roots. The the length and the height is enlarged rectangular
leading coefficient is 6, This is 3 rd degree 1 m less than the length. metal box?
thus its factors are 1, 2, polynomial, then it has at Find the dimensions of the
3 and 6 The constant most 3 real roots. The container.
term is 4 and its factors leading coefficient is 1,
Solution:
are 1, 2 and 4 thus its factors is 1. The
constant term is 32 and its Assign variables to
factors are 1, 2, 4, 8, 16 represent the unknown
By the rational root and 32
Let x = the amount of
theorem, the possible
roots are increment
1 1 1 2 4By the rational root
± 1 ,± , ± ,± , ± 2 ,± , ± ,∧± 4 x + 3 = height of the
2 3 6 3 3theorem, the possible roots
new box
are
By synthetic division:
± 1 ,± 2 ,± 4 , ±8 ,± 16 ,∧± 32 x + 5 = width of the
Solution:
Trial 1: x = 1 new box
 Understand the Problem
By synthetic division:
After reading and
1˩ 6 -19 -22 7 4 understanding the (length) (width)
Trial 1: x = 2
problem, sometimes it is
2˩ 1 -10 32 -32 ( height) = volume
much easier to
6 -13 -35 -28 understand if we draw a 8( x + 5 ) ( x + 3 ) =
diagram.
6 -13 -35 -28 -24 3 ( 5) ( 8 ) + 34
2 -16 32

 Plan Your Approach

Thus, x = 1 is not a
1 -8 16 0 8 ( x 2 + 8x + 15 ) =
Choose a strategy. The
root.
strategy to use is to 154
Trial 2: x = - 1 translate the facts in the
Thus, x = 2 is one of the
roots, and x 2 - 8x + 16 = problem into an equation.
 0 the first depressed Then solve to find the 8 x 2 + 64x + 120 =
answer.
-1˩ 6 -19 -22 7 4 equation. 154

-6 2 -3 4 8 x 2 + 64x – 34 = 0
Assign variables to
6 -25 3 4 0 Solving the quadratic 4 x 2 + 32x – 17 = 0
represent the unknown
equation
Let x represent the length, Complete the work
x 2 - 8x + 16 = 0
Thus, x = -1 is one of then x -2 will be the width Solve the equation
the roots, and 6x3 – 25x2 (x - 4 ) ( x - 4 ) = 0 and x-1 the height
+ 3x + 4 = 0 the first
depressed equation. x–4=0 x-4=0 (length)(width)( height)
4 x 2 + 32x – 17 =
x=4 x =4 = volume
( 2x –1)( 2x + 17) = 0
Trial 3: x = 4 x ( x – 2 ) ( x – 1) = 60
x=½ x = - 17/ 2
4˩ 6 -25 3 4 Therefore the roots of x 3 – 3x 2 + 2x = 60
x 3 - 10 x 2 + 32x - 32 = 0
x 3 – 3x 2 + 2x - 60 = 0
are 2 and 4 multiplicity of 2 Since the dimension
24 -4 - 4 Complete the work cannot be negative,
6 -1 -1 0 take x = ½ as the
Solve the equation
amount of increment.
Since the remainder is x 3 – 3x 2 + 2x - 60 = 0
equal to zero, then x = 4 Interpret the Results
is also one of the root, If x = 2
and 6x 2 - x - 1 = 0
is the second depressed The rectangular metal
equation. 2˩ 1 -3 2 -60 box is 3.5 cm long, 5.5
Solving the quadratic cm wide and 8 cm high.
2 -2 0
equation 1 -1 0 -60

6x 2 - x - 1 = 0 X = 2 is not a solution

(3x + 1 ) ( 2x - 1 ) = 0

3x + 1 = 0 2x - 1 = 0 Try x = 5
3x = - 1 2x = 1 5˩ 1 -3 2 -60
x = - 1/3 x =½ 2 -2 0

1 -1 0 -60
Therefore the roots of
X = 5 is one of the solution
6x 4 – 19x 3 - 22x 2 + 7x
+ 4 = 0 are 1, 4, -1/3
and 1/2 Then using the depressed
equation and quadratic
formula:

x 2 + 2x +12 = 0

−b ± √ b 2−4 ac
x=
2a

−2± √ 22−4 ( 1 ) (2)

x=
2(1)
 −2± √−44
x=
2

Reject the solutions, since

they are not real numbers

Therefore,

x =5

x–2=3

x–1=4

Interpret the Results

The container is 5m long, 3

m wide and 4m high.

Is the volume of the

container 60m 3?

5 x 3 x 4 = 60

60 = 60

D. Discussing new 1. Solve the equation 1. Solve the equation x 3 + Find four rational numbers Solve completely:
concepts and practicing x 2 - 12x - 12 = 0 such that the product of the
new skills # 1 x 3 + 6x 2 + 11x + 6 = 0 The diagonal of a
first, third and fourth
Solution: rectangle is 8m
Solution: numbers is 54. Also the
longer than its shorter
The equation has at most second number is 2 less than
side. If the area of the
_____ real roots. The the first number, the third is
rectangle is 60
leading coefficient is 5 less than the second, and
The equation has at square meter, find its
_____, and its factors are the fourth is 3 less than the
most _____ real roots.
The leading coefficient is _____ and _____. The third. dimensions.
_____, and its factors constant term is _____,
are _____ and _____. and its factors are Solution:
The constant term is _____,_____,_____,_____
_____, and its factors ,_____,_____,_____,____
are _,_____,_____,_____ and 🞇 Understand the Problem:
_____,_____,_____,___ _____. The possible roots
You are asked to find
__,_____,_____,_____, of the equation are _____,
_______ rational numbers
_____,_____,_____,___ _____,_____,_____._____
that satisfies the given
__ and _____. The and _____.
conditions.
possible roots of the
equation are _____, To test if 1 is a root of the
_____,_____,_____.___ given equation, use
__ and _____. synthetic division 🞇 Plan Your Approach

Let x represent the first

1˩ 1 1 -12 -12 number.
To test if 1 is a root of
the given equation, use Then ______ represent the
synthetic division second number. (The second
______________ is 2 less than the first.)
1˩ 1 6 11 6
_____________ represent
the third number. (The third
_____________ is five less than the second.)
Since the remainder is
_____________ represent
_____, therefore 1 is
the fourth number. (The
_____ of the equation.
Since the remainder is fourth is three less than the
_____, therefore 1 is third.)
_____ of the equation.
Test if -1 is a root of the The product of the first, third
Test if -1 is a root of the equation. and fourth number is 54.
equation. -1 ˩ 1 1 -12 -12 Therefore, the equation will
be:

________________________
-1 ˩ 1 6 11 6 _______________ ___________

______________ Since the remainder is

_____, therefore -1 is
_____ of the equation. 🞇 Complete the work:
Since the remainder is Using Synthetic Division,
This implies that
_____, therefore -1 is test if 1 is a solution:
_____ of the equation.
This implies that
x 3 + x 2 -12x -12 = x 2 - 12
1˩ ____ ____ _____
x+1 ____
x3 + 6x 2 +11x +6

x+1
We can obtain the other
2
= x + 5x + 6 roots of x 3 + x 2 - 12x - 12 ___________________
= 0 by solving for the roots
of x 2 - 12 = 0 by factoring
We can obtain the other or by using the quadratic To see if there are other
roots of formula. rational solutions, use the
If the roots are _____ and quadratic formula to solve
x 3 + 6x 2 + 11x + 6 = 0
_____. the depressed equation.
by solving for the roots
of x 2 + 5x + 6 = 0 by To check, simply substitute
factoring or by using the each of these values to the 🞇 Interpret the Results:
quadratic formula. given equation.
The numbers are _____,
 If the roots are _____
and _____.
Therefore the real roots of
To check, simply the polynomial equation
substitute each of these ______, _____, _____.
3 2
values to the given x + x - 12x - 12 = 0 are
Is the product of the first,
equation. _____, _____ and _____.
third and fourth numbers
The factored form of the
54?
Therefore the real roots polynomial
of the polynomial
equation x 2 + x 2 – 12x - 12 is
_______.
x 3 + 6x 2 + 11x + 6 = 0
is _____.

E. Discussing new Solve: Find the roots of each In an art class, the students Solve :
concepts and practicing polynomial equation are ask to make and design
new skills # 2 ( 2x –1) (x +3 )( x- 2) = 0 The area of a triangle is
an open box with a volume
x 4 - 5x 2 + 4 = 0 44m2. Find the lengths
of 64𝑐𝑚3 by cutting a
of the legs if one of the
square of the same size
1. Is there a relationship legs is 3m longer than
from each corner of a
between the number of 1. Is there a relationship the other leg.
between the number of roots 12 𝑐𝑚 on a side and
square piece of card board
roots and the degree of a
a. How do you solve a
polynomial equation? and the degree of a folding up the edges. What problem?
polynomial equation? is the length of a side of the
2. What are the different
square that is cut from each b. Do you follow a step
theorems or strategies we 2. What are the different
corner by step procedure?
can use to solve theorems or strategies we
polynomial equations? can use to solve polynomial
equations?
Solve

1. How do you solve a

 problem? Do you follow a
step by step procedure?

2. Can we use polynomial

equations in solving word
problems?

F. Developing mastery Solve the polynomial Find the roots of each Solve completely: Solve the problem.
(leads to Formative equation polynomial equation.
Assessment 3) One dimension of cube 1. Packaging is one of
is increased by 1 inch to the important features
form a rectangular block. in producing quality
1. x 4 - x 3 –11x 2 + 9x 1. x 3 - 6 x 2 + 11x – 6 = 0
Suppose the volume of the products. A box
+18 = 0 2. ( x 3 - 8 ) ( x + 3 ) 2 = 0 new block is 150 cubic designer needs to
inches, find the length of an produce a package for
2. x 4 + 5x 3 + 5x 2 – 6 edge of the original cube? a product in the shape
of a pyramid with a
=0
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.

Solution:

Let ________ = area of

the base

________= height of
the pyramid

If the volume of the

pyramid is V = 1/3
(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 ______

2. One side of a
rectangle is 3 cm
shorter than the other
side. If we increase the
length of each side by 1
cm, then the area of
the rectangle will
increase by 18 cm2.
Find the lengths of all
sides

G. Finding practical THINK-PAIR-SHARE THINK-PAIR-SHARE Solve completely: Solve the problem

application of concepts
and skills in daily living 1. A tree is supported
by a wire anchored in
Find the roots of each Find the roots of each 1. Find four consecutive
the ground 5 feet from
polynomial equation. polynomial equation. even numbers such that the
its base. The wire is 1
product of the first, third
1. x 3 + 2x 2 – 25x –50 1. 3x 3 - 19x 2 + 33x –9 = 0 foot longer than the
and fourth is 2240.
height that it reaches
=0 2. x 3 – 2x 2 + 4x - 8 = 0 on the tree. Find the
length of the wire.
2. x 4 – 6x 3 – 9x 2 + 14x
2. The sum of a number
=0
and its square is 72.
Find the number.
H. Making generalizations A root of a polynomial A root of a polynomial Problem solving skills is a Problem solving skills
and abstractions about the equation is a value of equation is a value of the process, and consists of is a process, and
lesson the variable which variable which makes the several steps which are consists of several
makes the polynomial polynomial equal to zero. applied sequentially. steps which are
equal to zero. applied sequentially.
In solving polynomial A. Understand the
In solving polynomial equations, we may use: Problem A. Understand the
equations, we may use:
a. Zero Product Property a. Zero Product Property Problem

b. Synthetic division b. Synthetic division Read the problem. Read the problem.

c. The Remainder c. The Remainder What are the given facts? What are the given

Theorem Theorem B. Plan Your Approach facts?

d. The Factor Theorem d. The Factor Theorem Choose a strategy B. Plan Your
Approach
e. The Rational Root e. The Rational Root C. Complete the Work
Choose a strategy
Theorem Theorem
C. Complete the
Apply the strategy. Use Work
the algebra you know to
apply the strategy to Apply the strategy.
solve the problem Use the algebra you
know to apply the
D. Interpret the Results
strategy to solve the
problem
State your answer then D. Interpret the
check. Does your answer Results
make sense? Does it
satisfy the conditions of State your answer
the problem? then check. Does
your answer make
sense? Does it satisfy
the conditions of the
problem?
I. Evaluating learning Solve each polynomial One of the roots of the Solve completely: 1. The length of a
equation, Show your polynomial equation is given. rectangle is 1 m less
The Yes - O club of TMCNHS
complete solution. Find the other roots. than twice the width. If
launches a recycling
the area is 55 m2, find
1. x 3 – 2x 2 – 4x + 8 = 0 1. – 2x 4 + 13x 3 – 21 x 2 campaign. In support of the
the perimeter
program, the G 10 –
2. x 2 ( x 3 – 1 ) ( x – 4) = 0 +2x+8=0
Newton collected all their 2. The sum of two
x1= -½ waste papers and numbers is 27 and their
constructed two boxes, a product is 50. Find the
cube and a rectangular box. numbers.

7𝑐𝑚3 more than twice the

The volume of the cube is 3. The length of a
2. x 4 – 3x 2 + 2 = 0
rectangle is 5 cm more
x1=1 volume of the rectangular than its width and the
box. The length of the box area is 50cm2. Find the
is 2cm greater than the length, width and the
length of an edge of the perimeter.
cube, its width is 2 cm less
than the length of an edge
of the cube, and its height is
1 cm less than the length of
an edge of the cube. Find
the dimensions of the cube
and the box.
J. Additional activities for 1. Follow-up: 1. Follow-up:
application or remediation 1. Follow-up:
Solve the polynomial Solve the polynomial 1. Follow Up: The
equation. equation. One dimension of a cube is product of two
increased by1 inch to form numbers is 20. The
a. x 5 – 7x 3 – 2x 2 +12x a. x 4 – x 3 – 7x 2 + 13x - 6
a rectangular block. sum of squares is 41.
+8=0 =0 Suppose that the volume of Find the numbers
the new block is 150 cubic
2. Study 2. Study: Polynomial
inches . Find the length of
Functions, Grade 10
LM pages 94-95, Applying an edge of the original Mathematics LM,
polynomial equations in real cube.
life situations page 99, 106-107

V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?