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Sample DLP10-5

The document outlines a lesson plan for teaching polynomials and polynomial equations to 10th-grade students. It includes objectives, content standards, learning resources, and procedures for engaging students in solving polynomial equations. The lesson emphasizes understanding roots of equations and provides examples and methods for solving them.

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Nowitzki Dig'z Dighavu
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18 views2 pages

Sample DLP10-5

The document outlines a lesson plan for teaching polynomials and polynomial equations to 10th-grade students. It includes objectives, content standards, learning resources, and procedures for engaging students in solving polynomial equations. The lesson emphasizes understanding roots of equations and provides examples and methods for solving them.

Uploaded by

Nowitzki Dig'z Dighavu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I.

OBJECTIVES
The learner demonstrates understanding of key concepts of polynomials and polynomial equations.
A. Content Standards
DETAILED MATHEMATICS 10 LESSON PLAN
B. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards ACEREDA
different disciplines through INTEGRATED SCHOOL
appropriate and accurate representations.
C. Learning GRADE LEVEL QUARTER / DOMAIN DATE equations.
The learner solves polynomial TIME PAGE NO.
Competencies/ 10 2ND Quarter/ Patterns and (M10AL-Ij-1)
/ /_____ 7:30-8:30 PM 1
Objectives a. solve polynomial equations
(Write the LC code)
Algebra
b. develop patience on how to solve exercises in polynomial equations.
II. CONTENT Polynomial Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 68 - 69
2. Learner’s Materials pp. 89 - 93
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT

that roots of multiplicity 𝒏 are counted 𝒏 number of times.


A. Reviewing previous By inspection, determine the number of real roots of each polynomial equation. Note

1.) ( x+2 )(𝑥−3) (𝑥+1) (𝑥−6) = 0 2.) 𝑥 (𝑥−2 ) (𝑥+3 ) 2 = 0 3.) 𝑥 3 (𝑥 3 + 8) = 0


lesson or presenting
the new lesson
4.) (𝑥 3 − 1) (𝑥 2 + 1) = 0 5.) 5𝑥 (𝑥 3 − 8) 2 = 0
ENGAGE
B. Establishing a purpose When do we say that a real number, say r, is a root of a given polynomial equation in x?
for the lesson In solving polynomial equation, we are looking for the value(s) of the variable that will make the
Roots of the Equation.

Illustrative example:
If a polynomial equation is expressed in factored form, the roots are easily determined, and it is much
easier to solve.
1. Let’s have
x ( x2 – 4 ) (x + 3) = 0
Solution:
x ( x2 – 4 ) (x + 3) = 0 Equate each of the factor to zero, and then solve for x, that is
x =0 x2–4 =0 x+3 = 0 x2 =4
x = -3 x = 4 √
C. Presenting x = ±2
examples/instances of Therefore the roots of the polynomial equation
the new lesson x ( x2 – 4 )(x + 3) = 0 are 0, 2, -2 and -3
The difficulty of finding the roots of polynomial increases when the polynomial is not expressed in factored
form.
2. Let’s solve the equation
6x 4 - 19x 3 - 22x 2 +7x + 4 = 0
Solution:
This is 4th degree polynomial, then it has at most 4 real roots. The leading coefficient is 6, thus its factors
are 1, 2, 3 and 6 The constant term is 4 and its factors are 1, 2 and 4
1 1 1 2 4
By the rational root theorem, the possible roots are ± 1 ,± , ± ,± , ± 2 ,± , ± ,∧± 4
2 3 6 3 3
By synthetic division:
6x 4 – 19x 3 - 22x 2 + 7x + 4 = 0 are 1, 4, -1/3 and 1/2
EXPLORE
1. Solve the equation x 3 + 6x 2 + 11x + 6 = 0
Solution:
The equation has at most _____ real roots. The leading coefficient is _____, and its factors are _____ and _____. The
constant term is _____, and its factors are _____,_____,_____,_____,_____,_____,_____,_____,_____,_____,_____ and
_____. The possible roots of the equation are _____, _____,_____,_____._____ and _____.
To test if 1 is a root of the given equation, use synthetic division
D. Discussing new 1 ˩ 1 6 11 6
concepts and _____________
practicing new skills Since the remainder is _____, therefore 1 is _____ of the equation.
#1 Test if -1 is a root of the equation.

-1 ˩ 1 6 11 6
______________
Since the remainder is _____, therefore -1 is _____ of the equation. This implies that
x3 + 6x 2 +11x +6
x+1 = x2 + 5x + 6
We can obtain the other roots of
DETAILED MATHEMATICS 10 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
10 2ND Quarter/ Patterns and / /_____ 7:30-8:30 PM 2
Algebra

Prepared by: NOTED:

MICHAEL SALDO SAGORIO MA. ETHEL B. RICAFORT, Ed.D.


SST-I PRINCIPAL

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