GRADES 7 to 10 MEYCAUAYAN WEST CENTRAL NOVEMBER 28 –

SCHOOL GRADE LEVEL GRADE 10 QUARTER: SECOND DATE:

DAILY LESSON INTEGRATED SCHOOL December 2, 2022
LOG EINSTEIN (9:15 – 10:05)
SECTION NEWTON (12:00 – 12:50)
TEACHER WENDELL M. REYES SUBJECT: MATHEMATICS WEEK: 4
/ TIME: FARADAY (3:35 – 4:25)
DARWIN (4:25 – 5:15)

DAY 1 DAY 2 DAY 3 DAY 4

(November 29, 2022) (November 30, 2022) (December 1, 2022) (December 2, 2022)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate
B. Performance Standards
and accurate representations.
Learning competency: Solves problems involving Learning competency: Solves problems Learning competency: Solves problems
polynomial functions ( M10AL-IIb-2) involving polynomial functions ( M10AL- involving polynomial functions ( M10AL-IIb-
IIb-2) 2)
Learning Objectives:
Learning Objectives: Learning Objectives:
1. Determine problems involving polynomial
functions 1. Determine problems involving 1. Determine problems involving
C. Learning Competencies/Objectives BONIFACIO DAY polynomial functions polynomial functions
2. Solves problems involving polynomial
functions 2. Solves problems involving 2. Solves problems involving polynomial
polynomial functions functions
3. Relate problems on polynomial functions to
real life. 3. Relate problems on polynomial 3. Relate problems on polynomial
functions to real life. functions to real life.

II. CONTENT
(Subject Matter)
Solves Problems Involving Polynomial Solves Problems Involving Polynomial
Solves Problems Involving Polynomial Function
Function Function
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Self Learning Module/ Learning Activity Sheet
 3. Textbook pages
4. Additional Materials from
Learning Resource (LR Portal)
B. Other Learning Resources PowerPoint Presentation, TV, whiteboard and marker
III. PAMAMARAAN
A. Reviewing previous Lesson or The teacher lets the students answer the activity The teacher will present a problem The teacher lets the students realize that
presenting new lesson to prepare for the next topic: about polynomial function. they can apply polynomial functions to real-
Factor completely and find the roots: life problems and produce concrete object
1. Y = 2x4 - 3x3 - 18x2 +6x + 28 1) Which polynomial has 1,-3, and 5 as that satisfies the conditions given in the
2. Y = 2x4 +7x3 - 4x2 - 27x - 18 zeros? problem.
Questions:
1. Was it easy to completely factor each 2) Find the other roots if one of the
polynomials?
roots of the polynomial equation.
2. What method did you use?
2x3+9x2-33x + 14 = 0 is 2. 1⁄2 & 7

3) Given that 3 is a zero of the

polynomial function defined by h(x) = x3
+ 6x2 – 13x – 42, solve for the other
two roots of h(x).
B. Establishing a purpose for the The teacher lets the students realize that they Read the problem carefully and answer The teacher lets the students answer the
lesson can apply polynomial functions to real-life the questions that follow. problem:
problems and produce concrete object that You are designing candle-making kits. A car manufacturer determines that its
satisfies the conditions given in the problem. Each kit contains 25 cubic inches of profit, P, in thousands of pesos, can be
candle wax and a mold for making a modeled by the function P(x) = 0.00125 x 4
pyramid-shaped candle with a square +x - 3, where x represents the number of
base. You want the height of the candle cars sold. What is the profit at x = 150
to be 2 inches less than the edge of the
base.

Questions/Tasks: 1. What should the

dimensions of your candle mold be?
Show a mathematical procedure in
determining the dimensions. 2. Use a
sheet of cardboard as sample material
in preparing a candle mold with such
dimensions. The bottom of the mold
should be closed. The height of one
 face of the pyramid should be indicated.
3. Write your solution in one of the
faces of your output (mold).
C. the Presenting examples/ instances The teacher lets the students answer the problem The members of a group of packaging The teacher discusses the answer to the
of the new lesson. in a group of 4: designers of a gift shop are looking for a problem with the students participation.
Problem: precise procedure to make an open
The members of a group of packaging designers rectangular box with a volume of 560
of a gift shop are looking for a precise procedure cubic inches from a 24-inch by 18-inch
to make an open rectangular box with a volume rectangular piece of material. The main
of 560 cubic inches from a 24-inch by 18-inch problem is how to identify the side of
rectangular piece of material. The main problem identical squares to be cut from the four
is how to identify the side of identical squares to corners of the rectangular sheet so that
be cut from the four corners of the rectangular such box can be made.
sheet so that such box can be made. Suppose
you are chosen as the leader and you are tasked Suppose you are chosen as
to lead in solving the problem. What will you do to the leader and you are tasked to lead in
meet the specifications needed for the box? solving the problem. What will you do to
Show a mathematical solution. meet the specifications needed for the
box? Show a mathematical solution.

D. Discussing new concepts and The teacher should encourage the

practicing new skills.#1 students to write their insights. Let them
show their appreciation of polynomial
functions.
E. Discussing new concepts and
practicing new skills #2.
F. Developing Mastery Let the students answer the problem by pair: An open box with dimensions 2 inches The teacher lets the students answer the
Find three rational numbers such that their by 3 inches by 4 inches needs to be problem by pair:
product is 210. The second number is 5 less than increased in size to hold five times as
the first. The third number is 1 more than twice much material as the current box. Problem:
the first. (Assume each dimension is increased A piece of cardboard 30 cm long and 25
by the same amount.) cm wide is used to make a box with no lid.
Equal squares of single length x centimeters
Task: are cut from the corners and the sides are
a. Write a function that represents the folded up. Write the polynomial function that
volume V of the new box. represents the volume , V, of the box on
b. Find the dimensions of the new box. terms of x.
 c. Using hard paperboard, make the Answer :
two boxes - one with the original V = lwh ( 30 - 2x) (25 - 2x) (x)
dimensions and another with the new
dimensions.
d. On one face of the bigger
box, write your mathematical solution in
getting the new dimensions.
G. Finding practical application of
concepts and skills in daily living
H. Making Generalizations and 1. How do we determine the problem involving 1. Were you surprised that polynomial
Abstraction about the Lesson polynomial functions? functions have real and practical uses?
2. How to solve problems involving polynomial 2. What mathematical concepts do you
function? need to solve these kinds of problems?

I. Evaluating Learning The students should read the problem carefully A drugstore that sells a certain brand of
and answer the questions that follow: vitamin capsule estimates that
Problem: the profit P (in pesos) is given by 𝑃 = −50𝑥3
You are designing candle-making kits. Each kit + 2400𝑥2 − 2000, 0 ≤ 𝑥 ≤ 32
contains 25 cubic inches of candle wax and a where x is the amount spent on advertising
mold for making a pyramid-shaped candle with a (in thousands of pesos). An
square base. You want the height of the candle advertising agency provides four (4)
to be 2 inches less than the edge of the base. different advertising packages with
Questions: costs listed below. Which of these packages
1. What should the dimensions of your candle will yield the highest revenue for the
mold be? Show a mathematical procedure in company?
determining the dimensions.

J. Additional Activities for Application

or Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners earned 80%in the
evaluation.
B. No. of learners who required additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learner who continue to require
remediation
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 used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted:

WENDELL M. REYES EMELYN L. ARIT ATTY. EMERSON T. CERIA

Teacher I Master Teacher II Principal III