10
Mathematics
Quarter 1 – Module 12:
Problems Involving Polynomials
and Polynomial Equations
(M10ALIj-2)
Mathematics– Grade 10
Self-Learning Module (SLM)
Quarter 1 – Module 12: Problems Involving Polynomials and Polynomial Equations
First Edition, 2020
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Development Team of the Module
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Mathematics
Quarter 1 – Module 12:
Problems Involving Polynomials
and Polynomial Equations
(M10ALIj-2)
Introductory Message
For the facilitator:
Welcome to the Mathematics 10 Self-Learning Module (SLM) on Solving Problems
Involving Polynomials and Polynomial Equations!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the Mathematics 10 Self-Learning Module (SLM) on Problems Involving
Polynomials and Polynomial Equations!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
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Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
References This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
master polynomials and polynomial equations and other concepts related to it.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook
you are now using.
Good day everyone! Yes! We are finally in the last topic for First Quarter. In
this module, you will be exploring real-life applications of polynomials and
polynomial equations. After utilizing this module, you are expected to solve
problems involving polynomials and polynomial equations (M10AL-Ij-2).
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What I Know
You are asked to call to mind what you already know about the polynomials and
polynomial equations and be able to connect it to your past learning by answering
the questions below.
1. The following are examples of polynomials, EXCEPT
A. x2 – 4x + 5
B. 4x-3 + 8x-2 + 10x – 7
C. 3x4 – 5x3 + 2x – 1
D. x3 – y3
2. What is the leading term of the polynomial 2x3 + 4x4 – x +10 - 3x2?
A. – 3x2
B. – x
C. 2x3
D. 4x4
3. What is the remainder when x3 + 6x2 + 4x – 11 is divided by x + 2?
A. -3
B. 0
C. 3
D. 11
4. What is the quotient when x2 – 9 is divided by x + 3?
A. x - 3
B. x - 9
C. x + 3
D. x + 9
5. What is the remainder when (5x100 + 5) is divided by (x – 1)?
A. -10
B. -5
C. 5
D. 10
For items 6 to 8, use the illustration that follows: Divide 5x 3 + 19x2 + 9x –
9 by x + 3.
6. What process of division is used in the solution?
A. Long Division method
B. Remainder Theorem
C. Synthetic Division
D. None of the above
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7. What is the quotient?
A. -3
B. x + 3
C. 5x3 + 19x2 + 9x – 9
D. 5x2 + 4x - 3
8. What is the dividend?
A. -3
B. x - 3
C. 5x3 + 19x2 + 9x – 9
D. 5x2 + 4x - 3
9. The remainder after dividing (–10x3 + 5x2 + K) by (x + 1) is 4. Which of the
following is the value of K?
A. -19
B. -11
C.9
D. 19
10. What are the factors of 18x3 + 12x2 – 48x?
A.(x + 2)(3x – 4)(6)
B.(x + 2)(3x – 4)(6x + 1)
C.(3x2 +2x – 8)(-6x)
D.(x + 2)(3x – 4)(6x)
11. Given P(x) = 3x3 + x2 – 4x + 2. What is the value of P(3)?
A. -80
B. -58
C. 80
D. 81
12. How many positive real roots does x4 – x3 – 11x2 + 9x + 18 = 0 have?
A. 0
B. 1
C. 2
D. 3
13. The length of the rectangle is 2x – 3 and its width is equal to x – 1. What
is the area of rectangle?
A. -2x2 -5x + 3
B. 2x2 – 5x + 3
C. 2x2 – 3x - 3
D. 2x2 + 3
14. The distance covered by a bike is given by the expression 2x2 + 6x -20. The
time taken by the bike to cover this distance is given by the expression x –
2. What is the speed of the bike?
A. 2x + 10
B. 2x - 10
C. x - 2
D. x + 2
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15. Determine the value of m if 3x2 + mx + 4 has x = 1 as one of its roots?
A. -7
B. -1
C. 4
D. 7
Very Good! You did well! You’re now ready for the next set of activities.
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Lesson Problems Involving
12 Polynomials and Polynomial
Equations
Another module is set for you to explore. Some real-life situations require the
application of polynomials. Just like an engineers can use polynomials to create
building plans and entrepreneurs can use polynomials to design cost-effective
products.
Are you excited to know more about this? After going through this module,
you are expected to solve problems involving polynomials and polynomial
equations.
What’s In
In your previous lessons, you have learned that a polynomial expression
P(x) is an expression of the form
anxn + an– 1xn – 1 + an – 2xn – 2 + … + a1x + a0, an ≠ 0
where the nonnegative integer n is called the degree of the polynomial and coefficients
a0, a1, …, an are real numbers.
The terms of a polynomial may be written in any order. However, we often
follow the convention of writing the terms in decreasing powers of the variable x. In
this case, the polynomial expression is said to be in standard form.
You have also learned the concepts on dividing polynomials using Long
Division Method and Synthetic Division.
Example: Divide 6x3 +2x2 – 7 by x – 2 using Long Division and Synthetic Division
Solution by Long Division Method:
First, write the dividend in standard form and insert zeros as coefficients of
any missing term to obtain 6x3 +2x2 + 0x – 7. Both dividend and divisor should be in
standard form. The long division method is shown below.
9
49
Hence, (6x3 +2x2 + 0x – 7) ÷ (x – 2) = 6x2 + 14x + 28 + .
𝑥−2
Solution by Synthetic Division:
3 – 2x2 + 2x
+ 21) and the remainder is 61o indicate
Therefore, the quotient is (6x2 + 14x + 28) and the remainder is 49.
Other things you have learned previously were the Remainder and Factor
Theorems; Factoring Polynomials; and Finding Roots of Polynomials.
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).
Factor Theorem: The polynomial P(x) has x – r as a factor if and only if P(r) = 0.
Fundamental Theorem of Algebra: If P(x) is a polynomial equation of degree n and
with real coefficients, then it has at most n real roots.
Example: Find the other roots of the polynomial x4 + 3x3 – 14x2 – 48x – 32 given that
one root is -2.
Solution:
Applying the concepts on Remainder and Factor Theorems and Synthetic
Division, prove that -2 is one of the roots
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Since the remainder is zero (0) then it has proven that -2 is a root of x4 + 3x3 – 14x2
– 48x – 32.
Thus, we have x3 + x2 -16x – 16 = 0 as a depressed equation and using such, is x =
-1 also a root?
Again, using Synthetic Division
Yes! x = -1 is a root.
So, we have x2 – 16 = 0 a depressed equation.
Lastly, by Factoring Method,
X2 – 16 = (x – 4)(x + 4)
Therefore, x = 4 and x = -4.
Hence, the roots of x4 + 3x3 – 14x2 – 48x – 32 are -2, -1, 4 and -4.
Notes to the Teacher
You may add an activity if necessary that will connect the
current lesson which is solving problems involving polynomials
and polynomial equations with the previous lesson that have
discussed.
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What’s New
This module focuses on the application of learned concepts on polynomials and
polynomial equations. You are going to solve problems involving polynomials and
polynomial equations.
Study the problem below and give what is being asked.
Problem 1:The area of the rectangle is given by the polynomial expression x 3 – 2x2 –
6x + 12 and its length given by x – 2. Find the width of the rectangle.
Questions:
1. What is the area of the rectangle? _________________
2. What is the length of the rectangle? _________________
3. What is the formula for area of the rectangle? _________________
4. To find the width of the rectangle, what formula
are you going to use? _________________
5. Using the above formula and applying the division
of polynomials, what is the width of the rectangle? _________________
Great Job! You are now ready to explore more problems on polynomials and
polynomial equations!
What is It
Below are important concepts to consider in solving problems involving
polynomials and polynomial equations.
A polynomial is an expression which consists of two or more than two
algebraic expressions. In a polynomial expression, the same variable has
different powers. If the polynomial is added to another polynomial, the
resulting expression is also a polynomial. The same goes with the operations
of addition, subtraction, multiplication and division.
Division Algorithm: Given a polynomial dividend f(x) and a non-zero
polynomial divisor d(x) where the degree of d(x) is less than or equal to the
degree of f(x), there exist unique polynomials q(x) and r(x) such that f(x) = d(x)
q(x) + r(x) where q(x) is the quotient and r(x) is the remainder. The remainder
is either equal to zero or has degree strictly less than d(x).
There are simple steps to solve math word problems:
1. Understand the request! It’s often follows word such as how, show or
find.
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2. Translate the wording into a numeric equation.
3. Solve the equation.
Suggestions:
Read the problem entirely and get a feel for the whole problem
List information and the variables you identify
Work in an organized manner. This will help you think clearly
Draw and label all figures and pictures clearly
Examples
Problem 1.The length of a room exceeds its width by 2
meters. If the length and the width are both increased by
1m, then the area increases by 11m2. Find the length
and width of the room.
Solution:
Step 1. Let x be the width
Then (x + 2) is the length
Step 2. Draw and label the rectangle clearly
Step 3. Translate the problem.
New Area = Original Area + 11
(x + 3)(x + 1) = x(x + 2) + 11
Step 4. Solve the problem
x2 + 4x + 3 = x2 + 2x + 11 [𝐸𝑥𝑝𝑎𝑛𝑑 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛]
2x = 8 [𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛]
x = 4 𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 2]
[
Step 5. So, the length of the room is 6m and its width is 4m.
Problem 2. The number of shirts sold by the shopkeeper
is given by the expression 3x – 5. The price per shirt is
given by the expression 2x + 1. Find the total amount of
revenue earned by theshopkeeper by selling the shirts.
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Solution:
The total amount of profit is calculated by the formula:
Profit = (price per item) x (number of items sold)
Hence, we will find the profit by multiplying the price of the single shirt with
the total number of shirts sold.
Price of a single shirt = 2x + 1
Number of shirts sold = 3x – 5
Profit = (price per item) x (number of items sold)
Profit = (2x + 1)( 3x – 5)
= 2x(3x – 5) + 1(3x – 5)
= 6x2 – 10x + 3x – 5
= 6x2 – 7x – 5
Hence, the total profit earned by the shopkeeper = 6x 2 – 7x – 5.
Problem 3. Give a polynomial equation with integer
coefficients that has the roots -2, 1, -1 and 3.
Solution:
Roots are -2, 1, -1 and 3
x = -2, x = 1, x = -1, x = 3
x + 2 = 0, x – 1 = 0, x + 1 = 0, x – 3 = 0
(x + 2)(x – 1)(x + 1)(x – 3) = 0
(x2 + x – 2)(x2 – 2x – 3) = 0
x4 – x 3 – 7x 2 + x + 6 = 0 polynomial equation
What’s More
Let us try to answer more challenging set of problems and activities
involving polynomials and polynomial equations.
Activity 1.“The Remains”
.
1. Divide x3 – 3x2 + x + 4 by x-2 (Use either long or synthetic
division)
Quotient:____________________ Remainder: ____________________
x-2 Equate to zero and x= solve for x. .Now,
___
substitute the value of x in the polynomial, p(x) = x3 – 3x2 + x + 4 .
What is the value of the polynomial p(x)? _____________________
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2. This time, find the quotient of p(x) = 2x 3 + 7x2 – 6x + x +3 1 and .
Quotient: ________________________ Remainder: _________________
Again, equate the divisor, x + 3 to zero and solve for x. x = . Substitute
this constant in the polynomial, p(x) = 2x3 + 7x2 – 6x + 1 .
What is the value of the polynomial p(x)? _____________________
Questions:
1. Observe the remainder in number 1 and the value of its polynomial.
What have you noticed?
2. How about the remainder in number 2 and the value of its polynomial?
3. Why do we need to equate the divisors in tasks 1 and 2 to zero?
4. What conclusion/s can you establish between the remainder and the
value of the given polynomial?
Activity 2.Word Problem
The area of the rectangle is given by the polynomial expression
x3 - 2x2 - 6x + 12 and its length given by x-2. Find the width of
the rectangle.
Well done! Get ready for another learning battle ahead!
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What I Have Learned
Here is another activity that tells what you have done, need to search
for answers or more information and have learned from this module.
Activity. “Do-Search-Learned”
Directions:
Complete the table or D-S-L chart below by indicating the things you
have Done, wished to Search for answers or more information and have
Learned in this module.
Name:________________________________
What you Do or have What you want to What you have
DONE SEARCH or HAVE LEARNED
SEARCHED for
answers
Nice work! Now you’re up for the final challenge of this module.
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What I Can Do
Here is another activity that lets you apply what you learned about the
polynomials and polynomial equations.
Activity 1. “Let’s Apply”
Directions: Give what is being asked in the following problems involving polynomials
and polynomial equations. Refer to answer code below and fill in the blanks that
follow by writing the code of each of your answer to discover the mathematician in
the trivia given.
1.) How many real roots do the polynomial (x 3.) 2 and -3 are roots of x3 - 3x2 – 10x + 24,
+ 2)2(x – 1)3(x + 5) have? what is the other root?
2.) What is the remainder when 2x4 + 5x3 – 4. What is the quotient when x4 + 5x3 – 2x2
4x + 10 divided by x – 2? + 3 is divided by x + 2?
ANSWER CODE:
C S I T A N B
x3+3x2-8x+16 54 6 x3+3x2+8x+16 5 4 74
Italian F___ ___ O ___ A ___ C I
mathematician- Item # 1 2 3 4
“most talented
Western
mathematician of the
Middle Ages”
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Activity 2. “Apply...Apply...”
The volume of a rectangular solid is given by the polynomial
3x4 – 3x3 – 33x2 + 54x. The length of the solid is given by 3x
and the width is given by x – 2. Find the height of the solid.
Great work! You did a good job in applying what you have learned!
Assessment
Congratulations for getting through this module! Let’s test how much you have
learned, please answer the questions by choosing the letter of the best answer.
1. How many positive real roots does x4 – x3 – 11x2 + 9x + 18 = 0 have?
A. 0
B. 1
C. 2
D. 3
2. Find a cubic polynomial equation with roots –2, 2, and 4.
A. x3 + 4x2 – 4x + 16 = 0
B. x3 – 4x2 – x + 16 = 0
C. 10x3 – x2 – x + 16 = 0
D. x3– 4x2 – 4x + 16 = 0
3. What is the value of the polynomial x3 + 4x2 – 2x – 1 given the x = 2?
A. -19
B. -5
C. 19
D. 24
4. What is the remainder when 2x4 + 6x2 -6 is divided by 2x + 4?
A. -62
B. -50
C. 50
D. 62
5. What is the quotient when 2x4 + 6x2 -6 is divided by 2x + 4?
A. x3 – 2x2 + 7x - 14
B. 2x3 – 4x2 + 14x - 14
C. 2x4 + 6x2 -6
D. 2x + 4
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6. Alim will evaluate an 8th degree polynomial in x at x = 10 using the
Remainder Theorem and synthetic division. How many coefficients of x will
be written in the first row of the synthetic division procedure?
A. 8
B. 9
C. 10
D. 11
7. Find a fourth degree polynomial that is divisible by x2 – 4 and has the roots
by x = 3 and x= 5.
A. x4 – 8x3 + 11x2 + 32x - 60
B. x2 – 8x + 15
C. x4 – 8x3 + 19x2 + 32x - 60
D. x4 – 8x + 15
8. The length of the rectangle is 2x – 3 and its width is x – 1. What is the area
of the rectangle?
A. 2x2 – 5x – 3
B. 2x2 – 5x + 3
C.2x – 3
D. x – 1
9. Calculate the value of a for which the polynomial x3 – ax + 8 has the root
x = -2.
A. -8
B. -2
C. 0
D. 8
10. The number of cellphones sold by a shop can be modelled by the
expression N(t) = 7t + 25 and price per cellphone is modelled by an
expression P(t) = 3t2 + 3t + 36, where t is the number of months in a year.
If we use this model, what is the total amount of revenue generated by the
shop at the end of the year?
A. 504
B. 5, 040
C. 54, 936
D. 549, 360
11. If a car moving at a constant rate travels (2x 3 – x2 – 4x + 3) km in (x2 – 2x
+ 1) hours, what is the rate of the car in km per hour?
A. (2x – 3) km/hr
B. (2x + 3) km/hr
C. (4x + 5) km/hr
D. (2x + 6) km/hr
12. If one ream of bond paper costs (3x – 4) pesos, how many reams can you
buy for (6x4 – 17x3 + 24x2 – 34x + 24) pesos?
A. 2x3 – 3x2 + 4x - 6 reams
B. 6x4 – 17x3 + 24x2 – 34x + 24 reams
C. 3x – 4 reams
D. None of the above
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13. A tailor earns (12y2 + y – 35) pesos for working (3y – 5) hours. How much
does he earn per hour?
A. y + 7
B. 3y – 5
C. 12y2 + y – 35 pesos
D. 4y + 7 pesos
14. The diagonal of a rectangle is 8 m longer than its shorter side. If the area
of the rectangle is 60 square m, find its dimensions.
A. width of the rectangle is 5 m and its length is y = 12 m
B. width of the rectangle is 8 m and its length is y = 6 m
C. width of the rectangle is 5 m and its length is y = 6 m
D. width of the rectangle is 7 m and its length is y = 12 m
15. The side of a square lot is (5x – 3) meters. How many meters of fencing
materials are needed to enclose the square lot? If one square meter of the
lot costs Php15,000, what is the cost of the square lot?
A. (5x – 6) meters
B. (10x – 12) meters
C. (20x – 12) meters
D. (5x – 12) meters
Good Job! You did well on this module! Keep going!
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Additional Activities
Try this problem to boost your understanding on Problems involving polynomials
and polynomial equations.
One of the dimension of a cube in increased by 2 inch to form a rectangular
block. Suppose that the volume of the cube 200 cubic inches. Find the length of an
edge of the original cube.
In solving problems involving polynomials and polynomial equations, what do
you think is the best method for you and WHY? Try to express your insights based
from what you have learned in this module.
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References
Assessment What I Can Do
1. C Activity 1.
2. D 1. 6
3. C 2. 74
4. C 3. 4
5. A 4. x3 + 3x2 – 8x + 16
6. B
7. A Answer to trivia:
8. B
9. C FIBONACCI
10.C
11.B
12.A
13.D
14.A
15. C
What’s More What’s Knew What I Know
1. x3 – 2x2 – 6x + 12 1. B
2. x - 2 2. D
3. A = L ● W 3. C
4. W = A/L 4. A
W = x2 - 6 5. D
6. C
7. D
8. C
9. B
10.D
11.C
12.C
13.B
14.A
15.A
Activity 2. Width of the rectangle is x2 +
6
Answer Key
Learner’s Material Math 10
Teacher’s Material Math 10
BEAM Learning Guides, Module 6. of 4th Year Math
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Disclaimer
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
