School: TABUK CITY NATIONAL Grade level G10

DAILY HIGH SCHOOL

LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
LOG
Teaching Dates and Time: November 2 - 4, 2022 Quarter FIRST

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of sequences, polynomials, and equations
B. Performance Standard The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate
C. Learning Competency/Objectives
and accurate representations.
Write The LC Code For each
Performs division of polynomials using long division and synthetic division.
M10AL-Ig-1
 Check test paper
Specific Objectives  Give feedback on the test result.
 Recall concepts on factoring polynomials.
II. CONTENT Factoring
III. LEARNING RESOURCES Integrated Mathematics
Teacher’s References
Guide/Teacher's Manual
By: Estela Galicano Adanza, Ph. D.

Learner’s Reference Mathematics Learner’s Module

Textbook pages

IV. PROCEDURES
Other Activities . -What is the relationship between
Intervention October 31, 2022 November 1, 2022 Checking of Test Paper and Feed special products and factoring?
Remediation Holiday
Holiday backing -How do we factor expression with
Reinforcement/
a common monomial Factor?
Enrichment
-What about factoring by grouping
terms?
-How do we factor Difference of
two squares?
-Recall the above identified cases
on factoring through an example
 and associate it to the various
cases of special products.
-Give drill exercises for a deeper
understanding of the concept
taught.
-Summarize the lesson by coming
up with equivalent expressions.

V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment

Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics

School: TABUK CITY NATIONAL Grade level G10

DAILY
LESSON LOG HIGH SCHOOL
Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
Teaching Dates and Time: November 7 - 11, 2022 Quarter Second
 Monday Tuesday Wednesday Thursday
I. OBJECTIVES The learner demonstrates understanding of key concepts of sequences, polynomials, and equations
A. Content Standard The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate
B. Performance Standard and accurate representations.
C. Learning Competency/Objectives
Factors polynomials. (M10AL-Ih-1)
Write The LC Code For each
Illustrates polynomial equations (M10AL-li-
 Recall concepts on factoring polynomials.
Specific Objectives a. Greatest common factor and grouping of terms
b. Difference of two squares and sum and difference of two cubes
c. factoring trinomials
II. CONTENT Factoring by GCF and by Grouping Factoring Difference of Two Squares Factoring Trinomials Factoring trinomials
and Sum and Difference of two Cubes
III. LEARNING RESOURCES INTERMEDIATE ALGEBRA
Teacher’s References
Guide/Teacher's Manual
By: Merlie S. Alferez and Ma Cecilia A. Duro

Learner’s Reference Mathematics Learner’s Module

Textbook pages

IV. PROCEDURES
Other Activities -What are prime numbers? -Give a 5-minute review on factoring -Recall on the past lesson -Factor x 2−x−12
Intervention -Can integers be expressed in prime by GCF and factoring by grouping -Find the product of the following -Multiply ( 4 x+ 2 )( 3 x−3 )
Remediation
factored form? When do we say that an -Introduce how to factor the binomials.
Reinforcement/ -Introduce and illustrate how
Enrichment
integer has been completely factored? Difference of Two Squares. 1. ( x +2 ) ( x +3 ) to factor trinomials of the form
-How do we factor polynomials having -Write at least 5 binomials that is a 2. ( x−2 ) ( x−3 ) 2
ax +bx +c where a ≠ 1,
a numerical or variable that is common difference of two squares.
3. ( x +2 ) ( x −3 ) using the product of the
to all terms? *What do you observe about the
4. ( x−2 ) ( x+ 3 ) binomials above.
-Illustrate the process of factoring by terms of the binomial?
-Use the trinomials obtained in the -lay stress on the use of an
greatest common factor through *What about the sign that separates
product of the binomials above to informal trial and error
examples. the terms of the binomial.
introduce the process of factoring technique to work quite well
*Proceed to factoring by grouping by -Say that these expressions are
trinomials of the form ax 2 +bx +c , for some types of trinomials.
letting them be aware that sometimes a difference of two squares.
where a = 1 Example.
polynomial has the greatest common -Come up with a pattern by
Factor the following trinomials
factor of 1, but it may still be factorable associating it to special product. Or consider the product ( x +a ) ( x +b )
1. 12 x2 −x−6
by a suitable rearrangement of the 2 2
a −b = ( a+b )( a−b ) and use the distributive property to
terms called factoring by grouping. show how each term of the resulting 2. 12 x2 + 4 xy−5 y 2
-Encourage the students to use the
-Does the polynomial equivalent expressions as their trinomial is formed that can help the 3. 6 x 2−17 x +12
 2
21 y + 14 y−15 y−10 has a pattern in factoring Difference of two learners develop a factoring technique
greatest common factor other than 1? squares. for trinomials. -What form of trinomial will
Is there other process to factor the -Drill activity. ( x +a ) ( x +b ) = x + bx+ ax +ab
2 the trial-and-error technique
polynomial? -Can we factor sum of two squares? = x 2+ ( a+b ) x +ab helps in factoring?
- Give enough illustrative examples on *Although a sum of two squares
-Drill exercises
factoring polynomials. cannot be factored using real number Activity
Generalization:
coefficients, a sum of two can be. Use trial and error in
-How do you factor Trinomials of the
Generalization: -Proceed to Factoring Sum and determining the factors.
form x 2+ bx+ c or x 2+ bxy +c y 2
*What is factoring? Difference of Two Cubes by 1. 6 x 2−7 x +2
*How do we factor polynomial by GCF? developing a pattern for factoring a
Activity: 2. 3 x 2+ 8 x −3
*What are the chronological steps on sum and difference of two cubes.
Factor the following completely. If the 3. 4 y 2−9 y +2
factoring polynomial by grouping? a + b =( a+b ) ( a −ab+ b )
3 3 2 2
polynomial is a prime, state that it is. 4. 8 m 2 +10 m+3
Activity: a −b =( a−b ) ( a + ab+b )
3 3 2 2
2
1. x + 15 x +50 5. 8 m 2 +2 m−3
A. factor out the greatest common -How does the pattern help in factoring
2. x 2−4 x+3
factor. the sum and difference of two cubes?
2 -Drill exercises 3. x 2+ 7 x+6
1. 5xy - 8 xy
Generalization: 4. x 2−10 x+ 21
2. 16 z 2 n 6+ 64 zn7 −32 z 3 n3
1.How can we determine whether a 5. x 2−x−12
3. ( 3 k −7 ) ( k +2 ) + ( 3 k −7 ) ( k +5 ) binomial is factorable by the difference of
B. factor by grouping. two squares or by the sum and difference
2 2 2 2
1. p +q −3 p y −3 q y of two cubes?
2
2. 3 r −2 r +15 r −10 2. How do you factor a binomial of the
form a 2−b2 or a 3 ± b3 ?
Activity:
Factor each of the following
completely
2
1. 4 x −25
2. 49 2−64 x 2 z 2
3. x 6−9 y 2
4. 20x - 5 x 3
5. 8 a 3+1
6. x 6− y 6
7. 1000 + 27r 3 x 3
V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment

Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics

School: TABUK CITY NATIONAL Grade level G10

DAILY HIGH SCHOOL
LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
 Teaching Dates and Time: November 14 - 18, 2022 Quarter SECOND
LOG
Monday Tuesday Wednesday Thursday
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of sequences, polynomials, and equations
B. Performance Standard The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate
C. Learning Competency/Objectives
and accurate representation
Write The LC Code For each
Solves problems involving polynomials and polynomial equations

 Define polynomial equation

Specific Objectives  Solve and determine the number of roots of a polynomial equation.
 Appreciate the practical application of the concepts of polynomial equation in real life.

II. CONTENT Factoring Trinomial of the form Revisiting Roots of a polynomial Finding roots of Polynomial Finding roots of Polynomial
2
ax +bx +c where a ≠ 1 equations Equations by Applying the Zero- Equations by Applying the
Product Property Factor Theorem
III. LEARNING RESOURCES Mathematics 10 teachers guide
Teacher’s References
Guide/Teacher's Manual
Pages 59-62

Learner’s Reference Mathematics Learner’s Module

Textbook pages
Pages 82-92
IV. PROCEDURES
Other Activities -Give the complete factors of the -Pose an activity that would lead -Checking of assignments -5-minute review
Intervention following. learners in revisiting roots of a -Recall the Fundamental theorem of -What can you say about finding
Remediation
1. 16 x – 94 polynomial equations. Algebra (If P(x) is a polynomial the roots of a polynomial equation
Reinforcement/
2. x 4 −16 x Activity1. equation of degree n and with real that is expressed as a product of a
Enrichment
Determine the real roots of each coefficients, then it has most n of linear factors?
3. x 2 – 3x + 2
equation. real roots) -What about finding the roots of a
4. x 2 – x – 12
1. x – 2= 0 -How do we find the real roots of a polynomial equations when the
--Introduce and illustrate how to 2. x + 3 = 0 polynomial equation that is polynomial is not in the factored
factor trinomials of the form 3. x(x – 4) = 0 expressed as a product of linear form.
2
ax +bx +c where a ≠ 1, using the 4. (x + 1)(x – 3 ) = 0 factors? -Discuss and illustrate finding
product of the binomials above. 2
5. x + x – 2 = 0 - When and how is the Zero-Product roots of polynomial equation
-lay stress on the use of an informal ↓ Property is applied in finding the applying the Factor Theorem.
trial and error technique to work real roots of a polynomial equation? -Provide good enough illustrative
 quite well for some types of 10. ( 3 x+ 1 )2 ( x +7 ) ( x−2 )4 -When do we say that a real examples
trinomials. -Guide questions number, say r, is a root of a given - Give Drill activity to deepen skills
Example. 1. What do you call the given polynomial equation in x? of learners on the concept through
Factor the following trinomials equations? What are polynomial -Find the roots of the following cooperative learning .
2
1. 12 x −x−6 equations? polynomial equations by applying
2
2. 12 x + 4 xy−5 y 2
2. How do you describe the roots of an the Zero-Product Property. Generalization.
equation? 1. ( x +3 ) ( x−2 ) ( x +1 ) ( x−1 )=0 -How do you find the roots of a
3. 6 x 2−17 x +12
3. In finding the roots of an equation 2. ( x +4 )2 ( x−3 )3 = 0 polynomial equation that is not
with degree greater than 1, what have expressed in a factored form?
-What form of trinomial will the trial- Generalization:
you noticed about the number of -What is a depressed equation?
and-error technique helps in 1. In finding the roots of a
factoring? roots? Can you recall a principle that polynomial equation using the Zero-
supports this? Evaluation.
Activity Product Property, is the result
-How did you solve for the roots of the Discuss the solutions to each
Use trial and error in determining consistent with the Fundamental
equations? polynomial equation with a
the factors. Theorem of Algebra?
-How many roots does the equation classmate.
1. 6 x 2−7 x +2 2. How will you indicate roots that
2 1. x3 – 2x2 – x + 2 = 0
x −4 x−12 = 0 have? will occur n times?
2. 3 x 2+ 8 x −3 2. x3 + 9x2 + 23 x + 15s = 0
-State and expound the Fundamental
3. 4 y 2−9 y +2 Theorem of Algebra and the Zero – -For collaborative activity use C of
4. 8 m 2 +10 m+3 Product Property. Activity 3 on page 85.
2
5. 8 m +2 m−3
Generalization.
-What is the difference between a
polynomial equation from polynomial
expression
-What is the relation between the
degree of a polynomial and its number
of roots?
-Think -Pair- Share Activity
Learners Manual on page 83

V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment
Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics
 School: TABUK CITY NATIONAL Grade level G10
DAILY HIGH SCHOOL
LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
LOG
Teaching Dates and Time: November 21 - 25, 2022 Quarter SECOND

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of sequences, polynomials, and equations
B. Performance Standard The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate
C. Learning Competency/Objectives
and accurate representations.
Write The LC Code For each
Performs division of polynomials using long division and synthetic division.
M10AL-Ig-1
 Solve polynomial equations in factored for.
Specific Objectives  Solve polynomial equations using the Rational Root Theorem.
 Appreciate the practical application of the concepts in real life.
II. CONTENT Finding roots of a polynomial Finding roots of a polynomial Finding roots of a polynomial Finding roots of a polynomial
equation applying the Factor equation applying the Factor equation applying the Rational equation applying the Rational
theorem theorem(continuation) Root Theorem Root Theorem(continuation)
III. LEARNING RESOURCES Mathematics Teacher's Guide
Teacher’s References
Guide/Teacher's Manual

Learner’s Reference Mathematics Learner’s Module

Textbook pages
Pages 87-91
IV. PROCEDURES
Other Activities -What can you say about the -Checking and feedbacking of the past -a 5-minute recall of the past lesson -Review on identifying the leading
Intervention relationship between the number of activity -What can you say about finding the term and the constant term of a
Remediation
roots and the degree of a polynomial -Clarifications of queries. roots of a polynomial equation polynomial equations.
Reinforcement/
equation? (Fundamental Theorem of -Provide one illustrative example for applying the factor theorem? Is it -What is Rational Root Theorem?
Enrichment
Algebra) students to fully grasped the processes always easy to guess the roots of -To deepen students’
-How many roots does the equation and procedures on finding the roots of the equation? understanding of the Rational
( x−3 )2 ( x−5 ) ( 2 x +1 )3 = 0 has? a polynomial equation applying the -What do you think, could there be Root Theorem let the class work in
 What are these roots? What strategy factor theorem. a more systematic approach to get groups of 4 in doing an activity on
did you apply in finding these roots? rid of guessing a possible roots of a Finding the roots of a polynomial
How do you state root that occurs -Conduct of the assessment activity. polynomial equation? equations.
twice or more times? - Giving of instructions and directions -Make the class aware of the Activity:
-Suppose you are given a polynomial -Assessment activity proper increasing difficulty of solving Find all the real roots of the
equation that are not expressed in polynomial equations as the leading following equations. Next, write
the factored form, how can we Activity: coefficients and the terms become each polynomial on the left side of
determine their real roots? A. Given the following polynomial complicated, that is, their factors the equation in factored form.
equations. At most how many real roots
-Recall factor theorem by completing increase in number. Show your complete solutions.
does each have?
the statement, P(r) = 0 if and only if -Introduce the Rational Root 1.
1. x 20 −1=0
(x – r) is ________. Theorem that can ease their 4 3 2
−2 x +13 x −21 x +2 x+ 8=0
-Show how the theorem is used in 2. x 3−2 x 2−4 x +8=0 difficulty in finding the roots of a
5 2 23 34
finding one of the roots of a given 3. 18+9 x - 11 x −x + x =0 polynomial equations with 2. x 4 −x3 −7 x2 +13 x−6=0
polynomial equation and how a B. Find all real roots of the following complicated terms.
depressed equation is formed. equations. -Facilitate in answering Activity 5 on
2 3.
-From the depressed equation how 4. 3x( x 3−1 ) =0 page 87 for students to explore the 4 3 2
3 x −1 6 x +21 x +4 x−8=0
can we find the other roots? 5. ( x−4 ) ( x+ 3 )
2 3 Rational Root Theorem.
( x−1 ) =0
-Firm up students’ knowledge of -Use Activity 7 on page 89 to further
6. x 3−10 x 2+ 32 x−32=0 For individual work to broaden
solving polynomial roots using factor explain how the Rational Root
3 2 their understanding of polynomial
theorem through Activity 10 on page
7. 3 x −1 9 x +3 3 x−9=0 Theorem helps in the easy way of
equations use Activity 11 on page
92. “Completing the List of Roots of finding the real roots of polynomial
92-93 as assignment.
Polynomial Equations” equations
Generalization: Generalization:
What can you say about finding the -What is this Rational Root
roots of a polynomial equations that Theorem?
are expressed as a product of linear -How is the leading coefficient and
factors? What about finding the roots the constant term of a polynomial
of the equation that are not equation related to the rational
expressed as product of linear roots of the equation?
factors? What strategy do you apply?

V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment
Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics