MODULE CODE: Pasay-M10–Q2–W1-D1

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 10
Second Quarter/ Week 1/ Day 1

OBJECTIVE: Illustrates polynomial functions.

YOUR LESSON FOR TODAY:

• Illustrating Polynomial Functions

TRY TO DISCOVER!

Consider the following situation:

A demographer predicts that the population ,P, of a barangay t years from

now can be modeled by the function P(t) = 4t4 – t3 + 2t + 10000. What will
the population of the barangay be two (2) years from now?

Do you have any idea to solve the given problem?

To determine the population of the barangay two (2) years from now, we just simply
substitute t by 2 (t = 2) to the given function. So we have,

P(t) = 4t4 – t3 + 2t + 10000

P(2) = 4(2)4 – (2)3 + 2(2) + 10000
P(2) = 4(16) – 8 + 4 + 10000
P(2) = 64 + 9996
P(2) = 10060

Hence, in two years the population of a certain barangay is 10,060.

Looking back to the modeled given, P(t) = 4t4 – t3 + 2t + 10000, can you determine what
kind of function it is?

Okay, such function is an example of a polynomial function.

Polynomial functions can be used as models in science, business and the like. In the
presented problem above, the polynomial function is used as model to determine the population of
a certain barangay.

Now, let us recall first your knowledge on the concept of polynomial expressions in order for
you to understand the formal definition of a polynomial function .

The table below depicts examples and not examples of polynomial expressions. Observe
them carefully.

Examples of Polynomial Expressions Not Examples of Polynomial Expressions

3x - 2 3x-1 - 2
2x2 - 3x + 3 2x - 3x3/4 + 3
1/2

1/3x3 + 4x2 - 3x +5 1/3x3 + 4x2 - 3/x +5

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 MODULE CODE: Pasay-M10–Q2–W1-D1

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

Based from the above given examples and not examples of polynomial expressions,
can you cite now the condition on when an expression becomes polynomial?

Observe the exponents/s of the variable involved in each column,can you spot the
difference?

Okay, from the given examples of a polynomial expressions you have noticed that the
exponent/s of the variable involved is/are all positive or nonnegative integer/s. On the other
hand, nonexamples contain negative or fraction exponents including a variable as a
denominator of a fraction in the expression.

Do you now remember when an expression is a polynomial?

Let us now formally define a related concept below.

A polynomial function is a function of the form,

P(x) = anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0, an ≠ 0

where:

n is a nonnegative integer
a0, a1,…, an are real numbers called coefficients
anxn is the leading term
an is the leading coefficient and
a0 is the constant term.

In the modeled polynomial function P(t) = 4t4 – t3 + 2t + 10000, you can see that
the exponents of the variable involved are nonnegative integers they are 4, 3 and 1.
The coefficients are 4,-1, 2 and 10,000.The leading term is 4t4,which is the term
containing the highest exponent of the variable involved .The leading coefficient
is 4,which is the numerical coefficient of the leading term and the constant term is 10,000.

Other than P(x), a polynomial function may also be denoted by f(x).Sometimes,

a polynomial function is represented by a set of P of ordered pairs (x,y).Thus, a polynomial
function can be written in different ways like the following:

f(x) = anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0, an ≠ 0

or
y = anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0, an ≠ 0

The terms of a polynomial may be written in any order.However, if they are written in
decreasing powers of x, we say that the polynomial function is in standard form.

Example: Given P(x) = 2x -15 +x2 , its standard form is P(x) = x2 + 2x -15.

Polynomials are classified also with respect to their degree.The degree of a polynomial
is determined by the highest power of its term.The degree of a nonzero constant like -15 is
zero(0). The constant zero (0) has no degree.

Consider the following examples.

Polynomial Function Degree

P(x) = 5 0
P(x) = 5x +2 1
P(x) = x2 – x -12 2
P(x) = x3-2x2 + x -1 3
P(x) = x4-x3 +2 4

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 MODULE CODE: Pasay-M10–Q2–W1-D1

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

The specific names of the polynomial function given above are constant function, linear
function, quadratic, cubic and quartic function, respectively.

ARE YOU READY TO PRACTICE?

DIRECTIONS: Determine whether each of the following function is a polynomial or not.

If it is not a polynomial function, give your reason.

Let us check your answer.

1. P(v) = v3 – 3 is a polynomial function.

2. f(t) = t1/3 + 4 is NOT a polynomial function because the exponent

of the variable involved is a fraction.

3. y = -2020x-2 is NOT a polynomial function because the exponent

of the variable involved is a negative integer.

4. is NOT a polynomial function because if is written

1/2
in exponential form it becomes x , thus the exponent of the
variable involved is a fraction.

5. is NOT a polynomial expression since can

be written in the form 5x-1, thus the exponent of the

variable involved is negative.

Did you able to answer them correctly?

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 MODULE CODE: Pasay-M10–Q2–W1-D1

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

PRACTICE EXERCISES 1:

DIRECTIONS: Rewrite the following polynomial function into standard form.

PRACTICE EXERCISES 2:

DIRECTIONS: Determine the degree, leading coefficient and constant term of each
polynomial function given in PRACTICE EXERCISES 1.

1. Degree: __________; Leading Coefficient:__________; Constant Term: _______

2. Degree: __________; Leading Coefficient:__________; Constant Term: _______
3. Degree: __________; Leading Coefficient:__________; Constant Term: _______
4. Degree: __________; Leading Coefficient:__________; Constant Term: _______
5. Degree: __________; Leading Coefficient:__________; Constant Term: _______

REMEMBER
A polynomial function is a function of the form,

P(x) = anxn + an-1xn-1 + an-2xn-2 + … + a1x + a0, an ≠ 0

where n is a nonnegative integer, a0, a1,…, an are real numbers called coefficients
anxn is the leading term,an is the leading coefficient and a0 is the constant term

PRACTICE EXERCISES 3:

DIRECTIONS: Consider the given polynomial function and fill in the table below.

Polynomial Standard Degree Leading Constant Term

Function Form Coefficient
1.f(x) = x2 – x3
2.f(x) = 2x4 -3x +3
3.f(x) =10/13x5 +
11/13x6 - 5
4.f(x) = -3x(x7 - 6)
5.f(x) = (x+3) (x-7)

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 MODULE CODE: Pasay-M10–Q2–W1-D1

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

EVALUATION:

DIRECTIONS:
Answer the following problems. Encircle the letter of the correct answer.

1.What should n be if P(x) = xn defines a polynomial function?

A. a fraction C. a nonnegative integer
B. an integer D. any number except zero

2.Which of the following is an example of a polynomial function?

A. f(x) = + 2x + 2 C. f(x) = x4 + -5

B. f(x) = + x2 +2 D. f(x) = + 7x7 - 3

3.What is the leading coefficient of the polynomial function f(x) = -4x +x2 – 5x3 + 2?
A. -5 C. 1
B. -4 D. 2

4.How should the polynomial function f(x) = 2x -3x2 + 4x5 -1 be written in standard form?
A. -3x2 + 2x + 4x5 -1 C. -1 + 2x -3x2 + 4x5
5 2
B. 4x + 2x -3x -1 D. 4x5 -3x2 + 2x -1

5.A car manufacturer determines that its profit, P, can be modeled by the function
P(x) = 0.02x3 + x – 2, where x represents the number of cars sold. What is the profit
when x = 200?
A. Php 120,020 C. Php 160,198
B. Php 148,665 D. Php 162,381

Prepared by:

Ranel C. Dain
Pasay City East High School

References for Further Enhancement:

Grade 10 Learner’s Module, p 103,106 - 108
E- Math 10 by Oronce et al pp.90 - 92

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 MODULE CODE: Pasay-M10-Q2-W1-D2

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 10
Second Quarter/ Week 1/ Day 2

OBJECTIVE: Graphs polynomial functions.

YOUR LESSON FOR TODAY:

• Graphing Polynomial Functions

TRY TO DISCOVER!

Diane loves to ride roller coasters because it

let her feel the thrill, fun and excitement. Her
teacher asked their class to draw a roller
coaster modeled by f(x) = x3 – 4x2 + x + 6. Let us help
Diane visualize the coaster by graphing the polynomial
function.

Steps in graphing a polynomial function:

Step 1: Find the x-intercepts of the function. Step 2: Find the y-intercept of the function.
Let y = 0 Let x = 0
Solution: f(x) = x3 – 4x2 + x + 6 Solution: y = x3 – 4x2 + x + 6
f(x) = (x +1) (x – 2) (x – 3) y = 03 – 4(0)2 + 0 + 6
0 = (x +1) (x – 2) (x – 3) y=6

x +1 = 0 or x–2=0 or x–3=0
x = -1 x=2 x=3

The x-intercepts are -1, 2, and 3. This The y-intercept is 6. This means the
means the graph will pass though (-1,0), graph will also pass though (0,6).
(2,0) and (3,0).

Step 3: Find extra points in between

the x-intercepts. Solution: f(x) = x3 – 4x2 + x + 6
x -1 0 2 2.5 3 y = (2.5)3 – 4(2.5)2 + 2.5 + 6
y = 15.625 – 25 + 2.5 + 6
y 0 6 0 -0.875 0
y = - 0.875

Step 4: Find the number of maximum turning points.

The polynomial function of degree n has n-1 turning points on its graph.

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 MODULE CODE: Pasay-M10-Q2-W1-D2

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

The polynomial function f(x) = x3 – 4x2 + x + 6 of degree of 3 has 3-1 = 2 turning points.

Step 5: Identify the multiplicity of the zeros.

The x-intercepts or zeros of the polynomial function f(x) = x3 – 4x2 + x + 6 are -1, 2, and 3. All of
them has an odd multiplicity of 1. Thus, the graph crosses the x-axis at -1, 2, and 3.

Step 6: Draw the graph.

x -1 0 2 2.5 3
y 0 6 0 -0.875 0

Therefore, this graph of f(x) = x3 – 4x2 + x + 6,

Represent how Diane can visualized the coaster.

ARE YOU READY TO PRACTICE?

1. Graph f(x) = x4 – 26x2 + 25

Step 1: Find the x-intercepts of the function. Step 2: Find the y-intercept of the
Let y = 0 function. Let x = 0
Solution: f(x) = x4 – 26x2 + 25 Solution: y = x4 – 26x2 + 25
f(x) = (x +5)(x +1)(x – 1) (x – 5) y = 04 – 26(0)2 + 25
0 = (x +5)(x +1)(x – 1) (x – 5) y = 25

x +5=0 or x + 1=0 or x – 1=0 or x – 5=0

x=-5 x =-1 x=1 x=5

Step 3: Find extra points in between Step 4: Find the number of maximum
the x-intercepts. turning points.
The polynomial function of degree n has n-1
turning points on its graph.

Solution: f(x) = x4 – 26x2 + 25 The polynomial function f(x) = x4 – 26x2 + 25

y = (-2)4 – 26(-2)2 + 25 of degree of 4 has 4 -1 = 3 turning points.
y = 16 – 104 + 25
y = -63

y = (2)4 – 26(2)2 + 25
y = 16 – 104 + 25
y = -63

Step 5: Identify the multiplicity of the zeros.

All the zeros have an odd multiplicity of 1
so the graph crosses at the x – axis at 0, -6, -1, and 1.

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 MODULE CODE: Pasay-M10-Q2-W1-D2

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

Step 6: Draw the graph.

x -5 -2 -1 0 1 2 5
y 0 -63 0 25 0 -63 0

PRACTICE EXERCISES 1:

Complete the table below.

Polynomial Function x - intercepts y - intercepts Number of

turning points
1. y = (x – 2) ( x – 1) (x +3)
2. y = (x – 2)2 (x+2)2
3. y = x3 + x2 – 12x
4. y = 2x4 + 8x3 + 4x2 – 8x – 6

PRACTICE EXERCISES 2:

Complete the table of values of the given polynomial functions.

x -3 -2 -1 0 1 2 3
1. y = (x – 2) ( x – 1) (x +3) y

2. y = (x – 2)2 (x+2)2 x -3 -2 -1 0 1 2 3
y

3. y = x3 + x2 – 12x x -4 -2 -1 0 1 2 3
y

4. y = 2x4 + 8x3 + 4x2 – 8x – 6 x -3 -2.5 -2 -1 0 0.5 1

y

Remember:
Steps in graphing a polynomial function:
Step 1: Find the x-intercepts of the function.
Step 2: Find the y-intercept of the function.
Step 3: Find extra points in between the x-intercepts.
Step 4: Find the number of maximum turning points.
Step 5: Identify the multiplicity of the zeros.
Step 6: Draw the graph.

Page 8 of 20
 MODULE CODE: Pasay-M10-Q2-W1-D2

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

PRACTICE EXERCISES 3:
Graph the following polynomials using the data in practice exercises 1 and 2.

1. y = (x – 2) ( x – 1) (x +3) 2. y = (x – 2)2 (x+2)2

y y

3. y = x3 + x2 – 12x 4. y = 2x4 + 8x3 + 4x2 – 8x – 6

y y

x x

EVALUATION:

Read each question carefully. Choose the letter that corresponds to the best
answer.

1. If you will draw the graph of y = x(x + 2)2 , how will you sketch it with respect
to the x-axis?
A. Sketch it crossing both (-2,0) and (0,0).
B. Sketch it crossing (-2,0) and tangent at (0,0).
C. Sketch it tangent at (-2,0) and crossing (0,0).
D. Sketch it tangent at both (-2,0) and (0,0).

2. From the choices, which polynomial function in factored form represents the given graph?

Page 9 of 20
 MODULE CODE: Pasay-M10-Q2-W1-D2

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

3. Which of the following could be the graph of the polynomial function y = x3 – 4x2 +3x -12 ?

4. You are asked to illustrate the sketch of f(x) = x3 – 3x5 + 4 using its properties. Which will be
your sketch?

5. If you will be asked to choose from -2, 2, 3, and 4, what values for a and n will you consider
so that y = axn could define the graph below?

Prepared by:

Rosemarie B. Santos
Pasay City East High School

References for Further Enhancement:

Grade 10 Mathematics Learner’s Module, pp. 101-103, 109-117
Grade 10 Teacher’s Guide, pp. 88-92
https://brappe.weebly.com/uploads/2/6/2/4/26248600/rollercoaster_key.pd

Page 10 of 20
 MODULE CODE: Pasay-M10–Q2–W1-D3

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 10
Second Quarter/ Week 1/ Day 3

OBJECTIVE: Understands, describes, and interprets the graphs of polynomial functions.

YOUR LESSON FOR TODAY:

• Understanding, Describing and Interpreting the Graphs Polynomial Functions

TRY TO DISCOVER!

Mr. Aniceto, a mathematics teacher presented

polynomial functions of the same degrees including their
graphs. It has been noticed that points on the
Cartesian Plane are named or represented by some of
the well-known places in Pasay. He then told his
students to answer the questions he may ask after they
saw the graphs he presented.

A. P(x) = xᶟ + 3x² -x -3 B. P(x) = -xᶟ - x² + 2x

Factored Form: P(x) = (x+3)(x+1)(x-1) Factored Form: P(x) = -x(x+2)(x-1)

Questions: (For both A and B)

1. What are the coordinates of the points represented by:
A. Mall of Asia; B. Sta. Clara De Montefalco Church; C. Pasay City Hall; D. PCEastHS
2. What three places are located on the horizontal axis of Cartesian Plane? What particular
place in Pasay is found on the vertical axis of Cartesian Plane?
3. Can you make a conclusion about what these points are, when a polynomial function is
graphed on Cartesian Plane?
4. What can you say about the directions of the tails (end behavior) of the graph relative to
the degree and leading coefficient of the polynomial P(x)?

Alvin, one of Mr.Aniceto’s students answered the first two items in both illustrations
presented in the table below.

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 MODULE CODE: Pasay-M10–Q2–W1-D3

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

Coordinates Coordinates
(From Illustration (From illustration
A) B)
Mall of Asia (-3,0) (-2.0)
Sta.Clara De
Montefalco (-1,0) (0,0)
Church
Pasay City Hall (2,0) (1,0)
PCEastHS (0,-3) (-1,2)

He also enumerated places located on the horizontal axis of Cartesian Plane as well as the
place found in y-axis in both illustrations.
The places located in the horizontal axis (x-axis) of the Cartesian Plane in the first figure are
the the mall, church and the municipal hall which are the same in the second figure.
The place located on the vertical axis (y-axis) of the Cartesian Plane in the first figure is the
Pasay City East High School while sta.Clara De Montefalco Church is the place located at the
origin of the Cartesian Plane in the second figure.
Is Alvin correct in his answers?
Yes he is.
Estella tried answering the last two items.
She said that the points in the two figures are exactly the points on the x and y axes where
the graph passes through. And that, she noticed that although the two polynomials are of the
same degree, the tails of the graph are moving opposite directions, one goes upward and the
other goes downward (from left to right). She made a conjecture that the leading coefficient
determines whether the graph rises to the right and falls to the left or it falls to the right and rises
to the left.She also added that in the first figure, since the leading coefficient is positive(𝑎𝑛 > 0)
then the graph rises to the right but falls to the left while the second one has a leading coefficient
of negative(𝑎𝑛 < 0), this implies that even without graphing, one can tell that when its graph has
been drawn, the end tail falls to the right and rises to the left.
Was Estella correct with her answers and conjecture?
Yes she was.
Let’s go deeper about the characteristics of the graph of a polynomial function.

Let’s take a look on the table below which summarizes the characteristics of the graph of a
polynomial function.

Be reminded that part of identifying the characteristics of the graph of a polynomial function
is to tell or give the x and y intercepts as well as its degree.

Definition of Terms
X-intercepts are points on the x-axis where the graph of the polynomial function passes
through. These are the x values when y = 0
Y-intercept is a point on the y-axis where the graph of the polynomial function passes
through.

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 MODULE CODE: Pasay-M10–Q2–W1-D3

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

Consider the graph of P(x) = xᶟ + 3x² -x -3

on the right. Determine the following.

a. Degree (n): _______________

b. Number of turning Points: ____
c. Leading Coefficient (𝑎𝑛 ): ______
d. End Behavior of the Graph: _____
e. x-intercepts: ______________
f. y- intercept: _______________
g. Domain: _________________
h. Range: __________________
Solution:
a. Degree (n): 3 (highest exponent)
b. Number of turning Points: 3-1 = 2
c. Leading Coefficient (𝑎𝑛 ): 1 (𝑎𝑛 > 0)
d. End Behavior of the Graph: The graph rises to the right and falls to the left
e. -intercepts: -3, -1 and 1. This means that the graph passes through (-3,0), (-1,0) and (1,0)
f. y- intercept: -3 or (0,-3) → This is the point on the y-axis where the graph passes
through.
g. Domain: {x/x ∈ R}
h. Range: {y/y ∈ R}

ARE YOU READY TO PRACTICE?

Given the graph of P(x) = -x(x+3)(x+1)(x-2)

on the right. Determine the following below:

a. Degree (n): __________________

b. Number of turning Points: _______
c. Leading Coefficient (𝑎𝑛 ): _________
d. End Behavior of the Graph: ________
e. x-intercepts: _________________
f. y- intercept: __________________
g. Domain: ____________________
h. Range: _____________________
Solution:
Remember: The polynomial function given can also be written into
P(x) = -x⁴ - 2xᶟ +5x² +6x
a. Degree (n): 4
b. Number of turning Points: 4 – 1= 3
c. Leading Coefficient (𝑎𝑛 ): -1 (𝑎𝑛 < 0)
d. End Behavior of the Graph: The graph falls to both directions
e. x-intercepts: -3, -1, 0 and 2. This means that the graph will pass through the points (-3,0),
(-1,0), (0,0) and (2,0) on the x-axis.
f. y- interept: (0,0)
g. Domain: {x/x ∈ R}
h. Range: {y/y ≤ 9} → Where 9 is the maximum value of the given P(x)

PRACTICE EXERCISES 1:

Directions: Without actually graphing, compare the graph of a pair of polynomial functions by
stating the end behavior of each of them. Write your answers inside the box provided.
1. f(x) = x (x + 1) (x - 2) and g(x) = x² (x + 1) (x - 2)

2. f(x) = -xᶟ + x² + 2x and g(x) = -x⁴ + xᶟ + 2x²

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 MODULE CODE: Pasay-M10–Q2–W1-D3

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

PRACTICE EXERCISES 2:

DIRECTIONS: Determine the x and y intercepts of each given polynomial function.

1. P(x) = (x+4)(x+2)(x-1)(x-3) P(x) = -(x+5)(x+3)(x-2)(x-4)

x-intercept/s: _________ x-intercept/s: _________

y-intercept: __________ y-intercept: __________

2. P(x) = x(x+2)(x+3)(x+1)(x-1)(x-3)

x-intercept/s: _________
y-intercept: __________

REMEMBER:

• Telling and describing the characteristics of the graph of a polynomial function

suggests to determine the following:
a. Degree of a polynomial e. x-intercept/s
b. Number of turning points f. y-intercept
c. Leading coefficient g. Domain
d. End Behavior of the graph h. Range

PRACTICE EXERCISES 3:

DIRECTIONS: Given the graph of a polynomial function in each item, tell what is being asked.
1. Possible Degree: ______________
Number of Turning Points: ______
x-intercepts: _________________
y-intercept: __________________
Domain: _____________________
Range: _____________________
Possible Degree: ______________
2.
Number of Turning Points: ______
x-intercepts: _________________
y-intercept: __________________
Domain: _____________________
Range: _____________________

_________________________________________________________________________

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 MODULE CODE: Pasay-M10–Q2–W1-D3

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

EVALUATION:

DIRECTIONS: Given a polynomial function and its graph, tell what is being asked.

1. P(x) = -xᶟ + 2x² +x – 2 2. P(x) = x⁴ - 10x² + 9

a. Degree (n): __________________ a. Degree (n): ___________________

b. Number of turning Points: ______ b. Number of turning Points: ________
c. Leading Coefficient (𝑎𝑛 ): ________ c. Leading Coefficient (𝑎𝑛 ): __________
d. End Behavior of the Graph: ________ d. End Behavior of the Graph: _________
e. x-intercepts: _________________ e. x-intercepts: __________________
f. y- intercept: _________________ f. y- intercept: __________________
g. Domain: ____________________ g. Domain: _____________________
h. Range: _____________________ h. Range: ______________________

Prepared by:

Bryan D. Cipriano
Pasay City East High School

References for Further Enhancement:

Grade 10 Mathematics Learner’s Module, pp. 115 – 120
Our World of Math 10(Vibal), pp. 81 – 87

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 MODULE CODE: Pasay-M10–Q2–W1-D4

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 10
Second Quarter/ Week 1/ Day 4
OBJECTIVE: Solve problems involving polynomial functions.
YOUR LESSON FOR TODAY:

• Solving Problems involving Polynomial Functions

TRY TO DISCOVER!

Consider this situation

Jayvee and Zach decide to use a 30 cm by 24 cm cardboard to make a box where they can
store some of their donations to their neighbors during the Quarantine period. By cutting out
squares of the same size from each corner and bending the sides up, they want to form a box
that can occupy a space of 1400 cm3. How large a square should be cut from each corner?

To answer this situation, we will make first a representation.

SOLUTION:
Let x represent the side of the square (to be cut) in cm. The volume y = f(x) of the box is the
product of the height, the length and the width.

y = f(x) = x(30 – 2x) (24 – 2x)

f(x) = 720x – 120x2 + 4x3
The height x that will give a volume of 1400 cubic cm is the solution of the equation
1400 = 720x – 108x2 + 4x3
Solving for x, we find that x = 5 cm.
To check, see if f(5) = 1400.
The volume y is a function of the height x in y = f(x) = 720x – 108x2 + 4x3.

This is an example of a Polynomial Function.

So, a square with side 5 cm long must be cut from the four corners of the cardboard to form the
required box.

A polynomial function in one variable x is defined by an equation of the form

P(x) = anxn + an – 1 x n-1 + a n – 2 x n – 2 + . . . + a1x + a0, where
a. The coefficients a0, a1, a2 . . . , an represent real numbers.
b. an should not equal to 0
c. n represents a nonnegative integer.

The algebraic expression an xn + an – 1 xn – 1 . . . + a1x + a0 is a polynomial in one variable x of

degree n.

Solving Problems Involving Polynomial Functions

To solve problems involving polynomial functions, let us consider the following steps.

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 MODULE CODE: Pasay-M10–Q2–W1-D4

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

Step 1: READ the problem. Make sure all the words and ideas are understood.
Step 2: IDENTIFY what we are looking for.
Step 3: NAME what we are looking for. Choose a variable to represent the quantity.
Step 4. TRANSLATE into an equation. It may be helpful to restate in one sentence with all
The important information. Then, translate the sentence into an algebraic equation.
Step 5. SOLVE. The equation using appropriate algebra techniques.
Step 6. CHECK the answer in the problem and make sure it makes sense.
Step 7. ANSWER the question with a complete sentence.

Let us start with the number problem to practice translating words into an equation.
1. The product of two consecutive odd integers is 323. Find the integers.

In some applications, negative solutions will result from the algebra, but will not be realistic for
the situation.
2. A rectangular bedroom has an area 117 square feet. The length of the bedroom is four
feet more than the width. Find the length and width of the bedroom.

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 MODULE CODE: Pasay-M10–Q2–W1-D4

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

Answer:
3. Dennis is going to throw his rubber band ball upward from the top of a campus building.
When he throws the rubber band ball from 80 feet above the ground, the function
h(t)=−16t2 + 64t + 80
h(t) = −16t2 + 64t + 80
models the height, h, of the ball above the ground as a function of time, t. Find:
a. the zeros of this function which tell us when the ball hits the ground
b. when the ball will be 80 feet above the ground
c. the height of the ball at t = 2 seconds.

Answer:

ARE YOU READY TO PRACTICE?

Solve and Check.

1. The product of two consecutive odd integers is 255. Find the integers.
2. A rectangular sign has area 30 square feet. The length of the sign is one foot more than
the width. Find the length and width of the sign.

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 MODULE CODE: Pasay-M10–Q2–W1-D4

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

Let us answer one by one the given practice exercises.

1. 2.

To enhance our knowledge in this lesson, try to answer the following exercises and determine if
we really understand the lesson.

PRACTICE EXERCISES 1: TRANSLATE ME

A. Translate each of the phrases into mathematical expressions.
1. The sum of x and y
2. The difference of x and y
3. x less than y
4. x more than y
5. the sum of x and the difference of y and z
6. the sum of x and the sum of y and z
7. the product of x and the difference of y and z
8. the difference of the product of x and y and z
9. the product of the sum of x and y and the difference of x and y
10. the product of x and the sum of y and z

PRACTICE EXERCISES 2:
Solve the following problems completely.
1. The sum of a number and its square is 72. Find the number.
2. The area of a triangle is 44m2. Find the lengths of the legs if one of the legs is 3m longer
than the other leg.
3. A projectile is launched upward from ground level with an initial speed of 98m/s. How
high will it go? When will it return to the ground?

REMEMBER:
In solving problems involving polynomial functions, just follow these simple steps.

Step 1: READ the problem. Make sure all the words and ideas are understood.
Step 2: IDENTIFY and NAME what we are looking for. Choose a variable to represent the
quantity.
Step 3. TRANSLATE into an equation. It may be helpful to restate in one sentence with all
The important information. Then, translate the sentence into an algebraic equation.
Step 4. SOLVE and CHECK the answer in the problem.
Step 5. ANSWER the question with a complete sentence.

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 MODULE CODE: Pasay-M10–Q2–W1-D4

Name: ______________________________________________ Date : ___________________

Name of Teacher: ___________________________________ Section: _________________

PRACTICE EXERCISES 3: Apply your Skills.

SOLVE:
1. Two positive numbers have a product of 575. If the larger number is 2 more than the
smaller, what are the numbers?
2. The length of a rectangular flower garden is 5 feet more than its width. If the area of the
garden is 104 square feet, what are the dimensions of the garden?
3. Standing on the top of a house 48 feet above the ground, Sean shoots a trick basketball
shot upward according to the equation, h = –16t2 + 32t + 48 where h is the height of the
ball in feet, and t is the time in seconds. How long will it take for Sean’s airball to hit the
ground?
__________________________________________________________________________

EVALUATION:

Solve and Check:

1. A rectangular patio has area 180 square feet. The width of the patio is three feet less
than the length. Find the length and width of the patio.

2. Justine wants to put a deck in the corner of her backyard in the shape of a right triangle.
The length of one side of the deck is 7 feet more than the other side. The hypothenuse is
13. Find the lengths of the two sided of the deck.

3. Calum is going to throw his lucky penny from his balcony on a cruise ship. When he
throws the penny upward from 128 feet above the ground, the function
h(t) = −16t2 + 32t + 128
h(t) = −16t2 + 32t +128
models the height, h, of the penny above the ocean as a function of time, t. Find:
a. the zeros of this function which is when the penny will hit the ocean
b. when the penny will be 128 feet above the ocean.
c. the height the penny will be at t = 1 second which is when the penny will be at its
highest point.

Prepared by:

Rizaldo C. Isales
Pasay City West High School

References for Further Enhancement:

https://math.libretexts.org/Courses/Monroe_Community_College/MTH_104_Intermediate_Algeb
ra/6%3A_Factoring/6.6%3A_Polynomial_Equations
https://www.onlinemathlearning.com/polynomial-equation-word-problem.html
http://www.jonblakely.com/wp-content/uploads/4_8v2.pdf

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