GRADE 10 MATHEMATICS Full

DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
in
(Grade 10 Regular Sections)
Prepared by:
Arzen Dave Q. Buan Mary Judith P. Mendoza
Precy S. Bugayong Edyson O. Pangilinan
John Paul S. Manese Rowena C. Santiago
Giezelle C. Manuel Ramoncito Q. Tagudar
i
Table of Contents
Week Contents Page
1 Sequence 1
2 Arithmetic Sequence and Series
15
3 Geometric Sequence and Series

34
4 Problem Solving Involving Sequences

49
Division of Polynomials
Remainder Theorem
5&6 77
Factor Theorem
Rational Root Theorem
Factoring Polynomials
7&8 Polynomial Equations 106

Problem Solving Involving Polynomials and Polynomial Equations
To get the most out of this SIPacks, read, understand and follow the reminders below:
General Instructions:
1. Read all parts of the lesson.
2. Answer all given activities and evaluation intended for each week lesson.
3. Write your answers in your Activity Notebook ensuring that all are properly labeled
(Activity No. and title as well as the date)
4. Write the following data on the first page of your Activity Notebook and on the beginning of
the next quarter:
a. Complete Name
b. Grade Level and Section
c. Learning Area/Subject
d. Name of the Subject Teacher
e. Quarter No.
ii
SELF-INSTRUCTIONAL PACKETS
MATHEMATICS Grade 10 - Regular
Teaching
School PAMPANGA HIGH SCHOOL Dates/ Week August 24 – 28, 2020 (Week 1)
Teacher Grade 10 Mathematics Teachers Quarter First
I. Objectives
A. Content Standards
The learner demonstrates understanding of key concepts of sequences, polynomials

and polynomial equations.
B. Performance Standards
The learner is able to formulate and solve problems involving sequences,

polynomials, polynomial equations in different disciplines through appropriate and
accurate representations.
C. Learning Competencies
The learner generates patterns. (M10AL-Ia-1)
D. Objectives
At the end of the lesson, the learners should be able to:
1. define and illustrate sequence, finite and infinite sequence;

2. generate and describe patterns using symbols and mathematical expressions;
3. find the next few terms and the general or nth term of a given sequence; and
4. apply sequences or patterns in real life situations.
II. Content
SEQUENCES
Learning Resources
A. Reference
Mathematics 10 Learner’s Module, pp. 9-12
Grade 10 Mathematics PATTERNS AND PRACTICALITIES pp. 5 - 13
B. Other Learning Resources
III. Procedures
DAY 1 A. Reviewing previous lesson or presenting the new lesson
Hello there! How are you? Do you miss being in school? I do.
Don’t worry you will soon see your friends and teachers in school.
1
Now, let us try a trending game in social media by solving using pictures that is shown below.
The answer is 24.
Since , then, each picture is equivalent to 15.
Since, then, each picture is equivalent to 10.
Since, then, each picture is equivalent to 4.
Why is the answer in this equation not 29?
Because in the equation, it is only a which is half of the previous given that is equal to
10. Hence, it is 5.
So it will be now,
15 + 5 + 4 = 24
From the previous examples, how have you arrived at the answer? Have you followed a certain
procedure? What do you call the procedure that you have followed?
We have arrived at the answer from the examples by following a procedure which is called a
pattern. Pattern is an arrangement of objects.
It is a series or sequence that repeats. Math patterns are sequences that repeat based on a rule,
and a rule is a set way to calculate or solve a problem.
To find out more about a pattern, here are some examples.
Have you found all the missing shapes in each set?
2
Based on the example above, what have you noticed? How have you figured out the next
shape?
The example above shows a pattern. In order to find out the next shape, you just have to
follow the format in each set.
Since you have learned what a pattern is, do the activity below.
Activity # 1: BUILDING BLOCKS
I. Observe the number of blocks needed to build each succeeding figure.
1 2 3 4
a. How many blocks will be needed to build the 5th figure? 6th figure? 7th figure?
b. What pattern do you see?
c. How many blocks will be needed to build the nth figure?
Answer this in your
Now, check your work by turning to page 13 for the key
Activity Notebook
to correction. Give yourself 3 points for a, 1 point for b
and 1 point for c. Score Description
5 Very Good
How many correct answers did you get? Rate your result
4 Good
using the table above.
2–3 Fair
If your score is at least 2 out of 5, you may now proceed Turn to page 12
to next part of the discussion. sec. J and work on
0-1
the enrichment
activities
B. Establishing a purpose for the lesson
3
C. Presenting examples/instances of the new lesson
After discovering the patterns in animals, let us now have the patterns in numbers!
Let us start by observing the data we have obtained as shown below.

Figure number (n) 1 2 3 4 5 6 7
Number of blocks
1 3 6 10 15 21 28
(m)
+2 +3 +4 +5 +6 +7
The numbers 1, 3, 6, 10, 15, 21, 28 obtained in our data form a sequence.
What is a sequence?
• Sequence is a pattern. It is a pattern of objects, letters, numbers or music. (Just like the
sequences in in our previous examples.)
• A sequence is a succession of numbers in a specific order. Each number in a sequence is
called a term.
The terms are formed according to some fixed rule or property. They are arranged as the first
term, the second term, the third term and so on.
Check these out!
1 3 6 10 15 21 28
a1 a2 a3 a4 a5 a6 a7
1st 2nd 3rd 4th 5th 6th 7th
term term term term term term term
term term term term term term term
• A sequence is a function whose domain is a finite set of positive integers {1, 2, 3, … n} or an

infinite set {1, 2, 3, …}.
Form the definition of sequence, we can distinguish the difference between a finite sequence and
an infinite sequence.
What is a finite sequence?
A finite Sequence is a sequence with a definite number of terms.
The following sequences are finite:

Sequences First Term Last Number of
Term Terms
1, 2, 3, 4, 5 1 5 5
-2, 4, -8, … -2,048, 4,096 -2 4,096 12
38, 33, 28, 23, 18, 13 38 13 6
From the given examples, it can be observed that a finite sequence has first and last terms
and it has a definite number of terms.
The first and the last terms are called the extremes.
The terms between the first and last terms are called the means.
How about an infinite sequence?
An infinite Sequence is a sequence with no definite number of terms.
4
The following are examples of infinite sequence:
1) -9, -2, 5, 12, 19, …
2) 27, 9, 3 1, 1/3, 1/9, …
3) ½, ¼, 1/6, 1/8, …
4) …. , -64, -49, -36, -25, -16
What do you notice about an infinite sequence?
Usually an infinite sequence is followed by the three dots, “. . .”. The symbol “…” is called
ellipsis. It is also often referred to as dot-dot-dot. It means that (1) Information has been omitted
intentionally to save space. (2) to show that an established pattern continues.
Let us check if you can identify the difference between finite and infinite sequence by answering
the activity that follows.
Activity # 2: FINITE OR INFINITE
Determine if the sequence is finite or infinite. Answer this in your Activity Notebook
1) 1, 3, 5, 7, ... ________________
2) 6, 11, 16, 21 ________________
3) 4, 12, 36, 108 ________________ Score Description
4) 6, 1, -4, -9, -14 ________________ 9 - 10 Very Good
5) ..., 10, 16, 22, 28, 34 ________________ 6-8 Good
6) 1, 1, ..., 8 ________________ 3-5 Fair
7) 625, 125, 25, 5, 1, ... ________________ Turn to page 12
8) 6, 1, -4, -9, -14, ... ________________ sec. J and work on
1 3 1 1 0-2
9) 5 , 2 , -1 , -4 ________________ the enrichment
4 4 4 4 activities
3 5 7 9
10) 5 , 7, 9, 11, ... ________________
Now, check your work by turning to page 13 for the key to correction. Give yourself 1 point for
every correct answer.
How many correct answers did you get? Rate your result using the table above.
If your score is at least 5 out of 10, you may now proceed to next part of the discussion.
DAY 2 D. Discussing new concepts and practicing new skills #1
Welcome Pattern-Seekers!
Let us now find missing terms in a sequence!
Example # 1:
3−1 =𝟐
1 , 3 , 5 , 7 , 9 , ___ 5−3 =𝟐
7−5 =𝟐
2 2 2 2 9−7 =𝟐
This shows that the sequence of the consecutive odd numbers has a common difference of
2.To get the next term just add the common difference (d) to the previous term.
Thus, the next term is 11.
Let us have another example.
Example # 2: 5, 12, __, 26, __
In this example, the common difference is 7, since 12(second term) minus 5 (first term) equals
7. To get the third term, add 7 (common difference) to 12 (second term) and it is equal to 19. To
5
get the next term (fifth term), the d (common difference) which is 7 can be added to the previous
term 26 (fourth term), hence, the answer is 33.
Now, try the third example. You should get -2 and 22 as first and last term respectively.
Example # 3: __, 4, 10, 16, ___
If you get the correct answer, you may proceed to the next example. If not, I am sorry but you
have to go back to the first example and try it all over again.
𝟏
Example # 4: , 𝟏, __, 2, __
𝟐
3 5
In this example, you have to get , as the third and last terms respectively.
2 2
If you get the correct answer, you may proceed to the activity below. If not, I am sorry but you
have to go back to the first example and try it all over again.
Answer this in your
Now, let us begin the activity. Activity Notebook
Score Description
Activity # 3: FIND THE MISSING TERM
9 - 10 Very Good
6-8 Good
1) 3, 14, 25, __ Ans. ___________ Fair
3-5
2) −3, −6, __,−12 Ans. ___________ Turn to page 12
3) −1, __, 13, 20 Ans. ___________ 0-2
sec. J and work on
the enrichment
4) −14, __, 10, 22, 34 Ans. ___________
activities
5) 6, 2 − 2, −6, __ Ans. ___________
Now check your work by turning to page 13 for the key to correction. Give yourself two points for
every correct answer. How many correct answers did you get? Rate yourself using the table
above.
If your score is at least 5 out of 10, you may proceed to the next part of the discussion.
DAY 3 E. Discussing new concepts and practicing new skills #2
This time, let us find few terms given the general term or nth term. Also, given the few terms, we
will find the general term or the nth term.
Given the general term or nth term, it is easy to find the first few terms.
Example # 1: Find the first five terms of the sequence whose general or
nth term is an = 3n + 1.
To answer this, since you are looking for the first five terms, you just have to substitute the set of
numbers {1, 2, 3, 4, 5} for n and perform the indicated operation as shown below:
an = 3n + 1 a(1) = 3 (1) + 1 = 3 + 1 = 4
a(2) = 3 (2) + 1 = 6 + 1 = 7
a(3) = 3 (3) + 1 = 9 + 1 = 10
a(4) = 3 (4) + 1 = 12 + 1 = 13
a(5) = 3 (5) + 1 = 15 + 1 = 16
Note: You have to multiply first the value of n by 3 before adding 1.
Thus, the first five terms of the sequence whose general term or nth term is an = 3n + 1
are {4, 7, 10, 13, 16}.
6
Example # 2: What are the first five terms of the sequence whose general or nth term
is an = (-2)n?
an = (-2)n a(1) = (-2)1 = -2 = -2

2
a(2) = (-2) = (-2)(-2) = 4
a(3) = (-2)3 = (-2)(-2)(-2) = -8
a(4) = (-2)4 = (-2)(-2)(-2)(-2) = 16
a(5) = (-2)5 = (-2)(-2)(-2)(-2)(-2) = -32
Note: In the example, the exponent n expresses how many times the base which is 2 must
be multiplied by itself. Moreover, you will notice that when the base is negative, upon raising it by
an even exponent the result is positive while upon raising it by an odd exponent, the result is
negative.
Thus, the first five terms of the sequence whose general term or nth term is
an = (-2)n are {-2, 4, -8, 16, -32}.
Now, try doing the third example. You are expected to get {9, 6, 3, 0, -3}.
Example # 3: What are the first five terms of the sequence whose general or nth
term is an = 12-3n?
If you get the correct answer, then you may proceed to the next example. If not, I am sorry but
you have to go back to the first example and try all over again.
Example # 4: Find the first five terms of the sequence whose general or nth term
is an= 3n.
The expected answer for this example is {3, 9, 27, 81, 243}.
If you get the correct answer, then you may proceed to the activity below. If not, I am sorry but
Now, let us begin with the activity below.
Activity # 4: Find the first five terms of a sequence

given the following general or nth terms.
1. an = 7 – 4n Ans. ___________
2. an = 15 – 5(n – 1) Ans. ___________
3. an = 212 + 8(n + 1) Ans. ___________
4. an = –43 + 21n Ans. ___________
Answer this in your
Activity Notebook
Now check your work by turning to page 13 for the key
to correction. Give yourself two points for every correct
Score Description
answer. How many correct answers did you get? Rate
yourself using the table above. 7-8 Very Good
4-6 Good
If your score is at least 4 out of 8, you may proceed to 2-3 Fair
the next part of the discussion.
Turn to page 12
sec. J and work on
0-1
the enrichment
activities
7
Now, let us form the general or nth term of a sequence given its few terms.
Example # 1: What is the general or nth term of the sequence 2, 8, 18, 32, …?
Solving a problem like this involve some guessing. Looking over the first 4 terms, see that each
is twice a perfect square:
2 = 2(1)
8 = 2(4)
18 = 2(9)
32 = 2(16)
Note: 1, 4, 9 and 16 are perfect squares since

(1)2= (1)(1) =1
(2)2= (2)(2) =4
(3)2= (3)(3) =9
(4)2= (4)(4) =16
By writing each sequence with an exponent of 2, the formula for the nth term becomes obvious:
a1 = 2 = 2(1)²
a2 = 8 = 2(2)²
a3 = 18 = 2(3)²
a4 = 32 = 2(4)² .
an = 2(n)² = 2n²
Note: Numbers 1, 2, 3 and 4 are replaced by n.

Hence, the general term of the sequence 2, 8, 18, 32, … is an = 2n².
3 4 5
Example # 2: Find the general or nth term for the sequence 2, , , ,…
8 27 14
Solution:
2
The first term can be written as . The denominators are all perfect cubes while the numerators
1
are all 1 more than the base of the cubes of the denominators:
1+1
a1 = 2/1 =
13
2 +1
a2 = 3/8 =
23
3 +1
a3 = 4/27 =
32
4 +1
a4 = 5/64 =
43
Replacing numbers 1, 2,3 and 4 by n
n +1
an =
n3
3 4 5 n +1
Hence, the general or nth term of sequence 2, , , , … is an = .
8 27 14 n3
Note: 1, 8, 27 and 64 are perfect cubes since

(1)3= (1)(1)(1) =1
(2)3= (2)(2)(2) =8
)3
(3 = (3)(3)(3) =27
(4)3= (4)(4)(4) =64
8
Now, try doing the third example. You are expected to get an = (-1)n 2n.
Example # 3: Find the general or nth term of the sequence -2, 4, -8, 16, -32,…
If you get the correct answer, then you may proceed to the next example. If not, I am sorry but
1 3 5 7
Example # 4: What is the general or nth term of the sequence , , , , …?
2 4 6 8
2n − 1
Your expected answer is an = .
2n
If you get the correct answer, then you may proceed to the activity below. If not, I am sorry
but you have to go back to the first example and try all over again.
Now, let us begin with the activity below.
Activity # 5: Find the general or nth term of the

following sequences:
Answer this in your
Activity Notebook
1) 2, 3, 4, 5, … Ans. ___________
2) 3, 6, 9, 12,… Ans. ___________
Score Description
3) 4, 8, 12, 16,… Ans. ___________
4) 4, 9, 14, 19,… Ans. ___________ 7–8 Very Good
4–6 Good
Now check your work by turning to page 13 for the key to 2–3 Fair
correction. Give yourself two points for every correct
Turn to page 12
answer. How many correct answers did you get? Rate sec. J and work on
yourself using the table above. 0–1
the enrichment
If your score is at least 4 out of 8, you may proceed to the activities
next part of the discussion.
DAY 4 F. Developing Mastery
Let us now enjoy the activity below.

PICK AND COLOR:
Each box contains a question that you need to answer. If your answer is correct upon comparing it with the
key to correction on p._, then color it green as you finish it in less than two minutes; yellow if two to four
minutes; and red if five minutes and more. If your answer is incorrect, then do not color it.
1) What is the next 2) What is the next term 3) What is the next term
term in the sequence in the sequence in the sequence
1, 3, 9, 27, 81, __? 9, 4, -1, -6, -11, __? -2, 4, -8, 16, __?
4) What are the first five 5) What are the first five 6) What are the first five
terms of the sequence terms of the sequence terms of the sequence
given the general term given the general term an given the general form
an = 3n - 4? = (n-3)n?
an = 2n -1 / n + 1 ?
7) What is the general 8) What is the general 9) What is the general

term of the sequence 1, term of the sequence 26, term of the sequence 2,
5, 9, 13, 17, …? 23, 20, 17, …? 6, 18, 54, …?
9
Now, check your work using the key to correction on Score Description
page 13. Give yourself one point for every correct 13 - 15 Very Good
answer on numbers 1 to 3 and two points for every Good
10 - 12
correct answer on numbers 4 to 9. Rate yourself using
7-9 Fair
the table below. If you get at least 6 you can proceed with
the next part. Review from the
0-6
beginning.
Answer this in your

Activity Notebook
After answering the activity, do you wish to know if you are a Math Wizard? Check it out with the
table below in terms of number of green colors you have had.
Score Description
7-9 Math Wizard Advanced
4-6 Math Wizard Intermediate
1-3 Math Wizard Beginner
G. Finding practical applications of concepts and skills in daily living
Patterns and sequences are useful in real-life. Common applications include:
1. Determining behavior of a person.

You can tell how a person behaves once you have seen consistencies in terms of how he or
she speaks and acts. Consistencies are said to be the pattern.
2. Conducting a rapid testing amidst pandemic.
Some health workers have used pattern/sequence when holding a rapid testing of people who
are infected of COVID 19. In a community, they have chosen every 5th household for the
testing.
DAY 5 H. Making generalizations and abstractions about the lesson
LET’S SUMMARIZE
1. A sequence is a succession of numbers in a specific order. Each number in a sequence is

called a term.
2. A finite Sequence is a sequence with a definite number of terms.
3. An infinite Sequence is a sequence with no definite number of terms.
4. In finding the next term or the missing term in a sequence, just simply examine the pattern.
5. In finding the first few terms of a sequence, let us say first five terms given the general or
nth term, just substitute numbers 1 to 5 for n and perform the indicated operation.
6. Pointers on How to Find the General Term of a Sequence:
a) Study each term of the sequence as it compares to its term number. Then
answer the following questions:
i.Is it a multiple of the term number?

ii.Is it a multiple of the square or cube of the term number? If each term is a
multiple of the term number, there will be a common number.
b) Examine the sequence. Does it increase or decrease?
i. If it increases slowly, consider expressions that involve the term number plus
or minus a constant like: n + 2 or n – 3.
10
ii. If it increases moderately, think about multiples of the term number plus or
minus a constant like: 2n or 3n – 1.
iii. If the sequence increases very rapidly, try powers of the term number plus or
minus a constant like: n2 or n2 + 1.
c) If the sequence consists of fractions, examine how the denominator and
n +1
numerator change as separate sequences. For example: an = yields
n2
2 3 4 5 6
, , , , ,...
1 4 9 16 25
Also, though not all sequences can be defined by a formula, like for the sequence of prime
numbers, be assured that the sequences discussed or given here are all obvious sequences that
one can find a formula or rule for them.
I. Evaluating learning
Use a separate 1 whole sheet of yellow paper to answer WORKSHEET #1. Show all your
solutions. Label your paper using the format shown below and is to be submitted to your Math
teacher.
Name:J.________________________ Section: ______________________

Subject:
K. Mathematics 10 Week 1 Parent’s signature:______________
L. WORKSHEET # 1
WORKSHEET# 1 - SEQUENCES
A. Write the first five terms of the sequence.

n+3
1. an = 2. an = 2n – 1 3. an = 4n – 3
n
B. Find the indicated term for the sequence.
3n + 7
4. an = -9n + 2; a8 6. an = ; a14
2n − 5
5. an = (n + 1)(2n + 3); a5
C. Find the general term, an, for the given terms of the sequence.
1 1 1
7. 4, 8, 12, 16,… 9. , , ,...
2 6 12
8. -10, -20, -30, -40,…
D. Find the first four terms of the sequence defined recursively.

a n −1
10. a1= -1, an = 3an – 1 11. a1 = 5, an =
n −1
11
J. Additional activities for application or remediation
1. Write the missing figure in each of the following:
_________
_________________________
You may proceed to the next part of the discussion if your score is at least 2 out of 5.
__
If not, you have to go back to the Activity 1 in section A and try all over again.
2. Determine if the sequence is finite or infinite sequence.

1) 1, 3, 5, 7 _______________
2) -3, 6, -12, 24, …
3) 20, 16, 12, 8
____
_______________
_______________
4) ½, 1, 3/2, 2, … _______________
5) 4, 12, 36, 108 _______________
If not, you have to go back to the Activity 2 in section C and try all over again.
3. Find the missing term (2 points each)

1) 2, –2, –6, –10, –14, __, __
2) __, 6.5, 11, __, 20,
3) 18, __, 38, 48, __
4) __, –21, –39, –57, __
If not, you have to go back to the Activity 3 in section D and try all over again.
4. Write the first five terms given the following general or nth term (2 points each)
1) an = n+4
2) an = 2n-1
3) an = – 23 + 17(n + 1)
4) an = 18 + 6(n + 1)
f not, you have to go back to the Activity 4 in section E and try all over again.
5. Write the general or nth term of the following sequences.

1) 7, 10, 13, 16,…
2) 3, 12, 27, 48,…
3) 2, 16, 54, 128,…
4) 4, 8, 16, 32, …
If not, you have to go back to the Activity 4 in section E and try all over again
12
KEY TO CORRECTION:
ACTIVITY 1. BUILDING BLOCKS
a. b. c.
5𝑡ℎ 6𝑡ℎ 7𝑡ℎ
No. of blocks: 15 21 28
b.
Figure number (n) 1 2 3 4 5 6 7
Number of blocks
1 3 6 10 15 21 28
(m)
+2 +3 +4 +5 +6 +7
c. To obtain the number of blocks in the nth figure, we simply need to add the consecutive
counting numbers from 1 to n.
ACTIVITY 2. FINITE OR INFINITE

1) Infinite 6) Finite
2) Finite 7) Infinite
3) Finite 8) Infinite
4) Finite 9) Finite
5) Infinite 10) infinite
ACTIVITY 3. Finding the missing term.

1) 36 4) -2
2) -9 5) -10
3) 6
ACTIVITY 4. Find the first five terms of a sequence given the following general or nth
terms.
1) 3, -1, -5, -9, -13
2) 15, 10,5,0, -5
3) 228, 236, 244, 252, 260
4) -22, -1, 20, 41, 62
ACTIVITY 5. Find the general or nth term of the following sequences.
1) an = n + 1
2) an = 3n
3) an = 4n
4) an = 5n – 1
Developing Mastery
1) 243 6) 3/2, 1, 7/4, 3, 31/6

2) -16 7) an = 4n -3
3) -32 8) an = -3n + 29
4) -1, 2, 5, 8, 11 9) an = 2(3)n-1
5) -2, 1, 0, 1, 32
13
KEY TO CORRECTION TO J:
1. Write the missing figure
2. Determine if the sequence is finite or infinite sequence.

1) finite
2) infinite
3)finite
4)infinite
5)finite
3. Find the missing term (2 points each)

1) -18, -22
2) 2, 15.5
3) 28, 58
4) -3, -75
4. Write the first five terms given the following general or nth term (2 points each)
1) 5, 6, 7, 8, 9
2) 1, 3, 5, 7, 9
3) 11, 28, 45, 62, 79
4) 30, 36, 42, 48, 54
5. Write the general or nth term of the following sequences.

1) an = 3n + 4
2) an = 3n2
3) an = 2n3
4) an = 2n + 1
If you have questions regarding the lesson, you can contact your teacher.
Name of Teacher FB Account Contact Number
Edyson O. Pangilinan Edyson Pangilinan 0933 851 8406
Mary Judith Mendoza Jude Mendz 0932 890 1712
Rowena C. Santiago Santiago Rowena Camiling 0995 096 3833
Giezelle C. Manuel Giezelle Cortez Manuel 0956 845 7844
John Paul S.Manese Paul Manese 0917 721 1928
Arzen Dave Q. Buan Arzen Dave Buan 0917 162 1048
Ramoncito Q. Tagudar Ramoncito Tagudar 0932 861 1965
Precy Bugayong Precy Santos Bugayong 0927 140 9528
Kate Esguerra Kate Esguerra 0933 865 0282
14
MATHEMATICS Grade 10 – Regular
School Teaching September 1 - 4, 7 2020

PAMPANGA HIGH SCHOOL Dates/ Week (Week 2)
August 31, 2020 - National Heroes Day (regular holiday )-
Teacher Grade 10 Mathematics Teachers Monday
Quarter First
I. Objectives


polynomials and polynomial equations in different disciplines through appropriate
and accurate representations.
The learner
1. illustrates arithmetic sequence. (M10AL-Ib-1)
2. determines arithmetic means, nth term of an arithmetic sequence and the sum of
the terms of a given arithmetic sequence.
(M10AL-Ib-c-1, M10AL-Ic-2)
D. Objectives
1. define and describe an arithmetic sequence,

2. identify the next few terms and the nth term of an arithmetic sequence,
3. insert means between two given terms of an arithmetic sequence,
4. find the sum of the first n terms of and arithmetic sequence, and
5. relate arithmetic sequence and series in real-life situation.
II. Content
ARITHMETIC SEQUENCE AND SERIES
Learning Resources
A. Reference
Mathematics II by Soledad & Bernabe pp 172-176
Grade 10 Mathematics by Gladys C. Nivera, Ph.D.pp 5-10
Hands-On, Minds-On Activities in Math II by Diono, Male& Javier pp.241-243
15
III. Procedures
Hello my dear students, how are you? I hope you have learned so much from our previous
lesson. However, I want to really check it out if you are ready to be a Math Wizard for our
next lesson by answering the following activity. Time yourself out in accomplishing it.
I. Direction: Fill in the blank with a correct answer:

1. __________ is an arrangement of objects.
2. A __________ is a function whose domain is the set of positive integers.
3. Each number in a sequence is called a __________.
4. A sequence is __________ if its domain is the set of positive integers without a last term (1,
2, 3, 4, 5,…)
5. A sequence is__________ if its domain is the set of positive integers (1,2,3,4,5,…,n) which
has a last term, n.
6. The first and the last terms are called the __________.
7. The terms between the first and last terms are called the ________.
II. Determine if the sequence is finite or infinite. Answer this in your

1) 1, 3, 5, 7, … _______________ Activity Notebook
2) -3, 6, -12, 24 _______________
Score Description
3) 20, 16, 12, 8, … _______________
4) ½, 1, 3/2, 2 _______________ 21 – 22 Very Good
5) 4, 12, 36, 108 _______________ 16 – 20 Good
10 – 15 Fair
III. Write the next three terms in the sequence.
Review well
1. 1, 2, 3, 4, 5, … 0–9 your previous
1 1 1 1
2. 1, , , , , … lesson
2 3 4 5
3. 3𝑎, 4𝑏, 5𝑐, …
1 1 1 1
4. , , , ,…
4 9 16 25
2 3 4
5. 𝑦, 𝑦 , 𝑦 , 𝑦 , …
IV. Write the first five terms of the sequence describe by each equation
1. 𝑎𝑛 = 𝑛2 − 2
2. 𝑎𝑛 = 3𝑛2
3. 𝑎𝑛 = 𝑛2 − 9
4. 𝑎𝑛 = 3𝑛 + 5
1
5. 𝑎𝑛 = 𝑛 + 1
2
Now, check your work by turning to pages 30.
for the key to correction. Give yourself 1 point for every correct answer.
Did you do well in the activity? Could you be a Math Wizard just like the featured mathematician,
John Carl Friedrich Gauss?
16
Carl Friedrich Gauss (1777-1855) was a German mathematician who

contributed in many fields of mathematics and science and is touted as
one of history's most influential mathematicians.
As the story goes, when Gauss was a young boy, he was given the
problem to add the integers from 1 to 100. Remember that there were
no calculators in those days!
As the other students struggled with this lengthy addition problem,
Gauss saw a different way to attack this problem. He listed the first 50
terms, and then listed the second fifty terms in reverse order beneath
the first set. You can think of it as he "wrapped" the series back onto
itself.
Gauss them added the paired values, noticing that the sums were all the same value (101).
Since he had 50 such pairs, he multiplied 101 times 50 and obtained the sum of the integers from
1 to 100 to be 5050.
Now, Gauss's discovery works nicely as long as you have an even number of terms in your series.
But what happens to the "wrapped" pairings if the series has 25 terms? Well, Gauss' discovery
would need a bit of tweaking. If the number of terms is odd, do not split the series in half. Simply
list the ENTIRE series forward, then list the entire series in reverse and add the pairs. In this
situation, you will need to multiply the sum by the number of pairs and then divide by two, since
you are actually working with 2 complete series.
By observing the series from BOTH directions simultaneously, Gauss was able to quickly solve
the problem and establish a relationship that we still use today when working with arithmetic
series.
C. Presenting the Lesson
Now, let us discover the Carl Friedrich Gauss in you by looking at the situation below!
Example # 1:
Victory Liner is one of the many bus transportation

companies in the Philippines servicing routes between San
Fernando and Metro Manila, Olongapo or Baguio City.
One day, on its way back to its terminal at Jose Abad Santos
Avenue, one (1) passenger went down at SM City
Pampanga, then, another four (4) passengers went down to
Paskuhan, seven (7) passengers went down to Northwalk
and ten (10) passengers went down to Intersection.
17
List down the number of passengers who went down in each place.
1, 4, 7, 10
Does it form a sequence? If it does, how is the sequence formed?
From the above-cited scenario, we have formed the sequence 1, 4, 7, 10. The terms are
formed by adding 3 to each of the terms.
Moreover, upon observing the terms, you will notice that if we are to subtract the first term (1)
from the second term (4), the second term (4) from the third term (7), the third term (7) from the
fourth term (10), we obtain the same difference which is 3. Illustrating it:
Subtracting two consecutive terms, that is, d=a2-a1; d = a3-a2 ; d = a4 –a3.
4–1 7 – 4 10 – 7
=3 =3 =3
Now, you may wonder, what do you call the sequence formed? Why is it called as such?
The sequence generated from the given scenario which is 1, 4, 7, 10 is an example of an

Arithmetic Sequence because it is formed by adding a constant number which is 3 to the
preceding term to obtain the next. The constant number 3 is the common difference,
denoted as d, which can be obtained by subtracting two consecutive terms
(d = an – an-1).
How do we define an arithmetic sequence?

An arithmetic sequence is a sequence where every term after the first
term is obtained by adding a constant called the common difference.
Example # 2:
Now try to analyze the sequence 20, 15, 10, 5, …
Is it an arithmetic sequence? Does it have a common difference? How are the terms formed?
Your expected answer is arithmetic sequence and the common difference is -5. By adding -5 to
the preceding term, you will get the next term. If you have answered correctly, you may proceed
with the activity below. If not, I am sorry but you have to go back with the previous example and
try it all over again.
Meanwhile, what have you observed with the common difference of the arithmetic sequences
1, 4, 7, 10 and 20, 15, 10, 5 with respect to the arrangement of terms?
18
If the terms in an arithmetic sequence is in ascending order (increasing, from lowest to highest)
just like in 1, 4, 7, 10, then the common difference is positive (which is 3 in the said
sequence). However, if the terms in an arithmetic sequence is in descending order (decreasing,
from highest to lowest) just like in 20, 15, 10, 5, then the common difference is negative
(which is -5 in the said sequence).
HOW WELL DO YOU KNOW ME?

Activity # 1: (2 points each)
Direction: Write AS if the sequence is arithmetic and NAS if not. If it is an arithmetic sequence,
write the common difference on the second blank.
Answer this in your
1) 3, 7, 11, 15, 19 ______ ______ Activity Notebook
2) 4, 16, 64, 256 ______ ______
3) 48, 24, 12, 6, 3, … ______ ______ Score Description
4) 1, 4, 9, 16, 25, 36 ______ ______ 9 - 10 Very Good
1 1
5) 1, , 0, - ______ ______ Good
2 2 6-8
Now, check your work by turning to page 31 for the key 3-5 Fair
to correction Turn to page 29
If your score is 5 out of 10, then you may proceed with sec. J and work on
0-2
the next part of the discussion. the enrichment
activities
How do we find the missing term in an arithmetic
sequence?
We can find the missing term in an arithmetic sequence by getting first the common
difference. It is obtained by subtracting two consecutive terms and whatever we get, we
just add it to the preceding term.
What are the missing terms in the arithmetic sequence

Example # 3:
2, __, 8, 11, __?
Since there are two consecutive terms which are 8 and 11, then you just have to subtract
them (11-8) thus, the common difference is 3.
To find for the missing terms, just add the common difference which is 3 to the preceding
terms as illustrated below:
2+3=5 11 + 3 = 14
Therefore, the missing terms are 5 and 14.
Now try the next example.
Find the missing terms in the arithmetic sequence

Example # 4: 1, 1/3, ___, ___
Your expected answers must be -1/3 and -1 since the common difference is – 2/3 (1/3 –
1 or
19
1/3 -3/3). If you get the answer correctly, you may proceed with Activity 2 below. If not, I
am sorry but you have to go back with the previous example and try it all over again.
Find the missing terms in each

Activity # 2:
arithmetic sequence. Answer this in your
(2 points each) Activity Notebook
1) 3, 12, 21, __, ___ Score Description
2) 8, 3, -2, ___, ___
Very Good
3) 5, 12, __, 26, ___ 9 - 10
4) 2, __, 20, 29, ___ 6-8 Good
5) __, 4, 10, 16, ___ 3-5 Fair
Now, check your work by turning to page 31 for the Turn to page 29
key to correction 0-2
sec. J and work on
the enrichment
If your score is at least 5 out of 10, then you may
activities
proceed with the next part of the discussion.
Welcome Gauss look-a-like! Have you wondered on how you can determine a specific
term
(nth term or an) given an arithmetic sequence?
Observe the example given below.
Example # 1: Find the 16th term of the sequence 1, 5, 9, 13, …
In this example, you may identify the common difference which is 4 upon subtracting two
consecutive terms (5 – 1 or 9 – 5 or 13 – 9). Then, add this to 13 and so on until you reach the
term. By doing so,
13 + 4 = 17 (5th term) 29 + 4 = 33 (9th term) 45 + 4 = 49 (13th term)

25 + 4 =29 (8th term) 41 + 4 = 45 (12th term) 57 + 4 = 61 (16th term)
Therefore, the 16th term of the arithmetic sequence is 61.
However, as you can see, it will be a little bit tiring doing it. So, the explicit formula of the
arithmetic sequence is introduced to solve for the n th term or an.
Explicit Formula : an = a1 + (n-1) d,

where
an = nth term n= number of terms
st
a1 = 1 term d = common difference
Let us apply the formula in solving for the 16th term of the arithmetic sequence 1, 5, 9, 13, …
an = a1 + (n-1) d
20
Step 1: Find the values in the formula: a1= 1 n = 16 a16=?
Step 2: Get the common difference by subtracting any two consecutive terms
13 – 9 = 4, 9 – 5 =4, 5 – 1 = 4. Hence, d = 4
Step 3: Substitute all the values obtained in the formula
an = a1 + (n-1) d
a16 = 1 + (16 – 1) 4
a16 = 1 + (15) 4
a16 = 1 + 60
a16 = 61
Now, try the next example
Example # 2: In the arithmetic Sequence 4, 8, 12, 16, 20, …, what is the 80th term?
You are expected to get 320 as the 80th term. If you get it correctly, you may proceed with the
next example. If not, I am sorry but you have to go back to the first example and try it all over
again.
Example # 3: In the arithmetic sequence 50, 45, 40, 35, … which term is 5?
Let us apply the formula in solving for the position of 5 in the arithmetic sequence
50, 45, 40, 35, …
an = a1 + (n-1) d
Step 1: Find the values in the formula: a1= 50 an=5 n = ?

Step 2: Get the common difference by subtracting any two consecutive terms
45 – 50 = 5, 40 – 45 = -5, 35 – 40 = -5. Hence, d = -5
an = a1 + (n-1) d
5 = 50 + (n – 1) (-5)
5 = 50 + (-5n) + 5 (distributive property of multiplication over subtraction)
5 = -5n + 55 (combine 50 and 5 by addition)
5 + (-55) = -5n + 55 + (-55) (by addition property of equality, add -55 to both sides of the
equation)
-50 = -5n
1 1
(− ) (−50) = (−5𝑛) (− ) (by multiplication property of equality, multiply -1/5 to both
5 5
sides of the equation)
10 = n
Hence, 5 is the 10th term in the arithmetic sequence 50, 45, 40, 35, …
Now, try to answer the next example.
21
Example # 4: Which term in the arithmetic sequence 7, 10, 13, 16, … is 43?
In this example, you are expected to get 13, hence 43 is the 13th term of the arithmetic
sequence 7, 10, 13, 16,… If you get it correctly, you may proceed with the next example. If not, I
am sorry but you have to go back to the third example and try it all over again.
Example # 5: The 4th term of an arithmetic sequence is 34 and the 10th term is 22.
Find a1, d and the nth term.
Step 1: Find d
low positioned number + the difference of the positions times d = high positioned number
(Note: the positions of the numbers are based on the problem)
a4 + 6d = a10
34 + 6d =22
34 + (-34) + 6d = 22 + (-34) (by addition property of equality, add -34 to
both sides of the equation)
6d = -12
1 1
( ) (6𝑑) = −12 ( ) (by multiplication property of equality, multiply 1/6 to both
6 6
d = -2
Thus, d = -2
Step 2: Find a1 using the formula

(Note: Since a4 is near a1, use it in finding a1)
an = a1 + (n-1) d
a4 = a1 + (4 – 1) d
34 = a1+ (3)(-2)
34 = a1+ (-6)
34 + 6 = a1 + (-6) + 6 (by addition property of equality, add 6 to both sides of the
equation)
40 = a1
Hence, a1= 40
Step 3: Substitute all the values obtained in the formula to find a n.

an = a1 + (n-1) d
an = 40 + (n -1)(-2)
an = 40 + (-2n) + 2 (distributive property of multiplication over subtraction)
an = -2n + 42 (combine 40 and 2 by addition and write -2n first since it
has a variable)
Find a1, d and an if the 5th term of an arithmetic sequence is 21 and the
Example # 6:
11th term is 51.
You are expected to get the following:
d=5 a1= 1 an = 5n – 4
22
If you get the answer correctly, then you may proceed to the activity below. If not, I am sorry but
you have to go back to the fifth example and try it all over again.
Determine what is asked in each of

Activity # 3: the following items. Answer this in your
Activity Notebook
1) What is the 35th term in the arithmetic sequence 10, Score Description
8, 6, 4, 2, …? (2 points)
9 - 10 Very Good
2) In the sequence -2, -4, -6, -8, -10, which term is -54?
(2 points) 6-8 Good
3) If the 4th term of an arithmetic sequence is 24 and the 3-5 Fair
12th term is 37, what is common difference (d), the first Turn to page 29
term (a1) and an? (2 points for d, 2 points for a1and 2 sec. J and work on
0-2
points for an) the enrichment
activities
to correction
If your score is at least 5 out of 10, then you may proceed with the next part of the discussion.
DAY 3 E. Discussing new concepts and practicing new skills # 2
How do you see yourself as a Math Wizard so far? We have more things to
do in order for us to prove our expertise in Math. Are you ready?
How do you call the term or terms between two terms?
The term or terms in between two terms are called arithmetic means. By
looking at the following examples, you will discover how to insert means
between two terms in an arithmetic sequence.
Example # 1: Find the term between 10 and 30.

10, __, 30
To find the term between 10 and 30, all you have to do is to add the two numbers and divide the
sum by 2 as shown below:
am = a1 + an = 10 + 30 = 40 = 20; am is the arithmetic mean

2 2 2 a1 is the first term
a2 is the last term
Now, try answering the next example.
Example # 2:
What is the term between 6 and 22?
You are expected to get 14. If you get it correctly, then you may proceed with the next example.
If not, I am sorry but you have to go back with the first example and try it all over again.
23
Find the terms between 2 and 34.
Example # 3:
2, __ , __ , __, 34
In getting the arithmetic means, you have to:
Step 1. Find first the common difference using the explicit formula for arithmetic sequence.
an = a1 + (n-1) d
a5 = a1 + (5-1) d (Note: a5 is used since there are five terms)
34= 2 + 4d
34 + (-2) = 2 + (-2) + 4d (by addition property of equality, add -2 to both sides of the
equation)
32 = 4d
1 1
( ) (32) = (4𝑑) ( ) (by multiplication property of equality, multiply 1/4 to both
4 4
8=d
Step 2. Add the common difference to the first term and so on.
2 + 8 = 12 12 + 8 = 20 20 + 8 = 28
Hence, the arithmetic means 12, 20 and 28

Now, try the next example.
Example # 4: Insert 4 arithmetic means between 5 and 25.
You are expected to get 9, 13, 17, and 21 as the arithmetic means. If you get them correctly,
then you may proceed with the Activity 4 below. If not, I am sorry but you have to go back with
the previous example and try it all over again.
Answer this in your
Insert arithmetic means Activity Notebook
Activity # 4: between two terms in each
item. Follow the number in Score Description
parenthesis. (2 points each) Very Good
7–8
4–6 Good
1) 6 and 54 [3]
2) 68 and 3 [4] 2–3 Fair
3) 10 and 40 [5] Turn to page 29
1 sec. J and work on
4) and 2 [2] 0-1
2 the enrichment
activities
Now, check your work by turning to page 31 for the key to
correction
If your score is at least 4 out of 8, then you may proceed with
This time, let us discover the secret of Carl by having the first example!
A famous mathematician on his childhood, was given a problem by his

Example # 1: elementary teacher to keep him busy. He was asked “What is the sum of
numbers 1 to 100?” Do you know that he was able to get the answer
within seconds only? What did he do?
24
He only just paired the numbers 1 and 100, 2 and 99, 3 and 98 and so on. He knew that the
sum of the said pairs is equal to 101. Afterwards, upon pairing the numbers, there would be 50
numbers. S0, he just multiplied 101 by 50 and got the sum 5, 050.
But, there is another way. This is by using the formula which is illustrated below.
𝒏
𝑺𝒏 = (𝒂 + 𝒂𝒏 )
𝟐 𝟏
where a1 is the first term
an is the last term
n is the number of terms
Sn is the sum of the terms
This is used when the first term (a1) and the last term (an) are given.
Step 1: Find the values in the formula: a1= 1 an= 100 n = 100 Sn = ?
Step 2: Substitute the values in the formula

Sn = 100 (1 + 100)
2
= 50 (101)
= 5, 050
Thus, the arithmetic series or the sum of the terms of an arithmetic sequence is 5, 050.
Example # 2: What is the sum of the odd integers from 1 to 100?
Remember that the odd numbers from 1 to 100 are

1, 3, 5, 7 . . . 93, 95, 97, 99
You are expected to get a sum of 2, 500. If you get it correctly, then you may proceed with the
next example. If not, I am sorry but you have to go back with the first example and try it all over
again.
Find the sum of the first 10 terms of the arithmetic sequence
Example # 3: 5, 9, 13, 17, . . .
In this example, as you can see the last term is not given, so you need to use another formula
which is
𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑] as illustrated below:
2
d is the common difference
10
𝑆10 = [2(5) + (10 − 1)4]
2
= 5[10 + (9)4]
= 5(10 + 36)
= 5(46)
𝑺𝟏𝟎 = 𝟐𝟑𝟎
25
Hence, the sum of the first 10 terms of the arithmetic sequence is 230.
Now, try to solve the next example.
What is the sum of the first 20 terms of the arithmetic sequence

Example # 4: -2, -5, -8, -11 …?
You are expected to get (– 610) as the sum of the first 20 terms of the arithmetic series
-2, -5, -8, -11 …
If you get the answer correctly, then you may proceed to Activity 5. If not, I am sorry but you
need to go back with the third example and try it all over again.
Solve for the sum of the terms in Answer this in your

Activity # 5: each of the following arithmetic Activity Notebook
sequences.
Score Description
1) even integers from 10 to 70 7–8 Very Good

2) first 10 terms of the arithmetic sequence 3, 8, 13, … 4–6 Good
3) 1, 5 , 9 , . . ., 49 + 53 Fair
2–3
4) first 15 terms of the arithmetic sequence 13, 17, 21, …
Turn to page 30
sec. J and work on
Now, check your work by turning to page 31 for the key to 0-1
the enrichment
correction. activities
If your score is at least 4 out of 8, then you may proceed with the
Check your work by
DAY 4 F. Developing mastery turning on page 32.
Give yourself two
points for every correct
answer. How many
correct answers did
you get? Rate your
result using the table
below.
If your score is at least

8 out of 16, you may
now proceed to next
part of the discussion.
Answer this in your

Activity Notebook
Score Description
15 – 16 Very Good
13 – 14 Good
8 – 12 Fair
Review well
0–7 your previous
lesson
26
G. Finding practical applications of concepts and skills in daily living.
Arithmetic sequence is useful in real life. Common applications include:
1. FARE FOR TRANSPORTATION
Fare on a taxi is computed with the minimum payment and
additional payment for every kilometer traveled by the vehicle. If
you know the number of kilometer that you will travel you may
apply the arithmetic sequence to have an idea for your fare.
Also, it is helpful to not get fooled by some drivers.
2. COMPUTING YOUR SAVINGS

If you set a goal on saving money then you set a rule that every
time you save money there is a particular amount that you want
to add from the previous savings then you may know the
expected money need to save after two years or any date that
you want to compute.
3. COMPUTATION OF SALARIES
There are some companies that give a particular salary and give
a specific percent of increase for the salary an employee may
receive. With that, an employee may know his/her salary in the
future as he/she computes it using the arithmetic sequence.
DAY 5
H. Making generalizations and abstractions about the lesson
LET’S SUMMARIZE
1. An arithmetic sequence is a sequence where every term after the first is obtained by adding
a constant called the common difference (d).
2. if a1 and d are known, then to find any term in an arithmetic sequence use the formula
an = a1 + (n-1) d
3. The terms between any two non-consecutive terms of an arithmetic sequence are known as
arithmetic means.
4. Arithmetic series refers to the sum of all terms in an arithmetic sequence.
5. In finding the sum of the terms of an arithmetic sequence given a1 and an we use
𝒏
𝑺𝒏 = (𝒂𝟏 + 𝒂𝒏 )
𝟐 𝒏
6. In finding the sum of the terms of an arithmetic sequence, we use Sn = [ 2a1 + (n-1) d ]
𝟐
if an is unknown.
27
teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 10 Week 2 Parent’s signature:______________
WORKSHEET# 2: ARITHMETIC SEQUENCE AND SERIES
A. Determine whether the sequence is arithmetic or not. If it is, find the common difference.
1) 2, 5, 8, 11, …
2) 2, – 4, 6, – 8, 10,…
3) – 6, – 10, – 14, – 18, …
4) 40, 42, 44, 46, …
5) 1, 5, 9, 13, …
B. Find the term indicated in each of the following arithmetic sequences.
6) 2, 4, 6, … 15th term
7) 13, 16, 19, 22, … 25th term
8) 99, 88, 77, 66, … 18th term
9) 99, 87, 75, 63, … 12th term
C. Answer the following:
a) The 10th and 12th terms of of an arithmetic sequence are 11 and 14 respectively.
i) What is d?
ii) What is a1?
iii) What a234?
b) Find the mean of 7 and – 15 ?

3 5
c) Find the arithmetic mean of and .
5 3
d) Find the sum of the first 150 counting numbers.
28
NOTE: If you need more help, you may reach your teacher at his/her at cp # or send me a private
message thru his/her facebook account, please see page 14.
1. Write AS if the given sequence is arithmetic and NAS if not. If it is an arithmetic

sequence, write the common difference on the second blank.
1) -2, 4, -8, 16, … _________ __________

2) 1, 0, -1, -2, -3 _________ __________
1 1 1 1
3) , , , , … _________ __________
2 3 4 5
𝑥 𝑥
4) 3x, x, , , … _________ __________
3 9
5) 9.5, 7.5, 5.5, 3.5, … _________ __________
2. Find the missing terms in each of the following arithmetic sequences.

1) 17, 14, __, __, 5
2) 4, __, __, 19, 24, …
3) __, __, 8, 12, 16
4) -1, __, __, __, 31, 39
5) 13, __, __, __, -11, -17, …
3. Determine what is asked in each of the following.

1) What is the 23rd term of the sequence 5.7, 3.6, 1.5, …?
2) Which term is 25/4 in the sequence ¼, ½, ¾, 1, 5/4?
3) The 3rd term of an arithmetic sequence is 1 and the 6th term is -17. Find d, a1 and an.
4. Insert arithmetic means between the two terms in each item. Be guided by the number
of Arithmetic means using the number inside the parenthesis.
1) -4 and 8 [3]
2) -16 and -10 [2]
𝟏 11
3) and [4]
𝟑 3
4) a and b [1]
If not, you have to go back to the Activity 4 in section E and try all over again.
29
5. Find the sum of the terms of the following arithmetic sequences.
1) Find the sum of the first 30 natural numbers.
2) What is the sum of the first 12 terms of the arithmetic sequence 50, 47, 44, 41, 38, …?
3) Find the sum of all multiples of 3 between 1 and 100.
If not, you have to go back to the Activity 5 in section E and try all over again.
KEY TO CORRECTION:
I. Direction: Fill in the blank with a correct answer:

1. __Pattern__ is an arrangement of object. It is a model or design used as a guide in
needlework and other crafts.
2. A __sequence__ is a function whose domain is the set of positive integers.
3. Each number in a sequence is called a __term__.
4. A sequence is __infinite__ if its domain is the set of positive integers without a last term
(1,2,3,4,5,…)
5. A sequence is __finite__ if its domain is the set of positive integers (1,2,3,4,5,…,n)
which has a last term, n.
6. The first and the last terms are called the extremes .
7. The terms between the first and last terms are called the means .
I. Determine if the sequence is finite or infinite.

1. 1, 3, 5, 7, … __ infinite______
2. -3, 6, -12, 24 __ finite________
3. 20, 16, 12, 8, … __ infinite______
4. ½, 1, 3/2, 2 __ finite________
5. 4, 12, 36, 108 __ finite________
II. Write the next three terms in the sequence.

1. 1, 2, 3, 4, 5, … Answer: 6, 7, 8
1 1 1 1 𝟏 𝟏 𝟏
2. 1, , , , , … Answer: , ,
2 3 4 5 𝟔 𝟕 𝟖
3. 3𝑎, 4𝑏, 5𝑐, … Answer: 6d, 7e, 8f
1 1 1 1 𝟏 𝟏 𝟏
4. , , , ,… Answer: , ,
4 9 16 25 𝟑𝟔 𝟒𝟗 𝟔𝟒
5. 𝑦, 𝑦 2 , 𝑦 3 , 𝑦 4 , … Answer: 𝒚𝟓 , 𝒚𝟔 , 𝒚𝟕
III. Write the first five terms of the sequence describe by each equation
1. 𝑎𝑛 = 𝑛2 − 2 Answer: -1, 2, 7, 14, 23
2
2. 𝑎𝑛 = 3𝑛 Answer: 3, 12, 27, 48, 125
3. 𝑎𝑛 = 𝑛2 − 9 Answer: -8, -5, 0, 7, 16
4. 𝑎𝑛 = 3𝑛 + 5 Answer: 8, 11, 14, 17, 20
1 𝟏 𝟏 𝟏
5. 𝑎𝑛 = 𝑛 + 1 2
Answer: 𝟏 , 𝟐, 𝟐 , 𝟑, 𝟑
𝟐 𝟐 𝟐
30
ACTIVITY# 1. How well do you know me? (2 points each)
1) 3, 7, 11, 15, 19 AS 4
2) 4, 16, 64, 256 NAS ______
3) 48, 24, 12, 6, 3, … NAS ______
4) 1, 4, 9, 16, 25, 36 NAS ______
1 1
5) 1, , 0, - AS -½
2 2
ACTIVITY# 2. Find the missing terms in each arithmetic sequence. (2 points each)
1) 3, 12, 21, 30, 39

2) 8, 3, -2, -7, -12
3) 5, 12, 19, 26, 33
4) 2, 11, 20, 29, 38
5) -2, 4, 10, 16, 22
ACTIVITY# 3. Determine what is asked in each of the following items.
1) What is the 35th term in the arithmetic sequence 10, 8, 6, 4, 2, …?

Answer: -58 (2 points)
2) In the sequence -2, -4, -6, -8, -10, which term is -54? (2 points) Answer: 27th term
3) If the 4th term of an arithmetic sequence is 24 and the 12th term is 37, what is common
difference (d), the first term (a1) and an?(2 points for d, 2 points for a1and 2 points for an)
Answer: d = -13/8 or 1 5/8; a1 = 153/8 or 19 1/8; an = 13/8 n + 35/2
ACTIVITY# 4. Insert arithmetic means between two terms in each item. Follow the number
in parenthesis. (2 points each)
1) 6 and 54 [3] 6, 18, 30, 42, 54
2) 68 and 3 [4] 68, 55, 42, 29, 16, 3
3) 10 and 40 [5] 10, 15, 20, 25, 30, 35, 40
1 1 3
4) and 2 [2] , 1, , 2
2 2 2
ACTIVITY# 5. Solve for the sum of the terms in each of the following arithmetic
sequences.
1) even integers from 10 to 70 Answer: 𝑆36 = 1440
2) first 10 terms of the arithmetic sequence 3, 8, 13, … Answer: 𝑆22 = 255
3) 1, 5 , 9 , . . ., 49 + 53 Answer: 𝑆14 = 378
4) first 15 terms of the arithmetic sequence 13, 17, 21, … Answer: 𝑆15 = 615
31
DEVELOPING MASTERY:
1. Write AS if the given sequence is arithmetic and NAS if not. If it is an arithmetic sequence, write
the common difference on the second blank.
1) -2, 4, -8, 16, … NAS __________

2) 1, 0, -1, -2, -3 AS -1
1 1 1 1
3) , , , , … NAS __________
2 3 4 5
𝑥 𝑥
4) 3x, x, , , … NAS __________
3 9
5) 9.5, 7.5, 5.5, 3.5, … AS -2
2. Find the missing terms in each of the following arithmetic sequences.
1) 17, 14, 11, 8 , 5
2) 4, 9 , 14 , 19, 24, …
3) 0 , 4 , 8, 12, 16
4) -1, 7, 15, 23 , 31, 39
5) 13, 7, 1 , -5, -11, -17, …
32
3. Determine what is asked in each of the following.
1) What is the 23rd term of the sequence 5.7, 3.6, 1.5, …? Answer: -40.5
2) Which term is 25/4 in the sequence ¼, ½, ¾, 1, 5/4? Answer: 25th term
rd th
3) The 3 term of an arithmetic sequence is 1 and the 6 term is -17. Find d, a1 and an.
d = -6 a1= 13 an= -6n + 19
4. Insert arithmetic means between the two terms in each item. Be guided by the number
of Arithmetic means using the number inside the parenthesis.
1) -4 and 8 [3] Answer: -1, 2, 5,
2) -16 and -10 [2] Answer: -14, -12
𝟏 11 𝟓 𝟕 𝟗
3) and [4] Answer: 1, , , ,
𝟑 3 𝟑 𝟑 𝟑
𝒂+𝒃
4) a and b [1] Answer:
𝟐
5. Find the sum of the terms of the following arithmetic sequences.

1) Find the sum of the first 30 natural numbers. Answer: 465
Answer: 402
3) Find the sum of all multiples of 3 between 1 and 100. Answer: 1, 683
Answer: 360
33
Teaching
September 8 – 11, 14, 2020
School PAMPANGA HIGH SCHOOL Dates/
(Week 3)
Week
I. Objectives


polynomials, polynomial equations in different disciplines through appropriate and
accurate representations.
The learner:
1) illustrates a geometric sequence.
2) differentiates a geometric sequence from an arithmetic sequence.
3) differentiates a finite geometric sequence from an infinite geometric sequence.
(M10AL-Id-2)
D. Objectives

1. define and describe a geometric sequence;
2. compare and contrast a geometric sequence and an arithmetic sequence;
3. identify the few next terms and the nth term of a geometric sequence;
4. insert means between two given terms of a geometric sequence;
5. find the sum of the first n terms of a given finite or infinite geometric sequence; and
6. appreciate geometric sequences applied in real-life situations.
II. Content
GEOMETRIC SEQUENCES
III. Learning Resources
A. Reference
Mathematics 10 Learner’s Module, pp. 26-30
34
IV. Procedures
DAY 1 A. Reviewing previous lesson about Arithmetic sequence:
After a knee surgery your doctor tells you to return to your jogging routine program slowly.
He suggests jogging for 12 minutes each day for the first week. Each thereafter, he
suggests that you increase the time by 6 minutes per day. On what week will it be before
you are up to jogging 60 minutes per day?
1st 2ndt
3rd 4th 5th 6th 7th 8th 9th
week week week week week week week week week
12 18 24 30 36 42 48 54 60
Guide Questions:
1. What pattern do you see in this example?
The set of numbers shows an increase of 6.
2. What is the common difference?
The common difference is 6.
3. What is an Arithmetic Sequence?
An arithmetic sequence is a sequence where every term after the first
is obtained by adding a constant called the common difference.
Find the common difference Answer this in your

Activity Notebook
Activity # 1: and the next term of the
following arithmetic Score Description
sequences Very Good
9 - 10
6-8 Good
1) 2, 10, 18, 26, …
2) 4, 0, -4, -8, … 3-5 Fair
3) -1, 4, 9, 14, … Turn to page 44
4) 1, 1/5, -3/5, -7/5, … 0-2
sec. J and work on
the enrichment
5) 7, 0, -7, -14, … activities
Now, check your work by turning to page 45 for the key to correction. Give yourself 2 points for
each number
HISTORICAL NOTE
The study of sequences began over 3,500 years ago. The Rhind papyrus, a
mathematical text containing 85 problems, shows that the Babylonians and
Egyptians knew how to find the sum of an arithmetic or geometric sequence.
The development of algebra and calculus provided

new tools to the study of sequences and series.
Ref. Grade 10 Mathematics Patterns and Practicalities, pg. 46
Rhind Mathematical Papyrus
35
After studying about arithmetic sequences, let us now discuss the second type of
sequence.
Let us study the sequence 1, 2, 4, 8, 16, 32.
How is the given sequence formed?
Based on the given sequence, the terms are formed by multiplying 2 to each of the terms.
Also, if we take a closer look on each term, you will see that if we divide any two
consecutive terms from left to right, we will be able to get the same quotient which is 2.
Illustrating it,
1, 2, 4, 8, 16, 32
2/1=2 4/2=2 8/4=2 16/2=2 32/16=2
Now, you may wonder, what do you call the sequence formed? Why is it called as such?
The sequence 1, 2, 4, 8, 16, 32 is an example of a Geometric Sequence because it is

formed by multiplying a constant number which is 2 to the preceding term to obtain the next.
How do we define a geometric sequence?
A Geometric Sequence is a sequence where each term after

the first term is obtained by multiplying the preceding term by a
non-zero constant called the common ratio (r).
Let us have another example.
Let us study the sequence 3, 12, 48, 192.
Is the given sequence a geometric sequence? Does it have a common ratio? How are
the terms formed?
The given sequence is an example of geometric sequence and its common ratio is 4.
The terms are obtained by multiplying 4 in each preceding term.
If you have answered correctly, you may proceed with the activity below. If not, I am
sorry but you have to go back with the previous example and try it all over again.
I’LL TELL YOU WHAT Answer this in your

Activity # 2: YOU ARE (2 points each) Activity Notebook
Score Description
Direction: State whether each of the following Very Good
9 - 10
sequence is geometric or not.
6-8 Good
1. 5, 20, 80, 320 _________________ 3-5 Fair
2. 1, 4, 16, 64, _________________ Turn to page 44-
45 sec. J and work
3. 5, 10, 15, 20, 25 _________________ 0-2
on the enrichment
4. 5, -10, 20, -40 _________________ activities
5. 4, 0, 0, 0, 0 _________________
Now, check your work by turning to page 45 for the key to correction. Give yourself 2 points
for each number.
If your score is 5 out of 10, then you may proceed with the next part of the discussion.
36
Let us try identifying the next few terms and the nth term of a geometric sequence
Find the first five terms and the common ratio of the
Example # 1: geometric sequence an = 5(3)n
Since a geometric sequence is a sequence, you find the terms exactly the same way that you
do a sequence. n is our term number and we plug the term number into the function to find the
value of the term.
an = 5(3)n
a1 = 5(3)1 a2 = 5(3)2 a3 = 5(3)3 a4 = 5(3)4 a5 = 5(3)5

a1 = 5(3) a2 = 5(9) a3 = 5(27) a4 = 5(81) a5 = 5(243)
a1 = 15 a2 = 45 a3 = 135 a4 =405 a5 = 1215
(first term) (second term) (third term) (fourth term) (fifth term)
therefore, the first five terms of the geometric sequence is 15, 45, 135, 405, 1215.
Since the common ratio can be determined by dividing any term in the sequence by the term
that precedes it, then in the geometric sequence 15, 45, 135, 405, 1215, … the common ratio is
3. Since 45 divided by 15 is 3.
Example # 2: Find the 11th term of the geometric sequence -3, 6, -12, 24, -48, …
In this example, you may identify the common ratio which is -2 (negative two) upon dividing two
consecutive terms ( 6÷ -3 or -12 ÷ 6 or -48 ÷ 24). Then, multiply this to -48 and so on until you
reach the 11th term. By doing so,
-48 × -2 = 96 (6th term)

96 × -2 = -192 (7th term)
-192 × -2 = 384 (8th term)
384 × -2 = -768 (9th term)
-768 × -2 = 1536 (10th term)
1536 × -2 = -3072 (11th term)
Therefore, the 11th term of the geometric sequence is -3072
However, as you can see, it will be a little bit tiring doing it. So, the explicit formula of the
geometric sequence is introduced to solve for the n th term or an.
Explicit Formula : an = a1 r (n-1),

where
an = nth term n= number of terms
a1 = 1st term r = common ratio
Let us apply the formula in solving for the 11th term of the geometric sequence 3, 6, 12, 24, 48,..
an = a1 r (n-1)

Step 2: Get the common ratio by dividing any two consecutive terms
48 ÷ 24 = 2, 12 ÷ 6 = 2, 6 ÷ 3 = 2. Hence, r = 2
an = a1 r (n-1)
a11 = (3) (2 (11 – 1))
a11 = (3) (2 (10))
a11 = (3) (1024)
a11 = 3072
37
Example # 3: In the geometric sequence 440, 220, 110, 55, … what is the 7th term?

Step 2: Get the common difference by dividing any two consecutive terms
220 ÷ 440 = 1/2, 110 ÷ 220 = 1/2, 55 ÷ 110 = 1/2. Hence, r = 1/2
an = a1 r (n-1)
a7 = (440) ((1/2) (7 – 1))
a7 = (440) ((1/2) (6))
a7 = (440) (1/64)
a7 = 440/64 or 55/8
Example # 4: In the geometric sequence 20, 100, 500, 2500, …, what is the 9 th term?
You are expected to get 7, 812, 500 as the 9th term. If you get it correctly, you may proceed
with the next example. If not, I am sorry but you have to go back to the first example and try it all
over again.
Example # 5: In the geometric sequence 2, 4, 8, … which term is 128?
Let us apply the formula in solving for the position of 128 in the geometric sequence
2, 4, 8, …
Scientific Calculator may help you in solving this example.
an = a1 r (n-1),
Step 1: Find the values in the formula: a1= 2 an=128 n = ?
8 ÷ 4 = 2, 4÷2 = 2. Hence, r = 2
an = a1 r (n-1)
128 = (2) (2 (n – 1))
128 ÷ 2 = ((2) (2 (n – 1))) ÷ 2 (divide 2 to both sides of the equation)
64 = 2 (n – 1)
Log 64 = log 2 (n – 1) (application of logarithm)
log 64 = (n-1) log2 (power rule of the logarithm)
(log 64) ÷ log2=( (n-1) log2) ÷ log2 (divide log 2 to both sides of the equation)
6=n–1
6 + 1 = n – 1 + 1(by addition property of equality, add 1 to both sides of the
equation)
7=n
Hence, 128 is the 7th term in the geometric sequence 2, 4, 8, …
Now, try to answer the next example.
Example # 6: Which term in the geometric sequence 3, 12, 48, … is 14, 9152?
In this example, you are expected to get 8, hence 14 9152 is the 8th term of the geometric
sequence 3, 12, 48,… If you get it correctly, you may proceed with the next example. If not, I am
sorry but you have to go back to the fifth example and try it all over again.
The 3rd term of the geometric sequence is 40 and the 6th term is 40/27.
Example # 7:
Find the first term and the common ratio.
Find the common ratio (r)

.
(Note: the positions of the numbers are based on the problem)
Applying now the formula
an = a1 r (n-1)
38
Step 1: Find the values in the formula. Since a1 is not present we will create our temporary
position for the given to solve for r for this equation only. Instead of 40 as our 3rd term it
becomes our 1st term temporarily and instead of 40/27 as our 6th term it becomes our 4th term.
They have adjusted two positions:
a1= 40 n = 4 an=40/27, r = ?
an = a1 r (n-1)
40/27 = (40) r (4 – 1))
40/27 = 40 r3
(40/27)÷40 = (40 r3)÷40 (divide 40 to both sides of the equation)
40/1080 = r3
1/27 = r3 (simplify or put in to the lowest term the fraction)
1/3 = r (extract the cube root of each equation to get the value of r)
Thus, r = 1/3
Find the first term using the formula

(note: since we already solve for the common ratio we may now use the original values
of each term)
Step 1: Find the values in the formula: an=40/27, n = 6, r =1/3 and a1 = ?

an = a1 r (n-1)
40/27 = a1 (1/3)(6-1)
40/27 = a1 (1/3)5
40/27 = a1 (1/243)
(40/27) ÷ (1/243) = a1 (1/243) ÷ (1/243) (divide (1/243) to both sides of the equation)
(40/27) ÷ (1/243) = a1
9720/27 = a1 (combining the fraction or performing cross multiplication)
360 = a1 (simplification)
Hence, a1 = 360
Find a1 and r if the 6th term of the geometric sequence is 1024 and the 8 th
Example # 8:
term is 16384.
You are expected to get the following:

r=4 a1= 1
If you get the answer correctly, then you may proceed to the Activity 3 below. If not, I am sorry
but you have to go back to the seventh example and try it all over again.
Determine what is asked in each of

Activity # 3:
the following items.
Answer this in your
1) What is the 10th term in the geometric sequence 5, 10, Activity Notebook
20, 40, …? (2 points)
Score Description
2) In the sequence -1296, 216, -36, 6, … , which term is - Very Good
9 - 10
1/36? (2 points)
6-8 Good
3) What is the common ratio of the geometric sequence if 3-5 Fair
the first term is -20 and the 10th term is 20. (2 points) Turn to page 45
sec. J and work on
0-2
4) If the 2nd term of the geometric sequence is 125 and the the enrichment
activities
7th term is 1/125, what is the common ratio (r) and the first
term (a1)? (2 points for r and 2 points for a1)
Now, check your work by turning to page 45 for the key to correction. Give yourself 2 points for
each number
If your score is at least 5 out of 10, then you may proceed with the next part of the discussion.
39
Are you ready to be as good as the Babylonians and Egyptians in terms of geometric
sequences? Let us have some more about geometric sequences!
Let us begin by inserting terms between two terms in a geometric sequence. We call these
terms as geometric means.
Example # 1: What is the term between 8 and 32?
Step 1. Find first the common ratio using the formula an = a1rn-1
Where a1 is the first term
an is the last term
r is the common ration
an = a1rn-1
a3 = a1r3-1
32 = 8(r)2
1/8(32) =(1/8)(8)(r)2(by multiplication property of equality, multiply 1/8 to both sides of the
equation)
4 = r2
+2 = r (by extracting the square roots of both sides)
Note: If the root is an even number, then there will be two possible roots; one is positive and the
other is negative.
Hence, the common ratios are 2 and -2.
Step 2. Multiply the obtained common ratio to the first term and so on.
If r = 2, then (8)(2) = 16
If r = -2, then (8)(-2) = -16
Thus, the geometric mean is 16 or -16
Alternative solution when you are only to insert a geometric mean between two terms:
G.M. = √ (8)(32) = √256 = +16
Now, try doing next example.
Example # 2: Find the geometric mean between 6 and 150.
You are expected to get 30 or -30. If you get it correctly, then you may proceed with the next
example. If not, I am sorry but you have to go back with the first example and try it all over
again.
Example # 3: Insert three geometric means between 5 and 3, 125.
Step 1. Find first the common ratio using the formula an = a1rn-1
Where a1 is the first term
an is the last term
r is the common ration
an = a1rn-1
a5 = a1r5-1
3, 125 = 5(r)4
1/5(3, 125) =(1/5)(5)(r)4(by multiplication property of equality, multiply 1/5 to both sides of the
equation)
625 = r2
+5 = r (by extracting the square roots of both sides)
Hence, the common ratios are 5 and -5.
40
Step 2. Multiply the obtained common ratio to the first term and so on.
If r = 5, then (5)(5) = 25 (25)(5) = 125 (125)(5) = 625

Thus, the geometric means are 25, 125, and 625
If r = -5, then (5)(-5) = -25 (-25)(-5) = 125 (125)(-5) = -625

Thus, the geometric means are -25, 125 and -625.
Example # 4: What are the three geometric means between 2 and 162?
You are expected to get 6, 18 and 54 when r = 3 and -6, 18 and -54 when r = -3. If you get it
correctly, then you may proceed with Activity 4. If not, I am sorry but you have to go back with
the third ample and try it all over again.
Find the indicated number of geometric means between each

Activity # 4: pair of numbers. ( 2 points each for numbers 1 and 4 and 6
points each for numbers 2 and 3)
1) 4 and 16 (1) Answer this in your
2) 16 and 81 (3) Activity Notebook
3) 256 and 1 (3)
4) -32 and 4 (2) Score Description
15 – 16 Very Good
Now, check your work by turning to page 45 for the key to 13 – 14 Good
correction. Fair
8 – 12
Turn to page 45
If your score is at least 8 out of 16, then you may proceed sec. J and work
with the next part of the discussion. 0–7 on the
enrichment
activities
This time, let us find the sum of the terms of a geometric sequence. However, you have to
always remember that a geometric sequence may be finite or infinite.
What is the sum of the first five terms of the geometric sequence
Example # 1:
2, 8, 32, …?
Is the example a finite or an infinite geometric sequence?
Since it is possible to have the last term of the given geometric sequence which is
512 [r = 4; (32)(4) = 128 (4th term); (128)(4) = 512], then the given geometric sequence is finite.
In finding the sum of the first five terms of the geometric sequence 2, 8, 32, …, use the formula
Sn = a1 (rn – 1)
r–1

r is the common ratio
Step 1: Find the values in the formula: a1= 2 r= 32/8 or 8/2 = 4 n = 5 Sn = ?

Sn = a1 (rn – 1)
r–1
= 2 (45 – 1)
4–1
= 2 (1, 024 – 1)
3
= 2 (1, 023)
3
41
= 2, 046
3
= 682
Hence, the sum of the first five terms of the geometric sequence 2, 8, 32, … is 682.
Now, try doing the next example.
Find the sum of the first six terms of the geometric sequence
Example # 2: 1, 000, 500, 250, …
You are expected to get 7875/4. If you get it correctly, then you may proceed with the next
again.
How about if the given geometric sequence is infinite, that is, the geometric sequence has no
last term. Examine the next example.
Example # 3: What is the sum to infinity of ½ , ¼ , 1/8 , 1/16, …?
In this example since it is an infinite geometric sequence use the formula S n = a1

1-r
r is the common ratio; -1 < r < 1
Step 1: Find the values in the formula: a1= ½ r= 1/16 / 1/8 or 1/8 / ¼ 0r ¼ / ½ = 1/2 Sn = ?
Sn = a1
1-r
=½
1- ½
=½
½
= (½)(2) (in dividing fractions, get the reciprocal of the denominator and multiply it by the
numerator)
=1
Example # 4: Find the sum of the geometric sequence 4, 4/3, 4/9, …
You are expected to get 6. If you get it correctly, then you may proceed with the Activity 5. If not,
I am sorry but you have to go back with the third example and try it all over again.
Activity # 5: Find the sum of the following finite or infinite geometric

sequences. (2 points each)
1 1 1 Answer this in your
1. What is the sum of the first 30 terms of 1, , , ,... ?
2 4 8 Activity Notebook
2. Find the sum of the geometric sequence
Score Description
40, -20, 10, -5, 5/2, -5/4.
7–8 Very Good
3. What is the sum to infinity of the geometric sequence 4–6 Good
5 5 2–3 Fair
20, 5, , ,... ?
4 16 Review well the
0-1
4. Find the sum to infinity of the geometric sequence lesson.
1 1 1
, , ,...
3 9 27
Now, check your work by turning to page 45 for the key to correction.
If your score is at least 4 out of 8, then you may proceed with
42
What is the longest word without any repeated letters? There is two of this longest word. Let us
discover one of them.
You match the questions column A with correct answer in column B. Write the letter of your
answer in the answer box. To find it
Column A Column B
1-3 Find the missing terms in
A 10, 20
each geometric sequence
1. 3, 12, 48, __, __ B 6560
2. __, __, 32, 64, 128 C 15, 7.5
3. 120, 60, 30,__, __,… D 96,192
4-6. Write the common ratio(r) of
the following geometric E 2
sequence
4. 3, 12, 48 F 20, 10
5. 32, 64, 128 G -162
6. 120, 60, 30 H 6 or -6
7-9 Find the indicated term of
I. 36
geometric sequence
7. 1, ¼, 1/16, 1/64 ; find a7=? L 8.33
8. a5=32; a8=16; find a1=? N 8,16
9. a1=-2, r=3; find a5=? M 4 Answer this in your
10-12. Insert geometric mean/s Activity Notebook
P 27/2
for the following Score Description
10. A term between 3 and 12 R 1/4096 Very Good
13 - 15
11. 3 terms between 2 and 32 S 1/1024
10 – 12 Good
12. 2 terms between 5 and 40 T 4, 8, 16
13-15. find the sum of the 7–9 Fair
U 192, 768
following geometric series Review well
13. First 8 terms of geometric 0–6 your previous
V lesson
series 2+6+18+54+…
14. 10+-2+ 2/5, … to 8 terms W
15. 1+1/2+1/4+1/8+…(to
Y 1/2
infinity)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Now, check your work by turning to page 46.

for the key to correction. How many correct answers did you get? Rate your result using the
table above.
G. Finding practical applications of concepts and skills in daily living
Geometric sequences can be thought of as exponential equations with their domains

restricted to integers. So they can model situations that involve a constant rate of growth, but
where the only inputs that make sense are integers. Here are some applications of geometric
sequence in real-life situation:
a) Annual size of a population that is growing (or shrinking) at a constant rate.
b) Value of money in an account that receives periodic fixed rate interest payment.
c) Maximum height of a bouncing ball after each bounce (when a fixed % of its energy is lost on
each bounce)
d) Radioactivity levels of a sample over time.
43
DAY 5 H. Making Generalization
LET’S SUMMARIZE
In this lesson we learned the following:
1. A Geometric Sequence is a sequence where each term after the first term is obtained
by multiplying the preceding term by a non-zero constant called the common ratio (r).
2. The nth term of a geometric sequence is an = a1rn-1,
Where a1 = the first term
an = the nth term
r = the common ration
3. The steps in finding the nth term is as follows:
Step 1: Find the values in the formula.
Step 3: Substitute all the values obtained in the formula, a n = a1 r (n-1)
4. Geometric mean is a term inserted between two terms to form a geometric sequence.
5. In order to find the geometric means, solve for the common ratio using the formula
an = a1rn-1. The common ration is multiplied to the first term and continue multiplying to
the succeeding term until all geometric means are arrived.
6. To find the sum of Finite Geometric Sequence, it is important to use the General formula
for finding the sum of Geometric Series such as
a1(𝟏−𝐫𝒏 ) a1−a1𝐫 𝒏
Sn = or Sn = ,
𝟏− 𝒓 𝟏− 𝒓
Where: Sn = the sum
a1 = the first term
n = no of terms
r = the constant ratio, r ≠ 1
7. The sum of infinite Geometric Sequence can be described in the form:
a1
S∞ = , where -1< r < 1
(𝟏 – 𝐫 )
However, when r ≥ 1 or r ≤ -1, there is no infinite sum.
I. Evaluating Learning
Please see attached WORKSHEET #3 on page 47 – 48 .
NOTE: If you need more help, you may reach your teacher at his/her at cp # or send me a
private message thru his/her facebook account, please see page 14.
1. Find the indicated term of the following Geometric Sequences: You may use the
formula an,= a1,rn-1
a) a1 = 3 r = 5 find the 7th term

b) a1 = 8 r = 3/2 find the 6th term
c) a1 = -3 r = -2 find the 10th term
d) a1 = 4 r = -1/2 find the 5th term
2. Write the first term(a) and the common ratio(r) of each geometric sequence and the
indicated term
a) -7/2, -14/3, -56/9, -224/27, -896/81…. 7th term
a = _____; r =______
b) 1.1,- 1.1√6, 6.6, 6.6√ 6, .. 8th term
a = _____; r =____
c) 2, –34, 578, –9826, 167042, ... 10th term
a = _____; r =______
d) 5, 10/3, 20/9, 40/27, 80/81….. 11th term
44
a = _____; r =______
e) 4.2, 12.6, 37.8, 113.4, 340.2 .... 6th term
a = _____; r =_____
3. Find the indicated number of geometric means between each pair of numbers. ( 2
points each for numbers 1, 2 and 3 and 6 points for number 4 )
1) 16 and 25 (1)
2) 1/3 and 64/3 (1)
3) 3 and 192 (2)
4) 3 and 48 (3)
4. Find the sum of the following finite or infinite geometric sequences. (2 points each)
1. What is the sum of the first 12 terms of the geometric sequence 3, 6, 12, …?
2. Find the sum of the first seven terms of the geometric sequence -5, 15, -45, …
3. Find the sum of the geometric sequence 40,20,10,5, …
4. What is the sum of the geometric sequence 48, 24, 12, …
KEY TO CORRECTION:
ACTIVITY# 1. Find the common difference and the next term of the following arithmetic
sequences
1. d=8, a5=34 4. d=-4/5, a5=-11/5

2. d=-4, a5=-12 5. d=-7, a5=-21
3. d=5, a5=19
ACTIVITY# 2. State whether each of the following sequence is geometric or not.
1. Geometric Sequence 4. Geometric Sequence

2. Geometric Sequence 5. Not Geometric Sequence
3. Not Geometric Sequence
ACTIVITY# 3. Determine what is asked in each of the following items.
1. 2560 3. -1
2. 7th term 4. a1=625, r=1/5
ACTIVITY# 4. Find the indicated number of geometric means between each pair of
numbers. (2 points each for numbers 1 and 4 and 6 points each for numbers 2 and 3)
1) +8
2) if r = 3/2 24, 36, 54 if r = -3/2 -24, 36, -54
3) if r = ¼ 64, 16, 4 If r = - ¼ -64, 16, -4
4) r = -1/2 16, -8
ACTIVITY# 5. Find the sum of the following finite or infinite geometric sequences.
(2 points each)
1) 2
2)108/ 4
3) 80/9
4) ½
45
DEVELOPING MASTERY:
U N C O P Y R I G H T A B L E
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
KEY TO CORRECTION TO J (ADDITIONAL ACTIVITIES):
1. Find the indicated term of the following Geometric Sequences: You may use the
formula
an,= a1,rn-1
243 1
a. a7 = 46,875 b. a6 = c. a10= 2048 d. a5 =
4 4
2. Write the first term(a) and the common ratio(r) of each geometric sequence and
the indicated term
a. -7/2, -14/3, -56/9, -224/27, -896/81…. 7th term
a = __-7/2___; r =4/3______ a7 = 3,965,760
b. 1.1,- 1.1√6, 6.6, 6.6√ 6, .. 8th term
19,683
a = __1.1___; r =___-_√6__ a8 =
5632
c. 2, –34, 578, –9826, 167042, ... 10th term
a = __2___; r =__-17____ a10= 2048
d. 5, 10/3, 20/9, 40/27, 80/81….. 11th term
a = __5___; r =__2/3____
e. 4.2, 12.6, 37.8, 113.4, 340.2 .... 6th term
a = __4.2___; r =_3____
3. Find the indicated number of geometric means between each pair of numbers. ( 2
points each for numbers 1, 2 and 3 and 6 points for number 4 )
1) +20
2) +8/3
3) 12 and 48
4) if r = 2 6, 12 and 24 if r = -2 -6, 12 and -24
4. Find the sum of the following finite or infinite geometric sequences. (2 points each)
1) 12, 285 2) -2, 735 3) 80 4) 96
46
Use a separate 1 whole sheet of yellow paper to answer WORKSHEET #3. Answers only. Label
your paper using the format shown below and is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________

WORKSHEET #3
MULTIPLE CHOICE. Choose the letter of the correct answer. Use capital letters only.
__________1. Find the best terms to describe the sequence: 1, 2, 4, 8, 16
A. geometric sequence C. finite geometric sequence
B. infinite geometric sequence D. convergent geometric sequence
__________2. What is the next term of the geometric sequence: 324, -108, 36, …?
A. 4 B. – 4 C. -12 D. 12
__________3. What is the 7th term of the geometric sequence 10, 2, 2/5, 2/25, ...?
A. 2/125 C. 2/3125
B. 2/625 D. 2/15625
__________4. Find the nth term of the geometric sequence with a1 = 16, a4 = 27/4, and n = 3.
A. ¾ B. 64 C. 9/16 D. 9
__________5. What is the value of k if k - 3, k + 2, k + 3 form a geometric sequence?
A. -1/5 B. 1/5 C. -13/4 D. – 13/4
__________6. If three geometric means are inserted between 9 and 81, find the second of
these geometric mean.
A. 18 C. 36
B. 27 D. 49
__________7. The first four terms of the geometric sequence with a first term of 64 and a
common ratio of 1/ 2 is _____?
A. 64, 128, 256, 512 C. 64, 32, 8, 1
B. 64, 32, 16, 8 D. 64, 63, 62, 61
__________8. If the first term of a geometric sequence is -5 and the common ratio is -2, then
find the fifth term.
A. 80 C. 48
B. -80 -48
__________9. If the first term of a geometric sequence is 3, the common ratio is 2, and the last
term is 96, then find the number of terms.
A. 4 B. 5 C. 6 D. 7
__________10. What is the geometric mean between 3 and 12?
A. 6 B. -6 C. 4 D. - 4
__________11. What is the sum of all the multiples of 4 between 15 and 49?
A. 224 C. 288
B. 240 D. 340
__________12. Find the geometric mean between x + y and x - y, where x>y>0.
A. x2 – y2 C. x2 + y2
B. √𝑥 2 − 𝑦 2 D. √𝑥 2 + 𝑦 2
47
__________13.The sum of the indicated terms of the geometric sequence: 9, 27, 81, ... (to 6
terms) is?
A. 13,122 C. 6,561
B. 512 D. 1345
__________14. The sum of the geometric sequence: 1/18, 1/4, 1/2, ... (to 12 terms) is?
B. 4095/8 C. 625/8
C. 512 D. 1345
__________15. For which geometric series is -1023 the sum to 10 terms?
A. 1 – 2 + 4 – 8 + . . . C. – 1 + 2 – 4 + 8 - …
B. 1 + 2 + 4 + 8 + . . . D. – 1 – 2 - 4 – 8 - . . .
48
School Teaching September 15 – 18, 21, 2020
PAMPANGA HIGH SCHOOL Dates/ Week (Week 4)
I. Objectives


The learner
1. Solves problems involving sequences (M10AL-If-2)
D. Objectives

1. describe arithmetic and geometric sequences;
2. familiarize themselves with the four-step processes in solving word problems;
3. solve problems involving arithmetic and geometric sequences; and
4. appreciate the application of sequences in real-life situations.
II. Content
SOLVE PROBLEMS ON ARITHMETIC AND GEOMETRIC SEQUENCES
Learning Resources
C. Reference
D. Other Learning Resources
49
III. Procedures
In our previous lessons, we have discussed about arithmetic and geometric sequences. In
this lesson, we shall be discovering the applications of sequences in our daily activities. We
shall be solving problems related to arithmetic and geometric sequences.
But before we proceed to that, let us have a review.

What is an arithmetic sequence? a geometric sequence?
What are the significant characteristics of the two sequences?
The table below shows the comparison between an arithmetic sequence and a geometric
sequence.
Parameter of Comparison Arithmetic Sequence Geometric Sequence
It is a sequence in which
It is a set of numbers written
each term after the first is
Definition in a special order by the
obtained by multiplying a
application of a definite rule.
term by a nonzero constant.
Calculated by Addition Multiplication
A common difference
A common ratio between
Identified by between two successive
two successive terms.
terms
Form Linear form Exponential form
Formula an = a1 + (n – 1)d an = a1 rn-1
Example 9, 15, 21, 27, … 3, 9, 27, 81, …
To check if we can identify an arithmetic sequence and a geometric sequence, please answer
Activity 1.
Activity # 1: WHAT IS MY IDENTITY? (1 point each)
Direction: For each sequence, state if it is arithmetic, geometric, or neither.
1) 40, 43, 46, 49, 52, ... ____________ Answer this in your
2) -4, 12, -36, 108, -324, ... ____________ Activity Notebook
3) 1, 3, 6, 10, 15, ... ____________ Score Description
4) -29, -34, -39, -44, -49, ... ____________
9 - 10 Very Good
5) 4, 16, 36, 64, 100, ... ____________
13 14 16 Good
6) 4, , , 5, , … ____________ 6-8
3 3 3
3-5 Fair
7) 1, 5, 25, 125, 625, ... ____________
8) -4, 1, 6, 11, 16, … ____________ Turn to page 70
9) 2, 8, 32, 128, … ____________ sec. J and work on
0-2
the enrichment
10) 1.5, 4.5, 13.5, 40.5, … ____________ activities
Turn to page 70 for the key to corrections. Rate yourself

50
After knowing the similarities and differences of arithmetic and geometric sequences, let
us enjoy singing the song about them.
The song is tuned with the song “The Lazy Song” by Bruno Mars
Today I don't feel like doing n/2 times a1 plus an It's the sum of a geometric
anything That's the formula for Sn sequence
So I'm just gonna do some 𝑛 Some questions may give you
𝑆𝑛 = (𝑎1 + 𝑎𝑛 )
sequences 2 the n,
Let me start with arithmetics Or some may give you the an
And then I'll jump to But use it when you know the So know the formula that
geometrics last term you'll use
Oh and we shouldn't forget Remember what I said, oh oh
the series oh oh oh So infinite here we come
Remember what I said We will find out the partial
I'm gonna start with finding sum
common difference Now we're moving on to the Oh oh oh oh oh oh oh
a2 minus a1 is what we're geometrics Divergent is limitless
looking for Basically the same thing but Convergent is limited
But a5 minus a4 is okay. you multiply Yeah yeah yeah yeah yeah
Find the common ratio, babe
an equals a1 plus n minus 1 d There is a boundary for the
list everything that's given so an over an minus 1 is the key ratio
that it'll be easy an equals a-r n minus 1 Bigger than neg one smaller
and this will help you solve ( an = a1.rn-1 ) than 1
the questions So I hope you learned the
sequences
Oh yes, the sequence, the Divide two consecutive terms And I hope you loved our
series song
Oh they are not so bad Oh,oh yes, the sequence, the Cause it took so long to make
series it
The Series is the sum of They are not so bad Remember what I said
sequences Oh oh oh oh oh oh oh oh
They have commas between The last is the geometric Remember what I said
the terms series
Before we solve word problems on arithmetic and geometric sequences, let us have
a grasp of strategies in solving word problems. One of which is illustrated below.
51
Polya’s four-step process in solving a problem.
Understand the Problem
Make a Plan
Carry out the Plan
Look Back
“A great discovery solves a great problem but there is a grain of discovery in the
solutions of any problem”, so say George Polya whose name is nearly synonymous with
problem solving. But what is a problem? For Polya, “to have a problem means to search
consciously for some action appropriate to attain clearly conceived, but not immediately
attainable aim.” From the definition we can see that all of us have to solve problems everyday
of our lives. And, the winner in life are those who recognize, wrestle with and find solutions to
the daily problems they meet.
Whether a problem is personal, political, social, religious, scientific or mathematical, the
four problem solving steps given by Polya apply. Let us recall them here. These are:
1. Understand the Problem: What is asked for or what are required to do? What are given or
what are the resources, at our disposal? Is there a hidden sub problem? Where can we get
additional information or resources?
a. Read the problem carefully
b. Identify what is given and what is asked.
c. Represent one unknown by a letter (variable) then try to see how an expression or
any other unknown variable can be represented in terms of that the same letter.
2. Make a plan: Organize and represent the data then look for a problem solving strategy that
suits the problem. For regular mathematics textbook problems, a principle, procedure or
algorithm taken in a class is usually available. To be successful you need to understand and
remember what you have taken previously, solve problems you encounter and solve them
by yourself.
Some of the basic problem solving strategies taken up in Book of Problems Solving are:
a. Guess and test g. Working backward
b. Pattern recognition h. Making and solving equations
c. Using diagrams/drawings i. Solving simpler problem
d. Logical deduction j. The pigeon hole principle
e. Systematic Experimentation k. Mathematical induction
f. Making charts/ table/list
52
3. Carry out the plan: Perform the necessary operations or the different steps of the strategy
that you have chosen. Each step of the plan should be checked: you must be convinced that
each step is correct. Keeping asking yourself, “Is what I am doing reasonable”? Do not
always depend on others to tell you that what you are doing is correct.
4. Look back: Ask yourself, “Is the answer reasonable? Does it satisfy the condition of the
problem? Is there another or better way of arriving at the answer?”
a. Be sure to answer the question in the problem.
b. Check that your answer satisfies the conditions stated in the problem.
Example # 1: Find the next number in the sequence. 1, 3, 6, 10, __.
Solution:
1. Understand the Problem
a. Identify what is given: sequence 1, 3, 6, 10,
b. Identify what is asked: next term
2. Make a plan (Pattern recognition)
a. Identify a strategy: Writing the sequence vertically
b. Represent the given:
a1 1=1
a2 3 = 1+2
a3 6 = 1+2+3
a4 10 = 1+2+3+4
an pattern is adding counting numbers from 1 to n.
3. Carry out the plan.
a. Solve the pattern and state the answer.
Therefore, the next term is 15 = 1+2+3+4+5.
4. Look back. Check.
1+2+3+4+5. = 15
15=15
The answer is correct.
Example # 2: Would you find the next term of the sequence 1, 1, 2, 3, 5, 8, ___?
Your answer should be like this,
Solution:
a. Identify what is given: sequence 1, 1, 2, 3, 5, 8,
53
2. Make a plan
a. Identify a strategy: (Pattern recognition)
Write the sequence vertically:
a2 1 = 0+1
a3 2 = 1+1
a4 3 = 1+2
a5 5 = 2+3
a6 8 = 3+5
an pattern is adding two preceding term.
3. Carry out the plan Solve the pattern and state the answer.
Therefore, the next term is 13 = 5+8.
4. Look back. Check. Is adding the last two preceding term =13
5+8 = 13
13=13
If you get the correct answer you may proceed with the next example.
If not, I am sorry but you have to go back to example number 1 and try all over again.
Example # 3: Three times the least of three consecutive odd integers exceed
twice the greatest by 17, Find the three integers.
Solution:
a. Identify the given:
by a representation: Let x = the least integer
x+2 = the second odd integer
x+4 = the greatest odd integer
b. Identify what is asked: the three integers
2. Make a plan
a. Identify a strategy: Making an Equation
b. Represent the given :
Three times the least of the three consecutive odd integers exceeds twice the greatest by 17.
3 x = 2 (x+4) +17
Note that 3x exceeds 2(x+4) by 17 we add 17 to 2(x+4) so that the two expressions are equal.
3. Carry out the plan

a. Solve the equation and state the answer.
3x = 2(x+4) + 17 equation
3x = 2x+8+17 multiply 2 to x and 4
3x-2x =25 combine similar term
x = 25 simplify
54
Hence,
x = 25 the least odd integer
x+2 = 27 the second odd integer
x+4 = 29 the greatest odd integer

Does thrice the least of the three consecutive odd integers exceed twice the
greatest by 17?
3(25) = 75 thrice the least odd integer
2(29) = 58 twice the greatest odd integer
Does 75 exceed 58 by 17?
75-58 = 17 YES
Now, on your own will you try the next example.

The sum of three consecutive integers is 126. Find the largest
Example # 4:
integer. Follow the four steps of solving problem:
Your answer should be like this,
Solution:
a. Identify the given:
by representation: Let x = the first integer
x+1 = the second consecutive integer
x+2 = the third consecutive integer
b. Identify what is asked: the largest integer
2. Make a plan
a. Identify a strategy: Making Equation
The sum of three consecutive integers is 126
x+(x+1)+(x+2) = 126

x+(x+1)+(x+2) =126
x+x+1+x+2 =126
3x+3 =126
3x = 123
x = 41
Hence,
x = 41 the first integer
x+2 = 42 the second consecutive integer
x+4 = 43 the third consecutive integer which is the largest of the
3 consecutive integers
55
Is the sum of three consecutive integers126?
41+42+43 =126 sum of three consecutive integer
126 = 126 YES
Is 43 the largest of the 3 consecutive integer? YES
If your answer is correct, you may answer proceed to Activity 2 below.

Activity # 2: LAST HURRAY!
Answer the two problem using the four steps in solving problem. (1 point each step)
1 1 1 1
1. Find the next number in the sequence. , , , , ___.
2 3 4 5
2. The sum of the three even consecutive even integers is 54. Find the three integers
Now, check your work by turning to page 71 – 72 . Answer this in your

If your answers are correct, you may proceed to the Activity Notebook
Score Description
If not, I am sorry but you have to go back to example
7–8 Very Good
number 1 and try all over again.
4–6 Good
Let us apply the four-step processes of solving word
2–3 Fair
problems presented by George Polya and use briefly
one or two of the basic problem solving strategies and Turn to page 70
sec. J and work on
more in the next part of the discussions (in D and E). 0-1
the enrichment
Bear in mind that often those strategies are used activities
together. It is just that one strategy predominates.
Are you ready to apply what you have learned on how to solve word problems as
introduced by George Polya? I am sure you are excited to use the processes in doing some
word problems involving arithmetic sequence.
Let us begin with the first example.
Michael is given an allowance of PHP 100 on the first week,
Example # 1: PHP 110 on the second week, PHP 120 on the third week and
so on. How much will he get on the fourth week and on the
eighth week?
Solution:
Step 1. Understand the problem
a. Identify what is given: PHP 100- allowance of Michael for the 1st week
56
PHP 110-allowance of Michael for the 2nd week
PHP 120-alowance of Michael for the 3rd week
b. Identify what is asked: allowance of Michael for the 4th week and 8th week
Step 2. Make a plan

a. Identify a strategy to solve the problem
Upon listing the allowances,
100, 110, 120, …. (Pattern recognition)
The terms form an arithmetic sequence.
Hence, use the formula
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
b. Represent the given and the unknown based on the formula
b.1 Given
a1 = 11 n = 4 if solving for the allowance of Michael for the fourth week
= 8 if solving for the allowance of Michael for the eighth week
d = 120 – 110/ 110 – 100 = 10
b.2 Unknown
a4 =? (allowance of Michael for the 4th week)
a8 =? (allowance of Michael for the 8th week)
Step 3. Carry out the plan
a. Substitution of the values to the formula
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
a4 =?
a4 = 100 + (4 – 1)(10)
= 100 + (3)(10)
= 100 + 30
= 130
Thus, the allowance of Michael for the fourth week is PHP 130.
a8 =?
a8 = 100 + (8 – 1)(10)
= 100 + (7)(10)
= 100 + 70
= 180
Thus, the allowance of Michael for the eighth week is PHP 170.
Step 4. Look back (Check)
𝑎4 = 𝑎1 + (4 − 1)𝑑
130 = 100 + (4 – 1)(10)
130 = 100 + (3)(10)
130 = 100 + 30
130 = 130
(Since both members of the equation are equal then, the answer for a 4 is correct)
57
Similarly, for a8
𝑎8 = 𝑎1 + (8 − 1)𝑑
170 = 100 + (8 – 1)(10)
170 = 100 + (7)(10)
170 = 100 + 70
170 = 170 (Since both members of the equation are equal then, the answer for a 8 is correct)

There are 125 passengers in the first carriage, 150 passengers in the
Example # 2: second and 175 passengers in the third carriage and so on. What’s the
total number of passengers in the 7th carriage?
You are expected to get 275. If your answer is correct you may proceed with the next example.
If not, I am sorry but you have to go back with the first example and try it all over again.
You have visited the fourth floor of the Ilang-Ilang Building of the
Example # 3:
Pampanga High School. Then, you have dropped a coin. The coin has
fallen 16 ft. on the first second, 48 ft. on the next second, 80 ft. on the
third second and so on. What is the total distance the coin will fall in
6 seconds?

a. Identify what is given:
16 ft.-the distance the coin has fallen on the 1st second
48 ft.-the distance the coin has fallen on the 2nd second
80 ft.-the distance the coin has fallen on the 1st second
6 s – the covered time of the total distance
b. Identify what is asked: the total distance the coin will fall in 6 seconds
Step 2. Make a plan

Upon listing the distances
16, 48, 80, …
The terms listed form an arithmetic sequence. Since you are asked for the total
distance the coin will fall in 6 seconds
Then, use the formula

𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2
b.1 Given
a1 = 16
d = 80 – 48 / 48 – 16 = 32
n=6
58
b.2 Unknown
S6 = ? the total distance the coin will fall in 6 seconds

𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2
S6 = 6/2 [ 2(16) + (6 – 1)(32)]

= 6/2 (32 + (5)(32))
= 6/2 (32 + 160)
= 6/2 (192)
= 3(192)
= 576
Thus, the total distance the coin will fall in 6 seconds is 576 feet.

𝑛
𝑆𝑛 = [2𝑎1 + (4 − 1)𝑑]
2
576 = 6/2 [ 2(16) + (6 – 1)(32)]
576 = 6/2 (32 + (5)(32))
576 = 6/2 (32 + 160)
576 = 6/2 (192)
576 = 3(192)
576 = 576 (Since both members of the equation are equal, then the answer is correct)
Example # 4: The service car of the Pampanga High School travels 300 meters on the
first minute, 420 meters on the next minute, 540 meters on the third
minute and so on. What is the total distance the car travels in 5 minutes?
You are expected to get 2, 700 meters. If your answer is correct you may proceed with the
next example. If not, I am sorry but you have to go back with the third example and try it all
over again.
Example # 5: A man repays a loan of PHP 65,000 by paying PHP 400 in the first
month and then increasing the payment by PHP 300 every month.
How long will it take for him to clear the loan?
Solution:
PHP 65, 000-loan a man repays
59
PHP 400-his payment for the 1st month
PHP 300-the increase in payment every month
b. Identify what is asked: the period the man to clear the loan
Step 2. Make a plan

Upon listing the few payments against the total
400 + 700 + 1000 +… = 65, 000
The terms on the left side form an arithmetic sequence and the total represents the sum
of an arithmetic sequence.
𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2

b.1 Given
a1 = 400
d = 300
Sn = 65, 000
b.2 Unknown
n =? the number of months the man can repay the loan

𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2
65, 000 = n/2 [ 2(400) + (n – 1)(300)]
65, 000 = n/2 (800 + 300n – 300) (distributive property of multiplication over subtraction)
65, 000 = n/2 (500 + 300n) (combine 800 and 300 by subtraction)
2(65, 000) = 2[n/2 (500 + 300n)] (by multiplication property of equality, multiply 2 to both sides of the equation)
130, 000 = n (500 + 300n)
130, 000 = 500n + 300n2(distributive property of multiplication over addition)
1/100 (130, 000) = (1/100)( 500n + 300n2) (by multiplication property of equality, multiply 1/ 100
to both sides of the equation)
2
1, 300 = 5n + 3n
1, 300 + (-1, 300) = 5n + 3n2 + (-1, 300) (by addition property of equality, add -1, 300
3n2+ 5n -1300 = 0 (by symmetric property of equality, change the position of the
members of the equation; then, arrange the terms in descending order)
(3n + 6 5) (n – 20) = 0 (factoring a quadratic equation)
3n + 65 = 0 n – 20 = 0 (equate each factor to 0)
60
Taking the equations one at a time:
3n + 65 + (-65) = 0 + (-65) (by addition property of equality, add -65
3n = -65
1/3 (3n) = 1/3 (-65) (by multiplication property of equality,
multiply 1/3 to both sides of the equation)
n = -65/3
n – 20 + 20 = 0 + 20 (by addition property of equality, add 20 to both sides of the equation)
n = 20
Thus, the values of n are 20 and -65/3. However, since we are talking about the number
of months then, -65/3 is not acceptable.
Therefore, the man can repay his loan in 20 months.

𝑛
𝑆𝑛 =[2𝑎1 + (4 − 1)𝑑]
2
65, 000 = 20/2 [ 2(400) + (20 – 1)(300)
65, 000 = 10 [800 + (19)(300)]
65, 000 = 10 (800 + 5, 700)
65, 000 = 10 ( 6, 500)
65, 000 = 65, 000 (Since both members of the equation are equal then, the
answer for a4 is
After a knee injury, your trainer tells you to return to jogging program
Example # 6:
gradually. He suggests jogging for 12 minutes each day for the first
week. Each week thereafter, he suggests that you increase that time by
6 minutes per day. How many weeks will it be before you up to jogging 60
minutes per day?
You are expected to get 9 weeks. If your answer is correct you may proceed with the Activity 3.
If not, I am sorry but you have to go back with the fifth example and try it all over again.
Activity # 3: Solve the following problems involving arithmetic

sequences and series. (3 points each)
1. A PHSian will save PHP 5.00 on September 1, PHP 5.25 on September 2, PHP 5.50 on
September 3 and so on until September 30. How much will he/she have saved by the end of
the month?
2. A writer writes 890 words on the first day, 760 words on the second day, 630 words on the
third day and so on. How many words does he/she write in a week?
61
Answer this in your
3. An online seller earns in dollars. He/ She has earned Activity Notebook
$240 on the first week, $350 on the second week, $460
on the third week and so on. In how many weeks has he Score Description
or she earned $2, 300? 5 weeks 9 Very Good
7–8 Good
5–6 Fair
Turn to page 72 for the key to correction. Turn to page 70
Rate yourself using the table on the right. How well did sec. J and work on
0–4
the enrichment
you perform? If your score is 5 out of 9, then you may activities
proceed with the next part of the discussion.
Do you find solving word problems in arithmetic sequence easy and exciting? This time, let
us try word problems involving geometric sequences.
Jonah wants to grow strawberries. The first year she has planted 6
Example # 1: seeds. The next year she has harvested and planted 18 seeds. The next
year after that she has planted 54 seeds. If the sequence of the number
of seeds she’s planting continues, how many seeds will she plant in her
8th year?
Solution:
a. Identify what is given: 6 seeds are planted in the first year
18 seeds are planted in the second year
54 seeds are planted in the third year
b. Identify what is asked: number of seeds Jonah will plant on the 8th year
Step 2. Make a plan
Upon listing the allowances,
6, 18, 54, …. (Pattern recognition)
The terms form a geometric sequence.
an = a1 r (n-1)

b.1 Given
a1 = 6 n = 8 since we need to find the number of seeds in
the 8th year
r = 18÷6 = 3 or 54÷18 = 3
b.2 Unknown
a8 =? (number of seeds Jonah will plant on the 8th year)
62
an = a1 r (n-1)
a8 =?
a8 = 6 (3)(8-1)
= 6 (3)(7)
= 6 (2187)
=13,122
Thus, the number of seeds Jonah will plant on the 8 th year is 13,122

an = a1 r (n-1)
13,122 = 6 (3)(8-1)
13,122 = 6 (3)(7)
13,122 = 6 (2187)
13,122 =13,122 (Since both members of the equation are equal then, the answer for
a8 is correct)
Example # 2: Mommy has removed a piece of spoiled meat from the

refrigerator. The number of bacteria increases 5 times every hour. The
number of bacteria in the first hour is 1000. Complete the sequence until
5 hours, what is the number of bacteria after 5 hours.
You are expected to get 625,000. If your answer is correct you may proceed with the next
again.
Example # 3: Daddy has bought a new car. The value of a new car is
P800,000. If the car depreciates by 5 % in value each year, what will be
the value of the car in 13 years later?
Solution:
a. Identify what is given: P800,000 is the value of a new car
the car depreciates by 5% in value each year
b. Identify what is asked: value of the car in 13 years as it depreciates by
5% in value
Step 2. Make a plan
Since the depreciation of the value of the car continuous based on its
value then we can consider the values in each year as terms of a geometric sequence.
63
an = a1 r (n-1)
b.1 Given
a1 = 800,000 n = 13 since we need to find the value of the car in
its 13th year
r = since it is depreciated by 5% the value each year of the car
becomes 95% from its previous value. Hence, common ratio
is 95% or 0.95
b.2 Unknown
a13 =? (the value of the car in its 13th year)

an = a1 r (n-1)
a13 =?
a13 = 800000 (.95)(13-1)
= 800000 (.95)(12)
= 800000(0.540360087663)
=432,288
Thus, the value of the car in its 13th year as its value depreciates by 5% each year is P432,288

an = a1 r (n-1)
432,288 = 800000 (.95)(13-1)
432,288 = 800000 (.95)(12)
432,288 = 800000(0.540360087663)
432,288 =432,288 (Since both members of the equation are equal then, the
answer for a8 is correct)

In 2019 the population of cats in a Barangay Lourdes is 1000 and
Example # 4:
is increasing 4% each year. What will be the population in 2040?
You are expected to get 2191 cats. If your answer is correct you may proceed with the next
example. If not, I am sorry but you have to go back with the third example and try it all over
again.
Example # 5: You are planning to save money for this October and you have
planned on saving money by doubling your savings as days pass by. If
you save 1 peso for October 1, then 2 pesos for October 2 and 4 pesos
for October 3, and so on, how much is saved in October? (October has
31 days)
64
Solution:

1 peso for October 1
b. Identify what is asked: how much is money saved in October
Step 2. Make a plan

Upon listing the savings
1,2,4, …
1 + 2 + 4 +…
The terms listed form geometric sequence. Since we need to get the sum of the savings
then, we need to solve for the geometric series.
𝑎1 (1 − 𝑟 𝑛 )
𝑆𝑛 =
1−𝑟
b.1 Given
a1 = 1
r = 2÷1 = 2 or 4÷2 = 2
n = 31
b.2 Unknown
Sn =? the total money saved in October

𝑎1 (1 − 𝑟 𝑛 )
𝑆𝑛 =
1−𝑟
31
1(1−2 )
S31 =
1−2
1(1−2,147,483,648)
S31 =
−1
1(−2,147,483,647)
S31 =
−1
−2,147,483,647
S31 =
−1
S31 = 2,147,483,647
Therefore, you can save 2,147,483,647 for the month of October.

𝑎1 (1 − 𝑟 𝑛 )
𝑆𝑛 =
1−𝑟
65
1(1−231)
2,147,483,647=
1−2
1(1−2,147,483,648)
2,147,483,647=
−1
1(−2,147,483,647)
2,147,483,647=
−1
−2,147,483,647
2,147,483,647=
−1
2,147,483,647 = 2,147,483,647
(Since both members of the equation are equal then, the sum of money saved for the
31 days of October is correct)
Example # 6: A monkey is swinging from a tree. On the first swing, she passes
through an arc of 480m. with each swing, she passes through an arc 1/2
the length of the previous swing. What is the total distance the monkey has
traveled when she completes her 8th swing?
You are expected to get 956.25 meters. If your answer is correct you may proceed with the
Activity 4. If not, I am sorry but you have to go back with the fifth example and try it all over
again.
Activity # 4: Solve the following problems involving geometric

sequences and series. (3 points each)
1. A virus reproduces by dividing into two, and after a certain growth period, it divides into two
again. As the virus continues to reproduce, it will continue to divide in two. How many viruses
will be in a system starting with a single virus AFTER 10 divisions?
2. The population of a town grows by 15% per year. If the population was 100,000 in the year
2010, find the projected population in 2020
3. One day you saw an awesome video on YouTube. At 1 pm you shared a video link to 5
unique people. Then at 2 pm each of your friends shared it to 5 unique people, then at 3 pm
each of their friends it with 5 unique people. If this pattern
kept happening, then how many unique people received this
link by 11pm? Score Description
9 Very Good
Turn to page 72 for the key to correction. 7–8 Good
Rate yourself using the table on the right. How well did you Fair
5–6
perform? Turn to page 70
If your score is 5 out of 9, then you may proceed with the sec. J and work on
0–4
next part of the discussion. the enrichment
activities
Answer this in your
Activity Notebook
66
Encircle the letter of the correct answer.
1. A rocket rises 30 feet after 1 second, 85 feet after 2 seconds, and 140 feet after 3
seconds. If it continues to rise at this rate, how many feet will it rise after 16
seconds?
A. 780 feet B. 830 feet C. 855 feet D. 910 feet
2. Alden is the track and field representative of Pampanga High School for the Palarong
Pambansa. He begins training by running 5 miles during the 1 st week, 6.5 miles during
the 2nd week, and 8 miles during the 3rd week. Assume this pattern continues; how far
will he run on the 10th week?
A. 18.5 miles B. 20 miles C. 21.5 miles D. 23 miles
3. A mine worker discovered an ore sample containing 500 mg of radioactive material. It

was discovered that the radioactive material has a half-life of 1 day. About how much
of the radioactive material would be present after 7 days?
A. 3.9 mg B. 7.8 mg C. 15.6 mg D. 31.2 mg
4. A snail is crawling straight up a wall. The first hour it climbs 16 inches, the 2nd hour, it
3
climbs 12 inches, and each succeeding hour, it climbs only the distance it climbed
4
the previous hour. How far does the snail climb during the 7 th hour?
256 256 729 14 197
A. B. C. D.
729 14 197 256 256
5. Aling Puring’s 24 hour convenience store opened eight months ago. The 1st month she
made a profit of Php 3 000. Each month thereafter, her profit average 20% greater
than that of the previous month. How much profit did Aling Puring earns during her 8 th
month of business?
A. Php 10 749.5424 C. Php 10 729.5424
B. Php 10 739.5424 D. Php 10 719.5424
Answer this in your
Activity Notebook
Turn to page 72 for the key to correction.
Rate yourself using the table on the right. How well have you Score Description
performed? 5 Very Good
If you have scored at least 2 out of 5, then you may proceed 4 Good
with the next part of the discussion. If not, I am sorry but you 2-3 Fair
have to review the previous parts of the discussion. Review from the
0-1
beginning
G. Finding practical applications of concepts and skills in

daily living
Sequences are useful in our daily lives as well as in higher mathematics. For example,
the interest portion of monthly payments made to pay off an automobile or home loan, and the
list of maximum daily temperatures in one area for a month are sequences.
Sequences are useful in a number of mathematical disciplines for studying functions,
spaces, and other mathematical structures using the convergence properties of sequences. In
particular, sequences are the basis for series, which are important in differential equations and
analysis.
67
Sequences and Series play an important role in various aspects of our lives. They help
us predict, evaluate and monitor the outcome of a situation or event and help us a lot in decision
making.
LET’S SUMMARIZE
1. A sequence is a set of numbers written in a specific order:

a1, a2, a3, a4, a5, a6,………, an. where, a1 is called the 1st term, a2 is the 2nd term, and in
general, an is the nth term.
2. Arithmetic sequence is a sequence where each succeeding term is obtained by adding a

fixed number. Common difference d is the fixed number between any two succeeding terms.
The terms of an arithmetic sequence are defined by using the formula an = a1 + (n –1)d.
3. Arithmetic series is an indicated sum of the first n terms of an arithmetic sequence. The
sum of n terms is denoted by Sn.
For an arithmetic series in which a1 is the first term, d is the common difference, an is the last
term, and Sn is the sum of the series,
𝑛(𝑎1 + 𝑎𝑛 ) 𝑛[2𝑎1 + (𝑛 − 1)𝑑]
𝑆𝑛 = 𝑎𝑛𝑑 𝑆𝑛 =
2 2
4. A sequence an is called geometric sequence if there is a non-zero number r such that
an = r · an-1, n > 2, such that the number r is called the common ratio.
If an is a geometric sequence with common ratio, r, then an = a1 ⋅ rn−1,where n is the

number of the term (term number) and a1 is the 1st term.
5. The indicated sum of a geometric sequence is called a geometric series.

The sum of n terms of a geometric sequence or the sum of a geometric series is given
by the formula
𝑎1(1−𝑟 𝑛 )
𝑆𝑛 =
1−𝑟
where a1= the first term, n = the number of terms and r = the common ratio.
6. Polya’s four-step process in solving a problem.

a. Understand the Problem: What is asked for or what are required to do?
b. Make a plan: Organize and represent the data then look for a problem solving strategy
that suits the problem.
c. Carry out the plan: Perform the necessary operations or the different steps of the
strategy that you have chosen.
d. Look back: Ask yourself, “Is the answer reasonable? Does it satisfies the condition of the
problem? Is there another or better way of arriving at the answer?”
68
Use a separate 1 whole sheet of yellow paper to answer WORKSHEET #4. Read the
instructions carefully. Label your paper using the format shown below and is to be submitted to
your Math teacher.
Name: ________________________ Section: ______________________
WORKSHEET# 4: SOLVE PROBLEMS ON ARITHMETIC AND GEOMETRIC SEQUENCES
Directions:
(a) identify whether the problem is arithmetic or geometric;
(b) solve for what is asked in the problem following the POLYA’S four-step process in
solving a problem.
1. Corine is recovering from a heart attack. She is advised by her doctor to get a regular
walking program. Corine is told to walk a distance of 5km the first week, 8km the second
week, 11km the third week and so on for a period of 10 weeks. At that point, she is to
maintain the distance walked during the 10 th week. How far will Corine walk during the
10th week?
2. During a Science experiment, Christian counted the number of bacteria present in a petri
dish after every minute. Assuming the pattern continues, how many bacteria would there
be after 20 minutes.
3. Connor is getting better in Math. On his first quiz he has scored 57 points, then he scores
61 and 65 on his next two quizzes. If his scores continue to increase at the same rate,
what will be his score on his 9th quiz?
4. In a Run Rio Race, the first and last runners are 5m and 15m away, respectively, from
the starting line and the rest are equally spaced 1m away from each other. What is the
total distance travelled by a runner who one at a time approaches the finish line?
69
1. Direction: For each sequence, state if it is arithmetic, geometric, or neither.
6) 3, 15, 75, 375, 1875, … ____________

7) 625, 125, 25, 5, … ____________
8) 1, 1, 2, 3, 5, 8, … ____________
9) 4, 10, 16, 22, … ____________
10) 2/3, 4/3, 6/3, 8/3, … ____________
2. Answer the two problems using the four steps in solving word problems.
1. Find the next number in the sequence.1, 4, 9, 16, ___
2. The sum of the three odd consecutive even integers is 57. Find the least integer.
3. Solve the following problems involving arithmetic sequences and series.

1. An auditorium which is to be built at the Pampanga High School has 20 seats on the first
row, 24 seats on the second row, 28 seats on the third row and so on. How many seat will
there be on the 10th row?
2. A wife has earned PHP 10, 000 during her first year of working and has received PHP 300
more every year. She has saved all her earnings because she budgets her husband’ salary
wisely. How much money will she have at the end of 12 years?
3. A building house people as follows: 20 people on the first floor, 34 people on the second
floor, 48 people on the third floor and so on. If the total number of people living in the building is
240, how many floors does the building have?
4. Solve the following problems involving geometric sequences and series.
Kristine set her alarm at 6 o’clock in the morning. In the first ring of her alarm, she pressed the
snooze for 5 minutes button. At exactly 6:05am, it rang again but then, she again pressed the
snooze button this time for 10 minutes. At exactly 6:15 am, it rang again but Kristine was still
sleepy that’s why she decided to have a 20-minute snooze. If she kept on snoozing her alarm
for 4 times, how many minutes did she extend sleeping? What exact time did she wake up?
KEY TO CORRECTION:
ACTIVITY# 1. WHERE DO I BELONG?

1) Arithmetic 6) Arithmetic
2) Geometric 7) Geometric
3) Neither 8) Arithmetic
4) Arithmetic 9) Geometric
5) Neither 10) Geometric
70
ACTIVITY# 2.
ANSWER THE TWO PROBLEM USING THE FOUR STEPS IN SOLVING PROBLEM.
1 1 1 1
1. Find the next number in the sequence. , , , , ___.
2 3 4 5
Solution:
1 1 1 1
a. Identify what is given: sequence , , , ,
2 3 4 5
2. Make a plan
a. Identify a strategy: Pattern recognition
Writing the sequence vertically:
1
𝑎1 =
2
1 1
𝑎2 = =
3 2+1
1 1
𝑎3 = =
4 3+1
1 1
𝑎4 = =
5 4+1
𝑎𝑛 =pattern is adding 1 to the denominator of the preceding term.

1 1
Therefore, the next term is = .
6 5+1
1
Preceding term is its denominator is 5 if 1 is added to 5 then it becomes 6 so
5
1
the next term is . The answer is correct.
6
2. The sum of the three even consecutive even integers is 54. Find the three integers
Solution:
a. Identify what is given
by a representation: Let x = the first even integer
x+2 = the second even consecutive integer
x+4 = the third even consecutive integer
b. Identify what is asked: three integers
2. Make a plan (Making Equation)
The sum of three even consecutive integers is 54
x+(x+2)+(x+4) = 54

71
x+(x+2)+(x+4) = 54
x+x+2+x+4 = 54
3x+6 = 54
3x = 48
x = 16
Hence,
x = 16 the first even integer
x+2 = 18 the second even consecutive integer
x+4 = 20 the third even consecutive integer
16, 18, 20 are the three even consecutive integers

Is the sum of three even consecutive integers 54?
16+18+20 =54 sum of three even consecutive integer
54 = 54 YES
ACTIVITY# 3. SOLVE THE FOLLOWING PROBLEMS INVOLVING ARITHMETIC

SEQUENCES AND SERIES. (3 POINTS EACH)
1) PHP 12.25
2) PHP 3, 500
3) 5 weeks
ACTIVITY# 4. SOLVE THE FOLLOWING PROBLEMS INVOLVING GEOMETRIC

SEQUENCES AND SERIES. (3 POINTS EACH)
1) 0.001953125 meters
2) 400,000 people
3) 61, 035, 155 people
1. For each sequence, state if it is arithmetic, geometric, or neither.
1) Geometric
2) Geometric
3) Neither
4) Arithmetic
5) Arithmetic
72
2. Answer the two problem using the four steps in solving problem.
1.Find the next number in the sequence.1, 4, 9, 16, ___
Solution:
a. Identify what is given: sequence.1, 4, 9, 16, ___
2. Make a plan
a. Identify a strategy: Pattern recognition
Writing the sequence vertically:
𝑎1 = 1 = 12
𝑎2 = 4 = 22
𝑎3 = 9 = 32
𝑎4 = = 42
𝑎𝑛 =pattern is squaring the n.

Therefore, the next term is 25 = 52 .
4. Look back . Check.
𝑛 𝑖𝑠 5 𝑡ℎ𝑒𝑛 𝑤𝑒 𝑗𝑢𝑠𝑡 𝑠𝑖𝑚𝑝𝑙𝑦 𝑠𝑞𝑢𝑎𝑟𝑒 5 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 = 52 = 25.
2. The sum of the three odd consecutive even integers is 57. Find the least integer.
Solution:
by a representation: Let x = the least odd integer
x+2 = the second odd consecutive integer
x+4 = the third odd consecutive integers
2. Make a plan
a. Identify a strategy: Making an Equation
The sum of three odd consecutive integers is 57
x+(x+2)+(x+4) = 57
3. Carry out the plan Solve the equation and state the answer.
x+(x+2)+(x+4) = 57
x+x+2+x+4 = 57
3x+6 = 57
3x = 51
x = 17
Hence,
x = 17 the first even integer
x+2 = 19 the second even consecutive integer
x+4 = 21 the third even consecutive integer
17, 19, 21 are the three even consecutive integers
Answer, 17 is the least integer
Is the sum of three even consecutive integers 57?
17+19+21 =57 sum of three even consecutive integer
Page 73 of 132
57 = 57 YES and the least of the 3 integers is 17
2. Solve the following problems involving arithmetic sequences and series.

1. 56 2. ₱ 139,800.00 3. 5
3. Solve the following problems involving geometric sequences and series.

1. Kristine has extended her sleep for 75 minutes. 75 minutes is 1 hour and 15 minutes.
6:00 + 1 hour and 15 minutes. Therefore, she woke up at exactly 7:15 am.
SUMMATIVE TEST
DAY 5 ARITHMETIC SEQUENCES, AND GEOMETRIC SEQUENCES
MATHEMATICS 10 - Regular
Use a separate 1 whole sheet of yellow paper to answer Summative Test. Show all your
solutions. Label your paper using the format shown below and is to be submitted to your
Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 10 First Quarter Parent’s signature:______________
Choose the letter of the correct answer. USE CAPITAL LETTERS
_____1. Which of the following is NOT an arithmetic sequence?
A. 11, 2, -8, -19, … C. 57, 51, 45, 39, …

B. 4, 7, 10, 13, …B. -4 D. -3, -5, -7, -9, …
_____2. Find the next two terms of the sequence 8, 2, -4, …
A. -8, -12 B. 10, 16 C. -10, -16 D. -6, -8
_____3. Which arithmetic sequence has d = -8 and a10 = -45?
A. 27, 19, 11, 3, … C. -5, -13, -21, -29, …

B. -8, -12, -16, -20, … D. -27, -19, -11, -3, …
_____4. What is the sum of all the even integers between 9 and 27?
A. 144 B. 162 C. 170 D. 180
_____5. If three arithmetic means are inserted between -15 and 9, find the first of these
arithmetic means.
A. 3 B. -3 C. -6 D. -9
15
_____6. If three geometric means are inserted between 120 and , find the third of these
2
geometric means.
A. 60 B. 30 C.15 D. 1
_____7. Which term of the arithmetic sequence 5, 9, 13, 17, … is 401?
A. 99th term C. 111th term
B. B. 100th term D. 112th term
Page 74 of 132
2 2
_____8. What is the 7th term of the geometric sequence 10, 2, , , …?
5 25
2 2 2 2
A. B. C. D.
125 625 3125 15 625
_____9. The first term of an arithmetic sequence is 28 while the 12th term is 105. What is the
common difference of the sequence?
A. 7 B. 6 C. 5 D. 3
_____10. What is the 7th term of the geometric sequence 10, 2, 2/5, 2/25, …?
A. 2/125 B. 2/625 C. 2/3125 D. 2/15625
_____11. Find the sum of the first six terms of the geometric sequence with a first term of 40
1
and common ratio of .
2
315 315 315

A. B. C. D. 315
4 2 8
_____12. What is the tenth term of the geometric sequence with 32 as the fourth term and 2
as the common ratio?
A. 2048 B. 2058 C. 1024 D. 1034
_____13. What is the sum of all multiples of 4 between 15 and 49?
A. 224 B. 240 C. 288 D. 340

𝑛2−1
_____14. What is the 10th term of the sequence whose nth term is an = ?
𝑛2+1
19 80 99 100
A. B. C. D.
21 82 101 102
_____15. Find the sum to infinity of 1, 0.2, 0.04, 0.008, … ?
A. 0.2 B. 1.666… C. 1.25 D. 1.5
_____16. Find p so that p + 7, 3p + 9, p + 3, … form an arithmetic sequence?
A. -2 B. 2 C. -3 D. 3
_____17. What is k so that k – 3, k + 2, k + 3 form a geometric sequence?

1 1 13 13
A. - B. C. - D.
5 5 4 4
_____18. A culture of bacteria doubles every 2 hours. If there are 500 bacteria at the
beginning, how many bacteria will there be after 24 hours?
A. 1 024 000 C. 8 388 000

B. B. 2 048 000 D. 4 194 000
_____19. A rocket rises 30 feet after 1 second, 85 feet after 2 seconds, and 140 feet after 3
seconds. If it continues to rise at this rate, how many feet will it rise after 16
seconds?
Page 75 of 132
A. 780 feet C. 855 feet
B. B. 830 feet D. 910 feet
_____20. Alden is the track and field representative of Pampanga High School for the
Palarong Pambansa. He begins training by running 5 miles during the 1 st week, 6.5
miles during the 2nd week, and 8 miles during the 3rd week. Assume this pattern
continues; how far will he ran on the 10th week?
A. 18.5 miles C. 21.5 miles
B. 20 miles D. 23 miles
Page 76 of 132
School Teaching September 22 – 25, 28 – 30,
PAMPANGA HIGH SCHOOL Dates/ Week 2020 (Week 5 & 6)
Teacher Grade 10 Mathematics Quarter First
Teachers
I. Objectives
The learner demonstrates understanding of key concepts of sequences,

polynomials and polynomial equations.

polynomials and polynomial equations in different disciplines through
appropriate and accurate representations.
The learner
3. performs division of polynomials using long division and synthetic division
(M10AL-Ig-1).
4. proves the Remainder Theorem and the Factor Theorem (M10AL-Ig-2).
5. proves the Rational Root Theorem (M10AL-Ii-2).
D. Objectives

6. divide a polynomial by another polynomial using long division and synthetic
division.
7. prove and apply the remainder theorem, factor theorem and rational roots
theorem;
8. appreciate polynomials in real-life situations.
II. Content
DIVISION OF POLYNOMIALS,
REMAINDER THEOREM,
FACTOR THEOREM, AND
RATIONAL ROOTS THEOREM
Learning Resources
E. Reference
Mathematics II by Soledad & Bernabe pp 172-176
Grade 10 Mathematics by Gladys C. Nivera, Ph.D.pp 5-10
Hands-On, Minds-On Activities in Math II by Diono, Male& Javier pp.241-243
F. Other Learning Resources
Page 77 of 132
III. Procedures
How is your homeschooling? I just hope you are now coping with the new normal of
learning. Well, it may be a bit difficult because you have not been exposed in anyway similar
to this but I am pretty sure that you will be able to overcome the adversity soon.
In Grade 9, you have learned about quadratic expressions. This module on
polynomials will extend what you have had in that level. I am sure that you will be excited to
know more about polynomials. Let us begin!
Before we define polynomial expressions, I want you to observe the table below:
Polynomial Expressions Non-Polynomial Expressions
2
1. 2x + 1 1. + 1
𝑥
2. x3 + 2x2 – 7 2. 𝑥 −3 + 2𝑥 2 − 7
3. 𝑥√2 3. 2√𝑥
4. 2x3 + 3x2 + x – 4 4. 2x3 + 3x1/2 + x – 4
Based on the illustrations on the table above, can you spot the differences?
1. No variable appears in the denominator. 1. A variable appears in the denominator.
2. All exponents are positive. 2. One exponent is negative.
3. No variable appears under the radical sign. 3. A variable appears under the radical sign.
4. All exponents are whole numbers. 4. One exponent is a fraction.
So, what are polynomial expressions?

Polynomial expressions are algebraic expressions in the form
anxn + an-1xn-1 + an-2xn-2 + …+ a1x1+ a0, an = 0
where the whole number and non-negative integer n is called the degree of the polynomial
and coefficients a0, a1, …, an are real numbers. Moreover, the terms of polynomials may be
written in any order but we often follow the convention of writing the terms in decreasing
powers of variable x. In this case, the polynomial expressions are said to be in standard form.
Will you try the Activity 1 below?
On the blank before each number, write P if the given

Activity # 1: algebraic expression is a polynomial and NP if non-
polynomial.
____ 1. 3x2 + 4x – 5 ____ 4. x4 + 8x2 – 5x3 – 2 + 15x

____ 2. 5x3 + 4x-2 – 3x +2 ____ 5. 10x1/3 + 5 √x – 7
____ 3. 2x4 + 7x3 + 10x2 +8
Now, check your work by turning to page 100 for the

Score Description
key to correction. Give yourself one point for every
correct answer. 5 Very Good
4 Good
How many correct answers did you get? Rate your Fair
2-3
result using the table on the right.
Turn to page 99
sec. J and work on
If your score is at least 2 out of 5, you may now 0-1
the enrichment
proceed to next part of the discussion. activities
Answer this in your
Activity Notebook
Page 78 of 132
After knowing the concepts on polynomials, it is time to recall how we perform
operations (addition, subtraction and multiplication) involving them. The knowledge about
these operations are necessary to proceed with the division of polynomials. Let us start!
Example # 1: Add the polynomials 3x3 + 3x2 – 4x + 5 and x3 – 2x2 + x – 4
In adding polynomials, just combine like terms.

Note: Like terms are terms with the same literal coefficients.
You may add them horizontally or vertically.
Horizontally,
(3x3 + 3x2 – 4x + 5) + (x3 – 2x2 + x – 4)
= 3x3 + 3x2 – 4x + 5 + x3 – 2x2 + x – 4
= 3x3 + x3 + 3x2 – 2x2 – 4x + x + 5 – 4 (write like terms together)
= 4x + x – 3x + 1
3 2
(simplify by combining like terms)
Vertically,
3x3 + 3x2 – 4x + 5
+ x 3
– 2x2 + x –4 (just make sure that like terms are correctly aligned)
4x 3
+ x2 – 3x + 1
Note: In adding, follow the rules in adding integers.

Like signs, add and copy the common sign; unlike signs, subtract and follow the sign of the
number with bigger absolute value
.
Example # 2: (7x2 – x – 4) + (x2 – 2x – 3) + (–2x2 + 3x + 5)
You are expected to get 6x2 – 2. If you get it correctly, then you may proceed with the
next example. If not, I am sorry but you have to go back with the first example and try it all
over again.
Example # 3: Subtract 7c3d2 + 2bc2d + ab and –4c3d2 – 7bc2d + ab
In subtracting polynomials, you have to change first the signs of the terms of the 2 nd
polynomial and proceed to addition (same as we do in integers)
You may perform subtraction horizontally or vertically.
Horizontally,
(7c3d2 + 2bc2d + ab) – (–4c3d2 – 7bc2d + ab)
= 7c3d2 + 2bc2d + ab + 4c3d2 + 7bc2d – ab (change the signs of the terms of the 2nd polynomial)
= 7c3d2 + 4c3d2 + 2bc2d + 7bc2d + ab – ab (write the like terms together)
= 11bc2d + 9 bc2d (combine like terms)
Vertically,
7c3d2 + 2bc2d + ab
4c3d2 + 7bc2d - ab (change the signs of the terms of the 2nd polynomial
11bc2d + 9 bc2d and proceed to addition)
Page 79 of 132
Now, you may try the next example.
Example # 4: (15xy + 6x + 4y + z + 1) – (11 + 3x + 8xy + y)
You are expected to get 7xy + 3x + 3y + z – 10. If you get it correctly, then you may
proceed with the next example. If not, I am sorry but you have to go back with the third example
and try it all over again.
Example # 5: Multiply –4h6 + 8h2 + h4 and 2h3 – 7h2 + 8h4
In multiplying polynomials, just multiply the terms of the 1 st polynomial by the terms of
nd
the 2 polynomial as illustrated below.
–4h6 + h4 + 8h2
4
8h + 2h - 7h2
3
-32h10 +8h8 +64h6 (multiply all the terms of the 1st polynomial by
the 1st term of the 2nd polynomial)
-8h9 +2h7 +16h (multiply all the terms of the 1st polynomial by
5
the 2nd term of the 2nd polynomial)

+28 h8 – 7h 6
– 56h (multiply all the terms of the 1st
4
polynomial by
the 3rd term of the 2nd polynomial)
-32h10 – 8h9 + 36h8 +2h7 +57h6 +16h5 – 56h4 (combine like terms by addition)
Note: In multiplying the terms of the polynomials, simply multiply the numerical coefficients
just like when you are multiplying integers (like signs result to a positive product while unlike
signs result to a negative product).
With regard to the literal coefficients (base), apply a law of exponents, that is, multiplication
of the same bases (just simply add the exponents).
Example # 6: (2u4 – 3u3 – 2u) (9u4 – 6u2 – 4u3)
You are expected to get 18u8 – 35u7 + 8u4 + 12u3. If you get it correctly, then you may
proceed with Activity 2. If not, I am sorry but you have to go back with the fifth example and
Activity # 2: Perform the indicated operations on polynomials.
1. (–w3 – 19 – 21v4) + (v2 + w3 + 21v4 – 4)

2. (9m6 – 1 – mn4 + 10n2) – (10n2 + 9m6 – mn4 – 1) Answer this in your
3. (–12z6 – 8z4 – 4z2)(3z5 – 2z3 + z) Activity Notebook
Score Description
Now, check your work by turning to page 101 for the key 6 Very Good
to correction. Give yourself two points for every correct 5 Good
answer. Fair
3–4
Turn to page 99
How many correct answers did you get? Rate your result sec. J and work on
using the table on the right. 0-2
the enrichment
activities
If your score is at least 3 out of 6, you may now proceed
to next part of the discussion.
Page 80 of 132
DAY 2 & 3 B. Establishing a purpose for the lesson
Who invented division sign?
Johann Heinrich Rahn

It was introduced by the Swiss mathematician, Johann
Heinrich Rahn, in his work Teutsche Algebra (1659). This
division sign is very graphic, to the point that the bar of the
fraction is a general norm. This symbol was not very
successful in his home country of Switzerland or in Europe.
Where did the division symbol come from?
This symbol is also known as a division sign. The word

"obelus" comes from the Greek word for a sharpened stick,
spit, or pointed pillar. This is the same root as that of the word
"obelisk". The obelus was first used as a symbol for division
in 1659 in the algebra book Teutsche Algebra by Johann
Rahn.
Now, let us be like Johann Heinrich Rahn who has become interested in division
leading him to invent the division sign!
1. DIVIDING POLYNOMIALS USING LONG METHOD:

In grade 8, we have learned how to divide polynomials by factoring first both the
numerator and the denominator then cancel the common factor (but actually we divide them
having a quotient which is 1, so they appear to be cancelled.
Example # 1: Divide (𝟐𝒙𝟐 + 𝟓𝒙 − 𝟐𝟓) by (𝐱 + 𝟓)

2𝑥 2 +5𝑥−25 (𝑥+5)(2𝑥−5)
Solution: = = 2𝑥 − 5
𝑥+5 (𝑥+5)
Another way is what we call the long method. Doing it is very similar to what we have
learned in dividing numbers. Now, let us divide (2𝑥 2 + 5𝑥 − 25) by (x + 5) using the long
method.
Solution:
Divisor
2x - 5 Quotient
2𝑥 2
x+5 2𝑥 2+ 5𝑥 – 25 step 1:divide 1st term of dividend by the 1st term of divisor, = 2𝑥
𝑥
2 2
∓2𝑥 ∓ 10𝑥 step 2: multiply result of step 1 by the divisor, 2𝑥(𝑥 + 5) = 2𝑥 + 10𝑥
−5𝑥 − 25 step 3: subtract by adding the opposite. Then repeat step 1 to step 3
−5𝑥
±5𝑥 ± 25 step 1:divide, = −5
𝑥
0 step 2: multiply, −5(𝑥 + 5) = −5𝑥 − 25 𝑡ℎ𝑒𝑛 step 3: subtract
Remainder
Page 81 of 132
Note: Both the dividend and the divisor should be in standard form first before performing
division. Insert zero as a coefficient of any missing term.
Let us do another example.
Example # 2:
(𝟏𝟎𝒙𝟐 + 𝟐𝒙𝟒 + 𝟖 + 𝟕𝒙𝟑 ) ÷ (𝟐𝒙𝟐 + 𝒙 − 𝟏)
Solution: First write dividend in standard form and insert zeros as a coefficient of any
missing term to obtain 𝟐𝒙𝟒 + 𝟕𝒙𝟑 + 𝟏𝟎𝒙𝟐 + 𝟎𝒙 + 𝟖. Both the dividend and the divisor should
be in standard form. The long division method is shown below.
𝒙𝟐 + 𝟑𝒙 + 𝟒 ( align each term)

2𝑥 4
2𝑥 2 +𝑥−1 +2𝑥 4 7𝑥 3 + 10𝑥 2
+ 0𝑥 + 8 𝐷𝑖𝑣𝑖𝑑𝑒, 2 = 𝑥 2
2𝑥
(−)2𝑥 (−) + 𝑥 (+) − 𝑥 2
4 3 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦, 𝑥 2 (2𝑥 2 + 𝑥 − 1)𝑡ℎ𝑒𝑛 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡
) 6𝑥 3
6𝑥 3 + 11𝑥 2 + 0𝑥 𝐷𝑖𝑣𝑖𝑑𝑒, 2 = 3𝑥
2𝑥
(-)6𝑥 3 (−) + 3 𝑥 2 (+) − 3𝑥 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦, 3𝑥(2𝑥 2 + 𝑥 − 1)𝑡ℎ𝑒𝑛 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡
8𝑥 2
8𝑥 2 + 3𝑥 + 8 𝐷𝑖𝑣𝑖𝑑𝑒, 2 = 4
2𝑥
(-) 8𝑥 (−) + 4𝑥 (+) − 4𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦, 4(2𝑥 2 + 𝑥 − 1)𝑡ℎ𝑒𝑛 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡
2
− 𝑥 + 12 𝑅𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟, 𝑠𝑡𝑜𝑝 𝑑𝑖𝑣𝑖𝑑𝑖𝑛𝑔 𝑖𝑓 𝑡ℎ𝑒 𝑑𝑒𝑔𝑟𝑒𝑒

𝑜𝑓 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑑𝑒𝑔𝑟𝑒𝑒 𝑜𝑓 𝑡ℎ𝑒
𝑑𝑖𝑣𝑖𝑠𝑜𝑟.
Note: When subtracting, you always change the signs of the terms in the subtrahend
and proceed to addition. The signs in parenthesis are the new signs of the terms.
You can write the results as follows.
Dividend Quotient Remainder Dividend Divisor
2𝑥4 +7𝑥3 +10𝑥2 +8 −𝑥+12

2
2𝑥 +𝑥−1
= 2𝑥2 + 3𝑥 + 4 + 2𝑥2+𝑥−1 or 2𝑥4 + 7𝑥3 + 10𝑥2 + 8 = (2𝑥2 + 3𝑥 + 4)(2𝑥2 + 𝑥 − 1) + (−𝑥 + 12)
Divisor Quotient Remainder
In general, if P(x) and D(x) are polynomials with 𝐷(𝑥) ≠ 0 we can write
𝑃(𝑥) 𝑅(𝑥)
= 𝑄(𝑥) + 𝑜𝑟 𝑃(𝑥) = 𝑄(𝑥) ∗ 𝐷(𝑥) + 𝑅(𝑥), 𝑤ℎ𝑒𝑟𝑒 𝑅(𝑥)is zero or its degree is less than
𝐷(𝑥) 𝐷(𝑥)
the degree of D(x). If R(x)=0, then we can say that D(x) is a factor of P(x).
Now Let us try to divide polynomials: Divide the following polynomials using long method and
write your answer in the form
𝑷(𝒙) 𝑹(𝒙)
= 𝑸(𝒙) +
𝑫(𝒙) 𝑫(𝒙)
Page 82 of 132
𝑎) (27𝑥 3 + 8) ÷ (3𝑥 + 2) 𝑏) (𝑥 3 − 5𝑥 2 + 2𝑥 − 15) ÷ (𝑥 2 + 2)
Your solution should be:

𝑎) 9𝑥 2 − 6𝑥 + 4 𝑏) 𝑥− 5
3𝑥 + 2 27𝑥 + 0𝑥 2 + 0𝑥 + 8
3 𝑥 2 + 2 𝑥 3 − 5𝑥 2 + 2𝑥 − 15
(-)27𝑥 3 (−) + 18𝑥 2 (−) 𝑥 3 (−) + 2𝑥
−18𝑥 2 + 0𝑥 − 5𝑥 2 − 15
(+)−18𝑥 2 (+) − 12𝑥 (+) − 5𝑥 2 (+) − 10
12𝑥+8 -5
(-) 12𝑥(-)+8
0
𝟐𝟕𝒙𝟑 +𝟖 𝒙𝟑 −𝟓𝒙𝟐 +𝟐𝒙−𝟏𝟓 −𝟓

Hence, = 𝟗𝒙𝟐 − 𝟔𝒙 + 𝟒 𝑯𝒆𝒏𝒄𝒆, =𝒙−𝟓+( 𝟐 )
𝟑𝒙+𝟐 𝒙𝟐 +𝟐 𝒙 +𝟐
Note:
If your answer is correct, you may answer the last three examples below before we proceed
to the next part of the discussion.
Activity # 3: Divide the Following polynomials using the long method:
1. 7x3+16x2+2x-1 by x + 4 ----- (3pts)
2. (3x3-10x2-9x+15) ÷(x – 4) ----- (3pts)
3. Divide (2𝑥 3 + 𝑥 4 − 6𝑥 2 + 11𝑥 − 10) 𝑏𝑦 (𝑥 2 + 2 − 𝑥)— (4pts) Answer this in your

Activity Notebook
Score Description
Now, check your work by turning to page 101-102 9 - 10 Very Good

for the key to correction. How many correct answers did 7-8 Good
you get? Rate your result using the table above. 5-6 Fair
If your score is at least 5 out of 10, you may now
Turn to page 99
proceed to next part of the discussion. sec. J and work on
0-4
the enrichment
activities
2. DIVIDING POLYNOMIALS USING SYNTHETIC DIVISION:
There is a shorter way when a polynomial is to be divided by another polynomial of the

form (x-r). This method is called synthetic division. In this procedure, we write only the
coefficients.
The steps outlined below illustrate synthetic division. The procedure involves writing
numbers in three rows.
Page 83 of 132
Example # 1: Use synthetic division to divide 𝑷(𝒙) = (𝟑𝒙𝟑 + 𝟒𝒙𝟐 + 𝟖)𝒃𝒚 (𝒙 + 𝟐).
Step 1: Arrange the coefficients of P(x) in descending r 3 4 0 8

powers of x, placing 0s for the missing terms. The leading
coefficient of P(x) becomes the first entry of the third row. 3
Step 2: Place the value of r in the upper left corner. In this -2 3 4 0 8
example,
𝑥 − 𝑟 = 𝑥 + 2 = 𝑥 − (−2), 𝑠𝑜 𝑟 = −2 3
Step 3: The first number in the second row (-6) is the product
of r (-2) and the number in the third row (3) of the preceding -2 3 4 0 8
column. The second in the third row (-2) is the sum of the two -6
number (4 and -6) above it. 3 -2
Step 4: Repeat the procedure described in Step 3 until the -2 3 4 0 8
last number of the third row is obtained. -6 4 -8
3 -2 4 0
Step 5: Write the quotient Q(x). Note that the degree of Q(x) 𝑸(𝒙) = 𝟑𝒙𝟐 − 𝟐𝒙𝟒,
is one less than the degree of P(x). The entries in the third 𝑹=𝟎
row give the coefficients of Q(X) and the remainder R.
A concise form of step 1 to 5 is shown below:

Divisor (x+2) Dividend (𝟑𝒙𝟑 + 𝟒𝒙𝟐 + 𝟖)
-2 3 4 0 8
-6 4 -8
3 -2 4 0 Remainder: 0
Quotient: 𝟑𝐱 𝟐 − 𝟐𝐱 + 𝟒
Example # 2: Use synthetic division to find the quotient of

(𝒙𝟒 + 𝟖𝒙𝟐 − 𝟓𝒙𝟑 − 𝟐 + 𝟏𝟓𝒙) ÷ (𝒙 − 𝟑)
𝟔𝟏
You are expected to get (𝒙𝟑 − 𝟐𝒙𝟐 + 𝟐𝒙 + 𝟐𝟏 + . If your answer is correct, you may
𝒙−𝟑
proceed with the next example. If not, I am sorry but you have to go back with the first example
Example # 3: Use synthetic division to find the quotient of

(𝟔𝒙𝟓 − 𝟖𝒙𝟒 − 𝟑𝟐𝒙𝟑 − 𝟐𝟎𝒙𝟐 + 𝟓𝒙 + 𝟖) ÷ (𝟐𝒙 − 𝟑)
Solution:
3
Observe that the divisor is not of the form (x-r). However, note that 2𝑥 − 3 = 2 (𝑥 − ).
2
Therefore, the problem can be restated as follows:
3
(𝟔𝒙𝟓 − 𝟖𝒙𝟒 − 𝟑𝟐𝒙𝟑 − 𝟐𝟎𝒙𝟐 + 𝟓𝒙 + 𝟖) ÷ 2 (𝑥 − ).
2
Thus, we first use synthetic division to divide

3
(𝟔𝒙𝟓 − 𝟖𝒙𝟒 − 𝟑𝟐𝒙𝟑 − 𝟐𝟎𝒙𝟐 + 𝟓𝒙 + 𝟖)𝒃𝒚 (𝑥 − ), and then divide the result by 2 to get
2
the final answer.
Page 84 of 132
3
6 -1 -32 -20 5 8
2
9 12 -30 -75 -105
6 8 -20 -50 -70 -97
(−𝟗𝟕)
Now, let us divide the result [𝟔𝒙𝟒 + 𝟖𝒙𝟑 − 𝟐𝟎𝒙𝟐 − 𝟓𝟎𝒙 − 𝟕𝟎 + 𝟑 ] 𝑏𝑦 2
𝒙−𝟐
−𝟗𝟕
To get the final answer 𝟑𝒙𝟒 + 𝟒𝒙𝟑 − 𝟏𝟎𝒙𝟐 − 𝟐𝟓𝒙 − 𝟑𝟓 + ( )
𝒙−𝟑
Example # 4: (27𝑥 3 + 8) ÷ (3𝑥 + 2)
You are expected to get 𝟗𝒙𝟐 − 𝟔𝒙 + 𝟒 If your answer is correct, you may proceed
with the Activity 4 below. If not, I am sorry but you have to go back with the third example
Activity # 4:
Page 85 of 132
Answer this in your
Activity Notebook
Score Description
Now, check your work by turning to page 102 Very Good
9 - 10
for the key to correction. How many correct answers did
7-8 Good
you get? Rate your result using the table above.
If your score is at least 5 out of 10, you may now proceed 5-6 Fair
to next part of the discussion. If not, I am sorry but you Turn to pages
have to go back to from the beginning. 99-100 sec. J and
0-4 work on the
enrichment
activities
D. Discussing new concepts and

DAY 4 practicing new skills #1
In our previous lessons, we have learned that both the long division and the synthetic
division give two answers – the quotient and the remainder. The remainder is the quantity
left after a number or expression can no longer be divided exactly by another number or
expression. But if the number or expression can be divided exactly, the remainder is 0.
Recall the division algorithm:

P(x) = Q(x) + R
D(x) D(x)
But, suppose that the polynomial P(x) is divided by (x-r), from Division Algorithm we
now have
P(x) = Q(x) + R
(x – r) (x – r)
where Q(x) is of degree less than that of P(x) and R is the remainder and is a
constant.
If, for instance, 2𝑥 3 − 7𝑥 2 − 5𝑥 + 4 is divided by x – 4 using the long division or

synthetic division, the remainder is 0.
By Long Division,
2𝑥 2 + 𝑥 − 1
̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑥 − 4)2𝑥 3 − 7𝑥 2 − 5𝑥 + 4
(-)2𝑥 3 (+) − 8𝑥 2
𝑥 2 − 5𝑥
(-)𝑥 2 (+) − 4𝑥
−𝑥 + 4
(+) − 𝑥(−) + 4
0 remainder
By Synthetic Division
4 2 -7 -5 4
8 4 -4
2 1 -1 0 remainder
If 𝟐𝒙𝟑 − 𝟕𝒙𝟐 + 𝟑𝒙 + 𝟒 is divided by x – 1, the remainder is 2.
Page 86 of 132
By long division,
2𝑥 2 − 5𝑥 − 2
̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑥 − 1)2𝑥 3 − 7𝑥 2 + 3𝑥 + 4
(-)2𝑥 3 (+) − 2𝑥 2
−5𝑥 2 + 3𝑥
(+)−5𝑥 2 (−) + 5𝑥
−2𝑥 + 4
(+)−2𝑥 (−) + 2
2 remainder
Synthetic Division
1 2 -7 3 4
2 -5 -2
2 -5 -2 2 remainder
Whenever we are asked if a given dividend or a polynomial P(x) is exactly divisible

by a given divisor in the form x – r, or we are asked what is the remainder, we usually
perform division.
Can we determine whether a polynomial in the form of x-r divides a P(x) without
actual division? Can we give a remainder without performing division?
Using the problems presented above, Let us try the examples!
Examples:
1. f(x) = 𝟐𝒙𝟑 − 𝟕𝒙𝟐 − 𝟓𝒙 + 𝟒 , find f(4)
Solution:
f(4) = 2(4)3 − 7(4)2 − 5(4) + 4
= 2(64) – 7(16) – 20 + 4
= 128 - 112 -20 + 4
= 132 – 132
f(4) = 0
2. f(x) = 𝟐𝒙𝟑 − 𝟕𝒙𝟐 + 𝟑𝒙 + 𝟒 , find f(1)
Solution:
f(1) = 2(1)3 − 7(1)2 + 3(1) + 4
= 2–7+3 +4
= 9-7
f(1) = 2
What can you say about the value of the polynomial after evaluating and the
remainder after dividing? It can be seen that the value of the polynomial after evaluating and
the remainder after dividing are the same.
The computation in finding the remainder when the polynomial P(x) is divided by x – r
can be easily determined by simply evaluating P(x) for x – r. In other words, simply find P(r).
this is the essence of the Remainder Theorem.
Page 87 of 132
The Remainder Theorem states that
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)
Thus, there are two ways to find the remainder when P(x) is divided by (x – r), that is:
(1) use synthetic division, or
(2) calculate P(r).
Similarly, there are two ways to find the value of P(r):
(1) Substitute r in the polynomial expression P(x), or

(2) Use synthetic division.
PROVING THE REMAINDER THEOREM
Here is the proof of the Remainder Theorem

In any division problem, the relation
Dividend P(x) = Quotient Q(x) + Remainder (R)

Divisor D(x) Divisor D(x)
holds among these quantities. So if Q(x) and R represent the quotient and the remainder,
respectively, when the dividend P(x) is divided by the divisor (x – r), then
P(x) = Q(x) + (R) Equation 1

x-r x–r
Multiplying both sides of Equation 1 by x – r, results in

P(x) = Q(x) . (x – r) + R Equation 2
Evaluating P(x) of Equation 2 for r,
P(r ) = Q(r ) . (r – r) + R
P(r ) = 0 + r
P(r ) = R Equation 3
If P(x) is of degree n, then Q(x) is of degree n – 1. The remainder R is a constant because the
degree of x – r is 1, so the degree of the remainder has to be less than 1, making it 0.
Two – column Proof

STATEMENTS REASON
1. P(x) = (x – r) • Q(x) + R Given polynomial P(x)
2. P(r) = (r – r) • Q(r) + R Substitute all xs with r
3. P(r) = (0) • Q(r) + R r–r=0
4. P(r) = R Multiplication by zero.
Page 88 of 132
Let us study the following examples.
Example # 1: Find the remainder when (5x2 – 2x + 1) is divided by (x + 2).
Solution: Using the Remainder Theorem
P(x) = 5x2 – 2x + 1 → r = -2
Substitute the value of r for x since x = r.
P(-2) = 5(-2)2 – 2(2) + 1

P(-2) = 25
Therefore, the remainder when P(x) = 5x2 – 2x + 1 is divided by x + 2 is 25.

Hence, the polynomial P(x) = 5x2 – 2x + 1 is not exactly divisible by x + 2.
Check: Use Synthetic Division
-2 5 -2 1
-10 24
5 -12 25 remainder
Thus, the remainder is 25.
Example # 2: Find the remainder using the remainder theorem if

P(x) = x3 + 4x2 + 3x – 2 is divided by x – 3.
You are expected to get P(3) = 70. If you get it correctly, then you may proceed with
the next example. If not, I am sorry but you have to go back with the first example and try it
all over again.
Example # 3: Find the remainder when P(x) = 2x4 + 5x3 + 2x2 – 7x – 15

is divided by (2x – 3).
Solution: Use the Remainder Theorem
3 3
Write 2x -3 as 2(x − ). Here r =
2 2
Substitute the value of r for x since x = r.
P(x) = 2x4 + 5x3 + 2x2 – 7x – 15

3 3 3 3 3 3
P( ) = 2( )⁴ + 5( ) + 2( ) ² - 7( ) – 15
2 2 2 2 2
𝟑
P( ) =6
𝟐
2x⁴ + 5x³+ 2x² – 7x – 15 6

Thus, 3 = 2x3 + 8x2 + 14x + 3
x− 2 x− 2
If we divide both sides of the equation by 2. We obtain,

2x⁴ + 5x³+ 2x² – 7x – 15 6
= x3 + 4x2 + 7x + 7 + ,
2x−3 2x−3
so, the remainder is 6.
Page 89 of 132
Hence, the polynomial P(x) = 2x4 + 5x3 + 2x2 – 7x – 15 is not
exactly divisible by x + 2.
Example # 4: Find the remainder when P(x) = (x4 – x3 + 2) ÷ (2x + 5)
𝟏𝟏
You are expected to get P(2/3) = 56 . If you get it correctly, then you may proceed
𝟏𝟔
with the next example. If not, I am sorry but you have to go back with the third example and
You can also solve an equation using the Remainder Theorem. In the next example,
the polynomial P(x) is equated to the remainder to solve for the value of k, the numerical
coefficient of the x term.
Example # 5: Find the value of k when polynomial 3x2 + k x + 4

is divided by x – 1 and the remainder is 2.
Solution: Use the Remainder Theorem
3x2 + k x + 4 = 2 The polynomial is equal to the remainder 2.

3(1) 2 + k (1) + 4 = 2 Substitute 1 for x, then solve for k.
3+ k + 4 = 2
k=2–7
k = -5
Check: Use the synthetic Division
Substitute k by – 5 in the original expression, 3x2 - kx + 4.
1 3 -5 4
3 -2
3 -2 2 → remainder
Example # 6: When 8x3 – 4x2 – 7x + k is divided by (x – 1), the remainder is 5.
You are expected to get k = 5. If you get it correctly, then you may proceed with the
next example. If not, I am sorry but you have to go back with the first example and try it all
over again.
Activity # 5: REMAINDER THEOREM SUDOKU
Directions: Use the remainder theorem to find the remainder when the polynomial P(x) is
divided by the given polynomial. Place the remainder in the indicated row and column of the
puzzle. Then, write out the solution in the space below the problem. When finished, solve the
remaining Sudoku Puzzle. Remember, each row, each column and each 4x4 square should
have the numbers 1- 4. 3 2
1. x -10x + 20x + 26 ; x–5 B2
A B C D 2. x4 + 16x3 + 94x2 + 240x + 225; x+4 A4
1 3 1 3. x – 4x – 9x – 15
4 2
; x+2 B3
3 2
4. x + 3x + 2x + 8 ; x+3 B4
2
5. x4 + 12x3 + 25x2 + 48x -18 ; x + 10 C3
3 3 2
6. x - 13x + 40x + 18 ; x-7 C4
4 3 7. (kx - x + 2x – 30) ÷ (x -2), R = 2;
3 2
k=? D2
8. 2x3 -7x2 + 3x + 4 ; x–1 D1
Page 90 of 132
Now, check your work by turning to page 102 for the key to
correction. Give yourself 1 point for every correct answer and Score Description
2 points as you have completed the Sudoku puzzle. Very Good
9 - 10
7-8 Good
If your score is at least 5 out of 10, you may now proceed to 5-6 Fair
next part of the discussion. Turn to page 100
Answer this in your sec. J and work on
Activity Notebook 0-4
the enrichment
activities
FACTOR THEOREM
The examples and activities on the use of the
Remainder theorem give hint to the factorability of a divisor in the form x – r. the binomial x –
r is a factor of P(x) if P(x) can be divided exactly by x – r. That is,
P(x) = Q(x) + 0
x–r
In your experience with numbers, you obtain a remainder of zero when a number is
exactly divisible by another number. We can say that the divisor is a factor of the dividend in
that case. Same is true with polynomials.
Suppose a polynomial x2 – 5x + 6 is divided by x – 2, using remainder theorem,
P(x) = x2 – 5x + 6
P(2) = 22 – 5(2) + 6
P(2) = 4 – 10 + 6
P(2) = 0
The above illustrates that the remainder is zero and a zero remainder obtained when
applied using the Remainder Theorem will give rise to another theorem called the Factor
Theorem. This is a test to find if a polynomial is a factor of another polynomial.
The Factor Theorem states:
Let P(x) be a polynomial. If r is a zero of P that is P(r)

= 0, then (x - r) is a factor of P(x). Conversely, if (x - r) is a factor
of P(x) then, r is a zero.
Simply, if zero is obtained as a remainder when r is

substituted to the polynomial P(x), then the polynomial x – r is
factor of P(x).
Proof of the Factor Theorem

There are two parts of the proof of the Factor Theorem,
Given a polynomial P(x), those are:
1. If P(r ) = 0, the (x – r) is a factor of P(x).
2. If (x – r) is a factor of P(x), then P(r ) = 0.
Proof for a:
Statement Reason
1. Let P(r ) = 0 1. Given
2. The remainder R = P(r ) = 0. 2. Remainder Theorem
3. P(x) = (x – r) • Q(x) + 0 3. Division Algorithm
4. P(x) = (x – r) • Q(x) 4. Identity Property of Addition
5. ∴ (x – r) is a factor of P(x) 5. Definition of factor.
Page 91 of 132
Proof for b:
Statement Reason
1. Let (x – r) is a factor of P(x). 1. Given
2. P(x) = (x – r) • Q(x) 2. Definition of factor
3. P(r ) = (r – r) • Q(x) 3. Substitution
4. P(r ) = 0 • Q(x) 4. Additive inverse Property
5. P(r ) = 0 5. Zero Property of Multiplication
There are two ways to find whether the given binomial in the form (x –r) is a factor of
the given polynomial P(x) or not, namely
1. Synthetic Division
2. Factor Theorem
Example # 1: Show that (x – 1) is a factor of 3x3 – 8x2 + 3x + 2.
Solution: Using the Factor Theorem

P(1) = 3(1)2 – 8(1)2 + 3(1) + 2
P(1) = 0
Since P(1) = 0, then x – 1 is a factor of 3x3 – 8x2 + 3x + 2.
Now, try the next example,

Example # 2: Show that (x – 1) is a factor of x3 – 7x + 6.
You are expected to get P(1) = 0. The remainder is equal to zero, therefore x – 1 is a
factor of x3 – 7x + 6. If you get it correctly, then you may proceed with the next example. If
not, I am sorry but you have to go back with the first example and try it all over again.
Example # 3: Determine if (x – 3) is a factor of (2x4 - x3 – 18x2 – 7).
Solution: Using the Factor Theorem

P(3) = 2(3)4 - 33 – 18(3)2 – 7
= 2(81) – 27 – 162 - 7
P(3) = -34
Since P(3) = -34, then x – 3 is a not factor of 2x4 - x3 – 18x2 – 7.
Example # 4: Show whether or not (x - 1) is a factor of x2 + 2x + 5.
You are expected to get P(1) = 8. The remainder is not equal to zero, therefore x – 1
is not a factor of x2 + 2x + 5. If you get it correctly, then you may proceed with the next
example. If not, I am sorry but you have to go back with the third example and try it all over
again.
Example # 5: Find the value of k for which the binomial (x + 4) is a

factor of x4 + kx3– 4x2.
Solution: -64k = - 192

If (x + 4) is a factor of P(x) = x4 + kx3 – 4x2, 64 k = 192
we know from the Factor Theorem that 64𝑘 192
=
64 64
P(-4) = 0.
k=3
(-4) = (-4)4 + k(-4)3 – 4(-4)2 = 0
256 – 64k – 64 = 0
-64k = -256 + 64
Page 92 of 132
-4 1 3 -4 0 0
-4 4 0 0
Check using synthetic division; 1 -1 0 0
Now, try the next example,
Example # 5: Find the value of k so that polynomial x – 2 is the

factor of 2x3 – kx - 3.
𝟏𝟑
You are expected to get k = . If you get it correctly, then you may proceed with the next
𝟐
example. If not, I am sorry but you have to go back with the previous example and try it all
over again.
Activity # 6: The Factor Theorem Sort
Direction: Use the factor theorem to determine whether or not the second polynomial
(binomial) is a factor of the second. Write the polynomials in the appropriate columns.
1. x2 + 2x + 5 ; x–1 YES NO
2. x3 – x – 2; x–1 The binomial is a The binomial is not
3. 2x3 – 9x2 + 9x – 20 ; x–4 factor. a factor.
4. a3 – 2a2 + a – 2; a–2
5. 2y3 +y2 – 13y + 6; y+3
6. -4x3 + 5x2 + 8; x–3
7. 4b3 -3b2 – 8b + 4; b–2
8. 2a3 + 5a2 – 3; a+1
9. c3 + 6c2 + 3c – 10; c+2
10. c4 – 13c2 + 36; c+3
Answer this in your
Activity Notebook
to correction. Give yourself 1 point for every correct Score Description
answer. 9 - 10 Very Good
7-8 Good
If your score is at least 5 out of 10, you may now 5-6 Fair
proceed to next part of the discussion. Turn to page 100
sec. J and work on
0-4
the enrichment
activities
Page 93 of 132
This time, let us have another theorem my dear Math Wizards!
THE RATIONAL ZERO THEOREM

Given a polynomial function defined by P(x)= anxn + an-1xn-1 + … + a1 x + a0
with real number coefficients and where n is a non-negative integer, the possible rational
𝑝
zeros of P(x) are of the form , where p is a factor of a0 and q is a factor of an.
𝑞
Study the guided solution below:
Example # 1: List all possible rational zeros of f(x) = x3 + x2 – 12x -12
Solution:
𝑝
The possible rational zeros are , where p is a factor of -12 and q is a factor of 1.
𝑞
The possible values of p: ±1, ±3, ±4, ±6, ±12
The possible values of q: ±1
𝑝 1 3 4 6 12
Thus, the possible rational zeros are : ± , ± ± , ± , ± and to simplify the
𝑞 1, 1, 1 1 1
possible 𝑟𝑜𝑜𝑡𝑠 ∶ ±1, , ±3, ±4, ±6, , ±12
Page 94 of 132
To test if 1 is a root of the given equation, use synthetic division:
1| 1 1 -12 -12
1 2 -10
____________________
1 2 -10 -22
Since the remainder is –22, therefore 1 is not a root of the equation.
Test if -1 is a root of the equation:

-1| 1 1 -12 - 12
-1 0 12
____________________
1 0 -12 0
Since the remainder is 0, therefore -1 is a root of the equation

𝐱𝟑 + 𝐱𝟐 − 𝟏𝟐𝐱 −𝟏𝟐
Hence, = x2 – 12
𝑥+1
We can obtain the roots of x3 + x2 - 12x -12=0 by solving for the roots of x2 – 12=0 by
using the quadratic formula. Its roots are 2√3𝑎𝑛𝑑-2√3.
Therefore the real roots of the polynomial equation x3 + x2 - 12x -12=0 are -
1, 2√3𝑎𝑛𝑑-2√3.The factored form of the polynomial x3 + x2 - 12x -12 is (x + 1)(x + 2√3)
)(x - 2√3)
Now, try to solve the equation given below on your own.
Example # 2: 2x4 -11x3 +11x2 - 11x -9=0
𝟗
The expected answers are 1 and , no other real roots. If your answer is correct then you
𝟐
may practice your skills through the Activity 7, If not, I am sorry but you have to go back with the
previous example and try it all over again.
Now, practice your skills through the following activities.
Activity # 7:
Finding the roots of polynomial equations: Answer this in your

Find all real roots of the following equations. Next, write each Activity Notebook
polynomial on the left side of the equation in factored form. Score Description
Show complete solutions.
9 - 10 Very Good
3 2
1. x - 10x + 32x -32=0 7-8 Good
2. x3 -6x2 + 11x -6=0 5-6 Fair
3. x3 -2x2 + 4x - 8=0 Turn to page 100
4. 3x3 -19x2 + 33x -9=0 sec. J and work on
0-4
5. x4 - 5x2 + 4 = 0 the enrichment
activities
Page 95 of 132
Now, check your work by turning to page 102 for the key to correction. Give yourself 2
points for every correct answer. How many correct answers did you get? Rate your result
using the table above. If your score is at least 5 out of 10, you may now proceed to next part
of the discussion.
DAY 6 F. Developing mastery:
A. Divide the given using the long division. Then, check your answer using
synthetic division.
(2x3 – 9x2 + 9x -20) ÷ (x – 4)
B. Use the Remainder and Factor theorem to verify whether or not each polynomial
(binomial)is a factor of the given polynomials P(x). Write FACTOR if the binomial is
a factor of the polynomial; if not, write the remainder.
1. P(x) = x3 – 7x + 5
a. x – 1 ____________
b. x + 1 ____________
c. x – 2 ____________
2. P(x) = 2x3 + x2 – 13x + 6

a. x + 2 ____________
b. x + 3 ____________
c. x – 2 ____________
C. Completing the list of roots of polynomial equations.
One of the roots of the polynomial equation is given. Find the other roots.
1
1. -2x4 +13x3 -21x2 + 2x + 8=0 x1 =- ,
2,
2. x4 - 3x2 + 2 = 0 x1 = 1
3. x4 - x3 - 7x2 + 13x - 6=0 x1 = 1
4. x5 - 5x4 - 3x3 + 15x2 - 4x +20=0 x1 = 2 Answer this in your
Activity Notebook
Now, check your work using the key to correction on
page 103. Give yourself one point for every correct
answer except for A which is 3 points for long division
and 2 points for synthetic division. Rate yourself using
the table below. If you get at least 7 you can proceed
with the next part.
G. Finding practical applications of concepts and

skills in daily living.
Division is useful in our daily lives as well as in higher mathematics. For example, you
made a collage as a group, or painted a wall for a community project. Whenever you do something
like that you are given a certain piece to do. This is division. When the workload is divided, it
becomes easy and light because you are working together side by side. Hence, you are learning
valuable people skills.
Division for character trades. To have a fair and good character is very important. When
you walk over people and hurt them, you are not being fair. To be fair you need the ability to
Page 96 of 132
divide. Say for instance there are five children and a cake. That cake needs to be divided fairly,
and this is something we need to apply to every situation in our lives.
Factoring is useful in our daily lives as we can apply it in exchanging money. It is a

common function that relies on factoring. You probably already know that 4 25cents make a
peso. Looking at this in terms of factoring, 2 factors of 100 are 4 and 25. Similarly, you can
exchange a twenty-peso bill for 20 one peso coins (factors 1 and 20), 2 ten peso coins (factors
2 and 10) or 4 five peso coins (factors 4 and 5).
DAY 7
H. Making generalizations and abstractions about the lesson.
LET’S SUMMARIZE
1. Synthetic Division is another method in finding the quotient and the remainder.
2. Remainder Theorem can be used to find the value of a function, that is P(c) is the remainder
when a polynomial p(x) is divided by ( x – c).
3. Factor Theorem: The Binomial ( x – a ) is a factor of the polynomial P(x) if and only if P(x) =
0.
4. The Rational Zero Theorem: Given a polynomial function defined by

P(x)= anxn + an-1xn-1 + … + a1 x + a0
with integer coefficients and where n is a non-negative integer, the possible rational zeros of P(x)
𝑝
are of the form , where p is a factor of a0 and q is a factor of an.
𝑞
Page 97 of 132
teacher.
Name:B.________________________ Section: ______________________

Subject:
C. Mathematics 10 Week 5 & 6 Parent’s signature:______________
D. WORKSHEET # 1
WORKSHEET# 5
I.
A. Divide the following polynomials using the long method
1. (x2 - 3x – 10) by (x + 2)
2. (3x3 + 4x2 – 7x – 5) by (3x-2)
3. (x6 + 2x4 + 6x – 9) by (x3 + 3)
B. Divide the following polynomials using the synthetic division

1. (p4 + 5p3 – 11p2 -25p + 29) by (p + 6)
2. (y4 – 8y3 + 10y2 +2y + 4) by (y – 2)
3. 3x3 – 4x2 – 17x + 6) by (3x – 1)
C. Use the Remainder Theorem, find the remainder when:

1. 4x3 – 3x2 + 2x – 4 is divided by x + 1
2. X2 – 2x + 4 is divided by x – 1
3. 2x3 – 3x2 + 7x – 8 is divided by x – 1
D. Determine whether the divisor is a factor.

1. (x + 5); (x2 +10x + 25)
2. (x + 5); (2x2 + 5x – 23)
E. Find the roots of the following polynomial equations:

1. x2 -14x +49
2. x3 -6x2 +11x -6 = 0
Page 98 of 132
NOTE: If you need more help, you may reach your teacher at his/her at cp # or send me a
private message thru his/her facebook account, please see page 14.
1. Tell whether the given algebraic expressions are polynomials or non-polynomials by

writing them in the appropriate column.
1. 6x2 + 7x – 5 4. 2x4 + 4x2 – 9x3 – 5 + 10x
2. 4x + 5x – 3x +2
-3 -1/2
5. 8x1/3 + 4 √x – 3
3. 5x4 + 3x3 + 7x2 +8
2. Perform the indicated operations on polynomials.

1. (u3v3 + 7 + 5u4 – u2 + v) + (5u4 – 7 + u3v3 – v – 9u2)
2. (6p4 – 2r6 – 3q2 + s3 – r2) – (q2 + r4 + 5p4 – r6 – s3)
3. (x2 + 3x + 4) (x3 + 6x2 + 2x)
3. Divide the Following polynomials using the long method:
1. (5x2 - 17x – 15) by (x – 4) ----- 3pts

2. (6x3-16x2+17x-6) ÷(x – 2) ----- 3pts
3. (4x5+6x4+5x2-x-10) ÷(2x2 + 3 )-- 4pts
4.
Page 99 of 132
5. Find the remainder when P(x) is divided by x – r using the remainder theorem
1. P(x) = (x3 – 7x2 + x + 10) ; x–2

2. P(x) = (x4 + 10x3 - 8x – 80) ; x + 10
3. P(x) = (x3 + 3x2 + 10x + 5) ; x–3
4. P(x) = (x3 – x2 – 8x – 4) ; 3x + 2
5. When kx2 – x + 3 divided by x + 1, the remainder is 5.
6. Tell whether the second polynomial is a factor of the first. (2 points each)
1. P(x) = 3x3 – 8x2 + 3x + 2; (x – 2)
2. P(x) = 2x4 + x3 + 2x + 1; (x + 1)
3. P(x) = x3 + 4x2 + x – 6; (x + 3)
4. G(x) = 4x3 – 6x2 + 2x + 1; (2x – 1)
5. H(x) = x3 – 6x2 + 3x + 10; (x – 1)

7. Testing your knowledge on Polynomial equations.
On top of the underlined word/s or number/s, write true if it makes the statement correct.
Otherwise, modify the underlined word/s or number/s to make it true.
1. The roots of a polynomial equation in x are the values of x that satisfy the equations.
2. Every polynomial equation of degree n has n-1 real roots.
3. The equation 2x3 - 6x2 + x - 1 = 0 has no rational root.
3
4. The possible roots of 3x5 - x4 + 6x3 - 2x2 + 8x - 5=0 are ± , ±3, ±5
5
5. The only rational root of the equation x3 + 6x2 + 10x + 3=0 is 3.
KEY TO CORRECTION:
ACTIVITY# 1: On the blank before each number, write P if the given algebraic expression
is a polynomial and NP if non-polynomial.
1. P 2. NP 3. P 4. P 5. NP
Page 100 of 132

ACTIVITY# 2: Perform the indicated operations on polynomials.
1) v2 – 23 2) 0 3) –36z11 – 8z7 – 4z3
ACTIVITY#3: Divide the Following polynomials using the long method:

Note: The signs in parenthesis are the new signs of the terms.
1. (7𝑥 3 + 16𝑥 2 + 2𝑥 − 1)𝑏𝑦 (𝑥 + 4)
7𝑥 2 − 12𝑥 + 50
𝑥 + 4 7𝑥 3
+ 16𝑥 2 + 2𝑥 − 1
(-) 7𝑥 (−) + 28𝑥 2
3
−12𝑥 2 + 2𝑥 – 1
(+)−12𝑥 2 (+) − 48𝑥 2pts for correct solution
50𝑥 – 1
(-) 50𝑥(−) + 200
-201
7𝑥 3 +16𝑥 2 + 2𝑥 − 1 −201
Hence, = 7𝑥 2 − 12𝑥 + 5 + ( ) 1pt for correct answer
𝑥+4 𝑥+4
2. (3x3-10x2-9x+15) ÷(x – 4) 2pts for solution
3𝑥 2 + 2𝑥 − 1
𝑥– 4 3𝑥 3
− 10𝑥 2 − 9𝑥 + 15
(-) 3𝑥 (+) − 12𝑥 2
3
2𝑥 2 − 9𝑥 + 15
(-) 2𝑥 2 (+) − 8𝑥 2pts for correct solution
− 𝑥 + 15
(+) − 𝑥(−) + 4
11
3𝑥 3 −10𝑥 2 −9𝑥+15 11
Hence, = 3𝑥 2 + 2𝑥 − 1 + 1pt for correct answer
𝑥−4 𝑥−4
3. 2𝑥 3 + 𝑥 4 − 6𝑥 2 + 11𝑥 − 10 𝑏𝑦 𝑥 2 + 2 − 𝑥
Arrange both dividend and divisor in descending order. By long division we have
𝑥 2 + 3𝑥 − 5
𝑥2 −𝑥+2 + 𝑥4 − 2𝑥 3 6𝑥 2
+ 11𝑥 − 10 1 pt if both dividend & divisor are arrange in
4 3 2
(-) 𝑥 (+) − 𝑥 (−) + 2𝑥 descending order
3𝑥 3 − 8𝑥 2 + 11𝑥 − 10 2 pts for correction solution, 1 pt only if solution is
(-) 3𝑥 3 (+) − 3𝑥 2 (−) + 6𝑥 not correct
2
−5𝑥 + 5𝑥 − 10
(+)−5𝑥 2 (−) + 5𝑥(+) − 10
0
Page 101 of 132

𝑥 4 + 2𝑥 3 −6𝑥 2 +11𝑥−10
Hence, = 𝑥 2 + 3𝑥 − 5 1 point for correct answer
𝑥 2 −𝑥+2
ACTIVITY#4:
ACTIVITY#5: Remainder Theorem Sudoku

A B C D
1 3 4 1 2 Answer
1. x3 -10x2 + 20x + 26 ; x–5 B2 1
2 2 1 3 4 2. x4 + 16x3 + 94x2 + 240x + 225; x + 4 A4 1
3. x4 – 4x2 – 9x – 15 ; x+2 B3 3
3 2
4. x + 3x + 2x + 8 ; x+3 B4 2
3 4 3 2 1 5. x4 + 12x3 + 25x2 + 48x -18 ; x + 10 C3 2
6. x3 - 13x2 + 40x + 18 ; x-7 C4 4
4 1 2 4 3 7. (kx3 - x2 + 2x – 30) ÷ (x -2), R = 2; k = ? D2 4
8. 2x3 -7x2 + 3x + 4 ; x–1 D1 2
ACTIVITY#6: The Factor Theorem Sort
YES NO
The binomial is a factor. The binomial is not a factor.
3. 2x3 – 9x2 + 9x – 20 ; x – 4 1. x2 + 2x + 5 ; x – 1
5. 2y3 +y2 – 13y + 6; y + 3 2. x3 – x – 2; x – 1
8. 2a3 + 5a2 – 3; a + 1 4. a3 – 2a2 + a – 2; a – 2
9. c3 + 6c2 + 3c – 10; c + 2 6. -4x3 + 5x2 + 8; x – 3
10. c4 – 13c2 + 36; c + 3 7. 4b3 -3b2 – 8b + 4; b – 2
ACTIVITY#7: Rational Root Theorem

1. (x - 2)(x - 4)2
2. (x - 2)(x - 3)(x – 1)
3. (x - 2)(x2 + 4)
4. .(x - 3)2(3x- 1)
5. (x + 2)(x - 2)(x +1)(x – 1)
Page 102 of 132

DEVELOPING MASTERY:
A.
Answer: 2x2 – x + 5
B.
1. a. -1
b. 11
c. -1
2. a. 20
b. FACTOR
c. FACTOR
C.
1) 4, 2 and 1
2) -1, √2, -√2
3) -3, 1 and 2
4) 5, -2
1. Tell whether the given algebraic expressions are polynomials or non-polynomials by

writing them in the appropriate column.

6x2 + 7x – 5 4x-3 + 5x-1/2 – 3x +2
5x4 + 3x3 + 7x2 +8 8x1/3 + 4 √x – 3
2x4 + 4x2 – 9x3 – 5 + 10x
2. Perform the indicated operations on polynomials.
1. 2u3v3 + 10u4 – 10u2

2. -r6 + p4 – r4 + 2s3 – 4q2 – r2
3. x5 + 9x4 + 24x3 + 30x2 + 8x
Page 103 of 132

3. Divide the Following polynomials using the long method:
1. (5x2 - 17x – 15) by (x – 4) ----- 3pts
5𝑥 + 3
𝑥 – 4 5𝑥 2 − 17𝑥 − 15
(-) 5𝑥 2 (+) − 20𝑥
3𝑥 − 15 2pts for correct solution
(-) 3𝑥(+) − 12
−3
5𝑥 2 −17𝑥−15 −3
Hence, = 5𝑥 + 3 + ( ) 1pt for correct answer
𝑥−4 𝑥−4
2. (16x3-16x2+17x-6) ÷(x – 2) ----- 3pts
16x 2 + 16x − 15
𝑥 − 2 16x 3 − 16x 2 + 17x − 6
(-) 16x 3 (+) − 32x 2
16x 2 + 17x − 6
(-) 16x 2 (+) − 32x 2pts for correct solution
−15x − 6
(+) −15x(−) + 30
−36
6x3 −16x2 +17x−6 −36

Hence, = 16x 2 + 16x − 15 + ( ) 1pt for correct answer
𝑥−2 𝑥−2
3. (4x5+6x4+5x2-x-10) ÷(2x2 + 3 )-- 4pts

2𝑥 3 + 3𝑥 2 − 3𝑥 − 2
2𝑥 + 3 4x + 6x + 0𝑥 3 + 5x 2 − x − 10
2 5 4
1 pt for correct entry of dividend that
(-) 4x 5 (−) + 6𝑥 3 0𝑥 3 𝑖𝑠 𝑖𝑛𝑠𝑒𝑟𝑡𝑒𝑑
6x 4 − 6𝑥 3 + 5x 2 − x − 10
(-) 6x 4 (−) + 9x 2
−6𝑥 3 − 4x 2 − x − 10 2pts for correct solution
(+) −6𝑥 3 (+) − 9x
−4x 2 + 8 x − 10
(+)−4x 2 (+) − 6
8x− 4
4x5 +6x4 +0𝑥 3 +5x2 −x−10 8 x− 4

Hence, = 2𝑥 3 + 3𝑥 2 − 3𝑥 − 2 + 1pt for correct
2𝑥 2 + 3 2𝑥 2 + 3
answer
Page 104 of 132

4.
5. Find the remainder when P(x) is divided by x – r using the remainder theorem
1.) Answer: R = -8
2.) Answer: R = 0
3.) Answer: R = 89
16
4.) Answer: R =
27
5.) Answer: k = 1
6. Tell whether the second polynomial is a factor of the first.

1. Answer: x – 2 is a factor
2. Answer: x + 1 is a factor
3. Answer: x + 3 is a factor
4. Answer: 2x – 1 is not a factor
5. Answer: x – 1 is not a factor
7.
1. True
2. At most n
3. True
5 1
4. ±1, ±5, ± , ± ,
3 3
5. -3
Page 105 of 132

Teaching October 1 – 2, 6 – 9, 12, 2020
School PAMPANGA HIGH SCHOOL Dates/ Week (Week 7 & 8)
October 5, 2020 – World Teachers Day (Holiday )-Monday
I. Objectives


The learner:
1. factors polynomials. (M10AL-Ih-1)
2. illustrates polynomial equations. (M10AL-Ii-1)
3. solves problems on polynomials and polynomial equations. (M10AL-Ij-2)
D. Objectives

1. factor polynomials completely;
2. define and illustrate polynomial equations;
3. find the roots of the polynomial equations using any method;
4. create polynomial equations given the roots;
5. relate polynomial equations to real-life situations; and
6. solve word-problems involving polynomials and polynomial equations.
Content
POLYNOMIAL EQUATIONS
Learning Resources
E. Reference
Mathematics Grade 10 Learner’s Module, pp. 82- 96

The New Grade 10 Next Century Mathematics, pp. 114-132
F. Other Learning Resources
http://www.wallace.ccfaculty.org/book/5.6%20Multiply%20Special%20Products.pdf
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_learniners_module.pdf
Page 106 of 132

III. Procedures
In Mathematics 8, you have learned about Specials Products and Factoring. Let us
review them.
SPECIAL PRODUCTS
“Special products” is a Mathematical term in which factors are combined

to form products. It is called "special" because they do not need long
solutions.
Here are the types of Special Products:
1) Square of a Binomial
- this special product results into a Perfect Square Trinomial (PST)
(a+b)2 = a2 + 2ab + b2
(a-b)2 = a2 - 2ab + b2
(x+1)2
Example # 1: (x+1)2 = (x)2 + 2(x)(1) + (1)2
= x2 + 2x + 1
(3x−4)2
Example # 2: (3x−4)2 = (3x)2 − 2(3x)(4) + (4)2
= 9x2 − 24x + 16
2) Product of the Sum & Difference of two Binomials

-this results to Difference of Two Squares
(a+b)(a-b) = a2 – b2
Example # 3: (4y+2)(4y−2)
(4y+2)(4y−2) = (4y)2 − (2)2
= 16y2 − 4
(a+b+c)2 = a2 + b2 +c2 + 2ab + 2ac + 2bc

Page 107 of 132
3) Square of Trinomial
Example # 4: (3x + 2y + 3z)2

(3x + 2y + 3z)2 = (3x)2 + (2y)2 + (3z)2 + 2(3x)(2y) + 2(3x)(3z) + 2(2y)(3z)
= 9x2 + 4y2 + 9z2 + 12xy + 18xz + 12yz
4) Product of Binomials
-you can use the F.O.I.L. (first, outer, inner, last terms) method or Parrot's Beak
(x + a) (x + b) = x2 + (a + b)x + ab
(ax+b) (cx+d) = acx2 + (ad + bc)x + bd
(x + 5) (x + 3)
Example # 5:
(x + 5) (x + 3) = x2 + (3 + 5)x + 15
= x2 + 8x + 15
5) Cube of Binomials
(x ± y)3 = x3 ± 3x2y + 3xy2 ± y3
(2x2 – 3)3
Example # 6:
(2x2 – 3)3 = (2x2)3 + 3(2x2)2(-3) + 3(2x2)(-3)2 + (-3)3
= 8x6 – 36x4 + 54x2 - 27
(2x2 – 3)3
Example # 7: (2x2 + 3)3 = (2x2)3 + 3(2x2)2(3) + 3(2x2)(3)2 + (3)3
= 8x6 + 36x4 + 54x2 + 27
FACTORING
We have learned that factoring polynomials is just similar to factoring composite numbers.
The factorization is considered complete if all factors are prime; that is, the factors cannot be
factored anymore. Factoring is the reverse of process of getting special products. Your
knowledge of special product will be very useful in factoring polynomials.
The following are the common types of factoring:

1.) Common Monomial Factor
ax1 + ax2 + ax3 + . . . + axn = a(x1 +x2 +x3 +. . . +xn)
Example # 8: 4x3 + 2x2y3 – 6x2y2 completely.
Solution: By inspection, see that 2xy, 2x2y2, 2x2y, 2xy3, etc. are the possible common
monomial factors of the given polynomial. But it is always preferable to use the greatest
common factor (GCF) which is 2x 2y2 in this case. To get the other factor, simply divide
each term of the given polynomial by the GCF.
Therefore, we have now,
4x3 + 2x2y3 – 6x2y2 = (2x2y2 ) (2x + y – 3)
Page 108 of 132

Example # 9: 15x3 - 35x2y + 20xy4 completely.
The expected answer is (5x) (3x2 – 7xy + 4y4). If you get the correct answer you
may proceed with the next example. If not, I am sorry but you have to go back to the
previous example and try it all over again.
2.) Difference of Two Squares

x2 – y2 = (x + y) (x – y)
An expression is considered a difference of two squares if the following conditions are

satisfied:
a. there are two terms;
b. one term is positive and the other is negative;
c. disregarding the signs, both terms are perfect squares. (A term is PERFECT
SQUARE if its numerical coefficient is a perfect square and its literal coefficient
has an even exponent.
Example # 10:
Factor 25x2 – 64y2completely.
Solution: Take the square root of both terms: √25𝑥 2 = 5x and √64𝑦 2 = 8y
Then, indicate the sum and difference.
Therefore,
25x2 – 64y2 = (5x + 8y) (5x – 8y)
Example # 11: Factor 4ax2 – 16ay2 completely.
Solution:
4ax2 – 16ay2 = 4a (x2 - 4y2) common monomial factor
= 4a (x + 2y) (x – 2y) difference of two squares
As you can see, the answer is 4a (x + 2y) ( x – 2y) which is obtained through
common monomial factoring and the application of the difference of two squares.
3.) Perfect Square Trinomials

x2 ± 2xy + y2 = (x ± y)2
An expression is considered a perfect square trinomial if the following conditions are

satisfied:
a. there are three terms;
b. the two terms (usually the first and the last) are perfect squares;
c. the remaining term (usually the middle term) is twice the product of the square roots of the
two terms that are perfect squares. The sign preceding this term is either positive or negative.
Page 109 of 132

Example # 12: Factor 25x2 + 40xy + 16y2 completely.
Solution: The expression is a perfect square trinomial since 25x2 and 16y2 are both
perfect squares and 40xy which is the middle term, is equal to +2√25𝑥 2 √16𝑦 2 = 2(5x)(4y).
Therefore, the factors of
25x2 + 40xy + 16y2 = (5x + 4y)2
Example # 13: Factor 4x6 - 20x3 + 25 completely
The expected answer is (2x3 – 5)2. If you get the correct answer you may proceed
with the next example. If not, I am sorry but you have to go back to the previous example
4.) Sum or Difference of Two Cubes

Sum: x3 + y3 = (x + y) (x2 – xy + y2)
Difference: x3 - y3 = (x - y) (x2 + xy + y2)
An expression is a sum or difference of two cubes if the following conditions are satisfied:
a. there are two terms
b. both are positive (sum of two cubes) or they are opposite in signs (difference of two cubes).
c. both terms are perfect cubes.
Example # 14: Factor 27x3 + 64y15 completely

3 3
Solution: For the first factor, √27𝑥 3 = 3x and √64𝑦 15 = 4y5and indicate the sum.
For the second factor, square the 1st term f the 1st factor minus the
product of the two terms of the 1st factor plus the square of the 2nd term of the first factor.
27x3 + 64y15 = (3x + 4y5) [(3x)2 – (3x) (4y5) + (4y5)2]

= (3x + 4y5) (9x2 – 12xy5 + 16y10)
Example # 15: Factor 2x4y – 54xy4 completely
The expected answer is (2xy) (x – 3y) (x2 + 3xy + 9y2). If you get the correct
answer you may proceed with the next example. If not, I am sorry but you have to go back
to the previous examples and try it all over again.
5.) General Trinomial

A general trinomial is a polynomial of the form acx 2 + (ad + bc) xy + bdy2 where x and y
are the literal coefficients while a, b, c, and d are the numerical coefficients.
To be more specific, we can classify such expression into two forms:
x2 + (b + d) y + bdy2 = (x + by) (x + dy)

acx2 + (ad + bc) xy + bdy2 = (ax + by) (cx + dy)
Page 110 of 132

Example # 16: Factor a4 – 4a2b – 12b2 completely
Solution: Using the trial and error method, we obtain the factors
a4 – 4a2b – 12b2 = (a2 + 2b) (a2 – 6b)
Example # 17: Factor 6x2 – 13x – 15 completely
The expected answer is (x – 3) (6x + 5). If you get the correct answer you may
proceed with the Activity 1. If not, I am sorry but you have to go back to the previous
examples and try it all over again.
Activity # 1: Special Products and Factoring (1 point each)
A. Find the product of each of the following without direct multiplication of the
factors.
1. (3x + 2y) (3x – 2y) __________________ Answer this in your
2. (-5mn – 4a2)2 __________________ Activity Notebook
Score Description
3. 2x – 3y – 5)2 __________________
Very Good
4. (7a + 2b) (2a + 4b) __________________ 9 - 10
5. (2x2 – 3)3 __________________ 6-8 Good
3-5 Fair
B. Factor each polynomial completely. Turn to page 125
6. 3x2 – 9xy + 6xy2 __________________ 0-2
sec. J and work on
7. 4a2 – 81b2 __________________ the enrichment
activities
8. 81x – 144x + 64
2
__________________
9. 2m4n2 + 16mn5 __________________
10. 3x2 + 2xy – 8y __________________
Now, check your work by turning to page 125-126 for the key to correction. How many
correct answers did you get? Rate your result using the table above.
DAY 2 B. Establishing a purpose for the lesson
Polynomials in the Supermarket

You've probably used a polynomial in your head more than once when shopping. For example,
you might want to know how much three pounds of flour, two dozens of eggs and three quarts of
milk cost. Before you check the prices, construct a simple polynomial, letting "f" denote the price
of flour, "e for the price of a dozen of eggs and "m" for the price of a quart of milk. It looks like
this: 3f + 2e + 3m.
This basic algebraic expression is now ready for you to input prices. If flour costs $4.49, a dozen
of eggs costs $3.59 and milk costs $1.79 a quart, you will be charged 3(4.49) + 2(3.59) + 3(1.79)
= $26.02 at checkout, plus tax.
Page 111 of 132

How about if the given polynomials are of higher degrees? How do we factor them?
Learners, we shall now find factors of polynomial using The Factor Theorem. The
Remainder Theorem allows us to easily check whether a polynomial has a factor of the form of x-
r. The next theorem follows from the remainder theorem
If r is a zero of P(x), then the remainder is zero when you divide P(x) by (x-r) and (x-r|) is a factor
of P(x). This states the Factor Theorem.
Determine whether x+2 is a factor of P(x) without actually dividing

Example # 1: where 𝑃(𝑥) = 3𝑥 4 + 5𝑥 3 − 𝑥 2 + 𝑥 − 2.
Solution: Using the Factor Theorem, you only need to show that P(-2) = 0.
𝑃(−2) = 3(−2)4 + 5(−2)3 − (−2)2 + (−2) − 2.
𝑃(−2) = 48 − 40 − 4 − 2 − 2
𝑃(−2) = 0
Since 𝑃(−2) = 0, we conclude that x + 2 is a factor of 3𝑥 4 + 5𝑥 3 − 𝑥 2 + 𝑥 − 2.
That is, 3𝑥 4 + 5𝑥 3 − 𝑥 2 + 𝑥 − 2 = (𝑥 + 2)(3𝑥 3 − 𝑥 2 + 𝑥 − 1).
Example # 2: Determine whether x – 3 is a factor of 𝑃(𝑥) = 𝑥 4 − 3𝑥 3 − 𝑥 + 3.
Your solution should be 𝑃(3) = (3)4 − 3(3)3 − (3) + 3

𝑃(3) = 81 − 81 − 3 + 3
𝑃(3) = 0
Since 𝑃(3) = 0, we conclude that x - 3 is a factor of 𝑥 4 − 3𝑥 3 − 𝑥 + 3
If not, I am sorry but you have to go back to example number 1 and try it all over again.
Example # 3: Determine x – 1 is a factor of x25-1 without actually dividing.
Solution: By the factor theorem, if x-1 is a factor of P(x) = x25-1 then P(1) must be 0.
P(1) = 125-1
P(1) = 0
It’s your turn to try the next example.
Example # 4: Determine if x + 1 is a factor of x40 - 1 without actually dividing.
Your answer should be it is a factor since when you solve it you will get zero
𝑃(−1) = (−1)40 − 1
𝑃(−1) = 1 − 1
𝑃(−1) = 0
Page 112 of 132

If not, I am sorry but you have to go back to previous example and try it all over again.
Example # 5: Let 𝑃(𝑥) = 𝑥 3 − 7𝑥 + 6. Factor the polynomial P(x) completely.
Solution: Let us test linear factors of the form x – r, such as x + 1. Our goal is to find out whether
P(-1) = 0. Using synthetic division,
−1 1 0 −7 6
−1 1 6
1 −1 −6 12 Remainder
Since P(-1) is not zero, then x + 1is not factor of P(x).
Let us try x – 1.
1 1 0 −7 6
1 1 −6
1 1 −6 0 Remainder
𝟐
𝒙 + 𝒙 − 𝟔 (We call this as a depressed expression of the given
polynomial which can be factored.)
Since P(1) = 0 then x – 1 is a factor and 𝑥 2 + 𝑥 − 6 is another factor (which can still
be factored).
2 2
𝑃(𝑥) = (𝑥 − 1)( 𝑥 + 𝑥 − 6) factoring 𝑥 + 𝑥 − 6 = (𝑥 + 3)(𝑥 − 2)
𝑃(𝑥) = (𝑥 − 1)(𝑥 + 3)(𝑥 − 2)
Hence, the factors of 𝑥 3 − 7𝑥 + 6 are (𝑥 − 1)(𝑥 + 3)(𝑥 − 2).
Example # 6: 𝑷(𝒙) = 𝒙𝟑 + 𝒙𝟐 − 𝟒𝒙 − 𝟒. Factor the polynomial P(x)

completely.
Your answer should be (𝑥 + 1)(𝑥 + 2(𝑥 − 2)
If not, I am sorry but you have to go back to the previous example and try it all over
again.
Example # 7: Factor 2𝑥 3 + 3𝑥 2 − 3𝑥 − 2 completely.
You may be wondering how do we decide which possible solution, x or r, to test

for? So let us go over the rational root test/theorem. This is something that we can do to
get a list of possible solutions (x or r) to try. To get a list of possible solutions (x or r) we
just look at the constant term and the leading coefficient of the expression then we make
a fraction out of them. The numerator leads to all factors of the constant term,2, which are
1 & 2 while the denominator leads all factors of the leading coefficient, 2, which are also
1 & 2, considering both + and – , as illustrated below.
factorss of the constant term 1,2 1

𝑥=𝑟=± =± = ±1, ±2 𝑎𝑛𝑑 ± .
factors of the leading coefficient 1,2 2
Page 113 of 132

These are still six possibilities to try, but at least they give us a short list of good
options. Remember, these are not all solutions (x or r), instead, they are just a list of
possible solutions. Let’s try to see if x=1 is a solution. Using synthetic division, we have
1 2 3 −3 −2
2 5 2
2 5 2 0 remainder
Since the remainder is zero then x=1 is a solution thus, (x-1) is a factor. Remember, if the
remainder is not zero then the number you are testing is not a solution. You can cross it out and
try something else from the list. But this one did work, so, we can write the cubic function into
(𝑥 − 1)(2𝑥 2 + 5𝑥 + 2). The second factor remains factorable so we could go back to our list of
zeroes and try another. Let’s try (-2), using synthetic division:
-2 2 5 2
−4 − 2
2 1 0 remainder
Since the remainder is zero, then 𝑥 = −2 is a solution hence, (𝑥 + 2) is a factor. The
remaining numbers 2 and 1 on the third row can be written as a binomial (2𝑥 + 1) which is no
longer factorable. Therefore, the factors of 2𝑥 3 + 3𝑥 2 − 3𝑥 − 2 𝑎𝑟𝑒 (𝑥 − 1)(𝑥 + 2)(2𝑥 + 1).
Now you can try the next example.
Example # 8: Factor 4𝑥 5 − 𝑥 4 − 8𝑥 3 + 2𝑥 2 − 11𝑥 − 15 completely.
Your answer should be (𝑥 + 2)(𝑥 − 1)(5𝑥 + 2)(3𝑥 − 4)
If you get the correct answer you may proceed with the Activity 2.
If not, I am sorry but you have to go back with the previous example and try it all over
again.
Activity # 2: Last hurray!
Answer the following:

1-2. Determine whether the expression of the type x – r is a factor of the polynomial P(x). Write
Yes if it is and No if it is not.
4. 𝑃(𝑥) = 𝑥 3 − 7𝑥 2 + 7𝑥 + 15; 𝑥 − 3 Ans. __________
5. 𝑃(𝑥) = 𝑥 3 − 3𝑥 2 − 𝑥 + 3; 𝑥 + 1 Ans. __________
3-5. Let 𝑃(𝑥) = 𝑥 3 − 6𝑥 2 + 5𝑥 + 12
6. Determine whether x – 4 is a factor of P(x) Ans. __________
7. Find another factor of P(x) Ans. __________
8. Find a complete factorization of P(x) Ans. __________
9. Find k so that x+5 is a factor of 𝑥 3 + 5𝑥 2 − 𝑘𝑥 − 20
10.
11. (_____)
12. (_____) Find the three factor of 𝑥 3 + 6𝑥 2 + 11𝑥 + 6
13. (_____)
Page 114 of 132

Answer this in your
Activity Notebook
Score Description
9 - 10 Very Good
Now, check your work by turning to page 126
for the key to correction. How many correct answers did you 6-8 Good
get? Rate your result using the table above. 3-5 Fair
Turn to page 125
If your score is at least 5 out of 10, you may now 0-2
sec. J and work on
proceed to next part of the discussion. the enrichment
activities
POLYNOMIAL EQUATIONS
Let us start by arranging the jumbled letters
Activity # 3: to form a word related to our lesson
Answer this in your
1. ERMT
Activity Notebook
2. FEFCOEIICNT
3. DRADSTNA ORFM Score Description
4. TANOSCTN 9 - 10 Very Good
5. GREEDE Good
6-8
6. OPLIAMYLON
3-5 Fair
7. DINGDEAL
8. QUAENIOT Turn to page 125
sec. J and work on
9. STORO 0-2
the enrichment
10. NETNEXOP activities
Turn to page 126 for the key to correction.

Since you have answered the above-cited activity, then you have already an idea about
our discussion which is about polynomials.
Let’s continue with defining some words which are related to polynomials.
Polynomial expressions are algebraic expressions in the form

anxn + an-1xn-1 + an-2xn-2 + …+ a1x1+ a0, an = 0
where the whole number and non-negative integer n is called the degree of the
polynomial and coefficients a0, a1, …, an are real numbers. Moreover, the terms of
polynomials may be written in any order but we often follow the conventional writing of
terms in decreasing powers of variable x. In this case, the polynomial expressions are
said to be in standard form.
A term is a number, variable or a product of a number and variable(s).

The following are considered as terms.
1. 4x
2. 3x2
3. 5
4. 13x4
5. -8x3y2
Page 115 of 132

Example # 1: List all the terms in the given polynomial expression and count
them. 2x4 + 7x3 +10x2 – 12
1. 2x4
2. 7x3
3. 10x2
4. – 12
Hence, 2x4 + 7x3 +10x2 – 12 is a polynomial of four terms.
Example # 2: How many terms are there in the polynomial expression

5xy2 +2x2 -4y3 -8 +13x
You are expected to have 5 terms and list them as

1. 5xy2
2. 2x2
3. -4y3
4. -8
5. 13x
If you get it correctly, then you may proceed with the next example. If not, I am
sorry but you have to go back with the first example and try it all over again.
A coefficient is the numeric factor of your term.
Give the coefficients of the polynomial expression

Example # 3:
x4 + 8x2 – 5x3 – 2 + 15x
Term Coefficient
x4 1
8x2 8
– 5x3 -5
–2 -2
15x 15
Example # 4: Give the coefficients of the polynomial expression

5xy2 + 2x2 – 4y3 – 8 +13x
You are expected to have this answer

Term Coefficient
2
5xy 5
2x2 2
-4y3 -4
-8 -8
13x 13
If you get it correctly, then you may proceed with the next example. If not, I am
sorry but you have to go back with the previous example and try it all over again.
A constant term is a term that contains only a number. In other words, there is no
variable in a constant term.
In the x4 + 8x2 – 5x3 – 2 + 15x, the constant term is -2.

Example # 5: Now, try the next example.
Example # 6: Identify the constant term in the polynomial expression

5xy2 + 2x2 – 4y3 – 8 +13x
116
You are expected to answer -8. If you get it correctly, then you may proceed with the next
example. If not, I am sorry but you have to go back with the previous example and try it all
over again.
Standard Form of a Polynomial

A polynomial expression in standard form is written as
anxn + an-1xn-1+ an-2xn-2 + … + a1x + a0, where n is a non-negative integer.
an is the leading coefficient
a0 is called the constant.
The degree of the polynomial is the highest exponent of the variable.

In other words, a polynomial is a finite sum of terms where the exponents on the
variables are non-negative integers. Note that the terms are separated by +’s and -‘s.
Write the polynomial expression x4 + 8x2 – 5x3 – 2 + 15x in

Example # 7: standard form and identify the leading term, Leading coefficient
and its degree.
Standard form: x4 – 5x3 + 8x2 + 15x– 2
Leading term : x4
Leading coefficient: 1
Degree: 4
Example # 8: In the polynomial expression 8x2 +2x3 -52 +13x. identify its
leading term, degree and write it on standard form.
You are expected to get the following answers.
Standard form: 2x3 + 8x2 +13x – 52
Leading term: 2x3
Leading coefficient: 2 Degree: 3
If you get it correctly, then you may proceed with the Activity 4. If not, I am sorry but you
have to go back with the previous example and try it all over again.
Activity # 4: Consider the given polynomial expression and

fill in the table below
Polynomial a. Polynomial b.Leading c.Leading d.Degree e.Constant
expression expression in Term Coefficient (1pt) Term
standard (1pt) (1pt) (1pt)
form(1pt)
1. 2 – 11x + 2x2
2𝑥 3 5
2. + + 15𝑥
3 3
3. –x(x+3)(x-3)
Answer this in your
Now, check your work by turning to page 126 for the
Activity Notebook
key to correction. Give yourself 1 point for every correct
answer. Score Description
13 - 15 Very Good
How many correct answers did you get? Rate your
result using the table on the right. 10 – 12 Good
7–9 Fair
If your score is at least 8 out of 15, you may now Turn to page
proceed to next part of the discussion. 125 sec. J and
0–6 work on the
enrichment
activities
Now, if all the polynomial expressions given as examples are equated to zero, then we can say
that we form polynomial equations.
How do we illustrate polynomial equations then?

Polynomial equations of degree n in one variable x are equations that can be
written in the form
anxn + an-1xn-1 + an-2xn-2 + …+ a2x2 + a1x1+ a0 = 0
where an, an-1, an-2, … a0 are real numbers.
117
Will you form polynomial equations in one variable x based on the polynomial
expressions which are given as examples?
1. 2x4 + 7x3 +10x2 – 12 = 0 2. x4– 5x3 + 8x2 +15x – 2 = 0 3. 2x3 + 8x2 +13x – 52 = 0
After you have learned about factoring polynomials and illustrating polynomial equations,
it is time to find the roots of polynomial equations and create polynomial equations given the
roots.
But prior to that, let us observe the table below showing the degree, the real roots and the
number of real roots of polynomial equations.
Polynomial Real Roots of the Number of

Degree
Equations Equation Real Roots
1. (x + 1)2(x-5) = 0 3 -1(2 times) 3
2. (x – 8) = 0 1 8 1
3. (x – 2)6( x + 2)6x4 16 2(6 times) -2 (6 times) and 16
0 (4 times)
Upon looking at the illustrations on the table above, what have you noticed between the
degree and the number of real roots of polynomial equations?
The degree of a polynomial equation is equal to the number of its roots.
What have you observed with the real roots of some polynomial equations?
The real roots of some polynomial equations occur in n times. It is called as a root of
multiplicity n. For instance, let us consider the roots of the third polynomial equation on the table.
Its root which is 2 occurs 6 times, so we say the root 2 of multiplicity 6. Similarly, with -2 and 0,
we say, the root -2 of multiplicity 6 and the root 0 of multiplicity 4 respectively.
Note: The roots of polynomial equations are also called as zeros or solutions of polynomial
equations. They are called as such since when you evaluate the polynomial equations using them
as values of x, you get zero.
Now, how do we find the roots of a polynomial equation? Let us find it out with the following
examples.
1. Finding Roots of Polynomial Equations by Applying the Zero-Product Property

This way of finding roots is applicable when a polynomial equation is already in factored
form.
But what is zero-product property?
Zero-Product Property or Zero-Product Principle states that for any real numbers a and
b, if ab = 0, then either a equals zero, b equals zero, or both a and b equal zero. However, in
many cases there can be more than two factors. This suggests that all factors may be equated
to zero.
Example # 1: Find the roots of the polynomial equation (x + 3)(x – 2)(x + 1) = 0
Solution:
Step 1. Equate each factor to zero
x+3=0 x–2=0 x+1=0
Step 2. Use addition property of equality to solve for x.

x+3=0 x–2=0 x+1=0
x + 3 + (-3) = 0 + (-3) x–2+2=0+2 x + 1 + (-1) = 0 + (-1)
x = -3 x=2 x = -1
Hence, the roots of (x +3)(x – 2)(x + 1) = 0 are -3, 2 and -1.
118
Check:
By substitution: Substitute -3, 2 and -1 as values of x.
(x +3)(x – 2)(x + 1) = 0
[ (-3) + 3][(2) – 2][(-1) + 1] = 0
(0)(0)(0) = 0 0=0
What are the zeros of the polynomial equation

Example # 2: (x – 6)(x +7)(x – 5) = 0?
You are expected to get 6, -7 and 5 as zeros of the polynomial equation

(x – 6)(x +7)(x – 5) = 0. If you get it correctly, then you may proceed with the next example. If
not, I am sorry but you have to go back with the first example and try it all over again.
Example # 3: Find the roots of the polynomial equation (x +1)2(x-5)3(x + 7) = 0.
Disregarding first the exponents, we get -1, 5 and -7 as the roots of the given
polynomial. Now, the exponents serve as the occurrences of roots. So we say that the roots
of the polynomial equation (x +1)2(x-5)3(x + 7) = 0 are:
-1 of multiplicity 2, 5 of multiplicity 3 and -7
What are the zeros of the polynomial equation

Example # 4: (x – 4)5(x + 3)6(x + 7)3 = 0?
You are expected to get 4 of multiplicity 5, -3 of multiplicity 6 and -7 of multiplicity 3 as

zeros of the polynomial equation (x – 4)5(x + 3)6(x + 7)3 = 0. If you get it correctly, then you may
proceed with the next example. If not, I am sorry but you have to go back with the previous
example and try it all over again.
How about if the given polynomial equation is not in factored form? What are you going
to use?
2. Finding Roots of Polynomial Equations by Factoring
Example # 5: Solve the polynomial equation 9x4 -19x2 + 2 = 0
Step 1. Express the given polynomial equation in quadratic form by letting u = x2.
9x4 -19x2 + 2 = 0 9u2 -19u + 2 = 0 (9u – 1)(u – 2) =0
Step 2. Factor
9u2 -19u + 2 = 0 (9u – 1)(u – 2) =0
Step 3. Apply the Zero-Product Property in Finding the Roots.
9u – 1 = 0 u–2=0
9u – 1 + 1 = 0 + 1 (addition property of equality) u – 2 + 2 = 0 + 2(addition property of equality)
9u = 1 u=2
(1/9)9u = (1/9)1 (multiplication property of equality)
u = 1/9
If u = 1/9 and u = x2 If u = 2 and u = x2
x2 = 1/9 x2 = 2
x = + 1/3 (extract the square root of both sides) x = +√2 (extract the square root of both sides)
Hence, the roots of 9u2 -19u + 2 = 0 are 1/3, -1/3, √2 , - √2
119
Example # 6: What are the roots of 4x5 -21x3 + 27x = 0?
You are expected to get 0, 3/2, -3/2, √3, and - √3 as roots of the polynomial equation
4x5 -21x3 + 27x = 0. If you get it correctly, then you may proceed with the next example. If not, I
am sorry but you have to go back with the previous example and try it all over again.
3. Finding Roots of Polynomial Equations by Applying the Factor Theorem/Rational Root

Theorem
Example # 7: Find the roots of 𝑥 3 − 7𝑥 + 6 = 0.
Step 1. Try a value for x or r (from the Factor theorem, if x – r is a factor of polynomial P(x) then
P(r) = 0)
Let us try x = 1. Through synthetic division,

1 1 0 −7 6
1 1 −6
1 1 −6 0 Remainder
Since P(r) = 0, then 1 is a root.
Step 2. From the remaining numbers form a depressed equation of the polynomial equation.
𝒙𝟐 +𝒙 −𝟔= 𝟎
Step 3. Factor the depressed equation.

x 2 + x − 6 = (x + 3)(x − 2) = 0
Step 4. Apply the Zero-Product Property in finding the other roots.
(x + 3)(x − 2) = 0
x+3=0 x–2=0
x + 3 + (-3) = 0 + (-3) (addition property of equality) x – 2 + 2 = 0 + 2(addition property of equality)
x = -3 x=2
Hence, the roots of 𝑥 3 − 7𝑥 + 6 = 0 are 1, -3 and 2.
Example # 8: What are the roots of x3 +6x2 + 11x + 6 = 0?
You are expected to get -1, -2 and -3 as roots of the polynomial equation
x3 +6x2 + 11x + 6 = 0. If you get it correctly, then you may proceed with the next example. If not,
I am sorry but you have to go back with the previous example and try it all over again.
Example # 9: Find the roots of 2𝑥 3 + 3𝑥 2 − 3𝑥 − 2 = 0.
Step 1. Apply the Rational Root Theorem in limiting the test value.
1
p/q: ±1, ±2 𝑎𝑛𝑑 ± .
2
Step 2. Apply the Factor Theorem in finding the roots.
Through synthetic division, test the possible roots.

1 2 3 −3 −2
2 5 2
-2 2 5 2 0 remainder
-4 -2
-½ 2 1 0 remainder
-1
2 0 remainder
3 2
Hence, the roots of 𝑥 + 3𝑥 − 3𝑥 − 2 = 0 are 1, -2 and – ½.
120
Example # 10: What are the roots of 2x4 – 3x3 – 4x2 + 3x + 2 = 0?
You are expected to get – ½, -1, 1 and 2 as roots of the polynomial equation
2x4 – 3x3 – 4x2 + 3x + 2 = 0. If you get it correctly, then you may proceed with the next example.
If not, I am sorry but you have to go back with the previous example and try it all over again.
What do we do if we are going to create polynomial equations given the roots? Let us
find out with the following examples?
Example # 11: Given the roots 1, 2 and 3, create a polynomial.
Step 1. Transform the roots to factors (x = r to x – r)

1 to x – 1; 2 to x – 2; 3 to x – 3
Step 2. Multiply the factors.

(x – 1)(x – 2)(x – 3) = x3 – 6x2 + 11x – 6
Step 3. Equate the polynomial to 0.

x3 – 6x2 + 11x – 6 = 0
Thus, the polynomial equation of the roots 1, 2 and 3 is x3 – 6x2 + 11x – 6 = 0
Example # 12: What is the polynomial equation given the roots 1, -2 and ½?
You are expected to get 2x3 + x2 -5x + 2 = 0. If you get it correctly, then you may
proceed with the Activity 5. If not, I am sorry but you have to go back to the previous example
Answer this in your

Activity # 5: Answer the following Activity Notebook
questions.
Score Description
3
1. What re the roots or zeros of 𝑥 – 7𝑥 + 6 = 0? 9 - 10 Very Good
2. What is the polynomial equation given the roots 0, -5 6-8 Good
and 4? Fair
3-5
Turn to page 125
sec. J and work on
Now, check your work by turning to page 126 for the 0-2
the enrichment
key to correction. Give yourself 2 points for every activities
correct root you get in number 1 and 4 points for
number 2.
How many correct answers did you get? Rate your result using the table on the right.
121
Now, I am pretty sure that you are ready to solve word problems involving polynomials
and polynomial equations? Let us have the following examples!
Example # 1: The volume of a rectangular box is x3 + 2x2 – x – 2 cm3. What are

the measures of the other dimensions if the length is (x+ 2) cm?
-2 1 2 -1 -2
-2 0 2
-1 1 0 -1 0
-1 1
1 1 -1 0
1
1 0
Hence, the other dimensions are (x + 1) cm and (x – 1) cm.
What is the dimension of a rectangular box whose volume is

Example # 2: (x3 – 4x2 + x + 6) cm3 and whose other dimensions are
(x – 3) cm and (x – 2) cm.
You are expected to get (x + 1). If you get it correctly, then you may proceed with the
next example. If not, I am sorry but you have to go back to the previous example and try it all
over again.
A truck is moving at a constant rate x3 + 3x2 – 10x – 24 km. In

Example # 3: (x + 4 hours) what is the rate of the car in kilometers per hour?
-4 1 3 -10 -24
-4 4 24
1 -1 -6 0
Hence, the rate of the truck is x2 – x – 6.
What is the speed of the car moving at a constant rate

Example # 4: (x3 + 4x2 - 11x - 30) km in (x + 2 ) hours?
You are expected to get (x2 +2x – 15 ). If you get it correctly, then you may proceed with
the next example. If not, I am sorry but you have to go back to the previous example and try it
all over again.
122
Activity # 6: Answer this in your
Activity Notebook
Find what is asked in the problem below.. Score Description
5 Very Good
One dimension of a cube is increased by 1 4 Good
inch to form a rectangular block. Suppose that 2-3 Fair
the volume of the new block is 150 cubic Review well the
0-1
inches. Find the length of an edge of the lesson.
original cube.
Now, check your work by turning to page 126-127 for the key to correction. Give yourself
3 points for the solution and 2 points for the answer.
How many correct answers did you get? Rate your result using the table on the right.
DAY 5 F. Developing mastery
“FEAR OF NUMBERS”
Most students fear numbers. An individual might fear all kinds of numbers, especially
complex mathematical computations. Just a thought of solving a difficult arithmetic equation in
school or doing a day – to – day life activity could cause intense panic in the person. Having
been the subject of ridicule, being spanked, scolded, bullied for not having done well in Math
exam could also trigger to fear numbers. Failing or doing poorly in Math at school could lead to
permanent fear of numbers. What do you call the fear of numbers?
To answer the question, find the factors of each polynomial equation and place the
letters in the respective boxes below.
Answer this in your
B 𝑥3 + 4𝑥2 + 𝑥 − 6 = 0 Activity Notebook
I 𝑥3 − 𝑥2 − 10𝑥 − 8 = 0
A 2𝑥4 − 𝑥3 − 14𝑥2 + 19𝑥 − 6 = 0 Score Description
O 𝑥3 − 𝑥2 − 8𝑥 + 12 = 0 13 - 15 Very Good
P 𝑥3 + 6𝑥2 + 5𝑥 − 12 = 0 10 – 12 Good
M 𝑥4 − 𝑥3 − 7𝑥2 + 𝑥 + 6 = 0 Fair
7–9
H 𝑥4 + 7𝑥3 + 9𝑥2 − 7𝑥−10 = 0
Review from the
T 𝑥4 − 9𝑥2 + 4𝑥 + 12 = 0 0–6
beginning.
R 4𝑥3 + 16𝑥2 – 𝑥 – 4 = 0
(x + (2x+ (x + (x + (x + (x + (x + (x + (x + (x + (x + (x + (x +
3) 1) 2) 3) 5) 1) 3) 4) 5) 3) 3) 2) 3)
(x – 2) (2x– (x + (x + (x + (x – 1) (x – 2) (x + (x + (x – 2) (x + (x + (x – 2)
(x – 1) 1) 1) 1) 2) (x + (x – 2) 3) 2) (x – 2) 2) 1) (x – 1)
(2x -1) (x + (x – 4) (x – 2) (x + 2) (x – 1) (x + (x – 1) (x – 4) (2x- 1)
4) (x – 2) 1) (x – 3) 1)
(x – 1) (x – 1)
Now, check your work by turning to page 127 for the key to correction. Give yourself 1
point for every correct answer and two points as you have written all the letters on the respective
boxes to form the word.
How many correct answers did you get? Rate your result using the table on the above.
123
G. Finding practical applications of concepts and skills in daily living.
1. Polynomials can be used to model different situations like in the stock market to see how
prices will vary over time. Business people also use polynomials to model markets, as in
to see how raising the price of good will affect its sale.
2. Polynomials are used to describe curves of various types of people. We use them with
real world of graph curves.
3. Assessment of present value is used in loan calculations and company valuations. It
involves polynomials that back interest accumulation out of future liquid transactions, with
the aim of finding an equivalent liquid (present, cash or in-hand) value. Tax and economic
calculations can usually be written as polynomials as well.
4. Polynomials are used to describe trajectory of projectiles. Polynomial integrals (the sum
of many polynomials) can be used to express energy inertia and voltage difference, to
name a few applications.
5. Polynomials come up often in Chemistry. Gas equation relating diagnostic parameters can
usually be written as polynomials, such as the ideal gas law: Pr – nRT (where n is mole
count and R is a proportionality construct).
6. Electronics use many polynomials. The definition of resistance, V=IR, is a polynomial
relating the resistance from a resistor to the current through it and the potential drop across
it.
7. Nursing, psychiatric and home-health aids use polynomials to determine schedules and
keep records of patient progress. People seeking and keeping records of patient progress.
People seeking employment in these areas require a keen mathematical background
using polynomial computations.
DAY 6
LET’S SUMMARIZE
1. Factoring an expression means finding all the prime factors of the given product.
If the only factors of the polynomial are the polynomial itself and 1, then the polynomial
is said to be prime.
2. Polynomial Equation
A polynomial equation of degree n in one variable x is an equation that can be written in
the form
𝑎𝑛 𝑥 𝑛 +𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 = 0
where 𝑎𝑛 , 𝑎𝑛−1 , 𝑎𝑛−2 , … 𝑎0 are real numbers.
3. The value of the variable which satisfies a polynomial equation is called a root of the
equation.
4. Every polynomial equation p(x) = 0 of degree n has exactly n roots.
(Note: Please see attached Evaluation on page 129-130 )
124
1. Special Products and Factoring

A. Find the special products
1. (5x + 8) (5x – 8)
2. (-7m8 – 3n2)2
3. (3x – 4y)3
B. Factor completely
4. x2 + 18x + 80
5. 25y2 + 30y + 9
2. Determine whether the expression of the type x – r is a factor of the polynomial P(x).
Write Yes if it is and No if it is not.
1. 𝑃(𝑥) = 3𝑥 3 + 𝑥 2 − 12𝑥 − 4; 𝑥 − 2 Ans. __________

2. 𝑃(𝑥) = 𝑥 3 + 2𝑥 2 + 7𝑥 + 28; 𝑥 + 3 Ans. __________
3-5. Let 𝑷(𝒙) = 𝒙𝟑 − 𝟐𝒙𝟐 − 𝟏𝟑𝒙 − 𝟏𝟎

3. Determine whether x – 5 is a factor of P(x) Ans. __________
4. Find another factor of P(x) Ans. __________
5. Find a complete factorization of P(x) Ans. __________
6. Find k so that x-7 is a factor of 𝑥 3 − 4𝑥 2 − 𝑘𝑥 − 14
7.
8. (_____)
9. (_____) Find the three factor of 𝑥 3 − 3𝑥 + 2
10. (_____)
3. Consider the given polynomial expression and fill in the table below.
Polynomial expression a. Polynomial b.Leading c.Leading d.Degree e.Constant
expression in Term Coefficient (1pt) Term
standard form(1pt) (1pt) (1pt) (1pt)
1. x3 + 3x6 – 12 -4x
5𝑥 3 6
2. + − 14𝑥
8 7
3. x(x – 5)
2
4. Answer the following questions.

1. What are the roots of 2x4 – 3x3 – 4x2 + 3x + 2 = 0?
2. What is the polynomial given the roots 1, 2 and -1?
5. Find what is asked in the problem below. ( 5 points)

Identical squares are cut from each corner of an 8 inch by 11.5 inch
rectangular piece of cardboard. The sides are folded up to make a box with no
top. If the volume of the resulting box is 63.75 cubic inches, how long is the edge
of each square that is cut off?
KEY TO CORRECTION:
Activity 1.
A. 1. 9x2 – 4y2
1. 25m2n2 + 40a2mn + 16a4
2. 4x2 + 9y2 + 25 -12xy -20x + 30y
3. 14a2 + 22ab + 8b2
4. 8x6 – 36x4 – 54x2 – 27
B. 6. (3x) (x – 3y + 2y2)
7. (2a + 9b) (2a – 9b)
8. (9x – 8)2
9. (2mn2) (m + 2n) (m2 – 2mn + 4n2)
10. (3x – 4y) (x + 2y)
125
Activity 2
1. 𝑃(𝑥) = 𝑥 3 − 7𝑥 2 + 7𝑥 + 15; 𝑥 − 3 Ans. ___Yes____
2. 𝑃(𝑥) = 𝑥 3 − 3𝑥 2 − 𝑥 + 3; 𝑥 + 1 Ans. ___Yes____
3-5. Let 𝑃(𝑥) = 𝑥 3 − 6𝑥 2 + 5𝑥 + 12
3. Determine whether x – 4 is a factor of P(x) Ans. ___No_____
4. Find another factor of P(x) Ans. ___(x+1)___
5. Find a complete factorization of P(x) Ans.(𝑥 + 1)(𝑥 − 3)(𝑥 − 4)
6. Find k so that x+5 is a factor of 𝑥 3 + 5𝑥 2 − 𝑘𝑥 − 20 Ans. k=46 .
7.
8. (_x+1_)
9. (_x+2_) Find the three factor of 𝑥 3 + 6𝑥 2 + 11𝑥 + 6
10. (_x+3_)
Activity 3
1. TERM
2. COEFFICIENT
3. STANDARD FORM
4. CONSTANT
5. DEGREE
6. POLYNOMIAL
7. LEADING
8. EQUATION
9. ROOTS
10. EXPONENT
Activity 4
1. a = 2x2 – 11x +2 2𝑥 3 5 3. a = -x3 + 9x

b = 2x2 2. a = . + 15𝑥 + b = -x3
3 3
c=2 2𝑥 3 c = -1
b=
d=2 3 d=3
2
e=2 c= e=0
3
d=3
5
e=
3
Activity 5
1) -3, 2 and 1
2) x3 + x2 – x = 0
Activity 6
Let x = side of the cube

x + 1 = length of the new rectangular block
Working equation: x(x)(x + 1) = 150
𝑥 3 + 𝑥 2 = 150
𝑥 + 𝑥 2 − 150 = 0
3
126
5 1 1 0 -150
5 30 150
1 6 30 0
x2 + 6x + 30 = 0
−6±√62 −4(1)(30)
𝑥= 2(1)
−6±√36−120
= .
(The roots are non-real.)
2
Note: Let the students recall that the nature of roots can be determined
using the discriminant.
The only real root of the working equation 𝑥 3 + 𝑥 2 − 150 = 0 is 5.
Hence, the length of an edge of the original cube is 5 inches.
Developing Mastery
A R I T H M O P H O B I A
(x + (2x+ (x + (x + (x + (x + (x + (x + (x + (x + (x + (x + (x +
3) 1) 2) 3) 5) 1) 3) 4) 5) 3) 3) 2) 3)
(x – 2) (2x– (x + (x + (x + (x – 1) (x – 2) (x + (x + (x – 2) (x + (x + (x – 2)
(x – 1) 1) 1) 1) 2) (x + (x – 2) 3) 2) (x – 2) 2) 1) (x – 1)
(2x -1) (x + (x – 4) (x – 2) (x + 2) (x – 1) (x + (x – 1) (x – 4) (2x- 1)
4) (x – 2) 1) (x – 3) 1)
(x – 1) (x – 1)
1. Special Products and Factoring

A. 1. 25x2 – 64
2. 49m16 + 42m8n2 + 9n4
3. 27x3 – 144xy2 + 96xy – 64y3
B. 4. (x – 8) (x – 10)
5. (5y + 3)2
2. Answer the following:

Determine whether the expression of the type x – r is a factor of the polynomial
P(x). Write Yes if it is and No if it is not.
1. 𝑃(𝑥) = 3𝑥 3 + 𝑥 2 − 12𝑥 − 4; 𝑥 − 2 Ans. ___ Yes___

3 2
2. 𝑃(𝑥) = 𝑥 + 2𝑥 + 7𝑥 + 28; 𝑥 + 3 Ans. ___No_____
3-5. Let 𝑃(𝑥) = 𝑥 3 − 2𝑥 2 − 13𝑥 − 10
3. Determine whether x – 5 is a factor of P(x) Ans. ___ Yes___
4. Find another factor of P(x) Ans.(𝑥 + 1) 0r (x+2)
5. Find a complete factorization of P(x) Ans.(𝑥 − 5)(𝑥 + 1) 0r (x+2)
6. Find k so that x-7 is a factor of 𝑥 3 − 4𝑥 2 − 𝑘𝑥 − 14 Ans. K=19
7.
8. (_x-1_)
9. (_x-1_) Find the three factor of 𝑥 3 − 3𝑥 + 2
10. (_x+2)
127
3. Consider the given polynomial expression and fill in the table below
1. a = 3x6 + x3 – 4x -12
b = 3x6
c=3
d=6
e = -12
5𝑥 3 6
2. a = − 14𝑥 +
8 7
5𝑥 3
b==
8
5
c==
8
d=3
6
e=
7
3. a = x3 – 5x
b = x3
c=1
d=3
e=0
4. Answer the following questions:
1) 2, 1, - ½, -1
2) x3 – 2x2 – x + 2 = 0
5. Find what is asked in the problem below.
Let x = length of the edge of each square that was cut out from the
cardboard; 0 < x < 4, x > 11.5
Working equation:
x(8 – 2x)(11.5 – 2x) = 63.75

(8x – 2x2)(11.5 – 2x) = 63.75
8x(11.5 – 2x) – 2x2(11.5 – 2x) = 63.75
92x – 16x2 – 23x2 + 4x3 = 63.75
92x – 39x2 + 4x3 = 63.75 Multiply by 4
368x – 156x2 + 16x3 = 255
16x3 – 156x2 + 368x – 255 = 0
𝟑
16 − 156 368 − 255
𝟐
24 − 198 255
16 − 132 170 0
128
1. 16𝑥 2 – 132𝑥 + 170 = 0
8𝑥 2 – 66𝑥 + 85 = 0
33±√409
The quadratic formula gives . The approximate values are 6.65 and 1.59.
8
However, it is not possible to cut a square of length 6.65 in the given situation.
3 33±√409
The only feasible values for x are
2
𝑎𝑛𝑑 which is approximately equal to
8
.
1.59 . These are the possible lengths for the squares (in inches).
EVALUATION
POLYNOMIALS AND POLYNOMIAL EQUATIONS
MATHEMATICS 10
Math teacher.
Name:____________________________ Grade & Sec.:_______________Score: ________
Date:________________ Parent’s Signature: ________________
A. Read each item carefully. Write the letter of the correct answer in the
blank provided before each item.
__________1. What is the leading coefficient of P(x) = 3x2 – 5 + 2x + x4?
a. -5 b. 1 c. 2 d. 3
__________2. Which of the following is NOT a factor of x3 + 5x2 – 4x – 20?
a. x + 2 b. x – 2 c. x + 5 d. x - 5
__________3. What value of x makes 3x – 1 equal to 0?
a. -3 b. – 1/3 c. 1/3 d. 3
__________4. Which of the following is a factor of 6x2 - x – 1?
a. 2x -1 b. 3x – 1 c. x + 1 d. x + 6
__________5. If 7 is a zero of the polynomial 2x3 – 14x2 + x – 7, which of the following is TRUE?
a. 7 is a factor of the polynomial.
b. x + 7 is a factor of the polynomial.
c. x – 7 is a factor of the polynomial.
d. If -7 is substituted in x in the polynomial, then the result is 0.
__________6. Find the value of k such that x – 6 is a factor of x3 +kx2 + 41x + 30.
a. 12 b. 18 c. 24 d. 30
__________7. What is the multiple root of x3 – 2x2 – 4x + 8?
a. -2 b. -1 c. 1 d. 2
__________8. Which polynomial equation has -1, -5, and 4 as its roots?
a. x3 – 5x2 + x - 5 c. x3 + 2x2 + 4x – 15
b. x3 + 2x2 - 19x -20 d. x3 – 6x2 + 19x - 20
__________9. Which polynomial has 1, -3, and 5 as zeros?
a. P(x) = (x -1) (x – 3) (x – 5) c. P(x) = (x -1) (x + 3) (x – 5)
b. P(x) = (x +1) (x + 2) (x + 5) d. P(x) = (x +1) (x + 2) (x + 5)
__________10. Which has all the possible rational zeros of P(x) = x 3 + 6x2 + x + 6 taking into
account that all terms in the polynomial are positive?
a. -1, -2, -3, -4, -5 c. -1, -2, -3, -6
b. 1, 2, 3, 6 d. -1, 1, -2, 2, -3, 3, -6, 6
B. Solve the following:

1. Form the polynomial equation with integral coefficients whose roots are -3, 2, 1.
2. Factor completely x3 – 2x2 – x + 2.

3. Paul is designing a poster for Gerbera 102. The poster includes a text and an
enlarged photo. The orif=ginal photo was 11.5 inches by 8.5 inches wide. The
129
dimensions of the enlarged photo are x time the dimension of the original photo.
Moreover, he wants additional space at the top and bottom of the poster each with
a height of 5 inches.
a. What is the polynomial expression in terms of x for the length, width and area
of the poster?
b. What is the area of the poster when x is equal to 8.3?
DAY 7
SUMMATIVE TEST
POLYNOMIALS AND POLYNOMIAL EQUATIONS
MATHEMATICS 10
Math teacher.
Name:____________________________ Grade & Sec.:_______________Score: ________
Date:________________ Parent’s Signature: ________________
A. Read each item carefully. Write the letter of the correct answer in the blank provided
before each item.
__________1. What is the leading coefficient of P(x) = 3x2 – 5 + 2x + x4?
a. -5 b. 1 c. 2 d. 3
__________2. Which of the following is NOT a factor of x3 + 5x2 – 4x – 20?
a. x + 2 b. x – 2 c. x + 5 d. x - 5
__________3. What value of x makes 3x – 1 equal to 0?
a. -3 b. – 1/3 c. 1/3 d. 3
__________4. Which of the following is a factor of 6x2 - x – 1?
a. 2x -1 b. 3x – 1 c. x + 1 d.
__________5. If 7 is a zero of the polynomial 2x3 – 14x2 + x – 7, which of the following is
TRUE?
a. 7 is a factor of the polynomial c. x – 7 is a factor of the polynomial
b. x + 7 is a factor of the polynomial d. If -7 is substituted in x in the
polynomial, the result is 0.
__________6. Find the value of k such that x = 6 is a factor of x3 +kx2 + 41x + 30.
a. 12 b. 18 c. 24 d. 30
__________7. What is the multiple root of x3 – 2x2 – 4x + 8?
a. -2 b. -1 c. 1 d. 2
__________8. Which polynomial equation has -1, -5, and 4 as its roots?
a. x3 – 5x2 + x - 5 c. x3 + 2x2 + 4x – 15
b. x3 + 2x2 - 19x -20 d. x3 – 6x2 + 19x - 20
__________9. Which polynomial has 1, -3, and 5 as zeros?
a. P(x) = (x -1) (x – 3) (x – 5) c. P(x) = (x -1) (x + 3) (x – 5)
b. P(x) = (x +1) (x + 2) (x + 5) d. P(x) = (x +1) (x + 2) (x + 5)
__________10. Which has all the possible rational zeros of P(x) = x3 + 6x2 + x + 6
taking into account that all terms in the polynomial are positive?
a. -1, -2, -3, -4, -5 c. -1, -2, -3, -6
b. 1, 2, 3, 6 d. -1, 1, -2, 2, -3, 3, -6, 6
B. Solve the following:

1. Form the polynomial equation with integral coefficients whose roots are -3, 2, 1.
2. Factor completely x3 – 2x2 – x + 2 .
3. A factory worker earns (3x3 – 17x2 + 22x – 60) pesos for working (x – 5) days. How
much did he earn per day?
130

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DEPARTMENT OF EDUCATION

(Grade 10 Regular Sections)

Week Contents Page

3 Geometric Sequence and Series

4 Problem Solving Involving Sequences

Rational Root Theorem

7&8 Polynomial Equations 106

1. Read all parts of the lesson.

The learner demonstrates understanding of key concepts of sequences, polynomials

The learner is able to formulate and solve problems involving sequences,

The learner generates patterns. (M10AL-Ia-1)

At the end of the lesson, the learners should be able to:

1. define and illustrate sequence, finite and infinite sequence;

B. Other Learning Resources

DAY 1 A. Reviewing previous lesson or presenting the new lesson

The answer is 24.

Since , then, each picture is equivalent to 15.

Since, then, each picture is equivalent to 10.

Since, then, each picture is equivalent to 4.

Why is the answer in this equation not 29?

To find out more about a pattern, here are some examples.

Have you found all the missing shapes in each set?

Activity # 1: BUILDING BLOCKS

I. Observe the number of blocks needed to build each succeeding figure.

Let us start by observing the data we have obtained as shown below.

Check these out!

• A sequence is a function whose domain is a finite set of positive integers {1, 2, 3, … n} or an

What is a finite sequence?

A finite Sequence is a sequence with a definite number of terms.

The following sequences are finite:

How about an infinite sequence?

An infinite Sequence is a sequence with no definite number of terms.

What do you notice about an infinite sequence?

Activity # 2: FINITE OR INFINITE

DAY 2 D. Discussing new concepts and practicing new skills #1

Let us now find missing terms in a sequence!

Thus, the next term is 11.

Let us have another example.

Example # 2: 5, 12, __, 26, __

Example # 3: __, 4, 10, 16, ___

DAY 3 E. Discussing new concepts and practicing new skills #2

an = (-2)n a(1) = (-2)1 = -2 = -2

an = (-2)n are {-2, 4, -8, 16, -32}.

Now, let us begin with the activity below.

Activity # 4: Find the first five terms of a sequence

Note: 1, 4, 9 and 16 are perfect squares since

Note: Numbers 1, 2, 3 and 4 are replaced by n.

Note: 1, 8, 27 and 64 are perfect cubes since

Now, let us begin with the activity below.

Activity # 5: Find the general or nth term of the

DAY 4 F. Developing Mastery

Let us now enjoy the activity below.

7) What is the general 8) What is the general 9) What is the general

Answer this in your

G. Finding practical applications of concepts and skills in daily living

Patterns and sequences are useful in real-life. Common applications include:

1. Determining behavior of a person.

DAY 5 H. Making generalizations and abstractions about the lesson

1. A sequence is a succession of numbers in a specific order. Each number in a sequence is

Example # 2: 5, 12, , 26,

Example # 3: , 4, 10, 16, _

Name:J.__ Section: