School: TABUK CITY NATIONAL HIGH Grade level G10

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

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of polynomial function.
B. Performance Standard The learner is able to conduct systematically a mathematical investigation involving polynomial functions in different fields.
C. Learning Competency/Objectives
Illustrates polynomial functions., understand, describe, and interpret the graphs polynomial functions.
Write The LC Code For each
M10AL-IIa-1

 Define and illustrate polynomial functions

Specific Objectives  Give the intercepts of a polynomial functions.
 Graph a polynomial function using table of signs
 Appreciate how mathematical concepts on polynomial functions help solve real-life problems.
II. CONTENT Polynomial Functions Intercepts of Polynomial function Intercepts of Polynomial function Table of Signs
III. LEARNING RESOURCES Mathematics Teacher’s Guide
Teacher’s References
Guide/Teacher's Manual

Learner’s Reference Mathematics Learner’s Module

Textbook pages

IV. PROCEDURES
Other Activities -What polynomial equation has -What is the standard form of the -What is the x-intercepts and y - -Recall factoring polynomials
Intervention 1 polynomial function intercept of the function applying any of the different
Remediation roots of ± 1 , ∧2/3 ?
2 y= ( x −1 ) ( x −5 x +6 ) ?
2
f ( x )=x ( 3 x−1 ) ( x +1 ) ( 2 x −1 )? theorems to determine the x-
Reinforcement/
-What is a polynomial equation? -Is the right side of the function -Suppose we are asked to give the intercepts.
Enrichment
What about polynomial function? completely factored? Why? What is the intercepts of the function -What is the graph of a linear
What could be the difference 3 2 function? A quadratic function?
complete factor then? f ( x )=x +3 x −4 x−12, how do
between a polynomial Function - in the function -What do you think is the graph of
we do it? What do you observe with
from a polynomial equation? a polynomial function with degree
y= ( x −1 )( x−3 )( x +2 ) what is the right member of function? The right
-How will you test if a given relation higher than two?
value of y if x is set equal to zero? side of the function is not expressed
 is function or not? What is this And If y = 0 what are the values of x? as products of linear factors so what -Show and illustrate how the table
Vertical line Test all about? -I bet you are all familiar with the word must do first? of signs facilitate in sketching the
- If the root of an equation is the Intercepts, the x -intercept and the y- -Give enough illustrative examples graph of a polynomial function
set of all solution that satisfies the intercept. on finding the intercepts of a using the examples in their
equation, what about Zeros of a -What is y-intercept? What about the x - polynomial functions not written as manual.
polynomial function? intercept? a product of linear factors? -Give enough illustrations as how
-When is such polynomial function -Define the intercepts of a polynomial to complete the table of signs for
be said to be in standard form? and illustrate how to find the intercepts -Provide Group work activity to graphing polynomial function.
-How are polynomial functions be of a function through an example. deepen their knowledge on -Give emphasis that at this level,
written in standard form? - let students be aware that the zeros expressing polynomials in the we cannot yet determine the
-Students are given varied drill of the polynomial function factored form as well. turning points of the graph, but
activities on the following to process are also its x-intercepts. and only be certain that the graph is
the knowledge and skills they had The x-intercept is the Factor each polynomial function correct with respect to intervals
just learned. abscissa of the point where completely using any method, then where the graph is above, below,
a. determining whether a relation the graph touches the x. find the intercepts. or on the x-axis.
is function or not. -DYAD ACTIVITY: 3 2 THINK-PAIR-SHARE.
1. f ( x )=x + x −12 x
b. Writing a polynomial function Find the intercepts of each polynomial -With your seatmate, help one
2. f ( x )=2 x 3 +3 x2 −4 x−6
in standard form. functions. another in preparing and
1. f ( x )= ( x −2 )( x +1 ) ( 2 x−1 ) 3. y¿ 2 x 4 +8 x 3+ 4 x 2−8 x−6
Generalization: completing a table of signs for the
1. What is a polynomial function? 2. f ( x )=( x
2
+ x−6 ) ( x −6 x+ 9 )
2 function
-What are the steps to be followed
2. What are the zeros of a
3. f ( x )=( 2 x 2−5 x +3 ) ( x−3 ) f ( x )= ( x −2 )( x +1 ) ( 2 x−1 ),
in finding the intercepts of a
polynomial function? then sketch the graph.
Generalization: polynomial function not in the
3. How do we write polynomial -What part of the lesson on
1. What are these x-values when y = 0 in factored form?
functions in standard form? graphing a polynomial function do
a polynomial?
you find quite difficult?
2. How do you find the y-intercepts of a
-What are the steps to be carried
given polynomial function?
on in graphing a polynomial
function using table of signs?
V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment

Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics
 School: TABUK CITY NATIONAL Grade level G10
DAILY HIGH SCHOOL
LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
LOG
Teaching Dates and Time: November 12- 16, 2022 Quarter FIRST

Monday Tuesday Wednesday Thursday/Friday

(Learner’s and
Teacher’s x-mas
program)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of polynomial function.
B. Performance Standard The learner is able to conduct systematically a mathematical investigation involving polynomial functions in different fields.
C. Learning Competency/Objectives
Illustrates polynomial functions., understand, describe, and interpret the graphs polynomial functions.
Write The LC Code For each
M10AL-IIa-1

 Graph a polynomial function using table of signs

Specific Objectives  Appreciate how mathematical concepts on polynomial functions help solve real-life problems.

II. CONTENT Table of Signs Table of signs(continuation) Quiz on graphing polynomial

function
III. LEARNING RESOURCES Mathematics Teacher’s Guide
Teacher’s References
Guide/Teacher's Manual

Learner’s Reference Mathematics Learner’s Module

Textbook pages

IV. PROCEDURES
Other Activities -Recall factoring polynomials applying any of the -What can you say about graphing -What can say about our past
Intervention different theorems to determine the x-intercepts. polynomial function using table of lesson on graphing polynomial
Remediation
-What is the graph of a linear function? A quadratic signs? function using table of signs?
Reinforcement/
function? -What are the steps we had followed in -Do you have any queries
Enrichment
sketching the graph? especially in constructing the
-What do you think is the graph of a polynomial -What is the sketch of the graph of the
 function with degree higher than two? function f(x) = -x(x + 2)(3x-4)? table of signs?
-Show and illustrate how the table of signs facilitate Dyad Activity.
in sketching the graph of a polynomial function -Find a partner whom you are -Clarification of queries
using the examples in their manual. comfortable working with, then sketch
-What do you think is the graph of a polynomial the graph of the function y = (x + 4)(x + -Giving of instructions and
function with degree higher than two? 2)(x – 1)(x – 3) directions
-Give enough illustrations as how to complete the -How did you find the activity?
table of signs for graphing polynomial function. -Suppose you are asked to sketch the -Quiz Proper (individual)
-Give emphasis that at this level, we cannot yet 3 2
graph of P(x) = x −6 x +11 x−6 ,
determine the turning points of the graph, but only how will you work with it? Basing on our discussions on
be certain that the graph is correct with respect to -What do you notice about the given graphing polynomial functions,
intervals where the graph is above, below, or on function? sketch the graph of each
the x-axis. -How will you write the function as function.
THINK-PAIR-SHARE. product of linear factors?
-With your seatmate, help one another in preparing -Now that you had factored the 1. y= (2x + 3)(x – 1)(x – 4)
and completing a table of signs for the function function can you now sketch the graph. 2. P(x) = 2 x3 −7 x 2−7 x+12
f ( x )= ( x −2 )( x +1 ) ( 2 x−1 ), then sketch the How?
graph. -Provide more illustrative examples if While on break do advance
-What part of the lesson on graphing a polynomial needed. reading about the End Behavior
function do you find quite difficult? -For Group work activity of the graph of a polynomial
-What are the steps to be carried in graphing a Use Activity 8; Sign on and Sketch Me function.
polynomial function using table of signs? on Page 115, numbers 2 and 4 only

Generalization:
How do we sketch the graph of a
polynomial function that is not express
as a product of linear factors?
V. REMARKS
# Of learners w/ in mastery level
# Of learners needing remediation
# Of learners needing enrichment

Prepared: Checked:

ANGELINE C. BINSIN JUDY C. ABBACAN

Subject Teacher Department Head – Mathematics