10

MATHEMATICS

QUARTER 1 WEEKS 1 TO 8

1
 MATHEMATICS 10
LEARNING ACTIVITY SHEET
Generates Patterns

Name: _______________________ Q1-Wk1-LC 1

Section: ______________________ Date: ___________
Background Information
Pattern-finding has led to the development of Mathematics. We have
encountered so many patterns. These patterns are found in shapes and numbers. In
everyday life, we can also find patterns in flowers, leaves of the trees, weather, and so
on.
Karen saves ₱50.00 from her monthly allowance in the first month, ₱100.00 on
the second month, ₱150.00 on the third month, ₱200.00 on the fourth month. If she
will save continuously in this manner, how much will she save on the tenth month?
Examples:
1. 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

a.

5th 6th 7th

2
2. Let’s observe the data we obtained.
Figure number (n) 1 2 3 4 5 6 7

Number of blocks (m) 1 3 6 10 15 21 28

+2 +3 +4 +5 +6 +7
Do you know how many blocks will be needed to build the 8th figure? Yes,
it is 36 (since 28 + 8 = 36).

3. To find the number of blocks in the nth figure, let’s study the patterns more closely.

Figure 1 1=1

Figure 2 1+2=3

Figure 3 1+2+3=6

Figure 4 1 + 2 + 3 + 4 = 10

Remember:
To obtain the number of blocks in the nth figure, we simply need to add the
consecutive counting numbers from 1 to n.

4. The following are examples of sequences.

a. 1, 3, 5, 7, 9, …
b. 2, 4, 6, 8, 10, …
c. 5, 8, 11, 14, 17, …
d. 3, -2, -7, -12, -17, …
e. -2, -5, -8, -11, -14, …

Every Friday, Gina puts ₱10.00 more than what she put preceding Friday in
her coin bank. If she initially put ₱25.00 in her coin bank, find the nth term to find how
much she put in her coin bank?

3
 Answer:
Let an be the amount of Gina put in her coin bank on the nth Friday.
This means that the first term of the sequence is a 1 = 25. To Find next
preceding terms, the nth term formula will be used.
Solution:
Let us start with a2, since a1 = 25.
a2 = a1 + 10 = 25 + 10 = 35 (Gina saved ₱35.00 on the 2nd Friday)
a3 = a2 + 10 = 35 + 10 = 45 (Gina saved ₱45.00 on the 3rd Friday)
a4 = a3 + 10 = 45 + 10 = 55 (Gina saved ₱55.00 on the 4 th Friday)

Based on the results, the nth term will be an = an-1 + 10

Learning Competency with code:

Generates Patterns (M10AL-Ia-1)

Exercise 1
A. What is the next shape?
1)
____
2) ____

B. What is the next number?

3) 0, 4, 8, 12, _____
4) 1, 5, 9, ____

C. What is the 7th number?

5) 1, 3, 9, 27, …

Exercise 2
Find the missing term in the following sequence. Write your answer on the blank
provided.
1) 1, 4, 11, 26, 57, 120, _____
2) 2, 6, 18, 54, 162, _____
3) 12, 17, 22, 27, 32, _____
4) 1, 2, 6, 24, 120, 720, _____
5) 6, 36, 12, 144, 48, _____, 768

Exercise 3
The given pattern continues. Write the nth term of each sequence suggested by the
pattern.
1) 3, 6, 9, 12, 15, …
2) 1, 3, 5, 7, 9 …
3) 0, 1, 2, 3, 4, …

4
Problem Solving:
To help her parents pay her tuition fee, Jhed saves P5 more each week than she
does the preceding week. Her savings in the first week was P15.
4. How much will she save on the twenty-fourth week? ______________
5. How much will she have in all by the end of the twenty-fourth week?
_________
References
Junior High School Mathematics Learner’s Material (Grade 10), 2015
Nivera, Gladys and Lapinid, Minie Rose.2015. Grade 10 Mathematics: Patterns and Practicalities. Makati City:
Don Bosco Press, Inc.
Baccay, Elisa, Esperanza, Myla and Reyes, Allan. Exploring Mathematics 10.
Edited by Belecina, Rene. Quezon City, Philippines: Sunshine Interlinks Publishing House,
Inc.
Ponsones, Rigor, Ocampo, Shirlee and Tresvalless, Regina. Math Ideas and Life Application: Grade 10. Quezon
City: Abiva Publishing House Inc.
Answer key

Exercise 1

1.
2.
3. 16
4. 13
5. 729
Exercise 2
1. 247
2. 486
3. 37
4. 5,040
5. 2,304
Exercise 3
1. an = an-1 + 3
2. an = an-1 + 2
3. an = an-1 + 1
4. Php 130
5. Php 1740
Prepared by:

Maricris O. Asug Juleila V. Bynum

Sto. Domingo Integrated School Amsic Integrated School

5
 MATHEMATICS 10
LEARNING ACTIVITY SHEET
Arithmetic Sequence
Name: __________________________ Q1-Wk1-LC2
Section: _________________________ Date: _________

Background Information

Mrs. Jen Santos, the discipline coordinator of

Angeles Integrated School, recorded a number of cyber
bullying cases for the school year 2020-2021. The table
below shows the number of recorded cyber bullying
cases in S.Y. 2020-2021.

Month Oct Nov Dec Jan Feb Mar Apr May Jun

No. of Cases 9 15 21 27 33 39 45 51 57

Questions:
1. Is there a pattern in the number of cases of bullying in each month?
2. Based on the data, how many bullying cases is projected by March? 3.
What is the difference between any two consecutive case numbers? The
above sequence of numbers is called an arithmetic sequence.

Mathematical Concept:
An arithmetic sequence is a sequence in which each term after the first is
formed by adding a fixed number to the previous term. The fixed number (constant)
is called the common difference denoted by d.
Example 1
3, 5, 7, 9
Solution:
5 is formed by adding 2 to 3.
7 is formed by adding 2 to 5.
9 is formed by adding 2 to 7.

Therefore, 3, 5, 7, 9 is an example of an arithmetic sequence since each term

is formed by adding the fixed number 2 to the previous term. Also, the common
difference d = 2.

Example 2:
-1, -7, -13, -19

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Solution:
-7 is obtained by adding -6 to -1.
-13 is obtained by adding -6 to -7.
-19 is obtained by adding -6 to -13.
Therefore, -1, -7, -13, -19 is an example of an arithmetic sequence since each
term is obtained by adding -6 to the previous terms. In addition to that, the common
difference d = -6
Example 3
10, -5, 3, -1
Solution:
-5 is formed by adding -15 to 10.
3 is formed by adding 8 to -5.
-1 is formed by adding -4 to 3.
The sequence 10, -5, 3, -1 is not an example of an arithmetic sequence since
the next terms after 10 are not obtained by adding a fixed number. Also, there is no
common difference d.

Example 4
6, 10, 14, 17
Solution:
10 is obtained by adding 4 to 6.
14 is obtained by adding 4 to 10.
17 is obtained by adding 3 to 14.

Since the number to be added is not fixed, the sequence 6, 10, 14, 17 is not
considered an arithmetic sequence. Furthermore, there is no value for common
difference d.

Mathematical Concept:
To obtain the common difference in a given arithmetic sequence, subtract any
two consecutive terms.

Example 1
Find the common difference of the arithmetic sequence 1, 4, 7, 10, 13, … Solution:
To find the common difference, subtract 1 from 4.
Common difference = 4 – 1 = 3
In addition to that, the common difference can also be obtained by subtracting
any two consecutive terms of the given sequence.
Common difference = 7 – 4 = 3
Common difference = 10 – 7 = 3
Common difference = 13 – 10 = 3

Example 2
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 What is the common difference of the arithmetic sequence 3, -2, -7, -12, -17
The common difference d can be computed by:
d = -2 – 3 = -5
d = -7 – (-2) = -7 + 2 = -5
d = -12 – (-7) = -12 + 7 = -5
d = -17 – (-12) = -17 + 12 = -5

Things to Remember

An arithmetic sequence is a sequence in which each term after the first is

formed by adding a fixed number to the previous term.
The fixed constant added to terms in an arithmetic sequence is called the
common difference.

The common difference can be determined by subtracting any two

consecutive terms of an arithmetic sequence.

Additional Notes:

3–1=2
When you subtract 1 from 3,
5–3=2 You get 2
3–1=2

7–5=2

9–7=2
{1, 3, 5, 7, 9, 11}
11 – 9 = 2

In arithmetic sequence, the 5–3=2

When you subtract 3 from 5,
difference of two
You get 2
consecutive (magkasunod)
numbers are the same.

8
Learning Competency with code:

Illustrates an arithmetic sequence (M10AL-Ib-1)

Exercise 4
Fill in the blank with the correct answer.
1) The sequence where in each term after the first term is obtained by adding a
fixed constant is called a/an _______________________.
2) The fixed constant added in each term of an arithmetic sequence is referred
to as _________________.
3) The common difference can also be obtained by subtracting any two
______________ terms of an arithmetic sequence.
4) The symbol _____ denotes the common difference in an arithmetic sequence.
5) For a sequence to be considered an arithmetic, there must be a ___________
difference using any two consecutive terms.

Exercise 5
Write YES if the given sequence is an arithmetic sequence. Otherwise, write NO.
1) 5, 12, 19, 26, … _____
2) 5, 2, -1, -4, … _____
3) 2, 3, 5, 7, … _____
Find the common difference d of the following arithmetic sequence.

4) 5, 10, 15, 20, 25 _____

5) -13, -5, 3, 11 _____

Exercise 6

Test No. 1 2 3 4 5 6 7 8 9 10
Score 49 61 65
Aaron underwent a tutorial program where every week he takes a trial test over
100 points. His scores, however, formed an arithmetic sequence during the 10-week
program. In his 3rd week, he got 49/100 points. Other scores are shown in the table
above.
Questions:
1) Complete his scores in the table.
2) Determine the common difference of Aaron’s scores.
3) What is Aaron’s score during the 1st week of the program? End of the
program?
4) If he needs to get a score of at least 75 points to pass, will he qualify? Which
week did he start to achieve a passing score?
5) Is the tutorial program effective? Explain.

9
References:

Von Anthony G. Torio, et.al, Smart in Math, Diliman, Quezon City, ISA-JECHO PUBLISHING, INC.,
pp.12-13
Abelardo A. Villareal, et.al, Mathematics 10: A Spiral Approach Explanations, Examples, Exercises,
Cubao, Quezon City, Educational Resources Corporation, pp. 4-5

Answer Key
Exercise 4
1) Arithmetic sequence
2) Common difference
3) Consecutive
4) d
5) common
Exercise 5

1) Yes
2) Yes

3) No

4) d = 5
5) d = 8

Exercise 6
1.

2. The common difference is 4.

3. Aaron’s score during the first week is 41 points.
Aaron’s score at the end of the program is 77 points.
4. Yes, he got a passing score in his 10th week of taking the program.
5.Based on the recorded data, the tutorial is effective as Aaron improved his test scores

Prepared:

JAYSON B. LUCAS

ARDY D. PATAWARAN

JONATHAN D. CANLAS

Name of Writers

Illustrated:

KRISLENE IDA N. MERCADO

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 MATHEMATICS 10
LEARNING ACTIVITY SHEET
THE nth term of ARITHMETIC SEQUENCE, ARITHMETIC MEANS
and ARITHMETIC SERIES
Name: ____________________ Q1-Wk2-LC3
Section: __________________ Date: __________

Carl Friedrich Gauss (1777-1855)

To keep him busy, a teacher of a German boy in the late 16 th century made
him add all integers from 1-100. To the surprise of the teacher, the boy was able to
add these numbers more quickly than expected. The boy presented his solution to
this arithmetic series as follows.
1 + 2 + 3…+ 98 + 99 + 100
= (1+ 100) + (2 + 99) + (3 + 98) +…+ (50 + 51) =
101 + 101 + 101 + …+ 101
(50 terms in all)
= (50) (101)
= 5,050

That boy contributed other remarkable mathematical concept which made

Mathematics what is today. He was eventually named one of the three greatest
mathematicians of all times by mathematics historians along with Archimedes and
Sir Isaac Newton.

ARITHMETIC SEQUENCE
Study the following sequences:
1. 1, 5, 9, 13 4. 1, 4, 9, 16, 25
2. 2, 5, 8, 11 5. 10, 5, 0, -5, -10
3. 3, 5, 8, 12

In sequences (1), (2) and (5), find the difference between each term and the
immediately preceding term. Do you get a constant difference? What is the constant
difference in each sequence?

Sequences (1), (2) and (5) are Arithmetic Sequences or Arithmetic Progression,
while sequences (3) and (4) are not.

Arithmetic Sequence is a sequence such that the difference between any two
consecutive terms is constant. The difference is called the common difference, which
maybe denoted by d.

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Find the next three terms of: 4, 8, 12, 16, … d= 4
Observe the following:
=

Let us derive the formula of Arithmetic Sequence which will be used in finding the nth term
of a given arithmetic sequence

Therefore +d=

Following the pattern

It is obvious that in any term the coefficient of d is always 1 less than the
subscript of the serial number of the term. Hence the general formula in finding the
nth term of an arithmetic sequence can be

Example 1
Find the 10th term of the sequence 6, 9, 12, 15.

Step 1: Write the given and the unknown in the problem

𝑎1 = 6 ; d = 3; 𝑎10 = ?

Step 2: Use the formula of Arithmetic Sequence, then substitute and solve for the
unknown.

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Example 2
The 12th term of an arithmetic sequence is 24 and their common difference is – 2.
Find the 35th term.
This problem involves 3 steps
Step 1: Write the given and the unknown in the problem
𝑎1 = ? ; 𝑛 = 35; 𝑑 = −2; 𝑎12 = 24 ; 𝑎35 =?

Step 2: Find 𝑎1, 𝑤ℎ𝑒𝑛 𝑎12 = 24 𝑎𝑛𝑑 𝑑 = −2

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎12 = 𝑎1 + 11d
24= 𝑎1 + 11(−2)
24= 𝑎1 + (-22)
24 + 22 = 𝑎1
46= 𝑎1

Step 3: Find 𝑎35, 𝑤ℎ𝑒𝑛 𝑎1 = 46 𝑎𝑛𝑑 𝑑 = −2

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎35 = 𝑎1 + 34d
𝑎35 = 46 + 34(−2)
𝑎35 = 46 + (-68)
𝑎35 = −22

Example 3
The 21st term of an arithmetic sequence is -48 and the 33rd term is -84. Find the
101st term.
This problem involves 4 steps
Step 1: Write the Given and the unknown in the problem
𝑎1 =? ; 𝑛 = 101; 𝑑 = ? ; 𝑎21 = −48; 𝑎33 = −84; 𝑎101 = ?

Step 2: Find d when 𝑎21 = −48 𝑎𝑛𝑑 𝑎33 = −84

𝑎33 = 𝑎1 + 32𝑑 🡪 -84 = 𝑎1 + 32d
𝑎21 = 𝑎1 + 20𝑑 🡪 -48 = 𝑎1 + 20d by subtraction
- 36 = 12d
12 12
-3=d
Step 3: Find 𝑎1 when 𝑎21 = −48 𝑎𝑛𝑑 d = - 3
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎21 = 𝑎1 + (20)d
- 48 = 𝑎1 + (20) − 3

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- 48 = 𝑎1 + ( − 60)
-48 + 60 = 𝑎1
12 = 𝑎1

Step 4: Find when = 12 and d = -3

(100) -3

Example 4
How many terms are there in the sequence: 8, 12, 16, …80?
Step 1: Write the Given and the unknown in the problem

Step 2: Use the formula of Arithmetic Sequence then substitute and find the
unknown.

80 = 8 + (n-1) 4
80 = 8 + 4n – 4
80 = 4 + 4n
80 – 4 = 4n
76 = 4n ----- divide both sides by 4 to find n
19 = n

LEARNING COMPETENCY WITH CODE

Determines arithmetic means, nth term of an arithmetic sequence and sum of the
terms of a given arithmetic sequence. (M10AL-Ib-c-1-2)

EXERCISE 1
A. What is the next term for each sequence below?
1) 3, 4, 5, 6, 7, …
2) -3, -5, -7, -9, -11, …
3) 2, 7, 12, 17, 22, …

B. Find the missing terms/unknown in each arithmetic sequence.

1) 2, ___, 20, 29, ___
2) ___, 4, 10, 16, ___
3) 𝑑 = 2; 𝑎16 = 24; 𝑎1 = ?

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ARITHMETIC MEAN OF A SEQUENCE OF NUMBER

Consider the arithmetic sequence 3, 6, 9, 12, 15, 18, 21

What is the number between 3 and 9? between 12 and 18? These numbers are
called Arithmetic Means.

Arithmetic Means are the terms between any two non-consecutive terms of an

Arithmetic Sequence.

Example: Insert 5 arithmetic means between 10 and 34

Step 1: If we insert 5 arithmetic means between 10 and 34

We will have an arithmetic sequence of 7 terms where

= 10 and

Step 2: Use = + (n-1)d in finding the common difference

= + (7-1)d 🡪 34= 10+ (7-1)d

34= 10+ (6)d 🡪 34 – 10 = 6d

🡪 24 = 6d divide both sides by 6

d=4

Step 3: Adding the common difference to the 1st term then to the next terms, we
form the arithmetic sequence 10, 14, 18, 22, 26, 30, 34

Hence, the 5 arithmetic means between 10 and 34 are 14, 18, 22, 26, 30

EXERCISE 2
A. Find the arithmetic mean between the two given terms of an arithmetic
sequence.
1) 6, ___, 22
15
 2) 8, ___, 44
3) 4, ___, 26
4) -8, ___, -32
1 4
5) , ___, 3
3

B. Write the given and find for the unknown/s. Show your solution.

1) Insert 5 arithmetic means between 8 and 62.

2) If three arithmetic means are inserted between 11 and 39, find the second
arithmetic mean.

ARITHMETIC SERIES

What is the sum of the numbers from 1 to 20?

The answer is 210. If you still recall the brilliant and aspiring kid who added 1 to
100, Carl Friedrich Gauss, the answer is 5050.

Arithmetic Series is the indicated sum of the terms of an arithmetic sequence.

Example:
Arithmetic Sequence: 2, 4, 6, 8, 10
Arithmetic Series: 2 + 4 + 6 + 8 + 10
Partial Sum:
Let us derive the formula of the Arithmetic Series:
CONSIDER: 2 + 4 + 6 + 8 + 10

Write the terms in increasing

and decreasing order, then add then 2

= 12 + 12 + 12 + 12 + 12 Simplify the obtained series

= 5 (12) Notice the sum of the 1 st and last

= 5 (2 + 10) Divide both sides by 2

16
 Where:
.
n = number of terms
= first term

d = common difference

Remember:

Example:
1. Find the sum of the terms of this arithmetic sequence
4,8,12,16,20,24,28,32,36,40,44,48.

Step 1: Write the given and the unknown

n= 12; 𝑎1 = 4; 𝑎12 = 48; 𝑆12 =?

Step 2: Use the formula and substitute the given then solve

2. Find the sum of the first 25 terms of this arithmetic sequence: -5, -7, -9, -11, …

Step 1: Write the given and the unknown

n= 25; 𝑎1 = −5; 𝑎25 =? ; 𝑑 = −2 ; 𝑆25=?
Step 2: Find 𝑎25 when 𝑎1 = −5 𝑎𝑛𝑑 d= -2
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎25 = -5+(25 − 1) − 2
𝑎25 = -5+(24) − 2
𝑎25 = -5+(−48)
𝑎25 = - 53

Step 3: Find 𝑆25 when 𝑎1 = −5, 𝑎25 = −53 𝑎𝑛𝑑 𝑛 = 25

17
 𝑆25 = 12.5 (− 58)
𝑆25= -725

3. Find the sum of the terms of this arithmetic sequence: 20, 24, 28, …,200

Step 1: Write the given and the unknown.

𝑎1 = 20; d = 4; 𝑎𝑛 = 200; n =?; 𝑆𝑛 =?

Step 2: Find n when 𝑎1 = 20, 𝑎𝑛 = 200, 𝑑 = 4

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 200 – 16 = 4n
200= 20+(𝑛 − 1) 4 184 = 4n (divide both sides by 4)
200 = 20+ 4𝑛− 4 46 = n
200 = 16 + 4n

EXERCISE 3
A. What is the sum of the terms of each finite arithmetic sequence below?

1) 10, 5, 0, -5, -10, -15

2) 81, 64, 47, 30, 13, -4
3) -2, -5, -8, -11, -14, -17

B. Write the given and solve for the unknown. Show your solution.

1) Find the sum of the terms of each arithmetic sequence: 53, 54, 55, 56, …, 100
(n =? ; 𝑆𝑛 = ?)
2) -17, -11, -5, ……, 79 (n = ?; 𝑆𝑛 = ?)
3) -3, 2, 7, …… 20 terms (𝑎20 = ? ; 𝑆20 = ? )

4) Find the sum of the first 25 terms of the arithmetic sequence 17, 22, 27, 32,
37, ...
(hint: 2 are unknown in the problem)

REALITY SERIES:
Cite a situation in real-life that you have experienced applying Arithmetic Sequence,
Arithmetic Means or Arithmetic Series.

18
REFERENCES
Callanta, Melvin M. et al, Learning Module in Math 10 (c.2015)
Chu, TomMath 10 for the 21st Century (c. 2015)
Orines, Fernado B. et al Intermediate Algebra (c.2007)
Oronce, Orlando A. et al E-Math (c.2015)
Sundiam, Lutgarda S., Intermediate Algebra (c.2006)

ANSWER KEY
EXERCISE 1 EXERCISE 2 EXERCISE 3
A. A. A.
1) 8 1) 14 1) -15
2) -13 2) 26 2) 231
3) 27 3) 15 3) -57
4) -20
B. 5 B.
5) 6
1) 11, 38 1) n= 48; 𝑆𝑛 = 3672
2) -2, 22 2) n= 17; 𝑆𝑛 = 527
B.
3) 𝑎1 = −6 3) 𝑎20 = 92; 𝑆20 = 890
1) 17, 26, 35, 44, 53
2) 25 4) 𝑎25 = 137; 𝑆25 = 1925

Prepared by:

Renan James A. Galang

SST-III Mathematics/CMRICTHS

Evelyn P. Flores
MT-I Mathematics/ FGNMHS

19
 MATHEMATICS 10
LEARNING ACTIVITY SHEET
ILLUSTRATE A GEOMETRIC SEQUENCE

Name: ____________________________ Q1-W3-LC1

Section: __________________________ Date: ________________

A geometric sequence is a sequence where each term after the first is

obtained by multiplying the preceding term by a nonzero constant called common
ratio. The common ratio (r), can be determined by dividing any term in the sequence
by the term that precedes it or by the term before it.

Example 1. The sequence 1, 3, 9, 27, 81 is a geometric

sequence. The common ratio (r) is 3
Since,
Therefore, to get next term of the geometric sequence 1, 3, 9, 27,
81, ____ Multiply 81 by the common ratio (3) or 81 (3) = 243. So,
the next term after 81 is 243.

Example 2. The sequence: -64, 32, -16, 8, -4 is also a geometric sequence.

The common ratio
Since,
1
So, the next term after -4 is: −4 (− 2) = 2.

Example 3. 1, 4, 9, 16 …. is NOT a geometric sequence.

Since, . there is no common ratio.

Learning Competency with code:

Illustrates a geometric sequence. (M10AL - Id – 1)

EXERCISE 1. I’ll Tell You What You Are

State whether each of the following sequences is geometric or not. If so, write the
common ratio.
No. Sequence Geometric Or Not Common ratio

1. 6, 12, 36, 72, . . .

2. 48, 24, 12, 6, . . .
3. -2, -10, -50, -250, . . .
4. 7, 14, 21, 28, . . .
5. 2√5, 6√5, 18√5 , 54√5, . . .
6. 5, 10, -20, 40, . . .

20
 7. 0.3, 0.12, 0.048, 0.0192, . . .
8. 8 8
24, 8, 3 , 9 , . . .
9. 4, -12, -36, 108, …
10 1 2 4 8
,− , ,− , …
3 3 3 3

EXERCISE 2. Missing You

Find the missing terms in each geometric sequence.
1. 6, 30, 150, ______ , ______
2. ______ , ______ , 18 , 36 , 72
3. 180, 60, 20, ______ , ______
4. ______ , ______ , 216 , 648 , 1,944
5. ______ , 1 , -4 , 16 , ______

References
Torrecampo, Joel et al, Intermediate Algebra, 2008
Mathematics Learner’s Module (Grade 10), 2015

ANSWER KEY

EXERCISE 1: I’ll Tell You What You Are

1. Not 6. Not
1
2. Geometric ; r = 2 7. Geometric ; r = 0.4
1
3. Geometric ; r = 5 8. Geometric ; r = 3
4. Not 9. Not
5. Geometric ; r=3 10. Geometric ; r = -2

EXERCISE 2: Missing You

1. 750, 3,750
9
2. 2, 9
20 20
3. 3 , 9
4. 24, 72
1
5. − 4 , −64

PREPARED BY:

ARNOLD P. DIMATULAC DAN GIL S. SANCHEZ

Master Teacher 1 Teacher 1

21
 MATHEMATICS 10
LEARNING ACTIVITY SHEET
DIFFERENTIATING GEOMETRIC SEQUENCE FROM ARITHMETIC SEQUENCE

Name: _________________________ Q1-W3-LC2

Section: ________________________ Date: ________

Background Information

ACTIVITY 1: “Infection”
Consider Scenario 1: Suppose in a certain Barangay X, those who are infected by
COVID-19 doubles every week. If at the start there were only 2 infected persons,
then:
a. how many infected persons will there be in the 4th week? __________
b. how many infected persons will there be in the 7th week? __________
Guide 1: you may start this problem by using a table of values as shown
below.
Table 1:
Start Wk Wk Wk Wk Wk Wk Wk
1 2 3 4 5 6 7
2
Since the number of infected “doubles”, how many persons will there be on
the first week? _____
Yes! there will be 4. Since at the start there were 2 persons, then it doubled!
meaning we multiply 2 to get the number of infected persons in the first week. How
about the number of infected persons in the second week? __________ (Ans: 8)
How did you get 8? _______________________________________________
Please complete the table until week 7.
Your table should look like the one below:
Start Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7
2 4 8 16 32 64 128 256

Consider Scenario 2: Suppose in another barangay, those who are infected by

COVID-19 increases by 2 every week. If there are 2 persons infected at the start
(week 1), then:
a. how many infected persons will there be in the 4th week?
__________

22
 b. how many infected persons will there be in the 7th week?
__________ Guide 2: you may start this problem by using a table of values
as shown below.
Table 2:
Start Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7
2
Since the number of infected “increases by 2”, how many persons will there
be on the first week?______
Alright! there will be 4. Since at the start there were 2 persons, then it
increases by 2!
meaning we add 2 to get the number of infected persons in the first week. How about
the number of infected persons in the second week? _________ (Ans: 6)
How did you get 6?
___________________________________________________
Please complete the table until week 7.

Your table should look like the one below:

Start Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7
2 4 6 8 10 12 14 16
The sequence in scenario 1 of Barangay X: 2, 4, 8, 16, 32, 64, 128 and 256 is
called a geometric sequence. While the sequence in scenario 2 of Barangay Y: 2, 4,
6, 8, 10, 12, 14 and 16 is called an arithmetic sequence.
Do you still recall the definitions of the 2 sequences? If yes, write down the
definition:

Arithmetic sequence is
_______________________________________________
Geometric sequence is
________________________________________________
In case you forgot the definition, here are their meanings:
Arithmetic sequence is a sequence where every term after the first term is obtained
by adding a constant called common difference.
Geometric sequence is a sequence where each term after the first term is obtained
by multiplying the preceding (previous) term by a non-zero constant called common
ratio.

23
Example 1: What kind of
sequence is:
a. 9, 18, 27, 36, 45, …?
b. 8, -24, 72, -216, …?

Solution 1.a:
For us to identify if a sequence is arithmetic or geometric, we need to find out
if the sequence has a common difference or a common ratio.
In example 1.a, get any two consecutive terms like 9 and 18, where 𝑎1 = 9
𝑎𝑛𝑑 𝑎2 = 18. Then find d (common difference) 𝑑 = 𝑎2 − 𝑎1 = 18 − 9 = 9. Do this again
by getting any two consecutive terms. Let us try 27 and 36.
Question 1: What term is 27? _______________, what term is 36?______________

Since 𝑎3 = 27 𝑎𝑛𝑑 𝑎4 = 36, we may find d.

Question 2: What is the common difference? (fill in the blanks)
𝑑 = 𝑎4 − 𝑎3 = ______________ = __________.
Since d is also 9, the same as the one we got a while ago, we may say that the
sequence is arithmetic.

Solution 1.b: Let us get two consecutive terms in the sequence and solve for d.
Suppose we choose 8 and -24. Then d= -24-8 = -32. Get another set of two
consecutive terms. Say, -24 and 72.
The common difference: d = 72 – (-24) = 96. Since the common difference we
got is not the same, we are sure that it is not an arithmetic sequence.
Let us now check for common ratio. Just like what we did in checking for
common difference, to verify common ratio we also choose two consecutive terms,
say 8 and -24. Then we solve the common ratio (r) by using:

. We choose another set of two consecutive terms.

This time we choose, -24 and 72.
Question 3: If 𝑎2 = −24, what is 𝑎3 ? ___________ (Answer: 𝒂𝟑 = 72)
Question 4: Solve the common ratio. (Show your solution below)

(Answer: r = -3)
Since the computed r is also -3, which is the same as the one we got
previously, we conclude that they have a common ratio, Hence, the sequence is
geometric.

Example 2: Tell whether the sequence is arithmetic or geometric: 1, 1, 2, 3, 5, 8, 13.

Solution 2: Look first if there is a common difference. (Show your solution below if
you need a visual representation of what you are doing. Follow the guide in Solution
1.a.)

24
Question 5: Is there a common difference? _______________
(Answer: There is no common difference.)
Then look for a common ratio. (Show your solution below if you need a visual
representation of what you are doing. Follow the guide in Solution 1.b.)
Question 6: Is there a common ratio? _______________
(Answer: There is no common ratio.)
Since the sequence has no common difference and no common ratio, the
sequence is not arithmetic and not geometric. Therefore, the sequence is neither an
arithmetic nor a
geometric sequence.
Learning Competency with code:
Differentiates a geometric sequence from an arithmetic sequence (M10AL- Id-2)

EXERCISE 1
Answer the following questions:
1) Which of the following is an arithmetic sequence?
a) 11, 22, 33, 44, 55 b) 1, 2, 4, 8, 16
1 1 1 1 1
c) 5, 10, 30, 120, 600 d) 2 , 4 , 6 , 8 , 10
2) Which of the following is a geometric sequence?
a) 7, 14, 21, 28, 35 b) 5, 5, 5, 5, 5
1 3 5
c) 8, 9, 17, 26, 43, d) 2 , 1, 2 , 2, 2
3) Which of the sequences illustrates an arithmetic sequence?
a) x, 2x, 4x, 8x b) 𝑥, 𝑥2, 𝑥3, 𝑥4
c) x, -x, x, -x d) x, 2x, 3x, 4x
4) Which of the sequences shows a geometric sequence?
a) 2√2, 4√2, 8√2, 16√2 b) 2√2, 4√2, 6√2, 8√2
c) √2, 2√2, 3√2, 4√2 d) −10√2, −7√2, −4√2, −√2

5) Which of the following does not belong to the group?

1 1 1 1 3 3 3 3
a) , , , b) 4 , − 4 , 4 , − 4
2 4 8 16
8 7 6 5 5 25 125
c) 4 or 2, 2 , 3 𝑜𝑟 2 , 2 d) 1, 3 , ,
9 27

EXERCISE 2
Consider Scenario 3: In a certain mall in Angeles City, the management
recorded on a regular day that there were 1000 people going to the mall. Since the
outbreak of the pandemic, they found out that the number of people going to the mall
is reduced by one-half after a week. The same observation was made during the
following week. Complete the table of values and determine how many people are in
the mall after the third week.

25
Table of values:
Start after 1st after 2nd After 3rd
week week week
1000

Question: What is the sequence illustrated in Scenario 3? _____________________

Performance Task
Going back to Scenario 3 above, the data for the number of infected persons for the
two barangays are given below:

Start Wk Wk W Wk Wk Wk Wk
1 2 k3 4 5 6 7
Barangay 2 4 8 16 32 64 128 256
X
Barangay 2 4 6 8 10 12 14 16
Y

If you are the Mayor where these two barangays are located, how will you
handle their situations? (You may discuss your answer with your parent/guardian or
someone at home.)

References

Mathematics 10 Learner’s Module, First Edition, 2015

Nivera, Lapinid (2015). Grade 10 Mathematics: Patterns and Practicalities
Orines, Fernando (2015). Next Century Mathematics

Ponsones, Ocampo et.al (2013). Math Ideas and Life Applications 10

Answer key
EXERCISE 1
1) A

2) B

3) D

4) A
5) C

26
EXERCISE 2
Table of values:
Start after 1st week after 2nd week After 3rd week
1000 500 250 125
Answer: geometric sequence
Performance Task:

Answers may vary depending on how the learners view the scenarios of the two
barangays. It is important that the student shared his/her views with someone at
home.

Prepared by:

PATRICIO FRANCISCO B. SAYSON

Angeles City National High School

KAREN KRISTINE V. HENSON

Angeles City Science High School

MATHEMATICS 10
LEARNING ACTIVITY SHEET
Determining Geometric Means, nth Term of a Geometric Sequence and the
Sum of the Terms of a Given Finite or Infinite Geometric Sequence
Name: ___________________________ Q1-W4-LC1
Section: __________________________ Date: ____________

Background Information for Learners

Geometric Means are the terms m1, m2 … mk between two numbers a and b such that
a, m1, m2,…, mk, b is a geometric sequence. Inserting a certain number of terms
between two given terms of a geometric sequence is an interesting activity in studying
geometric sequences.

Example 1. In the given geometric sequence 3, 12, 48, 192 the underlined numbers

12 and 48 are what we call geometric means between 3 and 192.

Example 2: Insert 3 geometric means between 1 and 16.

27
 1, ___, ___ , ___ ,16

𝑛−1 𝑛𝑎
Solution: Using the alternative formula, 𝑟 = √ 𝑎 , then by substituting the values
1

of 𝑎1 , 𝑎5 and n, where 𝑎1 = 1 , 𝑎5 = 16 and n= 5.

𝑛−1 𝑎5 5−1 16
So, we have, 𝑟 = √𝑎 ,𝑟 = √ , . Since r =±2,
1 1

therefore, the geometric means between 1 and 16 when r = 2 are 2, 4 and 8, we

also have these means when r =-2: -2, 4, -8.

Example 3: Insert 3 geometric means between 5 and 3125.

Solution: Let a1=5 and a5=3125. We will find 𝑎2 , 𝑎3 𝑎𝑛𝑑 𝑎4 . Since 𝑎5 = 𝑎1 𝑟 4 , then
3125=5r4.
Solving for the value of r, we get 625= r4 or 𝑟 4 = 625 which when solved will give us
4
𝑟 = √625 and r =±5. We obtained two values of r, so we have two geometric
sequences. If r = 5, the geometric means are 𝑎2 = 5 (5)1 = 25, 𝑎3 = 5 (5)2 = 125, 𝑎4 = 5
(5)3 = 625. Thus, the sequence is: 5, 25, 125, 625, 3125.
If r = -5, then the geometric means are 𝑎2 = 5 (-5)1 = -25, 𝑎3 = 5 (-5)2 = 125, 𝑎4 = 5
(-5)3 = -625. Thus, the sequence is: 5, -25, 125, -625, 3125.

On the nth Term of a Geometric Sequence

Problem:

Give the missing term/s of the infinite geometric sequence: -3, 9, _____, 81, _____
...and find the 8th term.

We will be able to solve this by finding the common ratio then list the terms
until we reach the 8th term.
9
And this will be the answer: 𝑟 = = −3, the sequence: -3, 9, -27, 81, -243, 729, -
−3
2187, 6561.
Suppose you are required to find the 20th term of the sequence or even the
90th term, are you willing to do the list up to the 20th term and even the 90th term?

If you answered yes, that is up to you to do the listing and you may do so, but
it might take a while. If you answered no, it is understandable that you don’t want to
do the listing and we may use the formula for the nth term of a geometric sequence.
28
 To answer the problem above, we may use the nth term or general term of the
given geometric sequence:
𝑎𝑛 = −3𝑟 𝑛−1, where:
𝑎𝑛 − 𝑡ℎ𝑒 𝑝𝑎𝑟𝑡𝑖𝑐𝑢𝑙𝑎𝑟 𝑡𝑒𝑟𝑚 (𝑡ℎ𝑒 𝑛𝑡ℎ 𝑡𝑒𝑟𝑚)
𝑟 − 𝑡ℎ𝑒 𝑐𝑜𝑚𝑚𝑜𝑛 𝑟𝑎𝑡𝑖𝑜
𝑛 − 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑟𝑚𝑠
Now let us find a)𝑎8 , b) 𝑎20 and c) 𝑎90 in the geometric sequence -3, 9, -27,…using
the general term of the sequence.
(Note: some of the numbers are quite large hence we need a calculator in solving
them.)

a) Just substitute the givens in the general term: the common ratio of the problem is
𝑟 = −3, 𝑛 = 8, notice that the first term is -3. (𝑎1 = −3)
𝑎8 = −3𝑟 8−1 ----- substitution
7
𝑎8 = −3(−3) ----- simplify the exponent first (8-1=7)
(
𝑎8 = −3 −2187 ) ----- simplify the exponent: (−3)7 = −2187
𝑎8 = 6561 ----- multiply: (-3)(-2187)
(Note: in using ordinary calculator, (−3)7 may be obtained by multiplying (-3), seven
times by itself meaning: (-3)(-3)(-3)(-3)(-3)(-3)(-3)= -2187. If you are using scientific
calculator, it will be easier by following these guide:
a. Enclose the base in parenthesis (if negative) ----- (-3)
b. find the caret symbol “^” then press it, this means “raised to” ----- (-3)^
c. press the exponent, in this case it is 7 ----- (-3)^7
d. press = and you will have the answer ----- (-3)^7=
Answer: -2187
We have different brands/models/types of scientific calculator and the buttons to be
pressed may differ. The one presented here may be used for scientific calculators
with a button for “^”.
In case you have questions in using your calculator, you may see the manual, or we
may set a schedule to teach you how to use your calculator.)

b) finding 𝑎20 : substitute the givens in the general term

𝑎𝑛 = −3𝑟 𝑛−1 ----- 𝑎1 = −3, 𝑟 = −3 𝑎𝑛𝑑 𝑛 = 20
19
𝑎20 = −3(−3) ----- where did we get 19? ____________
𝑎20 = −3(−1, 162, 261,4670)
𝑎20 = __________________________________ ----- write the answer on the blank

c) finding 𝑎90 : 𝑎1 = __________, 𝑟 = __________, 𝑛 = _________ (Fill in the blanks)

𝑎𝑛 = −3𝑟 𝑛−1
_____= −3(_____)89 ----- supply the missing parts
42
𝑎90 = −3(−2.909321189𝑥10 ) ----- it’s written in scientific notation and the
number is large, in some

29
calculator you might see like this
−2.90932118942
Answer: 𝑎90 = 8.727963568 𝑥 1042

Hence, the general term or nth term of a geometric sequence is given by:
𝑎𝑛 = 𝑎1 𝑟 𝑛−1 , where
𝑎𝑛 − 𝑡ℎ𝑒 𝑝𝑎𝑟𝑡𝑖𝑐𝑢𝑙𝑎𝑟 𝑡𝑒𝑟𝑚 (𝑡ℎ𝑒 𝑛𝑡ℎ 𝑡𝑒𝑟𝑚)
𝑎1 − 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚
𝑟 − 𝑡ℎ𝑒 𝑐𝑜𝑚𝑚𝑜𝑛 𝑟𝑎𝑡𝑖𝑜
𝑛 − 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑟𝑚𝑠
and we may use this in generating and finding the term of the geometric sequence.
ACITIVITY 1: Write the first n terms of the geometric sequence described in each of
the following and give the general term of the sequence:
a) 𝑎1 = 4, 𝑟 = −2, 𝑛 = 5
1
b) 𝑎1 = 16, 𝑟 = ,𝑛 = 7
2
c) 𝑎1 = 2𝑥, 𝑟 = −𝑥, 𝑛 = 6
GUIDE 1: To answer Activity 1, we simply follow the general term of the geometric
sequence as shown below (for: a) 𝑎1 = 4, 𝑟 = −2, 𝑛 = 5 )
Since 𝑎1 = 4, we use the nth term 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 and continue generating the
sequence until 𝑎5 as shown below:
(Note: Just substitute the givens and simplify the expressions.)
𝑎2 = 𝑎1 𝑟 1 = (4)(−2) = −8
𝑎3 = 𝑎1 𝑟 2 = (4)(2)2 = 4(4) = 16
𝑎4 = 𝑎1 𝑟 3 = 4(−2)3 = 4(−8) = −32
𝑎5 = 𝑎1 𝑟 4 = 4(−2)4 = 4(16) = 64
The sequence is: {4, -8, 16, -32, 64} and the general term is 𝑎𝑛 = 4(−2)𝑛−1 .
Do you think you could do letters b and c on your own?__________. If yes, use extra
sheet and show your solution in generating the sequence and give the general term.
If not, you may continue with the Guide below.
1
GUIDE for Activity 1) b.: Givens: 𝑎1 = 16, 𝑟 = ,𝑛 = 7 ----- you may fill in the
2
blanks
You may use the general term of a geometric sequence: 𝑎𝑛 = 𝑎1 𝑟 𝑛−1
1 2−1 1
𝑎2 = (16) (2) = (16)(_____)1 = (16)(2) = __________ ----- if the exponent is “1” you
may not write it
anymore
1 1 16 1
_____= (___)(2)2 = (16)(4) = 4
= _______ ----- how did we get “4” ?
1 1 3 16
𝑎4 = (16)( )(4−1) = (16) (2) = (16)(_____) = 𝑜𝑟 2
2 8
1 1 4 1 1 1 1 1
𝑎5 = (_____)(______)4 = (16) (16) = ________ ----- (2) = (2) (2) (2) (2) = 16
(Show your solution for 𝑎6 𝑎𝑛𝑑 𝑎7 below)
𝑎6 =

30
𝑎7 =

1 1 1
The sequence: {16, 8, 4, 2, 1, 2, 4} and the general term is 𝑎𝑛 = (16)(2)𝑛−1 .
GUIDE for Activity 1) c: Givens: 𝑎1 = 2𝑥, 𝑟 = −𝑥, 𝑛 = 6
Write the general term of a geometric sequence: ______________________
𝑎2 = (2𝑥)(−𝑥)1 = −2𝑥 2 ----- (−2𝑥)(−𝑥 ) = −2𝑥 2
𝑎3 = (2𝑥)(−𝑥)2 = 2𝑥 3 ----- (2𝑥 )(−𝑥 )2 = 2𝑥(𝑥)2 = 2𝑥 3
_____ = (_____)(−𝑥)3 = _________
𝑎5 = (2𝑥)(−𝑥)___ = 2𝑥 5
(Show your solution for 𝑎6 )
𝑎6 =

The sequence: {2𝑥, −2𝑥 2 , 2𝑥 3 , −2𝑥 4 , 2𝑥 5 , −2𝑥 6 } and the general term of the
sequence is
𝑎𝑛 = (2𝑥)(−𝑥)𝑛−1 .

However, the sum of a given finite geometric sequence is the totality of all
terms composing the finite geometric sequence. To solve for the sum, we have the
formula for finite geometric sequence.
where: n is the total number of
terms r is the common
ratio
Sn is the sum of geometric sequence

Example 4: Find the sum of the first 5 terms of the sequence 3, 6,12,
24,48, 96 … So, we have, 3+6+12+24+48= 93. Using the formula;

𝑆 5 = 93
So therefore, the sum of the first 5 terms is 93.
On other hand, an infinite geometric series is the sum of an infinite geometric
sequence . This series would have no last term. The general form of the infinite
geometric series is 𝑎1 + 𝑎1 𝑟 + 𝑎1 𝑟 2 + 𝑎1 𝑟 3 +..., where 𝑎1 is the first term and r is the
common ratio.
We can find the sum of all finite geometric series. But in the case of an infinite
geometric series when the common ratio is greater than one, the terms in the
sequence will get larger and larger. And if you add the larger numbers, you won't get
a final answer. The only possible answer would be infinity. So, we don't deal with the
common ratio greater than one for an infinite geometric series.

31
 If the common ratio r lies between −1 to 1, we can have the sum of an infinite
geometric series. That is, the sum exits for | r |<1.The sum S of an infinite geometric
series with −1<r<1 is given by the formula, S= , the sum to infinity formula.
1 1 1 1
Example 5: What is the sum to infinity of , , , …?
2 4 8 16
1
1 1 2
Solution: Since 𝑎1 = 2, and 𝑟 = 2, then 𝑆 = 1 , then 𝑆∞ = 1.
1− 2

Learning Competency with code: Determining geometric means, nth term of a

geometric sequence and sum of the terms of a given finite or infinite geometric
sequence (Week 4)

EXERCISE 1: Find the missing terms in each geometric sequence.

1. 2 , 4 , 8 , __ , __

2. __ , __ , 24 , 48 , 96

3. 3 , __ , 27, __ , 243

4. 80 , 40 , __ , 10 , __

5. - 5 , __ , __ , - 135 , - 405

EXERCISE 2: Solve the following problems.

1. What is the 10th term of the Geometric sequence 3, 12, 48 , …?

2. Insert 3 terms between 4 and 324 ( a1 = 4, a5 = 324 ) in the geometric
sequence.

3. Find the 5th term of the geometric sequence, where the 1st term is 6 and
the common ratio is 2?

4. Find the sum of the terms of a geometric sequence where the 1 st term is 4,
last term is 324 and the common ratio is 3.
5. What is the 6th term of the given geometric sequence 3/20, 3/2 , 15 ,…?

EXERCISE 3:

1. As shown in the table, the monthly rent of an apartment depends on the number
of bedrooms. If the pattern is extended, how much is the likely cost of a 4-bedroom
apartment?

Bedroom/s Rent

1 P 1,500.00

32
 2 P 4,500.00

3 P 13,500.00

2. During a science experiment, Jose counted the number of bacteria present in a

petri dish after every minute. Assuming the pattern continues, how many bacteria
will there be after 7 minutes?
Minute/s Number of

Bacteria

0 2

1 6

2 18

References:
Kuta Software LLC. “Geometric Sequences”. Accessed July 16, 2020. https://cdn.
kutasoftware.com/Worksheets/Alg2/Geometric%20Sequences.pdf.
North St. Paul-Maplewood-Oakdale ISD 622, California (website). “9-11 Sequences
Word Problems.” Accessed July 16, 2020. https://www.isd622.org/cms/lib07/
MN01001375/Centricity/Domain/979/4.25.14%208.pdf.
https://www.varsitytutors.com/hotmath/hotmath_help/topics/infinite-geometric-series
G10 Mathematics Learner’s Module
Answer Key:

EXERCISE 1:
1. 16 , 32
2. 6 , 12
3. 9, 81 or -9, -81
4. 20, 5
5. –15 , -45
EXERCISE 2
1. 786,432
2. 12, 36, 108 or -12, 36, -108
3. 𝑎5 = 96
4. 𝑆𝑛 = 484
5. 𝑎6 = 15,000
EXERCISE 3
1. Rent of a 4-bedroom apartment: P 40,500.00
2. Total number of bacteria after 7minutes: 6560

Prepared by:

JANET A. DALUSUNG
FEDIMYR O. MORALES
ALLAN FRANCIS L. GALIA

33
 MATHEMATICS 10
LEARNING ACTIVITY SHEET
Solves Problems Involving Sequences
Name: ______________________ Q1-Wk5
Section: _____________________ Date: ________

Background Information
ACTIVITY 1: “The who?”
Consider the two problems below:
Problem 1) Lito initially has a savings of Php 500 and he wishes to save more money
weekly. He saved Php 550 in the 1st week, Php 600 in the 2nd week, Php 650 in the
3rd week, and the pattern continues for rest of the weeks. How much did he save on
the 5th week? How much is his total savings after 5 weeks?

Problem 2) On the other hand, Cutie has an initial savings of P100, and he decided to
double his savings weekly. How much did he save on the 5th week? How much is his
total savings after 5 weeks?

Who do you think will save more? Why?

If you are going to determine who among the two will save more, then you need your
skills in arithmetic and geometric sequences and compare the results.
GUIDE: Consider Problem 1: a) What kind of sequence is generated in the problem?
___________ Answer: Arithmetic sequence
b) Complete the table below:
Time start week 1 week 2 week 3 week 4 week
5
Savings 500 550
in Peso
c) What is the common difference? __________
Your table will look something like this:
Time start week week week week week
1 2 3 4 5
Savings 500 550 600 650 700 750
in Peso
d) How much is Lito’s savings on the 5th week? _______________
(You may simply look at the table you generated, or you may use the general term of
an arithmetic sequence:
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
th
e) Solve the 6 term using the formula and show your solution below; 𝑎6 = 𝑎1 +
(𝑛 − 1)𝑑
Answer: Php 750.00 is the savings on the 5th week

34
f) How much is Lito’s total savings after 5 weeks? (You may use the formula for the
𝑛
sum of arithmetic sequence to get the total savings after 5 weeks) 𝑆𝑛 = 2 (𝑎1 + 𝑎𝑛 )
Solve the total savings using the formula and show your solution below:
𝑛
𝑆6 = (𝑎1 + 𝑎6 )
2
Answer: Php 3,750.00 is the total savings after 5 weeks
Now let us consider Problem 2: a) What kind of sequence is generated in the
problem?
______________________ Answer: Geometric
sequence
b) Complete the table below:
Time start week 1 week 2 week 3 week 4 week 5
Savings in 100 200 400
Peso
c) What is the common ratio? __________
Your table will look something like this:
Time start week 1 week 2 week 3 week 4 week 5
Savings in 100 200 400 800 1600 3200
Peso
d) How much is Cutie’s savings on the 5th week? _______________
(You may simply look at the table you generated, or you may use the general term of
a geometric sequence: 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 )
e) Solve the 6th term using the formula and show your solution below; 𝑎6 = 𝑎1 𝑟 𝑛−1
Answer: Php 3,200.00 is the savings on the 5th week
f) How much is Cutie’s total savings after 5 weeks? (You may use the formula for the
𝑎1 (1−𝑟 𝑛)
sum of geometric sequence to get the total savings after 5 weeks) 𝑆𝑛 = 1−𝑟
100(1−26 )
𝑆6 = 1−2

Answer: Php 6,300.00 is the total savings after 5 weeks

You may discuss with someone at home about, who do you think will save more?
Why?
ON WORD PROBLEMS INVOLVING ARITHMETIC SEQUENCE
We will now focus our attention on worded problems involving arithmetic sequence.
We all know that when it comes to problem solving, many people are afraid of them
or have trouble dealing with them. This is because there is no single procedure that
works all the time. We will consider Polya’s approach to problem solving to serve as
our guide as we go along our lessons on worded problems. Below is Polya’s
approach:
1. Preparation: Understand the problem
2. Thinking Time: Devise a plan
3. Insight: Carry out the plan
4. Verification: Look back

35
To solve problems involving arithmetic sequences, understand the problem by
identifying the givens and what is required be it the first term, common difference,
the number of terms, a term, or the sum of the terms. Also consider the appropriate
formula to be used in the problem.
Example 1) Francine wanted to buy the latest album of Black Pink. She decided to
save Php 10.00 more each week than she had the previous week. If she started on
the first week at Php 15.00:
a) How much will she save on the 24th week?
b) How much will she save in all by the end of the 24th week?
Note: You may use a table of values if you wish to facilitate the generation of the
sequence and you may omit some terms until you reach the required term. If you
think you could solve it immediately using the appropriate formula, you may do so.
Sample Table:
Week 1 (start) 2 3 … 24
Savings (Php) 15 25 35 … ?
th
Solution 1 a) To find how much is her savings on the 24 week we may use the
general term of an arithmetic sequence: 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑, the givens are 𝑛 =
24, 𝑑 = 10 𝑎𝑛𝑑 𝑎1 = 15.
𝑎24 = 15 + (24 − 1)10 ----- just substitute the givens
𝑎24 = 15 + 230 ----- how did we get 230?
𝑎24 = 245
Answer: Php 245.00 is her savings on the 24th week
Solution 1 b) What is the formula to be used in solving b?
_____________________________
Can you write the formula here without looking at your notes?
__________________________
Answer: sum of arithmetic sequence and the formulas are:
𝑛 𝑛
𝑆𝑛 = 2 (𝑎1 + 𝑎𝑛 ) and/or 𝑆𝑛 = 2 [2𝑎1 + (𝑛 − 1)𝑑]
Since we already have the first and last term together with the common difference,
𝑛
we use the formula: 𝑆𝑛 = 2 (𝑎1 + 𝑎𝑛 )
24
𝑆24 = (15 + 245) ----- substitution
2
𝑆24 = 12(260) ----- simplify the expression
𝑆24 = 3120
Answer: Php 3,120.00 is the total savings after 24 weeks
Example 2) At the Robinsons’ grocery, Nepo Mall, a merchandiser decided to pile up
boxes of goods at a corner as display. If there are 28 boxes at the bottom layer, 27
in the next layer, 26 in the next and so on to the top which has 1 box, then how many
boxes are there on the 15th layer?
Solution 2: The problem asks specifically the number of boxes on the 15 th layer. If we
are to present this using a table and omitting some terms to grasp the main idea,
then the table will look like this:
Layer 1 2 3 … 15

36
 Number of 28 27 26 … ?
boxes
We may solve this using the general term of the arithmetic sequence. Fill in the
blanks to complete the givens: 𝑎1 = _______, 𝑑 = _______
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 ----- what will you do for the next
step?
_________________
Answer: Substitute
( )
𝑎15 = 28 + 14 (−1) ----- (you may continue the solution)
𝑎15 =
𝑎15 =
There are word problems that may be solved using the concepts and skills learned
from arithmetic sequence and does not necessarily involve real life situations.
Example 3) The arithmetic mean between two terms is 39, if one of these terms is 32
then what the other term?
Solution 3) Since we have an arithmetic mean,39 and we have one term, 32, so we
look for another term. We may view the problem like this: 32, 39, 𝑎3 . Where
𝑎1 = 32, 𝑎2 = 39 𝑎𝑛𝑑 𝑎3 is missing. Since 𝑎2 is the arithmetic mean between 32 and
𝑎 +𝑎
𝑎3 , we have: 1 2 3 = 𝑎2 .
32+ 𝑎3
= 39 ----- multiply 2, both sides
2

32 + 𝑎3 = 2(39) ----- simplify and solve 𝑎3

𝑎3 = 78 − 32 ---- apply APE (Addition Property of Equality)
𝑎3 = 46
ON WORD PROBLEMS INVOLVING GEOMETRIC SEQUENCE
To solve problems involving geometric sequences, understand the problem
by identifying the givens and what is required in the problem and consider the
appropriate formula to be used. Problems involving population growth or decay of
certain radioactive substances, compound interest, appreciation, or depreciation of
objects (things, materials, or machines) are just some of the applications of
geometric sequences.
Example 1) A grade 10 teacher decided to use “text brigade” to disseminate the
announcement to his advisory class. He texted the grade level president at 5:00am
and informed him to text 3 recipients within the hour. And each recipient should also
text 3 recipients within the next hour and so on. How many people will receive the
chain text by 10:00am?
Solution 1: We need to determine first if the chain text will generate a geometric
sequence based on the problem. A table of values will be of great help in solving the
problem:
Time 5am 6am 7am 8am 9am

37
 Number of 1 ? ? ? ?
recipients
If the teacher texted the president at 5am, there is only one recipient by that time.
The instruction was to send the message to 3 recipients within the next hour.
a) How many recipients will there be at 6am? __________
Then these recipients now, will also send the message to 3 recipients within the next
hour.
b) How many recipients will there be at 7am? _________, 8am? _________, 9am?
__________
You may now answer the question in the problem by using and completing the table.
Let us now answer the problem using the general term of the geometric sequence:
𝑎𝑛 = 𝑎1 𝑟 𝑛−1 where 𝑎1 = 1, 𝑟 = 3 𝑎𝑛𝑑 𝑛 = 6
Note: we cannot use 5am, 6am, 7am and so on in our computation, we need to
assign 1 to 5pm and 2 to 6am and so on to determine the number of hours that
passed by until 10am (see the table below)

5am 6am 7am 8am 9am

Time 1 2 3 4 5
Recipients 1 3 9 ? ?
Based on the table 10am corresponds to 6, that is why n=6.
𝑎6 = 1(3)6−1 ----- substitute the givens and just simplify the
expression
𝑎6 = 1(3)5
𝑎𝑛 = 1(243) = 243
Therefore, there are 243 students who received the message by 10am.
Example 2: A brand new copier machine used at printing teaching and learning
materials costs Php 75,000. Its value depreciates each year at the rate of 6% of the
original value. Find the value at the end of its eighth (8th) year. (Final answers should
be rounded off in nearest hundredths or 2 decimal places)
Solution 2: The value of the machine is Php 75,000.00. At the end of the first year, its
value depreciates by 6%, but what is 6% of Php 75,000? This how we get 6% of Php
75,000: we don’t use percent in computations but instead we use their decimal
equivalent, so 6%= 0.06. We then multiply 0.06 to 75,000 (0.06 x 75,000 = 4,500),
hence 6% of 75,000 is 4,500.
To get the value of the machine after 1 year, we subtract 4,500 from 75,000 (75,000
– 4,500 = 70, 500) and it may be written as: 75,000 − (75,000 𝑥 0.06) = 70,500.
There is another way to get 70,500 without going through the solution above, here it
is:
75,000 (1 − .06) = 75,000 (0.94) = 70,500. (Verify it using your calculator)
At the end of the second year, its value again will depreciate by 6% and this this time
we take the value after 1 year and follow the expression stated previously:
70,500(1 − 0.06) = 70,500(0.94) = 66,270. (Verify it using your calculator)

38
At the end of the third year, its value again depreciates by, how many percent?
_________ (6%)
If you will follow the shorter way of getting this value, which of the two values will you
take:
a) 70,500 (value after 1 year) b) 66, 270 (value after 2 years)
and multiply to 0.94? (Answer: b. 66,270)
then the value after 3 years may be obtained by; 66,270(0.94) = 62,293.80
Try this: What is the value of the machine after 4 years? _______________
(Answer: 58, 556.17)
The successive values of the machine at the end of every year form a geometric
sequence in which the first term is 70, 500 and the common ratio is 0.94. Let us set
up a table of values below:
Time After 1 After 2 After 3 After 4 … After 8
year years years years years
Value 70,500 66,270 62,293.80 58,556.17 …
Now, to find the value of the machine at the end of eighth year, we use the general
term of a geometric sequence 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 where 𝑎1 = 70,500, 𝑟 = 1 − 0.6 =
0.94 𝑎𝑛𝑑 𝑛 = 8
Note: since the problem is decreasing, the common ratio r is equal to 1 minus the
rate of decrease, r = 1- rate of decrease (depreciation)
𝑎8 = 70,500(0.94)7 ----- using the calculator: press 0.94 ^ 7 = x
70,500 or 70500 (0.94) ^ 7 =
𝑎8 = 45,717.67
Therefore, the value of the machine after 8 years is Php 45,717.67.
Alternative solution to Example 2: The solution presented above made use of the
general term of a geometric sequence. It is interesting to note that we did not use the
original value, Php 75,000.00, of the machine but instead we used as first term the
value depreciated by 6% after 1 year which is Php 70,500. This solution will show
another way in solving the problem. It is generally used for problems that are
decreasing in nature, like depreciation and half-life or decay problems. The formula
is given below:
GENERAL FORMULA FOR DECREASING PROBLEMS IN GEOMETRIC
SEQUENCES:
𝐹𝐴 = 𝐼𝐴 (1 − 𝑟)𝑡 where: FA- final amount (it may be money, mass like weights or
something counted)
IA- initial amount/weight/count
r- rate of decrease (sometimes in percent or how it decreases)
t – time
Let us answer example 2 using this formula by identifying the first the givens:
IA= Php 75,000, r = 0.06, t – time
𝐹𝐴 = 75,000(1 − 0.06)8 ----- substitute in the formula
8
𝐹𝐴 = 75,000 (0.94) ----- simplify inside the parenthesis
𝐹𝐴 = 45, 717.67 ----- (use your calculator to verify the
answer)
39
Therefore, the value of the machine after 8 years is Php 45,717.67.
Did we get the same answer as in the first solution? ______________
Example 3: Angel’s annual (yearly) starting salary in 2009 was Php 240,000. If the
company gives an annual salary increase of 4% and if she stays with the company
up to 2020, what will be her annual salary that year (2020)?
Solution: Her salaries throughout the years form a geometric sequence whose first
term is ________________ (Answer: 240,000) and the common ratio is obtained by
1 + rate of increase, hence r = 1+0.04 = 1.04. The number of years (n) may be
counted (if possible), starting from 2009 (meaning inclusive) until 2020, hence n =
12, or you may do this: the number of years from 2009 to 2020 is: (2020 – 2009) + 1
= 12.
Note: the rate of increase or decrease does not necessarily mean that it is the
common ratio
Now we substitute in the formula of the nth term of a geometric sequence: 𝑎𝑛 =
𝑎1 𝑟 𝑛−1 .
𝑎12 = 240,000(1.04)11 ----- substitute the givens in the formula
𝑎𝑛 = 369, 468. 97 ----- verify using your calculator
Therefore, her annual salary in 2020 is Php 369, 468.97.
Alternate solution for Example 3: The formula is generally used for increasing
problems like salaries, compound interest (annually or yearly only) or appreciation
problems (things/materials or objects that increase in value like antiques or lands).

GENERAL FORMULA FOR INCREASING PROBLEMS IN GEOMETRIC

SEQUENCES:
𝐹𝐴 = 𝐼𝐴 (1 + 𝑟)𝑡 where: FA- final amount (it may be money, mass like weights or
something counted)
IA- initial amount/weight/count
r- rate of decrease (sometimes in percent or how it decreases)
t – time
Let us answer Example 3 using the alternative formula: Fill in the givens:
IA = _______________, r = _______, t = _______ (it is just the number of years
from 2009 (excluded) to 2020 or 2020-2009 = 11 )
𝐹𝐴 = 240,000 (1 + 0.04)11
𝐹𝐴 = 𝑃ℎ𝑝 369, 468.97
Is the answer the same as the solution using the general term of a geometric
sequence? ________
Learning Competency with code:
Solves problems involving sequences (M10AL- If-2)
EXERCISE 1
Solve the following problems: (You may refer to your notes or formulas on lessons
about arithmetic sequence.)

40
1) Give the arithmetic sequence of 5 terms if the first term is 8 and the last term is
100.
2) Which term of the arithmetic sequence is -18, given that 𝑎1 = 7 𝑎𝑛𝑑 𝑎2 = 2?
3) What are the first and last terms of an arithmetic sequence when its means are
35, 15 and -5?
1
4) What is the geometric mean between k and 𝑘?

5) During an initial phase of an outbreak of measles, the number of infections can

grow geometrically. If there were 4, 8, 16… on the first three days of the outbreak,
how many will be infected on the 7th day?
EXERCISE 2
Answer the following problems: (You may refer to your notes or formulas on lessons
about arithmetic sequence.)
1) An employer offers an expert with a starting salary of Php 360,000 per annum (per
year). If the salary is increased by Php 10,000 yearly, what would be the salary in
the fifth year?
2) Ayher decided to save Php 10 on Monday, Php 11 on Tuesday, Php 12 on
Wednesday, and so on. How much would he be able to save in 30 days?
3) Mr. and Mrs, Caisip bought a lot at Php 575,000 in 2014. Every year, their lot
increases in value by Php 15,000. How much will its value be in 2021?
4) A certain radioactive substance decomposes one-half its original amount every
year. If there was 1 mg of that substance in the year 2015, how much remains of it in
2020?
5) At the end of each year, the value of a car depreciates by 40% of its original
value. What is the value of the car at the end of its sixth year if it originally costs Php
1.2 million?

References
Junior High School Mathematics Learner’s Material Grade 10 (2015)
Orines, Fernando (2015). Next Century Mathematics: The New Grade 10. Quezon City: Phoenix
Publishing House Inc.

Nivera, Lapinid (2015). Grade 10 Mathematics: Patterns and Practicalities. Makati City: Don Bosco
Press, Inc.

Ponsones, Ocampo et.al (2013). Math Ideas and Life Applications 10. Quezon City: Abiva Publishing
House Inc.

Answer key

EXERCISE 1 EXERCISE 2

1) 8,31,54,77,100 1) 400,000
2) 6th term 2) 735
3) a1 = 55 and a5= -25 3) 680,000

41
 4) 1 4) 1/32 or 0.03125
5) 256 5) 55987.2
Prepared by:

Patricio Francisco B. Sayson/ Lito P. Pineda/Joselito C. Cabije

Anna L. Caisip/ Harriett P. Rivera
Angeles City National High School

MATHEMATICS 10
LEARNING ACTIVITY SHEET
Long Division and Synthetic Division

Name: ______________________ Q1-Wk6

Section: _____________________ Date: _____________

Background Information

● Polynomial (in one variable) is an expression consisting of a sum or

difference of a finite (limited) number of terms, each term being the product of
a constant
(numerical) coefficient and one variable (literal coefficient) raised to a non-
negative integer power (exponent), such as anxn+an−1xn−1+…+ a1x+a0, where
an 0 any Real
Number except 0 and the exponent n of x is positive integer.

Examples: 1) (monomial: there is only 1 term)

2) 𝑥3 + 8𝑥2 (binomial: there are 2 terms)

3) −2𝑥4 + 4𝑥2 − 8 (trinomial: there are 3 terms)

4) 3𝑥5 + 𝑥3 − 2𝑥2 − 9 (polynomials: technically used for more than 3

terms)
Question 1) What can you say about the arrangement of the exponents from
the examples?
____________________________________________________________.

If the polynomial is arranged in descending order of the exponents, then it is

in standard form.
These are not polynomials:
42
 1) 𝑥 Why? ______________________________

2) −4𝑥−2 + 𝑥 − 8 Why? _______________________________

5
3) + 𝑥3 − 4𝑥2 Why? _______________________________
𝑥
4) 2𝑥 Why? _______________________________

● Degree: the highest exponent of the variable

Question 2) Can you give the degree of each item of the examples of the
polynomials given above? __________

Identify the degree of the given polynomials.

Polynomial Degree
1) __________

2) 𝑥3 + 8𝑥2 __________

3) −2𝑥4 + 4𝑥2 − 8 __________

4) 3𝑥5 + 𝑥3 − 2𝑥2 − 9 __________

● Numerical Coefficient: a constant (number) by which an algebraic term is

multiplied.

● Literal Coefficient: a variable (letter) by which an algebraic term is multiplied

● Exponent: it is the number found at the upper right of the literal coefficient

● Rules on signed numbers:

Addition of like signs: add the numbers and copy the sign

Addition of unlike signs: get the difference of the numbers and copy
the sign of the number with greater absolute value
Subtraction: Change the sign/s of the subtrahend (the one that you
subtract) then proceed as in addition of signed numbers
Multiplication: the sign of the product of like signs is positive while the
sign of the product of unlike signs is negative
Division: the sign of the quotient of like signs is positive while that of
unlike signs is negative
Review on operations of polynomials:

43
 • Addition and subtraction of polynomials: add and/or subtract the
numerical coefficients of similar terms (the same literal coefficient and
exponent) following the rules of adding/subtracting integers
• Multiplication of polynomials: we apply distributive property and the
laws of exponents. Multiply the numerical coefficients following the rules in
integers and add the exponents of the variable.
• Division of polynomials will be discussed in detail in this module. We
also apply distributive property and laws of exponents. We subtract
exponents
Illustrative Examples
Perform the indicated operation:

1) Add (4𝑥2 + 8𝑥 + 2) 𝑎𝑛𝑑 (−3𝑥2 + 4𝑥 − 7) Solution: add only the similar

terms:
4𝑥2+ (−3𝑥2) = 𝑥2 ----- : 4 − 3 𝑖𝑠 1 𝑎𝑛𝑑 𝑐𝑜𝑝𝑦 𝑡ℎ𝑒 𝑡𝑒𝑟𝑚 𝑥2 so we have 1𝑥2 𝑜𝑟
𝑥2
8𝑥 + (4𝑥) = 12𝑥 -----: why? ________________________
2+ (−7) = -5 -----: numerical coefficients have unlike signs, get the

difference and copy the sign of greater number

Answer: 𝑥2 + 12𝑥 − 5 (write the answer in standard form, exponents are

arranged in descending or decreasing manner)

Vertical method:

4𝑥2 + 8𝑥 + 2 ----- just combine like terms

−3𝑥2 + 4𝑥 − 7

𝑥2 + 12𝑥 − 5

Horizontal method:

(4𝑥2 + 8𝑥 + 2) + (−3𝑥2 + 4𝑥 − 7) ----- just combine like terms

44
 Answer: 𝑥2 + 12𝑥 − 5

Now try number 2.

2) (4𝑥2 + 𝑥 − 𝑥3) + (6 − 5𝑥2 + 2𝑥3)

(show your solution here, any method you are comfortable with)

Note: if your answer is 𝑥3 − 𝑥2 + 𝑥 + 6, you may proceed to number 3. If not, go

through the GUIDE below.
GUIDE: You may write them in standard form vertically and align the corresponding
terms if needed.

−𝑥3 + 4𝑥2 + 𝑥 ----- combining like terms

2𝑥 3 − 5𝑥 2 + 6
Answer: 𝑥3 − 𝑥2 + 𝑥 + 6

Note: Any other method is alright, if you arrived at the answer without violating
any math principle. You may proceed to number 3.

3) (5𝑥2 + 3𝑥 − 6) − (7𝑥 − 8)

Recalling Subtraction of Polynomials,

What is the subtrahend? _______________

Yes! The subtrahend is (7𝑥 − 8), the rule in subtraction is: “change the sign of
the subtrahend and proceed as in addition”. Using the horizontal method, you may
write:

(5𝑥2 + 3𝑥 − 6) − (7𝑥 − 8) = (5𝑥2 + 3𝑥 − 6) + (−7𝑥 + 8) = 5𝑥2 − 4𝑥 + 2

Using the vertical method:

5𝑥2 + 3𝑥 − 6 5𝑥2 + 3𝑥 − 6

7𝑥 − 8 −7𝑥 + 8

5𝑥2 − 4𝑥 + 2

Now you may proceed to number 4.

4) Subtract (3𝑥 − 5 + 𝑥2) from (4𝑥3 − 2𝑥 + 3𝑥2 − 7)

Which one is the subtrahend? ________________

45
 (try solving using any method you are comfortable with)

If you answered 𝟒𝒙𝟑 + 𝟐𝒙𝟐 − 𝟓𝒙 − 𝟐, you are correct! If not, check your solution and
try again.

5) −3𝑥2(4 − 5𝑥 + 𝑥4) + 4(𝑥3 − 𝑥2 − 1)

To solve number 5, you just distribute or multiply −3𝑥2 𝑡𝑜 (4 − 5𝑥 + 𝑥4) to get

−12𝑥2 + 15𝑥3 − 3𝑥6. Do the same for 4(𝑥3 − 𝑥2 − 1) and you should get 4𝑥3 − 4𝑥2 − 4.
Then combine like terms:

= −12𝑥2 + 15𝑥3 − 3𝑥6 + 4𝑥3 − 4𝑥2 − 4

Answer: −3𝑥6 + 19𝑥3 − 16𝑥2 − 4 (answer should be in standard form)

6) (𝑥 + 3)(𝑥 + 7)

“FOIL” method is applicable for product of 2 binomials

F (first terms) = (x)(x)

O (outer terms) = (x)(7)
I (inner terms) = (3)(x)

L (last terms) = (3)(7)

---- just combine like terms 7x and 3x(which is 10x),so we get 𝑥2 + 10𝑥 + 21 as our
final answer.
7) (𝑥 + 3)(2𝑥2 − 5𝑥 + 8)

Since we are multiplying a binomial and a trinomial, we cannot use the FOIL
method. But instead we apply distributive property as shown below.

46
 Distribute x(𝟐𝒙𝟐 − 𝟓𝒙 + 𝟖)+3(𝟐𝒙𝟐 − 𝟓𝒙 +
𝟖)

Multiply 2x3−5x2+8x+6x2−15x+24
Combine like terms 2x3+(−5x2+6x2) +(8x-15x) + 24

Final Answer 2x3+x2−7x+24

8) (𝑥 + 2)(𝑥2 − 4𝑥 + 3) (multiply
vertically)
x2 – 4x + 3 x+2
_________
x3 – 4x2 + 3x multiply x to (𝑥2 − 4𝑥 + 3)
2x2 – 8x + 6 multiply 2 to (𝑥2 − 4𝑥 + 3)
x3 – 2x2 – 5x + 6 answer
(make sure to align similar terms and proceed as in addition)

Great! You are now ready to divide polynomials.

DIVIDING POLYNOMIALS:

Example 1: Suppose we are to divide. (𝒙𝟑 − 𝟓𝒙𝟐 + 𝟐𝒙 + 𝟖) ÷ (𝒙 − 𝟐). The long

division method is shown below:

We use standard division notation: . Which one is dividend?

__________
Which is the divisor? __________
Dividend is the number or polynomial to be divided.
Divisor is the number or expression by which a dividend is divided.

Quotient is the answer is division.

Remainder is the remaining/excess part after the division process.

Long Division
Division of polynomials using this method requires us to divide by x, the first term in
the divisor, 𝑥 − 2. We divide this into the first term of 𝑥3 − 5𝑥2 + 2𝑥 + 8 getting 𝑥2 and
then follow the normal procedures for division:
● Step 1. Divide

● Step 2. Multiply
● Step 3. Subtract (note: change the sign of the subtrahend and proceed as in
addition)

47
 ● Step 4. Bring down….

After the first division, the problem looks like this:

We have divided x3 by x and the result is x2. Multiplying x2 by x-2 gives 𝑥3 − 2𝑥2.
Subtracting and bringing down the next term give us −3𝑥2 + 2𝑥.

We repeat the procedure dividing x into the first term of giving us –3x. Multiplying,
subtracting, and bringing down the next term gives the result shown below.

Following this procedure one more time gives the result below:
What is the q uotient? __________
What is the remainder? __________

Example 2. Divide: (3𝑥3 + 5𝑥2 − 7𝑥 + 5) ÷ (3𝑥 + 2) The long division process is

shown below using the standard process for division:
● Step 1. Divide

● Step 2. Multiply

● Step 3. Subtract

● Step 4. Bring down

The results are shown step by step below.

What is inside the division symbol?

48
What is outside the division symbol?
Step 1: Setup the problem:

Step 2: Divide 3x into 3x3 or divide 3𝑥3 𝑏𝑦 3𝑥, place the result x2 above the division
line and multiply this by the entire divisor 3x+2. That result is placed below 3x 3+5x2
and is subtracted. The -7x is the term we bring down to prepare for the next division
by 3x.

Step 3: Divide 3x into 3x2 or divide 3𝑥2 𝑏𝑦 3𝑥. The result is shown below including
multiplying, subtracting and bringing down the last term, 5.

Step 4: Finish the problem by dividing 3x into -9x, then multiplying the result -3 by the
“divisor” 3x+2, and doing the final subtraction to get a remainder of 11. The result is
shown below.

The division is completed. The final answer involves a remainder

of 11. Thus .
Let us now divide the example 1 above, using synthetic division. Synthetic
division is a shorter way of dividing polynomials whose divisor is of the form (𝑥 + 𝑐)
𝑜𝑟 (𝑥 − 𝑐). We only take the numerical coefficients of the divisor and the constant of
the dividend. We should take into consideration the standard form of the dividend

49
and in case of missing terms, we insert “0” for it. It is worthy to note, that the quotient
is one degree lower than the dividend Example 3: Divide 𝑥3 − 5𝑥2 + 2𝑥 + 8 𝑏𝑦 (𝑥 − 2).

We check if the dividend is in standard form and if there are missing terms: 𝑥3 − 5𝑥2
+ 2𝑥 + 8. Since the degree is 3, the quotient will then have a degree of 2.
It is arranged in descending order and there are no missing terms. We only take the
numerical coefficients of the dividend.

We change the sign of the constant of the divisor: from −2, 𝑤𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑡 𝑡𝑜 2.

The initial setup looks like this:

These are the coefficients of the

dividend. (k denotes the constant
of the dividend). The “2” outside
the

𝑥 3 𝑥2 𝑥 𝑘 ┘is the constant of the divisor.

The process is somewhat different than the traditional division.

● Step 1. Bring down the first term “1”.

● Step 2. Multiply with the “divisor” 2 with the first term, which gives 2.
● Step 3. Add -5 and 2 giving -3. The result is shown below

After the first step, our problem looks like:

Then we go back to Step 2 and repeat the process: multiply -3 by the “divisor” 2
giving us -6. We add -6 and 2 and get -4. The result is shown below on the right.

Continuing this process one more time gives us the result below.

𝑥2 𝑥 𝑘 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟

50
Note that the remainder in this division is 0 and is the last number on the right of the
bottom row. We use the bottom row to give coefficients of 1, -3, and -4 for a final
answer which is the same result as with long division: (note that the degree of the
quotient is 2 and it is one degree lower than the dividend which is 3.)
.
𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟
In case there is a remainder, we write the answer as follows: 𝑞𝑢𝑜𝑡𝑖𝑒𝑛𝑡 + 𝑑𝑖𝑣𝑖𝑠𝑜𝑟
𝑥 3 −27
Now, try this: 𝑥+3
Guide: What is the dividend? ___________; is it in standard form? _________

Since there are missing terms, we rewrite it as: 𝑥3 + 0𝑥2 + 0𝑥 − 27

What is the divisor? _____; what will be the constant in the synthetic division?

-3 1 0 0 -27

Continue the solution

−54
The quotient is: 𝑥2 − 3𝑥 + 9 + 𝑥+3
Learning Competency with code:
Performs division of polynomials using long division and synthetic division M10AL-Ig-1

EXERCISE 1: Who am I?
Solve the following using long division or synthetic division.
He was a great manipulator of formula. To him, we are indebted for the
notation f(x) for function. Who is he?
To answer the question, divide and find your answer on the choices that follows
and notice the letter next to it. Write this letter in each box that contains the number.

51
 CHOICES:
A x–2+ 2 L x+5 + 42
𝑥−3 𝑥−6

D x2 + 3x – 2 N x+4 - 15
𝑥+4

E 2x – 6 - 2 R x2 + 5x -20
𝑥+3

H x+3 + 13 U 3x - 8 - 3
𝑥−3 𝑥+1

O x2 + 2x + 4 x+3

3 7 9 5 6 2 8 1 10 7 4 3 7 8

52
Additional Resources/References
AlgebraLAB making connections "Division of Polynomials" last modified August
5,2020 http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_poly_division.xml

Junior High School Mathematics Learner’s Material Grade 10 (2015)

Answer Key:

EXERCISE 1

LEARNING ACTIVITY SHEET

Proves the Remainder Theorem, Factor Theorem and Integral Zero Theorem

Background Information

• Root or Zero of a polynomial expression is a constant such that when it is

substituted or evaluated in the expression, the polynomial is equal to 0.
• P(x) – (read as “P of x’) is a polynomial expression of the form

anxn+an−1xn−1+…+ a1x+a0, where an ≠ 0 any Real number except 0 and the

exponent n of x is positive integer

• If P(x) is divided by D(x), where P(x) is the dividend and D(x) is the divisor,
then

𝑃(𝑥) 𝑅
= 𝑄(𝑥) + 𝐷(𝑥) 𝑤ℎ𝑒𝑟𝑒 𝑄(𝑥)𝑖𝑠 𝑡ℎ𝑒 𝑞𝑢𝑜𝑡𝑖𝑒𝑛𝑡 𝑎𝑛𝑑 𝑅 𝑖𝑠 𝑡ℎ𝑒 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟
𝐷(𝑥)

Theorems:
A. Remainder Theorem: If the polynomial P(x) is divided by a binomial of the form
(x-c), then the remainder R is a constant and is equal to P(c).(in symbols P(c)= R)

From here, we have two ways to find the remainder when P(x) is divided by (x
- c):
1. use synthetic division
2. calculate P(c) or evaluate P(x) at c (which is a constant)

Similarly, there are two ways to find the value of P(c):

1. Substitute c in P(x)
2. using synthetic division

53
Example 1: Find the remainder when 𝑃(𝑥) = 5𝑥2 − 2𝑥 + 1 is divided by (x+2).

Solution 1: In this example we find the remainder using the three

methods. a. using the Remainder Theorem
Since the divisor is (x+2), equate it with 0, x+2 = 0, solve for x. x = -2, hence c
= -2. Or simply change the sign of the constant and that is the value of c. Then we
evaluate at
𝑃(−2) = 5(−2)2 − 2(−2) + 1 ----- substitute x by -2 and then simplify
starting with the exponents to solve the
remainder
𝑃(−2) = 5(4) + 4 + 1

𝑃(−2) = 20 + 5

𝑃(−2) = 25

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

b. using synthetic division

Since the divisor is (x+2), the divisor in our synthetic division is -2. Then we
get the numerical coefficients of the dividend or P(x).

-2 5 -2 +1
-10 +24
5 -12 25

The last number on the third row is the remainder, and it is 25.

Example 2: What is the remainder when 2𝑥7 − 3𝑥5 + 4𝑥3 − 5𝑥 + 3 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑏𝑦 𝑥 −

2? Solution 2:
Let us solve this one using synthetic division. Take note of the are missing
terms, hence we will insert 0 in their respective places. What is the divisor in our
solution?

2 2 0 -3 0 4 0 -5 3
4 8 10 20 48 96 182
2 4 5 10 24 48 91 185

The remainder is 185.

𝑥 87 +2𝑥 48 +87
Example 3: Find the remainder:
𝑥+1

54
Solution 3: Now, would you like to solve this using synthetic division and insert a lot
of zero’s?
In this case, it is appropriate to use the remainder theorem. What will be evaluated in
the polynomial? (c = ___)
𝑃(𝑥) = 𝑥87 + 2𝑥48 + 7 ----- c = -1
𝑃(−1) = (−1)87 + 2(−1)48 + 7 ----- evaluate the polynomial when x= -1 or
c= -1 then simplify the result
𝑃(𝑥) = _______ + _______ + 7 ----- fill in the blanks
𝑃(𝑥) = 8

The remainder is 8, when 𝑥87 + 2𝑥48 + 7 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑏𝑦 (𝑥 + 1)

B. Factor Theorem: The binomial (x-c) or (x+c) is factor of P(x) if and only if P(c) = 0
or P(-c) = 0.

Example 1: Is (𝑥 − 2) a factor of 𝑥2 − 9𝑥 + 14?

Solution 1: To determine whether a binomial is a factor of a certain polynomial, we

simply determine if there is no remainder (the remainder is 0) when we divide the
polynomial by the binomial. In this case, we may apply the remainder theorem and
evaluate the polynomial when x=2, as shown below:
𝑃(2) = 𝑥2 − 9𝑥 + 14
𝑃(2) = (2)2 − 9(2) + 14 ----- substitute x by 2
𝑃(2) = 4 − 18 + 14

𝑃(2) = 0

Since the value is 0, it follows the remainder is 0, therefore (𝑥 − 2) is a

factor of 𝑥2 − 9𝑥 + 14.
Can you think of another way to check if the remainder is 0?
__________
Show that the remainder is also 0 using synthetic division below.

Example 2: Determine whether (𝑥 − 3) is factor of 𝑥3 + 2𝑥2 − 23𝑥 − 60.

Solution 2: Let us solve this one using synthetic division.

3 1 2 -23 -60 ----- where did we get 3? (the divisor)

3 15 -24 ---- where did 1, 2, -23 and -60 came
from?

1 5 -8 -84
Answer: Since there is a remainder, therefore, (x - 3) is not a factor of the
polynomial.

55
Show that (x - 3) is not a factor of the polynomial using remainder theorem.

C. Integral Zero Theorem: Let P(x) be a polynomial with integral coefficients, if

an integer is a root or zero of a polynomial, then it is factor of the constant
term.

How to find the integral roots of a given polynomial function:

Example 1: Find the roots of the polynomial (x + 2)(x – 2) (x – 5) = 0

Since the polynomial is in factored form, use the Zero-Product Property, we just
equate each factor into 0, hence we have

x + 2 = 0, then x = -
2 x – 2 = 0, then x
= 2 x – 5 = 0, then
x=5

Therefore, -2, 2, and 5 are the rational roots of the polynomial (x+2)(x–2)(x–5) = 0

Example 2: Find the integral roots of the polynomial P(x) = x 2 – 5x – 14.

Since the polynomial is in standard form and it is quadratic, we can use factoring,
hence, x2 – 5x – 14 = (x + 2)(x – 7).

Using the Zero-Product Property, -2 and 7 are the rational roots of P(x) = x2 – 5x –14

Example 3: Find the integral roots of x 3 + 5x2 + 2x -8 = 0.

Since the polynomial is in standard form and its degree is 3, this means we have at
most 3 roots, and to find the roots we need to:
a. Determine all the factors of the constant term:
factors of constant -8 are ±1, ±2, ±4 and ±8

Using remainder theorem, we substitute each possible root to the polynomial getting
a 0 remainder.

P(1) = (1)3 + 5(1)2 + 2(1) – 8 P(-2) = (-2)3 + 5(-2)2 + 2(-2) –

P(1) = 1 + 5 +2 – 8 8
P(1) = 0 P(-2) = -8 + 20 – 4 – 8
P(-2) = 0

56
 P(-1) = (-1)3 + 5(-1)2 + 2(-1) – 8 P(-4) = (-4)3 + 5(-4)2 + 2(-4) –
P(-1) = -1 + 5 – 2 – 8 P(- 8
1) = -6 P(-4) = -64 + 80 – 8 – 8
P(-4) = 0

P(2) = (2)3 + 5(2)2 + 2(2) – 8 P(4) = (4)3 + 5(4)2 + 2(4) – 8

P(2) = 8 + 20 + 4 – 8 P(4) = 64 + 80 + 8 – 8
P(2) = 24 P(4) = 144

Since 1, -2 and -4 are all equal to zeros, then these are the roots of the polynomial
x3+5x2+2x–8.

Learning Competency with code:

Proves the Remainder Theorem, Factor Theorem and Integral Zero Theorem
(M10AL-Ig-1)

EXERCISE 2
Use the Remainder Theorem to find the remainder when the given polynomial is
divided by each binomial. Verify your answer using synthetic division, then indicate
whether each binomial is a factor of the given polynomial.
1. P(x) = x3 – 7x + 5
a. x – 1 b. x + 1 c. x – 2

2. P(x) = 3x2 – 7x + 4
a. x – 1 b. 3x – 4
EXERCISE 3
Use the Factor Theorem to determine whether the first polynomial is a factor of the
second. Then, give the remainder if the second polynomial is divided by the first
polynomial.

1. x – 1; x2 – 3x + 2 4. x + 1; 2x3 + 5x – 3

2. x + 1; x3 – x + 2 5. x + 2; x3 + 6x2 + 3x – 10

3. x – 4; 2x3 – 9x2 + 9x – 20

References

Junior High School Mathematics Learner’s Material ( Grade 10), 2015

Orines, Fernando, Next Century Mathematics: The New Grade 10. (Quezon City: Phoenix Publishing House Inc.,
2015)
Nivera, Lapinid. Grade 10 Mathematics: Patterns and Practicalities. (Makati City: Don Bosco Press, Inc., 2015)
Ponsones, Ocampo et.al (2013). Math Ideas and Life Applications 10. Quezon City: Abiva Publishing House Inc.
Chegg Inc. 2003-2020 "Factor Theorem" Last modified Aug.10, 2020
https://www.chegg.com/homeworkhelp/definitions/factor-theorem-27

57
Shmoop University 2020 "Rational Root Theorem Examples" Last modified Aug.11, 2020
https://www.shmoop.com/precalc-polynomials/rational-root-examples.html
Lumen College Algebra "Find Zeros of a Polynomial Function" last modified Aug. 11, 2020
https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/use-the-rational-zero-theorem-to-
findrational-zeros/

Answer Key

EXERCISE 2

1. a. P(1) = -1; not a factor b. P(-1) = 11; not a factor c. P(2) = -1,
not a factor

2. a. P(1) = 0; a factor b. P(4/3) = 0; a factor

EXERCISE 3

1. a factor ; 0

2. not a factor ;2

3. a factor ;0

4. not a factor ; -10

5. factor ;0

Prepared by:
Patricio Francisco B. Sayson/ Lito P. Pineda/ Joselito C. Cabije
Anna L. Caisip/ Harriett P. Rivera
Angeles City National High School

MATHEMATICS 10
LEARNING ACTIVITY SHEET
Factors Polynomials

Name: ______________________ Q1-Wk7

Section: _____________________ Date: ________
Background Information

Factoring polynomials is one of the most interesting topics in algebra because

of its wide range of application in other topics in Math 10, like solving polynomial
equations and graphing of polynomials; and in higher mathematics, like Calculus. This
activity will help you review and relearn the different types of factoring.
Let us recall that factoring is the inverse of multiplying polynomials. If we divide the
polynomial with its factors, then the remainder is zero (this was our previous lesson on
Factor and Remainder Theorem). To factor a polynomial is to express it as a product

58
of prime factors. Prime factors mean there is no other factor except 1 and itself, hence
the polynomial is completely factored. Below are the different types of factoring
techniques to be presented in this activity sheet and will be of help as we go along with
some of the lessons in Math 10.

Types of Factoring Techniques

Type I: Common Monomial Factor

Example 1: Factor completely: 6𝑥2 + 12𝑥4 − 9𝑥5

Solution 1: First, find the greatest common factor (GCF) of the numerical coefficients:
6, 12 and 9, and that is 3. Then find the GCF of the literal coefficients or the variable.
To do this, you simply find the lowest exponent of “x”, and that is 2, so the GCF of
the literal coefficient is 𝑥2. Now we have the common monomial factor and that is
“3𝑥2". The other factor is obtained by dividing each term of the polynomial by the
6𝑥 2 + 12𝑥 4 − 9𝑥 5
common factor: = 2 + 4𝑥2 − 3𝑥3.
𝟑𝒙𝟐
The answer or complete factor: 6𝑥2 + 12𝑥4 − 9𝑥5= 3𝑥2(2 + 4𝑥2 − 3𝑥3).

Example 2: Factor the expression 9𝑥4 + 27𝑥2𝑦 − 63𝑥5𝑦2

Solution 2: What is the GCF of 9, 27 and 63? __________ Ans: 9

Take note of the literal coefficients (the variables) there is an “x” on all the terms
while there is no “y” in the first term, 9𝑥4. If this is the case, we only consider looking
for the lowest exponent of “x”, hence the GCF for the variables is 𝑥2.

What is the common monomial factor? ___________ Ans: 9𝑥2

Then we divide the given polynomial by the common factor to find the other factor:
9𝑥 4 + 27𝑥 2 y − 63𝑥 5 𝑦2
= 𝑥 2 + 3𝑦 − 7𝑥 3 𝑦 2
9𝑥 2

Answer: 9𝑥4 + 27𝑥2𝑦 − 63𝑥5𝑦2 = 9𝑥2(𝑥2 + 3𝑦 − 7𝑥3𝑦2)

Try this 1: What are the factors of: 45𝑥3𝑦2 − 75𝑥3𝑦3 +
30𝑥𝑦4?
Answer: 15𝑥𝑦2(3𝑥2 − 5𝑥2𝑦 + 2𝑦2)
Note:
• We always look for possible common factors before trying other types of
factoring.
• To check if the factors are correct, simply do the multiplication and see if you will
arrive at the given polynomial.

Type II: Difference of two squares

59
Example 1: Factor 𝑥2 − 64 completely.

Solution 1: Observe that the 2 terms are perfect squares, meaning we could extract
their principal square roots. Let us get the square root of each term:
Square root of the first term: 𝑥
Square root of the second term:

Using x and 8, we now form the sum (𝑥 + 8) and form the difference (𝑥 − 8), the
factored form
𝑥2 − 64 is (𝑥 + 8)(𝑥 − 8)or 𝑥2 − 64 = (𝑥 − 8)(𝑥 + 8)

Note:
• You may use the “FOIL” method or multiply the factors to see if you will get the
given polynomial.
Example 2: What are the factors of 18𝑚3 − 72𝑚𝑛2?

Solution 2: Note that the terms are not perfect squares, try looking for a common
factor first.
What is the common factor? __________ Ans: 18𝑚
18𝑚3 − 72𝑚𝑛2 = 18𝑚 (𝑚2 − 4𝑛2) Can we apply Type II in the second factor?
18𝑚3 − 72𝑚𝑛2 = 18𝑚 (___________)(____________) ----- Fill in the blanks

Answer: 18𝑚3 − 72𝑚𝑛2 = 18𝑚 (𝑚 − 2𝑛)(𝑚 + 2𝑛) or 18𝑚 (𝑚 + 2𝑛)(𝑚 − 2𝑛)

Try this! Factor completely: 𝑎4 − 16𝑏4

Answer: (𝑎2 + 4𝑏2)(𝑎 + 2𝑏)(𝑎 − 2𝑏)or (𝑎2 + 4𝑏2)(𝑎 − 2𝑏)(𝑎 + 2𝑏)

Type III: Perfect Square Trinomial (PST)

Example 1: Factor 𝑥2 + 14𝑥 + 49.

Solution 1: To check if the given trinomial is a PST, we need to consider the

following:
a. the first term is a perfect square
b. the last term is a perfect square
c. the middle term is twice the product of the square roots of the first and last terms
Let us verify if the given is a PST:
a. Is 𝑥2 a perfect square? Yes! 𝑥
b. Is 49 a perfect square? Yes!
c. Is the middle term twice the product of x and 7 (the square roots of 𝑥2 𝑎𝑛𝑑 49,
respectively)? Yes! ----- 2(x)(7)= 14x

60
We were able to show that the given is a PST, to factor PST we follow this guide:
a. get the square root of the first and last terms ----- x and 7
b. use the sign of the middle term of the trinomial ----- “+”
c. write it as a binomial raised to 2 or second power ----- (𝑥 + 7)2

Answer: 𝑥2 + 14𝑥 + 49 = (𝑥 + 7)2 𝑜𝑟 (𝑥 + 7)(𝑥 + 7)

Example 2: Factor 𝑥2 − 12𝑥 + 36.

Solution 2: Determine if the trinomial is a PST by using the guide presented in
Solution 1.
Is the trinomial a PST? _________ Ans: Yes
What is the factored form of Example 2?

Answer: 𝑥2 − 12𝑥 + 36 = (𝑥 − 6)(𝑥 − 6) 𝑜𝑟 (𝑥

−6)2
Try this! Factor 48𝑥2 − 24𝑥 + 3 completely.
Note: Look for common factor first.

Answer: 48𝑥2 − 24𝑥 + 3 = 3(4𝑥 − 1)2

Type IV: Other Quadratic Trinomials

Example 1: What are the factors of 𝑥2 + 7𝑥 + 10?

Solution 1: It is obvious that the given trinomial is not a PST since the last term is not
a perfect square. Hence, we cannot apply Type III. Before we answer Example 1, we
recall the general form of a quadratic trinomial, 𝑎𝑥2 + 𝑏𝑥 + 𝑐, where a, b and c are
Real Numbers. Going back to Example 1, it is interesting to note that a, the
coefficient of 𝑥2 is 1 or a=1. While b, the coefficient of x is 7 or b=7 and c, the
constant is 10 or c=10. To factor quadratic trinomials of the form
𝑥2 + 𝑏𝑥 + 𝑐, if a=1,

a. we focus on c. Find factors (1 pair or 2 numbers) of c such that when we add

the factors will give us b.
b. We may write the factors of the trinomial in this form: (x+_____)(x+_____).
The second term in the blank are the correct pair of factors for c.

To start with, we may initially do trial and error in finding the correct pair or
combination for “b”. We may list the possible factors of 10:
Factors of 10: (pair of numbers when multiplied will give 10)
10= (10)(1)
= (-10)(-1)

61
 = (5)(2)
= (-5)(-2)

Next, choose which among the pairs will give a sum of +7. If you chose 5 and 2, you
are correct! You may now write your answer in the form (x+5)(x+2).
Answer: 𝑥2 + 7𝑥 + 10 = (𝑥 + 5)(𝑥 + 2)

Example 2: Factor 𝑥2 − 7𝑥 − 30.

Solution 2: Identify the following: a= _____, b=_____, c=_____

Ans: 𝑎 = 1, 𝑏 = −7, 𝑐 = −30

We list down the possible factors of -30 and look for a pair that will give a sum of -7:
-30= (30)(-1) = (-30)(1)
= (15)(-2) = (-15)(2)
= (10)(-3) = (-10)(3)
= (6)(-5) = (-6)(5)

Now, encircle the pair of factors of -30 such that when we add them will give us -7. If
you encircled -10 and 3, you are right! Thus, we write the factors: (𝑥 − 10)(𝑥 + 3)

Answer: 𝑥2 − 7𝑥 − 30 = (𝑥 − 10)(𝑥 + 3) or (𝑥 + 3)(𝑥 − 10)

Example 3: Find the factors of: 𝑥2 + 4𝑥 − 21.

Solution: We know that our answer will follow this form: (x+_____)(x+_____). Now,
on a separate sheet of paper (or if you could do it mentally), list the possible factors
of -21 such that when we add them will give a sum of “+4”.

What are the factors of -21 that will give a sum of +4?_________ Ans: +7 and -3
𝑥2 + 4𝑥 − 21 = ____________________

Answer: 𝑥2 + 4𝑥 − 21 = (𝑥 + 7)(𝑥 − 3)or (𝑥 − 3)(𝑥 + 7)

Example 4: One of the factors of 𝑥2 − 10𝑥 + 9 is (𝑥 − 9), what is the other factor?

Solution 4: Since one of the factors was already given and we just need to find the
other factor.
There are different ways to do this, you may use division of polynomials, that is,
dividing
𝑥2 − 10𝑥 + 9 by (𝑥 − 9) or by factoring. Now, which among the factors of +9 that will
give a sum of -10?___________ Ans: -9 and -1

62
The factored form of 𝑥2 − 10𝑥 + 9 is (𝑥 − 9)(𝑥 − 1).

Answer: The other factor is (𝑥 − 1).

Example 5: Factor 2𝑥2 + 11𝑥 + 5.

Solution 5: This trinomial has a=2 which is different when factoring trinomials where
a=1. But the process will just be the same but this time we take into consideration
the factors of “a” and “c”. We may do “trial and error” to try and check the possible
factors of “a” and “c” until we get
“b”. The “FOIL” method will be of help in getting the middle term here.
We start by listing the possible factors of the trinomial and check for the middle term,
we should get +11x.

Note: Let us consider the sign of the c, which is “+”

Possible factors Product of Outer Product of Inner Middle term (sum
terms (O) terms (I) of O and I terms)
2𝑥2 + 11𝑥 + 5
(2x+5)(x+1) 2x 5x 7x

(x+5)(2x+1) x 10x 11x

(2x-5)(x-1) -2x -5x -7x

(x-5)(2x-1) -x -10x -11x

Which of the possible factors gave a sum of +11x? ___________________

You may check your answer by using the “FOIL” method to arrive at the given
polynomial, 2𝑥2 + 11𝑥 + 5.

Answer: 2𝑥2 + 11𝑥 + 5 = (2𝑥 + 1)(𝑥 + 5) 𝑜𝑟 (𝑥 + 5)(2𝑥 + 1)

Try this! Find the factors of: 3𝑥2 − 10𝑥 − 8

Answer: 3𝑥2 − 10𝑥 − 8 = (3𝑥 + 2)(𝑥 − 4) or (𝑥 − 4)(3𝑥 + 2)

Type V: Sum or Difference of Two Cubes

Factoring the sum or difference of two cubes may be summarized using the guide
below:
a. 𝑥3 + 𝑦3 = (𝑥 + 𝑦)(𝑥2 − 𝑥𝑦 + 𝑦 2 )
b. 𝑥3 − 𝑦3 = (𝑥 − 𝑦)(𝑥2 + 𝑥𝑦 + 𝑦 2 )

63
From the guide, the factors of sum or difference of two cubes consists of a binomial
and a trinomial.
a. the binomial factor are the cube roots of the givens. Follow the sign of the second
term in the given.
b. while in the trinomial factor:
i. the first term is the square of the first cube root;
ii. the sign of the middle term is the opposite in the given and the middle term
is obtained by the product of the cube roots of the givens;
iii. the third term is the square of the second cube root.

Example 1: Factor 𝑥3 − 8.

Solution 1: Check if the 2 terms are perfect cubes, meaning they have exact cube
roots.
𝑥 and . Determine the binomial factor: (𝑥 − 2), now the trinomial factor:
i. square of the first cube root: 𝑥, 𝑠𝑞𝑢𝑎𝑟𝑒 𝑖𝑡, 𝑥2
ii. the sign of the second given is “-“, we change it to “+”. Get the product of the
cube roots: (x)(2)= 2x, the middle term is +2x.
iii. square the second cube root: 2, 𝑠𝑞𝑢𝑎𝑟𝑒 𝑖𝑡, 22 = 4 the trinomial factor is 𝑥2 +
2𝑥 + 4
Answer: 𝑥3 − 8 = (𝑥 − 2)(𝑥2 + 2𝑥 + 4)

Example 2: What are the factors of 𝑥3 + 27?

Solution 2: Find the cube roots of the two givens: _________, ______
What is the binomial factor? __________ Ans: (𝑥 + 3)
Determine the trinomial factor by using the guide:
i. square the first cube root: x, square it _______ Ans: 𝑥2
ii. change the sign of the second given and get the products of the 2 cube roots;
What is the second term of the trinomial factor? __________ Ans: −3𝑥
iii. square the second cube root: 3, 𝑟𝑎𝑖𝑠𝑒 𝑖𝑡 𝑡𝑜 2, 3 = _______
2 Ans: 9
What is the trinomial factor? ___________ Ans: 𝑥2 − 3𝑥 + 9

Answer: 𝑥3 + 27 = (𝑥 + 3)(𝑥2 − 3𝑥 + 9)

Example 3: If one of the factors of (𝑥3 − 64) 𝑖𝑠 (𝑥 − 4), then the other factor is
__________.

Solution 3: We already have the binomial factor; we just need to find the trinomial
factor. (Could you please write or explain below how you will get the other factor.
You may use extra sheet if needed.)
___________________________________________________________________
___________________________________________________________________
64
___________________________________________________________________

Answer: The other factor is (𝑥2 + 4𝑥 + 16)

Try this: Factor 125𝑥3 − 1.

Answer: (5𝑥 − 1)(25𝑥2 + 5𝑥 + 1)

Review of Quadratic Formula:

When you were in Grade 9, you encountered the quadratic formula which may
be used to solve quadratic equations whether they are factorable or not. It contains
the discriminant which will tell you the nature of roots of the quadratic equations. Let
us review them below:
Quadratic Formula: 𝑥 , where a- coefficient of 𝑥2
2𝑎
b- coefficient
of x c-
constant

𝐷 = 𝑏2 − 4𝑎𝑐
The discriminant is the expression inside the radical sign denoted by "D". D will
determine the nature or properties of the roots of the equation. The guide is given
below:

i. If D> 0: it has two distinct and Real number roots

ii. if D= 0: it has two equal and Real number roots (1 root multiplicity
2)
iii. if D< 0: it has two distinct and imaginary roots (they are non-Real
numbers).

Examples: Determine the nature of the roots and find the roots of the following using
the quadratic formula:
1) 𝑥2 + 8𝑥 + 16 = 0 2) 3𝑥2 − 4𝑥 − 6 = 0 3) 2𝑥2 − 2𝑥 + 1 = 0

Solution 1: 𝑥2 + 8𝑥 + 16 = 0
a. Identify a, b and c: ----- a=1, b= 8 and c= 16
b. Substitute in the quadratic formula

𝑥 ----- 𝑥
2𝑎 2(1)
c. Simplify the discriminant to determine the nature of roots

65
 ----- D= (8)2 − 4(1)(16) = 0
Since D= 0, then we have two equal and real number roots (one root
multiplicity

d. Solve for x using the formula

The root is -4 multiplicity 2.

Solution 2: 3𝑥2 − 4𝑥 − 6 = 0
a. Identify a, b and c ----- a= _______, b= _______, c= _______
b. Substitute in the quadratic formula ----- 𝑥
2𝑎
c. What is the discriminant? _________________ Ans: D= 88
Describe the nature of roots?
__________________________________________
Ans: It has 2 distinct and Real roots
d. Show your solution below in arriving at the roots of the equation. You may leave
the answers in radical form.

Answer: 𝑥 or you may want to write it separately as

𝑥 and 𝑥

Solution 3: 2𝑥2 − 2𝑥 + 1 = 0
a. What are the values of a, b and c? ----- a= _______, b= _______, c= _______
b. Can you write the quadratic formula without looking at your notes? Write it below
and substitute the values of a, b and c.
c. What is the discriminant? Answer: D= -4
Describe the nature of the roots:
__________________________________________
Answer: it has two distinct and imaginary roots
We may stop at this point and just tell “The roots are imaginary”.
Note: Imaginary numbers will not be discussed at this stage.

Learning Competency with code:

Factors polynomials (M10AL- Ih-1)
EXERCISE 1:
Factor each expression completely:
1) 6𝑥 − 48
2) 21𝑎 + 63𝑎2
3) 12𝑥 + 28𝑦 − 52𝑧
4) 𝑦2 − 121

66
5) 9𝑥2 − 1
6) 3𝑥2 − 48
7) 𝑦2 + 18𝑦 +
81
8) 𝑥2 + 2𝑥 + 1
9) 3𝑥3 + 24𝑥2 + 48𝑥
10) 𝑦2 + 3𝑦 − 18
11) 𝑟2 − 𝑟 − 42
12) 2𝑥2 − 𝑥 − 3
13) 𝑥3 + 1
14) 𝑥3 − 1
15) 𝑎3 + 216

References

Paul Dawkins 2003-2020 "Section 1-5: Factoring Polynomials" Last Modified Aug
5,2020 https://tutorial.math.lamar.edu/classes/alg/factoring.aspx
Math Planet " Factoring polynomials" Last Modified Aug 5,2020
https://www.mathplanet.com/education/algebra-2/polynomials-and-
radicalexpressions/factoring-polynomials
ChiliMath 2011 - 2020 "Factoring Trinomial -Easy Case" Last Modified Aug 7,2020
https://www.chilimath.com/lessons/intermediate-algebra/factoring-trinomial-easy-
case/

Junior High School Mathematics Learner’s Material ( Grade 10), 2015

Diaz, Mojica et.al. Next Century Mathematics 8, (Second Edition. Quezon City.
Phoenix Publishing House, Inc.,2017)
Callanta, Melvin (2011). Infinity: Worktext in Mathematics II. (Makati City. Eureka
Scholastic
Publishing, Inc., 2011)
Montana, Masaoy et.al (1989). College Algebra: Second Edition. Manila. UST
Printing Office

Answer Key

EXERCISE 1

1. 6(𝑥 − 8)

2. 21𝑎(1 + 3𝑎)

3. 4(3𝑥 + 7𝑦 − 13𝑧)

67
4. (𝑦 + 11)(𝑦 − 11)

5. (3𝑥 + 1)(3𝑥 − 1)

6. 3(𝑥 + 4)(𝑥 − 4)

7. (𝑦 + 9)2
8. (𝑥 + 1)2

9. 3𝑥(𝑥 + 4)2

10. (𝑦 + 6)(𝑦 − 3)

11. (𝑟 − 7)(𝑟 + 6)

12. (2𝑥 − 3)(𝑥 + 1)

13. (𝑥 + 1)(𝑥2 − 𝑥 + 1)

14. (𝑥 − 1)(𝑥2 + 𝑥 + 1)

15. (𝑎 + 6)(𝑎2 − 6𝑎 +36)

Prepared by:

Patricio Francisco B. Sayson/ Lito P. Pineda/ Joselito C. Cabije

Anna L. Caisip/ Harriett P. Rivera

Angeles City National High School

MATHEMATICS 10
LEARNING ACTIVITY SHEET
ILLUSTRATES POLYNOMIAL EQUATIONS

Name: _______________________ Q1-Wk8

Section: ______________________ Date: ________

68
Background Information

Let us recall that P(x) – (read as “P of x”) is a polynomial expression of the

form anxn+an−1xn−1+…+ a1x+a0, where an ≠ 0, any Real number except 0 and the
exponent n of x is positive integer.

Below are examples of polynomials and not polynomials:

Polynomials:

1)

2) 𝑥3 + 8𝑥2

3) −2𝑥4 + 4𝑥2 − 8

4) 3𝑥5 + 𝑥3 − 2𝑥2 − 9

Not Polynomials:

1) 𝑥

2) −4𝑥−2 + 𝑥 − 8

5
3) + 𝑥 3 − 4𝑥 2
𝑥

4) 2𝑥

Polynomial Equation of degree “n” in one variable “x” is an equation that can
be written in the form: anxn+an−1xn−1+…+ a1x+a0 = 0, where 𝑎𝑛, 𝑎𝑛−1, … 𝑎1, 𝑎0 are real
numbers. In short, if a polynomial is written as an equation then it is just called a
polynomial equation.

Note: Every polynomial equation with integral roots may be written as product of
linear factors. That is, a polynomial equation may be written in factored form.
Fundamental Theorem of Algebra: If P(x) is polynomial equation of degree n and
with real numbers as coefficients, then it has at most “n” real roots.
Integral Zero Theorem: Let P(x) be a polynomial with integral coefficients, if an
integer is a root or zero of the polynomial, then it is factor of the constant term.

Exploring Polynomial Equations in factored form: You may complete the table.

Table 1:

69
 Polynomial Equation Number Real roots of the
(in factored form) Degree Name of roots equation
1) 𝑥 + 2 = 0 1 linear equation 1 -2
Quadratic
2) (𝑥 − 3)(𝑥 + 4) = 0 2 2 3, -4
equation
Quadratic
3) (𝑥 + 5)2 = 0 2 -5 multiplicity 2
equation
Cubic
4) (𝑥 − 1)(𝑥 − 2)(𝑥 + 4) = 0 3 3 1, 2, -4
equation
5) (𝑥 − 6)(𝑥 + 2)2 3 3 6, -2 multiplicity
2
6) (𝑥+1)(𝑥+3)(𝑥−2)(𝑥−4)=0 4 Quartic equation -1, -3, 2, 4
Quantic
7) (𝑥 − 4)(𝑥 + 4)3(𝑥 − 1) = 0 5
equation
-3 multiplicity 2
polynomial of
8) (𝑥 + 3)2(𝑥 − 6)2(𝑥 + 9)2 = 0 6 6 6 multiplicity 2
degree 6
-9 multiplicity 2
9) (𝑥 − 𝑟1)(𝑥 − 𝑟2) Polynomial of
N degree n N 𝑟1, 𝑟2, 𝑟3 … 𝑟𝑛
(𝑥 − 𝑟3) … (𝑥 − 𝑟𝑛) = 0

In the polynomial equation anxn+an−1xn−1+…+ a1x+a0 = 0, where 𝑎𝑛, 𝑎𝑛−1, … 𝑎1, 𝑎0 are
real numbers, anxn is the leading term, an is the leading coefficient and a0 is the
constant.

Example 1: In 𝑃(𝑥) = −2𝑥4 + 4𝑥2 − 8, the leading term is −2𝑥4, the leading
coefficient is −2𝑥4 and the constant is −8.

Exploring polynomial equations in standard form: You may complete the

table. Table 2:
Leading Factors of
Leadingcoefficient Factors of
Polynomial Equation Leading Constant
term constant
coefficient
1) 𝑥 − 6𝑥 + 11𝑥 − 6 = 0
3 2 𝑥 3 1 ±1 -6 ±1,±2,±3,±6

2) 𝑥3 − 𝑥2 − 10𝑥 − 8 = 0 1 -8
±1, ±2, ±3,
±4, ±5, ±6,
±10, ±12,
3) 𝑥3 + 2𝑥2 − 23𝑥 − 60 = 0 𝑥3 -60
±15, ±20,
±30,

70
4) 2𝑥4−3𝑥3−4𝑥2+3𝑥+2=0 2𝑥4 2 ±1, ±2
5) 3𝑥4 − 16𝑥3 + 21𝑥2 + 4𝑥 −
3𝑥4
12 = 0
Let us recall from week 6, that from the Integral Zero Theorem, if an integer is
a root or zero of a polynomial, then it is a factor of the constant term. We extend
that theorem in the Rational Root Theorem, where the leading coefficient is not 1 or
-1.

From Table 2, we can see that the leading coefficient of numbers 1 to 3 is “1”,
hence we only apply the Integral Zero Theorem.

Table 3:
Polynomial in Polynomial in Factors of the Roots of the
standard factored form constant constant polynomial
form
(𝑥 − 1)(𝑥 − 2)(𝑥
1) 𝑥3 − 6𝑥2 + − 3) ±1, ±2,
-6 1, 2, 3
11𝑥 − 6 = 0 =0 ±3, ±6

2) 𝑥3 − 𝑥2 − (𝑥 + 2)(𝑥 + 1)(𝑥 − ±1,±2,

10𝑥 − 8 = 0 4) -8 ±4, ±8 -2, -1, 4
=0
±1,±60,
(𝑥 + 4)(𝑥 + 3)(𝑥 − ±2, ±30, ±3,±20,
3) 𝑥3 + 2𝑥2 −
5) -60 ±4, ±15, -4, -3, 5
23𝑥 − 60 = 0 =0 ±5, ±12,
±6, ±10

Look at example 1, the roots are: 1, 2 and 3, are they found in the list of
factors of the constant “-6”?___________ Ans: Yes!

Now, look the roots of numbers 2 and 3, what can you say about them?
__________________________________________________________________
Answer: Their roots are also found in the list of factors of the constant.

Rational Root Theorem: Let P(x) = anxn+an−1xn−1+…+ a1x+a0 with integral

𝑝
coefficients. If 𝑞, in lowest term, is a rational root of the polynomial, then p is factor

of 𝑎0 𝑎𝑛𝑑 q is factor of 𝑎𝑛.

Let us now apply the Rational Root Theorem in example 4 of table 2.

The equation is: 2𝑥4 − 3𝑥3 − 4𝑥2 + 3𝑥 + 2 = 0.

71
What is the leading coefficient? __________ Ans: 2

What is the constant term?__________ Ans: 2

The leading coefficient is q while the constant is p.

Get the factors of p, which is 2: ±1, ±2

𝑝
Get the factors of q, which is also 2: ±1, ±2 Then list the possible in lowest term:
𝑞

±1
from p we have ±1, from q we have ±1, hence,±1 = ±1. Continue the listing, from

±1 1
p we have ±1, from q we have ±2, hence ±2 = ± .
2
𝑝
We now consider from p, ±2, and from q we have ±1: = ±2. Last is, from p, ±2
𝑞

𝑝 ±2
while from q we have ±2: 𝑞 = ±2 = ±1.
𝑝 1
The possible list for 𝑞 : ±1, ± 2, ±2, ±1, since ±1 appeared twice, we only write it
𝑝 𝑝
once (we only get the distinct ratios from the list of 𝑞. Therefore, the final list for :
𝑞
1
±1, ±2, ±2.

Factors
Polynomial in Polynomial in Factors of the List of Roots of
of polynomial
standard form factored form leading term
constant
(2𝑥 + 1) 2: ±1, 2: ±1, ±2 ±1, ± , 1
4) 2𝑥4 − 3𝑥3 − 4𝑥2 − 2 , −1,
+ 3𝑥 + 2 = 0 (𝑥 + 1) ±2 ±2
1, 2
(𝑥 − 1) (𝑥
− 2) = 0

1 𝑝
Are the roots of the polynomial: − 2, −1, 1, 2 found in the list of 𝑞?___________

Try this:
Factors
Polynomial in Polynomial in Factors of the List of 𝑝 Roots of
of polynomial
standard form factored form leading term 𝑞
constant
5) 3𝑥4 − 16𝑥3 + (3x+2) 2
− , 1, 2, 3
3
21𝑥2 + 4𝑥 − 12 = 0 (x-1) (x-2)
(x-3)=0

Example 1) Find the roots of the polynomial equation: 3𝑥4 − 16𝑥3 + 21𝑥2 + 4𝑥 − 12 =
0.
72
Solution 1: Since the leading coefficient is “3” we apply the Rational Root Theorem
and look for the factors of the leading coefficient (q) and the constant (p) and the list
𝑝
of 𝑞.
factors of p: -12: ±1, ±2. ±3, ±4, ±6, ±12
factors of q: 3: ±1, ±3
𝑝 1 2 4
list of 𝑞: ±1, ± 3, ±2, ± 3, ±3, ±4, ± 3, ±6, ±12

𝑝
From the list of 𝑞 we may do trial and error and look for integral roots first by using
Remainder Theorem or synthetic division. Take note that solutions may vary but still
we may arrive at the same roots. Let us try 3 using synthetic division:

3 3 -16 +21 +4 -12 ----- coefficients of the quartic polynomial

9 -21 0 12

3 -7 0 4 0 ----- coefficients of the quotient

Since there is no remainder, 3 is a root. We continue using synthetic division since

the quotient is still a cubic equation. We try another possible root of the constant “4”
as divisor and use the coefficients of the previous quotient.

2 3 -7 0 4 ----- coefficients of the cubic polynomial

6 -2 -4

3 -1 -2 0 ----- coefficients of the next quotient (quadratic)

Since there is also no remainder, 2 is a root. Now, the coefficients 3, -1 and -2

is written as a quadratic equation:
3𝑥2 − 𝑥 − 2 = 0 ----- factor it out
(3𝑥 + 2)(𝑥 − 1) = 0 ----- equate each factor with “0” and solve for x
3𝑥 + 2 = 0 𝑥−1=0
2
𝑥=− 𝑥=1
3
2
We now have all the roots of the given polynomial: {1, 2, 3, − 3}.
𝑝
Are the roots found in the list of ? ___________
𝑞
Ans: Yes!

73
 Now let us find the polynomial equation given its roots.

Example 2) Find the polynomial whose roots are: {-2 multiplicity 2, 1, 3}.

Solution 2: Since the roots were given, it follows they are values of x:
𝑥 = −2, 𝑡𝑤𝑜 𝑡𝑖𝑚𝑒𝑠 𝑜𝑟 𝑥 = −2 𝑎𝑛𝑑 𝑥 = −2; 𝑥 = 1 𝑎𝑛𝑑 𝑥 = 3. We may write them as
linear factors: (𝑥 + 2), 𝑡𝑤𝑜 𝑡𝑖𝑚𝑒𝑠 𝑜𝑟 (𝑥 + 2) 𝑎𝑛𝑑 (𝑥 + 2); (𝑥 − 1) 𝑎𝑛𝑑 (𝑥 − 3). Then
we may write them as products of linear factors written as a polynomial equation:

(𝑥 + 2)(𝑥 + 2)(𝑥 − 1)(𝑥 − 3) = 0 or (𝑥 + 2)2(𝑥 − 1)(𝑥 − 3) = 0. We just multiply the

factors by pair until we arrive at the equation. Take note that multiplication is
commutative, and solutions may vary but we will arrive at the same equation
eventually. Here, we get the square of (x+2) and multiply the product to the product
of (x-1) and (x-3).

(𝑥 + 2)2 = 𝑥2 + 4𝑥 + 4 (𝑥 − 1)(𝑥 − 3) = 𝑥2 − 4𝑥 + 3
= (𝑥2 + 4𝑥 + 4) (𝑥2 − 4𝑥 + 3)

(You may verify the result using distributive property or just multiply the expressions
as to your convenience.)

Answer: 𝑥4−9𝑥2 − 28𝑥 + 12 = 0

Learning Competency with code:

Illustrates polynomial equations (M10AL- Ii-1)

PRACTICE EXERCISE A:
Some polynomial equations in factored form are given below. Complete the table.
Number
Polynomial Equation Real roots of
Degree Name of
(in factored form) the equation
roots
1. (x – 3)(x + 5) = 0 2 quadratic equation
2. x – 13 = 0 1 1
3. (x + 4)(x – 1)3 = 0 quartic equation 4
4. (x – 1)2 = 0 2 1multiplicity 2
5. (x + 2)(x + 1)(x – 3) = 0 3 -2, -1, 3
polynomial of
6. (x +5)2(x – 2)3(x +1) = 0 6
degree 6
7. (x – 3)3 = 0 cubic equation 3
3, -2, -
8. (x – 3)(x +2)(x +1)3 = 0 quintic equation
1 multiplicity 3

74
 9. (x +5)(x – 1)(x +2)
5 -5, 1, -2, 2, 3
(x – 2)(x – 3) = 0
polynomial of
10. (x+1)2(x – 1)4(x+6)3 = 0 9
degree 9

PRACTICE EXERCISE B:
Consider the given polynomial equations in standard form and fill in the table below.
Factors of
Leading Leading Factors of
Polynomial Equation Leading Constant
term coefficient constant
coefficient
1. x3 – x2 – 17x – 15 = 0

2. x4 – 5x2 + 4 = 0
3. x4 – 2x3 -13x2 + 14x + 24 =
0
4. 2x3 – 9x2 – 20x + 12 = 0
5. 6x4 + x3 – 21x2 + 6x + 8 = 0

References

Junior High School Mathematics Learner’s Material (Grade 10), 2015

Orines, Fernando. Next Century Mathematics: The New Grade 10. (Quezon City:
Phoenix Publishing House Inc., 2015)
Nivera, Lapinid . Grade 10 Mathematics: Patterns and Practicalities. (Makati City:
Don Bosco Press, Inc., 2015)
Ponsones, Ocampo et.al. Math Ideas and Life Applications 10. (Quezon City: Abiva
Publishing House Inc., 2013)

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Practice Exercise B
1. 𝑥3 ;1 ; ±1 ; -15 ; 1, 15, 3, 5
2. x4 ; 1 ; ±1 ; 4 ; ±1, ±4, ±2,
3. x4 ; 1 ; ±1 ; 24 ; ±1, ±24, ±2, ±12, ±3, ±8, ±4, ±6
4. 2x3 ; 2 ; ±1, ±2 ; 12 ; ±1, ±12, ±2, ±6, ±3, ±4
5. 6x4 ; 6 ; ±1, ±6, ±2, ±3 ; 8 ; ±1, ±8, ±2, ±4

LEARNING ACTIVITY SHEET

Solves Problems Involving Polynomials and Polynomial Equations

Background Information
Applications of Polynomials
The last thing we want to do with polynomials is, of course, apply them to real
life situations. There are a variety of different applications of polynomials that we
can look at. Several of them will not get treated until later in the text, when we have
more tools for solving than we do now.
Here are the steps to follow in solving. In the meantime, we still have
plenty of applications to keep us busy. Let’s look at some. Example 1.
The length of a rectangle swimming pool is 2 yards more than 2 times the
width. The area of the pool is 144 square yards. Find the dimensions of the pool.
Solution:
Problems involving geometric figures are very common in algebra, as well
as in life. So, as we always do in a problem involving geometry, we draw a picture
to help us in generating our equation. We will also have to remember our
geometry formulas. Since our length is 2 yards more than twice the width,
our rectangle must look like

width (w) = w

length (l) = 2w + 2

Now, since we know the length and the width of the rectangle then we can
use formula in getting the area of a rectangle. Recall that the formula for the area of
a rectangle is 𝐴 = 𝑙𝑤. So, we simply substitute length (l = 2w + 2) , width ( w = w ),
and area (A = 144 ) into the formula and solve the equation.
A = lw or lw = A
(2w + 2)( w ) = 144 by substitution
2
2w + 2w = 144 using distributive property of multiplication
2w + 2w – 144 = 0
2 write the equation in standard form
2(w2 + w – 72) = 0 factor using GCF
2(w + 9 )( w – 8 ) = 0 by factoring

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 w+9=0 w–8=0 equate both into zero (0)
w = -9 w=8 solve for w
Since w represents the width of a rectangle, it cannot be negative. Therefore,
w = 8 yards. Now, to find the other dimension of the rectangle, which is the length
(l), we have l = 2w + 2 l = 2(8) + 2
l = 16 + 2
l = 18
Therefore, the pool is 18 yards by 8 yards.
Example 2.
A tree is supported by a wire anchored in the ground 5 feet from its base. The wire
is 1 foot longer than the height that it reaches on the tree. Find the length of the
wire.

c =𝑥+1

a=x

base b=5

Looking at the figure, a right triangle is formed, to find the unknown we will use the
Pythagorean theorem 𝑐2 = 𝑎2 + 𝑏2
Solution:
Using Pythagorean theorem 𝑐2 = 𝑎2 + 𝑏2
(𝑥 + 1)2 = (𝑥)2 + 52 by substitution
𝑥 + 2𝑥 + 1 = 𝑥 + 25
2 2 multiplying each term by itself
2𝑥 + 1 = 25 since both have x2 by APE it will be 0
2𝑥 = 25 − 1 combine similar terms using APE
2𝑥 = 24 perform the operation x = 12
Since the wire is 1 foot longer than the height of the tree, which is 12 feet,
then the wire is 13 feet long.
Example 3
The formula for the number of games to be played in a football league where each
team is to play each other twice is 𝑁 = 𝑥2 − 𝑥 , where x is the number of teams in
the league and N is the number of games to be played. If a league wants to limit the
games to a total of 132 games, how many teams can be in the league?
Solution:
This time they have given us the formula for the given situation. So, all we
need to do is interpret the formula and substitute what they have given us.

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 According to the formula, N represents the number of games played. Since
they have told us they want to schedule 132 games, N = 132. Once we substitute it,
we merely need to solve the resulting equation.
𝑁 = 𝑥2 − 𝑥
132 = 𝑥2 − 𝑥 substitute the value of N
𝑥2 − 𝑥 − 132 = 0 write the equation in standard form
(x – 12)(x + 11) = 0 by factoring
x – 12 = 0 x + 11 = 0 equate both with zero
(0)
x = 12 x = -11 solve for x
Since x represents the number of football teams in a league, x cannot be
negative. Therefore, the league needs to have 12 teams.

Learning Competency with code:

Solves Problems Involving Polynomials and Polynomial Equations (M10AL-Ij-2)

Activity 1) What should be the side of a square to be cut out from the corners of an
8.5in x 11in (size of a short bond paper) piece of construction paper/board to
produce an open box with maximum volume?

Guide: In problems like this, we visualize the cutting of squares from the corners of
a piece of paper/board as shown below.
Let x be the size of the square to be cut out from the corners of the paper/board (h)

x x

w = 8.5-2x
x x

l = 11-2x

The volume of the box may be written as 𝑉 = 𝑙𝑤ℎ = (11 − 2𝑥)(8.5 − 2𝑥)𝑥. Now we
set our restrictions since the width of the paper/board is 8.5 inches, we cannot cut
more than half or exactly half of it (4.25 in) because the paper/board will be cut into
4 pieces and we don’t have a box to form. This will lead us to an assumption that
the square to be cut out from the corners should be less than 4.25 inches.

78
We generate a table of values using whole numbers, that is when x = 1, 2, 3 and 4
as shown below: (in inches) Table 1:
h= x l= 11-2x w= 8.5-2x V=lwh
1 11-2(1)= 9 8.5-2(1)= 6.5 58.5 cubic
inches
2 11-2(2)= 7 8.5-2(2)= 4.5 63 cubic
inches
3 11-2(3)= 5 8.5-2(3)= 2.5 37.5 cubic
inches
Do you think we need to find the volume when x=4?__________

Why?______________________________________________________________
_______

Now, we estimate the dimensions of x in nearest tenths (1 decimal place)

between 1 and 2 and find the maximum volume as shown in Table 2: (Round off
volume to nearest hundredths.) You may complete the table of values.
h= x l= 11-2x w= 8.5-2x V=lwh
1.1 11-2(1.1)= 8.8 8.5-2(1.1)= 6.3 60.98 cubic inches
1.3
1.4
1.5
1.6
1.7
1.9 11-2(1.9)= 7.2 8.5-2(1.9)= 4.7 64.30 cubic inches
What value of x will give the maximum
volume?___________________________________

PERFORMANCE TASK: “Utility Box”

1. Using ½ illustration board, construct an open box using your own

dimensions.

2. Decorate your box and wrap it with plastic cover.

3. On a short bond paper, show the dimensions and computation of its volume
(handwritten).

4. You have 1 week to prepare your utility box.

References:

free mathematics tutorials "Maximize Volume of a Box Optimation Problem" Last

Modified August 10,2020
https://www.analyzemath.com/calculus/Problems/maximum_volume_problem.html

Junior High School Mathematics Learner’s Material Grade 10 (2015)

79
 National Center for Research on Evaluation, Standards, and Student Testing.
Problem Solving

Rubric. Accessed on August 25,2020.

https://www.schreyerinstitute.psu.edu/pdf/ProblemSolvingRubric1.pdf

Orines, Fernando. Next Century Mathematics: The New Grade 10. (Quezon City:
Phoenix Publishing House Inc.,2015)

Nivera, Lapinid. Grade 10 Mathematics: Patterns and Practicalities. (Makati City:

Don Bosco Press, Inc. ,2015)

Ponsones, Ocampo et.al. Math Ideas and Life Applications 10. Quezon City: (Abiva
Publishing House Inc.,2013)

Individual Project: Projects may vary and may be submitted through pictures.

Prepared by:

Patricio Francisco B. Sayson/ Lito P. Pineda/ Joselito C. Cabije

Anna L. Caisip/ Harriett P. Rivera

Angeles City National High School

Rubric A Problem-Solving Rubric

This scale evaluates the process employed in response to a problem-solving task. It takes into
consideration the level of student knowledge and understanding with respect to the given problem-
solving task; the selection and implementation of appropriate procedures and/or strategies; and the
accuracy of the solution obtained.

5 - Response is characterized by all of the following:

• The student selects and implements relevant concepts and procedures/strategies needed to
solve this problem.
• The student considers all constraints of the problem situation.
• The solution and all relevant work are correct; or, there is a mistake due to some minor
computational or copying error.

4 - The student selects appropriate procedures/strategies to solve this problem; however, the
response/solution is not entirely correct because one of the following is apparent:

• There is evidence the student has a misconception or has failed to consider a relevant concept
needed to solve the problem correctly.
• The student fails to consider a constraint of the problem situation.

80
• The student has considered an irrelevant variable or failed to consider a relevant variable.
• The response/solution is generally correct; however, from the information provided it is not
completely clear how the student arrived at this solution.

3 - The student selects appropriate procedures/strategies to solve this problem; however, the
response/solution is not correct because one or more of the following are:
• There is evidence that the student has several misconceptions or has failed to consider several
relevant concepts needed to solve the problem correctly.
• The student fails to consider several constraints of the problem situation.
• The student has also considered several irrelevant variables or failed to consider several relevant
variables.
• The student did not carry the procedures/strategies far enough to reach a solution.
• The response/solution is generally correct; however, there is no information showing how the
student arrived at this response/solution.

2 - An incomplete and/or incorrect response/solution is provided evidencing an attempt to solve the

problem. In addition, one or more of the following are apparent:

• The student did consider a constraint or variable of the problem situation.

• The student understands some concepts relevant to the problem task.
• The student selected a totally inappropriate procedure/strategy.

1 - Response is characterized by the following:

• The student response only repeats information in the problem task.

• An incorrect solution/response is given, and no other information is shown.
• The solution/response and supportive information is totally irrelevant to the problem task.

81