DAILY LESSON LOG OF M10AL –IIb-2

School BANATE NHS Grade Level Grade 10

Teacher JESSA LOU C. MOSQUEDA Learning Area Mathematics
Teaching Date and Time Quarter Second Quarter
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
I. OBJECTIVES These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of polynomial functions
B. Performance Standards The learner is able to conduct systematically a mathematical investigation involving polynomial
functions in different fields.
Learning competency: Solves problems involving polynomial functions ( M10AL-IIb-2)
Learning Objectives:
C. Learning Competencies/
1. Determine problems involving polynomial functions
Objectives
2. Solves problems involving polynomial functions
3. Relate problems on polynomial functions to real life.
II. CONTENT Patterns and Algebra
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide pages Pages 82 -108
2. Learner’s Materials
Pages 99 - 125
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well.
Always be guided by demonstration of learning by the pupils/ students which you can infer from formative assessment
activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the
IV. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.

The teacher lets the students answer the activity to prepare for the next topic:
Factor completely and find the roots:
1. Y = 2x4 - 3x3 - 18x2 +6x + 28
2. Y = 2x4 +7x3 - 4x2 - 27x - 18
A. Review previous lesson Questions:
or presenting the new 1. Was it easy to completely factor each polynomials?
lesson 2. What method did you use?
Key:
√ √
1. (x2 - 2) ( 2x - 7) (x + 2) ; - 2 , 2 , -2, 7/2
2. (2x +3) (x + 1) (x - 2) (x + 3) ; 3/2, -1, 2, -3
B. Establishing a purpose The teacher lets the students realize that they can apply polynomial functions to real-life problems
for the lesson and produce concrete object that satisfies the conditions given in the problem.
The teacher lets the students answer the
problem in a group of 4:
Problem:
The members of a group of packaging
designers of a gift shop are looking for a
precise procedure to make an open
rectangular box with a volume of 560 cubic
C. Presenting examples/
inches from a 24-inch by 18-inch rectangular
instances of the new
piece of material. The main problem is how to identify the side of identical squares to be cut from
lesson
the four corners of the rectangular sheet so that such box can be made. Suppose you are chosen as
the leader and you are tasked to lead in solving the problem. What will you do to meet the
specifications needed for the box? Show a mathematical solution.
Answer:

The teacher should encourage the students to write their insights. Let them show their appreciation
of polynomial functions. The following questions might be helpful for them:
D. Discussing new concepts
1. Were you surprised that polynomial functions have real and practical uses?
and practicing new skills
2. What mathematical concepts do you need to solve these kinds of problems?
#1
Key:
Varied answers are taken from the students
E. Discussing new concepts
and practicing new skills
 #2
Let the students answer the problem by pair:
Find three rational numbers such that their product is 210. The second number is 5 less than the
first. The third number is 1 more than twice the first.
F. Developing mastery
Key:
(leads to formative
1st number = x
assessment 3)
2nd number = x - 5
3rd number = 2x +1
The numbers are 7,2 and 15
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The teacher lets the students use mathematical skills and concepts in solving real life problems that
and abstractions about can be modeled with polynomial functions
the lesson
The students should read the problem carefully and answer the questions that follow:
Problem:
You are designing candle-making kits. Each kit contains 25 cubic inches of candle wax and a mold
for making a pyramid-shaped candle with a square base. You want the height of the candle to be 2
inches less than the edge of the base.
I. Evaluating Learning
Questions:
1. What should the dimensions of your candle mold be? Show a mathematical procedure in
determining the dimensions.
Answer key:
Teachers guide, page 107-108
J. Additional activities or
remediation

V. REMARKS

VI. REFLECTION

PREPARED BY: CHECKED BY:

JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO

TEACHER I MASTER TEACHER I