Detailed Lesson Plan

Subject: MATH Grade Level: 10

The learner demonstrates understanding of key concepts
Content Standard
of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems
involving sequences, polynomials and polynomial
Performance Standard
equations in different disciplines through appropriate and
accurate representations.
Competency 12: Performs division of polynomials using
Competency long division and synthetic division.
(M10AL – Ig – 1)
I. OBJECTIVES
Knowledge: Identifies polynomial expression.
Skill: Divides polynomials using long division method.
Attitude: Shows accuracy in identifying the quotient in division of
polynomials.
DIVISION OF POLYNOMIALS
II. CONTENT
(Long Division Method)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 47 – 48
Pages
2. Learner’s Learner’s Module (LM) in Math 10, pp. 57 – 59 and 66
Materials Pages
3. Textbook Pages  Advanced Algebra, Trigonometry and Statistics IV.
2009, pp. 304 – 305
IV. PROCEDURES
A. Reviewing or 1. Review dividing whole numbers and definition of
presenting the new polynomials.
lesson 2. Give an activity.

ACTIVITY: Divide and write!

Divide the following and write an equivalent
equation by following the given example.
4
Example: 19 ÷ 5 = 3 +
5

1. 29 ÷ 5 = _____________ ↔ ____________

2. 34 ÷ 7 = _____________ ↔ ____________

3. Emphasize to the students that the procedure above

can be applied when dividing polynomials.

B. Establishing a 1. Let the students give the characteristics of a polynomial

purpose for the lesson
 expression orally.

Answers
Characteristics of a Polynomial

1. A polynomial expression should not

have a variable in the denominator.
2. Variables in a polynomial expression
should not have negative exponents.
3. Variables in a polynomial expression
should not have fractional exponents.
4. Variables in a polynomial should not
have fractional exponents.
2. Ask the students the following questions:
 Based on the characteristics you have mentioned,
can you recall what a polynomial expression is?
[Note: Let the students give their definitions.]
[Answers may vary]

 When can we say that a polynomial expression is

written in the standard form?
[Answer: A polynomial expression is said to be in
the standard form if the terms are
written/arranged in decreasing powers of the
variable.]
3. Discuss briefly the concept of polynomial expressions,
its degree and the laws of exponents.
(Refer to Attachment – Discussion #1)

C. Presenting examples 1. Present a situation to the class.

of the new lesson
x2 + 3x + 4
2x + x – 1 2x + 7x3 + 10x2 + 8
2 4

2. Ask the students the parts of the division process.

3. Illustrate the dividend, divisor, quotient and remainder
based on the given situation.

D. Discussing new 1. Discuss dividing polynomials.

concepts and 2. Emphasize that the concept on the operations on
practicing new skills monomials (addition, subtraction, multiplication,
#1 division) and the laws of exponents are necessary
concepts in dividing polynomials.
3. Perform the indicated division using long method.
4. Discuss the steps.
(Refer to Attachment – Discussions #2)

Example 1: (10x 2 + 2x 4 + 8 + 7x 3) ÷ (2x 2 + x – 1)

Solution:
First, write the dividend in standard form and
insert zeros as coefficient of any missing term to
obtain. Both dividend and divisor should be in
standard form. The long division method is shown
below.
 x2 + 3x + 4
2x2 + x – 1 2x4 + 7x3 + 10x2 + 8
2x4 + x3 – x2________
6x3 + 11x2 + 0x
6x3 + 3x2 - 3x____
8x2 + 3x + 8
8x2 + 4x – 4_
Remainder ← -x + 12

E. Discussing new 1. Discuss another example.

concepts and 2. Emphasize how the answer is written.
practicing new skills
#2 Perform the indicated division and write the answer
in the form P( x) R( x) as shown in the
 Q( x) 
D( x) D( x)
example:

x4  x2  5
( x 4  x 2  5)  ( x  5) 
x5
645
 x 3  5 x 2  26 x  130 
x5
Example 2: Divide and Write it in Form

(4x5 – 25x4 + 40x3 + 3x2 – 18x) ÷ (x2 – 6x + 9)

[Answer: 4x3 – x2 – 2x]

(Refer to Attachment – Discussions #2)

F. Developing Mastery ACTIVITY: Find My Quotient and Remainder

(Board work)

Find the quotient and remainder of the following

polynomials using long division method.

1. (x2 + 3x + 10) ÷ (x + 2)
[Answer: (Quotient → x + 1; Remainder →8)]

2. (10x3 + 5x2 + 75x – 40) ÷ (2x + 1)

75 −155
[Answer: (Quotient →5x2 + 2 ; Remainder 2 )]

G. Finding practical 1. Solve the real – life situation involving division of

applications of polynomials.
concepts and skills in
daily living If a car covers (15x2 + 7x – 2) km in (3x + 2) hours,
what is the average speed in km/hr.?
[Answer: (15x2 + 7x – 2) ÷ (3x + 2) = 5x – 1 km/hr.]

2. Ask the students the following questions:

 Is dividing polynomials helpful in our daily lives?
[Answer: Yes]
 How is the concept of dividing polynomials used
in real-life situation?
 [Answer: It can be used in finding the average
speed just like the problem presented.]
3. Emphasize and discuss the concept to the students.
 Some real-life situations require the application
of polynomials. For example, engineers can use
polynomials to create building plans and
entrepreneurs can use polynomials to design cost-
effective products.

H. Making Guide Questions for Generalization:

Generalizations and
abstractions about 1. How do we divide polynomials?
the lesson [Answer]
In general, if P(x) and D(x) are polynomials with
D(x) ≠ 0, we can write P( x)  Q( x)  R( x) or
D( x) D( x)
P(x) = Q(x) • D(x) + R(x), where R(x) is either 0 or its
degree is less than the degree of D(x).

[Note: The teacher may also ask the students to indicate

the steps and other mathematical concepts used in
dividing polynomials.]

I. Evaluating learning FORMATIVE ASSESSMENT

Perform the indicated division using long method.

1. (4x5 + 6x4 + 5x2 – x – 10) ÷ (2x2 + 3)

8𝑥 − 4
[Answer: 2x3 + 3x2 – 3x – 2 + ]
2𝑥² + 3

2. (5x2 – 17x – 15) ÷ (x – 4)

−3
[Answer: 5x + 3 + ]
𝑥− 4

J. Additional ASSIGNMENT: Apply Your Skills

Activities for Solve the following. Show your complete solution using
application or the long division method.
remediation
1. The total cost of (3a – 2b) units of cell phone is (6a2 +
5ab – 6b2) pesos. What expression represents the cost of
one cell phone?
[Answer: (2a + 3b) pesos]

2. If a car moving at a constant rate travels (2x3 – x2 – 4x

+ 3) km in (x2 – 2x + 1) hours, what is the rate of the
car in km per hour?
[Answer: (2x + 3) km/hr.]
Content: DIVISION OF POLYNOMIALS (Long Division)

DISCUSSIONS: #1
A Polynomial Expression P(x) is an expression of the form anxn
+ an-1xn-1 + an – 2 xn – 2 + …. a1x + a0, an where the nonnegative integers n
is called degree of a polynomial and the coefficient a0, a1,….an are real
numbers. The standard form of polynomial expression is written in
decreasing order of the exponent.

Examples of Polynomial expressions in standard form:

1. 3x3 + 4x2 – x – 1
2. 2x4 + x3 – 2x2 + 2
3. 17x5 – x4 + 21x3 – 2x2 + 5x + 6
4. x4 + x3 + x2 – x + 4

The degree of a polynomial is the highest power of its term.

Examples:
1
1. 6x3 + x2 – 5 + 2 [degree 3]
2. 3x6 + 4x5 + 5x4 + x + 1 [degree 6]
3. 3x3 + 4x2 – x – 1 [degree 3]
4. 2x4 + x3 – 2x2 + 2 [degree 4]

The following are the characteristics of a polynomial expression:

1. A polynomial expression should not have a variable in the

denominator.
2. Variables in a polynomial expression should not have negative
exponents.
3. Variables in a polynomial expression should not have fractional
exponents.
4. Variables in a polynomial should not have fractional exponents.
DISCUSSIONS: #2
Polynomial long division is an algorithm for dividing
a polynomial by another polynomial of the same or lower degree, a
generalized version of the familiar arithmetic technique called long
division. It can be done easily
(xm)(xby hand,
n) = x m +because
n it separates an otherwise
complex division problem into smaller ones.
Simply, copy the common base
In dividing
thenpolynomials, the concepts on multiplying and
add the exponents.
dividing monomials and the laws of exponents are necessary.

 To 𝑚multiply monomials, apply the law of exponent

𝑥
“Power –n
= xofm Expressions
if m > n Having the Same Base or Product
𝑥𝑛
of Powers”
𝑥𝑚 1
= 𝑥 𝑛 − 𝑚 if m <
𝑥𝑛

𝑥𝑚
= 1 if m = n
𝑥𝑛

 To divide monomials, apply the law of exponent

“Quotient
Simply, copy the common base
of then subtract the
Expressions exponents.
Having the Same Base or Quotient of
Powers)

Here are the steps required for Dividing by a Polynomial Containing

More Than One Term (Long Division):

Step 1: Make sure the polynomial is written in descending order. If any

terms are missing, use a zero to fill in the missing term (this will
help with the spacing). In this case, the problem is ready as is.

Step 2: Divide the term with the highest power inside the division
symbol
by the term with the highest power outside the division symbol.

Step 3: Multiply (or distribute) the answer obtained in the previous step
by the polynomial in front of the division symbol.

Step 4: Subtract and bring down the next term.

Step 5: Repeat Steps 2, 3, and 4 until there are no more terms to bring
down.

Step 6: Write the final answer. The term remaining after the last subtract
step is the remainder and must be written as a fraction in the final
answer.

How to check the answer?

Check by multiplying the quotient to the divisor. Do not

To check, P(x) = Q(x) · D(x) + R(x)

[NOTE: The teacher will present or discuss how to check the answer.]
SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Encircle the letter that corresponds to the correct answer.

1
1. When 2x3 – 4x2 + x – 1 is divided by x + 2, the remainder is ________.
1 3 3 1
A. 1 2 B. -2 4 C. 14 D.-3 2
[Answer: B]

2. When x3 – 2x2 – 11x – 20 is divided by x – 5, the quotient is ______.

A. x2 + 3x + 4 C. x2 – 3x + 4
B. x + x – 4
2
D. x2 – 3x – 4
[Answer: A]

3. Which of the following will give a remainder of -34 when divided by

x – 2?
A. x6 – 4x4 – 3x2 + 2 C. x3 – 2x2 – 11x + 52
B. x – 4x + 3x + 2
2 4 3
D. x3 – x2 + 25x – 25
[Answer: B]

4. What is the quotient when x3 – 6x2 + 13x – 10 is divided by x – 2?

A. x3 – 4x2 + 5 C. x2 + 4x – 5
B. x – 4x – 5
2
D. x2 – 4x + 5
[Answer: D]

5. What is the quotient when x4 – x3 + 3x + 1 is divided by x – 1?

A. x3 + x2 + x + 3 C. x3 + 3
B. x3 – 3x + 3 D. x3 + x + 3
[Answer: C]
 REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS

EASE IV - Module 1: Polynomial Functions

Learner’s Module (LM) in Math 10, pp. 57 – 59 and 66

Teacher’s Guide (TG) in Mathematics 9, pp. 47 – 48

Eden E. Carabeo Leomela R. Bondoc

Master Teacher II HT II