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QUARTER I
Week 10

Subject: MATH Grade Level: 10

Date: __________________
Content Standard
Performance Standard
Competency
I. OBJECTIVES
Knowledge: state the steps in solving word problems.
Day: 4
Demonstrates understanding of key concepts of
polynomial function.
Is able to conduct systematically a mathematical
investigation involving polynomial functions different
fields.
Solves problem involving polynomials and polynomial
equations.
M10AL-Ij-2

Skills: Solve word problems that can be modeled by polynomial

equations.
Affective: Appreciate the application of polynomial equations in real
life.

II. CONTENT Solving Word Problem

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Mathematics 10 Teacher’s Guide pages 59-61
Pages
2. Learner’s Mathematics Learner’s Materials 10 Pages 109-111
Materials Pages
3. Textbook Pages
4. Additional
Materials
5. Learning
Resources (LR)
portal
B. Other Learning https://onlinemathlearning.com
Resources
IV. PROCEDURES
A. Reviewing or Let the students recall the previous lesson.

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presenting the new

lesson
B. Establishing a Review on the steps in solving word problems.
purpose for the lesson
C. Presenting examples Try to take a look with this problem.
of the new lesson Identical squares are cut from its corner of an 8 inch by
11.5 inch rectangular piece of blackboard. The sides are
folded up to make a box with no top. If the volume of the
resulting box is 63.75 cubic inches, how long is the edge
of each square that is cut off?
D. Discussing new Group Activity:
concepts and Group the class into 5 . Let each group answer/discuss the
practicing new skills problem. Follow the steps in solving word problems.
#1
E. Discussing new Let the leaders in each group report their answers to the
concepts and class.
practicing new skills Guide Questions:
#2  Draw the diagram based on the problem given
 What is ask in the problem
the length of the edge of the square that is cut off
 What is the mathematical translation of the given
word problems.
Let x= length of the edge of each square that
was cut
off from the cardboard.
w = 8-2x and l = 11.5-2x
F. Developing Mastery  Working with the equation
x(8-2x)(11.5-2x) =63.75
(8x-2x2)(11.5-2x) = 63.75
8x(11.5-2x) -2x2 (11.5-2x) = 63.75
92x-16x2-23x2+4x3 = 63.75 ----- Multiply by 4
368x-156x2+16x3=255
16x3-156x2+368x-255=0 by using synthetic
division we got, 16x2-132x+170=0
8x2-66x+85=0
The only feasible values of x = 3/2 which is
approximately equal to 1.59 (in inches )

G. Finding practical  What insight did you get from our lesson that can
applications of be applied to our day to day living?
concepts and skills in Expected Answers: Every problem has a
daily living solution
H. Making How to solve word problems?
Generalizations and Expected Answers: By following the steps in solving
abstractions about word problems.

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the lesson
I. Evaluating learning Do Activity 15: Using Polynomial Equations to Model
Situations
Packaging is one important feature in producing
quality products. A box designer needs to produce a
package for a product in the shape of a pyramid with a
square base having a total volumen of 200 cubic inches.
The height of the package must be 4 inches less tan the
length of the base. Find the dimensions of the product.
Expected Answers:
Let x = área of the base
x-4 = height of the pyramid
If the volumen of the pyramidi is V = 1/3 (área of
the base x height), then, the equation that will lead to
the solution is 200 = 1/3(x2)(x-4).
The possible roots of the equations are : 10 (the
other root is not real )
Using synthetic división, the roots are: 10, 6
Therefore , the length of the base of the package
is : 10 inches and its height is 6 inches.

J. Additional
Activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____ No. of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B._____ No. of learners who require additional activities
require additional for remediation
activities for remediation
C. Did the remedial C.Did the remedial lessons work? _____ No. of learners
lessons work? No. of who have caught up the lesson.
learners who have caught
up the lesson
D. No. of learners who D. _____ No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching strategies that work well:
strategies worked well? ____ Group collaboration

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Why did these work? ____ Games

____ powerpoint presentation
____ ing preliminary activities/exercices
____ Case method
____ Thik-Pair-Share (PTS)
____ Rereading of paragraphs/Poems/Stories
____ Differentiated Instruction
____Role playing/Drama
____ Discovery method
____ Lecture method
Why?
____ Complete Ims
____ Availability of Materials.
____ Pupils eagerness to learn
____ Group members coooperation in doing their tasks

F. What difficulties did I ____ Bullying among pupils.

encounter which my ____ Pupil’s behavior/attitude
principal and supervisor ____ Corful IM’s
help me solve? ____ Unavailable Technology Equipment(AVR/LCD)
____ Science/Computer/Internet lab
____Additional clerical works
____Reading readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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ATTACHMENT

Session: 4 (1 day)

Content: Solving word problems

Answer the following:

Identical squares are cut from each corner of an 8 inch by 11.5 inch
Rectangular piece of cardboard. The sides are folded up to make a
box with no top. If the volume of the resulting box is 63.75 cubic
inches, how long is the edge of each square that is cut off?

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REFERENCE:

A. BOOKS AND OTHER REFERENCES

SOLEDAD JOSE-DILAO, Ed.D.,FERNANDO B. ORINES, JULIETA B. BERNABE.

(2007). Advanced Algebra Trigonometry and Statistics . Quezon City,
Philippines: JTW Corporation.

Department of Education. (2015) Mathematics Learners Module 10.

Quezon City: REX BOOKSTORE.

Department of Education. (2014) Mathematics Learners Material 9.

Quezon City: REX BOOKSTORE

B. INTERNET SOURCES:
https://onlinemathlearning.com (Polynomial Equation Word problems, solutions,
examples, videos, word problems)

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