WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

GRADE
MATHEMATICS 10

I
LEARNING QUARTER

MODULE WEEK 8
8B

1
 MODULE IN
MATHEMATICS 10

QUARTER I
WEEK 8

Polynomial Equations and

Solving Problems Involving
Polynomials and Polynomial Equations

Development Teams

Writers: Sherwin R. Andres Jerry A. Juan

Monaliza M. Aquino Romel N. Garcia
Jonathan G. Pedro
Editors/Reviewers: Sherwin R. Andres Mark Joseph D. Pastor Neva A. Manding
Illustrator: Jeshimon C. Patoc
Lay-out Artist: Jonathan G. Pedro
Management Team:
Vilma D. Eda Joye D. Madalipay
Lourdes B. Arucan Juanito V. Labao
Marlyn S. Ventura

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 What I Need to Know

In this module, you will learn to define, illustrate and determine the roots of a
polynomial equation. You will be guided on how to solve problems involving polynomials and
polynomial equations. You will also realize that as you go through the different activities in this
module, you will find out that some problems are applied to real-life situations in order for us
to appreciate the concepts as they are applied to day-to-day activities.

Most Essential Learning Competency:

1. Illustrates polynomial equation.
2. solves problems involving polynomials and polynomial equations.

Objectives:
At the end of this module, you should be able to:
1. define and illustrate polynomial equation;
2. determine the roots of polynomial equations;
3. find the polynomial equation given its roots;
4. solve word problems involving polynomials and polynomial equations.

What I Know

Directions: Read each item carefully. Choose your answer among the given choices by writing
the letter on a separate sheet of paper.
1. Which of the following is a polynomial equation?
A. 3𝑥 2 − 2𝑥 7 + 1 = 0 B. 9𝑥 −4 + 7𝑥 3 + 𝑥 − 8 = 0
1
1
C. 5𝑥 2 − 4𝑥 2 + 3𝑥 − 2 = 0 D. 9𝑥 8 − 21𝑥 7 + 3𝑥 + =0
2𝑥

2. What is the degree of the polynomial equation 7𝑥 4 − 2𝑥 3 + 8𝑥 5 + 𝑥 2 − 6 = 0?

A. 8 B. 7 C. 5 D. 4

3. One of the roots of the polynomial equation 𝑥 3 − 2𝑥 2 − 𝑥 + 2 = 0is 1. Find the other roots.
A. 1 and 2 B. -1 and -2 C. 1 and -2 D. -1 and 2

4. Which of the following is not a root of 𝑥(𝑥 + 2)(𝑥 − 3)(3𝑥 − 1) = 0?

1
A. 0 B. C. 2 D. 3
3

5. If 𝑥 = 3 is a root of 𝑥 3 − 5𝑥 2 − 4𝑥 + 3 = 0, what are the other roots?

1 1
A. 3, 1 B. -1, C. -1, 2 D. − , -2
2 2

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6. Which of the following cubic equations has roots -2, 2 and 4?
A. x 3 + 4 x 2 − 4 x + 16 = 0 B. 10 x 3 − x 2 − x + 16 = 0
C. x 3 − 4 x 2 − x + 16 = 0 D. x 3 − 4 x 2 − 4 x + 16 = 0

7. The area of a square is 9 x 4 − 12 x 2 + 4 sq. units. How long is each side?

A. (3𝑥 2 − 2) units B. (2𝑥 2 − 3) units
C. (3𝑥 2 + 2) units D. (2𝑥 2 − 3) units

8. The product of three consecutive integers is 504, what is the smallest number?
A. 6 B. 7 C. 8 D. 9

9. A rectangular block is formed from a cube where one of its dimensions is increased by 1
inch. If the volume of the rectangular block is 150 cubic inches, what is the length of an
edge of the original cube?
A. 4 in B. 5 in C. 7 in D. 8in

10. The longer leg of a right triangle is 2 cm more than twice the shorter leg. If the hypotenuse
is 13 cm, find the measure of each leg of the triangle.
A. 5, 12, 13 B. 6.6, 15.2, 13 C. 6, 8, 13 D. 7, 10, 13

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 Lesson

1 POLYNOMIAL EQUATIONS

What’s In

In Module 7, you learned how to factor polynomials completely. To recall, we say that
a polynomial is factored completely when each factor is irreducible. Irreducible polynomial
means the polynomial can no longer be written as a product of other polynomials of lesser
degree. In the next activity, you will be asked to factor the left side of each equation.

Activity 1: Factor me from Left!

Factor completely the left side of each equation.
1. 2𝑥 + 8 = 0
2. 𝑥 2 − 4𝑥 − 21 = 0
3. 𝑥 3 − 2𝑥 2 − 3𝑥 = 0
4. 𝑥 4 + 6𝑥 3 − 11𝑥 2 − 60𝑥 + 100 = 0
5. 𝑥 5 + 𝑥 4 − 13𝑥 3 − 𝑥 2 + 48𝑥 − 36 = 0

How did you find the activity? Were you able to factor completely the left side of each
equation?
The equations in the activity are examples of polynomial equations. Polynomial
equations are equations that involve polynomial expressions. We will formally define
polynomial equation in the next part.

What’s New
Let us define polynomial equation formally as follows.

Polynomial Equation
A polynomial equation in one variable 𝑥 is an equation of the form
𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 = 0
where 𝑛 is a positive integer and 𝑎𝑛 , 𝑎𝑛−1 , 𝑎𝑛−2 , … , 𝑎0 are real numbers called its
coefficients. 𝑎𝑛 is called the leading coefficient and 𝑛 is the degree of the
polynomial equation.

Usually, polynomial equations are written in descending order of powers of variable 𝑥

and that is said to be in standard form. The polynomial equations in Activity 1 are all in
standard form. The corresponding answers in the said activity are polynomial equations in
factored form.

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 We can classify polynomial equations according to its degree. See the table below.

Classification of Polynomial Equations

Polynomial Equations Degree (n) Examples
Linear Equation 1 2𝑥 + 8 = 0
Quadratic Equation 2 𝑥 2 − 4𝑥 − 21 = 0
Cubic Equation 3 𝑥 3 − 2𝑥 2 − 3𝑥 = 0
Quartic Equation 4 𝑥 4 + 6𝑥 3 − 11𝑥 2 − 60𝑥 + 100 = 0
Quintic Equation 5 𝑥 5 + 𝑥 4 − 13𝑥 3 − 𝑥 2 + 48𝑥 − 36 = 0
nth degree Polynomial Equation n 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎1 𝑥 + 𝑎0 = 0

In the next activity, your task is to determine the degree and classification of polynomial
equations.

Activity 2: Classify Me!

Classify each polynomial equation and determine its degree.
Polynomial Equations Classification Degree(n)
1. 𝑥 3 + 2𝑥 2 − 𝑥 − 2 = 0
2. 𝑥 3 − 5𝑥 = −3𝑥 4 − 1
3. 2𝑥(𝑥 + 1) = 3
4. 4𝑥 5 − 12𝑥 4 − 3𝑥 3 − 40𝑥 2 − 45𝑥 − 12 = 0
5. 𝑥 − 5 = −3𝑥 + 1

Did you get it all? Very Good! You already have a clear idea of what a polynomial
equation is and how to classify each according to its degree. Now, we are ready to solve a
polynomial equation. This means that we are going to determine the value/s that will satisfy
the polynomial equation called root/s of the equation.

What is It

Solving Polynomial Equations

As we proceed with the discussion, let us try to solve polynomial equations in factored
form and in standard form.

Illustrative Examples:
A. Solve the following polynomial equations.
1. 2𝑥 + 8 = 0 4. (𝑥 − 2)2 (𝑥 + 5)2 = 0
2. (𝑥 − 3)(𝑥 + 7) = 0 5. (𝑥 − 1)(𝑥 − 2)2 (𝑥 + 3)3 = 0
3. 𝑥(𝑥 + 1)(𝑥 − 3) = 0

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Solution:
Notice that all the polynomial equations are in factored form which makes it easier to
solve the equations. The property below can help you solve polynomial equations in factored
form. It is based on the fact that a number times zero is zero. For example, (5)(0) = 0.

Zero-Product Property
If (𝑎)(𝑏) = 0, then 𝑎 = 0 or 𝑏 = 0 or both 𝑎 and 𝑏 are equal to 0.

1. 2𝑥 + 8 = 0
Since the equation is a linear equation, then we can easily solve it, that is,
2𝑥 + 8 = 0
2𝑥 = −8
𝑥 = −4
Therefore, the root of 2𝑥 + 8 = 0 is -4.

2. (𝑥 − 3)(𝑥 + 7) = 0
Using the Zero-Product Property, we equate each factor to zero, that is,
(𝑥 − 3)(𝑥 + 7) = 0
𝑥−3= 0 𝑥+7 =0
𝑥=3 𝑥 = −7
Therefore, the roots of the equation are 3 and -7.

3. 𝑥(𝑥 + 1)(𝑥 − 3) = 0
𝑥(𝑥 + 1)(𝑥 − 3) = 0
𝑥=0 𝑥+1 =0 𝑥−3=0
𝑥 = −1 𝑥=3

Therefore, the roots of the equation are 0, -1 and 3.

4. (𝑥 − 2)2 (𝑥 + 5)2 = 0
(𝑥 − 2)2 (𝑥 + 5)2 = 0
(𝑥 − 2)(𝑥 − 2)(𝑥 + 5)(𝑥 + 5) = 0
𝑥−2 =0 𝑥−2 =0 𝑥+5 =0 𝑥+5=0
𝑥=2 𝑥=2 𝑥 = −5 𝑥 = −5

Notice that (𝑥 − 2) appears 2 times as a factor and the root is counted two times. We
say that 2 is a root of multiplicity 2 or double root. Similarly, (𝑥 − 5) appears 2 times, therefore,
5 is a root of multiplicity 2. In general, any root that occurs 𝑚 times is counted as 𝑚 roots and
it is said to be a root of multiplicity 𝑚.

Hence, the roots of (𝑥 − 2)2 (𝑥 + 5)2 = 0 are 2 of multiplicity 2 and 5 of multiplicity 2.

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 5. (𝑥 − 1)(𝑥 − 2)2 (𝑥 + 3)3 = 0
(𝑥 − 1)(𝑥 − 2)2 (𝑥 + 3)3 = 0
𝑥−1= 0 (𝑥 − 2)2 = 0 (𝑥 + 3)3 = 0
𝑥=1 𝑥=2 𝑥 = −3
(multiplicity 2) (multiplicity 3)

Therefore, the roots of (𝑥 − 1)(𝑥 − 2)2 (𝑥 + 3)3 = 0 are 1, 2 of multiplicity 2 and -3 of

multiplicity 3.

The difficulty of finding the roots of polynomial equations arises when it is not
expressed in factored form. Unfortunately, there is no quick and easy method like quadratic
formula to solve general polynomial equations. Instead, we need to search for the roots. We
will apply guess-and-check method. Fortunately, we are not completely moved to guessing.
We have helpful theorems and methods to guide us in solving polynomial equation not in
factored form. The following theorems are stated here without proof.

The Fundamental Theorem of Algebra

If 𝑃(𝑥) is a polynomial equation of degree 𝑛 with real coefficients, then it has
at least one root.

The Fundamental Theorem of Algebra states that there exists at least one value of 𝑎
such that 𝑃(𝑎) = 0. This can be real, imaginary, rational or irrational but the Fundamental
Theorem of Algebra guarantees the existence of the root but it does not tell how to get the
roots. The next theorem evolved from the Fundamental Theorem of Algebra.

The Number of Roots Theorem

If 𝑃(𝑥) is a polynomial equation of degree 𝑛 with real coefficients, then it has
exactly 𝑛 roots.

To narrow the search for the roots of polynomial equations, we use the Rational Roots
Theorem.

The Rational Roots Theorem

Let 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 = 0 , where 𝑎𝑛 ≠ 0 and 𝑎1 is an
𝑝
integer for all 𝑖, 0 ≤ 𝑖 ≤ 𝑛, be a polynomial equation of degree n. If , in lowest
𝑞
terms, is a rational root of the equation, then p is a factor of 𝑎0 and q is a factor of 𝑎𝑛 .

Illustrative Examples:
B. Solve the following polynomial equations.
1. 𝑥 3 − 3𝑥 2 − 6𝑥 + 8 = 0
2. 2𝑥 4 + 9𝑥 3 + 𝑥 2 − 21𝑥 + 9 = 0
3. 𝑥 5 − 7𝑥 4 + 19𝑥 3 − 25𝑥 2 + 16𝑥 − 4 = 0

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Solution:
1. 𝑥 3 − 3𝑥 2 − 6𝑥 + 8 = 0

Here is a guide to solve polynomial equations in expanded form. Make sure

that the equation is in standard form before solving it.

a. Determine the number of roots using The Number of Roots Theorem.

The degree is 3, this implies that it has exactly 3 roots.

b. Find the list of possible rational roots using The Rational Roots Theorem.
Factors of 8: ±1, ±2, ±4, ±8 Factors of 1: ±1
Possible rational roots: ±1, ±2, ±4, ±8

c. From the above list, test each if it is a root or not using the Factor Theorem or
Synthetic Division.

Let 𝑃(𝑥) = 𝑥 3 − 3𝑥 2 − 6𝑥 + 8.
Trial 1: 𝑥 = 1
1 1 -3 -6 8
1 -2 -8
1 -2 -8 0 remainder

Notice that the remainder is 0, this implies that 1 is a root of the polynomial
equation. Using the results of the synthetic division, we can express 𝑃(𝑥) as
follows:
𝑃(𝑥) = (𝑥 − 1)(𝑥 2 − 2𝑥 − 8).

The quadratic equation 𝑥 2 − 2𝑥 − 8 = 0 is called the first depressed

equation. When a polynomial is divided by one of its binomial factor, the quotient
equated to zero is called a depressed equation.

Since the equation is quadratic, then we can solve it by factoring, completing

the square or quadratic formula. In here, we solve it by factoring.
𝑥 2 − 2𝑥 − 8 = 0
(𝑥 − 4)(𝑥 + 2) = 0
𝑥−4 = 0 or 𝑥+2 = 0
𝑥=4 𝑥 = −2

d. Since 3 roots are already found, then we can now generalize the result.
Therefore, the roots of the equation 𝑥 3 − 3𝑥 2 − 6𝑥 + 8 = 0 are -2, 1 and 4.

2. 2𝑥 4 + 9𝑥 3 + 𝑥 2 − 21𝑥 + 9 = 0

The equation is of degree 4, so there are 4 roots. The factors of 9 are

±1, ±3, ±9 and the factors of 2 are ±1 and ±2. The following are possible rational
1 3 9
roots for the equation: ±1, ±3, ±9, ± , ± , ± .
2 2 2

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 By synthetic division, let us try 𝑥 = 1. We obtain

1 2 9 1 -21 9
2 11 12 -9
2 11 12 -9 0

Since the remainder is 0, 1 is a root of the polynomial equation.

Solving the first depressed equation 2𝑥 3 + 11𝑥 2 + 12𝑥 − 9 by synthetic

division, the next root we obtain is 𝑥 = −3.

-3 2 11 12 -9
-6 -15 9
2 5 -3 0

The other roots are obtained by solving the second depressed equation
2𝑥 2 + 5𝑥 − 3 = 0. We can use any of the methods of solving quadratic equations as
follows:
a. By Factoring

2𝑥 2 + 5𝑥 − 3 = 0
(2𝑥 − 1)(𝑥 + 3) = 0
2𝑥 − 1 = 0 or 𝑥+3 = 0
1
𝑥=2 𝑥 = −3

b. By the Quadratic Formula

−𝑏±√𝑏2 −4𝑎𝑐
To use quadratic formula 𝑥 = to solve the equation. Substitute the
2𝑎
following values 𝑎 = 2, 𝑏 = 5, 𝑐 = −3 to the formula, we get
−5 ± √(5)2 − 4(2)(−3)
𝑥=
2(2)
−5 ± √25 + 24
𝑥=
4
−5 ± √49
=
4
−5 ± 7
=
4
−5+7 −5−7
𝑥= or 𝑥=
4 4
2 −12
𝑥= 𝑥=
4 4

1
𝑥=2 𝑥 = −3

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 c. By Completing the Square

2𝑥 2 + 5𝑥 − 3 = 0
1 1
( ) 2𝑥 2 + 5𝑥 = 3 ( )
2 2
5 3
𝑥2 + 𝑥 =
2 2
5 5 2 3 5 2
𝑥2 + 𝑥+( ) = +( )
2 4 2 4
5 25 3 25
𝑥2 + 𝑥 + = +
2 16 2 16
5 25 49
𝑥2 + 𝑥 + =
2 16 16
5 2 49
(𝑥 + ) =
4 16

5 49
𝑥+ = ±√
4 16

5 7 5 7
𝑥+ = 𝑥+ =−
4 4 4 4
7 5 7 5
𝑥= − 𝑥=− −
4 4 4 4
2 12
𝑥= 𝑥=−
4 4
1
𝑥= 𝑥 = −3
2
Notice that same values of x are obtained using different solutions.
Therefore, the roots of the equation 2𝑥 4 + 9𝑥 3 + 𝑥 2 − 21𝑥 + 9 = 0 are -3 of
1
multiplicity 2, and 1.
2

3. 𝑥 5 − 7𝑥 4 + 19𝑥 3 − 25𝑥 2 + 16𝑥 − 4 = 0

The equation is of degree 5, so there are 5 roots. The factors of -4 are
±1, ±2, ±4 and the factors of 1 are ±1. The following are possible rational roots for the
equation: ±1, ±2, ±4.

By synthetic division, we try 𝑥 = 1. We obtain

1 1 -7 19 -25 16 -4
1 -6 13 -12 4
1 -6 13 -12 4 0

So, 1 is a root of the polynomial equation. The first depressed equation is

𝑥4 − 6𝑥 3 + 13𝑥 2 − 12𝑥 + 4 = 0.

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 By solving the first depressed equation, the next root we obtain is 𝑥 = 1.

1 1 -6 13 -12 4
1 -5 8 4
1 -5 8 -4 0

The second depressed equation is 𝑥 3 − 5𝑥 2 + 8𝑥 − 4 = 0. By solving the

equation, the next root we obtain is 𝑥 = 1.
1 1 -5 8 -4
1 -4 4
1 -4 4 0
Solving the quadratic equation (3rd depressed equation) 𝑥 2 − 4𝑥 + 4 = 0 by
factoring, we obtain
𝑥 2 − 4𝑥 + 4 = 0 ⇔ (𝑥 − 2)2 = 0
⇔ 𝑥 = 2 (multiplicity 2)
Thus, 𝑥 = 2 is a root of multiplicity 2.

Therefore, the roots of the equation 𝑥 5 − 7𝑥 4 + 19𝑥 3 − 25𝑥 2 + 16𝑥 − 4 = 0 are

1 of multiplicity 3 and 2 of multiplicity 2.

Note that not all roots of polynomial equations are rational numbers, it can be irrational
or even imaginary. The coverage of this module will focus on the real roots only.

Writing Polynomial Equations Given the Roots

We can determine the polynomial equation of degree 𝑛 provided that the 𝑛 roots are
given. If 𝑎, 𝑏 and 𝑐 are roots of the polynomial equation, then (𝑥 − 𝑎), (𝑥 − 𝑏) and (𝑥 − 𝑐) are
factors of the said equation. We can write the polynomial equation as (𝑥 − 𝑎)(𝑥 − 𝑏)(𝑥 − 𝑐) =
0.

Illustrative Examples:
Form the polynomial equation with integral coefficients whose only roots are given.
1. 0, 2, -3
1
2.
2
, √3, −√3

Solution:
1. Roots are: 0, 2, -3
Since 0, 2 and -3 are roots then 𝑥, 𝑥 − 2 and 𝑥 + 3 are the factors of the
equation. Thus, we can write the polynomial equation as follows:
(𝑥)(𝑥 − 2)(𝑥 + 3) = 0
(𝑥 2 − 2𝑥)(𝑥 + 3) = 0 multiply (𝑥)(𝑥 − 2)
3 2 2
𝑥 + 3𝑥 − 2𝑥 − 6𝑥 = 0 multiply (𝑥 2 − 2𝑥)(𝑥 + 3)
𝑥 3 + 𝑥 2 − 6𝑥 = 0 combine similar terms

Therefore, the polynomial equation with roots 0, 2 and -3 is 𝑥 3 + 𝑥 2 − 6𝑥 = 0.

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 1
2. Roots: , √3, −√3
2
1 1
Since , √3, and −√3 are roots of 𝑃(𝑥), then 𝑥 − , 𝑥 − √3 and 𝑥 + √3 are the
2 2
factors of the equation. Therefore, we can write the polynomial equation as follows:
1
(𝑥 − ) (𝑥 − √3)(𝑥 + √3) = 0
2
1 2
(𝑥 − ) (𝑥 2 + √3𝑥 − √3𝑥 − (√3) ) = 0 Multiply (𝑥 − √3)(𝑥 + √3)
2
1
(𝑥 − ) (𝑥 2 − 3) = 0
2
1 3 1
𝑥 − 3𝑥 − 𝑥 2 + = 0
3 Multiply (𝑥 − ) (𝑥 2 − 3)
2 2 2
3 1 2 3
𝑥 − 𝑥 − 3𝑥 + = 0 Write in standard form
2 2
3 1 2 3
(2) (𝑥 − 𝑥 − 3𝑥 + ) = (0)(2) Multiply both sides by the LCD
2 2
3 2
2𝑥 − 𝑥 − 6𝑥 + 3 = 0
1
Therefore, the polynomial equation with roots , √3, −√3 is 2𝑥 3 − 𝑥 2 − 6𝑥 + 3 = 0.
2

What’s More
At this point, you are now ready to answer the following activities.
Activity 3: All About Roots!
A. Solve the following polynomial equations. Show your complete solution.
1. (𝑥 − 3)(3𝑥 − 1)(7 − 𝑥) = 0 4. 𝑥 4 − 4𝑥 3 − 17𝑥 2 + 60𝑥 = 0
3 2
2. (5𝑥 − 3) (2𝑥 − 9) = 0 5. 𝑥 5 + 4𝑥 4 + 𝑥 3 − 10𝑥 2 − 4𝑥 + 8 = 0
3. 𝑥 3 − 3𝑥 2 + 3𝑥 − 1 = 0
B. Form the polynomial equation whose roots are given.
1. 2, -2, 4 3. √2, −√2, 0
2. 5, -1, 3

What I Have Learned

Polynomial Equation
A polynomial equation in one variable 𝑥 is an equation of the form
𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 = 0
where 𝑛 is a positive integer and 𝑎𝑛 , 𝑎𝑛−1 , 𝑎𝑛−2 , … , 𝑎0 are real numbers called its
coefficients. 𝑎𝑛 is called the leading coefficient and 𝑛 is the degree of the
polynomial equation.

Classification of Polynomials
1. Linear Equation – a polynomial equation of degree 1
2. Quadratic Equation – a polynomial equation of degree 2
3. Cubic Equation – a polynomial equation of degree 3
4. Quartic Equation - a polynomial equation of degree 4
5. Quintic Equation - a polynomial equation of degree 5

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 Solving Polynomial Equations
• Solving polynomial equation means finding the value/s that will satisfy the
equation called root/s of the equation.
• The following theorems are helpful in finding the roots of a polynomial
equation:
o Zero-Product Property
If (𝑎)(𝑏) = 0, then 𝑎 = 0 or 𝑏 = 0 or both 𝑎 and 𝑏 are equal to 0.
o The Fundamental Theorem of Algebra
If 𝑃(𝑥) is a polynomial equation of degree 𝑛 with real
coefficients, then it has at least one root.
o The Number of Roots Theorem
If 𝑃(𝑥) is a polynomial equation of degree 𝑛 with real
coefficients, then it has exactly 𝑛 roots.
o The Rational Roots Theorem
Let 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 = 0 , where
𝑎𝑛 ≠ 0 and 𝑎1 is an integer for all 𝑖, 0 ≤ 𝑖 ≤ 𝑛, be a polynomial
𝑝
equation of degree n. If , in lowest terms, is a rational root of the
𝑞
equation, then p is a factor of 𝑎0 and q is a factor of 𝑎𝑛 .

Writing Polynomial Equations Given the Roots

We can determine the polynomial equation of degree 𝑛 provided that the 𝑛
roots are given. If 𝑎, 𝑏 and 𝑐 are roots of the polynomial equation, then (𝑥 − 𝑎),
(𝑥 − 𝑏) and (𝑥 − 𝑐) are factors of the said equation. We can write the polynomial
equation as (𝑥 − 𝑎)(𝑥 − 𝑏)(𝑥 − 𝑐) = 0.

What I Can Do
Activity 4: Modules in a Box

Modular Distance Learning is one of the Learning Delivery Modalities in the New
Normal Education. All the modules of a learner for a week will be inserted in a plastic envelop
and it will be placed in the boxes designated per barangay. Consider the length (in inches) of
the envelop that is three times the square of the width and a height five times the width. While
the width of the container box is equal to the width of the envelop increased by 6, the length is
equal to the length of the envelop increased by 12, and the height is equal to the height of the
envelop increased by 20. If the volume of the container box is 5 760 square inches, find the
following:
1. Define the polynomial equation that models the volume of the container box.
2. Find the dimension of the envelop and container box.
3. How many envelop can the box contain?

14
 Lesson SOLVING PROBLEMS
INVOLVING POLYNOMIALS
2 AND POLYNOMIAL
EQUATIONS

What’s In

In this lesson, we will focus on solving problems on polynomials and polynomial

equations. Real-life situations which can be solved using polynomial equations are discussed.
Let us recall the steps in problem solving by George Polya discussed in Module 5.

Four Steps in Problem Solving

1. Understand the problem. You need to read with understanding the problem.
There are several questions you need to consider, like: what is the unknown?,
what are the given data?, and what is the condition?.
2. Devise a plan. When you devise a plan, there are several ways or strategy in
solving the problem. Setting up an equation, drawing a diagram, and making a
chart are all ways that you can do when solving your problem. Try also to look
for similar problems that you can follow or find a theorem/formula that is useful
in solving the problem.
3. Carry out the plan. In here, you are going to solve the equation you came up
in your plan. You need to be patient in solving the problem. If you think that
your solution comes to a dead end, don’t be discourage and try another way.
This is how mathematics is done and even professionals experience the same
thing.
4. Look back. After solving, you need to look back and reflect what are the things
that you have done. You need to check if you used all the information and that
the answer makes sense. Doing this, makes you predict what strategy you are
going to use to solve future problems.

We are going to follow the same steps in solving problems on polynomials and
polynomial equations.

15
 What’s New
Let us consider this problem:

Mrs. Garcia wants to bake a personalized decorated cake for her daughter’s
first birthday. She plans to have a rectangular shaped-cake with a volume of 864
cubic inches. She is thinking of a cake big enough for their visitors with a width 8
inches more than the thickness and a length 10 inches more than twice the thickness.
What should the dimensions of the cake pan be?

How would Mrs. Garcia determine the size of the cake pan?

Solution:
Step 1. Understand the problem. Determine what the given facts are.
Mrs. Garcia wants a rectangular shaped-cake with a volume of 846 cubic
inches. The width is 8 inches more than the thickness and the length is 10 inches more
than twice the thickness.

Step 2. Devise a Plan. Determine what is being asked for in the problem and write this in
mathematical notation. Represent the given and the unknown in the problem and
establish the needed equation.
Let 𝑥 be the thickness of the cake
𝑥 + 8 be the width of the cake
2𝑥 + 10 be the length of the cake

The desired volume is 864 cubic inches.

The formula for the volume of a rectangular solid is (length)(width)(height).
Therefore, the problem can be represented by the equation
𝑥(𝑥 + 8)(2𝑥 + 10) = 864.

Step 3. Carry out the plan. The equation is polynomial. So, the problem can be solved using
the concept on solving polynomial equations.
𝑥(𝑥 + 8)(2𝑥 + 10) = 864
𝑥(2𝑥 2 + 26𝑥 + 80) = 864
2𝑥 3 + 26𝑥 2 + 80𝑥 − 864 = 0
𝑥 3 + 13𝑥 2 + 40𝑥 − 432 = 0

By synthetic division, we try 𝑥 = 4. We obtain

4 1 13 40 -432
4 68 432
1 17 108 0

16
 Solving the first depressed equation 𝑥 2 + 17𝑥 + 108 = 0 by completing the
square, we obtain
𝑥 2 + 17𝑥 + 108 = 0
2
17 2 17 2
𝑥 + 17𝑥 + ( ) = −108 + ( )
2 2
17 2 143
(𝑥 + ) = −
2 4
17 2 143
(𝑥 + ) = −
2 4
17 143
(𝑥 + ) = ±√−
2 4

17 143
𝑥=− ± √−
2 4

17 143 17 143
Therefore, the roots are 4, − + √− 𝑎𝑛𝑑 − − √− .
2 4 2 4

We choose x = 4 because the other roots are imaginary and there is no

imaginary dimension.

Therefore, the size of the cake pan needed is 4 in by 12 in by 18 in.

Step 4. Look back. Check if the result in step 3 answers the problem.
Since the volume of the cake to be made is 864 in 3, then the volume of the
cake pan must also be 864 in3. The dimension of the cake pan is 4 in by 12 in by 18
in. The product of the dimension of the said cake pan is equal to 864 in 3. Therefore,
the answer is correct.

Can you now recall the steps in solving word problems? More examples are provided
for you in the next part of this module.

What is It
Illustrative Examples
1. Lyra, Lyre, and Lyru are close siblings. Lyre is the youngest of them all and she is an
elementary pupil. Lyru is 7 years older than Lyre while Lyra is 5 years more than twice
than Lyre. If the product of their age is 4 250, how young is Lyre?

Step 1. Understand the problem. Determine what the given facts are.
The product of the ages of Lyra, Lyre and Lyru is 4, 250.
Lyru is 7 years older than Lyre while Lyra is 5 years more than twice than Lyre.

17
Step 2. Devise a Plan. Determine what is being asked for in the problem and write this in
mathematical notation. Represent the given conditions and the unknown in the
problem and establish the needed equation.

Let 𝑥 be the age of Lyre

𝑥+7 be the age of Lyru
2𝑥 + 5 be the age of Lyra
4 250 be the product of their age

Therefore, the problem can be represented by the equation

𝑥(𝑥 + 7)(2𝑥 + 5) = 4 250

Step 3. Carry out the plan. The equation is polynomial. So, the problem can be solved using
the concept on solving polynomial equations.

Expanding the equation, we have,

𝑥(𝑥 + 7)(2𝑥 + 5) = 4 250
𝑥(2𝑥 2 + 19𝑥 + 35) = 4 250
2𝑥 3 + 19𝑥 2 + 35𝑥 = 4 250
2𝑥 3 + 19𝑥 2 + 35𝑥 − 4 250 = 0

By synthetic division, we try 𝑥 = 10. We get

10 2 19 35 -4 250
20 390 4 250
2 39 425 0

Thus, 10 is a root of the polynomial equation.

Solving the first depressed equation 2𝑥 2 + 39𝑥 + 425 = 0, we get
−39 ± √392 − 4(2)(425)
𝑥=
2(2)
−39 ± √1521 − 3400
𝑥=
4
−39 ± √−1879
𝑥=
4
−39±√−1879
Therefore, the roots are, 10 and
4
.

We select 𝑥 = 10 because the other roots are imaginary and there is no

imaginary age. Therefore, Lyre is 10 years old.

Step 4. Look back. Check if the result in step 3 answers the problem.
Lyre is 10 years old. Hence, Lyru is 17 years old since he is 7 years older than Lyre.
While Lyra is 25 years old since she is 5 years more than twice than Lyre. The product of
their age is 4 250.

18
2. A ladder, 17 feet long, leans against the wall of a house. The distance of the top of the
ladder from the ground is 49 feet less than the square of the distance of the foot of the
ladder from the wall. How far is the top of the ladder from the ground?

Solution:
Let 𝑥 = distance of the foot of the
ladder from the wall
2
𝑥 − 49 = distance of the top of the
ladder from the ground

Use the Pythagorean theorem to find

𝑥 2 − 49 the unknown.
17 ft.
(The sum of the squares of the sides of
a right triangle is equal to the square of
its hypothenuse)
𝑥

(𝑥)2 + (𝑥 2 − 49)2 = 172

𝑥 2 + 𝑥 4 − 98𝑥 2 + 2401 = 289
𝑥 4 − 97𝑥 2 + 2401 − 289 = 0
𝑥 4 − 97𝑥 2 + 2112 = 0
(𝑥 − 8)(𝑥 + 8)(𝑥 2 − 33) = 0
𝑥 = 8 or 𝑥 = −8 or 𝑥 = ±√33

Let’s consider 8 and√33 as the distance of the foot of the ladder from the wall to find
the distance of the top of the ladder from the ground. Note that −8 and −√33 are not
considered since there are no negative distances.

Substituting 𝑥 = 8, 𝑎𝑛𝑑 √33 to 𝑥 2 − 49, we get

If 𝑥 = 8 if 𝑥 = √33
2
(8)2 − 49 = 64 − 49 = 15 (√33) − 49 = 33 − 49 = −16

For 𝑥 = √33, the distance of the top of the ladder from the ground is -16 which is
impossible. Thus, the distance of the top of the ladder from the ground is 15 feet.

3. Moana’s Candy Parlor has assorted candy products placed in

cylindrical jars. Consider the jar at the right. Its height is 5 inches
greater than the radius of its lid cover. Determine the length of the
radius of the lid and the height of the jar if its volume is 72𝜋 cubic
inches.

Solution:
Let 𝑥 = length of the radius of the lid
𝑥 + 5 = height of the jar

19
 Use the volume formula of cylinder to find the unknown.
𝑉 = 𝜋𝑟 2 ℎ
72𝜋 = 𝜋(𝑥)2 (𝑥 + 5)
72𝜋 𝜋(𝑥)2 (𝑥 + 5)
= Divide both sides by 𝜋
𝜋 𝜋
2
72 = 𝑥 (𝑥 + 5)
72 = 𝑥 3 + 5𝑥 2
0 = 𝑥 3 + 5𝑥 2 − 72

By synthetic division, we try 𝑥 = 3. We get

3 1 5 0 -72
3 24 72
1 8 24 0

Solving the first depressed equation 𝑥 2 + 8𝑥 + 24 = 0, we get

−8 ± √82 − 4(1)(24)
𝑥=
2(1)
−8 ± √64 − 96
𝑥 =
2
−8 ± √−32
𝑥 =
2
−8 ± 4√−2
𝑥 =
2
𝑥 = −4 ± 2√−2

We select 𝑥 = 3 because the other roots are imaginary and there is no

imaginary number length. Therefore, length of the radius of the lid is 3 inches and the
height of the jar is 3+5 = 8 inches.

With the knowledge you gained in solving problems involving polynomials and
polynomial equations, practice your skill by answering the word problems in the next activity.

What’s More

Activity 1: More, More and More Problems!

Directions: Solve the following problems. Show your solution.

1. A rectangular box has dimensions of 4cm, 6cm and 9cm. If the first two dimensions are
increased by the same number of centimeters, while the third dimension remains the
same, the new volume is 99 cm3 more than the original volume. How many centimeters
were added to each of the first two dimensions of the original box?

20
2. A rectangle has an area of 12m2. Its diagonal is 2m longer than its shorter side. Find its
dimensions.

3. A rectangular garden with dimensions of 15m and 9m is built in a rectangular backyard.

The area of the backyard is 391m2. If the pathway surrounding the garden is of uniform
width, how wide is the pathway?

4. The height of a cylinder is thrice as long as its radius and has a volume of 375π cm 3.
What is the radius of the cylinder?

5. The volume of a rectangular stainless-steel container is 300ft3. The height of the container
is twice as the width and the length is one foot more than the width. Find the dimensions
of the stainless-steel container.

What I Have Learned

Four Steps in Problem Solving

1. Understand the problem. You need to read with understanding the
problem. After reading the problem, list down all the components and data
involved.
2. Devise a plan. You need to determine your strategy in solving the problem.
Setting up an equation, drawing a diagram, and making a chart can help in
solving problem. Try also to look for similar problems that you can follow or
find a theorem/formula that is useful in solving the problem.
3. Carry out the plan. You are going to realize the plan you created to solve
the problem.
4. Look back. After solving, you need to look back and reflect what are the
things that you have done. You need to check if you used all the information
and that the answer makes sense.

What I Can Do

Activity 4: Problem Solver!

Everyday in our lives we encounter different challenges, we experience many things

and we see different sceneries in our surroundings. Out of these, formulate a real-life problem
that can be solved using the concept on polynomial equation. Show also how the problem is
solved.

21
 Assessment
Directions: Read each problem carefully and solve for it. Choose the correct letter of your
answer by writing on the provided answer sheet.

1. Which of the following is NOT a polynomial equation?

A. 3𝑥 2 − 2𝑥 7 + 1 = 0 B. 9𝑥 4 + 7𝑥 3 + 𝑥 − 8 = 0
1
C. 5𝑥 5 − 4𝑥 2 + 3𝑥 − 2 = 0 D. 9𝑥 8 − 21𝑥 7 + 3𝑥 + =0
2𝑥

2. What is the degree of the polynomial equation 𝑥 4 − 5𝑥 3 + 8𝑥 5 + 8𝑥 2 − 1 = 0?

A. 4 B. 5 C. 7 D. 8

3. One of the roots of the polynomial equation 𝑥 3 + 𝑥 2 − 5𝑥 + 3 = 0 is 1. Find the other roots.
A. 1 and 3 B. -1 and -3 C. 1 and -3 D. -1 and 3

4. Which of the following is NOT a root of (𝑥 − 1)(𝑥 + 4)(2𝑥 − 3)(𝑥 + 5) = 0?

3
A. -4 B. -1 C. 1 D.
2

5. Which of the following cubic equations has roots -3 and 3 (multiplicity 2)?
A. 𝑥 3 − 3𝑥 2 − 9𝑥 + 27 = 0 C. 𝑥 3 − 9𝑥 2 + 27𝑥 − 27 = 0
3 2
B. 𝑥 + 3𝑥 − 9𝑥 − 27 = 0 D. 𝑥 3 + 9𝑥 2 + 27𝑥 + 27 = 0

1
6. If 𝑥 = is a root of 2𝑥 3 + 9𝑥 2 + 7𝑥 − 6 = 0, what are the other roots?
2
A. -3, 2 B. -2, 3 C. -3, -2 D. 2, 3

7. The length of a rectangle is 4 cm less than the square of its width. Find the width of the
rectangle if its area is 105 cm2.
A. 5 cm B. 10 cm C. 24 cm D. 25 cm

For item nos. 8 -9

The dimensions of a box in packing beverages of a soft drinks corporation is (4𝑥 – 6)
feet, (𝑥 + 2) feet, and (𝑥 – 1) feet. The volume of the box is 60 cubic feet.

8. What is the value of x?

A. 2 B. 3 C. 4 D. 5

9. What are the dimensions of the box?

A. 6ft × 5ft × 2ft B. 10ft × 6ft × 3ft C. 14ft × 7ft × 5ft D. 15ft × 10ft × 5ft

10. If the shorter dimension of a rectangle is increased by 2cm and the longer dimension by
3 cm, one dimension will become 3/2 of the other, and the area will be increased by 66
cm2 . Find the original dimensions of the rectangle.
A. 5cm × 10cm B. 7cm × 12cm C. 9cm × 14cm D. 10cm × 15cm

22
23
Pre-Test
1. A 6. D
2. C 7. A
3. D 8. B
4. C 9. B
5. B 10. A
Lesson 1: Polynomial Equations
Activity 1: Factor me from Left! Activity 2: Classify Me!
1. 2𝑥 + 8 = 0 1. Cubic equation, 3


2. (𝑥 −7)(𝑥
3)
+
2. Quartic equation, 4
3. 𝑥(𝑥 −3)(𝑥



1)
+ 3. Quadratic equation, 2
4. (𝑥 −2)
2

2
(𝑥 + 5) 4. Quintic equation, 5
5. (𝑥 −1)(𝑥

−2) 2 (𝑥+
2

3) 5. Linear equation, 1
Activity 3: All About Roots!
A. B.
1
1. 3, , 7 1. 𝑥 3 − 4𝑥 2 − 4𝑥 + 16 = 0
3
3 9
2. of multiplicity 3, of multiplicity 2 2. 𝑥 3 − 7𝑥 2 + 7𝑥 + 15 = 0
5 2
3. 1 of multiplicity 3 3. 𝑥 3 − 2𝑥 = 0
4. -4,0,3,5
5. 1 of multiplicity 2, 2 of multiplicity 3
Activity 4: Modules in a Box
This is left for the learner to answer
Lesson 2: Solving Problems involving Polynomials and Polynomial Equations
Activity 1: More, More and More Problems!
1. 0.5 cm
2. w = 3m, l = 4m
3. 4m
4. 5cm
5. l = 6, w = 5, h = 10
Post-Test
1. D 6. C
2. B 7. A
3. C 8. B
4. B 9. A
5. A 10. D
Answer Key
References
Agbayani, Ma. Felina, Venida, Ma. Luisa M., Grafil, Debbie Y. Dinamic MathL Advance
Algebra, Trigonometry and Statistics. (2008). Phoenix Publishing House, Inc. Queson
City, Philippines
Banaag, Geraldo DG and Quan, Reymond Anthony M.. (2013). Global Mathematics 10. The
Library Publishing House Incorporated.
Brown, Richard G., et. al,. Algebra 2: Exploring and Application. (1998). McDougal Littell Inc.
Mathematics Learner’s Module. Grade 10.(2015). REX Book Store, Inc. Department of
Education. Republic of the Philippines.
Orines, Fernando B., et. al,. Next Century Mathematics: Mathematics 10. (2015). Phoenix
Publishing House, Inc. Queson City, Philippines
Oronce, Orlando A., Mendoza, Marilyn O. (2003). Exploring Mathematics: Intermediate
Algebra II. REX Printing Company, Inc.
Orines, Fernando B., et. al,. Next Century Mathematics: Mathematics 10. (2015). Phoenix
Publishing House, Inc. Queson City, Philippines

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25