TUKURAN TECHNICAL – VOCATIONAL HIGH SCHOOL

Tukuran, Zamboanga del Sur

Learning Activity Sheet in Mathematics 10
Quarter 1 - Week 5
I. Content: PROBLEM SOLVING INVOLVING SEQUENCES
II. Discussion
 For this session, you are going to apply everything you had learned from our previous lessons. You need to recall from the very first lesson
we had down to the last week so that you are going to be able to apply it on the given activities below, especially on problem solving.
First Recall: Arithmetic Sequence with the formula,
 Example: What is the tenth term to the arithmetic sequence 6, 10, 14, 18, …?
 Solution: Since a1 = 6, n = 10, d = 4; then a10 = 6 + (10 – 1) 4 = 6 + (9)4 = 6 + 36 = 42.
Second Recall: Geometric Sequence with the formula,
 Example: Insert 3 geometric means between 5 and 3125.
 Solution: Since a1 = 5, an = 3125 and n = 5 (since there are 5 terms from 5 to 3125); we need to find the common ratio first to get what is
ask.
First Step: Find the common ratio (r) Second Step: Find the 3 geometric means
a5 = a1 r n-1 Since r = 5, then 5, 25, 125, 625, 3125.
3125 = 5 r (5 – 1) 25, 125, 625 are the three terms, respectively.
5 5
=
5 =r
Third Recall: Sum of Arithmetic Sequence
 Example:Find the sum of the first 20 terms of the arithmetic sequence –2, –5, –8, –11, …
 Solution: S20 = [ 2(-2) + (20-1) -3]
S20 = 10 [ -4 + (19) -3]
S20 = 10 [ -4 + (-57)]
S20 = 10 [ -61]
S20 = –610
Fourth Recall: Sum of Finite Sequence
In Sum of Finite Sequence, you need to consider the following:
1. If r ≠ 1, use the formula Sn = a1 – an r
1–r
Example: What is the sum of the first five terms of 3, 6, 12, 24, 48, 96, …?
Solution: Note for r, r ≠ 1 since r = 2; a1 = 3, n = 5, a5 = 48
S5 = 3 – 48 (2) = 3 – 96 = – 93
1–2 -1 –1
S5 = 93
2. If r = 1, use the formula Sn = na1
Example: What is the sum of the first six terms of 5, 5, 5, 5, 5, 5, 5, 5, …?
Solution: Note for r, r = 1; n = 6, a1 = 5
S6 = 6 (5) = 30.
3. If r = -1 and n is even, use the formula Sn = 0
Example: Find the first eight terms of 8, -8, 8, -8, 8, …
Solution: Note for r, r = -1; n = 8 (even). Therefore, S8 = 0
4. If r = -1 and n is odd, use the formula Sn = a1
Example: Find the first seven terms of -7, 7, -7, 7, …
Solution: Note for r, r = -1; n = 7 (odd). Therefore, S7 = – 7
Fifth Recall: Sum to Infinity S = a1
1–r
 Example: What is the sum to infinity of 3 – 1 + 1/3 – 1/9 + …?
 Solution: Since a1 = 3 and r = -1/3, the S = =

 At this point, you have to secure that everything is clear to you and expected that you had understood the processes included in every
sequence because you are now on the highest level of this unit; solving word problems involving sequences. Here are some examples that
could guide you to answer such situation.
Example 1: A rocket rises 30 feet after 1 second, 85 feet after 2 seconds, and 140 feet after 3 seconds. If it continues to rise at this rate, how
many feet will it rise after 16 seconds?
Solution: Notice the sequence 30, 85, 140, … is arithmetic sequence. So, a1 = 30, n = 16, and d = 55
Applying the formula, a16 = 30 + (16 – 1) 55 = 30 + (15) 55 = 30 + 825 = 855
Therefore, there will be 855 feet after 16 seconds.
Example 2: A mine worker discovers an ore sample containing 500 mg of radioactive material. It was discovered that the radioactive material
has a half life of 1 day. About how much of the radioactive material be present after 7 days?
Solution: Notice that there is a present of a fractional data; hence it must be geometric sequence. So, a1 = 500, n = 7, and r = 1/2
Applying the formula, a7 = 500 (1/2) 7 – 1 = 500 (1/2) 6 = 500 (1/64) = 500/64 = 7.8
Therefore, there are 7.8 mg of radioactive material present after 7 days.

III. Learning Competency with code

 The learner solves problems involving sequences (M10AL-If-2)
IV. Directions
At this moment, you will be able to demonstrate the knowledge and skill you earned from our lesson. And, apply these in solving word
problems.

V. Exercises
Activity 1: Use the nth term of arithmetic sequence, and geometric sequence, to answer the following
problems.
1. What term (n) of the arithmetic sequence 5, 9, 13, 17, 21, … is 401?

2. Find the seventh term of the geometric sequence 10, 2, , .

3. If three arithmetic means are inserted between -15 and 9, what are these three terms?

Activity 2: Find the sum of the sequences given below.

1. What is the sum of the first six terms of the geometric sequence with first term 40 and common ratio ?

2. Find the sum of all multiples of 4 between 15 and 49.

3. Determine the sum to infinity of 1, 0.2, 0.04, 0.008, …

Activity 3: Solve the following word problems involving sequences. Remember to determine first what kind of sequence is being determined so
that you can use the right formula to solve it. You are be graded according to the rubrics given below.
1. Justine is the track and field representative from Tukuran Technical-Vocational High School for the Palarong Pambansa. He begins
training by running 5 miles during the first week, 6.5 miles during the second week, and 8 miles on the third week. Assume this pattern
continues, how far will he run on the tenth week?
2. A culture of bacteria doubles every hour. If there are 500 bacteria at the beginning, how many bacteria will there be after 12 hours?

VI. Scoring Rubrics for Activity 3.

Level 1 Level 2 Level 3 Level 4 Level 5
(0 point) (3points) (5points) (7points) (10points)
Amount of Work Learner shows Learner poses a poses a Learner poses a Learner poses a
no attempt to do problem but with problem with problem with problem with
the task incomplete complete complete complete
illustration and illustration but illustration but illustration and
no solution of no solution of shows complete
the problem the problem incomplete solution of the
solution of the problem
problem

VII. Guide Question

How did you feel that sequences can, clearly, be applied to real-life situation?
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
VIII. Reflections
Was it easy for you now to solve any kind of problems involving sequences after learning this session? Express your thoughts.
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

IX. References
[Most Essential Learning Competencies]. (n.d.). DepEd Commons. Retrieved from https://commons.deped.gov.ph/melc
Worktext in Intermediate Algebra by Virgilio P. Gragasin Jr., PhD
MARIA VIOLETA A. DE OCAMPO

Prepared by: Noted by: Approved by:

CESAR A. LINGOLINGO JR. ANDREW M. DURAN LUTHER D. CASTELO, Ed. D.

Head-Department of Mathematics Secondary School Principal IV
 TUKURAN TECHNICAL – VOCATIONAL HIGH SCHOOL
Tukuran, Zamboanga del Sur
Learning Activity Sheet in Mathematics 10
Quarter 1 - Week 6
I. Content: DIVISION OF POLYNOMIALS
II. Background Information
Polynomials of degree higher than 2 can be factored in many ways. Long division and synthetic division are very effective methods of
factoring polynomials, however, they have also some restrictions. Long division, as the name suggests, entails a long process and it is a bit
complicated. Synthetic division is much easier to use, however, its maximum effectiveness is limited only to polynomials of lower degrees. And
since most of the learners do not rely on long methods and appreciate short cuts, the Remainder theorem and the Factor theorem come into play.
Although Remainder theorem uses long division, synthetic division or direct substitution, the learners can choose whichever method is easier for
them to use.

Dividing Polynomials using long division

The procedure for dividing a polynomial by another polynomial is similar to the procedure used when dividing whole number.
Example: Divide by
Solution: The dividend must be in standard form.
From

Dividing Polynomials using Synthetic Division

There is a shorter procedure when a [polynomials is to be divided by a binomial of the form (x-r), this is called synthetic division.
In this procedure. We write only the coefficients.
Example: Use synthetic division to divide P(x) = (3x3 + 42+ 8) by D (x) = (x+2).
III. Learning Competency with code
The learner performs division of polynomials using long division and synthetic division (M10AL-If-1)
The learner proves the Remainder theorem, Factor theorem and the Rational root theorem (M10AL – Ig- 2; M10AL- Ii - 2)

IV. Instruction
Performing division of polynomials using long division and synthetic division. And also, prove the Remainder Theorem, Factor Theorem
and Rational Root Theorem.
V. Activities/Exercises

Activity 1: Divide using long division and write it in form;

1.
2.
3. (x4 + 3x3 – 4x2 – x + 1) ÷ (x + 2)

Activity 2: Divide using long division and write it in form;

1. (2x2 + x3 + 1) ÷(x – 1)
2. (2x3 + 9x2 + x – 3) ÷ (2x – 1)
3. (3x4 – x 3 – 3x + 4) ÷ (3x – 1)

Activity 3: Prove the following theorem.

A Proving the remainder theorem
STATEMENT REASON
1. P(x) = (x-r) Q(x)+R Given
2. P(r) = (r-r) Q(r)+R
3. P(r) = (0) Q(r)+R
4. P(r) = R

B. Proving the Factor Theorem

Fill in the blanks to complete the statement.
1. is a factor of if and only if the remainder of is ___________.
2. By the remainder Theorem, if and only if ___________.
3. Thus, is a factor of if and only if _________.
VI. Guide Questions
1. Compare and contrast long division and synthetic division
___________________________________________________________________________
___________________________________________________________________________
2. Which method is easier, long division or synthetic division? Why?
___________________________________________________________________________
VII. Reflections: What did you learn from the lessons that you have just now? How are you going to relate these lessons in your life as a student?
_________________________________________________________________________
VIII. References
[Most Essential Learning Competencies]. (n.d.). DepEd Commons. Retrieved from https://commons.deped.gov.ph/melc
Worktext in Intermediate Algebra by Virgilio P. Gragasin Jr., PhD
MARIA VIOLETA A. DE OCAMPO

Prepared by: Noted by: Approved by:

CESAR A. LINGOLINGO JR. ANDREW M. DURAN LUTHER D. CASTELO, Ed. D.

Head-Department of Mathematics Secondary School Principal IV