10

Mathematics
Quarter 2 – Module 1:
Polynomial Functions
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 1: Polynomial Functions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

JUNIOR HS MODULE DEVELOPMENT TEAM

Author : Raquel O. Pimo

Co – author – Content Editor : Irene Marie L. Magno
Co – author – Language Reviewer : Caryl Dorothy B. Ariola
Co – author – Illustrator : Raquel O. Pimo
Co – author – Layout Artist : Marc Ernest A. Javier
Co – author – Team Leader : Reynaldo T. Bernales

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Mathematics: Danilo C. Caysido
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano
Division Book Designer : Emmanuel S. Gimena Jr.

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 10

Mathematics
Quarter 2 – Module 1:
Polynomial Functions
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 10 Alternative Delivery Mode (ADM) Module

on Polynomial Functions
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 10 Alternative Delivery Mode (ADM) Module

on Polynomial Functions
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we can learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

iii
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

At the end of the lesson, with at least 80% level of proficiency, students should
be able to:

1. illustrate Polynomial Functions);

2. understand, describe, and interpret the graphs of polynomial function
(M10AL-IIa-1); and
3. solve problems involving polynomial functions (M10AL-IIb-2).

1
 What I Know

Choose the letter that best answers each question.

1. Which of the following could be the value of n in the equation f(x) = xn if f is a

polynomial function?
A. – 2 B. 2 C. ¼ D. √3

2. What is the leading coefficient of the polynomial function f(x) = x - 2x3 -4?
A. – 4 B. – 2 C. 1 D. 3

3. Which polynomial function in factored form represents the given graph?

A. y = (2x +3) (x–1)2

B. y = - (2x+3) (x-1)2

C. y = (2x+3)2 (x-1)

D. y = - (2x+3)2 (x-1)

4. If you will draw the graph of y = x2 (x – 1), how will the graph behave at the x-
axis?
A. The graph crosses both (0, 0) and (1, 0).
B. The graph crosses (0, 0) and is tangent to the x-axis at (1, 0).
C. The graph crosses (1, 0) and is tangent to the x-axis at (0, 0).
D. The graph is tangent to the x-axis at both (0, 0) and (1, 0).

5. What should n be if f (x) = xn defines a polynomial function?

A. an integer B. a nonnegative integer
C. any number D. any number except 0

6. A car manufacturer determines that its profit, P, in thousands of pesos, can be

modeled by the function P(x) = 0.00125x4 + x – 3, where x represents the number of
cars sold. What is the profit when x = 300?
A. Php 101.25 B. Php 1,039,500.00
C. Php 3,000,000.00 D. Php 10,125,297.00

7. If you will be asked to choose from -2, 2, 3, and 4, what values for a and n will
you consider so that y = axn could define the graph below?

2
 A. a = 2 , n = 3
B. a = 3 , n = 2
C. a = - 2 , n = 4
D. a = - 2 , n = 3

8. Your classmate Linus encounters difficulties in showing a sketch of the graph of

y = 2x3 + 3x2 - 4x - 6. You know that the quickest technique is the Leading Coefficient
Test. You want to help Linus in his problem. What hint/clue should you give?
A. The graph falls to the left and rises to the right.
B. The graph rises to both left and right.
C. The graph rises to the left and falls to the right.
D. The graph falls to both left and right.

9. From the choices, which polynomial function in factored form represents the
given graph?

A. y = (x+2) (x+1) (x-1)

B. y = (x+1) (x-1) (x-2)

C. y = x(x+2) (x+1) (x-1)
D. y= x(x+1) (x-1) (x-2)

10. How should a polynomial function f(x)= 2x+x 3+3x5+4 be written in standard
form?
A. f(x)= x3 +2x + 3x5 + 4
B. f(x)= 4 + 3x5 + 2x + x3
C. f(x)= 4 + 2x + x3 + 3x5
D. f(x)= 3x5 + x3 + 2x + 4

3
 Lesson
Polynomial Functions
1
This module will be assessing your knowledge of the different math concept/s
previously studied and your skill/s in performing mathematical operations. These
knowledge and skills will help you understand quadratic inequalities.

What’s In

Identify if the given is a polynomial expression or not. Write P if it is

considered as a polynomial expression and PN if not and give your reasons.

1. 14x 6. Π

2. 5x3-4√2x + x 7. 3x√3 + √3 x2 + 9x – 2

3. -2014x 8. x3 + 2x + 1

4. x 3/4 + 3x 1/4 +7 9. -4x -100 + 4x100

5. 1/2x3 + 2/3x4 – 3/4x5 10. 1 – 16x2

Notes to the Teacher

This module prepares the students on how to identify polynomial functions.

4
 What’s New

Study the given polynomial functions and complete the table below.

Polynomial Function Polynomial Degree Leading Constant

Function in Coefficient Term
Standard Form

1. f(x) = 2 – 11x + 2x2

2. f(x) = -18x4 + 2x2

3. f(x) = x (x2 – 5)

4. f(x) = 6 – 2x + x4

5. f(x) = x3 – 9x2 + 26x

What is It

A polynomial function is a function of the form

P(x)=anxn+an-1xn-1+an-2xn-2+….+a1x+a0, an ≠0,

where n is a non-negative integer, a0, a1 ..., , , an are real numbers called coefficients,
anxn is the leading term, an is the leading coefficient, and a0 is the constant term.

The terms of a polynomial may be written in any order. However, if they are
written in decreasing powers of x, we say the polynomial function is in standard form.

5
 Other than P(x), a polynomial function may also be denoted by f(x). Sometimes,
a polynomial function is represented by a set P of ordered pairs (x,y). Thus, a
polynomial function can be written in different ways, like the following.

f(x)=anxn+an-1xn-1+an-2xn-2+….+a1x+a0

or

y = anxn+an-1xn-1+an-2xn-2+….+a1x+a0

Polynomials may also be written in factored form and as a product of

irreducible factors, that is, a factor that can no longer be factored using coefficients
that are real numbers. Here are some examples.

a. y = x4 + 2x3 – x2 + 14x – 56 in factored form is y = (x2 + 7)(x – 2)(x + 4)

b. y = x4 - 2x3 – 13x2 – 10x in factored form is y = x(x – 5)(x + 1)(x + 2)
c. y = 6x3 + 45x2 + 66x – 45 in factored form is y = 3(2x – 1)(x + 3)(x + 5)
d. f(x) = x3 + x2 + 18 in factored form is f(x) = (x2 – 2x + 6)(x + 3)
e. f(x) = 2x3 + 5x2 + 7x – 5 in factored form is f(x) = (x2 + 3x + 5)(2x – 1)

Factor each polynomial completely using any method.

1. (x2 – 3x + 2) (x2 – 2x - 8)
2. (x2 + x – 6) (x2 – 6x + 9)
3. (2x2 – 5x + 3) (x – 3)
4. x3 - 5x2 + 7x – 3
5. 2x4 + 7x3 – 4x2 – 27x – 18

The preceding task is very important for you since it has something to do with the x-
intercepts of a graph. These are the x-values when y = 0, thus, the point(s) where
the graph intersects the x-axis can be determined.

6
To recall the relationship between factors and x-intercepts, consider these examples:

Example 1:

Find the intercepts of y = x4 - 2x3 – 7x2 + 8x + 12.

Solution:

To find the x-intercept/s, set y = 0. Use the factored form. That is,

y = x4 - 2x3 – 7x2 + 8x + 12
y = (x + 1) (x + 2)( (x – 2)(x – 3) Factor completely.
0 = (x + 1)(x + 2)(x – 2)(x – 3) Equate y to 0.
x+1=0 or x+2 = 0 or x – 2 = 0 or x – 3 = 0 Equate each factor to 0
x = –1 x=-2 x=2 x = 3 to determine x.

The x-intercepts are –1,-2, 2, and 3. This means the graph will pass
through (-1, 0),(-2,0), (2, 0), and (3, 0).

Finding the y-intercept is more straightforward. Simply set x = 0 in the given

polynomial. That is,

y = x - 2x – 7x + 8x + 12
4 3 2

y = 04 – 2(03) – 7(0)2 + 8(0) + 12

y = 12

The y-intercept is 12. This means the graph will also pass through
(0,12).

Example 2:

Find the intercepts of y = x3 +2x2 – x -2

7
Solution:

For the x-intercept(s), find x when y = 0. Use the factored form.

That is,
y = x3 +2x2 – x -2
y = (x + 2)(x + 1)(x – 1) Factor completely
0 = (x + 2)(x + 1)(x – 1) Equate to 0.

x+2=0 or x+1=0 or x–1=0 Equate each factor to

x = –2 x = –1 x=1 0 to determine x.

The x-intercepts are -2, -1, and 1. This means the graph will pass through
(-2,0), (-1,0), and (1,0).

Again, finding the y-intercept simply requires us to set x = 0 in the given polynomial.
That is,

y = x3 +2x2 – x -2
y = (03) –2 (02) – (0)-2
y = -2

The y-intercept is -2. This means the graph will pass also through (0,-2).

You have learned how to find the intercepts of a polynomial function. You will
discover more properties as you go through the next activities.

8
 What’s More

Determine the x-intercept/s and the y-intercept of each given polynomial function.
To obtain other points on the graph, find the value of y that corresponds to each
value of x in the table.

1. y = (x)(x + 6)(x + 1)(x – 1) x-intercepts: __ __ __ _

y-intercept: __

X -5 -3 0 2 4

List all your answers above as ordered pairs.

2. y = (x + 1)(x - 3)(x – 2) x-intercepts: __ __ __ __

y-intercept: __

x -6 -4 0 3 5

List all your answers above as ordered pairs.

3. y = –x(x + 6)(3x – 4) x-intercepts: __ __ __

y-intercept: __

x -7 -3 1 2

List all your answers above as ordered pairs.

9
 4. y = x2(x+3) (x+1) (x-1) (x-3) x-intercepts: __ __ __

y-intercept: __

x -4 -2 -0.5 2 4

List all your answers above as ordered pairs.

What I Have Learned

Study each figure and answer the questions that follow. Summarize your answers
using a table similar to the one provided.

Case 1

The graph on the right is defined by

y = 2x3 – 7x2 – 7x + 12
or, in factored form,
y = (2x + 3) (x – 1) (x – 4).

Questions:

a. Is the leading coefficient a positive or a

negative number?

b. Is the polynomial of even degree or odd degree?

c. Observe the end behaviors of the graph on both sides. Is it rising or falling to the
left or to the right?

10
Case 2

The graph on the right is defined by

y = -x5 + 3x4 +x3-7x2+4
or, in factored form, y = -(x+1)2 (x-1) (x-2)2 .

Questions:
a. Is the leading coefficient a positive or a
negative number?
b. Is the polynomial of even degree or odd
degree?
c. Observe the end behaviors of the graph on
both sides. Is it rising or falling to the right?

Case 3

The graph on the right is defined by

y = x4 - 7x2 + 6x or, in factored form,

y = x(x+3) (x-1) (x-2).

Questions:

a. Is the leading coefficient a positive or a

negative number?

b. Is the polynomial of even degree or odd

degree?

c. Observe the end behaviors of the graph on both sides. Is it rising or falling to the
left or to the right?

11
Case 4

The graph on the right is defined by

y = -x4 + 2x3 +13x2 - 14x - 24or, in factored form,

y = -(x+3) (x+1) (x-2) (x-4)

Questions:
a. Is the leading coefficient a positive or a negative number?
b. Is the polynomial of even degree or odd degree?
c. Observe the end behaviors of the graph on both sides. Is it rising or falling to the
left or to the right?

12
 What I Can Do

Complete the table below. In the last column, draw a possible graph for the function,
showing how the function behaves. You do not need to place your graph on the xy-
plane. The first one is done for you as an example.

Leading Degree: Behavior of the

Coefficie Graph: Rising or
Sample Polynomial Even or Possible
nt: n > 0 Falling
Function Sketch
or Odd Left Right
hand hand
n<0

1. y = 2x3-7x2-7x+12 n>0 Odd falling rising

2. y = -x5+3x4+x3-7x2+4

3. y = x4-7x2+6x

4. y = -x4+2x3+13x2-14x-24

Assessment

1. If you will draw the graph of y = x (x+2)2 , how will you illustrate it with respect to
the x-axis?
A. Illustrate it crossing both (-2,0) and (0,0).
B. Illustrate it crossing (-2,0) and tangent at (0,0).
C. Illustrate it tangent at (-2,0) and crossing (0,0).
D. Illustrate it tangent at both (-2,0) and (0,0).

13
2. What are the end behaviors of the graph of f(x) = -2x + x3 + 3x5 - 4 ?
A. rises to the left and falls to the right
B. falls to the left and rises to the right
C. rises to both directions
D. falls to both directions

3. If you will be asked to choose from -2, 2, 3, and 4,

what values for a and n will you consider so that y=axn
could define the graph below?

A. a = 2, n = 3
B. a = 3, n = 2
C. a = -2, n = 4
D. a = -2, n = 3

4. Your friend Joan asks your help in drawing a rough sketch of the graph of y=-(x2
+1)(2x4 -3) by means of the Leading Coefficient Test. How will you explain the
behavior of the graph?

A. The graph is falling to the left and rising to the right.

B. The graph is rising to both left and right.
C. The graph is rising to the left and falling to the right.
D. The graph is falling to both left and right.

5. Patrisha is tasked to choose from the numbers –2, –1, 3, and 6 to form a
polynomial function in the form y = axn. What values should he assign to a and n so
that the function could define the graph below?

14
 A. a = 3 , n = -2

B. a = 3 , n = 6

C. a = 6 , n = 3

D. a = -1 , n = 6

6. Which of the following is NOT a polynomial function?

A. y = x3 + x2 – 12x C. y = –x4 + 16

B. y = x5 + 10x3 – 9x D. y = –x1/4 + 16

7. What is the degree of the polynomial function y = x5 + 10x3 – 9x?

A. 5 B. 10 C. -9 D. 3

8. What is the leading coefficient of the polynomial function y = x 5 + 10x3 – 9x?

A. 5 B. 10 C. -9 D. 1

9. Find the intercepts of y = x4 + 6x3 – x2 – 6x.

A. -6, -1, 0 and 1

B. 6, 1, 0 and -1
C. 4, 3, 2 and -6
D. -4, -3, -2and 6

10. How should a polynomial function f(x)= 6x 3 – x2 + x4 – 6x be written in standard

form?
A. f(x)= 6x3 – x2 + x4 – 6x
B. f(x)= x4 + 6x3 – x2 – 6x
C. f(x)= x4– x2 – 6x+ 6x3
D. f(x)= x4 – x2 + 6x3– 6x

15
 Additional Activities

You have been provided illustrative examples of solving for the x- and y- intercepts,
an important step in graphing a polynomial function. Remember, these intercepts
are used to determine the points where the graph intersects or touches the x-axis
and the y-axis. But these points are not sufficient to draw the graph of polynomial
functions. Enjoy as you learn by performing the next activity.

Determine the intercepts of the graphs of the following polynomial functions:

1. y = (x-1)(x2-5x+6)

2. y = (x – 2)(x – 1)(x + 3)

3. y = 2x4 + 8x3 + 4x2 – 8x – 6

4. y = x3+3x2-4x-12

5. y = x5 + 10x3 – 9x

16
 17
What’s New:
Polynomial Function Polynomial Degree Leading Constant
Function in Coefficient Term
Standard Form
1. f(x) = 2 – 11x + 2x2 f(x) =2x2–11x +2 2 2 2
2. f(x) = -18x4 + 2x2 f(x) = -18x4 +2x2 4 -18 0
3. f(x) = x (x2 – 5) f(x)= x3 - 5x 3 1 0
4. f(x) = 6 – 2x + x4 f(x)= x4 - 2x + 6 4 1 6
5. f(x) = x3 – 9x2 + 26x f(x) =x3–9x2+26x 3 1 0
What’s In
What I Know:
1. P
2. NP, because the variable of one term is inside the radical 1. B
sign . 2. B
3. P 3. B
4. NP, because the exponents of the variable are not whole 4. C
number. 5. B
5. NP, because the variables are in the denominator. 6. D
6. P 7. D
7. NP, because the exponent of the variable is not whole 8. A
number. 9. D
8. P 10. D
9. NP, because the exponent of one variable is negative.
10. P
Answer Key
 18
What I Can Do?
Leading Degree: Behavior of the
Coefficient: n > 0 Even or Graph: Rising or Falling
Sample Polynomial or n<0 Odd Possible
Function Sketch
Left hand Right
hand
1. y = 2x3-7x2-7x+12 n>0 Odd falling rising
2. y = -x5+3x4+x3-7x2+4 n<0 Odd rising falling
3. y = x4-7x2+6x n>0 even rising rising
4. y = -x4+2x3+13x2-14x-24 n<0 even falling falling
What’s More:
x-intercepts: -6,-1,0,1 y-intercept: 0
x -5 -3 0 2 4
y -120 -72 0 48 600
Ordered pairs: (-5,80) (-3,-54) (0,0), (2,-48), (4,600)
x-intercepts: -1, 3, 2 y-intercept: -90
x -6 -4 0 3 5
y -360 -126 6 0 36
Ordered pairs: (-6,-720) (-4,240) (0.5, -101.2), (3,72), (4,-390)
x-intercepts: -6,0,4/3 y-intercept: 0
x -7 -3 1 2
y 175 -117 7 -32
Ordered pairs: (-7,175) (-3,-177) (1, 7), (2-32),
x-intercepts: -3, -1, 0, 1, 3 y-intercept: 0
x -4 -2 -0.5 2 4
y 1680 -60 1.64 -60 1680
Ordered pairs: (-4,1680) (-2,-60) (0.5, 1.64), (2-60),(4,1680)
 19
Assessment:
1. C
2. B
3. D
4. D
Additional Activities 5. D
1. x-intercepts: 1, 3, 2 6. D
2. x-intercepts: 2, 1, -3 7. A
3. x-intercepts: 1, -1, -3
8. D
4. x-intercepts: 2, -2, -3
5. x-intercepts: 0, 1, -1, -3, 3 9. A
10.B
What I Have Learned:
Case 1:
a. positive b. odd degree c. falling to the left; rising to the right
Case 2:
a. negative b. odd degree c. rising to the left; falling to the right
Case 3:
a. positive b. even degree c. rising to the left; rising to the right
Case 4:
a. negative b. even degree c. falling to the left; falling to the right
References
Books

Deped. Mathematics 10 Learner's Module First Edition. 2015.

Jose-Dilao, Soledad, Ed.D(2000). Advance Algebra IV

20
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

21