10

Mathematics
Learning Activity Sheets
Quarter 2, Weeks 1-4

SCHOOLS DIVISION OF BAYUGAN CITY

ii
Mathematics 7

Weekly Learning Activity Sheets

Set 1

First Edition, 2020

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Published by Schools Division of Bayugan City Division

Printed in the Philippines by ______________________________

Development Team of the Learning Activity Sheets

Author: Brian P. Timcang, Vincent Butch S. Embolode, Jesse M. Palle,

Rea Leahmae S. Cagumbay, Ericson D. Go
Editor: Liwayway Lubang
Reviewers: Liwayway Lubang, Zaldy E. Lastimosa, Charlito A. Jaques
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Layout Artist: Vincent Butch S. Embolode
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Office Address: Lanzones Street, Poblacion, Bayugan City

E-mail Address: cidlrms.bayugancity@deped.gov.ph

iii
 10
Mathematics
Learning Activity Sheets
Quarter 2 Weeks 1-4

These Learning Activity Sheets were collaboratively developed

and reviewed by teachers and program supervisors of Schools
Division of Bayugan City. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to deped.bayugan@gmail.com.

We value your feedback and recommendations.

SCHOOLS DIVISION OF BAYUGAN CITY

iv
Introductory Message
For the Teacher:

These Learning Activity Sheets (LAS) were collaboratively designed, developed and
reviewed by teachers and program supervisors to assist 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
them acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

As a facilitator you are expected to orient the learners on how to use these learning
activity sheets. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to encourage
and assist them as they do the tasks contained herein.

For the Learner:

These learning activity sheets were designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace
and time. You will be able to process the contents of this learning resource while
being an active learner.

These learning activity sheets have the following parts and corresponding icons:

This gives you an idea of the skills or

competencies you are expected to learn
Let’s Learn and the discussion of the lesson in
each activity.

This comprises activities for

independent practice to solidify your
Let’s Do It understanding and skills of the topic.
You may check the answers of the
exercises using the Answer Key at the
end of the LAS.
This contains answers to all activities
in the LAS.
Answer Key

If you find it difficult to answer the task/s in each activity, do not hesitate to
consult your teacher or facilitator. You can also seek help from your parents, your
older sibling/s or any of your housemates who is/are older than you. Always have
in your mind that you are not alone. We hope that these will give you an experience
of meaningful learning and gain a deeper understanding of relevant competencies.
You can do it!

ii
  Illustrates polynomial
Week
functions
 Understand, describe and
1a interpret the graphs
polynomial functions

Let’s Learn

 Illustrates polynomial functions

 Understand, describe and interpret the graphs polynomial functions
 CODE: M10AL-IIa-1

Objectives:

1. Illustrates polynomial functions.

2. Rewrites the polynomial function in factored form.
3. Identifies the x and y – intercepts of a polynomial function.
4. Graphs polynomial functions using the x and y – intercepts.
5. Identifies end-behaviours of the graph using the leading coefficient test.
6. Identifies the multiplicity of root(s)/ zero(es) of polynomial functions.
7. Describes the graph of polynomial functions.

Illustrates polynomial functions:

A polynomial function is a function of the form

P ( x ) =an x n+ an−1 x n−1 +a n−2 x n−2+ …+a1 x+ a0 , an ≠ 0 , where n is a nonnegative
integer, a 0 , a 1 , … , an are real numbers called coefficients, a n x n is the leading term,
a n is the leading coefficient and a 0 is the constant term.

Example of a polynomial function:

1. y=x 3−4 x
4 2
2. y=x −8 x + 16
3. y=−x3 +7 x−6
4 3
4. y=−x −3 x +4 x

Example of not a polynomial function:

1. y=x 1 /2−2 reason: the exponent ½ is not a nonnegative integer

2. y=x 3−x −2 reason: the exponent -2 is not a nonnegative integer
3. y= √−1 x−2 reason: the coefficient √−1 is not a real number

3
 Let’s Do It

Activity 1: “What Am I?”

Direction: Write polynomial function if the given is a polynomial function,

otherwise, write not a polynomial function.

1. y=x 3−8
−3 2
2. y=x −4 x +8
3. y=−x7 +7 x 1 /7−6
y=x −3 x + √ −5 x
4 3
4.
5. y=−x11−3 x 2 +17

Let’s Learn

Rewrites the polynomial function in factored form:

In this lesson, you need to review your previous lessons on factoring

polynomials, evaluating polynomials, solving polynomial equations, and
graphing point-potting.

Recall that in factoring the polynomial x 3+ 2 x 2−5 x−6 , you write it as

(x +1)( x +3)( x−2). Similarly, in factoring polynomial function y=x 3 +2 x 2−5 x −6,
you write it as y=(x +1)( x +3)(x−2).

Let’s Do It

Activity 2: “Factor Me Completely”

Direction: Write polynomial function if the given is a polynomial function,

otherwise, write not a polynomial function.

3
1. y=x −4 x
2. y=x 4 −8 x 2+ 16
3
3. y=−x +7 x−6
4. y=−x 4−3 x 3 +4 x

4
 Let’s Learn

Identifies the x and y – intercepts of a polynomial function:

The x-intercepts of a polynomial function are the x-values when y=0. To

solve, the following steps maybe helpful:

1. Factor the given polynomial function complete

2. Let the value of y to be equal to zero
3. Solve for the values of x
4. Write your answer in ordered pair

Similarly, the y-intercept of a polynomial function is the y-values when

x=0 . To solve, the following steps maybe helpful:

1. Let the value of x to be equal to zero

2. Solve for the value of y
3. Write your answer in ordered pair

Example: Solve for the x- and y-intercepts of y=x 3 +2 x 2−5 x −6.

To solve fox x – intercepts:

3 2
y=x +2 x −5 x −6 Given

y=(x +1)( x +3)(x−2) Step 1: Factor the given polynomial function

complete

0=(x +1)( x+3)(x−2) Step 2: Let the value of y to be equal to zero

Step 3: Solve for the values of x

x +1=0 x +3=0 x−2=0

x=−1 x=−3 x=2

The values of x are:−1 ,−3 ,∧2

(−1,0),(−3,0),(2,0) Step 4: Write your answer in ordered pair

Therefore, the x-intercept of the polynomial function y=x 3 +2 x 2−5 x −6 are

(−1,0 ) , (−3,0 ) ,∧(2,0).

To solve for y-intercept:

5
 y=x 3 +2 x 2−5 x −6 Given

y=03 +2(0)2−5(0)−6 Step 1: Let the value of x to be equal to zero

y=−6 Step 2: Solve for the value of y

( 0 ,−6 ) Step 3: Write your answer in ordered pair

Therefore, the y-intercept of the polynomial function y=x 3 +2 x 2−5 x −6 is

( 0 ,−6 )

Let’s Do It

Activity 3: “The Interception”

Direction: Solve for the x- and y-intercepts of the following polynomial

functions.

3
1. y=x −4 x
2. y=x 4 −8 x 2+ 16
3
3. y=−x +7 x−6
4. y=−x 4−3 x 3 +4 x

Let’s Learn

Graphs polynomial functions using the x and y – intercepts:

To graph a polynomial function using the x- and y-intercepts the

following steps maybe performed:

1. Factor the given polynomial function complete

2. Solve for x- and y-intercept
3. Construct a table of signs
4. Construct intervals using the x-intercepts
5. Identify a test number in every interval
6. Substitute the identified test number to each factor and determine if
the answer is either positive or negative.
7. Determine the sign of the polynomial function if the test number is
substituted, write above if it is positive, and write below if it is
negative in the position of the curve relative to the x-axis
8. Sketch the graph

6
Example: Sketch the graph of the polynomial function y=x 3 +2 x 2−5 x −6
Given 3 2
y=x +2 x −5 x −6

Step 1: Factor the given y=(x +1)(x +3)(x−2)

polynomial function
complete

Step 2: Solve for x- and x-intercept of the polynomial function

y-intercept y=x +2 x −5 x −6 are (−1,0 ) , (−3,0 ) ,∧(2,0) and the y-
3 2

intercept of the polynomial function

y=x +2 x −5 x −6 is ( 0 ,−6 )
3 2

Step 3: Construct a table of signs

INTERVALS

TEST VALUE

POSITION OF THE
CURVE RELATIVE TO X-
AXIS
Step 4: Construct intervals using the x-intercepts

In the given polynomial function the values of x in the x-intercept

are -1, -3, and 2. Arranging these values in ascending order, you will then
have -3, -1 and 2. Intervals can then be form as (−∞ ,−3 ) , (−3 ,−1 ) , (−1 , 2 ) and
(2 , ∞). Now that the intervals are identified, you may not write it in the table
of sign.

INTERVALS
 (−∞ ,−3 )  (−3 ,−1 )  (−1 , 2 ) (2 , ∞)
TEST VALUE

POSITION OF THE
CURVE RELATIVE TO X-
AXIS

Step 5: Identify a test value in every interval

7
In this step, you need to identify a number in every interval that will serve
as test value. Say for instance in interval (−∞ ,−3 ) you may take -5. While in
interval(−3 ,−1 ), you can choose -2. For the interval (−1 , 2 ), 0 maybe chosen.
Lastly, for interval (2 , ∞), you may choose any number in the interval such
as 3. Now that test numbers are identified, you may write it in the table of
signs.

INTERVALS
 (−∞ ,−3 )  (−3 ,−1 )  (−1 , 2 ) (2 , ∞)
TEST VALUE −5 −2 0 3

POSITION OF THE
CURVE RELATIVE TO X-
AXIS
Step 6: Substitute the identified test number to each factor and determine
if the answer is either positive or negative.

At this point, you need to write the factors of the given polynomial function
in the first column of the table of signs.

INTERVALS
 (−∞ ,−3 )  (−3 ,−1 )  (−1 , 2 ) (2 , ∞)
TEST VALUE −5 −2 0 3
x +1
  x +3
  x−2

POSITION OF THE
CURVE RELATIVE TO X-
AXIS

At this point, substitute the test value to each interval and determine if the
sign is positive or negative, then write it in in its corresponding box. If you
substitute−5 to x in x +1 the answer is −4, so the sign is negative. Similarly, if you
substitute −5 to x in x +3 the answer is −2, so the sign is negative. Lastly, if you
substitute −5 to x in x−2 the answer is −7, so the sign is negative. Given these
results, you may write the table as,

INTERVALS
 (−∞ ,−3 )  (−3 ,−1 )  (−1 , 2 ) (2 , ∞)
TEST VALUE −5 −2 0 3
x +1 −¿
  x +3 −¿

8
   x−2  −¿

POSITION OF THE
CURVE RELATIVE TO X-
AXIS

By doing the same using other test value, you can derive this table of signs

INTERVALS
 (−∞ ,−3 )  (−3 ,−1 )  (−1 , 2 ) (2 , ∞)
TEST VALUE −5 −2 0 3
x +1 −¿ −¿ +¿ +¿
  x +3 −¿ +¿ +¿ +¿
  x−2 −¿ −¿ −¿ +¿

POSITION OF THE
CURVE RELATIVE TO X-
AXIS

Step 7: Determine the sign of the polynomial function if the test number is
substituted, write above if it is positive, and write below if it is negative in
the position of the curve relative to the x-axis

INTERVALS
 (−∞ ,−3 )  (−3 ,−1 )  (−1 , 2 ) (2 , ∞)
TEST
−5 −2 0 3
ALUE
x +1 −¿ −¿ +¿ +¿
x +3 −¿ +¿ +¿ +¿
x−2 −¿ −¿ −¿ +¿
  y=(x +1)( x +3)(x−2) −¿ +¿ −¿ +¿
POSITION OF THE CURVE Below Above Below Above
RELATIVE TO X-AXIS

Step 8: Sketch the graph

9
 Let’s Do It

Activity 4: “Graph Me!”

Direction: Sketch the graph of the following polynomial function using x- and
y-intercept.

3
1. y=x −4 x
2. y=x 4 −8 x 2+ 16
3
3. y=−x +7 x−6
4. y=−x 4−3 x 3 +4 x

Week
Understand, describe and
interpret the graphs
1b polynomial functions

10
Let’s Learn

 Understand, describe and interpret the graphs polynomial functions

 CODE: M10AL-IIa-1

Objectives:

1. Identifies end-behaviours of the graph using the leading coefficient

test.
2. Identifies the multiplicity of root(s)/ zero(es) of polynomial functions.
3. Describes the graph of polynomial functions.

Content Background:

Identifying end-behaviours of the graph using the leading coefficient test:

Possible Cases Leading Degree: Behaviour of Possible Sketch
Coeffici even or the graph:
ent: odd Rising of
n> 0 or Falling
n< 0
Left- Right-
hand hand

Case 1: Leading coefficient is

positive and the degree of the
polynomial is odd.
n> 0 odd Falling Rising

Example:
3 2
y=x + x −4 x−4

Case 2: Leading coefficient is

negative and the degree of the
polynomial is odd.
n< 0 odd Rising Falling

Example:
3 2
y=−x +3 x + 13 x−15

Case 3: Leading coefficient is

positive and the degree of the
polynomial is even.
n> 0 even Rising Rising

Example:
y=3 x 4 +2 x 3−13 x 2−8 x+ 4

11
Case 2: Leading coefficient is
negative and the degree of the
polynomial is even.
n< 0 even Falling Falling

Example:
4 3 2
y=−2 x −5 x + 4 x +3 x

Let’s Do It

Activity 1: “At the end, behaviour matters”

Direction: Identify the end-behaviour of the given polynomial function by

completing the table provided.
Polynomial Function Leading Degree: Behaviour of Possible Sketch
Coefficient: even or the graph:
n> 0 or n< 0 odd Rising of
Falling

Left- Right-
hand hand

1. y=x 3−4 x

2. y=x 4 −8 x 2+ 16

3. y=−x3 +7 x−6

4. y=−x 4−3 x 3 +4 x

Let’s Learn

Identifying the multiplicity of root(s)/ zero(es) of polynomial functions:

12
 Consider the polynomial function y= ( x +2 )3 ( x+1 )2 ( x−1 )4 ( x−2) and its graph;
observe the behaviour of the graph at each x-intercept with respect to the
degree of its factor.

If you consider the factor (x +2)3 , the corresponding x-intercept will be the point

(−2 , 0). Since the degree of this factor is 3 then we say that the multiplicity of
the root -2 is 3 which is odd. Observe that at point (−2 , 0) the graph crosses.

If you consider the factor ( x +1 )2, the corresponding x-intercept will be the point

(−1 , 0). Since the degree of this factor is 2 then we say that the multiplicity of
the root -1 is 2 which is even. Observe that at point (−1 , 0) the graph is tangent
to the point.

In general, when the multiplicity is odd, the graph crosses and when the multiplicity is
even the graph is tangent with respect to the point.

Let’s Do It

Activity 2: “Crossing the line”

Direction: Given the polynomial function y= ( x + 4 )4 ( x−2 )3 ( x−4) and its graph.
Complete the table given.

13
Root Multiplicity Characteristic of Behaviour of
multiplicity: Odd graph relative to
or even x-axis at the:
crosses or is
tangent to

Week
Solve Problems Involving
2 Polynomial Functions

Let’s Learn

 Solves problem involving polynomial functions

 CODE: M10AL-IIb-2

14
Objectives:
1. Solve problems involving polynomial functions.
2. Apply the concept of polynomial functions in real-life situation.

Content Background:

A polynomial function is a function of the form

n n−1 n−2
P ( x ) =an x + an−1 x +a n−2 x + …+a1 x+ a0 , an ≠ 0 , where n is a nonnegative integer,
a 0 , a 1 , … , an are real numbers called coefficients, a n x n is the leading term, a n is the
leading coefficient and a 0 is the constant term.

Identifies the x and y – intercepts of a polynomial function:

The x-intercepts of a polynomial function are the x-values when y=0. To

solve polynomial functions or problems involving polynomial functions, the
following steps maybe helpful:

5. Factor the given polynomial function complete

6. Let the value of y to be equal to zero
7. Solve for the values of x
8. Write your answer in ordered pair

Similarly, the y-intercept of a polynomial function is the y-values when

x=0 . To solve, the following steps maybe helpful:

4. Let the value of x to be equal to zero

5. Solve for the value of y
6. Write your answer in ordered pair

Graphs polynomial functions using the x and y – intercepts:

To graph a polynomial function using the x- and y-intercepts the

following steps maybe performed:

7. Factor the given polynomial function complete

8. Solve for x- and y-intercept
9. Construct a table of signs
10. Construct intervals using the x-intercepts
11. Identify a test number in every interval
12. Substitute the identified test number to each factor and
determine if the answer is either positive or negative.
13. Determine the sign of the polynomial function if the test number
14. is substituted, write above if it is positive, and write below if it is
negative in the position of the curve relative to the x-axis
15. Sketch the graph.

Example:

Apply the concepts of polynomial functions to answer the questions in this

problem. Use a calculator when needed.

1. Look at the pictures below. What do these tell us? Filipinos need to take the
problem of deforestation seriously.

15
The table below shows the forest cover of the Philippines in relation to its total
land area of approximately 30 million hectares.
Year 1900 1920 1960 1970 1987 1998
Forest Cover (%) 70 60 40 34 23.7 22.2

Source: Environmental Science for Social Change, Decline of the Philippine Forest

A cubic polynomial that best models the data is given by

26 x 3−3500 x 2−391300 x +69 717 000

y= , 0≤x≤98
1000 000

where y is the percent forest cover x years from 1900.

Questions/Tasks:

16
a. Using the graph, what is the approximate forest cover during the year
1940?
b. Compare the forest cover in 1987 (as given in the table) to the forest cover
given by the polynomial function. Why are these values not exactly the
same?
c. Do you think you can use the polynomial to predict the forest cover in
the year 2100? Why or why not?

Let’s Do It
The members of a group of packaging designers of a gift shop are
looking for a precise procedure to make an open rectangular box with a volume
of 560 cubic inches from a 24-inch by 18-inch rectangular piece of material.
The main problem is how to identify the side of identical squares to be cut from
the four corners of the rectangular sheet so that such box can be made.

Question/Task:

Suppose you are chosen as the leader and you are tasked to lead in
solving the problem. What will you do to meet the specifications needed for the
box? Show a mathematical solution.

Try this:

Read the problem carefully and answer the questions that follow.

You are designing candle-making kits. Each kit contains 25 cubic

inches of candle wax and a mold for making a pyramid-shaped candle with a
square base. You want the height of the candle to be 2 inches less than the edge
of the base.

Question/Task:

What should the dimensions of your candle mold be? Show a

mathematical procedure in determining the dimensions.

17
Week 3 Terms Related to Circle

Let’s Learn
 Derives inductively the relations among chords, arcs, central angles,
and inscribed angles.
 (M10GE-llc-1)

Objectives:

1. Identify and describe the terms related to circles.

2. Identify and name the angles and their intercepted arcs.

Content Background:
Circles play a huge part in our day-to-day lives. Circles are
interesting. Unlike any other shapes, these do not contain edges, but form arcs
and angles.
Circle is a set of all points equidistant from a given point called
center. It is named by its center. The measure of the entire circle is 360°.
Below are some of the terms related to circle. Find out the definitions
and examples that will help you identify and describe the chords, arcs, central
angles, inscribed angle and intercepted arc.

18
Terms Related to Figure Discussion/Explanation
Circle
Chord A chord is a segment which
D endpoints are on a given
circle.
A ___
•B
Example: segment AC or AC
is a chord of circle B.

C
Arcs Arc is a part of a
• •• Q circumference of a circle. It is
T• named by their endpoints and
•R can be read clockwise or
counter-clockwise. The symbol
for arc is .
••S Example:
The curve from point T to
point Q is an arc. Which can
be read as “arc TQ or TQ.
Other example of arcs in the
left figure is TQS, QST, and
STQ.

Types of Arc
Types of Arc Figure Explanation
Semicircle An arc with a measure equal
to one-half of the
circumference of a circle. Its
A AA D measure is 180°. It is named
•B using two or three endpoints
C of the arc.
Example:
C
AC or ADC

Minor Arc It is an arc of a circle that

A measures less than a
D AA semicircle or 180°. It is named
using two endpoints of the arc
•B C or three endpoints as long as it
•R
measures less than 180°.
C
Examples:
AC and AD

19
 Example 2:
D What are the minor arcs of
C AA circle B?
•B Solution:
C AC , CD, and AD
A

Major Arc It is an arc of a circle that

Y measures greater than the
semicircle. It measures greater
AA than 180° but less than 360°.
•B To indicate the major arc, we
X C
must include the point
Z between the endpoints of the
arc.
Examples:
YXZ and XZY
Example 2:
E What are the major arcs of
circle B?
AA Solution:
•B FGE , EFG , GEF
C

G F

Types of Arc
Types of Arc Figure Explanation
Intercepted Arc Intercepted arc is the arc that
lies in the interior of an angle
X and has endpoints.
Y AA Example:
angle YZ is the intercepted
C arc of YXZ.

Z Z

Intercepted arc

A Example 2:
AC is the intercepted arc of
ABC .
•R
•B C

20
 Angles

Central angle A central angle is an angle

A whose vertex is at the center of
the circle. The sides of the
angle contain two radii of the
•R circle.
D •B
C Example:
Angle ABC or ABC is the
C
central angle of circle B.

X
Inscribed Angle Y AA Inscribed angle is an angle
angle whose vertex is on the circle
C and whose sides contain
chords of the circle.
Z Z
Example:
Angle YXZ or YXZ is the
inscribed angle of the figure.

Let’s Do It

LEARNING ACTIVITY 1: Name Me!

Directions:

Given the figure below, name the terms related to circle R. Choose the
answer on the box provided and then answer the questions that follow. Words
can be used more than once. Numbers 1 and 2 are already given. Continue
numbers 3-10.

intercepted arc diameter central angle

radius inscribed angle chord

21
minor arc semicircle major arc
 D

F
•A

___
diameter 1. CD _____________________ 6. DAB

___
central angle 2. BAC _____________________ 7. BC

_______________________ 3. DE ______________________8. DCE

___
_______________________ 4. BA _______________________9. CED

___
_______________________ 5. CE ______________________10. BED

Theorems related to chords,

Week arcs, central angles, and
4a inscribed angles.

Let’s Learn
22
  Proves theorems related to chords, arcs, central angles, and inscribed
angles.
 CODE M10GE-IIc-d-1

Objectives:

Illustrate theorems related to chords, arcs, central angles, and inscribed angles.

Content Background:

23
 Let’s Do It
ACTIVITY 1

Theorems related to chords,

Week arcs, central angles, and
4b inscribed angles.

24
 Let’s Learn
 Proves theorems related to chords, arcs, central angles, and inscribed
angles.
 CODE M10GE-IIc-d-1

Objectives:

Proves theorems related to chords, arcs, central angles, and inscribed angles.

Content Background:

Let’s Do It

25
ACTIVITY 2

Assessment week 1

Direction: Read each item carefully. Choose the letter of the correct
answer. Write the letter of your answer on a sheet of
paper.

26
_______1. Which of the following is a polynomial function?
a) y=x −3 −5 x2 +8
2
x +8
b) y=
x
c) y=x +7 x 1/ 2−6
7

d) y=−x2 +7 x−1

_______2. Which of the following is not a polynomial function?

a) y=1−5 x2 +8 x
2 x2 +8
b) y=
2
c) y=7 x 3 /2−5
d) y=x 2 +5 x−1

For items no. 3 - 10 , Refer to the given polynomial function

4 3 2
y=x −x −9 x + 9 x

_______3. Which of the following is the factored form of the given

polynomial function?
a) y=(x +3)( x+3)(x +1)( x−1)
b) y= ( x +3 ) ( x−3 ) ( x+ 1 )( x−1)
c) y=x ( x+ 3 )( x−3 )( x−1 )
d) y=x ( x−3 ) ( x+3 )( x +1 )

_______4. Which of the following is the y-intercept of the given polynomial

function?
a) (0, 0)
b) (0, 1)
c) (0, -3)
d) (0, 3)

_______5. Which of the following is not an x-intercept of the given

polynomial function?
a) (0, 0)
b) (-1, 0)
c) (1, 0)
d) (3, 0)

_______6. Which of the following is the right end behavior of the graph of
the given polynomial function?
a) rising
b) falling
c) tangent

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 d) crossing

_________7. Which of the following is the left end behavior of the graph of
the given polynomial function?
a) rising
b) falling
c) tangent
d) crossing

_________8. Which of the following is the behaviour of the graph relative

to x-axis at the point (-3, 0) left end behavior of the graph of the given
polynomial function?
a) rising
b) falling
c) tangent
d) crossing

_________9. What multiplicity of the root 1 in the given polynomial

function is?
a) 0 b) 1 c) 2 d) 3

_________10. What multiplicity of the root 3 in the given polynomial

function is?
a) 0 b) 1 c) 2 d) 3

Assessment week 3

Directions: Read each item carefully. Choose the letter of the correct
answer. Write the letter of your answer on a sheet of

28
 paper.
_______1. Circle is a set of all points that are equidistant from a
given point, called ____________.
A. point C. radius
B. angle D. center
_______2. It is an angle whose vertex is on the circle and whose
sides contain chords of the circle.
A. inscribed angle C. intercepted arc
B. chord D. central angle
_______3. It is an arc that measures greater than 180 degrees.
A. minor arc C. central angle
B. major arc D. semicircle
_______4. What do you call this symbol ?
A. segment C. arc
B. line D. curve
_______5. It is an arc that measures exactly 180 degrees.
A. minor arc C. central angle
B. major arc D. semicircle
_______6. It is an arc that measures less than180 degrees.
A. minor arc C. central angle
B. major arc D. semicircle
For items 7- 10, please refer to the figure below.

G H I
H•
H
•

K
_______7.Which of the following is the diameter in circle H?
___ ___ ___
A. GK B. HI C. GI D. JI

_______8.¿ IGK is a/an ____________ of circle H.

A. inscribed angle C. intercepted arc
B. chord D. central angle

_______9.¿ IHJ is a/an ____________ of circle H.

A. inscribed angle C. intercepted arc
B. chord D. central angle

_______10. JI is a _______________ of circle H.

A. minor arc C. central angle
B. major arc D. semicircle

ASSESSMENT WEEK 4

Direction: Read each item carefully. Choose the letter of the correct
answer. Write the letter of your answer on a sheet of

29
 paper.

1. In the figure at the right, which is an inscribed angle?

A. RST B. PQR C. QVT D. QST
2. In the figure above, which of the following is the intercepted arc of PQR?
A. PQ B. TR C. QT D. PR
3. In circle F at the right, AG is a diameter. What is mDAG if mDG = 70?

A. 350 B. 1400 C. 450 D. 900

4. In circle F at the right, what is mDG if mDAG = 38?
A. 19 B. 78 C. 76 D. 86
5. What kind of angle is the inscribed angle that intercepts a semicircle?
A. straight B. obtuse C. right D. acute
6. Quadrilateral ABCD is inscribed in a circle. Which of the following is true about the angle
measures of the quadrilateral?
I. mA + mC = 180 II. mB + mD = 180 III. mA + mC = 90
A. I and II B. I and III C. II and III D. I, II and III
7. In circle U at the right, what is mPRE if mPUE = 56?
A. 28 B. 34 C. 56 D. 124

8. In circle U at the right, what is mPE if mPRE = 62?

A. 56 B. 124 C. 28 D. 34
9. In circle O at the right, DR is a diameter. If mMR = 70, find mRDM.
A. 35 B. 140 C. 70 D. 36
10. In circle O at the right, DR is a diameter. If mMR = 70, find mDRM.
A. 35 B. 90 C. 110 D. 55

11. In circle O at the right, DR is a diameter. If mMR = 70, find mDMR.

A. 70 B. 90 C. 110 D. 180

12. In circle O at the right, DR is a diameter. If mMR = 70, find mDM.

A. 110 B. 55 C. 140 D. 35
13. In circle O at the right, DR is a diameter. If mMR = 70, find mRD.
A. 140 B. 35 C. 180 D. 90
14. Rectangle TEAM is inscribed in circle B. If mTE = 64 and mTEM = 58, find mTM.
58 B. 64 C. 128 D. 116
15. Rectangle TEAM is inscribed in circle B. If mTE = 64 and mTEM = 58, find mMA.
A. 58 B. 64 C. 128 D. 116
16. Rectangle TEAM is inscribed in circle B. If mTE = 64 and mTEM = 58, find mAE.
A. 116 B. 58 C. 64 D. 32
17. Rectangle TEAM is inscribed in circle B. If mTE = 64 and mTEM = 58, find mMEA.
A. 32 B. 64 C. 58 D. 116
18. It’s an angle whose vertex is on a circle and whose sides contain chords of the circle.
A. interior angle B. exterior angle C. central angle d. inscribed angle
B
A
19. If mAEB = 5x + 3 and mCED = 4X + 10, find the value of x.
E
A. 7 B. 8 C. 9 D. 10
20. If mAEB = 5x + 3 and mCED = 4X + 10, find mAEB. C
D
A. 53 B. 48 C. 43 D. 38

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 Answer Key

Week 1A

Activity 1: What Am I?

1. Polynomial function

2. Not a polynomial function

3. Not a polynomial function

4. Polynomial Function

5. Polynomial Function

Activity 2: Factor me completely

1. y=x (x +2)( x−2)

2. y=(x +2)(x −2)( x +2)(x−2)

3. y=(1−x )(x−2)(x+3)

4. y=x (1−x)( x +2)( x+2)

Activity 3: The interception

1. x-intercept: (0, 0), (-2, 0), (2, 0), (0, 0)

y-intercept: (0, 0)

2. x-intercept: (-2, 0), (2, 0)

y-intercept: (0, 16)

3. x-intercept: (1, 0), (2, 0), (-3, 0)

y-intercept: (0, -6)

4. x-intercept: (0, 0), (-2, 0), (1, 0)

y-intercept: (0, 0)

31
Activity 4: Graph me

1.

2.

3.

4.

32
Week 1B

Activity 1: At the end, behavior matters

1. Left: Falling, Right: Rising

2. Left: Rising, Right: Rising

3. Left: Rising, Right: Falling

4. Left: Falling, Right: Falling

Activity 2: Crossing the Line

Root Multiplicity Characteristic Behaviour of

of multiplicity: graph relative
Odd or even to x-axis at the:
crosses or is
tangent to

-4 4 Even Is tangent to

2 3 Odd Crosses

4 1 Odd Crosses

Week 2
Answers to the questions
a. 50%
b. The value given by the table is 23.7%. The polynomial gives a value
of 26.3%. The given polynomial is the cubic polynomial that best
fits the data. We expect it to give a good approximation of the forest
cover but it may not necessarily produce the exact values.
c. The domain of the function is [0,98]. Since year 2100 corresponds
to x = 200, we cannot use the function to predict forest cover
during this year. Moreover, if x = 200, the polynomial predicts a
forest cover of 59.46%. This is very unrealistic unless major actions
are done to reverse the trend.

Answers to the questions

Solution:

Let x be the side of the square base of the pyramid. So,

area of the base (B): B = x2

33
 height of the pyramid (h) h=x–2

1
Working Equation: V = Bh
3
1 2
V(x) = x (x – 2)
3
1
25 = x2 (x – 2)
3
75 = x3 – 2x2  x3 – 2x2 – 75 = 0
(x – 5)(x2 + 3x + 15) = 0

The only real solution to the equation is 5. So, the side

of the square base is 5 inches long and the height of the pyramid is
3 inches.

Students’ outputs may vary depending on the materials used and in the
way they consider the criteria.

Week 3
LEARNING ACTIVITY 1: Name Me!
1. diameter 6. central angle
2. central angle 7. chord
3. minor arc 8. inscribed angle
4. radius 9. semicircle
5. chord 10. major arc

Week 4A
Activity 1 Practice Exercise 1
1. LCA, LCE, ACE, ALC, CAE, CAL, LAE, and AEC
2. a. CAL
b. ACE
c. LCE and LAE
d. ALC and AEC
3. a. m1 = 28 d. m4 = 56 g. m7 = 28
b. m2 = 62 e. m5 = 124 h. m8 =62
c. m3 = 62 f. m6 = 56 i. m9 = 62
4. a. mCL = 52 c. mAE = 52
b. mAC = 128 d. mLE = 128

Week 4B
Practice Exercise 2.A
1. a. mOA = 150 c. mGOA = 80
b. mOG = 50 d. mGAO = 25

Practice Exercise 2.B

1. Case 2
#3 Angle Addition Postulate
Case 3
#1 The measure of an inscribed angle is one-half the measure of its
intercepted arc (case 1)
#3 Arc Addition Postulate

Week 1 Week 3 Week 4

Assessment Assessment Assessment

1. D 1. D 1. B 11. C
2. C 2. A 2. D 12. A
3. C 3. B 34 3. A 13. C
4. A 4. C 4. C 14. D
5. B 5. D 5. A 15. B
6. A 6. A 6. A 16. A
7. A 7. C 7. C 17. A
References

Mathematics Learner’s Material 10

Mathematics Teachers Guide 10

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36
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Department of Education – Learning Resource Management Section

Office Address: Lanzones Street, Poblacion, Bayugan City

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