GRADE 7 Talim Point National
DAILY School
LESSON LOG Teacher
Dates and Time November 24, 2022
I. OBJECTIVES
1. Content Standards
2. Performance Standards
3. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources / Materials
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
Grade Level 10
High School
Rydan D. Minor Learning Area MATHEMATICS
Quarter SECOND
The learner demonstrates understanding of key concepts of
polynomial function.
The learner is able to conduct systematically a mathematical
investigation involving polynomial functions in different fields.
Graphs polynomial functions. (M10AL-IIa-1)
a. Find the x-intercept of a polynomial function.
b. Find the y-intercept of a polynomial function.
Value accumulated knowledge as means of new understanding.
Finding x and y intercepts of Polynomial Functions
pp. 90-92
pp. 108-111
https://www.google.com/maps
Grade 10 LCTGs by DepEd Cavite Mathematics 2016
PPT, Laptop, Television, activity notebook
1.
Pass the Message
Group students to five. The student seated in front will solve the
given problem and will pass the answer to his members until it reach
the last person in the group. The group that gets the most number of
correct answers wins the game.
Factor the following polynomials:
1. y = x3 + 3x2 – x – 3
 2. y = x2 – x – 2
3. y = x3 + x2 – 12x
4. y = –x4 + 16
5. y = x2 + 8x+12

B. Establishing a purpose for

the lesson Motivational Activity :
Are you familiar with the place shown in
the map?

The map shows the western part of Cavite, taken from Google Earth.
When we take a closer look at the coast lines, this will be the picture:

In the study of the Graph of a

Polynomial Function, the points
where the graph passes through the
axes are very important, these are
the x- and y- intercepts.

C. Presenting examples/ instances of the lesson

Illustrative Examples:
a. Find the intercepts of
y = x3 – x2 – 10x – 8

Solution:
To find the x-intercept/s,
y = x3 – x2 – 10x – 8
y = (x + 1)(x + 2)(x –
4)
Factor completely
0 = (x + 1)(x + 2)(x –
3)
Equate to zero

Then equate each factor

to 0 and solve for x
x+1=0 ; x = -1
x+2=0 ; x = -2
x–4=0 ; x=4 The x-intercepts are –1, –2, and 4. This means the
graph will pass
through (–1, 0), (–2, 0),
and (4, 0).

In finding the y-intercept, Let x = 0 in the given polynomial.

That is,
y = x3 – x2 – 10x – 8
y = 03 – 02 – 10(0) – 8
y=–8

The y-intercept is – 8.
This means the graph will
also pass through (0, – 8).

b. Find the intercepts of

y = x4 + 6x3 – x2 – 6x

Solution:
For the x-intercept(s),
find x when y = 0.
Use the factored form.
That is,
y = x4 + 5x3 – 4x2 – 20x
y = x(x + 5)(x + 2)(x – 2) Factor completely.
0 = x(x + 5)(x + 2)(x – 2) Equate y to 0.

Again equate each

factor to zero and
solve for x
x= x+5= x+2= x–2=
0 0 0 0
x = –5 x = –2 x=2

Again, finding the

y-intercept simply requires
us to set x = 0 in the given
polynomial. That is,
y = x4 + 5x3 – 4x2 – 20x
y = (0)4+ 5(0)3 – 4(0)2 – 20(0)
y=0

The y-intercept is 0. This

means the graph will also
pass through (0,0).

D. Discussing new concepts

1. In graphing polynomial function, what is the importance of the x-
and practicing new skills #1 and y- intercepts?
What are the steps in finding the intercepts?

E. Discussing new concepts

and practicing new skills #2
Determine the intercepts of the graphs of the following polynomial
functions:
1. y = (x + 2)(x + 3)(x + 5)
Given: _______________________
Factor completely:______________
Equate y to 0:__________________
Then equate each factor to zero and solve for x:
(__ )= (__ )= (__ )=
0 0 0
𝑥= 𝑥= 𝑥=
____ ____ ____
Let x = 0
y = (0 + 2)(0 + 3)(0 + 5)
y = _______
x-intercepts: _____________________
y-intercept: _____________________

1
2. y = x2(x – )(x + 1)(x – 1)
2
Given:________________________
Factor completely: ______________
Equate y to 0: _________________
Then equate each factor to
zero and solve for x
Let x = 0
y = 02 (0 – 2)(0 + 1)(0 – 1)
y = _______
x-intercepts: _______________________
y-intercept: ________________________

3.y = x3 + x2 – 14x – 24
 𝑥2=0 (__ )= (__ )= (__ )=
𝑥= 0 0 0
𝑥= 𝑥= 𝑥=
Given:___________________________
Factor completely:__________________
Equate y to 0:_____________________
Then equate each factor to zero and solve for x
(__ )= (__ )= (__ )=
0 0 0
x= x=___ x=___
____ _ _
Let x= 0
y = 03 + 02 – 14(0) – 24
y = _______
x-intercepts: ______________________
y-intercept: ______________________

F. Developing mastery Determine the intercepts of

(Leads to Formative the graphs of the following
Assessment 3) polynomial functions:

1. P(x) = x2 + 8x + 15
2. P(x) = x3 – 2x2 – 4x + 8
3. P(x) = x4 – 2x2 + 1
4. P(x) = (x + 2)(x + 5)
(x – 3)(x – 4)
1
5.P(x) = x(x – )(x + 4)
2
(x – 1)

G. Finding practical
applications of concepts and Determine the Intercepts of the polynomial functions represented by
skills in daily living the following graphs:

H. Making generalizations Solving for the x- and y- intercepts is an important step in

and abstractions about the graphing a polynomial function. These intercepts are used to
lesson determine the points where the graph intersects or touches the x-
 axis and the y-axis.

To find the x-intercept of a polynomial function:

a. Factor the polynomial completely
b. Let y be equal to zero
c. Equate each factor to zero and solve for x

To find the y-intercept:

a. Let x be equal to zero and simplify

I. Evaluating learning Find the x- and y-intercepts of the following polynomial functions:

1. y = x3 + 3x2 – x – 3
2. y = x3 – 7x + 6
3. y = x4 – x2 + 2x3 – 2x
4. y = x3 – 4x2 + x + 6
2
5. y = –x(x – 2)(x – )
3
(x – 3)

J. Additional activities for 1. Follow Up

application or remediation
Are the Intercepts enough information for us to graph polynomial
functions?
Are there other things we need to consider? What are those?
2. Study:
Behavior of the Graph of a Polynomial, Table of Signs, Multiplicity
LM pages 112-120

V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
 learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?