DAILY LESSON LOG OF M10AL-IIa-b-1 (Week Two-Day One)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level Grade 10
Learning Area Mathematics
Quarter Second
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of polynomial
functions.
The learner is able to conduct systematically in different fields a mathematical
investigation involving polynomial functions
Learning Competency: Graphs of Polynomial Functions (M10AL-IIa-b-1)
Learning Objectives:
1. Graph the polynomial functions ;
2. Identify the multiplicity of root(s)/ zero(es) of the polynomial functions
3. Demonstrate patience in graphing the polynomial functions using the
multiplicity of roots or zeroes
Graphs of Polynomial Functions
teacher’s guide, learner’s module,
Pages 100-105
Pages 118-121
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher tells the class “Yesterday you have learned different strategies to
graph polynomials”.What are those strategies? Determining the intercepts,
leading coefficients. Today you have to consider another helpful strategy to
determine whether the graph crosses or is tangent to the x-axis at each x-
intercept. This strategy involves the concept of multiplicity of a root of a
polynomial function.
Multiplicity tells how many times a particular number is a zero or root for the
given polynomial.
The teacher lets the students realize the relationship between multiplicity of a
root and whether a graph crosses or is tangent to the x-axis.
The teacher lets the students answer activity 10.
Answer Key

The teacher tells the students that the activity extends what they learned
when using a table of signs to graph a polynomial function. When the
graph crosses the x-axis, it means the graph changes from positive to
 negative or vice versa. But if the graph is tangent to the x-axis, it means
that the graph is either positive on both sides of the root, or negative on
both sides of the root.

D. Discussing new concepts The teacher lets the students do activity 11.
and practicing new skills
#1

Questions: a. What do you notice about the number of turning points of

the quartic functions (numbers 1 and 2)? How about of quintic functions
(numbers 3 to 5)? b. From the given examples, do you think it is possible
for the degree of a function to be less than the number of turning points?
c. State the relation of the number of turning points of a function with its
degree n.
 Answer Key

E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery (leads Working in pairs, the teacher lets the students answer the following exercise.
to formative assessment For each given polynomial function, describe or determine the
3) following, then sketch the graph. You may need a calculator in some
computations. a. leading term b. end behaviors c. x-intercepts points on
the x-axis d. multiplicity of roots e. y-intercept point on the y-axis f.
number of turning points g. sketch
Answer Key
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to recognize
pattern and to get the next number and also the definition of a sequence
through questions like:
H. Making generalizations 1. What did you do to arrive at the answer?
and abstractions about 2. Where there mathematical skills or principles used to graph the polynomial
the lesson functions
3. How do you graph polynomial function using the multiplicity of roots??

Answers shall be drawn from the students.

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
For each given polynomial function, describe or determine the
following, then sketch the graph. You may need a calculator in some
computations. a. leading term b. end behaviors c. x-intercepts points on
the x-axis d. multiplicity of roots e. y-intercept point on the y-axis f.
number of turning points g. sketch
1. Y=-x3 +2x2-2x+4 2. y=x2(x2-7)(2x+3) 3. y=2x4-3x3-18x2+6x+28
Answer Key
1.

2.

3.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers