Instructional Planning

(The process of systematically planning, developing, evaluating, and managing the instructional process
by using principales of teaching nad learning - D.O. 42 s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
2 Mathematics 10 2nd 55 minutes November 28, 2023
Learning Competency/cies Understand, describe and interpret the graphs of polynomial Code:
(taken from the Curriculum Guide) function. M10AL-IIa-1
An intercept is a point where the line or curve crosses either the x and y axis. Basically,
Key Concepts/
there are two intercepts, the x-intercept referring to the x values when y = 0, and the y-
Understanding to be
intercept which refers to the y values when x = 0. Mastering these concepts will help
Developed
learners graph polynomial functions.
Adapted Cognitive Process Objective
1. Domain Dimension (D.O. No. 8, s.
2015) At the end of the session, the learners are expected to:
Knowledge Remembering
The fact or condition of knowing something with
familiarity gained through experience or association Understanding identify an x-intercept and y- intercept in a given graph

Applying
solve for the x-intercept and y-intercept of a given polynomial
Skills function,
The ability and capacity acquired through deliberate,
systematic, and sustained effort to smoothly and
adaptively carry-out complex activities or the ebility, Analyzing explain the process in finding the x and y intercepts,
coming from one's knowledge, practice, aptitude,
etc. to do something Evaluating
Creating
Attitude Receiving Phenomena
observe accuracy in identifying the x-intercept and the y-intercept
Values Valuing
of a polynomial functtion.

2. Content X - intercept and Y - intercept of a Polynomial Functions

PPT presentation, Laptop with internet connection Television,

3. Learning Resources Instructional Materials, Math 10 Learners' Material (pages 109 -
110)
4. Procedure
4.1 Introductory Activity
*Prayer
*Greetings
5 minutes
*Attendance Check

4.2 Activity
DECODE ME!
Instructions:
The teacher will start the class with a question flashed on the television screen. In order
for the learners to answer that question, they must decode the word together by
matching column A that shows the factors of a polynomial function which can be found
in column B. Then they will transfer the letter of their chosen answer on the indicated
line for each number. They will only be given 5 minutes to find the answer to the
question.

Question:
What do you call the point/s where the line or curve crosses the axis (x and y) of the
graph?
7 minutes COLUMN A COLUMN B
1. f(x) = ( x + 2) ( x + 2) C. f(x) =196x4 - 98x3 + 91x2 - 21x + 9
2. f(x) = ( 7x + 3) ( 7x + 3) E. f(x) = 9x5
3. f(x) = ( 8r3 )( - 6r4 ) I. f(x) =x2 + 4x +4
4. f(x) = ( 3x3 )( 3x3 ) N. f(x) = 49x2 + 42x + 9
5. f(x) = ( 7x + 3) ( 7x - 3) P. f(x) =14x2 - 4x -10
6. f(x) = ( 14x2 - 7x + 3 ) ( 14x2 - 7x + 3 ) R. f(x) = 49x2 - 9
7. f(x) = ( x4 ) ( 9x ) S. f(x) =343x3 + 27
8. f(x) = ( 7x + 5 ) ( 2x - 2 ) T. f(x) = -48r7
9. f(x) = ( -12r5 ) (4r2 )
10. f(x) = ( 7x + 3 ) (49x2 - 21x + 9 )
4.3 Analysis
The teacher will process the learning of the learners of the above activity by asking the
following questions:
1. What do you call the point/s where the line or curve crosses the x and y axis of the
graph? Intercepts
2. How did you match the factors found in column A to its exact equivalent polynomial
functions in column B? By using the concept of special products that was discussed last
week or answers may vary depending on the learners comprehension.
7 minutes
3. In what form do polynomial functions in column B written? How about in column A?
Column B is written in Standard Form while Column A is written in Factored Form.
4. Is a polynomial function written in Factored Form the same to the polynomial function
written on its Standard Form? Why? Yes, because factored form is just another way of
writing a polynomial which is written in standard form.
5. What do you think will be our focus for todays discussion? About intercepts specifically
the x and y intercepts of a polynomial function.
4.4 Abstraction
The teacher will explain the following concepts:
An intercept is a point where the line or curve crosses either the x and y axis. Basically,
there are two intercepts, the x-intercept and the y-intercept
X - INTERCEPT Y - INTERCEPT
refers to the x values when y = 0 refers to the y values when x = 0.
to find the x - intercept/s , set y = 0 to find the y - intercept/s , set x = 0
is written as (x,0) in an ordered
is written as (0,y) in an ordered pair
pair
must use the factored form of the may use the factored form or the standard
polynomial function form of a polynomial function
Example: Find the intercepts of f(x) = x 3 - 4x2 + x + 6
10 minutes y = x - 4x + x + 6
3 2
Factored form
y = (x + 1) (x - 2) (x - 3) y = (x + 1) (x - 2) (x - 3)
0 = (x + 1) (x - 2) (x - 3) y = ( 0 + 1) (0 - 2) ( 0 - 3)
x+1=0 x-2=0 x-3=0 y = (1)(-2)(-3)
x = -1 x=2 x =3 y=6
Standard Form
y = x3 - 4x2 + x + 6
The x -intercepts are -1, 2, and 3. y = 03 - 4(0)2 + 0 + 6
This means the graph will pass y=0-0+0+6
through (-1, 0) , (2 , 0) , (3, 0). y=6
The y-intercept is 6. This means the graph
will also pass through ( 0 , 6 ).
4.5 Application
To see if the learners understand the concept of intercepts, the teacher will be flashing
pictures on the screen showing graph of polynomial function in real-life, and they will
identify it if it has x and y intercepts. If it has, they are going to locate the point and give
10 minutes its coordinates.

(Refer to Attachment 1 for the pictures to be shown.)

4.6 Assessment
In a one half crosswise, solve and identify the x and y intercepts of the following
polynomial functions. Also, write it in an ordered pair from.
10 minutes BOYS GIRLS
1. y = ( x - 2 ) ( x - 1 ) ( x + 3 ) 1. y = (x) (x + 6) (x + 1) (x - 1)
2. y = (x + 2) (x - 2) (x + 3) 2. (2x + 1) (x - 3)
4.7 Assignment
"Give me More Companions"
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.
y=(x+4)(x+2)(x-1)(x-3)
3 minutes
x-intercepts : _____ _____ _____ _____
 3 minutes

y - intercept : _____

4.8 Concluding Activity

3 minutes The teacher will call one or two learners to share to the class their PULOT of the Day.
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. No. of learners who have caught up with
evaluation the lesson

B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation remediation.

E. Which of my learning startegies worked

well? Why did these work?

F. What difficultites did I encounter which my

principal can help me solve?

G. What innovation did I use which I wish to

share with other teachers?

Prepared by: CHRISTHEL M. DUMDUM Checked by: CHRISTHEL M. DUMDUM

Position: Teacher I Position: Mathematics Coordinator
Noted by: Approved by: CECILIA R. ESPINA
Position: Position: School Principal II
 Attachment # 1

Picture 1 Picture 2

Picture 3 Picture 4

Picture 5